DAILY LESSON LOG in MATH 9 (1st Quarter)
I. Objectives:
LC: Illustrate quadratic equations. (Code: M9AL-Ig-1)
At the end of the lesson, the learners should be able to:
- Identify and describe quadratic equations.
II. Content: Patterns and Algebra – Quadratic Equations Defined
III. Learning Resources:
- BEAM Second Year Module 4 (TG)
- EASE Module Second Year Quadratic Equations Module 3 Chapter 6
- NFE Accreditation and Equivalency Learning Material. Equation (Part 2)
- Textbook pages: pp.44–46 (LM), pp.38–41
IV. Procedures:
A. Reviewing previous lesson or presenting the new lesson:
- Quick recap game “Linear or Not?” – Students give thumbs up/down for equations.
- Transition: “Now that you’ve mastered linear equations, let’s move to the next level—quadratic equations.”
B. Establishing a purpose for the lesson:
- “Have you ever seen a curve in a graph that looks like a smile or a frown? Today, we’ll explore the equations behind those shapes: quadratic equations.”
C. Presenting illustrative examples/instances of the lesson:
- Show equations and ask: Which are quadratic? Why?
- Examples:
- \( y = 2x + 3 \)
- \( y = x^2 - 4x + 4 \)
- \( y = 5x^2 + 2x - 1 \)
- \( y = \frac{1}{x} + 3 \)
- Clarify: Quadratic equations are in the form \( ax^2 + bx + c = 0 \), where \( a \neq 0 \).
- Explain terms: quadratic term, linear term, constant.
D. Discussing new concepts and practicing new skills #1:
- Group Activity: “Sort It Out!” – Sort 10 printed equations into “Quadratic” and “Not Quadratic”.
- Groups present and explain their classifications.
E. Discussing new concepts and new skills #2:
- Paired Activity: “Make and Share” – Create a quadratic equation, table of values, and graph.
- Present graphs and explain features.
- Teacher asks guiding questions:
- “How does the value of ‘a’ affect the graph?”
- “Is the graph a U-shape or inverted U? Why?”
F. Developing mastery (guides formative assessment):
- Individual Work: “Quadratic Detective” – Worksheet with 3 parts:
- Identify quadratic equations from a list.
- Match equations to graphs.
- Create a real-life scenario modeled by a quadratic equation.
G. Making generalizations and abstractions about the lesson:
- Guided Questions:
- What makes an equation quadratic?
- How do we know it’s different from linear?
- What is the significance of the squared term?
- Summary: “A quadratic equation has a degree of 2. Its graph is a parabola.”
H. Finding practical applications of concepts and skills in daily living:
- Example 1: Path of a ball in sports (e.g., basketball shot).
- Example 2: Business applications – maximum profit or minimum cost.
I. Evaluation of Learning:
- Activity sheet attached for assessment.
J. Additional activities for application or remediation:
- Remediation and enrichment activities as needed.
(alert-passed) The lesson plan can be adjusted based on the grade level and the available resources. The teacher may also use different strategies to achieve the objectives.
V. Teacher Notes:
- Quadratic equation: \( ax^2 + bx + c = 0 \), where \( a \neq 0 \)
- Linear equation: \( y = 2x + 3 \)
- Quadratic example: \( y = x^2 - 4x + 4 \)
- Differences:
- Linear: straight line
- Quadratic: parabola
- Squared term \( x^2 \) causes the curve.
- Direction of parabola:
- \( a > 0 \): opens upward
- \( a < 0 \): opens downward
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