DLL-WK 3-LC 3,4,5
DLL-WK 3-LC 3,4,5
DLL-WK 3-LC 3,4,5
DAILY LESSON LOG Teacher NEMCRIS MAE A. OPLE Learning Area MATHEMATICS
Teaching Dates and
SEPTEMBER 11-15, 2023 (3:00PM-4:00PM) Quarter FIRST- Week 3
Time
Teaching Day and Time
Grade Level Section
2. Learner’s
Materials pp. 56-63 pp. 66-72 pp. 66-72 pp. 77-87
B. Establishing a 1. Where you able to find 1. How did you determine the 1. What do you observe 1. Which of the given
purpose for the the expression b2 - 4ac result of each operation? about the sum and product equations are written in
lesson given the values of a, b, 2. What mathematics of the roots of each Standard Form?
and c? concepts and principles did quadratic equation in 2. How do you describe
2. What do you think is the you apply to arrive at each relation to the values a, b, c? standard form of equation?
importance of the result? 2. Do you think a quadratic
expression b2 – 4ac in 3. Compare your answers equation can be determined
determining the nature of with those of your classmates. given its roots or solutions?
Justify your answer by giving
the roots of a quadratic Did you arrive at the same
3 examples
equation? answers? If NOT, explain
why.
C. Presenting Examples: The sum of the roots of the The product of the roots of Solving Quadratic Equations
examples/ quadratic equation ax2 + bx + the quadratic equation That are Not Written in
instances of the 1. x2 – 2x + 1 = 0 c = 0 can be determined using Standard Form
+ bx + c = 0 can be
lesson the coefficients a, b, and c.
D = b2 – 4ac Example 1: Solve x(x – 5) =
Remember that the roots of determined using the
36
D = (-2)2 – 4(1)(1) a quadratic equation can be coefficients a, b, and c.
determined using the formula Remember that the roots
D=4–4 of a quadratic equation can
be determined using the
D=0 formula
Example 2: Find the roots of
Therefore the roots are the equation
real, rational, and equal. From the quadratic formula,
2. 3x2 – x – 2 = 0
let and
D = b2 – 4ac
+ 7x – 18 = 0 is -18
D. Discussing new Using the values of a, b, Direction: Determine the sum Direction: Determine the View Me in Another Way!
concepts and and c, write the quadratic product of the roots by using Transform each of the
practicing new skills equation ax2+bx+c= 0. of the roots by using . c/a following equations into a
#1 Then find the roots of each - 2x – 6 = 0 quadratic equation in the
resulting equation. form .
- 2x – 3 = 0 = 10x – 36
+ 2x – 5 = 0 1. x (x + 5)= 2
= 10x – 25
1. a =1 ,b = 5, c = 4 + 8x + 6 = 0 2.
2. a = 2,b = 1,c =-21 – 2x – 14 = 0.
+ 2x – 5 = 0 3.
3. a = 4,b = 4, c = 1
+ 8x + 3 = 0
4. a = 1,b = -2,c = -2 4.
– 2x – 7 = 0
5. a = 9, b = 0, c = 16
5.
E. Discussing new Follow-up Questions: Follow-up Questions: Follow-up Questions: Follow-up Questions:
concepts and
practicing new skills 1. Can we determine the 1. What is the relation 1. What is the relation 1. How did you
#2 nature of the roots of a between the coefficients and between the coefficients and transform each
the roots of quadratic the roots of quadratic equation into a
quadratic equation without
equation? equation? quadratic equation?
solving the equation? 2. How can the sum of the 2. How can the product of 2. What mathematics
2. Can we identify whether roots be obtained? the roots be obtained? concepts or principles
the roots are real, rational, 3. How do you check your did you apply?
or irrational, equal or answer? 3. Did you find any
unequal? difficulty in
3. When will the equation transforming each
have no real roots? equation into a
quadratic equation?
Explain.
F. Developing mastery Solve for the discriminant Direction: Find the sum of the Direction: Find the product Solve and Find the roots of
(Leads to Formative of the following quadratic roots. of the roots. the following equations.
Assessment 3) equation and determine the
nature of the roots. 1.
+ 4x + 3 = 0 + 4x + 9 = 0
1. + 5p – 3 = 0 + 12x – 18 = 0 + 12x – 36 = 0
2. (x – 10)(x + 3) = 0
2. + 9r + 14 = 0 – 6x = 8 – 6x = 18
3. x(x + 12) = 10
3. + 5x + 10 = 0 – 3x = 0 – 16x = 0
4.
4. – 7x = 30 = 25 = 36
5. + 6x + 9 = 0
5. (x – 4)(x + 5) = 0
G. Finding practical Directions: Study the Answer the following problem. Read and understand the My understanding of
applications of situation below and answer 1. Suppose the sum of the situation below to answer Equations Transformable
concepts and skills in the questions that follow. roots of a quadratic equation the questions that follow. into Quadratic!
daily living Lola Nidora asks is given, do you think you can
Rogelio to make a table determine the equation? 1. Lola Nidora is informed Answer the following.
which has an area of 6m2. Justify your answer. that his bodyguard Rogelio 1. In a water refilling
The length of the table has 2. The sum of the roots of a owns a rectangular lot. The station, the time that a
to be 1 m longer the width. quadratic equation is -5. If one perimeter of the lot is 90m pipe takes to fill a tank
of the roots is 7, how would and its area is 450 m2. is 10 minutes more
you determine the equation? than the time that
1. If the width of the table Write the equation. a. What equation another pipe takes to
is p meters, what will be its represents the fill the same tank. If
length? perimeter of the lot? the two pipes are
2. Form a quadratic b. How about the opened at the same
equation that represents equation that time, they can fill a
the situation. represents the area? tank in 12 minute.
3. Without actually c. How is the given How many minutes
computing for the roots, situation related to does each pipe take
determine whether the the sum to fill the tank?
dimensions of the table are and the product of the 2. A flare is launched
rational numbers. Explain. roots of quadratic from a life raft with an
4. Give the dimensions equation? initial velocity of 80
of the table. d. What quadratic meters per second.
equation can be How many seconds
formed that will it take for the flare
describes the to return to the sea?
problem?
e. What are the
dimensions of the
rectangular lot?
2. The perimeter of a
rectangular bulletin board is
20ft. if the area of the board
is 21ft. What are its length
and width?
2
H. Making If b –4ac = 0, the roots Sum of the Roots of Quadratic Product of the Roots of There are equations that are
generalizations and are real, rational and equal. Equation Quadratic Equation transformable to quadratic
abstractions about If b –4ac ˃ 0 and a perfect equations. These equations
2
the lesson square, then the roots are may be given in different
real, rational and unequal. + forms. Hence, the
If b2 –4ac ˃ 0 and not a procedures in transforming
perfect square, the roots these equations to quadratic
are unequal and irrational. equations may also be
If b2 –4ac ˂ 0 the roots are ) different. Once the equations
not real or imaginary. are transformed to quadratic
equations, then they can be
solved using the different
methods of solving quadratic
equations, such as extracting
square roots, factoring,
completing the square and
using the quadratic formula.
An extraneous root of an
equation can be derived from
The sum of the roots of The sum of the roots of an original equation.
However, it is not a solution
of the original equation.
quadratic equation is . quadratic equation is .
I. Evaluating learning “Where do you like to go in Using the values of a, b, and Using the values of a, b, and Let’s Be True!
Cavite?” c, find the sum of the following c, find the product of the
Find the solution set of the
equations. following equations.
Direction: Characterize the following.
nature of the roots of the – 4x – 21 = 0 – 4x – 12 = 0 1. x(x+3)=28
following quadratic
equations using the – 8x = 48 – 8x = 24 2. 3s(s-2) = 12s
discriminant. Use the = -6
legend below. =1
–x+6=0 – x + 12 = 0
-8x + 3 = 0 4. =65
-8x + 1 = 0
1. + 9x + 20 =0
2. + 6x + 13 = 0
3. – 5x = - 4
4. – 2x – 5 = 0
5. + 8x + 16 = 0
V. REMARKS
VI. REFLECTION
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require additional
activities for
remediation.
c. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
d. No. of learners who
continue to require
remediation
e. Which of my teaching
strategies worked
well? Why did these
work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: