DAILY LESSON LOG OF M9AL-Ii-2

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities
and functions, and rational algebraic equations and solve them using a variety of
strategies.
Learning Competency: Analyses the effects of changing the values of a, h and k in
the equation y=a (x-h)2 +k of a quadratic function on its graph. (M9AL-Ii-2)
Learning Objectives:
C. Learning Competencies/
1. Determine the opening of the graph and it’s vertex
Objectives
2. Sketch the graphs of y=a(x-h)2 +k
3. Analyse the effects of changing the values of a, h and k
4. Show camaraderie in doing the different activities.
II. CONTENT Analyses the effects of changing the values of a, h and k in the equation
y=a (x-h)2 +k of a quadratic function on its graph
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 87-90
2. Learner’s Materials Pages 143-151
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning manila paper and pentil pen
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Review previous lesson The teacher tells the students: “Our lesson is Quadratics on the Move” Do you
or presenting the new have any idea about this? What do you think it is all about? Given 3 minutes do a
lesson search, Google, Merriam or use any search engine about the definition of
translations, reflections and dilations.

Activity 1 (Pair Activity)

A. Graph y= x2 and y= x2+3, using the table of values below.
X -2 -1 0 1 2
y= x2 4 1 0 1 4
2
y= x +3 7 4 3 4 7

What are the vertices of the two parabolas?

Write a sentence that describes the transformations of each graph from y= x2.
Describe what you think the effect will be on the graph of a quadratic function
when a positive or negative number is added to the function after squaring the x-
value.

Possible responses:
Translation-a transformation of coordinates in which the new axes are parallel to
the old ones
Reflections-a transformation of a figure in which each point is replaced by a point
symmetric with respect to a line or plane
Dilations-an act of stretching or enlarging a part
Vertices : a. (0,0) (0,3) b. (0,0) (0,-2)
 The graph y=x2 moves 3 units upward on the first case and 2 units downward on
the second case. If a positive number is added to the function the graph y=x 2
moves upward , if negative it will moves downward depending on the number of
units added.
B. Establishing a purpose The teacher lets the students realize that if they know how to translate, reflect and
for the lesson dilate a parabola then they can quickly fit a quadratic function to a set of data.
Activity 2 ( Group Activity)
The teacher assigns each group (4 groups) a piece of paper which contains the
activity. He /She gives them a manila paper and pentil pen for their outputs to be
presented in front.

Group1: The effect of changing y= x2 to y=(x-h)2.

Complete the table for y= x2 and y=(x-3)2. Make a sketch of both graphs.
X -2 -1 0 1 2
Y= x2

X 1 2 3 4 5
Y= (x-3)2
Write a sentence that describes the transformations.
Describe the effects on the graph of a quadratic function when a positive number
is subtracted from the x- value before squaring.
Describe the effects on the graph of a quadratic function when a negative number
is subtracted from the x- value before squaring.

Group 2: The effect of changing y=x2 to y= -x2.

Complete the table for y-= x2 and y= -x2, then graph both functions. Write a
sentence that describes the transformation.
X -2 -1 0 1 2
Y= x2

X -2 -1 0 1 2
Y= -x2
C. Presenting examples/
Group 3: The effect of changing y=(x+2)2 to y= -(x+2)2
instances of the new
Complete the table for y=(x+2)2 and y= -(x+2)2.
lesson
X -4 -3 -2 -1 0
y=(x+2) 2

X -4 -3 -2 -1 0
y= -(x+2)2
Make a sketch of both graphs. Write a sentence that describes the transformation.
Describe the effect on the graph of a quadratic function when the opposite sign is
applied to the function values.

Group 4: The effect of changing y= x2 to y=ax2.

Complete the table for y= x2 , y=2x2 and y= ½ x2, then make a sketch of the three
graphs.
X -2 -1 0 1 2
Y= x2

X -2 -1 0 1 2
Y= 2x2

X -2 -1 0 1 2
Y= 1/2x2

Write a sentence that describes the transformation. Describe the effect on the
graph of a quadratic function when a scale factor greater than 1 is applied to the
function values. Describe the effect on the graph of a quadratic function when a
scale factor less than 1, but greater than 0, is applied to the function values.

Answer:
 Group1: The effect of changing y= x2 to y=(x-h)2.

X -2 -1 0 1 2
Y= x2 4 1 0 1 4

X 1 2 3 4 5
Y= (x-3)2 4 1 0 1 4
The graph y=x2 was just move to the right of the y=axis. They just have the same
form they only differ with its vertices. The vertex of Y= (x-3)2 was (3,0)
The graph of y=x2 was translated to the right when there is a positive number
subtracted from the x-value before squaring.
The graph of y=x2 was translated to the left when there is negative number
subtracted from the x-value before squaring.

Group 2: The effect of changing y=x2 to y= -x2.

Complete the table for y-= x2 and y= -x2, then graph both functions. Write a
sentence that describes the transformation.
X -2 -1 0 1 2
Y= x2 4 1 0 1 4

X -2 -1 0 1 2
Y= -x2 -4 -1 0 -1 -4
The two graphs are reflection of each other.

Group 3: The effect of changing y=(x+2)2 to y= -(x+2)2

Complete the table for y=(x+2)2 and y= -(x+2)2.
X -4 -3 -2 -1 0
Y=(x+2)2 4 1 0 1 4

X -4 -3 -2 -1 0
Y= -(x+2)2 -4 -1 0 -1 -4
The two graphs similarly are reflection of each other. As what I have observe that
the value of a affect the opening of the graph.

Group 4: The effect of changing y= x2 to y=ax2.

Complete the table for y= x2 , y=2x2 and y= ½ x2, then make a sketch of the three
graphs.
X -2 -1 0 1 2
Y= x2 4 1 0 1 4

X -2 -1 0 1 2
Y= 2x2 8 2 0 2 8

X -2 -1 0 1 2
Y= 1/2x2 2 1/2 0 1/2 2

Based on the graph of y=x 2. The three graphs have a common vertex they differ in
its wideness or narrowness of its graph. The effect on the graph of a quadratic
function when a scale factor greater than 1 is applied to the function values its
graph is narrow. The greater the value the narrower its graph. The effect on the
graph of a quadratic function when a scale factor less than 1, but greater than 0, is
applied to the function values its graph becomes wide. The closer the value to zero
the wider its graph.
The teacher discusses to his/her students the process of doing activity 1. He/she
D. Discussing new guides the students to complete the table of values, to plot the points and sketch
concepts and practicing the graph. He/ She allows the students to give their observations on the effects of
new skills #1 the number added to the given function and how it affects the graph. He/ She
gives the idea that k moves the graph vertically.
E. Discussing new The teacher discusses and illustrates thoroughly the effects of the value of h, he/
concepts and practicing she gives them the idea of moving a certain graph from one point of the plane to
new skills #2 another horizontally. He/ she explains to them the effects of the numbers added
before squaring. The other activity was analysing the effect of the values of a, this
value helps the students identify the possible opening of the and the idea that
 adding /using a value less than 1 but greater than 0 affect its wideness so with the
values greater than 1.
The teacher summarizes the ideas presented previously by the group activity. He/
She combines a value for k and h.

Describe the transformation/translation of the graphs of the following functions.

1. Y= x2-4
2. Y=(x-4)2
F. Developing mastery
3. Y= -(x-3)2
(leads to formative
4. Y=(x-5)2+3
assessment 3)
Answer:
1. The graph y= x2 is shifted 4 units downward
2. The graph y= x2 is moved 4 units to the right
3. The graph y= -x2 is moved 3 units to the right of the origin
4. The graph y= x2 is moved 5 units to the right of the origin and 3 units
upward.
The teacher uses situations which gives the students the effects of translation,
reflection and dilations with the use of the following questions: (Valuing)
What do you think will happen if you keep on transferring from one seat to
another? Why do people need to migrate? Have you tried reflecting your actions
5. Finding practical
before going to bed? Why do we need to reflect? Are there cases that we need to
applications of concepts
widen our understanding? Where this does usually happen? We may not literally
and skills in daily living
apply this lesson with our lives but the concept that was developed by the lesson is
very applicable. We need to be flexible, same with the graphs of quadratic function
we may be able to adjust and translate, even dilate ourselves for the better of
everybody.
The teacher summarizes the mathematical skills or principles by the following
table.

6. Making generalizations Y= a(x-h)2+k Description

and abstractions about /a/>1 Vertical stretch of the graph of the function
the lesson /a/<1 Vertical compression of the graph of the function
-a Reflection of the graph of the function across the x-axis
h Horizontal translation of the graph of the function
k Vertical translation of the graph of the function.
The teacher lets the students answer individually the formative assessment.

Write a description of the transformations/ translations of the graphs of the

following functions:
1. Y= x2+2
2. Y= (x+6)2
3. Y= x2-6
7. Evaluating Learning
4. Y= (x-4)2-3
Answer:
1. The graph y= x2 is moved 2 units upward
2. The graph y= x2 is moved 6 units to the left of the y-axis
3. The graph y= x2 is moved 6 units downward
4. The graph y= x2 is moved 3 units downward and 4 units to the right of the
y-axis.
8. Additional activities or
remediation
B. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
C. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
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 Seats
localized materials did I
use/ discover which I
wish to share with other
teachers

Prepared by:
Activity 1 (Pair Activity)

A. Complete the table for y= x2 and y= x2+3, then graph both functions on your
graphing paper.

X -2 -1 0 1 2
y= x2
y= x2+3

B. Complete the table for y= x2 and y= x2-2, then graph both functions on your
graphing paper.

X -2 -1 0 1 2
y= x2
y= x2-2

What are the vertices of the two parabolas on table 1? Table 2?

Write a sentence that describes the transformations of each
graph from y= x2. Describe what you think the effect will be on
the graph of a quadratic function when a positive or negative
number is added to the function after squaring the x-value.
Group1: The effect of changing y= x2 to y=(x-h)2.
Complete the table for y= x2 and y=(x-3)2. Make a sketch of both
graphs.
X -2 -1 0 1 2
Y= x2

X 1 2 3 4 5
Y= (x-3)2

Write a sentence that describes the transformations.

Describe the effects on the graph of a quadratic function when a
positive number is subtracted from the x- value before squaring.
Describe the effects on the graph of a quadratic function when a
negative number is subtracted from the x- value before squaring.
Group 2: The effect of changing y=x2 to y= -x2.
Complete the table for y-= x2 and y= -x2, then graph both
functions. Write a sentence that describes the transformation.

X -2 -1 0 1 2

Y= x2

X -2 -1 0 1 2

Y= -x2
Group 3: The effect of changing y=(x+2)2 to y= -(x+2)2

Complete the table for y=(x+2)2 and y= -(x+2)2.

X -4 -3 -2 -1 0
y=(x+2) 2

X -4 -3 -2 -1 0
y= -(x+2)2

Make a sketch of both graphs. Write a sentence that describes the

transformation. Describe the effect on the graph of a quadratic
function when the opposite sign is applied to the function values.
Group 4: The effect of changing y= x2 to y=ax2.

Complete the table for y= x2 , y=2x2 and y= ½ x2, then make a

sketch of the three graphs.
X -2 -1 0 1 2
Y= x2

X -2 -1 0 1 2
Y= 2x2

X -2 -1 0 1 2
Y= 1/2x2
Write a sentence that describes the transformation. Describe the
effect on the graph of a quadratic function when a scale factor
greater than 1 is applied to the function values. Describe the
effect on the graph of a quadratic function when a scale factor
less than 1, but greater than 0, is applied to the function values.
Evaluation:

Each represent a transformation of

2
y=x . For each, sketch a graph and
write a verbal description of the
transformation.
2
1. Y= 3x
2
2. Y= (x+6)
2
3. Y= x -6
2
4. Y= (x-4) -3