School SOONG NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher ROTSHEN V. CASILAC Learning Area MATHEMATICS

LOG
Teaching Dates and Time July 22 - 26, 2019 Quarter FIRST
9-RIZAL(8:30-9:30AM); 9-BONIFACIO(1:15-2:15PM)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the structure and function of plant parts and organelles involved in photosynthesis
2. the structure and function of mitochondrion as the main organelle involved in respiration

B. Performance Standard The learners should be able to:

1. design and conduct an investigation to provide evidence that plants can manufacture their own food

C. Learning Illustrates quadratic inequalities Illustrates quadratic Solves problems involving ASSESSMENT DAY NUTRITION MONTH
Competency/Objectives (M9AL-If-1) inequalities (M9AL-If-1) quadratic inequalities (M9AL-
Solves problems involving If-2)
quadratic inequalities (M9AL-
If-2)
 Define and Describes quadratic Solve quadratic inequalities Solve problems involving Assessment day Nutrition month
inequalities Graph quadratic Inequalities quadratic inequalities
Used quadratic inequalities
to model real life problems

II. CONTENT

III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource

IV. PROCEDURES
Perform the Pre-test in L.M. p. Assess the students’ prior knowledge on Elicit the students’ prior
A. Reviewing 73-74 to assess prior knowledge. quadratic inequalities using the knowledge using the KWLS Chart
previous lesson or matching worksheet on http:// (Ogle, 1986).
presenting the new www.regentsprep.org/Regents/math/al
lesson gtrig/ATE6/ QuadinequalMatch.htm.

How does quadratic inequality How can quadratic inequalities

B. Establishing a differ from quadratic equality? be used to represent situations
purpose for the lesson What are the important features and solve problems
that needs to be learned in
quadratic inequality

Using a graphing utility, show to the As a preliminary activity, ask the

C. Presenting class the graphs of the following students to answer an online
examples/Instances of quadratic functions: a. x2 – x – 12 > 0 b. quiz on quadratic inequalities.
the new lesson y ≥ x2 – 1 c. x2 – x – 12 < 0 d. y ≤ x2 – 1 (Sample site:
http://www.cliffsnotes.com/mat
h/algebra/algebraii/quadratics-
in-one-variable/quiz-solving-
quadraticinequalities)
 Perform activity 1 pg. To let the students come up
D. Discussing new with conjectures on quadratic
concepts and inequalities, conduct a spin-off
practicing new Think-PairShare activity (Lyman,
skills # 1981). Ask the students to think
of what they have observed in
the given graphs individually
and then form pairs to discuss
their thoughts and compare
their answers. The pairs will
share their answers to the
whole class.
Let the students come up Conduct a whole-class
E. Discussing with conjectures on quadratic discussion on quadratic
new inequalities. inequalities.
concepts Conduct a spin-off think –pair Show to the class how to solve
practicing share activity quadratic inequalities
new skill #2 algebraically and graphically.
(http://www.
mathwarehouse.com/quadratic-
inequality/how-tosolve-and-
graph-quadratic-inequality.php)
What are the important Give the students graphing
F. Developing features that needs to be exercises on quadratic
mastery learned in quadratic inequalities in the form y > mx +
inequality b, and let them observe and
form a conjecture on how to
sketch the graph of this form
easily.
Post the given challenge below:
If a baseball is thrown at an initial
speed of 15 m/s from a height of 2 m
above the ground, the inequality –
49t2 + 15t – 2>0 models the time, t,
in seconds that the baseball is in fl
ight. During what time interval is the
baseball in fl ight?
Conduct a spin-off Pairs Compare
(Kagan, 1998) activity where students
form pairs and answer the problem
together in a specific time. When it is
time, the pairs will pair up with
another pair to answer the question
and be able to share ideas.
Explain to the class how to solve the
given challenge problem.
(http://gabrielmathnorth.weebly.co
m/uploads/1/2/6/9/12696930/pre-
calculus_11_-
_chapter_9_website.pdf )
 For more practice, conduct a spin-off
G. Finding I Have the Question, Who Has the
practical Answer (Rutherford, 2008) activity on
application of problems involving quadratic
concepts and inequalities. • Distribute answer
skills in daily living cards to the students. • Place a
question card on the desk of each
student. • Designate a student to
turn over a question card and say,
“The question is... Who has the
answer?”
• All the students will check their
answer cards to see if they have the
correct answer, and the process
continues.
Ask students to complete one For the summary of the lesson, ask
H. Making or more sections of an exit the students to answer the “L” and
generalizations sheet (Lujan, 2011). “S” column of the KWLS Chart.
and abstractions I Understand I Need Help
about the lesson I learned... The I need help with...
lesson helped I have a question:
me... __________

I Need Practice I I Want More

am still confused I could use this
about... I need to information... I
practice... wish I could...
I. Evaluating learning Give the students more
exercises.

J. Additional activities for

application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%

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: NOTED BY:

ROTSHEN V. CASILAC ALAN B. TIZON

TEACHER I SCHOOL IN - CHARGE

School SOONG NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher ROTSHEN V. CASILAC Learning Area SCIENCE
LOG
Teaching Dates and Time July 22 – 26, 2019 Quarter FIRST
9-RIZAL(8:30-9:30AM); 9-BONIFACIO(1:15-2:15PM)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the structure and function of plant parts and organelles involved in photosynthesis
2. the structure and function of mitochondrion as the main organelle involved in respiration

B. Performance Standard The learners should be able to:

1. design and conduct an investigation to provide evidence that plants can manufacture their own food

C. Learning Differentiate basic features and importance of photosynthesis and respiration (S9LT – Ig – j – 31)
Competency/Objectives S9LT-Ia-b-27
 - Define respiration
- Describe the important
features of respiration
- Differentiate aerobic and
anaerobic respiration
II. CONTENT 4.1 Flow of energy and
matter in ecosystems
4.1.1 Photosynthesis
4.1.2 Respiration
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
- Identify the different parts
of mitochondrion and their
functions
- Explain the importance of
mitochondrion as the site of
respiration
4.1 Flow of energy and
matter in ecosystems
4.1.1 Photosynthesis
4.1.2 Respiration
- Identify the necessary ASSESMENT DAY
materials needed during Nutrition month celebration
respiration
- Discuss the importance of
oxygen in the conversion of
simple sugar (glucose) into
ATP
4.1 Flow of energy and 4.1 Flow of energy and 4.1 Flow of energy and
matter in ecosystems matter in ecosystems matter in ecosystems
4.1.1 Photosynthesis 4.1.1 Photosynthesis 4.1.1 Photosynthesis
4.1.2 Respiration 4.1.2 Respiration 4.1.2 Respiration
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the
new lesson

B. Establishing a purpose
for the lesson

C. Presenting
examples/Instances of the
new lesson
 D. Discussing new
concepts and practicing
new skills #

E. Discussing new
concepts
practicing new skill
#2

F. Developing mastery

G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson

I. Evaluating learning

J. Additional activities for

application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%
 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: NOTED BY:

ROTSHEN V. CASILAC ALAN B. TIZON

TEACHER I SCHOOL IN - CHARGE

School SOONG NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher ROTSHEN V. CASILAC Learning Area SCIENCE
LOG
Teaching Dates and Time July 29 – August 2, 2019 Quarter FIRST
 9-RIZAL(8:30-9:30AM); 9-BONIFACIO(1:15-2:15PM)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. the structure and function of plant parts and organelles involved in photosynthesis
2. the structure and function of mitochondrion as the main organelle involved in respiration

B. Performance Standard The learners should be able to:

1. design and conduct an investigation to provide evidence that plants can manufacture their own food

C. Learning Differentiate basic features and importance of photosynthesis and respiration (S9LT – Ig – j – 31)
Competency/Objectives
-Identify and describe the
different stages of cellular
respiration ( Aerobic
Respiration)
- Describe glycolysis
- Identify the following
during glycolysis
a. necessary materials
b. center of reaction
c. end product
d. by product
e. processes
- Explain the process of
glycolysis
S9LT-Ia-b-27
- Describe Kreb’s Cycle
- Identify the following
during Kreb’s Cycle
a. necessary materials
b. center of reaction
c. end product
d. by product
e. processes
- Explain the process of
Kreb’s Cycle
- Describe Electron Transport Assessment day
Chain
- Identify the following during
Electron Transport Chain
a. necessary materials
b. center of reaction
c. end product
d. by product
e. processes
- Explain the process of
Electron Transport Chain

II. CONTENT 4.1 Flow of energy and 4.1 Flow of energy and 4.1 Flow of energy and 4.1 Flow of energy and 4.1 Flow of energy and
matter in ecosystems matter in ecosystems matter in ecosystems matter in ecosystems matter in ecosystems
4.1.1 Photosynthesis 4.1.1 Photosynthesis 4.1.1 Photosynthesis 4.1.1 Photosynthesis 4.1.1 Photosynthesis
4.1.2 Respiration 4.1.2 Respiration 4.1.2 Respiration 4.1.2 Respiration 4.1.2 Respiration
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide pages

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning
Resource

IV. PROCEDURES
What are the different
A. Reviewing previous stages of cellular
lesson or presenting the respiration?
new lesson

B. Establishing a purpose
for the lesson
 C. Presenting
examples/Instances of the
new lesson

D. Discussing new
concepts and practicing
new skills #

E. Discussing new
concepts
practicing new skill
#2

F. Developing mastery

G. Finding practical
application of concepts
and skills in daily living
H. Making
generalizations and
abstractions about the
lesson

I. Evaluating learning

J. Additional activities for

application or
remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who

require additional activities
for remediation who scored
below 80%
 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: NOTED BY:

ROTSHEN V. CASILAC ALAN B. TIZON

TEACHER I SCHOOL IN - CHARGE