GRADES 9 School ANDABUEN NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG

Teacher JOHNSON E. GAPPI Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of quadratic equations, inequalities and functions, and rational algebraic
equations.
B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving
Standards quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
C. Learning Competencies Solves quadratic equations by: (a) Solves quadratic equations by: (a) Solves quadratic equations by: (a) Solves quadratic equations by: (a)
/ Objectives extracting square roots; (b) extracting square roots; (b) extracting square roots; (b) extracting square roots; (b)
factoring; (c) completing the factoring; (c) completing the factoring; (c) completing the factoring; (c) completing the
square; and (d) using the square; and (d) using the square; and (d) using the square; and (d) using the
quadratic formula. (M9AL-Ia-b-1) quadratic formula. (M9AL-Ia-b-1) quadratic formula. (M9AL-Ia-b-1) quadratic formula. (M9AL-Ia-b-1)

a. Identify and complete perfect a. Identify and complete perfect a. Identify the values of a, b, and a. Understand that the quadratic
square trinomial square trinomial c in quadratic equation. formula can be used on any
b. Model the process of b. Solve a quadratic equation by b. Derive ax2 + bx + c = 0 to quadratic equation
completing the square with completing the square quadratic formula by applying the b. Solve quadratic equation by
algebra tiles c. Value accumulated knowledge method of using the quadratic formula
c. Appreciate the use of algebra as means of new understanding completing the square c. Appreciate the importance of
tiles c. Patience in deriving standard solving quadratic equations by
form to using the quadratic formula
quadratic formula

II. CONTENT Solving Quadratic Equations by Solving Quadratic Equations by Solving Quadratic Equations by Solving Quadratic Equations by
Completing the Square Completing the Square Using the Quadratic Formula Using the Quadratic Formula
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 28-32 pp. 28-32 pp. 33-38 pp. 33-38
2. Learner’s Materials pages
pp. 35-40 pp. 35-40 pp. 47-52 pp. 47-52
 3. Textbook pages
21st Century Math III 21st Century Math II Math PACE (Algebra II-8) Math PACE (Algebra II-8)
pp. 176 pp. 176 pp. 12 pp. 12
Ho, Ju Se T. et., al Ho, Ju Se T. et., al Accelerated Christian Educ., Inc. Accelerated Christian Educ., Inc.
4. Additional http://www.cpalms.org/Uploads/ http://www.cpalms.org/Uploads/
Materials from resources/48564/1/5/docs/ resources/48564/1/5/docs/
Learning Resource Completing%20the%20square Completing%20the%20square
(LR) portal %20guided%20practice %20guided%20practice
%20sheet.pdf %20sheet.pdf
http://www.purplemath.com/ http://www.purplemath.com/
http://www.cpalms.org/Uploads/ http://www.cpalms.org/Uploads/
moduleiquadraticform.htm moduleiquadraticform.htm
resources/48564/1/4/docs/ resources/48564/1/4/docs/
Completing%20the%20Square Completing%20the%20Square
%20Instructor%20notes%20part %20Instructor%20notes%20part
%203.pdf %203.pdf

B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, laptop, Mathematics 2016, Mathematics 2016,
Mathematics 2016, laptop,
Monitor/Projector, Activity Sheets laptop, Monitor/Projector, Activity laptop, Monitor/Projector, Activity
Monitor/Projector, Activity Sheets
Sheets Sheets
IV. PROCEDURES
A. Reviewing previous What does a square look like? Simplify each of the following
lesson or presenting the Is this a square? expressions.
new lesson
What about this one?
Express each of the following
perfect square trinomial as a
This one? square of binomial. Answer the question.

Why isn’t the last picture a a. x2 + 6x + 9 “How does finding solutions of

square? b. x2 – 14x + 49 quadratic equations facilitate
What would we need to do to solving real-life problems and
c. x2 + 2x + 1
make this a square? making decisions?”
d. x2 – 18x + 81
e. 25x2 – 30xy + 9y

B. Establishing a purpose for We can model a quadratic Not all quadratic equations can Follow the Standards!
the lesson expression like this be easily solved by factoring or by
 Write the following quadratic
x2 + 4x + 4 with tiles like this equations in standard form ax2 +
bx + c = 0. Then identify the
values of a, b, and c.
extracting the square roots. When
these methods are not possible, 1. 2x2 + 9x = 10
how do you solve the equation?
2. -2x2 = 2 – 7x
3. 6x – 1 = 2x2
4. 10 + 7x – 3x2 = 0
5. 2x (x – 6) = 5
C. Presenting examples/ Illustrative Example: Consider this problem. The solutions of any quadratic In order to use the quadratic
instances of the lesson equation ax2 + bx + c = 0 can be formula in solving the quadratic
x2 + 6x – 8 = 0 The product of a number and four determined using the quadratic equation, we need to identify the
We will use algebra tiles to help less than the number is equal to formula values of a, b, and c in the
us with the non factorable 2. What is the number? equation ax2 + bx + c = 0. Then
problem. The algebra tiles will solve.
help us get a new c value that will The problem can be written in
help us factor into a new perfect mathematical sentence as x(x – Illustrative Example:
square. 4)= 2. This formula can be derived by 6x2 = 10 + 11x
In standard form, the equation applying the method of
ax2 + bx + c becomes completing the square as shown 6x2 – 11x – 10 = 0
x2 – 4x – 2 = 0. below. Rewrite in the form
a= b= c= The expression x2 – 4x – 2 ax2 + bx + c = 0
cannot be factored. We can
2 employ another method called
so for x + 6x – 8 ; a = 1 So a = 6, b = -11, c = - 10
b = 6 c = -8 completing the square to find the Identify a, b, and c.
using algebra tiles we have solutions.
To use this method, we must aim
to produce a trinomial that is a
perfect square. Take note that
perfect square trinomials can be
expressed as the square of a
binomial.(refer to a–e of no.1 in
A). Note that these quadratic
trinomials are of the form ax2 + bx
+ c. Moreover, the constant term
We are missing a space in our in every perfect square trinomial
square. is the square of one-half the
coefficient of the x. Recall that
How many s would we really
the square of the binomial (x + y)2
 is x2 + 2xy + y2
Let us take a look at the
expression x2 + bx,
If we add (b/2)2, that is, the
square of half of the coefficient of
x, then we have
x2 + bx + (b/2)2= (x + b/2)2.
Thus the expression becomes a
need to complete the square? perfect square trinomial that can
Answer = 9 s be written as the square of a
binomial. We can now solve the
2
So x + 6x – 8 = 0 would factor equation
out easier if it were x2 – 4x – 2 = 0 by completing the
x2 + 6x + 9. So we bring the -8 to square.
the other side. x2– 4x + ___ = 2
Transpose the constant 2 to the
x2 + 6x + 9 = 8 + 9 right side of the equation. x2 -
because what we do to one side 4x + 4 = 2 + 4
we must also do to the other. Complete the square by adding
the square of half coefficient of x,
Which factors out to be that is,
(x + 3)(x + 3) = 17 [1/2(- 4) ]2 = 4 to both sides of the
2 equation.
(x + 3) = 17
(x + 3) = ±√17 (x – 2)2 = 6
x = - 3 ±√17 Write the left side as the square
of a binomial.
x – 2 = ± √6
Extract the square root of both
side.
x = 2 ±√6
Solve for x
x = 2+√6 or x = 2-√6
Therefore, the values of x are
x = 2+√6 and x =2-√6
D. Discussing new concepts A. Complete the square of Complete Me! Lead Me to the Formula! Solve these quadratic equations
and practicing new skills the following: by using the quadratic formula.
#1 Find the solutions of each of the Work in groups of 4 in finding the Write answers in set form.
1. x2 + 4x + _____ following quadratic equations by solutions of the quadratic
2
2. x – 6x + _____ completing the square. equation below by completing the 1. 2x2 – 7x + 3 = 0
square. 2. 6x2 – 7x = 3
 3. x2 – 12 x +_____ a. x2 – 2x = 3 3. 3x2 – 4 = -6x
4. n2 – 18n + _____ b. s2 + 4s – 21 = 0 2x + 9x + 10 = 0
2
4. 4x2 + 9x + 2 = 0
5. x2 + 8x + _____ c. t2 + 10t + 9 = 0 5. 3x2 = x + 5
d. x2 + 14x = 32
B. Determine a number that e. r2 – 10r = -17
must be added to both
sides of each equation to
complete the square?
1. x2 + 4x = 12
2. x2 – 2x = 24
3. x2 – 6x = -8
4. x2 – 6x = 7
5. x2 + 6x = 16
E. Discussing new concepts 1. What does it mean to How do we solve a quadratic 1. How did you use How do you solve a quadratic
and practicing new skills “complete the square”? equation by completing the completing the square in equation using the quadratic
#2 2. How do you describe a square? solving the given formula?
perfect square trinomial? equation?
3. How can you determine a a. What are the solutions of 2. What are the solutions of Find the solutions of the following
number that must be the quadratic equation x2 the given equation? quadratic equations.
added to the terms of – 10x + 19 = 0? 3. How would you describe
polynomial to make it a b. Write the solutions by the solutions obtained? a. x2 + 10x + 9 = 0
perfect square trinomial? following the procedure 4. In the equation 2x2 + 9x + Identify the values of a, b, and c
4. Observe the terms of x2 – 10x + 19 = 0 10 = 0, what would be the b. x2 – 12x = - 35
each trinomial. How is the Transpose 19 to the right resulting equation if 2, 9, 2
third term related to the side of the equation. and 10 were replaced by Rewrite in the form ax + bx + c =
coefficient of the middle Complete the square by a, b, and c, respectively? 0 2
term? 5. Using the resulting c. x + 5x – 14 = 0
adding
5. How can algebra tiles be equation in item 4, how Use the quadratic formula after
[1/2(10)]2 = 25
used to visually represent are you going to find the substituting the values
completing the square? Write the left side as the value of x if you follow the of a, b, and c
square of binomial. 2
same procedure in finding d. 4x – 4x + 1 = 0
Extract the square of both the same solutions of 2x Divide first by 4.
2
sides + 9x + 10 = 0? What
Solve for x. equation or formula would
give the value of x?
6. Do you think the equation
or formula that would give
the value of x can be
used in solving other
quadratic equations?
 F. Developing mastery Identify the values of a, b, and c
(Leads to Formative Assessment Solve the following quadratic for each equation & substitute
Solve the following quadratic Determine the solutions of each
3) equations by completing the these values in the Quadratic
equation using algebra tiles. quadratic equation using the
square. formula.
quadratic formula.
1. x2 + 10x – 3 = 0 1. x2 + 3x – 10 = 0
a. x2+ 4x – 45 = 0 1. 2x2 + 7x + 9 = 0
2. x2 + 2x – 1 = 0 2. x2 – 4x – 21 = 0
b. x2 + 8x = - 15 2. 4x2 – 4x + 1 = 0
3. x2 – 4x – 6 = 0 3. x2 – 2x = 24
c. x2 – 2x = 24 3. 3x2 – 4x = 0
4. x2 – 6x – 18 = 0 4. x2 – 8x = -7
d. p2 + 2p = 48 4. 9x2 – 72 = 0
5. x2 – 2x – 5 = 0 5. 12x + 3x2 = 63
e. 3x2 – 7x – 6 = 0 5. 2x2 + 4x = 3

G. Finding practical Solve the problem below. Solve the problem below. The length of a car park is 120m Read and understand the
applications of concepts longer than it width. The area of situation below then answer the
and skills in daily living A space in the shape of a right Television screen are usually the car park is 6400m2. questions that follow.
triangle is to be surrounded on its measured by the length of its
edge by pebbles. The hypotenuse diagonal The television set has a 1. How would you represent Mr. Bonifacio cuts a size of
of the triangle is 6m. One leg is to 60-inch diagonal. The screen is the width of the car park? rectangular plywood to be used in
be 2m longer than the other leg. 12 inches wider than its height. How about its length? the furniture that he makes. The
To the nearest hundredths, what Find the dimensions of the 2. What equation represents length of the plywood is twice its
are the lengths of the two legs? screen. the area of the car park? width and the area is 4.5 sq. ft.
3. What is the standard form What quadratic equation
of the equation? represents the area of the piece
4. What are the values of a, of plywood?
b and c? a. Write the quadratic equation
formulated in standard form. Then
determine the values of a, b, and
c.
b. Solve the quadratic equation
using the quadratic formula
c. Which of the solutions or roots
obtained represents the width of
the plywood?
H. Making generalizations Algebra tiles can help us solve 2 The equation should be arranged To use the quadratic formula, first
To solve a quadratic equation ax
non factorable quadratic 2
and abstractions about + bx = c by completing the square in the right form: ax + bx + c = 0. write the given equation in
the lesson equations. It will help us get a standard form. Then, identify the
new value of c that will help us a. Transform the equation The solutions of any quadratic values of a, b, and c and
factor into a perfect square. into the form equation substitute these values in the
2
x + (𝑏/𝑎) x = −𝑐/𝑎 ax 2
+ bx + c = 0 can be quadratic formula.
b. Add to each side of the determined using the quadratic
 equation the square of
half the coefficient of x. formula
c. Write the left side as the
square of a binomial.
d. Take the square root of
each side of the equation.
Solve the resulting linear
equations.
I. Evaluating learning Group Work: Solve the following “In time of difficulties, be like a Solve the equation Use the quadratic formula in
equations. Have one ____ tree.” 2x2 + x = 5 by using the quadratic solving each quadratic equation.
representative from a group come formula. 1. c2 – 13c – 30 = 0
to the board and explain why/how Write the indicated letter into the 2. x2 – 10x = -9
they got their answer and then box that corresponds to the
3. m2 – 10m + 16 = 0
they will solve on board. solutions of the quadratic
equation solved by completing 4. 4d2 + 18d – 10 = 0
1. x2 + 8x – 3 = 0 the square. Show your solutions. 5. x2 – 8x + 16 = 0
2
2. x2 – 6x – 9 = 0 M. {5,1 } x –13x–30=0
3. x2 = 6x = 1 B. { 1, -5 } x2+4x=96
O. {3, 2 } x2–6x+5 = 0
A. { 8, -12 } 2x2+8x =10
O. { 7, 1 } 4x2–32x=-28
R. {-3 -2 } x2–5x 6=0
B. {15, -2 }
J. Additional activities for Assignment: Assignment:
Assignment:
application or remediation Assignment:
Answer the following. 1. Memorize the Quadratic
Formula. Answer the following.
Answer.
Karen wants to use completing 2. Solve the equation 5x2 – Do you think the quadratic
the square in solving the Do you agree that any quadratic 2x – 2 = 0 by using the formula is more appropriate to
quadratic equation 4x – 25 = 0. equation can be solved by quadratic formula. use in solving quadratic
Can she use it in finding the completing the square? Justify
equations? Explain then give
solutions of the equation? Explain your answer. Reference: Learner’s Material pp. examples to support your answer.
why or why not. 50-51
V. REMARKS
VI. REFLECTION
1. No. of learners who earned
80% on the formative
assessment
2. No. of learners who require
additional activities for
remediation.
3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?