Daily Lesson Plan Model

Date: September 25, 202

Period: 1st Quarter Time: 3:00 PM - 5:00 PM Grade: 9 Subject: Mathematics

Lesson Title: Transforming Equations into Quadratic Forms

Purpose: Objectives:

This lesson plan is designed to help the At the end of this lesson, students are expected
students in grasping the concept of to:
identifying and transforming equations
into quadratic forms. ● Identify equations in non-quadratic
forms.
● Transform non-quadratic equations into
quadratic forms including rational
algebraic equations.
● Solve equations using different methods
of solving quadratic equations to get its
roots.

Key Vocabulary: Essential Questions:

● How will you determine if the
1. Quadratic Equation equation is quadratic or not?
● Is it possible to transform equations
2. Non-quadratic equation into quadratic form? If so, how?
● What are rational equations?
3. Standard Form ● How are we going to transform
rational equations into quadratic
4. Extraneous Roots equations?
● Can we find the value of the roots
5. Transformable and its solution? How?
● What are extraneous roots?
● How to identify an extraneous root?
 Materials/Resources/Technology:

● Laptop
● Smart TV
● White Board
● White Board Marker
● Pen
● Paper
● Bondpaper

Procedure
I. Preliminaries
A. Greetings
B. Prayer
C. Energizer
D. Classroom Rules and Management
RULES:
1. Be on Time: Arrive promptly to class. Punctuality is
important for starting lessons on time.
2. Respect Others: Treat your fellow students, the teacher, and
any guests with respect. Listen actively when others are
speaking.
3. No Disruptions: Avoid disruptions during class. Keep noise
levels down, and refrain from using electronic devices
without permission.If technology is allowed in the classroom,
use it for educational purposes only
4. Participate Actively: Engage in class discussions and
Time Frame: (15 activities. Ask questions when you don't understand
mins) something.
5. Raise Your Hand: Raise your hand if you have a question or
need assistance. Wait for your turn to speak. If you have
concerns or issues, feel free to discuss them with the teacher
right away or privately.
6. Be Positive: Maintain a positive attitude towards math. It's
okay to make mistakes; learning from them is part of the
process.

E. Activity 1: Kickstarter
The teacher will give a warm up activity to test prior knowledge
about the previous discussion. The students will be instructed by the
teacher to write their answers on their white board and are given 20
seconds per item.

KICKSTARTER: Transform Me!

Overview: In this activity, students will be able to recall and master
the basic concept of transforming equations into the standard form of
quadratic equation.

Direction: Transform the following equations into the form

2
𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.

2 2𝑥
1. 𝑥 − 4 = 5 + 7
5 2
2. 4 = 3
𝑥 − 4𝑥 + 1
2
3. 3 − 3𝑥 + 4𝑥 = 1
3 2
4. 0 = 2
𝑥 − 5𝑥 + 3
2
5. 𝑥 − 5 = 3 − 2𝑥

Expected Answers:
2 2𝑥
1. 𝑥 − 7
− 9 = 0
5 2
2. 3
𝑥 − 4𝑥 − 3 = 0
2
3. 4𝑥 − 3𝑥 + 2 = 0
3 2
4. 2
𝑥 − 5𝑥 + 3 =0
2
5. 𝑥 + 2𝑥 − 8 = 0
 II. Analysis

Overview: After the kickstarter activity, students will be assessed

based on the activity given by analyzing how they transform different
equations into quadratic equations. Students will be randomly picked
to answer the questions provided.

The teacher will ask the students with following questions:

1. How did you transform the given equation into standard

form?
Expected Answer: To transform a quadratic equation into standard
form, start with the quadratic equation in its general form: y = ax^2 +
bx + c then, move all terms to one side of the equation to set it equal
to zero: ax^2 + bx + c = 0. If the equation is not yet in standard form,
Time Frame: (5 you may need to rearrange terms or factor out a common factor.
mins) 2. How will you determine if the equation is quadratic or not?
Expected Answer: To determine if an equation is quadratic or not,
look at the highest power or degree of the variable involved in the
equation. In quadratic equations, the highest degree of the variable is
2
2 (𝑥 ).
3. How about if we encounter equations that have a degree of
more than 2 or less than 2, can we still solve the equation and
find its solution?
Expected Answer: Yes, by transforming the equation into quadratic
form using the different methods tackled in the previous discussion
(Factoring, Quadratic Formula, etc.).

The teacher will then introduce the topic “Transforming Equation

into Quadratic Equation” using various steps and applying different
methods of solving quadratic equations to get the roots.
 III. Discussion Proper
The teacher will start the proper discussion.

Overview: In this part of discussion, since we already know how to

use the different methods in solving quadratic equations, getting the
values, and identifying the nature of the roots, we will now try to
apply all of the mentioned methods and techniques you learned in
different equations.

In this lesson, students will be able to learn:

● How to identify equations in non-quadratic forms.

● Transform non-quadratic equations into quadratic forms
Time Frame: (40 including rational algebraic equations.
mins) ● Solve equations using different methods of solving
quadratic equations to get its roots.

The teacher will have a brief recap and introduction about quadratic
and the not quadratic equation by letting the students compare
equations.

A quadratic equation is a type of polynomial equation of the second

degree, which means it contains a variable raised to the power of 2
(squared) and can be written in the general form: ax^2+bx+c=0. It
can be solved using the different types of methods and its nature of
the roots can be used to identify its solution. But, there are also
equations that are not quadratic equations.

−2 −1
Let’s try to evaluate the given equation: 2𝑥 = 4𝑥

Questions: Is this a quadratic equation? No.

Can we transform this into quadratic? Yes.

Yes, we can transform a non-quadratic equation into standard

quadratic form (ax^2 + bx + c = 0) because quadratic equations have
unique properties and solutions that are well-understood and widely
applicable. By converting a non-quadratic equation into this standard
form, we make it easier to apply well-established methods for solving
quadratic equations, such as factoring, completing the square, or
using the quadratic formula.

Question: How can we transform equations into quadratic form?

Equations that are not quadratic in nature can be transformed by using a

step by step procedure presented below.
 STEPS IN SOLVING EQUATIONS TRANSFORMABLE INTO
QUADRATIC EQUATIONS

1. Transform the equation to general form.

2. Rename the variables in order to transform the equation to
quadratic form.
3. Apply the most appropriate technique or method to solve the
resulting quadratic equation.
4. Check for extraneous roots. (An extraneous root is a solution to an
equation that seems to be right, but when we check it by
substituting it into the original equation, we find it is not right.)

The teacher will show the students how to solve and transform equations
using the step by step process presented.

Guided Practice: Study and solve the following examples.

−2 −1
1. 2𝑥 = 4𝑥

Step 1: Transform the equation to general form.

−2 −1 −2
2𝑥 = 4𝑥 ⇒ 2𝑥 − 4𝑥 − 1 = 0
Step 2: Rename the variables in order to transform the equation to
quadratic form.
−1 2 −2
Let 𝑢 = 𝑥 ; then 𝑢 = 𝑥
Step 3: Solve the resulting quadratic equation. Apply the
Zero-Product Property.
−2 −1
2𝑥 − 4𝑥 = 0
2
2𝑢 − 4𝑢 = 0
2𝑢 ( 𝑢 − 2) = 0
2𝑢 = 0; 𝑢 − 2 = 0
𝑢 = 0; 𝑢 = 2
Step 4: Substitute the values obtained to the representation.
2𝑢 = 0 if 𝑢 = 2
−1 −1
𝑥 𝑖𝑠 𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑 𝑥 = 2
1
𝑥
= 2
1
𝑥 = 2
1 −2 1 −1
checking: 2 ( 2 ) = 4( 2 )

8 = 8
1
Expected Answer: The only solution is 2
.

2
2. (𝑥 − 3) − 4(𝑥 − 3) = 5
Step 1: Transform the equation to general form.
2
(𝑥 − 3) − 4(𝑥 − 3) = 5
2
⇒ (𝑥 − 3) − 4(𝑥 − 3) − 5 = 0
Step 2: Rename the variables in order to transform the equation to
quadratic form.
Let 𝑢 = 𝑥 − 3
2
𝑢 − 4𝑢 − 5 = 0
Step 3: Solve the resulting quadratic equation. Apply the
Zero-Product Property.
2
𝑢 − 4𝑢 − 5 = 0
(𝑢 − 5)(𝑢 + 1) = 0
𝑢 − 5 = 0; 𝑢 + 1 = 0
𝑢 = 5; 𝑢 = − 1
Step 4: Substitute the values obtained to the representation.
𝑢 = 5 𝑢 = −1
𝑥−3 =5 𝑥 − 3= − 1
𝑥 = 5 +3 𝑥 =− 1 + 3
𝑥= 8 𝑥 = 2
Expected Answer: The roots are 8 and 2.

Some equations can be solved directly through factoring without the

need for a substitution method. The teacher will provide an
illustrative example to demonstrate this approach.

2
3. 3(𝑥 + 4) − 7(𝑥 + 4) = 6
Step 1: Transform the equation to general form.
2
3(𝑥 + 8𝑥 + 16) − (7𝑥 + 28) − 6 = 0
2
3𝑥 + 24𝑥 + 48 − 7𝑥 − 28 − 6 = 0
2
3𝑥 + 17𝑥 + 48 − 28 − 6 = 0
2
3𝑥 + 17𝑥 + 20 − 6 = 0
2
3𝑥 + 17𝑥 + 14 = 0
Step 3: Solve the resulting quadratic equation. Apply the
Zero-Product Property.
2
3𝑥 + 14𝑥 + 3𝑥 + 14 = 0
𝑥(3𝑥 + 14) + (3𝑥 + 14) = 0
(3𝑥 + 14) + (𝑥 + 1) = 0
3𝑥 =− 14 ; 𝑥2 =− 1
14
𝑥1 =− 3
14
Expected answer: Therefore, the solutions are − 3
𝑎𝑛𝑑 − 1.
After the guided practice, the teacher will give an independent
practice to assess students’ understanding about the topic.

Independent Practice: Solve the following equations. Show your

complete solution.

−2 −1
1. 𝑥 −7 =− 12
4 2
2. 𝑥 + 2𝑥 = 3
2
3. (𝑥 − 5) − 10(𝑥 − 5) = 24

Expected Answers:
−2 −1
1. 𝑥 −7 =− 12
−2 −1
𝑥 −7 + 12 = 0
2 −2 −1
Let 𝑢 = 𝑥 ; 𝑢 =𝑥
2
𝑢 − 7𝑢 + 12 = 0
(𝑢 − 4)(𝑢 − 3) = 0
𝑢=4 ; 𝑢= 3
−1 −1
𝑥 = 4 𝑥 =3
1 1
𝑥
= 4 𝑥
= 3
1 1
𝑥1 = 4
𝑥2 = 3
1 1
Therefore, the solutions are 4
𝑎𝑛𝑑 3
.
4 2
2. 𝑥 + 2𝑥 = 3
4 2
𝑥 + 2𝑥 − 3 = 0
2 4 2
𝐿𝑒𝑡 𝑢 = 𝑥 ; 𝑢 = 𝑥
2
𝑢 + 2𝑢 − 3 = 0
(𝑢 + 3)(𝑢 − 1) = 0
𝑢 =− 3 ; 𝑢= 1
2 2
𝑥 = − 3 𝑥 =1
2 2
𝑥 = −3 𝑥 = 1
𝑥1 = 𝑖 ; 𝑥2 = 1
Since 𝑥1is an imaginary number, therefore, 1 is the only solution.
2
3. (𝑥 − 5) − 10(𝑥 − 5) = 24

2
𝑥 − 10𝑥 + 25 − 10𝑥 + 50 − 24 = 0
2
𝑥 − 20𝑥 + 25 + 50 − 24 = 0
 2
𝑥 − 20𝑥 + 75 − 24 = 0
2
𝑥 − 20𝑥 + 51 = 0
2
𝑥 − 3𝑥 − 17𝑥 + 51 = 0
𝑥(𝑥 − 3) − 17(𝑥 − 3) = 0
(𝑥 − 3)(𝑥 − 17) = 0
𝑥1 = 3 ; 𝑥2 = 17
Therefore, the solutions are 3 and 17.

Question: How to solve if the equation is in rational form or has

rational expression?

Rational equation is an equation that involves one or more rational

expressions. The following are examples of rational equations.

1 1 1 1 5 1 𝑥−8 𝑥−3
4
+ 5
= 𝑡 3
− 6
= 𝑥 3
+ 2
= 0

In solving rational equations, it is always important to check if the

numbers are true solutions. There are some values which when
substituted to the rational equation do not satisfy the conditions
because of the restrictions in the denominator of the equation. These
are called extraneous solutions.

Guided Practice: Study the following examples.

3 4
1. 𝑥+3
+ 2 = 1
𝑥 +6𝑥+9
Step 1: Factor the denominators.
3 4
𝑥+3
+ 2 = 1
(𝑥+3)
Step 2: Multiply all the terms by the LCD to clear the fractions in the
expressions.
2
(𝑥 + 3) ⎡⎢ 𝑥+3 + ⎤
3 4
2 = 1⎥
⎣ (𝑥+3) ⎦
2
3(𝑥 + 3) + 4 = (𝑥 + 3)
Step 3: Apply APE
2
3𝑥 + 13 = 𝑥 + 6𝑥 + 9
2
0 = 𝑥 + 3𝑥 − 4
(𝑥 + 4)(𝑥 − 1) = 0
Step 4: Factor the left side of the equation.
(𝑥 + 4)(𝑥 − 1) = 0
Step 5: Apply the Zero Product Property
 x= -4 ; x=1
Step 6: Check if there are extraneous roots by substituting the values
in the original equation.

x = -4 x=1
3 4 3 4
−4+3
+ 2 =1 1+3
+ 2 = 1
(−4+3) (1+3)
3 1
− 3+ 4 = 1 4
+ 4 = 1
1 = 1 1=1
Therefore, the solutions are -4 and 1.

3 4
2. 1 + 𝑥
= 2
𝑥
Step 1: Find the LCD of the rational equation. Multiply all the terms
by the LCD to clear the fractions in the expression.
2 3 4
𝑥 (1 + 𝑥 = 2 )
𝑥
2
𝑥 + 3𝑥 = 4
Step 2: Apply APE
2
𝑥 + 3𝑥 − 4 = 0
Step 3: Factor the left side of the equation.
(𝑥 + 4)(𝑥 − 1) = 0
Step 4: Apply the Zero Product Property.
𝑥 =− 4 ; 𝑥 = 1
Step 5: Check if there are extraneous roots by substituting the values
in the original equation.
𝑥 =− 4 ; 𝑥= 1
3 4 3 4
1+ (−4) = 2 1 +1 = 2
(−4) 1
−4+3 4
−4
= 16
1+3 =4
1 1
4
= 4
4 = 4
Therefore, the solutions are -4 and 1.

3 3 24
𝑥−4
+ 𝑥−4
= 2
𝑥 −16
After the guided practice, the teacher will give an independent
practice to assess students’ understanding about the topic.

Independent Practice: Find all solutions to the given

equations.Provide checking to identify extraneous roots.
 3 18
1. 𝑥
+ 1= 2
𝑥
1 1 𝑥+3
2. 𝑥−5
+ 𝑥−5
= 2
𝑥 −25
𝑥 12
3. 3
+ 𝑥
= 𝑥− 2
1 12
4. 1 − 𝑥
= 2
𝑥

Expected Answers:

3 18
1. 𝑥
+ 1= 2
𝑥
3 18 2
(𝑥 + 1 − 2 = 0)𝑥
𝑥
2
3𝑥 + 𝑥 − 18 = 0
2
𝑥 + 3𝑥 − 18 = 0
2
𝑥 + 6𝑥 − 3𝑥 − 18 = 0
𝑥(𝑥 + 6) − 3(𝑥 + 6) = 0
(𝑥 + 6)(𝑥 − 3) = 0
𝑥1 =− 6 ; 𝑥2 = 3
Checking:
𝑥1 =− 6 𝑥2 = 3
3 18 3 18
−6
+ 1= 2 3
+ 1 = 2
(−6) (3)

1 18 18
− 2
+ 1 = 36
1+ 1= 9
1 1
2
= 2
2= 2
Therefore, the solutions are -6 and 2.

1 1 𝑥+3
2. 𝑥−5
+ 𝑥−5
= 2
𝑥 −25

( 2
𝑥−5
=
𝑥+3
2
𝑥 −25 ) cross multiply
2
(𝑥 − 5)(𝑥 + 3) = 2(𝑥 − 25)
2 2
𝑥 − 2𝑥 − 15 = 2𝑥 − 50
2 2
0 = 2𝑥 − 𝑥 + 2𝑥 − 50 + 15
2
𝑥 + 2𝑥 − 35 = 0
2
𝑥 + 7𝑥 − 5𝑥 − 35 = 0
𝑥(𝑥 + 7) − 5(𝑥 + 7) = 0
(𝑥 − 5)(𝑥 + 7) = 0
𝑥1 = 5 ; 𝑥2 =− 7
Checking:
𝑥1 = 5 ; 𝑥2 =− 7
1 1 5+3 1 1 −7+3
5−5
+ 5−5
= 2 −7−5
+ −7−5
= 2
5 −25 (−7) −25

2 8 2 −4
0
= 0
(undefined) −12
= 49−25
2 −4
Since 5 is an extraneous −12
= 24
root, the only solution is -7.
1 1
− 6
=− 6
𝑥 12
3. 3
+ 𝑥
= 𝑥− 2
𝑥 12
(3 + 𝑥
= 𝑥 − 2)3𝑥
3𝑥(𝑥) 3𝑥(12) 2
3
+ 𝑥
= 3𝑥 − 6𝑥
2 2
𝑥 + 36 = 3𝑥 − 6𝑥
2
2𝑥 −6𝑥−36
2
=0
2
𝑥 − 3𝑥 − 18 = 0
(𝑥 − 6)(𝑥 + 3) = 0
𝑥1 = 6 ; 𝑥2 =− 3
Checking:
𝑥=6 𝑥 =− 3
6 12 −3 12
3
+ 6
= 6− 2 3
+ −3
=− 3 − 2
2+2 = 4 − 1− 4 = − 5
4 = 4 − 5 =− 5
Therefore, the solutions are 6 and -3.
1 12
4. 1 − 𝑥
= 2
𝑥
1 12 2
(1 − 𝑥
− 2 = 0)𝑥
𝑥
2
𝑥 − 𝑥 − 12 = 0
2
𝑥 + 3𝑥 − 4𝑥 − 12 = 0
𝑥(𝑥 + 3) − 4(𝑥 + 3) = 0
(𝑥 − 4)(𝑥 + 3) = 0
𝑥1 = 4; 𝑥2 =− 3
Checking:
𝑥1 = 4 𝑥2 =− 3
1 12 1 12
1 − 4
= 2 1 − −3
= 2
4 (−3)
4−1 12 3+1 12
4
= 16 3
= 9
3 3 4 4
4
= 4 3
= 3
The solutions are 4 and -3.

Let’s Wrap it Up!

In this part of the discussion, the teacher will ask the students
questions to assess what they have learned from the discussion.

Students are expected to answer these questions:

● How can we tell if an equation is not in quadratic form?
Expected Answer:You can determine if an equation is not in
quadratic form by examining its degree, its highest power of the
variable(s) involved, and the absence of certain key characteristics
that define quadratic equations.
● What are the steps involved in transforming a non-quadratic
equation into a quadratic form?
Expected Answer:
1. Transform the equation to general form.
2. Rename the variables in order to transform the equation to
quadratic form.
3. Apply the most appropriate technique or method to solve the
resulting quadratic equation.
4. Check for extraneous roots.
● What is a rational algebraic equation, and how does it differ
from a typical non-quadratic equation?
Expected Answer: It's an equation in which one or both sides
involve algebraic expressions with variables in the form of fractions
(ratios) of polynomials. A typical non-quadratic equation can take
various forms and degrees. It might be linear (degree 1), cubic
(degree 3), quartic (degree 4), or of some other degree. A rational
algebraic equation specifically involves fractions with polynomials,
often resulting in fractional (rational) solutions.
● Why is it essential to check the solutions of a quadratic
equation ?
Expected Answer:To identify if there are extraneous roots.s crucial
to carefully check all solutions in the context of the original equation
 to identify and discard any extraneous roots to ensure the correctness
of your solutions.
● Can you explain the concept of extraneous roots in the context
of solving quadratic equations?
Expected Answer: Extraneous roots are solutions that may appear
during the solving process but are not valid solutions to the original
equation. It is important to consistently verify or check whether the
solution obtained through solving contains extraneous roots, as their
presence can mislead you and lead you away from discovering the
solution of the quadratic equation.

V. Quiz
Overview: To conclude the discussion, students will undergo a
summative assessment following the discussion and practice
problem-solving. A comprehensive quiz related to the topic of
discussion will be administered immediately after reviewing the
activity. Students will have 30 minutes to complete the quiz, allowing
them the opportunity to answer all questions.

Directions:
A. Find the roots of the given equations.
Time Frame: (40
2
mins) 1. (7 − 𝑥) + 5(7 − 𝑥) =− 4 (5 pts)
Expected Answer:
2
(49 − 14𝑥 + 𝑥 ) + 35 − 5𝑥 + 4 = 0
2
𝑥 − 14𝑥 − 5𝑥 + 49 + 35 + 4 = 0
2
𝑥 − 19𝑥 + 88 = 0
2
𝑥 − 11𝑥 − 8𝑥 + 88 = 0
𝑥(𝑥 − 11) − 8(𝑥 − 11) = 0
(𝑥 − 8)(𝑥 − 11) = 0
𝑥1 = 8 ; 𝑥2 = 11

−2 −1
2. 𝑥 + 6𝑥 =− 5 (5 pts)
Expected answer:
−2 −1
𝑥 + 6𝑥 + 5 =0
2 −2 −1
𝐿𝑒𝑡 𝑢 = 𝑥 ; 𝑢 =𝑥
2
𝑢 + 6𝑢 + 5 = 0
(𝑢 + 5)(𝑢 + 1) = 0
𝑢1= − 5 ; 𝑢2 =− 1
 −1 −1
𝑥 =− 5 ; 𝑥 =− 1
1 1
𝑥
=− 5 ; 𝑥
=− 1
1
𝑥 =− 5
; 𝑥 = − 1

B. Transform each of the following equations into a quadratic

equation, then solve.

−6 −3
1. 𝑦 − 9𝑦 + 8 = 0 (5 pts)
Expected Answer:
Let
2 −6 −3
𝑢 =𝑦 ; 𝑢 =𝑦 𝑢 =8 𝑢= 1
2 −3 −3
𝑢 − 9𝑢 + 8 = 0 𝑦 = 8 𝑦 =1
1 1
(𝑢 − 8)(𝑢 − 1) = 0 3 =8 3 =1
𝑦 𝑦

3 1 3 3 1 3
𝑢 =8 ; 𝑢 = 1 3 = 8 3 = 1
𝑦 𝑦
1 1
𝑦
= 2 𝑦
=1
1
𝑦1 = 2
𝑦2 = 1

−4 −2
2. 𝑧 − 7𝑧 − 18 = 0 (5 pts)
Expected Answer:
2 −4 −2 −2 −2
Let 𝑢 = 𝑧 ; 𝑢 = 𝑧 𝑧 =− 2 ; 𝑧 = 9
2 1 1
𝑢 − 7𝑢 − 18 = 0 2 = − 2 2 = 9
𝑧 𝑧
2 1
𝑢 − 9𝑢 + 2𝑢 − 18 = 0 𝑧=𝑖 𝑧
= 3
1
𝑢(𝑢 − 9) + 2(𝑢 − 9) = 0 𝑧= 3
(𝑢 + 2)(𝑢 − 9) = 0
𝑢 = −2 ; 𝑢= 9

C. Solve the following rational equations.

𝑤 9
1. 𝑤+9
= 𝑤+9
(5 pts)
Expected Answer:
𝑤 9
𝑤+9
− 𝑤+9
= 0 𝑤= 9 ; 𝑤 =− 9
𝑤−9 9 9 −9 9
( 𝑤+9
= 0)𝑤 + 9 9+9
= 9+9 −9+9
= −9+9
 9 9 −9 9
𝑤− 9 =0 18
= 18 0
= 0
1 1
𝑤 =± 9 2
= 2
𝑢𝑛𝑑𝑒𝑓𝑖𝑛𝑒𝑑
The only solution is 9.

1 1 11
2. 𝑛+1
+ 𝑛
= 2 (5 pts)
𝑛 +𝑛
Expected Answer:
1 1 11
𝑛+1
+ 𝑛 − 𝑛(𝑛+1) = 0

( 1
𝑛+1
1 11
+ 𝑛 − 𝑛(𝑛+1) = 0 )𝑛(𝑛 + 1) n=5
1 1 11
𝑛 + 𝑛 + 1 − 11 = 0 5+1
+ 5
= 2
5 +5
1 1 11
2𝑛 − 10 = 0 6
+ 5
= 30
1 1 11
2𝑛 = 10 30( 6 + 5
) = 30
11 11
𝑛=5 30
= 30
The only solution is 5.

D. Solve each equation and check for extraneous solutions, if there is

any.

2
𝑚 −2𝑚−99
1. 𝑚+9
= 14 (10 pts)
Expected Answer: Checking:
2
𝑚 −11𝑚+9𝑚−99
𝑚+9
= 14 𝑚 = 25
2
𝑚(𝑚−11)+9(𝑚−11) 25 −2(25)−99
𝑚+9
= 14 25+9
= 14
(𝑚−11)(𝑚+9) 625−50−99
𝑚+9
= 14 34
= 14
476
𝑚 − 11 = 14 34
= 14
𝑚 = 14 + 11 𝑚 =− 25 14 = 14
2
(−25) −2(−25)−99
𝑚 =± 25 (−25)+9
= 14
625 +50 −99
−16
= 14
576
−16
= 14
− 36 = 14
Therefore, since -25 is an extraneous root, 25 is our only solution.
 𝑥 −3 18
2. 𝑥+4
= 𝑥−2
+ (𝑥−2)(𝑥+4)
(10 pts)
Expected Answer:
𝑥 −3 18
( 𝑥+4 = 𝑥−2
+ (𝑥−2)(𝑥+4)
) (𝑥 + 4)(𝑥 − 2)
𝑥(𝑥 − 2) =− 3(𝑥 + 4) + 18
2
𝑥 − 2𝑥 + 3𝑥 + 12 − 18 = 0
2
𝑥 + 𝑥− 6 = 0
(𝑥 + 3)(𝑥-2) =0
𝑥 =− 3 ; 𝑥 = 2

Checking:
𝑥 =− 3 𝑥 =2
−3 −3 18 2 −3 18
−3+4
= −3−2 + (−3−2)(−3+4) 2+4
= 2−2
+ (2−2)(𝑥+4)
−3 −3 18 2 −3 18
1
= −5 + −5 6
= 0
+ 0
−3 −3+18
1
= −5 extraneous solution
− 3 =− 3
Therefore, x=-3 is the only solution.

Assessment Tools:
● Diagnostic Test
● Formative Test
● Summative Test

Classroom Management Notes

Classroom Rules
(Establishing clear classroom rules is essential for maintaining a productive and respectful
learning environment.)

1. Be on Time: Arrive promptly to class. Punctuality is important for starting lessons on

time.
2. Respect Others: Treat your fellow students, the teacher, and any guests with respect.
Listen actively when others are speaking.
3. No Disruptions: Avoid disruptions during class. Keep noise levels down, and refrain
from using electronic devices without permission.If technology is allowed in the
classroom, use it for educational purposes only
4. Participate Actively: Engage in class discussions and activities. Ask questions when
you don't understand something.
5. Raise Your Hand: Raise your hand if you have a question or need assistance. Wait for
your turn to speak. If you have concerns or issues, feel free to discuss them with the
teacher right away or privately.
6. Be Positive: Maintain a positive attitude towards math. It's okay to make mistakes;
learning from them is part of the process.