GRADES 9 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and
Quarter FIRST
Time
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content The learner demonstrates understanding of the key concepts of quadratic equations, inequalities and functions, and
Standards rational algebraic equations.

B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems
Standards involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety
of strategies.
C. Learning Solves quadratic equations by: (a) Solves quadratic equations Solves quadratic equations Solves quadratic equations
Competencies / extracting square roots; (b) by: (a) extracting square by: (a) extracting square by: (a) extracting square
Objectives factoring; (c) completing the roots; (b) factoring; (c) roots; (b) factoring; (c) roots; (b) factoring; (c)
square; and (d) using the completing the square; and completing the square; and completing the square; and
quadratic formula. (M9AL-Ia-b-1) (d) using the quadratic (d) using the quadratic (d) using the quadratic
formula. (M9AL-Ia-b-1) formula. (M9AL-Ia-b-1) formula. (M9AL-Ia-b-1)
a. Identify and complete perfect
square trinomial a. Identify and complete a. Identify the values of a, b, a. Understand that the
b. Model the process of perfect square trinomial and c in quadratic equation. quadratic formula can be
completing the square with b. Solve a quadratic 2
b. Derive ax + bx + c = 0 to used on any quadratic
algebra tiles equation by completing the quadratic formula by equation
c. Appreciate the use of algebra square applying the method of b. Solve quadratic equation
tiles c. Value accumulated completing the square by using the quadratic
knowledge as means of c. Patience in deriving formula
new understanding standard form to c. Appreciate the
quadratic formula importance of solving
 quadratic equations by
using the quadratic formula
II. CONTENT Solving Quadratic Solving Quadratic Solving Quadratic
Solving Quadratic Equations by
Equations by Equations by Using the Equations by Using the
Completing the Square
Completing the Square Quadratic Formula Quadratic Formula
III. LEARNING
RESOURCES
A. References

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

B. Other Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Learning Mathematics 2016, laptop, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
Resources Monitor/Projector, Activity Sheets laptop, Monitor/Projector, laptop, Monitor/Projector, laptop, Monitor/Projector,
Activity Sheets Activity Sheets Activity Sheets
IV. PROCEDURES
A. Reviewing What does a square look like? Simplify each of the
previous lesson Is this a square? following expressions.
or presenting Express each of the
the new lesson What about this one? following perfect square
trinomial as a square of Answer the question.
binomial.
This one?
“How does finding solutions
2
a. x + 6x + 9 of quadratic equations
Why isn’t the last picture a
b.
2
x – 14x + 49 facilitate solving real-life
square?
2 problems and making
What would we need to do to c. x + 2x + 1 decisions?”
make this a square? d.
2
x – 18x + 81
2
e. 25x – 30xy + 9y

B. Establishing a We can model a quadratic Not all quadratic equations Follow the Standards!
purpose for the expression like this can be easily solved by
2 factoring or by extracting Write the following quadratic
lesson x + 4x + 4 with tiles like this
the square roots. When equations in standard form
these methods are not 2
ax + bx + c = 0. Then
possible, how do you solve identify the values of a, b,
the equation? and c.

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

F. Developing Solve the following quadratic Solve the following Identify the values of a, b, Determine the solutions of
mastery equation using algebra tiles. quadratic equations by and c for each equation & each quadratic equation
completing the square. substitute these values in using the quadratic formula.
(Leads to Formative the Quadratic formula.
Assessment 3) 2 2
1. x + 10x – 3 = 0 2 2 1. x + 3x – 10 = 0
2
a. x + 4x – 45 = 0 1. 2x + 7x + 9 = 0 2
2. x + 2x – 1 = 0 2 2 2. x – 4x – 21 = 0
2
b. x + 8x = - 15 2. 4x – 4x + 1 = 0 2
3. x – 4x – 6 = 0 2 2 3. x – 2x = 24
2
c. x – 2x = 24 3. 3x – 4x = 0 2
4. x – 6x – 18 = 0 2 2 4. x – 8x = -7
2
d. p + 2p = 48 4. 9x – 72 = 0 2
5. x – 2x – 5 = 0 2 2 5. 12x + 3x = 63
e. 3x – 7x – 6 = 0 5. 2x + 4x = 3

G. Finding Solve the problem below. Solve the problem below. The length of a car park is Read and understand the
practical 120m longer than it width. situation below then answer
applications of A space in the shape of a right Television screen are The area of the car park is the questions that follow.
triangle is to be surrounded on its usually measured by the 2
concepts and 6400m .
skills in daily edge by pebbles. The hypotenuse length of its diagonal The Mr. Bonifacio cuts a size of
living of the triangle is 6m. One leg is to television set has a 60-inch 1. How would you rectangular plywood to be
be 2m longer than the other leg. diagonal. The screen is 12 represent the width of used in the furniture that he
To the nearest hundredths, what inches wider than its height. the car park? How makes. The length of the
are the lengths of the two legs? Find the dimensions of the about its length? plywood is twice its width
screen. 2. What equation and the area is 4.5 sq. ft.
represents the area What quadratic equation
of the car park? represents the area of the
3. What is the standard piece of plywood?
form of the equation? a. Write the quadratic
4. What are the values equation formulated in
of a, b and c? 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 Algebra tiles can help us solve To solve a quadratic The equation should be To use the quadratic
 generalizations 2
equation ax + bx = c by
and completing the square
abstractions
about the a. Transform the
arranged in the right form:
lesson equation into the 2
form ax + bx + c = 0.
2
x + (𝑏/𝑎) x = −𝑐/𝑎 formula, first write the given
The solutions of any
non factorable quadratic b. Add to each side of equation in standard form.
quadratic equation
equations. It will help us get a new the equation the Then, identify the values of
ax2 + bx + c = 0 can be
value of c that will help us factor square of half the a, b, and c and substitute
determined using the
into a perfect square. coefficient of x. these values in the
quadratic formula
c. Write the left side as quadratic formula.
the square of a
binomial.
d. Take the square root
of each side of the
equation. Solve the
resulting linear
equations.
I. Evaluating Group Work: Solve the following “In time of difficulties, be Solve the equation Use the quadratic formula in
learning equations. Have one like a ____ tree.” 2 solving each quadratic
2x + x = 5 by using the
representative from a group come quadratic formula. equation.
to the board and explain why/how Write the indicated letter 2
1. c – 13c – 30 = 0
they got their answer and then into the box that 2
2. x – 10x = -9
they will solve on board. corresponds to the 2
solutions of the quadratic 3. m – 10m + 16 = 0
2 2
1. x + 8x – 3 = 0 equation solved by 4. 4d + 18d – 10 = 0
2 completing the square. 2
5. x – 8x + 16 = 0
2. x – 6x – 9 = 0
2
Show your solutions.
3. x = 6x = 1 M. {5,1 }
2
x –13x–30=0
2
B. { 1, -5 } x +4x=96
2
O. {3, 2 } x –6x+5 = 0
2
A. { 8, -12 } 2x +8x =10
 2
O. { 7, 1 } 4x –32x=-28
2
R. {-3 -2 } x –5x 6=0
B. {15, -2 }
J. Additional Assignment:
activities for Assignment:
Assignment: Assignment:
application or 1. Memorize the
Quadratic Formula. Answer the following.
remediation Answer the following. Answer.
2. Solve the equation
2 Do you think the quadratic
Karen wants to use completing Do you agree that any 5x – 2x – 2 = 0 by formula is more appropriate
the square in solving the quadratic quadratic equation can be using the quadratic to use in solving quadratic
equation 4x – 25 = 0. Can she use solved by completing the formula. equations? Explain then
it in finding the solutions of the square? Justify your
give examples to support
equation? Explain why or why not. answer. Reference: Learner’s your answer.
Material pp. 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?