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 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
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Solves quadratic equations Solves quadratic equations Solves quadratic equations Solves quadratic equations
Competencies / by: (a) extracting square by: (a) extracting square by: (a) extracting square by: (a) extracting square
Objectives roots; (b) factoring; (c) roots; (b) factoring; (c) roots; (b) factoring; (c) roots; (b) factoring; (c)
completing the square; and completing the square; and completing the square; and completing the square; and
(d) using the quadratic (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) formula. (M9AL-Ia-b-1)

a. Identify and complete a. Identify and complete a. Identify the values of a, b, a. Understand that the
perfect square trinomial perfect square trinomial and c in quadratic equation. quadratic formula can be
b. Model the process of b. Solve a quadratic 2
b. Derive ax + bx + c = 0 to used on any quadratic
completing the square with equation by completing the quadratic formula by equation
algebra tiles square applying the method of b. Solve quadratic equation
c. Appreciate the use of c. Value accumulated completing the square by using the quadratic
algebra tiles knowledge as means of new c. Patience in deriving formula
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 Completing Equations by Equations by Using the Equations by Using the
the Square Completing the Square Quadratic Formula 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 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/Uplo http://www.cpalms.org/Uplo
Materials from ads/resources/48564/1/5/do ads/resources/48564/1/5/do
Learning cs/Completing%20the cs/Completing%20the
Resource (LR) %20square%20guided %20square%20guided
portal %20practice%20sheet.pdf %20practice%20sheet.pdf
http://www.purplemath.com/ http://www.purplemath.com/
http://www.cpalms.org/Uplo http://www.cpalms.org/Uplo
moduleiquadraticform.htm moduleiquadraticform.htm
ads/resources/48564/1/4/do ads/resources/48564/1/4/do
cs/Completing%20the cs/Completing%20the
%20Square%20Instructor %20Square%20Instructor
%20notes%20part%203.pdf %20notes%20part%203.pdf

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

B. Establishing a Follow the Standards!

purpose for the
lesson We can model a quadratic Write the following quadratic
expression like this equations in standard form
2 Not all quadratic equations 2
x + 4x + 4 with tiles like this ax + bx + c = 0. Then
can be easily solved by
identify the values of a, b,
factoring or by extracting
and c.
the square roots. When
these methods are not 2
possible, how do you solve 1. 2x + 9x = 10
2
the equation? 2. -2x = 2 – 7x
2
3. 6x – 1 = 2x
2
4. 10 + 7x – 3x = 0
5. 2x (x – 6) = 5
C. Presenting examples/ Illustrative Example: Consider this problem. The solutions of any In order to use the quadratic
instances of the quadratic equation ax2 + bx formula in solving the
2 The product of a number + c = 0 can be determined quadratic equation, we need
lesson x + 6x – 8 = 0
We will use algebra tiles to
help us with the non
factorable problem. The
algebra tiles will help us get
a new c value that will help
us factor into a new perfect
square.
2
ax + bx + c
a= b= c=
2
so for x + 6x – 8 ; a = 1
b = 6 c = -8
using algebra tiles we have
We are missing a space in
our square.
How many s would we
really need to complete the
square?
Answer = 9 s
2 Recall that the square of the
So x + 6x – 8 = 0 would
factor out easier if it were
2 2
x + 6x + 9. So we bring the
and four less than the using the quadratic formula to identify the values of a, b,
number is equal to 2. What 2
and c in the equation ax +
is the number? bx + c = 0. Then solve.
The problem can be written Illustrative Example:
in mathematical sentence This formula can be derived 2
by applying the method of 6x = 10 + 11x
as x(x – 4)= 2.
In standard form, the completing the square as
shown below. 2
equation becomes 6x – 11x – 10 = 0
2
x – 4x – 2 = 0. Rewrite in the form
2
2
The expression x – 4x – 2 ax + bx + c = 0
cannot be factored. We can
employ another method So a = 6, b = -11, c = - 10
called completing the Identify a, b, and c.
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
to a–e of no.1 in A). Note
that these quadratic
trinomials are of the form
2
ax + bx + c. Moreover, the
constant term in every
perfect square trinomial is
the square of one-half the
coefficient of the x.
2 2
binomial (x + y) is x + 2xy
+y
-8 to the other side. Let us take a look at the
2
expression x + bx,
2
x + 6x + 9 = 8 + 9 2
If we add (b/2) , that is, the
because what we do to one square of half of the
side we must also do to the coefficient of x, then we
other. have
2 2 2
x + bx + (b/2) = (x + b/2) .
Which factors out to be
(x + 3)(x + 3) = 17 Thus the expression
2 becomes a perfect square
(x + 3) = 17 trinomial that can be written
(x + 3) = ±√17 as the square of a binomial.
x = - 3 ±√17 We can now solve the
equation
2
x – 4x – 2 = 0 by
completing the square.
2
x – 4x + ___ = 2
Transpose the constant 2 to
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 Complete Me! Lead Me to the Formula! Solve these quadratic
concepts and of the following: equations by using the
practicing new skills Find the solutions of each of Work in groups of 4 in quadratic formula. Write
2 the following quadratic finding the solutions of the answers in set form.
#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 2 5. 3x = x + 5
that must be added d. x + 14x = 32
2
to both sides of each e. r – 10r = -17
equation to 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 quadratic equation by completing the quadratic equation using the
practicing new skills square”? completing the square? square in solving the quadratic formula?
#2 2. How do you describe given equation?
a perfect square a. What are the 2. What are the Find the solutions of the
trinomial? solutions of the solutions of the given following quadratic
3. How can you 2 equation? equations.
quadratic equation x
determine a number 3. How would you

– 10x + 19 = 0?
that must be added b. Write the solutions by
to the terms of following the
polynomial to make it procedure
a perfect square 2
x – 10x + 19 = 0
trinomial?
Transpose 19 to the
4. Observe the terms of
right side of the
each trinomial. How
equation.
is the third term
Complete the square
related to the
by adding
coefficient of the 2
[1/2(10)] = 25
middle term?
Write the left side as
5. How can algebra tiles
the square of
be used to visually
binomial.
represent completing
Extract the square of
the square?
both sides
Solve for x.
F. Developing mastery Solve the following Solve the following
(Leads to Formative quadratic equation using quadratic equations by
Assessment 3) algebra tiles. completing the square.
2 2
1. x + 10x – 3 = 0 a. x + 4x – 45 = 0
2
2. x + 2x – 1 = 0
2
b. x + 8x = - 15
2
3. x – 4x – 6 = 0
2
c. x – 2x = 24
describe the solutions
obtained?
4. In the equation 2x2 +
9x + 10 = 0, what
would be the
resulting equation if
2, 9, and 10 were
replaced by a, b, and a. x2 + 10x + 9 = 0
c, respectively? Identify the values of a, b,
5. Using the resulting and c
equation in item 4, 2
b. x – 12x = - 35
how are you going to 2
find the value of x if Rewrite in the form ax + bx
you follow the same + c = 0
2
procedure in finding c. x + 5x – 14 = 0
the same solutions of Use the quadratic formula
2x2 + 9x + 10 = 0? after substituting the values
What equation or of a, b, and c
formula would give d. 4x2 – 4x + 1 = 0
the value of x? Divide first by 4.
6. Do you think the
equation or formula
that would give the
value of x can be
used in solving other
quadratic equations?
Identify the values of a, b, Determine the solutions of
and c for each equation & each quadratic equation
substitute these values in using the quadratic formula.
the Quadratic formula. 2
1. x + 3x – 10 = 0
2
2. x – 4x – 21 = 0
2
1. 2x + 7x + 9 = 0 2
2 3. x – 2x = 24
2. 4x – 4x + 1 = 0 2
4. x – 8x = -7

2 2
4. x – 6x – 18 = 0
2 2
5. x – 2x – 5 = 0
G. Finding practical Solve the problem below.
applications of
concepts and skills in A space in the shape of a
right triangle is to be
daily living
surrounded on its edge by
pebbles. The hypotenuse of
the triangle is 6m. One leg
is to be 2m longer than the
other leg. To the nearest
hundredths, what are the
lengths of the two legs?
H. Making Algebra tiles can help us
generalizations and solve non factorable
quadratic equations. It will completing the square
abstractions about
the lesson help us get a new value of c
that will help us factor into a
perfect square.
d. p + 2p = 48
e. 3x – 7x – 6 = 0
Solve the problem below.
Television screen are
usually measured by the
length of its diagonal The
television set has a 60-inch
diagonal. The screen is 12
inches wider than its height.
Find the dimensions of the
screen.
To solve a quadratic
2 arranged in the right form: formula, first write the given
equation ax + bx = c by
a. Transform the
equation into the
2
3. 3x – 4x = 0
2
4. 9x – 72 = 0 2
2
5. 12x + 3x = 63
5. 2x + 4x = 3
The length of a car park is Read and understand the
120m longer than it width. situation below then answer
The area of the car park is the questions that follow.
2
6400m .
Mr. Bonifacio cuts a size of
1. How would you rectangular plywood to be
represent the width of used in the furniture that he
the car park? How makes. The length of the
about its length? plywood is twice its width
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?
The equation should be To use the quadratic
2 equation in standard form.
ax + bx + c = 0.
Then, identify the values of
The solutions of any a, b, and c and substitute
quadratic equation these values in the
 form
2
x + (𝑏/𝑎) x = −𝑐/𝑎
b. Add to each side of
the equation the
ax2 + bx + c = 0 can be
square of half the
determined using the
coefficient of x.
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 learning Group Work: Solve the “In time of difficulties, be like Solve the equation Use the quadratic formula in
following equations. Have a ____ tree.” 2 solving each quadratic
2x + x = 5 by using the
one representative from a quadratic formula. equation.
group come to the board Write the indicated letter 2
1. c – 13c – 30 = 0
and explain why/how they into the box that 2
2. x – 10x = -9
got their answer and then corresponds to the solutions 2
they will solve on board. of the quadratic equation 3. m – 10m + 16 = 0
2
solved by completing the 4. 4d + 18d – 10 = 0
2 square. Show your 2
1. x + 8x – 3 = 0 5. x – 8x + 16 = 0
2 solutions.
2. x – 6x – 9 = 0 2
2 M. {5,1 } x –13x–30=0
3. x = 6x = 1 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 activities Assignment: Assignment: Assignment: Assignment:
for application or
 remediation Answer the following. 1. Memorize the
Quadratic Formula. Answer the following.
Answer.
Karen wants to use 2. Solve the equation
2 Do you think the quadratic
completing the square in Do you agree that any 5x – 2x – 2 = 0 by formula is more appropriate
solving the quadratic quadratic equation can be using the quadratic to use in solving quadratic
equation 4x – 25 = 0. Can solved by completing the formula. equations? Explain then
she use it in finding the square? Justify your
give examples to support
solutions of the equation? answer. Reference: Learner’s your answer.
Explain why or why not. 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?