REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
DIVISION OF CITY SCHOOLS - MANILA
GEN. EMILIO AGUINALDO INTEGRATED SCHOOL – HIGH SCHOOL

DATE:                            DAY:                              LESSON#:      QUARTER:         

GRADE LEVEL AND SECTION:                                                                                            
DAILY LESSON PLAN FOR MATHEMATICS 9
I. OBJECTIVES
Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square;
and (d) using the quadratic formula. (M9AL-Ia-b-1)

a. Identify and complete perfect square trinomial

b. Model the process of completing the square with algebra tiles
c. Appreciate the use of algebra tiles

II. CONTENT

Solving Quadratic Equations by Completing the Square

III. LEARNING RESOURCES

A. References
1. Teachers guide pp. 28-32
2. Learner’s Materials pp 35-40
3. Textbook: 21st Century Math III pp. 176 Ho, Ju Se T. et., al
3. Website
http://www.cpalms.org/Uploads/resources/48564/1/5/docs/Completing%20the%20square
%20guided%20practice%20sheet.pdf
http://www.cpalms.org/Uploads/resources/48564/1/4/docs/Completing%20the%20Square
%20Instructor%20notes%20part%203.pdf

B. Other Learning Resources

Grade 9 LCTG by DepEd Manila Mathematics 2016, laptop, Monitor/Projector, Activity Sheets

IV. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the new lesson

What does a square look like?

Is this a square?

What about this one?

This one?

Why isn’t the last picture a square?

What would we need to do to make this a square?
B. Establishing a purpose for the lesson

We can model a quadratic expression like this

2
x + 4x + 4 with tiles like this

C. Presenting examples/ instances of the lesson

Illustrative Example:

2
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
So x + 6x – 8 = 0 would factor out easier if it were
2
x + 6x + 9. So, we bring the -8 to the other side.

2
x + 6x + 9 = 8 + 9
because what we do to one side we must also do to the other.

Which factors out to be

(x + 3) (x + 3) = 17
2
(x + 3) = 17
(x + 3) = ±√17
x = - 3 ±√17
D. Discussing new concepts and practicing new skills #1

A. Complete the square of the following:

2
1. x + 4x + _____
2
2. x – 6x + _____
2
3. x – 12 x +_____
2
4. n – 18n + _____
2
5. x + 8x + _____

B. Determine a number that must be added to both sides of each 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 concepts and practicing new skills #2

1. What does it mean to “complete the square”?

2. How do you describe a perfect square trinomial?
3. How can you determine a number that must be added to the terms of polynomial to make it
a perfect square trinomial?
4. Observe the terms of each trinomial. How is the third term related to the coefficient of the
middle term?
5. How can algebra tiles be used to visually represent completing the square?

F. Developing mastery (Leads to Formative Assessment 3)

Solve the following quadratic equation using algebra tiles.

2
1. x + 10x – 3 = 0
2
2. x + 2x – 1 = 0
2
3. x – 4x – 6 = 0
2
4. x – 6x – 18 = 0
2
5. x – 2x – 5 = 0

G. Finding practical applications of concepts and skills in daily living.

Solve the problem below.

A space in the shape of a right triangle is to be 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. Generalizing and abstractions about the lesson

Algebra tiles can help us solve non factorable quadratic equations. It will help us get a new value
of c that will help us factor into a perfect square.

I. Evaluating learning

Group Work: Solve the following equations. Have one representative from a group come to the
board and explain why/how they got their answer and then they will solve on board.

2
1. x + 8x – 3 = 0
2
2. x – 6x – 9 = 0
2
3. x = 6x = 1

J. Additional activities for application or remediation

Assignment:

Answer the following.

Karen wants to use completing the square in solving the quadratic equation 4x – 25 = 0. Can she
use it in finding the solutions of the equation? Explain why or why not.

VI. 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?

Prepared by:

Mr. Mark Anthony C. Carlos

Mathematics Teacher Grade 9

Approved:

Ms. Cynthia D. Molina

TICD-Mathematics Department Ms. Ma Josefina Bueno-Luna
School Head/Principal