GRADE 9 School Victorino Mapa High School Learning Area Mathematics

DAILY Teacher Mary Jane P. De Yro Quarter First

LEARNIN
G PLAN September 12, 2023 (Grade 9 – 7, 10, 11)
Date
September 13, 2023 (Grade 9 – 7, 8, 9, 10, 11)

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of key concepts of quadratic functions.
B. Performance The learner is able to investigate thoroughly mathematical relationship in various situations,
Standard formulate real life problems involving quadratic functions and solve them using a variety of
strategies.
C. Most Essential The learners..
Learning Solves quadratic equations by:
Competencies 1. extracting square roots;
(MELCs) 2. factoring;
3. completing the square; and
4. using the quadratic formula.
(M9AL-Ia-b-1)
D. Specific Objectives At the end of the period, at least 80% of the students with at least 80% level of
proficiency, should be able to:
1. identify the common monomial factor of the terms in a quadratic equation;
2. describe perfect square quadratic trinomials;
3. solve quadratic equations by factoring the common monomial factor/perfect square
trinomials; and
4. Value checking the solutions for verifications.
II. CONTENT Topic: Quadratic Equations
Subtopic: Solving Quadratic Equations by Factoring (Special Product)
III. LEARNING
RESOURCES
A. Printed Resources 1. Nivera, Gladys C.,Ph. D. et.al. Grade 9 Mathematics Patterns and Practicalities. Makati City.
Salesiana Books pp. 8-12
2. Oronce, Orlando A., et.al Exploring Mathematics Intermediate Algebra. Manila, Philippines.
Rex Book Store pp. 309-311
3. (Nivera, G. and Lapinid, MN (2013) Grade 9 Math. p.19)
B. Internet Resources
C. Other Resources

IV. LEARNING
ACTIVITIES
Preliminaries a. Prayer
b. Reminder of the classroom health and safety protocols
c. Checking of attendance
d. Quick “Kumustahan”
A. Drill/Review Find each indicated product.
(Elicit)
1. 2(3x2 + 5) 6. (2x +3) (2x +3)
2. 4x( 6x – 4) 7. (x – 2) (x +2)
3. ( d +4 ) ( d + 7) 8. (2x +6) (2x – 6)
4. ( 3x -1) (x – 4)
5. (x +5)2

B. Motivation Ask the students to give two factors that will give a product of zero.
(Engage)
C. Discussion of Given a square of binomial: (a + b)2
Concepts (Explore) The product is a2 + 2ab + b2
Example : Expand ( x + 3)2
x2 + 6x + 9
2. ( x – 9)2

= x2 – 18x + 81

3. (2x – 7)2
 = 4x2 – 28x + 49
Given a difference of two squares ( a + b) ( a – b), the product is a2 – b2
We can use this now in writing a quadratic equation in the form ax2 + bx + c = 0 faster if there is
a special product in the given.
D. Developing I. Identify the product
Mastery (Explain) 1. ( x – 7)2 6. ( x +1) ( x – 1)
2. ( 8x + 7)2 7. (3x + 4) (3x - 4)
3. ( 2x + 3)2 8. ( x – 6) ( x + 6)
4. ( 3y + 2x)2 9 . ( 3x – 1)( 3x – 1)
5. ( 2x + 3)2 10. ( 4y + x)( 4y – x)

II. Rewrite the following in the form ax2 + bx + c = 0.

1. (x + 5) = 10
2

2. ( 2x – 3) ( 2x + 3) = 7x
3. (x + 6)(x + 6) = (2x – 5)(2x + 5)
4. (2x -3)2 = x2 – 5x
5. (x -3)(x +3) = (2x – 1)2
E. Application and Rewrite the following in the form ax2 + bx + c = 0.
Generalization
(Elaborate) 6. (x + 3)2 = 7
7. ( 3x – 1) ( 3x + 1) = 2x
8. (a + 5)(a + 5) = (3a – 2)(3a + 2)
9. (5x -4)2 = 2x2 – 6x
10. (x -7)(x +7) = (2x – 7)2
How do we get the square of binomial? How do we get the product of sum and difference of the
same two terms?
Was it helpful knowing the pattern ? Is it now easier to rewrite quadratic equations in standard
form if there is a special product in the given? Explain why
F. Evaluation Let the students answer Assessment of Module 3 week 2 numbers 1 to 10 about solving
quadratic equations by factoring.
G. Additional/ Quote to Ponder:
Enrichment “Why is it important to think of ALL the FACTORS involved when trying to find the best
Activity (Extend) solution to a real-life problem?
Guided Questions:
1. Do you have problems right now?
2. How do you plan on solving that problem?
3. Why is it important to think of ALL the FACTORS involved when trying to find the
best solution to a real-life problem?
V. REMARKS

VI.REFLECTION (WWW -What Went Well/Wrong)

Prepared by: Noted by:

Mary Jane P. De Yro Jason D. Dolosa

Teacher II Master Teacher I, OIC Math Dept.