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QUARTER I
Week 2 – Day 2

Subject: MATH Grade Level: 9

Date: __________________ Session: 2
The learner demonstrates understanding of key concepts of quadratic
Content Standard equations, inequalities and function, and rational algebraic equations.

The learner is able to investigate thoroughly mathematical

relationships in various situations, formulate real- life problems
Performance Standard
involving quadratic equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of strategies.
Competency 2: Solves quadratic equations by :
a) extracting square roots, b) factoring, c) comple-
Competency ting the square, and d) using the quadratic
formula.
(M9AL-Iab-1-b-1)
I. OBJECTIVES
Knowledge:  Recalls concepts previously studied.
Skills:  Solves quadratic equations by completing the square.
Affective:  Observes accuracy in solving.
SOLVING QUADRATIC EQUATION BY COMPLETING THE
II. CONTENT
SQUARE

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, pp.
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp.
Materials Pages
3. Textbook Pages Intermediate Algebra for Second Year , pp. 49-51
4. Additional
Materials
5. Learning Resources http://www. Purplemath.com/modules/sqrquad.htm
(LR) portal
B. Other Learning EASE Module Second Year Quadratic Equations, Module 3
Resources
IV. PROCEDURES
A. Reviewing or DRILL : (Answer as fast as you can)
presenting the new Make it Perfect : Determine a number that must be added to make
lesson each of the following a perfect square trinomial. Explain how you

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arrive at an answer.( answers are highlighted)

1) x2 -2x + (4) 3) x2 -6x + (9)
2) x2 -30x + (225) 4) x2 -3x + (2.25)
5) 4x2 -12x + (9)
(answer to the follow up question should be based from the
students answers)
B. Establishing a MOTIVE QUESTION :
purpose for the lesson How does finding solutions of quadratic equations facilitate in
solving real life problems and in making decisions?
C. Presenting examples GROUP ACTIVITY:
of the new lesson Direction: Examine the process carefully and answer the
questions that follow.
x2 – 2x -2 = 0
x2 – 6x + 9 = -8 + 9
( x – 3 )2 = 1
√( x−3)2 =  √ 1
x–3=1
x–3=1 x – 3 = -1
x=1+3 x = -1 + 3
x=4 x=2
solution : { 4,2 }
Questions :
1. What is added to the left and right sides of the equation? How is it
obtained ? (expected answer: 9, it is obtained by squaring the quotient
of -6 and 2).
2. What type of special product is x2 – 6x + 9? (expected answer : it is
a perfect square quadratic trinomial).
3. Is ( x-3)(x-3) the same as (x-3)2?(expected answer: yes)
4. What does √ (x−3)2 emphasize? (expected answer: it can be
simplified as x-3),thus extracting the root can be applied in finding
the roots).
D. Discussing new ACTIVITY : Do this in group.
concepts and Direction: Examine the process carefully and answer the
practicing new skills questions that follow.
#1 x2 -2x -2 = 0
x2 -2x = 2
x -2x +1 = 2 + 1
2

( x-1 )2 = 3
√( x−1)2 =  √ 3
x – 1=  √ 3
x = 1  √3
solution : { 1+ √ 3 ,1−√ 3 }
Questions :
1) In x2 -2x -2 = 0, what is done with the value -2?
( expected answer: it is transposed to the right side).

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2) How is 1 obtained in x2 -2x +1 = 2 + 1

( expected answer: it is obtained by using the formula
b 2
( ¿ ¿ ).
2
3) How do you call the process used to find the
solutions?
(expected answer : completing the square )
E. Discussing new GROUP ACTIVITY:
concepts and DIRECTION: Solve the following equations by
practicing new skills completing the square :(expected answers are
#2 highlighted)
1) 2x + 8x -10 = 0
2

STEPS APPLICATION
1)Write the equation in
the form ax2 + bx= c 2x2 + 8x = 10
2)if a is not equal to
one, make it equal to
one by dividing both
sides of equation by the 2x2 + 8x = 10
value of a. 2
X + 4x = 5
2

3)Get 1/2 of b and

square it. Add this to X2 + 4x + (4/2)2 = 5
both sides of the +(4/2)2
equation. The left side X2 +4x + 4 = 5 + 4
of the equation
becomes a perfect X2 + 4x +4 = 9
square trinomial.
2)Express the left
member of the equation (x + 2)2 =9
as a square of a
binomial.

3) Solve for the roots

by using extracting the
√(x+2)2 = √ 9
roots method . X+2= ±3
X = 1 , x = -5
4) Check by When x=1
substituting each root in → 2(12) + 8(1) = 10
he original equation. → 2 +8 = 10
t
→ 10 = 10
When x = -5
→ 2(-5)2 + 8(-5) = 10
→ 50 - 40 =10

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→ 10 = 10

F. Developing Mastery GROUP ACTIVITY:

Direction: Use completing the square to find the solutions of each
equation.
a) 2x2 -4x + 1= 0 b) x( x – 2) =5
Expected answers: a) 1+ √ 1/2 ,1− √1/2 }
{
b){ 1+ √ 6 , 1−√ 6 }
G. Finding practical ACTIVITY: What Solving Quadratic Equation Means to me…
applications of Direction: Work in groups with three members each. Use completing
concepts and skills in the square in solving.
daily living Problem :A decorator plans to place a rug in a 9m by 12m room so
that a uniform strip of flooring around the rug will remain
uncovered. How wide will this strip be if the area of the rug is to
1
be half the are of the room. (expected answer :width=1 m)
2
H. Making GUIDE QUESTION:
Generalizations and How do you solve quadratic equations by completing the square?
abstractions about What are these steps?
the lesson
I. Evaluating learning WRITTEN TEST :Given is an equation with an incomplete solution
of a quadratic equation solved by completing the square. Fill in the
missing solution.(expected answers are highlighted)
Given : 2x2 = 5x + 3
Solution: 2x2 - 5x – 3 = 0
2
2 x −5 x−3
=0
2
−5 5 2 3 5 2
x2 x +¿ ( ¿ ¿ = + ( ¿ ¿
2 4 2 4
5 49
(x-_ _)2=
4 16

√ 5
(x− ) 2=
4
12
√ 49
16
1
The solutions are : , -
4 2

J. Additional ACTIVITY: Design Packaging Boxes!!!

Activities for Direction: Perform the given activity.
application or 1. Make sketch plans of 5 rectangular open boxes such that:
remediation a. the heights of the boxes are the same: and
b. the boxes can hold 240 cm2,270cm2,504cm2,810cm2, and
468cm2, respectively.
2. Write a quadratic equation that would represent the volume of
each box.

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3. Solve each quadratic equation by completing the square to

determine the dimensions of the materials to be used in
constructing each box.
Note to the teacher: ask the students to perform the activity in
groups of 5 members.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration
strategies worked well? ___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did I __ Bullying among pupils

__ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal and supervisor __ Unavailable Technology
Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from

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views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition

G. What innovation or The lesson have successfully delivered due to:

___ pupils’ eagerness to learn
localized I used/discover ___ complete/varied IMs
which I wish to share ___ uncomplicated lesson
___ worksheets
with other teacher? ___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if ¿ kx . The
constant is called the variation constant or the constant of proportionality.
If we know one pair of values that varies directly, then we can find k. Once
k is known, we can write the equation of variation and use it to determine
other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x 1,y1) and (x2, y2)

be any two solutions for , then or . Similarly you

have or . Since we can equate and to , it follows

that .

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?

1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.

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5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.com.ph

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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