GRADES 9 School PINAGLABANAN NHSR Grade Level 9

DAILY LESSON LOG Teacher HENRY B. LAURENCIANO Learning Area MATHEMATICS

Teaching Dates and
September 9-13, 2024 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,
Standards 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 Solves quadratic Solves quadratic Solves quadratic
Competencies / equations by: (a) equations by: (a) equations by: (a) equations by: (a)
Objectives extracting square roots; extracting square roots; extracting square roots; extracting square roots;
(b) factoring; (c) (b) factoring; (c) (b) factoring; (c) (b) factoring; (c)
completing the square; completing the square; completing the square; completing the square;
and (d) using the and (d) using the and (d) using the and (d) using the
quadratic formula. (M9AL- quadratic formula. (M9AL- quadratic formula. (M9AL- quadratic formula. (M9AL-
Ia-b-1) Ia-b-1) Ia-b-1) Ia-b-1)

a. Identify and complete a. Identify and complete a. Identify the values of a, a. Understand that the
perfect square trinomial perfect square trinomial b, and c in quadratic quadratic formula can be
b. Model the process of b. Solve a quadratic equation. used on any quadratic
completing the square equation by completing 2 equation
b. Derive ax + bx + c = 0
with algebra tiles the square to quadratic formula by b. Solve quadratic
c. Appreciate the use of c. Value accumulated applying the method of equation by using the
algebra tiles knowledge as means of completing the square quadratic formula
 new understanding c. Patience in deriving c. Appreciate the
standard form to importance of solving
quadratic formula 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 pages pp. 28-32 pp. 28-32 pp. 33-38 pp. 33-38

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 Accelerated Christian
Ho, Ju Se T. et., al Ho, Ju Se T. et., al
Educ., Inc. Educ., Inc.
4. Additional http://www.cpalms.org/ http://www.cpalms.org/ http:// http://
Materials Uploads/resources/ Uploads/resources/ www.purplemath.com/ www.purplemath.com/
from Learning 48564/1/5/docs/ 48564/1/5/docs/ moduleiquadraticform.htm moduleiquadraticform.htm
Resource Completing%20the Completing%20the
(LR) portal %20square%20guided %20square%20guided
%20practice%20sheet.pdf %20practice%20sheet.pdf
http://www.cpalms.org/ http://www.cpalms.org/
Uploads/resources/ Uploads/resources/
48564/1/4/docs/ 48564/1/4/docs/
Completing%20the Completing%20the
 %20Square%20Instructor %20Square%20Instructor
%20notes%20part %20notes%20part
%203.pdf %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 like? following expressions.
presenting the new Is this a square? Express each of the
lesson following perfect square
What about this trinomial as a square of Answer the question.
one? binomial.
“How does finding
2
a. x + 6x + 9 solutions of quadratic
This one?
b.
2
x – 14x + 49 equations facilitate solving
2 real-life problems and
Why isn’t the last picture a c. x + 2x + 1 making decisions?”
square? d.
2
x – 18x + 81
What would we need to do 2
to make this a square? e. 25x – 30xy + 9y

B. Establishing a We can model a quadratic Not all quadratic Follow the Standards!
purpose for the expression like this equations can be easily
2 solved by factoring or by Write the following
lesson x + 4x + 4 with tiles like
this extracting the square quadratic equations in
roots. When these 2
standard form ax + bx + c
methods are not possible, = 0. Then identify the
how do you solve the values of a, b, and c.
equation?
 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
examples/ quadratic equation ax2 + quadratic formula in
instances of the 2
x + 6x – 8 = 0 The product of a number bx + c = 0 can be solving the quadratic
lesson We will use algebra tiles to and four less than the determined using the equation, we need to
help us with the non number is equal to 2. quadratic formula identify the values of a, b,
factorable problem. The What is the number? and c in the equation ax
2

algebra tiles will help us + bx + c = 0. Then solve.

get a new c value that will The problem can be
help us factor into a new written in mathematical Illustrative Example:
sentence as x(x – 4)= 2. This formula can be
perfect square. 2
derived by applying the 6x = 10 + 11x
In standard form, the
equation becomes method of completing the
2
ax + bx + c 2 square as shown below. 2
6x – 11x – 10 = 0
x – 4x – 2 = 0.
2 Rewrite in the form
a= b= c= The expression x – 4x – 2
ax + bx + c = 0
2 cannot be factored. We
2
so for x + 6x – 8 ; a = 1 can employ another
method called completing So a = 6, b = -11, c = - 10
b = 6 c = -8 Identify a, b, and c.
using algebra tiles we the square to find the
have 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
We are missing a space in trinomials are of the form
our square. 2
ax + bx + c. Moreover,
the constant term in every
How many s would we perfect square trinomial is
really need to complete the square of one-half the
the square? coefficient of the x.
Answer = 9 Recall that the square of
s 2 2
the binomial (x + y) is x
2
2
So x + 6x – 8 = 0 would + 2xy + y
factor out easier if it were Let us take a look at the
2
2
x + 6x + 9. So we bring expression x + bx,
2
the -8 to the other side. If we add (b/2) , that is,
the square of half of the
2
x + 6x + 9 = 8 + 9 coefficient of x, then we
because what we do to have
2 2
one side we must also do x + bx + (b/2) = (x +
2
to the other. b/2) .
Thus the expression
Which factors out to be becomes a perfect square
(x + 3)(x + 3) = 17 trinomial that can be
2
(x + 3) = 17 written as the square of a
(x + 3) = ±17 binomial. We can now
solve the equation
x = - 3 ±17 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 Complete Me! Lead Me to the Formula! Solve these quadratic
concepts and square of the equations by using the
practicing new skills following: Find the solutions of each Work in groups of 4 in quadratic formula. Write
#1 of the following quadratic finding the solutions of the answers in set form.
2 equations by completing quadratic equation below
1. x + 4x + _____
the square. by completing the square. 2
2.
2
x – 6x + _____ 1. 2x – 7x + 3 = 0
2
3.
2
x – 12 x +_____ 2. 6x – 7x = 3
a.
2
x – 2x = 3 2x2 + 9x + 10 = 0 2
4.
2
n – 18n + _____ 2 3. 3x – 4 = -6x
b. s + 4s – 21 = 0 2
5.
2
x + 8x + _____ 2 4. 4x + 9x + 2 = 0
c. t + 10t + 9 = 0 2
2 5. 3x = x + 5
B. Determine a d. x + 14x = 32
2
number that must e. r – 10r = -17
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 1. What does it mean How do we solve a 1. How did you use How do you solve a
concepts and to “complete the quadratic equation by completing the quadratic equation using
practicing new skills square”? completing the square? square in solving the quadratic formula?
#2 2. How do you the given equation?
describe a perfect a. What are the 2. What are the Find the solutions of the
square trinomial? solutions of the solutions of the following quadratic
3. How can you quadratic equation given equation? equations.
determine a 2 3. How would you
x – 10x + 19 = 0?
number that must describe the 2
b. Write the solutions a. x + 10x + 9 = 0
be added to the by following the solutions obtained? Identify the values of a, b,
terms of polynomial procedure 4. In the equation 2x2 and c
to make it a perfect 2 + 9x + 10 = 0, what 2
x – 10x + 19 = 0 b. x – 12x = - 35
square trinomial? would be the 2
4. Observe the terms Transpose 19 to resulting equation if Rewrite in the form ax +
of each trinomial. the right side of the 2, 9, and 10 were bx + c = 0
How is the third equation. replaced by a, b, 2
c. x + 5x – 14 = 0
term related to the Complete the and c, respectively?
square by adding Use the quadratic formula
coefficient of the 2
5. Using the resulting after substituting the
middle term? [1/2(10)] = 25 equation in item 4, values
5. How can algebra Write the left side how are you going of a, b, and c
tiles be used to as the square of to find the value of 2
d. 4x – 4x + 1 = 0
visually represent binomial. x if you follow the
Extract the square Divide first by 4.
completing the same procedure in
square? of both sides finding the same
Solve for x. solutions of 2x2 +
 9x + 10 = 0? What
equation or formula
would give the
value of x?
6. Do you think the
equation or formula
that would give the
value of x can be
used in solving
other quadratic
equations?

F. Developing mastery Identify the values of a, b,

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

G. Finding practical Solve the problem below. Solve the problem below. The length of a car park is Read and understand the
applications of 120m longer than it width. situation below then
concepts and skills A space in the shape of a Television screen are The area of the car park is answer the questions that
right triangle is to be usually measured by the 2 follow.
in daily living 6400m .
surrounded on its edge by length of its diagonal The
pebbles. The hypotenuse television set has a 60- 1. How would you Mr. Bonifacio cuts a size
of the triangle is 6m. One inch diagonal. The screen represent the width of rectangular plywood to
leg is to be 2m longer than is 12 inches wider than its of the car park? be used in the furniture
the other leg. To the height. Find the How about its that he makes. The length
nearest hundredths, what dimensions of the screen. length? of the plywood is twice its
 are the lengths of the two 2. What equation width and the area is 4.5
legs? represents the area sq. ft. What quadratic
of the car park? equation represents the
3. What is the area of the piece of
standard form of plywood?
the equation? a. Write the quadratic
4. What are the equation formulated in
values of a, b and standard form. Then
c? 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 To solve a quadratic The equation should be To use the quadratic
generalizations and solve non factorable 2 arranged in the right form: formula, first write the
equation ax + bx = c by
quadratic equations. It will 2 given equation in standard
abstractions about completing the square ax + bx + c = 0.
the lesson help us get a new value of form. Then, identify the
c that will help us factor a. Transform the The solutions of any values of a, b, and c and
into a perfect square. equation into the quadratic equation substitute these values in
form ax2 + bx + c = 0 can be the quadratic formula.
2 determined using the
x + (𝑏/𝑎
)x= quadratic formula
𝑐/𝑎
b. Add to each side of
the equation the
square of half the
coefficient of x.
c. Write the left side
as 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 Solve the equation Use the quadratic formula
following equations. Have like a ____ tree.” in solving each quadratic
one representative from a 2x2 + x = 5 by using the quadratic formula.
equation.
group come to the board 2
1. c – 13c – 30 = 0
and explain why/how they 2
2 2. x – 10x = -9
got their answer and then M. {5,1 } x –13x– 2
they will solve on board. 30=0 3. m – 10m + 16 = 0
2
B. { 1, -5 }
2
x +4x=96 4. 4d + 18d – 10 = 0
2 2
1. x + 8x – 3 = 0 2 5. x – 8x + 16 = 0
2 O. {3, 2 } x –6x+5 =
2. x – 6x – 9 = 0 0
2 2
3. x = 6x = 1 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:
for application or Assignment:
remediation Answer the following. 1. Memorize the Answer the following.
Answer. Quadratic Formula.
Karen wants to use 2. Solve the equation Do you think the quadratic
2
completing the square in Do you agree that any 5x – 2x – 2 = 0 by formula is more
solving the quadratic quadratic equation can be using the quadratic appropriate to use in
equation 4x – 25 = 0. Can solved by completing the formula. solving quadratic
she use it in finding the square? Justify your equations? Explain then
solutions of the equation? answer. Reference: Learner’s give examples to support
Explain why or why not. Material pp. 50-51 your answer.
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?