DAILY LESSON LOG OF M9AL-Ia-b-1 (Day Four)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources /Materials
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Grade Level Grade 9
Learning Area Mathematics
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge
and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them using a variety of strategies.
Learning Competency: Solves quadratic equations by (a) extracting square roots; (b)
factoring; (c) completing the square; and (d) using the quadratic formula (M9AL-Ia-b-1)
Learning Objectives:
1. Enumerate the steps in solving quadratic equations by completing the square
2. Write perfect square trinomials as a square of a binomial
3. Solve quadratic equations by completing the square
4. Show critical thinking skills in solving quadratic equations by completing the square
Solving Quadratic Equations by Completing the Square
Teacher’s guide, Learner’s module
Oronce, O.& Mendoza, M.(2014). e-math 9. Rex Bookstore, Inc. Sampaloc, Manila.
pp. 28-32
pp. 35-46
pp. 124-136
Card board/used folders
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by the
pupils/ students which you can infer from formative assessment activities. Sustain learning
systematically by providing pupils/students with multiple ways to learn new things,
practice the learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
The teacher instructs the students to proceed to their respective groups and assigns each
group to express each perfect square trinomial as a square of a binomial.
Group 1 & 10 : x2 + 4x + 4 Answer: (x + 2)2
2
Group 2 & 9: x – 16x + 64 Answer: (x - 8)2
Group 3 & 8: x2 + 18x + 81 Answer: (x + 9)2
3 9 32
Group 4 & 7: s2 + s+ Answer: (s + )
4 64 8
25 52
Group 5 & 6: w2 – 5w + Answer: (w - )
4 2
After a minute, the teacher asks one representative from each group to write the answer
of the group on the board.
The teacher asks the students the following questions:
1. How do you describe a perfect square trinomial? The first and third terms are both
perfect squares. The second term is twice the product of the square roots of the first and
third terms.
2. How did you express each perfect square trinomial as the square of a binomial?
First, find the positive square roots of the first and third terms. Second, Connect the two
square roots with the sign of the numerical coefficient of the second term. Third, indicate
that the binomial is used twice as a factor.
3. What mathematics concepts or principles did you apply to come up with your answer?
Explain how you applied these. Finding the positive square root of the first and third terms
and writing them in the form (a + b)2 or (a - b)2.
4. Observe the terms of each trinomial. How is the third term related to the coefficient of

B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
formative assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
the middle term? The third term is the square of the half of the coefficient of the middle
term
The teacher explains to the students that writing perfect square trinomials as a square of
binomial is one of the important procedure that will lead them to solve quadratic
equations that cannot be solved by either factoring or the square root method.
The teacher lets the students stay in their respective groups and do Activity 3: (Make It
Perfect!!!), which is found on page 37 of the Learner’s module.
Answer Key:
1. 1 2. 100
3. 64 4. 144
121
5. 225 6.
4
225 441
7. 8.
4 4
1 9
9. 10.
9 64
The teacher discusses with the students the process of arriving at the answer of Activity 3.
Furthermore, he/she asks the students about the mathematical skills or principles that
they used to get the correct answers. He/she tells them that to solve quadratic equations
using Completing the Square method, you have to simply make the expression x 2 + bx into
a perfect square by simply adding the square of one-half the coefficient of the second
term or
()
b 2
2
.
The teacher discusses and illustrates thoroughly the steps on how to solve quadratic
equations by Completing the Square as presented on page 38-41 of the Learner’s Module.
The teacher asks the students to answer the problem below with their group mates.
An open box is to be formed out of a rectangular piece of cardboard whose length is 8 cm
longer than its width. To form the box, a square of side 4 cm will be removed from each
corner of the cardboard. Then the edges of the remaining cardboard will be turned up.
1. Draw a diagram to illustrate the given situation.
2. How would you represent the dimensions of the cardboard?
 w = width(in cm), w + 8 = length
3. What expressions represent the length, width, and height of the box?
 w, w - 8, and 4
4. If the box is to hold 448 cm 3, what mathematical sentence would represent the given
situation?
 4w(w - 8) = 448 w 2 – 32 w = 448 w2 – 8w = 112
5. What are the dimensions of the rectangular piece of cardboard?
 width = 4 + 8√ 2 cm; length = 12 + 8√ 2 cm
The teacher summarizes the lesson by asking the students to answer the following
questions:
1. When are you going to use Completing the Square Method in solving a quadratic
equation? When the given quadratic equation cannot be solved using factoring or
extracting the square root method.
2. How do you solve quadratic equations by completing the square? Enumerate the steps
on how to solve quadratic equations by completing the square.
 Divide both sides of the equation by a then simplify.
 Write the equation such that the terms with variables are on the left side of the
equation and the constant term is on the right side.
 Add the square of one-half of the coefficient of x on both sides of the resulting
equation. The left side of the equation becomes a perfect square trinomial.
 Express the perfect square trinomial on the left side of the equation as a square
of a binomial.
 Solve the resulting equation by extracting square the square root.
 Solve the resulting linear equations.
 Check the solutions obtained against the original equation.
 The teacher lets the students answer individually the formative assessment.
A. Find the solutions of each of the following quadratic equations by completing the
square.
1. x2 – 2x = 3
I. Evaluating Learning 2. r2 – 10r = -17
Answer Key
1. x = -1 or x = 3
2. r = 5 + 2√ 2 or r = 5 - 2√ 2

J. Additional activities or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I use/
discover which I wish to
share with other teachers
Worksheets:

Activity 3: (Make It Perfect)

Determine a number that must be added to make each of the following a perfect square trinomial.

1. x2 + 2x + _______ 6. x2 + 11x + ________

2. t2 + 20t +_______ 7. x2 – 15x + ________
3. r2 – 16r + _______ 8. w2 + 21w + _______
2
4. r2 + 24r + _______ 9. s2 - s + ________
3
3
5. x2 – 30x + _______ 10. h2 - h + _______
4

Summative Assessment

A. Find the solutions of each of the following quadratic equations by completing the square.

1. x2 – 2x = 3
2. r2 – 10r = -17