LEARNING PLAN IN MATH 9

School Domingo Yu Chu NHS Grade Level Grade 9

Teacher Diana Rose B. Latayan Learning Area Mathematics
September 11-15, 2023
9-EAGLE ( 8:30-9:30 )
Teaching Date
9-UGARTE (10:00-11:00 ) Quarter First
Section and Time
9-HAWK ( 11:00-12:00 )

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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B. Performance Standards 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:
C. Learning Competencies/
1. Enumerate the steps in solving quadratic equations by completing the square
Objectives 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
II. CONTENT Solving Quadratic Equations by Completing the Square
III. LEARNING RESOURCES
A. References Teacher’s guide, Learner’s module
Oronce, O.& Mendoza, M.(2014). e-math 9. Rex Bookstore, Inc. Sampaloc,
Manila.
1. Teacher’s Guide pages pp. 28-32
2. Learner’s Materials
pp. 35-46
pages
3. Textbook pages pp. 124-136
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Card board/used folders
Resources /Materials
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
IV. PROCEDURES 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.
A. Review previous lesson The teacher instructs the students to proceed to their respective groups and
or presenting the new assigns each group to express each perfect square trinomial as a square of a
lesson binomial.
Group 1 & 10 : x2 + 4x + 4 Answer: (x + 2)2
Group 2 & 9: x2 – 16x + 64 Answer: (x - 8)2
2
Group 3 & 8: x + 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

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
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 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 x2 + bx into a
perfect square by simply adding the square of one-half the coefficient of
()
2
b
the second term or .
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 w2 – 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

Prepared by: Checked by:

DIANA ROSE B. LATAYAN LEONEL M. LANDICHO

Teacher III Master Teacher I