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LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL

DAILY LESSON PLAN (DLP)

QUARTER I
Week 3– Day 4
Subject: MATH Grade Level: 9
Date: _______________ Session: ___
The learner demonstrates understanding of key concepts
Content Standard of quadratic equations, inequalities and functions, and
rational algebraic expressions
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
COMPETENCY 5: solves equations transformable to
quadratic equations (including rational algebraic
Competencies
expressions (M9AL-Ic-d-1)

I. OBJECTIVES
Knowledge:  identifies quadratic equations not written in standard
form
Skills:  solves quadratic equations that are not written in
standard forms
Attitude:  show appreciation in one’s competence in solving
quadratic equation that are not in standard form
Solving Rational Algebraic Equations Transformable
II. CONTENT
to Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 50-53
Pages
2. Learner’s Learner’s Module (LM)in Math 10, pp. 77-87
Materials Pages
3. Textbook Pages Integrated Mathematics III by:
4. Additional
Materials
5. Learning Resources K to 12 CGs. Negros Oriental Learning Resource Portal
(LR) portal
B. Other Learning Quadratic Equation. Retrieved from
Resources https://www.google.ph.com
IV. PROCEDURES
A. Reviewing or Recalling Multiplication of Polynomials
presenting the new Direction: Get the product of the following:
lesson 1. 1. x (x + 5) Expected answer : x2 + 5x
2. 2. x (x – 10) Expected answer : x2 – 10x
3. 3. 3s (s-2) Expected answer : 3s2 + 6s
4.
5. Note To the Teacher: You can add more exercises if
needed
6.
B. Establishing a Important Notes:
purpose for the lesson There are equations that are transformable into quadratic
equations which may be given in different forms. Hence,
the procedures in transforming these equations into

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
quadratic equations may also be different.
Motive Question:
Once the equations are transformed into quadratic
equations, what are the techniques that we will use to
solve them?
Expected answer: The different methods of solving
quadratic equations, such as factoring, extracting the
square roots, completing the square, and using the
quadratic formula, can be used to solve these transformed
equations.
C. Presenting examples Discussion of illustrative example:
of the new lesson Solve : x (x-5) = 36
Step 1: Simplify the expression: x2 + 5x = 36
Step 2: Write in standard form: x2 + 5x - 36= 0
Step 3: Find the solutions (use any of the four methods)
Try factoring:
x2 + 5x - 36= 0
(x – 9)(x + 4) = 0
x = 9 or x = -4
Step 4. Check whether the obtained values of x make the
equation x (x-5) = 36 true.
Note to the Teacher: If the obtained values of
x which is 9 or -4 make the equation
x (x-5) = 36 true, then the solutions of the
equation are: x = 9 or x = -4

D. Discussing new Teacher-Guided Activity:


concepts and Solve x (x -10) = -21
practicing new skills (Note to the Teacher: Guide the learners in solving the
#1 equation using the recommended steps.)
Possible solution:
x (x -10) = -21
x2 -10x = -21
x2 -10x + 21 = 0
(Note to the Teacher: Encourage them to try other
methods, other than factoring)
Key answer: x = 7 or x = 3

E. Discussing new Dyad:


concepts and Solve: 3s (s -2) = 12s
practicing new skills (Note to the Teacher: Ask volunteers to discuss their
#2 answers)
Possible solution:
3s (s -2) = 12s
3s2 – 6s = 12s
3s2 – 6s - 12s = 0
3s2 – 18s = 0
(Note to the teacher: Allow students to use any method
of their choice)
Key answer: s = 0 or s = 6

F. Developing Mastery Group activity:


Find the roots of the following equation:
(x + 3) (x – 5) = 5
Key answer: 𝑥 = 1 − √21 or 𝑥 = 1 + √21
G. Finding practical Oral Recitation:

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LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
applications of Cite a real-life situation where the concept of solving
concepts and skills in equations not in standard form may be applicable in real-
daily living life situation.

H. Making Guide question:


Generalizations and How do you solve quadratic equation that are not written
abstractions about in standard form
the lesson Key Answer:
Step 1: Simplify the expression
Step 2: Write in standard form
Step 3: Find the solutions (use any of the four methods:
factoring, extracting the square roots, completing
the square, and using the quadratic formula,)
Step 4. Check whether the obtained values of x make the
equation true.

I. Evaluating learning Rewrite the quadratic below in standard form, then solve:
1. 1. 4s (s + 1) = 48
2. 2. 3x(x -1) - 2 = x2
3. Key Answer:
4. 1. -4 or 3
−1 4
2. 3 , 3
J. Additional
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional activities
for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have caught
up the lesson
D. No. of learners who ___ of Learners who continue to
continue to require require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction

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LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
___ 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
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
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:
localized I used/discover ___ pupils’ eagerness to learn
which I wish to share with ___ complete/varied IMs
other teacher? ___ uncomplicated lesson
___ worksheets
___ 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

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)

QUARTER I
Week 4– Day 1
Subject: MATH Grade Level: 9
Date: _______________ Session: ___
The learner demonstrates understanding of key concepts
Content Standard of quadratic equations, inequalities and functions, and
rational algebraic expressions
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
COMPETENCY 5: solves equations transformable to
Competencies quadratic equations (including rational algebraic
expressions (M9AL-Ic-d-1)
I. OBJECTIVES
Knowledge:  identifies quadratic equations not written in standard
form
Skills:  solves quadratic equations that are not written in
standard forms
Attitude:  show appreciation in one’s competence in solving
quadratic equation that are not in standard form
Solving Rational Algebraic Equations Transformable
II. CONTENT
to Quadratic Equations
III. LEARNING RESOURCES
C. References
6. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 50-53
Pages
7. Learner’s Learner’s Module (LM)in Math 10, pp. 77-87
Materials Pages
8. Textbook Pages Integrated Mathematics III by:
9. Additional
Materials
10. Learning Resources K to 12 CGs. Negros Oriental Learning Resource Portal
(LR) portal
D. Other Learning Quadratic Equation. Retrieved from
Resources https://www.google.ph.com
IV. PROCEDURES
K. Reviewing or Recalling Squaring Binomials
presenting the new Direction: Get the product of the following:
lesson 1. 1. (x + 5)2 Expected answer : x2 + 10x + 25
2. 2. (x – 10) 2
Expected answer : x2 – 20x + 100
3. 3. (3s - 2)2 Expected answer : 9s2 + 12s + 4
4.
5. Note To the Teacher: You can add more exercises if
needed
6.
L. Establishing a Important Notes:
purpose for the lesson There are equations that are transformable into quadratic
equations which may be given in different forms. Hence,
the procedures in transforming these equations into
quadratic equations may also be different.

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
Motive Question:
Once the equations are transformed into quadratic
equations, what are the techniques that we will use to
solve them?
Expected answer: The different methods of solving
quadratic equations, such as factoring, extracting the
square roots, completing the square, and using the
quadratic formula, can be used to solve these transformed
equations.
M. Presenting examples Discussion of illustrative example:
of the new lesson Solve : (y + 6)2 = 15
Step 1: Simplify the expression:
y2 + 12x + 36 = 15
y2 + 12x = -11
Sep 2: Write in standard form:
y2 + 12x + 11= 0
Step 3: Find the solutions (use any of the four methods)
Try factoring:
(y + 11) (y + 1) = 0
y = -11 or y = -1
Step 4. Check whether the obtained values of x make the
equation (y + 6)2 = 15 true.
Note to the Teacher: If the obtained values of
x which is 1 or -4 make the equation
(y + 6)2 = 15 true, then the solutions
of the equation are: y = -11 or y = -1
N. Discussing new Teacher-Guided Activity:
concepts and Solve : (x + 5)2 + (x – 2)2 = 37
practicing new skills (Note to the Teacher: Guide the learners in solving the
#1 equation using the recommended steps.)
Possible solution:
x2 + 10x + 25 + x2 – 4x + 4 = 37
x2 + x2 + 10x – 4x + 25 + 4 = 37
2 x2 + 6x + 29 = 37
2x2 + 6x – 8 = 0
(Note to the Teacher: Encourage them to try other
methods, other than factoring)
Key answer: x = 1 or x = -4

O. Discussing new Dyad:


concepts and Solve: (m – 4)2 + (m – 7)2 = 10
practicing new skills (Note to the Teacher: Ask volunteers to discuss their
#2 answers)
Possible solution:
m2 - 8m + 16 + m2 -14m + 49 = 10
m2 – 22m + 65 = 25
m2 – 22m + 40 = 0
(Note to the teacher: Allow students to use any method
of their choice)
Key answer: m = 2 or m = 20
P. Developing Mastery Group activity:
Find the roots of the following equation:
(3r + 1)2 + (r + 2)2 = 65
Key answer: r = -3 or r = 2
Q. Finding practical Oral Recitation:
applications of Cite a real-life situation where the concept of solving
concepts and skills in equations not in standard form may be applicable in real-

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
daily living life situation.

R. Making Guide question:


Generalizations and How do you solve quadratic equation that are not written
abstractions about in standard form
the lesson Key Answer:
Step 1: Simplify the expression
Step 2: Write in standard form
Step 3: Find the solutions (use any of the four methods:
factoring, extracting the square roots, completing
the square, and using the quadratic formula,)
Step 4. Check whether the obtained values of x make the
equation true.

S. Evaluating learning Rewrite the quadratic below in standard form, then solve:
1. (t + 1)2 + (t – 8)2 = 45
2. (2r + 3)2 + (r + 4)2 = 10
Key answers:
1. 2 or 5
2. -3 or -1
T. Additional
Activities for
application or
remediation
VII. REMARKS

VIII. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional activities
for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the lesson
learners who have caught
up the lesson
D. No. of learners who ___ of Learners who continue to
continue to require require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ 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

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
___ 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
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
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:
localized I used/discover ___ pupils’ eagerness to learn
which I wish to share with ___ complete/varied IMs
other teacher? ___ uncomplicated lesson
___ worksheets
___ 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

Prepared by:
LA LIBERTAD TECHNICAL-VOCATIONAL SCHOOL
DAILY LESSON PLAN (DLP)
ATTACHMENT

SUPPLEMENTARY ACTIVITY

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