DETAILED LESSON PLAN IN GRADE 9 MATHEMATICS

TOPIC: Solving Quadratic Equations by Completing the Square

DATE: April 28, 2023
LENGTH OF PERIOD: 45 minutes
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. solve quadratic equations by completing the square;
2. apply the completing the square in solving quadratic equations; and
3. identify the perfect square binomial in completing the squares when solving quadratic
equations.

II. SUBJECT MATTER

Topic: Solving Quadratic Equations by completing the square roots
References:
 DepEd Mathematics – Grade 9 Learner’s Material (2014), pg. 19-38
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_9_lm_draft_3.24.2014.pdf

III. MATERIALS
 PowerPoint Presentation
 Laptop, Television, HDMI
 Whiteboard and whiteboard marker
 Flashcards

IV. PROCEDURE
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
1. DAILY ROUTINE

1.1. Greetings

“Good morning class!” “Good morning, Ma’am!”

“How is your day so far?’ “It’s good, Sir!”

1.2. Prayer

“Before we start, Ms./Mr. (Name of (The student will lead the prayer)
the student) can you please lead the
prayer?”

c. Checking of Attendance
 (The students will arrange their
“Before you sit, please arrange your chairs.)
Chairs.”

“For today’s attendance, Ms./Mr. “No, Ma’am! Everyone is present.”

(Name of the class secretary), is there
anyone who’s absent today?”

2. REVIEW THE PREVIOUS

LESSON
(Students raised their hands.)
“Before we move forward in today’s
lesson, what was our topic last
meeting?” “Our topic last meeting is about solving
quadratic equations by factoring and
“Yes, (Name of the student)?”
extracting the square roots.”
“That’s right, thank you (Name of the
student)”
(Students raised their hands.)
“Next, what is the standard form of
the quadratic equation again?
“The standard form of a quadratic equation is
“Yes, (Name of the student)?” 2
a x +bx+ c=0 .”
“That’s right, thank you (Name of the
student)”
(Students raised their hands.)
“Is there anyone who can give me an
example of a quadratic equation?”
(Student gives an example.)
“Yes, (Name of the student)?”

“That’s right, thank you (Name of the

student)”
(Students raised their hands.)
“And what is the factor of (the
equation given by the student)?”

“That’s right, thank you (Name of the

student)”
(Students raised their hands.)
2
“Given that x −36=0, what is the
value of x?”
“
“6, Ma’am”
“Yes, (Name of the student)?”
 “Very good!”

“Okay class, is there any clarification

about our last topic?”

“If none, then we can now proceed in (The students will pick their representative.)
today’s lesson.”

3. MOTIVATION

“Before we proceed to our discussion,

let’s have a mini-game called “Pair
with me, QE!”. Using the same group (The selected will come in front to answer.)
last meeting, the task is to pair up the
given perfect square trinomial into its (Students cheering)
perfect square binomial and vice
versa. The group that can pair most
within 90 seconds will receive a
prize.”

(The teacher will flash the equations.)

“Congratulations to our winner. I will

give you the prize after the
discussion”

V. LESSON PROPER

A. DEVELOPMENTAL ACTIVITY

“Since you have answered all (Students raised their hands)

equations correctly, do you have any
idea about our lesson today?”

“Yes, (Name of the student)?” “I think our lesson for today is about solving
a quadratic equation by completing the
square.”
“That’s correct! Today’s lesson is all
about solving quadratic equations by (The students will listen to the discussion.)
completing the square.”

“Extracting square roots and factoring

are usually used to solve quadratic
equations of the form a x 2−c =0. If
the factors of the quadratic expression
of a x 2 +bx+ c=0 are determined, then
it is more convenient to use factoring
to solve it.”

“Another method of solving a

quadratic equation is by completing
the square.
This method involves transforming the
quadratic equation
2
a x +bx+ c=0 into the
form (x−h)2 +¿ k , were
k ≥ 0.”

“To solve quadratic equations by

completing the square, the following
steps can be followed:

1. Divide both sides of the equation by

a then simplify.

2. 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.

3. 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.

4. Express the perfect square trinomial

on the left side of the equation as a
square of a binomial.

5. Solve the resulting quadratic

equation by extracting the square root.

6. Solve the resulting linear equations.

7. Check the solutions obtained

against the original equation."

“For example, Solve the quadratic

equation 2 x2 + 8x – 10 = 0 by
completing the square.

1st step: Divide both sides by a

 2 x 2 +8 x−10
=0
2
2
x + 4 x−5 = 0

2nd step: Rewrite the equation: terms

with variables are on the left, and the
constant term is on the right
2
x + 4 x−5 = 0
x 2+ 4 x−5 +5= 0+5
2
x +4 x = 5

3rd step: Add the square of one-half

of the coefficient of x on both sides

1
( 4 )=2 ; 22=4
2
2
x + 4 x +4= 5+4
2
x + 4 x +4 = 9

4th step: Square of Binomial

x 2+ 4 x +4 = 9
2
(x +2) = 9

5th step: Solve by extracting the square

root
√(x +2)2 = √ 9
x +2= ± 3

6th step: Solve the linear equation

x +2= 3 x +2= -3
x +2-2= 3−2 x +2-2= −3−2
x= 1 x = −5

7th step: Checking

2
2 x + 8x – 10 = 0

 X=1;
2(1)2 + 8(1) – 10 = 0
2+ 8 – 10 = 0
10– 10 = 0
0=0
  X= -5
2
2(−5) + 8(−¿5) – 10 = 0
2(25) −¿40 – 10 = 0
50−50=0
0=0

Both values of x satisfy the given

equation. So, the equation
2
2 x + 8x – 10 = 0 is true when x=1 (Students raised their hands.)
and x=−¿5.”
(The student does the board work.)
“Let’s try another example. Answer:
2
x −2 x = 3 1
( 2 )=1 ; 12=1
In this equation, we can skip the first 2
and step since the variables with 2
x −2 x = 3
coefficient is already on the left side 2
x −2 x+1 = 3+1
and the constants are on the right 2
x −2 x+1 = 4
side.” 2
(x−1) = 4
“Is anyone who wants to do the third “None, Ma’am.”
and fourth steps?”

“Yes, (Name of the student)” (Students raised their hands.)

(The student does the board work.)

“Okay very good. Is there any answer Answer:
that you get?”
√(x−1)2 = √ 4
“Seems like you all got it correct. Let x−1 = ±2
us move forward to the fifth and sixth x−1= 2 x−1= −¿2
steps. Anyone from the class?” x−1+1= 2+1 x−1+1= −2+1
x= 3 x = −1

“None, Ma’am.”

“Yes, (Name of the student)”

(Students raised their hands.)

(The students does the board work.)

Answer:
 x 2−2 x = 3
“Grate! Is there any answer that you
get class? Any question?”  X=-1;
2
x −2 x = 3
“It looks like everyone gets the same 2
(−1) −2(−1) = 3
value of x. Moving on, who wants to
1+2 = 3
do the checking for x= 3? For x= -1?”
3=3
“Yes, (Name of the student)”  X= 3
x 2−2 x = 3
2
(3) −2(3) = 3
9−6=3
3=3

(Students raised their hands.)

“None, Ma’am.”

“That is correct! Thank you, (Name of

the students).”

“Who got it correctly?”

“Very good, class. Is there any

clarification or questions in solving
quadratic equations by completing the
square?” Answers:
1. x= 15 ; x= - 15
2. x=0 ;x= - 6
3. x= 13 ; x= - 3

B. APPLICATION (The students pass their papers forward.)

Activity 1: Find a partner to solve the
following quadratic equations by
completing the square.(5 points each)

1. 4 x2 −32 x=−28
2. x 2+ 4 x=−1
(Students raised their hands.)
3. x 2−10 x=−17
 Total points: 15 points
(The students will pass their papers after “( x−h)2 +¿ k ”
10 minutes)

“Time is up! Pass your papers

forward.” (Students raised their hands.)
C. GENERALIZATION
“No, Ma’am. It is false because k ≥ 0.”
“Since you answered our activity well,
let us have a recap on the discussion.”

“What form of an equation is used in (Students raised their hands.)

solving quadratic equations by
completing the square?”
“First, divide both sides by a. Second, rewrite
“Yes, (Name of the student)” the equation. Third is to add the square of
one-half of the coefficient of x on both sides.”
“Great. Thank you.”
(Students raised their hands.)
“Is it true that k < 0?”

“Yes, (Name of the student)”

“Fourth, express the equation into square of
binomial, next is extract the square root, then
“Very good!”
solve the linear equation. Lastly, is the
“What are the first three steps in checking.”
completing the square?”

“Yes, (Name of the student)”

“Excellent!”

“What are the next four steps in

completing the square?”

“Yes, (Name of the student).”

Answers:
“Very good, (Name of the student). 1. x= 17, x= -23
2. x= 2, x= -6
“Seems like you’re all ready for a 3. x=8, x= -14
short quiz.” 4. x=32, x=-26
5. x=25, x= -35
D. EVALUATION 6. x=12, x= -16
7. x=1, x= -17
The teacher prepares 10 item quiz.
 The students will be given 15 minutes 8. x=1, x= -15
to answer the following: 9. x=-3, x= 3
10. x=1, x= -27
1. x 2+ 6 x−11=0
2. x 2+ 14 x=32
3. 6 x 2+ 36 x=12
4. 4 x2 −24 x =40
5. 2 x2 +20 x=10
6. x 2+ 4 x−1 0=0
7. x 2+ 16 x=17
8. x 2+ 1 4 x=15
9. x 2+ 24 x−1 0=19
10. x 2+ 26 x=27

E. ASSIGNMENT
1. What is the quadratic formula?
2. Cite at least two examples of
solving quadratic equations by using
the quadratic formula.

“This assignment is due tomorrow. I

hope everyone enjoyed and learned
something today. Have a great day
everyone!”

Prepared by: Approved by:

Javier, Leidy Anne R. Mrs. Sheryl B. Leykeco

BSED 3C Subject Instructor