This study used the research and development method and focused on developing and validating a Self-Paced Learning Module (SPLM) in Mathematics 9, a Junior High School Mathematics subject in the Philippine K-12 Curriculum whose learning competencies, taught in a spiral approach. The subject consists of Algebra in the first and second quarter, Geometry in the third quarter, and Trigonometry in the fourth quarter. The SPLM underwent preparation, planning, development, and validation phases to achieve the requirements of a learning module. Ten subject matter experts were selected through purposive sampling and identified the essential learning competencies in Mathematics 9, The validation of the experts provided the basis for the identification of lessons to be included in the SPLM, and 46 out of 48 learning competencies were regarded as "essential" based on the Lawshe's Table of Minimum Content Validity Ratio (CVR) Values and were all incorporated in the 20 lessons SPLM. Further, the five (5) experts validated the developed SPLM to determine the needed content, design/format, and pedagogical of the developed SPLM. Data were gathered and treated through descriptive statistics, specifically the frequency and percentage used in analyzing the experts' ratings. The SPLM underwent revisions until all criteria were achieved. The experts provided a positive review of the module, as revealed in their agreed responses in the DE and ODeL evaluation sheets adopted from the College of Education at Pampanga State Agricultural University. Therefore, the SPLM can be recommended and can be used as a learning material or reference in teaching Mathematics 9, Junior High School. Keywords: self-paced learning module, Mathematics 9, development, validation, Lawshe table.