9

MATHEMATICS
1st Quarter

SCRIPT FOR RADYO-ESKWELA SA ISABELA

 SDO ISABELA MATHISKWELA
MATHEMATICS 9
Format: School-on-the-Air
Episode: 07

Subject: Mathematics
Grade Level: Grade 9
Topic: Illustrate Quadratic Inequalities
[_/] Stand-Alone / [] Module-Dependent (Module: ____________________)
Length: 27 minutes
Objective: After listening to this episode, you are expected to:
1. illustrates quadratic inequalities;
2. finds the solution set of quadratic inequalities in one variable;
3. graphs quadratic inequalities in two variables; and
4. finds the solution set of quadratic inequalities in two variables
graphically.__________________________________________________________________________
_

Republic of the Philippines

 DEPARTMENT OF EDUCATION
REGION II - CAGAYAN VALLEY

COPYRIGHT PAGE
Radio-Based Instruction Materials for Mathematics 9
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However,prior approval of
the government agency or office wherein the work is created shall be necessary for exploitation of such work for
profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary
work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Asst. Schools Division Superintendent(s)
Chief Education Supervisor, CLMD
Chief Education Supervisor, CID
Division Focal Person for Radio-Based
Instruction
:ESTELA L. CARIÑO, EdD, CESO IV
:JESSIE L. AMIN, CESO V
:MADELYN L. MACALLING, PhD, CESO VI
:EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
: OCTAVIO V. CABASAG, PhD
:RODRIGO V. PASCUA, EdD
:JAY J. GALLEGOS

Development Team
Scriptwriter : Jeremy T. Gilbaliga
Content Editor : Jeremy T. Gilbaliga
Language Editor : Labi L. Upam Jr., Michael Kevin A. Monforte, Joy F. Lopez
Technical Specialist :
Voice Talent: : Jeremy T. Gilbaliga
Episode Executive Producer : Jeremy T. Gilbaliga,
RBI Assistant Chair for Quality Assurance : Joy F. Lopez
RBI Assistant Chair for Production : Michael Kevin A. Monforte
RBI Over-all Chair : Labi L. Upam Jr.
Focal Persons : Larina M. Colobong, EPS TLE/ Focal Person for SHS
Inocencio Balag, EPS Mathematics, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Isagani R. Duruin, PhD., Regional Learning Area Supervisor
Rizalino G. Caronan, Regional LR Supervisor

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Radyo kHz Episode No. 07
DepEd Radyo Eskwela
Title: School On-Air for Mathematics 9
Format: School-on-the-Air
Date of Airing: ____________
Time of Airing: ___________

Topic: Illustrate Quadratic Inequalities

Length: 27 minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: : After listening to this episode, you are expected to:
1. illustrates quadratic inequalities;
2. finds the solution set of quadratic inequalities in one variable;
3. graphs quadratic inequalities in two variables; and
4. finds the solution set of quadratic inequalities in two variables graphically.
RUNNING
ACTUAL TIME CONTENT
TIME

Opening Billboard (Station ID and Program ID) 1:00

Introduction 1:00

Review of Previous Lesson 4:00

Answering of Previous Quiz 1:00

Infomercial 1 00:50

Introduction of the New Lesson 1:00

Lesson Proper 10:00

Recap of the Lesson 3:00

Infomercial 2 00:50

Quiz 3:00

Feedback/Greetings 00:30

Reminders and Goodbyes 00:30

Closing Billboard 00:20

Total: 27:00
Approved by:

JEREMY T. GILBALIGA
Executive Producer
Title: School on the Air for Grade 9 Mathematics
Topic: Solving Problems Involving Quadratic Inequalities
Format: School-on-the-Air
Length: 27minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: After listening through this episode, you are expected to solve problems involving
quadratic inequalities and apply it in real–life problems and in making decisions.
_____________________________________________________________________________________
1 BIZ: INSERT SOA PROGRAM ID

2 BIZ: MSC UP AND UNDER

3 RADIO TEACHER: Good day to you our dearest Grade 9 learners! I’m glad that you’re

4 here again to feed your minds with the necessary knowledge and skills needed for

5 this subject today. So, I hope you’ll stay with me until the end of this lesson. This is

6 DepEd Radyo Eskwela, your school on air in Mathematics 9. I am your radio

7 teacher , __________.

8 BIZ: MSC UP AND UNDER

9 RADIO TEACHER: How are you dearest learners? (Pause) I hope that you are all good

10 today and eager to learn. Make sure that you are at your most convenient place as I

11 lead you to our lesson in Mathematics 9. Make sure that your radio is properly

12 tuned so that you can hear me clearly.

13 BIZ: MSC UP AND UNDER

14 RADIO TEACHER: Please bring out your pen, notebook, and Learning Activity Sheet in

15 Mathematics 9. (Pause) Are you ready now to listen? ( Pause) Then, Let’s start!

16 After listening through this episode, you are expected to solve problems involving

17 quadratic inequalities and apply it in real–life problems and in making decisions.

-More-

Solving Problems…222

1 BIZ: MSC UP AND UNDER

2 RADIO TEACHER: Last episode, you learned about illustrating quadratic equation. We
3 discussed that inequality can tell us that the quantities associated are not

4 balance. In studying Mathematics, we know that it is not always “equal”,

5 sometimes something is greater or less than. Now, what do you remember

6 about our last discussion? (PAUSE) Great! You learned that in solving

7 quadratic inequalities in one variable you have to follow the different steps on

8 doing it. Number 1, change the quadratic inequality to quadratic equation in

9 standard form. Number 2, find the roots of its corresponding equality, using

10 any of the following methods, by extracting square roots, by factoring, by

11 completing the square and by using quadratic formula. Number 3, create

12 intervals using the roots as critical x-values in dividing the number line into

13 parts. Number 4, test a number from each interval against the inequality.

14 Number 5, test the roots against the inequality. Number 6, plot the roots on the

15 number line. Solid circles are used in the graph if they are part of the solution

16 set and open circles if not a solution. Darken the parts of the number line that

17 represents the solution set. And number 7, write the solution set of the

18 inequality. (PAUSE) While on solving quadratic inequalities in two variable

19 you have to follow the different steps too. Step 1, write the inequality as an

20 equation. Step 2, graph the corresponding quadratic equation. Step 3, choose a

21 point ( ) in each region and check whether the given inequality is satisfied.

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Solving Problems…333

1 And step 4, shade the entire region that satisfies the given inequality.

2 Applying those will enable you to determine the solution of a quadratic

3 inequality in one and two variables.

4 BIZ: MSC UP AND UNDER

5 RADIO TEACHER: We are all familiar with the concept of equality, it pertains to

6 balance, equilibrium, or anything of the same level. But sometimes in real life

7 situations, things are not falling into equality alone. You will notice that

8 something might be greater or lesser than the other. That is what we are going

9 to discuss today. Applying the concept of inequality in solving real life

10 problems. Solving problems can be applied in everyday life. It can enhance

11 critical–thinking when making decisions in real–life, such as in businesses, in

12 engineering, in statistics and other fields.

13 BIZ: MSC UP AND UNDER

14 RADIO TEACHER: Remember class that a quadratic inequality is an inequality that

15 contains a polynomial of degree 2 and can be written in the following forms,

16 (ax2 + bx + c > 0), (ax2 + bx + c < 0), (ax2 + bx + c ≥ 0), and (ax2 + bx + c ≤ 0).

17 Where a, b, and c are real numbers and a≠ 0. There are five steps to be followed

18 in solving problems involving quadratic inequalities. To do that lets read and

19 analyze the given problem, listen well ok? (PAUSE) Ana is instructed to make

20 a garden plot which has an area less than 18ft2. The length should be 3ft longer

21 than the width. What are the possible dimensions of the box? (REPEAT)

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Solving Problems…444

1 (PAUSE) Now let’s apply the steps in solving problems involving quadratic

2 inequalities. Let’s do the step one, read the problem carefully and represent

3 the quantities into expressions with one variable. Let the width of the rectangle

4 be equal to w and let the length of the rectangle be w+3. Now, lets proceed to
5 step two, we have to create an inequality based on the given problem. We

6 know that the area of a rectangle is the product of length and width that can be

7 illustrated as A=lw, where A < 18 square feet (18ft2). Thus, l x w < 18. We

8 mention a while back in step one that the length is equal to width plus 3, this

9 will give us an equality (w + 3) w < 18. Simplifying that, the inequality will

10 turn into w2 + 3w < 18. Therefore the inequality we are going to use for this

11 problem is w2 + 3w < 18. Did you get it class? (PAUSE) That’s great!

12 BIZ: MSC UP AND UNDER

13 RADIO TEACHER: Oops we are not done yet. Keep listening class. Let’s proceed to step

14 three, this time we are going to solve the inequality. First, we have to

15 transform the inequality to its standard form. Our inequality will then turn

16 into w2 + 3w – 18 < 0. (PAUSE) Next, we have to rewrite the inequality in

17 equation form, from w2 + 3w – 18 < 0 it will turn into w2 + 3w – 18 = 0. We are

18 now ready to find the roots of the equation. By factoring, our equation will be

19 converted to (w + 6) (w - 3) = 0. We have to equate the terms inside the

20 parentheses to zero, so we have w+6=0 and w-3=0. Evaluating the generated

21 equation will give us the roots w=-6 and w=3.

-More-

Solving Problems…555

1 BIZ: MSC UP AND THEN UNDER

2 RADIO TEACHER: What we are going to do next is to plot the corresponding value of

3 w, –6 and 3 on a number line. This will serve as the boundaries, and based

4 from the illustrated boundaries we are now able to generate our intervals

5 illustrated as the following: width is greater than negative infinity but less than
6 negative 6 (– ∞ < w < –6), width is greater than negative 6 but less than

7 positive 3 (–6 < w < 3), and width is greater than positive 3 but less than

8 positive infinity (3 < w < ∞). Supposed we choose to -7 as the value of w from

9 the first interval and substitute this to the given inequality w2 + 3w – 18 < 0, we

10 will have (–7)2 + 3(–7) – 18<0. Does the value satisfy the inequality? (PAUSE)

11 Well, it didn’t. For when we simplify the inequality (–7)2 + 3(–7) – 18<0 this

12 will give us 10<0, which is on this case is a false statement. (PAUSE) How

13 about the second interval (–6 < w < 3)? (PAUSE) Supposed we choose the

14 value of 0 to substitute our w, this will give us an inequality (0)2 + 3(0) – 18<0.

15 All we need to do is to simplify or evaluate the inequality to see if it will give

16 us either true or false statement. This will give us -18<0. Is this a true or false

17 statement? (PAUSE) It’s true! -18 < 0. (PAUSE) on the other hand if we choose

18 to substitute 4 to our w on the third interval, it will give us 10<0 which is a

19 false statement. Though when we substitute the value -6 and 3 to the given

20 interval, both will give 0<0, which is a false statement. It means that the

21 solution set for the given inequality is only situated at the second interval

-More-

Solving Problems…666
1
in the number line in between negative 6 and positive 3. Remember class that
2
the solution set is all element bet -6 and +3, however, we will not include the
3
width which is greater than -6 but lesser than or equal to 0 (–6 < w ≤ 0) since
4
there is no negative and zero dimensions. In addition, width are all the points
5
between 0 and 3.
6
BIZ: MSC UP AND THEN UNDER
7 RADIO TEACHER: Given the found values for w, let’s find the possible values of length.

8 Supposed the chosen value of the width is 2. If the l=w+3, we will have l=2+ 3

9 or l=5. Thus, the determining the area will give us the equation A=lw or

10 A=5x2. So the area will be 10ft2. Observe that 10 < 18, therefore w = 2ft and l =

11 5ft can be dimensions of the garden plot. (PAUSE) For the final step, we will

12 do the checking. We are going to substitute the given value of w which is 2 to

13 the given inequality w2 + 3w – 18 < 0, so we have 22 + 3(2) – 18 < 0. Thus, it will

14 become 4 + 6 – 18<0. Evaluating that furthermore will give us -8<0, which is a

15 true statement. Therefore, positive 2 is a solution of the inequality w 2 + 3w – 18

16 < 0. Did follow the steps class? (PAUSE) Well that’s great!

17 BIZ: MSC UP AND THEN UNDER

18 RADIO TEACHER: Class, that ends our discussion on illustrating quadratic inequalities.

19 I’m sure, that you listened well to our discussion. Now, let’s have a recap of

20 our lesson. Remember, that in a number line Open circle is used if the

21 inequality is greater than (>) or less than (<),

-More-

Solving Problems…777
1
this means that the values are not included in the solution set. On the other
2
hand, solid circle is used when the inequality is greater than or equal to (≥) or
3
less than or equal to (≤), this means that the values are included in the solution
4
set. Is that clear class?
5
BIZ: MSC UP AND THEN UNDER
6
RADIO TEACHER: You really did great today my dear grade 9 learners. That sums up
7
our interactive discussion. I’m sure that you are now ready for another
8 challenge. (PAUSE) That’s right! Its now time for your assessment. Let’s see if

9 you really understood our lesson today. Prepare now all the things that you

10 might need, that includes, your answer sheets, your pen, and other learning

11 kits. Be sure to write your name and your section. We will begin our quiz

12 after a while. Since we are looking at the difference between her current and

13 past ages, our equation will look like, 19 and ½ - 2 and 1/4.
14 BIZ: MSC UP AND THEN UNDER

15 RADIO TEACHER: We are back my dear grade 9 learners! I know, that you are very

16 excited for the quiz. Don’t worry, it won’t be that hard. Here is are the

17 direction, we will have a five-item quiz. Read each question carefully.

18 Encircle the letter of the correct answer. Number 1, which of the following is

19 the correct standard form of the quadratic inequality 2x + 4 ≥ -3x 2 + x?

20 (REPEAT) (PAUSE) A. 3x2 + 2x + x + 4 ≥ 0, B. -3x2 + 2x + 4 ≥ 0, C. 3x2 + x + 4 ≥

21 0, or D. -3x2 + x + 4 ≥ 0. (REPEAT) (PAUSE) Number 2, which of the

following quadratic inequalities is not written in its correct standard form?

-More-
1
Solving Problems…888
2
(REPEAT) (PAUSE) A. 7x ≥ -3x2 + x , B. x2 + 4x + 4 ≥ 0, C. 4x2 + 5x – 6 ≤ 0, or
3
D. x2 + 7x – 12 ≤ 0. (REPEAT) (PAUSE) Number 3, which of the following
4
mathematical phrases is the translation of the verbal phrase, “one leg is at
5
least eight feet longer than the other leg”? (REPEAT) (PAUSE) A. b ≥ a + 8, B.
6
b ≥ a-8, C. b ≤ a + 8, or D. b ≤ a -8. (REPEAT) (PAUSE) Number 4, How do we
7
translate the verbal sentence, “the length is at most twelve inches” into a
8
mathematical sentence? (REPEAT) (PAUSE) A. l > 12, B. l < 12, C. l ≥ 12, or D.
9 l ≤ 12. (REPEAT) (PAUSE) And for the last item, Number 5! Which of the

10 following is the correct mathematical translation to the verbal statement,

11 “Two times the result of twelve added to a number is greater than sixteen”?

12 (REPEAT) (PAUSE) A. 2(x + 12) > 16, B. (x + 12)2> 16, C. 2(12 + x) > 16, or D.

13 (12 + x)2 > 16. (REPEAT) (PAUSE)

14 BIZ: MSC UP FOR 3 SECS AND FADE UNDER

15 RADIO TEACHER: Time’s up! Quiz ends! (PAUSE) Have you answered them
16
all? (PAUSE) Very Good! Ok class, are you ready to find out what are
17
the correct answers? (PAUSE) I know that you are all excited! Let’s see
18
how many points you got! (PAUSE) For number 1, what is the correct
19
answer? (PAUSE) Very good! The answer is C. For number 2?
20
(PAUSE) Alright! Its A! How about number 3? (PAUSE) That’s it! Its
21
A! Let’s proceed to number 4, your answer? (PAUSE) The answer is D!

-More-
1
Solving Problems…999
2
How about for our last item? (PAUSE) A is the correct answer! And
3
those are the answers for your quiz! Congratulations everyone! I know
4
that you get a high score! Keep it up class!
5
BIZ: MSC UP AND THEN UNDER
6
RADIO TEACHER: I hope you understand properly our lesson today. You can continue
7
answering some other exercises included in your learning kits for your
8
enrichment activities. If you have questions, feel free to ask your teacher,
9
they are patiently waiting for your questions or text messages and ready to
10 help you, just send it to the mobile number included in your learning kits.

11 You can also send messages through Facebook messenger or via e-mail.

12 Don’t forget to remind your parents to submit your activity sheets and

13 learning kits on the scheduled time to a designated area in your purok or

14 barangay. Its important that your teacher will be able to evaluate your

15 work. Is that clear kids? (PAUSE) Very good!

16 BIZ: MSC UP AND UNDER

17 RADIO TEACHER: Hopefully, you learned a lot from our lesson today. You can share

18 these things to others so that they will learn too. This end up our lesson for

19 today. This is teacher______________________. Thank you my dear students

20 for staying with us until the end of this episode. Let’s have another

21 interactive lesson next time! Good bye!

BIZ: MSC UP AND UNDER

-More-

1 Solving Problems…101010

2 RADIO TEACHER: Before we end this episode, we would like to acknowledge the script

3 writer , sir Jeremy T. Gilbaliga for his continuous dedication and

4 unparalleled service for our learners. We would also like to thank the RBI

5 production team and the whole SDO Isabela for their support and for

6 making this production possible. Again, thank you very much.

CLOSING BILLBOARD

-END-