GRADES 9 School ANDDABUEN NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG

Teacher JOHNSON E. GAPPI Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Illustrates quadratic inequalities. Solves quadratic inequalities. Solves problems involving Solves problems involving
Competencies/ (M9AL-If-1) (M9AL-If-2) quadratic inequalities. quadratic inequalities.
Objectives (M9AL-If-g-1) (M9AL-If-g-1)
a. State and illustrate the basic a. Find the solution set of
theorems utilized in quadratic quadratic inequalities a. Solve problems involving
a. Solve problems involving
inequalities algebraically quadratic inequalities
quadratic inequalities
b. Identify and describe quadratic b. Graph the solution set of b. Appreciate the
b. Appreciate the application
inequalities using practical quadratic inequalities application of quadratic
of quadratic inequalities in
situations and mathematical on a number line involving inequalities in real-life
real-life situation
expressions one variable situation
c. Work with group mates
c. Demonstrate understanding in c. Shows the ability to solve c. Finish the activity with
and develop critical
illustrating quadratic inequalities quadratic inequalities right speed and
thinking skills
algebraically and accuracy
graphically with enthusiasm
II. CONTENT Quadratic Inequalities Quadratic Inequalities Quadratic Inequalities
Quadratic Inequalities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 58-59 pp. 59-66 pp. 58-65 pp. 58-65
2. Learner’s Materials pp. 96-97 pp. 97-103 pp. 96-113 pp. 96-113
3. Textbook
 4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, overhead activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor
projector
IV. PROCEDURES
A. Reviewing previous MAKE A TABLE! A rectangular box is completely List some of unit of measurement
lesson or presenting the Make a table of ordered pairs for filled with dice. Each die has a that you are familiar and recite in
new lesson each of the following situations volume of 1cm³ The length of the class.
given: box is 3cm greater than its width
1. “is more than” on the set CHOOSE YOUR PARTNER! and its height is 5cm. Suppose the
{ -1, 0, 1 } Let the students choose a box holds at most 140 dice, what
2. “is less than” on the set classmate to share some life are the possible dimensions of the
{3, 4, 5} experiences for the activity. box?
3. “is not equal to” on the
set { -1, 0, 1}
4. “is less than or equal to”
{ -1, 0, 1}
5. “is more than or equal to”
on the set { 2, 3, 4}

B. Establishing a purpose
for the lesson
Motivational or Purpose Setting Let the students cite some situations Let the students share ideas in Find the dimensions of the floors of
Activity or experiences on their real life that solving the energizer activity. the three rooms in your school.
shows inequalities Indicate the measures obtained in
- as a child the table below.
How are quadratic inequalities
- as a student
used in solving real-life problems - as a friend Rooms Length Width
and in making decisions? Cite - as a classmate
some - as a Filipino

C. Presenting examples/ A statement that one In solving inequalities involving Illustrative Example 1: After finding the dimensions of the
instances of the mathematical expression is quadratic form ax²+bx+c, we need Mr. Bilog has a vacant lot in his floors of three rooms, determine
lesson greater than, greater than or to consider two basic theorems, backyard in Silang, Cavite. He the measures and costs of
equal to, less than or less than or such as: wants to make as many different tiles through some printed
equal is called an inequality. A Theorem 1: The product of two rectangular plots as possible for advertisement or in the internet.
quadratic inequality is an quantities is positive if both are his botanical garden business Answers may vary. Write these in
inequality that contains a positive or both are negative such that the length of each plot is the table below.
polynomial of degree 2 and can quantities. 2m longer than its width. He also
be written in any of the following case 1: ab >0 if a > 0 and want plots of the garden to have
forms. b > 0 or a < 0 and b < 0 smallest area of 3m².
ax² + bx + c > 0, case 2: ab ≥ 0 if a ≥ 0 and
1. What are the dimensions
b ≥ 0 or a ≤ 0 and b ≤ 0
ax² + bx + c < 0, of the different plots
Theorem 2: The product of two
ax² + bx + c ≥ 0, that Mr. Bilog wants to
quantities is negative if one quantity
make?
ax² + bx + c ≤ 0, is positive and the other quantity is
2. What is the area of each
ax² + bx + c ≠ 0 negative.
plot in item 1?
case 1: ab >0 if a > 0 and
Where a, b and c are real 3. What is the area of the
b < 0 or a < 0 and b > 0
numbers and a ≠ 0. smallest plot that Mr.
case 2: ab ≥ 0 if a ≥ 0 and
Bilog can make? How
b ≤ 0 or a ≤ 0 and b ≥ 0
Quadratic inequalities in one about the area of the
The solution set is a set of values
variable are inequalities of the largest plot? Explain your
satisfying the given inequality.
second degree involving the answer.
Illustrative examples:
symbols >, <, ≥, ≤ or ≠. The 4. What general
Example 1: Find the solution set of
following are examples of mathematical sentence
x2 – x – 2 ≥ 0.
would
quadratic inequalities in one Solution:
represent the possible
variable: We first factor the left
x² – 3x – 4 < 0 areas of the plots?
side(x–2)(x+1) ≥ 0 ;
Describe the sentence.
-x² +2x ≥ 3 Then consider two cases
5. Using the mathematical
x² + 2x > 5 by theorem 1
sentence formulated, do
case 1: x – 2 ≥ 0 and
x² ≤ 2 you think you can find
x+1≥0
-2x² + 8x – 4 ≠ 0 other possible dimensions
x ≥2x ≥ -1
5x – 3 < x² of the plots that Mr. Bilog
solution set of case 1:
wants to make? If YES,
x≥2
how? If NOT, explain.
case 2: x – 2 ≤ 0 and
6. Suppose the length of
x+1≤0
each plot that Mr. Bilog
x≤2x ≤ -1
wants to make is 3m
solution set of case 2:
longer than its width and
x ≤ -1
the area of the smaller
Thus, the solution set of the
plot is 10m², what general
given inequality is
{ x: x ≤ -1 or x ≥ 2 } and its mathematical sentence
graph is shown below. would represent the
Example 2: Find the solution possible areas of the
plots? How are you going
 set of x2 – 9 < 0
Solution:
We first factor the left
side(x+3)(x-3) > 0
Then consider two cases
by theorem 2
case 1: x + 3 > 0 and
x–3<0
x > -3x < 3
solution set of case 1:
-3 < x < 3
case 2: x + 3 <0 and
x – 3 > 0 x < -3x>3
solution set of case 2:
Thus, the solution set of
the given inequality is
{ x: -3 < x < 3 } and its
graph is shown below.
To check, consider any number that
you think satisfying the inequality 5. Yes. Look for values of
then substitute this number to x.
Test a number from each interval
against the inequality.
D. Discussing new concepts QUADRATIC or NOT Solve the following inequalities.
and practicing new skills QUADRATIC? Sketch the graphs of each
#1 Determine whether each
inequalities on a number line.
mathematical sentence is a
1. x² + 3x + 2 ≥ 2
quadratic inequality or not. With
the set of cards given, group and 2. x² + 3x + 2 < 2
to solve the mathematical
sentence formulated?
Find at least 3 possible
solutions of the
mathematical sentence.
1. Some possible answers:
2m by 4m or 1.5m by
3.5m
2. Area of the first plot:
(2m)(4m) = 8m²
1. Area of the second
plot:
(1.5m)(3.5m) = 5.25m²
3. The area of the smallest
plot is 3m² This
occurs when the length
is 3m and the width is
1m. There is no
theoretical limit to the
largest plot. It can be as
large as what can fit in
Mr. Bilog’s vacant lot.
4. Where is the width of
each plot
that would make the
mathematical sentence
true.
6. Where is the width of
each plot.
1. Possible solutions:
w = 2, l = 5; w = 3,
l = 6; w = 3.5, l = 6.5
The floor of the Cavite Formulate quadratic inequalities
Collaboration Centre for Public involving the dimensions of the
Health (CCCPH) Conference Hall floor of rooms, and the measures
in Trece Martires City has length and costs of tiles then graph the
that is 36ft longer than its solution sets of these inequalities.
width. The area of the floor is less
 place them under the following
headings.
1. Why do you classify them
as quadratic
inequalities? Not
quadratic inequalities?
2. Give at least 3 possible
solutions for each
quadratic inequality
given from the cards.
E. Discussing new LET US ANALYZE!
concepts and 1. Were you able to
practicing new skills distinguish mathematical
#2 sentences which are
quadratic inequalities
from those which are not
quadratic inequalities?
2. Were you able to
describe mathematical
sentences that make use
of inequality symbols?
F. Developing mastery Answer the YES or NO activity
(Leads to Formative sheet given to you. We have 5
3. x² + 3x + 2 ≤ 2
4. x² + 3x + 2 > 2
How can you test if the given values
satisfy the inequality?
Find the solution set of the following A company decided to increase
quadratic inequalities.
than 2,040 square feet.
1. How would you represent
the width of the floor?
How about its length?
2. What mathematical
sentence would
represent the given
situation?
3. What are possible
dimensions of the floor?
4. Would it be realistic for
the floor to have an area
of 144 square feet?
Explain your answer.
a. Is quadratic inequality Let the students rate their work
useful in real-life using the rubric provided.
situations?
b. How can quadratic
inequality be used to
solve real-life problems?
Each group will have a panel
the size of the box for the discussion and show the result of
 Assessment 3) minutes to do this activity.
Identify whether each of the
following is a quadratic inequality (Students
or not. Place a tick on the
appropriate column.
1. Based from the results of
the activity, what item/s
have you not answered
correctly? Why?
2.What have you learned
after doing the activities?
G. Finding practical A decorator designs and sells
applications of concepts wall fixtures and can sell at a
(Students seated in column
1, 3 and 5 – do all letter a‟s)
seated in column
2, 4 and 6 – do all letter
b‟s)
1. a. 2x² – 3x ≥ 0
b. x² – 4x < 0
2. a. x² – 25 ≥ 0
b. 4x² – 9 > 0
3. a. 6x² + 4x ≤ 0
b. 3x² – 5x > 0
4. a. 4x² – 4x ≥ -1
b. x² – 6x ≤ -9
Solve the following inequalities.
Sketch the graphs of each inequality problem patterned with the
packaging of their activity in class.
their peanut butter. The length of
the original packaging box was Other groups will objectively
40cm criticize the result based on the
longer than its width, the height rubric provided.
was 12cm, and the volume was at
most
4,800cm3.
1. How would you
represent the width of
the original packaging
box?
How about the length of
the box?
2. What expression would
represent the volume of
the original packaging
box? How about the
mathematical sentence
that would represent the
situation?
3. What could be the
greatest possible
dimensions
of the box if each
dimension is in whole
centimeters?
4. Suppose the length of
the new packaging box
is still 40cm longer than
its width and the height
is 12cm. What
mathematical sentence
would represent the
volume of the new
packaging box?
5. What could be the
dimensions of the box?
Give the possible
dimensions of at least
two different boxes.
Let the students think of their own You are building a wooden
 and skills in daily living price of P75 each all the fixtures on a
she produces. If x fixtures are
manufactured each day,
then the number of pesos in the
daily total cost of production is x²
+ 25x + 96.
How many fixtures should be
produced each day so that the
decorator is guaranteed a profit?
independent practice activity that bookcase. You want to choose a
number line. is related to real life situation and thickness (in inches) for the
1. x² + 2x – 15 > 0 has a factual measure and shelves so that each is strong
represent the given situation in
2. 2x² + 3x < 5 enough to support 60 pounds of
mathematical sentence.
3. x² + 10x < 24 books without breaking. A shelf
can safely support a weight of(in
4. 3x² > 4x – 1
pounds) provided that:
5. 2x² + 3x > 9

1. Graph the given inequality.

2. If you make each shelf 0.75 inch
thick, can it
support a weight of 60 pounds?

H. Making generalizations
and abstractions about
the lesson
A quadratic inequality in one To solve quadratic inequality, find Quadratic inequalities are useful Quadratic inequalities are useful
variable is an inequality that the roots of its corresponding tools in solving real-life problems tools in solving real-life problems
contains a polynomial of degree equality. The points corresponding and in making decisions. and in making decisions.
2 and can be written in any of the to the roots of the equality, when
following forms. plotted on the number line, separate
ax² + bx + c >0 ,ax² + bx + c ≥ 0 , the line into two or three intervals.
ax² + bx + c < 0 , ax² + bx + c ≤ 0, An interval is part of the solution of
where a, b and c are real the inequality if a number in that
numbers and a ǂ 0 interval makes the inequality true.

I. Evaluating learning Activity:
This is one of the famous
tourist spot in CALABARZON
area located between
Maragondon and Batangas.
What is it?
Substitute the value given for x to 3. (x-6)(2x+5) < 0
check whether the inequality is
true or false.
Find each value at the
bottom and write the
corresponding letter above it if
Solve the following inequalities. The area of a rectangular plant Supposed Aven drops a ball off the
Sketch the graphs of each box of Vic is 560 square inches. top of a 10 foot pool slide, and the
inequalities on a number line. The length is 3 more than twice ball follows the
1. 2x² + 5x > 3 the width. Find the length and
width of the rectangle. (Hint: draw projectile  ,
2. 2x² < 11x – 12 a picture & set up a system of where t is the time in seconds,
equations.) and h is the height of the ball.   Her
4. (x-3)(2x-1) > 0 friend Riley needs to catch the ball
5. 10x² < 7x+12 between 2 feet and 5 feet off the
top of the water (ground).  
Between what two times should
Riley try to catch the ball?
 the inequality is true, if not leave
a space.

J. Additional activities for Assignment: Assignment: Assignment: Assignment:

application or Determine whether or not each You shoot a basketball upwards Study quadratic functions
remediation of the following point is a solution with a velocity of 8m/s from a a. What is a quadratic
of the inequality height of 1m. If your height is function?
y < 3x² + 2x + 1. 1.8m, for what times is the height b. What is the difference
1. (-1,4) 4. (3,-6) of the ball greater than your? Use between quadratic
2. (8,1) 5. (3,-4) height formula h = -16t2 + v0t + function, quadratic
3. (-5,10) 6. (1,8) h0 and round your answers to the equation and quadratic
nearest hundredths of a second. inequalities?

Reference:
Reference: Grade 9 Learning Module
Grade 9 Learning Module pp. 96- pp. 96-113 Reference:
97 Reference: Grade 9 Learning Module pp. 96-
Grade 9 Learning Module 113
pp. 97-103
V. REMARKS

VI. REFLECTION
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require additional activities
for remediation.
c. Did the remedial lessons
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?