School: Minuyan National High School Grade Level: 9

Grade 9
Teacher: Mr. Jefferson B. Torres Learning Area: Mathematics
Teaching
Daily Lesson Log Dates: September 25-29, 2023 Quarter: First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

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 equations, inequalities and functions,
Standards and rational algebraic equations and solve them using a variety of strategies.
3. Learning Illustrates quadratic inequalities. Illustrates quadratic inequalities. (M9AL-If-1) Illustrates quadratic inequalities. (M9AL-If- Illustrates quadratic inequalities. (M9AL-
Competencies / (M9AL-If-1) 1) If-1)
Objectives a. State and illustrate the basic theorems utilized in
a. State and illustrate the basic quadratic inequalities a. State and illustrate the basic theorems a. State and illustrate the basic
theorems utilized in quadratic b. Identify and describe quadratic inequalities using utilized in quadratic inequalities theorems utilized in quadratic
inequalities practical situations and mathematical expressions b. Identify and describe quadratic inequalities
b. Identify and describe quadratic c. Demonstrate understanding in illustrating quadratic inequalities using practical situations and b. Identify and describe quadratic
inequalities using practical inequalities mathematical expressions inequalities using practical situations
situations and mathematical c. Demonstrate understanding in and mathematical expressions
expressions illustrating quadratic inequalities c. Demonstrate understanding in
c. Demonstrate understanding in illustrating quadratic inequalities
illustrating quadratic inequalities
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
Resources
IV. PROCEDURES
A. Reviewing MAKE A TABLE! A rectangular box is completely filled with List some of unit of measurement that
previous lesson or Make a table of ordered pairs for dice. Each die has a volume of 1cm³ The you are familiar and recite in class.
presenting the new each of the following situations length of the box is 3cm greater than its
lesson width and its height is 5cm. Suppose the
given:
CHOOSE YOUR PARTNER! box holds at most 140 dice, what are the
1. “is more than” on the set possible dimensions of the box?
{ -1, 0, 1 } Let the students choose a classmate to share some
2. “is less than” on the set life experiences for the activity.
{3, 4, 5}
3. “is not equal to” on the
set { -1, 0, 1}
4. “is less than or equal to”
{ -1, 0, 1}

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

C. Presenting A statement that one mathematical In solving inequalities involving quadratic form Illustrative Example 1: After finding the dimensions of the floors
examples/ expression is greater than, greater ax²+bx+c, we need to consider two basic theorems, Mr. Bilog has a vacant lot in his backyard of three rooms, determine the measures
instances of the than or equal to, less than or less such as: in Silang, Cavite. He wants to make as and costs of different tiles through some
lesson than or equal is called an inequality. Theorem 1: The product of two quantities is positive many rectangular plots as possible for his printed advertisement or in the internet.
A quadratic inequality is an if both are positive or both are negative quantities. botanical garden business such that the Answers may vary. Write these in the
inequality that contains a case 1: ab >0 if a > 0 and length of each plot is 2m longer than its table below.
polynomial of degree 2 and can be b > 0 or a < 0 and b < 0 width. He also want plots of the garden to
written in any of the following forms. case 2: ab ≥ 0 if a ≥ 0 and have smallest area of 3m².
ax² + bx + c > 0, b ≥ 0 or a ≤ 0 and b ≤ 0 1. What are the dimensions
ax² + bx + c < 0, Theorem 2: The product of two quantities is negative of the different plots
ax² + bx + c ≥ 0, if one quantity is positive and the other quantity is that Mr. Bilog wants to
ax² + bx + c ≤ 0, negative. make?
ax² + bx + c ≠ 0 case 1: ab >0 if a > 0 and 2. What is the area of each
Where a, b and c are real numbers b < 0 or a < 0 and b > 0 plot in item 1?
and a ≠ 0. case 2: ab ≥ 0 if a ≥ 0 and 3. What is the area of the
b ≤ 0 or a ≤ 0 and b ≥ 0 smallest plot that Mr.
Quadratic inequalities in one The solution set is a set of values satisfying the given Bilog can make? How
variable are inequalities of the inequality. about the area of the
second degree involving the Illustrative examples: largest plot? Explain your
symbols >, <, ≥, ≤ or ≠. The Example 1: Find the solution set of x2 – x – 2 ≥ 0. answer.
following are examples of quadratic Solution: 4. What general
inequalities in one variable: We first factor the left mathematical sentence
x² – 3x – 4 < 0 side(x–2)(x+1) ≥ 0 ; would
-x² +2x ≥ 3 Then consider two cases represent the possible
x² + 2x > 5 by theorem 1 areas of the plots?
x² ≤ 2 case 1: x – 2 ≥ 0 and Describe the sentence.
-2x² + 8x – 4 ≠ 0 x+1≥0 5. Using the mathematical
5x – 3 < x² x ≥2x ≥ -1 sentence formulated, do
solution set of case 1: you think you can find
x≥2 other possible dimensions
case 2: x – 2 ≤ 0 and of the plots that Mr. Bilog
x+1≤0 wants to make? If YES,
x≤2x ≤ -1 how? If NOT, explain.
solution set of case 2: 6. Suppose the length of
x ≤ -1 each plot that Mr. Bilog
Thus, the solution set of the wants to make is 3m
given inequality is longer than its width and
{ x: x ≤ -1 or x ≥ 2 } and its the area of the smaller
graph is shown below. plot is 10m², what general
Example 2: Find the solution mathematical sentence
set of x2 – 9 < 0 would represent the
possible areas of the
 plots? How are you going
to solve the mathematical
sentence formulated?
Find at least 3 possible
solutions of the
mathematical sentence.

D. Discussing new QUADRATIC or NOT Solve the following inequalities. Sketch the graphs of The floor of the Cavite Collaboration Formulate quadratic inequalities
concepts and QUADRATIC? each inequalities on a number line. Centre for Public Health (CCCPH) involving the dimensions of the floor of
practicing new Determine whether each 1. x² + 3x + 2 ≥ 2 Conference Hall in Trece Martires City has rooms, and the measures and costs of
skills #1 mathematical sentence is a 2. x² + 3x + 2 < 2 length that is 36ft longer than its tiles then graph the solution sets of
quadratic inequality or not. With the 3. x² + 3x + 2 ≤ 2 width. The area of the floor is less than these inequalities.
set of cards given, group and place 4. x² + 3x + 2 > 2 2,040 square feet.
them under the following headings. 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?
1. Why do you classify them Explain your answer.
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! How can you test if the given values satisfy the a. Is quadratic inequality Let the students rate their work using
concepts and 1. Were you able to inequality? useful in real-life the rubric provided.
practicing new distinguish mathematical situations?
skills #2 sentences which are b. How can quadratic
quadratic inequalities inequality be used to
from those which are not solve real-life problems?
quadratic inequalities?
2. Were you able to
describe mathematical
sentences that make use
of inequality symbols?

F. Developing Answer the YES or NO activity
mastery sheet given to you. We have 5
(Leads to Formative minutes to do this activity. Identify
Assessment 3) whether each of the following is a
quadratic inequality or not. Place a
tick on the appropriate column.
Find the solution set of the following quadratic A company decided to increase the size of Each group will have a panel discussion
inequalities. the box for the packaging of and show the result of their activity in
(Students seated in column their peanut butter. The length of the class.
1, 3 and 5 – do all letter a‟s) original packaging box was 40cm
(Students seated in column longer than its width, the height was 12cm, Other groups will objectively criticize the
2, 4 and 6 – do all letter and the volume was at most result based on the rubric provided.

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 wall
applications of fixtures and can sell at a price of
concepts and skills P75 each all the fixtures she
in daily living 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?
H. Making A quadratic inequality in one
generalizations variable is an inequality that
and abstractions contains a polynomial of degree 2
about the lesson and can be written in any of the
following forms.
ax² + bx + c >0 ,ax² + bx + c ≥ 0 ,
ax² + bx + c < 0 , ax² + bx + c ≤ 0,
where a, b and c are real numbers
b‟s) 4,800cm3.
1. a. 2x² – 3x ≥ 0 1. How would you
b. x² – 4x < 0 represent the width of
2. a. x² – 25 ≥ 0 the original packaging
b. 4x² – 9 > 0 box?
3. a. 6x² + 4x ≤ 0 How about the length of
b. 3x² – 5x > 0 the box?
4. a. 4x² – 4x ≥ -1 2. What expression would
b. x² – 6x ≤ -9 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?
Solve the following inequalities. Sketch the graphs of Let the students think of their own problem You are building a wooden bookcase.
each inequality on a patterned with the independent practice You want to choose a thickness (in
number line. activity that is related to real life situation inches) for the shelves so that each is
1. x² + 2x – 15 > 0 and has a factual measure and represent strong enough to support 60 pounds of
2. 2x² + 3x < 5 the given situation in mathematical books without breaking. A shelf can
3. x² + 10x < 24 sentence. safely support a weight of(in pounds)
4. 3x² > 4x – 1 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?
To solve quadratic inequality, find the roots of its Quadratic inequalities are useful tools in Quadratic inequalities are useful tools in
corresponding equality. The points corresponding to solving real-life problems and in making solving real-life problems and in making
the roots of the equality, when plotted on the number decisions. decisions.
line, separate the line into two or three intervals.
An interval is part of the solution of the inequality if a
number in that interval makes the inequality true.
 and a ǂ 0
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
check whether the inequality is true
or false.
Find each value at the bottom
and write the corresponding letter
above it if the inequality is true, if
not leave a space.
Solve the following inequalities. Sketch the graphs of The area of a rectangular plant box of Vic Supposed Aven drops a ball off the top
each inequalities on a number line. is 560 square inches. The length is 3 more of a 10 foot pool slide, and the ball
1. 2x² + 5x > 3 than twice the width. Find the length and follows the
2. 2x² < 11x – 12 width of the rectangle. (Hint: draw a
3. (x-6)(2x+5) < 0 picture & set up a system of equations.) projectile ,
4. (x-3)(2x-1) > 0 where t is the time in seconds, and h is
5. 10x² < 7x+12 the height of the ball. Her friend Riley
needs to catch the ball between 2 feet
and 5 feet off the top of the water
(ground). Between what two times
should Riley try to catch the ball?

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

for application or Determine whether or not each of You shoot a basketball upwards with a Study quadratic functions
remediation the following point is a solution of velocity of 8m/s from a height of 1m. If a. What is a quadratic
the inequality your height is 1.8m, for what times is the function?
y < 3x² + 2x + 1. height of the ball greater than your? Use b. What is the difference
1. (-1,4) 4. (3,-6) height formula h = -16t2 + v0t + h0 and between quadratic
2. (8,1) 5. (3,-4) round your answers to the nearest function, quadratic
3. (-5,10) 6. (1,8) hundredths of a second. equation and quadratic
inequalities?
Reference:
Grade 9 Learning Module
pp. 97-103

Reference:
Grade 9 Learning Module
Reference: pp. 96-113
Grade 9 Learning Module pp. 96-97 Reference:
Grade 9 Learning Module pp. 96-113
V. REMARKS
VI. REFLECTION DIEGO SILANG MELCHORA AQUINO
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for
 remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why did these work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

JEFFERSON B. TORRES MARIA CYNTHIA C. BASA LUISITO V. DE GUZMAN,PhD.

Mathematics 9 Teacher Head Teacher II Secondary School Principal IV