SAN FERNANDO NATIONAL HIGH

School Grade Level 9

GRADES 9 SCHOOL
Teacher FLORITA C. LAGRAMA Learning Area MATHEMATICS
DAILY LESSON PLAN
Teaching Dates and Time SEPTEMBER Quarter FIRST
Teaching Day and Time 26,28,29,30 26,27,28,30 27,28,29,30 26,27,29,30

Grade Level Section 9-BONIFACIO 9-AGUINALDO 9-RIZAL 9-MABINI

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 Standards The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems
involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of
strategies.
3. Learning Illustrates quadratic Solves quadratic inequalities. Solves problems involving Solves problems involving
Competencies/ Objectives inequalities. (M9AL-If-1) (M9AL-If-2) quadratic inequalities. quadratic inequalities.
(M9AL-If-g-1) (M9AL-If-g-1)
a. State and illustrate the a. Find the solution set of
basic theorems utilized in quadratic inequalities a. Solve problems involving
a. Solve problems involving
quadratic inequalities algebraically quadratic inequalities
quadratic inequalities
b. Identify and describe b. Graph the solution set of b. Appreciate the
b. Appreciate the application
quadratic inequalities using quadratic inequalities application of quadratic
of quadratic inequalities in
practical situations and on a number line involving inequalities in real-life
real-life situation
mathematical expressions one variable situation
c. Work with group mates
c. Demonstrate c. Shows the ability to solve c. Finish the activity with
and develop critical
understanding in illustrating quadratic inequalities right speed and
quadratic inequalities 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 Resources Modules, activity sheets,
laptop, visual aids
IV. PROCEDURES
A. Reviewing previous lesson or MAKE A TABLE!
presenting the new lesson Make a table of ordered
pairs for each of the
following situations given:
1. “is more than” on the set
{ -1, 0, 1 }
2. “is less than” on the set
{3, 4, 5}
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}
Modules, activity sheets, laptop, Modules, activity sheets, laptop, Modules, activity sheets, laptop,
visual aids
CHOOSE YOUR PARTNER!
Let the students choose a
classmate to share some life
experiences for the activity.
visual aids visual aids
A rectangular box is completely List some of unit of measurement
filled with dice. Each die has a that you are familiar and recite in
volume of 1cm³ The length of class.
the box is 3cm greater than its
width and its height is 5cm.
Suppose the box holds at most
140 dice, what are the possible
dimensions of the box?

B. Establishing a purpose for
the lesson
Motivational or Purpose Let the students cite some Let the students share ideas in Find the dimensions of the floors
Setting Activity situations or experiences on solving the energizer activity. of the three rooms in your school.
their real life that shows Indicate the measures obtained
inequalities in the table below.
How are quadratic
- as a child
inequalities used in solving - as a student
 real-life problems and in
making decisions? Cite
some
C. Presenting examples/ A statement that one
instances of the mathematical expression is involving quadratic form
lesson greater than, greater than or ax²+bx+c, we need to consider backyard in Silang, Cavite. He
equal to, less than or less two basic theorems, such as:
than or equal is called an
inequality. A quadratic
inequality is an inequality
that contains a polynomial
of degree 2 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,
ax² + bx + c ≠ 0
Where a, b and c are real
numbers and a ≠ 0.
Quadratic inequalities in one
variable are inequalities of
the second degree involving
the symbols >, <, ≥, ≤ or ≠.
The following are examples
of quadratic inequalities in
one variable:
x² – 3x – 4 < 0
-x² +2x ≥ 3
x² + 2x > 5
x² ≤ 2
- as a friend
- as a classmate Rooms Length Width
- as a Filipino
In solving inequalities Illustrative Example 1: After finding the dimensions of
Mr. Bilog has a vacant lot in his the floors of three rooms,
determine the measures and
wants to make as many costs of different tiles through
Theorem 1: The product of two rectangular plots as possible for some printed advertisement or in
quantities is positive if both are his botanical garden business the internet.
positive or both are negative such that the length of each plot Answers may vary. Write these in
quantities. is 2m longer than its width. He the table below.
case 1: ab >0 if a > 0 and also want plots of the garden to
b > 0 or a < 0 and b < 0 have smallest area of 3m².
case 2: ab ≥ 0 if a ≥ 0 and
1. What are the dimensions
b ≥ 0 or a ≤ 0 and b ≤ 0
of the different plots
Theorem 2: The product of two
that Mr. Bilog wants to
quantities is negative if one
make?
quantity is positive and the other
2. What is the area of each
quantity is negative.
plot in item 1?
case 1: 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.
case 2: ab ≥ 0 if a ≥ 0 and
Bilog can make? How
b ≤ 0 or a ≤ 0 and b ≥ 0
about the area of the
The solution set is a set of
largest plot? Explain your
values satisfying the given
answer.
inequality.
4. What general
Illustrative examples:
mathematical sentence
Example 1: Find the solution set
would
of x2 – x – 2 ≥ 0.
represent the possible
Solution:
areas of the plots?
We first factor the left
Describe the sentence.
side(x–2)(x+1) ≥ 0 ;
5. Using the mathematical
Then consider two cases
sentence formulated, do
by theorem 1
you think you can find
case 1: x – 2 ≥ 0 and
other possible dimensions
x + 1 ≥ 0
of the plots that Mr. Bilog
x ≥2x ≥ -1
-2x² + 8x – 4 ≠ 0 solution set of case 1: wants to make? If YES,
5x – 3 < x² 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
mathematical sentence
{ x: x ≤ -1 or x ≥ 2 } and its
would represent the
graph is shown below.
possible areas of the
Example 2: Find the solution
plots? How are you going
set of x2 – 9 < 0 to solve the mathematical
Solution: sentence formulated?
We first factor the left Find at least 3 possible
side(x+3)(x-3) > 0 solutions of the
Then consider two cases mathematical sentence.
by theorem 2
1. Some possible answers:
case 1: x + 3 > 0 and 2m by 4m or 1.5m by
x–3<0 3.5m
x > -3x < 3 2. Area of the first plot:
solution set of case 1: (2m)(4m) = 8m²
-3 < x < 3 1. Area of the second
case 2: x + 3 <0 and plot:
x – 3 > 0 x < -3x>3 (1.5m)(3.5m) = 5.25m²
solution set of case 2: 3. The area of the smallest
Thus, the solution set of plot is 3m² This
the given inequality is
occurs when the length
{ x: -3 < x < 3 } and its is 3m and the width is
graph is shown below. 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.
To check, consider any number 4. Where is the width of
that you think satisfying the each plot

D. Discussing new concepts and QUADRATIC or NOT
practicing new skills #1 QUADRATIC?
Determine whether each
mathematical sentence is a inequalities on a number line.
quadratic inequality or not.
With the set of cards given,
group and place them under
the following headings.
Quadratic Inequalities Not
Quadratic
Inequalities
_________________________
_________________________
_________________________
_________________________
1. Why do you classify them
as quadratic
inequalities? Not
quadratic inequalities?
2. Give at least 3 possible
solutions for each
inequality then substitute this 5. Yes. Look for values of
number to x. Test a number
from each interval against the
inequality.
Solve the following inequalities. The floor of the Cavite
Sketch the graphs of each
1. x² + 3x + 2 ≥ 2
2. x² + 3x + 2 < 2
3. x² + 3x + 2 ≤ 2
4. x² + 3x + 2 > 2
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
Formulate quadratic inequalities
Collaboration Centre for Public involving the dimensions of the
Health (CCCPH) Conference floor of rooms, and the measures
Hall in Trece Martires City has and costs of tiles then graph the
solution sets of these
length that is 36ft longer than its
width. The area of the floor is inequalities.
less 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.
 quadratic inequality
given from the cards.
E. Discussing new LET US ANALYZE! How can you test if the given a. Is quadratic inequality Let the students rate their work
concepts and practicing 1. Were you able to values satisfy the inequality? useful in real-life using the rubric provided.
new skills distinguish mathematical situations?
#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 mastery Answer the YES or NO
(Leads to Formative activity sheet given to you.
Assessment 3) We have 5 minutes to do
this activity. Identify whether (Students seated in column
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 inequalities.
(Students seated in column
1, 3 and 5 – do all letter a‟s)
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
A company decided to increase Each group will have a panel
the size of the box for the discussion and show the result of
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

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 applications A decorator designs and
of concepts and skills in daily sells wall fixtures and can
living sell at a price of P75 each
all the fixtures 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.
b. 3x² – 5x > 0 the box?
2. What expression would
4. a. 4x² – 4x ≥ -1
represent the volume of
b. x² – 6x ≤ -9 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.
Solve the following inequalities. Let the students think of their You are building a wooden
Sketch the graphs of each own problem patterned with the bookcase. You want to choose a
inequality on a independent practice activity
number line. that is related to real life thickness (in inches) for the
shelves so that each is strong
1. x² + 2x – 15 > 0 situation and has a factual
measure and represent the enough to support 60 pounds of
2. 2x² + 3x < 5
given situation in mathematical books without breaking. A shelf
3. x² + 10x < 24 sentence.
can safely support a weight of(in
4. 3x² > 4x – 1 pounds) provided that:
 How many fixtures should
be produced each day so
that the decorator is
guaranteed a profit?
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 A quadratic inequality in one To solve quadratic inequality, Quadratic inequalities are useful Quadratic inequalities are useful
abstractions about the lesson variable is an inequality that find the roots of its tools in solving real-life tools in solving real-life problems
contains a polynomial of corresponding equality. The problems and in making and in making decisions.
degree 2 and can be written points corresponding to the decisions.
in any of the following roots of the equality, when
forms. plotted on the number line,
ax² + bx + c >0 ,ax² + bx + c separate the line into two or
≥ 0 , ax² + bx + c < 0 , ax² + three intervals.
An interval is part of the solution
bx + c ≤ 0, of the inequality if a number in
where a, b and c are real
numbers and a ǂ 0 that interval makes the
inequality true.

I. Evaluating learning
Activity: Solve the following inequalities. The area of a rectangular plant Supposed Aven drops a ball off
This is one of the famous Sketch the graphs of each box of Vic is 560 square inches. the top of a 10 foot pool slide,
tourist spot in inequalities on a number line. The length is 3 more than twice and the ball follows the
CALABARZON area located 1. 2x² + 5x > 3 the width. Find the length and
width of the rectangle. (Hint: projectile ,
between Maragondon and where t is the time in seconds,
2. 2x² < 11x – 12 draw a picture & set up a system
Batangas. What is it? and h is the height of the ball.
Substitute the value given 3. (x-6)(2x+5) < 0 of equations.)
Her friend Riley needs to catch
for x to check whether the the ball between 2 feet and 5 feet
4. (x-3)(2x-1) > 0
inequality is true or false. off the top of the water (ground).
Find each value at the 5. 10x² < 7x+12 Between what two times should
bottom and write the Riley try to catch the ball?
corresponding letter above it
if the inequality is true, if not

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned
80% on the formative
assessment
b. No. of learners who require
additional activities for
leave a space.
Assignment: Assignment: Assignment: Assignment:
Determine whether or not You shoot a basketball upwards Study quadratic functions
each of the following point is with a velocity of 8m/s from a a. What is a quadratic
a solution of the inequality height of 1m. If your height is function?
y < 3x² + 2x + 1. 1.8m, for what times is the b. What is the difference
1. (-1,4) 4. (3,-6) height of the ball greater than between quadratic
2. (8,1) 5. (3,-4) your? Use height formula h = - function, quadratic
2
3. (-5,10) 6. (1,8) 16t + v0t + h0 and round your equation and quadratic
Reference: answers to the nearest inequalities?
Grade 9 Learning Module hundredths of a second.
pp. 97-103
Reference:
Grade 9 Learning Module
pp. 96-97
Reference:
Grade 9 Learning Module Reference:
pp. 96-113 Grade 9 Learning Module pp.
96-113
 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?

Prepared by: Noted by:

FLORITA C. LAGRAMA KATHLEEN MARIE P. GENCONO
Teacher Head Teacher III