DAILY LESSON LOG

MATHEMATICS 9

QUARTER I
Week 6

Subject: MATH Grade Level: 9 Grade Level: 9

Date:_____________ Session 1 Session 2

The learner demonstrates understanding of key concepts of quadratic equations, quadratic inequalities, and
Content Standard
rational algebraic equations.

The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-
Performance Standard life problems involving quadratic equations, quadratic inequalities, and rational algebraic equations and
solve them using a variety of strategies.
Competency 7: Illustrates quadratic inequalities: Competency 7: Solves quadratic inequalities.
Competency
(M9AL-If-1) (M9AL-If-2)

I. OBJECTIVES

Knowledge:  Defines quadratic inequality.  Enumerate the steps in finding the solution
set of quadratic inequalities.
Skills:  Illustrates quadratic inequalities.  Find the solution set of quadratic
inequalities.
Attitude:  Enhance self-confidence in identifying  Enhance self-confidence in solving problems
quadratic inequalities. related to quadratic inequalities.

II. CONTENT DEFINES QUADRATIC INEQUALITY SOLVING QUADRATIC INEQUALITIES

III. LEARNING RESOURCES

A. References
1. Teacher’s Teacher’s Guide (TG) in Mathematics 9, pp. 58 - Teacher’s Guide (TG) in Mathematics 9, pp. 58 -66.
Guide Pages 66.
2. Learner’s Learner’s Module (LM) in Math 9, pp. 96-112 Learner’s Module (LM) in Math 9, pp. 96-112
Materials Pages
3. Textbook Advanced Algebra, Trigonometry, and Statistics Apex Chapter 3, Quadratic Functions, Lessons 18-19,
Pages IV.2003.p.100 pp. 203-217 (LM)
Advanced Algebra, Trigonometry, and Statistics
IV.2009.p.84
4. Additional Attachment Attachment
Materials
5. Learning LRMDS, “Quadratic Inequalities” LRMDS, “Quadratic Inequalities”
Resources (LR) portal
B. Other Learning www.google.com https://www.mathsisfun.com/algebra/inequality-
Resources quadratic-solving.html
https://www.cliffsnotes.com/study-
guides/algebra/algebra-ii/quadratics-in-one-
variable/solving-quadratic-inequalities

IV. PROCEDURES

A. Reviewing or Review: Give the four (4) standard forms of quadratic

presenting the new Ask the following questions: inequality.
lesson 1.) What is a quadratic equation? A: The standard forms of quadratic inequality are:
A: A quadratic equation is a mathematical 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
sentence whose highest degree is 2. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0
2.) What is the standard form of a quadratic 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
equation? 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0
A: The standard form of a quadratic equation is
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
3.) Give examples of a quadratic equation.
( Answers may vary)
B. Establishing a Suppose we are going to change the equal sign What are the steps in finding the solution set of
purpose for the lesson (=) of the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 into quadratic inequalities?
>, this becomes 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0. Is this still a (Answers may vary)

Prepared by: MARK KIVEN C. MARTINEZ, T-I

SAN AGUSTIN INTEGRATED SCHOOL
 DAILY LESSON LOG
MATHEMATICS 9

quadratic equation?
A: No.
Why? What does an equation mean?
A: Equation is a statement that the values of two
mathematical expressions are equal (indicated by
the sign =).
So, if it is not a quadratic equation, then what do
we call that kind of expression?
A: Quadratic Inequality.
Very good. Now, I want you to identify the different
inequality symbols.
> greater than
< less than
≥ greater than or equal to
≤ less than or equal to
C. Presenting A quadratic inequality is one that can be Study the following. What have you observed on the
examples of the new written in one of the following standard inequality used in each number line? What can you
lesson forms: conclude?

or
or

or

A quadratic inequality is in standard form when the

inequality is set to zero (0).

(Note: The inequalities printed in red are the expected

answers)
D. Discussing new Which of the following mathematical sentences Find the solution set of a quadratic inequality?
concepts and are quadratic inequalities? Illustrative Example :
practicing new skills #1 (Note: Answers are highlighted) Find the solution set of x2 + 7x +12 > 0.
Step 1. Change the inequality to standard form of
a.) x2 + 9x +20 = 0 quadratic equation ax2 + bx + c = 0.
b.) 2t2 < 21- 9t x2 + 7x +12 = 0
c.) r2 + 10r ≤ - 16 Step 2. Find the value of x by using any of the 4
d.) 3w2 + 12w < 0 methods in solving quadratic equation.
e.) 2s2 + 7s +5 ≥ 0 x = - 3, x=-4
f.) 15 - 6h2 = 10 Step 3. Make 3 intervals.
g.) 4x2 - 25 = 0 a.) -∞ < x < -4
h.) m2 = 6m – 7 b.) -4 < x < -3
c.) -3 < x < ∞
Step 4. Solve to test a number from each interval
against the inequality.
a.) for -∞ < x < - 4, let x = -5:
x2 + 7x +12 > 0
-52 + 7(-5) + 12 > 0
25 -35 +12 > 0
-10 +12 >0
2>0
True
b.) for -4 < x < - 3 , let x = -3.1:
x2 + 7x +12 > 0
-3.12 + 7(-3.1)+12 > 0
9.61 – 21.7 +12 > 0
-31.31 +12 > 0
-19.31 > 0
False
c.) for -3 < x < ∞, let x = 0
x2 + 7x +12 > 0
02 + 7(0)+12 > 0

Prepared by: MARK KIVEN C. MARTINEZ, T-I

SAN AGUSTIN INTEGRATED SCHOOL
 DAILY LESSON LOG
MATHEMATICS 9

0 + 0 +12 > 0
12 > 0
True
Step 5. Test also the points x = -3, x = -4 by using the
given inequality if they too are also part of the solution
or not.
a.) let x = -4
x2 + 7x +12 > 0
-42 + 7(-4) + 12 > 0
16 -28 + 12 > 0
-12 +12 > 0
0>0
True
b.) let x = -3
x2 + 7x +12 > 0
-32 + 7(-3)+12 > 0
9 -21 +12 > 0
-12+12 > 0
0>0
True
Step 6. Plot the corresponding points on the number
line. Hollow circles are used in the graph to show that
(-3) and (-4) are not part of the solution set. Bold
circles if they are part of the solutions.

-4 -3
Step 7. Write the solution set.
{ x : x < -4 or x > -3 }
E. Discussing new Consider the quadratic inequalities identified in D. Group Activity:
concepts and Identify further whether they are in standard form Find the solution set of x2 + 4x +3 ≤ 0.
practicing new skills #2 or not. If not, rewrite them in standard form. Answer:
1.) x2 + 4x +3 = 0.
2.) Roots of the equation: x = -1; x = -3
3.) a.) -∞ ≤ x ≤ -3
b.) -3 ≤ x ≤ -1
c.) -1 ≤ x ≤ ∞
4.) a) for -∞ ≤ x ≤ 1, let x = -4
-42 + 4(-4) +3 ≤ 0
16 - 16 +3 ≤ 0
3≤0
False
b) for -3 ≤ x ≤ -1, let x = -1.1
-1.12 + 4(-1.1) +3 ≤ 0
1.21 – 4.4 +3 ≤ 0
-5.61 + 3 ≤ 0
-2.61 ≤ 0
True
c) for -1 ≤ x ≤ ∞, let x = 0
02 + 4(0) +3 ≤ 0
0+0+3≤0
3≤0
False
5.) a.) let x = 1
12 + 4(1) +3 ≤ 0
1 + 4 +3 ≤ 0
8≤ 0
False
5.b.) let x =3
32 + 4(3) +3 ≤ 0
9 + 12 +3 ≤ 0
24≤ 0
False

5.)

Prepared by: MARK KIVEN C. MARTINEZ, T-I

SAN AGUSTIN INTEGRATED SCHOOL
 DAILY LESSON LOG
MATHEMATICS 9

-3 -1
6.)The solution set of x2 + 4x +3 ≤ 0 is
{ x : -3 ≤ x ≤ -1 }
F. Developing Group Activity: Group Activity:
Mastery Write 5 examples of quadratic inequality. Find the solution set of the following quadratic
inequalities:
Group 1: x2 - 10x + 16 < 0
Group 2: x2 - 5x - 14 ≥ 0
Expected answer:
1.) { x : 2 < x < 8 }
2.) { x : x < -2 0r x >7 }
G. Finding The city government is planning to construct a The city government is planning to construct a new
practical applications of new children’s playground. It wants to fence in a children’s playground. It wants to fence in a
concepts and skills in rectangular ground using one of the walls of a rectangular ground using one of the walls of a
daily living building. The length of the new playground is 15m building. The length of the new playground is 15m
longer than its width and its area is greater than longer than its width and its area is greater than the
the old playground. The area of the old playground old playground. The area of the old playground is
is 2200 m2. 2200 m2. What could be the area of the new
playground? What could be its length and width?
1.) What is the correct inequality or mathematical
sentence to be used on the given problem? (Answers may vary)
(One possible answer: Area of the new playground
A: w2 + 15w > 2200 could be 2250 m2 and its length is 50 m and its width
is 45 m.)
H. Making  What is a Quadratic Inequality? How would you find the solution set of quadratic
Generalizations and  When can we tell that a quadratic inequalities?
abstractions about the inequality is in standard form?
lesson
I. Evaluating I. Draw a if it is a quadratic inequality and draw Find the solution set of x2 - x ≤ 20.
learning a if it is not: A:
1.) x2 - x = 20
1.) x2 + 3x > 2 x2 - x – 20 = 0
2.) 2x2 - 5x – 12 = 0 2.) Roots from the equation: x = -4; x = 5
3.) 7x2 < 28 3.) a.) -∞ ≤ x ≤ -4
4.) 9x2 = 4 b.) -4 ≤ x ≤ 5
5.) 5 ≥ x2 – x c.) 5 ≤ x ≤ ∞
6.) 2y2 + 1 ≤ 7y 4.) a.) for -∞ ≤ x ≤ -4 , let x = -5
7.) 4x + 4 ≥ 0 -52 – (-5) ≤ 20
8.) 12 – 5m > -8 25 +5 ≤ 20
30 ≤ 20
A: 1.) False
2.) b.) for -4 ≤ x ≤ 5 , let x = 0
3.) x2 - x ≤ 20
4.) 02 - 0 ≤ 20
5.) 0 ≤ 20
6.) True
7.) c.) for 5 ≤ x ≤ ∞ , let x = 6
8.) x2 - x ≤ 20
62 - 6 ≤ 20
II. Write the correct inequality to be used on the 36 - 6 ≤ 20
following problem: ( 2 points) 30 ≤ 20
Mr. Villegas has a vacant lot in his backyard. He False
wants to make as many rectangular garden as 5.) let x = -4
posible such that the length of each garden is 2 x2 - x ≤ 20
meters longer than its width. He also wants the -42 – (-4) ≤ 20
length of the garden with the smallest área to be 3 16 + 4≤ 20
meter. 20 ≤ 20
A: w2 + 2w < 3 True
c.) let x = 5
x2 - x ≤ 20
52 - 5 ≤ 20
25 - 5 ≤ 20
20 ≤ 20
True
6.)

-4 5

Prepared by: MARK KIVEN C. MARTINEZ, T-I

SAN AGUSTIN INTEGRATED SCHOOL
 DAILY LESSON LOG
MATHEMATICS 9

7.) The solution set of x2 - x ≤ 20 is { -4 ≤ x ≤ 5 }

J. Additional Transfer the following into mathematical sentence:
Activities for
application or The floor of a conference hall can be covered
remediation completely with tiles. Its length is 36 feet longer
than its width. The area of the floor is less than
2040 square feet.
V.REMARKS
VI.REFLECTION
A. No. of learners who A. _____ No. of learners who earned 80% in the A. _____ No. of learners who earned 80% in the evaluation
earned 80% in the evaluation
evaluation
B. No. of learners who B. _____ No. of learners who require additional activities B. _____ No. of learners who require additional activities for
require additional for remediation remediation
activities for remediation
C. Did the remedial C. Did the remedial lessons work? _____ No. of learners C. Did the remedial lessons work? _____ No. of learners
lessons work? No. of who have caught up the lesson. who have caught up the lesson.
learners who have caught
up the lesson
D. No. of learners who D. _____ No. of learners who continue to require D. _____ No. of learners who continue to require
continue to require remediation remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well:
strategies worked well? _____ Group collaboration _____ Group collaboration
Why did these work? _____ Games _____ Games
_____ Powerpoint Presentation _____ Powerpoint Presentation
_____Answering preliminary activities/exercises _____Answering preliminary activities/exercises
_____ Discussion _____ Discussion
_____ Case Method _____ Case Method
_____ Think-Pair-Share (TPS) _____ Think-Pair-Share (TPS)
_____ Rereading of Paragraphs/Poems/Stories _____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction _____ Differentiated Instruction
_____ Role Playing/Drama _____ Role Playing/Drama
_____ Discovery Method _____ Discovery Method
_____ Lecture Method _____ Lecture Method

Why? Why?
_____ Complete IM _____ Complete IM
_____ Availability of Materials _____ Availability of Materials
_____ Student’s eagerness to learn _____ Student’s eagerness to learn
_____ Group member’s Cooperation in doing their tasks _____ Group member’s Cooperation in doing their tasks
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by: MARK KIVEN C. MARTINEZ, T-I

SAN AGUSTIN INTEGRATED SCHOOL