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Content Standard: Learning Plan in Mathematics 9 Quarter 1

Lesson Plan for Mathematics 9 - Quarter 1 with Technology Integration

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Sun Moon
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8 views

Content Standard: Learning Plan in Mathematics 9 Quarter 1

Lesson Plan for Mathematics 9 - Quarter 1 with Technology Integration

Uploaded by

Sun Moon
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LEARNING PLAN IN MATHEMATICS 9

QUARTER 1

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

Performance Standard
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.

Learning Competencies
The learner illustrates quadratic inequalities. M9AL-If-1

I. OBJECTIVES
At the end of the lesson, the students will be able to:
a. recall the concept of inequalities;
b. illustrate quadratic inequalities using Desmos and GeoGebra
applications; and
c. demonstrate how inequality symbols affect the illustration of
quadratic inequalities.

II. SUBJECT MATTER


Topic: Illustrating Quadratic Inequalities
Reference: Caleja, S., Rosales, Z., & Rosales, M. (2020). Math
G9_Q1_M11_Alternative Delivery Mode/New Normal
Time Allotment: 60 minutes
Materials: PowerPoint presentation, marker
ICT Integration: Desmos, GeoGebra, Mentimeter, Google
Classroom
Subject Integration: English, ICT
Values Integration: Collaboration

III. PROCEDURE
● Preliminary Activities
Prayer

Greetings

Checking of attendance

Review/Recall of previous topic


Questions: What was our topic yesterday?
Refer to the word problem below, what could be
our equation?
Two factories can produce a shipment of
facemasks in 6 hours. Working alone, the slower
factory would take 9 hours longer than the faster
factory to do the job. How many hours would it
take each factory working alone to do the job?
6 6
a. + =1 b.
t t +9
9 9
+ =1
t t +6
t t +9
c. + =1 d.
6 6
t t +6
+ =1
9 t +6

Motivation (must be done in just 2 mins or less)


“On to Mentimeter!”

Each student, together with their smartphone or tablet


devices, will log in to the Mentimeter website by entering the
game PIN provided by the teacher. They are tasked to
pick/select among following mathematical sentences that are
not Quadratic equation.

● Lesson Proper
A. Activity (Group Activity)
“Illustrate Me!”
The class will be divided into 4 groups. Each group will
be given one quadratic inequality. The quadratic inequalities
are identical and only differ on their inequality symbols (i.e. >,
<, >, and <). They are tasked to illustrate the quadratic
inequality using Desmos or GeoGebra. Each group will be
given 2 minutes to present their illustration.

Group1: 2x2 - 5x - 2 > 0

Group 2: 2x2 - 5x - 2 < 0

Group 3: 2x2 - 5x - 2 > 0


Group 4: 2x2 - 5x - 2 < 0

Guide Question:
1. What is name of the inequality symbol present in you
quadratic inequality?
B. Analysis
1. How was the activity? Did you enjoy it?
2. How was your experience in illustrating the quadratic
inequality using the software applications? Is it difficult or
not?
3. Compare your quadratic inequalities to the other groups,
are they similar? If not, where do they differ?
4. How about your illustration, are they similar to the other
groups? What are the differences you have observe in each
illustration?
5. How does changing the inequality symbol affect the
illustration of the quadratic inequalities?

C. Abstraction
“Quadratic Inequality”
Quadratic inequality is an equality 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
where a, b, and c are real numbers and a is not equal to zero.

Quadratic inequalities make use of inequality symbols such as


>, <, >, and <.

D. Application
Represent the situation using quadratic inequality.
Extreme heat due to Sun is currently experienced in most
of the areas in the Philippines. Because of this, there is a high
demand on UV-protection umbrellas. The monthly profit that
Kyungsoo makes on selling umbrellas is represented by a
mathematical model, P(x) = x2 + 5x – 50. Using quadratic
inequality, represent the current profit of Kyungsoo.

Representation:
Since it was stated that there is a high demand in
umbrellas, we assume that the profit is positive. Therefore, it can
be represented by:
x2 + 5x – 50 > 0

(The teacher will Illustrate the quadratic inequality using


GeoGebra.)
IV. EVALUATION
Tell whether the following is a quadratic inequality or not. If it is,
write QI. Otherwise, write NQI.
1. −2 x 2 ≤ 8
2. 5(5 x +7)>7
3. 7 x 2−15>7 ¿
4. 0.1 x 2+2.3 x ←4
5. −3 x−5 ≤ 2 x 2
V. ASSIGNMENT
Represent the scenario using quadratic inequality. Write your answer in
a 1 whole sheet of paper and submit it on our Google classroom.

The revenue of Mr. Doh’s bakery in selling bread is determined


by the formula, R(x) = 40x – x2 where x is the number of breads sold.
The cost for producing those breads is given by a formula C(x) = x + 50.
Using quadratic inequality, represent the positive or normal profit of Mr.
Doh.
(Note: Profit=Revenue-Cost)

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