School Grade Level 9

GRADES 9 Teacher Learning Area MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Quarter FIRST
Time
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
Standards 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/ inequalities. (M9AL-If-1) (M9AL-If-2) quadratic inequalities. quadratic inequalities.
Objectives (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 Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, overhead activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
projector monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous MAKE A TABLE! CHOOSE YOUR PARTNER! A rectangular box is List some of unit of
lesson or presenting Make a table of ordered Let the students choose a completely filled with dice. measurement that you are
the new lesson pairs for each of the classmate to share some life Each die has a volume of familiar and recite in class.
1cm³ The length of the box
following situations given: experiences for the activity.
1. “is more than” on the set is 3cm greater than its width
{ -1, 0, 1 } and its height is 5cm.
2. “is less than” on the set Suppose the box holds at
{3, 4, 5} most 140 dice, what are the
3. “is not equal to” on the possible dimensions of the
box?
 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 Motivational or Purpose Let the students cite some Let the students share ideas Find the dimensions of the
purpose for the Setting Activity situations or experiences on in solving the energizer floors of the three rooms in
lesson their real life that shows activity. your school. Indicate the
inequalities
How are quadratic Rooms Length Width
- as a child
inequalities used in solving - as a student
real-life problems and in - as a friend
making decisions? Cite - as a classmate
some - as a Filipino measures obtained in the
table below.

C. Presenting A statement that one
examples/ mathematical expression is
instances of the greater than, greater than
lesson or equal to, less than or
less 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,
In solving inequalities
involving quadratic form
ax²+bx+c, we need to
consider two basic theorems,
such as:
Theorem 1: The product of
two quantities is positive if
both are positive or both are
negative quantities.
case 1: ab >0 if a > 0 and
b > 0 or a < 0 and b < 0
case 2: ab ≥ 0 if a ≥ 0 and
b ≥ 0 or a ≤ 0 and b ≤ 0
Theorem 2: The product of
Illustrative Example 1: After finding the dimensions
Mr. Bilog has a vacant lot in of the floors of three rooms,
his backyard in Silang, determine the measures and
Cavite. He wants to make as costs of different tiles through
many rectangular plots as some printed advertisement
possible for his botanical or in the internet.
garden business such that Answers may vary. Write
the length of each plot is 2m these in the table below.
longer than its width. He also
want plots of the garden to
have smallest area of 3m².
1. What are the dimensions
of the different plots
 ax² + bx + c ≥ 0, two quantities is negative if
ax² + bx + c ≤ 0, one quantity is positive and
the other quantity is negative.
ax² + bx + c ≠ 0 case 1: ab >0 if a > 0 and
Where a, b and c are real b < 0 or a < 0 and b > 0
numbers and a ≠ 0. case 2: ab ≥ 0 if a ≥ 0 and
b ≤ 0 or a ≤ 0 and b ≥ 0
Quadratic inequalities in The solution set is a set of
one variable are values satisfying the given
inequalities of the second inequality.
degree involving the Illustrative examples:
symbols >, <, ≥, ≤ or ≠. The Example 1: Find the solution
following are examples of set of x2 – x – 2 ≥ 0.
quadratic inequalities in Solution:
one variable: We first factor the left
x² – 3x – 4 < 0 side(x–2)(x+1) ≥ 0 ;
-x² +2x ≥ 3 Then consider two cases
by theorem 1
x² + 2x > 5 case 1: x – 2 ≥ 0 and
x² ≤ 2 x+1≥0
-2x² + 8x – 4 ≠ 0 x ≥2x ≥ -1
5x – 3 < x² solution set of case 1:
x≥2
case 2: x – 2 ≤ 0 and
x+1≤0
x≤2x ≤ -1
solution set of case 2:
x ≤ -1
Thus, the solution set of the
given inequality is
{ x: x ≤ -1 or x ≥ 2 } and its
graph is shown below.
Example 2: Find the solution
set of x2 – 9 < 0
that Mr. Bilog wants to
make?
2. What is the area of each
plot in item 1?
3. What is the area of the
smallest plot that Mr.
Bilog can make? How
about the area of the
largest plot? Explain your
answer.
4. What general
mathematical sentence
would
represent the possible
areas of the plots?
Describe the sentence.
5. Using the mathematical
sentence formulated, do
you think you can find
other possible dimensions
of the plots that Mr. Bilog
wants to make? If YES,
how? If NOT, explain.
6. Suppose the length of
each plot that Mr. Bilog
wants to make is 3m
longer than its width and
the area of the smaller
plot is 10m², what general
mathematical sentence
would represent the
possible areas of the
plots? How are you going
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
mathematical sentence.
Then consider two cases
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 4. Where is the width of
number that you think each plot
satisfying the inequality then 5. Yes. Look for values of
that would make the
substitute this number to x.
mathematical sentence
Test a number from each true.
interval against the inequality. 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
D. Discussing new QUADRATIC or NOT
concepts and QUADRATIC?
practicing new skills Determine whether each
#1 mathematical sentence is a
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
quadratic inequality
given from the cards.
Solve the following
inequalities. Sketch the
graphs of each inequalities on
a number line.
1. x² + 3x + 2 ≥ 2
2. x² + 3x + 2 < 2
3. x² + 3x + 2 ≤ 2
4. x² + 3x + 2 > 2
The floor of the Cavite Formulate quadratic
Collaboration Centre for inequalities involving the
Public Health (CCCPH) dimensions of the floor of
Conference Hall in Trece rooms, and the measures
Martires City has length that and costs of tiles then graph
is 36ft longer than its the solution sets of these
width. The area of the floor inequalities.
is 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.
 E. Discussing new LET US ANALYZE! How can you test if the given a. Is quadratic inequality Let the students rate their
concepts and 1. Were you able to values satisfy the inequality? useful in real-life work using the rubric
practicing new skills distinguish mathematical situations? provided.
#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 Find the solution set of the A company decided to Each group will have a panel
(Leads to Formative activity sheet given to you. following quadratic increase the size of the box discussion and show the
Assessment 3) We have 5 minutes to do inequalities. for the packaging of result of their activity in class.
this activity. Identify (Students seated in column their peanut butter. The
whether each of the 1, 3 and 5 – do all letter a‟s) length of the original Other groups will objectively
following is a quadratic (Students seated in column packaging box was 40cm criticize the result based on
inequality or not. Place a 2, 4 and 6 – do all letter longer than its width, the the rubric provided.
tick on the appropriate b‟s) height was 12cm, and the
column. 1. a. 2x² – 3x ≥ 0 volume was at most
4,800cm3.
b. x² – 4x < 0
1. How would you
2. a. x² – 25 ≥ 0 represent the width 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 A decorator designs and
applications of sells wall fixtures and can inequalities. Sketch the
concepts and skills in sell at a price of P75 each graphs of each inequality on a with the independent
all the fixtures she
b. 4x² – 9 > 0 the original packaging
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
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 Let the students think of You are building a wooden
their own problem patterned bookcase. You want to
choose a thickness (in
number line. practice activity that is inches) for the shelves so
 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?
1. x² + 2x – 15 > 0 related to real life situation that each is strong enough to
and has a factual measure support 60 pounds of books
2. 2x² + 3x < 5
and represent the given without breaking. A shelf can
3. x² + 10x < 24 situation in mathematical safely support a weight of(in
4. 3x² > 4x – 1 sentence. 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 A quadratic inequality in To solve quadratic inequality, Quadratic inequalities are Quadratic inequalities are
generalizations and one variable is an find the roots of its useful tools in solving real- useful tools in solving real-
abstractions about inequality that contains a corresponding equality. The life problems and in making life problems and in making
the lesson polynomial of degree 2 and points corresponding to the decisions. decisions.
can be written in any of the roots of the equality, when
following forms. plotted on the number line,
ax² + bx + c >0 ,ax² + bx + separate the line into two or
c ≥ 0 , ax² + bx + c < 0 , ax² three intervals.
An interval is part of the
+ bx + c ≤ 0, solution of the inequality if a
where a, b and c are real number in that interval makes
numbers and a ǂ 0 the inequality true.

I. Evaluating learning Activity: Solve the following The area of a rectangular Supposed Aven drops a ball
This is one of the inequalities. Sketch the plant box of Vic is 560 off the top of a 10 foot pool
famous tourist spot in graphs of each inequalities on square inches. The length is slide, and the ball follows the
CALABARZON area a number line. 3 more than twice the width.
located between 1. 2x² + 5x > 3 Find the length and width of projectile ,
Maragondon and the rectangle. (Hint: draw a where t is the time in
 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.
J. Additional activities Assignment:
for application or Determine whether or not
remediation each of the following point
is a solution of the
inequality
y < 3x² + 2x + 1.
1. (-1,4) 4. (3,-6)
2. (8,1) 5. (3,-4)
3. (-5,10) 6. (1,8)
2. 2x² < 11x – 12 picture & set up a system of seconds, and h is the height
equations.) of the ball. Her friend Riley
3. (x-6)(2x+5) < 0
needs to catch the ball
4. (x-3)(2x-1) > 0 between 2 feet and 5 feet off
the top of the water
5. 10x² < 7x+12 (ground). Between what two
times should Riley try to
catch the ball?
Assignment: Assignment: Assignment:
You shoot a basketball Study quadratic functions
upwards with a velocity of a. What is a quadratic
8m/s from a height of 1m. If function?
your height is 1.8m, for what b. What is the difference
times is the height of the ball between quadratic
greater than your? Use function, quadratic
2
height formula h = -16t + v0t equation and quadratic
+ h0 and round your answers inequalities?
to the nearest hundredths of
 a second.

Reference: Reference: Reference: Reference:

Grade 9 Learning Module Grade 9 Learning Module Grade 9 Learning Module Grade 9 Learning Module
pp. 96-97 pp. 97-103 pp. 96-113 pp. 96-113
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?