I-Day 25
I-Day 25
I-Day 25
Review the previous lesson by letting the students answer the problem.
A. Review previous lesson
What are the dimensions of the largest rectangular field that can be enclosed
or presenting the new
with a 100-meter wire?
lesson
Answer: 50 m x 50 m
The teacher lets the students realize that recognizing inequality terms and
B. Establishing a purpose
translating them algebraically are important skills needed to understand and
for the lesson
solve inequality problems.
The teacher lets the students, in pairs, answer the problem no. 8 of Activity 9
(How Well I Understand…) found in page 111 including the guide questions
below.
C. Presenting examples/
1. How will you represent the width of the box? How about its length?
instances of the new
2. What mathematical sentence will represent the number of dice the box
lesson
can hold?
3. What are the possible dimensions of the box?
4. What dimensions of the box will be able to hold exactly 140 dice?
The teacher discusses with the students the process of arriving at the answer
to problem 8 of Activity 9.
Answer:
D. Discussing new concepts 1. Let w = width and l = length = w + 3
and practicing new skills 2. lwh ≤ 140 (w+3)(w)(5) ≤ 140 5w2 + 15 w ≤ 140
#1 3. The possible measures of width of the box have to be greater than zero
and lesser than or equal to 4 cm. One possible dimensions of the box is 5
cm x 2 cm x 5 cm which can contain 50 dice.
4. 7 cm x 4 cm x 5 cm
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery The teacher lets the students answer the problem individually.
(leads to formative Suppose the box should contain a maximum of 200 dice,
assessment 3) 1. What mathematical sentence will represent the number of dice the box
can hold?
2. What possible dimensions of the box can hold 200 dice?
3. Under the same conditions, what possible dimensions of the box can hold
at least 60 dice?
Answer Key:
1. lwh ≤ 200 (w+3)(w)(5) ≤ 200 5w2+15w ≤ 200
2. 8 cm x 5 cm x 5 cm
3. The possible measures of width of the box have to be greater than zero
and lesser than or equal to 5 cm. One possible dimensions of the box is 6
cm x 3 cm x 5 cm which can contain 90 dice.
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to solve
problems involving quadratic inequalities through questions like:
H. Making generalizations 1. How did you come up with your mathematical sentence?
and abstractions about 2. What steps did you follow to find the solutions to the mathematical
the lesson sentence?
3. How did you come up with your final answer to the problem?
Answers may vary and will be drawn from the students.
The teacher will ask the students to write on a one-half crosswise sheet of
paper the new knowledge they gained from solving problems involving
I. Evaluating Learning
quadratic inequalities. Possible insights can be drawn from the answers to the
questions.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the
VI. REFLECTION pupils/students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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 mangoes
materials did I use/ discover
which I wish to share with other
teachers
Prepared by:
JESSA MAE A. RICARTE
Cabancalan National High School