GRADE 9 School SIAY NATIONAL HIGH SCHOOL Grade Level 9 – APITONG

DAILY LESSON LOG Teacher FRECHE JOY B. EBALLES Learning Area MATHEMATICS

Teaching Dates and Time 1:45 – 2:30 / AUGUST 19 - 23, 2024 Quarter FIRST/ WEEK 4

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
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.
Learning Competencies Characterizes the roots of a quadratic Describes the relationship between the Describes the relationship between the Solves equations transformable to
equation using the discriminant. coefficients and the roots of a quadratic coefficients and the roots of a quadratic quadratic equations (including rational
Objectives (M9AL-Ic-1) equation. (M9AL-Ic-2) equation. (M9AL-Ic-2) algebraic equation). (M9AL-Ic-d-1)
a. Evaluate the expression given the b2 – a. Transform quadratic equation into
a. Describe the relationship between the a. Describe the relationship between the
4ac values of a, b, and c standard form
coefficients and the roots of quadratic coefficients and the roots of quadratic
b. Describes the nature of roots of a b. Find the solutions of equations
b. Determine the sum of the roots of b. Determine the product of the roots of
quadratic equation through its discriminant transformable to quadratic equations
quadratic equations quadratic equations
c. Appreciate the importance of c. Show self-reliance and display
c. Value the knowledge as a means of new c. Appreciate the importance of quadratic
discriminant interests when working independently
understanding equation in real-life situation

II. CONTENT Sum of the Roots of Quadratic Product of the Roots of Quadratic Equations Transformable to
Nature of Roots of Quadratic Equation HOLIDAY
Equations Equations Quadratic Equations
III. LEARNING RESOURCES
References
Teacher’s Guide pp. 39-44 pp. 45-49 pp. 45-49 pp. 50-53 Teacher’s Guide (TG) in Math 9
Learner’s Materials pp. 56-63 pp. 66-72 pp. 66-72 pp. 77-87 Learner’s Module (LM) in Math 9
Additional Materials from Our World of Math 21st Century Mathematics pp. 168-172 21st Century Mathematics pp. 168-172 Intermediate Algebra pp. 58-60
Learning Resources (LR) pp. 21-25 Ju Se T. Ho et.al Ju Se T. Ho et.al Julieta G. Bernabe et.al.
portal
Other Learning Resources http://www.algebrahelp.com/lessons/ http://www.math-help-ace.com/Quadratic- http://www.math-help-ace.com/Quadratic- http://www.athometuition.com/
equation/quadratic Equation-Solver.html Equation-Solver.html QuadraticEquationFormula.ph
IV. PROCEDURES Grade 9 LCTG by DepEd Cavite Math Grade 9 LCTG by DepEd Cavite Math Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Maths
2016, activity sheets, laptop and monitor 2016, activity sheets, laptop and monitor Math2016, activity sheets, laptop and 2016, activity sheets, laptop and monitor
monitor
A. Reviewing previous *Classroom Prayer *Classroom Prayer Determine the roots of each quadratic Preliminary Activity: *
lesson or presenting the *Greetings *Greetings equation using any method. Showing different equations on the TV
new lesson *Quick Kamustahan *Quick Kamustahan 1. x2 + 7x + 12 = 0 screen and letting each learner study the
*Attendance *Attendance
given equation.
Conducting Review on Real and not Let’s Do Addition! Quadratic Sum of Product of
Real Numbers (refer to Attachment A) Perform the indicated operation. Equation Roots Roots 1.
1. 7+15 =
2. (x+1) (x – 2) = 12
2. -9 + 14 = x2 + 7x + 3. x(x – 3) = 20
3. -6 + (-17) = 12 =0
−3 1
4. + = 2x2 – 3x –
8 2 20 = 0
−5 −2
5. + =
6 3

B. Establishing a purpose Questions: 1. How did you determine the result of 1. What do you observe about the sum 1. Which of the given equations are
for the lesson 1. Which of the numbers above are each operation? and product of the roots of each quadratic written in Standard Form?
familiar to you? Why? Describe these 2. What mathematics concepts and equation in relation to the values a, b, c? 2. How do you describe standard form of
numbers. equation?
principles did you apply to arrive at each 2. Do you think a quadratic equation can
2. Which of the numbers are real? Which
result? be determined given its roots or solutions?
 are not real? 3. Compare your answers with those of Justify your answer by giving 3 examples
3. Which of the numbers are rational? your classmates. Did you arrive at the
irrational? Explain your answer. same answers? If NOT, explain why.
4. Which of the numbers are perfect
squares? not perfect squares?
5. How do you describe numbers that are
perfect?
C. Presenting Lead to the concept of discriminant by The sum of the roots of the quadratic The product of the roots of the quadratic Solving Quadratic Equations That are
examples/Instances of the accomplishing Act.3 equation ax2 + bx + c = 0 can be equation Not Written in Standard Form
new lesson determined using the coefficients a, b, and Example 1: Solve x(x – 5) = 36
c. + bx + c = 0 can be determined
Remember that the roots of a quadratic using the coefficients a, b, and c.
equation can be determined using the Remember that the roots of a quadratic
1. x2 – 2x + 1 = 0 formula. equation can be determined using the
2. 3x2 – x – 2 = 0 (Let the students derived the sum of the formula
3. x2 – 6x + 7 = 0 root from the quadratic formula). Product of the roots =
4. x2 – 4x + 5 = 0 The sum of the roots of : -b/a

D. Discussing new The teacher will assess the answers on Example 1. View Me in Another Way!
concepts and practicing the previous activity to describe the roots Example 1. Use the values of a, b and c in Use the values of a, b and c in finding the Transform each of the following
new skills # 1 of the quadratic equation. finding the roots of the quadratic equation. roots of the quadratic equation. equations into a quadratic equation in
1. x2 – 2x + 1 = 0
The values of a, b, and c in the equation The values of a, b, and c in the equation
D = b2 – 4ac D = (-2) 2– 4(1)(1) the form .
D=4–4 are 1, 7 and -18, respectively. Use this are 1, 7 and -18, respectively. Use this
value to find the sum and the product of value to find the sum and the product of 1. x (x + 5)= 2
D = 0 Therefore the roots are real,
rational, and equal. the roots of the equation. The sum of the the roots of the equation.
2.
2. 3x2 – x – 2 = 0 2 Product of the roots =
D = b2 – 4ac D = (- 1) 2– 4(3)(-2)
roots of x + 7x – 18 = 0 is -7
3.
c c −18
D = 1 + 24 → = =−18
D = 25 a a 1
Since D ˃ 0 and a perfect square
2 4.
Therefore the roots are real, rational, The product of the roots of x + 7x – 18 =
and unequal. 0 is -18
3. x2 – 6x + 7 = 0
D = b2 – 4ac D = (-6) 2 – 4(1)(7)
D = 36 – 28
D = 8 Since
D ˃ 0 and not a perfect square.
Therefore the roots are real, irrational
and unequal.
4. x2 – 4x + 5 = 0
D = b2 – 4ac D = (-4)2 – 4(1(5)
D = 16 – 20
D=-4
Since D ˂ 0 therefore the roots are not
real or imaginary.
E. Discussing new Group Activity: Each problem will be given Follow-up Questions: Follow-up Questions: Follow-up Questions:
concepts and practicing 1 minute to answer.
new skills # 2 1. What is the relation between the 1. What is the relation between the 1. How did you transform each
coefficients and the roots of quadratic coefficients and the roots of quadratic equation into a quadratic
equation? equation? equation?
2. How can the sum of the roots be 2. How can the product of the roots be 2. What mathematics concepts
obtained? obtained? or principles did you apply?
3. How do you check your answer? 3. Did you find any difficulty in
transforming each equation
into a quadratic equation?
Explain.
F. Developing mastery Follow-up Questions: Group Activity Direction: Find the product of the roots. Solve and Find the roots of the following
(leads to Formative a. How did you determine the nature of the Direction: Find the sum of the roots. equations.
Assessment 3) roots of each quadratic equation?
+ 4x + 9 = 0 1.
b. When do you say that the roots of a
+ 4x + 3 = 0
quadratic equation are real or not real
+ 12x – 36 = 0
numbers? rational or irrational numbers? + 12x – 18 = 0 2. (x – 10)(x + 3) = 0
equal or not equal? – 6x = 18 3. x(x + 12) = 10
c. How does the knowledge of the – 6x = 8
– 16x = 0 4.
discriminant help you in determining the – 3x = 0
nature of any quadratic equation?
= 25 = 36

(x – 4)(x + 5) = 0

G. Finding practical Solving problem on the use of nature of Answer the following problem. The perimeter of a rectangular bulletin My understanding of Equations
application of concepts roots in real- life 1. The sum of the roots of a quadratic board is Transformable into Quadratic!
and skills in daily living equation is -5. If one of the roots is 7, how 20ft. if the area of the board is 21ft. What
would you determine the equation? Write are its length and width? Answer the following.
the equation. In a water refilling station, the time that a
pipe takes to fill a tank is 10 minutes
more than the time that another pipe
takes to fill the same tank. If the two
pipes are opened at the same time, they
can fill a tank in 12 minute. How many
minutes does each pipe take to fill the
tank?
H. Making generalizations The teacher will do the follow up The teacher will do the follow up Product of the Roots of Quadratic There are equations that are
and abstractions about the questions: questions: Equation transformable to quadratic equations.
lesson 1.How did you determine the nature of the 1.How did you determine the sum of the These equations may be given in
roots of a quadratic equation? roots of a quadratic equation? different forms. Hence, the procedures in
2.When the quadratic expression ax² +bx transforming these equations to
+c is a perfect square trinomial, do you Note: Sum of the Roots of Quadratic quadratic equations may also be
agree that the value of its discriminant is Equation different. Once the equations are
zero? transformed to quadratic equations, then
The sum of the roots of quadratic equation they can be solved using the different
Note: methods of solving quadratic equations,
If b2 –4ac = 0, the roots are real, rational such as extracting square roots,
and equal. is . factoring, completing the square and
If b2 –4ac ˃ 0 and a perfect square, then using the quadratic formula. An
the roots are real, rational and unequal. extraneous root of an equation can be
The sum of the roots of quadratic equation
If b2 –4ac ˃ 0 and not a perfect square, the derived from an original equation.
roots are unequal and irrational. However, it is not a solution of the
If b2 –4ac ˂ 0 the roots are not real or original equation.
imaginary. is .

I. Evaluating learning Using the values of a, b, and c, find the Using the values of a, b, and c, find the Let’s Be True! Please see attached test paper.
sum of the following equations. product of the following equations.
Find the solution set of the following.
1. x(x+3)=28
– 4x – 21 = 0 – 4x – 12 = 0
2. 3s(s-2) = 12s
– 8x = 48 – 8x = 24

=1 = -6

–x+6=0 – x + 12 = 0 4. =65

-8x + 1 = 0 -8x + 3 = 0

J. Additional activities for Assignment: Assignment: Assignment: Assignment:

 application or remediation Follow-up
Study the sum and product of the roots of Study Determine the sum and the product of Study the steps in transforming rational
the quadratic equation. 1. Product of Roots of Quadratic each equation. algebraic expressions into quadratic
a. How do you get the sum and product Equations equation.
of quadratic equation? 1. = 3c
b. Give the formula
2. (x – 2 =9

3. – 9b = 0

4. (n–7 =6

5. 3(a + 7 + 4 = 49

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have caught
up with the lesson
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: Checked by:

EPY M. LATAYADA MARIVI F. ABINGOSA
Teacher - III Head Teacher IV
 GRADE 9 School SIAY NATIONAL HIGH SCHOOL Grade Level 9 – APITONG
DAILY LESSON LOG Teacher FRECHE JOY B. EBALLES Learning Area MATHEMATICS

Teaching Dates and Time 1:45 – 2:30 / AUGUST 26- 30, 2024 Quarter FIRST/ WEEK 5

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
Performance 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
Standards using a variety of strategies.
Learning HOLIDAY Solves equations transformable to quadratic Solves equations transformable to quadratic Solve problems involving quadratic equations and rational Solves equations transformable
Competencies equations (including rational algebraic equation). equations (including rational algebraic equation). algebraic equations. (M9AL-Ie-1) to quadratic equations (including
(M9AL-Ic-d-1) (M9AL-Ic-d-1) a. Translate mathematical statements into algebraic equations rational algebraic equation).
Objectives a. Transform quadratic equation into standard form a. Transform rational algebraic expression into b. Analyze and solve a variety of word problems involving (M9AL-Ic-d-1)
b. Find the solutions of equations transformable to quadratic equations quadratic equations Solve problems involving
quadratic equations b. Find the solutions of equations transformable c. Realize the role of systematic planning in solving problems quadratic equations and rational
c. Show self-reliance and display interests when to quadratic equations including rational algebraic equations. (M9AL-Ie-1)
working independently algebraic expression a. Answers questions correctly
c. Appreciate the importance of rational b. Follows instructions carefully
algebraic expressions in real-life situation c Tells the importance of being
honest
II. CONTENT Equations Transformable to Quadratic Equations Transformable to Quadratic Solving Problems Involving Quadratic Equations (Number
Weekly Test
Equations Equations Problem)
III. LEARNING RESOURCES
References
Teacher’s Guide pp. 50-53 pp. 58-59 pp. 59-66
Learner’s Materials pp. 77-87 pp. 96-97 pp. 97-103
Additional Materials Intermediate Algebra pp. 58-60
from Learning Julieta G. Bernabe et.al.
Resources (LR) portal
Other Learning http://www.athometuition.com/
Resources QuadraticEquationFormula.ph
IV. PROCEDURES Grade 9 LCTG by DepEd Cavite Maths 2016,
activity sheets, laptop and monitor
ACTIVITY HOLIDAY *Classroom Prayer *Classroom Prayer *Classroom Prayer *Classroom Prayer
*Greetings *Greetings *Greetings *Greetings
*Quick Kamustahan *Quick Kamustahan *Quick Kamustahan *Quick Kamustahan
*Attendance *Attendance *Attendance *Attendance
(let the students answers for 5 minutes) Short Review on find the LCM of the following Read and understand the question:
Transform the following equations to quadratic. expressions: Let the students make a mathematical equation from the given

b. 𝑥4−12𝑥2+11=0
a. (x + 5)2 3 4 problem:
,
x x−1
d. 𝑥+ 8/ 𝑥−2 =1+ 4𝑥/ 𝑥−2
c. (x2– 6x)2 – 2(x2-6x) – 35 = 0 Problem:
Questions: The square of the sum of a number and 3 is 25. Find the number.
1. How did you find the LCM of the following
expressions?
2. What mathematics concepts or principles did
you apply?
3. Did you find any difficulty in performing the
task
 ANALYSIS HOLIDAY 1. what are the techniques that we will use to solve The teacher will facilitate in solving.Solve the The teacher will facilitate in solving the given activity above.
(DISCUSSION) them?
2. What mathematics concepts and principles did rational Algebraic equation
you apply to arrive at each result?
a.Multiply both sides of the equation by the LCM
Discussion of illustrative example: of all denominators. In the given equation, the
1. Step 1: Simplify the expression
2. Sep 2: Write in standard form
3. Step 3: Find the solutions (use any of LCM is 4x.
the four methods)
4. Step 4. Check whether the obtained
values of x make the equation

b.Write the resulting quadratic equation in

standard form.

c.Find the roots of the resulting equation using

any of the methods of solving quadratic
equations. Try factoring in finding the roots of the

equation.

x – 3 = 0 or x – 8 = 0

x = 3 or x = 8

ABSTRACTION HOLIDAY Guide questions for Generalization: (Let the students enumerate the steps) Steps for Solving Word Problems
(GENERALIZATION) •How did you transform each equation into a STEPS IN TRANSFORMING RATIONAL Step 1: Read and understand the problem. Identify what is/are
quadratic equation? ALGEBRAIC EXPRESSION INTO QUADRATIC being asked to find.
Step 2: Choose a variable to represent an unknown quantity. If
(Expected answer: Extracting square roots, EQUATION
there are any other unknowns, define them in terms of the
factoring, completing the square, and using 1.Multiply both sides of the equation by the LCM variable.
quadratic formula) of all denominators. In the given equation. Step 3: Translate the problem into an equation.
•How is the concept of quadratic equations used in 2.Write the resulting quadratic equation in Step 4: Solve the equation.
solving-life problems? standard form. Step 5: INTERPRET the results. Be sure your answer makes
3.Find the roots of the resulting equation using sense in the context of the problem: Check the proposed solution
any of the methods of solving quadratic in the stated problem and state
your conclusion..
equations. Try factoring in finding the roots of the
equation.

APPLICATION HOLIDAY Problem Solving: Think – Pair Share !!! Problem solving: Think – Pair Share
Jessie and Mark are planning to plant the house View Me in Another Way! Find two numbers that has a sum of 9 and a product of 20.
together. Jessie thinks that if he works alone, it Transform each of the following equations into a
quadratic equation in the form
would take him 5 hours more than the time Mark
2
takes to plant the entire house. Working together, ax +bx +c=0 .
they can complete the job in 6 hours. 3 4
1. + =x−1
Questions: x 2x
1.How would you represent the amount of work 6 x−5
2. + =3
that Mark can finish in 1 hour? How about the x+5 2
amount of work that Jessie can finish in 1 hour? The teacher will call a pair of students to show
(Expected answer:1/m , 1/m+5 their answers on the board and let them explain
2.If they work together, what equation would their answers.
represent the amount of work they can finish in 1
 hour?
(Expected answer: 1/m + 1/m+5=1/6
3.How would you describe the equation formulated
n term 3?
(Expected answer: The equation formed s
rational algebraic equation
4.How will you solve the equation formulated?
What mathematical concepts and principles are
you on to use?
(Expected answer: The solution is 10 hours for
Mark and 15 Hours for Jessie
EVALUATION HOLIDAY Direction: Write only the letter of the correct Direction: Write only the letter of the correct Direction: Write only the letter of the correct answer
answer. answer

Problem:
A tank fitted with two pipes is to be filled with water. One pipe can
fill it in 15 hours. After it has been open for 3 hours, the second
pipe is opened and the tank is filled in 4 hours more.
See the attachment

4.What is the equation of the given problem above?

a. 7/15 + 4/x = 1
b. 7/15 + x/4 = 1
c. 4/x – 7/15 = 1
d. 7/x +15/4 + 1

5.How long would it take the second pipe alone to fill the tank?
a. 7 ½ hours b. 7 hours c. 5 hours d. 8 hours

J. Additional activities Assignment: Assignment: Assignment: Assignment:

for application or Study on the SOLVING PROBLEMS Answer the problem below. Make a design or sketch plan of a picture frame that can be made Make a research about quadratic
remediation INVOLVING QUADRATIC EQUATIONS An amusement park wants to place a new out of 6” x 12” cardboard. Using the design or sketch plan, inequalities.
rectangular billboard to inform visitors of their formulate problems that involve quadratic equations, then solve in
new attractions. Suppose the length of the as many ways as possible.
billboard to be placed is 4m longer than its width
and the area is 96m2. What will be the length
and the width of the billboard?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
 caught up with the
lesson
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: Checked by:

FRECHE JOY B. EBALLES MARIVI F. ABINGOSA
Teacher - I Head Teacher IV
 GRADE 9 School SIAY NATIONAL HIGH SCHOOL Grade Level 9 – APITONG
DAILY LESSON LOG Teacher FRECHE JOY B. EBALLES Learning Area MATHEMATICS

Teaching Dates and Time 1:45 – 2:30 / September 2 - 6, 2024 Quarter FIRST/ WEEK 6

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
Performance The learner is able to investigate thorPoughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
Standards using a variety of strategies.
Learning Solve problems involving quadratic Solve problems involving quadratic equations Illustrates quadratic inequalities. (M9AL-If-1) Solves quadratic inequalities. (M9AL-If-2) Solves problems involving
Competencies equations and rational algebraic and rational algebraic equations. (M9AL-Ie-1) a. State and illustrate the basic theorems a. Find the solution set of quadratic quadratic inequalities.
equations. (M9AL-Ie-1) a. Analyze and solve a variety of word problems utilized in quadratic inequalities inequalities algebraically (M9AL-If-g-1)
Objectives b. Identify and describe quadratic inequalities b. Graph the solution set of quadratic a. Solve problems involving
a. Translate mathematical statements into in rational algebraic equations
quadratic inequalities
algebraic equations b. Synthesize all the mathematical presentation using practical situations and mathematical inequalities on a number line involving one
b. Appreciate the application of
b. Analyze and solve a variety of word of problems expressions variable
quadratic inequalities in real-life
problems involving quadratic equations c. Realize the role of systematic planning in c. Demonstrate understanding in illustrating c. Shows the ability to solve quadratic
quadratic inequalities situation
c. Realize the role of systematic planning solving problems inequalities algebraically and graphically with
c. Finish the activity with right
in solving problems enthusiasm
speed and accuracy

II. CONTENT Solving Problems Involving Quadratic Solving Problems Involving Quadratic Equations
Quadratic Inequalities Quadratic Inequalities Quadratic Inequalities
Equations
III. LEARNING RESOURCES
References
Teacher’s Guide pp. 54-57 pp. 54-57 pp. 58-59 pp. 59-66 pp. 58-65
Learner’s pp. 88-95 pp. 88-95 pp. 96-97 pp. 97-103 pp. 96-113
Materials
Additional Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Mathematics Grade 9 LCTG by DepEd Cavite Mathematics Grade 9 LCTG by DepEd Cavite Mathematics Grade 9 LCTG by DepEd Cavite
Materials from Mathematics 2016, 2016, 2016, 2016, Mathematics 2016,
Learning activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and
Resources (LR) monitor
portal
Other Learning
Resources
IV.
PROCEDURES
ACTIVITY *Classroom Prayer *Classroom Prayer *Classroom Prayer *Classroom Prayer *Classroom Prayer
*Greetings *Greetings *Greetings *Greetings *Greetings
*Quick Kamustahan *Quick Kamustahan *Quick Kamustahan *Quick Kamustahan *Quick Kamustahan
*Attendance *Attendance *Attendance *Attendance *Attendance
Translate the verbal phrases into algebraic Study the situation below. The sum of two Review: Activity : WARM UP
expressions. numbers is 36. Describe the following Ask the following questions: What have you observed on the inequality
a. The ratio of x and 4. representations: 1.) What is a quadratic equation? used in each number line? What can you
b. 3 less than thrice a number _________1. Let x be the 2.) What is the standard form of a quadratic conclude?
c. The sum of twice a number _________2. 36–x be the equation?
3.) Give examples of a quadratic equation.
and 8 ________ 3. x(36-x) be the
( Answers may vary)
d. The ratio of a number x and
six increased by two
e. A certain number decreased
by two
What are my Dimensions?

Analyze, study and solve the given problem.

 The length of a rectangular floor is 5m longer Question:
than its width. The area of the floor is 1.Describe the graph?
2 (Note: The inequalities printed in red are the
84 m expected answers)

ANALYSIS QUESTIONS: Questions: Suppose we are going to change the equal Find the solution set of a quadratic inequality?
(DISCUSSION) 1.What expression represents the width of the sign (=) of the quadratic equation Illustrative Example:
2 Find the solution set of x2 + 7x +12 > 0.
1. What words serve as clues to what floor? How about the expressions represent its ax +bx +c=0 into >, this becomes
Steps:
operation symbol is to be used? width? 2
2.Formulate an equation relating the width, ax +bx +c >0. Step 1. Change the inequality to standard form
1.Is this still a quadratic equation? of quadratic equation ax2 + bx + c = 0.
2. What must be considered in translating length and the area of the floor. Explain how you Step 2. Find the value of x by using any of the
2.Why? What does an equation mean?
verbal phrases to mathematical phrases arrived at the mathematical sentence. 4 methods in solving quadratic equation
3.So, if it is not a quadratic equation, then what
and vice versa? 3.How would you describe the equation that you do we call that kind of expression? Step 3. Make 3 intervals.
formulated? A: Quadratic Inequality. Step 4. Solve to test a number from each
3. In translating a verbal phrase to an 4.What is the width of the floor? How about its Very good. Now, I want you to identify the interval against the inequality.
algebraic expression, a single word can different inequality symbols. Step 5. Test also the points x = -3, x = -4 by
length?
> greater than using the given inequality if they too are also
make a difference. Thus, every word in the 5.How did you find the length and width of the
< less than part of the solution or not
statement must be interpreted correctly. In floor? Step 6. Plot the corresponding points on the
greater than or equal to
what way does it affect our dealings with number line. Hollow circles are used in the
others? ≤ less than or equal to graph to show that (-3) and (-4) are not part of
the solution set. Bold circles if they are part of
Number Problem: A quadratic inequality is in standard form the solutions.
when the inequality is set to zero (0).
Example 1: if the square of a number is -4 -3
added to 3 times, the sum is 108. Find the Step 7. Write the solution set.
number. { x : x < -4 or x > -3 }
So the solution set of
2
y >−x +4 x −3 is{x: x < 1
or x > 3}

ABSTRACTION (Let the students enumerate the steps) (Let the students enumerate the steps) Activity: IDENTIFICATION Group Activity: 1.What are the steps in
(GENERALIZATIO 1.How will you solve the given problem? 1.How will you solve the given problem? Which of the following mathematical sentences
N) are quadratic inequalities? Find the solution set of x2 + 4x +3 0.
graphing a quadratic
Steps for Solving Word Problems (Note: Answers are highlighted) inequality?
Step 1: Read and understand the problem. Steps for Solving Word Problems 1.How would you find the solution set of
Identify what is/are being asked to find. Step 1: Read and understand the problem. a.) x2 + 9x +20 = 0
b.) 2t2 < 21- 9t quadratic inequalities? answers:
Step 2: Choose a variable to represent an Identify what is/are being asked to find.
unknown quantity. If there are any other Step 2: Choose a variable to represent an c.) r2 + 10r - 16
unknowns, define them in terms of the unknown quantity. If there are any other d.) 3w2 + 12w < 0
variable. unknowns, define them in terms of the variable. e.) 2s2 + 7s +5 0
Step 3: Translate the problem into an Step 3: Translate the problem into an equation. f.) 15 - 6h2 = 10
equation. Step 4: Solve the equation. g.) 4x2 - 25 = 0
Step 4: Solve the equation. Step 5: INTERPRET the results. Be sure your h.) m2 = 6m – 7
Step 5: INTERPRET the results. Be sure answer makes sense in the context of the
your answer makes sense in the context of problem: Check the proposed solution in the 1.What is a Quadratic Inequality?
the problem: Check the proposed solution stated problem and state 2.When can we tell that a quadratic inequality
in the stated problem and state your conclusion.. is in standard form?
your conclusion..
 APPLICATION Work problem Problem Solving: Write the correct inequality to be used on the Problem:
A tank fitted with two pipes is to be filled Jessie and Mark are planning to plant the house following problem:
with water. One pipe can fill it in 15 hours. together. Jessie thinks that if he works alone, it The city government is planning to construct a
After it has been open for 3 hours, the Mr. Villegas has a vacant lot in his backyard. new children’s playground. It wants to fence in
would take him 5 hours more than the time Mark
He wants to make as many rectangular garden
second pipe is opened and the tank is takes to plant the entire house. Working a rectangular ground using one of the walls of
as posible such that the length of each garden
filled in 4 hours more. How long would it together, they can complete the job in 6 hours. is 2 meters longer than its width. He also a building. The length of the new playground is
take the second pipe alone to fill the tank? wants the length of the garden with the 15m longer than its width and its area is
smallest área to be 3 meter. greater than the old playground. The area of
A: w2 + 2w < 3 the old playground is 2200 m2. What could be
the area of the new playground? What could
be its length and width?

EVALUATION Direction: Write only the letter of the Direction: Write only the letter of the correct Direction: Write only the letter of the correct Direction: Write only the letter of the correct Direction: Write only the letter of
correct answer answer. answer answer the correct answer
A. Quadratic inequality
B. Quadratic equation

1.) x2 + 3x > 2

2.) 2x2 - 5x – 12 = 0
Problem:
A tank fitted with two pipes is to be filled
3.) 7x2 < 28
with water. One pipe can fill it in 15 hours.
After it has been open for 3 hours, the
4.) 9x2 = 4
second pipe is opened and the tank is
filled in 4 hours more. 2
4.What is the equation of the given 5.) 5 x –x
problem above?
a. 7/15 + 4/x = 1
b. 7/15 + x/4 = 1
c. 4/x – 7/15 = 1
d. 7/x +15/4 + 1
5.How long would it take the second pipe
alone to fill the tank?
a. 7 ½ hours b. 7 hours c. 5 hours d.
8 hours

J. Additional Assignment: Assignment: assignment : Find the solution set

activities for Answer the problem below.
application or Make a research about quadratic An amusement park wants to place a new of x2 - x 20.
inequalities. rectangular billboard to inform visitors of their
remediation
new attractions. Suppose the length of the
billboard to be placed is 4m longer than its
width and the area is 96m2. What will be the
length and the width of the billboard?

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
 who scored below
80%
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
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: Checked by:

FRECHE JOY B. EBALLES MARIVI F. ABINGOSA
Teacher - I Head Teacher IV
 GRADE 9 School SIAY NATIONAL HIGH SCHOOL Grade Level 9 – APITONG
DAILY LESSON LOG Teacher FRECHE JOY B. EBALLES Learning Area MATHEMATICS

Teaching Dates and Time 1:45 – 2:30 / September 9 - 13, 2024 Quarter FIRST/ WEEK 7

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
Performance The learner is able to investigate thorPoughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
Standards using a variety of strategies.
Learning Solves problems involving quadratic Solve problems involving quadratic equations Illustrates quadratic inequalities. (M9AL-If-1) Solves quadratic inequalities. (M9AL-If-2)
Competencies inequalities. and rational algebraic equations. (M9AL-Ie-1) a. State and illustrate the basic theorems a. Find the solution set of quadratic
(M9AL-If-g-1) a. Analyze and solve a variety of word problems utilized in quadratic inequalities inequalities algebraically
Objectives a. Solve problems involving quadratic b. Identify and describe quadratic inequalities b. Graph the solution set of quadratic
in rational algebraic equations
inequalities
b. Synthesize all the mathematical presentation using practical situations and mathematical inequalities on a number line involving one
b. Appreciate the application of quadratic
of problems expressions variable
inequalities in real-life
c. Realize the role of systematic planning in c. Demonstrate understanding in illustrating c. Shows the ability to solve quadratic
situation
solving problems quadratic inequalities inequalities algebraically and graphically with
c. Finish the activity with right speed and
enthusiasm
accuracy

II. CONTENT Quadratic Inequalities Solving Problems Involving Quadratic Equations Quadratic Inequalities Quadratic Inequalities
III. LEARNING RESOURCES
References
Teacher’s Guide pp. 58-65 pp. 54-57 pp. 58-59 pp. 59-66
Learner’s pp. 96-113 pp. 88-95 pp. 96-97 pp. 97-103
Materials
Additional Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Mathematics Grade 9 LCTG by DepEd Cavite Mathematics Grade 9 LCTG by DepEd Cavite Mathematics
Materials from Mathematics 2016, 2016, 2016, 2016,
Learning activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor
Resources (LR)
portal
Other Learning
Resources
IV.
PROCEDURES
ACTIVITY *Classroom Prayer *Classroom Prayer *Classroom Prayer *Classroom Prayer
*Greetings *Greetings *Greetings *Greetings
*Quick Kamustahan *Quick Kamustahan *Quick Kamustahan *Quick Kamustahan
*Attendance *Attendance *Attendance *Attendance
Study the situation below. The sum of two Review: Activity : WARM UP
numbers is 36. Describe the following Ask the following questions: What have you observed on the inequality
representations: 1.) What is a quadratic equation? used in each number line? What can you
_________1. Let x be the 2.) What is the standard form of a quadratic conclude?
_________2. 36–x be the equation?
3.) Give examples of a quadratic equation.
________ 3. x(36-x) be the
( Answers may vary)
 What are my Dimensions?

Analyze, study and solve the given problem.

The length of a rectangular floor is 5m longer
Question: than its width. The area of the floor is
1.Describe the graph? 2
84 m (Note: The inequalities printed in red are the
expected answers)

ANALYSIS Questions: Suppose we are going to change the equal Find the solution set of a quadratic inequality?
(DISCUSSION) 1.What expression represents the width of the sign (=) of the quadratic equation Illustrative Example:
2 Find the solution set of x2 + 7x +12 > 0.
floor? How about the expressions represent its ax +bx +c=0 into >, this becomes
Steps:
width? 2
2.Formulate an equation relating the width, ax +bx +c >0. Step 1. Change the inequality to standard form
1.Is this still a quadratic equation? of quadratic equation ax2 + bx + c = 0.
length and the area of the floor. Explain how you Step 2. Find the value of x by using any of the
2.Why? What does an equation mean?
arrived at the mathematical sentence. 3.So, if it is not a quadratic equation, then what 4 methods in solving quadratic equation
3.How would you describe the equation that you do we call that kind of expression? Step 3. Make 3 intervals.
formulated? A: Quadratic Inequality. Step 4. Solve to test a number from each
4.What is the width of the floor? How about its Very good. Now, I want you to identify the interval against the inequality.
different inequality symbols. Step 5. Test also the points x = -3, x = -4 by
length?
> greater than using the given inequality if they too are also
5.How did you find the length and width of the part of the solution or not
< less than
floor? Step 6. Plot the corresponding points on the
greater than or equal to
number line. Hollow circles are used in the
≤ less than or equal to graph to show that (-3) and (-4) are not part of
the solution set. Bold circles if they are part of
A quadratic inequality is in standard form the solutions.
when the inequality is set to zero (0).
-4 -3
Step 7. Write the solution set.
{ x : x < -4 or x > -3 }
So the solution set of y >−x 2 +4 x −3
is{x: x < 1 or x > 3}

ABSTRACTION 1.What are the steps in (Let the students enumerate the steps) Activity: IDENTIFICATION Group Activity:
(GENERALIZATIO 1.How will you solve the given problem? Which of the following mathematical sentences
N) graphing a quadratic are quadratic inequalities? Find the solution set of x2 + 4x +3 0.
inequality? (Note: Answers are highlighted)
Steps for Solving Word Problems 1.How would you find the solution set of
Step 1: Read and understand the problem. a.) x2 + 9x +20 = 0
answers: b.) 2t2 < 21- 9t quadratic inequalities?
Identify what is/are being asked to find.
Step 2: Choose a variable to represent an c.) r2 + 10r - 16
unknown quantity. If there are any other d.) 3w2 + 12w < 0
unknowns, define them in terms of the variable. e.) 2s2 + 7s +5 0
Step 3: Translate the problem into an equation. f.) 15 - 6h2 = 10
Step 4: Solve the equation. g.) 4x2 - 25 = 0
Step 5: INTERPRET the results. Be sure your h.) m2 = 6m – 7
answer makes sense in the context of the
problem: Check the proposed solution in the 1.What is a Quadratic Inequality?
stated problem and state 2.When can we tell that a quadratic inequality
your conclusion.. is in standard form?
 APPLICATION Problem Solving: Write the correct inequality to be used on the Problem:
Jessie and Mark are planning to plant the house following problem:
together. Jessie thinks that if he works alone, it The city government is planning to construct a
Mr. Villegas has a vacant lot in his backyard. new children’s playground. It wants to fence in
would take him 5 hours more than the time Mark
He wants to make as many rectangular garden
takes to plant the entire house. Working a rectangular ground using one of the walls of
as posible such that the length of each garden
together, they can complete the job in 6 hours. is 2 meters longer than its width. He also a building. The length of the new playground is
wants the length of the garden with the 15m longer than its width and its area is
smallest área to be 3 meter. greater than the old playground. The area of
A: w2 + 2w < 3 the old playground is 2200 m2. What could be
the area of the new playground? What could
be its length and width?

EVALUATION Direction: Write only the letter of the Direction: Write only the letter of the correct Direction: Write only the letter of the correct Direction: Write only the letter of the correct
correct answer answer. answer answer
A. Quadratic inequality
B. Quadratic equation

1.) x2 + 3x > 2

2.) 2x2 - 5x – 12 = 0

3.) 7x2 < 28

4.) 9x2 = 4

2
5.) 5 x –x

J. Additional Assignment: Assignment: assignment : Find the solution set

activities for Answer the problem below.
application or Make a research about quadratic An amusement park wants to place a new of x2 - x 20.
inequalities. rectangular billboard to inform visitors of their
remediation
new attractions. Suppose the length of the
billboard to be placed is 4m longer than its
width and the area is 96m2. What will be the
length and the width of the billboard?

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the
remedial lessons
 work? No. of
learners who have
caught up with the
lesson
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: Checked by:

FRECHE JOY B. EBALLES MARIVI F. ABINGOSA
Teacher - I Head Teacher IV