DAILY LESSON LOG OF M9AL-Ig-f-1 (Day 4)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
Grade Level Grade 9
Learning Area Mathematics
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using
Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of quadratic
equations, inequalities and functions, and rational algebraic equations.
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 Competency:
Solves problems involving quadratic inequalities (M9AL-Ig-f-1)
Learning Objectives:
1. Translate inequality statements algebraically;
2. Solve problems involving quadratic inequalities; and
3. Recognize the value of teamwork in making it possible to understand and
solve a problem involving quadratic inequalities.
Solving Problems Involving Quadratic Inequalities
teacher’s guide, learner’s module
Page 65
Pp 103 - 111
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration
of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with
multiple ways to learn new things, practice the learning, question their learning processes, and draw conclusions about what they learned in relation to their
life experiences and previous knowledge. Indicate the time allotment for each step.
Review the previous lesson by letting the students answer the problem.
What are the dimensions of the largest rectangular field that can be enclosed
with a 100-meter wire?
Answer: 50 m x 50 m
The teacher lets the students realize that recognizing inequality terms and
translating them algebraically are important skills needed to understand and
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.
1. How will you represent the width of the box? How about its length?
2. What mathematical sentence will represent the number of dice the box
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:
1. Let w = width and l = length = w + 3
2. lwh ≤ 140  (w+3)(w)(5) ≤ 140  5w2 + 15 w ≤ 140
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
The teacher lets the students answer the problem individually.
Suppose the box should contain a maximum of 200 dice,
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