Republic of the Philippines
Department of Education
SAN PEDRO NATIONAL HIGH SCHOOL
SAN PEDRO, CITY OF STO. TOMAS, BATANGAS
SCHOOL
TEACHER
TEACHING DATE AND
TIME
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning
Resource (LR) portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
REGION IV-A CALABARZON
DIVISION OF BATANGAS
DISTRICT OF STO. TOMAS SOUTH
DAILY LESSON LOG SY 2022-2023
SAN PEDRO NATIONAL HIGH GRADE LEVEL GRADE 9
SCHOOL
JEME LENE B. ROXAS LEARNING MATH
AREA
TIME DATE SECTION
12:15 - 1:00 Oct 19,2022 SILANG
1:00 - 1:45 Oct 18,2022 RECTO
1:45 - 2:30 Oct 18,2022 BURGOS QUARTER FIRST
2:30 – 3:45
3;45 – 4:30 Oct 19,2022 DIOKNO
4:30 – 5:15 Oct 19,2022 PALMA
The learner demonstrates understanding of the 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.
Solves quadratic inequalities.
(M9AL-If-2)
a. Find the solution set of quadratic inequalities algebraically
b. Graph the solution set of quadratic inequalities on a number line
involving one variable
c. Shows the ability to solve quadratic inequalities algebraically and
graphically with enthusiasm
Quadratic Inequalities
pp. 58-59
pp. 96-97
Our World of Math
pp. 21-25
http://www.purplemath.com/moduleiquadraticform.htm
http://www.algebrahelp.com/lessons/equation/quadratic
Grade 9 LCTG by DepEd Cavite Mathematics 2016,
activity sheets
CHOOSE YOUR PARTNER!
Let the students choose a classmate to share some life experiences for
the activity.
 Let the students cite some situations or experiences on their
real life that shows inequalities
- as a child
B. Establishing a purpose for the - as a student
Lesson - as a friend
- as a classmate
- as a Filipino

In solving quadratic inequalities, we need to find its solution set. The

solution set of a quadratic inequality can be written as a set and can be
illustrated through a number line.

To illustrate the solution set on the number line, we need to

consider the inequality symbols used in given quadratic inequality.

C. Presenting examples / instances

of the new lesson

Examples:

1. Find the solution set of 3x2 – 3x – 18 ≤ 0

3x2 – 3x – 18 ≤ 0
3x2 – 3x – 18 = 0

(3x + 6) (x- 3)
3x + 6 = 0 x–3=0
3x = -6 x=3
x = -2

Therefore, the solution set of the inequality is {-2 ≤ x ≤ 3}.

2. Solve x2 – x – 12 > 0

Determine whether the given value of x is an element of the solution set of

the given inequality.

D. Discussing new concepts and 1. x2 – 6x > 7 x = -4

practicing 2. x2 – 5x + 6 < 0 x=3
new skills #1 3. x2 ≥ 64 x=8
4. (x – 2)(x + 5) ≤ 0 x=2
5. 3x2 + 5x – 2 > 0 x = -3

E. Discussing new concepts and 1. Why do you classify them

practicing new skills #2 as quadratic
inequalities? Not
quadratic inequalities?
 2. Give at least 3 possible
solutions for each
quadratic inequality
given from the cards.
Solve each quadratic inequality and graph the solution set on a real
number line.
F. Developing mastery
(Leads to Formative Assessment 3) 1. x2 – 6x + 8 ≤ 0
2. x2 – 6x + 9 > 0

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
A quadratic inequality in one variable 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 , ax² + bx + c < 0 , ax² + bx + c ≤ 0,
where a, b and c are real numbers and a ǂ 0
Assignment:
Study quadratic functions
a. What is a quadratic
function?
b. What is the difference
between quadratic
function, quadratic
equation and quadratic
inequalities?

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
D. No. of learners who continue to
require
remediation
E. Which of my teaching strategies
worked well? Why did this 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 or discover which I
wish to share with other teachers? 

Prepared by:

JEME LENE B. ROXAS

Teacher I

Noted:
Checked: Approved:

CHARITY D. ALMENIANA ROSIE B. LLANES EVANGELINE P. LIMBO PhD

Master Teacher I Head Teacher II Principal II