DAILY GRADE

SCHOOL
SOLANA FRESH WATER FISHERY SCHOOL 9
LESSON LEVEL
LOG
LEARNING MATHEMAT
TEACHER
ARCHIE T. CONAG AREA ICS

TEACHING
October 13, 2021 First
DATES AND QUARTER QUARTER
TIME 1:00-2:00 p.m.

I.OBJECTIVES
A. CONTENT The learner demonstrates understanding of key concepts of quadratic
STANDARDS equations, quadratic inequalities, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
B. PERFORMANCE various situations, formulate real-life problems involving quadratic equations,
STANDARDS quadratic inequalities, and rational algebraic equations and solve them using a
variety of strategies.

Illustrates quadratic inequalities. (M9AL-If-1)

C. LEARNING a. differentiate Quadratic Equation from Quadratic Inequality;

COMPETENCIES b. determine equations that are Quadratic Inequality;
/OBJECTIVES( LC
c. write Mathematical Notation based on the given illustration on
Code)
Quadratic Inequality; and
d. appreciate the application of Quadratic Inequalities in real-life situation.
Quadratic Inequalities
II.CONTENT
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Material Mathematics Learner’s Material 9 First Edition, 2004 Department of Education,
pages pp. 114-115
3. Textbook pages
4. Additional Materials Mathematics 9 First Quarter LAS, pp. 47 - 50
from Resource ( LR)
Portal
B. OTHER LEARNING
RESOURCES
IV. PROCEDURE
A. Reviewing previous ACTIVITY 1: “DO YOU STILL
lessons or presenting REMEMBER ME?” (5 minutes)
the new lessons
Classifying Mathematical sentences
whether it is Quadratic equation or not
Quadratic Equation.

( Using WORD WALL App)

Guide Questions: (5 minutes)

1. How do you describe
Quadratic equation? A Quadratic Equation in one variable is a
Mathematical sentence in the second-degree power
which is written in standard form ax^2+bx+c=0,
where a, b, and c are real numbers and a≠0.
 2. How are quadratic equations
similar with the not quadratic
equations? - one variable, the variable is in the
second-degree power

3. How are they different from
other? (OBJECTIVE A)
(Present the new lesson and the
objectives)
-the quadratic equation used equal
“=” sign, while not quadratic equation
used ¿ ,>, ≤ , ≥ signs.

Based on your answers/ observations in

our previous activity, who can now give
B. Establishing a purpose
me the definition of Quadratic The following are examples of
for the lesson
Inequality? (5 minutes) quadratic inequalities in one variable:
x² – 3x – 4 < 0
-x² +2x ≥ 3
x² + 2x > 5
x² ≤ 2
5x – 3 < x²
ACTIVITY 2: “WHAT AM I?” (5
minutes)
Identifying whether the given
Mathematical sentence is a Quadratic
Inequality or not. (OBJECTIVE B)

C. Presenting (Using MENTIMETER App)

examples/instances of
the new lesson

Writing and illustrating mathematical

notation on quadratic inequalities. (5
minutes)
D. Discussing new
concepts and practicing
new skill #1

E. Discussing new How are going to illustrate that in a

concepts and practicing number line? (10 minutes)
new skill #2 Example:

x is less than−7 but greater than 4

x is greater than−12but less than−3

x is less than∨equal ¿−8 but greater than∨equal ¿ 8

 x is greater than∨equal¿−3 but less than∨equal ¿ 15

ACTIVITY 3: “WRITE IT DOWN!”

(5 minutes)
Writing Mathematical Notation based
on the given illustrations on Quadratic
Inequalities. (OBJECTIVE C)

(Using CLASSPOINT App)

F. Developing to mastery

How are quadratic inequalities used in

solving real-life problems and in
G. Finding Practical making decisions? (5 minutes)
Applications of (OBJECTIVE D)
concepts and skills in
daily living
(Short Video Presentation)

ACTIVITY 4: RECAPITULATE,
H. Making Generalization RECAPITULATE! (2 minutes)
and abstractions about
the lesson Using a Venn diagram

QUIZ: ( 5 minutes)

(Using Google forms)

I. Evaluation Learning

J. Additional Activities Short Video Contest (Performance Task)

for application or Mechanics:
remediation 1. Each section must have at least one (1) output/entry.
2. The video must portray how quadratic inequality is used in solving real-
life problems and in making decisions.
3. The video should run at least 1 minute.
4. All videos should begin with a 5 second full screen “title screen” that
includes the following subject, topic, group section and your subject
teacher.
5. All videos will be posted in the group page “Mathematics 9” on or
before the deadline (October 17, 2021)

Criteria:
Relevance to the Topic – 40%
Creativity and Originality – 30%
Technical Quality – 20%
Social Media Engagement – 10%
Total: 100%
 Incentives:
Winner – will be given 50 points in their Performance Task
1st place – will be given 45 points in their performance Task
2nd place – will be given 40 points in their performance task
3rd and 4th place – will be given 30 points in their Performance Task
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needed to be done to help
VI. REFLECTION the 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 learner who
earn 60% in the
evaluation
B. No. of Learners who
require additional
activities for
remediation who
scored below 60%.
C. Did the remedial
lessons work? No. of
Learners 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/discover which
wish to share with
other teachers?
Prepared by: Checked:

ARCHIE T. CONAG, T-III ARNEL N. CASTILLO, MT-II

Subject Teacher Math Coordinator