Republic of the Philippines

Region VI – Western Visayas

Division of Sagay City
SAGAY NATIONAL HIGH SCHOOL

A Detailed Lesson Plan in Mathematics 9

First Quarter
I. Objectives:
a. Identify quadratic inequalities
b. Determine mathematical sentences that make use of equality and inequality symbols.
c. Appreciate the application of quadratic inequalities to real-life situation.

II. Subject Matter:

A. Topic:
Illustrates quadratic inequalities (M9AL-If-1)
B. Mathematical Concept
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
C. Mathematical Process Skills
 Accuracy and Analyzing
D. Value Focus
 Understanding and Cooperation
E. Materials
 Grade 9 LCTG by DepEd Cavite Mathematics 2016, Activity sheets, Chalk and board
F. Reference
 Teacher‟s Guide pp.58-60
 Learner‟s Material pp. 96- 98
I. Developmental Activities

Teacher’s Activity Students’ Activity RPMS:

KRA’s & Objective
A. Daily Routine
Good afternoon, class! Good afternoon, Ma’am.
You may now take your seats. Thank you, Ma’am. Objective 5
(Take seats)
Today marks a new lesson to discuss. So, Manage learner behavior
constructively by applying
everyone is expected to behave well and
positive and non-violent
participate actively in the discussion. Is that discipline to ensure learning-
clear? focused environment.
(COT Indicators # 5)
But, before that, let’s have a review first. Yes, Ma’am.

B. Review
Identify which are quadratic Answer: Objective 1
equations.
Applied knowledge of content
1. x 2+ 9 x+20=0 1. Quadratic Equation
within and across curriculum
2. 2 s 2+ 7 s +5>0 2. Not Quadratic Equation
teaching areas.
3. 2 t 2 <21−9 t 3. Not Quadratic Equation
4.15−6 h2=100 4. Quadratic Equation (COT Indicators # 1)

5. m2=6 m−2 5. Quadratic Equation

Very good!
 C. Motivation
At this moment, do you believe that life No Ma’am
seems always fair?

That unfairness is called inequality and since

we’re dealing with Quadratic Equation since
the very start of the lesson, today we will
discuss Quadratic Inequality.

D. Presentation

This afternoon, we will learn about the

Quadratic Inequality.

But before that, let us first read our today’s At the end of the lesson, the
objective: learner’s will be able to illustrate
quadratic inequalities.

Objective 2
E. Lesson Proper
Used a range of teaching
A statement that one mathematical strategies that enhance
expression is greater than, greater than or learner achievement in
literacy and numeracy skills.
equal to, less than or less than or equal another
is called an inequality. (COT Indicators # 2)
A quadratic inequality 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, ax2 + bx + c ≠ 0 where a, b and c
are real numbers and a ≠ 0.

Quadratic inequalities in one variable

are inequalities of the second degree
involving the symbols >, <, ≥, ≤ or ≠. The
following are examples of quadratic
inequalities in one variable:
Please tell me the symbols used below:
x 2 – 3 x – 4<0
2
Less than
−x + 2 x ≥3 Greater than or equal to
2
x + 2 x >5 Greater than
2
−2 x + 8 x – 4 ≠ 0 Not Equal
2
x ≤2 Less than or equal to

Objective 4
QUADRATIC or NOT QUADRATIC? Manage classroom structure to
Determine whether each mathematical engage learners, individually or
sentence is a quadratic inequality or not. in groups in meaning
With the set of cards given, group and exploration, discovery, and
hands -on activities within
place them under the following headings.
range of physical learning
Quadratic Inequalities Not Quadratic environments.
Inequalities
 (COT Indicators # 4)

Learners answer the activity

F. Analysis

Because of the symbols

1. Why do you classify them
as quadratic inequalities?
Not quadratic inequalities?

Answer the YES or NO activity sheet given to

you. We have 5 minutes to do this activity.
Identify whether each of the following is a
quadratic inequality or not. Place a tick on the
appropriate column.

1. Based from the results of

Objective 3
the activity, what item/s
have you not answered Applied a range of teaching
correctly? Why? strategies to develop critical and
2.What have you learned creative thinking, as well as
after doing the activities? other higher order thinking
skills.
Do you still have any questions?
(COT Indicators # 3)

If there are none, let’s apply what you have

learned by answering this.

G. Abstraction It’s very easy.

A quadratic inequality in one variable is an
inequality that contains a polynomial of
None, Ma’am.
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

A. Application
A decorator designs and sells wall fixtures
and can sell at a price of P75 each all the
fixtures she produces. If x fixtures are
manufactured each day, Objective 6
then the number of pesos in the daily total
cost of production is x² + 25x + 96. Use differentiated,
How many fixtures should be produced developmentally appropriate
each day so that the decorator is guaranteed a learning experiences to address
profit? learner’s gender, needs,
strength, interests, and
experiences.
II. Evaluation
(COT indicators #6)
Activity:
This is one of the famous tourist spot in
CALABARZON area located between
Maragondon and Batangas. What is it?
Substitute the value given for x to check
whether the inequality is true or false.
Find each value at the bottom and write
the corresponding letter above it if the
inequality is true, if not leave a space. Learners answer the given

III. Assignment

Assignment:
Determine whether or not each of the
following point is a solution of the inequality
y < 3x² + 2x + 1.
1. (-1,4) 4. (3,-6)
2. (8,1) 5. (3,-4)
3. (-5,10) 6. (1,8)

Prepared by:

ELIZA R. LEGASTE
Teacher I

Observed by:

BONIFACIO J. FLORES JR.

Math Department Head II