School Domingo Yu Chu NHS
Teacher Diana Rose B. Latayan
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
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, quadratic inequalities, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
various situations, formulate real-life problems involving quadratic equations,
quadratic inequalities, and rational algebraic equations and solve them using a
variety of strategies.
Learning Competency: Solve quadratic inequalities (M9AL-If-2)
Learning Objectives:
1. Identify the solution set/s of quadratic inequalities.
2. Sketch the graph of the solution set of each inequality.
3. Demonstrate knowledge and skill in solving quadratic inequalities and
apply these in solving real-world problems.
Graphing Quadratic Inequality
Teacher’s guide, learner’s module
Pages 60-62
Pages 98-101
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 previous lesson by asking the students: “What are the different methods
in solving quadratic equations?"
Possible responses:
By extracting square roots, by factoring, by completing the square, using the
quadratic formula.
The teacher lets the students realize that the different methods used in
solving quadratic equations are important tools needed to solve
quadratic inequalities.
The teacher divides the class into 5 groups. Each group is tasked to do an item of
Activity 5: Describe My Solutions! on page 107 of the learner’s module.
Group 1: item 1, Group 2: item 2, so on and so forth.
Answer Key:
1. { x : x ←7∨x>−2 }
2. { r :2<r < 8 }
3. { x : x ≤−5∨x ≥−1 }
4.
{m:
7−√ 89
2
≤ m≤ √
7+ 89
2 }
5. { x : x ←2∨x >7 }
Each group is task to present their answers. The teacher discusses with the
students the process of arriving at the answer of each exercise in Activity 5. Ask
the students about the mathematical skills or principles that they used to come
 up with the solution set of each mathematical sentence.

E. Discussing new concepts

and practicing new skills
#2
Working in pairs, the teacher lets the students answer Activity 6 found on page
107 of the learner’s module.
Answer Key:
F. Developing mastery (leads
1. Not a Solution 6. Not a Solution
to formative assessment
2. Not a Solution 7. A Solution
3)
3. A Solution 8. A Solution
4. A Solution 9. Not A Solution
5. Not a Solution 10. A Solution
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles in solving
quadratic inequalities. He/she emphasizes the steps in solving quadratic
H. Making generalizations inequalities.
and abstractions about To solve a quadratic inequality, find the roots of its corresponding equality. The
the lesson points corresponding to the roots of the equality when plotted on the number
line, separates the line into two or three intervals. An interval is part of the
solution of the inequality if a number in that interval makes the inequality true.
The teacher lets the students answer individually the formative assessment.

1. Solve 3 x 2+ 2 x−8 ≤ 0 and sketch the graph.

Answer key:
2
I. Evaluating Learning 3 x + 2 x−8 ≤ 0

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 pupils/students learn? Identify what help your
VI. REFLECTION 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
materials did I use/ discover
which I wish to share with other
teachers

Prepared by: Checked by:

DIANA ROSE B. LATAYAN MAMERTA M. BANASTAS

Subject teacher Head Teacher V