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
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to formative assessment
3)
Grade Level Grade
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-life problems.
Quadratic Inequality
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 letting students answer the exercise.
Find the solution set of the following quadratic inequalities.
1. x 2−x−12<0
2. x 2−x−12>0
Answer Key:
1. { x :−3< x < 4 }
2. { x : x ←3∨x> 4 }
The teacher lets the students realize that the different methods in solving quadratic
equations are important tools needed to solve quadratic inequalities.
The teacher lets the students, in group of 4, do Activity 7?: What Represents Me
found on page 108 to 109 on the Leaner’s Module and answer the following
questions:
1. How did you find the activity?
2. Where you able to identify the inequality that is described by each graph?
Answer Key:
1. y ≥−x 2−2 x+ 8
2. y <2 x 2+7 x +5
3. y ≤2 x 2+ 7 x+5
4. y >−x 2−2 x+ 8
The teacher discusses with the students the process of arriving at the answer of each
exercise in Activity 7. Furthermore, he/she asks the students about the mathematical
skills or principles that they used to determine the inequality that is described by a
given graph.
The teacher discusses thoroughly the graphs of quadratic inequalities in two variables
involving “less than”? “greater than”? “less than or equal to”? “greater than or equal
to”? “ broken line “? “solid line”?
Working in pairs the teacher lets the students answer the following exercise.
Find the solution set and sketch the graph.
1. y < x 2 +9 x+ 14
Answer Key:

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
The solution set of y < x 2 +9+14 consists of the coordinates of all points on the
shaded region of the graph below. All coordinates of points on the broken line are not
part of the solution set.
The teacher emphasizes that the solution set of quadratic inequalities in two variables
can be determined graphically. To do this, write the inequality as an equation, then
show the graph. The graph of the resulting parabola will be used to graph the
inequality.

The teacher lets the students answer individually the formative assessment.
Find the solution set and sketch the graph.
1. y > x 2−3 x−18

Answer Key:

I. Evaluating Learning

The solution set of y > x 2−3 x−18 consists of the coordinates of all points on the
shaded region of the graph below. All coordinates of points on the broken line are not
part of the solution set.

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the 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
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