School Atimonan National Comprehensive High School Grade Level 9

DAILY LESSON Teacher Lyka C. Tibon Learning Area Mathematics

LOG October 9 – 13, 2023
Teaching Dates &
G9 – Roentgen Quarter 1
Time
10:00 AM – 11:00 AM

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of 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
B. Performance Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
C. Most Essential Learning Solve problems involving Quadratic Solve problems involving
Illustrates quadratic inequalities Solve quadratic inequalities
Competency Equations Quadratic Equations
- Identify quadratic inequalities
D. Learning Competencies / - Solve problems involving quadratic - Solve problems involving - Determine mathematical - Determine the solution set of the
Objectives equation quadratic equation sentences that make use of quadratic inequality
equality and inequality symbols.
SOLVE PROBLEMS
SOLVE PROBLEMS INVOLVING
II. CONTENT QUADRATIC EQUATION
INVOLVING QUADRATIC QUADRATIC INEQUALITIES QUADRATIC INEQUALITIES
EQUATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages Page 88 – 90 Page 88 – 90 Pages 96-98 Pages 96-98
3. Textbook pages
4. Additional Materials from Pivot 4A Mathematics 10 Learners Pivot 4A Mathematics 10 Learners Pivot 4A Mathematics 10 Learners Pivot 4A Mathematics 10 Learners
Learning Resource (LR) portal Material – Quarter 1 Material – Quarter 1 Material – Quarter 1 Material – Quarter 1
B. Other Learning Resources Board, chalk and eraser Board, chalk and eraser Board, chalk and eraser Board, chalk and eraser
IV. PROCEDURES
A. Reviewing previous lesson or Review of the previous lesson by Review of the previous lesson by
Review of the previous lesson. Activity 1: What makes me True?
presenting the new lesson checking the Activity Sheet checking the previous activity.
B. Establishing a purpose for Translate the following verbal An amusement park wants to The teacher asks the students to
the lesson sentences to mathematical place a new rectangular billboard write the different mathematical Activity 2: Which Are Not
sentence. (LT 2-page 20 PIVOT 4A to inform visitors of their new symbols. Quadratic Equations?
Math 9 SLM) attractions. Suppose the length of 1. greater than
C. Presenting examples/ Discuss the answers in Learning the billboard to be placed is 4 m 2. lesser than The teacher will discuss Quadratic
Task 2 on page 20 longer than its width and the area 3. greater than or equal to Inequalities in different forms and
instances of the new lesson
is 96 m². What will be the length 4. lesser than or equal to the symbols being used.
and the width of the billboard? 5. not equal to
6. exceed
7. at most
 8. at least
9. under
D. Discussing new concepts Learning Task 2 no. 1 The students will answer the
Find the solution set of the
and practicing new skills #1 The length of a wooden frame is 1 questions.
following:
foot longer than its width and its
Example 1: x2 + 7x + 12 > 0
area is equal to 12ft2. Use the mathematical sentences
E. Discussing new concepts below to answer the questions
that follow.
and practicing new skills #2
1. x 2+ 9 x+20=0
Learning Task 2 no. 2 A rectangular table has an area of 2
2. 2 s + 7 s >0 Example 2:
The length of the floor is 8m longer 27 ft2 and a perimeter of 24 ft.
2x2 – 5x ≤ 3
than its width and the area is 20 What are the dimensions of the 3. 2 t 2 <21−9
square meters. table? 4. 15−6 h2=1 0
5. r 2 +10 r ≤−16
6. 4 x 2−25=0
F. Developing mastery (Leads 7. 3 w 2+12 w ≥ 0
to Formative Assessment)
8. m 2=6 m−7
The floor of a computer laboratory
If the difference between a number can be covered completely with
and its reciprocal is 24/5, find the The teacher will discuss tiles. Its length is 36 feet longer
number. A rectangular garden has an area thoroughly the definition of than its width. The area of the
of 84 m2 and a perimeter of 38 quadratic inequality as presented floor is less than 2040 square feet.
m. Find its length and width. on page 98 of the Learner’s What mathematical sentence
Module. would represent the given
G. Finding practical applications The width of the bedroom floor is 5 situation?
of concepts and skills in daily m less than its length and its area is
living 84 m2. Find its dimensions.
H. Making generalizations and How are quadratic equations used What do you think is the What is the difference between
How did you solve for the solution
abstractions about the lesson. in solving real-life problems and in importance of quadratic equations quadratic equation and quadratic
set of a quadratic inequality?
making decisions? in everyday life? inequality?
I. Evaluating learning Determine whether each
mathematical sentence is a
quadratic inequality or not.
A rectangle is 72 square meters in 1. 2 x 2−3=0 Solve for the solution set of the
area and its perimeter is 34 given quadratic inequality.
meters. Find its length and 2. x ( x −3 ) +1≥ 0
breadth. 3. ( x +1 ) ( x−3 ) ≥ 0 3x2 – 3x– 18 ≤ 0
4. √ 8 x -7≤ 0
5. 3 s +9 ≤ 21
J. Additional activities for
application or remediation
V. REMARKS OFF – Tuesday
VI. REFLECTION
 A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 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: Noted by:

LYKA C. TIBON CECILIA C. ALVANO

Subject Teacher Department Head – Mathematics