school year 2025 - 2026
Diocese of Bayombong Educational System
Saint Catherine’s School
PRE – SCHOOL, GRADE SCHOOL, JUNIOR AND SENIOR HIGH SCHOOL
PAASCU ACCREDITED – LEVEL II
Real St., Buag, Bambang, Nueva Vizcaya
saintcatherinebambang1953@yahoo.com
JUNIOR HIGH SCHOOL DEPARTMENT
DAILY LESSON LOG
Department Mathematics Grade Level 9
Teacher Ms. Jolita I. Lisbog Learning Area Mathematics
Teaching Dates and Time July 14-18, 2025 Quarter 1
SESSION #1 SESSION #2 SESSION #3 SESSION #4
I. STANDARDS, MELC/s, &
OBJECTIVE/S
A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic
equations.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real life problems involving
quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
C. Learning The learner The learner illustrates quadratic The learner solves quadratic The learner solves problems The learner illustrates
Competencies/ illustrates inequalities. M9AL-If-1 inequalities. M9AL-If-2 involving quadratic inequalities. quadratic inequalities. M9AL-
Objectives: quadratic M9AL-If-g-1 If-1
inequalities. The learner solves quadratic
M9AL-If-1 inequalities. M9AL-If-2
The learner solves problems
involving quadratic
inequalities.
M9AL-If-g-1
Specific At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Objective/s: students must be able to: students must be able to: students must be able to: students must be able to:
a. illustrate quadratic a. understand the methods a. translate mathematical a. identify quadratic
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inequalities; in solving the quadratic statements into algebraic inequalities;
b. identify quadratic inequalities; inequalities; b. solves quadratic
inequalities; and b. solves quadratic b. solve a variety of word inequalities; and
c. appreciate real-life inequalities; and problems involving c. solve a variety of word
situation that can be c. appreciate solving quadratic inequalities; problems involving
modeled by a quadratic quadratic inequalities and quadratic inequalities.
inequality. by showing accuracy c. appreciate real-life
and clarity in solving. problems involving
quadratic inequality.
II. CONTENT
A. Lesson/Topic Illustrating Quadratic Solving Quadratic Solving Problems Involving Long Quiz
Inequalities Inequalities Quadratic Inequalities
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook/Module pages My Desk Learning Reimagined My Desk Learning Reimagined My Desk Learning Reimagined
B. Other Learning Resources Blackboard, chalk, PowerPoint Blackboard, chalk, PowerPoint Blackboard, chalk, PowerPoint Activity Sheets, Scientific
presentation presentation presentation Calculator
IV. PROCEDURE
A. Reviewing previous lesson or Activity 1: Flashback Game The teacher will recall the The teacher will recall the
presenting the new lesson “True or False?” challenge previous lessons on quadratic previous lesson on nature of
about quadratic equations. inequalities. roots using the discriminants.
Ask: “What’s the difference Ask: “What are the steps to Say: “We are going to use this
between an equation and an graph a quadratic inequality?” concept in solving a problem
inequality?” such as solving the value of k.”
B. Establishing a purpose for the The teacher will present a The teacher will pose a real-life The teacher will present the The teacher will present the
lesson scenario. question. learning targets. learning targets.
A farmer wants to fence a A community center offers
rectangular area with limited teen leadership programs only
fencing materials. How big can for ages between 13 and 17.
the area be? How would you represent this
Ask: “What happens when mathematically and check who
conditions or limits are placed qualifies?
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in real-life situations?” The teacher will present the
The teacher will present the learning targets.
learning targets.
C. Presenting examples/instances The teacher will present a The teacher will show a sample Activity 1: Using the words The teacher will distribute the
of the new lesson scenario. quadratic inequality. listed in the box, determine five answer sheet.
To join a youth camp, Ask: “How can we solve this problem-solving strategies.
participants must be at least 12 to find the values of x?”
years old but not older than 18
years old.
Ask: “If you were part of the
organizing committee of the
youth camp, how would you
use a quadratic inequality to
set clear and fair age limits for
participants—and how would
you explain this rule to avoid
confusion?”
D. Discussing new concepts and The teacher will show The teacher will discuss the The teacher will discuss the
practicing new skills #1 quadratic inequalities and methods to solve quadratic methods to solve problems
illustrate graphically on a inequalities. involving quadratic inequalities.
number line. Steps: Steps:
1. Express the quadratic 1. Read the problem
A quadratic inequality is an expression a product of carefully to determine
inequality that contains a two binomials. what is the given and
polynomial of degree 2 and can 2. Apply properties of what is being asked.
be written in any of the inequality that is to 2. Assign variables to
following forms. show two cases that represent each unknown
2
ax +bx +c >0 determine the solution in terms of the same
2
ax +bx +c <0 set of the quadratic variable.
2
ax +bx +c ≤0 inequality. 3. Identify the underlying
2
ax +bx +c ≥0 3. Choose few values of x mathematical concept to
Where a, b, and c are real that satisfy the solve the problem.
numbers and a ≠ 0. inequality. 4. Select a strategy that will
4. Substitute the value and facilitate a better
verify if it satisfies the understanding of the
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given quadratic given problem.
inequality. 5. Translate the problem
into mathematical
statement.
6. Solve the equation and
answer the question
asked in the problem.
7. Check your solution.
Determine whether the
values obtained meet the
conditions given in the
problem.
E. Discussing new concepts and Activity 2: Determine whether The teacher will provide The teacher will provide
practicing new skills #2 each mathematical sentence is illustrative examples. illustrative examples.
quadratic inequality or not. Example 1: x 2+ x ≥ 12 Example 1: Determine the range
1. x 2+ 9 x>12 Example 2: x 2+ 6 x+5< 0 of the length of the larger leg of
2. 3 x 2−4 x =1 Example 3: (x−3)(x +1)> 0 a right triangular lot of legs
3. 2 x 2+ x−6>0 whose measures are x and x-3 to
4. 3 x 2+18< 3( x 2−4 x) ensure a lot area of at least 54
square meters and at most, 104
square meters, the lengths of the
legs of a right triangular lot are x
and x-3. Determine the range of
the length of the larger leg.
F. Discussing new concepts and The teacher will give a The teacher will give a problem
practicing new skills #3 quadratic inequality and the involving quadratic inequality
students will solve by twos. and the students will solve by
2
x + x−6 ≥ 0 group.
Problem: The profit P that a
company earns for selling x
number of dolls can be modeled
by P(x) = -50 x 2+2000 x−6000.
How many dolls must be sold
for a profit of at least 10000?
G. Developing Mastery Activity 3: Complete the Activity 1: Solve and graph the Activity 2: Solve the problem
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(Leads to Formative puzzle by reading the clues following quadratic involving quadratic inequalities.
Assessment) then putting in the appropriate inequalities. Show your complete solution.
responses by oral recitation. 1. (4 x−5)(3 x+1)>0 The operating cost of a company
2. x 2+ 9 x+14 >0 can be approximately modeled
as C(x)=17-8x-2 x 2 , where x is
the time in years. Given that its
revenue function is R(x) = 5 –
3x, find the number of years
during which the company is not
making profit.
Ask: “Why is it important to A school plans to build a A student throws a ball upward
know where something is not rectangular garden such that its from a height of 2 meters with
allowed or restricted?” area must be greater than 60 an initial velocity of 10 meters
square meters, and its length is per second. The height h of the
2 meters more than its width. ball after t seconds is given by
Finding practical Ask: How can you use a the
applications of
concepts/skills in daily quadratic inequality to equation:
living determine the possible values Ask:
for the width of the garden? For how long will the ball be at
H. Valuin least 5 meters above the
g ground? Represent and solve
this using a quadratic
inequality.
Stewardship (responsible Excellence: Showing accuracy Excellence Excellence
decision-making in limited and clarity in problem-solving. “In mathematics as in Critical Thinking
conditions). life, boundaries matter. “A long quiz isn't just a test of
Core Values Integration
Quadratic inequalities memory—it's a test of how
remind us to think deeply you understand, think,
critically about what fits and connect ideas.”
within the limits—and
what falls outside.”
I. Making generalizations and Ask: Ask: Ask:
abstractions about the lesson “What did you “What steps do we “How do we solve real-life
understand about follow to solve problems involving quadratic
quadratic inequalities quadratic inequality?”
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today?” inequalities?”
“How do you represent “What’s the purpose of
them?” test intervals?”
J. Evaluating learning Activity 4: Determine whether Activity 2: Solve and graph the Activity 2: Solve the problem The teacher will collect the
each mathematical sentence is following quadratic involving quadratic inequalities. answer sheet and allow short
quadratic inequality or not. inequalities. Show your complete solution. peer sharing/reflection.
2 2
1. 15−2 x=3 x 1. x + 9<0 1. Find the range of values Ask: What item did you find
2. 2
2. x −2 x−8 ≥ 0 of s for which s is a most challenging and why?
(3 x ¿¿ 2+8)+ ( x+6 ) ≥−4 ¿ positive integer such that
2 2
3. x −4 < x −2 x the area of a rectangle
3
4. 12−5 x + x ≥ 0 whose dimension is s+3
5. 2+ x 2−x <0 by 2s will ensure an area
of at least 8 square units.
K. Assignment Write a real-life situation that The teacher will let the student
Additional activities for application or can be modeled by a quadratic prepare for the long quiz
remediation
inequality. scheduled tomorrow, students
are assigned to review the lesson
on quadratic inequalities.
V. REMARKS
Prepared by: Checked:
JOLITA I. LISBOG DARWIN P. PARAN
Subject Teacher Coordinator, MATH-COM Department
Noted:
CLARISSA S. SILVA, MED – SL
School Principal
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