Scribd
Upload
305 views

DLP 2023

The daily lesson plan outlines a mathematics lesson on solving quadratic inequalities for grade 9 students. The lesson objectives are to understand key concepts of quadratic equations, inequalities, and rational algebraic equations, and be able to investigate mathematical relationships, formulate word problems, and solve problems using various strategies. The 80-minute lesson will review solving quadratic inequalities through graphing, demonstrate example problems, have students practice graphing inequalities, and assess student understanding with a quiz. The teacher will reflect on what went well, what needs improvement, and students' mastery of the objectives.

Uploaded by

Aiza Malto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
305 views

DLP 2023

The daily lesson plan outlines a mathematics lesson on solving quadratic inequalities for grade 9 students. The lesson objectives are to understand key concepts of quadratic equations, inequalities, and rational algebraic equations, and be able to investigate mathematical relationships, formulate word problems, and solve problems using various strategies. The 80-minute lesson will review solving quadratic inequalities through graphing, demonstrate example problems, have students practice graphing inequalities, and assess student understanding with a quiz. The teacher will reflect on what went well, what needs improvement, and students' mastery of the objectives.

Uploaded by

Aiza Malto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

GRADES 1 TO 10 SCHOOL: Nangka High School GRADE LEVEL: 9

DAILY LESSON LEARNING


PLAN TEACHER: Ms. Aiza D. Malto AREA:
MATHEMATICS
TEACHING DATES &
TIME:
Oct. 19 and 21, 2022 QUARTER: 1st
I. OBJECTIVES ANOTATIONS
A. Content Standards: The learner demonstrates understanding of key concepts of quadratic equations, quadratic
inequalities, 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, quadratic inequalities, and rational
algebraic equations and solve them using a variety of strategies.

C. Learning Competencies/ At the end of the learning period, at least 80% of the students will be able to:
Objectives: 1. Enumerates the steps in solving quadratic inequalities through graphing.
2. Finds the solution set of quadratic inequalities in determined by a graph.
3. Enhances self-confidence in solving quadratic inequalities through graphs.
SOLVES QUADRATIC INEQUALITIES
II. CONTENT
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, pp. 58 -66.
2. Learner’s Materials Pages
3. Text book Page
4. Learning Resources (LR) Portal LRMDS, “Quadratic Inequalities”
B. Other Learning Resources SLM Q1 Module 7 pp. 16-19
Power Point Presentation about Theorem and properties of Trapezoid

IV PROCEDURES

A. Prayer.
B. Checking of Attendance
C. Online Classroom Rules
D. Statement of Objectives

Ask the students


“What are the steps in finding the solution set of a quadratic inequality?
A: Step 1. Change the inequality to standard form of quadratic equation.
REVIEW: The teacher will ask 3 to 5
Step 2. Find the value of x by using any of the four methods in solving quadratic
relevant questions leading to the
topics to be discussed.
equation.
Step 3. Make 3 intervals.
Step 4. Test a number from each interval against the inequality.
Step 5. Test also the points (values of x in step 2) by using the given inequality if
they too satisfy the given inequality.
Step 6. Plot the corresponding points on the number line. Hollow circles are use
in the graph to show that the points are not part of the solution set. Bold circles if
they are part of the solutions.
Present samples of graphs of quadratic inequalities.

LESSON PROPER: Teacher’s


input or abstraction to deliver
and present the concepts of the
lesson in a systematic manner. Let the students describe the graph.
Provoke thinking of
pupils/students by asking
relevant questions to gauge
Lead the students to the steps in finding the solution set of the quadratic inequality
students understanding of the graphically:

1.) Draw the parabola.( Find the coordinates of the vertex


−b
x= and substitute into the equation to find y. Then find 4 more points to
2a
draw the parabola.)

2.) Make the parabola Dashed for > and <; Solid for ≤ and ≥ .

3.) Choose a test point and see whether it is a solution of the inequality.

4.) Shade the appropriate region. (if the point is a solution, shade where the point is,
if it’s not a solution, shade the other region).

Illustrate the steps through examples.

So the solution set of y ≤ x 2 +6 x−4 is


{x: x ≤ -6.5 or x ≥ 0.5}
What are the steps in graphing a quadratic inequality?

GENERALIZATON: The teacher will give


question/s to draw out or elicit from the learners
what is expected to generalize about concepts and
or demonstrate steps in solving problems.
Graph and find the solution set of y >−x 2 +4 x −3 .

Answer: {2 ≥x ≥ 5}

QUIZ: The teacher will give test using


google form to verify and ensure
students’ mastery of the lesson.

How many students didn’t find difficulties in answering their lesson?

How many students find the lesson interesting, engaging, and enjoyable?

What is lacking in the lesson?


(Prior knowledge, skills needed, or interest to listen and pay attention)
REFLECTION: The teacher need
How many students were trying to cope up, despite of some difficulties encountered in the delivery of the
to reflect what went well and what
went wrong to improve teacher’s
lesson?
and students’ performance and it
can be done before, during, and How many students were mastered the lesson despite of limited resources facilitated the teaching and learning
after the delivery of his/her lesson. process?
How many students finished their work on time, and how many of them did not finish their work on time? Why?

No. of learners who earned 80% in the evaluation.

No. of Learners who earned 80% above.

No. of learners who need additional activities and require for remediation.

PREPARED BY:

AIZA D. MALTO

You might also like