Republic of the Philippines

Department of Education
Region III
Division of City of San Fernando

DETAILED LESSON PLAN IN GRADE 9 MATHEMATICS

I. OBJECTIVES (Layunin)
A. Content Standards
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
B. Performance Standard
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. Most Essential Learning Competencies (MELC)
The learner

1. Illustrates quadratic inequalities(M9AL-If-1)

2. Solves quadratic inequalities. ( M9AL-If-2)
3. Solves problems involving quadratic inequalities. ( M9AL-If-g-1)
D. Objectives
At the end of the lesson, the learners should be able to:
1. Define quadratic inequalities
2. Illustrate quadratic inequalities using number line
3. Solve quadratic inequalities
4. Graph quadratic inequalities

II.CONTENT (Nilalaman)
Quadratic Equation
III.LEARNING RESOURCES (KagamitangPanturo)
A. Reference
1. Teacher’s Guide pages
2. Learner’s Materials pages P. 13 - 51
3. Textbook pages
4. Additional materials from Learning Resource (LR) portal
B. Other Learning Resources

IV.PROCEDURE (Pamamaraan)

A. Reviewing previous lesson or presenting the new lesson ( Balik-aral sa nakaraang aralin at/o pagsisimula ng
bagong aralin)
How are you today?
Enjoy learning okay.

Before we proceed with your lesson. Let’s try to recall the different methods in factoring
Case 1: Factoring quadratic Equation where the a = 1,
Example 1: x 2+ 6 x=−9 Step 1: x 2+ 6 x+ 9=−9+ 9
Step 1: By adding 9 to the both side of the equation it will form a x 2+ 6 x+ 9=0
2
standard form. ( a x + bx+ c=0 ¿ Step 2: ( x +3 ) ( x +3 )=0
Step 2: Factor the equation Step 3: x +3=0∧x +3=0
Step 3: Apply the zero product
Step 4: Since the resulting equation are the same we will solve for one Step 4: x +3+ (−3 ) =0+ (−3 )
x by adding -3 to the both side of the equation. The root is -3 x=−3
Step 5: Check by substituting the value in the original equation. Step 5: x=−3
x 2+ 6 x=−9
The value of “x” satisfies the equation. (−3)2 +6(−3)=−9
Answer: The equation x 2+ 6 x=−9 is true when x = - 3. 9+(−18)=−9

Will you try solving for the roots of x 2+ 10 x=−25

You should get both -10 as the root
If you get the correct answer you may proceed with Example 2.

If not, read and study Example 1.

1
Example 2: x 2−7 x=−12
Step 1: By adding 12 to the both side of the equation it will form a Step 1: x 2−7 x+ 12=−12+12
standard form. ( a x 2+ bx+ c=0 ¿ x 2−7 x+ 12=0
Step 2: Factor the equation Step 2: ( x−4 ) ( x−3 )=0
Step 3: Apply the zero product Step 3: x−4=0∧x−3=0
Step 4: Since we have to 2 different equations we add 4 to the first
equation and 3 to the second equations Step 4: x−4+ 4=0+4 x−3+3=0+3
Step 5: Check by substituting the value in the original equation. x=4 x=3
Step 5: x=4 x=3
2 2
As you see, both value of “x” satisfies the equation. x −7 x=−12 x −7 x=−12
4 2−7 ( 4 ) =−123 2−7 ( 3 )=−12
Answer: The equation x 2−7 x=−12 is true when x = 4 and x = 3. 16−28=−12 9−21=−12

Example 3: x 2−5 x=14

Step 1: By adding -14 to the both side of the equation it will form
Step 1: x 2−5 x+(−14)=12+(−14)
a standard form. ( a x 2+ bx+ c=0 ¿ x 2−5 x−14=0
Step 2: Factor the equation Step 2: ( x−7 )( x +2 )=0
Step 3: Apply the zero product Step 3: x−7=0∧x+2=0
Step 4: Since we have to 2 different equations we add 7 to the
Step 4: x−7+7=0+ 7 x +2+(−2)=0+(−2)
first equation and -2 to the second equations
Step 5: Check by substituting the value in the original equation. x=7 x=−2
Step 5: x=7 x=−2
As you see only x = 7 satisfy the equation. 2 2
x −5 x=14 x −5 x=14
Answer: The equation x 2−5 x=14 is true when x = 7 72 −5 ( 7 )=14 22−7 (−2 )=14
49−35=14 4 +14=14
Will you try solving for the roots of x 2−6 x=16
You should get both -2 and 8
If you get the correct answer you may proceed with Example 4,

If not go back to Example number 2 and try all over again.

Case 2: Factoring quadratic Equation where the a > 1

Example 4 : 2 x2 +7 x +3=0

As you notice the given quadratic equation is already in its standard form.
Since the leading coefficient of 2 x2 +7 x +3=0 is 2, we cannot use the previous methods in factoring.

Instead to factor2 x2 +7 x +3=0, we need to find the two integers with the product of 6(product of the leading
coefficient and the constant which is 2 and 3) and a sum of 7(the value of b in this equation)

Since 1 x 6 = 6 and 1+ 6 = 7, the two numbers are 1 and 6

Next, we use this two numbers to tell us how to break up the x-term in the original expression. So we can express
our polynomial as
2 x2 +7 x +3=2 x 2 +1 x +6 x +3
We can now use grouping to factor the polynomial:

Step 1: (2 x¿ ¿2+1 x)+(6 x+3) ¿ = 0 Step 1: Group terms

Step 2: x (2 x +1)+3(2 x+1) = 0 Step 2: Factor out GCF’s
Step 3: x (2 x +1)+3(2 x+1) = 0 Step 3: Common factor!
Step 4: ( 2 x+1 ) ( x+ 3 )=0 Step 4: Factor out 2x + 1
Step 5: 2 x+1=0 x+3=0 Step 5: Applying zero product
Step 6: 2 x=−1 x =−3 Step 6: Find the roots
−1
x= x=−3
2
−1
Step 7: Checking: when x is Step 7: Checking: when x is −3
2
2
2 x +7 x +3=0 2 x2 +7 x +3=0
2
−1 −1
2( ) +7( )+3=0 2(−3)2 +7(−3)+3=0
2 2

2
 2 ( 14 )− 72 +3=0 2(9)−21+ 3=0
2 7
− +3=0 18−21+ 3=0
4 2
2−14
+3=0 21−21=0
4
−12
+3=0 0=0
4
−3+3=0
0=0
As you see both roots satisfy the equation
−1
Answer: The equation 2 x2 +7 x +3=0 is true when x = and x = −3
2

B. Establishing a purpose for the lesson (Paghahabi sa layunin ng aralin)

René Descartes, an extremely important mathematician from the 16th

century, made significant contributions to the theory of equations, including
coming up with what he called "the rule of signs" for finding the positive and
negative roots of equations. He popularized the use of letters from the
beginning of the alphabet to denote constants and letters from the end of the
alphabet to denote variables, as can be seen here         
(ax2 + bx = c) in the general formula for a polynomial, where a’s denote
constants and x denotes a variable. Descartes introduced the use of
superscripts to denote exponents as well.

C. Presenting examples/instances of the new lesson (Pag-uugnay ng mga halimbawa sa bagong aralin)

Now let’s start the lesson

A quadratic Inequality is an inequality that contains a polynomial of degree 2 and can be written of
the following form:
1. ax 2 +bx +c >0 (greater than) 3. ax 2 +bx +c ≥ 0 (greater than or equal to)
2.ax 2 +bx +c <0 ( less than) 4. ax 2 +bx +c ≤ 0 (less than or equal to)
Example
Note that this is equality ax 2 +bx +c=0 and all of the above are inequality. 1. Find
the
solution
of set of x 2+ 7 x +12>0
Step 1: The corresponding equality of x 2+ 7 x +12>0 is x 2+ 7 x +12=0
Step 2: Solve x 2+ 7 x +12=0, like what we do in your review part( Letter )
Solution: x 2+ 7 x +12=0 ( Writethe corresponding equality )
( x +3 ) ( x + 4 ) =¿ 0 (Factor the given equality)
x +3=0∧x +4=0 ( Equating both factors¿ Zero )
x=−3∧x=−4( By adding−3∧−4¿the both side of theequation)
Step 3. Plot the points corresponding to -3 and -4 on the number line.

There are 3 intervals in this number line First the red one which means all number less than – 4(e.g. -5.-6,-7 and so
on), Next the green part which means between -4 and -3(e.g. -4.9, -4.8, -4.7 and so on). Lastly the blue which means all number
greater than -3(e.g. -2, -1, 0, 1 and so on).

Step 4. We will test a number from each interval against the inequality

First interval, red part which can be Second Interval, green part can be Next, the blue part which can be written
written into −∞< x ←4 , you can written into−4< x ←3, you can into−3< x <∞ , now we can choose
choose any number from the interval in choose any number from the interval in any number from this interval, in this
this case we will choose -7. this case I choose -3.6. case we choose 0.

3
 x 2+ 7 x +12>0 x 2+ 7 x +12>0 x 2+ 7 x +12>0
(−7)2 +7(−7)+12> 0 (−3.6)2 +7(−3.6)+12>0 (0)2 +7 ( 0 ) +12>0
49−49+ 12> 0 12.96−25.2+ 12> 0 12>0
12>0 −0.24 >0
Since, 12 is greater than 0, this is Since, -0.24 is less than 0, this is Since, 12 is greater than 0, this is
True False True
This is number line will look like after step 4, between -4 and -3 is False, it will not be included in highlighting in the
number line

Step 5. We also test the solution set which is -4 and -3.

x = -4 x = -3

x 2+ 7 x +12>0 x 2+ 7 x +12>0
(−4)2+ 7(−4)+12>0 (−3)2 +7(−3)+12>0
16−28+12>0 9−21+12>0
−12+12>0 −12+12>0
0> 0 0> 0
False, therefore -4 is not part of the solution set False, therefore -3 is not part of the solution set

Since, both value is false we will use hollow circle in the number line. (we use hollow circle when it is FALSE,
and solid circle when it TRUE.)

This is the final graph for this example

Will you try solving for the roots of . x 2−6 x−16> 0

You should get:

If you get the correct answer you may proceed with Example 2, if not go back to Example 1.

Example 2. Given 2 x2 +5 x−12 ≤0

Step 1: The corresponding equality of2 x2 +5 x−12 ≤0 is 2 x2 +5 x−12=0

Step 2: Solve x 2+ 7 x +12=0, like what we do in your review part( Letter )
Solution: 2 x2 +5 x−12=0 (Write the corresponding equality )
( 2 x−3 ) ( x+ 4 ) =¿ 0 (Factor the given equality)
2 x−3=0∧x +4=0 ( Equating both factors¿ Zero )
3
x= ∧x=−4 ¿
2
the whole equationby 2 ¿∧¿
3
Step 3. Plot the points corresponding to ( 1.5 ) and -4 on the number line.
2

There are 3 intervals in this number line First the red one which means all number less than – 4(e.g. -5.-6,-7 and so
on), Next the green part which means between -4 and 1.5(e.g. -3, -2,-1,0 and so on). Lastly the blue which means all number
greater than 1.5(e.g. 2,3,4,5 and so on).

Step 4. We will test a number from each interval against the inequality

First interval, red part which can be Second Interval, green part can be Next, the blue part which can be written
written into−∞< x ←4 , you can 3 3
choose any number from the interval in written into −4< x < , you can into < x < ∞, now we can choose any
2 2
this case we will choose -5.
choose any number from the interval in number from this interval, in this case
this case I choose 0 we choose 5.
4
 2 x2 +7 x−12 ≤ 0 2 x2 +7 x +12≤ 0 2 x2 +7 x−12 ≤ 0
2(−5)2 +7 (−5 )−12 ≤ 0 2(0)2 +7 ( 0 ) −12≤ 0 2(5)2 +7 ( 5 )−12 ≤ 0
2 ( 25 )−35−12≤ 0 −12 ≤0 25+35−12≤ 0
50−35−12 ≤0 60−12≤ 0
50−47 ≤ 0 48 ≤ 0
3≤0 Since -12 is less than or equal to 0,
Since, 3 is not less than or equal to Since, 48 is not less than 0, this is
this is True False
0, this is False

3
This is number line will look like after step 4, between -4 and is False, it will not be included in highlighting in the
2
number line.

3
Step 5. We also test the solution set which is -4 and .
2
x = -4 3
x= .
2

2(−4)2 +7 (−4 )−12 ≤ 0 3 2 3

2 ( 16 )−28−12≤ 0
2( ) +7
2 2 ()
−12≤ 0
32−28−12 ≤0 9 21
32−40 ≤0
2
4 ()
− −12 ≤0
2
−8 ≤ 0 18 21
− −12 ≤ 0
4 2
Since, -8 is less than or equal to 0, this is True
18 42 48
− − ≤0
4 4 4
18 92
− ≤0
4 4
−72
≤0
4
−72
Since, is less than or equal to 0, this is True
4

Since, both value is TRUE we will use solid circle in the number line (we use hollow circle , when it is FALSE,
and solid circle when it TRUE.)

This is the final graph for this example

D. Discussing new concepts and practicing new skills #2 (Pagtalakay ng bagong konsepto at paglalahad ng
bagong kasanayan #1

Now that we know how to illustrate quadratic inequalities using number line, now let’s proceed in our next discussio

Properties of Inequality

Case 1: A product is positive when factors are both positive or both negative. That is, if ab> 0, then a> 0∧b >0, or
a< 0∧b <0. This is also applicable with≥.

Case 1: A product is negative when factor is positive and the other is negative. That is if ab< 0 , thena>0∧b< 0 or
a< 0∧b >0. This is also applicable with ≤

Example 1: Solving x 2−5 x+ 6<0 using possible cases.

Step 1: We express the quadratic inequality into factored form Step 1: x 2−5 x+ 6<0
( x−3 ) ( x−2 ) <0
5
For the product of x−3∧x−2 to be less than 0, one must positive and the other must be negative. That’s is Case
2.

So it can be scenario 1 which x−3< 0∧x−2> 0 or scenario 2 which is x−3> 0∧x−2< 0

Step 2: Solving each linear inequality given: Scenario1 : x< 3∧x >2
Remember the word “and” connotes intersection. The intersection of the graphs of x <3∧x >2 is shown in the
number line below.

−∞ +∞

-1 0 1 2 3 4 5 6

The graph shows that the solution for Scenario 1 is 2< x <3 this read as all number that is greater than 2 but less 3.
This means the solution set for scenario 1 are all number between 2 and 3
Step 3: Solving each linear inequality given: Scenario2 : x−3>0∧x−2<0
x >3∧x <2
The graph of x >3∧x <2 shows no intersection or ∅

−∞ +∞

-1 0 1 2 3 4 5 6

That is, the solution for case 2 is an empty set. If the word “and” connotes intersection, the word “or” connotes
union. Since the premise is Scenario 1 or Scenario 2, hence the union of Scenario 1 and scenario 2 should be
considered.

The union of the solution to scenario 1 and the solution to scenario 2 is

2< x <3 ∪∅=2< x <3

Therefore, the solution to x 2−5 x+ 6<0 are those values of x between 2 and 3,
Note: Since the inequality symbols used in this example is < the roots are not included in the solution set and we
use hollow circle. But if the inequality symbol is ≤∨≥ we will use solid circle.

Will you try solving for the roots of . x 2+ 4 x−5> 0

You should get both −1< x <1
If you get the correct answer you may proceed with Example 2.

If not go back to Example 1.

Example 2: Solving 2 x2 +5 x−12 ≥ 0 using possible cases.

Step 1: We express the quadratic inequality into factored form Step 1: 2 x2 +5 x−12 ≥ 0
( 2 x−3 ) ( x+ 4 ) ≥ 0
For the product of 2 x−3∧x + 4 to be greater than 0, both must be positive or negative, that is Case 1.
So it can be scenario 1 which 2 x−3 ≥0∧x +4 ≥ 0 or scenario 2 which is 2 x−3 ≤0∧x +4 ≤ 0

Step 2: Solving each linear inequality given: Scenario1 :2 x −3≥ 0∧x+ 4 ≥ 0

3
x ≥ (1.5)∧x ≥−4
2
3
The intersection of the graphs of x ≥ ∧x ≥−4 is shown below.
2

−∞ +∞

-4 -3 -2 -1 0 1 2 3

3
The yellow part is the intersection of the graph in the number line and can be written x≥
2
Step 3: Solving each linear inequality given: Scenario2 :2 x−3 ≤0∧x+ 4 ≤ 0
3
x ≤ (1.5)∧x ≤−4
2

6
 3
The intersection of the graphs of x ≤ (1.5)∧x ≤−4 is shown below
2

−∞ +∞

--6 -5 -4 -3 -2 -1 0 1 2

The yellow part is the intersection of the graph in the number line and can be written x ≤−4
The union of the solution to scenario 1 and the solution to scenario 2 is
3 3
x ≥ ∪ x ≤−4=x ≥ ∨x ≤−4
2 2
3
Therefore, the solution to 2 x2 +5 x−12 ≥ 0 are those values of greater than or equal to or those values of x less
2
3
than or equal to -4 or in symbols x ≥ ∨x ≤−4
2
Note: Since the inequality symbols used in this example is ≤ the roots are not included in the solution set and we
use solid circle in the number line. But if the inequality symbol is ¿∨¿ we will use hollow circle in the number line.

E. Discussing new concepts and practicing new skills #2 (Pagtalakay ng bagong konsepto at paglalahad ng
bagong kasanayan #2

Now let’s talk about graphing quadratic inequalities.

Quadratic Inequalities Involving Two Variables

These inequalities can be written in any of the following form:
1. y >ax 2 +bx +c (greater than) 3. y ≥ ax2 +bx +c ≥ (greater than or equal to)
2. y <ax 2 +bx +c ( less than) 4. y ≤ ax2 +bx +c (less than or equal to)

Example 1: Find the solution set of y < x 2+ 3 x +2

Step 1: Write the inequality to its corresponding equation. y < x 2+ 3 x +2 ¿ y=x 2 +3 x+2
Step 2: Construct a table of values of x and y
x -5 -4 -3 -2 -1 0 1 2
y
Step 3: Find the value of y by substituting the value of x to the given equation
x=−5 x=−4 x=−3 x=−2
2
y=x +3 x+ 2 y=x 2 +3 x+ 2 y=x 2 +3 x+ 2 y=x 2 +3 x+ 2
y=¿ y=¿ y=¿ y=¿
y=25−15+2 y=16−12+2 y=9−9+ 2 y=4−6+2
y=12 y=6 y=2 y=0

x=−1 x=0 x=1 x=2

y=x 2 +3 x+ 2 y=x 2 +3 x+ 2 y=x 2 +3 x+ 2 y=x 2 +3 x+ 2
y=¿ y=¿ y=¿ y=¿
y=1−3+2 y=0−0+ 2 y=1+3+ 2 y=4+ 6+2
y=0 y=2 y=6 y=12

Step 4: Complete the table of values.

x -5 -4 -3 -2 -1 0 1 2
y 12 6 2 0 0 2 6 12
Step 5: Graph the order pair on the table of values. The graph of an quadratic equation or inequality is called a
parabola. We use a broken line to represent the parabola since the points on the parabola do not satisfy the
given inequality. (We always use broken line when the inequality
is < or >, and we use a solid line when the given inequality is
≥∨≤ )

Now, to know where the shaded part of the parabola we use points inside and
outside the parabola. First we try one point inside the parabola. B(0,8)
substitute to y < x 2+ 3 x +2
8<(0)2+ 3(0)+2
8< 0+0+2
7
 8< 0 ,This is FALSE
Next , we try a point outside the parabola D(3,3) substitute to
y < x 2+ 3 x +2
3< ( 3 )2 +3 ( 3 ) +2
3< 9+ 6+2
3<16 , This is TRUE
By this method, we now know that the shade part of the parabola is outside of it. We use a broken line in the parabola , because
all point on it is also False. Here is a proof of it. Point C(1,6) substitute to y < x 2+ 3 x +2
6<(1)2+3 (1)+2
6<1+3+ 2
6< 6, This is FALSE
Activity 4. Solve and graph this quadratic inequality. y ≥2 x 2−3 x+1

Now, check your work by turning to page 9 - 10 for the key to correction.
If you get the correct answer you may proceed next part of the lesson,

If not go back to section E and try again.

F. Developing mastery (Paglinang sa kabihasnan)

Determine whether or not each of the following points is a solution of the inequality Score Description
y < 2x2 + 3x – 5,. Justify your answer with solution. Please use separate sheet of paper. 5 Very Good
4 Good
1pt. each.
3 Fair
2 Turn to page 9
1. A (–1, 6) Answer:_________ 4. D (3, 6) Answer:_________ sec. J and work
0–1 on the
2. B (1, 8) Answer:_________ 5. E (–3, 4) Answer:_________ enrichment
activities
3. C (–5, 10) Answer:_________
Now, check your work by turning to page 9 - 10 for the key to correction.
How many correct answers did you get? Rate your result using the table above.
If your score is at least 3 out of 5, you may now proceed to next part of the discussion.

If not, you have to go back to section A and try all over again.

G. Finding practical applications of concepts and skills in daily living ( Paglalapat ng aralin sa pang-araw-araw
na buhay)
Now, if you going to ask, what are the application this quadratic inequalities, well I have few example I think that
you can relate too.
1. The city government is planning to construct a new children’s playground. It wants to fence in a rectangular ground
using one of the walls of a building. The length of the new playground is 15 m longer than it is wide and its area is greater
than the old playground.
In the given situation, the width of the room can be represented by w and the length by w + 15.
If we represent the area of the old playground as A(Area) , then the quadratic inequality that would represent the given
situation is w(w + 15) > A or w2 + 15w > A. (WE use the formula of LW = A)
Suppose the area of the old playground is 2200 m 2. The situation tells us that the area of the new playground is
greater than the area of the old playground. This means that the area of the new playground is greater than 2200. It
could be 2300, 3500, 4600, and so on.
The situation tells us that the area of the new playground is greater than the area of the old playground. This means
that the area of the new playground is greater than 2200. It could be 2300, 3500, 4600, and so on.
Can you think of other ways on how quadratic inequalities is applied in real-life?

H. Making generalizations and abstractions about the lesson (Paglalahat ng aralin)

As for summary:
A quadratic Inequality is an inequality that contains a polynomial of degree 2 and can be written of the following form:
1. ax 2 +bx +c >0 (greater than)
2. ax 2 +bx +c <0 ( less than)
3. ax 2 +bx +c ≥ 0 (greater than or equal to)
4. ax 2 +bx +c ≤ 0 (less than or equal to)
Properties of Inequality
Case 1: A product is positive when factors are both positive or both negative. That is , if ab> 0, then a> 0∧b >0, or a< 0∧b <0
. This is also applicable with ≥ .
Case 1: A product is negative when factor is positive and the other is negative. That is if ab< 0 , thena>0∧b< 0 or

8
 Quadratic Inequalities Involving Two Variables
These inequalities can be written in any of the following form:
1. y >ax 2 +bx +c (greater than)
2. y <ax 2 +bx +c ( less than)
3. y ≥ ax2 +bx +c ≥ (greater than or equal to)
4. y ≤ ax2 +bx +c (less than or equal to)

I. Evaluating learning (Pagtataya ng aralin)

Answer in a separate sheet of paper.
I. Solve for each quadratic Inequalities and graph is 1. x 2+ 4 x−5> 0 4. x 2+ 2 x ≤−1
using a number line 2. x 2−3 x−18 ≤ 0 5. 2 x2 −x ≥ 1
1. x 2−5 x+ 6<0
3. x 2−4 x−12>0
2. x 2+ 9 x+ 8≤ 0
3. 2 x2 −7 x+6 ≥ 0 Part 3. Graph the following quadratic inequality.
1. y ≥ x 2−2 x−15
II. Solve each quadratic Inequalities using Properties
of Inequalities. 2. y <2 x2 +7 x +5

J. Additional activities for application or remediation (Karagdaganggawain para sa takdang aralin at

remediation)
Activity 1: Find the roots of the following quadratic equation. Please answer this on a separate sheet of paper.
1 pt. each.
1. x 2−7 x−18=0 Answer:___________________
2
2. x −5 x=14 Answer:___________________
3. x 2=9 x−8 Answer:___________________
2
4. 2 x +17 x +21=0 Answer:___________________
2
5. 5 x −x=18 Answer:___________________

Now, check your work by turning to page 10 for the key to correction.
How many correct answers did you get? Rate your result using the table above.
If your score is at least 3 out of 5, you may now proceed to next part of the discussion.

If not, you have to go back to section A and try all over again.

Developing mastery (Paglinang sa kabihasnan)

Determine whether or not each of the following points is a solution of the inequality y < x2 + 7x + 10
Justify your answer with solution. Please use separate sheet of paper. 1 pt. each.
1. A (0, 6) Answer:_________ 4. D (5, -2) Answer:_________
2. B (-3, 4) Answer:_________ 5. E (–2, 5) Answer:_________
3. C (–6, 1) Answer:_________

Now, check your work by turning to page 10 for the key to correction.

How many correct answers did you get? Rate your result using the table above.
If your score is at least 3 out of 5 you may now proceed to next part of the discussion.
If not, you have to section A and try again.

Key to Correction:

Activity 4. Solve and graph this quadratic inequality. y ≥2 x 2−3 x+1

9
Developing mastery (Paglinang sa kabihasnan)
1. Answer: FALSE 3. Answer: TRUE 5. Answer: FALSE
2. Answer: FALSE 4. Answer: TRUE

J.Additional activities

Activity 1:
1. Answer: 9∧−2 −2 −9
4. Answer: ∧−7 5. Answer: ∧2
2. Answer:−2∧7 3 4
3. Answer:1∧8
Activity 2.
1. Answer: TRUE 4. Answer: TRUE
2. Answer: FALSE 5. Answer: FALSE
3. Answer: TRUE

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Prepared by: Paul John V. Taisc

Mathematics Teacher

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