Date: Time:

Subject/Grade
Level/Section: MATHEMATICS 9
Content Standard: The learner demonstrates understanding of the key concepts of quadratic
equations, inequalities and functions, and rational algebraic equations.
Performance The learner is able to investigate thoroughly mathematical relationships
Standard: 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.
Learning
Solves quadratic inequalities. M9AL-lf-2
Competencies:
I. Specific Objectives: 1. Enumerate the steps in solving quadratic inequalities;
2. Solve quadratic inequalities algebraically;
3. Demonstrate critical thinking in solving quadratic inequalities; and
4. Show respect to others and appreciate the people’s differences
(Makatao).
II. Subject Matter: Topic: Solving Quadratic Inequalities
References: Department of Education, Mathematics Learner’s Materials
9. pp. 96-112
Materials: PowerPoint presentation, projector/TV, Laptop/netbook, pen
and paper
III. Procedure:
A. Daily Routine 1. Prayer
2. Checking of Attendance

B. Motivation/Recall ACTIVITY:
Awareness 1. Assignment: How to solve quadratic inequalities?
2. Pose this question: What is your ideal guy/lady?
Ask for volunteers to share their answers. There is no limit on the
qualities that the students will give. Relate this to the solution of a
quadratic inequality (range of values, many, or limitless).

C. Lesson Proper ACTIVITY 1: WHO CAN SATISFY ME?

Activity The instructions will be given by the teacher orally.
1. The class will be grouped accordingly with 5 members each group.
2. A quadratic inequality will be posted on the board (by using
metacards) and the students will copy it on their paper.
3. The numbers from -5 to 7 will also be posted surrounding the
inequality.

0 5 -2
2
-1
7
-5
1

6
-4
-3 4 3

4. The students will substitute each number to the inequality to find out
which of these satisfy the given inequality.
5. For those numbers which satisfy the inequality, they are to connect the
circle and the box.
6. The students will then draw a number line containing all the numbers
included in the activity.

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

7. The students will be asked to shade the range of values that satisfy
the inequality above.

-6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
 8. Some students will be asked to write the solution set of the above
shaded region.

ASK:
1. Which numbers satisfy the given inequality?
2. How do you write the solution set of this inequality?
3. What happens to the solution set if the quadratic inequality is changed
to:
a. x 2−2 x−3 ≤0 ? Answer: [ −1,3 ] b.
x −2 x−3>0 ? Answer: (−∞ ,−1 )∨( 3 , ∞ )
2

c. x 2−2 x−3<0 ? Answer: (−1,3 )

4. Solve the quadratic equation x 2−2 x−3=0. What do you notice about
the solution set and the boundary values in the number line?
5. In your own understanding about the activity, how do we solve a
quadratic inequality?

DISCUSSION:
Solving a quadratic inequality is finding the range of values of x that will
satisfy the inequality. It can be solved algebraically using the following
steps:

1. Find the solution of the corresponding quadratic equation.

2. Determine the intervals and divide the number line into these intervals.
3. Test each interval by substituting a number in each interval.

Example 1: Solve the quadratic inequality ( x−5 ) ( x+ 3 ) ≤ 0 .

Solution: ( x−5 ) ( x+ 3 )=0
x−5=0; x=5 x +3=0; x=−3

Test Points: -4 0 6

-3 5
( x−5 ) ( x+ 3 ) ≤ 0 ( x−5 ) ( x+ 3 ) ≤ 0 ( x−5 ) ( x+ 3 ) ≤ 0
(−4−5 )(−4+3 ) ≤ 0 ( 0−5 ) ( 0+3 ) ≤0 ( 6−5 ) ( 6+3 ) ≤ 0
(−9 )(−1 ) ≤ 0 (−5 ) ( 3 ) ≤0 ( 1) ( 9) ≤ 0
9≤0 −15 ≤ 0 9≤0
FALSE TRUE FALSE
Answer: [ −3,5 ]

Example 2: Solve the quadratic inequality x 2+ 2 x−3> 0.

Solution: x 2+ 2 x−3=0
( x +3 ) ( x −1 )=0
x +3=0; x=−3 x−1=0; x=1

Test
Point -4 0 2
-3 1
x 2+ 2 x−3> 0 x 2+ 2 x−3> 0 x 2+ 2 x−3> 0
2 2 2
(−4 ) +2 (−4 )−3> 0 ( 0 ) +2 ( 0 )−3>0 ( 2 ) +2 (2 )−3>0
5>0 −3>0 5>0
TRUE FALSE TRUE

Answer: (−∞ ,−3 )∨( 1 , ∞ )

(Note: Broken lines are used as boundary lines since the boundary
points are not included. For a shorter solution, we may test the interval
where zero is located and decide if the values of this interval satisfy the
inequality. If the middle interval is TRUE, it follows that the intervals on
the sides are FALSE. If the middle interval is FALSE, the intervals on the
sides are TRUE.)

Note: INSERT DEPED TV for more discussions and inputs.

IV. Abstraction QUESTIONS:
How to solve a quadratic inequality?
To solve a quadratic inequality means to find a range of values of the
 independent variable that will satisfy the given inequality. It can be solved
algebraically using the following steps:
1. Solve quadratic equation that corresponds to the quadratic inequality.
2. Test the roots of quadratic equation obtained in step 1 against the
quadratic inequality to see whether they are part of the solution set.
A solution set is the set of all values of the variable in the inequality for
which the inequality is true.
3. Plot the critical points on the number line and divide the number line
into regions using these critical points.
4. Determine which region or interval on the number line contains the
solution set of the inequality.
5. Test points with each interval set.
6. Write the solution set from the interval of points that satisfies the
inequality.

REMEMBER:
 The use of the symbols < or > denotes that the boundary points are
not included. Therefore, we use a parenthesis, ( ).
 The use of the symbols, ≤ or ≥ denotes that the boundary points
are included. Therefore, we use the bracket, [ ].
III. Application THINK-PAIR-SHARE ACTIVITY:
Find a partner and solve the quadratic inequality 5x2 – 7x + 10 ≥ 0

INSERT DEPED TV Presentation.

V. Assessment: TALKING/CONFERENCING TO LEARNERS:
1. What is the difference between solving a quadratic equation and
solving a quadratic inequality? (Some students will be asked to give their
answers.) Answer: Solving a quadratic equation means finding one/two
values of x that will satisfy the equation, while solving a quadratic
inequality means finding a range of values of x that will satisfy the
inequality.
2. How did you find the solution set of each quadratic inequality?
3. What mathematical concepts or principles did you apply to come up
with the solution set of each mathematical sentence?
4. What are the steps in solving a quadratic inequality?
5. Is it possible for a quadratic inequality not to have a real solution?
6. What important considerations did you learn in solving quadratic
inequalities? (Evaluate the students’ responses)
VI. Assignment: REINFORCEMENT:
Determine whether or not each of the following points is a solution of the
inequality y  2x2 + 3x – 5. Justify your answer.
1. (-1, 6)
2. (-5, 10)
VII. Reflection: No. of learners who earned 75% and above in the
evaluation.
No. of learners who require additional activities for
remediation who scored below 75%.
Suggestions from students/other sources.
VIII. Remarks:

Prepared By: MARIFEL A. BALDOSANO

Position: Master Teacher I
School: Bais City National High School