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A Detailed Lesson Plan in

Mathematics IV
“Solving Quadratic
Inequalities”
I. Objectives
• At the end of the lesson, the students should
be able to:
• demonstrate the ability to solve quadratic
inequalities using the graphic and algebraic
method.
• internalize the concept of solving problems
in different methods.
• correctly solve quadratic inequalities.
II. Subject Matter
• Topic: Solving Quadratic Inequlities
• References:
• Stewart,J., Redlin L., & Watson, S. (2007).
Algebra and Trigonometry. Pasig City: Cengage
Learning. pp. 122-124
• http://www.regentsprep.org/Regents/math/algtrig/
ATE6/Quadinequal.htm
• Materials: graphing board
III. Learning Activities
Teacher’s Activity Student’s Activity
• Expected response from
A. Preparation students:
• Daily Routine
• “Let us pray first.” • (One student will lead the
prayer)
• “Good morning class!”
• “Good morning ma’am/sir!”
• “Before you take your seat, • (Students will pick up the
please pick up the pieces of pieces of paper.)
paper under your chair.”
• “Thank you class. You may • (Students will be sitting
now take your seat.” down.)
• “Let me have your
• (Students will say present as
attendance. Say present if
the teacher calls their name.)
you are here.”
2. Review
• “Our previous lesson is all
• “Before we proceed to our about solving linear
next topic let us first have a inequalities.”
quick review of our previous
lesson. So, what was our
previous lesson all about?”
• “Very good. What do we • “We need to know the
need to know in order to rules for inequalities in
solve linear inequalities?” order to solve linear
• “That’s right. So, what are inequalities.”
these three properties that • “Addition Property of
we have discussed? Give Inequality”
one.” • “Subtraction Property of
• “Another property? Inequality”

• “Multiplication property
• “Very good! And the last of Inequality”
one?”
3. Motivation

 PRIMING ACTIVITY
B. Presentation
1. Activity
• “Class, could you • (Students perform the
please graph x2 + 5x – 6 activity.)
≥ 0 on your notebook.”
• “Who would like to • (One student will
share their work on the draw the graph on the
board?” board.)
• “Thank you. That’s
correct.”
2. Analysis
• Class, what do you think is • “When we have x2 + 5x – 6
the difference when we = 0, we will be only solving
solved x2 + 5x – 6 ≤ 0 and when the equation is equal
x2 + 5x – 6 = 0?” to 0. When we have x2 + 5x
– 6 ≤ 0, we will be solving
for the values of x when it
is equal to 0 and when it is
less than 0 like -1, -2 and so
on.”
• “Very good observation.”
3. Abstraction
• “Quadratic inequalities can
be solved either by the use
of the graphic or the
algebraic method.”
• “Using the graphic method, • (Students will listen
let us solve for x2 + 5x – 6 ≤ attentively.)
0. Let us use the graph
drawn in the board.”
• “Each point on the x-axis has a
y-axis
• “Here are the steps in solving
the quadratic inequalities
graphically:
1. Change the inequality sign to
equal sign.
2. Graph the equation.
3. From the graph, pick a number
from each interval and test it in
the original inequality. If the
result is true, that interval is a
solution to the inequality.
For example based from our
graph:
• So the answer is x ≤ 1 and x ≥ -6 or
• {x │-6 ≤ x ≤ 1}.”
• “Let us shade the answers.”

• “Take note that when it is ≤ or ≥, we use close


dot (●) in plotting points but when it is < or >,
we use open dot (○) and broken line to
indicate that they are not included as the
answer.”

• “Now let us use the algebraic method to


solve the same inequality x2 + 5x – 6 ≤ 0.”
• x2 + 5x – 6 ≤ 0
• (x – 1)(x + 6) ≤ 0 Factor
• “Now, there are two ways
this product could be less
than zero or equal to 0
• (x - 1) ≤ 0 and (x + 6) ≥ 0
or
(x - 1) ≥ 0 and (x + 6) ≤ 0.

First situation:
1. (x - 1) ≤ 0 and (x + 6) ≥ 0
x ≤ 1 and x ≥ -6

• This tells us that -6 ≤ x ≤ 1.


Second situation:
(x - 1) ≥ 0 and (x + 6) ≤ 0
x ≥ 1 and x ≤ -6

• This tells us that 1 ≤ x ≤ -6.


There are NO values for which
this situation is true.
• Final answer: x ≤ 1 and x ≥ -6 or
{x │-6 ≤ x ≤ 1}.”

• “Using either the graphic or the


algebraic method, we arrive at
the same answer.”
• “The graph of a quadratic
inequality will include either the
region inside the boundary or
outside the boundary. The
boundary itself may or may not
be included.” • “Yes ma’am/sir.”
• “Is it clear?” • “ No”
• “Do you have any questions?”
4. Application
• “Use the graphic and
• (Students will solve the
algebraic method to
inequality.)
solve x2 + 8x > -15.”
• “Who wants to show
their answer on the • (One student will
board?” answer on the board.)
• “Very good. Can you
please explain your • (The student will
answer?” explain his/her
answer.)
IV. Evaluation
Solve the quadratic inequality. Use both the
algebraic and graphic method.
1. x2 – 5x + 6 ≤ 0
2. x2 – 3x – 18 ≤ 0
3. 2x2 + x ≥ 1
4. x2 –x – 12 > 0
V. Assignment
Solve the following quadratic inequality by graphic
method.
1. –x2 + 4 ≤ 0
2. x2 – 4 ≥ 0

Note:
• Graph the two quadratic inequalities in one
Cartesian plane.
• Shade your solution.
• Use different colors in shading the answer in the
two quadratic inequalities.

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