Detailed Lesson

Plan in
Mathematics
Quadratic Equation

Nhel M. Milan
BSEd- Math II-I

Mrs. Amoranto, Araceli Cornelio

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 Inequalities

References:

Stewart,J., Redlin L, & Watson, S. (2007).

Algebra and trigonometry. Pasig City: Cengage
Learning. pp. 122-124

Materials: Graphing board

III. Learning Activities

A. Preparation
(Daily Routine)
Teachers Activity
"Let us pray first"
"Good Morning class"

Student's Activity
(One student will lead the prayer)
"Good Morning ma'am/sir!."

"Before you take your seat, please Students will pick up the pieces of
pick up the pieces of paper under paper.)
your chair."

"Thank you class. You may now (Students will be sitting down.)
take your seat."
"Let me have your attendance. Say (Students will say present as the
present if you are here"
teacher calls their name.)

2. Review
Teachers Activity
Student's Activity
"Before we proceed to our next topic "Our previous lesson is all about
let us first have a quick review of our solving linear inequalities."
previous lesson. So, what was our
previous lesson all about?"
"Very good. What do we need to "We need to know the rules for
know in order to solve linear inequalities in order to solve linear
inequalities?"
inequalities."
"That's right. So, what are these "Addition Property of inequality"
three properties that we have
discussed? Give one."
"Another property?"
"Subtraction Property of inequality"
"Very good! And the last one?"
"Multiplication property of inequality"
3. Motivation
Teachers Activity
Student's Activity
"Class, I will be showing you pictures (Students will observe the pictures.)
and observe what the similarities of
the pictures is."
"What can you say about the "The pictures show curves."
pictures?"
"That's right. What do we call those "They are called parabola."
curves in math?"
"Since we are talking about (Students will listen attentively.)
parabola, these are the graph of
quadratic,"

"Today we will be learning how to

solve quadratic inequalities. Not
quadratic equations
Because in life, it is not always
equal. We also encounter inequality.
Like what usually say or hear, "life is
unfair."

B. Presentation
1. Activity
"Class could you please graph x^2 + (Students perform the activity.)
5x - 6 >_ 0 on your notebook."
"Who would like to share their work (One student will draw the graph on
on the board?"
the board.)
"Thank you. That's correct."

2. Analysis

Class, what do you think is the difference when we solved x^2 + 5x - 6 <_
0 and x^2 + 5x - 6 = 0?"

"When we have x^2 + 5x - 6 = 0, will be only solving when the equation is

equal to 0. When we have x^2 + 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."

3. Abstraction
Teachers Activity
Student's Activity
"Quadratic inequalities can be solved (Students will listen attentively.)

either by the use of the graphic or

algebraic method."
"Using the graphic method, let us
solve for x^2 + 5x - 6 <_ 0. Let us use
the graph drawn in the board.
"Each point on the x-axis has a yaxis.

"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 answers."

"Now let us use the algebraic method to solve the same inequality X + 5x
-6 0."

X + 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
Teachers Activity
Student's Activity
This tells us that 1 x -6. There (Students will listen attentively.)
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."
"it is clear?"
"Yes ma'am/sir."
"Do you have any question?

"none"

4. Application
Teachers Activity
Student's Activity
"Use the graphic and algebraic (Students will solve the inequality.)
method to solve X + 8x > -15."

"Who wants to show their answer on (One student will answer on the
the board?"
board.)
Very good. Can you explain your (The student will explain his/her
answer?"
answer.)

IV. Evaluation
Solve the quadratic inequality. Use both the algebraic and graphic method.
1. X -5x + 6 0
2. X - 3x - 18 0
3. 2 X + x 1
4. X - x - 12 > 0
V. Assignment
Solve the following quadratic inequality by graphic method.
1. - X + 4 0
2. X - 4 0
Note:

Graph the two quadratic inequalities is one Cartesian plane.

Shade your solution.

Use different colors in shading the answer in the two quadratic

inequalities.