9

Mathematics
Quarter 1 – Module 1a:
Illustrations of Quadratic
Equations
Mathematics – 9
Self-Learning Module (SLM)
Quarter 1 – Module 1a: Illustrations of Quadratic Equations
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 1a:
Illustrations of Quadratic
Equations
Introductory Message

For the facilitator:

Welcome to the Mathematics 9 Self-Learning Module (SLM) on Illustrations of

Quadratic Equations!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

It focuses on the fundamental concepts of quadratic equations and its application.

The presentation and examples herein stated are tailored-fit and meticulously
selected to ensure learners understanding. Learners should be able to identify the
significant characteristics or each concept. An array of solving strategies are then
manifested to guide student’s learning.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. It is significant that the learners be
able to integrate the values of patience and perseverance to attain the needed
competency. Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Mathematics 9 Self-Learning Module (SLM) on Illustrations of

Quadratic Equations!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

4
 What I Need to Know

This is an introductory lesson on quadratic equation. A clear understanding

on the concept of the lesson will help you identify, describe quadratic equation and
illustrate it using proper and right representations. You will also formulate quadratic
equations as illustrated in real life situations. As you go through this lesson, you are
expected to: identify and describe quadratic equation; b. Write quadratic equations
into standard form; and determine the values of a, b, and c in a quadratic equation.

What I Know

Pretest

Directions: Find out how much you already know about this lesson. Choose the
letter that you think best answers the question. Please answer all items. Take note
of the items that you were not able to answer correctly and find the right answer as
you go through this module.

1. It is a polynomial equation of degree two that can be written in the form

ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

2. Which of the following is a quadratic equation?

A. 3x2 + 5r – 1 C. x2 + 4x -6 = 0
B. 5t – 8 = 9 D. 4x2 – 6x ≤ 2

3. In the quadratic equation 2x2 + 6x – 3 = 0, which is the quadratic term?

A. x2 B. 6x C. 2x2 D. -3

4. What is a in the quadratic equation 2x2 + 8x + 10 = 0?

A. 8x B. 2 C. 2x2 D. 2x

5. The length of the store lot is 2 m more than twice its width and its area is 48m 2.
Which of the following equations represents the given situation?
A. x2 + x = 24 C. x2 + x = 48
B. x +2x =24
2 D. x2 + 2x = 48

6. What is 2x ( x - 6) = 10 in standard form of quadratic equation?

5
 A. 2x2 + 2x +10=0 C. 2x2 – 12x -10 = 0
B. 2x2 +12x+10=0 D. 2x2 +12x +10 =0

7. What is the value of b in the equation 6 + 2x2 = 6x?

A. 6 B. -6 C. 2 D. -2

8. Mario is looking for the dimensions of the rectangular garden that has an area of
14m2 and a perimeter of 18 meters. Which of the following represents the given
situation?
A. w2 -9w + 14 = 0 C. w2 + 9w - 14 = 0
B. w -18w + 14 = 0
2 D. w2 + 18w + 14 = 0

9. What is 8 + n2- 3 = 1 written in quadratic equation?

A. n2 + 5 =0 C. n2 + 5n = 0
B. n2 + 4 = 0 D. n2 – 4n = 0

10. When b =0 in the equation ax2 + bx + c = 0, what is the result to a quadratic

equation?
A. ax2 + c = 0 B. ax2 + b = 0
B. ax2 – c = 0 D. ax2 – b = 0

11. Which of the following is NOT a quadratic equation?

A. x2 – 5x + 3 =0 C. 6x – x = 10
B. (x+6) (x-6) =-3x D. ( x-2)2 + 6=0

12. What is c when x2 = 7x is expressed in standard form?

A. 1 B. 0 C. 2 D. 7

13. The sum of two numbers is 14 and their product is 45. Which of the
following equations can help us find the two numbers?
A. –x2 +14x -45 = 0 C. x2 + 14x – 45 = 0
B. -x +45x –14 =0
2 D. x2 + 45x –14 =0

14. What is a, b, and c for this quadratic equation -4x2–2x+2= 0?

A. a =-4, b = -2, c= 2 C. a =-4, b = -2, c= 0
B. a = 4, b = 2, c= 2 D. a =-4, b = 2, c= 0

15. The following are quadratic equations EXCEPT.

A. 2x-2x2 =7 C. -2x2=6x
B. (x+5) (x+4) =0 D. C= 2πr2

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 Lesson
Illustrations of Quadratic
1 Equations

What’s In

In this lesson, you are given the chance to use your previous
understanding and skills in learning quadratic equation. You are also given
different activities to process the knowledge and ability learned and transfers
your understanding of the different lessons.

Activity 1: Let’s Recall!

Find the indicated product.

1. 4(x2 + 5) _______________
2. 3m (m-4) _______________
3. (p+5) (p+3) _______________
4. (3 – 5m)2 _______________
5. (x + 6)(x +6) _______________
6. ( x +6) ( x – 2) _______________
7. ( 2r -1) ( r +5) _______________
8. (2a -5) (2a-5) _______________
9. (2d+7) (2d-7) _______________
10. ( 8-3x) (8 +3x) _______________

 How did you find the product?

 What mathematical concept did you apply to find each product?
 Are the products polynomial? If YES, describe.

7
Activity 2: Am I Linear or Not?

w2 – 10w + 30 4x2 – 49 =0 A = 20x - 15 4 – 2x = 16

=0
21p + 20p = -9 3 2 3n – 2n = 100 ¾ k + 12 =0
5x + 4x =18

8x – 8 = 120 6t2 + 2t + 10 =0 z2– 8z + 14 =0 x2 = 121

1. List all the given equations that are linear? Not linear?

Linear Equations Not Equations

2. When can you say that the equation is linear?

________________________________________________________________________
________________________________________________________________________

3. How are these equations different from those which are not linear?

________________________________________________________________________
________________________________________________________________________
4. Do these equations have common characteristics?

________________________________________________________________________
________________________________________________________________________

What’s New

Activity 1: Lead Me to Quadratic Equations

Use the situation below to answer the questions that follow.

Peter was asked by his Filipino teacher to lay out a tarpaulin to be used as
back draft decoration during the Culmination Program of Buwan ng Wika. He
told Peter that the tarpaulin’s area must be 18 square feet.

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1. Draw a diagram to illustrate the tarpaulin.

___________________________________________________________________________

2. What are the possible dimensions of the tarpaulin? And how did you
determine such dimensions?

___________________________________________________________________________

3. Suppose the length of the tarpaulin is 5 ft. longer than its width. What
equation represents the given situation?

___________________________________________________________________________

4. How would you write the equation to represent the situation?

___________________________________________________________________________

5. Do you think you can use the equation formulated to find the length and
the width of the tarpaulin? Justify your answer.
___________________________________________________________________________

What is It

Polynomials are classified according to the highest power of its variable. A

first degree polynomial, like 2x + 3 is linear, the second degree polynomial, like x2
+3x – 2 is quadratic; a third degree polynomial, like x + 2x + x + 10 is cubic, the
3 2

fourth degree of polynomial like x4-5x3+x2_ x -1 is quartic and the degree of 5, like 5x5-
2x2 + 2x3 +4x4-2x- 2 is quintic.
The equation is in standard form if its term are arranged from the term with
the highest degree, up to the term with the lowest degree
The standard form of 3x2 + 4x5 – 2x3 + 3x4 +5x-10 is 4x5 +3x4-2x3 +3x2 + 5x -
10.

Let us answer the questions posed in the “What’s New” Activity 1 Lead Me to
Quadratic Equation.

Peter was asked by his Filipino teacher to lay out a tarpaulin to be used as
back draft decoration during the Culmination Program of Buwan ng Wika. He
told Peter that the tarpaulin’s area must be 18 square feet.
1. Draw a diagram to illustrate the tarpaulin?
Area = 18 𝑓𝑡 2

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2. What are the possible dimensions of the tarpaulin? And how did you
determine such dimensions?
Possible dimensions of the tarpaulin: 2 ft. by 9 ft. and 3 ft. by 6 ft.
To determine such dimensions just find two possible numbers whose product
is equal to 18

3. Suppose the length of the tarpaulin is 5 ft. longer than its width. What
equation represent the given situation?

Let w be the width ( in ft.) then the length is w + 5 . Since the area is 18 ft. and
the formula in finding area is A= l x w, then 18 = (w + 5) w.

4. How would you write the equation to represent the situation?

Taking the product on the left side of the equation formulated in item number 4
resulted to 𝑤 2 + 5w =18

The equation 𝑤 2 + 5w = 18 is formed of only one variable (unknown quantity)

x. Here, the highest power of x is 2 (two). This type of equation is called Quadratic
Equation.

Quadratic Equation in one variable is a mathematical sentence of degree 2

that can be written in the standard form a𝒙𝟐 + bx +c = 0, where a, b,and c are real
numbers and a ≠ 0.

In the equation, a𝒙𝟐 is the quadratic term, bx is the linear term, and c is the
constant term.

Illustrative Example 1:

2𝑥 2 + 6x -3 = 0 is the quadratic equation in standard form with a=2, b=6, and c=-3

Discuss: Why do you think “a” must not be equal to zero in the equation
a𝑥 2 + bx +c = 0

Substituting a = 0 in the equation a𝑥 2 + bx +c = 0 will yield a linear

equation, so a must not be equal to zero
Illustration: 0𝑥 2 + bx +c = 0

bx +c = 0 the derived equation is in first degree

Illustrative Example 2:

A rectangular football field with a total area of 7000 sq. m and the length is 40m
more than its width.

X + 40

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Let width = x meters, length = x + 40 meters

Area = ( Length ) ( width)

(x) ( x + 40) = 7000 this is a quadratic equation but it is not written in

standard form. You can write the equation in the
standard form by expanding the product and
making one side of the equation zero as shown
below.

𝑥 2 + 40x – 7000 = 0 is the quadratic equation in standard form with

a=1, b=40, and c=7000

Illustrative Example 3:

3x ( x - 4) = 10 is a quadratic equation, however, it is not written in standard form.

To write it in standard form, expand the product and make one side of
the equation zero.

3x ( x-4) = 10 3𝑥 2 -12x = 10 multiply 3x to (x-4)

3𝑥 2 -12x - 10 = 10 – 10 Apply APE by adding -10

3𝑥 2 -12x - 10 = 0 both sides of the equation

The equation becomes 3𝑥 2 -12x - 10 = 0, which is in standard form.

In the equation 3𝑥 2 −12x - 10 = 0, a = 3, b= -12, and c=-10

Illustrative Example 4:

Express 𝑥 2 = 7x in standard form

To express 𝑥 2 = 7x in standard form apply APE (addition Property of

Equality). Add -7x both sides of the equation as shown
below.

𝑥 2 + (-7x) = 7x + (-7x)

𝑥 2 - 7x = 0 the quadratic equation is in standard form,

where a= 1, b= -7, c=0

Illustrative Example 5:
1
Express the fractional equation x = as a quadratic equation
𝑥−3
1
x=
𝑥−3
1
x (x-3) = (x-3) multiply both sides by x-3
𝑥−3

x (x-3) = 1 Remove the parenthesis by using distributive property

𝑥 2 - 3x =1 and set the equation equal to zero with the terms
𝑥 2 - 3x- 1 =0 written in descending order.

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 𝒙𝟐 -3x- 1 = 0 the quadratic equation is in standard form,
where a= 1, b=-3 and c = -1

Illustrative Example 6:

Express the equation 3x + 2𝑥 2 + 4 = 5 in standard form.

3x + 2𝑥 2 + 4 = 5 First, be sure that the right side of the equation is 0

3x + 2𝑥 2 + 4 -5 = 5 -5 In this case, all you need to do is use APE

(Addition Property of Equality) add -5 both sides.

3x + 2𝑥 2 - 1 = 0 Simplify, and write the terms with the exponent on

the variable in descending order.

2𝑥 2 + 3x - 1 = 0 The quadratic equation is in standard form where

a= 2, b= 3 and c= -1

• When b =0 in the equation a𝑥 2 + bx +c=0, it resulted to a quadratic equation

of the form a𝑥 2 + c = 0.

Examples: Equation such as 𝑥 2 +7 =0, -2 +𝑥 2 + 5 = 0, and 15𝑥 2 -19=0 are quadratic

equations of the form a𝑥 2 + c =0. In the equation, the value of b=0.

• When c=0 in the equation a𝑥 2 + bx +c=0, it resulted to a quadratic equation

of the form a𝑥 2 + bx = 0.

Examples: Equation such as 𝑥 2 -81x =0, 2𝑥 2 +4x=0, 14𝑥 2 +6x= 0 are quadratic
equations of the form a𝑥 2 + bx =0. In the equation, the value of c=0

 All answers are reported in the form a𝑥 2 + bx + c = 0 with a >0, and where the
greatest common factor of all nonzero coefficients is 1.

What’s More

Activity 1A: Illustrate My Situation!

Direction: Identify whether or not the given situations illustrates quadratic

equations. Justify your answer by representing each situation with a mathematical
sentence.

1. Mario is looking for the dimensions of the rectangular garden that has
an area of 14m2 and a perimeter or 18 meters.

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2. The sum of two numbers is 14 and their product is 45. Represent an
equation that could find the two numbers.

3. Mrs. Salome charged Php. 3,655.00 worth of groceries on her credit card.
The balance of her credit card after she made a payment is Php2450.00.

4. The length of the garden is 10 m longer than is width and the area is
125𝑚2 .

5. My father has 890 sq. meter lot, and he has to divide it among his 3
children.

Activity 1B . Am I Quadratic or Not?

Determine the given expression as quadratic or not. Write Q on the blank
provided before each number if the given equation is a quadratic and NQ if it is not.

_____1. C = 2πr _____4. -5x +𝑥 2 -10 = 2

_____2. A = π𝑟 2 _____5. x + 4x = 0

_____3. 2𝑥 2 – 10x + 2 = 0 _____ 6. 𝑥 2 – 4x + 1 = 0

Activity 2: Be My Standard!

A. Write each quadratic equation in standard form, a𝑥 2 + bx + c = 0 then

identify the values of a, b, and c.

1. 2x-2𝑥2 =7 ________________ a _____ b _____ c_____

2. 6-2𝑥2 = 6x ________________ a _____ b _____ c_____

3. (x+5) (x+4) =0 ________________ a _____ b _____ c_____

4. (3x+6) (x-1) =0 ________________ a _____ b _____ c_____
5. 3x (x-2) =15 ________________ a _____ b _____ c_____

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6. (x+6) (x-6) =-3x ________________ a _____ b _____ c_____

7. (x-2)2 + 6 = 0 ________________ a _____ b _____ c_____

8. (x+2)2 =4 (x+2) ________________ a _____ b _____ c_____

9. 2x (x-3) = -7 ________________ a _____ b _____ c_____

10. 4x-2𝑥 2 = 7 ________________ a _____ b _____ c_____

B. Rewrite the equation 2(x + 3)2 – 5x = 6 in standard form and identify a, b and c.

_________________________________________________________________________________
_________________________________________________________________________________

C. Do you agree that the equation 5 – 3x = 2𝑥 2 can be written in standard form

in two different ways? Justify your answer.

_________________________________________________________________________________
_________________________________________________________________________________

What I Have Learned

A. Supply the ideas to the given sentences below.

1. One will know if the equation is quadratic if

________________________________________________________________________
________________________________________________________________________

________________________________________________________________________

2. I learned that the equation is in standard form if its terms are

________________________________________________________________________

________________________________________________________________________
________________________________________________________________________

B. Explain
1. What is the difference between quadratic equations and linear equations?

________________________________________________________________________

________________________________________________________________________

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2. How do you write quadratic equation into standard form?

________________________________________________________________________
________________________________________________________________________

C. “I Know”

• My Chosen word is (quadratic equation, standard form)

• I know that _______________________

• First I know ____________________________

• In addition I know ______________________________________

• Finally I know ______________________________________

What I Can Do

Activity 1: Dig Deeper! (LM, Mathematics 9, p.16, no.5)

1. Read the paragraph carefully and answer the question that follows:
The members of the school Mathematics Club shared equal amounts for a new
Digital Light Processing (DLP) projector amounting to Php25,000. If there had been
25 members more in the club, each would have contributed Php50 less.
What mathematical sentence would represent the given situation? Write this in
standard form then identify the a, b, and c.
______________________________________________________________________________
______________________________________________________________________________
2. The following are the values of a, b, and c that Andy and Zyd got when they
expressed 10 - 7x = 4𝑥 2 in standard form
Andy: a = 4; b =7; c = -10 Zyd: a = -4; b = -7; c = 10
Who do think got the correct values of a, b, and c? Justify your answer?
______________________________________________________________________________
______________________________________________________________________________

3. List/give examples of quadratic equation written in standard form and name

some objects or cite real life situations where quadratic equation are illustrated like
rectangle, boxes, a ball that is hit or thrown, two or more people working, and many
others.
______________________________________________________________________________
______________________________________________________________________________

15
 Assessment

Posttest

Directions: Let us check how much you have learned from this module. Read each
questions carefully. Write the letter of the best answer in every item. Provide a
separate answer sheet.

1. The length of the garden is 4 more than twice its width and its area is 28𝑚2 .
Which of the following represent the given situation?
A. 𝑥 2 + 2x = 14 C. 𝑥 2 + 2x = 28
B. 𝑥 + 4x = 14
2
D. 𝑥 2 +4x = 28
2. It is a polynomial equation of degree two that can be written in the form
ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

3. What is 3x ( x - 5) = 12 in standard form of quadratic equation?

A. 3𝑥 2 +15x +12 = 0 C. 3𝑥 2 -15x +12 = 0
B. 3𝑥 -15x - 12 = 0
2 D. 3𝑥 2 +15x -12 = 0

4. Which of the following is a quadratic equation?

A. 2x2 + 6r – 1 C. x2 + 4x -6 = 0
B. 8t – 8 = 10 D. 5x2 – 7x ≤ 2

5. What is c in the quadratic equation 2x2 + 8x + 10 = 0?

A. 10 B. 8x C. 2x2 D. 2x

6. In the quadratic equation 4x2 + 6x – 3 = 0, which is the linear term?

A. x2 B. 6x C. 4x2 D. -3

7. The two consecutive positive even numbers whose sum of their squares is 460.
Which of the following equations represents the given situation?
A. 2x2 + 4x - 456 = 0 C. 2x2 + 2x + 456 = 0
B. 2x - 4x + 456 = 0
2 D. 2x2 + 2x - 456 = 0

8. What is the value of b in the equation 6 + 2x2 = 6x?

A. 6 B. -6 C. 2 D. -2

9. A rectangular garden that has an area of 12m 2 and a perimeter of 16 meters.

Which of the following equations represents the given problem?
A. w2 -9w + 16 = 0 C. w2 - 8w - 12 = 0
B. -w -18w +16 = 0
2 D. -w2 + 8w -12 = 0

10. What is 7 + n2- 2n = 1 written in quadratic equation?

A. n2 + 5 =0 C. n2 + 2n – 7 = 0
B. n + 6 = 0
2 D. n2 – 2n + 6 = 0

16
11. When b =0 in the equation ax2 + bx + c = 0, what is the result to a quadratic
equation?
A. ax2 + c = 0 C. ax2 + b = 0
B. ax2 – c = 0 D. ax2 – b = 0

12. The sum of two numbers is 13 and their product is 42? Which of the following
equation illustrates the situation?
A. 𝑚2 + 13m =42 C. 𝑚2 +13m +42 = 0
B. - 𝑚2 + 13m – 42 =0 D. 𝑚2 – 13m -42 = 0

13. What is a, b, and c for this quadratic equation -4x2–2x+2= 0?

A. a =-4, b = -2, c= 2 C. a =-4, b = -2, c= 0
B. a = 4, b = 2, c= 2 D. a =-4, b = 2, c= 0

14. Which of the following is NOT a quadratic equation?

A. x2 – 5x + 3 =0 C. 6x – x = 10
B. (x+6) (x-6) =-3x D. ( x-2)2 + 6=0

15. The sum of two numbers is 14 and their product is 45. Which of the
following equations can help us find the two numbers?
A. –m2 +14m -45 = 0 C. m2 + 14m –45 = 0
B. -m +45m –14 =0
2 D. m2 + 45m –14 =0

Additional Activities

A. Write each quadratic equation in standard form then identify the

values of a, b, and c.

1. 2x (x+4) = (x-5)(x-5) _________________________________________________

2. (2x -1)2 = ( x+1)2 _________________________________________________

B. Identify whether or not each of the following situations illustrates quadratic

equations. Justify your answer representing each situation with a
mathematical sentence.

1. The length of a throw pillow is 64 centimeter longer than its width and
the area is 110cm2.

2. Pearl will put wire around a rectangular lot with a width of 20 m and a
length that is two times its width. How many meters of wire will she need?

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What’s More
Activity 1A Activity 2.A
1. w2 -9w + 14 = 0 Quadratic 1. -2x2 +2x -7 = 0 a= -2 b= 2 c= -7
2. n + m = 14; m (n) = 45 2. -2x2 -6x +6=0 a= -2 b= -6 c= 6
m2 -14m + 45= 0 Quadratic 3. x2 + 9x +20 = 0 a= 1 b= 9 c=20
4. x – 3,655 = 245 4. 3x2 +3x-6 =0 a= 3 b= 3 c= -6
Not Quadratic 5. 3x2 -6x-15 =0 a=3 b=-6 c=-15
590
5. Not Quadratic 6. x2 + 3x -36 =0 a=1 b=3 c=-36
3
Activity 1B 7. x2 -4x +10 =0 a=1 b=-4 c=10
1. NQ 8. x2 -4=0 a=1 b= 0 c= -4
2. NQ 9. 2𝑥 2 − 6𝑥 + 7 = 0 a= 2 b= -6 c= 7
3. Q 10. -2x2 +4x -7 =0 a= 2 b= 4 c= -7
4. Q Activity 2.B
5. NQ 2x2-7x +12= 0 a=2 b= -7 c= 12
6. Q Activity 2.C -2x2 -3x+ 5 = 0; 2x2 + 3x -5 =0
What’s New 3. Length= w +5, width = w
Activity 1 18 =( w+5) w
1. 4. w2 + 5w =18
2. Possible dimensions are 2ft. by 9 ft. and 3 ft. by 6ft. 5. Yes
Pretest
1. C
What's In 2. C
Activity 1 Activity 2 3. C
1. 4x2 +20 1. Linear Equations 4. B
2. 3m2 -12 21p + 20p =-9, 8x -8 =120 5. A
3. p2 +8p +15 A= 20x-15, 3n-2n=100 6. C
4. 9-30m + 25m2 4 – 2x =16, 3/4k + 12 =0 7. B
5. X2 + 12x +36 Not Linear Equations 8. A
6. x2 +4x -12 𝑤 2 -10w +30=0, 4𝑥 2 -49=0 9. B
3 2 10. A
7. 2r2 + 9r -5 𝑥 + 4x =18, 6𝑡 2 + 2t +10 =0
5
8. 4a2 – 20a +25 𝑧 2 - 8z +14 =0, 𝑥 2 = 121
11. C
9. 4d2 -49 2. Linear equations are mathematical
12. B
10. 64 – 9x2 sentences with 1 as the highest
13. A
exponent of the variable.
14. A
15. D
3. Not linear equation has the highest
exponent of variable 2
4. The degree of each mathematical sentence.
Answer Key
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Https://practice-questions.wizako.com
Https://www.mathisfun.com
Trigonometry, Prentice Hall, Inc. Englewood Cliffs, New Jersey 07632
Bettye C. Hall and Mona Fabricant (1999). Prentice Hall Algebra 2 with
DepEd Materials: Mathematics 9 Learners Material
References
Assessment
Post test
1. A 11. A
2. C 12. B
3. B 13. A
4. C 14. C
5. A 15. A
6. B
7. A
8. B
9. D
10. D
What’s I can Do
Activity 1
1. m2 + 25m -12 500 = 0 a= 1 b= 25 C= -12 500
2. Zyd and Andy are both correct; the equation 10-7x =4𝑥 2 can be written in standard form
in 2 ways -4x2 - 7x + 10 = 0 or 4x2 +7x 10 5 = 0
3. Possible Answers: A book with a width is greater than 6 than its length. What is the area
of the book?( 𝑥 2 +6), The length of the playground is 20m longer than its width and the
area is 250𝑚2 . (𝑥 2 + 20x + 250).
What’s I have Learned
A. 1. The equation is quadratic if the highest exponent of the variable
in the mathematical sentence is 2
2. The equation is in the standard form if its terms are arranged from
the term with the highest degree, up to the term with the lowest
degree
a=
1 b= 25 C= -12 500
B. 1. Quadratic equation in one variable is a mathematical sentence of
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with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
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process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
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