Math 9 - Quarter 2 Revised 2020

JUNIO
RMATHE
HIGH
MATICS
GRADE 9
SCHO
OL
MATHEMATICS G9_QUARTER 2
Teaching Guide for Junior High School
This teaching guide is collaboratively developed by the

Administrative, Research and Development Center (ARDC)
curriculum developers to meet the demands and challenges of
the Junior High School Program of the Department of
Education.
Revised 2020
SMS-ARDC 2
TABLE OF CONTENTS
MODULE 1: QUADRATIC EQUATIONS

WEEK 1: EQUATIONS TRANSFORMABLE INTO QUADRATIC EQUATIONS …………………. 2
Lesson 1: Equations Transformable into Quadratic Equations …………………………. 5
Lesson 2: Solving Problems Involving Quadratic Equations
And Rational Algebraic Equations ……………………………………….… 8
MODULE 2: QUADRATIC INEQUALITIES AND FUNCTIONS

WEEK 2 - 3: QUADRATIC INEQUALITIES AND FUNCTION ………………………………………………. 13
Lesson 3: Quadratic Inequalities ………………………………………………………………………16
Lesson 4: Solving Quadratic Inequalities …………………………………………………………..18
Lesson 5: Solving Problems Involving Quadratic Inequalities …………………………… 21
Summative Test (WW1) ……………………………………………………………………………………….. 24
Lesson 6: Quadratic Functions …………………………………………………………………………24
Lesson 7: Vertex Form of a Quadratic Function ………………………………………………... 29
MODULE 3: QUADRATIC FUNCTIONS

WEEK 4: QUADRATIC FUNCTIONS AND THEIR GRAPH ………………………………………………
34
Lesson 8: Graphing Quadratic Functions …………………………………………………………..
36
Lesson 9: Transformations of a Quadratic Function …………………………………………. 43
WEEK 5 - 6: SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS ………………………… 47

Lesson 10: Finding Quadratic Function Given the Table of Values,
Graph or Zeros ………………………………………………………………………50
Lesson 11: Solving Problems Involving Quadratic Functions ……………………………… 56
Performance Task ………………………………………………………………………………………………… 61
Summative Test (WW2) ……………………………………………………………………………………….. 64
MODULE 4: VARIATIONS
WEEKS 7 & 8:VARIATIONS ……………………………………………………………………………………………… 66
Lesson 12: Direct and Inverse Variations …………………………………………………………... 69
Lesson 13: Solving Problems Involving Direct Variations …………………………………....72
Lesson 14: Solving Problems Involving Inverse Variations …………………………………. 75
Lesson 15: Joint and Combined Variations ………………………………………………………….
78
Summative Test (WW3) ………………………………………………………………………………………...83
MATHEMATICS 9
Learning Module 1:
QUADRATIC EQUATIONS
(Quarter 2)
Week 1: Equations Transformable into Quadratic Equations

I. Content Standards: The learner demonstrates understanding of key concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
II. Performance Standards: The learner 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.
III. Gradual Release of Responsibility

DAY 1 DAY 2 - 3 DAY 4 - 5
Problem Solving Illustrating and Manipulating Problem Solving
 Solves problems involving  Illustrates the process on how to solve  Solves problems involving quadratic
quadratic equations and rational equations transformable into quadratic equations and rational algebraic
algebraic equations (PK-MM) equations (CK-AK) equations (PK-MM)
 Solves equations transformable to
quadratic equations (including rational
algebraic equations) (PK-MM)
IV. Scriptural Message and Fr. Al’s Message

This module will help the learners understand and realize these messages from the Holy Scriptures and from Fr. Al.
SCRIPTURAL MESSAGE:
Ecclesiastes 7:29 “This is all that I have learned: God made us plain and simple, but we have made ourselves very
complicated.”
FR. AL’S MESSAGE:

As you know, there are three birthdays which we can celebrate. The first birthday is our natural birth, the day we enter
this world. The second birthday is our spiritual birthday. This is when we receive baptism. By baptism, we are born again
by water, and in the Spirit, we become children of God. We enter the family of God. So, this is our second birthday. And, the
third birthday is the day of our death. We are born into eternal glory, eternal life. (Homily, August 15, 1991)
V. Daily Learning Log (DLL)

The learner…
Elements Day 1 Day 2 - 3 Day 4 - 5
Problem Solving Illustrating and Manipulating Problem Solving
Learning  Solves problems  Illustrates the process on how to  Solves problems involving quadratic
Competencies involving quadratic solve equations transformable into equations and rational algebraic
equations and rational quadratic equations (CK-AK) equations (PK-MM)
algebraic equations (PK-  Solves equations transformable to
MM) quadratic equations (including
rational algebraic equations) (PK-
MM)
Learning Activities
Before A1: Situation Analysis (Big A2: Set Me to Standard (Big Group A5: Let’s Solve It! (Big Group Activity) –
Group Activity) – 50 minutes Activity) – 10 minutes 10 minutes
Note: Let the students read Note: Transform the following in Note: Solve the given equation. Answer
and understand the given standard form, ax² + bx + c = 0. the questions that follow.
situation, then answer the Answer the questions that follow.
questions that follow.
During A3: Discussion (Big Group) – 40 A6: Discussion (Big Group) – 40 minutes
minutes
Discussion Guide:
Discussion Guide: 1. How to represent real-life situations
1. How to illustrate the process on involving quadratic equations and
how to solve equations rational algebraic equations?
transformable into quadratic 2. How to solve problems involving
equations? quadratic equations and rational
2. How to solve equations algebraic equations?
transformable to quadratic
equations (including rational
algebraic equations)?
After A4: Seatwork (Individual Activity) – A7: Seatwork (Individual Activity) – 50
50 minutes minutes
Evaluation Input Seatwork (FA) Seatwork (FA)
Notes
Learning Competencies
Day 1 Solves problems involving quadratic equations and rational algebraic
Problem Solving equations (PK-MM)
A1. Situation Analysis (Big Group Activity) – 50 minutes

Note: Let the students read and understand the given situation, then answer the questions that
follow.
SITUATION
Mary and Joseph are doing a math project. Joseph can do the work twice as fast as Mary. If
they work together, they can finish the project in 4 hours. How long does it take Mary working
alone to do the same project?
Guide Questions:
1. If Mary can finish the job in x hours alone, how many hours will it take Joseph to do the
same job alone?
2. How would you represent the amount of work that Mary can finish in 1 hour? How about
the amount of work that Carol can finish in 1 hour?
3. If they work together, what equation would represent the amount of work they can finish
in 1 hour?
4. How would you describe the equation formulated in item 3?
5. How would you solve the equation formulated? What mathematics concepts and
principles are you going to use?
Note: This part must be discussed after soliciting the ideas from students.
Answers to the Guide Questions:

1. If Mary can finish the job in x hours alone, how many hours will it take Joseph to do the
same job alone?
Since “Joseph can do the work twice as fast as Mary” then he can do the job alone in 2x
hours.
2. How would you represent the amount of work that Mary can finish in 1 hour? How about
the amount of work that Carol can finish in 1 hour?
1
Mary can finish an amount of work of in 1 hour while Joseph can finish an amount of
x
1
work of in 1 hour.
2x
3. If they work together, what equation would represent the amount of work they can finish
in 1 hour?
1 1 1
The working equation is + = .
x 2x 4
4. How would you describe the equation formulated in item 3?

The equation involves rational algebraic expressions.
(Students may express the same concept in various ways).
5. How would you solve the equation formulated? What mathematics concepts and
principles are you going to use?
This is an equation that is transformable to quadratic equations. These equations may be

given in different forms. Hence, the procedures in transforming these equations to
quadratic equations may also be different.
Once the equations are transformed to quadratic equations, then they can be solved using
the techniques learned in previous lessons. The different methods of solving quadratic
equations, such as extracting square roots, factoring, completing the square, and using
the quadratic formula, can be used to solve these transformed equations.
(Students may express the same concept in various ways).
Note: The solution and answer to the problem should be presented to the students.
Day 2 - 3 Illustrates the process on how to solve equations transformable into
Illustrating & quadratic equations (CK-AK)
Manipulating Solves equations transformable to quadratic equations (including
rational algebraic equations) (PK-MM)
A2. Set Me to Standard (Big Group Activity) - 10 minutes

Note: Transform the following in the standard form, ax² + bx + c = 0. Answer the questions that
follow.
6 x −4
x ( x – 5)=36 ( x−5)2 +(x−2)2=37 + =2
x 4
1. How did you transform each equation into quadratic equation? What mathematics concepts
or principles did you apply?
2. Did you find any difficulty in transforming each equation into a quadratic equation? Explain.
A3. Discussion (Big Group) – 40 minutes

Note: Use the following information for the discussion. You may use graphic organizers or any
presentational strategies to deliver the following information in a more concise yet thorough
manner.
Lesson 1: Equations Transformable into Quadratic Equations
How to illustrate the process on how to solve equations transformable into quadratic equations?
Were you able to transform each equation above? Now it’s time to apply those equations to find
the solution of each equation in solving real-life problems.
How to solve equations transformable to quadratic equations (including rational algebraic

equations)?
Example 1: Solve x ( x – 10)=−21
This is a quadratic equation that is not written in standard form.
To write the quadratic equation in standard form, simplify the expression x(x – 10).
x ( x – 10)=−21 → x 2−10 x=−21
Write the resulting quadratic equation in standard form.

x 2−10 x=−21 → x 2−10 x+ 21=0
Use any of the four methods of solving quadratic equations in finding the solutions
of the equation x 2−10 x+ 21=0.
The roots of the equation x ( x – 10)=−21 are 3 and 7. Why? (To be discussed)
Check whether the obtained values of x make the equation x ( x – 10)=−21 true.
If the obtained values of x make the equation x ( x – 10)=−21 true, then the solutions
of the equation are x = 3 and x = 7.
Example 2: Solve ( x +1)2 +(x−3)2=15
The given equation is a quadratic equation but it is not written in standard form.
Transform this equation to standard form, then solve it using any of the methods of
solving quadratic equations.
To write the quadratic equation in standard form, simplify ( x +1)2 +( x−3)2=15.

( x +1)2 +(x−3)2=15 → x 2+ 2 x +1+ x 2−6 x+ 9=15
Write the resulting quadratic equation in standard form.

x 2+ 2 x +1+ x 2−6 x+ 9=15 → 2 x2 −4 x +10=15 → 2 x2 −4 x−5=0
of the equation 2 x2 −4 x−5=0.
2± √ 14
The roots of the equation ( x +1)2 +(x−3)2=15 are . Why? (To be discussed)
2
Check whether the obtained values of x make the equation ( x +1)2 +(x−3)2=15 true.
If the obtained values of x make the equation ( x +1)2 +(x−3)2=15 true, then the
2± √ 14
solutions of the equation are ¿ .
2
1 2x
Example 3: Solve + =1
3x 3
The given rational algebraic equation can be transformed to a quadratic equation.

To solve the equation, the following procedure can be followed.
a. Multiply both sides of the equation by the Least Common Multiple (LCM) of all
denominators. In the given equation, the LCM is 3x.
1 2x 1 2x
+ =1 → ( 3 x )
3x 3 (
3x 3
+ )
=(3 x )(1)
1+2 x2 =3 x
b. Write the resulting quadratic equation in standard form.
1+2 x2 =3 x → 2 x2 −3 x +1=0
c. Find the roots of the resulting equation using any of the methods of solving
quadratic equations. The roots are 1 and ½.
1 2x
d. Check whether the obtained values of x make the equation + =1 true.
3x 3
Some of the roots may be an extraneous root or solution. An extraneous root or
solution is a solution of an equation derived from an original equation. However, it
is not a solution of the original equation.
1 2x
e. If the obtained values of x make the equation + =1 true, then the solutions
3x 3
of the equation are x=1 and x=1/2
A4. Seatwork (Individual Activity) – 50 minutes

A. Find the solution set of the following.
1. x ( x+ 3)=28
2. y ( y +1)=72
3. 3 s ( s – 2)=12 s
4. (t +1)2 +( t−8)2=45
5. (3 r +1)2+(r +2)2=65
6. ( x−3)2 +(x +3)2=22

(x +2)2 (x−2)2 16
7. + =
5 3 3
1 x 2
8. − =
x 6 3
4 t
9. + =−2
t−3 2
2x 1
10. + =3
x−5 x−3
Day 4 - 5 Solves problems involving quadratic equations and rational algebraic
Problem Solving equations (PK-MM)
A5. Let’s Solve It! (Big Group Activity) - 10 minutes

Note: Solve the equation below. Answer the questions that follow.
x−2 2
+ =2
2 x+ 2
1. How did you solve each equation? What mathematics concepts or principles did you
apply to solve each equation?
2. Which equation did you find difficult to solve? Why?

manner.
Lesson 2: Solving Problems Involving Quadratic Equations and Rational Algebraic Equations
How to represent real-life situations involving quadratic equations and rational algebraic
equations?
Many problems in other fields can be solved by means of quadratic equations. After forming an
equation from the given information in the problem, the solution can be derived using the
process discussed in the preceding sections.
How to solve problems involving quadratic equations and rational algebraic equations?
Example 1: If the length of each side of a square is increased by 5 cm, the area is multiplied by 4.
What is the length of the original side of the square?
Solution: Let s be the length of a side of the square,

then s2 is the area of the original square
s+5 is the side of the new square
Area of the new square is 4 times the area of the original square.
( s+5 )2=4 ( s2 )
Write the given equation in standard form.

( s+5 )2=4 ( s2 ) → s2 +10 s +25=4 s2 → 3 s 2−10 s−25=0
of the equation 3 s 2−10 s−25=0 .
−5
The roots are 5and .
3
A side of the square is a physical quantity that cannot assume a negative value.
Hence, only s=5 is accepted.
The length of the original square is 5 cm.
Example 2: A man drives 500 km to a business convention. On the return trip, he increases his
speed by 25 km per hour and saves 1 hour of driving time. How fast did he go in
each direction?
Solution: Let r be the speed in going to the convention

then r +25 be the speed of the return trip
500
be the length of time in going to the convention
r
500
be the length of time in returning from the convention
r +25
On the return trip, he increases his speed by 25 km per hour and saves 1 hour of
driving time.
500 500
= +1
r r + 25
Combine the terms on the right side.

500 525+ r
=
r r +25
Multiply both sides by the LCD, LCD = r (r + 25).

500 525+ r
( ( )) (
r ( r +25)
r
= r (r +25) ( ))
r + 25
Simplify and write the equation in standard form.
500(r + 25)=r (525+r )
500 ( r +25 )=r (525+r ) → 500 r +12500=525 r +r 2 → r 2 +25 r−12500=0
of the equation r 2 +25 r−12500=0.
The roots are −125and 100.
Speed is another measurement that cannot be negative. Only r =100 is a permissible

value.
Hence, the man drives 100 kph in going to the convention and returns at 125 kph.
16
Example 3: A number is less than its multiplicative inverse. Find the number.
15
Solution: Let x be the number

1
then is the multiplicative inverse of the number
x
The working equation

1 16
x= −
x 15
Combine the terms on the right side.

15−16 x
x=
15 x
Multiply both sides by the LCD, LCD = 15 x.

15−16 x
( (
( 15 x ( x ) )= 15 x ))
15 x
Simplify and write the equation in standard form.
15 x ( x)=15−16 x
15 x ( x )=15−16 x → 15 x =15−16 x → 15 x 2+16 x−15=0
2
of the equation 15 x 2+16 x−15=0.
3 −5
The roots are and .
5 3
3 −5
Both x= and x= are permissible values.
5 3
3 −5
Hence, the number is or .
5 3

Solve each problem.
1. A positive number is 100 times its reciprocal. Find the number.
2. A 15-m ladder leans against a wall, its bottom is 9 m from the wall. How much would the
lower end have to be pulled away from the wall so that the top of the ladder would slide
down the same amount?
3. A horse travels 40 km per hour faster than a mule. The horse goes 360 km in 3 hours less
than the mule goes 360 km. Find the speed of each animal.
4. Two resistors, when connected in series, have a total resistance of 25 Ω. If they are
connected in parallel, the value goes down to 6 Ω. Find the resistance of each resistor.
5. A group of students equally shouldered the price of a broken laboratory instrument
which is P60. If there had been three more students in their group, the cost of each share
would have been P1 less. How many students were in the group?
EXTRA (Optional)
1. An airplane flies 900 miles against a headwind of 25 miles per hour. The plane took 15
minutes longer for this flight than with a tailwind of 25 miles per hour. How fast could
the plane fly in still air?
√
2. What is the exact value of 20+ √ 20+ √ 20+ √ 20+…?
3. Working together, computers A and B can complete a data-processing job in 2 hours.
Computer A working alone can do the job in 3 hours less than computer B working alone.
How long does it take each computer to do the job by itself?
MATHEMATICS 9
Learning Module 2:
QUADRATIC INEQUALITIES AND FUNCTIONS
(Quarter 2)
Week 2 – 3: Quadratic Inequalities and Functions


DAY 6 DAY 7 - 8 DAY 9 - 10 DAY 11 DAY 12 - 13 DAY 14 - 15
Problem Solving & Illustrating and Problem Solving Problem Solving & Manipulating
Illustrating Manipulating Illustrating
 Solves problems  Illustrates  Solves  Summative  Solves problems  Transforms the
involving quadratic problems Test involving quadratic quadratic function
quadratic inequalities involving (WW1) functions (PK-MM) defined by
inequalities (PK- (CK-AK) quadratic  Represents a y=a x2 +bx +c into
MM)  Solves inequalities quadratic function the form
 Illustrates quadratic (PK-MM) using: (a) table of y=a ( x – h )2+ k and
quadratic inequalities values; (b) graph; vice versa (PK-MM)
inequalities (CK- (PK-MM) and (c) equation
AK) (PK-MM)

SCRIPTURAL MESSAGE:
Romans 11:18 “Do not consider yourself to be superior to those other branches. If you do, consider this: You do not
support the root, but the root supports you.
FR. AL’S MESSAGE:
So the people were touched and moved by the words of God which came from the lips of John, His prophet. The people
lined up before John and they knelt before him and they confessed their sins, and as a sign of repentance, they went into
the water of the River Jordan. John pushed their heads into the water and they came out baptized, not a Sacrament of
Baptism, but as a sign of repentance, a sign that they would change their lives and correct their sinful ways. (Homily,
Undated)

The learner…
Elements Day 6 Day 7 - 8 Day 9 - 10 Day 11 Day 12 - 13 Day 14 - 15
Problem Solving & Illustrating and Problem Solving Problem Solving & Manipulating
Illustrating Manipulating Illustrating
Learning  Solves  Illustrates  Solves  Summative  Solves problems  Transforms
Competencies problems quadratic problems Test (WW1) involving the quadratic
involving inequalities involving quadratic function
quadratic (CK-AK) quadratic functions (PK- defined by
inequalities  Solves inequalities MM) y=a x2 +bx +c
(PK-MM) quadratic (PK-MM)  Represents a into the form
 Illustrates inequalities quadratic 2
y=a ( x – h ) + k
quadratic (PK-MM) function using: and vice
inequalities (a) table of versa (PK-
(CK-AK) values; (b) MM)
graph; and (c)
equation (PK-
MM)
Learning Activities
Before A8: Situation A11: Tried and A14: Correct Me If A17: Summative A1: Situation A4: Hidden
Analysis (Big Tested (Big Group I Am Wrong (Big Test (WW1) Analysis (Big Group Message (Big
Group Activity) – Activity) – 10 Group Activity) – (Individual Activity) – 30 Group Activity) –
30 minutes minutes 10 minutes Activity) – 50 minutes 15 minutes
minutes
Note: Let the Note: Let the Note: Solve the Note: Let the Note: Crack the
students read and students verified given equation. students read and hidden message
understand the whether the Answer the understand the by rewriting the
given situation, indicated number questions that given situation, then following
then answer the is a solution of the follow. answer the equation to the
questions that given quadratic questions that form y = ax2 + bx
follow. inequality. follow. + c.
During A9: Discussion A12: Discussion A15: Discussion A2: Discussion (Big A5: Discussion
(Big Group) – 20 (Big Group) – 40 (Big Group) – 40 Group) – 40 minutes (Big Group) – 50
minutes minutes minutes minutes
Discussion Guide:
Discussion Guide: Discussion Guide: Discussion Guide: 1. What are Discussion Guide:
1. What are 1. How to illustrate 1. How to quadratic How to
quadratic the process on represent functions? transform the
inequalities? how to solve real-life 2. How to quadratic
2. How to quadratic situations identify/represen function defined
illustrate inequalities? involving t whether the by y=a x2 +bx +c
quadratic 2. How to solve quadratic given function is a into the form
inequalities? quadratic inequalities? quadratic y=a ( x – h )2+ k
inequalities? 2. How to solve function or not and vice versa?
problems given:
involving a) table of values
quadratic b) graph
inequalities? c) equation?
After A10: Extended A13: Seatwork A16: Seatwork A3: Seatwork A6: Seatwork
Classroom Activity (Individual (Individual (Individual Activity) (Individual
(Individual Activity) – 50 Activity) – 50 – 30 minutes Activity) – 35
Activity) minutes minutes minutes
Evaluation Input Seatwork (FA) Seatwork (FA) Summative Test Seatwork (FA) Seatwork (FA)
(WW2)
Notes
Day 6 Illustrates quadratic inequalities (CK-AK)
Problem Solving & Solves problems involving quadratic inequalities (PK-MM)
Illustrating

follow.
SITUATION
Your family saint has a vacant lot in your assigned area. You want to make as many
rectangular gardens as possible such that the length of each garden is 2 meters longer than its
width. You also want the garden of smallest area to be 4 square meters.
Guide Questions:
1. Illustrate the different rectangular gardens that your family saint could make.
2. What are the dimensions of the different gardens that your family saint wants to make?
3. What is the area of each garden in item 2?
4. What is the area of the smallest garden that your family saint can make? How about the
area of the largest garden? Explain your answer.
5. What general mathematical sentence would represent the possible areas of the gardens?
Describe the sentence.
Note: Connect the activity that will lead to the understanding of the new lesson.

manner.
Lesson 3: Quadratic Inequalities
What are quadratic inequalities?
A quadratic inequality is an inequality that contains a polynomial of degree 2 and can be

written in any of the following forms:
a. ax 2 +bx +c >0
b. ax 2 +bx +c <0
c. ax 2 +bx +c ≥ 0
d. ax 2 +bx +c ≤ 0
e. ax 2 +bx +c ≠ 0
where a, b, and c are real numbers and a ≠ 0.
How to illustrate quadratic inequalities?
Some examples of inequalities illustrating quadratic inequalities are the following.
1. 2 x2 +5 x +1>0
2. s2−9<2 s
3. −3 r 2 +r−5 ≥ 0
4. t 2+ 4 t ≤ 10
5. m 2 ≠ 9
A solution to a quadratic inequality is a real number that will produce a true statement when
substituted for the variable.
Illustrative Example
Are −3, −2, and −1 solutions to x 2−x−6 ≤ 0?
Solution
Substitute the given value in for x and simplify.
x=−3 x=−2 x=−1
Answer
The numbers −2 and −1 are solutions but −3 is not.
A10. Extended Classroom Activity (Individual Activity)

A. Tell whether the given illustrates a quadratic inequality or not. Explain your answer.
1. x ( x+ 1)=12
2. 4 x2 ≠ 25
3. 2 x+ 4 ≤ 0
4. x 2−2 x−3>0
5. ( x +5 ) ( x −2 ) ≥ 0
B. Test whether the indicated number is a solution set of the given quadratic inequality.
1. x 2+ 6 x+5> 0; {0}
2. x 2−7 x ≤ 8; {-2}
3. ( x +1)( x – 3) ≠1; {1}
4. x 2+ x<20 ; {4}
5. 3 ( x+ 1 ) ≥ x 2
Day 7 - 8 Illustrates quadratic inequalities (CK-AK)
Illustrating & Solves quadratic inequalities (PK-MM)
Manipulating
A11. Tried and Tested (Big Group Activity) - 10 minutes

Note: Let the students verified whether the indicated number is a solution of the given quadratic
inequality. Put a check mark if it is yes (solution) or no (not).
Given Solution YES NO

1 x2 ≥ 4 −1
2 x 2−x−6< 0 3
3 x 2+ 2 x >0 0
4 ( x−1)(x+ 1)≤ 0 2
5 x ( x−3)>10 −2

manner.
Lesson 4: Solving Quadratic Inequalities
How to illustrate the process on how to solve quadratic inequalities?

To solve a quadratic inequality, follow these steps:
1. Solve the inequality as though it is an equation.
Note: The real solutions to the equation become boundary points for the solution to the
inequality
2. Make the boundary points solid circles if the original inequality includes equality;
otherwise, make the boundary points open circles.
3. Select points from each of the regions created by the boundary points. Replace these “test
points” in the original inequality.
4. If a test point satisfies the original inequality, then the region that contains that test point
is part of the solution.
5. Represent the solution in graphic form and in solution set form.
How to solve quadratic inequalities?

Example 1: Solve ( x−3)( x +2)> 0.
Solve ( x – 3)(x+ 2)=0. By the zero product property,
x – 3=0 or x +2=0, x=3 or x=−2.
Make the boundary points. Here, the boundary points are open circles because the
original inequality does not include equality.
Select points from the different regions created. Try the following:
Interval (−∞,−2) (−2 , 3) (3 ,+∞ )
Inequality x < -2 -2 < x < 3 x>3
Test points x=−3 x=0 x=4
( x−3)(x +2)> 0 ( x−3)(x +2)> 0 ( x−3)(x +2)> 0
(−3−3)(−3+2)>0 (0−3)(0+2)>0 ( 4−3)(4+ 2)>0
Solution (−6)(−1)>0 (−3)(2)>0 (1)(6)>0
6> 0 −6> 0 6> 0
All the points in this All the points in this All the points in
region are solutions of region are NOT this region are
Decision
the inequality. solutions of the solutions of the
inequality. inequality.
 x 
Since x = –3 satisfies the original inequality, the region x < –2 is part of the solution.
Since x = 0 does not satisfy the original inequality, the region –2 < x < 3 is not part
of the solution. Since x = 4 satisfies the original inequality, the region x > 3 is part of
the solution.
Represent the solution in graphical notation, interval notation and set-builder

notation.
Graphical Notation
Interior Notation
(−∞ ,−2 ) ∪ ( 3 ,+∞ )
Set-builder Notation
{ x / x←2∨x>3 }
Example 2: Solve 9 x 2−2 ≤−3 x .

Solve 9 x 2−2 ≤−3 x . By using any method in solving quadratic equation,
1 −2
x= or x= .
3 3
Mark the boundary points using solid circles, as shown in Figure 4, since the original
inequality includes equality.
Select points from the different regions created. Try the following:
¿ −2 1 ¿
Interval [, ]
3 3
2 −2 1 1
Inequality x≤- ≤x≤ x≥
3 3 3 3
Test points x=−1 x=0 x=1
2 2 2
9 x −2 ≤−3 x 9 x −2 ≤−3 x 9 x −2 ≤−3 x
2
Solution 9(−1) −2 ≤−3(−1) 9(0)2−2≤−3(0) 9(1)2−2 ≤−3 (1)
9 – 2≤ 3 –2≤0 9 – 2≤−3
7≤3 −2 ≤0 7 ≤−3
All the points in this All the points in this All the points in this
region are NOT region are solutions of region are NOT
Decision
solutions of the the inequality. solutions of the
inequality. inequality.
x  x
2
Since x = –1 does not satisfy the original inequality, the region x ≤ - is not part of
3
−2 1
the solution. Since x = 0 does satisfy the original inequality, the region ≤ x ≤ is
3 3
part of the solution. Since x = 1 does not satisfy the original inequality, the region x
1
≥ is not part of the solution.
3
Represent the solution in graphical notation, interval notation and set-builder

notation.
Graphical Notation
Interior Notation
−2 1
[ , ]
3 3
Set-builder Notation
−2 1
{ x/
3
≤ x≤ }
3
Note: Please see the discussion presented in pages 60 – 74 of the book Math Connections in the
Digital Age of Math 9 for more details.

Find the solution of the following quadratic inequalities. Write your answer in graphical
notation, interval notation and set-builder notation.
1. (2 x−3)(x+ 2)<0
2. ( 2 x−3 ) ( x+2 ) >0
3. x ( x+ 2) ≥ 8
4. x ( x+ 2)≤ 8
5. x 2+ 7 x +12>0
6. x 2+ 7 x +12<0
7. 2 x2 −5 x ≤3
8. 2 x2 −5 x ≥3
9. 3 x 2+3 ≠ 10 x
10. 4 x2 ≠ 16
Day 9 - 10 Solves problems involving quadratic inequalities (PK-MM)
Problem Solving
A14. Correct Me If I Am Wrong (Big Group Activity) - 10 minutes

Note: Let the students analyze the situation that follow.
Luisa says that the solutions of x 2−4 x+3 ≥ 0 are also solutions of 2 x2 +6 ≥ 8 x . Do you agree
with Luisa? Justify your answer.

manner.
Lesson 5: Solving Problems Involving Quadratic Inequalities
How to represent real-life situations involving quadratic inequalities?

Let's go over some of the rules and key words for solving word problems.
1. Read through the entire problem and highlight the important information and key
words that you need to solve the problem.
Key words: at least, at most, no more than, no less than, is less than, is greater than,
etc…
2. Identify your variables and write the inequality.
3. Solve and write your answer in a complete sentence.
4. Check or justify your answer.
How to solve problems involving quadratic inequalities?
Example 1: A company decided to increase the size of the box for the packaging of their canned
sardines. The length of the original packaging box was 30 cm longer than its width,
the height was 12 cm, and the volume was at most 4,800 cm3.
a) What could be the dimensions of the box? Give the possible dimensions of at least
three different boxes.
b) What could be the greatest possible dimensions of the box if each dimension is in
whole numbers?
Let w be the width of the box

w +30 be the length of the box
Since V =LWH , then (12)(w)(w+30)≤ 4800. (for at most, use ≤)
Simplifying the inequality, (12)(w)(w+30)≤ 4800 → w (w+ 30) ≤ 400

w (w+ 30) ≤ 400 → w 2+ 30 w−400 ≤ 0
Solving the inequality following the previous lesson, we have the following regions:
region ¿ [−40 , 10] ¿ +∞¿

decision x  x
The solution to the inequality is within the interval [−40 , 10], but since we are
considering the width of a box, consider ¿.
Thus, the dimensions of the box could be:

 If w = 2, then the length will be 32, {2 cm, 32 cm, 12 cm}
 If w = 5, then the length will be 35, {5 cm, 35 cm, 12 cm}
 If w = 7.5 cm, then length will be 37.5, {7.5 cm, 37.5 cm, 12 cm}
The greatest possible dimensions of the box is when w = 10, {10 cm, 40 cm, 12 cm}
Example 2: Supposed Aven drops a ball off the top of a 10foot pool slide, and the ball follows the
projectile h(t) = -16t2 + 6, where t is the time in seconds, and h is the height of the
ball in feet. Her friend Riley needs to catch the ball at least 5 feet off the top of the
water (ground). What time should Riley try to catch the ball?
Simplifying the inequality, −16 t 2+ 6≥ 5 → −16 t 2+1 ≥ 0
region ¿ −1 1 ¿ +∞¿
[ , ]
4 4
decision x  x
−1 1
The solution to the inequality is within the interval [ , ], but since we are
4 4
considering the time, consider ¿.
The catching time for at least 5 feet is at most ¼ second.
Example 3: If the product of two positive consecutive even integers is increased by 4, the result
is greater than 84. What is the smallest possible pair of these integers?
Let x be the width of the box

x +2 be the length of the box
The inequality is x ( x+ 2)+ 4>84.
Simplifying the inequality, x ( x +2 ) + 4>84 → x 2+ 2 x−80>0.
region (−∞ ,−10) (−10 , 8) ¿ +∞¿

decision  x 
The solution to the inequality is within the interval (−∞ ,−10) or ¿ + ∞ ¿but since we
are considering the positive integers, consider the interval ¿ + ∞ ¿.
Thus, the smallest pair of these even integers is (10, 12).

Solve each problem.
1. The profit P that a company earns for selling x number of toy cars can be modeled by
P( x )=−2 x2 +1000 x – 3000. How many toy cars must be sold for a profit of at least Php 5
000?
2. A rectangular box is completely filled with dice. Each die has a volume of 1 cm 3. The
length of the box is 3 cm greater than its width and its height is 5 cm. Suppose the box
holds at most 140 dice.
a) What are the possible dimensions of the box?
b) What could be the greatest possible dimensions of the box?
3. The tens digit of a two-digit number is 4 more than the units digit. If the product of the
units digit and tens digit is less than 21, find the possible number.
4. Ruth drives faster from Talavera to Sta. Rosa, a distance of 90 miles. Then she continues
from Sta. Rosa to Bulacan a distance of 120 miles. Her average speed was 10 mph faster
on the second part of the journey than on the first part. If the total driving time was no
more than 6 hours, what was her minimum average speed on the first leg of the journey?
5. What is the maximum number of attendees in a party such that the total number of
distinct handshakes will not exceed 100?
Day 11 SUMMATIVE TEST (WW1)
A17. Summative Test (Individual Activity) - 50 minutes

Note: The summative test is to be provided by the subject teacher.
Day 12 - 13 Solves problems involving quadratic functions (PK-MM)
Problem Solving & Represents a quadratic function using: (a) table of values; (b) graph; and (c)
Illustrating equation (PK-MM)

follow.
SITUATION
Mr. Santos wants to enclose the rectangular

parking lot beside his house by putting a wire
fence on the three sides as shown in the figure.
If the total length of the wire is 80 m, find the
dimension of the parking lot that will enclose a
maximum area.
Guide Questions:
1. In the figure above, if we let w be the width and l be the length, what is the expression for
the sum of the measures of the three sides of the parking lot?
2. What is the length of the rectangle in terms of the width?
3. Express the area ( A) of the parking lot in terms of the width.
4. Fill up the table by having some possible values of w and the corresponding areas ( A).
Width (w)
Area (A)
5. What have you observed about the area ( A) in relation to the width (w)?
6. What is the dependent variable? independent variable?
7. What equation have you obtained? Compare this to the other equation. Explain your
answer.
Connect the activity that will lead to the understanding the new lesson.

manner.
Lesson 6: Quadratic Functions
What are quadratic functions?

We previously defined a linear function to be a function of the form f (x)=mx+b, where m
and b are real numbers. The equation defining a linear function is a first-degree equation.
We are now ready to extend the idea of the first-degree equations to second-degree
equations. These equations define quadratic functions.
A quadratic function is a function defined by the equation of the form ( x)=¿ ax 2 +bx +c , where
a, b, and c are real numbers and a ≠ 0.
How to identify/represent whether the given function is a quadratic function or not given: (a)
table of values; (b) graph; (c) equation?
A quadratic function is a function if:
 given the table of values, equal differences in x produce equal second differences in y.
Thus, the example above is a quadratic function.
 given the graph, any function that can be written in the form y = ax 2 + bx + c is called a
quadratic function. The graph of a quadratic function is a parabola opening upward or
downward.
 given the equation, it is a function if it can be written in the form y = ax2 + bx + c.
Illustrative Examples
State whether each of the following illustrates a quadratic function or not.
1. y = 2(x + 3)(x – 2)
2. y = 2x – 3
3.
x -1 0 1 2 3 4
y 5 3 1 -1 -3 -5
4.
x -2 -1 0 1 2 3
y 0 -3 -4 -3 0 5
5. 6.
Answers
1. Quadratic function, it can be written as y = 2x2 + 2x – 12.
2. Not, particularly it is an example of a linear function.
3. Not, it is a linear function because of the equal first difference in y.
4. Quadratic function, equal first difference in x produce equal second difference in y.
5. Quadratic function, the graph is a parabola that opens downward.
6. Not, the graph is a parabola that opens to the right.

A. Tell whether the given illustrates a quadratic function or not. Explain your answer.
1. y=4−x 2
2. x +2 y =8
3. 2 x – 3= y ( y +2)
4. y=2
5. (-5, -20), (-3, 0), (-2, -7), (0, 1), (2, 1)
6. (-2, 6), (-1, 3), (0, 2), (1, 3), (2, 6)
7. (-5, -20), (-3, 0), (-2, -7), (0, 1), (2, 1)
8. (-1, -15), (1, -3), (3, 1), (5, -3), (7, -15)
9. (-6, 6), (-3, 9), (0, 12), (3, 15), (6, 18)
10.
x -4 -2 0 2 4 6
y 6 4 2 0 -2 -4
11.
x 0 1 2 3 4 5
y 6 6 6 6 6 6
12.
x 7 3 1 1 3 7
y -3 -2 -1 0 1 2
13.
x 2 2 2 2 2 2
y -4 -2 0 2 4 6
14. 15.
Day 14 - 15 Transforms the quadratic function defined by into the form and vice versa
Manipulating (PK-MM)
A4. Hidden Message (Big Group Activity) - 15 minutes

Note: Let the students write the indicated letter of the quadratic function into the box that
corresponds to its equivalent general form y = ax2 + bx + c.
I y=¿ ( x−1)2−4 T y=¿ ( x−1)2−16

5 2 49
S y=¿ 2(x + ) − F y=¿ ( x−3)2 +5
4 8
2 2 1 2 3
E y=¿ ( x− ) +2 M y=¿ ( x− ) +
3 2 2
1
2
A y=¿ 3(x +2) − U y=¿ −2 ( x−3 )2 +1
2
2
N y=¿ ( x−0) −36 H y=¿ 2(x +1)2 −2
Dialogue Box
M A T H I S F U N
7 23
x 2−x + 3 x 2+12 x+ x 2−2 x−152 x2 + 4 x x 2−2 x−3 2 x2 +5 x−3x 2−6 x +14−2 x2 +12 x−17
x 2−36
4 2
y=
y=
y=
y=
y=
y=
y=
y=
y=
Process Questions:
1. How is the square of a binomial obtained without using the long method of
multiplication?
2. Explain how the quadratic function in the form y = a(x - h)2 + k can be transformed into
the form y = ax2 + bx +c.
Note: Connect the activity on how the quadratic function in the form y = ax 2 + bx +c can be
transformed into the form y=a ( x −h )2 +k .

manner.
Lesson 7: Vertex Form of a Quadratic Function
How to transform the quadratic function defined by y=a x2 +bx +c into the form y=a ( x – h )2+ k
and vice versa?
The vertex form of a quadratic is given by y=a ( x – h )2+ k, where (h , k ) is the vertex.
The "a" in the vertex form is the same "a" as in y=a x2 +bx +c (that is, both a's have exactly the
same value). The sign on "a" tells you whether the quadratic opens up or opens down.
Example 1: Express y=3 x 2 – 4 x+1 in the form y=a(x−h)2+k form and give the values of h
and k.
Solution:
y=3 x 2 – 4 x+1
y=(3 x 2 – 4 x)+1 Group together the terms containing x.
4
y=3 (x 2− x)+1 Factor out a. Here a = 3.
3
Complete the expression in parenthesis to
make it a perfect square trinomial by
2 2 adding the constant.
4 2 2
(
y=3 x 2− x+ ( )) +1−3 () 4 2
3 3 3
3
3
2() =3
2 2
3 () ()
=3
4 4 and subtracting
=
9 3
the same value from the constant term.
4 4 4
( )
y=3 x 2− x+ +1−3
3 9 9 () Simplify.
2
2 1 Express the perfect square trinomial as
( )
y=3 x− −
3 3 the square of a binomial
2 2 1 2
Hence, y=3 x 2−4 x+ 1 can be expressed as y=3 x− ( ) 3
− . In this case h= and
3 3
−1
k= .
3
Alternative solution
y=a x2 +bx +c
y=(a x 2+ bx)+c Group together the terms containing x.
b
y=a(x 2+ x)+c Factor out a. Here a = a.
a
adding the constant.
b b 2
b 2
b 2
(
y=a x 2 + x +
a 2a ( )) + c−a ( )
2a a
a
()=a
b
2
( ) ( )
=a
b
2
=
2
b and
2 2a 4 a2 4 a
subtracting the same value from the
constant term.
b b2 b2
(
y=a x 2 + x + 2 + c−a
a 4a )4 a2 ( ) Simplify.
b 2 4 ac−b 2 Express the perfect square trinomial as the

(
y=a x +
2a
+ ) 4a square of a binomial
b 2 4 ac−b 2 −b
Hence, y=a x2 +bx +c has the vertex form y=a x +
2
( 2a
+) 4a
. Thus, h=
2a
and
4 ac−b
k= .
4a
In the example y=3 x 2−4 x+ 1, a=3, b=−4 and c=1.
2
−b −−4 4 2 2
= = and k = 4 ac−b = 4 3 1 −(−4 ) = 12−16 = −4 = −1 .
( )( )
Therefore, h= =
2 a 2 (3) 6 3 4a 4 (3) 12 12 3
2 2 1
The vertex form is y=3 x− ( ) 3
− .
3
Example 2: Express y=x 2 – 4 x – 10 in the form y=a ( x −h )2 +k .
Solution 1:
y=x 2 – 4 x−10
y=( x2 – 4 x )−10 Group together the terms containing x.
y=1 ( x 2−4 x )−10 Factor out a. Here a = 1.
adding the constant.
y=( x 2−4 x + (−2 )2 ) −10−(−2 )2
−4 2 ( )2
( )
2
= −2 =4 and subtracting the same
value from the constant term.
y=( x2 −4 x +4 ) −10−4 Simplify.
2 Express the perfect square trinomial as
y= ( x −2 ) −14
the square of a binomial
Hence, y=x 2−4 x−10 can be expressed as y= ( x −2 )2−14 .
Solution 2:
In the example y=x 2−4 x−10, a=1, b=−4 and c=−10.
2
−b −−4 4 2
= =2 and k = 4 ac−b = 4 1 −10 −(−4 ) = −56 =−14.
( )( )
Therefore, h= =
2 a 2( 1) 2 4a 4(1) 4
2
By substituting the solved values of h and k in y = a(x - h) + k, we obtain y = (x –
2)2 – 14.
Example 3: Rewrite the equation y = 3(x – 2)2 + 4 in the general form y = ax2 + bx + c.
Solution: Expand y = 3(x2 – 4x + 4) + 4.

Simplify y = 3x2 – 12x + 16.
Example 4: Rewrite the equation y = -2(3x – 1)2 + 5x in the general form y = ax2 + bx + c.
Solution: Expand y = -2(9x2 – 6x + 1) + 5x.

Simplify y = -18x2 + 17x – 2.
Note: Please see the discussion presented in pages 46 – 47 of the book Our world of Math 9 for
more details.

A. Transform the given quadratic functions into the form y = a(x – h) 2 + k by following the steps
below.
1. y = x2 + 6x
2. y = 2x2 – 4x – 1
STEPS TASKS
1 Group the terms containing x.
2 Factor out a.
3 Complete the expression in parenthesis to
make it a perfect square trinomial.
4 Express the perfect square trinomial as the
square of a trinomial.
5 Give the value of h.
6 Give the value of k.
B. Rewrite y = 2(x – 1)2 + 3 in the form y = ax2 + bx + c by following the given steps.
STEPS TASKS
1 Expand (x – 1)2
2 Multiply the perfect square trinomial by 2
3 Simplify
4 Add 3
5 Result
C. Apply the above steps in transforming the following quadratic functions into the general
form.
1. y = 2(x – 4)2 + 5
1
2. y = 3(x - )2 – 1
2
MATHEMATICS 9
Learning Module 3:
QUADRATIC FUNCTIONS
(Quarter 2)
Week 4: Quadratic Functions and Their Graphs


DAY 16 - 18 DAY 19 - 20
Manipulating & Modeling Manipulating
 Graphs a quadratic function: (a) domain; (b) range; (c)  Analyzes the effects of changing the values of a, h and k in the
intercepts; (d) axis of symmetry; (e) vertex; (f) direction of equation y=a ( x – h )2+ k of a quadratic function on its graph
the opening of the parabola (PK-MM) (PK-MM)

SCRIPTURAL MESSAGE:
Exodus 19: 20-25 “The Lord descended to the top of Mount Sinai and called Moses to the top of the mountain. So, Moses
went up and the Lord said to him, “Go down and warn the people so they do not force their way through to see the Lord
and many of them perish. Even the priests, who approach the Lord, must consecrate themselves, or the Lord will break
out against them.” Moses said to the Lord, “The people cannot come up Mount Sinai, because you yourself warned us, ‘Put
limits around the mountain and set it apart as holy.’” The Lord replied, “Go down and bring Aaron up with you. But the
priests and the people must not force their way through to come up to the Lord, or he will break out against them.”
FR. AL’S MESSAGE:

You will receive this Visitor, this Guest, this Holy Spirit and He will give you these gifts of charity, wisdom and courage. As
the apostles, you, too, will be able to speak of Jesus to your friends, your brothers, your sisters, to your families and to your
neighbors, always with charity, with love, with wisdom, with courage, with strength. We must prepare our hearts to
receive this Visitor from heaven. (Homily, April 16, 1989)
The learner…
Elements Day 16 - 18 Day 19 - 20
Manipulating & Modeling Manipulating
Learning  Graphs a quadratic function: (a) domain; (b) range; (c)  Analyzes the effects of changing the values of
Competencies intercepts; (d) axis of symmetry; (e) vertex; (f) direction of a, h and k in the equation y=a ( x – h )2+ k of a
the opening of the parabola (PK-MM) quadratic function on its graph (PK-MM)
Before A7: Describe My Paths! (Big Group Activity) – 30 minutes A10: Do the Moves! (Big Group Activity) – 30
minutes
Note: Let the students follow the procedure in doing the activity.
Note: Crack the hidden message by rewriting the
following equation to the form y=a x2 +bx +c .
Learning Activities
During A8: Discussion (Big Group) – 70 minutes A11: Discussion (Big Group) – 50 minutes
Discussion Guide: Discussion Guide:

1. What are the properties of the graph of a quadratic function? How to analyze the effects of changing the values of a,
2. How to illustrate the graphs of quadratic function? h and k in the equation y=a ( x – h )2+ k of a
3. How to graph a quadratic function using the following properties: quadratic function on its graph?
a. vertex
b. domain and range
c. intercepts
d. axis of symmetry
e. direction of the opening of the parabola
After A9: Seatwork (Individual Activity) – 50 minutes A12: Seatwork (Individual Activity) – 20 minutes
Evaluation Seatwork (FA) Seatwork (FA)
Notes
Day 16 -18 Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
Manipulating & symmetry; (e) vertex; (f) direction of the opening of the parabola (PK-MM)
Modeling
A7. Describe My Paths! (Big Group Activity) – 30 minutes

Note: Let the students follow the procedure in doing the activity.
a. Given the quadratic functions y=x 2 – 2 x – 3 and y=−x2 + 4 x – 1, transform them into the
form y=a ( x – h )2+ k .
y=a x2 +bx +c y=a ( x – h )2+ k
y=x 2−2 x−3
y=−x2 + 4 x−1
b. Complete the table of values for x and y.

x −3 −2 −1 0 1 2 3 4 5
y=x 2−2 x−3 y
x −3 −2 −1 0 1 2 3 4 5
y=−x2 + 4 x−1 y
c. Sketch the graph on the Cartesian plane.
y=x 2−2 x−3 y=−x2 + 4 x−1

d. What have you observed about the opening of the curves? Do you have any idea where
you can relate the opening of the curves?
e. Which of the 2 quadratic functions has a minimum point? maximum point? Indicate
below.
Quadratic Function Vertex (Turning Point) Maximum or Minimum
2
y=x −2 x−3
y=−x 2+4 x−1
f. Observe each graph. Can you draw a line that divides the graph in such a way that one
part is a reflection of the other part? If there is any, determine the equation of the line?
g. Take a closer look at the minimum point or the maximum point and try to relate it to the
values of h and k in the equation y=a ( x – h )2+ k of the function. Write your observations.
h. Can you identify the domain and range of the functions?

Quadratic Function Domain Range
2
y=x −2 x−3
y=−x2 + 4 x−1

manner.
Lesson 8: Graphing Quadratic Functions
What are the properties of the graph of a quadratic function?

To better understand the properties of the graph of a quadratic function, study some key
concepts below.
Regardless of the format, the graph of a quadratic function y=a x2 +bx +c is called parabola.
1. It has a turning point called vertex which is either the lowest point or the highest point
of the graph. You have noticed that the parabola opens upward or downward. If the
value of a> 0, the parabola opens upward and has a minimum point. If a< 0, the
parabola opens downward and has a maximum point. If the quadratic function is
expressed in the form y=a ( x −h )2 +k , the vertex is the point (h , k ).
Note: The value of k is the maximum or the minimum value of the function.
2. There is a vertical line passing through the vertex called the axis of symmetry which
divides the graph into two parts such that one-half of the graph is a reflection of the
other half. If the quadratic function is expressed in the form y=a ( x – h )2+ k , line x=h is
the axis of symmetry.
3. The domain of a quadratic function is the set of all real numbers. The range depends on
whether the parabola opens upward or downward. If it opens upward, the range is the
set { y : y ≥ k }; if it opens downward, then the range is the set { y : y ≤ k }.
4. The y-intercept of a graph is where it touches the y-axis. You will notice that whenever
a graph touches the y-axis, its x – value is equal to zero.
5. The x-intercept of a graph is where it touches the x-axis. You will notice that whenever
a graph touches the x-axis, its y – value is equal to zero.
How to illustrate the graphs of quadratic function? How to graph a quadratic function using the
following properties (a) vertex (b) domain and range (c) intercepts (d) axis of symmetry (e)
direction of the opening of the parabola?
Consider the following illustrative examples.
Give the properties of the following quadratic functions and graph them.
Illustrative example 1:
y=x 2−8 x +12
1. Find the vertex, a=1, b=−8 and c=12
2
−b −−8 4 ac−b2 4 (1)(12)−(−8)
h=¿ = = 4, k = = = −4
2a 2(1) 4a 4 (1)
The vertex is at the minimum point ( 4 ,−4).
2. Since a=1 and a> 0, it follows that the parabola opens upward.
3. The axis of symmetry is x=4.
4. The domain is the set of all real numbers and the range is { y / y ≥−4 }.
5. The y – intercept is at y= ( 0 )2 – 8(0)+12=12 when x=0 and the parabola touches the y –
axis at the point (0,12).
6. The x – intercept/s is/are at x 2−8 x +12=0 when y=0 and the parabola touches the x –
axis at the points (2 , 0) and (6 , 0).
7. Using the properties of the quadratic function, the graph is shown below.
y=−x2 + 4 x+ 5
1. Find the vertex, a=−1, b=4 and c=5
2 2
=2, k = 4 ac−b = 4 (−1)( 5)−( 4) = 9
−b −4
h= =
2 a 2 (−1 ) 4a 4(−1)
The vertex is at the maximum point (2 , 9).
2. Since a=−1 and a< 0, it follows that the parabola opens downward.
4. The domain is the set of all real numbers and the range is { y / y ≤ 9 }.
5. The y – intercept is at y=−( 0 )2 +4 (0)+5=5 when x=0 and the parabola touches the y –
axis at the point (0 , 5).
6. The x – intercept/s is/are at −x 2+ 4 x +5=0 when y=0 and the parabola touches the x –
axis at the points (−1 , 0) and (5 , 0).
PROPERTIES
 VERTEX
(2 , 9)
 OPENING
DOWNWARD
 AXIS OF SYMMETRY
x=2
 DOMAIN
{x / x ∈ R }
 RANGE
{y / y ≤9}
 X – INTERCEPTS
(−1 , 0) and (5 , 0)
 Y – INTERCEPT
(0 , 5)
2
y=2 ( x−2 ) −3
1. Find the vertex, the given is in vertex form
The vertex is at the maximum point (2 ,−3).
5. The y – intercept is at y=2(0−2) 2 – 3 when x=0 and the parabola touches the y – axis
at the point (0 , 5).
6. The x – intercept/s is/are at 2 ( x – 2 )2 −3=0 when y=0 and the parabola touches the x –
4−√ 6 4+ √6
axis at the points ( , 0) and ( , 0) approximately (3.22 , 0) and (0.78 , 0).
2 2
PROPERTIES
 VERTEX
(2 ,−3)
 OPENING
UPWARD
x=2
 DOMAIN
{x / x ∈ R }
 RANGE
{ y / y ≥−3 }
( 4−2√6 , 0) ( 4 +2√ 6 , 0)
and
 Y – INTERCEPT
(0 ,−3)
2
y= ( x – 1 ) – 4
1. Find the vertex, the given is in vertex form
The vertex is at the maximum point (1 ,−4).
5. The y – intercept is at y=(0−1)2 – 4 when x=0 and the parabola touches the y – axis at
the point (0 ,−3).
6. The x – intercept/s is/are at ( x−1 )2−4=0 when y=0 and the parabola touches the x –
axis at the points (−1 , 0) and (3 , 0).
y = (x – 1)2 – 4
PROPERTIES
 VERTEX
(1 ,−4)
 OPENING
UPWARD
x=1
 DOMAIN
{x / x ∈ R }
 RANGE
Note: You can follow the steps below in graphing any quadratic functions. { y / y ≥−4 }
1. Find the vertex and the line of symmetry of the given quadratic function.
2. On one side of the axis of symmetry, determine a few points. (−1 , 0) and (3 , 0)
3. Reflect the plotted points on the left side of the vertex to the right side.
 Y – INTERCEPT
4. Connect the points.
(0 ,−3)
Try This!
Give the properties of the following quadratic functions and draw their graphs.
1. y= ( x +3 )2 + 4
2. y= ( x −1 )2+1
3. y=x 2−2 x−3

Give the properties of the following quadratic functions and draw their graphs.
1. y=4−x 2
2. y=2 x 2−2 x
3. y=x 2 +2 x−1
4. y=x 2 +1
5. y=(x−4)2+ 2
Day 19 - 20 Analyzes the effects of changing the values of a, h and k in the equation of a
Manipulating quadratic function on its graph (PK-MM)
A10. Do the Moves! (Small Group Activity) - 30 minutes

Note: Let the students form 8 groups perform this activity.
GROUP TASK GUIDE QUESTIONS

Draw the graphs of the a. Analyze the graphs.
following quadratic b. What do you notice about the shape of the graph of
functions on the same the quadratic function y = ax2?
coordinate plane. c. What happens to the graph as the value of a becomes
1&5 1. y = x2 larger?
2. y = 2x2 d. What happens when 0 < a < 1?
1 e. What happens when a < 0 ? a > 0 ?
3. y = x2
2 f. Summarize your observations.
4. y = -2x2
following quadratic b. What do you notice about the graphs of quadratic
functions. functions whose equations are of the form y = (x –
2&6 1. y = x2 h)2?
2. y = (x – 1)2 c. How would you compare the graph of y = (x – h)2 and
3. y = (x + 1)2 that of y = x2?
d. Discuss your ideas and observations.
following quadratic b. What do you notice about the graphs of quadratic
functions. functions whose equations are of the form y = x2 + k?
1. y = x2 c. How would you compare the graph of y = x2 + k and
3&7
2. y = x2 – 1 that of y = x2 when the vertex is above the origin?
3. y = x2 + 1 below the origin?
d. What conclusion can you give based on your
observations?
following quadratic b. What is the effect of the variables h and k on the
functions: graph of y = (x – h )2 + k as compared to the graph of
4&8
1. y = x2 y = x2?
2. y = (x – 1)2 + 1 c. Make your generalization on the graph of y = (x - h) 2
3. y = (x + 1)2 – 1 + k.
Note: Let one representative from each group introduce the task assigned to them and discuss
the answers to the guide questions. You are expected to clarify some concepts presented by the
reporter that may not help in answering the task.

manner.
Lesson 9: Transformations of a Quadratic Function
How to analyze the effects of changing the values of a, h and k in the equation y=a ( x −h )2 +k of a
quadratic function on its graph?
The coefficient a controls the speed of increase (or decrease) of the quadratic function from the
vertex; a bigger positive a makes the function increase faster and the graph appear more closed
(or narrower). The coefficients a and b together control the axis of symmetry of the parabola.
 These movements are

called transformations. Transform
means change, and
these transformations change the
simple function by moving
(translation), flipping (reflection)
and making the graph appear more
or less steep (dilation).
What is the effect of changing the values of a in the equation y=a ( x −h )2 +k on its graph?
 In the graph of y=a ( x −h )2 +k , the larger the

¿ a∨¿ is, the narrower is the graph.
 In the graph of y=a ( x −h )2 +k, the smaller the

¿ a∨¿ is, the wider is the graph.
 In the graph of y=a ( x −h )2 +k , when a> 0, the

graph is pointing upward.
 In the graph of y=a ( x −h )2 +k, when a< 0, the

graph is pointing downward.
What is the effect of changing the values of h in

the equation y=a ( x – h )2+ k on its graph?
 For a> 0, the parabola opens upward. To
graph y=a ( x −h )2, slide the graph of y=a x2
horizontally h units.
 If h> 0, slide it to the right, if h< 0, slide it to

the left. The graph has vertex (h , 0) and its
axis is the line x=h.
2 2
 In the example, f 1 ( x)=( x−3 ) is 3 units to the right of f (x)= x2 and f 2 ( x)=( x +3 ) is 3 units to
the left of f (x)= x2.
What is the effect of changing the values of k in the equation y=a ( x – h )2+ k on its graph?
 To graph y=a x2 +k , slide the graph of y=a x2 vertically k
units. If k > 0 slide it upward; if k < 0, slide it downward. The
graph has vertex (0 , k ) and its axis of symmetry is the line
x=0 (y – axis).
 In the example, y=x 2 – 2 (red) is 2 units below the graph of
y=x 2 (blue).
Note:
 To graph y=a ( x – h )2+ k , slide the graph of y=a x2 horizontally h units and vertically k units.
The graph has a vertex (h , k ) and its axis of symmetry is the line x=h.
 If a< 0, the parabola opens downward. The same procedure can be applied in transforming
the graph of a quadratic function.
 In standard form f (x)=a ( x−h )2 +k , the vertex (h , k ) can be directly obtained from the values
of h and k.
−b
 In general form f (x)=a x2 +bx +c, the vertex (h , k ) can be obtained using the formulas h=
2a
2
4 ac−b
and k = .
4a

A. Determine the translation of the following with respect to the function y=x 2.
1. y= ( x +10 )2 – 6
2. y= ( x – 3 )2 +12
B. The graph of f (x)=2 x 2 is shown below. Based on this graph, sketch the graphs of the
following quadratic functions in the same coordinate system.
1. f (x)=2 x 2 +2
2. f (x)=2 ( x +1 )2
3. f (x)=−2 ( x – 2 )2 – 2
Week 5 – 6: Solving Problems Involving Quadratic Functions

DAY 21 DAY 22 - 24 DAY 25 - 28 DAY 29 DAY 30
Manipulating Manipulating Modeling & Problem Performance Task
Solving
 Without graphing,  Determines the  Models real-life  Investigates thoroughly  Summative
determines the following equation of a situations using mathematical Test
properties of the graph quadratic function quadratic functions relationships in various (WW2)
of a quadratic function: given: (a) a table of (PK-MM) situations, formulates
(a) domain; (b) range; values; (b) graph; real-life problems
(c) intercepts; (d) axis of (c) zeros (PK-MM)  Solves problems involving quadratic
symmetry; (e) vertex; (f) involving quadratic equations, inequalities
direction of the opening functions (PK-MM) and functions, and
of the parabola (g) rational algebraic
maximum or minimum equations and solve
value of the function them using a variety of
(PK-MM) strategies (MK-TL)

SCRIPTURAL MESSAGE:
Ecclesiastes 7:29 “This is all that I have learned: God made us plain and simple, but we have made ourselves very complicated.”
FR. AL’S MESSAGE:
We become Temples of the Holy Spirit by the Sacrament of Confirmation. (Homily, April 16, 1989)

The learner…
Elements Day 21 Day 22 - 24 Day 25 - 28 Day 29 Day 30
Manipulating Manipulating Modeling & Problem Solving Performance Task
Learning  Without  Determines the  Models real-life situations using  Investigates  Summative
Competencies graphing, equation of a quadratic functions (PK-MM) thoroughly Test
determines quadratic mathematical (WW2)
the following function given:  Solves problems involving quadratic relationships
properties of (a) a table of functions (PK-MM) in various
the graph of a values; (b) situations,
quadratic graph; (c) formulates
function: (a) zeros (PK-MM) real-life
domain; (b) problems
range; (c) involving
intercepts; quadratic
(d) axis of equations,
symmetry; (e) inequalities
vertex; (f) and functions,
direction of and rational
the opening of algebraic
the parabola equations and
(g) maximum solve them
or minimum using a variety
value of the of strategies
function (PK- (MK-TL)
MM)
Learning
Before A13: Review A14: My Rules! A17: Profit or Loss A20: Discussion A22: Performance A23:
(Individual (Small Group (Small Group Activity) (continuation) (Big Task (Small Summative
Activity) – 50 Activity) – 20 – 30 minutes Group) – 100 Group) – 50 Test
minutes minutes minutes minutes (Individual
Note: Let the students Activity) – 50
Note: Let the perform the activity Discussion Guide: minutes
students perform by pair. 1. How to model
the activity by real-life
group with 5 situations using
members. quadratic
functions?
During A15: Discussion A18: Discussion (Big 2. How to solve
(Big Group) – 80 Group) – 20 minutes problems
minutes involving
Discussion Guide: quadratic
Discussion Guide: 1. How to model functions?
1. How do we real-life situations
define and using quadratic
Activities
illustrate the functions?

maximum and 2. How to solve
minimum? problems involving
2. How to quadratic
determine the functions?
equation of the
quadratic
function: (a) a
table of values:
(b) graph; (c)
zeros?
After A16: Seatwork A19: Extended A21: Seatwork
(Individual Classroom Activity (Individual Activity)
Activity) – 50 (Individual Activity) – 50 minutes
minutes
Evaluation Drill Seatwork (FA) Input Seatwork (FA) Performance Task Summative
Test (WW2)
Notes
Without graphing, determines the following properties of the graph of a
Day 21 quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
Manipulating symmetry; (e) vertex; (f) direction of the opening of the parabola (g)
maximum or minimum value of the function (PK-MM)
A13. Review (Individual Activity) – 50 minutes

A. Give the properties of the following quadratic function, without graphing.
1. f(x) = x2 – 100
2. f(x) = (x + 4)2 – 3
3. f(x) = x2 – 2x
4. f(x) = x2 + 6x + 9
5. f(x) = 2x2 – x – 1
B. Describe the transformations of the following quadratic functions with respect to the
quadratic function y = x2.
1. y = x2 + 7
2. y = (x – 12)2
3. y = (x + 3)2 – 1
1 3
4. y = (x – )2 +
2 4
2
5. y = x – 4x – 12
Day 22 - 24 Determines the equation of a quadratic function given: (a) a table of values;
Manipulating (b) graph; (c) zeros (PK-MM)
A14. My Rules! (Big Group Activity) – 20 minutes

Note: Let the students work in groups of five (5) members each. Perform this activity.
The table below corresponds to a quadratic function. Examine it.

x −3 −1 1 2 3
y −29 −5 3 1 −5
a. Plot the points and study the graph. What have you observed?
b. What are the zeros of the quadratic function? How can you identify them?
c. If the zeros are r 1 and r 2, express the equation of the quadratic function using
f (x)=a( x−r 1 )( x−r 2 ), where a is any non-zero constant.
d. What is the quadratic equation that corresponds to the table?
e. Can you think of another way to determine the equation of the quadratic function from
the table of values?
f. What if the table of values does not have the zero/s of the quadratic function? How can
you derive its equation?

manner.
Lesson 10: Finding the Quadratic Function Given the Table of Values, Graph or Zeros
How do we define and illustrate maximum and minimum?
Let f be a quadratic function with standard form f (x)=a ( x – h )2+ k . The maximum or
minimum value of f occurs at x=h.
Let f be a quadratic function with standard form f (x)=a x2 +bx +c. The maximum or minimum
−b
value of f occurs at x= .
2a
Illustrative Examples
Consider the quadratic function f (x)=5 ( x – 3 )2 + 4 at the right. Since the coefficient of x 2 is
positive, f has a minimum value. The minimum value is at f (3)=4.
How to determine the equation of a quadratic function given: (a) a table of values; (b) graph; (c)
zeros?
You can go over the illustrative examples below to better understand the procedure on how to
determine the equation of a quadratic function given the table of values, graphs and zeros.
Illustrative Example 1: Find a quadratic function whose zeros are −1 and 4.
Solution: If the zeros are −1 and 4, then x=−1 or x=4. It follows that x +1=0 or x−4=0,
then ( x +1)( x −4)=0 or x 2−3 x−4=0.
The equation of the quadratic function f (x)=( x 2−3 x−4 ) is not unique since there are
other quadratic functions whose zeros are −1 and 4 like f ( x )=2 x 2−6 x−8 ,
f (x)=3 x 2−9 x−12 and many more. These equations of quadratic functions are obtained
by multiplying the righthand side of the equation by a nonzero constant.
Thus, the answer is f (x)=a(x 2−3 x−4) where a is any nonzero constant.
Illustrative Example 2: Determine the equation of the quadratic function represented by the
table of values below.
x −3 −2 −1 0 1 2 3
y 24 16 10 6 4 4 6
Solution: Notice that you can’t find any zeros from the given table of values. In this case,
take any three ordered pairs from the table, and use these as the values of x and y in the
equation y=a x2 +bx +c . Let’s say
Using the point (1, 4), 4=a ( 1 )2 +b (1)+ c

4=a+b+ c (Equation 1)
Using the point (-1, 10), 10=a (−1 )2+ b(−1)+c

10=a−b+c (Equation 2)
Using the point (2, 4), 4=a ( 2 )2+ b(2)+ c

4=4 a+ 2b +c (Equation 3)
We obtain a system of 3 equations in a, b, and c. Add corresponding terms in equation 1 and

equation 2 to eliminate b.
4=a+b+ c (Equation 1)
10=a−b+c (Equation 2)
_________________
We have 14=2 a+2 c (Equation 4)
Multiply the terms in equation 2 by 2 and add corresponding terms in equation 3 to eliminate
b.
20=2 a−2 b+2 c (Multiply equation 2 by 2)
4=4 a+ 2b +c (Equation 3)
_____________________
We have 24=6 a+ 3 c (Equation 5)
Notice that equation 4 and equation 5 constitute a system of linear equations in two variables.
To solve for c, multiply the terms in equation 4 by 3 and subtract corresponding terms in
equation 5.
42=6 a+6 c (Multiply equation 4 by 3)
24=6 a+ 3 c (Equation 5)
_________________
We have 18=3 c
c=6
Substitute the value of c in equation 4 and solve for a.

14=2 a+2(6)
14=2 a+12
2 a=14−12
a=1
Substitute the value of c and a in equation 1 and solve for b.
4=a+b+ c
4=1+ b+6
4=7 +b
b=4 – 7
b=−3
Thus, a=1, b=−3, and c=6. Substitute these in f (x)=a x2 +bx +c; the quadratic function is
f (x)= x2−3 x +6 .
When the vertex and any point on the parabola are clearly seen, the equation of the quadratic
function can easily be determined by using the form of a quadratic function y=a ( x −h )2 +k .
Illustrative Example 3: Find the equation of the quadratic function determined from the graph
below.
Solution: The vertex of the graph of the quadratic function is (2 ,−3). The graph
passes through the point (5,0). By replacing x and y with 5 and 0, respectively,
and h and k with 2 and −3, respectively, we have
2
y=a ( x −h ) +k
0=a ( 5−2 )2 +(−3)
2
0=a ( 3 ) −3
3=9 a
1
a=
3
1 2 1 2 4 5
Thus, the quadratic equation is y= ( x−2) −3 or y= x − x− .
3 3 3 3
Aside from the method presented above, you can also determine the equation of a quadratic
function by getting the coordinates of any 3 points lying on the graph. You can follow the
steps in finding the equation of a quadratic function using this method by following the
illustrative example presented previously in this section.

A. Find the equation of the quadratic function whose zeros are:
1. same as the zeros of f ( x )=x 2−3 x and passes through (1 ,−6).
2. same as the zeros of f (x)= x2 +2 x – 1 and passes through (0 ,−2).
3. the squares of the zeros of f ( x )=x 2−3 x−5 .
4. the reciprocal of the zeros of f ( x )=x 2−x−6.
5. twice the zeros of f ( x )=3 x 2−4 x−5.
B. Find the equation of the quadratic function give the table of tables and graphs.
1. 4.
2.
x −2 −1 0 1 2 3
y 7 1 −1 1 7 17
3.
x −2 0 2 4 6 8
y 7 1 3 13 31 57
C. Make a summary of what you have learned.

Day 25 - 28
Models real-life situations using quadratic functions (PK-MM)
Modeling & Solves problems involving quadratic functions (PK-MM)
Problem Solving
A17. Profit or Loss (Small Group Activity) - 30 minutes

Note: Work in pairs. Analyze the graph below and answer the questions that follow.
Process Questions:
a. Describe the graph.
b. What is the vertex of the

graph? What does the vertex
represent?
c. How many weeks should the

owner of the banana
plantation wait before
harvesting the bananas to get
the maximum profit?
d. What is the equation of the

function?

manner.
Lesson 11: Solving Problems Involving Quadratic Functions
How to model real-life situations using quadratic functions and solve problems involving
quadratic functions?
Illustrative Example 1: What are the dimensions of the largest rectangular field that can be
enclosed by 80 m of fencing wire?
Solution: Letl and w be the length and width of a rectangle. Then, the perimeter P of a
rectangle is P = 2l + 2w.
Since P = 80 m, thus,
2 l+ 2 w=80
l+w=40
l=40−w
Expressing the length as a function of w.
f (w)=40−w
Substituting in the formula for the area A of a rectangle

A(w)=wl
A(w)=w (40 – w)
A(w)=−w2 +40 w
By completing the square,
A(w)=−(w−20)2+ 400
The vertex of the graph of the function A(w) is (20, 400). This point indicates a maximum
value of 400 for A(w) that occurs when w = 20. Thus, the maximum area is 400 m 2 when the
width is 20 m. If the width is 20 m, then the length is (40 – 20) m or 20 m also. The field with
maximum area is a square.
A19. Extended Classroom Activity (Individual Activity)

Consider this problem.
If the perimeter of the rectangle is 100 m, find its dimensions if its area is a maximum.
a. Complete the table below for the possible dimensions of the rectangle and their
corresponding areas. The first column has been completed for you.
w 5 10 15 20 25 30 35 40 45 50
l 45
A 225
b. What is the largest area that you obtained?
c. What are the dimensions of a rectangle with the largest area?
d. The perimeter P of the given rectangle is 100. Make a mathematical statement for the
perimeter of the rectangle.
e. Simplify the obtained and solve for the length l of the rectangle in terms of its width w.
f. Express the area A of equation a rectangle as a function of its width w.
g. What kind of equation is the result?
h. Express the function in standard form. What is the vertex?
i. Graph the data from the table in a showing the relationship between the width and the
area.
j. What have you observed about the vertex of the graph in relation to the dimensions and
the largest area?

manner.
Discussion Guide
How to model real-life situations using quadratic functions and solve problems involving
quadratic functions?
Illustrative Example 2: From a 96-foot building, an object is thrown straight up into the air then
follows a trajectory. The height S(t ) of the ball above the building after t seconds is given by the
function S(t )=80 t – 16 t 2.
1. What maximum height will the object reach?
2. How long will it take the object to reach the maximum height?
3. Find the time at which the object is on the ground.
Solution:
1. The maximum height reached by the object is the ordinate of the vertex of the parabola
of the function S(t )=80 t – 16 t 2. By transforming this equation into the completed square
form we have,
S( t )=80 t – 16 t 2
S ( t ) =– 16 t 2+ 80 t
S ( t ) =– 16(t 2−5 t )
25
S ( t ) =– 16( t ¿ ¿ 2−5t + )+100 ¿
4
2
5
( )
S ( t ) =−16 t− +100
2
The vertex is ( 52 , 100). Thus, the maximum height reached by the object is 100 ft from the
top of the building. This is 196 ft from the ground.
2. The time for an object to reach the maximum height is the abscissa of the vertex of the
parabola or the value of h.
S ( t ) =– 16 t 2+ 80 t
5 2
( )
S ( t ) =−16 t− +100
2
5
Since the value of h is or 2.5, then the object is at its maximum height after 2.5 seconds.
2
3. To find the time it will take the object to hit the ground, let (t)=−96 , since the height of
the building is 96 ft. The problem requires us to solve for t.
S ( t ) =– 16 t 2+ 80 t
−96=– 16 t 2 +80 t
16 t 2−80 t−96=0
t 2−5 t−6=0
(t−6)(t +1)=0
t=6∨t=−1
Thus, it will take 6 seconds before the object hits the ground.
Illustrative Example 3: A garments store sells about 40 t-shirts per week at a price of Php 100
each. For each Php 10 decrease in price, the sales lady found out that 5 more t-shirts per week
were sold. Write a quadratic function in standard form that models the revenue from t-shirt
sales. What price produces the maximum revenue?
Solution: Let x be the number of additional number of t-shirts sold.

You know that Revenue R( x ) = (price per unit) × (number of units produced or sold).
Therefore, Revenue R( x ) = (Number of t-shirts sold) (Price per t-shirt)

Revenue R( x )=(40+5 x)(100 – 10 x )
R ( x )=−50 x 2+100 x +4000
If we transform the function into the form y=a ( x −h )2 +k

R( x )=−50 ( x−1 )2 +4050
The vertex is (1 , 4050).
Thus, the maximum revenue is Php 4,050
The price of the t-shirt to produce maximum revenue can be determined by

P( x )=100 – 10 x
P( x )=100 – 10(1)=90
Thus, Php 90 is the price of the t-shirt that produces maximum revenue.
Illustrative Example 4: A number is 20 more than another number. Find the two numbers such
that the product is the minimum.
Solution: Let x be the number, then x +20 is the other number.

P( x )=x ( x+ 20)
P( x ) = x 2+ 20 x
P( x )=¿ ( x +10)2−100
The vertex is (−10 ,−100).
Thus, the minimum product is when the number is −10 and the other number is 10.
Illustrative Example 5: Find two consecutive odd integers such that the sum of their squares is
minimum.
Solution: Let x be the number, then x +2 is the other number.

P ( x ) =x 2+( x+ 2)2
P( x ) = x 2+ x2 + 4 x+ 4
P( x )=¿ 2 x2 + 4 x+ 4
P( x )=¿ 2(x +1)2 +2
The vertex is (−1 , 2).
Thus, the minimum product is when the number integers are −1 and 1.

Solve the problems. Show your solution.
1. What are the dimensions of the largest rectangular field that can be enclosed with 60 m
of wire?
2. Find the maximum rectangular area that can be enclosed by a fence that is 364 meters
long.
3. Find two numbers whose sum is 36 and whose product is a maximum.
4. The sum of two numbers is 28. Find the two numbers such that the sum of their squares
is a minimum?
5. Marlon wants to fence a rectangular area that has one side bordered by an irrigation. If
he has 80 m of fencing materials, what are the dimensions and the maximum area he can
enclose?
6. The length of a rectangular field is 8 m longer than its width If the area is 2900 m 2, find
the dimensions of the lot.
7. The sum of two numbers is 24. Find the numbers if their product is to be a maximum.
8. You have a 500-foot roll of fencing and a large field. You want to construct a rectangular
playground area. What are the dimensions of the largest such yard? What is the largest
area?
9. Your factory produces lemon-scented widgets. You know that each unit is cheaper, the
more you produce. But you also know that costs will eventually go up if you make too
many widgets, due to the costs of storage of the overstock. The guy in accounting says
that your cost for producing x thousands of units a day can be approximated by the
formula C = 0.04x2 – 8.504x + 25302. Find the daily production level that will minimize
your costs.
10. On top of a hill, a rocket is launched from a distance 80 feet above a lake. The rocket will
fall into the lake after its engine burns out. The rocket’s height h, in feet above the surface
of the lake is given by the equation h = -16t 2 + 64t +80, where t is time in seconds. What
is the maximum height reached by the rocket?
Investigates thoroughly mathematical relationships in various situations,
Day 29 formulates real-life problems involving quadratic equations, inequalities and
Performance Task functions, and rational algebraic equations and solve them using a variety of
strategies (MK-TL)
A22. Performance Task (Small Group Activity) - 50 minutes

Note: The task is to be accomplished by group. Group the class into 10 groups.
Performance Task: ParabolArc
Goal: Your task is to create a poster or brochure that goes through the step-by-step procedure
needed to draw a quadratic equation. You will also need to include pictures or drawings of real-
life parabolas.
Role: You are the design team who will make the arc of the garden entrance.
Audience: Your teacher will assess your design.
Situation: As one of the projects, your teacher decided to let you make a design proposal for the
arc of the garden entrance.
Product and Performance: Before creating your poster or brochure, you must find the basic
information about the graph of your quadratic equation. You must find the information listed below and
have it checked by your teacher BEFORE you start your poster.
1. Does the parabola open upward or downward? How can this be determined from the equation?
2. What is the equation of the axis of symmetry?
3. What are the coordinates of the vertex?
4. What is he minimum/maximum value of the parabola and how was it determined?
5. What is the y-intercept of your parabola?
6. What are the roots/zeroes/y-intercepts of your parabola? How many roots are there and how do
you know?
a. Solve by factoring
b. Solve using the quadratic formula
7. How do you find other points on the parabola? Find at least three points on each side of the
parabola.
8. Graph the parabola on graph paper.
9. Find at least three pictures that represent parabolas. You can print pictures from the computer,
draw pictures of parabolas in everyday life, or cut out pictures from magazines.
Here are the guidelines in creating your poster or brochure.

1. Write your quadratic equation on the top of your poster/brochure.
2. You need the following information on your poster/brochure:
a. Direction of Parabola Section: You need a statement that says, “The parabola for this equation
opens__________________ because __________________. “
b. Maximum/Minimum Section: You must describe how you determine if the equation has a
maximum or minimum value and what that value is. You must include a statement that says
something like, “The maximum value of this quadratic function is ______________.”
c. Axis of Symmetry Section: you must include the formula for finding the AOS and the following
statement. The axis of symmetry is _____________.
d. Vertex Section: you must include all of the work that you did in order to find the vertex, as
well as a statement that says, The vertex is located at (___,____).
e. Y-Intercept Section: You must describe how you find the y-intercept and include a statement
that says, “The y-intercept for this equation is (____,_____).
f. Roots/Zeros/x-intercepts Section: You must find the roots of the function by factoring and by
using the quadratic formula. You must identify how many roots there will be. The roots of
this quadratic equation are (_____,_____) and (______,______).
g. Other Points Section: You must show how you found three other points on your parabola.
One of the points must be found by explaining the symmetry of the parabola.
h. Graph: The graph of the parabola must be drawn on graph paper. All points must be labeled.
The axis of symmetry and vertex must be labeled too.
i. Real-Life Section: Find examples of parabolas in magazines, on the Internet, or draw them.
You must have at least three examples.
Standards for Success: The rubric below will be used to assess the task.
Scoring Rubrics
2
4 3 1
Criteria Needs
Excellent Satisfactory No evidence
Improvement
Direction of The following One of the Two of the The equation is
Opening criteria are meet following criteria following not written on
beyond is not meet: the criteria are not top and the
expectation: the equation is meet: the statement for
equation is written on top of equation is the direction of
written on top of the poster/ written on top of opening section
the poster/ brochure; the the poster/ is not stated or
brochure; the statement for the brochure; the erroneous.
statement for the direction of statement for
direction of opening section is the direction of
opening section clearly stated opening section
is clearly stated with the correct is clearly stated
with the correct opening of the with the correct
opening of the parabola; the opening of the
parabola; the explanation is parabola; the
explanation is precise. explanation is
precise. precise.
Properties of The statements One or two of the Two or three of All of the
the Parabola for the statements for the statements statements for
minimum/ the minimum/ for the the minimum/
maximum, axis of maximum, axis of minimum/ maximum, axis
symmetry, vertex symmetry, vertex maximum, axis of symmetry,
and y-intercept and y-intercept of symmetry, vertex and y-
sections are sections is vertex and y- intercept
clearly stated and incorrect/not intercept sections are
correct. stated. sections are incorrect.
incorrect/not
stated.
Roots The roots of the The roots of the The roots of the The roots of the
function are function are function are function are
correct with correct but correct but no incorrect.
complete solution is solution
solution. incomplete.
Other Points Precise Explanation of There is no
Section explanation of how the other explanation of
how the other three points on how the other
three points on the parabola are three points are
the parabola are found but does found.
found and one not mention the
point is explained use of the
using the symmetry of the
symmetry of the parabola.
parabola.
Graph The graph meets The graph meets The graph meets The graph is
the following: it any two the only one of the erroneous.
is drawn on the following: it is following: it is
coordinate plane; drawn on the drawn on the
all points are coordinate plane; coordinate
labeled correctly; all points are plane; all points
good labeled correctly; are labeled
combination of great correctly; great
color. combination of combination of
color. color.
Real-Life There are more There are 3 real- There are 2 real- There is only
Section than 3 real-life life examples of life examples of one real-life
examples of parabola included parabola example of
parabola in the poster or included in the parabola
included in the brochure. poster or included in the
poster or brochure. poster or
brochure. brochure.
Neatness The work is very The work is free The work has The work has
clean and free from erasures few erasures and many erasures
from erasures and unnecessary unnecessary and with many
and unnecessary markings. markings. unnecessary
markings. markings.
Day 30 Summative Test (WW2)

MATHEMATICS 9
Learning Module 4:
VARIATIONS
(Quarter 2)
Week 7 – 8: Variations
I. Content Standards: The learner demonstrates understanding of key concepts of variation and radicals.
II. Gradual Release of Responsibility

DAY 31 - 32 DAY 33 - 34 DAY 35 - 36 DAY 37 - 39 DAY 40
Problem Solving & Illustrating Problem Problem Illustrating, Manipulating & Problem Solving
Solving Solving
 Solves problem involving  Solves  Solves  Illustrates situations that involve joint and  Summativ
variation (PK-MM) problem problem combined variation (CK-AK) e Test
 Illustrates situations that involving involving  Translates into variation statement a (WW3)
involve direct variation direct indirect relationship between two quantities given by:
(CK-AK) variation variation (a) a table of values; (b) a mathematical
(PK-MM) (PK-MM)
 Illustrates situations that equation; (c) a graph, and vice versa. (PK-
involve inverse variation MM)
(CK-AK)  Solves problems involving joint and combined
variation (PK-MM)
III. Scriptural Message and Fr. Al’s Message

SCRIPTURAL MESSAGE:
2 Corinthians 9:4-14 “Remember this: Whoever sows sparingly will also reap sparingly, and whoever sows generously will also reap
generously. Each of you should give what you have decided in your heart to give, not reluctantly or compulsion, for God loves a
cheerful giver. And God is able to bless you abundantly, so that in all things at all times, having all that you need, you will abound in
every good work. As it is written: “They have freely scattered their gifts to the poor; their righteousness endures forever.” Now he
who supplies seed to the sower and bread for food will also supply and increase your store of seed and will enlarge the harvest of
your righteousness. You will be enriched in every way so that you can be generous on every occasion and through us your
generosity will result in thanksgiving to God.
FR. AL’S MESSAGE:

The Eucharist is the bread of life. We receive this divine life, this divine energy, this divine fire, this divine grace in the Eucharist if we
receive it with faith, it stirs up within us the will to accomplish something for God, to work, to do good. (Homily, Undated)
IV. Daily Learning Log (DLL)
The learner…
Elements Day 31 - 32 Day 33 - 34 Day 35 - 36 Day 37 - 39 Day 40
Problem Solving & Problem Solving Problem Solving Illustrating, Manipulating &
Illustrating Problem Solving
Learning  Solves problem  Solves  Solves problem  Illustrates situations that  Summativ
Competencies involving problem involving involve joint and combined e Test
variation (PK- involving indirect variation variation (CK-AK) (WW3)
MM) direct (PK-MM)  Translates into variation
 Illustrates variation (PK- statement a relationship
situations that MM) between two quantities
involve direct given by: (a) a table of
variation (CK- values; (b) a mathematical
AK) equation; (c) a graph, and
 Illustrates vice versa. (PK-MM)
situations that  Solves problems involving
involve inverse joint and combined
variation (CK- variation (PK-MM)
AK)
Before A1: Situation A4: Watch This! A7: Driving Me Crazy A10: Direct and Inverse A13:
Analysis (Big Group (Big Group) – 20 (Big Group) – 20 Combined (Big Group Activity) Summative
Activity) – 20 minutes minutes – 20 minutes Test
minutes (Individual
Note: Let the Note: Let the Note: Let the students read and Activity) – 50
Learning Activities
Note: Let the students recall students recall the understand the given situation, minutes
students read and the activity in A1 activity in A4 and then answer the questions that
understand the given and explain the compare the two follow.
situation, then concept of direct situations.
answer the questions variation.
that follow.
During A2: Discussion (Big A5: Discussion A8: Discussion (Big A11: Discussion (Big Group) –
Group) – 50 minutes (Big Group) – 50 Group) – 50 minutes 80 minutes
minutes
Discussion Guide: Discussion Guide: Discussion Guide:
1. What are direct Discussion Guide: 1. How to solve the 1. What are joined variation
variations? 1. How to solve constant of the and combined variation?
2. What are inverse the constant of variation, write 2. How to
variations? the variation, the equation and illustrate/differentiate
3. What is constant write the solve for the joint variation and
of variation? equation and unknown quantity combined variation?
4. How to illustrate solve for the of the inverse 3. How to describe the
situations unknown variation? relationship of the
involving direct quantity of the 2. How to solve quantities involved in a
variation and direct problems joint variation and
inverse variation? variation? involving inverse combined variation?
5. How to describe 2. How to solve variation? 4. How to solve constant of
the relationship problems variation, equation of
between the involving direct variation and unknown
quantities variation? quantity of the joint
involving direct variation and combined
variation and variation?
inverse variation? 5. How to model/solve
problems involving joint
variation and combined
variation?
After A3: Seatwork A6: Seatwork A9: Seatwork A12: Seatwork (Individual
(Individual Activity) (Individual (Individual Activity) Activity) – 50 minutes
– 30 minutes Activity) – 30 – 30 minutes
minutes
Evaluation Seatwork (FA) Seatwork (FA) Seatwork (FA) Seatwork (FA) Summative
Test (WW3)
Notes
Day 31 - 32 Solves problem involving variation (PK-MM)
Problem Solving & Illustrates situations that involve direct variation (CK-AK)
Illustrating Illustrates situations that involve inverse variation (CK-AK)

follow.
SITUATION
Using his bicycle, Jericho travels a distance of 10 kilometers per
hour on a steep road. The table shows the distance he has
travelled at a particular length of time.
Time (hr) 1 2 3 4 5
Distance (km 10 20 30 40 50
Guide Questions:
1. What happens to the distance as the length of time increases?
1
2. Using this pattern, how many kilometers would he have travelled in 8 hours?
2
3. How will you be able to find the distance (without the aid of the table)? Write a
mathematical statement to represent the relation.
4. What mathematical operation did you apply in this case? Is there a constant number
involved? Explain the process that you have discovered.

manner.
Lesson 12: Direct and Inverse Variation
What are direct variations? inverse variations? constant of variations?

One variable varies directly or is directly proportional to another variable if the ratio of a
value of the first to the corresponding value of the second remains.
y
If the two variables are x and y, then y varies directly as x if
=k or y=kx, where k is a non-
x
zero constant, the constant k is called the constant of variation or the constant of
proportionality.
One variable varies inversely or is inversely proportional to another variable if the product of
a value of the first to the corresponding value of the second remains.
k
If the two variables are x and y, then y varies inversely as x if xy=k or y= , where k is a non-
x
zero constant, the constant k is called the constant of variation or the constant of
proportionality.
How to illustrate situations that involve direct variation and inverse variation?
Situations Classification Explanation
The number of hours to As the number of hours to finish a
1 finish a job to the number of Inverse Variation job decreases, the number of men
men working working increases.
The amount of water to the As the amount of water increases,
space that water did not the space that water did not occupy
2 Inverse Variation
occupy in a particular in a particular container decreases.
container
The number of persons As the number of persons sharing a
3 sharing a pie to the size of Inverse Variation pie increases, the size of the slices of
the slices of the pie the pie decreases.
The area of the wall to the As the area of the wall increases, the
4 amount of paint used to Direct Variation amount of paint used to cover it
cover it increases.
The time spent in walking As the time spent in walking
5 to the rate at which a Inverse Variation increases, the rate at which a person
person walks walks decreases.
The time a teacher spends As the number of students increases,
6 checking papers to the Direct Variation the time a teacher spends checking
number of students paper increases.
The cost of life insurance to As the cost of life insurance
7 the age of the insured Direct Variation increases, due to the increase of age
person of the injured person.
The age of a used car to its As the age of a used car increases,
8 Inverse Variation
resale value the resale value depreciates.
The amount of money The amount of money raised in a
9 raised in a concert to the Direct Variation concert increases as the number of
number of tickets sold tickets sold increases.
The distance an airplane flies
1 The distance an airplane
Direct Variation increases as the time travelling
0 flies to the time travelling
increases.
Note: Make sure that the students understand the difference between the direct and inverse
variations.
How to describe the relationship between the quantities involving direct variation and inverse
variation?
COMPARISON
ASPECT
DIRECT VARIATION INVERSE VARIATION
RELATIONSHIP As one quantity increases, the As one quantity increases, the other
other also increases. decreases.
As one quantity decreases, the As one quantity decreases, the other
other also decreases. increases.
A task shared by MORE people will take
MORE boxes of cereal will cost LESS time.
MORE money. Travelling at a FAST speed will take LESS
MORE people will eat MORE time for a journey.
food. If MORE people share a pizza, then each
EXAMPLES
LESS money will buy FEWER person will get LESS.
sweets. MORE expensive price means FEWER
MORE clothes will need MORE items can be bought for the same amount
suitcases. of money.
A3. Seatwork (Individual Activity)

A. Underline the two quantities in each situation. Tell whether they are directly or inversely
related.
1. The number of days a tank of water lasts is related to the number of people in the
household.
2. The water bill is related to the number of cubic meters of water consumed.
3. The age of an antique furniture is related to the price it can fetch in the market.
4. The number of steps you need to take to walk 20 meters depends on the length of your
step.
5. The amount of remaining ink in a pen is related to the number of hours it has been used.
B. Express each of the following statements as an equation. Use k to represent the constant of
variation. Refer to the definitions of the direct variation and inverse variation.
1. The cost (c) of chicken varies directly as its weight (W ).
2. The circumference (C) of a circle varies directly as the length of its diameter (d).
3. The stopping distance (d) after breaks are applied varies directly as the square of the
velocity (v).
4. The volume (V ) of a gas at a constant temperature varies inversely as the pressure (P).
5. The altitude (h) of a cylinder with a constant volume varies inversely as the area of its
base ( Ab ).
Day 33 - 34 Solves problem involving direct variation (PK-MM)
Problem Solving
A4. Watch This! (Big Group Activity) – 20 minutes

Note: Let the students see and
understand the given situation taken
from the Activity 1 (A1).
If the distance d varies directly

as the time t, then the
relationship can be translated
into a mathematical statement
as d=kt, where k is the constant
of variation. Likewise, if the
distance d varies directly as the
rate r, then the mathematical
equation describing the relation
is d=kr. In A1, the variation
statement that is involved
between the two quantities is
d=10t. In this case, the constant
of variation is k =10. Using a
convenient scale, the graph of
the relation d=10t is a line.
The graph above describes a direct variation of the form y=kx.

Which of the equations is of the form y=kx and shows a direct relationship?
1. y = 2x + 3 2. y = 3x 3. y = x2 – 4
Note: The skill in recognizing patterns and knowledge in formulating equations helped the
students to answer the questions in the previous activities.
manner.
Lesson 13: Solving Problems Involving Direct Variation
How to solve the constant of the variation, write the equation and solve for the unknown
quantity of the direct variation?
1
Illustrative Example 1: If y varies directly as x and y=24 when x=6, find y when x=¿ .
2
Solution:
a. Express the statement “y varies directly as x” as y=kx.
b. Solve for k by substituting the given values in the equation.
y=kx
24=6 k
k =4 → constant of the variation or proportionality constant
c. Form the equation of the variation by substituting 4 in the statement, y=kx.
y=4 x → equation of the variation
1
d. Substitute the value of x= to the equation of variation y=4 x.
2
y=4 x
y=4 ( 12 )
1
y=2 → the value of y when x=
2
Illustrative Example 2: If a+ b varies directly as a−b and a=5 when b=1, find a when b=5.
Solution:
a. Express the statement “a+b varies directly as a-b” as a+ b=k (a−b).
a+ b=k (a−b)
5+1=(5−1) k
6=4 k
3
k = → constant of the variation or proportionality constant
2
3
c. Form the equation of the variation by substituting in the statement, a+ b=k (a−b).
2
3
a+ b= (a−b) → equation of the variation
2
3
d. Substitute the value of b=5 to the equation of variation a+ b= (a−b).
2
3
a+ b= (a−b)
2
3
a+5= ( a−5 )
2
2(a+ 5)=3(a – 5)
2 a+10=3 a – 15
a=25 → the value of a when b=5.
How to solve problems involving direct variation?
Illustrative Example 3: The length (L) of a spring is directly proportional to the force ( f )
applied to it. If a force 4 kg stretches a spring to 8 cm, how much force is necessary to stretch
the same spring to 25 cm?
Solution:
a. Express the statement “the length (L) of a spring is directly proportional to the force (f
) applied to it” as L=kf .
L=kf
8=4 k
c. Form the equation of the variation by substituting 2 in the statement, L=kf .
L=2 f → equation of the variation
d. Substitute the value of L=25 to the equation of variation L=2 f .
L=2 f
25=2 f
f =12.5
Therefore, the force needed to stretch the spring to 25 cm is 12.5 kg.
Illustrative Example 4: The weight (W ) of a slab of wood varies directly with its surface area (
S). If 0.8 square meters of that wood weighs 220g, what is the weight of a slab of wood with a
surface area of 2 square meters?
Solution:
a. Express the statement “the weight (W ) of a slab of wood varies directly with its surface
area (S)” as W =kS.
W =kS
220=0.8 k
c. Form the equation of the variation by substituting 275 in the statement, W =kS.
W =275 S → equation of the variation
d. Substitute the value of S=2 to the equation of variation W =275 S.
W =275 S
W =275(2)
W =550
Therefore, a slab of wood with area 2 square meters weighs 550 g.
Note: Please see the discussion presented in pages 92 – 98 of the book Our World of Math 9 for
more details.

A. Find the constant of variation, equation of variation and the value of the unknown quantity.
1. If y varies directly as x, and y = 35 when x = 7, what is x when y = 25?
1
2. If u is directly proportional to v, and u = 16 when v = 4, find u when v = .
2
B. Solve each problem.
1. The amount of money solicited at a fundraising campaign is directly proportional to the
number of attendees. The amount of money solicited for 4 attendees is P35, 000. How
much money was solicited for 30 attendees?
1 1
2. If kilogram of fish costs P35, how much will 2 kilograms of fish cost?
3 2
Day 35 - 36 Solves problem involving indirect variation (PK-MM)
Problem Solving
A7. Watch This! (Big Group Activity) – 20 minutes

Note: Let the students see and understand the given situation, answer the questions that follow.
Anna lives 40 km away from the office of ABC

Corporation where she works. Driving a car,
the time it takes her to reach work depends on
her average speed. Some possible speeds and
the length of time it takes her are as follows:
4 2 4 1
Time in hours 1
5 3 7 2
Speed in kph 40 50 60 70 80
To see clearly the relation of the two quantities, the graph of the relation is shown above.
Process Questions:
a. How do the speed and time of travel affect each other?
b. Write a mathematical statement to represent the relation.
c. Is there a constant number involved? Explain the process that you have used in finding
out.

manner.
Lesson 14: Solving Problems Involving Inverse Variation
How to solve the constant of the variation, write the equation and solve for the unknown
quantity of the inverse variation?
Illustrative Example 1: If y varies inversely as the square root of x and y=27 when x=9, what
is y when x=16?
Solution:
k
a. Express the statement “y varies inversely as the square root of x” as y= .
√x
k
y=
√x
k
27=
√9
k
c. Form the equation of the variation by substituting 81 in the statement, y= .
√x
81
y= → equation of the variation
√x
81
d. Substitute the value of x=16 to the equation of variation y= .
√x
81
y=
√x
81
y=
√ 16
81
y= → the value of y when x=16.
4
Illustrative Example 2: If c varies inversely as d and c=30 when d=9, find d when c=540.
Solution:
k
a. Express the statement “c varies inversely as d” as c= .
d
k
c=
d
k
30=
9
k
c. Form the equation of the variation by substituting 270 in the statement, c= .
d
270
c= → equation of the variation
d
270
d. Substitute the value of c=5 40 to the equation of variation c= .
d
270
c=
d
270
540=
d
1
d= → the value of d when c=540.
2
How to solve problems involving inverse variation?

Illustrative Example 3: A laborer can finish a job in 3 days. If 2 more laborers, who can do the
job at the same rate, join him, they can all finish the job in 1 day. If 1 more laborer, who can do
the work at the same rate, joins the other 3, how many hours would it take them to finish the
job?
Solution:
a. Observe that, as the number of laborers increases, the number of days required to
k
finish the job decreases. The relationship is written as t= .
n
k
t=
n
k
1=
3
3
c. Form the equation of the variation by substituting 3 in the statement, t= .
n
3
t= → equation of the variation
n
3
d. Substitute the value of t=4 to the equation of variation t= .
n
3
t=
n
3
4=
n
3
n=
4
3
Therefore, the 4 laborers who work at the same rate can finish the job in ( 24 ) =
4
18 hours.
Illustrative Example 4: The rate of vibration of string under constant tension varies inversely
as the length of the string. If a string 30 cm long vibrates 180 times per second, what is the
rate of vibration of string 45 cm long?
Solution:
a. The rate of vibration (v) is inversely proportional to the length (l), hence the equation
k
is written as v= .
l
k
v=
l
k
180=
30
k
c. Form the equation of the variation by substituting 5400 in the statement, v= .
l
5400
v= → equation of the variation
l
5400
d. Substitute the value of l=45 to the equation of variation v= .
l
5400
v=
l
5400
v=
45
W =120
Therefore, a string of 45 cm long will vibrates 120 times per second.
Note: Please see the discussion presented in pages 104 – 109 of the book Our World of Math 9
for more details.

A. Find the constant of variation, equation of variation and the value of the unknown quantity.
1. If z varies inversely as g, and z = 3 when g = 1.6, find g when z = 1.2.
1
2. The number f varies inversely as q, and f = 3 when q = . Find q when f = 6.
4
B. Solve each problem.
1. A toy factory accepted an order that must be completed by 15 workers in 10 weeks. How
many workers, working at the same rate, can complete the job in the half time?
2. At 58oC temperature, a block of ice totally melts in 6 hours. If the number of hours it takes
for a block of ice to melt varies inversely as the temperature, how long will it take the
same block of ice to melt at 48oC?
Day 37 - 39 Illustrates situations that involve joint and combined variation (CK-AK)
Translates into variation statement a relationship between two quantities
Illustrating,
given by: (a) a table of values; (b) a mathematical equation; (c) a graph, and
Manipulating & vice versa. (PK-MM)
Problem Solving Solves problems involving joint and combined variation (PK-MM)
A10. Direct and Inverse Combined! (Big Group Activity) – 20 minutes

follow.
SITUATION
The electrical resistance R of a wire varies
directly as its length l and inversely as the
square of its diameter d.
Guide Questions:
1. What is the equation of the variation using k as
the constant?
kl
R=¿ 2
d
2. What is the constant of variation if the electrical resistance is 10 Ω when the length of a
wire is 50 mm and the diameter is 20 mm?
k =80
3. What is the equation of the variation?
80 l
R=¿ 2
d
4. What is the electrical resistance if the length of the wire is 20 mm and the diameter is 50
mm?
R=0.64
Note: Explain to the students that the situation above illustrates a combined variation. As
another physical relationship among variables, from the name itself, this is the kind of variation
that involves both the direct and inverse variations.

manner.
Lesson 15: Joint and Combined Variation
What are joint variations? combined variations?
Joint variation is just like direct variation, but involves more than one other variable. All the
variables are directly proportional, taken one at a time.
If a variable z varies directly as x p, where p>0 when y is held constant, and varies directly as
y q , where x is held constant, then z is said to vary jointly as x and y. Therefore, the equation is
written in the form z=k x p y q.
Combined variation describes a situation where a variable depends on two (or more) other
variables, and varies directly with some of them and varies inversely with others (when the
rest of the variables are held constant).
If a variable z varies directly as x p, where p>0 when y is held constant, and varies inversely as
y q , where x is held constant, then z is said to be an example of combined variation. Therefore,
k xp
the equation is written in the form z= q .
y
How to illustrate/differentiate joint variation and combined variation? How to describe the
relationship of the quantities involved in a joint variation and combined variation?
COMPARISON
ASPECT
JOINT VARIATION COMBINED VARIATION
RELATIONSHIP As one quantity increases, the As one quantity increases, the other
product of the other quantities
increases and another decreases.
also increases.
 The area of a triangle is jointly  The average number of phone calls
related to the height and the per day between two cities has
base. found to be directly proportional to
 The volume of wood in a tree the populations of the cities,
varies jointly as the height and and inversely proportional to the
EXAMPLES
the square of the girth. square of the distance between the
 The weight of a cylindrical two cities.
metal varies jointly as its length  The pressure of a gas varies directly
and the square of the diameter as its temperature and inversely as
of its base. its volume.
How to solve constant of variation, equation of variation and unknown quantity of the joint
variation and combined variation?
Illustrative Example 1: If a varies jointly as b and c, and a=36 when b=3 and c=4, find a
when b=5 and c=6.
Solution:
e. Express the statement “a varies jointly as b and c” as a=kbc.
f. Solve for k by substituting the given values in the equation.
a=kbc
36=k (3)( 4)
g. Form the equation of the variation by substituting 3 in the statement, a=kbc.
a=3 bc → equation of the variation
h. Substitute the value of b=5 and c=6 to the equation of variation a=3 bc.
a=3 bc
a=3(5)(6)
a=90 → the value of y when b=5 and c=6.
Illustrative Example 2: z varies jointly as the square root of the product of x and y. If z =3
when x = 3 and y = 12, find x when z = 6 and y = 64.
Solution:
e. Express the statement “z varies jointly as the square root of the product of x and y” as
z=k √ xy .
z=k √ xy
3=k ¿
3=6 k
1
2
1
g. Form the equation of the variation by substituting in the statement, z=k √ xy .
2
1
z= √ xy → equation of the variation
2
1
h. Substitute the value of z=6 and y = 64 to the equation of variation z= √ xy .
2
1
z= √ xy
2
1
6= √ 64 x
2
6=4 √ x
3
√ x=
2
9
x= → the value of x when z=6 and y=64.
4
Illustrative Example 3: If r varies directly as s and inversely as the square of u, and r =2 when
s=18 and u=2, find r when u=3 and s=27.
Solution:
a. Express the statement “r varies directly as s and inversely as the square of u” as
ks
r= 2.
u
ks
r= 2
u
k (18)
2= 2
2
4
9
4 ks
c. Form the equation of the variation by substituting in the statement, r = 2 .
9 u
4s
r = 2 → equation of the variation
9u
4s
d. Substitute the value of u=3 and s=27 to the equation of variation r = 2 .
9u
4s
r= 2
9u
4(27)
r=
9 (3)2
4
r = → the value of r when s=27 and u=3.
3
How to model/solve problems involving joint variation and combined variation?
Illustrative Example 1: The lateral area of a cylinder varies jointly with the height and radius
of the cylinder. If a cylinder, with radius 3 cm and height 5 cm, has a lateral area of 30 π cm2,
what is the lateral area of a cylinder when its radius is 2 cm and its height is 8 cm?
Solution:
e. Express the statement “The lateral area of a cylinder varies jointly with the height and
radius of the cylinder” as A=khr.
A=khr
30 π=k (3)(5)
k =2 π → constant of the variation or proportionality constant
g. Form the equation of the variation by substituting 2π in the statement, A=khr.
A=2 πhr → equation of the variation
h. Substitute the value of r =2 and h=8 to the equation of variation A=2 πhr.
A=2 πhr
A=2 π (2)(8)
A=32 π cm2
Therefore, the lateral area when the radius 2 cm and height 8 cm is 32π cm2.
Illustrative Example 2: The volume (V ) of a gas varies directly as temperature (T ) and

inversely as pressure (P). If the volume of a gas is 800 mL at a temperature of 25 oC with a
pressure of 40 000 Pa, what is the volume of the same gas at a temperature of 28 oC and a
pressure of 80 000 Pa?
Solution:
e. Express the statement “The volume (V ) of a gas varies directly as temperature (T ) and
kT
inversely as pressure (P)” as V = .
P
kT
V=
P
k (25)
800=
4 0000
k =1 280000 → constant of the variation or proportionality constant
kT
g. Form the equation of the variation by substituting 1 280 000 in the statement, V = .
P
1 280 000T
V= → equation of the variation
P
1 280 000T
h. Substitute the value of T =28 and P=80 000 to the equation of variation V = .
P
1 280 000T
V=
P
1 280 000(28)
V=
80 000
V =448
Therefore, the volume of a gas with temperature 28 oC and pressure of 80 000 Pa is
448 mL.
Note: Please see the discussion presented in pages 110 – 115 of the book Our World of Math 9
for more details.

A. Find the constant of variation, equation of variation and the unknown quantity of the
following.
1. If y varies jointly as x and z, y=9, when x=6, and z=3, find y when x=5 and z=6.
2. If p varies jointly as q and the square of r, p=60, when q=5, and r =2, find p when q=8
and r =3.
3. If r varies directly as s and inversely as the square root of u, and r =18 when s=2 and u=2,
find r when u=8 and s=10.
4. If y varies directly as x and inversely as the square of z, and when x = 32, y = 6 and z = 4,
find x when y = 10 and z = 3.
B. Solve the following problems.
1. The amount of oil used by a ship traveling at a uniform speed varies jointly with the
distance and the square of the speed. If the ship uses 200 barrels of oil in traveling 200
miles at 36 miles per hour, determine how many barrels of oil are used when the ship
travels 360 miles at 18 miles per hour.
2. The energy that an item possesses due to its motion is called kinetic energy. The kinetic
energy of an object (which is measured in joules) varies jointly with the mass of the object
and the square of its velocity. If the kinetic energy of a 3 kg ball traveling 12 m/s is 216
Joules, how is the mass of a ball that generates 250 Joules of energy when traveling at 10
m/s?
3. The number of minutes needed to solve an exercise set of variation problems varies
directly as the number of problems and inversely as the number of people working on the
solutions. It takes 4 people 36 minutes to solve 18 problems. How many minutes will it
take 6 people to solve 42 problems.
4. Designer Dolls found that its number of Dress-Up Dolls sold, varies directly with their
advertising budget, and inversely proportional with the price of each doll. When Php54,
000 was spent on advertising and the price of the doll is Php90, then 9,600 units are sold.
Determine the number of dolls sold if the amount of advertising budget is increased to
Php144, 000.
Day 40 Summative Test (WW3)


Math 9 - Quarter 2 Revised 2020

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JUNIO

Teaching Guide for Junior High School

This teaching guide is collaboratively developed by the

MODULE 1: QUADRATIC EQUATIONS

MODULE 2: QUADRATIC INEQUALITIES AND FUNCTIONS

MODULE 3: QUADRATIC FUNCTIONS

WEEK 5 - 6: SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS ………………………… 47

Week 1: Equations Transformable into Quadratic Equations

III. Gradual Release of Responsibility

IV. Scriptural Message and Fr. Al’s Message

FR. AL’S MESSAGE:

V. Daily Learning Log (DLL)

A1. Situation Analysis (Big Group Activity) – 50 minutes

Answers to the Guide Questions:

4. How would you describe the equation formulated in item 3?

This is an equation that is transformable to quadratic equations. These equations may be

A2. Set Me to Standard (Big Group Activity) - 10 minutes

A3. Discussion (Big Group) – 40 minutes

Lesson 1: Equations Transformable into Quadratic Equations

How to solve equations transformable to quadratic equations (including rational algebraic

This is a quadratic equation that is not written in standard form.

Write the resulting quadratic equation in standard form.

Example 2: Solve ( x +1)2 +(x−3)2=15

To write the quadratic equation in standard form, simplify ( x +1)2 +( x−3)2=15.

Write the resulting quadratic equation in standard form.

The given rational algebraic equation can be transformed to a quadratic equation.

A4. Seatwork (Individual Activity) – 50 minutes

6. ( x−3)2 +(x +3)2=22

A5. Let’s Solve It! (Big Group Activity) - 10 minutes

A6. Discussion (Big Group) – 40 minutes

Solution: Let s be the length of a side of the square,

Write the given equation in standard form.

The length of the original square is 5 cm.

Solution: Let r be the speed in going to the convention

Combine the terms on the right side.

Multiply both sides by the LCD, LCD = r (r + 25).

The roots are −125and 100.

Speed is another measurement that cannot be negative. Only r =100 is a permissible

Solution: Let x be the number

The working equation

Combine the terms on the right side.

Multiply both sides by the LCD, LCD = 15 x.

A7. Seatwork (Individual Activity) – 50 minutes

Week 2 – 3: Quadratic Inequalities and Functions

III. Gradual Release of Responsibility

IV. Scriptural Message and Fr. Al’s Message

V. Daily Learning Log (DLL)

A8. Situation Analysis (Big Group Activity) – 30 minutes

A9. Discussion (Big Group) – 20 minutes

Lesson 3: Quadratic Inequalities

What are quadratic inequalities?

A quadratic inequality is an inequality that contains a polynomial of degree 2 and can be

A10. Extended Classroom Activity (Individual Activity)

A11. Tried and Tested (Big Group Activity) - 10 minutes

Given Solution YES NO

A12. Discussion (Big Group) – 40 minutes

Lesson 4: Solving Quadratic Inequalities

How to illustrate the process on how to solve quadratic inequalities?

How to solve quadratic inequalities?

Represent the solution in graphical notation, interval notation and set-builder

Example 2: Solve 9 x 2−2 ≤−3 x .

Represent the solution in graphical notation, interval notation and set-builder

A13. Seatwork (Individual Activity) – 50 minutes