Mathematics 9 Teaching Guide - Revised 2020

THE SISTERS OF MARY SCHOOLS-PHILIPPINES
ADMINISTRATIVE, RESEARCH AND DEVELOPMENT CENTER
Grade 9
Mathematics
Teaching Guide
Dennis Balonzo
Jessamay B. Jabien Rona M. de Borja
Module Developers Module Evaluator
SMS-ARDC i
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 by The Sisters of Mary Schools-Philippines,

Administrative, Research and Development Center
ALL RIGHTS RESERVED. No part of this Teaching Guide may be

reproduced, transmitted, stored or used in any form or by any
means—graphic, electronic, or mechanical including but not
limited to photocopying, recording, scanning, digitalizing, taping,
Web distribution, information networks, or information storage
and retrieval systems, without the prior written permission from
the Sisters of Mary School.
Preface
The SMS TEACHING GUIDE IN MATHEMATICS 9 is developed to meet the demands and challenges
of the Junior High School Program of the Department of Education. This teaching guide is designed based
on the learning competencies prescribed by the Department of Education (DepEd). The learning
competencies are logically arranged that help the students develop their critical thinking, problem solving,
reasoning, communicating, making connections, representations, and decisions in real life.
This worktext is divided into two modules. Each module contains the learning competencies which
are categorized as the following:
A. Patterns and Algebra

 Radicals
 Quadratic Equations
 Quadratic Inequalities
 Quadratic Functions
 Variations
B. Geometry
 Parallelograms
 Triangle Similarities
 Trigonometry
This teaching guide is considerably built on problem-based learning approach that engages
students in the learning process and discover for themselves the meaning of knowledge. The authors
believe that students learn and retain better when they make their own discoveries or gain insights from
their own experiences. Thus, the exercises are arranged in such a way that a concept develops gradually
from easy mental computations to challenging ones.
It is hoped that this teaching guide will not only make teaching of mathematics easier and more
fruitful but at the same time help the students understand, enjoy, and love learning Mathematics.
Disclaimer: The inputs for discussion are provided for general purposes only and for
classroom use. Should you want to consider the original source of the selections used, please
see footnotes and REFERENCES.
TABLE OF CONTENTS
Preface …………………………………………………………………………………………………………………................... i
Table of Contents ……………………………………………………………………………………………………………….. ii
FIRST QUARTER
I. Scope and Sequence …………………………………………………………………………………………………… 1
II. Instructional Plan ………………………………………………………………………………………………………. 2
MODULE 1: PATTERNS AND ALGEBRA
Chapter 1: RADICALS …………………………………………………………………………………………………... 4

Lesson 1.1: Expressions with Rational Exponents …………….………………………………… 6
Lesson 1.2: Laws of Exponents …………………………………………………………………………... 8
Lesson 1.3: Radicals 10
…………………………………………………………………………………………... 14
Lesson 1.4: Simplifying Radicals ………………………………………………………………………… 17
Lesson 1.5: Operations on Radical Expressions …………………………………………………... 22
Lesson 1.6: Radical Equations ……………………………………………………………………………. 24
Lesson 1.7: Solving Problems Involving Radicals
………………………………………………… 27
Performance Task: Hang Time 29

…………………………………………………………………………………. 31
33
Chapter 2: QUADRATIC EQUATIONS ……………………………………………………………………………. 36
Lesson 2.1: Quadratic Equations ……..…………………………………………………………………. 39
Lesson 2.2: Quadratic Equation in Standard Form ………………………………………………. 41
Lesson 2.3: Solving Quadratic Equations by Extracting Square Roots ..…………………. 45
Lesson 2.4: Solving Quadratic Equations by Factoring …... 49
…………………………………….
Lesson 2.5: Solving Quadratic Equations by Completing the Square …………………….. 53
Lesson 2.6: Solving Quadratic Equations Using Quadratic Formula 54
………………………
Lesson 2.7: Solving Problems Involving Quadratic Equations ……………………………… 57
60
Performance Task 2: Measure Me! 62
……………………………………………………………………………
Performance Task 3: Area Generator 64
……………………………………………………………………….. 68
Lesson 2.8: Discriminant of a Quadratic Equation ………………………………………………. 70

Lesson 2.9: Nature of the Roots of a Quadratic Equation ……………………………………...
Lesson 2.10: Solving Quadratic Equations Given The Nature of the Roots ………………
Lesson 2.11: Relationship Between the Coefficient and the
Roots of a Quadratic Equation ……………………………………………….
Lesson 2.12 Equations Transformable into Quadratic Equations …………………………..
Lesson 2.13: Problems Involving Quadratic Equations and
Rational Algebraic Equations ………………………………………………..
SECOND QUARTER
Chapter 3: QUADRATIC INEQUALITIES ………………………………………………………………………... 83

Lesson 3.1: Quadratic Inequalities ……………………………………..………………………………. 85
Lesson 3.2: Solving Quadratic Inequalities …………………………………………………………. 87
Lesson 3.3: Solving Problems Involving Quadratic Inequalities …………………………… 90
Chapter 4: QUADRATIC FUNCTIONS .……………………………………………………………………………. 94

Lesson 4.1: Quadratic Functions ………………………………………………………………………... 96
Lesson 4.2: Vertex Form of a Quadratic Function ………………………………………………... 99
Lesson 4.3: Graphing Quadratic Functions …………………………………………………………. 103
Lesson 4.4: Transformations of a Quadratic Function …………………………………………. 109
Lesson 4.5: Finding Quadratic Function Given the Table of Values,
Graph or Zeros ………………..…………………………………………………… 115
Lesson 4.6: Solving Problems Involving Quadratic Functions ……………………………… 120
Performance Task: ParabolArc ……………………………………………………………………………….. 125
Chapter 5: VARIATIONS ………………………………………………………………………………………………. 128

Lesson 5.1: Direct and Inverse Variations …………………………………………………………... 131
Lesson 5.2: Solving Problems Involving Direct Variations …………………………………… 134
Lesson 5.3: Solving Problems Involving Inverse Variations …………………………………. 137
Lesson 5.4: Joint and Combined Variations ………………………………...………………………. 140
THIRD QUARTER
MODULE 2: GEOMETRY
Chapter 6: QUADRILATERIALS …...………………………………………………………………………………... 150

Lesson 6.1: The Parallelogram – a Special Quadrilateral ……………………………………… 152
Lesson 6.2: Special Parallelograms …………………………………………………………………….. 157
Lesson 6.3: The Trapezoid and Its Properties ……………………………………………………... 164
Lesson 6.4: The Kite and Its Properties ………………………………………………………………. 169
Lesson 6.5: Solving Problems Involving Quadrilaterals ……………………………………….. 172
Chapter 7: TRIANGLE SIMILARITIES ……………………………………………………………………………. 175

Lesson 7.1: Ratio and Proportion ……………………………………………………………………….. 177
Lesson 7.2: Solving Unknown Quantities Using Proportion …………………………………. 179
Lesson 7.3: Ratios Involving Areas of Triangles ………………………………………………….. 182
Lesson 7.4: Proportionality Theorems ……………………………………………………………….. 186
Lesson 7.5: Solving Problems Involving Proportions …………………………………………... 191
Lesson 7.6: Similar Polygons ……………………………………………………………………………… 195

Lesson 7.7: Solving Unknown Parts of the Polygon Using Similarity …………………….. 198
Lesson 7.8: Triangle Similarity Theorems …………………………………………………………... 201
Lesson 7.9: Theorems on Right Triangles …………………………………………………………… 210
Lesson 7.10: Pythagorean Theorem …………………………………………………………………….. 213
Lesson 7.11: Special Right Triangle Theorems ……………………………………………………… 214
Lesson 7.12: Solving Problems Involving Right Triangles ……………………………………… 217
Lesson 7.13: Solving Problems Involving Similarity of Triangles
and Right Triangles ……………………………………………………………… 221
Performance Task 225

…………………………………………………………………………………………………...
FOURTH QUARTER
Chapter 8: TRIGONOMETRY ………………………………………………………............................................... 230

Lesson 8.1: Angles and Angle Measure ………………………………………………………………. 232
Lesson 8.2: Trigonometric Functions …………………………………………………………………. 240
Performance Task 1: Trigonometric Table ………………………………………………………………. 251
Lesson 8.3: The Solution of a Right Triangle ……………………………………………………….. 251
Performance Task 2: Clinometer Making …………………………………………………………………. 260
Lesson 8.4: The Solution of an Oblique Triangle …………………………………………………. 262

Lesson 8.5: Circular Functions …………………………………………………………………………… 275
Performance Task 3: Unit Circle …………………………………………………………………………….... 279
Lesson 8.6: Fundamental Trigonometric Identities …………………………………………….. 282

Lesson 8.7: Sum and Difference Identities ………………………………………………………….. 288
Lesson 8.8: Double-Angle and Half-Angle Identities ……………………………………………. 293
Lesson 8.9: Inverse Trigonometric Functions …………………………………………………….. 296
Lesson 8.10: Solving Problems Involving Trigonometric Equations ………………………. 300
Performance Task 4: The Stunt ……………………………………………………………………………….. 305
References …………………………………………………………………………………………………………………………. 307

MATHEMATICS 9
MATHEMATICS 9
FIRST QUARTER
I. SCOPE AND SEQUENCE

Content Content Standards Performance Learning Competencies Time
The learner… Standards The learner… Frame
The learner… (in
weeks)
PATTERNS AND ALGEBRA
Radicals demonstrates is able to formulate 1. Applies the laws involving positive 1
understanding of and solve accurately integral exponents to zero and negative
key concepts of problems involving integral exponents (PK-MM).
radicals. radicals (MK-TL) 2. Illustrates expressions with rational
exponents (CK-AK)
3. Simplifies expressions with rational
exponents (PK-MM)
4. Writes expressions with rational
exponents as radicals and vice versa
(PK-MM)
5. Derives the laws of radicals (PK-MM) 1
6. Simplifies radical expressions using the
laws of radicals (PK-MM)
7. Performs operations on radical
expressions (PK-MM)
8. Solves equations involving radical 1
expressions (PK-MM)
9. Solves problems involving radicals (PK-
MM)
Quadratic demonstrates Investigates 10. Illustrates quadratic equations (CK-AK) 3
Equations understanding of thoroughly 11. Solves quadratic equations by: (a)
key concepts of mathematical extracting square roots; (b) factoring;
quadratic relationships in (c) completing the square; and (d)
equations. various situations, using the quadratic formula (PK-MM)
formulates real-life 12. Characterizes the roots of a quadratic 3
problems involving equation using the discriminant (CK-
quadratic equations AK)
(MK-TL) 13. Solves for the unknown coefficient of a
quadratic equation given its nature of
the roots (PK-MM)
14. Describes the relationship between the
coefficients and the roots of a quadratic
equation (PK-MM)
15. Solves equations transformable to
quadratic equations (including rational
algebraic equations) (PK-MM)
16. Solves problems involving quadratic
equations and rational algebraic
equations (PK-MM)
II. INSTRUCTIONAL PLAN

SMS-ARDC 1
MATHEMATICS 9
MATHEMATICS 9
Chapter 1: Radicals
DAY 1 - 4 DAY 5
Problem Solving, Defining, Illustrating, & Manipulating Manipulating
 Solves problems involving radicals (PK-MM)  Writes expressions with rational exponents as
 Applies the laws involving positive integral exponents to zero radicals and vice versa (PK-MM)
and negative integral exponents. (PK-MM)
 Illustrates expressions with rational exponents (CK-AK)
 Simplifies expressions with rational exponents (PK-MM)
Chapter 1: Radicals
DAY 6 & 7 DAY 8 - 10
Illustrating & Manipulating Manipulating
 Derives the laws of radicals (PK-MM)  Performs operations on radical expressions (PK-MM)
 Simplifies radical expressions using the laws of radicals (PK-
MM)
Chapter 1: Radicals
DAY 11 - 14 DAY 15 - 16 DAY 17
Defining, Illustrating, Manipulating & Problem Solving
 Solves equations involving radical expressions (PK-MM)  Formulates and solves  Summative Test (WW1)
 Solves problems involving radicals (PK-MM) accurately problems
involving radicals (MK-TL)
Chapter 2: Quadratic Equations

DAY 18 - 27 DAY 28 - 29 DAY 30
Defining, Illustrating, Manipulating &
Problem Solving
 Illustrates quadratic equations (CK-AK)  Investigates thoroughly mathematical  Summative Test
 Solves quadratic equations by: (a) relationships in various situations, formulates (WW2)
extracting square roots; (b) factoring; real-life problems involving quadratic
(c) completing the square; and (d) using equations (MK-TL)
the quadratic formula (PK-MM)
Chapter 2: Quadratic Equations

DAY 31 -33 DAY 34 - 35 DAY 36 - 37 DAY 38 - 39 DAY 40 & 44 DAY 45
Defining, Manipulating Illustrating & Illustrating & Problem
Illustrating & Manipulating Manipulating Solving
Manipulating
 Characterizes  Solves for  Describes the  Solves  Solves  Summative
the roots of a the relationship equations problems Test
quadratic unknown between the transformable involving (WW3)
equation coefficient coefficients to quadratic quadratic
using the of a and the roots equations equations
discriminant quadratic of a quadratic (including and
(CK-AK) equation equation rational rational
given its (CK-AK) algebraic algebraic
nature of equations) equations.
the roots (PK-MM) (PK-MM)
(PK-MM)
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MATHEMATICS 9
MATHEMATICS 9
Module 1: Patterns and Algebra
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes
and quantities. It includes the use of algebraic notations and symbols, equations, and most
importantly, functions, to represent and analyze relationships.
Chapter 1: Deals with radicals as well as solving problems involving radicals. The chapter
presents real life examples that involves the golden ratio.
Chapter 2: Deals with the key concepts and understanding of quadratic equations and
their application in real life.
Chapter 3: Deals with the discussions on quadratic inequalities.
Chapter 4: Deals with the transforming the graphs of quadratic functions and solving
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problems involving it.

Chapter 5: Deals with different kinds of variations.
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The ears, the Nautilus shell, the rose, and the ruins of Parthenon are some of the circumstances (natural or man-made)
where the golden ratio appears.
Have you ever wondered where and when you would use your
school math skills in real life? A rational exponent is an exponent
in the form of a fraction. Any expression that contains the square
root of a number is a radical expression. Both have real world
applications in fields like architecture, carpentry and masonry.
Radical expressions are utilized in financial industries to compute interest, depreciation and inflation
in areas like home buying. Electrical engineers also use radical expressions for measurements and
calculations. Biologists compare animal surface areas with radical exponents for size comparisons in
scientific research. Radical expressions are common geometry and trigonometry especially when
calculating triangles. In the fields of carpentry and masonry, triangles often come into play when
designing or constructing buildings that require angle measurements. 1
It is not common to see one idea influence almost all walks of life. It is fascinating to learn
that, from early Greece to medieval Italy to Renaissance Germany to modern-day world, experts from
1
Schneider, M. (2018, June 25). Sciencing. Retrieved from How Are Radical Expressions & Rational Exponents Used in Real
Life?: https://sciencing.com/calculate-area-perimeter-volume-8465825.html
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MATHEMATICS 9
MATHEMATICS 9
different fields find one mathematical idea very important. Early mathematicians noticed this
concept because of its frequent appearance in geometry and its applications. Artists explained beauty
through this constant. Biologists observed that many animals and plants possess this constant in
their physical structure. Architects and engineers planned and built infrastructures based on this
constant. These circumstances are just few of the far-reaching contributions of the mathematical
constant called the golden ratio.2
2
Bernabe, J.G., Dilao, S.J., Quiming, R.S., Garces, I.L., & Oracion, C.C. (2014). Our World of Math 9. Quezon City, Philippines:
Vibal Group, Inc.
6 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
I. 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
“When all the people were being baptized, Jesus was baptized too. And as he was praying, heaven
was opened and the Holy Spirit descended on him in bodily form like a dove. And a voice came
from heaven: “You are my Son, whom I love; with you I am well pleased.”
Luke 3: 21-22
FR. AL’S MESSAGE

This is our goal and aim here at the Sisters of Mary. Above all else, we live by this rule of charity
and this law of love. Our goal and our ideal is the Trinity – the Father, the Son and the Holy Spirit.
As they love each other, we try to love. They are a loving community and a family of love. So too,
we, as children of the Sisters of Mary, must try to become a loving community and a family of
love. If we do this, we give glory to God, we give witness to Jesus and above all, we have this
marvelous peace and joy of God in our hearts.
(Homily, August 11, 1991)
II. Daily Learning Log (DLL)

Elements Day 1 - 4 Day 5
Problem Solving, Illustrating, & Manipulating Manipulating
Manipulating
Learning  Solves problems involving  Applies the laws  Writes expressions with
Competencies radicals (PK-MM) involving positive rational exponents as
 Illustrates expressions with integral exponents to radicals and vice versa (PK-
rational exponents (CK-AK) zero and negative MM)
integral exponents.
(PK-MM)
 Simplifies expressions
with rational
exponents (PK-MM)
Before A1. Situation Analysis (Big A4. You raise me up (Big A7. Refresh your mind – (Big
Learning Activities
Group) – 20 minutes Group Activity) – 10 Group) – 10 minutes

minutes
During A2. Discussion (Big Group) – 30 A5. Discussion (Big Group) A8. Discussion (Big Group) – 40
minutes – 90 minutes minutes
After A3. Seatwork (Individual A6. Seatwork (Individual A9. Extended Classroom Activity
Activity) – 20 minutes Activity) – 30 minutes (Individual Activity)
Evaluation Seatwork (FA) Seatwork (FA) Input
Notes
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MATHEMATICS 9
Lesson 1.1: Expressions with Rational Exponents
Problem Solving, Defining, Illustrating & Manipulating
Learning Competencies
Solves problems involving radicals (PK-MM)
Applies the laws involving positive integral exponents to zero and negative integral exponents. (PK-
MM)
Day 1-4
Illustrates expressions with rational exponents (CK-AK)

Simplifies expressions with rational exponents (PK-MM)
A1. Situations Analysis (Big Group Activity) - 20 minutes

Note: Present the following situations to the students and let them answer the guide questions that
follow.
Situation 1
When a car comes to a sudden stop, you can determine the skidding distance (in feet) for a given speed
(in miles per hour) using the formula, d = 2 √5 x in which d is skidding distance and x is speed. Calculate
the skidding distance for the following speeds. Calculate the skidding distance of your car if the speed of
your car is 80 miles per hour.
Situation 2
Did you ever stand on a beach and wonder how far out into the ocean you could see? Or have you
wondered how close a ship has to be to spot land? In either case, the function d=¿ √ 2 h can be used to
estimate the distance to the horizon (in miles), d, from a given height, h, (in feet). How far will you be
from that ship if the height is 8 feet?
Guide questions:
1. In your own words, will you describe how to find the missing quantity if
you know the value of the other quantity?
2. What mathematical symbol is used to model the relationships between
the quantities in each situation?
Answer to the guide questions:

1. Using the simple concept on evaluation of algebraic expression and simplifying square roots of
perfect square numbers.
2. The problems are modeled using radical symbols.
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MATHEMATICS 9
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Note: Explain to students that the above situations can be solved using knowledge on evaluation of
algebraic expressions and simplifying numbers involving radicals. They should understand that not all
numbers can be expressed with exact answers.
A2. Discussion (Big Group) – 30 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.
What are rational exponents?

a
Rational exponents are exponents of any expressions that can be written in the form ,
b
where a and b are integers, b ≠ 0.
How to illustrate expressions with rational exponents?
You can rewrite an expression with a rational exponent a few different ways. This can
come in handy when you’re solving a problem involving rational exponents.
Illustrative Example 1:
1
a. Consider the expression 5 2
1
In the above expression, 5 is the base and is the rational exponent.
2
3
b. Consider the expression 9 4
3
In the above expression, 9 is the base and is the rational exponent. Remember that the given
4
1 1 1 1 1
expression can be written as (9 4 ) (9 4 ) (9 4 ) or (9 3) 4 or (9 4 )3 .
c. Consider the expression 4 −0.5

−1
In the above expression, 4 is the base and −0.5 (same as ) is the rational exponent. Remember
2
1 1
that the given expression can be written as ( 4−1 ) 2 or ( 4 2 )−1.
Note: Present the illustrative examples by starting to recall the basic laws of exponents on integral
exponents extended to rational exponents.
A3. Seatwork (Individual Activity) – 20 minutes

Note: Let the students complete the table below in their notebook.
10 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
x x2 x3 x4 x5
1
2
3
4
5
A4. You raise me up (Big Group) - 10 minutes

Note: Let the students give the exact value of each expression raised to a given exponent.
−2
1. 50 (1) 6. 6 2 (1/6)
6
2. 3−1 (1/3) 7. 2 2 (8)
3 2
3. 10 (1000) 8. ( √ 9) (9)
4. (−2)4 (16) 9. (7 0)−1 (1)
1
5. ¿ (10) 10. 100 2 (10)
Note: Use the last item as an initial step towards the class discussion.
Lesson 1.2: Laws of Exponents

How to apply the laws of exponents in simplifying expressions involving rational exponents?
To apply the laws of exponents in simplifying expressions involving rational exponents we
have the following definition.
1
Let a be a real number, and n a positive integer. We define the number a n as follows:
1
 If n is odd, then a n is a real number such that
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1 1 1 1 1 n
( a )( a )( a ) … ( a ) = ( a )
n n n n n = a.
1
 If n is even and a ≥ 0, then a n is the nonnegative real number such that
1 1 1 1 1 n
( a )( a )( a ) … ( a ) = ( a )
n n n n n = a.
1
 If n is even and a< 0, then a n is not defined in the set of real numbers.
1 1 1
a. 64 6 = 2 because 26 = 64. In addition, 64 6 = (26 ) 6 = 2, using the definition in item 2.
1 1 1
b. (−27) 3 = −3 because (−3)3 = −27 . In addition, (−27) 3 = ((−3)3) 3 = −3, using the definition in
item 1.
1 1 1
c. (64 x 6 y 3) 3 = 4 x2 y because ( 4 x 2 y )3 = 64 x 6 y 3. In addition, (64 x 6 y 3) 3 = ((4 x 2 y)3 )3 = 4 x2 y , using
the definition in item 1.
1 1
−1
d. (−2) 2 and ( ) 4 are not defined, using the definition in item 2 with its restriction.
16
1
Let a be a real number, and n a positive integer such that a n is defined.
m
 If m is an integer, we define the number a n as follows:
m 1 m 1
a n = an ( ) = (am )n ,
where a ≠ 0 when m ≥ 0.
3 3
a. (16) 4 = (24 ) 4 = 23 = 8
4
b. (−125) 3 = ¿ ¿ = (−5)4 = 625
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MATHEMATICS 9
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Let a and b ≠ 0 be real numbers, and r and s be rational numbers. Then, as long the expressions are
defined, we have the following laws of rational exponents:
 (a r )¿) = a r+ s  ( ab )r = a r br
ar
 s = a r−s  (a r )s = a rs
a
Direction: Simplify each expression. Assume that all expressions are defined.
1
2 −1 6 3 −1 2
1. 27 3 9 5. ( 8
a b ) 3
2
a b
3 2 −1 6 a4
2. 25 2 125 6. (a 3
b 3
) b2
2
27 y 3 9 y2
3. (−32 ) 5
3
−8 7.
( ) 8 x6
3
4 x4
−1
1 625 x2 y 6 x
4. 6
( 49 x y ) 2 2 7x y3
8.
( 25 x 4 y 2 ) 2
5 y2
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Lesson 1.3: Radicals
Manipulating
Writes expressions with rational exponents as radicals and vice versa (PK-MM)
Day 5
A7. Refresh your mind (Big Group) – 10 minutes

Note: Post the given on the board and ask some students to answer the following.
1 3
1. 64 6 (2) 4. 9 2 (27)
−1 2
2. 25 2 (1/5) 5. (8 x 3) 3 (4 x2 )
1
3. (−1000) 3 (-10)

presentational strategies to deliver the following information in a more concise yet thorough
manner.
We have encountered the expression a n, where the exponent n is any integer, positive,
1 2 1
negative, or zero. What if, n is a rational number like , , and ? How do we handle expressions
2 3 4
1 2 1
with rational exponents such as a 2 , a 3 , and a 4 ?
What is radical?
m
n m n
An expression with a rational exponent can be written as a n = √ a . The expression √ am ,
read as “nth root of a m”, is called a radical.
What are the parts of radical?
The symbol √ ❑ is called the radical sign. The radical sign indicates a process of extracting
roots. The positive integer n is called the index or order of the radical. It is the denominator of the
rational exponent. The expression inside the radical sign, a m, in this case, is called the radicand.
The exponent m is the numerator of the rational exponent.
1
a. a 2 = √ a By convention, if no index appears in the radical, it is understood that the index is 2
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MATHEMATICS 9
MATHEMATICS 9
and the radicand is a .
3 5 3 3
b. b 5 = √ b The index is 5 and the radicand is b .
Note: Please see the discussion presented in page 126 of the book Our World of Math 9 for more
details.
What are like radicals? unlike radicals?
Like radicals or similar radicals are radicals of the same index or order and have the same
radicand. On the other hand, unlike radicals or dissimilar radicals are radicals with different
indices or orders or different radicands provided that the radical is in its simplest form.
3
a. The sets of radicals √ 3, 3 √ 3, −6 √ 3 and √ ab, 5 √3 ab, −2 √3 ab are like or similar radicals.
3
b. The radicals √ 5, and √ 5, are unlike or dissimilar radicals because they are of different orders
3 3
or indices and √ 4 x and √ 2 x are unlike or dissimilar radicals because the radicands are not
the same.
Note: Please see the discussion presented in page 136 of the book Our World of Math 9 for more
details.
What are radicals of the same order? radicals not of the same order?
Radicals of the same order are radicals of the same index. On the other hand, radicals not of
the same order are radicals with different indices.
3
a. The sets of radicals √ 3, 3 √ 3, −6 √ 3 and √ ab, 5 √3 ab, −2 √3 ab are radicals of the same order.
3
Like or similar radicals are radicals of the same order. Other examples are the radicals √ 4x
3
and √ 2 x .
3
b. The radicals √ 5, and √ 5, are radicals not of the same order.
How to write expressions with rational exponents as radicals and vice versa?
If m and n are integers, n ≠ 0 , 1 and a is a real number, then
m n m m
 a n is written as √ a .  √n am is written asa n .
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m m
 a n is written as ¿.  a n is written as ¿.
Illustrative Examples 7:
Exponential form Radical form
1
a. 3 4 √4 3
1
b. 7 x 9 7 √9 x
1
c. (−2) 3 √3 −2
Illustrative Examples 8:
Exponential form Radical form
2
a. 5 3 √3 52
3
b. r 8 √8 r 3
1
c. (12 6 )5 √6 125
Note: Please see the discussion presented in pages 155 - 156 of the book Math Connections in the
Digital Age 9 for more details.
A9. Extended Classroom Activity (Individual Activity)

Note: Let the students answer the following
A. Identify the parts of the following radicals. Write each in exponential form.
1. √ 75
2. √3 −2 x
10
3. √25
4. √(2 x 2)2
5. √5 2 ¿¿
B. Put a check mark (√ ) under each column that applies for each pair of radicals.
Unlike Radicals of the Radicals not of
Given Like radicals
radicals same order the same order
1
5 √ 6 and −5 √ 6
2
6 √ 5 and −5 √ 6
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MATHEMATICS 9
3
6 √ 6 and 6 √ 5
4
√ 3 and √3 3
5
√ 6 and √3 3
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MATHEMATICS 9

SCRIPTURAL MESSAGE
Luke 3: 21-22
FR. AL’S MESSAGE

The symbols of the coming of the Holy Spirit as you well know are fire and wind. These are
symbols of power and strength and courage. No one can resist a mighty wind nor a consuming,
raging fire. The Paraclete, He who strengthens, He who gives courage, enters our hearts, and in
this courage and strength and power of the Holy Spirit, we, too, can sacrifice, and more than this,
we can find a new joy, a new peace, a new happiness in this life of sacrifice.
(Homily, Undated)

Elements Day 6 & 7 Day 8 - 10
Illustrating & Manipulating Manipulating
Learning  Derives the laws of radicals (PK-MM)  Performs operations on radical
Competencies  Simplifies radical expressions using the expressions (PK-MM)
laws of radicals (PK-MM)
Learning Activities
Before A10. Transformations (Big Group) – 10 A13. Fact or Bluff (Big Group Activity) – 10
minutes minutes
During A11. Discussion (Big Group) – 90 minutes A14. Discussion (Big Group) – 90 minutes
After A12. Extended Classroom Activity (Individual A15. Seatwork (Individual Activity) – 50
Activity) minutes
Evaluation Input Seatwork (FA)

Notes
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Lesson 1.4: Simplifying Radicals
Illustrating & Manipulating
Derives the laws of radicals (PK-MM)
Day 6-
Simplifies radical expressions using the laws of radicals (PK-MM)

7
A10. Transformations (Big Group Activity) - 10 minutes

Note: Pose the given on the board and ask some students to answer the following.
A. Express the following to radical form.

1 4 4 2
1. p 4 √4 p 2. 7 3 √3 74 3
or ( √ 7) 3. ( 4 n) 3 √3 (4 n)2 or (√3 4 n)2
B. Express the following to exponential form.
1 2 2 2
1. √ 3 m (3 m)2 2. √7 x 2 x 7
3
3. ( √ 2 k 2) 2 3
(2 k )
Make sure to settle clarifications from the students regarding this lesson before the start of the next
lesson.

How to illustrate the process on how to simplify radicals?
A radical is said to be in simplest form if
 all perfect nth powers have been removed from the radical.
 the index of the radical is as small as possible.
 no fractions are present in the radicand i.e. the denominator has been rationalized.
The following situations show that a radical expression is in simplified form.
n
Case 1: A radical expression √ a is in simplest form if the radicand has no perfect nth power
factor(s) other than one.
Illustrative example 9:
In √ 275, 275 is not a perfect square but has a perfect square factor which is 25. Thus, √ 275 is equal
to √ 25 ∙ √ 11 (factor the radicand) = 5 √ 11 (extract the perfect root and leave the other factor inside
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the radical sign).
The above example uses the product property of radicals.
Case 2: A radical expression is in simplest form if the radicand does not contain a fraction.

72 72
In
√ 6
, the radicand is a fraction equal to 12. Thus,
6 √
= √ 12
= √ 4 ∙ √ 3 product property of radicals

= 2 √3.
Case 3: A radical expression is in simplest form if no radical expressions appear in the

denominator.

2
In , the denominator is a radical expression. To remove the radical in the denominator, we will
√3
2 2 √3 √3 = 1
use a process called rationalizing the denominator. Thus, = ∙ Note:
√3 √3 √3 √3
2 √3 2√ 3 2√ 3
= = =
√ 3 ∙ √ 3 √9 3
Case 4: A radical expression is in simplest form if the order of the radical is the lowest possible.

4
In simplifying √ 4 , we have
√4 4 = √4 22 Write the radicand 4 as 22.

1
= (22 ) 4 Convert to fractional exponent form.
2
= 24 Power of a power
1
=2 2 Reduce exponent to lowest terms.
= √2 Convert to radical form.
The above example uses the quotient property of radicals.
Note: Please see the discussion presented in pages 130 – 131 of the book Our World of Math 9 for more
details.
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How to derive the laws of radicals? How to simplify radical expressions using the laws of radicals?
The laws for radicals are obtained directly from the laws for exponents by means of the
definition. The following laws of radicals can be used to simplify radical expressions.
Laws of Radicals
If n and m are non-zero integers, for any real numbers a and b , where a ≥ 0 and b ≥ 0, then:
Property 1: Any radical of order n should be simplified by removing all perfect n th powers from
under the radical sign.
1 n
n
( √n a) =(a n )n=a n =a
Illustrative example 13
3 3 5 5
a. ( √ 4) = 4 b. ( √ x) = x
Property 2: The nth root of a product is equal to the product of the nth root of each factor.
1 1 1
√n ab = (ab)n = a n ∙ b n = √n a ∙ √n b
Note: The indices must be the same and one of the factors applies the first property.
3 3 3 3 3
a. √ 50 = √ 25 ∙ √ 2 = 5 ∙ √ 2 = 5 √ 2 b. √ 24 x 4 = √ 8 x3 ∙ √ 3 x = 2 x ∙ √3 x = 2 x √ 3 x
Property 3: The nth root of a quotient is equal to the quotient of the nth root of each factor.
1
1 n n
a a a √ a
√
n
b b
bn
n
=( ) = 1 = n .
√b
Note: The indices must be the same.
2 4 4 4
9 x2 = √ 9 x = 3 x 32 √ 32 √ 16 ∙ √ 2 2∙ √4 2 2 √4 2
a.
√ 25 √ 25 5
b.
√
4
= 4
81 √ 81
= 4
√ 81
=
3
=
3
Property 4.a: A radical represents a fractional exponent in which the numerator of the fractional
exponent is the power of the base and the denominator of the fractional exponent
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is the index of the radical.
m 1
√n am = a n = (a n )m = (√n a)m
8
a. √3 85 = (√3 8)5 = 25 = 32 4 8
b. √ 4 8 2
4 = ( √ 4 ) = 4 4 = 4 = 16
Property 4.b: A radical represents a fractional exponent in which the numerator of the fractional
exponent is the power of the base and the denominator of the fractional exponent
is the index of the radical.
1 1 1 1
n m
√ √ a = ( √ a)
m n = (a m ) n = a mn = mn√ a
4 3
a. √ √ 3 = √ 3 b. √ √ 6 = √6 6
The teacher may now introduce the existence of the concept of imaginary i as the value of √ −1.
Note: Please see the discussion/examples presented in pages 132 – 135 of the book Our World of Math 9
for more details.

Direction: Simplify the following radicals.
1. √ 28 6. √4 25
2. √ 300 7. √ x 2−4 x + 4
3. −√ 98 x 2 y 3 8. √ 4 x2 y3
4
4.
3
√2
√
3
9. √√8
5. 3
√3
10. √ √ √256
Lesson 1.5: Operations on Radical Expressions
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Manipulating
Performs operations on radical expressions (PK-MM)
8-10
Day
A13. Fact or Bluff (Big Group) - 10 minutes

Direction: Tell whether each equation is true (Fact) or false (Bluff). If false, give the correct equation.
y 2
1. √x a y = a x (Fact) 6. 8 3 = 2 (Bluff)
1
4
2. √3a = 3a 2 (Bluff) 7. √ 4=¿ √ 16 (Fact)
1 −2
3. √ 3 a = (3 a)2 (Fact) 8. ( √ 9) = -3 (Bluff)
2
4. ( √ 3) = 3 (Fact) 9.√ 9+16 = √ 9 + √ 16 (Bluff)
3 2
5. ¿ = √ 4 (Fact) 10. ( √ 2)( √ 3) = √ (2)(3) (Fact)
Note: Use the last two items as an initial part of the discussion.

How to illustrate the rules on the operations? How to perform operations on radical expressions?
Adding and subtracting expressions are similar to adding and subtracting polynomials.
Similar/Like radicals are radicals of the same order/index and the same radicand.
Rule in Adding and Subtracting Like radicals
n
a) a√ x +¿ b√n x = (a +¿ b)√n x
n n
b) a√ x −¿ b√ x = (a +¿ b)√n x
Note: You cannot combine dissimilar/unlike terms.

a. 3 x √ y + 4 x √ y
Solution:
3 x √ y + 4 x √ y = (3 x+ 4 x ) √ y = 7 x √ y
b. 12 √7 −¿ 5 √ 7
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Solution:
12 √7 −¿ 5 √ 7 = (12−5) √ 7 = 7 √ 7
3
c. 3 √ ab + 4 √ ab −√ ab – √3 ab
Solution:
3
3 √ ab + 4 √3 ab −√ ab – √3 ab = ( 3−1 ) √ ab + ( 4−1 ) √ ab ¿ 2 √ ab +¿ 3 √3 ab
Note: Sometimes we need to simplify radical expressions to produce like radicals.
d. 3 √ 18 + 5 √ 8
Solution:
3 √ 18 + 5 √ 8 = 3 √ (9)(2) + 5 √ ( 4)(2) = 3 √ 9( √ 2) + 5 √ 4 ( √ 2) = 3(3)( √ 2) + 5(2)( √ 2) =
9 √ 2 + 10 √ 2 = 19 √ 2
Note: Please see the discussion/examples presented in pages 136 – 137 of the book Our World of Math 9
or in pages 158 – 161 of the book E – Math II for more details.
Rule in Multiplying and Dividing radicals of the same order
The product of the nth roots of two numbers is equal to the nth root of the product of
those numbers, where a ≥ 0 and b ≥ 0 when n is even.
√n a ∙ √n b = √n ab
The quotient of the nth roots of two numbers is equal to the nth root of the quotient of
those numbers, where a ≥ 0 and b ≥ 0 when n is even.
√n a = n a , b ≠ 0
√n b √ b
Illustrative Example 19: ( 2 √ 7 ) ( 3 √ 2 )

Solution: (2 √ 7)( 3 √ 2) = (2)(3)( √ 7)( √ 2) = 6 √ 14
To multiply two binomials containing radicals, either use the distributive property or apply
special products for multiplying polynomials.
Illustrative Example 20: ( √ 6+ √ 2)( √ 3−√ 2)

Solution: ( √ 6+ √ 2 ) ( √ 3−√ 2 ) = ( √ 6)( √ 3) - ( √ 6)( √ 2) + ( √ 2)( √ 3) - ( √ 2)( √ 2)
= √ 18 - √ 12 + √ 6 - √ 4
= √ (9)(2) - √ (4)(3) + √ 6 - √ 4
= 3 √2 - 2 √3 + √ 6 - 2
√ 63
√7
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Solution:
√ 63 63
√7
=
√ 7
= √9 = 3

√3 10
√3 18
Solution:
√3 10 3
10 3 5 3 5 3 3 15 √ 15 3
√ 15
√3 18
=
√ √ √
3
18
=
9
= ∙
9 3
= = 3
27 √ 27
=
3 √
To multiply/divide radicals of different orders, we first change the radicals to the same order.
3
Illustrative Example 23: ( √ 2)( √ 2)
Solution:
1 1
3
( √ 2)( √2) = (2 2 )(2 3 ) Change to rational exponents.
3 2
= (2 6 )(2 6 ) Change the exponents to equivalent fractions with the same denominator.
5
= 26 Product of Powers
6 5
= √2 Change to radical form
6
=√ 32 Simplify.
3
√ 2
Illustrative Example 24: 4
√2
Solution:
1
√3 2 = 2 3 Change to rational exponents.
√4 2 2 14
4
2 12
= 3
Change the exponents to equivalent fractions with the same denominator.
12
2
1
= 2 12 Quotient of Powers
12
= √ 21 Change to radical form
= 12√ 2 Simplify.
To simplify a fraction whose denominator is a binomial containing radicals, multiply the

numerator and the denominator by the conjugate of the denominator.
Conjugate refers to an expression that is identical to a given expression but has the
opposite sign of operation of operation.
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The two binomials 3 √ 5+2 √ 3 and 3 √ 5−2 √ 3 are called conjugate pair. Each is a conjugate
of the other. Notice that conjugates are the sum and the difference of the same two terms. When
multiplied, the product is rational.
2
3+ √ 7
Solution:
2 2 3−√ 7
= ∙ Multiply the numerator and the denominator by the conjugate of 3+ √ 7
3+ √ 7 3+ √ 7 3+ √ 7
and 3−√ 7 .
6−2 √ 7
= Multiply the denominator using (a + b)(a – b) = a2 – b2.
9−7
6−2 √ 7
=
2
2(3− √7)
=
2
= 3−√ 7
Note: Please see the discussion presented in pages 140, 143, 144 of the book Our World of Math 9 for
more details.

Note: Let the students answer the following.
A. Find the product, and simplify the result.
1. √ 6 ∙ √6 3. 5 √ 3 x ∙ 8 √ 3 x ∙ 3 √ 3 x
1
2. −√ 5 ∙ √5
2
B. Rationalize the denominator and simplify.
√ 7+ √ 3 36
4. 5.
√ 7−√ 3 √ 13−5
C. Perform the indicated operations. Simplify the answer. 1, 2 ,12
6. ( √ 2+ √ 3 ) ( √ 2−√ 3 ) 8. −3 √ 6 ( 2 √ 2+ √ 8 )
2
7. ( √ 8+3 )
D. Perform the division, and simplify. 13, 16
3 3
9. 4 √3 ÷ 2 √ 8 10. √ 40 x ÷ √ 5 x2
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MATHEMATICS 9

SCRIPTURAL MESSAGE
Luke 3: 21-22
FR. AL’S MESSAGE

At Mass, in the Eucharist, Jesus, as you know, enters our hearts and He pours into our hearts His
spirit, the Holy Spirit.
(Homily, April 25, 1990)

Elements Day 11 - 14 Day 15 - 16 Day 17
Defining, Illustrating Problem Solving
& Manipulating
Learning  Solves equations  Solves problems  Formulates and  Summative
Competencies involving radical involving radicals solves Test (WW1)
expressions (PK- (PK-MM) accurately
MM) problems
involving
radicals (MK-
TL)
Before A16. Guessing Game A19. The Triples (Big A22. Hang Time A23. Summative
Learning Activities
(Big Group) – 10 Group Activity) – 10 (Small Group Test (Individual

minutes minutes Activity) – 100 Activity) – 50
During A17. Discussion (Big A20. Discussion (Big minutes minutes
Group) – 60 minutes Group) – 60 minutes
After A18. Seatwork A21. Seatwork (Individual
(Individual Activity) – Activity) – 30 minutes
30 minutes
Evaluation Seatwork (FA) Seatwork (FA) Performance Task Summative Test
1 (WW1)
Notes
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Lesson 1.6: Radical Equations
Solves equations involving radical expressions (PK-MM)
Day 11-
Solves problems involving radicals (PK-MM)

14
A16. Guessing Game (Big Group Activity) - 10 minutes

Note: Pose the given on the board and ask some students to answer the following.
Direction: For what value/s of the variable will make the equation true.
1. √ x+ 3 = 2
2. √ 2 x +1 = 3
3. √ 1−x = 0
4. √ x 3+1 = 3
5. √ 3 x+5 = 1
The last item would explain that not all of these kinds of equations can be solved using trial and error
method. This leads to the idea of solving radical equations.

What is radical equation?

An equation that contains a radical expression with a variable in the radicand is called
a radical equation.
How to illustrate radical equation?

For instance, this is a radical equation, because the variable is inside the square root:
√ x+ 2=6. However, this equation is not a radical equation: x + √ 2=6 because there is no variable
inside the radical.
How to solve equations involving radical expressions?
Follow the following four steps to solve radical equations.
1. Isolate the radical expression.
2. Raise both sides of the equation by n: If x = y then x n= y n.
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3. Once the radical is removed, solve for the unknown.
4. Check all answers.

Solve the following radical equations.
a. √ x+ 2=3 b. x=√ x 2−3 x−6
Solution:
a. √ x+ 2=3
Step 1: Isolate the radical expression.
√ x+ 2=3 is already written following the first step.
Step 2: Raise both sides of the equation by n: If x= y then x n= y n.
Since n=2, so we square both sides of the equation.
2
Thus, ( √ x+ 2) =3 2. Simplifying the equation, we get x +2=9 .
Step 3: Once the radical is removed, solve for the unknown.

x +2 ¿ 9
x ¿ 9−2
x ¿ 7
Step 4: Check all answers.
Check the solution obtained by substituting it in the original equation.
√ x+ 2 ¿ 3
?
√ 7+2 ¿ 3
❑
3 ¿ 3
b. x=√ x 2−3 x−6

Step 1: Isolate the radical expression.
x=√ x 2−3 x−6 is already written following the first step.
Step 2: Raise both sides of the equation by n : If x= y then x n= y n.

Since n=2, so we square both sides of the equation.
2
Thus, x 2=( √ x 2−3 x−6 ) . Simplifying the equation, we get x 2=x 2−3 x−6.
Step 3: Once the radical is removed, solve for the unknown.

x2 ¿ x2 −3 x−6
3x ¿ −6
x ¿ −2
Step 4: Check all answers.

Check the solution obtained by substituting it in the original equation.
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x ¿ √ x 2−3 x−6
?
2
−2 ¿ √ (−2 ) −3 (−2 )−6
?
−2 ¿ √ 4+ 6−6
?
−2 ¿ √4
−2 ≠ 2
Since −2 does not satisfy the original equation, it is not a solution, and is called an extraneous
root. Hence, the given equation has no solution. It is necessary to check all the solutions in the
original equation when solving radical equations.
details.

Direction: Solve the equation.
4
1. 2 √ 2 a=12 6. √ a=1
3
2. √ 4 b−2−9=0 7. 2 √ a=8
3
3. √ 9 x+7=5 8. √ 2 x +5=1
4
4. √ x 3+1=3 9. √ m+ 4=−1
3 2
5. √ 1−2 x=3 10. √ x =4
Lesson 1.7: Solving Problems Involving Radicals

A19. The Triples (Big Group) - 10 minutes
Note: Let the students supply the missing number using the equation a 2+b 2=c 2.
a b c
1 3 4 ?
2 5 ? 13
3 ? 24 25
4 8 15 ?
5 ? 40 41
FUN FACT: Numbers to the Pythagoreans were like the ideal forms sought after by Plato. Everything
could be explained by their magic properties. These sets of numbers are called as Pythagorean Triples.

How to model real-life situations involving radical equations?
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There are problems that involve radical expressions. The principles governing radical
expressions and its operations are useful and helpful in solving word problems involving radical
equations. Just like solving any word problems, we must make a representation of the quantity to
be determined before we construct an equation.
Solve the following problems.
a. One – third of the square root of a number is 3. Find the number.

Solution:
Let x be the number.
Equation:
√ x =3
3
√ x=9
x=81
After checking this value in the original problem, the number is 81.
b. The square root of the difference between a number and 5, plus the square root of the number is
equal to 5. Find the number.
Solution:
Let x be the number.
Equation:
√ x−5+ √ x=5
√ x−5=5−√ x
2 2
( √ x−5) =(5−√ x)
x – 5=25−10 √ x + x
10 √ x =30
√ x=3
x=9
This value of x satisfies the condition of the problem. Therefore, the number is 9.
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c. The time t (in seconds) that it takes an object to have a free fall at a distance of d feet from rest is
2d
given by the formula t =
Solution:
√ g
, where g is the acceleration due to gravity. Solve for d .
2d
t=
√ g
2d
t 2=
g
2 d=¿ 2
2
d= ¿
2
d. Find the area of a triangular plane that has sides of lengths 8 cm, 11 cm, and 15 cm.
Solution:
First, we find the value of s.
8+11+15
s=
2
s=17
Substituting the given values to Heron’s formulas, we have
A=√ s (s−a)( s−b)( s−c)
A=√ 17 (17−8)(17−11)(17−15)
A=√ 17 (9)(6)(2)
A=¿ √ 1836
A=√ 36 ∙ 51
A=6 √ 51
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Therefore, the area of triangular plane is 6 √ 51 c m2.
details.
1. The square root of the difference of a number and 12, added to the square root of the number is
6. find the number.
2. If the length of a rectangle is 6 cm and its width is 2 cm. find the length of its diagonal.
3. If the measure of one leg of a right triangle is 3 cm and the hypotenuse measures 9 cm, find the
measure of the other leg.
4. Five less than square root of twice a number is equal to 5. Find the number.
S
5. The radius r of a sphere in terms of its surface area S is given by the formula r =
as a radical expression in simplest form.
√ 4π
. Express r
6. If the square root of twice a number diminished by 3 is 5, what is the number?
7. If the area of a circle is 25 π cm 2 ,what is the measure of its radius?
8. Carrie works dues south of her apartment. Her friend Sarah works due east of the apartment.
They leave for work at the same time. By the time Carrie is 5 miles from their apartment, the
distance between them is 1 mile more than Sarah’s distance from the apartment. How far from
the apartment is Sarah?
9. The hypotenuse of a right triangle is 1 inch longer than the longer leg. The shorter leg is 7 inches
shorter than the longer leg. Find the length of the hypotenuse.
10. A guy wire is attached to a telephone pole. The distance from the point where the wire touches
the ground to the base of the telephone pole is 4 feet less than the length of the wire. How far up
the telephone pole is the wire attached if the distance from the ground to where the wire is
attached to the pole is 2 feet less than the length of the wire?
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Performance Task 1
15-16
Formulates and solves accurately problems involving radicals (MK-TL)

Day
A22. Hang Time (Small Group Activity) - 100 minutes
Note: Group the class into 10. Let the students do the following.
Hang Time
Goal: Your goal is to apply your knowledge in radicals in solving real life problems.
Role: You are writers/researchers of the sports column of your school newspaper.
Audience: Your teacher is the newspaper adviser and chief editor.
Situation: Your school newspaper is to release its edition for this month. As a writer/researcher of
the sports column, you were tasked to create a feature regarding the hang time of your school’s
basketball team members. Your output shall be presented to the newspaper adviser and chief editor.
Hang time is defined as the time that you are in the air when you jump. It can be calculated using
2h
the formula t=
32 ft
√ g
where h is the height in feet, t is the time in seconds and g is the gravity
given as .
sec 2
Product and/or Performance: Your feature must contain the height that the basketball players in
your batch can reach when jumping as well as their hang time. You must also show your solution
after the feature.
Standards for Success: You will be evaluated according to the mathematical concept used,
organization of report, accuracy of computations and practicality of your suggested game plan based
on the result of your research.
Criteria 4 3 2 1
Advance Proficient Developing Beginning
Mathematical Demonstrates a Demonstrates a Demonstrates Shows lack of
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Concept thorough
understanding of satisfactory
incomplete
the topic and understanding of understanding
understanding
uses it the concepts and and has severe
and has some
appropriately to uses it to solve misconceptions.
misconceptions.
solve the the problem.
problem.
Accuracy of All computations The Generally, most of Errors in
Computation are correct and computations are the computations computations are
are logically correct. are not correct. severe.
presented.
Practicality The output The output is The output is The output is not
suited to the suited to the suited to the suited to the
needs of the needs of the needs of the client needs of the client
client and can be client and can be but cannot be and cannot be
executed easily. executed easily. executed easily. executed easily.
Ideas presented
are appropriate
to solve the
problem.
Organization of Highly organized. Satisfactorily Somewhat Illogical and
Report Flows smoothly. organized. cluttered. Flow is obscure. No
Observes logical Sentence flow is not consistently logical
connections of generally smooth smooth, appears connections of
points. and logical. disjointed. ideas. Difficult to
determine the
meaning.
SUMMATIVE TEST (WW1)

Day
15
A23. Summative Test (Individual Activity) – 50 minutes

Note: The teacher provides the summative test
SMS-ARDC 37
MATHEMATICS 9
MATHEMATICS 9
38 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
The roller coaster in Enchanted Kingdom, the Mactan International Airport in Cebu, and even sports such as volleyball are
only few of the many applications of quadratic equation.
The appearances of parabolic shapes in real life are abundant. You may
be familiar with the following examples: the roller coaster in Enchanted
Kingdom; Mactan International Airport in Cebu; the path travelled by the ball in
volleyball.
Many situations in life can be described and solved by the use of linear
equations or ideas related to them. However, with the sophistication of human
endeavor and the advancements of science, more complicated situations and
problems arise and require more advanced ideas of mathematical representation. One of the ideas is
the quadratic equation.
This chapter starts with the definition of a quadratic equation and then illustrates the
techniques in solving such equations. After characterizing the number of real roots, a quadratic
equation is using the concept of discriminant, a section discusses how to construct a quadratic
equation given the sum or product of its roots. Ranging from theoretical to real-life, the chapter ends
with a variety of problems.3
3
Bernabe, J.G., Dilao, S.J., Quiming, R.S., Garces, I.L., & Oracion, C.C. (2014). Our World of Math 9. Quezon City, Philippines:
Vibal Group, Inc.
SMS-ARDC 39
MATHEMATICS 9
MATHEMATICS 9

SCRIPTURAL MESSAGE
“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.”
Romans 11:18
FR. AL’S MESSAGE

But with this light of the Holy Spirit, with this wisdom which the Holy Spirit will put into your
hearts, you will understand clearly the meaning of the words of Jesus and the mysteries of God.
(Homily, Undated)

Elements Day 18 - 20
Illustrating, Manipulating & Problem Solving
Learning Competencies  Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
completing the square; and (d) using the quadratic formula (PK-MM)
 Illustrates quadratic equations (CK-AK)
Before A1. Situation Analysis (Big Group Activity) A4. In or Out? (Big Group Activity)
– 20 minutes – 10 minutes
Learning Activities
During A2. Discussion (Big Group Activity) – 20 A5. Discussion (Big Group Activity)
minutes – 40 minutes
After A3. Seatwork (Individual Activity) – 10 A6. Seatwork (Individual Activity)
minutes – 50 minutes
Evaluation Seatwork (FA) Seatwork (FA)
Notes
40 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Lesson 2.1: Quadratic Equations
Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square;
Day 18-
and (d) using the quadratic formula (PK-MM)

Illustrates quadratic equations (CK-AK)
20
A1. Situation Analysis (Big Group Activity) - 20 minutes

Note: Present the following situations to the students and let them answer the guide questions that
follow.
Mrs. Santos, your adviser, asked you to construct a rectangular bulletin board for your classroom.
She told you that the board’s area must be 18 square feet.
1. Draw a diagram to illustrate the bulletin board.

2. What are the possible dimensions of the bulletin board? Give at least 2 pairs of possible
integral dimensions.
3. How did you determine the possible dimensions of the bulletin board?
4. Suppose the length of the board is 7 ft. longer than its width. What equation would represent
the given situation?
5. How would you describe the equation formulated?
6. Do you think you can use the equation formulated to find the length and the width of the
bulletin board? Justify your answer.
Let the students find out how a particular quadratic equation is illustrated in real life and
how are quadratic equations used in solving real-life problems and in making decisions.

What are quadratic equations?

Quadratic equations in one variable are equations of the form ax 2 +bx +c=0 , where a , b ,
and c are real numbers and a ≠ 0.
What are complete quadratic equations and incomplete quadratic equations?

Complete quadratic equations are quadratic equations containing quadratic term, linear
term and constant term.
SMS-ARDC 41
MATHEMATICS 9
MATHEMATICS 9
Note: A COMPLETE quadratic equation ax 2 +bx +c=0 has three terms:

(1) A term in x ², "ax ²", where a is some number other than 0.
(2) A term in x , "bx ", where b is some number other than 0.
(3) A term which is just some number, "c ", other than 0
Incomplete quadratic equations are quadratic equations with missing linear term, constant term
or both.
Note:
If (1) is missing, it is not a quadratic equation at all, but a LINEAR equation.
If (2) is missing, it is an INCOMPLETE quadratic equation.
If (3) is missing, it is an INCOMPLETE quadratic equation.
How to illustrate complete and incomplete quadratic equations?
The table below shows the examples that differentiates complete and incomplete quadratic
equations.
Complete Quadratic Equations Incomplete Quadratic Equations
2
x + 4 x−5=0 p2 +8 p=0
2 y 2− y=7 4 k 2=64
x 2=4 (x−1) 100−a2=0
5 m 2+12 m+9=0 2 x(x −3)=0

Direction: Determine if the equation is QUADRATIC or NOT. If the given is quadratic, state if it is
COMPLETE or INCOMPLETE.
1. x 2−5 x+ 3=0
2. 9−4 x =15
3. r 2=144
4. 2 m+ 3 n=6
5. 3 w 2+12 w=0
42 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Lesson 2.2: Quadratic Equation in Standard Form

A4. In or Out? (Big Group) - 10 minutes
Note: Identify which of the following equations are quadratic and which are not. If the equation is not
quadratic, explain.
1. 3 m+8=15
2. x 2−5 x+ 10=0
3. 16−9 r 2=0
4. ( w+3)(w−6)=0
5. m 2 +12m=m2

How to write quadratic equations in standard form? How to identify the quadratic term, linear
term and constant term?
Look at the following examples of quadratic equations in one variable taken from the
previous activity:
1. x 2−5 x+ 10=0
2. 16−9 r 2=0 or −9 r 2 +16=0
3. ( w+3)(w−6)=0 or w 2−3 w−18=0
The given examples are written in descending powers of the variable, and the right side of
each equation is zero (ax 2 +bx +c=0 ). Such quadratic equations are said to be in standard form.
Write each quadratic equation in the standard form and identify the values of a , b , and c .
1. 5 x 2=7 x+ 8
Solution:
5 x 2=7 x+ 8
5 x 2−7 x−8=0 Apply transposition
Therefore, the standard form is 5 x 2−7 x−8=0 and a=5, b=−7, c=−8.
2. ( x +3)2=1
Solution:
( x +3)2=1
x 2+ 6 x+ 9=1 Square the left side of the equation
x 2+ 6 x+ 8=0 Apply transposition
Therefore, the standard form is x 2+ 6 x+ 8=0 and a=1, b=6, c=8.
SMS-ARDC 43
MATHEMATICS 9
MATHEMATICS 9
3. x ( x−5)=0
Solution:
x ( x−5)=0
x 2−5 x=−6 Perform distribution on the left side of the equation
x 2−5 x+ 6=0 Apply transposition
Therefore, the standard form is x 2−5 x+ 6=0 and a=1, b=−5, c=6.
4. x ( x+ 4)=4 (x+ 12)
Solution:
x ( x+ 4)=4 (x+ 12)
x 2+ 4 x=4 x +48 Perform distribution on both sides of the equation
x 2−48=0 Apply transposition
Therefore, the standard form is x 2−48=0 and a=1, b=0, c=−48.
Note: Please see the discussion presented in page 3 of the book Our World of Math 9 for more details.

Direction: Write each quadratic equation in standard form, a x 2+ bx+ c=0 then identify the values of a , b ,
and c .
1. 3 x−2 x2 =7 6. ( x +7 ) ( x−7 )=−3 x

2. 5−2 x 2=6 x 7. ¿
3. ( x +3 ) ( x + 4 ) =0 8. ( x +2)2 =3(x +2)
4. (2 x+7)(x −1)=0 9. ¿
5. 2 x(x −3)=15 10. 2 x ( x +4 )=(x−3)( x−3)
44 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9

SCRIPTURAL MESSAGE
Romans 11:18
FR. AL’S MESSAGE

John practices obedience, obedience even unto death. It is written that he was filled with the Holy
Spirit. He followed the Holy Spirit and was moved and led by the Holy Spirit. The Holy Spirit, the
Spirit of God, is above all, a spirit of obedience—blind, childlike, trusting, and complete obedience.
(Homily, December 19, 1991)

Elements Day 21 Day 22 Day 23 Day 24 Day 25
Illustrating, Manipulating & Problem Solving
Learning  Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
Competencies completing the square; and (d) using the quadratic formula (PK-MM)
Before A7. Anything A10. What Made A13. Perfect A16. Lead the A19.
Real or Me? (Big Group Timing (Big Group Way! (Big Seatwork
Nothing Real Activity) – 20 Activity) – 20 Group Activity) (Individual)
(Big Group minutes minutes – 10 minutes – 50
Activity) – 20 minutes
Learning Activities
minutes
During A8. Discussion A11. Discussion A14. Discussion A17.
(Big Group) – (Big Group) – 30 (Big Group) – 30 Discussion (Big
30 minutes minutes minutes Group) – 40
minutes
After A9. Extended A12. Extended A15. Extended A18. Extended
Classroom Classroom Classroom Classroom
Activity Activity Activity Activity
(Individual (Individual (Individual (Individual
Activity) Activity) Activity) Activity)
Evaluation Input Input Input Input Seatwork
(FA)
Notes
SMS-ARDC 45
MATHEMATICS 9
MATHEMATICS 9
Lesson 2.3: Solving Quadratic Equations by Extracting Square Roots
Day 21-

25
A7. Anything Real or Nothing Real (Big Group Activity) - 20 minutes

Note: Find the solutions of each of the following quadratic equations, then answer the questions that
follow.
A. x 2=9 B. r 2=0 C. w 2=−9
1. How did you determine the solutions of each equation?

2. How many solutions does each equation have? Explain your answer.
3. What can you say about each quadratic equation based on the solutions obtained?

How to illustrate the process in solving quadratic equations by extracting square roots?
Quadratic equations that can be written in the form x 2=k can be solved by applying the
following properties:
1. If k > 0, then x 2=k has two real solutions or roots: x=± √ k .

2. If k =0, then x 2=k has one real solution or root: x=0 .
3. If k < 0, then x 2=k has no real solutions or roots.
The method of solving the quadratic equation x 2=k is called extracting square roots.
How to solve quadratic equations by extracting square roots?

a. Find the solutions of the equation x 2−16=0 by extracting square roots.
Solution:
Write the equation in the form x 2=k .
x 2−16=0 → x 2=16
46 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Since 16 is greater than 0, then the first property above can be applied to find the values of
x that will make the equation x 2−16=0 true.
x 2=16
x=± √ 16
x=± 4
To check, substitute these values in the original equation.

For x=4 : For x=−4 :
x 2−16=0 x 2−16=0
? ?
4 2−16=0 (−4)2−16=0
? ?
16−16= 0 16−16= 0
❑ ❑
0=0 0=0
Both values of x satisfy the given equation. So the equation x 2−16=0 is true when x=4 or
when x=−4.
Answer: The equation x 2−16=0 has two solutions: x=± 4
b. Solve the equation t 2=0.

Solution:
Since t 2=0, then the equation has only one solution.
That is, t=0.
To check: t 2=0
?
02 = 0
❑
0=0
Answer: The equation t 2=0 has one solution: t=0 .
c. Find the roots of the equation s2 +9=0.

Solution:
Write the equation in the form x 2=k .
s2 +9=0
s2=−9
Since Since −9 is less than 0, then the equation s2 +9=0 has no real solutions or roots.
There is no real number when squared gives −9 .
Answer: The equation s2 +9=0 has no real solutions or roots.
SMS-ARDC 47
MATHEMATICS 9
MATHEMATICS 9
d. Find the solutions of the equation ( x−4)2=25.

Solution:
Solve the resulting equation.
( x−4 )2=25
x−4=± √ 25
x=4 ± √25
x=4 ±5
Solve for x in the equation x=4 ±5 .
The equation will result to two values of x.

x=4+5 x=4−5
x=9 x=−1
Check the obtained values of x against the original equation.

For x=9 : For x=−1:
? ?
( x−4)2=25 ( x−4)2=25
? ?
(9−4 )2=25 (−1−4)2=25
2 ? ?
5 =25 (−5)2=25
❑ ❑
25=25 25=25
Both values of x satisfy the given equation. So the equation ( x−4)2=25 is true when x=9
or x=−1.
Answer: The equation ( x−4)2=25 has two real solutions or roots: x=9 or x=−1.
details.

Solve each of the following quadratic equations by extracting square roots.
2 16
1. 3 t 2=12 4. x =
9
2. t 2−7=0 5. ( s+3)2−81=0
3. x 2=150
48 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Lesson 2.4: Solving Quadratic Equations by Factoring

A10. What Made Me? (Big Group Activity) - 20 minutes
Note: Factor each of the following polynomials. Answer the questions that follow.
A. 2 x2 −8 x B. m 2−16 C. y 2 +2 y−8
1. How did you factor each polynomial?

2. What factoring technique did you use to come up with the factors of each polynomial?
Explain how you used this technique.

How to illustrate the process in solving quadratic equations by factoring?
Some quadratic equations can be solved easily by factoring. To solve such quadratic
equations, the following procedure can be followed.
1. Transform the quadratic equation into standard form if necessary.

2. Factor the quadratic expression.
3. Apply the zero product property by setting each factor of the quadratic expression equal to
0.
ZERO PRODUCT PROPERTY
If the product of two real numbers is zero, then either of the two is equal to zero
or both numbers are equal to zero.
4. Solve each resulting equation.

5. Check the values of the variable obtained by substituting each in the original equation.
How to solve quadratic equations by factoring?

a. Find the solutions of the equation x 2+ 9 x=−8 by factoring.
Solution:
 Transform the quadratic equation into standard form if necessary.

SMS-ARDC 49
MATHEMATICS 9
MATHEMATICS 9
x 2+ 9 x=−8 → x 2+ 9 x+ 8=0
 Factor the quadratic expression.
x 2+ 9 x+ 8=0 → ( x +1)( x +8)=0
 Apply the zero product property by setting each factor of the quadratic expression equal to 0.
( x +1)( x +8)=0 → x +1=0 ; x +8=0
 Solve each resulting equation.
x +1=0 x +8=0
x=−1 x=−8
 Check the values of the variable obtained by substituting each in the original equation.
For x=−1 : For x=−8 :
x 2+ 9 x=−8 x 2+ 9 x=−8
? ?
(−1)2+ 9(−1)=−8 (−8)2 +9(−8)=−8
? ?
1 – 9=−8 64 – 72=−8
❑ ❑
−8=−8 −8=−8
Both values of x satisfy the given equation. So the equation x 2+ 9 x=−8 is true when x = -1 or
when x = -8.
Answer: The equation x 2+ 9 x=−8 has two solutions: x=−1 or x=−8
b. Solve the equation 9 x 2−4=0 by factoring.

Solution:
 Transform the quadratic equation into standard form if necessary.

The equation is already written in standard form.
 Factor the quadratic expression.
9 x 2−4=0 → (3 x+ 2)(3 x−2)=0
 Apply the zero product property by setting each factor of the quadratic expression equal to 0.
(3 x+ 2)(3 x−2)=0 → 3 x+ 2=0 ; 3 x−2=0
 Solve each resulting equation.
50 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
3 x+ 2=0 3 x−2=0
3 x=−2 3 x=2
−2 2
x= x=
3 3
 Check the values of the variable obtained by substituting each in the original equation.
−2 2
For x= : For x= :
3 3
9 x 2−4=0 2
9 x −4=0
−2 2 ? 2 2 ?
9 ( )3
−4=0 9 ()
3
−4= 0
4 ? 4 ?
9 ()
9
– 4=0 9 ()
9
−4= 0
? ?
4−4=0 4−4=0
❑ ❑
0=0 0=0
2
Both values of x satisfy the given equation. So the equation 9 x 2−4=0 is true when x= or
3
−2
when x= .
3
2
Answer: The equation 9 x 2−4=0 has two solutions: x=±
3
details.

Solve each of the following quadratic equations by factoring.
1. x 2+ 7 x =0 4. x 2=10 x−25
2. x 2−25=0 5. x 2−5 x=14
2
3. 81=4 x
Lesson 2.5: Solving Quadratic Equations by Completing the Square
SMS-ARDC 51
MATHEMATICS 9
MATHEMATICS 9
A13. Perfect Timing (Big Group Activity) - 20 minutes

Note: Follow the indicated procedures for each part.
PART 1: Express each of the following perfect square trinomials as a square of a binomial. Answer
the questions that follow.
2 1
A. x 2+ 4 x +4 B. m 2−18 m+81 C. y + y +
4
1. How do you describe a perfect square trinomial?

2. How did you express each perfect square trinomial as the square of a binomial?
3. What mathematics concepts or principles did you apply to come up with your answer?
Explain how you applied these.
PART 2: Determine a number that must be added to make each of the following a perfect square
trinomial. Answer the questions that follow.
2 3
A. x 2−8 x +¿ ¿ B. m 2 +3 m+¿ ¿ C. y + y+ ¿
2 ¿
4. Observe the terms of each trinomial. How is the third term related to the coefficient of the
middle term?
5. Is there an easy way of expressing a perfect square trinomial as a square of a binomial? If
there is any, explain how.

How to illustrate the process in solving quadratic equations by completing the square?
The techniques, extracting square roots and factoring are usually used to solve quadratic
equations of the form a x 2−c=0. If the factors of the quadratic expression of ax 2 +bx +c=0 are
determined, then it is more convenient to use factoring to solve it.
Another method of solving quadratic equation is by completing the square. This method involves
transforming the quadratic equation ax 2 +bx +c=0 into the form ( x−h)2=k , where k ≥ 0.
To solve the quadratic equation ax 2 +bx +c=0 by completing the square, the following steps can
be followed:
1. Divide both sides of the equation by a then simplify.

2. Write the equation such that the terms with variables are on the left side of the equation
and the constant term is on the right side.
52 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
3. Add the square of one-half of the coefficient of x on both sides of the resulting equation.
The left side of the equation becomes a perfect square trinomial.
4. Express the perfect square trinomial on the left side of the equation as a square of a
binomial.
5. Solve the resulting quadratic equation by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.
How to solve quadratic equations by completing the square?

a. Find the solutions of the equation 2 x2 +8 x−10=0 by completing the square.
Solution:
 Divide both sides of the equation by a then simplify.
2
2 8 10 0
2 x2 +8 x−10=0 → x + x− = → x 2+ 4 x−5=0
2 2 2 2
 Write the equation such that the terms with variables are on the left side of the equation and
the constant term is on the right side.
x 2+ 4 x−5=0 → x 2+ 4 x=5
 Add the square of one-half of the coefficient of x on both sides of the resulting equation. The
left side of the equation becomes a perfect square trinomial.
2
4
The coefficient of the middle term is 4, so ( ) =4, add both sides by 4.
2
x 2+ 4 x +4=5+ 4 → x 2+ 4 x +4=9
 Express the perfect square trinomial on the left side of the equation as a square of a binomial.
2
x 2+ 4 x +4=9 → ( x +2) =9
 Solve the resulting quadratic equation by extracting the square root.

( x +2)2 =9 → x +2=± √ 9 → x +2=± 3
 Solve the resulting linear equations.

x +2=3 x +2=−3
x=3−2 x=−3−2
x=1 x=−5
 Check the solutions obtained against the original equation.
SMS-ARDC 53
MATHEMATICS 9
MATHEMATICS 9
For x=1 : For x=−5:

2 x2 +8 x−10=0 2 x2 +8 x−10=0
? ?
2(1)2+ 8 (1 )−10=0 2(−5)2 +8 (−5 )−10=0
? ?
2(1)+ 8−10=0 2 ( 25 )−40−10=0
? ?
2+8−10= 0 50−40−10=0
❑ ❑
0=0 0=0
Both values of x satisfy the given equation. So the equation 2 x2 +8 x−10=0 is true when
x=1 or when x=−5 .
Answer: The equation 2 x2 +8 x−10=0 has two solutions: x=1∨x =−5
b. Solve the equation x 2+ 3 x −18=0 by completing the square.

Solution:
Since a = 1, dividing both sides of the equation will give us the same equation.
x 2+ 3 x −18=0 → x 2+ 3 x =18
2
3 9 9
The coefficient of the middle term is 3, so ( ) = , add both sides by .
2 4 4
9 9 9 81
x 2+ 3 x + =18+ → x 2+ 3 x + =
4 4 4 4
2
9 81
x 2+ 3 x + = → ( x + 3 ) = 81
4 4 2 4
3 2 81 3 81 3 9
( x + ) = → x + =±
2 4 2 4 √
→ x + =±
2 2

3 9 3 −9
x+ = x+ =
2 2 2 2
9 3 −9 3
x= − x= −
2 2 2 2
54 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
9−3 −9−3
x= x=
2 2
6 −12
x= x=
2 2
x=3 x=−6
For x=3 : For x=−6 :

x 2+ 3 x −18=0 x 2+ 3 x −18=0
? ?
(3)2 +3 ( 3 )−18=0 (−6)2 +3 (−6 ) −18=0
? ?
9+9−18=0 36−18−18=0
❑ ❑
0=0 0=0
Both values of x satisfy the given equation. So the equation x 2+ 3 x −18=0 is true when x=3
or when x=−6 .
Answer: The equation x 2+ 3 x −18=0 has two solutions: x=3∨x=−6 .
c. Find the solution of the equation x 2−6 x−41=0 by completing the square.
Solution:
Since a = 1, dividing both sides of the equation will give us the same equation.
x 2−6 x−41=0 → x 2−6 x=41
−6 2
The coefficient of the middle term is -6, so ( ) =9, add both sides by 9.
2
x 2−6 x +9=41+9 → x 2−6 x +9=50
2
x 2−6 x +9=50 → ( x−3) =50
( x−3)2=50 → x−3=± √50 → x−3=±5 √ 2
x−3=5 √ 2 x−3=−5 √ 2
x=3+5 √ 2 x=3−5 √ 2
SMS-ARDC 55
MATHEMATICS 9
MATHEMATICS 9
For x=3+ 5 √2 : For x=3−5 √ 2:

x 2−6 x−41=0 x 2−6 x−41=0
2 ? 2 ?
(3+5 √ 2) −6 ( 3+5 √ 2 )−41=0 (3−5 √ 2) −6 ( 3−5 √2 ) −41=0
? ?
9+30 √ 2+50−18−30 √ 2−41=0 9−30 √ 2+50−18+30 √ 2−41=0
❑ ❑
0=0 0=0
Both values of x satisfy the given equation. So the equation x 2−6 x−41=0 is true when
x=3+ √5 or when x=3−√ 5.
Answer: The equation x 2−6 x−41=0 has two solutions: x=3 ± 5 √ 2.
details.

Solve each of the following quadratic equations by completing the square.
1. x 2−2 x=3
2. s2 +4 s−21=0
3. r 2−10 r =−17
4. x 2=8 x−16
5. 4 t 2 −32t +28=0
Lesson 2.6: Solving Quadratic Equations Using Quadratic Formula

A16. Lead the Way! (Big Group Activity) - 10 minutes
Note: Work in quadrants in finding the solutions of the following quadratic equation by completing
the square. Answer the questions that follow.
2 x2 +9 x +10=0
1. How did you use completing the square in solving the given equation? Show the complete
details of your work.
2. What are the solutions of the given equation?
3. How would you describe the solutions obtained?
56 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9

How to illustrate the process in solving quadratic equations by using quadratic formula?
The solutions of any quadratic equation ax 2 +bx +c=0 can be determined using the
−b ± √b 2−4 ac
quadratic formula ¿ , a ≠ 0. This formula can be derived by applying the method of
2a
completing the square as shown.
ax 2 +bx +c=0 → ax 2 +bx=−c Why?

a 2 b −c 2 b −c Why?
x + x= → x + x=
a a a a a
2
b Why?
a b 2 b2
( ) =( ) = 2
2 2a 4a
2
2 b b −c b2 Why?
x + x+ 2 = +
a 4a a 4 a2
b 2 −4 ac+b 2 b 2−4 ac Why?
(x+ ) = =
2a 4 a2 4 a2
b b2−4 ac b ± √ b2−4 ac Why?
x + =±
2a √
2
4 a2
→ x +
2a
=
2a
Why?
x= √
± b −4 ac b
−
2a 2a
2 Why?
−b ± √ b −4 ac
x=
2a
To solve any quadratic equation ax 2 +bx +c=0 using the quadratic formula, determine the
−b ± √ b2−4 ac
values of a , b , and c , then substitute these in the equation x= . Simplify the result
2a
if possible then check the solutions obtained against the original equation.
How to solve quadratic equations by using quadratic formula?

Find the solutions of the equation 2 x2 +3 x=27 by using quadratic formula.
Solution:
Write in the standard form.

2 x2 +3 x=27 → 2 x2 +3 x−27=0
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Determine the values of a , b and c .
2 x2 +3 x−27=0 → a=2 , b=3 , c=−27
Substitute the values of a , b , and c in the quadratic formula.
−b ± √ b2−4 ac → −(3) ± √ 32 −4 (2)(−27)

x= x=
2a 2(2)
Simplify the result.
−(3) ± √ 32 −4 (2)(−27) −3 ± √9+ 216 −3 ± √225 −3 ±15

x= → x= → x= → x=
2(2) 4 4 4
Solve the equations.
−3+15 −3−15
x= ¿
4 4
12 −18
x= x=
4 4
x=3 −9
x=
2
Check the solutions.
For x = 3: −9
For x = :
2
2 x2 +3 x=27
2 x2 +3 x=27
?
?
2(3)2 +3(3)=27
−9 2 −9
? 2( ) +3 ( )=27
2 2
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2(9)+9=27 ?
27=27
2 ( 814 )− 272 =27
27=27
Both values of x satisfy the given equation. So the equation 2 x2 +3 x=27 is true when x = 3 or
−9
when x = .
2
−9
Answer: The equation 2 x2 +3 x=27 has two solutions: x=3∨x=
2
details.

Direction: Solve each of the following quadratic equations by using quadratic formula.
1. x 2+ 10 x +9=0 4. 2 x2 +7 x +9=0
2
2. x + 5 x=14 5. x 2+ 7 x =4
3. m 2−1=2m

A. Find the value of c to make each expression a perfect square trinomial.
1. x 2+ 8 x+ c 4. k 2+7 k +c
2 3
2. 2
y −6 y + c 5. a − a+c
2
3. r 2−3 r + c
B. Identify the values of a, b, and c, then solve using the quadratic formula.
1. x 2−x−6=0 4. 4 x2 −9=16
2. y 2 +6 y=10 5. x ( x+ 3)=18
3. 2 m 2=5−4 m
C. Solve each of the following quadratic equations using any convenient method.
1. a 2−4 a=−3 4. 2 a2−5 a−12=0
2. y 2 +8 y=20 . 5. (3 c−2)2=10
3. x 2+ 144=24 x
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60 SMS-ARDC
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MATHEMATICS 9

SCRIPTURAL MESSAGE
Romans 11:18
FR. AL’S MESSAGE

This Holy Family of Nazareth is a model family here on earth. There is another holy family in
heaven which is also a model family. This holy family is called the Trinity. It is composed of the
Father, the Son and the Holy Spirit. This holy family in heaven is also a family of love, a loving
community. The Father, the Son and the Holy Spirit love each other with an infinite love, an
eternal love. They seek only the good, the interest, the benefit of each other. We, too, are called to
become a holy family like Jesus, Mary and Joseph at Nazareth, like the Father, the Son and the
Holy Spirit in heaven. We are called to become a family of love, a loving community.

Elements Day 26 - 27 Day 28-29 Day 30
Manipulating & Problem Solving Performance Task 2
Learning  Solves quadratic equations by: (a)  Investigates thoroughly  Summative
Competencies extracting square roots; (b) mathematical relationships in Test (WW2)
factoring; (c) completing the various situations, formulates
square; and (d) using the real-life problems involving
quadratic formula (PK-MM) quadratic equations,
inequalities and functions, and
rational algebraic equations and
solve them using a variety of
strategies (MK-TL)
Before A20. What are my dimensions? (Big A23. Measure Me! (Small Group A25. Summative
Learning Activities
Group Activity) – 10 minutes Activity) – 50 minutes Test (Individual)

– 50 minutes
During A21. Discussion (Big Group) – 60 A24. Area Generator (Small Group
minutes Activity) – 50 minutes
After A22. Seatwork (Individual Activity) –
30 minutes
Evaluation Seatwork Performance Task 2 & 3 Summative Test
(WW2)
Notes
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Lesson 2.7: Solving Problems Involving Quadratic Equations
Day 26-

27
A20. What are my dimensions? (Big Group Activity) - 10 minutes

Note: Use the situation below to answer the questions that follow.
The length of a rectangular floor is 5 meters longer than its width. The area of
the floor is 84 square meters.
1. What expression represents the width of the floor? How about the expression that represents
its length?
2. Formulate an equation relating the width, length and the area of the floor. Explain how you
arrived at the mathematical sentence.
3. How would you describe the equation that you formulated?
4. Using the equation, how will you determine the length and width of the floor?
5. What are the dimensions of the rectangular floor?

How to represent real-life situations involving quadratic equations?

The concept of quadratic equations is illustrated in many real-life situations. Problems that
arise from these situations, such as those involving area, work, profits, and many others, can be
solved by applying the different mathematics concepts and principles previously studied including
quadratic equations and the different ways of solving them.
When solving problems involving quadratic equations in one variable, we can follow the
same procedure used in solving problems involving linear equations.
 Read and understand the problem. Identify what is given and what is unknown. Choose a
variable to represent the unknown quantity.
 Express the other unknowns, if there are any, in terms of the variable chosen in step 1.
 Write an equation to represent the relationship among the given and unknowns.
 Solve the equation for the unknown, and use the solution to find the quantities being asked.
 Check the solution with the original statement.
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How to solve problems involving quadratic equations?

a. If the square of a number is added to 3 times the number, the sum is 108. Find the number.
Solution:
 Let x be the number, then we obtain the quadratic equation x 2+ 3 x =108.
 Rewrite the equation to standard form.

x + 3 x =108→ x 2+3 x−108=0
2
 Solve the quadratic equation.

( x +12)(x −9)=0
Therefore, x=−12 and x=9
 Check:
For x = 9: For x = -12:
2
9 +3 ( 9 )=108 (−12)2+ 3 (−12 ) =108
81+27=108 144−36=108
108=108 108=108
Answer: The number is 9 or −12.
b. The sum of the squares of two consecutive integers is 85. What are the integers?
Solution:
 Let x be the first integer. Then x + 1 is the next integer.
 Then we obtain the quadratic equation x 2+( x +1)2 =85.
 Simplify and rewrite the equation to standard form.

x 2+( x +1)2 =85 → x 2+ x2 +2 x+ 1=85 →2 x 2+ 2 x−84=0→ x 2+ x−42=0

( x +7)( x−6)=0
Answer: The two consecutive integers are 6 and 7 or −7 and −6 .
c. An amusement park wants to place a new rectangular billboard to inform visitors of their new
attractions. Suppose the length of the billboard to be placed is 4 m longer than its width and the
area is 96 m². What will be the length and the width of the billboard?
Solution:
 If we represent the width, in meters, of the billboard by x, then its length is x + 4.
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 Since the area of the billboard is 96 m², then we obtain x ( x+ 4)=96.
 Simplify and rewrite the equation to standard form.

x ( x+ 4)=96 → x 2 +4 x=96 → x 2 +4 x−96=0

( x +12)( x −8)=0
Answer: However, we only consider the positive value of x since the situation involves measure
of length. Hence, the width of the billboard is 8 m and its length is 12 m.
d. Jane and Maria can clean the house in 8 hours if they work together. The time that Jane takes in
cleaning the house alone is 4 hours more than the time Maria takes in cleaning the same house.
How long does it take Jane to clean the house alone? How about Maria?
Solution:
 Let x be the number of hours it takes Maria to do the job, then x+4 is the number of hours it
takes Jane to do the same job.
1 1 1
 Since they can finish the job together in 8 hours, then we obtain + = .
x x+4 8
 Remove the denominators by multiplying both sides by the LCD and rewrite the equation to
standard form.
1 1 1
+ = → 8(x + 4)+8 x=x (x+ 4) →8 x +32+8 x=x 2+ 4 x →
x x+4 8
x 2−12 x−32=0

x 2−12 x−32=0
x 2−12 x=32
x 2−12 x+36=32+36
( x−6)2=68
x=6 ± 2 √ 17
Therefore, x=6+ 2 √ 17 and x=6−2 √ 17
Answer: However, we only consider the positive value of x since the situation involves measure
of time. Hence, Maria can do the job in (6+ 2 √ 17) hours while Jane can do the job in ¿) hours.
details.

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MATHEMATICS 9
1. One positive number is 4 less than twice another positive number and their product is 96.
Set-up an algebraic equation and solve it to find the two numbers.
2. In a triangle the measure of the greatest angle is square of the measure of the smallest angle,
and the other angle is double of the smallest angle. Find the greatest angle of the triangle.
3. At a party you’ve attended, each member gives a gift to the rest. There were 132 gifts given at
the party. Find the number of attendees in that party.
4. A shopkeeper buys a certain number of books for Php720. If the cost per book was Php5 less,
the number of books that could be bought for Php720 would be 2 more. How many books are
there originally?
5. The product of two positive consecutive even integers is 168.
6. The difference of two positive integers is 3 and the sum of their squares is 117; find the
numbers.
7. Sarah is 2 years older than her brother Ryan. If the product of their ages is 15, how old are
they?
8. The length of a rectangular room is 2 feet more than twice its width. If the total area in the
room is 220 square feet, find the dimensions of the room.
9. A square cement slab is to be surrounded by a 2-foot brick border. If the total area is to be
121 square feet, what are the dimensions of the cement slab?
10. The hypotenuse of a right triangle is 2 centimeters more than the smallest leg. If the longer
leg measures 4 centimeters, find the lengths of the other two sides.
11. A projectile is launched from a roof 80 feet high at an initial velocity of 64 feet per second.
How long will it take the projectile to land on the ground?
12. Aly can paint a room two hours less than AJ. If they will work together, they can finish the job
in 12 hours. How long would it take each person to complete the same job working alone?
13. A nearby resort rented out a certain number of function rooms for P28 800. When the price
was reduced by P20 per room, six more rooms were rented. How many function rooms were
rented?
14. A car travels 20 kph faster than a truck. The car covers 350 km in two hours less than the
time it takes the truck to travel the same distance. What is the speed of the car? How about
the truck?
15. Mario and Kenneth work in a car wash station. The time that Mario takes in washing a car
alone is 20 minutes less than the time that Kenneth takes in washing the same car. If both of
them work together in washing the car, it will take them 90 minutes. How long will it take
each of them to wash the car?
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Performance Task 2 & 3
28-29
Investigates thoroughly mathematical relationships in various situations, formulates real-life

Day
problems involving quadratic equations (MK-TL)
A23. Measure Me! (Small Group Activity) - 50 minutes

Note: Group the class into 10 let them do the following
Measure Me!
Goal: Your task is to find and draw three objects with different shapes (rectangle, square, and
triangle), find their exact measurements, and solve for the area.
Role: You are aspiring civil engineer.
Audience: Teachers as home owners
Situation: Home owners are asking for your help to get the exact measurement of a certain area of
their house for renovation.
Product: A book report with the drawing of the three objects with different shapes, their
measurement, and the solution of finding the area ( A=l× w ).
Criteria 4 3 2 1
Content (70%) Contains clear, Contains clear, Contains clear, Contains clear,
detailed, and detailed, and detailed, and detailed, and
accurate description accurate accurate accurate
and computation of description and description and description and
area. There are computation of computation of computation of
more than 3 objects area. There are area. There are area. There is
drawn. 3 objects only two objects only one object
drawn. drawn. drawn.
Creativity and The design
The design shows The design The design does
Design (20%) conveys a
excellent visual shows minimal not any aesthetic
satisfactory
appeal. aesthetic appeal. appeal.
visual appeal.
Scale (5%) Accurate scale is One drawing is Two drawings The drawings are
used in drawing the not correctly are not not accurately
objects. scaled. accurately scaled.
scaled.
Neatness (5 %) The project is done The project is The project is The project is
without erasures done without done and with done but with
with excellent and erasures and readable erasures and not
readable with readable penmanship. that readable
penmanship. penmanship. penmanship.
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MATHEMATICS 9
A24. Area Generator (Small Group Activity) - 50 minutes

Note: Let the students group themselves using the same grouping for Measure Me!
Area Generator
Goal: Your task is to investigate thoroughly mathematical relationships in various situations.

Role: Civil engineers
Audience: Teachers as home owners use for renovation.in renovating some areas of their house by
enlarging or reducing different areas of their house.
Situation: Home owners are asking for your help to the civil engineers
Product: Book Report presenting the reduced and enlarged objects from Measure Me! by either for
each object
 Increasing both the length and the width
 Decreasing both the length and the width
 Increasing both the length and decreasing the width or vice versa.
Note: Use variable x for the unknown measure to be added or subtracted from the objects. Solve
the new area with the variable. Show your solution.
Criteria 4 3 2 1
Content (70%) Contains clear, Contains clear, Contains clear, Contains not
detailed, and detailed, and detailed clear description
accurate accurate description of and computation
description and description of problems of problems
computation of problems involving involving
problems involving quadratic quadratic
involving quadratic equation. equation.
quadratic equation.
equations.
The design shows The design shows The design does
Design (20%) conveys a
excellent visual minimal aesthetic not any aesthetic
satisfactory
appeal. appeal. appeal.
visual appeal.
Punctuality (5%) The project is The project is The project is The project is
submitted on submitted a day submitted two submitted 3 days
time. after the days after the after the
deadline. deadline. deadline.
Neatness (5 %) The project is The project is The project is The project is
done without done without done and with done but with
erasures with erasures and readable erasures and not
excellent and with readable penmanship. that readable
readable penmanship. penmanship.
penmanship.
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MATHEMATICS 9

Day
30

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MATHEMATICS 9

SCRIPTURAL MESSAGE
Romans 11:18
FR. AL’S MESSAGE

Without the Holy Spirit, we really can do nothing. Without the Spirit of Jesus in us, we cannot love.
We have no courage. We have no wisdom. We have no energy. We have no zeal. We cannot pray.
We can do nothing.

Elements Day 31 - 33 Day 34 & 35 Day 36 - 39
Defining, Illustrating & Manipulating Illustrating & Manipulating
Manipulating
Learning  Characterizes the roots of a  Solves for the  Describes the  Solves
Competencies quadratic equation using the unknown relationship equations
discriminant (CK-AK) coefficient of a between the transformable
quadratic coefficients to quadratic
equation given its and the roots equations
nature of the of a quadratic (including
roots (PK-MM) equation (CK- rational
AK) algebraic
equations) (PK-
MM)
Before A26: Math A29: My Status A32: SOS (Big Group A35: Numbers in A38: Set Me to
ABC’s (Big (Big Group Activity) – 15 minutes Tandem (Big Group Standard (Big Group
Group Activity) Activity) – 15 Activity) – 10 Activity) – 10
Learning Activities
– 15 minutes minutes minutes minutes

During A27: Discussion A30: Discussion A33: Discussion (Big A36: Discussion A39: Discussion (Big
(Big Group) – (Big Group) – Group) – 35 minutes (Big Group) – 40 Group) – 40 minutes
20 minutes 35 minutes minutes
After A28: Seatwork A31: Seatwork A34: Seatwork A37: Seatwork A40: Seatwork
(Individual (Individual (Individual Activity) – (Individual (Individual Activity)
Activity) – 15 Activity) – 50 50 minutes Activity) – 50 – 50 minutes
minutes minutes minutes
Evaluation Seatwork (FA) Seatwork (FA) Seatwork (FA) Seatwork (FA) Seatwork (FA)
Notes
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MATHEMATICS 9
Elements Day 40 & 44 Day 45

Problem Solving
Learning  Solves problems involving quadratic equations and rational algebraic Summative Test (WW3)
Competencies equations. (PK-MM)
Before A41: Given the Roots, find the Trunk A44: Situation Analysis (Big Group A47: Summative Test
Learning Activities
(Big Group Activity) – 15 minutes Activity) – 50 minutes (Individual Activity) – 50

minutes
During A42: Discussion (Big Group) – 35 A45: Discussion (Big Group) – 50
minutes minutes
After A43: Seatwork (Individual Activity) – A46: Seatwork (Individual Activity)
50 minutes – 50 minutes
Evaluation Seatwork (FA) Seatwork (FA) Summative Test (WW3)
Notes
Lesson 2.8: Discriminant of a Quadratic Equation
Defining, Illustrating, Manipulating
Characterizes the roots of a quadratic equation using the discriminant (CK-AK)
Day 31-
33
A26. Math ABC’s (Big Group Activity) - 15 minutes

Note: Write the following quadratic equations in standard form, ax² + bx + c = 0, then identify the
values of a, b, and c. Answer the questions that follow.
Standard Form a b c
1 x 2+ 5 x=4
2 −4 x 2=8 x−3
3 10 x−1=4 x 2
4 15+8 x−3 x 2=0
5 3 x ( x−14)=12
1. How did you write each quadratic equation in standard form?

2. Aside from your answer, do you think there is another way of writing each quadratic
equation in standard form? If YES, show then determine the values of a, b, and c.
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Make sure that the students are accomplishing table since same table will be used for the seatwork
after the discussion.

What is a discriminant?
−b ± √ b2−4 ac
In the quadratic formula x= , the radicand b 2−4 ac is called the
2a
discriminant of the quadratic equation ax² + bx + c = 0. This value can be used to describe the
nature of the roots of a quadratic equation. It can be zero, positive and perfect square, positive but
not perfect square or negative.
How to illustrate the process on how to solve for the discriminant of a quadratic equation?
To find the discriminant of a quadratic equation following the steps:
 Write the quadratic equation in standard form.
 Identify the values of a, b and c.
 Substitute the values of a, b and c to the expression b2 – 4ac.
 Evaluate and simplify the expression.
a. Find the discriminant of x2 = 2x – 1.
x2 = 2x – 1 → x2 – 2x + 1 = 0

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

(-2)2 – 4(1)(1)

(-2)2 – 4(1)(1) = 4 – 4 = 0
The discriminant is 0.
b. Find the discriminant of x(x + 3) = 70.

x(x+3) = 70 → x2 + 3x = 70 → x2 + 3x – 70 = 0

a = 1, b = 3, c = -70

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(3)2 – 4(1)(-70)

(3)2 – 4(1)(-70) = 9 + 280 = 289

c. Find the discriminant of 3x2 + 10 = 2x
3x2 + 10 = 2x → 3x2 – 2x + 10 = 0

a = 3, b = -2, c = 10

(-2)2 – 4(3)(10)

(-2)2 – 4(3)(10) = 4 – 120 = – 116
The discriminant is - 116.
d. Find the discriminant of 4x2 + x – 1 = 0.

The equation is already in standard form.

a = 4, b = 1, c = -1

(1)2 – 4(4)(-1)

(1)2 – 4(4)(-1) = 1 + 16 = 17
details.

Complete the table below.
Standard Form a b c b2 – 4ac
1 x 2+ 5 x=4
2 −4 x 2=8 x−3
3 10𝑥−1=4𝑥2
4 15+8 x−3 x 2=0
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5 3 x ( x−14)=12
A29. My Status (Big Group Activity) - 15 minutes

Note: Find the roots and the discriminant of the following quadratic equations.
Roots Discriminant
2
1 x + 4 x +4=0
2 x 2=100
3 4 + x 2=0
1. How do you describe the roots of each quadratic equation? Why?

2. Which of the roots are real? Which are not real? Which are rational? Which are irrational?
3. How do you describe the discriminant of each quadratic equation? Why?
4. Which of the discriminants are perfect squares? not perfect squares?
5. Is there any relationship exist between the roots and discriminants? Explain your answer.
Lesson 2.9: Nature of the Roots of a Quadratic Equation

How to describe the nature of the roots given the value of the discriminant?
Nature of Roots
In the quadratic equation ax2 + bx + c = 0, the discriminant is b2 – 4ac.
1. If b2 – 4ac = 0, then the roots are real and equal.
2. If b2 – 4ac > 0, then the roots are real and unequal.
2.1. If b2- 4ac is a perfect square, then the roots are rational, real and unequal.
2.2. If b2- 4ac is not a perfect square, then the roots are irrational, real and unequal.
3. If b2 – 4ac < 0, then the roots are not real.
How to characterize the roots of a quadratic equation using the discriminant?

a. Describe the roots of x2 – 4x + 4 = 0.
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 Since the equation is already in standard form, a = 1, b = -4 and c = 4.
 Computing for the discriminant (-4)2 – 4(1)(4) = 16 – 16 = 0
 Since the value of b2 – 4ac is zero, we can say that the roots of the quadratic equation x 2 – 4x + 4
= 0 are real numbers and are equal.
 This can be checked by determining the roots of x2 – 4x + 4 = 0 using any of the methods of
solving quadratic equation.
b. Describe the roots of x2 + 7x + 10 = 0.

 Since the equation is already in standard form, a = 1, b = 7 and c = 10.
 Computing for the discriminant (7)2 – 4(1)(10) = 49 – 40 = 9
 Since the value of b2 – 4ac is positive, we can say that the roots of the quadratic equation x 2 + 7x
+ 10 = 0 are real numbers and are unequal. In addition, the discriminant is a perfect square, the
roots are rational.
 This can be checked by determining the roots of x2 + 7x + 10 = 0 using any of the methods of
c. Describe the roots of x2 + 6x + 3 = 0.

 Computing for the discriminant (6)2 – 4(1)(3) = 36 – 12 = 24
 Since the value of b2 – 4ac is positive, we can say that the roots of the quadratic equation x 2 + 6x
+ 3 = 0 are real numbers and are unequal. In addition, the discriminant is not a perfect square,
the roots are irrational.
d. Describe the roots of x2 + 2x + 5 = 0.

 Computing for the discriminant (2)2 – 4(1)(5) = 4 – 20 = -16
 Since the value of b2 – 4ac is negative, we can say that the roots of the quadratic equation x 2 + 2x
+ 5 = 0 are not real numbers.
Revisit the table below by adding another column for the nature of the roots as part of the classroom
activity.
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Standard Form a b c b2 – 4ac Nature of roots

1 x 2+ 5 x=4
2 −4 x 2=8 x−3
3 10 x−1=4 x 2
4 15+8 x−3 x 2=0
5 3 x ( x−14)=12
details.

A. Compute the value of the discriminant for each equation.
1. x2 – 4x + 8 = 0 4. m2 + 12m + 42 = 0
2. 2x2 + 3x = 10 5. 2x2 + x = 28
2
3. a + 10a + 25 = 0
B. Give the nature of the roots of each equation.

1. y2 + 8y + 16 = 0 4. 3y2 + y – 1 = 0
2. x2 + 5x – 6 = 0 5. 4m2 = 6
3. x2 + 3x – 4 = 0
C. Compute the value of the discriminant for each equation, then describe the nature of the roots. If
the roots are real, find them.
1. p2 + 5p – 3 = 0 6. y2 + 3y = -1
2
2. x – 5x – 4 = 0 7. 7a2 – 6a = 5
2
3. m = 6m + 9 8. x2 + 1 = x
4. 2x2 – 4x + 1 = 0 9. 5x2 + 8x + 1 = 0
2
5. 2n – n = -3 10. 7w2 + 3 = 0
Lesson 2.10: Solving Quadratic Equations Given the Nature of the

Roots
Manipulating
Solves for the unknown coefficient of a quadratic equation given its nature of the roots (PK-MM)
Day 34-
35
A32. SOS (Big Group Activity) - 15 minutes

Note: Divide the class into two groups. The teacher will post the quadratic equation on the board. The
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MATHEMATICS 9
two groups will then alternately answer the given, that is, if group A will give the value of the
discriminant while group B will determine the nature of the roots or vice versa. The group with a
greater number of points wins.
1. x2 – 4x = 0
2. 3x2 = 12
3. x2 + 16 = 8x
4. x(x – 5) = - 8
5. 3x2 – 11x – 4 = 0

manner.
How to solve for the unknown coefficient of a quadratic equation given its nature of the roots?
Illustrative Example 10
a. For what value/s of k is the quadratic equation x2 + kx + 5 = 0 will have equal roots?
Solution:
To have equal roots means that the discriminant must be zero.
b2 – 4ac = 0, given that a = 1, b = k and c = 5
By substitution, k2 – 4(1)(5) = 0.
Solving for k, k2 – 20 = 0 → k = ± √ 20
Therefore, k = ± 2 √ 5.
b. For what value/s of k is the quadratic equation 2kx2 + kx + k = 1 will have equal roots?
Solution:
Write the given in standard form, 2kx2 + kx + k = 1 → 2kx2 + kx + k – 1 = 0

To have equal roots means that the discriminant must be zero.
b2 – 4ac = 0, given that a = 2k, b = k and c = k-1
By substitution, k2 – 4(2k)(k-1) = 0.
Solving for k, k2 – 8k2 + 8k = 0 → -7k2 + 8k = 0

Therefore, k = 0 and k = 8/7, but since a ≠ 0, disregard 0 and accept k = 8/7.
c. For what value/s of k is the quadratic equation x2 + 5x + 2k = 0 will have no real roots?
Solution:
To have no real roots means that the discriminant must be less than zero.
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b2 – 4ac < 0, given that a = 1, b = 5 and c = 2k
By substitution, 52 – 4(1)(2k) < 0.
Solving for k, 25 – 8k < 0
Therefore, k > 25/8 or (25/8, + ∞).
d. For what value/s of k is the quadratic equation kx2 + 8x + k = 0 will have two real roots?
Solution:
To have no real roots means that the discriminant must be greater than zero.
b2 – 4ac > 0, given that a = k, b = 8 and c = k
By substitution, 82 – 4(k)(k) > 0.
Solving for k, 64 – 4k2 > 0
Therefore, -4 < k < 4 or (-4, 4).
e. For what value/s of k is the quadratic equation 5x2 – 2kx - 5 = 0 will have one solution?
Solution:
To have one solution means that the discriminant must be equal to zero.
b2 – 4ac = 0, given that a = 5, b = -2k and c = -5
By substitution, (-2k)2 – 4(5)(-5) = 0.
Solving for k, 4k2 + 100 = 0, k2 = -25
Since k holds for any real number then no value for k exists or no solution.

A. Solve the value of k in the quadratic equation 2x2 – 3x + 4k = 0, such that:
1. it has exactly one solution.
2. the roots are real and unequal.
3. the roots are not real.
4. the roots are rational and unequal. Give at least one value.
5. the roots are irrational. Give at least one value.
B. Find the value of k in the each quadratic equation satisfying the given condition.
1. m2 + 4m + 2k = 0, roots are real and equal
2. 2x2 + kx – 2 = 0, roots are real but not equal
3. kx2 - 6x + k = 0, roots are imaginary
4. 4a2 + 4a + 2k + 3 = 0, the equation has exactly one solution.
5. kx2 + kx + x – k = 0, roots are real but not equal.
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Lesson 2.11: Relationship Between the Coefficient and the Roots of

a Quadratic Equation
Describes the relationship between the coefficients and the roots of a quadratic equation (CK-AK)
36-37
Day
A35. Numbers in Tandem (Big Group Activity) – 10 minute

Note: Let the students give a pair of numbers satisfying the given sum and product.
Given
Numbers in Tandem
Sum Product
1 8 12
2 0 -49
3 6 -40
4 -1 -56
5 1 3/16
Connect this activity to the lesson. Start asking the question “Do you think a quadratic equation can
be determined given the sum and product of its roots?”.

How to state/describe the relationship between the coefficients and the roots of a quadratic
equation?
If x 1 and x 2 are the roots of the quadratic equation ax 2 +bx +c=0 , a ≠ 0, then
−b c
x1 + x2 = and x 1 x 2 =
a a
How to illustrate the process on how to find the sum and product of the roots of a quadratic
equation without solving its roots?
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Remember that the roots of a quadratic equation can be determined using the quadratic
−b ± √ b2−4 ac −b+ √ b2 −4 ac
formula, x= . From the quadratic formula, let x 1= and
2a 2a
−b−√ b2−4 ac
x 2= be the roots. Let us now find the sum and product of these roots.
2a
Sum of the roots

−b+ √b 2−4 ac −b−√ b2−4 ac
x 1+ x2 ¿ +
2a 2a
−b+ √ b −4 ac±b−√ b2 −4 ac
2
x 1+ x2 ¿
2a
−b±b
x 1+ x2 ¿
2a
−2 b
x 1+ x2 ¿
2a
−b −b
x 1+ x2 ¿ ∨
a a
Product of the roots
−b+ √ b2−4 ac −b−√ b2−4 ac

x1 x2 ¿ ( 2a )( 2a )
2 2
(−b ) −( √ b 2−4 ac )
x1 x2 ¿ 2
( 2a )
b2−( b2−4 ac )
x1 x2 ¿
4 a2
4 ac
x1 x2 ¿ 2
4a
c
x1 x2 ¿
a
How to find the sum and product of the roots of a quadratic equation?
a. Find the sum and product of the roots 2x2 + 8x – 10 = 0.
Solution:
The values of a = 2, b = 8 and c = -10
Sum of the roots
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−b −8
= = −4
a 2
The sum of the roots of 2x2 + 8x – 10 = 0 is -4.
c −10
= = −5
a 2
The product of the roots of 2x2 + 8x – 10 = 0 is -5.
To check, find the roots of 2x2 + 8x – 10 = 0 using any of the methods of solving quadratic
equations. Then determine the sum and the product of the roots that will be obtained.
b. Find the sum and product of the roots x(x+2) = 4(x+1).

Solution:
Write the given in standard form, x2 – 2x – 4 = 0.
The values of a = 1, b = -2 and c = -4
Sum of the roots
−b −−2
= =2
a 1
The sum of the roots of x(x+2) = 4(x+1) is 2.
c −4
= = −4
a 1
The product of the roots of x(x+2) = 4(x+1) is -4.
To check, find the roots of x(x+2) = 4(x+1) using any of the methods of solving quadratic
equations. Then determine the sum and the product of the roots that will be obtained.
c. Use the values of a, b and c in finding the roots of the quadratic equation x 2 + 7x – 18 = 0.
Solution:
The values of a, b, and c in the equation are 1, 7, and -18, respectively. Use these values to find the
sum and the product of the roots of the equation.
Sum of the roots

−b −7
= = −7
a 1
The sum of the roots of x2 + 7x – 18 = 0 is -7.

c −18
= = −18
a 1
The product of the roots of x2 + 7x – 18 = 0 is -18.
If x1 and x2 are the roots of the quadratic equation x 2 + 7x – 18 = 0, then the sum and the product
of its roots are as follows:
Sum of the roots: -7
Product of the roots: -18
By inspection, the two numbers that give a sum of -7 and a product of -18 are -9 and 2.
d. If one root of the equation x2 – 5x + k = 0 is 3, what is the value of k?
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Solution:
The values of a = 1, b = -5 and c = k
Sum of the roots
−b −−5
= =5
a 1
The sum of the roots of x2 – 5x + k = 0 is 5. Since one of the roots is 3, it follows that the other
root is 2.
c k
= =k
a 1
The product of the roots of x2 – 5x + k = 0 is k.
Therefore, the value of k is 6.
details.

A. Without solving for the roots, find the sum and product of the roots of each equation.
1. a2 + 5a – 6 = 0 11. 15x = 3x2 – 2
2
2. 3m + 6m – 3 = 0 12. px2 + qx + 4 = 0
3. 4x2 + 8x + 3 = 0 13. 15t = 3t2 – 2
2
4. x + 8x = -13 14. 6t2 + 4 = -12t
2
5. 12x = 4x + 9 15. 9x2 = 25
2
6. x – 2x – 3 = 0
7. x2 = 10x – 25
8. x2 + 2x – 5 = 0
9. x2 – 3x + 12 = 0
10. ex = dx2 + f
B. Determine if the given numbers are roots of the given equation using the relationship between
the coefficients and the roots of the quadratic equation.
1. {3, -3}, x2 + 9 = 0
2. {-4, 4}, x2 = 16
3. {1,− 32 } , 3 = 6x2 – x
4. {-3, -4}, x2 + 7x + 12 = 0
5. {32 ,− 43 } , 6x2 – x – 12 = 0
C. Solve for the value of k satisfying the quadratic equation given one of its roots.
1. x2 + 4x + k = 0; 0
2. 2x2 + kx + 1 = 0; 1
3. x2 – 4x + k = 0; -6
4. x2 – 8kx = 2; -1
5. kx2 + x + k = 0; 5
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Lesson 2.12: Equations Transformable into Quadratic Equations
Solves equations transformable to quadratic equations (including rational algebraic equations)
38-39
(PK-MM)
Day
A38. 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.

manner.
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)?
a. Solve x ( x – 10)=−21
Solution:
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
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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.
b. Solve ( x +1)2 +( x−3)2=15

Solution:
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
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 solutions
2± √ 14
of the equation are ¿ .
2
1 2x
c. Solve + =1
3x 3
Solution:
The given rational algebraic equation can be transformed to a quadratic equation. To solve
the equation, the following procedure can be followed.
 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 x 2=3 x
 Write the resulting quadratic equation in standard form.

1+2 x2 =3 x → 2 x2 −3 x +1=0
 Find the roots of the resulting equation using any of the methods of solving quadratic
equations. The roots are 1 and ½.
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1 2x
 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
 If the obtained values of x make the equation + =1 true, then the solutions of the
3x 3
equation are x=1 and x=1/2

D. 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
Lesson 2.13: Problems Involving Quadratic Equations and Rational

Algebraic Equations
Problem Solving
Solves problems involving quadratic equations and rational algebraic equations. (PK-MM)
40-43
Day
A41. Given the Roots, find the Trunks. (Big Group Activity) - 10 minutes
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Note: Write the quadratic equation in the form ax² + bx + c = 0 given the following roots. Answer the
questions that follow.
Given Sum Product Equation

1 5, 9
2 8, 12
3 5, -7
4 -10, -6
5 1/3, -2/3
1. How did you determine the quadratic equation given its roots?
2. What mathematics concepts or principles did you apply to arrive at the equation?
3. Are there other ways of getting the quadratic equation given the roots? If there are any,
explain and give examples.

How to find the quadratic equation with integral coefficients given: a.) the sum and product of its roots,
b.) given its roots, and c.) a quadratic equation whose relationship of their roots are given?
a. What is the quadratic equation whose roots are 2 and -5?
Solution:
x1 + x2 = 2 + (-5) = -3
x1x2 = 2(-5) = -10
Therefore, the equation is

x2 – (sum of roots)x + (product of roots) = 0
x2 – (-3)x + (-10) = 0
x2 + 3x – 10 = 0
b. What is the quadratic equation whose roots are 5+ √ 3 and 5−√3 ?

Solution:
x1 + x2 = (5+ √ 3) + (5−√3 ) = 10
x1x2 = (5+ √ 3)(5−√3 ) = 22

x2 – (10)x + (22) = 0
x2 – 10x + 22 = 0
c. What is the quadratic equation whose sum and product of the roots are ½ and 2/3 respectively?
Solution:
x1 + x2 = 1/2
x1x2 = 2/3
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x2 – (1/2)x + (2/3) = 0
Other equivalent equations may also be obtained by multiplying each term of the equation by the
LCD to have integral coefficients.
6[x2 – (1/2)x + (2/3)] = 6[0]
Thus, the quadratic equation is 6x2 – 3x + 4 = 0.
d. Find a quadratic equation whose roots are the reciprocals of the roots of the quadratic equation x 2 +
x – 6 = 0.
Solution:
Compute the sum and product of the roots of the given quadratic equation.
a = 1, b = 1, c = -6
x1 + x2 = -b/a = -1/1 = -1
x1x2 = c/a = -6/1 = -6
The reciprocals of the roots are 1/x 1 and 1/x2, which are the roots of the quadratic equation we
want to find.
The sum and product of these roots are obtained as follows.
Substituting the values above, we have

1/x1 + 1/x2 = (x1 + x2)/(x1x2) = -1/-6 = 1/6
(1/x1)(1/x2) = 1/x1x2 = 1/-6 = -1/6

x2 – (1/6)x + (-1/6) = 0
Other equivalent equations may also be obtained by multiplying each term of the equation by the
LCD to have integral coefficients.
6[x2 – (1/6)x + (-1/6)] = 6[0]
Thus, the quadratic equation is 6x2 – x – 1 = 0.
e. Find a quadratic equation whose roots are the twice of the roots of the quadratic equation 2x 2 -4x – 1
= 0.
Solution:
Compute the sum and product of the roots of the given quadratic equation.
a = 2, b = -4, c = -1
x1 + x2 = -b/a = -(-4)/2 = 2
x1x2 = c/a = -1/2 = -1/2
The reciprocals of the roots are 2x1 and 2x2, which are the roots of the quadratic equation we
want to find.
The sum and product of these roots are obtained as follows.
Substituting the values above, we have
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2x1 + 2x2 = 2(x1 + x2) = 2(2) = 4

(2x1)(2x2) = 4x1x2 = 4(-1/2) = -2

x2 – (4)x + (-2) = 0
Thus, the quadratic equation is x2 – 4x – 2 = 0.
details.

A. Write the quadratic equation with integral coefficients whose sum and product of roots are given.
Sum Product Standard Form
1 2 5
2 -3 -7
3 0 6
4 -10 15
5 3/4 -5/6
B. Write a quadratic equation for the given roots.

Roots Standard Form
1 1, -10
2 11, 3
3 -8, -7
4 -1/4, 4
5 2+ √ 3, 2− √3
C. Find a quadratic equation whose roots

1. are the reciprocals of the roots of the quadratic equation x 2 -6x +6 = 0.
2. are the twice of the roots of the quadratic equation x2 +4x +2 = 0.
3. are the halves of the roots of the quadratic equation x 2 -10x +6 = 0.
4. are the squares of the roots of the quadratic equation 2x2 -x +1 = 0.
5. are the 1 more than of the roots of the quadratic equation x 2 -2x +3 = 0.
A44. 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
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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
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
1
amount of work that Carol can finish in 1 hour? Mary can finish an amount of work of in 1 hour
x
1
while Joseph can finish an amount of work of in 1 hour.
2x
3. If they work together, what equation would represent the amount of work they can finish in 1
1 1 1
hour? 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.
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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?
a. 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,
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
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.
b. 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
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.
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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) .
( r ( r +25) ( 500r ))=(r (r +25)( 525+ r

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
2
r +25 r−12500 ¿ 0
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
c. A number is less than its multiplicative inverse. Find the number.
15
Solution:
Let x be the number
1
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
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Use any of thefour methods of solving quadratic equations in finding the solutions of the
equation 15 x 2+16 x−15=0.
3 −5
The root s are and .
5 3
3 −5
Both x= and x= are permissible values.
5 3
3 −5
Hence, the number is or .
5 3

Direction: 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?
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Day
45

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SECOND QUARTER

Content Content Standards Performance Standards Learning Competencies Time
The learner… The learner… The learner… Frame (in
weeks)
PATTERNS AND ALGEBRA
Quadratic demonstrates is able to investigate 17. Illustrates quadratic 1
Inequalities understanding of thoroughly mathematical inequalities (CK-AK)
key concepts of relationships in various 18. Solves quadratic
quadratic equations, situations, formulate real- inequalities (PK-MM)
inequalities and life problems involving 19. Solves problems involving
functions, and quadratic equations, quadratic inequalities (PK-
rational algebraic inequalities and functions, MM)
Quadratic equations. and rational algebraic 20. Represents a quadratic 5
Functions equations and solve them function using: (a) table of
using a variety of values; (b) graph; and (c)
strategies. equation (PK-MM)
21. Transforms the quadratic
function defined by
y=a x2 +bx +c into the
form y=a ( x – h )2+ k
(PK-MM)
22. Graphs a quadratic
function: (a) domain; (b)
range; (c) intercepts; (d)
axis of symmetry; (e)
vertex; (f) direction of the
opening of the parabola
(PK-MM)
23. Analyzes the effects of
changing the values of a, h
and k in the equation
2
y=a ( x −h ) +k of a
quadratic function on its
graph (PK-MM)
24. Without graphing,
determines the following
properties of the graph of
a quadratic function: (a)
domain; (b) range; (c)
intercepts; (d) axis of
symmetry; (e) vertex; (f)
direction of the opening of
the parabola (g) maximum
or minimum value of the
function (PK-MM)
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25. Determines the equation

of a quadratic function
given: (a) a table of values;
(b) graph; (c) zeros (PK-
MM)
26. Models real-life situations
using quadratic functions
(PK-MM)
27. Solves problems involving
quadratic functions (PK-
MM)
Variations demonstrates 28. Illustrates situations that 2
understanding of involve the following
key concepts of variations: (a) direct; (b)
variation. inverse; (c) joint; (d)
combined (CK-AK)
29. Translates into variation
statement a relationship
between two quantities
given by: (a) a table of
values; (b) a mathematical
equation; (c) a graph, and
vice versa (PK-MM)
variation (PK-MM)
Chapter 3: Quadratic Inequalities

DAY 1 - 2 DAY 3 - 4 DAY 5 - 6 DAY 7
Problem Solving, Defining Illustrating and Problem Solving
& Illustrating Manipulating
 Solves problems  Solves quadratic  Solves problems  Summative Test
involving quadratic inequalities (PK-MM) involving quadratic (WW1)
inequalities (PK-MM) inequalities (PK-MM)
 Illustrates quadratic
inequalities (CK-AK)
Chapter 4: Quadratic Functions

DAY 8 - 10 DAY 11 - 13 DAY 14 - 16 DAY 17 - 19 DAY 20
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Problem Solving, Manipulating Manipulating & Manipulating

Defining & Illustrating Modeling
 Solves problems  Transforms the  Graphs a quadratic  Analyzes the  Summative
involving quadratic function: (a) effects of Test (WW2)
quadratic function domain; (b) range; changing the
functions (PK- defined by (c) intercepts; (d) values of a, h
MM) y=a x2 +bx +c axis of symmetry; and k in the
 Represents a into the form (e) vertex; (f) equation
quadratic function direction of the 2
2
y=a ( x – h ) + k y=a ( x – h ) + k
using: (a) table of opening of the of a quadratic
values; (b) graph; and vice versa parabola (PK-MM)
(PK-MM) function on its
and (c) equation graph (PK-
(PK-MM) MM)
Chapter 4: Quadratic Functions

DAY 21 DAY 22 - 24 DAY 25 - 27 DAY 28 - 29 DAY 30
Manipulating Manipulating Modeling & Problem
Solving
 Without graphing,  Determines  Models real-life  Investigate  Summative
determines the the equation situations using thoroughly Test
following properties of a quadratic quadratic functions mathematical (WW3)
of the graph of a function (PK-MM) relationships in
quadratic function: (a) given: (a) a  Solves problems various situations,
domain; (b) range; (c) table of involving quadratic formulate real-life
intercepts; (d) axis of values; (b) functions (PK-MM) problems involving
symmetry; (e) vertex; graph; (c) quadratic equations,
inequalities and
(f) direction of the zeros (PK-
functions, and
opening of the MM)
rational algebraic
parabola (g) equations and solve
maximum or them using a variety
minimum value of the of strategies (MK-
function (PK-MM) TL)
Chapter 5: Variations
DAY 31 - 32 DAY 33 - 34 DAY 35 - 36 DAY 37 - 39 DAY 40
Problem Solving, Problem Problem Solving Defining, Illustrating, Manipulating
Defining & Solving & Problem Solving
Illustrating
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 Solves problem  Solves  Solves  Illustrates situations that  Summative

involving problem problem involve the following Test
variation (PK- involving involving variations: (a) direct; (b) (WW4)
MM) direct indirect inverse; (c) joint; (d)
 Illustrates variation variation combined (CK-AK)
situations that (PK-MM) (PK-MM)  Translates into variation
involve the statement a relationship
following between two quantities given
variations: (a) by: (a) a table of values; (b) a
direct; (b) mathematical equation; (c) a
inverse; (c) graph, and vice versa. (PK-
joint; (d) MM)
combined (CK-  Solves problems involving
AK) joint and combined variation
(PK-MM)
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The solution to a problem may be not a single value, but a range of values. A chemical
engineer may need a reaction to occur within a certain time frame in order to reduce
undesired pollutants. An architect may design a building to deflect less than a given distance
in a strong wind. A doctor may choose a dose of medication so that a safe but effective level
remains in the body after a specified time. These situations illustrate the importance of
inequalities. While there may be many acceptable values in each of the scenarios above, in
each case there is a lower acceptable limit, an upper acceptable limit, or both. Even though
many solutions exist, we still need accurate mathematical models and methods to obtain the
solutions. 4
In this chapter, you will learn how to solve problems involving quadratic inequalities.
You will also discuss the use of quadratic inequalities in real-life applications.
4
Retrieved from http://kswanmath.weebly.com/uploads/4/1/6/8/41683391/pc11_chapter09.pdf
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SCRIPTURAL MESSAGE
“This is all that I have learned: God made us plain and simple, but we have made ourselves very
complicated.”
Ecclesiastes 7:29
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.

Elements Day 1 - 2 Day 3 - 4 Day 5 - 6 Day 7
Problem Solving, Defining Illustrating and Problem Solving
& Illustrating Manipulating
Learning  Solves problems  Solves quadratic  Solves problems  Summative
Competencies involving quadratic inequalities (PK- involving quadratic Test
inequalities (PK-MM) MM) inequalities (PK- (WW1)
 Illustrates quadratic MM)
inequalities (CK-AK)
Before A1. Situation Analysis A4. Tried and Tested A7. Correct Me If I Am A10.
Learning Activities
(Big Group Activity) – 20 (Big Group Activity) – Wrong (Big Group Summative Test
minutes 10 minutes Activity) – 10 minutes (Individual
During A2. Discussion (Big A5. Discussion (Big A8. Discussion (Big Activity) – 50
Group) – 50 minutes Group) – 40 minutes Group) – 40 minutes minutes
After A3. Seatwork (Individual A6. Seatwork A9. Seatwork
Activity) – 30 minutes (Individual Activity) – (Individual Activity) –
50 minutes 50 minutes
Evaluation Seatwork (FA) Seatwork (FA) Seatwork (FA) Summative Test
(WW1)
Note
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Lesson 3.1: Quadratic Inequalities
Problem Solving, Defining & Illustrating
Solves problems involving quadratic inequalities (PK-MM)
Day 1-
Illustrates quadratic inequalities (CK-AK)

2

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.

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
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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.
a. 2 x2 +5 x +1>0
b. s2−9<2 s
c. −3 r 2 +r−5 ≥ 0
d. t 2+ 4 t ≤ 10
e. m 2 ≠ 9
A solution to a quadratic inequality is a real number that will produce a true statement when
substituted for the variable.
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.

E. Tell whether the given illustrates a quadratic inequality or not. Explain your answer.
11. x ( x+ 1)=12
12. 4 x2 ≠ 25
13. 2 x+ 4 ≤ 0
14. x 2−2 x−3>0
15. ( x +5 ) ( x −2 ) ≥ 0
F. Test whether the indicated number is a solution set of the given quadratic inequality.
1. x 2+ 6 x+5> 0; {0}
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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
Lesson 3.2: Solving Quadratic Inequalities
Solves quadratic inequalities (PK-MM)
Day
3-4
A4. 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

2
1 x ≥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

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

To solve a quadratic inequality, fosllow 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;
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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?

Solve ( x−3)( x +2)> 0.
Solution:
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 this
region are solutions of region are NOT region are solutions
Decision
the inequality. solutions of the 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
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Interior Notation
(−∞ ,−2 ) ∪(3 ,+ ∞)
Set-builder Notation
{ x / x←2∨x>3 }
Solve 9 x 2−2 ≤−3 x .
Solution:
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
9 x 2−2 ≤−3 x 9 x 2−2 ≤−3 x 9 x 2−2 ≤−3 x
Solution 9(−1)2−2 ≤−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 the
3
−2 1
solution. Since x = 0 does satisfy the original inequality, the region ≤ x ≤ is part of the
3 3
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1
solution. Since x = 1 does not satisfy the original inequality, the region x ≥ is not part of
3
the solution.
Represent the solution in graphical notation, interval notation and set-builder notation.
Graphical Notation
Interior Notation
−2 1
[ , ]
3 3
Set-builder Notation
{x / −23 ≤ x ≤ 31 }
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
Lesson 3.3: Solving Problems Involving Quadratic Inequalities
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Problem Solving
Solves problems involving quadratic inequalities (PK-MM)
Day
5-6
A7. 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.

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?
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?
Solution:
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
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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}
Supposed Aven drops a ball off the top of a 10 foot 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?
Solution:
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 considering
4 4
the time, consider ¿.
The catching time for at least 5 feet is at most ¼ second.
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?
Solution:
Let x be the width of the box
x +2 be the length of the box
The inequality is x ( x+ 2)+ 4>84 .
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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.
4. 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?
5. 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?
6. 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.
7. 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?
8. What is the maximum number of attendees in a party such that the total number of distinct
handshakes will not exceed 100?

Day
7

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Pythagoras Euclid al-Khwarizmi Abraham bar Hiyya Gerolamo Cardano Simon Stevin
Quadratic function refers to a mathematical expression or term that is mainly used in solving
mathematical problems. This function is always in vertex form and it has minimum and maximum points,
which are obtained by the derivatives. In an independent variable, a quadratic function is a function whose
value is given by a quadratic polynomial. Quadratic function is often used when graphing.
The history of quadratics goes way back to 2000 BC when the Babylonians solved quadratics in
radicals. The idea of quadratics has greatly developed since then. Chinese and Babylonian mathematicians
solved quadratic equations by completing the square. When they solved quadratics, they would focus on
finding a length, and the length that was found was the root of the quadratic equation. The first steps
towards finding a general formula to solve quadratic equations trace back around 300 BC, when
mathematicians Pythagoras and Euclid found a method to solve the quadratic equation by focusing strictly
on geometry.
Pythagoras noted that the ratios found a general procedure to solve the quadratic equation. During
Euclid’s time, there didn’t exist the same notation for numbers and formulas that exist today, and because
of that, it was not possible to compute the square root of any number by hand. In 800 AD, al-Khwarizmi, a
Persian mathematician, created six new equations involving roots, squares of roots, and numbers which he
used to solve quadratic equations, and derived the quadratic equation. The algebra used by him was
entirely rhetorical, and he rejected negative solutions. These discoveries led Abraham bar Hiyya Ha-Nasi to
publish a book with the complete solution of the quadratic formula. In the year 1545, the Gerolamo
Cardano, a mathematician from Italy and also one of the best algebraists of his time, collected all the works
related to equations. Later in the year 1594, the quadratic formula was first obtained by Simon Stevin, who
was born in Bruges (now known as Belgium). Everything we know today stems off of these earlier
discoveries.5
5
Bunagan, C. & Macabangon, S. (2014). Learning Guide for Telling and Re-Telling the Story of Jesus Through Math 9. Quezon
City, Philippines: Rex Printing Company, Inc.
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SCRIPTURAL MESSAGE
complicated.”
Ecclesiastes 7:29
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)

Elements Day 8 - 10 Day 11 - 13 Day 14 - 16 Day 17 - 19 Day 20
Problem Solving & Manipulating Manipulating & Manipulating
Illustrating Modeling
Learning  Solves problems  Transforms  Graphs a  Analyzes the  Summative
Competencies involving the quadratic quadratic effects of Test
quadratic function function: (a) changing the (WW2)
functions (PK- defined by domain; (b) values of a, h
MM)
y=a x2 +bx +c range; (c) and k in the
 Represents a into the form intercepts; (d) equation
quadratic 2 axis of
y=a ( x – h ) + k symmetry; (e) y=a ( x – h )2+ k
function using:
and vice versa of a quadratic
(a) table of vertex; (f)
(PK-MM) function on its
values; (b) direction of the
graph (PK-
graph; and (c) opening of the
MM)
equation (PK- parabola (PK-
MM) MM)
Before A11. Situation A14. Hidden A17. Describe My A20. Do the Moves! A23. Summative
Analysis (Big Group Message (Big Paths! (Big Group (Big Group Test (Individual
Learning Activities
Activity) – 30 Group Activity) – Activity) – 30 Activity) – 30 Activity) – 50

minutes 20 minutes minutes minutes minutes
During A12. Discussion (Big A15. Discussion A18. Discussion (Big A21. Discussion
Group) – 70 minutes (Big Group) – 80 Group) – 70 minutes (Big Group) – 70
minutes minutes
After A13. Seatwork A16. Seatwork A19. Seatwork A22. Seatwork
(Individual Activity) – (Individual (Individual Activity) (Individual
50 minutes Activity) – 50 – 50 minutes Activity) – 50
minutes minutes
Evaluation Seatwork (FA) Seatwork (FA) Seatwork (FA) Seatwork (FA) Summative Test
(WW2)
Notes
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Lesson 4.1: Quadratic Functions
Solves problems involving quadratic functions (PK-MM)
Day 8-
Represents a quadratic function using: (a) table of values; (b) graph; and (c) equation (PK-MM)
10

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.

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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.
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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
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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.
Lesson 4.2: Vertex Form of a Quadratic Function
Manipulating
Transforms the quadratic function defined by into the form and vice versa (PK-MM)
Day 11-
13
A14. Hidden Message (Big Group Activity) - 20 minutes

Note: Let the students write the indicated letter of the quadratic function into the box that
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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
2 1
A y=¿ 3(x +2) − U y=¿ −2 ( x−3 )2 +1
2
N y=¿ ( x−0)2−36 H y=¿ 2(x +1)2 −2
Dialogue Box
M A T H I S F U N
7 23 2 2
x 2−x +3 x 2+12
x 2x+
−22x−15 x2 +5
x +x4 x−22x−3 x 2x−3 x2x+12
x +14
−6−2 2
x−17
−36
4 2
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 .

How to transform the quadratic function defined by y=a x2 +bx +c into the form y=a ( x – h )2+ k
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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.
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 adding
2 2
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
(3 )
y=3 x 2− x+ +1−3
9 9 () Simplify.
2
2 1 Express the perfect square trinomial as the
y=3 x− −( )
3 3 square of a binomial
2 2 1 2 −1
Hence, y=3 x 2−4 x+ 1 can be expressed as y=3 x− ( ) 3
− . In this case h= and k = .
3 3 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
the constant.
b b 2
b 2
b 2
a(
y=a x + x + 2
2a ( )) + c−a( )
2a a ()
a
2
=a
b
2a
2
=a
b
( ) ( )
2
=
2
b and
4 a2 4 a
subtracting the same value from the constant
term.
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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 4 ac−b2
Hence, y=a x2 +bx +c has the vertex form y=a x + ( 2a )
+
4a
. Thus, h=
2a
and 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
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.
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.
2
y=( x −4 x +4 ) −10−4 Simplify.
Express the perfect square trinomial as the
y= ( x −2 )2−14 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
By substituting the solved values of h and k in y = a(x - h)2 + k, we obtain y = (x – 2)2 – 14.
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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.
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
2
1 Expand (x – 1)
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
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Lesson 4.3: Graphing Quadratic Functions
Manipulating & Modeling
Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex;
14-16
(f) direction of the opening of the parabola (PK-MM)

Day
A17. 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.
y=x 2−2 x−3 x −3 −2 −1 0 1 2 3 4 5

y
y=−x2 + 4 x−1 x −3 −2 −1 0 1 2 3 4 5
y
c. Sketch the graph on the Cartesian plane.
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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
y=x 2−2 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
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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.
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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?
Give the properties of the following quadratic functions and graph them.
a. y=x 2−8 x +12
Solution:
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.
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b. y=−x2 + 4 x+ 5
Solution:
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).
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c. y=2 ( x−2 )2−3

Solution:
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 – axis at
4−√ 6 4+ √ 6
the points ( , 0) and ( , 0) approximately (3.22 , 0) and (0.78 , 0).
2 2
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2
d. y= ( x – 1 ) – 4
Solution:
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).
Note: You can follow the steps below in graphing any quadratic functions.
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.
3. Reflect the plotted points on the left side of the vertex to the right side.
4. Connect the points.
Try This!
Give the properties of the following quadratic functions and draw their graphs.
1. y= ( x +3 )2 + 4 3. y=x 2−2 x−3
2. y= ( x −1 )2+1

Give the properties of the following quadratic functions and draw their graphs.
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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
Lesson 4.4: Transformations of a Quadratic Function
Manipulating
Analyzes the effects of changing the values of a, h and k in the equation of a quadratic function on
Day 17-
its graph (PK-MM)

19
A20. 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 the
functions on the same 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 f. Summarize your observations.
2
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 – h)2?
2&6
1. y = x2 c. How would you compare the graph of y = (x – h)2 and
2. y = (x – 1)2 that of y = x2?
3. y = (x + 1)2 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? below
3. y = x2 + 1 the origin?
d. What conclusion can you give based on your
observations?
4&8 Draw the graphs of the a. Analyze the graphs.
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following quadratic b. What is the effect of the variables h and k on the graph
functions: of y = (x – h )2 + k as compared to the graph of y = x2?
1. y = x2 c. Make your generalization on the graph of y = (x - h)2 +
2. y = (x – 1)2 + 1 k.
3. y = (x + 1)2 – 1
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.

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.
What is the effect of changing the values of a in the equation y=a ( x −h )2 +k on its graph?
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 In the graph of y=a ( x −h )2 +k , the larger the ¿ a∨¿ is, the narrower is the graph.
2
 In the graph of y=a ( x −h ) +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.
2
 In the graph of y=a ( x −h ) +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.
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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.
2
 In standard form f (x)=a ( x−h ) +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= and
2a
4 ac−b2
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.
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MATHEMATICS 9
1. f (x)=2 x 2 +2
2. f (x)=2 ( x +1 )2
3. f (x)=−2 ( x – 2 )2 – 2

Day
20

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SCRIPTURAL MESSAGE
complicated.”
Ecclesiastes 7:29
FR. AL’S MESSAGE

We become Temples of the Holy Spirit by the Sacrament of Confirmation.

Elements Day 21 Day 22 - 24 Day 25 - 27 Day 28 - 29 Day 30
Manipulating Manipulating Modeling & Problem Solving
Learning  Without graphing,  Determines  Models real-life situations Investigate Summative
Competencies determines the the equation using quadratic functions (PK- thoroughly Test (WW3)
following of a MM) mathematical
relationships in
properties of the quadratic  Solves problems involving
graph of a function various
quadratic functions (PK-MM)
quadratic function: given: (a) a situations,
(a) domain; (b) table of formulate real-
range; (c) values; (b) life problems
intercepts; (d) axis graph; (c) involving
of symmetry; (e) zeros (PK- quadratic
vertex; (f) MM) equations,
direction of the inequalities
opening of the and functions,
parabola (g) and rational
maximum or algebraic
minimum value of equations and
the function (PK- solve them
MM) using a variety
of strategies
(MK-TL)
Before A24: Review (Individual A25: My Rules! A28: Profit or A31: Discussion A33: A34:
Activity) – 50 minutes (Small Group Loss (Small (continuation) Performance Summative
Activity) – 20 Group Activity) (Big Group) – 70 Task (Small Test
Learning Activities
minutes – 30 minutes minutes Group) – 50 (Individual

During A26: Discussion A29: Discussion minutes Activity) – 50
(Big Group) – 80 (Big Group) – minutes
minutes 20 minutes
After A27: Seatwork A30: Extended A32: Seatwork
(Individual Classroom (Individual
Activity) – 50 Activity Activity) – 30
minutes (Individual minutes
Activity)
Evaluation Drill Seatwork (FA) Input Seatwork (FA) Performance Summative
Task Test (WW3)
Notes
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Manipulating
Without graphing, determines the following properties of the graph of a quadratic function: (a)
Day 21
domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the opening of
the parabola (g) maximum or minimum value of the function (PK-MM)
A24. 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
5. y = x2 – 4x – 12
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MATHEMATICS 9
Lesson 4.5: Finding the Quadratic Function Given the Table of

Values, Graph or Zeros
Manipulating
Determines the equation of a quadratic function given: (a) a table of values; (b) graph; (c) zeros
Day 22-
(PK-MM)
24
A25. 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
Answer the following.

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?

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
occurs at x=h .
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MATHEMATICS 9
Let f be a quadratic function with standard form f (x)=a x2 +bx +c . The maximum or minimum value of
−b
occurs at x= .
2a
Consider the quadratic function f (x)=5 ( x – 3 )2 + 4 at the right. Since the coefficient of x2 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.
a. Find a quadratic function whose zeros are −1 and 4 .
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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.
b. 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
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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 .
c. 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.
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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. 2.
3.
x −2 −1 0 1 2 3
y 7 1 −1 1 7 17
4.
x −2 0 2 4 6 8
y 7 1 3 13 31 57
C. Make a summary of what you have learned.
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Lesson 4.6: Solving Problems Involving Quadratic Functions
Modeling & Problem Solving
Models real-life situations using quadratic functions (PK-MM)
Day 25-
Solves problems involving quadratic functions (PK-MM)

27
A28. 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
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wait before harvesting the bananas to get the maximum profit?
d. What is the equation of the function?

How to model real-life situations using quadratic functions and solve problems involving quadratic
functions?
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 m2 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.

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
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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?

How to model real-life situations using quadratic functions and solve problems involving quadratic
functions?
a. 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 )
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25
S ( t ) =– 16( t ¿ ¿ 2−5t + )+100 ¿
4
5 2
( )
S ( t ) =−16 t−
2
+100
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.
b. 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
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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.
c. 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.
d. 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
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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?
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Performance Task
28-29
Day
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 (MK-TL)
A33. ParabolArc (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
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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 following Two of the The equation is
Opening criteria are meet criteria is not meet: following criteria not written on top
beyond expectation: the equation is are not meet: the and the statement
the equation is written on top of the equation is written for the direction
written on top of poster/ brochure; on top of the of opening section
the poster/ the statement for poster/ brochure; is not stated or
brochure; the the direction of the statement for erroneous.
statement for the opening section is the direction of
direction of opening clearly stated with opening section is
section is clearly the correct opening clearly stated with
stated with the of the parabola; the the correct opening
correct opening of explanation is of the parabola; the
the parabola; the precise. explanation is
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explanation is precise.
precise.
Properties of the The statements for One or two of the Two or three of the All of the
Parabola the minimum/ statements for the statements for the statements for the
maximum, axis of minimum/ minimum/ minimum/
symmetry, vertex maximum, axis of maximum, axis of maximum, axis of
and y-intercept symmetry, vertex symmetry, vertex symmetry, vertex
sections are clearly and y-intercept and y-intercept and y-intercept
stated and correct. sections is sections are sections are
incorrect/not stated. incorrect/not incorrect.
stated.
Roots The roots of the The roots of the The roots of the The roots of the
function are correct function are correct function are correct function are
with complete but solution is but no solution incorrect.
solution. incomplete.
Other Points Precise explanation Explanation of how There is no

Section of how the other the other three explanation of
three points on the points on the how the other
parabola are found parabola are found three points are
and one point is but does not found.
explained using the mention the use of
symmetry of the the symmetry of the
parabola. parabola.
Graph The graph meets The graph meets The graph meets The graph is
the following: it is any two the only one of the erroneous.
drawn on the following: it is following: it is
coordinate plane; all drawn on the drawn on the
points are labeled coordinate plane; all coordinate plane;
correctly; good points are labeled all points are
combination of correctly; great labeled correctly;
color. combination of great combination
color. of color.
Real-Life Section There are more There are 3 real-life There are 2 real-life There is only one
than 3 real-life examples of examples of real-life example
examples of parabola included in parabola included of parabola
parabola included the poster or in the poster or included in the
in the poster or brochure. brochure. poster or
brochure. brochure.
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Neatness The work is very The work is free The work has few The work has
clean and free from from erasures and erasures and many erasures
erasures and unnecessary unnecessary and with many
unnecessary markings. markings. unnecessary
markings. markings.

Day
30

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VARIATIONS
Chapter 5:
Diving Records from the Ocean Planet Exhibition

Depth (meters)
Free Dive 214
Military Submarine 900
Bathysphere 914
Sperm Whale 1150
Titanic’s Final Resting Place 3810
Octopus 5 000
Jason (robotic submarine) 6 000
Deepest Spot on Earth 10 912
As of June 2007, the deepest free dive ever made was to a depth of 214 meters by Herbert
Nitsch. Do you know why humans cannot dive to a depth that submarines can?
You see, pressure increases as one dives deeper, and there is only so much pressure that
our body, especially our eardrums, can endure. When the pressure becomes too much, the
eardrums break, which leads to hearing problems.
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Submarines can operate underwater at pressures beyond the range of unaided human
survivability. The most famous submarine is the Nautilus. You can read about it in Jules Verne's 20
000 Leagues under the Sea novel.6
6
Nivera, G.C., and Lapnid, M.R.C. (2013). Grade 9 Mathematics: Patterns and Practicalities. Makati City, Philippines:
Selesiana Books by Don Bosco Press
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SCRIPTURAL MESSAGE
“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.
2 Corinthians 9:4-14
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)
Elements Day 31 - 32 Day 33 - 34 Day 35 - 36 Day 37 - 39 Day 40
Problem Problem Problem Defining,

Solving, Solving Solving Illustrating,
Defining & Manipulating &
Illustrating Problem Solving
Learning  Solves  Solves  Solves  Illustrates  Summative

Competencies problem problem problem situations that Test
involving involving involving involve joint and (WW4)
variation direct indirect combined
(PK-MM) variation variation variation (CK-
 Illustrates (PK-MM) (PK-MM) AK)
situations  Translates into
that variation
involve statement a
direct relationship
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variation between two

(CK-AK) quantities given
 Illustrates by: (a) a table of
situations values; (b) a
that mathematical
involve equation; (c) a
inverse graph, and vice
variation versa. (PK-MM)
(CK-AK)
 Solves problems
involving joint
and combined
variation (PK-
MM)
Before A1: Situation A4: Watch A7: Driving A10: Direct and A13:
Analysis (Big This! (Big Me Crazy Inverse Combined Summative
Group Group) – 20 (Big Group) – (Big Group Activity) Test
Activity) – 20 minutes 20 minutes – 20 minutes (Individual
minutes Activity) – 50
Learning Activities
minutes
During A2: A5: A8: A11: Discussion (Big
Discussion Discussion Discussion Group) – 80 minutes
(Big Group) – (Big Group) – (Big Group) –
50 minutes 50 minutes 50 minutes
After A3: Seatwork A6: A9: A12: Seatwork

(Individual Seatwork Seatwork (Individual Activity)
Activity) – 30 (Individual (Individual – 50 minutes
minutes Activity) – 30 Activity) – 30
minutes minutes
Evaluation Seatwork Seatwork Seatwork Seatwork (FA) Summative

(FA) (FA) (FA) Test (WW4)
Notes
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Lesson 5.1: Direct and Inverse Variation
Solves problem involving variation (PK-MM)
Day 31-
Illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d)
combined (CK-AK)
32

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.
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
x
non-zero constant, the constant k is called the constant of variation or the constant of
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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
x
non-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 job
1 finish a job to the number of Inverse Variation decreases, the number of men working
men working increases.
The amount of water to the As the amount of water increases, the
space that water did not space that water did not occupy in a
2 Inverse Variation
occupy in a particular particular container decrease.
container
The number of persons As the number of persons sharing a pie
3 sharing a pie to the size of the Inverse Variation increases, the size of the slices of the
slices of the pie 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 to As the time spent in walking increases,
5 the rate at which a person Inverse Variation the rate at which a 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.
As the cost of life insurance increases,
The cost of life insurance to
7 Direct Variation due to the increase of age of the
the age of the insured person
injured person.
The age of a used car to its As the age of a used car increases, the
8 Inverse Variation
resale value resale value depreciates.
The amount of money raised The amount of money raised in a
9 in a concert to the number of Direct Variation concert increases as the number of
tickets sold tickets sold increases.
The distance an airplane flies
The distance an airplane flies
10 Direct Variation increases as the time travelling
to the time travelling
increases.
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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
As one quantity increases, the As one quantity increases, the other
other also increases. decreases.
RELATIONSHIP
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 food. time for a journey.
EXAMPLES LESS money will buy FEWER If MORE people share a pizza, then each
sweets. person will get LESS.
MORE clothes will need MORE MORE expensive price means FEWER
suitcases. items can be bought for the same amount
of money.
A3. Seatwork (Individual Activity)

Direction: Answer the following:
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 ).
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MATHEMATICS 9
Lesson 5.2: Solving Problems Involving Direct Variation
Problem Solving
Solves problem involving direct variation (PK-MM)
Day 33-
34
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
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MATHEMATICS 9
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 = x 2 – 4
Note: The skill in recognizing patterns and knowledge in formulating equations helped the students
to answer the questions in the previous activities.

manner.
How to solve the constant of the variation, write the equation and solve for the unknown quantity of
the direct variation?
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
1
y=4 ()
2
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MATHEMATICS 9
1
y=2 → the value of y when x=
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?

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
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MATHEMATICS 9
Therefore, the force needed to stretch the spring to 25 cm is 12.5 kg.
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.
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
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MATHEMATICS 9
Lesson 5.3: Solving Problems Involving Inverse Variation
Problem Solving
Solves problem involving indirect variation (PK-MM)
Day 35-
36
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.
How to solve the constant of the variation, write the equation and solve for the unknown quantity of
the inverse variation?
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
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MATHEMATICS 9
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
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
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MATHEMATICS 9
How to solve problems involving inverse variation?

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 finish the
k
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 ) = 18
4
hours.
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 is
k
written as v= .
l
k
v=
l
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MATHEMATICS 9
MATHEMATICS 9
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 vibrate 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?
Lesson 5.4: Joint and Combined Variation
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MATHEMATICS 9
MATHEMATICS 9
Illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d)
combined (CK-AK)
Translates into variation statement a relationship between two quantities given by: (a) a table of
Day 37-39
values; (b) a mathematical equation; (c) a graph, and vice versa. (PK-MM)
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=¿
d2
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=¿
d2
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.
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MATHEMATICS 9
MATHEMATICS 9

manner.
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).
sIf 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.
k xp
Therefore, the equation is written in the form z= .
yq
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
As one quantity increases, the product As one quantity increases, the other
RELATIONSHIP
of the other quantities also increases. increases and another decreases.
 The area of a triangle is jointly  The average number of phone calls per
related to the height and the base. day between two cities has found to
 The volume of wood in a tree be directly proportional to the
varies jointly as the height and the populations of the cities, and inversely
EXAMPLES
square of the girth. proportional to the square of the distance
 The weight of a cylindrical metal between the two cities.
varies jointly as its length and the  The pressure of a gas varies directly as its
square of the diameter of its base. temperature and inversely as its volume.
How to solve constant of variation, equation of variation and unknown quantity of the joint variation
and combined variation?
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.
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MATHEMATICS 9
MATHEMATICS 9
Solution:
a. Express the statement “a varies jointly as b and c ” as a=kbc .

a=kbc
36=k (3)( 4)
c. Form the equation of the variation by substituting 3 in the statement, a=kbc .

a=3 bc → equation of the variation
d. 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.

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:
a. 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
c. Form the equation of the variation by substituting in the statement, z=k √ xy .
2
1
z= √ xy → equation of the variation
2
1
d. 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

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MATHEMATICS 9
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= .
u2
ks
r=
u2
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= → equation of the variation
9 u2
4s
d. Substitute the value of u=3 and s=27 to the equation of variation r = .
9 u2
4s 4(27)
r= 2
→r=
9u 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?

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:
a. 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
c. Form the equation of the variation by substituting 2 π in the statement, A=khr .
A=2 πhr → equation of the variation
d. 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 32 π cm2.
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MATHEMATICS 9
MATHEMATICS 9

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 28oC and a pressure of 80 000 Pa?
Solution:
a. 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
c. 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
d. 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 28oC 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
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MATHEMATICS 9
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

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MATHEMATICS 9
MATHEMATICS 9
THIRD QUARTER

weeks)
GEOMETRY
Parallelograms demonstrates is able to investigate, 1. Identifies quadrilaterals 2
understanding of analyze, and solve that are parallelograms
key concepts of problems involving (CK-AK)
parallelograms and parallelograms and 2. Determines the conditions
triangle similarity. triangle similarity through that make a quadrilateral
appropriate and accurate a parallelogram (CK-AK)
representation (MK-TL) 3. Uses properties to find
measures of angles, sides
and other quantities
involving parallelograms
(PK-MM)
4. Proves theorems on the
different kinds of
parallelogram (rectangle,
rhombus, square) (PK-
MM)
5. Proves the Midline 1
Theorem (PK-MM)
6. Proves theorems on
trapezoids and kites (PK-
MM)
parallelograms, trapezoids
and kites (PK-MM)
Triangle 8. Describes a proportion 1
Similarities (CK-AK)
9. Illustrates the properties
of proportion (CK-AK)
10. Uses the properties of
proportion to solve for the
unknown quantities (PK-
MM)
11. Illustrates the theorems
on the ratios involving
areas of triangles (CK-AK)
12. Finds the ratio of the
areas, altitudes or bases of
a triangle (PK-MM)
13. Illustrates the Basic 1
Proportionality Theorem
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MATHEMATICS 9
MATHEMATICS 9
and its Converse,

Proportional Segments
Theorem and Bisector of
an Angle Theorem (CK-
AK)
14. Applies the fundamental
theorems of
proportionality to solve
problems involving
proportions (PK-MM)
15. Illustrates similarity of 1
figures (CK-AK)
16. Illustrates the relationship
of the corresponding parts
of similar polygons (CK-
AK)
17. Writes the statement of
similarity of polygons (CK-
AK)
18. Uses similarity to solve for
the unknown parts of the
polygon (PK-MM)
19. Proves the conditions for
similarity of triangles.
39.1 SAS similarity
theorem
39.2 SSS similarity
theorem
39.3 AA similarity
theorem
39.4 right triangle
similarity theorem
39.5 special right triangle
theorems (PK-MM)
53. Applies the theorems to
show that given triangles
are similar (PK-MM)
54. Applies the theorems to
solve for the unknown
parts of triangles (PK-MM)
55. Illustrates the theorems 2
on right triangles (CK-AK)
56. Proves the conditions for
similarity of right triangles
(PK-MM)
57. Proves the Pythagorean
Theorem (PK-MM)
58. Proves the special right
triangle theorems (PK-M)
59. Applies the right triangle
similarity theorem,
Pythagorean theorem and
special right triangle
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MATHEMATICS 9
MATHEMATICS 9
theorems in solving
problems involving right
triangles (PK-MM)
60. Solves problems that
involve triangle similarity
and right triangles (PK-
MM)
Chapter 6: Quadrilaterals
DAY 1 - 3 DAY 4 – 7 DAY 8
Problem Solving, Defining, Illustrating & Manipulating Manipulating
 Solves problems involving parallelograms, trapezoids and kites  Proves theorems on  Summative
(PK-MM) the different kinds of Test
 Identifies quadrilaterals that are parallelograms (CK-AK) parallelogram (WW1)
(rectangle, rhombus,
 Determines the conditions that make a quadrilateral a
square) (PK-MM)
parallelogram (CK-AK)
 Uses properties to find measures of angles, sides and other
quantities involving parallelograms (PK-MM)
Chapter 6: Quadrilaterals
DAY 9 – 12 DAY 13 – 14 DAY 15
Illustrating, Manipulating Problem Solving
 Proves the Midline Theorem (PK-MM)  Solves problems involving  Summative Test
 Proves theorems on trapezoids and kites parallelograms, trapezoids and kites (WW2)
(PK-MM) (PK-MM)
Chapter 7: Triangle Similarities

DAY 16 DAY 17 – 18 DAY 19 – 20
Problem Solving, Defining & Illustrating Manipulating & Problem Illustrating & Manipulating
Solving
 Solves problems that involve triangle  Uses the properties of  Illustrates the theorems on the
similarity and right triangles (PK- proportion to solve for the ratios involving areas of
MM) unknown quantities (PK- triangles (CK-AK)
 Describes a proportion (CK-AK) MM)  Finds the ratio of the areas,
 Illustrates the properties of altitudes or bases of a triangle
proportion (CK-AK) (PK-MM)
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MATHEMATICS 9
MATHEMATICS 9

DAY 21 - 22 DAY 23 - 24 DAY 25
Defining, Illustrating & Manipulating Manipulating & Problem Solving
 Illustrates the Basic Proportionality Theorem  Applies the fundamental theorems  Summative
and its Converse, Proportional Segments of proportionality to solve problems Test
Theorem and Bisector of an Angle Theorem (CK- involving proportions (PK-MM) (WW3)
AK)

DAY 26 DAY 27 DAY 28 DAY 29 - 30
Defining & Illustrating Illustrating & Defining, Illustrating & Manipulating Manipulating
Manipulating
 Illustrates  Writes the  Proves the conditions for  Applies the
similarity of statement of similarity of triangles. theorems to show
figures (CK-AK) similarity of 1. SAS similarity theorem that given triangles
 Illustrates the polygons (CK-AK) 2. SSS similarity theorem are similar (PK-
relationship of  Uses similarity to 3. AA similarity theorem MM)
the solve for the 4. right triangle similarity  Applies the
corresponding unknown parts of theorem theorems to solve
parts of similar the polygon (PK- 5. special right triangle for the unknown
polygons (CK-AK) MM) theorems (PK-MM) parts of triangles
(PK-MM)

DAY 31 DAY 32 – 33 DAY 34 – 35
Illustrating & Manipulating Defining, Illustrating & Manipulating Manipulating
 Illustrates the theorems on  Proves the Pythagorean Theorem  Applies the right triangle similarity
right triangles (CK-AK) (PK-MM) theorem, Pythagorean theorem
 Proves the conditions for  Proves the special right triangle and special right triangle theorems
similarity of right triangles theorems (PK-M) in solving problems involving right
(PK-MM) triangles (PK-MM)

DAY 36 – 37 DAY 38 – 39 DAY 40
Problem Solving
 Solves problems that involve triangle  Investigate, analyze, and solve problems  Summative
similarity and right triangles (PK-MM) involving parallelograms and triangle similarity Test
through appropriate and accurate (WW4)
representation (MK-TL)
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MATHEMATICS 9
MATHEMATICS 9
Module 2: Geometry
Geometry is a rich source of knowledge, both theoretical and practical, that it should be
studied earnestly. A working knowledge of simple geometric shapes, with their properties and their
relationships, will contribute to the development of one's reasoning and analytical mind. Career men
use this knowledge to their advantage. Artists use geometric ideas to make their paintings more
realistic. Architects and engineers used geometric shapes to produce accurate scale drawings and
beautiful structures. These and many more applications to real-life situations depend primarily on
patterns and designs.7
Man-made structures today reveal how architecture has changed from its simple form during
the prehistoric and historic times into its more complex and grand form in this modern. As seen
above, man-made tunnels, buildings, and bridges show a combination of quadrilaterals and the
application of the concept of similarity, which will be discussed entirely in this module. 8
Chapter 6: Deals with the classifications and properties of quadrilaterals
7
Bernabe, J.G., et.al. (2014). Our World of Math 9. Quezon City, Philippines: Vibal Group, Inc.
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Marasigan, M.M., and Uy, A.D. (2011). Next Generation Math III. Makati City, Philippines: DIWA Learning System Inc.
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Chapter 7: Deals with similar figures and how they are used in real life setting.
Quezon Bridge in Quiapo, Manila
The Quezon Bridge in Quiapo, Manila is a modern steel bridge reconstruction of the
Claveria Bridge that connects the Manila districts of Quiapo and Ermita across the Pasig
River in the Philippines. Different types of quadrilaterals are used in structures such as
bridges, houses, and buildings. This bridge is made up of steel rods and cables.
Quadrilaterals are used for practical purposes and aesthetic appeal. 9
This chapter highlights parallelograms, kites, and trapezoids. Their classifications and
properties are discussed.
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SCRIPTURAL MESSAGE
And the Lord continued, “Mortal man, tell the people of Israel about the Temple, and let them
study its plan. Make them ashamed of their sinful actions. Then if they are ashamed of what they
have done, explain the plan of the temple to them; its design, its entrances and exits, its shape, the
arrangement of everything, and all its rules and regulations. Write all this down for them so that
they can see how everything is arranged and can carry out all the rules. This the law of the
temple: all the area surrounding it on the top of the mountain is sacred and holy.”
Ezekiel 43:10-12
FR. AL’S MESSAGE

The most important element of a good and holy confession is the firm purpose of amendment
and the determination never to commit this sin again. This is the real sign of true sorrow and
contrition. Hate the evil you have done, renounce it and loathe it. Hate lying, stealing, greed,
impurity, disobedience, laziness, gluttony, any evil and anything offensive to God. Hate, loath,
reject and renounce them. Above all, firmly resolve never to do these again. This firm resolution
and this determination, never to repeat this mistake or this sin is the most important element of
the Sacrament of Confession.
(Homily, July 21, 1991)

Problem Solving, Defining, Illustrating, & Manipulating Manipulating
Learning  Solves problems involving parallelograms,  Proves theorems on the  Summative
Competencies trapezoids and kites (PK-MM) different kinds of Test
 Identifies quadrilaterals that are parallelograms parallelogram (WW1)
(CK-AK) (rectangle, rhombus,
 Determines the conditions that make a quadrilateral square) (PK-MM)
a parallelogram (CK-AK)
 Uses properties to find measures of angles, sides
and other quantities involving parallelograms (PK-
MM)
Learning Activities
Before A1: Let’s Draw (Individual Activity) – 20 minutes A4: Four Sided Everywhere A7:
(Big Group Activity) – 5 Summative
minutes Test
During A2: Discussion (Big Group) – 80 minutes A5: Discussion (Big Group) (Individual
– 145 minutes Activity) – 50
After A3: Seatwork (Individual Activity) – 50 minutes A6: Seatwork (Individual minutes
Evaluation Seatwork (FA) Seatwork (FA) Summative
Test (WW1)
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Note
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Lesson 6.1 The Parallelogram – A Special Quadrilateral
Solves problems involving parallelograms, trapezoids and kites (PK-MM)
Day 1-
Identifies quadrilaterals that are parallelograms (CK-AK)

Determines the conditions that make a quadrilateral a parallelogram (CK-AK)
3
Uses properties to find measures of angles, sides and other quantities involving parallelograms (PK-
MM)
A1. Let’s Draw (Individual Activity) – 20 minutes

Note: This activity will help you make conjectures about the sides and angles of a parallelogram.
Make a model
Step 1 Draw a pair parallel lines. Then, draw two parallel transversals cutting the
two lines. Label the points of intersection of the lines as points F G, H, and
J.
Step 2 Trace FGHJ. Label the second PQRS so ∠F and ∠P are congruent.
Step 3 Rotate ▱PQRS on ▱FGHJ to compare sides and angles.
Analyze:
1. What do you call the figure formed? Why do you say so?
2. List all of the segments that are congruent.
3. List all of the angles that are congruent.
4. Describe the angle relationships you observed.

manner.
What is quadrilateral?
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Quadrilateral just means "four sides" (quad means four, lateral means side).
A Quadrilateral has four-sides, it is 2-dimensional (a flat shape), closed (the lines join up), and has
straight sides.
In the given figure, quadrilateral PQRS could also be named quadrilateral PSRQ, SRQP, RQPS. Notice
that the name is formed by taking the vertices consecutively clockwise or counterclockwise
direction.
´ , QR
Sides: ṔS , SR ´ , QP
´
Opposite Sides (pair of sides that do not intersect): ṔS
and QR´ ; SR´ and QP ´
Consecutive Sides (two sides that intersect each other):
ṔS∧SR ´ ; SR∧
´ QR ´ ; QR
´ and QP
´ ;
Diagonals (a line segment whose endpoints are
nonconsecutive vertices of the quadrilateral)
ṔS and SQ´
What are the different types of quadrilaterals?

Quadrilaterals are classified according to the number of pairs of its parallel sides.
 If a quadrilateral does not have any pair of parallel sides, and is sometimes called as
general quadrilateral, it is called trapezium.
 If a quadrilateral has only one pair of parallel lines, it is called trapezoid. In the trapezoid,
the parallel sides are called bases of the trapezoid. The nonparallel sides are called legs.
The angles formed by a base and the legs are called base angles.
 A quadrilateral is a parallelogram (▱) if and only if both pairs of opposite sides are parallel
What are the properties of parallelograms?

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Definition A quadrilateral is a parallelogram (▱) if and only if

both pairs of opposite sides are parallel
Theorem 6.1 Opposite sides of the parallelogram are congruent.
Corollary 1 A diagonal of a parallelogram forms two congruent

triangles.
Corollary 2 If two lines are parallel, then all points on one line
are equidistant from the other line.
Theorem 6.2 Opposite angles of a parallelogram are congruent.
Theorem 6.3 Consecutive angles of a parallelogram are

supplementary.
Theorem 6.4 The diagonals of a parallelogram bisect each other.
In the figure, quadrilateral ABCD is a parallelogram.
Since ABCD is a parallelogram, the following statements are true.
Consecutive Angles
∠ A∧∠ B are supplementary or m∠ A+ m∠ B=180
∠ B∧∠ C are supplementary or m∠ B+m ∠C=180
∠ C∧∠ D are supplementary or m∠C +m∠ D=180
∠ A∧∠D are supplementary or m∠ A+ m∠ D=180
Opposite Angles
∠ A ≅∠C ; ∠ B ≅∠ D
Diagonal separates the parallelogram into two congruent triangles

∆ ADC ≅ ∆ CBA ; ∆ DCB ≅ BAC
Opposite Sides
´ ≅ BC
AD ´ ; AB
´ ≅ CD
´
Diagonals bisect each other

´ ≅ CE
AE ´ ; DE
´ ≅ BE´
What are the conditions which guarantee that a quadrilateral is a parallelogram?

(Definition) If both pairs of opposite sides of a quadrilateral are parallel, then the
quadrilateral is a parallelogram.
Theorem 6.5 If both pairs of opposite sides of a quadrilateral are congruent, then the
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Theorem 6.6 If one pair of opposite sides of a quadrilateral is both congruent and parallel,
then the quadrilateral is a parallelogram.
Theorem 6.7 If both pairs of opposite angles of a quadrilateral are congruent, then the
Theorem 6.8 If the diagonals of a quadrilateral bisect each other, then the quadrilateral is a
parallelogram.
NEWS is a parallelogram.
a. If NE = 12, find SW
b. If m∠ NSW =105° ,find m∠ NE .
c. If m∠ NSE =65° , m∠ ESW =60 ° , find m∠ SWE .
d. If TE = 5, find SE.
Refer to the same figure. Find the value of x.
e. NS=5−3 x ,∧EW =2 x+ 15
f. m∠ SNE=7 x−32 ,∧m∠ EWS=3 x+ 40
g. m∠ ENS =4 x +51 ,∧m ∠ NSW =5 x+ 48
1
h. NT = x+ 4∧NW =x−8
3
Solution:
a. Opposite side of a parallelogram are congruent. Hence, SW = NE = 12.
b. Opposite angles of a parallelogram are congruent. Hence, m∠ NEW =m∠ NSW =105 ° .
c. Consecutive angles of a parallelogram are supplementary.

m∠ SWE=180−m∠ NSW
¿ 180 °−125 °
¿ 55 °
´ ≅ TE
d. The diagonals of a parallelogram bisect each other. Thus, ST ´ or ST = TE. Therefore,
SE=2 TE=2 ( 5 ) =10
e. Opposite sides of the parallelogram are congruent. Therefore,

NS=EW
5−3 x =2 x +15
−5 x=10
x=−2
f. Opposite angles of a parallelogram are congruent. Therefore,

m∠ SNE=m∠ EWS
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7 x−32=3 x + 40
4 x=72
x=18
g. Consecutive angles of a parallelogram are supplementary. Therefore,

m∠ ENS + m∠ NSW =180
4 x+51+5 x +48=180
9 x +99=180
9 x=81
x=9
A3. Extended Classroom Activity – 50 minutes

Directions: Solve the following.
A. Which figures are parallelograms? Justify your answer.
1. 3.
2. 4.
B. Find x and y so that each quadrilateral is a parallelogram.

1. 2.
C. Solve
1. If the measure of one of the angles of a parallelogram is 50°, what are the measures of the
other angles?
2. In parallelogram TALK, if TK = 4x +7, KL = 3x +12, and AL = 6x – 11, find the length of each
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side of the parallelogram.
3. In parallelogram TALK, if m∠T =7 x +26 , m∠ A=2 x+ 46 , m∠ L=8 y −2 , find the values of

x and y, and the measure of each angle of the parallelogram.
4. In parallelogram TALK, TL = 12, KL = 18, LA = 3y –x, and TA = x +2y, find the values of x
and y and the perimeter TALK.
5. If two consecutive angles of the parallelogram are in the ration 2:3, find the measure of each
angle of the parallelogram.
Lesson 6.2 Special Parallelograms
Manipulating
Proves theorems on the different kinds of parallelogram (rectangle, rhombus, square) (PK-MM)
Day
4-7
A4. Four Sided Everywhere (Small Group Activity) – 5 minutes

Note: Let the students study the pictures and answer the questions that follow.
Guide Questions:
1. What do you see in the pictures?
2. Do you see parts that are quadrilaterals?
3. Can you give some significance of these designs?
4. What are the different groups/sets of quadrilaterals?
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5. How useful are quadrilaterals the real-life?

manner.
What are the special parallelograms and its properties?

The quadrilaterals which are parallelograms are known as special parallelograms.
RECTANGLE
A rectangle is a quadrilateral with four right angles. Since both pairs of opposite angles are
congruent, it follows that it is a special type of parallelogram. Thus, a rectangle has all the
properties of a parallelogram. Because the right angles make a rectangle a rigid figure, the
diagonals are also congruent.
Theorem 6.9 If a parallelogram is a rectangle, then the

diagonals are congruent.
Complete the proof. (Theorem 6.9)
´ ∧SI
Given: ▱WINS is a rectangle with diagonals WN ´
´ ≅ SI
Prove: WN ´
Statements Reasons
1. 1. Given
´ ≅ ´¿
2. WS 2.
3. ∠ WSN and ∠ INS 3.
4. 4. All right angles are congruent.
´ ≅ NS
5. SN ´ 5.
6. 6. SAS Congruence Postulate
7. WN´ ≅ SI´ 7.
Theorem 6.10 If the diagonals of a parallelogram are congruent,

then the parallelogram is a rectangle. (Converse
of Theorem 8.13)
Theorem 6.11 If a parallelogram has a right angle, then it has four right angles and the
parallelogram is a rectangle.
Complete the proof: (Theorem 6.11)
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Given: ▱WINS is a parallelogram with ∠ W is a right angle.

Prove: ▱WINS is a rectangle
Proof:
Statements Reasons
1. 1. Given
2. ∠ W =90 2.
3. 3. In a parallelogram, opposite angles are
congruent.
4. m∠W =m ∠N 4.
m∠ I =m∠S
5. m∠ N =90 5.
6. m∠W +m∠ I =180 6.
7. 90 + m∠ I =180 7.
8. 8. Reflexive Property
9. m∠ I =90 9.
10. 10. Substitution (Statement no. 4 and 9)
11. ∠ I , ∠ N∧∠ S are right angles 11.
12. 2. Definition of a Rectangle
ANET is a rectangle. Use the given information to answer each question.
a. If m∠1=33 ° , find m∠2 , m∠3 , m ∠ 4

b. If TN = 24, find AC.
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c. If m∠5=112 ° , find m∠ 2∧m∠ 3
Solution:
´ ≅ CE
a. Since the diagonals of a rectangle are congruent and they bisect each other, then CN ´ ,
From this, it follows that∠ 1 ≅ ∠ 2. Therefore, m∠1 ≅ m∠ 2 = 33°. Since m∠ NET =90 ° ,
then
m∠3=90−m∠ 2=90−33=57 ° . By similar arguments, we have m∠ 4=m∠3 . Therefore,
m∠ 4=57 °.
b. Since ANET is a rectangle, the diagonals are congruent. Hence, AE = TN = 24. Also, AC = ½
AE. Thus, AC = ½ (24) = 12.
c. In ΔCNE, ∠ 1+m∠2+ m∠5=180 ° . We know ∠ 1 ≅ ∠ 2. Given that m∠5=112 ° . Therefore,

m∠2+ m∠ 2+m∠5=180 °
2 m∠2+112 °=180 °
m∠ 2=34 °
Similarly, in ΔCTE, m∠TCE +m ∠4+ m∠ 3=180° . But m∠TCE =180° −m∠5=180−112

and ∠ 3 ≅ ∠4 . Thus, by substituting we get,
68+m ∠3+m∠ 3=180
2 m∠3=112
m∠3=56 °
RHOMBUS
A square is a special type of parallelogram called a rhombus. A rhombus is a quadrilateral
with all four sides congruent. Since opposite sides are congruent, the rhombus is a parallelogram,
and all of the properties of parallelograms can be applied to rhombi. There are three other
characteristics of rhombi described in the following theorems.
Theorem Example
Theorem 6.12 The diagonals of a ´ ⊥ BD
AC ´
rhombus are
perpendicular.
Theorem 6.13 If the diagonals of a If AC ´ , then ▱ ABCD is a

´ ⊥ BD
parallelogram are rhombus.
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perpendicular, then the

parallelogram is a
rhombus. (Converse of
Theorem 6.10)
Theorem 6.14 Each diagonal of a ∠ DAC=∠ BAC=∠ DCA=∠ BCA

rhombus bisects a pair of ∠ ABD=∠CBD=∠ ADB=∠ CDB
opposite angles.
Complete the proof. (Theorem 6.12)
Given: Rhombus ROSE

´
Prove: ŔS ⊥ OE
Proof:
Statements Reasons
1. 1. Given
´ ≅ RO
2. OS ´ 2.
3. 3. The diagonals of the parallelogram
bisect each other
4. H is the midpoint of ŔS 4.
5. 5. Definition of Midpoint
´ ≅ OH
6. OH ´ 6.
7. 7. SSS Congruence Postulate
8. ∠ RHO ≅ ∠ SHO 8.
9. ∠ RHO∧∠ SHOare right angles 9.
10. 10. Definition of Perpendicular Lines
(Theorem 6.14)
Given: Rhombus VWXY

Prove: ∠ 1 ≅ ∠ 2; : ∠ 3 ≅ ∠4
Proof:
Statements Reasons
1. 1. Given
´ ≅ VW
2. YV ´ ≅ WX ´ ≅ XY
´ 2.
3. 3. Reflexive Property
4. ∆ YVW ≅ ∆WXY 4.
5. ∠ 1 ≅ ∠ 2; : ∠ 3 ≅ ∠4 5.
ACOJ is a rhombus; use the given information to answer each
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question.
a. If m∠1=3 x+2 and m∠2=5 x−18, find x.

b. If m∠5=50 °, find m∠ 4 , m∠3 and m∠ 1.
Solution:
a. Each diagonal of a rhombus bisects the two opposite angles. Hence ∠ 1 ≅ ∠2. It follows that
m∠1=m∠ 2
3 x+ 2=5 x−18
x=10
b. The diagonals of a rhombus are perpendicular. Hence, m∠ AKJ =90. It follows that
m∠ 4=90−50=40 °. The diagonal OA ´ bisects ∠ A . Therefore, ∠ 3 ≅ ∠ 4. Thus,
m∠3=m ∠ 4=40 ° . Similarly, m∠1=90−m∠3=90−40=50°
SQUARE
If a quadrilateral is both a rhombus and a rectangle, then it is a square. All of the properties
of parallelograms and rectangles can be applied to squares.
Properties of a Square
1. A square has all the properties of a parallelogram.
2. A square has all the properties of a rectangle.
3. A square has all the properties of a rhombus.

A. Copy this Venn diagram. Show the relationships of the special parallelograms by adding the lal
Rectangle, Rhombus, and Square. The four regions on the Venn diagram represent the types of
parallelograms. In each region write the letter(s) of the properties that characterize the type of
parallelogram.
a. Opposite sides are //.

b. Opposite sides are ≅ .
c. Opposite angles are ≅ .
d. Diagonals form 2 ≅ triangles.
e. Diagonals bisect each other.
f. Diagonals are ≅ .
g. Diagonals are ⏊ .
h. Diagonals bisect 2 angles.
i. All angles are right angles.
j. All sides are ≅ .
k. Consecutive angle are supplementary
B. Answer the following.

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1. Show that ▱ ACKJ is a rhombus.

a. AC= (6 y + 4 ) cm , CK =( 5 y+ 8 ) cm,∧KJ=( 3 y +16 ) cm .
b. JK=( 12 y−5 ) cm , KC =( 9 y +4 ) cm ,∧JA =( 7 y+10 ) cm.
2. Use the given figure.
a. If PQRS is a rectangle with m∠ PQS= (3 x +10 ) cm and

TS=( 3 x−1 ) cm, find PR.
b. If PQRS is a rhombus with QT= ( 2 x +4 ) cm and

m∠ SQR=( x +40 ), find m∠ QRS .
c. PQRS is a square with ST =( x +8) and

PR=( 4 x +6 ) cm. Find QT.

Day
8


SCRIPTURAL MESSAGE
On the far side there was a wall running parallel to the chambers along the outer court; its length
before these chambers was 50 cubits, for the length of the chambers belonging to the outer court,
but along its entire length the wall measured one hundred cubits. Below the chambers was the
way in form the east, so that one could enter from the outer court where the wall of court began.
Ezekiel 42:7
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FR. AL’S MESSAGE

Through the humble and holy reception of this sacrament of confession, God pours into our hearts
this river of peace.
(Homily, July 21, 1991)

Elements Day 9 - 12 Day 13 - 14 15
Illustrating, Manipulating Problem Solving
Competencies
 Proves the Midline Theorem  Solves problems involving  Summative Test

Learning
(PK-MM) parallelograms, trapezoids and (WW2)

 Proves theorems on kites (PK-MM)
trapezoids and kites (PK-MM)
Before A8: Triangle Mid-Segments A11: Power UP (Small Group A14: Summative
Learning Activities
(Small Group Activity) – 20 Activity) – 10 minutes Test (Individual

minutes Activity) – 50
During A9: Discussion (Big Group) – A12: Discussion (Big Group) – 40 minutes
130 minutes minutes
After A10: Seatwork (Individual A13: Seatwork (Individual Activity)
Activity) – 50 minutes – 50 minutes
Evaluation Seatwork (FA) Seatwork (FA) Summative Test
(WW2)
Note
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Lesson 6.3 The Trapezoid and Its Properties
Proves the Midline Theorem (PK-MM)
Day 9-
Proves theorems on trapezoids and kites (PK-MM)

12
A8. Triangle Mid-Segments (Small Group Activity) – 20 minutes

Direction: Do the following with your partner.
1. Draw a relatively large scalene triangle on a piece of paper. Pinch the triangle to locate the
midpoints of the sides.
2. Draw the mid-segments. This should create four small triangles. (Note: the segment that
connects the midpoints of two sides of a triangle is a mid-segment. A triangle has three sides.
Each with its own midpoint, so there are three-midsegments in every triangle.)
3. Place a second piece of paper over the first and copy one of the triangles.
4. Compare all four triangles by sliding and/or rotating the copy of the one small triangle with the
other three triangles. Create a statement that describes the apparent relationship between the
four triangles. Ans. The four triangles appear congruent.
5. Identify and mark all the congruent angles in your drawing. What conclusions does this allow you
to make? Create a statement relating the angles of the four small triangles and the angles of the
large original triangles. Ans. The measures of the angles of the four small triangles are equal to
the measures of the angles of the large original triangle.
6. Based on the relationship between the angles of the four small triangles and the angles of the
original large triangle, create a statement relating the large original triangle and the four smaller
triangles. Ans. The four small triangles are similar to the large original triangle.
7. Identify corresponding angles and alternate interior angles in your original drawing. What
conclusions does this allow you to make? Ans. Each midsegment is parallel to the third side.
8. Compare the length of the mid-segment to the large triangle’s third side. What relationship
appears to be true? Ans. The measure of the midsegment of a triangle is ½ the measure of the
third side.

manner.
What is the Midline Theorem?

Theorem 6.15: MIDLINE THEOREM
The segment that joins the midpoints of the two sides of a 1
triangle is parallel to the third side and half as long as long.
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Given: ∆ HNS ,O is the midpoint of HN

´ ,
´
E is the midpoint of NS
´ ∥ HS 1
Prove: OE ´ , OE= HS
2
Proof:
Statements Reasons
1. ∆ HNS ,O is the midpoint of HN ´ , 1.
´
E is the midpoint of NS
2. In a ray opposite EO´ , there is a point T 2. In a ray, a point at a given distance from
such that OE = ES the endpoint of the ray.
´ ≅ ÉS
3. EN 3.
4. ∠ 2 ≅ ∠3 4.
5. ∆ ONE ≅ ∆ TSE 5.
6. ∠ 1 ≅ ∠4 6.
7. HN´ ∥ ST´ 7.
8. OH´ ≅ ON ´ 8.
9. ON´ ≅ TS´ 9.
10. OH´ ≅ ST ´ 10.
11. Quadrilateral HOTS is a parallelogram 11.
12. OE´ ∥ HS ´ 12.
13. OE + ET = OT 13.
14. OE + OE = OT 14.
15. 2OE = OT 15.
16. H́S ≅ OT ´ 16.
17. 2OE = HS 17.
1 18.
18. OE= HS
2
What are the properties of a trapezoid?

TRAPEZOID
A trapezoid is a quadrilateral with exactly one pair of parallel sides. The parallel sides are
called bases. The base angles are formed by the base and one of the legs. The nonparallel sides are
called legs.
The segment that joins midpoints of the legs of a trapezoid is the median. The median of a
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trapezoid can also be called a midsegment. Recall that the midsegment of a triangle is the segment
joining the midpoints of two sides. The median of a trapezoid has the same properties as the
midsegment of a triangle.
Theorem 6.17 The median of a trapezoid is parallel to each base and its length is one half the
sum of the length of the bases.
Complete the Proof. (Theorem 6.17)
´
Given: Trapezoid MINS with median TR
´ ∥ ´¿ , TR
Prove: TR ´ ∥ ḾS
1
TR= ( MS +¿)
2
Proof:
Statements Reasons
1. 1. Given
2. Draw IS´ , with P as its midpoint 2.
1 3.
3. TP= MS and TP
´ ∥ ḾS
2
4. 4. Theorem 5 (Midline Theorem), on ΔINS
5. ḾS ∥ ¿´ 5.
´ ∥ ´¿
6. TP 6.
´ and PR
7. TP ´ ∥ ´¿.
´ are both parallel to TP 7.
Thus T, P, and R are collinear.
8. TR = TP + PR 8.
9. 9. Substitution
1 10.
10. TR= ( MS+¿)
2
Isosceles Trapezoid
If the legs are congruent, then the trapezoid is an isosceles trapezoid.
Theorems Examples
Theorem 6.18 The base angles of an isosceles ∠ DAB ≅ ∠CBA
trapezoid are congruent. ∠ ADC ≅ ∠ BCD
Theorem 6.19 The diagonals of an isosceles ´ ≅ BD

AC ´
trapezoid are congruent.
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Theorem 6.20 Opposite angles of an isosceles ∠ CBA +∠ ADC =180°

trapezoid are supplementary ∠ DAB+∠ BCD=180 °
Complete the Proof. (Theorem 6.18)
´ ∥ AR
Given: Isosceles Trapezoid AMOR with MO ´
Prove: ∠ A ≅ ∠ R , ∠ AMO ≅ ∠ O
Proof:
Statements Reasons
1. 1. Given
´ ≅ ¿´ ; MO
2. AM ´ ≅ AR
´ 2.
3. From M draw ḾE ∥ ¿´ where lies E on AR
´ 3. Construction
4. 4. Definition of a Parallelogram
5. ḾE ≅ ´¿ 5.
6. ´¿ ≅ ḾE 6.
7. 7. Transitive Property (SN 2 and 6)
8. ΔAME is an isosceles triangle 8.
9. ∠ I ≅∠ A 9.
10. ∠ I ≅∠ R 10.
11. ∠ R ≅ ∠ A 11.
(Theorem 6.19)
Given: Isosceles trapezoid ROMA

Prove: RM´ ≅ AO´
Proof:
Statements Reasons
1. 1. Given
2. ´¿ ≅ MA
´ 2.
3. ∠ ROM ≅ ∠ AMO 3.
4. OM ´ ≅ OM
´ 4.
5. 5. SAS Congruence Postulate
6. RM ´ ≅ AO
´ 6.
Find the measure of the angle R.
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Solution:
In a trapezoid, the consecutive angles are supplementary, ∠ S and ∠ R are consecutive angles, so
∠ R = 115°
Find the length of the diagonal.
Solution:
In the figure, the given is an isosceles trapezoid as indicated in the marking. The diagonals of an
isosceles trapezoid are congruent. Thus, JL = KM = 22.
Solve for x.
Solution:
The median of a trapezoid is parallel to each base and its
length is one half the sum of the length of the bases.
LK = ½ (YX + ZW)
29 = ½ (23 + (11x + 2))
58 = 23 + 11x + 2
58 = 25 + 11x
33 = 11x
11x = 33
x=3
Given: trapezoid ABCD (not isosceles).
Which triangle is equal in area to ΔABD ?
Solution: The area of a Δ is ½bh. The area of ΔABD is

½(AD)(h). Since the perpendicular distance between
parallel lines (the height) is constant (the same), the
height measured from point B = height measured from
point C. The area of ΔABD = the area of ΔACD (since both
triangles have a base value of AD).
Remember:
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MATHEMATICS 9
 Use your powers of observation. Look carefully at the diagram. Think about what AREA entails
(which is the use of the base and height of a triangle). Notice that several triangles can have
base AD.
 Since you are given a trapezoid, parallel lines are most likely involved in the solution to this
problem in some manner. Parallel lines are everywhere equidistant, making vertical height
measurements within the trapezoid equal.
Lesson 6.4 The Kite and Its Properties
What are the properties of a kite?
KITE
A kite is defined as a quadrilateral with two pairs of adjacent and congruent sides. Note
that a Rhombus (where all adjacent sides are equal) is a special kind of kite.
Theorem 6.21 The diagonals of a kite are perpendicular to each other.
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Complete the proof:
Given: Kite WORD with diagonals WR´ and OD ´ .

Prove: WR is the perpendicular bisector of OD .
´
Proof:
Statements Reasons
1. 1. Given
2. WO ´ ; ¿´ ≅ DR
´ ≅ WD ´ 2.
3. WO = WD; OR = DR 3.
4. 4. If a line contains two points each of which is
equidistant from the endpoints of a segment, then
then the line is perpendicular bisector of the
segment.
Theorem 6.22 If a quadrilateral is a kite, then exactly one pair of opposite angles is
congruent.
Complete the proof:
Given: ▱LMNO is a kite

Prove: ∠ LON ≅ ∠ LMN
Proof:
Statements Reasons
1. 1. Given
2. LO´ ≅ LM´ 2.
3. NO´ ≅ NM´ 3.
4. ´ ≅ ln
ln ´ 4.
5. 5. SSS Congruence Postulate
6. ∠ LON ≅ ∠ LMN 6.
Theorem 6.23 The area of a kite is half the product of the lengths of its diagonal.
Complete the Proof
Given: Kite ROPE

Prove: Area of Kite ROPE = ½ (OE)(PR)
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Proof:
Statements Reasons
1. 1. Given
2. 2. The diagonals of a kite are
perpendicular to each other.
3.Area of kite ROPE = Area of ΔOPE + 3. Area Addition Postulate
Area of ΔORE
4. Area of ΔOPE = ½ (OE)(PW) 4. Area Formula for Triangle
Area of ΔORE = ½ (OE)(WR)
5. Area of Kite 5.
ROPE = ½ (OE)(PW) + ½ (OE)(WR)
6. Area of kite ROPE = ½ (OE) 6.
(PW+WR)
7. PW + WR = PR 7.
8. Area of kite ROPE = ½ (OE)(PR) 8.
One side of a kite is 5 cm less than 7 times the length of another. If the perimeter is 86 cm, find the
length of each side of the kite.
Solution:
Let the two unequal sides of a kite be a and b. Then we have b = 7a – 5.
Perimeter of a Kite = 2a + 2b, where a and b are the lengths of each side in each pair of equal sides.
The Perimeter of the given kite = 86 cm.
Thus, 86 = 2a + 2(7a - 5)→ 86 = 2a + 14a - 10 →86= 16a - 10.
16a = 96→a = 6 cm.
b = 7a – 5 = 7(6) – 5 = 42 – 5 – 37 cm.
The length of each side of the kite is 6 cm, 6 cm, 37cm and 37 cm.
Find the area of a kite whose diagonals measures 12cm and 10 cm
Given: d1 = 12cm d2 = 10 cm
Solution:
Area = ½ d1d2
= ½ (12)(10)
= 60 cm2

Directions: Solve each problem completely and accurately. Show your solutions and write the
theorems or properties you applied to justify each step in the solution/process. You may illustrate
each given to serve as your guide. Be sure to box your final answer.
1. Given: Quadrilateral WISH is a parallelogram.

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a. If m∠W =x +15 and m∠ S=2 x+5 , what is m∠W ?

b. If WI = 3y + 3 and HS = y + 13, how long is H́S ?
c. ▱WISH is a rectangle and its perimeter is 56cm. One side is 5cm less than twice the
other side. What are the its dimension and how large is its area?
2. Given: Quadrilateral POST is an isosceles trapezoid with OS´ ∥ PT´ . ER

´ is its median.
a. If OS = 3x – 2, PT = 2x + 10 and ER = 14, how long is each base?
b. If m∠ P=2 x +5 and m∠ O=3 x−10, what is m∠ T ?
c. One base is twice the other and ER is 6 cm long. If its perimeter is 27 cm, how long is
each leg?
d. ER is 8.5 inches long and one leg measures 9 inches. What is the perimeter if one of
the bases is 3 more than the other?
3. Given: Quadrilateral LIKE is a kite with ĹI ≅ IK´ and ´¿ ≅ KE

´ .
a. LE is twice LI. If its perimeter is 21 cm, how long is ´¿?
b. What is its area if one of the diagonals is 4 more than the other and IE + LK = 16
inches?
´ and LK
c. IE = (x – 1) ft. and LK = (x + 2)ft. If its area is 44 ft 2. How long are IE ´ ?
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Lesson 6.5 Solving Problems Involving Quadrilaterals
Problem Solving
Solves problems involving parallelograms, trapezoids and kites (PK-MM)
13-14
Day
A11. Power Up (Big Group) – 10 minutes

Direction: Answer the following with your partner.
The measures of the angles of quadrilateral ABCD are given. Compute the measure of each angle.
Use these measures to determine whether the quadrilateral is a parallelogram or not.
m∠ A=2 x+13 , m∠ B=6 x−9, m∠C=3 x−10 , m∠ D=5 x+14
1. What is/are asked in the problem?

2. What is the given information?
3. How will you illustrate the problem?
4. What geometric concepts would be used to solve the problem?
5. What is/are the answer(s)?

manner.
How to solve problems involving quadrilaterals?

To solve problems involving quadrilaterals, read and analyze the problems carefully. Determine what
geometric concept(s) would be used to solve the problem.

a. The length of the upper base of a quadrilateral is 10cm. the length of its lower base is 16cm. what
is the length of its median? What kind of quadrilateral is involved in the problem?
Solution:
Since the problem involves a quadrilateral with an upper base, a lower base, and a median, it
may be concluded that the quadrilateral is a trapezoid.
´ =5 x−11 and
b. Look at the figure. What is the length of each side of the rhombus if WX
´
WY =6 x−18?
Solution:
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´
WX ¿ ´
WY
5 x−11 ¿ 6 x−18
5 x−6 x ¿ −18+11
−x ¿ −7
x ¿ 7
´
Thus, WX =5 x−11=5 ( 7 )−11=24
´ =6 x−18=6 (7 )−18=24
WY
c. Study the figure. ▱ABCD is a parallelogram. If m∠ ABC =145, what are the measures of the
other three angles?
Solution:
Since opposite angles of a parallelogram are congruent, then ∠ y or m∠ ADC=145 . Since
consecutive angles of a parallelogram are supplementary, then ∠ x or
m∠ BAD=180−145=35. Consequently, the angle opposite ∠ x is ∠ z . Thus, m∠ BCD=35.
Try This!
1. Using the figure and the given information, determine whether ▱MNOP is a rhombus or not. If it
is not a rhombus, classify the figure according to its shape.
Ans. ▱MNOP is not a rhombus because based on the given information, its diagonals are not perpendicular
to each other and all its sides are not congruent. However, the diagonals bisect each other and that the
opposite sides are parallel and congruent. Thus, the quadrilateral shown is a parallelogram.
2. Can you create an isosceles trapezoid with a right angle? If yes, draw the figure. If not, explain
why you cannot draw an isosceles trapezoid with a right angle.
Ans. No. you cannot create an isosceles trapezoid with a right angle because in an isosceles trapezoid, no
interior angle is a right angle.

Direction: Answer the following.
A. Write True if the statement is correct. If not, write False.

1. A picture frame is in the shape of a parallelogram. What are the lengths of the other two sides
if a pair of consecutive sides measures 25cm and 10cm?
__________ a. The picture frame is in the shape of a square.
__________ b. The lengths of the other two sides are 10cm and 25cm.
__________ c. Consecutive sides of the frame are congruent.
__________ d. A pair of opposite sides of the frame measures 10cm and 25cm.
__________ e. Opposite sides of the frame are parallel.
2. The side view of house roofing resembles a trapezoid. If the lower base is longer than the
upper base, what is the length of the other base if one of its bases measures 7m and its
median measures 9m?
__________ a. The length of the lower base is 7m.
__________ b. The sum of the lengths of the bases is 18m.
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__________ c. The length of the median is the average of the lengths of the two bases.
__________ d. The median is parallel to the bases.
__________ e. The length of the upper base is 11m.
B. Analyze and solve the problems carefully. Cite definitions, theorems, or postulates to justify your
answers. Show your solutions.
1. What is the length of each side of the screen of a 26in TV if the screen resembles the shape of
a square?
2. The opening of a cave resembles an isosceles trapezoid. How long are the congruent sides of
the cave opening if the length of its upper base is 3m, the length of its lower base is the
square of the length of the upper base, and its perimeter is 32m?

Day
15

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The roller coaster in Enchanted Kingdom, the Mactan International Airport in Cebu, and even sports such as volleyball are only few
of the many applications of quadratic equation.
Moviemaking employs a lot of illusions and camera tricks to deliver those thrills and great images.
Miniature models of cities, buildings, aircraft, and animals or aliens are constructed for filming purposes. A
scary, towering monster in the movie could in fact be not higher than your knee in real life. The
construction of these miniature models and their projection in the film extensively use th e concepts of
similarity.
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Similar figures are used in many professions, particularly in engineering, architecture, and
visual arts. You will prove similarity of triangles using the properties of similar figures. 10
10
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MATHEMATICS 9

SCRIPTURAL MESSAGE
Then God said, “And now we will make man in our image, to our likeness. They will have power
over the fish, the birds and all animals, domestic and wild, large and small.” God looked at
everything He had made, and He was very pleased.
Genesis 1:26, 31
FR. AL’S MESSAGE

Then confession, which is an excellent prayer for justice. We go to confession as Zacchaeus, the
chief publican and we tell clearly our sins against justice.
(Homily, Undated)

Elements Day 16 Day 17 - 18 Day 19 - 20
Modeling, Problem Solving, Manipulating & Problem Illustrating & Manipulating
Defining & Illustrating Solving
Learning  Solves problems that  Uses the properties of  Illustrates the theorems on
Competencies involve triangle proportion to solve for the the ratios involving areas of
similarity and right unknown quantities (PK- triangles (CK-AK)
triangles (PK-MM) MM)  Finds the ratio of the areas,
 Describes a proportion altitudes or bases of a
(CK-AK) triangle (PK-MM)
 Illustrates the
properties of
proportion (CK-AK)
Before A15: Situation Analysis A18: Proportion or Not? (Big A21: In a relationship (Big
Learning Activities
(Big Group Activity) – 20 Group Activity) – 10 minutes Group Activity) – 10 minutes

minutes
During A16: Discussion (Big A19: Discussion (Big Group) – A22: Discussion (Big Group) – 40
Group) – 30 minutes 60 minutes minutes
After A17: Extended Classroom A20: Seatwork (Individual A23: Seatwork (Individual
Activity (Individual Activity Activity) – 30 minutes Activity) – 30 minutes
Evaluation Input Seatwork Seatwork
Note
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Lesson 7.1 Ratio and Proportion
Solves problems that involve triangle similarity and right triangles (PK-MM)
Day 16
Describes a proportion (CK-AK)

Illustrates the properties of proportion (CK-AK)

follow.
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MATHEMATICS 9

What is ratio and proportion?

A ratio is a comparison of two quantities. The ratio of a and b may be expressed as a :b (read as “a
a 6 9 21
is to be b”) or , where b ≠ 0. By simplification of fractions, the ratios , , and are all
b 8 12 28
3
equivalent to the ratio .
4
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Note: Ratio can also be used to compare three or more numbers. The ratio a :b : c means that the
ratio of the first number to the second is a :b , the ratio of the first to the third is a :c , and the ratio
of the second to the third is b :c .
A proportion is an equation showing that two ratios are equal. If the ratios a :b and c :d are equal,
a c
then we write a :b=c :d or = . It is read as “a is to b as c is to d.”
b d
Note: Each number in a proportion is called a term . In the proportion a :b=c :d , the terms a and b
are called the extremes, and b and c are called the means.
How to describe/illustrate the properties of proportion?

The properties that follow show several ways of rewriting proportions that do not alter the
meaning of their values.

Direction: Rewrite the given proportions according to the property indicated in the table and find out
if the ratios in the rewritten proportions are still equal.
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Lesson 7.2 Solving Unknown Quantities Using Proportion
Manipulating & Problem Solving
Uses the properties of proportion to solve for the unknown quantities (PK-MM)
17-18
Day
A18. Proportion or Not? (Big Group Activity) - 10 minutes

Note: Tell whether each pair of ratios make a proportion or not.
4 16 8 2
1. and 4. and
5 20 12 3
4 12 3 75
2. and 5. and
3 15 4 100
5 15 5 40
3. and 6. and
8 20 9 72
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MATHEMATICS 9

How to use the properties of proportion to solve for the unknown quantities?
Present the examples on how to determine indicated quantities from a given proportion, then have the
students solve the items labeled as Your Task.
Illustrative Example 1 Your Task

10 x 1. Find y in the proportion
a. Solve for x : =
15 75 10 5
= .
Solution: 21 y
Using the cross-multiplication property, we have
10(75)=15 x , x=50.
Therefore, the value of x is 50.

m+ 4 5
b. What is the value of m in the proportion = ?
m−4 3 2. What is the value of m in
Solution: m+ 4 5
the proportion =
Using the cross-multiplication property, we obtained m−4 3
3(m+ 4)=5( m−4 ). ?
3 m+12=5 m – 20
3 m – 5 m=−20−12,−2 m=−32
m=16
Therefore, the value of m is 16.

r s t a b c
3. If = = =k and r + s+t=5 , find the value of k. c. If = = =k and
2 3 4 6 5 4
Solution: abc=120 , find the value
r s t of k.
Since =k , =k , and =4 , then r =2 k , s=3 k and t=4 k , by
2 3 4
substitution;
2 k +3 k + 4 k =5 , 9 k=5
5
k=
9
5
Therefore, the value of k is .
9
How to problem involving ratio and proportion?

Present the examples on how to solve problems involving ratio and proportion, then have the students
solve the items labeled as Your Task.
Illustrative Example 2 Your Task
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a. A wholesaler in Divisoria bought 840 meters of curtain material The ratio of the angles of
which will be divided into 3 bundles in the ratio 2:5:7. How many a triangle is 1:2:3. Find
meters of curtain material are in each bundle? the measure of each
Solution: angle.
Let k be the proportionality constant
2k is the first bundle
5k is the second bundle
7k is the third bundle
2k + 5k + 7k = 840
14k = 840
k = 60
Therefore, 2(60) = 120 m is the first bundle

5(60) = 300 m is the second bundle
7(60) = 420 m is the third bundle
b. The sum of two numbers is 145. When the smaller number is An original fraction is
decreased by 2 and the larger is increased by 1, their ratio will be 4
2:7. What are the original numbers? equivalent to . If 4 is
5
Solution: subtracted from the
Let x be the smaller number numerator and added to
145 – x be the larger number the denominator the
x−2 2 x−2 2 resulting fraction will be
= , =
145−x +1 7 146−x 7 1
. Find the original
2(146−x)=7( x−2) 2
292−2 x=7 x−14 , 9 x=306 , x=34 fraction.
Therefore, the numbers are 34 and 111.

c. In a photograph, Ezra is 9 cm tall and her brother Keith is 10 cm A map is scaled in such a
tall. Ezra’s height is 153 cm. What is Keith’s actual height? way that 4 cm represents
Solution: 7 km of the actual
Let x be the actual height of Keith distance. If two towns are
9 153 11 cm apart on the map,
= , 9 x=10(153) what is the actual
10 x
x=170 distance between the two
towns?
Therefore, the Keith’s actual height is 170 cm.

A. Solve for x in each proportion.
x 8 18 x 7 2
1. = 2. = 3. =
4 5 x 50 2 x−1 x
B. Fill in the blanks.
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3m 5
1. If = , then m=¿ ____.
4 2
x
2. If 6 x=5 y , then =¿ ____.
y
10
3. If 3 a=10 d , then = ____.
a
C. Solve the following problems.

1. Lolo Miling uses feeds composed of ground corn and palay mixed in the ratio 3:5. How much of
each cereal are there in 800 kg of feeds?
2. The difference between two numbers is 40. They are in the ratio 9:7. Find the numbers.
3. The length of the shadow of your one-and-a-half-meter height is 2.4 meters at a certain time in
the morning. How high is a tree in your backyard if the length of its shadow is 16 meters?
Lesson 7.3 Ratios Involving Areas of Triangles
Illustrates the theorems on the ratios involving areas of triangles (CK-AK)
Finds the ratio of the areas, altitudes or bases of a triangle (PK-MM)
19-20
Day
A21. In a relationship (Big Group Activity) - 10 minutes

Note: Study the given squares below and answer the questions that follow.
Square A Square B Square C

(1 unit) (2 units) (3 units)
1. Complete the table below.

Square A Square B Square C
Side 1 2 3
Perimeter
Area
2. Compare the sides, perimeters and areas of the squares.
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How to illustrate the theorems on the ratios involving areas of triangles?

Based on the activity presented, the sides, perimeters, areas are proportional. In the triangles, it is
also true if the triangles are similar (to be discussed on the next lesson).
THEOREMS
If two triangles are similar, then:

 their perimeters are proportional to any two corresponding sides.
 their corresponding altitudes are proportional to any two corresponding sides.
 the ratio of their corresponding areas is equal to the square of the ratio of any two
corresponding sides.
How to find the ratio of the areas, altitudes or bases of a triangle? How to use the theorems to solve
problems involving areas of triangles?
Illustrative Example 3 Solution
a. Triangles ABC and XYZ are similar Let x be the perimeter ∆ XYZ. By the first theorem, the ratio
such that AB = 3 and XY = 5. The of their perimeters is equal to the ratio of the
perimeter of ∆ ABC is 18. Find the corresponding sides. Thus,
perimeter of ∆ XYZ. Perimeter of ∆ ABC AB
=
Perimeter of ∆ XYZ XY
18 3
=
x 5
3 x=90
x=30
The perimeter of ∆ XYZ is 30.
b. Triangles ABC and XYZ are similar By the second theorem, the ratio of their altitudes is equal
such that AM and XN are their to the ratio of the corresponding sides. Thus,
respective altitudes, and AM = 10, AM BC
=
BC = 18, and YZ = 14. Find XN. XN YZ
10 18
=
XN 14
18( XN )=140
140 70
XN = =
18 9
70
The altitude XN of ∆ XYZ is .
9
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MATHEMATICS 9
c. Given: ∆ DEC ∆ RST By the third theorem, the ratio of the ratio of the areas is
a. If DE = 5 and RS = 9, find the equal to the square of the ratio of the corresponding sides.
2
ratio of their areas. Area of ∆ DEC DE
Areaof ∆ RST
2
=
RS ( )
5 25
¿()
9
=
81
The ratio of their areas is 25:81.
b. If DC = 12, RT = 8, and the Area of ∆ DEC DC 2

area of ∆ RST is 80, what is the
area of ∆ DEC?
Areaof ∆ RST
=
RT( )
Area of ∆ DEC 12 2
80
=
8( )
Area of ∆ DEC 9
=
80 4
720
Area of ∆ DEC= =180
4
The area of ∆ DEC is 180.
details.

Direction: Solve each problem.
6. The areas of two similar triangles are in the ratio 36:25. If one side of the larger triangle is 60
cm, what is the length of the corresponding side of the other triangle?
7. If the areas of two similar triangles are 64 cm 2 and 225 cm2, find the ratio of their
corresponding altitudes.
8. If the corresponding sides of two similar triangles are √ 3 cm and 2 √2 cm, what is the ratio of
their areas?
9. The perimeter of two similar triangles are 110 and 65. If the altitude of the smaller triangle is
5, how long is the corresponding altitude of the other triangle?
10. The sum of the areas of two similar triangles is 70 m2. If the perimeters of the triangles are
24 cm and 18 cm, find the area of the smaller triangle.
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MATHEMATICS 9

SCRIPTURAL MESSAGE
Then God said, “And now we will make man in our image, to our likeness. They will have power
over the fish, the birds and all animals, domestic and wild, large and small.” God looked at
everything He had made, and He was very pleased.
Genesis 1:26, 31
FR. AL’S MESSAGE

Myrrh was used to anoint bodies for burial. So, this is a symbol of death. You die to your will by
obedience. This is the spiritual gift of myrrh.

Defining, Illustrating & Manipulating Manipulating & Problem Solving
Learning  Illustrates the Basic  Applies the fundamental  Summative
Competencies Proportionality Theorem and its theorems of proportionality to Test (WW3)
Converse, Proportional solve problems involving
Segments Theorem and Bisector proportions (PK-MM)
of an Angle Theorem (CK-AK)
Before A24: Let’s Construct. (Big Group A27: Heightened Alert! (Big Group A30: Summative
Learning Activities
Activity) – 10 minutes Activity) – 20 minutes Test (WW3)

(Individual
During A25: Discussion (Big Group) – 60 A28: Discussion (Big Group) – 50
Activity) – 50
minutes minutes
minutes
After A26: Seatwork (Individual Activity A29: Seatwork (Individual Activity)
– 30 minutes – 30 minutes
Evaluation Seatwork Seatwork Written Work

Note
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MATHEMATICS 9
Lesson 7.4 Proportionality Theorems
Defining, Illustrating & Manipulating
Illustrates the Basic Proportionality Theorem and its Converse, Proportional Segments Theorem
Day 21-
and Bisector of an Angle Theorem (CK-AK)

22
A24. Let’s Construct. (Big Group Activity) – 10 minutes

Note: Let the students construct a triangle by following the indicated steps.
1. Construct ∆ ABC as shown.

2. Locate D as the midpoint of AB and E as
the midpoint of AC.
3. Connect the points D and E.
4. Compare the following parts:
a. AD and AB
b. AE and AC
c. DE and BC
´ ∥ BC
Remind the students that the above observation is TRUE when DE ´ .

What is bisector?
A bisector is a line that divides something into two equal parts. You can bisect line segments,
angles or more. See some of the illustrative examples below.
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MATHEMATICS 9
Line Segment Bisector Angle Bisector
How to illustrate/use the Basic Proportionality Theorem and its Converse, Proportional Segments
Theorem and Bisector of an Angle Theorem to solve problems involving proportion?
As shown in the example that you’ve constructed, in a triangle, if a line intersects two of its sides
and is parallel to the third side, segments formed by the two sides have an intersecting property
involving proportions.
The property mentioned above is contained in the theorem called the Basic Proportionality
Theorem, sometimes referred to as the Triangle Proportionality Theorem, Thales Theorem or the
Side-Splitting Theorem.
Proportionality Theorems
Theorems Illustrative Example 4
Triangle Proportionality Theorem (TPT) 1. In the figure, find the length of RT and PR.
If a line intersects two sides of a triangle at
two distinct points and is parallel to the Using TPT,
third side, then it divides these sides PS PT
=
proportionality. SQ TR
If 6 9
´ ∥ BC
AD ´ , =
2 x
then
AD AE 6 x=9 ( 2 ) →6 x=18 → x=3
= .
DB EC
Therefore, the length of RT = 3 and PR = 12.
Converse of the Triangle Proportionality 2. In the figure,

Theorem (CTPT)
If a line intersects two sides of a triangle
and divides these sides proportionality,
then the line is parallel to the third side.
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If
AD AE
= ,
DB EC
then
´ ∥ BC
AD ´ .
´ and measures are indicated. Find x , AD,
´ ∥ BC
DE
BD and AB.
Using TPT,
AD AE
=
BD EC
x−2 3
=
x+3 5
5 ( x−2 )=3 ( x +3 ) →5 x−10=3 x +9
5 x−3 x=9+10 → 2 x=19 → x=9.5
Therefore, the value of x = 9.5, the AD = 7.5, BD =

12.5 and AB = 20.
Proportional Segments Theorem (PST) 1. Solve for a in the
If three or more parallel lines are cut by two figure.
transversals, then the segments cut off
along the transversals are proportional. Using PST,
a 9
=
20 15
´ ∥ BE
If AD ´ ∥ CF
´ ,
AB DE 15 a=20(9)→15 a=180→ a=12

then = .
BC EF
Therefore, the length of a = 12.
2. Solve for a and b

.
Figure 1
Using PST,
a 4
´ ∥ DE
´ ∥ BC
´ =
If FG 12 10
, 10 a=4 (12)
10 a=48
AF AG a=4.8 and
then =
FD ¿ , 12 10
FD =
= ¿ , and b 8
DB EC
10 b=12(8)→ 10 b=96 →b=9.6
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AF AG
= .
DB EC Therefore, the length of a = 4.8 and b = 9.6.
3. Given the figure below, find AG, GF, AF, AE and

Figure 2 GE.
Using PST,
AG GF FE
= =
AB BC CD
AG GF 5
= =
8 3 4
AG 5
=
8 4
4 ( AG)=5(8)
AG=10
GF 5
=
3 4
4 (GF )=3 (5)
GF =3.75
Therefore, the lengths are AG = 10, GF = 3.75, AF

= 13.75, AE = 18.75 and GE = 8.75.
Angle Bisector Theorem (ABT) AD is an angle bisector of ∠BAC. If

1. In the figure, ⃗
The bisector of an angle of a triangle AB = 5, AC = 10, and BD = 4, find CD, BC and the
separates the opposite side into segments perimeter of ∆ ABC.
whose lengths are proportional to the
lengths of the other two sides.
Using ABT,
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BD CD
=
AB AC
4 CD
=
5 10
5(CD )=4 (10)
5(CD )=40
CD=8
Therefore, the lengths are CD = 8, BC = 12, and

the perimeter of ∆ ABC is 27 units.
´ is an angle bisector of ∠BAC, then 2. In the figure, BD

If AD ´ is an angle bisector of ∠ABC. If
BD CD AB = 5, AD = 3.5, CD = x and BC = 12, find CD,
= .
AB AC AC and the perimeter of ∆ ABC.
Using ABT,
AD CD
=
AB BC
3.5 x
=
5 12
5 x=12(3.5)
5 x=42
x=8.4
Therefore, the lengths are CD = 8.4, AC = 11.9,

and the perimeter of ∆ ABC is 28.9 units.
Note: The teacher may add supplementary exercises as deemed necessary.

A. Use the figure to complete the proportion.
B. In ∆ ABC at the right, DE ´ ∥ AC

´ is constructed such that DE ´ .
1. By TBT, write the proportionality statement.
2. Solve for the following using the following information.
a. If BD = 8, DA = 4, and BE = 10, find EC and BC.
b. If BD = 6, DA = 4, and EC = 6, find BE and BC.
c. If BD = 12, DA = 9, and BC = 28, find BE and EC.
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C. In ∆ PQR at the left, ṔS is constructed such that ∠RPS ≅ ∠QPS.

1. By ABT, write the proportionality statement.
2. Solve for the following using the following information.
a. If q = 12, m = 8, and n = 6, find PQ and RQ.
b. If q = 18, r = 30, and RQ = 24, find RS and SQ.
c. If PR = x+3, PQ = x-3, RS = 5 and SQ = 4, fid PR and PQ.
D. Solve for r , s, and t .
Lesson 7.5 Solving Problems Involving Proportions
Applies the fundamental theorems of proportionality to solve problems involving proportions (PK-
Day 23-
MM)
24
A27. Heightened Alert! (Big Group Activity) - 20 minutes

Note: Let the students answer the problem using the concept of ratio and proportion.
Situation
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Find the height of a flagpole that casts a shadow of

85 ft if, at the same time, a man nearby 6 ft tall casts
a shadow of 10 ft.
Solution:
Let h be the height of the flagpole
h 6
=
85 10
10 h=85(6)
10 h=510
h=51
Therefore, the height of the flagpole is 51 ft.
Encourage students to be active in connecting the problem to the previous lessons.

How to model real-life situations involving proportions? How to apply the fundamental theorems of
proportionality to solve problems involving proportions?
Let us extend the activity to other cases of indirect measurement.
Illustrative Example 5 Illustration
Problem 1
A 12-meter fire truck ladder leaning on a vertical fence
also leans on the vertical wall of a burning three-storey
building as shown in the figure. If a 3-m vertical support is
placed in 4 –m mark of the ladder (indicated in the figure),
how high does the ladder reach?
Let h be the height of the building reach by the ladder.
4 3
=
12 h
4 h=3 (12)
4 h=36
h=9
The ladder reaches a height of 9 meters.
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Problem 2
Solve for the indicated distance across the lake given the
information at the right.
Let w be the width of the lake.
18 21
=
w 21+36
18 21
=
w 57
21 w=18(57)
21 w=1026
6
w=48
7
6
The distance across the lake is 48 meters.
7
Problem 3
A person that is 5 ft tall that casts a shadow of 4 ft is
standing next to a tree that casts a shadow of 10 ft. How
tall is tree?
Let h be the height of the tree.
5 h
=
4 10
4 h=5 (10)
4 h=50
h=12.5
The height of the tree is 12.5 ft.
Problem 4
A mirror is placed on the ground several feet from the
statue. The observer is to move to a point C in line with the
statue and mirror in order to see the reflection of point D
(top of the statue) on the mirror, as shown in the figure.
How tall was the statue?
Let h be the height of the statue.
AB DE
=
AC CE
5 h
=
6.5 85
6.5 h=5(85)
6.5 h=425
5
h=65
13
5
The height of the tree is 65 ft.
13
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Directions: Solve the following problems completely. Provide the necessary illustration.
1. How long is the height of a school flagpole if at a certain time of day, a 5-foot student casts a 3-
feet shadow while the length of the shadow cast by the flagpole is 12 ft?
2. A 10-foot pole casts a shadow of 5 feet. How tall is a tree with a shadow of 13 feet?
3. At an indoor climbing wall, a person whose eyes are 6 ft from the floor places a mirror on the
floor 60 ft from the base of the wall. He then walks backwards 5 ft before seeing the top of the
wall in the center of the wall. Estimate the height of the wall.
4. A meter stick casts a shadow 65 centimeters long. At the same time, a tree casts a shadow 2.6
meters long. How tall is the tree?
5. A person who is 6 feet tall casts a shadow that is 2.4 feet long. At the same time of day, a
building casts a shadow of 32 feet. How tall is the building?

Day
25

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SCRIPTURAL MESSAGE
“Make a lampstand of pure gold. Hammer out its base and shaft, and make its flowerlike cups,
buds and blossoms of one piece with them. Six branches are to extend from the sides of the
lampstand – three on one side and three on the other. Three cups shaped like almond flowers
with buds and blossoms are to be on one branch, three on the next branch, and the same for all
six branches extending from the lampstand. And on the lampstand, there are to be four cups
shaped like almond flowers with buds and blossoms. One bud shall be under the first pair of
branches extending from the lampstand, a second bud under the second pair, and a third bud
under the third pair – six branches in all.”
Exodus 25: 30-35
FR. AL’S MESSAGE

This is the way we must look at this world – with clear vision, with this light of eternity and with
the thought of death at the back of our minds.

Elements Day 26 Day 27 Day 28 Day 29 - 30
Defining & Illustrating & Defining, Illustrating & Manipulating
Illustrating Manipulating Manipulating
Learning  Illustrates  Writes the  Proves the conditions  Applies the
Competencies similarity of statement of for similarity of theorems to
figures (CK- similarity of triangles. show that given
AK) polygons (CK- 1. SAS similarity triangles are
 Illustrates the AK) theorem similar (PK-MM)
relationship of  Uses similarity 2. SSS similarity  Applies the
the to solve for the theorem theorems to
corresponding unknown parts solve for the
3. AA similarity
parts of similar of the polygon unknown parts
theorem
polygons (CK- (PK-MM) of triangles (PK-
AK) 4. right triangle MM)
similarity theorem
5. special right
triangle theorems
(PK-MM)
Learning
Before A31: How similar? A34: Comprehension A37: Yes or No (Big Group A40: Revisiting TPT
(Big Group Check (Big Group Activity) – 10 minutes (Big Group Activity)
Activity) – 20 Activity) – 10 – 20 minutes
minutes minutes
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During A32: Discussion A35: Discussion (Big A38: Discussion (Big Group) A41: Discussion (Big
(Big Group) – 30 Group) – 40 minutes – 40 minutes Group) – 50 minutes
Activities
minutes
After A33: Extended A36: Extended A39: Extended Classroom A42: Seatwork
Classroom Activity Classroom Activity Activity (Individual (Individual Activity)
(Individual (Individual Activity) Activity) – 30 minutes
Activity)
Evaluation Input Input Input Seatwork (FA)
Note
Lesson 7.6 Similar Polygons
Defining & Illustrating
Illustrates similarity of figures (CK-AK)
Day 26
Illustrates the relationship of the corresponding parts of similar polygons (CK-AK)
A31. How similar? (Big Group Activity) – 20 minutes

Note: Let the students study the shapes, the sizes, and the corresponding angles and sides carefully of
the given figures and answer the questions that follow.
Each side of trapezoid KYUT is k times the corresponding side of trapezoid CARE. These trapezoids
are similar. In symbols, KYUT ~ CARE. One corresponding pair of vertices is paired in each of the
figures that follow.
Process Questions
1. What do you observe about the shapes of polygons KYUT and CARE?
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2. What do you observe about their sizes?

3. What do you observe about their angles?
Note: Notice that by pairing their corresponding vertices, corresponding angles coincide perfectly. It
can be observed also that corresponding angles are congruent. In the following table, write your
observations about the corresponding overlapping sides as each pair of corresponding vertices is
made to coincide with each other.
GENERALIZATION
Observe that adjacent sides overlap when a vertex of KYUT is paired with a vertex of CARE. It means
that for KYUT and CARE that are paired at a vertex, corresponding angles are congruent. Moreover,
the ratios of corresponding sides are equal. Hence, the corresponding sides are proportional.

What are similar figures/polygons?

Similar figures/polygons have the same shape. They may or may not have the same size. Two
figures/polygons are similar if their corresponding angles are congruent and their corresponding
sides are proportional.
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The symbol used to denote similarity between two figures is “ ”. The simplest form of
the ratio of the lengths of two corresponding sides of similar figures/polygons is the similarity
ratio, ratio of similitude or scale factor.
How to illustrate similarity of figures/polygons? How to illustrate the relationship of the corresponding
parts of similar polygons?
The figures at the right are two
quadrilaterals ABCD and WXYZ.
The two quadrilaterals have

corresponding angles that are
congruent.
Angle Congruence Statements

∠A ≅ ∠W, ∠C ≅ ∠Y
∠B ≅ ∠X, ∠D ≅ ∠Z
The two quadrilaterals have corresponding sides that are proportional.
Sides Proportionality Statement

AB BC CD DA
= = = =k , where k is the similarity ratio, ratio of similitude or scale factor.
WX XY YZ ZW
11 15 4 8
In the given figures, = = = =k , then the similarity ratio, ratio of similitude or scale
110 150 40 80
1
factor is or 1:10.
10
With these, we can say that the two quadrilaterals are similar, and we write the Similarity Statement,
ABCD WXYZ.
The figures at the right are two triangles EFG and MLN.
The two triangles have corresponding angles that are

congruent.
Angle Congruence Statements

∠E ≅ ∠M, ∠F ≅ ∠L, ∠G ≅ ∠N
The two triangles have corresponding sides that are proportional.
Sides Proportionality Statement
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EF FG
= = ¿ =k , where k is the similarity ratio, ratio of similitude or scale factor.
ML ln NM
15 18 12 3
In the given figures, = = =k , then the similarity ratio, ratio of similitude or scale factor is
25 30 20 5
or 3:5.
With these, we can say that the two triangles are similar, and we write the Similarity Statement, EFG
MLN.

Directions: Refer to the figure at the right, give the following:
1. Angle Congruence Statements

2. Sides Proportionality Statement
3. Similarity Ratio/Ratio of Similitude/Scale
Factor
4. Similarity Statement
5. Ratio of their perimeters
Lesson 7.7 Solving Unknown Parts of the Polygon Using Similarity
Writes the statement of similarity of polygons (CK-AK)
Day 27
Uses similarity to solve for the unknown parts of the polygon (PK-MM)
A34. Comprehension Check (Big Group Activity) - 10 minutes

Note: Let the students answer fill in the blanks with the correct information applying the concept of
similarity.
Suppose that CARE MINT:

CA AR
1. ∠C ≅ ____ 5. =
MI []
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TM NT
2. ∠N ≅ ____ 6. = ℜ
[]
3. RECA ____ 7. (NT)∙(EC) = (TM)∙( _ )
4. NITM ____ 8. ( _ )∙(IN) = (MI)∙(AR)

How to write the statement of similar polygons?

Just like in a congruence statement, the congruent angles line up within the similarity statement.
AB BC CA
So, ∠A ≅ ∠J, ∠B ≅ ∠K, and ∠C ≅ ∠L. Write the sides in a proportion: = = . Note that
JK KL LJ
AB JK
the proportion could be written in different ways. For example, = is also true. Given the
BC KL
correspondence of congruent angles and correspondence of proportional sides, the similarity
statement is △ABC ∼ △JKL.
How to use similarity to solve for the unknown parts of the polygons?
MNPQ ∼ RSTU. What are the values of x , y and z ?
Solution
In the similarity statement, ∠M ≅ ∠R, so z=115o. For x and y , set up proportions.
ABCD ∼ AMNP. Find the scale factor and the length of BC.
Solution
45 3
Line up the corresponding sides, AB and AM = CD, so the scale factor is = . Because BC is in the
30 2
3 3 3
bigger rectangle, we will multiply 40 by because is greater than 1. BC = (40) = 60.
2 2 2
△ABC ∼ △MNP. The perimeter of △ABC is 150, AB = 32 and MN = 48. Find the perimeter of △MNP.
Solution
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32 2
From the similarity statement, AB and MN are corresponding sides. The scale factor is =
48 3
3
. △ABC is the smaller triangle, so the perimeter of △MNP is (150) = 225.
2
The sides of a quadrilateral are 8, 10, 12, 9.If the shortest side of second quadrilateral similar to the
first is 24, find the lengths of the remaining sides of the second quadrilateral.
Solution
8 1
The scale factor is = . Since the second quadrilateral is larger, the remaining sides of the second
24 3
quadrilateral can be calculated by multiplying the sides of the first quadrilateral by 3. Therefore, the
remaining sides of the second quadrilateral are 30, 26 and 27.
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Directions: Analyze the following situations.
A. Use the picture to the right to answer questions.

1. Find m∠E and m∠Q.
2. ABCDE ∼ QLMNP, find the scale factor.
3. Find BC.
4. Find CD.
5. Find NP.
B. Solve the following.

1. △ABC ∼ △DEF. Solve for x and y . 4. △CAT ∼ △DOG. Solve for x and y .
2. QUAD ∼ KENT. Find the perimeter of QUAD.
3. Two similar octagons have a scale factor of 9:11. If the perimeter of the smaller octagon is
99 meters, what is the perimeter of the larger octagon?
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Lesson 7.8 Triangle Similarity Theorems
Proves the conditions for similarity of triangles.
SAS similarity theorem
SSS similarity theorem
Day 28
AA similarity theorem
right triangle similarity theorem
special right triangle theorems (PK-MM)
A37. YES or NO (Big Group Activity) - 10 minutes

Note: Let the students decide whether the given statement is TRUE or FALSE. If it is false give a
counterexample.
1. All equilateral triangles are similar.

2. All isosceles triangles are similar.
3. All rectangles are similar.
4. All rhombuses are similar.
5. All squares are similar.
6. All congruent polygons are similar.
7. All similar polygons are congruent.
8. All regular pentagons are similar.

manner.
What are similar triangles?

Two triangles are said to be similar if their corresponding angles are congruent and the
corresponding sides are in proportion. In other words, similar triangles are the same shape, but
not necessarily the same size.
How to illustrate the theorems that will justify the similarity of triangles? How to prove the
conditions for similarity of triangles by (a) SAS similarity theorem (b) SSS similarity theorem (c)
AA similarity theorem?
Your knowledge on the definition of similarity of polygons and your skill in determining the scale
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factors of similar polygons is useful in dealing with similarity of triangles. In this lesson, you will be
illustrating and proving theorems involving triangle similarity.
Note: In this lesson, we will be treating AAA Similarity as Postulate and AA Similarity as Theorem.
Some sources do not include AAA Similarity Postulate as one of the postulates/theorems that can be
used to prove that the two triangles are similar.
AAA Similarity Postulate
The illustration demonstrates the conditions of AAA Similarity Postulate using markings to show
congruence of three angles of ΔLUV and ΔWHY.
Proof:
Statement Reason
1 ∠L ≅ ∠W Given (A)
2 ∠U ≅ ∠H Given (A)
3 ∠V ≅ ∠Y Given (A)
4 ∆ LUV ∆ WHY AAA Similarity Postulate
You have learned in Grade 8 that theorems and statements can also be proven using paragraph
proof or flowchart proof. Paragraph proof is preferred in higher mathematics. The proof that
follows is the paragraph version of the columnar proof of the quiz on AAA Similarity Postulate.
Note: Let the students try the example using the figure at
the right.
Given the figure, prove that ΔRIC ~ ΔDIN
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AA Similarity Theorem
Two triangles are similar if two angles of one triangle are congruent to two angles of
another triangle.
The illustration demonstrates the conditions of AA Similarity Theorem using markings to show
congruence of three angles of ΔLUV and ΔWHY.
Proof:
Statement Reason
1 ∠U ≅ ∠H Given (A)
2 ∠V ≅ ∠Y Given (A)
3 ∆ LUV ∆ WHY AA Similarity Theorem
Note: Let the students try the example using the figure at the
right.
Given the figure, prove that ΔDAM ~ ΔFAN
SSS Similarity Theorem

Two triangles are similar if the corresponding sides of two triangles are in proportion.
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The illustration demonstrates the conditions of SSS Similarity Theorem using markings to show
proportion of three sides of ΔPQR and ΔSTU.
Proof:
Statement Reason
1 PR ∝ SU Given (S)
2 PQ ∝ ST Given (S)
3 QR ∝ TU Given (S)
3 ∆ PQR ∆ STU SSS Similarity Theorem
Note: Let the students try the example using the figure
at the right.
Given the figure, prove that ΔERT ~ ΔSKY
SAS Similarity Theorem
The illustration demonstrates the conditions of SAS Similarity Theorem using markings to show
proportion of two sides and the congruence of their included angles of ΔPQR and ΔSTU.
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Proof:
Statement Reason
1 PR ∝ SU Given (S)
2 ∠R ≅ ∠U Given (A)
3 QR ∝ TU Given (S)
3 ∆ PQR ∆ STU SAS Similarity Theorem
Note: Let the students try the example using the figure at
the right.
Given the figure, prove that ΔRAP ~ ΔMAX

´ , prove that ∆ ADL
´ ∥ DE
Suppose that BC ∆ AKM using
the applicable postulates or theorems. After stating that the two
triangles are similar, give the following:
1. write the angles congruence statements.
2. write the sides proportionality statement.
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Manipulating
Applies the theorems to show that given triangles are similar (PK-MM)
Day 29-
Applies the theorems to solve for the unknown parts of triangles (PK-MM)
30
A40. Revisiting TBT (Big Group Activity) - 20 minutes

Note: Let the students answer the problem involving the triangle proportionality theorem.
Using the figure below, give the following:

1. Write the similarity statement of the similar triangles in the figure.
2. Based on your answer in item 1, write the angles congruence statements.
3. Based on your answer in item 2, write the sides’ proportionality statement.
4. Solve for the lengths of TE and EV.
5. Find the scale factor of the two similar triangles.
6. Suppose that CE = 6, find FT.

manner.
How to apply the theorems to show that given triangles are similar? How to apply the theorems to
solve for the unknown parts of triangles?
Postulates/Theorems to
Illustrative Example 12 prove that the triangles are Solution
similar
Find the value of x . The marks indicate the Since, ∆ ABC ∆
correspondence between the
congruence of the angles of
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the two similar triangles, AB BC CA

= =
hence it can be proved using DEF, then DE EF FD .
AAA Similarity Postulate or
AA Similarity Theorem. Thus, AB BC
∆ ABC is similar to ∆ DEF, in DE = EF
symbol ∆ ABC ∆ 10 6
DEF. =
x 12
6x = 120
x = 20
Solve for x and y . The marks indicate the Since, ∆ ABC ∆
correspondence between the AB BC CA
= =
congruence of the angles of DEF, then DE EF FD .
the two similar triangles,
hence it can be proved using AB BC CA
AAA Similarity Postulate or DE = EF = FD
AA Similarity Theorem. Thus, 6 7 8
∆ ABC is similar to ∆ DEF, in = =
4 x y
symbol ∆ ABC ∆
DEF.
6 7
=
4 x
6x = 28
14
x=
3
6 8
=
4 y
6y = 32
16
y=
3
In the figure, some of the The marks indicate the Since, ∆ ABC ∆
information are indicated. If BC = correspondence between the AB BC CA
10, find EF.
= =
congruence of the angles of DEF, then DE EF FD .
hence it can be proved using AB BC CA
SAS Similarity Theorem. DE = EF = FD
Thus, ∆ ABC is similar to ∆ 15 10 12
DEF, in symbol ∆ ABC = =
10 EF 8
∆ DEF.
3(EF) = 20
20
EF=
3
Solve for x and y . The marks indicate the Since, ∆ SPQ ∆
correspondence between the SP PQ QS
= =
congruence of the angles of RQS, then RQ QS SR .
hence it can be proved using SP PQ QS
AA Similarity Theorem. Thus, RQ = QS = SR
∆ SPQ is similar to ∆ RQS, in
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symbol ∆ SPQ ∆ 12 16 20
= =
RQS. x 20 y
12 16
=
x 20
16x = 240
x=15
16 20
=
20 y
16y = 400
y=25

A. State if the triangles in each pair are similar. If so, state how you know they are similar and
complete the similarity statement.
1. 4.
∆ UTS ______ ∆ HGF

______
2. 5.
∆ CBA ______ ∆ FGH

______
3. 6.
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∆ VUT ______ ∆ FED

______
B. Solve for x. The triangles in each pair are similar.

1. 3.
2. 4.
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SCRIPTURAL MESSAGE
Be humble, kind, patient, and bear with one another in love. Make every effort to keep among you
the unity of Spirit through bonds of peace. “Let there be one body and one spirit, for God in calling
you, gave the same Spirit to all. One Lord, one faith, one baptism. One God, the Father of all, who is
above all and works through all and in all.”
Ephesians 4:2-6
FR. AL’S MESSAGE

If you really want to be a priest, I hope many of you will. It’s a beautiful life. If you want to be a
brother, you must absolutely conquer this habit of masturbation. If you continue and you cannot
get control, it is a sign you have no vocation and you give up this idea of the priesthood and
brotherhood. You really have to have chastity of your body in order to aspire to be a priest and a
brother. At times, in the beginning, it might be difficult and at times you might fail and make
mistakes but you try and eventually you get in the habit of chastity and purity. This is quite
important if you wish to be a priest.
(Homily, October 22, 1986)

Elements Day 31 Day 32 - 33 Day 34 - 35
Illustrating & Manipulating Defining, Illustrating & Manipulating
Manipulating
Learning  Illustrates the theorems  Proves the Pythagorean  Applies the right triangle
Competencies on right triangles (CK- Theorem (PK-MM) similarity theorem,
AK)  Proves the special right Pythagorean theorem and
 Proves the conditions for triangle theorems (PK-M) special right triangle theorems
similarity of right in solving problems involving
triangles (PK-MM) right triangles (PK-MM)
Before A43: Name the similar A46: What’s the value? (Big A49: Let’s practice! (Big Group
Learning Activities
triangles (Big Group Group Activity) – 10 minutes Activity) – 10 minutes

During A44: Discussion (Big A47: Discussion (Big Group) – A50: Discussion (Big Group) – 70
Group) – 40 minutes 70 minutes minutes
After A45: Extended Classroom A48: Seatwork (Individual A51: Seatwork (Individual
Activity (Individual Activity) – 20 minutes Activity) – 20 minutes
Activity)
Evaluation Input Seatwork (FA) Seatwork (FA)
Note
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Lesson 7.9 Theorems on Right Triangles
Illustrates the theorems on right triangles (CK-AK)
Day 31
Proves the conditions for similarity of right triangles (PK-MM)
A43. Name the similar triangles (Big Group Activity) – 10 minutes

Note: Let the students determine the similar triangles in the figure and answer the questions that
follow.
ΔMER is a right triangle with ∠MER as the right

angle and MR as the hypotenuse. EY is an altitude to
the hypotenuse of ΔMER.
Process Questions
4. How many triangles are there?
5. How many of these triangles are right
triangles?
6. How many of these right triangles are similar
right triangles? Support your answer.
Note: Let the students deliberate on their ideas but give them an allotted thinking time. Make sure
that the correct answers will be provided at the end of the activity.

How to illustrate the theorems on right triangles? How to prove the conditions for similarity of
right triangles on (a) right triangle similarity theorem (b) special right triangle theorems?
Right Triangle Similarity Theorem (RTST)

If the altitude is drawn to the hypotenuse of a right triangle, then the two triangles formed
are similar to the original triangle and to each other.
Referring to the previous activity, by AAA Similarity Postulate or AA Similarity Theorem, we say
that ΔMER ≅ ΔEYR ≅ ΔMYE. Thus, the corresponding angles of the similar triangles are congruent
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and the corresponding asides are proportional.
Special Properties of Right Triangles

When the altitude is drawn to the hypotenuse of a right triangle,
1. the length of the altitude is the geometric mean between the segments of the
Separating the new right triangles formed from the original triangle:
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Solve for a , b and h .
Solution:
9
Solving for b : 3=¿ √ 5 b, 32=5 b , b=
5
16
Solving for a : 4=¿ √ 5 a, 4 2=5 a , a=
5
12
Solving for h : h=√ ab, h=
(√ 95 )( 165 ), h=√ 144
25
, h=¿
5

Direction: Fill in the blanks with the right lengths of the described segments and solve for the unknown
sides of the similar triangles.
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Lesson 7.10 Pythagorean Theorem
Proves the Pythagorean Theorem (PK-MM)
32-33
Proves the special right triangle theorems (PK-M)

Day
A46. What’s the value? (Big Group Activity) - 10 minutes

Note: Let the students supply the formula that will solved the conditions for right triangle similarity.
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Refer to the figure at the right, give the following:

1. Write the formula for c .
2. Write the formula for h .
3. Write the formula for b .
4. Write the formula for a .
5. If x=4 and y=8, find:
a. c c. a
b. h d. b

What is Pythagorean Theorem?

A long time ago, a Greek mathematician named Pythagoras discovered an interesting property
about right triangles. This property—which has many applications in science, art, engineering, and
architecture—is now called the Pythagorean Theorem.
Let’s take a look at how this theorem can help you learn more about the construction of triangles.
And the best part—you don’t even have to speak Greek to apply Pythagoras’ discovery.
Pythagorean Theorem
In a right triangle, the square of the hypotenuse is equal to the sum of the squares of the
two legs.
Converse of the Pythagorean Theorem

If the square of the longest side of a triangle is equal to the sum of the squares of the other
two sides, then the triangle is a right triangle.
How to illustrate Pythagorean Theorem? How to prove the Pythagorean Theorem?

Applying the special properties of right triangle to the
figure at the right, we have the following formulas:
a. c=x + y
b. h=¿ √ xy
c. a=¿ √ cy or a 2=cy
d. b=¿ √ cx or b 2=cx
By the addition property of equality for equation in c

and d , we obtain:
a 2+b 2=cy + cx
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a 2+b 2=c ( y + x ) by factoring

a 2+b 2=c (c ) by substitution from equation in a
a 2+b 2=c 2
Note: There are several ways to prove the Pythagorean Theorem. The proving above uses the special
properties of the right triangle manipulated algebraically.
Let’s practice: This section is intended for the students’ practice exercises.
Directions: Use the Pythagorean Theorem to find the unknown side of the given right triangle if two of its
sides are given. Note that these lengths are known as Pythagorean triples.
LEGS HYPOTENUSE
a b c
1 3 4
2 5 13
3 24 25
Lesson 7.11 Special Right Triangle Theorems
How to prove the special right triangle theorems?
The 45o-45o-90o Triangle Theorem

In a 45o-45o-90o triangle:
Proof:
A 45o-45o-90o triangle is an isosceles triangle. The figure shows a 45o-
45o-90o triangle with legs AC and BC of length a and hypotenuse AB
of length c . We have to prove that c= √ 2 a.
By the Pythagorean Theorem, we get
c 2=a2+ a2
c 2=2 a2
c= √ 2 a2
c= √ 2 a
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Directions: Fill in the blanks with their measures using the formulas derived from the proof of the 45 o-
45o-90o right triangle theorems.
LEGS HYPOTENUSE
o o
Opposite 45 Opposite 45 Opposite 90o
1 10
2 √2
3 8
The 30o-60o-90o Triangle Theorem

In a 30o-60o-90o triangle:
 the hypotenue is twice as long as the shorter leg.
 the longer leg is √ 3 times as long as the shorter leg.
Proof:
Let ∆ BAD be a 30o-60o-90o triangle, as shown. Let AB = c be the
hypotenuse, AD = a be the shorter leg, and BD =b be the longer
leg. Extend ⃗AD to a point C such that AD = DC. Then, ∆ BAD ≅ ∆
BCD by SAS Congruence Postulate. Thus, m∠C = m∠A = 60o and
m∠CBD = m∠ABD = 30o, which implies that ∆ ABC is
equilateral.
We have to prove that c=2a and b=√ 3 a.

c=¿ AC = AD + DC = a+ a=2 a
By the Pythagorean Theorem, we have

c 2=a2+ b2
(2 a)2=a 2+b 2, substitute the value of c
4 a2=a2 +b2, transform a 2 to the left
3 a2 =b2
b=√ 3 a2
b=√ 3 a
c
Note that b is the altitude of the equilateral ∆ ABC and ¿ √ 3 a. Substituting for a in the last proof, we
2
have ¿
√3 c .
2
Directions: Fill in the blanks with their measures using the formulas derived from the proof of the 30 o-
60o-90o right triangle theorems.
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LEGS HYPOTENUSE
Shorter leg Longer leg
1 6
2 4 √6
3 5

A. Find the length of the third side of each right triangle.

1. 2. 3.
B. Find the missing side lengths. Leave your answers as radicals in simplest form.
1. 3. 5.
2. 4. 6.
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Lesson 7.12 Solving Problems Involving Right Triangles
Manipulating
Applies the right triangle similarity theorem, Pythagorean theorem and special right triangle
34-35
theorems in solving problems involving right triangles (PK-MM)

Day
A49. Let’s practice! (Big Group Activity) - 10 minutes

Note: Let the students apply the theorems to fill in the unknown parts of the triangle.
Use the accompanying figure at the right to solve the following

problems.
1. If a=5 and b=9, find c .
2. If a=¿ 3 √ 2 and c=7 , find b .
3. If m∠A = 30o and ¿ √ 5, find b and c .
4. If m∠B = 60o and c=1 , find a and b .
5. If m∠A = 30o and ¿ √ 5, find b and c .

manner.
How to apply the theorems in solving problems involving right triangles on (a) right triangle
similarity theorem (b) Pythagorean theorem (c) special right triangle theorem?
Illustrative Example 15 Illustration
a. The diagonal of a square is 16 cm. Find the perimeter of
the square.
Solution:
Applying the theorem on 45o-45o-90o triangle theorem, let
s be the length of the side of the square.
√ 2 s=16
16
s= , dividing both sides by √ 2
√2
s=¿ 8 √ 2, rationalizing the denominator
Therefore, the perimeter of the square is 32 √ 2 cm.

b. The lengths of the three sides of a right triangle are
consecutive even integers. Find them.
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Solution:
Let x be the length of the shorter leg
x + 2 be the length of the longer leg
x + 4 be the length of the hypotenuse
Applying the Pythagorean Theorem
x 2+( x +2)2 =( x +4 )2, simplifying the equation
x 2−4 x−12=0 , factoring the quadratic equation
( x−6 )( x +2 )=0
x = 6, -2, since the side is positive, take 6.
Therefore, the sides of the triangle are 6, 8 and 10.

c. The side of rhombus ABCD is 12 inches. If m ∠A = 120o,
find the lengths of the diagonals.
Solution:
Applying the properties of the rhombus, the diagonals
bisect the angles and they are perpendicular. Thus,
consider ∆ ATB, m∠BAT = 60o and m∠ABT = 30o. Then,
with the 30o-60o-90o triangle theorem AT = 6 cm and BT =
6 √ 3 cm.
Therefore, the lengths of the diagonals are 12 cm and

12 √3 cm.
d. In the figure, m∠BAD = 30o, m∠BAC = 45o, and AB = 6 ft.
How long is DC?
Solution:
Let x be the length of BD,
√ 3 x=6, dividing both sides by √ 3.
6
x= , rationalizing the radicals.
√3
x=2 √ 3
Therefore, BD = 2 √ 3 cm and BC = 6 cm. Thus, the length

of DC = ( 6−2 √ 3 ) cm.
e. The length of a rectangle is 12 cm. If the length of its
diagonal is 13 cm, find its area.
Solution:
Let ABCD be the rectangle
Applying the Pythagorean Theorem
AB2 + BC2 = AC2
122 +BC 2=132, substituting the values and simplify
144+ BC 2=169, BC 2=169−144=25
BC = 5
Therefore, the area of the rectangle is 60 square cm.

f. An altitude to the hypotenuse of a right triangle divides the
hypotenuse, 20 cm, in the ratio 1:4. Find the length of the
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altitude and the lengths of the legs.

Solution:
Let QS be the altitude, such that PR = 20 cm and PS:SR =
1:4. Using the proportion PS = 4 cm and SR = 16 cm.
Using the special properties of right triangle similarities,
QS = √ PS ∙ SR → QS = √ 4 ∙ 16 → QS = √ 64 → QS = 8
PQ = √ PR∙ PS → PQ = √ 20 ∙ 4 → QS = √ 80 → QS = 4 √ 5
QR = √ PR∙ SR → QR = √ 20 ∙16 → QR = √ 320 → QS =
8 √5
Therefore, the length of the altitude is 8 cm and the legs

measure 4 √ 5 cm and 8 √ 5 cm.

Directions: Solve the following problems. Provide the needed illustration.
1. The 6-cm altitude to the hypotenuse divides the hypotenuse in the ratio of 2:3. Find:
a. the lengths of the segments of the hypotenuse
b. the hypotenuse
c. the legs of the triangle
2. The length of a rectangle is thrice its width. If the diagonal of the rectangle is 10 cm, find:
a. width c. perimeter of the rectangle
b. length d. area of the rectangle
3. ∆ ABC is an equilateral triangle. If one of its side measures 12 m, find:

a. height of the triangle b. area of the triangle
4. The length of the diagonal of a square is 8 in. Find:

a. length of its side b. area of the square
5. The length of the shorter leg of a 30o-60o-90o triangle is 7. Find:

a. the length of the longer leg c. perimeter of the triangle
b. the length of the hypotenuse d. area of the triangle
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SCRIPTURAL MESSAGE
Each of you must examine your own actions. Then you can be proud of your own accomplishments
without comparing yourself to others. Assume your own responsibility.
Galatians 6:4 - 5
FR. AL’S MESSAGE

As a small child, my mother prayed every day that God would call me to the priesthood. She had
only two sons, six daughters. And she considered it a great privilege and honor. And at 13, I went
to the minor seminary. She was so happy. She died before I became a priest. She died at the age of
41. But she considered it a grace, a blessing. And this is natural. Your parents should consider it a
honor, a privilege, a grace, a blessing to be called to serve Jesus, to follow Him, to be a special
child of God.
(Homily, October 22, 1986)

Problem Solving
Learning  Solves problems that involve  Performance Task  Summative Test (WW4)
Competencies triangle similarity and right
triangles (PK-MM)
Learning Activities
Before A52: The longest sword (Big A55: Performance Task A56: Summative Test
Group Activity) – 20 minutes (Individual Activity) – 50 (Individual Activity) – 50
minutes minutes
During A53: Discussion (Big Group) –
50 minutes
After A54: Seatwork (Individual
Evaluation Seatwork (FA) Performance Test Summative Test (WW4)
Note
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Lesson 7.13 Solving Problems Involving Similarity of Triangles and

Right Triangles
Problem Solving
Solves problems that involve triangle similarity and right triangles (PK-MM)
Day 36-
37
A52. The Longest Needle (Big Group Activity) – 20 minutes

Note: Let the students analyze and come up with the reasonable solution to the posted problem.
Situation
A cuboid box has dimensions 21cm x 16cm x 12cm. The box is
to hold knitting needles. What is the longest knitting needle the
box can hold?

Process Questions
1. What is the longest knitting needle that can fit flat on
the bottom of the box? √ 697 cm
2. How do you solve the question in 1?
3. What is the longest knitting needle the box can hold? 29 cm
4. How do you solve the question in 3?
5. What is the formula that relates the dimensions and the interior diagonal of the box?
Note: Let the students deliberate on their ideas but give them an
allotted thinking time. At the end of the activity, do the
generalization of item 5 using the figure at the right in terms of the
dimensions, that is ¿ √ l 2+ w2 +h2 .

How to model real-life situations involving similarity of triangles and right triangles?
Right triangle geometry has many applications in the real world. Carpenter use it to make cabinets,
surveyors use it in their work, and you can use what you've learned to measure tall structures. In
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this lesson you will use what you have learned to solve problems.
Similar triangles may show up everywhere in real life even if we are unable to notice them at first.
The use of similar triangles is of utmost importance where it is beyond our reach to physically
measure the distances and heights with simple measuring instruments. Still there are many
applications that are beyond our knowledge where the simple concepts of similar triangles can
create magical consequences and influence that particular area to a great extent and aid us to
create a greater extent when we try to explore something new.
The uses of similar triangles thus can influence the varied number of fields. These numerous
applications are majorly in the fields of engineering, architecture and construction.
How to solve problems that involve triangle similarity and Pythagorean Theorem?
Illustrative example 16 Drawing/Sketch
a. If a man walks 4 km north, 6 km east and then 4
km north again, how far is he from the point
where he started?
Solution:
Taken from the provided sketch at the right,
notice the right ∆ AED, AD is the distance of the
man from the starting point. By Pythagorean
Theorem,
AD2 = AE2 + DE2
AD2 = 62 + 82 = 36 + 64 = 100
AD = 10
Therefore, the man is 10 km away from his

starting point.
b. A ladder 4 meters long is placed against a wall. It
reached a 3-meter height from the base of the
wall. How far is the foot of the ladder from the
base of the wall?
Solution:
Taken from the provided sketch at the right. Let x
be the distance of the foot of the ladder to the base
of the wall. By Pythagorean Theorem,
42 = 32 + x2 → 16 = 9 + x2→ x2 = 16 – 9 = 7
x = √7
Therefore, the foot of the ladder is √7 meters

away from the base of the wall.
c. A guy wire for a tree makes a 30o angle with the

ground. If the distance between the stick and the
base of the tree is 9 m. How tall is the tree? How
long is the guy wire?
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Solution:
Applying the relationship between the sides of a
30o-60o-90o right triangle, since AC is the longer
leg of the triangle, then BC = 3 √ 3 and AB = 6 √ 3.
Therefore, the height of the tree is 3 √ 3 meters

and the wire is 6 √ 3 meters long.
d. The developer of Pines View Subdivision would
like to put a bicycle path from the corner of Manga
and Bayabas streets to Lanzones street. They wish
that the bicycle lane is 18 meters from the corner
of Lanzones St. and Manga St. and 32 meters from
the corner of Lanzones St. and Bayabas St. What is
the shortest path if Manga and Bayabas streets are
perpendicular?
Solution:
Applying the special properties of the right
triangle, the distance of the bicycle path from the
corner of Manga St. and Bayabas St. to Lanzones
St. is the geometric mean of the distance of the
path from the corners of Manga and Bayabas
streets.
D = √ 18 ∙32 → D = √ 576 = 24
Therefore, the bicycle path must be 24 meters

long.
e. CJ is 5 feet tall and casts a 7-foot shadow. At the

same time, a tree casts a 14-foot shadow. The
triangles formed are similar. Find the height of the
tree.
Solution:
Let x be the height of the tree
By similarity,
5 x
=
7 14
x = 10
Therefore, the height of the tree is 10 feet.
f. Benjamin places a mirror 40 ft. from the base of a

coconut tree. When he stands at a distance of 5 ft.
from the mirror, he can see the top of the tree in
the reflection. If Benjamin is 5 ft. 8 in. tall, what is
the height of the coconut tree?
Solution:
Let h be the height of the tree
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By similarity, (convert first to inches)

480 60
=
h 68
h = 544
Therefore, the height of the coconut tree is 544

inches or 45 ft. 4 in.

Directions: Solve the following problems. Show your complete solution and drawing.
1. Damon is locked out of his house. The only open window is on the second floor, which is 12
feet above the ground. He needs to borrow a ladder from his neighbor. If he must place the
ladder 5 feet from the house to avoid some bushes, what length of ladder does Damon need?
2. A square park has a diagonal walkway from one corner to another. If the walkway is 120
meters long, what is the length of each side of the park?
3. Dylan is making a ramp for bike jumps. The ramp support forms a right angle. The base is 12
feet long, and the height is 9 feet. What length of plywood does Dylan need for the ramp?
4. Two vertical poles, 20 meters and 30 meters high, are 60 meters apart. A rope is to be
attached from the top of one pole to a point on the ground halfway between the poles, and
then to the top of the other pole. How long a rope is needed?
5. Lanzones street makes a 30 o angle with Bayabas street and the length of the side of this
triangular lot facing Lanzones street is 40 m. How much fencing material is needed to secure
the triangular lot?
6. A tree, originally 12 m high, was broken by a storm so that only 4 m of the tree was left. At
what angle did the top of the tree touch the ground?
7. A house casts a shadow 168 cm long. At the same time, a light post casts a shadow 14 cm long.
If the light post is 84 cm high, how tall is the house?
8. Makayla is using a book to sight the top of a waterfall. Her eye level is 5 feet from the ground
and she is a horizontal distance of 28 feet from the waterfall. Find the height of the waterfall.
9. Joan places a mirror 24 ft. from the base of a tree. When she stands 3 ft. from the mirror, she
can see the top of the tree reflected in it. If her eyes are 5 ft. above the ground, how tall is the
tree?
10. The school garden is right triangular in shape as shown below. From where her office is, the
principal has to walk through the garden to the canteen. How long is the walkway in the
garden?
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Performance Task
38-39
Investigate, analyze, and solve problems involving parallelograms and triangle similarity through appropriate
Day
and accurate representation (MK-TL)
A55. Performance Task (Individual Activity) - 50 minutes

Note: The task is to be accomplished individually. Let the students be oriented first of the sample
below.
Blowing Up a Picture into Twice its Size
1. Make a machine copy of the original picture.

2. With a pencil, enclose the picture with a rectangle.
Using a ruler, indicate equal magnitudes by
making marks on the perimeter of the
rectangle and number each space.
3. Using a pencil, connect the marks on

opposite sides of the rectangle to produce a
grid.
4. Using a pencil, produce a larger square grid
on a piece of bond paper. To make it twice
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as large as the other grid, see to it that each side of each smallest square is double the side of
each smallest square in step 3. See the square on column 1, row 8.
5. Still using a pencil, sketch the picture square by square until you are
able to complete an enlarged version of the original one.
6. Trace the sketch of the picture using a pen.
7. Use rubber eraser to remove the penciled grid.
8. This is twice as large as the original picture in step 1.
9. Color your work
Note: Use this picture for the task.
SCORING RUBRIC
4 3 2 1
Criteria
Excellent Satisfactory Needs Improvement No evidence
Diagrams and Diagrams and Diagrams and Diagrams and

sketches are sketches are sketches are sketches are
clear and easy to clear and easy to somewhat clear but not clear and
Diagrams and
understand and understand. still not easy to hard to
Sketches
adds greatly to understand. understand.
the overall clarity
of the project
The scale is The scale has 1 The scale has 4 to 6 The scale has 7
Accuracy of Scale
accurate. to 3 errors. errors. or more errors.
The overall The overall The overall impact of The overall
impact of the impact of the the presentation of impact of the
presentation of presentation of the sketch is fair and presentation of
the sketch is the sketch is the creativity is the sketch is
Craftsmanship highly impressive impressive and evident. poor and
and creativity is creativity is creativity is
highly commendable. non-existent.
commendable.
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The work is very The work is free The work has few The work has
clean and free from erasures erasures and many erasures
Neatness from erasures and unnecessary and with many
and unnecessary unnecessary markings. unnecessary
markings. markings. markings.

Day
40

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FOURTH QUARTER

weeks)
GEOMETRY
Trigonometry demonstrates is able to apply the 1. Convert degree measure 2
understanding of the concepts of trigonometric to radian measure and
basic concepts of ratios and to formulate vice versa (PK-MM)
trigonometry and solve real-life
including circular problems with precision 2. Illustrate angles in
functions and and accuracy (MK-TL) standard position and
trigonometric coterminal angles (CK-AK)
identities. 3. Illustrates the six
trigonometric ratios: sine,
cosine, tangent, secant,
cosecant, and cotangent
(CK-AK)
4. Finds the trigonometric
ratios of special angles
(PK-MM)
5. Illustrates angles of 2
elevation and angles of
depression (CK-AK)
6. Uses trigonometric ratios
to solve real-life problems
involving right triangles
(PK-MM)
7. Illustrates laws of sines
and cosines (CK-AK)
oblique triangles (PK-MM)
9. Illustrate the unit circle 2
and the relationship
between the linear and
angular measures of a
central angle in a unit
circle (CK-AK)
10. Illustrate the different
circular functions (CK-AK)
11. Uses reference angles to
find exact values of
circular functions (PK-
MM)
12. Determine whether an

equation is an identity or a
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conditional equation (CK-

AK)
13. Derive the fundamental
trigonometric identities
(PK-MM)
14. Prove other trigonometric
identities (PK-MM)
15. Derive trigonometric

identities involving sum
and difference of angles
(PK-MM)
16. Prove trigonometric
formulas involving sum
and difference of angles
(PK-MM)
17. Derive the double and 2

half-angle formulas (PK-
MM)
18. Simplify trigonometric
expressions (PK-MM)
19. Illustrate the domain and

range of the inverse
trigonometric functions
(CK-AK)
20. Evaluate an inverse
trigonometric expression.
(PK-MM)
21. Solve trigonometric

equations. (PK-MM)
22. Solve situational problems
involving trigonometric
equations (PK-MM)
Chapter 8: Trigonometry
Day 1 – 3 Day 4 – 6 Day 10
Defining, Illustrating & Problem Solving, Defining, Illustrating & Manipulating
Manipulating
 Convert degree measure to  Uses trigonometric ratios to solve real-life problems  Summative
radian measure and vice versa involving right triangles (PK-MM) Test (WW1)
(PK-MM)  Illustrates the six trigonometric ratios: sine, cosine, tangent,
 Illustrate angles in standard secant, cosecant, and cotangent (CK-AK)
position and coterminal  Finds the trigonometric ratios of special angles (PK-MM)
angles (CK-AK)
22
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Day 11 – 16 Day 17 - 20 Day 21
Defining, Illustrating, Manipulating & Defining, Illustrating, Manipulating &
Problem Solving Problem Solving
 Illustrates angles of elevation and angles  Illustrates laws of sines and cosines  Summative Test
of depression (CK-AK) (CK-AK) (WW2)
 Uses trigonometric ratios to solve real-  Solves problems involving oblique
life problems involving right triangles triangles (PK-MM)
(PK-MM)
Day 22 – 25 Day 27 – 28 Day 29 – 30 Day 31
Defining, Illustrating & Problem Solving, Defining, Defining, Illustrating
Manipulating Illustrating & Manipulating & Manipulating
 Illustrate the unit circle and the  Determine whether an equation  Derive  Summative
relationship between the linear is an identity or a conditional trigonometric Test (WW3)
and angular measures of a equation (CK-AK) identities
central angle in a unit circle (CK-  Derive the fundamental involving sum and
AK) trigonometric identities (PK- difference of
 Illustrate the different circular MM) angles (PK-MM)
functions (CK-AK)  Prove trigonometric identities  Prove
 Uses reference angles to find (PK-MM) trigonometric
exact values of circular functions formulas
(PK-MM) involving sum and
difference of
angles (PK-MM)
Day 32 – 33 Day 34 – 35 Day 36 – 38 Day 38 – 39 Day 40
Defining, Illustrating Defining, Illustrating Manipulating &
& Manipulating & Manipulating Problem Solving
 Derive the double  Illustrate the  Solve trigonometric  Applies the  Summative Test
and half-angle domain and range equations. (PK- concepts of (WW4)
formulas (PK-MM) of the inverse MM) trigonometric
 Simplify trigonometric  Solve situational ratios and to
trigonometric functions (CK-AK) problems involving
formulate and
expressions (PK-  Evaluate an inverse trigonometric
MM) trigonometric equations (PK-MM)
solve real-life
expression. (PK- problems with
MM) precision and
accuracy (MK-
TL)
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Music is an integral part of the lives of most people. Although the kind of music they prefer
will differ, all music is the effect of sound waves on the ear. Sound waves carry the energy of a
vibrating string or column of air to our ears. No matter what vibrating object is casing the sound
wave, the frequency of the wave (that is, the number of waves per second) creates a sensation that
we call the pitch of the sound. A sound wave with a high frequency produces a high pitch while a
sound wave with a lower frequency produces a lower pitch. When the frequencies of two sounds are
in the ratio of 2:1, the sounds differ by an octave and produce a pleasing combination. In general,
music is the result of the mixture of sounds that are mathematically related by whole-number ratios
of their frequencies.
Sound is just one of many physical entities that are transmitted by waves, light, radio,
television, X-rays, and microwaves are others. The trigonometric functions that we will study in this
chapter provide the mathematical basis for the study of waves. 11
11
Retrieved from: https://www.pobschools.org/cms/lib/NY01001456/Centricity/Domain/200/14411C11.pgs.pdf
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SCRIPTURAL MESSAGE
"You shall make a lampstand of pure beaten gold - its shaft and branches - with its cups and
knobs and petals springing directly from it. Six branches are to extend from the sides of the
lampstand, three branches on one side, and three on the other. On one branch there are to be
three cups, shaped like almond blossoms, each with its knob and petals; on the opposite branch
there are to be three cups, shaped like almond blossoms, each with its knob and petals; and so,
for the six branches that extend from the lampstand. On the shaft there are to be four cups,
shaped like almond blossoms, with their knobs and petals, including a knob below each of the
three pairs of branches that extend from the lampstand.”
Exodus 25: 31-35
FR. AL’S MESSAGE

Jesus teaches His followers just one prayer. That prayer is called the Lord’s Prayer, the Our
Father. This is a beautiful prayer which expresses the spirit of Jesus, the heart and soul of His
message. Just as Jesus taught His disciples this prayer in the Gospel, this morning, very briefly, in
the name of Jesus, I wish to teach you the meaning of this prayer.
(Homily, February 3, 1991)

Defining, Illustrating & Problem Solving, Defining, Illustrating &
Manipulating Manipulating
 Convert degree  Uses trigonometric ratios to solve real-life  Summative Test

measure to radian problems involving right triangles (PK-MM) (WW1)
measure and vice versa  Illustrates the six trigonometric ratios: sine,
Learning (PK-MM) cosine, tangent, secant, cosecant, and
Competencies  Illustrate angles in cotangent (CK-AK)
standard position and  Finds the trigonometric ratios of special
coterminal angles (CK- angles (PK-MM)
AK)
Before A1. Discovering Radian A4. Triangles of Different Sizes (Dyad Activity) A7. Summative Test
Learning Activities
(Small Group Activity – – 20 minutes (Individual Activity)–

During A2. Discussion (Big A5. Discussion (Big Group Activity) – 100
Group Activity) – 180 minutes
minutes
After A3. Seatwork (Individual A6. Seatwork (Individual Activity) – 30 minutes
Evaluation Seatwork (FA) Seatwork (FA) Summative Test
(WW1)
Note
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Lesson 8.1 Angle and Angle Measure
Convert degree measure to radian measure and vice versa (PK-MM)
Day 1-
Illustrate angles in standard position and coterminal angles (CK-AK)

5
A1. Discovering Radian (Small Group Activity) – 20 minutes
Note: Have the students form small groups with 3-4 members each. Ask them to perform the
following activities.
Materials: paper (circle-shaped), strings (or thread); scissors
Procedure:
1. Cut a large circle out of a piece of paper.
2. Fold the paper into fourths to make two perpendicular diameter fold-lines on the plates.
3. Draw one radius from the center out to the right of the paper along a fold-line. Label this line
“0” near the edge of the paper.
4. Cut a piece of string (or thread), the length of the radius around the outside of the circle.
5. Starting at your “0” point on the circle, use your string (or thread) to mark the length of the
radius around the outside of the circle. Make a mark on your paper at this place and write “1”.
6. From your new point “1” point, measure another radius-length around the circle and mark
that point “2”. Complete this around the entire circle until you have marked 6 radius-length.
7. Imagine a line from your first hash mark to the center. We could measure this angle between
you 0 line and this 1 line in degrees with a protractor. However, instead of saying that this
angle is about 57 ° , we will say that it is 1 rad .
8. What is the measure of the angle in radians between the 0 line and the line from your second
mark to the center? The fourth mark? The sixth mark? Ans. Second mark =2rad ,
fourth mark=4 rad , and sixth mark=6 rad
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9. In complete sentence, write your own definition of a radian or radian measure of angles.
A2. Discussion (Big Group Activity) – 180 minutes
What is trigonometry?
Trigonometry (from Greek trigōnon, "triangle" and metron, "measure”) is a branch
of mathematics that studies relationships involving lengths and angles of triangles. The field
emerged in the Hellenistic world during the 3rd century BC from applications
of geometry to astronomical studies. Trigonometry in the modern sense began with
the Greeks. Hipparchus (c. 190 – 120 BCE) was the first to construct a table of values for
a trigonometric function.
What is an angle?
Definition Angle is the figure formed or generated by the rotation of the line segment around
a fixed point.
The first position is called initial side, while the final position is terminal side. The fixed
point is called the vertex.
Lowercase Greek letters, such as α (alpha), β (beta), γ (gamma), and θ (theta), will often
be used to denote angles. The direction of the rotation gives the sign of the angle. When the angle
is generated clockwise, it is negative. A positive angle is formed in the counterclockwise direction.
Notice in Figure (a) that the angle is positive because the direction of the rotation from the initial
side to the terminal side is counterclockwise. The angle in Figure (b) is negative because the
rotation is clockwise. The angle in Figure (c) is positive. Notice that the angle in Figure (a) and the
angle in Figure (c) have the same initial side and the same terminal side. However, α and β are
unequal, because the amount of rotation required to go from the initial side to the terminal side is
greater for angle than for angle.
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What is an angle in standard position? What is a quadrantal angle?

An angle in standard position is an angle constructed in a rectangular coordinate plane
with its vertex at the origin and its initial side lying on the positive side of the x-axis.
When an angle is in standard position, the terminal side will lie either in a quadrant, in
which case we say θ that lies in that quadrant, or the terminal side will lie on the x-axis or the y-
axis, in which case we say that θ is a quadrantal angle.
What are coterminal angles?

Coterminal Angles
Definition If angles are in standard position, coterminal angles are those whose terminal
sides coincide. (They differ by multiples of 360 ° or one revolution so they may
also be similar angles.)
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In the figure, angles −375 ° , 45° , and 405 ° are coterminal angles.
a. −420° is coterminal with −60 °

b. 950 ° is coterminal with 230 °, 590 °
c. 500 ° is coterminal with 140 °
How to measure an angle?

We measure angles by determining the amount of rotation needed for the initial side to
become coincident with the terminal side, usually by using a protractor. The three systems of
measuring angles are:
a. revolution system;
b. degree system; and,
c. radian system.
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Revolution System
A simple but logical system is the revolution system. In this system, angle is measured by
the number of revolutions or fraction of a revolution made by the terminal side in relation to the
initial side. The unit of measurement in this system is the revolution (rev) which is equivalent to
one whole angle.
Degree System
The degree system is patterned after the sexagesimal system of ancient Babylon. In this
system, the unit of measurement is the degree (° ). The whole angle is divided into 360degrees or
360 °, a number that is a multiple of 60.
Definition A degree is an angle formed by a rotation about its vertex equal to 1/360 of a
complete revolution.
The degree is further divided into minutes (‘) and the minutes into seconds (“) with the following
conversions:
1 °=60 ' 1 '=60 1 °=3600
Note: An angle may measure 40 ° 14 ' 34 is read as “40degrees, 14minutes, 34seconds.
Draw each angle.
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a. 45 ° b. −90 ° c. 225 ° d. 405 °
Solution:
a. An angle of 45 ° is ½ of a right angle. Thus, b. An angle of −90 ° is ¼ revolution in the

clockwise direction. Thus,
c. An angle of 225 ° consists of a rotation d. An angle of 405 ° consists of 1 revolution (

through 180 ° followed by a rotation of 360 °) followed by a rotation through 45 ° .
45 ° .
Radian System
Radian System is based on the relation between the radius and the circumference of a circle. The
unit of measurement is the radian (rad). A central angle is a positive angle whose vertex is at the
center of a circle. The rays of a central angle subtend (intersect) an arc on the circle. If the radius of
the circle is r and the length of the arc subtended by the central angle is also r , then the measure of
the angle is 1 radian.
Definition An angle of one radian is a central angle described by an arc whose length is
equal to the radius of the circle.
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Arc Length
For a circle of radius r , a central angle of θ radians subtend an arc whose length s is
s=rθ
Note: θ in the arc length formula appears to be “dimensionless” but, in fact, is measured in radians.
So, in using the formula s=rθ, the dimension for θ is radians, and any convenient unit of length
(such as inches or meters) may be used for s and r.
Convert between Degrees, Minutes, Seconds, and Decimal Forms
a. Convert 50 ° 6 ' 21 to a decimal in degrees. Round the answer to four decimal places.
Solution:
Because 1°=60' =3600 , we convert as follows:
50 ° 6 ' 21 # = # 50°+ {6} ^ {'} +21 50 ° +6 ' 1 ° + 21 left ({1°} over {3600 ¿ ¿ ¿ ¿=¿ 50 ° +0.1 °+ 0.0058° ¿ ≈ ¿ 50.105
¿ ( )
60 '
b. Convert 21.256 ° to D° M’S”. Round the answer to the nearest second.

Solution:
We proceed as follows.
21.256 ° ¿ 21° + 0.256° 21 °+15.36 ' ¿=¿ 21 °+ 15' + 0.36 ## = # 21 °+ {15} ^ {'} +0.36° left ({60 ¿ ¿ ¿ ¿=¿ 21°+
¿ ¿ ¿ 1'
Find the length of the arc of a circle of radius 2 meters subtended by a central angle of 0.25 rad.
Solution:
r =2meters and θ=0.25. The length s of the arc is
s=rθ=2 ( 0.25 )=0.5 meters
How to convert from degrees to radians to revolution and vice versa?

With two ways to measure angles, it is important to be able to convert from one to the
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other. Consider a circle of radius r . A central angle of 1 revolution will subtend an arc equal to the
circumference of the circle. Because the circumference of a circle of radius r equals 2 πr , we
substitute for s in the arc length equation to find that, for an angle θ of 1 revolution,
s ¿ rθ
2 πr ¿ rθ
θ ¿ 2 π radians
From this we have

1 180 1
1 rev=2 πrad=360 ° rev=πrad=180 ° 1 rad= = rev
2 π 2π
Conversion between Revolutions, Degrees, and Radians
A. Convert each angle in degrees to radians.

a. 60 ° b. 150 ° c. −45° d. 90 ° e. 1 07 °
Solution:
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B. Convert each angle to degrees.

π 3π 3π 7π
a. rad b. rad c. rad d. rad e. 3 rad
6 2 4 3
Solution:
A. Draw an angle in standard position having the given measure
17 π 4. −540 °
1.
4
−5 π 5. −750 °
2.
3
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3. 285 °
B. Find an angle between to that is coterminal with the given angle.
1. 475 ° 22 π
4.
3
2. 812 ° −49 π
5.
2
3. −44 °
C. Express the following into corresponding degrees, minutes, seconds (DMS)
4. 40.5 ° 6. 26.95 °
5. 4.25 ° 7. 260.16 °
6. 32.2 °
D. Convert the following to DMS
1. 6/23rev 4. 1/2 rev
2. 6/13 rev 5. 1/8 rev
3. 4/3rev
E. Express the following in revolution (rev).
1. 40.5 ° 4. 89.58 °
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2. 4.25 ° 5. 402.15 °
3. 32.2 °
F. Convert the following to radians.
1. 120 ° 59' 34 4. 120 ° 59 '
2. 125 ° 49' 03 5. 120 ° 59' 34
3. 12 ° 43'
G. Convert the following to radians
1. 6/23rev 4. 1/2 rev
2. 6/13 rev 5. 1/8 rev
3. 4/3rev
1. The minutes hand of a clock is 20 cm long. How far does its tips tip travel in 30 minutes?
2. An arc of 25 cm subtends a central angle of 1.2 radians. What is the radius of the circle?
3. Find, in radians the angle between the tangents to a circle with A and B as points of tangency,
arc AB measures 50 cm and the radius of the circle being 40 cm.
4. From 2 points R and E of a circle meet at N forming an angle which is equal to 75 . If the radius
of the circle if 84 m, what is the measure of arc RE?
5. If the minute hand of the clock is 12 cm long, approximately how far does its tip travel in 3
hours?
Lesson 8.2 Trigonometric Functions
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Problem Solving, Defining, Illustrating & Manipulating
Uses trigonometric ratios to solve real-life problems involving right triangles (PK-MM)
Illustrates the six trigonometric ratios: sine, cosine, tangent, secant, cosecant, and cotangent (CK-
AK)
Day 6-9
Finds the trigonometric ratios of special angles (PK-MM)
A4. Triangles of Different Sizes (Dyad Activity) – 20 minutes
Note: This activity helps the students recall the concepts of similar triangles. Investigate the
following triangles:
1. Draw three similar right triangles ABC, DEF, and GHI in different sizes in such a way that
m ∠C = m ∠F = m ∠I = 63°.
2. Measure the second acute angle in each of the triangles.
3. Use a ruler to measure the sides of the triangles to the nearest tenths in centimeters. Then
Find each of the following ratios for all the three triangles:
a. the ratio of the leg opposite the 63° angle to the hypotenuse
b. the ratio of the leg adjacent to the 63° angle to the hypotenuse
Record your findings in the given table

Measures In ∆ ABC In ∆ DEF In ∆ GHI
o
Leg opposite the 63 angle
Leg adjacent to the 63o angle
Hypotenuse
leg opposite the63 o angle
hypotenuse
leg adjacent of the 63o angle
hypotenuse
leg opposite the63 o angle
leg adjacent of the 63o angle
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4. Analyze the ratios of the sides across these triangles. What do you notice about:
a. the first ratio, leg opposite 63° angle to the hypotenuse?
b. the second ratio, leg adjacent to 63° angle to the hypotenuse?
c. the third ratio, leg opposite the 63° angle to the leg adjacent to 63° angle?
5. Using a scientific calculator, determine the value of sin 63°, cos 63°, and tan 63° then
compare them to the values obtained in step 4. What do you observe?
6. Complete each statement:
The ratio _____ is the approximate value of sine of 63°.
The ratio _____ is the approximate value of cosine of 63°.
The ratio _____ is the approximate value of tangent of 63°.
7. Complete the sentence:
In a right triangle having an acute angle,
a. the sine θ is the ratio between _________and ___________.

b. the cosine θ is the ratio between ___________ and ___________.
c. the tangent θ is the ratio between __________and ____________.
What are trigonometric ratios?

If one angle of a triangle is 90 degrees and one of the other angles is known, the third is
thereby fixed, because the three angles of any triangle
add up to 180 degrees. The two acute angles therefore
add up to 90 degrees: they are complementary angles.
The shape of a triangle is completely determined, except
for similarity, by the angles. Once the angles are known,
the ratios of the sides are determined, regardless of the
overall size of the triangle. If the length of one of the
sides is known, the other two are determined. These
ratios are given by the following trigonometric
functions of the known angle θ , where a, b and c refer to
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the lengths of the sides in the accompanying figure:
 Sine (sin), defined as the ratio of the side opposite the angle to the hypotenuse.
opposite a
sinθ = = =y
hypotenuse c
 Cosine (cos), defined as the ratio of the adjacent leg to the hypotenuse.

adjacent b
cosθ = = =x
hypotenuse c
 Tangent (tan), defined as the ratio of the opposite leg to the adjacent leg.
a
opposite a c sinθ y
tanθ = = = = =
adjacent b b cosθ x
c
The hypotenuse is the side opposite to the 90-degree angle in a right triangle; it is the
longest side of the triangle and one of the two sides adjacent to angle θ . The adjacent leg is the
other side that is adjacent to angle θ . The opposite side is the side that is opposite to angle θ . The
terms perpendicular and base are sometimes used for the opposite and adjacent sides
respectively. Many people find it easy to remember what sides of the right triangle are equal to
sine, cosine, or tangent, by memorizing the word SOH-CAH-TOA (see below under Mnemonics).
The reciprocals of these functions (CHO-SHA-CAO) are named the cosecant (csc), secant (sec),

and cotangent (cot), respectively:
 Cotangent (cot), defined as the ratio of the adjacent leg to the opposite leg.
1 adjacent b x
Cotθ = = = =
tanθ opposite a y
 Secant (sec), defined as the ratio of the hypotenuse to the adjacent leg.
1 hypotenuse c 1
Secθ = = = =
cosθ adjacent b x
 Cosecant (csc), defined as the ratio of the hypotenuse to the opposite leg.
1 hypotenuse c 1
Cscθ = = = =
sinθ opposite a y
How to illustrate the six trigonometric ratios: sine, cosine, tangent, secant, cosecant and cotangent?
To show and evaluate the six trigonometric functions of an angle, follow these steps:
1. Draw the triangle.
2. Fill in the lengths of the legs and hypotenuse.
3. Identify the opposite side, adjacent side and hypotenuse of the triangle relative to the
angle.
4. Find the value of the six trigonometric ratios using their definitions.
5. Simplify your answer.
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I. The right triangle is given with:
A. All of the sides are indicated.
Since the drawing is already given with its sides, we labeled the sides relative the angle
α , a = 8 (opposite), b = 15 (adjacent) and c = 17 (hypotenuse).
opposite a 8
sinα = = =
hypotenuse c 17
adjacent b 15
cosα = = =
hypotenuse c 17
opposite a 8
tanα = = =
adjacent b 15
adjacent b 15
cotα = = =
opposite a 8
hypotenuse c 17
secα = = =
adjacent b 15
hypotenuse c 17
cscα = = =
opposite a 8
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B. Two of its sides are indicated.
Since the drawing is already given with two of its sides, we labeled the sides relative
the angle A , a = 7 (opposite) and b = 4 (adjacent). To solve for c (hypotenuse), the
hypotenuse, use the Pythagorean Theorem, c = √ a2 +b 2 → c = √ 72 +4 2 = √ 49+16
c = √ 65
opposite a 7 7 √65
sin A = = = =
hypotenuse c √ 65 65
adjacent b 4
cos A = = = =
hypotenuse c √ 65
4 √65
65
opposite a 7
tan A = = =
adjacent b 4
adjacent b 4
cot A = = =
opposite a 7
hypotenuse c √ 65
sec A = = =
adjacent b 4
hypotenuse c √ 65
csc A = = =
opposite a 7
II. One of the trigonometric ratios is given.
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1
Suppose that sinθ = , find the values of the other trigonometric ratios.
4
Solution
By definition, sine is the ratio of the opposite leg and hypotenuse.
Provide first the drawing and indicate the lengths of the sides.
Relative to angle θ , a = 1 (opposite), c = 4 (hypotenuse) and by Pythagorean Theorem, b

(adjacent), b = √ 4 2−12 = √ 15.
adjacent b √ 15
cosθ = = =
hypotenuse c 4
opposite a 1
tanθ = = =
adjacent b √ 15
adjacent b √ 15
cotθ = = = = √ 15
opposite a 1
hypotenuse c 4 4 √15
secθ = = = =
adjacent b √ 15 15
hypotenuse c 4
cscθ = = = =4
opposite a 1
Note: The teacher may add supplementary examples and exercises as deemed necessary.
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How to find trigonometric ratios of 30 ° , 45° ,∧60° angle?

Use the relationships between the sides of special right triangles to derive the following values of
trigonometric ratios.
Let x represents a constant
Angle
Angle
in
in sin θ cos θ tanθ cot θ sec θ csc θ
Degre
Radian
e
30 ° π o x 1 a x √ 3 √o3 x a3 x 3 h 2 x 2h√= 3 2 x =2
= = = = = = √ = √ =√ 3 = =
6 h 2x 2 h 2x 2a x √ 3 3o x a x √ 3 o3 x
45 ° π o x a2 x o2 x a x
= =√ = = √ = =1 = =1 h = x √ 2 =√h2 = x √ 2 =√ 2
4 h x √ 2 2h x √ 2 2 a x o x a x o x
60 ° π a x 1
o x √ 3 √3= = o x √ 3 a x h
3 2 x h 2 x 2 √3
= = = =√ 3 = = √ = =2 = =
3 h 2x h
2 2 x 2 a x o x √3 3 a x o x √3 3
Note: The teacher may give some techniques to discuss this lesson.
What are the trigonometric ratios of quadrantal angles?

Quadrantal Angles
Definition A quadrantal angle is an angle in standard position with the terminal side
coinciding with any of the coordinate axes.
All angle measures are multiples of 90 ° (

90 ° ,180 ° , 270° , 360 ° , 450 ° , 630° , 720 ° , 810 ° , 900° , 990 ° ,… and the negative measures that
are multiples of 90 ° ).
A. Zero Angle
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o
sin 0 °= =0
h
a
cos 0 ° = =1
h
o
tan0 ° = =0
a
a
cot 0 °= =undefined
o
h
sec 0 °= =1
a
h
csc 0 °= =undefined
o
B. 90 ° Angle
o
sin 0 °= =1
h
a
cos 0 ° = =0
h
o
tan0 ° = =undefined
a
a
cot 0 °= =0
o
h
sec 0 °= =undefined
a
h
csc 0 °= =1
o
C. 180 ° Angle
o
sin 0 °= =0
h
a
cos 0 ° = =−1
h
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o
tan0 ° = =0
a
a
cot 0 °= =undefined
o
h
sec 0 °= =−1
a
h
csc 0 °= =undefined
o
D. 270 ° Angle
sin 0 °=−1
cos 0 ° =0
tan0 ° =undefined
cot 0 °=0
sec 0 °=undefined
csc 0 °=−1
Summary
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What are the trigonometric functions of angles between 0 ° and 9 0 ° and angles greater than 9 0 ° ?
Trigonometric Functions of Angles Between 0 ° and 90 ° and Angles Greater Than 90 °
A. 0 ° <θ<90 °
It requires a trigonometric table in order to determine the trigonometric function values of
angles between 0 ° and 90 ° .
B. θ> 90°
Definition If the angle θ is in standard position, the related angle θ ' is a positive acute
angle between the x−axis and its terminal side.
a. The related angle θ ' for θ=110 ° is 70 °.
b. If θ=250° , then θ ' =70° .
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c. If θ=400 ° , then θ ' =40 °
 If θ is in the first quadrant (QI), 0 ° <θ<90 ° , then the related angle θ ' is equal to θ , and
both x and y are positive.
θ=θ '
y
sin θ= =sin θ '
r
 If θ is in the second quadrant (QII), 9 0 ° <θ<180 ° , then
θ' =180 °−θ
y
sin θ= =sin θ '
r
−x
cos θ= =−cos θ '
r
y
tanθ= =−tan θ '
−x
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 If θ is in the third quadrant (QIII), 18 0 ° <θ<270 °, then
θ' =θ−180 °
 If θ is in the fourth quadrant (QIV), 27 0 ° <θ<360 ° , then
θ' =360 °−θ
−y
sin θ= =−sinθ '
r
x
cos θ= =cos θ'
r
−y
tanθ= =−tan θ '
x
Signs of Angles in Quadrants (ACTS)
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 Quadrant I All the trigonometric ratios are positive

 Quadrant IV Cosine and secant are positive, the rest are negative
 Quadrant III Tangent and cotangent are positive, the rest are negative
 Quadrant II Sine and cosecant are positive, the rest are negative
A. Solve for the values of the six trigonometric ratios using the figures below.
1. 2.
B. If tanX = 3, find the values of the other trigonometric ratios.

1. sinX 3. cotX 5. cscX
2. cosX 4. secX

Day
10

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SCRIPTURAL MESSAGE
I, then, a prisoner for the Lord, urge you to live in a manner worthy of the call you have received,
with all humility and gentleness, with patience, bearing with one another through love, striving to
preserve the unity of the spirit through the bond of peace: one body and one Spirit, as you were
also called to the one hope of your call; one Lord, one faith, one baptism; one God and Father of
all, who is over all and through all and in all.
Ephesians 4:1-6
FR. AL’S MESSAGE

Jesus teaches His followers just one prayer. That prayer is called the Lord’s Prayer, the Our
Father. This is a beautiful prayer which expresses the spirit of Jesus, the heart and soul of His
message. Just as Jesus taught His disciples this prayer in the Gospel, this morning, very briefly, in
the name of Jesus, I wish to teach you the meaning of this prayer.

Defining, Illustrating, Manipulating & Problem Solving Defining, Illustrating,
Manipulating & Problem
Solving
 Illustrates angles of elevation and angles of depression (CK-  Illustrates laws of sines  Summative
AK) and cosines (CK-AK) Test
Learning (WW2)
 Uses trigonometric ratios to solve real-life problems involving  Solves problems
Competencies
right triangles (PK-MM) involving oblique
triangles (PK-MM)
Before A8. A9. T- A12. Little A15. Clinometer A16. It’s A19. It’s A22.
Trigonometric Complete Engineer (Dyad Making (Small Complicated Complicated Summative
Table (Dyad Activity Activity) – 10 Group Activity) – (Dyad (Dyad Test – 50
(Individual – 15 minutes minutes 50 minutes Activity) – Activity) – minutes
Learning Activities
Activity) – 50 15 minutes 10 minutes

During minutes A10. A13. Discussion A17. A20.
Discussion (Big Group Discussion Discussion
(Big Group Activity) – 40 (Big Group (Big Group
Activity) – 55 minutes Activity) – Activity) –
minutes 65 minutes 40 minutes
After A11. Seatwork A14. Seatwork A18. A21.
(Individual (Individual Seatwork Seatwork
Activity) – 30 Activity) – 50 (Individual (Individual
minutes minutes Activity) – Activity) –
Evaluation Performance Seatwork (FA) Seatwork (FA) Performance Task Seatwork Seatwork Summative
Task 1 2 (FA) (FA) Test (WW2)
Note
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Lesson 8.3 The Solution of a Right Triangle
Defining, Illustrating & Problem Solving
Illustrates angles of elevation and angles of depression (CK-AK)
Day 11-16
Uses trigonometric ratios to solve real-life problems involving right triangles (PK-MM)
A8. Trigonometric Table (Individual Activity) – 50 minutes

Note: This will serve as Performance Task 1. Please provide trigonometric table for students to copy.
Checking of the values of the trigonometric table can be done by pair and students must indicate the
number of incorrect values and erasures. Teacher will facilitate the checking and finalize the score
using the criteria.
Trigonometric Table
You task is to create a trigonometric table of all angles from 0 to 360 ° . This table will help you in
finding measures of real-life situations that involve right triangle. Your teacher will rate you based on
the rubric below.
Criteria 4 3 2 1
Content Contains clear, Contains detailed Contains clear, Contains clear,
(70%) detailed, and and accurate detailed values of detailed values of
accurate values of values of the the trigonometric the trigonometric
the trigonometric trigonometric ratios. ratios.
ratios. ratios.
Creativity The design
and Design conveys a
(20%) satisfactory visual
appeal.
Neatness The project is done The project is done The project is done The project is done
(5%) without erasures without erasures and with readable but with erasures
with excellent and and with readable penmanship. and not that
readable penmanship. readable
penmanship. penmanship.
Punctuality The project is The project is The project is The project is
(5%) submitted on time. submitted a day submitted two submitted 3 days
after the deadline. days after the after the deadline.
deadline.
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A9 T - Complete (Dyad Activity) – 15 minutes
Note: Let the students complete the table of the six trigonometric ratios given a situation.
10
A. Suppose that secM = , find the value of the other trigonometric ratios.
3
1. sinM 4. cotM
2. cosM 5. cscM
3. tanM
B. Using the calculator, evaluate the following up to three decimal places.
1. sin73o 4. cot8o 7. 12tan40o
25 sin72o
2. cos25o 5. sec88o 8.
7
9 tan 22o
3. tan10o 6. csc32o 9. 5−
16
What is a solved triangle?

Definition A solved triangle is one wherein all the three sides and three angles are known.
The following are the steps in solving a right triangle.

1. Draw the figure if it is not given in the problem. In labeling a triangle, the big letters usually
denote the angles and the small letters are the sides of the triangle.
2. State the given parts. Represent these parts with the labels used in the figure.
3. State the required parts.
4. Find the solution by giving the appropriate trigonometric functions involving the given and
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required parts.
5. Apply algebraic rules in solving for the answer.
How to apply the trigonometric ratios to solve for unknown parts of a right triangle?
Note: A trigonometric function involves two sides and an angle. Hence, there are two conditions
under which the solution of a right triangle is possible.
CASE 1: If one side and an acute angle are given.
CASE 2: If any two sides are given.
Steps in solving a right triangle

1. Draw the figure if it is not given in the problem. In labeling a triangle, the big letters usually
denote the angles and the small letters, the sides of the triangle.
2. State the given parts. Represent these parts with the labels used in the figure.
3. State the required parts.
4. Find the solution by giving the appropriate trigonometric functions involving the given and
required parts.
5. Apply algebraic rules in solving for the answer.
Note: Calculators must be provided to the students and set your rules in expressing their answers.
Solve for the missing parts of the right triangle ABC, where the triangle is right angled at C.
1. a = 50 cm, A = 33o
2. c = 12 m, b = 8 m
Solution:
The situation can be illustrated using the figure at the right.
1. a = 50 cm, A = 33o
The given satisfies CASE 1, one side and an acute angle are given.
Let’s start with the angles, note that angle C is a right angle.
B = 90o – 33o = 57o
For the sides, use the appropriate trigonometric ratio to relate the given. With the format,
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missing side
=appropriatetrigonometric ratio of the givenangle .
given side
To solve for b, let’s take the ratio between the missing side b and the given side a.
b
¿ cotA
a
b
By substitution, we say that =cot 33o, then b = 50 cot 33o → b = 76.99 cm.
50
To solve for c, let’s take the ratio between the missing side c and the given side a.
c
¿ cscA
a
c
By substitution, we say that =csc 33o, then c = 50 csc 33o → c = 91.80 cm.
50
2. c = 12 m, b = 8 m
The given satisfies CASE 2, two sides are given.
Let’s start with the sides, apply the Pythagorean Theorem, a 2 + b2 = c2.
By substitution, a2 + 82 = 122 → a2 = 144 – 64 = 80 → a = √ 80 → a = 8.94 m
For the angles, use the appropriate trigonometric ratio to relate the given. With the format,
first given side

=appropriate trigonometric ratio of the missing angle.
second given side
To solve for A, let’s take the ratio between the given side b and the given side c.
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b
¿ cosA
c
8 8
By substitution, we say that =cosA , then A = cos-1( ) = 48.19o
12 12
To solve for B, let’s take the ratio between the given side b and the given side c.
b
¿ sinB
c
8 8
By substitution, we say that =sinB , then B = sin-1( ) = 41.81o
12 12
Alternative solution, B = 90o – A = 90o – 48.19o = 41.81o.
How to use trigonometric ratios to solve real-life problems involving right triangles?
Apply the steps in solving a right triangle for problems involving real-life situations.
Problems and Solutions Drawing
1. A guy wire, 75 ft form the foot of a tree makes an

angle of 40o angle with the ground, how long is the
wire?
Solution:
Let k be the length of the tree
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k
=tan 40o
75
k =75(tan 40o )
k =62.93 ft
2. A ladder leans against the side of the building with

its foot 12 ft from the building. How far from the
ground is the top of the ladder and how long is the
ladder if it makes an angle of 70o with the ground?
Solution:
Let h be the height of the wall
h
=tan 70o
12
h=12(tan 70o )
h=32.97 ft
Let m be the length of the ladder
m
=sec 70o
12
m=12( sec 70o )
m=35.09 ft
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3. A painter uses a 7-m ladder in painting the walls of

a building. If it reaches 5 meters above the ground,
what is the inclination of the ladder to the ground?
Solution:
Let θ be the angle of inclination of the ladder to the

ground
5
=tan θ
7
θ=tan −1 ( 57 )
θ=35.54o
Note: The teacher may present alternative solutions for each of the problem presented and may add
additional exercises.
Directions: Solve the following problems completely. Show your solution.
1. Two trees stand opposite one another, at points A

and B, on opposite banks of a river. Distance AC along
one bank is perpendicular to BA, and is measured to
be 100 feet. Angle ACB is measured to be 79°. How
far apart are the trees; that is, what is the width of
w
the river?
2. Ben and Emma are out flying a kite. Emma can see that the kite string she is holding is making
a 70° angle with the ground. The kite is directly above Ben, who is standing 50 feet away. To
the nearest foot, how many feet of string has Emma let out?
3. A fence is used to make a right triangular enclosure with the longest side equal to 30 feet.
What is the exact length of the side opposite the 60° angle?
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4. A guy wire is attached to a telephone pole 3 feet below the top of the pole,
as shown. The guy wire is anchored 14 feet from the telephone pole and
makes a 64° angle with the ground. How high up the pole is the guy wire
attached? Round your answer to the nearest tenth of a foot.
5. A wheelchair ramp is placed over a set of stairs so that one end is 2 feet off the ground. The
other end is at a point that is a horizontal distance of 28 feet away, as shown in the diagram.
What is the angle of elevation to the nearest tenth of a degree?
Note: The term angle of elevation will be discussed thoroughly in the next lesson.
A12. Little Engineer (Dyad Activity) – 10 minutes

Note: Let the students analyze and solve the posted problem. Answer the questions that follow.
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Situation
A young girl, with eyes one meter above ground
level, stands 25 meters from the base of a tall
building. If she looks up to the top of the building at
angle of 72o, find the height of the building.
Process Questions:
1. What is the appropriate trigonometric ratio to be used in the given problem?
Answer: tangent or cotangent
2. Write the working equation that will solved the height of the building in terms of the given
information with the appropriate trigonometric ratio.
25
Answer: h = 25tan72o or h =
cot 72o
3. What is the height of the building to the nearest meter?
Answer: 77 meters
Note: Make sure to clarify questions from the misunderstanding of the students and explain it
thoroughly.
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What is angle of elevation and angle of depression? How to illustrate angles of elevation and angles
of depression?
The angle of
elevation is the
angle formed by
the horizontal axis
and the line of
sight of an object
above the
horizontal.
The angle of
depression is the
angle formed by
the horizontal
axis and the line
of sight of an
object below the
horizontal.
How to apply trigonometric ratios in solving problems on angle of elevation and angle of
depression?
To apply trigonometric ratios in solving angle of elevation and angle of depression follow
the steps in solving a right triangle with the appropriate drawing of the figure using the definition
of angle of elevation and angle of depression.
Problems and Solutions Drawing

1. From the top of a vertical cliff 40 m high, the
angle of depression of an object that is level with
the base of the cliff is 34º. How far is the object
from the base of the cliff?
Solution:
Let x be the distance of the object from the base
of the cliff, in meters.
Note that m∠ APO=m∠ BOP=34 o
From ∆ APO ,
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x
=cot 34 o
40
x=40(cot 34 o)
x=59.30 m
The object is approximately 59.30 meters from
the base of the cliff.
2. You are standing 20 feet away from a tree, and

you measure the angle of elevation to be 38∘.
How tall is the tree?
Solution:
Let T be the height of the tree from your head
level
T
=tan 38o
20
T =20(tan 38o )
T =15.63 ft
The total height of the tree can be obtained by
adding 5 ft and 15.63 ft. The height of the tree is
approximately 20.63 ft.
3. Find the shadow cast by a 10 foot lamp post

when the angle of elevation of the sun is 58º.
Find the length to the nearest tenth of a foot.
Solution:
Let x be the length of the shadow cast by a 10
foot lamp post
x
=cot 58o
10
x=10(cot58 o)
x=6.2 ft
The length of the shadow cast by the lamp post
when the angle of elevation of the sun is 58 o is
approximately 6.2 feet.
4. From the top of a fire tower, a forest ranger sees
his partner on the ground at who is 54 feet away
from the base of the tower. If the tower is 45 feet
in height, estimate the angle of depression of the
forest ranger to his partner, to the nearest
degree.
Solution:
Let m be the measure of the angle of depression
of the ranger to his partner
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45
=tan mo
54
m=tan−1 ( 4554 )
m=40o
The angle of depression of the forest ranger to his
partner is approximately 40o.
5. A nursery plants a new tree and attaches a guy

wire to help support the tree while its roots take
hold. An eight foot wire is attached to the tree
and to a stake in the ground. From the stake in
the ground the angle of elevation of the
connection with the tree is 42º. Find to
the nearest tenth of a foot, the height of the
connection point on the tree.
Solution:
Let x be the height of the connection point on the
tree.
x
=sin 42o
8
x=8 (sin 42o )
x=5.4 ft
The height of the connection point on the tree is
approximately 5.4 feet.
Bearing of a Line
Definition The bearing of a line is the direction of a line through a given point and is specified
by an acute angle which the line makes with the east or west from the north-south
direction.

Directions: Solve the following problems completely. Show your solution with illustration.
1. A 70-foot building casts a 50 foot shadow. What is the angle that the sun hits the building?
2. You are standing 10 feet away from a tree, and you measure the angle of elevation to be 65∘.
How tall is the tree? Assume you are 5 feet tall up to your eyes.
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3. Kaitlyn is swimming in the ocean and notices a coral reef below her. The angle of depression
is 35∘ and the depth of the ocean, at that point is 350 feet. How far away is she from the reef?
4. The angle of depression from the top of a building to the base of a car is 60∘. If the building is
78 ft tall, how far away is the car?
5. The Leaning Tower of Pisa currently “leans” at a 4∘ angle and has a vertical height of 55.86
meters. How tall was the tower when it was originally built?
6. The angle of depression from the top of an apartment building to the base of a fountain in a
nearby park is 72∘. If the building is 78 ft tall, how far away is the fountain?
7. You are standing 15 feet away from a tree, and you measure the angle of elevation to be 35∘.
How tall is the tree? Assume you are 5 feet tall up to your eyes.
8. Bill spots a tree directly across the river from where he is standing. He then walks 18 ft
upstream and determines that the angle between his previous position and the tree on the
other side of the river is 55∘. How wide is the river?
9. Eric is flying his kite one afternoon and notices that he has let out the entire 100 ft of string.
The angle his string makes with the ground is 60∘. How high is his kite at this time?
10. A tree struck by lightning in a storm breaks and falls over to form a triangle with the ground.
The tip of the tree makes a 36∘ angle with the ground 25 ft from the base of the tree. What
was the height of the tree to the nearest foot?
A15. Clinometer Making (Small Group Activity) – 50 minutes

Note: Group the class with 5 members each. Let the students prepare in advance the materials
needed.
Clinometer Making!
Retrieved from https://nrich.maths.org/make-a-clinometer
Your task is to build an improvised clinometer. A clinometer is a tool that is used to measure the
angle of elevation, or angle from the ground, in a right - angled triangle. You can use a clinometer to
measure the height of tall things that you can't possibly reach to the top of, flag poles, buildings,
trees. Follow the directions below to create your own clinometer.
You will need:

 A protractor with a small hole on the center spot or print out of paper protractor
 Poster board or card board (can be from a box) to back the protractor
 20 cm or about 8 inches of string or strong cotton
 Weight - such as a metal nut, stone, paper clips or a small piece of clay
 Glue and Scissors
 A straw
 Clear Tape
Directions:
 If you are making a protractor, cut out the copy of the protractor.
 Get the piece of poster board or an empty box. Stick the paper protractor on top of the card
and cut the joined pieces.
 Get the straw and tape it to the straight edge of your protractor that you made above.
 With your pen or pencil, poke a hole through the center of the protractor where it meets the
straw. Push the string through the hole and tie a large knot on the other side so it won't pull
through.
 Tie your weight to the other end of the string.
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Standards for Success.

Criteria 4 3 2 1
Detail Contains clear, Contains clear, Contains clear, Contains not
(70%) detailed, and detailed, and detailed clear description
accurate accurate description of and computation
description of description of clinometer. of clinometer.
clinometer. clinometer.
Design conveys a
(20%) satisfactory
visual appeal.
Punctuality The project is The project is The project is The project is
(5%) submitted on submitted a day submitted two submitted 3 days
time. after the days after the after the
deadline. deadline. deadline.
Neatness The project is The project is The project is The project is
(5%) done without done without done and with done but with
erasures with erasures and readable erasures and not
excellent and with readable penmanship. that readable
readable penmanship. penmanship.
penmanship.
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Lesson 8.4 The Solution of an Oblique Triangle
Day 17-
Illustrates laws of sines and cosines (CK-AK)

Solves problems involving oblique triangles (PK-MM)
20
A16. It’s Complicated (Dyad Activity) – 15 minutes

Situation
It may be the case that a problem will be composed of two overlapping right triangles.
A radio station tower was built in
Process
two sections. From a point 87 feet
from the base of the tower, the
angle of elevation of the top of the
first section is 25º, and the angle
of elevation of the top of the
second section is 40º. To
the nearest foot, what is the height
of the top section of the tower?
Questions:
1. How many triangles are
involved? Determine the appropriate trigonometric ratio to be used in order to solve the
missing part.
2. What is the height of the top section of the tower?
Solution:
Think of this problem as working with two separate triangles:
1. the larger triangle with the 40º angle and a vertical side that represents the ENTIRE
height, b, of the tower, and
2. the smaller triangle with the 25º angle and a vertical side, a, that represents the height
of the first (bottom) section of the tower.
3. Solve for the vertical heights (b and a) in the two separate triangles.
4. The needed height, x, of the second (top) section of the tower will be the difference
between the ENTIRE height, b, and the height of the first (bottom) section, a. You will
need to subtract.
5. In both triangles, the solution deals with "opposite" and "adjacent" making it a
tangent problem.
o b
For larger triangle with height b: tan 40 = , b=87( tan 40o ), b=73 feet
87
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oa
For smaller triangle with height a: tan25 = , a=87 (tan 25o ), a=41 feet
87
x=b – a=73 – 41=32 feet .
thoroughly.

What are oblique triangles?

Oblique triangles are triangles with no right angle. There are two types of these, acute and obtuse.
How to solve oblique triangles using the laws of sines and cosines given an underlying condition?
Four conditions underlying the use of the solution of an oblique triangle:
1. Two angles and one side (not necessarily an included side) – AAS
2. Two sides and an angle opposite one of them – SSA
3. Two sides and an included angle – SAS
4. Three sides are given – SSS
CASE I : Two angles and one side (AAS)
THE SINE LAW

In any triangle, the sides are proportional to the sines
of opposite angles.
THE CONVERSE OF SINE LAW
Solve the following triangles.

Illustrative example 11 Solution
1. Using the sum of the angles of a triangle
theorem,
B = 180o – (77o + 23o) = 80o
Solving for AB and AC using sine law,

sin 77o sin 80o sin 23o
= =
15 AC AB
15 sin23 o
AB=¿ , AB=6.02
sin77 o
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15 sin80 o
AC=¿ , AC=15.16
sin77 o
2. Using the sum of the angles of a triangle
theorem,
C = 180o – (42o + 75o) = 63o
Solving for AC and BC using sine law,

sin 63o sin75 o sin 42o
= =
22 AC BC
22sin 75o
AC=¿ , AC=23.85 cm
sin 63 o
22sin 42o
BC=¿ , BC=16.52 cm
sin 63o
CASE II : Two sides and an angle opposite one of them (SSA) – Ambiguous Case
Let a be the opposite side with respect to the given angle A, b be the other side of the given triangle and h
is the height of the triangle.
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Note: This case also applies the law of sines. Remember that h = b sin A.

1. In ∆ ABC, AB = 82, BC = 65, and Solution of the first triangle

m∠A = 50o Solving for angle C using sine law,
sin 50o sinC
Since a< b, there are two possible =
65 82
triangles in the given condition.
82sin 50 o 82 sin 50o
h = 82 sin 50o
h = 62.82
SinC=¿
65
, C=¿ sin−1( 65 )
C=¿ 75.1o
Using the sum of the angles of a triangle

theorem,
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B = 180o – (75.1o + 50o) = 54.9o
Solving for AC using sine law,

sin 50o sin54.9 o
=
65 AC
65 sin54.9 o
AC=¿
sin50 o
First possible triangle
AC=69.42
Solution of the second triangle

Solving for angle C’ using sine law,
sin 50o sinC '
=
65 82
82sin 50 o ' o
−1 82 sin 50
'
sin C =¿
65
, C =¿ sin
o '
65 ( )
C=180 −C
Second possible triangle C=¿ 104.9o

theorem,
B = 180o – (104.9o + 50o) = 25.1o
Solving for AC using sine law,

sin 50o sin25.1o
=
65 AC
65 sin25.1 o
AC=¿
sin50 o
AC=35.99
2. In ∆ ABC, AC = 4 ft, BC = 8 ft, and Since a< h<b , there is no possible triangle in
m∠ A = 37o the given condition.
h = 8 sin 37o
h = 4.81
So clearly, the triangle does not exist.
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CASE III : Two angles and one side (AAS)
THE COSINE LAW
Six forms of Cosine Law
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1. Solving for AB using cosine law,
c 2=8 2+11 2−2 ( 8 ) ( 11 ) (cos 37 o)
c=6.67
Solving for ∠ A and ∠ B using sine law,
sin 37o sinA sinB
= =
6.67 8 11
8 sin 37o 8 sin 37o

SinA=¿
6.67
, A=sin−1
o
( 6.67 )
A=46.2

theorem,
B = 180o – (37o + 46.2o) = 96.8o
2. Solving for AC using cosine law,
x 2=182 +14 2−2 ( 18 )( 14 ) (cos 122o )
x=28.05
Solving for ∠ A and ∠ C using sine law or
cosine law,
28.052 +14 2−182
cosA =
2(28.05)(14)
2 2 2
−1 28.05 + 14 −18
A = cos (
2( 28.05)(14 ) )
A=33o

theorem,
C = 180o – (122o + 33o) = 25o
CASE IV : Three sides are given (SSS)
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If c is the longest side and:

2 2 2
1. Since 9 < 6 + 8 , then the triangle is ACUTE.
Solving for ∠ X , ∠ Y ,∠ Z using cosine law,
92 +62 −82
cos X=
2(9)(6)
92+ 62−8 2
X =cos −1
(
2(9)( 6) )
X =60.6o
92+ 82−6 2
cos Y =
2( 9)( 8)
9 2+8 2−62
Y =cos−1 ( 2(9)(8) )
Y =40.8o

theorem,
Z = 180o – (60.6o + 40.8o) = 78.6o
2. Since 15.22 > 7.42 + 11.62, then the triangle is
OBTUSE at B.
Solving for ∠ A , ∠ B ,∠C using cosine law,
7.42 +15.22−11.6 2
cos A=
2(7.4)(15.2)
7.4 2+ 15.22−11.62
A=cos−1 (
2(7.4)(15.2) )
A=47.8o
7.4 2+11.6 2−15.22

cos B=
2(7.4)(11.6)
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7.42 +11.6 2−15.22

B=cos−1 ( 2(7.4)(11.6) )
B=104.1o

theorem,
C = 180o – (47.8o + 104.1o) = 28.1o

Directions: Solve the following triangles completely. Show your solution with illustration.
1. Given: Triangle ABC, a = 12, A = 50o, B = 80o

2. Given: Triangle BEN, B = 72o, e = 25 , b = 24
3. Given: Triangle MAD, M = 53o, a = 20 d = 30
4. Given: Triangle NEW, n = 12, e = 13, w = 24
5. Given: Triangle SUM, s = 64, U = 56o, M = 72o
A19. It’s Complicated (Dyad Activity) – 10 minutes

Situation
Suppose two radar stations

located 20 miles apart each detect
an aircraft between them. The
angle of elevation measured by the
first station is 35 degrees, whereas
the angle of elevation measured by
the second station is 15 degrees.
Process Question:
How can we determine the altitude of the aircraft?
Solution:
To find the altitude of the aircraft in the problem introduced in this section, consider the different
cases shown on the discussion on the solution of oblique triangles.
To find the elevation of the aircraft, we first find the distance from one station to the aircraft, such as
the side a , and then use right triangle relationships to find the height of the aircraft, h .
Because the angles in the triangle add up to 180 degrees, the unknown angle must be
180°−15°−35°=130°. This angle is opposite the side of length 20, allowing us to set up a Law of
Sines relationship.
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o
sin 130o sin35 o a= 20sin 35
= , ¿ 14.98
20 a sin130 o
The distance from one station to the aircraft is about 14.98 miles.
Now that we know a , we can use right triangle relationships to solve for h .
h
=sin 15o, h=14.98 sin15 o = 3.88
14.98
The aircraft is at an altitude of approximately 3.9 miles.
thoroughly.

How to solve real-life situations/problems involving oblique triangles?

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1. Maria is building a The problem can use the sine law to

walkway from her determine the distance from Maria’s house
back door to a shed to the shed (d on the diagram).
at the back of her
yard. She needs to Solving for d using sine law,
provide the length to sin 27o sin 85o
a contractor in order =
10.7 d
to get a phone
estimate for the cost.
10.7 sin 85o
She knows her house d=¿
is 10.7 m wide and sin 27o
has measured two
angles as shown in d=23.48
the following
diagram. The distance from Maria’s house to the
shed is approximately 23.48 m.
2. Jeremy is learning how to use a compass in From the diagram he drew, he knows that
an orienteering course. The instructions he once he determines angle θ he will be able
was given tell him that he must walk 70 m to state the direction as Sθ°E. Jeremy looks
from Checkpoint A to Checkpoint B. He at the given information and recognizes
knows that Checkpoint A is directly north of that he can use the sine law to determine
him and Checkpoint B is in a direction of this angle.
N41°E. He also knows that Checkpoint B is
105 m from Checkpoint C. He begins by Solving for θ using sine law,
drawing a diagram to represent his sin 41o sinθ
situation. Jeremy needs to determine the =
70 105
direction to walk when going from
Checkpoint A to Checkpoint B.
105sin 41o
sinθ=¿
70
105 sin 41o

θ=sin−1 ( o
70 )
θ=80
Jeremy walks S80oE from Checkpoint A

heading to Checkpoint B.
3. The forest department proposes to fence a The problem can use the cosine law to
triangular area to form a Deer Park to determine the length of the third side of the
conserve Deers. The two sides of the triangular region (x on the diagram).
triangular region measured 10 miles and
12 miles each making an angle of 118º. What Solving for x using cosine law,
would be the area of the proposed Deer Park c 2=a2+ b2−2 abcosC
nearest to a square mile? What is the length x 2=102 +122−2 ( 10 ) (12 ) cos 118 o
of the third side?
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x=√ 102 +122−2 ( 10 )( 12 ) cos 118 o

x=18.89
1
A= absinC
2
1
A= (10 )( 12 ) sin 118o
2
A=52.98
The length of the third side is

approximately 18.89 miles and the area is
approximately 53.89 square miles.
4. Jennifer and David are designing an obstacle

course. They have a number of different
tasks that participants need to complete, and
they need to figure out what supplies they
need to purchase to set up all of the tasks.
They are able to directly measure angles and
distances for many of the tasks, but some of
them aren’t easily measured directly.
For the first task, people will need to hang
on to a rope while crossing a rapidly flowing
stream that is about 1 meter deep. Jennifer Solving for f using cosine law,
2 2 2
and David need to know the distance across c =a + b −2 abcosC
the river to be sure that the rope is long f 2=252 +302−2 ( 25 ) ( 30 ) cos 40 o
enough. They don’t have a tape measure f =√ 252 +302−2 ( 25 ) ( 30 ) cos 40 o
long enough to measure this, so they decide f =19.39
to create a triangle using measurements The length of the rope is approximately
they can make in order to calculate this 19.39 meters.
value.
David and Jennifer know the measures of the
canyon walls and the angle at the bottom, as
shown in the following diagram. The rope
corresponds to side f.
Using the Law of Cosines, we can solve for

5. On many cell phones with GPS, an the angle θ .
approximate location can be given before a2 +b 2−c 2
the GPS signal is received. This is cosθ=
2 ab
accomplished through a process called
triangulation, which works by using the
50502 +60002−24202
distances from two known points. Suppose cosθ=
there are two cell phone towers within 2(5050)(6000)
range of a cell phone. The two towers are
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50502 +60002 −24202

located 6000 feet apart along a straight θ=cos
highway, running east to west, and the cell
−1
( 2(5050)(6000) )
phone is north of the highway. Based on the o
signal delay, it can be determined that the θ=23.3
signal is 5050 feet from the first tower and To answer the questions about the phone’s
2420 feet from the second tower. Determine position north and east of the tower, and
the position of the cell phone north and east the distance to the highway, drop a
of the first tower, and determine how far it is perpendicular from the position of the cell
from the highway. phone.
Using the angle θ=23.3o and the basic

trigonometric identities, we can find the
solutions. Thus,
y
sin 23.3o = , y=5050 sin 23.3o
5050
y=1997.5
o x
cos 23.3 = , x=5050 cos 23.3o
5050
x=4638.2
The cell phone is approximately 4638.2 feet

east and 1997.5 feet north of the first
tower, and 1997.5 feet from the highway.

Directions: Solve the following triangles completely. Show your solution with illustration.
1. Two sides of a parallelogram are 82 cm and 35 cm. One of its

angles is 37o. Find the length of the shorter diagonal.
2. (Refer to the figure at the right.) Suppose a boat leaves port,

travels 10 miles, turns 20 degrees, and
travels another 8 miles as shown. How
far from port is the boat?
3. In the given situation below, the ranger

is staying at his tower. How far will the
ranger travel to reach the water tower
to fetch water and put off the fire?
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4. The town surveyor has to stake the lot markers for a new public
park beside an existing building lot. The engineering department
gave this sketch. How much chain-link fence will be needed to
enclose the entire track?
5. A friend of yours standing somewhere else tells you that

the fire is 2 miles away from the fast-food restaurant.
Your friend also tells you that the angle at the fast-food
restaurant that is formed by where you are standing
and where the fire is equals 54 degrees. How far are you
from the fire?

Day
21

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SCRIPTURAL MESSAGE
"For this command which I enjoin on you today is not too mysterious and remote for you. It is not
up in the sky, that you should say, 'Who will go up in the sky to get it for us and tell us of it, that
we may carry it out?' Nor is it across the sea, that you should say, 'Who will cross the sea to get it
for us and tell us of it, that we may carry it out?' No, it is something very near to you, already in
your mouths and in your hearts; you have only to carry it out.
Deuteronomy 30:11-14
FR. AL’S MESSAGE

In our hearts, there arises day and night this cry of selfishness. We hear this one word, “me, me,
me.” We are so absorbed with ourselves, preoccupied with selves and immersed in selves. But in
the Our Father, we change, turn away from self and renounce it and seek only the pleasure and
the interest of God. We entrust ourselves completely to God. This is refreshing to the soul. This
restores our energy and renews our strength.

Elements Day 22 - 25 Day 26 - 28 Day 29 - 30 Day 31
Defining, Illustrating & Defining, Illustrating & Defining, Illustrating &
Manipulating Manipulating Manipulating
 Illustrate the unit circle and  Determine whether  Derive trigonometric  Summative Test
the relationship between the an equation is an identities involving (WW3)
linear and angular measures identity or a sum and difference of
of a central angle in a unit conditional equation angles (PK-MM)
circle (CK-AK) (CK-AK)  Prove trigonometric
Learning
 Illustrate the different  Derive the formulas involving
Competencies
circular functions (CK-AK) fundamental sum and difference of
 Uses reference angles to find trigonometric angles (PK-MM)
exact values of circular identities (PK-MM)
functions (PK-MM)  Prove trigonometric
identities (PK-MM)
Before A23. Math Clock (Independent) A26. Unit Circle Trick A29. Discussion (Big A31. Summative
Learning Activities
– 10 minutes (Individual Activity) – Group Activity) – 50 Test – 50 minutes

20 minutes minutes
During A24. Discussion (Big Group A27. Discussion (Big
Activity) – 90 minutes Group Activity) – 80
minutes
After A25. Unit Circle (Dyad Activity) A28. Seatwork A30. Seatwork
– 50 minutes (Individual Activity) – (Individual Activity) –
Evaluation Performance Task 3 Seatwork (FA) Seatwork (FA) Summative Test
(WW3)
Note
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Lesson 8.5 Circular Functions
Illustrate the unit circle and the relationship between the linear and angular measures of a central
Day 22-
angle in a unit circle (CK-AK)

Illustrate the different circular functions (CK-AK)
25
Uses reference angles to find exact values of circular functions (PK-MM)
A23. Math Clock (Independent) – 10 minutes
Note: Let the students observe the Math Clock below.
Guide Questions:
1. What can you observe about the clock above?

2. What is the difference of the Math clock to a regular clock?
Note: Make sure to allow to students to share their ideas. Connect it to the discussion on unit circle.
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What is a unit circle?

The Unit Circle
A unit circle is a circle whose radius is one unit and whose center is the origin of the
rectangular coordinate plane. Every point on the unit circle satisfies the equation x 2+ y 2=1. It
intersects the axes at the points ( 1,0 ) , ( 0,1 ) , (−1,0 ) , and (0 ,−1) .
A central angle of the unit circle that intercepts an arc of the circle with length 1
unit is said to have a measure of one radian, written 1 rad.
In trigonometry, the degree measure is often used. On the other hand, in some fields of
mathematics like calculus, radian measure of angles is preferred. Radian measure allows us to
treat the trigonometric functions as functions with the set of real numbers as domains, rather than
angles.
Angles on unit circle are measured in terms of complete revolutions and fractions of
revolutions.
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What are the circular functions of any angle on the unit circle?
A circular function can be defined in terms of an arc length and the coordinates of the
terminal point of the arc on the unit circle.
Let θ be an angle in the standard position and let the point ( x , y ) be a point on the terminal
side of θ . Then,
y 1 1
sin θ= = y csc θ= = ; y≠0
r sin θ y
x 1 1
cos θ= =x sec θ= = ;x ≠ 0
r cos θ x
y 1 x
tanθ= ; x ≠ 0 cot θ= = ; y≠0
x tan θ y
The sine, cosine, and tangent functions are known as the basic circular function. The cosecant,
secant, and cotangent functions are called the reciprocal functions because they are simply the
reciprocal of the basic circular functions.
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a) Let P ( √23 , 12 ) be the terminal point of an arc length s on the unit circle. Give the values of the six
circular functions of s.
Solution:
The coordinates of the terminal point of s are x=
√3 and y= 1 . Therefore,
2 2
1 1
sin s= y= csc s= =2
2 y
3 1 2 √ 3 2√ 3
cos s=x= √ sec s= = ∙ =
2 x √3 √ 3 3
1 x 3 3
y 2 1 2 1 3 3 cot s= = ∙ √ =√ 3
tan s= = = ∙ = ∙√ =√ y √3 √ 3
x √3 2 √ 3 √3 √ 3 3
2
Try This!
Let P ( √22 ,− √22 ) be the terminal point of an arc length s on the unit circle. Give the values of the six
circular functions of s.
π
b) Determine the six circular functions of the angle θ generated by an arc whose length is .
3
Solution:
π
Note that is equal to 60 ° . Therefore, the angle is in the first quadrant using the equation of the unit
3
circle, and the properties of special right triangles ( 30 °−60 °−90° ), the coordinates of the terminal
1 √3
point are ,(
2 2 )
. Thus,
3 1 2 3 2 3
sin θ= y= √ csc θ= = ∙ √ = √
2 y √3 √3 3
1 1
cos θ=x= sec θ= =2
2 x
√3 x 1
cot θ= = = √
3
y 2 √3 y √3 3
tanθ= = = ∙ 2=√ 3
x 1 2
2
Try This!
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Find the values of the six circular functions of the angle θ generated by an arc with each of the following
lengths.
π 11 π
1) 2) 3) 3 π
4 6
How to find the exact values of the circular functions using reference angle?
Reference angles can be used to determine the values of the six circular functions of a given angle θ
as determined by the terminal point of its corresponding arc length.
5π
a. Find the values of the six circular functions of θ whose terminal side is at .
6
Solution:
5π
Observe that is equal to 150 °. Thus, θ is in the second quadrant. Note further that the reference
6
angle of 150 ° is 30 °. Using the equation of the unit circle and the properties of 30 °−60 °−90°
−√ 3 1
triangle, the coordinates of the terminal point are ( 2 2 )
, . Thus, the values of the six circular
functions of θ are:
5π 1 5π 1
sin =y= csc = =2
6 2 6 y
5π − √3 5 π −2 √ 3 −2 √ 3
cos = x= sec = ∙ =
6 2 6 √ 3 √3 3
1 5 π x −3 √ 3
5π y 2 1 −2 −√ 3 cot = = ∙ =− √ 3
6 y √3 √ 3
tan
6
= = = ∙
x − √3 2 √3 ( ) =
3
2
Try This!
Use reference angles to determine the values of the six circular functions of θ whose terminal side
contains the terminal point of an arc given the following lengths.
3π 4π 11π
1) 2) 3)
4 3 6
−5
b. Find the values of the other circular functions if sec θ= and θ is in the third quadrant.
3
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Solution:
−5 −3
Because sec θ= , then cos θ= . From the equation of the unit circle x 2+ y 2=1, you can obtain
3 5
the equation cos 2 θ+ sin 2 θ=1. Substitute the value of cos θ in the equation and simplify the resulting
equation to solve for the value of sin θ.
x2 + y2 ¿ 1
2
−3
( )
5
+sin 2 θ ¿ 1
9
+sin 2 θ ¿ 1
25
9
sin2 θ ¿ 1−
25
16
sin2 θ ¿
25
4
sin θ ¿ ±
5
−4
Since sin θ is negative in the third quadrant, then sin θ= .
5
The other circular functions are:
−4
−5 5 4 3
csc θ= tanθ= = cot θ=
4 −3 3 4
5
Try This!
Find the values of the other five circular functions given the following conditions.
12 −17
1) sin s= ; s is∈QII 2) csc θ= ; θ is∈QIV
13 15
c. Find the values of sine and cosine of P ( −116 π ).

Solution:
Note that the given arc length is negative. Thus, the point moves in a clockwise direction around the
−11 π π
unit circle. Observe that the arc length is equal to . Therefore,
6 6
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sin ( −116 π )= 12 and cos ( −116 π )= √23
Try This!
Find the exact values of the six circular functions for each arc length.
π −2 π
1) −π 2) 3)
2 3
A25. Unit Circle (Dyad Activity) – 50 Minutes

Note: This will be recorded as Performance Task 3. Let the students do this activity by pair.
Situation:
You are working as a part-time tutor in a mathematics development training center in your
town. One of your clients asked you to help her accomplish her assignment which is focused on
determining the coordinates of the terminal point of each arc length θ , from 0 π to 2 π , as illustrated
in the unit circle below.
The coordinates will be written as an ordered pair beside each arc length, as in the case of 0 π
or 2 π . (Output will be a unit circle with the arc length θ and the coordinates of arc length θ .
Also, the values of the six circular functions associate with each arc length should be
presented in tabular form (see table below). Further, you have to make an observation of the
coordinates of the arc length θ whose equivalent degree measures is a multiple of 30 ° , 45° ,∧60° .
Your output will serve as a review material of your client; hence, it should be correct and complete.
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θ sin θ cos θ tanθ cot θ sec θ csc θ
Answer:
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Standard for Success:
Criteria 4 3 2 1
Detail Contains clear, Contains detailed Contains clear, Contains clear,
(70%) detailed, and and accurate detailed values of detailed values of
accurate values of values of the the trigonometric the trigonometric
the trigonometric trigonometric ratios. ratios.
ratios. ratios.
Creativity The design
and Design conveys a
(20%) satisfactory visual
appeal.
Punctuality The project is done The project is done The project is done The project is done
(5%) without erasures without erasures and with readable but with erasures
with excellent and and with readable penmanship. and not that
readable penmanship. readable
penmanship. penmanship.
Neatness The project is The project is The project is The project is
(5%) submitted on time. submitted a day submitted two submitted 3 days
after the deadline. days after the after the deadline.
deadline.
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Lesson 8.6 Fundamental Trigonometric Identities
Determine whether an equation is an identity or a conditional equation (CK-AK)
Day 26-28
Derive the fundamental trigonometric identities (PK-MM)

Prove trigonometric identities (PK-MM)
A26. Unit Circle Trick (Individual Activity) – 20 minutes
Direction: Let the students learn how to remember the coordinates of points on the unit circle by
watching the videos indicated below.
Some hand tricks provide convenient and easy way to remember the coordinates of points on the
unit circle. To know more about these hand tricks, go to the following web sites:
 https://www.youtube.com/watch?v=1-hrT1Ys390
 https://www.youtube.com/watch?v=bdx9691etT0
(All websites were last accessed on 12 October 2020. In case the video cannot be accessed, you can
seek a copy from ARDC).
How to determine whether an equation is an identity or a conditional equation?

Equations can be classified according to their respective solutions, as follows.
 A conditional equation is an equation that is not true for all values of x (although it may be
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π
true for some x ). For example, sin x=cos x is true for x= but false for x=0 .
4
 An identity is an equation that is always true whenever both sides of the equation are
defined. For example, as will be shown later, sin ( π2 −x)=cos x is true for all x. Note also
that this equation holds true whether x is a real number or an angle in degree or radian
measure.

Let t ∈ R. Determine whether the given equation is an identity or a conditional equation:
a. cos t=cos ( π −t )
b. sin t=sin ( π−t )
Solution:
a. When t=0 , cos t=1 and cos ( π−t ) =−1. Thus, the equation cos t=cos ( π −t ) cannot be
true for all t . It is a conditional statement.
b. A table for a few values of t suggests that sin t=sin ( π−t ) is an identity.
π −π 2π 2π
t 0
6 6 3 3
1 −1 √3 −√ 3
sin 0
2 2 2 2
1 −1 √3 −√ 3
sin ( π−t )
2 2 2 2
However, we cannot conclude that the equation is true for all t based only on some
values of t . We need to provide a proof. Let t ∈ R and let P ( t ) be the terminal point on
the unit circle determined by t (see figure a). if P ( t ) has coordinates ( x , y ) , then P ( π −t )
has the coordinates (−x , y ) (see figure b). both points have the same y , hence produce
the same sine values. Thus, sin t=sin ( π−t ) is an identity.
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We list some of the basic trigonometric identities. You may have encountered some of
them.
What is a trigonometric identity?

Definition Trigonometric Identity is an equation which is true for all values of the variable
for which the expression in the equation is defined.
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How to prove trigonometric identities?

Many identities can be established from the eight fundamental identities. An equation
which states the equality of two expressions and its true for all values of the variables is called an
identity. These are some possible strategies for proving trigonometric identities.
1. Work on one side of the equation (usually the more complicated side) and transform it to
the other side.
2. Work on both sides of the equation separately, and show that each is equal to a common
expression.
3. Rewrite the expressions in terms of sine and/or cosine only.
4. Multiply the numerator and denominator by a common expression, to produce a
Pythagorean identity.
Note that performing operations on both sides of the identity ( yet to be proven) is not a valid
strategy.
The Eight Fundamental Identities
A. Reciprocal Relations
Let ( x , y ) be the point on the unit circle centered at ( 0,0 ) that determines the angle θ . Recall
that the definitions of the trigonometric functions for this angle are
y
sin θ= y cos θ=x tanθ=
x
1 1 x
csc θ= sec θ= cot θ=
y x y
These definitions readily establish the first of the fundamental identities which are
referred to as the reciprocal and quotient identities.
1 1
 csc θ= or sin θ=
sin θ csc θ
1 1
 sec θ= or cos θ=
cos θ sec θ
1 1
 cot θ= or tanθ=
tan θ cot θ
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a. Use the reciprocal and quotient formulas to verify sec A cot A=csc A .
Solution:
?
sec A cot A ¿ csc A
1 cos A ? 1
( )(
cos A sin A ) ¿ ❑
sin A =¿ csc A ¿
1 ❑
¿ ¿
sin A
b. Use the reciprocal and quotient formulas to verify sin B cot B=cos B.
Solution:
?
sin B cot B ¿ cos B
cos B ?
sin B (
sin B ) ¿ cos B
❑
cos B ¿ cos B
B. Pythagorean Identities
Let ( x , y ) be the point on the unit circle with center (0 , 0) that determines the angle θ .
Replacing x and y by cos θ and sin θ respectively in the equation x 2+ y 2=1 of the unit
circle yields the identity sin 2 θ+cos 2 θ=1. This is the first of the Pythagorean identities.
Dividing this last equality through by cos 2 θ gives
sin 2 θ cos 2 θ 1 2 2
2
+ 2
= 2
→ tan θ+ 1=sec θ
cos θ cos θ cos θ
Thus, the Pythagorean identities are
 sin2 θ+cos 2 θ=1
 tan 2 θ+1=sec 2 θ
 cot2 θ+1=csc 2 θ
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Verify the following identity and indicate where the equality is valid:
cos2 A
=1+sin A
1−sin A
Solution:
cos2 A ?
¿ 1+sin A
1−sin A
1−sin2 A ?
¿ 1+sin A
1−sin A
( 1−sin A ) ( 1+ sin A ) ?
¿ 1+sin A , (1−sin A ≠ 0 )
1−sin A
❑
1+ sin A ¿ 1+sin A
As indicated, the formula is valid as long as 1−sin A ≠ 0 or sin A ≠ 1 which means that A must not
be equal to 90 ° ( π2 ) or any of its coterminal angles ( A= π2 +2 kπ, where k denotes any integer).
Thus, the identity is valid on the set
π
{
R : A : A= +2 kπ , where k is aninteger
2 }
C. Ratio Identities
sin θ
 tanθ=
cos θ
cos θ
 cot θ=
sinθ
Other Trigonometric Identities
D. Symmetry Identities/Identities for negatives

 sin (− A ) =−sin A
 cos (− A )=cos A
 tan (− A )=−tan A
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 cot (− A ) =−cot A
 sec (− A )=sec A
 csc (− A ) =−csc A
a. Using the symmetry identities for the sine and cosine functions, verify the symmetry identity
tan (− A )=−tan A
Solution:
sin (−A ) −sin A

tan (− A )= = =−tan A
cos (− A ) cos A
?
tan (− A ) ¿ −tan A
sin (−A ) ? −sin A
¿ ❑
cos (− A ) cos A =¿−tan A ¿
−sin A ❑
¿ ¿
cos A
b. The symmetry identity for the tangent function provides an easy method for verifying the
symmetry identity for the cotangent function. Indeed,
1 1 −1
cot (− A ) = = = =−cot A
tan (−A ) −tan A tan A
1 ?
¿ −cot A
tan (− A )
1 ? −1 = ❑
¿ ¿−cot A ¿
−tan A tan A
−1 ❑
¿ ¿
tan A
SMS-ARDC 305
MATHEMATICS 9
MATHEMATICS 9
Try this!
2+ tan 2 x
1. Write 2− in terms of sin x or cos x only.
sec 2 x
2. Prove that cot (−x ) cos (−x )+ sin (−x ) =csc (−x ).
3. Prove that cot 2 x cos 2 x=cot 2 x−cos2 x.
sec θ+ tanθ
4. Prove that =tan θ sec θ
cot θ+cos θ
Directions: Solve the following on your notebook.
A. Rewrite the expression in terms of sine or cosine only, then simplify.

sec θ
1. tan 2 x +sec 2 x 3.
tan θ−sinθ
1 csc x+ tan x
2. 4.
csc x −1 cos x−tan x−sec x
B. Multiply the numerator and denominator by a common expression to produce a Pythagorean

identity, and simplify.
cos2 x cot 2 x
5. 6.
1−sin x csc x +1
C. Prove the given identities.

cos x sin x 1+csc θ
7. + =1 9. =sec θ
sec x csc x cos θ+cot θ
1 1 1−cos x
8. 2 cot x csc x= − 10. =( csc x−cot x )2
1−cos x 1+ cos x 1+cos x
Lesson 8.7 Sum and Difference Identities
306 SMS-ARDC
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MATHEMATICS 9
Day 29-
Derive trigonometric identities involving sum and difference of angles (PK-MM)

Prove trigonometric formulas involving sum and difference of angles (PK-MM)
30
A29. Discussion (Big Group Activity) – 50 Minutes

manner.
In this section, we prove identities that involve a sum or a difference of two real numbers.
What are the addition and subtraction identities?
Addition and Subtraction Identities

 sin( A +B)=sin A cos B+ cos A sin B
 sin( A−B)=sin A cos B−cos A sin B
 cos ( A+ B ) =cos A cos B−sin A sin B
 cos ( A−B )=cos A cos B+ sin A sin B
( tan A +tan B )
 tan ( A+ B ) =
( 1−tan A tan B )
( tan A−tan B )
 tan ( A−B )=
( 1+ tan A tan B )
( cot A cot B−1 )

 cot ( A+ B )=
( cot A+cot B )
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MATHEMATICS 9
MATHEMATICS 9
( cot A cot B+1 )

 cot ( A−B )=
( cot B−cot A )
How to derive the trigonometric identities involving sum and difference of angles?
We first prove cos ( x− y )=cos x cos y +sin x sin y .
Refer to the figure a. Let θ=x− y . Point A has coordinates (cos x , sin x ) and B has coordinates (
cos y , sin y ) on the unit circle.
We now rotate the unit circle so that B coincides with D(1,0) and A coincides with C (see
figure b). then C has coordinates (cos θ , sin θ).
The triangles AOB and COD are congruent because two of their corresponding sides, as well as
the included angle, are congruent. Thus, AB=CD . By applying the distance formula, we have
2 2 2 2
√ ( cos θ−1 ) + sin θ ¿ √ ( cos x−cos y ) + ( sin x−sin y )
2
( cos θ−1 ) +sin θ2
¿ ( cos x−cos y )2+ ( sin x −sin y )2
cos 2 θ−2 cos θ+1+sin2 θ ¿ cos 2 x−2 cos x cos y +cos 2 y +sin2 x−2 sin x sin y +sin2 y
−2 cos θ ¿ −2 cos x cos y+ 2sin x sin y
cos θ ¿ cos x cos y+ sin x sin y
cos ( x− y ) ¿ cos x cos y+ sin x sin y
We can now use identity 1 to prove the remaining identities.
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MATHEMATICS 9
How to prove and solve trigonometric formulas involving sum and differences of angles.
π
a. Find the exact value of sin .
12
Solution:
π π π
sin
12
¿ sin −
3 4 ( ) √23 ∙ √22 − 12 ∙ √22 ¿=¿ √ 6−4 √ 2 ¿
¿ ¿ ¿
4 12
b. Given sin α = , α in the first quadrant, and cos β= , β in the fourth. Find cos ( α + β ) and
5 13
sin ( α + β ) and then determine the quadrant in which the terminal side of α + β lies.
Solution:
We first determine cos α and sin β . Since the terminal sides of α and β are in the first and fourth
quadrants, respectively, then cos α >0 and sin β <0.
cos α ¿ √ 1−sin 2 α 9 ¿=¿ 3 ¿ sin β ¿ −√ 1−cos 2 β − 25 ¿=¿− 5 ¿
¿ ¿ ¿ 25 √ 5
cos ( α + β ) ¿ cos α cos β−sin α sin β 56 ¿
¿ ¿ ¿ √ 169
sin ( α + β ) ¿ sin α cos β +cos α sin β
13
33
¿
¿ ¿ ¿ 65 ¿ ¿ ¿ 65
Since both cos ( α + β ) and sin ( α + β ) are positive, then the terminal side of α + β lies in the first
quadrant.
cos ( x+ y )
c. Prove the identity 1−tan x tan y =
cos x cos y
Solution:
We begin with the right side (the more complicated side) and transform it to the expression on
the life.
? cos ( x + y )
1−tan x tan y ¿
cos x cos y
? cos x cos y −sin x sin y
1−tan x tan y ¿
cos x cos y
? cos x cos y sin x sin y
1−tan x tan y ¿ −
cos x cos y cos x cos y
? sin x sin y
1−tan x tan y ¿ 1− ∙
cos x cos y
❑
1−tan x tan y ¿ 1−tan x tan y
SMS-ARDC 309
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MATHEMATICS 9
A30. Seatwork (Individual Activity) – 50 Minutes

Direction: Answer the following in your notebook.
A. Find the exact value without using a calculator.
1) cos 105 ° 4) cos ( −712π )

2) sin 195 ° 5) sin 10 ° cos 50° +cos 10 ° sin 50°
5π
3) sin
12
B. Find (a) sin( α + β ), (b) sin( α −β), (c) cos (α + β), (d) cos (α −β) , (e) tan(α + β), (f) tan(α −β) ,
(g) the quadrant containing α −β
3 −15
6) sin α = , α in the second quadrant, sin β= , β in the fourth quadrant.
5 17
12 −√ 39
7) cos α= , α in the first quadrant, tan β= , β in the second quadrant.
13 5
C. Use the sum and difference identities to prove the given identities.
8) sin ( π−θ )=sin θ
9) sin ( x− y ) sin ( x+ y ) =sin 2 x −sin 2 y
sin 2 x +sin 4 x
10) =−tan 3 x cot x
sin 2 x−sin 4 x

Day
31

310 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
SMS-ARDC 311
MATHEMATICS 9
MATHEMATICS 9

SCRIPTURAL MESSAGE
"For this command which I enjoin on you today is not too mysterious and remote for you. It is not
up in the sky, that you should say, 'Who will go up in the sky to get it for us and tell us of it, that
we may carry it out?' Nor is it across the sea, that you should say, 'Who will cross the sea to get it
for us and tell us of it, that we may carry it out?' No, it is something very near to you, already in
your mouths and in your hearts; you have only to carry it out.
Deuteronomy 30:11-14
FR. AL’S MESSAGE

The first commandment, the most important commandment is prayer. By praying, we go directly
to God. By praying, we love God with all our minds, our hearts, our wills, and our strength. This is
the first commandment, the most important commandment.
(Homily, Undated)

Elements Day 32 - 33 Day 34 - 35 Day 36 - 38 Day 39 Day 15
Defining, Defining, Illustrating & Manipulating &
Illustrating & Manipulating Problem Solving
Manipulating
 Derive the  Illustrate the domain and  Solve  Performance  Summative
double and half- range of the inverse trigonometric Task Test
angle formulas trigonometric functions equations. (PK- (WW4)
(PK-MM) (CK-AK) MM)
Learning  Simplify  Evaluate an inverse  Solve situational
Competencies trigonometric trigonometric expression. problems
expressions (PK- (PK-MM) involving
MM) trigonometric
equations (PK-
MM)
Before A32. Discussion A34. Understanding Inverse A37. Ferris Wheel A40. A41.
(Big Group Trigonometric Functions (Dyad Activity) – 10 Performance Summative
Learning Activities
Activity) – 50 (Individual Activity) – 15 minutes Task – 50 Test – 50

minutes minutes minutes minutes
During A35. Discussion (Big Group A38. Discussion (Big
Activity) – 55 minutes Group Activity) – 90
minutes
After A33. Seatwork A36. Seatwork (Individual A39. Seatwork
(Individual Activity) – 30 minutes (Individual Activity)
Activity) – 50 – 50 minutes
minutes
Evaluation Seatwork (FA) Seatwork (FA) Seatwork (FA) Performance Summative
Task 4 Test (WW4)
Note
312 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Lesson 8.8 Double-Angle and Half-Angle Identities
Derive the double and half-angle formulas (PK-MM)
Day 32-
Simplify trigonometric expressions (PK-MM)

33

manner.
What are the double and half-angle identities?

The following double-angle identities are immediate consequences of the sum identities.
Double-Angle Identities
 sin 2 A=2 sin A cos A
 cos 2 A=cos2 A−sin 2 A

cos 2 A=2cos 2 A−1
cos 2 A=1−2 sin 2 A
2 tan A
 tan2 A=
1−tan 2 A
2 tan x
Prove that sin 2 x= .
1−tan 2 x
Solution:
We can write the expression on the left as sin 2 x=2 sin x cos x . We now work on the expression
on the left side.
SMS-ARDC 313
MATHEMATICS 9
MATHEMATICS 9
? 2 tan x
sin 2 x ¿
1−tan 2 x
?
2 tan x
2 sin x cos x ¿ 2
sec x
?
sin x 1
2 sin x cos x ¿ 2 ÷
cos x cos 2 x
❑
2 sin x cos x ¿ 2sin x cos x
The expression on the left and right side of the equal sign are equal; hence, the equation is an
identity
What are the half-angle identities?

From the double-angle identities, we can derive the following half-angle identities.
Half-Angle Identities
 sin ( A2 )=± √ 1−cos

2
A
 cos ( A2 )=± √ 1+cos2 A

 tan ( A2 )=± √ 1−cos A
1+ cos A
A sin A
tan ( )=
2 1+cos A
A 1−cos A
tan ( )=
2 sin A
x
The sign (+ or −¿) is determined by the quadrant in which the terminal side of lies.
2
x sin x 1−cos x
Prove that tan = =
2 1+cos x sin x
Solution:
314 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
x ? sin x sin x ? 1−cos x

tan ¿ ¿
2 1+ cos x 1+ cos x sin x
x sin x 1−cos x ? 1−cos x
sin ∙ ¿
2 ? sin x 1+ cos x 1−cos x sin x
¿
x 1+ cos x sin x ( 1−cos x ) ? 1−cos x
cos ¿
2 1−cos 2 x sin x
x x sin x ( 1−cos x ) ?
1−cos x
sin 2 cos ¿
2 2 ?
sin x sin2 x sin x
∙ ¿
x x 1+ cos x 1−cos x 1−cos x
cos 2 cos ❑
¿
2 2 sin x sin x
x x
2 sin cos
2 2 ?
sin x
¿
x 1+ cos x
2 cos2
2
sin x ❑ sin x
¿
1+cos x 1+ cos x
Use a half-angle identity to find the exact value of cos
Solution:
Because the terminal side of is in the second quadrant, we know that cos 165 ° <0.

A. Find the exact values of (a) sin 2 t , (b) cos 2 t and (c) tan2 t if:
3 π
1) sin t= and <t <π .
5 2
SMS-ARDC 315
MATHEMATICS 9
MATHEMATICS 9
8 π
2) cos t= ∧0< t< .
17 2
t t t
B. Find the exact values of (a) sin , (b) cos and (c) tan if:
2 2 2
5 π
1) cos t= ∧0<t < .
13 2
−1∧π
2) tant= <t< π .
2
C. Find the exact value using a half-angle identity.
9π
1) cos 165 ° 3) cot
2
−17 π
2) tan112.5 ° 4) csc (12 )
D. Prove the given identities.
x2
1) 2 sin 2 3 x +cos 6 x=1 3) csc =2 csc x ( csc x+ cot x )
2
sec 2 x cos 3 θ
2) sec 2 x= 4) =1−4 sin2 θ
2 sec 2 x cos θ
316 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Lesson 8.9 Inverse Trigonometric Functions
Illustrate the domain and range of the inverse trigonometric functions (PK-MM)
Day 34-
Evaluate an inverse trigonometric equation (PK-MM)

35
A34. Understanding Inverse Trigonometric Functions (Individual) – 15 Minutes

Note: Let the students watch the video Understanding Inverse Trigonometric Functions using the
link below
https://www.youtube.com/watch?v=YXWKpgmLgHk
Guide Questions:
1. How to find the inverse of a function?
2. How to apply the idea on finding the inverse of a function in finding the inverse of a
trigonometric functions?
1 1
3. Is sin x= ? Explain.
sin x
4. What is the condition for a function to have an inverse function?
5. What are the domain and range of an inverse sine function?
6. What are the domain and range of an inverse cosine function?
7. What are the domain and range of an inverse tangent function?
SMS-ARDC 317
MATHEMATICS 9
MATHEMATICS 9

manner.
What are the inverse trigonometric functions?

The six trigonometric functions are periodic, and hence not one-to-one. For example, if
1
sin x= , then x can take on infinitely many values.
2
Thus, the six trigonometric functions have no inverse. However, if we restrict the domain
of each function so that it is one-to-one on the restricted domain, we can define the inverse for
each function, starting with the sine, cosine, and tangent functions.
The Sine Function

−π π
If ≤ x ≤ , then sin x attains different values for each x in the restricted domain.
2 2
The Cosine Function

If 0 ≤ x ≤ π , then cos x attains different values for each x in the restricted domain.
The Tangent Function

−π π
If < x < , then tan x attains different values for each x in the restricted domain.
2 2
We now define the inverse of these functions.

Inverse Sine, Inverse Cosine, and Inverse Tangent Functions
318 SMS-ARDC
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MATHEMATICS 9
The inverse sine function, denoted by sin −1 is the inverse of the restricted sine function y=sin x
−π π
, ≤ x ≤ . That is
2 2
−π π
y=sin−1 x if and only if x=sin y , ≤ y≤ .
2 2
The inverse cosine function, denoted by cos−1 is the inverse of the restricted cosine function
y=cos x , 0 ≤ x ≤ π . That is
y=cos−1 x if and only if x=cos y , 0 ≤ y ≤ π .
The inverse tangent function, denoted by tan−1 is the inverse of the restricted tangent function
−π π
y=tan x , < x < . That is
2 2
−π π
y=tan −1 x if and only if x=tan y , < y< .
2 2
Other notations for sin−1, cos−1, tan−1 are arcsin, arccos, and arctan, respectively.
One way to think about the value of an inverse function, say sin −1 x , is as the number or
−π π
angle y ∈ [ ]
, whose sine value is x .
2 2
Note: The inverse trigonometric functions are used to find the measure of the angles.
a. Fin the exact value of
Solution:
4π 5π −√ 3
The numbers and in [ 0 , 2 π ] give a sine value of . Since the range of inverse sine is
3 3 2
−π π −π 5π
[ 2 2 ]
, , then the answer is
3
, which shares the same terminal point with
3
.
4
b. Use a calculator to approximate the following to four significant digits: (a) arcsin , (b)
5
arccos 2.2318.
Solution:
Set your calculator to radian mode. Look for the keys that represent inverse trigonometric
functions.
4
(a) arcsin ≈ 0.9272
5
SMS-ARDC 319
MATHEMATICS 9
MATHEMATICS 9
(b) Entering arccos 2.2318 in your calculator produces an error. Since −1 ≤cos x ≤1 for any x ,
then there is no x such that cos x=2.2318.
We now discuss the inverse of the remaining trigonometric functions.
The Inverse Cotangent Function

The inverse cotangent function, denoted by cot −1 is the inverse of the restricted cotangent function
y=cot x , x ∈ ( 0 , π ). That is,
y=cot−1 x if and only if x=cot y , y ∈ ( 0 , π ).
The Inverse Cosecant Function

The inverse cosecant function, denoted by csc −1 is the inverse of the restricted cosecant function
y=csc x , x ∈ ( −π2 , 0 ] ∪ (π , 32π ]. That is,

y=csc−1 x if and only if x=csc y , y ∈ ( −π2 ,0 ] ∪( π , 32π ].
The Inverse Secant Function
The inverse secant function, denoted by sec−1 is the inverse of the restricted secant function
π 3π
y=sec x, x ∈ 0 ,[ )(2
∪ π,
2 ]
. That is,
π 3π
[ )(
y=sec−1 x if and only if x=sec y , y ∈ 0 ,
2
∪ π,
2
. ]
We summarize the domains and ranges of the inverse trigonometric functions in the following box.
Domains and Ranges of the Inverse Trigonometric Functions
Function Domain Range
sin−1 [ −1,1 ] −π π
[ 2 2
, ]
cos −1
[ −1,1 ] [0,π ]
tan−1 (−∞ , ∞ ) −π π
( 2 2
, )
cot −1 (−∞ , ∞ ) (0 , π )
csc −1 (−∞ , ∞ ) π 3π
[ )[ )
0, ∪ π ,
2 2
sec−1 (−∞ , ∞ ) −π 3π
( ] ( ]
2
,0 ∪ π ,
2
a) Use your calculator to approximate cot −1 (−3 ) .
Solution:
Since calculators typically do not have an inverse cotangent button, we first need to convert this
320 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
to an inverse tangent function.
−1
Let θ=cot−1 (−3 ). Then cot θ=−3 and tanθ= .
3
1
Using a calculator, θ=tan
−1
( −13 )=−0.3218. This implies that tan (−0.3218 ) ≈−
3
and
cot(−0.3218)≈−3. However, −0.3218 is not in the domain of cot−1. We now look for θ ∈ ( 0 , π )
such that cot θ=−3

A. Find the exact value of each expression (if defined) without using a calculator.
1) cos−1 (−1 ) 6) cos

−1
( −12 )
2) sin−1 0 7) sin
−1
( −2√2 )
−1 1
3) tan−1 0 8) sin
2
4) cos
−1 √3 9) tan−1 (−1 )
2
− √3
5) sin
−1
( )
2
10) cot −1 0
Lesson 8.10 Solving Problems Involving Trigonometric Equations
Solve trigonometric equations. (PK-MM)
Day 36-
Solve situational problems involving trigonometric equations (PK-MM)

38
A37. Ferris Wheel (Dyad Activity) – 10 Minutes
SMS-ARDC 321
MATHEMATICS 9
MATHEMATICS 9
Direction: Answer the problem.
When you ride a Ferris wheel that has a diameter of 40 meters and
turns at a rate of 1.5 revolutions per minute, the height above the
ground, in meters, of your seat after t minutes can be modeled by the
equation h=21−20 cos 3 πt . How long after the ride starts will your
seat first be 31 meters above the ground?
Note: Save the explanation of these activity later when discussion the
examples.

manner.
How to solve trigonometric equations?
Any equation that involves trigonometric expressions is called a trigonometric equation.
Recall that a solution or a root of an equation is a number in the domain of the equation that, when
substituted to the variable, makes the equation true. The set of all solutions of an equation is called
the solution set of the equation.
Technically, the basic method to show that a particular number is a solution of an equation
is to substitute the number to the variable and see if the equation becomes true. However, we may
use our knowledge gained from the previous lessons to do a quicker verification process by not
doing the manual substitution and checking. We use this technique in the example.
π π π π 2 π 3 π 5π
Which numbers in the set of 0 , { , , , , ,
6 4 3 2 3 4 6
, }
, π , 2 π are solution to the following
equations?
1 7. cos 2 x=cos 2 x +sin 2 x
1. sin x=
2
2. tan x=1 8. sin x +cos 2 x=0
3. 3 sec x=−2 √ 3 9. 2 sin x+ tan x−2 cos x=2
4. √ 3|cot x|=1 10. sin 2 x+ cos2 x=2
5. sec 2 x−tan 2 x=1 11. sin 2 x=sin x
6. sin x +cos x=0 12. 2 tan x+ 4 sin x=2+ sec x
Solution: (Note that the choices (except 2 π ) are numbers within the interval [ 0 , π ]To quickly
determine which numbers among the choices are solutions to a particular equation, we use some
distinctive properties of the possible solutions.)
π
1. The sine function is positive on ( 0 , π ). Recall that is an obvious solution. We may
6
322 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
imagine the graph of y=sin x . We may also use the idea of reference angle. Thus, among
π 5π 1
the choices, only and are the solutions of sin x= .
6 6 2
2. Since tan x=1>0 , any solution of the equation among the choices must be in the interval
π π
( )
0,
2
(that is, in QI). Again, among the choices, the only solution to tan x=1 is .
4
−2 √ 3
3. Here, the given equation is equivalent to sec x= . Among the choices, the only
3
5π
solution of the equation 3 sec x=−2 √ 3 is .
6
4. Eliminating the absolute value sign, the given equation is equivalent to cot x=
√3 or
3
√ 3 √ 3 π √ 3
cot x= . Among the choices, the only solution of cot x= is while cot x= has
3 3 3 3
2π π 2π
. Thus, the only solutions of √ 3|cot x|=1 from the given set are and .
3 3 3
5. The given equation is one of the Pythagorean Identities. It means that all numbers in the
domain of the equation are solutions. The domain of the equation is ℜ \ { x : cos x=0 } .
π
Thus, all except are solutions of sec 2 x−tan 2 x=1 .
2
6. For the sum of sin x and cos x to be 0 , they must have equal absolute values but different
3π
signs. Among the choices, only satisfies these properties, and it is the only solution of
4
sin x +cos x=0
7. This equation is one of the Double-Angle Identities for Cosine. This means that all
numbers in the domain of the equation are its solutions. Because the domain of the given
equation is ℜ, all numbers in the given set are solutions of cos 2 x=cos 2 x +sin 2 x.
8. We substitute each number in the choices to the expression on the left-side of the
equation, and select those numbers that give resulting values equal to 0.
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x=0: sin 0+cos 2 ( 0 ) ¿ 0+1=1

π π π 1 1
x= :
6
sin +cos 2
6 ( 6 ) ¿ + =1
2 2
π π π 2 2
x= : sin +cos 2 ( ) ¿ √ +0= √
4 4 4 2 2
π π π √ 3 1 √ 3−1
x= :
3
sin +cos 2
3 ( 3 ) ¿ − =
2 2 2
π π π
x= :
2
sin +cos 2
2 ( 2 ) ¿ 1−1=0
2π 2π 2π √ 3 − 1 = √ 3−1
x=
3
: sin
3
+cos 2 ( 3 ) ¿
2 2 2
3π 3π 3π 2 2
x= : sin +cos 2 ( ) ¿ √ +0= √
4 4 4 2 2
5π 5π 5π 1 1
x=
6
: sin
6
+cos 2 ( 6 ) ¿ + =1
2 2
x =π : sin π +cos 2 ( π ) ¿ 0+1=1
x=2 π : sin2 π +cos 2 ( 2 π ) ¿ 0+1=1
π
From these values, the only solution of sin x + cos 2x = 0 among the choices is .
2
9. We again substitute the numbers in the given set one by one, and see which resulting
values are equal to 2.
x=0: 2sin 0+ tan 0−2cos 0 ¿ 0+0−2 ( 1 )=−2
π π π π 1 √3 √ 3 = 3−2 √ 3
x= :
6
2sin + tan −2 cos
6 6 6
¿2
2
+ −2
3 ()
2 ( ) 3
π π π π 2 2
x= : 2sin + tan −2 cos ¿ 2 √ + 1−2 √ =1
( ) ( )
4 4 4 4 2 2
π π π π √ 3 + √ 3−2 1 =2 √3−1
x= :
3
2sin + tan −2 cos
3 3 3
¿2
2 ( ) ()
2
π π
x= : since tan isundefined , this value of x cannot be a solution of theequation
2 2
2π 2π 2π 2π 3
¿ 2 √ −√ 3−2
−1
x=
3
: 2 sin
3
+ tan
3
−2 cos
3 2 ( ) ( )
2
=1
3π 3π 3π 3π 2 − 2
x= : 2 sin + tan −2 cos ¿ 2 √ −1−2 √ =2 √ 2−1
( ) ( )
4 4 4 4 2 2
5π 5π 5π 5π 1 3 − 3 3+2 √ 3
x= : 2 sin + tan −2 cos ¿ 2 ( )− √ −2 ( √ )=
6 6 6 6 2 3 2 3
x =π : 2 sin π +tan π−2 cos π ¿ 2 ( 0 )+ 0−2 (−1 )=2
x=2 π : 2 sin 2 π + tan2 π−2 cos 2 π ¿ 2 ( 0 )+ 0−2 ( 1 )=−2
324 SMS-ARDC
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MATHEMATICS 9
Thus, the only solution of 2 sin x+ tan x−2 cos x=2 from the given set is π .
10. This equation has no solution because one of the Pythagorean Identities says
sin 2 x+ cos2 x=1.
11. We substitute each number in the given set to the expression of each side of the equation,
and see which resulting values are equal.
x=0: sin 2 ( 0 )=0 ; sin 0=0
π π √3 π 1
x= :
6
sin 2() 6
= ;
2
sin =
6 2
π π π 2
x= : ()
sin 2 =1 ; sin = √
4 4 4 2
π π √3 π √3
x= :
3
sin 2() 3
= ;
2
sin =
3 2
π π π
x= :
2 ()
sin 2
2
=0 ; sin =1
2
2π 2 π −√ 3 2 π √3
x=
3
: sin2 ( )3
=
2
; sin
3
=
2
3π 3π 3 π √2
x=
4
: sin 2 ( ) 4
=−1 ; sin
4
=
2
5π 5 π −√ 3 5π 1
x=
6
: sin2 ( )6
=
2
; sin =
6 2
x =π : sin 2 ( π )=0 ; sin π=0
x=2 π : sin 2 ( 2 π ) =0 ; sin 2 π =0
π
Thus, among the numbers in the given set, the solution of sin 2 x=sin x are 0 , , π and
3
2 π.
12. We employ the same technique used in the previous item.
SMS-ARDC 325
MATHEMATICS 9
MATHEMATICS 9
x=0: 2 tan0+ 4 sin 0=2 ( 0 ) +4 ( 0 )=0 ; 2+ sec 0=2+1=3

π π π √3 + 4 1 = 6+2 √ 3 ; 2+ sec π =2+ 2 √ 3 = 6+2 √ 3
x= : 2 tan + 4 sin =2
6 6 6 3 ( ) () 2 3 6 3 3
π π π 2 π
x= : 2 tan +4 sin =2 (1 )+ 4 √ =2 √ 2+2 ;
( ) 2+sec =2+ √2 2π 2π
4 4 4 2 4 2 tan +4 sin =2
3 3
π π π √ 3 =4 √3 ; π
x= : 2 tan + 4 sin =2 ( √3 ) + 4
3 3 3 ( ) 2
2+ sec =2+2=4
3
π π π
x= : both tan ∧sec are undefined ¿
2 2 2
After checking the equal values, the only solution of 2 tan x+ 4 sin x=2+ sec x among the
π 2π 5π
given set is are , and .
6 3 6
How to solve situational problems involving trigonometric equations?

To “solve an equation" means to find all solutions of the equation. Here, unless stated as
angles measured in degrees, we mean solutions of the equation that are real numbers (or
equivalently, angles measured in radians).
Tips in Solving Trigonometric Equations

1. If the equation contains only one trigonometric term, isolate that term, and solve for the
variable.
2. If the equation is quadratic in form, we may use factoring, finding square roots, or the
quadratic formula.
3. Rewrite the equation to have 0 on one side, and then factor (if appropriate) the expression
on the other side.
4. If the equation contains more than one trigonometric function, try to express everything in
terms of one trigonometric function. Here, identities are useful.
5. If half or multiple angles are present, express them in terms of a trigonometric expression
of a single angle, except when all angles involved have the same multiplicity wherein, in
this case, retain the angle. Half-angle and double-angle identities are useful in
simplification.
When you ride a Ferris wheel that has a diameter of 40 meters and turns at a rate of 1.5 revolutions
326 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
per minute, the height above the ground, in meters, of your seat after t minutes can be modeled by
the equation h=21−20 cos 3 πt . How long after the ride starts will your seat first be 31 meters above
the ground?
Solution:
1
h ¿ 21−20 cos 3 πt ¿ 31 ¿ 21−20 cos 3 πt ¿10 ¿ −20 cos 3 πt ¿− ¿ cos 3 πt
2
cos−1 ( −12 ) ¿ cos−1 ( cos 3 πt ) ¿ cos−1 (−12 ) ¿ 3 πt ¿ ¿ ¿ ¿ ¿ ¿
Since cos
−1
( −12 )= 23π +2 πk or cos ( −12 )= 43π +2 πk , where k is any integer, we have
−1
cos−1 ( −12 ) ¿ 3 πt cos ( −12 ) ¿ 3 πt −1
2π 4π
+ 2 πk ¿ 3 πt ¿ +2 πk ¿ 3 πt
3 3
2 2 4 2
+ k ¿ t + k ¿ t
9 3 9 3
2
The least positive value for t is obtained by letting k =0 in the first expression. Therefore, t= of
9
a minute or about 13 seconds.

A. Find all solutions of the given equation.

1) 2 sin x−√ 3=0 4) 4 cos2 x−3=0
2
2) 3 tan x−1=0 5) 2 cos2 x−cos x−1=0
2x
3) sec −2=0
3
B. Solve each of the following problems.

1) A projectile is fired at an angle θ from the horizontal, and its range is given by 350 sin 2 θ
meters. If the projectile hit an object 200 meters away, at what angle was it fired.
2) In Batanes, the average temperature (in degrees Celsius) t days after January 1 can be
approximated by
2π
T ( t )=25+3 sin [ 365
( t +79 ) ]
SMS-ARDC 327
MATHEMATICS 9
MATHEMATICS 9
Apply the concepts of trigonometric ratios and to formulate and solve real-life problems with precision and
Day
39
accuracy (MK-TL)
A40. Performance Task (Small Group Activity) – 50 minutes

The Stunt
Note: Let the students work with the same grouping in Scaffold 2.
Goal: Your task is to apply your knowledge on the concepts of trigonometric ratios in measuring with
precision and accuracy the height of the buildings of your school.
Role: You are aspiring Civil Engineers.
Audience: Teacher as the principal who will assess your work.
Situation: Your school has recently won a radio contest to have a stuntman come and perform stunts
in your gym.
To perform his stunts, he will need to run a support wire from the gym roof in the top corner
where the wall meets the roof down an anchor point on the gym floor as shown in the diagram.
Your job is to calculate the height of the wall, and the length of the wire he needs to install.
You will determine where the anchor point should be from the wall, and include this measurement in
your calculations. Since the stuntman is American, you will need to provide the measurements to him
in imperial, and your principal wants the measurements in metric.
Use the clinometer made in the scaffold activity, and measure the angle of elevation to use in your
calculations.
328 SMS-ARDC
MATHEMATICS 9
MATHEMATICS 9
Product and/or Performance: For this activity, you will submit a proposal:
 Your calculations, including diagrams of the height of the gym wall and the length of the wire.
 Your conversion(s) so that you can provide the stuntman with imperial measurements for his
wires.
 A justification of why you chose to measure and report in the units that you did.
Standards for Success:

CRITERIA Advanced Proficient Developing Beginning
(4) (3) (2) (1)
The data gathered is The data gathered is Some of the data Data are not useful
authentic and authentic. Data are are not authentic and irrelevant to the
Authenticity of relevant to the taken from reliable and relevant to the proposed project.
Data proposed project. sources. proposed project.
Data are taken from
reliable sources.
Solutions are At most one solution At least two Shows solution and
correct and the is incorrect or one of solutions are diagrams but are
diagrams are the following is not incorrect and at incorrect.
accurately scaled accurately scaled: least two of the
from the real height height of the gym following are not
Calculations of the gym wall, wall; distance from accurately scaled:
with Diagrams distance from the the anchor point on height of the gym
anchor point on the the gym floor to the wall; distance from
gym floor to the wall wall; and, the length the anchor point on
and the length of the of the wire. the gym floor to the
wire. wall; and, the length
of the wire.
Computations are Computations are Some of the Most of the
accurate and accurate and computations were computations were
Accuracy supported with supported with not correctly done not correctly done
correct and clear correct and interpretation and interpretations
interpretation. interpretation. is incorrect. are erroneous.
The proposed The proposed The proposed The proposed
project is project is project needs some project is not
Practicality of reasonable and appropriate for its revision to meet the reasonable and
the Proposal appropriate for its intention and desired outcome. appropriate and
intention and desired outcome. needs major
desired outcome. revision.

Day
40
SMS-ARDC 329
MATHEMATICS 9
MATHEMATICS 9
330 SMS-ARDC
MATHEMATICS 9
REFERENCES
Books
Albay, E.M. (2016). Senior High School Series: Precalculus. Makati City, Philippines: DIWA
Learning Systems, Inc.
Baccay, E. S., Esperanza, M. B., & Reyes, A. S. (2014). Exploring Mathematics 9. Quezon City,
Philippines: Sunshine Interlinks Publishing House, Inc.
Bernabe, J. G., Dilao, S. J., Quiming, R. S., et.al. (2014). Our World of Math 9. Quezon City,
Philippines: Vibal Group, Inc.
Ceñidoza, C.C., Draper, R.T., Esquierda, M.C. (2015). Math World 9. Quezon City, Philippines: C & E
Publishing, Inc.
Nivera, G.C. Ph.D., Lapinid, M.R.C. Ph.D. (2013). Mathematics 9: Patterns and Practicalities. Makati
City, Philippines: Don Bosco Press, Inc.
Orines, F. B., Diaz, Z. B., Mojica, et.al. (2014). Next Century Math 9. Quezon City, Philippines:
Phoenix Publishing House, Inc.
Ulpina, J. N., Tizon, L. T., Fernando E.S. (2014). Math Builders 9. Valenzuela City, Philippines: JO-ES
Publishing House, Inc.
Bunagan, C., Macabangon, S. (2014). Telling and Re-Telling the Story of JESUS Through Math 9.
Quezon City, Philippines: Rex Crown Publications, Inc.
Websites
Schneider, M. (2018, June 25). Sciencing. Retrieved from How Are Radical Expressions & Rational
Exponents Used in Real Life?: https://sciencing.com/calculate-area-perimeter-volume-
8465825.html
Wandrei, K. (2018, March 13). Sciencing. Retrieved from Everyday Examples of Situations to
Apply Quadratic Equations: https://sciencing.com/everyday-examples-situations-apply-
quadratic-equations-10200.html
MATHEMATICS 9

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Mathematics 9 Teaching Guide - Revised 2020

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THE SISTERS OF MARY SCHOOLS-PHILIPPINES

ADMINISTRATIVE, RESEARCH AND DEVELOPMENT CENTER

Revised 2020 by The Sisters of Mary Schools-Philippines,

ALL RIGHTS RESERVED. No part of this Teaching Guide may be

A. Patterns and Algebra

MODULE 1: PATTERNS AND ALGEBRA

Chapter 1: RADICALS …………………………………………………………………………………………………... 4

Performance Task: Hang Time 29

Lesson 2.8: Discriminant of a Quadratic Equation ………………………………………………. 70

Chapter 3: QUADRATIC INEQUALITIES ………………………………………………………………………... 83

Chapter 4: QUADRATIC FUNCTIONS .……………………………………………………………………………. 94

Performance Task: ParabolArc ……………………………………………………………………………….. 125

Chapter 5: VARIATIONS ………………………………………………………………………………………………. 128

Chapter 6: QUADRILATERIALS …...………………………………………………………………………………... 150

Chapter 7: TRIANGLE SIMILARITIES ……………………………………………………………………………. 175

Lesson 7.6: Similar Polygons ……………………………………………………………………………… 195

Performance Task 225

Chapter 8: TRIGONOMETRY ………………………………………………………............................................... 230

Performance Task 1: Trigonometric Table ………………………………………………………………. 251

Lesson 8.3: The Solution of a Right Triangle ……………………………………………………….. 251

Performance Task 2: Clinometer Making …………………………………………………………………. 260

Lesson 8.4: The Solution of an Oblique Triangle …………………………………………………. 262

Performance Task 3: Unit Circle …………………………………………………………………………….... 279

Lesson 8.6: Fundamental Trigonometric Identities …………………………………………….. 282

References …………………………………………………………………………………………………………………………. 307

I. SCOPE AND SEQUENCE

II. INSTRUCTIONAL PLAN

Chapter 2: Quadratic Equations

Chapter 2: Quadratic Equations

Module 1: Patterns and Algebra

problems involving it.

I. Scriptural Message and Fr. Al’s Message

FR. AL’S MESSAGE

II. Daily Learning Log (DLL)

Group) – 20 minutes Group Activity) – 10 Group) – 10 minutes

Lesson 1.1: Expressions with Rational Exponents

Problem Solving, Defining, Illustrating & Manipulating

Illustrates expressions with rational exponents (CK-AK)

A1. Situations Analysis (Big Group Activity) - 20 minutes

Answer to the guide questions:

A2. Discussion (Big Group) – 30 minutes

What are rational exponents?

How to illustrate expressions with rational exponents?

c. Consider the expression 4 −0.5

A3. Seatwork (Individual Activity) – 20 minutes

A4. You raise me up (Big Group) - 10 minutes

Lesson 1.2: Laws of Exponents

A5. Discussion (Big Group) – 90 minutes

A6. Seatwork (Individual Activity) – 30 minutes

Lesson 1.3: Radicals

A7. Refresh your mind (Big Group) – 10 minutes

A8. Discussion (Big Group) – 40 minutes

What are the parts of radical?

and the radicand is a .

What are like radicals? unlike radicals?

A9. Extended Classroom Activity (Individual Activity)

I. Scriptural Message and Fr. Al’s Message

FR. AL’S MESSAGE

II. Daily Learning Log (DLL)

Evaluation Input Seatwork (FA)

Lesson 1.4: Simplifying Radicals

Illustrating & Manipulating

Simplifies radical expressions using the laws of radicals (PK-MM)