9

MATHEMATICS
1st Quarter

SCRIPT FOR RADYO-ESKWELA SA ISABELA

 SDO ISABELA MATHISKWELA
MATHEMATICS 9
Format: School-on-the-Air
Episode: 07

Subject: Mathematics
Grade Level: Grade 9
Topic: Illustrate Quadratic Functions
[_/] Stand-Alone / [] Module-Dependent (Module: ____________________)
Length: 27 minutes
Objective: After listening to this episode, you are expected to:
a. model real-life situations using quadratic functions; and
b. represent a quadratic functions using: a) table of values, b) graph, and c) equation.
___________________________________________________________________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION II - CAGAYAN VALLEY

COPYRIGHT PAGE
Radio-Based Instruction Materials for Mathematics 9
(Grade 9)
Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However,prior approval of
the government agency or office wherein the work is created shall be necessary for exploitation of such work for
profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary
work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Asst. Schools Division Superintendent(s)
Chief Education Supervisor, CLMD
Chief Education Supervisor, CID
Division Focal Person for Radio-Based
Instruction
:ESTELA L. CARIÑO, EdD, CESO IV
:JESSIE L. AMIN, CESO V
:MADELYN L. MACALLING, PhD, CESO VI
:EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
: OCTAVIO V. CABASAG, PhD
:RODRIGO V. PASCUA, EdD
:JAY J. GALLEGOS

Development Team
Scriptwriter : Jeremy T. Gilbaliga
Content Editor : Jeremy T. Gilbaliga
Language Editor : Labi L. Upam Jr., Michael Kevin A. Monforte, Joy F. Lopez
Technical Specialist :
Voice Talent: : Jeremy T. Gilbaliga
Episode Executive Producer : Jeremy T. Gilbaliga,
RBI Assistant Chair for Quality Assurance : Joy F. Lopez
RBI Assistant Chair for Production : Michael Kevin A. Monforte
RBI Over-all Chair : Labi L. Upam Jr.
Focal Persons : Larina M. Colobong, EPS TLE/ Focal Person for SHS
Inocencio Balag, EPS Mathematics, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Isagani R. Duruin, PhD., Regional Learning Area Supervisor
Rizalino G. Caronan, Regional LR Supervisor

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Radyo kHz Episode No. 07
DepEd Radyo Eskwela
Title: School On-Air for Mathematics 9
Format: School-on-the-Air
Date of Airing: ____________
Time of Airing: ___________

Topic: Illustrate Quadratic Functions

Length: 27 minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: : After listening to this episode, you are expected to:
a. model real-life situations using quadratic functions; and
b. represent a quadratic functions using: a) table of values, b) graph, and c) equation.

RUNNING
ACTUAL TIME CONTENT
TIME

Opening Billboard (Station ID and Program ID) 1:00

Introduction 1:00

Review of Previous Lesson 4:00

Answering of Previous Quiz 1:00

Infomercial 1 00:50

Introduction of the New Lesson 1:00

Lesson Proper 10:00

Recap of the Lesson 3:00

Infomercial 2 00:50

Quiz 3:00

Feedback/Greetings 00:30

Reminders and Goodbyes 00:30

Closing Billboard 00:20

Total: 27:00
Approved by:

JEREMY T. GILBALIGA
Executive Producer
Title: School on the Air for Grade 9 Mathematics
Topic: Solving Problems Involving Quadratic Inequalities
Format: School-on-the-Air
Length: 27minutes
Scriptwriter: Jeremy T. Gilbaliga
Objective: After listening through this episode, you are expected to
a. model real-life situations using quadratic functions; and
b. represent a quadratic functions using: a) table of values, b) graph, and c) equation.
_____________________________________________________________________________________
1 BIZ: INSERT SOA PROGRAM ID

2 BIZ: MSC UP AND UNDER

3 RADIO TEACHER: Good day to you our dearest Grade 9 learners! I’m glad that you’re

4 here again to feed your minds with the necessary knowledge and skills needed for

5 this subject today. So, I hope you’ll stay with me until the end of this lesson. This is

6 DepEd Radyo Eskwela, your school on air in Mathematics 9. I am your radio

7 teacher , __________.

8 BIZ: MSC UP AND UNDER

9 RADIO TEACHER: How are you dearest learners? (Pause) I hope that you are all good

10 today and eager to learn. Make sure that you are at your most convenient place as I

11 lead you to our lesson in Mathematics 9. Make sure that your radio is properly

12 tuned so that you can hear me clearly.

13 BIZ: MSC UP AND UNDER

14 RADIO TEACHER: Please bring out your pen, notebook, and Learning Activity Sheet in

15 Mathematics 9. (Pause) Are you ready now to listen? ( Pause) Then, Let’s start! After

16 listening through this episode, you are expected to model real-life situations using

17 quadratic functions; and represent a quadratic functions using: a) table of values, b)

graph, and c) equation.

1 -More-
2 Solving Problems…222

3 BIZ: MSC UP AND UNDER

4 RADIO TEACHER: Last episode, you learned about illustrating quadratic inequalities.

5 We discussed that inequality can tell us that the quantities associated are not

6 balance. In studying Mathematics, we know that it is not always “equal”,

7 sometimes something is greater or less than. Now, what do you remember

8 about our last discussion? (PAUSE) Remember, that in a number line Open

9 circle is used if the inequality is greater than (>) or less than (<), this means

10 that the values are not included in the solution set. On the other hand, solid

11 circle is used when the inequality is greater than or equal to (≥) or less than or

12 equal to (≤), this means that the values are included in the solution set. Is that

13 clear class?

14 BIZ: MSC UP AND UNDER

15 RADIO TEACHER: How do people calculate the area of rooms, boxes or plots of land?

16 How many items to produce if you want to sell something so that you’ll make

17 a profit? How avid kayakers estimate their speed when going up and down a

18 river? How fire fighters extinguish fires? Do you know the secret of PBA

19 legends to have a best free throw? How basketball coaches and sports

20 enthusiasts studied and developed a way to simulate the trajectories? How

21 environmentalists solve carbon emission to reduce air pollutants? One of the

most interesting topics in mathematics is the quadratic function. It has many

applications and has played a fundamental role in solving many problems

1 related to human life.

2 BIZ: MSC UP AND UNDER

3 RADIO TEACHER: A quadratic function is one of the form f(x) = ax2 + bx + c, where a, b,

4 and c are numbers with a not equal to zero. The graph of a quadratic function

5 is a curve called a parabola. Parabolas may open upward or downward and

6 vary in "width" or "steepness", but they all have the same basic "U" shape. All

7 parabolas are symmetric with respect to a line called the axis of symmetry. A

8 parabola intersects its axis of symmetry at a point called the vertex of the

9 parabola. You know that two points determine a line. This means that if you

10 are given any two points in the plane, then there is one and only one line that

11 contains both points. A similar statement can be made about points and

12 quadratic functions. Given three points in the plane that have different first

13 coordinates and do not lie on a line, there is exactly one quadratic function f

14 whose graph contains all three points. The applet below illustrates this fact.

15 The graph contains three points and a parabola that goes through all three. The

16 corresponding function is shown in the text box below the graph. If you drag

17 any of the points, then the function and parabola are updated. Many quadratic

18 functions can be graphed easily by hand using the techniques of

19 stretching/shrinking and shifting (translation) the parabola y = x2 .

20 BIZ: MSC UP AND UNDER

21 RADIO TEACHER: Now, try to study the following equations. First y = (x + 2) 2 – 3 and y

= -(x - 5)2 + 3. What can you observe on the given equations? (PAUSE) Well,

the two given functions are examples of quadratic functions in standard form.

1 When a quadratic function is in standard form, then it is easy to sketch its

2 graph by reflecting, shifting, and stretching/shrinking the parabola y = x2. The

3 quadratic function f(x) = a(x - h)2 + k, a not equal to zero, is said to be

4 in standard form. If a is positive, the graph opens upward, and if a is negative,

5 then it opens downward. The line of symmetry is the vertical line x = h, and

6 the vertex is the point (h,k). Any quadratic function can be rewritten in

7 standard form by completing the square. I know that you are all familiar with

8 completing the square, right? (PAUSE) Great! The steps that we use in this

9 section for completing the square will look a little different, because our chief

10 goal here is not solving an equation. Note that when a quadratic function is in

11 standard form it is also easy to find its zeros by the square root principle.

12 BIZ: MSC UP AND THEN UNDER

13 RADIO TEACHER: Now, let us try solving some example. Write the function f(x) = x 2 -

14 6x + 7 in standard form. Sketch the graph of f and find its zeros and vertex.

15 First, group the x2 and x terms and then complete the square on these terms.

16 There, we will have (x2 - 6x + 9 - 9) + 7. Where did we get that 9? Do you have

17 any idea? (PAUSE) We need to add 9 because it is the square of one half the

18 coefficient of x, (-6/2)2 = 9. When we were solving an equation we simply

19 added 9 to both sides of the equation. In this setting we add and subtract 9 so

20 that we do not change the function. Thus, we have (x2 - 6x + 9) - 9 + 7. We see

21 that x2 - 6x + 9 is a perfect square, therefore we can shrink it to (x - 3) 2. Now we

have f(x) = (x - 3)2 – 2, this is standard form. From this result, one easily finds

the vertex of the graph of f is (3, -2). To find the zeros of f, we set f equal to 0

1 and solve for x. There, our equation will be (x - 3)2 - 2 = 0. (PAUSE) Simplify it

2 to have (x - 3)2 = 2. Next, we have to get the square root of both side of the

3 equation, this will give us, (x - 3) = ± sqrt(2). Apply addition property of

4 equality and we will get x = 3 ± sqrt(2). To sketch the graph of f we shift the
5 graph of y = x2 three units to the right and two units down. If the coefficient of

6 x2 is not 1, then we must factor this coefficient from the x 2 and x terms before

7 proceeding.

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: Quadratic function can be written in two forms: (a) general form as y

10 = ax2+bx+c where a, b, and c are real numbers and a ≠ 0; (b) standard or vertex

11 form as y = a(x-h)2 + k where (h,k) is the vertex. . In quadratic function, equal

12 differences in x do not lead to equal first differences in y; instead the second

13 differences in y are equal. Its degree of function is two and the graph of a

14 quadratic function is a smooth curve called parabola. Parabola opens upward

15 and downward. It has a turning point called vertex which either the lowest or

16 the highest point of the graph. If the value of a > 0, it opens upward and has a

17 minimum point but if a < 0, the parabola opens downward and has a

18 maximum point.

19 BIZ: MSC UP AND THEN UNDER

20 RADIO TEACHER: Lets try having another example. Write f(x) = -2x2 + 2x + 3 in

21 standard form and find the vertex of the graph of f. We will do the same

process a what we did in the first example. First, group the x2 and x terms and

then complete the square on these terms. There, we will have -2(x 2 - x + 1/4 -

1 1/4) + 3. Next, we add and subtract 1/4, because (-1/2) 2 = 1/4, and -1 is the

2 coefficient of x. Thus, we have -2(x2 - x + 1/4) -2(-1/4) + 3. (PAUSE) Note that

3 everything in the parentheses is multiplied by -2, so when we remove -1/4

4 from the parentheses, we must multiply it by -2. Now our equation will

5 become, f(x)=-2(x - 1/2)2 + 1/2 + 3. Next step, we have to simplify the

6 generated equation, that will become f(x)= = -2(x - 1/2)2 + 7/2. The vertex is

7 the point (1/2, 7/2). Since the graph opens downward (-2 < 0), the vertex is the

8 highest point on the graph. Did you get the problem? (PAUSE) Alright!

9 BIZ: MSC UP AND THEN UNDER

10 RADIO TEACHER: Remember class that If f(x) denotes a certain function of x, then f(a)

11 denotes the value of a for x in the expression, f(x). The process of performing

12 the indicated operations after substituting the assigned value in a function

13 relation is called evaluation.

14 BIZ: MSC UP AND THEN UNDER

15 RADIO TEACHER: Now that ends our discussion today. Before we proceed to another

16 part of our lesson, let us have a recap of what we discussed. Today, you

17 learned about quadratic functions. How do we define quadratic functions

18 class? (PAUSE) Quadratic function can be written in two forms: (a) general

19 form as y = ax2+bx+c where a, b, and c are real numbers and a ≠ 0; (b) standard

20 or vertex form as y = a(x-h)2 + k where (h,k) is the vertex. You also learned that

21 The graph of a quadratic function is a curve called a parabola. Parabolas may

open upward or downward and vary in "width" or "steepness", but they all

have the same basic "U" shape.

1 BIZ: MSC UP AND THEN UNDER

2 RADIO TEACHER: You really did great today my dear grade 9 learners. That sums up

3 our interactive discussion. I’m sure that you are now ready for another

4 challenge. (PAUSE) That’s right! Its now time for your assessment. Let’s see if

5 you really understood our lesson today. Prepare now all the things that you

6 might need, that includes, your answer sheets, your pen, and other learning
7 kits. Be sure to write your name and your section. We will begin our quiz

8 after a while.

9 BIZ: MSC UP AND THEN UNDER

10 RADIO TEACHER: We are back my dear grade 9 learners! I know, that you are very

11 excited for the quiz. Don’t worry, it won’t be that hard. Here is are the

12 direction, we will have a five-item quiz. Read each question carefully.

13 Encircle the letter of the correct answer. Number 1, which of the following is

14 the correct standard form of the quadratic inequality 2x + 4 ≥ -3x 2 + x?

15 (REPEAT) (PAUSE) A. 3x2 + 2x + x + 4 ≥ 0, B. -3x2 + 2x + 4 ≥ 0, C. 3x2 + x + 4 ≥

16 0, or D. -3x2 + x + 4 ≥ 0. (REPEAT) (PAUSE) Number 2, which of the

17 following quadratic inequalities is not written in its correct standard form?

18
-More-
19
Solving Problems…888
20
(REPEAT) (PAUSE) A. 7x ≥ -3x2 + x , B. x2 + 4x + 4 ≥ 0, C. 4x2 + 5x – 6 ≤ 0, or
21
D. x2 + 7x – 12 ≤ 0. (REPEAT) (PAUSE) Number 3, which of the following

mathematical phrases is the translation of the verbal phrase, “one leg is at

least eight feet longer than the other leg”? (REPEAT) (PAUSE) A. b ≥ a + 8, B.
1
b ≥ a-8, C. b ≤ a + 8, or D. b ≤ a -8. (REPEAT) (PAUSE) Number 4, How do we
2
translate the verbal sentence, “the length is at most twelve inches” into a
3
mathematical sentence? (REPEAT) (PAUSE) A. l > 12, B. l < 12, C. l ≥ 12, or D.
4
l ≤ 12. (REPEAT) (PAUSE) And for the last item, Number 5! Which of the
5
following is the correct mathematical translation to the verbal statement,
6
“Two times the result of twelve added to a number is greater than sixteen”?
7
(REPEAT) (PAUSE) A. 2(x + 12) > 16, B. (x + 12)2> 16, C. 2(12 + x) > 16, or D.
8 (12 + x)2 > 16. (REPEAT) (PAUSE)

9 BIZ: MSC UP FOR 3 SECS AND FADE UNDER

10 RADIO TEACHER: Time’s up! Quiz ends! (PAUSE) Have you answered them
11
all? (PAUSE) Very Good! Ok class, are you ready to find out what are
12
the correct answers? (PAUSE) I know that you are all excited! Let’s see
13
how many points you got! (PAUSE) For number 1, what is the correct
14
answer? (PAUSE) Very good! The answer is C. For number 2?
15
(PAUSE) Alright! Its A! How about number 3? (PAUSE) That’s it! Its
16
A! Let’s proceed to number 4, your answer? (PAUSE) The answer is D!
17

18
-More-
19
Solving Problems…999
20
How about for our last item? (PAUSE) A is the correct answer! And
21
those are the answers for your quiz! Congratulations everyone! I know

that you get a high score! Keep it up class!

BIZ: MSC UP AND THEN UNDER

1
RADIO TEACHER: I hope you understand properly our lesson today. You can continue
2
answering some other exercises included in your learning kits for your
3
enrichment activities. If you have questions, feel free to ask your teacher,
4
they are patiently waiting for your questions or text messages and ready to
5
help you, just send it to the mobile number included in your learning kits.
6
You can also send messages through Facebook messenger or via e-mail.
7
Don’t forget to remind your parents to submit your activity sheets and
8
learning kits on the scheduled time to a designated area in your purok or
9 barangay. Its important that your teacher will be able to evaluate your

10 work. Is that clear kids? (PAUSE) Very good!

11 BIZ: MSC UP AND UNDER

12 RADIO TEACHER: Hopefully, you learned a lot from our lesson today. You can share

13 these things to others so that they will learn too. This end up our lesson for

14 today. This is teacher______________________. Thank you my dear students

15 for staying with us until the end of this episode. Let’s have another

16 interactive lesson next time! Good bye!

17 BIZ: MSC UP AND UNDER

18 -More-

19 Solving Problems…101010

20 RADIO TEACHER: Before we end this episode, we would like to acknowledge the script

21 writer , sir Jeremy T. Gilbaliga for his continuous dedication and

unparalleled service for our learners. We would also like to thank the RBI

production team and the whole SDO Isabela for their support and for

1 making this production possible. Again, thank you very much.

2 CLOSING BILLBOARD

3 -END-