Q1 MATH 9 Week 1 8

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
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MATHEMATICS 9
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(Grade 9-Regular)
Prepared by:
Roxanne Joie D. Apao Rhiza C. Patdu
Armando G. Cruz Christle Marie G. Rivera
Cherill S. Cunanan Ivan T. Salas
Ricka Cate T. Cunanan Liza T. Tapnio
Kate S. Esguerra Richelle F. Yabut
Allan P. Limin
Property of Pampanga High School - DepEd Division of City of San Fernando, Pampanga
TABLE OF CONTENTS
Week
Content Page
Number
Illustrations of Quadratic Equations
Solving Quadratic Equations by;
1 (a) Extracting Square Roots; 2
(b) Factoring;
(c) Completing the Square;
(d) Quadratic Formula
The Nature of the Roots of a quadratic Equation
The Sum and the Product of Roots of Quadratic
2 Equations 23
Equations Transformable to Quadratic Equations
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3 Solving Problems Involving Quadratic Equations 38
Illustrations of Quadratic Inequalities
4 46
Solving Quadratic inequalities SA
5 Introduction to Quadratic Functions 63
Finding the Equation of a Quadratic Function
6 72
Quadratic Inequalities In 1 Variable
7 Application of Quadratic Functions 94
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SUMMATIVE TEST 108

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SELF-INSTRUCTIONAL PACKETS
MATHEMATICS Grade 9 – Regular
Week 1: August 24 to 28, 2020
I. OBJECTIVES
A. Content standards:
The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B. Performance standards:
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them using a variety of strategies.
C. Learning Competencies
The Learner
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1. Illustrate quadratic equations. (M9AL-Ia-1)
2. Solves quadratic equations by; (a) extracting square roots; (b) factoring; (c)
completing the square; (d) quadratic formula. (M9AL-Ia-b-1)
D. Objectives
1) illustrate quadratic equations;

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At the end of the lesson, the learners should be able to:
2) write quadratic equations in standard form and identify the real numbers a, b
and c.
3) solve quadratic equations by; (a) extracting square root; (b) factoring; (c)
completing the square; (d) quadratic formula
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II. CONTENT
Illustrations of Quadratic Equations

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Solving Quadratic Equations by; (a) Extracting Square Roots; (b) Factoring; (c)
Completing the Square; (d) Quadratic Formula
Learning Resources
A. Reference: Learner’s Material for Mathematics Grade 9, pp. 11-55
Teacher’s Guide for Mathematics, pp. 14-18
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Grade 9 Patterns and Practicalities, pp 4-40 by Nivera, Gladys C. and

Lapinid, Minie Rose C.
B. Other Learning Resources
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III. PROCEDURES
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DAY 1 (August 24)

A. Reviewing previous lesson or presenting the new lesson
Hi! I hope you’re doing well. I bet you already miss being in school.
Don’t worry; you will soon see your friends and teachers in school when things finally get
better.
For the meantime, let us have our discussion through self-instructional packets I have
prepared for you.
To start with, recall your knowledge about linear equations.
In Activity 1 on the next page are mathematical equations, can you identify which among
these are linear equations? If you’re ready, read the direction thoroughly and accomplish
Activity 1.
Activity 1: LINEAR OR NOT?
On your notebook, write LINEAR if the given is a linear equation.
Otherwise, write NOT LINEAR.
1. x2 – 5x + 3 = 0 _________________________
2. 2s + 3t = -7 _________________________
3. 6x( x – 2) = 8 _________________________
4. 8k – 3 = 12 _________________________
5. 9r – 25 = 0
2
_________________________
6. c = 12n – 5 _________________________
2
7. ½ x = 3x _________________________
8. ¾ (h + 6) = 0 _________________________
9. (x + 9) (x – 2) = 0 _________________________
10. 9 – 4x = 15 _________________________
You may check your answers by turning to Page 20.

Give yourself one (1) point for every correct answer. I hope you got them all correctly!
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B. Establishing a purpose for the lesson
Let us have another short activity!

This activity is entitled “Guess My Anagram.” SA
What is an anagram? Read the definition below.
An anagram is a word of phrase formed by rearranging the letters of a different word or

phrase, typically using the original letters exactly once.
Let me give you an example.

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The word LISTEN can be rearranged into the word SILENT.

The word BINARY can be rearranged into the word BRAINY.
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Did you understand? Are you now ready?

If you are, read the direction carefully and accomplish Activity 2.
Activity 2: GUESS MY ANAGRAM
Think of other words you can form out of the following anagrams. Write your answers
on your notebook.
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1. ACID QUART _________________________

2. RE SQUAD _________________________
3. ACTING FOR _________________________
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4. MELTING COP _________________________

5. EQUATORS OR _________________________
6. LOU FARM _________________________
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C. Presenting examples/instances of the lesson
In Activity 1, you were able to identify which among the given equations are linear and
which are not.
The equations below are the ones you identified as NOT LINEAR. Check them out!
x2 – 5x + 3 = 0 6x( x – 2) = 8 9r2 – 25 = 0
½ x2 = 3x (x + 9) (x – 2) = 0 (x + 7)2 = 1
4m2 + 4m +1 = 0 7 + 3x2 = - 6x x2 – 15x = 7
If these equations are not linear, what kind of equations are they?
Right! These are actually classified as Quadratic Equations.
And that is actually the focus of our discussion in this lesson.
On the other hand, the words you formed out of the six (6) anagrams in Activity 2 are
related with Quadratic Equations. You’ll come across these words as we go on with our
discussion.
Let us now find out what a quadratic equation is!
Quadratic Equation in one variable is a mathematical sentence of degree 2. It can be

written in the standard form ax2 + bx + c = 0, where a, b, & c are real numbers and a ≠
0.
In a quadratic equation, ax2 is called the quadratic term, bx is the linear term, while c
is the constant term.
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The equations
x2 – 5x + 3 = 0,
9r2 – 25 = 0,
½ x2 = 3x,
4m2 + 4m +1 = 0,
7 + 3x2 = - 6x,
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and x2 – 15x = 7 are obviously quadratic equations. Each of these equations
contains a variable in the second degree or is raised to the second power.
Meanwhile, 6x(x – 2) = 8, (x + 9) (x – 2) = 0 and (x + 7)2 = 1 are also quadratic equations.

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It’s just that they are not expressed in their standard form.
From these quadratic equations, we say that the equations x2 – 5x + 3 = 0 and 4m2 + 4m +1
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= 0 are written in the standard form. We recall that from the definition, the standard form of
a quadratic equation is expressed as ax2 + bx + c = 0. These equations are in the standard
form since the quadratic terms, linear and constant terms are written accordingly and each
equation is equal to zero.
Example 1: Example 2:
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In the equation x2 – 5x + 3 = 0: In the equation 4m 2 + 4m +1 = 0:

a = 1, b = -5, c = 3. a = 4, b = 4, c = 1.
The equation 9r2 – 25 = 0 is also a quadratic equation in the standard form. However, this
equation does not contain a linear term.
Example 3:
In the equation 9r2 – 25 = 0:

a = 9, b = 0, c = -25.
Note that quadratic equations may or may not contain a linear or a constant term. But
quadratic equations can’t go without a quadratic term.
For quadratic equations that does not contain a linear term, b = 0. While quadratic equations
that does not contain a constant term, c = 0.
Let us have more examples. Let us write each of these quadratic equations in their standard
form and identify the real numbers a, b and c.
Example 4: ½ x2 = 3x
½ x2 = 3x Add -3x to both sides so that the right hand side equals 0
½ x2 – 3x = 3x – 3x .
½ x2 – 3x = 0 This is now the standard form.
a = ½, b = -3, c = 0 Since the constant term is missing, c = 0.
Now, will you try to identify the real numbers a, b and c of the equation 7 + 3x 2 = - 6x.
Write your solution and your answer on your notebook.
You should get a = 3, b = 6, c = 7 as the real numbers.
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If you get the correct answer you may proceed with Example 5.
If not, I am sorry but you have to go back to example number 4 and try all over again.
Let’s have more complex examples.

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Write the standard forms of the equations 6x(x – 2) = 8, (x + 9) (x – 2) = 0 and (x + 7)2 = 1
and identify the real numbers a, b and c.
Example 5:
6x (x – 2) = 8 Apply the distributive property to simplify the left hand side of
the equation.
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6x2 - 12x = 8 Add -8 to both sides so that the right hand side equals 0.
6x2 - 12x – 8 = 0 This is now the standard form.
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a = 6, b = -12, c = -8
Example 6: (x + 9) (x – 2) = 0
(x + 9) (x – 2) = 0 Apply the FOIL method to simplify the left hand side of the
equation.
x2 – 2x + 9x – 18 = 0 Combine similar terms.
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x + 7x – 18 = 0
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This is now the standard form.
a = 1, b = 7, c = -18
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Now, it’s your turn. Write your solution and your answer on your notebook.
Will you try to identify the real numbers a, b and c of the equation (x + 7)2 = 1.
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You should get a = 1, b = 14, c = 48 as the real numbers.

If you get the correct answer, you may now proceed to the next part of the discussion.
DAY 2 (August 25)

D. Discussing new concepts and practicing new skills # 1
Our next lesson is all about solving quadratic equations using different methods those
are by extracting square root, factoring, completing the squares and quadratic formula.
To continue, let us discuss the first method in solving or finding the roots or solutions of
quadratic equations by extracting the square roots or square root method
Quadratic equations that can be written in the form x2 = k can be solve by extracting the
square root/square root method.
Below are examples of quadratic equations that are in the form of x2 = k, to get the
roots/solutions simply remove the exponent/power by square root method that is;
Number of real
Solutions/ Roots
roots/solutions
1. x2 = 9 √𝑥² = √9 x= 3 and x = -3 2
2. r2 = 0 √𝑟² = √0 r=0 1
w = has no real roots or no
3. w2 = -9 √𝑤² = √−9 none
real solutions
How do you determine the solutions? You may now apply the following properties:
1. If k > 0, then x2 = k, has 2 real solutions or roots: x = ±√𝑘
2. If k = 0 ,then x2 = k, has 1 real solution or root : x = 0
3. If k < 0, then x2 = k, has no real solutions or roots
Another examples of solving quadratic equations by extracting the square root:

Example 1. Find the solutions/roots of x2 – 16 = 0, so write the equation first in the form x2 =k
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x2 – 16 = 0 x2 - 16 + 16 = 0 + 16 Add 16 to both side of the equation
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x + 0 = 16
x2 = 16 since 16 is the k (constant) and it is greater than 0,
then you can have 2 real roots, see the first property
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above.
√𝑥² = √16
Therefore x=±4 The roots of the equations are x = 4 and x = -4
To check substitute the values in the original equation.
If x = 4; x2 - 16 = 0 (4)2 - 16 = 0
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16 - 16 = 0
0 = 0 TRUE
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2
If x = -4; x - 16 = 0 (-4)2 - 16 = 0
16 - 16 = 0
0 = 0 TRUE
Both of the roots satisfy/make the equation true.
Will you try solving for the roots of x2 - 169 = 0.

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You should get 13 and -13 roots/solutions.

If you get the correct answer, you may proceed to example 2. If not, I’m sorry but you
have to go back to example 1 and try to understand it.
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Example 2. Solve 2( x – 5 )2 =32

Solution: ( x – 5 )2 = 16 Divide both sides by 2.So your equation is in the form of
x2 =k
√(𝑥 − 5)² = √16 Get the square roots of both sides.
x–5=±4
since 4 may be + or -, you have two equations. Solve for each equation.
x–5=4 (First equation)
x – 5 + 5 = 4 + 5 (Add 5 to both side of the equation, then)
x=9
x – 5 = -4 (Second equation)
x – 5 + 5 = -4 + 5 (Add 5 to both side of the equation, then)
x= 1
Therefore, the roots of the equations are 9 and 1.
CHECK: For 9 2(x – 5)² = 32 FOR 1 2(x – 5)² = 32
2(9 – 5)² = 32 2(1 – 5)² = 32
2(4)² = 32 2(-4)² = 32
2(16) =32 2(16) =32
32 = 32 TRUE 32 =32 TRUE
Both roots satisfy the equations.
It’s your turn now, try to solve this on your notebook: 3(4x+1)²-1 =11
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You should get or 0.25 and - or -0.75 as roots.
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If you get the correct answer, you may proceed to example 3. If not, I am
sorry but you have to go back to example 2 and try to solve it again.
In some cases, you may obtain irrational numbers when using this method. This happens
when the number on the right side is not a perfect square.
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Example 3. Solve (2x – 3)² = 18
√(2𝑥 − 3)² = √18 Get the square roots of both side so that it will be in the
form x2= k
2x – 3 = √18 SA
2x – 3 = (√9)( √2) Get the factors of 18 one must be a perfect number
2x – 3 = ±3√2 ±3 is the square root of 9, write ±3 outside the square
root symbol then rewrite √2 .
You may now solve 2 resulting equations.

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For equation 1 For equation 2

2x – 3 = 3√2 2x – 3 = − 3√2
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2x – 3 + 3 = 3 + 3√2 Add 3 to both sides 2x – 3 + 3 = 3 - 3 √2 Add 3 to both sides

2x = 3 + 3√2 divide both side by 2 2x = 3 - 3√2 divide both side by 2
𝟑+𝟑√𝟐 𝟑−𝟑√𝟐
X= x=
𝟐 𝟐
3+3√2 3−3√2
The roots of the equations are and both are irrational numbers.
2 2
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Try to answer this on your notebook: Solve. 2(5x+2)² = 64

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−2+4√2 −2−4√2
You should get and as roots
5 5
If you get the correct answer, you may proceed with the last example. If not, I am
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sorry but you have to go back to example 3 and try again.
Example 4. Solve 2x2 + 9 =1

2x2 + 9 =1
2x2 + 9 - 9 = 1 – 9 Add -9 so the equation is x2 =k
2x2 = -8 Divide both side by 2
x2 = -4 Extract the square root
x = ±√−4 There are no real solutions.
Try to answer this on your notebook: Solve 3x2 + 7 = 4

You should get ±√−1 there are no real solution.
If you get the correct answer, you may proceed with the next part of the lesson. If not,
I’m sorry but you have to go back to example 4 and try all over again.
The next method in solving quadratic equation is by factoring. Factoring can be used in
solving quadratic equations of the form 𝑎𝑥 2 + 𝑏𝑥 = 0 and 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
Solving Quadratic Equations of the Form 𝒂𝒙𝟐 + 𝒃𝒙 = 𝟎 by factoring.
Let’s find the roots of quadratic equation when the constant is 0. The quadratic equation will
be of the form 𝑎𝑥 2 + 𝑏𝑥 = 0.
Example 1: 2𝑥 2 + 10𝑥 = 0.
Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 = 0.
 2𝑥 2 + 10𝑥 = 0
Step 2: Factor the left hand side of the quadratic equation
 Using the common monomial factor (CMF), factor out 2𝑥 2 + 10𝑥
2𝑥 2 = 2 ∙ 𝑥 ∙ 𝑥
10𝑥 = 2 ∙ 5 ∙ 𝑥
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 The common monomial factor of 2𝑥 2 and 10𝑥 is 2𝑥.
 Divide each term by the common monomial factor 2𝑥.
2𝑥 2 10𝑥 0
+ =
2𝑥 2𝑥 2𝑥
SA The Principle of Zero Products:
 2𝑥(𝑥 + 5) = 0
For any real numbers x and y,
If xy = 0, then x = 0 or y = 0; and
Step 3: Apply the zero product property If either x = 0 or y = 0, then xy = 0.
2𝑥 = 0 , 𝑥+5 = 0 Apply the Principle of Zero Products,

that is setting each factor equal to zero.
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2𝑥 = 0 𝑥+5 = 0 Solve for x.

2𝑥 0
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= 𝑥+5−5= 0−5
2 2
𝑥=0 𝑥 = −5
The roots are 0 and -5.
Check the values of the variable obtained by substituting each in the original equation.
If 𝑥 = 0: 2𝑥 2 + 10𝑥 = 0 If 𝑥 = −5 2𝑥 2 + 10𝑥 = 0
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2(0)2 + 10(0) = 0 2(−5)2 + 10(−5) = 0

0=0 50 − 50 = 0
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0=0
Both roots satisfy the original equation.
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Try solving for the roots of 𝑥 2 − 15𝑥 = 0. Write your solution and answer on your
notebook.
You should get 0 and 15 as roots.
If you got the correct answer, you may proceed with Example 2. If not, I am sorry but
you have to go back to example number 1 and try to understand it.
Example 2: Solve 3𝑥 2 − 6𝑥 = 𝑥 2
Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 = 0.

 3𝑥 2 − 6𝑥 = 𝑥 2
3𝑥 2 − 𝑥 2 − 6𝑥 = 0
2𝑥 2 − 6𝑥 = 0
 Using the common monomial factor (CMF), factor out 2𝑥 2 − 6𝑥
2𝑥 2 = 2 ∙ 𝑥 ∙ 𝑥
6𝑥 = 2 ∙ 3 ∙ 𝑥
 The common monomial factor of 2𝑥 2 and 6𝑥 is 2𝑥.

 Divide each term by the common monomial factor 2𝑥.
2𝑥 2 6𝑥 0
− =
2𝑥 2𝑥 2𝑥
2𝑥(𝑥 − 3) = 0
Step 3: Apply the zero product property
2𝑥 = 0 𝑥−3 =0
2𝑥 0
= 𝑥−3+3= 0+3
2 2
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𝑥=0 𝑥=3
Check:
If 𝑥 = 0: 3𝑥 2 − 6𝑥 = 𝑥 2 If 𝑥 = 3: 3𝑥 2 − 6𝑥 = 𝑥 2
3(0)2 − 6(0) = (0)2 SA 3(3)2 − 6(3) = (3)2
0=0 3(9) − 18 = 9
27 − 18 = 9
9=9
Try to answer this on your notebook. You solve for the roots of 9𝑥 2 − 4𝑥 = 𝑥 2 .
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You should get 0 and 1/2 as roots.

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If you get the correct answer, you may proceed with the next part of the discussion. If
not, I am sorry but you have to go back to example number 1 and try it again.
Here is another way.

Quadratic equations of the form 𝑎𝑥 2 + 𝑏𝑥 = 0 can always be solved by factoring. That is
𝑎𝑥 2 + 𝑏𝑥 = 0
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𝑥(𝑎𝑥 + 𝑏) = 0,
By applying the Principle of Zero Products, we have x = 0 and 𝑎𝑥 + 𝑏 = 0. Clearly, one root
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is always 0. Solving for x in the second equation,

𝑎𝑥 + 𝑏 = 0
𝑎𝑥 = −𝑏
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𝑏
𝑥= −
𝑎
𝒃
The roots of the quadratic equation of the form 𝒂𝒙𝟐 + 𝒃𝒙 = 𝟎 are x = 0 and 𝒙 = − 𝒂
Let’s try Example 1, 2𝑥 2 + 10𝑥 = 0.

The roots are 0 and -5, meaning 𝑥 = 0 and 𝑥 = −5.
Given , 2𝑥 2 + 10𝑥 = 0, 𝑎 = 2, 𝑏 = 10
𝑏
the roots are 𝑥 = 0 and 𝑥 = −
𝑎
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𝑥= − , 𝑥 = −5
2
Again, using Example 2 which is 3𝑥 2 − 6𝑥 = 𝑥 2 .

Rewriting in standard form this becomes 2𝑥 2 − 6𝑥 = 0 .
The roots are 0 and 3, meaning 𝑥 = 0 and 𝑥 = 3.
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So, given 2𝑥 2 − 6𝑥 = 0,
𝑎 = 2, 𝑏 = −6 the roots are 𝑥 = 0 and
(−6)
𝑥= − , 𝑥= 3
2
So, when a given quadratic equation is in the form 𝑎𝑥 2 + 𝑏𝑥 = 0 , we can solve for the roots
without factoring.
Now, let us try solving the given equations in Activity 3 without factoring. Write your solution
𝑏
and answer on your notebook. Apply the other method x = 0 and = − .
𝑎
Activity 3: FACTORING
1. 𝑥 2 + 3𝑥 = 0
2. 2𝑥 2 + 8𝑥 = 0
3. 9𝑥 2 − 𝑥 = 0
4. 4𝑥 2 − 10𝑥 = 0
5. 2𝑥 2 + 5𝑥 = 0
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Now, check your work by turning to page 22 for the key to correction.
How many correct answers did you get?
Solving Quadratic Equations of the Form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 by factoring

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We can also use factoring in solving quadratic equations when none of the constants a, b, or
c are missing.
Example 1: Find the roots of 𝑥 2 − 10𝑥 + 25 = 0
Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

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 𝑥 2 − 10𝑥 + 25 = 0
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 (𝑥 − 5)(𝑥 − 5) = 0

𝑥−5=0 𝑥−5 = 0
𝑥−5+5 =0+5 𝑥−5+5 = 0+5

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𝑥=5 𝑥=5
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Check:
If 𝑥 = 5: 𝑥 2 − 10𝑥 + 25 = 0
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(5)2
− 10(5) + 25 = 0
25 − 50 + 25 = 0
−25 + 25 = 0
0=0
Example 2: Solve for the roots of 2𝑥 2 − 3𝑥 − 9 = 0
Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

 2𝑥 2 − 3𝑥 − 9 = 0
 (2𝑥 + 3)(𝑥 − 3) = 0

2𝑥 + 3 = 0 𝑥−3 =0
2𝑥 −3
= 𝑥−3+3 =0+3
2 2
−3
𝑥= 𝑥=3
2
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Check:
−3
If 𝑥 = 2𝑥 2 − 3𝑥 − 9 = 0 If 𝑥 = 3 2𝑥 2 − 3𝑥 − 9 = 0
2
−3 −3
2( )2 − 3( ) − 9 = 0 2(3)2 − 3(3) − 9 = 0
2 2
9 9
2( ) +( )−9= 0 2(9) − 9 − 9 = 0
4 2
9 9 9 9 18
+ −9=0 (since + = = 9) 18 − 9 − 9 = 0
2 2 2 2 2
9−9= 0 0=0
Now, you try solving for the roots of 𝑥 2 − 9𝑥 = −14.

You should get 2 and 7 as roots or solutions to the equation.

If your answer is correct, you may proceed to next part.
DAY 3 (August 26)

E. Continuation of the discussion of new concepts and practicing new skills # 2
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Another method of solving quadratic equation is by completing the square. This method
involves transforming the quadratic equation ax2 + bx + c = 0 into the form (x – h)2 = k,
where k ≥ 0.
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To solve the quadratic equation ax2 + 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.
3. Add the square of one-half of the coefficient of x on both sides of the resulting equation.
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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.
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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.
Example 1: Solve the quadratic equation 2x2 + 8x – 10 = 0 by completing the square.
2x2 + 8x – 10 = 0
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Equation
2𝑥 2 + 8x – 10 = 0 0
= Divide both sides of the equation by 2 then simplify.
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2 2
x2 + 4x – 5 = 0
x2 + 4x – 5 + 5 = 0 + 5 Add 5 to both sides of the equation then simplify.
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x2 + 4x = 5
x2 + 4x + 4 = 5 + 4 Add to both sides of the equation the square of one-half of
the coefficient of x.
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The coefficient of x is 4. (4) = 2 22 = 4
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Therefore, add 4 to both sides of the equation then simplify.
x2 + 4x + 4 = 9
(x + 2)2 = 9 Express x2 + 4x + 4 as a square of a binomial.
x + 2 = ± √9 Solve (x + 2)2 = 9 by extracting the square root.
x+2=±3
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Solve the resulting linear equations.
x+2=3 x + 2 = -3
x+2–2=3–2 x + 2 – 2 = -3 – 2
x=1 x = -5
Check the solutions obtained against the original equation 2x2 + 8x – 10 = 0

For x = 1 : For x = -5 :
2x2 + 8x – 10 = 0 2x2 + 8x – 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 2x2 + 8x – 10 = 0 is true when x = 1 or when x= -5.
Therefore, the equation 2x2 + 8x – 10 = 0 has two solutions: x = 1 or x = -5
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Try to find the solutions of the equation x2 + 6x + 5 = 0 by completing the square.
You should get -1 and -5 as the solutions. SA

If you get the correct answer, you may proceed with Example 2.
If not, I am sorry but you have to go back to example number 1 and try all over again
Now, let us have,

Example 2: Solve the quadratic equation x2 - 2x = 3 by completing the square.
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x2 - 2x = 3 Equation
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x2 - 2x + 1 = 3 + 1 Add to both sides of the equation the square of one-half of the

coefficient of x.
1
The coefficient of x is -2. (−2) = −1 (-1)2 = 1
2
Therefore, add 1 to both sides of the equation then simplify.
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x2 -2x + 1 = 4
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(x – 1)2 = 4 Express x2 -2x + 1 as a square of a binomial.

x - 1 = ± √4 Solve (x – 1)2 = 4 by extracting the square root.
x-1=±2
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Solve the resulting linear equations.
x-1=2 x - 1 = -2
x–1+1=2+1 x - 1 + 1 = -2 + 1
x=3 x = -1
Check the solutions obtained against the original equation 2x2 + 8x – 10 = 0.
For x = 3 : For x = -1 :
x2 - 2x = 3 x2 - 2x = 3
(3)2 – 2(3) = 3 (-1)2 – 2(-1) = 3
9–6=3 1+2=3
3=3 3=3
Both values of x satisfy the given equation.

So the equation x2 - 2x = 3 is true when x = 3 or when x= -1.
Therefore, the equation x2 - 2x = 3 has two solutions: x = 3 or x = -1
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Try to answer this on your notebook.
You solve for the solutions of x2 – 8x = -7.
You should get 7 and 1 as the solutions.

If you get the correct answer, you may answer the last four examples before we proceed
to the next part of the discussion. If not, I am sorry but you have to go back to example
number 1 and try all over again.
Activity 4: COMPLETE ME!!!

Last hurray!
Determine the roots of these quadratic equations either by completing the square. Write your
solution and your answer on your notebook.
1. s2 + 4s – 21 = 0 s = _____ and s = _____
2. t2 + 10t + 9 = 0 t = _____ and t = _____
2
3. x + 14x = 32 x = _____ and x = _____
4. r – 5r – 6 = 0
2
r = _____ and r = _____
Now, check your work by turning to page 21 for the key to correction.
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Now let us have the Quadratic Formula, the last method used in solving quadratic
equations.
Solving Quadratic Equations using the Quadratic Formula
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You read and understand some important notes and examples in Solving Quadratic
Equations using the Quadratic Formula.
The Quadratic Formula is a general formula for solving the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 +
𝑐 = 0 where 𝑎 ≠ 0. You will use the completing the square method to derive the formula.
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𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑎𝑥 2 + 𝑏𝑥 = −𝑐 Rearrange the terms in general form
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𝑎𝑥 2 𝑏𝑥 𝑐
+ = − Divide both sides by 𝑎. This is possible since 𝑎 ≠ 0
𝑎 𝑎 𝑎
2 𝑏 𝑐 𝑎𝑥 2
𝑥 + 𝑥=− Simplify .
𝑎 𝑎 𝑎
𝑏 𝑏2 𝑏2 𝑐
𝑥2 + 𝑥 + ( )=( )− Complete the square on the left side by the adding the
𝑎 4𝑎2 4𝑎2 𝑎
1 𝑏 2
square of half the coefficient of x. That is, ( . ) =
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2 𝑎
𝑏 2 𝑏2
( ) =
2𝑎 4𝑎2
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𝑏 2 𝑏2 −4𝑎𝑐
(𝑥 + ) = Factor the left side of the equation and simplify the
2𝑎 4𝑎2
right side.
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𝑏 𝑏2 −4𝑎𝑐
𝑥+ = ±√ Get the square roots of each side provided
2𝑎 4𝑎2
𝑏 2 − 4𝑎𝑐 ≥ 0
𝑏 √𝑏2 −4𝑎𝑐
𝑥+ =± Simplify √4𝑎2 .
2𝑎 2𝑎
𝑏 √𝑏2 −4𝑎𝑐 𝑏
𝑥= − ± Transpose to the right side to solve for x.
2𝑎 2𝑎 2𝑎
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= Write the right side as a single fraction.
2𝑎
−𝒃±√𝒃𝟐 −𝟒𝒂𝒄
The Quadratic Formula is 𝒙 = 𝟐𝒂
.
Now that we have derived the quadratic formula, let us have the following examples.
To solve any quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 using the quadratic formula, determine the
−𝑏±√𝑏2 −4𝑎𝑐
values of 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐, then substitute these in the equation 𝑥 = . Simplify the result
2𝑎
if possible, and then check the solutions obtained against the original equation.
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Example 1. Find the solution of the equation 2𝑥 2 + 3𝑥 = 27 using the quadratic formula.
Solution:
2𝑥 2 + 3𝑥 = 27 Write the given equation.
2𝑥 2 + 3𝑥 − 27 = 0 Rewrite the equation in standard form.
𝑎 = 2 𝑏 = 3 𝑐 = −27 Determine the values of 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐.
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= In the quadratic formula,
2𝑎
−(3)±√(3)2 −4(2)(−27)
𝑥= Substitute the values of
2(2)
𝑎 = 2, 𝑏 = 3, 𝑎𝑛𝑑 𝑐 = −27.
−3±√9−8(−27)
𝑥= Simplify the result.
4
−3±√9+216
𝑥=
4
−3±√225
𝑥= Simplify the radicand 9 + 216.
4
−3±15
𝑥= Get the √225.
4
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For the positive sign of 15: For the negative sign of 15:
−3+15 −3−15
𝑥= 𝑥=
4 4
12 18 SA
𝑥= 𝑥= −
4 4
9
𝑥=3 𝑥=−
2
−9
The roots are 3 and .
2
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You check the solutions obtained against the equation 2𝑥 2 + 3𝑥 = 27.
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When 𝑥 = 3, When 𝑥 = −
FO
2
9 2 9
2(3)2 + 3(3) = 27 2 (− ) + 3 (− ) = 27
2 2
81 9
2(9) + 9 = 27 2 ( ) + 3 (− ) = 27
4 2
81 27
18 + 9 = 27 − = 27
2 2
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27 = 27 = 27
2
27 = 27
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Both values of x satisfy the given equation. So the equation 2𝑥 2 + 3𝑥 = 27 is true when 𝑥 = 3
9
or when 𝑥 = − .
2
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9
The equation 2𝑥 2 + 3𝑥 = 27 has two solutions: 𝑥 = 3 or 𝑥 = − .
2
Will you try solving for the roots of 𝑥 2 + 5𝑥 = −4 . Write your solution and your answer
on your notebook.
You should get −1 𝑎𝑛𝑑 − 4 as roots.
Now, let us have,

Example 2. Solve 2𝑥 2 = 1 − 2𝑥.
Solution:
2𝑥 2 = 1 − 2𝑥
2𝑥 2 + 2𝑥 − 1 = 0 This is the equation in standard form.
𝑎 = 2, 𝑏 = 2, 𝑐 = −1 Determine the values of 𝑎, 𝑏 𝑎𝑛𝑑 𝑐.
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−𝑏±√𝑏2 −4𝑎𝑐
𝑥= Quadratic formula
2𝑎
−(2)±√(2)2 −4(2)(−1)
𝑥= Substitute 𝑎 = 2, 𝑏 = 2, 𝑎𝑛𝑑 𝑐 = −1 in the formula.
2(2)
−2±√4−8(−1)
𝑥= Simplify the result.
4
−2±√4+8
𝑥=
4
−2±√12
𝑥=
4
−2±2√3
𝑥= Since √12 = √4(3) = √4√3 = 2√3
4
2(−1±√3)
𝑥= The common factor of −2 𝑎𝑛𝑑 ± 2√3 is 2.
4
−1±√3
𝑥= Simplify.
2
For the positive sign of √3: For the negative sign of √3
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−1+√3 −1−√3
𝑥= 𝑥=
2 2
−1+√3 −1−√3
The roots are 𝑥 = and 𝑥 = .
2 2
Check: SA
−1+√3 −1−√3
When 𝑥 = , When 𝑥 =
2 2
2 2
−1+√3 −1+√3 −1−√3 −1−√3
2( ) = 1−2( ) 2( ) = 1 −2( )
2 2 2 2
1−2√3+3 1+2√3+3
2( ) = 1 − (−1 + √3) 2( ) = 1 − (−1 − √3)
4 4
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4−2√3 4+2√3
2( ) = 1 + 1 − √3 2( ) = 1 + 1 + √3
4 4
2−√3 2+√3
2 [2 ( )] = 2 − √3 2 [2 ( )] = 2 + √3
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4 4
2−√3 2+√3
4( ) = 2 − √3 4( ) = 2 + √3
4 4
2 − √3 = 2 − √3 2 + √3 = 2 + √3

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Try to answer this on your notebook. Solve for the roots of 2𝑥 2 − 6𝑥 + 1 = 0.

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3+√7 3−√7
You should get and as roots.
2 2
If you get the correct answer, you may proceed in answering the activities to test your
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understanding of the lessons that were presented.

Seas
DAY 4 (August 27)
F. Developing Mastery
1. Answer all the odd numbers in Activity 6: Set Me To Your Standard in your Learner’s
Material on page 15. Read the direction carefully and write your answers and solutions in
your notebook.
15
Score Description
You may check your answers by turning to Page 21 for the 5 Very Good
key to correction. Give yourself one (1) point for every 3-4 Good
correct answer. 2 Fair
How many correct answers did you get? Rate the result 1 Turn to page 20
section J and
using the table. work on the
0 enrichment
activities
2. Answer all the odd numbers in Activity 6: Extract Me!!! in your Learner’s Material on
page 23. Read the direction carefully and write your answers and solutions on your
notebook.
Score Description
key to correction. Give yourself one (1) point for every 3-4 Good
correct answer. 2 Fair
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section J and
using the table.
work on the
0 enrichment
activities
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3. Answer all the odd numbers in Activity 4: Factor Then Solve! in your Learner’s Material
on page 31. Read the direction carefully and write your answers and solutions on your
notebook.
Score Description
key to correction.
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3-4 Good
Give yourself one (1) point for every correct answer. 2 Fair
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section J and
using the table.
work on the
0 enrichment
activities
4. Answer all the odd numbers in Activity 5: Complete Me! in your Learner’s Material on
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notebook.
Score Description
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key to correction. 3-4 Good
Give yourself one (1) point for every correct answer. 2 Fair
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section J and
using the table.
work on the
0 enrichment
activities
5. Answer all the odd numbers in Activity 5: Is the Formula Effective? In your Learner’s
Material on page
52. Read the direction carefully and write your answers and solutions on your notebook.
Score Description
You may check your answers by turning to Page 20 for the 8 - 9 Very Good
key to correction. 5 - 7 Good
Give yourself one (1) point for every correct answer.
2 - 4 Fair
How many correct answers did you get? Rate the result
Turn to page 19 sec.
using the table. 0 - 1 J and work on the
enrichment activities
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G. Finding practical application of the concepts and skill in daily living
Solving Quadratic Equations can be applied in real world.
1. For Extracting Square Roots:

Architects and Engineers use the concept of square roots when designing in
AUTOCAD Software by way of lines and circles when plotting their perspectives.
2. For Factoring:
Factors are useful when traveling. If you want to go to Baguio City and its distance is
180 kilometers from your place, you need to know how many hours you must drive so you
can plan your trip. At an average speed of 60 kph, it would take 3 hours to get to your
destination (60 x 3 = 180). If you’re in a hurry you can try increasing your average speed
to 90 kph and it will just take you to Baguio in 2 hrs. At this speed I think your safety is
optional. Understanding factoring allows you to easily navigate number relationships in
the real world without relying on your calculator or phone to do the work for you.
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3. For Completing the Square:
Completing the square also proves to be useful in real-life situations. Say you had a
standard form equation depicting information about the amount of revenue you want to
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have, but in order to know the maximum amount of sales you can make at the highest
possible price, you need to know the vertex - that’s where completing the square comes
in. “CTS” could be used to turn the standard form equation into vertex form, allowing you
to see the vertex, thus providing you with the information needed to maximize profit.
People like Steve Jobs, the founder of Apple, use techniques like this to set the price of
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their products in order to ensure a maximum amount of profit.
4. For Quadratic Formula:

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In athletic events that involve throwing objects like the shot put, balls or javelin,
quadratic equations become highly useful. For example, you throw a ball into the air and
have your friend catch it, but you want to give her the precise time it will take the ball to
arrive. Use the velocity equation, which calculates the height of the ball based on a
parabolic or quadratic equation. Begin by throwing the ball at 3 meters, where your hands
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are. Also, assume that you can throw the ball upward at 14 meters per second, and that
the earth's gravity is reducing the ball's speed at a rate of 5 meters per second squared.
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From this, we can calculate the height, h, using the variable t for time, in the form of h = 3
+ 14t - 5t². If your friend's hands are also at 3 meters in height, how many seconds will it
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take the ball to reach her? To answer this, set the equation equal to 3 = h, and solve for t.
The answer is approximately 2.8 seconds.
H. Making generalization and abstraction about the lesson
Quadratic Equation in one variable is a mathematical sentence of degree 2. It can

be written in the standard form ax2 + bx + c = 0, where a, b, & c are real numbers and
a ≠ 0.
In a quadratic equation, ax2 is called the quadratic term, bx is the linear term,
while c is the constant term.
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Solving Quadratic Equations by Extracting the Square Roots
To solve quadratic equation of the form x2 =k, where k ≥ 0 :
Solve the equation for the square of the unknown number.
Find the square roots of both members of the equation.
Solving Quadratic Equations by Factoring

These are the steps in solving quadratic equations by factoring:
1. Write the equation in the form ax2 + bx + c = 0.
2. Factor the left-hand side of the equation.
3. Set each factor equal to zero using the Principle of Zero Products.
4. Solve each resulting linear equation.
5. Check the results in the original equation.
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SA
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FO
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Solving Quadratic Equations by Quadratic Formula

−𝑏±√𝑏2 −4𝑎𝑐
The Quadratic Formula is 𝑥 = .
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2𝑎
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Solving Quadratic Equations by Using the Quadratic Formula

To solve any quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 using the quadratic formula,
−𝑏±√𝑏2 −4𝑎𝑐
determine the values of 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐, then substitute these in the equation 𝑥 = .
2𝑎
DAY 5 (August 28)

I. Evaluating learning
EVALUATION 1
Direction: Use yellow papers to answer the evaluation. Provide necessary solutions for
your answers. Use the format shown below to label your paper and it is to be
submitted to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 1 Parent’s Signature: ______________ 18
Continuation of EVALUATION 1
Name:_______________________ Section:_______________________
Subject: Mathematics 9 Week Number: 1 Parent’s Signature: ______________
I. QUADRATIC or NOT?
Write the word QUAD if the equation is quadratic. Otherwise, write NOT QUAD.
1. 9𝑥 2 + 2 = 1 _________________________
2. 2𝑟 − 5 = 𝑟 _________________________
3. 8𝑐 − 2 = 𝑐 2 _________________________
4. 𝑤(𝑤 + 1) = 2𝑤 _________________________
5. 3 = −15 − 2𝑦 _________________________
II. STANDARD FORM: 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎

Write each of these quadratic equations in standard form.
1. 𝑥 2 + 7 + 2𝑥 = 0 _________________________
2
2. 7 − 𝑥 − 3𝑥 = 0 _________________________
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2
3. −5𝑥 + 𝑥 + 8 = 0 _________________________
4. 9𝑥 2 + 5𝑥 = −1 _________________________
2
5. 2𝑥 = 9 _________________________
III. A, B, C as easy as 1, 2, 3
1. 𝑎 = ______ 𝑏 = ______ 𝑐 = ______

SA
Using your answers in Test No. 2, identify the values of 𝑎, 𝑏, and 𝑐.
2. 𝑎 = ______ 𝑏 = ______ 𝑐 = ______

3. 𝑎 = ______ 𝑏 = ______ 𝑐 = ______
4. 𝑎 = ______ 𝑏 = ______ 𝑐 = ______
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5. 𝑎 = ______ 𝑏 = ______ 𝑐 = ______
IV. Given the quadratic equations below, find the roots using the appropriate method.
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Use only one method for each item. No duplication of method is allowed for all the
items
1. 5x2 - 180 = 0
2 ( x – 4 )² - 25 = 0
3. 11m2 + 14 = 47
4. 4y2 – 25 = 0
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V. Solve the given equations.

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Match the quadratic equation in Column A with its roots in Column B. Write the letter of the
answer in the answer box.
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A B
1. 𝑥 2 + 3𝑥 = 0 A. 𝑥 = 0, 𝑥 = 11
2. 𝑥 2 − 11𝑥 = 0 F. 𝑥 = 3, 𝑥 = −3
3. 𝑥 2 + 13𝑥 = 0 M. 𝑥 = 0, 𝑥 = −3
4. 6𝑥 2 − 3𝑥 = 0 N. 𝑥 = 2, 𝑥 = 2
5. (𝑥 + 1)(𝑥 − 3) = 0 I. 𝑥 = −1, 𝑥 = 3
6. (𝑥 − 7)(𝑥 − 1) = 0 T. 𝑥 = 0, 𝑥 = −13
1
7. (𝑥 − 3)(𝑥 + 3) = 0 H. 𝑥 = 0, 𝑥 =
2
8. 𝑥 2 + 6𝑥 + 5 = 0 S. 𝑥 = 7, 𝑥 = 1
9. 𝑥 2 − 4𝑥 + 4 = 0 U. 𝑥 = −1, 𝑥 = −5
1 2 3 4 5 6 7 8 9
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J. Additional activities for application of remediation
Remediation 1.
Answer all the even numbers in Activity 6: Set Me To Your Standard in your Learner’s
Material on page 15. Read the direction carefully and write your answers and solutions on
your notebook.
You may check your answers by turning to Page 22 for the key to correction.
Remediation 2.
Answer all the even numbers in Activity 6: Extract Me!!! in your Learner’s Material on page
23. Read the direction carefully and write your answers and solutions on your notebook.
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Remediation 3.
Answer all the even numbers in Activity 4: Factor Then Solve! in your Learner’s Material
on page 31. Read the direction carefully and write your answers and solutions on your
notebook. SA
Remediation 4.
Answer all the even numbers in Activity 5: Complete Me! in your Learner’s Material on
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notebook.
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Remediation 5.
Answer all the even numbers in Activity 5: Is the Formula Effective? in your Learner’s
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Material on page 52. Read the direction carefully and write your answers and solutions on
your notebook.
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KEY TO CORRECTION
Activity 1: LINEAR OR NOT?
On the space provided, write LINEAR if the given is a linear equation. Otherwise, write NOT
LINEAR.
1. x2 – 5x + 3 = 0 NOT LINEAR
2. 2s + 3t = -7 LINEAR
3. 6x( x – 2) = 8 NOT LINEAR
4. 8k – 3 = 12 LINEAR
5. 9r – 25 = 0
2
NOT LINEAR
6. c = 12n – 5 LINEAR
7. ½ x2 = 3x NOT LINEAR
8. ¾ (h + 6) = 0 LINEAR
9. (x + 9) (x – 2) = 0 NOT LINEAR
10. 9 – 4x = 15 LINEAR
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Activity 2: GUESS MY ANAGRAM
Think of other words you can form out of the following anagrams. Write your answers
on the space provided.
1. ACID QUART QUADRATIC
2. RE SQUAD SQUARED
3. ACTING FOR FACTORING
4. MELTING COP COMPLETING
5. EQUATORS OR SQUARE ROOT
6. LOU FARM FORMULA
Activity 3: FACTORING
Solving Quadratic Equation by factoring of the form 𝑎𝑥 2 + 𝑏𝑥 = 0

1. 𝑥 = 0, 𝑥 = −3
2. 𝑥 = 0, 𝑥 = −4
3. 𝑥 = 0, 𝑥 = 1/9
4. 𝑥 = 0, 𝑥 = 5/2
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5. 𝑥 = 0, 𝑥 = −5/2
ACTIVITY 4: COMPLETE ME!!!
1.
2.
s = 3 and s = -7
t = -1 and t = -9
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3. x = 2 and x = -16
4. r = 6 and r = -1
DEVELOPING MASTERY (KEY TO CORRECTIONS)

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1. Activity 6: Set Me To Your Standard!

Write each quadratic equation in standard form, ax2 + bx + c = 0 then identify the values of
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a, b, & c.
Standard Form a b c
1. 3x - 2x2 = 7 2x2 - 3x + 7 = 0 2 -3 7
3. (x + 3)(x + 4) = 0 x2 + 7x + 12 = 0 1 7 12
5. 2x(x – 3) = 15 2x2 – 6x - 15 = 0 2 -6 -15
7. (x - 4)² + 8 = 0 x2 - 8x + 24 = 0 1 -8 24
9. (2x - 1)² = (x + 1)² 3x2 - 6x = 0 3 -6 0
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Note: You can also use the opposite sign of the values of a, b and c.
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2. Activity 6: Extract Me!!! 3. Activity 4: Factor Then Solve!

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1. x = ± 4 1. x = 0 or x = -7
3. r = ± 10 3. t = -4
5. s = ± 5 5. h = -8 or h = 2
7. x = ± 7 5
7. r = -3 or r = − 2
9. k = 10; k = -24 9 9
9. x = − 2 or x = 2
4. Activity 5: Complete Me! 5. Activity 5: Is the Formula Effective?
1. x = -1 or x = 3 1. x = -1 or x = -9
3. t = -1 or t = -9 3. x = 2 or x = -7
5. r = 5 + 2√2 or r = 5 - 2√2 −7+√65 −7−√65
5. x = or x =
2 2
7. x = 6 or x = -1 1
7. x =
9. r = -2 + √3 or r = -2 - √3 2
9. x = 2√2 or x = -2√2
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ADDITIONAL ACTIVITIES/REMEDIATION (KEY TO CORRECTION)
Remediation1. Set Me To Your Standard!
Write each quadratic equation in standard form, ax2 + bx + c = 0 then identify the values of
a, b, & c.
Standard Form a b c
2. 5 - 2x2 = 6x 2x2 + 6x – 5 = 0 2 6 -5
4. (2x + 7)(x – 1) = 0 2x2 + 5x – 7 = 0 2 5 -7
6. (x + 7)(x – 7) = -3x x2 + 3x - 49 = 0 1 3 -49
8. (x + 2)² = 3(x + 2) x2 + x - 2 = 0 1 1 -2
10. 2x(x + 4) = (x – 3)² x2 + 14x – 9 = 0 1 14 -9
Note: You can also use the opposite sign of the values of a, b and c.
Remediation 2. Extract Me!!! Remediation 3: Factor Then Solve!
2. t = ± 9 2. s = 0 or s = -3
4. x = ± 12 4. x = 5
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15 6. x = 7 or x = -2
6. x = ±
2
8. x = 5 or x = -5
8. x = 17; x = -9
3
10. s = 8; s = -7 10. s = 2
Remediation 4: Complete Me!

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Remediation 5: Is the Formula Effective?
2. x = 7 or x = 5
2. s = 3 or s = -7 4. No real roots
4. x = 2 or x = -16 6. No real roots
6. x = 7 or x = 1 4
3 −17
8. x = 0 or x =
3
8. m = or m =
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2 2 √10 √10
10. x = -1 + or x = -1 -
10. w = -3 + 2√5 or w = -3 - 2√5 2 2
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You may contact your math teacher with his/her cellphone number or send him/her a private
message thru his/her Facebook account shown below
Name FB Account Contact Number

Ivan T. Salas Ivan T. Salas 0943 463 4247
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Liza T. Tapnio Liz Tulabing Tapnio 0917 392 2982

Allan P. Limin Allan P. Limin 0907 265 4142
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Roxanne Joie D. Apao Roxanne Deang-Apao 0966 684 0107

Cherill S. Cunanan Nananuc Ehc 0997 604 7262
Rhiza C. Patdu Rhi Za 0995 982 6024
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Richelle F. Yabut Rich Jhay Yabut 0920 531 8430

Armando G. Cruz Armando Garcia Cruz 0921 676 6553
Christle Marie G. Rivera Christle Marie Gorospe Rivera 0917 415 1919
Ricka Cate T. Cunanan Ricka Cate Cunanan 0917 510 0311
Kate S. Esguerra Kate Esguerra 0933 865 0282
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WEEK 2: September 1 to 4, 2020

August 31 – National Heroes Day (Regular Holiday)
I. OBJECTIVES
The learner is able to investigate thoroughly mathematical relationships in various situations,
formulate real-life problems involving quadratic equations, inequalities and functions, and
rational algebraic equations and solve them using a variety of strategies.
C. Learning competencies:
The learner:
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1. characterizes the roots of a quadratic equation using the discriminant (M9AL-Ic-1);
2. describes the relationship between the coefficients and the roots of quadratic
equation (M9AL-Ic-2);
3. solves equations transformable to quadratic equations (including rational algebraic
equations) (M9AL-Ic-d1). SA
D. Objectives:
1.) solve the discriminant;
2.) describe the nature of the roots of the quadratic equation using the value of the
discriminant;
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3.) solve for the sum and product of roots of quadratic equations;
4.) describe the relationship between coefficients and the roots of a quadratic
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equations;
5.) determine the equation given the sum and products of its roots; and
6.) solve equations transformable to quadratic equations (including rational algebraic
equations).
II. CONTENT
The Nature of the Roots of a quadratic Equation
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The Sum and the Product of Roots of Quadratic Equations

Equations Transformable to Quadratic Equations
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Learning Resources:
A. References: Learner’s Material for Mathematics Grade 9 pp. 56-95
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Teacher’s Guide for Mathematics pp. 39-53

III. PROCEDURES
DAY 1 (September 1)
Hello there! Congratulations!
You were able to accomplish the previous lesson given to you. You did it well and with that, I
salute you.
Now before you go to another topic, let us recall the standard form of quadratic equation. Do
you still remember it?
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Review:
Write each quadratic equation in standard form, ax2 + bx + c = 0 then identify the values
of a, b, & c. Write your answer in your notebook.
Standard Form a b c
2
1. x +5x =4 _________________ ____ ____ ____
2. -4x2 = 8x -3 _________________ ____ ____ ____
2
3. 10x-1=4 x _________________ ____ ____ ____
2
4. 15 +8x -3x =0 _________________ ____ ____ ____
5. 3x(x – 14) = 12 _________________ ____ ____ ____

Give yourself one (1) point for every correct answer. I hope you got them all correctly and
then you can proceed to the next activity.
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This activity is entitled “Rebus “is a puzzle using words and numbers, sometimes called a
pictogram puzzle. Rebus puzzles use pictures, symbols, and letters to represent a word or
words. SA
Identify the terms described by the following Rebus. Write your answer in your notebook.
Rebus:
R
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1.
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. 2.
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3. 4.
5.
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I hope you got them all correctly and then you can proceed to the next part of the
discussion.
You are now ready to level up to the next lesson about determining the nature of the roots of
a quadratic equation using the discriminant (b2 – 4ac).
Remember:
The value of the expression b2 – 4ac is called the 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. The
number of solutions also depends on the value of the discriminant. See Table 1.
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Table 1. Table of Discriminants
Value of Discriminant Number of Solutions Nature of Roots
Real, Rational, Equal
Zero (0) one real solution
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Real, Rational, Unequal
Positive and Perfect Square two different real solution
(RRU)
Positive and NOT Perfect Real, Irrational, Unequal
two different real solution
Square (RIU)
two different imaginary
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Negative No Real Roots
solution
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Now, consider the following examples.

Example 1: Describe the roots of x2 -4x +4 = 0.
 First, identify the values of a, b, and c. take note that the quadratic equation must be
in standard form before you write the values of a, b and c.
so, a = 1 b = -4 c = 4
 Then solve the value of the discriminant using b 2 - 4ac.
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 Substitute the values of a, b and c in the expression b 2 - 4ac.

b2 - 4ac = (-4)2 – 4(1)(4)
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=16 – 16
=0
Since the value of b2 - 4ac is 0, we can say that the roots of the quadratic equation x2 -4x
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+4 = 0 are real, rational and equal.

This can be checked by determining the roots using any of the methods of solving
quadratic equation.
If factoring is used, the roots that can be obtained are the following.
x2 -4x +4 = 0 4
x
-2 -2
+
-4
The factors of 4 that will obtain a sum of -4 are -2 and -2
So, we now write them as (x – 2) (x - 2) = 0
Apply the zero product property by setting each factor of the quadratic expression equal to
0.
(x – 2) = 0 (x – 2 ) = 0
x=0+2 x=0+2
x=2 x=2
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The roots of the quadratic equation x2 -4x +4 = 0 are real, rational and equal. In terms of
numbers of solutions, since the roots are the same then it has one real solution.
Now, try this on your notebook.

Describe the roots of x2 + 6x + 9 = 0.
You should get 0 as the value of the discriminant.
If you got the correct answer, you may proceed to example 2. If not, I am sorry but
you have to try it again.
Example 2: Determine the nature of the roots of x2 + 7x + 10 = 0
So, a = 1 b = 7, c = 10
b2 - 4ac = (7)2 – 4(1) (10)
=49 – 40
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=9
Since the value of b2 - 4ac is positive and perfect square, we can say that the roots of the
quadratic equation x2 +7x +10 = 0 are real, rational and unequal.
To check, solve for the roots using any of the methods of solving quadratic equation.
x2 +7x +10 = 0 10
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If factoring is used, the roots that can be obtained are the following.
x
2 5
+
7
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The factors of 10 that will obtain a sum of 7 are 2 and 5
So, we now write them as (x + 2) (x + 5) = 0
Apply the zero product property by setting each factor of the quadratic expression equal to
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0.
(x + 2) = 0 (x + 5 ) = 0
x=0-2 x=0-5
x=-2 x=-5
The roots of the quadratic equation x2 + 7x +10 = 0 are real, rational but not equal. It has two
different real solutions.
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Describe the roots of x2 + 9x + 20 = 0. You should get 1 as the value of the

discriminant.
If you got the correct answer, you may move on to example 3. If not, you need to go
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back to example number 2 and then try to answer it again.
Example 3: Describe the roots of x2 +6x = - 3.

 Since the quadratic equation is not yet written in its standard form, you need to
rewrite it first in the form ax2 +bx + c = 0.
 So, it will be x2 +6x + 3 = 0. In the equation, the values of a, b and c are 1, 6 and 3
respectively.
 Use these values to find the discriminant using b 2 - 4ac.
b2 - 4ac = (6)2 – 4(1)(3)
=36 – 12
= 24
Since the value of b2 - 4ac (discriminant) is positive but not perfect square, we can say
that the roots of the quadratic equation x2 +6x +3 = 0 are real, irrational and unequal. It has
two different real solutions.
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quadratic equation. If the quadratic formula is used, the roots that can be obtained are the
following.
−𝑏 ± √𝑏 2 − 4𝑎𝑐 −6 ± √24
𝑥= 𝑥=
2𝑎 2
−6 + √24
𝑥=
−6 ± √(6)2 − 4(1)(3) 2
𝑥=
2(1)
−6 − √24
𝑥=
−6 ± √36 − 12 2
𝑥=
2 𝑥 = −3 + √6 and 𝑥 = −3 − √6
−6 ± √24
𝑥=
2
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The roots of the quadratic equation x2 +6x +3 = 0 are real, irrational and unequal.

Describe the roots of x2 + 8x + 5 = 0.
You should get 44 as the value of the discriminant. SA
If you got the correct answer, you may proceed to example 4. If not, I am sorry but
you need to try it all over again.
Example 4: Determine the nature of the roots of x2 - 2x + 5 = 0.

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So, a = 1 b = -2 c = 5
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b2 - 4ac = (-2)2 – 4(1)(5)
=4 – 20
= - 16
Since the value of b2 - 4ac is negative, we can say that the quadratic equation x2 -2x +5 =
0 has no real roots. It has two different imaginary solutions.
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quadratic equation. If the quadratic formula is used, the roots that can be obtained are the
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following.
−𝑏 ± √𝑏 2 − 4𝑎𝑐 2 + √−16
𝑥= 𝑥=
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2𝑎 2
2 − √−16
𝑥=
−(−2) ± √(−2)2 − 4(1)(5) 2
𝑥=
2(1)
2 ± √4 − 20
𝑥=
2
2 ± √−16
𝑥=
2
The roots of the quadratic equation x2 - 2x +5 = 0 are not real numbers.

Describe the roots of x2 -5x + 7 = 0.
You should get -3 as the value of the discriminant.
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If you got the correct answer, you may proceed to the next lesson. If not, I am sorry
but you need to try it all over again.
DAY 2 (September 2)
You may now proceed in finding the relationship of the coefficients and roots of a quadratic
equation. First, we identify the coefficients and roots of each quadratic equation.
Given we have,
x2 + 7x + 12 = 0 and 2x2 – 3x – 20 = 0
Determine the values of a, b, and c.
a b c
2
x + 7x + 12 = 0 1 7 12
2x2 – 3x – 20 = 0 2 -3 -20
Then, identify the roots of each quadratic equation using any method
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x1 x2
x2 + 7x + 12 = 0 -3 -4
5 4
2x2 – 3x – 20 = 0 −
2
Lastly, add and multiply their roots.
2
x + 7x + 12 = 0
Sum of the Roots
-7
SA Product of Roots
12
3
2x2 – 3x – 20 = 0 -10
2
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What do you notice to the relationship of the sum and products of the roots to the value of a,
b, and c of given equation?
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𝑏 𝑐
The sum of the roots of the quadratic equation is equal to − and the product is equal to .
𝑎 𝑎
Suppose we relate the sum and product of the roots with the value of a, b, and c. However,
how will the sum and product of the roots can be determined using the coefficients a, b, and
c?
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Remember the roots of a quadratic equation can be determined using the quadratic
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−𝑏±√𝑏2 −4𝑎𝑐 −𝑏+√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐

formula, 𝑥 = . From the quadratic formula, let 𝑥1 = and 𝑥2 =
2𝑎 2𝑎 2𝑎
be the roots. We can derive the sum and the product of the roots of quadratic formula.
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Sum of the Roots of Quadratic Formula

−𝑏 + √𝑏 2 − 4𝑎𝑐 −𝑏 − √𝑏 2 − 4𝑎𝑐 First, we add the quadratic
𝑥1 + 𝑥2 = + formula of the two roots.
2𝑎 2𝑎
Then, we can combine the two
(−𝑏 + √𝑏 2 − 4𝑎𝑐) + (−𝑏 − √𝑏 2 − 4𝑎𝑐) formula by adding the numerator
𝑥1 + 𝑥2 =
2𝑎 and retaining their denominator
2a.
−2𝑏 Adding two –b become -2b and

𝑥1 + 𝑥2 =
2𝑎 √𝑏 2 − 4𝑎𝑐 will eliminated.
Simplify the right side.

−𝑏
𝑥1 + 𝑥2 = The sum of the roots of the
𝑎 −𝑏
quadratic equation is .
𝑎
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Product of the Roots of Quadratic Formula
−𝑏 + √𝑏 2 − 4𝑎𝑐 −𝑏 − √𝑏 2 − 4𝑎𝑐 First, we multiply the quadratic
𝑥1 + 𝑥2 = ( )( ) formula of the two roots.
2𝑎 2𝑎
(−𝑏)2 − (√𝑏 2 − 4𝑎𝑐)2 Then, we can combine the two

𝑥1 + 𝑥2 = formula by square each term.
(2𝑎)2
𝑏 2 − 𝑏 2 + 4𝑎𝑐 Squaring –b becomes b. And

𝑥1 + 𝑥2 = squaring √𝑏 2 − 4𝑎𝑐 becomes b2
4𝑎2
– 4ac. Then (2a) 2 will be 4a2.
4𝑎𝑐 𝑐 Simplify the right side by

𝑥1 + 𝑥2 = → 𝑥1 + 𝑥2 =
4𝑎 2 𝑎 combining b2 and –b2. And from
4𝑎𝑐
, divide 4a to the numerator
4𝑎2
and denominator.
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The product of the roots of the
𝑐
quadratic equation is .
𝑎
Example 1: Find the sum and the product of the roots of 2x2 + 8x – 10 = 0.
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The values of a, b, and c in the equation are 2, 8, and -10, respectively.
−𝑏 −(8)
Sum of the roots = → = −4
𝑎 2
The sum of the roots of 2x2 + 8x – 10 = 0 is –4.
𝑐 −10
Product of the roots = → = −5
𝑎 2
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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
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quadratic equations. Then determine the sum and the product of the roots that will be
obtained.
The roots of the equation are 1 and -5. Find the sum and the product of these roots
Let x1 = 1 and x2 = –5.
Sum of the roots: x1 + x2 = 1 + (–5) = –4
Product of the roots: x1 • x2 = (1)(–5) = –5
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Therefore, the sum and the product of the roots of 2x2 + 8x – 10 = 0 are –4 and –5,
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respectively.

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Identify the roots, the sum and products of roots of x2 – 5x + 6 =0

You should get 2 and 3 as roots, 5 is the sum and 6 is the product.
If you get the correct answer, you may proceed with Example 2. If not, I am sorry but
you have to go back to example 1 and try all over again.
Example 2: Use the values of a, b, and c in finding the roots of the quadratic equation x2 +
7x – 18 = 0.
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.
−𝑏 −(7)
Sum of the roots = → = −7
𝑎 1
The sum of the roots of x2 + 7x – 18 = 0 is –7.
𝑐 −18
The product of the roots = → = −18
𝑎 1
The product of the roots of x2 + 7x – 18 = 0 is –18.
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If x1 and x2 are the roots of the quadratic equation x2 + 7x – 18 = 0, then the sum and
the product of its roots are as follows:
Let x1 = -9 and x2 = 2.
Sum of the roots: x1 + x2 = (-9) + 2) = –7
Product of the roots: x1 • x2 = (-9)(2) = –18
Now, let us try solving the roots, the sum and product of the roots of given equations in Activity 1.
Activity 1:
Use the values of a, b, and c of each of the following quadratic equations in determining
the sum and the product of its roots. Verify your answers by obtaining the roots of the
equation. Write your answer and solution in your notebook.
1. x2 + 3x + 2 = 0 roots: ___, ____ sum: _____ product: _____
2. 2w – 3w – 20 = 0
2
roots: ___, ____ sum: _____ product: _____
3. 15h – 7h – 2 = 0
2
roots: ___, ____ sum: _____ product: _____
Now, check your work by turning to Page 36 for the key to correction.
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E. Discussing new concepts and practicing new skills # 2
Do you know that there are equations that are transformable too? You can transform them
into Quadratic Equation. SA
Let us have the following examples.
Example 1: Solve 𝑥(𝑥 − 5) = 36.
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 − 5) = 36 → 𝑥 2 − 5𝑥 = 36
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Write the resulting quadratic equation in standard form.

𝑥 2 − 5𝑥 = 36 → 𝑥 2 − 5𝑥 − 36 = 0
Use any of the four methods of solving quadratic equations in finding the solutions of the
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equation 𝑥 2 − 5𝑥 − 36 = 0.
Try factoring in finding the roots of the equation.
𝑥 2 − 5𝑥 − 36 = 0 → (𝑥 − 9)(𝑥 + 4) = 0
𝑥 − 9 = 0 𝑜𝑟 𝑥 + 4 = 0
𝑥 = 9 𝑜𝑟 𝑥 = −4
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Therefore, the roots of the quadratic equation 𝑥(𝑥 − 5) = 36 are 9 and -4.
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Check whether the obtained values of 𝑥 make the equation 𝑥(𝑥 − 5) = 36 true.
If the obtained values of 𝑥 make the equation 𝑥(𝑥 − 5) = 36 true, then the solutions of the
equation are: 𝑥 = 9 𝑜𝑟 𝑥 = −4.
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Check:
For x=9 𝑥 (𝑥 − 5) = 36 For x= 4 𝑥(𝑥 − 5) = 36
9 (9 -5 ) = 36 -4(-4 -5) = 36
9 (4) = 36 -4 (-9) = 36
36 = 36 True 36 = 36 True

Find the roots of x(x -10) = - 21
You should get x= 7 or x = 3
If you got the correct answer you may proceed to the next example If not, I am sorry
but you need to go back to example 1 and try it again.
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Example 2: find the roots of the equation (𝑥 + 5)2 + (𝑥 − 2)2 = 37.
The given equation is a quadratic equation but it is not written in standard form. Transform
this equation to standard form, and then solve it using any of the methods of solving
quadratic equations.
(𝑥 − 5)2 + (𝑥 − 2)2 = 37 Given quadratic equation
2 2
𝑥 + 10𝑥 + 25 + 𝑥 − 4𝑥 + 4 = 37 Simplify the given quadratic equation
2 2
𝑥 + 𝑥 + 10𝑥 − 4𝑥 + 25 + 4 = 37 Combine and add similar terms
2
2𝑥 + 6𝑥 + 29 − 37 = 37 − 37 Add -37 on both sides of the equation
2
2𝑥 + 6𝑥 − 8 = 0 This is now the equation written in standard form
Factor this using any method
(2𝑥 − 2)(𝑥 + 4) = 0 So these are now the factors, apply now the zero
product property to get the roots
2𝑥 − 2 = 0 𝑜𝑟 𝑥+4 = 0
2𝑥 2
- =0 x + 4 – 4 = -4 (add -4 to both sides)
2 2
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x-1=0 (add 1 to both sides) x=-4
x= 1
The solutions of the equation are 𝑥 = 1 𝑜𝑟 𝑥 = −4. These values of 𝑥 make the equation
(𝑥 − 5)2 + (𝑥 − 2)2 = 37 true. SA
Find the roots of (x+1)2 + (x- 3)2 = 15
2+√14 2−√14
You should get or
2 2
If you got the correct answer, you may proceed to the next example. If not, I am sorry
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but you need to go back to example 2 and try it again.
6 𝑥−3
Example 3. Solve the rational algebraic equation + = 2.
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𝑥 4
The given rational algebraic equation can be transformed to a quadratic equation. To solve
the equation, the following procedure can be followed.
6 𝑥−3 6 𝑥−3
+ = 2  4𝑥 ( + ) = 4𝑥 (2) Multiply both sides of the equation by the Least
𝑥 4 𝑥 4
Common Multiple (LCM) of all denominators. In
the given equation, the LCM is 4x
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24 + x2 – 3x = 8x
24+x2 – 3x = 8x  x2 – 11x + 24 = 0 Write the resulting quadratic equation in standard
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form
Find the roots of the resulting equation using any of the methods of solving quadratic
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equations. Try factoring in finding the roots of the equation.

x2 – 11x + 24 = 0  (x – 3) (x – 8) = 0
x – 3 = 0 or x – 8 = 0
x = 3 or x = 8
6 𝑥−3
Check whether the obtained values of x make the equation + = 2 true.
𝑥 4
6 𝑥− 3
If the obtained values of x make the equation + = 2 true, then the solutions of the
𝑥 4
equation are x = 3 or x = 8.

1 4𝑥
Find the roots of + =1
3𝑥 6
1
You should get x = 1 or x =
2
If you got the correct answer, you may proceed. If not, I am sorry but you need to go
back to example 3 and try it again.
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DAY 3 (September 3)
F. Developing mastery
Answer Activity 1 below. Read the direction carefully and write your answers on your notebook.
Activity 1:
See Learner’s Material Activity 7:What is My Nature? Answer numbers 1,3,5,7 and 9
on page 62.
You may check your answers by turning to Page 36 Score Description
for the key to correction. Give yourself one (1) point for 10 Very Good
every correct answer. How many correct answers did you 7-9 Good
get? Rate the result using the table. 4-6 Fair
Turn to page 35
sec. J and work
0-3 on the enrichment
activities
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Activity 2:
See Learner’s Material Activity 5: This is My Sum and This is My Product. Who Am
I? Answer numbers 1 -5 on page 71.
Activity 6: Here are the Roots. Where is the Trunk? Answer numbers 1,3,5,7 and 9
on page 72.
You may check your answers by turning to Page 36 for the

SA Score Description
key to correction. 10 Very Good
Give yourself one (1) point for every correct answer. 7-9 Good
How many correct answers did you get? Rate the result using 4-6 Fair
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Turn to page 35
the table. sec. J and work on
0-3 the enrichment
activities
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See Learner’s Material Activity 4: View Me In Another Way! Answer numbers 1,3,5,7 and
9 on page 82.
Score Description
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key to correction. 4 Good

Give yourself one (1) point for every correct answer. 2-3 Fair
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How many correct answers did you get? Rate the result Turn to page 35
sec. J and work on
using the table. 0-1 the enrichment
activities
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1. Since the nature of the roots is determined by the kind of discriminant, once this is
identified we can still use the concept of quadratic equation when going on a river
cruise.
A 3-hour river cruise goes 15 km upstream and then back again. The river has a
current of 2 km an hour. What is the boat's speed and how long was the upstream
journey?
We can represent the problem by the equation 3x² − 30x − 12 = 0.
By using the Quadratic Formula, the answer would be:
Boat's Speed = 10.39 km/h (to 2 decimal places)

And so the upstream journey = 15 / (10.39−2) = 1.79 hours = 1 hour 47min
And the downstream journey = 15 / (10.39+2) = 1.21 hours = 1 hour 13min
2. For the Sum and Product of the Roots of Quadratic Equations:
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The concept of the sum and product of the roots of quadratic equations will help
you determine not only the roots but also the equation. In doing so, you can apply this
in Aeronautics by finding how high above sea level can a rocket reach and what time
will it splash down into the ocean or on land.
3. Equations Transformable to Quadratic Equations
In Electronics,
Two resistors are in parallel, like in this diagram:
The total resistance has been measured at 2 Ohms, and one of the resistors is
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known to be 3 ohms more than the other. What are the values of the two resistors?
1 1 1
The formula to work out total resistance "RT" is: = +
𝑅𝑇 𝑅1 𝑅2
In this case, we have 𝑅𝑇 = 2 and 𝑅2 = 𝑅1 + 3
1 1 1
Substituting, we have = + , and the equation would be 𝑅12 − 𝑅1 - 6 = 0. The
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2 𝑅1 𝑅1 +3
roots are -2 and 3, and since 𝑅1 cannot be negative, so 𝑅1 = 3 ohms. The two resistors
are 3 ohms and 6 ohms.

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As for our summary, in determining the nature of the roots and the number of
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solutions in a quadratic equation you have to:
1. Check first if the equation is expressed in the standard form ax 2 + bx + c = 0 if not

you need to write it in its standard form.
2. Identify the values of a, b and c.
3. Find the value of the discriminant using the expression b 2 – 4ac.
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4. Determine the nature of the roots you may use Table of Discriminant as your guide.
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To determine the sum and product of the roots from the quadratic formula:
−𝑏 𝑐
From the equation ax2 + bx + c = 0, the sum of the roots is and the product is .
𝑎 𝑎
To transform rational algebraic equations into quadratic equations:
1. Write the equation into standard form

2. Factor the equations using any method
3. Check the roots if it satisfy or make the equation true
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DAY 4 (September 4)
I. Evaluating Learning
EVALUATION 2
Name:_______________________ Section:_______________________
I. Determine the nature of the roots and number of solutions of the following quadratic
equations using the discriminant. The first one was done for you.
Discriminant ( b2 –
Quadratic equation No. of Solutions Nature of the Roots
4ac)
b – 4ac = (7)2 –
2
4(1)(12)
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= 49 - 48 Two different real Real, rational,
1. x2 + 7x + 12 = 0
=1 solutions unequal
( positive perfect
square)
2. 1. x2 + 5x + 10 = 0
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3. 2. x2 - 10x + 8 = 0
4. 3. x2 + 3x + 2 = 0
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5. 4. x2 + 8x + 16 = 0
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6. 5. 3x2 - 5x = -4
II. Find the sum and the product of the roots of the equations from the given problem.
Match the quadratic equation in column A with its sum and product in column B. Write
the letter of your answer in the answer box on the next page
This man is responsible for reshaping the way early man believed the solar system worked.
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He proposed that the Earth was not the center of the universe, and that the sun was instead
at the center of our solar system. Who was he?
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Column A Column B
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2 3
1. x + 4x + 3 = 0 N: Sum = -2, Product =
4
2. 6x2 + 12x – 18 = 0 C: Sum = -4, Product = 3
2 8
3. x + 4x – 21 = 0
2 I: Sum = , Product = −
3 9
4. 2x2 + 3x – 2 = 0 O: Sum = -2, Product = -3
3 9
5. 3x2 – 10x – 8 = 0 C: Sum = , Product = −
4 8
6. 4x2 + 8x + 3 = 0 P: Sum = -4, Product = -21
19 3
7. 9x – 6x = 8
2 U: Sum =
10
, Product =
5
2 3
8. 8x = 6x + 9 E: Sum = − , Product = -1
2
3
9. 10x2 – 19x + 6 = 0 S: Sum =
2
, Product = 0
10 8
10. 2x2 – 3x = 0 R: Sum =
3
, Product = −
3
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EVALUATION 2 Continuation
Name:_______________________ Section:_______________________
Answer
1 2 3 4 5 6 7 8 9 10
III. Find the solution of each equation. Show your solutions.

1. x(x + 3)= 28
2. 3s(s-2) = 12s
(t-1)² +( t-8)² =45
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3.
4. (3r+1)² + (r+2)² = 65
(𝑥+2)2 (𝑥−2)2 16
5.
5
+ 3
= 3
J. Additional activities for application of remediation.

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Remediation 1:
See Learner’s Material Activity 7 answer numbers 2, 4, 6, 8 and 10 on page 62.
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Remediation 2:
See Learner’s Material Activity 5 numbers 6-10 on page 71 and Activity 6 numbers
2,4,6,8, and 10 on page 72.
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Remediation 3:
See Learner’s Material Activity 4 answer numbers 2,4,6,8, and 10 on page 82.
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KEY TO CORRECTION
Review:
1. x² + 5x – 4 = 0 a. 1 b.5 c.-4
2. 4x² + 8x – 3 = 0 a. 4 b.8 c.-3
3. 4x² - 10x + 1 = 0 a.4 b.-10 c. 1
4. 3x² - 8x - 15 = 0 a.3 b.-8 c. -15
5. 3x² - 42x – 12 = 0 a.3 b.-42 c.-12
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REBUS:
1. Perfect Square
2. Not Perfect Square
3. Rational
4. Irrational
5. Imaginary/Complex
Activity 1:
1. x2 + 3x + 2 = 0 roots: -1, -2 sum: -3 product: 2
−5 3
2. 2w – 3w – 20 = 0
2
roots: 4, sum: product: -10
2 2
−1 2 7 −2
3. 15h2 – 7h – 2 = 0 roots: , sum: product:
5 3 15 3
DEVELOPING MASTERY (KEY TO CORRECTIONS)
Activity 1: page 62
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1. discriminant: 0 nature of roots: real, rational and equal
3. discriminant: 36 nature of roots: real, rational and unequal
5. discriminant: 24 nature of roots: real, irrational and unequal
7.
9.
discriminant:
discriminant:
-23
336
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nature of roots: no real roots
nature of roots: real, irrational and unequal
Activity 2:
page 71
1. Sum: -4 Product: 3 Roots: x = -1 or x = -3
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2. Sum: -2 Product: -3 Roots: x = 1 or x = -3

3. Sum: -4 Product: -21 Roots: x = 3 or x = -7
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4. Sum: -3/2 Product: -1 Roots: x = 1/2 or x = -2

5. Sum: 10/3 Product: -8/3 Roots: x = 4 or x = -2/3
page 72
1. x2 -14x + 45 = 0
3. x2 -9x + 18 = 0
5.x2 -12x - 45 = 0
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7. x2 -7x + 11.25 = 0
9. 36x2 +36x + 5 = 0
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Activity 3:
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page 83
1. x2 + 5x -2 = 0
3. 2t2 - 2t + 4 = 0
5. 2m2 - 22m + 60 = 0
7. 3t2 +14t - 4 = 0
9. s2 - 6s - 43 = 0

Remediation 1: page 62

4. discriminant: -15 nature of roots: no real roots
8. discriminant: -288 nature of roots: no real roots
10 discriminant: 64 nature of roots: real, rational and unequal
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Remediation 2:
page 71
6. Sum: -2 Product: 3/4 Roots: x = -3/2 or x = -1/2
7. Sum: 2/3 Product: -8/9 Roots: x = 4/3 or x = -2/3
8. Sum: 3/4 Product: -9/8 Roots: x = 3/2 or x = -3/4
9. Sum: 19/10 Product: 3/5 Roots: x = 2/5 or x = 3/2
10. Sum: 3/2 Product: 0 Roots: x = 0 or x = 3/2
page 72
2. x2 -18x + 80 = 0
4. x2 + 18x + 80 = 0
6. x2 + 9x = 0
8. x2 +6x +9 = 0
10. 12x2 -x - 6 = 0
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Remediation 3:
2. s2 +12s + 21 = 0
4. 5r2 +20r + 15 = 0
6. 8x2 +25x - 200 = 0
8. x2 –x -5 = 0
10. 7r2 +22r -41 = 0
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If you need help with this lesson, you may contact your teacher by referring to page 22 for their
contact number and Facebook profile.
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I. OBJECTIVES
The learner solves problems involving quadratic equations and rational algebraic equations.
(M9AL-Ie-1).
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D. Objectives:
At the end of the lesson, the learners should be able to solve problems involving quadratic
equations and rational algebraic equations.
II. CONTENT
Solving Problems Involving Quadratic Equations
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Learning Resources:

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Grade 9 mathematics (Patterns and Practicalities)

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III. PROCEDURES
DAY 1 (September 7)
Welcome to another week of home schooling!

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How was your home schooling for the previous week? I am certain it went well with the
help of your parents and other persons around you.
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All the lessons you’ve learned from the first two lesson will not surely be put to waste as
we are about to apply them in the lessons that we’re going to deal with this week.
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In this lesson, you will be learning about word problems involving quadratic equations.
You will be thinking like a mathematician, asking many questions, gaining insights from the
previous lessons and connecting it in real life. However, before that, let us answer first Activity
1 by solving the given quadratic equations using any of the four methods.
Activity 1: REVIEW
Solve the following quadratic equations below using any method. Write your answer in
your notebook.
1. 𝑥 2 + 10𝑥 + 4 = −5
2. 𝑥 2 + 7𝑥 = −6
3. 𝑥 2 + 12𝑥 − 20 = 8
4. 𝑥 2 + 13𝑥 − 7 = 15
You may check your answers by turning to Page 45

You can now proceed to the next activity.
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This activity is entitled “Wuzzles.“
Read the definition of Wuzzles below.
Wuzzles are word puzzles consisting of combinations of words, letters, figures or symbols
positioned to create disguised words, phrases, names, places, sayings etc.
Let’s take the following examples before you answer the activity.
BLACK COFFEE BOX OFFICE
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Are you now ready? You can now proceed in answering Activity 2. Write your answer in your
notebook.
Activity 2: WUZZLE SA
Identify the terms, words, phrases, names, places, sayings, etc., described by the following
Wuzzles.
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1. 2. 3.
____ ___ ______ ________ ____ ______ _____
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4. 5.
_________ ____ __ ___ _____
You may check your answers by turning to Page 45

You can now proceed with the discussion.
DAY 2 (September 8)
Now, we will solve various real-life applications of quadratic equations. You may use
whatever is the most convenient method for you in solving the equations.
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Let’s try the following examples!
Example 1:
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 4m
longer than its width and the area is 96 m2. What will be the length and the width
of the billboard?
Solution:
Let x be width of the billboard.
Let x + 4 be the length of the billboard.
If we represent the width, in meters, of the billboard by x, then its length is x + 4. Since
the area of the billboard is 96 m2, then (𝑥)(𝑥 + 4) = 96.
The equation (𝑥)(𝑥 + 4) = 96 is a quadratic equation that can be written in the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
(𝑥)(𝑥 + 4) = 96 𝑥 2 + 4𝑥 = 96
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𝑥 2 + 4𝑥 − 96 = 0
Solve the resulting equation using any method of solving quadratic equation. In this
example, factoring is used.
𝑥 2 + 4𝑥 − 96 = 0 (𝑥 − 8)(𝑥 + 12) = 0
𝑥−8=0 SA or 𝑥 + 12 = 0
𝑥=8 or 𝑥 = −12
The equation has two solutions: 𝑥 = 8 or 𝑥 = −12 .
However, we only consider the positive value of x since the situation involves measure
of length.
The width of the billboard is 8.
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To find the length of the billboard, use 𝑥 + 4,

L = 𝑥 + 4,
L=8+4
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L = 12.
Hence, the width of the billboard is 8m and its length is 12m.

The length of the rectangular lot is 4 m longer than the width. If the area of
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the lot is 12 m2, what will be the length and the width of the rectangular lot?
You should get, width = 2 and length = 6.
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If your answer is correct, you may proceed to Example 2. If not, I am sorry but you
have to go back to Example 1 and try all over again.
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Example 2:
The perimeter of a rectangle is 22 ft. and the area of the rectangle is 24 ft 2. Find
the dimensions of the rectangle.
Solution:
The product of the length and width of the rectangle represents its area. Hence, length
(l) times width (w) = 24 or
𝑙𝑤 = 24.
Also, twice the sum of the length and the width of the rectangle gives the perimeter.
Hence, 2𝑙 + 2𝑤 = 22. If you divide both sides of the equation 2𝑙 + 2𝑤 = 22 by 2, then
2𝑙 2𝑤 24
2
+ 2
= 2
𝑙 + 𝑤 = 11 𝑙 = 11 − 𝑤
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Using the formula for the area of rectangle 𝑙𝑤 = 24. Substitute 11 − 𝑤 in
𝑙𝑤 = 24
(11 − 𝑤)𝑤 = 24 11𝑤 – 𝑤 2 = 24
Rewriting 11w – w = 24 in standard form will give you
2
11𝑤 – 𝑤 2 = 24 11𝑤 – 𝑤 2 − 24 = 0 – 𝑤 2 + 11𝑤 − 24 = 0

Multiplying both sides of the equation by -1.
−1[– 𝑤 2 + 11𝑤 − 24 = 0 ] 𝑤 2 − 11𝑤 + 24 = 0
You may use any of the methods in solving quadratic equation. In this example, factoring
is used.
𝑤 2 − 11𝑤 + 24 = 0
𝑤−3=0 𝑤−8=0
𝑤−3+3= 0+3 𝑤−8+8 =0+8
𝑤=3 𝑤=8
With the obtained roots of the quadratic equation, the dimensions of the rectangle are 3
and 8, respectively.
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Check if the obtained dimensions of the rectangle are correct.
A. For the area of the rectangle B. For the perimeter of the rectangle
𝐴 = 𝑙𝑤 𝑃 = 2𝑙 + 2𝑤
24 = 3 ( 8 ) 22 = 2 ( 3 ) + 2 ( 8 )
24 = 24
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22 = 6 + 16
22 = 22

A rectangular table has an area of 27 ft2 and a perimeter of 24 ft. What are
the dimensions of the table?
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You should get 3 and 9.
If your answer is correct, you may proceed to example 3. If not, I am sorry but you
have to go back to example number 2 and try all over again.
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DAY 3 (September 9)
E. Continuation of the discussion of new concepts
Example 3:
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The sum of two numbers is 12 and their product is 35. What are the two numbers?
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Solution:
Let x be the first number and let y be the second number.
The equation for the sum of two numbers is 𝑥 + 𝑦 = 12 (equation 1).
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The equation for the product of two numbers is 𝑥𝑦 = 35 (equation 2).

Using equation 1,
𝑥 + 𝑦 = 12 Solve for x in terms of y.
𝑥 = 12 − 𝑦
Substitute 12 − 𝑦 for x in equation 2.
𝑥𝑦 = 35 (12 − 𝑦)𝑦 = 35 12𝑦 − 𝑦 2 = 35
Rewriting 12𝑦 − 𝑦 2 = 35 in standard form will give you, −𝑦 2 + 12𝑦 − 35 = 0.
Multiplying both sides of the equation by -1.
−1[−𝑦 2 + 12𝑦 − 35 = 0] 𝑦 2 − 12𝑦 + 35 = 0
Solve for y.
𝑦 2 − 12𝑦 + 35 = 0
𝑦−7 =0 𝑦−5=0
𝑦−7+7 =0+7 𝑦−5+5 =0+5
𝑦=7 𝑦=5
With the obtained roots of the quadratic equation, the two numbers are 5 and 7.
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The sum of two numbers is 9 and their product is 20. What are the two numbers?
Example 4:
The altitude of a triangle is 9 cm less than its base. The area is 143 cm2. What
are the altitude and base measurements?
Solution:
Let b be the base and b – 9 be the altitude of a triangle.
To solve for the base and altitude, use the formula for the area of triangle, which is
1
A = bh.
2 The formula for the area of a triangle is
1
Substitute b for base and b – 9 for altitude in A = bh 𝟏
A = bh b – base, h - altitude
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2 𝟐
1
𝑏( 𝑏 − 9 ) = 143
2
Multiply both sides of the equation by 2.
1
2 [ 𝑏( 𝑏 − 9 ) = 143] SA
2
𝑏( 𝑏 − 9 ) = 286
Write 𝑏 (𝑏 − 9 ) = 286 in standard form will give you,
𝑏 (𝑏 − 9 ) = 286 𝑏 2 − 9𝑏 = 286 𝑏 2 − 9𝑏 − 286 = 0
Solve.
𝑏 2 − 9𝑏 − 286 = 0
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𝑏 − 22 = 0 𝑏 + 13 = 0
𝑏 − 22 + 22 = 0 + 22 𝑏 + 13 − 13 = 0 − 13
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𝑏 = 22 𝑏 = −13
However, we only consider the positive value of b since the situation involves
measurement. Hence, the base is 22.
To find the altitude (h), use 𝑏 − 9. h= 𝑏−9 h = 22 − 9 h = 13
Now, you try solving this problem. Write your answer in your notebook.
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The altitude of a triangle is 2 cm more than its base. Its area is 24 cm 2.

Find the length of the base and altitude of the triangle.
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If your answer is correct, you may proceed to the next part of the discussion. If not, I
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am sorry but you have to go back to Example 4 and try all over again.
DAY 4 (September 10)

Get your Learner’s Materials and answer numbers 2 (a-d) and 3 (a-d) of “Activity 4: Let
Me Try! on page 92. Write your answers on your notebook.
You may check your answers by turning to Page 45 for the Score Description
key to correction. Give yourself one (1) point for every correct 7–8 Very Good
answer. 5–6 Good
How many correct answers did you get? Rate the result using 3–4 Fair
the table.
0–2 J and work on the
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Quadratic equations are actually used in everyday life, as when calculating areas,
determining a product's profit or formulating the speed of an object. Quadratic equations refer
to equations with at least one squared variable, with the most standard form being ax² + bx +
c = 0. The letter x represents an unknown, and a b and c being the coefficients representing
known numbers and the letter a is not equal to zero.
Among a number of real life applications of solving quadratic equations are as follows:
Calculating Room Areas

People frequently need to calculate the area of rooms, boxes or plots of land. An example
might involve building a rectangular box where one side must be twice the length of the other
side. For example, if you have only 4 square feet of wood to use for the bottom of the box,
with this information, you can create an equation for the area of the box using the ratio of the
two sides. This means the area -- the length times the width -- in terms of x would equal x
times 2x. This equation must be less than or equal to four to successfully make a box using
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these constraints.
Finding a Speed
Quadratic equations are also useful in calculating speeds. Avid kayakers, for example,
use quadratic equations to estimate their speed when going up and down a river. Assume a
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kayaker is going up a river, and the river moves at 2 km per hour. If he goes upstream against
the current at 15 km, and the trip takes him 3 hours to go there and return, remember that
time = distance divided by speed, let v = the kayak's speed relative to land, and let x = the
kayak's speed in the water. While traveling upstream, the kayak's speed is v = x - 2 -- subtract
2 for the resistance from the river current-- and while going downstream, the kayak's speed is
v = x + 2. The total time is equal to 3 hours, which is equal to the time going upstream plus
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the time going downstream, and both distances are 15km. Using our equations, we know that
3 hours = 15 / (x - 2) + 15 / (x + 2). Once this is expanded algebraically, we get 3x 2 - 30x -12
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= 0. Solving for x, we know that the kayaker moved his kayak at a speed of 10.39 km per hour.
STEPS IN SOLVING WORD PROBLEMS

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To solve problems involving quadratic equations:

1. Read and analyze the given problem.
2. Make illustrations if necessary.
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3. Identify the given data and the required.

4. Find an appropriate equation/formula to relate the given and the required.
5. Solve and check.
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EVALUATION 3
Name:_______________________ Section:_______________________
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Continuation EVALUATION 3
Name: ________________________ Section: ______________________
Subject: Mathematics 9 Week 3 Parent’s signature:______________
Solve each problem. Copy this on your yellow paper and follow the instruction given.
Color the number based on the color shown above the correct answer. Please be
guided by the given criteria below.
Accuracy (7 points) Neatness of Work (3 points)
7 Got all correct answers 3 – free from erasures
5 Got 5 – 6 correct answers 2 – has few erasures
3 Got 3 – 4 correct answers 1 – not neatly done
1 Got 1 – 2 correct answers
1. The difference between a number and its positive square

root is 12. Find the number.
black pink red
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6 16 26
2. The length of a rectangular garden is 4 meters more than its
width. The area of the garden is 60 square meters. Find the
dimensions of the garden. SA
red pink yellow orange
6 and 10 4 and 15 3 and 20
3. The base of a parallelogram measures 7 cm more than its
altitude. If the area of the parallelogram is 30 square
centimeters, find the measure of the base and its altitude.
yellow orange red black
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5 and 6 2 and 15 3 and 10

4. The sum of the squares of two consecutive natural numbers
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is 313. Find the numbers.

black yellow orange red
11 and 12 12 and 13 13 and 14
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5. The area of a rectangle is 168 cm . The perimeter of the
rectangle is 52cm. What are the dimensions of the
rectangle?
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pink white black

10 and 12 12 and 14 14 and 16
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6. Divide 25 in two parts so that the sum of their reciprocals is

1/6.
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light blue yellow orange blue

12 and 13 9 and 16 10 and 15
7. Given the diagram below find the value of x if the area is 21
square meters.
x
x-4
blue white red

3 and 7 10 and 11 8 and 13

Get your Learner’s Materials and answer numbers 1 and 2 of “Activity 5: Find Those
Missing! on page 93. Write your answers on your notebook.
You may check your answers by turning to Page 45 for the key to correction. Give
yourself one (1) point for every correct answer.
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KEY TO CORRECTIONS
Activity 1: REVIEW
Solve the following quadratic equations below in any method.
1. 𝑥 2 + 10𝑥 + 4 = −5 Roots: -9 and -1
2
2. 𝑥 + 7𝑥 = −6 Roots: -6 and -1
3. 𝑥 2 + 12𝑥 − 20 = 8 Roots: -14 and 2
−13−√257 −13+√257
4. 𝑥 2 + 13𝑥 − 7 = 15 Roots: and
2 2
Activity 2: WUZZLE
Identify the terms, words, phrases, names, places, sayings etc., described by the following
Wuzzles.
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1.
FAIR AND SQUARE
2.
BALANCED DIET
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DOUBLE AGENT
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4. 5.
SPACESHIP FACE IN THE CROWD
KEY TO CORRECTIONS (DEVELOPING MASTERY)

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ACTIVITY 4: LET ME TRY!

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2. a) Width = x
Length = x(x + 36)
b) x(x + 36) = 5,152
c) 𝑥 2 + 36x – 5,152 = 0
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d) Length = 92m
Width = 56m
3. a) let w = the width of the pool

l = the length of the pool
b) Perimeter: 2l + 2w = 86 Area: lw = 450
c) Standard Form: 𝑤 2 – 43w +450 = 0
d) Length = 25m and Width = 18m

ACRIVITY 5: FIND THOSE MISSING!
1. Length = 12m and Width = 7m
2. Width = 4m
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I. OBJECTIVES
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C. Learning Competencies
The Learner
1. Illustrates quadratic inequalities. (M9AL-If-1)
2. Solves quadratic inequalities. (M9AL-If-2)
3. Solves problems involving quadratic Inequalities (M9AL-If-g-1)
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D. Objectives
1) illustrate quadratic inequalities in one variable;
2) solves quadratic inequalities;
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3) solve problems involving quadratic inequalities.
II. CONTENT
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Illustrations of Quadratic Inequalities

Solving Quadratic inequalities
Learning Resources
A. Reference: Learner’s Material for Mathematics Grade 9, pp. 96-113
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Teacher’s Guide for Mathematics, pp. 59-66

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Grade 9 Patterns and Practicalities, pp 59-66 by Nivera, Gladys C. and

Lapinid, Minie Rose C.
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III. PROCEDUREs

You will now proceed to the next module by assessing your knowledge of the different
mathematics concepts previously studied and your skills in performing mathematical
operations. These will help you understand the next lesson.
To start with, let us answer the first activity on the next page.
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Activity 1. Find the solution/s of each of the following mathematical sentences by matching
column A with its graph in column B. Write your answer in your notebook.
Activity 1: MATCH ME WITH MY GRAPH?
A B
1. 4x < 12 a.
2. x + 5 > 3 b.
2
3. x ≤ 2 c.
3
4. -5x ≤ 10 d.
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5. -2x + 3 > 7 e.
3
6. x – 5 ≤ -2 f.
4
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This activity is entitled “Am I Equal or Not.”
Write the word “equal” if the picture shows equality. Otherwise, write “unequal”. Write your
answer in your notebook.
Activity 2: AM I EQUAL OR NOT

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1. __________________
2. __________________
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3. __________________
4. ___________________
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5.
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____________________

You may now continue with our new lessons.
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In the previous activity, you were able to perform an activity and recall your past lesson that
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will lead you in understanding the new lesson. Have you observed the symbols that were
used from the start of the lesson? ( <, > , ≤, ≥ ),This symbols are all about not equal and
we use them for inequality/Quadratic Inequality.

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But how are quadratic inequalities used in solving real-life problems and in making
decisions? You will find these out in the activities in the next part of the discussion. Before
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doing this activities, read and understand first some important notes on Quadratic Inequalities
and the examples presented.
A quadratic inequality is an inequality that contains a polynomial of degree 2 and can be
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written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0
where 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 are real numbers and 𝑎 ≠ 0.
Here are examples of quadratic inequalities in one variable.

1. 3𝑥 2 + 10𝑥 + 3 > 0 3. 3𝑟 2 + 𝑟 − 5 ≥ 0
2. 𝑠2 − 9 < 2𝑠 4. 𝑡 2 − 2𝑡 ≤ 15
To solve a quadratic inequality, find the solutions or roots of its corresponding equality.
A solution or root of a quadratic inequality in one variable is a value of the variables that
makes the inequality a true statement.
The points corresponding to the solutions or roots of the equality, when plotted on the
number line, separates the line into two or three intervals. An interval is part of the solution of
the inequality if a number in that interval makes the inequality true.
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To see whether the given inequality is TRUE or FALSE in each interval/region, choose a
test point from each interval/region. Substitute each value for the variable in the inequality. If
the resulting inequality is true, then the interval/region containing the test point is the solution
set.
Let us solve the following inequality.
Example 1. Solve 𝑥 2 − 2𝑥 − 3 < 0.
Solution:
𝑥 2 − 2𝑥 − 3 < 0 Given
2
𝑥 − 2𝑥 − 3 = 0 The corresponding equality of 𝑥 2 − 2𝑥 − 3 < 0 is 𝑥 2 − 2𝑥 −
3 = 0 (related equation).
Then, solve the corresponding/related equation using any
applicable method.
(𝑥 + 1)(𝑥 − 3) = 0 Factor 𝑥 2 − 2𝑥 − 3 = 0.
(𝑥 + 1) = 0 (𝑥 − 3) = 0 Equate each factor to 0.
𝑥 = −1 𝑥=3 Solve for 𝑥.
So, 𝑥 2 − 2𝑥 − 3 = 0 when 𝑥 = −1 or 𝑥 = 3.
LE
Plot the points corresponding to −1 𝑎𝑛𝑑 3 on the number line.
SA
These two numbers −1 𝑎𝑛𝑑 3 divide the number line into three intervals/regions. The
three intervals are:
−∞ < 𝑥 < −1 or 𝑥 < −1
−1 < 𝑥 < 3
R
3 < 𝑥 < ∞ or 𝑥 > 3

Test a number from each interval/region against the inequality.
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Interval/Region Test Point Value 𝑥2 − 2𝑥 − 3 < 0 Results

2
(−2) − 2(−2) − 3 < 0
For −∞ < 𝑥 < −1 4+4−3 <0
-2 False
or 𝑥 < −1 8−3< 0
5<0
(0)2 − 2(0) − 3 < 0
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For −1 < 𝑥 < 3 0 True

−3 < 0
(5)2 − 2(5) − 3 < 0
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For 3<𝑥<∞
25 − 10 − 3 < 0
or 𝑥 > 3 5 False
15 − 3 < 0
12 < 0
N
Therefore, the inequality 𝑥 2 − 2𝑥 − 3 < 0 is true for any value of x in the interval
−1 < 𝑥 < 3. This interval excludes −1 𝑎𝑛𝑑 3, since the inequality symbol is <.
The solution set of the inequality 𝑥 2 − 2𝑥 − 3 < 0 is {𝑥: −1 < 𝑥 < 3} . Another way of
writing the solution set is (−1,3).
Note: All values greater than -1 but less than 3 are part of the solution set.
The graph is shown below.
Note: The hollow circles (unshaded circles) are used in the graph to show that -1 and 3 are
not part of the solution set.
49
Now, try this on your notebook. Try solving 𝑥 2 + 𝑥 − 2 > 0.
You should get the solution set {𝑥: 𝑥 < −2 𝑜𝑟 𝑥 > 1}. Another way of writing the
solution set of 𝑥 2 + 𝑥 − 2 > 0 is (−∞, −2) ∪ (1, ∞).
The graph of 𝑥 2 + 𝑥 − 2 > 0 is shown below.
If you get the correct answer, you may proceed with the next example. If not, I am
sorry but you have to go back to example number 1 and try all over again.
Let us have another example.
Example 2. Find the solution set of 𝑥 2 + 7𝑥 ≥ −12.

Solution:
𝑥 2 + 7𝑥 ≥ −12 Given
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𝑥 2 + 7𝑥 + 12 ≥ 0 Write in standard form.
2
𝑥 + 7𝑥 + 12 = 0 The corresponding equality of
𝑥 2 + 7𝑥 + 12 ≥ 0 is 𝑥 2 + 7𝑥 + 12 = 0 (related equation).
(𝑥 + 3)(𝑥 + 4) = 0 Factor 𝑥 2 + 7𝑥 + 12 = 0.
(𝑥 + 3) = 0 (𝑥 + 4) = 0 SA
Equate each factor to 0.
𝑥 = −3 𝑥 = −4 Solve for 𝑥.
2
Thus, 𝑥 + 7𝑥 + 12 = 0 when 𝑥 = −4 or 𝑥 = −3.
Plot the points corresponding to −4 𝑎𝑛𝑑 − 3 on the number line.
R
These two numbers −4 𝑎𝑛𝑑 − 3 divide the number line into three intervals/regions. The
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three intervals are:

−∞ ≤ 𝑥 ≤ −4 or 𝑥 ≤ −4
−4 ≤ 𝑥 ≤ −3
-3 ≤ 𝑥 ≤ ∞or 𝑥 ≥ −3
Test a number from each interval/region against the inequality.

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Interval/Region Test Point Value 𝑥 2 + 7𝑥 ≥ −12. Results

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(−6)2 + 7(−6) ≥ −12

For −∞ ≤ 𝑥 ≤ −4
−6 36 − 42 ≥ −12 True
or 𝑥 ≤ −4
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−6 ≥ −12
2
(−3.6) + 7(−3.6) ≥ −12
For −4 ≤ 𝑥 ≤ −3 −3.6 12.96 − 25.2 ≥ −12 False
−12.24 ≥ −12
(0)2 + 7(0) ≥ −12
For −3 ≤ 𝑥 ≤ ∞
0 0 + 0 ≥ −12 True
or 𝑥 ≥ −3
0 ≥ −12
Therefore, the inequality 𝑥 2 + 7𝑥 ≥ −12 is true for any value of x in the interval
−∞ ≤ 𝑥 ≤ −4 or −3 ≤ 𝑥 ≤ ∞ . Since the inequality symbol is ≥, the numbers −4 𝑎𝑛𝑑 − 3
are included in the solution set.
The solution set of 𝑥 2 + 7𝑥 ≥ −12 is {𝑥: 𝑥 ≤ −4 𝑜𝑟 𝑥 ≥ −3}.
Its graph is shown on the next page.
50
Note: The solid circles (shaded circles) are used in the graph to show that -4 and -3 are
part of the solution set.
Now, on your own, will you try to find the solution set of 2𝑥 2 − 6𝑥 ≤ 0 ?
You should get the solution set {𝑥: 0 ≤ 𝑥 ≤ 3} . Another way of writing the solution set
is [0,3]. The graph is shown below.
If your answer is correct, you may proceed to the next part of our discussion. If not, I
am sorry but you have to go back to example number 1 and try all over again.
LE
D. Discussing new concepts and practicing new skills #1
SA
There are quadratic inequalities that involve two variables. These inequalities can be
written in any of the following forms.
y > ax2 + bx + c y ≥ ax2 + bx + c

2
y < ax + bx + c y ≤ ax2 + bx + c
where a, b, and c are real numbers and a ≠ 0.
R
Examples:
1. y < x2 + 3x + 2
FO
2. y > 2x2 – 5x + 1
3. y + 9 ≥ -4x2
4. y – 7x ≤ 2x2
Now, let us have an example of solving the solutions of quadratic inequalities in two
variables.
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Example 1. Find the solution set of y < x2 + 3x + 2.

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Step 1: Write the inequality to its corresponding equation.

y < x2 + 3x + 2 y = x2 + 3x + 2
Step 2: Construct a table of values for x and y.
N
To solve for y, substitute the value of x in y = x2 + 3x + 2.

When x = -5 When x = -4 When x = -3 When x = -2
y = x2 + 3x + 2 y = x2 + 3x + 2 y = x2 + 3x + 2 y = x2 + 3x + 2
y = (-5)2 + 3(-5) + 2 y = (-4)2 + 3(-4) + 2 y = (-3)2 + 3(-3) + 2 y = (-2)2 + 3(-2) + 2
y = 25 – 15 + 2 y = 16 – 12 + 2 y=9–9+2 y=4–6+2
y = 12 y=6 y=2 y=0
When x = -1 When x = 0 When x = 1 When x = 2
y = x2 + 3x + 2 y = x2 + 3x + 2 y = x2 + 3x + 2 y = x2 + 3x + 2
y = (-1)2 + 3(-1) + 2 y = (0)2 + 3(0) + 2 y = (1)2 + 3(1) + 2 y = (2)2 + 3(2) + 2
y=1–3+2 y=0+0+2 y=1+3+2 y=4+6+2
y=0 y=2 y=6 y = 12
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Therefore, the table of values for x and y are:
x -5 -4 -3 -2 -1 0 1 2
y 12 6 2 0 0 2 6 12
Step 3: Sketch the graph of the parabola using the table of values for x and y.
NOTE:
 Broken line is used for inequalities with < or >. This means that
all points on the parabola are not part of the solution set.
 Solid line is used for inequalities with ≤ or ≥. This means that all
points on the parabola are part of the solution set.
Here are the graphs of quadratic inequalities:
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SA
Therefore, the graph of y < x2 + 3x + 2 is:
R
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T
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Step 4: Select one point in each region: 1 inside the parabola, 1 outside the parabola and 1
on the parabola to check whether the given inequality is satisfied. Substitute the point in the
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given inequality.
Point (0,8) is inside the Point (1,6) is on the parabola Point (-3,2) is outside the
parabola parabola
2
y < x + 3x + 2 y < x2 + 3x + 2 2
y < x + 3x + 2
8 < (0)2 + 3(0) + 2 6 < (1)2 + 3(1) + 2 2 < (-3)2 + 3(-3) + 2
8<0+0+2 6<1+3+2 2<9–6+2
8<2 6<6 2<5
FALSE FALSE TRUE
Therefore, all points inside Therefore, all points on the Therefore, all points outside
the parabola are not part of parabola are not part of the the parabola are part of the
the solution set of the solution set of the inequality. solution set of the inequality.
inequality.
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Step 5: Shade the region containing the points which satisfies the inequality.
Therefore, all points outside the parabola are part of the solution set of the inequality.

Will you try to find the solution set of y < x2 + 9x + 14.
Your solution set of y < x2 + 9x + 14 must consists of the coordinates of all points
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on the shaded region of the graph below. All points on the broken line are not part of
the solution set.
SA
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FO
Now, let us have,

Example 2: Find the solution set of y ≥ 2x2 – 3x + 1.
Step 1: Write the inequality to its corresponding equation.
y ≥ 2x2 – 3x + 1 y = 2x2 – 3x + 1
Step 2: Construct a table of values for x and y.
To solve for y, substitute the value of x in y = 2x2 – 3x + 1
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When x = -5 When x = -4 When x = -3 When x = -2

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y = 2x2 – 3x + 1 y = 2x2 – 3x + 1 y = 2x2 – 3x + 1 y = 2x2 – 3x + 1

y = 2(-5)2 - 3(-5) + 1 y = 2(-4)2 - 3(-4) + 1 y = 2(-3)2 - 3(-3) + 1 y = 2(-2)2 - 3(-2) + 1
y = 2(25) + 15 + 1 y = 2(16) + 12 + 1 y = 2(9) + 9 + 1 y = 2(4) + 6 + 1
N
y = 50 + 15 + 1 y = 32 + 12 + 1 y = 18 + 9 + 1 y=8+6+1
y = 66 y = 45 y = 28 y = 15
When x = -1 When x = 0 When x = 1 When x = 2
y = 2x2 – 3x + 1 y = 2x2 – 3x + 1 y = 2x2 – 3x + 1 y = 2x2 – 3x + 1

y = 2(-1)2 - 3(-1) + 1 y = 2(0)2 - 3(0) + 1 y = 2(1)2 - 3(1) + 1 y = 2(2)2 - 3(2) + 1
y = 2(1) + 3 + 1 y = 2(0) - 0 + 1 y = 2(1) - 3 + 1 y = 2(4) - 6 + 1
y=2+3+1 y=0–0+1 y=2–3+1 y=8–6+1
y=6 y=1 y=0 y=3
Therefore, the table of values for x and y are:

x -5 -4 -3 -2 -1 0 1 2
y 66 45 28 15 6 1 0 3
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Step 3: Sketch the graph of the parabola using the table of values for x and y.
Therefore, the graph of y ≥ 2x2 – 3x + 1 is:
Step 4: Select one point in each region: 1 inside the parabola, 1 outside the parabola and 1
on the parabola to check whether the given inequality is satisfied. Substitute the point in the
given inequality.
LE
Point (0,6) is inside the Point (0,1) is on the parabola Point (-4,6) is outside the
parabola parabola
y ≥ 2x – 3x + 1
2
y ≥ 2x2 – 3x + 1 y ≥ 2x – 3x + 1
2
6 ≥ 2(0)2 - 3(0) + 1
6 ≥ 2(0) - 0 + 1
1 ≥ 2(0)2 - 3(0) + 1
1 ≥ 2(0) - 0 + 1
SA 6 ≥ 2(-4)2 - 3(-4) + 1
6 ≥ 2(16) + 12 + 1
6≥1 1≥1 6 ≥ 45
TRUE TRUE FALSE
Therefore, all points inside Therefore, all points on the Therefore, all points outside the
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the parabola are part of the parabola are part of the parabola are not part of the
solution set of the inequality. solution set of the inequality. solution set of the inequality.
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Step 5: Shade the region containing the points that satisfies the inequality.
T
O
N
Therefore, all points on the parabola and inside the parabola are part of the solution set of
the inequality.
Now, try this on your notebook. Try to find the solution set of y ≤ 2x2 + 11x + 5.
Your solution set of y ≤ 2x2 + 11x + 5 must consists of the coordinates of all points on
the shaded region of the graph on the next page. All points on the solid line are also
part of the solution set.
54
If you get the correct answer, you may now proceed to the
next part of the discussion. If not, I am sorry but you have to
go back to example number 2 and try all over again.

E. Discussing new concepts and practicing new skills #2
In our previous lesson, you’ve learned to find the solution set and graph of quadratic
inequalities. This time you will work on a situation involving quadratic inequalities. But before
we proceed, you need to know and familiarize the following phrases which will guide you solve
problems that applies the concept of quadratic inequalities.
LE
INEQUALITY VOCABULARY
> (greater than) < (less than) ≥ (greater than or ≤ (less than or equal
equal to) to)
more than is less than at least at most
above is under minimum SA maximum
over is below top bottom
greater/larger than shorter/smaller than is no less than is no more than
exceeds/increased fewer than at or above at or below
longer than is lower than
is higher than beneath
R
bigger a better deal
Now, we will solve real-life applications of quadratic inequalities.

FO
Let’s try the following examples!

Example 1.
The profit P that a company earns for selling x number of toy cars can be modeled
by P(x) = -25x² + 1000x – 3000. How many toy cars must be sold for a profit of at
least Php 5000?
T
O
Solution:
Since the profit P(x) has to be at least Php 5000, then we write the quadratic inequality as
-25x² + 1000x – 3000 ≥ 5000 Given
N
-25x² + 1000x – 3000 = 5000 Write the inequality to its corresponding

equation.
-25x² + 1000x – 3000 – 5000 = 5000 – 5000 Add both sides of the equation by -5000
and express in standard form.
-25x² + 1000x – 8000 = 0 Standard form
-25(x² - 25x + 320) = 0 Factor out -25.
x² - 25x + 320 = 0 Divide both sides by -25.
x² - 25x + 320 = 0 Simplify
Solving x² - 25x + 320 = 0, using quadratic formula we get:
x = 28.94 or x = 11.06 ≈ 12
Thus,
55
-25x² + 1000x – 3000
Region Test Point Value Result
≥ 5000
A 5 1375 ≥ 5000 False
B 15 6375 ≥ 5000 True
C 30 4500 ≥ 5000 False
The range of possible values of x is

11.06 < x < 28.94.
Since we are talking of number of toy cars, the solution set is at least [12, 28].
To make a profit of at least Php 5000, at least 12 and at most 28 toy cars must be sold
by the company.
Now, you try this problem! Write your answer in your notebook.
The total profit function P(x) for a company producing x thousands of pesos given
by P(x) = -2x² + 26x + 44. Find the value of x for which the company makes a profit.
LE
[𝐻𝐼𝑁𝑇: 𝑇ℎ𝑒 𝑐𝑜𝑚𝑝𝑎𝑛𝑦 𝑚𝑎𝑘𝑒𝑠 𝑎 𝑝𝑟𝑜𝑓𝑖𝑡 𝑤ℎ𝑒𝑛 𝑃(𝑥) > 0].
You should get, x = 2 and x = 11.
Example 2.
SA
The length of a rectangle is 3m greater than the width. Find the possible widths (w)
such that the area of the rectangle will be greater than 15m².
Solution:
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We need to consider the formula in getting the area of a rectangle which is A = l x w.

Representation: Let x be the width (w)
FO
Let x + 3 be the length (l)

If we represent the width, in meters, of the rectangle by x, then its length is x + 3. Since
the area of the rectangle is greater than 15 m 2, then (𝑥)(𝑥 + 3) > 15.
(𝑥)(𝑥 + 3) > 15 Derive inequality since the area = length x width
(𝑥)(𝑥 + 3) = 15 Write the inequality in its corresponding equality
x² + 3x = 15 Simplify the left side of the equation.
T
x² + 3x – 15 = 15 – 15 Add -15 on both sides of the equation.

x² + 3x – 15 = 0
O
Solve the resulting equation using any method of solving quadratic equation. In this
example, the quadratic formula is used.
N
Indicate the values of a, b, and c.

a = 1, b = 3, c = -15
−𝑏±√𝑏2 −4𝑎𝑐
x=
2𝑎
−3±√32 −4(1)(−15)
x=
2(1)
−3±√9+60
x=
2
−3+√9+60
x=
2
−3−√9+60
x=
2
The equation has two solutions: 𝑥 = 3.40 or 𝑥 = −6.40 .
Since we are talking about dimensions of a rectangle, we will not consider the negative
answer.
The width is represented by x; therefore, it is approximately 3 meters.
The length being represented by x + 3, so we will have x + 3 3 + 3 = 6.
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To check:
x(x + 3) > 15
3(3 + 3) > 15
3(6) > 15
18 > 15
Therefore, the possible widths of the rectangle ranges from 3, 4, 5 and so on as long as
the area of the rectangle is greater than 15.
The perimeter of a rectangle is 20 cm. Find the possible dimensions if the area
of the rectangle must be less than 78 cm².
You should get, x = 15.15 and x = -5.15.
have to go back to Example 2 and try all over again
Example 3.
LE
An object is launched from ground level directly upward at a rate of 144 feet per
second. The equation of the object’s height is y = -16x² + 144x. What values of x is
the object at or above a height of 288 feet?
Solution:
SA
Since the phrase at or above is used, we’ll make use of ≥.
So, we will have -16x² + 144x ≥ 288.
-16x² + 144x ≥ 288
-16x² + 144x = 288. Write the inequality in its corresponding equality.
-16x² + 144x - 288 = 288 – 288 Add -288 on both sides of the equation.
R
-16x² + 144x – 288 = 0 Standard form

-16(x² - 9x + 18) = 0 Factor out -16.
FO
x² - 9x + 18 = 0
You may use any of the methods in solving quadratic equation. In this example, factoring
is used.
x² - 9x + 18 = 0
𝑤−6 =0 𝑤−3=0
T
𝑤−6+3 =0+6 𝑤−3+3 =0+3

𝑤=6 𝑤=3
O
With the obtained roots of the quadratic equation, the object is at or above a height of 288
feet in 3 to 6 seconds.
N
A projectile is fired straight up from the ground with an initial velocity of 80 feet per
second. Its height s(t) = -16t² + 80t. Find the interval of time for which the height of
the projectile is greater than 96 feet.
You should get, t = 6 and t = -1.
If your answer is correct, you may proceed to the next level of our study.
Congratulations!
57
Activity 1:
See Activity 4 “Quadratic Inequalities or Not”, numbers 1 to 5 Page 106 of your
Learner’s Material, answer it on your notebook.
Score Description
Now, check your work by turning to Page 61 for the key to 5 Very Good
correction. How many correct answers did you get? Rate your 3-4 Good
result using the table. 1-2 Fair
0 J and work on the
If your score is at least 3 out of 4, you may now proceed to next enrichment activities
activity.
Activity 2:
LE
See Activity 6 “Am I a Solution or Not”, numbers 1 to 5 Page 107 of your Learner’s
Material, answer it on your notebook.
Score Description
result using the table.

SA
correction. How many correct answers did you get? Rate your
If your score is at least 3 out of 5, you may now proceed to next

3-4
1-2
Good
Fair
0 J and work on the
activity. enrichment activities
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Activity 3
See Activity 9 “How Well I Understood”, number 4 Page 111 of your Learner’s
FO
Score Description
correction. How many correct answers did you get? Rate your 3 Good
result using the table. 2 Fair
Turn to page 60
If your score is at least 3 out of 4, you may now proceed to next
sec. J and work
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activity. 0-1 on the enrichment

activities
O

N
Solving Quadratic Inequalities can be applied in real world.

Inequalities are used more often in “real life” than equalities.
Businesses are use inequalities to control inventory, plan production lines, and produce
pricing. Other examples of inequality in society today are gender inequality, health care
wherein some individuals receive better and more professional care compared to other and
social class
H. Making Generalization and abstraction about the lesson
Quadratic Inequalities –These mathematical sentences contain a polynomial of

degree 2 and can be written in any of the following forms:
ax2 + bx + c > 0 ax2 + bx + c ≥ 0
ax2 + bx + c < 0 ax2 + bx + c ≤ 0
where 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 are real numbers and 𝑎 ≠ 0.
A solution of quadratic inequality in one variable is a value of the variable that makes
the inequality a true statement.
58
To solve quadratic inequalities, follow these steps:
1. Move all the terms to one side of the inequality sign.

2. Factor, if possible.
3. Determine all roots or solutions.
4. Put the roots or solutions on a number line.
5. Create a sign line to show when the expression in the inequality is positive or
negative.
In solving the solutions of quadratic inequalities in two variables, the following steps
can be followed:
1. Write the inequality to its corresponding equation.

2. Construct a table of values for x and y.
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3. Sketch the graph of the parabola using the table of values for x and y.
4. Select one point in each region: 1 inside the parabola, 1 outside the parabola
and 1 on the parabola to check whether the given inequality is satisfied.
Substitute the point in the given inequality. SA
5. Shade the region containing the points that satisfies the inequality.

EVALUATION 4
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FO

Name:_______________________ Section:_______________________
I. Find the solution set of each of the following quadratic inequalities, then graph.
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1. 𝑥 2 + 9𝑥 + 14 < 0
2. 𝑥 2 − 10𝑥 + 16 > 0
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3. 2𝑥 2 + 16𝑥 ≤ −14
TRUE or FALSE
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II. Write TRUE if the given statement is correct and if false change the underline word to
make it true.
________1. y = x2 + 3x – 4 is a quadratic inequality.
________2. (2, 3) is part of the solution set of y < 2X2 – 3x + 1.
________3. Quadratic inequality only includes <, >, ≤, and ≥.
________4. Shade the region containing the point which satisfies the inequality.
________5. Broken line is used for inequalities with ≤ or ≥.
________6. To check whether a point is satisfied in the given inequality, substitute the point to
the corresponding equation.
________7. (1, 3) is part of the solution set of y ≥ 2x2 – 3x + 1.
________8. Solid line means that all points on the parabola are part of the solution set.
________9. y + x ≤ 3x2 is a quadratic inequality.
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Name: ________________________ Section: ______________________
________10. is a graph for y _≥_ x2 + 5x – 14
III. Solve and show your solution.

A ball is thrown vertically upward with an initial velocity of 96 feet per second. The distances
(in feet) of the ball from the ground after t seconds is s(t) = 96t – 16t².
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a. At what time t will the ball strike the ground? SA
b. From what time t is the ball more than 128 feet above the ground?
R
Remediation 1:
FO
See Activity 1 “What Makes Me True?”, numbers 1 to 5 Page 96 of your Learner’s

T
Remediation 2:
O
See Activity 5 “Describe My Solutions!”, numbers 1 to 5 Page 107 of your Learner’s

N
Remediation 3:
See Activity 7 “What Represents Me?”, numbers 1 to 4 Page 108-109 of your Learner’s
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KEY TO CORRECTION
Activity 1: MATCH ME WITH MY GRAPH Activity 2: AM I EQUAL OR NOT
1. E 1. Unequal
2. A 2. Unequal
3. C 3. Unequal
4. D 4. Equal
5. F 5. Unequal
6. B
KEY TO CORRECTION (DEVELOPING MASTERY)

Activity 1: Quadratic Inequalities or Not
1. Quadratic Inequality
2. Not Quadratic Inequality
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5. Not Quadratic Inequality
Activity 2: Am I a Solution or Not

1. Not a Solution
2. Not a Solution
3. A Solution
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4. A Solution
5. Not a Solution
Activity 3: How Well I Understood
4A. The solution set of y < x2 + 9x + 14 consists of 4B. The solution set of y > x2 – 3x - 18consists of
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the coordinates of all points on the shaded region the coordinates of all points on the shaded region
of the graph below. All coordinates of points on of the graph below. All coordinates of points on
the broken line are not part of the solution set. the broken line are not part of the solution set.
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4C. The solution set of y ≤ 2x2 + 11x + 5 consists 4D. The solution set of y ≥ 3x2 + 10x - 8 consists
of the coordinates of all points on the shaded of the coordinates of all points on the shaded
region of the graph below. All coordinates of region of the graph below. All coordinates of
points on the solid line are also part of the solution points on the solid line are also part of the solution
set. set.
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KEY TO CORRECTIONS (REMEDIAL)
Remedial 1: What Makes Me True?
1. x>3
2. r < 13
3. s≥7
4. t≤5
5. m<4
Remedial 2: Describe My Solutions!
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SA
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Remedial 3: What Represents Me

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1. y ≥ -x2 – 2x + 8
2. y < 2x2 + 7x + 5
3. y ≤ 2x2 + 7x + 5
4. y > -x2 - 2x + 8
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SELF INSTRUCTIONAL PACKETS
I. OBJECTIVES
The learner
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1. models real-life situations using quadratic functions (M9AL-Ig-2)
2. represents a quadratic function using: (a) table of values; (b) graph; and (c)
equation., (M9AL-Ig-3)
D. Objectives: SA
1. recall the definition of a function;
2. differentiate a quadratic function from a linear function in terms of equation, graph,
and table of values;
3. determine whether the given equations, tables of values and graphs represent a
quadratic function or not.
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II. CONTENT
Introduction to Quadratic Functions
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Learning Resources:
Grade 9 mathematics (Patterns and Practicalities) pp. 67-72
B. Other Learning Resources:
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III. PROCEDURES
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Hi! How are you? I hope you’re doing great!
The pandemic might have prohibited us from going out and being with our friends in school,
but this won’t stop us, teachers, from creating new self-instructional packets to push learning
at home.
New week, means new lessons. For this self-instructional packets, we will focus on
quadratic functions. If you’re excited to learn about this topic, turn to the next page!
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Before we proceed with our actual topic, let us first have a review of the domain and range of
relations and functions.
EXPLORE
Match the item in column A with the item in column B that is related to it. Is the
relation between the two items a function? Explain.
A B
a student in a class square of that number
a bar code in a store a price
a real number a date of birth
Already have your answers in mind?
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Proceed with the discussion below to find out if your answers are right!
A student in a class is related to his or her date of birth. This relationship is a function since
to each student in a class, there corresponds a date of birth. In other words, no student can
have two dates of birth. SA
A bar code in a store is related to a price. This also shows a function
since to each barcode, there corresponds a price. In fact, no bar code can
have two or more different prices.
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A real number is related to a square of that number. This is also a function since to
each real number there corresponds a square of the number. In other words,
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no real number can have two or more different squares.
Based on the examples stated above, let us now define a function.
FUNCTION
A function is a correspondence between a first set called the domain, and a second set,
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called the range, such that each member of the domain corresponds to exactly one
member of the range.
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Now that you already have an idea what a function is, proceed to the next part.
Let us play, Mobile Legends: Bang Bang!
If you are familiar with the game Mobile Legends: Bang Bang (MLBB), you know that two
opposing teams fight to reach and destroy the enemy's base while defending their own
base. In each team, there are five players who each control a character, known as a "hero".
For this activity, you are given ten (10) MLBB heroes wherein each hero represents a
function. You have to form two opposing teams consisting of five (5) heroes by grouping the
MLBB heroes and functions into Linear and Quadratic. Please be guided that each MLBB
team must have the following heroes: Marksman, Assassin or Fighter, Mage, Support and
Tank.
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MOBILE LEGENDS:
BANG BANG
Form two opposing teams consisting of five (5) heroes each by
grouping the MLBB heroes and given functions into Linear and Quadratic. In answering, write
each given function inside the empty boxes under your chosen team. Write your answer in
your notebook.
GIVEN FUNCTIONS LINEAR QUADRATIC
FUNCTIONS FUNCTIONS
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SA
Score Description
Did you enjoy the game?
9 - 10 Very Good
Now, you may check your answers by turning to Page 71
6-8 Good
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for the key to corrections. Give yourself one (1) point for every
3-5 Fair
correct answer. How many correct answers did you get? Rate Turn to page 71 sec.
the result using the table. 0-2 J and work on the
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Once done, you can proceed to the next part of the discussion.

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Let us now differentiate linear functions and quadratic functions in terms of their equations,
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table of values and their graphs.
To begin with, let us differentiate the two functions in terms of their equations.
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EQUATIONS
LINEAR FUNCTIONS VS. QUADRATIC FUNCTIONS
Linear functions are first degree Quadratic functions are second

functions. The highest exponent of degree functions. The highest
the variable 𝑥 is one (1). exponent of the variable 𝑥 is two (2).
General form: General form:

𝑦 = 𝑚𝑥 + 𝑏 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑓(𝑥) = 𝑚𝑥 + 𝑏 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑔(𝑥) = 𝑚𝑥 + 𝑏 𝑔(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
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Following the general forms of the two functions, write your own examples of linear and
quadratic functions. Provide one example for each type of function. Write them on your
notebook.
If you were able to write two equations, you may proceed to the next part of the discussion.
If not, I am sorry but you have to go back to the previous discussion and try all over again.
Next, let us differentiate linear functions and quadratic functions in terms of their table of values.
Consider the given functions 𝑦 = 2𝑥 + 1 and 𝑦 = 𝑥 2 + 2𝑥 − 1.
What kind of function is 𝑦 = 2𝑥 + 1? 𝑦 = 𝑥 2 + 2𝑥 − 1?
You’re right! 𝑦 = 2𝑥 + 1 is a linear function while 𝑦 = 𝑥 2 + 2𝑥 − 1 is a quadratic function.
Now, let us complete the following table of values using the indicated function.
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𝑦 = 2𝑥 + 1 𝑦 = 𝑥 2 + 2𝑥 − 1
𝒙 −3 −2 −1 0 1 2 𝒙 −3 −2 −1 0 1 2
𝒚 𝒚
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To solve for the 𝑦 – values, substitute each 𝑥 – value in place of 𝑥 in the indicated function.
Let us solve for the 𝑦 – values in the first table.
When 𝑥 = −3, When 𝑥 = −2 When 𝑥 = −1 When 𝑥 = 0

y = 2x + 1 y = 2x + 1 y = 2x + 1 y = 2x + 1
y = 2(-3) + 1 y = 2(-2) + 1 y = 2(-1) + 1 y = 2(0) + 1
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y = -6 + 1 y = -4 + 1 y = -2 + 1 y=0+1
y = -5 y = -3 y = -1 y=1
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When 𝑥 = 1 When 𝑥 = 2
y = 2x + 1 y = 2x + 1
y = 2(1) + 1 y = 2(2) + 1
y=2+1 y=4+1
y=3 y=5
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Therefore, 𝑦 = 2𝑥 + 1
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𝒙 −3 −2 −1 0 1 2
𝒚 −5 −3 −1 1 3 5
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Now, it’s your turn! Write your answer in your notebook.

Using the first table as an example, complete the second table using the indicated function.
You should get
𝑦 = 𝑥 2 + 2𝑥 − 1
𝒙 −3 −2 −1 0 1 2
𝒚 2 −1 −2 −1 2 7
Did you get the same table of values? If you did, you may continue with the discussion. If not,
I am sorry but you have to try all over again.
To continue, let us find the differences between each adjacent 𝑦 – values in each table and
write them on the blanks provided.
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For the two tables above, the differences between the adjacent 𝑦 – values was obtained by
subtracting from the left to the right.
What do you observe?

How can you recognize a linear function when a table of values is given? How about a quadratic
function?
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Do you have your answers in mind? Read the summary below to verify if your idea was right!
TABLE OF
VALUES SA
Linear functions produce constant Quadratic functions produce

first difference in y. constant second difference in y.
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Lastly, let us differentiate the two functions in terms of their graphs.
Using the same table of values, let us graph the two functions and compare the result.
𝑦 = 2𝑥 + 1 𝑦 = 𝑥 2 + 2𝑥 − 1
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𝒙 −3 −2 −1 0 1 2 𝒙 −3 −2 −1 0 1 2
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𝒚 −5 −3 −1 1 3 5 𝒚 2 −1 −2 −1 2 7
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Compare the graph of a linear function and quadratic function.
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Notice that the graph of a linear function is a straight line while the graph of a quadratic function
is a smooth curve. This smooth curve is called parabola.
As a summary:
GRAPHS
The graph of a linear function is a The graph of a quadratic function is

line. a parabola.
.
It’s your turn! Write your answer in your notebook.

Complete the given table of values below using the indicated function. After completing
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the table, graph the two functions.
𝑦 = 𝑥+2 𝑦 = 2𝑥 2
𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2
𝒚 SA 𝒚
You should get a line for the graph of the linear function and a parabola for the quadratic
function.
If your answers are correct, you can start answering the activities on the next part of this
self-instructional PACKETS. If not, I am sorry but you have to go back to the problem and
try all over again.
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Open your Learner’s Material and answer numbers 1-10 of “Activity 3: Identify me!” on
page 127 and letters a-j of “Activity 7: Where do you belong?” on page 133. Write your
answers on your notebook.
Score Description
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You may check your answers by turning to Page 71 for the 18 - 20 Very Good
key to corrections. Give yourself one (1) point for every 12 - 17 Good
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correct answer.
6 - 11 Fair
How many correct answers did you get? Turn to page 71 sec.
Rate the result using the table. 0-5 J and work on the
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Once done, you can proceed to the next part.
Quadratic functions are more than algebraic curiosities — they are widely used in
science, business, and engineering. The U-shape of a parabola can describe the trajectories
of water jets in a fountain and a bouncing ball, or be incorporated into structures like the
parabolic reflectors that form the base of satellite dishes and car headlights. Quadratic
functions help forecast business profit and loss, plot the course of moving objects, and assist
in determining minimum and maximum values. Most of the objects we use every day, from
cars to clocks, would not exist if someone, somewhere hadn't applied quadratic functions to
their design.
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I know how the difference between a linear function and a quadratic function. First,
in terms of their equation, linear functions are first degree functions where the highest
exponent of the variable x is one (1), while quadratic functions are second degree
functions where the highest exponent of the variable x is two (2). Then, in terms of their
table of values, linear functions produces constant first difference in y, while quadratic
functions produces constant second difference in y. Finally, in terms of their graphs,
linear functions form a line while quadratic functions form a parabola.

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EVALUATION 5
Name:_______________________ Section:_______________________
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Copy this on your yellow paper and follow the instruction given.
Draw a path from Captain Ri to South Korea by coloring the boxes containing quadratic
functions. The grade for your output will be based on the criteria below. Please be guided
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accordingly.
Accuracy (12 Points)
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12 points Got 11 – 12 correct answers

No point Got no correct answers
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Name:_______________________ Section:_______________________
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SA
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Open your Learner’s Material and answer “Activity 13: Combination Notes” on page 137.
You may check your answers below for the key to corrections.
Give yourself two (2) points for every correct answer.
KEY TO CORRECTIONS
MOBILE LEGENDS:
BANG BANG
LINEAR QUADRATIC
GIVEN FUNCTIONS FUNCTIONS FUNCTIONS
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SA
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(DEVELOPING MASTERY)
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Activity 3:
Identify me!
1. Quadratic Function 6. Not Function
2. Not Function 7. Quadratic Function
3. Quadratic Function 8. Quadratic Function
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4. Not Function 9. Quadratic Function

5. Not Function 10. Not Function
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Activity 7: Where
do you belong?
Quadratic Not Linear Linear

Function nor Quadratic Function
a, c, e, i, j f, h b, d, g
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WEEK 6: September 28 to October 2, 2020
I. OBJECTIVES
The learner
1) Transforms the quadratic function defined by y = ax2 + bx + c into the form y = a(x –
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h)2 + k. (M9AL-Ih-1)
2) Graphs a quadratic function: (a) domain; (b) range; (c) intercepts ;(d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola. (M9AL-Ig-h-i-1)
3) Analyzes the effects of changing the values of a, h and k in the equation y = a(x – h)2
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+ k of a quadratic function on its graph. (M9AL-Ii-2)
D. Objectives:
1. transform quadratic functions from general form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to vertex form
𝑎(𝑥 − ℎ)2 + 𝑘.
2. graph a quadratic function using; (a) domain; (b) range; (c) intercept; (d) axis of
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symmetry; (e) vertex; (f) direction of the opening of the parabola.
3. analyze the effects of changing the values of a, h and k in the equation 𝑎(𝑥 − ℎ)2 + 𝑘
of a quadratic function on its graph.
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4. draw the graph of quadratic functions

II. CONTENT
Finding the Equation of a Quadratic Function
Quadratic Inequalities In 1 Variable
Learning Resources:
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A. References: Learners’ Materials Grade 9 Mathematics, pp. 140-150

Grade 9 Mathematics Patterns and Practicalities by Nivera, Gladys C.
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and Lapinid, Minie Rose C., pp. 70-72

Advanced Algebra Textbook by Bernabe, Julieta G., et.al., pp.56 - 61
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III. PROCEDURES

Hi! How are you? I hope you are doing fine.
Yesterday is World Teacher’s Day. Did you greet your teachers and your adviser today?
We should also greet our parents and guardians as they are our first teacher in our lives and
they are helping you in your studies today while we are experiencing this turmoil because of
the pandemic.
For this lesson, we will discuss more on quadratic functions. If you’re excited to learn
about this topic, let’s start in reviewing the Cartesian Plane. Do you remember its parts?
What are they?
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DID YOU KNOW?
The Cartesian Plane, also known as the Coordinate Plane, is

named after the French mathematician Rene Descartes. He
was born in La Haye, France on March 31, 1596. Descartes
was taught at home at the age of eight. At that point he
entered the Jesuit College of La Fleche, where he continued
his schooling until graduating at the age of eighteen.
While at La Fleche, Descartes suffered health problems and
because of this, his teachers allowed him to stay in bed for
most of the morning. Even though he missed almost of his
morning classes, he was still be able to keep up with all of his
studies. It has been rumored that Descartes’ inspiration for the
coordinate plane came about because of all the time he spent
in bed. The story goes one day when Descartes was in bed,
he noticed a fly crawling around the ceiling. He tried to think of
wats to describe where the fly was located and realized that he
could do so by describing the fly’s position by its distance from
each wall. Then he tried to relate the fly’s position to appoint,
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and, well, one thing leads to another, and voila! He came up
with the coordinate plane and Cartesian coordinate!
Did you understand the story? SA

Proceed with the next part of the review, which is the parts of a Cartesian plane. For this
part, you choose from the words on the box below the Cartesian plane and put them in their
proper places or parts. Write your answer in your notebook.
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Now that you already have an idea what a Cartesian plane is, proceed to the next part.
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For the next part, let’s have the activity entitled “Let’s See Philippines”, in this activity
pictures of some tourist spots and wonderful places in the Philippines are presented below.
You need to identify the name and location of the given pictures. Write your answer in your
notebook.
LET’S SEE PHILIPPINES!
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Name: _______________________ Name: _______________________
Location: _____________________ Location: _____________________
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Name: ______________________ Name: ____________________

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Location: ___________________ Location: __________________

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Name: ____________________ Name: ____________________

Location: __________________ Location: ___________________
Did you enjoy the activity?

Just like in Cartesian plane, the points must be in proper location so that you will make
the graph of quadratic function properly! Now, you may check your answers by turning to
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Page 91 for the key to corrections. Give yourself one (1) point for every correct answer. How
many correct answers did you get?
Once done, you can proceed to the next part of the discussion.
Now, you will discover how quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 can be written in the form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 using completing the square.
Example 1. Express 𝑦 = 𝑥 2 − 4𝑥 − 10 in the form = 𝑎(𝑥 − ℎ)2 + 𝑘 .

Solution.
Step 1. Group together the terms containing x.
𝑦 = (𝑥 2 − 4𝑥) − 10 (Factor out a. Here a = 1 )
Step 2. Complete the expression in parenthesis to make it a perfect square trinomial by
adding a constant term then subtract the same value from the constant term.
Note: To determine what to add to 𝒙𝟐 − 𝟒𝒙 to complete the
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𝑦 = (𝑥 2 − 4𝑥) − 10 𝟏
square, get half of -4 and square it. So, 𝟐 (−𝟒) =
𝑦 = (𝑥 2 − 4𝑥 + 4) − 10 − 4
−𝟐 𝒕𝒉𝒆𝒏 (−𝟐)𝟐 = 𝟒. 4 is the constant term.
Step 3. Express the perfect square trinomial as a square of binomial and simplify the
constant term.
𝑦 = (𝑥 2 − 4𝑥 + 4) − 10 − 4
SA
𝑦 = (𝑥 − 2)2 − 14
Hence, 𝑦 = (𝑥 − 2)2 − 14 is the vertex form of 𝑦 = 𝑥 2 − 4𝑥 − 10.
Express 𝑦 = 𝑥 2 − 2𝑥 − 3 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
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You should get 𝑦 = (𝑥 − 1)2 − 4 .

If you get the correct answer, you may proceed to example 2. If not, I am sorry but
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you have to go back to example 1 and try to solve it again.
Example 2. Express 𝑦 = 3𝑥 2 + 12𝑥 + 13 in the form = 𝑎(𝑥 − ℎ)2 + 𝑘 .

Step 1. Group together the terms containing x.
𝑦 = (3𝑥 2 + 12𝑥) + 13
Step 2. Factor out a from 3𝑥 2 + 12𝑥 since the coefficient of 𝑎 >1.
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𝑦 = (3𝑥 2 + 12𝑥) + 13
𝑦 = 3(𝑥 2 + 4𝑥) + 13
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(Here a = 3)
Step 3. Complete the expression in parenthesis to make it a perfect square trinomial by
adding a constant term then subtract the same value from the constant term.
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Note : To determine what to add to 𝒙𝟐 + 𝟒𝒙 to complete the perfect

𝑦 = 3(𝑥 2 + 4𝑥) + 13 𝟏
square trinomial, get half of 4 and square it. So (𝟒) = 𝟐 𝒕𝒉𝒆𝒏 (𝟐)𝟐 =
𝟐
𝑦 = 3(𝑥 2 + 4𝑥 + 4) + 13 − (3)(4) 𝟒. Since a= 3, multiply 4 by 3 then subtract it to the constant term (13).
Step 4. Express the perfect square trinomial as a square of binomial and simplify the
constant term.
𝑦 = 3(𝑥 2 + 4𝑥 + 4) − (3)(4) + 13
𝑦 = 3(𝑥 + 2)2 − 12 + 13
𝑦 = 3(𝑥 + 2)2 + 1
The vertex form of 𝑦 = 3𝑥 2 + 12𝑥 + 13 is 𝑦 = 3(𝑥 + 2)2 + 1
Express y = 2x 2 + 4x + 3 in the form y = a(x − h)2 + k.
You should get y = 2(x + 1)2 + 5.
If you get the correct answer, you may proceed to the next discussion. If not, I am
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Here is another way of transforming 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
However, before that we need to derive the formula in finding the vertex of the parabola.
Solution.
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 = (𝑎𝑥 2 + 𝑏𝑥) + 𝑐 Group together the terms containing x.
𝑏
𝑦 = 𝑎(𝑥 2 + 𝑥) + 𝑐 Factor out a. Here a = 1.
𝑎
𝑏 𝑏2 𝑏2
𝑦= 𝑎(𝑥 2 + 𝑥 + )+𝑐− Complete the expression in the parenthesis to make it
𝑎 4𝑎2 4𝑎
a perfect square trinomial by adding the constant a
𝑏 𝑏2
𝑎( )2 = and subtract the same value from the
2𝑎 4𝑎
constant term.
𝑏 2 4𝑎𝑐−𝑏2
𝑦 = 𝑎(𝑥 + ) + Simplify and express the perfect square trinomial as a
2𝑎 4𝑎
square of binomial.
−𝑏 4𝑎𝑐−𝑏2
𝑦 = 𝑎[𝑥 − ( )]2 + This is now of the form = 𝑎(𝑥 − ℎ)2 + 𝑘 .
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2𝑎 4𝑎
The Vertex of a Parabola.

Thus, ℎ = and 𝑘 = . −𝒃 𝟒𝒂𝒄−𝒃𝟐
2𝑎 4𝑎
𝒉= , 𝒌 =
𝟐𝒂 𝟒𝒂
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Using the same function in example 1, you will apply the derived formula.
Example 1. Express 𝑦 = 𝑥 2 − 4𝑥 − 10 in the form = 𝑎(𝑥 − ℎ)2 + 𝑘 .
Step 1. Identify the values of a, b and c in 𝑦 = 𝑥 2 − 4𝑥 − 10.
a= 1 b=-4 c = -10
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Step 2. Find the vertex (h,k) using ℎ = and 𝑘 =
2𝑎 4𝑎
a. ℎ = 2𝑎 b. 𝑘 = 4𝑎
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−(−4) 4(1)(−10)−(−4)2
ℎ= 𝑘=
2(1) 4(1)
4 −40−16
ℎ=2 𝑘=
4
−56
ℎ=2 𝑘= 𝑘 = −14
4
The vertex is (2, -14)
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Step 3. Substitute ℎ = 2 and 𝑘 = −14 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 .

𝑦 = (𝑥 − 2)2 − 14
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Hence, 𝑦 = (𝑥 − 2)2 − 14 is the vertex form of 𝑦 = 𝑥 2 − 4𝑥 − 10.

Do the same with 𝑦 = 𝑥 2 − 2𝑥 − 3. Write your answer in your notebook.
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You should get 𝑦 = (𝑥 − 1)2 − 4 .

you have to go back to example 1 and try to solve it again
Example 2. Express 𝑦 = 3𝑥 2 + 12𝑥 + 13 in the form = 𝑎(𝑥 − ℎ)2 + 𝑘 .

Step 1. Identify the values of a, b and c in 𝑦 = 3𝑥 2 + 12𝑥 + 13
a= 3 b = 12 c = 13
Step 2. Find the vertex using ℎ = and 𝑘 =
2𝑎 4𝑎
a. ℎ = 2𝑎 b. 𝑘 = 4𝑎
−(12) 4(3)(13)−(12)2
ℎ= 𝑘=
2(3) 4(3)
−12 156−144
ℎ= 6
𝑘=
12
12
ℎ = −2 𝑘= 𝑘 =1
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The vertex is (- 2, 1 )
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Step 3. Substitute 𝑎 = 3 ℎ = −2 and 𝑘 = 1 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 .
𝑦 = 3[𝑥 − (−2)]2 + 1
𝑦 = 3(𝑥 + 2)2 + 1
Hence, 𝑦 = 3(𝑥 + 2)2 + 1 is the vertex form of 𝑦 = 3𝑥 2 + 12𝑥 + 13
Do the same with 𝑦 = 2𝑥 2 + 4𝑥 + 3 . Write your answer in your notebook.
You should get 𝑦 = 2(𝑥 + 1)2 + 5.
you have to go back to example 2 and try to solve it again.
Example 3. Find the vertex form of 𝑦 = −3𝑥 2 + 3𝑥 + 2

Step 1. Identify the values of a, b and c in 𝑦 = −3𝑥 2 + 3𝑥 + 2
a= - 3 b=3 c=2
Step 2. Find the vertex using ℎ = and 𝑘 =
2𝑎 4𝑎
a. ℎ = 2𝑎 b. 𝑘 = 4𝑎
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−(3) 4(−3)(2)−(3)2
ℎ = 2(−3) 𝑘=
4(−3)
−3 −24−9
ℎ = −6 𝑘=
−12
1 −33 11
ℎ= 𝑘= 𝑘=
2 −12 SA 4
1 11
The vertex is ( , )
2 4
1 11
Step 3. Substitute 𝑎 = −3 ℎ = and 𝑘 = in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 .
2 4
1 11
𝑦 = −3[𝑥 − ( )]2 +
2 4
1 2 11
𝑦 = −3(𝑥 − ) +
2 4
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1 2 11
Hence, 𝑦 = −3(𝑥 − ) + is the vertex form of 𝑦 = −3𝑥 2 + 3𝑥 + 2
2 4
Do the same with 𝑦 = −𝑥 2 + 2𝑥 − 4 . Write your answer in your notebook.
FO
You should get 𝑦 = −(𝑥 − 1)2 − 3.

If you get the correct answer, you may proceed to next part of discussion. If not, I am

T

O
For this part, let us look at the graph of a quadratic function and observe its
characteristics.
The graph of a quadratic function that is a smooth curve is called a parabola.
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Parabolas have certain common characteristics:

1. It has a turning point called the vertex, which is either the lowest point (minimum
point) or the highest point (maximum point) of the graph of a quadratic function.
The vertex is the point (𝒉, 𝒌).
2. It has a line 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. The line 𝒙 = 𝒉 is the axis of
symmetry.
3. If 𝒂 > 𝟎, the parabola opens upward. If 𝒂 < 𝟎, the parabola opens downward.
4. If the parabola opens upward, the vertex of the parabola is the lowest point. If it
opens downward, the vertex is the highest point. 𝒌 is the minimum or the
maximum value of the function.
5. It has a minimum point when the graph opens upward and a maximum point
when the graph opens downward.
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6. The x-intercept(s) of the graph are the zeroes of the quadratic function and the
roots of the corresponding/related quadratic equation. The y-intercept is when
𝒙 = 𝟎 in the quadratic function.
7. The domain of quadratic function is the set of all possible values of x. 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}.
These characteristics will be discussed further in the different forms of the quadratic function.
The graph of a quadratic function can be drawn using the vertex, the axis of symmetry, and
some points.
Follow these steps in drawing the graph of a quadratic function.

1. Find the coordinates of the vertex.
2. Identify the axis of symmetry.
3. Determine the direction of the opening and the minimum/maximum value.
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4. Form a table of values for 𝑥 and 𝑓(𝑥).
5. Draw the graph.
Now, let us have the graph of the following quadratic function.

Example 1. Graph the function 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7. SA
 Find the coordinates of the vertex.
In 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7, 𝑎 = 1, 𝑏 = −8, 𝑐 = 7
Solve for ℎ. Solve for 𝑘.
𝑏 4𝑎𝑐−𝑏2
ℎ=− 𝑘=
2𝑎 4𝑎
4(1)(7)−(−8)2
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(−8)
ℎ= − 𝑘=
2(1) 4(1)
8 4(7)−64
ℎ= 𝑘=
FO
2 4
28−64
ℎ=4 𝑘=
4
−36
𝑘=
4
𝑘 = −9
Another way in solving for 𝑘 is substituting the value obtained for ℎ in the function
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7. It is evaluating 𝑓(ℎ) = 𝑓(4) in 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7.
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Solve for 𝑘.
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7
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𝑓(4) = (4)2 − 8(4) + 7 Since ℎ = 4, the x-coordinate of the vertex is 4.

𝑓(4) = 16 − 32 + 7
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𝑓(4) = −16 + 7
𝑘 = −9
The vertex is at (4, −9).
 Identify the axis of symmetry.

𝑏
The equation for the axis of symmetry is obtained using 𝑥 = − or 𝑥 = ℎ.
2𝑎
The axis of symmetry is 𝑥 = 4 since ℎ = 4.
 Determine the direction of the opening and the minimum/maximum value.

Notice that the coefficient of 𝑥 2 , which is 1, is positive.
Therefore, the graph will open upward.
The vertex will be the lowest point. The minimum value is −9.
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 Form a table of values for 𝑥 and 𝑓(𝑥).
vertex
𝒙 1 2 3 4 5 6 7
𝒇(𝒙) 0 - 5 -8 -9 -8 -5 0
Solutions:
When 𝑥 = 1 When 𝑥 = 2 When 𝑥 = 3
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7
𝑓(1) = (1)2 − 8(1) + 7 𝑓(2) = (2)2 − 8(2) + 7 𝑓(3) = (3)2 − 8(3) + 7
𝑓(1) = 1 − 8 + 7 𝑓(2) = 4 − 16 + 7 𝑓(3) = 9 − 24 + 7
𝑓(1) = 0 𝑓(2) = −5 𝑓(3) = −8

𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7
𝑓(5) = (5)2 − 8(5) + 7 𝑓(6) = (6)2 − 8(6) + 7 𝑓(7) = (7)2 − 8(7) + 7
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𝑓(5) = 25 − 40 + 7 𝑓(6) = 36 − 48 + 7 𝑓(7) = 49 − 56 + 7
𝑓(5) = −8 𝑓(6) = −5 𝑓(7) = 0
 Draw the graph.

From the table of values, plot the ordered pairs
(1,0), (2, −5), (3, −8), (4, −9), (5, −8), (6, −5),
SA
𝑎𝑛𝑑 (7,0).
 Solve for the x-intercepts and y-intercept of

𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7.
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For x-intercept,
Solution:
FO
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7
𝑥 2 − 8𝑥 + 7 = 0 Set 𝑦 = 𝑓(𝑥) = 0 in
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7.
(𝑥 − 1)(𝑥 − 7) = 0 Solve 𝑥 2 − 8𝑥 + 7 = 0
using any method.
𝑥 − 1 = 0 𝑥 − 7 = 0 Solve for 𝑥.
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𝒙=𝟏 𝒙=𝟕
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The x-intercepts of the graph of 𝑓(𝑥) = 𝑥 2 −

8𝑥 + 7 are 1 𝑎𝑛𝑑 7.
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For y-intercept,
Solution:
𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7
𝑥 2 − 8𝑥 + 7 = 0 Set 𝑥 = 0 in 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7.
2
𝑓(0) = (0) − 8(0) + 7
𝑓(0) = 0 − 0 + 7
𝑓(0) = 7
𝑦=7
The y-intercept of the graph of 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 is 7.
 Determine the domain and range.

The domain (𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑥) of 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 is the set of all real
numbers.
The range (𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑦) of 𝑓(𝑥) = 𝑥 2 − 8𝑥 + 7 is the set {𝑦: 𝑦 ≥ −9}
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Let us have another example in graphing a quadratic function.
Example 2. Draw the graph of the quadratic function 𝑦 = −𝑥 2 + 2𝑥 + 3.
 Find the coordinates of the vertex.
In 𝑦 = −𝑥 2 + 2𝑥 + 3, 𝑎 = −1, 𝑏 = 2, 𝑐 = 3
Solve for ℎ. Solve for 𝑘.
𝑏 4𝑎𝑐−𝑏2
ℎ=− 𝑘=
2𝑎 4𝑎
(2) 4(−1)(3)−(2)2
ℎ= − 𝑘=
2(−1) 4(−1)
−2 −4(3)−4
ℎ= 𝑘=
−2 −4
−12−4
ℎ=1 𝑘=
−4
−16
𝑘=
−4
𝑘=4
Another way in solving for 𝑘 is to evaluate the function 𝑦 = −𝑥 2 + 2𝑥 + 3 when
ℎ = 1 𝑜𝑟 𝑥 = 1.
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Solve for 𝑘.
𝑦 = −𝑥 2 + 2𝑥 + 3
𝑦 = −(1)2 + 2(1) + 3 Since ℎ = 1, the x-coordinate of the vertex is 1.
𝑦 = −1 + 2 + 3
𝑦 =1+3 SA
𝑦=4
𝑘=4
The vertex is at (1, 4).
 Identify the axis of symmetry.
𝑏
The equation for the axis of symmetry is obtained using 𝑥 = − or 𝑥 = ℎ.
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2𝑎
The axis of symmetry is 𝑥 = 1 since ℎ = 1
 Determine the direction of the opening and the minimum/maximum value.

FO
The coefficient of 𝑥 2 is −1.

Therefore, the graph will open downward.
The vertex will be the highest point. The maximum value is 4.
 Form a table of values for 𝑥 and 𝑦.

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vertex
𝒙 -2 -1 0 1 2 3 4
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𝒚 -5 0 3 4 3 0 -5
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Solutions:
When 𝑥 = −2 When 𝑥 = −1 When 𝑥 = 0
𝑦 = −𝑥 2 + 2𝑥 + 3 𝑦 = −𝑥 2 + 2𝑥 + 3 𝑦 = −𝑥 2 + 2𝑥 + 3
𝑦 = −(−2)2 + 2(−2) + 3 𝑦 = −(−1)2 + 2(−1) + 3 𝑦 = −(0)2 + 2(0) + 3
𝑦 = −(4) − 4 + 3 𝑦 = −(1) − 2 + 3 𝑦 =0+0+3
𝑦 = −4 − 4 + 3 𝑦 = −1 − 2 + 3 𝑦=3
𝑦 = −8 + 3 𝑦 = −3 + 3
𝑦 = −5 𝑦=0
𝑦 = −𝑥 2 + 2𝑥 + 3 𝑦 = −𝑥 2 + 2𝑥 + 3 𝑦 = −𝑥 2 + 2𝑥 + 3
𝑦 = −(2)2 + 2(2) + 3 𝑦 = −(3)2 + 2(3) + 3 𝑦 = −(4)2 + 2(4) + 3
𝑦 = −(4) + 4 + 3 𝑦 = −(9) + 6 + 3 𝑦 = −(16) + 8 + 3
𝑦 = −4 + 4 + 3 𝑦 = −9 + 6 + 3 𝑦 = −16 + 8 + 3
𝑦 =0+3 𝑦 = −9 + 9 𝑦 = −8 + 3
𝑦=3 𝑦=0 𝑦 = −5
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 Draw the graph. In Cartesian plane, plot the points (−2, − 5),
(−1, 0), (0, 3), (1, 4), (2, 3), (3, 0), 𝑎𝑛𝑑 (4, −5).
 Solve for the x-intercept and y-intercept of 𝑦 = −𝑥 2 + 2𝑥 + 3.

For x-intercepts,
Solution:
𝑦 = −𝑥 2 + 2𝑥 + 3
−𝑥 2 + 2𝑥 + 3 = 0 Set 𝑦 = 0 in 𝑦 = −𝑥 2 + 2𝑥 + 3.
−1(−𝑥 2 + 2𝑥 + 3) = (0) − 1 Multiply both sides of the equation by -1 to
make −𝑥 2 positive.
2
𝑥 − 2𝑥 − 3 = 0
(𝑥 + 1)(𝑥 − 3) = 0 Solve 𝑥 2 − 2𝑥 − 3 = 0 using any method.
𝑥+1 = 0 𝑥−3 = 0 Solve for 𝑥.
𝑥 = −1 𝑥=3
The x-intercepts of the graph of 𝑦 = −𝑥 2 + 2𝑥 + 3 are −1 𝑎𝑛𝑑 3.
LE
For y-intercept,
Solution:
𝑦 = −𝑥 2 + 2𝑥 + 3
𝑦 = −(0)2 + 2(0) + 3 Set 𝑥 = 0 in 𝑦 = −𝑥 2 + 2𝑥 + 3
𝑦 =0−0+3
𝑦=3
SA
The y-intercept of the graph of 𝑦 = −𝑥 2 + 2𝑥 + 3 is 3.
 Determine the domain and range.

R
The domain (𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑥) of 𝑦 = −𝑥 2 + 2𝑥 + 3 is the set of all real numbers.
The range (𝑎𝑙𝑙 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑦) of 𝑦 = −𝑥 2 + 2𝑥 + 3 is the set {𝑦: 𝑦 ≤ 4}
FO
T
O
N
Now, try this on your notebook. Will you try to draw the graph of the quadratic function 𝑔(𝑥) =
𝑥 2 + 6𝑥 + 5? Then, identify the following:
a. vertex
b. opening of the graph
c. minimum/maximum value
d. axis of symmetry,
e. x-intercepts and y-intercept
f. domain and range
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You should have the graph of 𝒈(𝒙) = 𝒙𝟐 + 𝟔𝒙 + 𝟓 as shown below.
You should get the following answers.
a. The vertex is at (−3, −4).
b. The opening of the graph is upward since 𝑎 is
positive.
c. It has a minimum value of −4.
d. The axis of symmetry is 𝑥 = −3.
e. The x-intercepts are – 1 and – 5. While the y-
intercept is 5.
f. The domain is the set of all real numbers and the range
is the set {𝑦: 𝑦 ≥ −4}
If you get the graph and answers correctly, you

may proceed to the next part of our lesson. If not, I am
sorry but you have to go back to example number 1 and
try all over again.
LE
E. Continuation of the discussion of new concepts SA
In your previous lesson, you have learned some of the characteristics of the graph of the
quadratic function. In this lesson you will learn about the shifting, stretching and reflecting of
the graph in the form of a quadratic equation y=a(x-h)2 + k.
You will find out how does the value of “a” change the shape and direction of a
quadratic function.
R
Example 1.
Consider the table and observe what happens to the graph in relation to the value of “a.”
FO
Opening Example
Value
Transformation of the vertex of Graph
of “a”
graph equation
T
None (parent UP Min

a=1 f(x)= x2
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graph) (positive) (0,0)

N
Compression Min
a>1 UP f(x)= 2x2
(narrower) (0,0)
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Stretch Min
0< a <1 UP f(x)= ¼ x2
(widening) (0,0)
Stretched
Max 1
-1<a<0 (reflection DOWN f(x)= - x2
(0,0) 2
widening)
LE
Compression Max
SA
a < -1 DOWN f(x)= -3x2
reflection (0,0)
R
FO
Min
a = -1 Reflection DOWN f(x)= -x2
(0,0)
T
O
N
Notice that the graph of f(x)= 2x2 is “narrower” than

the graph of f(x)= x2. Also, the graph of f(x)= ¼ x2 is
“wider” than the graph f(x)= x2. Thus, we conclude
that the coefficient “a” in f(x)= ax 2 makes the graph
narrower or wider.
This behavior of the graph is called stretching. If |a|

>1, the graph of the parabola is narrower than the
parent function. If the |a|<1, the graph of the
parabola is wider than the parent function.
83
Try this! Write your answer in your notebook.
a. What are the possible values of “a” if you b. What are the possible values of “a” if you
want the graph of y = ax2 to be narrower want the graph y= ax2 to be wider than that
than that of the graph of y = 3x2? Give at of the graph of y = -4x2? Give at least 3
least 3 values. values.
1. _____________________ 1. _____________________
2. _____________________ 2. _____________________
3. _____________________ 3. _____________________
Let’s continue the discussion.
How does the value of “h” and “k” affect the graph of the parent function, f(x) = x 2? Let us
consider the following transformation in y = a(x - h)2 + k.
 “a” determines the opening of the parabola
 “h” indicates the horizontal translation or shifting of the graph either right or left
 “k” is for the vertical translation or shifting of the graph either upward or downward.
LE
Consider the table and observe what happened to the graph.
Example of
Variable Translation shift Graph
equations
h>0 Horizontal right

f(x) = (x - 3)2
SA 3 units right
h = 3, k = 0
R
FO
f(x) = (x + 2)2
h<0 Horizontal left 2 units left
h = -2, k = 0
T
O
f(x) = x2 + 3
k>0 Vertical up 3 units upward
h = 0, k = 3
N
f(x) = x2- 2 2 units

k<0 Vertical down
h = 0, k = -2 downward
84
Case 1:
We can conclude that the graph of f(x) = x2 + k has the
same shape as the graph of f(x) = x2.
If k is positive, the graph of f(x) = x2 shifts “k” units
upward. If k is negative, the graph of f(x) = x2 shifts “k” units
downward.
Example 1. Given: f(x) = x2- 3.

Describe the graph in terms of the vertex, opening and the
movement of the graph.
Vertex: (0, -3)
Opening: upward
Movement: 3 units downward from the origin
Example 2: Give the equation of the quadratic function whose graph is described below:
The graph of f(x) = -2x2 is shifted 7 units below the origin.
LE
Answer: f(x) = -2x2 - 7
Describe the graph in terms of vertex, opening and movement given the equation
f(x) = x2 + 7.
SA
Case 2:
The graph of f(x) = (x - h)2 has the same shape as
the graph of f(x) = x2.
If “h” is positive, the graph of f(x) = (x - h)2 is the
R
graph of f(x) = x2 shifted “h” units to the right.

If “h” is negative, the graph of f(x) = (x - h)2 is the
graph of f(x) = x2 shifted “h” units to the left.
FO
Example 1.
Describe the graph of the quadratic function in terms
T
of vertex, opening and the movement of the vertex of

the graph.
O
Given: g(x) = (x - 5)2 a=1 h=5 k=0

Vertex: (5,0)
Opening: upward
N
Movement: Vertex moves 5 units to the right

of the origin.
Example 2. Give the equation of the quadratic function whose graph is described below:
The graph of f(x) = x2 is translated 3 units to the right of the origin .
Answer: f(x) = (x – 3)2

Describe the graph of the quadratic function in terms of vertex, opening and the
movement of the vertex of the graph.
 h(x) = (x - 1)2
Case 3:
The graph of f(x) = (x - h)2 + k has the same shape of f(x) = x2. The vertex of the graph is (h,
k) and the axis of symmetry is the vertical line (x=h).
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Example 1:
Function: g(x) = (x + 1)2 - 2
Vertex: (-1, -2)
Opening: Upward
Movement: Vertex moves 1 unit to the left
and 2 units downward

Describe the graph of the quadratic function in terms of vertex, opening and the
movement of the vertex of the graph.
 h(x) = (x - 4)2 + 5
Case 4:
The graph of f(x) = a(x - h)2 + k is a parabola with vertex (h, k). The horizontal and vertical
LE
movement of the graph of f(x) is called translation. The axis of symmetry is x = h.
If a > 0, the parabola opens upward and the minimum function value is k. If a < 0, the
parabola opens downward and the maximum function value is k.
For example:
1. g(x) = 2(x - 4)2 – 3
SA
a=2 h=4 k = -3
Vertex: (4, -3)
Opening: Upward
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Minimum value: -3
Movement: the graph moves 4 units to the
right and 3 units downward.
FO
2. h(x) = -3(x + 1)2 + 2

a = -3 h = -1 k=2
Vertex: (-1, 2)
Opening: downward
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Maximum value: 2
Movement: the graph moves 1 unit to the
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left and 2 units upward

N
DAY 4 (October 1)
Activity 1.
See Activity 9 ” It’s your turn”, numbers 1 to 5 Page 134-135 of your Learner’s Material,
answer it on your notebook.
Now, check your work by turning to Page 92 for the key to Score Description
correction. How many correct answers did you get? Rate your 5 Very Good
result using the table. 4 Good
3 Fair
Turn to page 91
If your score is at least 3 out of 5, you may now proceed to
sec. J and work on
next part of the discussion. 0-2 the enrichment
activities
86
Activity 2.
See Activity 5 ” Draw and describe me”, numbers 2 to 5 Page 146-147 of your Learner’s
Score Description
Now, check your work by turning to Page 92 for the key to
4 Very Good
correction. How many correct answers did you get? Rate your
3 Good
result using the table above.
2 Fair
Turn to page 91
If your score is at least 4 out of 7, you may now proceed to next sec. J and work
part of the discussion
activities
LE
Activity 3.
See Activity 9 ” Name the translation”, numbers 1 to 5 Page 168 of your Learner’s
SA Score Description
correction. How many correct answers did you get? Rate your 4 Good
result using the table above. 2–3 Fair
Turn to page 91
sec. J and work
If your score is at least 3 out of 5, you may now proceed to 0-1 on the enrichment
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next part of the discussion activities

FO
Throwing a ball, shooting a cannon, diving from a platform and hitting a golf ball are all
examples of situations that can be modeled by quadratic functions. In many of these
situations you will want to know the highest or lowest point of the parabola, which is known
as the vertex.
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To transform 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 using completing

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the square,
a. Group together the terms containing x.
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b. Complete the expression in parenthesis to make it a perfect square trinomial

by adding a constant term then subtract the same value from the constant
term.
Note: To determine what to add to complete the square, take half of coefficient
of x and square it then add on both sides of the equation.
If the a>1, to find the real value added to the entire equation, be sure to
multiply the constant term by the value of a when you subtract it to the constant
term since it has been factored out in the beginning.
c. Express the perfect square trinomial as a square of binomial and simplify the
constant term.
To transform 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 using the vertex h
and k,
a. identify the values of a, b and c in 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
b. find the vertex using ℎ = and 𝑘 = ,
2𝑎 4𝑎
c. Substitute 𝑎, ℎ and 𝑘 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 .
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 The turning point of the parabola is called the vertex which is either the lowest
point (minimum point) or the highest point (maximum point) of the graph of
a quadratic function. The vertex is the point (𝒉, 𝒌).
 The axis of symmetry is the vertical line which divides the graph into two parts
such that one-half of the graph is a reflection of the other half. The line 𝒙 = 𝒉 is
the axis of symmetry.
 If 𝒂 > 𝟎, the parabola opens upward. If 𝒂 < 𝟎, the parabola opens
downward.
 If the parabola opens upward, the vertex of the parabola is the lowest point.
If its opens downward, the vertex is the highest point. 𝒌 is the minimum or
the maximum value of the function.
 The x-intercept(s) of the graph are the zeroes of the quadratic function and
the roots of the corresponding/related quadratic equation.
 The y-intercept is when 𝒙 = 𝟎 in the quadratic function.
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 The domain of quadratic function is the set of all possible values of x. 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}. SA
 The graph of a quadratic function can be drawn using the vertex, the axis of
symmetry, and some points (table of values).
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Different forms of the Quadratic Function

1. f(x) = ax²
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2. f(x) = ax² + k
3. f(x) = a(x – h)²
4. f(x) = a(x – h)² + k
 In the graph of f(x) = ax², if |a| >1, the graph of the parabola is narrower than
the parent function. If the |a|<1, the graph of the parabola is wider than the
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parent graph. This behavior of the graph is called stretching.

 In the graph of f(x) = x2 + k which has the same shape as the graph of f(x) = x2,
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if k is positive, the graph of f(x) = x2 shifts “k” units upward. If k is negative, the
graph of f(x) = x2 shifts “k” units downward.
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 In the graph of f(x) = (x - h)2 which has the same shape as the graph of f(x) = x 2,
if “h” is positive, the graph of f(x) = (x - h)2 is the graph of f(x) = x2 shifted “h”
units to the right. If “h” is negative, the graph of f(x) = (x - h)2 is the graph of
f(x) = x2 shifted “h” units to the left.
 In the graph of f(x) = a(x - h)2 + k with vertex (h, k), the longitudinal and vertical
movement of the graph of f(x) is called translation. If a > 0, the parabola opens
upward and the minimum function value is k. If a < 0, the parabola opens
downward and the maximum function value is k.
Note:
 “a” determines the opening of the parabola
 “h” indicates shifting/translating/moving the graph right or left
 “k” is for shifting/translating/moving the graph up or down
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DAY 5 (October 2)
EVALUATION 6
Name:_______________________ Section:_______________________
I. Write the indicated letter of the quadratic function in the form y = a(x-h)2 + k into the
box that corresponds to its equivalent general form y = ax2 + bx+ c
Dialog box
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I y = (x-1)2 – 4 y = x2 – x +
4
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5 49 23
S y = 2(x + )2 – y = 3x2 + 12x +
4 8 2
2
E y = (x - )2 + 2
3
y = x2 - 2x – 15
A y = 3(x + 2)2 –
1
2
SAy = 2x2 + 4x
N y = (x - 0)2 – 36 y = x2 – 2x – 3
T y = (x - 1)2 – 16 y = 2x2 + 5x – 3
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F y = (x - 3)2 + 5 y = x2 – 6x + 14
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1 3
M y = (x - )2 +
2 2
y = -2x2 + 12x – 17
U y = -2(x - 3)2 + 1 y = x2 – 36
H y = 2(x + 1)2 - 2
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II. DRAW AND DESCRIBE ME!

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Sketch the graph of each quadratic function and identify the vertex, domain, range, and
the opening of the graph. State whether the vertex is a minimum or a maximum point
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and write the equation of its axis of symmetry.
1. f(x) = x2 + 3x – 2
Vertex _____________
Opening of the graph _____________
Vertex is a _____________ point
Equation of the axis of symmetry ______
Domain: _____
Range: _____
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Name:_______________________ Section:_______________________
2. f(x) = -x2 - 2x + 1
Vertex _____________
Domain: _____
Range: _____
3. f(x) = 2x2 + 4
Vertex _____________
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Domain: _____
Range: _____ SA
4. f(x) = -3x2 + 2x – 5
Vertex _____________
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Domain: _____
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Range: _____
5. f(x) = x2 – 2x
Vertex _____________
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Domain: _____
Range: _____
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III. Given the following quadratic functions, describe its graph in terms of the following:
vertex, opening and movement of the vertex.
Movement of the
Quadratic function Vertex opening
vertex
1. f(x) = -x2 + 8
2. f(x) = (X - 4)2
3. f(x) = 2x2 – 3
4. f(x) = -2(x - 3)2 + 6
5. f(x) = ½ (x + 2)2 + 3
IV. Describe the transformation compared to the parent function.

a. f(x) = (x + 6)2
b. f(x) = -2(x - 1)2 - 8
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Remediation 1:
See Activity 7 ” Match or mismatch”, numbers 1 to 5 Page 148-149 of your Learner’s
Remediation 2:
See Activity 5 ” Draw and describe me”, number 6 Page 147 of your Learner’s
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Remediation 3:
See Activity 8 ” Translate Me”, letters a to b Page 150 of your Learner’s Material,
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KEY TO CORRECTIONS
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LET’S SEE PHILIPPINES!

NAME LOCATION
1. Banaue Rice Terraces Ifugao
2. Hundred Islands Pangasinan
3. Chocolate Hills Bohol
4. Mayon Volcano Albay
5. Taal Volcano Batangas
6. Boracay Aklan
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Activity 1: It’s Your Turn
13 1
y=x2 –x + Y = ( x- )2 +3
4 2
1 1
y= x2 -3x +3 Y = (x-3)2
2 2
y=-2x2 +12x -17 Y = -2(x-3)2 +1
y=x2 -4x +1 y= (x-2)2 -3
y=2x2 -4x +4 y= 2(x-1)2 +2
Activity 2: Draw and Describe Me:

2. f(x)= 2x2 +4x-3
vertex =(-1,5)
Opening of the graph= upward
Vertex is at minimum point
Equation of the axis of symmetry x=-1
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Domain=set all real numbers
Range= Y ≥ 5
1
3. f(x) = x2 +2
2 SA
vertex =(0,2)
Vertex is at minimum point
Equation of the axis of symmetry x= 0
Range= Y ≥ 2
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4. f(x)= -x2 -2x -3

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vertex =(-1-,2)
Opening of the graph= downward
Vertex is at maximum point
Equation of the axis of symmetry x= -1
Range= Y ≤ − 2
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5. f(x)= (x+2)2 +3
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vertex =(-2,3)
Vertex is at minumum point
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Equation of the axis of symmetry x= -2

Range= Y ≥ 3
Activity 3:
Name the translation:
1.f(x)= 3x2-4 2. f(x)= 4(x+2)2
3. f(x)= 3(x-2)2 +5 4. f(x)= -10(x+6)2 – 2
1 1
5. f(x)= +(x- )2 +
2 2
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KEY TO CORRECTION (REMEDIATION)
REMEDIATION 1: MATCH or MISMATCH
4. Mismatch The correct equation is Y=x2 +4
5. Match
6. Mismatch The correct equation is y= 2(x-3)2 + 1
7. Match
8. Match
REMEDIATION 2: 𝒇(𝒙) = 𝟐(𝒙 − 𝟐)²
1. Vertex: (0,2) opening of the graph: Upward

2. minimum value: 2
3. axis of symmetry: x = 0
4. domain and range: The domain is the set of
all real numbers and the range is the set {𝑦: 𝑦 ≥ 2}
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REMEDIATION 3: Translate Me!
f(x)=2x2 +3 f(x) = 2(x-3)2 -1
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If you need help with this lesson, you may contact your math teacher by referring to page 22 for
their contact details.
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WEEK 7: October 6 to 12, 2020

October 5 – World Teacher’s Day (Regular Holiday)
I. OBJECTIVES
The learner
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1. Determines the equation of a quadratic function given: (a) a table of values; (b) graph;
(c) zeros (M9AL-Ij-1)
2. Solves problems involving quadratic functions. (M9AL-Ii-j-2)
D. Objectives: SA
5. Find the equation of a quadratic function given: (a) a table of values; (b) graph; (c)
zeros
6. Solve real-world problems that involves quadratic function
II. CONTENT
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Application of Quadratic Functions

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Learning Resources:
A. References: Learners’ Materials Grade 9 Mathematics, pp. 140-150
B. Other Learning Resources:
III. PROCEDURES
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DAY 1 (October 6)
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Hi! How are you? I pray for your wellness. We are now down to the last week of the
quarter. Hooray!
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We are going to explore more on quadratic function and this time we will focus on zeros
of quadratic function.
Before we dug deeper in our lesson, let us have a review by taking the activity for review
on the below.
REVIEW:
Write your answer in your notebook. Consider the given function:
f (x) = -2x2 + 5x + 3 for the following questions:
1. Does the parabola open upward or downward?
b
2. Determine the equation of the axis of symmetry. x = -
2a
3. Determine the coordinates of the vertex. (h,k)
4. Determine the x and y intercepts.
x-intercepts: set f(x) = 0
y-intercepts: set x=0
5. Graph the function draw your own Cartesian plane.
6. What is the domain and range?
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In this lesson, we will use the zeros in determining quadratic function. However, before that,
let us have a Math trivia about zero.
Different names for

the number ‘0’
include zero, nought, Zero is the only number
naught, nil, zilch, and that cannot be
zip. represented in Roman
Numerals. The Latin
word ‘nulla’ would have
been used instead.
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Interesting facts, right? Do you know any trivia about zeros?

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In this lesson, we will learn how to find the quadratic function given its roots. Zeros are the
roots or x-intercept/s of the function.
Example 1. Find a quadratic function whose zeros are -1 and 4.

Solution:
If the zeros are -1 and 4, then
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x = -1 and x = 4
x + 1 = 0 and x – 4 = 0 Applying the Zero Product Property
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(x + 1)(x – 4) = 0 Apply the FOIL Method

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𝑥 − 3𝑥 − 4 = 0 Related equation of the quadratic function
2
𝑦 = 𝑥 − 3𝑥 − 4 Quadratic function

Find the quadratic function whose zeros are -1 and 5.
You should get 𝑦 = 𝑥 2 + 4𝑥 − 5 as function.
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If your answer is correct, you may proceed to next example. If not, I am sorry but you
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have to go back to example number 1 and try all over again.

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Example 2. Find an equation of a quadratic function with zeros -2 and -1.

Solution:
If the zeros are -2 and -1, then
x = -2 and x = -1
x + 2 = 0 and x + 1 = 0 Applying the Zero Product Property
(x + 2)(x + 1) = 0 Apply the FOIL Method
2
𝑥 + 3𝑥 + 20 = 0 Related equation of the quadratic function
2
𝑦 = 𝑥 + 3𝑥 + 20 Quadratic function

Find the function whose zeros are -9 and 5.
You should get 𝑦 = 𝑥 2 + 4𝑥 − 45 as function.
If your answer is correct, you may proceed to next part. If not, I am sorry but you have
to go back to example number 1 and try all over again.
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The equation of the quadratic function can be determined using table of values.
Example 1. 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:
Step 1. 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 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Let’s say
using point ( 1, 4) 4 = 𝑎(1)2 + 𝑏(1) + 𝑐
4=𝑎+𝑏+𝑐 equation 1
using point (-1, 10) 10 = 𝑎(−1)2 + 𝑏(−1) + 𝑐
10 = 𝑎 − 𝑏 + 𝑐 equation 2
using point (2, 4) 4 = 𝑎(2)2 + 𝑏(2) + 𝑐
4 = 4𝑎 + 2𝑏 + 𝑐 equation 3
We obtain a system of equation in a, b, and c.
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Step 2. Add corresponding terms in eq. 1 and eq. 2 to eliminate b.
eq.1 + eq. 2 4=𝑎+𝑏+𝑐
+ 10 = 𝑎 − 𝑏 + 𝑐
We have 14 = 2𝑎 + 2𝑐 equation 4
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Step 3. Multiply the terms in eq.2 by 2 and add the corresponding terms in eq.3 to eliminate b.
2(eq.2) + eq.3 20 = 2𝑎 − 2𝑏 + 2𝑐 2(10) = (𝑎 − 𝑏 + 𝑐)2
4 = 4𝑎 + 2𝑏 + 𝑐
We have 24 = 6𝑎 + 3𝑐 equation 5
Notice that equation 4 and equation 5 constitute a system of linear equations in two
variables.
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Step 4. To solve for c, multiply the terms in equation 4 by 3 and subtract corresponding
terms in equation 5.
18 3𝑐
3(eq.4) – equation 5 42 = 6𝑎 + 6𝑐 =
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3 3
-- 24 = 6𝑎 + 3𝑐 𝑐=6
18 = 3𝑐
Step 5. To solve for a, substitute the value of c in equation 4 or 5.
14 = 2𝑎 + 2𝑐
14 = 2𝑎 + 2(6)
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2𝑎 = 14 − 12
2𝑎 2
=
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2 2
𝑎=1
Step 6. To solve for b, substitute the value of c and a in equation 1.
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4=𝑎+𝑏+𝑐
4 =1+𝑏+6
4 =7+𝑏
𝑏 = 4−7
𝑏 = −3
Step 7. Substitute the values of a, b and c in 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
a =1, b = -3, c = 6 → 𝑦 = 𝑥 2 − 3𝑥 + 6
Thus, the equation of the quadratic function is 𝑦 = 𝑥 2 − 3𝑥 + 6.

Determine the equation of the quadratic function represented by the table of values
below.
x 1 2 3 4 5 6
y 5 11 19 29 41 55
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You should get 𝑦 = 𝑥 2 + 3𝑥 + 1.
If you get the correct answer, you may proceed with the next discussion. If not, I am
sorry but you have to go back to example number 1 and try all over again.
DAY 2 (October 7)
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.
Example 1. Find the equation of the quadratic function determined from the graph below.
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Solution: SA
Step 1. Identify the vertex of the graph and a point that passes through the graph. (You may
use the x or y intercepts).
The vertex of the graph of quadratic function is (2, -3).
The graph passes through the point (5,0).
Step 2. Find the value of a.
By replacing x and y with 5 and 0, and h and k with 2 and -3, respectively, we have
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𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
0 = 𝑎(5 − 2)2 + (−3)
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0 = 𝑎(3)2 − 3
3 = 9𝑎
3 1
𝑎= =
9 3
Step 3. Write the equation in vertex form and in the form y = ax2 + bx +c.
1
𝑦 = (𝑥 − 2)2 − 3 (vertex form)
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3
1
𝑦 = (𝑥 2 − 4𝑥 + 4) − 3
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3
1 1 1
𝑦 = (𝑥 2 ) − (4𝑥) + (4) − 3
3 3 3
1 2 4 5 4 4−9 5
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𝑦= 𝑥 − 𝑥− (since − 3 = =− )
3 3 3 3 3 3
1 1 4 5
Thus, the quadratic equation is 𝑦 = (𝑥 − 2)2 − 3 or 𝑦 = 𝑥 2 − 𝑥 − .
3 3 3 3
Your turn! Now, try this on your notebook.

Determine the equation of the quadratic function whose
graph is given. The vertex (1, -4) and a point on the graph (3,
0).
You should get 𝑦 = 𝑥 2 − 2𝑥 − 3.

If you get the correct answer, you may proceed with the next
example. If not, I am sorry but you have to go back to
example number 1 and try all over again
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Example 2. Determine the equation of the quadratic function whose graph is given below.
Solution.
Step 1. Identify the vertex of the graph and a point that passes through the graph (you may
use the x or y intercepts).
The vertex of the graph of quadratic function is (1, -3).
The graph passes through the point (0,-4).
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Step 2. Find the value of a.
By replacing x and y with 0 and -4 and h and k with 1 and -3, respectively, we have
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
−4 = 𝑎(0 − 1)2 + (−3) SA
−4 = 𝑎(−1)2 − 3
3 − 4 = 1𝑎
−1
𝑎= → 𝑎 = −1
1
Step 3. Write the equation in vertex form and in the form y = ax2 + bx +c.
𝑦 = −1(𝑥 − 1)2 − 3 or 𝑦 = −(𝑥 − 1)2 − 3 (vertex form)
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𝑦 = −(𝑥 2 − 2𝑥 + 1) − 3
𝑦 = −𝑥 2 + 2𝑥 − 1 − 3
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𝑦 = −𝑥 2 + 2𝑥 − 4
Thus, the quadratic equation is 𝑦 = −(𝑥 − 1)2 − 3 or 𝑦 = −𝑥 2 + 2𝑥 − 4.
Find the equation of the quadratic function determined from the
graph below.
The vertex (-1, 9) and a point on the graph (0, 8).
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You should get 𝑦 = −𝑥 2 − 2𝑥 + 8.

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If you get the correct answer, you may proceed with the next
discussion. If not, I am sorry but you have to go back to example
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number 2 and try all over again.
DAY 3 (October 8)
The application of quadratic function can be seen in many different fields like physics,
industry, business, and in variety of mathematical problems. In this section, you will
explore situations that can be modeled by quadratic functions.
Consider the problem below.

If the perimeter of the rectangle is 100 m, find its dimensions of the rectangle if its
area is maximum.
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a. Complete the table on the next page for the possible dimensions of the rectangle and
their corresponding areas. The first column has been completed for you.
Width (w) 5 10 15 20 25 30 35 40 45
Length (l) 45
Area (A) 225
Answer:
Width (w) 5 10 15 20 25 30 35 40 45
Length (l) 45 40 35 30 25 20 15 10 5
Area (A) 225 400 525 600 625 600 525 400 225
b. What is the largest area that you obtained? 625 m²

c. What are the dimensions of a rectangle with the largest area? The width is 25 m and the
length is 25 m.
d. The perimeter P of a given rectangle is 100 m. Make a mathematical statement for the
perimeter of the rectangle. 2l + 2w = 100
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e. Simplify the obtained equation and solve for the length l of the rectangle in terms of its
width w. I = 50 – w
f. Express the area A of a rectangle as a function of width w. A = 50w - w²
g. What kind of equation is the result? The function is a quadratic.
A = -(w – 25)² + 625. The vertex is (25, 625).

i. Graph the data from the table in a, showing the
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h. Express the function in standard form. What is the vertex? In standard form, the area is
relationship between the width and the area.
j. What have you observed about the vertex of the graph in

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relation to the dimensions and the largest area? The

coordinates of the vertex is related to the width and the
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largest area.
How did you find the activity? Can you still recall the
properties of quadratic function? Did you use them in solving
the given problem?
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To understand more on how the concepts of the quadratic function can be applied to solve
geometry problems, study the illustrative example presented below.
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Example 1.
What are the dimensions of the largest rectangular field that can be enclosed by 80
meters of fencing wire?
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Solution:
Let l and w be the length and width of the rectangle.
The perimeter of the rectangle is given by:
P = 2l + 2w
Since P = 80 m, thus,
2l + 2w = 80 Substitution in the formula for the perimeter of the rectangle
L + w = 40 Factor out 2.
L = 40 – w Add –w on both sides of the equation to express the length as a
function of w.
Substituting in the formula for the area A of a rectangle gives you,
A (w) = w × l
A (w) = w (40 – w)
A (w) = -w² + 40w
By completing the square, we will have:
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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. 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.
Try this problem! Write your answer in your notebook.
What are the dimensions of the largest rectangular field that can be enclosed
with 60 m of wire?
You should get 15 m by 15 m
If your answer is correct, you may proceed to Example 2. If not, I am sorry but you have
to go back to Example 1 and try all over again.
Example 2.
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
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week were sold.
a. Write a quadratic function in standard form that models the revenue from
t-shirts sales.
b. What price produces the maximum revenue?
Solution:
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You should 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)
Let 40 + 5x → represents the t-shirts sold plus 5 more
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100 – 10x → indicates the price per week with 10 decrease in price
Substituting, we’ll have:
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a. Revenue R(x) = (40 + 5x) (100 – 10x)

R(x) = -50x²+ 100x + 4000
If we transform the function into the form y = a(x – h)² + k, it will be:
R(x) = -50(x – 1)² + 4050
The vertex is (1, 4050).
Thus, the maximum revenue is Php 4050
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The price of the t-shirt to produce a maximum revenue can be determined by

b. P(x) = 100 – 10x
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P(x) = 100 – 10(1)

P(x) = 90
Thus, Php 90.00 is the price of the t-shirt that produces maximum revenue.
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You try this! Write your answer in your notebook.

A company of cellular phones can sell 200 units per month at Php 2000 each.
Then they found out that they can sell 50 more cell phone units every month
for each Php 100 decrease in price.
a. Write a quadratic function in standard form that models the revenue
from cell phone sales.
b. What price per cell phone unit gives them the maximum monthly sales?
You should get:
a. R(x) = -5 000x² + 80 000x + 400 000
b. Php 1 200.00
If your answer is correct, you may proceed to Example 3. If not, I am sorry but you have
to go back to Example 2 and try all over again.
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Example 3.
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) = 80t – 16t².
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 vertex of the parabola of
the function S(t) = 80t – 16t².
Transform S(t) = 80t – 16t² using completing the square.
S(t) = 80t – 16t²
S(t) = -16t² + 80t
S(t) = -16(t² - 5t)
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25
S(t) = -16(t² - 5t + ) + 100
4
5 2
S(t) = -16(t - ) + 100
2
5
The vertex is ( , 100). SA
2
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) = 80t – 16t²
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5
S(t) = -16(t - )2 + 100
2
5
Since the value of h is or 2.5, then the object is at its maximum height after 2.5
2
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seconds.
3. To find the time it will take the object to hit the ground,
Let S(t) = -96, since the height of the building is 96 ft.
The problem requires us to solve for t.
h(t) = 80t – 16t² given
-96 = 80t – 16t² substitute -96 for h(t)
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16t² -80t – 96 = 0 express in standard form

16(t² - 5t – 6) = 0 factor out 16
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t² - 5t – 6 = 0 divide both sides of the equation by 16

(t – 6)(t + 1) = 0 use factoring
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t – 6 = 0, t + 1 = 0 use zero product property

t = 6, t = -1
Thus, it will take 6 seconds before the object hits the ground.
You try this! Write your answer in your notebook.

An object is thrown vertically upward with a velocity of 96 m/s. The distance
S(t) above the ground after t seconds is given by the formula S(t) = 96t – 5t².
1. How high will it be at the end of 3 seconds?
2. How much time will it take the object to be 172 m above the ground?
3. How long will it take the object to reach the ground?
You should get:
a. 243 ft. b. 2 seconds c. 1915 seconds
If your answer is correct, I must say that you understood the lesson well.
101
DAY 4 (October 9)
Activity 1: IT’S YOUR TURN!
Find the equation of quadratic functions given its zeros.
ZEROS EQUATION
1. -3 and 8 ____________________
2. -2 and 4 ____________________
3. -6 and 1 ____________________
4. -7 and -6 ____________________
5. -6 and -1 ____________________
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Activity 2:
Determine the equation of the quadratic function represented by the table of values below.
1.
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2.
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Score Description
key to correction. Give yourself one (1) point for every correct 4 Good
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answer. 3 Fair
How many correct answers did you get? Rate the result using 2 Turn to page 105
section J and work
the table. on the enrichment
1
activities
Activity 3:
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See Activity 8 ”Rule me out!” numbers1,2 and 3 Page 167 of your Learner’s Material,
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Score Description
key to correction. Give yourself one (1) point for every correct
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5 Good
answer. 3-4 Fair
How many correct answers did you get? Rate the result using Turn to page 105
the table. section J and work
activities
Activity 4:
See Activity 4 “Hit the mark!” problem A Page 179 of your Learner’s Material, answer it
on your notebook.
Score Description
key to correction. 3-4 Good
Give yourself one (1) point for every correct answer. Turn to page 106
How many correct answers did you get? Rate the result using section J and work
the table. activities
102
Many real-world situations deal with quadratics and parabolas:

Throwing a ball, shooting cannon, diving from a platform and hitting a golf ball are
all examples of situations that can be modeled by quadratic functions.
Sometimes calculating a business profit requires using a quadratic function. If you want
to sell something – even something as simple as lemonade – you need to decide how many
items to produce so that you will make a profit.
People frequently need to calculate the area of rooms, boxes or plots of land. An
example might involve building a rectangular box where one side must be twice the length
of the other side. For example, if you have only 4 square feet of wood to use for the bottom
of the box, with this information, you can create an equation for the area of the box using
the ratio of the two sides.
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Deriving quadratic functions from:
 Zeros
To find the equation of the quadratic function if the zeros (𝑟1 𝑎𝑛𝑑 𝑟2 ) are given,
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multiply the two binomials such that:
𝑓(𝑥) = (𝑥 − 𝑟1 )(𝑥 − 𝑟2 )
 Table of Values
To find the equation of the quadratic function if the table of values is given:
a. take any three ordered pairs (𝑥1 , 𝑦1 ), (𝑥2 , 𝑦2 ), and (𝑥3 , 𝑦3 ), from the table;
b. use these values of 𝑥 𝑎𝑛𝑑 𝑦 in the equation 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to write three
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equations
𝑦1 = 𝑎(𝑥1 )2 + 𝑏(𝑥1 ) + 𝑐
𝑦2 = 𝑎(𝑥2 )2 + 𝑏(𝑥2 ) + 𝑐
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𝑦3 = 𝑎(𝑥3 )2 + 𝑏(𝑥3 ) + 𝑐
c. using the three derived equations, solve for 𝑎, 𝑏 𝑎𝑛𝑑 𝑐; and
d. substitute the values obtained for 𝑎, 𝑏 𝑎𝑛𝑑 𝑐 in 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
 Graph
When the vertex (ℎ, 𝑘) and any point (𝑥, 𝑦) on the parabola are clearly seen, the
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equation of the quadratic function can be determined by using the form of a

quadratic function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
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To find the equation of the quadratic function using graph,

a. identify the vertex of the graph and a point that passes through the graph.
b. find the value of a, and
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c. write the equation in vertex form and general/standard form.
To solve problems involving quadratic functions:

 Read and understand the problem.
 Identify the given and use a representation for the unknown.
 Write the equation for the problem.
 Solve the equation.
 Graph, if necessary.
103
DAY 5 (October 12)
Evaluation 7
Name:_______________________ Section:_______________________
I. Find the equation of quadratic functions given its zeros.

ZEROS EQUATION
1. -1 and 5 ____________________
2. 3 and 8 ____________________
3. -7 and 5 ____________________
4. 3 and -6 ____________________
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5. -5 and -2 ____________________
II. Determine the equation of the quadratic function represented by the table of values
below.
1.
SA
2.
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III. Match each function with its graph. Write the letter of the correct answer
Column A Column B
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A. 𝑦 = 𝑥 2 − 4𝑥 + 7
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1. v( -2, -6) p ( 0, -2)

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N
B. 𝑦 = −2𝑥 2 − 4𝑥 + 1
2. v ( 2, 3 ) p ( 0, 7 )
C. 𝑦 = 𝑥 2 + 4𝑥 − 2
3. v ( 2, -2 ) p ( 4, 0 )
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Name: ________________________ Section: ______________________
1
D. 𝑦 = 𝑥 2 − 2𝑥
2
4. v ( 3, 3 ) p ( 0, -6 )
E. 𝑦 = −𝑥 2 + 6𝑥 − 6
5. v ( -1, 3 ) p ( 0, 1)
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IV. Analyze the graph below representing the relationship between the time in seconds
when a projectile is launched vertically into the air, and its height at that time.
1. What is the maximum height reached by the projectile?

SA
2. How long does it take for the projectile to reach its
maximum height?
3. How long does it take for the projectile to return to the

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ground?
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4. What is the axis of symmetry of the graph?

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REMEDIATION 1:
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See Activity 10 ”Rule my zeros!” numbers 1 and 2 Page 169 of your Learner’s Material,
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REMEDIATION 2:
See Activity 7 ”Derive my Equation!” letter A Page 166 of your Learner’s Material,
REMEDIATION 3:
See Activity 8 ”Rule me out!” numbers 4 and 5 Page 168 of your Learner’s Material,
105
REMEDATION 4:
See Activity 4 ”Hit the mark!” problem B Page 179 of your Learner’s Material, answer it
on your notebook.
KEY TO CORRECTIONS
REVIEW: f(x) = -2x2 + 5x + 3
1. The parabola opens down. Graph:
5
2. x= or 1.25
4
5 49
3. ( , )or (1.25, 6.125)
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4 8
1
4. x -intercepts: (− ,0) and (3,0)
2
y - intercepts: (0,3)
5. (See the graph on the side)
6. Domain: all real numbers SA
49 49
Range: (-∞, ) 𝑜𝑟 𝑦 ≤
8 8

Activity 1: IT’S YOUR TURN!
R
Find the equation of quadratic functions given its zeros.

ZEROS EQUATION
1. -3 and 8 𝑦 = 𝑥 2 − 5𝑥 − 24
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2. -2 and 4 𝑦 = 𝑥 2 − 2𝑥 − 8
3. -6 and 1 𝑦 = 𝑥 2 + 5𝑥 − 6
4. -7 and -6 𝑦 = 𝑥 2 + 13𝑥 + 42
5. -6 and -1 𝑦 = 𝑥 2 + 7𝑥 + 6
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Activity 2:
Determine the equation of the quadratic function represented by the table of values.
O
1. y = 2x2 – 8x – 4
2. y = 3x2 – 6x – 1
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Activity 3: Activity 8 Rule me out! Page 167

1. 𝑦 = 𝑥 2 − 4𝑥 + 7
2. 𝑦 = −2𝑥 2 − 12𝑥 − 14
3. 𝑦 = 3𝑥 2 − 6𝑥
Activity 4: Activity 4: Hit the mark! Page 179

a. Php 400 000.00 d. Php 1 200.00
b. Php 640 000.00 e. Php 720 000.00
c. Equation R(x) = (200+50x) (2000-100x)
106
KEY TO CORRECTION (REMEDIATION)
REMEDIATION 1: Activity 10 ”Rule my zeros!” numbers 1 and 2 Page 169
1. 𝑦 = 𝑥 2 − 5𝑥 + 6
2. 𝑦 = 2𝑥 2 − 𝑥 − 10
REMEDIATION 2: Activity 7: Derive my equation! p.166

y = -x2 - 4
REMEDIATION 3: Activity 8: Rule me out! Numbers 4 and 5, p.168

4. 𝑦 = −4𝑥 2 − 16𝑥 − 19
1
5. 𝑦 = 𝑥 2 − 2𝑥 + 1
3
6.
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REMEDIATION 4: Activity 4: ”Hit the mark!” problem B Page 179
a. Php 25.00 b. Php 6 250.00
SA
If you need help with this lesson, you may refer to page 22 for the contact of your math teacher.
R
FO
T
O
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107
OCTOBER 13, 2020
SUMMATIVE TEST
Direction: Use yellow paper to answer the summative. Use the format shown below to
label your paper and it is to be submitted to your Math teacher.
Name:_______________________ Section:_______________________
Subject: Mathematics 9 SUMMATIVE TEST Parent’s Signature: ______________
Read each item carefully. USE CAPITAL LETTERS ONLY.
1. It is an equation of degree two that can be written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0,

where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0.
A. Linear equation C. Quadratic equation
B. Linear inequality D. Quadratic inequality
2
2. In the equation 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0, which of the following should NOT be equal to
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𝑧𝑒𝑟𝑜 for the equation to be quadratic?
A. 𝑎 B. 𝑏 C. 𝑐 D. 𝑎, 𝑏 and 𝑐
3. Which of the following is a quadratic equation?
1
A. 2
𝑥 + 3 = 7 B. 3𝑥 − 7 = 8 C. (𝑥 + 1)2 = 0 D. 𝑥 3 = 𝑥 + 25
B. −3 C. 5
SA
4. In the equation 8𝑥 + 3𝑥 2 = −5, what is the real number 𝑐?
A. 3 D. −5
2
5. By what method the quadratic equation 𝑥 = 100 can be easily solved?
A. Completing the Square C. Factoring
B. Extracting Square Root D. Quadratic Formula
R
6. In solving the roots of a quadratic equation by factoring, set or equate the factors of
the equation to zero. This process is based on what principle?
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A. Distributive B. FOIL C. Transposition D. Zero Product

2
7. What are the roots of 𝑘 − 196 = 0?
A. −14 B. +14 C. ±14 D. ±√14
8. Find the roots of (𝑥 − 3)(𝑥 + 6) = 0.
A. 3 and 6 B. −3 and 6 C. 3 and −6 D. −3 and −6
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2
9. Given 𝑥 + 12𝑥 + ______ = 13 + ______, what must be added to both sides of the
equation so that the method of completing the square can be used to solve for
O
the roots?
A. 9 B. 16 C. 25 D. 36
2
10. What must be the value of 𝑏 so that 4𝑥 + 𝑏𝑥 + 49 becomes a perfect square
N
trinomial?
A. 7 B. 14 C. 21 D. 28
11. Use the quadratic formula to solve for the roots of 2𝑥 2 + 3𝑥 = 27.
2 −2 9 −9
A. −3 and B. 3 and C. −3 and D. 3 and
9 9 2 2
12. The discriminant can be obtained by using what expression?
A. 𝑏 − 4𝑎𝑐 B. 𝑏2 − 4𝑎𝑐 C. √𝑏 − 4𝑎𝑐 D. √𝑏 2 − 4𝑎𝑐
13. Find the value of the discriminant if 𝑎 = 3, 𝑏 = 6 and 𝑐 = 9.
A. 72 B. −72 C. 102 D. −102
14. What is the nature of the root of a quadratic equation if the value of its
discriminant is 0?
A. real, rational, equal C. real, irrational, unequal
B. real, rational, unequal D. no real roots
15. Find the sum of the roots of the quadratic equation 𝑥 2 + 5𝑥 + 6 = 0.
A. 5 B. −5 C. 6 D. −6
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16. Refer to the equation in item no. 17, what is the product of the roots?
A. 5 B. −5 C. 6 D. −6
17. Find a quadratic equation whose solutions are 6 and 8.
A. 𝑥 2 + 14𝑥 + 48 = 0 C. 𝑥 2 + 48𝑥 + 14 = 0
B. 𝑥 2 − 14𝑥 + 48 = 0 D. 𝑥 2 − 48𝑥 + 14 = 0
6 𝑥−3
18. Transform the rational algebraic equation + = 2 into a quadratic equation.
𝑥 4
A. 𝑥 2 + 11𝑥 + 24 = 0 C. 𝑥 2 − 11𝑥 + 24 = 0
B. 𝑥 2 + 11𝑥 − 24 = 0 D. 𝑥 2 − 11𝑥 − 24 = 0
19. The product of two numbers is 45. One number is four more than the other. Find
the numbers.
A. 5 and −9 C. −5 and −9
B. −5 and 9 D. Cannot be determined
20. The SM San Fernando wants to place a new rectangular billboard to inform people
about their 3-Day Sale. 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
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width of the board?
A. 12 𝑚 long and 8 𝑚 wide C. −12 𝑚 long and 8 𝑚 wide
B. 8 𝑚 long and 12 𝑚 wide D. −8 𝑚 long and 12 𝑚 wide
21. These are mathematical sentences which can be written in any of the following
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forms: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0 and 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0.
A. Linear equations C. Quadratic equations
B. Linear inequalities D. Quadratic inequalities
22. Which of the following does not represent a quadratic inequality?
A. 2𝑥 2 + 5𝑥 − 3 > 0 C. 𝑥 2 + 7𝑥 + 16 ≤ 0
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B. 𝑥 2 − 4𝑥 − 17 < 0 D. 𝑥 2 − 3𝑥 + 5 = 0
23. Which of the following numbers is a solution of the inequality 𝑥 2 − 2𝑥 − 3 < 0?
FO
A. −4 B. −2 C. 2 D. 4
For items 24 - 29, choose the correct answers on the box below and write them
on the blanks provided before each number.
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Axis of Symmetry Linear Function Stretching Domain

Parabola Translation Downward Range
Downward Quadratic Function Upward Horizontal Line
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Vertex Hyperbola Relation Vertical Line
24. The graph of 𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 is a ______.

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25. The horizontal and vertical movement of the graph.

26. It is the line that passes through the vertex of the parabola.
27. The coefficient 𝑎 in 𝑓 (𝑥 ) = 𝑎𝑥 2 makes the graph narrower or wider, this behavior
is called ________.
28. If the value of the real number 𝑎 is less than zero, the graph of the quadratic
function opens ___
29. The highest or lowest point of a quadratic function occurs at its _________ which is
also the turning point of the graph.
30. A second degree function that can be written in the form 𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 is .
A. Linear equation C. Quadratic equation
B. Linear function D. Quadratic function
109
31. Which of the following represents a quadratic function?
A. 𝑔(𝑥 ) = 𝑥(𝑥 + 3) B. 𝑦 = 2𝑥 − 5 C. 𝑓 (𝑥 ) = 2(4𝑥 + 2) D. 𝑦 = 12 𝑥 + 4
32. Which of the following is the vertex form of a quadratic function?
A. 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 C. 𝑦 = 𝑎(𝑥 − 𝑘)2 + ℎ
B. 𝑦 = 𝑎(𝑥 + ℎ)2 − 𝑘 D. 𝑦 = 𝑎(𝑥 + 𝑘)2 − ℎ
33. Which of the following tables of values represents a quadratic function?
A.
x -2 -1 0 1 2 3
y 6 3 2 3 6 11
B.
x -2 -1 0 1 2 3
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9 5
y -5 − -4 -9 -3 −
2 2
C.
x -3 -2 -1 0 1
SA2
y 5 10 15 20 25 30
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D.
x 1 2 3 5 6 7
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y 7 14 21 35 42 49
34. What is the vertex form of the quadratic function 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 + 5?

A. 𝑓 (𝑥 ) = (𝑥 + 2)2 + 1 C. 𝑓 (𝑥 ) = (𝑥 + 2)2 − 1
B. 𝑓 (𝑥 ) = (𝑥 − 2)2 + 1 D. 𝑓 (𝑥 ) = (𝑥 − 2)2 − 1
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35. Find the zeroes of the quadratic function 𝑓 (𝑥 ) = 𝑥 2 + 𝑥 − 12.

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A. 3 and 4 B. 3 and −4 C. −3 and 4 D. −3 and −4

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110

Q1 MATH 9 Week 1 8

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DEPARTMENT OF EDUCATION

SUMMATIVE TEST 108

Week 1: August 24 to 28, 2020

1) illustrate quadratic equations;

Illustrations of Quadratic Equations

Grade 9 Patterns and Practicalities, pp 4-40 by Nivera, Gladys C. and

DAY 1 (August 24)

To start with, recall your knowledge about linear equations.

You may check your answers by turning to Page 20.

Let us have another short activity!

An anagram is a word of phrase formed by rearranging the letters of a different word or

Let me give you an example.

The word LISTEN can be rearranged into the word SILENT.

Did you understand? Are you now ready?

1. ACID QUART _________________________

4. MELTING COP _________________________

You may check your answers by turning to Page 21.

C. Presenting examples/instances of the lesson

Quadratic Equation in one variable is a mathematical sentence of degree 2. It can be

Meanwhile, 6x(x – 2) = 8, (x + 9) (x – 2) = 0 and (x + 7)2 = 1 are also quadratic equations.

In the equation x2 – 5x + 3 = 0: In the equation 4m 2 + 4m +1 = 0:

In the equation 9r2 – 25 = 0:

½ x2 – 3x = 0 This is now the standard form.

a = ½, b = -3, c = 0 Since the constant term is missing, c = 0.

You should get a = 3, b = 6, c = 7 as the real numbers.

Let’s have more complex examples.

You should get a = 1, b = 14, c = 48 as the real numbers.

DAY 2 (August 25)

Another examples of solving quadratic equations by extracting the square root:

Will you try solving for the roots of x2 - 169 = 0.

Write your solution and your answer on your notebook.

You should get 13 and -13 roots/solutions.

Example 2. Solve 2( x – 5 )2 =32

You may now solve 2 resulting equations.

For equation 1 For equation 2

2x – 3 + 3 = 3 + 3√2 Add 3 to both sides 2x – 3 + 3 = 3 - 3 √2 Add 3 to both sides

Try to answer this on your notebook: Solve. 2(5x+2)² = 64

sorry but you have to go back to example 3 and try again.

Example 4. Solve 2x2 + 9 =1

Try to answer this on your notebook: Solve 3x2 + 7 = 4

Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 = 0.

Step 2: Factor the left hand side of the quadratic equation

 Using the common monomial factor (CMF), factor out 2𝑥 2 + 10𝑥

2𝑥 = 0 , 𝑥+5 = 0 Apply the Principle of Zero Products,

2𝑥 = 0 𝑥+5 = 0 Solve for x.

2(0)2 + 10(0) = 0 2(−5)2 + 10(−5) = 0

Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 = 0.

 The common monomial factor of 2𝑥 2 and 6𝑥 is 2𝑥.

Step 3: Apply the zero product property

You should get 0 and 1/2 as roots.

Here is another way.

is always 0. Solving for x in the second equation,

Let’s try Example 1, 2𝑥 2 + 10𝑥 = 0.

Again, using Example 2 which is 3𝑥 2 − 6𝑥 = 𝑥 2 .

Solving Quadratic Equations of the Form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 by factoring

Example 1: Find the roots of 𝑥 2 − 10𝑥 + 25 = 0

Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Step 2: Factor the left hand side of the quadratic equation

Step 3: Apply the zero product property

𝑥−5+5 =0+5 𝑥−5+5 = 0+5

Example 2: Solve for the roots of 2𝑥 2 − 3𝑥 − 9 = 0

Step 1: Write the quadratic equation in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Step 3: Apply the zero product property

1. 𝑎 = 𝑏 = 𝑐 = __

2. 𝑎 = 𝑏 = 𝑐 = __