Math 9 1

ILIGAN CITY NATIONAL HIGH SCHOOL
ILIGAN CITY
FIRST GRADING
Prepared By:
Jerry V. Biagcong
Miladima A. Boa
Eileen Ludette S. Celdran
Ana Flordeliza D. Haganas
Mechu Charity T. Colot
Mary Rose R. Romitman
Yvonne T. Sumalinog
Jona Mae B. Villaruz
MATH 9 – QUARTER 1 – DAY 1 – 5
Name ______________________________________ Year & Section _______________ Score _________
PRETEST DAY 2
Direction: Write the letters only. SCORE ______ EVALUATION 1 Learner’s Manual, p. 42
1. _______ 6. _______ 11. ______ Activity 5: Find the solutions of the following
2. _______ 7. _______ 12. ______ quadratic equations by completing the square.
3. _______ 8. _______ 13. ______ Write your final answer on the space provided.
4. _______ 9. _______ 14. ______ 2. 𝑠 2 + 4𝑠 − 21 = 0 3. 𝑡 2 + 10𝑡 + 9 = 0
5. _______ 10. ______ 15. ______ ___________________ ___________________
DAY 1 EVALUATION 2 Learner’s Manual, p. 52
EVALUATION 1 Learner’s Manual, p. 14 Activity 5: Find the solution of the quadratic
Activity 4: Quadratic or Not Quadratic? equation using the quadratic formula. Write
Write Q if it is quadratic and NQ if it is not your final answer on the space provided.
quadratic. Write your answer on the space 1. 𝑥 2 + 10𝑥 + 9 = 0 ___________________
provided.
DAY 3
_____ 1. 3𝑚 + 8 = 15
_____ 2. 𝑥 2 − 5𝑥 + 10 = 0 EVALUATION 1 Learner’s Manual, p. 62
_____ 3. 12 − 4𝑥 = 0 Activity 7: Determine the nature of the roots of
_____ 4. 2𝑡 2 − 7𝑡 = 12 the quadratic equations using the discriminant.
NATURE OF THE
_____ 5. 6 − 2𝑥 + 3𝑥 2 = 0 DISCRIMINANT ROOTS
1. 𝑥 2 + 6𝑥 + 9 = 0
EVALUATION 2 3. 2𝑥 2 − 10𝑥 + 8 = 0
QUADRATIC STANDARD VALUES 4. 𝑥 2 + 5𝑥 + 10 = 0
EQUATIONS FORM a b c
EVALUATION 2 Learner’s Manual, p. 71
1. 3x – 2x2 = 7 Activity 5: Use the values of a, b and c of the
2. 5 – 2x2 = 6x quadratic equation in determining the sum and
3. – 12x2 = 13 the product of its roots. Verify your answers by
obtaining the roots of the equation.
EVALUATION 3 Which of the following SUM PRODUCT ROOTS
equations that can be solved using extracting 1. 𝑥 + 4𝑥 + 3 = 0
2
square root? Write your final answer on the
space provided. DAY 4
−16 + 𝑝2 = 0 𝑘 2 = 64 − 2𝑘 𝑘 2 = 64
___________________ __________________ Activity 4: Transform the equations into a
quadratic equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
Write your final answer on the space provided.
Activity 6: Extract Me! Solve the following
1. 𝑥 (𝑥 + 5) = 2 2 3𝑡
7. 𝑡 − 2 = 7
quadratic equations by extracting square roots.
Write your final answer on the space provided. ___________________ ___________________
1. 𝑥 2 = 16 2. 𝑡 2 = 81 3. 𝑟 2 − 100 = 0 EVALUATION 2 Learner’s Manual, p. 84
Activity 6: Find the solution set.
____________ ___________ ____________ 1. 𝑥 (𝑥 + 3) = 28 5 𝑥+2
8. 4𝑥 − 3 = 𝑥 − 1
___________________ ___________________
Activity 4: Factor Then Solve! Solve the
following quadratic equations by factoring. DAY 5
Write your final answer on the space provided. EVALUATION Solve the problem.
1. 𝑥 2 + 7𝑥 = 0 3. 𝑡 2 + 8𝑡 + 16 = 0 The width of a rectangle is 2 meters less than the length. The area is
48 m2. Find the dimensions. Show your solution on separate paper.
FINAL ANSWER: __________________
___________________ ___________________
afgdh
Grade 9 Mathematics: Quarter 1 Week 2 Answer Bank
Name: ________________________________ Grade & Section: ______________ Score: _______
Day 6 Day 8
Exercises:
Exercises:
Part I: 1. ! ! − 9! + 14 > 0
Write the quadratic A.
inequality in standard Steps Quadratic Function
form.
* = 2(! − 3)! + 4
Find the roots of its
corresponding equality. A. Expand (! − 3)!
Find the 3 test points. 2. Multiply the
Test a value from each perfect square
interval in the inequality. trinomial by 2
Test the roots 3. Add 4
Solution set
4. Simplify
Part II: Graph (use graphing paper) 5. Result
1. * > 2! ! − 5! + 1
Solution Set: B.
1. * = 2! ! − 12! + 22
Evaluation:
1. ______________________________ Vertex form: ____________________
2. ______________________________
3. ______________________________ "#
2. * = ! ! − 5! +
4. ______________________________ $
Day 7 Vertex form: ____________________
Answer only Exercise A # 3. Evaluation:
3. y = 4x2 – 1 Answer: _______________________

x -2 -1 0 1 2
y
Day 9
Exercises:
Graph: (use graphing paper)
1. 1(!) = 2(! − 5)! − 1
Evaluation:
a. Direction of the
#rows 1 2 3 4 5 6 10 20 opening:
#cans 1 4 9 16 625 Vertex:
Axis of symmetry:
Minimum Value:
b. _____________________
2. 1(!) = − 2(! + 5)! + 1 Day 10
Direction of the Evaluation:
opening:
Vertex: 1. First number = _______________
Axis of symmetry Second number = _______________
Minimum Value:
Evaluation: 2. Width = _______________

length = _______________
1. 1(!) = (! + 2)! − 2
Domain: __________ 3. a. _________________
Range: __________ b. _________________
x-intercept: __________ c. _________________
y-intercept: __________
Vertex: __________ 4. a. _________________
Axis of Symmetry: __________ b. _________________
Minimum Value: __________ c. _________________
Table of Values:
X
y
2. 2(!) = −2(! − 1)! + 4

Domain: __________
Range: __________
x-intercept: __________
y-intercept: __________
Vertex: __________
Axis of Symmetry: __________
Minimum Value: __________
Table of Values:
X
y

Math 9- PRETEST
Directions: Choose the letter that you think best answers the questions. Write your answers on a separate piece of paper.
1. Which of the following is the standard form of quadratic equations?

a. ax2 + bx + c < 0, a ≠ 0 c. Ax + By + C = 0
b. ax2 + bx + c = 0, a ≠ 0 d. y = mx + b
2. In the quadratic equation 5w2 + 9w – 10 = 0, which is the quadratic term?

a. -10 b. 5w2 c. 9w d. w2
3. Which of the following mathematical statements is a quadratic inequality?
a. 5t2 – r – 20 b. 9h + 18 < 0 c. m2 + 9m + 16 = 0 d. 4x2 + 2x – 2 ≥ 0
4. Find the maximum rectangular area that can be enclosed by a fence that is 364 meters long.
a. 8280 m2 b. 8281 m2 c. 8282 m2 d. 8283 m2
5. If y varies directly as x and y=24 when x=6, find the variation constant k?
a. 1 b. 3 c. 4 d. 5
6. If R varies inversely as P, what is the equation of the variation?
a. R= k/P b. R= kP c. P= kR d. P= R/k
7. P = ($%)/( is an example of a/an?

a. Direct Variation b. Inverse Variation c. Indirect Variation d. Combined Variation
8. What is the result after simplifying 2√3 + 4√3 - 5√3 ?
a. 21 √3 b. 11√3 c. √3 d. - √3
9. A quadrilateral with exactly one pair of parallel sides.

a. trapezoid b. square c. rectangle d. rhombus
10. If LOVE is a parallelogram and SE = 6, what is SO? L O

a. 15 c. 6
b. 12 d. 3 S
E V
!" !$
11. If = , which of the following data makes ∆CAM ~ ∆SAY by SAS Similarity Theorem?
!# !%
S
a. ∠ACM ≅ ∠ASY
C b. ∠CAM ≅ ∠SAY
S c. ∠AMC ≅ ∠AYS
d. ∠SCM ≅ ∠YMC
Y A
M
S R
12. ∆BRY ~ ∆ANT. Which ratio of sides gives the scale factor?
!& !' 7 15 N
a. !'
c. () 10
5
!& &' A 18 T
b. d. () B Y
()
13. Determine the correct formula for the tan ratio of ∠B.
*+,-./ 12 345+ 65768+,. .1 ∠( *+,-./ 12 /:;1.+,<3+
a. tan B = c. tan B =
*+,-./ 12 ./+ /:;1.+,<3+ *+,-./ 12 345+ 1;;134.+ .1 ∠(
*+,-./ 12 345+ 1;;134.+ .1 ∠( *+,-./ 12 345+ 1;;134.+ .1 ∠(
b. tan B = d. tan B = *+,-./ 12 345+ 65768+,. .1 ∠(
=>?@AB CD BEFCA>?GH>
14. A 10-foot ladder is placed so as to form an angle of 250 with the wall of a building. How far is the ladder from the
base of the building? a. 4.0 ft b. 4.1 ft c. 4.2 ft d. 4.3 ft
15. In a right triangle ABC, BC = 8 cm and AC = 17 cm. Find the value of sin C.
I JK JK JL
a. JK b. JL c. I d. JK
Math 9 Self – Learning Activity Sheet Illustration 4: In this quadratic equation, the constant or the “c”
Quarter 1 Day 1 is missing but still in standard form. It is because the quadratic
term is written first then the linear term and equal to 0.
Instruction: DO NOT WRITE ANYTHING ON THIS SLA sheet.
Write all your answers on the ANSWER BANK provided.
QUADRATIC EQUATIONS The value of a = 1, b = 2 and c = 0. The quadratic equation is

in standard form.
I. Specific Objectives for the Day: Illustration 5: These quadratic equations are not written in
standard form. It is because the ORDER which is quadratic
A. Illustrates quadratic equations; term first, then the linear term, then the constant and equal to
B. Solves quadratic equations by extracting square 0, is not followed.
roots and
C. Solves quadratic equations by factoring. 1. – 5x2 = x the equation is not equal to 0.
2. – 27t + 11t2 = 0 the linear term is written first.
II. References: Learner’s Manual, pages 13 – 31 3. 7 + 4r + 2r2 = 0 the constant is written first and the
quadratic term last.
III. Development of the Lesson, Exercises and Evaluation:
Exercises 2: Write the quadratic equation into standard form,
A. QUADRATIC EQUATIONS ax2 + bx + c = 0 then identify the values of a, b and c.
QUADRATIC VALUES
READ: Learner’s Manual, pages 13 – 14. STANDARD FORM
EQUATIONS a b c
Example:
QUADRATIC EQUATION is an equation of degree 2. So, the
4 + x2 + 2x = 0 x2 + 2x + 4= 0 1 2 4
HIGHEST EXPONENT of a quadratic equation is 2.
1. 5x2 – 9 – 2x = 0
Examples: 2. 81 + 4m2 = 0
✓ See the answer key to check your answers.
Evaluation 2: Write the quadratic equation into standard form,

ax2 + bx + c = 0 then identify the values of a, b and c.
QUADRATIC VALUES
STANDARD FORM
Exercises 1: Identify whether the equation is a quadratic or EQUATIONS a b c
not. Write Q if it is quadratic and write N if it is not. Explain. 1. 3x – 2x2 = 7
2. 5 – 2x2 = 6x
1. 2x2 – 4x – 2 = 0 2. b – 16 = 0 3. – 12x2 = 13
B. SOLVING QUADRATIC EQUATIONS BY EXTRACTING
Evaluation 1: Answer Activity 4, #’s 1 – 5 on page 14 SQUARE ROOTS
➢ The STANDARD FORM of a quadratic equation is ax2 + READ: Learner’s Manual, pages 21 – 23.
bx + c = 0, where a, b & c are real numbers and a ≠ 0.
The order of the equation must be quadratic term, linear EXTRACTING SQUARE ROOTS is used when the quadratic
term, constant and equal to zero. equation is in the form of 𝑥 2 = 𝑘. It has only quadratic term
and a constant.
Illustration 1:
Examples:
The value of a = 2, b = 20 and c = 50. The quadratic equation

is in standard form.
Illustration 2: If there is no number before a variable (any letter
of the alphabet), it is always considered to have 1. There is no
need to write the number 1 before a variable.
Exercises 3: Identify and list down the quadratic equations

that can be solved using extracting square roots.
1. 𝑦 2 − 25 = 0 3. 𝑡 2 + 10 = −7𝑡 3. 𝑚2 − 10𝑚 + 25 = 0
The value of a = 1, b = – 2 and c = 1. The quadratic equation
is in standard form. Evaluation 3: Identify and list down the quadratic equations
Illustration 3: In this quadratic equation, the linear term or the that can be solved using extracting square roots.
“bx” is missing but still in standard form. It is because the 1. −16 + 𝑝2 = 0 2. 𝑘 2 = 64 − 2𝑘 3. 𝑘 2 = 64
quadratic term is written first then the constant and equal to 0.
➢ Steps in Solving Quadratic Equations by Extracting
Square Roots
1. Isolate the quadratic term, x2. Quadratic term must be
on the left side and the constant at the right side.
2. Square root both sides.
3. Simplify
The value of a = 3, b = 0 and c = – 36. The quadratic equation 4. Don’t forget the ± sign.
is in standard form.
Examples: 3. Set each factor 𝑥−6=0 𝑥+1=0
equal to 0.
QUADRATIC EQUATION 𝑦2 =9
1. Isolate the quadratic 𝑦 2 = 9 (The quadratic term is 4. Solve for x
term, x2. already isolated. 𝑥−6=0 𝑥+1=0
2. Square root both sides. 𝑥1 = 6 𝑥2 = −1
√𝑦 2 = √9
(change the sign when you transpose the
3. Simplify 𝑦 = ±3 (Don’t forget the ± term to the other side of the equal sign, = )
sign.)
❖ Therefore, the values of 𝑦1 = +3 & 𝑦2 = −3. We can also 5. Check If 𝑥1 = 6, using the If 𝑥2 = −1, using the
using the original equation, original equation,
say that the roots of the quadratic equation are +3 and –3.
original substitute the value of x. substitute the value of x.
QUADRATIC EQUATION 𝑥 2 − 121 = 0 equation
𝑥 2 − 5𝑥 − 6 = 0 𝑥 2 − 5𝑥 − 6 = 0
1. Isolate the quadratic 𝑥 2 = 121 (The sign of the
term, x2. constant changes if transferred
(6)2 − 5(6) − 6 = 0 (−1)2 − 5(−1) − 6 = 0
to the other side of the equal
sign.)
36 − 30 − 6 = 0 1 + 5 − 6=0
2. Square root both √𝑥 2 = √121
sides.
6−6 = 0 6 − 6=0
3. Simplify 𝑥 = ±11 (Don’t forget the ±
sign.) √
0=0 0 √= 0
❖ Therefore, the values of 𝑥1 = +11 & 𝑥2 = −11. We can say
that the roots of the quadratic equation are +11 and –11. 6. Conclusion Therefore, the roots or the solutions of the
quadratic equation are 6 & − 1.
QUADRATIC EQUATION −144 + 𝑟 2 = 0
1. Isolate the quadratic 𝑟 2 = 144 (The sign of the Exercises 5: Find the roots or the solutions of the quadratic
term, x2. constant changes if transferred equations by factoring.
to the other side of the equal 1. x2 + 7x + 6 = 0 2. x2 + x – 6 = 0 3. d2 – 9d + 18 =
sign.) 0
2. Square root both √𝑟 2 = √144 ✓ See the answer key to check your answers.
sides.
3. Simplify 𝑟 = ±12 (Don’t forget the ± Evaluation 5: Answer Activity 4 #’s 1 & 3 ONLY on page 31.
sign.)
❖ Therefore, the values of 𝑟1 = +12 & 𝑟2 = −12. We can say
that the roots of the quadratic equation are +12 and –12. ANSWER KEY
Exercises 4: Find the roots of the quadratic equations using
extracting square roots.
Exercises 1:
1. 𝑥 2 − 100 = 0 2. 𝑤 2 = 36 3. −225 + 𝑣 2 = 0 1. Q Explanation: The highest exponent of x is 2.
2. N Explanation: The exponent of b is 1.
Evaluation 4: Answer Activity 6 #’s 1 – 3 on page 23. Exercises 2:
QUADRATIC VALUES
C. SOLVING QUADRATIC EQUATIONS BY FACTORING STANDARD FORM
EQUATIONS a b c
READ: Learner’s Manual, pages 29 – 31. 1. 5x2 – 9 – 2x = 0 5x2 – 2x – 9 = 0 5 – –9
FACTORING is used when the quadratic equation is in the 2
form ax2 + bx + c = 0. 2. 81 + 4m2 = 0 4m2 + 81= 0 4 0 81
❖ Steps in Solving Quadratic Equations by Factoring Exercises 3:

1. Transform into standard form ax2 + bx + c = 0 1. 𝑦 2 − 25 = 0
2. Factor
3. Set each factor equal to 0 Exercises 4:
4. Solve for x 1. 𝑥 = ±10 2. 𝑤 = ±6 3. 𝑥 = ±15
5. Check using the original equation
Exercises 5:
Examples: 1. 𝑥 = −6; 𝑥 = −1 2. 𝑥 = −3; 𝑥 = 2 3. 𝑥 = 6; 𝑥 = 3
QUADRATIC
x2 – 5x – 6 = 0
EQUATIONS
1. Transform into x2 – 5x – 6 = 0 (the quadratic equation is in
standard form standard form)
ax2 + bx + c = 0
2. Factor
❖ Factor the
first term &
the last term
• Factors of the
first term
𝑥2 = 𝑥 • 𝑥
• Factors of the
last term, −6.
FACTORS SUM To find the right factors of
−6 = −6 • +1 −6 + (+1) the last term, −6, choose
= −5 the factors whose sum
+6 + (−1) equals to the numerical
−6 = +6 • −1
= +5 coefficient of the linear
−3 + (+2) term, −5. In this case, the
−6 = −3 • +2 factors −6 & + 1 has a
= −1
+3 + (−2) sum of −5. That’s why we
−6 = +3 • −2 choose −6 & + 1 as
= +1
factors of the last term. afgdh
Math 9 Self – Learning Activity Sheet 6. Solve the resulting linear
Quarter 1 Day 2 equations. (𝑥 − 1) = ±4
𝑥 = ±4 + 1
Write all your answers on the ANSWER BANK provided. 𝑥1 = +4 + 1 𝑥2 = −4 +
1
𝑥1 = 5 𝑥2 = −3
QUADRATIC EQUATIONS
7. Check the solutions using the original equation or the given
I. Specific Objectives for the Day: equation.
If 𝑥1 = 5, substitute the value If 𝑥2 = −3, substitute the
A. Solves quadratic equations by completing the square of x to the original equation. value of x to the original
and equation.
B. Solves quadratic equations by using the quadratic 2𝑥 2 − 4𝑥 − 30 = 0
formula. 2(5)2 − 4(5) − 30 = 0 2𝑥 2 − 4𝑥 − 30 = 0
2(−3) 2 − 4(−3) − 30 = 0
2(25) − 4(5) − 30 = 0
II. References: Learner’s Manual, pages 38 – 52 50 − 20 − 30 = 0 2(9) − 4(−3) − 30 = 0
18 + 12 − 30 = 0
30 − 30 = 0
III. Development of the Lesson, Exercises and Evaluation: 30 − 30 = 0
√ √
0= 0 0=0
A. SOLVING QUADRATIC EQUATIONS BY COMPLETING THE ➢ Therefore, the roots or the solutions of the quadratic equation
SQUARE are 5 & − 3.
READ: Learner’s Manual, pages 38 – 41. Example 2:

COMPLETING THE SQUARE is used when the quadratic equation QUADRATIC EQUATIONS 𝑥 2 − 8𝑥 + 15 = 0
is not factorable. 1. Write the equation such that
the terms with variables are on 𝑥 2 − 8𝑥 + 15 = 0
❖ Steps in Solving Quadratic Equations by Completing the Square the left side of the equation
and the constant term is on the 𝑥 2 − 8𝑥 = −15
1. Write the equation such that the terms with variables are
on the left side of the equation and the constant term is on right side.
the right side.
2. Divide both sides of the equation by a then simplify. 2. Divide both sides of the Since the value of a is 1, skip
3. Add the square of one-half of the coefficient of x on both equation by a then simplify. this step and continue to step 3.
sides of the equation. The left side of the equation 3. Add the square of one-half 𝑥 2 − 8𝑥 = −15
becomes a perfect square trinomial. of the coefficient of x on both
4. Express the perfect square trinomial on the left side of the
sides of the equation. The 8 2 8 2
equation as a square of a binomial. 𝑥 2 − 8𝑥 + ( ) = −15 + ( )
5. Solve the resulting quadratic equation by extracting the left side of the equation 2 2
square root. becomes a perfect square
6. Solve the resulting linear equations. trinomial.
equation. 4. Express the perfect square 𝑥 2 − 8𝑥 + (4)2 = −15 + (4)2
trinomial on the left side of the
Example 1: equation as a square of a (𝑥 − 4)2 = −15 + 16
QUADRATIC EQUATIONS 2𝑥 2 − 4𝑥 − 30 = 0 binomial.
1. Write the equation such that
the terms with variables are on 2𝑥 2 − 4𝑥 − 30 = 0 5. Solve the resulting (𝑥 − 4)2 = −15 + 16
the left side of the equation and 2𝑥 2 − 4𝑥 = 30 quadratic equation by (𝑥 − 4)2 = 1
the constant term is on the right extracting the square root. √(𝑥 − 4)2 = √1
side.
(𝑥 − 4) = ±1
2. Divide both sides of the 2 𝑥 2 4 𝑥 30
− = 6. Solve the resulting linear
equation by a then simplify. 2 2 2
equations. (𝑥 − 4) = ±1
𝑥 = ±1 + 4
𝑥 2 − 2𝑥 = 15
3. Add the square of one-half of 𝑥 2 − 2𝑥 = 15 𝑥1 = +1 + 4 𝑥2 = −1 + 4
the coefficient of x on both 𝑥1 = 5 𝑥2 = 3
sides of the equation. The left 2 2 2 2
𝑥 2 − 2𝑥 + ( ) = 15 + ( ) equation.
side of the equation becomes a 2 2
If 𝑥1 = 5, substitute the If 𝑥2 = 3, substitute the value of
perfect square trinomial. value of x to the original x to the original equation.
4. Express the perfect square 𝑥 2 − 2𝑥 + (1)2 = 15 + (1)2 equation.
𝑥 2 − 8𝑥 + 15 = 0
trinomial on the left side of the (3)2 − 8(3) + 15 = 0
𝑥 2 − 8𝑥 + 15 = 0
equation as a square of a (𝑥 − 1)2 = 15 + 1 (5)2 − 8(5) + 15 = 0 9 − 8(3) + 15 = 0
binomial. 25 − 8(5) + 15 = 0 9 − 24 + 15 = 0
25 − 40 + 15 = 0 −15 + 15 = 0
5. Solve the resulting quadratic (𝑥 − 1)2 = 15 + 1
−15 + 15 = 0 √
equation by extracting the (𝑥 − 1)2 = 16 0=0
√
square root. √(𝑥 − 1)2 = √16 0=0
➢ Therefore, the roots or the solutions of the quadratic
(𝑥 − 1) = ±4 equation are 5 & 3.
Exercises 1: Solve each quadratic equation by completing the Example 2:
square. QUADRATIC EQUATION 2𝑥 2 − 8𝑥 = −8
1. Write the equation in
1. 3x2 +6x – 24 = 0 2. 𝑥 2 + 2𝑥 − 35 = 0 standard form. 2𝑥 2 − 8𝑥 = −8
✓ See the answer key to check your answers. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 2𝑥 2 − 8𝑥 + 8 = 0
Evaluation 1: Answer Activity 5, #’s 2 & 3 ONLY on page 42 (change the sign when
you transpose the term
to the other side of the
B. SOLVES QUADRATIC EQUATIONS BY USING THE equal sign, = )
QUADRATIC FORMULA
2. Identify the values of a, 𝑎=2 𝑏 = −8 𝑐=8
READ: Learner’s Manual, pages 50 – 51. b and c.
3. Substitute the values of −𝑏 ± √𝑏2 − 4𝑎𝑐
QUADRATIC FORMULA is used for solving quadratic equations that 𝑥=
a, b and c to the quadratic 2𝑎
are difficult or impossible to factor, and using it can be faster than
formula. −(−8) ± √(−8)2 − 4(2)(8)
completing the square.
Don’t forget to enclose in 𝑥=
2(2)
QUADRATIC parenthesis the value of b
−𝑏 ± √𝑏2 − 4𝑎𝑐 if it is negative.
𝑥= FORMULA
2𝑎 4. Simplify the equation. −(−8) ± √(−8)2 − 4(2)(8)
𝑥=
2(2)
Steps in Solving Quadratic Equation by Using the Quadratic Formula Note:
√0 = 0 8 ± √64 − 64
Example 1: 𝑥=
QUADRATIC EQUATION 2
𝑥 + 2𝑥 − 3 = 0 4
1. Write the equation in
8 ± √0
standard form. The given equation is in standard 𝑥=
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 form. 4
Skip step 1 if the given 8±0
equation is already in 𝑥 2 + 2𝑥 − 3 = 0 𝑥=
standard form. 4
8
2. Identify the values of a, 𝑎 = 1, 𝑏 = 2, 𝑐 = −3 𝑥=
b and c. 4
5. Solve for the values of x 𝑥=2
3. Substitute the values of −𝑏 ± √𝑏2 − 4𝑎𝑐 or the roots or the solutions
a, b and c to the quadratic 𝑥=
2𝑎 of the quadratic equation.
formula. There could be one or two
−(2) ± √(2)2 − 4(1)(−3)
𝑥= or no values of x.
2(1)
4. Simplify the equation. −(2) ± √(2)2 − 4(1)(−3) 6. Check the solutions using the original equation or the given
𝑥= equation.
2(1)
−2 ± √4 + 12 If 𝑥 = 2, substitute the value of x to the original equation.

𝑥=
2
2𝑥 2 − 8𝑥 = −8
2(2)2 − 8(2) = −8
−2 ± √16
𝑥= 2(4) − 16 = −8
2 8 − 16 = −8
−2 ± 4 √
𝑥= −8 = −8
2
5. Solve for the values of x Note: Take the Note: Take the ➢ Therefore, the only root or solution of the quadratic equation is
or the roots or the solutions positive value negative value of 2.
of the quadratic equation. of x x
There could be one or two Exercises 2: Solve each quadratic equation by using the quadratic
or no values of x. −2 + 4 −2 − 4 formula and check your answer.
𝑥1 = 𝑥2 =
2 2 1. 𝑥 2 − 5𝑥 − 14 = 0
There are two 2 −6 2. 2𝑥 2 + 2𝑥 − 12 = 0
values of x. 𝑥1 = 𝑥2 = ✓ See the answer key to check your answers.
2 2
𝑥1 = 1 𝑥2 = −3 Evaluation 2: Answer Activity 5, # 1 ONLY on page 52

equation. ANSWER KEY
If 𝑥1 = 1, substitute the If 𝑥2 = −3, substitute the value
value of x to the original of x to the original equation. Exercises 1:
equation. 1. 𝑥1 = 2; 𝑥2 = −4 or The roots are 2 and – 4.
𝑥 2 + 2𝑥 − 3 = 0 𝑥 2 + 2𝑥 − 3 = 0
2 2. 𝑥1 = 5; 𝑥2 = −7 or The roots are 5 and – 7.
(1) + 2(1) − 3 = 0 (−3)2 + 2(−3) − 3 = 0
1+2−3 = 0 9−6−3 =0 Exercises 2:
3−3=0 3−3=0 1. 𝑥1 = 7; 𝑥2 = −2 or The roots are 7 and – 2.
√ 2. 𝑥1 = 2; 𝑥2 = −3 or The roots are 2 and – 3.
0=0 0√=0
➢ Therefore, the roots or the solutions of the quadratic equation afgdh
are 1 & − 3.
Math 9 Self – Learning Activity Sheet 6 𝑥2 = 3
Quarter 1 Day 3 𝑥1 =
2
𝑥1 = 3
Write all your answers on the ANSWER BANK provided. ➢ The roots of the quadratic equation 𝑥 2 − 6𝑥 + 9 = 0 are real
numbers and are equal.
The Nature of the Roots of a Quadratic Equation
❖ Let’s have a quick review.
I. Specific Objectives for the Day: PERFECT SQUARE
A. Characterizes the roots of a quadratic equation using the is a number whose square root is a whole number.
discriminant and ➢ 4 is a perfect square because √4 = 2 is a whole number. It
B. Describes the relationship between the coefficients and is a rational number.
the roots of a quadratic equation.
List of Perfect Square: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100, 121,
144, 169, 196, 225, 256, 289, 324, 361, 400, ………
II. References: Learner’s Manual, pages 59 – 71
III. Development of the Lesson: NON – PERFECT SQUARE

is a number whose square root is not a whole number.
A. The Nature of the Roots of a Quadratic Equation
➢ 2 is not a perfect square because √2 = 1.41421 …. is not
a whole number. It is an irrational number that never
READ: Learner’s Manual, pages 59 – 61.
terminates or repeats.
We have already studied the quadratic formula, List of Non – Perfect Square:
DISCRIMINANT 3 → √3 = 1.73205 … 7 → √7 = 2.64575 …
−𝑏 ± √𝑏2 − 4𝑎𝑐 5 → √5 = 2.23606 … 8 → √8 = 2.82842 …
𝑥=
2𝑎 6 → √6 = 2.44948 … 10 → √10 = 3.16227 …
The expression inside the square root symbol is
called the DISCRIMINANT. 2. When b2 – 4ac > 0 and a perfect square, then the roots are
D = b2 – 4ac rational numbers but are not equal.
It is used to determine the nature of the roots of a quadratic Example: Determine the roots of 𝑥 2 − 4𝑥 + 3 = 0.
equation. We can also determine the number of real roots for a Identify the values of a, b and c in the equation.
quadratic equation with this number. 𝑥 2 − 4𝑥 + 3 = 0
Nature of the Roots of Quadratic Equation 𝑎=1 𝑏 = −4 𝑐=3
1. When b2 – 4ac = 0, then the roots are real numbers & are equal. Substitute the values to solve the discriminant
𝐷 = 𝑏2 − 4𝑎𝑐
Example: Describe the roots of 𝑥 2 − 6𝑥 + 9 = 0.
𝐷 = (−4)2 − 4(1)(3)
Identify the values of a, b and c in the equation.
𝑥 2 − 6𝑥 + 9 = 0 𝐷 = 16 − 12
𝑎=1 𝑏 = −6 𝑐=9 𝐷=4

Substitute the values to solve the discriminant Since the value of 𝐷 = 𝑏2 − 4𝑎𝑐 is GREATER THAN ZERO
𝐷 = 𝑏2 − 4𝑎𝑐 and a PERFECT SQUARE, we can say that the roots of the
𝐷 = (−6)2 − 4(1)(9) quadratic equation 𝑥 2 − 4𝑥 + 3 = 0 are RATIONAL
NUMBERS but are NOT EQUAL.
𝐷 = 36 − 36
To solve for the roots, we can use the quadratic formula,
𝐷=0 −𝑏 ± √𝑏2 − 4𝑎𝑐
𝑥=
Since the value of 𝐷 = 𝑏 − 4𝑎𝑐 is ZERO, we can say that
2 2𝑎
the roots of the quadratic equation 𝑥 2 − 6𝑥 + 9 = 0 are −𝑏 + √𝑏2 − 4𝑎𝑐 −𝑏 − √𝑏2 − 4𝑎𝑐
𝑥1 = 𝑥2 =
REAL NUMBERS and are EQUAL. 2𝑎 2𝑎
This can be checked by determining the roots of 𝑥 2 − 6𝑥 + From the equation, the value of 𝑎 = 1 𝑏 = −4 𝑐 = 3.
9 = 0 using any method of solving quadratic equations.
−(−4) + √(−4)2 − 4(1)(3) −(−4) − √(−4)2 − 4(1)(3)
To solve for the roots, we can use the quadratic formula, 𝑥1 = 𝑥2 =
2(1) 2(1)
−𝑏 ± √𝑏2 − 4𝑎𝑐 4 + √16 − 12 4 − √16 − 12
𝑥= 𝑥1 = 𝑥2 =
2𝑎 2 2
−𝑏 + √𝑏2 − 4𝑎𝑐 −𝑏 − √𝑏2 − 4𝑎𝑐
𝑥= 𝑥= 4 + √4 4 − √4
2𝑎 2𝑎 𝑥1 = 𝑥2 =
2 2
From the equation, the value of 𝑎 = 1 𝑏 = −6 𝑐 = 9. 4+2 4−2
−(−6) + √(−6)2 − 4(1)(9) −(−6) − √(−6)2 − 4(1)(9) 𝑥1 = 𝑥2 =
𝑥1 = 𝑥2 = 2 2
2(1) 2(1)
6 2
6 + √36 − 36 6 − √36 − 36 𝑥1 = 𝑥2 =
𝑥1 = 𝑥2 = 2 2
2 2
6 − √0 𝑥1 = 3 𝑥2 = 1
6 + √0 𝑥2 =
𝑥1 = 2 ➢ The roots of the quadratic equation 𝑥 2 − 4𝑥 + 3 = 0 are
2
6 rational numbers but are not equal.
𝑥2 =
2
3. When b2 – 4ac > 0 but not a perfect square, then the roots are SUMMARY:
irrational numbers and are not equal. Number of
Discriminant Nature of roots
Example: Determine the roots of 𝑥 − 7𝑥 − 4 = 0.
2 real roots
Identify the values of a, b and c in the equation. • Real numbers
b2 – 4ac = 0 1
• Equal
𝑥 2 − 7𝑥 − 4 = 0
b2 – 4ac > 0, • Rational numbers
2
perfect square • Not equal
𝑎=1 𝑏 = −7 𝑐 = −4
Substitute the values to solve the discriminant b2 – 4ac > 0, • Irrational numbers
2
𝐷 = 𝑏2 − 4𝑎𝑐 non – perfect square • Not equal
𝐷 = (−7)2 − 4(1)(−4) b2 – 4ac < 0 • No real roots 0
𝐷 = 49 + 16 B. The Relationship Between the Coefficients and the Roots of

a Quadratic Equation
𝐷 = 65
Since the value of 𝐷 = 𝑏2 − 4𝑎𝑐 is GREATER THAN ZERO READ: Learner’s Manual, pages 69 – 71.
and NOT a PERFECT SQUARE, we can say that the roots of
the quadratic equation 𝑥 2 − 7𝑥 − 4 = 0 are IRRATIONAL The DISCRIMINANT could tell us the type of roots of a quadratic
NUMBERS and are NOT EQUAL. equation. The quadratic formula can also give us information about
the relationship between the roots and the coefficient of the second
To solve for the roots, we can use the quadratic formula, term and the constant of the equation itself.
−𝑏 ± √𝑏2 − 4𝑎𝑐 By the quadratic formulas, the two roots can be represented as
𝑥=
2𝑎 −𝑏 + √𝑏2 − 4𝑎𝑐 −𝑏 − √𝑏2 − 4𝑎𝑐
−𝑏 + √𝑏2 − 4𝑎𝑐 −𝑏 − √𝑏2 − 4𝑎𝑐 𝑟1 = 𝑎𝑛𝑑 𝑟2 =
𝑥1 = 𝑥2 = 2𝑎 2𝑎
2𝑎 2𝑎
Sum of the Roots
From the equation, the value of 𝑎 = 1 𝑏 = −7 𝑐 = −4. The sum of the roots of a quadratic equation is equal to the
𝑥1 =
−(−7) + √(−7)2 − 4(1)(−4)
𝑥2 =
−(−7) − √(−7)2 − 4(1)(−4) negation of the coefficient of the second term, divided by the
2(1) 2(1) 𝑏
leading coefficient. (𝑟1 + 𝑟2 ) = − 𝑎
7 + √49 + 16 7 − √49 + 16
𝑥1 = 𝑥2 = Product of the Roots
2 2
7 + √65 7 − √65 The product of the roots of a quadratic equation is equal to the
𝑥1 = 𝑥2 = constant term (the third term), divided by the leading
2 2 𝑐
coefficient. 𝑟1 ∗ 𝑟2 = 𝑎
➢ The roots of the quadratic equation 𝑥 2 − 4𝑥 + 3 = 0 are
irrational numbers and are not equal. Example 1: Find the sum and the product of the roots of
𝑥 2 − 5𝑥 + 6 = 0
4. When b2 – 4ac < 0, then the equation has no real roots. Steps:
1. From the given equation, 𝑥 2 − 5𝑥 + 6 = 0
Example: Determine the roots of 2𝑥 2 + 3𝑥 + 5 = 0.
find the values of a, b and c.
Identify the values of a, b and c in the equation.
𝑎 = 1 𝑏 = −5 𝑐 = 6
2𝑥 2 + 3𝑥 + 5 = 0 2. Use the formula to solve for the sum and the product of
the roots. Substitute the values of a, b and c.
𝑎=2 𝑏=3 𝑐=5 −𝑏 𝑐
Sum of the roots: Product of the roots: 𝑎
Substitute the values to solve the discriminant 𝑎
𝐷 = 𝑏2 − 4𝑎𝑐 −𝑏 −(−5) 5 𝑐 6
= = =5 = =6
𝐷 = (3)2 − 4(2)(5) 𝑎 1 1 𝑎 1
The sum of the roots of The product of the roots of
𝐷 = 9 − 40 𝑥 2 − 5𝑥 + 6 = 0 is 6.
𝑥 2 − 5𝑥 + 6 = 0 is 5.
𝐷 = −31 3. To check, find the roots of 𝑥 2 − 5𝑥 + 6 = 0 using any
Since the value of 𝐷 = 𝑏2 − 4𝑎𝑐 is LESS THAN ZERO, we methods of solving quadratic equation. We can use the
can say that the quadratic equation 2𝑥 2 + 3𝑥 + 5 = 0 has quadratic formula. Substitute the values of a, b and c.
NO REAL ROOTS. 𝑥 2 − 5𝑥 + 6 = 0
−𝑏 ± √𝑏2 − 4𝑎𝑐
To solve for the roots, we can use the quadratic formula, 𝑥=
2𝑎
−𝑏 ± √𝑏2 − 4𝑎𝑐 −(−5) ± √(−5)2 − 4(1)(6)
𝑥= 𝑥=
2𝑎 2(1)
−𝑏 + √𝑏2 − 4𝑎𝑐 −𝑏 − √𝑏2 − 4𝑎𝑐
𝑥1 = 𝑥2 = 5 ± √25 − 24
2𝑎 2𝑎 𝑥=
2
From the equation, the value of 𝑎 = 2 𝑏=3 𝑐 = 5. 5 ± √1
𝑥=
−(3) + √(3)2 − 4(2)(5) −(3) − √(3)2 − 4(2)(5) 2
𝑥1 = 𝑥2 = 5±1
2(2) 2(2) 𝑥=
2
−3 + √9 − 40 −3 − √9 − 40 5+1 5−1
𝑥1 = 𝑥2 = 𝑥1 = 𝑥2 =
4 4 2 2
6 4
−3 + √−31 −3 − √−31 𝑥1 = 𝑥2 =
𝑥1 = 𝑥2 = 2 2
2 2 𝑥1 = 3 𝑥2 = 2
➢ Since there is no value for the square root of a negative number, 4. Conclusion: Therefore, the roots of the quadratic equation
the roots of the quadratic equation 2𝑥 2 + 3𝑥 + 5 = 0 are not are 3 and 2.
real numbers. Therefore, it has no real roots.
Since the roots of 𝑥 2 − 5𝑥 + 6 = 0 are 3 and 2, we are going to
find the sum and the product of the roots.
𝐿𝑒𝑡 𝑟1 = 3 𝑎𝑛𝑑 𝑟2 = 2
Sum of the roots: 𝑟1 + 𝑟2 = 3 + 2 = 5
Product of the roots: 𝑟1 ∗ 𝑟2 = (3)(2) = 6
Therefore, the sum and the product of the roots of 𝑥 2 − 5𝑥 + 6 =

0 are 5 and 6, respectively.
IV. Exercises
1. Find the value of the discriminant and describe the nature of the
roots.
QUADRATIC DISCRIMINANT NATURE OF THE
EQUATION ROOTS
1. 𝑥 2 − 2𝑥 + 4 = 0
2. 𝑥 2 + 4𝑥 − 21 = 0
2. Find the sum and the product of the roots.

QUADRATIC Roots Sum of the Product of
EQUATION roots the roots
1. 𝑥 2 + 4𝑥 + 3 = 0
2. 𝑥 2 − 7𝑥 + 12 = 0
V. Evaluation
1. Answer Activity 7, #’s 1, 3 & 4 ONLY on page 62.
2. Answer Activity 5, # 1 ONLY on page 71.
ANSWER KEY
Exercises
1. Find the value of the discriminant and describe the nature of the
roots.
QUADRATIC DISCRIMINANT NATURE OF THE
EQUATION ROOTS
1. 𝑥 2 − 2𝑥 + 4 = 0 – 12 No real roots
2. 𝑥 2 + 4𝑥 − 21 = 0 100 Rational numbers
Not equal
2. Find the sum and the product of the roots.

QUADRATIC Roots Sum of Product of
EQUATION the roots the roots
1. 𝑥 2 + 4𝑥 + 3 = 0 –3&–1 –4 3
2. 𝑥 2 − 7𝑥 + 12 = 0 4&3 7 12
afgdh
Math 9 Self – Learning Activity Sheet Exercises 1: Transform each of the following equations into a
Quarter 1 Day 4 quadratic equation in the form 𝑎𝑥 2 + 𝑏𝑥 𝑐 = 0.
1. 4𝑠(𝑠 − 3) = 5 3. 3𝑝(𝑝 − 2) = 12
2. 𝑥 (𝑥 + 3) = 28
Write all your answers on the ANSWER BANK provided.
C. Solving Rational Algebraic Equations Transformable into
Equations Transformable into Quadratic Equation Quadratic Equations.
1 4𝑥
I. Specific Objectives for the Day: Example 1: Solve the rational algebraic equation 3𝑥 + 6 = 1
A. Solves quadratic equations that are not written in standard STEPS:
form
1. Find the LCM.
B. Solves equations transformable to quadratic equations
including rational algebraic equations ➢ 3𝑥 = 3 • 𝑥
➢ 6 =3• 2
II. References: Learner’s Manual, pages 79 – 84 3 • 𝑥 • 2 = 6𝑥 ← 𝐿𝐶𝑀
III. Development of the Lesson: 2. Multiply both sides of the equation by the Least Common Multiple
(LCM) of all denominators. In the given equation, the LCM is 2𝑥 2.
A. Quick Review
Let’s recall finding the LEAST COMMON MULTIPLE (LCM) 1 4𝑥
6𝑥 ( + ) = (1)6𝑥
3𝑥 6
➢ Find the LCM of 10 and 12.
2 + 4𝑥 2 = 6𝑥
List the prime factors of 10 and 12.
1 6𝑥 • 1 6𝑥
ALLIGN SIMILAR FACTORS 6𝑥 (3𝑥) = = 3𝑥 = 2
3𝑥
4𝑥 6𝑥 • 4𝑥 24𝑥 2
6𝑥 ( 6 ) = = = 4𝑥 2
6 6
20 = 2 • 2 • 5 (1)6𝑥 = 6𝑥
PRIME FACTORS
12 = 2 • 2 • 3
2 • 2 • 5 • 3 = 60 LCM 3. Write the resulting quadratic equation in standard form.
2 + 4𝑥 2 = 6𝑥
BRING DOWN THE ALLIGNED 4𝑥 2 − 6𝑥 + 2 = 0
FACTORS and MULTIPLY 4. Find the roots of the resulting equation using any of the methods of
solving quadratic equations.
2 3
➢ Find the LCM of 2𝑥 + 6𝑥 4𝑥 2 − 6𝑥 + 2 = 0
List the prime factors of 2x and 6x. 𝑎=4 𝑏 = −6 𝑐=2
ALLIGN SIMILAR FACTORS −𝑏 ± √𝑏2 − 4𝑎𝑐

𝑥=
2𝑎
−(−6) ± √(−6)2 − 4(4)(2)
2x = 2 • x 𝑥=
PRIME FACTORS 2(4)
6x = 2 • 3 • x
2 • 3 • x = 6x LCM 6 ± √36 − 32
𝑥=
BRING DOWN THE ALLIGNED 8
FACTORS and MULTIPLY 6 ± √4
𝑥=
8
B. Solving Quadratic Equations That Are Not Written in
6±2
Standard Form 𝑥=
8
READ: Learner’s Manual, pages 79 – 80. 6+2 6−2
𝑥1 = 𝑥2 =
8 8
Example: Solve 𝑥 ( 𝑥 − 3) = −2
multiply 8 4
STEPS: 𝑥1 = 𝑥2 =
8 8
1. Simplify the expression 𝑥 ( 𝑥 − 3) = −2 𝑥1 = 1 1
𝑥2 =
⊱ Multiply: 𝑥 • 𝑥 = 𝑥 2; 𝑥 • −3 = −3𝑥 𝑥 2 − 3𝑥 = −2 2
5. Check whether the obtained values of 𝑥 make the equation
2. Write the quadratic equation in standard 1 4𝑥
form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. 𝑥 2 − 3𝑥 = −2 + 6 = 1 true.
3𝑥
Note: Change the sign of the term when transposed into 𝑥 2 − 3𝑥 + 2 = 0 If 𝑥1 = 1 1
If 𝑥2 =
the other side of equal sign. 1 4𝑥 2
+ =1 1
3𝑥 6 1 4( )
3. Find the solutions of the quadratic equation using any methods. + 2 =1
𝑥 2 − 3𝑥 + 2 = 0 1 4(1) 1 6
+ =1 3( )
2
(𝑥 − 2)(𝑥 − 1) = 0 3(1) 6 4
1
(𝑥 − 2) = 0 (𝑥 − 1) = 0 1 4 + 2=1
6( + ) = (1)6 3 6
𝑥1 = 2 𝑥2 = 1 3 6 2
4. Check whether the obtained values of 𝑥 make the equation 6 24 2 2
+ =6 + =1
𝑥 ( 𝑥 − 3) = −2 true. 3 6 3 6
If 𝑥1 = 2, then If 𝑥2 = 1, then 2+ 4=6
2 2
6 ( + ) = (1)6
𝑥 ( 𝑥 − 3) = −2 𝑥 ( 𝑥 − 3) = −2 √ 3 6
6=6 12 12
2 ( 2 − 3) = −2 1 ( 1 − 3) = −2 + =6
3 6
( )
2 −1 = −2 1 ( −2) = −2
4+ 2=6
√ √ √
−2 = −2 −2 = −2 6=6
5. Conclusion: Therefore, the solutions of the equation are 2 & 1. 6. Conclusion: Therefore, the solutions of the equation are 1 & 2.
1
2
Example 2: Solve the rational algebraic equation 𝑦−2 + 1 = 𝑦
8 4. Find the roots of the resulting equation using any of the methods of
solving quadratic equations.
STEPS: 𝑥 2 − 10𝑥 + 25 = 0
1. Find the LCM. Since the two denominators have no common (𝑥 − 5)(𝑥 − 5) = 0
factor, we’ll use the two denominators, 𝑦 − 2 and 𝑦 as our LCM.
𝑥−5=0 𝑥−5=0
2. Multiply both sides of the equation by the Least Common Multiple
𝑥1 = 5 𝑥2 = 5
(LCM).
5. Check whether the obtained values of 𝑥 make the equation
𝑥 2 −5𝑥
2 8 = 15 − 2𝑥 true. The equation has equal roots.
(𝑦)(𝑦 − 2) ( + 1) = ( ) (𝑦)(𝑦 − 2) 𝑥−5
𝑦−2 𝑦 If 𝑥 = 5
(𝑦)(𝑦 − 2)(2) (𝑦)(𝑦 − 2)(8) 𝑥 2 − 5𝑥
+ (𝑦)(𝑦 − 2)(1) = = 15 − 2𝑥
(𝑦 − 2) 𝑦 𝑥−5
2
(5) − 5 (5)
2𝑦 + (𝑦)(𝑦 − 2) = (𝑦 − 2)(8) = 15 − 2(5)
5−5
2𝑦 + 𝑦 2 − 2𝑦 = 8𝑦 − 16 25 − 25
2𝑦 + 𝑦 2 − 2𝑦 = 8𝑦 − 16 = 15 − 10
5−5
𝑦 2 = 8𝑦 − 16 0
=5 The obtained value of 𝑥 does
3. Write the resulting quadratic equation in standard form. 0
0≠5 not make the equation true.
𝑦 2 = 8𝑦 − 16
𝑦 2 − 8𝑦 + 16 = 0
6. Conclusion: Therefore, 𝑥 = 5 is an extraneous root.
4. Find the roots of the resulting equation using any of the methods of
solving quadratic equations. Exercises 2:
𝑦 2 − 8𝑦 + 16 = 0 Find the solution set of the following.
(𝑦 − 4)(𝑦 − 4) = 0 1. 1 + 2 =
4 4
𝑥 𝑥
𝑦−4= 0 𝑦−4 =0 2 1
2. + 𝑦−1 = 1
𝑦+1
𝑦1 = 4 𝑦2 = 4
5. Check whether the obtained values of 𝑦 make the equation
2 8 IV. Evaluation
+ 1 = 𝑦 true. The equation has equal roots.
𝑦−2
If 𝑦 = 4 1. Answer Activity 4, #’s 1 & 7 ONLY on page 82.
2 8
+1= 2. Answer Activity 6, #’s 1 & 8 ONLY on page 84.
𝑦−2 𝑦
2 8
+1=
4−2 4 ANSWER KEY
2
+1 =2
2
1+1 =2 Exercises 1
√ 1. 4𝑠 2 − 12𝑠 − 5 = 0
2=2
2. 𝑥 2 + 3𝑥 − 28 = 0
6. Conclusion: Therefore, the equation has equal roots or solution
3. 3𝑝2 − 6𝑝 − 12 = 0
which is 4.
Exercises 2
❖ Extraneous root or solution is a solution of an equation derived
1. 𝑥1 = 2 𝑥2 = 2
from an original equation. However, it is not a solution of the
original equation. 2. 𝑦1 = 0 𝑦2 = 3
𝑥 2 −5𝑥
Example 3: Solve the rational algebraic equation = 15 − 2𝑥
𝑥−5
STEPS:
3. Find the LCM. Since, there is only one denominator, 𝑥 − 5, we’ll
use it as our LCM.
4. Multiply both sides of the equation by the Least Common Multiple
(LCM).
𝑥 2 − 5𝑥
(𝑥 − 5) ( ) = (15 − 2𝑥 )(𝑥 − 5)
𝑥−5
(𝑥 − 5)(𝑥 2 − 5𝑥 )
= (15 − 2𝑥)(𝑥 − 5)
(𝑥 − 5)
𝑥 2 − 5𝑥 = 15𝑥 − 75 − 2𝑥 2 + 10𝑥
𝑥 2 − 5𝑥 = 25𝑥 − 75 − 2𝑥 2
3. Write the resulting quadratic equation in standard form.
𝑥 2 − 5𝑥 = 25𝑥 − 75 − 2𝑥 2
𝑥 + 2𝑥 2 − 5𝑥 − 25𝑥 + 75 = 0
2
3𝑥 2 − 30𝑥 + 75 = 0
3𝑥 2 − 30𝑥 + 75 = 0
3
𝑥 2 − 10𝑥 + 25 = 0
afgdh
Math 9 Self – Learning Activity Sheet B. Real – life Problems Involving Rational Algebraic Equations
Quarter 1 Day 5
Write all your answers on the ANSWER BANK provided. Example 1
A 25m long rod is divided into two parts so that the sum of their
Solving Problems Involving Quadratic Equations 1
reciprocals is 6.
I. Specific Objectives for the Day:

Solution:
1
A. Solves problems involving quadratic equations; Given: Sum of the reciprocals of the parts of the rod is .
6
B. Solves problems involving rational algebraic equations. 1
Let 𝑥 be one part of the rod be its reciprocal
II. References: Learner’s Manual, pages 90 – 91 𝑥
1
25 − 𝑥 be the other part of the rod be its reciprocal
25−𝑥
III. Development of the Lesson:
Then, we have
A. Real – life Problems Involving Quadratic Equations 1 1
+ 25−𝑥 = 6
1
𝑥
Simplify.
READ: Learner’s Manual, pages 90 – 91. 1 1 1
(𝑥 )(25 − 𝑥 )(6) ( + ) = ( ) (𝑥)(25 − 𝑥 )(6)
The concept of quadratic equations is illustrated in many real – life 𝑥 25 − 𝑥 6
situations. As an application, we will learn how to solve problems
involving quadratic equations. Let’s begin. (𝑥 )(25 − 𝑥 )(6) (𝑥 )(25 − 𝑥 )(6) (𝑥 )(25 − 𝑥 )(6)
( + )=( )
𝑥 25 − 𝑥 6
Example 1
A Children’s Carnival wants to place a new rectangular billboard to (25 − 𝑥 )(6) + (𝑥 )(6) = (𝑥)(25 − 𝑥 )
inform visitors of their new attractions. Suppose the length of the
billboard to be placed is 4 m longer than its width and the area is 96 150 − 6𝑥 + 6𝑥 = 25𝑥 − 𝑥 2
m2. What will be the length and the width of the billboard?
𝑥 2 − 25𝑥 + 150 = 0
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 96𝑚2, then (𝑥 − 15)(𝑥 − 10) = 0
(𝑥 )(𝑥 + 4) = 96.
The equation (𝑥 )(𝑥 + 4) = 96 is a quadratic equation that can be (𝑥 − 15) = 0 (𝑥 − 10) = 0
written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. 𝑥1 = 15 𝑥2 = 10
Equation (𝑥)(𝑥 + 4) = 96 When 𝑥1 = 15, When 𝑥2 = 10,

Transform into quadratic equation 𝑥 2 + 4𝑥 = 96 25 − 𝑥 = 25 − 15 = 10 25 − 𝑥 = 25 − 10 = 15
Write in standard form 𝑥 2 + 4𝑥 − 96 = 0
Solve the resulting equation (𝑥 − 8)(𝑥 + 12) = 0 So, the two parts of the 25m long rod are 10 and 15.
by factoring 𝑥−8=0 𝑥 + 12 = 0
𝑥1 = 8 𝑥2 = −12 Example 2
On a journey of 100 km, Jay starts at a certain speed for the first
The equation (𝑥 )(𝑥 + 4) = 96 has two solutions, 𝑥1 = 8 & 60 km, and then increases his speed by 15 km/hr for the remainder.
𝑥2 = −12. However, we only consider the positive value of 𝑥 since If the whole journey takes 2 hours, find his two speeds.
the situation involves measure of length. Hence, the width of the
billboard is 8m and its length is 12m. Solution:
FORMULA: Distance = Rate x Time, 𝐷 = 𝑟𝑡
Example 2 Given: total time = 2 hours
Le 𝑥 be the speed for the first 60 km
The length of the rectangular garden is 6 more than the width. The 𝑥 + 15 be the speed for the last 40 km
area is 27 sq. meter. Find the dimensions of the garden.
D r t
If we represent the width, in meters, of the garden by 𝑥, then its length 60 𝑥
2
is 𝑥 + 6. Since the area of the garden is 27𝑚2, then (𝑥)(𝑥 + 6) = 40 𝑥 + 15
27. From the formula: 𝐷 = 𝑟𝑡
𝐷
The equation (𝑥 )(𝑥 + 6) = 27 is a quadratic equation that can be 𝑡=𝑟
written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
Time at slower speed + Time at faster speed = Total time
60 40
Equation (𝑥)(𝑥 + 6) = 27 + =2
Transform into quadratic equation 𝑥 2 + 6𝑥 = 27 𝑥 𝑥 + 15
Write in standard form 𝑥 2 + 6𝑥 − 27 = 0 60 40
(𝑥 )(𝑥 + 15) ( + ) = (2)(𝑥)(𝑥 + 15)
Solve the resulting equation (𝑥 − 3)(𝑥 + 9) = 0 𝑥 𝑥 + 15
by factoring 𝑥−3=0 𝑥+9=0
𝑥1 = 3 𝑥2 = −9 (60)(𝑥 )(𝑥 + 15) (40)(𝑥)(𝑥 + 15)
( + ) = (2)(𝑥)(𝑥 + 15)
The equation (𝑥 )(𝑥 + 6) = 27 has two solutions, 𝑥1 = 3 & 𝑥 𝑥 + 15
𝑥2 = −9. However, we only consider the positive value of 𝑥 since (60)(𝑥 + 15) + (40)(𝑥) = 2𝑥(𝑥 + 15)
the situation involves measure of length. Hence, the width of the
garden is 3m and its length is 9m. 60𝑥 + 900 + 40𝑥 = 2𝑥 2 + 30𝑥
100𝑥 + 900 = 2𝑥 2 + 30𝑥
0 = 2𝑥 2 + 30𝑥 − 100𝑥 − 900
2𝑥 2 + 30𝑥 − 100𝑥 − 900 = 0
2𝑥 2 − 70𝑥 − 900 = 0
2𝑥 2 − 70𝑥 − 900 = 0
2
𝑥 2 − 35𝑥 − 450 = 0
(𝑥 − 45) = 0 (𝑥 + 10) = 0
𝑥1 = 45 𝑥2 = −10
Since x = speed, x can’t be negative.

So, 𝑥 = 45 𝑘𝑝ℎ
𝑥 + 15 = 45 + 15 = 60 𝑘𝑝ℎ
Therefore, Jay’s two speeds are 45 𝑘𝑝ℎ and 60 𝑘𝑝ℎ.
IV. EXERCISES
Solve the following problems.
1. The length of a rectangle is 3 cm more than the width. The area

is 70 cm2. Find the dimensions of the rectangle.
2. A train travels at a certain average speed for a distance of 63

km and then travels a distance of 72 km at an average speed of
6 km/h more than its original speed. If it takes 3 hours to
complete the total journey, what is its original speed?
V. EVALUATION
Solve the problem.
1. The width of a rectangle is 2 m less than the length. The area is

48 m2. Find the dimensions. Show your solution. 10 pts.
ANSWER KEY
Exercises
1. length = 8 m; width = 6 m
2. Original speed = 42 km/h
afgdh
Math 9 Self – Learning Activity Sheet three test number line into three intervals.
Week 2 points using " < −5
-5 and 2 −5 < " < 2
Instruction: DO NOT WRITE ANYTHING ON THIS SLA sheet. Write all ">2
your answers on separate sheet of paper, which will serve as your Intervals in the
True
x ! ! + 3! − 10 > 0 or
answer bank. number line
False
!
! + 3! − 10 > 0
(−6) ! + 3(−6) − 10
Q1 Day 6: Solving Quadratic Inequalities ! < −5 -6
> 0
True
36 − 18 − 10 > 0
I. Specific Objectives for the Day: ■Test a value 8 > 0
• illustrate quadratic inequalities from each −5 < ! < 2 ! ! + 3! − 10 > 0
• Solves quadratic inequalities interval in the (1)! + 3(1) − 10 > 0
• solve problems involving quadratic inequalities inequality. 1 False

1 + 3 − 10 > 0
−6 > 0
II. References: Learner’s Manual in Grade 9 !>2 4 ! ! + 3! − 10 > 0
(4)! + 3(4) − 10 > 0

III. Development of the Lesson: True
16 + 12 − 10 > 0
18 > 0
A. Quadratic Inequalities
• READ: Learner’s Manual, pages 96-113 ■Test the for x = -5 for x=2
! ! + 3! − 10 > 0
A Quadratic Inequality is an inequality that contains a polynomial roots, x = -5 !! + $! − &' > ' (−*)
(−*)! + $(−*) − &' > ' (2)! + 3(2) − 10 > 0
4 + 6 − 10 > 0
of degree 2 and can be written in any of the following forms. and x = 2 if it
,* − &* − &' > '
&' − &' > ' 10 − 10 > 0
' > ' -./01
!" ! + $" + % > 0 ( > !" ! + $" + % satisfies the 0 > 0 12345
!" ! + $" + % < 0 ( < !" ! + $" + % inequality.

!" ! + $" + % ≥ 0 ( ≥ !" ! + $" + % Therefore, the inequality is true for any value of x in the
!" ! + $" + % ≤ 0 ( ≤ !" ! + $" + % interval −∞ < % < −5 or 2 < % < +∞ but points -5 and 2
,ℎ./. !, $, !23 % !/. /.!4 256$./7 !23 ! ≠ 0. does not satisfy the inequality % ! + 3% − 10 > 0.
Examples:
The solution set of the inequality x2 + 3x > 10
1. 2" ! + 5" + 1 > 0 5. ( ≤ " ! + 3" + 2 is{": " < −5 () " > 2}.
!
2. 7 − 9 < 27 6. ( > 2" ! − 5" + 1
3. 3/ ! + / − 5 ≥ 0 7. ( + 9 ≥ −4" !
4. A ! + 4A ≤ 10 8. ( − 7" ≤ 2" !
Try This: The solution set of quadratic inequalities in two variables can be
Directions: Use the table below to identify whether the following is determined graphically. To do this, write the inequality as an equation,
a quadratic equation or quadratic inequality. Answer the questions then show the graph. The graph of the resulting parabola will be used
that follow. to graph the inequality.
2" ! + 7" + 5 > 0 y − x ! + 3x = 3
!
A = 6A – 7 y = 2x ! + 7x + 5 Example 1: Find the solution set of ( < " ! + 3" + 2.
H! + 10H + 16 ≤ 0 y ≤ −x ! − 2x + 8
J ! + 9J + 20 = 0 y > 3x ! + 10x − 8
Write the inequality to its corresponding equation.
15 − 6" ! = 10 y = 2x ! + 11x + 5
2A ! < 21 − 9A y ≥ x ! + 9x + 14 ( < " ! + 3" + 2 → ( = " ! + 3" + 2

Quadratic Equation Quadratic Inequality Construct table of values for x and y.
x -5 -4 -3 -2 -1 0 1 2
y 12 6 2 0 0 2 6 12
Use these points to graph a parabola. Points B(0, 2), C(1, 6),
and E(-3,2 ) are points along the parabola. The coordinates of these
points do not satisfy the inequality ( < " ! + 3" + 2. Therefore,
Questions they are not part of the solution set of the inequality. We use a
1. How do you describe a quadratic equation? a quadratic
inequality? broken line to represent the parabola since the points on the
2. How can you differentiate quadratic equation from quadratic parabola do not satisfy the given inequality.
inequality?
Parabola
How to solve quadratic inequality?
Quadratic Inequalities can be solved using 11
A. Three Test Points 10
B. Graph 9
8 G(0, 8)
Study the examples given below. A(-6, 7)
7
Example 1: Find the solution set of " ! + 3" > 10 6 C(1, 6)
5
Solution: 4
Quadratic inequality in one variable can be solved using the 3 D(3, 3)
Three Test Points: E(-3, 2)
2 B(0, 2)
■Write the Given:" ! + 3" > 10 1
quadratic Standard Form:
0
inequality in " ! + 3" − 10 > 0 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 1 2 3 4 5 6 7
standard form. -1
" ! + 3" − 10 = 0 -2
F(-2, -3)
(" + 5)(" − 2) = 0 -3
■Find the
(" + 5) = 0
roots of its
" = −5
corresponding
Or The parabola partitions the plane into two regions. Select one point in
equality.
(" − 2) = 0 each region and check whether the given inequality is satisfied. For
"=2 example, consider the origin (0, 0), and substitute this in this inequality.
■Find the The points at -5 and 2 can separate the real We obtain 0 < 0 + 0 + 2 or 0 < 2, which is correct. Therefore, the entire
region containing (0, 0) represents the solution set and we shade it. On Part II: Find the solution set of each of the following quadratic
the other hand, the point (0, 8) is on the other region. If we substitute inequalities graphically.
this in the inequality, we obtain 8 < 0 + 0 + 2 or 8 < 2, which is false. 1. ( > 2" ! − 5" + 1
Therefore, this region is not part of the solution set and we do not 2. ( ≤ " ! + 7"
shade this region.
IV. Evaluation:
To check points A(-6, 7), D(3, 3), and F(-2, -3) are some of the points in
the shaded region. If the coordinates of these points are substituted in Read the situation below then answer the questions that follow.
( < " ! + 3" + 2, the inequality becomes true. Hence, they are part The floor of a house can be covered completely with
of the solution set. tiles. Its length is 38 ft. longer than its width. The area
of the floor is less than 2 040 square feet.
Example 2: Find the solution set of ( ≥ 2" ! − 3" + 1
12
11
10 C(3, 10)
9 Questions:
8 1. How would you represent the width and the length of the
7 floor?
A(-4, 6) 6 D(0, 6) A(6, 6) 2. Write a mathematical sentence that would represent the given
5
situation?
3. What are the possible lengths and widths of the floor?
4
B(1, 3)
4. What are the possible areas of the floor?
3
2
1 E(0, 1)
-6 -5 -4 -3 -2 -1 -1 1 2 3 4 5 6 7 8 9
F(-3, -1)
-2 G(4, -2)
The figure above shows the graph of ( ≥ 2" ! − 3" + 1. All points in
the shaded region including those along the solid line (parabola) make
up the solution set of the inequality. The coordinates of any point in this
region make the inequality true. Points B(1, 3), C(3, 10), D(0, 6), and
E(0, 1) are some of the points on the shaded region and along the
parabola. The coordinates of these points satisfy the inequality.
Consider point B whose coordinates are (1, 3). If " = 1 and ( = 3 are
substituted in the inequality, then the mathematical statement becomes
true.
?
⏞ 2(1)! − 3(1) + 1
( ≥ 2" ! − 3" + 1 → 3 ≥
?
⏞ 2 − 3 + 1
→ 3≥
?
→ 3≥ ⏞ 0
Hence, (1, 3) is a solution to the inequality.
Exercises:
Part I: Fill-in the table below to find the solution set of each of the
following quadratic inequalities using the three test points.
1. " ! − 9" + 14 > 0

Write the quadratic inequality in
standard form.
corresponding equality.
Find the 3 test points.
Test a value from each interval
in the inequality.
Test the roots
Solution set
2. " ! + " − 12 > 0
Write the quadratic inequality in
standard form.
corresponding equality.
Find the 3 test points.
Test a value from each interval
in the inequality.
Test the roots
Solution set
Math 9 Self – Learning Activity Sheet x y = 2x2 +1
If x = –3, then
Week 2 –3 19 y = 2x2 +1
–2 9 y = 2(–3)2 + 1
Instruction: DO NOT WRITE ANYTHING ON THIS SLA sheet. Write all
y = 2(9 )+ 1
your answers on separate sheet of paper, which will serve as your –1 3 y = 19
answer bank.
0 1
1 3 If x = –2, then
Q1 Day7: Represents a Quadratic y = 2x2 +1
2 9
y = 2(–2)2 +1
Function Using: Table of Values, Graph 3 19 y = 2(4) + 1
and Equation y=9
I. Specific Objectives for the Day: If x = –1, then If x = 0 , then

• Models real-life situations using quadratic functions y = 2x2 +1 y = 2x2 +1
• Represents a quadratic function using: (a) table of values; y = 2(–1)2 +1 y = 2(0)2 +1
(b) Graph; and (c) equation y = 2(1) + 1 y = 2(0)+1
y=3 y=1
II. References: Learner’s Manual in Grade 9
If x = 1 , then If x = 2 , then If x = 3 , then
III. Development of the Lesson: y = 2x2 +1 y = 2x2 +1 y = 2x2 +1
A. Quadratic Function y = 2(1)2 +1 y = 2(2)2 +1 y = 2(3)2 +1
• READ: Learner’s Manual, pages 125-129 y = 2(1)+1 y = 2(4)+1 y = 2(9)+1
y=3 y=9 y = 19
What is a Function?
Function is a relation wherein every element of the domain
3. y = -3x2
corresponds with exactly one element of the range. The domain
of a function is the possible values of x. The range refers to the
The table of values below has columns for x and its
possible values of y.
corresponding values of y.
What is a Quadratic Function?
Quadratic function is a function in the form y = ax2 + bx + c x y = 3x2
If x = –3, then
where a, b and c are real number and a should not be equal to 0 –3 -27 y =–3x2
(a≠0). The highest exponent of the independent variable of a –2 -12 y = –3(–3)2
quadratic function is 2. y = –3( 9)
–1 -3 y = –27
In a quadratic equation, ax2 =quadratic term, bx = linear
0 0
term, and c = constant. ax2 should not be equal to zero(0),
1 -3 If x = –2, then
otherwise it makes the given function looks linear.
y =–3x2
2 -12
y = –3(–2)2
Examples: Note:x2 is the quadratic term, – 2x is 3 -27
1. y = x2 – 2x – 3 y = –3(4)
the linear term, and – 3 is the y = –12
2. y = 2x2 +1 constant.
3. y = - 3x2 If x = –1, then If x = 0, then
Solutions: y =–3x2 y =–3x2
1. y = x2 – 2x – 3 y = –3(–1)2 y = –3(0)2
y = –3( 1) y = –3(0)
The table of values below has columns for x and its y = –3 y=0
If x = 1, then If x = 2, then If x = 3, then
x y = x2 – 2x – 3 y =–3x2 y =–3x2 y =–3x2
If x = –3, then y = –3(1)2 y = –3(2)2 y = –3(3)2
–3 12 y = x2 – 2x – 3 y = –3( 1) y = –3( 4) y = –3( 9)
–2 5 y = (–3)2 – 2(–3) – 3 y = –3 y = –12 y = –27
y = 9+6 – 3
–1 0 y = 12 Using the respective table of values, we are able to find the
0 –3 values of y given the values of x.From the function y = x2 – 2x – 3
1 –4 If x = –1, then , the table yields the ordered pairs: { (–3, 12) , (–2, 5), (–1,0), (0,–
y = x2 – 2x – 3 3 ), (1,–4 ) , (2,–3 ) , (3, 0 ) } and also for the function y = 2x2 +1,
2 –3 it yields the ordered pairs{(–3, 19) , (–2, 9), (–1 3), (0,1 ), (1,3 ) ,
y = (–1)2 – 2(–1) – 3
3 0 y = 1+2 – 3 (2,9 ) , (3,19)}. The ordered pairs can be used to represent a
y=0 quadratic function.
The tables show a function since there is no repeated
If x = 0, then values in x that corresponds any values in y.
If x = –2, then y = x2 – 2x – 3 Now, we can sketch the graph using the values of x and y
y = x2 – 2x – 3 y = (0)2 – 2(0) – 3 from the table of values.
y = (–2)2 – 2(–2) – 3 y = 0+0 – 3
y = 4+4 – 3 y=–3
y=5 x y = x2 – 2x – 3
–3 12
If x = 1, then If x = 2, then If x = 3, then
–2 5
y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (1)2 – 2(1) – 3 y = (2)2 – 2(2) – 3 y = (3)2 – 2(3) – 3 –1 0
Note:
y = 1–2 – 3 y = 4– 4 – 3 y=9-6–3 0 –3
Vertex of the graph is at (1, - 4)
y=–4 y=–3 y=0

1 –4
2. y = 2x2 +1 2 –3
3 0
The table of values below has columns for x and its
2. y = ½ x2
x y = 2x2 +1
–3 19 x -2 -1 0 1 2
–2 9 y
–1 3
Note:
0 1 Vertex of the graph is at (0, 1)
1 3
2 9
3 19
x y = 3x2 Note:
Vertex of the graph is at (0, 0)
–3 -27 3. y = 4x2 – 1
–2 -12 x -2 -1 0 1 2
–1 -3 y
0 0
1 -3
2 -12
3 -27
The graph of a quadratic function is a parabola.

Parabolic function is another term for quadratic
function because of the form of its graph.
It can be observed on the graphs above that

4. y = (x + 5)2
when the quadratic term is positive ax2, the graph
opens upward. However, when the quadratic term is x -7 -6 -5 -4 -3
negative -ax2, then graph of a quadratic function
y
opens downward. The vertex of the parabola is the
point where the graph attains its minimum point if
opens upward and maximum point if opens downward.
Try This:
State whether each of the following equations represents

a quadratic function or not. Justify your answer.
B. Follow – up questions:
Equations Yes or No Justification
1. What can you say about the graph in a.
2
1. y = x + 3 ___________________________________________
__________________________________________.
2. y = 4x – 5
2. What can you say about the graph in b.
3. y = 18 – 3x 2
___________________________________________
__________________________________________.
4. y = 3x + 3
3. What can you say about the graph in c.
___________________________________________
5. y = 4x2 + x3 + 4
__________________________________________.
6. y = (x – 1)(x + 9) 4. What can you say about the graph in d.
___________________________________________
7. (x – 2)(x + 2) + X2
–y=0 __________________________________________.
3
8. 0 = y + 5x – 3x IV. Evaluation:
Note: You have seen in the example above that in the Real-World Problem Solving
quadratic function y = ax2 + bx + c, equal differences in x Anna is a packer at the supermarket. She likes to pack the
cans like this in the form of a pyramid if she can:
produce equal second differences in y.
Exercises:
A. Complete the table of values and graph for each of
the following quadratic functions.
1. y = 2x2
x -2 -1 0 1 2
(a) Complete this table showing how many cans she needs for
y different pyramids:
#rows 1 2 3 4 5 6 10 20 ?
#cans 1 4 9 16 625
(b) Anna has completed a pyramid with 27 rows. How many

extra cans does she need to complete another row?
Math 9 Self – Learning Activity Sheet form of quadratic function but is referenced by its
Week 2 equation instead. The form . = 4(0 − ℎ)" + @ is
labeled as the vertex form of the quadratic function. It
is essential to know the vertex form because this is
Write all your answers on separate sheet of paper, which will
serve as your answer bank. suitable to use when working with problems involving
vertex and graph of a quadratic function Below are
more examples of transforming . = 40 " + =0 + > into
Q1 Day 8: Transforms the quadratic vertex form and vice versa.
function defined by ! = #$! + &$ +
Example 1:
' into the form! = #($ − *)! + ,
and vice versa Express . = 30 " − 120 + 16 in the vertex form
. = 4(0 − ℎ)" + @ and give the values of ℎ and @.
I. Specific Objectives for the Day: Solution:
1. Transforms the quadratic function defined by ! =
#$! + &$ + ' into the form . = 30 " − 120 + 16
! = #($ − +)! + - and vice versa . = 3(0 " − 40) + 16
. = 3(0 " − 40 + 4) + 16 − 3(4)
II. References: Learner’s Manual in Grade 9 pp. 129-139 . = 3(0 − 2)" + 16 − 12
. = 3(0 − 2)" + 4
III. Development of the Lesson:
Hence, . = 30 " − 120 + 16 can be expressed as
Transforms the quadratic function defined by ! = . = 3(0 − 2)" + 4. The values of ℎ and @ are +2 and
#$! + &$ + ' into the form ! = #($ − +)! + - and +4, respectively. Take note that h in this case is NOT
−2 because the vertex form is always . =
vice versa
4(0 − ℎ)" + @ and not . = 4(0 + ℎ)" + @.
Try This: There is another way though to rewrite a quadratic
function . = 40 " + =0 + > into its vertex form. Let us
Fill in the boxes by following the steps found on transform it.
the right side.
. = 40 " + =0 + > Group together the terms
1. . = 30 " − 40 + 1 Group together the containing 0.
terms containing 0.
= (40 " + =0) + > Factor out
= ⎕(0 " − ⎕0) +1 Factor out 4, the
Here, a=1.
coefficient of 0 " .
&
# = 4(0 " + ' 0) + >
= 360 " − $ 0 + ⎕7 +1 − 3( ⎕) Make the
expression enclosed in parentheses a perfect " "
& & &
square trinomial by completing the squares = 4 D0 " + ' 0 + 6"'7 E + > − 4 6"'7
and subtract the constant to the constant term Complete the enclosed
outside the parentheses in order to maintain expression to make it into
equality to the quadratic function. Note that the a perfect square trinomial
constants added are on the same side of the by adding a constant
equation. That is why we have to subtract, & "
NOT add, the second constant. 4 6"'7 . Subtract the same
value from the constant
# # #
= 360 " − $ 0 + %7 +1 − 3 6%7 You should arrive term outside the
parentheses to maintain
at this
equality.
expression.
= 3(0 − ⎕)" − ⎕ Express the = =" ="

= 4(0 " + 0 + " ) + > − 4 F " G
perfect square trinomial as the square of the 4 44 44
binomial and simplify.
& " &!
2 " 1 = 4 60 + "'7 + > − #' Express the perfect
. = 3 8x − ; − square trinomial as the
3 3
square of the binomial
2. . = 0 " − 40 − 10 and simplify.
= (0 " − 40) − 10 & " #'()&!
. = 4 60 + "'7 +
= (0 " − 40 + ⎕) − 10 − ⎕ #'
. = (0 − 2)" − ⎕
& #'()&!
The vertex form is . = 4(0 + "')" + #'
.
You have transformed a quadratic function written )* ,+-)*"
Thus, + = and - = . With this formula, we
in the form . = 40 " + =0 + > into the form . = !+ ,+
4(0 − ℎ)" + @. It is important to note that the form . = can convert a quadratic function in the form . = 40 " +
40 " + =0 + > is called the standard form by some =0 + > into the vertex form without performing
references; others recognized it as the general form completing the square. Let us answer the first
and that their standard form is the vector form which example in the previous page using this solution.
is . = 4(0 − ℎ)" + @. To avoid confusion, the form
. = 40 " + =0 + > is NOT labeled as the standard
Example 2: B. Rewrite the quadratic functions written in the
Express . = 30 " − 120 + 16 in the vertex form using form . = 40 " + =0 + > into vertex form . =
the values of ℎ and @. 4(0 − ℎ)" + @.
Solution: 1. 20 " − 120 + 22

HIJ 4 = 3, = = −12, 4KL > = 16. 1%
2. . = 0 " − 50 +
)& )()/") /" #
ℎ= = = =2 and
"' "($) 1
44> − = "
4(3)(16) − (−12)" 192 − (144) IV. Evaluation
@= = =
44 4(3) 12
48 Solve the problem below.
= =4
12
While playing basketball, you are attempting
The values of ℎ and @ are 2 and 4, respectively. to make a 3-point shot. The height in meters of the
Substituting them to the vertex form . = 4(0 − ℎ)" + ball thrown at an angle of 45° is given by the
@, we obtain . = 3(0 − 2)" + 4, which is the same quadratic function ℎ = −16J " + 20J + 6, where J is
with our answer in Example 1. the time in seconds after throwing. The ball’s
horizontal distance in meters from you is modeled by
The value of @ is also equal to O(ℎ) or the 0 = 6J. Assuming the ball went inside the ring, what is
function of ℎ. In other words, @ is equal to .. Here is a the horizontal distance from you to the ring?
quick hack to obtain the value of @ in the example
above:
@ = . = 30 " − 120 + 16
Substituting the value of ℎ which is 2 to the variable 0,
@ = . = 3(2)" − 12(2) + 16
@ = 3(4) − 24 + 16
@ = 12 − 24 + 16
@ = −12 + 16
@=4
Example 3:
Express . = (0 + 6)" − 4 into the form . = 40 " +

=0 + >.
Solution:
. = (0 + 6)" − 4
. = (0 " + 120 + 36) − 4 Expand the square of a
binomial.
. = 0 " + 120 + 32 Simpify.
Hence . = (0 + 6)" − 4 can be written as . = 0 " +

120 + 32.
Exercises:
A. Rewrite the quadratic functions written in vertex

form into the form . = 40 " + =0 + > by following
the steps.
Steps Quadratic Function

. = 2(0 − 3)" + 4
1. Expand (0 − 3)"
2. Multiply the perfect
square trinomial by 2
3. Add 4
4. Simplify
5. Result
Steps Quadratic Function

. = 3(0 − 2)" + 5
1. Expand (0 − 2)"
2. Multiply the perfect
square trinomial by 3
3. Add 5
4. Simplify
5. Result
Math 9 Self – Learning Activity Sheet
Week 2 Step 6: Plot the points in the graph as shown below..

serve as your answer bank.
Q1 Day 9: Graphs of Quadratic Functions
I. Specific Objectives for the Day:

• Graphs a quadratic function: (a) domain; (b)
range; (c) intercepts; (d) axis of symmetry; (e)
vertrex; (f) direction of the opening of the
parabola
II. References: Learner’s Manual in Grade 9
pages 140-155 Domain: ℝ (Set of all real numbers)
III. Development of the Lesson: *Since 2 = −1, and the parabola opens upward
Range: set {4: 4 ≥ −1}
The graph of a quadratic function is called a parabola. It is
the set of all points on the Cartesian Coordinate Plane that Try This:
satisfies the function defined by !(#) = &# ! + (# + ) or
Graph the given quadratic functions and determine their domain
the vertex form f(x) = a(x – h)2 + k where (h, k) is the vertex. and range.
Consider the graph of +(,) = ,"
The arrowheads of 1. 8(#) = # ! + 2
!(#) = # ! imply that the
graph extends x
indefinitely to the left y
and right. This is
because the domain of 2. !(#) = −(# − 2)! + 1
f is the set of all real
numbers (ℝ). In fact,
x
unless it is restricted,
y
the domain of a
quadratic function is
always the set of all real
numbers. The x-intercept of a graph is the value of x at
The range depends on which the graph intersects the x-axis. That is, if the
whether the parabola graph passes through the point (a,0), then the graph
opens upward or has an x-intercept of a. (In other words, the value/s of
downward. If it opens x when y=0).
upward, the range is the The y-intercept of a graph is the value of y at
set {4: 4 ≥ 2}; if it opens which the graph intersects the y-axis. Thus, if the
downward, then the
range is the set graph passes through the point (0,b), then the graph
{4: 4 ≤ 2}. has a y-intercept of b. (In other words, the value of y
when x=0).
Example 1: Graph the function !(#) = (# + 2)! − 1 and

Example 1: Consider the graph of the quadratic
determine its domain and range.
function f, given by !(#) = (# + 2)! − 1.
Solution:
Determine its x and y-intercepts.
Step 1: Determine the vertex (-2,-1)
Step 2: Construct a table of values and place the vertex in the Since the graph
center. intersects the x-axis at
x -2 (-3, 0) and (-1, 0), thus:
x-intercepts: -1 and -3
y -1
Since the graph
Step 3: Assign the values of x before and after -2. intersects the y-axis at
x -4 -3 -2 -1 0 (0, 3), thus:
y-intercept: 3
y -1
Step 4: Solve for y using the values of x.
+(,) = (, + :)" − ;.
If x = -4 y = (−2)! − 1 a = 1, h= -2 and k = -1
y = (# + 2)! − 1 y=4−1 Since a=1, then the
parabola opens upwards.
y = (−4 + 2)! − 1 y=3
Vertex: (-2, -1)
follow this procedure when the vales of x are -3, -1 and 0 and Axis of symmetry: x = -2
complete the table of values. Minimum Value: -1
Step 5: Fill in the table with the computed values of y in terms of Example 2: Consider the graph of the quadratic
x. function g, given by 8(#) = −# ! + 1.
x -4 -3 -2 -1 0 Determine its x and y-intercepts.
y 3 0 -1 0 3
Exercises:
Since the graph
Determine the direction of the opening of the
intersects the x-axis
parabola, the vertex, axis of symmetry and the
at (-1, 0) and (1, 0),
minimum or maximum value of the given quadratic
thus:
functions:
x-intercepts: -1 and 1
Since the graph
1. !(#) = 2(# − 5)! − 1
intersects the y-axis
Direction of the opening:
at (0, 1), thus:
y-intercept: 1 Vertex:
Axis of symmetry:
=(,) = −," + ;. Minimum Value:
a = -1, h= 0 and k = 1
Since a= -1, then the parabola 2. !(#) = − 2(# + 5)! + 1
opens downwards. Direction of the opening:
Vertex: (0, 1) Vertex:
Axis of symmetry: x = 0 Axis of symmetry
Maximum Value: 1
Minimum Value:
You have noticed that the parabola opens
IV. Evaluation
upward or downward. It has a turning point called
vertex which is either the lowest point or the highest Graph the given quadratic functions. Determine
point of the graph. If the value of a > 0, the parabola
the domain, range, x and y-intercepts, its vertex,
opens upward and has a minimum point. If a < 0, the
axis of symmetry and minimum and maximum
parabola opens downward and has a maximum point. value.
There is a line called the axis of symmetry which
divides the graph into two parts such that one-half of
1. !(#) = (# + 2)! − 2
the graph is a reflection of the other half. If the
Domain: _____________
quadratic function is expressed in the form y = a(x –
Range: _____________
h)2 + k, the vertex is the point (h, k). The line x = h is
x-intercept: _____________
the axis of symmetry and k is the minimum or
y-intercept _____________
maximum value of the function.
Vertex: _____________
Axis of Symmetry__:__________
Example 3:
Minimum Value: _____________
Consider the graph of the quadratic function f, given
by !(#) = (# + 2)! − 1.
parabola, its vertex and axis of symmetry and the
minimum or maximum value.
Vertex
Minimum Point
Axis of
symmetry
2. 8(#) = −2(# − 1)! + 4
"
=(,) = (, + :) − ;. Domain: _____________
a = 1, h=- 2 and k = -1 Range: _____________
Since a= 1, then the parabola opens upwards. x-intercept: _____________
Vertex: (-2, -1) y-intercept _____________
Axis of symmetry: x = -2 Vertex: _____________
Maximum Value: -1 Axis of Symmetry _____________
Maximum Value: _____________
Example 4: Consider the graph of the quadratic

function g, given by 8(#) = −# ! + 1.
parabola, its vertex, axis of symmetry and the
minimum or maximum value.
Vertex
Axis of
symmetry
Math 9 Self – Learning Activity Sheet Since * = 3, , = −2, *:; - = 5, therefore, the quadratic
Day 5 function is "(!) = 3! ! – 2! + 5.

Activity 1.
serve as your answer bank. Let us try using this given table of values. Supply the
missing number/values to make each statement
correct.
Q1 Week 10: Determine the equation ! -2 -1 0 1 2
of a quadratic function given: (a) table % 17 10 5 2 1
of values; (b) graph; (c) zeros Step 1. Choose any ordered pairs.
( ____, 10), (0 , ____), (_____, 2)
I. Specific Objectives for the Day: Step 2. Substitute the values of (!, %) in
• Determine the equation of a quadratic function "(!) = *! ! + ,! + -
given: (a) table of values; (b) graph; (c) zeros __=*(−1)! + ,(__) + - __ = * − , + - (1)
• Solves problems involving quadratic functions 5 = *(__)! + ,(__) + - 5 = 0 + 0 + -; - = __ (2)
II. References: Learner’s Manual in Grade 9 pages 156-183 2 = *(__)! + ,(__) + - 2 = * + __ + - (3)
III. Development of the Lesson: Step 3. Solve simultaneously. Solving 1 and 3
A. Determining the equation of a quadratic function simultaneously. Substitute - = 5 in equation 1.
given the table of values 10 = * − , + - 10 = * − , + ___
* − , = 10 − ___
What is table of values? A table of values is a list of
* − , = ___
numbers that can be generated from a quadratic function, where
* = ___ + 5
the given values of ! are substituted to the function to solve for
Simplify (3) and substitute * = , + 5 in the resulting
the"(!). The values of % depend on the given values of ! that is
% = "(!). ! values are called the domain of the function or the equation.
2=*+,+5 * + , = ___ + 2
first coordinate of an ordered pair (!, %) and the % values are the
(, + 5) + , = −3
range of the function or the second coordinate of an ordered pair
___ + 5 = −3
(!, %).
2, = −3 − ___
Illustrative Example 1. 2, = ___
Consider the table of values below. , = −___
! 0 1 2 3 4 , = ___
"(!) 5 6 13 26 45
The ordered pairs are (0,5), (1, 6), (2, 13), (3, 26), and (4, 45). Solve for *, * = , + 5 * = ___ + 5
A Quadratic function can be written in two forms: * = ___
Step 4. Substitute the values of *, ,, *:; - in "(!) =
(a) Standard Form : "(!) = *! ! + ,! + - *! ! + ,! + -. * = 1, , = −4, *:; - = 5.
(b) Vertex Form: "(!) = *(! – ℎ)! + 0 Therefore, the equation of quadratic function
"(!) = _____________.
To determine the equation of quadratic function given the above
table of values: B. Determining the equation of a quadratic
function given the graph
Step 1. Choose any 3 ordered pairs in the given table of values.
(0, 5), (1, 6), (2, 13) What is the graph of a quadratic function? Parabolas
are the resulting graphs of quadratic functions, and
Step 2. Substitute the ordered pairs (!("(!)) in are special curves with maximum or minimum points.
"(!) = *! ! + ,! + - The maximum or minimum point in a parabola is
! termed as the vertex (h, k) where h is the axis of
5 = * (0) + , (0) + - -=5
6 = * (1)! + , (1) + - *+,+5=6 (1) symmetry. A parabola can cross the x-axis once,
13 = * (2)! + , (2) + - 4* + 2, + 5 = 13 (2) twice, or never. The x – coordinates of these
Step 3. Solve simultaneously. Solving (1) and (2) simultaneously: intersections are called x-intercepts.
*+,+5=6 *+, =6−5
*+, =1 Now, let’s take a look
, =1−* on the graph of the
Simplify (2) and substitute , = 1 − * in the resulting equation. quadratic function
4* + 2, = 13 – 5 "(!) = ! ! − 2! − 3
4* + 2(1 – *) = 8 given on the right. The
4* + 2 – 2* = 8 graph opens upward
2* = 8 – 2 and it has minimum
2* = 6 point (1, -4) and its
6 axis of symmetry is
* = ! = 1. It also shows
2
* = 3 that the graph crosses
the x-axis at x = 3 and x = -1; these are the x-
Solve for ,: intercepts of the graph of the function. Similarly, 3 and
, =1−* -1 are the zeros of the function.
, =1−3 The equation of the quadratic function can easily
, = −2 be determined by using the form of a quadratic
Step 4. Substitute the values of *, ,, *:; - in the function function % = *(! − ℎ)! + 0; but, only when the vertex
"(!) = *! ! + ,! + -. and any point on the parabola are clearly seen.
Illustrative example 2. ! = 3 ! = −1 simplify
Find the equation of the quadratic function from the The zeros of "(!) = ! ! − 2! − 3 are -1 and 3.
graph below.
The process done can be reversed to find a
quadratic function if the zeros are given. For instance,
the quadratic function "(!)whose zeros are 4 and 7 is
"(!) = (! − 4)(! − 7)
= ! ! − 11! + 28
In general, if the zeros are F' *:; F! , we can
express the quadratic function as
"(!) = (! − F' (! − F! )
Multiplying the two binomials the results is:
"(!) = ! ! − F' ! − F! ! + F' F!
Or "(!) = ! ! − (F' + F! )! + F' F! (1)
Now, consider the quadratic function
Solution:
"(!) = *! ! + ,! + -. Solving for the zeros of "(!)
The vertex of the graph of the quadratic
means equating it to 0. That is, *! ! + ,! + - = 0.
function is (2, -3). The graph passes through the point ( *
(5, 0). By replacing ! and % with 5 and 0, respectively, Or ! ! + ) ! + ) = 0 (2)
!
and ℎ and 0 with 2 and -3, respectively, we have Comparing the functions "(!) = ! – (F' + F! )! +
( *
% = *(! − ℎ)! + 0 F' F! *:; "(!) = ! ! + ) ! + ) suggests that
0 = *(5 – 2)! + (−3) ( *
−(F' + F ! ) = and F' F ! = .
0 = *(3)! – 3 ) )
3 = 9* The comparison illustrates the relationships

9 2 between the zeros and the coefficients of a quadratic
* = function.
9 9
1
* = Illustrative Example 3.
3
Thus, the quadratic equation is a. Determine the equation of the quadratic
" " % & functions given the zeros 3 and -1.
? = # (@ – A)$ – B CD ? = # @$ − # @ − #.
Solution:
"(!) = (! − 3)(! + 1)
Activity 2.
= ! ! + ! − 3! − 3
Determine the equation of the quadratic function
= ! ! − 2! − 3
given its graph.
Thus, the equation of the quadratic function
whose zeros are 3 and -1 is "(!) = ! ! − 2! − 3.
b. Determine the equation of the quadratic

functions whose zeros are -5 and 4.
Solution:
F' = −5 *:; F! = 4
(
= – (F' + F! ) = −(−5 + 4) = − (−1) = 1
)
-
1. Equation: ________________ = (F' )(F! ) = (−5)(4) = −20
*
Solution: Therefore, the equation of the quadratic function
whose zeros are -5 and 4 is "(!) = ! ! + ! − 20.
Activity 3:
Direction: Determine the equation of quadratic
function f(x) whose zeros are:
1. 3/2 and 5
2. 1/3 and 3/4
3. 7 and 9
2. Equation: ________________ D. Solving problems involving quadratic

Solution: functions
C. Determining the equation of a quadratic Now you will explore situations and real-life
function given the zeros of the function problems that can be modeled and can be solved
using the concepts of quadratic functions.
A value of ! that satisfies the quadratic equation To understand how the concepts of quadratic
*! ! + ,! + - = 0 is called a root of the equation. functions can be used to solve number problems,
Similarly, the roots of quadratic equation correspond geometry problems, profit and revenue, and free
to the zeros of a function "(!) = ! ! + ,! + -. falling bodies, study the following illustrative
In solving the zeros of "(!) = ! ! − 2! − 3 by examples.
factoring, the function is equated by 0. That is,
! ! − 2! − 3 = 0 Equate "(!) to 0 Illustrative Example 4: Number Problem
(! − 3)(! + 1) = 0 factor the left side Find two real numbers whose sum is 14 and
! − 3 = 0 EF ! + 1 = 0 apply zero product whose product is a maximum.
property
Solution: Let x be the number. Then 14 - x is the c. Find the time at which the object is on the
other number. If the product of the two numbers is a ground.
maximum, then its equivalent quadratic function
f(x) = x(14 - x) = 14x – x2 = - x2 + 14x and attains Solution:
its maximum value at its vertex (h, k) a. The time for an object to reach the maximum
Where, height is the abscissa of the vertex of the parabola or
( the value of h.
ℎ = − !)
'+ L(M) = 40M − 5M !
ℎ = − !(-')
If we transform the function into the form
ℎ=7 % = *(! − ℎ)! + 0
Since h = 7, then the first number is 7 and the other L(M) = −5M ! + 40M
number is 14 – x = 7. = −5(M ! − 8M + 16) + 80
= −5(M − 4)! + 80
Illustrative Example 5: Geometry Since the value of h is 4, then the object is at its
What are the dimensions of the largest maximum height after 4 seconds
rectangular field that can be enclosed by 60m of
fencing wire? Alternative Solution:
Solution: By using the abscissa of the vertex of the parabola or
the value of h,
,
ℎ = −
2*
40
ℎ = −
2(−5)
ℎ = 4
Let H and I be the length and width of a rectangle Thus, the object is at its maximum height after 4
respectively. Then, the perimeter J of a rectangle is seconds.
J = 2H + 2I.
Since P = 60m, then we have. b. The maximum height reached by the object is the
2H + 2I = 60 ordinate of the vertex of the function.
+I = 30
H = 30 − I Expressing the length as From solution a, the vertex of the function L(M) =
a function of w −5(M − 4)! + 80 is the point (4,80), where the
Substituting in the formula for the area A of a maximum value occurs, thus the maximum height
rectangle reached by an object is 80.
K(I) = HI
K(I) = (30 − I)I Alternative Solution:
K(I) = 30 − I ! Substitute the value of ℎ = 4h or the
K(I) = I ! + 30I abscissa to the given function.
By completing the square, L(M) = 40M − 5M !
K(I) = −(I ! − 30I + 225) + 225 = 40(4) – 5 (4)2
K(I) = −(I − 15)! + 225 = 160 – 80
The vertex of the graph of the function K(I) is (15, = 80
225). This point indicates the maximum value of 225
for K(I) that occurs when w =15. If the width is 15m, c. To find the time it will take the object to hit the
then the length is 30 - w = 30 -15=15m. ground, L(M) = 0.
Alternative Solution: At ground level, the value of L(M) = 0. Thus the

The graph of the quadratic function is a quadratic equation is
parabola. Use the abscissa of the vertex of the L(M) = 40M − 5M !
parabola, 0 = 40t – 5t2
(
ℎ = − !) 0 = 5t(8 - t)
Since the area is a function of I, we have 5t = 0 or 8 – t = 0
( -!/ t=0 t=8
I = − !) = − !(-') = 15
Since t represents the time in seconds and t ≠ 0.
Substituting this to K(I) = −I ! + 30I Thus, the object will hit the ground 8 seconds after
= -152 + 30(15) launch.
= -225 + 450
= 225 Illustrative Example 4: Revenue Problem
Therefore, the length should be 15m and the width
should be 15m. The rectangle that gives the A quadratic function can be applied in
maximum area is a square with an area of 225m2. business/industry to determine the maximum profit,
the break-even situation, and the like. Suppose x
Illustrative Example 6: Free Falling Bodies denotes the number of units a company plans to
A ball is thrown vertically upward with a produce or sell. The revenue function N(!) =
velocity of 40m/sec. The height L(M) of the ball above (:OP,QF E" O:RMS TFE;O-Q; EF SEH;)!(TFR-Q TQF O:RM)
the building after t seconds is given by the function
L(M) = 40M − 5M ! Study the example below.
a. How long will it take the object to reach the
maximum height? A store sells about 40 caps per week at a
b. What maximum height will the object reach? price of Php100 each. For each Php10 decrease in
price, the sales lady found out that 5 more caps per
week were sold. Write a quadratic function in
standard form that models the revenue from the
sales. What price produces the maximum revenue?
Solution:
Let x be the number of additional number of
caps sold. You know that Revenue N(!) =
(:OP,QF E" -*TS SEH;)!(TFR-Q TQF -*T).
Thus, N(!) = (40 + 5!)(100 − 10!)
N(!) = 4000 − 400! + 500! − 50! !
N(!) = −50! ! + 100! + 4000, model of the
revenue from the sales
In order to find the price that produces a
maximum revenue, we can transform the function into
the form % = *(! − ℎ)! + 0
N(!) = −50(! − 1)! + 4050.
The vertex is (1, 4050). Thus, the maximum revenue
is Php 4,050.
The price of the cap to produce maximum
revenue can be determined by
J(!) = 100 − 10!
J(!) = 100 − 10(1) = 90
Thus, Php 90 is the price of the cap that produces
maximum revenue.
IV. Evaluation
Perform this activity. Show your solution.
1. Find two real numbers whose sum is 12 and whose

product is a maximum.
2. Alex has 20 m of barbed wire to fence a

rectangular lot. What are the dimensions of the lot
that will contain the maximum area?
3. The height h in feet of a ball t seconds after being

tossed upward is given by the function h(t) = 80t –
16t2 . a. After how many seconds will it hit the
ground? b. What is its maximum height? c. How long
will it take to reach the maximum height?
4. Due to the existing situation brought by the

pandemic COVID-19, the front liners are required to
wear PPEs. A company of PPEs sells 600 pcs at
Php1,000.00 each. The company estimates that they
can sell 80 pcs more PPEs for each Php100.00
decrease in price.
a. Write an equation for the revenue function.
b. How much is the sales amount if PPEs are
priced at Php1000.00 each?
c. How much is the maximum sale?
FIRST QUARTER ASSESSMENT
MATHEMATICS 9
SY 2021-2022
Name: _______________________________________ Section: ________________ Score: _____________
MULTIPLE CHOICE. Choose the letter of the best answer and write it on the space provided after each number.
1. What do you call the equation that can be written in the form ax2 + bx + c = 0, where a, b & c are real 1. _____
numbers and a ≠ 0?
A. Linear Equation B.Quadratic Equation C. Rational Expression D. Radical Expression
2. In the equation, 3x2 = –4x – 5, what must be the value of a, b and c? 2. _____
A. a = 3, b = 4, c = 5 B. a = 3, b = –4, c = 5 C. a = –3, b = –4, c = –5 D. a = –3, b = 4, c = 5
3. Among the given quadratic equations, which one can be solved by extracting square roots? 3. _____
A. m2 – 5m – 6 = 0 B. r2 + 9 = 0 C. 4p2 + 8 = 1 D. b2 – 64 = 0
4. What are the roots of the quadratic equation " ! − 6" = −8? 4. _____
A. {−8, −1} B. {8, 1} C. {2, 4} D. {−4, −2}
5. The roots of the quadratic equation are –4 and 2. Which of the following quadratic equations has 5. _____
these roots?
A. x2 + 2x – 8 = 0 B. x2 – 2x – 8 = 0 C. x2 – 6x – 8 = 0 D. x2 + 2x + 8 = 0
6. What do you call the value of the expression b2 – 4ac? 6. _____

A. quadratic formula B. discriminant C. roots D. solution
7. What is the sum of the roots of the quadratic equation 8k2 – 24k + 16 = 0? 7. _____
A. 3 B. -2 C. 2 D. -3
8. " " 8. _____
In solving + = 1, what expression/s must be multiplied to each side of the equation to clear of
# #$%
fractions?
I. x II. x + 6 III. 2x + 6
A. I only B. II only C. I & II D. I, II & III
9. A rectangular garden has an area of 84 m2 and a perimeter of 38 m. Find its length and width. 9. _____
A. l = 42m, w = 2m B. l = 21m, w = 4m C. l = 12m, w = 7m D. l = 14m, w = 6m
10. Which of the following mathematical statements is a quadratic inequality? 10. _____
A. 2. ! − 3. − 5 = 0 B. 7ℎ + 12 < 0 C. 35 ! + 75 − 2 ≥ 0 D. 7 ! + 87 + 15 = 0
11. Which of the following equations represent a quadratic function? 11. _____
A. y = 4x2 B. y = 3x2 + 2x3 – 1 C. y = 2x + 3 D. y = ( x + 4 )( 5 )
12. Given the quadratic function, f(x) = (x + 2) (x – 3), what is its general form? 12. _____
A. f(x) = x2 – 2x – 6 B. f(x) = x2 – 6 – x C. f(x) = x2 + x – 6 D. f(x) = x2 – x – 6
13. Which correctly identifies the values of a, h and k for the function f(x) =–2(x + 3)2 + 1? 13. _____
A. a = 2, h = 3, k = 1 B. a = 2, h = –3, k = –1 C. a = –2, h = –3, k = 1 D. a = –2, h = –3, k = –1
14. What is the vertex form of y = 2x2 +12x +14? 14. _____
A. y= 2(x + 12)2 + 14 B. y= 6(x + 9)2–4 C. y=(x + 3)2 + 10 D. y=2(x + 3)2–4
15. The zeros of the function of the given graph are ______. 15. _____
A. - 2 and 3 B. - 2 and - 3 C. - 2 and 1 D. 1 and 3

Math 9 1

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Math 9 1

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ILIGAN CITY NATIONAL HIGH SCHOOL

Name: ________________________________ Grade & Section: ______________ Score: _______

Day 7 Vertex form: ____________________

Answer only Exercise A # 3. Evaluation:

3. y = 4x2 – 1 Answer: _______________________

Evaluation: 2. Width = _______________

Graph: (use graphing paper)

2. 2(!) = −2(! − 1)! + 4

Graph: (use graphing paper)

1. Which of the following is the standard form of quadratic equations?

2. In the quadratic equation 5w2 + 9w – 10 = 0, which is the quadratic term?

7. P = ($%)/( is an example of a/an?

9. A quadrilateral with exactly one pair of parallel sides.

10. If LOVE is a parallelogram and SE = 6, what is SO? L O

QUADRATIC EQUATIONS The value of a = 1, b = 2 and c = 0. The quadratic equation is

Evaluation 2: Write the quadratic equation into standard form,

The value of a = 2, b = 20 and c = 50. The quadratic equation

Exercises 3: Identify and list down the quadratic equations

❖ Steps in Solving Quadratic Equations by Factoring Exercises 3:

READ: Learner’s Manual, pages 38 – 41. Example 2:

−2 ± √4 + 12 If 𝑥 = 2, substitute the value of x to the original equation.

𝑥1 = 1 𝑥2 = −3 Evaluation 2: Answer Activity 5, # 1 ONLY on page 52

III. Development of the Lesson: NON – PERFECT SQUARE

𝑎=1 𝑏 = −6 𝑐=9 𝐷=4

𝐷 = 49 + 16 B. The Relationship Between the Coefficients and the Roots of

Sum of the roots: 𝑟1 + 𝑟2 = 3 + 2 = 5

Product of the roots: 𝑟1 ∗ 𝑟2 = (3)(2) = 6

Therefore, the sum and the product of the roots of 𝑥 2 − 5𝑥 + 6 =

2. Find the sum and the product of the roots.

1. Answer Activity 7, #’s 1, 3 & 4 ONLY on page 62.

2. Answer Activity 5, # 1 ONLY on page 71.

2. Find the sum and the product of the roots.

List the prime factors of 2x and 6x. 𝑎=4 𝑏 = −6 𝑐=2

ALLIGN SIMILAR FACTORS −𝑏 ± √𝑏2 − 4𝑎𝑐

I. Specific Objectives for the Day:

Equation (𝑥)(𝑥 + 4) = 96 When 𝑥1 = 15, When 𝑥2 = 10,

Since x = speed, x can’t be negative.

Solve the following problems.

1. The length of a rectangle is 3 cm more than the width. The area

2. A train travels at a certain average speed for a distance of 63

Solve the problem.

1. The width of a rectangle is 2 m less than the length. The area is

2. Original speed = 42 km/h

I. Specific Objectives for the Day: ■Test a value 8 > 0

• illustrate quadratic inequalities from each −5 < ! < 2 ! ! + 3! − 10 > 0

• Solves quadratic inequalities interval in the (1)! + 3(1) − 10 > 0

• solve problems involving quadratic inequalities inequality. 1 False

(4)! + 3(4) − 10 > 0

!" ! + $" + % < 0 ( < !" ! + $" + % inequality.

1. " ! − 9" + 14 > 0

I. Specific Objectives for the Day: If x = –1, then If x = 0 , then

y=–4 y=–3 y=0

The graph of a quadratic function is a parabola.

It can be observed on the graphs above that

State whether each of the following equations represents

(b) Anna has completed a pyramid with 27 rows. How many

= 3(0 − ⎕)" − ⎕ Express the = =" ="

Solution: 1. 20 " − 120 + 22

Express . = (0 + 6)" − 4 into the form . = 40 " +

Hence . = (0 + 6)" − 4 can be written as . = 0 " +

A. Rewrite the quadratic functions written in vertex

Steps Quadratic Function

Steps Quadratic Function

Instruction: DO NOT WRITE ANYTHING ON THIS SLA sheet.

Name: ________________________ Grade & Section: Score: _

Name: ___________________________ Section: Score: _