Quarter 1 Mathematics 9

Moodle Course Guide
QUARTER 1
MATHEMATICS
Patterns and Algebra
Mathematics 9 – Course Guide
Mathematics is a skills subject. By itself, it is all about quantities, shapes and figures, functions,
logic, and reasoning. Mathematics is also a tool of science and a language complete with its own
notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
This course is designed to emphasize the study of quadratic equations, inequalities, and
functions. It includes mathematical concepts for working with various expressions, analyzing
relationships and solving quadratic equations, inequalities, and functions.
The course is designed for self-study. Each lesson features a topic for you to learn by reading
online articles, watching videos and power point presentations, and engaging in a learning activity,
such as taking a quiz and posting a short reflection in a discussion forum.
WHAT ARE THE SKILLS THAT I CAN DEVELOP?
CONTENT STANDARD
The learner demonstrates understanding of key concepts of quadratic equations,

inequalities and functions, and rational algebraic equations.
PERFORMANCE STANDARD
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.
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MOST ESSENTIAL LEARNING OUTPUTS AND ACTIVITIES TO BE

DURATION
COMPETENCIES COMPLETED
Illustrates quadratic equations. • Learning Task 1.1: Are you smarter than an
8th Grader?
LESSON 1
Solves quadratic equations by: (a) extracting • Learning Task 1.2: Let's do the ABCs
1 week
square roots; (b) factoring; (c) completing the • Learning Task 1.3: Up-ROOT-ing!
square; and (d) using the quadratic formula. • Learning Task 1.4: Do you agree?
Characterizes the roots of a quadratic equation • Learning Task 2.1: Quadratic Equation
using the discriminant. Rewind
LESSON 2 • Learning Task 2.2: What's my nature?
1 week • Learning Task 2.3: Can you easily identify
Describes the relationship between the coefficients it?
and the roots of a quadratic equation. • Learning Task 2.4: Are you Mr. /Ms. Right?
Solves equations transformable to quadratic • Learning Task 3.1: How well do you
equations (including rational algebraic equations). remember?
LESSON 3
• Learning Task 3.2: Choose wisely
1 week
Solves problems involving quadratic equations • Learning Task 3.3: Reflecting what you
and rational algebraic equations. learned
Illustrates quadratic inequalities. • Learning Task 4.1: Review on Quadratic

Expressions
LESSON 4 • Learning Task 4.2: Quadratic Inequality
Solves quadratic inequalities.
1 week • Learning Task 4.3: Solve Me
• Learning Task 4.4 Rate Your Self!!
Solves problems involving quadratic inequalities.
Model’s real-life situations using quadratic

functions.
• Learning Task 5.1: Quadratic Function or
Represents a quadratic function using: table of Not
LESSON 5
values; (b) graph; and (c) equation. • Learning Task 5.2: Transform and
1 week
Determine Me
Transforms the quadratic function defined by y = • Learning Task 5.3: Oval Call-out
2 2
ax + bx + c into the form y = a(x – h) + k.
Graphs a quadratic function: (a) domain; (b)

range; (c) intercepts; (d) axis of symmetry; (e) • Learning Task 6.1: Try These!
vertex; (f) direction of the opening of the parabola. • Learning Task 6.2: Let's Investigate
LESSON 6
• Learning Task 6.3: Show Me What You've
1 week
Analyzes the effects of changing the values of a, h Learned!
and k in the equation y = a(x – h)2 + k of a • Learning Task 6.4: Graph Art
quadratic function on its graph
• Learning Task 7.1: Quadratic

Transformation Rewind
LESSON 7 Determines the equation of a quadratic function
• Learning Task 7.2: Let's check
1 week given: (a) a table of values; (b) graph; (c) zeros.
• Learning Task 7.3: What's the message?
• Learning Task 7.4: Challenge!
• Learning Task 8.1: Step-by-step practice

LESSON 8 • Learning Task 8.2: How well did you
Solves problems involving quadratic functions.
1 week practice?
• Learning Task 8.3: You can do it!
END OF FIRST QUARTER
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The following are the parts of the lesson that guides us in meeting our target
expectations.
The lesson content and learning objectives is presented here. This part also provides
preliminary activity that introduces initial concepts on the learning targets.
The actual lesson presentation is done in this part. This part also includes self-check
activity on learner’s background knowledge about the target concept.
This part enables the learners to be engaged in various tasks and opportunities which
also exposes them to additional real-life tasks that shall ignite their interest which will allow
them to meet the learning expectations and fully understand the skills and concepts.
This part will bring the learners to a process where they shall demonstrate ideas,
interpretation, mindset or values and create pieces of information that will form part of
their knowledge in reflecting, relating or using it effectively in any situation.
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WHAT ARE THESE ICONS IN MOODLE?
Presented here are the icons that you will see as we go along our lessons. Scroll down
to view these icons along with their functions.
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Learning Resource 1.1: What I need to know?
This lesson introduces the basic key concepts of quadratic equations. We will teach you
how to recognize and describe quadratic equations. At the end of the week, you are
expected to write quadratic equation into standard form ax2 + bx + c = 0 and determine the
values of a, b, and c; and illustrate quadratic equations from different real-life situations.
Part of this lesson also introduces the four methods of solving quadratic equations: by
extracting square roots, by factoring, by completing the square, and by using the Quadratic
formula. Take note that, finding square roots, factors of polynomials, special products,
finding the values of a, b and c in the quadratic equation, simplifying some expressions and
some concepts of rational and irrational numbers are prerequisites to the lesson and the
succeeding lessons.
Learning Task 1.1: Are you smarter than an 8th Grader?
This is a refresher activity, composed of three multiple choice recall questions and a drag
and drop activity, that will help you remember basic principles that you need to succeed in
this lesson. Don't worry you have unlimited attempts and your highest score will be
recorded just don't leave an item with no answer.
Enjoy learning!!
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Learning Resource 1.2: Illustrating Quadratic Equations
A quadratic equation in one variable is a mathematical sentence of degree two that can
be written in the following standard form: ax2 + bx + c = 0 where, a, b and c are real
numbers, a > 0, and a ≠ 0. In this equation, ax2 is the quadratic term (degree two), bx is
the linear term (degree one) and c is the constant term.
When b = 0, in the equation ax2 + bx + c = 0, the result is a quadratic equation of the
form ax2 + c = 0. For example: x2 – 16 = 0, 25x2 – 81 = 0 and 5x2 = 500. In each equation,
b = 0. Furthermore, when c = 0, the quadratic equation is reduced to ax2 + bx = 0. That is,
in x2 + 3x = 0 and 5x2 – x = 0, there is no constant term, c = 0.
Illustrative Examples:
Tell whether if the given equation is quadratic or not, then have an explanation for your
answer.
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To further your understanding, watch the video discussions below:
Be sure to take down notes on the important principles and the terms enumerated below.
• Quadratic term
• Linear term
• Constant term
• Standard Form
Writing Quadratic Equation in Standard Form

YouTube link: youtube.com/watch?v=yLLvXvSVgEU
YouTube link: youtube.com/watch?v=kvgjS0Hcqnc
Quadratic Equations in Real Life

YouTube link: youtube.com/watch?v=CFb85L0ozFE
Grade 9 Math Q1 Ep1: Illustrating Quadratic Equations

YouTube link: youtube.com/watch?v=MgmR-HTcTjw
Learning Resource 1.3: Solving Quadratic Equations
In solving quadratic equation, we can apply the following methods:
A. Solving Quadratic Equations by Extracting Square Roots
The Square Root Property

YouTube link: youtube.com/watch?v=tTmigHqIbfc
Remember when it was mentioned that a quadratic equation of the form ax2 + bx + c = 0
may have b = 0, such that, ax 2 + c = 0. In other words, since c could be any constant,
then, ax2 = c. And, if a= 1, the quadratic equation is further reduced to x2 = c. Recall
square roots.
In order to solve a quadratic equation by extracting square roots, the equation must be
written in the form x2 = c, before extracting the square roots of the left and right sides of
the said equation so as to have the equation balanced. Inspect the given examples.
To further your understanding, watch the video discussion below:
Solving Quadratic Equations by Extracting Square Roots
YouTube link: youtube.com/watch?v=IeAieMpXBhk

YouTube link: youtube.com/watch?v=VyJ1xm2_okU
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Solving for the values of the variable x by Extracting Square Roots:
Example 1
To check for the solved values, substitute both +3 and -3 in the given equation. Also, always
remember that a negative number does not have a square root.
Example 2
Example 3
Example 4
Solve (x – 2)2 = 36 using extracting square roots.
Since the quadratic equation is written in squared form (exponential form), we may apply
extracting square roots.
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That is, x = 2 + 6 = 8 and x = 2 - 6 = -4.
Example 5
Find the roots of the equation (x – 1)2 = 0.
Again, applying extracting square roots:
SAMPLE PROBLEM:
A square wooden frame has an area of 289 in2. Find the measure of its sides.
Let x = each side of the square wooden frame
Solution:
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B. Solving Quadratic Equations by Factoring
Only quadratic equation that is factorable can be solved by factoring. To solve such a
quadratic equation, the following procedures can be followed.
1. Transform the quadratic expression into standard form if necessary.

2. Factor the quadratic expression.
3. Apply zero product property by setting each factor of the quadratic expression equal to 0.
4. Solve the resulting equation.
5. Check the values of the variable obtained by substituting each in the original equation.
If the real numbers are a and b, then (a)(b) = 0, such that, a = 0 or b = 0 or a and b are
both equal to zero. This is the Zero Product Property.
So, if a given quadratic equation is in the form (a)(b) = 0, the Zero Product Property can
be applied. To do this, the given quadratic equation must be written in the standard form
ax2 + bx + c = 0 before applying the factoring method.
Solving Quadratic Equations by Factoring
YouTube link: youtube.com/watch?v=xED-elJVlSw

YouTube link: youtube.com/watch?v=TqmBzztmvaI
Solve each equation by Factoring.
Example 1
Example 2
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Example 3
SAMPLE PROBLEM:
The common application of the quadratic equation concept as mentioned is in finding the
area of a given form. Find the dimensions of the given rectangle with an area of 30 dm2.
Solution:
Since the area of the rectangle is 30 dm2,
(You may solve the equation first with constants without the given units as long as the
units are to be consistent.)
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Checking:
C. Solving Quadratic Equations by Completing the Square
If the first two methods in solving quadratic equations cannot be used to solve such
quadratic equations, then, you must need another method to solve the said equations. This
other way of solving quadratic equations is actually referred to as the mother of all methods
in solving any quadratic equation – the completing the square method.
The completing the square method also includes the use of extracting square roots after
the completing of square part. You may use a scientific calculator in writing the
approximate value/s of the answer/s if they are irrational number values.
Completing the square includes the following steps:
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. The left side of the equation becomes a perfect square trinomial.
4. Express the perfect square trinomial on the left side of the equation as a square
of a binomial.
5. Solve the resulting quadratic equation by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.
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Solving Quadratic Equations by Completing the Square
YouTube link: youtube.com/watch?v=bOQ5nVHwFTs

YouTube link: youtube.com/watch?v=R_EJURYxAec
Express the following as a squared binomial by completing the square.
Example 1
Example 2
NOTE: The sign of the middle (missing) term will also be the sign of the operation between the
two terms in the squared binomial.
Example 3
What do you do when the quadratic trinomial to be completed does not seem to be
incomplete – it consists of three terms but is not a perfect square trinomial?
Express x2 + 2x + 4 as a squared binomial by completing the square
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SAMPLE PROBLEM:
Only a portion of a rectangular wall has been vertically painted from edge to edge leaving a
6-m gap from an adjacent wall. Find the dimensions of the painted portion of the wall if it is
thrice as long as it is wide and the wall is 42 m2.
Solution:
Illustrate
Let x = length / height of the wall
3x = width of painted portion
Formulate equation
(length)(width) = Area
(x) (3x + 6) = 42
3x2 + 6x = 42 Multiplying
3x2 + 6x – 42 = 0
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Use Completing the Square
D. Solving Quadratic Equations by Using the Quadratic Formula
For any given quadratic equation (in one variable) in the standard form ax2 + bx + c = 0,
all you need to do is substitute the corresponding values of the numerical coefficients a, b
and c from the standard form of the quadratic equation in the formula;
Solving Quadratic Equations by Using the Quadratic Formula
YouTube link: youtube.com/watch?v=c86D1b-dGV8

YouTube link: youtube.com/watch?v=JJtDFX4U1mo
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Example 1
x2 + 6x + 5 = 0
The values of a = 1, b = 6 and c = 5.
Then, using the quadratic formula to determine the roots:
Check the solutions/roots by substituting these to the original quadratic equation
Example 2
3y2 – 2y – 1 = 0
The values of a = 3, b = -2 and c = -1.
Then, using the quadratic formula to determine the roots:
Check the solutions/roots by substituting these to the original quadratic equation.
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SAMPLE PROBLEM:
The length of a plywood is 0.9 m more than its width and its area is 0.36 m2. Find its
dimensions. (Use the quadratic formula.)
Illustrate
The area of the plywood is equal to its length times its width. (Units are consistent.)
Then, values of a = 1, b = 0.9 and c = -0.36 and using the Quadratic Formula:
Grade 9 Math Q1 Ep2: Solving Quadratic Equations
YouTube link: youtube.com/watch?v=l5l0T3dLAaE
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Learning Task 1.2: Let's do the ABCs
MPORTANT REMINDERS:
1. You have a maximum of 3 attempts.

2. The passing score is 7 points.
3. The highest score will be recorded
GOOD LUCK!
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Learning Task 1.3: Up-ROOT-ing!
Read the questions carefully and choose the correct answer among the given options.
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Learning Task 1.4: Do you agree?
YOUR TASK:
Write your explanation and justification on a clean sheet of paper.
The values of a, b, and c of a quadratic equation written in standard form are 2, 5, and -3,
respectively. Another quadratic equation, 2x2 = 5x -3. Do you agree that the two equations
have the same roots? Justify and explain your answer clearly.
HERE IS HOW YOU WILL BE GRADED:
DIRECTIONS FOR ONLINE SUBMISSION: ASSIGNMENT TEMPLATE:
1. Write your explanation and justification on a

clean sheet of paper.
2. Scan or take a picture of your solution.
3. Save your file following this
format: Task1.4_Surname,FirstName
4. Then follow the steps in the presentation below:
(See Appendix A: Submitting an Assignment

Online)
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Curriculum Guide
K to 12 Most Essential Learning Competencies (MELCs). Retrieved from

commons.deped.gov.ph/melc
Modules
Sumaylo, R. C., & Papa, F. L. (2020). MATH - Grade 9 PIVOT IV-A Learner’s Material Quarter
1 – Module 1. Department of Education Region IV-A CALABARZON.
Bryant, M. L., Bulalayao, L. E., Callanta, M. M., Cruz, J. D., De Vera, R. F., Garcia, G. T.,
Saladino, R. H. A. (2014). Mathematics Grade 9 Learner's Material (First). Manila:
Department of Education.
BEAM Second Year Module 4 (TG)
EASE Module Second Year Quadratic Equations Module 3 Chapter 2 Quadratic Equations
pp.44-46 (LM)
NFE Accreditation and Equivalency Learning Material. Equation (Part 2). 2001. pp. 38-41
Videos
Sir MathLon. (2020). Mathematics 9: Writing quadratic equations in standard form Part 1
[YouTube Video]. In YouTube. youtube.com/watch?v=yLLvXvSVgEU
Sir MathLon. (2020). Mathematics 9: Writing quadratic equations in standard form Part 2
[YouTube Video]. In YouTube. youtube.com/watch?v=kvgjS0Hcqnc
Classroom Teacher. (2020). Introduction to Quadratic Equations (Real Life Examples)

[YouTube Video]. In YouTube. youtube.com/watch?v=CFb85L0ozFE
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep1: Illustrating Quadratic Equations

[YouTube Video]. In YouTube. youtube.com/watch?v=MgmR-HTcTjw&feature=youtu.be
Sir MathLon. (2020). Mathematics 9: The Square Root Property [YouTube Video]. In
YouTube. youtube.com/watch?v=tTmigHqIbfc
Sir MathLon. (2020). Mathematics 9: Solving Quadratic Equation By Extracting Square

Roots Part 1 [YouTube Video]. In YouTube. youtube.com/watch?v=IeAieMpXBhk
Sir MathLon. (2020). Mathematics 9: Solving Quadratic Equations by Extracting Square

Roots (Part 2) [YouTube Video]. In YouTube. youtube.com/watch?v=VyJ1xm2_okU
Ramos, A. (2020). Solving Quadratic Equation by Factoring Video Part 1 [YouTube Video].
In YouTube. youtube.com/watch?v=xED-elJVlSw
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Ramos, A. (2020). Solving Quadratic Equation by Factoring Video Part 2 [YouTube Video].
In YouTube. youtube.com/watch?v=TqmBzztmvaI
Ramos, A. (2020). Solving Quadratic Equation by Completing the Square Video Part 1
[YouTube Video]. In YouTube. youtube.com/watch?v=bOQ5nVHwFTs
Ramos, A. (2020). Solving Quadratic Equation by Completing the Square Video Part 2
[YouTube Video]. In YouTube. youtube.com/watch?v=R_EJURYxAec
Ramos, A. (2020). Solving Quadratic Equation by Using the Quadratic Formula Part 1
[YouTube Video]. In YouTube. youtube.com/watch?v=c86D1b-dGV8
Ramos, A. (2020). Solving Quadratic Equation by Using the Quadratic Formula Video Part 2
[YouTube Video]. In YouTube. youtube.com/watch?v=JJtDFX4U1mo
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep2: Solving Quadratic Equations [YouTube
Video]. In YouTube. youtube.com/watch?v=l5l0T3dLAaE&feature=youtu.be
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In this lesson, we will be discussing the characteristics of the roots of quadratic

equations. It is important to note, that through this, we will be able to cross-check the type
of roots a certain quadratic equation have after solving it by using any of the four
methods. Hence, at the end of this lecture, you should be able to determine the
discriminant of quadratic equations in standard form and identify the nature of the roots of
the quadratic equations.
As we go further, you will also learn how to find the sum and products of the
quadratic equation in the simplest way if the quadratic equations are given in standard
forms. At the end of the discussion, you are expected to describe the relationship between
the coefficients and the roots of a quadratic equation and determine the sum and the
product of the roots of quadratic equations.
Learning Task 2.1: Quadratic Equation Rewind
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Learning Resource 2.2: Nature of the Roots of Quadratic Equations
The expression b2 – 4ac based on what you have found in the activity determines the
kind (nature) of roots a given quadratic equation would have. The value of this expression
b2 – 4ac is called the determinant of a quadratic equation. It tells you what kind of roots or
solutions you are going to get when solving a given quadratic equation.
A. When the value of the discriminant b2 – 4ac is greater than zero and is a perfect
square, then the roots are rational numbers and unequal.
Example: Find the nature of roots of the equation x2 + 4x + 3 = 0.
The values of a, b and c in the equation are 1, 4 and 3, respectively.
Evaluating b2 – 4ac,
The value of the discriminant (b2 – 4ac) is greater than zero and is a perfect square,
then the nature of the roots of the given quadratic the equation is real, rational and
unequal.
Checking:
B. When the value of the discriminant b2 – 4ac is greater than zero and is not a
perfect square, then the roots are irrational numbers and unequal.
Example: What kind of roots does the equation x2 + 5x + 3 = 0 have?
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The value of the discriminant (b2 – 4ac) is greater than zero and is not a perfect
square, then the nature of the roots of the given quadratic equation is real, irrational and
unequal.
Checking:
C. When the value of the discriminant b2 – 4ac is equal to zero, then the roots are real
numbers and equal.
Example: Determine the nature of roots of the equation x2 – 6x + 9 = 0.
The values of a, b and c in the equation are 1, -6 and 9, respectively.
The value of the discriminant (b2 – 4ac) is equal to zero, then the nature of the roots of
the given quadratic equation is real and equal.
Checking:
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D. When the value of the discriminant b2 – 4ac is less than zero, then the equation
has no real roots or they are unreal numbers.
Example: What kind of roots does the equation x2 + 2x + 3 = 0 have?
The value of the discriminant (b2 – 4ac) is less than zero, then the nature of the roots of
the given quadratic equation is unreal or the equation does not have real roots.
Checking:
To further your understanding, you can also watch the video discussion below:
Be sure to take down notes on the important principles and the terms enumerated below.
1. Standard Form of Quadratic Equations

2. Discriminant
3. Nature of Roots of Quadratic Equations
Nature of the Roots of Quadratic Equations
Youtube link: youtu.be/kZRLPrmqCWc
Grade 9 Math Q1 Ep3: Nature of Roots of Quadratic Equations
YouTube link: youtube.com/watch?v=iw-fDemkdFQ
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Learning Resource 2.3: Sum and Product of the roots of a Quadratic Equation
You have learned that the expression b2 – 4ac, the quadratic equation’s discriminant,
determines the nature of the roots of a said quadratic equation. Let us now look at another
relationship among these constants and the roots of the equation.
The sum and product of the roots of a given quadratic equation (in one variable) have
relations among the constants a, b, and c of said equation in standard form. This is given
by the actual sum and product of the roots in using the Quadratic Formula to solve a given
quadratic equation given that the roots are:
Deriving the formula, we have
Therefore, the formula to get sum and product of the roots of quadratic equation is,
Example 1
Determine the sum and product of the roots of the equation x2 + 5x + 4 = 0.
Solution:
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by Checking:
Example 2
Determine the sum and product of the roots of the equation 2x2 – 5x + 3 = 0.
Solution:
by Checking:
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Example 3
Find the quadratic equation whose sum and product of roots, respectively, are 2 and -3. (If
x1 = r1 and x2 = r2.)
Solution:
In other words, when solving this kind of problem, you will just substitute the sum of
roots as the opposite sign of the coefficient of the linear term, and the product of
roots as the constant term.
Relationship of Coefficients and the Roots of a Quadratic Equation
Youtube link: youtu.be/51iDcgrKA6Y
Grade 9 Math Q1 Ep4: Relation Between the Roots and Coefficients of a Quadratic Equation
YouTube link: youtube.com/watch?v=JMFvSXKdZ60
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Learning Task 2.2: What's my nature?
IMPORTANT REMINDERS:

GOOD LUCK!
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Learning Task 2.3: Can you easily identify it?
Read each questions carefully and follow the directions stated in each item. Good luck!
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Learning Task 2.4: Are you Mr. /Ms. Right?
YOUR TASK:
Read and analyze the solution below then answer the questions that follow. Write
your explanation and justification on a clean sheet of paper.
Shown at the right is Ali’s solution in determining the equation's

nature of the roots?
What can you say about his statement regarding the sum and
product of the roots of the given quadratic equation?
What do you think of Ali’s answer?
Can you see some errors in his solution or statement? If so,

kindly justify your answer.
HERE IS HOW YOU WILL BE GRADED: ASSIGNMENT TEMPLATE:
DIRECTIONS FOR ONLINE SUBMISSION:
1. Write your explanation and justification on a clean sheet of paper.

3. Save your file following this format: Task1.4_Surname,FirstName
(See Appendix A: Submitting an Assignment Online)
45
Curriculum Guide

Modules
BEAM Second Year Module 4 (TG)
Videos
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep3: Nature of Roots of Quadratic Equations
[YouTube Video]. In YouTube. youtube.com/watch?v=iw-fDemkdFQ
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep4: Relation Between the Roots and
Coefficients of a Quadratic Equation [YouTube Video]. In YouTube.
youtube.com/watch?v=JMFvSXKdZ60
Classroom Teacher. (2020). Nature of the Roots of Quadratic Equations [YouTube Video]. In
YouTube. youtube.com/watch?v=kZRLPrmqCWc
YouMore PH. (2020). [TAGALOG] Grade 9 Math Lesson: RELATIONSHIP OF COEFFICIENTS

AND THE ROOTS OF A QUADRATIC EQUATION [YouTube Video]. In YouTube.
youtube.com/watch?v=51iDcgrKA6Y
Websites
"discriminant etymology". (n.d.). Definitions from Oxford Languages. Retrieved August 5,

2020,
from https://www.google.com/search?q=discriminant+etymology&oq=discriminant+etymolo
gy&aqs=chrome..69i57.8668j0j4&sourceid=chrome&ie=UTF-8
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So far, what you have solved are quadratic equations in a standard form or one that can
be written in standard form.
What if the quadratic equation involves rational expressions? Can one also use the
learned methods to solve such equations?
In this lesson, the quadratic equations involve rational expressions, in order to simplify
a rational equation, it has to be transformed into an equation without the denominators.
This is made possible by using the least common denominator of all rational expressions in
the equation containing such expressions. You may refer to the example below if you are
having a hard time identifying the LCD of 2 or more denominators.
Example:
Solution:
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Learning Task 3.1: How well do you remember?

GOOD LUCK!
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Learning Resource 3.2: Transforming Rational Algebraic Equation to Quadratic

Equation
In order to simplify a rational equation, it has to be transformed into an equation without

the denominators. This is made possible by using the least common denominator of all
rational expressions in the equation containing such expressions.
To transform rational equations into quadratic equations, the following procedures can be
followed:
1. Multiply both sides of the equation by the LCD (Least Common Denominator).
2. Write the resulting quadratic equation in standard form.
Then, you can solve the resulting quadratic equation using any method of solving a
quadratic equation. And don’t forget to check the obtained values by substituting them in
the original equation.
Example 1:
𝑥 1 19
Solve the rational equation + = by transforming it into a quadratic equation.
3 𝑥 12
The least common denominator (LCD) of the equation is (3)(x)(12). The LCD is generally
found by multiplying all the denominators – as long as they are relatively prime (no other
factor will divide the expressions except 1).
Note: If you are having a hard time identifying the LCD of 2 or more denominators, you may
refer to Learning Resource 3.1.
Solution:
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Example 2:
1 𝑥 7
Solve the rational equation + = by transforming it into a quadratic equation.
𝑥−1 2 3
The least common denominator (LCD) of the equation is (2)(x - 1)(3).
Solution:
Grade 9 Math Q1 Ep1: Illustrating Quadratic Equations
YouTube link: youtu.be/7J7zedRaWhA?t=28
Learning Resource 3.3: Solving Word Problems
Let us now have a deeper understanding of some other problem conditions involving
solving quadratic and rational equations.
Making sense of the given conditions in a mathematical problem is better written rather
than discussed alone. And, what better way to do this than represent them using symbols
and properly placed signs of mathematical operations.
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A. Area-Related Problems
In solving an area-related problem resulting in quadratic equations, one needs only to

remember the general area concept of something being ‘squared.’ Since the area is in
square units. It means multiplying measures of the same dimension units.
Example 1:
The width of a bedroom floor is 5 m less than its length and its area is 84 m2. All units of
measures are consistent
On the other hand, in this situation, not all units of measures are consistent. You need
to write or convert first some of the measures as the other units of measures.
Example 2:
A number of 40-cm sided wooden cubes are to be arranged to form a platform measuring
3.2 m by 4.8 m. The wooden blocks would be held by planks whose cross-section is x cm by
x cm.
Secondly, the general relation used in solving area is to take the product of the referred
object/form’s length and width. The area is equal to the length times the width.
Example 3:
The width of a bedroom floor is 5 m less than its length and its area is 84 m2.
If L = length of bedroom floor
w = L – 5, width of bedroom floor
Area = L• W = (L)(L – 5), area of the bedroom floor
This will be used to finally write the equation,
84 = (L)(L – 5)
84 = L2 – 5L This results to the quadratic equation
L2 – 5L – 84 = 0 solvable by various methods.
B. Rate-Related (Work) Problems
In solving rate-related problems resulting to rational algebraic equations transformable

to quadratic equations, as in
“A certain pipe can fill up a tank 2 hours faster than another pipe. It takes 3
3
and hours for both pipes to fill up the same tank.”
7
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The general concept of distance or work relation is used. That is,
𝑑
𝑟=
𝑡
where r = rate or speed at which an object is traveling
d = distance traveled at a given time and speed
t = time the object has traveled
Example 1:
Let Let
or
r = speed of the other train r = speed of the first train
r + 30 = speed of the first train r – 30 = speed of the other train
If work is the condition rather than distance, then use work as W for distance. This
could also refer to the whole part of a job done in a day’s or hour’s work.
Example 2:
Odette can finish washing a certain number of dishes in 15 minutes less than it takes
Pam. If they work together, they can do the dishes in 10 minutes.
Example 3:
A pipe can fill up a tank 2 hours faster than another pipe. If both pipes are kept open, it
1
takes 1 hours filling up the tank. In how many hours would the first pipe fill up the tank?
3
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Solution:
Then,
Disregard the negative value, therefore, it takes 2 hours, time for Pipe 1 to fill up the
tank.
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Example 4:
A carpenter can finish a certain job in x days. On the other hand, another carpenter can do
the same job in 3 more days. How long would it take the first carpenter if they can both
finish the job together in 2 days?
Solution:
Then,
Disregard the negative value, therefore, it takes 3 days first carpenter’s time to finish
the job
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C. Projectiles, Profit, and Income
For other conditions involving quadratic equations such as thrown objects, projectiles,
profit, and income, just follow the indicated working equation in relation to the conditions in
the problem. If the given condition is:
"A tennis ball was hit upwards 1 m above ground at an initial velocity of 50 mps. Its path is
given in the form h = 1 + 50t – 5t2, where h is the height of the ball at any time t."
Just follow the equation describing the height at any time t,
h =1 + 50t – 5t2
The formula above means the height traveled is equal to the initial height 1 m added to
the height after time t at speed 50 mps added to half the negative effect of gravity at an
average of 9.8 mps2 .
D. Consecutive Numbers
Another condition is by finding the consecutive numbers. Remember, if the number is

unknown, we let it as “x”, then for the succeeding numbers, we will just add 1 to the previous
variable.
That is, when we count 1, 2, 3, 4, 5, 6 ….
And if the first number is unknown, we have x, (x+1), (x+2), (x+3), (x+4), (x+5) …
Problem-solving involves more of understanding conditions or situations as indicated in

the problem. All these should be based on how the conditions are described in the given
problem.
Grade 9 Math Q1 Ep6: Solving Equations Transformable into Quadratic Equations
YouTube link: youtube.com/watch?v=DmvxuAXLqn4&t=29s
Grade 9 Math Q1 Ep7: Solving Word Problems Involving Quadratic Equations
YouTube link: youtube.com/watch?v=kvp8O-Y0nzk&t=29s
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Learning Task 3.2: Choose wisely
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Learning Task 3.3: Reflecting what you learned
1. Click the "ADD SUBMISSION" button.

2. Scroll down and type your answer in the space provided in the assignment editor.
3. There are NO images to be submitted.
4. Click the "SAVE CHANGES" button.
YOUR TASK:
Read, understand carefully and HONESTLY answer the task given below.
1. What new insights have you gained as you study about the topic? How would you
connect this to your daily life? How would you use this in making decisions?
2. Summarize the steps in solving word problems involving Quadratic Equations and
Rational Algebraic Equations.
3. Does the lesson/activity gives you the opportunity to share your knowledge and
experiences to other peers? How?
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Curriculum Guide

Modules
Videos
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep8: Solving Word Problems Involving
Rational Algebraic Equations [YouTube Video]. In YouTube.
youtube.com/watch?v=7J7zedRaWhA&t=28s
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep6: Solving Equations Transformable into
Quadratic Equations [YouTube Video]. In YouTube.
youtube.com/watch?v=DmvxuAXLqn4&t=29s
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep7: Solving Word Problems Involving
Quadratic Equations [YouTube Video]. In YouTube. youtube.com/watch?v=kvp8O-
Y0nzk&t=29s
62
Learning Task 4.1: What I need to Know?
This lesson introduces you to quadratic inequalities. At the end of the lesson, you are
expected to identify quadratic inequalities and to change non-standard form to the standard
form of quadratic inequalities.
Learning Resource 4.2: What are Quadratic Inequalities?
Quadratic Inequality is mathematical statement that relates a quadratic equation as either

less than or greater than the other. The following symbols are used to describe a quadratic
inequality.
> read as “ is greater than ”
< read as “ is less than ”
> read as “ is greater than or equal to ”
< read as “ is less than or equal to "
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A Quadratic Inequality in one variable is an inequality that contains a polynomial whose

highest exponent is 2. The general forms are the following, where a, b, and c are real
numbers with a > 0 and a ≠ 0.
ax2+ bx + c > 0
ax2+ bx + c < 0
ax2+ bx + c > 0
ax2+ bx + c < 0
Study the following examples and non-examples of quadratic inequalities in one variable.
Examples:
x2 – 1 > 3
2m2 < m2 + 3m – 1
(a + 3)(2a – 2) ≥ 7
Non-examples:
x+5>9 because the highest degree is 1. (x)
m3 < m2 + 3m – 15 because the highest degree is 3. (m3)
(a + 1)(2a – 3) = 5 because this is an equation. (=)
Aside from these symbols, we have to make sure that the given expression is quadratic in
nature. Always simplify the expression. Say for instance:
Is (x2 – 3x) > x(x – 7) + 5 quadratic inequality or not?
Solution:
It may seem quadratic inequality because of the symbol used and the degree 2 in x.
But we need to simplify the expression.
(x2 – 3x) > x(x – 7) + 5
x2 – 3x > x2 – 7x + 5
x2 – x2 – 3x + 7x – 5 > 0
4x – 5 > 0. Not Quadratic Inequality.
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Grade 9 Math Q1 Ep9: Illustrating and Solving Quadratic Inequalities
YouTube link: youtube.com/watch?v=a1h4HaqBovc&t=29s
Learning Resource 4.3: Discussion on Solving Quadratic Inequalities
In solving quadratic inequalities, we need to find its solution set. The solution
set of a quadratic inequality can be written as a set and can be illustrated through a
number line.
The critical points of a quadratic inequality are the roots of its corresponding
equation. The use of critical points is to determine the intervals. To find the critical points,
we need to make the quadratic inequality to quadratic equation by simply change the
inequality symbol to equal sign. Then solve for the roots of the quadratic equation formed.
The test points are the values from each interval obtained after the critical points
were found. Using the method of tests points, we can solve quadratic inequalities that can
be substituted to the given quadratic inequality. If the resulting linear inequality is true,
then the interval being solved is/are the solution set.
To illustrate the solution set on the number line, we need to consider the inequality
symbols used in given quadratic inequality. Study the table for your reference:
To solve quadratic inequalities, the following procedures can be followed.
1. Transform the given quadratic inequality into a quadratic equation. (Make sure
to express into standard form.)
2. Solve for the roots (critical points). You may use different methods in solving
quadratic equations.
3. Use the roots (critical points) to obtain the intervals.
4. Choose a test point in each interval to determine the solution set.
5. Graph the solution set.
6. Check the obtained solution set in the original inequality
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Example 1
Find the solution set of x2 + 4x + 3 > 0.
Solution:
x2 + 4x + 3 > 0 Given
x2 + 4 x + 3 = 0 Transform the given into equation
(x + 3) (x + 1) = 0 Factor the quadratic expression
x+3=0 x+1=0 Equate each factor by zero
x=-3 x = -1 Apply APE. These now are the CRITICAL POINTS.
As you can see, it is the same with solving quadratic equation by factoring. You can also
use the other methods such as completing the square or quadratic formula if you want to.
The values of x which are -3 and -1 are the critical points which can be used to obtain
the following intervals: (x < -3), (-3 < x < -1), and (x > -1).
Please see the illustration below for your visualization of the intervals formed.
Now that you’re done obtaining the intervals, you can use any of the values
included inside each interval as your test points. Take note that you cannot use the critical
points as your test point. Consider the table below to be guided.
Looking at the result, the intervals x < -3 and x > -1 were TRUE.
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Therefore, the quadratic inequality is true for any value of x in the intervals x < -3
and x > -1. The critical points -3 and -1 were not included in the solution set because the
symbol used is > (greater than). Then solution set of the given quadratic inequality is
{ x: x < -3 or x > -1}.
To illustrate its graph, we will use the hollow circle along the critical points to show that
it is not included in the solution set. And blacken the part of the interval that is true.
Answer:
The solution set of the quadratic inequality x2 + 4x + 3 > 0 is { x: x < -3 or x > -1 } and its
graph is shown below.
Example 2
Find the solution set of 3x2– 3x– 18≤ 0.
Solution:
3x2 – 3x – 18 ≤ 0 Given
3x2 –3 x – 18 = 0 Transform the given inequality into equation
(3x + 6) (x - 3) = 0 Factor the quadratic expression
3x + 6 = 0 x–3=0 Equate each factor by zero and apply APE
3x = -6 x=3 Solve for x in x-3=0
3x −6
= Apply MPE by multiplying both sides to the reciprocal
3 3
1
x=-2 of 3 which is
3
Solve for x in 3x+6=0
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The values of x which are -2 and 3 are the critical points which can be used to obtain the
following intervals: (x ≤ -2) , (-2 ≤ x ≤ 3), and (x ≥ -3). Refer to the illustration below for
the intervals formed.
You can now choose your test points from each interval to determine the interval/s
that will satisfy the given inequality. Substitute each test point of the intervals to the given
quadratic inequality. See table below as your guide.
Take note that -2 and 3 are included in the solution set because the symbol used is
≤ (less than or equal to).
Answer:
The solution set of the quadratic inequality 3x2 – 3x– 18 ≤ 0 is {-2 ≤ x ≤ 3} and its graph is
shown below.
Grade 9 Math Q1 Ep9: Illustrating and Solving Quadratic Inequalities
YouTube link: youtu.be/a1h4HaqBovc?t=29
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Learning Task 4.1: Quadratic Inequality

GOOD LUCK!
Options:
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Learning Task 4.2: Solve Me
YOUR TASK:
Determine the solution sets of the given quadratic inequalities below.
Choose only two (2) to solve. Show your solution and box your final answer.
1. x2 + 5x + 4 < 0
2. x2 – 2x – 8 > 0
3. 4x2 + 4x – 24 ≥ 0
4. 7x2 + 12x + 5 ≤ 0
Write your explanation and justification on a clean

sheet of paper.


Online)
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Learning Task 4.3 Rate Your Self!!
1. Honestly answer the questions given below.

2. Your answer should be composed of 30 words or more.
3. Post your answer in the forum by clicking the "Add a new discussion topic" button.
4. Do not forget to reply and comment on the posts of at least one (1) of your classmates.
5. Always use proper and kind words when expressing your opinion. Observe
proper "Netiquettes" .
YOUR TASK:
1. What is the difference between a Quadratic Equation and Quadratic

Inequality? Justify your answer.
2. On a scale of 1 through 5, with 1 as the lowest and 5 as the highest, rate your
learning mastery on the topic discussed. Explain.
HERE IS HOW YOU WILL BE GRADED FOR ITEM NUMBER 1 OF THE TASK:
73
Curriculum Guide
K to 12 Mathematics Curriculum Guide May 2016. Retrieved from lrmds.deped.gov.ph.
Module
Books
Advanced Algebra, Trigonometry, and Statistics IV. 2003. p.100
Advanced Algebra, Trigonometry, and Statistics IV. 2009. p.84
Experiential Mathematics 9 p.55.
Videos
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep9: Illustrating and Solving Quadratic
Inequalities [YouTube Video]. In YouTube. youtube.com/watch?v=a1h4HaqBovc&t=29s
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Learning Resource 5.1: What I need to Know?
A quadratic function can be represented in various ways. During our previous lesson, we
can notice that equations and graphs can be used to represent quadratic function. For this
lesson, we are going to explore more about quadratic function. Here are our goals to
expand: identify and illustrate quadratic function using equation, table of values and
graph.
You had identified a quadratic function from the previous lesson. Let's see if you still
remember it.
Learning Task 5.1: Quadratic Function or Not
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Learning Resource: 5.2: Quadratic Functions
The concepts of quadratic function is very useful in our life if you know further about it.
You can solve different problems that involves quadratic function in real-life situations such
as building structures, computing the maximum height or minimum point of an object my
reach, analyzing the movement of an object, and etc.
Here are some examples of situations that models quadratic functions in real-life situations.
1. Targets an object in upward direction
2. Throwing an object downward
3. Shooting ball vertically upward
4. Minimum point submarine to submerge
5. Launching rocket to its maximum point
Study the illustrative examples below to know more about how quadratic function.
1: Is y = f(x) = x2 + 6x + 8 a quadratic function or not?
Solution: f(x) = x2 + 6x + 8 is a quadratic function since its highest degree is 2 and all
numerical coefficients are real numbers.
2: Is y = 7x + 12 a quadratic function or not?
Solution: y = 7x + 12 is a not quadratic function since its highest degree is 1.
3: Is f(x) = (x-2) (x+3) x2 a quadratic function or not?
Solution: y = (x-2) (x+3) x2 is a not quadratic function because if you will expand the right
side, its highest degree will be 4.
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4. Consider the graph of the quadratic function f(x) = x2 + 6x + 8.
5. Consider the quadratic function f(x) = x2 + 6x + 8 with the given table of values.
x -5 -4 -3 -2 -1
y= f(x) 3 0 -1 0 3
Observe the difference between each adjacent values (to the left)
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As you can see if you will to subtract the difference between each value from right to left
of the given table of values, we can determine whether the given table of values represents a
quadratic function or not. Take note that a table of values only represents a quadratic
function if the differences of “x–values” are equal and the second differences of “y–values”
are also equal, if not then it doesn’t represent quadratic function.
A quadratic function is a second degree polynomial represented as f(x) = ax2 + bx + c or

y = ax2 + bx + c, a ≠ 0 where a, b, and c are real numbers.
Transforming Quadratic Inequalities to Vertex Form
Study the process on how to transform quadratic function defined by y = ax2 + bx+ c
into the form y = a(x – h)2 + k.
Example 1
Transform y = x2 – 6x – 6 into y = a(x – h)2 + k.
Solution:
Therefore, y = x2 – 6x – 6 is equal to y = (x –3)2 – 15 .
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Example 2
Transform y = 3x2 – 12x + 7 into y = a(x – h)2 + k.
Solution:
Grade 9 Math Q1 Ep12: Representing Quadratic Function Using Graph and Equation
YouTube link: youtu.be/WUBvqmJFMGM?t=28
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Learning Task 5.2: Transform and Determine Me

GOOD LUCK!
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Learning Task 5.3: Oval Call-out
YOUR TASK:
Show your creativity side-by-

side with your mathematical
knowledge about Quadratic
Functions. Present your work on
a clean sheet of paper.
Illustrate and express the ways

of describing a quadratic
function. Place your answer in an
oval call out, just like in the given
example, or you can just make your
own design. Make sure to put
colors and the details are readable
and understandable.

83
Curriculum Guide
K to 12 Mathematics Curriculum Guide May 2016. Retrieved from lrmds.deped.gov.ph.
Modules
Bryant, M. L. Bulalayao, L. E., Callanta, M. M., Cruz J. D., De Vera , R. F., Garcia, G, T.,
Javier, S. E., Lazaro, R. A., Saladino, R. H. A.(n.d). Mathematics Learner’s Material 9.
Manila: Department of Education
Mendoza, M. O., Oronce O. A. E – Math Worktext in Mathematics 9 (Revised Edition 2019).
Rex Book Store Inc.
Diaz, Z. B., Esparrago, M. S., Mercado, J. P., Mojica, Orines, F. B., Reyes, N. V., M. P.,
Suzara, J.L. Next Century Mathematics 9. Phoenix Publishing House
Videos
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep12: Representing Quadratic Function

Using Graph and Equation [YouTube Video]. In YouTube.
youtube.com/watch?v=WUBvqmJFMGM&t=28s
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This lesson will focus on the graphs of quadratic functions and its transformations. As you
go over the exercises, you will develop skills in graphing quadratic functions in standard
form and in vertex form and ability to apply it in solving problems.
After going through this module, you are expected to:
1. Graphs a quadratic function:
(a) domain;
(b) range;
(c) intercepts;
(d) axis of symmetry;
(e) vertex;
(f) direction of the opening of the parabola.
2. Analyzes the effects of changing the values of a, h and k in the equation y = a(x – h)2 + k
of a quadratic function on its graph.
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Learning Task 6.1: Try These!
1. You have an unlimited number of attempts.

GOOD LUCK!
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Learning Resource 6.2: Graphing Quadratic Functions
Take note that we have two kinds of parabola, either it opens upward or downward.
Study the given illustrative examples as follows to know how to construct parabola and
determine its domain, range, intercepts, axis of symmetry, vertex, and its direction of
opening; read and understand the following terms and definitions to have some ideas of the
lesson.
Study the following examples:
ILLUSTRATIVE EXAMPLES:
1. Given: y = -2x2
2. Given: y = – x2+ 4
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3. Given: y = (x + 1)2
4. Given: y = 2x2 – 4x + 4
First, transform the quadratic function into the vertex form y = a(x – h)2 + k
y = 2x2 – 4x + 4 → y = 2(x –1)2 + 2
The table below indicates the different forms of quadratic functions and its properties.
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Determining the Vertex of a Quadratic Function
The vertex of a quadratic function is the point (h, k). It is the minimum point of the
parabola if a >0 and maximum point of the parabola if a < 0.
To find the vertex in standard form, we can also use the formula for (h, k):
In the function y = 2x2 – 4x + 4, a = 2; b= -4; c = 4.
Substitute the values to the formula. Solve, then simplify.
First, find h.
Then, find k.
Thus, the vertex of the quadratic function y = 2x2 – 4x + 4 is (1, 2).
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Determining the Axis of Symmetry
Every graph of a quadratic function is a parabola that is symmetric about a vertical line
through its vertex called the axis of symmetry.
There is a relationship between a and b in the quadratic function and the equation of
the axis of symmetry.
To find the axis of symmetry, use the formula:
Determining the Domain and Range of a Quadratic Function
The domain of quadratic function is the set of real numbers.
To find the range of the quadratic function in the form y = a(x – h)2 + k,
• if a > 0, then the range of the quadratic function is { y/y ≥ k};

• if a < 0, then the range of the quadratic function is { y/y ≤ k}.
Determining the Opening of a Parabola
The value of “a’’ indicates the opening of the parabola,
• if the value of “a’’ is positive (+), then the parabola opens upward, and
• if the value of “a’’ is negative (-), then the parabola opens downward.
Determining the x- and y- intercepts
The x-intercepts is determined by setting y = 0, and then solving for x.
On the other hand, the y – intercept is determined by setting x = 0, and solve for y.
The function y = ax2 + bx + c has
• two distinct x – intercepts if b2 – 4ac >0;

• only one x – intercept if b2 – 4ac = 0; and
• no x – intercepts if b2 – 4ac < 0.
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Grade 9 Math Q1 Ep14: Graphing a Quadratic Function Identifying the Direction
YouTube link: youtu.be/LYF4EhYYUt4
Learning Resource 6.3: Transformations of Graphs of Quadratic Functions
Now that you know how to graph quadratic function, let’s proceed to analyzing the
effects of changing the values of a, h and k in the equation y = a(x – h)2 + k. This will help
you to graph quadratic function easily.
A quadratic function is a function that can be written in the form
y = a(x – h)2 + k , where a ≠ 0.
The values of constants a, h, and k determine how the graph of the function compares to
the graph of the parent function y = x2.
Consider the following set of parabolas.
1. What have you observed in the given set of parabolas?
2. How do the parabola similar and differ from each other in each set?
3. How will you compare the set A and set B?
4. How will you analyze the trend of the parabola in each set?
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The effects of changing the values of a, h and k in the equation y = a(x – h)2 + k of a
quadratic function on its graph depends on the following situations.
A. The parabola opens upward if a >0 (positive) and opens downward if a<0 (negative).
B. The graph of y = ax2 narrows if the value of “a” becomes larger and widens when the
value of “a” is smaller. Its vertex is always located at the origin (0, 0) and the axis of
symmetry is x = 0.
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C. The graph of y = ax2 + k is obtained by shifting y = ax2, k units upward if k >

0 (positive) and /k/ units downward if k <0(negative). Its vertex is located at the point of (0,
k) and an axis of symmetry of x = 0.
D. The graph of y = a(x – h)2 is obtained by shifting y = ax2, h units to the right if h >
0(positive) and /h/ units to the left if h <0(negative). Its vertex is located at the point of (h,
k) and an axis of symmetry of x = h.
E. The graph of y = a(x – h)2 + k is obtained by
shifting y = ax2, h units to the right if h > 0(positive), /h/ units to the left if h <0(negative).;
and
k units upward if k > 0 (positive) and /k/ units downward if k <0(negative).
Its vertex is located at the point of (h, k) and an axis of symmetry of x = h.
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Grade 9 Math Q1 Ep15: The Effects of Changing the Values of a, h, and k on a Quadratic
Function
YouTube link: youtu.be/2aX8_bQdyLI
Grade 9 Math Q1 Ep 16 The Effects of Changing the Values
YouTube link: youtu.be/BlvwkWxY5gk
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Learning Task 6.2: Let's Investigate
1. Use Desmos graphing utility to describe and analyze the transformations of graphs of
quadratic functions.
Graph each set of functions on the same rectangular coordinate system.
2. Explore the sliders for "a", "h", and "k" to see how changing these values impacts the
graph of the parabola.
3. Describe any similarities and differences by filling in the box with the correct answer.
GOOD LUCK!
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Learning Task 6.3: Show Me What You've Learned!

GOOD LUCK!
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Learning Task 6.4: Graph Art
DIRECTIONS:
1. Create an artwork by graphing families of quadratic

functions using Desmos graphing utility.
2. List the quadratic functions used and describe the transformations of the quadratic
functions. Indicate the horizontal and vertical translations, reflections and the
horizontal and vertical stretches. Your graph art should consist of at least 20
quadratic functions. You may use Desmos or any other graphing utility vehicle.
3. Take a screenshot of the graph art created, paste in Your Task and save it as a DOC
or PDF file.
4. Save your file in this format: Task 6.4_<SURNAME, FIRST NAME>
(Example: Task 6.4_PREPUSE, CHRISTINE)
5. Upload your file in the Submission bin by clicking the "Submit" button.
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REMEMBER!
Do not forget to save your work periodically. You can only upload ONE file.
Some examples of Graph art are given below.
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Curriculum Guide

Modules
BEAM Fourth Year Module (TG)
EASE Module Fourth Year Quadratic Equations Module 2 Chapter 2 Quadratic Equations
pp.44-46 (LM)
Mathematics Learner’s Material 9. pp. 143-152
Videos
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep14: Graphing a Quadratic Function

Identifying the Direction [YouTube Video]. In YouTube.
youtube.com/watch?v=LYF4EhYYUt4
DepEd TV - Official. (2020). Grade 9 Math Q1 Ep15: The Effects of Changing the Values of
a, h, and k on a Quadratic Function [YouTube Video]. In YouTube.
youtube.com/watch?v=2aX8_bQdyLI
DepEd TV - Official. (2021). Grade 9 Math Q1 Ep 16 The Effects of Changing the Values
[YouTube Video]. In YouTube. youtube.com/watch?v=BlvwkWxY5gk
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Learning Task 7.1: Quadratic Transformation Rewind

GOOD LUCK!
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Learning Resource 7.1: What do I need to know?
The goal of this lesson is all about deriving the equation of the quadratic function given
its graph. As you go over the exercises, you will develop skills Key concepts such as the
definition of a quadratic function and its standard form. At the end of the lesson, you are
expected to determine the equation of a quadratic function given its vertex and one point on
the graph and find the equation of a quadratic function given its roots.
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Learning Resource 7.2: How do we determine the equation of a Quadratic function?
We have the following ways in order to determine the equation of a quadratic function:
A. Determining the equation of a quadratic function given a table of values.
Given the table of values below, let us determine the quadratic equation.
Solution:
The coordinates from the given table of values are (-1, 4), (0, 2), and (1, 4). Substitute
each coordinate to the form f(x) = ax2 + bx + c or y = ax2 + bx + c.
We need to apply the systems of linear equation, to find a and b, using equations 1 and 3.
Substitute the value of “c” then proceed to addition.
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To find b, either equation 1 or 3, then substitute the values of “a” and “c”. I will show you
both to see that they’re just the same. By observing the solution below.
After finding the values of a, b, and c, let’s substitute to the form f(x) = ax2 + bx + c or y =
ax2 + bx + c.
To find the equation of quadratic function, where a = 2, b = 0, and c = 2. Thus,
f(x) = (2)x2 + (0)x + (2)
f(x) = 2x2 + 2
Therefore, the equation of the quadratic equation is
(Note that we cancel out the term “0x” because it doesn’t have any value in the equation.)
B. Determining the equation of a quadratic function given a graph.
Looking at the graph, the given points are; (0, 2), (-1, -3), and (1, 1). Apply the same process
used in the previous example. Take note that the arrangement of the points is in no
particular order.
110
Solution:
Substitute each coordinate to the form f(x) = ax2 + bx + c or y = ax2 + bx + c.
We need to apply the systems of liner equation, to find a and b, using equations 2 and 3.
To find b, either equation 2 or 3, then substitute the values of “a” and “c”. Let’s use
equation 2 to solve for b (you can also use equation 3 if you want to).
Then, let’s substitute the values, a = -3, b = -2, and c = 2 into the form f(x) = ax2 + bx + c or
y = ax2 + bx + c. Thus,
f(x) = (-3)x2 + (-2)x + (2)
f(x) = -3x2 -2x + 2.
Therefore, the equation is
111
C. Determining the equation of a quadratic function given zeros.
To determine the equation of quadratic function given its zeros or also called
solutions/roots. Study the illustrative examples that follow.
Example 1:
Determine the equation of a quadratic function whose zeros are -2 and 5.

Let r1 and r2 be the zeros of the quadratic function.
If given the zeros of the quadratic function denoted by r1 and r2 then we can use the
following forms:
Solution 1:
Solution 2:
You can also use the sum and product of the given roots using the formula;
Therefore, the quadratic equation is
112
Take note that it is not necessary to use both formulas. You can choose only one from
which formula you prefer to use or easy for you because they’re just the same. The next
illustrative example shows if the given set of zeros is with fractions. Review the concepts of
fractions to be guided with the solution.
Example 2:
Determine the equation of quadratic function whose zeros are 1212 and 2.
Solution1:
Solution 2:
You can also use the sum and product of the given roots using the formula;
Therefore, the quadratic equation is
113
Take note that, if the method is not applicable because the given zeros are non-integers,
study the next example for another method in finding the equation of the quadratic
function.
Example 3:
2±√3
Determine the equation of quadratic function whose zeros are .
2
2±√3 2±√3
Since the zeros are , then 𝑥 =
2 2
Solution:
Therefore, the equation of the quadratic equation is
Grade 9 Math Q1 Ep 17 Determining the Equation of Quadratic Function
YouTube link: youtu.be/hnD3E9TCemE?t=39
114
Learning Task 7.2: Let's check

GOOD LUCK!
115
116
Learning Task 7.3: What's the message?

GOOD LUCK!
117
Learning Task 7.4: Challenge!
YOUR TASK:
Try to determine the equation of a quadratic function
1. whose zeros are 2 and 7

2. whose three points are
HERE IS HOW YOU WILL BE GRADED FOR EACH ITEM:
1. Write your explanation and justification on a

clean sheet of paper.

Online)
118
Curriculum Guide

Modules
Grade 9 Teacher‟s Guide pp. 105 – 110
Grade 9 Learner‟s Material pp. 162 – 173
Videos
DepEd TV - Official. (2021). Grade 9 Math Q1 Ep 17 Determining the Equation of Quadratic

Function [YouTube Video]. In YouTube. youtube.com/watch?v=hnD3E9TCemE&t=39s
119
So now that you’re done with the different concepts of a quadratic function. This lesson
focuses on quadratic functions illustrated in a real-life situation. You may now apply your
knowledge of it by taking our next lesson which is problem-solving involving quadratic
functions.
Learning Resource 8.2: Solving real-life quadratic equations
To solve problems involving quadratic functions, consider the following steps:
1. Read and understand the problem.

2. Identify the given conditions and the unknown.
3. Use the given conditions to solve for the unknown
4. Apply the appropriate concepts/methods of a quadratic function to solve the problem.
5. Justify your answer.
There are lots of day-to-day problems that can be solved using quadratic
equations. When solving problems involving quadratic equations, it is easier if we are
guided with the following steps. Let us work on some examples:
120
Example 1:
An object is dropped from the edge of a building. Given the function f(s) = -5s2 + 980 where
“f” is the height of the building, in feet, and “s” is the time that the object hits the ground, in
seconds, how long will it take the object to hit the ground?
Given:
Given the function f(s) = -5s2 + 980 where “f” is the height of the building, in feet, and “s” is
the time that the rock hits the ground, in seconds.
Unknown:
How long will it take the stone to hit the ground (the time in “s” seconds)?
Now, to solve the problem, use the given conditions and apply the appropriate
concepts/methods of a quadratic function to solve the problem. Consider the solution
below, you may use your scientific calculator to justify the answers.
Solution:
Given the function f(s) = -5s2 + 980
Let f(s) = 0 (since it will take the object to hit the ground)
Then our function will be, 0 = -5s2 + 980 now we can solve for “s” ( the time in “s” seconds)
Therefore, the object takes 14 seconds to hit the ground.
To further your understanding about this example, you can also watch the video discussion
below:
Quadratic Function Word Problem
Youtube link: youtu.be/3FtCGHU6xmw?t=176
121
Example 2:
An object is launched from the ground. The height H(t), in feet, of an object as it travels
above the ground is given by H(t) = - 5t2 + 25t + 100 where s is the time in seconds. Find the
maximum height of the object.
Given:
The height “H(t)” in feet, of an object as it travels above the ground is given by H(t) = - 5t2 +
25t + 100 where s is the time in seconds.
Unknown:
Find the maximum height of the object
To find the maximum point, we can use the concept of finding the vertex by applying the
4𝑎𝑐−𝑏2
vertex formula; 𝑘 = , where k is the maximum point.
4𝑎
Solution:
Given quadratic function H(t) = - 5t2 + 25t + 100,
H(t) = -5t2 + 25t + 100; where the values of
a = -5, b = 25, c = 100
4𝑎𝑐−𝑏2
using the formula, 𝑘 = , apply 3S (substitute, solve, simplify)
4𝑎
To further your understanding about this example, you can also watch the video discussion
below:
Word Problems Involving Quadratic Function
Youtube link: youtube.com/watch?v=Oxh_2sglszs&t=7s
122
Learning Task 8.1: Step-by-step practice

GOOD LUCK!
123
124
Learning Task 8.2: How well did you practice?
125
Learning Task 8.3: You can do it!
YOUR TASK:
A stone is thrown upwardly. The height h(s) of the ball, above after “s” seconds is given by
the function is h(s) = -16s2 + 80t.
a. How long will it take for the stone will be on the ground?
b. What is the maximum height the stone will reach?

ASSIGNMENT TEMPLATE:
126
Curriculum Guide

Modules
Videos
Middlesex Math. (2013). Quadratic Function Word Problem [YouTube Video]. In YouTube.
youtube.com/watch?v=3FtCGHU6xmw&t=176s
VEE TEACH CHANNEL. (2020). WORD PROBLEMS INVOLVING QUADRATIC FUNCTIONS

PART 1 MELC 16 [YouTube Video]. In YouTube. youtube.com/watch?v=Oxh_2sglszs&t=7s
127
Appendix A: Submitting an Assignment Online
128
129
130
131
132
The beautiful thing

about learning
is that no one can
take it
away from
you.
B. B. King
133

Quarter 1 Mathematics 9

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Moodle Course Guide

WHAT ARE THE SKILLS THAT I CAN DEVELOP?

The learner demonstrates understanding of key concepts of quadratic equations,

The learner is able to investigate thoroughly mathematical relationships in various

MOST ESSENTIAL LEARNING OUTPUTS AND ACTIVITIES TO BE

Illustrates quadratic inequalities. • Learning Task 4.1: Review on Quadratic

Model’s real-life situations using quadratic

Graphs a quadratic function: (a) domain; (b)

• Learning Task 7.1: Quadratic

• Learning Task 8.1: Step-by-step practice

END OF FIRST QUARTER

WHAT ARE THESE ICONS IN MOODLE?

Learning Resource 1.1: What I need to know?

Learning Task 1.1: Are you smarter than an 8th Grader?

Learning Resource 1.2: Illustrating Quadratic Equations

To further your understanding, watch the video discussions below:

Writing Quadratic Equation in Standard Form

Quadratic Equations in Real Life

Grade 9 Math Q1 Ep1: Illustrating Quadratic Equations

Learning Resource 1.3: Solving Quadratic Equations

In solving quadratic equation, we can apply the following methods:

A. Solving Quadratic Equations by Extracting Square Roots

The Square Root Property

To further your understanding, watch the video discussion below:

Solving Quadratic Equations by Extracting Square Roots

YouTube link: youtube.com/watch?v=IeAieMpXBhk

Solving for the values of the variable x by Extracting Square Roots:

Solve (x – 2)2 = 36 using extracting square roots.

That is, x = 2 + 6 = 8 and x = 2 - 6 = -4.

Find the roots of the equation (x – 1)2 = 0.

Again, applying extracting square roots:

Let x = each side of the square wooden frame

B. Solving Quadratic Equations by Factoring

1. Transform the quadratic expression into standard form if necessary.

To further your understanding, watch the video discussion below:

Solving Quadratic Equations by Factoring

YouTube link: youtube.com/watch?v=xED-elJVlSw

Solve each equation by Factoring.

Since the area of the rectangle is 30 dm2,

C. Solving Quadratic Equations by Completing the Square

Completing the square includes the following steps:

1. Divide both sides of the equation by “a “then simplify.

To further your understanding, watch the video discussion below:

Solving Quadratic Equations by Completing the Square

YouTube link: youtube.com/watch?v=bOQ5nVHwFTs

Express the following as a squared binomial by completing the square.

Express x2 + 2x + 4 as a squared binomial by completing the square

Let x = length / height of the wall

3x = width of painted portion

Use Completing the Square

D. Solving Quadratic Equations by Using the Quadratic Formula

To further your understanding, watch the video discussion below:

Solving Quadratic Equations by Using the Quadratic Formula

YouTube link: youtube.com/watch?v=c86D1b-dGV8

Check the solutions/roots by substituting these to the original quadratic equation

Check the solutions/roots by substituting these to the original quadratic equation.

To further your understanding, watch the video discussion below:

Grade 9 Math Q1 Ep2: Solving Quadratic Equations

YouTube link: youtube.com/watch?v=l5l0T3dLAaE

Learning Task 1.2: Let's do the ABCs

1. You have a maximum of 3 attempts.

Learning Task 1.3: Up-ROOT-ing!

Learning Task 1.4: Do you agree?