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Mathematics- Grade 9

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You learned in the previous learning packet that there are two forms of quadratic
functions:

General form: 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 and,

Vertex form: 𝑓𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘.

You also learned that the shape of the graph of the quadratic function is in a parabolic
form.
In this learning packet, you will learn how to determine the equation of quadratic
function given its table of values, graph, or zeroes as well as how to use these concepts in
solving word problems.

DETERMINING THE EQUATION OF A QUADRATIC FUNCTION

a. Table of Values
Examine the table below. To check if the set of ordered pairs represents quadratic
function, use second difference test.
x -1 0 1 2 3
Y 10 6 4 4 6

In determining its quadratic equation, follow the procedures below:

Step 1. Take any three ordered pairs from the table.

Let’s say ordered pairs (1 , 4) , (-1 , 10) , (2 , 4)

Step 2. Substitute the values of x and y in the equation 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.

Using point (1,4) Using point (-1,10) Using point (2,4)

4 = 𝑎(1)2 + 1𝑏 + 𝑐 10 = 𝑎(−1)2 + (−1)𝑏 + 𝑐 4 = 𝑎(2)2 + 2𝑏 + 𝑐
𝟒= 𝒂+𝒃+𝒄 𝟏𝟎 = 𝒂 − 𝒃 + 𝒄 𝟒 = 𝟒𝒂 + 𝟐𝒃 + 𝒄

Equation 1 Equation 2 Equation 3

We obtain a system of 3 equations in a b and c.

RO_Mathematics_Grade 9_Q1_LP 9 1
Step 3. Add corresponding terms in equation 1 and equation 2 to eliminate b.
(equation 1 + equation 2)

4 =𝑎+𝑏+𝑐 Observe that b can be eliminated.

10 = 𝑎 − 𝑏 + 𝑐
𝟏𝟒 = 𝟐𝒂 + 𝟐𝒄 Equation 4

Step 4. Add corresponding terms in equation 2 and equation 3 to eliminate b.

(equation 2 + equation 3) Observe that b can be
2(10 = 𝑎 − 𝑏 + 𝑐)2 20 = 2𝑎 − 2𝑏 + 2𝑐 eliminated if eq. 2 is
multiplied by 2.
4 = 4𝑎 + 2𝑏 + 𝑐 4 = 4𝑎 + 2𝑏 + 𝑐
24 = 6𝑎 + 3𝑐 Equation 5

Step 5. Add corresponding terms in equation 4 and equation 5 which is a system of linear
equation in two variables
14 = 2𝑎 + 2𝑐 equation 4
24 = 6𝑎 + 3𝑐 equation 5
−3(14 = 2𝑎 + 2𝑐) Observe that a can be
24 = 6𝑎 + 3𝑐 eliminated if eq. 4 is
multiplied by -3.
−42 = −6𝑎 − 6𝑐
24 = 6𝑎 + 3𝑐
−18 = −3𝑐 Solve for c by using
Multiplication Property of
6=𝑐 Equality.
Step 6. Substitute the value of c to equation 4 or equation 5, then solve for a.
14 = 2𝑎 + 2𝑐 equation 4, substitute 𝑐 = 6.
14 = 2𝑎 + 2(6) substitute 𝑐 = 6.
14 = 2𝑎 + 12 simplify: 2(6) = 12
14 + −12 = 2𝑎 Addition Property of Equality (add both sides by -12)
2 = 2𝑎 simplify: 14 + −12 = 2
solve for a by using Multiplication Property of Equality
1=𝑎

Step 7. Substitute the value of a and c to the equation 1, equation 2, or equation 3, then
solve for b.
4=𝑎+𝑏+𝑐 equation 1, substitute 𝑎 = 1 and 𝑐 = 6
4=𝑎+𝑏+𝑐 equation 1
4=1+𝑏+6 substitute, 𝑎 = 1, 𝑐 = 6
4=𝑏+7 simplify, 1 + 6 = 7
4−7=𝑏 Addition Property of Equality (Add both sides by -7)
−3 = 𝑏 simplify: 4 − 7 = −3

RO_Mathematics_Grade 9_Q1_LP 9 2
Step 8. Thus, 𝑎 = 1, 𝑏 = −3, 𝑐 = 6. Substitute these in 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

Therefore, the quadratic function is 𝑓(𝑥) = 𝑥 2 + 3𝑥 + 6

b. Graph
To determine the equation of the graph at the left, follow
these procedures.

Step 1. Identify the coordinate of the Vertex (h, k) as well

as the point (x, y) where the graph passes
through.
Step 2. Substitute the coordinates of the Vertex (h, k)
and the point (x, y) to = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 . Then,
solve for the value of a.
Step 3. Substitute the values of a, h and k to
Solution: 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 . Simplify the equation of the
quadratic function. Then, transform to standard
form when necessary.

Step 1. Identify the coordinate of the Vertex (h , k) as well as the point (x , y) where the graph
passes through.

The easiest way to get a

point where the graph
passes through is to
find/get an intercept
(either x- or y-intercept).

Vertex = ( -1, -2 ) P(x,y) = ( 0, -1 )

Vertex = V( h,k ) = ( -1, -2 ) p( x,y ) = ( 0, -1 )

Step 2. Substitute the coordinates of the vertex ( h,k ) and the point ( x,y ) to
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 . Then, solve for the value of a.

If V( h,k ) = ( -1, -2 ), p( x,y ) = ( 0, -1 ),

Then, 𝐡 = −𝟏 , 𝐤 = −𝟐, 𝐱 = 𝟎, 𝐲 = −𝟏

y = a(x − h)2 + k Vertex form of equation

−1 = a[0 − (−1)]2 + (−2) Substitution, h = −1 , k = −2, x = 0, y = −1
−1 = a(0 + 1)2 − 2
−1 = a(1) − 2
−1 = a − 2

RO_Mathematics_Grade 9_Q1_LP 9 3
 −1 + 2 = a Addition Property of Equality
𝟏 = 𝐚 or 𝐚 = 𝟏

Step 3. Substitute the values of a, h and k to = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 . Simplify the equation of the
quadratic function. Then, transform to general form when necessary.

𝐚 = 𝟏, 𝐕(𝐡, 𝐤) = (−𝟏, −𝟐)

y = a(x − h)2 + k
y = 1(x − (−1))2 + (−2) Substitute
y = (x + 1)2 − 2 Vertex form of Quadratic function

y = (𝑥 2 + 2𝑥 + 1) − 2
y = 𝑥 2 + 2𝑥 − 1 General form of Quadratic Function

c. Zeroes of the Quadratic Function

In determining the equation of quadratic function given its zeroes, there are two
methods to be presented: using algebraic method and product and sum of the zeroes.

1. Using Algebraic Method

Zero Factor Property

The product of 𝐴𝐵 = 0, if 𝐴 = 0 𝑜𝑟 𝐵 = 0 or both A and B are equal to 0.

Example 1. Find the equation of the quadratic function with zeroes {−𝟐, 𝟑}.

Step 1. Equate the zeroes of the function to x.

𝑥 = −2 𝑎𝑛𝑑 𝑥 = 3

Step 2. Apply Addition Property of Equality.

x = -2 x + 2 = -2 + 2
x + 2 = 0 (equation 1)
x=3 x–3=3–3
x – 3 = 0 (equation 2)

Step 3. Multiply equation 1 by equation 2 and equate to 0.

(𝑥 + 2)(𝑥 – 3) = 0 𝑥2 – 𝑥 – 6 = 0

Step 4: Equate the final answer to f(x).

Therefore, the quadratic function whose zeros are {-2, 3} is 𝒇(𝒙) = 𝒙𝟐 − 𝒙 – 𝟔

3 1
Example 2. Find the equation of the quadratic function with zeroes { ,− }
2 2

RO_Mathematics_Grade 9_Q1_LP 9 4
Step 1. Equate the zeroes of the function to x.
3 1
𝑥= and 𝑥 = −
2 2
Step 2. Apply Addition Property of Equality. (Then Simplify if applicable)

3 1
x=2 x = −2
3 3 3 1 1 1
x–2=2−2 x + 2 = −2+2 Addition Property of Equality
3 1
x − = 0 x + = 0
2 2
3 1
2 (x − 2) = (0)2 2(x + 2) = (0)2 Multiplication Property of Equality
2(3) 2(1)
2𝑥 − 2
=0 2𝑥 − 2
=0 Simplify
2𝑥 – 3 = 0 2𝑥 + 1 = 0

(2𝑥 – 3)(2𝑥 + 1) = 0 Zero Product Property

Step 3: Multiply equation 1 by equation 2 and equate to 0.

(2𝑥 – 3)(2𝑥 + 1) = 0
4𝑥2 − 4𝑥 − 3 = 0

Step 4: Equate the final answer to f(x).

3 1
Therefore, the quadratic function whose zeros are 2 , − 2 is f(x) = 4x2 – 4x – 3

2. Using Product and Sum of the Zeroes of Quadratic Function

The standard form of a quadratic function is f(x) = ax2 + bx + c which can be denoted
𝑏 𝑐
also by f(x) = x2 + x + . The equation of quadratic function can be determined given
𝑎 𝑎
𝑏
that the coefficient of linear term x is 𝑎
= -(𝑟1 + 𝑟2 ) or the negative sum of the roots
𝑐
and the constant term = 𝑟1 𝑟2 is the product of the roots where 𝑟1 and 𝑟2 are the zeros
𝑎
of quadratic function.

Example. Find the equation of the quadratic function with zeroes {-2, 3}.

Step 1: Write the given.

𝒃 𝒄 𝒃 𝒄
𝒇(𝒙) = 𝒙𝟐 + 𝒙 + , where; 𝒂
= −(𝒓𝟏 + 𝒓𝟐 ) and 𝒂
= 𝒓𝟏 𝒓𝟐
𝒂 𝒂

𝑟1 = −2 and 𝑟2 = 3

Step 2: Substitute the given zeroes to the given equations, then simplify.
𝒃 𝒄
= -(𝒓𝟏 + 𝒓𝟐 ) 𝒂
= 𝒓𝟏 𝒓𝟐
𝒂
𝑏 𝑐
𝑎
= −(−2 + 3) = [(−2)(3)]
𝑎
𝑏 𝑐
𝑎
= -1 =-6
𝑎

RO_Mathematics_Grade 9_Q1_LP 9 5
 𝑏 𝑐
Step 3: Substitute the values of and to the standard form of quadratic function.
𝑎 𝑎
𝑏 𝑐
𝑎
= -1 and 𝑎
=-6

𝑏 𝑐
𝑓(𝑥) = 𝑥 2 + 𝑎
𝑥 + 𝑎

𝑓(𝑥) = 𝑥 2 + (−1)𝑥 + (−6)

𝑓(𝑥) = 𝑥 2 − 𝑥 – 6

Therefore, the quadratic function whose zeros are {-2, 3} is 𝒇(𝒙) = 𝒙𝟐 − 𝒙 – 𝟔.

SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTION

There are problems in our society or in our surroundings that can be solved involving
the knowledge and concepts of quadratic function. In this learning packet, we will solve
number and geometric problems, projectile and revenue problems involving quadratic
function.
a. Number and Geometric Problems
To solve number and geometric problems involving quadratic function, follow the following
steps 𝟒𝒂𝒄−𝒃𝟐
𝒌 = 𝟒𝒂 is derived
Step 1. Determine the representation of the variables in the
from the vertex form of
given problem.
quadratic equation. In
the previous lesson, in
Step 2. Formulate the equation of the quadratic function. V( h,k), the value of h
tells where the axis of
Step 3. Find the value of k. symmetry of the graph
Where: while the value of k
𝟒𝒂𝒄−𝒃𝟐
tells where the
𝒌 = 𝟒𝒂 maximum or minimum
value of the function.
Step 4. Equate the equation of the quadratic function to the
value of k.

Step 5. Solve the problem

Example: The sum of the two numbers is 14. Find the maximum product of the two numbers.

Step 1. Determine the representation of the variables in the given problem.

Let 𝒙 = 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟
𝟏𝟒 − 𝒙 = 2𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟

(Why? Let’s take this as an example. You and your friend have 14 apples in all. If
you have 6 in your hands, how many apples does your friend have? It’s 8. Right?
How do you get 8? You subtract the total number and the first given to get the
second number. The same fact is used in the representation.)

RO_Mathematics_Grade 9_Q1_LP 9 6
Step 2. Formulate the equation of the quadratic function.
The task given is “find the two numbers if their product is a maximum”. We already
know the representation of the two numbers and product implies multiplication.

Then, product = (first number)(second number)

f(x) = (x)(14 − x) Substitute the representation from step 1
𝐟(𝐱) = 𝟏𝟒𝒙 − 𝒙𝟐 Simplify.
Step 3. Find the value of k.
To get the value of k, we will transform the function we get in step 2 to general form of
equation.
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
The other solution is to use the general form without rearranging the existing function.
Keep in mind that the value of a is with 𝒙𝟐 , the value of b is with x and c is the constant
term.

𝐟(𝐱) = 𝟏𝟒𝒙 − 𝒙𝟐 function from step 2

Since, we will follow the rule “a is with 𝒙𝟐 , b is with x, c is the constant term”. The
number besides 𝑥 2 is the value of a, then 𝒂 = −𝟏. The number besides x is the value of b,
then 𝒃 = 𝟏𝟒. There is no constant term, therefore 𝒄 = 𝟎.

or, 𝐟(𝐱) = 𝟏𝟒𝒙 − 𝒙𝟐 function from step 2

𝐟(𝐱) = −𝒙𝟐 + 𝟏𝟒 Rearranging the terms in standard form of equation
𝑎 = −1 , 𝑏 = 14, 𝑐=0

Then, substitute the values of a, b and c to the formula of k.

4𝑎𝑐−𝑏2
𝑘=
4𝑎
4(−1)(0)−(14)2
𝑘= Substitution 𝑎 = −1, 𝑏 = 14, 𝑐 = 0
4(−1)
−(196)
𝑘= Simplify
−4
𝒌 = 𝟒𝟗
Therefore, the maximum product of the two numbers is 49.

Example. Find the dimensions and the maximum area of a rectangle whose perimeter is 8
inches.

Step 1. Determine the representation of the variables in the given problem.

First, let’s recall the formula of finding the perimeter of the rectangle.
𝑃 = 2𝑙 + 2𝑤
or 𝑃 = 2(𝑙 + 𝑤)
Where:
𝑙 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
𝑤 = 𝑤𝑖𝑑𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒

RO_Mathematics_Grade 9_Q1_LP 9 7
 8 = 2(𝑙 + 𝑤) Substitute the value of perimeter. P = 8
8 2(𝑙+𝑤) The main purpose of
= Multiplication property of equality
rewriting the equation
2 2
𝒍= 𝟒−𝒘 like in the example is to
𝟒=𝒍+𝒘
have the same variable
Let 𝑤 = 𝑤𝑖𝑑𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 for both elements.
4 − 𝑤 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒

Step 2. Formulate the equation of the quadratic function.

The task is to give the dimensions of the rectangle which give the maximum area.

𝐴 = 𝑙𝑤 Area of the rectangle

𝑓(𝑤) = (4 − 𝑤)(𝑤) Substitute the value from the representation in Step 1
𝒇(𝒘) = 𝟒𝒘 − 𝒘𝟐 Simplify

Step 3. Find the value of k.

𝒇(𝒘) = 𝟒𝒘 − 𝒘𝟐 Equation from step 2
𝑎 = −1, 𝑏 = 4, 𝑐=0

4𝑎𝑐−𝑏2
𝑘=
4𝑎
4(−1)(0)−(4)2
𝑘= Substitution
4(−1)
−(16)
𝑘= Simplify
−4

𝒌=𝟒
𝑏
Step 4. To determine the dimensions of the rectangle, use ℎ =− .
2𝑎
𝑓(𝑤) = 4𝑤 − 𝑤 2 Equation from step 2
𝑏
ℎ=−
2𝑎
4
ℎ=− Substitution; a= -1, b = 4
2(−1)
ℎ=2 width of the rectangle
𝟒−𝒘=4−2=𝟐 length of the rectangle

Let’s check. If width = 2 in and length = 2 in, then,

𝑃 = 2𝑙 + 2𝑤
𝐴 = 𝑙𝑤
𝑃 = 2(2) + 2(2)
𝐴 = (2)(2)
𝑃 = 4+4
𝑨 = 𝟒 𝒊𝒏𝟐
𝑷 = 𝟖 𝒊𝒏
Since we get the correct perimeter and area of the rectangle after substituting the width
and the length. We can therefore say the dimensions of the rectangle with maximum area is
2 in by 2 in.

RO_Mathematics_Grade 9_Q1_LP 9 8
 b. Solving Projectile Problems

In solving projectile problems involving quadratic functions, there are always three
possible questions/cases you may encounter:
a. What maximum height did an object reach?
b. How long will it take the object to reach the maximum height?
c. After how many seconds will the object reach the ground?

Case 1. If the given question is “How long will it take the object to reach the maximum
height?”, then get the value of h of the projectile 𝑽(𝒉, 𝒌). The value of h will tell you
how long the object will reach the maximum height:

𝒃
𝒉=−
𝟐𝒂
Case 2. If the given question is “What maximum height did an object reach?”, then
get the value of k of the projectile 𝑽(𝒉, 𝒌). The value of k will tell you what the maximum
height an object reached.

𝟒𝒂𝒄 − 𝒃𝟐
𝒌=
𝟒𝒂
Case 3. If the given task is to get “how many seconds will the object hit the ground”,
equate the given equation to 0 (or the height of the given place).

Example 1. On top of an 80-foot tower, a stone is thrown upward following a trajectory. The
stone will fall into the lake after t seconds. The stone’s height h, in feet above the surface of
the lake is given by the equation h = -16t2 + 64t + 80. How long will the stone reach the
maximum height?
Solution: In solving projectile problems, the first step is to find what is being asked or what is
the task given. In this problem, the task given is, “How long will the stone reach the
maximum height?” Then, get its corresponding step or procedure to solve the problem.

h = −16t 2 + 64t + 80 In solving projectile

a = −16, b = 64, c = 80 motion involving
quadratic function, we
𝑏
ℎ=− will use our knowledge
2𝑎
on how to get the
64
ℎ = − −2(16) Substitution values of a, b and c.

64
ℎ = − −32 Simplify

𝒉 = 𝟐 𝒔𝒆𝒄𝒐𝒏𝒅𝒔 Time when the stone reaches the maximum height

Example 2. A ball is shot into the air from the edge of a building, 50 ft. above the ground. The
equation ℎ = −16𝑡 2 + 20𝑡 + 50 can be used to model the height of the ball. What is the
maximum height do the ball reached?
Solution:
In this problem, the task given is to find the maximum height reached by the ball.

RO_Mathematics_Grade 9_Q1_LP 9 9
Then, get its corresponding step or procedure to solve the problem.
The equation given is ℎ = −16𝑡 2 + 20𝑡 + 5,
Then, 𝑎 = −16, 𝑏 = 20 𝑐=5

𝟒𝒂𝒄−𝒃𝟐
𝒌= 𝟒𝒂

4(−16)(5)−(20)2
𝑘= 4(−16)
Substitution

−320−(400)
𝑘= Simplify
−64
−720
𝑘= −64

𝒌 = 𝟏𝟏. 𝟐𝟓 ft. maximum height reached by the ball

Therefore, the maximum height reached by the ball is 11.25 ft.
Example 3. On top of an 80-foot mountain, a stone is thrown upward following a trajectory.
The stone will fall into the lake after t seconds. The stone’s height h, in feet above the surface
of the lake is given by the equation h = -16t2 + 64t + 80. How long will the stone reach the
ground?
There are some
Solution: cases in this
In this problem, the task given is to find how long the stone hit the problem where the
ground. Then, get its corresponding step or procedure to solve the height of the place
problem. is not given. To
The height of the place is given in the problem, 80-foot hill. solve this, let the
2
h = −16t + 64t + 80 Given equation in the height equal to 0.
problem
80 = −16t 2 + 64t + 80 Substitution. ℎ = 80
16t 2 − 64t + 80 − 80 = 0 rearranging the terms in the standard form
16t 2 − 64𝑡 = 0 Simplify
16𝑡(𝑡 − 4) = 0 factoring (Common Monomial Factor)
𝑡−4=0 get the zero to get the value of t.
𝒕=𝟒 time when the stone hit the ground
Therefore, the time when the stone hit the ground is 4 seconds.
c. Revenue Problems
In solving revenue problems involving quadratic functions, there are always three possible
questions/cases you may encounter:

a. What price produces the maximum revenue?

b. What is number of units sold will produce the highest revenue?
c. What is the maximum revenue?

Example 1. A businessman can sell 200 bags per month at Php 500 each. He found out that
he could sell 25 more bags every month for each Php 50 decrease in price. What price
produces the maximum revenue? What is the number of bags sold will produce the highest
revenue? What is the maximum revenue?

RO_Mathematics_Grade 9_Q1_LP 9 10
Solution:
The first step in solving revenue problem is to get the representation of number of units sold
and the price per unit.
In solving revenue problems, the
Let 𝒙 = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝟓𝟎 𝑷𝒉𝒑 𝒑𝒓𝒊𝒄𝒆 𝒅𝒆𝒄𝒓𝒆𝒂𝒔𝒆 key point is to find the number of
𝟐𝟎𝟎 + 𝟐𝟓𝒙 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑢𝑛𝑖𝑡𝑠 𝑠𝑜𝑙𝑑 price decrease (x). We will use the
𝟓𝟎𝟎 − 𝟓𝟎𝒙 = 𝑝𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑢𝑛𝑖𝑡 law of “’the lower the price, the
Explanation of the representation: higher units will sell”.
𝟐𝟎𝟎 + 𝟐𝟓𝒙 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑢𝑛𝑖𝑡𝑠 𝑠𝑜𝑙𝑑
Original number of bags 25 more bags number of 50 Php decrease
Stated in the problem (more means addition)

𝟓𝟎𝟎 − 𝟓𝟎𝒙 = 𝑝𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑢𝑛𝑖𝑡

Original price of each bag number of 50 Php decrease
(decrease means subtraction)

R(x) = (number of units produced or sold) (price per unit)

𝑅(𝑥) = (200 + 25𝑥)(500 − 50𝑥) Substitution
𝑅(𝑥) = (200)(500) + (200)(−50𝑥) + (25𝑥)(500) + (25𝑥)(−50𝑥) Multiply(FOIL)
𝑅(𝑥) = 100,00 − 10,000𝑥 + 12,500𝑥 − 1250𝑥 2
𝑅(𝑥) = 100,000 + 2,500𝑥 − 1250𝑥 2 Simplify
𝟐
𝑹(𝒙) = −𝟏𝟐𝟓𝟎𝒙 + 𝟐, 𝟓𝟎𝟎𝒙 + 𝟏𝟎𝟎, 𝟎𝟎𝟎 Transform to standard
form of equation
𝒃
Then, to find the value of x, use the formula 𝒙 = − 𝟐𝒂.

𝑅(𝑥) = −1250𝑥 2 + 2,500𝑥 + 100,000

𝑎 = −1250 𝑏 = 2,500 𝑐 = 100,000
Since, we get the values of a, b and c, we will substitute it to the formula of x.
𝑏
𝑥=−
2𝑎
2,500
𝑥=− Substitute, a = -1250, b=2,500
2(−1250)
2,500
𝑥=− Simplify
−2,500
𝒙=𝟏

Substitute the value of x to the representations.

𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒖𝒏𝒊𝒕𝒔 𝒔𝒐𝒍𝒅:
200 + 25𝑥
200 + 25(1) Substitute, x=1
𝟐𝟐𝟓 number of units sold

RO_Mathematics_Grade 9_Q1_LP 9 11
𝒑𝒓𝒊𝒄𝒆 𝒑𝒆𝒓 𝒖𝒏𝒊𝒕
500 − 50𝑥
500 − 50(1) Substitute, x=1
𝟒𝟓𝟎 price per unit

Revenue
R(x) = (number of units produced or sold) x (price per unit)
𝑅(𝑥) = (225)(450)
𝑅(𝑥) = 101,250 𝑃ℎ𝑝

Therefore, to yield the highest maximum revenue, which is Php 101,250, the businessman
must sell the unit for 450 Php each bag and sell 225 bags.

- Determines the equation of a quadratic function given: (a) a table of values; (b)
graph; (c) zeroes of the quadratic function
- Solves problems involving quadratic functions
a. Solves number and geometric problems involving quadratic functions
b. Solves projectile and revenue problems involving quadratic functions

A. What’s My Equation

DIRECTION: Determine the equation of quadratic function given its table of values. Write
only the letter. Show your solution in your answer sheet.

1. X -2 -1 0 1 2
Y 9 2 -1 0 5

2. X -2 -1 0 1 2
Y 4 1 -4 -5 -4

B. Crack The Code

DIRECTION: Match the code by finding the equation given the zeroes of the quadratic
function. Put the corresponding answer on the box.

RO_Mathematics_Grade 9_Q1_LP 9 12
 Q C I T A
𝟐
𝐟(𝐱) = 𝐱 − 𝟑𝐱 + 𝟐 𝟐
𝒇(𝒙) = 𝐱 − 𝟐𝐱 f(x)= 2x2 – 13x + 15 𝐟(𝐱) = 𝐱𝟐 + 𝟑𝐱 − 𝟏𝟎 f(x)= 𝐱 𝟐 − 𝐱

R D A U
𝟐 𝟐
𝐟(𝐱) = 𝐱 𝟐 + 𝐱 − 𝟔 𝒇(𝒙) = 𝐱 𝟐 − 𝟒𝐱 + 𝟑 𝒇(𝒙) = 𝐱 − 𝟕𝐱 + 𝟏𝟐 𝐟(𝐱) = 𝟖𝐱 – 𝟏𝟎𝐱 + 𝟑

C. Problem Solving

DIRECTION: Solve the following. Show your solution in your answer sheet.

1. Find two numbers whose sum is 20 and whose product is a maximum.

2. Find the dimensions of a rectangular lot that can be enclosed by 80-meter fencing
material and whose area is a maximum.
3. A businessman can sell 200 abaca bags per month at Php 500 each. He found out
that he could sell 25 more bags every month for each Php 50 decrease in price.
a. What mathematical expression represents the number of abaca bags sold?
b. What mathematical expression represents the number of abaca bags sold?
c. What price produces the maximum revenue?
4. From a 48-foot pili tree, a farmer throws one of his harvested pili nuts straight up into
the air following a trajectory. The height H(t) of the pili nut above the tree after t
seconds is given by the function H(t) = 40t – 16t2
a. What is the maximum height reached by the pili nut?
b. How long will it take the pili nut to reach the maximum height?

D. Target those piggies!

DIRECTION: Help Matilda the Chicken to target the 4 piggies by sketching a parabolic graph
in the drawing. Based on the graph, give its vertex and a point on the graph and then determine
its quadratic equation. Refer to the rubrics for grading purposes. (The first graph is done for
you.)

RO_Mathematics_Grade 9_Q1_LP 9 13
 Source: Angry Birds Game

LEVEL OF PERFORMANCE
CRITERIA WEIGHT TOTAL
3 2 1
1. SOLUTION X5 All 1 solution is 2 or more
solutions incorrect solutions are
are correct incorrect
2. ACCURACY X3 All the 1 of the graphs 2 or more of the
graph shows error graphs show
follows the and error and
rule in inconsistencies inconsistencies
graphing
quadratic
function.
3. FOLLOWING X2 Give what Did not give all Did not give all
DIRECTION is being answers in 1 answers in all
asked in graph. graphs.
every
graph.

RO_Mathematics_Grade 9_Q1_LP 9 14
Activity A. (WHAT’S MY EQUATION) Activity C. PROBLEM SOLVING!
2
1. f(x) = 2x - x - 1
1. 10 and 10
2. f(x) = x2 - 2x - 4 2. 20 m and 20 m
3. a. 200 + 25x
Activity 2: Crack the Code b. 500 – x
c. 450
Q C 4. a. 25
b. 1.25 s
U I
Match Activity D. Target Those Piggies
A the
T Answers vary.
quadratic

D A
R

In this part of the learning activity sheet, you are expected to express your thoughts
and reflections by answering the following questions:
1. Which part of the lesson is very easy for you? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. Which part of the lesson is very difficult for you? Why?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. How did you find the lesson? Did you learn something in this lesson?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

RO_Mathematics_Grade 9_Q1_LP 9 15
Bernabe, Julieta G., et. al. 2009. Advanced Algebra, Trigonometry and Statistics: Textbook
for Fourth Year (Revised Edition). Quezon City: SD Publications, Inc., pp. 75-76.

Bryant, Merden L., et. al. 2014. Mathematics Grade 9 Learner’s Material. Philippines:
Department of Education, pp. 160-161, 164-166.

Mathematics Learner’s Material for Open High School (Grade 9), pp. 99 – 104.

Development Team of the Learner’s Packet

Writer: Christian L. Baldoza – Cobo Integrated School

Content Editors: Jonel G. Aznar – Bato Rural Development High School

Lyra C. Tusi – San Andres Vocational School
Ludy M Avila – Catanduanes National High School
Jezrahel Omadto – EPS-Math, Catanduanes Division

Language/Content Editor:
Zoren I. Añonuevo – Baras Rural Development High School

Illustrators/Layout Artists:
Edwin T. Tomes – Dororian National High School
Luis Karlo T. Avila – Antipolo National High School

RO_Mathematics_Grade 9_Q1_LP 9 16