Las Mathematics 9 q1 Week 1 8

9
MATHEMATICS
Learning Activity Sheets
Quarter 1: Week 1- 8
MATHEMATICS 9
LEARNING ACTIVITY SHEET
QUADRATIC EQUATIONS
Name of Learner : _______________________ Q1-WK-1-LC-1
Section:_______________________________ Date ___________
Background Information for Learners
A quadratic equation in one variable is a mathematical sentence of degree 2

that can be written in the following standard form ax2 + bx + c = 0, where a, b, and c
represent real numbers and a ≠ 0. In standard form, a must be a positive real number.
The solutions to a quadratic equation are called roots/solutions.
Quadratic equation in standard form ax2 + bx + c = 0, ax2 is the quadratic term, bx is

the linear term, and c is the constant term.
Example 1: Identify which of the following equations are quadratic and which
arenot.
a) x2 + 3x = 12 b) x2 = 0 c) 2x2 – 3x + 12 = 0
d) x3 + 5x2 + 8 = 0 e) 2m (m+2) = 0
Solutions:
a). x2 + 3x = 12, is a quadratic equation since it has an exponent of 2 as
thehighest degree of the equation.
b). x2 = 0, is a quadratic equation because it has an exponent of 2 which is
thehighest degree of the equation even if the linear and constant terms are 0.
c). 2x2 – 3x + 12 = 0, is a quadratic equation because it has an exponent of 2
which is the highest degree of the equation and the given is written in the
standardform.
d). x3 + 5x2 + 8 = 0, is a NOT quadratic equation because it has an exponent of
3 which is the highest degree of the equation.
e). 2m (m+2) = 0, is a quadratic equation because when you simplify using the
distributive property of multiplication, the result is 2m2 + 4m = 0, it has an
exponentof 2 which is the highest degree of the equation.
Example 2: Write each of these quadratic equations in standard form ax2 + bx + c = 0

and identify the values of a, b, and c.
a) 5x2 + 8x + 3 = 0 b) 4x + x2 = –3
c) 3m (m – 2) = 10 d) (2m–3) (m+2) = 1
Solutions:
a). Since the given equation 5x2 + 8x + 3 = 0 is already written in standard
form, therefore, a = 5 b=8 c=3
b). 4x + x2 = –3 ►given
1
x2 + 4x = −3 ►arrange the quadratic term and linear term
x2 + 4x + 3 = −3 + 3 ►apply the APE (addition property of equality) by

adding positive 3 on both sides of the equation
x2 + 4x + 3 = 0 ► simplify
The standard form is x2 + 4x + 3 = 0 therefore, a = 1 b = 4 c = 3
c). 3m (m–2) = 10 ► given

3m2 − 6m = 10 ► distribute 3m to the quantity m – 2
3m2 − 6m + (−10) = 10 + (−10) ► apply APE (addition property of equality) by
adding negative 10 on both sides of the
equation
3m2 – 6m – 10 = 0 ► simplify
The standard form is 3m2 – 6m – 10 = 0 therefore, a = 3 b=–6 c = – 10
d). (2m–3) (m+2) = 1 ► given

2m2 + 1m − 6 = 1 ► apply the FOIL Method or multiply the two
binomials on the left side of the equation
2m2 + 1m − 6 + (−1) = 1+ (−1) ► apply APE (addition property of equality)
by adding negative 1 on both sides of the equation
2m2 + 1m – 7 = 0 ► simplify
The standard form is 2m2 + 1m – 7 = 0 therefore, a = 2 b=1 c=–7
Example 3: Translate the given mathematical sentence into a mathematical

equation.
“The length of a rectangular garden is 5 meters (m) longer than its width and
the area is 100 square meters (m2)”. The following are suggested steps to write the
given mathematical sentence into quadratic equation in standard form.
Represent: Let x be the width
x + 5 will be the representation of length
Equation: Since area of rectangle is involve, apply the formula in getting area of a
rectangle: Area = length times width or A=lw
Substitute: Area = (length)(width)
100 = (x + 5)(x) 🡪substitute based on the representation
Simplify: 100 = (x + 5)(x)
100 = (x 2 + 5x) 🡪 distribute x to the quantity x + 5
100 = x 2 + 5x
x 2 + 5x = 100 🡪 apply symmetric property of equality
2
x 2 + 5x + ( −100) = 100 + ( −100) 🡪 apply APE (addition property of equality)
by adding negative 100 on both sides of
the equation
x2 + 5x – 100 = 0 🡪 simplify
The standard form is x2 + 5x – 100 = 0.

Remember:
When b = 0 in the equation ax² + bx + c = 0, it becomes a quadratic equation
in the form of ax² + c = 0.
Examples: Equations such as x2 + 6 = 0, –3x2 + 7 = 0, and 25x2 – 4 = 0 are quadratic
equations of the form ax² + c = 0. In each equation, the value of b = 0.
When c = 0 in the equation ax² + bx + c = 0, it results to a quadratic equation
of the form ax² + bx = 0.
Examples: Equations such as x2 + 8x = 0, –6x2 + 24x = 0, and 15x2 – 5x = 0 are
quadratic equations of the form ax² + bx = 0. In each equation, the value of c = 0.
Learning Competency with Code:
Illustrates Quadratic Equations (M9AL-Ia-1)
Activity 1: QUADRATIC or NOT QUADRATIC?
Directions: If the equation is a quadratic, put a check ( ✔) in the box under QE, and if
it is not, put a check (✔) in the box under NQE.
QE NQE QE NQE
1.) 3m2 + 8 = 15 6.) (r – 1)2 = –5
2.) 12 – 4x = 0 7.) (2x + 5)(x – 3) = 0
1
x +1= 0
3.) 10 – 7t = t2 8.) 2
4.) h (h2 – 6) = 0 9.) x2 – 6x + 7 = 0
5.) 3 (x – 2) = –7 10.) x² – 4x – x² = 0
Activity 2: THE TRANSFORMER!

Directions: Write each quadratic equation in standard form, ax + bx + c = 0 then
2
identify the values of a, b, and c

1.) 3x + 2x = 7
2
SF: __________________ a = ___ b = ___ c = ___
2.) ( x + 3 )( x + 4 ) = 0 SF: __________________ a = ___ b = ___ c = ___
3.) 2x ( x − 3 ) = 15 SF: __________________ a = ___ b = ___ c = ___
4.) ( x − 4 ) + 8 = 0
2
SF: __________________ a = ___ b = ___ c = ___
5.) ( x + 7 )( x − 7 ) = −3x SF: __________________ a = ___ b = ___ c = ___
3
Activity 3: DETECTIVE CONAN!
Tell whether each of the following situations illustrates quadratic equations or not.
Justify your answer by representing each situation by a mathematical sentence.
1.) The length of a swimming pool is 8 m longer than its width and the area is
1052.
2.) Arvina paid at least ₱1,200 for a pair of pants and a blouse. The cost of the
pair of pants is ₱600 more than the cost of the blouse.
3.) A motorcycle driver travels 15 kph faster than a bicycle rider. The motorcycle
driver covers 60 km in two hours less than the time it takes the bicycle rider to
travel the same distance.
4.) A realty developer sells residential lots for ₱4,000 per square meter plus a
processing fee of ₱25,000. One of the lots the realty developer is selling costs
₱625,000.
5.) A garden 7 m by 12 m will be expanded by planting a border of flowers. The
border will be of the same width around the entire garden and has an area of 92
m2.
References
Bryant, Merden L., et.al. Mathematics Learner’s Material Grade 9 ( Philippines: FEP printing Corp. 2014)
Macaraig, Christian (Sir Kit Math Blogs). Facebook. Jul
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Answer key
Activity 1: QUDRATIC or NOT QUADRATIC?
1. QE 6. QE
2. NQE 7. QE
3. QE 8. NQE
4. NQE 9. QE
5. NQE 10. NQE
Activity 2: THE TRANSFORMER!
1. 2x2 + 3x – 7 = 0; a = 2, b = 3, c = –7
2. x2 + 7x + 12 = 0; a = 1, b = 7, c = 12
3. 2x2 – 6x – 15 = 0; a = 2, b = –6, c = –15
4. x2 – 8x + 24 = 0; a = 1, b = –8, c = 24
5. x + 3x – 49 = 0;
2
a = 1, b = 3, c = –49
Activity 3: DETECTIVE CONAN!
1. Quadratic w (w + 8) = 105
w2 + 8w = 105
w is the width, in meters, of the swimming pool.
2. Not Quadratic x + x + 600 ≥ 1200
2x + 600 ≥ 1200
x is the cost, in pesos, of the blouse.
3. Quadratic 2v + 30v – 900 = 0
2
v2 + 15v – 450 = 0
v is the speed, in kph, of the
bicycle.15t2 – 30t – 120 = 0
t2 – 2t – 8 = 0
t is the time, in hours, of travel of the bicycle.
4. Not Quadratic 4000x + 25000 = 625000
x is the number of square meters of lot.
5. Quadratic 4x2 + 38x = 92
2x2 + 19x = 46
x is the width, in meters, of the border of flowers.
5
MATHEMATICS 9
SOLVING QUADRATIC EQUATIONS
Name of Learner: _______________________ Q1-WK-1-LC-2
Section:_______________________________ Date ___________
Solving Quadratic Equation means finding any values for x where the
equation goes to 0. Quadratic Equations may have two (2) possible answers, one (1)
possible answer or none. Those answers are usually called root/roots or sometimes
zeros. The standard form of the quadratic equation is ax 2+bx+c=0. Where x is the
variable to be solved; a, b and c are numbers; and a should not be equal to 0. It’s the
squared term (ax2) that makes it a quadratic equation.
Four (4) Methods for Solving Quadratic Equation

In this lesson, we’ll discuss a systematic method that helps you pick the best
way to solve any quadratic equation. There are several ways to solve quadratic
equations. Four of the most popular methods for solving quadratic equations are
listed below. Each one has advantages and is best under certain conditions.
Method 1: Extracting of Square Root
It is best used when the bx term is 0 or when the quadratic equation is in the
form of ax2 + c=0. Sample equations 4x2 - 9 = 0 and 3t2 = 12
Illustrative Example:
1. Solve for the root of 4x2 - 9 = 0
Step by step solution Qualitative Explanation
4x2 - 9 = 0 Original Equation

4x2 – 9 + 9 = 0 + 9 Addition Property of Equality
Add 9 to both sides. Or you may move the
constant (c) to the right side of the equal sign.
4x2 = 9
4𝑥 2 9
= Divide both sides by a
4 4
4𝑥 2 9
=
4 4
9
𝑥2 =
4
9 Take the square root of both sides of the

√ 𝑥2 = √
4 equation.
3 3 Final Answer
x = 2 and x = − 2
Remember: Every Square root has negative
counterpart.
6
2. Solve for the roots of 3x2 = 12
3x2 = 12 Original Equation
3x2 = 12 Additive Inverse,
You may move the constant (c) to
the right side of the equal sign.
3x2 = 12 Divide both sides by a
3𝑥 2 12
=
3 3
2
𝑥 = 4 Take the square root of both sides
of the equation.
√ 𝑥2 = √ 4
x=±2
Final Answer
x = 2 and x = − 2 Remember: Every Square root has
a negative counterpart.
Method 2: Factoring
It is an approach to solving quadratic problems that requires a little analysis.
The idea is to find pairs of numbers that will multiply together to produce c and add
together to produce b. If you find the right combination, you will have two binomials,
which can each be solved individually
Sample quadratic equations are 2x2 + x = 15 and x2 + 9x = -8
Illustrative example:
1. Find the roots of 2x2 + x = 15
2
2x + x = 15 Original Equation
2x2 + x -15 = 0 Transform the equation into
standard form ax2+bx+c=0
a=2 b= 1 c= -15 Find the value of a, b and c.
ac = 2(-15) = -30 Get the product of the value of a

and c.
Factors of -30:
(1) (-30)= -30 (-1) (30)= -30

Get all the factors of -30.
(2) (-15)= -30 (-2) (15)= -30
(3) (-10)= -30 (-3) (10)= -30
(5) (-6)= -30 (-5) (6)= -30
Sum:
1 + (-30) = -29 -1 + 30 = 29
2 + (-15) = -13 -2 + 15 = 13 Add the factors of -30 to get 1.
3 + (-10) = -7 -3 + 10 = 7
5 + (-6) = -1 -5 + 6 = 1
7
Product Sum Choose pairs of numbers that
have a product of -30 and a sum
(-5) (6)= -30 -5 + 6 = 1 of 1.
2x2 + x - 15 = 0 Write bx as a sum or difference
2x2 - 5x + 6x -15 = 0 using the factors on the previous
step.
2x2 - 5x + 6x -15 = 0 Divide the polynomial into two
(2x2 - 5x) + (6x -15) = 0 groups.
x(2x - 5) + 3(2x -5) = 0 Factor the GCF of the two
groups.
(2x – 5) (x + 3) = 0 Factor out the common binomial
factor.
(2x – 5) = 0 (x + 3) = 0
Equate the two factors to 0.
2x – 5 = 0 x+3=0 Use the addition property of

2x – 5 + 5 = 0 + 5 x+3-3=0–3 equality then solve the value x.
2x = 5 x = -3
2 2
x= 5
2
Checking: • Check the value of the variable

If x = 5/2 If x = -3 obtained by substituting each
5 2 5 in the equation
2 (2) + (2) − 15 = 0 2(-3)2 + (-3)-15 = 0
25 5
• If it will equate to 0 then, the
2( 4 ) + 2 − 15 = 0 2(9) + -3-15 = 0 roots are correct
50 5
4
+ − 15 = 0
2
18 + -3 - 15 = 0
50+10−60
=0 15 - 15 = 0
4
0
=0 0=0
4
0=0
2. Solve 𝑥 2 + 7𝑥 = 0 by factoring.
𝑥 2 + 7𝑥 = 0 Original Equation
𝑥 2 + 7𝑥 = 0 Transform to standard form
𝑥(𝑥 + 7) = 0 Factor out x.
Zero Product Property
x=0 x+7=0 • Set both binomial Factors to 0.
x+7=0 Solve for the resulting equations
x= 0 x=-7
8
Checking
If x=6 If x= -7 • Check the value of the variable
𝑥 2 + 7𝑥 = 0 2
𝑥 + 7𝑥 = 0 obtained by substituting each in the
2
7(0) = 0 (−7) + 7𝑥 = 0 equation
0+0 =0 49-49 =0 • If it will equate to 0 then, the roots are
0=0 0=0 correct
Method 3: Completing the Square

It is a method that may be used for any quadratic equation, but it is best used when
there is no factor of a and c that suits the possible sum/difference which is b. Sample
equations is x2 – 4x +9 = 0
𝑥 2 − 3𝑥 − 9 = 0 Original Equation
𝑥 2 − 3𝑥 − 9 = 0 Set into Standard Form
𝑥 2 − 3𝑥 − 9 + 9 = 0 + 9 Additive Inverse
⮚ Add the inverse of a number to create the
sum of zero.
𝑥 2 − 3𝑥 = 9
In this example, we apply additive inverse to -
9 which is +9
b = -3 Get half of b, then square it and add that value

to both sides of the equation. Then solve the
1 −3 −3 9 right side of the equation.
-3 ( ) = ( )2 =
2 2 2 4
2 9 9
𝑥 − 3𝑥 + =9+
4 4
9 45
𝑥 2 − 3𝑥 + =
4 4
Perfect Square Trinomial

3 45 Break the Perfect Square Trinomial into its
( 𝑥 − )2 =
2 4 binomial.
Solve by extracting of square root.
3 2 45
√( 𝑥 − ) = ±√
2 4
3 √45
𝑥− = ±
2 2
3 ±√9(5)
𝑥− =
2 2
3 ±3√5
𝑥− =
2 2
3 3√5 3 −3√5
𝑥− = 𝑥− =
2 2 2 2
9
3√5 3 −3√5 3
𝑥 = + 𝑥 = +
2 2 2 2
3√5+3 −3√5+3
𝑥 = 𝑥 =
2 2
Method 4: Quadratic Formula

This method always works on any form of quadratic equation. All you have to
do is to plug in the values for a, b and c to the formula then, solve.
Quadratic Formula
−𝑏 ± √𝑏2 − 4𝑎𝑐
𝑥=
2𝑎
Illustrative Example: Solve 2x2 + 3x = 27
2x2 + 3x = 27 Original Equation
2
2x + 3x -27 = 0 Transform to standard form
a = 2 , b = 3 , c = -27 Identify a, b and c
−3 ± √(3)2 − 4(2)(−27) Substitute a, b and c to the quadratic formula

𝑥=
2(2)
−3 ± √9 + 216 Solve for the resulting equation.
𝑥=
4
−3 ± √225
𝑥=
4
−3 ± 15
𝑥=
4
−3+15 −3−15
x= x=
4 4
12 −18
x= x=
4 4
−9
x=3 x= 2
Learning Competency with code

Solves Quadratic Equations by: (a) extracting of square roots; (b) factoring: (c)
completing the square; and (d) using the quadratic formula. M9AL-Ia-b-1
EXERCISE A. Identify which method is the fastest way to solve each equation.
1. t2 + 12t + 36 = 0 4. 2x 2 + 3x = 27
2. x 2 − 25 = 0 5. x2 – 9x = −14
2
3. 4y = 36
10
EXERCISE B. Solve for the roots of each quadratic equation by filling in the missing
part of the solution.
1. 3𝑡 2 = 12
3𝑡 2 12
=
𝑡2 = 4
𝑡=
2. 𝑥 2 + 5𝑥 + 6 = 0
(𝑥 + 3)(𝑥 + )=0
(𝑥 + 3) = 0 (𝑥 + 2) = 0
𝑥 + 3− =0− 𝑥+2−2 = 0−2
𝑥=-3 𝑥=
3. 𝑥 2 − 9𝑥 = −14
𝑥 2 − 9𝑥+ = −14 +
9 2 25
(𝑥 − ) =
2 4
9 25
√(𝑥 − )2 = √
2 4
9 5
𝑥− =±
2 2
9 5 9 5
𝑥− = 𝑥− =−
2 2 2 2
9 9 5 9 9 9 −5 9
𝑥 − + = + 𝑥 − + = +
2 2 2 2 2 2 2 2
14 4
𝑥 = 𝑥 =
2 2
𝑥= 𝑥=
4. 2𝑚2 + 3𝑚 = 27
2𝑚2 + 3𝑚 = 27
2𝑚2 + 3𝑚 − 27 = 27 − 27
2𝑚2 + 3𝑚 − 27 = 27 − 27
2𝑚2 + 3𝑚 − 27 = 0 −
a=2 b=3 c = -27
−𝑏 ±√𝑏2 −4𝑎𝑐
𝑥=
2𝑎
−(3) ±√32 −4(2)(−27)
𝑥=
2(2)
−3 ±√9+216
𝑥=
4
−3 ±√225
𝑥=
4
−3 ±15
𝑥= 4
−3+15 −3−15
𝑥= 𝑥=
4 4
12 −18
𝑥= 4
𝑥= 4
−9
𝑥= 𝑥= 2
11
EXERCISE C. Solve for the values of x in the given quadratic equations using any of
the four (4) methods.
1. 𝑥 2 + 9𝑥 + 8 = 0 Answer: _________________
2. 𝑥 2 − 64 = 0 Answer: _________________
3. 2𝑥 2 − 13𝑥 + 20 = 0 Answer: _________________
4. 𝑥2 = 𝑥 Answer: _________________
9
5. 𝑥 2 = Answer: _________________
4
6. 9𝑥 2 −4 =0 Answer: _________________
EXERCISE D. Evaluate if the given values for the given quadratic equations are
CORRECT or INCORRECT. Show your solution to prove your answer and answer
the questions that follow.
1. x 2 + 7𝑥 = 0 ; x = 0 , x = −7 Answer:
2. x 2 − 14 = 5𝑥 ; x = −7 , x = 2 Answer:
3. x 2 = 49 ; x = −7 , x = 7 Answer:
4. x 2 + 20𝑥 = 69 ; x = 3 , x = −23 Answer:
5. x 2 + 10𝑥 + 9 = ; x = −9 , x = −1 Answer:
0
6. 4x 2 = 64 ; x = 4,x = 4 Answer:
Guide Questions:
1. Which of the four methods did you use the most?

2. How were you able to check if the given values are correct?
3. Is there any equation whose one solution is zero? Which equation and which method
did you use to check?
4. Is there any method which can solve any quadratic equation? Which method and
explain how/why.
References
http://study.com/academy
https://www.mathsisfun.com/algebra/quadratic-
equation.html
12
EXERCISE A.
ANSWER KEY
EXERCISE B.
13
MATHEMATICS 9
Characterizes the Roots of a Quadratic Equation Using the Discriminant
Name of Student: _________________________ Q1- W2&3-LC1

Section: ___________________________ Date:__________________
Background Information
When a home-made rocket is launched from the ground. It goes up and falls in a
pattern of a parabola. The height (ft) of a home-made rocket is given by the equation.
h(t)=160t - 16t2, where t is the time in seconds. How long will it take for the rocket to return to
the ground?
The formula for the path of the rocket is h(t)=160t -16t2

If h(t) = 0, then 0= 160t - 16t2 . This type of equation is called a quadratic equation.
NATURE OF THE ROOTS OF A QUADRATIC EQUATION
Can you solve this quadratic equation 2x2 + 3x – 9 = 0 using the quadratic formula
−𝑏 ±√𝑏2 − 4𝑎𝑐
𝑥= ?
2𝑎
If a = 2, b = 3 and c = - 9, then substituting these values using the quadratic formula
3
and solve for x, we will obtain an answer of 𝑥1 = and 𝑥2 = −3.
2
In the quadratic formula, the expression in the radicand b2 – 4ac is called the discriminant.
This may be used in classifying the solutions or roots of quadratic equations as to whether
they are rational, irrational or imaginary.
If b2 – 4ac = 0, then the solution is a double root and is rational.

If b2 – 4ac > 0 and is a perfect number, then solutions are rational
If b2 – 4ac > 0 and is not a perfect number, then the solutions are irrational
If b2 – 4ac < 0, then the solutions are imaginary
In the next section, we will represent the discriminant equal to D (D = b2 – 4ac)
ILLUSTRATIVE EXAMPLES:
Determine the nature of the roots for each of the following equations where
D = b2 – 4ac
1. x2 + 2x = - 1
We write the equation in the standard form of ax 2 + bx + c = 0.
x2 + 2x + 1 = 0
Identify the values of a, b and c. (a = 1; b = 2; c = 1).
Write down the formula and substitute values.
D = b2 - 4ac = (2)2 - 4(1)(1) = 4 – 4 = 0
We know that if D = 0. Therefore, roots or the solution is a double root and is rational.
2. x2 - 5x = - 6
We write the equation in the standard form of ax 2 + bx + c =0
x2 - 5x + 6 = 0
Identify the values of a, b and c. (a = 1; b = - 5; c = 6)
Write down the formula and substitute values
D = b2 – 4ac = (-5)2 – 4(1)(6) = 25 - 24 =1
We know that 1 > 0 and is a perfect square. We have calculated D > 0 and it is a perfect
square, therefore we can conclude that the solution or roots are rational.
14
3. 6m2 = 6m + 1
6m2 – 6m – 1 = 0
Identify the values of a, b and c. (a = 6; b = - 6; c = - 1)
D= b2 – 4ac = (-6)2 – 4(6)(-1) = 36 + 24 = 60
We know that 60 > 0 and is not a perfect square. We have calculated that D > 0 and is
not a perfect square. Therefore, we can conclude that the solution or roots are irrational.
4. 0 = t2 +3t +5
t2 + 3t + 5 =0
Identify the values of a, b and c. (a = 1; b = 3; c = 5)
D = b2 – 4ac = (3)2 - 4(1)(5) = 9 - 20 = - 11
We know that -11 < 0. We have calculated that D < 0. Therefore, we can conclude that
the solution or roots are imaginary.
5. Determine the value of k in the equation x2 + 4k – k = 0 that will make the solutions real
x2 + 4k – k = 0 In the equation, a = 1; b = 4; c = -k
D = b2- 4ac For the solution to be real, D > 0
(4)2 – 4(1)(-k) > 0 Substitute the values of a, b, c
16 + 4k > 0
4k > -16
k > -4
6. Given 2x2 + 3x – 9 = 0, find the discriminant and characterize its roots

In the equation, a = 2; b = 3; c = -9
b2 – 4ac = (3)2 – 4(2)(-9) = 9 + 72 = 81
The discriminant is positive and a perfect square at the same time
Therefore, the characteristic or nature of the roots of 2x 2 + 3x – 9 = 0 are rational
(Since b2 – 4ac = 0 and 81 > 0, then roots are rational)
Learning Competency with code:

Characterizes the roots of a Quadratic Equation using the discriminant (M9AL-Ic-1)
EXERCISES
Set A. Classify the following numbers contained in the glass vase as whether they
are rational or irrational.
Write your answers on the column given below.
-5
15
RATIONAL NUMBERS IRRATIONAL NUMBERS
Set B. For each quadratic equation, identify the values of a, b, and c. Be sure that
the given quadratic equation is in its standard form ax2 + bx + c = 0
6. x2 – 5x + 1 = 0
a= b= c=
7. y2 + 4 = - 3y
a= b= c=
8. z2 – 8 = 0
a= b= c=
9. 3m2 = 10 m – 3
a= b= c=
10. 2n2 = 8n
a= b= c=
Set C. Write the following equations in standard form ax 2 + bx + c = 0. Use the

− 𝑏 ± √𝑏2 − 4𝑎𝑐
quadratic formula to find the real solutions or roots.
2𝑎
11. x2 – 4x = 45
12. y2 = 15y + 16
13. z2 + 15z + 56 = 0
14. 6m2 -12m = 0
15. 4n2 + 16n + 16 = 0
Set D. Solve for the discriminant b2 – 4ac given the following quadratic equations
and identify the nature of their roots. Make sure that your equation is in its standard
form ax2 + bx + c = 0.
Quadratic Equation b2 – 4ac Nature of the Roots

16. 2x2 + 3x – 1 = 0
16
17. m2 + m + 3 = 0
18. y2 + 25 = 10y
19. n2 + 7n = -10
20. -2z2 = 3z + 3
Set E. Read and understand. Write the given and solve for the unknowns. Show
your solution.
21. Determine the value of k in the equation x 2 – kx + 16 = 0 that will make the
solution a double root.
22. Determine the value of k in the equation x2 + 2x + k = 0 that will make the
solution imaginary.
23. Determine the value of k in the equation x 2 + 8x + k = 0 that will make the
solution real.
24. If the square of a number is increased by thrice the number, the result is 18.
Find the number.
REFERENCES
Learning Module in Math 9
Intermediate Algebra by Lutgarda S. Sundiam p. 217-220 (c.2006)
Intermediate Algebra by Orines et al p. 132-133 (c.2007)
Grade 9 Mathematics Patterns and Practicalities by Gladys C. Nivera p.40- 41 (c. 2013)
17
ANSWER KEY
Set A
RATIONAL NUMBERS IRRATIONAL NUMBERS
2.76 √19
√64 √7
5 √−15
7
-5 √8
729
-6.25
Set B
6. a = 1; b = - 5 ; c = 1
7. a = 1; b = 3 ; c = 4
8. a = 1; b = 0 ; c = -8
9. a = 3; b = - 10 ; c = 3
10. a = 2; b = -8 ; c = 0
Set C
11. -5 and 9
12. 16 and -1
13. -8 and -7
14. 0 and 2
15. -2 and -2
Set D
b2 – 4ac Nature of the Roots
17 roots are irrational
-11 roots are imaginary
0 roots are double roots and are rational
9 roots are rational
-15 roots are imaginary
Set E
21. k = 8
22. k > 4
23. k > 16
24. 𝑥1 = −6; 𝑥2 = 3 ; 3 is the answer when checked
18
MATHEMATICS 9
The Sum and the Product of the Roots of a Quadratic Equation
Name of Student: _________________________ Q1- W2&3-LC2

Section: ___________________________ Date:__________________
Background Information:
In a quadratic equation, the coefficient is the number or multiplicative factor that goes
before a variable, while the roots are the values of the variable that satisfies a given
equation.
Consider the quadratic equation in standard form x 2 + 2x – 8 = 0. What are the
values of its coefficients a, b, and c? What are the values of its roots?
In the given equation, a = 1, b = 2, and c = - 8. Solving for its roots by factoring, we

get x1 = 2 and x2 = - 4.
Now, let us consider the sum and product of its roots.
x1 + x2 = 2 + (-4) = - 2
x1 ● x2 = 2 ● (-4) = - 8
Let us find the relationship between the coefficients and the roots. You can notice
that the sum of the roots is equal to the negative of the ratio between the coefficients b and
a, while the product of the roots is equal to the ratio between the coefficients c and a. That
is,
𝑏 𝑐
x1 + x2 = − and x1 ● x2 = .
𝑎 𝑎
You may also consider getting the formulas of the sum and the product of the roots of
a quadratic equation by using the quadratic formula, as shown below.
Sum of the Roots of a Quadratic Equation
Product of the Roots of a Quadratic Equation
Example 1:
Find the sum and the product of the roots of x2 + 7x = -12.
Solution:
The values of a, b, and c in the equation are 1, 7, and 12, respectively.
𝑏 7
Sum of the Roots: x1 + x2 = − = − = - 7
𝑎 1
𝑐 12
Product of the Roots: x1 ● x2 = = = 12
𝑎 1
19
Note that the equation should first be written in general form before determining the
coefficients, and the sum and the product of the roots should be simplified.
Example 2:
Find the sum and the product of the roots of 2x2 + 5x - 3 = 0.
Solution:
The values of a, b, and c in the equation are 2, 5, and -3, respectively.
𝑏 5
Sum of the Roots: x1 + x2 = − = −
𝑎 2
𝑐 −3 3
Product of the Roots: x1 ● x2 = = = −
𝑎 2 2
Remember:
● The sum of the roots is equal to the negative of the ratio between the coefficients b
𝑏
and a. that is, x1 + x2 = − .
𝑎
● The product of the roots is equal to the ratio between the coefficients c and a. That is,
𝑐
x1 ● x2 = .
𝑎
● The quadratic equation should be written in standard form before determining the
values of the coefficients.
● The sum and the product of the roots should be simplified.
Now it is time for you to use the concepts that you’ve learned in determining the
relationship between the coefficients and the roots of a quadratic equation. Apply these
learnings to identify the coefficients and solve for the sum and the product of the roots of
quadratic equations.

Describes the Relationship between the Coefficients and the Roots of a Quadratic Equation
(M9AL-lc-2)
Practice A
Use the values of the coefficients of each of the following quadratic equations in determining
the sum and the product of its roots.
1. x2 + 2x + 1 = 0 Sum of the roots: ______ Product of the Roots: ______

2. x2 + 4x + 4 = 0 Sum of the roots: ______ Product of the Roots: ______
3. x2 - 3x + 9 = 0 Sum of the roots: ______ Product of the Roots: ______
4. 5x2 + 2x - 3 = 0 Sum of the roots: ______ Product of the Roots: ______
5. 2x2 - 6x + 1 = 0 Sum of the roots: ______ Product of the Roots: ______
Practice B
Write the quadratic equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 given the following roots. Write
your answers on the blank provided in each number.
1. 5 and 9 __________________________
2. 8 and 10 __________________________
3. -6 and 3 __________________________
5 1
4. − and − __________________________
6 6
2 3
5. − and __________________________
3 4
Practice C
Make a scrap book that contains all the things you have learned in this lesson. This includes
the following:
1. Process on how to determine a quadratic equation given the roots or given the sum and
20
product of the roots.
2. At least 5 examples of finding the quadratic equations given the roots, or given the sum
and the product of the roots and;
3. Three pictures showing the applications of the sum and the product of the roots of
quadratic equations in real life. Describe how quadratic equations are illustrated in the
pictures.
Rubric in Scrap Book Making

a. Accuracy (correctness of examples in terms of its processes and answers)
b. Relativity to the concept (pictures show the application of the concept in real life)
c. Creativity (harmony of designs, colors and materials used)
d. Durability (ability of the output to remain functional)
References:
Glen, Stepahie. "Welcome to Statistics How To!" From StatisticsHowTo.com:
Elementary Statistics for the rest of us!, https://www.statisticshowto.com
Nivera, Gladys and Lapinid, Minie Rose. Grade 9 Mathematics: Patterns and Practicalities (Makati City, Salesiana Books by
Don Bosco Press, 2013), 42-43Mathematics 9 Learner’s Material, 2014
Answer/key:
Practice A
1. Sum of the roots = -2 Product of the Roots = 1
2. Sum of the roots = -4 Product of the Roots = 4
3. Sum of the roots = 3 Product of the Roots = 9
−2 −3
4. Sum of the roots = Products of the roots =
3 5
1
5. Sum of the roots = 3 Products of the roots =
2
Practice B
1. x2 – 14x + 45 = 0 4. 36x2 + 36x + 5 = 0
2. x2 – 18x + 80 = 0 5. 5. 12x2 − x − 6 = 0
3. x2 + 3x − 18 = 0
21
MATHEMATICS 9
Equation Transformable into Quadratic Equations
(Solving Quadratic Equations that are Not Written in standard Form)
Name of Student: _________________________ Q1-W2&3-LC3

Section: ___________________________ Date:__________________
Equations may be written in different forms and can be solved using different
techniques, but this can be done easily once these equations are transformed into quadratic
equations in the form ax2 + bc + c = 0, known as the standard form of quadratic equation.
After rewriting the equation into a quadratic equation, the different methods for
determining the solutions for this equation, such as extracting square root, factoring,
completing the square and using the quadratic formula can be used.
Illustrative Examples:
1. Solve x(x + 12) = - 35 This is a quadratic equation not written in standard form.
x (x + 12) = - 35 x2 + 12x = - 35 (Simplify the expression using distributive

property)
x2 + 12x = - 35 x2 + 12x + 35 = 0 (Write the resulting equation into standard form)
x2 + 12x + 35 = 0 Use any method of solving quadratic equations in finding the

solutions.
Try factoring in solving the roots of the equation.
x2 + 12x + 35 = 0 (x + 7) (x + 5) = 0
(x + 7) (x + 5) = 0
x+7=0 or x+5=0
x = -7 or x = -5
2. Solve x(x – 4) = 45 This is a quadratic equation not written in standard form.
x(x – 4) = 45 x2 – 4x = 45 (Simplify the expression using distributive property)

x2 – 4x = 45 x2 – 4x – 45 = 0 (Write the resulting equation into standard
form)
x2 – 4x – 45 = 0 Use any method of solving quadratic equations in finding the
solutions.
Try factoring in determining the roots of the equation.
x2 – 4x – 45 = 0 ( x – 9) (x + 5) = 0
(x – 9) (x + 5) = 0
x–9=0 or x+5=0
x=9 or x = -5
3. Solve (x + 6)2 = 16 This is a quadratic equation not written in standard form.
(x + 6)2 = 16 x2 + 12x + 36 = 16 (Simplify the expression using square of a

binomial)
x2 + 12x + 36 = 16 x2 + 12x +36 - 16 = 0 (Write the resulting equation into standard

form)
22
x2 + 12x + 20 = 0 Use any methods of solving quadratic equations in finding the
solutions.
x2 + 12x + 20 = 0 (x + 10) (x + 2) = 0
(x + 10) (x + 2 ) = 0
x + 10 = 0 or x+2=0
x = -10 or x=-2
4. Solve (x – 2)2 + (x – 3)2 = 5. This is a quadratic equation not written in standard form.
(x – 2)2 + (x – 3)2 = 5 Simplify the expression using square of a binomial
(x2 – 4x + 4) + (x2 – 6x + 9) = 5 Combine similar terms and write the equation into
standard form.
2x2 – 10x + 13 = 5
2x2 – 10x + 13 – 5 = 0 (Write the resulting equation into standard form)
2x2 – 10x + 8 = 0 To make the equation simple divide the whole equation by 2.
x2 – 5x + 4 = 0 Use any methods of solving quadratic equations in finding the
solutions.
x2 – 5x + 4 = 0 (x – 4) (x – 1) = 0
(x – 4) (x – 1) = 0
x–4=0 or x - 1= 0
x=4 or x=1

Solves equations transformable to quadratic equations (M9AL-lc-d-1)
EXERCISE A.
Transform each of the following equations into a quadratic equation in the form
ax2 + bx + c = 0.
1. 2x2 + x = 5 6. (y + 5) (y + 1) = 6
3 2
2
2. n + 4n + 4 = 3 7. y –y=4
2
3
3. x(x + 2) = 7 8. + 5x = - 2
𝑥
1 2𝑎
4. a – 3a2 = - 8 9. − =9
𝑎 3
2 𝑤
5. (2x + 3)2 = (x – 2)2 10. + =1
𝑤+1 5
EXERCISE B.
Transform each of the following equations into a quadratic equation in the form
ax2 + bx + c = 0 and determine the solutions for each.
1. x(x + 3) = 28
2. (m + 2)2 + (m – 3)2 = 9
3. (r + 6)2 = 15
4. (2r + 3)2 + (r + 4)2 = 10
5. 24 + a2 – 3a = 8a
6. b2 – 2b + 8 = 5b – 2
7. -3x = - 2x2 – 5
23
EXERCISE C.
Transform each of the following equations to quadratic equations in the form of ax2+bx+c=0.
Solve for the answers and Match the letter that corresponds to your answer to unlock the
unknown word below.
Given Choices
1. 24 + a2 – 3a = 8a 5
T. x = or x = -1
2
2. a2 – 2a + 8 = 5a – 2 Q. c = 5 or c = − 2
3. m(2m + 5) = - 2 I. a = 3 or a = 8
4. 6c2 = 5 – 13c E. x = - 4 or x = -7
5. c2 – 10 = 3c 1
N. m = or m = −
5
3 2
6. – 3x = - 2x2 – 5 1
A. m = − or m = - 2
2
7. 6m2 – 5 = 13m 1
O. c = or c = −
5
2 2
8. x2 + 11x = -28 U. a = 5 or a = 2
Reference/s
Mathematics Learner’s Material (Grade 9), 2014
24
Answer/Key
Exercise A
1. 2x2 + x – 5 = 0 6. y2 + 6y – 1 = 0
2. n2 + 4n + 1 = 0 7. 3y2 – 2y – 8 = 0
8. 5x2 + 2x + 3 = 0
3. x2 + 2x – 7 = 0
9. 2a2 + 27a – 3 = 0
4. 3a2 – a – 8 = 0 10. w2 – 4w + 5 = 0
5. 3x2 + 16x + 6 = 0
Exercise B. Note: Solutions may vary, depending on the method used.

1. x2 + 3x – 28 = 0, x = -7 or x = 4
2. 2m2 - 2m + 4 = 0, m = 2 or m = 1
3. r2 + 12r + 32 = 0, r = -8 or r = -4
4. 5r2 + 20r + 15 = 0, r = -1 or r = -3
5. a2 – 11a + 24 = 0, a = 3 or a = 8
6. b2 – 7b + 10 = 0, b = 5 or b =2
7. 2x2 – 3x – 5 = 0, x = 5/2 or x = -1
Exercise C. Note: Solutions may vary, depending on the method used.

1. a2 -11a + 24 = 0 5. c2 − 3c – 10 = 0
a = 3 or a = 8 c = 5 or c = − 2
2. a2 – 7a + 10 = 0 6. 2x2 − 3x – 5 = 0
a = 5 or a = 2 x = 5/2 or x = -1
3. 2m2 + 5m + 2 = 0 7. 6m2 + 13m – 5 = 0
m = -1/2 or m = - 2 m = 1/3 or m = - 5/2
4. 6c2+13c+−5=0 8. x2 + 11x + 28 = 0
c = 1/3 or c = -5/2 x = -4 or x = -7
25
MATHEMATICS 9
Solves Problems Involving Quadratic Equations and Rational Algebraic
Equations
Name of Learner: _________________________ Q1-W4-LC1

Section: ___________________________ Date:__________________
Quadratic equations are used in everyday life, as when calculating areas,
determining the distance, rate and time, work, formulating the speed of an object, and many
others. Quadratic equations refer to equations with at least one squared variable, with the
most standard form being ax² + bx + c = 0. The letter X represents an unknown, and a, b
and c being the coefficients representing known numbers and the letter a is not equal to
zero.
Problems such as designing any piece of equipment that is curved, such as auto
bodies, figuring out how to design and pay for pension plans and finding out the most
desirable or satisfactory arrangement of boundaries to produce the biggest fields and pens
given the materials on hand are just some of the many situation in everyday life that can be
solved using Quadratic Equation
Here the suggested steps in solving verbal problems:
1. Read the problem thoroughly and gather the necessary data.
2. Identify the unknown quantities.
3. Represent the unknown quantities with algebraic expression using some data.
4. Translate the remaining data into a mathematical sentence. This is called the working
equation.
5. Determine the solution set or the roots of the quadratic equations. (Every quadratic
equation has two roots but this does not mean that it always has two solutions.
Sometimes a quadratic equation or a problem has only one sensible solution like for
example if it involves distance or length.)
6. Check the roots with the words given in the problem.
Example 1
The length of a rectangle is 5cm more than its width. Find its length and width when its area
is 150 square cm.
Solution
Let x = width of the rectangle
x + 5 = length of the rectangle
Working equation is A = l x w
Substituting, we have
x (x + 5) = 150
Manipulating the equation, we have
x2 + 5x -150 = 0
(x + 15) (x – 10) = 0
x + 15 = 0 x – 10 = 0
x = -15 x = 10
The two roots of the quadratic equation are -15 and 10cm. Since there is no such thing as
26
negative distance, we take x equal to 10. If the width x is equal to 10, then the length is
x + 5 = 15.
Therefore, the width is 10cm and the length is 15cm.
Example 2
The area of a concrete pathway is 600m2 its length is 25m greater than its width. What is the
measure of its length?
Solution
Let x = width
x + 25 = length
Working equation is
x (x + 25) = 600
x2 + 25x – 600 = 0
(x + 40) (x – 15) = 0
(x + 40) = 0 (x – 15) = 0
x = -40 x = 15
The two roots of the quadratic equation are -40 and 15m. Since there is no such
thing as negative distance, we take x equal to 15. If the width x is equal to 15, then the
length is x + 25 = 40.
Therefore, the width is 15m and the length is 40m.
Example 3
Maria is 5 years older than Clara. Find their present ages if the product of Maria’s age 4
years from now and Clara’s age 5 years ago is 51.
Solution
Let x = Clara’s present age
x + 5 = Maria’s age
Representing these on the table, we have
Present Future (4 years from now) Past (5 years ago)
Clara x x+4 x–5
Maria x+5 x + 5 + 4 or x + 9 x + 5 – 5 or x
Working equation is
(x + 9) (x – 5) = 51
x2 + 4x – 45 – 51 = 0
x2 + 4x – 96 = 0
(x + 12) (x – 8) = 0
x + 12 = 0 x–8=0
x = -12 x=8
If x = 8 which is Clara’s present age, then x + 5 = 8 + 5 = 13 would be Maria’s
present age.
Solves problems involving Quadratic Equation and Rational Algebraic Equations (M9AL- Ie-
1)
27
Practice A.
Use (x) variable to represent the unknown quantity then write an equation from the given
information.
1. The sum of two numbers is 12 and their product is 35. What are the two numbers?
2. The length of a tarpaulin is 3ft. more than thrice its width. What is the length of the
tarpaulin if its area is 126ft2?
3. An amusement park wants to place a new rectangular billboard to inform visitors of
their new attractions. Suppose the length of the billboard to be placed is 4m longer
than its width and the area is 96m2. What will be the length and the width of the
billboard?
4. The length of a rectangular parking lot is 36m longer than its width. The area of the
parking lot is 5,152m2.
5. The perimeter of a rectangular swimming pool is 86mand its area is 450m2.
Practice B.
Solve what is asked on the given problem below. Use any variable or letter to represent the
unknown/s.
1. The area of a rectangular plant box is 350in2 and its perimeter is 90in. What is the
length of the plant box?
2. The area of a rectangular field is 162m2 and its length is twice its width. Find the
dimensions of the field.
3. Find the length and width of a rectangular garden with an area of 84m2 and a
perimeter of 38m.
4. The area of a rectangle is 560 square inches. The length is 3 more than twice the
width. Find the length and the width.
5. One number is the square of another. Their sum is 132. Find the numbers.
Practice C.
Solve the following problems. Use (x) for the unknown if there is no indicated variable or
letter.
1. A rectangular garden 50 m long and 34 m wide is surrounded by a uniform dirt road.
Find the width of the road if the total area of the garden and road is 540 m².
2. Within 11 years, the age of Peter will be half the square of the age he was 13 years
ago. Calculate the current age of Peter.
3. Two hikers, Juan and Pedro started from the same place at the same time towards
Arayat which is 90 kilometers away from their place. Pedro traveled 1 kilometer per
hour faster than Juan and reached Arayat 1 hour before him. Find the rate of each
hiker.
4. A garden measuring 12m by 16m is to have a pedestrian pathway that is ‘w’ meters
wide installed all the way around so that it increases the total area to 285 m2. What is
the width of the pathway?
5. A bus covers a distance of 90 km at a uniform speed. Had the speed been 15
km/hour more it would have taken 30 minutes less for the journey. Find the original
speed of the bus.
6. An architect is designing the entryway of the restaurant. She wants to put a triangular
window above the doorway. Due to energy restrictions, the window can only have an
area of 120 square feet and the architect wants the base to be 44 feet more than
twice the height. Find the base and height of the window.
28
Practice D.
Identify the problems that involve quadratic equations. Write Not QE if it is not a quadratic
equation and solve the problem if it is a quadratic equation.
1. Find two numbers whose sum is 13 and whose product is 40.
2. The sum of two numbers is 25. One of the numbers exceeds the other by 9. Find the
numbers.
3. The length of a rectangle is twice its width. If the perimeter is 72m, find the length
and width of the rectangle.
4. If 28 less than five times a certain number is 232. What is the number?
5. Elaine and Gigi finish cleaning the house in 2 hours. If it takes Elaine working alone 3
hours longer than it takes Gigi working alone, how many hours will each girl finish the
work alone?
Rubric for scoring

( 5 POINTS ) ( 4 POINTS ) ( 3 POINTS ) ( 2 POINTS )
Identifies special Understands the Understands Doesn't
factors that problem enough to solve understand
Understands the
influences the part of the problem enough to get
Problem
approach before or to get part of the started or make
starting the problem solution progress
Explains why Uses all Uses some Uses inappropriate

Uses Information certain information appropriate appropriate information
Appropriately is essential to the information information
solution correctly correctly
Explains why Applies Applies some Applies

Applies
procedures are completely appropriate inappropriate
Appropriate
appropriate for the appropriate procedures procedures
Procedures
problem procedures
Uses a Uses a Uses a Uses a

representation that representation representation that representation that
Uses is unusual in its that clearly gives some gives little or no
Representations mathematical depicts the important significant
precision problem information about information about
the problem the problem
Correct solution of Correct solution Copying error, No answer or

problem and made computational wrong answer
a general rule about error, partial based upon an
the solution or answer for inappropriate plan
Answers the
extended the problem with
Problem
solution to a more multiple answers,
complicated no answer
solution statement, answer
labeled incorrectly
29
References
- Orlando A. Oronce and Marilyn O. Mendoza, Exploring Mathematics: Worktext in Mathematics (Manila:
Rex Bookstore, 2003),355-359
- Learner’s Material for Mathematics (Grade 9), 2014
- Math Problem Solving Rubric, https://www.uen.org/rubric/previewRubric.html?id=13
- Math – Only _ Math, https://www.math-only-math.com/word-problems-on-linear-equations.html
- Resources Academic Maths Quadratic Equations,
https://www.superprof.co.uk/resources/academic/maths/algebra/equations/quadratic-word-
problems.html#chapter_exercise-1
- Sciencing, https://sciencing.com/everyday-examples-situations-apply-quadratic-equations-10200
- Onlinemath4all.“Solving Word Problems Involving Quadratic Equations”, Accessed July 17, 2020.
https://www.onlinemath4all.com/solving-word-problems-involving-quadratic-equations.html
- Sites.millerville. “Word Problems Involving Quadratic Equations”, Accessed July 17, 2020
http://sites.millersville.edu/bikenaga/basic-algebra/quadratic-word-problems/quadratic-word-
problems.html
- Lynn MarecekProffessor (Mathematics) at sta Ana College “Solve Applications of Quadratic Equations”
last updated January 6,2020,
https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Intermediate_Algebra_(OpenStax)/09%3A_
Quadratic_Equations_and_Functions/9.06%3A_Solve_Applications_of_Quadratic_Equations
Answer Key
Practice A
1. x2 + -12x + 35 = 0
2. 3x2 + 3x – 126 = 0
3. x2 + 4x – 96 = 0
4. x2 + 36x – 5,152 = 0
5. x2 – 43x + 450 = 0
Practice B
1. 35in
2. Width = 9m , length = 18m
3. Width = 7m , length = 12cm
4. Length = 35cm
5. -12 and 144, 11 and 121
Practice C
1. The road width is 3 m .
2. Current age is 21.
3. Rate of Juan is 9kph
Rate of Pedro is 10kph
4. width = 1.5 m.
5. original speed of the bus = 45 km per hour.
6. Base = 24ft , Height = 10ft
Practice D
1. 5 and 8
2. Not QE
3. Not QE
4. Not QE
5. Gigi = 3hours, Elaine = 6hours
30
MATHEMATICS 9
Illustrating Quadratic Inequalities

Section: ___________________________ Date:__________________

Inequalities are equally important as equalities for they are also often used in real life.
Businesses use inequalities to control their inventory, plan production and produce pricing
models. Inequalities are used to limit in some establishments: you must be taller than 4 feet
to avail a ride at a park. A child must have a height of at most 3 feet to avail a free meal in an
eat-all-you-can restaurant. Some agencies have minimum height requirements for applicants.
Inequalities are also used in engineering and production quality assurance. When you buy a
2l soda, you are actually buying soda which volume lies in some range about 2l. Thus,
producers work within some tolerance which is just a set of inequalities. Engineers work with
safety measures and material strengths to make sure structures are safe.
Observe the given mathematical sentences inside each box and answer the questions
below.
Questions:
1. Which of the given mathematical sentences are quadratic equations?
2. How do you describe quadratic equations?
3. Which among the given mathematical sentences are not quadratic equations?
4. How do you describe the mathematical sentences that are not quadratic equations?
5. What is the difference between quadratic equations and those that are not quadratic
equations?
Solutions:
1. Which of the given mathematical sentences are quadratic equations?
𝑥 2 + 2𝑥 − 1 = 0 8𝑥 2 + 8𝑥 − 3 = 0 𝑥 2 + 5𝑥 + 6 = 0
2. How do you describe quadratic equations?

Quadratic equations are equations of the second degree. The variable has 2
as the highest exponent.
3. Which among the given mathematical sentences are not quadratic equations?
2𝑥 2 + 4𝑥 + 1 < 0 𝑥 2 − 3𝑥 + 7 > 0 5𝑥 2 + 𝑥 − 1 ≤ 0
4. How do you describe the mathematical sentences that are not quadratic equations?
The mathematical sentences do not have equal sign. Instead, they have
inequality symbols.
5. How would you compare quadratic equations and those that are not?
Both mathematical sentences are of the second degree.
Quadratic equations make use of equality sign while the other
mathematical sentences make use of inequality symbols.
31
A quadratic inequality is a mathematical sentence that contains a polynomial of
degree 2 and makes use of inequality symbols instead of an equal sign. This includes the
symbols we know as less than, greater than, less than or equal to, and greater than or equal
to (<, >, ≤, ≥).
A quadratic inequality can be written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
where a, b, and c are real numbers and 𝑎 ≠ 0.
Example 1: The following are examples of quadratic inequalities in different forms:
a) 𝑥 2 + 4𝑥 + 10 < 0 c) 6𝑥 2 + 𝑥 − 15 ≤ 0
b) 𝑥 2 − 2𝑥 + 4 > 0 d) 12𝑥 2 − 𝑥 − 3 ≥ 0
Example 2: Which of the following mathematical sentences is a quadratic inequality?
a) 𝑥 2 − 9𝑥 + 10 < 0 d) 7𝑥 > 8
2 2
b) 4𝑥 + 2𝑥 ≤ 𝑥 e) 𝑥 3 − 2𝑥 + 1 ≤ 0
c) (3𝑥 − 1)(𝑥 + 2) ≥ 0 f) 10𝑥 2 + 𝑥 − 5 = 0
Solutions:
a) The inequality 𝑥 2 − 9𝑥 + 10 < 0 is a quadratic of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 and can
be read as “x squared minus nine x plus ten is less than zero.”
b) The inequality 4𝑥 2 + 2𝑥 ≤ 𝑥 2 is quadratic but not in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0.
By simplifying, we have:
4𝑥 2 + 2𝑥 ≤ 𝑥 2 Given
4𝑥 2 − 𝒙𝟐 + 2𝑥 ≤ 𝑥 2 − 𝒙𝟐 Subtract 4𝑥 2 to both sides
4𝑥 2 − 𝑥 2 + 2𝑥 ≤ 0 Additive inverse
3𝑥 2 + 2𝑥 ≤ 0 Simplify
The inequality 3𝑥 2 + 2𝑥 ≤ 0 is of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 and read as “Three x
squared plus two x is less than or equal to zero.”
c) To check if the inequality (3𝑥 − 1)(𝑥 + 2) ≥ 0 is quadratic, we have:
(3𝑥 − 1)(𝑥 + 2) ≥ 0 Given
3𝑥 2 − 𝑥 + 6𝑥 − 2 ≥ 0 Distributive Property
3𝑥 2 + 5𝑥 − 2 ≥ 0 Simplify
The inequality is of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 and can be read as “Three x squared
plus five x minus two is greater than or equal to zero.”
d) The mathematical sentence 7𝑥 > 8 is an inequality but not quadratic since it has a
degree of 1. This is an example of linear inequality. It is read as “Seven x is less than
8.”
e) The mathematical sentence 𝑥 3 − 2𝑥 + 1 ≤ 0 is an inequality but not quadratic since it
has a degree of 3. It can be read as “x cube minus two x plus one is less than or equal
to zero.”
f) The mathematical sentence 10𝑥 2 + 𝑥 − 5 = 0 is quadratic but not an inequality. This is
a quadratic equation and read as “Ten x squared plus x minus five is equal to five.”
32
Example 2: Represent the situation using quadratic inequality.
a) Piso Net business has been making quite a buzz recently. With its high demand, Pepito
decided to start one in their area. The monthly profit of Pepito’s Piso net is represented
by the equation 𝑃(𝑥) = 𝑥 2 + 750𝑥 + 4. If x is the number of computer unit used, what
is the quadratic inequality representation of positive profit of Pepito?
Solution:
Since there is a high demand in the use of piso net, we assume that the profit of Pepito
is positive. Thus, the positive profit of Pepito can be represented by the quadratic
inequality 𝑥 2 + 750𝑥 + 4 > 0.
Things to Remember
• A quadratic equality has 2 as the highest degree and must contain any of
the inequality symbols (<, >, ≤, ≥).
• Quadratic inequalities in standard form can be written as:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0

Illustrates quadratic inequalities (M9AL-If-1)
General Directions:
Read all the directions carefully. Analyze every question, then answer each item correctly.
Exercises
Practice A
Directions: Determine whether each mathematical sentence is an example of a quadratic
inequality or not. Write A for quadratic inequalities. Otherwise, write B.
___ 1) 𝑠2 − 4𝑠 > −3 ___ 6) 2𝑥 2 + 𝑥 − 15 ≤ 0
2
___ 2) 6𝑥 − 7𝑥+= 0 ___ 7) −𝑥 2 + 3𝑥 − 2 = 0
___ 3) 7𝑚 + 20 ≥ 0 ___ 8) 𝑛2 − 4𝑛 ≤ 3𝑛2
___ 4) 2𝑥 2 < 9𝑥 + 5 ___ 9) 15𝑚3 − 4𝑚 + 1 > 0
___ 5) 𝑥 2 − 𝑥 > 12 ___10) (5𝑟 − 2)(𝑟 − 4) < 0
Practice B
Directions: Represent the following using quadratic inequality.
1) Seven x squared minus x plus five is greater than or equal to eighteen
2) x squared minus nine x plus fifteen is less than zero
3) Twenty x squared plus x is less than or equal to zero
4) A square lot has a side measure of (x + 1) meters. Its area at least 1000 square meters.
Represent the area of the square lot using quadratic inequality.
33
5) The profit of Aling Nena’s Suman and Kakanin stall is determined by 𝐾(𝑥) = 𝑥 2 + 30
where x represents the number of suman sold. Using quadratic inequality, represent Aling
Nena’s negative profit for her stall.
Practice C
Directions: Answer the following questions.
1) How do you describe quadratic inequalities?
2) How are quadratic inequalities different from quadratic equations?
Practice D
Directions: Give ten (10) examples of quadratic inequalities.
1) _______________ 5) _______________ 9) _______________
2) _______________ 6) _______________ 10) _______________
3) _______________ 7) _______________
4) _______________ 8) _______________
Practice E
Directions: Construct 3 real-life situations that can be represented by quadratic inequalities.
1) ___________________________________________________________________
___________________________________________________________________
2) ___________________________________________________________________
___________________________________________________________________
3) ___________________________________________________________________
___________________________________________________________________
References
"Quadratic Inequalities – Explanation & Examples". 2020. The Story Of Mathematics - A History Of
Mathematical
Thought From Ancient Times To The Modern Day. Accessed on August 25,2020.
https://www.storyofmathematics.com/quadratic-inequalities.
"What Is A Quadratic Inequality? | Virtual Nerd". 2020. Virtualnerd.Com. Accessed on August 25, 2020.
http://virtualnerd.com/algebra-2/quadratics/inequality-definition.
Answer Key
Practice C
Practice A 1. A quadratic inequality is an inequality with 2 as the
1) A 6) A highest degree or exponent. It makes use of inequality
2) B 7) B symbols such as <, >, ≤, ≥ instead of an equal sign.
3) B 8) A
4) A 9) B 2. Quadratic inequalities use inequality symbols whereas
quadratic equations use equal sign.
5) A 10) A
Practice B Practice D
1) 7𝑥 2 − 𝑥 + 5 ≥ 18 (Students’ answer may vary.)
2) 𝑥 2 − 9𝑥 + 15 < 0 Practice E
3) 20𝑥 2 + 𝑥 ≤ 0 (Students’ answer may vary.)
4) (𝑥 + 1)(𝑥 + 1) ≥ 1000 or 𝑥 2 + 2𝑥 + 1 ≥ 1000 Reflection
5) 𝑥 2 + 30 < 0 (Students’ answer may vary.)
34
MATHEMATICS 9
Solving Quadratic Inequalities

Section: ___________________________ Date:__________________

Recall:
When plotting inequalities on a number line, numbers are used as boundaries.
Suppose a number line is divided into three regions, the numbers that were used are
considered the boundary points. If the boundary points were plotted using open circles, then
they are not part of the set. Using closed circle to plot boundary points signifies inclusion in
the set.
Write the interval notation for each region below.
Example 1: We use parentheses ( ) in the

(−∞, −3) -3 7 7)
(−3, interval notation if the boundary
(7, +∞) points are not included.
Example 2: We use brackets [ ] in the interval
notation if the boundary points are
0 5
included.
A tennis ball is hit into the air. The height of the

ball, h(t), in feet, at time t, in seconds, is modeled by the
equation
h(t) = -16t2 + 64t + 4.
1. How do we determine the interval of time when the height of the ball is greater than
or equal to 52 feet?
2. How do we solve quadratic inequalities?
A quadratic inequality is a mathematical sentence that contains a polynomial of degree

2 and makes use of inequality symbols such as <, >, ≤, and ≥. A quadratic inequality can be
written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
A solution to a quadratic inequality is a real number that will make the mathematical
statement TRUE when substituted for the variable.
Example 1: Are −2, 0, and 4 solutions to 𝑥 2 − 7𝑥 + 12 > 0?
Solution: Substitute the given value for x and simplify.
35
-2 is a solution to the inequality since 30 > 0 is a true statement.
0 is a solution to the inequality since 12 > 0 is a true statement.
4 is NOT a solution to the inequality since 0 > 0 is a false statement.
A quadratic inequality has many infinite solutions. To determine all the possible
solutions of a quadratic inequality, we use number line and test point method.
Example 2: Solve for the inequality 𝑥 2 − 3𝑥 − 4 > 0.
Solution:
Step 1: Write the quadratic inequality in standard form. It is VERY important
that one side of the inequality is zero.
𝑥 2 − 3𝑥 − 4 > 0
Step 2: Change the inequality symbol to equal sign.
𝑥 2 − 3𝑥 − 4 = 0
Step 3: Solve for the unknown.
(𝑥 + 1)(𝑥 − 4) = 0
𝑥 = −1 and 𝑥 = 4
Note: -1 and 4 are boundary points
Step 4: Set up a number line and plot the boundary points.
-1 4
Note that open circles were used on the two points since the given inequality
is greater than (>). This signifies that -1 and 4 are not part of the solution set.
Consequently, these three regions were formed:
• The intervals of all real numbers less than -1
• The intervals of all real numbers between -1 and 4
• The intervals of all real numbers greater than 4
Step 5: Choose one number from each region as a test point. Substitute the
test point to the original inequality. If the result is true, that interval is solution to the
inequality. There may be more than one interval which is a solution. Suppose that the
numbers -2, 2 and 5 were used as test points.
We can see from the test point that among the three, both -2 and 5 yields a
true statement. That means the intervals of all real numbers less than -1 and greater
than 4 are the solution set.
To complete the graph and the solution set,
-1 4
Answer: (−∞, −1) ∪ (4, +∞)
36
Example 3: Determine all the solutions of 𝑥 2 − 7𝑥 + 6 ≤ −4
Solution:
Step 1: Write the quadratic inequality in standard form.
𝑥 2 − 7𝑥 + 6 ≤ −4 Given
𝑥2 − 7𝑥 + 6 + 4 ≤ −4 + 4 Add 4 to both sides
𝑥 2 − 7𝑥 + 10 ≤ 0 Additive Inverse
𝑥 2 − 7𝑥 + 10 = 0
(𝑥 − 2)(𝑥 − 5) = 0
𝑥 = 2 and 𝑥 = 5
Note: 2 and 5 are boundary points
2 5
Note that closed circles were used on the two points since the given
inequality is less than or equal to (≤). This means that 2 and 5 are included in the
solution set.
Also, these three regions were formed:
• The intervals of all real numbers less than 2
• The intervals of all real numbers between 2 and 5 (2 and 5 included)
Step 5: Choose a number in each interval, and test in the inequality.
Suppose that the numbers 0, 3 and 6 were used as test points.
From the test points, only 3 yield a true statement.

That means the intervals of all real numbers from 2 to 5 is the solution set.
Moreover, the answer can be represented by the following:
2 5
Answer: [2, 5]
Example 4: Solve for the inequality 𝑥 2 + 5𝑥 − 36 > 0.
Step 1: Write the quadratic inequality in standard form.
𝑥 2 + 5𝑥 − 36 > 0

𝑥 2 + 5𝑥 − 36 = 0
(𝑥 + 9)(𝑥 − 4) = 0
𝑥 = −9 and 𝑥 = 4
Note: -9 and 4 are boundary points.
37
-9 4
The three regions formed are as follows:
• The intervals of all real numbers less than -9
• The intervals of all real numbers between -9 and 4
Step 5: Choose the test points.
Suppose that the numbers -10, 0 and 5 were used as test points.
We can see from the test point that among the three, both -10 and 5 yields a
true statement. That means the intervals of all real numbers less than -9 is the
solution set as well as the intervals of all real numbers greater than 4.
To complete the graph and the solution set,
-9 4
Answer: (−∞, −9) ∪ (4, +∞)
Things to Remember
A quadratic inequality is a mathematical sentence that contains a polynomial of

degree 2 and makes use of inequality symbols such as <, >, ≤, and ≥. A quadratic
inequality can be written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
Steps in Solving a Quadratic Inequality

1) Write the quadratic inequality in standard form and change the inequality symbol
to equality sign.
2) Solve for the unknown and determine the boundary points.
3) Plot the boundary points on a number line. The number line will be divided into
three regions.
4) Choose one number from each interval as a test point. Substitute the value of
the test point to the given inequality. If the test point yields a true statement,
then the interval is a solution set. If, however, the result is a false statement, it
follows that the interval is not part of the solution set.
Note: There may be more than one interval for a solution set.

Solves quadratic inequalities (M9AL-If-2)
38
Practice A
Directions: Determine the type of circle to be used in each inequality. Write OPEN if open
circles are to be used. Otherwise, write CLOSED.
1) 𝑥 2 + 4𝑥 + 3 ≤ 0 _________ 6) 7𝑥 2 − 14𝑥 − 1 > 0 _________
2) 5𝑥 2 + 10 ≥ 27𝑥 _________ 7) 𝑥 2 + 12𝑥 − 1 ≥ 6 _________
3) 𝑥 2 + 9𝑥 + 1 < 0 _________ 8) 𝑥 2 − 𝑥 − 1 ≤ −5 _________
4) 2𝑥 2 − 4𝑥 − 1 > 4 _________ 9) 3𝑥 2 − 4𝑥 − 2 > 0 _________
5) 𝑥 + 3 > −𝑥 2 _________ 10) 𝑥2 + 4𝑥 + 1 > 0 _________
Practice B
Directions: Plot each solution set to the number line.
1) (-1, 5) 4) (-∞, -4) U (4, +∞)
2) [2, 10] 5) (-∞, +∞)
3) (0, +∞)
Practice C
Directions: Write YES if the given number is a solution the given quadratic inequality.
Otherwise, write NO.
1) 𝑥 2 − 4𝑥 + 3 > 0 x=5 ____
2) 𝑥 2 − 4𝑥 + 3 > 0 x=3 ____
3) 𝑥 2 − 4𝑥 + 3 > 0 x = -3 ____
4) 𝑥 2 − 4𝑥 + 3 > 0 x=1 ____
2
5) 𝑥 − 4𝑥 + 3 > 0 x=0 ____
Practice D
Directions: Solve the quadratic inequalities and express the solution sets using interval
notation.
1. 𝑥 2 + 10𝑥 + 21 < 0
2. 𝑥 2 ≥ 2𝑥 + 3
3. 𝑥 2 − 4𝑥 − 21 > 0
4. 𝑥 2 + 6𝑥 ≥ 0
5. 2𝑥 2 − 7𝑥 + 3 ≤ 0
References for learners

"Solving Quadratic Inequalities". 2020. Saylordotorg.Github.Io. Accessed on August 25, 2020.
https://saylordotorg.github.io/text_intermediate-algebra/s09-05-solving-quadratic-
inequalities.html
Quadratic Inequalities in One Variable. Accessed on August 25, 2020.

http://mrpaynemath.weebly.com/uploads/3/8/9/9/38994693/math2200ch9.2notes-workings.pdf
Roberts, Donna. 2020. "Quadratic Inequalities - Mathbitsnotebook(A1 - CCSS

Math)". Mathbitsnotebook.Com. Accessed on August 25, 2020.
https://mathbitsnotebook.com/Algebra1/In
39
Answer Key
Practice A
1) CLOSED 4) OPEN 7) CLOSED 10) OPEN
2) CLOSED 5) OPEN 8) CLOSED
3) OPEN 6) OPEN 9) OPEN
Practice B
1) 4)
-1 5
-4 4
2) 5)
2 10
3)
Practice C 0
1) YES 3) YES 5) YES
2) NO 4) NO
Practice D
1) 4)
2) 5)
3)
40
MATHEMATICS 9
Problems Involving Quadratic Inequalities

Section: ___________________________ Date:__________________
Sonny owns a rectangular lot with the

dimensions 15 m by 25 m. With his recent success
in business, he wants to expand the size by adding
the same length to each side of the lot as shown.
However, the expansion must have an area of at
most 875 𝑚2 . What range of additional length in
meters can he add in his lot?
1) How do you represent the length and the width of the expanded lot?
2) What mathematical sentence would model the given situation?
3) Determine the range of length that Sonny can add so that the area of the
expanded lot will have a maximum of 875 𝑚2 .
Inequalities are as equal as important as equalities for they are often used in real life.
In solving word problems involving quadratic inequalities, you need to read the problem
carefully and pay attention to every detail. Look for key words that can give hint on how to
solve the problem. In the previous example, the terms “expand”, “same length”, “rectangular”,
and “area” plays a vital role in solving the problem. Likewise, the phrases “at most” and “range
of length” serve as an indicator of inequalities.
Steps in Solving Word Problems involving Quadratic Inequalities
Step 1: Read, understand and analyse the problem.

Step 2: Look for keywords that can help in solving the problem.
Step 3: Identify the given and represent the unknown using variables.
Step 4: Write the equation or inequality.
Step 5: Solve and check.
Example 1:
Solving the previous problem and following these steps, we have:
Step 2: Look for keyword that can help in solving the problem.
The term “expand” signifies addition process is involved.
The phrase “same length” could mean same representation/variable.
Considering the terms area and rectangular requires the concept of finding the area
of a rectangle.
The word “most” is associated to inequalities, specifically, less than or equal to.
Finally, “range of length” means there are many possible answers.
41
Given:
Let L be the length of the lot before expansion L = 25 m
Let W be the width of the lot before expansion W = 15 m
Let x be the additional length needed for the expansion x=?
Dimension of the lot after expansion
Let (L + x) be the length of the lot after the expansion
Let (W + x) be the length of the lot after the expansion
Furthermore, substituting the value 25 and 15 for the length and width respectively,
we have:
(25 + x) as the length of the lot after expansion
(15 + x) as the width of the lot after expansion
Since the problems has something to do with the area of a rectangular area, the
formula for an area of a rectangular plays its part. From the formula,
A = length x width, we have:
Area of the rectangular lot after expansion = Length after expansion x width after expansion
𝐴 = (25 + 𝑥)(15 + 𝑥)
Moreover, since the area of the expanded lot should have at most 875 𝑚2 , we use inequality
symbol:
(25 + 𝑥)(15 + 𝑥) ≤ 875
375 + 15𝑥 + 25𝑥 + 𝑥 2 ≤ 875
𝑥 2 + 40𝑥 + 375 − 875 ≤ 875 − 875
𝑥 2 + 40𝑥 − 500 ≤ 0
Solving for the values of x,
𝑥 2 + 40𝑥 − 500 ≤ 0
𝑥 2 + 40𝑥 − 500 = 0
(𝑥 + 50)(𝑥 − 10) = 0
𝑥 = −50 𝑎𝑛𝑑 𝑥 = 10
Since length should be positive, we take x = 10.
Using x = 10 as the boundary point, 2 regions will be formed.
• The interval of all real numbers greater than or equal to 10
• The interval of all real numbers less than or equal to 10
Suppose we use 0 and 11 as test points,
test for x = 0 test for x = 11

(25 + 𝑥)(15 + 𝑥) ≤ 875 (25 + 11)(15 + 11) ≤ 875
(25)(15) ≤ 875 (36)(26) ≤ 875
375 ≤ 875 936 ≤ 875
This signifies that between the two intervals, the real numbers less than or equal to 10 is the
solution set. However, due to the nature of the answer, the set of negative numbers are
excluded in the solution set.
42
The maximum length in meters that Sonny can add to the original lot is 10 meters.
Also, the range of length that Sonny can add can be represented by 0𝑚 ≤ 𝑥 ≤ 10𝑚
Example 2:
A small shop offers a special package to their customers. The profit P that the shop
will earn at x number of customers is represented by the function 𝑃(𝑥) = 25𝑥 2 − 100𝑥 −
3000. How many people are needed for a profit of at least Php 5000?
The phrase “at least” indicates the use of the inequality symbol greater than or equal
to.
Given: 𝑃(𝑥) = 25𝑥 2 − 100𝑥 − 3000
Let x be the number of customers needed for a profit of at least Php 5000
25𝑥 2 − 100𝑥 − 3000 ≥ 5000

25𝑥 2 − 100𝑥 − 3000 − 5000 ≥ 5000 − 5000
25𝑥 2 − 100𝑥 − 8000 ≥ 0
25𝑥 2 − 100𝑥 − 8000 ≥ 0
25𝑥 2 − 100𝑥 − 8000 = 0
𝑥 2 − 4𝑥 − 320 = 0
(𝑥 + 16)(𝑥 − 20) = 0
𝑥 = −16 𝑎𝑛𝑑 𝑥 = 20
We disregard the negative solution since we cannot use -16 to represent the number of
customers. Thus we take 𝑥 = 20
Using x = 20 as the boundary point, 2 regions will be formed.
• The interval of all real numbers greater than or equal to 20
• The interval of all real numbers less than or equal to 20
Suppose we use 0 and 25 as test points,
This means that between the two intervals, the real numbers greater than or equal to 20 is
the solution set. In interval notation,
[20, +∞)
A minimum of 20 people is needed for the shop to have a profit of at least Php 5000.
Solves problems involving quadratic inequalities (M9AL-If-g-1)
Practice A
Directions: Identify the phrase that indicates inequality in the given word problem.
43
1) A tennis ball is hit into the air. The height of the ball, h(t), in feet, at time t, in seconds, is
modeled by the equation h(t) = -16t2 + 64t + 4. Determine the interval of time when the
height of the ball is less than or equal to 52 feet?
2) One leg of a right triangle is 7cm shorter than the other leg. How long should the shorter
leg be to ensure the hypotenuse is at least 13 cm?
3) A ball is thrown upwards from a rooftop, 80m above the ground. It will reach a maximum
vertical height and then fall back to the ground. The height of the ball from the ground at
time t is h, which is given by, h = -16t2 + 64t + 80. What is the range of time t will the
ball be less than 100 m above the ground?
4) A ball is thrown vertically upward with an initial velocity of 96 feet per second. The
distance s in feet of the ball from the ground after t seconds is given by
𝑠(𝑡) = 96𝑡 − 16𝑡 2 . For what time t is the ball more than 128 feet above the ground?
5) A boat operator wants to offer tours of Mugayon Bay. His profit P for a trip can be
modeled by P(x) = –2x2 + 120x – 788, where x is the cost per ticket. What range of
ticket prices will generate a profit of at most Php500?
Practice B
Directions: Determine the inequality symbol that represents your answer in Practice A.
1) _______ 4) _______
2) _______ 5) _______
3) _______
Practice C
Directions: Solve the following word problems. (See Rubric A)
1) When a projectile is fired into the air, its height h, in meters, t seconds later is given by
the equation ℎ(𝑡) = 11𝑡 − 3𝑡 2 . When is the projectile at least 6 m above the ground?
2) When a baseball is hit by a batter, the height of the ball, ℎ(𝑡), at time 𝑡, is determined
by the equation ℎ(𝑡) = −16𝑡 2 + 64𝑡 + 4. For which interval of time is the height of the
ball greater than or equal to 52 feet?
3) The surface area, A, of a cylinder with radius r is given by the formula 𝐴 = 2𝑟 2 − 5𝑟.
What possible radii would result in an area that is greater than 12𝑚 2 ?
4) One leg of a right triangle is 7cm shorter than the other leg. How long should the
shorter leg be to ensure the hypotenuse is less than 13 cm?
5) A ball is thrown vertically upward with an initial velocity of 96 feet per second. The
distance s in feet of the ball from the ground after t seconds is given by
𝑠(𝑡) = 96𝑡 − 16𝑡 2 . For what time t is the ball more than 128 feet above the ground?
Things to Remember
Steps in Solving Word Problems involving Quadratic Inequalities

44
Rubric A
45
References
National Center for Research on Evaluation, Standards, and Student Testing. Problem Solving Rubric. Accessed
on August 25,2020. https://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf
Roberts, Donna. 2020. "Quadratic Inequalities Practice - Mathbitsnotebook(A1 – CCSS
Math)". Mathbitsnotebook.Com.Accessed on August 25,2020.
https://mathbitsnotebook.com/Algebra1/Ine
"Word Problems with Quadratic Inequalities - Expii". 2020. Expii. Accessed on August 25,2020.
https://www.expii.com/t/word-problems-with-quadratic-inequalities-4542.
Solutions.com, Vivax. 2020. " Quadratic Equations Word Problems - GCSE, Igcse, A-Level: Maths Tutorials |
Vivax Solutions ". Vivaxsolutions.Com. Accessed on August 25,2020.
https://www.vivaxsolutions.com/maths/gcse
Answer Key
Practice A
1) less than or equal to 4) more than
2) at least 5) at most
3) less than
Practice B
1) ≤ 4) >
2) ≥ 5) ≤
3) <
Practice C
1) The projectile is at least 6 m above the ground from 2/3 seconds to 3 seconds.
2) The height of the ball is greater than or equal to 52 feet from 1 second to 3 seconds.
3) A radius larger than 4 cm would give an area greater than 12𝑐𝑚2?
4) The shorter leg should measure between 0 and 5 to ensure the hypotenuse is less than 13 cm.
5) Between 2 to 4 seconds, the ball is more than 128 feet above the ground.
46
MATHEMATICS 9
Models of Quadratic Functions

Section: ___________________________ Date:__________________
Let us look back on the concept of a linear function. This will help us understand the
next lesson easier. The graph of a function 𝑓 is the set of points which satisfy the equation
𝑦 = 𝑓(𝑥). For point (𝑥, 𝑦) is on the graph of an equation in the form of 𝑦 = 𝑚𝑥 + 𝑏 is called
a linear function.
Let us graph the linear function 𝑦 = 3𝑥 + 2 following the given steps:
Step 1: Complete the table

𝑥 𝑦 Solution: Since y = f(x), to get the values of y and complete the table
-2 -4 we need to do this:
-1 -1
0 2 if 𝒙 = −𝟐 if 𝒙 = −𝟏 if 𝒙 = 𝟎
1 5 𝑦 = 3𝑥 + 2 𝑦 = 3𝑥 + 2 𝑦 = 3𝑥 + 2
2 8 𝑓(𝑥) = 3𝑥 + 2 𝑓(𝑥) = 3𝑥 + 2 𝑓(𝑥) = 3𝑥 + 2
𝑓(−2) = 3(−2) + 2 𝑓(−1) = 3(−1) + 2 𝑓(0) = 3(0) + 2
𝑓(−2) = −6 + 2 𝑓(−1) = −3 + 2 𝑓(0) = 0 + 2
𝑓(−2) = −4 𝑓(−1) = −1 𝑓(0) = 2
then 𝒚 = −𝟒 then 𝒚 = −𝟏 then 𝒚 = 𝟐
if 𝒙 = 𝟏 if 𝒙 = 𝟐
𝑦 = 3𝑥 + 2 𝑦 = 3𝑥 + 2
𝑓(𝑥) = 3𝑥 + 2 𝑓(𝑥) = 3𝑥 + 2
𝑓(1) = 3(1) + 2 𝑓(2) = 3(2) + 2
𝑓(1) = 3 + 2 𝑓(2) = 6 + 2
𝑓(1) = 5 𝑓(2) = 8
then 𝒚 = 𝟓 then 𝒚 = 𝟖
Step 2: Plot the points Step 3: Connect the points
47
But there are situations that represent other functions that are as important as a linear
function. Take a look at these and observe the pattern as the stack of bottles goes on.
stack 1 stack 2 stack 3 stack 4 stack 5

Let us use a table to represent the number of bottles
Stack (𝑥) 1 2 3 4 5
Number of bottles (𝑦) 1 4 9 16 25
What equation describes the pattern? Yes, it is 𝑦 = 𝑥 2 . Now let us see how it looks
like if we will graph it.
How will you describe the graph obtained in the pattern

of stacks of bottles? What you have seen is not a linear
function, but an example of a Quadratic Function.
Quadratic function is any function of the form:
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄,
where a, b and c are real numbers and a is not equal to
0. A quadratic function is a second degree function.
This means that the highest degree of a quadratic
function is 2.
Now let us plot the other points on the same Cartesian plane above and let us see what kind
of graph will be formed.
(𝑥) -5 -4 -3 -2 -1 0 1 2 3 4 5
(𝑦) 25 16 9 4 1 0 1 4 9 16 25
The graph of a quadratic function is a smooth curve called a parabola.
Now, let us study the following situations and let us identify which of the following real-life
models represents a quadratic function or linear function.
48
Example 1
a. The graph of throwing a basketball at height ℎ for a given time 𝑡 define by the
function ℎ(𝑡) = − 𝑡 2 + 6𝑡 + 1.
The highest degree of the given function defined by ℎ(𝑡) = − 𝑡 2 + 6𝑡 + 1 is 2. The

graph also shows a parabola. Thus, throwing a ball represents quadratic function.
Example 2
The graph of duration of mobile data per day 𝑑 a given cost 𝑐 represented by the
function 𝑑 = 𝑐 + 5.
The highest degree of the variable is 1

and the graph is in the form of 𝑦 = 𝑚𝑥 + 𝑏. The
graph also shows a straight line. Thus, it is a
linear function.

Models real-life situations using quadratic functions (M9AL-Ig-2)
49
Practice A
Determine if the following situations model a quadratic function or a linear function. Then
explain why.
1. An object is launched at 12 meters per second (m/s) from a 50-meter tall platform. The
equation for the object's height ℎ at time 𝑡 seconds after launch is ℎ(𝑡) = −10𝑡 2 +
12𝑡 + 50 where s is in meters.
2. Blue Taxi fare 𝑓 for 𝑑 kilometers at flag down rate at P40.00 and P13.50 per kilometer.
3. The equation 𝑃(𝑠) = −0.3𝑠 2 + 40 𝑠 − 850 models a profit function that a company
earns as a function of 𝑠 number of products of a given type that are sold.
4. The formula for throwing a volleyball in the air is represented by ℎ(𝑡) = – 17𝑡 2 +
15𝑡 + 35 where ℎ is the height of the ball.
Enrichment
Practice B
Based on an article “Analysis: Why Filipinos need to stay at home until June (or even
longer)” from Rappler.com, this graph shows measures to decrease the spread of Covid-19 in
the Philippines. The graph shows different parabolas. By looking at the behavior of the graphs,
which of the actions would you choose to decrease the spread of the virus: (a) Do nothing; (b)
Case isolation; (c) Case isolation and household quarantine; (d) Closing of school and
universities; or (e)Case Isolation, home quarantine, and social distancing of >70s? Why?
50
MATHEMATICS 9
Representing Quadratic Function through Table of Values, Graphs and
Equation

Section: ___________________________ Date:__________________
A. REPRESENTING QUADRATIC FUNCTION THROUGH TABLE OF VALUES
Second Difference Test

A function represents a table of values having the differences of the 𝑦 values. If the
second differences of the 𝑦 values are equal, then the given function is a quadratic function.
Let’s take a look on some examples.
Example 1
𝑥 1 2 3 4 5
𝑦 1 4 9 16 25
The second
differences are
3 5 7 9 The first differences are different. equal. Hence, this
table represents a
2 2 2 The second differences are equal. quadratic function
Example 2
𝑥 1 2 3 4 5
𝑦 2 5 8 11 14
The first differences
are already equal.
3 3 3 3 The first differences are equal.
Hence, this table
does not represent
a quadratic function
Example 3
𝑥 1 2 3 4 5
𝑦 3 9 19 33 51
The second
differences are
6 10 14 18 The first differences are different. equal. Hence, this
table represents a
4 4 4 The second differences are equal. quadratic function
B. REPRESENTING QUADRATIC FUNCTION THROUGH A GRAPH
The graph of a quadratic function is called a parabola. It is basically a curved shape

opening upward or downward. When you have a quadratic function in form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 +
𝑐, if 𝑎 > 0, then the parabola opens upward, and if 𝑎 < 0, then the parabola opens
downward.
51
Let’s plot the points of the table of values and connect the points by drawing a smooth
curve like a parabola.
𝑥 𝑦
-2 5
-1 2
0 1
1 2
2 5
A parabola was formed after plotting the points. Hence, this table represents a
quadratic function.
C. REPRESENTING QUADRATIC FUNCTION THROUGH AN EQUATION
Quadratic function is any function of the form: 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or

𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, where a, b and c are real numbers and a is not equal to 0. A quadratic
function is a second degree function. This means that the highest degree of a quadratic
function is 2.
Let us see if which of the following is a quadratic function.
Example 1. 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 2
The function 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 2 is of the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Since
𝑎 = 2 ≠ 0, and 𝑓(𝑥) is of the second degree, then it is a quadratic function.
Example 2. 𝑓(𝑥) = 7𝑥 − 8
The function 𝑓(𝑥) = 7𝑥 − 8 is of the first degree, then it is not a quadratic
function.
Example 3. 𝑓(𝑥) = 3𝑥(4𝑥 + 3)

Let us first simplify the right side of the function.
𝑓(𝑥) = 3𝑥(4𝑥 + 3) multiply 4𝑥 + 3 by 3𝑥
𝑓(𝑥) = 12𝑥 2 + 9𝑥
The function 𝑓(𝑥) = 3𝑥(4𝑥 + 3) which is equal to 𝑓(𝑥) = 12𝑥 2 + 9𝑥 is of the form
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Since 𝑎 = 12 ≠ 0, and 𝑓(𝑥) is of the second degree, then it is a
quadratic function.
Example 4. 𝑓(𝑥) = −2𝑥 2 (4𝑥 − 9)

𝑓(𝑥) = −2𝑥 2 (4𝑥 − 9) multiply 4𝑥 − 9 by −2𝑥 2
3 2
𝑓(𝑥) = −8𝑥 +18𝑥
The function 𝑓(𝑥) = −2𝑥 2 (4𝑥 − 9) which is equal to 𝑓(𝑥) = −8𝑥 3 +18𝑥 2 is of the third
degree, then it is not a quadratic function.
Example 5. 𝑓(𝑥) = 3(2𝑥 + 1)2
𝑓(𝑥) = 3(2𝑥 + 1)2 expand (2𝑥 + 1)2
𝑓(𝑥) = 3(2𝑥 + 1)(2𝑥 + 1)
52
𝑓(𝑥) = 3(4𝑥 2 + 4𝑥 + 1) multiply the perfect square
trinomial 4𝑥 2 + 4𝑥 + 1 by 3
𝑓(𝑥) = 12𝑥 2 + 12𝑥 + 3
The function 𝑓(𝑥) = 3(2𝑥 + 1)2 which is equal to 𝑓(𝑥) = 12𝑥 2 + 12𝑥 + 3 is of the form
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Since 𝑎 = 12 ≠ 0, and 𝑓(𝑥) is of the second degree, then it is a
quadratic function.
Example 6. 𝑓(𝑥) = −7𝑥 2 + 5𝑥 − 6 + 7𝑥 2

𝑓(𝑥) = −7𝑥 2 + 5𝑥 − 6 + 7𝑥 2 simplify and eliminate
−7𝑥 2 and 7𝑥 2
𝑓(𝑥) = 5𝑥 − 6
The function 𝑓(𝑥) = −7𝑥 2 + 5𝑥 − 6 + 7𝑥 2 which is equal to 𝑓(𝑥) = 5𝑥 − 6 is of the

first degree, then it is not a quadratic function.
Example 7. 𝑓(𝑥) = 𝑥(𝑥 + 3) − (𝑥 2 + 4)

Let us first simplify each side of the equation and rearrange.
𝑓(𝑥) = 𝑥(𝑥 + 3) − (𝑥 2 + 4) multiply 𝑥 + 3 by 𝑥
𝑓(𝑥) = 𝑥 2 + 3𝑥 − 𝑥 2 − 4
𝑓(𝑥) = 𝑥 2 + 3𝑥 − 𝑥 2 − 4 eliminate 𝑥 2 and −𝑥 2

𝑓(𝑥) = 3𝑥 + 4 simplify
The function 𝑓(𝑥) = 𝑥(𝑥 + 3) − (𝑥 2 + 4) which is equal to 𝑓(𝑥) = 3𝑥 + 4 is of the first

degree, then it is not a quadratic function.
Example 8. 𝑓(𝑥) = 2𝑥(𝑥 − 1) + (2𝑥 + 2)

𝑓(𝑥) = 2𝑥(𝑥 − 1) + (2𝑥 + 2) multiply 𝑥 − 1 by 2𝑥
𝑓(𝑥) = 2𝑥 2 − 2𝑥 + 2𝑥 + 2 eliminate −2𝑥 and 2𝑥
𝑓(𝑥) = 2𝑥 2 + 2
The function 𝑓(𝑥) = 2𝑥(𝑥 − 1) + (2𝑥 + 2) which is equal to 𝑓(𝑥) = 2𝑥 2 + 2 is of the

form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Since 𝑎 = 2 ≠ 0, and 𝑓(𝑥) is of the second degree, then it is a
quadratic function.
From the quadratic functions above, let us identify the values of a, b, and c.
In the form
Functions a b c
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 2 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 2 2 3 -2
𝑓(𝑥) = 3𝑥(4𝑥 + 3) 2
𝑓(𝑥) = 12𝑥 + 9𝑥 12 9 0
𝑓(𝑥) = 3(2𝑥 + 1)2 𝑓(𝑥) = 12𝑥 2 + 12𝑥 + 3 12 12 3
𝑓(𝑥) = 2𝑥(𝑥 − 1) + (2𝑥 + 2) 𝑓(𝑥) = 2𝑥 + 22 2 0 2

Represents a quadratic function using: (a) table of values; (b) graph; and (c) equation
(M9AL-Ig-2)
53
Practice A
Use the second difference test to determine each of the following table of values is a
quadratic function or not. Draw a smiling face ☺ if it represents a quadratic function and a
sad face  if not.
1. 𝑥 1 2 3 4 5 4. 𝑥 3 4 5 6 7
𝑦 0 1 3 6 10 𝑦 18 20 24 28 32
2. 𝑥 1 2 3 4 5 5. 𝑥 -4 -2 0 2 4
𝑦 4 7 10 13 16 𝑦 -14 -2 2 -2 -14
3. 𝑥 1 2 3 4 5
𝑦 -4 -1 4 11 20
Practice B
Determine which of the following graphs is a quadratic function or not a quadratic
function. Draw a smiling face ☺ if it represents a quadratic function and a sad face  if not.
6. 7. 8.
9. 10.
Practice C
Determine which of the following is a quadratic function. Put a check (✓) under the Y
column if it is a quadratic function. If not, put the check under the N column. If the function
represents a quadratic function, identify the values of a, b, and c if not, leave it blank.
Quadratic
In the form
Functions function? a b c
𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Y N
11. 𝑓(𝑥) = 8𝑥 − 2+10𝑥 2
12. 𝑓(𝑥) = 2𝑥(3𝑥 − 1) − 6𝑥
13. 𝑓(𝑥) = 2(4𝑥 − 3)2
2
14. . 𝑓(𝑥) = 𝑥4 − 10
15. 𝑓(𝑥) = (5𝑥 − 1)(2𝑥 + 2) − 10𝑥 2
54
Enrichment
Practice D
Determine which of the following is a quadratic function or not a quadratic function.
Color the box that represents a quadratic function. You can use any color that you desire. The
first and second boxes are already answered for you. The first box is not shaded since the
graph does represent a parabola while the second box is shaded since the function is in the
form of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
𝑓(𝑥) = 3𝑥 2 + 5𝑥 − 3 𝑓(𝑥) = 𝑥 3 + 2𝑥 + 1
7𝑥 = 2𝑥(𝑥 − 3) 𝑓(𝑥) = 4𝑥(𝑥 + 1)
𝑓(𝑥) = 𝑥 3 + 2𝑥 + 1
𝑓(𝑥) = 𝑥 3 − 𝑥 2 − 𝑥 3 𝑓(𝑥) = (2𝑥 + 3)2
𝑓(𝑥) = −𝑥(𝑥 + 1)2 (𝑥 − 2)2 = 4𝑥(𝑥 + 5)
55
References:
Brayny, Melden L. et.al. Mathematics Learner’s Module 9. (FEP Printing Corp., 2014)
Orines Fernando, Diaz Zenada, Mojica Majarlika.Next Century Mathematics: Mathematics 9. (Quezon City:
Phoenix Publishing House, Inc., 2014)
Punongbayan, Jc. 2020. Why Filipinos need to stay at home until June (or even longer)? Retrieved on August 25, 2020 from
https://rappler.com/voices/thought-leaders/analysis-why-filipinos-need-stay-home-until-june-2020-or-longer
Answer key (Models of Quadratic Functions)

Practice A Enrichment
1. Quadratic Function Practice B
2. Linear Function (e)Case Isolation, home quarantine, and
3. Quadratic Function social distancing of >70s.
4. Quadratic Function
Answer key (Representing Quadratic Function through Table of Values, Graphs and Equation)
Practice A Practice B
1. ☺(Quadratic Function) 6. ☺(Quadratic Function)
2. (Not a Quadratic Function) 7. (Not a Quadratic Function)
3. ☺(Quadratic Function) 8. (Not a Quadratic Function)
4. (Not a Quadratic Function) 9. (Not a Quadratic Function)
5. ☺(Quadratic Function) 10. ☺(Quadratic Function)
Practice C
Quadratic
In the form
Functions function? a b c
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Y N
11. 𝑓(𝑥) = 8𝑥 − 2+10𝑥 2 ✓ 𝑓(𝑥) = 10𝑥 2 + 8𝑥 − 2 10 8 -2
12. 𝑓(𝑥) = 2𝑥(3𝑥 − 1) − 6𝑥 ✓ 𝑓(𝑥) = 6𝑥 2 − 8𝑥 6 -8 0
13. 𝑓(𝑥) = 2(4𝑥 − 3)2 ✓ 𝑓(𝑥) = 32𝑥 2 − 48𝑥 + 18 32 -48 18
𝑥2 ✓ 𝑥2 1 -
14. 𝑓(𝑥) = − 10 𝑓(𝑥) = + 3𝑥 − 10 0
4 4 4 10
15. 𝑓(𝑥) = (5𝑥 − 1)(2𝑥 + 2) − 10𝑥 2 ✓ 𝑓(𝑥) = 8𝑥 − 2(not QF) - - -
Enrichment
Practice D
56
MATHEMATICS 9
Transforming Quadratic Function Defined by y = ax2 + bx + c into the form y =
a (x – h)2 + k
Section: ___________________________ Date:__________________
The equation y = ax2 + bx + c, where a, b, c are real numbers and a ≠ 0, defines a
quadratic function and will be referred to as the general form of the quadratic function. The
graph of the quadratic function which is a U-shaped curve is called parabola and can be
obtained by locating the coordinates of its vertex, the turning point of the graph. It is easy to
find the vertex and graph the parabola when the quadratic function defined by y= ax2 + bx + c
is transformed into the form y = a(x – h)2 + k. This transformation can be done using the
method of completing the square.
y = ax 2 + bx + c General form
y =( 𝑎𝑥 2 + 𝑏𝑥 )+ c Group together the terms containing the
variable x.
b
y = a (x 2 + a x) + c Factor out a.
b b2 b2
y = a (x 2 + x + )+ c − Compute the expression in the parenthesis
a 4a2 4a2
to produce a perfect square trinomial by adding
the square of one half the numerical coefficient
𝑏 2 b2
of x, ( ) = and subtracting the same
2𝑎 4a2
value from the constant term.
𝑏 2 4𝑎𝑐−𝑏2
y = a (𝑥 + ) + Simplify by expressing the perfect square
2𝑎 4𝑎
trinomial as the square of a binomial and
b2
combine constant terms c and − .
4a2
𝑏 4𝑎𝑐−𝑏2
y = a(𝑥 − h)2 + 𝑘 Rename, where ℎ = − and 𝑘 =
2𝑎 4𝑎
The form y = a(x – h)2 + k is called the vertex form of the quadratic function where a,
h and k are real numbers and a ≠ 0. This transformation can also be done by substituting the
solved values of h and k in y = a(x – h)2 + k. Using the values of a, b and c in y = ax2 + bx + c,
h and k can be solved using the formulas ℎ = − and 𝑘 = .
2𝑎 4𝑎
Example 1: Transform each quadratic function in vertex form by completing the square.
Then, give the value of a, h and k.
a. y = x2 − 6x + 8
b. y = − x2 + 6x − 8
2
c. y = 2x − 4x + 5
2
d. y = − 3x + 24x − 42
57
Solution:
a. y = x 2 − 6𝑥 + 8
Group together the terms containing the
y =( 𝑥 2 − 6𝑥 ) + 8
variable x.
y =( 𝑥 2 − 6𝑥 + 9) + 8 - 9 Compute the expression in the parenthesis

to produce a perfect square trinomial by
adding the square of one half the numerical
6 2
coefficient of x, ( ) = (3)2 = 9 ; and
2
subtracting the same value from the constant
term.
Simplify by expressing the perfect square

y =(𝑥 − 3)2 - 1
trinomial 𝑥 2 − 6𝑥 + 9 as the square of a
a = 1, h = 3, k = −1 binomial (𝑥 − 3)2 and solve constant terms
8 −9 = −1
b. y = − 𝑥 2 + 6𝑥 − 8
y =( − 𝑥 2 + 6𝑥 ) - 8 Group together the terms containing x.
y =-( 𝑥 2 − 6𝑥 ) - 8 Factor out − 1 from the expressions

− 𝑥 2 + 6𝑥 .
y =-( 𝑥 2 − 6𝑥 + 9) - 8 -(−9) Compute the expression in the parenthesis

6 2
coefficient of x, (− ) = (−3)2 = 9 and
2
subtracting the product of −(9) = −9 from the
constant term.
y = −(𝑥 − 3)2 +1 Simplify by expressing the perfect square

a = −1, h = 3, k = 1 binomial (𝑥 − 3)2 and solve constant terms
− 8 − (−9) = -8 + 9 = 1 .
c. y = 2x 2 − 4𝑥 + 5
y =( 2x 2 − 4𝑥 ) + 5 Group together the terms containing the
variable x.
y = 2( 𝑥 2 − 2𝑥 ) + 5 Factor out 2 from 2x 2 − 4𝑥 .
Compute the expression in the parenthesis

y = 2( 𝑥 2 − 2𝑥 + 1) + 5 -2
2 2
coefficient of x, (− ) = (−1)2 = 1 and
2
y = 2(𝑥 − 1)2 +3 subtracting the product of 2(1) = 2 from the
constant term.
58
a = 2, h = 1, k = 3 binomial (𝑥 − 1)2 and solve constant
terms 5 - 2 = 3 .
d. y = -3x 2 + 24𝑥 − 42
y =( -3x 2 + 24𝑥 ) -42 Group together the terms containing the
variable x.
Factor out −3 from − 3x 2 + 24x.

y = -3(x 2 − 8𝑥 ) -42
y = -3(x 2 − 8𝑥 + 16) -42 -(−48) Compute the expression in the

parenthesis to produce a perfect square
trinomial by adding the square of one
half the numerical coefficient of x,
8 2
(− ) = (−4)2 = 16 and subtracting the
2
product of −3(16) = −48 from the
constant term.

y = -3(𝑥 − 4 )2 + 6
trinomial x 2 − 8𝑥 + 16 as the square of
a = −3, h = 4, k = 6 a binomial (𝑥 − 4 )2 and solve constant
terms −42 − (−48) = −42 + 48 = 6.
Example 2: Solve for the values of h and k. Then, transform the given quadratic function in
the form y = a(x – h)2 + k
a. y = x 2 − 6𝑥 + 8
b. y = -x 2 + 6𝑥 − 8
c. y = 2x 2 − 4𝑥 + 5
Solution:
a. In the equation y = x 2 − 6𝑥 + 8, a = 1, b = – 6 and c = 8. Thus,
−𝑏
−𝑏 Use the formula, ℎ =
ℎ= 2𝑎
2𝑎 Substitute the values of b = – 6 and a = 1.
−(−6)
ℎ=
2(1)
6
ℎ= Perform the indicated operations, then simplify.
2
ℎ=3
4𝑎𝑐 − 𝑏 2 4𝑎𝑐−𝑏2
𝑘= Use the formula, 𝑘 =
4𝑎 4𝑎
4(1)(8) − (−6)2
𝑘 = Substitute the values of a = 1, b = – 6 and c = 8
4(1)
32 − 36
𝑘 = Perform the indicated operations, then simplify.
4
−4
𝑘 =
4
𝑘 = −1
Using the values of a = 1, h = 3 and k = –1, transform y = x 2 − 6𝑥 + 8

in the form y = a (x – h)2 + k.
y = 1 (x – 3)2 + (–1) Substitute the values of a, h and k
y = (x – 3)2 – 1 Then, simplify.
59
b. In the equation y = -x 2 + 6𝑥 − 8, a = – 1, b = 6 and c = – 8. Thus,
4𝑎𝑐 − 𝑏 2
−𝑏 𝑘=
4𝑎
ℎ= 4(−1)(−8) − (6)2
2𝑎
−(6) 𝑘 =
ℎ= 4(−1)
2(−1) 32 − 36
−6 𝑘 =
ℎ= −4
−2 −4
ℎ=3 𝑘 =
−4
𝑘 =1
Using the values of a = – 1, h = 3 and k = 1, transform y = –x 2 + 6𝑥 – 8

y = –1 (x – 3)2 + (1) Substitute the values of a, h and k
y = – (x – 3) + 1
2
Then, simplify.
c. In the equation y = 2x 2 − 4𝑥 + 5, a = 2, b = – 4 and c = 5. Thus,
4𝑎𝑐 − 𝑏 2
𝑘 =
−𝑏 4𝑎
ℎ= 4(2)(5) − (−4)2
2𝑎 𝑘 =
−(−4) 4(2)
ℎ= 40 − 16
2(2) 𝑘 =
4 8
ℎ= 24
4 𝑘 =
ℎ=1 8
𝑘 =3
Using the values of a = 2, h = 1 and k = 3, transform y = 2x 2 − 4𝑥 + 5

y = 2 (x – 1)2 + (3) Substitute the values of a, h and k
y = 2 (x – 1) + 3
2
Then, simplify.
To transform a quadratic function defined by y = a(x – h)2 + k into the form

y = ax2 + bx + c, expand the squared binomial (x – h)2 then multiply the value of a. Simplify
and add the constant k.
Example 3: Transform the given quadratic function into the form y = ax2 + bx + c. Then, give
the values of a, b and c.
a. y = (𝑥 − 4)2 − 20
b. y = −(𝑥 + 3)2 + 1
c. y = 2(𝑥 − 1)2 + 4
d. y = −3(𝑥 + 2)2 + 15
60
Solution:
a. y =(𝑥 − 4)2 − 20
y = (𝑥 2 − 8𝑥 + 16) − 20 Expand the squared binomial
(𝑥 − 4)2 = 𝑥 2 − 8𝑥 + 16
y = 𝑥 2 − 8𝑥 − 4 Add 16 + (−20) = −4
a =1, b=-8, c=-4
b. y = −(𝑥 + 3)2 + 1
y = -(𝑥 2 + 6𝑥 + 9) + 1 Expand the squared binomial
(𝑥 + 3)2 = 𝑥 2 + 6𝑥 + 9
y = -𝑥 2 − 6𝑥 − 9 + 1 Multiply the perfect square trinomial 𝑥 2 + 6𝑥 + 9
by the value of a = −1
−(𝑥 2 + 6𝑥 + 9) = −𝑥 2 − 6𝑥 − 9
y = -𝑥 2 − 6𝑥 − 8 Add −9 + 1 = −8
a =-1, b= − 6, 𝑐 = −8
c. y =2(𝑥 − 1)2 + 4
y = 2(𝑥 2 − 2𝑥 + 1) + 4 Expand the squared binomial
(𝑥 − 1)2 = 𝑥 2 − 2𝑥 + 1
y = 2𝑥 2 − 4𝑥 + 2 + 4 Multiply the perfect square trinomial 𝑥 2 − 2𝑥 + 1
by the value of a = 2
2(𝑥 2 − 2𝑥 + 1) = 2𝑥 2 − 4𝑥 + 2
y = 2𝑥 2 − 4𝑥 + 6 Add 2 + 4 = 6
a =2, b= − 4, 𝑐 = 6
d. y = −3(𝑥 + 2)2 + 14
y = -3(𝑥 2 + 4𝑥 + 4) + 14 Expand the squared binomial
(𝑥 + 2)2 = 𝑥 2 + 4𝑥 + 4
y = -3𝑥 2 − 12𝑥 − 12 + 14 Multiply the perfect square trinomial 𝑥 2 + 4𝑥 + 4

by the value of a = −3
−3(𝑥 2 + 4𝑥 + 4) = −3𝑥 2 − 12𝑥 − 12
y = -3𝑥 2 − 12𝑥 + 2 Add −12 + 14 = 2
a =-3, b= − 12, 𝑐 = 2
Things to Remember
• Transforming a quadratic function defined by y = ax2 +bx + c in y = a(x – h)2 + k can

be done by using the method of completing the square and by substituting the
solved values of h and k in y = a(x – h)2 + k.
• To transform a quadratic function defined y = a(x – h)2 + k in y = ax2 +bx + c, we
need to expand the squared binomial, multiply the value of a to the resulting
trinomial, then simplify.
61
Transforms quadratic function defined by y = ax2 + bx + c into the form y = a(x – h)2 + k.
(M9AL-Ih-1)
General Directions:
Read all the directions carefully. Analyze every question. Answer each item properly.
Exercises
Practice A: Good LOCK!
Directions: Open the PADLOCK to its corresponding KEY by finding the equivalent quadratic
function in the form y = ax2 + bx + c and y = a(x – h)2 + k. Draw a line to match.
y = (x – 2)2 – 3 y = 2x2 – 4x + 4
y = 2 (x – 1)2 + 2
y = – 2x2 + 12x – 17
y = –2 (x – 3)2 + 1
y = x2 – 4x + 1
Practice B: Transform to Vertex Form

Directions: Transform each quadratic function in the form y = a(x – h)2 + k. Then, identify the
value of a, h and k.
Quadratic Function y = a(x – h)2 + k a h k
2
1. y = x + 8x + 20
2. y = – x2 – 6x – 10
3. y = 2x2 + 20x + 51
4. y = –2x (x + 1) + 3
5. y = (–x2 – 2x + 1) + (7–
x)
Practice C: Back to Standard
Directions: Transform each quadratic function in the form y = ax2 + bx + c. Then, identify the
values of a, b and c.
y = ax2 + bx + c a b c
1. y = (x – 6) + 4
2
2. y = – (x + 4)2 + 1
3. y = 3 (x – 3)2 – 17
62
4. y = 2x (3x + 1) + 5
5. y = (3x + 1)(x – 1)+(x –
3)2
Practice D: Step by step

Directions: Answer the following questions.
1) Explain how the quadratic function defined by y = ax2 + bx + c can be

transformed into the form y = a(x – h)2 + k
a. using the method of completing the square?
b. by substituting the solved values of h and k?
2) How do you transform a quadratic function defined by y = a(x – h)2 + k into the form
y = ax2 + bx + c?
63
MATHEMATICS 9
Graphing Quadratic Function
Section: ___________________________ Date:__________________
The graph of a quadratic function y = ax2 + bx + c is called parabola. It opens upward

or downward and has a turning point called vertex which is either the lowest point or the
highest point of the graph.
Domain of the Parabola

The domain of a quadratic function is the set of all x-coordinates. It is the set
{𝑥 |𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}.
Range of the Parabola

The range of the quadratic function is the set of all y-coordinates and depends on
whether the parabola opens upward or downward. If it opens upward, the range is the set
{𝑦|𝑦 ≥ 𝑘 }. If it opens downward, then the range is the set {𝑦|𝑦  𝑘 } .
Intercepts of the Parabola
A parabola can cross the x-axis once, twice or never. The x-coordinates of these
points of intersection are called x-intercepts. On the other hand, the point that intersect the
y-axis is called the y-intercept.
Vertex of the Parabola

The parabola opens upward. axis of symmetry
In the quadratic function y = a(x – h) 2 + k, the x=h
vertex (h, k) can be directly obtained from the values of
h and k. If the quadratic function is in the form
y = ax2 +bx + c, the vertex (h, k) can be obtained using
the formulas ℎ = − and 𝑘 = .
2𝑎 4𝑎
vertex (h,k)
Opening of the Parabola minimum point
The value of a indicates the opening of the y=k
parabola. If a is positive, the parabola opens upward The parabola opens downward.
vertex (h,k)
and has a minimum point. If a is negative, the maximum point
parabola opens downward and has a maximum point. y=k
The coefficient a in f(x) = ax2 makes the graph
narrower or wider. This behavior of the graph is called
stretching. If |a| > 1, the graph of the parabola is
narrower than the graph of y = x2. If |𝑎| < 1, the graph
of the parabola is wider than the graph of y = x2.
axis of symmetry
x=h
64
Axis of Symmetry
The vertical line that passes through the vertex of the parabola is called the axis of
symmetry. The x-coordinate of the vertex is the equation of the axis of symmetry of the
parabola, x = h. For a quadratic function y = ax2 + bx + c, the axis of symmetry is a vertical
𝑏
line 𝑥 = − .
2𝑎
Illustrative Examples:
A. Graph the given quadratic function and determine the following: domain, range, vertex,
intercepts, axis of symmetry, minimum or maximum point and the opening of the parabola.
1. f(x) = x2
2. f(x) = 2x2 + 4x + 3
3. f(x) = –3 (x+1) 2 + 2
Solution:
1. To graph the quadratic function f(x) = x2 or y = x2, let us find the ordered pair solutions
by choosing x-values and find corresponding f(x) or y-values.
Table of values
x –3 –2 –1 0 1 2 3
y 9 4 1 0 1 4 9
If x = – 3, then y = (–3) or 9
2
If x = 1, then y = (–3) 2 or 9
If x = – 2, then y = (–2) or 4
2
If x = 2, then y = (–3) 2 or 9
If x = – 1, then y = (–1) 2 or 1 If x = 3, then y = (–3) 2 or 9
2
If x = 0, then y = (0) or 0
Then we plot the ordered pairs and connect them with a smooth curve.
Given the function f(x) = x2, identify the following:
a. domain = {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}
b. range = {𝑦|𝑦 ≥ 0}
c. vertex = (0,0)
d. x-intercept = 0 [point on x-axis: (0,0)]
y-intercept = 0 [point on y-axis: (0,0)]
e. axis of symmetry: x = 0
f. minimum or maximum point: the
minimum point of the function is 0
g. direction of the opening of the graph:
x=- the parabola opens upward.
2. f(x) = 2x2 + 4x + 3 1
▪ Transform y= 2x2 + 4x + 3 into form y = a(x – h)2 + k.
y = 2(x2 + 2x + 1) + 3 – 2 Factor out 2 from (2x2+4x), complete the perfect
square trinomial; then, simplify it as square of
binomial.
2
y = 2(x + 1) + 1 Simplify it as square of a binomial then add
3 and – 2
a = 2, h = –1 and k = 1 Identify the value of a, h and k.
▪ Determine the vertex (h, k). The vertex of the parabola is (–1, 1)
65
▪ Make a table of values. Use vertex as middle coordinates.
x –3 –2 –1 0 1
y 9 3 1 3 9
▪ Graph. Plot the ordered pairs and connect them with a smooth curve
Given the function f(x) = 2x2 + 4x + 3, identify the

following:
a. domain = {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}
b. range = {𝑦|𝑦 ≥ 1}
c. vertex = (−1, 1)
d. x-intercept = (The graph does not
intersect the x-axis. There is no x-
intercept)
y-intercept = 3 [point on x-axis: (0, 3)]
e. axis of symmetry: x = –1
minimum point of the function is 1
g. direction of the opening of the graph:
x = -1 the parabola opens upward
3. f(x) = -2(x+2) 2 + 8
▪ Determine the vertex (h, k). The vertex of the parabola is (–2, 8)
▪ Make a table of values. Use vertex as middle coordinates.
x –4 –3 –2 –1 0
y 0 6 8 6 0
▪ Graph. Plot the ordered pairs and connect them with a smooth curve
▪
Given the function f(x) = -2(x+2) 2 + 8,
identify the following:
a. domain = {𝑥 |𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 }
b. range = {𝑦|𝑦 ≤ 8}
c. vertex = (−2, 8)
d. x-intercept = –4 and 0
[points on x-axis: (–4, 0) and (0, 0)]
y-intercept = 8 [point on y-axis: (0, 8)]
e. axis of symmetry: x = –2
maximum point of the function is –2
x = -2 g. direction of the opening of the graph:
the parabola opens downward
66
Things to Remember
• Parabola is the graph of a quadratic function.

• The vertex of the parabola is its turning point.
• The domain of a quadratic function is defined by the set {𝑥|𝑥 𝑖𝑠 𝑎 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟}.
• The range depends on the opening of the graph. If it opens upward, the range is the set
{𝑦│𝑦 ≥ 𝑘}. If it opens downward, then the range is the set {𝑦│𝑦 ≤ 𝑘}.
• The axis of symmetry of the graph is the vertical line that goes through the center of the parabola
and the vertex
• The direction of the opening of the parabola depends on the value of a. If the a is positive, the
parabola opens upward and has a minimum point. If a is negative, the parabola opens
downward and has a maximum point.
• To graph a quadratic function, find the ordered pair solutions by choosing x-values and find
corresponding f(x) or y-values. Plot the coordinates and connect them with a smooth curve.

Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e)
vertex; (f) direction of the opening of the parabola (M9AL-Ig-h-i-1)
General Directions:
Exercises
Practice A: Pool of Terms

Directions: Choose from the pool of answers to fill in each blank with the appropriate word or
phrase. Some choices may be used more than once while others may not be used at all.
domain upward vertex minimum parabola

range downward axis of symmetry maximum function
1. The ___________ of the quadratic function f(x) = (x + 5) 2 + 3 is (–5, 3).

2. The set of all x-coordinates of a quadratic function is called ___________.
3. If the parabola opens upward, then the vertex is the ______________ point.
4. The vertex is the maximum point of the parabola if the graph opens _____________.
5. The graph of a quadratic function is called _______________.
6. The equation x = h represents the ______________ of the graph.
7. If the value of a is positive, then the parabola opens _____________.
8. The graph of the quadratic function f(x) = –(x + 3) 2 opens _____________.
9. There is a _____________ point when the parabola opens downward.
10. The set {𝑦|𝑦 ≤ 2} represents the ___________ of the quadratic function (x) = –x 2 + 2.
67
Practice B: Graph It!
Directions: Given the quadratic function y = a(x – h)2 + k, find the domain, range, vertex,
y-intercept, axis of symmetry, minimum or maximum point and the opening of the parabola.
Then, complete the table of values and graph the quadratic function.
1. f(x) = x 2 – 1
a. domain x
b. range y
c. vertex
d. x-intercept
points on x-axis
y-intercept
point on y-axis
e. axis of symmetry
f. minimum or _____ is the __________
maximum point point of the parabola.
g. direction of the opening
The parabola opens
of the graph ________________.
2. g(x) = x2 + 4x + 3
x
a. domain y
b. range x
c. vertex y
d. x-intercept
points on x-axis
y-intercept
point on y-axis
e. axis of symmetry
maximum point point of the parabola.
The parabola opens
of the graph ________________.
3. h(x) = –(x + 1)2 + 4

x
a. domain
y
b. range
c. vertex
d. x-intercept
points on x-axis
y-intercept
point on y-axis
e. axis of symmetry
maximum point of the parabola.
The parabola opens
of the graph ________________.
68
References
Bellman, Allan, Sadie Bragg, Suzanne Chapin, Theodore Gardella, Bettye Hall, William Handlin,Sr.,
Edward Manfre. Prentice Hall: Algebra: Tools for a Changing World. (Pearson Education South
Asia Pte Limited by Pearson Education, Inc. 2005)
Brayny, Melden L., et.al. Mathematics Learner’s Module 9. (FEP Printing Corp. 2014)
Nivera, Gladys and Minie Rose Lapinid. Grade 9 Mathematics: Patterns and Practicalities. Edited by
Victor Panizales. (Makati City: Salesiana Books by Don Bosco Press, Inc. 2013)
Orines, Fernando, Mirla Esperago, and Nestor Reyes. Next Century Mathematics: Fourth Year High
School Advanced Algebra, Trigonometry, and Statistics. (Quezon City: Phoenix Publishing
House, Inc., 2004)
Answer Key
Q1W7LC1: Transforming Quadratic Function
Practice A: Good Lock Practice B: Transform to Vertex Form
a h k
( ) 2
6) 𝑦 = 𝑥 + 4 + 4 1 −4 4
7) 𝑦 = −(𝑥 + 3)2 − 1 −1 −3 −1
8) 𝑦 = 2(𝑥 + 5)2 + 1 2 −5 1
1 2 7 1 7
9) 𝑦 = −2 (𝑥 − 2) + 2 −2 −2 2
3 2 41 3 41
10) 𝑦 = − (𝑥 + ) + −1 −
2 4 2 4
Practice C: Back to Standard Practice D: Step by Step

a b c 1) a. Group together the terms containing x and factor
1) 𝑦 = 𝑥 2 − 12𝑥 + 40 1 − 12 40 out the common monomial factor. Complete the
2) 𝑦 = −𝑥 2 − 8𝑥 − 15 −1 − 8 − 15 perfect square trinomial and turn it as a square of
3) 𝑦 = 3𝑥 2 − 18𝑥 + 10 3 − 18 10 binomial. Then, add constant terms.
4) 𝑦 = 6𝑥 2 + 2𝑥 + 5 6 2 5 b. Compute for the values of h and k. Then,
5) 𝑦 = 4𝑥 2 − 8𝑥 + 8 4 −8 8 substitute the solved values to y = a(x-h)2 + k
2) Expand the squared binomial and multiply the value
of a to the resulting perfect square trinomial. Then,
add constant terms.
Q1W7LC2: Graphing Quadratic Function
Practice A: Pool of Terms
1. vertex 6. axis of symmetry
2. domain 7. upward
3. minimum 8. downward
4. downward 9. maximum
5. parabola 10. range
69
Practice B: Graph It!
1.
−1
2.
−1
3.
70
MATHEMATICS 9
The Effects of the Constants a, h, and k on the Graph of Quadratic Functions

Section: ___________________________ Date:__________________
A coordinate grid has been

superimposed over the quadratic 9
path of a basketball shot by Alberto 8
7
as shown in the picture. The path is 6
defined by the quadratic function 5
𝑦 = −(𝑥 + 4)2 + 7. 4
3
1. What is the highest point of the 2
ball’s path? 1
0
1
2. Following the shot, will Alberto -2
make the basket? -3
-4
-5
If not, what changes should be -6
done to the function in order for -7
-8
Alberto to make the basket? -9
-10
-9 -8 -7 -6 -5 -4 -3 -2 -1 0 1
The vertex form of a quadratic function is represented by 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 where

a, h, k are constants and 𝑎 ≠ 0. Moreover, (h,k) is the vertex of the parabola.
Let us recall how to graph a quadratic function.
Consider the function 𝑦 = 𝑥 2 . Complete the table of values for the given and sketch
the graph on a Cartesian plane.
Step 1: Determine the vertex (h, k)

The vertex of the parabola is at the origin (0,0)
Step 2: Choose two x-values on each side of the vertex and solve for the sample points.
Complete the table of values
If x = -2 If x = -1 If x = 0 If x = 1 If x = 2
𝑦 = 𝑥2 𝑦 = 𝑥2 𝑦 = 𝑥2 𝑦 = 𝑥2 𝑦 = 𝑥2
𝑦 = (−2)2 𝑦 = (−1)2 𝑦 = (0)2 𝑦 = (1)2 𝑦 = (2)2
𝑦=4 𝑦=1 𝑦=0 𝑦=1 𝑦=4
The resulting table of values is shown as:

𝑥 -2 -1 0 1 2
𝑦 4 1 0 1 4
71
Step 3: Plot and connect the point.
Then, sketch the graph of the function.
Family and Parent Functions
A family of functions is a set of functions whose equations have a similar form. The
“parent” of the family, called the parent function, is the equation in the family with the simplest
form. For example, f(x) = x2 is a parent to the functions illustrated below
Family of Quadratic Functions
𝑦 = 𝑥2
Parent Function
𝑦 = 2𝑥 2 + 5𝑥 − 1 𝑦 = (𝑥 − 2)2 𝑦 = (𝑥 − 1)2 + 3
Moreover, the function 𝑓(𝑥) = 𝑥 2 serves as the parent function to all quadratic
functions. The graph of the function is represented by a parabola opening upward and with
vertex at the origin (0,0). Also, the value of a = 1, h = 0, and k = 0.
In this learning module, we will investigate how a function is connected to the parent
function in the family so that we can easily identify the key characteristics of a particular
function and sketch its graph. In particular, we seek to answer the essential question:
What is the effect of changing the values of 𝑎, ℎ and 𝑘 in the quadratic function and its graph?
Case 1: Investigate the effect of changing the value of a to the graph of a quadratic function.
Sketch the graph of the following quadratic functions on the same Cartesian plane.
a) 𝑦 = 𝑥 2 c) 𝑦 = −2𝑥 2 e) 𝑦 = −5𝑥 2
b) 𝑦 = 2𝑥 2 d) 𝑦 = 5𝑥 2
Using the values of x = {-2, -1, 0, 1 ,2}, we arrive with the following table of values:
a) 𝑥 -2 -1 0 1 2 d) 𝑥 -2 -1 0 1 2
𝑦 4 1 0 1 4 𝑦 20 5 0 5 20
𝑥 -2 -1 0 1 2 e) 𝑥 -2 -1 0 1 2
b) 𝑦 8 2 0 2 8 𝑦 -20 -5 0 -5 -20
𝑥 -2 -1 0 1 2
c)
𝑦 -8 -2 0 -2 -8
72
1) What can you say about the opening
of the graphs of quadratic functions
𝑦 = 𝑥2
whose value of 𝑎 > 0? How about if
𝑎 < 0?
𝑦 = 5𝑥 2
2) What can you say about the shape
of the parabola when 𝑎 > 1? 𝑦 = 2𝑥 2

of the parabola when
𝑎 < −1?

of the parabolas when 0 < 𝑎 < 1?
𝑦 = −2𝑥 2
5) What is the effect of changing the
value of 𝑎 to the graph of the quadratic 𝑦 = −5𝑥 2
function?
1) Observe that when 𝑎 > 0 (positive), the parabola opens upward. When 𝑎 < 0
(negative), the parabola opens downward.
2) When 𝑎 > 1, the parabola becomes narrower (vertically compressed) as compared to

the parent function 𝑦 = 𝑥 2 .
3) When 𝑎 < −1, the parabola becomes narrower (vertically compressed) as compared
to the parent function 𝑦 = 𝑥 2 .
4) When 0 < 𝑎 < 1, the parabola becomes wider (vertically stretched) as compared to
the parent function 𝑦 = 𝑥 2 .
5) The value of a indicates the opening and shape of the graph of the quadratic function.
Observe that changing the value of 𝑎 does not affect the vertex of the function.
Case 2: Investigate the effect of changing the value of ℎ to the graph of a quadratic function.
a) 𝑦 = 𝑥 2 c) 𝑦 = (𝑥 − 1)2 e) 𝑦 = (𝑥 − 4)2
2 2
b) 𝑦 = (𝑥 + 1) d) 𝑦 = (𝑥 + 4)
Completing the table of values,
𝑥 -2 -1 0 1 2 𝑥 -6 -5 -4 -3 -2
a) d)
𝑦 4 1 0 1 4 𝑦 4 1 0 1 4
b) 𝑥 -3 -2 -1 0 1 e) 𝑥 2 3 4 5 6
𝑦 4 1 0 1 4 𝑦 4 1 0 1 4
c) 𝑥 -1 0 1 2 3
𝑦 4 1 0 1 4
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𝑦 = 𝑥2
1) What do you notice about the

parabola when ℎ > 0?
2) What do you notice about the

parabola when ℎ < 0?
3) What is the effect of changing

the value of ℎ to the graph of the 𝑦 = (𝑥 + 4)2 𝑦 = (𝑥 − 4)2
quadratic function?
𝑦 = (𝑥 + 1)2 𝑦 = (𝑥 − 1)2
1) When ℎ > 0, the graph moves to the right (horizontal shift to the right).
2) When ℎ < 0, the graph moves to the left (horizontal shift to the left).
3) The value of h indicates a horizontal shift (left or right) on the graph of the quadratic
function.
Notice that changing the value of ℎ affects the position and the vertex but not the shape
and the opening of the parabola. The graph of 𝑦 = 𝑥 2 shifts ℎ units to the right when ℎ > 0
(positive) and shifts ℎ units to the left when ℎ < 0 (negative).
Case 3: Investigate the effect of changing the value of 𝑘 to the graph of a quadratic function.
a) 𝑦 = 𝑥 2 d) 𝑦 = 𝑥 2 + 3
b) 𝑦 = 𝑥 2 + 1 e) 𝑦 = 𝑥 2 − 3
c) 𝑦 = 𝑥 2 − 1
Completing the table of values,

𝑥 -2 -1 0 1 2 𝑥 -2 -1 0 1 2
a) d)
𝑦 4 1 0 1 4 𝑦 7 4 3 4 7
b) 𝑥 -2 -1 0 1 2 e) 𝑥 -2 -1 0 1 2
𝑦 5 2 1 2 5 𝑦 1 -2 -3 -2 1
c) 𝑥 -2 -1 0 1 2
𝑦 3 0 -1 0 3
74
1) What can you say about the
𝑦 = 𝑥2 + 3
parabola when 𝑘 > 0?
2) What can you say about the

parabola when 𝑘 < 0? 𝑦 = 𝑥2 + 1
3) What is the effect of changing
the value of 𝑘 to the graph of the 𝑦 = 𝑥2
quadratic function?
𝑦 = 𝑥2 − 1
𝑦 = 𝑥2 − 3
1) When 𝑘 > 0, the graph moves upward (vertical shift upward).
2) When 𝑘 < 0, the graph moves downward (vertical shift downward).
3) The value of 𝑘 indicates a vertical shift (upward or downward) on the graph of the
quadratic function.
Observe that changing the value of 𝑘 leads to vertical shift only. Changing the value of 𝑘
has effect on the position and the vertex but not on the shape and the opening of the
parabola. The graph of 𝑦 = 𝑥 2 shifts 𝑘 units upward when 𝑘 > 0 (positive) and shifts 𝑘 units
downward when 𝑘 < 0 (negative).
Example 1: For each quadratic function, determine the coordinates of the vertex, the
opening of the parabola and the equation for the axis of symmetry. Then sketch
the graph of each function.
a) 𝑦 = (𝑥 − 6)2 + 4
b) 𝑦 = −𝑥 2 − 5
c) 𝑦 = 𝑥 2 − 6𝑥 + 10
d) 𝑦 = 2𝑥 2 − 8𝑥 + 3
Solutions:
a) 𝑦 = (𝑥 − 6)2 + 4
• The value of h = 6 and k = 4. Hence the vertex is at (6,4).
• Since the value of a = 1 (positive), then the graph of the quadratic function
opens upward.
• With x = h as the equation for the axis of symmetry x = 6.
To summarize:
Vertex: (6,4)
Opening: Upward
Axis of symmetry: x = 6
75
To recall, the
value of ℎ indicates
horizontal shift while the
value of 𝑘 indicates
vertical shift on the graph
of the quadratic function.
Since h = 6, the graph is
expected to move 6 units
to the right. Furthermore,
with k = 4, the graph of the
parent function moves 4
units upward.
4 units upward
Therefore, the
graph of 𝑦 = (𝑥 − 6)2 + 4
is the graph of 𝑦 = 𝑥 2
moved 6 units to the right
and 4 units upward.
6 units to the right
b) 𝑦 = −𝑥 2 − 5
• The vertex form is 𝑦 = −(𝑥 − 0)2 − 5. The value of ℎ = 0 and 𝑘 = -5. Hence
the vertex is at (0,-5).
• Since the value of 𝑎 = -1 (negative), then the graph of the quadratic function
opens downward.
• The axis of symmetry is x = 0.
To summarize:
Vertex: (0,-5) Opening: Downward Axis of symmetry: x = 0
Since ℎ = 0, the graph is

not expected to move
horizontally. But with 𝑘 = -5, the
graph of the parent function
moves 5 units downward.
Therefore, the graph of

𝑦= −𝑥 2 − 5 is the graph of
𝑦 = 𝑥 2 moved 5 units downward.
76
c) 𝑦 = 𝑥 2 − 6𝑥 + 10
Since the quadratic function 𝑦 = 𝑥 2 − 6𝑥 + 10 is in general form, there is a need to
write it in vertex form.
𝑦 = 𝑥 2 − 6𝑥 + 10 Given
𝑦 = (𝑥 2 − 6𝑥) + 10 Regroup the terms with variable x
𝑦 = (𝑥 2 − 6𝑥 + 9) + 10 − 9 Complete the square
𝑦 = (𝑥 − 3)2 + 1 Simplify
Vertex: (3,1)
Opening: Upward
d) 𝑦 = 2𝑥 2 − 8𝑥 + 3
𝑦 = 2𝑥 2 − 8𝑥 + 3 Given
𝑦 = (2𝑥 2 − 8𝑥) + 3 Regroup the terms with variable x
𝑦 = 2(𝑥 2 − 4𝑥) + 3 Factor out 2 from the regrouped
terms
𝑦 = 2(𝑥 2 − 4𝑥 + 4) + 3 − 8 Complete the square
𝑦 = 2(𝑥 − 2)2 − 5 Simplify
Vertex: (2,-5)
Opening: Upward
Example 2: Determine the equation of the following quadratic functions given the described
transformation.
a) The function 𝑦 = 𝑥 2 shifted 10 units to the left and 3 units upward.

b) The function 𝑦 = 𝑥 2 is reflected across the x-axis, translated 7 units to the right
and 1 unit downward.
77
1
c) The function 𝑦 = 𝑥 2 is vertically stretched by a factor of , and shifted 2 units to
8
the left and 8 units upward.
d) The function 𝑦 = 𝑥 2 is vertically compressed by a factor of 9, and shifted 6 units
to the right and 15 units upward.
Solutions:
a) The value of h indicates horizontal shift (left or right) while the value of k indicates
vertical shift (upward or downward) on the graph of a quadratic function. A shift to
the left indicates a negative value, so h = -10. An upward shift signifies a positive
value. Therefore, k = 3. There is no sign of reflection across the x-axis which
means a = 1.
Supplying the value of h and k to the vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
Answer: 𝑦 = (𝑥 + 10)2 + 3
b) a = -1 h=7 k = -1 Answer: 𝑦 = −(𝑥 − 7)2 − 1

1 1
c) a = h = -2 k=8 Answer: 𝑦 = (𝑥 + 2)2 + 8
8 8
d) a = 9 h=6 k = 15 Answer: 𝑦 = 9(𝑥 − 6)2 + 15
Things to Remember
The vertex form of a quadratic function is represented by 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘

where (ℎ, 𝑘) is the vertex of the parabola. The constants a, h, k are constants that
affect the graph of a quadratic function.
1) The parabola opens upward when 𝑎 > 0 (positive) while the parabola opens
downward when 𝑎 < 0 (negative).
2) When 𝑎 > 1 or 𝑎 < −1, the parabola becomes narrower (vertically compressed)
as compared to the parent function 𝑦 = 𝑥 2 .
3) When 0 < 𝑎 < 1, the parabola becomes wider (vertically stretched) as compared
to the parent function 𝑦 = 𝑥 2 .
4) The graph of 𝑦 = 𝑥 2 shifts ℎ units to the right when ℎ > 0 (positive) and shifts ℎ
units to the left when ℎ < 0 (negative).
5) The graph of 𝑦 = 𝑥 2 shifts 𝑘 units upward when 𝑘 > 0 (positive) and shifts 𝑘
units downward when 𝑘 < 0 (negative).
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. (M9AL-Ii-1)
78
General Directions:
Read all the directions carefully. Analyze every question, and then answer each item
correctly.
Practice A
Directions: Determine the equation of the following quadratic functions given the described
transformation.
1) The function 𝑦 = 𝑥 2 is shifted 20 units to the left and 10 units upward.
2) The function 𝑦 = 𝑥 2 is moved 12 units to the right and 4 units downward.
3) The function 𝑦 = 𝑥 2 is translated 1 unit to the left.
4) The function 𝑦 = 𝑥 2 is shifted 7 units upward.
5) The function 𝑦 = 𝑥 2 is reflected across the x-axis, translated 6 units to the right and
14 units downward.
6) The function 𝑦 = 𝑥 2 is reflected across the x-axis, shifted 5 units to the left and 4
units upward.
7) The function 𝑦 = 𝑥 2 is reflected across the x-axis.
1
8) The function 𝑦 = 𝑥 2 is vertically stretched by a factor of , and shifted 3 units to the
2
left and 8 units upward.
9) The function 𝑦 = 𝑥 2 is vertically compressed by a factor of 2, and shifted 2 units to
the right.
10) The function 𝑦 = 𝑥 2 is vertically compressed by a factor of 6, and shifted 8 units to
the left and 2 units upward.
Practice B
Directions: Identify the graph of the following quadratic functions from the options below.
Write the letter of the correct answer on the space provided before each item.
11)
______1. 𝑦 = 𝑥 2 _______6. 𝑦 = −(𝑥 − 2)2 + 3
12)
______2. 𝑦 = (𝑥 − 2) + 3 2 _______7. 𝑦 = −(𝑥 − 2)2 − 3
13)
______3. 𝑦 = (𝑥 − 2) − 3 2 _______8. 𝑦 = −(𝑥 + 2)2 + 3
______4. 𝑦 = (𝑥 + 2)2 + 3 _______9. 𝑦 = −(𝑥 + 2)2 − 3
______5. 𝑦 = (𝑥 + 2)2 − 3 _______10. 𝑦 = 𝑥 2 + 4𝑥 − 7
79
Practice C
Directions: For each quadratic function, determine the coordinates of the vertex, the
opening of the parabola and the equation for the axis of symmetry. Then sketch
the graph of each function.
80
References
"Transformations Of Quadratic Functions | College Algebra".

2020. Courses.Lumenlearning.Com.
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/transformations-of-quadratic-
functions/.
"LESSON-Effects Of Changing A,H And K In The Graph Of Quadratic Functi…".

2020. Slideshare.Net. https://www.slideshare.net/Iyha14/lessoneffects-of-changing-ah-and-k-in-the-
graph-of-quadratic-function.
Bourne, Murray. 2020. "Interactive Quadratic Function Graph". Intmath.Com.

https://www.intmath.com/quadratic-equations/interactive-quadratic-function-graph.php.
Foundation, CK-12. 2020. "Welcome To CK-12 Foundation | CK-12 Foundation". CK-12

Foundation. https://www.ck12.org/book/ck-12-math-analysis/section/1.5/.
"Quadratic Function". 2020. Varsitytutors.Com.

https://www.varsitytutors.com/hotmath/hotmath_help/topics/quadratic-function.
Roberts, Donna. 2020. "Parabola Parent Function - Mathbitsnotebook(A1 - CCSS

Math)". Mathbitsnotebook.Com.
https://mathbitsnotebook.com/Algebra1/Quadratics/QDGraphTrans.html.
"Graphing Calculator - Geogebra". 2020. Geogebra.Org. https://www.geogebra.org/graphing

Foundation, CK-12. 2020. "Functions On A Coordinate Plane". CK-12 Foundation.
https://www.ck12.org/algebra/functions-on-a-coordinate-plane/lesson/Functions-on-a-Cartesian-Plane-
BSC-ALG/.
81
Answer Key
Practice A Practice B
1. 𝑦 = (𝑥 + 20)2 + 10 6. 𝑦 = −(𝑥 + 5)2 + 4 1. D 6. B
2. 𝑦 = (𝑥 − 12)2 − 4 7. 𝑦 = −𝑥 2 2. F 7. H
1
3. 𝑦 = (𝑥 + 1)2 8. 𝑦 = 2 (𝑥 + 3)2 + 8 3. G 8. I
4. 𝑦 = 𝑥2 + 7 9. 𝑦 = 2(𝑥 − 2)2 4. J 9. A
5. 𝑦 = −(𝑥 − 6)2 − 14 10. 𝑦 = 6(𝑥 + 8)2 + 2 5. C 10. E
Practice C
No. Vertex Opening Axis of

symmetry
1. (1,-6) Upward x =1
2. (4,7) Upward x=4
3. (-3,1) Downward x = -3
4. (3,3) Upward x=3
5. (1,-7) Upward x=1
1. 2. 3.
4. 5.
82
MATHEMATICS 9
Determining the Equation of a Quadratic Function Given the Table of Values,
Graphs, and Zeroes

Section: ___________________________ Date:__________________
Your knowledge on the definition ang characteristics of the quadratic function, as well
as the table of values, the nature of roots and zeroes of the quadratic function, and its graph
will be helpful in determining the equation of a quadratic functions.
A. Determining the equation of a quadratic function 𝒇(𝒙) using its table of values
If we are given table of values of quadratic function, we can find the equation that
represents the function by creating a system of linear equation in three unknowns using the
following steps:
1. Select three ordered pairs from the table.
2. Substitute each ordered pair into the general form of quadratic function;
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
3. Solve for the values of 𝑎, 𝑏 , and 𝑐 of the system of linear equations.
4. Substitute the values of 𝑎, 𝑏 and 𝑐 to the general form of quadratic function.
Example 1
Find the equation that represents the quadratic function in the given table of values.
𝑥 0 1 2 3 4
𝑦 -3 -1 -3 -9 -19
Solution
1. Select three ordered pairs from the table. Let (0, -3), (1, -1), and (2, -3) be the
points on the graph of the quadratic function.
2. Substitute each ordered pair into the general form of quadratic function
For (0, −3), −3 = 𝑎(0)2 + 𝑏(0) + 𝑐 → 𝑐 = −3

For (1, −1), −1 = 𝑎(1)2 + 𝑏(1) + 𝑐 → 𝑎 + 𝑏 + 𝑐 = −1 (equation 1)
For (2, −3), −3 = 𝑎(2)2 + 𝑏(2) + 𝑐 → 4𝑎 + 2𝑏 + 𝑐 = −3 (equation 2)
From here, we were able to solve for the value of 𝑐 which is −3.
3. Solve for the values of 𝑏 and 𝑐 of the system of linear equations.
Substitute the value of 𝑐 to equation 1, and solve it in terms of 𝑏

𝑎 + 𝑏 + 𝑐 = −1
𝑎 + 𝑏 − 3 = −1 Substitute the value of 𝑐
𝑎 + 𝑏 − 3 + 3 = −1 + 3 Addition Property of Equality
𝑎+𝑏=2 Simplify both sides of the equation
𝑎+𝑏−𝑎 = 2−𝑎 Addition Property of Equality
𝑏 = 2 − 𝑎 (equation 3)
Now we substitute the value of c and equation 3 to equation 2
4𝑎 + 2𝑏 + 𝑐 = −3
4𝑎 + 2(2 − 𝑎) + (−3) = −3 Substitute the value of 𝑏 and 𝑐
4𝑎 + 4 − 2𝑎 − 3 = −3 Distributive Property in solving for 2(2-a)
83
2𝑎 + 1 = −3 Simplify
2𝑎 + 1 − 1 = −3 − 1 Addition Property of Equality
1 1
( ) 2𝑎 = −4 ( ) Multiplication Property of Equality
2 2
𝑎 = −2
Since we already know the value of 𝑎, we can now solve the value of b
using equation 3.
𝑏 = 2−𝑎
𝑏 = 2 − (−2) Substitute the value of 𝑎 in equation 3
𝑏 = 2+2 Simplify
𝑏=4
Thus, 𝑎 = −2, 𝑏 = 4, and 𝑐 = −3
4. Substitute the values of a, b and c to the general form of quadratic function.

𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 = (−2)𝑥 2 + (4)𝑥 + (−3)
𝑦 = −2𝑥 2 + 4𝑥 − 3 or
𝑓(𝑥) = −2𝑥 2 + 4𝑥 − 3
Therefore, the equation that represents the table of value is
𝑓(𝑥) = −2𝑥 2 + 4𝑥 − 3
Example 2
Find the equation that represent the quadratic function in the given table of values.
𝑥 -1 1 3 5 7
𝑦 9 1 1 9 25
Solution
1. Select three ordered pairs from the table. Let (-1, 9), (1, 1), and (3, 1) be the
points on the graph of the quadratic function.
2. Substitute each ordered pair into the general form of quadratic function
For (−1, 9), 9 = 𝑎(−1)2 + 𝑏(−1) + 𝑐 → 𝑎 − 𝑏 + 𝑐 = 9 (equation 1)
For (1, 1), 1 = 𝑎(1)2 + 𝑏(1) + 𝑐 → 𝑎 + 𝑏 + 𝑐 = 1 (equation 2)
For (3, 1), 1 = 𝑎(3)2 + 𝑏(3) + 𝑐 → 9𝑎 + 3𝑏 + 𝑐 = 1 (equation 3)
3. Solve for the values of 𝑎, 𝑏 and 𝑐 of the system of linear equations.

Using Elimination Method, subtract equation 1 from equation 2
𝑎+𝑏+𝑐 = 1
𝑎−𝑏+𝑐 = 9
2𝑏 = −8
1 1
( ) 2𝑏 = −8 ( ) Multiplication Property of Equality
2 2
𝑏 = −4
Substitute the value of 𝑏 to equation 2 and 3, then solve simultaneously,

For equation 2,
𝑎+𝑏+𝑐 = 1
𝑎 + (−4) + 𝑐 = 1 Substitute the value of 𝑏 in equation 2
𝑎−4+𝑐 =1
𝑎−4+𝑐+4= 1+4 Addition Property of Equality
𝑎+𝑐 =5 Simplify
For equation 3,
84
9𝑎 + 3𝑏 + 𝑐 = 1
9𝑎 + 3(−4) + 𝑐 = 1
9𝑎 − 12 + 𝑐 = 1 Simplify
9𝑎 − 12 + 𝑐 + 12 = 1 + 12 Addition Property of Equality
9𝑎 + 𝑐 = 13
Using elimination method, subtract 𝑎 + 𝑐 = 5 from 9𝑎 + 𝑐 = 13

9𝑎 + 𝑐 = 13
𝑎+𝑐 = 5
8𝑎 = 8
1 1
( ) 8𝑎 = 8 ( ) Multiplication Property of Equality
8 8
𝑎=1
Solving for 𝑐, substitute 𝑎 to any of the equations above.

𝑎+𝑐=5 9𝑎 + 𝑐 = 13
1+𝑐 = 5 9(1) + 𝑐 = 13
𝑐=4 9 + 𝑐 = 13
𝑐=4
Thus, 𝑎 = 1, 𝑏 = −4 and 𝑐 = 4
4. Substitute the values of a, b and c to the general form of quadratic function.

𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 = (1)𝑥 2 + (−4)𝑥 + (4)
𝑦 = 𝑥 2 − 4𝑥 + 4 or
2
𝑓(𝑥) = 𝑥 − 4𝑥 + 4
Therefore, the equation that represents the table of value is

𝑓(𝑥) = 𝑥 2 − 4𝑥 + 4
B. Determining the equation of a quadratic function 𝒇(𝒙) using its graph.
Example 1
The vertex of the graph of the quadratic function is (1, −4). The graph passes through
the origin (0, 0). By replacing 𝑥 and 𝑦 with 0 and 0, respectively, and ℎ and 𝑘 with 1 and −4,
respectively, we have:
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
0 = 𝑎(0 − 1)2 − 4
0 = 𝑎(−1)2 − 4 simplify (0 − 1)
85
0 = 𝑎(1) − 4 simplify(−1)2
𝑎(1) − 4 = 0 Symmetric Property of Equality
𝑎−4+4= 0+4 Addition Property of Equality
𝑎=4
Alternate solution to get the value of 𝑎

The vertex of the graph of the quadratic function is (1, −4). The graph passes through
the point (2, 0). By replacing 𝑥 and 𝑦 with 2 and 0, respectively, and ℎ and 𝑘 with 1 and −4,
respectively, we have
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
0 = 𝑎(2 − 1)2 − 4
0 = 𝑎(1)2 − 4 simplify (2 − 1)
0 = 𝑎(1) − 4 simplify(1)2
𝑎(1) − 4 = 0 Symmetric Property of Equality
𝑎−4+4= 0+4 Addition Property of Equality
𝑎=4
Thus, using the vertex form = 𝑎(𝑥 − ℎ)2 + 𝑘 the quadratic equation is 𝑦 = 4(𝑥 − 1)2 − 4. To
convert it to general form, we expand and simplify the quadratic equation
𝑦 = 4(𝑥 − 1)2 − 4
𝑦 = 4(𝑥 2 − 2𝑥 + 1) − 4
𝑦 = 4𝑥 2 − 8𝑥 + 4 − 4
𝑦 = 4𝑥 2 − 8𝑥 or
2
𝑓(𝑥) = 4𝑥 − 8𝑥
Example 2
In this example, the vertex of the parabola is not

clearly seen. Instead, we can see the 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑠 (1,0)
and (2,0) and the 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 (0, 2).
Given three points on the graph, we can find the
equation of quadratic function creating systems of equation
in three unknowns. However, if the 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑠 are given,
we can have an alternate solution:
If 𝑥 = 1 and 𝑥 = 2 are the x-intercepts, then
(𝑥 − 1) and (𝑥 – 2) are factors of the
equation of quadratic function. Thus,
𝑦 = 𝑎 (𝑥 − 1) (𝑥 − 2)
Take note that the value of 𝑎 is not always 1 and the third point on the graph can help
us solve for the value of 𝑎. Substitute (0, 2) to the equation,
𝑦 = 𝑎 (𝑥 − 1) (𝑥 − 2)
2 = 𝑎 (0 − 1) (0 – 2)
2 = 𝑎(−1)(−2) Simplify (0 − 2) and (0 – 1)
2 = 2𝑎 Get the product of 𝑎, 2 and
1 1
( ) 2 = 2𝑎 ( ) Multiplication Property of Equality
2 2
𝑎 = 1
Now we substitute the obtained value to the equation and simplify,

𝑦 = 1 (𝑥 − 1) (𝑥 − 2)
𝑦 = 1(𝑥 − 1) (𝑥 − 2)
𝑦 = 𝑥 2 − 3𝑥 + 2 or
𝑓(𝑥) = 𝑥 2 − 3𝑥 + 2
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C. Determining the equation of a quadratic function 𝒇(𝒙) using its zeroes.
If the zeroes are given, then the equation of the quadratic function can be easily
determined. Recall that zeroes, 𝑥1 and 𝑥1 , of the function are the roots, of the equivalent
quadratic equation,
𝑦 = (𝑥 – 𝑥1 ) (𝑥 – 𝑥2 ) → 0 = (𝑥 – 𝑥1 ) (𝑥 – 𝑥2 ).
Example 1
Determine the equation of a quadratic function 𝑓(𝑥) whose zeroes are 3 and -7.
If 3 and -7 are the roots then (𝑥 − 3) and (𝑥 + 7) are the factors of the quadratic
function. Thus, the required equation is
(𝑥 − 3)(𝑥 + 7) = 0 using Foil Method, get the product of
(𝑥 − 3) and (𝑥 + 7)
𝑥 2 + 4𝑥 − 21 = 0
Therefore, the quadratic function is 𝑓(𝑥) = 𝑥 2 + 4𝑥 − 21.
Example 2
𝟏
Determine the equation of a quadratic function 𝑓(𝑥) whose zeroes are and -2.
𝟐
1 1
If the roots are and -2, then the quadratic equation is (𝑥 − )(𝑥 + 2) = 0.
2 2
1
First, we rewrite 𝑥 − as two similar fractions so that it is easier to deal with.
2
1 𝑥 1
(𝑥 − ) = ( − )
2 1 2
𝑥 1 1
2 ( ) − 2 ( ) = 2𝑥 − 1 so, (𝑥 − ) = 2𝑥 − 1
1 2 2
1
Thus, the required equation (𝑥 − ) (𝑥
+ 2) = 0 is similar to (2𝑥 − 1)(𝑥 + 2) = 0
2
(2𝑥 − 1)(𝑥 + 2) = 0 using Foil Method, get the product of
(2𝑥 − 1) and (𝑥 + 2)
2𝑥 2 + 3𝑥 − 2 = 0
Therefore, the quadratic function is 𝑓(𝑥) = 2𝑥 2 + 3𝑥 − 2.
Example 3
Determine the equation of a quadratic function 𝑓(𝑥) whose zeroes are ±√3.
If the roots are √3 and −√3, then the quadratic equation is (𝑥 − √3)(𝑥 + √3) = 0.
(𝑥 − √3)(𝑥 + √3) = 0 get the product of (𝑥 − √3) and (𝑥 + √3) and
apply the special product of sum and difference
of a binomial.
𝑥2 − 3 = 0
Therefore, the quadratic function is 𝑓(𝑥) = 𝑥 2 − 3

Determines the equation of a quadratic function given: (a) a table of values; (b) graph;
(c) zeros (M9AL-Ij-1)
Practice A
Determine the equation of a quadratic function 𝑓(𝑥) using the table of values below. Express
your answer in standard form.
1. 𝑥 -1 0 1 2 3
𝑦 0 -1 -4 -9 -16
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2. 𝑥 -3 -1 1 3 5
𝑦 21 7 9 27 61
Practice B
Determine the equation of a quadratic function 𝑓(𝑥) using the graphs below. Express your
answer in standard form.
3. 4.
5.
Practice C
Determine the equation of a quadratic function 𝑓(𝑥) whose zeroes are given. Express your
answer in standard form.
6. −7, −3
2
7. − , 4
3
8. ±√5
a. How did you find the solution of each activity?

b. What part of the activity do you find easy or difficult?
c. What have you learned from this activity?
d. What other important things did you learn from the activity?
88
References:
Brayny, Melden L. et.al. Mathematics Learner’s Module 9. (FEP Printing Corp., 2014)
Orines Fernando, Diaz Zenada, Mojica Majarlika.Next Century Mathematics: Mathematics 9.

(Quezon City: Phoenix Publishing House, Inc., 2014)
Answer key (Determining the equation of a quadratic function given a table of values, graph
and zeroes)
Practice A Practice C
1. 𝑓(𝑥) = −𝑥 2 − 2𝑥 − 1 6. 𝑓(𝑥) = 𝑥 2 + 10𝑥 + 21
2. 𝑓(𝑥) = 2𝑥 2 + 𝑥 + 6 7. 𝑓(𝑥) = 3𝑥 2 − 10𝑥 − 8
8. 𝑓(𝑥) = 𝑥 2 − 5
Practice B 9. 𝑓(𝑥) = 𝑥 2 − 2𝑥 − 1
3. 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3 10. 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 5
4. 𝑓(𝑥) = −𝑥 2 − 2𝑥 − 3
1 1 3
5. 𝑓(𝑥) = 𝑥 2 − 𝑥 −
4 2 4
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MATHEMATICS 9
Solving Problems Involving Quadratic Functions

Section: ___________________________ Date:__________________

The application of quadratic function in real-life situations can be seen in many fields
like physics, business, industry and in variety of mathematical problems. There are some
situations that cannot be solved using linear relations and have something to do with area,
distance traveled by freely falling bodies, and mileage of a vehicle. Problems requiring
minimization or maximization are solved using quadratic functions.
Graphically, the maximum or minimum value of a function can be found through the
−𝑏
vertex of the parabola which is (ℎ, 𝑘) or (𝑥, 𝑓(𝑥)), where h and k are given by ℎ = and
2𝑎
4𝑎𝑐−𝑏2 −𝑏
𝑘= or 𝑘 = 𝑓 ( ). The extreme value (maximum or minimum value) of the quadratic
4𝑎 2𝑎
function is the value of 𝑓 at 𝑥, or 𝑓(𝑥).
If 𝑎 > 0, the vertex is a 𝑚𝑖𝑛𝑖𝑚𝑢𝑚 𝑝𝑜𝑖𝑛𝑡 and the minimum value of the quadratic
function is equal to 𝑘. The minimum value occurs at 𝑥 = ℎ.
If 𝑎 < 0, the vertex is a 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑝𝑜𝑖𝑛𝑡 and the maximum value of the quadratic
function is equal to 𝑘. The maximum value occurs at 𝑥 = ℎ.
Example 1: Extreme Values
A. Find the extreme value of each quadratic function.

a. 𝑓(𝑥) = 𝑥 2 − 4
b. 𝑔(𝑥) = −𝑥 2 + 6𝑥 − 16
Solution:
a. The extreme value of a quadratic function is the ordinate of the vertex.
𝑓(𝑥) = 𝑥 2 − 4; 𝑎 = 1, 𝑏 = 0, 𝑐 = −4
4𝑎𝑐−𝑏2
Using the formula 𝑘 = , substitute the values of a, b and c. Then, simplify.
4𝑎
4(1)(−4)−(0)2 −16
𝑘= = = −4
4(1) 4
Thus, the ordinate of the vertex is −4.
Since 𝑎 > 0, 𝑓(𝑥) has a minimum value and the minimum value is −4.
b. 𝑔(𝑥) = −𝑥 2 + 6𝑥 − 16 𝑎 = −1, 𝑏 = 6, 𝑐 = −16
−𝑏
Using the formula ℎ = , substitute the values of a and b. Then, simplify.
2𝑎
−6
ℎ= =3
2(−1)
Thus, the abscissa of the vertex is 3.
To find the ordinate of the vertex, solve for 𝑔(𝑥) = 𝑔(ℎ) = 𝑔(3)
𝑔(𝑥) = −𝑥 2 + 6𝑥 − 16
𝑔(3) = −(3)2 + 6(3) − 16 Substitute the value of x=3
𝑔(3) = −9 + 18 − 16
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𝑔(3) = −7
Since 𝑎 < 0, 𝑔(𝑥) has a maximum value, and the maximum value is −7.
Applications of Quadratic Functions

To solve a given problem involving quadratic function, there is a need to 𝑢𝑛𝑑𝑒𝑟𝑠𝑡𝑎𝑛𝑑
the situation, what is missing in the problem and the given quadratic function. Find the value
of 𝑎 and identify the opening of the parabola. With this, we will be able to determine if the given
has the maximum or minimum point. Using the values given in the function, solve for the
maximum or minimum value then interpret or make a conclusion.
Example 2: Number Problem

Problem: The sum of two numbers is 24. Find the maximum product and the two numbers.
Solution:
▪ Let 𝑛 = the first number
24 − 𝑛 = the second number
𝑓(𝑛) = the product of the two numbers
𝑓(𝑛) = 𝑛(24 − 𝑛)
𝑓(𝑛) = 24𝑛 − 𝑛2 Multiply 𝑛(24 − 𝑛) = 24𝑛 − 𝑛2
The maximum value of 𝑓(𝑛) is the ordinate of the vertex.
▪ Determine the values of a, b and c.
𝑓(𝑛) = 24𝑛 − 𝑛2 𝑎 = −1, 𝑏 = 24, 𝑐=0
4𝑎𝑐−𝑏2
▪ Using the formula 𝑘 = , substitute the values of a, b and c. Then, simplify.
4𝑎
4(−1)(0)−(24) 2 −576
𝑘= = = 144
4(−1) −4
Thus, the maximum product is 144.
▪ To solve for 𝑛.
Equate the product of the two numbers and the maximum product 144.
That is,
𝑛(24 − 𝑛) = 144 𝐸𝑞𝑢𝑎𝑡𝑒 𝑛 𝑡𝑖𝑚𝑒𝑠 (24 − 𝑛) and 144
24𝑛 − 𝑛2 = 144 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑛 (24 − 𝑛) = 24𝑛 − 𝑛2
2
𝑛 − 24𝑛 + 144 = 0 𝐹𝑜𝑟𝑚 𝑡ℎ𝑒 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛
2
(𝑛 − 12) = 0 𝐹𝑎𝑐𝑡𝑜𝑟 𝑡ℎ𝑒 𝑡𝑟𝑖𝑛𝑜𝑚𝑖𝑎𝑙.
𝑛 − 12 = 0 𝑆𝑞𝑢𝑎𝑟𝑒 𝑟𝑜𝑜𝑡 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠. √(𝑛 − 12)2 = √0
𝑛 = 12 𝑆𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑛.
If 𝑛 = 12 , then 24 − 𝑛 = 12. Therefore, the two numbers, whose sum is 24 and
whose product is the maximum, are 12 and 12.
Example 3: Geometry Problem
Problem: What are the dimensions of the largest rectangular field that can be enclosed by
80m of fencing wire?
Solution:
▪ Let 𝑙 = length of a rectangle
𝑤 = width of a rectangle
𝑃 = 2𝑙 + 2𝑤 (perimeter of a rectangle) Since, 𝑃 = 80𝑚, thus, 2𝑙 + 2𝑤 = 80
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2 𝑙 + 𝑤 = 40
𝐸𝑥𝑝𝑟𝑒𝑠𝑠 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑎𝑠 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑜𝑓 𝑤 𝑙 = 40 − 𝑤
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▪ Make a simple illustration labelling the length and width of a rectangle.
𝑙 = 40 − 𝑤
▪ Substitute the given length and width in the formula of the area 𝐴 of a rectangle.
𝐴 = 𝑤𝑙
𝐴 = 𝑤(40 − 𝑤)
𝐴 = 40𝑤 − 𝑤 2 𝑜𝑟 𝐴 = −𝑤 2 + 40𝑤
▪ Solve by completing the square, 𝐴(𝑤) = −𝑤 2 + 40𝑤
𝐴(𝑤) = −(𝑤 2 − 40𝑤 + 400) + 400
𝐴(𝑤) = −(𝑤 − 20)2 + 400
▪ The vertex of the graph of the function 𝐴(𝑤) is (20, 400).
This point indicates a maximum value for 𝐴(𝑤) that occurs when 𝑤 = 20.
Thus, the maximum area is 400m2 when the width is 20m.
▪ If the width is 20m, then the length is (40 – 20)m or 20m also.
Therefore, the field with the maximum area is a square with dimensions 20m
by 20m.
Another important application of quadratic function is solving problems related to free

falling bodies, which can be modeled by a quadratic function 𝐻(𝑡) = −4.9𝑡 2 + 𝑉0 𝑡 + ℎ0 , where
𝐻(𝑡) is the height of an object at 𝑡 seconds, when it is thrown with an initial velocity of 𝑉0 𝑚/𝑠
and an initial height ℎ0 𝑚𝑒𝑡𝑒𝑟𝑠.If units are in feet, then the function is 𝐻(𝑡) = −16𝑡 2 + 𝑉0 𝑡 + ℎ0
Example 3: Physics Problem (Free Falling Bodies)

Problem: The height (𝐻) of the ball thrown into the air with an initial velocity of
9.8 𝑚/𝑠 from a height of 2 𝑚 above the ground is given by the
equation 𝐻(𝑡) = −4.9𝑡 2 + 9.8𝑡 + 2, where 𝑡 is the time in seconds
that the ball has been in the air.
a. What maximum height did the ball reach?
b. How long will it take the ball to reach the maximum height?
c. After how many seconds is the ball at a height of 4 𝑚?
Solution:
a. What maximum height did the object reach?
• Transform the quadratic function 𝐻(𝑡) = −4.9𝑡 2 + 9.8𝑡 + 2 into the form
𝐻(𝑡) = 𝑎(𝑡 − ℎ)2 + 𝑘
𝐻(𝑡) = −4.9𝑡 2 + 9.8𝑡 + 2
𝐻(𝑡) = −4.9(𝑡 2 − 2𝑡 + 1) + 2 + 4.9
𝐻(𝑡) = −4.9(𝑡 − 1)2 + 6.9
• The vertex is (1, 6.9). Thus, the maximum height reached by the ball is 6.9 𝑚.
b. How long will it take for the ball to reach the maximum height?
• The time for the ball to reach the maximum height is the abscissa of the
vertex of the parabola or the value of ℎ.
𝐻(𝑡) = −4.9𝑡 2 + 9.8𝑡 + 2
𝐻(𝑡) = −4.9(t − 1)2 + 6.9
92
• Since the value of h is 1, then the ball is at its maximum height after 1
second.
c. After how many seconds is the ball at a height of 4 𝑚?
• If the height of the ball is 4 𝑚, then the resulting equation is
−4.9𝑡 2 + 9.8𝑡 + 2 = 4 𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝐻(𝑡) = 4
−4.9𝑡 2 + 9.8𝑡 − 2 = 0 𝐴𝑑𝑑 − 4 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠
• To find the value of 𝑡, use quadratic formula since the given trinomial is not
factorable.
The quadratic equation is 4.9𝑡 2 − 9.8𝑡 + 2 = 0.
Thus, 𝑎 = −4.9, 𝑏 = 9.8 𝑎𝑛𝑑 𝑐 = −2
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑡= 𝑈𝑠𝑒 𝑞𝑢𝑎𝑑𝑟𝑎𝑡𝑖𝑐 𝑓𝑜𝑟𝑚𝑢𝑙𝑎.
2𝑎
−(9.8) ± √(9.8)2 − 4(−4.9)(−2)

𝑡= 𝑃𝑙𝑢𝑔 𝑖𝑛 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 𝑜𝑓 𝑎, 𝑏 𝑎𝑛𝑑 𝑐.
2(−4.9)
−9.8 ± √96.04 − 39.2

𝑡= 𝑆𝑜𝑙𝑣𝑒.
−9.8
−9.8 ± √56.84
𝑡= 𝐶𝑜𝑚𝑝𝑢𝑡𝑒 𝑓𝑜𝑟 √56.84 ≈ 7.54
−9.8
9.8 ± 7.54
𝑡= 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦
9.8
−9.8 − 7.54
𝑡1 = = 1.77 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 𝑆𝑜𝑙𝑣𝑒 𝑢𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑝𝑜𝑠𝑖𝑡𝑖𝑣𝑒 𝑠𝑖𝑔𝑛.
−9.8
−9.8 + 7.54
𝑡2 = = 0.23 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 𝑆𝑜𝑙𝑣𝑒 𝑢𝑠𝑖𝑛𝑔 𝑡ℎ𝑒 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝑠𝑖𝑔𝑛.
9.8
• Therefore, the ball takes 0.23 seconds and 1.77 seconds to reach the height
of 4 𝑚.
A quadratic function can be applied in business or industry to determine the maximum

profit, the break-even situation and the like. Suppose x denotes the number of units a company
plans to produce or sell. The revenue function:
𝑅(𝑥) = (𝑝𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑢𝑛𝑖𝑡) × (𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑢𝑛𝑖𝑡𝑠 𝑝𝑟𝑜𝑑𝑢𝑐𝑒𝑑 𝑜𝑟 𝑠𝑜𝑙𝑑)
Example 4: Business/Industry Problem (Revenues)

Problem: A garments store sells about 40 t-shirts per week at a price
of Php 100 each. For each Php 10 decrease in price,
the sales lady found out that 5 more t-shirts per week were sold.
a. Write a quadratic function in standard form that
models the revenue from t-shirt sales.
b. What price produces the maximum revenue?
Solution:
a. Write a quadratic function in standard form that models the revenue from t-shirt
93
sales.
• Let 𝑥 be the additional number of t-shirts sold
Since Revenue 𝑅(𝑥) = (𝑝𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑢𝑛𝑖𝑡) × (𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑢𝑛𝑖𝑡𝑠 𝑝𝑟𝑜𝑑𝑢𝑐𝑒𝑑 𝑜𝑟 𝑠𝑜𝑙𝑑)
• Thus, 𝑅(𝑥) = (𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡 𝑠ℎ𝑖𝑟𝑡𝑠 𝑠𝑜𝑙𝑑) × (𝑃𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑡 𝑠ℎ𝑖𝑟𝑡)
𝑅(𝑥) = (40 + 5𝑥) × (100 − 10𝑥)
𝑅(𝑥) = −50𝑥 2 + 100𝑥 + 4000 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑎𝑛𝑑 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦
• Transform the function into the form 𝑅(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘.
𝑅(𝑥) = −50𝑥 2 + 100𝑥 + 4000
𝑅(𝑥) = −50(𝑥 2 − 2𝑥 + 1) + 4000 + 50
𝑅(𝑥) = −50(𝑥 − 1)2 + 4050
• Find the vertex of the quadratic function 𝑅(𝑥) = −50(𝑥 − 1)2 + 4050.
The vertex is (1, 4050). Thus, the maximum revenue is Php 4050.
• Determine the price of the t-shirt that produces maximum revenue.
𝑃(𝑥) = 100 − 10𝑥
𝑃(1) = 100 − 10(1) 𝑆𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 𝑡ℎ𝑒 𝑣𝑎𝑙𝑢𝑒 𝑜𝑓𝑥, 𝑤ℎ𝑒𝑟𝑒 𝑥 = 1
𝑃(1) = 90 𝑆𝑜𝑙𝑣𝑒
• Thus, Php 90 is the price of the t-shirt that produces maximum revenue.
Things to Remember
•, Solving problems involving quadratic functions can be solved by identifying the variables
involved, setting up an equation relating the variables identified and finding the quantity
to be minimized or maximized and expressing it as a function of just one variable.

Solves problems involving quadratic functions. (M9AL-Ii-j-2)
General Directions:
Exercises
Practice A: To the Extreme
Directions: Complete the table. Given the quadratic function, determine the value of a and
identify if the graph has a maximum or minimum point. Then, find the extreme
value.
Quadratic Function Value of 𝑎 Minimum or Extreme
maximum point value
2
Ex.: 𝑓(𝑥) = 𝑥 − 4 1 Minimum −4
1. g(𝑥 ) = 5 + 3𝑥 2
2. ℎ(𝑥 ) = 8 − 4𝑥 2
3. 𝑝(𝑥 ) = −(𝑥 − 5)2 + 10
4. 𝐺 (𝑥 ) = −2𝑥 2 + 8𝑥 − 5
5. 𝐻(𝑥 ) = 20 + 5(𝑥 + 2)2
94
Practice B: Problem Solved! (see Rubric A)
Directions: Solve the problems completely. Show your solutions.
A. Number Problem: Find two numbers whose sum is 14 and whose product is
maximum.
a. What are the two numbers?
b. What is the maximum product?
B. Physics Problem: Mr. Cruz wants to fence a rectangular area that has one side
bordered by an irrigation. If he has 120m fencing materials,
a. What are the dimensions of the largest rectangular area that can be
enclosed?
b. Find the maximum area he can enclose.
C. Physics Problem: A ball is tossed upward from the ground. Its height in feet above
the ground after t seconds is given by the function. 𝑝(𝑥 ) = −16𝑡 2 + 22𝑡.
a. Find the maximum height reached by the ball.
b. How many seconds it will take for the ball to reach the maximum height?
D. Business Problem: A handicraft company produces 100 baskets a day at a profit of

Php 10.80 per basket. If a more expensive process is used, the company can
produce more but the profit per basket decreases by 60 centavos for each additional
basket produced.
a. How many additional baskets should be produced to maximize total daily profit?
b. Find the maximum profit.
95
96
References
Bellman, Allan, Sadie Bragg, Suzanne Chapin, Theodore Gardella, Bettye Hall, William Handlin,Sr.,
Edward Manfre. Prentice Hall: Algebra: Tools for a Changing World. (Pearson Education South
Asia Pte Limited by Pearson Education, Inc. 2005)
Brayny, Melden L., et.al. Mathematics Learner’s Module 9. (FEP Printing Corp. 2014)
Nivera, Gladys and Minie Rose Lapinid. Grade 9 Mathematics: Patterns and Practicalities. Edited by
Victor Panizales. (Makati City: Salesiana Books by Don Bosco Press, Inc. 2013)
National Center for Research on Evaluation, Standards, and Student Testing. Problem Solving
Rubric. Accessed on August 25,2020.
https://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf
Orines, Fernando, Mirla Esperago, and Nestor Reyes. Next Century Mathematics: Fourth Year High
School Advanced Algebra, Trigonometry, and Statistics. (Quezon City: Phoenix Publishing
House, Inc., 2004)
Answer Key
Practice A: To the Extreme
Quadratic Function value of a Minimum or maximum point Extreme value
1. g(𝑥) = 5 + 3𝑥 2 3 Minimum 5
2. ℎ(𝑥 ) = 8 − 4𝑥 2 −4 Maximum 8
3. 𝑝(𝑥 ) = −(𝑥 − 5)2 + 10 −1 Maximum 10
4. 𝐺 (𝑥 ) = −2𝑥 2 + 8𝑥 − 5 −2 Maximum 3
5. 𝐻 (𝑥 ) = 20 + 5(𝑥 + 2)2 5 Minimum 20
Practice B: Problem Solve!

A. a. The numbers are 7 and 7.
b. The maximum product is 49.
B. a. The dimensions of the rectangular area are 60 m length by 30 m width.
b. The maximum area is 1 800 square meters.
121
C. a. The maximum height reached by the ball is 7.56 ft or 𝑓𝑡.
16
11
b. It will take 0.69 second or 𝑠𝑒𝑐 for the ball to reach the maximum height.
16
D. a. There is a need for 4 additional baskets to produce the maximum profit.
b. The maximum profit of Php 1 089.60.
97

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9

Background Information for Learners

A quadratic equation in one variable is a mathematical sentence of degree 2

Quadratic equation in standard form ax2 + bx + c = 0, ax2 is the quadratic term, bx is

Example 2: Write each of these quadratic equations in standard form ax2 + bx + c = 0

x2 + 4x + 3 = −3 + 3 ►apply the APE (addition property of equality) by

The standard form is x2 + 4x + 3 = 0 therefore, a = 1 b = 4 c = 3

c). 3m (m–2) = 10 ► given

The standard form is 3m2 – 6m – 10 = 0 therefore, a = 3 b=–6 c = – 10

d). (2m–3) (m+2) = 1 ► given

The standard form is 2m2 + 1m – 7 = 0 therefore, a = 2 b=1 c=–7

Example 3: Translate the given mathematical sentence into a mathematical

The standard form is x2 + 5x – 100 = 0.

1.) 3m2 + 8 = 15 6.) (r – 1)2 = –5

2.) 12 – 4x = 0 7.) (2x + 5)(x – 3) = 0

4.) h (h2 – 6) = 0 9.) x2 – 6x + 7 = 0

Activity 2: THE TRANSFORMER!

identify the values of a, b, and c

Four (4) Methods for Solving Quadratic Equation

4x2 - 9 = 0 Original Equation

9 Take the square root of both sides of the

a=2 b= 1 c= -15 Find the value of a, b and c.

ac = 2(-15) = -30 Get the product of the value of a

(1) (-30)= -30 (-1) (30)= -30

2x – 5 = 0 x+3=0 Use the addition property of

Checking: • Check the value of the variable

Method 3: Completing the Square

b = -3 Get half of b, then square it and add that value

Perfect Square Trinomial

Method 4: Quadratic Formula

−3 ± √(3)2 − 4(2)(−27) Substitute a, b and c to the quadratic formula

Learning Competency with code

1. Which of the four methods did you use the most?

Name of Student: _________________________ Q1- W2&3-LC1

The formula for the path of the rocket is h(t)=160t -16t2

NATURE OF THE ROOTS OF A QUADRATIC EQUATION

If b2 – 4ac = 0, then the solution is a double root and is rational.

In the next section, we will represent the discriminant equal to D (D = b2 – 4ac)

6. Given 2x2 + 3x – 9 = 0, find the discriminant and characterize its roots

Learning Competency with code:

Set C. Write the following equations in standard form ax 2 + bx + c = 0. Use the

14. 6m2 -12m = 0

15. 4n2 + 16n + 16 = 0

Quadratic Equation b2 – 4ac Nature of the Roots

Name of Student: _________________________ Q1- W2&3-LC2

In the given equation, a = 1, b = 2, and c = - 8. Solving for its roots by factoring, we

Sum of the Roots of a Quadratic Equation

Product of the Roots of a Quadratic Equation

Learning Competency with code:

1. x2 + 2x + 1 = 0 Sum of the roots: ______ Product of the Roots: ______

Rubric in Scrap Book Making

Name of Student: _________________________ Q1-W2&3-LC3

x (x + 12) = - 35 x2 + 12x = - 35 (Simplify the expression using distributive

x2 + 12x = - 35 x2 + 12x + 35 = 0 (Write the resulting equation into standard form)

x2 + 12x + 35 = 0 Use any method of solving quadratic equations in finding the

x(x – 4) = 45 x2 – 4x = 45 (Simplify the expression using distributive property)

3. Solve (x + 6)2 = 16 This is a quadratic equation not written in standard form.

(x + 6)2 = 16 x2 + 12x + 36 = 16 (Simplify the expression using square of a

x2 + 12x + 36 = 16 x2 + 12x +36 - 16 = 0 (Write the resulting equation into standard

(x – 2)2 + (x – 3)2 = 5 Simplify the expression using square of a binomial

Learning Competency with code

Exercise B. Note: Solutions may vary, depending on the method used.

Exercise C. Note: Solutions may vary, depending on the method used.

1. x2 + 2x + 1 = 0 Sum of the roots: Product of the Roots: