9

Mathematics
Quarter 1 - Module 1
Illustrations of Quadratic Equations
M9AL-Ia-1

English – Grade 7
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Solving Quadratic Equations
First Edition, 2020

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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Rodelio S. Agno

Language Reviewer : Lizette Eladia
Content Editor : Josephine U. Orbigo
Illustrator : Rodelio S. Agno
Layout Artist : Rodelio S. Agno

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Francisco B. Macale
Mathematics, Division Focal Person

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email Adress: lrmdsbulacan@deped.gov.ph
 9

Mathematics
Quarter 1 - Module 1
Illustrations Quadratic Equations
M9AL-Ia-1
 Introductory Message

For the Facilitator:

Welcome to the Mathematics 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module
on Illustrations of Quadratic Equations.

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the Learner:

Welcome to the Mathematics 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module on
Illustrations of Quadratic Equations.

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.
1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
sentences/paragraphs to be filled in to
process what you learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 This module provides varied activities that will help you identify and describe
quadratic equations and illustrate these using appropriate representations. It will also help
you formulate quadratic equations as illustrated in some real-life situations.

After finishing this module, you are expected but not limited to:
• identify and describe quadratic equations;
• illustrate quadratic equations using appropriate representations; and
• formulate quadratic equations as illustrated in some real-life situations.

What I Know
Directions: Write the letter of your answer on each of the following questions.

1. It is a second degree equation that can be written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

a. Linear Equation b. Quadratic Equation c. Cubic Equation

2. What is the degree of a quadratic equation in one variable?

a. 1 b. 2 c. 3

3. Which of the following is the standard form of a quadratic equation?

a. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 b. 𝑎𝑥 3 + 𝑏𝑥 + 𝑐 = 0 c. 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0

4. Which of the following is an example of a quadratic equation?

a. 𝑥 + 2 = 0 b. 𝑥 2 = 1 c. 𝑥 2 + 𝑥 3 − 1 = 0

5. Which of the following is a quadratic equation?

a. 4 = 3𝑥 2 b. 4𝑥 2 + 1 = 3𝑥 4 c. 𝑥 + 2 = 0

6. Which of the following is not a quadratic equation?

a. 𝑥 2 − 1 = 0 b. 𝑥 2 = 3𝑥 c. 2𝑥 − 1 = 0

7. Which is not a quadratic equation?

a. 4𝑥 = 3𝑥 2 b. (𝑥 + 2)𝑥 = −1 c. 𝑥(𝑥 + 2)2 = 0

8. The standard form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐, are

real numbers and _____ ≠ 0.
a. 𝑎 b. 𝑏 c. 𝑐

9. The standard form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. In the quadratic

equation 𝑥 2 + 2𝑥 − 1 = 0, what is the value of 𝑎?
a. 1 b. 2 c. −1

3
 10. Which of the following illustrates a quadratic equation?
a. Land area b. Volume of water c. Population
11. Which of the following can be represented by a quadratic equation?
a. Projectile b. Speed c. Exponential growth

12. Which of the following is not an illustration of a quadratic equation in real-life situation?
a. Area of a garden b. Perimeter of a lot c. Tossed ball

13. Which of the following does not illustrate a quadratic equation?

a. A rectangular garden’s length is 10 𝑚 longer than the width and its area is 75 𝑚2.
b. Ben is twice as old as Kim. The sum of their ages is 30.
c. Kim is twice as old as Bob. The product of their ages is 50.

14. Kim is twice as old as Bob. The product of their ages is 50. Represent the situation in
a mathematical sentence.
a. 𝑘(2𝑘) = 50 b. 𝑘 2 = 50 c. 3𝑘 = 50

15. A rectangular lot with an area of 40 𝑚2 has a length 3 𝑚 longer than its width. Which
of the following is the representation in standard form of the given information?
a. 𝑙 2 − 5𝑙 − 40 = 0 b. 𝑙 2 + 3𝑙 − 40 = 0 c. 𝑙 2 − 3𝑙 − 40 = 0

What’s In

During your grade 8 mathematics, you already learned about linear equations. These
equations in one variable are first degree equations which means that the highest exponent
in the variable is one. 𝑥 + 1 = 0 is an example of a linear equation.

Let us study the following equations. Which of the following are linear equations? What
are their differences from other equations which are not linear?

Directions: Write LE if the given equation is linear and write NOT if the given isn’t.
_____ 1. 𝑥 − 3 = 0 _____ 6. 2𝑥 2 − 5 = 𝑥
_____ 2. 𝑥 = 20 _____ 7. 5𝑥 3 − 3𝑥 + 2 = 0
2
_____ 3. 𝑥 − 5 = 0 _____ 8. 4 − 𝑥 = 5
_____ 4. −1 = 𝑥 _____ 9. 𝑥 4 = 0
_____ 5. 𝑥 2 − 5𝑥 = 0 _____ 10. 2 = −𝑥

The equations in numbers 1, 2, 4, 8, and 10 are linear while the other five equations
are not. You can notice that on linear equations, the highest exponent of a variable is 1.

There are equations on which the exponents of variables are greater than 1. One of
these is quadratic equations, which is our focus on this learning module.

4
 What’s New
Bernard is planning to buy a farmland in Marilao. A farmer who is not sure of the
dimensions of the farmland where he is working on, which happens to be for sale, gave
Bernard an approximation of the length and width of the area (in meters). It is given on the
illustration.

𝒙 + 𝟐𝟎

The area of a rectangle is simply multiplying the length and the width.

𝐴𝑟𝑒𝑎 = 𝐿𝑊 This is the formula of an area of a rectangle.

𝐿 = 𝑥 + 20 The length is 20 𝑚 longer than the width as

𝑊=𝑥 as illustrated by the farmer

𝐴𝑟𝑒𝑎 = (𝑥 + 20)𝑥 Substitute the values of the length and width in the formula

𝐴𝑟𝑒𝑎 = 𝑥 2 + 20𝑥 By distributive property of multiplication, we will come up with

this mathematical sentence

A few minutes of conversation with the farmer, Bernard called the land owner and was
told that the area of the land is 8000 𝑚2 .

𝐴𝑟𝑒𝑎 = 8000 This is the price given by the land owner.

𝑥 2 + 20𝑥 = 8000 By substitution, the mathematical sentence that represents the

situation is formulated.

From the activity done, you were able to describe an equation other than linear
equations, and this is a quadratic equation. You were also able to find out how a particular
situation is represented as a quadratic equation and vice versa. But how are quadratic
equations used in solving real-life problems and in making decisions? You will find it out in
the activities that will follow.
5
 Notes to the Teacher
It is very important to monitor your students from time to time to avoid misconceptions
on any lesson they are dealing with.

Illustrations of Quadratic Equations

What Is It
A quadratic equation in one variable is a mathematical sentence of degree 2 that can
be written in its standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠
0.
In the quadratic equation in standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, 𝑎𝑥 2 is the quadratic term,
𝑏𝑥 is the linear term, and 𝑐 is the constant term.

Listed below are examples and non-examples of quadratic equations.

Quadratic Equations Non-Quadratic Equations

𝑥 2 + 2𝑥 + 1 = 0 𝑥−3=0
3𝑥 2 − 𝑥 = 2 𝑥=5
5 = 4𝑥 2 𝑥 3 + 3𝑥 2 − 𝑥 + 2 = 0

Example 1

In the equation 3𝑥 2 − 4𝑥 + 5 = 0, since the highest exponent in the variable is 2, and

the quadratic term comes first, followed by the linear term and then the constant term which
is equated to 0, it is a quadratic equation in standard form.

Example 2

𝑥(𝑥 − 1) = 0 is also a quadratic equation but it is not in standard form.

𝑥(𝑥 − 1) = 0 multiply 𝑥 to (𝑥 − 1)

𝑥2 − 𝑥 = 0 standard form

𝑥 2 is the quadratic term, −𝑥 is the linear term, and the constant term is 0.

6
Example 3

𝑥 2 + 4𝑥 = 0 is a quadratic equation in standard form even if the constant term is 0.

Example 4

5𝑥 2 − 7 = 0 is also a quadratic equation in standard form even if the value of the linear
term is 0.

Example 5

In the quadratic equation in standard form 3𝑥 2 − 2𝑥 + 1 = 0,

𝑎=3 𝑏 = −2 𝑐=1

Example 6

For 𝑥 2 − 1 = 0,
𝑎=1 𝑏=0 𝑐 = −1

For uniformity, we will write quadratic equations in standard form in way that the value
of 𝑎 is positive.

Example 7

3𝑥 − 5𝑥 2 = 4 (given)

3𝑥 − 5𝑥 2 − 3𝑥 + 5𝑥 2 = 4 − 3𝑥 + 5𝑥 2 Add −3𝑥 + 5𝑥 2 on both sides of the

equation. (by addition property)

0 = 4 − 3𝑥 + 5𝑥 2 (simplification)

5𝑥 2 − 3𝑥 + 4 = 0 (standard form)

Therefore, the standard form of 3𝑥 − 5𝑥 2 = 4 is 5𝑥 2 − 3𝑥 + 4 = 0.

Example 8

𝑥 2 = 4 − 2𝑥 (given)

𝑥 2 − 4 + 2𝑥 = 4 − 2𝑥 − 4 + 2𝑥 Add −4 + 2𝑥 on both sides of the

equation. (by addition property)

𝑥 2 − 4 + 2𝑥 = 0 (simplification)

𝑥 2 + 2𝑥 − 4 = 0 (standard form)

7
Example 9

𝑥 2 − 5 + 12𝑥 = 11𝑥 − 3 (given)

𝑥 2 − 5 + 12𝑥 − 11𝑥 + 3 = 11𝑥 − 3 − 11𝑥 + 3 Add 11𝑥 − 3 on both sides of the

equation (by addition property)

𝑥2 − 2 + 𝑥 = 0 (simplification)

𝑥2 + 𝑥 − 2 = 0 (standard form)

Example 10

A rectangular lot with an area of 30 𝑚2 has a length 1 𝑚 longer than its width.
Representing this as a quadratic equation will give you

𝐴𝑟𝑒𝑎 = 30 𝑚2 (given)
𝑙 =𝑤+1

𝐴𝑟𝑒𝑎 = 𝑙𝑤 (area of a rectangle formula)

30 = (𝑤 + 1)𝑤 Substitute the values to the

formula in terms of 𝑤

30 = 𝑤 2 + 𝑤 Use distributive property on

multiplying (𝑤 + 1)𝑤

30 − 30 = 𝑤 2 + 𝑤 − 30 To rewrite it in standard form, add

−30 on both sides of the
equation. (by addition property)

𝑤 2 + 𝑤 − 30 = 0

You now have a quadratic equation that represents a real-life situation.

Example 11

Tim is twice as old as Mich. The product of their ages is 18. To represent this in a
quadratic equation we will translate the given information first.

Mich’s age is 𝑥. While Tim’s age is 2𝑥

Since the product of their ages is 18, we can write this mathematical sentence,

(2𝑥)𝑥 = 18

8
 2𝑥 2 = 18 by multiplying 2𝑥 and 𝑥

2𝑥 2 18
= by dividing both sides of the
2 2
equation by 2
2
𝑥 =9

𝑥2 − 9 = 9 − 9 by adding −9 on both sides of the

equation

𝑥2 − 9 = 0 The quadratic equation

representing the scenario is now
in its standard form.

What’s More

Independent Activity 1

Instructions: Encircle the quadratic equations on the given mathematical sentences below.
Make sure that the equation is in second degree or the highest exponent in the
variable is 2.

4𝑥 2 = 5 −3𝑥 2 = 5𝑥 5 𝑥2 − 5 = 5

5𝑥 3 − 3𝑥 = 2 4𝑥 2 + 4𝑥 = 4 (𝑥 + 1)2 = 2

4 + 3𝑥 = 0 4 = 5𝑥 2 + 2𝑥 𝑥7 − 𝑥 + 3 = 0

7𝑥 2 = 5𝑥 −3𝑥 3 = 5 𝑥 − 𝑥2 = 5

𝑥 + 4𝑥 2 + 5 = 7 −𝑥 2 = 1 4 = 5𝑥

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Independent Assessment 1

Instructions: Write QE on the space provided for each item if the given is a quadratic
equation and NOT if it is another kind of equation.

_____ 1. 𝑥 2 − 2𝑥 = 0

_____ 2. 5𝑥 + 4 = 0

_____ 3. 𝑥 2 + 4 − 2𝑥 = 0

_____ 4. 2𝑥 = 5

_____ 5. 𝑥 3 = 2𝑥 + 10

Independent Activity 2

A. Instruction: Fill out the table below.

Quadratic equation Quadratic term Linear Term Constant term

in standard form

𝑥2 + 𝑥 − 2 = 0 𝑥2 𝑥 −2

3𝑥 2 − 𝑥 − 1 = 0 −𝑥

4𝑥 2 + 𝑥 + 5 = 0 4𝑥 2

𝑥2 − 2 = 0 −2

𝑥 2 + 3𝑥 = 0

2𝑥 2 −4𝑥 7

𝑥2 0 0

B. Instruction: Determine the values of 𝑎, 𝑏, and 𝑐 in the following quadratic

equations in standard form.

1. 𝑥 2 + 3𝑥 + 2 = 0
𝑎 = 1 𝑏 = _____ 𝑐 = 2

2. 2𝑥 2 + 5𝑥 + 3 = 0
𝑎 = _____ 𝑏 = 5 𝑐 = 3

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 3. 𝑥 2 − 5𝑥 − 6 = 0
𝑎 = 1 𝑏 = −5 𝑐 = ____

4. 4𝑥 2 + 3 = 0
𝑎 = 4 𝑏 = 0 𝑐 = ____

5. 10𝑥 2 − 5𝑥 = 0
𝑎 = 10 𝑏 = 5 𝑐 = ____

Independent Assessment 2

A. Instructions: Fill out the table below by identifying the quadratic term, linear term,
and constant term of the following quadratic equations.

Quadratic equation Quadratic term Linear Term Constant term

in standard form

4𝑥 2 + 𝑥 − 7 = 0

𝑥2 − 𝑥 − 5 = 0

7𝑥 2 + 2𝑥 = 0

B. Instruction: Rewrite the given quadratic equations in standard form and identify the
values of 𝑎, 𝑏, and 𝑐.

1. 𝑥 2 − 2𝑥 = 5

2. 2𝑥 − 𝑥 2 − 3 = 0

3. 𝑥(𝑥 + 2) = 0

4. 𝑥−𝑥 2 − 2 = 2

5. 𝑥 2 − 2 = 2 + 𝑥

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Independent Activity 3

Instruction: Write QE before each item if the given situation illustrates a

quadratic equation, otherwise, write NOT.

1. The length of a garden is 6 𝑚 longer than its width and the area is 160 𝑚2 .

2. Anna is 3 years younger than his brother Willy. The product of their ages is 70.

3. The fencing material needed for a triangular lot is 300 𝑚. One of its sides is 10 𝑚
shorter than the other two.

4. A square table has an area of 9 𝑓𝑡 2 .

5. Jenny earns 𝑃ℎ𝑝 5000 more than what Rissa earns monthly. The sum of their salaries
is 𝑃ℎ𝑝 45000.

Independent Assessment 3

Instructions: Justify your answers in the previous activity by writing the appropriate
mathematical representation for each item.

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5. ___________________________________________________________

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What I Have Learned

How are quadratic equations used in solving real-life problems and making decisions?

13
 What Can I Do
Cite three real-life situations where quadratic equations are illustrated. Formulate
quadratic equations out of these situations then describe each.

14
 Assessment
A. Instructions: On the space provided, draw a smiley ☺ if the given statement is true and
a frowny  if it is false.

_____ 1. A quadratic equation in one variable is a mathematical sentence of degree 2 that

can be written in its standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐 are real
numbers and 𝑎 ≠ 0.

_____ 2. 4𝑥 2 = 2 is a quadratic equation.

_____ 3. The quadratic term of 𝑥 2 + 4𝑥 + 4 = 0 is 𝑥 2 .

_____ 4. The value of 𝑐 in 3𝑥 2 − 4𝑥 + 5 = 0 is −4.

_____ 5. 3𝑥 2 − 4 + 5𝑥 = 0 is not in its standard form.

B. Instruction: Identify the values of 𝑎, 𝑏, and 𝑐 by filling out the empty boxes below.

Quadratic Equation 𝒂 𝒃 𝒄
𝑥 2 − 4𝑥 + 5 = 0 1

5𝑥 2 − 2 = 0 −2

7𝑥 2 + 5𝑥 = 0 7

C. Instructions: Formulate a quadratic equation that represents the given situations.

Express your answers in standard form. (2 points each)

1. The length of a computer monitor is twice as long as its width. The area of the monitor
is 2 𝑓𝑡 2 .

2. The product of the height and base of a triangle is 6 𝑖𝑛2 . The height is 4 𝑖𝑛 shorter than
the base.

15
 Additional Activities
Instruction: Answer the following questions.

1. What are the differences between quadratic equations and linear equations?

2. How can you make sure that a quadratic equation is in its standard form?

3. What are the misconceptions that became clear to your understanding after studying
this topic?

Instruction: Watch the video on the link below to learn more about quadratic equations.

https://youtu.be/UZTvYYoOrmI

Comments and Suggestions

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 17
What I Know
1. B 6. A 11. B
2. B 7. C 12. A
3. A 8. A 13. C
4. B 9. A 14. C
5. C 10. C 15. C
What’s More
Independent Activity 1 Independent Assessment 1
4𝑥 2 = 5 1. QE
𝑥2 − 5 = 5 2. NOT
4𝑥 2 + 4𝑥 = 4 3. QE
(𝑥 + 1)2 = 2 4. NOT
4 = 5𝑥 2 + 2𝑥 5. NOT
7𝑥 2 = 5𝑥
𝑥 − 𝑥2 = 5
𝑥 + 4𝑥 2 + 5 = 7
−𝑥 2 = 1
Independent Activity 2 (A)
Quadratic equation in Quadratic term Linear Term Constant term
standard form
𝑥2 + 𝑥 − 2 = 0 𝑥2 𝑥 −2
3𝑥 2 − 𝑥 − 1 = 0 𝟑𝒙𝟐 −𝑥 −𝟏
4𝑥 2 + 𝑥 + 5 = 0 4𝑥 2 𝑥 𝟓
𝑥2 − 2 = 0 𝑥2 𝟎𝒙 −2
𝑥 2 + 3𝑥 = 0 𝑥2 3𝑥 0
2𝑥 2 − 4𝑥 + 7 = 0 2𝑥 2 −4𝑥 7
𝑥2 = 0 𝑥2 0𝑥 0
Independent Assessment 2 (A)
Quadratic equation in Quadratic term Linear Term Constant term
standard form
4𝑥 2 + 𝑥 − 7 = 0 4𝑥 2 𝑥 −7
𝑥2 − 𝑥 − 5 = 0 𝑥2 −𝑥 −5
7𝑥 2 + 2𝑥 = 0 7𝑥 2 2𝑥 0
Independent Activity 2 (B)
1. 𝑏 = 3
2. 𝑎 = 2
3. 𝑐 = −6
4. 𝑐 = 3
5. 𝑐 = 0
Independent Assessment 2 (B)
1. 𝑥 2 − 2𝑥 − 5 = 0 𝑎 = 1, 𝑏 = −2, 𝑐 = −5
2. 𝑥 2 − 2𝑥 + 3 = 0 𝑎 = 1, 𝑏 = −2, 𝑐 = 3
3. 3𝑥 2 + 2𝑥 = 0 𝑎 = 3, 𝑏 = 2, 𝑐 = 0 Answer Key
4. 𝑥2 − 𝑥 + 4 = 0 𝑎 = 1, 𝑏 = −1, 𝑐 = 4
5. 𝑥2 − 𝑥 − 4 = 0 𝑎 = 1, 𝑛 = −1, 𝑐 = −4
 18
Independent Activity 3
1. QE
2. QE
3. NOT
4. QE
5. NOT
Independent Assessment 3
1. (𝑤 + 6)𝑤 = 160 or 𝑤 2 + 6𝑤 − 160 = 0
2. (𝑤 − 3)𝑤 = 70 or 𝑤 2 − 3𝑤 − 70 = 0
3. 2𝑠 + (𝑠 − 10) = 300
4. 𝑠 2 = 9 or 𝑠 2 − 9 = 0
5. 𝑟 + 5000 + 𝑟 = 45000
ASSESSMENT
A.
1. ☺
2. ☺
3. ☺
4. 
5. ☺
B.
Quadratic Equation 𝒂 𝒃 𝒄
𝑥 2 − 4𝑥 + 5 = 0 1 −4 5
5𝑥 2 − 2 = 0 5 0 −2
7𝑥 2 + 5𝑥 = 0 7 5 0
C.
1. 2𝑥 2 − 2 = 0 or 𝑥 2 − 1 = 0
1
2. 𝑏 2 − 4𝑏 − 12 = 0 or 𝑏 2 − 2𝑏 − 6 = 0
2
 References

Bryant, Merden L. et. al. Mathematics Learner’s Material 9. First Edition. Edited by Debbie

Marie B. Versoza, PhD. Pasig City Philippines. Department of Education. 2014. 11-17

Project EASE. Quadratic Equations, Module 1. Department of Education.

https://lrmds.deped.gov.ph/download/849

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Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
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