LC 15-16

School Grade Level 9
Teacher Learning MATHEMATICS

Area
Time and Date Quarter 1st
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadratic equations, inequalities and functions, and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
C. Learning The learner determines the equation of a quadratic
Competencies/ function given: (a) table of values; (b) graph; (c) zeros
Objectives (M9AL-Ij-1).
(Write LC Subtask 1:
Code for The learner determines the equation of a quadratic
each.) function given its zeros.
II. CONTENT DETERMINING THE EQUATION OF A QUADRATIC
FUNCTION GIVEN ITS ZEROS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Mathematics Grade 9 Learner’s Material, pp.160-161; 164-
Materials
166
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics: Textbook
pages for Fourth Year (Revised Edition), pp. 75-76.
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Given the quadratic function f(x) = x2 + 4x – 5, what values
previous of x will make the function equal to 0? (Answer: -5 and 1)
lesson  What do you call these values that make a quadratic
function equal to 0?
 What do you mean by zeros of a quadratic function?
 How did you solve for the zeros of a quadratic
function?
138
B. Establishing a Given the equation of a quadratic function, you were able
purpose for the to determine its zeros.
lesson
Observe the diagram below.
x = -5, x = 1
f(x) = x2 + 4x – 5
Step 1 x2 + 4x – 5 = 0
Step 2 (x + 5) (x – 1) = 0
Step 3 x = -5, x = 1
 By using the diagram above, is it possible to determine

the equation of a quadratic function given only its
zeros?
Step 3 Step 2 Step 1

?
How can you determine the equation of a quadratic
function given its zeros?
Let us find out whether your answers are correct or not.

Today, let us discover how to derive the equation of a
quadratic function given only its zeros.
C. Presenting Activity 1: Do My Zeros Activity 2: Reverse Me If

examples/insta Have a Relationship with You Can(Pls. see Appendix
nces of the the Numbers?(Pls. see B)
new lesson Appendix A) (Let the students reverse
(Let the students analyze the method of solving the
the relationship of zeros to zeros of a quadratic
the coefficient of constant function by factoring. Then,
term (x) and to the constant realize how it leads to
term of the given equation determining an equation
of a quadratic function. given the zeros.)
Then, realize how to find
the equation of a quadratic
function given its zeros.)
139
D. Discussing  How did you find the  How did you find the
new concepts activity? activity?
and practicing  Were you able to  Were you able to
new skills #1 identify the steps on identify the steps on
finding the equation of a finding the equation of a
quadratic function given quadratic function given
its zeros? its zeros?
 How do you determine  How do you determine
the equation of a the equation of a
quadratic function given quadratic function given
its zeros? its zeros?
(The teacher will give the (The teacher will give the
following zeros and will let following zeros and will let
the students determine the the students determine the
equation of each quadratic equation of each quadratic
function.) function.)
Direction: Find the equation Direction: Find the equation

in standard form of the in standard form of the
quadratic function given its quadratic function given its
zeros. zeros.
1. 17, 11 1. 3, 11
2. -4/3, -7/3 2. -4, -7
3. -2, 17/2 3. -2, 2
Answers: Answers:
1. f(x) = x2 – 28x + 187 1. f(x) = x2 – 14x + 33
2. f(x) = 9x2 + 33x + 28 2. f(x) = x2 + 11x + 28
3. f(x) = 2x2 – 13x – 34 3. f(x) = x2 – 4
E. Discussing
new concepts
and practicing
new skills #2
F. Developing ACTIVITY 3: Match Me ACTIVITY 3: Match Me
Mastery with My Zeros! (And, Let’s with My Zeros! (And, Let’s
(Leads to Have a Heart-to-Heart Have a Heart-to-Heart
formative Talk) Talk)
assessment 3) (Pls. see Appendix C) (Pls. see Appendix D)
G. Finding The teacher will present a picture of Luyang Cave and a

practical problem on the next page.
applications of
concepts and
skills in daily
living
140
LUYANG CAVE is located at Lictin, San Andres Catanduanes.
Photo Credit: Luis Karlo T. Avila
The edge of the outer part of Luyang Cave that is located

at Lictin, San Andres, Catanduanes is represented by an
equation of a quadratic function. If the quadratic function
has zeros of -7/3 and 3, what is the equation
representing the cave?
(Note: The edge of Luyang Cave opens downward so the
leading coefficient of the quadratic function should be
negative.)
Possible Answer: f(x) = -3x2 + 2x + 21 or any quadratic

function whose equation has zeros -7/3 and 3 and
whose value of a is any nonzero negative real number.
H. Making  How do you determine the equation of a quadratic

generalizations function given its zeros?
and
abstractions
about the
lesson
I. Evaluating Give five pairs of non- Give five pairs of integral
learning integer rational zeros and zeros and write the
write the quadratic function quadratic function f(x) of
f(x) of each. each.
J. Additional Take 5 pictures of objects Take 5 pictures of objects
activities for or places with parabolic or places with parabolic
application or features in your barangay. features in your barangay.
remediation Assign a pair of non-integer Assign a pair of integral
rational zeros to each. zeros to each. Then,
Then, determine the determine the quadratic
141
quadratic function re- function representing each
presenting each picture. picture. Present your output
Present your output in a in a PowerPoint
PowerPoint Presentation. Presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
142
teachers?
APPENDICES
APPENDIX A
ACTIVITY 1: Do My Zeros Have a Relationship with the
Numbers?
(For Advanced Learners)
Direction: Consider the quadratic function f(x) = x 2 – 12x + 35. Then, answer the
questions that follow.
You know that the zeros of the function are solved when f(x) is equated to 0. That is,
f(x) = x2 – 12x + 35
x2 – 12x + 35 = 0
(x – 5)(x – 7) = 0
x – 5 = 0 or x – 7 = 0
x=5 x=7
Therefore, the zeros of f(x) = x2 – 12x + 35 are 5 and 7.
1. Observe the zeros of the given quadratic function f(x) and the coefficient of its
linear term x. What is the relationship between the coefficient of x and the
zeros of f(x)?
2. How can you find the linear term x of the quadratic function by using its
zeros?
3. Also, observe the zeros of f(x) and its constant term. What is the relationship
between the constant term of f(x) and its zeros?
4. How can you find the constant term of the quadratic function by using its
zeros?
5. By using your observations in numbers 1 to 4, write the equation of the
quadratic function in the form f(x) = x2 + bx + c.
6. How can you find the equation of a quadratic function given its zeros?
143
APPENDIX B
ACTIVITY 2: Reverse Me If You Can
(For Average Learners)
Direction: Consider the quadratic function f(x) = x2 – 12x + 35. Then, answer the
You know that the zeros of the function are solved when f(x) is equated to 0. That is,
f(x) = x2 – 12x + 35
x2 – 12x + 35 = 0
(x – 5)(x – 7) = 0
x – 5 = 0 or x – 7 = 0
x=5 x=7
Therefore, the zeros of f(x) = x2 – 12x + 35 are 5 and 7.
Try to reverse the step of solving the quadratic function by factoring method.
1. Given that x = 5 and x = 7, apply the zero product property (that is, if the
product of two real numbers is zero, then either of the two is equal to zero or
both numbers are equal to zero)to express them as factors of a quadratic
equation.
2. Multiply the two factors. Then, simplify the obtained product by expressing it
to standard form.
3. Express the resulting quadratic equation as a quadratic function.
144
APPENDIX C
ACTIVITY 3: Match Me with My Zeros!
(And, Let’s Have a Heart-to-Heart Talk)
“You are nobody.”
These are the words some people are trying to put into your mind to make
you feel that you are nonexistent; that you are a shadow of oblivion. Even though
many individuals are trying to put you down, always remember that someone is here
for you. Someone is here to help you.
Direction: Someone loves you. Just believe! Find a partner. Decode the message by
writing the indicated phrase of the zeros inside the heart of its corresponding
quadratic function. Then, write the whole message on the provided blank below.
There is someone -5, 5 And will lift you up 8/5, -8/5

Of judgements 1/5, 2 Your courageous soul, -5/2, 9/4
If some people are hurting
1/2, 7/3 With incomparable love -3/5, 3
you
Who will embrace you 7, -8 Always remember that -11, 13
By throwing words obliterating -1/3, 5/6 From the quicksand -8, 4
f(x) = 6x2 – 17x + 7 f(x) = 18x2 – 9x – 5 f(x) = 8x2 + 2x – 45 f(x) = x2 – 2x – 143
f(x) = x2 + 10x + 25 f(x) = x2 + x – 56 f(x) = 5x2 – 17x + 7 f(x) = 25x2 – 64
f(x) = 5x2 – 11x + 2 f(x) = x2 + 4x – 32
Message: ___________________________________________________________
145
APPENDIX D
ACTIVITY 3: Match Me with My Zeros!
(And, Let’s Have a Heart-to-Heart Talk)
“You are nobody.”
These are the words some people are trying to put into your mind to make
you feel that you are nonexistent; that you are a shadow of oblivion. Even though
many individuals are trying to put you down, always remember that someone is here
for you. Someone is here to help you.
Direction: Someone loves you. Just believe! Find a partner. Decode the message by
writing the indicated phrase of the zeros inside the heart of its corresponding
quadratic function. Then, write the whole message on the provided blank below.
By throwing words obliterating -11, 11 Always remember that -4, 14

Who will embrace you -7, 7 From the quicksand -3, -8
Of judgements 1/2, 3/4 There is someone 6, -9
If some people are hurting
2, -9 And will lift you up 2, 9
you
With incomparable love -5, 9 Your courageous soul, 1/5, -2/5
f(x) = x2 + 7x – 8 f(x) = x2 – 121 f(x) = 25x2 + 5x – 2 f(x) = x2 – 10x – 56
f(x) = x2 + 3x – 54 f(x) = x2 – 49 f(x) = x2 – 4x – 45 f(x) = x2 – 11x +18
f(x) = x2 + 11x + 24 f(x) = 8x2 – 10x + 3
146
Message: ___________________________________________________________
APPENDIX E
ANSWER KEY
Activities 1and 2
ACTIVITY 1: Are My Zeros Have a Relationship with the

Numbers?
1. The coefficient of the linear term x is the negative sum of the zeros.
2. The constant term is the product of the zeros.
𝑏 𝑐
3. The equation of the quadratic function is f(x) = 𝑥 2 + 𝑥 + .
𝑎 𝑎
𝑏
4. = −(𝑟1 + 𝑟2 )
𝑎
𝑐
5. = 𝑟1 𝑟2
𝑎
6. The equation of a quadratic function given its zeros is found by computing for the
values of b/a which is the negative sum of the zeros and c/a which is the product
of the zeros. Then, computed values will be substituted to the equation f(x) =
𝑏 𝑐
𝑥2 + 𝑥 + .
𝑎 𝑎
ACTIVITY 2: Reverse Me If You Can

1. (x – 5) (x – 7) = 0
2. x2 – 12x + 35
3. f(x) = x2 – 12x + 35
147
APPENDIX F
ANSWER KEY
ACTIVITY 3: Match Me with My Zeros! (And, Let’s Have a
Heart-to-Heart Talk)
By throwing Your Always

If some people
words courageous
are hurting remember that
obliterating soul,
f(x) = 6x2 – 17x + 7 f(x) = 18x2 – 9x – 5 f(x) = 8x2 + 2x – 45 f(x) = x2 – 2x – 143
Who will
There is embrace you With And will lift you
someone incomparable up
love
f(x) = x2 + 10x + 25 f(x) = x2 + x – 56 f(x) = 5x2 – 17x + 7 f(x) = 25x2 – 64
From the
quicksand Of judgements
f(x) = 5x2 – 11x + 2 f(x) = x2 + 4x – 32
Message: If some people are hurting you by throwing words obliterating your
courageous soul, always remember that there is someone who will embrace you with
incomparable love and will lift you up from the quicksand of judgements.
148
APPENDIX G
ACTIVITY 3: Match Me with My Zeros! (And, Let’s Have a
Heart-to-Heart Talk)
If some people By throwing Your Always

are hurting words courageous remember that
obliterating soul,
f(x) = x2 + 7x – 8 f(x) = x2 – 121 f(x) = 25x2 + 5x – 2 f(x) = x2 – 10x – 56
Who will
There is embrace you With And will lift you
someone incomparable up
love
f(x) = x2 + 3x – 54 f(x) = x2 – 49 f(x) = x2 – 4x – 45 f(x) = x2 – 11x +18
From the Of judgements

quicksand
f(x) = x2 + 11x + 24 f(x) = 8x2 – 10x + 3
Message: If some people are hurting you by throwing words obliterating your
courageous soul, always remember that there is someone who will embrace you with
incomparable love and will lift you up from the quicksand of judgements.
149
APPENDIX H
BIBLIOGRAPHY
Books
Bernabe, Julieta G., et. al. (2009). Advanced Algebra, Trigonometry and Statistics:
Textbook for Fourth Year (Revised Edition). Quezon City: SD Publications,
Inc., pp. 75-76.
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 160-161, 164-166.
150
Teacher Learning MATHEMATICS
Area
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly
Standard mathematical relationships in various situations,
formulate real-life problems involving quadratic
equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of
strategies.
Competencies/Objec function given: (a) table of values; (b) graph; (c) zeros
tives (Write LC Code (M9AL-Ij-1).
for each.) Subtask 2: The learner determines the equation of a
quadratic function given a table of values.
II. CONTENT Determining the equation of a Quadratic Function
given Table of Values
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Mathematics Grade 9 Learner’s Material, pp.159-162;
Materials pages 166-167
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing previous Complete the table of values representing f(x) = x2 +
lesson 6x – 7 below.
x -4 -3 -2 1 0
y -15 -16 -15 -12 -7
(Note: The characters in red are the answers in the given activity.)
 How did you complete the table of values using
the equation of the quadratic function and the
given values of x?
B. Establishing a You were able to construct a table of values given the
151
purpose for the quadratic function f(x) = x2 + 6x – 7.
lesson  Is it possible to find the equation of a quadratic
function if given only a table of values?
 How can you determine the equation of a
quadratic function given a table of values?
In today’s lesson, let us discover how to derive the

equation of a quadratic function given a table of
values.
C. Presenting Activity 1: Table to Activity 1: Table to
examples/instances Equation: How is it Equation: How is it
of the new lesson Possible? Possible?
(Pls. see Appendix A) (Pls. see Appendix B)
(The teacher will (The teacher will
emphasize that through emphasize that through
this activity, students will this activity, students will
determine the steps on determine the steps on
finding the equation of a finding the equation of a
quadratic function given a quadratic function given
table of values.) a table of values.)
 How did you find the  How did you find the
activity? activity?
 What did you discover  What did you
while doing the discover while doing
activity? the activity?
D. Discussing new  What are the steps to  What are the steps to
concepts and obtain the equation of obtain the equation of
practicing new skills a quadratic function a quadratic function
#1 from a table of from a table of
values? values?
(The teacher will give the (The teacher will give the
exercise below to the exercise below to the
students.) students.)
Direction: Find the Direction: Find the

equation of the quadratic equation of the quadratic
function given the table of function given the table
values below. of values below.
x -3 -2 -1 0 1 x 1 2 3 4 5
y -62 -42 -26 -14 -6 y 4 3 4 7 12
(Answer: f(x) = -2x2 + 10x (Answer: f(x) = x2 – 4x +

– 14) 7)
152
E. Discussing new
concepts and
practicing new skills
#2
F. Developing Mastery Activity 2: My Equation Activity 2: My Equation
(Leads to formative from My Table! (Pls. see from My Table! (Pls. see
assessment 3) Appendix C) Appendix D)
G. Finding practical
applications of Activity 3: Adventure in the Happy Island (Pls. see
concepts and skills Appendix E)
in daily living
H. Making
generalizations and How do you find the equation of a quadratic function
abstractions about given a table of values?
the lesson
I. Evaluating learning
Direction: Derive the Direction: Derive the
equation of the quadratic equation of the quadratic
function given the function given the
following tables of values. following tables of
Show the whole values. Show the whole
procedure. procedure.
1. f(x) = _____________ 1. f(x) = ____________
x -3 -2 -1 0 1 x -6 -5 -4 -3 -2
y -40 -24 -12 -4 0 y -2 0 4 10 18
2. f(x) = _____________ 2. f(x) = ____________
x 0 1 2 3 4 x 0 1 2 3 4
y 5 0 -11 -28 -51 y 15 8 3 0 -1
3. f(x) = _____________ 3. f(x) = ____________
x -1 0 1 2 3 x -1 0 1 2 3
y 3 -10 -13 -6 11 y 6 1 2 9 22
Answer: Answer:
1. f(x) = -2x2 + 6x – 4 1. f(x) = x2 + 13x + 40
2. f(x) = -3x2 – 2x + 5 2. f(x) = x2 – 8x + 15
3. f(x) = 5x2 – 8x – 10 3. f(x) = 3x2 – 2x + 1
153
J. Additional activities Research on five tourist Research on five tourist
for application or destinations in Region V destinations in Region V
remediation (Bicol) with parabolic (Bicol) with parabolic
features. Download their features. Download their
images and assign a table images and assign a
of values representing a table of values
quadratic function on representing a quadratic
each. Then, derive the function on each. Then,
equation of the quadratic derive the equation of the
function representing quadratic function
each tourist spot. Do this representing each tourist
activity using MS Word. spot. Do this activity
using MS Word.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
154
APPENDICES
APPENDIX A
ACTIVITY 1: Table to Equation: How is it Possible?
Direction: Form a group with three members and perform the activity. A table of
values below represents a quadratic function f(x). Complete the table below to
enumerate the step-by-step process of determining the equation of a quadratic
function given a table of values.
Table of Values
x -2 -1 0 1 2
y 0 2 6 12 20
Step
Sample Activity Step-by-step Procedure
No.
(-2, 0), (-1, 2), (0, 6) were chosen from the
1
table.
Substitute each ordered pair to y = ax2 +
2 bx + c to formulate 0 = 4a – 2b + c, 2 = a –
b + c, and 6 = c.
4a – 2b = -6 and a – b = -4 were also
3 formulated by applying the concept of
systems of linear equation.
4 a = 1, b = 5, and c = 6.
Substitute 1, 5, and 6 to f(x) = ax2 + bx +
5
c: f(x) = (1)x2 + (5)x + (6).
The equation of the quadratic function is
6
f(x) = x2 + 5x + 6
155
APPENDIX B
Direction: Form a group with three members and perform the activity. A table of
values below represents a quadratic function f(x). Complete the table below to
enumerate the step-by-step process of determining the equation of a quadratic
function given a table of values.
Table of Values
x -2 -1 0 1 2
y 0 2 6 12 20
Step No. Sample Activity Step-by-step Procedure

(-2, 0), (-1, 2), (0, 6) were chosen
1
from the table.
Substitute each ordered pair to y =
2 ax2 + bx + c to formulate 0 = 4a –
2b + c, 2 = a – b + c, and 6 = c.
Formulate another two
4a – 2b = -6 and a – b = -4 were
equations using the previous
also formulated by applying the
3 three equations by using the
concept of systems of linear
concept of system of linear
equation.
equations.
4 a = 1, b = 5, and c = 6.
Substitute 1, 5, and 6 to f(x) = ax2
5
+ bx + c: f(x) = (1)x2 + (5)x + (6).
Simplify the equation and
6
transform it to standard form.
156
APPENDIX C
ACTIVITY 2: My Equation from My Table!
Direction: Work in pairs. Determine each equation of the quadratic function
represented by the following table of values
1. f(x) = ___________________________
x -3 -2 -1 0 1 2
y -56 -34 -18 -8 -4 -6
2. f(x) = ___________________________
x -2 -1 0 1 2 3
y 47 24 9 2 3 12
3. f(x) = ___________________________
x -5 -4 -3 -2 -1 0
y 0 -22 -40 -54 -64 -70
Modified from:
Activity 7: Derive the Equation!. Philippines: Department of Education,
p. 160.
157
APPENDIX D
Direction: Work in pairs. Determine each equation of the quadratic function
represented by the following table of values
1. f(x) = ___________________________
x -2 -1 0 1 2 3
y 0 4 10 18 28 40
2. f(x) = ___________________________
x 0 1 2 3 4 5
y 18 8 0 -6 -10 -12
3. f(x) = ___________________________
x -4 -3 -2 -1 0 1
y 36 20 8 0 -4 -4
Modified from:
Activity 7: Derive the Equation!. Philippines: Department of Education,
p. 160.
158
APPENDIX E
ACTIVITY 3: Adventure in the Happy Island
Direction: Work in groups of three and do the activity. Each tourist spot in
Catanduanes in column A is represented by an equation of a quadratic function.
Match each to its corresponding table of values in column B. Write only the letter of
the correct answer.
Column A Column B
1. A.
x -1 0 1 2 3
y 18 12 4 -6 -18
Luyang Cave, San Andres, Catanduanes

f(x) = -x2 – 3x – 2
2. B.
x -3 -2 -1 0 1
y -48 -27 -12 -3 0
Talisoy Beach, Virac, Catanduanes

f(x) = -3x2 + 6x – 3
159
3. C.
x -2 -1 0 1 2
y -1 0 -1 -4 -9
Magnesia Seashore, Virac, Catanduanes

Photo Credit: Vernarica Sebastian
f(x) = -x2 – 7x + 12
4. D.
x 1 2 3 4 5
y -10 0 6 8 6
Binurong Point, Baras, Catanduanes

f(x) = -x2 – 8x – 16
5. E.
x -2 -1 0 1 2
y 0 0 -2 -6 -12
Hiyop Highlands, Pandan, Catanduanes

f(x) = -2x2 + 16x – 24

F.
x -6 -5 -4 -3 -2
y -4 -1 0 -1 -4
160
APPENDIX F
ANSWER KEY

(-2, 0), (-1, 2), (0, 6) were chosen Choose three (3) ordered pairs
1
from the table. (x, y).
Substitute each ordered pair to y = Substitute the three ordered pairs
2 ax2 + bx + c to formulate 0 = 4a – 2b to y = ax2 + bx + c to formulate
+ c, 2 = a – b + c, and 6 = c. three equations.
Formulate another two equations
4a – 2b = -6 and a – b = -4 were also
using the previous three
3 formulated by applying the concept
equations by using the concept of
of systems of linear equation.
system of linear equations.
Solve the values of a, b, and c by
4 a = 1, b = 5, and c = 6. applying the concept of system of
linear equations.
Substitute the values of a, b, and
Substitute 1, 5, and 6 to f(x) = ax2 +
5 c to the equation f(x) = ax2 + bx +
bx + c: f(x) = (1)x2 + (5)x + (6).
c.
The equation of the quadratic Simplify the equation and
6
function is f(x) = x2 + 5x + 6 transform it to standard form.
161
APPENDIX G
ANSWER KEY
(-2, 0), (-1, 2), (0, 6) were chosen Choose three (3) ordered pairs (x,
1
from the table. y).
Substitute each ordered pair to y Substitute the three ordered pairs to
= ax2 + bx + c to formulate 0 = 4a y = ax2 + bx + c to formulate three
2
– 2b + c, 2 = a – b + c, and 6 = equations.
c.
4a – 2b = -6 and a – b = -4 were Formulate another two equations
also formulated by applying the using the previous three equations
3
concept of systems of linear by using the concept of system of
equation. linear equations.
Solve the values of a, b, and c by
4 a = 1, b = 5, and c = 6. applying the concept of system of
linear equations.
Substitute 1, 5, and 6 to f(x) = ax2 Substitute the values of a, b, and c
5
+ bx + c: f(x) = (1)x2 + (5)x + (6). to the equation f(x) = ax2 + bx + c.
The equation of the quadratic Simplify the equation and transform
6
function is f(x) = x2 + 5x + 6 it to standard form.
162
APPENDIX H
ANSWER KEY
ACTIVITIES 2 AND 3
For Advanced Learners

1. f(x) = -3x2 + 7x + 8
2. f(x) = 4x2 – 11x + 9
3. f(x) = 2x2 – 4x – 70
For Average Learners

1. f(x) = x2 + 7x + 10
2. f(x) = x2 – 11x + 18
3. f(x) = 2x2 – 2x – 4
ACTIVITY 3: Adventure in the Happy Island
1. E
2. B
3. A
4. F
163
APPENDIX I
BIBLIOGRAPHY
Book
Philippines: Department of Education, pp. 159-162, 164-167.
164
Teacher Learning Area MATHEMATICS
I. OBJECTIVES

Competencies/ function given: (a) table of values; (b) graph; (c) zeros
Objectives (M9AL-Ij-1).
(Write LC Subtask 3:
Code for The learner determines the equation of a quadratic
each.) function given its graph.
II. CONTENT DETERMINING THE EQUATION OF A QUADRATIC

FUNCTION GIVEN ITS GRAPH
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Mathematics Grade 9 Learner’s Material, pp.157, 163,
Materials
167-168, 171
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics: Textbook
pages for Fourth Year (Revised Edition), pp. 77-79
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources

A. Reviewing The graph of the quadratic function y = x 2 + 2x – 1 is
previous shown on the next page.
lesson
165
 How would you describe the graph of the quadratic
function?
(The graph of the quadratic function is a parabola
that opens upward.)
 Give the vertex of the quadratic function.
(The vertex of the quadratic function is (-1, -2).)
 Give at least one point where the graph passes
through.
(Students’ answers may vary.)
B. Establishing a Given the equation of a quadratic function, you can

purpose for the determine its graph, vertex, and the points where its graph
lesson passes through. However, given a graph, how can you find
the equation of a quadratic function?
In today’s lesson, let us discover how to derive the

equation of a quadratic function given only its graph.
C. Presenting Activity 1: Follow the Activity 1: Follow the

examples/insta Rules of the Curve! Rules of the Curve!
nces of the (Pls. see Appendix A) (Pls. see Appendix B)
new lesson (The teacher will emphasize (The teacher will emphasize
to the students that through to the students that through
this activity they will know this activity they will know
the steps on finding the the steps on finding the
equation of a quadratic equation of a quadratic
function given its graph.) function given its graph.)
D. Discussing Direction: Determine the Direction: Determine the

new concepts equation of the quadratic equation of the quadratic
and practicing function represented by the function represented by the
new skills #1 graph on the next page. graph on the next page.
166
y y
8 4
7 3
6 2
5 1
4 −4 −3 −2 −1 O 1 2 3 4 x
3 −1
2 −2
1 −3
−4 −3 −2 −1 O 1 2 3 4 x −4
−1 −5
(Answer: f(x) = 2x – 4x + 3) 2 (Answer: f(x) = x2 – 4)

E. Discussing
new concepts
and practicing
new skills #2
F. Developing Activity 2: Find My Y! Activity 2: Find My Y!
Mastery (Give Me a Reason) (Give Me a Reason)
(Leads to (Pls. see Appendix C) (Pls. see Appendix D)
formative (Students will work in pairs Students will work in pairs
assessment 3) in finding the equations of in finding the equations of
quadratic functions from quadratic functions from
graphs.) graphs.)
G. Finding
practical Activity 3: How much is My Profit? (Pls. see Appendix
applications of E)
concepts and (Students will form a group of five members and answer
skills in daily the given activity.)
living
H. Making  What values should you find first to determine the
generalizations equation of a quadratic function given a graph?
and  How do you find the equation of a quadratic function
abstractions from a graph?
about the
lesson
I. Evaluating Give 5 pairs of points (a Give 5 pairs of points (a
learning vertex and a point on a vertex and a point on a
graph of a quadratic graph of a quadratic
function) and find its function) and find its
equation in standard form. equation in standard form.
J. Additional Form a group of five members. Download 5 photos of
activities for tourist spots in Catanduanes with parabolic features and
application or put each on a Cartesian coordinate plane. Then, find the
remediation equation of the quadratic function representing each spot.
V. REMARKS
167
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
168
APPENDICES
APPENDIX A
ACTIVITY 1: Follow the Rules of the Curve!
Direction: Form a group with three members and perform the activity. Complete the
table below to enumerate the step-by-step process of determining the equation of a
quadratic function given a graph.
The graph below

y represents a quadratic function.
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
−1
−2
−3
−4
−5
Step Sample Activity Step-by-step Procedure
Vertex (h, k) of the Parabola: (3, -
1 4)
Point (x, y) on the Parabola: (1, 0)
y = a(x – h)2 + k
0 = a(1 – 3)2 – 4
2
0 = a(-2)2 – 4
4 = 4a
3 a=1
y = a(x – h)2 + k
4
y = (1)(x – 3)2 – 4
5 y = (x – 3)2 – 4 or y = x2 – 6x + 5
Based from:
Activity 4: Pattern from Curve! Philippines: Department of Education,
p. 162.
169
APPENDIX B
Direction: Form a group with three members and perform the activity. Complete the
table below to enumerate the step-by-step process of determining the equation of a
quadratic function given a graph.
The graph below

y represents a quadratic function.
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
−1
−2
−3
−4
−5
Vertex (h, k) of the Parabola: (3, -4)
1
Point (x, y) on the Parabola: (1, 0)
y = a(x – h)2 + k Substitute the coordinates (x, y) of
0 = a(1 – 3)2 – 4 the point on the parabola and the
2
0 = a(-2)2 – 4 coordinates (h, k) of the vertex to y =
4 = 4a a(x – h)2 + k, respectively.
3 a=1
y = a(x – h)2 + k Substitute the values of a, h, and k to
4 y = (1)(x – 3)2 – 4 y = a(x – h)2 + k.
5 y = (x – 3)2 – 4 or y = x2 – 6x + 5
Based from:
Activity 4: Pattern from Curve! Philippines: Department of Education,
p. 162.
170
APPENDIX C
ACTIVITY 2: Find My Y! (Give Me a Reason)
Direction: Find a partner. Write the equation of the quadratic function in standard
form (y = ax2 + bx + c) represented by each graph below inside the box. Then, write
your brief explanation on how you obtained each equation on the blank provided.
1.
y
_________________________
4
_________________________
3
_________________________
_________________________
2 _________________________
_________________________
1
_________________________
−9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4
_________________________
5 6 7 8 x
_________________________
−1 _________________________
_________________________
−2
_________________________
2. −3
_________________________
_________________________
y
_________________________
6 _________________________
5
_________________________
_________________________
4 _________________________
_________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
_________________________
_____________________
_________________________
−1
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
171 _________________________
_________________________
_________________________
_________________________
3.
y
4 _________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 11 12 x
_________________________
−1
_________________________
−2 _________________________
_________________________
−3
_________________________
_________________________
_________________________
_________________________
4. _________________________
y _________________________
_________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 _________________________
8 9 10 11 x
_________________________
_________________________
−1
_________________________
_________________________
_________________________
−2
_________________________
_________________________
−3
_________________________
_________________________
_________________________
−4
_________________________
_________________________
_________________________
−5
_________________________
_________________________
_________________________
−6 _________________________
_________________________
_________________________
−7 _____________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
172 _____________________
5.
y
_________________________
4 _________________________
3
_________________________
_________________________
2 _________________________
1
_________________________
_________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7
_________________________
8 9 10 x
−1
_________________________
_________________________
−2
_________________________
−3
_________________________
_________________________
_________________________
Based from: _________________________
Bryant, Merden L., et. al. (2014). Mathematics _________________________
Grade 9 Learner’s Material.
Activity 8: Rule Me Out! Philippines: Department of Education, pp.
_________________________
167-168.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_____________________
173
APPENDIX D
Direction: Find a partner. Write the equation of the quadratic function in standard
form (y = ax2 + bx + c) represented by each graph below inside the box. Then, write
your brief explanation on how you obtained each equation on the blank provided.
1.
y
_________________________
4
_________________________
_________________________
3
_________________________
2 _________________________
_________________________
1
_________________________
−9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4
_________________________
5 6 7 8 x
_________________________
−1 _________________________
Vertex: (-2, -1); Points on the graph: (-1, 1), (-3,_________________________
1)
−2
_________________________
−3
_________________________
2. _________________________
_________________________
y
_________________________
6 _________________________
_________________________
5
_________________________
4 _________________________
_________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
_________________________
7 8 9
______________________
x
_________________________
Vertex: (1, 1); Points
−1 on the graph: (0, 4), (2, 4)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
174
_________________________
_________________________
_________________________
_________________________
3.
y
4 _________________________
_________________________
3
_________________________
2
_________________________
1 _________________________
_________________________
−5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 11 12 x
_________________________
−1
_________________________
−2 _________________________
_________________________
−3
_________________________
Vertex: (7, 4); Points on the graph: (5, 0), (9, 0) _________________________
_________________________
_________________________
4. _________________________
y _________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
_________________________
7 _________________________
8 9 10 11 x
_________________________
_________________________
−1
_________________________
_________________________
_________________________
−2
_________________________
_________________________
−3
_________________________
_________________________
_________________________
_________________________
−4
_________________________
_________________________
−5
_________________________
_________________________
_________________________
−6 _________________________
_________________________
_________________________
−7 ______________________
_________________________
Vertex: (4, -2); Points on the graph: (3, -6), (5, -6)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
175 _________________________
_________________________
_________________________
_________________________
5.
y
__________________________
4
__________________________
3
__________________________
__________________________
2
__________________________
1
__________________________
__________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
__________________________
7 8 9 10 x
−1
__________________________
__________________________
−2
__________________________
Vertex: (1, -2); −3Points on the graph: (0, 3), (2, 3)__________________________
__________________________
__________________________
__________________________
Modified from:
__________________________
Activity 8: Rule Me Out! Philippines: __________________________
Department of Education, pp.
167-168. __________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
___
176
APPENDIX E
ACTIVITY 4: How Much is My Profit?
Direction: Form a group of five members. Analyze the graph below and answer the
1. Describe the graph.

2. What is the vertex of the graph? What does the vertex represent?
3. How many weeks should the abaca strippers in Caramoran wait before stripping
abaca to get the maximum profit?
4. What is the equation in standard form of the quadratic function represented by
the graph?
Modified from:
Activity 13: Profit or Loss! Philippines: Department of Education, p.
171.
177
APPENDIX F
ANSWER KEY

Vertex (h, k) of the Parabola: (3, -4) Identify the coordinates of the vertex
1 Point (x, y) on the Parabola: (1, 0) and the coordinates of a point on the
parabola.
2
3 a=1 Solve the value of a.
4 y = (1)(x – 3)2 – 4 y = a(x – h)2 + k.
y = (x – 3)2 – 4 or y = x2 – 6x + 5 Simplify the equation of the quadratic

5 function. Then, transform to standard
form when necessary.

Vertex (h, k) of the Parabola: (3, -4) Identify the coordinates of the vertex
1 Point (x, y) on the Parabola: (1, 0) and the coordinates of a point on the
parabola.
2
3 a=1 Solve the value of a.
4 y = (1)(x – 3)2 – 4 y = a(x – h)2 + k.
y = (x – 3)2 – 4 or y = x2 – 6x + 5 Simplify the equation of the quadratic

5 function. Then, transform to standard
form when necessary.
178
APPENDIX G
ANSWER KEY
ACTIVITIES 2 and 3

For Advanced and Average Learners
1. y = 2x2 + 8x + 7
2. y = 3x2 – 6x + 4
3. y = -x2 + 14x – 45
4. y = 5x2 – 10x + 3
5. y = -4x2 + 32x – 66
Possible Reason for Each Item:

The equation of the quadratic function is obtained from a graph by following the
steps below.
First, identify the coordinates of the vertex and the coordinates of a point on the
parabola. Next, substitute the coordinates (x, y) of the point on the parabola and the
coordinates (h, k) of the vertex to y = a(x – h)2+ k, respectively. Third, solve for the
value of a. Lastly, substitute the values of a, h, and k to y = a(x – h)2+ k.
ACTIVITY 3: How Much is My Profit?

1. The graph is a parabola that opens downward.
2. The vertex of the graph is (2, 1300). It represents a maximum point.
3. The abaca strippers in Caramoran should wait for two days before stripping to
get the maximum profit.
4. The equation of the quadratic function represented by the graph is y = -25x2 +
100x + 1200.
179
APPENDIX H
BIBLIOGRAPHY
Books
Bernabe, Julieta G., et. al. (2009). Advanced Algebra, Trigonometry and Statistics:
Textbook for Fourth Year (Revised Edition). Quezon City: SD Publications,
Inc., pp. 77-79.
Philippines: Department of Education, pp. 157, 163, 167-168, 171.
180
I. OBJECTIVES
C. Learning The learner solves problems involving quadratic functions
Competencies/ (M9AL-Ii-j-2).
Objectives Subtask 1:
(Write LC The learner solves number and geometric problems
Code for involving quadratic functions.
each.)
II. CONTENT SOLVING NUMBER AND GEOMETRIC PROBLEMS
INVOLVING QUADRATIC FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials Mathematics Grade 9 Learner’s Material, pp.174-175, 180.
pages
3. Textbook
Next Century Mathematics 9, pp. 82-84, 87-88.
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
A. Reviewing Direction: Complete the table below.
previous Has a Has a
lesson Minimum Maximum
Equation of a Quadratic Value
Point Point
Function f(x) of k
(Put a check (Put a check
mark) mark)
1. f(x) = x2 – 5x + 4 / -9/4
2. f(x) = -2x2 – 14x – 20 / 9/2
3. f(x) = 3x2 + 6x + 4 / 1
4. f(x) = -x2 – 3x – 8 / -23/4
(Note: The characters in red are the answers in the table.)
181
 How can you determine if a quadratic function has a
minimum or maximum point?
 How did you find the value of k?
B. Establishing a (The teacher will present the problem below.)
purpose for the
lesson Mang Nanding will be using a fencing material that is 300
m long to enclose three sides of a rectangular lot inside
the compound of Bato Church. To solve this problem, in
which value in the table will you relate the largest possible
area?
In today’s lesson, you should be able to solve number and

geometric problems involving quadratic functions.
C. Presenting Activity 1: How will I Activity 2: How was the
examples/insta Solve the Problem? Problem Solved?
nces of the (Pls. see Appendix A) (Pls. see Appendix B)
to students that through this to students that through this
activity, they will be able to activity, they will be able to
know the process of solving know the process of solving
number and geometric number and geometric
problems involving problems involving
quadratic functions.) quadratic functions.)
 How did you find the  How did you find the
activity? activity?
 Are you able to solve  Are you able to identify
the problems in the how the problem is
given activity? solved?
D. Discussing Activity 3A: Numbers! Activity 3B: Numbers!
new concepts Numbers! Numbers! Numbers! Numbers!
and practicing (Pls. see Appendix C) (Pls. see Appendix C)
new skills #1 (Students will solve number (Students will solve number
problems involving problems involving
E. Discussing Activity 4A: OMG! Oh My Activity 4B: OMG! Oh My

new concepts Geometry! Geometry!
and practicing (Pls. see Appendix D) (Pls. see Appendix D)
new skills #2 (Students will solve geo- (Students will solve geo-
metric problems involving metric problems involving
F. Developing Direction: Solve the problems below. Show your complete
Mastery solution.
(Leads to 1. Find two numbers whose sum is 64 and whose
formative product is a maximum.
assessment 3) (Answer: 32 and 32)
2. Find the dimensions and the maximum area of a
rectangle whose perimeter is 8 inches.
(Answer: 2 inches x 2 inches)
182
C. Finding Let us go back to the first two problems presented a while
practical ago. Solve the problems and show your solution.
applications of 1. Pamela is finding two numbers whose product is a
concepts and maximum. If the sum of two numbers is 22, what
skills in daily numbers does she want to find?
living (Answer: 11 and 11)
2. Mang Nanding will be using a fencing material that
is 300 m long to enclose three sides of a
rectangular lot inside the compound of Bato
Church. Find the dimensions of such a lot with the
largest possible area.
(Answer: 150 m and 75 m)
D. Making  How do you solve number and geometric problems
generalizations involving quadratic functions?
and
abstractions
about the
lesson
E. Evaluating Create one number problem and one geometric problem
learning involving quadratic functions. Then, solve each. Show your
complete solution.
F. Additional Form a group of five members. Research on the different
activities for types of livelihood in your barangay. Based from the data
application or you have gathered, create five number and five geometric
remediation problems involving quadratic functions. Then, solve each.
Present your output in a PowerPoint Presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
183
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
184
APPENDICES
APPENDIX A
ACTIVITY 1: How will I Solve the Problem?
Direction: Consider the number and geometric problems below. Answer the
questions that follow to solve each.
1. What are two numbers whose sum is 10 and whose product is a maximum?
Questions:
a. What expressions represent the two numbers?
b. Give the equation of the quadratic function described in the problem.
c. Find the maximum product by finding the value of the ordinate of the vertex
4𝑎𝑐−𝑏2
of the quadratic function. (Use the formula 𝑘 = )
4𝑎
d. Equate the equation of the quadratic function and the maximum value. Then,
solve for the value of the variable in the equation.
e. Find the two numbers.
2. What are the dimensions of a rectangular lot that can be enclosed by a 240-
meter fencing material and whose area is a maximum?
Questions:
a. What expressions represent the dimensions of the rectangular lot?
b. Give the equation of the quadratic function described in the problem.
c. Find the maximum area by finding the value of the ordinate of the vertex of
4𝑎𝑐−𝑏2
the quadratic function. (Use the formula 𝑘 = )
4𝑎
d. Equate the equation of the quadratic function and the maximum area. Then,
e. Find the dimensions of the rectangular lot.
185
APPENDIX B
ACTIVITY 2: How was the Problem Solved?
Direction: Consider the number and geometric problems below. Answer the
questions that follow to solve each.
Let x – be one of the two numbers

10 – x – be the other number
Questions:
a. Give the equation of the quadratic function described in the problem.
b. Find the maximum product by finding the value of the ordinate of the vertex
4𝑎𝑐−𝑏2
of the quadratic function. (Use the formula 𝑘 = )
4𝑎
c. Equate the equation of the quadratic function and the maximum value. Then,
d. Find the two numbers.
Let w – be the width of the rectangular lot

120 – w – be the length of the rectangular lot
Questions:
a. Give the equation of the quadratic function described in the problem.
b. Find the maximum area by finding the value of the ordinate of the vertex of
4𝑎𝑐−𝑏2
the quadratic function. (Use the formula 𝑘 = )
4𝑎
c. Equate the equation of the quadratic function and the maximum area. Then,
d. Find the dimensions of the rectangular lot.
186
APPENDIX C
ACTIVITY 3: Numbers! Numbers! Numbers!
Activity 3A (For Advanced Learners)

Direction: Solve the following problems below. Show your complete solution.
1. Find the numbers whose sum is 124 and whose product is a maximum.
2. The sum of two numbers is 24. If the sum of their squares is a minimum, what
are the two numbers?
3. The sum of two numbers is 320. Find two numbers and their maximum product.
Activity 3B (For Average Learners)

1. The sum of two numbers is 10. If the sum of their squares is a minimum, find the
two numbers.
2. The sum of two numbers is 56. Find the two numbers and their maximum
product.
Modified from:
Activity 7: Geometry and Numbers! Philippines: Department of
Education, p. 180-181.
187
APPENDIX D
ACTIVITY 4: OMG! Oh My Geometry!

1. Find the dimensions and the maximum area of a rectangle whose perimeter is 16
inches.
2. What are the dimensions of the largest rectangular field that can be enclosed
with 80 m of wire?
3. Mang Lino wants to fence a rectangular pig den that has one side bordered by a
wall. If he has 500 meters of fencing materials, find the dimensions of the pig den
with the largest possible area.

1. What are the dimensions of the largest rectangular field that can be enclosed
with 80 m of wire?
2. Three sides of a rectangular lot is to be enclosed by a 100-meter fencing
material. Find the dimensions of the lot with the maximum area.
Modified from:
Activity 7: Geometry and Numbers! Philippines: Department of
Education, p. 180-181.
188
APPENDIX E
ANSWER KEY

Questions:
a. x and 10 – x are the expressions representing the two numbers respectively.
b. f(x) = 10x – x2
c. The maximum product is 25.
d. 25 = 10x – x2 or x2 – 10x + 25 = 0
By solving, x = 5
e. The two numbers are 5 and 5.
Questions:
a. w and 120 – w are the expressions representing the width and length,
respectively.
b. f(x) = 120w – w2
c. The maximum area is 3600 square meters.
d. 3600 = 120w – w2 or w2 – 120w + 3600 = 0
By solving, w = 60
e. The dimensions of the rectangular lot are 60 m and 60 m.
189
APPENDIX F
ANSWER KEY

Questions:
a. f(x) = 10x – x2
b. The maximum product is 25.
c. 25 = 10x – x2 or x2 – 10x + 25 = 0
By solving, x = 5
d. The two numbers are 5 and 5.
Questions:
a. f(x) = 120w – w2
b. The maximum area is 3600 square meters.
c. 3600 = 120w – w2 or w2 – 120w + 3600 = 0
By solving, w = 60
d. The dimensions of the rectangular lot are 60 m and 60 m.
190
APPENDIX G
ANSWER KEY
Activities 3 and 4
ACTIVITY 3: Numbers! Numbers! Numbers!

1. 62 and 62
2. 12 and 12
3. The two numbers are 160 and 160 and their maximum product is 256,000.

1. 5 and 5
2. The two numbers are 28 and 28and their maximum product is 784.
ACTIVITY 4: OMG! Oh My Geometry!

1. 4 inches x 4 inches
2. 20 m x 20 m
3. 250 m x 125 m

1. 10 m x 10 m
2. 50 m x 25 m
191
APPENDIX H
BIBLIOGRAPHY
Books
Philippines: Department of Education, pp. 174-175, 180.
Orines, Fernando B., et. al. (2014). Next Century Mathematics 9. Quezon City:
Phoenix Publishing House, Inc., pp. 82-88.
192
I. OBJECTIVES
C. Learning The learner solves problems involving quadratic functions
Competencies/ (M9AL-Ii-j-2).
Objectives Subtask 2:
(Write LC The learner solves projectile and revenue problems
Code for involving quadratic functions.
each.)
II. CONTENT SOLVING PROJECTILE AND REVENUE PROBLEMS
INVOLVING QUADRATIC FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Mathematics Grade 9 Learner’s Material, pp.177-181
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
A. Reviewing Arrange the following steps of solving number and
previous geometric problems involving quadratic functions in
lesson ascending order. Write the numbers 1-5 on the provided
blank before the number.
______1. Solve the problem.
______2. Find the value of k.
______3. Determine the representation of the variables in
the given problem.
______4. Formulate the equation of the quadratic function.
______5. Equate the equation of the quadratic function to
the value of k.
193
Answers:
1. 5
2. 3
3. 1
4. 2
5. 4
B. Establishing a By using the process of solving number and geometric

purpose for the problems involving quadratic functions, is it possible to
lesson solve the problems below?
A souvenir shop in Catanduanes sells about 20 “sili”

keychains per week at a price of Php 50.00 per piece. For
each Php 5.00 decrease in the price, the owner found out
that four more keychains were sold per week. What price
produces the maximum weekly sale of the item?
Now, that will be our lesson for today. Let us discover how
to solve projectile and revenue problems involving
quadratic functions.
C. Presenting Activity 1: What is the Activity 1: What is the

examples/insta Price? (Pls. see Appendix Price? (Pls. see Appendix
nces of the A) B)
revenue problems involving revenue problems involving
Activity 2: Catch Me! I’m Activity 2: Catch Me! I’m

Fallin’! (Pls. see Appendix Fallin’! (Pls. see Appendix
C) D)
(The teacher will emphasize (The teacher will emphasize
projectile problems projectile problems
involving quadratic involving quadratic
functions.) functions.)
D. Discussing Activity 3: It’s High Time! Activity 3: It’s High Time!
new concepts (Pls. see Appendix E) (Pls. see Appendix F)
and practicing
new skills #1
E. Discussing Activity 4: Reach the Target to be Rich! (Pls. see
new concepts Appendix G)
and practicing
new skills #2
194
F. Developing Form a group of five members. Then, create one projectile
Mastery problem and one revenue problem involving quadratic
(Leads to functions. Let other groups solve your formulated
formative problems.
assessment 3)
G. Finding Let us go back to the first two problems presented a while
practical ago. Solve the problems and show your solution.
applications of 1. A stone is thrown from the top of a 320-meter cliff at
concepts and Binurong Point, Baras, Catanduanes. The stone
skills in daily follows a trajectory. The height H reached by the stone
living after t seconds is given by the quadratic function H(t) =
72t – 4t2.
a. How high did the stone reach? (Answer: 324
meters)
b. How long will it take the stone to reach the
maximum height? (Answer: 9 seconds)
c. How long did it take the stone to hit the ground?
(Answer: 9 + √161 seconds)
2. A souvenir shop in Catanduanes sells about 20 “sili”
keychains per week at a price of Php 50.00. For each
Php 5.00 decrease in the price, the owner found out
that four more keychains were sold per week. What
price produces the maximum weekly sale of the item?
(Answer: Php 37.50)
H. Making  How do you solve projectile and revenue problems
generalizations involving quadratic functions?
and
abstractions
about the
lesson
I. Evaluating Create one projectile problem and one revenue problem
learning involving quadratic functions. Then, solve each. Show your
complete solution.
J. Additional Direction: Form a group of five members. Then do the
activities for activity below:
application or
remediation 1. Research on the major types of businesses in your
province. Based from the data you have gathered,
create five revenue problems involving quadratic
functions.
2. Research on the major sports played in your school.
Then, create five projectile problems based from the
data you have gathered. Solve each problem.
Present your output in a PowerPoint Presentation.

V. REMARKS
195
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
196
APPENDICES
APPENDIX A
ACTIVITY 1: What is the Price?
Direction: Work in pairs. Consider the problem below and answer the questions that
follow.
A businessman can sell 200 abaca bags per month at Php 500 each. He
found out that he could sell 25 more bags every month for each Php 50 decrease in
price. What price produces the maximum revenue?
Formula for finding the Revenue R(x):

R(x) = (number of units produced or sold) x (price per unit)
Questions:
1. What mathematical expression represents the number of abaca bags sold?
2. What mathematical expression represents the price per abaca bag?
3. By using the formula for revenue, what is the equation of R(x)?
4. What kind of function is R(x)?
5. What is the vertex form of the function R(x)?
6. What is the vertex?
7. Given the vertex, what is the maximum revenue?
8. Given the mathematical expression for the price per bag, what is the price of the
bag that produces the maximum revenue?
197
APPENDIX B
follow.
Let 200 + 25 x – be the number of abaca bags sold monthly

500 – 50 x – be the price per piece producing the maximum revenue
Formula for finding the Revenue R(x):

R(x) = (number of units produced or sold) x (price per unit)
Questions:
1. By using the formula for revenue, what is the equation of R(x)?
2. What kind of function is R(x)?
3. If the vertex form of the quadratic function is R(x) = -1250(x – 1)2 + 101250, what
is its vertex?
4. Given the vertex, what is the maximum revenue?
5. Given the mathematical expression for the price per bag, what is the price of the
bag that produces the maximum revenue?
198
APPENDIX C
ACTIVITY 1: Catch Me! I’m Fallin’!
Direction: Form a group with three members. Consider the problem below and
answer the questions that follow.
Problem: From a 48-foot “pili” tree, a farmer throw one of his harvested “pili” nuts
straight up into the air following a trajectory. The height H(t) of the “pili” nut above the
tree after t seconds is given by the function H(t) = 40t – 8t2.
a. What maximum height did the “pili” nut reach?
b. How long will it take the “pili” nut to reach the maximum height?
c. After how many seconds is the “pili” nut reach the ground?
Questions:
1. What kind of function is the equation H(t) = 40t – 8t2?
2. Transform the equation into vertex form.
3. What is the vertex?
4. By using the vertex, what is the maximum height reached by the “pili” nut?
5. By using the vertex, how long will it take the “pili” nut to reach the maximum
height?
6. To find the time it will take the “pili” nut to hit the ground, let H(t) = -48, since the
height of the tree is 48 ft. Equate it to the equation of the function.
7. Solve for time t the “pili” nut reached the ground.
Modified from:
Activity 2: Catch Me When I Fall! Philippines: Department of
Education, pp. 175-176.
199
APPENDIX D
a. What maximum height did the “pili” nut reach?
b. How long will it take the “pili” nut to reach the maximum height?
c. After how many seconds is the “pili” nut reach the ground?
Questions:
1. What kind of function is the equation H(t) = 40t – 8t2?
2. The vertex form of the equation of the given quadratic function is H(t) = -8(t –
5/2)2 + 50. What is its vertex?
3. By using the vertex, what is the maximum height reached by the “pili” nut?
4. By using the vertex, how long will it take the “pili” nut to reach the maximum
height?
5. To find the time it will take the “pili” nut to hit the ground, let H(t) = -48, since the
height of the tree is 48 ft. Equate it to the equation of the function.
6. Solve for time t the “pili” nut reached the ground.
Modified from:
Activity 2: Catch Me When I Fall! Philippines: Department of
Education, pp. 175-176.
200
APPENDIX E
ACTIVITY 3: It’s High Time!
Direction: Solve each problem. Show your complete solution.
1. An object is fired vertically from the top of a tower. The tower is 60.96 ft. high.
The height of the object above the ground t seconds after firing is given by the
formula h(t) = -16t2 + 80t + 200. What is the maximum height reached by the
object? How long after firing does it reach the maximum height?
Source:
Activity 8: It’s High Time! Philippines: Department of Education, p.
181.
2. An object is thrown vertically upward with a velocity of 96 m/sec. The distance

S(t) above the ground after t seconds is given by the formula S(t) = 96t – 5t2.
a. How high will it be at the end of 3 seconds?
b. What is the maximum height reached by the object?
Modified from:
Activity 6: Try This! Philippines: Department of Education, p. 180.
201
APPENDIX F
1. The height in meters of a projectile after t seconds is given by h(t) = 160 – 80t2.
Find the maximum height that can be reached by the projectile.
Source:
181.
2. On top of an 80-foot hill, a stone is thrown upward following a trajectory. The

stone will fall into the lake after t seconds. The stone’s height h, in feet above the
surface of the lake is given by the equation h = -16t2 + 64t + 80. What is the
maximum height reached by the stone?
Modified from:
181.
202
APPENDIX G
ACTIVITY 4: Reach the Target to be Rich!
1. A company of cellular phones can sell 200 units per month at Php 2,000 each.
Then they found out that they can sell 50 more cell phone units every month for
each Php 100 decrease in price. Find the price that produces the maximum
revenue.
Modified from:
Activity 4: Hit the Mark! Philippines: Department of Education, p. 179.
2. A smart company has 500 customers paying Php 600 each month. If each Php
30 decrease in price attracts 120 additional customers, find the approximate
price that yields maximum revenue.
Source:
Activity 9: Reach the Traget ! Philippines: Department of Education,
pp. 181-182.
203
APPENDIX H
ANSWER KEY
follow.

1. 200 + 25x
2. 500 – 50x
3. R(x) = (200 + 25x)(500 – 50x)
By expanding, we have R(x) = -1250x2 + 2500x + 100000
4. Quadratic Function
5. R(x) = -1250(x – 1)2 + 101250
6. (1, 101250)
7. Php 101,250.00
8. Php 450.00

1. R(x) = (200 + 25x)(500 – 50x)
By expanding, we have R(x) = -1250x2 + 2500x + 100000
2. Quadratic Function
3. (1, 101250)
4. Php 101,250.00
5. Php 450.00
204
APPENDIX I
ANSWER KEY

a. 50 ft c. 6 seconds
b. 5/2 seconds or 2.5 seconds
Questions:
1. Quadratic Function 5. 5/2 seconds or 2.5 seconds
2. H(t) = -8(t – 5/2)2 + 50 6. -48 = 40t – 8t2 or 8t2 – 40t -48
=0
3. (5/2, 50) 7. 6 seconds
4. 50 ft

a. 50 ft c. 6 seconds
b. 5/2 seconds or 2.5 seconds
Questions:
1. Quadratic Function 5. -48 = 40t – 8t2 or 8t2 – 40t -48
=0
2. (5/2, 50) 6. 6 seconds
3. 50 ft
4. 5/2 seconds or 2.5 seconds
205
APPENDIX J
ANSWER KEY
Activities 3 and 4

1. Maximum height: 300 ft

Time the object reached the maximum height: 5/2 seconds or 2.5 seconds
2. An object is thrown vertically upward with a velocity of 96 m/sec. The distance
S(t) above the ground after t seconds is given by the formula S(t) = 96t – 5t2.
c. 243 m
d. 460.8 m

1. 80 meters
2. 144 ft
ACTIVITY 4: Reach the Target to be Rich!

1. Php 1,200.00
2. The approximate price which yields to the maximum revenue is Php 360.00.
206
APPENDIX K
BIBLIOGRAPHY
Book
Philippines: Department of Education, pp. 177-181.
207

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School Grade Level 9

Teacher Learning MATHEMATICS

 By using the diagram above, is it possible to determine

Step 3 Step 2 Step 1

Let us find out whether your answers are correct or not.

C. Presenting Activity 1: Do My Zeros Activity 2: Reverse Me If

Direction: Find the equation Direction: Find the equation

G. Finding The teacher will present a picture of Luyang Cave and a

The edge of the outer part of Luyang Cave that is located

Possible Answer: f(x) = -3x2 + 2x + 21 or any quadratic

H. Making  How do you determine the equation of a quadratic

There is someone -5, 5 And will lift you up 8/5, -8/5

f(x) = 6x2 – 17x + 7 f(x) = 18x2 – 9x – 5 f(x) = 8x2 + 2x – 45 f(x) = x2 – 2x – 143

f(x) = x2 + 10x + 25 f(x) = x2 + x – 56 f(x) = 5x2 – 17x + 7 f(x) = 25x2 – 64

f(x) = 5x2 – 11x + 2 f(x) = x2 + 4x – 32

By throwing words obliterating -11, 11 Always remember that -4, 14

f(x) = x2 + 7x – 8 f(x) = x2 – 121 f(x) = 25x2 + 5x – 2 f(x) = x2 – 10x – 56

f(x) = x2 + 3x – 54 f(x) = x2 – 49 f(x) = x2 – 4x – 45 f(x) = x2 – 11x +18

f(x) = x2 + 11x + 24 f(x) = 8x2 – 10x + 3

ACTIVITY 1: Are My Zeros Have a Relationship with the

ACTIVITY 2: Reverse Me If You Can

By throwing Your Always

f(x) = 6x2 – 17x + 7 f(x) = 18x2 – 9x – 5 f(x) = 8x2 + 2x – 45 f(x) = x2 – 2x – 143

f(x) = x2 + 10x + 25 f(x) = x2 + x – 56 f(x) = 5x2 – 17x + 7 f(x) = 25x2 – 64

f(x) = 5x2 – 11x + 2 f(x) = x2 + 4x – 32

If some people By throwing Your Always

f(x) = x2 + 7x – 8 f(x) = x2 – 121 f(x) = 25x2 + 5x – 2 f(x) = x2 – 10x – 56

f(x) = x2 + 3x – 54 f(x) = x2 – 49 f(x) = x2 – 4x – 45 f(x) = x2 – 11x +18

From the Of judgements

f(x) = x2 + 11x + 24 f(x) = 8x2 – 10x + 3

In today’s lesson, let us discover how to derive the

Direction: Find the Direction: Find the

(Answer: f(x) = -2x2 + 10x (Answer: f(x) = x2 – 4x +

1. f(x) = _____________ 1. f(x) = ____________

y -40 -24 -12 -4 0 y -2 0 4 10 18

2. f(x) = _____________ 2. f(x) = ____________

3. f(x) = _____________ 3. f(x) = ____________

Step No. Sample Activity Step-by-step Procedure

Luyang Cave, San Andres, Catanduanes

Talisoy Beach, Virac, Catanduanes

Magnesia Seashore, Virac, Catanduanes

Binurong Point, Baras, Catanduanes

Hiyop Highlands, Pandan, Catanduanes

f(x) = -2x2 + 16x – 24

Step No. Sample Activity Step-by-step Procedure

ACTIVITY 2: My Equation from My Table!

For Advanced Learners

For Average Learners

ACTIVITY 3: Adventure in the Happy Island

C. Learning The learner determines the equation of a quadratic

II. CONTENT DETERMINING THE EQUATION OF A QUADRATIC

IV. PROCEDURES Advanced Learners Average Learners

B. Establishing a Given the equation of a quadratic function, you can

In today’s lesson, let us discover how to derive the

C. Presenting Activity 1: Follow the Activity 1: Follow the

D. Discussing Direction: Determine the Direction: Determine the

(Answer: f(x) = 2x – 4x + 3) 2 (Answer: f(x) = x2 – 4)

The graph below

The graph below

1. Describe the graph.

For Advanced Learners

y = (x – 3)2 – 4 or y = x2 – 6x + 5 Simplify the equation of the quadratic

For Average Learners

y = (x – 3)2 – 4 or y = x2 – 6x + 5 Simplify the equation of the quadratic

1. f(x) = _ 1. f(x) =

2. f(x) = _ 2. f(x) =

3. f(x) = _ 3. f(x) =