INstructional Support Material Math 9 First QRTR

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE
TABLE OF CONTENTS
QUADRATIC EQUATIONS, INEQUALITIES, AND FUNCTIONS
NO. MELC DURATION K to 12 CG PAGE

Code NO.
1 Illustrates quadratic equations Week 1 M9AL-Ia-1 4
2 Solves quadratic equations by: (a)
extracting square roots; (b) factoring; (c) M9AL-Ia-b-1 5
completing the square; and (d) using the
quadratic formula
3 Characterizes the roots of a quadratic Week 2 M9AL-Ic-1 7
equation using the discriminant to 3
4 Describes the relationship between the
coefficient and the roots of a quadratic M9AL-Ic-2 9
equation
Address: Macabulos Drive, San Roque, Tarlac City

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Email Address: tarlac@deped.gov.ph
REGION III
5 Solves equation transformable to

quadratic equation equations (including M9AL-Ic-d-1 10
rational algebraic expressions).
6 Solves problems involving quadratic Week 4
equations and rational algebraic M9AL-Ie-1 11
equations.
7 Illustrates quadratic inequalities Week 5 M9AL-If-1 14
8 Solve quadratic inequalities M9AL-If-2 16
9 Solves problems involving quadratic
equations and rational algebraic M9AL-If-g-1 17
equations.
10 Models real-life situations using quadratic Week 6 M9AL-Ig-2 19
functions.
11 Represent quadratic function using: (a) M9AL-Ig-3 20
table of values; (b) graph; (c) equation
12 Transforms the quadratic function define Week 7
by y = ax2 + bx + c into the form of y to 8 M9AL-Ih-1 22
= a ( x – h )2 + k.
13 Graphs quadratic function: (a) domain; (b) M9AL-Ig-h-i- 23
range; (c) intercepts; (d) axis of symmetry; 1
(e)vertex; (f) direction of the opening of
the parabola
14 Analyzes the effects of changing the
values of a, h and k in the equation y = a ( M9AL-Ii-1 25
x – h )2 + k of a quadratic function on its
graph
15 Determines the equation of a quadratic Week 9
function given: (a) a table of values; (b) M9AL-Ij-1 30
graph; (c) zeros
16 Solves problems involving quadratic M9AL-Ii-j-2 31
functions.

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L E S S O N I
L E S S O N I
ILLUSTRATING QUADRATIC EQUATIONS (Week 1)
Activity 1: Word Hunt!
Look for the following mathematical terms on the crossword puzzle.

1. quadratic 6. roots 11. formula
2. degree 7. discriminant 12. sum
3. equation 8. product 13. nature
4. factoring 9. square 14. Factors
5. completing 10. real 15. second
Activity 2: Yes or No!
Write YES if the given equation is a Quadratic Equation if not, write NO.
x
_________1. x 2 + x + 2 = 4x 4 ________ 6. y = x2+3
2
_________2. √2x 2 + 3 x + 1 = 0 ________ 7. 2(x + 3)2 = 0

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_________3. 4p2 − 25 = 4p2 + p ________ 8. x 2 − 2x = 5

_________4. w 2 + 3x − 5 > 34 ________ 9. (x + 3) + 8 = 0
_________5. (x − 2)(x + 2) = 0 ________ 10. c = πd
Activity 3: Meet the Standard so the Values Appear.

Express the following in standard form and identify the values of a, b, and c.
Standard Form Values
1. 9x 2 = x __________________ a = _____ b = _____ c = _____

2
2. 3x − 5 = 2x _________________ a = _____ b = _____ c = _____
2
3. 10x − 3 = 9x _________________ a = _____ b = _____ c = _____
2
4. x − 1 = 7x − 11 _________________ a = _____ b = _____ c = _____
5. 2x(x − 4) = 1 _________________ a = _____ b = _____ c = ____
L E S S O N 2
SOLVING QUADRATIC EQUATIONS (Week 1)
Activity 1: Match Me.
Match column A to column B by solving the following quadratic equations through

extracting the square roots. Write the letter of the correct answer on the space provided
before each item
Column A Column B

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Activity 2: Complete Me.

Solve the following quadratic equations by factoring then complete the table.
Factors Roots
1. 𝑥 2 + 7𝑥 = 0
2. 𝑥 2 + 3𝑥 + 2 = 0
3. 𝑥 2 + 5𝑥 + 6 = 0
4. 𝑥 2 + 3𝑥 − 10 = 0
5. 𝑥 2 + 5𝑥 = 0
6. 𝑥 2 − 𝑥 − 2 = 0
7. 𝑥 2 + 2𝑥 − 15 = 0
8. 𝑥 2 − 5𝑥 − 14 = 0
9. 6𝑥 2 + 18𝑥 = 0
10.𝑥 2 − 25 = 0
Activity 3: Square Me!

Express each of the following perfect square trinomials as a square of a binomial.
1. x 2 + 2x + 1 = ( )2
2. x 2 − 4x + 4 = ( )2
3. n2 + 6n + 9 = ( )2
4. h2 − 22h + 121 = ( )2
49
5. r 2 − 7r + 4
=( )2
Activity 4: Half of Me Square
Determine the b in the expression and find the number that must be added using
𝟏
the formula [𝟐 𝐛] 𝟐 to the expression to make each of the following a perfect square
trinomial.
Expressions b 𝟏
[ 𝐛] 𝟐
𝟐
1. x 2 + 6n + _________
2. g 2 − 3g + _________

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3. f 2 − 12f + ________
4. 4t 2 + 20t + _________
1
5. y 2 + 3 t + _________
Activity 5: Find Me Completely!
Find the solutions of each quadratic equation by completing the square. Show your
solution.
1. x 2 − 10x − 50 = 0
2. x 2 − 6x = 72
3. 2𝑥 2 + 12𝑥 + 17 = 0
Activity 6: The Formula!

Complete the given table below and solve each quadratic equation using the
Quadratic Formula. Item no. 1 is done for you.
Quadratic Equations A b c Roots

1. x 2 − 8x + 12 = 0 1 -8 12 2, 6
2. x 2 + 3x − 10 = 0
3. x 2 − 2x − 2 = 0
4. 2x 2 + x+= 6
5. 3𝑚2 − 13𝑚 + 14 = 0
L E S S O N 3
CHARACTERIZING THE ROOTS OF A QUADRATIC EQUATION USING
DISCRIMINANT (Week 2-3)
Activity 1: Count the Roots

Give the value of the discriminant and determine the number of real roots.
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Equations Discriminant Number of Real Roots

1. 𝑥 2 + 3𝑥 + 1 = 0 _____________ _________________
2. 𝑦 2 + 7y + 6 = 0 _____________ _________________
3. 𝑝2 − 10p + 12 = 0 _____________ _________________
4. 2𝑥 2 − 7𝑥 + 16 = 0 _____________ _________________
5. 3𝑥 2 + 7𝑥 − 2 = 0 _____________ _________________
Activity 2: Discriminant…
Use the discriminant to determine the nature of the roots of each

quadratic equation. No. 1 is done for you.
Equation Discriminant Nature of the Roots

𝒃𝟐 − 𝟒𝒂𝒄
1. 𝑥 2 + 6𝑥 + 9 = 0 0 Roots are real, rational and equal
2. 𝑥 2 + 6𝑥 = −3
3. 𝑥 2 + 5𝑥 − 3 = 0
4. 2𝑥 2 − 5𝑥 − 3 = 0
5. 3𝑥 2 − 𝑥 = 2
Activity 3: No Real Solution?
Solve the quadratic equations using any convenient method. By using the
discriminant, show that there is no real number solution.
1. 𝑥 2 + 2𝑥 = 8 ____________________________________________
2. 𝑦 2 − 2𝑦 = −2 ____________________________________________
3. 3𝑥 2 + 𝑥 = 1 ____________________________________________
4. 𝑥(𝑥 + 5) = −3 ____________________________________________
5. 𝑥(𝑥 + 2) + 2(𝑥 − 2) = 1 ______________________________________

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L E S S O N 4
DESCRIBING THE RELATIONSHIP BETWEEN THE COEFFICIENTS AND THE ROOTS
OF A QUADRATIC EQUATION (Week 2-3)
Activity 1: Sum and Product….

Find the sum and product of roots of each quadratic equation.
Quadratic Equations Sum of Roots Product of Roots
1. 𝑥 2 − 2𝑥 − 3 = 0
2. 𝑥 2 = 10𝑥 − 25
3. 𝑥 2 + 2𝑥 − 5 = 0
4. 𝑥 2 − 3𝑥 + 12 = 0
5. 𝑥 2 = −5𝑥 − 24
Activity 2: Add and Multiply

Use the value of a, b, and c of each quadratic equations in determining the sum
and product of its roots. Verify your answers by obtaining the roots of each equations
using any method. Item no. 1 is done for you.
Equations a b c Sum Product Roots
1. 1 4 3 -4 3 -1, -3
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity 3: Sum and Products on the Go
Write the quadratic equation with integral coefficient (no fractions in the coefficients)
whose sum and product of the roots are given.

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X1 + X2 X1(X2) Quadratic Equations

2 5
-3 -7
0 6
1 2
−
2 3
3 0
4
Activity 4: How Do I Look?

Write a quadratic equation whose roots are given below.
1. 5, 2 ___________________________________
2. 1, -10 ___________________________________
3. 7, 4 ___________________________________
4. -6, 1 ___________________________________
2
5. ,7 ________________________________
3
6. √2 , −√2 ___________________________________
L E S S O N 5
SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS (Week 2-3)
Activity 1: Transformer…
Transform each of the following equations into quadratic equation in the form
ax2 + bx +c = 0. Write your answer on the table provide below.
Equation ax2 + bx +c = 0
1. 𝑥(𝑥 + 4) = 7
2. 2𝑥(𝑥 − 5) − 8 = 0
4. (𝑥 + 1)2 = 16
5. 𝑥(𝑥 + 3) = 28
6. 3𝑥(𝑥 − 2) − 12𝑥 = 0
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7. (𝑥 − 6)2 = 15
8. (𝑥 + 1)2 + (𝑥 − 8)2 − 45 = 0
9. (𝑚 − 4)2 + (𝑚 − 7)2 = 15
1 𝑥 2
10. − =
𝑥 6 3
1 𝑥
11. + 2 = −2
𝑥+3
Activity 2: Am I Right?
Solve the following by any method. Write your answer on the blanks provided for.
1. 5𝑥 2 = 5𝑥 + 1 __________________
2. 18𝑥 = 25 + 3𝑥 2 __________________
3. 2𝑥 2 − 8𝑥 = 9 __________________
4. 12𝑥 2 + 5𝑥 = 2 __________________
5. 2𝑥(𝑥 − 3) = 8 __________________
Activity 3: Let Me Prove

Show the solution of each of the following equations.
1. 𝑥(𝑥 − 10) = −21
2. (𝑥 + 1)2 + (𝑥 − 3)2 = 15
1 4𝑥
3. + =1
3𝑥 6
LESSON 6
L E S S O N 6
SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS AND

RATIONAL ALGEBRAIC EQUATIONS (Week 4)
Activity 1: Representation…
Write a quadratic equation that will represent each problem.
1. Find two consecutive integers whose product is 42. __________________
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2. Find two consecutive even integers whose product is 624. _________________

3. If a number is added to its square, the result is 42. Find the number. _____________
8
4. A number less its reciprocal is 3 . Find the number. ___________________________
5. The length of a rectangular parking lot is 36m longer than its width. The area of the
parking lot is 5,152m2. What are its dimensions? _____________________________
Activity 2: What is the message?
Solve the following word problems. Match Column A with Column B by writing the
letter on the space provided. Then write this letter on the box below. Each number
corresponds to a letter which will reveal a quotation if answered correctly.
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Activity 3: Solve Me Completely.

Solve the following problems completely by supplying the necessary things needed to
show your solutions.
1. Find two positive real numbers that differ by 4 and have a product of 45.
Given:
Asked:
Representation:
Equation:
Solution:
Checking:
2. The table used for table tennis is 4 feet longer than its width and has an area
2
of 45 ft . What are the dimensions of the table?
Given:
Asked:
Representation:
Equation:
Solution:
Checking:
3. It takes Karla 1 hour longer to mow the lawn than it takes Sharon to mow the
lawn. If they can mow the lawn in 5 hours working together, then how long
would it take each girl to mow the lawn alone? (Use calculator and express your
answer in decimal)
Given:
Asked:
Representation:
Equation:
Solution:
Checking:
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Activity 4: An Extra Challenge.

Find the exact solution to each problem.
1. The length of a rectangle is 2 ft longer that the width. If the area is 16 ft2, then
what are the length and width?
2. A new computer can process a company’s monthly payroll in 1 hour less time than
the old computer. To really save time, the manager used both computers and finished the
payroll in 3 hours. How long would it take the new computer to do the payroll by itself?
3. One number is 5 greater than another number. If the sum of their squares is 5
times the square of the smaller number, what are the numbers?
LESSON 7
L E S S O N 7
ILLUSTRATING QUADRATIC INEQUALITIES (Week 5)
Activity 1: Quadratic Inequalities or Not?

Shade the mathematical sentences which are not quadratic inequalities. Form the
hidden message by getting the corresponding letters from the unshaded mathematical
sentences.
What is the hidden message? _______________________________________________

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Activity 2: Describe My Solutions!

Find the solution set of each of the following quadratic inequalities then graph.
1. 𝑥 2 − 5𝑥 − 14 > 0
2. 3𝑥 2 − 8𝑥 + 5 ≥ 0
Activity 3: Am I a Solution or Not?

Determine whether or not each of the following points is a solution of the
inequality 𝑦 < 2𝑥 2 + 3𝑥 − 5. Justify your answer.
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1. A ( 3, 6)
2. B ( - 3, 4)
3. C (-6, -2)
Activity 4: Make It Real!
Read the situation below then answer the questions that follow.
The floor of a conference hall can be covered completely with tiles. Its length is 36
ft. longer than its width. The area of the floor is less than 2,040 square feet.
1. How would you represent the width of the floor? How about its length?
2. What mathematical sentence would represent the given situation?
3. What are the possible dimensions of the floor? How about the possible areas of
the floor?
LESSON 8
L E S S O N 8
SOLVING QUADRATIC INEQUALITIES (Week 5)
Activity 1: Mathematical Word Power.

For each mathematical term, choose the correct meaning.
1. quadratic equation
a. ax + b = c with a ≠ 0 c. ax + b = 0 with a ≠ 0
2
b. ax + bx + c = 0 with a ≠ 0 d. a/x2 + b/x = c with a ≠ 0
2. quadratic inequality
a. ax2 + bx + c > 0 with a ≠ 0or with ≥, < or ≤
b. ax + b = 0 with a ≠ 0 or with ≥, < or ≤
c. completing the square
d. the Pythagorean theorem
3. quadratic in form
a. ax2 + bx + c = 0
b. a parabola
c. an equation that is quadratic after a substitution
d. having four equal sides
4. rational inequality
a. an inequality involving a rational expression(s)
b. a quadratic inequality
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c. an inequality with rational exponents

d. an inequality that compares two fractions
5. test point
a. the end of a chapter
b. to check if a point is in the right location
c. a number that is used to check if an inequality is satisfied
d. a positive integer
Activity 2: Truth or Consequence?

True or False. If your answer is False, explain why.
1. The solution set to 𝑥 2 > 4 is (2,∞).

𝑥
2. The inequality 𝑥−3 > 2 is equivalent to 𝑥 > 2𝑥 − 6.
3. The inequality (x – 1)(x + 2) < 0 is equivalent to x – 1 < 0 or x + 2 < 0.
4. We cannot solve quadratic inequalities which are not factored.
5. One technique for solving quadratic inequalities is identifying the 3 intervals
on the number line?
6. In solving quadratic or rational inequalities, we always get 0 on one side.
𝑥
7. The inequality > 3 is equivalent to x > 6.
2
Activity 3: Find the Truth in Me

Find the solution set of each of the following inequality to make it TRUE.
1. 𝑥2 + 𝑥 − 6 < 0 ________________________
2. 𝑥 2 − 3𝑥 − 4 ≥ 0 ________________________
3. 𝑥 2 + 25 < 10𝑥 ________________________
4. 𝑥 2 − 2𝑥 − 5 ≤ 0 ________________________
5. 2𝑥 2 − 8𝑥 + 3 < 0 ________________________
LESSON 9
L E S S O N 9
SOLVING PROBLEMS INVOLVING QUADRATIC INEQUALITIES (Week 5)
Activity 1: What’s the Problem?
Solve these problems.
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1. A projectile is fired straight up from the ground with an initial velocity of 80

feet per seconds. Its height s(t) in feet at any time t is given by the function s(t) = -16t2 +
80t. Find the interval of time which the height of the projectile is greater than 96 feet.
2. If the initial velocity in No. 2 is 128 feet per second, when is the object is 112
feet or higher?
3. If the initial velocity in No. 2 is 240 feet per second, when is the object 112 feet
or higher?
Activity 2: More Problems?
“Practice makes perfect” as they say. So, here are some more problems to solve.
1. The total profit function P(x) for a company producing x thousands of pens is
given by P(x) = -2x2 + 26x + 44. Find the values of x for which the company makes a profit.
[Hint: The company makes a profit when P(x) > 0].
For Nos. 2 -3. An object tossed downward with initial velocity of V0 will travel a
distance of s meters, where s = 4.9t2 + V0t and t is measured in seconds.
2. A screw falls off an airplane at a height of 500 meters. Approximately how long
does it take the screw to reach the ground?
3. A coin is dropped from a helicopter at an altitude of 75 meters. Approximately

how long does it take the coin to reach the ground?
Activity 3: Am I Improving?
“Patience is a virtue” as they say. Solve the following problems to show your patience.
1. The height in feet for a ball thrown upward at 48 feet per second is given by
s(t) = -16t + 48t, where t is the time in seconds after the ball is tossed. What is the maximum
height that the ball will reach?
2. The monthly profit P (in Pesos) that Big Brother makes on the sale of x mobile
homes, is determined by the formula 𝑷 = 𝒙𝟐 + 𝟓𝒙 − 𝟓𝟎. For what values of x is his profit
positive?
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3. Susan’s revenue R (in Pesos) on the sale of x cupcakes is determined by the

formula R = 50x – x2. Her cost C (in Pesos) for producing x cupcakes is given by the formula
C = 2x + 40. For what values of x is Susan’s profit positive? (Profit = revenue – cost)
LESSON 10
L E S S O N I0
MODELING REAL-LIFE SITUATIONS USING QUADRATIC FUNCTIONS (Week 6)
Activity 1: How could these be Real?

Identify a real-life experience that you can associate or relate with the given pictures.
After which, answer the process questions that follow.
Process Questions: Write your answers in the box.
1. Name real-life situations that are represented by each picture.
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2. What is common among the pictures?
3. How does each picture show the use of quadratic equations?
4. Can you name other real-life experiences that use the concepts of quadratic
equations like the ones shown in the picture?
5. Name real-life situations or experiences or natural objects near you or around

you that model quadratic equations.
Activity 2: Photo Collections.
On a bond paper, make a picture collage of real-life situations that models quadratic
equations that you have seen or experienced. You may take screen shots, cut pictures or
draw them.
LESSON 11
L E S S O N I1
REPRESENTING QUADRATIC FUNCTIONS (Week 6)
Activity 1: Showing Justification.
Determine which of the following are quadratic functions. Write QUADRATIC

FUNCTION if it is. Otherwise write NOT A QUADRATIC FUNCTION. Show your solution/Justify
your answer.
1.
𝑥 −2 −1 0 1 2
𝑦 −10 −5 0 5 10
2.
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𝑥 0 1 2 3 4
𝑦 11 5 3 5 11
3.
𝑥 −4 −3 −2 -1 0
𝑦 2 3 6 11 18
4. 𝑥 −4 −3 −2 -1 0
𝑦 2 3 6 11 18
Activity 2: Give Justice to your Decisions.
State whether each of the following functions represents a quadratic function or not.
Then, justify your answer.
Yes or
Functions Justification/Reason
No
1. 𝑓(𝑥) = 𝑥 2 + 2
2. 𝑔(𝑥) = 2𝑥 − 10
3. ℎ(𝑥) = 9 − 2𝑥 2
4. 𝐽(𝑥) = 2𝑥 + 7
5. 𝑘(𝑥) = 𝑥 3 + 4𝑥 2
6. 𝐹(𝑥) = 2𝑥 2
7. 𝑦 2 = 𝑥 2 − 9
4
8. 𝑚(𝑥) = 𝑥 2 − 1
9. 𝑓(𝑥) = (𝑥 − 2)(𝑥 + 3)
10. 𝑔(𝑥) = (𝑥 − 5)(𝑥 + 1) − 𝑦
Activity 3: Which is Which.
Determine which of the following graphs represent a function. Tell which

represents a Quadratic Function, if not just write FUNCTION, if it is not a function. just
write MERELY RELATION.
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1. 2. 3.
4. 5. 6.
L E S S O N I2
TRANSFORMING QUADRATIC FUNCTIONS DEFINED BY y = ax2 + bx + c

INTO THE FORM y = a(x – h)2+ K (Week 7-8)
Activity 1: Standard to Vertex form.
Write each function in vertex form.

1. 𝑦 = 𝑥 2 + 5𝑥 ________________ 6. 𝑦 = 2𝑥 2 + 6𝑥 + 10 _____________
2. 𝑦 = 2𝑥 2 − 6 ________________ 7. 𝑦 = 𝑥 2 + 7𝑥 + 1 ________________
3. 𝑦 = −2𝑥 2 − 8𝑥 _______________ 8. 𝑦 = 𝑥 2 + 4𝑥 − 3 ________________
4. 𝑦 = 𝑥 2 + 4𝑥 _________________ 9. 𝑦 = −3𝑥 2 − 𝑥 − 8 _______________
5. 𝑦 = 𝑥 2 − 4𝑥 + 4 ______________ 10. 𝑦 = 2𝑥 2 + 8𝑥 + 3 _______________
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Activity 2: Vertex form to Standard.

Write each function in standard form.
1. 𝑦 = (𝑥 − 1)2 + 2 ______________ 5. 𝑦 = −3(𝑥 − 2)2 + 4 _____________

2. 𝑦 = 3(𝑥 − 2)2 − 4 ______________ 6. 𝑦 = (𝑥 − 1)2 + 2 _ ______________
3. 𝑦 = 2(𝑥 − 1)2 − 1 ______________ 7. 𝑦 = −2(𝑥 + 5)2 − 3 ____________
4. 𝑦 = 4(𝑥 − 5)2 + 1 ______________ 8. 𝑦 = −5(𝑥 + 2)2 + 5 ____________
LESSON
L E S S O 13
N I3
GRAPHS OF QUADRATIC FUNCTIONS (Week 7-8)
Activity 1: What is In Me?

Graph the following given the table of values. Then answer what is asked.
1. 𝑥 −3 −2 −1 0 1
𝑦 4 1 0 1 4
Vertex: ____________
Axis of Symmetry:
______________________
x – intercepts: __________
y – intercept: ___________
Domain: ______________
Range: ________________
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2.
𝑥 −2 −1 0 1 2
𝑦 6 3 2 3 6
Vertex: ____________
Axis of Symmetry: ______
x – intercepts: _________
y – intercept: __________
Domain: ______________
Range: _______________
Activity 2: The Beauty Inside Me.

Given the following graphs, analyze the components Direction of Opening:
of the quadratic function. ___________________
Minimum/Maximum:
1. ___________________
Vertex: ____________
Axis of Symmetry: ____
Minimum/Maximum
Value: ______________
x – intercepts:________
y – intercept: ________
Domain: ____________
Range: _____________
Reflection of the y-
intercept: __________
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2. Direction of Opening:
______________________
Minimum/Maximum:
______________________
Vertex: ____________
Axis of Symmetry: _______
Minimum/Maximum
Value: ________________
x – intercepts:__________
y – intercept: ___________
Domain: _______________
Range: ________________
Reflection of the y-
Activity 3: I am Proud of Me. intercept: _____________
Graph the quadratic function f(x) = x2 + 4x – 5 to approximate the following.
• For what x-values is the curve increasing?

decreasing? (Write your answer as
inequality)________________________
_________________________________
• Vertex: _________________________
• Is the vertex the minimum or maximum
value? __________________________
• x – intercepts: ____________________
• y – intercept: _____________________
• Axis of Symmetry: _________________
• Reflection of the y-intercept: ________
• f(-5): ____________________________
• Domain: _________________________
• Range: ___________________________
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LESSON 14
L E S S O N I4
ANALYZING 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 (Week 7-8)
Activity 1. Graph Me and See What I can Be.
A. Graph the following functions in ONE CARTESIAN PLANE. Show your solutions in
solving for the value of 𝑦.
1. 𝑦 = 𝑥 2 𝑥 −2 −1 0 1 2
𝑦 4 1 0 1 4
𝑥
2. 𝑦 = 𝑥 2 + 3
𝑦
Solution:
𝑥
2
3. 𝑦 = 𝑥 − 3
𝑦
Solution:
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B. Complete the table.
Function Vertex Axis of Symmetry Minimum/Maximum Value

1. 𝑦 = 𝑥 2
2
2. 𝑦 = 𝑥 + 3
2
3. 𝑦 = 𝑥 − 3
C. Short-response:
What happens to the graph when the value of 𝑘 is positive? negative?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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REGION III
Activity 2. Mixed Up?
Fill up the following table of values and graph the functions in ONE CARTESIAN
PLANE.
1. 𝑦 = 𝑥 2
𝑥 −2 −1 0 1 2
𝑦 4 1 0 1 4
2. 𝑦 = 4𝑥 2
𝑥 −2 −1 0 1 2
𝑦
3. 𝑦 = −𝑥 2
𝑥 −2 −1 0 1 2
𝑦 −4 −1 0 −1 −4
1
4. 𝑦 = − 2 𝑥 2
𝑥 −2 −1 0 1 2
1 1
𝑦 −2 − 0 − −2
2 2
5. 𝑦 = −2𝑥 2
𝑥 −2 −1 0 1 2
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B. Complete the table.
Function Vertex Direction of Opening Minimum/Maximum

1. 𝑦 = 𝑥 2
2
2. 𝑦 = 4𝑥
2
3. 𝑦 = −𝑥
1 2
4. 𝑦 = − 2 𝑥
2
5. 𝑦 = −2𝑥
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C. Short Response:
Write all your observations based on the graphs and other information you got
above.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ACTIVITY 3. Don’t Be Misled!
A. Determine which of the given 2 functions in each number is narrower. Write

NARROWER beside the function.
1
1. 𝑦 = 3𝑥 2 2. 𝑦 = −2𝑥 2 3. 𝑦 = 3 𝑥 2
𝑦 = 7𝑥 2 𝑦 = 𝑥2 𝑦 = 4𝑥 2
B. Determine which of the given 2 functions in each number is wider. Write WIDER
beside the function.
1
1. 𝑦 = −8𝑥 2 2. 𝑦 = 9𝑥 2 3. 𝑦 = 𝑥 2
5
𝑦 = −6𝑥 2 𝑦 = 11𝑥 2 𝑦 = 5𝑥 2
LESSON 15
L E S S O N I5
DETERMINING THE EQUATION OF A QUADRATIC FUNCTION (Week 9)
Activity 1: Who Am I?
To know the name of this Mathematician, Use the table

of values below to determine the equation of the function in
each item. Write the letter of the corresponding equation in
the box above the corresponding answer.
𝑓(𝑥) = 𝑥 2 − 5𝑥 + 6 𝑓(𝑥) = 𝑥 2 − 2𝑥 − 8 𝑓(𝑥) = 𝑥 2 − 3𝑥 + 2 𝑓(𝑥) = 𝑥 2 − 2𝑥 − 8
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REGION III
𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥) 𝑓(𝑥)

= 𝑥 2 + 3𝑥 = 𝑥 2 − 2𝑥 = 2𝑥 2 + 15 = 𝑥 2 − 2𝑥 = 𝑥2 + 𝑥 = 𝑥 2 − 5𝑥 = 3𝑥 2 + 9𝑥 = 𝑥 2 − 2𝑥 = 2𝑥 2
+2 −8 −8 −3 −2 +6 − 12 −8+6 + 15𝑥 − 8
Activity 2: A-maze Me!

Determine the equation of the quadratic function given the zeros. Follow the path of
correct answers to complete the maze.
START HERE
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L E S S O N I6
SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS (Week 9)
Activity 1: Applications!
Solve the following word problems.
1. After t seconds, a ball tossed in the air from the ground level reaches a height of h feet
given by the function h(t) = 144t – 16t2.
a. What is the height of the ball after 3 seconds?
b. What is the maximum height the ball will reach?
c. After how many seconds will the ball hit the ground before rebound?
2. A rocket carrying fireworks is launched from a hill 80 feet above a lake. The rocket will
fall into the lake after exploding at its maximum height. The rocket’s height above the
surface of the lake is given by the function h(t) = -16t2 + 64t + 80.
a. What is the height of the rocket after 1.5 seconds?
b. What is the maximum height reached by the rocket?
c. After how many seconds after it is launched will the rocket hit the lake?
3. Using the graph at the right, It shows the height h in feet of a small rocket t seconds
after it is launched. The path of the rocket is given by the equation: h = -16t2
a. How long is the rocket in the air?
b. What is the greatest height the rocket
reaches?
c. About how high is the rocket after 1 second?
d. After 2 seconds, about how high is the rocket?
is the rocket going up or going down?
e. After 6 seconds, about how high is the rocket?
is the rocket going up or going down?
f. Do you think the rocket is traveling faster from
0 to 1 second or from 3 to 4 seconds? Explain your
answer.
g. Using the equation, find the exact value of the
height of the rocket at 2 seconds.
h. What is the domain of the graph?
i. What is the range of the graph?
j. Express the interval over which the graph is
increasing.
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REGION III
k. Express the interval over which the graph is decreasing
Activity 2: Be the Problem Solver Master
Solve the following problems completely.

1. A rock is thrown from the top of a tall building. The distance, in feet, between the
rock and the ground t seconds after it is thrown is given by d(t) = -16t2 – 4t + 382. How long
after the rock is thrown is it 370 feet from the ground?
2. Find the number of computer units x that needs to be sold to produce a maximum
profit P (in pesos) if P(x) = 900x – 0.1x2.
3. The Perimeter of a rectangular ranch is 400 meters. Find the dimensions of the
ranch that will contain the greatest area?
4. A cellular phone store can sell 1000 phone kits per month for Php 5,000 each.
Research indicates that the store can sell 50 more kits per month for each Php 100 decrease
in price. What price per kit will give the greatest monthly sales? What is the sales amount?
5. A skyrocket is shot into the air. It’s altitude h in feet after t seconds is given by the
function h = - 16t2 + 128t. In how many seconds does the skyrocket reach its maximum
height? What is its maximum height?
Activity 3. Blueprint in Solving Problems
Learning must not STOP in this time of pandemic. No matter what kind of learning
modalities we have, we need to embrace the changes brought about of what we call the
“New Normal”.
From what you have experienced in learning Math for the first quarter, you must have
thought of some realizations brought about by the things you learned about your lessons
this quarter.
Here are some questions for you to answer and please answer them as honestly as
possible.
1. How were the different math concepts you learned from this quarter enhanced
your understanding about life? Did they make sense?
2. What is the essence of quadratic functions in relation to real-life experiences?
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REGION III
3. Why do we use different methods to solve math problems?
4. Why do we need to use appropriate method in solving math problems?
5. What are the type pf problems that require minimum values?
6. What are the type of problems that require maximum values?
7. How were the activities enhances your self-confidence in solving problems?
APPROVAL SHEET
CONTENT WRITERS:
VALENTINE T. AGUILAR ROMEO P. AGULLANA

AMELIA A. BONDOC LYDIA L. BUSTOS
RENELYN A. LLAPITAN CECILLE H. VILLAMAYOR
Reviewed by:
AUGUSTO L. BALLESTEROS DR. BOBBY P. CAOAGDAN

EPSvr - Math Secondary EPSvr – LRMDS
Recommended by:
DR. PAULINO D. DE PANO DR. MELISSA S. SANCHEZ

Chief-Education Supervisor – CID Asst. Schools Division Superintendent
APPROVED:
RONALDO A. POZON, Ph. D., CESO V

Schools Division Superintendent
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Republic of the Philippines

QUADRATIC EQUATIONS, INEQUALITIES, AND FUNCTIONS

NO. MELC DURATION K to 12 CG PAGE

Address: Macabulos Drive, San Roque, Tarlac City

5 Solves equation transformable to

Address: Macabulos Drive, San Roque, Tarlac City

Address: Macabulos Drive, San Roque, Tarlac City

Activity 1: Word Hunt!

Look for the following mathematical terms on the crossword puzzle.

Activity 2: Yes or No!

Address: Macabulos Drive, San Roque, Tarlac City

_________3. 4p2 − 25 = 4p2 + p ________ 8. x 2 − 2x = 5

Activity 3: Meet the Standard so the Values Appear.

Standard Form Values

1. 9x 2 = x __________________ a = _____ b = _____ c = _____

Activity 1: Match Me.

Match column A to column B by solving the following quadratic equations through

Address: Macabulos Drive, San Roque, Tarlac City

Activity 2: Complete Me.

Activity 3: Square Me!

Activity 4: Half of Me Square

Address: Macabulos Drive, San Roque, Tarlac City

Activity 5: Find Me Completely!

Activity 6: The Formula!

Quadratic Equations A b c Roots

Activity 1: Count the Roots

Address: Macabulos Drive, San Roque, Tarlac City

Equations Discriminant Number of Real Roots

Use the discriminant to determine the nature of the roots of each

Equation Discriminant Nature of the Roots

Activity 3: No Real Solution?

Address: Macabulos Drive, San Roque, Tarlac City

Activity 1: Sum and Product….

Activity 2: Add and Multiply

Activity 3: Sum and Products on the Go

Address: Macabulos Drive, San Roque, Tarlac City

X1 + X2 X1(X2) Quadratic Equations

Activity 4: How Do I Look?

Address: Macabulos Drive, San Roque, Tarlac City

Activity 3: Let Me Prove

SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS AND

1. Find two consecutive integers whose product is 42. __________________

Address: Macabulos Drive, San Roque, Tarlac City

2. Find two consecutive even integers whose product is 624. _________________

Activity 2: What is the message?

Address: Macabulos Drive, San Roque, Tarlac City

Activity 3: Solve Me Completely.

Address: Macabulos Drive, San Roque, Tarlac City

Activity 4: An Extra Challenge.

ILLUSTRATING QUADRATIC INEQUALITIES (Week 5)

Activity 1: Quadratic Inequalities or Not?

What is the hidden message? _______________________________________________

Address: Macabulos Drive, San Roque, Tarlac City

Activity 2: Describe My Solutions!

Activity 3: Am I a Solution or Not?

Address: Macabulos Drive, San Roque, Tarlac City

Activity 4: Make It Real!

SOLVING QUADRATIC INEQUALITIES (Week 5)

Activity 1: Mathematical Word Power.

Address: Macabulos Drive, San Roque, Tarlac City

c. an inequality with rational exponents

Activity 2: Truth or Consequence?

_3. 4p2 − 25 = 4p2 + p 8. x 2 − 2x = 5

1. 9x 2 = x ________________ a = _ b = _ c = ___

1. 𝑦 = (𝑥 − 1)2 + 2 __ 5. 𝑦 = −3(𝑥 − 2)2 + 4 _