NAME: Jocel B.

Canatoy COURSE & YEAR: BSED-Mathematics, 2nd year

CLASS SCHEDULE: TTH 9:00-10:00AM

ACTIVITY NO. 1
GENERALIZATION / CONCEPTUALIZATION

1. Illustrates quadratic equations

Answer: A Quadratic Equation in one variable is a mathematical sentence of degree

2 that can be written in standard form: ax2 + bx + c = 0, where a, b and c are real
numbers and a ≠ 0. In writing the equation given the values of a, b and c substitute
the given values of a, b, and c in the standard form of quadratic equation ax2 + bx +
c = 0. In writing an equation given two linear equations being multiplied to each
other, expand the product and make one side of the equation zero.

Generalization: This lesson was about quadratic equations and how they are
illustrated in real life. The lesson provided you with opportunities to describe
quadratic equations using practical situations and their mathematical
representations. Moreover, you were given the chance to formulate quadratic
equations as illustrated in some real-life situations. Your understanding of this lesson
and other previously learned mathematics concepts and principles will facilitate your
learning of the next lesson, Solving Quadratic Equations.

2. Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
completing the square; (d) using the quadratic formula;

Answer: (a) Quadratic equations that can be written in the form x2 = k can be solved
by applying the following properties:
 If k>0, then x2 = k has two real solutions or roots: x=±√k.
 If k= 0, then x2 = k has one real solution or root: x = o
 If k< 0, then x2 = k has no real solutions or roots.

Generalization: This lesson was about solving quadratic quations by extracting

square roots. The lesson provided you with opportunities to describe quadratic
equations and solve these by extracting square roots. You were also able to find out
how such equations are illustrated in real life. Moreover, you were given the chance
to demonstrate your understanding of the lesson by doing a practical task. Your
understanding of this lesson and other previously learned mathematics concepts and
principles will enable you to learn about the wide applications of quadratic equations
in real life.
Answer: (b) Some Quadratic equations can be solved easily by factoring. To solve
each quadratic equations, the following procedure can be followed:
1. Transform the quadratic equation into standard form if necessary.
2. Factor the quadratic expression.
3. Apply the zero product property by setting each factor of the quadratic
expression equal to zero.
4. Solve each resulting equation.
5. Check the values of the variable obtained by substituting each in original
equation

Generalization: This lesson was about solving quadratic equations by factoring. The
lesson provided you with opportunities to describe quadratic equations and solve
these by factoring. You were able to find out also how such equations are illustrated
in real life. Moreover, you were given the chance to demonstrate your understanding
of the lesson by doing a practical task. Your understanding of this lesson and other
previously learned mathematics concepts and principles will facilitate your learning of
the wide applications of quadratic equations in real life.

Answer: (c) This method involves transforming the quadratic equation ax2 + bx + c
= 0 into the form (x-h)2 = k, where k≥ 0. To solve the quadratic equation ax2 + bx + c
= 0 by completing the square, the following steps can be followed:
1. Divide both sides of the equation by a then simplify.
2. Write the equation such that the terms with variables are on the left side of the
equation while the constant term is on the right side.
3. Add the square of one-half of the coefficient of x on both sides of the
equation. The left side of the equation becomes a perfect square trinomial.
4. Express the perfect square trinomial on the left side of the equation as a
square of a binomial.
5. Solve the resulting quadratic equation by Extracting Square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.

Generalization: This lesson was about solving quadratic equations by completing the
square. The lesson provided you with opportunities to describe quadratic equations
and solve these by completing the square. You were able to find out also how such
equations are illustrated in real life. Moreover, you were given the chance to
demonstrate your understanding of the lesson by doing a practical task. Your
understanding of this lesson and other previously learned mathematics concepts and
principles will facilitate your learning of the wide applications of quadratic equations
in real life.
Answer: (d) To solve quadratic equation ax2 + bx + c = 0 using the quadratic
formula, determine the values of a, b,and c, then substitute these in the equation
 −b ± √ b2−4 ac
x= . Simplify the result if possible, then check the solutions obtained
2a
against the original equation.

Generalization: This lesson was about solving quadratic equations by using the
quadratic formula. The lesson provided you opportunities to describe quadratic
equations and solve these by using the quadratic formula. You were able to find out
also how such equations are illustrated in real life. Moreover, you were given the
chance to demonstrate your understanding of the lesson by doing a practical task.
Your understanding of this lesson and other previously learned mathematics
concepts and principles will facilitate your learning of the wide applications of
quadratic equations in real life.

3. Characterizes the roots of a quadratic equation using the discriminant;

Answer: The value of the expression b 2 – 4ac is called the discriminant of the
quadratic equation ax2 +bx + c = 0. This value can be used to describe the the
nature of the roots of a quadratic equation. It can be zero, positive and perfect
square, positive but not perfect square, or negative.
 When b 2 – 4ac is equal to zero, then the roots are real numbers and are
equal.
 When b 2 – 4ac is greater than zero and a perfect square, then the roots are
rational numbers but are not equal.
 When b 2 – 4ac is greater than zero but not perfect square, then the roots are
irrational numbers and are not equal.
 When b 2 – 4ac is less than zero, then the equation has no real roots.

Generalization: This lesson was about the nature of the roots of quadratic
equations. The lesson provided you with opportunities to describe the nature of the
roots of quadratic equations using the discriminant even without solving the
equation. More importantly, you were able to find out how the discriminant of a
quadratic equation is illustrated in real-life situations. Your understanding of this
lesson and other previously learned mathematical concepts and principles will
facilitate your understanding of the succeeding lessons.

4. Describe the relationship between the coefficients and the roots of a

quadratic equation;

Answer: The sum of the roots of quadratic equation is –b/a. The product of the roots
of quadratic equation is c/a.

Generalization: This lesson was about the Sum and Product of Roots of Quadratic
Equations. In this lesson, you were able to relate the sum and product of the roots of
quadratic equation ax2+bx+c = 0 with its values of a, b, and c. Furthermore, this
lesson has given you an opportunity to find the quadratic equation given the roots.
Your understanding of this lesson and other previously learned mathematics
concepts and principles will facilitate your learning of the succeeding lessons.

5. Solves equations transformable to quadratic equations (including rational

algebraic equations)

Answer: In numbers 1, 2, 3 ; factoring was used, 4 quadratic formula, 5 was

completing the square. By using the concepts of LCD(least common denominator).
To transform rational equations to quadratic equations you need to remember or
recall the concepts of adding and subtracting rational expression. Then apply any of
the four methods in solving quadratic equations ( extracting square roots, factoring,
completing the square, quadratic formula).

Generalization: This lesson was about the solutions of equations that are
transformable to quadratic equations including rational algebraic equations. This
lesson provided you with opportunities to transform equations into the form ax2+bx+c
= 0 and to solve these. Moreover, this lesson provided you with opportunities to
solve real-life problems involving rational algebraic equations transformable to
quadratic equations. Your understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate your understanding of the
succeeding lessons.

6. Solves problems involving quadratic equations and rational algebraic

equations
Answer: Formulate an equation relating to the given problem. Using the equation,
determine the value/length of the problem given. Then transform the equation into
standard form. Solve using any of the four method(extracting square root, factoring,
completing the square and quadratic formula).

Generalization: This lesson was about solving real-life problems involving quadratic
equations. The lesson provided you with opportunities to see the real-life
applications of quadratic equations. Moreover, you were given opportunities to
formulate and solve quadratic equations based on real-life situations. Your
understanding of this lesson and other previously learned mathematics concepts and
principles will facilitate your understanding of the succeeding lessons.

7. Illustrates quadratic inequalities

Answer: Quadratic inequalities in one variable are inequalities which can be written
in one ofthe following forms:
 ax2 + bx + c > 0
 ax2 + bx + c < 0
 ax2 + bx + c ≥ 0
 ax2 + bx + c ≤ 0, where a, b and c are real numbers.
Generalization: This lesson was about quadratic inequalities and their solution sets
and graphs. The lesson provided you with opportunities to describe quadratic
inequalities and their solution sets using practical situations, mathematical
expressions, and their graphs. Moreover, you were given the opportunity to draw and
describe the graphs of quadratic inequalities and to demonstrate your understanding
of the lesson by doing a practical task. Your understanding of this lesson and other
previously learned mathematics concepts and principles will facilitate your learning of
the next lesson, Quadratic Functions.

8. Solves quadratic inequalities

Answer: Quadratic inequalities can be solved either by the use of the graphic or the
algebraic method. Using the graphic method, let us solve for x2 + 5x – 6 ≤ 0. Each
point on the x-axis has a y-axis.

Generalization: This lesson was about quadratic inequalities and their solution sets
and graphs. The lesson provided you with opportunities to describe quadratic
inequalities and their solution sets using practical situations, mathematical
expressions, and their graphs. Moreover, you were given the opportunity to draw and
describe the graphs of quadratic inequalities and to demonstrate your understanding
of the lesson by doing a practical task. Your understanding of this lesson and other
previously learned mathematics concepts and principles will facilitate your learning of
the next lesson, Quadratic Functions.

9. Solves problems involving quadratic inequalities.

Answer: Here are the steps in solving the quadratic inequalities graphically:
1. Change the inequality sign to equal sign.
2. Graph the equation.
3. From the graph, pick a number from each interval and test it in the
original inequality. If the result is true, that interval is a solution to the
inequality.

`4. So the answer is x ≤ 1 and x ≥ -6 or {x │-6 ≤ x ≤ 1}.

Take note that when it is ≤ or ≥, we use close dot (●) in plotting points but when it is
< or >, we use open dot (○) and broken line to indicate that they are not included as
the answer. Now let us use the algebraic method to solve the same inequality x2 + 5x
– 6 ≤ 0.
1. x2 + 5x – 6 ≤ 0 (x – 1) (x + 6) ≤ 0. Now, there are two ways this product could
be less than zero or equal to 0.
2. Factor (x - 1) ≤ 0 and (x + 6) ≥ 0 or
(x - 1) ≥ 0 and (x + 6) ≤ 0.

1. First situation: (x - 1) ≤ 0 and (x + 6) ≥ 0 x ≤ 1 and x ≥ -6. This tells us that -6

≤ x ≤ 1.
2. Second situation: (x - 1) ≥ 0 and (x + 6) ≤ 0 x ≥ 1 and x ≤ -6. This tells us that 1 ≤
x ≤ -6. There are NO values for which this situation is true. Final answer: x ≤ 1 and x
≥ -6 or {x │-6 ≤ x ≤ 1}.
Using either the graphic or the algebraic method, we arrive at the same answer. The
graph of a quadratic inequality will include either the region inside the boundary or
outside the boundary. The boundary itself may or may not be included.

Generalization: This lesson was about quadratic inequalities and their solution sets
and graphs. The lesson provided you with opportunities to describe quadratic
inequalities and their solution sets using practical situations, mathematical
expressions, and their graphs. Moreover, you were given the opportunity to draw and
describe the graphs of quadratic inequalities and to demonstrate your understanding
of the lesson by doing a practical task. Your understanding of this lesson and other
previously learned mathematics concepts and principles will facilitate your learning of
the next lesson, Quadratic Functions.

10. Models real life situations using quadratic functions

Answer: Steps in Solving Problems:

 Read and analyze the problem.

 Example: If an object is launched upward at 64 feet per second from a
platform 80 feet high, the inequality - 16t2 + 64t + 80 > 0 models the time, t, in
seconds that the object is in flight. During what time interval is the object in
flight?

 Draw a diagram/model for the problem.

- 16t 2 + 64t + 80 > 0

 Write/Formulate the working equation/inequality

Formula: 16t 2 - 64t - 80 < 0
t2 - 4t - 5 < 0
t2 - 4t - 5 = 0
( t+ 1 )( t−5 )=0
t=−1 t=5
SS :−1< t<5
SS :0<t <5
Thus, the object will be in flight between 0 to 5 seconds.
 Solve the equation/inequality
t2 - 4t - 5 < 0
t2 - 4t - 5 = 0
( t+ 1 )( t−5 )=0
t=−1 t=5
SS :−1< t<5
SS :0<t <5
Thus, the object will be in flight between 0 to 5 seconds.
 Verify if the solution satisfies the problem
 Answer the question in the problem

Generalization: This lesson introduced quadratic function. The lesson provided you
with opportunities to describe a quadratic function in terms of equation, graph, and
table of values. You were given a chance to compare and see the difference
between quadratic functions and linear functions or other functions.

11. Represents a quadratic function using: (a) table of values; (b) graph; and
(c) equation
Answer: When the vertex and any point on the parabola are clearly seen, the
equation of the quadratic function can easily be determined by using the form of a
quadratic function y = a(x – h)2 + k.

Vertex: (3, -2) h= 3, k= -2 Points on the graph: (6,1) and (0, 1)

To solve for a substitute the value of h and k to the quadratic function y = a(x – h) 2 +
k and select only one point to be use.
y = a(x – h)2 + k
1 = a(6 – 3)2 – 2
1 = a( 3) 2 – 2
1 = 9a– 2
3 = 9a
a=1/3
Therefore, the equation of the quadratic function is y = (x – 3) 2 – 2

Generalization: This lesson introduced quadratic function. The lesson provided you
with opportunities to describe a quadratic function in terms of equation, graph, and
table of values. You were given a chance to compare and see the difference
between quadratic functions and linear functions or other functions.

12. Transform the quadratic function in general form y = ax2 + bx + c into

standard form (vertex form) y = a(x - h)2 + k

Answer: A quadratic equation can be written as ax2 + bx + c = 0, as long as a does

not equal 0. We usually see this form, known as standard form, because it is used for
more than onemethod of solving quadratic equations. In this lesson, however, we will
look at vertex form, which is written as a(x - h)2 + k. We can make good use of this
format for graphing quadratic functions. The vertex form is used for graphing
quadratic functions. Discover the vertex of a quadratic function, how to convert to
and from the vertex form, and learn how to use the vertex form to graph a quadratic
equation.
f(x)=a(x-h) ²+k / y = a(x-h) ² +k
When written in "vertex form":
• (h, k) is the vertex of the parabola, and x = h is the axis of symmetry.
• the h represents a horizontal shift (how far left, or right, the graph has shifted
from x =0).
• the k represents a vertical shift (how far up, or down, the graph has shifted
from y = 0).
• notice that the h value is subtracted in this form, and that the k value is
added.If the equation is y = 2(x - 1) ² + 5, the value of h is 1, and k is 5.If the
equation is y = 3(x + 4) ² - 6, the value of h is -4, and k is -6

How do we transform the quadratic function defined by y=ax 2+bx+c into the form
y=a(x-h)2+k? What are the steps?
  Group the terms containing ‘x’.
 Complete the expression in parenthesis to make it a perfect square trinomial.
 Express the perfect square trinomial as the square of binomial.
 Give the value of h and k.

Generalization: This lesson introduced quadratic function. The lesson provided you
with opportunities to describe a quadratic function in terms of equation, graph, and
table of values. You were given a chance to compare and see the difference
between quadratic functions and linear functions or other functions.
13. Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis
of symmetry; (e) vertex; (f) direction of the opening of the parabola.

Answer: The graph of a quadratic function y=ax 2 +bx + c is called parabola. You
have noticed that the parabola opens upward or downward. It has a turning point
called vertex which is either the lowest point or the highest point of the graph. If the
value of a > 0, it opens upward and has a minimum point but if a < 0, the parabola
opens downward and has a maximum point. There is a line called the axis of
symmetry which divides the graph into two parts such that one-half of the graph is a
reflection of the other half. If the quadratic function is expressed in the form y = a(x -
h)2 + k, the vertex is the point (h, k). The line x = h is the axis of symmetry and k is
the minimum or maximum value of the function. The domain of a quadratic function
is the set of all real numbers. The range depends on whether the parabola opens
upward or downward. If it opens upward, the range is the set {y : y ≥ k}; if it opens
downward, then the range is the set {y : y ≤ k}.

Generalization: This lesson was about graphs of quadratic functions. The lesson
was able to equip you with ample knowledge on the properties of the graph of
quadratic functions. You were made to experience graphing quadratic functions and
their transformation. You were given opportunities to solve real life problems using
graphs of quadratic functions and to create a design out of it.

14. Analyzes the effects of changing the values of a, h and k in the equation
y = a(x – h)2 + k of a quadratic function on its graph.

Answer: In the graph of y = ax2 + bx + c, the larger the /a/ is, the narrower is the
graph. For a >0, the parabola opens upward. To the graph y = a (x – h) 2, slide the
graph of y = ax2 horizontally h units. If h > 0, slide it to the right, if h < 0, slide it to the
left. The graph has vertex (h, 0) and its axis is the line x = h. To graph y = ax 2 + k,
slide the graph of y = ax2 vertically k units. If k > 0 slide it upward; if k < 0, slide it
downward. The graph has vertex ( 0, k ) and its axis of symmetry is the line x = 0 (y –
axis). To graph y = a ( x – h ) 2 + k, slide the graph of y = ax 2 horizontally h units and
vertically k units. The graph has a vertex (h, k) and its axis of symmetry is the line x =
h. If a < 0, the parabola opens downward. The same procedure can be applied in
transforming the graph of a quadratic function. Vertex of the graph of a quadratic
function:
In standard form f(x) = a(x – h) 2 + k, the vertex (h, k) can be directly obtained from
the values of h and k. In general form f(x) = ax 2 + bx + c, the vertex (h, k) can be
−b 4 ac−b 2
obtained using the formulas h = and k = .
2a 2a

Generalization: This lesson was about graphs of quadratic functions. The lesson
was able to equip you with ample knowledge on the properties of the graph of
quadratic functions. You were made to experience graphing quadratic functions and
their transformation. You were given opportunities to solve real life problems using
graphs of quadratic functions and to create a design out of it.
15. Determines the equation of a quadratic function given: (a) table of values;
(b) graphs; (c) zeros

Answer: A quadratic expression with irrational roots cannot be written as a product

of linear factors with rational coefficients. In this case, we can use another method.
Solution: Since the zeros are r1 = 1 and r2 = 2 then the equation of the quadratic
function is f(x) = a(x – r1)(x – r2) where a is any nonzero constant. It follows that f(x) =
a(x – 1) (x – 2) f(x) = a (x 2 – 3x + 2) f(x) = a( x 2 – 3x + 2). The equation of the
quadratic function is f(x) = a(x2 – 4x – 1).

16. Solves problems involving quadratic functions

Answer: The equation is f(x) = ax(400 – x) and a is obtained from the given,
1 4 1 2
f(300)=20. The function should be: f(x) = x (400-x) or f(x) = x - x.
1500 15 1500

Generalization: This module was about concepts of quadratic functions. In this

module, you were encouraged to discover by yourself the properties and
characteristics of quadratic functions. The knowledge and skills gained in this
module help you solve real-life problems involving quadratic functions which would
lead you to perform practical tasks. Moreover, concepts you learned in this module
allow you to formulate real-life problems and solve them in a variety of ways.
References:

Mathematics Learner’s Material Unit 1, First Edition (2014). Department of

Education-Instructional Materials Council Secretariat (DepEd-IMCS). pdf

Basic Education Assistance for Mindanao. (2008) Module 3:Quadratic Functions and
their Graphs (Learning Guide 6), p. 14-15, 34, 37, 40-41, 44

Learning Module for Junior High School Mathematics, First Edition (2020).
Illustrating Quadratic Equation. pdf