Beruflich Dokumente
Kultur Dokumente
Mathematics
First Quarter
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Writers: AGNES M. TALDE, Master Teacher I, Maddela Comprehensive High School-Junior HS
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In the quadratic equation, 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, 𝒂𝒙𝟐 is the quadratic term, 𝒃𝒙 is the linear
term and c is the constant.
Examples:
1. In the quadratic equation, 𝑥 2 + 2𝑥 + 1 = 0, 𝑥 2 is the quadratic term, 2x is the
linear term, and 1 is the constant.
2. In the quadratic equation, 3𝑥 2 − 2𝑥 − 3 = 0, 3𝑥 2 is the quadratic term, -2x is the
linear term, and -3 is the constant.
3. 2𝑥 (𝑥 + 5) = 10𝑥 − 3 →Simplify
2
2𝑥 + 10𝑥 − 10𝑥 + 3 = 10𝑥 − 10𝑥 − 3 + 3 →Addition Property of Equality
2𝑥 2 + 3 = 0 →Express in 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, if necessary
1
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C. Determining the Coefficients (a, b, c) of Every Term in Quadratic Equations
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
Directions/Instructions: Identify which of the following equations are quadratic and which
are NOT. If the equation is quadratic write FACT, if NOT, write BLUFF.
ANSWER
1. 3𝑚 + 8 = 15 __________________________
2. 𝑥 2 − 5𝑥 + 10 = 0 __________________________
3. 12 − 4𝑥 = 0 __________________________
4. 2𝑡 2 − 7𝑡 = 12 __________________________
5. 6 − 2𝑥 + 3𝑥 2 = 0 __________________________
6. 25 − 𝑟 2 = 4𝑟 − 5𝑟 2 + 10 __________________________
7. 3𝑥 (𝑥 − 2) = −7 __________________________
8. 2ℎ (ℎ − 6) = 2ℎ + 3 __________________________
9. (𝑥 + 2)2 = 0 __________________________
10. (𝑤 − 8)(𝑤 + 5) = 14 + 𝑤 2 __________________________
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ACTIVITY 2: Work on this!
Directions/ Instructions:
Identify the quadratic term, linear term and constant of each quadratic equation.
1. 𝑥 2 − 𝑥 − 3 = 0
2. 5𝑥 2 − 2𝑥 − 9 = 0
3. 2𝑠 2 − 4𝑠 − 2 = 0
4. 3𝑥 2 + 4𝑥 = −2
5. 𝑥 2 − 𝑥 = 3
6. 2𝑥 2 − 5𝑥 = 𝑥 2 + 2𝑥 − 1
7. 𝑥 (2𝑥 + 3) − 5 = 6𝑥
8. (2𝑚 − 1)(𝑚 + 3) = 3
9. (𝑥 + 1)2 = 1
10. 3𝑥 (2𝑥 + 1) = 3𝑥 − 12
3
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ACTIVITY 3: Find My abc and Set Me to Your Standard!
Directions/ Instructions: Identify the values of a, b and c of each quadratic equation in the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
1. 2𝑥 2 − 𝑥 = 0
2. 4𝑥 2 + 5 = 0
3. 𝑥 2 − 5 = 2𝑥
4. 3𝑥 2 − 𝑥 = 1 − 𝑥
5. 5𝑥 2 − 3𝑥 + 4 = 4
7. 1 − 3𝑥 2 = 2(𝑥 − 1)
8. (𝑥 − 1)(2𝑥 + 3) = 5𝑥 2
9. (5𝑥 − 1)2 = 3
Reflection
Your knowledge on the operations of algebraic expressions is essential in achieving
correct and accurate answers. This reminds you of keeping previous lessons in your own
LIBRAY, your MIND is very important. Tell something about your experience in
accomplishing these activities.
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Reference
4
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Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 11-18
ANSWER KEY
2. 5𝑥 2 − 2𝑥 − 9 = 0 5𝑥 2 −2𝑥 −9
3. 2𝑠 2 − 4𝑠 − 2 = 0 2𝑠 2 −4𝑠 −2
4. 3𝑥 2 + 4𝑥 = −2 3𝑥 2 4𝑥 2
5. 𝑥 2 − 𝑥 = 3 𝑥2 −𝑥 −3
6. 2𝑥 2 − 5𝑥 = 𝑥 2 + 2𝑥 − 1 𝑥2 −7𝑥 1
7. 𝑥 (2𝑥 + 3) − 5 = 6𝑥 2𝑥 2 −3𝑥 −5
9. (𝑥 + 1)2 = 1 𝑥2 2𝑥 0
10. 3𝑥 (2𝑥 + 1) = 3𝑥 − 12 𝑥2 0 2
5
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ACTIVITY 3: Find My abc and Set Me to Your Standard!
1. 2𝑥 2 − 𝑥 = 0 2 -1 0
2. 4𝑥 2 + 5 = 0 4 0 5
3. 𝑥 2 − 5 = 2𝑥 1 -2 -5
4. 3𝑥 2 − 𝑥 = 1 − 𝑥 3 0 -1
5. 5𝑥 2 − 3𝑥 + 4 = 4 5 -3 0
7. 1 − 3𝑥 2 = 2(𝑥 − 1) 3𝑥 2 + 2𝑥 + 1 = 0 3 2 1
8. (𝑥 − 1)(2𝑥 + 3) = 5𝑥 2 3𝑥 2 − 𝑥 + 3 = 0 3 -1 3
Prepared by:
AGNES M. TALDE
Writer
6
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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
Note: Quadratic equations are equations with degree 2, therefore there are 2 roots
or solutions.
Example 1. Find the solution of the equation 𝑥 2 − 16 = 0 by extracting the square roots.
𝑥 2 − 16 = 0
𝑥 2 − 16 + 16 = 16 (Addition Property of Equality)
2
𝑥 = 16
√𝑥 2 = √16 (Extract the square root on both sides of the equation)
𝑥 = ±√16 (Since 16 is greater than 0, then the first property can be applied)
𝑥 = ±4
Answer: The equation 𝑥 2 − 16 = 0 has roots/solutions: x= 4 and x= -4.
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𝑥 = 1+6 𝑥 = 1−6
𝒙=𝟕 𝒙 = −𝟓
Answer: The equation has solutions: 𝒙 = 𝟕 and 𝒙 = −𝟓.
Note: The sign of the larger factor copies the sign of the middle term.
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Since the sign of the last term is positive, this requires you to get the factors
whose sum is 10 (middle term). Therefore, from the given factors above, 4∙ 6 has
sum of 10.
𝑥 2 + 10𝑥 + 24 = 0
(𝑥 + 4)(𝑥 + 6) = 0 (Write the equation in factored form)
𝑥+4= 0 𝑥 + 6 = 0 (Equate each factor to 0 and apply Addition Property of Equality)
𝒙 = −𝟒 𝒙 = −𝟔
b) where a≠1
Set in the standard form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
i. Solve for the roots of 2x 2 + 3x − 2 = 0.
Factor the first and 3rd terms. Write them in to adjacent parentheses then get the
product of the extremes and means.
(2𝑥 − 1)(𝑥 + 2) = 0
Product of the Extremes 2𝑥 ∙ 2 = 4𝑥
Product of the Means (𝑥 )(−1) = −𝑥
Since the sign of the last term is negative, get the DIFFERENCE of their
products.
3𝑥 − 4 + 4 = 0+4 2𝑥 − 3 + 3 = 0 + 3
3𝑥 4 2𝑥 3
=3 =2
3 2
𝟒 𝟑
𝒙=𝟑 𝒙=𝟐
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This lesson will help you recall your knowledge on the square of a binomial which will
give you a perfect square trinomial.
Review: (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏2
Examples: 1. (𝑥 + 1)2 = 𝑥 2 + 2𝑥 + 1
2. (𝑎 − 3)2 = 𝑎2 − 6𝑎 + 9
Suppose in 𝑥 2 − 4𝑥 + ________, how do you determine the last term (c)?
Steps: a) get one-half of the coefficient of x
1
−4 ∙ 2 = −2, and
b) square is (−2)2 = 4, then write on the blank.
Answer: 𝑥 2 − 4𝑥 + 4 →perfect square trinomial
These steps will facilitate you in solving quadratic equations by completing the square
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. Extracting the square roots and factoring are both useful in completing the
square.
Examples:
Solve for the roots of quadratic equation by COMPLETING THE SQUARE
1. 𝑥 2 − 6𝑥 − 7 = 0 when 𝑎 = 1
Steps: a) add 7 to both sides of the equation and simplify
𝑥 2 − 6𝑥 − 7 + 7 = 0 + 7
𝑥 2 − 6𝑥 = 7
b) get one-half of the numerical coefficient of -6x, square it and add the result
to both sides of the equation.
1
−6 ∙ = (−3)2 = 9
2
𝑥 2 − 6𝑥 + 9 = 7 + 9
𝑥 2 − 6𝑥 + 9 = 16
c) express the left side of the equation as a square of a binomial
𝑥 2 − 6𝑥 + 9 = (𝑥 − 3)(𝑥 − 3)
= (𝑥 − 3)2
d) write the result at the left side of the equation
(𝑥 − 3)2 = 16
e) extract the square root on both sides of the equation
(𝑥 − 3)2 = 16
2
√(𝑥 − 3) = √16
𝑥 − 3 = ±4
f) solve the resulting linear equation
𝑥−3= 4 𝑥 − 3 = −4
𝑥−3+3=4+3 𝑥 − 3 + 3 = −4 + 3
𝑥= 7 𝑥 = −1
Checking:
Substitute the value of x to the equation 𝑥 2 − 6𝑥 − 7 = 0
If 𝑥 = 7 If 𝑥 = −1
2
𝑥 − 6𝑥 − 7 = 0 𝑥 2 − 6𝑥 − 7 = 0
(7)2 − 6(7) − 7 = 0 (−1)2 − 6(−1) − 12 = 0
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49 − 42 − 7 = 0 4 + 8 − 12 = 0
49 − 49 = 0 12 − 12 = 0
0 = 0 TRUE 0 = 0 TRUE
2
2. Find the roots of 2𝑥 − 5𝑥 − 3 = 0 by completing the square.
when 𝑎 > 1
a) add 3 on both sides of the equation
2𝑥 2 − 5𝑥 − 3 + 3 = 0 + 3
2𝑥 2 − 5𝑥 = 3
b) divide by 2 on both sides of the equation (coefficient of 𝑥 2 )
2𝑥 2 −5𝑥 3
=2
2
5 3
𝑥2 − 2 𝑥 = 2
5
c) get one-half of the coefficient of − 2 𝑥, square it and add the result to both
sides of the equation
5 1 −5 −5 2 25
−2∙2 = 4
→ ( 4 ) = 16
5 25 3 25 3 25 24 + 25 49
𝑥 2 − 2 𝑥 + 16 = 2 + 16 → + = =
5 25 49 2 16 16 16
𝑥 2 − 2 𝑥 + 16 = 16
5 25
d) express 𝑥 2 − 2 𝑥 + 16 as a square of a trinomial
5 49
(𝑥 − )2 =
4 16
e) then, solve by extracting the square root
5 7
𝑥 −4 = ±4
f) solve the resulting linear equations
5 7 5 7
𝑥−4= 4 𝑥 −4 = −4
5 5 7 5 5 5 7 5
𝑥−4+4 =4+4 𝑥 −4+ 4 = −4+4
12 2
𝑥= 𝑥 = − 4 𝑜𝑟
4
𝟏
𝒙=𝟑 𝒙 = −𝟐
Examples: Solve for the roots of the quadratic equations using the Quadratic Formula
1. 2𝑥 2 + 3𝑥 = 27 or 2𝑥 2 + 3𝑥 − 27 = 0, where 𝑎 = 2, 𝑏 = 3, 𝑐 = −27
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−𝑏±√𝑏2 −4𝑎𝑐
Use: 𝑥= 2𝑎
− 3 ±√(3)2 −4(2)(27)
( )
then substitute 𝑥 = 2(2)
−3±√9+216
𝑥= 4
−3±√225
𝑥= 4
−3±15
𝑥= 4
−3+15 12
𝑥= = =𝟑
4 4
−3−15 −18 −𝟗
𝑥= = =
4 4 𝟐
2. 3𝑥 2 − 𝑥 − 5 = 0, 𝑎 = 3, 𝑏 = −1, 𝑐 = −5
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎
− −1 ±√(−1)2 −4(3)−5
( )
𝑥= 2(3)
1±√1+12
𝑥= 6
Note: √13 has no perfect square root
𝟏±√𝟏𝟑
𝑥= 𝟔
𝟏+√𝟏𝟑 𝟏−√𝟏𝟑
or 𝑥 = and 𝑥 =
𝟔 𝟔
3. 3𝑥 2 − 4𝑥 + 4 = 0, 𝑎 = 3, 𝑏 = −4, 𝑐 = 4
−(−1)±√(−1)2 −4(3)(4)
𝑥= 2(3)
1±√1−48
𝑥= 6
1±√−47
𝑥= imaginary roots
6
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
12
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ACTIVITY 1: Find my Solutions!
Directions: Solve the following quadratic equations by extracting the square roots.
1. 𝑥 2 = 16 6. 𝑥 2 = 50
2. 𝑟 2 − 100 = 0 7. 𝑡 2 − 12 = 0
3. 𝑠 2 = 64 8. 𝑐 2 − 32 = 0
4. 𝑟 2 = 18 9. (𝑘 + 7)2 = 81
13
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ACTIVITY 2: Work on this!
Directions/Instructions: Find the solutions of quadratic equations. Use factoring.
A. 𝑎 = 1
1. 𝑥 2 + 7𝑥 = 0
2. 𝑥 2 − 5𝑥 = 0
3. 𝑡 2 + 8𝑡 + 16 = 0
4. ℎ2 + 3ℎ = 30
5. 𝑥 2 − 20 = 8𝑥
B. 𝑎 ≠ 1
6. 2𝑥 2 − 7𝑥 + 5 = 0
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7. 3𝑥 2 + 17𝑥 − 6 = 0
8. 10𝑥 2 + 31𝑥 + 15 = 0
9. 4𝑥 2 − 12𝑥 + 9 = 0
10. 3𝑥 2 − 5𝑥 = 0
1. 𝑥 2 − 6𝑥 + _______________
2. 𝑡 2 − 24𝑡 + ________________
3. 𝑎2 − 30𝑎 + _______________
4. 𝑥 2 − 12𝑥 + _______________
5. 𝑥 2 + 10𝑥 + _______________
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6. 𝑥 2 + 3𝑥 + _______________
7. 𝑥 2 + 14𝑥 + _______________
8. 𝑚2 − 20𝑚 + _______________
9. 𝑟 2 − 5𝑟 + _______________
10. 𝑏2 + 18𝑏 + ______________
1. 𝑥 2 − 2𝑥 − 15 = 0
2. 𝑥 2 − 7𝑥 + 12 = 0
3. 3𝑥 2 + 5𝑥 − 2 = 0
4. 4𝑥 2 − 5𝑥 − 6 = 0
5. 2𝑥 2 − 3𝑥 + 1 = 0
1. 𝑥 2 + 7𝑥 + 10 = 0
2. 𝑥 2 − 𝑥 − 12 = 0
3. 𝑥 2 − 2𝑥 = 15
16
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4. 𝑥 2 + 20 = 12𝑥
5. 𝑥 2 − 9𝑥 + 14 = 0
6. 6𝑥 2 − 𝑥 − 3 = 0
7. 3𝑥 2 − 4𝑥 = 0
8. 5𝑥 2 − 12 = 0
9. 2𝑥 2 − 𝑥 − 3 = 0
10. 2𝑥 2 + 7𝑥 + 9 = 0
Reflection
After doing the different activities in this lesson, what made you excited in performing
the activities? Tell something about these.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 19-64
17
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ANSWER KEY
1. 𝑥 2 = 16 6. 𝑥 2 = 50
±4 ±5√2
2. 𝑟 2 − 100 = 0 7. 𝑡 2 − 12 = 0
±10 ±2√3
3. 𝑠 2 = 64 8. 𝑐 2 − 32 = 0
±8 ±4√2
4. 𝑟 2 = 18 9. (𝑘 + 7)2 = 81
±3√2 2, 6
17, -9
±12
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0, −7
2. 𝑥 2 − 5𝑥 = 0
0, 5
3. 𝑡 2 + 8𝑡 + 16 = 0
−10, 3
5. 𝑥 2 − 20 = 8𝑥
10, −2
B. 𝑎 ≠ 1
6. 2𝑥 2 − 7𝑥 + 5 = 0
5
,1
2
2
7. 3𝑥 + 17𝑥 − 6 = 0
1
, −6
3
8. 10𝑥 2 + 31𝑥 + 15 = 0
5 3
−2,−5
9. 4𝑥 2 − 12𝑥 + 9 = 0
3
→one real root
2
10. 3𝑥 2 − 5𝑥 = 0
5
0, 3
1. 𝑥 2 − 2𝑥 − 15 = 0 5, -3
2. 𝑥 2 − 7𝑥 + 12 = 0 3, 4
𝟏
3. 3𝑥 2 + 5𝑥 − 2 = 0 , −𝟐
𝟑
𝟑
4. 4𝑥 2 − 5𝑥 − 6 = 0 −𝟒,𝟐
𝟏
5. 2𝑥 2 − 3𝑥 + 1 = 0 ,𝟏
𝟐
−7±√−23
4
20
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Prepared by:
AGNES M. TALDE
Writer
MATHEMATICS GRADE 9
Name of Learner:_____________________ Grade Level:__________________
Section:_____________________________ Date:_______________________
3. x2 + 9 = 0
In the equation, the values of a,b,c are 1, 0, and 9 respectively. Since b= 0, therefore
the equation is an incomplete. Use these values to evaluate b2 - 4ac.
b2 - 4ac = 02 – 4( 1) (9)
= 0 – 36
= -36
So, the value of the b2 - 4ac is a negative number and this is less than 0
4. -5x – 12 = -2x2
This is a quadratic equation that is not written in standard form. So, transform the
equation in the form ax2 + bx + c = 0 . The resulting equation is 2x2 .- 5x -12 = 0.
The value of a, b, c are 2, -5 and -12, respectively. Substitute these values to evaluate
b2 - 4ac.
b2 - 4ac = -52 – 4(2) (-12)
= 25 + 96
= 121
So, the value of the discriminant = 121 and this is greater than 0.
In the previous activities you have learned how to find the discriminant of a quadratic
equation. This lesson will teach you on how to determine the nature of the roots of a quadratic
equation.
Recall that the roots of a quadratic equation in standard form, ax2 + bx + c = 0, can be
−𝑏±√𝑏2−4𝑎𝑐
found using the quadratic formula: 𝑥 = where the radicand b2 – 4ac is called the
2𝑎
discriminant of the quadratic equation. This aids us in determining the nature of the roots of
quadratic equation
The following are to be considered in determining the nature of the roots of quadratic
equation:
If : Then the roots are:
b – 4ac = 0
2
two equal real roots
b – 4ac > 0
2
two unequal real roots
b – 4ac < 0
2
two unequal imaginary roots
Examples: Determine the nature of the roots of the following equations using the discriminant:
1. 5x2 - 10x +5 = 0
This equation is written in standard form. To determine the nature of its roots,
evaluate b2 – 4ac ,
b2 – 4ac = -102 – 4(5)(5)
= 100 – 100
22
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=0
Since the value of b2 – 4ac is zero, we can say that there are two equal real roots
2. x2 - 4x = 0
Substitute the values of a,b,c to evaluate b2 – 4ac.
b2 – 4ac = -42 – 4(1) (0)
= 16 – 0
= 16
The obtained value of b2 – 4ac is 16 and this number is greater than 0 , therefore
there are two unequal real roots.
3. x2 = - 2x – 5
Since the equation is not written in standard form. Transform it first into the form
ax2 + bx + c = 0 . Then, substitute the values of a,b, and c in the expression b2 – 4ac .
x2 = - 2x – 5 To transform this equation, equate it into zero (0)
2
x + 2x + 5 = 0 Substitute the values of a. b, and c in the expression
b2 – 4ac
b2 – 4ac = 22 – 4( 1) ( 5)
= 4 – 20
= -16
The obtained value of the discriminant (b2 – 4ac) is less than 0, the quadratic
equation x2 = - 2x – 5 has no real roots or the roots are two unequal and imaginary roots.
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
Directions: Consider the given equations and fill in the table below. (1 point each for the correct
answers in standard form and value of discriminant. Highest Possible score: 2 x 10 items = 20
points)
Quadratic Equation Quadratic Equation Value of
in Standard Form b2 – 4ac
(ax2 + bx + c = 0 ) (discriminant)
1. x2 + 3x + 12 = 0
2. x2 - 6x +9 = 0
3. 2x2 - 5x -3 = 0
4. 2x2 + 3x -2 = 0
5. x2 - 8x +16 = 0
6.3x2 = -2x -5
7. 3x2 - 12 = 7x
23
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8. 2x2 – 6x = -12
9. 3x2 = -2x - 5
10. 5x2 = 5
5 3 2 1
Mathematical - Quadratic equation - Quadratic equation - Quadratic no
Concept Used was transformed was transformed equation was answer
correctly into its correctly into its transformed
standard form and the standard form, but incorrectly into
value of the the value of the its standard form
discriminant is discriminant is but the value of
correct incorrect. the discriminant
is correct.
Directions: Determine the nature of the roots of the following quadratic equations by solving
its discriminant. Then put a check mark (✓) on the appropriate column.
(1 point each for the correct value of the discriminant and nature of the roots .
Highest Possible Score : 2 x 10 = 20 points)
Nature of the Roots
2
Quadratic Equations ax + bx + c = 0 Value of two two two
b2 – 4ac equal unequal unequal
(discriminant) real roots real roots and
imaginary
roots
Examples:
x2 - 8x + 16 = 0 x2 - 8x + 16 = 0 0 ✓
2x2 = -5x +3 2x2 +5x -3 = 0 49 ✓
2
x - x = -2 2
x -x +2= 0 -7 ✓
2
1. x = - 3x - 12
2. x2 + 7x + 6 = 0
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3. x2 + 6x - 10 = 0
4. +9 = -x2 + 6x
5. 2x2 = -7- 5x
6. 2x2 = -5x +3
7. 2x2 + 3x = 2
8 - 8x +16 = . - x2
9. 6x2 +6 = + 10x
10. +5 = . 5x2 - 10x
Reflection
Every person has his unique personality. Same is true with the numbers.
Describe & tell something about your experience on this activity.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
Answer Key
Note: Long method is applied but in the next examples, short and easy method will work.
Consider these in getting the sum and product of the roots quadratic equation
𝑏 𝑏
Sum of the Roots = − 𝑎 or simply, get the additive inverse of 𝑎
𝑐
Product of the roots= 𝑎
Examples:
1. 2𝑥 (3𝑥 − 5) − 2 = 3
6𝑥 2 − 10𝑥 − 2 − 3 = 3 − 3 (Addition Property of Equality)
6𝑥 2 − 10𝑥 − 5 = 0
𝑎 = 6, 𝑏 = −10, 𝑐 = −5
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Sum of the roots
𝑏 −10 10 𝟓
− = −( )= =
𝑎 6 6 𝟑
Product of the roots
𝑐 −5 𝟓
= = −𝟔
𝑎 6
2. 3𝑥 2 + 𝑥 − 2 = 0
𝑎 = 3, 𝑏 = 1, 𝑐 = −2
1
Sum of the roots (use Additive Inverse of b)= − 3
2
Product of roots = − 3
To determine the quadratic equation given the roots, get their sum and product.
Examples:
1) [-2, 5] → sum of the roots → −2 + 5 = 𝟑
→ product of the roots → (−2)(5) = −𝟏𝟎
Substitute:
𝑥 2 − 𝑠𝑢𝑚 𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 = 0
𝑥 2 − 3𝑥 + (−10) = 0
𝑥 2 − 3𝑥 − 10 = 0 → Quadratic Equation
3 3 −3+20 −𝟏𝟕
2) [− 5 , 4] → sum of the roots → − 5 + 4 = =
5 𝟓
3 −𝟏𝟐
→ product of the roots → (5) (4) = 𝟓
Substitute:
𝑥 2 − 𝑠𝑢𝑚 𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 = 0
−17 −12
𝑥2 − ( )𝑥 + ( )=0
5 5
17 12
5 (𝑥 2 + ( 5 ) 𝑥 − ( 5 ) = 0) → Multiply the entire equation by 5
5𝑥 2 + 17𝑥 − 12 = 0 → Quadratic Equation
Remember this:
𝑥 2 − 𝑠𝑢𝑚 𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 = 0
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
Quadratic Equation a b c
1. 𝑥 2 + 6𝑥 − 16 = 0
2. 4𝑥 2 − 5𝑥 = 0
3. 2𝑥 2 + 𝑥 − 7 = 0
4. 3𝑥 2 − 15𝑥 + 5 = 0
5. 2𝑥 2 = 3 − 𝑥
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Activity 3: Here are the roots. Where is the trunk?
Directions: Write the quadratic equations in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 given the following
roots. Show complete solutions.
Reflection
Roots of quadratic equations are very essential when associated with trees. Describe
how they are related to real-life situations.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 66- 72
30
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ANSWER KEY
Activity 1: Identify Me!
Quadratic Equation a b C
2
1. 𝑥 + 6𝑥 − 16 = 0 1 6 -6
2. 4𝑥 2 − 5𝑥 = 0 4 -5 0
3. 2𝑥 2 + 𝑥 − 7 = 0 2 1 -7
2
4. 3𝑥 − 15𝑥 + 5 = 0 3 -15 5
5. 2𝑥 2 = 3 − 𝑥 2 1 -3
AGNES M. TALDE
Writer
31
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MATHEMATICS GRADE 9
Name: ________________________________ Grade Level:___________________
Section: ______________________________ Date: ________________________
This lesson aims to help you understand the steps on how to solve equation
transformable to quadratic equations which includes rational algebraic equations. From your
previous year level you have learned that quadratic equations are in the form 𝑎𝑥 2 +bx+c=0. In
this lesson an equation will be given then you will be required to transform it to its standard
form 𝑎𝑥 2 +bx+c=0 then solve for its values.
Let us have some examples.
Example 1.
x(x+5)=14
(x)(x) +(x)(5) = 14 (Transform into its standard form then solve for the value of x)
𝑥 2 + 5x= 14. (Apply the distributive property for multiplication)
𝑥 2 + 5x-14= 14-14 (Addition Property of Equality)
𝑥 2 + 5x -14 =0
(x+7)(x-2)=0 (Use factoring)
Solve for the value of x by addition property. Equate the factors to zero.
x+7=0
x+7=0-7
x= -7
x-2=0
x-2=0+2
x= 2
Therefore x=-7 and x=2
Example 2.
2x(x-2) = 3 (Transform in standard form then solve for the value of x)
(2x)(x) -(2x)(2) = 3 (Apply distributive property for multiplication)
2𝑥 2 -4x= 3
2𝑥 2 -4x-3= 3-3 (Using Addition Property of Equality)
2𝑥 2 - 4x -3 =0
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Solve for the quadratic equation 2𝑥 2 - 4x -3 =0 using the Quadratic Formula.
−𝑏±√𝑏2 −4𝑎𝑐
Quadratic Formula: 𝑥 = a= 2, b=-4 and c=-3
2𝑎
−4±√(4)2−4(2)(−3)
𝑥= 2(2)
−4±√16+24
𝑥= 4
−𝟒±√𝟒𝟎
𝒙= 𝟏𝟒
−𝟒±𝟐√𝟏𝟎 −𝟐±√𝟏𝟎
𝒙= or 𝒙 =
𝟏𝟒 𝟕
(Note: You can either use factoring or apply the quadratic formula to solve for x.)
Example 3.
x(x+1)= 3(x+1) (Transform into its standard form then solve for the value of x)
(x)(x)+(x)(1)= (3)(x)+(3)(1) (Apply distributive property for multiplication)
𝑥 2 + x= 3x+3
𝑥 2 + x-3x-3= 3x+3 -3x-3 (Use Addition Property of Equality)
𝑥 2 + x -3x-3 =0 (Combine like terms)
𝑥 2 -2x-3 =0
To solve for the value of x, use addition property and equate the factors to zero.
x-3=0
x-3=0+3
x= 3
x+1=0
x+1=0 - 1
x = -1
Therefore x=3 and x=-1
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
33
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Activity
Direction/ Instructions:
Solve the following equations by transforming to standard form 𝑎𝑥 2 +bx +c = 0. Solve for the
values of x using factoring or Quadratic formula.
1. x(x+3) =4
2. x(x+3) =10
3. x(2x+1)= 2(x-1)
4. (𝑥 + 5)2 + (𝑥 − 2)2=37
5. (𝑥 + 6)2 =15
Reflection
This topic makes you realize that we can simplify things if we are going to take it one
at a time.
Write down below your reflections from this activity.
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
1. RD Sharma, Mathematics for Class 9
34
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Key to Correction
Answer
1. x(x+3) =4 -4, -1
1±√−15
3. x(2x+1)= 2(x-1) 4
Prepared by:
RIZETTE A. MONTERO
Writer
35
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MATHEMATICS GRADE 9
Name: ________________________________ Grade Level:___________________
Section: ______________________________ Date: ________________________
𝑥−6 6
1. + =0 Rational
𝑥 𝑥
1 3
3. 2𝑛 + =10 Rational
2𝑛
Since you already know the definition of rational algebraic expression. Let us have an
example on how to solve rational expression transformable to standard form of quadratic
equation.
Example 1:
Transform the following to the standard form of quadratic equation then solve for x.
1 3
− = 7.
𝑥2 𝑥
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Arrange the equation to standard form of quadratic equation which is 𝑎𝑥 2 +bx+c=0 and
combine similar terms. The new equation will be
7𝑥 2 +3x-1=0
−𝑏±√𝑏2 −4𝑎𝑐
Quadratic Formula: 𝑥 = (Use quadratic formula to solve for the values of x)
2𝑎
a= 7, b=3 and c=-1
−3±√(3)2−4(7)(−1)
𝑥= 2(7)
−3±√9+28
𝑥= 14
−𝟑±√𝟑𝟕
𝒙= = Final answer
𝟏𝟒
Example 2:
4 𝑥
+ = -2
𝑥−3 2
Determine the Least Common Denominator (LCD) of the given equation. The LCD is
(x-3)(2).
4 𝑥
(x-3)(2)( 𝑥−3)+ (x-3)(2)(2 )= (x-3)(2)(-2) (Multiply the LCD to the given equation)
4 𝑥
(x-3)(2)( 𝑥−3)+ (x-3)(2)(2 )= (x-3)(2)(-2)
(2)(4) + (x-3)(x) =(x-3)(2)(-2)
8+ 𝑥 2 - 3x = -4x+12
Arrange the equation into standard form of quadratic equation which is 𝑎𝑥 2 +bx+c=0 and
combine similar terms together. The new equation will be
𝑥 2 -3x+4x-12+8=0
𝑥 2 + x - 4=0 (Express in standard form)
−𝑏±√𝑏2 −4𝑎𝑐
Quadratic Formula: 𝑥 = (Use the quadratic formula to solve for the values of x)
2𝑎
a= 1, b=1 and c=-4
−1±√(1)2−4(1)(−4)
𝑥= 2(1)
−1±√1+16
𝑥= 2
−𝟏±√𝟏𝟕
𝒙= = Final answer
𝟐
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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Activity 1: What Am I!
Direction/ Instructions: Identify if the given expression is Rational or Not. Write Rational
expression if it is a rational expression and Not Rational expression if it is not a rational
expression. Write your answer on the space provided.
1 4𝑥
1. + =1 ___________________
3𝑥 6
2 8
2. 𝑥 -3x+4x=4 ___________________
5 𝑥 2
3. . + 9= 4 ___________________
𝑥
2
4. 𝑥 -3x+4x=0 ___________________
4𝑥
5. 3+ 6 =1 ___________________
2 4
1. −𝑥=3
𝑥2
2 𝑥2 5𝑥
2. + = 10
5 4
1 4𝑥
3. 3𝑥+ 6 =1
6 𝑥−3
4. + =2
𝑥 4
1 𝑥 2
5. + =
𝑥 6 3
Reflection
This topic makes you realize that complicated things can be simplified.
Write down below your reflections on the activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
1. RD Sharma, Mathematics for Class 9
39
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ANSWER KEY
Activity 1 (What am I !)
1 4𝑥
1. 3𝑥+ 6 =1 Rational Expression
8
2. 𝑥 2 -3x+4x= Not a Rational Expression
4
5 𝑥 2
3. . + 9= 4 Rational Expression
𝑥
2
4. 𝑥 -3x+4x=0 Not a Rational Expression
4𝑥
5. 3+ 6 =1 Rational Expression
2 𝑥2 5𝑥 −25±√−5775
2. + = 10 𝑥=
5 4 16
1 4𝑥 1
3. 3𝑥+ 6 =1 𝑥 = 2,1
6 𝑥
4. + =2 𝑥 = 8, 3
𝑥 4
1 𝑥 2
5. +6 = 3 𝑥 = 2 ± √−2
𝑥
Prepared by:
RIZETTE A. MONTERO
Writer
40
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MATHEMATICS GRADE 9
Name: ________________________________ Grade Level:___________________
Section: ______________________________ Date: ________________________
From the previous topic you had learned about quadratic equations. In this lesson we
will still be applying quadratic equation however there is a need for you to analyze the problems
to come up with the correct representation. In this topic you need to understand some
mathematical expressions in the formulation of the representation.
a. 2 Consecutive even /Odd Numbers :
First number is represented by x
Second number is represented by x+2
b. 2 Consecutive numbers
First number is represented by x
Second number is represented by x+1
d. Areas of polygon
Area
Triangle 1
A= 2 (𝑏ℎ), where b- base, h-height
Square A= 𝑠 2 , where s- side
Rectangle A= 𝑙𝑤, where l-length, w-width
Example 1.
The product of two consecutive positive integers is 5 more than three times the larger.
Find the integers.
1st step: Formulate representation
x → first integer
x+1 → second integer
The representation of the product of the two positive integers will be
41
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x(x+1), then it says three times the larger so it will become 3(x+1) +5
Note: Since the problem requires positive integer therefore the value of x is 4
The first integer is x which is equal to 4 then the second integer is (x+1) and 4 + 1=5.Therefore
the two positive integers are 4 and 5.
Example 2.
A rectangular building measuring 30m by 25m is going to have its area increased by
2
200𝑚 by adding a strip of uniform width to all four sides. Determine the width of the strip.
For the diagram of this situation, we have a smaller rectangle (the original building) surrounded
by a larger rectangle (the new building).We will let x represent the unknown width of the strip.
If the dimension of the original building were 30 m by 25 m , then the dimension of the new
building will be 30 +2x by 25 by 2x.
x
25+2x
30+2x
If the area of the original building was 750𝑚2 , then the area of the new building will be 950𝑚2 .
Since the new building is still a rectangle therefore the area is length multiplied by width,
A=l x w.
950=(30+2x)(25+2x)
950=750 +60x +50x+4𝑥 2 (Distributive Property)
2
0=4𝑥 + 110x -200
4𝑥 2 + 110x -200=0 (arrange the equation into its standard form)
2
2𝑥 + 55x -100=0 (Reduce by 2)
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a= 2, b=55 and c=-100
−55±√(55)2−4(2)(−100)
𝑥= 2(2)
−55±√3025+800
𝑥= 4
−55±√3825
𝑥= 4
−55±61.85
𝑥= 4
6.85
𝑥= 4
𝑥 = 1. 71 Final Answer
Example 3:
The hypotenuse of a right triangle is 3 cm longer that one of the legs, and 6 cm longer that the
other leg, find the length of the three sides of the triangle.
Let x represents the length of the hypotenuse, the longer leg would be x-3, and the shorter leg
would be x-6.
x-6 x
x-3
The relationship between the three sides of a right triangle is described by the Pythagorean
Theorem
𝑎2 + 𝑏 2 = 𝑐 2
(𝑥 − 3)2 + (𝑥 − 6)2 = 𝑥 2
(𝑥 − 3)2
(𝑥 − 3)(𝑥 − 3) (Distributive Property of Multiplication)
2
𝑥 -6x+9
(𝑥 − 6)2
(x-6)(x-6) Square the binomial
2
𝑥 -12x+36
𝑥 2 -6x+9+ 𝑥 2 -12x+36= 𝑥 2
𝑥 2 -18x+45=0 (Combine like terms)
(x-15)(x-3) =0 (Factor out the quadratic equation)
x = 3 and 15.
Note: Disregard 3 because it will generate leg length of 0 cm and -3 cm.
Therefore the value of longest is 15cm, longer leg is 12 cm and the shorter leg is 9cm.
Example 4:
43
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The length of a rectangle is 3 meters more than twice the width, and the area of the rectangle
is 35𝑚2 . Find the dimensions of the rectangle.
2w+3
Representation
w → width
2w+3 → length
Checking:
A=l x w
35𝑚2 = (10m) (3.5 m)
35𝑚2 =35𝑚2
Learning Competency with Code: Solves problems involving quadratic equations and
rational algebraic equations (M9AL-Ie-1)
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
44
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Activity (Find Me!)
Direction/ Instructions:
Solve the following problems accurately. Show your representation, equation and solution
completely and neatly.
2. The product of two numbers is 72. The larger number is 4 more than 3 times the smaller
number. Find them.
4. The area of a rectangle is 65𝑚2 and the length is 3 meter less than twice the width. Find the
dimensions.
5. The length of a rectangle is 5m more than twice its width, and the area is 75𝑚2 . Find the
dimensions of the rectangle.
6. The area of the square is 80𝑚2 . Find the length of its side.
45
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7. The product of the ages of a father and his son is 576. If the father is 18 years younger than
5 times his son, how old is each?
8. The hypotenuse of a right triangle is 4 m longer than the shorter leg and 2 m longer than the
longer leg. Find the lengths of the sides.
References
1. RD Sharma, Mathematics for Class 9
46
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2. Mathematics 9 Learner’s Material
Department of Education
Key to Correction
Prepared by:
RIZETTE A. MONTERO
Writer
47
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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: _____________
Section: ______________________________________ Date: ___________________
4.
x 0 ≤ 𝑥 ≤ 7 → x is greater than or equal to 0 but
0 7 less than or equal to 7
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
ACTIVITY 1: Explore!
Directions: Write the correct Mathematical Notation based on the given illustrations on
quadratic inequalities.
Given Answer
1.
_________________________________
-7 4
2.
_________________________________
0 10
3.
_________________________________
-12 -3
4. _________________________________
-8 8
5. _________________________________
-4 12
6. _________________________________
-15 0
7. _________________________________
-3 15
8. _________________________________
4 15
9. _________________________________
1 1
-4 2
10. 2 _________________________________
1 1
10
3 5
49
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Activity 2: Am I a Quadratic Inequality?
Directions: Determine whether each mathematical sentence is a quadratic inequality
or not. Write ( ) if it is a quadratic inequality and (X) if NOT.
Answer
1. 𝑥 2 + 2𝑥 > 0 ____________________
2. 5𝑥 + 20 ≤ 0 ____________________
3. 3𝑎2 − 𝑎 = 1 ____________________
4. 𝑥 (𝑥 − 1) > 5 ____________________
5. (2𝑚 − 5)(𝑚 + 1) < 3 ____________________
6. 4ℎ(ℎ − 7) ≥ 2ℎ(1 + 2ℎ) ____________________
7. 15 − 2𝑥 = 3𝑥 2 ____________________
8. 𝑥 2 − 1 < 𝑥 − 1 ____________________
9. 4𝑝2 ≤ 1 ____________________
10. 5𝑥 (1 + 𝑥 ) ≥ 5𝑥 2 − 3𝑥 + 1 ____________________
Reflection
The symbols of greater than and less than show that two expressions are different. How
would you describe the illustrations on this activity?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 114-115
ANSWER KEY
Activity 1: Explore!
Given Answer
1.
−7 > 𝑥 > 4
-7 4
2.
0 > 𝑥 > 10
0 10 50
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3.
−12 < 𝑥 < −3
-12 -3
4. −4 < 𝑥 < 12
-4 12
5. −8 ≥ 𝑥 ≥ 8
-8 8
6. −15 ≥ 𝑥 ≥ 0
-15 0
7. −3 ≤ 𝑥 ≤ 15
-3 15
8. 4 ≤ 𝑥 ≤ 15
4 15
1 1
9. 1
−4 2 > 𝑥 > 2
1
-4
2 2
1 1
10. ≤ 𝑥 ≤ 10 5
3
1 1
10
3 5
Prepared by:
51
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MATHEMATICS GRADE 9
Name of Learner: ________________________________ Grade Level: _____________
Section: ________________________________________ Date: ___________________
To solve a quadratic inequality in one variable, find the roots of its corresponding
equality, then illustrate in a number line.
Use factoring to solve for the roots in its corresponding equality.
-5 3
Note: The solutions go on opposite directions because of > as symbol of inequality. Arrows
represent the solutions.
Solutions:
𝒙 > 𝟑 and 𝒙 < −𝟓 or −𝟓 > 𝒙 > 𝟑
Checking:
Let 𝑥 = 4
Substitute 𝑥 2 + 2𝑥 − 15 > 0 , Therefore,
(4)2 + 2(4) − 15 > 0
16 + 8 − 15 > 0
24 − 15 > 0
9 > 0 TRUE
Therefore, 4 is a solution.
Illustration:
Note: The solutions go toward each other
because of < as symbol of inequality.
0 6
52
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Solutions:
𝑥 > 0, 𝑥 < 6 or 6 > 𝑥 > 0 (1, 2, 3, 4, 5)
Checking:
Let 𝑥 = 2
Substitute 𝑥 2 − 6𝑥 < 0
(2)2 − 6(2) < 0
4 − 12 < 0
−8 < 0 TRUE
Therefore, 2 is a solution.
Directions: Read, study carefully and understand the following activities. Answer with
honesty
54
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ACTIVITY 1: Describe My Solutions
Directions/Instructions: Solve for the solutions of the following quadratic inequalities by
showing your illustrations as basis in writing the solutions in Mathematical notation.
Illustration Solutions in
Mathematical Notation
5. 𝑥 2 − 𝑥 − 20 ≤ 0 _________________ __________________________
6. 𝑥 2 + 9𝑥 + 18 ≥ 0 _________________ __________________________
Reflection
To trust the one you Love is a good gesture but to verify is better. Does this apply in this
activity? Relate.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 116-122
56
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ANSWER KEY
Activity 1: Describe My Solutions
Illustration Solutions in
Mathematical Notation
1. 𝑥 2 − 3𝑥 > 0 0>𝑥>3
0 3
5. 𝑥 2 − 𝑥 − 20 ≤ 0 −4 ≤ 𝑥 ≤ 5
-4 5
6. 𝑥 2 + 9𝑥 + 18 ≥ 0 −6 ≥ 𝑥 ≥ −3
-6 -3
Activity 2:
A. Given 𝑦 > 𝑥 2 − 5𝑥 + 1 (1 and 2)
Example: Justifications Answer (Solution/ Not)
(-2, 6) 6 > 15 Not
1. (-5, -8) −8 > 51 Not
2. (-1, 15) 15 > 7 Solution
2
B. Given 𝑦 ≥ 𝑥 − 5𝑥 − 3 (3, 4 and 5)
3. (2, -9) −9 = −9 Solution
4. (-6, 10) 10 ≥ 63 Not
5. (1, 15) 15 ≥ 7 Solution
2
C. Given 𝑦 < −2𝑥 + 5 (6 and 7)
6. (4, -12) −12 < −27 Not
7. (-5, 0) 0<5 Solution
2
D. Given 𝑦 ≤ 𝑥 + 5𝑥 − 6 (8, 9 and 10)
8. (0, -8) −8 ≤ −6 Solution
9. (3, 18) 18 = 18 Solution
10. (-8, 8) 8 ≤ 18 Not
Prepared by:
EXAMPLE:
One leg of a right triangle is 7cm shorter than the other leg. How long should the shorter
leg be to ensure the hypotenuse is at least 13cm?
SOLUTION:
Inequality: (At least)→ ≥ c
a
Let 𝑥 → 𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔
𝑥 − 7 → 𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔 b
The given problem above is about right triangle, wherein Pythagorean Theorem is applied.
Pythagorean Theorem: 𝑎2 + 𝑏2 = 𝑐 2 ,
𝑤ℎ𝑒𝑟𝑒 𝑎 𝑎𝑛𝑑 𝑏 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑙𝑒𝑔𝑠 𝑎𝑛𝑑 𝑐 𝑖𝑠 𝑡ℎ𝑒 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
Thus, 𝑎2 + 𝑏2 ≥ 𝑐 2
𝑥 2 + (𝑥 − 7)2 ≥ 132 (Substitution)
2 2
𝑥 + 𝑥 − 14𝑥 + 49 ≥ 169 (Simplify)
2𝑥 2 − 14𝑥 + 49 − 169 ≥ 0 (Combine like terms)
2𝑥 2 − 14𝑥 − 120 ≥ 0 (Simplify)
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Since, the entire quadratic inequality had a common factor, we divide each term by the GCF,
thus,
2𝑥 2 14𝑥 120
− − ≥ 0 𝑡ℎ𝑒 𝑟𝑒𝑠𝑢𝑙𝑡 𝑖𝑠 (𝑥 2 − 7𝑥 − 60) ≥ 0
2 2 2
(𝑥 − 12)(𝑥 + 5) ≥ 0 (Factor)
Therefore, 𝒙 ≥ 𝟏𝟐, 𝒙 ≤ −𝟓 (𝒓𝒐𝒐𝒕𝒔),
In illustration,
Checking: -5 0 12
TRUE TRUE
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
For 1-3, The length of a wall is 17 m more than its width. The area of the wall is less than 60𝑚2 .
1. What inequality symbol will be used to represent the given problem?
A. < B. > C. ≤ D. ≥
2. Which of the following is the mathematical sentence for the given problem?
A. 𝑥(𝑥 + 17) < 60𝑚2 C. 𝑥 (𝑥 + 17) > 60𝑚2
2
B. 𝑥(𝑥 + 17) ≤ 60𝑚 D. 𝑥(𝑥 + 17) ≥ 60𝑚2
3. Which of the following could be its length?
A. 3m B. 16m C. 18m D. 20m
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For 4-5, The length of the garden is 5m longer than its width and the area is more than 36𝑚2 .
4. Which is the correct mathematical sentence for the problem?
A. 𝑥 (𝑥 + 5) > 36𝑚2 C. 𝑥 (𝑥 + 5) < 36𝑚2
B. 𝑥 (𝑥 + 5) ≥ 36𝑚2 D. 𝑥 (𝑥 + 5) ≤ 36𝑚2
5. Which can be the width of the garden?
A. 2m B. 3m D. 4m D. 5m
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Reflection:
The lesson has provided you with opportunities to describe quadratic inequalities and
their solution sets using practical situations. Real life problems help you to realize that in each
problem, there is/are solution/s.
Have you ever encountered problem/s that has/have more than one solution/s? If there
is/are, cite some.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
https://www.expii.com/t/word-problems-with-quadratic-inequalities-4542
https://youtu.be/OYajy-IfgAo
Mathematics 9 LM pp. 110-111
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ANSWER KEY
PROBLEM SOLVING
Activity 1
1. A
2. A
3. C
4. A
5. D
Activity 2
1. a. 𝑤 = 𝑥, 𝑙 = 𝑥 + 36
b. 𝑥(𝑥 + 36) < 240
c. Possible Answers:
𝑤 = 15𝑓𝑡, 𝑙 = 51𝑓𝑡 𝐴 = 765𝑓𝑡 2
𝑤 = 22𝑓𝑡, 𝑙 = 58𝑓𝑡 𝐴 = 1276𝑓𝑡 2
𝑤 = 30𝑓𝑡, 𝑙 = 66𝑓𝑡 𝐴 = 1980𝑓𝑡 2
2. a. 𝑤 = 𝑥, 𝑙 = 2𝑥 + 6
b. 𝑥 (2𝑥 + 6) ≤ 360
c. 𝑥 ≤ 12, 𝑥 ≥ −15
Prepared by:
MAYLEEN V. YANTO
Writer
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MATHEMATICS GRADE 9
Name of Learner: ____________________________ Grade Level: ________________
Section: ___________________________________ Date: _______________________
5
Height in meters
1
1 2 3 4 5 6
The path of the ball is parabolic. It arcs up in the air .The maximum height required for
a perfect shot is 6 meters.
In physics, the distance S (in meters) travelled by a freely falling body after t seconds
can be modelled as S = 4.9t². The two quantities are related quadratically.
Quadratic functions can be also applied in area related problems. For example, the area
A of a rectangular tulip garden has length 5 units longer than thrice its width. This can be
modelled as:
63
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w
3w + 5
Since the area formula is just multiplying the length and the width,
A = w( 3w + 5).
A = 3w² + 5w
Learning Competency with Code: Models real-life situation using quadratic functions
(M9AL-Ig-2)
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
Problem 1. A ball on the football field was kicked by Bruno. The parabolic path of the ball is
traced by the graph above.
Questions 1. How would you describe the graph?___________________________________
2. What is the initial height of the ball?_________________________________
3. What is the maximum height reach by the ball?_________________________
4. Determine the horizontal distance that corresponds to the maximum height
reached by the ball._________________________
5. Approximate the height of the ball it has travelled 3 meters horizontally.______
6. How far does the ball travel horizontally before it hits the ground?_______
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ACTIVITY 2. Sketch me.
Directions: On a Cartesian plane, model the situation below by drawing the parabolic
path. Answer the question that follows.
1. A dolphin jumped off from the water and reached a maximum height of 8 meters above
the sea level with a horizontal distance of 6 meters.
Rubric
10 points for the correct sketch of the parabolic path of the dolphin/
5 points for incorrect sketch
5 points for the correct answer on the question/
2 points for the incorrect answer
Rubric:
2 points for every correct answer
1 point for every incorrect answer
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Reflection
This lesson has provided you with opportunities to model real life situation using
quadratic functions. It helps you realize the importance of Mathematics in human life. Have
you ever tried solving your own problem with the use of Mathematics? If there are/is cite
some:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
66
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ANSWER KEY
ACTIVITY 1: Launch Attack!
Directions: Analyze the problem and answer the given questions.
Problem 1. A ball on the football field was kicked by Bruno. The parabolic path of the ball is
traced by the graph above.
Questions 1. How would you describe the graph?
Answer: The graph is parabolic.
2. What is the initial height of the ball?
Answer: The initial height of the ball is 0 meters.
3. What is the maximum height reach by the ball?
Answer: The ball reached a maximum height of 6 meters.
4. Determine the horizontal distance that corresponds to the maximum height
reached by the ball._________________________
Answer: The horizontal distance that corresponds to the maximum height
reached by the ball is 4.5 meters
5. Approximate the height of the ball it has travelled 3 meters horizontally.
Answer: The height of the ball is 5 meters.
6. How far does the ball travel horizontally before it hits the ground?
Answer: It has travelled 9 meters.
ACTIVITY 2. Sketch me.
1. A dolphin jumped off from the water and reached a maximum height of 8 meters above
the sea level with a horizontal distance of 6 meters.
Answer: Students’ answers may vary. The teacher will assess their answers.
Prepared by:
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MATHEMATICS GRADE 9
Name of Learner: ______________________________ Grade Level: __________
Section: ______________________________________ Date: ________________
Examples:
a) Set of ordered pairs
(3, 2), (2, −3), (1, 0), (4, 2)
domain → 3, 2, 1, 4, → NOT REPEATED
range → 2, −3, 0, −2 → NOT REPEATED
It is a one-to-one correspondence, therefore the set of ordered pairs is a
FUNCTION.
b) Table of Values
X -3 -1 1 3
Y 5 0 5 3
c) Mapping
X y domain → 2, 2, 3, 4 → REPEATED
2 -1
3 -2 range → −1, − 2, −3, −4 → NOT REPEATED
4 -3
-4 It is a one-to-many correspondence, therefore the given
In the previous lesson of Quadratic Equation, you were informed how to identify an
equation in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐=0 This topic aims to broaden your knowledge to
quadratic function in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where a,b, and c are real numbers and a is
not equal to zero.
Consider that x is in the second degree power but not y.
Examples:
1. 𝑦 = 2𝑥 2 − 𝑥 + 2 → QUADRATIC FUNCTION
2. 𝑦 = 𝑥(𝑥 − 3), simplify, the result is 𝑦 = 𝑥 2 − 3𝑥 → QUADRATIC FUNCTION
3. 𝑦 2 + 𝑥 2 = 3 , y is in the second degree → NOT QUADRATIC FUNCTION
Vertical Line Test- a graph is a function if and only if a vertical line touches the graph only
ONCE.
Examples:
1. Vertical Line
Once→ 𝑭𝑼𝑵𝑪𝑻𝑰𝑶𝑵
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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ACTIVITY 1: Work on this!
Directions/Instruction: Give the correspondence and tell whether the given is a FUNCTION or
PURE RELATION.
CORRESPONDENCE ANSWER
4.
x 1 -7 -1 -5
y 7 -1 5 -7 _____________________ _______________
5.
x 4 -1 -2 4 2 _____________________ _______________
y 3 1 -1 -4 -2
6.
x 5 2 -2 -5 3 ____________________ _______________
y 3 -4 3 5 4
7.
___________________ ____________
8. ___________________ _______________
9.
___________________ _______________
10.
___________________ _______________
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Activity 2: Identify Me!
Directions: Identify which of the following equations is a Quadratic Function or NOT a
Quadratic Function. Simplify in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 if necessary. Write QF if it is a
Quadratic Function and NQF if it is NOT a Quadratic Function.
______________1. 𝑦 = 𝑥 2 − 5𝑥 + 1
______________2. 3𝑥 + 𝑦 − 3 = 0
______________3. 𝑦(𝑦) = 3𝑥 + 𝑦 + 1
______________4. 𝑦 + 𝑥 2 = 2𝑥 2 − 4𝑥 − 1
______________5. 𝑦 − 2 = 𝑥 2 − 2
Note: For numbers 6-10, simplify each given into 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
_______________6. 𝑦 = 𝑥 (𝑥 + 2) − 5
_______________7. 𝑦(2𝑦 + 1) = 3𝑥 2 + 2𝑦 2 + 4𝑥
_______________8. 𝑦 = (𝑥 + 1)(𝑥 − 1)
_______________9. 𝑦 = 3𝑥 + 2𝑥 − 3
_______________10. 𝑦 = (2𝑥 + 1)2 − 4𝑥 2 − 5
Rubrics for Scoring
1-5→ 1 point each 0.5 each for incorrect answer
6-10→ 2 points each 1 point each for incorrect answer
Activity 3: Graph Analysis
Directions: Use vertical line test to determine if the given graph is a FUNCTION or PURE
RELATION.
1. 2. 3.
4. 5. 6.
7. 8. 9.
Answer: __________________
Guide Questions:
1. Which graphs are quadratic? Explain your answer.
2. Which graphs are not quadratic? Explain your answer.
Reflection
One-to-one, many-to-one correspondence work as function but NEVER to one-
to-many. How do you relate this to real-life situation?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 147-150
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ANSWER KEY
ACTIVITY 1: Work on this!
CORRESPONDENCE ANSWER
5.
X 4 -1 -2 4 2
one -to-many Pure Relation
Y 3 1 -1 -4 -2
6.
x 5 2 -2 -5 3
many-to-one Function
Y 3 -4 3 5 4
7.
one -to-one Function
8.
one -to-many Pure Relation
9.
many-to-one Function
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Activity 2: Identify Me
1. QF
2. NQF
3. NQF
4. QF
5. QF
6. QF 𝑦 = 𝑥 2 + 2𝑥 − 5
7. QF 𝑦 = 3𝑥 2 + 4𝑥
8. QF 𝑦 = 𝑥 2 − 1
9. NQF
10. NQF
Prepared by:
AGNES M. TALDE
Writer
75
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MATHEMATICS GRADE 9
Name of Learner: ________________________________ Grade Level: ____________
Section: ____________________________________ Date: __________________
2. 𝑦 = −3𝑥 2 + 𝑥 − 5𝑎
a= -3, b=1, c= -5
Solve for h and k
𝒃 1 1 𝟏
ℎ= =− = −( ) 𝒉=
𝟐𝒂 2(−3) −6 𝟔
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4𝑎𝑐−𝑏2 4(−3)(−5)−(1)2 60−1 59 𝟓𝟗
𝑘= 4𝑎
= 4(−3)
= −12
= −12 𝒌 = − 𝟏𝟐
𝟏 𝟓𝟗
Vertex: (𝟔 , − 𝟏𝟐)
𝟏 𝟓𝟗
The general form 𝒚 = −𝟑𝒙𝟐 + 𝒙 − 𝟓 has the vertex form 𝒚 = −𝟑(𝒙 − 𝟔)𝟐 − 𝟏𝟐
You have learned how to express or transform general form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into vertex
form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. The previous lesson gave you knowledge that (h,k) is the vertex of
the graph.
In this lesson, we will do the reverse order by transforming vertex form into general
form. Before going further, we will have a simple review on how to square binomials.
Learning Competency with Code: Transforms the quadratic function defined by y= ax2 + bx
+ c into the form y = a(x – h)2 +k (M9AL-Ih-1)
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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ACTIVITY 1: What’s My Vertex?
Directions: The following are expressed in vertex forms, determine the vertex of each item.
A. Given Vertex
1. 𝑦 = (𝑥 + 3)2 + 4 ___________________
2. 𝑦 = (𝑥 − 8)2 + 5 ___________________
3. 𝑦 = −(𝑥 + 6)2 − 2 ___________________
4. 𝑦 = 3(𝑥 − 1)2 − 2 ____________________
5. 𝑦 = −3(𝑥 + 2)2 + 1 ____________________
6. 𝑦 = 4(𝑥 + 5)2 − 3 ____________________
1
7. 𝑦 = −5(𝑥 − 7)2 + 4 ____________________
1 1
8. 𝑦 = (𝑥 − 2)2 + 3 ____________________
3
9. 𝑦 = −(𝑥 + 5)2 + 2 ____________________
2 3
10. 𝑦 = −2(𝑥 + 3)2 − 5 ____________________
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ACTIVITY 2: Perfect Match!
It is a small European country with the flag given below, what country is it?
Directions: To find its answer, transform the following quadratic functions in vertex form.
Write the letter that corresponds to each answer in the boxes below. Show your solution.
____________1. 𝑦 = 𝑥 2 + 4𝑥 − 5 R 1 25
𝑦 = 4(𝑥 − )2 −
____________2. 𝑦 = −𝑥 2 + 6𝑥 − 2 4 4
2
____________3. 𝑦 = 𝑥 2 − 8𝑥 + 10 X 𝑦 = (𝑥 − 4) − 6
____________4. 𝑦 = −𝑥 2 − 2𝑥 + 11 E 𝑦 = −(𝑥 + 1)2 + 10
____________5. 𝑦 = −2𝑥 2 + 𝑥 − 3 O 𝑦 = 2(𝑥 + 1) − 8
____________6. 𝑦 = 3𝑥 2 + 2𝑥 − 5 U 𝑦 = −(𝑥 − 3)2 − 11
____________7. 𝑦 = 2𝑥 2 + 4𝑥 − 6 1 16
G
____________8. 𝑦 = −5𝑥 2 + 2𝑥 − 4 𝑦 = −3(𝑥 + )2 +
3 3
____________9. 𝑦 = 4𝑥 2 − 2𝑥 − 6 1 23
M
____________10. 𝑦 = −3𝑥 2 − 2𝑥 + 5 𝑦 = −2(𝑥 − )2 −
4 8
2
L 𝑦 = (𝑥 + 2) − 9
B 1 16
𝑦 = 3(𝑥 + )2 −
3 3
U 2
1 19
𝑦 = −5 (𝑥 + ) −
5 5
ANSWER: ___ ____ ___ ____ ____ ____ ____ ____ ____ ____
RUBRICS:
2-the computations are correct
1-generally, most of the computations are not correct.
ACTIVITY 3: Transformers!
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B. Solve for h and k in each item and transform into vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
Vertex Vertex Form
6. 𝑦 = 2𝑥 2 − 𝑥 + 3 _______________ ___________________________
7. 𝑦 = −𝑥 2 + 2𝑥 + 5 _______________ ___________________________
8. 𝑦 = 4𝑥 2 − 3𝑥 + 1 _______________ ___________________________
2
9. 𝑦 = 5𝑥 − 3𝑥 + 2 _______________ ___________________________
10. 𝑦 = −3𝑥 2 − 𝑥 + 4 _______________ ___________________________
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ACTIVITY5: Write It In The Form…
Directions: Transform 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 into general form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Show your
complete solution.
Vertex Form: 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 General Form: 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
1. 𝑦 = (𝑥 − 3)2 + 2 ______________________________
2
2. 𝑦 = −(𝑥 − 5) + 3 ______________________________
3. 𝑦 = 2(𝑥 − 1)2 + 4 ______________________________
( ) 2
4. 𝑦 = −3 𝑥 + 5 − 1 ______________________________
5. 𝑦 = 5(𝑥 − 2)2 + 10 ______________________________
2
6. 𝑦 = (𝑥 + 7) − 5 ______________________________
7. 𝑦 = −2(𝑥+3)2 + 9 ______________________________
2
8. 𝑦 = −(𝑥 + 1) − 6 ______________________________
9. 𝑦 = 4(𝑥 − 6)2 + 10 ______________________________
2
10. 𝑦 = 3(𝑥 + 4) − 7 ______________________________
Reflection
This lesson strengthens one’s ability on the laws of integers. Sometimes, if we
transform one person, he can be better or worse. Which transformation do you prefer? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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ANSWER KEY
ACTIVITY 1: What’s My Vertex?
1. (−3,4) 6. (−5, −3)
2. (8,5) 7. (7,1/4)
1 1
3. (−6, −2) 8. (2 , 3)
3
4. (1, −2) 9. (− 5 , 2)
2 3
5. (−2,1) 10. (− 3 , − 5)
A. Completing The Table of Values, Solving For The Range Given The Domain,
And Determining The Graph And Intercepts
X -3 -2 -1 0 1 2 3
Y 12 5 0 -3 -4 -3 0
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Then plot the points on the Cartesian Plane and sketch the graph
In the previous lessons, you were informed about the vertex (of the graph) which is a
point on the graph.
In this topic, you will be more equipped of the knowledge of the properties of the graph
of quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 called the PARABOLA.
Remember this:
a) If 𝑎 > 0, the parabola opens upward and has a minimum point.
b) If 𝑎 < 0, the parabola opens downward and has a maximum point.
Vertex of the graph is defined as (h, k) refer this to the previous lesson.
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3. Range- is the set of {𝑦: 𝑦 ≥ 𝑘}
Remember this:
If the opening is upward, then the range is 𝑦 ≥ 𝑘 and if downward, the range is 𝑦 ≤ 𝑘.
The graphs below show clearly the parts and properties of a parabola.
Summary:
1. In g1, the following are its parts:
a) opening: downward
b) vertex: (-3, 3) h= -3, k=3
c) axis of symmetry : x= -3
d) point of the vertex: maximum point
e) range : y≤3
2. In g2, the following are its parts:
a) opening : upward
b) vertex : (4, -2) h= 4, k= -2
c) axis of symmetry : x= 4
d) point of the vertex: minimum point
e) range : y ≥ −2
This topic has something to do with the previous lesson; the vertex of the
𝑏 4𝑎𝑐−𝑏2
parabola ℎ = − 2𝑎 , 𝑘 = 4𝑎
Suppose you are tasked to plot the graph of 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 , notice
that a is either positive or negative, so you will consider the opening( upward 𝑎 > 0, and
downward 𝑎 < 0)
Examples:
a) 𝑦 = 𝑥 2 − 2𝑥 − 3 Solve the vertex (h, k)
𝑎 = 1, 𝑏 = −2, 𝑐 = −3
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𝑏 −2 −2
a.1. ℎ = − , ℎ = −[ ] , ℎ = − ( ) , ℎ = −(−1), ℎ = 1
2𝑎 2(1) 2
4𝑎𝑐−𝑏2 4(1)(3)−(−2)2 −12−4 −16
𝑘= ,𝑘 = = = , 𝑘 = −4
4𝑎 4(1) 4 4
Vertex (1, -4)
a.2. Get a point, preferably y-intercept, where x=0, (0, y) on 𝑦 = 𝑥 2 − 2𝑥 − 3
Point (0, 3) 𝑦 = 𝑥 2 − 2𝑥 − 3
𝑦 = 02 − 2(0) − 3
𝑦 = 0−0−3
𝑦 = −3
a.3. Draw a Cartesian Plane
Plot Vertex (1, -4), Point or P1 (0, -3)
Connect the points forming a curve.
Note: The distance of the axis of symmetry
to point (0, -3) is 4 units.
b) 𝑦 = −𝑥 2 + 4𝑥 − 1
b.1 𝑎 = −1, 𝑏 = 4, 𝑐 = −1
2 2
ℎ = −[ ] , ℎ = − ( ) , ℎ = −(−2), ℎ = 2
2(−1) −2
4(−1)(−1)−(4)2 4−16 −12
𝑘= = = , 𝑘=3
4(−1) −4 −4
Vertex (2, 3)
b. 2 Point or P, x=0 in 𝑦 = −𝑥 2 + 4𝑥 − 1
P1 ↔(0, -1) 𝑦 = −𝑥 2 + 4𝑥 − 1
𝑦 = −(0)2 + 4(0) − 1
𝑦 = −1
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b. 3. Draw the Cartesian Plane Plot Vertex (2, 3), Point or P1 (0, -1)
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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ACTIVITY 1: You Completed My Day! To the LEFT, to the RIGHT! Put me UP, put me
DOWN
Directions: Complete the table of values given the functions, plot the points, sketch the graph
and determine the intercepts. Show your complete solutions.
x-intercepts: ________________________
y-intercepts: ________________________
2. 𝑦 = −𝑥 2 + 4𝑥 − 1
X -3 -2 -1 0 1 2 3
Y
x-intercepts: ________________________
y-intercepts: ________________________
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1 point each for incorrect answer
ACTIVITY 2: What are the parts of my body?
Directions: Identify the parts of the following graphs of quadratic functions. Write your
answers on the box.
B 6. 7. 8. 9. 10.
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ACTIVITY 3: Draw and Describe Me!
Directions: Plot the graph of each quadratic function and identify its parts.
1. 𝑦 = 2𝑥 2 + 4𝑥 − 3
Parts of the Parabola:
a) Vertex _____________________
b) Opening _____________________
c) Axis of Symmetry____________________
e) Range _____________________
2. 𝑦 = −𝑥 2 − 2𝑥 −3
Parts of the Parabola:
a) Vertex _____________________
b) Opening _____________________
c) Axis of Symmetry____________________
e) Range _____________________
3. 𝑦 = 2(𝑥 − 1)2 − 1
Parts of the Parabola:
a) Vertex _____________________
b) Opening _____________________
c) Axis of Symmetry____________________
e) Range _____________________
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Rubrics for Scoring
Reflection
Range depends on domain, one does NOT exist without the other. This topic reminds
you of the saying “NO MAN IS AN ISLAND”, that life is full of joy with the presence of
others. Does this apply in this activity? If YES/NO, why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Reference
Mathematics Learner’s Material 9 First Edition, 2004 Department of Education, pp. 151-175
ANSWER KEY
ACTIVITY 1: You Completed My Day! To the LEFT, to the RIGHT! Put me UP, put me
DOWN
1. 𝑦 = 𝑥 2 − 𝑥 − 6
x -3 -2 -1 0 1 2 3
y 6 0 -4 -6 -6 -4 0
x-intercepts: -2 and 3
y-intercepts: -6
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2. 𝑦 = −𝑥 2 + 4𝑥 − 1
x -3 -2 -1 0 1 2 3
y -22 -13 -6 -1 2 3 2
x-intercepts: none
y-intercepts: -1
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P1 (0, -3) → y-intercept
P2 (-2, -3)
2. 𝑦 = −𝑥 2 − 2𝑥 − 3
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MATHEMATICS GRADE 9
Name: Grade Level:
Date: Score:
A. 𝒚 = 𝟐𝒙𝟐
B. 𝒚 = 𝒙𝟐 B
C. 𝒚 = −𝒙𝟐
D. 𝒚 = −𝟐𝒙𝟐
C
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c. What happens to the graph as the value of 𝑎 becomes larger/smaller.
Note! The value of 𝑎 determines the steepness of the parabola. The larger the |𝑎| is, the
narrower is the graph.
C
A. 𝒚 = 𝒙𝟐
E
B. 𝒚 = (𝒙 − 𝟐)𝟐
A
C. 𝒚 = (𝒙 + 𝟐)𝟐 D
D. 𝒚 = (𝒙 − 𝟏)𝟐
B
E. 𝒚 = (𝒙 + 𝟏)𝟐
Note! To graph 𝑦 = 𝑎(𝑥 − ℎ)2 , slide the graph of 𝑦 = 𝑎𝑥 2 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.
E
𝟐 B
A. 𝒚=𝒙
B. 𝒚 = 𝒙𝟐 + 𝟐 A
C. 𝒚 = 𝒙𝟐 − 𝟐 C
D. 𝒚 = 𝒙𝟐 − 𝟒 D
E. 𝒚 = 𝒙𝟐 + 𝟒
A. 𝒚 = (𝒙 − 𝟐)𝟐 + 𝟒 E
B. 𝒚 = (𝒙 + 𝟑)𝟐 − 𝟒 B
C. 𝒚 = (𝒙 − 𝟏)𝟐 − 𝟑
D
D. 𝒚 = (𝒙 + 𝟒)𝟐 + 𝟓 A
E. 𝒚 = (𝒙 + 𝟐)𝟐 − 𝟐
C
Note! The graph 𝑦 = (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.
Learning Competency: Analyzes the effects of changing the values of 𝑎, ℎ 𝑎𝑛𝑑 𝑘 in the
equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph (M9AL-Ii-2)
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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Activity 1
Directions: Graph the following quadratic functions and describe their graphs in terms of
the following: Vertex, Opening and the movement of the vertex.
Quadratic Graph Vertex Opening of Movement of
Functions (ℎ, 𝑘) the graph the vertex
A. 𝑦 = 3𝑥 2
B. 𝑦 = −3𝑥 2
A. 𝑦 = (𝑥 + 4)2
B. 𝑦 = (𝑥 − 4)2
B. 𝑦 = 𝑥 2 − 1
A. 𝑦 = (𝑥 − 2)2 + 1
B. 𝑦 = (𝑥 + 2)2 + 1
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C. 𝑦 = (𝑥 + 2)2 − 1
D. 𝑦 = (𝑥 − 2)2 − 1
REFLECTION
REFERENCE
Mathematics 9 Learners Material page 143-145
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ANSWER KEY
Activity 1
B
B. 𝒚 = (𝒙 − 𝟒 )𝟐
(4,0) Upward Moves 4 units
to the right
A. 𝒚 = 𝒙𝟐 + 𝟏
(0,1) Upward Moves 1 unit
B
upward
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(2,1) Upward Moves 2 units
A. 𝒚 = (𝒙 − 𝟐)𝟐 + 𝟏 to the right
and 1 unit
upward
Moves 2 units
(−2, −1) Upward to the left and
1 unit
C. 𝒚 = (𝒙 + 𝟐)𝟐 − 𝟏
downward
A
B
C D
Moves 2 units
(2, −1) Upward to the right
and I unit
D. 𝒚 = (𝒙 − 𝟐)𝟐 − 𝟏 downward
Prepared by:
JOVELYN A. DAQUIOAG
Writer
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MATHEMATICS GRADE 9
Name: Grade Level:
Date: Score:
(−1, 0)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑥 = −1 𝑎𝑛𝑑 𝑦 = 0 0 = 𝑎(−1)2 + 𝑏(−1) + 𝑐
𝟎=𝒂−𝒃+𝒄
(0 , 1)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Substitute the values of x and y
1 = 𝑎(0)2 + 𝑏(0) + 𝑐
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𝟏=𝒄
(1 , 4)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
4 = 𝑎(1)2 + 𝑏(1) + 𝑐
𝟒= 𝒂+𝒃+𝒄
2. Write the 3 equations you came up Eq. 1 𝟎= 𝒂−𝒃+𝒄
with Eq. 2 𝟏=𝒄
Eq. 3 𝟒 =𝒂+𝒃+𝒄
3. Solve for the values of a, b and c The value of c is already solved so let’s find the value
of a and b
Eq. 3 𝟒= 𝒂+𝒃+𝒄
𝟒 =𝟏+𝒃+𝟏
𝟒=𝒃+𝟐
𝟒 + (−𝟐) = 𝒃 + 𝟐 + (−𝟐)
𝟐=𝒃
𝒂 = 𝟏, 𝒃 = 𝟐, 𝒄=𝟏
4. Write the equation of the quadratic
function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝒂 = 𝟏, 𝒃 = 𝟐, 𝒄=𝟏
2
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐
𝑦 = (1)𝑥 2 + (2)𝑥 + (1)
Using the general form of
quadratic function substitute 𝒚 = 𝒙𝟐 + 𝟐𝒙 + 𝟏
the values of a, b and c
Thus ,𝑎 = 1, 𝑏 = 2 𝑎𝑛𝑑 𝑐 = 1 the quadratic function
is 𝒇(𝒙) = 𝒙𝟐 + 𝟐𝒙 + 𝟏
102
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STEPS EXAMPLE 2
(−2, 0)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Substitute the values of x and y 0 = 𝑎(−2)2 + 𝑏(−2) + 𝑐
𝟎 = 𝟒𝒂 − 𝟐𝒃 + 𝒄
(0 , 6)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
6 = 𝑎(0)2 + 𝑏(0) + 𝑐
𝟔=𝒄
𝑥 = 2 𝑎𝑛𝑑 𝑦 = 4 (2 , 4)
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
4 = 𝑎(2)2 + 𝑏(2) + 𝑐
𝟒 = 𝟒𝒂 + 𝟐𝒃 + 𝒄
2. Write the 3 equations you came up Eq. 1 𝟎 = 𝟒𝒂 − 𝟐𝒃 + 𝒄
with Eq. 2 𝟔=𝒄
Eq. 3 𝟒 = 𝟒𝒂 + 𝟐𝒃 + 𝒄
3. Solve for the values of a, b and c The value of c is already solved so let’s find the value
of a and b
Notice that equation 1 and 3
constitute a linear equation in two Equation 1 and Equation 3
variables so we can use its concept 𝟎 = 𝟒𝒂 − 𝟐𝒃 + 𝒄
to eliminate variable/variables 𝟒 = 𝟒𝒂 + 𝟐𝒃 + 𝒄
Eq. 4 𝟒 = 𝟖𝒂 + 𝟐𝒄
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To solve for b, substitute the values of a and c to either
Equation. 1 or 3
Eq. 1 𝟎 = 𝟒𝒂 − 𝟐𝒃 + 𝒄
𝟎 = 𝟒(−𝟏) − 𝟐𝒃 + 𝟔
𝟎 = −𝟒 − 𝟐𝒃 + 𝟔
𝟎 = −𝟐𝒃 + 𝟐
Use Addition Property of Equality
(APE) 𝟎 + −𝟐) = −𝟐𝒃 + 𝟐 + (−𝟐)
(
−𝟐 = −𝟐𝒃
𝟏=𝒃
𝒂 = −𝟏, 𝒃 = 𝟏, 𝒄=𝟔
4. Write the equation of the quadratic
function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝒂 = −𝟏 𝒃=𝟏 𝒄=𝟔
2
𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐
𝑦 = (−1)𝑥 2 + (1)𝑥 + (6)
Using the general form of
quadratic function substitute 𝒚 = −𝒙𝟐 + 𝒙 + 𝟔
the values of a, b and c
Thus ,𝑎 = −1, 𝑏 = 1 𝑎𝑛𝑑 𝑐 = 6 the quadratic
function is 𝒇(𝒙) = −𝒙𝟐 + 𝒙 + 𝟔
Axis of
Function Vertex Direction of Opening
Symmetry
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g. 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 (ℎ, 𝑘 ) 𝑥=ℎ Upward
𝑦 = 2(𝑥 − 0)2 + 0
𝑦 = 2(𝑥 )2 + 0
𝑦 = 2𝑥 2
Direction Contains
Vertex Equation of the Parabola
of Opening the point
(0,0) (1, −2) Solve for a first.
Downward -by replacing (𝑥, 𝑦) with
ℎ=0 𝑥=1 𝒙 = 𝟏 𝑎𝑛𝑑 𝒚 = −𝟐 and (ℎ, 𝑘 )
- the value with 𝒉 = 𝟎 𝑎𝑛𝑑 𝒌 = 𝟎
𝑘=0 𝑦 = −2 respectively, we have
of a is
negative
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘
(𝑎 < 0) −2 = 𝑎(1 − 0)2 + 0
(1, −2) −2 = 𝑎(1)2 + 0
−2 = 𝑎 + 0
−2 = 𝑎
𝒂 = −𝟐
Get the equation of a quadratic
function in the form
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘 by
substituting the obtained values
of 𝑎 and the coordinates of the
vertex in (ℎ, 𝑘) respectively.
𝑦 = −2(𝑥 − 0)2 + 0
𝑦 = −2(𝑥 )2 + 0
𝑦 = −2𝑥 2
Thus the quadratic equation105 of
Note: Practice Personal Hygiene protocols at all times. the graph on the left is
𝒇(𝒙) = −𝟐𝒙𝟐
Direction Contains
Vertex Equation of the Parabola
of Opening the point
(2,0) Upward (3,2) Solve for a first.
(3,2) -by replacing (𝑥, 𝑦) with
ℎ=2 - the value 𝑥=3 𝒙 = 𝟑 𝑎𝑛𝑑 𝒚 = 𝟐 and (ℎ, 𝑘 )
of a is with 𝒉 = 𝟐 𝑎𝑛𝑑 𝒌 = 𝟎
𝑘=0 𝑦=2 respectively, we have
positive
(𝑎 > 0)
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘
2 = 𝑎 (3 − 2 )2 + 0
(2,0) 2 = 𝑎 (1 ) 2 + 0
2 =𝑎+0
2=𝑎
𝒂=𝟐
𝑦 = 2 (𝑥 − 2 )2 + 0
𝑦 = 2 (𝑥 − 2 )2
Thus the quadratic equation of
the graph on the left is
𝒇(𝒙) = 𝟐(𝒙 − 𝟐)𝟐
Direction Contains
(2,0) Vertex Equation of the Parabola
of Opening the point
(2,0) (3, −2) Solve for a first.
Downward -by replacing (𝑥, 𝑦) with
ℎ=2 𝑥=3 𝒙 = 𝟑 𝑎𝑛𝑑 𝒚 = −𝟐
- the value and (ℎ, 𝑘) with 𝒉 =
𝑘=0 𝑦 = −2 𝟐 𝑎𝑛𝑑 𝒌 = 𝟎 respectively, we
of a is
(3, −2) have
negative
(𝑎 < 0) 𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘
−2 = 𝑎(3 − 2)2 + 0
−2 = 𝑎(1)2 + 0
−2 = 𝑎 + 0
−2 = 𝑎
𝒂 = −𝟐
Get the equation of a quadratic
function in the form
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘 by
substituting the obtained values
of 𝑎 and the coordinates of the
vertex in (ℎ, 𝑘) respectively.
𝒂=𝟐
𝑦 = 2(𝑥 − 0)2 + 2
𝑦 = 2(𝑥 )2 + 2
Direction Contains
Vertex Equation of the Parabola
of Opening the point
(0,2) (1,0) Solve for a first.
Downward -by replacing (𝑥, 𝑦) with
ℎ=0 𝑥=1 𝒙 = 𝟏 𝑎𝑛𝑑 𝒚 = 𝟎 and (ℎ, 𝑘)
- the value with 𝒉 = 𝟎 𝑎𝑛𝑑 𝒌 = 𝟐
𝑘=2 𝑦=0 respectively, we have
of a is
negative 𝑦 = 𝑎 ( 𝑥 − ℎ )2 + 𝑘
0 = 𝑎 (1 − 0)2 + 2
(𝑎 < 0) 0 = 𝑎 (1 )2 + 2
0 = 𝑎(1) + 2
0 =𝑎+2
0 + (−2) = 𝑎 + 2 + (−2)
−2 = 𝑎
𝒂 = −𝟐
Get the equation of a quadratic
function in the form
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘 by
substituting the obtained values
of 𝑎 and the coordinates of the
vertex in (ℎ, 𝑘) respectively.
𝑦 = −2(𝑥 − 0)2 + 2107
Note: Practice Personal Hygiene protocols at all times. Thus the quadratic equation of
the graph on the left is
𝒇(𝒙) = −𝟐𝒙𝟐 + 𝟐
Direction Contains
Vertex Equation of the Parabola
of Opening the point
(1,1) Upward (0,3) Solve for a first.
-by replacing (𝑥, 𝑦) with
ℎ=1 - the value 𝑥=0 𝒙 = 𝟎 𝑎𝑛𝑑 𝒚 = 𝟑 and (ℎ, 𝑘)
of a is with 𝒉 = 𝟏 𝑎𝑛𝑑 𝒌 = 𝟏
𝑘=1 𝑦=3 respectively, we have
positive
(𝑎 > 0) 𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘
3 = 𝑎 (0 − 1)2 + 1
3 = 𝑎(−1)2 + 1
3 = 𝑎(1) + 1
3 =𝑎+1
3 + (−1) = 𝑎 + 1 + (−1)
2=𝑎
𝒂=𝟐
Get the equation of a quadratic
function in the form
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘 by
substituting the obtained values
of 𝑎 and the coordinates of the
vertex in (ℎ, 𝑘) respectively.
𝑦 = 2 (𝑥 − 1)2 + 1
Thus the quadratic equation of
the graph on the left is
𝒇(𝒙) = 𝟐(𝒙 − 𝟐)𝟐 + 𝟏
Direction Contains
Vertex Equation of the Parabola
of Opening the point
(1,1) (0, −1) Solve for a first.
Downward -by replacing (𝑥, 𝑦) with
ℎ=1 𝑥=0 𝒙 = 𝟎 𝑎𝑛𝑑 𝒚 = −𝟏 and (ℎ, 𝑘 )
- the value with 𝒉 = 𝟏 𝑎𝑛𝑑 𝒌 = 𝟏
𝑘=1 𝑦 = −1 respectively, we have
of a is
negative 𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘
−1 = 𝑎(0 − 1)2 + 1
(𝑎 < 0) −1 = 𝑎(−1)2 + 1
−1 = 𝑎(1) + 1
−1 = 𝑎 + 1
−1 + (−1) = 𝑎 + 1 + (−1)
−2 = 𝑎
𝒂 = −𝟐
Get the equation of a quadratic
function in the form
𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘 by
substituting the obtained values
of 𝑎 and the coordinates of the
vertex in (ℎ, 𝑘) respectively.
108
𝑦 = −2(𝑥 − 1)2 + 1
Note: Practice Personal Hygiene protocols at all times. Thus the quadratic equation of
the graph on the left is
𝒇(𝒙) = −𝟐(𝒙 − 𝟐)𝟐 + 𝟏
C. Determines the Equation of Quadratic Function Given the Zeros
A root or solution of a quadratic function is the value of the variable that satisfies the
equation. It is also called the zeros of the function. The zeros of a function are points on
the graph of the function where it intersects the x-axis. One way to derive the equation of
a quadratic function is when the zeros are given.
Study the mathematical concept below to have a better understanding on how to get the
equation of the quadratic function given its zeros
Problem 1: If 2 and 3 are zeros of a quadratic function, find the equation of the quadratic
function.
The following are two different ways of determining equation of the quadratic function given
its zeros.
𝑟2 = 3
𝑓 (𝑥 ) = 𝑎(𝑥 − 𝑟1 )(𝑥 − 𝑟2 )
Note!
Substitute the given roots then
multiply the binomial or apply 𝑓(𝑥) = 𝑎(𝑥 − 𝑟1 )(𝑥 − 𝑟2 ),
𝑓 (𝑥 ) = 𝑎(𝑥 − 2)(𝑥 − 3) where a is any nonzero constant
FOIL method
𝑓 (𝑥 ) = 𝑎(𝑥 2 − 5𝑥 + 6)
𝒇(𝒙) = 𝒙𝟐 − 𝟓𝒙 + 𝟔
You can use the sum and product of the zeros to find the equation of the quadratic function.
𝑓(𝑥 ) = 𝑥 2 − (𝑠𝑢𝑚 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠)𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠
Sum of Roots: 𝑥1 + 𝑥2 = 2 + 3 = 𝟓
Product of Roots: 𝑥1 ∙ 𝑥2 = 2 ∙ 3 = 𝟔
𝑓(𝑥 ) = 𝑥 2 − (𝑠𝑢𝑚 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠)𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠
Substitute the computed sum 𝑓 (𝑥 ) = 𝑥 2 − (5)𝑥 + 6
and product of roots 𝒇(𝒙) = 𝒙𝟐 − 𝟓𝒙 + 𝟔
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Problem 2: Find an equation of the quadratic function whose zeros are ± 3√5.
Suggestion: Use sum and product of Roots
Solutions: 𝑓 (𝑥 ) = 𝑥 2 − (𝑠𝑢𝑚 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠)𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠
Sum of Roots: 𝑥1 + 𝑥2 = 3√5 + (− 3√5) = 𝟎
Product of Roots: 𝑥1 ∙ 𝑥2 = 3√5 ∙ (−3√5) = −𝟒𝟓
𝑓(𝑥 ) = 𝑥 2 − (𝑠𝑢𝑚 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠)𝑥 + 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑟𝑜𝑜𝑡𝑠
𝑓 (𝑥 ) = 𝑥 2 − (0)𝑥 + (−45)
𝒇(𝒙) = 𝒙𝟐 − 𝟒𝟓
Thus an equation of quadratic function with zeros ± 3√5 is 𝒇(𝒙) = 𝒙𝟐 − 𝟒𝟓
1 3
Problem 3: Find an equation of the quadratic function whose zeros are 𝑎𝑛𝑑 − .
2 2
Learning Competency: Determines the equation of a quadratic function given: (a) a table of
values (b) graphs (c) zeros
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
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Activity 1
Directions: Use the following steps below to determine the equation of a quadratic function
given a table of values
STEPS TASK 1
STEPS TASK 2
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2. Write the 3 equations you came up
with
Activity 2
(1,3)
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Graph 2
(1, −3)
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Graph 4
(1,4)
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Graph 6
(1, −2)
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Graph 8
Activity 3:
Directions: To get the hidden message write the indicated letter of the quadratic function on
the corresponding blank below the box containing the zeros of the function
R 𝑓 (𝑥 ) = 𝑥 2 − 6𝑥 + 8 A 𝑓 (𝑥 ) = 𝑥 2 − 𝑥 − 20
V 𝑓 (𝑥 ) = 9𝑥 2 − 16 E 𝑓 (𝑥 ) = 𝑥 2 + 2𝑥 − 3
I 𝑓 (𝑥 ) = 𝑥 2 − 12 N 𝑓 (𝑥 ) = 𝑥 2 − 4
G 𝑓(𝑥 ) = 6𝑥 2 − 7𝑥 + 2 S 𝑓 (𝑥 ) = 12𝑥 2 − 7𝑥 − 12
L 𝑓 (𝑥 ) = 𝑥 2 − 5𝑥 − 36 T 𝑓 (𝑥 ) = 4𝑥 2 − 9
O 𝑓(𝑥 ) = 𝑥 2 − 45 P 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 − 21
4 4
{𝟒, 𝟐} {−𝟑, 𝟏} { ,− } {−𝟑, 𝟏} {𝟐, −𝟐}
3 3
3 3 3 4
{−𝟑, 𝟕} {±𝟑√𝟓} { ,− } {− , }
2 2 4 3
1 2
{ , } {𝟐, −𝟐} {±𝟐√𝟑} {𝟐, −𝟐} {𝟒, 𝟐} {𝟓, −𝟒} {−𝟑, 𝟏} {𝟗, −𝟒}
2 3
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RUBRICS FOR THE ACTIVITY
Reflection
References
Mathematics 9 Learners Material page 156-173
Exploration Application Workbook page 51-53
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ANSWER KEY
Activity 1
Task 1 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 2
Task 2 𝑓(𝑥) = −𝑥 2 + 𝑥 + 2
Activity 2
Activity 3
Hidden Message: R E V E N
P O T S
G N I N R A E L
Prepared by:
JOVELYN A. DAQUIOAG
Writer
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MATHEMATICS GRADE 9
Name of learner: _________________________________ Grade Level: _____________
Section: ________________________________________ Date: _______________
Example 1. What are the dimensions of the largest rectangular field that can be
enclosed by 80 m of fencing wire?
Solution: Let l and w be the length and width of a rectangle. Then, the perimeter P of
a rectangle is P = 2l + 2w. Since P = 80 m, thus,
2l + 2w = 80
l + w = 40 It follows that
l = 40 – w expressing the length as a function of w
l = 40 – w Substituting in the formula for the area A of a rectangle
w A(w) = wl
A(w) = w ( 40 – w )
A(w) = -w2+ 40w
By completing the square, A(w) = - (w - 20 )2 + 400. The vertex of the graph of the
function A(w) is (20, 400). This point indicates the maximum value of 400 for A(w) that occurs
when w = 20. Thus, the maximum area is 400 m 2 when the width is 20. If the width is 20 m,
then the length is (40 – 20) m or 20 m also. The field with maximum area is a square.
The illustrative example below is intended for you to better understand the key ideas
necessary to solve real-life problems involving quadratic function.
Free falling objects can be modeled by a quadratic function h(t) = –4.9t2 + V0t + h0,
where h(t) is the height of an object at t seconds, when it is thrown with an initial velocity of
V0 m/s and an initial height of h0 meters. If units are in feet, then the function is h(t) = –16t2 +
V0t + h0.
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Illustrative example:
From a 96-foot building, an object is thrown straight up into the air then follows a
trajectory. The height S(t) of the ball above the building after t seconds is given by the function
S(t) = 80t – 16t2. 1. What maximum height will the object reach? 2. How long will it take the
object to reach the maximum height? 3. Find the time at which the object is on the ground.
Solution 1. The maximum height reached by the object is the ordinate of vertex of the
parabola of the function S(t) = 80t – 16t2. By transforming this equation in completed square
form we have, S(t) = 80t – 16t2
S(t) = – 16t2 + 80t
S(t) = – 16(t2 - 5t)
25
S(t) = – 16(t2 - 5t + ) + 100
4
5 2
S(t) = – 16(t - ) + 100
2
5
The vertex is (2 , 100). Thus the maximum height reached by the object is 100 ft from
the top of the building. This is 196 ft. from the ground.
2. The time for an object to reach the maximum height is the abscissa of the vertex of
the parabola or the value of h.
S(t) = 80t – 16t2
5 2
S(t) = – 16(t - ) + 100
2
5
Since the value of h is or 2.5, then the object is at its maximum height after 2.5
2
seconds.
3. To find the time it will take the object to hit the ground, let S(t) = -96, since the height
of the building is 96 ft. The problem requires us to solve for t.
h(t) = 80t – 16t2
-96= 80t – 16t2
16t2 -80t -96 = 0
t2 – 5t - 6 = 0
( t -6) ( t + 1) = 0
t = 6 or t = -1
Thus, it will take 6 seconds before the object hits the ground.
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Solution: You know that Revenue R(x) = (price per unit) x (number of units produced
or sold). Therefore, Revenue R(x) = (Number of t-shirts sold) (Price per t-shirt)
Revenue R(x) = (40 + 5x) (100-10x)
R(x) = -50x2 + 100x +4000
If we transform the function into the form y = a(x- h)2 + k
R(x) = -50(x -1)2 + 4050
The vertex is (1, 4050). Thus, the maximum revenue is Php 4050
Directions: Read, study carefully and understand the following activities. Answer with
honesty.
1. A company of cellular phones can sell 200 units per month at P 2 000 each. Then they
found out that they can sell 50 more cell phone units every month for each P 100
decrease in price.
a. How much is the sales amount if cell phone units are priced at P2000 each?
b. How much would be their sales if they sell each cell phone unit at P 1600?
c. Write an equation for the revenue function?
d. What price per cell phone unit gives them the maximum monthly sales?
e. How much is the maximum sale?
2. The ticket to a film showing costs P 20. At this price, the organizer found out that all
the 300 seats are filled. The organizer estimates that if the price is increased, the number
of viewers will fall by 50 for every P 5 increase.
a. What ticket price results in the greatest revenue?
b. At this price, what is the maximum revenue?
Your goal in the next section is to have a deeper understanding on how to solve
problems involving quadratic functions. The activities provided for you in this section will be
of great help to practice the key ideas developed throughout the lesson and to stimulate your
synthesis of the key principles and techniques in solving problems on quadratic functions.
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Activity2: Geometry and Number!
Directions: Solve the problems.
1. What are the dimensions of the largest rectangular field that can be enclosed with 60
m of wire?
2. Find the maximum rectangular area that can be enclosed by a fence that is 364 meters
long.
3. Find two numbers whose sum is 36 and whose product is a maximum.
4. The sum of two numbers is 28. Find the two numbers such that the sum of their
squares is a minimum?
5. Marlon wants to fence a rectangular area that has one side bordered by an irrigation.
If he has 80 m of fencing materials, what are the dimensions and the maximum area he
can enclose?
Now let us try your skill in applying your understanding quadratic functions in the field
of physics.
Activity 3: It’s high time!
Directions: Solve the problems. Show your solution.
1. A ball is launched upward at 14 m/s from a platform that is 30 m high.
a. Find the maximum height the ball reaches.
b. How long it will take the ball to reach the maximum height?
c. How long will it take the ball to reach the ground?
2. On top of a hill, a rocket is launched from a distance 80 feet above a lake. The rocket
will fall into the lake after its engine burns out. The rocket’s height h, in feet above the
surface of the lake is given by the equation h = -16t2 + 64t +80, where t is time in
seconds. What is the maximum height reached by the rocket?
3. A ball is launched upward at 48 ft/s from a platform that is 100 ft. high. Find the
maximum height the ball reaches and how long it will take to get there.
And finally, try to apply quadratic functions in business or industry. Common, you can
do it!
Activity 4: Reach the target!
Directions: Solve the problems below. Show your solution.
1. A store sells lecture notes, and the monthly revenue R of this store can be modelled
by the function R(x) = 3000 +500x -100x2, where x is the peso increase over Php 4.
What is the maximum revenue?
2. A convention hall has a seating capacity of 2000. When the ticket price in the concert
is Php160, attendance is 500. For each Php 20 decrease in price, attendance increases by
100.
a. Write the revenue R of the theater as a function of concert ticket price x.
b. What ticket price will yield maximum revenue?
c. What is the maximum revenue?
3. A smart company has 500 customers paying P 600 each month. If each Php 30
decrease in price attracts 120 additional customers, find the approximate price that
yields maximum revenue?
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Rubrics for Scoring
Indicators
A. Representation
B. Mathematical Equation
C. Algebraic Solution
D. Correct Answer
5 points – All the indicators are correct
4 points – atleast three of the indicators are correct
3 points - atleast two of the indicators are correct
2 points - atleast one of the indicator is correct
1 point – none of the indicator is correct but attempted to solve/answer
the problem
Reflection
What new insights do you have about the real-life applications of quadratic functions
and how would you connect this to your daily life?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References
o Grade 9 Learning Module pp.194-205
o http://www.algebra.com/algebra/homework/quadratic/lessons/Using-
quadratic-fnctions-to-solve-word-problems.lesson
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Answer Key
Activity 1: Hit the Mark!
1.
a. Php 400,000.00
b. Php 640,000.00
c. Equation R(x) = (200 + 50x) (2000 – 100x)
d. Php 1,200.00
e. Php 720,000.00
2.
a. Php 25.00
b. Php 6,250.00
Prepared by:
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