Solving Quadratic Equations and Inequalities

SACA
SAINT ANDREW CHRISTIAN ACADEMY PEÑARANDA, INC.
MATHEMATICS G9 U1
MATHEMATICS 9 1
SACA
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TABLE OF CONTENTS
Unit 1: Quadratic Equations and Inequalities 4

Introduction and Focused Question 5
Lessons and Coverage 6
Pre-Assessment 8
Lesson 1: Illustration of Quadratic Equations 12
Discover 12
Determine 16
Develop 17
Evaluate 17
Lesson 2A: Solving Quadratic Equations by Extracting the Square Roots 18
Discover 19
Determine 23
Develop 23
Evaluate 24
Lesson 2B: Solving Quadratic Equations by Factoring 25
Discover 26
Determine 32
Develop 32
Evaluate 33
Lesson 2C: Solving Quadratic Equations by Completing the Squares 34
Discover 34
Determine 38
Develop 39
Evaluate 39
Lesson 2D: Solving Quadratic Equations Using Quadratic Formula 40
Discover 41
Determine 45
Develop 45
Evaluate 46
Lesson 3: The Nature of the Roots 47
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Discover 47
Determine 52
Develop 52
Evaluate 53
Lesson 4: The Sum and the Product of Roots of Quadratic Equations 54
Discover 55
Determine 58
Develop 58
Evaluate 59
Lesson 5: Equations Transformable to Quadratic Equations 59
Discover 60
Determine 64
Develop 65
Evaluate 65
Lesson 6: Quadratic Inequalities 66
Discover 67
Determine 73
Develop 74
Evaluate 74
Unit Test 75
References 78
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UNIT I
QUADRATIC EQUATIONS AND INEQUALITIES
INTRODUCTION
Inequalities and functions
are a topic of mathematics,
and it is related to the size of
two values. Solving
inequalities are not very
easy but it is also not tough,
and if you can understand it
concept and basic then you
can become a master in it
and solve any problem with
ease. In it, the two values are
comparing, and they can be
equal, one value is greater
than other or vice versa.
FOCUSED QUESTIONS
Was there any point in your life when you asked yourself about the different
real life quantities such as costs of goods or services, incomes, profits, yields
and losses, amount of particular things, speed, area, and many others? Have
you ever realized that these quantities can be mathematically represented to
come up with practical decisions? Find out the answers to these questions and
determine the vast applications of quadratic equations and quadratic
inequalities through this module.
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LESSONS AND COVERAGE

In this module, you will probe and examine the above questions and determine the vast
applications of quadratic equations and quadratic inequalities through this module.
Lesson 1 – ILLUSTRATIONS OF QUADRATIC EQUATIONS
Lesson 2 – SOLVING QUADRATIC EQUATIONS

• EXTRACTING SQUARE ROOTS
• FACTORING
• COMPLETING THE SQUARE
• QUADRATIC FORMULA
Lesson 3 – NATURE OF ROOTS OF QUADRATIC EQUATIONS
Lesson 4 – SUM AND PRODUCT OF ROOTS OF QUADRATIC EQUATIONS
Lesson 5 – EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(INCLUDING RATIONAL ALGEBRAIC EQUATIONS)
Lesson 6 – QUADRATIC INEQUALITIES

In these lessons, you will learn to:
Lesson 1 illustrate quadratic equations;
Lesson 2 solve quadratic equations by: (a) extracting square roots; (b) factoring; (c)
completing the square; (d) using the quadratic formula;
Lesson 3 characterize the roots of a quadratic equation using the

discriminant;
Lesson 4 describe the relationship between the coefficients and the roots of a
quadratic equation;
Lesson
solve 5 transformable to quadratic equations (including
equations
rational algebraic equations);
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Lesson 6 solve problems involving quadratic equations and rational algebraic

equations;
Lesson 7 • illustrate quadratic inequalities;
• solve quadratic inequalities; and
• solve problems involving quadratic inequalities.
MODULE MAP:
Quadratic Equations, Quadratic Inequalities, and
Rational Algebraic Equations
Illustrations of
QuadraticdEquations
Extracting Square Roots
Solving
QuadraticdEquations Factoring
Nature of Roots of Completing the Square

QuadraticdEquations
Quadratic Formula
Sum and Product of Roots of

Quadratic Equations
Equations Transformable
Rational Algebraic Equations
to Quadratic Equations
Applications of Quadratic
Equations and Rational Illustrations of Quadratic
Algebraic Equations Inequalities
Solving Quadratic
Quadratic Inequalities Inequalities
Applications of Quadratic
Inequalities
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PRE-ASSESSMENT
Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that you
were not able to answer correctly and find the right answer as you go through this module.
_____1. It is a polynomial equation of degree two that can be written in the form ax2 + bx +
c = 0, where a, b, and c are real numbers and a ≠ 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality
_____2. Which of the following is a quadratic function?
A. 𝑦 = 5 + 2𝑥 2 C. 𝑦 = 52 + 2x
B. 2𝑦 2 + 5 = 𝑥 D. 𝑦 = 22 − 5
_____3. Which of the following is true about quadratic function?
A. The graph always increases.
B. The graph always crosses the x-axis.
C. The graph is always symmetric to y- axis.
D. The equation is always considered a second degree equation.
_____4. Bryan wants to find the minimum value of the function𝑓(𝑥 ) = 5𝑥 2 + 3𝑥 . He
should:
𝑏
A. State the value for −
2𝑎
B. State the x- coordinate of the vertex.
C. Make𝑓(𝑥 ) = 0, then factor.
D. State the y-coordinate of the vertex.
_____5. For the function 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐, the y-intercept is always:
𝑏 𝑐
A. − C. 𝑎
2𝑎
4𝑎𝑐−𝑏2
B. c. D.
4𝑎
_____6. What is the equation of the axis of symmetry of the parabola represented by the
function 𝑦 = (𝑥 − 2)2?
A. 𝑥 = 2 C. 𝑥 = 0
B. 𝑥 = −2 D. 𝑦 = 2
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_____7. The vertex form of quadratic function 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 − 4 is

A. 𝑓 (𝑥 ) = (𝑥 + 2)2 + 2 C. 𝑓 (𝑥 ) = (𝑥 + 2)2 + 4
B. 𝑓 (𝑥 ) = (𝑥 + 2) − 2 D. 𝑓 (𝑥 ) = (𝑥 − 2)2 − 2
_____8. What is the vertex of the graph of the function𝑓 (𝑥 ) = (𝑥 − 3)2 − 5?
A. (0,3) C. (3,5)
B. (5,0) D. (5,3)
_____9. The function 𝑦 = 3𝑥 2 − 12𝑥 has:
A. A minimum value of -12. C. A minimum value of 2.
B. A maximum value of -12. D. A maximum value of -2.
_____10. What is the axis of the graph of the function 𝑓 (𝑥 ) = 2𝑥 2 + 12𝑥 + 16.
A. 𝑥 = −2 C. 𝑥 = −3
B. 𝑥 = 3 D. 𝑥 = 4
_____11. How many times does the graph of 𝑦 = 2𝑥 2 − 2𝑥 + 3 intersects the axis?
A. one C. three
B. two D. none
_____12. Which of the quadratic functions has the narrowest graph?
A. 𝑦 = 3𝑥 2 C. 𝑦 = 5𝑥 2
1 2 1
B. 𝑦 = 𝑥 D. 𝑦 = − 𝑥2
2 5
_____13. A function 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐 is represented by the graph below, which of the
following is true?
A. c > 0 C. c < 0
B. c = 0 D. c is an imaginary number.
_____14. Identify the vertex of the graph. Tell whether it is a minimum or a maximum.
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A. (0,0) ; maximum C. (0,1) ; minimum

B. (0,1) ; maximum D. (0,0) ; minimum
_____15. What is the equation of a function with V (0,3) and points (-1,5)?
A. 𝑦 = 2𝑥 2 + 3 C. 𝑦 = −𝑥 2 + 3
B. 𝑦 = 2𝑥 2 − 3 D. 𝑦 = 5𝑥 2 + −3
_____16. Given the quadratic function 𝑦 = 3𝑥 2 which of the following statements is true?
A. The function is increasing for all x-values.
B. Its graph is symmetric about the y-axis.
C. Its graph has 2 distinct x-intercepts.
D. The function is decreasing for all x-values.
𝑏
_____17. Given 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐. The value of − represents
2𝑎
A. The minimum or maximum value.
B. The coordinates of the vertex.
C. The “x” value of the vertex.
D. The y-intercept.
_____18. Find the zeros of the function 𝑓 (𝑥 ) = 𝑥 2 − 11𝑥 + 30 by the factoring.
A. 𝑥 = −5 or 𝑥 = −6 C. 𝑥 = −3 or 𝑥 = −10
B. 𝑥 = 3 or 𝑥 = 10 D. 𝑥 = 5 or 𝑥 = 6
_____19. Select the correct graph for the equation, m > 0 and n > 0.
A. C.
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B. D.
_____20. The domain and the range of the function represented by the graph
below are:
LESSON NO. 1: ILLUSTRATIONS OF QUADRATIC EQUATIONS
What to KNOW:
Start Lesson 1 of this module by assessing your knowledge of the different mathematics concepts
previously studied and your skills in performing mathematical operations. These knowledge and
skills will help you in understanding quadratic equations. As you go through this lesson, think of
this important question: “How are quadratic equations used in solving real-life problems and in
making decisions?” To find the answer, perform each activity. If you find any difficulty in
answering the exercises, seek the assistance of your teacher to check your work with your teacher
or peers or refer to the modules you have gone over earlier. You may check your work with your
teacher.
Activity 1: Do You Remember These Products?
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Directions: Find each indicated product then answer the questions that follow.
Questions:
1. How do you find each product?
2. In finding each product, what mathematics concepts or principles did you apply? Explain
how you applied these mathematics concepts or principles.
3. How would you describe the products obtained?
4. Are the products polynomials? If YES, what common characteristics do theses polynomials
have?
Were you able to find and describe the products of some polynomials? Were you able to
recall and apply the different mathematics concepts or principles in finding each product?
Why do you think there is a need to perform such mathematical tasks? You will find this
out as you go through this lesson.
Activity 2: Another Kind of Equation!

Directions: Below are different equations. Use these equations to answer the questions that
follow.
1. Which of the given equations are linear?

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2. How do you describe linear equations?

3. Which of the given equations are not linear? Why?
4. How are these equations different from those which are linear?
5. What common characteristics do these equations have?
How did you find the preceding activities? Are you ready to learn about quadratic equations? I’m
sure you are!!! From the activities done, you were able to describe equations other than linear
equations, and these are quadratic equations. You were able to find out how a particular quadratic
equation is illustrated in real life. But how are quadratic equations used in solving real-life
problems and in making decisions? You will find these out in the activities in the next section.
Before doing these activities, read and understand first some importan t notes on quadratic
equations and the examples presented.
Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your initial knowledge on the
given lesson.
What is the importance of illustration of quadratic equation and how you will apply it to real-life
situation.
Initial
Revised
Final
Quadratic Equation
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A quadratic equation in one variable is an equation of the standard form ax2 + bx + c = 0,

where a, b, and c are real numbers and a ≠ 0. A quadratic equation is also called a second-
degree polynomial equation.
The given table shows examples of quadratic equations and not quadratic equations:
What makes the equations in the second column not quadratic

equation?
 To determine whether an equation is quadratic or not,

simplify the equation and look at the highest exponent
of the variable.
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 If the highest exponent is 2, then the equation is

quadratic and if the highest exponent is more than 2,
then the equation is not quadratic.
Illustrative Example:
Determine if the equation is quadratic or not:
1. 3x−2= 1/x Given equation The highest exponent is 2,

cv
therefore it is quadratic.
cv
v
(x)(3x−2)= (1/x)(x) cv Multiply both sides by x
cv
v
Apply Distributive
(x)(3x−2)= (1/x)(x) Property
2 2
3x −2x = 1 3x −2x − 1= 0 (Standard
Form)
Determine if the equation is quadratic or not:

2
2. x(2x −3x+1)= 3 Given equation
2
x(2x −3x+1)= 3 Apply Distributive Property
3 2 3 2
2x −3x +x= 3 2x −3x +x−3=0 Standard Form
The highest exponent is not 2, therefore it is not a quadratic.
What to PROCESS:
Your goal in this section is to apply the key concepts of quadratic equations. Use the
mathematical ideas and the examples presented in the preceding section to answer the
activities provided.
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Skills check: Knowledge skills check

Activity 4
Direction: Which of the following equations describe a quadratic equation?
1. 1. 5(x−7) = 0
2. 15=𝑥 2
3. (x + 2)2 = 𝑥 2
4. 3x(x + 2)2 = 5
5(2x + 5)2 = 7
6. 3(2x + 1)2 +2=0
7. 3(x + 6)2 = 0
8. 25x=𝑥 2
9. (−x + 21)2 = 3𝑥 2
10. x + y= 12
Were you able to identify which equations are quadratic? Some of the equations given are
not quadratic equations. Were you able to explain why? I’m sure id. In the next activity, you
will identify the situations that illustrate quadratic equations and represent these by
mathematical statements.
Skills check: Process skills check

Activity 5
Direction: Write each equation in standard form. If an equation is not quadratic state “not a
quadratic equation”.
1. 0 = -4𝑥 2 +1 6. -3x – 4 = 2𝑥 2 + 3x
2. 3x + 5𝑥 2 = 6 7. 2𝑥 2 – 5x = 2 – 4x + 9
3. -5 = 8 + 7x + 3𝑥 2 8. -6x + 6 = 0
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4. 0 = 5x – x (x+1) 9. 4x – 3 = -9𝑥 2 – 3
5. 10𝑥 2 – 6x – 2 = 8x + 3 10. 3𝑥 2 – 9 = 9𝑥 2 – 5x – 3
Skills check: Understanding skills check

Activity 6
Direction: Tell whether the following situations illustrate quadratic equations or not.
Represent each situation by a mathematical equation to justify your answer.
1. The length of a rectangular lot is 12 m longer than its width and the area is 160𝑚2 .
2. A tricycle driver travels 10kph faster than a pedicab driver. The tricycle driver covers 50
km in two hours less than the time it takes the pedicab driver to travel the same distance.
3. Emily paid at least 1000 pesos for a blouse and a skirt. The cost of the blouse is 200
pesos more than the cost of the skirt.
4. One number is 1 less than the other and their product is at most 6.
5. The square and rectangle have the same area. The length of the rectangle is 18 inches
more than its height.
Activity 7: Set me your standard!
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LESSON NO. 2A: SOLVING QUADRATIC EQUATIONS BY EXTRACTING

SQUARE ROOTS
What to KNOW:
Start Lesson 2A of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in solving quadratic equations by extracting square roots.
As you go through this lesson, think of this important question: “How does finding solutions
of quadratic equations facilitate in solving real-life problems and in making decisions?” To
find the answer, perform each activity. If you find any difficulty in answering the exercises
seek the assistance of your teacher or peers or refer to the module.
Activity 1: find my root!
Questions:
a. How did you find each square root?
b. How many square roots does a number have? Explain your answer.
c. Does a negative number have a square root? Why?
d.
are they the numbers rational or irrational? Explain yout answer.
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How did you find the activity? Were you able to recall and apply the different mathematics
concepts or principles in solving linear equations? I’m sure you were. In the next activity,
you will be representing a situation using a mathematical sentence. Such mathematical
sentence will be used to satisfy the conditions of the given situation
Activity 2: What Would Make A Statement True?

Direction: Solve each of the following equation in as many ways as you can answer.
1. x + 7 = 12 6. -5x = 35
2. t – 4 = 10 7. 3h – 2 = 16
3. r + 5 = - 3 8. -7x = -28
4. x – 10 = -2 9. 3 ( x + 7 ) = 24
5. 2s = 16 10. 2 ( 3k – 2 ) = 28
Questions:
a. How did you solve each question?
b. What mathematics concepts or principles did you apply to come up with the solution of
each equation? Explain how you applied these.
c. Compare the solutions you got with those of your classmates. Did you arrive at the same
answers? If not, why?
d. Which equations did you find difficult to solve? Why?
Activity 3: Learn To Solve Quadratic Equations!
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1. Describe and compare the given equations. What statements can you make?
2. Solve each equation in as many ways as you can. Determine the values of each variable
to make each equation true.
3. How di you know that the value of the variable really satisfy the equation?
4. Aside from the procedures that you followed in solving each question, do you think
there are other ways of solving it? Describe these ways if there are any.
Were you able to determine the values of the variable that make each equation true? Were you able
to find other ways of solving each equation? Let us extend your understanding of quadratic
equations and learn more about their solutions by performing the next activity.
Activity 4: Anything Real or Nothing Real?
1. How did you determine the solutions of each equation?
2. How many solutions does each equation have? Explain your answer.
3. What can you say about each quadratic equation based on the solutions obtained?
How did you find the preceding activities? Are you ready to learn about solving quadratic
equations by extracting square roots? I’m sure you are!!! From the activities done, you were able
to find the square roots of numbers, solve linear equations, represent a real-life situation by a
mathematical sentence, and use different ways of solving a quadratic equation. But how does
finding solutions of quadratic equations facilitate in solving real-life problems and in making You
will find these out in the activities in the next section. Before decisions? doing these activities, read
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and understand first some important notes on solving quadratic equations by extracting square
roots and the examples presented.

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.
What is the importance of the quadratic equations by extracting square roots and how yo
will apply it to real-life situation?
Initial
Revised
Final
SQUARE ROOT PROPERTY

Every quadratic equation in one variable has exactly two solutions or roots. Quadratic
equations of the form ax2 + bx + c = 0 are called complete quadratic equations, otherwise they
are incomplete quadratic equations. An incomplete quadratic equation of the ax2 + bx + c = 0
can be solved using the square root property.
Square Root Property:

If a and c are complex numbers and if x2=c, then x=√c or x=−√c
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Skills check: Knowledge Skills Check

Activity 6
Direction: Without solving for the roots, determine the nature of roots of the following
quadratic equations.
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1. 𝑟 2 = 1 6. 𝑛2 – 1 = 24
2. 𝑥 2 = 96 7. 𝑐 2 + 1 = 2
3. 𝑠 2 – 7 = 0 8. 𝑡 2 – 4 = 77
4. 𝑎2 = 0 9. 𝑥 2 – 1 = 80
5. 𝑏 2 = 34 10. 𝑚2 + 7 = 6
Skills check: Process Skills Check

Activity 7
Direction: Solve the following quadratic equations by the square root method:
1. 𝑚2 + 7 = 88 6. 9𝑛2 + 10 =91
2. 7𝑛2 = -21 7. 4𝑟 2 + 1 = 325
3. 𝑥 2 – 5 = -4 8. 8𝑏2 – 7 = 193
4. 7𝑣 2 + 1 = 29 9. (𝑥 − 1 )2 = 8
5. 2𝑎2 + 10 = 210 10. (𝑐 + 3 )2 = 64
Skills check: Understanding Skills Check

Activity 8
Direction: Solve the following problems by extracting the square roots:
1. If 20 is subtracted from a square of a number, then the result is 5. Find the number.
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_________________________________________________________________________
_________________________________________________________________________
_________.
2. If 1 is added 4 times the square of a number, then the result is 2. Find the number.
_________________________________________________________________________
_________________________________________________________________________
.
3. If 3 is added to 2 times the square of a number, then the result is 12. Find the number.
_________________________________________________________________________
_________________________________________________________________________
_________.
4. If a square has an area of 8 square centimeters, then find the length of each side.
_________________________________________________________________________
_________________________________________________________________________
_________.
5. If a circle has an area of 32 square centimeters, then find the length of the radius.
_________________________________________________________________________
_________________________________________________________________________
_________.
6. Bryan takes a number. He squares it and gets 9. What number did Bryan take?
_________________________________________________________________________
_________________________________________________________________________
_________.
7. Josef takes a number and squares it. He doubles the new number and subtracts 72 from it
and gets 0. What number did Josef take?
_________________________________________________________________________
_________________________________________________________________________
_________.
8. Arnold takes a number and squares it. He subtracts 16 from this new number and gets
0.What number did Arnold take?
_________________________________________________________________________
_________________________________________________________________________
_________.
9. Angelika takes a number. She squares it and gets 16. What number did Angelika take?
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_________________________________________________________________________
_________________________________________________________________________
_________.
10. Rose takes a number. She squares it and gets 0. What number did Rose take?
_________________________________________________________________________
_________________________________________________________________________
_________.
LESSON NO. 2B: SOLVING QUADRATIC EQUATIONS BY FACTORING
What to KNOW:
Start Lesson 2B of this module by assessing your knowledge of the different mathematics
knowledge and skills will help you in understanding solving quadratic equations by
factoring. As you go through this lesson, think of this important question: “How does finding
solutions of quadratic equations facilitate in solving real-life problems and in making
decisions?” To find the answer, perform each activity. If you find any difficulty in answering
the exercises, seek the assistance of your teacher or peers or refer to the modules you have
gone over earlier. You may check your answers with your teacher.
Activity 1: What Made Me?

Direction: Factor each of the following polynomials. Answer the questions that follow.
1.2𝑥 2 – 8x 6. 𝑥 2 – 10x + 21
2. −3𝑠 2 + 9s 7. 𝑥 2 + 5x – 6
3. 4x + 20𝑥 2 8. 4𝑟 2 + 20r + 25
4. 5t - 10𝑡 2 9. 9𝑡 2 – 4
5. 𝑠 2 + 8s + 12 10. 2𝑥 2 + 3x – 14
Questions:
1. How did you factor each polynomial?
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2. What factoring technique did you use to come up with the factors of each polynomial?
Explain how you used this technique.
3. How would you know if the factors you got are the correct ones?
4. Which of the polynomilas did you find difficult to factor? Why?

How did you find the activity? Were you able to recall and apply the different mathematics
concepts or principles in factoring polynomials? I’m sure you were. In the next activity, you
will be representing a situation using a mathematical sentence. This mathematical sentence
will be used to satisfy the conditions of the given situation.
Activity 2: Why is the Product Zero?

Direction: Use the equations below to answer the following questions.
x+7=0 x-4=0 (x + 7) (x – 4) = 0
1. How would you compare the three equations?
2. What value(s) of x would make each question true?
3. How would you know if the value of x that you got satisfies each equation?
4. Compare the solutions of the given equations. What statement can you make?
5. Are the solutions of x + 7 = 0 and x - 4 = 0 the same as the solutions of

(x + 7) (x – 4) = 0? Why?
6. How would you interpret the meaning of the equation (x + 7) (x – 4) = 0?
How did you find the preceding activities? Are you ready to learn about solving quadratic
equations by factoring? I’m sure you are!!! From the activities done, a mathematical
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statement, and interpret zero product. But does finding you were able to find the factors of
polynomials, represent a real-life situation by solutions of quadratic equations facilitate in
solving real-life problems and in making decisions? You will find these out in the activities
in the next section. Before doing these activities, read and understand first some important
notes on solving quadratic equations by factoring and the examples presented.

What is the importance of the quadratic equations by factoring and how yo will apply it to
real-life situation?
Initial
Revised
Final
Solving Quadratic Equations By Factoring

Some quadratic equations can be solved easily by factoring. To solve such 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 0.
Zero Factor Property
The product AB=0, if A=0 or B=0 or both A and B are equal to 0.
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If a given quadratic equation is of the form x2+bx+c=0, express the factored form as (x+m)
(x+n) and then use the Vieta’s formula, that is, to find the two numbers m and n whose sum
is b and whose product is c.
Solve: 𝑥 2 +5x+6=0
Factors of 6: ±1, ±2, ±3, ±6
m n b c
1 6 7 6
2 3 5 6
m n b c
-1 -6 -7 6
-2 -3 -5 6
The values of m and n such that m+n=5 and mn=12 are 3 and 2. Thus,
x2+5x+6=(x+3)(x+2).
Applying the Zero Factor Property
(x+3)(x+2), x+3=0 or x+2=0
If x+3=0, then x=-3, and if x+2=0, then x=-2

By Checking: 𝑥 2 +5x+6=0
If x=3; If x=-2;
(-3)2+5(-3)+6=0 (-2)2+5(-2)+6=0
9-15+6=0 4-10+6=0
True 0=0 True 0=0
Solve: 5x2=6+13x Transforming into standard form
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5x2-13x-6=0
In factoring, in a standard form of Quadratic Equation ax2+bx+c=0, if a>1 then use this
technique.
5x2-13x-6=0 a=5; b=-13; c=-6
a.c
(5 · -6)
-30
-13
B
Solve: 5x2-13x-6=0 a · c = (5)(-6) = -30 b=-13

Factors of 30: ±1, ±2, ±3, ±5, ±6, ±10, ±15, ±3
m n b c
-1 30 29 -30
-2 15 13 -30
-3 10 7 -30
-5 6 1 -30
m n b c
1 -30 -29 -30
-2 -15 -13 -30
3 -10 -7 -30
5 6 1 30
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The values of m and n such that m+n=-13 and

mn=-30 are 2 and -15.
Solve: 5x2=6+13x Transforming into standard form

5x2-13x-6=0
In factoring, in a standard form of Quadratic Equation

ax2+bx+c=0, if a>1 then use this technique.
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Activity 4: Factor Then Solve!

Direction: Solve the following quadratic equations by factoring. Answer the questions that
follow.
1. x2 + 7x = 0 6. x2 – 14 = 5x
2. 6s2 + 18s = 0 7. 11r + 15 = -2r2
3. t2 + 8t + 16 = 0 8. x2 – 25 = 0
4. x2 – 10x + 25 = 0 9. 81 – 4x2 = 0
5. h2 + 6h = 16 10. 4s + 9 = 12s
Questions:
1. How did you find the solutions of each equation?
2. What mathematics concepts or principles did you apply in finding the solutions? Explain
in how you applied these.
3. Compare your answers with those of your classmates. Did you arrive at the same
solutions? If NOT, explain.
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Skills Check: Knowledge Skills Check

Activity 5
Direction: Factor each of the following polynomials completely.
1. x2 – 25 6. x2 – x – 6
2. 5y – 30 7. y2 – y – 6
3. -6x + 2x3 8. m2 – 5m – 24
4. 4y2 – 36y6 9. x2 + 13x + 42
5. 9y2 – 49 10. a2 + 13a + 42
Skills Check: Process Skills Check

Activity 6
Direction: Solve the following quadratic equations by factoring.
1. x2 + 5x + 6 =0 6. a2 – 9a + 18 = 0
2. y2 + 15y + 30 = -6 7. c2 -6c + 9 = 0
3. x2 – x – 12 = 0 8. 2x2 + 6x + 4 =0
4. t2 + 2t – 19 = 0 9. d2 + 10d = -16
5. 5x2 – 14x + 8 = 0 10. 3a2 – 12a = 15
Skills Check: Understanding Skills Check
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Activity 6
Direction: Solve the following.
1. The product of two consecutive odd integers is 1 less than four times their sum. Find the
two integers.
2. One number is the square of another. Their sum is 132. Find the numbers.
3. The difference of two numbers is 2 and their product is 224. Find the numbers.
4. If the area of a rectangle is x2 + 11x +10, what are the dimensions of the rectangle?
5. The hypotenuse of a right triangle is 6 more than the shorter leg. The longer leg is three
more than the shorter leg. Find the length of the shorter leg.
LESSON NO. 2C: SOLVING QUADRATIC EQUATIONS BY COMPLETING

THE SQUARE
What to KNOW:
Start Lesson 2C of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills will help you in understanding Solving
Quadratic Equations by Completing the Square. As you go through this lesson, think of this
important question: “How does finding solutions of quadratic equations facilitate in solving
real-life problems and in making decisions? To find the answer, perform each activity. If
you find any difficulty in answering the exercises, seek the assistance of your teacher or
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peers or refer to the modules you have gone over earlier. You may check your answers with
your teacher.
Acitivity 1: How Many Solutions Do I Have?

Direction: Find the solution/s of each of the following equations. Answer the questions that
follow.
3 1
1. x + 12 = 17 6. x - =
4 2
2. s + 15 = -9 7. (x + 10)2 = 36
3. r – 25 = 12 8. (w – 9)2 = 12
5 1 9
4. x - 6 = 3 9. ( k + 2) 2 = 16
4 3 1
5. t + 7 = 5 10. ( h + 5) 2 = 2
Questions:
1. How did you find the solution(s) of each equation?
2. Which of the equations has only one solution? Why ?
3. which of the equations has two solutions? Why?

4. Were you able to simplify those solutions that are irrational? Why?
5. How did you write those irrational solutions?
Activity 2: Perfect Square Trinomial to Square of a Binomial

Direction: Express each of the following perfect square trinomials as a square of a
binomial.
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1. x2 + 4x + 4 6. x2 + 18x + 81

What is the importance of the quadratic equations by completing the square and how yo
Initial
Revised
Final
COMPLETING THE SQUARE
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The method of completing the squares makes one side of a quadratic equation a perfect
square trinomial. The expression ax2+bx+c=0 is a perfect square trinomial if a and c are
perfect squares and b is twice the product of the square roots of a and c.
TO SOLVE THE QUADRATIC EQUATIONS BY COMPLETING THE SQUARES:

1. If a≠1, divide both sides of the equation by the a.
2. Rewrite the equation in such a way that the terms containing the variables are on one
side of the equal sign and the constant is on the other side.
3. Get the half of the value of b and square it.
4. Add the squares on both sides of the equation.
5. One side must now be a perfect square trinomial. Factor that side and write it as the
square of a binomial. Simplify the other side.
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6. Use the square root property to find the solution.

Illustrative
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Activity 4
Direction: Make each expression a perfect square trinomial.
1. x2 – 10x 6. x2 – 7x
2. a2 – 12a 7. m2 + 3m
3
3. w2 – 4w 8. s2 + 2 s
1
4. k2 – 2k 9. b2 + b
5
4
5. n2 – 18n 10. x2 + x
3

Activity 5
Direction: Solve for the quadratic equations by completing the squares.
1. a2 + 14a – 51 = 0 6. n2 – 2n – 3 = 0
2. x2 +6x + 8 = 0 7. n2 – 18n + 40
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3. x2 + 14x – 15 = 0 8. 6x2 – 48 = - 12x
4. 2a2 - 6 + 8a 9. 5k2 = 60 – 20k
5. x2 – 12x + 11 = 0 10. 8x2 + 16 = 42

Activity 6
Direction: Solve the following using completing the square.
1. The rectangle shown has an area of 32 cm2. Write down an equation for the width x of
the rectangle and solve for x.
x+4
+4
2. The area of the rectangle shown is 30 cm2. Determine the value of x.
2x + 4
+4
3. The area of the triangle shown is 96 cm2. Determine the value of x.
2x + 4
+4 x
Activity 7: Represent then Solve!
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Questions:
1. How did you come up with the equation that represents the area of each shaded region?
2. How did you find the solution/s of each equation?
3. Do all solutions to each represent a particular measure of each figure? Explain your
answer.
LESSON NO. 2D: SOLVING QUADRATIC EQUATIONS BY USING THE

QUADRATIC FORMULA
What to KNOW:
Start Lesson 2D of this module by assessing your knowledge of the different mathematics
knowledge and skills will help you in understanding solving quadratic equations by using
the quadratic formula. As you go through this lesson, think of this important question: “How
does finding solutions of quadratic equations facilitate in solving real-life problems and in
making decisions?” To find the answer, perform each activity. If you find any difficulty in
answering the exercises, seek the assistance of your teacher or peers or refer to the modules
you have gone over earlier. You may check your answers with your teacher.
Activity 1: It’s Good to be Simple!

Direction: Work in partner in simplifying each of the following expressions. Answers the
questions that follow.
6+√9 −6√36−20
1. 6.
2(3) 2(1)
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6−√9 5+√25+100
2. 7.
2(3) 2(4)
−6+√18 −10+√102 −52

3. 8.
2(2) 2(3)
−9−√24 −4−√42 −16

4. 9.
2(2) 2(4)
−8+√64−28 −5+√52−4(3)9−2)
5. 10.
2(−3) 2(3)
Questions:
1. How would you describer the expressions given?
2. How did you simplify each expression?
3. Which expression did you find difficult to simplify? Why?
Activity 2: Follow the Standards!

Direction: write the following quadratic equations in standard form, ax 2 + b + c = 0.
Then identify the values of a, b and c. Answer the questions that follow.
1. 2𝑥 2 + 9x = 10 6. x ( 5 – 2x ) + 15 =0
2. -2𝑥 2 = 2 – 7x 7. ( x + 4 ) ( x + 12) = 0
3. 6x – 1 = 2𝑥 2 8. ( x - 6 ) ( x – 9 ) = 0
4. 10 + 7x - 3𝑥 2 = 0 9. ( 3x + 7 ) ( x – 1 = 0
5. 2x ( x – 6 ) = 5 10. 3( x - 5 )2 + 10 = 0
Questions:
1. How did you write each quadratic equation in standard form?
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2. How do you describe a quadratic equation that is written in standard form?

3. Are they different ways of writing a quadratic equation in standard form? Justify your
answer.

What is the importance of the quadratic equations by using quadratic equation and how yo
Initial
Revised
Final
In the previous lesson, you already know how to solve quadratic equation by completing the
square especially when the values of a, b, and c are large quantities. The Quadratic Formula
can be derived using the concept of completing the square. Consider the quadratic equation
in standard form 𝑎𝑥2+𝑏𝑥+𝑐=0.
Derived the standard form of quadratic equation using the method of completing the square:
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In the equation 𝑎𝑥^2+𝑏𝑥+𝑐=0 𝑤ℎ𝑒𝑟𝑒 𝑎≠0
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
Here are some examples on how you will use the given formula above
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Activity 4
Direction: Rewrite the following equations in standard form and identify the values of a, b
and c.
1. 9x + 5 = 2𝑥 2 6. 6𝑥 2 = -x + 1
2. 2𝑥 2 = - 9 = 7x 7. -3 + 2𝑥 2 = 4x
3. 2𝑥 2 = -7x – 3 8. 𝑥 2 – 6x = -5
4. -13x – 36 = 𝑥 2 9. (5x – 12) ( 2x + 1) + -18
5. 3 (x + 6) = 𝑥 2 10. -2𝑥 2 + 11x = 15

Activity 5
Direction: Use quadratic formula to solve each quadratic equation.
1. 𝑥 2 + 3x – 10 = 0 6. 𝑚2 – 10m + 16 = 0
2. 𝑥 2 – 8x + 7 = 0 7. 2𝑦 2 + 7y = 15
3. 𝑎2 – 35 = 2a 8. 𝑐 2 – 10c = 24
4. 12𝑛2 – 7n = 10 9. 𝑥 2 + 16x + 48 =0
5. b ( b – 4 ) = 7 10. 2w ( w – 3) – 8 = 0
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Activity 6
Direction: Solve the following problems.
1. The area of a rectangle is 560 square inches. The length is 3 more than twice the width.
Find the lenghth and the width.
2. The difference of two numbers is 2 and their product is 224. Find the numbers.
3. A rectangular field is going to have an enclosed area of 75 square ft. If the width of the
field is 3 feet longer than the length of the field, what are the dimensions of the field?
4. Two cars start at same point. One car starts out driving north at 25 mph. Two hours later
the second car starts driving east at 20 mph. how long after the first car starts travelling does
it take for the two cars to be 300 miles per apart?
5. An office has two envelope stuffing machines. Working together they can stuff a batch of
envelopes in 2 hours. Working separately it will take the second machine 1 hour longer than
the first machine to stuff a batch of envelopes. How long would it take each machine to stuff
a batch of envelopes by themselves?
LESSON NO. 3: THE NATURE OF ROOTS OF A QUADRATIC EQUATION
What to KNOW:
Start lesson 3 of this module by assessing your knowledge of the different mathematics
knowledge and skills will help you in understanding the nature of roots of quadratic
equations. As you go through this lesson, think of this important question: “How does the
nature of roots of quadratic equation facilitate in understanding the conditions of real life
situations?” To find the answer, perform each activity. If you find any difficulty in answering
MATHEMATICS 9 46
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the exercises, seek the assistance of your teacher or peers or refer to the modules you have
gone over earlier. You may check your answers with your teacher.
Activity 1: Which are Real? Which are Not?

Direction: Refers to the numbers below to answer the questions that follow.
√−15 7⁄8 24.5 5⁄12 289
I L O V E
√25 √15 √−21 √35

7⁄
98 7⁄
98
M A T H
Questions:
1. Which of the numbers above are familiar to you? Why? Describe these numbers.
2. Which of the numbers are real? Which are not real?
3. Which of the numbers are rational? Irrational? Explain your answer.
4. Which of the numbers are perfect squares? Not perfect squares?
5. How do you describe numbers that are perfect squares?
Were you able to classify the given numbers as real or not real, and as rational or irrational?
In the next activity, you will determine the values of a, b, and c when the quadratic equation
is written in the form ax² + bx + c = 0. You have done this activity in the previous lessons
so I am sure you are already familiar with this.
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Activity 2: Find Me, ABC!

Direction: Write the following quadratic equations in standard form ax2 + b + c = 0, then
identify the values of a, b and c and answer the question below.
1. x2 + 5x = 4 __________ a = ____ b= ____ c =____
2. -4x2 = 8x – 3 __________ a = ____ b= ____ c =____
3. 10x – 1 = 4x2 __________ a = ____ b= ____ c =____
4. 15 + 8x – 3x2 = 0 __________ a = ____ b= ____ c =____
5. 3x ( x – 14 ) = 12 __________ a = ____ b= ____ c =____
Questions:
1. How did you write each quadratic equation in standard form?
2. Aside from your answer, do you think there is another way of writing each quadratic
equation in standard form? If YES, show then determine the values of a, b and c.

What is the importance of the nature of roots of quadratic equation and how yo will apply
it to real-life situation?
Initial
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Revised
Final
A quadratic equation has always two solutions, and these are also called the roots of the
quadratic equation.
The nature of the roots of a quardratic equation can be easily determined without actually
calculating the roots. The values of the roots depend on the value of the discriminant of the
quadratic equation. The discriminant can be considered as a characteristics of a quadratic
equation, and it can be easily calculated if the quadratic equation in the standard form.
The discriminant is written as b2 – 4ac, this is the expression under the square root in the
quadratic formula. The discriminant determines the nature of the roots of a quadratic
equation. The word “nature” refers to the types of numbers the root can be – namely real,
rational, irrational or imaginary.
THE NATURE OF ROOTS

1. If b2 – 4ac > 0
a. if the discriminant is a perfect square, the roots are real, rational and unequal.
b. if the discriminant is not a perfect square, the roots are real, irrational and
unequal.
2. b2 – 4ac = 0, the roots are real, rational and equal.
3. b2 – 4ac < 0, there is no real roots (imaginary roots) and complex numbers.
1. Determine the value of the discriminant and describe the roots of the equation
x2 + 6x + 5 = 0.
Solution:
In the equation x2 + 6x + 5 = 0 where a = 1, b = 6 and c = 5.
b2 – 4ac = (6)2 – 4(1)(5)
= 36 – 20
= 16
Since d > 0 and a perfect square, the roots are real, rational and unequal.
Check:
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The roots are:
−(6)+4 −2 −(6)− 4 −10

x1= = = -1 x2= = = -5
2 2 2 2
The roots are -1 and -5 which are real, rational and unequal.
2. Find the discriminant and describe the roots of the equation
x2 + 5x + 3 = 0.
Solution:
In the equation x2 + 5x + 3 = 0 where a = 1, b = 5 and c = 3.
b2 – 4ac = (5)2 – 4(1)(3)

= 25 – 12
= 13
Since d > 0 and not a perfect square, the roots are real, rational and unequal
Check:
The roots are:
−(5)+√13 −5+√12 −(5)−√13 −5− √12

x1= = x2= =
2 2 2 2
−𝟓√𝟏𝟐 −𝟓− √𝟏𝟐
The roots are x1= , which are real, irrational and unequal.
𝟐 𝟐
3. Solve tge discriminant of the equation x2 – 2x + 1 =0 and describe the roots.
Solution:
In the equation x2 – 2x + 1 =0 where a = 1, b = -2 and c = 1.
b2 – 4ac = (-2)2 – 4(1)(1)
=4–4
=0
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Since d = 0 therefore the roots are real, rational and equal.

Check:
The roots are:
−(2)+0 2 −(2)− 0 2
x1= =2=1 x2= =2=1
2 2
The roots are 1 and 1 which are real, rational and equal.
Activity 3: Whats my Value?

Direction: Evaluate the expression b2 – 4ac given the following a, b and c.
1. a = 1 b=5 c=4
2. a = 2 b = 1 c = -21
3. a = 4 b = 4 c = 1
4. a = 1 b = -2 c = -2
5. a = 9 b = 0 c = 16

Activity 4
Direction: Rewrite each question in standard form and give the values of a, b and c.
1. x2 – 5x = -6 6. x2 = 7x - 12
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2. x2 – 49 = 0 7. x2 = 9
3. 5x – x2 = -6 8. x2 – 8x = -10
4. 4x2 = x + 10 9. -16x + 12 = -10
5. -15x = 7 – 2x2 10. 2x – 8 + x2 = 0

Activity 5
Direction: Find the value of the discriminant and describe the nature of the roots.
1. 2x2 + 8x + 8 = 0 6. 8x2 – 4x = 0
2. x2 + 3x + 6 = 0 7. 6x2 + 7x + 2 = 0
3. -2x2 + 7x = 0 8. -2x2 + 8x - 5 = 0
4. -5x2 + x + 1 = 0 9. -2x2 + 8x + 5 = 0
5. 3x2 + 6x + 3 = 0 10. -6x2 + 5x + 8 = 0
Skills Check: Undertanding Skills Check

Activity 5
Direction: Find the value of the discriminant of the equation and tell how many real and
distinct roots each equation has.
1. x2 – 6x – 5 = 0 6. 3b2 – 4b – 8 = 0
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2. n2 – 18n – 81 = 0 7. p2 + 7p + 33 = 8 – 3p
3. 4y2 – 12y + 9 = 0 8. 7x2 + 2x + 5 = 0
4. 9m2 +24m + 16 = 0 9. 2y2 +10y = y2 + 4y – 3
5. -7q2 + 8q + 2 = 0 10. 4z2 + 9 = 4z
LESSON NO. 4: THE SUM AND THE PRODUCT OF THE ROOTS OF

QUADRATIC EQUATIONS
What to KNOW
Start lesson 4 of this module by assessing your knowledge of the different mathematics concepts
and principles previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding the sum and product of the roots of quadratic
equations. As you go through this lesson, think of this important question: “How do the sum and
product of roots of quadratic equation facilitate in understanding the required conditions of real-
life situations?” To find the answer, perform each activity. If you find any difficulty in answering
the exercises, seek the assistance of your teacher or peers or refer to the modules you have gone
over earlier. You may check your answers with your teacher.
Acitivity 1: The Addition and Multiplication!
Direction: Perform the indicated operation then answer the questions that follow.
1. 7 + 15 = 6. (8)(15) =
2. -9 + 14 = 7. (-4)(7) =
3. -6 + ( -17) = 8. (-6)(-12) =
−3 1 −3 2
4. ( 8 ) + 2 = 9. ( 7 ) (5) =
−5 −2 −4 −3
5. ( 6 ) + ( 3 ) = 10. ( 5 ) ( 8 ) =
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Questions:
1. How did you determine the results of each operation?
2. What mathematics concepts and principles did you apply to arrive at each result?
3. Compare your answers with those of your classamates. Did you arrive at the same answers? If
NOT, explain why.
Were you able to perform each indicated operation correctly? In the next activity, you will
strengthen further your skills in finding the roots of quadratic equations.
Activity 2: Find My Roots!

Direction: Find the roots of each of the following quadratic equations using any method. Answer
the questions that follow.
Questions:
1. How did you find the roots of each quadratic equation?
2. Which method of solving quadratic equation did you use in finding the roots?
3. Which quadratic equation did you find difficult to solve? Why?
Activity 3: Relate Me to My Roots!

Direction: Use the quadratic equations below to answer the following questions.
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4. What do you observe about the sum and the product of the roots of each quadratic equation in
relation to the values of a, b and c.
5. Do you think a quadratic equation can be determined given its roots or solutions? Justify
your answer by giving 3 examples.
6. Do you think a quadratic equation can be determined given the sum and product of its
roots? Justify your answer by giving 3 examples.

What is the importance of the sum and the product of roots of quadratic equations and how
yo will apply it to real-life situation?
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Initial
Revised
Final
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Activity 5
Direction: Without solving find the sum and product of the roots of the following
equations.
1. x2 – 12x + 24 = 0 6. x2 – 5x + 6 = 0
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2. 3x2 – 15x – 18 = 0 7. 5x2 – 2x – 1 = 0
3. 4x2 + 19x + 21 = 0 8. 2x2 + 7x + 3 = 0
4. 3x2 + 5x + 6 = 0 9. x2 – x – 2 = 0
5. 4x2 – 6x + 15 = 0 10. 4x2 – 5x – 1 = 0

Activity 6
Direction: Write down the quadratic equation whose sum and prodcuts of the roots are
given below.
3
1. sum = -3 ; product = 5 6. sum = 5 ; product = 0
3 2
2. sum = -9 ; product = -4 7. sum = 5 ; product = 5
3. sum = 5 ; product = -14 8. sum = 0.5 ; product = 1.5
2
4. sum = 5 ; product = 5= 8 9. sum = ; product = 4
3
5 1
5. sum = -3 ; product = -5 10. sum = 6 ; product = −6

Activity 7
Direction: Write the quadratic equation that has the given roots.
1. ( 1, -10) 6. ( 4, -1)
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2. ( 4, -1) 7. ( 4, 1)
3. ( -1, -2) 8. ( 10, -1)
4. ( 3, -2) 9. ( -2, -1)
5. ( 2, -5) 10. ( -1, -1)
LESSON NO. 5: EQUATIONS TRANSFORMABLE TO QUADRATIC

EQUATIONS
What to KNOW:
Start lesson 5 of this module by assessing your knowledge of the different mathematics
concepts and principles previously studied and your skills in performing mathematical
operations. These knowledge and skills will help you in understanding the solution of
equations that are transformable to quadratic equations. As you go through this lesson,
think of this important question: “How does finding solutions of quadratic equations
facilitate in solving real-life problems?” To find the answer, perform each activity. If you
find any difficulty in answering the exercises, seek the assistance of your teacher or peers
or refer to the modules you have gone over earlier. You may check your answers with your
teacher.
Activity 1: Let’s Recall
Direction: Find the solution/s of the following quadratic equations. Answer the questions
that follow.
1. x2 – 4x + 4 = 0 4. 2m2 + 5m + 2 = 0
2. s2 – 3s - 10 = 0 5. 2n2 + 2n - 12 = 0
3. r2 + 5r - 14 = 0 6. 3p2 + 7p + 4 = 0
Questions:
1. How did you find the solutions of each question?
2. What method of solving quadratic equations did you use to find the roots of each?
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Were you able to find the solution/s of the quadratic equations? In the next activity, you
will add or subtract rational algebraic expressions and express the results in simplest forms.
These mathematical skills are necessary for you to solve equations that are transformable
to quadratic equations.
Activity 2: Add and Subtract!

Direction: Perform the indicated operation then express your answer in simplest form.
Answer the questions below.
Questions:
1. How did you find the sum or the difference of the rational algebraic expressions?
2. What mathematics concepts or principles did you apply in adding or subtracting the
rational algebraic expressions?
3. How did you simplify the resulting expressions?

What is the importance of the equations transformable to quadratic equations and how you
Initial
Revised
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Final
Activity 4: Finish Your Job!

Direction: Read and understand the situation below, then
answer the following questions.
Vea and Ashley are doing a math project. Vea do the

work twice as fast as Ashley. If they work together, they
can finish the project in 4 hours. How long does it take Vea working alone to do the same
project?
Questions:
1. If Vea can finish the job in x hours alone, how many hours will take Ashley to do the same
job alone?
2. How would you represent the amount of work that Vea can finish in 1 hour? How about
the amount of work that Ashley can finish in 1 hour?
3. If they work together, what equation would represent the amount of work they can finish
in 1 hour?
4. How would you describe the equatiom formulated in item 3?
5. How would you solve the equation formulated? What mathematics concepts and
principles are you going to use?
How did you find the preceding activities? Are you ready to learn more about rational
algebraic equations? From the activities done, you were able to simplify rational algebraic
expressions. Also, you were able to represent quantities in real-life using rational algebraic
expressions and equations. But how are quadratic equations used in solving real life
problems?
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You will find this out in the activities in the next section. Before doing these activities, read
and understand first some important notes on equations that are transformable to quadratic
equations and the examples presented.
Solve equations which are transformable to quadratic equations (including rational algebraic
equations).
There are equations which are in different form but these equations are transformable to
quadratic equations. Transforming these equations to quadratic equations maybe done in
different ways.
After the equations were transformed to quadratic equations, they can be solved using the
different methods such as extracting square roots, factoring, completing the square and using
the quadratic formula.
Illustrative Example 1:
Solve
x ( x – 2 ) = 15
Solution:
Simplify the expressions x ( x – 2 ).
x ( x – 2 ) = 15 = x2 – 2x = 15
Write the resulting quadratic equation in standard form.

x ( x – 2 ) = 15 = x2 – 2x = 15
Use any of the four method of solving quadratic equation in finding the solutions of the
equation x2 – 2x – 15 = 0.
Try factoring in finding the roots of the equation.
x2 – 2x – 15 = 0 (x–5)(x+3)=0
x – 5 = 0 or x + 3 = 0
x=5 x = -3
Check whether the obtained roots are correct if the values of x will satisfy the equation
x ( x – 2 ) = 15.
Check:
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For x = 15 For x = -3
x ( x – 2 ) = 15 x ( x – 2 ) = 15
5 ( 5 – 2 ) = 15 -3 ( -3 – 2 ) = 15
5 (3) = 15 -3 (-5) = 15
15 = 15 15 = 15
Find the roots of the equation (x + 2 )2 + ( x + 4 )2 = 4.
Solution:
Transform first the equation in standard form.
(x + 2 )2 + ( x + 4 )2 = 4 = x2 + 4x + 4 + x2 + 8x + 16 = 4
x2 + x2 + 4x + 8x + 4 + 16 = 4
2x2 + 12x + 20 = 4
2x2 + 12x + 16 = 0
Then solve the equation using any of the methods of solving quadratic equations.
2x2 + 12x + 16 = 0 ( 2x + 8 ) ( x + 2 ) = 0
2x + 8 = 0 or x + 2 = 0
x = -4 or x = -2
The solutions of the equation are: x = -4 or x = -2
Check whether the obtained values of x make the equation
(x + 2 )2 + ( x + 4 )2 = 4 true, then the solutions of the equation are x = -4 or x = -2.
𝑥−2 𝑥
Solve the rational algebraic equation +2=1
2𝑥
Solution:
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Multiply both sides of the equation by the least common multiple (LCM) of all
denominators. In the given equation, the LCM is 2x. Then, write the equation in standard
for and solve the quadratic equation using any method.
𝑥−2 𝑥
2x ( + 2 ) = 2x (1)
2𝑥
x – 2 – x2 = 2x
x2 – x – 2 = 0
(x–2)(x+1)=0
x – 2 = 0 or x + 1 = 0
x = 2 or x = -1
The solution of the equation are x = 2 or x = -1.

Activity 5
Direction: Transform the following equations in standard form.
2𝑥 2 4𝑥
1. x ( x + 3 ) – 40 6. + =2
3 5
2 𝑥
2. ( m + 5 )2 – 7 7. = 5𝑥+12
𝑥
2 3
3. ( n + 2 )2 + ( n – 2 )2 = 14 8. + 2𝑡 = t – 5
𝑡
2 𝑟−3
4. ( s + 3 )2 + ( 2s + 4 )2 = 11 9. + =2
𝑟+6 5
10 5
5. ( t - 2 )2 + ( t + 3 )2 = 20 10. + 𝑘+2 = 4
𝑘−3

Activity 6
Direction: Find the solution set of the following.
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2 𝑥
1. x ( x - 8 ) = 20 6. -6=3
𝑥
2 𝑟
2. 2r ( r - 3 ) = 12r 7. +2=3
𝑟−3
𝑠 12
3. ( s – 5 )2 + ( s + 4 )2 = 32 8. + =s-2
3 𝑠
𝑡−4 𝑡+1 2
4. ( t +2 )2 + ( 3t + 1 )2 = 25 9. - =3
6𝑡 6
(𝑥+2)2 (𝑥+2)2 2 2 4
5. - = 10. - =1
4 3 3 𝑥−1 𝑥+2

Activity 7
1. Roby can mow the lawn by herself in 2 hours less time
it takes JM to mow the lawn by himself. When they work
together, it takes them only 5 hours to mow the lawn. How
long would it take each of therm to mow the lawn working
alone? Find the exact and approximate answers.
2. Working alone, Missy can hang all the paper in their new
renovated house in 6 hours less time than it takes Miggy
working alone. Workin g together, they completed the job
in 12 hours. How long would it take Missy working alone?
3. Working alone, Ronald and Lanie can paint their

apartment in 2 days. Working alone, Ronald can complete
the job in 3 days less than Lannie working alone. How long
it would take each person working alone?
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4. A group of girls decide to go on a trip to the beach and

the organizer said that the bus would cost 550 pesos to ren
t. The organizer also told them that if they got 3 more girls
to go on the trip, each girl could cost 25 pesos less (which
they ended up doing). How many girls ended up going on
the trip?
5. Two hoses are used to fill Bryan’s neighborhood

swimming pool. One hose alone can fill the pool in 10
hours; the second hose can fill it in 12 hours. The pool’s
drain can empty the pool in 8 hours. If the two hoses are
working, and the drain is open (by mistake), how long it
will take to fill the swimming pool?
LESSON NO. 6: QUADRATIC INEQUALITIES

What to KNOW:
Start Lesson 7 of this module by assessing your knowledge of the different mathematics
knowledge and skills will help you in understanding quadratic inequalities. As you go
through this lesson, think of this important question: “How are quadratic inequalities used in
solving real-life problems and in making decisions?” To find the answer, perform each
activity. If you find any difficulty in answering the exercises, seek the assistance of your
teacher or peers or refer to the modules you have gone over earlier. You may check your
work with your teacher.
Activity 1: What Makes Me True?
Direction: Find the solution/s of each of the following mathematical sentences. Answer the
questions that follow.
1. x + 5 > 8 6. x2 + 5x + 6 = 0
2. r – 3 < 10 7. t2 – 8t + 7 = 0
3. 2s _ 7 > 21 8. r2 + 7r = 18
4. 3t – 2 < 13 9. 2h2 – 5h - 12 = 0
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5. 12 – 5m > -8 10. 9s2 = 4
Question:
1. How did you find the solution/s of each mathematical sentence?
2. What mathematics concepts or principles did you apply to come up with the solution/s?
3. Which mathematical sentence has only one solution? More than one solution? Describe
these mathematical sentences.
Activity 2: Why are not Quadrativ Equations?

Direction: Use the mathematical sentences below to answer the questions that follow.
1. Which of the given mathematical sentences are quadratic equations?

___________________________________________________________________
2. How do you describe quadratic equations?
___________________________________________________________________
3. Which of the given mathematical sentences are not quadratic equations? Why?
___________________________________________________________________
4. How would you describe those mathematical sentences which are not quadratic
equations?
___________________________________________________________________

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What is the importance of the quadratic inequalities and how yo will apply it to real-life
situation?
Initial
Revised
Final
Quadratic Inequalities
An inequality is a mathematical sentence which compares two expressions using one of the
following signs, >, <, =, =. The general quadratic equation ax 2 + bx + c = 0. Where a, b and
c are all real numbers and a = c becomes a quadratic inequality when the sign of the inequality
is replaced by , /, < or >. A quadratic inequality is in standard form if the inequality is set to
0. A quadratic inequality in one variable is in the form of an expression:
Where a, b and c are real numbers, a = 0.

Solving a quadratic inquality means finding all the values of x that make the inequality true.
The value of x which satisfies the given inequality are called the solution of the inequality.
A quadratic inequality may have no solutions, one solution, or an infinite number of
solutions. The solution set of quadratic inequality are expressed in the form of intervals.
In this lesson, we will be solving quadratic inequalities using two different methods. We will
be revisiting solving quadratic equations to help solve the quadratic inequalities.
Solving Quadratic Inequality by Graphical Method

Step 1. Replace the inequality symbol with an equal sign and solve the resulting equation.
The solutions to the equation will allow you to establish intervals that will let you solve the
inequality.
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Step 2. Plot the solutions on a number line creating the intervals for investigation.
Step 3. 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.
Step 4. Represent the solution in graphic form and in solution set form.
Illustrative Example
Example 1 Solve x2 + x – 6 > 0.
Solution Solve x2 + x – 6 > 0.
(x+3)(x–2)=0
x + 3 = 0 or x – 2 = 0
x = -3 or x = 2
Plot the points corresponding to 2 and -3 on the number line,
-5 -4 -3 -2 -1 0 1 2 3 4 5
The three intervals are: x < -3, -3 < x < 2, x > 2.

For x < -3 For -3 < x < 2 For x > 2
Let x = -4 Let x = 1 Let x = 4
x2 = x – 6 > 0 x2 = x – 6 > 0 x2 = x – 6 > 0

(-4)2 + (-4) – 6 > 0 (1)2 + (1) – 6 > 0 (-4)2 + (4) – 6 > 0
16 – 4 – 6 > 0 1+1 –6>0 16 + 4 – 6 > 0
6 > 0, true -4 > 0, (false) 14 > 0, true
The solution set of the inequality is ( x: x < -3 or x > 2 and its graph is shown below.
-5 -4 -3 -2 -1 0 1 2 3 4 5
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Solving Quadratic Inequality by Algebraic Method

Another way of solving the quadratic inequality is by algebraic method. Look at the
examples below to see how it works.
Illustrative Example 1: Solve x2 – x – 12 > 0
Solution:
x2 – x – 12 > 0
( x – 4 )( x – 3 ) > 0
( x – 4 ) > 0 or ( x – 3 ) > 0
Since the factors are positive ( or > 0 ), there are two possible cases that will give us a positive
product, either the factors are both positive ( > 0 ) or both factors are negative ( < 0 ).
Case 1. For both factors that are positive:
( x – 4 ) > 0 and ( x – 3 ) > 0
Case 2. For both factors that are negative:
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( x – 4 ) < 0 and ( x – 3 ) < 0

Case 1 Case 2
( x – 4 ) > 0 and ( x – 3 ) > 0 ( x – 4 ) < 0 and ( x – 3 ) < 0

x–4>0 and x + 3 > 0 x–4<0 and x + 3 < 0
x>4 and x > -3 x<4 and x < -3
x > 4 TRUE x < -3 TRUE
The solution set of the inequality is{ x : x < -3 or x > 4 }.

To check, pick a number less than -3 or greater than 4 and substitute this number to x in the
inequality x2 – x – 12 > 0.\
Check:
Let us consider -5 and -8 which are both less than 3.
When x = -5
x2 – x – 12 > 0 -52 – -5 – 12 > 0
25 + 5 – 12 > 0
18 > 0 true
When x = -8
x2 – x – 12 > 0 -82 – -8 – 12 > 0
64 + 8 – 12 > 0
60 > 0 true
This shows that x2 – x – 12 > 0 is true for any values of x less than -3.
And now, lets consider 5 and 6 which are both greater than 4.
When x = 5
x2 – x – 12 > 0 52 – 5 – 12 > 0
25 - 5 – 12 > 0
8 > 0 true
When x = 6
x2 – x – 12 > 0 62 – 6 – 12 > 0
36 + 6 – 12 > 0
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18 > 0 true
The inequality x2 – x – 12 > 0 is also true for any values of x greater than 4.
Illustrative Example 2: Solve x2 + 2x – 8 < 0
Solution:
x2 + 2x – 8 < 0
( x + 4 )( x – 2 ) < 0
Case 1. Negative and positive factors:
( x +4 ) < 0 and ( x – 2) > 0
Case 2. Positive and negative factors:
( x +4 ) > 0 and ( x – 2) < 0
Case 1 Case 2
( x +4 ) < 0 and ( x – 2) > 0 ( x +4 ) > 0 and ( x – 2) < 0

x + 4 < 0 and x – 2 > 0 x + 4 > 0 and x – 2 < 0
x < -4 and x > 2 x > -4 and x < 2
NO SOLUTION ( x – 2) < 0
The solution set of the inequality is{ x : -4 < x < 2 }.

To check, let us pick numbers that are greater than or equal to -4 but less than or equal to 2.
Substitute this number to x in the inequality x2 + 2x – 8 < 0.
Quadratic Inequalities in Two Variables

There are quadratic inequalities that involve two variabls. There are four types of quadratic
inequalities in two variables.
y2 > ax2 + bx + c y2 > ax2 + bx + c
y2 < ax2 + bx + c y2 < ax2 + bx + c
Where a, b and c are real numbers and a = 0.

The solution set of quadratic inequalities in two variables can be determined graphically. To
graph quadratic inequalities in two variables follow these steps:
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1. Draw the parabola with the equation y2 > ax2 + bx + c. Make the parabola dashed for
inequalities with < or > symbol and solid for inqualities with < or >.
2. Choose a point ( x,y ) inside the parabola and check whether the point is a solution of
the inequality.
3. if the point from step 2 is a solution, shade the region inside the parabola. If it is not a
solution shade the region outside the parabola.
Illustrative Example 1: y > x2 – 2x – 3

Solutions:
1. Graph 1: y > x2 – 2x – 3. Since the inequality symbol is > which makes the graph of parabola
dashed.
2. Test a point inside the parabola, such as (1, 0)\
y = x2 – 2x – 3
0 > 12 – 2(1) – 3
0 > -4 True
So, (1,0) is a solution of the inequality.

Activity 4
Direction: Tell whether each mathematical sentence is quadratic inequality or not.
1. x + 3 = 0 6. x2 – 4x + 16 > 0
2. ( 2x – 3 )( x + 4 ) > -5 7. -2x2 + 3X < 0
3. x2 – 6x = -5 8. 5x + 10 = -15
4. 2s2 – 5s = 4 < 0 9. (m2 – 16 )( m + 4 ) > 0

5. 10 – 5x = x2 10. a2 = 4 < a + 2
Activity 5
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Direction: Determine the solution set of the following quadratic inequalities.

Activity 6
Direction: Use the given inequalities in process skills. Represent the solutions by graphing them
on the number line.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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UNIT TEST
Direction: Choose the letter of the correct answer.
_____1. What is a polynomial equation of degree two that can be written in a form ax^2 + bx + c
= 0, where a, b, c are real numbers and a ≠ 0.
a. Linear Equation b. Linear Inequality c. Quadratic Equation d. Quadratic Inequality
_____2. Which of the following equation is NOT a quadratic equation?
a. 2x^2 + 5x – 3 = 0 b. 3x ( x-2 ) = 10 c. ( 2x + 5 ) ( x-1 ) = -6 d. 2x+x+2=0
_____3. Write ( x+3 )( x+4 ) = 0 in standard form of a quadratic equation.
a. x^2 + 3x + 4 b. x^2 + 6x + 12 c. x^2 + 7x + 12 d. x^2 + x + 12
_____4. What is √16?
a. 4 b. 4 c. ±4 d. √4
_____5. Which of the following values of x make the equation x^2+7x-18=0 true?
I. -9 II. 2 III. 9
a. I & II b. II & III c. I & III d. I, II, III
_____6. Which of the following equations may be solved easily by factoring?
a. 2x^2=7^2 c. w^2-64=0
b. t^2+ 12t + 36 = 0 d. 2s^2+8s-10=0
_____7. Observe the solution given below:
The equation is y^2+4y-32=0 is to be solved by completing the square.
Observe the solution;
y^2+4y-32=0 1
y^2+4y=32 2
y^2+4y+16=32+16 3
〖(y+4)〗^2=48 4
Something is wrong with the solution, which part of the solution?
a. 1 b.2 c.3 d.4
_____8. Describe the roots of quadratic equation when the value of b^2-4ac is 0.
a. rational & equal c. rational & not equal
b. irrational & equal d. irrational & not equal
_____9. Describe the roots of quadratic equation when the value of b^2-4ac is negative.
a. rational & equal c. rational & not equal
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b. irrational & equal d. no roots

_____10. Find the discriminant of the equationx^2-4x+4=0.
a. 0 c.4
b.2 d.6
_____11. It is a polynomial equation of degree two that can be written in the form , where a, b,
and c are real numbers and a ≠ 0.
a. Linear Equation b. Linear Inequality c. Quadratic Equation d. Quadratic
Inequality
_____12. Which of the following is a quadratic equation?
a. 2r 2  4r  1  0 c. s 3  5s  14  0
b. 3t  7  12 d. 2 x 2  7 x  3
_____13. In the quadratic equation, which is the quadratic term?
a. x 2 b. 7 x c. 3x 2 d. -14
_____14. In the quadratic equation, which is the linear term?
a. x 2 b. 7 x c. 3x 2 d. -14
_____15. In the quadratic equation, which is the constant term?
a. x 2 b. 7 x c. 3x 2 d. -14
_____16. Find the a, b and c in the
a. a= 2, b= 6, c=24 c. a= -2, b= 6, c=24
b. a= 1, b= 6, c=24 d. a= -1, b= -6, c=-24
_____17. Find the a, b and c in the
a. a= 1, b= 14, c=0 c. a= 0, b= 0, c=14
b. a= 1, b= 1, c=4 d. a= 1, b= 0, c=14
_____18. Which of the following is in standard form?
a. 5 x 2  2 x  6  0 b. 5 x 2  x  3 c. x 2  3 x  4 d. 2 x  6  5 x 2
_____19. The following are the values of a, b, and c that Edna and Luisa got when they
expressed in standard form in standard form.
Edna: a=2 ; b=3 ;c= -5 Luisa a= -2 ; b= -3 ;c= 5
a.Edna b. Luisa c. Both d. None of them
_______20. What is the value of x if ?
a. -6 b. +6 c. -6, +6 d. none of the above
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MATHEMATICS G9 U1
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UNIT 2
QUADRATIC FUNCTIONS
INTRODUCTION
One of the most interesting in
Mathematics is the quadratic
function. It has many applications
and has played a fundamental role
in solving many problems related to
human lige. In this module, you will
be able to learn important concepts
in quadratic functions which will
enable you to answer the questions
below. Moreover, you will also deal
with the most common applications
of quadratic functions.
FOCUSED QUESTIONS
Have you ever asked yourself why PBA star players are good in free throw?
How do angry birds expert players hits their target? Do you know the secret
key in playing this game? What is the maximum height reached by an object
thrown vertically upward given a particular condition?
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This module consists of four lessons namely:
Lesson 1 – INTRODUCTION TO QUADRATIC FUNCTIONS
Lesson 2 – GRAPHS OF QUADRATIC FUNCTIONS
Lesson 3 – FINDING THE EQUATION OF A QUADRATIC FUNCTION
Lesson 4 – APPLICATIONS OF QUADRATIC FUNCTIONS
Objectives
In this module, you will learn to:
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MODULE MAP:
PRE – ASSESSMENT
Direction: Find out how much you already know about this module. Write the letter that you
think is the best answer to each question on a sheet of paper. Answer all items. After taking and
checking this short test, take note of the items that you were not able to answer correctly and
look for the right answer as you go through this module.
_____1. Which of the following equations represents a quadratic function?

a. y = 3 + 2x2 c. y = 3x – 22
b. 2y2 + 3 = x d. y = 2x – 3
_____2. The quadratic function f(x) = x2 + 2x – 1 is expressed in standard form as
a. f(x) = ( x + 1 )2 + 1 c. f(x) = ( x + 1 )2 + 2
b. f(x) = ( x + 1 )2 – 2 d. f(x) = ( x + 1 )2 – 1
_____3. What is f(x) = -3 ( x + 2 )2 + 2 when written in the form f(x) = ax2 + bx + c?
a. f(x) = -3x2 + 12x – 10 c. f(x) = -3x2 + 12 + 10
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b. f(x) = 3x2 – 12x + 10 d. f(x) = -3x2 – 12x – 10

_____4. The zeros of the quadratic function described by the graph below is
a. 1, 3
b. -1, 3
c. 1, -3
d. -1, -3
_____5. The graph of y = x2 – 3 is obtained by sliding the graph of y = x2.

a. 3 units downward c. 3 units to the right
b. 3 units upward d. 3 units to the left
_____6. The quadratic function y = -2x2 + 4x – 3 has
a. Real and unequal zeros c. no real zeros
b. Reala and equal zeros d. equal and not real
_____7. What is an equation of a quadratic function whose zeros are twice the zeros of y = 2x 2 –
x – 10?
a. f(x) = 2x2 – 20x + 20 c. f(x) = 2x2 – 2x - 5
b. f(x) = x2 – x – 20 c. f(x) = 2x2 – 2x – 10
_____8. Which of the following shows the graph of f(x) = 2(x-1)2 – 3
_____9. Richard predicted that the number of mango tress, x, planted in a farm could yield y = -
20x2 + 2800x mangoes per year. How many trees should be planted to produce the maximum
number of mangoes per year?
a. 60 c. 80
b. 70 d. 90
_____10. The path of an object when it is thrown can be modeled by S(t) = -16t 2 + 8t +4 where S
in feet is the height of the object t seconds after it is released. What is the maximum height reached
by the object?
a. 3 ft. c. 5 ft.
b. 4 ft. d. 6 ft.
_____11. CJ wrote a function of the path of the stone kicked by Lanlan from the ground. If the
equation of the function he wrote is S(t) = 16t 2 + 8t +1, where S is the height of stone in terms of
t, the number of seconds after Lanlan kicks the stone. Which of the statement is true?
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a. CJ’s equation is not correct.

b. CJ’s equation described the maximum point reached by the stone.
c. The equation is possible to the path of the stone.
d. The equation corresponds to the path of the stone.
_____12. An object is fired straight up with a velocity of 64 ft/s. Its altitude (height) h after t
seconds is given by h(t) = −16t 2 + 64t. When does the projectile hit the ground?
a. 3 seconds c. 5 seconds
b. 4 seconds d. 6 seconds
_____13. What are the dimensions of the largest rectangular field that can be enclosed with 100 m
of wire?
a. 24 m × 26 m c. 50 m × 50 m
b. 25 m × 25 m d. 50 m × 25 m
_____14. The batter hits the softball and it follows a path in which the height h is given by h(t) =-
2t 2 + 8t +3, where t is the time in seconds elapsed since the ball was pitched. What is the maximum
height reached by the softball?
a. 11 m c. 13 m
b. 12 m d. 14 m
_____15. The function y = 3x2 – 12x has:
a. A minimum value of -12 c. A minimum value of 2
b. A maximum value of -12 d. A minimum value of -2
_____16. What is the axis of the graph of the function f(x) = 2x2 + 12x + 16.
a. x = -2 c. x = -3
b. x = 3 d. x = 4
_____17. Find the vertex of the graph of the function f(x) = 4x2 + 8x + 7.
a. (2, 2) c. (-1,3)
b. (2, -2) d. (3,-1)
_____18. How many times does the graph of y = 2x2 – 2x + 3 intersects the x – axis?
a. One c. Three
b. Two d. None
_____19. What is the vertex of the graph of the function f(x) = (x – 3)2 – 5?
a. (0,3) c. (3,5)
b. (5,0) d. (5,3)
a. y = 5 + 2x2 c. y = 52 + 2x
b. 2y2 + 5 = x d. y = 22 – 5
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LESSON NO. 1: INTRODUCTION TO QUADRATIC FUNCTIONS

What to KNOW:
Let us start this lesson by recalling ways of representing a linear function. The knowledge
and skills in doing this activity will help you a lot in understanding the quadratic function.
In going over this lesson, you will be able to identify a quadratic function and represent it
in different ways.
Activity 1: Describe me in many ways!

Direction: Perform this activity.
a. Observe the pattern and draw the 4th ans 5th figures.
b. Use the table to illustrate the relation of the figure number to the number of blocks.
c. Write the pattern observed from the table.

d. List the following: Set of ordered pairs _______________ Domain _______________
Range _______________
e. What equation describes the pattern?
f. Graph the relation using the Cartesian Plane.
g. What are the independent and dependent variables?

h. What methods are used to describe the relation?
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Activity 2: Identify Me!

Direction: State whether each of the following equations represents a quadratic function or
not. Justify your answer.

What is the importance of the quadratic functions and how yo will apply it to real-life
situation?
Initial
Revised
Final
Quadratic Function is any function that can be written in the form of y = ax2 + bx + c,
differences in x produce equal second differences in y.
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The Vertex Form

Given the standard form y = ax2 + bx + c: let us try to express in vertex form using
completing the square by following these simple steps:
Step 1. Combine / group together all terms containing x.
y = (ax2 + bx) + c
step 2. Factor out a.
𝑏
y = a(x2 + 𝑎 𝑥) + c
Step 3. Complete the expression in the parenthesis to make it perfect square trinomial and
subtract the same value from the constant term:
𝑏
y = a(x2 + 𝑥_____) + c-_____
𝑎
𝑏 𝑏2 𝑏2
y = a(x2 + 𝑎 𝑥 4𝑎2
) + c - 4𝑎2
Ste 4. Simplify the expression in step 3 and express the perfect square trinomial as a
square of binomial.
𝑏 4𝑎𝑐−𝑏2
y = a(x +2𝑎)2 + 4𝑎
𝑏 4𝑎𝑐−𝑏2
Hence, the vertex form is y = a(x +2𝑎)2 + or y = a( x – h)2 + k.
4𝑎
The vertex from the quadratic function is given by y = a( x – h)2 + k. where ( h, k) is the
−𝑏 4𝑎𝑐−𝑏2
vertex of the parabola. Thus, h = and k = .
2𝑎 4𝑎

Activity 4
Direction: Transform the given quadratic functions into the formy = a(x – h)2 + k by
following the steps below.
1. y = x2 – 4x – 10
2. y = 3x2 – 4x + 1
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Activity 5
Direction: Without graphing, determine the opening of each parabola.
1. y = x2 + 4 6. y = (x+3)2 + 1
2. y = x2 – 6x + 5 7. y = -x2 – 14x - 59
3. y = (x+5) (x+4) 8. y = x2 – 12x + 46
4. y + 6 = (x+3)2 9. y = x2 + 16x + 71
5. x2 – 12x + y + 40 = 0 10. y = x2 – 2x – 5

Activity 6
Direction: Complete the table below by rewriting in standard form.
Standard Form
1. y = (x+3)2
2. y = (x+3)2 + 4
3. y = (x – 3)2 + 2
4. y – 4 = (x – 3)2
5. y – 3 = (x – 5)2
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LESSON NO. 2: GRAPHS OF QUADRATIC FUNCTIONS

What to KNOW:
Let’s start this lesson by generating table of values of quadratic functions and plotting the
points on the coordinate plane. You will investigate the properties of the graph through
guided questions. As you go through this lesson, keep on thinking about this question: How
can the graph of a quadratic function be used to solve real-life problems?
Activity 1: Describe my paths!

Direction: Follow the procedure in doing the activity.
a. Given the quadratic functions y = x2 – 2x – 3 and y = -x2 + 4x – 1, transform them into
the form y = a(x – h)2 + k.
b. Complete the table of values for x and y.
c. Sketch the graph on the Cartesian plane.
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d. What have you observed about the opening of the curves? Do you have any idea
where you can relate the opening of the curves?
e. Which of the 2 quadratic functions has a minimum point? maximum point? Indicate
below.
f. Observe each graph. Can you draw a line that divides the graph in such a way that
one part is a reflection of the other part? If there is any, determine the equation of the
line?
g. Take a closer look at the minimum point or the maximum point and try to relate it to
the values of h and k in the equation y = a(x – h)2 + k of the function. Write your
observations.
h. Can you identify the domain and range of the functions?
y = x2 – 2x – 3 Domain: __________ Range: ___________
y = -x + 4x – 1 Domain: __________
2
Range: ___________
The graph of a quadratic function y

= ax2 + 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, the parabola opens
upward and has a minimum point.
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}.
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Steps in Graphing Quadratic Functions:

1. Find the vertex of the parabola, V (h, k)
2. Find the y – intercept.
3. Find the x – intercept.
4. Plot the parabola.
Example: Graph the function y = x2 + 2x – 3.
Solution:
Step 1. Find the coordinates of the vertex of the function y = x2 + 2x – 3, where a = 1, b = 2
and c = -3.
𝑏
a. For x coordinate, use x = − 2𝑎.
2 2
x = − 2(1) = 2
b. For y coordinate, substitute th value of x in the function y = x 2 + 2x – 3.
y = (-1)2 + 2 (-1) – 3
y=-4
Therefore, the coordinates of the vertex is at point (-1, -4).
Step 2. Find the y – intercept by replacing 0 to x.

y = x2 + 2x – 3
y = (0)2 + 2(0) – 3
y = -3
so the y – intercept of the parabola is y = -3 or at point (0, -3).
Step 3. Find the x – intercepts by replacing 0 to y.

To find the x – intercepts, we need to solve equation x2 + 2x – 3 = 0, Since equation
x + 2x – 3 = 0 does not have real solutions we conclude that the function does not have x –
2
intercepts too.
If this is the case, you can create table of values that will help you plot the points
of this quadratic function.
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Step 4. Plot the parabola.
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What is the importance of graphs of quadratic functions and how yo will apply it to real-
life situation?
Initial
Revised
Final

Activity 3: Draw and Describe Me!
Direction: Sketch the graph of each quadratic function and identify the vertex, domain,
range, and the opening of the graph. State whether the vertex is a minimum or a maximum
point, and write the equation of its axis of symmetry.
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Activity 4
Direction: Give the equation of a quadratic function whose graphs are described below.
1. The graph of f(x) = -2x2 shifted to 5 units upward. ________________________

2. The graph of f(x) = x2 shifted 3 units to the right. _________________________
3. The graph of f(x) = 5x2 shifted to 3 units downward. ______________________
4. The graph of f(x) = -3x2 shifted 4 units to the left. ________________________
5. The graph f(x) = x2 shifted 6 units to left. _______________________________
6. The graph of f(x) = 4x2 shifted 1 unit upward and 2 units to the right. _________
7. The graph of (x) = 3x2 shifted 2 units downward and 2 units to the left. _______
8. The graph of f(x) = x2 5 units downward and 4 units to the righr. ____________
9. The graph of f(x) = 8x2 shifted 4 units upward and 1 unit to the left. _________
10. The graph of f(x) = 10x2 shifted 2 units downward and 4 units to the left. _____

Activity 5
Direction: Give the vertex of the following quadratic function.
1. f (x) = 2x2 + 8x + 6 6. f (x) = -2x2 + 6x – 16
2. f (x) = 4x2 – 8x + 9 7. f (x) = 2x2 + 8x + 7
3. f (x) = x2 + 8x + 16 8. f (x) = -x2 + 6x – 8
4. f (x) = x2 – 6x + 9 9. f (x) = x2 – 4x – 5
5. f (x) = 4x2 = 4x + 21 10. f (x) = 2x2 + 5x – 3
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LESSON NO. 3: FINDING THE EQUATION OF A QUADRATIC FUNCTION

What to KNOW:
Let’s begin this lesson by recalling the methods of finding the roots of quadratic equations.
Then, relate them with the zeros of quadratic functions. In this lesson, you will be able to
formulate patterns and relationship regarding quadratic functions. Furthermore, you will
be able to solve real-life problems involving equations of quadratic functions.
Activity 1: Give me my roots!

Direction: Given a quadratic equation x2 – x – 6 =0, find the roots in three methods.
A value of x that satisfies the quadratic equation ax2 + bx + c = 0 is called a root of the
equation.

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Initial
Revised
Final
The graph of quadratic function is a parabola. The graph can intersect the x – axis once,
twice or never. These points of intersection are called x – intercepts or zero of a function.
Any value of x that makes the quadratic function equal to zero is called a zero of a function.
It is also known as roots of the equation.
We can find the zeros of a function by setting the value of y to 0 and solve the resulting
equation applying different algebraic methods. These methos are also used in finding the
solutions of quadratic equations. Such methods are factoring, completing the square and
quadratic formula.
Example: Find the zeros of quadratic function y = 3x2 + x – 2 by factoring method.
Solution:
Set y = 0 0 = 3x2 + x – 2
0 = (3x – 2) (x + 1)
3x – 2 = 0 or x + 1 = 0
x = 2/3 or x = -1
Thus, x = 2/3 and x = -1.
The zeros of the function y = 3x2 + x – 2 are 2/3 and -1.

Activity 3
Direction: Find the zeros of the following functions.
1. y = x2 + 5x – 36 6. y = x2 + 10x + 25
2. y = x2 + 7x + 12 7. y = x2 + 10x – 25
3. y = x2 + 4x – 21 8. y = 3x2 + 13x – 10
4. y = x2 + 2x – 20 9. y = 10x2 – x – 21
5. y = x2 – 14x – 45 10. y = 2x2 – 11x – 21
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Activity 4
Direction: Formulate an equation of quadratic functions given its roots.
1. r1 = 2, r2 = 5 6. r1 = 4, r2 = 1
2. r1 = 1, r2 = -2 7. r1 = 3, r2 = -2
3. r1 = 4, r2 = -1 8. r1 = -2, r2 = -3
4. r1 = 0, r2 = 3 9. r1 = 1/2, r2 = -1
5. r1 = 2, r2 = - 1/3 10. r1 = 1/2, r2 = 1/3

Activity 5
Direction: Determine the equation of the quadratic functions of the following.
1. Represented by the table of values.
x -3 -2 -1 0 1 2 3
y 36 23 12 3 -4 -9 -12
2. Represented by the table of values.

x 0 1 2 3 4
y 0 1 4 9 16
3. Represented by set of ordered pairs.

(-4, 8), (-2, 2), (0, 0), (2, 2), (4, 8)

(-3, 6), (-1, 1), (0, 0), (1, 1), (3, 6)

(-5, 10), (-3, 3), (0, 0), (3, 3), (5, 10)
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LESSON NO. 4: APPLICATIONS OF QUADRATIC FUNCTIONS

What to KNOW:
The application of quadratic function can be seen in many different fields like physics,
industry, business, and in variety of mathematical problems. In this section, you will
explore situations that can be modeled by quadratic functions. Let us begin this lesson by
recalling the properties of quadratic functions and how we can apply them to solve real-
life problems.
The Quadratic functions can be applied in areas like Physics, business, industry and other
fields of Mathematics which involves extreme maximum or minimum values. The
following problems illustrate the use of quadratic functions.
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 the vertex of the
parabola of the function S(t) = 80t – 16t2. By transforming this equation into the
completed square form we have,
The vertex is ( 5/2, 100) Thus, the maximum height reached by the objects 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.
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Since the value of h is 5/2 or 2.5, then the object is at its maximum height after 2.5 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.
Thus, it will take 6 seconds before the object hits the ground.
2. Find two numbers whose sum is 12 and whose product is a maximum value.
Solution:
Let x = one number
12 – x = the other number
P(x) = the product of the numbers
P(x) = x(12 – x)
P(x) = 12 – x2
P(x) = - (x2 – 12x)
P(x) = - (x2 – 12x + 36) + 36
P(x) = - (x – 6)2 + 36
The parabola represented by the function opens downward with its vertex at (6, 36). The
maximum value of P(x) is when x = 6.
If x = 6, then 12 – x = 12 – 6 = 6. Thus, the numbers that give a maximum product are 6
and 6.

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Initial
Revised
Final

Activity 2
Direction: Complete the table for the possible dimensions of the rectangle with a perimeter
of 120 m and answer the questions that follows.
Width (w) 10 15 20 25 30 35 40 45 50
Length (l)
Area (A)
1. What is the largest area of rectangle?

2. What are the dimensions of the rectangle with the largest area?
3. What is the mathematical statement for the perimeter of the rectangle with the given
perimeter of 120 m?
4. Simplify the obtained equation then solve for the lenth of the rectangle in terms of its
width.
5. Express the area of a rectangle as a function of width.

Activity 3
Direction: Consider the problem below and perform the activity.
Meng made a quilt that is 4 ft. by 5 ft. She has 10 ft 2 of fabric to create a border
around the quilt.
1. Sketch the quilt.

2. What is the area of quilt?
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3. What are the new dimensions of the quilt if it has the border of width x is added to all
its corner?
4. Given the area of fabric which is 10 ft2, formulate the relationship among the three
areas and simplify.
5. What is the width of the border?

Activity 4
Direction: Solve the following problems. (Show your solution on the back of this page).
1. Find the numbers which have a difference of 10, and a product that is minimum.
2. The sum of two numbers is 36. Find the two numbers such that the sum of their squares
is a minimum.
3. A rectangular field is 10 m longer than its width and has an area of 3000 m 2. Find the
dimensions of the lot.
4. The length of a rectangular garden is 1 m greater than thrice its width. The area of the
field is 118m2. What are the dimensions of the garden?
5. The lenth of hypotenuse of a right triangle is 5 cm. Find the lengths of two side if one
side is 1 cm longer that the other.
6. The perimeter of a square garden is x feet, and the area is 2x ft 2. Find the dimensions
of the square garden.
7. The height of a ball above the ground t seconds after it is thrown is h(t) = 20 + 32t –
16t2. How long will it take for the ball to hit the ground?
8. What is the maximum area for a rectangular garden if it is enclosed using the side of a
barn as one of the side of a rectangle if it can enclose with 40 feet of fence?
9. An envelope is 3cm longer than its width. The area is 108cm 2. What is its dimensions?
10. Joey’s car travels with an average speed of 280 miles per hour. If the car had gone 5
mph faster, the trip would have been less by 1 hour. Find the average speed.
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UNIT TEST
Direction: Choose the letter of the best answer.
_____1. Which of the following equations represents a quadratic function?
c. y = 3 + 2x2 c. y = 3x – 22
d. 2y2 + 3 = x d. y = 2x – 3
_____2. The quadratic function f(x) = x2 + 2x – 1 is expressed in standard form as
c. f(x) = ( x + 1 )2 + 1 c. f(x) = ( x + 1 )2 + 2
d. f(x) = ( x + 1 )2 – 2 d. f(x) = ( x + 1 )2 – 1
_____3. What is f(x) = -3 ( x + 2 )2 + 2 when written in the form f(x) = ax2 + bx + c?
c. f(x) = -3x2 + 12x – 10 c. f(x) = -3x2 + 12 + 10
d. f(x) = 3x2 – 12x + 10 d. f(x) = -3x2 – 12x – 10
_____4. The zeros of the quadratic function described by the graph below is
e. 1, 3
f. -1, 3
g. 1, -3
h. -1, -3
_____5. The graph of y = x2 – 3 is obtained by sliding the graph of y = x2.

c. 3 units downward c. 3 units to the right
d. 3 units upward d. 3 units to the left
_____6. The quadratic function y = -2x2 + 4x – 3 has
c. Real and unequal zeros c. no real zeros
d. Reala and equal zeros d. equal and not real
_____7. What is an equation of a quadratic function whose zeros are twice the zeros of y = 2x 2 –
x – 10?
c. f(x) = 2x2 – 20x + 20 c. f(x) = 2x2 – 2x - 5
d. f(x) = x2 – x – 20 c. f(x) = 2x2 – 2x – 10
_____8. Which of the following shows the graph of f(x) = 2(x-1)2 – 3
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_____9. Richard predicted that the number of mango tress, x, planted in a farm could yield y = -
20x2 + 2800x mangoes per year. How many trees should be planted to produce the maximum
number of mangoes per year?
c. 60 c. 80
d. 70 d. 90
_____10. The path of an object when it is thrown can be modeled by S(t) = -16t 2 + 8t +4 where S
in feet is the height of the object t seconds after it is released. What is the maximum height reached
by the object?
c. 3 ft. c. 5 ft.
d. 4 ft. d. 6 ft.
_____11. CJ wrote a function of the path of the stone kicked by Lanlan from the ground. If the
equation of the function he wrote is S(t) = 16t 2 + 8t +1, where S is the height of stone in terms of
t, the number of seconds after Lanlan kicks the stone. Which of the statement is true?
e. CJ’s equation is not correct.
f. CJ’s equation described the maximum point reached by the stone.
g. The equation is possible to the path of the stone.
h. The equation corresponds to the path of the stone.
_____12. An object is fired straight up with a velocity of 64 ft/s. Its altitude (height) h after t
seconds is given by h(t) = −16t 2 + 64t. When does the projectile hit the ground?
c. 3 seconds c. 5 seconds
d. 4 seconds d. 6 seconds
_____13. What are the dimensions of the largest rectangular field that can be enclosed with 100 m
of wire?
c. 24 m × 26 m c. 50 m × 50 m
d. 25 m × 25 m d. 50 m × 25 m
_____14. The batter hits the softball and it follows a path in which the height h is given by h(t) =-
2t 2 + 8t +3, where t is the time in seconds elapsed since the ball was pitched. What is the maximum
height reached by the softball?
c. 11 m c. 13 m
d. 12 m d. 14 m
_____15. The function y = 3x2 – 12x has:
c. A minimum value of -12 c. A minimum value of 2
d. A maximum value of -12 d. A minimum value of -2
_____16. What is the axis of the graph of the function f(x) = 2x2 + 12x + 16.
c. x = -2 c. x = -3
d. x = 3 d. x = 4
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_____17. Find the vertex of the graph of the function f(x) = 4x2 + 8x + 7.
c. (2, 2) c. (-1,3)
d. (2, -2) d. (3,-1)
_____18. How many times does the graph of y = 2x2 – 2x + 3 intersects the x – axis?
c. One c. Three
d. Two d. None
_____19. What is the vertex of the graph of the function f(x) = (x – 3)2 – 5?
c. (0,3) c. (3,5)
d. (5,0) d. (5,3)
c. y = 5 + 2x2 c. y = 52 + 2x
d. 2y2 + 5 = x d. y = 22 – 5
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MATHEMATICS G9 U2
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UNIT 2
QUADRATIC FUNCTIONS
INTRODUCTION
If waste papers were recycled regularly, it
would help prevent the cutting down of
trees, global warming and other adverse
effects that would destroy the
environment. Paper recycling does not
only save the earth but also contributes to
the economy of the country and to the
increase in income of some individuals.
This is one situation where questions such
as “Will a decrease in production of paper
contribute to the decrease in the number
of trees being cut? Can be answered using
the concepts of variations. There are
several relationships of quantities that you
will encounter in this situation. You will learn
how a change in one quantity could correspond to a predictable change in the other. In this module
you will find out the relation between quantities. Remember to search for the answer to the
following question(s):
• How can I make use of the representations and descriptions of a given set of data?
• What are the beneficial and adverse effects of studying variation which can help solve
problems in real life?
FOCUSED QUESTIONS
In this module you will find out the relation between quantities. Remember to search for the answer
to the following question(s):
• How can I make use of the representations and descriptions of a given set of data?
• What are the beneficial and adverse effects of studying variation which can help solve
problems in real life?
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You will examine these questions when you take the following lessons.
Lesson 1 – Direct Variation
Lesson 2 – Inverse Variation
Lesson 3 – Joint Variation
Lesson 4 – Combined Variation
Objectives
In these lessons, you will learn the following:
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MODULE MAP:
PRE – ASSESSMENT
Direction: Let’s find out how much you already know about this topic. On a separate sheet,
write only the letter of the choice that you think best answers the question. Please answer
all items. During the checking, take note of the items that you were not able to answer
correctly and look for the right answers as you go through this module.
_____1. The cost c varies directly as the number n of pencils is written as
a. c = kn c. n = k/c
b. k = cn d. n = k/n
_____2. The speed r of a moving object is inversely proportional to the time t travelled is
written as
a. r = kt c. t = kr
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b. r = k/t d. r/k = r
_____3. Which is an example of a direct variation?
a. xy = 10 c. y = 5x
b. y = 2/x d. 2/y = x
_____4. A car travels a distance of d km in t hours. The formula that relates d to t is d = kt.
What kind of variation is it?
a. Direct c. joint
b. Inverse d. combined
_____5. y varies directly as x and y = 32 when x = 4. Find the constant of variation.
a. 8 c. 28
b. 36 d. 128
_____6. Which of the following describes an inverse variation?
_____7. What happens to T when h is doubled in the equation T = 4h?

a. T is halved c. T is doubled
b. T is tripled d. T becomes zero
_____8. If y varies directly as x and y = 12 when x = 4, find y when x = 12.
a. 3 c. 36
b. 4 d. 48
_____9. What mathematical statement describes the graph below?
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_____10. If y varies inversely as x and y = 1/3 when x = 8, find y when x = -4.

a. -2/3 c. -32/3
b. 2/3 d. 32/3
_____11. What happens to y when x is tripled in the relation y = k/x ?
a. y is tripled. c. y is halved.
b. y is doubled. d. y is divided by 3.
_____12. w varies directly as the square of x and inversely as p and q. If w = 12 when x =
4, p = 2 and q = 20, find w when x = 3, p = 8 and q = 5.
a. 10 c. 27/4
b. 9 d. 5
_____13. If 3 men can do a portion of a job in 8 days, how many men can do the same job
in 6 days?
a. 7 c. 5
b. 6 d. 4
_____14. If y varies inversely as x, and y = 1/5 when x = 9, find y when x = -3.
a. 5 c. 3/5
b. 1/3 d. – 3/5
_____15. Mackee’s income varies directly as the number of days that she works. If she
earns Php 8,000.00 in 20 days, how much will she earn if she worked 3 times as long?
a. Php 26,000 c. Php 20,000
b. Php 24,000 d. Php 16,000
_____16. If s varies directly as t and inversely as v, then which of the following equations
describes the relation among the three variables s, t, and v?
a. s = k/tv c. 1/s = kt/v
b. s = kv/t d. s = kt/v
_____17. If (x – 4) varies inversely as (y + 3) and x = 8 when y = 2, find x when y = -1.
a. 20 c. 16
b. 18 d. 14
_____18. The amount of gasoline used by a car varies jointly as the distance travelled and
the square root of the speed. Suppose a car used 25 liters on a 100 km trip at 100 kph, about
how many liters will it use on a 1000-km trip at 64 kph?
a. 100 L c. 300 L
b. 200 L d. 400 L
_____19. If y varies directly as the square of x, how is y changed if x is increased by 20%?
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a. 44% decrease in y c. 0.44% decrease in y

b. 44% increase in y d. 0.44% increase in y
______20. If h varies jointly as j 2 and i and inversely as g, and h = 50 when j = 2, i = 5,
and g = ½, find h when j = 4, i = 10, and g = ¼.
a. 25 c. 800
b. 100 d. 805
LESSON NO. 1: DIRECT VARIATION

What to KNOW:
Let’s start the module by doing activities that will reveal your background knowledge on
direct variations. These are practical situations that you also encounter in real life.
Activity 1: What’s the back story?

Direction: Read and analyze the situation below and answer questions that follow.
Helen and Joana walk a distance of one kilometer in going to the school where they teach.
At a constant rate, it takes them 20 minutes to reach school in time for their first class.
One particular morning, the two became so engrossed in discussing an incident inside the
school during the previous day that they did not notice that the pace at which they were
walking slowed down.
Questions:
a. How will they be able to catch up for the lost number of minutes? Cite solutions.
b. How are the quantities like rate, time and distance considered in travelling?
c. Does the change in one quantity afftect a change in the other? Explain.
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Activity 2: How steep is enough?

Using his bicycle, Jericho travels a distance of 10 kilometers per hour on a steep road. The
table shows the distance he has travelled at a particular length of time.
Time (hr) 1 2 3 4 5
Distance (km) 10 20 30 40 50
Questions:
1. Using this pattern, how many kilometers would he have travelled in 8 1/2 hours?
2. How will you be able to find the distance (without the aid of the table)? Write a
mathematical statement to represent the relation.
3. What happens to the distance as the length of time increases?
4. What mathematical operation did you apply in this case? Is there a constant number
involved? Explain the process that you have discovered.
In mathematics, sometimes it required to calculate the relationship between two variables.

Two variables maybe either directly or indirectly related. In this lesson we are going to
understand what direct variation is.
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When two variables are related in such a way that the ratio of their values always remain
the same, the two variables are said to be in direct variation. In direct variation, the two
variables change in the same sense. If one increases, so does the other. It is said that one
variable “varie directly” as the other.
If we let x and y be two variables, we usually asign x as the independent variable, and y
the dependent variable so that a change in x produces a change in y. if the value of x is
directly proportional to y with the non zero contant, then this is called as the direct
variation.
The statement “ y varies directly as x”, “y is directly proportional to x” and “y is
proportional to x” can be translated mathematically as y = kx, where k is the constant
multiplier or constant of variation.

What is the importance of the direct variation and how yo will apply it to real-life
situation?
Initial
Revised
Final

Activity 4
Direction: Determine whether the equations/tables show a direct variation. If so, state the
constant of variation.
1. y = 5x
2. y = 2x + 11
3. 8x = -3
4. y = 10.5x
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5. 3y = 5x
6.
Siomai, x 5 6 7 8
Price, y 20 24 28 32
7.
Minutes, x 100 200 300 400
Wages, y 65 115 165 215
8.
Age, x 12 13 14 15
Grade, y 7 8 9 10
9.
Price, x 10 15 20 25
Tax, y 0.70 1.05 1.40 1.75
10.
Inches, x 2 4 6 8
Centimeter, y 5.08 10.16 15.24 20.32

Activity 5
Direction: Check if y varies directly with x, then find each value.
1. Find x when y = 25, when x = 8.
2. If y = -12, when x = 9, find y when x = -4
3. Find y when x = 10, if y = 8 when x = 20
4. If x = 4 when y = 8, find y when x = 15
5. Find y when x = 4, if y = 7 when x = 1.5
6. Find y when x = 16, if y = 18 when x = 8
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7. If y = 8 when x = 2, find y when x = -6

8. If y = 2 when x = 3, find x when y = 42
9. Find y when x = 1.5, if y = -16 when x = 6
10. What is the value of y when x = -4, if y = -6 when x = -14

Activity 6
Direction: Solve the following direct variation or direct proportion.
1. 20 persons are working for 8 hours a day to build the wall in 15 days. How many
hours a day will 12 workers take to complete the work in 10 days?
2. Lucy reads 21 pages of a book every day and finishes the book in 30 days. If she
reads 18 pages in a day, in how many days will she finish reading the book?
3. A school has 8 periods in a day such that each period is 35 minutes. If the number of
periods is reduced to 7, then how long would each period be?
4. 5 pumps working together can empty the tank in 36 minutes. How long it will take to
empty the tank if 9 such pumps are working together?
5. 6 pipes are required to fill the tank in 64 minutes. How many pipes are required to fill
the tank in 96 minutes?
LESSON NO. 2: INVERSE VARIATION

What to KNOW:
The activities on direct variation show you the behavior of the quantities involved. In one
of the activities, an increase in the time travelled by a car causes an increase in the distance
travelled. How will an increase in speed affect the time in travelling? Let us find out in the
next activity.
Activity 1
1. Anna lives 40 km away from the office of ABC Corporation where she works. Driving
a car, the time it takes her to reach work depends on her average speed. Some possible
speeds and the length of time it takes her are as follows:
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To see clearly the relation of the two quantities, the graph of the relation is shown below.
Questions:
a. How do the speed and time of travel affect each other?
b. Write a mathematical statement to represent the relation.
c. Is there a constant number involved? Explain the process that you have used in
finding out.
The situation in the problem shows “an increase in speed produces a decrease in time in
travelling.” The situation produces pairs of numbers whose product is constant. Here, the
time t varies inversely as the speed s such that
st = 40 (a constant)
In this situation, “the speed s is inversely proportional to the time t,” and is written as s =
k/t, where k is the proportionality constant or constant of variation. Hence, the equation
represented in the table and graph is s = 40 t; where k = 40.
Inverse or Indirect Variation refers to relationships of two variables that go in the opposite
directions. In an inverse also known as inversely proportional, the values of the two variables
change in an opposite manner. If one going up causes the other to go down.

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What is the importance of the inverse variation and how yo will apply it to real-life
situation?
Initial
Revised
Final

Activity 3
Direction: Tell whether the following formulas show inverse proportion or not.
1. d = 5t 6. z = 3/t
2. m = -8p 7. c = 2v
3. r = 12/t 8. u = i/14
4. c = e/-6 9. v = kh/g2
5. n = 2/f 10. x = 3/y

Activity 4
Direction: Identify which situations show an inverse variation.
1. The price of concert ticket and the distance of the seat from the stage.
2. The galloons of water used to fill ool is related to the size of the pool.
3. The weight of an object is related to its distance from the center of the earth.
4. The number of workers to finish a certain job is related to the time required to do the
job.
5. The loudness of a sound is related to its distance from the sound source.
6. The numbers of kilometers driven is related to the gas left in tank.
7. The age of a smart cellphone is related to the price the owner gets if he sells it.
8. The number of people sharing a cake is related to the size of the slice each one gets.
9. The amount of water used to take a shower is related to the number of minutes in the
shower.
10. The rental amount paid is related to the number of minutes spent on the computer
shop.
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Activity 5
Direction: Solve the following inverse variation.
1. If y varies inversely as x and y = 6 when x = 3, find the value of y when x = 15.
2. If y inversely proportional to x, and y = 4 when x = 4, what is y when x = -5?
3. If d varies inversely as t, and d = 20 when t = 2, what is the value of t when d = -5?
4. If p varies inversely as q and p = 10 when q = 3/2, what is the value of p when q =
3/5?
5. If r is inversely proportional to a, and r = 4 when a = 100, what is the value of r when
a = 250?
LESSON NO. 3: JOINT VARIATION

What to KNOW:
This lesson deals with another concept of variation, the joint variation. Some physical
relationships, as in area or volume, may involve three or more variables simultaneously. You
will find out about this type of variation as we go along with the discussions.
What to KNOW:
The statement “a varies jointly as b and c” means a = kbc, or k = a/bc , where k is the
Acvity 1: What is Joint Together?

Direction: Translate each statement into a mathematical sentence. Use k as the constant of
variation.
1. P varies jointly as q and r.
2. V varies jointly as l, w, and h.
3. The area A of a parallelogram varies jointly as the base b and altitude h.
4. The volume of a cylinder V varies jointly as its height h and the square of the radius r
5. The heat H produced by an electric lamp varies jointly as the resistance R and the
square of the current i.
6. The force F applied to an object varies jointly as the mass m and the acceleration a.
7. The volume V of a pyramid varies jointly as the area of the base B and the altitude h.
8. The area A of a triangle varies jointly as the base b and the altitude h.
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9. The appropriate length s of a rectangular beam varies jointly as its width w and its
depth d.
10. The electrical voltage V varies jointly as the current I and the resistance R.
Sometimes there are equations or circumstances where you actually have things that vary
in more than one element. This is a case of variation which is known as joint. Joint variation
means “directly, but with two or more variables”. All the variables are directly
proportional, taken one at a time.
For intance, when we say z is jointly proportional to a set of variables, it means that z is
directly proportional to each variable taken one at a time.
An example would be the formula for the area of a triangle with the base b and height h. in
words, this means “the area A varies jointly with b and h”. Expressing it mathematically
we have A = ½ bh, where the constant of variation is k = ½.

What is the importance of the joint variation and how yo will apply it to real-life situation?
Initial
Revised
Final

Activity 3
Direction: Tell whether x varies jointly with y and z.
1. x = 5yz 6. x/y = 12z
2. x = 2z/y 7. x = yz/5
3. x/y = 10y 8. 5x = 10yz
4. 3yz = 7x 9. x = 2z/y
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5. xy = 4z 10. 2yz = 6x

Activity 4
Direction: write an equation that represents relationship between the variables. Use k as the
1. a varies directly as b, c and d.
2. r varies jointly as s and t.
3. q varies jointly as p and r.
4. z varies directly as the square of x and y.
If z varies jointly with x and y, write the variation equation and answer the given
question in each problem.
5. If x = 2, y = 3 and z = 4. Find z when x = -6 and y = 2.
6. If x = 5, y = -1 and z = 10. Find z when x = 1 and y = 7.
7. If x = 7, y = 3 and z = -14. Find y when z = -8 and x = 3.
8. If x = 4, y = 8 and z = 6. Find x when z = 8 and y = 96.
9. If x = 8, y = -3 and z = -6. Find x when z = 12 and y = -16.
10. If x = 3, y = 8 and z = 6. Find z when x = -2 and y = 10.

Activity 5
1. The weight of a rectangular metal sheet varies jointly as with its length, width and
thickness. If the weight of a 12 by 9 by 16 cm of metal is 20.4 kg. Find the weight of a
15 by 8 by 5 cm metal sheet.
2. The area of triangle varies jointly as with its base and height. A triangle with a base of
9 cm and a height of 10 cm has an area of 45 square centimeters. Find the area when
the base is 12 cm and the height is 8 cm.
3. The amount of gasoline used by a car varies jointly as with its distance travelled and
the square root of the speed. Supposed a car used 40 liters on a 100 km trip at 100km/hr.
About how many liters of gasoline will it use on a 145 km trip at 64 km/hr?
4. The volume of a right circular cylinder varies jointly as with its height and the square
of the radius. The volume of a right circular cylinder, with the radius 4 cm and height
9 cm is 144 cm3. Find the volume of another cylinder with the radius of 6 cm and height
of 8 cm.
5. The mass of a rectangular sheet of wood varies jointly as with its length and its width.
When the length is 18 cm and the width is 12 cm, the mass is 216 grams. Find the mass
when the length is 15 cm and the width is 9 cm.
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LESSON NO. 4: COMBINED VARIATION

What to KNOW:
Combined variation is another physical relationship among variables. This is the kind of
variation that involves both the direct and inverse variations.
What to PROCESS:
The statement “z varies directly as x and inversely as y” means z = kx/y , or k = zy/x , where
k is the constant of variation.
Activity 1: DV and IV Combined!

Direction: A. Using k as the constant of variation, write the equation of variation for each
of the following.
1. W varies jointly as c and the square of a and inversely as b.
2. P varies directly as the square of x and inversely as s.
3. The electrical resistance R of a wire varies directly as its length l and inversely as the
square of its diameter d.
4. The acceleration A of a moving object varies directly as the distance d it travels and
inversely as the square of the time t it travels.
5. The pressure P of a gas varies directly as its temperature t and inversely as its volume
V.
B. Solve the following.
1. If r varies directly as s and inversely as the square of u, and r = 2 when s = 18 and u = 2,
find:
a. r when u = 3 and s = 27.
b. s when u = 2 and r = 4.
c. u when r = 1 and s = 36.
2. p varies directly as q and the square of r and inversely as s.
a. Write the equation of the relation.
b. Find k if p = 40 when q = 5, r = 4 and s = 6.
c. Find p when q = 8, r = 6 and s = 9.
d. Find s when p = 10, q = 5 and r = 2.
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What is the importance of the combined variation and how yo will apply it to real-life
situation?
Initial
Revised
Final
Combined Variation involves a combination of direct or joint variation and the indirect
variation. It is used to describe the relationship between three or more variables that vary
directly and inversely with one number. The general form is y = k x/z.
For y varies directly with x and y varies inversely with z and k is the constant of variation.
The equation above means either of the two:
a. If x increases, y decreases or if x decreases, y increases and
b. If z increases, y decreases or z decreases, y increases.

Activity 3
Direction: Use k as the constant of variation. Write the equation of variation for each of the
following.
1. The power (P) produced by power plant varies directly with the amount of water (w)
available, and varies inversely with the temperature (t) of the water.
2. The total (T) number of weekly rental of DVD varies directly with the total inventory
(i) and varies inversely with the cost (c) of each DVD rental.
3. The pressure (P) of a gas varies directly with its temperature (t) and inversely with its
volume (V).
4. A car’s stopping distance (D) varies directly with the speed (s) it travels, and
inversely with the friction (f) value of the road surface.
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5. The amount of time (T) is takes to complete building a brick wall varies directly with
the number of bricks (b) in the wall and varies inversely with the number of
bricklayer (l) that are working together.

Activity 4
1. If x varies directly with y and inversely with the square of z, and x = 2 when y = 18
and z = 2.
a. Find y when x = 4 and z = 2.
b. Find z when x = 1 and y = 36.
c. Find x when z = 3 and y = 27.
2. If a varies directly as the square of b and inversely as c and a = 4 when b = 2 and c =
3.
a. Find a when b = 6 and c = 3.
b. Find b when a = 12 and c = 6.
c. Find a when b = 9 and c = 12.

Activity 5
1. The volume (V) varies directly with its height (h) and the square of it radius (r). If the
constant of variation is 1/3 π, find the radius if the height is 10 cm and the volume is
30 πcm3.
2. The number of minutes needed to solve an exercise set of quadratic equation
problems varies directly as the number of problems and inversely as the number of
peole working in solutions. It takes 6 people, 56 minutes to solve 42 problems. How
many minutes will it take 4 people to solve 18 problems?
3. The electrical resistance of a wire varies directly with its length and inversely with the
square of its diameter. The wire was a length resistance of 50 omhs. Find the
electrical resistance in 20 inch wire with the same diameter.
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MATHEMATICS G9 U2b
b
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UNIT 2b
QUADRATIC FUNCTIONS
INTRODUCTION and
FOCUSED QUESTIONS
Have you ever wondered about
how to identify the side lengths
of a square box or the dimensions
of a square lot if you know its
area? Have you tried solving for
the length of any side of a right
triangle? Has it come to your
mind how you can find the radius
of a cylindrical water tank?
Find out the answers to these
questions and understand the
various applications of radicals to
real-life situations.

Lesson 1 – Zero, Negative Integral and Rational Exponents
Lesson 2 – Operations on Radicals
Lesson 3 – Application of Radicals
Objectives
In these lessons, you will learn the following:
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MODULE MAP:
PRE – ASSESSMENT
Direction: Find out how much you already know about this module. Choose the letter that
you think best answers the questions. Please answer all items. Take note of the items that
you were not able to answer correctly and find the right answer as you go through this
module.
_____1. What is the simplified form of 405-21000 ½-1?
a. 1 c. 1/150
b. 1/75 d. 1/6000
_____2. Which of the following is true?
a. 5 ½ + 5 1/3 = 53 c. (3 1/3)2 = 9 2/3
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b. 2 ½ / 2 1/3 = 2 2/9 d. 4 -2/3 = 1 / 4 2/3

_____3. What is the equivalent of √4 + √2 using exponential notation?
a. 4 1/3 + 21/5 c. 68
b. 43 + 25 d. 6 1/8
_____4. Which of the following radical equations will have x = 6 as the solution?
_____5. What is the result after simplifying 2√4 + 4√3 - 5√3?
_____6. Which of the following is the result when we simplify
_____7. What is the result when we simplify
_____
_____
_____
_____
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_____
_____
_____
_____15. Simplify the radical √𝑥6.

a. x c. x3
b. 3x d. 2x3
_____16. Write 1 / √5 in simplified radical form.
a. √5 c. √5/5
b. √1/5 d. 5
_____17. Evaluate (-2)3.
a. – 1/8 c. 1/8
b. 6 d. 8
3
_____18. Simplify the radical √80.
3
a. 2 √10 c. 8 √10
3 3
b. 2 √10 d. 16 √10
_____19. Simplify the radical √75 / √3.
a. 3√5 c. 25
b. 5√3 d. 5
_____20. Which expression is equivalent to 1/8?
a. 1-8 c. 2-3
b. 4-2 d. -8
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LESSON NO. 1: ZERO, NEGATIVE AND RATIONAL EXPONENTS

What to KNOW:
Start lesson 1 of this module by assessing yourb knowledge of laws of exponents. These
knowledge and skills may help you understand zero, negative integral and rational
exponents.
Activity 1: Remember me this way!

Direction: Simplify the following expressions.
1. b5 . b3
2. (r2 / s4)3
3. (-2)3
4. 10m6 / 2m10
5. (m3)5

What is the importance of the zero, negative and rational exponents and how yo will apply
these to real-life situation?
Initial
Revised
Final
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Zero Exponent
x0 = 1, where x ≠ 0.
Negative Exponent
x-n = 1/xn, where x ≠ 0.
Rational Exponent
𝑛 𝑛
1 / xn = √𝑥 and xm/n = ( √𝑎)m where x ≠ 0 and m and n are > 0.

Activity 3
Direction: Simplify the following using positive exponents only.
1. 5-1 6. 20 . a-4
2. 9-1 7. (-8)2 . (-8)8
3. 4-2 8. a0 . a-5
4. 3-2 . 32 9. 10 . 01
5. x-4 . x-6 10. 80 + 90 + 100

Activity 4
A. Direction: Write each expression in exponential form.
4
1. ( √𝑥 )3
3
2. ( √6𝑚)4
3
3. ( √3𝑤 )4
4. ( √10)3
4
5. ( √3)2
6
6. ( √3)4
B. Direction: Simplify the following.

1. 36 ½ 6. (32m10)-5/4
2. 10000001/6 7. (25m6)-1/2
12 1/2
3. (x ) 8. (8/27)2/3
4. (27/125)2/3 9. (9a4)1/2
5. 163/2 10. (64x12)-1/3
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Activity 5
Direction: Evaluate the following without zero and negative exponent.
1. (27/64)2/3 6. a-1 + b-1 / (cd)-1
2. 57/2 . 51/2 7. 2a + b / (2a + b)-2
3. (210)-2/5 8. x-1 + y-1 / (x + y)-1
4. x1/4 . x-1/2 9. 8-2 x-4 y0 / (2x2y)-3
5. 2x3y-2 / 3x-2y3 10. (2x1/6 y-5/6)
LESSON NO. 2: RADICALS

What to KNOW:
What is the connection between expressions with rational exponents and radicals? Why do
we need to know how to simplify radicals? Are radicals really needed in life outside math
studies? In this lesson we will address these questions and look at some important real-life
applications of radicals.
Activity 1: Let’s Recall

Direction: Simplify the following expressions.
1. (52/7-) (55/6)
2. (x16y0z8)1/4
3. (s1/4 / t1/8)24
4. m1/5n-1/7 / m1/4n0
5. (-3e2/4)(f6/5)(-50)
In the previous lesson, we already encountered radicals. The word radical came from the
latin word “radix” which means root. A radical has three components, namely the index,
the radicand and “√ ” is the radical symbol.
In the expression n√𝑥 the general notation for the nth root of “x” where n is called index,
x is the radicand and √ is the radicand symbol.
The principal nth root of a positive number is the positive root. For example, √9 has a root
numbers of 3 and -3, only 3 is a principal root.
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The principal nth root of zero is zero. This means that any root of zero is zero. The principal
3
nth root of a negative number is the negative root when n is odd. For example, √−27 is -
3 because the index 3 is odd.
Laws of Radicals:
Expressing in simplest radical form just means simplifying a radical so that there are no
square roots, cube roots, 4th roots and so on that will be left to find. It also means removing
any radicals in the denominator of a fraction.
But before we simplify radicals, we need to know some rules about them. The following
laws of racidals will help us in simplifying radicals. Let us assume that n is even x > 0 and
y > 0.
𝑛 𝑛 𝑛
1. ( √𝑥 ) = 𝑥 or √𝑥 𝑛 = 𝑥
𝑛
2. 𝑛√𝑥𝑦 = √𝑥 − 𝑛√𝑦
𝑛
𝑥 √𝑥
3. √𝑦 = 𝑛
√𝑦
Simplifying Radicals:
Simplifying the expression means to reduce the complexity of the expression without
changing its value. The simplification process brings together all the rules and properties
which apply to real numbers. This includes simplifying exponents, parentheses, fractions,
multiplied results, rationalizing the denominator and combining like terms – as well as
using all the properties of numbers; associative, distributive, commutative etc.
How do you know that radicals are in the simplest form?
Radical expressions are in the simplest form if the following three conditions are satisfied:
a. No radicand with prime factor that has an exponent equal to or greater than the index.
b. No radicands contain fractions.
c. No radicands appear in the denominator.
Addition and Subtraction of Radicals
Radicals can be combined by addition or subraction in the same was as algebraic
expressions are combined. Radicals are similar if they have the same order/index and they
have the same radicands.
Multiplication of Radicals
When multiplying radicals, only radicals with the same index can be multiplied.
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Division of Radicals
Dividing radical expressions simpmy means no radicals is contained in the denominator.
This process in also known for rationalizing the denominator which is the basic for dividing
radicals.

What is the importance of radicals and how yo will apply these to real-life situation?
Initial
Revised
Final

Activity 3
Direction: Simplify the following.
1. √12 6. √50( 𝑥 + 𝑦)6
2
2. √100 7. √5
3 3 3
3. √40 8. √4𝑥
3 4
4. 3√48𝑥4𝑦7 9. √𝑥𝑦
3 27𝑥 2 𝑦
5. 3√64𝑥6𝑦15 10. √
2𝑥𝑦 4
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Activity 4
Direction: Perform the indicated operations.
1. 4√𝑥 − 6√𝑥 + √𝑥 6. 3√5 ⋅ 5√3
3 3
2. 6√3 + 5√3 − 2√3 7. (√2 + √3)(√2 − √4)
1
3. √12 + 2√8 − 5√20 8.
√𝑎+√𝑏
5+√2
4. 3√18 + 2√20 − 4√100 + 3√80 9.
√6−√2
3
5. 2√16 + 3√54 10. (2√𝑦)(5√32 𝑦)

Activity 5
1. Find the length of an edge of a square with an area of 72 m 2.
2. A rectangle is 7 times as long as its width. Find the width if the area is 1400 cm2.
3. Find the area of a right triangle with a hypotenuse 20cm and one leg of 7cm.
4. Find the altitude of an equilateral triangle with side 12 cm.
5. A television screen measures approximately 19.5 in, high and 25.5 in wide. Televisions
are advertised by givinh the approximate length of the diagonal of their screens. How
should this television be advertised?
LESSON NO. 3: SOLVING RADICAL EQUATIONS

What to KNOW:
How can we apply our understanding of simplifying radicals to solving radical equations?
Why do we need to know how to solve radical equations? Are radicals really needed in lfe
outside mathematics studies? In this lesson we will address these questions and look at some
important real-life applications of radicals.
An equation that contains is called a radical equation. It is an equation in which a variable is

under a radical. Solving radical equations requires applying the rules of exponents and
following some basic algebraic principles.
Steps in solving radical equations:
1. Isolate the radical part on one side of the equation.
2. Raise both of the equation to the index of the radical to remove the radical.
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3. Solve the resulting equation.

4. Check your answers with the original equation to avoid extraneous values.

Activity 1
Direction: Determine if the given root is a solution or not to the equation.
3
1. √𝑥 − 6 = 0, x = 36 6. √𝑥 + 1 - 2 = 0, x = 2
3
2. √𝑥 = ¼, x = 1/8 7. √2𝑥 − 1 – 3 = 0, x = 2
3. √𝑥 – 3 – 5 = 0, x = 23 8. √𝑥 + 6 = 2 + √𝑥, x = 1
4. √2𝑥 + 7 – 3 = 0, x = 1 9. √𝑥 − 1 = 2 - √3𝑥 – 5, x = 10
3
5. 3−√𝑥 – 2 = 0, x = 11 10. √2𝑥 − 1 – 3 = 0, x = 14

Activity 2
Direction: Find the roots of the following radical equations.
3
1. √2𝑥 + 3 = 7 6. √𝑥 − 1 – 2 = 0
2. √3𝑥 + 7 = 4 7. √2𝑥 − 4 – 1 = 3
3. √𝑥 − 5 – 10 = 0 8. √5𝑥 + 1 – 12 = -6
4. 4−√𝑥 − 4 = 0 9. √𝑥 + 10 + 6 = √𝑥 − 2
3
5. √𝑥 + 1 = 2 10. 1 + √𝑥 − 3 = √𝑥 + 6

Activity 3
1. Find the hyotenuse of a right triangle whose legs are 6 cm ad 8 cm.
2. The square root of the sum of the squares of a number increased by 4 added to the
number is equal to 4. Find the number.
3. A ladder 35-foot long lean against the wall of a building. If it is 21 ft. from the base of
the building, how high does it reach the building?
4. The length of a rectangular map is 15 inches and the perimeter is 50 inches. Find its
diagonal.
5. Angelika walked 12 m North and 8 m East. Calculate how far she is from her starting
point?
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UNIT TEST
Direction: Choose the letter that best complete the statement or answers the questions.
_____1. The cost c varies directly as the number n of pencils is written as
c. c = kn c. n = k/c
d. k = cn d. n = k/n
_____2. The speed r of a moving object is inversely proportional to the time t travelled is
written as
c. r = kt c. t = kr
d. r = k/t d. r/k = r
_____3. Which is an example of a direct variation?
c. xy = 10 c. y = 5x
d. y = 2/x d. 2/y = x
_____4. A car travels a distance of d km in t hours. The formula that relates d to t is d = kt.
What kind of variation is it?
c. Direct c. joint
d. Inverse d. combined
_____5. y varies directly as x and y = 32 when x = 4. Find the constant of variation.
c. 8 c. 28
d. 36 d. 128
_____6. Which of the following describes an inverse variation?
_____7. What happens to T when h is doubled in the equation T = 4h?

c. T is halved c. T is doubled
d. T is tripled d. T becomes zero
_____8. If y varies directly as x and y = 12 when x = 4, find y when x = 12.
c. 3 c. 36
d. 4 d. 48
_____9. What mathematical statement describes the graph below?
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_____10. If y varies inversely as x and y = 1/3 when x = 8, find y when x = -4.

c. -2/3 c. -32/3
d. 2/3 d. 32/3
_____11. What happens to y when x is tripled in the relation y = k/x ?
c. y is tripled. c. y is halved.
d. y is doubled. d. y is divided by 3.
_____12. w varies directly as the square of x and inversely as p and q. If w = 12 when x =
4, p = 2 and q = 20, find w when x = 3, p = 8 and q = 5.
c. 10 c. 27/4
d. 9 d. 5
_____13. If 3 men can do a portion of a job in 8 days, how many men can do the same job
in 6 days?
c. 7 c. 5
d. 6 d. 4
_____14. If y varies inversely as x, and y = 1/5 when x = 9, find y when x = -3.
c. 5 c. 3/5
d. 1/3 d. – 3/5
_____15. Mackee’s income varies directly as the number of days that she works. If she
earns Php 8,000.00 in 20 days, how much will she earn if she worked 3 times as long?
c. Php 26,000 c. Php 20,000
d. Php 24,000 d. Php 16,000
_____16. If s varies directly as t and inversely as v, then which of the following equations
describes the relation among the three variables s, t, and v?
c. s = k/tv c. 1/s = kt/v
d. s = kv/t d. s = kt/v
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_____17. If (x – 4) varies inversely as (y + 3) and x = 8 when y = 2, find x when y = -1.

c. 20 c. 16
d. 18 d. 14
_____18. The amount of gasoline used by a car varies jointly as the distance travelled and
the square root of the speed. Suppose a car used 25 liters on a 100 km trip at 100 kph, about
how many liters will it use on a 1000-km trip at 64 kph?
c. 100 L c. 300 L
d. 200 L d. 400 L
_____19. If y varies directly as the square of x, how is y changed if x is increased by 20%?
c. 44% decrease in y c. 0.44% decrease in y
d. 44% increase in y d. 0.44% increase in y
______20. If h varies jointly as j 2 and i and inversely as g, and h = 50 when j = 2, i = 5,
and g = ½, find h when j = 4, i = 10, and g = ¼.
c. 25 c. 800
d. 100 d. 805
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References
C and J Mathematics: Creative and Interactive

Authors: Maria Sofie M. Berondo et. Al
Growing Up with Math 9
Authors: Antonio C. Coronel
Glencoe Algebra 1:
Integration
Application
Connections
Authors: Foster, Winters, Gordon, Rath, Collins, Cuevas, Moore-Harris, Swart
https://www.slideshare.net/lhoralight/math-37132231
https://www.saddleback.edu/faculty/lperez/algebra2go/cahsee/inequalities/42.pdf
https://en.wikipedia.org/wiki/Quadratic_equation
https://lrmds.deped.gov.ph/detail/851
https://courses.lumenlearning.com/waymakerintermediatealgebra/chapter/read-quadratic-
equations/
http://www.gregorybard.com/finite/S17_Ch_1_2.pdf
file:///C:/Users/acer/Downloads/Module%202.pdf
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Solving Quadratic Equations and Inequalities

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Solving Quadratic Equations and Inequalities

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SAINT ANDREW CHRISTIAN ACADEMY PEÑARANDA, INC.

NOTICE TO THE SCHOOL

Unit 1: Quadratic Equations and Inequalities 4

LESSONS AND COVERAGE

Lesson 1 – ILLUSTRATIONS OF QUADRATIC EQUATIONS

Lesson 2 – SOLVING QUADRATIC EQUATIONS

Lesson 4 – SUM AND PRODUCT OF ROOTS OF QUADRATIC EQUATIONS

Lesson 5 – EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

Lesson 6 – QUADRATIC INEQUALITIES

Lesson 3 characterize the roots of a quadratic equation using the

Lesson 6 solve problems involving quadratic equations and rational algebraic

Nature of Roots of Completing the Square

Sum and Product of Roots of

_____7. The vertex form of quadratic function 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 − 4 is

A. (0,0) ; maximum C. (0,1) ; minimum

LESSON NO. 1: ILLUSTRATIONS OF QUADRATIC EQUATIONS

Activity 1: Do You Remember These Products?

Activity 2: Another Kind of Equation!

1. Which of the given equations are linear?

2. How do you describe linear equations?

Activity 3: Map of Change (I-R-F)

A quadratic equation in one variable is an equation of the standard form ax2 + bx + c = 0,

What makes the equations in the second column not quadratic

 To determine whether an equation is quadratic or not,

 If the highest exponent is 2, then the equation is

1. 3x−2= 1/x Given equation The highest exponent is 2,

Determine if the equation is quadratic or not:

The highest exponent is not 2, therefore it is not a quadratic.

Skills check: Knowledge skills check

Skills check: Process skills check

Skills check: Understanding skills check

Activity 7: Set me your standard!

LESSON NO. 2A: SOLVING QUADRATIC EQUATIONS BY EXTRACTING

Activity 1: find my root!

Activity 2: What Would Make A Statement True?

Activity 3: Learn To Solve Quadratic Equations!

Activity 4: Anything Real or Nothing Real?

1. How did you determine the solutions of each equation?

Activity 5: Map of Change (I-R-F)

SQUARE ROOT PROPERTY

Square Root Property:

Skills check: Knowledge Skills Check

Skills check: Process Skills Check

2. 7𝑛2 = -21 7. 4𝑟 2 + 1 = 325

5. 2𝑎2 + 10 = 210 10. (𝑐 + 3 )2 = 64

Skills check: Understanding Skills Check

LESSON NO. 2B: SOLVING QUADRATIC EQUATIONS BY FACTORING

Activity 1: What Made Me?

4. Which of the polynomilas did you find difficult to factor? Why?

Activity 2: Why is the Product Zero?

1. How would you compare the three equations?

2. What value(s) of x would make each question true?

5. Are the solutions of x + 7 = 0 and x - 4 = 0 the same as the solutions of

6. How would you interpret the meaning of the equation (x + 7) (x – 4) = 0?

Activity 3: Map of Change (I-R-F)

Solving Quadratic Equations By Factoring

1. Transform the quadratic equation into standard form if necessary.

2. Factor the quadratic expression.

If x+3=0, then x=-3, and if x+2=0, then x=-2

Solve: 5x2-13x-6=0 a · c = (5)(-6) = -30 b=-13

1 -30 -29 -30

1. x2 + 5x = 4 ______ a = b= c =

2. -4x2 = 8x – 3 ______ a = b= c =

3. 10x – 1 = 4x2 ______ a = b= c =

4. 15 + 8x – 3x2 = 0 ______ a = b= c =

5. 3x ( x – 14 ) = 12 ______ a = b= c =