1

DIVISION LEARNING ACTIVITY SHEETS

DEVELOPMENT TEAM FOR
MATHEMATICS 9

NORMA B. SAMANTELA, CESO VI

SCHOOLS DIVISION SUPERINTENDENT

MA. JEANY T. ABAYON, ED.D.

ASSISTANT SCHOOLS DIVISION SUPERINTENDENT

LAURO B. MILLANO
ASSISTANT SCHOOLS DIVISION SUPERINTENDENT

DIVISION EVALUATION TEAM

SANCITA B. PEÑARUBIA
CID CHIEF

DR. FELMA A. BONITO

PSDS/DIVISION MATHEMATICS COORDINATOR

WRITERS (QUARTER 1)
JEFFREY P. BOBIS
CRISTINE R. OPIANA
ANABELLE L. SABAYBAY
DAMARIS C. CORRAL
ERLINDA B. LOMINARIO
VICTOR JULIUS C. PEREZ
MA. JESSA V. CAYAGO
GINA C. MARCOJOS
JENICA B. MIRABUENO
JOMAR A. MONFORTE
JONNA AUSTERO-BRONDO
SANTOS N. LOCRE JR.
MARK ANDREW S. BOSQUE
RYAN R. RAGUERO
MA. DONNA S. VELASCO
MARY JOY R. PASTORIZA

JENNIE R. TANTIADO
TEAM LEADER

JONATHAN OSCAR G. JIMENEZ

CONTENT EDITOR

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 TABLE OF CONTENTS

Grade 9 LAS (Learning Activity Sheets)

Week Page
Competency
No. Number
1A ILLUSTRATING QUADRATIC EQUATIONS 4-9
SOLVING QUADRATIC EQUATIONS BY EXTRACTING SQUARE ROOTS 10 – 12
SOLVING QUADRATIC EQUATIONS BY FACTORING 13 – 15
1B SOLVING QUADRATIC EQUATIONS BY COMPLETING THE SQUARE 16 – 19
SOLVING QUADRATIC EQUATIONS BY USING THE QUADRATIC
FORMULA
20 – 22
CHARACTERIZING THE ROOTS OF A QUADRATIC EQUATION USING
2-3A THE DISCRIMINANT
23 – 26
DESCRIBING THE RELATIONSHIP BETWEEN THE COEFFICIENTS AND
2-3B THE ROOTS OF A QUADRATIC EQUATION
27 – 30
SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC
2-3C EQUATION (Including Rational Algebraic Equations)
31 – 35
SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS AND
4 RATIONAL ALGEBRAIC EQUATIONS
36 – 40
5A ILLUSTRATING QUADRATIC INEQUALITIES 41 – 45
5B SOLVING QUADRATIC INEQUALITIES 45 – 50
5C SOLVING PROBLEMS INVOLVING QUADRATIC INEQUALITIES 51 – 57
MODELLING REAL-LIFE SITUATIONS USING QUADRATIC
6A FUNCTIONS
58 – 61
6B REPRESENTING QUADRATIC FUNCTIONS 62 – 65
TRANSFORMING QUADRATIC FUNCTION DEFINED BY y = ax2+bx+c
7-8A INTO THE FORM y = a(x-h)²+k
66 – 70
7-8B GRAPHING QUADRATIC FUNCTIONS 71 – 75
7-8C FORMS OF THE QUADRATIC FUNCTION AND THEIR GRAPHS 76 – 81
DETERMINING THE EQUATION OF A QUADRATIC FUNCTION GIVEN
9A (A) TABLE OF VALUES, (B) GRAPH, (C) ZEROS
82 – 86
9B SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS 87 - 94

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 MATHEMATICS 9

Name: ____________________________Grade & Section: _________________Date: ____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 1A

ILLUSTRATING QUADRATIC EQUATIONS

I. Background Information for Learners

This activity sheet serves as your self-learning guide and facilitates lesson comprehension as
they specifically aim for your mastery on understanding the key concepts of quadratic equations and
illustrating quadratic equations.

A quadratic equation in one variable is a mathematical sentence of degree 2 that

can be written in the following form;
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, 𝑤ℎ𝑒𝑟𝑒 𝒂, 𝒃, 𝑎𝑛𝑑 𝒄 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑛𝑑 𝒂 ≠ 𝟎
Why do you think a
The Standard form of Quadratic Equation is,
must not be equal to
zero in the equation
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0?

Answer: If a will
be equal to zero

𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 the equation
will be a linear
equation.

In the equation, 𝒂𝒙𝟐 is the quadratic term, 𝒃𝒙 is the linear term, and 𝒄 is the constant
term. 𝑤ℎ𝑒𝑟𝑒 𝒂, 𝒃, 𝑎𝑛𝑑 𝒄 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑎𝑛𝑑 𝒂 ≠ 𝟎.
Example 1: 𝟐𝒙𝟐 + 𝟓𝒙 − 𝟑 = 𝟎 is a quadratic equation in standard form with 𝒂 = 𝟐,
𝒃 = 𝟓, 𝒂𝒏𝒅 𝒄 = −𝟑.
Example 2: 𝟑𝒙(𝒙 − 𝟐) = 𝟏𝟎 is a quadratic equation. However, it is not written in
standard form.
To write the equation in standard form, expand the product and make one side of
the equation equal to zero as shown below.

𝟑𝒙(𝒙 − 𝟐) = 𝟏𝟎 𝟑𝒙𝟐 − 𝟔𝒙 = 𝟏𝟎 Distributive Property

𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟏𝟎 − 𝟏𝟎 Subtraction Property of Equality

𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎 Simplify
The equation becomes 𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎, which is in standard form.
In the equation 𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎, 𝒂 = 𝟑, 𝒃 = −𝟔 𝒂𝒏𝒅 𝒄 = −𝟏𝟎

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 Example 3: The equation (𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔, is also a quadratic equation but it is
not written in standard form.
Just like in Example 2, the Equation (𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔 can be written in standard
form by expanding the product and making one side of the equation zero as shown below.
First
Last FOIL METHOD
First term – (2𝑥)(𝑥) = 𝟐𝒙𝟐
(𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔 Outer term - (2𝑥)(−1) = −𝟐𝒙
Inner Inner term - (5)(𝑥) = 𝟓𝒙
Outer Last term - (5)(−1) = −𝟓

(𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔
The equation becomes 2𝑥 2 + 3𝑥 + 1 = 0,
2𝑥 2 − 2𝑥 + 5𝑥 − 5 = −6
2𝑥 2 + 3𝑥 − 5 = −6 which is in standar form.

2𝑥 2 + 3𝑥 − 5 + 6 = −6 + 6 In the equation 2𝑥 2 + 3𝑥 + 1 = 0, 𝑎 =

𝟐𝒙𝟐 + 𝟑𝒙 + 𝟏 = 𝟎 2, 𝑏 = 3, 𝑎𝑛𝑑 𝑐 = 1.
Example 4: When 𝒃 = 𝟎 in the equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 , it results to a quadratic
equation of the form 𝒂𝒙𝟐 + 𝒄 = 𝟎. Equations such as 𝒙𝟐 + 𝟓 = 𝟎, 𝟐𝒙𝟐 + 𝟕 = 𝟎,
and 𝟏𝟔𝒙𝟐 − 𝟗 = 𝟎 are quadratic equations of the form 𝒂𝒙𝟐 + 𝒄 = 𝟎. In each
equation the value of 𝒃 = 𝟎.

II. Learning Competency

Illustrates quadratic equations (M9AL- Ia-1)

III. Activities

Activity 1. Quadratic or Not Quadratic?

Hi Learner! I’m Miguel from the Disney Movie “Coco” who secretly dreams of
becoming a musician like my idol, the late Ernesto de la Cruz. Join me as we reverse my
family’s Ban on music by answering all our activities and make my dream a reality.
I have 10 equations on the box below and I want you to Identify which of the given
equations are Quadratic Equations and which are Not Quadratic equations. By putting
them on the right column.

Examples of Quadratic Equation:

𝒙𝟐 + 𝟐𝒙 + 𝟔 = 𝟎 𝟐𝒉𝟐 + 𝟓𝒉 = 𝟖 (𝒙 + 𝟗)𝟐 = 𝟎 𝟗𝒏(𝒏 + 𝟔) = 𝟎

𝟑𝒎 + 𝟖 = 𝟏𝟓 𝟏𝟐 − 𝟒𝒙 = 𝟎 𝟔 − 𝟐𝒙 + 𝟑𝒙𝟐 = 𝟎 𝟑(𝒙 − 𝟐) = 𝒙 (𝒙 + 𝟐)𝟐 = 𝟎

𝟏
𝒙𝟐 − 𝟓𝒙 + 𝟏𝟎 = 𝟎 𝒙 − 𝟕𝟎 = 𝟏𝟐𝒙 𝟐𝟓 − 𝒓𝟐 = 𝟒𝒓 (𝒉 − 𝟔) = 𝟎 (𝒘 − 𝟖)(𝒘 + 𝟓) = 𝟎
𝟐

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 QUADRATIC EQUATIONS NOT QUADRATIC EQUATIONS
1 1
2 2
3 3
4 4
5 5

Activity 2. Write Me into Standard Form!

Very Good! Learner, since you already know how to Identify

quadratic Equations, our next activity is Rewriting Quadratic
Equations into a Standard Form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
I have another 10 Quadratic Equations that need to be written in
Standard Form, all you have to do is match them with the
corresponding letter to unlock the code which is the name of our
Family’s Business.

Examples of Rewriting Quadratic Equation in Standard Form:

1. 𝟐𝒙𝟐 + 𝟓𝒙 = −𝟑 𝟐𝒙𝟐 + 𝟓𝒙 + 𝟑 = 𝟎 3. (𝒙 + 𝟐)(𝒙 + 𝟑) = 𝟎

2. 𝟑𝒙(𝒙 − 𝟐) = 𝟏𝟎 𝟑𝒙𝟐 − 𝟔𝒙 = 𝟏𝟎 𝒙𝟐 + 𝟑𝒙 + 𝟐𝒙 + 𝟔 = 𝟎

𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎 𝒙𝟐 + 𝟓𝒙 + 𝟔 = 𝟎

Column A Column B

1. 𝟐𝒙𝟐 + 𝟔𝒙 = −𝟖 K. 𝒙𝟐 − 𝟒𝒙 − 𝟑𝟐 = 𝟎

2. 𝟑𝒙(𝒙 + 𝟓) − 𝟏𝟐 = 𝟎 I. 𝒙𝟐 + 𝟏𝟓𝒙 − 𝟓𝟎 = 𝟎
3. (𝒙 + 𝟕)(𝒙 + 𝟐) = 𝟎 A. 𝟐𝒙𝟐 + 𝟏𝟐𝒙 + 𝟐𝟓 = 𝟎
4. (𝒙 − 𝟒)(𝒙 − 𝟒) = 𝟎 M. 𝒙𝟐 + 𝟏𝟔𝒙 + 𝟒𝟐 = 𝟎

5. (𝒙 + 𝟖)𝟐 − 𝟐𝟐 = 𝟎 N. 𝒙𝟐 + 𝟏𝟎𝒙 + 𝟏𝟑 = 𝟎

6. 𝟐𝒙(𝒙 + 𝟔) = −𝟐𝟓 G. 𝟑𝒙𝟐 + 𝟐𝟎𝒙 − 𝟑𝟐 = 𝟎

7. (𝒙 + 𝟒)(𝒙 − 𝟖) = 𝟎 S. 𝟐𝒙𝟐 + 𝟔𝒙 + 𝟖 = 𝟎

8. (𝒙 − 𝟓)(𝒙 + 𝟏𝟎) = −𝟏𝟎𝒙 O. 𝒙𝟐 + 𝟗𝒙 + 𝟏𝟒 = 𝟎

9. (𝒙 + 𝟓)𝟐 = 𝟏𝟐 H. 𝟑𝒙𝟐 + 𝟏𝟓𝒙 − 𝟏𝟐 = 𝟎

10. (𝟐𝒙 + 𝟐)𝟐 = (𝒙 − 𝟔)(𝒙 − 𝟔) E. 𝒙𝟐 − 𝟖𝒙 + 𝟏𝟔 = 𝟎

Our Family Business

1 2 3 4 5 6 7 8 9 10

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Activity 3. Set me to your Standard!

Way to go Learner! We are now on our last activity, since we have learned
rewriting Quadratic Equations in Standard Form, we can easily identify the
Values of a, b and c of a Quadratic Equation in Standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Examples of Identifying the values of a, b, and c on a Quadratic Equation in Standard Form:

1. Quadratic Equation in standard form.
𝟐𝒙𝟐 − 𝟕𝒙 + 𝟑𝟎 = 𝟎 𝒂 = 𝟐, 𝒃 = −𝟕, 𝒂𝒏𝒅 𝒄 = 𝟑𝟎
2. Quadratic Equations lacking the Linear Term or the “bx”.
𝟑𝒙𝟐 + 𝟐𝟕 = 𝟎 𝒂 = 𝟑, 𝒃 = 𝟎, 𝒂𝒏𝒅 𝒄 = 𝟐𝟕
3. Quadratic Equation Lacking the constant Term or the “c”.
𝟓𝒙𝟐 + 𝟏𝟐𝟓𝒙 = 𝟎 𝒂 = 𝟓, 𝒃 = 𝟏𝟐𝟓, 𝒂𝒏𝒅 𝒄 = 𝟎
Note: Please make sure that before Identifying the values of a, b and c, The Quadratic Equation
should be in Standard Form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

QUADRATIC EQUATION a b c
1. 𝒙𝟐 + 𝒙 − 𝟒 = 𝟎

2. 𝟔𝒙𝟐 − 𝟗 = 𝟎

3. 𝟑𝒙𝟐 − 𝟖𝒙 = 𝟎

4. 𝟑𝒙(𝒙 − 𝟐) = 𝟏𝟎

5. (𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔

Thank You for your help My Dear Learner, this time answer the following
questions after accomplishing all the activities.
1. What is a quadratic equation?

_______________________________________
2. How does it differ from a linear equation?

________________________________________
3. What is the standard form of a quadratic equation?

___________________________________________________

My dear learner, I have here two

additional activities for you to answer.

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 A. Identify which of the following equations are quadratic and which are not. Write QE if the
Equation is Quadratic and Write NQE if the Equation is Not Quadratic on the space provided.

________1. 𝟑𝒎 + 𝟖 = 𝟏𝟓

________2. 𝒙𝟐 + 𝟓𝒙 − 𝟏𝟖 = 𝟎

________3. 𝟏𝟐(𝒙 − 𝟒) = 𝟎

________4. 𝟐𝒕𝟐 − 𝟕𝒕 = 𝟏𝟐

________5. (𝒙 − 𝟒)(𝒙 + 𝟔) = 𝟎

B. Write each quadratic equation in standard form, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 then identify the values
of a, b and c. Choices are given on the guitars below which are written in standard form.

QUADRATIC EQUATION STANDARD FORM a b c

1. 𝟑𝒙 − 𝟐𝒙𝟐 = 𝟕 1.
2. 𝟐𝒙(𝒙 − 𝟑) − 𝟏𝟓 = 𝟎 2.
3. (𝒙 + 𝟒)(𝒙 + 𝟑) = 0 3
4. (𝒙 − 𝟓)𝟐 = 𝟏𝟐 4.
5. (𝒙 + 𝟕)𝟐 + 𝟐𝒙 = 𝟎 5.

𝟐𝒙𝟐 − 𝟔𝒙 − 𝟏𝟓 = 𝟎
𝒙𝟐 − 𝟏𝟎𝒙 + 𝟏𝟑 = 𝟎

𝟐𝒙𝟐 − 𝟑𝒙 + 𝟕 = 𝟎 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐 = 𝟎
𝒙𝟐 + 𝟏𝟔𝒙 + 𝟒𝟗 = 𝟎

IV. Reflection

Kindly describe your experience in answering the Activity Sheets by

simply creating your own hashtags or choosing from the hashtags below. You
can also choose your reaction by encircling some emoticons that will describe
your emotion in doing this Learning Activity Sheet.
#LearningThroughLASisLove
#MathIsFun
#ILoveMAth Your own hashtag/s:

____________________

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V. References

Learner’s Materials in Grade 9 Mathematics (pp. 11-19)

Curriculum Guide in Grade 9 Mathematics
Teacher’s Guide in Grade 9 Pp. 14-18

VI. Answer Key

9
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _________________Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 1B

SOLVING QUADRATIC EQUATIONS BY EXTRACTING SQUARE ROOTS

I. Background Information for Learners

This activity sheet serves as your self-learning guide and will facilitate the lesson on solving
quadratic equations by using different methods. The first method that we are going to use in solving
quadratic equations is by extracting the square root.

Recall that quadratic equation in one variable is a mathematical sentence of degree 2 that can
be written in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0.
But quadratic equations in the form 𝑎𝑥 2 = 𝑐, where c is the constant can be solved by the first
method, extracting the square root.
Quadratic equations that can be written in the form a𝑥 2 = 𝑐 can be solved by
applying the following properties:

1. If c > 0, then 𝑥 2 = 𝑐 has TWO real solutions or roots: 𝑥 = ±√𝑐

2. If 𝑐 = 0, then 𝑥 2 = 𝑐 has ONE real solution or root: 𝑥 = 0
3. If c < 0, then 𝑥 2 = 𝑐 has NO real solutions or roots
Let’s find the solutions of the following quadratic equations by extracting the square root.

10
 s
s

11
We only take the positive value in measurements, therefore, the length of the side of the wall is
2.5 meters.

II. Learning Competency: Solves quadratic equations by extracting the square roots (M9AL-Ia-b1).

ACTIVITY 1: CAN YOU EXTRACT ME?

Directions: Solve the given quadratic equations by extracting square roots.

QUADRATIC EQUATION SOLUTION/S

1. 𝑎2 − 100 = 0
2. 3𝑏 2 = 27
3. 𝑐 2 + 9 = 9
4. 𝑑 2 − 12 = 0
5. (𝑒 − 2)2 = 4
ACTIVITY 2: LET’S APPLY!
Directions: Solve the given problems.

1. The area of a square board is 289 square units.

What is the side length of the square?
2. A 9 ft 2 painting is mounted with border on a square
frame. If the total area of the border is 3.25 ft 2 ,
what is the length of a side of the frame?

ACTIVITY 3: LET’S WORK THIS OUT!

Directions: Solve the following quadratic equations by extracting the square root.

1. 𝑓 2 = 16 4. (𝑘 − 4)2 = 169
2. 𝑔2 + 121 = 0 5. (2𝑚 − 1)2 − 225 = 0
3. 2ℎ2 = 32

Reflection References
Describe the feeling that you can EXTRACT Bryant, M.L.,Bulalayao, L. E., Callanta, M.M.,Cruz, J.D.,De Vera,
from yourself while doing the activity? R.F., Garcia, G.T., Javier, S.E.,Lazaro, R.A., Mesterio, B.J.
&Saladino, R.H.A,(2014), Mathematics Learner’s Material 9, FEF
Printing Corp.
https://saylordotorg.github.io/text_elementary-algebra/s12-01-
extracting-square-roots.html

Activity 3: 1. f=±4, 2. no real solutions/roots, 3. h=±4, 4. k=17 or k = -9, 5. m=8 or m=-7

Activity 2: 1. 17 sq.units, 2. 3.5ft.
Answer Key:Activity 1: 1. a=±10,2. b=±3, 3. c=0, 4. d= ±2√3, 5. e= 4 or e=0

Prepared by:

CRISTINE R. OPIANA | MARCIAL O. RAÑOLA MEMORIAL SCHOOL

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 MATHEMATICS 9

Name: ____________________________ Grade & Section: _________________Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 1B

SOLVING QUADRATIC EQUATIONS BY FACTORING

I. Background Information for Learners

The second method that we are going to use in solving quadratic equations is by factoring. To
use this method, we need to recall and apply the different concepts or principles in factoring
polynomials.

Some quadratic equations can be solved easily by factoring. To solve such quadratic equations,
the following procedure may be followed.

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

Standard form: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0

B. Factor the quadratic expression. Quadratic expression: 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

C. Apply the zero-product property by setting each factor of the quadratic expression
equal to zero.

ZERO PRODUCT PROPERTY: If the product of two real numbers is zero, then either of
the two is equal to zero or both numbers are equal to zero.
D. Solve each resulting equation.
E. Check the values of the variable obtained by substituting each in the original equation.

Let’s find the solutions of the following quadratic equations by factoring.

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15
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _________________Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 1B

SOLVING QUADRATIC EQUATIONS BY COMPLETING THE SQUARE

I. Background Information for Learners

In this learning activity sheet, you would have to solve quadratic equations using the third
method which is completing the square. But first, we should master some of the concepts applied in
the solution when using completing the square.

These key concepts are the following:

Completing the Square - it is a method of solving quadratic equations that involves transforming
the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 into the form (𝑥 − ℎ)2 = 𝑘 where 𝑘 ≥ 0.

Square of a binomial - is the sum of the square of the first terms, twice the product of the two
terms, and the square of the last term in a binomial.

Perfect square trinomial - is a polynomial composed of three terms whose first and last terms are
positive and perfect squares, and the middle term is twice the product of the square roots of the
two terms.

Extracting square roots - involves isolating the square and then applying the square root property.

Let’s start with how to square a binomial.

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Now let’s use the method completing the square in solving quadratic equations.

1. 𝒙𝟐 − 𝟔𝒙 + 𝟓 = 𝟎 1. 𝒙𝟐 + 𝟏𝟐𝒙 + 𝟑𝟐 = 𝟎
Step 1: Transform the given equation to form Step 1: Transform the given equation to form
𝑎𝑥 2 + 𝑏𝑥 = 𝑐. 𝑎𝑥 2 + 𝑏𝑥 = 𝑐.
𝑥 2 − 6𝑥 + 5 = 0 𝑥 2 + 12𝑥 + 32 = 0
𝑥 2 − 6𝑥 = −5 𝑥 2 + 12𝑥 = −32
Step 2: Divide the coefficient of the linear term Step 2: Divide the coefficient of the linear term
by 2, square it, then add the answer to both by 2, square it, then add the answer to both sides of
sides of the equation. the equation.
( The coefficient of the linear term −6𝑥 is −6) ( The coefficient of the linear term 12𝑥 is 12)
𝑥 2 − 6𝑥 + ___ = −5 + ___ −6 ÷ 2 = −3 𝑥 2 + 12𝑥 + ___ = −32 + ___ 12 ÷ 2 = 6
(−32 ) = 9 (62 ) = 36
2 2
𝑥 − 6𝑥 + 𝟗 = −5 + 𝟗 𝑥 + 12𝑥 + 𝟑𝟔 = −32 + 𝟑𝟔
Step 3: Translate the left side of the equation to its Step 3: Translate the left side of the equation to
square of a binomial. Simplify the right side. its square of a binomial. Simplify the right side.
𝑥 2 − 6𝑥 + 9 = −5 + 9 𝑥 2 + 12𝑥 + 36 = −32 + 36
(𝑥 − 3)2 = 4 (𝑥 + 6)2 = 4
Step 4: Solve the resulting equation by extracting Step 4: Solve the resulting equation by extracting
the square root. the square root.
(𝑥 − 3)2 = 4 (𝑥 + 6)2 = 4
𝑥 − 3 = ± √4 𝑥 + 6 = ± √4
𝑥 − 3 = ±2 𝑥 + 6 = ±2
Step 5: Solve the resulting linear equations. Step 5: Solve the resulting linear equations.
𝑥−3=2 𝑥 − 3 = −2 𝑥+6=2 𝑥 + 6 = −2
𝑥−3+3 =2+3 𝑥 − 3 + 3 = −2 + 3 𝑥+6−6 =2−6 𝑥 + 6 − 6 = −2 − 6
𝒙=𝟓 𝒙=𝟏 𝒙 = −𝟖 𝒙 = −𝟒

Step 6: Check the values of the variable obtained by Step 6: Check the values of the variable obtained
substituting each in the original equation, 𝑥 2 − substituting each in the original equation, 𝑥 2 + 12𝑥 +
6𝑥 + 5 = 0 32 = 0

For 𝑥 = 5 For 𝑥 = −1 For 𝑥 = −8 For 𝑥 = −4

𝑥 2 − 6𝑥 + 5 = 0 𝑥 2 − 6𝑥 + 5 = 0 𝑥 2 + 12𝑥 + 32 = 0 𝑥 2 + 12𝑥 + 32 = 0

(5)2 − 6(5) + 5 = 0 (1)2 − 6(1) + 5 = 0 (- 8)2 + 12(- 8) +32 = 0 (- 4)2 + 12(- 4) +32 = 0

25 − 30 + 5 = 0 1−6+5= 0 64 − 96 + 32 = 0 16 − 48 + 32 = 0
0=0 0=0 0=0 0=0

17
18
19
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _________________Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 1B

SOLVING QUADRATIC EQUATIONS BY USING THE QUADRATIC FORMULA

I. Background Information for Learners

This learning activity sheet is designed for you to solve quadratic equations using the quadratic
formula which is derived from solving 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 using completing the square. But before we
proceed with the activities, we should understand first what is quadratic formula.

20
21
22
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _____________ Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK2-3A

CHARACTERIZING THE ROOTS OF A QUADRATIC EQUATION USING THE DISCRIMINANT

I. Background Information for Learners

This activity sheet will serve as your guide to facilitate learning as it focuses on mastery on
characterizing the roots of a quadratic equation using the discriminant.

Recall that the roots of the quadratic equation ax2 + bx + c = 0 are given by the quadratic formula
−𝑏±√𝑏2 −4𝑎𝑐
𝑄𝐹 = . We can see the radicand b2 – 4ac, which determines the characteristics of these
2𝑎

roots. This radicand is called the discriminant of the quadratic equation.

DISCRIMINANT
T
The value of the expression b2 – 4ac is called the discriminant of the
quadratic equation ax2 + bx + c = 0. This value can be used to describe
the nature of the roots of a quadratic equation. It can be zero, positive
and perfect square, positive but not perfect square, or negative.

When b2 – 4ac or discriminant is equal to When b2 – 4ac or discriminant is greater than

zero, then the roots are real numbers and are zero and a perfect square, then the roots are
equal. rational numbers but are not equal.
Example: Example:
Describe the roots of x2 – 4x + 4 = 0 Determine the characteristics of the roots of
The values of a, b, and c in the equations are the x2 + 7x + 10 = 0
following: a=1 b=7 c = 10
a=1 b = -4 c=4 Substitute these values of a, b, and c in the expression
Substitute these values of a, b, and c in the expression b2 b2 – 4ac.
– 4ac. b2 – 4ac = (7)2 – 4(1) (10)
b2 – 4ac = (-4)2 – 4(1)(4) = 49 – 40
= 16 – 16 =9
=0 The discriminant is 9.
The discriminant is 0. Since the value of b2 – 4ac is greater than zero and a
Since the value of b2 – 4ac is zero, we can say that the perfect square, then the roots of the quadratic equation
roots of the quadratic equation x2 – 4x + 4 = 0 are real x2 + 7x + 10 = 0 are rational numbers but are not equal.
numbers and are equal. This can be checked by
To check, solve for the roots of x2 + 7x + 10 = 0.
determining the roots of x2 – 4x + 4 = 0 using any of the
x2 + 7x + 10 = 0 → (x + 5)(x + 2) = 0
methods of solving quadratic equations. By factoring,
Solve each resulting equation.
the roots are the following:
x+5=0→x+5–5=0–5 x+2=0→x+2–2=0–2
x2 – 4x + 4 = 0 → (x – 2)(x – 2) = 0 x = -5 x = -2
Solve each resulting equation.
x – 2 = 0 → x – 2 +2 = 0 + x – 2 = 0 → x – 2 +2 = 0 + 2 The roots of the quadratic equation x2 + 7x + 10 = 0 are
2 x=2 rational numbers but are not equal.
x=2
The roots of the quadratic equation x2 – 4x + 4 = 0 are
real numbers and are equal.

23
 When b2 – 4ac or discriminant is greater than When b2 – 4ac or discriminant is less than
zero but not a perfect square, then the roots zero, then the equation has no real roots.
are irrational numbers and are not equal. Example:
Example: Determine the characteristics of the roots of
Describe the roots of x2 + 6x + 3 = 0 x2 + 2x + 5 = 0
a=1 b=6 c=3 a=1 b=2 c=5
Substitute these values of a, b, and c in the expression Substitute these values of a, b, and c in the expression
b2 – 4ac. b2 – 4ac.
b2 – 4ac = (6)2 – 4(1)(3) b2 – 4ac = (2)2 – 4(1)(5)
= 36 – 12 = 4 – 20
= 24 = –16
The discriminant is 24. The discriminant is –16.
Since the value of b2 – 4ac is greater than zero but not a Since the value of b2 – 4ac is less than zero, then the
perfect square, then the roots of the quadratic equation quadratic equation x2 + 2x + 5 = 0 has no real roots.
x2 + 6x + 3 = 0 are irrational numbers and are not equal. To check, solve for the roots of x2 + 2x + 5 = 0.
To check, solve for the roots of x2 + 6x + 3 = 0.

−2+ √−16 −2− √−16

x= x=
2(1) 2(1)
−6 + √24 −6 − √24 −2+ √−16 −2− √−16
𝑥= = 𝑥= = x= x=
2 2 2 2
−6 + 2√6 −6 − 2√6 −2+ √−16 −2− √−16
x= x=
2 2
2 2
x= − 3 + √6 x= −3 − √6
The roots of the quadratic equation x2 + 2x + 5 = 0 are
The roots of the quadratic equation x2 + 6x + 3 = 0 are not real numbers.
rational numbers but are not equal.

II. Learning Competency

Characterizes the roots of a quadratic equation using the discriminant. (M9AL-1c-1)

III. Activities
Activity 1: Solve for the discriminant (b2 – 4ac) of the following quadratic
equations.
Note: Express the given quadratic equation in the form ax2 + bx + c = 0 first to determine the values of a, b, and c.

1. x2 + 3x + 1 = 0 5. a2 + 8a – 2 = 0
2. y2 + 7y + 6 = 0 6. 3x2 + 2 = 5x
3. p2 – 10p + 12 = 0 7. 2x2 – x + 5 = 0
4. r2 + 4r – 12 = 0 8. m2 – 13m + 9 = 0

24
 Activity 2: Solve for the discriminant and determine the characteristics of the roots of the
given quadratic equation. The first item is done for you.

QUADRATIC EQUATION DISCRIMINANT CHARACTERISTIC OF THE ROOTS

1. p2 + 5p – 3 = 0 37 Irrational and not equal

2. r2 + 9r + 14 = 0 25
3. x2 – 5x – 4 = 0 Irrational and not equal
4. a2 – 6a + 9 = 0 0
5. m2 – m + 7 = 0 No real roots/Not real numbers
6. n2 + 2n + 5 = 0 –16
7. 2b2 + 8b + 7 = 0 Irrational and not equal
8. g2 + 4g + 6 = 0 –8
9. e2 + 10e + 25 = 0 Real numbers and equal
10. y2 – 25 = 0 Rational but not equal

Activity 3: Determine the characteristics of the roots of the following quadratic equations
using the discriminant.

QUADRATIC EQUATION DISCRIMINANT CHARACTERISTIC OF THE ROOTS

1. x2 + 6x + 9 = 0
2. x2 + 9x + 20 = 0
3. x2 – 10x + 8 = 0
4. x2 + 5x + 10 = 0
5. x2 + 6x + 3 = 0
6. 2x2 + 6x + 4 = 0
7. 3x2 – 5x = –4
8. 9x2 – 6x = –9
9. 10x2 – 4x = 8
10. 3x2 – 2x – 5 = 0

IV. Reflection

End of Lesson EMOJI

Rate your understanding of today’s lesson by choosing from the emoji’s below. Draw the
emoji on your answer sheet.

25
 26
LANIGAY HIGH SCHOOL
ANABELLE L. SABAYBAY
Prepared by:
Activity 1:
1. 5 5. 72
2. 25 6. 1
3. 52 7. -39
4. 64 8. 133
Activity 2:
1. 37 6. No real roots/Not real numbers
2. Rational but not equal 7. 8
3. 41 8. No real roots/Not real numbers
4. Real numbers and equal 9. 0
5. -27 10. 100
Activity 3:
1. 0 Real and equal
2.
3. 1 Rational and not equal
4. 68 Irrational and not equal
5. -15 No real roots/Not real numbers
6. 24 Irrational and not equal
7. 4 Rational and not equal
8. -23 No real roots/Not real numbers
9. -288 No real roots/Not real numbers
10. 336 Irrational and not equal
11. 64 Rational and not equal
VI. Answer Key
Dilao, S.J. Ed.D., & Bernabe, J.G. Intermediate Algebra. SD Publications, Inc. 
Material 9. Vibal Group Inc.
Javier, S.E., Lazaro, R.A., Mesterio, B.J.& Saladino, R.A. Mathematics Leaner’s
Bryant, M. L., Bulalayao, L.E., Callanta, M.M., Cruz, J.D., De Vera, R.F., Garcia G.T., 
V. References
 MATHEMATICS 9

Name _______________________________ Grade & Section ______________ Date _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 2-3B

DESCRIBING THE RELATIONSHIP BETWEEN THE COEFFICIENTS AND THE ROOTS OF A QUADRATIC
EQUATION

I. Background Information for Learners

This learning activity sheet serves as your self-learning guide to facilitate learning on the
lesson about describing relationship of the coefficients and the roots of a quadratic equation.
The said topic includes finding the roots of a quadratic equation which is very useful in
determining the sum and product of the roots. To better understand the lesson, let us start with
the definition of some related terms and with examples.

 A Quadratic Equation in one variable is a mathematical sentence of

degree 2 that can be written in standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0,
where a, b, and c are real numbers and a≠0.
Example: 2𝑥 2 − 5𝑥 + 1 = 0
 Coefficient – a number or expression that is multiplied with the
variable of a single term or the terms of a polynomial.
Example: In −5𝑥 the coefficient of x is -5.
 Roots of a Quadratic Equation – are the values of the variable/s that
satisfy the equation and are also known as the solutions of the
equation.
Example: In quadratic equation 𝑥 2 + 2𝑥 + 1 = 0,
using factoring: (x+1) (x+1) = 0 the roots are -1 and -1.

II. Learning Competency

Describes the relationship between the coefficients and the roots of a Quadratic Equation
(M9AL-lc-1).

III. Activities

Activity 1: What are My Roots?

Example: 𝑥 2 + 3𝑥 + 2 = 0
Solution:
The equation can be solved by Factoring
𝑥 2 + 3𝑥 + 2 = 0
(𝑥 + 2)(𝑥 + 1) = 0
𝑥1 = −2 ; 𝑥2 = −1
The roots are -2 and -1.

27
 Another solution: Using QUADRATIC FORMULA.
𝑥 2 + 3𝑥 + 2 = 0
−𝑏±√𝑏2 −4𝑎𝑐
𝑥=
2𝑎
a=1 b=3 c=2
−3±√(3)2 −4(1)(2)
𝑥=
2(1)
−3 ± √9 − 8
𝑥=
2
−3 ± √1
𝑥=
2
−3 ± 1
𝑥=
2
−3 − 1 4
𝑥1 = = − = −𝟐
2 2
−3 + 1 2
𝑥2 = = − = −𝟏
2 2
The roots are -2 and -1.
TAKE NOTE: Aside from the methods used in the given examples, there are other methods
in finding the roots of a quadratic equation and these are extracting the square roots and by
completing the square.

Directions: Find the roots of the given quadratic equations below. Don’t forget to
show your solutions.
1. 𝑠2 − 5𝑠 + 6 = 0
2. 𝑦 2 − 169 = 0
3. 2𝑥 2 + 𝑥 − 3 = 0
4. 5𝑥 2 − 2𝑥 − 1 = 0

Activity 2: Relate to My Roots!

Directions: Use the quadratic equations below to answer the questions that
follow.
𝑎. 𝑥 2 + 7𝑥 + 12 = 0
b. 3𝑥 2 − 4𝑥 + 1 = 0
Questions:
1. What are the values of a, b and c in each equation?
a. 𝑥 2 + 7𝑥 + 12 = 0 a = _____ b = _____ c = ______
2
b. 3𝑥 − 4𝑥 + 1 = 0 a = _____ b = _____ c = ______
2. What are the roots of each equation?
a. 𝑥 2 + 7𝑥 + 12 = 0 𝑥1 = _____ 𝑥2 = _____
2
b. 3𝑥 − 4𝑥 + 1 = 0 𝑥1 = _____ 𝑥2 = _____
3. Refer to item 1 or item 2 to complete the table below.
Quadratic Equation Sum of the Roots Product of the Roots
𝑥 2 + 7𝑥 + 12 = 0
3𝑥 2 − 4𝑥 + 1 = 0

4. What do you observe to the sum and the product of the roots of each
quadratic equation in relation to the values of a, b and c?
5. How do you describe the relationship between the coefficients and the
roots of the given quadratic equations?
6. Do you think a quadratic equation can be determined given:
28
 a. Its roots? b. the sum and product of the roots?
7. Given the roots 5 and -3, determine the quadratic equation.
8. What is the quadratic equation, if the sum and product of the roots are
-9 and 20, respectively?

Activity 3:
Directions: Match column A to column B and provide
solutions to your answers.

Column A Column B
1. What are the roots of 𝑥 2 − 4 = 0?
2. Given the roots 3 and 5, what A. 𝑥 = ±4
is the equation? B. 𝑥 2 − 8𝑥 + 15 = 0
3. Find the sum and the product of C. 𝑥 = ±2
the equation given in item 1. D. 𝑥1 + 𝑥2 = 0; 𝑥1 ∗
𝑥2 = 4
4. What is the quadratic equation if E. 𝑥1 + 𝑥2 = 0; 𝑥1 ∗
𝑥2 = −4
the sum and the product of the F. 𝑥 2 − 5𝑥 + 6 = 0
roots are -5 and 6, respectively? G. 𝑥 2 − 𝑥 − 30 = 0
5. If one root of the equation below is 3,
𝑥 2 − 5𝑥 + 𝑘 = 0, what is the equation?

IV. Reflection

Rate your feeling towards today’s

lesson by putting a check on the
emojis below.

29
V. References

Bryant, Merden L, et al. Mathematics Grade 9 Learner’s Module First Edition

2014

Sangaku Maths.com

www.mathwarehouse.com

www.math-only-math.com

VI. Answer Key

- 2x

x=1/3 x=4/3
x=4/3

x=1/3

Prepared by:

DAMARIS C. CORRAL
NAGA NATIONAL HIGH SCHOOL

30
 MATHEMATICS 9

Name: ____________________________Grade & Section: _____________Date: ______________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 2-3C

SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATION
(Including Rational Algebraic Equations)

I. Background Information for Learners

This learning activity sheet serves as your self -learning guide, which contains activities
to facilitate your understanding on the process of solving equations transformable to
quadratic equation. The following definition of some important terms may be of help to you.

Quadratic Equations – These are mathematical sentences of degree

2 that can be written in the form 𝑎𝑥2+𝑏𝑥+𝑐=0, where 𝑎, 𝑏 and 𝑐
represent real numbers and 𝑎≠0.
Rational Algebraic Equations – is an equation that contains rational
algebraic expressions in either one side of the equation or both
sides.
Solutions or Roots of Quadratic Equation – These are the values of
the variable/s that make the quadratic equation true.
Extraneous root or solution is a solution of an equation derived
from an original equation. However, it is not a solution of the
original equation.
Standard Form of Quadratic Equation: 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, where x is
the variable and a, b and c are constants, 𝑎≠0.

There are equations that are transformable to quadratic equations. These equations may
be given in different forms. Hence, the procedures in transforming these equations into
quadratic equations may also be different.
Once the equations are transformed into quadratic equations, they can be solved using
the different methods of solving equations, such as extracting square roots, factoring,
completing the square, and using the quadratic formula.

Illustrative Examples
Solving Quadratic Equations That Are Not Written in Standard Form

Example 1: Solve x (x-4) = 60

This quadratic equation is not written in standard form.

To write the quadratic equation in standard form:

 write the given equation x (x - 4) = 60

 simplify the left side of the equation 𝑥2 − 4𝑥 = 60
 transform to standard form of quadratic equation 𝑥 2 − 4𝑥 − 60 = 0
𝑥 2 − 4𝑥 − 60 = 0
Try factoring in finding the roots of the equation.
31
  factor the left side of the equation (x - 10) (x + 6) = 60
 Equate each factor to zero x -10 = 0 or x + 6 = 0
 Solve each resulting equation x = 10 or x = - 6
 Check whether the obtained values of x make the equation x (x - 4) = 60 true. If
the obtained values of x make the equation x (x - 4) = 60 true, then the solutions
of the equation are: x = 10 or x = - 6

Example 2: Find the roots of the equation (𝑥 + 8 )2 - 9x = 52

The given equation is a quadratic equation but it is not written in standard form.
Transform this equation to standard form, then solve it using factoring method of
solving quadratic equations.
 write the given equation (𝑥 + 8 )2 - 9x = 52
 simplify the square of a binomial, (𝑥 + 8 )2 𝑥 2 + 16𝑥 + 64 − 9𝑥 = 52
 combine like terms 𝑥 2 + 7𝑥 + 64 − 52 = 0
 transform to standard form of quadratic equation 𝑥 2 + 7𝑥 + 12 = 0
 factor the left side of the equation (𝑥 + 4)( 𝑥 + 3) = 0
 equate each factor to zero (𝑥 + 4) = 0 𝑜𝑟 ( 𝑥 + 3) = 0
 Solve each resulting equation 𝑥 = −4 𝑜𝑟 𝑥 = −3
Check whether the obtained values of x make the equation (𝑥 + 8 )2 - 9x = 52 true.
If the obtained values of x make the equation (𝑥 + 8 )2 - 9x = 52 true, then the
solutions of the equation are : x = -4 or x = - 3

Solving Rational Algebraic Equations which can be transformed to Quadratic Equation

3 𝑥+2
Example 3: Solve the rational algebraic equation + =2
𝑥 5
The given rational algebraic equation can be transformed into a quadratic equation. To
solve the equation, the following procedure can be followed.
3 𝑥+2
 Write the given equation + =2
𝑥 5
 multiply both sides of the equation by the Least Common Denominator (LCD) 5x.
3 𝑥+2
5x( + ) = 5𝑥(2)
𝑥 5
15𝑥 5𝑥(𝑥+2)
 distribute 5x on the left side of the equation + = 10𝑥
𝑥 5
 reduce the left side of the equation in standard form
15 + x(x+2) 15 + x2 + 2x = 10x
 write the resulting quadratic equation in standard form

𝑥 2 − 8𝑥 + 15 = 0

Use the method of factoring quadratic equation in finding the roots of the equation.

(𝑥 − 5)( 𝑥 − 3) = 0
 equate each factor to zero (𝑥 − 5) = 0 𝑜𝑟 ( 𝑥 − 3) = 0
 solve each resulting equation 𝑥 = 5 𝑜𝑟 𝑥 = 3
3 𝑥+2
Check whether the obtained values of x make the equation + = 2 true. If the
𝑥 5
obtained values of x make the equation true, then the solutions of the equation are:
𝑥 = 5 𝑜𝑟 𝑥 = 3

32
 Extraneous Solution of Rational Quadratic Equations

9 6
Example 4: Solve: =
𝑥 2 +2𝑥 𝑥2

The given rational algebraic equation can be transformed into a quadratic equation. To solve
the equation, the following procedure can be followed.
9 6
 Write the given equation =
𝑥 2 +2𝑥 𝑥2
 multiply both sides of the equation by 𝑥 2 (𝑥 2 + 2𝑥), the LCD of the equation
9 6
𝑥 2 (𝑥 2 + 2𝑥) ∗ = 2 ∗ 𝑥 2 (𝑥 2 + 2𝑥)
𝑥2 + 2𝑥 𝑥
 simplify both sides of the equation to its simplest form 9𝑥 2 = 6𝑥 2 + 12𝑥
 write the resulting quadratic equation in standard form 3𝑥 2 − 12𝑥 = 0
 factor the left side of the equation 3𝑥(𝑥 − 4) = 0
 equate each factor to zero 3𝑥 = 0 , (𝑥 − 4) =0
 solve each resulting equation 𝑥 = 0, 𝑥 = 4
9 6
 Check whether the obtained values of x make the equation = true. Hence, x = 4
𝑥 2 +2𝑥 𝑥2
is a solution but x =0 is not, thus 0 is an extraneous solution since it does not make the
original equation true.

II. Learning Competency:

Solves equations transformable to quadratic equations (Including Rational Algebraic

Equations) (M9AL-Ic-d-1)

III. Activities

Activity 1: View me in Another Way!

Directions: Transform each of the following equations to a quadratic equation in the form
ax 2 + bx + c = 0 :
Match the given equations in Column A to the answers in Column B. Write
the letter of your choice in the blank spaces below.

Column A Column B
1. (𝑥 + 7)(𝑥 − 2) = 0 T- 8𝑥 2 + 25𝑥 − 20 = 0
2. (𝑥 − 6)2 = 15 E- 2𝑥 2 − 10𝑥 + 4 = 0
3. (𝑥 − 2)2 + (𝑥 − 3)2 = 9 A- 𝑥 2 − 11𝑥 + 24 = 0
6 𝑥−3
4. + =2 R- 𝑥 2 – 12x +21 =0
𝑥 4
2𝑥 2 5𝑥
5. + =1 G - 𝑥 2 + 5𝑥 − 14 = 0
5 4
H.- 2𝑥 2 − 2𝑥 + 4 = 0

ANSWERS: I AM _____ _____ ______ ______ ______!

1 2 3 4 5
6.

33
 ACTIVITY 2:

Determine the solution set of the following equations. Then show your complete
solutions.
2 𝑚+1 −4 1 𝑥 11
1. − = 2. + =
𝑚 5 5 𝑥 2 6

ACTIVITY 3:

FILL ME IN: Complete the steps in the table below to determine the solutions of the
given quadratic equation algebraically. Write your answer on the space provided.

1. Solve: x(x-10) = -21

write the given equation

simplify the left side of the equation
transform to standard form of quadratic equation
factor the left side of the equation
Equate each factor to zero
Solve each resulting equation
Give the values of x

IV. Rubrics:

Activity 1: 2 points on each correct answer Activity 3: 1 point on each correct answer

Activity 2:

SCORE DESCRIPTION
5 The learner shows complete solution and correct answer.
4 The learner shows incomplete solution and correct answer.
3 The learner shows incomplete solution and wrong answer.
2 The learner shows incomplete solution and no answer.

V. Reflection:

Great job learners!!!

You’ve got a star for answering all the activities. Tick your emotion/s by putting a
check (/) mark in the blank provided.

After doing the activities I feel ____

34
 Sad happy confused satisfied

_______ ______ _____ ______

________

VI. References

 Mathematics – Grade 9 Learner’s Material First Edition, 2014, Department of Education

 DepEd link:
http://www.depednegor.net/uploads/8/3/5/2/8352879/math_9_lm_draft_3.24.2014.p
df
 pp.77-87 https://brainly.ph/question/248888

 https://saylordotorg.github.io/text_elementary-algebra/s10-05-solving-rational-
equations.html

 https://www.chilimath.com/lessons/advanced-algebra/solving-rational-equations/

VII. Answer key

𝑥=7 𝑥=3
5. T - 8𝑥 2 + 25𝑥 − 20 = 0
𝑥−7= 0 𝑥−3 = 0
4. A- 𝑥 2 − 11𝑥 + 24 = 0
(𝑥 − 3)(𝑥 − 7) = 0
3. E - 2𝑥 2 − 10𝑥 + 4 = 0
𝑥 2 − 10𝑥 + 21 = 0
2. R- 𝑥 2 − 12𝑥 + 21 = 0
𝑥 2 − 10𝑥 = −21
3
𝑥(𝑥 − 10) = −21 3ቅ 2. ቄ , 1. ሼ5, −2ሽ 1 . G-𝑥 2 + 5𝑥 − 14 = 0
2

ACTIVITY 3: ACTIVITY 2: ACTIVITY 1:

Prepared by:

ERLINDA B. LOMINARIO
NAGA NATIONAL HIGH SCHOOL

35
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 4

SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS AND RATIONAL ALGEBRAIC EQUATIONS

I. Background Information for Learners

You may encounter some applications and problems that can be modelled by Quadratic
Equations and Rational Algebraic Expressions. You can use any of the four methods of solving the
Quadratic Equations: extracting square roots, factoring, completing the square, and quadratic
formula. As a reminder, use a step-by-step process to solve the problem.

Illustrative Example
Sir Vic is tasked to make a layout of tarpaulin
for students of Albay Division who received Awards
in International Mathematical Olympiad. The length
of the tarpaulin is 4 feet more than the width. If its
area is 32 square feet, find the dimensions.

Steps in Solving Problems involving Quadratic Equations and Rational Algebraic Equations

Step 1: Read and understand the problem.

Step 2: Make a representation for the unknown value. Use only one variable.
length (𝒘 + 𝟒) ; width (𝒘) ; Area (𝟑𝟐𝒇𝒕𝟐 )

Step 3: Formulate the equation and rewrite into standard form of quadratic equation.

Definition: For a rectangle, with length, L, and width,

W, the Area, A, is given by the formula 𝐴 = 𝐿𝑊.

𝑨 = 𝑳𝑾 Formula for the area of the rectangle

Substitute the values for the length(L) and the
𝟑𝟐 = (𝒘 + 𝟒)𝒘
width(W).

𝟑𝟐 = 𝒘𝟐 + 𝟒𝒘 Simplify (𝒘 + 𝟒)𝒘.
Rewrite into standard form of Quadratic
𝒘𝟐 + 𝟒𝒘 − 𝟑𝟐 = 𝟎
Equation (𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎).
36
 Step 4: Solve (Decide which method of solving Quadratic Equation you will use.)

𝒘𝟐 + 𝒘 − 𝟑𝟐 = 𝟎 FACTORING
(𝒘 + 𝟖)(𝒘 − 𝟒) = 𝟎 Factor.

𝒘+𝟖 =𝟎 𝒘−𝟒= 𝟎 Use the Zero Product Property.

𝒘 = −𝟖 𝒘=𝟒 Simplify.
Since 𝒘 is width of a tarpaulin, there is no negative value of measurement for length. Use 𝒘 = 𝟒
since the value is more practical as a width than 𝒘 = −𝟖.
The width of the tarpaulin 𝒘 = 𝟒.
The length of the tarpaulin 𝒘 + 𝟒 = 𝟒 + 𝟒 = 𝟖
Step 5: Check the answer.

Does the rectangular tarpaulin with length 𝟖 𝒇𝒆𝒆𝒕 and width 𝟒 𝒇𝒆𝒆𝒕 has an area of 𝟑𝟐𝒇𝒕𝟐 ? Yes.
𝑨 = 𝑳𝑾 = (𝟖)(𝟒) = 𝟑𝟐𝒇𝒕𝟐
Step 6: Answer the question with a complete sentence.

The dimension of the tarpaulin is 𝟖 𝒇𝒆𝒆𝒕 by 𝟒 𝒇𝒆𝒆𝒕.

II. Learning Competency

Solve Problems involving Quadratic Equations and Rational Algebraic Equations (M9AL-Ie-1)

III. Activities

Activity 1. What’s the equation?

Directions: Choose the letter of the right representation for each word problem involving
quadratic equations and rational quadratic equations. Choices are provided below each item.

1. The length of Tabaco City Park is 60 meters more than its width. Its area is 3456 𝑚2 .

a. (60𝑤)(𝑤) = 3456
b. (𝑙 + 60)(𝑙) = 3456
c. (𝑤 + 60)(𝑤) = 3456

2. It takes John 3 more hours to finish the Mathematics Project than Tony. If they work
together they can finish the same project in 2 hours.

1 1 1 1 1 1 1 1 1
a. + = b. + = c. + =
𝑥 𝑥+3 2 𝑥 𝑥+2 3 𝑥2 𝑥+3 2

37
 3. Jay is 7 years older than Maria. The product of his age 5 years ago and Maria’s age 2 years
from now is 100.
a. (𝑦)(𝑦 + 7) = 100 b. (𝑦 + 2)(𝑦 − 5) = 100 c. (𝑦 + 2)(𝑦 + 2) = 100

Activity 2. Who’s the right for me?

Directions. Solve the word problem involving Quadratic Equations. Choose your answer in
the right column corresponding to the steps suggested.

Problem: The product of two consecutive odd integers is 195. Find the integers.
Step 1: Read and understand the problem.
Step 2: Make a representation for the unknown value. Use only one variable.
Let 𝒏 be the first odd integer a) 𝒏 + 𝟏
(1.) How will you represent the second odd integer? b) 𝒏 + 𝟐
Step 3: Formulate the equation and rewrite into standard form of quadratic equation.
(2.) What equation represents the product of two a) 𝒏(𝒏 + 𝟏) = 𝟏𝟗𝟓
consecutive odd integers? b) 𝒏(𝒏 + 𝟐) = 𝟏𝟗𝟓
a) 𝒏𝟐 + 𝟐𝒏 + 𝟏𝟗𝟓 = 𝟎
(3.) Rewrite in standard form of quadratic equation.
b) 𝒏𝟐 + 𝟐𝒏 − 𝟏𝟗𝟓 = 𝟎
Step 4: Solve. (Decide which method of solving Quadratic Equation you will use.)
(4.) Using factoring, what is the factored form of the a) (𝒏 + 𝟏𝟓)(𝒏 + 𝟏𝟑) = 𝟎
quadratic equation? b) (𝒏 − 𝟏𝟑)(𝒏 + 𝟏𝟓) = 𝟎
Step 5: Check the answer.
a) 𝒏 = 𝟏𝟑; 𝒏 = −𝟏𝟓
(5.) What are the values of 𝒏?
b) 𝒏 = 𝟏𝟓; 𝒏 = −𝟏𝟑
Step 6: Answer the question with a complete sentence.
a) −𝟏𝟑 and −𝟏𝟓
b) −𝟏𝟑 and 𝟏𝟓
(6.) The two consecutive odd integers are…
c) 𝟏𝟑 and −𝟏𝟓
d) 𝟏𝟓 and 𝟏𝟑

38
Activity 3. Solve! Solve! Solve!

Directions. Solve the following problems.

1. Mark is 2 years older than 5 times as his daughter, Ana. The

product of his age 2 years ago and Ana’s age 2 years from now is
400. What are their present ages?

2. It takes John 3 more hours to finish the

Mathematics Project than Tony. If they work together
they can finish the same project in 2 hours. How long
would it take John to finish the project alone?

IV. Reflection
How did you grow as mathematician today? Write your answer on a dialog bubble below.

Write 3 math words that you If you are going to tweet, what is your
learned in this lesson/activity. “hashtag” about this lesson/activity?
(ex. #QuadraticisFantastic)
… Rate your performance
… in this activity from 1-10.
(1-lowest, 10-highest)

39
 V. References

 Mathematics-Grade 9: Quarter 1 – Module IX: Solving Problems Involving Quadratic

Equation and Rational Algebraic Equations
 https://www.google.com/maps/place/Tabaco+City,+Albay/@13.359331,123.7301605,20z/d
ata=!4m5!3m4!1s0x33a1ac3e80bbd883:0x66e8d933f9cbe28!8m2!3d13.3240963!4d123.645
139
 https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Intermediate_Algebra_(OpenSt
ax)/09%3A_Quadratic_Equations_and_Functions/906%3A_Solve_Applications_of_Quadratic
_Equations
 https://www.clipartmax.com/middle/m2i8K9Z5m2m2Z5b1_inspirational-father-daughter-
clipart-gallery-for-dad-am-an-only-child/
 http://clipart-library.com/clipart/thinking-student-cliparts_9.htm

VI. Answer Key

2. It takes John 6 hours to finish the project. 1. Ana (8 years old), Mark (42 years old) Activity 3:

6. A&D 5. A 4. B 3. B 2. B 1. B Activity 2:

3. C 2. A 1. C Activity 1:

Prepared by:

VICTOR JULIUS C. PEREZ

MALINAO NATIONAL HIGH SCHOOL

40
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _____________ Date: ___________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 5A

ILLUSTRATING QUADRATIC INEQUALITIES

I. Background Information for Learners

This learning activity sheet serves as your self-learning guide and facilitates lesson
comprehension as it specifically aims your mastery on illustrating quadratic inequalities.

QUADRATIC INEQUALITY: an inequality that contains polynomial whose highest

exponent or degree is 2.
Quadratic Inequality in One Variable (𝑥)
can be written in the following standard forms:

a𝑥 2 + b𝑥 + c > 0 a𝑥2 + b𝑥 + c < 0

a𝑥2 + b𝑥 + c ≥ 0 a𝑥2 + b𝑥 + c ≤ 0

where a, b, and c are real numbers and a ≠ 0.

An inequality is like an equation, but instead of an equal sign (=) it has one of these symbol:
Symbol Meaning Example Read as
< Less than “is less than” “is fewer than” 𝑥2 < 4 2
𝑥 is less than 4
> Greater than “is greater than” “is 𝑥2 + 3 >0 2
𝑥 + 3 is greater than 0
more than”
≤ Less than or equal “at most” “is no y ≤ 𝑥2 – 2𝑥 – 8 y is less than or equal to 𝑥2 –
more than” 2𝑥 – 8
≥ Greater than or equal “at least” “is no 6 ≥ 𝑥2 6 is greater than or equal to
less than” 𝑥2

3𝑥 2 + 𝑥 + 2 > 0 𝑥2 + 5 𝑥 +12 = 0

(2r – 3) (r + 1) ≥ 2 These are quadratic 𝑥2 = 2

2s2 – 3s + 3 < 0 inequalities
because the degree These are quadratic equations
y < 3𝑥 2 + 𝑥 -1
is two and contain because the degree is two and
an inequality has an equal sign.
𝑥 – 2 𝑥2 – 5 = 0 symbol.

These are not a quadratic

k + 6 ≤ 12
inequality since the degree
𝑥>2 is not 2.

41
 Let us translate the given statements into mathematical sentences and tell if
they illustrate a quadratic inequality or not a quadratic inequality.
1. Four more than thrice a number is greater than forty.

Answer: 3x + 4 > 40 Not a quadratic inequality (the highest exponent is not 2)

2. The length of the floor is 8 m longer than its width and the area is greater than 20 square meters.
Answer: x (x + 8) > 20 x² + 8x > 20
Quadratic Inequality (the highest exponent is 2 and the symbol used is inequality symbol)
3. The width of a rectangular plot is 5 m less than its length and its area is 84 m 2.
Answer: x (x -5) = 84 x² -5x = 84
Not a Quadratic Inequality (the symbol used is equal sign)

II. Learning Competency:

Illustrates quadratic inequalities. (M9AL-If-1)

III. Activities
Learning Task 1: What AM I!
Categorize the mathematical expressions below using the given table. Write each expression
under the correct label in the given table
𝑥 2 + 9𝑥 + 14 > 0 y ≥ 𝑥2 – 2𝑥 – 8 𝑥 – 2𝑥 2 – 5 = 0
3s 2 - 5s = 1 3𝑥 2 – 6𝑥 – 2 𝑥2 –16 ≤ 8 𝑥
4t - 7t 2 + 2 ≥ 0 2t 2 < 21 - 9t 2𝑥 – 5𝑥 – 10 > 0
Not a quadratic equations nor a
Quadratic equations Quadratic inequalities
quadratic inequalities

Learning Task 2: Transform into QI!

Transform the following mathematical sentences into quadratic inequalities by changing or
adding only one element from the given. Write the correct quadratic inequalities in the table provided.
Item no. 1 is done for you.

42
 Mathematical Expressions Transformed into Quadratic Inequalities

1. x2 – x – 6=0 x 2 – x – 6 < 0 or x 2 – x – 6 > 0 or x 2 – x – 6 ≤ 0 or x 2 – x – 6 ≥0

2. 3x3 – 4x – 7 ≥ 0
3. (x – 4) (x – 2) = 0
4. 8x – 16 ≤ 0
5. 0x2 – 5x – 10 > 0
6. 15 - 6x2 = 10
7. 2t4 < 21 - 9t
8. 4m2 - 25 = 0
9. 2y + 1 ≤ 7y
10. y = x2 + 4x - 3

Learning Task 3: Tell and Translate!

Tell whether the given statements below illustrate quadratic inequality or not. Translate into
mathematical symbols to justify your answers.
1. Twelve more than thrice a number is greater than sixty.
2. The length of the floor is 12 meters longer than its width and the area is less than or equal to
45 square meters.
3. The width of a rectangular plot is 3 meters less than its length and its area is 40 square meters.
4. If you square 2 more than a positive number, the result is greater than 20 plus 6 times the
number.
5. If 5 is subtracted from the square of a positive number, the result is greater than or equal to
4 times the number.
IV. Reflection:
How did you grow as a mathematician today? Write your answer on a dialog bubbles below.

Write a word/s that is If you are going to dance in Tiktok,

synonymous to the word name your “dance step” about this
“inequality”. lesson/activity.
Rate your learnings in
this activity from 1-10.
(1-lowest, 10-highest)

43
 44
MALINAO NATIONAL HIGH SCHOOL
MA. JESSA V. CAYAGO
Prepared by:
Learning Task 1:
NOT A QUADRATIC EQUATIONS NOR A
QUADRATIC EQUATIONS QUADRATIC INEQUALITIES
QUADRATIC INEQUALITIES
𝑥 – 2𝑥 2 – 5 = 0 𝑥 2 + 9𝑥 + 14 > 0 3𝑥 2 – 6𝑥 – 2
3s 2 - 5s = 1 y ≥ 𝑥2 – 2𝑥 – 8 2𝑥 – 5𝑥 – 10 > 0
𝑥2 –16 ≤ 8 𝑥
4t - 7t 2 + 2 ≥ 0
2t 2 < 21 - 9t
Learning Task 2: Answers may vary.
15 - 6x2 = 10
≥ 2t4 < 21 - 9t
4m2 - 25 = 0
2y + 1 ≤ 7y
y = x2 + 4x - 3
Learning Task 3: 1. 12 +3 𝑥 >60, not QI
2. 𝑥 2 + 12 𝑥 ≤ 45 , QI
3. 𝑥 2- 3 𝑥 = 40, Not QI
4. (𝑥 + 2) 2 6𝑥 𝑥 2 - 2 𝑥 - 16
5. 𝑥 2 – 5 ≥ 4 𝑥 𝑥 2 – 4 𝑥 - 5 ≥ 0 , QI
VI. Answer Keys
https://www.varsitytutors.com/algebra_ii-help/quadratic-inequalities
https://study.com/academy/practice/quiz-worksheet-1-variable-quadraticinequalities.html
Bryant, M., et.al. (2014). Mathematics 9 Learner’s Material. Department of Education.
V. References
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 5B

SOLVING QUADRATIC INEQUALITIES

I. Background Information for Learners

This learning activity sheet serves as your guide to understand how to solve quadratic
inequalities. This contains activities that can help you familiarize the process on solving quadratic
inequalities.

Let’s Remember and Learn!

A QUADRATIC INEQUALITY is an equation of second degree that uses an inequality sign

instead of an equal sign. It is a mathematical statement that relates a quadratic expression as
either less than or greater than another.
The general forms of the quadratic inequalities are:
ax2 + bx + c < 0 ax2 + bx + c > 0
ax2 + bx + c ≤ 0 ax2 + bx + c ≥ 0
where a, b and c are real numbers.

The skill in solving linear inequalities is an important skill to easily understand the topic
solving quadratic inequalities. Let’s look at the following examples to recall your knowledge on
linear inequalities.
Examples:
Find the solution set of the following linear inequalities.
1. x + 8 ≤ 20
x + 8 – 8 ≤ 20 – 8 Addition Property of Inequality
x ≤ 12
The solution set of x + 8 < 20 consists of any number less than or equal to 12.
The solution set can be written in the form {x ǀ x ≤ 12} and this is read as “the set of all
numbers x such that x is less than or equal to 12”. Showing it in an illustration, we have:

-5 4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

2. 5x + 10 > 3x + 24
5x + 10 – 10 > 3x + 24 – 10
5x > 3x + 14 2x > 14
5x – 3x > 3x – 3x + 14 x>7
The solution set of 5x + 10 > 3x + 24 consists of any number greater
than 7. It can be written in form {x ǀ x 7} and read as “the set of all
numbers x such that x is greater than 7.

-5 4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

45
 The principle of solving linear inequality algebraically can be applied to solving quadratic
inequalities. Here are the steps:
1. Find the roots of its corresponding equality.
2. Plot the points in a number line.
3. Test if the points corresponding to the roots of the equality satisfies the
given inequality.
4. Test if the points outside the critical values satisfies the given inequality.

Examples:
1. Find the solution set of x2 + 7x + 10 > 0.
x2 + 7x + 10 > 0

x2 + 7x + 10 = 0 Standard Form (Corresponding

Equality)
(x + 5) (x + 2) = 0 Recall Factoring
x + 5 = 0 and x + 2 = 0 Zero Product Property
x = - 5 and x = - 2 Solve for x (these are the critical
values)
 The solutions of the
quadratic equation formed
by replacing the inequality
symbol by “=” are called
critical values.

- Plot the values of x

-6 -5 -4 -3 -2 -1 0 1 2

The three intervals are: Determine the three intervals and

x<-5 illustrate it.

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

-5 < x < -2,

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

x > -2

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
Test a number from each interval against the inequality. This is to know whether the number
satisfies the given inequality.
x<-5 -5 < x < -2 x > -2
Let x = -6 Let x = -3 Let x = 0
2 2
x + 7x + 10 > 0 x + 7x + 10 > 0 x2 + 7x + 10 > 0
(-6)2 + 7(-6) + 10 > 0 (-3)2 + 7(-3) + 10 > 0 (0) 2 + 7(0) + 10 > 0
36 – 42 + 10 > 0 9 – 21 + 10 > 0 0 + 0 + 10 > 0
4 > 0 TRUE - 2 > 0 FALSE 10 > 0 TRUE

46
 Test also the critical values against the inequality. These are the values of x solved earlier.

Let x = - 5 Let x = - 2
2
x + 7x + 10 > 0 x2 + 7x + 10 > 0
(-5)2 + 7(-5) + 10 > 0 (-2)2 + 7(-2) + 10 > 0
25 – 35 + 10 > 0 4 – 14 + 10 > 0
0 > 0 FALSE 0 > 0 FALSE

Shade the regions that satisfy the

inequality which corresponds to the
solution on the number line. Hollow
circles are used for the critical
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 values because they do not satisfy
the given inequality. Therefore, the
solution set of the inequality is
{ x ǀ x < - 5 or x > - 2 } or (-∞, -5) and
(-2, +∞).

2. Find the solution set of 4x + x2 ≤ 21

4x + x2 ≤ 21

x2 + 4x - 21 = 0 Standard Form (Corresponding

Equality)
(x + 7) (x - 3) = 0 Factor
x + 7 = 0 and x - 3 = 0 Zero Product Property
x = - 7 and x = 3 Solve for x (these are the
critical values)
Plot the values of x

-7 -6 -5 -4 -3 -2 -1 0 1 2 3

The three intervals are: Determine the three intervals.

x ≤ -7 Show the illustration to this.

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

-7 ≤ x ≤ 3

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

x≥3

-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8

47
 Test a number from each interval against the inequality.
x≤-7 -7 ≤ x ≤ 3 x≥3
Let x = -8 Let x = 0 Let x = 4
2
4x + x ≤ 21 4x + x2 ≤ 21 4x + x2 ≤ 21
4(-8) + (-8)2 ≤ 21 4(0) + (0)2 ≤ 21 4(4) + (4)2 ≤ 21
-32 + 64 ≤ 21 0 + 0 ≤ 21 16 + 16 ≤ 21
32 ≤ 21 FALSE 0 ≤ 21 TRUE 32 ≤ 21 FALSE

Test also the critical values against the inequality

Let x = - 7 Let x = 3
4x + x2 ≤ 21 4x + x2 ≤ 21
4(-7) + (-7)2 ≤ 21 4(3) + (3)2 ≤ 21
-28 + 49 ≤ 21 12 + 9 ≤ 21
21 ≤ 21 TRUE 21 ≤ 21 TRUE
Shade the regions that satisfy the
inequality which corresponds to
the solution on the number line.
Shaded circles are used for the
-11 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
critical values because they satisfy
the given inequality.
Therefore, the solution set of the
inequality is
{ x ǀ - 7 ≤ x ≤ 3 } or [-7, 3].

REMINDER!

Intervals
A (real) interval is a set of real number that lies between two numbers.
a b
Closed interval [a, b] {x €Ɍ:a≤ x ≤b}

a b
Open interval (a, b) {x €Ɍ:a< x <b}
a b
Half- open interval [a, b) {x €Ɍ:a≤ x <b}
a b
Half- open interval (a, b] {x €Ɍ:a< x ≤b}
number line

II. Learning Competency

Solves quadratic inequalities (M9AL-lf – 2)

48
 III. Activities

A. FILL ME IN! Complete the steps in the table below to solve the given quadratic inequality
algebraically. Write your answer on the space provided.

1. x2 + 9x + 14 ≥ 0 2. x2 – 6x < 16
Standard form Standard form
(Corresponding Equality) (Corresponding Equality)
Factor Factor
Zero Product Property Zero Product Property
Solve for x Solve for x
Plot the values of x Plot the values of x
Determine the three Determine the three
intervals. intervals.
Test a number from each Test a number from each
interval against the interval against the
inequality. Write the inequality. Write the
solution set and graph. solution set and graph.

B. ON YOUR OWN!
Find the solution sets for the following inequalities then graph.
2
1. x – 4 > 0
2. 2x2 + 5x ≤ - 2
3. x2 - 10x + 16 < 0

Reflection
References
WHAT LEVEL DO YOU BELONG?
Use the self-assessment rubric below to choose the level Mathematics-Grade 9: Quarter 1 – Module XII: Solving
you belong as you go through this learning activity sheet. Quadratic Inequalities in One Variable
Complete the phrase below by writing the level and its
corresponding description on your answer sheet. https://www.google.com/search?q=self+rating+scale+with+clip
I am on Level _____________________. art&tbm=isch&ved=2ahUKEwijhqnNxf7xAhURA6YKHTz

https://www.google.com/search?q=numbers+clipart&source=l
I am confident enough to do it without nms&tbm=isch&sa=X&ved=2ahUKEwiMiI-
mistakes and can help my classmates.
30v7xAhW6LqYKHaGpDp8Q_AUoAXoECAEQAw&biw=1321&bi
h=623

https://www.google.com/search?q=number+line&tbm=isch&v
I can already do it myself, though I make
little mistakes. ed=2ahUKEwiL3OT3rf7xAhVIA6YKHduoBbYQ2

https://www.storyofmathematics.com/quadratic-
inequalities#:~:text=A%20quadratic%20inequality%20is%20an,(
I am starting to understand, sometimes I b2%20%E2%80%93%204ac).
need help.
https://www.storyofmathematics.com/inequalities-
math

I don’t understand, still needs help.

49
Answer Key

A. Fill Me In

≤-7
x>8 -2 < x < 8 x < -2 x ≥ -2 -8 ≤ x ≤-2 x ≤ -7

Prepared by:

GINA C. MARCOJOS
JOROAN HIGH SCHOOL

50
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 5C

SOLVING PROBLEMS INVOLVING QUADRATIC INEQUALITIES

I. Background Information for Learners

Problems involving quadratic equations have either 0, 1 & 2 valid solutions in the context of
the problem. However, some problems often have a range of acceptable solutions that can be
expressed using inequalities.

This learning activity sheet serves as your self-learning guide which contains activities to
facilitate your understanding on the process of solving problems involving quadratic inequalities.

STEPS IN SOLVING LINEAR INEQUALITY

1. Read the problem then represent the given values.

2. Determine the inequality to use based on the keywords on the given problem.
KEYWORDS FOR INEQUALITIES
> ≥ < ≤
is more than minimum is less than maximum
is greater than at least is smaller than not more than
is larger than is not less than below at most
above not smaller than is not greater than
not exceeding
3. Formulate the inequality that represents the problem.
4. Solve the inequality.
Examples of Solving Problems Involving Quadratic Inequalities
Example 1: The product of two integers is at most 28 and their sum is 16. What are the two
integers?
Step 1: Read the problem then represent the Let x be the first integer
given values. 16-x be the second integer
Step 2: Determine the inequality to use based on At most ⇾ ≤
the keywords on the given problem.
Step 3: Formulate the inequality that represents 𝑥 ( 16 − 𝑥) ≤ 28
the problem.

51
 Step 4: Solve the inequality. 𝑥 ( 16 − 𝑥) ≤ 28
 simplify the inequality −𝑥 2 + 16𝑥 ≤ 28
 Write the quadratic inequality in −𝑥 2 + 16𝑥 − 28 = 0
standard form of equation 𝑥 = 14 , 𝑥 = 2
(ax2 + bx + c = 0).Change the sign ≤ to =.
 find the roots of the equality The three intervals are: x≤ 2, 2≤x≤14, x≥14
 Plot the points corresponding to 2 and 14 x≤2 2 ≤ x ≤ 14 x≥14
on the number line. This will divide the If x= 1 If x= 3 If x= 15
𝑥 ( 16 − 𝑥) ≤ 28 𝑥 ( 16 − 𝑥) ≤ 28 𝑥 ( 16 − 𝑥) ≤ 28
number line into 3 intervals 1 ( 16 − 1) ≤ 28 3 ( 16 − 3) ≤ 28 15 ( 16 − 15) ≤ 28
15 ≤ 28 true 39 ≤ 28 false 15 ≤ 28 true
 Test a number from each interval against
the inequality.
Solutions: The inequality is true for any integers in the
interval x ≤ 2 or x≥14
Therefore,
𝒙 ∈ 𝒁 ∶ 𝒙 ≤ 𝟐 𝒐𝒓 𝒙 ≥ 𝟏𝟒
So, if the first integer is 2, the second integer 14.
First condition: 2 (14) ≤ 28 True
Second Condition: 2 + 14 = 16 True

Example 2: The area of a rectangular lot should be at least 250 m2. If its length is 5 m more than
twice its width, find the range of the possible values for the lot’s length and width.

A ≥ 250 m2 w=x

l = 2x +5

Step 1: Read the problem then represent Let x be the width

the given values. 2x + 5 be the length

Step 2: Determine the inequality to use at least ⇾ ≥

based on the keywords on the given
problem.
Step 3: Formulate the inequality that A=lw Using the formula in finding the area
represents the problem. of a rectangle, represent that the area of the
rectangular lot should be at least 250 m2

𝑥( 2𝑥 + 5) ≥ 250

52
 Step 4: Solve the inequality. 𝑥( 2𝑥 + 5) ≥ 250
 simplify the inequality 2𝑥 2 + 5𝑥 ≥ 250
 Write the quadratic inequality in 2𝑥 2 + 5𝑥 − 250 = 0

standard form of equation (ax2 + bx

+ c = 0). Change the sign ≤ to =.
 find the roots of the equality (2𝑥 + 25)(𝑥 − 10) = 0
25 1
𝑥=− 𝑜𝑟 − 12 , 𝑥 = 10
2 2

 Plot the points corresponding to -12

½ and 10 on the number line. This  The three intervals are: - 𝑥 ≤ −12 ,
1
2
will divide the number line into 3 −12
1
≤ 𝑥 ≤ 10, 𝑥 ≥ 10
2
intervals.
1 1 𝑥 ≥ 10
𝑥 ≤ −12 −12 ≤ 𝑥 ≤ 10
2 2

Negative values are Negative values and If x=15

 Test a number from each interval not part of the

solution since there is
zero are not part of
the solution since
𝑥( 2𝑥 + 5) ≥ 250
15( 2(15) + 5)
no negative length there is no negative ≥ 250
against the inequality. measure length measure 525 ≥ 250
true

Solutions: The inequality is true for any value of x in the

interval 𝑥 ≥ 10
Therefore, the measure of the width is any
value greater than or equal to 10m.
So, if the width is 12 m, then the measure of the
length is 27m

II. LEARNING COMPETENCY

Solves Problems Involving Quadratic Inequality (M9AL-If-g-1)

III. ACTIVITIES

Activity 1:

A. Direction: Choose the letter of the correct mathematical representation for the given
situations. Write the letter of your answer on the space provided.

_______ 1. The product of two positive integers has a minimum value of 63. The second integer is 2
more than the first integer. Find the possible values of the integers.

53
 a. 𝑥(𝑥 + 2) ≥ 63 b. 𝑥(𝑥 + 2) ≤ 63 c. 𝑥(𝑥 + 2) > 63

_______ 2. The area of a pathway is at most 90 m2. Its length is 10 times longer than its width. What
are the possible measures of the length?

a. 𝑥(10𝑥) ≤ 90 b. 𝑥(10𝑥) > 90 c. 𝑥(10𝑥) < 90

_______ 3. The product of two consecutive positive integers is less than 100. Find the integers.

a. 𝑥(𝑥 + 2) > 100 b. 𝑥(𝑥 + 2) ≤ 100 c. 𝑥(𝑥 + 2) < 100

_______ 4. The area of a garden is at most 160 m2. The length of the garden is 4 more than twice its
width. What are the possible dimensions of the garden?

a. 𝑥(2𝑥 + 4) ≤ 160 b. 𝑥(2𝑥 + 4) ≥ 160 c. 𝑥(2𝑥 + 4) > 160

_______ 5. Albert needs to make a garden plot which has an area less than 18 ft2. The length should
be 3 ft longer than the width. What are the possible dimensions of the garden plot?

a. 𝑥(𝑥 + 3) > 18 b. 𝑥(𝑥 + 3) < 18 c. 𝑥(𝑥 + 3) = 18

B. Direction: Using the same situations in Letter A, find the solutions to the problems of each
of the items 1-5 inside the box below. Write your answer on the space provided on the
second column of the table below.

Width ≤8 Width >3ft First integer ≥ 7

Length ≤20 Length >6ft Second integer ≥ 9

Width < 3ft First integer <10 Width < 3 meters

Length <6ft Second integer <11 Length <30 meters

PROBLEMS SOLUTIONS
1. The product of two positive integers has
a minimum value of 63. The second
integer is 2 more than the first integer.
Find the possible values of the integers.
2. The area of a pathway is at most 90 m2.
Its length is 10 times longer than its
width. What are the possible measures
of the length?
3. The product of two consecutive positive
integers is less than 100. Find the
integers.
4. The area of a garden is at most 160 m2.
The length of the garden is 4 more than

54
 twice its width. What are the possible
dimensions of the garden?
5. Albert needs to make a garden plot
which has an area less than 18 ft2. The
length should be 3 ft. longer than the
width. What are the possible dimensions
of the garden plot?
Activity 2:

Direction: Complete the table below by performing the step by step process of solving problems
involving quadratic inequalities.

A. One of the school buildings of Libon Agro Industrial High School has a floor area that is less
than 88 m2. Its length is 3m longer than its width. Find the dimension of the floor.

Step 1: Understand the problem then represent Let x be the width of the floor
the given values. x + 3 be the length of the floor
Step 2: Determine the inequality to use based on
the keywords on the given problem.
Step 3: Formulate the inequality that represents 𝑥(𝑥 + 3) < 88
the problem.
Step 4: Solve the inequality. 𝑥(𝑥 + 3) < 88

 simplify the inequality

 write the quadratic inequality in its
corresponding standard form of equation
 find the roots of the equation

 plot the points on a number line (that

divides the number line into three
intervals)

 Test points from each interval on the

inequality

SOLUTION/S

55
 B. Mr. Corbilla wants to buy a rectangular lot that has a length of 10 meters more than twice
the width and an area not exceeding 300m2. Find all the possible measures of the width.

Step 1: Understand the problem then represent Let x be the width of the lot
the given values. 2x + 10 be the length of the lot
Step 2: Determine the inequality to use based on
the keywords on the given problem.
Step 3: Formulate the inequality that represents
the problem.
Step 4: Solve the inequality.

 simplify the inequality

 write the quadratic inequality in its 𝑥 2 + 5𝑥 ≤ 150
corresponding standard form of equation
 find the roots of the equation

 plot the points on a number line (that

divides the number line into three
intervals)

 Test points from each interval on the

inequality

SOLUTION/S

IV. Reflection

How do you feel about the activities?

Great Okay Not so good

because…
_______________________________________
_______________________________ 56
V. References
 https://www.mathcoachscorner.com/2016/10/student-self-reflection/
 https://flexbooks.ck12.org/cbook/ck-12-interactive-algebra-2/section/3.5/related/lesson/quadratic-
inequalities-mat-aly/
 https://www.youtube.com/watch?v=iVSAyF1uvaI,
 Mathematics Learners’ Material 9 pp. 96-114

VI. Answer

x < -11; x < 8

x2+3x - 88 < 0
x2+3x < 88

Prepared by:

JENICA B. MIRABUENO
LIBON AGRO- INDUSTRIAL HIGH
SCHOOL

57
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 6A

MODELLING REAL-LIFE SITUATIONS USING QUADRATIC FUNCTIONS

I. Background Information

These activity sheets shall serve as your guide to facilitate self - learning as it focus on
modelling real life situation using quadratic function.

There are many real-world situations that deal with quadratic functions and parabolas.
Throwing a ball, launching a rocket, building bridges and other structures and sales profit are examples
of situations that can be modelled by quadratic functions.

www.WordPress.com www.mathisfun.com www.projectmaths.ie www.study.com

FUNCTION – is a relation where no two distinct ordered pairs have the same abscissa or x – coordinate.
Representations (set of ordered pairs, table of values, rule/equation, and graph)
LINEAR FUNCTION – a function of degree 1 which can be written in the form f(x) = mx + b; has one
independent variable and dependent variable; its graph is a straight line.
QUADRATIC FUNCTION – a function of degree 2 which can be written in the form
f(x) = ax2 + bx + c or y = ax2 + bx + c, where a, b, and c are real numbers
and a ≠ 0. (degree 2 means that the highest exponent of the variable x among the terms is 2)
PARABOLA – the graph of quadratic function.
DEPENDENT VARIABLE – describes a variable whose value depends on another variable.
INDEPENDENT VARIABLE – describes a variable whose values are independent of changes.

We can create quadratic functions to model real life situations. These models can be used to
find out more information, such as: maximum height that an object can reach when thrown upward,
maximum profit that a sale can get, and prediction of an investor on the behavior of a particular
mutual fund over time, etc.
Dependent Independent
Situation Quadratic Function
Variable Variable
f(x) = ax2 + bx + c
f(x) or y x
1. The area (𝑨) of the floor of a room whose 𝑙 = 𝑤 + 5 ; 𝑤
length (𝒍) is 𝟓 𝒎 more than the width(𝒘) is a Recall that 𝐴 = 𝑙𝑤
Area 𝐴(𝑤) width(𝑤)
function of the width. 𝑨(𝒘) = (𝒘 + 𝟓)𝒘 𝑜𝑟
𝑨(𝒘) = 𝒘𝟐 + 𝟓𝒘
2. From a 48-foot “pili” tree, a farmer throws one
of his harvested “pili” nuts straight up into the 𝑯(𝒕) = 𝟒𝟎𝒕 − 𝟏𝟔𝒕𝟐 Height𝐻(𝑡) time(𝑡)
air following a trajectory. The height 𝐻(𝑡) of the

58
“pili” nut above the tree after t seconds is given
by the function 𝐻(𝑡) = 40𝑡 − 16𝑡 2 .
3. Nikola Jokić’s basketball challenge can be 𝒚 = −𝟏𝟔𝒕𝟐 + 𝟐𝟒𝒕 + 𝟕
modelled with the equation:
𝑦 = −16𝑡 2 + 24𝑡 + 7, where 𝑡 equals the time
Distance(𝑦) Time (𝑡)
in seconds and 𝑦 equals the distance in feet.

Distance (ft)
Time (sec.)

II. Learning Competency:

Models real-life situations using quadratic functions (M9AL-Ig-2)

III. ACTIVITIES

ACTIVITY 1: IDEAL MODEL

Directions: Identify if each of the following situations models a quadratic function or not. Draw if
it does, otherwise draw .
1. Bea predicted that the number of mango 2. A car rental has a fixed price of 𝑃ℎ𝑝 150.00 and
trees 𝒙, planted in her farm could yield additional 𝑃ℎ𝑝 50.00 for every exceeding hour. This can
𝑦 = −20𝑥 2 + 2800𝑥 per year. be modelled by 𝑦 = 50𝑡 + 150, where 𝑡 is the number of
hours of use and 𝑦 is the total amount to be paid.

3. The graph of the amount of money for a 4. Based on the journal of Institute of Mathematics and
given number of weeks is shown below. Management (IMM) on Forecasting COVID -19 Outbreak
in the Philippines and Indonesia, the figure on the right
shows the most suitable model to forecast the daily
infected cases of COVID -19 in Indonesia. The model shows
the daily cases from 8th of February to 24th of May 2021.

https://imathm.edu.lk

59
 5. The maximum area of a rectangular garden that can be fenced using 100 𝑚 of fencing materials.
ACTIVITY 2: COMPLETE ME!
Directions: Model the given situations using Quadratic Function.
1. The following solution shows the steps that Eudora made to solve the given problem. Complete her
solution to arrive at the correct answer.
Situation: A community has a rectangular parcel of land for their “Gulayan Para sa
Mamamayan”. The residents decided to enclose the land with fences. It is to be enclosed with
64 𝑚𝑒𝑡𝑒𝑟𝑠 of fencing material.
A) Express the area of this parcel of land as function of its width(𝒘).
Solution: Since 64 meters of fencing material is required to enclose the parcel of land, then it
means that the distance around it or its perimeter is 64 meters.
Step 1: Recall that 𝑷 = 𝟐(𝒍 + 𝒘)
2(𝑙 + 𝑤) = 64 – By substitution 𝒍 = 𝟑𝟐 − 𝒘
2(𝑙+𝑤) 64
=
2 2
𝒘
𝒍 + 𝒘 = 𝟑𝟐 (this means that the sum
of the length and the width is 32 𝑚)

Step 2: Solve for the length 𝒍 in terms of the width 𝒘 Step 3: Use the formula 𝐴 = 𝑙𝑤 to write the
𝒍 = 𝟑𝟐 − 𝒘 equation of the quadratic function.

B) Use the function to find the area of the rectangular parcel of land for each of the following values
of width:
𝒘𝒊𝒅𝒕𝒉(𝒘) 1𝑚 2𝑚 3𝑚 4 𝑚 5𝑚
𝑨𝒓𝒆𝒂 𝑨(𝒘) 𝟑𝟏 𝒎𝟐 _____ _____ _____ _____
Solution: 𝐴(1) = (32 − 1)1
𝐴(1) = 𝟑𝟏 𝒎𝟐
2. Situation: In a carnival, a popular game Bottle Toss have bottles arrange as shown
at the right. You are asked to choose your level to toss. However, bottles in levels 4 and
5 are not yet arranged. Find out how many bottles are needed for level 4 and level 5.
A) Observe the pattern and draw level 4 and level 5.
B) Use the table to represent the number of bottles.
Level (𝒙) 1 2 3 4 5
Number of bottles (𝒚) 1 4 9 _____ _____

C) Write the equation that describes the pattern.

60
 ACTIVITY 3: SHOW ME YOUR CURVES
Directions: Take pictures of different objects found in your community that show curve and parabolic
figures. Write a description of the pictures. (Presentation may be done in any of the
following but not limited to: multimedia presentation, poster, collage)

Rubric for Activity 3

Expert (4) Apprentice (3) Practitioner (2) Novice (1)

Content is accurate and Content is accurate but Content is inaccurate Content is either
appropriate items and some required and required questionable or
Content information is presented information is missing information is missing incomplete and
in order. and/or not in order. and/or not presented in information is not
order. presented in order.
Presentation is neat, well- Presentation is neat, well Presentation flows well Presentation is
organized and presented – organized and with simple yet unorganized and
Presentation in a creative way with presented with some acceptable description. shows insufficient
detailed description. degree of creativity and information and
with detailed description. description.
Goes beyond the Meets the requirements Hardly meets the Does not meet the
Requirements requirements of the task. of the task. requirements of the requirements of the
task. task.

IV. Reflection V. References

Self-Check Bryant, Merden L., Bulalayao, Leonides E., et al. Mathematics

Grade 9 Learner’s Material Module 2: Quadratic Functions, First
Choose the emoji/statement that would Edition, (2014), Department of Education, Vibal Group Inc.

describe your experience after doing Mathematics Quarter 1 – Module 6: Modelling Quadratic
Functions and Representations of Quadratic Functions, First
the activities. Edition, (2020), Department of Education – Schools Division
Office of Quezon City

Mathematics 9 Quarter 1 – Module 14 – New Normal Math for

Grade 9: Models of Quadratic Function, First Edition, (2020),
Department of Education

http://academic.sun.ac.za/mathed/malati/Unit07.pdf

toppr.com – Applications of Quadratic Functions

Activity 3: Answers may vary
C. 𝑦 = 𝑥 2
B. 16, 25
2. A.

B. 60𝑚2 , 87𝑚2 , 112𝑚2 , 135𝑚2

Activity 2: 1. A. 𝐴(𝑤) = (32 − 𝑤)𝑤 𝑜𝑟 𝐴(𝑤) = 32𝑤 − 𝑤 2
Activity 1: 1. 2. 3. 4. 5.
Prepared by:
Answer Key:
JOMAR A. MONFORTE
MARCIAL O. RAÑOLA MEMORIAL SCHOOL
61
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 6B

REPRESENTING QUADRATIC FUNCTIONS

I. Learner’s Background Information

This learning activity sheet serves as your self-learning guide and will facilitate the lesson on
representing quadratic functions using (a) table of values; (b) graph; and (c) equation.

A quadratic function is a function characterized by a second-degree polynomial equation.

𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where a, b, and c are real numbers and a ≠ 0.

It can be represented using (a) table

of values; (b) graph; and (c)
equation. Consider the following
examples.

REPRESENTATION EXAMPLE
Equation f(x) = x2 - 2x + 2
The function f(x) = x2 - 2x + 2 is of the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Since a =
1≠ 0,
and f(x) is of the second degree, then it is a quadratic equation.
Table of Values
To get the value of x -2 -1 0 1 2 3 4 5 6
f(x). Simply f(x) 10 5 2 1 2 5 10 17 26
substitute the value
of x to the equation.
f(x)=x2 -2x + 2
Test if there is a common second difference in the function value f(x).
If x= -2, Difference in x 1 1 1 1 1 1 1 1
f(-2)=(-2)2 -2(-2) +2
=4+4+2 -1 - (-2) 0 - (-1) 1–0 2–1 3–2 4–3 5–4 6–5
= 10
x -2 -1 0 1 2 3 4 5 6
To get the f(x) 10 5 2 1 2 5 10 17 26
differences in x,
5 – 10 2–5 1–2 2–1 5–2 10 – 5 17 – 10 26 – 9
simply subtract the First Difference
succeeding value -5 -3 9
in f(x) -1 1 3 5 7
from the previous,
-3 - (-5) -1 - (-3) 1 – (-1) 3–1 5–3 7–5 9–7
this is the same with Second Difference in
first difference in
f(x) 2 2 2 2 2 2 2
f(x) and second
difference in f(x).

There is an equal difference produced in the difference of the first

differences. This is called the second difference. Hence, the function is a
quadratic function.
Second Difference Test
A relation f is a quadratic function if equal differences in
the independent variable x produce nonzero equal
second differences in the function value f(x).

62
Graph
The graph at the right is an example of a
parabola. It may either be opening upwards
(U shaped) or opening downwards (∩
shaped). There are some other
characteristics unique to a parabola. These y-intercept

are vertex and the axis of symmetry.

Vertex- the highest or lowest point of the

parabola

Axis of symmetry- an imaginary line passing

through the vertex which divides the
parabola into two identical parts
The x-intercept of a graph is
The vertex also determines the maximum or
the value of x at which the
minimum value of the function.
graph intersects the x-axis.
Recall that graphs on the Cartesian plane
The y-intercept of a graph is
may also be described using their intercepts.
the value of y at which the
graph intersects the y-axis.

The graph of f(x) = x2 - 2x + 2 is shown in figure 1.1

Figure 1.1 Graph of f(x) = x2 - 2x + 2

In the figure, the line x=2 is the axis of symmetry of the parabola. It
divides the parabola into two mirror images. The point (2,0) is the vertex of the
parabola. It is the intersection of the axis of symmetry and the parabola. The
vertex is also the maximum or minimum point in the graph of a quadratic
function.

63
 II. Learning Competency

Represents a quadratic function using (a) table of values; (b) graph; (c) equation. (M9AL-lg-3)

III. Activities ACTIVITY 2: Use the second difference method to

determine if each of the following tabulated
relations represents a quadratic function or not.

ACTIVITY 1: State whether 1. x 0 1 2 3 4 5 6

the function is quadratic or f(x) 4 2 6 16 32 54 82
not quadratic.

1. f(x) = x2 -3 2. x 0 1 2 3 4 5 6
2. g(x) = 2x2 f(x) -10 -9 -2 17 54 115 206
3. f(x) = 3x + 3
4. g(x) = x2 + 6x + 9
3. x 0 1 2 3 4 5 6
5. f(x) = (x+2) (x-3)
f(x) 8 10 15 23 34 47 62

X 0 1 2 3 4 5 6
4.
f(x) 2 -1 0 5 14 27 44

5. x 0 1 2 3 4 5 6
f(x) -9 -8 -5 0 7 16 27

ACTIVITY 3: Give the vertex, axis of symmetry, and the maximum/minimum point of each
quadratic function represented by parabola.

1. 2.

Vertex: ____________ Vertex: ____________

Axis of Symmetry: _____________ Axis of Symmetry: _____________

Max./Min. Point: _____________ Max./Min. Point: _____________

64
 References

Carina C. Ceñidoza, Rico T. Draper,

Marivic C. Esquierda, Jonell R. Socao,
IV. Reflection
Wilmer C. Zuñiga, C&E Publishing,
Choose from the emoticons the feeling that you Inc.2015
want represent while doing the activity.
Fernando B. Oriones, Mirla S.
Esparrago, and Nestor V. Reyes Jr.,
Phoenix Publishing House, Inc.
(0,2)
(2,0), 2. Vertex: (0, 2), Axis of symmetry: y-axis, maximum point: http://www.biology.arizona.edu/biom
Activity 3. 1. Vertex: (2,0), Axis of symmetry: x=2, minimum point: ath/tutorials/quadratic/QuadFunctBasi
Activity 2. 1. QF, 2. NQF, 3. QF, 4. QF, 5. QF
Activity 1: 1. QF, 2. QF, 3. NQF, 4. QF, 5. QF
cs.html

Answer Key:

Prepared by:

JONNA AUSTERO-BRONDO
MARCIAL O. RAÑOLA MEMORIAL SCHOOL

65
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 7-8A

TRANSFORMING QUADRATIC FUNCTION DEFINED BY y=ax2+bx+c INTO THE FORM y=a(x-h)²+k
I. Background Information for Learners
Transforming a quadratic function from general form to standard form is one of
the most interesting topic in Math. It has many applications and has played a fundamental role in
solving many problems related to human life.
This Math LAS will serve as your self -learning guide to facilitate learning the concept of
quadratic function and mastery of your skill in transforming the quadratic function from general form
to standard form.

Quadratic Function
 is a function of the form f(x)=ax²+bx+c where a, b and c are real numbers such
that a is not equal to zero and the highest power of independent variable is 2.
 graph of quadratic function is a curve called Parabola

Steps in Transforming Quadratic Function Defined by y=ax²+bx+c into the form y=a(x-h)²+k

1. Group terms containing x.

2. Factor out a.
3. Complete the expression in parenthesis to make it a perfect square trinomial by adding
(b/2)² and subtracting a(b/2)² to the constant term
4. Express the perfect square trinomial as a square of binomial.

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Illustrative Examples:
A. Determine the number that must be added to make each of the following a perfect square
trinomial. Then, give the factors as a square of binomials.
Solution:
1. x² - 8x + _______
x² - 8x + 16 - 16 since (-8/2)²= -4² = 16
(x – 4)² - 16 by factoring x² - 8x + 16
2. x² + 3x + ________
x² + 3x + 9/4 – 9/4 since (3/2)²= 9/4
(x + 3/2)²- 9/4 by factoring x² + 3x + 9/4
B. Transform y = x² - 6x + 14 in a standard form or vertex form. Identify the value of a, h, and k
y=ax²+bx+c y=a(x-h)²+k
Solution:
STEP TASK
1. Group terms containing x. y = x² - 6x + 14
y = (x² - 6x) + 14
2. Factor out a. y = 1 (x² - 6x) + 14

3. Complete the expression in parenthesis to y = 1 (x² - 6x) + 14

make it a perfect square trinomial by adding (-6/2)² = (-3)² = 9
(b/2)²and subtracting a(b/2)² to the y = 1 (x² - 6x + 9) + 14 – 1(9)
constant term y = 1 (x² - 6x + 9) + 5
Note: (x² - 6x + 9) = (x – 3) (x – 3) = (x – 3)²
4. Express the perfect square trinomial as a y = 1 (x - 3)² + 5
square of binomial. Hence, a= 1, h= 3 and k= 5

C. Express 2x² + y = 6x – 5 into the form y = a(x-h)² + k and give the value of a, h, and k.
y = ax² + bx + c y = a(x - h)² + k
Solution:
STEP TASK
1. Group terms containing x. 2x²+ y = 6x – 5
y = - 2x²+6x – 5
y = (-2x² + 6x) – 5

2. Factor out a. y = -2 (x²-3x) – 5

3. Complete the expression in y = -2 (x²-3x) – 5

parenthesis to make it a perfect y = -2 (x²-3x+9/4) – 5 – (-2)(9/4)
square trinomial by adding y = -2 (x²-3x+9/4) – 5 +(9/2)
(b/2)²and subtracting a(b/2)² to y = -2 (x²-3x+9/4) – 1/2
the constant term (x²-3x+9/4) = (x – 3/2) (x – 3/2) = (x – 3/2)²
4. Express the perfect square y = -2 (x-3/2)² – ½
trinomial as a square of binomial.
Hence, a = -2, h = 3/2 and k = -1/2
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 II. Learning Competency
Transforming the quadratic function defined by y = ax²+bx+c into the form y = a(x - h)² + k
(M9AL-Ih-1)

III. Activities
Activity 1. Step by Step!
A. Transform the given Quadratic Functions into the form y = a(x - h)² + k by following the
steps below.
STEP TASK (1) TASK (2)
y= x² - 4x - 10 y = 3x² - 4x + 1
1. Group terms containing x

2. Factor out a

3. Complete the expression in parenthesis

to make it a perfect square trinomial by
adding (b/2)²and subtracting a(b/2)² to
the constant term
4. Express the perfect square trinomial as
the square binomial
5. Give the value of h

6. Give the value of k

B. Determine the number that must be added to make each of the following a perfect
square trinomial.
1. r² + 20r + ______ 2. s² - 16s + ______ 3. x² - 30x + ______

C. Express the perfect square trinomial as a square of binomial

1. x² + 4x + 4 ________________
2. x² - 10x + 25 ________________
3. x² - 8x + 16 ________________

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Activity 2: Matching Type!
Match column A with column B. Answer the question below and choose the correct
answer from given options.
Column A Column B
_____ 1. Which of the following is the A. (2,4)
Standard/Vertex form of Quadratic Function?
_____ 2. The Quadratic Function y= x²-4x-10 is B. y=ax²+bx+c
expressed in standard form as
_____ 3. What must be the value of (h,k) in the C. 13
Quadratic Function y=3(x-2)² +4?
D. y=a(x-h)²+k
_____ 4. If y= x²-4x-10 is written in the form
y=a(x-h)²+k, then what is the value of a+h-k? E. y=(x-2)²-14
_____ 5. Which of the following is the General
form of Quadratic Function?

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V. References

 Bryant, Merden L, et.al.(2017). Mathematics Learner’s Material 9 pp. 125-132. FEP

Printing Corporation.
 Dilao, Soledad Jose, et.al.(2003) Advanced Algebra, Trigonometry and Statistics pp.
55-56. JTW Corporation. https://www.youtube.com/watch?v=9jKbqv2CLYU

Hidden Message: “MATH IS FUN”

Prepared by:

SANTOS N. LOCRE JR.

POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

70
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 7-8B

GRAPHING QUADRATIC FUNCTIONS

I. Background Information for Learners

This activity sheet serves as your guide to facilitate learning as it focuses on graphing
of quadratic function: a) domain b) range c) intercepts d) axis of symmetry e) vertex f) direction of
opening of the parabola.

DEFINITION OF TERMS

a. Domain of quadratic function - the set of all possible values of x. Thus,

the domain is the set of all real numbers.
b. Range of quadratic function - the set of all y greater than or equal to the y-coordinate of
the vertex if the parabola opens upward.
c. Intercepts or zeroes of quadratic functions – the values of x when y equals 0. The
real zeros are the x-intercepts of the function’s graph.
d. Axis of Symmetry / line of symmetry– the vertical line through the vertex that divides
the parabola into two equal parts.
e. Vertex – the turning point of the parabola or the lowest or highest point of the parabola.
If the quadratic function is expressed in the standard form 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 the vertex is
the point of (h,k).

f. Direction of the opening of the parabola – the value of a in 𝒇(𝒙) = 𝒂𝐱 𝟐 + 𝒃𝒙 + 𝒄. If a>0,

the parabola opens upward; if a<0, the parabola opens downward.
g. Maximum value – the maximum value of 𝒇(𝒙) = 𝒂𝐱 𝟐 + 𝒃𝒙 + 𝒄 where a< 0, is the y-
coordinate of the vertex.
h. Minimum value – the minimum value of 𝒇(𝒙) = 𝒂𝐱 𝟐 + 𝒃𝒙 + 𝒄 where a> 0, is the y-
coordinate of the vertex.
i. Parabola – the graph of quadratic function.
j. Quadratic function – a second- degree function of the form 𝒇(𝒙) = 𝒂𝐱 𝟐 + 𝒃𝒙 + 𝒄, where
a, b, and c are real numbers and a≠0. This is a function which describes a polynomial.

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Example 1: Find the vertex of the parabola for • Another solution is by completing square
y = 𝒙𝟐 +2x+3. y = x 2 + 2x +3

 Hence, 𝒙 = 𝐡 =
−𝒃
. = (x 2 + 2x + 1) + 3 – 1
𝟐𝒂
−𝟐 −𝟐 = (x + 1)2 + 2
,x = 𝟐(𝟏) = = −𝟏
𝟐
• The new equation is now in vertex form of
• If x =-1, then substitute 1 to x in the original quadratic equation y=a(h-k)2 + k, and the
2
equation to get the value of y : y = (-1) + 2 (-1) + coordinates of the vertex is represented by
3. Thus, y = 2. (h, k), which are (-1, 2). And then the minimum
• The vertex is at (-1, 2) value of the function is 2.
• Since a is positive, the point (-1, 2) is a lowest
point or minimum point and 2 is
the minimum value of the function

Example 2: For the function y = -2𝒙𝟐 -4x + 7 Solution 2:

a. Determine the coordinates of the vertex of • y = -2x 2 - 4x + 7
the parabola and = -2 (x 2 + 2x) + 7
b. Give the maximum or minimum value of the = -2 (x 2 + 2x + 1) + 7 + 2
function. = −2(x + 1)2 + 9
c. Give the domain and range. • The vertex (h, k) will be at (-1, 9). The function
2
Solution 1: The quadratic function y=ax will have a maximum value of 9.
+bx+c, where a, b, and c are real numbers with • The range is the set of all real numbers.
a not equal to zero • The domain is the set of {y:y≥9}.
−𝒃
• Hence, 𝒙 = 𝐡 = . First find x which
𝟐𝒂

represent h in the vertex (h,k) using the

−𝒃
formula x= where b = -4, a = -2 so 𝑥 =
𝟐𝒂
−(−4) 4
= −4 = −1
2(−2)

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• then find y which represent k in the vertex
(h,k) if x = -1 , y = −2(−1)2 - 4(-1) + 7 = 9
• Therefor the vertex is at ( -1, 9).
• Since a is negative, the vertex is a highest
point, so the function will have a
maximum value of 9.

Example 3: The vegetable garden of Ms. • The vertex of the parabola (which is the
Sarmiento at Palta Small has an area of maximum point) is at (4, 32) and the
x(16 – 2x). By graphing, the highest point or maximum area equals 32, Knowing the vertex of
the maximum point of the parabola is found the parabola and the fact that
at (4, 32). the parabola has axis of symmetry through the
• Solving algebraically, expand and rewrite vertex, a systematic
A = x (16-2x) procedure of graphing y = ax 2 + bx + c or
= x(-2x+16) ------------------------ arrange the y = a(x − h)2 + k
expression
= -2x 2 +16x ------------------------ using
distributive property
−(𝑏) −16
A = -2x 2 + 16x so = =4
2a −4

If x = 4, A = 4 [16 – 2(4)] or 32.

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 II. Learning Competency
Graphs a quadratic function: a) domain b) range c) intercepts d) axis of symmetry e)
vertex f) direction of opening of the parabola(M9AL-Ig-h-i-1)

III. Activities
Activity 1: Sketch the graph of Activity 2: Identify the vertex, domain,
quadratic functions. 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.
1. f(x) = (𝒙 + 𝟐)𝟐 + 3
• Vertex: _________
• Opening of the point: _______
• Vertex is a ______ point
• Equation of the axis of symmetry:
________
• Domain: ________
• Range:_____

2. y = −𝟐𝒙𝟐 − 𝟐
• Vertex: ________
• Opening of the point: _____
• Vertex is a ______ point
• Equation of the axis of symmetry:
_______
• Domain: ________
• Range: __________

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 IV. Reflection
Select word/s that would describe your feelings after doing the activities.

V. Reference
Mathematics Grade 9 Learner’s Material, First Edition, 2014
Mathematics III Textbook for Third Year High School, 1997
Contextualized Detailed Lesson Plans in Mathematics 9 Quarter 1

• Graphs
y ≤ -2 y ≥3 • Range
All real numbers All real numbers • Domain
symmetry
x=0 x = -2 • Equation of the axis of
Maximum Minimum • Vertex is a ____ point
Downward Upward • Opening of the point
(0, -2) (-2, 3) • Vertex
2. y = -2𝑥 2 – 2 1. f(x) = (𝑥 + 2)2 + 3

Activities:

Answer key

Prepared by:

MARK ANDREW S. BOSQUE

POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

75
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 7-8C

FORMS OF THE QUADRATIC FUNCTION AND THEIR GRAPHS

I. Background Information for Learners

You worked with graphs of quadratic functions and their parts in the previous lesson. The activities
in this lesson provide information and test your skills in analyzing the behavior of the graph of the
various forms of quadratic function as the values of a, h, and k change. The function
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 is the vertex form of quadratic function where (h, k) is the vertex of the
function’s graph .
Vertex (h,k)- turning point of a graph
Parabola – name of a graph of quadratic function
Reference function/graph -a guide function/graph used to compare with other functions/graphs.
Forms of quadratic function:
1. 𝑦 = 𝑎𝑥 2 The graph has its vertex at the point of origin (0,0) and opens upward.
𝑦 = −𝑎𝑥 2 The graph has its vertex at the point of origin (0,0) and opens downward.
2. 𝑦 = 𝑎𝑥 2 +𝑘 The vertex of this parabola is k units upward/above the origin.
𝑦 = 𝑎𝑥 2 − 𝑘 The vertex of this parabola is k units downward/below the origin.
3. 𝑦 = 𝑎(𝑥 + ℎ)2 The vertex of this parabola is h units to the left of the origin.
𝑦 = 𝑎(𝑥 − ℎ)2 The vertex of this parabola is h units to the right of the origin.
4. 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 The vertex of this parabola is shifted h units to the right and k
units upward/above of the origin.

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77
 II. Learning Competency

Analyzes the effects of changing the values of a, h, and k in the equation

𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph. (M9AL-Ij-2)

III. Activities

Directions: Read, study carefully and understand the following activities.

 ACTIVITY 1: Complete Me!

Identify the vertex and describe the transformation of a graph given the quadratic
function. To verify your answer, use a graphing application (DESMOS app) if one is
available.
SET A

What happen to the graph as the value of a gets

Function Vertex larger? gets smaller?
(h,k) Choose your answer from the three options.
A. narrower B. wider C. spread
1. 𝑦 = 𝑥 2 ( 0,0) (reference function)
2. 𝑦 = 2𝑥 2 ( __ , _ ) As the value of a gets larger, the graph
3. 𝑦 = 3𝑥 2 ( __ , _ ) becomes ____________
1
4. 𝑦 = 2 𝑥 2 ( __ , _ ) As the value of a gets smaller, the graph

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 1
5. 𝑦 = 4 𝑥 2 ( __ , _ ) becomes ____________

SET B

Function Vertex Value of Describe the transformation of a

(h,k) k function or graph
1. 𝑦 = 𝑥 2 ( 0, 0) 0 reference function
2. 𝑦 = 𝑥 2 + 1 ( 0, 1) 1 The graph of 𝑦 = 𝑥2 shifted 1 unit upward.
3. 𝑦 = 𝑥 2 + 4 ( __, _ ) ___ The graph of 𝑦 = 𝑥 2 shifted __________
4. 𝑦 = 𝑥 2 − 1 ( __ , _) ___ The graph of 𝑦 = 𝑥 2 shifted __________
5. 𝑦 = 𝑥 2 − 4 ( __, _ ) ___ The graph of 𝑦 = 𝑥 2 shifted __________

SET C

Function Vertex Value Describe the transformation of a function

(h,k) of h or graph
1. 𝑦 = 𝑥 2 ( 0,0) 0 reference function
2. 𝑦 = (𝑥 − 1)2 ( 1,0) 1 The graph of 𝑦 = 𝑥2 shifted 1 unit to the right.
3. 𝑦 = (𝑥 − 3)2 ( __, _ ) ___ The graph of 𝑦 = 𝑥 2 shifted __________
4. 𝑦 = (𝑥 + 1)2 ( __ , _) ___ The graph of 𝑦 = 𝑥 2 shifted __________
5. 𝑦 = (𝑥 + 3)2 ( __, _ ) ___ The graph of 𝑦 = 𝑥 2 shifted __________

 ACTIVITY 2: MATCH MY TRANSLATIONS!

Use 𝒚 = 𝟐𝒙𝟐 as reference function. Then, match the translated equation below to its graph.

𝑦 = 2(𝑥 − 1)2 𝑦 = 2𝑥 2 + 1 𝑦 = 2(𝑥 − 3)2 + 1 𝑦 = 2(𝑥 + 1)2 𝑦 = 2𝑥 2 − 1

𝑦 = 2𝑥 2 1. _________ 2. ________

79
 3. ________ 4. ________ 5. _______

 ACTIVITY 3: Think Before You Decide!

Answer the questions below and choose the letter of the correct answer from the
given options.

1. How is the graph of 𝑦 = 𝑥 2 − 9 obtained?

a. by sliding the graph of 𝑦 = 𝑥 2 , 9 units downward
b. by sliding the graph of 𝑦 = 𝑥 2 , 9 units upward
c. by sliding the graph of 𝑦 = 𝑥 2 , 9 units to the left
d. by sliding the graph of 𝑦 = 𝑥 2 , 9 units to the right.
1
2. What is the trend /behavior of the graph of quadratic function 𝑦 = 5 𝑥 2 in relation to
the graph of 𝑦 = 𝑥 2 ?
a. decreasing c. become narrower
b. increasing d. become wider
3. Which of the quadratic functions is shown in
the graph at the right?
a. 𝑦 = (𝑥 + 3)2 + 1
b. 𝑦 = (𝑥 − 3)2 − 1
c. 𝑦 = (𝑥 + 3)2 − 1
d. 𝑦 = (𝑥 − 3)2 + 1
4. Describe the graph of 𝑦 = 4(𝑥 + 1)2 − 6 in relation to the graph of 𝑦 = 4𝑥 2 ?
a. The graph of 𝑦 = 4𝑥 2 shifted 1 unit to the right and 6 units upward.
b. The graph of 𝑦 = 4𝑥 2 shifted 1 unit to the left and 6 units downward.
c. The graph of 𝑦 = 4𝑥 2 shifted 1 unit to the right and 6 units downward.
d. The graph of 𝑦 = 4𝑥 2 shifted 1 unit to the left and 6 units upward.
5. What is the equation of quadratic function whose graph is described as “The graph
of 𝑦 = 3𝑥 2 shifted 2 units to the right and 5 units downward .”?
a. 𝑦 = 3(𝑥 − 5)2 + 2 c. 𝑦 = 3(𝑥 − 2)2 − 5
b. 𝑦 = 3(𝑥 + 5)2 − 2 d. 𝑦 = 3(𝑥 + 2)2 + 5

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 IV. Reflection

Encircle the emoji/s that best describe/s your understanding of the lesson and explain
your answer in at least three words.

_________________________________

V. References

Mathematics Learner’s Material 9 pp.148-151

Advanced Algebra Trigonometry and Statistics pp. 62-69
Geogebra Application and Desmos Application
Deped Region V Mathematics Quarter1 Module XIX pp. 1-12

VI. Answer Key

5. (-3 , 0) ; -3 ; 3 units to the left

4. (-1 , 0) ; -1 ; 1 unit to the left 5. C
3. (3 , 0) ; 3 ; 3 units to the right 4. B
Set C 3. B
5. (0 , -4) ; -4 ; 4 units downward 2. D
4. (0 , -1) ; -1 ; 1 unit downward 1. A
3. (0 ,4) ; 4 ; 4 units upward Activity 3
Set B
5. (0 , 0)
𝑦 = 2(𝑥 − 3)2 + 1 5.
4. (0 , 0) ;B. wider
𝑦 = 2(𝑥 − 1)2 4.
3. (0 ,0)
𝑦 = 2𝑥 2 − 1 3.
2. (0 ,0) ;A. narrower
𝑦 = 2(𝑥 + 1)2 2.
Set A 𝑦 = 2𝑥 2 + 1 1.

Activity 1 Activity 2

Prepared by:

RYAN R. RAGUERO
POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

81
 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 9A

DETERMINING THE EQUATION OF A QUADRATIC FUNCTION GIVEN (A) TABLE OF VALUES, (B)
GRAPH, (C) ZEROS

I. Background Information for Learners

In this learning activity, you will learn how to determine the equation of a quadratic function
given (a) table of values, (b) graph, (c)zeros.
A. Determining the Equation of the Quadratic Function Given Table of Values
Determine the equation of the quadratic function represented by the table of values below
x -3 -2 -1 0 1 2 3
y 24 16 10 6 4 4 6
Solution:
Take any three ordered pairs from the table, and use these as the values of x and y in the
equation y=ax2 + bx +c.
Let’s say Substitute 1 as the value of x and 4
2 as the value of y in in the equation
using point (1,4) 4= a (1) + b(1) +c y=ax2 + bx +c.
4 = a+ b + c --------------------> equation 1
Substitute -1 as the value of x and
using point (-1,10) 10 = a (-1)2 + b(-1) + c 10 as the value of y in in the
equation y=ax2 + bx +c.
10 = a- b + c --------------------> equation 2
using point (2,4) 4= a (2)2 + b(2) + c Substitute 2 as the value of x and 4
4 = 4a+ 2b + c --------------------> equation 3 as the value of y in in the equation
y=ax2 + bx +c.
We obtain a system of 3 equations in a, b and c
Add corresponding terms in eq. 1 and eq.2 to eliminate b
eq.1 + eq.2 4 = a+ b + c
10 = a- b + c
We have 14 = 2a + 2c ------------> equation 4
Multiply the terms in eq. 2 by 2 and add corresponding terms in eq. 2 to eliminate b
2(eq. 2) + eq. 3 20 = 2a -2b + 2c
4 = 4a + 2b +c
We have 24 = 6a + 3c ------------> equation 5

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Notice that the equation 4 and equation 5 constitute a system of linear equations in two variables.
To solve for c, multiply the terms in equation 4 by 3 and subtract corresponding terms in equation 5.

3 (eq. 4) – eq. 5 42 = 6a + 6c
24 = 6a + 3c
18 = 3c
c=6

Substitute the value of c in equation 4 and solve for a.

14 = 2a + 2 (6)
14 = 2a + 12
2a =14 – 12
a=1
Substitute the value of c and a in equation 1 and solve for b.
4=a+b+c
4=1+b+6
4=7+b
b=4–7
b = -3
Thus, a = 1, b = -3 and c = 6. Substitute these in f(x) = ax2 + bx + c; the quadratic function is
f(x) =x2 - 3x + 6.
B. Determining the Equation of the Quadratic Function Given the Graph
Find the equation of the quadratic function determined from the graph below

Solution:
The vertex of the graph of the quadratic function is (2, -3). The graph passes through the point
(5,0) and (-1,0). By replacing x and y with 5 and 0, respectively, and h and k with 2 and -3, respectively,
we have
y = a(x-h)2 + k
0 = a(5 - 2)2 + (-3)
0 = a(3)2 – 3
3 = 9a
a = 1/3
1 1 2 4 4
Thus, the quadratic equation is 𝑦 = (𝑥 − 2)2 or 𝑦 = 𝑥 − 𝑥 −
3 3 3 3

C. Determining the Equation of the Quadratic Function Given the Zeros

1. Find the quadratic function whose zeros are -1 and 4.
Solution: If the zeros are -1 and 4, then
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 x= -1 or x = 4
It follows that
x=-1  x + 1 = 0 or x=4  x -4 =0, then (x+1) (x-4) = 0  x2 -3x -4 = 0
2. Find the quadratic function whose zeros are -1 and 4.
Solution: If the zeros are -1 and 4, then The equation of the quadratic function f(x)
= (x2 -3x -4) is not unique since there are
x= -1 or x = 4 other quadratic functions whose zeros are -
It follows that 1 and 4 like f(x) = 2x2 -6x -8, f(x) =3 x2 -9x -
x=-1 x + 1 = 0 or x=4 x -4 =0, then 12 and many more. These equations of
(x+1) (x-4) = 0 quadratic functions are obtained by
x2 -3x -4 = 0 multiplying the right-hand side of the
equation by a nonzero constant. Thus, the
answer is f(x) = a(x2 -3x -4) where a is any
II. Learning Competency
nonzero constant.
Determines the equation of a quadratic function given (a) table of values, (b) graph, (c)zeros
(M9AL - Ij-1)

III. Activities
Activity 1: Adventure in Albay
Directions: Each tourist spot in Albay in column A corresponds to an equation of a quadratic
function. Match each quadratic function to its corresponding table of values in column B. Show your
solution.
Column A Column B

1.

A.
x -1 0 1 2 3
y 18 12 4 -6 -18

f(x) = - 3x2 + 6x - 3

2. B.

x -3 -2 -1 0 1
y -48 -27 -12 -3 0
2
f(x) = - x – 7x + 12

3. C.

x -2 -1 0 1 2
y 0 0 -2 -6 -12
f(x) = - x2 – 3x -2

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Activity 2: Rule Me Out

Directions: Derive the equation of the quadratic function presented by each of the following graphs
below. Show your solution.
1. 2.

Vertex: (-2, -1); Points on the graph: (-1, 1), (-3, 1) Vertex: (1, 1); Points on the graph: (0, 4), (2,4)

Activity 3: Match Me with My Zeros

Directions: Decode the message by writing the indicated phrase of the zeros inside the heart of its
corresponding quadratic function. Then, write the whole message on the provided blank below.
By throwing words obliterating -11, 11 Always remember that -4, 14
Who will embrace you -7, 7 From the quicksand -3, -8
Of judgements 1/2, 3/4 There is someone 6, -9
If some people are hurting you
2, -9 And will lift you up 2, 9
With incomparable love -5, 9 Your courageous soul, 1/5, -2/5

f(x) = x2 + 7x – 18 f(x) = x2 – 121 f(x) = 25x2 + 5x– 2 f(x) = x2 – 10x –56

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

f(x) = x2 +11x + 24 f(x) = 8x 2 -10x + 3

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 IV. Reflection:

How do you feel about what you learned this week?

Drop and share your emotion here!

Great! Good Okay Not So Good

V. References

 Bryant, Merden L., et.al. (2017). Mathematics Learner’s Material 9.FEP Printing Corporation.
 Prototype and Contextualized Daily Lesson Plans in Mathematics Grade 9 First Quarter page
139-180

VI. Answer Key

Prepared by:

MA. DONNA S. VELASCO

POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

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 MATHEMATICS 9

Name: ____________________________ Grade & Section: _______________ Date: _____________

LEARNING ACTIVITY SHEET | QUARTER 1, WEEK 9B

SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS

I. Background Information for Learners

The concepts of quadratic functions can be used to solve number problems,
geometry problems, free falling bodies, profit, and revenue. In this learning activity, you will explore
situations and real- life problems that can be solved using the concepts of quadratic functions.
Steps in Solving Problems involving Quadratic Functions

A. Solving Number and Geometric Problems Involving Quadratic Functions

Step 1: Determine the representation of the variables in the given problem.

Step 2: Formulate the equation of the quadratic function.
Step 3: Find the value of k.
4𝑎𝑐−𝑏2
Where: 𝑘 =
4𝑎
Step 4: Equate the function to the value of k.
Step 5: Solve the problem.

Examples:
1. The sum of two numbers is 14. Find the two 2. What are the dimensions of a rectangular lot
numbers if their product is a maximum. that can be enclosed by a 240-meter fencing
Solution: material and whose area is a maximum?
Step 1: Determine the representation of the Step 1: First, let us recall the formula of finding the
variables in the given problem.
perimeter of the rectangle.
𝐿𝑒𝑡 𝒙 = 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟
𝑷 = 𝟐𝒍 + 𝟐𝒘 𝑜𝑟 𝑷 = 𝟐(𝒍 + 𝒘)
𝟏𝟒 − 𝒙 = 𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
Where, 𝑙 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
Step 2: Formulate the equation of the quadratic 𝑤 = 𝑤𝑖𝑑𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒
function.
P=240 m Given
The task given is “find the two numbers if Substitute the value of
their product is a maximum”. We already know the 240 = 2(𝑙 + 𝑤)
perimeter
representation of the two numbers and the 240 2(𝑙 + 𝑤) Multiplication Property of
product implies multiplication. =
2 2 Equality
Then, the product = (first number)(second number) 120 = 𝑙 + 𝑤 → 𝒍 = 𝟏𝟐𝟎 − 𝒘

Substitute the 𝐿𝑒𝑡 𝒘 = 𝒘𝒊𝒅𝒕𝒉 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆

𝑓(𝑥) = (𝑥)(14 − 𝑥) representation from 𝟏𝟐𝟎 − 𝒘 = 𝒍𝒆𝒏𝒈𝒕𝒉 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆
step 1

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 𝑓(𝑥) = 14𝑥 − 𝑥 2 Simplify Step 2: Formulate the equation of the quadratic

Step 3: Find the value of k. function. The task is to give the dimensions of the
To get the value of k, we will transform the rectangle which give the maximum area.
function in the form f(x)= ax2+bx+c.

𝑓(𝑥) = 14𝑥 − 𝑥 2 Function from step 2 𝐴 = 𝑙𝑤 Area of the rectangle

𝑓(𝑥) = −𝑥 2 + 14𝑥 Rearrange the terms 𝑓(𝑥) = (120 − Substitute the value
of the equation to 𝑤)(𝑤) from the representation
express it in the form in step 1
f(x)= ax2+bx+c 𝒇(𝒙) = 𝟏𝟐𝟎𝒘 − 𝒘𝟐 Simplify
𝒂 = −𝟏, Values of a, b, and c.
𝒃 = 𝟏𝟒,
𝒄=𝟎 Step 3: Find the value of k.
Then, substitute the values of a, b, and c to the 𝑓(𝑥) = 120𝑤 − 𝑤 2 Equation from step 2
formula of k. 𝑓(𝑥) = −𝑤 2 + 120𝑤 Rearrange the terms
𝟒𝒂𝒄−𝒃𝟐 of the equation to
𝒌=
𝟒𝒂 express it in the form
4(−1)(0) − (14)2 Substitution:
𝑘= f(x)= ax2+bx+c
4(−1) a= -1, b= 14, c=0
𝑎 = −1, 𝑏 = 120, 𝑐 = 0 Values of a, b, and c.
−196 4𝑎𝑐 − 𝑏 2 Substitution
Simplify 𝑘=
𝑘= 4𝑎
−4 4(−1)(0) − (120)2
𝒌 = 𝟒𝟗 =
4(−1)
Step 4: Equate the function to the value of k. −14400 Simplify
𝑘=
−4
𝑓(𝑥) = 14𝑥 − 𝑥2 𝒌 = 𝟑𝟔𝟎𝟎
49 = 14𝑥 − 𝑥 2 Substitute the value
of k to f(x), k=49 Step 4: Equate the function to the value of k.
2
𝑥 − 14𝑥 + 49 = 0 Express the equation
𝑓(𝑥) = 120𝑤 − 𝑤 2 Equation from step 2
in standard form
ax2+bx+c=0 3600 = 120𝑤 − 𝑤 2 Substitute the value of k
to f(x), k=3600
Step 5: Solve the problem. 𝑤 2 − 120𝑤 + 3600 Express the equation in
To solve the problem, find the roots of the =0 standard form
equation. 2
ax +bx+c=0
𝑥 2 − 14𝑥 + 49 = 0
(𝑥 − 7)(𝑥 − 7) = 0 By Factoring Step 5: Solve the problem.
𝒙=𝟕 First number 𝑤 2 − 120𝑤 + 3600 = 0
𝟏𝟒 − 𝒙 = 14 − 7 = 𝟕 Second number (𝑤 − 60)(𝑤 − 60) = Factoring
0
𝑤 − 60 = 0| 𝑤 − 60
To check, 7+7 = 14 and (7)(7) = 49. =0
Therefore, the two numbers are 7 and 7. 𝒘 = 𝟔𝟎 Width of the rectangle
𝟏𝟐𝟎 − 𝒘 = 120 − 60 Length of the rectangle
= 𝟔𝟎
To check,
𝑃 = 2𝑙 + 2𝑤 𝐴 = 𝑙𝑤
𝑃 = 2(60) + 2(60) 𝐴 = (60)(60)
𝑃 = 120 + 120 𝑨 = 𝟑𝟔𝟎𝟎𝒎𝟐 ✓
𝑃 = 𝟐𝟒𝟎 𝒎 ✓

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 B. Solving Projectile Problems Involving Quadratic Functions

Projectile Motion- form of motion experienced by an object t is projected near

the Earth’s surface and moves along a curved or parabolic path called trajectory.

In solving projectile problems involving quadratic functions, there is always three

possible questions/ cases you may encounter.
a. What maximum height did an object reach?
If the given question is “What maximum height did an object reach?”,
then get the value of h in the vertex V(h,k) of the parabola. The value of h will
tell you how long the object will reach the maximum height.
𝒃
𝒉=−
𝟐𝒂
b. How long will it take the object to reach the maximum height?
If the given question is, “How long will it take the object to reach the
maximum height?”, then get the value of k in the vertex V(h,k) of the parabola.
The value of k will tell you what maximum height an object can reach.
𝟒𝒂𝒄 − 𝒃𝟐
𝒌=
𝟒𝒂
c. How many seconds will the object reach the ground?
If the given question is, “How many seconds will the object reach the
ground?”, equate the function to 0 (or the height of the given place).

Examples:
1. On top of an 80-foot hill, a stone is thrown upward following a trajectory. The stone will fall
into the lake after t seconds. The stone’s height h (in feet) above the surface of the lake is
given by the equation h= -16t2 + 64t + 80. How long will the stone reach the maximum height?
How long will the stone reach the ground?
Solution:
A. In solving projectile problems, the first step is to determine what is being asked and the
given. In this problem, you’re asked to determine the time that the stone will reach the
maximum height.
ℎ = −16𝑡 2 + 64𝑡 + 80 Given equation
𝑎 = −16, 𝑏 = 64, 𝑐 = 80 Values of a, b, and c
𝑏
ℎ=− Formula
2𝑎
(64)
ℎ= − Substitution
−2(16)
64
ℎ=− Simplify
−32
𝒉 = 𝟐 𝒔𝒆𝒄𝒐𝒏𝒅𝒔 → 𝑡𝑖𝑚𝑒 𝑤ℎ𝑒𝑛 𝑡ℎ𝑒 𝑠𝑡𝑜𝑛𝑒 𝑟𝑒𝑎𝑐ℎ𝑒𝑠 𝑡ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡

89
 Therefore, the time when the stone reaches the maximum height is 2 seconds.
B. The second task is to find the time that the stone will hit the ground. The height of the
place is given in the problem, 80- foot hill.
ℎ = −16𝑡 2 + 64𝑡 + 80 Given equation
80 = −16𝑡 2 + 64𝑡 + 80 Substitution, h=80
16𝑡 2 − 64𝑡 + 80 − 80 = 0 Transforming the equation to standard form
16𝑡 2 − 64𝑡 = 0 Simplify
16𝑡(𝑡 − 4) = 0 Factoring (Common Monomial Factor)
𝑡−4=0 16𝑡 = 0 Find the roots of the equation
𝒕=𝟒 𝒕=𝟎
(𝑡𝑖𝑚𝑒 𝑤ℎ𝑒𝑛 𝑡ℎ𝑒 𝑠𝑡𝑜𝑛𝑒 ℎ𝑖𝑡 𝑡ℎ𝑒 𝑔𝑟𝑜𝑢𝑛𝑑)
Therefore, the time when the stone hit the ground is 4 seconds.
2. A ball is shot into the air from the edge of ABC building, 50m above the ground. The equation
h= -16t2 + 20t + 50 can be used to model the height of the ball. What is the maximum height
do the ball reached?
Solution:
In this problem, the task given is to find the maximum height reached by the ball.
ℎ = −16𝑡 2 + 20𝑡 + 5 Given equation
𝑎 = −16, 𝑏 = 20, 𝑐 = 5
4𝑎𝑐−𝑏2
𝑘=
4𝑎
4(−16)(5)−(20)2
𝑘= Substitution
4(−16)
−320−(400)
𝑘= Simplify
−64
−720
𝑘=
−64

𝒌 = 𝟏𝟏. 𝟐𝟓 𝒎 → 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡 𝑟𝑒𝑎𝑐ℎ𝑒𝑑 𝑏𝑦 𝑡ℎ𝑒 𝑏𝑎𝑙𝑙

Therefore, the maximum height reached by the ball is 11.25 meters.

C. Solving Revenue Problems Involving Quadratic Functions

Revenue is income or earnings.
The mathematical formula for revenue is:
R(x)= (number of units produced or sold) (price per unit)
To solve for revenue problems involving quadratic functions, the first step is to get the
representation of number of units sold and the price per unit then solve for the given problem.
There are always three possible questions/ cases you may encounter in solving
revenue problems involving quadratic functions. These are:
a. What price produces the maximum revenue?
b. What is the number of units sold will produce the highest revenue?
c. What is the maximum revenue?

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Example:
A businessman can sell 200 bags per month at Php500 each. He found out that he could sell
25 more bags every month for each Php50 decrease in price. What price produces the
maximum revenue? What is the number of bags sold will produce the highest revenue?
What is the maximum revenue?
Solution:
A. Get the representation of number of units sold and the price per unit.
𝐿𝑒𝑡 𝒙 = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝑷𝒉𝒑𝟓𝟎 𝒑𝒓𝒊𝒄𝒆 𝒅𝒆𝒄𝒓𝒆𝒂𝒔𝒆
𝟐𝟎𝟎 + 𝟐𝟓𝒙 = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒖𝒏𝒊𝒕𝒔 𝒔𝒐𝒍𝒅
𝟓𝟎𝟎 − 𝟓𝟎𝒙 = 𝒑𝒓𝒊𝒄𝒆 𝒑𝒆𝒓 𝒖𝒏𝒊𝒕

B. Solve the problem.

𝐑(𝐱) = (𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐮𝐧𝐢𝐭𝐬 𝐩𝐫𝐨𝐝𝐮𝐜𝐞𝐝 𝐨𝐫 𝐬𝐨𝐥𝐝)(𝐩𝐫𝐢𝐜𝐞 𝐩𝐞𝐫 𝐮𝐧𝐢𝐭)
𝑅(𝑥) = (200 + 25𝑥)(500 − 50𝑥) Substitution
𝑅(𝑥) = (200)(500) + (200)(−50𝑥) + (25𝑥)(500) + (25𝑥)(−50𝑥) Multiply
(FOIL)
𝑅(𝑥) = 100,000 − 10,000𝑥 + 12,500𝑥 − 1250𝑥 2
𝑅(𝑥) = 100,000 − 2,500𝑥 − 1250𝑥 2 Simplify
𝑹(𝒙) = −𝟏𝟐𝟓𝟎𝒙𝟐 + 𝟐𝟓𝟎𝟎𝒙 + 𝟏𝟎𝟎, 𝟎𝟎𝟎 Rearranging the terms of the equation
𝒃
To find the value of x, use the formula 𝒙 = − .
𝟐𝒂

𝑅(𝑥) = −1250𝑥 2 + 2500𝑥 + 100,000

𝑎 = −1250, 𝑏 = 2500, 𝑐 = 100,000
𝒃
𝒙=−
𝟐𝒂
2500
𝑥=−
2(−1250)
2,500
𝑥=−
−2,500
𝒙=𝟏
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 Substitute the value of x to the representations.
 Number of units sold: 200 + 25𝑥 → 200 + 25(1) = 𝟐𝟐𝟓
 Price per unit: 500 − 50𝑥 → 500 − 50(1) = 𝟒𝟓𝟎
REVENUE
𝐑(𝐱) = (𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐮𝐧𝐢𝐭𝐬 𝐩𝐫𝐨𝐝𝐮𝐜𝐞𝐝 𝐨𝐫 𝐬𝐨𝐥𝐝)(𝐩𝐫𝐢𝐜𝐞 𝐩𝐞𝐫 𝐮𝐧𝐢𝐭)
𝑅(𝑥) = (225)(450)
𝑅(𝑥) = 𝑷𝒉𝒑 𝟏𝟎𝟏, 𝟐𝟓𝟎. 𝟎𝟎
Therefore, to yield the maximum revenue, which is Php101, 250.00, the businessman must
sell 225 bags for Php450.00 each.

II. Learning Competency

Solves problems involving quadratic functions. (M9AL-Ii-j-2)
III. Activities
Directions: The activities below require you to solve critically. Study and answer it
carefully.
Activity 1: Use a variable to represent the unknown quantity, then write an equation from
the given information. Item number 1 is an example for you.
1. Find two numbers whose sum is 64 and whose product is a maximum.
𝐿𝑒𝑡 𝒙 = 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟
𝟔𝟒 − 𝒙 = 𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
𝑷 = 𝒙(𝟔𝟒 − 𝒙)
2. Find two numbers whose sum is 10 and whose product is a maximum.
3. A businessman can sell 200 abaca bags per month at Php500 each. He found out that he
could sell 25 more bags every month for each Php50 decrease in price.
Activity 2:
A. Complete the table below to enumerate the step-by-step process of solving number and
geometric problems involving quadratic function.

Kuya Boy will be using a fencing material that is 152 m long to enclose
three sides of her rectangular plot. Find the dimensions of such a lot
with the largest possible area.

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 Step Solution Step-by-step Procedure

𝐿𝑒𝑡 𝒙 = 𝑤𝑖𝑑𝑡ℎ Determine the representation of the

1 𝟏
𝟕𝟔 − 𝒙 = 𝑙𝑒𝑛𝑔𝑡ℎ variables in the given problem.
𝟐
2 Formulate the equation of the quadratic
function
3 Find the value of k
4 Equate the equation of the quadratic
function to the value of k.
5 Solve the problem.

B. Consider the following problems. Show your solution.

An object is fired vertically from the top of a tower. The tower is 60.96 ft. high.
The height of the object above the ground t seconds after firing is given by the
function 𝐻(𝑡) = −16𝑡 2 + 80𝑡 + 200.

a. What maximum height did an object reach?

b. How long will it take the object to reach the maximum height?
c. After how many seconds is the object reach the ground?

A beach resort charges Php20 to camp for a night. They average 56 groups
renting the cottage each night. The owner found out for every Php1.00
decrease in the price, the number of cottages rented increase by 7.

a. What price produces the maximum revenue?

b. What is the number of units rented will produce the highest revenue?
c. What is the maximum revenue?
RUBRICS FOR SCORING
SCORE DESCRIPTION
4 Complete understanding of the problem. Appropriate mathematical concepts are
fully used in the solution and the correct final answers are obtained.
3 Complete understanding of the problem. Appropriate mathematical concepts are
partially used in the solution and the correct final answers are obtained.
2 Part of the problem misunderstood or misinterpreted. Incomplete solution but the
correct final answers are obtained.
1 The problem was misunderstood or misinterpreted. Incorrect solution and incorrect
final answers are obtained.

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 IV. Reflection

V. References
Bryant, M., et.al. (2014). Mathematics 9 Learner’s Material. Department of Education.
Dilao, S., et.al. (2009). Advanced Algebra, Trigonometry and Statistics. SD Publishing, Inc.
1252 Gregorio Araneta Avenue, Quezon City.
VI. Answer Key

c. 6.37 ft b. 2.5 seconds a. 300ft

R(x)=(200+25x)(500-50x)
500-50x  price per unit

Prepared by:

MARY JOY R. PASTORIZA

POLANGUI GENERAL COMPREHENSIVE HIGH SCHOOL

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