9

Mathematics
Quarter 1
Quadratic Equations,
Inequalities and Functions

DO_Q1_MATHEMATICS 9_LESSON1-9
Alternative
Delivery
Mode
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1: Quadratic Equations, Inequalities and Functions
Third Edition, 2022

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Published by the Department of Education

Secretary: Sara Z. Duterte-Carpio
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Joselito A. Viray, Bagbaguin National High School
Marlon V. Baquillos, Justice Eliezer R. Delos Santos National High School
Leah Mae O. San Miguel, Sitero Francisco Memorial National High School
Jeffriel G. Sison, Valenzuela National High School
Jude Carlo M. Pilapil, Polo National High School
Jaycee R. Oco, Gen T. De Leon National High School
Robert P. Manlapig, Justice Eliezer R. Delos Santos National High School

Content Editors: Oliver G. Mariano, Sitero Francisco Memorial National High School
Ma. Theresa C. Dinong, Lawang Bato National High School
Joselito A. Viray, Bagbaguin National High School

Language Editor: Mary Ann A. Dofredo, Bagbaguin National High School

Illustrator: Marlon V. Baquillos, Justice Eliezer R. Delos Santos National High School

Layout Artist: Robert P. Manlapig, Justice Eliezer R. Delos Santos National High School
Raphael A. Lopez
Management Team:
MELITON P. ZURBANO, Schools Division Superintendent
FILMORE R. CABALLERO, CID Chief
JEAN A. TROPEL, Division EPS In-Charge of LRMS
MARILYN B. SORIANO, Division Mathematics Coordinator

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Office Address: Pio Valenzuela St., Marulas, Valenzuela City

Telefax: (02) 8292 – 3247
E-mail Address: sdovalenzuela@deped.gov.ph

ii DO_Q1_MATHEMATICS7_LESSON1-9
 9

Mathematics
Quarter 1 – Module 1
Lesson 1
Quadratic Equations and
Their Solutions

iii DO_Q1_MATHEMATICS 9_LESSON1-9

Introductory Message
For the facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Quadratic

Equations, Inequalities and Functions.

This module was collaboratively designed, developed, and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Quadratic

Equations, Inequalities and Functions.

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action, and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in the
What I Need to Know module.

This part includes an activity that aims to

check what you already know about the
What I Know lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

iv DO_Q1_MATHEMATICS 9_LESSON1-9
 What’s In This is a brief drill or review to help you link
the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New story, a song, a poem, a problem opener, an
activity, or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned sentences/paragraphs to be filled in to
process what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

This is a task which aims to evaluate your

Assessment
level of mastery in achieving the learning
competency.

In this portion, another activity will be given

to you to enrich your knowledge or skill of the
Additional Activities lesson learned. This also helps to retain
learned concepts.

This contains answers to all activities in the

Answer Key
module.

At the end of this module, you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

v DO_Q1_MATHEMATICS 9_LESSON1-9
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain a deep understanding of the relevant competencies. You can do it!

vi DO_Q1_MATHEMATICS 9_LESSON1-9
 What I Need to Know
This module was designed and written to help you, students, to illustrate and
solve quadratic equations. The scope of this module permits you to learn over any
condition, especially in this pandemic situation. The language used in this module
recognizes various vocabulary levels of the students. The lessons are arranged based on
the standard sequence of the Most Essential Learning Competencies (MELCs) of the Basic
Education Learning Continuity Plan (BE-LCP).

After going through this module, you are expected to:

1. illustrate quadratic equation, M9AL-Ia-1; and
2. solve quadratic equations by (a) extracting square roots; (b) factoring; (c)
completing the square; and (d) using the quadratic formula. M9AL-Ia-b-1.

What I Know
Let’s find out how much you know about the lesson.
Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) Determine which of the following equations below illustrates a quadratic equation.
A. 2𝑥 – 𝑦 = 5 C. 𝑥 2 + 4 = 𝑥 2 − 𝑦
B. 𝑥 − 5𝑦 = 2
3
D. 𝑥 2 − 2𝑥 + 1 = 0
2) What is the standard form of the quadratic equation (𝑛 − 4)2 = 𝑛 + 6?
A. 𝑛2 − 9𝑛 + 10 = 0 C. 𝑛2 − 9𝑛 − 10 = 0
B. 𝑛 + 9𝑛 + 10 = 0
2
D. 𝑛2 − 5𝑛 + 10 = 0
3) Which of the quadratic equations below can be best solved using extracting square
roots?
A. 𝑚2 − 9 = 0 C. 𝑦 2 + 4𝑦 + 4 = 0
B. 𝑥 − 4𝑥 = 7
2
D. 𝑥 2 − 9𝑥 + 20 = 0
4) Find the solutions of 3𝑥 2 = 12.
A. 4 B. ±4 C. ±2 D. 2
5) Solve the quadratic equation 𝑥 2 + 10𝑥 + 24 = 0 by factoring.
A. -4, -6 B. 4, 6 C. -3, -8 D. 3, 8
6) Determine which of the quadratic equations below has the solutions -4 and 7.
A. 𝑥 2 − 3𝑥 + 24 = 0 C. 𝑥 2 − 3𝑥 = 28
B. 𝑥 + 3𝑥 + 24 = 0
2
D. 𝑥 2 − 3𝑥 + 28 = 0
7) In the quadratic equation 𝑥 2 − 10𝑥 = −13, what must be added to both sides of the
equation to be able to solve it using completing the square?
A. 2 B. 4 C. 5 D. 25
8) In the given trinomial 𝑚2 − 12𝑚 + 𝑐 , what must be the value of c to make it a
perfect square trinomial?
A. -36 B. 36 C. 12 D. 6
For numbers 9-10. Sean is solving the quadratic equation 𝑦 2 − 4𝑦 = −2 by using
quadratic formula.
9) Which will be part of his solution?
−(−4)±√(−4)2 −4(1)(2) −(4)±√(4)2 +4(1)(2)
A. 𝑥 = 2(1)
C. 𝑥 = 2(1)
−(−4)±√(−4)2 −4(1)(−2) −(4)±√(4)2 −4(1)(−2)
B. 𝑥 = D. 𝑥 =
2(1) 2(1)
10) What is the correct final answer?
A. −2 ± √2 B. 2 ± √2 C. 2 ± 2√2 D. −2 ± 2√2
*** If you got an honest score of 10 points (perfect score), you may skip the lesson proper
of each lesson and proceed to the activities or exercises.

1 DO_Q1_MATHEMATICS 9_LESSON1
 Lesson Quadratic Equations and Their
1 Solutions
“What is a quadratic equation?”, “Do I really need it in real-life?” These are
some of the questions that students may ask themselves while doing their
mathematics subject. Quadratic equation plays an important role in many real-life
situations such as finding dimensions of a rectangle, profit, age problem, number
problem, and many more.

What’s In

Determine which of the following equations below are of first degree, second degree
or neither.
1. 2𝑛 + 5 = 0 4. 𝑥 4 − 3𝑥 − 5 = 0 7. 𝑥 3 + (𝑥 − 1)2 = 𝑥 3
2. 𝑥 − 4𝑥 + 3 = 0
2
5. 3𝑚 − 5 = 𝑚 + 1 8. 𝑚(𝑚2 − 2𝑚 + 8) = 0
3. 𝑚(𝑚 − 6) = 0 6. 𝑛2 + 4𝑛 = 𝑛3 − 5 9. (𝑥 − 2)2 = 𝑥 2 + 3

What’s New
Do you remember the formula for perimeter and area? Try to give the equation
of the perimeter and area of a teacher’s table that has a length of 48 cm more than
its width.
The equation for perimeter and area illustrates two different types of equations
in mathematics. Let us study some key concepts below.

What is It
Referring to the equations above, numbers 1, 5, and 9 are linear since the highest
exponent is 1. Although you can see an exponent of 2, in equation 9, when simplified
it will become −4𝑥 + 1. While equation numbers 2, 3, and 7 are quadratic since their
degree is 2. Although you do not see an exponent of 2, in equation 3, when the
distributive property is applied it will be 𝑚2 – 6𝑚 = 0. Moreover, equation number 7
look like has a degree of 3 but when simplified will result to 𝑥 2 – 2𝑥 + 1 = 0. Finally,
equations 4, 6, and 8 are neither linear nor quadratic since the degree is neither 1
nor 2.

Now, let us try to write the equation of the teacher’s table that has a length of 48
cm more than its width. Let us denote the width as w, and the length as 48 + 𝑤.
Substituting these values in the formula for perimeter, we have 𝑃 = 2(48 + 𝑤 + 𝑤).
Simplifying it will be 𝑃 = 2(48 + 2𝑤). For the area, the formula is 𝐴 = 𝑙𝑤.
Substituting the values, we have 𝐴 = (48 + 𝑤)𝑤. Applying distributive property, 𝐴 =
48𝑤 + 𝑤 2. Which among the two equations is quadratic? Why?

Quadratic equations may be written in standard form by using different

properties of equality. Below are examples of rewriting quadratic equations into the
standard form and states the value of 𝑎, 𝑏, and 𝑐.

2 DO_Q1_MATHEMATICS 9_LESSON1
Examples:
Rewrite the following quadratic equations in standard form. Give the value of 𝑎, 𝑏,
and 𝑐.
1. (𝑚 − 5)2 + 8 = 0
Solution: Square the binomial : 𝑚2 − 10𝑚 + 25 + 8 = 0
Combine similar terms: 𝑚2 − 10𝑚 + 33 = 0
Thus, standard form is 𝑚2 − 10𝑚 + 33 = 0 ; 𝑎 = 1 , 𝑏 = −10 , 𝑐 = 33

2. (4𝑛 – 3)(𝑛 + 1) = 𝑛2 – 4𝑛
Solution:
FOIL method : 4𝑛2 + 4𝑛 − 3𝑛 − 3 = 𝑛2 − 4𝑛
Combine similar terms : 4𝑛2 + 𝑛 − 3 = 𝑛2 − 4𝑛
Addition Property of Equality (APE) : 4𝑛 + 𝑛 − 3 + (−𝑛2 + 4𝑛) = 𝑛2 − 4𝑛 + (−𝑛2 + 4𝑛)
2

Combine Similar Terms : 3𝑛2 + 5𝑛 − 3 = 0

Thus, the standard form is 3𝑛 + 5𝑛 − 3 = 0 ; 𝑎 = 3 , 𝑏 = 5 , 𝑐 = −3
2

Now that you know quadratic equation, this time we are going to find its
solutions. Remember that its degree or highest exponent is two, which also implies
that every quadratic equation has two solutions. There are four different methods to
solve for its solutions, namely: (a) extracting square roots, (b) factoring, (c) completing
the square, and (d) quadratic formula.

Four Methods of Solving Quadratic Equation

A. Solving Quadratic Equation by Extracting Square Roots
Extracting square roots is best used when the quadratic equation is in the
form of 𝑎𝑥 2 + 𝑐 = 0. Observe that it is the incomplete form of the quadratic equation
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. Below are examples of incomplete quadratic equations and the
steps in solving by extracting square roots.

Examples:
1. 𝑥 2 − 36 = 0
Solution:
𝑥 2 − 36 + 36 = 0 + 36 Use Addition Property of Equality
𝑥 2 = 36 Combine similar terms
√𝑥 2 = ±√36 Extract the square roots of both sides
𝑥 = ±6 Square Root Property
The solutions are 6 and -6.

2. 𝑚2 + 49 = 0
Solution:
𝑚2 + 49 − 49 = 0 − 49 Use Addition Property of Equality
𝑚2 = −49 Combine Similar Terms
√𝑚2 = ±√−49 Extract the square roots of both sides
𝑚 = ±√−49 Square Root Property
There is No Real Solution, since the square root of a negative number does not
exist.

3. 4𝑚2 + 3 = 12
Solution:
4𝑚2 + 3 + (−3) = 12 + (−3) Use Addition Property of Equality
4𝑚2 = 9 Combine similar terms
1 1
(4) 4𝑚2 = 9 (4) Use Multiplication Property of Equality

3 DO_Q1_MATHEMATICS 9_LESSON1
 9
𝑚2 = 4 Simplify
9
√𝑚2 = ±√4 Extract the square roots of both sides
3
𝑚 = ±2
𝟑 𝟑
The solutions are 𝟐
𝒂𝒏𝒅 − 𝟐.

B. Solving Quadratic Equation by Factoring

Another way of solving a quadratic equation is by factoring. There are different
ways of factoring, such as common monomial factor (CMF), difference of two squares,
perfect square trinomial (PST), sum or difference of two cubes, general trinomial, and
grouping.
Zero Product Property:
A product of factors is zero if one or more factors is equal to zero. In symbol, if
𝑎𝑏 = 0, then 𝑎 = 0 or 𝑏 = 0 or both.
Examples:
1. 6𝑚2 + 12𝑚 = 0
Steps
Factor by common monomial 6𝑚(𝑚 + 2) = 0
Zero Product Property 6𝑚 = 0 ; 𝑚 + 2 = 0
Apply Multiplication and Addition Property of 1 1
(6) 6𝑚 = 0 (6) ; 𝑚 + 2 + (−2) = 0 + (−2)
Equality
𝒎 = 𝟎 ; 𝒎 = −𝟐

2. 𝑛2 + 𝑛 – 42 = 0
Steps
Factoring general trinomial (𝑛 + 7)(𝑛 – 6) = 0
Zero Product Property 𝑛 + 7 = 0 ; 𝑛 − 6 = 0
Apply Addition Property of Equality 𝑛 + 7 + (− 7) = 0 +(-7) ; 𝑛 − 6 + 6 = 0 + 6
𝒏 = −𝟕 ; 𝒏 = 𝟔
3. 𝑥(𝑥 – 8) = −16
Steps
Rewrite in standard form 𝑥 2 − 8𝑥 + 16 = 0
Factor perfect square trinomial (𝑥 – 4)2 = 0
Extract the square roots √(𝑥 − 4)2 = √0
Apply Square Root Property 𝑥−4=0
Apply Addition Property Equality 𝑥– 4 + 4 = 0 + 4
𝒙 = 𝟒
Remember: A quadratic equation has 2 solutions; in this case the solutions are 4 and
4.

C. Solving Quadratic Equation by Completing the Square

If you are having a hard time solving a quadratic equation by factoring, there
is an alternative method. A Persian mathematician introduced his work in solving
quadratic equations called completing the square. He is Al Khwarizmi. (Muhammad
ibn Musa al-Khwarizmi, 2004)
Steps in solving quadratic equation (𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0) using completing the square:
1. Divide each term by the leading coefficient (𝑎). If 𝑎 = 1, skip this step
2. Isolate the constant term 𝑐.
3. Add the square of half of the coefficient of 𝑥 to both sides.
4. Factor the polynomial as perfect square trinomial.
5. Solve by extracting square roots.

4 DO_Q1_MATHEMATICS 9_LESSON1
Examples: Solve each quadratic equation.
1) 𝑥 2 + 6𝑥 + 9 = 0 2) 2𝑥 2 − 16𝑥 + 32 = 0

Solution: Solution:
Since 𝑎 = 1, skip step 1.
Step
Step 1 2𝑥 2
−
16𝑥
+ =
32 0
2 2
𝑥 + 6𝑥 + ___ = −9 + ___ 2
2
2 2 2
𝑥 − 8𝑥 + 16 = 0
3 6 2 6 2
𝑥 2 + 6𝑥 + ( ) = −9 + ( ) 2 𝑥 2 − 8𝑥 + ___ = −16 + ___
2 2 3 8 2 8 2
𝑥 2 + 6𝑥 + 9 = 0 2
𝑥 − 8𝑥 + ( ) = −16 + ( )
4 (𝑥 + 3)2 = 0 2 2
𝑥 2 − 8𝑥 + 16 = 0
5 √(𝑥 + 3)2 = √0 4 (𝑥 − 4)2 = 0
𝒙 = −𝟑 5 √(𝑥 − 4)2 = √0
𝒙 = 𝟒

3) 2𝑥 2 − 5𝑥 = 3 4) 2𝑚2 + 5𝑚 + 1 = 0

Solution: Solution:
Step Step
1 2𝑥 2
5𝑥 3 1 2𝑚2 5𝑚 1
− = + + =0
2 2 2 2 2 2
2
5𝑥 3 2
5𝑚 1
𝑥 − = 𝑚 + + =0
2 2 2 2
2 Notice that c is already isolated 2 𝑚2 +
5𝑚 1
+ ___ = − + ____
2 2
3 5 2 5 2 3
5𝑥 3 5 2 5 2
𝑥2 − + (2) = + (2) 𝑚2 +
5𝑚 1
+ (2) = − + (2)
2 2 2 2 2 2 2 2
5𝑥 25 3 25 5𝑚 25 1 25
𝑥2 − + = + 𝑚2 + + =− +
2 16 2 16 2 16 2 16
4 5 2 49 4
(𝑥 − ) = 5 2 17
4 16 (𝑥 + ) =
4 16
5 5
5 2 49 5 2 17
√(𝑥 − ) = √ √(𝑥 + ) = √
4 16 4 16
5 7 5 7
𝑥= +4 ; 𝑥= −4 𝟓 √𝟏𝟕 𝟓 √𝟏𝟕
4 4 𝒙 = −𝟒 + 𝟒
; 𝒙 = −𝟒 − 𝟒
𝟏
𝒙 = 𝟑 ; 𝒙= −𝟐

D. Solving Quadratic Equations by Quadratic Formula

The last method of solving a quadratic equation is the use of the quadratic
formula. In 1637 René Descartes published La Géométrie containing special cases
of the quadratic formula in the form we know today. (Quadratic Formula, 2004)
−𝑏 ± √𝑏2 −4𝑎𝑐
Quadratic Formula: 𝑥= 2𝑎

Examples: Determine the solutions using the quadratic formula.

1. 5𝑥 2 – 23𝑥 + 12 = 0
Solution: 𝑎 = 5 , 𝑏 = −23 , 𝑐 = 12

5 DO_Q1_MATHEMATICS 9_LESSON1
 −(−23) ± √(−23)2 −4(5)(12)
Substitute the values in the formula 𝑥=
2(5)

23 ± √529−240 23 ± √289 23 ± 17
Simplify 𝑥= 10
𝑥= 10
𝑥= 10
23+ 17 23−17 3
𝑥= 10
=4 , 𝑥= 10
=5
𝟑
The solutions are 𝟒 𝒂𝒏𝒅 𝟓.

2. 𝑚2 = 2𝑚 + 4
Writing the equation in standard form: 𝑚2 – 2𝑚 − 4 = 0.
Then, 𝑎 = 1 , 𝑏 = −2 , 𝑐 = −4
−(−2) ± √(−2)2 −4(1)(−4)
Substitute the values in the formula 𝑥=
2(1)

2 ± √4+16 2 ± √(4)(5) 2 ± 2√5

Simplify 𝑥 = 𝑥= 𝑥=
2 2 2

The solutions are 𝟏 + √𝟓 and 𝟏 − √𝟓 .

What’s More
I. Try These!
A. Determine if the given equation is linear, quadratic, or neither.
1. 4𝑥 – 5 = 6 4. 𝑦 3 + 6𝑦 2 – 7𝑦 = 8
1
2. 5𝑥 + 7 = 3(𝑥 – 1) 5. =𝑥+5
𝑥−8
3. 𝑚 – 5𝑚 – 6 = 0
2

B. Write the following quadratic equations in standard form. Give the value of a, b,
and c.
6. 𝑥 2 = 2𝑥 – 1 9. 14 = 3𝑥 – 𝑥 2
7. 10𝑚 = 7𝑚 2
10. 𝑚2 – 6𝑚 + 5 = 4𝑚2 – 8
8. 3 + 5𝑑 = 4𝑑 2

II. Keep Trying!

Determine the solutions of each quadratic equation using the prescribed method.
A. Extracting Square Roots C. Completing the Square
1) 4𝑥 – 81 = 0
2
6) 𝑥 2 – 12𝑥 + 36 = 0
2) 2𝑥 – 32 = 66
2
7) 𝑥 2 – 4𝑥 + 3 = 0

B. Factoring D. Quadratic Formula

3) 𝑎2 – 𝑎 – 2 = 0 8) 𝑥 2 + 3𝑥 = 54
4) 𝑥 2 + 𝑥 = 20 9) 2𝑥 2 + 3𝑥 = 27
5) 𝑥 2 – 22𝑥 = −120 10) 4𝑥 2 – 5𝑥 + 1 = 0

What I Have Learned

Answer the following questions.
1. What is the difference between a linear equation and a quadratic equation?
2. What are the four methods of solving quadratic equation?
3. Which among the four methods will be best used if you are solving a quadratic
equation in the form 𝑎𝑥 2 + 𝑐 = 0?

6 DO_Q1_MATHEMATICS 9_LESSON1
 What I can Do
Read each item carefully and answer the following questions.
1. Solve for 𝑏 in the equation (𝑥 + 1)(𝑥 + 𝑎) = 𝑥 2 + 𝑏𝑥 + 3. Source: 2016 MMC
Grade 9 Elimination Round
2. Solve for 𝑥 in (𝑥 2 − 4)2 − 2(𝑥 2 − 4) = 15. Source: 2017-2018 MMC Grade 9
Elimination Round

Assessment
Let’s find out how much you have learned from this module.

Directions: Read the items carefully and write your answer on your answer sheet.
1. Determine which of the following equations below illustrates quadratic equation.
A. 2x3 – y = 5 C. 𝑥 2 + 5 = 𝑥 2 − 𝑦
B. 𝑥 − 3𝑥 = 2𝑥(𝑥 − 6)
2 2
D. 𝑥 2 − 2𝑥 + 1 = 0
2. What is the standard form of the quadratic equation (𝑛 − 3)2 = 𝑛 + 1?
A. 𝑛2 − 7𝑛 + 8 = 0 C. 𝑛2 − 2𝑛 − 2 = 0
B. 𝑛 + 7𝑛 + 10 = 0
2
D. 𝑛2 + 2𝑛 + 10 = 0
3. Which of the quadratic equations below can be best solved using extracting square
roots?
A. 𝑚2 − 3𝑚 + 1 = 0 C. 𝑦 2 − 4 = 0
B. 𝑥 − 4𝑥 = 7
2
D. 𝑥 2 − 9𝑥 + 20 = 0
4. Find the solutions of 2𝑥 = 32.
2

A. 4 B. ±4 C. ±2 D. 2
5. Solve the quadratic equation 𝑥 2 + 11𝑥 + 24 = 0 by factoring.
A.-4, -6 B. 4, 6 C. -3, -8 D. 3, 8
6. Determine which of the quadratic equations below has the solutions 4 and 7.
A. 𝑥 2 − 11𝑥 + 28 = 0 C. 𝑥 2 − 3𝑥 = 24
B. 𝑥 + 11𝑥 + 28 = 0
2
D. 𝑥 2 + 3𝑥 + 24 = 0
7. In the quadratic equation 𝑥 − 12𝑥 = −13, what must be added to both sides of the
2

equation to be able to solve it using completing the square?

A. 2 B. 4 C. 6 D. 36
8. In the given trinomial 𝑚2 − 4𝑚 + 𝑐 , what must be the value of c to make it a perfect
square trinomial?
A. -2 B. 2 C. 4 D. 6
For numbers 9-10. Sean is solving the quadratic equation 𝑦 2 − 6𝑦 = −2 by using
quadratic formula.
9. Which will be part of his solution?
−(−6)±√(−6)2 −4(1)(2) −(6)±√(6)2 +4(1)(2)
A. 𝑦 = C. 𝑦 =
2(1) 2(1)
−(−6)±√(−6)2 −4(1)(−2) −(6)±√(6)2 −4(1)(−2)
B. 𝑦 = 2(1)
D. 𝑦 = 2(1)
10. What is the correct final answer?
𝐴. −3 ± √7 B. 3 ± √7 C. 2 ± 2√2 D. −2 ± 2√2
*** If you got an honest score of 10 points (perfect score), you proceed to the next lesson
but if not, go back to the whole module.

Additional Activities
−𝑏±√𝑏2 −4𝑎𝑐
Prove the quadratic formula 𝑥 = 2𝑎
by solving for 𝑥 in the standard form of
the quadratic equation 𝑥 + 𝑏𝑥 + 𝑐 = 0 using completing the square method.
2

7 DO_Q1_MATHEMATICS 9_LESSON1
 DO_Q1_MATHEMATICS 9_LESSON1 8
What I Know II. Keep Trying! What I have Learned
1) D A. 1. Linear equation is a first degree
2) A 1) ± 9ൗ2 equation while quadratic is
3) A 2) ±7 second degree.
4) C B. 2. Extracting square roots,
5) A 3) 2 , -1 factoring, completing the
6) C 4) 4 , -5 square, & quadratic formula
7) D 5) 10 , 12 3. Extracting square root
8) B C.
9) A 6) 6 , 6 What I can Do
10) B 7) 1 , 3 1) 4
D. 2) ±1 , ±3
What’s More 8) 6 , -9
I. Try These! 9) 3 , − 9ൗ2 Assessment
A. 10) 1 , 1ൗ4 1) D
1) linear 2) A
2) linear 3) C
3) quadratic 4) B
4) neither 5) C
5) quadratic 6) A
7) D
B. 8) C
6) x2 – 2x + 1 = 0 ; a = 1, b = -2, c = 1 9) A
7) 7m2 – 10m = 0 ; a = 7, b = -10, c = 0 10) B
8) 4d2 – 5d – 3 = 0 ; a = 4, b = -5, c = -3
9) x2 – 3x + 14 = 0 ; a = 1, b = -3, c = 14
10) 3m2 + 6m – 13 ; a = 3, b = 6, c = -13
Additional Activities
Lesson 1: Quadratic Equations and Their Solutions
Answer Key
References
Bryant, Merdent L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,
Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro,
Bernadeth J. Mesterio, and Rommel Hero A. Saladino. (2014). Learner's
Material Mathematics 9. Pasig City, Philippines: DepEd Philippines.
Contributors, W. (2004, June 2). Muhammad ibn Musa al-Khwarizmi. Retrieved
July 52021,from Wikipedia.org: https://en.wikipedia.org/wiki/Muhammad
_ibn_Musa_al-Khwarizmi
Contributors, W. (2004, March 18). Quadratic Formula. Retrieved July 3, 2021, from
Wikipedia.orghttps://en.wikipedia.org/w/index.php?title=Quadratic_formula&dir=
prev&action=history
2016 Metrobank-MTAP-DepEd Math Challenge Elimination Round Grade 9.
2017-2018 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade
9.

9 DO_Q1_MATHEMATICS 9_LESSON1
 9

Mathematics
Quarter 1 – Module 1
Lesson 2
Characteristics of the roots
and relationship of the
Coefficient to the roots of
Quadratic Equation

10 DO_Q1_MATHEMATICS 9_LESSON1
\
What I Need to Know
This module was designed and written to help you, students, to master the
Characteristics of the Roots and Relationship of the Coefficient to the Roots of Quadratic
Equation. The scope of this module permits you to learn over any condition, especially
in this pandemic situation. The language used in this module recognizes various
vocabulary levels of the students. The lessons are arranged based on the standard
sequence of the Most Essential Learning Competencies (MELCs) of the Basic Education
Learning Continuity Plan (BE-LCP).

After going through this module, you are expected to:

1. characterize the roots of a quadratic equation using the discriminant M9AL-Ic-1;
2. describe the relationship between the coefficients and the roots of a quadratic
equation M9AL-Ic-2.

What I Know
Let’s find out how much you know about the lesson.
Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) It is used to describe the nature of the roots and determine the number of real
solutions of a quadratic equation.
A. sets B. Quadratic C. extraneous D. discriminant
2) What is the discriminant value of the quadratic equation 𝑥 2 – 4𝑥– 5 = 0?
A. -36 B. -4 C. 16 D. 36
3) Which of the following discriminant values has equal roots?
A. -4 B. 0 C. 4 D. 8
4) How many real solutions are there in the quadratic equation 𝑥 2 – 2𝑥 + 3 = 0?
A. 0 B. 1 C. 2 D. 3
5) What is the nature of the roots of the quadratic equation 3𝑥 2 − 7𝑥 − 6 = 0?
A. real, rational and equal solution
B. real, rational and unequal solution
D. not real
6) Which of the following quadratic equation has no real roots?
A. 𝑥 2 + 2𝑥 + 1 = 0 C. 𝑥 2 − 2𝑥 − 15 = 0
B. 𝑥 − 2𝑥 + 15 = 0
2
D. 𝑥 2 + 2𝑥 − 15 = 0
7) Find the sum and product of the roots of the quadratic equation
9𝑥 2 + 30𝑥 − 25 = 0.
3 9 10 25
A. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = C. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = −
10 25 3 9
10 25 10 25
B. 𝑟1 + 𝑟2 = 3 𝑟1 𝑟2 = 9 D. 𝑟1 + 𝑟2 = − 3 𝑟1 𝑟2 = 9
8) Form a quadratic equation whose sum and product of the roots are – 2 and 35
respectively.
A. 𝑥 2 + 2𝑥 + 35 = 0 C. 𝑥 2 − 2𝑥 − 35 = 0
B. 𝑥 − 2𝑥 + 35 = 0
2
D. 𝑥 2 + 2𝑥 − 35 = 0
9) Write a quadratic equation whose roots are 2 ± √5.
A. 𝑥 2 + 4𝑥 + 1 = 0 C. 𝑥 2 − 4𝑥 − 1 = 0
B. 𝑥 − 4𝑥 + 1 = 0
2
D. 𝑥 2 + 4𝑥 − 1 = 0
2 1
10) Which of the following quadratic equation has 3 and − 4 as their roots?
A. 12𝑥 2 + 5𝑥 + 2 = 0 C. 12𝑥 2 − 5𝑥 − 2 = 0
B. 12𝑥 − 5𝑥 + 2 = 0
2
D. 12𝑥 2 + 5𝑥 − 2 = 0
*** If you got an honest score of 10 points (perfect score), you may skip the lesson proper
of each lesson and proceed to the activities or exercises.

11 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON2
9_LESSON1
 Characteristics of the roots and
Lesson
relationship of the Coefficient to the
2
roots of Quadratic Equation
In the previous lesson, you learned the different methods in solving the roots of a
Quadratic Equation. There are instances, where the obtained roots are equal and
sometimes not. There are quadratic equations whose roots have radical symbols that
cannot be simplified. Did you know that we can easily determine the characteristics of
the roots of a quadratic equation without the actual value of it? Have you tried finding
the sum and product of the roots of a quadratic equation? In this lesson, you will be able
to determine the nature of the roots, find the sum and product of the roots of a quadratic
equation and form a quadratic equation given the roots.

What’s In
Activity 1. Use the given numbers in the box below and answer the questions that
follow.
3
-1 0.333… √−4 −√5
4
√3 16 √2 √−7 0.625
Guide Questions:
a. Which of the following are rational numbers? Irrational numbers?
b. Which of the following are neither rational nor irrational? What kind of numbers
are those?

What’s New
Directions: Solve the following quadratic equations and complete the table. Answer
the questions that follow.

Let 𝑟1 and 𝑟2 be the roots of quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐 are

real numbers.
1) 𝑥 2 + 4𝑥 + 4 = 0 2) 2𝑥 2 − 𝑥 − 3 = 0 3) 𝑥 2 + 3𝑥 − 3 = 0 4) 𝑥 2 + 5 = 0
Solutions Is Is the solution Sum Product
Value Value denoted real and of the of the
Eq. 𝒓𝟏 = 𝒓𝟐 ?
of as rational, real roots roots
No. (Yes or and irrational,
𝒃𝟐 – 𝟒𝒂𝒄
𝒂 𝒃 𝒄 𝒓𝟏 𝒓𝟐 No) or not real? 𝒓𝟏 + 𝒓𝟐 (𝒓𝟏 )(𝒓𝟐 )

1.
2.
3.
4.
Use other quadratic equations and observe the results.
What value of 𝑏 2 – 4𝑎𝑐 will make the roots:
a) equal or unequal, b) real numbers or not real numbers

12 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON2
9_LESSON1
 What is It
Nature of the roots of a Quadratic Equation
−𝑏±√𝑏2 −4𝑎𝑐
In the Quadratic Formula, 𝑥 = the expression 𝒃𝟐 − 𝟒𝒂𝒄 is what we called
2𝑎
the discriminant (D). The value of the discriminant describes the nature of the roots
of a quadratic equation and also determines the number of real solutions. See table
below.
Discriminant Value Number of Real Roots Nature of the roots
𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎 1 real root multiplicity of 2 real, rational, equal
𝒃𝟐 − 𝟒𝒂𝒄 > 𝟎 2 real roots real, rational,
and a perfect square unequal
𝒃𝟐 − 𝟒𝒂𝒄 > 𝟎, but not a 2 real roots real, irrational,
perfect square unequal
𝟐
𝒃 − 𝟒𝒂𝒄 < 𝟎 No Real Roots Non-real

Examples: Determine the value of the discriminant and describe the nature of the
roots of the given quadratic equations.
Equation 𝒂 𝒃 𝒄 𝒃𝟐 – 𝟒𝒂𝒄 Nature of
the roots
1)𝑥 − 4𝑥 + 4 = 0
2 1 –4 4 2
(– 4) – 4(1)(4) 1 real,
16 – 16 = 0 rational,
𝐷 = 0 equal roots
2) 4𝑥 − 9 = 0
2 4 0 –9 (0) – 4(4)( – 9)
2 2 real,
0 + 144 = 144 rational,
𝐷 = 144 , 𝑝𝑒𝑟𝑓𝑒𝑐𝑡 𝑠𝑞𝑢𝑎𝑟𝑒 unequal roots
144 > 0
3) (𝑥 − 3)(𝑥 + 2) = 5 1 –1 –11 (– 1)2 – 4(1)(– 11) 2 real,
2
𝑥 − 𝑥 − 11 = 0 1 + 44 = 45 irrational,
𝐷 = 45, 𝑛𝑜𝑡 𝑎 𝑝𝑒𝑟𝑓𝑒𝑐𝑡 𝑠𝑞𝑢𝑎𝑟𝑒 unequal roots
45 > 0
4) 5𝑥 2 − 2𝑥 = −3 5 –2 3 (– 2)2 – 4(5)( 3) No real roots
2 4 − 60 = − 56
5𝑥 − 2𝑥 + 3 = 0
𝐷 = −56
−56 < 0

Sum and Product of the roots of a Quadratic Equation

In a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 with roots 𝑟1 and 𝑟2 , the sum and
product of the roots are given by the following formulas,
𝑏 𝑐
sum of the roots: (𝑟1 + 𝑟2 ) = − 𝑎 product of the roots: (𝑟1 𝑟2) = 𝑎
Example 1. Find the sum and product of Example 2. Determine the sum and
the roots of 𝑥 2 + 5𝑥 + 4 = 0. product of the roots of 2𝑥 2 − 9𝑥 + 10 = 0.
𝑎 = 1 𝑏 = 5 𝑐 = 4 𝑎 = 2 𝑏 = − 9 𝑐 = 10
𝑏 5 𝑏 (−9) 𝟗
𝑟1 + 𝑟2 = − 𝑎 = − 1 = − 𝟓 𝑟1 + 𝑟2 = − 𝑎 = − =
2 𝟐
𝑐 4 𝑐 10
𝑟1 𝑟2 = 𝑎
= 1
= 𝟒 𝑟1 𝑟2 = 𝑎
= 2
=𝟓

13 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON2
9_LESSON1
Forming a Quadratic Equation
Consider a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 with roots 𝑟1 and 𝑟2 . By dividing both
𝑏 𝑐 𝑏
sides by 𝑎, we have 𝑥 2 + 𝑎 𝑥+𝑎 = 0. The sum of the roots is given by 𝑟1 + 𝑟2 = − 𝑎, then
𝑏 𝑐
– (𝑟1 + 𝑟2 )= 𝑎 and the product of the roots 𝑟1 𝑟2 = 𝑎. Substituting to the quadratic
equation, we have 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0. Thus, given the sum and product of
the roots, we can form the quadratic equation.
Examples:
Write a quadratic equation given the sum and product of the roots.
1 3
1) (𝑟1 + 𝑟2 ) = 4, (𝑟1 𝑟2 ) = 3 2) (𝑟1 + 𝑟2 ) = − 3, (𝑟1 𝑟2 ) = − 4
Solution: Solution:
Use the formula, 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0
1 3
By substitution, 𝒙𝟐 – 𝟒𝒙 + 𝟑 = 𝟎 𝑥 2 − (− ) 𝑥 + (− ) = 0
3 4
1 3
𝑥2 + 3 𝑥 − 4 = 0
1 3
Multiply both sides by the LCM, 12 [𝑥 2 + 3 𝑥 − 4] = [0]12

𝟏𝟐𝒙𝟐 + 𝟒𝒙 − 𝟗 = 𝟎
Method 1: Reverse Factoring

Write a quadratic equation given its roots.

1) 𝑥 = − 3, 𝑥 = − 4
Solution: 𝑥 = − 3, 𝑥 = − 4 Given
𝑥 + 3 = 0 ; 𝑥 + 4 =0 Addition Property of Equality
(𝑥 + 3)(𝑥 + 4) = 0 Zero Product Property
𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐 = 𝟎 Product of Binomial (FOIL or any method)

1 2
2) 𝑥 = 4 , 𝑥 = − 5
1 2
Solution: 𝑥 = 4, 𝑥=− 5 Given
4𝑥 = 1, 5𝑥 = −2 Multiplication Property of Equality
4𝑥 − 1 = 0 ; 5𝑥 + 2 = 0 Addition Property of Equality
(4𝑥 − 1)(5𝑥 + 2) = 0 Zero Product Property
𝟐𝟎𝒙𝟐 + 𝟑𝒙 − 𝟐 = 𝟎 Product of Binomial (FOIL or any method)

Method 2: Application of Sum and Product of the roots

Step 1: Find the sum (𝑟1 + 𝑟2 ) and product (𝑟1 𝑟2 ) of the roots.
Step 2: Substitute the sum and product of the roots to 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0.

1) 𝑟1 = 4 𝑟2 = - 1 2) 𝑟1 = √5 𝑟2 = − √5

Step 1: 𝑟1 + 𝑟2 = 4 + (−1) = 𝟑 Step 1: 𝑟1 + 𝑟2 = √5 + (−√5) = 𝟎

𝑟1 𝑟2 = 4(−1) = − 𝟒 𝑟1 𝑟2 = √5 (− √5) = −√25 = − 𝟓
Step 2: 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 Step 2: 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0
𝑥 2 – (3)𝑥 + (−4) = 0 𝑥 2 – (0)𝑥 + (−5) = 0
𝒙𝟐 – 𝟑𝒙– 𝟒 = 𝟎 𝒙𝟐 – 𝟓 = 𝟎

14 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON2
9_LESSON1
 2 1
3) 𝑟1 = - 3, 𝑟2 = - 4) 𝑟1 = 3 + √2 𝑟2 = 3 − √2
4
2 1 11 Step 1: 𝑟1 + 𝑟2 = 3 + √2 + 3 − √2 = 𝟔
Step 1: 𝑟1 + 𝑟2 = − 3 + (− 4) = − 12
2 1 1
𝑟1 𝑟2 = (3 + √2 )(3 − √2)
𝑟1 𝑟2 = (− 3) (− 4) = 6 Product of the sum and difference of
Step 2: 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 two terms. (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 – 𝑏 2,
11 1
𝑥 2 − (− 12) 𝑥 + (6) = 0 (3 + √2 )(3 − √2) = 32 – (√2)2 = 9 – 2 = 𝟕
11 1 Step 2: 𝑥 2 – (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0
𝑥2 + 𝑥 + = 0
12 6 𝑥 2 – (6)𝑥 + (7) = 0
2 11 1
12 (𝑥 + 𝑥 + ) = 12(0)
12 6
𝒙𝟐 – 𝟔𝒙 + 𝟕 = 𝟎
𝟐
𝟏𝟐𝒙 + 𝟏𝟏𝒙 + 𝟐 = 𝟎

What’s More
I. Try These!
A. Decode the hidden message by matching the Quadratic Equation in Column A
that corresponds to the sum and product of the roots in Column B. Write the letter
of your answer inside the box that corresponds to the item number below.

5 8 3 8 4 2 6 4 1 7 8
COLUMN A COLUMN B
1)𝑥 2 + 49 = 0 E. 𝑟1 + 𝑟2 =1 𝑟1 𝑟2 = −1
2)3𝑥 2 – 10𝑥 = 0 H. 𝑟1 + 𝑟2 = −8 𝑟1 𝑟2 = 0
3)𝑥 2 + 8𝑥 = 0 N. 𝑟1 + 𝑟2 = −10 𝑟1 𝑟2 = 25
10
4)𝑥 2 – 10𝑥 + 21 = 0 L. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = 0
3
5)3𝑥 2 – 12𝑥 + 4 = 0 A. 𝑟1 + 𝑟2 = 10 𝑟1 𝑟2 = 21
1 1
6)−2𝑥 2 + 𝑥 + 1 = 0 S. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = −
2 2
7)𝑥 2 + 10𝑥 + 25 = 0 O. 𝑟1 + 𝑟2 = 0 𝑟1 𝑟2 = 49
4
8)𝑥2 − 𝑥 = 1 W. 𝑟1 + 𝑟2 = 4 𝑟1 𝑟2 =
3
T. 𝑟1 + 𝑟2 = 1 𝑟1 𝑟2 = 1
B. Use the discriminant to describe the nature of the roots and determine the number
of real solutions of each quadratic equation.
1) 𝑥 2 = 81 4) 𝑥 2 – 𝑥 = − 1
2) 𝑥 2 – 8𝑥 + 16 = 0 5) (𝑥 – 5)(𝑥 – 3) = 10
3) 4𝑥 2 + 12𝑥 = 0

II. Keep Trying!

A. Write a quadratic equation in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 given the following
roots.
Roots of a Quadratic Equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
1) – 4, 3
2) – 1, 0
1 2
3) − 2 , 5
4) ± √11
5) 1 ± √3

15 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON2
9_LESSON1
B. B. Write a quadratic equation in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 given the sum and
product of the roots.
Sum of the Roots of a Product of the Roots of a 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
Quadratic Equation Quadratic Equation
11 0 1)
0 – 16 2)
-7 6 3)
−
1 3 4)
4 4
2 4 5)
3 5

What I Have Learned

Complete the statements below.
1) The discriminant of a quadratic equation determines the nature of the roots and
it is given by the expression _____________.
2) If the discriminant value is ________then the nature of the roots of a quadratic
equation has one real, rational, equal roots.
3) If the discriminant value is greater than zero and a perfect square then the
nature of the roots of a quadratic equation are _____________________.
4) If the discriminant value is greater than zero but not a perfect square then the
nature of the roots of a quadratic equation are ______________________.
5) If the discriminant value is negative then the nature of the roots is __________.
6) The sum of the roots of a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 is given by the
formula ________.
7) The product of the roots of a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 i is given by the
formula _______.
8) The equation _____________is used to form a quadratic equation given the sum
and product of the roots.
9-10) A quadratic equation can be formed using the method ________ and _________.

What I can Do
Read and analyze the following questions below. Write your answer on a separate
sheet and show your solution if it requires.
1) Write a quadratic equation if the product of the roots of a quadratic equation is
-54 and one of the roots is 18.
2) Find the dimensions of a rectangular lot whose area is 360 m2 and a perimeter
of 76 m.
3) Write the quadratic equation with integer coefficients whose roots are the
reciprocals of the roots of 2𝑥 2 − 3𝑥 + 1 = 0.
Source: MMC 2015, Elimination Round Grade 9, Item # 20
4) List down all possible values of the constant k so that 3𝑥 2 − 2𝑘𝑥 + 2 = 0 has two
equal roots.
Source: MMC 2019, Elimination Round Grade 9, Item # 9
2 2
5) Find the sum of the distinct roots of (𝑥 + 𝑥)2 − 6 (𝑥 + 𝑥) + 9 = 0
Source: MMC 2019, Elimination Round Grade 9, Item # 8

16 DO_Q1_MATHEMATICS
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 Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) It is the expression used to determine the nature of the roots of a quadratic
equation.
𝑏 𝑐
A. − 𝑎 B. 𝑎 C. 𝑏 2 − 4𝑎𝑐 D. √𝑎2 + 𝑏 2
2) What is the discriminant value of the quadratic equation 𝑥 2 – 4𝑥 = 0?
A. -36 B. -4 C. 16 D. 36
3) Which of the following discriminant values has nature of the roots as two real,
rational and unequal roots?
A. -2 B. -1 C. 0 D. 1
4) How many real solutions are there in the quadratic equation 𝑥 2 − 3𝑥 + 5 = 0?
A. 0 B. 1 C. 2 D. 3
5) What is the nature of the roots of the quadratic equation 2𝑥 2 – 7𝑥 – 3 = 0?
A. real, rational and equal solution
B. real, rational and unequal solution
C. real, irrational and unequal solution
D. not real
6) Which of the following quadratic equation has no real roots?
A. 𝑥 2 + 2𝑥 + 1 = 0 C. 𝑥 2 − 2𝑥 − 15 = 0
B. 𝑥 2 − 2𝑥 + 15 = 0 D. 𝑥 2 + 2𝑥 − 15 = 0
7) Find the sum and product of the roots of the quadratic equation 2𝑥 2 + 7𝑥 − 6 = 0.
2 1 2 1
A. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = 3
C. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = − 3
7 7
7 7
B. 𝑟1 + 𝑟2 = 2 𝑟1 𝑟2 = 3 D. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = −3
2
8) Form a quadratic equation whose sum and product of the roots are 2 and 35
respectively.
A. 𝑥 2 + 2𝑥 + 35 = 0 C. 𝑥 2 − 2𝑥 − 35 = 0
B. 𝑥 − 2𝑥 + 35 = 0
2
D. 𝑥 2 + 2𝑥 − 35 = 0
9) Write a quadratic equation whose roots are 1 ± √3.
A. 𝑥 2 + 2𝑥 + 2 = 0 C. 𝑥 2 − 2𝑥 − 2 = 0
B. 𝑥 − 2𝑥 + 2 = 0
2
D. 𝑥 2 + 2𝑥 − 2 = 0
1 1
10) Which of the following quadratic equation has 3 and − 2 as their roots?
A. 6𝑥 2 + 𝑥 + 1 = 0 C. 6𝑥 2 − 𝑥 − 1 = 0
B. 6𝑥 2 − 𝑥 + 1 = 0 D. 6𝑥 2 + 𝑥 − 1 = 0

*** If you got an honest score of 10 points (perfect score), you proceed to the next
lesson but if not, go back to the whole module.

Additional Activities
Answer the following.
1. Let 𝑟 and 𝑠 be the roots of 𝑥 2 + 10𝑥 − 7 = 0. Find 𝑟 2 + 𝑠 2 .
Source: MMC 2018, Elimination Round Gr 9, Item # 6
2. The roots of 𝑥 2 − 6𝑥 + 7 = 0 are 𝑟 and 𝑠, while the roots of 𝑥 2 + 𝑏𝑥 + 𝑐 = 0 are
– 𝑟 and – 𝑠. Find 𝑏.
Source: MMC 2019, Elimination Round Gr 9, Item # 14

17 DO_Q1_MATHEMATICS
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9_LESSON1
Answer Key

Lesson 2: Characteristics of the roots and Relationship of the

coefficient to the roots of Quadratic Equation

18 DO_Q1_MATHEMATICS
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References
Bryant, Merdent L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D.
Cruz, Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A.
Lazaro, Bernadeth J. Mesterio, and Rommel Hero A.
Saladino. Learner's Material Mathematics 9. Pasig City, Philippines:
Department of Education, 2014. pp. 56-75
Male, Flordelita et. al.Hands-On, Minds-On Activities in Mathematics II (Intermediate
Algebra), St. Jude Thaddeus Publication, 2011.
2015 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade
9
2018-2019 Metrobank – MTAP – DepEd Math Challenge Elimination Round
Grade 9

19 DO_Q1_MATHEMATICS
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9_LESSON1
 9

Mathematics
Quarter 1 – Module 1
Lesson 3
Solve Equations
Transformable to Quadratic
Equation

20 DO_Q1_MATHEMATICS 9_LESSON1
 What I Need to Know
This module was designed and written to help you, students, to master solving
equations transformable to quadratic equation. The scope and design of the module allow
or permit you to learn even in any condition, especially this pandemic situation. The
language used recognizes the diversity of the vocabulary levels of the students and the
lessons are arranged based on the standard sequence of Most Essential Learning
Competencies (MELCs) of the Basic Education Learning Continuity Plan (BE-LCP).

After going through this module, you are expected to solve equation transformable
to quadratic equations (including rational algebraic equations) M9AL-Ic-d-1.

What I Know
Let’s find out how much you know about the lesson.
Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) What do you call a root of a transformed equation that is not a solution to the
original equation?
A. Zeros B. Rational Roots C. Irrational Roots D. Extraneous Roots
2) Write (𝑥 − 2)2 = 4 in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 + 4𝑥 = 0 C. 𝑥 2 − 4𝑥 − 8 = 0
B. 𝑥 − 4𝑥 = 0
2
D. 𝑥 2 − 4𝑥 + 8 = 0
3) Which of the following is NOT reducible to Quadratic Equation?
𝟔 3
A. 𝑥(𝑥– 4) = 12 C. =
𝟐𝒙+𝟏 𝒙+𝟑
𝒙 3
B. (𝑥 + 1)(2𝑥 − 1) = 3𝑥 2 D. =
𝟐𝒙+𝟏 𝒙+𝟑
For item # 4-6. Use the equation 𝑥(𝑥 + 7) = 18.
4) What property must be used to write the above equation in the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0?
A. Distributive Property, Addition Property of Equality
B. Distributive Property, Multiplication Property of Equality
C. Distributive Property, Zero Product Property
D. Zero Product Property, Addition Property of Equality
5) What quadratic equation is formed using the above equation?
A. 𝑥 2 + 7𝑥 + 18 = 0 C. 𝑥 2 − 7𝑥 − 18 = 0
B. 𝑥 2 − 7𝑥 + 18 = 0 D. 𝑥 2 + 7𝑥 − 18 = 0
6) Determine the roots of the equation.
A. 2, 9 B. -2, 9 C. – 2, -9 D. 2, -9
For item # 7-8. Use the equation (𝑥 + 3)2 + (𝑥 + 1)2 = 20.
7) Write the above equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 2𝑥 2 + 8𝑥 + 10 = 0 C. 2𝑥 2 − 8𝑥 − 10 = 0
B. 2𝑥 − 8𝑥 + 10 = 0
2
D. 2𝑥 2 + 8𝑥 − 10 = 0
8) What are the roots of the given equation?
A. 1, 5 B. -1, 5 C. – 1, -5 D. 1, -5
𝒙 𝟏 3
9) What must be multiplied to both side of the equation𝐱+𝟏 − 𝐱𝟐 −𝟏 = 𝐱−𝟏 to eliminate the
denominator?
A. 𝑥 + 1 B. 𝑥 − 1 C. (𝑥 + 1)(𝑥 − 1) D. (𝑥 + 1)(𝑥 − 2)
10) Which of the following Rational Algebraic Equation is transformable to Quadratic
Equation
𝟔 1 𝟔 𝑥 𝟐 𝒙 1 𝟏 𝑥+1
A. 𝒙 = 𝟑 B. 𝟐𝒙+𝟏 = 𝒙+𝟑 C. 𝒙−𝟏 + 𝒙+𝟏 = 𝒙+𝟑 D. 𝑥 + 𝟐 = 𝟓
*** If you got an honest score of 10 points (perfect score), you may skip the lesson proper
of each lesson and proceed to the activities or exercises.

21 DO_Q1_MATHEMATICS
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 Lesson Solve Equations Transformable to
3 Quadratic Equation
There are equations that are transformable to quadratic equation. These
equations may be given in different forms. In transforming the equation, you will
apply different mathematical concepts such as FOIL Method, Special Products,
Distributive Property and other properties of equality. Once the equation is
transformed, you need to find the roots using the different methods that you have
learned in your previous lesson.

What’s In
Activity 1. Perform the indicated operations then express your answer in simplest
form.
1 2 𝑥 4 𝑥−3 1
1) 𝑥 + 3 3) 𝑥−1
−𝑥 5) 𝑥2− 9
− 2𝑥
3 2 𝑥 𝑥+2 5
2) − + 4) +
𝑥+1 𝑥+1 𝑥+1 𝑥 2 +5𝑥+6 𝑥+3
Guide Questions
a. What mathematical concepts did you apply in adding or subtracting the
following expressions?
b. How did you simplify the resulting expressions?
Activity 2. Solve for the roots of the following quadratic equations.
1) 𝑥 2 – 8𝑥 = 0 3) 𝑥 2 – 8𝑥– 9 = 0 5) 3𝑥 2 – 10𝑥– 8 = 0
2) 𝑥 2 + 4𝑥 + 4 = 0 4) 𝑥 2 + 7𝑥 + 12 = 0

What’s New
Read and analyze the situation below then answer the questions that follow.

Erika decided to increase the area of her

rectangular garden by 28 m2 so that she can
plant an additional root-crops amid this
pandemic. The original length and width of
the garden is 4 m by 8 m, respectively. She
would like to increase the length and width
by the same amount.

Guided Questions:
1) What quadratic equation illustrates the situation above?
2) What are the concepts you applied to write the quadratic equation in the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0?
3) What are the dimensions of the garden? What method did you use to solve for the
roots of the quadratic equation?

22 DO_Q1_MATHEMATICS
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 What is It
Solving Quadratic Equations that are not written in Standard Form
There are equations that are not written in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. To
write the equations in standard form, you will use different mathematical concepts
and afterwards compute for the roots using the different methods that you have
learned in our previous lesson. See example below.

Examples:
1) 𝑥(𝑥 + 4) = 32
Solution: 𝑥(𝑥 + 4) = 32 Given
𝑥 2 + 4𝑥 = 32 Distributive Property
𝑥 2 + 4𝑥 − 32 = 0 Addition Property of Equality
(𝑥 + 8)(𝑥 − 4) = 0 Factoring
𝑥+8 = 0; 𝑥−4= 0 Zero Product Property
𝑥 = −8 ; 𝑥 = 4 Addition Property of Equality
2) (𝑥 + 2)2 + (𝑥 − 3)2 = 37
Solution: (𝑥 + 2)2 + (𝑥 − 3)2 = 37 Given
𝑥 + 4𝑥 + 4 + 𝑥 2 − 6𝑥 + 9 = 37
2
FOIL Method or Special Product
2𝑥 2 – 2𝑥 + 13 = 37 Combining similar terms
2𝑥 2 – 2𝑥 − 24 = 0 Addition Property of Equality
𝑥 2 – 𝑥– 12 = 0 Multiplication Property of Equality
(𝑥 + 3)(𝑥– 4) = 0 Factoring
𝑥 + 3 = 0 ;𝑥 – 4 = 0 Zero Product Property
𝑥 =– 3 ; 𝑥 = 4 Addition Property of Equality

Rational Algebraic Equation Reducible to Quadratic Equation

Allyka can clean the house in 3 hours more than the time Ezekiel can do the same
job. If they work together, it would take 2 hours to clean the same house. How long
would it take Allyka to clean the house by herself?
Solution:
Let 𝑥 be the length of time of Ezekiel to clean the house
𝑥 + 3 is the length of time of Allyka to clean the same house,
2 hours is the length of time of Allyka and Ezekiel to clean the house together

1 1 1
Since this is a work problem, we will use the equation (𝑨 + 𝑩 = 𝒙), where 𝐴 and 𝐵 are
the time working alone and 𝑥 is the time working together.
Representing the rate of work:
1 1 1
Rate of Ezekiel: 𝒙
Rate of Allyka: 𝒙 +𝟑
Rate working together: 𝟐

1 1 1
𝒙
+ 𝒙+𝟑 = 𝟐 Substitution
1 1 1
[2𝑥(𝑥 + 3)] (𝒙 + 𝒙+𝟑) = (𝟐) [2𝑥(𝑥 + 3)] MPE, Multiply both sides by LCM
2𝑥(𝑥+3) 2𝑥(𝑥+3) 1
+ 𝒙+𝟑 = 𝟐 (2𝑥)(𝑥 + 3) Distributive Property of Multiplication
𝒙
2𝑥 + 6 + 2𝑥 = 𝑥 2 + 3𝑥 Simplify and DPMA
𝑥 2 – 𝑥– 6 = 0 APE
(𝑥– 3)(𝑥 + 2) = 0 Factoring

23 DO_Q1_MATHEMATICS
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 𝑥– 3 = 0 ; 𝑥 + 2 = 0 Zero Product Property
𝒙=𝟑 ; 𝒙=−𝟐 APE
Since we are solving for the time, we only accept 𝑥 = 3. Therefore, Allyka can
clean the house in 6 hours
The given problem is an example of work problem that illustrates rational
algebraic equation reducible to quadratic equation. After solving for the roots make
sure that it satisfies the condition of a Rational Algebraic Equation and the situation
of the given problem.
See example below.
Examples:
𝑥 6
1) 2
− 𝑥
=2
Solution:
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ 0
𝒙 𝟔
2𝑥 (𝟐 − 𝒙) = (2)2𝑥 Multiply both sides by the LCM, 2𝑥
𝒙 𝟔
2𝑥 (𝟐) − 2𝑥 (𝒙) = (2)2𝑥 Distributive Property of Multiplication
𝑥 2 − 12 = 4𝑥 Simplify
2
𝑥 − 4𝑥 − 12 = 0 APE
(𝑥 − 6)(𝑥 + 2) = 0 Factoring
𝑥−6=0 ; 𝑥+2=0 Zero Product Property
𝑥=6 ; 𝑥 = −2 Addition Property of Equality
9
2) 𝑥 − 𝑥
=8
Solution:
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ 0
9
𝑥 (𝑥 − 𝑥) = 8𝑥 Multiply both sides by the LCM
𝑥 − 9 = 8𝑥 2
Distributive Property of Multiplication
2
𝑥 − 8𝑥 − 9 = 0 Addition Property of Equality
(𝑥 − 9)(𝑥 + 1) = 0 Factoring
𝑥−9=0 ; 𝑥+1=0 Zero Product Property
𝑥=9 ; 𝑥 = −1 Addition Property of Equality
Upon checking the solutions, all computed values satisfy the original equation.
Try it for yourself.

𝑥 2 4
3) + =
𝑥+1 𝑥 2 +4𝑥+3 𝑥+3
Solution:
𝑥 2 4
𝑥+1
+ (𝑥+1)(𝑥+3) = 𝑥+3 Factoring
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ −1, −3
𝑥 2 4
(𝑥 + 1)(𝑥 + 3) ( + (𝑥+1)(𝑥+3)) =( ) (𝑥 + 1)(𝑥 + 3) Multiply both sides by LCM
𝑥+1 𝑥+3
𝑥(𝑥 + 3) + 2 = 4(𝑥 + 1) Distributive Property of Multiplication
2
𝑥 + 3𝑥 + 2 = 4𝑥 + 4 Distributive Property of Multiplication
𝑥2 − 𝑥 − 2 = 0 Addition Property of Equality
(𝑥 − 2)(𝑥 + 1) = 0 Factoring
𝑥−2= 0 ; 𝑥+1 = 0 Zero Product Property
𝑥=2 ; 𝑥 = −1 Addition Property of Equality
Notice that from the defined domain, 𝑥 ≠ −1 because this will make the given rational
expression undefined. Hence, the only solution is 𝑥 = 2.

24 DO_Q1_MATHEMATICS
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 In rational algebraic expressions, “the denominator must not be equal to
zero” because it will become undefined, hence this solution is what we called as
extraneous root.
An extraneous solution is a root of a transformed equation that is not a root
of the original equation. Thus in example 3, 𝑥 = −1 is an extraneous solution.

What’s More
I. Try These!
A. Read and analyze the statements carefully. Choose and write the letter of your
answer on a separate sheet.
1) Which of the following equation can be transformed into Quadratic Equation?
𝟔 3
A. 𝑥(𝑥 + 4) = (𝑥 + 2)(𝑥 − 1) C. 𝟐𝒙+𝟏 = 𝒙+𝟑
𝑥 3 5
B. 2𝑥 2 + 1 = (𝑥– 5)(2𝑥 + 3) D. 𝒙−𝟏 + 𝒙𝟐−𝟏 = 𝒙+𝟏
2) What do you call a root of a transformed equation that is not a root of the original
equation?
A. Zeros C. Irrational Root
B. Rational Root D. Extraneous Root
3) Solve for the roots of the equation 𝑥(𝑥 − 3) = 10.
A. 2, 5 B. -2, 5 C. -2,-5 D. 2, -5
2
4) Determine the solution that will satisfy the equation 𝑥 = 𝒙−𝟏
A. – 1 B. 2 C. -1, 2 D. 1, -2
5) What is the LCM of the expressions 𝑥 2 – 3𝑥 + 2, 𝑥 + 1 and 𝑥 − 1?
A. (𝑥 + 1)(𝑥 + 2) C. (𝑥 − 2)(𝑥 − 1)(𝑥 + 1)
B. (𝑥 − 1)(𝑥 + 1) D. (𝑥 − 1)(𝑥 + 1)(𝑥 + 2)

B. Match the given equation reducible to quadratic equation in Column A to the

equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 in Column B. Write the letter of your answer on
a separate sheet.
Column A Column B
1) 2𝑥(𝑥 − 3) = 9 A. 𝑥 2 − 𝑥 − 20 = 0
2) (𝑥 − 2)(𝑥 + 3) = 3𝑥 2 B. 2𝑥 2 − 𝑥 + 6 = 0
3) (𝑥– 2) + (𝑥 + 3) = 53
2 2
C. 𝑥 2 − 6𝑥 − 5 = 0
𝑥 5
4) 𝑥+1 = 𝑥−1 D. 2𝑥 2 − 6𝑥 − 9 = 0
𝑥 3 5
5) + 2 = E. 2𝑥 2 + 2𝑥 − 40 = 0
𝑥+1 𝑥 −𝑥−2 𝑥−2
F. 𝑥 2 − 7𝑥 − 2 = 0
II. Keep Trying!
Transform the following into Quadratic Equation and determine the solutions
using any method.

Given Quadratic Equation Solution/s

1) 𝑥(𝑥 − 3) = 18
2) (𝑥 − 2)(𝑥 + 3) = 14
3)(2𝑥 − 1)2 − (𝑥 + 3)2 = − 15
𝑥 2
4) 𝑥−1 = 𝑥+1
𝑥 2 5
5) 𝑥−2
+ 𝑥 2 −5𝑥+6 = 𝑥−3

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 What I Have Learned
Answer the following.
1) What mathematical concepts are used in transforming quadratic equations
that are not written in standard form?
2) In a rational algebraic expression, why can’t the denominator be equal to
zero?
3) What is an extraneous solution?

What I can Do
Read and analyze the following question below. Write your answer on a separate
sheet and show your solution if it requires.
1) A large pipe can fill the tank alone in 24 minutes less than the time it takes by
the smaller pipe. If both pipes are open, they can fill the tank in 35 minutes.
How long does it take to fill the tank alone by each pipe?
2) The product of two consecutive positive even integers is 528. Find the numbers.
3) Find the larger root of 10𝑥 2 – 𝑥 = 3.
Source: MMC 2019, Elimination Round Grade 9, Item #6
34
4) A number and its reciprocal has a sum of 15
. Find the smaller of these two
numbers.
Source: MMC 2018, Elimination Round Grade 9, Item #2
5) Solve for 𝑥 in 2(𝑥 2 + 2) = 5𝑥 + 7.
Source: MMC 2017, Elimination Round Grade 9, Item #2

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) What do you call a root of a transformed equation that is not a solution of the
original equation?
A. Zeros B. Rational Roots C. Irrational Roots D. Extraneous Roots
2) Write (𝑥 − 1)2 = 1 in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 + 2𝑥 = 0 B. 𝑥 2 − 2𝑥 = 0 C. 𝑥 2 − 2𝑥 − 2 = 0 D. 𝑥 2 − 2𝑥 + 2 = 0
3) Which of the following is NOT reducible to Quadratic Equation?
𝟐 3𝑥
A. 𝑥(𝑥 + 1) = 6 C. 𝒙+𝟏 = 𝒙−𝟏
𝟏 3
B. (𝑥 + 1)(2𝑥 − 1) = 2𝑥 2 D. 𝟐𝒙+𝟏 = 𝒙+𝟑
For item # 4-6. Use the equation 𝑥(𝑥 − 2) = 8.
4) What property must be used to write the above equation in the form
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0?
A. Distributive Property, Addition Property of Equality
B. Distributive Property, Multiplication Property of Equality
C. Distributive Property, Zero Product Property
D. Zero Product Property, Addition Property of Equality

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 5) What quadratic equation is formed using the above equation?
A. 𝑥 2 + 2𝑥 + 8 = 0 C. 𝑥 2 − 2𝑥 − 8 = 0
B. 𝑥 2 − 2𝑥 + 8 = 0 D. 𝑥 2 + 2𝑥 − 8 = 0
6) Determine the roots of the equation.
A. 2, 4 B. -2, 4 C. – 2, -4 D. 2, -4
For item # 7-8. Use the equation (𝑥 + 5)2 + (𝑥 − 2)2 = 37.
7) Write the above equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 2𝑥 2 + 6𝑥 + 8 = 0 C. 2𝑥 2 − 6𝑥 − 8 = 0
B. 2𝑥 − 6𝑥 + 8 = 0
2
D. 2𝑥 2 + 6𝑥 − 8 = 0
8) What are the roots of the given equation?
A. 1, -4 B. -1, -4 C. – 1, 4 D. 1, 4
𝑥 1 3
9) What must be multiplied to both sides of the equation𝑥+2 − 𝑥 2 −4 = 𝑥−2 to
eliminate the denominator?
A. 𝑥 + 2 B. 𝑥 − 2 C. (𝑥 + 1)(𝑥 − 4) D. (𝑥 + 2)(𝑥 − 2)
10) Which of the following Rational Algebraic Equation is transformable to
Quadratic Equation?
6 1 3𝑥 2 2 𝑥 1 𝑥 2
A. 𝑥 = 3 B. 2𝑥+1 = 3 C. 𝑥−1 + 𝑥+1 = 𝑥+3 D. 𝑥−1 = 𝑥+1

*** If you got an honest score of 10 points (perfect score), you proceed to the next
lesson but if not, go back to the whole module.

Additional Activities
Answer the following.
1. A rectangular garden is 9 m by 11 m. A pathway of uniform width will be
constructed around the garden, forming a larger rectangle with area of 120 m 2.
How wide (in m) should the pathway be?
Source: MMC 2019, Elimination Round Gr 9, Item #17
5 2 1
2. Solve for x in − =
𝑥+2 𝑥+1 2
Source: MMC 2016, Elimination Round Gr 9, Item #4

27 DO_Q1_MATHEMATICS
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 Answer Key
Lesson 3: Solve Equations Transformable to Quadratic Equation

28 DO_Q1_MATHEMATICS
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References
Bryant, Merdent L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,
Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro,
Bernadeth J. Mesterio, and Rommel Hero A. Saladino. Learner's Material
Mathematics 9. Pasig City, Philippines: Department of Education, 2014. pp.
56-75
Male, Flordelita et. al.Hands-On, Minds-On Activities in Mathematics II (Intermediate
Algebra), St. Jude Thaddeus Publication, 2011.
2016-2019 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade 9

29 DO_Q1_MATHEMATICS
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9_LESSON1
 9

Mathematics
Quarter 1 – Module 1
Lesson 4
Solving Problems Involving
Quadratic Equations and
Rational Algebraic
Equations

30 DO_Q1_MATHEMATICS 9_LESSON1
 What I Need to Know
This module was designed and written to help you, students, to master solving
problems involving quadratic equations and rational algebraic equations. The scope
of this module permits you to learn over any condition, especially in this pandemic
situation. The language used in this module recognizes various vocabulary levels of
the students. The lessons are arranged based on the standard sequence of the Most
Essential Learning Competencies (MELCs) of the Basic Education Learning
Continuity Plan (BE-LCP).

After going through this module, you are expected to solve problems
involving quadratic equations and rational algebraic equations, M9AL-Id-6.0.

What I Know
Let’s find out how much you know about the lesson.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) Which of the following situations does NOT illustrate quadratic equation?
A. The area of a concrete rectangular pathway is 350 𝑚2 and its perimeter
pathway is 90 𝑚.
B. A motorcycle driver travels 20 𝑘𝑝ℎ faster than a bicycle rider. The motorcycle
driver covers 60 𝑘𝑚 in two hours less than it takes the bicycle rider to travel
the same distance.
C. The length of the rectangular field is 12 𝑚 longer than its width and Its area is
220 𝑚2 .
D. Maple paid at least 𝑃ℎ𝑝 2,100.00 for a pair of dress and shoes. The cost of the
dress is 𝑃ℎ𝑝 450.00 more than the cost of the shoes.
2) The length of a garden is 5 𝑚 more than its width and its area is 36 𝑚2. If 𝑥
represents the width of the garden, which of the following expressions represents the
length?
A. 𝑥 − 5 B. 𝑥 + 5 C. 5𝑥 D. 5𝑥 + 5
3) The sum of two numbers is 6 and their product is -27. Find the numbers.
A. −9 and 3 B. 9 and 3 C. 9 and −3 D. −9 and −3

For nos. 4-6, refer to the problem below.

. The length of a wall is 3 𝑚 more than its width, 𝑥. The area of the wall is 40 𝑚2.
4) Which of the following expressions represents the length?
A. 𝑥 − 3 B. 3 − 𝑥 C. 𝑥 + 3 D. 𝑥 3
5) Which of the following equations represents the given situation?
A. 𝑥 2 + 3 = 40 B. 𝑥 2 + 3𝑥 = 40 C. 𝑥 2 + 3𝑥 = −40 D. 𝑥 + 3𝑥 = 40
6) What are the dimensions of the wall?
A. 3𝑚 𝑎𝑛𝑑 6𝑚 B. 4𝑚 𝑎𝑛𝑑 7𝑚 C. 5𝑚 𝑎𝑛𝑑 8𝑚 D. 6𝑚 𝑎𝑛𝑑 9𝑚

For nos. 7-10, refer to the problem below.

Mario and Luigi can finish painting the room in two hours working together.
Mario can finish the same job in 3 hours less than Luigi.
7) If Luigi can finish the job in 𝑥 hours, how long will it take Mario to finish the job?
A. 3 − 𝑥 B. 𝑥 3 C. 𝑥 + 3 D. 𝑥 − 3

31 DO_Q1_MATHEMATICS
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8) If they work together, what equation would represent the amount of work they can
finish
in 1 hour?
1 1 1 1 1 1 1 1 1 1
A. 𝑥 + 𝑥−3 = 2 B. 𝑥 − 𝑥−3 = 2 C. 𝑥 + 𝑥−3 = 2 D. 𝑥 − 𝑥−3 = 2
9) Write the equation in item 8 into the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 − 7𝑥 + 6 = 0 C. 𝑥 2 + 7𝑥 − 6 = 0
B. 𝑥 + 7𝑥 + 6 = 0
2
D. 𝑥 2 − 7𝑥 + 6 = 0
10) How long would it take Mario to finish the job alone?
A. 1 hour B. 2 hours C. 3 hours D. 6 hours

For numbers 11-15, refer to the problem below.

Two hoses, when connected to a swimming pool, can fill the pool together in
4 hours. If the larger hose alone is used, it can fill the pool in 6 hours less than the
smaller hose.

11) If the smaller hose can fill the pool in 𝑥 hours, how long will it take the larger
hose to fill the same pool?
A. 𝑥 + 6 B. 6 − 𝑥 C. 𝑥 − 6 D. 𝑥 6
12) If both hoses are used together, what equation would represent the amount of
work to fill the pool in 4 hours?
1 1 1 1 1 1 1 1 1 1
A. + = B. + = C. + =4 D. − =4
𝑥 𝑥+6 4 𝑥 𝑥−6 4 𝑥 𝑥−6 𝑥 𝑥−6
13) Write the equation in item 12 into the form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.
2

A. 𝑥 2 − 14𝑥 − 24 = 0 C. 𝑥 2 + 14𝑥 − 24 = 0
B. 𝑥 − 14𝑥 + 24 = 0
2
D. 𝑥 2 + 14𝑥 + 24 = 0
14) How long will it take the smaller hose to fill the entire pool alone?
A. 12 hours B. 10 hours C. 8 hours D. 6 hours
15) How long will it take the larger hose to fill the entire pool alone?
A. 12 hours B. 10 hours C. 8 hours D. 6 hours

*** If you got an honest score of 15 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

Solving Problems Involving Quadratic

Lesson
Equations and Rational Algebraic
4
Equations
How can we use the concept of solving quadratic equations as well as sum
and product of the roots in solving problems involving quadratic equations? What is
the importance of knowing these concepts? Can we apply this in solving real-life
problems?
Problems such as determining the area of a garden, identifying the speed of a
car, and finding the time needed to finish a certain job are some of the problems that
can be solved using the concept of quadratic equations and rational algebraic
equations reducible to quadratic equations.

What’s In
Activity: Complete Me!
Fill in the blanks to make each statement true.
1. Any equation that can be written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐
are real numbers and 𝑎 ≠ 0, is called a/an __________________.

32 DO_Q1_MATHEMATICS
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2. In the equation 3𝑥 2 − 5𝑥 + 1 = 0, 𝑎 =______, 𝑏 =_____, and 𝑐 =______.
3. A __________ algebraic equations are mathematical sentences that contain rational
algebraic expressions.
4. The solution of an equation derived from an original equation but not a solution
of the original equation is called an ___________ solution.
5. Every quadratic equation can be solved by completing the square and by using
the _________ formula.

What’s New
In response to the “no home quarantine” protocol and the rising number of
COVID-19 positive cases in the country, a government-funded quarantine facility at
the Arkong Bato National High School is a welcome development for the Valenzuela
City’s coronavirus disease response. This quarantine facility in Arkong Bato is one
of the 23 additional isolation units fast-tracked and built by the DPWH to temporarily
house patients with mild COVID-19 symptoms.
Twelve container vans were repurposed and converted into 44 air-conditioned
rooms, two nurses’ stations, one radiology room, and one x-ray room for this facility.
Each of the 44 rooms has a hospital bed, a table, a chair, and a private comfort room.
If the area of a room for COVID-19 patients is 120 square meters and the length is 1
less than twice the width. Find the length and the width of the room.

Guide Questions:
1. What expression represents the width of the room? How about the expression
that represents its length?
2. Formulate an equation relating the width, length, and the area of the room.
3. Describe the equation you formulated.

What is It
Quadratic equation applies in various situations, such as those involving area, work,
profits, and many more. Problems involving quadratic functions can be solved by
applying the steps below.
1. Use a variable to represent the unknown quantity.
2. Write the quadratic equation that satisfies the problem.
3. Write the quadratic equation in standard form.
4. Solve the quadratic equation using your convenient method.
a. Factoring
b. Completing square method
c. Quadratic formula
5. Relate the solution obtained from one of the methods to the statement
asked in the question.
Examples
1) Valenzuela City government wants to place a new rectangular
tarpaulin to inform everyone about General Community
Quarantine (GCQ) Protocols. Suppose the length of the tarpaulin
to be placed is 4 m longer than its width and the area is 96 𝑚².
What will be the length and the width of the tarpaulin?

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Given:
Area of the tarpaulin is 96 𝑚2
Let 𝒙 meters be the width and
(𝒙 + 𝟒) meters is the length. (It is based on the phrase 4 m longer than its width.)
Solution:
𝐴 = 𝑙𝑤 Area of the rectangle
96 = 𝑥(𝑥 + 4) Substitution
2
96 = 𝑥 + 4𝑥 Distributive Property of Multiplication
0 = 𝑥 2 + 4𝑥 + (−96) Addition Property of Equality
2
𝑥 + 4𝑥 − 96 = 0 Symmetric Property
(𝑥 + 12)(𝑥 − 8) = 0 Factoring
𝑥 + 12 = 0 or 𝑥 − 8 = 0 Zero Product Property
𝑥 = −12 or 𝑥 = 8 Addition Property of Equality
The equation has two solutions: 𝑥 = 8 or 𝑥 = −12. However, we only consider
the positive value of 𝑥 since the situation involves measure of length. Hence, the
width of the billboard is 𝟖 𝒎 and its length is 𝟏𝟐 𝒎.

Some problems that involve rational algebraic equations can be transformed

into quadratic equations. Example of these problems are work problem and motion
problem.
2) An office has two envelope stuffing machines. Working together they
can stuff a batch of envelopes in 4 hours. Working separately, it will
take the second machine 6 hour longer than the first machine to
stuff a batch of envelopes. How long would it take each machine to
stuff a batch of envelopes by themselves?

Given: 4 hours = amount of time it takes by two machines working together

Let, 𝒙 hours be the amount of time it takes the first machine (Machine A)
(𝒙 + 𝟔) hours the amount of time it takes the second machine (Machine B)

Solution:
The problem is a work problem. Hence, work equation is,
Work Rate of A + Work Rate of B = Work Rate when working together
Given the time spent, the work rates are as follows.
1 1
Work Rate of A = 𝑥
Work Rate of Both A and B = 4
1
Work Rate of B =
𝑥+6
Substituting into the work equation gives,
1 1 1
+ =
𝑥 𝑥+6 4
Note: Always define the domain. In this case, 𝑥 ≠ 0, −6.
The given rational algebraic equation above can be transformed into a quadratic
equation.
1 1 1
(4𝑥)(𝑥 + 6) ( +
𝑥 𝑥+6
) = 4 (4𝑥)(𝑥 + 6) Multiply by the LCM
2
4(𝑥 + 6) + 4𝑥 = 𝑥 + 6𝑥 Distributive Property of Multiplication
4𝑥 + 24 + 4𝑥 = 𝑥 2 + 6𝑥 Distributive Property of Multiplication
8𝑥 + 24 = 𝑥 2 + 6𝑥 Combine Similar Terms
𝑥 2 + 6𝑥 − 8𝑥 − 24 = 0 Addition Property of Equality,
Symmetric Property
𝑥 2 − 2𝑥 − 24 = 0 Combine Similar Terms

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 (𝑥 − 6)(𝑥 + 4) = 0 Factoring
𝑥 − 6 = 0 𝑜𝑟 𝑥 + 4 = 0 Zero Product Property
𝑥 = 6 𝑜𝑟 𝑥 = −4 Addition Property of Equality
The equation has two solutions: 𝑥 = 6 or 𝑥 = −4. However, we only consider
the positive value of 𝑥 since the situation involves measure of time. Hence, Machine
A took 6 hours and Machine B took 12 hours to stuff a batch of envelopes by
themselves.
3) Based on the DOTr Public – Transport Guidelines, only one
passenger is allowed in a tricycle. It is the only means of
transportation of Tom and Jerry going to their workplace.
Because of the fare hike, they decided to walk from home going
to workplace which is 4 kilometers away. Jerry walks 2 hours
faster than Tom and reaches their workplace 1 hour earlier.
Find the speed of each of the workers.

Given: The distance of workplace from home is 4 kilometers.

Let, 𝒙 kilometer per hour (kph) be the walking rate of Tom
(𝒙 + 𝟐) kph the walking rate of Jerry

Solution:
The problem is a motion problem.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
Recall that distance = (rate)(time) which implies that 𝑡𝑖𝑚𝑒 = . Thus, the needed
𝑟𝑎𝑡𝑒
equation, in words, for this problem is,
(Tom’s time) – (Jerry’s Time) = 1 (Hint: Jerry reaches the workplace one hour
before Tom.)
Given the rate, the time of walking are as follows;
4 4
Tom’s time of walking: Jerry’s Time of walking:
𝑥 𝑥+2
Substituting into the word equation gives,
4 4
− =1
𝑥 𝑥+2
Note: Always define the domain. In this case, 𝑥 ≠ 0, −2.
The given rational algebraic equation above can be transformed into a quadratic
equation.
4 4
(𝑥)(𝑥 + 2) ( − ) = 1(𝑥)(𝑥 + 2) Multiply by the LCM
𝑥 𝑥+2
4(𝑥 + 2) − 4𝑥 = 𝑥 2 + 2𝑥 Distributive Property of
Multiplication
4𝑥 + 8 − 4𝑥 = 𝑥 2 + 2𝑥 Distributive Property of
Multiplication
8 = 𝑥 2 + 2𝑥 Combine Similar Terms
2
𝑥 + 2𝑥 − 8 = 0 Addition Property of Equality,
Symmetric Property
(𝑥 + 4)(𝑥 − 2) = 0 Factoring
𝑥 + 4 = 0 𝑜𝑟 𝑥 − 2 = 0 Zero Product Property
𝑥 = −4 𝑜𝑟 𝑥 = 2 Addition Property of Equality

The equation has two solutions: 𝑥 = −4 or 𝑥 = 2. However, we only consider

the positive value of 𝑥 since the situation involves measure of distance over time.
Therefore, the speed of Tom is 2 𝑘𝑝ℎ and Jerry is 4𝑘𝑝ℎ.

35 DO_Q1_MATHEMATICS
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 What’s More
I. Try These!
Use a variable to represent the unknown quantity, then write an equation from the
given information.
1) The area of a garden is 160 𝑚2. Suppose the length of the garden is 3 𝑚 more than
its width. What is the length of the garden?
2) The length of a tarpaulin is 4 𝑓𝑡 more than twice its width and its area is 126 𝑓𝑡².
What is the length of the tarpaulin?
3) The area of a carpet is 144 𝑚2. If its length is 2 meters less than its width, find the
dimensions of the carpet.
4) Leslie can type one story in one hour less than Angela. If they work together, they
can type the same story in 2 hours. How long would it take each to finish typing
one story?
5) Louise and Avery can finish painting the room in three hours working together.
Louise can finish the same job in 3 hours less than Avery. How long will it take
Avery to paint the room when she works alone?
II. Keep Trying!
Answer each of the following. Show your complete solution.
1) Last summer vacation, Mr. San Miguel decided to build a rectangular swimming
pool in their backyard. Its length is 7𝑚 longer than its width and the area is
450 𝑚2 . What is the length of the swimming pool? How about its width?
2) Sitero Francisco Memorial National High School is joining a “Gulayan sa
Paaralan Contest”. The TLE Department used the garden at the back of the
covered court. This rectangular garden has an area of 66 𝑚2 . Its length is 5 𝑚
longer than its width. What are the dimensions of the garden?
3) Two workers, Eroll and Aron, start from the same place at the same time and
walk towards Valenzuela City Hall, which is 90 kilometers away from their place.
Aron walks 1 kilometer per hour faster than Eroll and reaches Valenzuela City
Hall 1 hour before him. What are the rates of each worker?
4) During the pandemic, Paul and her younger sister Mae decided to make Personal
Protective Equipments (PPEs) for the medical front liners. Paul can make a set
of PPE 3 hours longer than Mae. If they work together, they can finish 1 set of
PPE in 2 hours. How long will it take Mae working alone to finish 1 set of PPE?

What I Have Learned

Answer the questions in one or more sentences. Write your answer in a separate
answer sheet.
1. How do you solve problems involving quadratic equations and rational algebraic
equations?
2. Do we consider all the solutions in the problem involving measures of length or
distance? Why? or why not?
3. List three things (it may be a concept, a procedure, or a value) that you have
learned after completing this material. In what way do you think these things may
be applied in your life?

36 DO_Q1_MATHEMATICS
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 What I can Do
Solve the following problems involving quadratic equation and rational algebraic
equation. Write the solution in separate answer sheet.
1) Mr. Gatchalian would like to construct a new house with a floor area of 72 𝑚2.
The length of the house is 6 𝑚 longer than its width. What are the dimensions of
his house?
2) The wall of a rectangular room has a length that is 4 feet more than twice its
width. If the total area of the wall is 240 square feet, then find the dimensions of
the wall.
3) A bus covers a distance of 90 km at a uniform speed. Had the speed been 15
km/hour more it would have taken 30 minutes less for the journey. Find the
original speed of the bus.
4) A rectangular garden is 9 𝑚 by 11 𝑚. A pathway of uniform width will be
constructed around the garden, forming a larger rectangle with area 120 𝑚2 .
How wide (in m) should the pathway be?
Source: 2019 MMC Grade 9 Elimination Round
5) Find the largest possible product of two numbers if the sum of the first and
twice the
second is 12.
Source: 2019 MMC Grade 9 Elimination Round

Assessment
Let’s find out how much you have learned from this module.

Directions: Read the items carefully and write your answer on your answer sheet.
1) Which of the following situations does NOT illustrate quadratic equation?
A. The length of the garden is 5 𝑚 longer than its width and the area is 14 𝑚2.
B. The length of a rectangle is twice its breadth, and its perimeter is 72 𝑚.
C. The length of a tarpaulin is 3 𝑓𝑡 more than thrice its width and its area is
126 𝑓𝑡².
D. Franco and Hylos can eat 1260 hamburgers in 12 hours. Eating by himself, it
would take Franco 7 hours longer to eat 1260 hamburgers than it would take
Hylos to eat 1260 hamburgers.
2) The length of a garden is 3 𝑚 more than twice its width and its area is 24 𝑚2. If the
width of the garden is represented by 𝑥, which of the following expressions represents
the length?
A. 3𝑥 + 2 B. 𝑥 + 3 C. 2𝑥 + 3 D. 𝑥 + 2
3) The sum of two numbers is 5 and their product is −84. Find the numbers.
A. −12 and 7 B. −12 and −7 C. 12 and 7 D. 12 and −7
For nos. 4-6, refer to the problem below.
. The length of a wall is 2 𝑚 more than its width, 𝑥. The area of the wall is 48 𝑚2.
4) Which of the following expressions represents the length?
A. 𝑥 − 2 B. 𝑥 + 2 C. 2 − 𝑥 D. 𝑥 2
5) Which of the following equations represents the given situation?
A. 𝑥 2 + 2𝑥 = 48 B. 𝑥 2 + 2 = 48 C. 𝑥 2 + 2𝑥 = −48 D. 𝑥 + 2𝑥 = 48
6) What are the dimensions of the wall?
A. 4𝑚 𝑎𝑛𝑑 6𝑚 B. 6𝑚 𝑎𝑛𝑑 8𝑚 C. 4𝑚 𝑎𝑛𝑑 12𝑚 D. 8𝑚 𝑎𝑛𝑑 10𝑚

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For nos. 7-10, refer to the problem below.
It takes Eudora 3 hours more to do a job than it takes Alice. If they work
together, they can finish the same job in 2 hours.
7) If Alice can finish the job in 𝑥 hours, how long will it take Eudora to finish the job?
A. 3𝑥 B. 𝑥 3 C. 𝑥 + 3 D. 𝑥 − 3
8) If they work together, what equation would represent the amount of work they can
finish in 1 hour?
1 1 1 1 1 1 1 1 1 1
A. 𝑥 + 𝑥+3 = 2 B. 𝑥 − 𝑥+3 = 2 C. 𝑥 + 𝑥+3 = 2 D. 𝑥 − 𝑥+3 = 2
9) Write the equation in item 8 into the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 − 𝑥 + 6 = 0 B. 𝑥 2 + 𝑥 + 6 = 0 C. 𝑥 2 + 𝑥 − 6 = 0 D. 𝑥 2 − 𝑥 − 6 = 0
10) How long would it take Alice to finish the job alone?
A. 1 hour B. 2 hours C. 3 hours D. 6 hours

For nos. 11-15, refer to the problem below.

Clint and Claude are planning to paint a house together. Clint thinks that if
he works alone, it will take him 5 hours more than the time Claude takes to paint
the entire house. Working together, they can complete the job in 6 hours.
11) If Claude can finish the job in x hours, how long will it take Clint to finish the
job?
A. 𝑥 + 5 B. 𝑥 5 C. 5𝑥 D. 𝑥 − 5
12) How would you represent the amount of work that Claude can finish in 1 hour?
1 1 1 6𝑥
A. 𝑥+5 B. 𝑥 C. 6 D. 𝑥+5
13) If they work together, what equation would represent the amount of work they can
finish in 1 hour?
1 1 1 1 1 1 1 1 1
A. + =6 B. − =6 C. + = D. − =6
𝑥 𝑥+5 𝑥 𝑥+5 𝑥 𝑥+5 6 𝑥 𝑥+5
14) How long will it take Claude to paint the entire house alone?
A. 10 hours B. 12 hours C. 13 hours D. 15 hours
15) How long will it take Clint to paint the entire house alone?
A. 10 hours B. 12 hours C. 13 hours D. 15 hours

*** If you got an honest score of 15 points (perfect score), you proceed to the next lesson
but if not, go back to the whole module.

Additional Activities

Find all possible values of x if one of the interior angles of a square is (2𝑥 2 − 8𝑥)°.
Source: Metrobank-MTAP-DepEd Math Challenge 2015 Grade 9

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What I Know What’s New
1. D 1. Let 𝑥 be the width of the room and 2𝑥 + 1 will be the length
2. B 2. 𝑥(2𝑥 + 1) = 120
3. C 2𝑥 2 + 𝑥 = 120
4. C 2𝑥 2 + 𝑥 − 120 = 0
5. B 3. The degree of the equation is 2. Therefore, it is a quadratic
equation.
6. C
What’s More
7. D
I. Try These!
8. A 1. Let 𝑥 be the width then 𝑥 + 3 is the length. 𝑥(𝑥 + 3) = 160
9. D 2. Let 𝑥 be the width then 2𝑥 + 4 is the length. 𝑥(2𝑥 + 4) = 126
3. Let 𝑥 be the width then 𝑥 − 2 is the length. 𝑥(𝑥 − 2) = 144
10. C 4. Let 𝑥 be the number of hours it takes Angela type one story then
1 1 1
11. C it takes 𝑥 − 1 hours Leslie to do the same job. + =
𝑥 𝑥−1 2
5. Let 𝑥 be the number of hours it takes Avery to paint a house then
12. B 1 1 1
it takes 𝑥 − 3 hours Louise to paint the same house. + =
𝑥 𝑥−3 3
13. B II. Keep Trying!
1) The length of the swimming pool is 25 𝑚 and its width is 18 𝑚.
14. A
2) The dimensions of the garden are 5 𝑚 and 6 𝑚
15. D
3) The walking rate of Eroll is 9 𝑘𝑝ℎ and Aron’s walking rate is 10 𝑘𝑝ℎ.
What’s In
4) Mae took 3 hours to finish 1 set of PPE.
1. quadratic equation
2. 𝑎 = 3, 𝑏 = −5, 𝑐 = 1
3. rational
4. extraneous
5. quadratic
Algebraic Equations
Lesson 4: Solving Problems Involving Quadratic Equations and Rational
Answer Key
 DO_Q1_MATHEMATICS 9_LESSON1
DO_Q1_MATHEMATICS 9_LESSON4 40
What I Have Learned
1. Follow the following steps to solve problems involving quadratic equations and rational
algebraic equations:
1. Use a variable to represent the unknown quantity.
2. Write the quadratic equation that satisfies the problem.
3. Write the quadratic equation in standard form.
4. Solve the quadratic equation using your convenient method.
a. Factoring
b. Completing square method
c. Quadratic formula
5. Relate the solution obtained from one of the methods to the statement asked in the
question.
2. No, because there are no negative measurements in length and distance.
3. Answers may vary
What I Can Do Additional Activities
1. 6 𝑚 and 12 𝑚 𝑥 = −5, 9
2. The width is 10 feet and the length is 24 feet.
3. 45 kph
4. 0.5 m
5. 18
Assessment
1. B
2. C
3. D
4. B
5. A
6. B
7. C
8. A
9. D
10.C
11. A
12. B
13. A
14. A
15. D
References
Bryant, Merdent L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,
Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro,
Bernadeth J. Mesterio, and Rommel Hero A. Saladino. (2014). Learner's
Material Mathematics 9. Pasig City, Philippines: DepEd Philippines.

2015 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade 9.

2019 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade 9.

41 DO_Q1_MATHEMATICS
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9_LESSON1
 9

Mathematics
Quarter 1 – Module 1
Lesson 5
A. Quadratic Inequalities
B. Solving Quadratic
Inequalities and Related
Problems

42 DO_Q1_MATHEMATICS 9_LESSON1
 What I Need to Know
This module was designed and written to help you, students, to master the
quadratic inequalities. The scope and design of the module allow or permit you to
learn even in any condition, especially this pandemic situation. The language used
recognizes the diversity of the vocabulary levels of the students and the lessons are
arranged based on the standard sequence of Most Essential Learning Competencies
(MELCs) of the Basic Education Learning Continuity Plan (BE-LCP).

The module is divided into two lessons, namely:

• Lesson 5A – Introduction to Quadratic Inequalities
• Lesson 5B – Solving Quadratic Inequalities and related problems.

After going through this module, you are expected to:

1. illustrate and describe quadratic inequalities, M9AL-If-1;
2. solve quadratic inequalities, M9AL-If-2; and
3. solve problems involving quadratic inequalities, M9AL-If-g-1.

What I Know
Let’s find out how much you know about the lesson.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.

1) Which of the following illustrates a quadratic inequality?

A. 𝑥 – 8 < 1 B. 𝑥 3 − 2𝑥 > 1 C. 𝑥 2 − 4 = 0 D. 𝑦 ≤ 𝑥 2 + 3𝑥
2) The following statements are examples of quadratic inequalities except for one.
A. 𝑥 2 − 3𝑥 − 4 < 0 C. 2𝑥 2 − 3𝑥 + 1
B. 𝑥 ≥ 9
2
D. 𝑦 ≤ 3𝑥 2 − 𝑥 − 4
3) Which of the following belongs to the solution set of the quadratic inequality
given by 𝑥 2 − 6𝑥 + 8 < 0?
A. -4 B. -2 C. 2 D. 3
4) Which of the following ordered pairs satisfy the quadratic inequality
𝑦 ≤ 𝑥 2 − 9?
A. (0, 0) B. (−1, −1) C. (−3, 1) D. (6, 1)
5) Find the solution set of the quadratic inequality 𝑥 2 − 5𝑥 + 4 ≤ 0.
A. (1, 4) C. (−∞, 1) ∪ (4, +∞)
B. [1, 4] D. (−∞, −1] ∪ [4, +∞)
6) What is the graph of the solution set given by the inequality 𝑥 2 − 25 < 0?
A. C.

B. D.

7) What solution set will support the graph obtained in number 6?

A. (−∞, −5) ∪ (5, +∞) C. (−5, 5)
B. (−∞, −5] ∪ [5, +∞) D. [−5, 5]

43 DO_Q1_MATHEMATICS
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 8) A number (𝒚) is 5 less than the other and their product is at most 100. Which
of the following mathematical statements below will correctly represent the
sentence?
A. 𝑦(𝑦 – 5) > 100 C. 𝑦(𝑦 – 5) ≥ 100
B. 𝑦(𝑦 – 5) < 100 D. 𝑦(𝑦 − 5) ≤ 100
9) What is the solution set of 𝑦 < 𝑥 2 − 4𝑥?
A. C.

B. D.

10) The figure on the right shows the graph

of 𝑦 > 𝑥 2 − 4𝑥 − 5.Which of the following is true
about the solution set of the quadratic inequality?
I. The coordinates of all points on the shaded
region belong to the solution set of the inequality.
II. The coordinates of all points along the parabola
as shown by broken line belong to the solution
set of the inequality.
III. The coordinates of all points along the
parabola as shown by broken line do not belong
to the solution set of the inequality.
A. I only C. I and III only
B. I and II only D. I, II and III

For items 11 – 14. A command post will be set in an empty land as response for the
MECQ in Barangay Polo, Valenzuela City. If the length is a meter longer than the
width (w) and the area must be at most 12 square meters. What are the possible
widths of the command post?
11) Which of the following statements will be used to solve the problem?
A. 𝑤(𝑤 + 1) < 12 B. 𝑤(𝑤 + 1) > 12 C. 𝑤(𝑤 + 1) ≤ 12 D. 𝑤(𝑤 + 1) ≥ 12
12) What is the solution set of the problem?
A. (−4, 3) B. [−4, 3] C. (−3, 4) D. [−3, 4]
13) What is the range of possible widths of the command post?
A. [0, 3] B. [1, 3] C. [−4, 3] D. [−3, 4]
14) Which of the following is a possible length of the command post?
A. 1-meter B. 3 meters C. 5 meters D. 7 meters
15) A rectangle has a length 3 meters more than the width. If the area of the
rectangle is at most 28 square meters, what is the range of possible width?
A. [−7, 4] B. [−4, 7] C. [0, 4] D. [1, 4]

*** If you got an honest score of 15 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

44 DO_Q1_MATHEMATICS
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 Lesson
Quadratic Inequalities
5A
Have you ever wondered how a quadratic inequality differs from other
mathematical ideas such as the quadratic equation that was discussed in the
previous modules? Is there a difference in writing the solution set of a quadratic
inequality from a quadratic equation?
Problems such as finding the desirable length and width of a rectangular lot
that has a given area and if the trajectory of the ball thrown will reach a height, are
only some of the problems that involve quadratic inequality. In this module, you need
your skills acquired from the previous lessons about solving quadratic equations and
you will upskill your problem solving and decision-making skills in dealing with
quadratic inequality.

What’s In
Activity 1. Find the solution/s of each of the following mathematical statements and
answer the questions that follow on a separate sheet of paper.
1. 𝑥 – 9 = 10 3. 𝑥 2 − 2𝑥 = 0 5. 𝑥 2 − 2𝑥 = 48
2. 2𝑥 – 7 < 11 4. 𝑥 − 121 = 0
2

a. How did you solve each of the following mathematical statements?

b. What are the things that you considered in solving the mathematical statements?
Cite the properties and mathematical ideas that you used.
c. How many solutions does each of the following statements have?

Activity 2. Given the pool of mathematical statements below, answer the following
questions that follow.
𝑥 2 + 6𝑥 + 9 = 0 𝑥 2 < 3𝑥 − 10 𝑦 ≤ 𝑥2 − 1 9𝑎2 = 25 𝑏 2 − 7𝑏 + 8 > 0
1. Which of the following mathematical statements are not Quadratic Equation?
Cross it out.
2. Why are they not considered as Quadratic Equation? Describe them.
3. How do they differ from a Quadratic Equation?

In the first activity, you solved for the solutions of the mathematical
statements given using the properties and mathematical ideas that you learned in
the past lessons. You also learned and sorted quadratic equations from not quadratic
equations in the second activity. You should be able to identify the use of equality
and inequality symbols as presented in the given mathematical statements. In the
next section you will be able to know what quadratic inequality is and how it is
applied in real – life.

What’s New
Let us build this structure! An uncultivated land is to be used as
a quarantine facility to fight COVID – 19 as part of the project of
the City of Valenzuela. If the length of a potential rectangular
quarantine room is 3 meters more than the width. Will it be
possible to have a quarantine room with a width of 5 meters if
the area is at most 10 square meters?

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 This problem is an example of a real – life application of Quadratic Inequality.
How do you illustrate the mathematical model or formula that will be used in solving
for the problem? How can you say that the width given is possible for an area with
at most 10 square meters? You will find this out as you read and do the activities
provided in the next sections.

What is It
Quadratic Inequality in One Variable
It is an inequality in one variable that contains a polynomial of degree 2 that
can be written in the following forms.
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
where a, b and c are real numbers and 𝑎 ≠ 0.

Quadratic Inequality in Two Variables

It is an inequality in two variables (x and y) that contains a polynomial of
degree 2 that can be written in the following forms.
𝑦 > 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 < 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≤ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≥ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
where a, b and c are real numbers and 𝑎 ≠ 0.
This table below presents examples and non-examples of quadratic inequalities.
Non – Examples of Examples of Quadratic Inequalities
Quadratic Inequalities One Variable Two Variables
𝑦 = 3𝑥 2 – 5𝑥 – 1 𝑥 2 – 3𝑥 > 8 𝑦 < 𝑥 2 – 3𝑥 – 10
𝑥 2 – 2𝑥 – 3 = 0 −2𝑥 2 + 3𝑥 + 4 ≤ 0 𝑦 ≥ 5𝑥 2 – 2𝑥 – 1
3𝑥 + 5 = 0 (𝑥 − 3)2 < 9 𝑦 > – (𝑥 – 4)(𝑥 + 2)
There are mathematical statements that needed to be simplified first before stating
whether it is a quadratic inequality or not.
Example 1: Is (𝑥 + 1)(𝑥 – 3) < – 3 a Example 2: Is 𝑥(𝑥 − 8) ≥ 𝑥 2 + 1 a
quadratic inequality? quadratic inequality?
𝑥 2 − 3𝑥 + 𝑥 − 3 < −3 Use FOIL 𝑥 2 − 8𝑥 ≥ 𝑥 2 + 1 Use
method. Distributive
Property.
𝑥 2 − 2𝑥 − 3 < −3 Combine similar −8𝑥 ≥ 1 Apply Addition
terms. Property of
Equality.
𝑥 − 2𝑥 < 0 Apply Addition
2 −8𝑥 ≥ 1 though it has the inequality
Property of symbol, this is not a Quadratic
Equality. Inequality since it does not contain a
𝑥 2 − 2𝑥 < 0 is a Quadratic Inequality in quadratic term.
one variable.
You can determine if a point is part of the solution of the given quadratic inequality.
Substitute the given point to the given inequality. If the point will satisfy the
inequality, then it is part of the solution. Otherwise, not part of the solution.
Example 1: Determine if 𝑥 = 8 is part of the solution set of the quadratic inequality
𝑥 2 − 9𝑥 < 0 or not.
𝑥=8 𝑥 2 − 9𝑥 < 0 Given
2
(8) − 9(8) < 0 Substitute the given point to the inequality.
64 − 72 < 0 Simplify.
−8 < 0

46 DO_Q1_MATHEMATICS
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 Since −8 < 0 is true, then you can say that 𝑥 = 8 is part of the solution set of
𝑥 2 − 9𝑥 < 0.

Example 2: Determine if 𝑎 = − 4 is part of the solution set of the inequality

𝑎2 − 2𝑎 − 1 ≤ 0 or not.
𝑎 = −4 𝑎2 − 2𝑎 − 1 ≤ 0 Given
2
(−4) − 2(−4) − 1 ≤ 0 Substitute the given point to the
inequality.
16 + 8 − 1 ≤ 0 Simplify.
23 ≤ 0
Since 23 ≤ 0 is false and it does not satisfy the given inequality, then you can say
that 𝑎 = − 4 is NOT part of the solution set of 𝑎2 − 2𝑎 − 1 ≤ 0 .

Example 3: Is (0, 1) part of the solution set of 𝑦 < 𝑥 2 + 2𝑥 + 1?

(0, 1) 𝑦 < 𝑥 2 + 2𝑥 + 1 Given
If (0, 1) → (𝑥, 𝑦), then 𝑥 = 0 and 𝑦 = 1 Recall that point (0, 1) is in the form of
(x, y).
𝑦 < 𝑥 2 + 2𝑥 + 1 Substitute the values of x and y to the
2
(1) < (0) + 2(0) + 1 given quadratic inequality in two
variables.
(1) < 0 + 0 + 1 Simplify.
1<1
Since 1 < 1 is false and (0, 1) does not satisfy the given quadratic inequality in
two variables, then you can say that it is NOT part of the solution set of
𝑦 < 𝑥 2 + 2𝑥 + 1.

Going back to the problem, an uncultivated land is to be used as a quarantine

facility to fight COVID – 19 as part of the project of the City of Valenzuela. If the
length of a potential rectangular quarantine room is 3 meters more than the width.
Will it be possible to have a quarantine room with a width of 5 meters if the area is
at most 10 square meters?

You can represent the width by 𝒘 and the length by 𝒘 + 𝟑. In getting the area
of a rectangle, you need to multiply the length and the width or 𝐴 = 𝑙𝑤. Since the
area is at most 10 square meters, it can be represented as 𝑤(𝑤 + 3) ≤ 10 which can
be simplified as a quadratic inequality
𝑤 2 + 3𝑤 ≤ 10.

To determine if 5 meters is a possible width or part of the solution set, you

can substitute it to the given quadratic inequality 𝑤 2 + 3𝑤 ≤ 10.
𝑤=5 𝑤 2 + 3𝑤 ≤ 10 Given
2
(5) + 3(5) ≤ 10 Substitute the given point to the
inequality.
25 + 15 ≤ 10 Simplify
40 ≤ 10
Since 40 ≤ 10 is false and w = 5 does not satisfy the given inequality, then you
can say that it is NOT part of the solution set of 𝑤 2 + 3𝑤 ≤ 10.

It is not possible for the quarantine room to have a width of 5 meters. Can you
think of other possible width that can be used for the quarantine room? Try to check
using the method previously presented.

47 DO_Q1_MATHEMATICS
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 What’s More
I. Try These!
Classifying Examples. Put a check mark beside the number if the statement is a
quadratic inequality, otherwise put a cross mark. If the statement is a quadratic
inequality, identify if it uses one or two variables.
1) 𝑦 = 3𝑥 − 1 6) (𝑥 − 1)(𝑥 + 2) = 𝑥 2 − 𝑥
2) 3𝑥 − 2𝑥 + 5 < 0
2
7) 𝑥 2 ≤ 2𝑥 + 3
3) 𝑦 = 𝑥 2 − 1 8) 𝑦 < 2𝑥 − 5
4) (2𝑥 − 1)(𝑥 + 5) ≥ 𝑦 9) (𝑥 − 1)(𝑥 + 1) < 0
5) 𝑦 > −2(𝑥 − 3)2 10) 𝑦 ≥ 𝑥 2 − 3𝑥 − 𝑥 3
II. Keep Trying!
Sorting Out Solutions. Determine whether the following points are part of the
solution set of the given inequality or not by indicating the proper solution in each
item. Draw before the number if it is part of the solution set, otherwise draw .
Use a separate sheet of paper for the solution.
A. Given 𝑥 2 − 3𝑥 − 10 < 0
1
1) 𝑥 = 5 3) 𝑥 = −6 5) 𝑥 =
2
2) 𝑥 = 0 4) 𝑥 = −1
B. Given 𝑦 > 𝑥 2 + 3𝑥 + 2
1) (0, 0) 3) (2, −5) 5) (−1, 7)
2) (−1, 3) 4) (3, 3)

What I Have Learned

After discussing Lesson 5A entitled Introduction to Quadratic Inequalities, here

are some questions that you need to answer before proceeding to the next
lesson:
1. What is a Quadratic Inequality?
2. How does it differ from a Quadratic Equation?
3. Give some examples of quadratic inequality using one and two variables.
4. When can you say that a point is part of the solution set of a quadratic
inequality?

What I can Do
For items 1 – 3. In Mr. Pilapil’s Grade 9 class, he started the class by a mind boggler.
I am a positive integer multiplied to two more than myself, the result is less than
35. What are my possible values? Aaron answered a positive integer 3 and Jero had
given 7.
1) Who between the students answered correctly? Explain your answer.
2) If the positive integer is 𝒙, what mathematical representation or formula can be
used to model and solve the problem?
3) What other number will satisfy the given number problem?
4) Based on the definition of a quadratic inequality, why is it that 𝑎 ≠ 0?
5) Can a mathematical statement still be considered a quadratic inequality even
without the linear and constant terms?

48 DO_Q1_MATHEMATICS
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 Lesson Solving Quadratic Inequalities and
5B Related Problems
After knowing the facts that you need to unlock in quadratic inequalities, you
are now ready to upgrade your skills in solving. This lesson will enable you to solve
quadratic inequalities and other related problems systematically.
Quadratics have wide range of applications in real – life scenarios like getting
the desired height of a ball thrown in the air, the peak of the trajectory of a missile
launched, getting the maximum revenue of a business, finding the maximum
dimension with a given area that a rectangular land could have. Let us now learn
how quadratic inequalities are applied in real – life and how to solve them.

What’s In
Activity 1. Solve the following quadratic equations and answer the questions that
follow.
1. 𝑥 2 − 144 = 0 3. 𝑥 2 − 16𝑥 + 64 = 0 5. 2𝑥 2 + 4𝑥 + 1 = 0
2. 𝑥 2 + 8𝑥 = 0 4. 𝑥 2 − 𝑥 − 72 = 0
a. How did you solve each of the given quadratic equations?
b. What are the ways of solving quadratic equations?
c. When are those ways of solving quadratic equations appropriate to use?
The knowledge that you have in solving quadratic equations is highly needed in
solving quadratic inequalities.

What’s New
A rectangular command center in response to Enhanced
Community Quarantine (ECQ) will be constructed along MH del
Pilar. It will house the military people who will enforce the rules
and protocols by the government and enhanced by the City of
Valenzuela. If the perimeter of the command center is 40 meters
and the area is at least 96 square meters, what are the possible
width?

How will you solve the problem if you will be tasked to take charge of finding
the possible widths of the command center? What are the things that you will need
to consider in solving this kind of problem about quadratic inequality?

This lesson can be applied in the pandemic that we are facing in terms of
determining the possible dimensions of a room that can be used as isolation facilities,
command posts for frontline workers and others. This will require you to think
creatively, analytically, and logically which will help you develop your problem
solving and decision – making skills.

49 DO_Q1_MATHEMATICS
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 What is It
Before going through the word problems presented previously, it is important that
you know how to solve quadratic inequalities.
How to solve quadratic inequalities in one variable?

Example 1: Solve 𝒙𝟐 + 𝟔𝒙 < 𝟕. Example 2: Solve the

inequality 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 ≥ 𝟎.
Given 𝒙𝟐 + 𝟔𝒙 < 𝟕 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 ≥ 𝟎
Change the 𝒙𝟐 + 𝟔𝒙 = 𝟕 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 = 𝟎
inequality
symbol to equal
sign.
Write in 𝑥 2 + 6𝑥 − 7 = 𝟎 𝑥 2 + 8𝑥 + 15 = 𝟎
standard form (𝒙 + 𝟕)(𝒙 − 𝟏) = 0 (𝑥 + 5)(𝑥 + 3) = 0
then solve for 𝒙+𝟕=𝟎 𝒙−𝟏=𝟎 𝒙+5=𝟎 𝒙+3=𝟎
the 𝒙 = −𝟕 𝒙=𝟏 𝒙 = −𝟓 𝒙 = −𝟑
solutions/roots.
Plot the roots or
the x – values
in the number 0
line, then
choose the test
points.
Substitute the Given: 𝒙𝟐 + 𝟔𝒙 − 𝟕 < 𝟎 Given: 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 ≥ 𝟎
test points to
the original
inequality and
determine
whether each
point will
satisfy or not.

Determine the
interval of the
region where
the inequality Circles or the boundaries Circles or the boundaries
is true then represented by the roots or represented by the roots or
shade it. values of x will remain open values of x will be closed since
since they are not included in they are included in the
the solution set. solution set.
Identify the Solution set is ( −𝟕 , 𝟏 ). Solution set is
solution set. We will use parentheses since (−∞, −𝟓] ∪ [−𝟑, + ∞).
the roots -7 and 1 are not We will use brackets to enclose
included in the solution set. -5 and -3 included in the
solution set.

50 DO_Q1_MATHEMATICS
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 Interpretation The numbers within the The numbers within the
interval of (−7,1) will satisfy interval (−∞, −5] ∪ [−3, +∞) will
the given quadratic inequality satisfy the quadratic inequality
𝒙𝟐 + 𝟔𝒙 < 𝟕. 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 ≥ 𝟎.

In obtaining the solution, we use parentheses ( ) to enclose the solution if the

inequality symbols in the given are < or > which means that the x values are
EXCLUDED in the solution. We use brackets [ ] to enclose a solution if the inequality
symbols are ≤ or ≥ which means that the x values are INCLUDED in the solution.
Note also that if the left and right regions are the solutions of the inequality, we
combine the intervals using the union symbol “∪”. The infinity sign “∞” is only
enclosed using parentheses, not by brackets, since it denotes endless numbers in
the solution.
How to solve quadratic inequalities in two variables?

Example 1: Solve the Example 2: Solve the

quadratic inequality inequality given by
𝒚 ≤ 𝒙𝟐 − 𝟒𝒙 − 𝟓. 𝒉(𝒕) ≤ −𝟏𝟔𝒕𝟐 + 𝟔𝟒𝒕 + 𝟖𝟎.
Change the 𝑦 ≤ 𝑥 2 − 4𝑥 − 5 ℎ(𝑡) ≤ −16𝑡 2 + 64𝑡 + 80
inequality 𝒚 = 𝒙𝟐 − 𝟒𝒙 − 𝟓 𝒉(𝒕) = −𝟏𝟔𝒕𝟐 + 𝟔𝟒𝒕 + 𝟖𝟎
symbol to equal
sign.
Make a tabular x 0 1 2 3 4 t 0 1 2 3 4
value. y h(t)
Do substitution 𝒚 = 𝒙𝟐 − 𝟒𝒙 − 𝟓 𝒉(𝒕) = −𝟏𝟔𝒕𝟐 + 𝟔𝟒𝒕 + 𝟖𝟎
of x value to the
equation to find
its respective
value of y.

x 0 1 2 3 4 t 0 1 2 3 4
y -5 -8 -9 -8 -5 h(t) 80 128 144 128 80

Plot the points Since the given is Since the given is

in the Cartesian 𝑦 ≤ 𝑥 2 − 4𝑥 − 5, we use solid ℎ(𝑡) ≤ −16𝑡 2 + 64𝑡 + 80, we
Plane. line and closed dot. use solid line and closed dot.

Use open dot in

plotting the points if
the inequality uses
< or >. While use
closed dot if the
inequality uses ≤ or
≥.

Draw the parabola

with broken line if
the inequality uses
< or >. Otherwise,
draw the parabola

51 DO_Q1_MATHEMATICS
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9_LESSON1
 with solid line if it
uses ≤ or ≥.
Choose any test From the graph above, let us From the graph above, let us
point or ordered choose (0, 0) as our test point. choose (0, 0) as our test point.
pair (𝑥, 𝑦) inside 𝑦 ≤ 𝑥 2 − 4𝑥 − 5 ℎ(𝑡) ≤ −16𝑡 2 + 64𝑡 + 80
the parabola. 0 ≤ (0)2 − 4(0) − 5 0 ≤ −16(0)2 + 64(0) + 80
Replace 𝑥 and 𝑦 0 ≤ −5 0 ≤ 80
in the original FALSE TRUE
quadratic Note: You may choose any test Note: You may choose any test
inequality. points located inside the points located inside the
parabola. parabola.
Shade the Since the test point (0, 0) Since the test point (0,0) is a
region. inside the parabola is not a solution, then you shade the
solution, shade the outside inside region.
If the point in region.
the previous
step is a
solution, shade
the region inside
the parabola. If
it is not a
solution, shade
the region
outside the
parabola.

Interpretation The solution set of The solution set of

𝒚 ≤ 𝒙𝟐 − 𝟒𝒙 − 𝟓 refers to the set 𝒉(𝒕) ≤ −𝟏𝟔𝒕𝟐 + 𝟔𝟒𝒕 + 𝟖𝟎
of all the points in the shaded refers to the set of all the
region. points in the shaded region.

How to solve word problems involving quadratic inequalities?

Going back with the problem presented in the previous part, a rectangular
command center in response to Enhanced Community Quarantine (ECQ) will be
constructed along MH del Pilar. It will house the military people who will enforce the
rules and protocols by the government and enhanced by the City of Valenzuela. If
the perimeter of the command center is 40 meters and the area is at least 96 square
meters, what are the possible widths?

52 DO_Q1_MATHEMATICS
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 MATH Breaker

Step 1: Determine the possible width of the command

What is asked in the problem? center with a perimeter of 40 meters and an area of
at least 96 m2.

Step 2: Let 𝑊 – be the width and 𝐿 – be the length

Formula to be used and 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 𝑜𝑓 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 2𝐿 + 2𝑊
Representation of Variables. 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 𝐿𝑊

𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 2𝐿 + 2𝑊 → 40𝑚 = 2𝐿 + 2𝑊
Step 3:
20𝑚 = 𝐿 + 𝑊
Substitute the given information.
𝟐𝟎 – 𝑾 = 𝑳
𝐴𝑟𝑒𝑎 = 𝐿𝑊 → 𝐿𝑊 ≥ 96 𝑚2

Step 4: Substitute the length 𝟐𝟎 – 𝑾 = 𝑳 to the

Solve for the width. formula 𝑳𝑾 ≥ 𝟗𝟔 𝒎𝟐 .
𝐿𝑊 ≥ 96
(20 − 𝑊)𝑊 ≥ 96
20𝑊 − 𝑊 2 ≥ 96
−𝑊 2 + 20𝑊 − 96 ≥ 0 Multiply by -1.
𝑾𝟐 − 𝟐𝟎𝑾 + 𝟗𝟔 ≤ 𝟎 Change ≤ to =.
𝑊 2 − 20𝑊 + 96 = 0 Factor the equation.
(𝑊 − 12)(𝑊 − 8) = 0 Solve for W.
𝑊 − 12 = 0 , 𝑊 − 8 = 0
𝑊 = 12 , 𝑊=8
,,

Step 5: Since 𝑾𝟐 − 𝟐𝟎𝑾 + 𝟗𝟔 ≤ 𝟎, then the solution set

Identify the solution set and the is [8, 12]. We will use brackets to enclose 8 and 12
answer to the given problem. which means included as solutions.

The possible width of the rectangular command

Step 6: center is [8, 12] in meters that has a perimeter of 40
Final Answer meters and an area at least 96 square meters.

To check if the range of your answer is correct, you can substitute some values
within the range of the final answer.
Let us test if 9 meters is one of the possible widths of the rectangular
command center. To determine the length if the width is 9 meters, we will use
20 – 𝑊 = 𝐿. Thus, the length is 11 meters. If we substitute the values of the length
and the width to the perimeter given by 40𝑚 = 2𝐿 + 2𝑊 → 40𝑚 = 2(11𝑚) + 2(9𝑚) →
40𝑚 = 22𝑚 + 18𝑚 → 40𝑚 = 40𝑚, the values satisfy. If we substitute the values of the
length and the width to the area 𝐿𝑊 ≥ 96𝑚2 → (11𝑚)(9𝑚) ≥ 96𝑚2 → 99𝑚2 ≥ 96𝑚2 .
Since 9 meters satisfy to both given perimeter and the area, therefore it is a solution
to the given problem.

53 DO_Q1_MATHEMATICS
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 What’s More

I. Try These!
Find the solution set of the following quadratic inequalities in one variable. Show
your solution, graph and write the solution set in interval notation.
1) 𝑥 2 − 𝑥 − 6 > 0 2) 𝑥 2 − 5𝑥 + 6 < 0 3) 𝑥 2 ≤ 9
4) 𝑥 + 3𝑥 ≥ −2
2
5) 𝑥 + 9𝑥 < −20
2

II. Keep Trying!

Find the solution set of the following quadratic inequalities in two variables. Use
a separate sheet for the answer. You may use graphing paper for accuracy of the
graph.
1) 𝑦 < 𝑥 2 2) 𝑦 > −2𝑥 2 3) 𝑦 ≤ 𝑥 2 − 25
4) 𝑦 < 𝑥 2 − 4𝑥 − 5 5) 𝑦 ≥ 𝑥 2 + 2𝑥 − 3

What I Have Learned

After understanding Lesson 5B: Solving Quadratic Inequalities and related

problems, here are some of the questions that you need to bear in mind before
doing the posttest:
1)How to solve quadratic inequalities in one variable? How about in two
variables?
2) What are the things to remember in graphing quadratic inequalities?
3) What are the things to consider in writing the solution set of quadratic
inequalities?
4) In solving word problems, is it important to check your answer? Why?

What I can Do
Solve the following problems carefully. Write your solutions in a separate sheet of
paper. Use the step-by-step process presented in the discussion for a systematic and
organized presentation of output.

1) The length of a rectangular garden is 6 meters more than its width. If the area
is at most 27 square meters, what are its possible width?

2) As a motivation in Grade 9 class, the teacher presented a number problem. If

two positive numbers have a product of at least 20 and the first number is 8
less than the other, give at least 5 possible pairs of numbers.

3) A problem is flashed on the board. The students are asked to identify whether
the point (3, 6) is part of the solution of the quadratic inequality
𝑦 < 2𝑥 2 + 3𝑥 − 5. If you are to answer the problem what will be your decision
and why?

54 DO_Q1_MATHEMATICS
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For items 4 – 5. Identifying Errors. Consider the graph and the solution presented
below.

Solve 𝑦 < 𝑥 2 − 1.
𝑦 = 𝑥2 − 1

Test Point (0,0)

𝑦 < 𝑥2 − 1
0 < −1 FALSE

4) Spot and circle in which the solution or graph went wrong.

5) How are you going to correct it?

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) Which of the following illustrates quadratic inequality?
A. 𝑦 > (𝑥 − 3)𝑥 2 B. 𝑦 = 𝑥 2 − 𝑥 − 12 C. 𝑦 < 4𝑥 − 8 D. 𝑦 ≤ (𝑥 − 4)2
2) Which of the following mathematical statements does not belong to the
group?
A. 𝑥 2 − 3𝑥 − 27 = 0 C. 𝑦 ≥ 𝑥 2
B. (𝑥 − 3)(𝑥 + 3) < 0 D. 𝑦 − 3𝑥 ≤ 𝑥 2 + 2
3) What number is part of the solution set of the quadratic inequality
𝑥 2 + 4𝑥 + 3 ≤ 0?
A. – 4 B. –1 C. 1 D. 2
4) Which of the following ordered pairs will satisfy the quadratic inequality given
by 𝑦 > 𝑥 2 − 𝑥 − 12?
A. (5, 0) B. (– 5, 0) C. (0, 0) D. (– 5, 1)
5) What is the correct interval that will describe the solution of 𝑥 2 + 2𝑥 − 15 < 0?
A. (−5, 3) B. (– 3, 5) C. [−5, 3] D. [– 3, 5]
6) Which of the following is the solution of the quadratic inequality given by
𝑥 2 − 8𝑥 + 12 < 0?
A. (−6, −2) B. (−6, 2) C. (−2, 6) D. (2, 6)
7) A number (𝒂) is three more than twice the other and their product is less than
24. What is the mathematical statement that illustrates the sentence?
A. 𝑎(𝑎 + 3) < 24 C. 𝑎(2𝑎 + 3) < 24
B. 𝑎(𝑎 − 3) > 24 D. 𝑎(2𝑎 − 3) > 24
8) Translate the sentence to a mathematical statement. The length of a rectangular
land is 2 meters less than the width (𝒘) and the area is at most 24 square
meters.
A. 𝑤(𝑤 − 2) ≤ 24 C. 𝑤(𝑤 − 2) < 24
B. 𝑤(𝑤 − 2) ≥ 24 D. 𝑤(𝑤 − 2) > 24

55 DO_Q1_MATHEMATICS
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For 9 – 11. An empty land is to be used as a quarantine holding area for COVID – 19
patients with mild symptoms, as part of the protocols of Valenzuela COVID Task
Force. They are planning for each room to have a length that is 2 meters more than
the width (𝒘), and the area is at most 15 square meters. What are the possible widths
of the holding area?
9) Which of the following mathematical statements will be used to solve the
problem?
A. 𝑤(𝑤 + 2) > 15 C. 𝑤(𝑤 + 2) ≥ 15
B. 𝑤(𝑤 + 2) < 15 D. 𝑤(𝑤 + 2) ≤ 15
10) Write the inequality formulated in its standard form.
A. 𝑤 2 + 2𝑤 − 15 > 0 C. 𝑤 2 + 2𝑤 − 15 ≥ 0
B. 𝑤 + 2𝑤 − 15 < 0
2
D. 𝑤 2 + 2𝑤 − 15 ≤ 0
11) Which of the following graphs describes the solution of the problem?
A. C.

B. D.

For 12 – 14. A rectangular command center in response to Enhanced Community

Quarantine (ECQ) will be constructed along MH del Pilar. It will house the military
people who will enforce the rules and protocols by the government and enhanced by
the City of Valenzuela. If the perimeter of the command center is 32 meters and the
area is at least 63 square meters, what are the possible width?
12) What is the solution set that will describe the possible width of the rectangular
command center?
A. (2, 14) B. [2, 14] C. (7, 9) D. [7, 9]
13) Which of the following is a possible length of the rectangular command
center?
A. 10 meters B. 8 meters C. 6 meters D. 4 meters
14) What will be the area of the rectangular command center if the width is 8
meters?
A. 62 sq. meters B. 63 sq. meters C. 64 sq. meters D. 65 sq. meters
15) Find the solution set of the quadratic inequality in two variables given by
𝑦 < 𝑥 2 − 1.
A. B. C. D.

*** If you got an honest score of 15 points (perfect score), you proceed to the next
lesson but if not, go back to the whole module.

56 DO_Q1_MATHEMATICS
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 Additional Activities
Find the value of x using the figure given below.

Source: 2018 Metrobank – MTAP – DepEd Math Challenge Elimination Round Grade 9
item 48.

57 DO_Q1_MATHEMATICS
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 DO_Q1_MATHEMATICS
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9_LESSON5B 58
What’s In
Activity 1
1. The equation can be solved by applying addition property of equality and it has only one
solution 𝑥 = 19.
2. The inequality can be solved by applying addition property and division property of equality
and it obtained infinitely many solutions which can be described by 𝑥 < 9.
3. The equation can be solved using solving quadratic equations using factoring and it has 2
solutions 𝑥 = 0, 2.
4. The equation can be solved using solving quadratic equations using extracting square roots or
factoring and it has two solutions 𝑥 = ±11.
5. The equation can be solve using solving quadratic equations by factoring general trinomial and
it has two solutions 𝑥 = −6, 8.
Activity 2
The mathematical statements which are NOT considered as Quadratic Equations are 𝑥 2 < 3𝑥 − 10,
𝑦 ≤ 𝑥 2 − 1 and 𝑏 2 − 7𝑏 + 8 > 0. They are quadratic inequalities, and they are not quadratic
equations because they contain inequality symbols instead of equal sign.
What I Can Do
1) Aaron answered correctly. If 3 is the first number, it follows that
the other number is 5 which will yield to 15 as their product. 15 is
less than 35. On the other hand, Jero chose 7 it follows that the
other number is 9. If they are multiplied together it will result to 63.
The product is greater than 35.
2) It can be modelled using 𝑥(𝑥 + 2) < 35 or 𝑥 2 + 2𝑥 < 35.
3) Other possible number pairs are: 1 and 3, 2 and 4, 4 and 6.
4) In the definition of quadratic inequality and quadratic equation the
restriction 𝑎 ≠ 0 because if 𝑎 = 0, the mathematical statement will
become a Linear Equation.
5) Yes. Even without the linear and constant terms, the
mathematical statement is a quadratic inequality if the degree is 2,
and it uses an inequality symbol. What I Know
1) D
2) C
What’s More 3) D
Try These: Keep Trying: 4) D
1) A. 1) 5) B
2) , used one variable 2) 6) C
3) 3) 7) C
4) , used two variables 4) 8) D
5) , used two variables 5) 9) A
10) C
6) B. 1)
11) C
7) , used one variable 2) 12) B
8) 3) 13) B
9) , used one variable 4) 14) B
10) 5) 15) D
Lesson 5A: Introduction to Quadratic Inequalities
Answer Key
 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON1
9_LESSON5B 59
What’s In What’s More
1. 𝑥 2 − 144 = 0 can be solved by Try These:
extracting square roots since it does not
contain a linear term or factoring since it
is factorable using difference of two
squares. The solutions are 𝑥 = ±12.
2. 𝑥 2 + 8𝑥 = 0 can be solved by factoring
common monomial factor. The solutions
are 𝑥 = −8, 0.
3. 𝑥 2 − 16𝑥 + 64 = 0 is a perfect square
trinomial than can be factored. The
solutions are 𝑥 = 8, 8.
4. 𝑥 2 − 𝑥 − 72 = 0 can be solved by
factoring general trinomial. The
solutions are 𝑥 = −8, 9.
Keep Trying:
5. 2𝑥 2 + 4𝑥 + 1 = 0 is not factorable so we
can apply the quadratic formula or
completing the square. The solutions are
−2±√2
𝑥= .
2
Lesson 5B: Solving Quadratic Inequalities
 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON1
9_LESSON5B 60
What I Can Do
1) Let 𝑤 be the width
𝑤 + 6 be the length
𝑤(𝑤 + 6) ≤ 27
𝑤 2 + 6𝑤 ≤ 27
𝑤 2 + 6𝑤 − 27 ≤ 0
𝑤 2 + 6𝑤 − 27 = 0
(𝑤 + 9)(𝑤 − 3) = 0
𝑤 = −9 , 𝑤 = 3
SS: [−9, 3]
The possible width of the rectangle is 1,
2 and 3 meters.
2. Let 𝑥 be the first number
𝑥 – 8 be the other
𝑥(𝑥 − 8) ≥ 20
𝑥 2 − 8𝑥 ≥ 20
𝑥 2 − 8𝑥 − 20 ≥ 0
𝑥 2 − 8𝑥 − 20 = 0
(𝑥 − 10)(𝑥 + 2) = 0
𝑥 = 10, 𝑥 = −2
SS: (−∞, −2] ∪ [10, +∞)
10 and 2, 11 and 3, 12 and 4, 13 and 5;
and 14 and 6 are some of the possible
pairs.
3. 𝑦 < 2𝑥 2 + 3𝑥 − 5, (3, 6)
6 < 2(3)2 + 3(3) − 5
6 < 18 + 9 − 5
6 < 22, TRUE
It should be included in the solution set
since it satisfies the given inequality.
4. Since the inequality uses < the line
used should be a broken line.
5. A point inside the parabola was
chosen. From the test point (0, 0), it
obtained a FALSE conclusion. Therefore,
the region outside the parabola should Additional Activities
be shaded. 2018 Metrobank – MTAP – DepEd
Math Challenge Elimination
Thus, the solution set of 𝑦 < 𝑥 2 − 1 is the Round Grade 9 item 48,
region outside the parabola.
Scoring 1
Full credit Assessment
15 1) D
Code 1: Answer .
32 2) A
No credit 3) B
Code 0: Other responses. 4) C
Code 9: Missing. 5) A
6) D
Solution 7) C
1 2 8) A
(1 − 𝑥)2 = 𝑥 2 + ( )
4 9) D
1 10) D
𝑥 2 − 2𝑥 + 1 = 𝑥 2 +
16 11) B
1 12) D
−2𝑥 + 1 =
16 13) B
15
𝑥= 14) C
32 15) A
References
Bryant, Merdent L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D.
Cruz, Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A.
Lazaro, Bernadeth J. Mesterio, and Rommel Hero A. Saladino. Learner's
Material Mathematics 9. Pasig City, Philippines: Department of Education,
2014. pp. 96 – 113
Perez, Lawrence, and Patrick Quigley. “Quadratic Inequalities.” saddlesback,
2007. https://www.saddleback.edu/faculty/lperez/algebra2go/
cahsee/inequalities/42.pdf.
Graphing and Solving Quadratic Inequalities. classzone. Accessed
May 23, 2020.
https://www.classzone.com/eservices/home/pdf/student/LA205GAD.pdf.
Guerra, Eugenia V., Lucy M. Puro, Victor O. Reyes, Josephine L. Sy Tan,
Ruben B. Cenita, Clemente Gadia, and Simon L. Chua. 21st Century
Mathematics 9 - A Vision of Better Future. Quezon City, Philippines:
Phoenix Publishing House, 2014. pp. 152 – 154
2018 Metrobank – MTAP – DepEd Math Challenge Elimination Round Gr. 9
Practice Quiz on Basic Facts about Quadratic Inequalities retrieved from
https://study.com/academy/practice/quiz-worksheet-1-variable-quadratic-
inequalities.html on May 26, 2020.
Try this! Solving Quadratic Inequalities Interactively retrieved at
https://www.mathwarehouse.com/quadratic-inequality/how-to-solve-and-
graph-quadratic-inequality.php on June 3, 2020.

61 DO_Q1_MATHEMATICS
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 9

Mathematics
Quarter 1 – Module 1
Lesson 6
Introduction to Quadratic
Functions

62 DO_Q1_MATHEMATICS 9_LESSON1
 What I Need to Know
This module was designed and written to help you, students, to master the
basic concepts of quadratic functions. The scope and design of this module allow you
to learn even in any condition especially in this pandemic situation. The language
used recognizes the diverse vocabulary levels of the students and the lessons are
arranged based on the standard sequence of the Most Essential Learning
Competencies (MELCs) of the Basic Education Learning Continuity Plan (BE-LCP).

After going through this module, you are expected to:

1. model real-life situations using quadratic functions (M9AL-If-10) and,
2. represent function using: (a) table of values, (b) graph, and (c) equation (M9AL-
Ig-11).

What I Know
Let’s find out how much you know about the lesson.
Directions: Write the letter of your answer on a separate answer sheet.
1) Which of the following equations represents a quadratic function?
A. 𝑦 = 3 + 2𝑥 2 B. 2𝑦 2 + 3 = 𝑥 C. 𝑦 = 3𝑥 − 22 D. 𝑦 = 2𝑥 − 3
2) Which of the following is NOT a quadratic function?
A. 𝑓(𝑦) = 𝑦 2 + 3𝑦 − 2 C. 𝑔(𝑤) = 𝑤 2 − 5
B. 𝑓(𝑥) = (𝑥 − 5)(𝑥 + 3) D. 𝑔(𝑣) = 2𝑣 + 5
3) Which of the following is a quadratic function?
A. 𝑦 = 3 − 𝑥 3 B. 𝑦 = 𝑥 −2 C. 𝑦 = (𝑥 − 2)2 − 𝑥 2 D. 𝑦 = (𝑥 − 4)2
4) What is the graph of the equation 𝑦 = 2𝑥 2 + 3𝑥 + 5?
A. linear B. parabola C. hyperbola D. circle
5) Given the different activities below, which illustrates a quadratic function?
A. spiderman climbing a building C. roller coaster ride
B. free throw shoot in a basketball D. sleeping in a chair
6) Given the different activities below, which does NOT illustrate a quadratic
function?
A. water flowing from a fountain C. playing angry birds
B. three point shot in a basketball D. jogging every morning
For items 7-10.
Mrs. Sison wants to enclose the rectangular garden lot beside her house by putting
a 100 meters of wire fence on the three sides. The side along the house will need no
fencing.
7) What is the equation for the sum of the measures of the three sides of the
rectangular garden lot?
A. 2𝑤 + 2𝑙 = 100 C. 𝑤 + 𝑙 = 100
B. 2𝑤 + 𝑙 = 100 D. 2𝑤 − 𝑙 = 100
8) What is the length of the rectangular garden lot in terms of the width?
A. 𝑙 = 50 − 2𝑤 C. 𝑙 = 100 − 𝑤
B. 𝑙 = 100 − 2𝑤 D. 𝑙 = 2𝑤 − 100
9) What is the area of the rectangular garden lot in terms of the width?
A. 𝐴 = 𝑤(100 − 𝑤) C. 𝐴 = 𝑤(100 + 2𝑤)
B. 𝐴 = 2𝑤(100 − 𝑤) D. 𝐴 = 𝑤(100 − 2𝑤)
10) Given the width of 25 meters, what is the area of the rectangular garden?
A. 1250 𝑚2 B. 1520 𝑚2 C. 1205 𝑚2 D. 1502 𝑚2
*** If you got an honest score of 10 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

63 DO_Q1_MATHEMATICS
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 Lesson Introduction to Quadratic
6 Functions
During the year 1975 – 1994, Ramon Fernandez tallied the greatest number
of free throws made with a total of 3,848. Ramon Fernandez with his moniker “El
Presidente” is one of the 40 Greatest Players in PBA History. Have you ever wondered
why basketball superstars are good in free throws? The decision of the player on how
high to shoot the ball is based on its distance from the hoop. Such real-life situations
model quadratic function.

What’s In
Determine the domain and range of the given relation and decide whether the relation
is a function.
1. {(4, 3), (2, 3), (5, 7), (−5, −3)}
2. {(8, 8), (8, 7), (8, 6)}
3. {(1, 2), (1, −2), (3, 7)}
4. {(−5, −1), (−4, 0), (−3, 1), (−2, 2)}
5. {(1, −1), (2, −2), (2, −3)}

Guide Questions:
1. How did you answer the questions?
2. What important concepts/skills are needed to answer the questions?
3. Can you still recall the domain and range of a given relation and whether a relation
is a function?

What’s New
During the Covid-19 pandemic, Mrs. Dimalanta wants to enclose the
rectangular garden lot beside her house by putting 140 meters of wire fence on the
three sides. The side along the house will need no fencing. What is the equation for
the sum of the measures of the three sides of the rectangular garden lot? What is the
length of the rectangle in terms of the width? What is the area of the rectangular
garden lot in terms of the width? What are the possible values of width and the
equivalent area?

What is It

A quadratic function is a second-degree polynomial 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or

𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 where 𝒂, 𝒃, and 𝒄 are real numbers and 𝒂 ≠ 𝟎.

For example:
Quadratic Functions Not Quadratic Functions
𝑦 = 𝑥 2 − 8𝑥 𝑦 = 8𝑥 − 5
𝑓(𝑥) = −5𝑥 2 + 3𝑥 − 1 𝑓(𝑥) = −5𝑥 3 + 3𝑥 2 − 1
𝑦 = 𝑥2 + 3 𝑦 = 12

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 If you are to toss a ball to your friend, what do
you think will be the path of the ball?
The path of the ball describes a curve path which
is in U-shaped is called parabola. This is the
reason why the quadratic function is also called
parabolic function.
For example:

𝒚 = 𝒙𝟐 − 𝟖𝒙 𝒇(𝒙) = −𝟓𝒙𝟐 + 𝟑𝒙 − 𝟏 𝒚 = 𝒙𝟐 + 𝟑

Another way of representing a quadratic function is by using a table of values.

A table of values is a graphic organizer or chart that helps you determine two or
more points that can be used to create your graph.

For 𝒚 = 𝒙𝟐 − 𝟖𝒙 : For 𝒚 = 𝒙𝟐 + 𝟑 : For 𝒇(𝒙) = −𝟓𝒙𝟐 + 𝟑𝒙 − 𝟏 :

𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2

𝒚 20 9 0 −7 −12 𝒚 7 4 3 4 7 𝒚 −27 −9 −1 −3 −15

In a quadratic function, equal differences in the independent variable 𝒙 produce

equal second differences in the dependent variable 𝒚.

What’s More
I. Try These!
Put a heart symbol (♥) on the box that models a real-life situation using a quadratic
function.

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II. Keep Trying!
A. State whether each relation 𝒚 = 𝒇(𝒙) describes a quadratic function (QF) or not
(NQF).
1) 𝑦 = 3 − 𝑥 2 4) 𝑦 = (𝑥 − 4)2 7) 𝑦 = 2(𝑥 + 5)2 + 7
2) 𝑦 = 𝑥 −2 5) 𝑦 = 3𝑥 + 3 8) 𝑦 = (4𝑥 + 3)(5𝑥 + 2)
3) 𝑦 = 𝑥 − 5𝑥 + 2
2
6) 𝑦 = − 2) − 𝑥
(𝑥 2 2
9) 3𝑦 = 2(𝑥 − 1)2 + 1

B. Use the second difference test to determine if each of the following tables of
values is a quadratic function or not. Then, complete the table for those that are
quadratic.
1) 2) 3)
What I Have Learned
𝒙 0 4 8 12 16 20 𝒙 0 1 2 3 4 5 𝒙 1 2 3 4 5 6
𝒚 1 10 17 22 𝒚 0 1 3 6 𝒚 1 8 27 64

What I Have Learned

Directions: Supply the missing terms.
A ____________ is a second-degree polynomial 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
where 𝒂, 𝒃, and 𝒄 are real numbers and 𝒂 ≠ 𝟎. The path of the ball describes a curve
path which is in U-shaped is called ____________. This is the reason why the
quadratic function is also called _________________. A _______________ is a graphic
organizer or chart that helps you determine two or more points that can be used to
create your graph. In a quadratic function, equal differences in the ______________
variable 𝒙 produce equal second differences in the dependent variable 𝒚.

What I can Do
Read each item carefully and answer the given problems.
1) Find two real numbers with a sum of 40 and a product that is as great as possible.
2) Find the dimensions of the largest rectangular garden that can be enclosed by
60 𝑚 of fencing.
3) The equation 𝑦 = 0.4𝑥 2 − 36𝑥 + 1000 models the number of car accidents, 𝑦, per
50 million kilometers driven, as a function of a driver’s age, 𝑥, in years, where
18 ≤ 𝑥 ≤ 70. Find the coordinates of the vertex and describe what this represents
in practical terms.
4) The profit (in thousands of pesos) of a company is given by
𝑃(𝑥) = 5000 + 1000𝑥 − 5𝑥 2

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 where 𝑥 is the amount (in thousands of pesos) the company spends on
advertising. Find the amount, 𝑥, that the company has to spend to maximize its
profit.
5) An object is thrown vertically upward with an initial velocity of 𝑉0 feet/sec. Its
distance 𝑆(𝑡), in feet, above ground is given by
𝑆(𝑡) = −16𝑡 2 + 𝑉𝑜 𝑡
Find 𝑉0 so that the highest point the object can reach is 300 feet above the ground.

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) Which of the following equations represents a quadratic function?
A. 𝑦 = 9 + 6𝑥 2 B. 3𝑦 2 + 8 = 𝑥 C. 𝑦 = 5𝑥 − 32 D. 𝑦 = 5𝑥 − 1
2) Which of the following is NOT a quadratic function?
A. 𝑦 = 𝑎2 + 3𝑎 − 2 B. 𝑦 = (𝑥 − 3)(𝑥 + 2) C. 𝑦 = 𝑏 2 − 6 D. 𝑦 = 5𝑐 + 3
3) Which of the following is a quadratic function?
A. 𝑦 = 7 − 2𝑥 3 B. 𝑦 = 3𝑥 −2 C. 𝑦 = (𝑥 − 7)2 − 𝑥 2 D. 𝑦 = (𝑥 − 9)2
4) Identify which picture does NOT model a quadratic function.
A. B. C. D.

5) Which of the following activities illustrates a quadratic function?

A. monkey climbing a building C. roller coaster ride
B. player tossing the volleyball D. sleeping in a bed
6) Given the different activities below, which does NOT illustrate a quadratic
function?
A. playing mobile legends C. water flowing from a fountain
B. half-court shot D. underhand serve in volleyball
7) Which table of values does NOT represent a quadratic function?
A. C.
𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2
𝒚 2 −1 −2 −1 2 𝒚 4 1 0 1 4

B. D.
𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2
𝒚 −21 −24 −25 −24 −21 𝒚 1 −1 1 7 14

8) Which table of values represents a quadratic function?

A. C.
𝒙 1 −2 3 −4 5 𝒙 −2 −1 0 −1 2
𝒚 −21 −24 −25 −24 −21 𝒚 −7 −5 −3 −1 5

B. D. 𝒙 3 6 9 12 15
𝒙 2 1 0 1 2
𝒚 1 −1 1 7 17 𝒚 4 1 0 1 4

9) What is the graph of the equation 𝑦 = 2𝑥 2 + 3𝑥 + 5?

A. linear B. parabola C. hyperbola D. circle

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10) What is the graph of the equation 𝑦 = (𝑥 − 1)2?
A. circular B. elliptical C. hyperbolic D. parabolic

*** If you got an honest score of 10 points (perfect score), you proceed to the next
lesson but if not go back to the whole module.

Additional Activities

PISA Released Items, December 2006 – 200: (M136Q02)

A farmer plants apple trees in a square pattern. In order to protect the apple
trees against the wind he plants conifer trees all around the orchard.

Here you see a diagram of this situation where you can see the pattern of apple
trees and conifer trees for any number (n) of rows of apple trees:

Question:
There are two formulae you can use to calculate the number of apple trees and the
number of conifer trees for the pattern described above:
Number of apple trees = 𝑛2
Number of conifer trees = 8𝑛
where 𝑛 is the number of rows of apple trees.

There is a value of 𝑛 for which the number of apple trees equals the number of
conifer trees. Find the value of 𝑛 and show your method of calculating this.

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DO_Q1_MATHEMATICS 9_LESSON1
DO_Q1_MATHEMATICS 9_LESSON6 69
What I Can Do
1) The two numbers are 20 and 20.
2) The dimension that gives the maximum
area is 15 𝑚 by 15 𝑚.
3) The vertex is (45, 190). In practical terms,
this indicate that 45-year-olds have the least
number of car accidents, 190 per 50 million
Assessment kilometers driven. Also, since the vertex is the
1) A minimum point, drivers both older and
2) D younger than 45 have more than 190
3) D accidents per 50 million kilometers driven.
4) B 4) 𝑥 = 100
5) B 5) 𝑉0 = 80√3 feet/sec
6) A
7) D
8) D Keep Trying:
9) B A.
10) D
1) QF What’s More
2) NQF Try These:
What I Have 3) QF 1) ♥
Learned 4) QF 2) ♥
1) quadratic 5) NQF 3) ♥
function 6) NQF 4) ♥
2) parabola 7) QF 5)
8) QF 6) ♥
3) parabolic
9) QF 7) ♥
function
8)
4) graphic
B. 9)
organizer 1) QF, 25, 26
5) independent 2) QF, 10, 15
3) NQF, N/A, N/A What I Know
1) A
2) D
What’s In
3) D
1. 𝐷: {4, 2, 5, −5} 𝑅: {3, 7, −3} function 4) B
2. 𝐷: {8} 𝑅: {8, 7, 6} not function 5) B
3. 𝐷: {1, 3} 𝑅: {2, −2, 7} not function 6) D
7) B
4. 𝐷: {−5, −4, −3, −2} 𝑅: {−1, 0, 1, 2} function
8) B
5. 𝐷: {1, 2} 𝑅: {−1, −2, −3} not function 9) D
10) A
Lesson 6: Introduction to Quadratic Function
Answer Key
DO_Q1_MATHEMATICS 9_LESSON1
DO_Q1_MATHEMATICS 9_LESSON6 70
Additional Activities:
(M136Q02) APPLE SCORING 2
Full credit
Code 11: 𝑛 = 8, algebraic method explicitly shown
𝑛2 = 8𝑛, 𝑛2 − 8𝑛 = 0, 𝑛(𝑛 − 8) = 0 & 𝑛 = 8, so 𝑛 = 8
Code 12: 𝑛 = 8, no clear algebra presented, or no work shown
𝑛2 = 82 = 64, 8𝑛 = 8 ∙ 8 = 64
𝑛2 = 8𝑛. This gives 𝑛 = 8.
8𝑥8 = 64, 𝑛 = 8
𝑛=8
8𝑥8 = 82
Code 13: 𝑛 = 8, using other methods, e.g., using pattern expansion or
drawing.
Code 14: As for Code 11 (clear algebra), but gives both answers 𝑛 = 8
AND 𝑛 = 0
𝑛2 = 8𝑛, 𝑛2 − 8𝑛 = 0, 𝑛(𝑛 − 8) = 0, 𝑛 = 0 & 𝑛 = 8
Code 15: As for Code 12 (no clear algebra), but gives both answers 𝑛 = 8
AND 𝑛 = 0
No credit
Code 00: Other responses, including just the response 𝑛 = 0
Code 99: Missing.
References
Alferez, Merle S., and Ma. Cecilia A. Duro. MSA Intermediate Algebra. Cainta, Rizal:
MSA Publishing House, 2017.

Bryant, Merden L., Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,

Richard F. De Vera, Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro,
Bernadeth J. Mesterio, and Rommel Hero A. Saladino. Mathematics Grade 9
Learner's Material, 1st ed. Department of Education, 2014.

Orence, Orlando A., and Marilyn O. Mendoza. E-Math 9. Rex Book Store, 2015.

Orines, Fernando B., Zenaida B. Diaz, Maharlika P. Mojica, Catalina B. Manalo,

Josephine L. Suzara, Jesus P. Mercado, Mirla S. Esparrago, and Nestor V.
Reyes Jr. Next Century Mathematics 9, 2nd ed. Phoenix Publishing House,
2018.

71 DO_Q1_MATHEMATICS
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 9

Mathematics
Quarter 1 – Module 1
Lesson 7
Quadratic Function in the form
𝒚 = 𝒂 ( 𝒙 − 𝒉) 𝟐 + 𝒌

72 DO_Q1_MATHEMATICS 9_LESSON1
 What I Need to Know
This module was designed and written to help you, students, to master the
quadratic function in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. The scope and design of the module
allow or permit you to learn even in any condition especially this pandemic situation.
The language used recognizes to the diversity vocabulary levels of the students and
the lessons are arranged based on the standard sequence of the Most Essential
Learning Competencies (MELCs) of the Basic Education Learning Continuity Plan
(BE-LCP).

After going through this module, you are expected to transform the quadratic
function in standard form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and
vice versa. M9AL-Ih-1.

What I Know
Let’s find out how much you know about the lesson.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.

1) Which of the following is the vertex of the function 𝑦 = (𝑥 − 7)2 − 5?

A. (−5, −7) B. (7, −5) C. (−7, −5) D. (5, −7)
2) Which method are you going to use in transforming Quadratic function in
standard form into vertex form?
A. Quadratic formula C. Completing the square
B. Extracting square root D. Factoring
3) What is the value of ℎ in the function 𝑦 = 3(𝑥 + 5)2 − 11?
A. 11 B. −5 C. −11 D. −3
4) What is the equation of the quadratic function 𝑦 = 𝑥 2 + 2𝑥 − 1 in vertex form?
A. 𝑦 = (𝑥 − 2)2 + 3 C. 𝑦 = (𝑥 + 2)2 +1
B. 𝑦 = (𝑥 − 3)2 − 1 D. 𝑦 = (𝑥 + 1)2 − 2
5) What should be added in the expression 𝑥 + 3𝑥 to make it a perfect square
2

trinomial?
3 9
A. 9 B. 3 C. D.
2 4
6) Find the value of 𝑘 in the function 𝑦 = 2(𝑥 − 3)2 − 1.
A. 1 B. −1 C. 3 D. −3
7) What is the value of ℎ in the function given in item number 6?
A. 2 B. 3 C. −1 D. −3
8) What are the coordinates of the vertex of the function 𝑓(𝑥) = 7(𝑥 + 5)2 + 5?
A. (−5, 5) B. (5, −5) C. (5, 5) D. (−5, −5)
9) What is the equation of the quadratic function𝑓(𝑥) = −3(𝑥 − 1)2 − 2 in standard
form?
A. 𝑓(𝑥) = −3𝑥 2 + 6𝑥 + 1 C. 𝑓(𝑥) = 3𝑥 2 − 6𝑥 − 1
B. 𝑓(𝑥) = −3𝑥 2 − 6𝑥 − 5 D. 𝑓(𝑥) = −3𝑥 2 + 6𝑥 − 5
10) What are the coordinates of the vertex of the quadratic function given in item
number 9?
A. (−1, −2) B. (1, −2) C. (−1, 2) D. (1, 2)
*** If you got an honest score of 10 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

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 Lesson Quadratic Function in the form
7 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
Quadratic functions often appear in optimization problems where we need to
obtain the extreme value of the function or the coordinates of the vertex. For example,
to find the dimensions of a rectangle when a given perimeter and largest area are
obtained by finding the 𝑥-coordinate of the vertex of a quadratic equation or simply
the value of ℎ.

What’s In
Activity 1: “Transform ME”
Directions: Transform the following quadratic functions in standard form
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 or 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.

1. 𝑓(𝑥) = 3 + 2𝑥 2 − 5𝑥

2. 8𝑥 − 2 + 𝑦 = 6𝑥 2

3. −𝑦 + 𝑥 2 = 7𝑥+8

4. 9 − 𝑦 = 𝑥 + 3𝑥 2

5. 2𝑦 = 8𝑥 2 + 10 − 14𝑥

How will you transform the given quadratic functions in standard form?

Activity 2: “Simply 𝒂𝒃𝒄”

Directions: Identify the values of 𝑎, 𝑏, and 𝑐 of the given quadratic functions.

Quadratic Function 𝒂 𝒃 𝒄
1. 𝒇(𝒙) = 𝟑 + 𝟐𝒙 − 𝟓𝒙
𝟐

2. 𝟖𝒙 − 𝟐 + 𝒚 = 𝟔𝒙𝟐
3. −𝒚 + 𝒙𝟐 = 𝟕𝒙 + 𝟖
4. 𝟗 − 𝒚 = 𝒙 + 𝟑𝒙𝟐
5. 𝟐𝒚 = 𝟖𝒙𝟐 + 𝟏𝟎 − 𝟏𝟒𝒙

What is the easiest way to identify the values of 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 of the given quadratic function?

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 What’s New
Let us read and analyze the problem below.

Rapthalia, a resident of Gen T. De Leon in Valenzuela City, was given 80

meters of fencing material. Her task is to enclose a rectangular garden whose area
is a maximum.
Questions:
1. How will you represent the length and width of the rectangular garden?
2. If 𝐴 is the area of the rectangular garden, what quadratic function represents
the maximum area?

What is It
Quadratic function in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
Quadratic function may also be expressed in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 or also
known as the vertex form of a quadratic function where (ℎ, 𝑘) are the coordinates of
the vertex.

Transforming vertex form into standard form

To express a quadratic function in standard form to vertex form we use
completing the square.

Transform the following quadratic functions into vertex form and identify the
vertex.
1. 𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11

𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11
𝑓(𝑥) = (𝑥 2 − 6𝑥) + 11 Separate the constant term using a parenthesis.
𝑓(𝑥) = (𝑥 2 − 6𝑥 + ____) + 11 − ____ Take half of 𝑏 = −6 and square it. Add this in the
expression inside the parenthesis and then subtract it
𝑓(𝑥) = (𝑥 2 − 6𝑥 + 𝟗) + 11 − 𝟗 in the expression outside the parenthesis.
𝒇(𝒙) = (𝒙 − 𝟑)𝟐 + 𝟐 Factor the perfect square trinomial as a square of
binomial.
In the function 𝑓(𝑥) = (𝑥 − 3)2 + 2, the value of ℎ is 3 and the value of 𝑘 is 2.
Thus, the vertex of the quadratic function is (𝟑, 𝟐).

2. 𝑓(𝑥) = 3𝑥 2 + 12𝑥 − 6

𝑓(𝑥) = 3𝑥 2 + 12𝑥 − 6
𝑓(𝑥) = (3𝑥 2 + 12𝑥) − 6 Separate the constant term using a parenthesis.
𝑓(𝑥) = 3(𝑥 2 + 4𝑥) − 6 Factor out 𝑎. In this function the value of 𝑎 is 3.
𝑓(𝑥) = 3(𝑥 2 + 4𝑥 + ____) − 6 − ____ Take half of 𝑏 = 4 and square it. Add this in the
𝑓(𝑥) = 3(𝑥 2 + 4𝑥 + 𝟒) − 6 − 𝟏𝟐 expression inside the parenthesis and then multiply it
by 𝑎 before subtracting it in the expression outside the
parenthesis.
𝒇(𝒙) = 𝟑(𝒙 + 𝟐)𝟐 − 𝟏𝟖 Factor the perfect square trinomial as a square of
binomial.
In the function 𝑓(𝑥) = 3(𝑥 + 2)2 − 18, the value of ℎ is −2 and the value of 𝑘 is
−18. Thus, the vertex of the quadratic function is (−𝟐, −𝟏𝟖).
3. 𝑓(𝑥) = 2𝑥 2 + 3𝑥 + 2

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 𝑓(𝑥) = 2𝑥 2 + 3𝑥 + 2
𝑓(𝑥) = (2𝑥 2 + 3𝑥) + 2 Separate the constant term using a parenthesis.
3
𝑓(𝑥) = 2 (𝑥 2 + 𝑥) + 2 Factor out 𝑎. In this function the value of 𝑎 is 2.
2
2
3 3
Take half of 𝑏 = and square it. Add this in the
𝑓(𝑥) = 2 (𝑥 + 𝑥 + ____) + 2 − ___ 2
2 expression inside the parenthesis and then multiply it
3 9 18
𝑓(𝑥) = 2 (𝑥 2 + 𝑥 + ) + 2 − by 𝑎 before subtracting it in the expression outside the
2 16 16 parenthesis. Then combine similar terms.
𝟑 𝟐 𝟕 Factor the perfect square trinomial as a square of
𝒇(𝒙) = 𝟐 (𝒙 + ) +
𝟒 𝟖 binomial.

3 2 7 3 7
In the function 𝑓(𝑥) = 2 (𝑥 + 4) + 8, the value of ℎ is − 4 and the value of 𝑘 is 8.
𝟑 𝟕
Thus, the vertex of the quadratic function is (− , ).
𝟒 𝟖

Transforming vertex form into standard form

To show the vertex form into standard form of a quadratic function use the
square of binomial and the rule of PEMDAS.

Transform the following quadratic functions into standard form.

1. 𝑓(𝑥) = (𝑥 − 3)2 + 2
𝑓(𝑥) = (𝑥 − 3)2 + 2
𝑓(𝑥) = (𝑥 2 − 6𝑥 + 9) + 2 Square of binomial
𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11 Combine similar terms.

2. 𝑓(𝑥) = 3(𝑥 + 2)2 − 18

𝑓(𝑥) = 3(𝑥 + 2)2 − 18
𝑓(𝑥) = 3(𝑥 2 + 4𝑥 + 4) − 18 Square of binomial
𝑓(𝑥) = (3𝑥 2 + 12𝑥 + 12) − 18 Distributive Property.
𝑓(𝑥) = 3𝑥 2 + 12𝑥 − 6 Combine similar terms.

3. 𝑓(𝑥) = −2(𝑥 + 1)2 − 7

𝑓(𝑥) = −2(𝑥 + 1)2 − 7
𝑓(𝑥) = −2(𝑥 2 + 2𝑥 + 1) − 7 Square of binomial
𝑓(𝑥) = (−2𝑥 2 − 4𝑥 − 2) − 7 Distributive Property
𝑓(𝑥) = −2𝑥 2 − 4𝑥 − 9 Combine similar terms.

Since we already know how to transform a quadratic function into vertex form
and vice versa, let’s try solving this problem using the concepts we have learned from
the previous examples.

Rapthalia, a resident in a Gen T. De Leon in Valenzuela City, was given 80 meters of

fencing material. Her task is to enclose a rectangular garden whose area is a
maximum.

To solve this problem, we need to look first for a quadratic function that will represent
the situation. Let us consider the figure below,

76 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON7
9_LESSON1
The available fencing material needed to enclose the rectangular garden represents
the perimeter 𝑃. By substituting to the formula 2𝑙 + 2𝑤 = 𝑃 we have
2𝑙 + 2𝑤 = 80
2(𝑙 + 𝑤) = 80
𝑙 + 𝑤 = 40
We can use the 𝑙 or 𝑤 as the arbitrary constant, for this example let us use 𝑤. So we
have,
𝑙 = 40 − 𝑤
Using the formula for the area, we have
𝐴 = 𝑙𝑤
𝐴(𝑤) = (40 − 𝑤)𝑤
Let 𝑥 = 𝑤
𝐴(𝑥) = (40 − 𝑥)𝑥
𝐴(𝑥) = 40𝑥 − 𝑥 2
𝐴(𝑥) = −𝑥 2 + 40𝑥
𝐴(𝑥) = −(𝑥 − 20)2 + 400
Since the value of 𝑘 is 400 then, the maximum area of the rectangular garden is 400
square units.

What’s More
I. Try These!
Match the following quadratic function in standard form to its corresponding vertex
form
Column A Column B
1) 𝑓(𝑥) = 2𝑥 2 − 12𝑥 + 23 a. 𝑓(𝑥) = (𝑥 − 3)2 + 4
2) 𝑓(𝑥) = 5𝑥 2 − 40𝑥 − 1 b. 𝑓(𝑥) = (𝑥 − 7)2 − 16
3) 𝑓(𝑥) = −𝑥 2 − 2𝑥 − 3 c. 𝑓(𝑥) = 2(𝑥 − 3)2 + 5
4) 𝑓(𝑥) = 𝑥 2 − 6𝑥 + 13 d. 𝑓(𝑥) = (𝑥 + 5)2 − 20
5) 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 6 e. 𝑓(𝑥) = 5(𝑥 − 4)2 − 81
6) 𝑓(𝑥) = 2𝑥 2 − 12𝑥 + 5 f. 𝑓(𝑥) = (𝑥 + 1)2 − 3
7) 𝑓(𝑥) = 𝑥 2 − 14𝑥 + 33 g. 𝑓(𝑥) = (𝑥 + 1)2 − 7
8) 𝑓(𝑥) = 𝑥 2 − 16𝑥 + 64 h. 𝑓(𝑥) = −(𝑥 + 1)2 − 2
9) 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 2 i. 𝑓(𝑥) = 2(𝑥 − 3)2 − 13
10) 𝑓(𝑥) = 𝑥 2 + 10𝑥 +5 j. 𝑓(𝑥) = (𝑥 − 8)2

II. Keep Trying!

A. Rewrite the following quadratic functions into vertex form.
1) 𝑦 = 𝑥 2 − 12𝑥 + 19
2) 𝑦 = 2𝑥 2 − 20𝑥 + 47
3) 𝑦 = 3𝑥 2 + 24𝑥 + 46
4) 𝑦 = 𝑥 2 + 18𝑥
5) 𝑦 = 7𝑥 2 − 14𝑥 − 1
B. Rewrite the following quadratic functions into standard form.
6) 𝑦 = (𝑥 + 7)2 − 21
7) 𝑦 = −(𝑥 − 3)2 + 2
8) 𝑦 = −4(𝑥 − 5)2
1
9) 𝑦 = 2 (𝑥 + 6)2 − 15
10) 𝑦 = −2(𝑥 + 6)2 − 2

77 DO_Q1_MATHEMATICS
DO_Q1_MATHEMATICS 9_LESSON7
9_LESSON1
 What I Have Learned
Answer the following questions.
1. How will you transform the quadratic function in standard form 𝑦 = 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 into vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘?
2. How will you transform the quadratic function in vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 +
𝑘 into standard form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ?
3. How do you identify the coordinates of the vertex of the given quadratic
function?

What I can Do
Solve the following problems.
1) In a basketball game, you are trying to dunk a ball. You need to jump at least
2.5 ft above the ground to reach the ring. The path travelled of your feet above
the ground is represents as a function 𝑓(𝑥) = −16𝑥 2 + 12𝑥.
a. Rewrite the equation in vertex form.
b. What will be the maximum height of your jump?
c. Will you be able to dunk the ball inside the ring?
2) A ball is thrown in the air. The path of the ball is represented by the equation
𝑦 = −𝑥 2 + 8𝑥.
a. Rewrite the equation in vertex form.
b. find the maximum height of the ball.
3) The vertex of the graph of 𝑓(𝑥) = 3𝑥 2 + 12𝑥 + 𝑐 is (−2, −5). Find the constant c.
Source: 2019 MMC Elimination Grade 9 Category A.
4) What is the vertex of 𝑦 = 2𝑥 2 − 8𝑥 − 3?
Source: 2019 MMC Elimination Grade 9 Category A.
5) The vertex of the parabola is at (2,3) and the parabola passes through the origin.
Find the equation of the parabola in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
Source: MMC 2013 Fourth Year Nationals

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.

1) Which of the following is the vertex of the function 𝑦 = (𝑥 − 5)2 + 2?

A. (−5, −2) B. (−5, 2) C. (5, −2) D. (5, 2)

2) What method are you going to use in transforming Quadratic function in

standard form into vertex form?
A. Factoring C. Extracting square root
B. Completing the square D. Quadratic formula
3) What is the value of ℎ in the function 𝑦 = 5(𝑥 + 2)2 − 8?
A. 2 B. 5 C. -2 D. -8
4) What is the equation of the quadratic function 𝑦 = 𝑥 + 2𝑥 − 6 in vertex form?
2

A. 𝑦 = (𝑥 − 1)2 + 7 C. 𝑦 = (𝑥 + 1)2 + 7
B. 𝑦 = (𝑥 − 1) − 7
2
D. 𝑦 = (𝑥 + 1)2 − 7

78 DO_Q1_MATHEMATICS 9_LESSON7
5) What is the vertex of 𝑦 = 3(𝑥 + 1)2 − 2?
A. (3, −2) B. (−1, 2) C. (−1, −2) D. (1, −2)
6) Which quadratic function in standard form represents 𝑦 = 2(𝑥 − 3)2 − 1?
A. 𝑦 = 2𝑥 2 − 12𝑥 − 17 C. 𝑦 = 2𝑥 2 + 12𝑥 + 17
B. 𝑦 = 2𝑥 − 12𝑥 + 17
2
D. 𝑦 = 2𝑥 2 + 12𝑥 − 17
7) What is the value of 𝑎 in the function given in item number 6?
A. 2 B. 3 C. -1 D. -3
8) What are the coordinates of the vertex of the quadratic function
𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11 ?
A. (−3, 2) B. (3, −2) C. (3, 2) D. (−3, −2)
9) What is the equation of the quadratic function𝑓(𝑥) = −2(𝑥 + 1)2 − 7 in standard
form?
A. 𝑓(𝑥) = −2𝑥 2 + 4𝑥 + 9 C. 𝑓(𝑥) = 2𝑥 2 − 4𝑥 + 9
B. 𝑓(𝑥) = −2𝑥 2 − 4𝑥 − 9 D. 𝑓(𝑥) = −2𝑥 2 + 4𝑥 − 9
10) What are the coordinates of the vertex of the quadratic function given in item
number 9?
A. (−1, −7) B. (1, −7) C. (−1, 7) D. (1, 7)
*** If you got an honest score of 10 points (perfect score), you proceed to the next
lesson but if not, go back to the whole module.

Additional Activities

Tuklas Matematika Online, Volume 19, Issue 2, October 2017

Find the a, b, and c so that the given equation is true for all real values of x.
1. 𝑥 2 + 8𝑥 + 11 = 𝑎(𝑥 + 𝑏)2 + 𝑐
2. 8𝑥 − 2𝑥 2 − 8 = 𝑎(𝑥 + 𝑏)2 + 𝑐
3. 3𝑥 2 + 6𝑥 + 1 = 𝑎(𝑥 + 2𝑏)2 + 2𝑐

79 DO_Q1_MATHEMATICS 9_LESSON7
 Answer Key
Lesson 7: Quadratic function in the form 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌

What I Know What’s More

1) B Try These: Keep Trying:
2) C 1) c 1) 𝑦 = (𝑥 − 6)2 − 17
3) B 2) e 2) 𝑦 = 2(𝑥 − 5)2 − 3
4) D 3) h 3) 𝑦 = 3(𝑥 + 4)2 − 2
5) D 4) a 4) 𝑦 = (𝑥 + 9)2 − 81
6) B 5) g 5) 𝑦 = 7(𝑥 − 1)2 − 8
7) B 6) i 6) 𝑦 = 𝑥 2 + 14𝑥 + 28
8) A 7) b 7) 𝑦 = −𝑥 2 + 6𝑥 − 7
9) D 8) j 8) 𝑦 = −4𝑥 2 + 40𝑥 − 100
10) B 𝑥2
9) f 9) 𝑦 = 2 + 6𝑥 + 3
10) d 10) 𝑦 = −2𝑥 2 − 24𝑥 − 94
10) A
9) B
8) C 𝑦 = − 4 𝑥 2 + 3𝑥 5)
3
70 A V (2, −11) 4)
6) B 𝑐=7 3)
5) C
4) B b. 16
3) C a. 𝑦 = −(𝑥 − 4)2 + 16 2)
2) B
1) D c. no
Assessment
b. 4 𝑜𝑟 2.25
9
a.−16 (𝑥 − 8) + 4 1)
9 3 2
Connecting to the Real World:
What I Can Do

3. = 3, 𝑏 = 2 , 𝑐 = −1
1
2. 𝑎 = −2, 𝑏 = −2, 𝑐 = 0
1. 𝑎 = 1, 𝑏 = 4, 𝑐 = −5
Additional Activities

80 DO_Q1_MATHEMATICS 9_LESSON7
 References
Bryant, M. L., Bulalayao, L. E., Callanta, M. M., Cruz, J. D., De Vera, R. F., Garcia,
G. T., . . . Saladino, R. A. (2014). Mathematics Grade 9 Learner's Material. Pasig
City: Deparment of Education.
Roberts, D. (2020). Math Bits Notebook. Retrieved from
https://mathbitsnotebook.com/Algebra1/Quadratics/QDVertexForm.html
Villaluna, T. T., & Van Zandt, G. L. (2009). Hands-On, MInds-On Activities in
Mathematics IV

81 DO_Q1_MATHEMATICS 9_LESSON7
 9

Mathematics
Quarter 1 – Module 1
Lesson 8
A. Graphing a Quadratic
Function
B. Transformation of the
Graph of a Quadratic
Function

82
 What I Need to Know
This module was designed and written to help you, students, to master
graphing of a quadratic function. The scope of this module permits you to learn over
any condition, especially in this pandemic situation. The language used in this
module recognizes various vocabulary levels of the students. The lessons are
arranged based on the standard sequence of the Most Essential Learning
Competencies (MELCs) of the Basic Education Learning Continuity Plan (BE-LCP).

The module is divided into two lessons, namely:

• Lesson 1 – Graph of a Quadratic Function
• Lesson 2 – Transformation of the Graph of a Quadratic Function

After going through this module, you are expected to:

1. graph a quadratic function and determine the: (a) domain; (b) range; (c)
intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the opening of the
parabola, M9AL-Ig-h-i-1; and
2. analyze the effects of changing the values of a, h and k in the equation 𝑦 =
𝑎(𝑥– ℎ)2 + 𝑘 of a quadratic function on its graph, M9AL-Ii-2

What I Know
Let’s find out how much you know about the lesson.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.

1) What is the coordinate of the vertex of the parabola described by

𝑓(𝑥) = 𝑥 2 + 12𝑥 + 20?
A. (−6, −16) B. (−6, 16) C. (6, −16) D. (6, 16)
2) The graph of 𝑓(𝑥) = 𝑥 2 − 3 is obtained by shifting the graph of 𝑓(𝑥) = 𝑥 2
A. 3 units to the left C. 3 units to the right
B. 3 units downward D. 3 units upward
3) What is the equation of the axis of symmetry of the quadratic function
𝑓(𝑥) = 6𝑥 − 1 − 9𝑥 2 ?
1 1
A. 𝑥 = − 3 B. 𝑥 = 3 C. 𝑥 = 3 D. 𝑥 = −3
4) Which of the following represents the function formed by shifting the graph of
𝑓(𝑥) = 𝑥 2 seven units to the left and four units upward?
A. 𝑓(𝑥) = (𝑥 + 7)2 + 4 C. 𝑓(𝑥) = (𝑥 − 7)2 − 4
B. 𝑓(𝑥) = (𝑥 + 7) − 4
2
D. 𝑓(𝑥) = (𝑥 − 7)2 + 4
5) The graph of the function 𝑓(𝑥) = −𝑥 − 2𝑥 − 2 was shown on the
2

right, what is the range of the function?

A. [ −1, ∞) C. (−∞, −1]
B. ( −1, ∞) D. (−∞, −1 )
6) Which of the following quadratic function has a vertex of (1, 1)?
A. 𝑦 = 2𝑥 2 − 8𝑥 + 7 C. 𝑦 = 3𝑥 2 + 6𝑥 + 21
B. 𝑦 = 𝑥 − 10𝑥 + 25
2
D. 𝑦 = 𝑥 2 − 2𝑥 + 2

83 DO_Q1_MATHEMATICS 9_LESSON8A
 7) Which of the following is NOT a characteristic of the graph of
𝑓(𝑥) = (𝑥 + 3)2 − 5?
A. The domain of the function is the set of all real numbers.
B. The equation of the axis of symmetry is 𝑥 = −3.
C. The vertex of the parabola is at (3, −5)
D. The graph has two x-intercepts.
8) Chelsea, Tatsumi and Sheele were asked by their teacher what will be the new
function when 𝑓(𝑥) = (𝑥 + 5)2 − 3 is moved 7 units to the right and 9 units
upward. The responses of the three were as follows:
Chelsea: 𝑓(𝑥) = (𝑥 + 2)2 + 6
Tatsumi: 𝑓(𝑥) = (𝑥 − 2)2 + 6
Sheele: 𝑓(𝑥) = (𝑥 − 2)2 − 6
Who got it correctly?
A. Chelsea B. Tatsumi C. Sheele D. None
1
9) Which of the following is NOT TRUE about the function 𝑓(𝑥) = − (𝑥 − 7)2 + 1?
3
1
A. The graph of 𝑓(𝑥) = − 3 𝑥 2 shifted one unit upward.
1
B. The graph of 𝑓(𝑥) = − 3 𝑥 2 moved seven units to the left.
1
C. The graph of 𝑓(𝑥) = − 3 𝑥 2 moved seven units to the right.
1
D. The graph of 𝑓(𝑥) = − 𝑥 2 is wider compared to the graph of 𝑓(𝑥) = 𝑥 2 .
3
10) Which of the following functions represents the graph of 𝑦 = 3𝑥 2 shifted 4
units to the left and 9 units upward?
A. 𝑦 = 3(𝑥 − 4)2 + 9 C. 𝑦 = 3(𝑥 + 4)2 + 9
B. 𝑦 = 3(𝑥 − 4) − 9
2
D. 𝑦 = 3(𝑥 + 4)2 − 9

*** If you got an honest score of 10 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

Lesson Graphing a Quadratic

8A Function
Looking at things around you, the rainbow that you see up above the sky after
the rain, the shape formed when a child uses a swing and the path made by a dolphin
when it jumps on the surface of the water are examples of instances that illustrate
the graph of a quadratic function.

What’s In
Evaluate the expression in the middlemost part of the figure given the following
values of the variable. Write your answer on the box.

−1 −3 Process Question:
1
2 • How did you evaluate
𝑥 2 − 3𝑥 the expression using
3
0 the given values?
1
−2 2
84 DO_Q1_MATHEMATICS 9_LESSON8A
 What’s New
Let us read and analyze the problem below.
Michael throws a rock upward using a slingshot from the rooftop of their house 40
feet high at a speed of 72 feet per second. The rock’s height above the ground can
be modelled by the function
H(t) = −16𝑡 2 + 72𝑡 + 40.

a. When does the rock reach the maximum height?

b. What is the maximum height of the rock?
c. When will the rock hit the ground?

The graph of a quadratic function is called the parabola. The questions in the
problem above can be answered using some of the properties of the parabola. Do you
know what are the properties the graph of a quadratic function? Let us study some
key concepts below.

What is It

The Graph of a Quadratic Function

The equation of the standard form of a

quadratic function is 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where 𝑎,
𝑏 and 𝑐 are real numbers and 𝑎 ≠ 0. The
numerical coefficient of the leading term, i.e., the
value of a, determines the opening of the graph.
The parabola opens upward if 𝒂 > 𝟎 and if 𝒂 < 𝟎
the parabola opens downward. When a parabola
opens upward, the graph has a minimum value.
And when the parabola opens downward, the
graph has a maximum value.

The domain of every quadratic function is

the set of all real numbers, and the range is the
set of all y values that the function can take.

In graphing a quadratic function, we have to

include some properties of the graph. The axis of
symmetry (𝒙 = 𝒉), is a line that divides the parabola
into two equal parts. The vertex (𝒉, 𝒌), is the minimum
or the maximum point of the graph. The 𝒚–intercept
(𝟎, 𝒚), which is the point wherein the graph touches the
𝑦–axis. And the 𝒙–intercept (𝒙, 𝟎), is the point wherein
the graph touches the 𝑥–axis.

85 DO_Q1_MATHEMATICS 9_LESSON8A
Example 1: Graph the function: 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3.

Step 1: Determine the opening of the graph. Since the value of 𝑎 in the function is
greater than 0, then the parabola opens upward.
Note: From the quadratic
Step 2: Determine the axis of symmetry.
𝑏 function 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3,
To do this, we will use the formula ℎ = − 2𝑎. the value of 𝑎 = 1, 𝑏 = −4
𝑏 (−4) 4 and 𝑐 = 3
ℎ = − 2𝑎 = − 2(1) = 2 = 2
So, the axis of symmetry is 𝑥 = 2.
Step 3: Determine the vertex (h, k). To do this, substitute the value of 𝑥 in step 1
back into the function.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3 Note:
‘ We may also use the
𝑓(2) = (2)2 − 4(2) + 3 formula below to find the vertex.
𝑓(2) = 4 − 8 + 3 𝑏
ℎ = − and 𝑘 =
4𝑎𝑐−𝑏2
2𝑎 4𝑎
𝑓(2) = −1
Therefore, the vertex of the function is at (2, −1).

Step 4: Determine the 𝑦–intercept. To identify the 𝑦-intercept, let 𝑥 = 0 then

substitute into the function.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3
Note: Given the standard
𝑓(0) = (0)2 − 4(0) + 3
form of a quadratic function,
𝑓(0) = 0 − 0 + 3 the 𝑦-intercept is 𝑦 = 𝑐.
𝑓(0) = 3
So, the y-intercept is (0, 3).

Step 5: Determine the 𝑥-intercept. To do this, let 𝑦 = 0 and then solve for 𝑥. Note:
𝑓(𝑥) = 𝑦
𝑦 = 𝑥 2 − 4𝑥 + 3
Note: Quadratic
0 = 𝑥 2 − 4𝑥 + 3
functions can have
0 = (𝑥 − 3)(𝑥 − 1)
2, 1 or 0 𝑥-intercept.
𝑥−3=0 ; 𝑥−1=0
𝑥=3 ; 𝑥=1
Therefore, the 𝑥-intercepts are (3, 0) and (1, 0).

Step 6: Determine extra point. There must be at least three points to draw the graph
but to have a more accurate picture of the graph we are going to use five points. So
far, the points that we have are

𝑥 0 1 2 3
𝑦 3 0 −1 0

It is better if we have an equal number of points to both sides of the line of symmetry.
So, let’s add the point 𝑥 = 4.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3
𝑓(4) = (4)2 − 4(4) + 3
𝑓(4) = 16 − 16 + 3
𝑓(4) = 3
So, the last point we need to draw the graph is (4, 3).
𝑥 0 1 2 3 4
𝑦 3 0 −1 0 3

86 DO_Q1_MATHEMATICS 9_LESSON8A
Step 7: Plot the points and trace Step 8: Identify the maximum/minimum
the graph. value, domain and range.
Note: The minimum/
• Since the parabola opens maximum value of the
upward, it has a minimum given quadratic function
is the y-value of the
value. The minimum value vertex.
is −1.
The range of the
• The domain of the function function starts from the
is the set of all real y-value of the vertex
numbers or ℝ or (−∞, ∞). which is −1 and since
the parabola opens
• The range of the function is upward every y-value
the set of all real numbers above −1 is also an
output.
greater than or equal to -1
or 𝑦 ≥ 0 or [−1, ∞).

Going back to the problem we have in “What’s New”, let us answer the
questions in the problem using the properties of the parabola.
For question a
The rock will reach its maximum height at the vertex of the parabola. To identify
when will the rock reach its maximum height, we solve for the x-coordinate of the
vertex.
𝑏 72
ℎ=− =− = 2.25
2𝑎 2(−16)
Therefore, the rock reaches its maximum height after 2.25 seconds.
For question b
To get the maximum height of the rock, we solve for the y-coordinate of the vertex
of the parabola.
𝐻(𝑡) = −16𝑡 2 + 72𝑡 + 40
𝐻(2.25) = −16(2.25)2 + 72(2.25) + 40
𝐻(𝑡) = 121
Therefore, the rock reaches a maximum height of 121ft.
For question c
To identify when will the rock hit the ground, we let the height be equal to zero, that
is 𝐻(𝑡) = 0
𝐻(𝑡) = −16𝑡 2 + 72𝑡 + 40
0 = −16𝑡 2 + 72𝑡 + 40
0 = 2𝑡 2 − 9𝑡 − 5
0 = (𝑡 − 5)(2𝑡 + 1)
𝑡 − 5 = 0 ; 2𝑡 + 1 = 0
1
𝑡=5 ; 𝑡=−
2
Since we are talking of time, we do not accept negative answer.
Therefore, the rock will reach the ground after 5 seconds.

What’s More
I. Try These!
Identify the following: opening of the graph, axis of symmetry, and vertex. Write
your answer on a separate sheet of paper.
1) 𝑓(𝑥) = −𝑥 2 − 2𝑥 + 3 6) 𝑓(𝑥) = 𝑥 2 − 10𝑥 + 21
2) 𝑔(𝑥) = 𝑥 + 6𝑥 + 5
2
7) 𝑦 = 2𝑥 2 + 4𝑥 + 5
3) 𝑓(𝑥) = 𝑥 − 4𝑥 + 4
2
8) 𝑔(𝑥) = 1 − 8𝑥 − 𝑥 2
4) 𝐻(𝑥) = −𝑥 2 + 4𝑥 − 5 9) ℎ(𝑥) = 𝑥 2 − 6𝑥 + 8
5) 𝑓(𝑥) = 2 − 𝑥 2
10) 𝑓(𝑥) = 𝑥 2 − 𝑥

87 DO_Q1_MATHEMATICS 9_LESSON8A
II. Keep Trying!
Determine the: opening of the graph, axis of symmetry, vertex, x-intercept, y-
intercept, maximum/ minimum value, domain, range and draw the graph of the
following quadratic functions. Create a table of values if necessary. Write your
answer on a separate sheet of paper.
1) 𝑓(𝑥) = −𝑥 2 + 4𝑥 + 5
2) 𝑔(𝑥) = 𝑥 2 − 1
3) ℎ(𝑥) = 𝑥 2 + 2𝑥 − 6
4) 𝑓(𝑥) = 𝑥 2 + 6𝑥
5) 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 1

What I Have Learned

Answer the following questions.
1. How do we determine the axis of symmetry of the given quadratic function?
2. How do we identify the vertex of the given function?
3. How do we solve for the x-intercept of the quadratic function? How about the
y-intercept?
4. When will the quadratic function have a minimum value? How about a
maximum value?
5. How do we identify the range of the quadratic function?

What I can Do
Solve the following problems.
1) The area of the rectangular lot of the Ugong Miner’s Court measures 84𝑚2 and
has a perimeter of 38𝑚. What is the dimension of the Ugong Miner’s Court lot?
2) Charlie, a player in Valenzuela’s Street Soccer Team, kicks the ball from the
ground at the speed of 32 feet per second. The height 𝐻, in feet, of the ball after
𝑠 seconds was given by the function 𝐻(𝑠) = −16𝑠 2 + 32𝑠. What is the maximum
height reached by the ball?
3) The roof of the covered court of Justice Eliezer Delos Santos National High School
makes a parabolic arch which can be represented by the function
ℎ(𝑓) = −𝑓 2 − 4𝑓 + 12 where ℎ is the height, in feet, of the arch from the ground
and 𝑓 is the distance, in feet, of one end of the roof to the other. The school wants
to put banderitas to the ends of the roof, how long should the banderitas be?
4) Fencing material that is 300 𝑚 is to be used to enclose three (3) sides of a
rectangular lot. What are the dimensions of such a lot with the largest possible
area?
Source: Metrobank-MTAP-DepEd Math Challenge, 4, 2018
5) A rectangular garden is 9𝑚 by 11𝑚. A pathway of uniform width will be
constructed around the garden, forming a larger rectangle with area 120𝑚2. How
wide (in 𝑚) should the pathway be?
Source: Metrobank-MTAP-DepEd Math Challenge, 17, 2019

88 DO_Q1_MATHEMATICS 9_LESSON8A
 Lesson Transformation of the Graph of a
8B Quadratic Function
A gardener who wishes to water all his plants in his backyard without moving,
the path travelled by a ball during a rally in a volleyball game, and the movement of
the ball while being dribbled are examples of instances that illustrate the
transformation of the graph of a quadratic function.

What’s In
Given the graph of a quadratic function, answer the
following questions below.
1) What is the coordinate of the vertex of the
quadratic function?
2) What is the equation of the axis of symmetry?
3) What is the coordinate of the y-intercept?
4) What is the minimum value of the function?
5) What is the range of the function?

What’s New
Before we proceed with our lesson, let us analyze the following graphs below and
answer the questions that follow.

1
𝑓(𝑥) = 𝑥 2 𝑓(𝑥) = 3𝑥 2 𝑓(𝑥) = 2 𝑥 2
Questions:
1
1) What is the value of 𝑎 in 𝑓(𝑥) = 𝑥 2 ? In 𝑓(𝑥) = 3𝑥 2 ? How about in 𝑓(𝑥) = 2 𝑥 2 ?
2) What happens to the graph as the value of 𝑎 becomes larger? How about
when it becomes smaller?

What is It
Another way of graphing a quadratic function is through transformation that
is based on the parent function 𝑦 = 𝑥 2. The transformation of the graph is
represented by the vertex form of the quadratic function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
In the graph of a quadratic function, the larger the absolute value of 𝑎, the
narrower is the graph.

89 DO_Q1_MATHEMATICS 9_LESSON8B
 Now, let us observe the following graph of a quadratic function of the form
𝑓(𝑥) = 𝑎(𝑥 − ℎ)2.
• What have you notice about the graphs of quadratic function whose equations
are of the form 𝑓(𝑥) = (𝑥 − ℎ)2 ?
• What happens to the graph when the value of ℎ < 0? How about when the
value of ℎ > 0?

𝒇(𝒙) = 𝒙𝟐 𝒇(𝒙) = 𝒙𝟐
𝟐
𝒇(𝒙) = 𝒙

𝒇(𝒙) = (𝒙 − 𝟏)𝟐

𝒇(𝒙) = (𝒙 − 𝟒)𝟐 𝒇(𝒙) = (𝒙 + 𝟑)𝟐

Looking at the graphs of the quadratic functions above, we can say that:
✓ The graph of 𝒚 = (𝒙 − 𝟏)𝟐 is the graph of 𝑦 = 𝑥 2 shifted 1 unit to the right.
✓ The graph of 𝒚 = (𝒙 − 𝟒)𝟐 is the graph of 𝑦 = 𝑥 2 shifted 4 units to the right.
✓ The graph of 𝒚 = (𝒙 + 𝟑)𝟐 is the graph of 𝑦 = 𝑥 2 shifted 3 units to the left.

2
Given thefunction
Given the function𝑦 =𝑦𝑎(𝑥 − ℎ)
= 𝑎(𝑥 − ℎ)2
• if ℎ > 0, the graph of the parent function slides ℎ units to the right.
• if ℎ > 0, the graph of the parent function slide to the right.
• if ℎ < 0, the graph of the parent function slides ℎ units to the left.
• if ℎ < 0, the graph of the parent function slide to the left.

Now, let us observe the following graph of a quadratic function of the form
𝑓(𝑥) = 𝑎𝑥 2 + 𝑘.
• What have you notice about the graphs of quadratic function whose
equations are of the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑘?
• What happens to the graph when the value of 𝑘 < 0? How about when the
value of 𝑘 > 0?

90 DO_Q1_MATHEMATICS 9_LESSON8B
 𝒇(𝒙) = 𝒙𝟐 𝒇(𝒙) = 𝒙𝟐 + 𝟐
𝒇(𝒙) = 𝒙𝟐

𝒇(𝒙) = 𝒙𝟐

𝒇(𝒙) = 𝒙𝟐 − 𝟑

𝒇(𝒙) = 𝒙𝟐 − 𝟓

Looking at the graphs of the quadratic functions above, we can say that:
✓ The graph of 𝒚 = 𝒙𝟐 − 𝟓 is the graph of 𝑦 = 𝑥 2 shifted 5 units downward.
✓ The graph of 𝒚 = 𝒙𝟐 − 𝟑 is the graph of 𝑦 = 𝑥 2 shifted 3 units downward.
✓ The graph of 𝒚 = 𝒙𝟐 + 𝟐 is the graph of 𝑦 = 𝑥 2 shifted 2 units upward.
2
Given thefunction
Given the function𝑦 =𝑦𝑎(𝑥 −2ℎ)
= 𝑎𝑥 +𝑘
• if 𝑘 > 0, the graph of the parent function slides 𝑘 units upward.
• if ℎ > 0, the graph of the parent function slide to the right.
• if 𝑘 < 0, the graph of the parent function slides 𝑘 units downward.
• if ℎ < 0, the graph of the parent function slide to the left.
Now, let us observe the following graph of a quadratic function of the form 𝑓(𝑥) =
𝑎(𝑥 − ℎ)2 + 𝑘.
• What have you notice about the graphs of quadratic function whose
equations are of the form 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘?

𝒇(𝒙) = 𝟐𝒙𝟐
𝟐
𝒇(𝒙) = 𝟐(𝒙 − 𝟒) + 𝟑
𝒇(𝒙) = 𝟐𝒙𝟐

𝒇(𝒙) = 𝟐(𝒙 + 𝟑)𝟐 − 𝟓

Looking at the graphs of the quadratic functions above, we can say that:
✓ The graph of 𝒚 = 𝟐(𝒙 − 𝟒)𝟐 + 𝟑 is the graph of 𝑦 = 2𝑥 2 shifted 4 units to the
right and 3 units upward.
✓ The graph of 𝒚 = 𝟐(𝒙 + 𝟑)𝟐 − 𝟓 is the graph of 𝑦 = 2𝑥 2 shifted 3 units to the left
and 5 units downward.

Given the function 𝑦 = 𝑎(𝑥 − ℎ)2

To graph the function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 slide the graph of 𝑦 = 𝑎𝑥 2
units
• if ℎ > 0,ℎthe horizontally
graph and
of the parent 𝑘 units
function vertically.
slide to the right.

91 DO_Q1_MATHEMATICS 9_LESSON8B
 What’s More
I. Try These!
Write the quadratic function obtained in the following transformations.
1) The graph of 𝑦 = −3𝑥 2 is moved two units to the right.
2) The graph of 𝑦 = 5𝑥 2 is moved six units to the left.
3) The graph of 𝑦 = −2𝑥 2 is moved seven units downward.
4) The graph of 𝑦 = 𝑥 2 is moved five units upward.
5) The graph of 𝑦 = −𝑥 2 is moved two units to the left and four units downward.
6) The graph of 𝑦 = 3(𝑥 − 3)2 + 2 is moved seven units to the left and five units
downward.
7) The graph of 𝑦 = −2(𝑥 + 8)2 − 6 is moved four units to the right and eight units
upward.
1
8) The graph of 𝑦 = (𝑥 − 2)2 − 4 is moved two units to the left and four units
2
upward.
9) The graph of 𝑦 = −3(𝑥 − 6)2 + 5 is moved nine units to the left and seven units
downward.
10) The graph of 𝑦 = 2(𝑥 + 9)2 − 12 is moved eight units to the right and 15 units
upward.

II. Keep Trying!

The graph of 𝑓(𝑥) = 2(𝑥 + 3)2 − 2 is shown below. Based on this graph, sketch the
following transformation of the graph then identify the new function.
1) The graph shifted 5 units to the right.
2) The graph shifted 4 units downward.
3) The graph moved 2 units to the left.
4) The graph moved 6 units upward.
5) The graph shifted 3 units to the left and 5 units upward.
6) The graph moved 7 units to the right and 3 units
downward.
7) The graph slide 1 unit to the left and 2 units upward.
8) The graph shifted 3 units to the right and 2 units
upward.
9) The graph moved 6 units to the right and 4 units
downward.
10) The graph shifted 2 units to the left and 4 units upward.

What I Have Learned

Answer the following questions.
1. What happens to the graph of a quadratic function when the absolute value of
𝑎 becomes smaller? How about when it becomes larger?
2. Given the function of the form 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 , what happens to the graph
when the value of ℎ > 0? How about when the value of ℎ < 0?
3. Given the function of the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑘, what happens to the graph when
the value of 𝑘 > 0? How about when the value of 𝑘 < 0?

92 DO_Q1_MATHEMATICS 9_LESSON8B
 What I can Do
Solve the following problems.
1) Determine the resulting quadratic function, in vertex form, when the graph of
1 2 1
𝑓(𝑥) = (𝑥 − 2) + 4 is shifted 2 units to the left and 3 units down.
2) Determine the resulting quadratic function, in standard form, when the graph of
𝑓(𝑥) = 𝑥 2 + 8𝑥 + 11 is shifted 4 units to the right and 3 units up.
3) The graph of 𝑦 = 𝑥 2 + 5 is shifted 3 units to the right and 4 units down. Find the
corresponding quadratic function (in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐) for the resulting
graph.
Source: Metrobank-MTAP-DepEd Math Challenge Elimination, 12, 2018
4) The graph of 𝑦 = 2𝑥 2 + 1 is shifted 5 units to the left and 4 units up. Find the
corresponding quadratic function (in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐) for the resulting
graph.
Source: Metrobank-MTAP-DepEd Math Challenge Elimination, 12, 2017
5) The graph of 𝑦 = 𝑥 2 − 3 is shifted 3 units to the right and 7 units down. Find the
corresponding quadratic function (in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐) for the resulting
graph.
Source: Metrobank-MTAP-DepEd Math Challenge Elimination, 22, 2019

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1) What is the coordinate of the vertex of the parabola described by
𝑓(𝑥) = 𝑥 2 + 5 − 8𝑥?
A. (−4, −11) B. (−4, 11) C. (4, −11) D. (4, 11)
2) The graph of 𝑓(𝑥) = 𝑥 2 + 5 is obtained by shifting the graph of 𝑓(𝑥) = 𝑥 2
A. 5 units to the left C. 5 units to the right
B. 5 units downward D. 5 units upward
3) What is the equation of the axis of symmetry of the quadratic function
𝑓(𝑥) = 4𝑥 − 3 − 2𝑥 2 ?
A. 𝑥 = −1 B. 𝑥 = 1 C. 𝑥 = 4 D. 𝑥 = −4
4) Which of the following represent the function formed by shifting the graph of
𝑓(𝑥) = 𝑥 2 four units to the left and seven units upward?
A. 𝑓(𝑥) = (𝑥 + 4)2 + 7 C. 𝑓(𝑥) = (𝑥 − 4)2 − 7
B. 𝑓(𝑥) = (𝑥 + 4) − 7
2
D. 𝑓(𝑥) = (𝑥 − 4)2 + 7
5) The graph of the function 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 3 was shown on
the right, what is the range of the function?
A. (−∞, −4] C. [ 4, ∞)
B. [ −4, ∞) D. (−∞, 4 ]
6) Which of the following quadratic function has a vertex of (−1, 18)?
A. 𝑦 = 2𝑥 2 − 8𝑥 + 7 C. 𝑦 = 3𝑥 2 + 6𝑥 + 21
B. 𝑦 = 𝑥 2 − 10𝑥 + 25 D. 𝑦 = 𝑥 2 − 2𝑥 + 2
7) Which of the following is NOT a characteristic of the graph of
𝑓(𝑥) = (𝑥 − 2)2
A. The domain of the function is the set of all real numbers.

93 DO_Q1_MATHEMATICS 9_LESSON8B
 B. The vertex of the parabola is at (2, 0).
C. The equation of the axis of symmetry is 𝑥 = −2.
D. The graph has only one x-intercept.
8) Asta, Yuno and Mimosa were asked by their teacher what will be the new
function when 𝑓(𝑥) = (𝑥 − 2)2 + 1 is moved 3 units to the left and 4 units
downwards. The responses of the three were as follows:
Asta: 𝑓(𝑥) = (𝑥 − 5)2 + 3
Yuno: 𝑓(𝑥) = (𝑥 + 1)2 − 3
Mimosa: 𝑓(𝑥) = (𝑥 − 1)2 − 3
Who got it correctly?
A. Asta B. Yuno C. Mimosa D. None
1
9) Which of the following is NOT TRUE about the function 𝑦 = 2 (𝑥 + 3)2 + 5?
1
A. The graph of 𝑦 = 𝑥 2 shifted five units upward.
2
1
B. The graph of 𝑦 = 2 𝑥2 shifted three units to the left.
1
C. The graph of 𝑦 = 2 𝑥2 shifted three to the right.
1
D. The graph of 𝑦 = 2 𝑥2is wider compared to the graph of 𝑦 = 𝑥 2.
10) Which of the following function represent the graph of 𝑦 = 2𝑥 2 shifted 3 units to
the right and 5 units downward?
A. 𝑦 = 2(𝑥 − 3)2 + 5 C. 𝑦 = 2(𝑥 + 3)2 + 5
B. 𝑦 = 2(𝑥 − 3) − 5
2
D. 𝑦 = 2(𝑥 + 3)2 − 5

*** If you got an honest score of 10 points (perfect score), you proceed to the next
lesson but if not, go back to the whole module.

Additional Activities
A farmer plants apple trees in a square pattern. In order to protect the apple trees
against the wind he plants conifer trees all around the orchard.

Here you see a diagram of this situation where you can see the pattern of apple
trees and conifer trees for any number (n) of rows of apple trees:

There are two formulae you can use to calculate the number of apple trees and
the number of conifer trees for the pattern described above:
Number of apple trees = 𝑛2
Number of conifer trees = 8𝑛
where n is the number of rows of apple trees.

There is a value of 𝑛 for which the number of apple trees equals the number of
conifer trees. Find the value of n and show your method of calculating this.
Source: PISA Released Items, December 2006: (M136Q02)

94 DO_Q1_MATHEMATICS 9_LESSON8B
 DO_Q1_MATHEMATICS 9_LESSON8B 95
What’s More
Try These:
Axis of
Opening Symmetry
Vertex
1) downward 𝑥 = −1 (−1, 4)
2) upward 𝑥 = −3 (−3, −4)
3) upward 𝑥=2 (2, 0)
4) downward 𝑥=2 (2, −1)
5) downward 𝑥=0 (0, 2)
6) upward 𝑥=5 (5, −4)
7) upward 𝑥 = −1 (−1, 3)
8) downward 𝑥 = −4 (−4, 17)
9) upward 𝑥=3 (3, −1)
1 1 1
10) upward 𝑥= ( ,− )
2 2 4
What’s In
What’s New
a) 2.25 seconds
b) 121 feet
c) 5 seconds
What I Know
1) A 6) D
2) B 7) C
3) B 8) B Process Question:
4) A 9) B • We substitute the given values to the
5) C 10) C expression 𝑥 2 − 3𝑥.
Lesson 8A: Graph of a Quadratic Function
Answer Key
DO_Q1_MATHEMATICS 9_LESSON8B 96
What I Have Learned
1) To get the axis of symmetry, first identify the values of 𝑎 and 𝑏
𝑏
in the quadratic function then substitute in the formula 𝑥 = − .
2𝑎
2) To identify the vertex, we substitute the value of 𝑥 we got after
solving the axis symmetry to the quadratic function to solve for the
value of 𝑦.
3) To determine the 𝑥-intercept, we let 𝑦 = 0 and substitute it to
the quadratic function then solve for 𝑥 using any method in
finding the roots of a quadratic equation. To determine the 𝑦-
What I Can Do
intercept, we let 𝑥 = 0 and substitute it to the quadratic function
1) 7𝑚 𝑏𝑦 12𝑚
then solve for 𝑦.
2) 16𝑓𝑡
4) A quadratic function will have a minimum value if the value of
3) 8𝑓𝑡
𝑎 in the quadratic function is greater than 0. A quadratic function
4) 75𝑚 𝑏𝑦 150𝑚
will have a maximum value if the value of 𝑎 is less than 0.
5) 0.5 𝑚
5) To identify the range of a quadratic function, we need to identify
the values of 𝑦 the quadratic function can take starting from the 𝑦
coordinate of the vertex.
What’s More
Keep Trying:
1 Graph 2 Graph
Opening downward Opening upward
AOS 𝑥=2 AOS 𝑥=0
Vertex (2, 9) Vertex (0, −1)
x- (5, 0) , (−1,0) x- (1, 0) , (−1,0)
intercept intercept
y- (0, 5) y- (0, −1)
intercept intercept
Max 9 Min −1
Domain ℝ Domain ℝ
Range (−∞, 9] Range [−1, ∞)
3 Graph 4 Graph
Opening upward Opening upward
AOS 𝑥 = −1 AOS 𝑥 = −3
Vertex (−1, −7) Vertex (−3, −9)
x- ൫−1 + √7 ,0൯ x-
(0, 0) , (−6,0)
intercept ൫−1 − √7 ,0൯ intercept
y- (0, −6) y- (0, 0)
intercept intercept
Min −7 Min −9
Domain ℝ Domain ℝ
Range [−7, ∞) Range [−9, ∞)
5 Graph
Opening upward
AOS 𝑥=2
Vertex (2, −3)
x- ൫2 + √3, 0൯
intercept ൫2 − √3, 0൯
y- (0,1)
intercept
Min −3
Domain ℝ
Range [−3, ∞)
DO_Q1_MATHEMATICS 9_LESSON8B 97
What’s More
Try These: Keep Trying:
1) 𝑦 = −3(𝑥 − 2)2 6) 𝑦 = 3(𝑥 + 4)2 − 3 1) 𝑓(𝑥) = 2(𝑥 − 2)2 − 2
2) 𝑦 = 5(𝑥 + 6)2 7) 𝑦 = −2(𝑥 + 4)2 + 2
1
3) 𝑦 = −2𝑥 2 − 7 8) 𝑦 = 𝑥 2
2
4) 𝑦 = 𝑥 2 + 5 9) 𝑦 = −3(𝑥 + 3)2 − 2
5) 𝑦 = −(𝑥 + 2)2 − 4 10) 𝑦 = 2(𝑥 + 1)2 + 3
2) 𝑓(𝑥) = 2(𝑥 + 3)2 − 6 3) 𝑓(𝑥) = 2(𝑥 + 5)2 − 2 4) 𝑓(𝑥) = 2(𝑥 + 3)2 + 4
5) 𝑓(𝑥) = 2(𝑥 + 6)2 + 3 6) 𝑓(𝑥) = 2(𝑥 − 4)2 − 5 7) 𝑓(𝑥) = 2(𝑥 + 4)2
8) 𝑓(𝑥) = 2𝑥 2 9) 𝑓(𝑥) = 2(𝑥 − 3)2 − 6 10) 𝑓(𝑥) = 2(𝑥 + 5)2 + 2
What’s New What’s In
1
1) 𝑎 = 1, 𝑎 = 3, 𝑎 = 1) (2,0)
2
2) As the value of 𝑎 becomes larger the graph of the 2) 𝑥 = 2
quadratic function becomes narrower. And as the 3) (0, 4)
value of 𝑎 becomes smaller the graph of the 4) 0
quadratic function becomes wider. 5) 𝑦 ≥ 0 or [0, ∞)
Lesson 8B: Transformation of the Graph of a Quadratic Function
 DO_Q1_MATHEMATICS 9_LESSON8B 98
Additional Activities:
(M136Q02) Scoring 1
Full credit
[These codes are for responses with the correct answer, n=8, using different approaches]
Code 11: 𝑛 = 8, algebraic method explicitly shown
• 𝑛2 = 8𝑛, 𝑛2 – 8𝑛 = 0, 𝑛(𝑛 − 8) = 0, 𝑛 = 0 & 𝑛 = 8, so 𝑛 = 8
Code 12: 𝑛 = 8, no clear algebra presented, or no work shown • 𝑛2 = 82 = 64, 8𝑛 = 8 • 8 =
64
• 𝑛2 = 8𝑛. This gives 𝑛 = 8.
• 8 × 8 = 64, 𝑛 = 8
•𝑛=8
• 8 × 8 = 8^2
Code 13: 𝑛 = 8, using other methods, e.g., using pattern expansion or drawing.
[These codes are for responses with the correct answer, 𝑛 = 8, PLUS the answer 𝑛 = 0,
with different approaches.]
Code 14: As for Code 11 (clear algebra), but gives both answers 𝑛 = 8 AND 𝑛 = 0
• 𝑛2 = 8𝑛, 𝑛2 – 8𝑛 = 0, 𝑛(𝑛– 8) = 0, 𝑛 = 0 & 𝑛 = 8
Code 15: As for Code 12 (no clear algebra), but gives both answers 𝑛 = 8 AND 𝑛 = 0
No credit
Code 00: Other responses, including just the response n=0.
• 𝑛2 = 8𝑛 (a repeat of the statement from the question)
• 𝑛2 = 8
• 𝑛 = 0. You can’t have the same number, because for every apple tree, there are
8 conifer trees.
Code 99: Missing.
What I Can Do
3 2 11 Assessment
1) 𝑓(𝑥) = (𝑥 + ) − 1) C 6) C
2 4
2) 𝑓(𝑥) = 𝑥 2 − 2 2) D 7) C
3) 𝑦 = 𝑥 2 − 6𝑥 + 10 3) B 8) B
4) A 9) C
4) 𝑦 = 2𝑥 2 + 20𝑥 + 55
5) B 10) B
5) 𝑦 = 𝑥 2 − 6𝑥 − 1
 References
Abramson, Jay. 2019. LibreTexts.
https://math.libretexts.org/Bookshelves/Algebra/Map%3A_College_Algebra_(O
penStax)/05%3A_Polynomial_and_Rational_Functions/5.02%3A_Quadratic_Fun
ctions.
Merden, Bryant L, Leonides E Bulalalyao, Melvin M Callanta, Jerry D Cruz, Richard F
De Vera, Gilda T Garcia, Sonia E Javier, Roselle A Lazaro, Bernaeth J Mesterio,
and Rommel Hero A Saladino. 2014. Mathematics 9 Learner's Material. Pasig City:
Department of Education.
Orines, Fernando B, Zenaida B Diaz, Maharlika P Mojica, Josephine L Suzara, Jesus P
Mercado, Mirla S Esparrago, and Nestor V Reyes, Jr. 2014. Next Century
Mathematics 9. Quezon Ave., Quezon City: Phoenix Publishing HOuse, Inc.
Schmitz, Andy. 2012. Saylor Academy.
https://saylordotorg.github.io/text_intermediate-algebra/s09-04-quadratic-
functions-and-their-.html.
Vartisity Tutors. 2020.
https://www.varsitytutors.com/hotmath/hotmath_help/topics/graphing-
quadratic-equations-using-transformations.
Villaluna, Thelma T, and Guiliver Eduard L Van Zandt. 2009. Hands-On, MInds-On
Activities in Mathematics IV (Advanced Algebra, Trigonometry & Statistics). St.
Jude Thaddeus Publications.

99 DO_Q1_MATHEMATICS 9_LESSON8B
 9

Mathematics
Quarter 1 – Module 1
Lesson 9
Finding the Equation of a
Quadratic Function and Its
Application

100
 What I Need to Know
This module was designed and written to help you, students, to master finding
the equation of a quadratic function and its application. The scope of this module
permits you to learn over any condition, especially in this pandemic situation. The
language used in this module recognizes various vocabulary levels of the students.
The lessons are arranged based on the standard sequence of the Most Essential
Learning Competencies (MELCs) of the Basic Education Learning Continuity Plan
(BE-LCP).

After going through this module, you are expected to find the equation of a
quadratic function and its application, M9AL-Ij-1 and M9AL-Ii-j-2.

What I Know
Let’s find out how much you know about the lesson.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1. Which of the following quadratic functions has zeros of 4 and −5?
A. 𝑓(𝑥) = 𝑥 2 + 9𝑥 – 20 C. 𝑓(𝑥) = 𝑥 2 – 𝑥 + 20
B. 𝑓(𝑥) = 𝑥 – 9𝑥 – 20
2
D. 𝑓(𝑥) = 𝑥 2 + 𝑥 – 20
2. The path of an object when it is thrown can be modeled by
ℎ(𝑡) = −5𝑡 2 + 10𝑡 + 20, where ℎ in feet is the height of the object 𝑡 seconds
after it is released. What is the maximum height reached by the object?
A. 15 feet B. 25 feet C. 35 feet D. 40 feet
3. What are the dimensions of the largest rectangular basketball court that can
be enclosed with 80 𝑚 of fencing materials?
A. 40 𝑚 𝑏𝑦 20 𝑚 B. 20 𝑚 𝑏𝑦 25 𝑚 C. 40 𝑚 𝑏𝑦 40 𝑚 D. 20 𝑚 𝑏𝑦 20 𝑚
4. The batter hits the ball, and it follows a path in which the height h is given by
ℎ(𝑡) = −2𝑡 2 + 8𝑡 + 3, where 𝑡 is the time in seconds elapsed since the ball
was pitched. What is the time taken when the ball reached its maximum
height?
A. 1 second B. 2 seconds C. 3 seconds D. 4 seconds
5. Which of the following quadratic functions is illustrated
by the graph?
A. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 3
B. 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 3
C. 𝑓(𝑥) = 𝑥 2 – 2𝑥 – 3
D. 𝑓(𝑥) = 𝑥 2 – 2𝑥 + 3
6. Which of the following quadratic functions is described
by the table of values?
𝑥 0 1 2 3 4
𝑦 −28 −24 −18 −10 0
A. 𝑓(𝑥) = 𝑥 2 + 3𝑥 − 28 C. 𝑓(𝑥) = 𝑥 2 – 3𝑥 + 28
B. 𝑓(𝑥) = 𝑥 − 3𝑥 – 28
2
D. 𝑓(𝑥) = 𝑥 2 + 3𝑥 + 28
7. The sum of two numbers is 32, which of the following is the greatest possible
product of the numbers?
A. 144 B. 156 C. 244 D. 256

101 DO_Q1_MATHEMATICS 9_LESSON9

 8. Find two consecutive numbers whose difference of their squares is the square
of 5.
A. 10 and 11 B. 11 and 12 C. 12 and 13 D. – 13 and – 14
9. The length of the wall is 4 meters longer than its width. If the area of the wall
is 165 square meters, find the dimensions of the wall.
A. 10 𝑚 𝑏𝑦 14 𝑚 C. 9 𝑚 𝑏𝑦 13 𝑚
B. 12 𝑚 𝑏𝑦 16 𝑚 D. 11 𝑚 𝑏𝑦 15 𝑚
10. The area of a concrete rectangular pathway is 550 𝑚2 and its perimeter is 94 𝑚,
Find the dimensions of the pathway.
A. 10 𝑚 𝑏𝑦 55 𝑚 C. 21 𝑚 𝑏𝑦 26 𝑚
B. 22 𝑚 𝑏𝑦 25 𝑚 D. 10 𝑚 𝑏𝑦 35 𝑚

*** If you got an honest score of 10 points (perfect score), you may skip the lesson
proper of each lesson and proceed to the activities or exercises.

Lesson Finding the Equation of a Quadratic

9 Function and Its Application
There are many real-world situations that deal with quadratic function and
its graph, parabolas. Quadratic equations lend themselves to modeling situations
that happen in real life, such as geometry (dimensions and land areas), in
engineering and architecture, the rise and fall of profits from businesses, the
decrease and increase in the amount of time, to as simple as throwing a ball and so
on are all examples of situations that can be modeled by quadratic functions.
The wonderful part of having something that can be modeled by a quadratic
function is that you can easily solve the problem and predict the patterns in the
function. The vertex is especially useful. These could tell you where numbers change
from positive to negative or negative to positive, so you know, for instance, where the
ground is in a physics problem or when you’d start making a profit or losing money
in a business venture. The vertex tells you where you can find the maximum or
minimum cost, profit, speed, height, time, or whatever you are modeling.

What’s In
Write the equation of a quadratic function given the values of a, b and c.
1) a = 1, b = 2 and c = 3 __________________
2) a = 3, b = - 2 and c = 5 __________________
3) a = -1, b = -3 and c = 1 __________________

What’s New
Observe the values in the given table. Pick any three ordered pairs from the given
table, then substitute each of them in 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
𝑥 −2 −1 0 1 2
𝑦 −3 −4 −3 0 5
Process Questions:
1. What are the three equations that you obtained?
2. Using elimination method, what are the values of a, b and c?
3. Using the obtained values of a, b and c, what quadratic function represents
the given table?

102 DO_Q1_MATHEMATICS 9_LESSON9

 What is It
The problem that we have in What’s New can be solved using substitution and
elimination methods.
A. Finding the Equation of Quadratic Function given the Table of Values
The table of values below describes a quadratic function. Determine the
equation of a quadratic function by following the procedures.

𝑥 −2 −1 0 1 2
𝑦 −3 −4 −3 0 5
Procedures:
1) Substitute three (3) ordered pairs (𝑥, 𝑦) in 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
(−1, −4) −4 = 𝑎(−1)2 + 𝑏(−1) + 𝑐
−4 = 𝑎 − 𝑏 + 𝑐 𝒆𝒒. 𝟏

(−2, −3) −3 = 𝑎(−2)2 + 𝑏(−2) + 𝑐

−3 = 4𝑎 − 2𝑏 + 𝑐 𝒆𝒒. 𝟐

(2, 5) 5 = 𝑎(2)2 + 𝑏(2) + 𝑐

5 = 4𝑎 + 2𝑏 + 𝑐 𝒆𝒒. 𝟑

2) Solve for the values of 𝑎, 𝑏 and 𝑐 by elimination method.

𝑒𝑞. 1 + 𝑒𝑞. 2
−4 = 𝑎 − 𝑏 + 𝑐 ⟹ 8 = −2𝑎 + 2𝑏 − 2𝑐
+ − 3 = 4𝑎 − 2𝑏 + 𝑐 + − 3 = 4𝑎 − 2𝑏 + 𝑐

5 = 2𝑎 − 𝑐 𝒆𝒒. 𝟒

𝑒𝑞. 2 + 𝑒𝑞. 3
−3 = 4𝑎 − 2𝑏 + 𝑐
+ 5 = 4𝑎 + 2𝑏 + 𝑐

2 = 8𝑎 + 2𝑐 𝒆𝒒. 𝟓

𝑒𝑞. 4 + 𝑒𝑞. 5
5 = 2𝑎 − 𝑐 ⟹ 10 = 4𝑎 − 2𝑐
+ 2 = 8𝑎 + 2𝑐 + 2 = 8𝑎 + 2𝑐

12 = 12𝑎
𝒂=𝟏

Since 𝒂 = 𝟏, substitute the obtained value of 𝒂 in 𝑒𝑞. 4 or 𝑒𝑞. 5 to

solve 𝒄. Finally, substitute the obtained values of 𝒂 and 𝒄 in any of the first
3 equations to solve 𝒃. If 𝒂 = 𝟏, 𝒃 = 𝟐, and 𝒄 = −𝟑, then the equation of a
quadratic function is 𝒇(𝒙) = 𝒙𝟐 + 𝟐𝒙 – 𝟑.

103 DO_Q1_MATHEMATICS 9_LESSON9

B. Finding the Equation of Quadratic Function given Its Graph
Determine the equation of a quadratic function given the graph by following
the procedures.
Procedures: Answers
1) Identify the coordinates of the vertex. (−𝟏, 𝟏)

2) Identify the coordinates of any point on

the parabola. (𝟏, 𝟓)

3) Substitute the vertex and a point in

𝑦 = 𝑎(𝑥 – ℎ)2 + 𝑘. 𝟓 = 𝒂(𝟏 + 𝟏)𝟐 + 𝟏
4) Solve for a. 𝒂 = 𝟏

5) Substitute 𝑎, ℎ and 𝑘 in 𝑦 = 𝑎(𝑥 – ℎ)2 + 𝑘. 𝒚 = (𝒙 + 𝟏)𝟐 + 𝟏

6)Write the equation of quadratic function. 𝒇(𝒙) = 𝒙𝟐 + 𝟐𝒙 + 𝟐

C. Finding the Equation of Quadratic Function given Its Zeros

Determine the equation of a quadratic function given the zeros by following
the procedures.
Find the quadratic function whose zeros are 4 and -5.
Procedures Answers
1) Express the zeros as solution. 𝑥 = 4 and 𝑥 = −5
2) Equate to zero. 𝑥 – 4 = 0 and 𝑥 + 5 = 0
3) Express as factors, then multiply. (𝑥 – 4)(𝑥 + 5)

4) Write the equation of a quadratic function. 𝒇(𝒙) = 𝒙𝟐 + 𝒙 – 𝟐𝟎

D. Application of Quadratic Function

Solving math problems is as easy as the procedures stated:
1) Read and understand the problem.
2) Translate or illustrate the problem.
3) Apply the mathematical concepts that you’ve learned.
4) Answer the problem.

Example 1

The sum of two numbers is 50. Find the greatest possible product.
Solution:
1) Read and Understand
2) Translate
Let 𝑥 be one of the numbers and (50 – 𝑥) be the other number
Greatest possible product means the maximum value, 𝑥(50 – 𝑥)

104 DO_Q1_MATHEMATICS 9_LESSON9

 3) Apply
𝑓(𝑥) = 𝑥(50 – 𝑥), therefore, the quadratic function is
𝑓(𝑥) = 50𝑥 – 𝑥 2
4𝑎𝑐− 𝑏2
The maximum value is given by the formula 𝑘 = 4𝑎
,
where 𝑎 = −1, 𝑏 = 50 and 𝑐 = 0
4(−1)(0)− 502
By substitution 𝑘 = 4(−1)
= 625
4) Answer the problem
The greatest possible product is 𝟔𝟐𝟓.

Example 2
What are the dimensions of the largest rectangular garden that can
be enclosed by 80 m fencing materials?

Solution:
1) Read and Understand
𝑙 = 40 − 𝑤
2) Translate or Illustrate
𝑃 = 2𝑙 + 2𝑤 L=
80 = 2𝑙 + 2𝑤 𝑤
40 = 𝑙 + 𝑤
3) Apply
𝐴 = 𝑙𝑤
𝐴(𝑤) = (40 – 𝑤)𝑤
𝐴(𝑤) = 40𝑤 – 𝑤 2 by completing the square
𝐴(𝑤) = − (𝑤 – 20)2 + 400 the vertex is (20, 400)
4) Answer the problem
The largest area for the garden is 400 𝑚2, which indicates
𝒘 = 𝟐𝟎 𝒎, and 𝒍 = 𝟒𝟎 – 𝟐𝟎 = 𝟐𝟎 𝒎 also.

Example 3

A ball is thrown upward from the top of a 40-foot-high building at a

speed of 80 feet per second. The ball’s height above ground can be
modeled by the equation 𝐻(𝑡) = −16𝑡 2 + 80𝑡 + 40. What is the
maximum height of the ball?

Solution:
1. Read and Understand
2. Translate or illustrate the problem
To find the maximum height means to find the 𝑦 value of the
vertex of the parabola.
4𝑎𝑐− 𝑏2
The maximum value is given by the formula 𝑘 = ,
4𝑎
where 𝑎 = −16, 𝑏 = 80 and 𝑐 = 40.
3. Apply
4(−16)(40)− 802
By substitution 𝑘 = 4(−16)
= 140
4. Answer the problem
The ball reaches a maximum height of 𝟏𝟒𝟎 𝒇𝒆𝒆𝒕

105 DO_Q1_MATHEMATICS 9_LESSON9

 What’s More
I. Try These!
Directions: Find the equation of a quadratic function in standard form given the
table of values, zeros, and graph.
1) ______________________ 2)_______________________ 3)____________________

𝑥 −2 −1 0 1 2 𝑥 1 2 3 4 5 𝑥 −3 −2 −1 0 1
𝑦 2 −2 −4 −4 −2 𝑦 4 3 0 −5 −12 𝑦 −10 −10 −8 −4 2

4) zeros are −2 and 3 _______________ 5) 𝑧𝑒𝑟𝑜𝑠 𝑎𝑟𝑒 7 and 1 ______________

6) zeros are −2 and −3 ______________ 7) 𝑧𝑒𝑟𝑜𝑠 𝑎𝑟𝑒 1 and −3 ______________

8)_______________________ 9)_______________________ 10)_______________________

II. Keep Trying!

Directions: Find the equation of a quadratic function in standard form given the
table of values, graph, and zeros.

1) ______________________ 2)_______________________ 3)_______________________

𝑥 −1 3 7 𝑥 2 4 5 𝑥 7 4 1
𝑦 −16 −24 0 𝑦 16 52 79 𝑦 71 29 5

4)_______________________ 5)_______________________ 6)_______________________

1 1 4 −1
7) zeros are 𝑎𝑛𝑑 ___________ 8) zeros are 𝑎𝑛𝑑 ____________
2 3 3 2

−2 −3
9) zeros are 3
𝑎𝑛𝑑 − 1 __________ 10) zeros are 4
𝑎𝑛𝑑 − 5 ____________

106 DO_Q1_MATHEMATICS 9_LESSON9

 What I Have Learned
List the steps on how to determine the equation of a quadratic function.

Given the Table of Values Given the Graph Given the Zeros
1) 1) 1)
2) 2) 2)
3) 3)
4) 4)
5)
6)

What I can Do
Solve the following word problems involving quadratic functions.
1) Find two numbers whose sum is 28 and whose product is a maximum.
2) Aiza wants to run around a rectangular swimming pool whose perimeter is 80 𝑚,
what are the dimensions and the maximum area of a swimming pool?
3) A piece of stone was thrown into the air from the top of a barn. Its height (ℎ) above
the ground in yards after t seconds is given by the function ℎ(𝑡) = −5𝑡 2 + 10𝑡 + 20.
What was the maximum height of the stone?
4) Marlyn wants to build a rectangular garden. One side of the garden will be against
the wall of her house, so she needs no fence on that side. The other three sides will
be enclosed with wire fencing. If Marlyn has 30 meters of fencing material, what is
the maximum area of her garden?
5) A ball is thrown upwards from a rooftop, 80 𝑚 above the ground. It will reach a
maximum vertical height and then fall back to the ground. The height of the ball
from the ground at time 𝑡 is ℎ, and is given by ℎ(𝑡) = −16𝑡 2 + 64𝑡 + 80. Find:
a. The height reached by the ball after 1 second?
b. The maximum height reached by the ball?
c. The time it will take before hitting the ground?

Assessment
Let’s find out how much you have learned from this module.

Directions: Read each item carefully. Write the letter of your answer on a separate
answer sheet.
1. Which of the following quadratic functions has zeros of 3 and −5?
A. 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 15 C. 𝑓(𝑥) = 𝑥 2 – 2𝑥 – 15
B. 𝑓(𝑥) = 𝑥 – 2𝑥 + 15
2
D. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 15
2. The path of an object when it is thrown can be modeled by
𝑆(𝑡) = −16𝑡 2 + 8𝑡 + 4 where 𝑆 in feet is the height of the object 𝑡 seconds
after it is released. What is the maximum height reached by the object?
A. 5 feet B. 6 feet C. 7 feet D. 8 feet
3. What are the dimensions of the largest rectangular basketball court that can be
enclosed with 100 m of fencing materials?
A. 24 𝑚 𝑏𝑦 26 𝑚 B. 25 𝑚 𝑏𝑦 25 𝑚 C. 50 𝑚 𝑏𝑦 50 𝑚 D. 50 𝑚 𝑏𝑦 25 𝑚

107 DO_Q1_MATHEMATICS 9_LESSON9

 4. The batter hits the ball, and it follows a path in which the height ℎ is given by
ℎ(𝑡) = −2𝑡 2 + 8𝑡 + 3, where 𝑡 is the time in seconds elapsed since the ball was
pitched. What is the maximum height reached by the ball?
A. 11 𝑚 B. 12 𝑚 C. 13 𝑚 D. 14 𝑚
5. Which of the following quadratic functions is illustrated by the graph?
(hint: vertex(1, −4) and (0 − 3) a point on the graph)

A. 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 3
B. 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 3
C. 𝑓(𝑥) = 𝑥 2 – 2𝑥 – 3
D. 𝑓(𝑥) = 𝑥 2 – 2𝑥 + 3

6. Which of the following quadratic functions is described by the table of values?

A. 𝑓(𝑥) = 𝑥 2 + 6𝑥 + 5 𝑥 0 1 2 3 4
B. 𝑓(𝑥) = 𝑥 2 + 6𝑥 – 5 𝑦 5 0 −3 −4 −3
C. 𝑓(𝑥) = 𝑥 2 – 6𝑥 – 5
D. 𝑓(𝑥) = 𝑥 2 – 6𝑥 + 5

7. The sum of two numbers is 24, which of the following is the greatest possible
product of the numbers?
A. 144 B. 156 C. 244 D. 256
8. Find two consecutive positive even integers whose sum of their squares is the
square of 10.
A. 4 and 6 B. 8 and 10 C. 6 and 8 D. – 6 and – 8
9. The length of the wall is 6 meters longer than its width. If the area of the wall is
315 square meters, find the dimensions of the wall.
A. 19 𝑚 𝑏𝑦 25 𝑚 B. 25 𝑚 𝑏𝑦 31 𝑚 C. 15 𝑚 𝑏𝑦 21 𝑚 D. 29 𝑚 𝑏𝑦 35 𝑚
10. The area of a concrete rectangular pathway is 350 𝑚2 and its perimeter is 90 𝑚,
Find the dimensions of the pathway.
A. 10 𝑚 𝑏𝑦 25 𝑚 B. 10 𝑚 𝑏𝑦 21 𝑚 C. 10 𝑚 𝑏𝑦 31 𝑚 D. 10 𝑚 𝑏𝑦 35 𝑚

*** If you got an honest score of 10 points (perfect score), you proceed to the next lesson,
but if not, go back to the whole module.

Additional Activities

Solve the problem.

Michaela is a volleyball player. Her jumping skill can be modelled by the
equation ℎ(𝑡) = −4𝑡 2 + 4𝑡 + 1, where ℎ is her jump height in feet 𝑡 seconds after her
spike attack.

Questions:
1) How high is her jump?
2) How long would it take to reach her maximum high jump?

108 DO_Q1_MATHEMATICS 9_LESSON9

DO_Q1_MATHEMATICS 9_LESSON9 109
What’s In?
1) 𝑓(𝑥) = 𝑥 2 + 2𝑥 + 3
2) 𝑓(𝑥) = 3𝑥 2 − 2𝑥 + 5 Additional Activities
1) 2 feet
3) 𝑓(𝑥) = − 𝑥 2 – 3𝑥 + 1
2) 0.5 seconds
Assessment
1)A 6)D
2)A 7)A
3)B 8)C
4)A 9)C What I Know
5)C 10)D 1)D
2)B
What I Can Do 3)D
Connecting to the Real World: Go for a Mile: 4)B
1)14 1) A = 100 m2 5)B
2)l = 20m, w = 20m 6)A
A = 400 m2 2) 7)D
3) 25 yards a) 128 m 8)C
b) 144 m 9)D
c) 2 seconds 10)B
What’s More
Try These: Keep Trying:
1) 𝑓(𝑥) = 𝑥 2 – 𝑥 – 4 1) 𝑓(𝑥) = 𝑥 2 – 4𝑥 – 21
2) 𝑓(𝑥) = − 𝑥 2 + 2𝑥 + 3 2) 𝑓(𝑥) = 3𝑥 2 + 4
3) 𝑓(𝑥) = 𝑥 2 + 5𝑥 – 4 3) 𝑓(𝑥) = 𝑥 2 + 3𝑥 + 1
4) 𝑓(𝑥) = 𝑥 2 – 𝑥 – 6 4) 𝑓(𝑥) = 2𝑥 2 – 12𝑥 + 19
5) 𝑓(𝑥) = 𝑥 2 – 8𝑥 + 7 5) 𝑓(𝑥) = 2𝑥 2 – 8𝑥 + 3
6) 𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6 6) 𝑓(𝑥) = − 𝑥 2 – 2𝑥 + 8
7) 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 3 7) 𝑓(𝑥) = 6𝑥 2 – 5𝑥 + 1
8) 𝑓(𝑥) = 𝑥 2 + 4𝑥 + 2 8) 𝑓(𝑥) = 6𝑥 2 – 5𝑥 – 4
9) 𝑓(𝑥) = 𝑥 2 – 6𝑥 + 9 9) 𝑓(𝑥) = 3𝑥 2 + 5𝑥 + 2
10) 𝑓(𝑥) = 2𝑥 2 – 12𝑥 + 19 10) 𝑓(𝑥) = 4𝑥 2 + 23𝑥 + 15
and Its Application
Lesson 9: Finding the Equation of a Quadratic Function
Answer Key
References
Bryant, M. L., et. al. (2014).Mathematics Grade 9 First Edition, pp. 120 – 181.

Abramson, J. et al.. Provided by: OpenStax. Located at:

http://cnx.org/contents/fd53eae1-fa23-47c7-bb1b-
972349835c3c@5.175.
https://www.toppr.com/guides/maths/quadratic-equations/applications-of-
quadratic-equations/

110 DO_Q1_MATHEMATICS 9_LESSON9

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