MATH GRADE 9 1st QTR PDF

ROMAN CATHOLIC BISHOP OF NOVALICHES
EDUCATIONAL SYSTEM (RCBNES, Inc.)

Quirino Hi-way cor. P. Dela Cruz St., Novaliches, Quezon City
Telefax: 3417-9239 email address: rcbn_es@yahoo.com
MODULE in MATHEMATICS 9
Teacher(s): Isagani P. De Leon Email: sfxcs.deleon@gmail.com First Quarter: SY 2020-2021
(no need)
LEARNING STANDARS
CONTENT STANDARS:
The Learner demonstrates understanding of key concepts of quadratic equations, inequalities
and functions,
and rational algebraic equations.
PERFORMANCE STANDARDS:
The learner is able to investigate thoroughly mathematical relationships in various situations,
formulate real-life
problems involving quadratic equations, inequalities and functions, and rational algebraic
equations and solve
them using a variety of strategies.
TOPIC OUTLINE
MODULE NO. LESSONS COVERED NUMBER OF DAYS
 Introduction to Quadratic Equations
 Solving Quadratic Equations by
1 4
Extracting the Square Roots and by
Factoring
 Solving Quadratic Equations by
Completing the Square
2 4
 Solving Quadratic Equations Using
the Quadratic Formula
 Characterizing the Roots of a
Quadratic Equation Using the
Discriminant
 Describing the Relationship between
3 the Coefficients and the Roots of a 4
Quadratic Equation
 Solving Equations Transformable to
Quadratic Equations (including
rational algebraic equations)
 Solving Problems Involving Quadratic
4 Equations and Rational Algebraic 4
Equations
 Illustrating Quadratic Inequalities
 Solving Quadratic Inequalities
5 4
Inequalities
 Modeling Real-life Situations Using
Quadratic Functions.
6  Representing A Quadratic Function 4
Using (a) Table of Values; (b) Graph;
and (c) Equation
 Transforming the Quadratic Function
Defined by y = ax2 + bx + c Into The
Form y = a(x – h)2 + k
 Graphing A Quadratic Function: (a)
7 4
Domain; (b) Range; (c) Intercepts; (d)
Axis of Symmetry; (e) Vertex; and (f)
Direction of the Opening of the
Parabola
All Rights Reserved: RCBNES SY: 2020 - 2021 1

 Analyzing the Effects Of Changing the
Values of a, h and k in the Equation
y = a(x – h)2 + k of a Quadratic
8 Function on its Graph 4
 Determining the Equation of A
Quadratic Function Given (a) A Table
of Values; (b) Graph; and (c) Zeros
9 4
Functions
TOTAL NO. OF DAYS 36
ASSESSMENT EVIDENCE
PERFORMANCE TASK
PEFRFORMANCE TASK:
You are working in a firm that helps companies grow their businesses and
maximize their incomes. Your team is assigned to an alcohol manufacturer. They
can only produce two sizes of alcohol, 150ml and 250ml. Daily, they can produce
up to 300 liters of alcohol. They noticed that for every P2 increase in their 150ml
alcohol, the number of orders is reduced by 50 pieces and for every P5 increase
in their 250ml alcohol, the number of orders is reduced by 40 pieces. How many
150ml and 250ml alcohol do they need to produce and how much is the price of
each kind to maximize their profit? Currently the price of 150ml alcohol is P25
and the 250ml alcohol costs P40 each.
You will present your computations and proposals in front of the company owner
and CEO.
RUBRICS
BEGINNING DEVELOPING SATISFACTORY OUTSTANDING

Criteria
1 2 3 4
Most of the Some Computations in
computations in computations in Computations in both the sizes of
Accuracy of the
both sizes of both sizes of all of the sizes are alcohol are all
Computations
alcohol are alcohol are correct. correct and
incorrect. incorrect. detailed.
The
The The The
interpretation is
interpretation of interpretation is interpretation is
Interpretation sensible, correct
the computation sensible but with sensible and
with additional
is wrong. some mistakes. correct.
details.
The
The
recommendation
The recommendation
The s given are well
recommendation s given are clear,
Recommendation recommendation thought, clear,
is useful but useful and
is not useful and
some parts are supported by
useful/helpful. supported by
questionable. correct
correct
computations.
computations.
The visual The visual The visual
The visual
Visual presentation is presentation is presentation is
presentation is
Presentation clear but not clear and clear, informative
not clear.
sufficient. informative. and unique.
There is lack of The data were
The voice is clear The voice is clear
Delivery of confidence in fluently and
but not fluently and fluently
Report/Data delivering the confidently
delivered spoken
information delivered and
they used pure
English
throughout their
presentation.
The formulation Only one of the The formulated The formulated
Application of the of mathematical formulated quadratic quadratic
Concepts of equation derived mathematical equations are equations are
Quadratic from the equations is both correct. both correct and
Equations situation is correct. was clearly shown
incorrect. and described.
MODULE NO.1:
Solving Quadratic Equations by Extracting the Square Roots and by
Factoring
Name: ________________________________________ Module 1 No. of Days__4___
Grade & Section: ___________________________ Teacher: _______________________
LEARNING COMPETENCIES:
The learner
1. illustrates quadratic equations (M9AL-Ia-1)
2. solves quadratic equations by extracting square roots and factoring
(M9AL-Ia-1)
LEARNING TARGETS:
After accomplishing this module, you should be able to
1. recognize quadratic equations (U)
2. solve quadratic equations using factoring and extracting the square
roots(U)
3. value and appreciate the resiliency of those who are doing online
businesses specially during the time of the COVID-19 pandemic (Applying)
LEARNING RESOURCES/MATERIALS:
Gadgets, drawing materials,
Dr. Joseph Yeo, The Ken Seng, Loh Cheng Ye, Ivy Chow, Neo Chai Meng, Ong Chan
Hong: New Syllabus
Mathematics by Rex Book Store
A. LEARNING CONCEPTS:
Imagine yourself selling an item
online because of Covid-19
Pandemic.
The supplier only delivers to you
1200 items monthly. With the price
of P50 each, you always managed
to sell all your items before the next
delivery arrives.
Answer the following questions.

1. How much is your monthly net
income from selling the said
items if you purchased them at
P35 each?
_________________________
2. If you want to increase your
income, what should you do?
Note, the delivery is limited to
only 1200 items monthly.
_________________________
3. If you will increase the price of
each item, will the number of
Picture from: https://zaayega.com/blog/benefits-selling-products-online-india/ buyers increase or decrease?
Why?
_________________________
_________________________
4. Will your income increase if you will reduce your selling price? Why?
_____________________________________________________________________________
5. You noticed that for every P5 increase in your selling price, the number of buyers is reduced
by 100. How much increase to the selling price will give you the highest profit? [no need to
answer yet]
The above problem (No. 5) is just one example of many problems in the real world that
can be solved using quadratic equations.
To solve a quadratic equation means to find the values of x that will make the
equation equal to zero. In this module, we will be solving quadratic equations
using different methods. But let us first identify the characteristics of a quadratic
equation and distinguish it from the other kinds of equations.
How much do you know?
Download the app quizizz (optional)
Before you proceed, visit this document provided in the given link
and follow the instruction written there.
https://docs.google.com/document/d/1-
E890edeb8TR6hHMLkaiMpIb6Hja6egz9w7_YgkVy20/edit
EXPLORE 1
Write down what is common to those that are in the box of quadratic equations.
QUADRATIC EQUATIONS
What is common to all the equations in the
3x2 + x – 4 = 0 4x + 7x2 = 5
box?
__________________________________
5 = -3m2 2k = 7 – k2
__________________________________
__________________________________
2q2 = 5q – 10 t2 = 0
__________________________________
What is the root word of “equation”? __________

What do you think is the reason why those inside
the box are called equations? ___________________________________
___________________________________________________________
Quadratic – from the Latin “quadratus” for square. Therefore, what do you think is the
reason why those that are in the box given above are classified as
“Quadratic Equations”? _________________________________
_______________________________________________________________________
ONLINE SUPPORT
Watch the video using the link
https://youtu.be/QQMeyG2-NDE
and answer the questions below
based on the video that you have
watched.
Questions:
1. What is the general form of a
quadratic equation?
_____________________________.
2. Why is the value of “a” cannot be
http://mrslesieur.weebly.com/uploads/2/4/5/2/24526936/quadratic-
equal to zero? functions-in-real-life_orig.jpg
_____________________________.
_____________________________.
Explain why each of the following is considered a non-quadratic equation.
NON-QUADRATIC EQUATIONS
2x3 + x – 4 = 0 __________________________________________________
4x2 + 7x4 = 5 __________________________________________________
2x – 5 = 7 __________________________________________________
2k = 5k – 32 __________________________________________________
2q2 + 5q – 10 __________________________________________________
0x2 – 5x + 1 = 10 __________________________________________________
MISCONCEPTION:
If there is an exponent 2, then it is already quadratic.
THE TRUTH IS: (Write below the correct one about the misconception given above.)
PRACTICE
Construct quadratic equations in one variable with the following conditions. Simplify your
equations and write it in general/standard form. The first one is done for you as an example.
1. Use the variable t with a = -2, b = - 8 and c = 5 –2t2 – 8t + 5 = 0
2. Use the variable x with a = 3, b = 7 and c = - 4.
3. Use the variable m with a = - 8, b = 0 and c = - 2
4. Use the variable y with a = 5, b = 0 and c = 0
5. Use the variable t with a = 9, b = - 4 and c = 0
EXPLORE 2
52 means you will multiply 5 by itself. Thus, 52 = 5(5) = 25

Same thing is true with x2. It means x(x).
Therefore, if we have an equation like x2 = 16, it means that if you will multiply a number
represented by x to itself, the product is 16.
x2 = 16 What number will give you 16 when multiplied by itself?

There are two possible numbers. They are 4 and -4.
(4)(4) = 16 and
(-4)(-4) = 16
Therefore, the values of x are 4 and -4 which will be called the zeros of the equation or
the solutions of the equation.
The above example can be solved also by EXTRACTING THE SQUARE

ROOT.
Remember that if you will do the inverse operation of something, you are
undoing the process.
The inverse operation of squaring a number is taking its square root.
x2 = 16
√𝑥 2 = √16 Take the square root of both sides to undo the square
x = 4
Another example:
Solve the equation 3x2 – 60 = 0.
3x2 – 60 = 0 If you subtract two equal numbers, the answer is zero

3x2 = 60 Therefore, 3x2 and 60 are equal since the answer is zero.
3x2 = 3(20) Three x2 is equal to three 20s.
x2 = 20 Therefore, each x2 is equal to 20
√𝑥 2 = √20 Take the square root of both sides to undo the square
x = 2√5 Simplify the radical
Visit the link for simplifying radical expressions

https://www.youtube.com/watch?v=Ef2gOQbDv7M
For more examples, go to page 003 of your textbook.

EXPLORE 3
Think of a number that when multiplied by zero the answer is NOT zero.
The zero property of multiplication states that “Regardless of what the other
number is, multiplying by zero will always give an answer of zero. Therefore,
there is no number that when multiplied by zero the answer is not zero.
Given two numbers a and b, if ab = 0, then

a=0 or b=0 or a and b are both zero
If (x + 3)(x – 4) = 0, then what are the possible values of x?
One possible way for this to happen is (0)(x – 4) = 0

When will it happen that x + 3 will be equal to zero? What must be the value of x?
Another way for this to happen is (x + 3)(0) = 0

Here, the expression x – 4 is the one equal to zero. What must be x so that x – 4 = 0?
Therefore, there are two numbers that can replace x so that (x + 3)(x – 4) = 0.
If x = - 3, then we will have (–3 + 3)( –3 – 4)
( 0 )( –7 ) which is equal to zero
On the other hand, if x = 4, then we will have (4 + 3)(4 – 4)

( 7 )( 0 ) which is also equal to zero.
Thus, x = – 3 and x = 4. These two values are the solutions to the

equation (x + 3)(x – 4) = 0.
EXPLORE 4
(x + 5)(x – 2)
= x2 – 2x + 5x – 10 Multiplying the two binomials
= x2 + 3x – 10 Combining similar terms (-2x and 5x)
In the expression (x + 5)(x – 2)

What is the sum of +5 and – 2? ____________
What is the product of +5 and – 2? __________
Do you see them (sum and product) in the final answer x 2 + 3x – 10?
Solve the quadratic equation

x2 + 8x + 15 = 0
What two numbers have a product of 15 and a sum of 8?
The numbers with a product of 15 are
1 and 15 the sum is 16
3 and 5 the sum is 8
Therefore, we will be using 3 and 5
x2 + 8x + 15 = 0
(x + 3)(x + 5) = 0
x+3=0 or x+5=0 Equate each factor to zero
x=-3 and x=-5
For an equation where a  1, the case is different.

For example, 10x2 – 23x + 12 = 0 (2x – 3)(5x – 4) = 0
You may watch the video from the link below as your review of factoring
quadratic polynomials
https://youtu.be/Z5MnP9da4EM
EXPLORE 5
The area of the rectangle at the right can be

obtained by counting the area of every piece
that comprises it. Therefore, its area is 12
square units.
Another way to find the area of a rectangle is by multiplying the number of

small squares in each row to the number of rows there are in the rectangle.
Therefore, 4 unit squares (the small squares) multiplied to 3 rows will give a
total area of 12 square units.
Can you figure out why the area of the given rectangle below is 36m 2? What do you
think is the width and the length?
length
9m2 9m2 3m2 3m2 3m2

width
3m2 3m2 1m2 1m2 1m2
The width = ________

The length = _______ when multiplied, the area = 36m2.
The total area of the rectangle below is the sum of all its small parts.
It is x2 + x2 + x + x + x + x + x + 1 + 1 +1 which can be simplified as 2x2 + 5x + 3
x2 x2 x x x
x x 1 1 1
What is then, the width and length of the given rectangle?
The width of the rectangle is x + 1 x x 1 1 1
All Rights Reserved: RCBNES x SY: 2020 - 2021 9

x x2 x2 x x x
while its length is x + x + 1 + 1 + 1 or 2x + 3
Therefore, (x + 1)(2x + 3) = 2x2 + 5x + 3

since the total area of a rectangle
is obtained by multiplying its width and
length.
B. ACTIVITY
A. Construct a rectangle with area 2x2 +7x + 6 and find its factors (i.e. the width and
length). Follow the format in the example above. You can rotate them if needed.
1
x x x 1
x2 x
x2
1
1
x x
x 1
Draw your rectangle below. Use coloring materials to make your work, not only meaningful,
but also attractive.
Your work will be graded according to the following rubric

Rubric:
CRITERIA 0 1 2 3 4
The drawing is The
The drawing is The drawing is
rectangle and the drawing,
No drawing rectangle but rectangle but
Accuracy sides are correct sides and
was made the sides are only one side is
but the pieces pieces are
incorrect correct
are wrong all correct
No The explanation The explanation The

The explanation
explanation is incomplete is complete but explanation
Explanation is incomplete
was and contains has some is complete
but no mistake
provided some mistakes mistakes and correct
Activity 2:

EXTEND
Task:
Draw two different rectangles with an area of 48m2. Write a mathematical
representation (mathematical symbol) of its dimensions and areas. You may do this
using Algebra tiles application in your gadgets and screenshot your work.
Example:
The rectangle below has a total area of 28m 2. Its width is 4m while its length is 7m.
We can say that the length is 3 more than the width.
4 + 3 In mathematical symbol or representation

A = lw A = lw
4 28 = (4 + 3)(4) 28 = (w + 3)(w)
28 = w2 + 3w
In standard form w2 + 3w – 28 = 0
Draw your rectangles inside the box below and provide the mathematical
representation.
BOOKWOR
K
Answer the following items from page 007 of your book. Write your
solutions at the back of this page or on another sheet of paper if the
C. ASSESSMENT:
A. Factor each of the given quadratic expressions in the table at the right and tell which of
them is the most realistic to represent the width and length of the rectangle at the left
whose area is 60 square units. The first one is done for you.
What value of Is this the most

Quadratic Factor forms
w will give an realistic? Why? Why
Expressions (width)(length)
area of 60? Not?
Not realistic because the
w=2
rectangle will be a thin
w2 + 28w (w)(w + 28) (2)(2 + 28)
and long one if the width
(2)(30) = 60
60 sq. units is 2 and the length is 28
w2 + 7w
w2 + 4w
w2 + 11w
B. Show on the tablets below two different methods in solving the quadratic equation
x2 + 7x + 10 = 0.
Each of your answers will be graded according to the following rubric.

Rubric: Note, if the second method is just the same as the first, it will be disregarded.
Criteria 0 1 3 4 5
The
The method The method is The
No
is method complete method is
answer
Accuracy incomplete contains no but complete
was
and error but contains and
provided
incorrect incomplete some minor correct
errors
D. SYNTHESI/CLOSURE/REFLECTION:
A. Self-Check ✔
Congratulations! You completed Module # 1! Right now, let us see how you will assess
yourself on the following. Kindly indicate the level of your performance in each
learning target by putting a ()check in your choice. See the description below as
your guide. You may also write your feedback and suggestions below regarding the
activities.
LEVEL OF PERFORMANCE
LEARNING TARGETS
4 3 2 1 0
1. I can distinguish a quadratic equation from other
kinds of equations.
2. I can recognize quadratic equations that can be
solved by extracting the square roots.
3. I can solve quadratic equations by factoring
4. I value and appreciate the resiliency of those
doing online businesses during the time of
pandemic.
LEGEND:
4 - I know (can do) it well enough to make connections that weren’t taught.
3 - I know (can do) everything that was taught without making mistakes.
2- I know (can do) all the easy parts, but I don’t know (can’t do) the harder parts.
1- With help, I know (can do) some of what was taught.
0 - I don’t know (can’t do) any of it.
B. Expand the mind mapping below based on what you learned from this module.
Make it colorful and creative as possible. You may search the web for examples of
mind mapping or visit the links below
Simple: https://images.app.goo.gl/CNtm5XZdsFj6sHPL6
Complex/Artistic: https://images.app.goo.gl/3pXzFr6AYN759ZJ77
QUADRATIC
EQUATION

MODULE NO.2:
Solving Quadratic Equations by Completing the Square and by
Quadratic Formula
Name: ________________________________________ Module 2 No. of Days__4___
Grade & Section: _______________________________ Teacher: ____________________
LEARNING COMPETENCIES: The learner

1. illustrates quadratic equations; (M9AL-Ia-1)
2. solves quadratic equations by completing the square and by quadratic
formula. (M9AL-Ia-1)
LEARNING TARGETS:
1. show pictorial representation of completing the square; (Applying)
2. solve quadratic equations using completing the square and quadratic
formula; (Applying)
3. Appreciate the value and importance of choosing the right method in
solving any kind of problem.
Gadgets, drawing materials, and Algebra Tiles Application
Hong (2017) New Syllabus Mathematics 9 Worktext, Manila, Rex Bookstore
Can you arrange all the tiles given below to form a square? (Note, you can rotate the
tiles if needed). The area of each part is written at the middle. Thus, the area of the
biggest tile is x2, the area of a blue tile is x and the area of a green tile is 1.
(You may want to install the “Algebra Tiles” app in your gadget to help you arrange
similar shapes.)
X X X X X
X2 X
1 1 1 1 1 1 1 1 1
Draw your answer below. (You don’t need to draw the exact size of the shapes) You may
use Algebra Tiles Application and screenshot your answer.

Answer the following questions:
1. What do you think is the area of any shape that you can create by putting all the given tiles
side by side? ___________________
2. How did you find the total area of the shape you created? __________________________
_________________________________________________________________________
3. What is the size of the side of the square that you created? _________________________
_________________________________________________________________________
4. Do you think you can create a square by putting together on one side all the blue tiles?
Why? ____________________________________________________________________
_________________________________________________________________________
5. What is your technique in doing the task? _______________________________________
_________________________________________________________________________
EXPLORE 1
Using the same kind of tiles with one x 2 and four x, can you create a square?
(Given x2 + 4x)
What tiles are needed to complete

the square at the left?
__________________________
X2 X X
How many of the missing tiles are
needed to complete the square at
the left? ___________
X
What is the shape formed by the
X missing tiles?
____________________________
What is the side of the shape

formed by the missing tiles?
____________________________
What if you are given only x2 + 8x, how many x tiles (blue) are to the right and how many
will be placed below the x2 tile (the biggest tile)? _______________________________
How many green tiles ( 1 ) are needed to complete the square?________________
What is the side of the square formed by all the needed green tiles? _______________
Do you think that the number of green tiles is related to the number of blue tiles (x)?
____ If yes, how? ________________________________________________________
What is the total area of the completed square? x 2 + 8x + _______
What is the side of the completed square? ____________
How is the side of the completed square related to the number of the blue tiles?
_________________________________________________________________
Can you now complete a square without using the tiles?

TRY THESE:
Complete the following squares and give the measure of each side.
The first one is done for you as an example.
36
1. x2 + 12x + _______ the side is x+6
2. x2 + 2x + _______
3. x2 + 10x + ______
4. x2 – 6x + ______
5. x2 + ______ + 49
What you are doing is COMPLETING THE SQUARE.
EXPLORE 2
How can we use “Completing the Square” in solving quadratic equations?
Recall that if we have x2 = 50, we can solve for the values of x by extracting the
square roots.
So, we will have
√𝑥 2 = √50
x = 5√2
We also know that the area of a square is obtained by multiplying a side to itself
since all sides are equal. Therefore, if we have the area of a complete square, we
can express it as the square of its side just like the example below.
The area of the square at

the left is the combined area
of all its small parts.
X2 X X X X x2 + 8x + 16
It can be seen that any side

measures x + 4.
X 1 1 1 1
Therefore, we can write the
1 1 1 1 area x2 + 8x + 16 as (x + 4)2.
X
X 1 1 1 1
X 1 1 1 1

LET US TRY THIS
Solve the quadratic equation x2 + 6x = – 8
x2 + 6x = –8
We can make the left side a perfect square 2 9
x + 6x + ____ = – 8 + _____
by adding something. Note that anything that
you will do to one side must be done also to the x2 + 6x + 9 = 1
other side. Therefore, you must add the same thing
to both sides.
Now, we can already write the left side as (x + 3)2 = 1
To get rid of the square, we have to get the √(𝑥 + 3)2 = √1

square root of both sides.
𝑥+3 = 1
x = –31
x =–3+1 and x = – 3 – 1
x =–2 x=–4
BOOKWORK
Do the Investigation part on page 030 of your Worktext. Write your work
on a bond paper
and submit it to your teacher together with this module.
MORE EXAMPLES:
Solve the following quadratic equations
1. x2 + 6x – 2 = 0
2. -2x2 + 8x – 5 = 4
SOLUTIONS:
1. The left side of the equation x2 + 6x – 2 = 0 is already a trinomial. We need to
remove the 3rd term which is – 2 so that we can make it a perfect square
trinomial by adding the needed number.
x2 + 6x – 2 = 0
+ 2 +2 Add 2 to both sides to remove the – 2
2
x + 6x = 2
2
x + 6x + _____9 9
= 2 + ______ Complete the square on the left
side.
2
(x + 3) = 11 Rewrite the perfect square
trinomial in factor form
√(𝑥 + 3) 2 = √11 Get the square root of both sides
x+3 = √11
x+3–3 = – 3√11 Subtract 3 from both sides to
remove + 3
x = – 3√11

2. In this given example, we need to get rid of the leading coefficient first
(the – 2) before we can apply completing the square method.
–2x2 + 8x –5 = 4 Divide everything by –2 to

make the leading
–2 –2 –2 –2 coefficient equal to 1
5
x2 – 4x + 2 = –2
5 5 5 5
x2 – 4x + 2 - 2 = –2 - 2 Subtract 2 from both sides
x2 4
– 4x + _____
9
4
= – 2 + ______ Complete the square by
adding 4 on
both sides
2 1
(x – 2) = 2 Write in factor form
1
√(𝑥 − 2)2 = √2 Get the square root of both
sides
√2
x–2 = Simplify the radicals
2
√2
x–2+2 = +2 Add 2 to both sides to
2
remove – 2
x = 4 √2 Simplify
TRY THIS
Solve the quadratic equation below
2x2 – 4x – 6 = 0
For more examples, go to page 032 of your Worktext.
Based on our previous examples, we can now summarize the steps in solving quadratic
equation by COMPLETING THE SQUARE method.
Given the general form of a quadratic equation as ax2 + bx + c = 0, where a, b
and c are all real numbers but a  0, we have the following steps. Can you give
the reason for every step done?

REASON
𝑏 𝑐
x2 + 𝑎 x + 𝑎 = 0 Divide everything by a __________________________________
𝑏 𝑐 𝑐 𝑐 𝑐
x2 + 𝑎 x + 𝑎 – 𝑎 = 0 – Subtract from both sides _______________________________
𝑎 𝑎
𝑏 𝑐
x2 + 𝑎 x + =– 𝑎
𝑏 𝑐 𝑏 𝑏
x2 + 𝑎 x + =– Divide 𝑎 by 2, you’ll have 2𝑎
𝑎
𝑏 𝑏2
square it, you will have (2𝑎)2 = 4𝑎2
𝑏 𝑏2 𝑐 𝑏2
x2 + 𝑎x + 4𝑎2 = – + then add the result to both sides of the equation ____________
𝑎 4𝑎2
____________________________________________________
𝑏 𝑏2 −4𝑎𝑐
(x + 2𝑎 )2 = Factorize the left side and simplify
4𝑎2
the right side of the equation
𝑏 𝑏 2 −4𝑎𝑐
√(𝑥 + )2 = √ Get the square root of both sides _________________________
2𝑎 4𝑎2
𝑏 √𝑏 2 −4𝑎𝑐
𝑥 + 2𝑎 =  2𝑎
𝑏 𝑏 𝑏 √𝑏 2 −4𝑎𝑐 𝑏
𝑥 + 2𝑎 – 2𝑎
=– 2𝑎
 2𝑎
Subtract 2𝑎
from both sides ______________________
𝑏 √𝑏2 − 4𝑎𝑐
𝑥 =– 
2𝑎 2𝑎
–b √𝑏 2 − 4𝑎𝑐
𝑥 = Simplify
2𝑎
–𝐛 √𝒃𝟐 − 𝟒𝒂𝒄 Oops!!! We just arrived with a formula.

𝒙 =
𝟐𝒂 They call this formula as QUADRATIC FORMULA
It is used to solve any kind of quadratic equation.
But first, you have to make sure that the quadratic
equation is written in standard or general form.
EXAMPLE:
Solve the quadratic equation 2x2 – 5x = 12
SOLUTION:
We need to write it first in the general or standard form ax2 + bx + c = 0
2x2 – 5x – 12 = 0
Next is to identify the values of a, b and c.
a=2
b = –5
c = –12
−𝑏±√𝑏2 −4𝑎𝑐
Substitute it to the quadratic equation x = 2𝑎
−(−5)±√(−5)2 −4(2)(−12)
x = 2(2)
Simplify the equation by performing the operations

5±√25 + 96 5±√121 5±11
x = = =
4 4 4
There are two values of x.
5 + 11 5 − 11 3
x1 = 4 =4 and x2 = =−2
4

B. ACTIVITY
Using tiles, create two different rectangles with 6x2 + 14x + 4, then solve the
equation 6x2 + 14x + 4 = 0 by completing the square and using the quadratic
formula.
Show below the drawing of your two rectangles using tiles. Make sure that the second rectangle
is not just the rotated or flipped version of your first rectangle.
Give also the length and the width. You may use Algebra Tiles application for your work.
Show below your computations by completing the square and by quadratic formula
By Completing the Square By Quadratic Formula

Rubric:
CRITERIA 0 1 2 3 4
Only one
Only one
rectangle is The rectangles
rectangle is Both rectangles
correct and are both correct
Drawing/ No drawing correct but the are correct but
the correct with all the
Rectangle was created width and with few errors
sides were necessary correct
length were on other details
also details
not provided
provided
Completing Completing
Use of Completing the Completing the
No the square the square
completing square method square method
computation was used but was used
the square was used with was used with no
was provided contains a lot with some
method only one error mistake
of errors errors
The quadratic The
The quadratic
Use of No formula was quadratic The quadratic
formula was
Quadratic computation used but formula was formula was used
used with only
Formula was provided contains a lot used with with no mistake
one error
of errors some errors

BOOKWORK
Answer the following items from your book. Write your solutions at the
back of this page or on another sheet of paper if the back page is not
available.
Exercise 2A (page 33) Exercise 2B (page 36)
No. 2 (b, d and e) No. 1 (a and c)

No. 3 (a, b and f) No. 2 (c only)
No. 4 (a only) No. 3 (a and c)
No. 5 (a, b and d)
C. ASSESSMENT:
Study the following quadratic equations and identify the best method and the least effective
method that can be used to solve each. Explain your answers and solve the equations using
your chosen best method.
RECAP: Methods in solving quadratic equations

1. Extracting the square root
2. Factoring
3. Completing the square
4. Using the quadratic formula
A. Fill-in the table with the needed information

Quadratic Least effective method to use and
Best Method to use and explain why
Equations explain why
x2 + x – 1 = 0
(x – 3)2 = 25
x2 – 6x = 1
3x2 + 5x = 0

B. Show your solutions below using your chosen best method to use.
Each of your answers will be graded according to the following rubric

Rubric:
Criteria 0 1 2 3 4
The
The The method
computatio
The computation and
No answer n is correct
computation has no error computation
Computation was but not the
contains some but did not are correct
provided chosen best
errors arrive at the and
method to
final answer complete
use
Two
Only one Only one
explanations Both of the
No explanation was explanation
were provided two
Explanations explanation provided and was provided
but one of them explanations
provided with some but it is
contains some were correct
misconceptions correct
misconceptions

Self-Check ✔
Congratulations! You completed Module #2! Right now, let us see how you will assess yourself
on the following. Kindly indicate the level of your performance in each learning target by
putting a () check in your choice. See the description below as your guide. You may also
write your feedback and suggestions below regarding the activities.
LEARNING TARGETS
4 3 2 1 0
1. I can distinguish the best method to use in solving a
particular quadratic equation.
2. I can solve quadratic equations by completing the square
3. I can solve quadratic equations using the quadratic formula
4. I value and appreciate the importance of choosing the right
method in solving any kind of problem.
LEGEND:
Create your own 4 examples of quadratic equations that you think you can solve alone without the
help of others. Label them as easy, average, difficult and most difficult. No need to solve them.

MODULE NO.3:
Discriminant; Sum and Product of the Roots; and Equations
Transformable to Quadratic Equations
Name: _____________________________ Module 3 No. of Days__4___
Grade & Section: _____________________ Teacher: ______________________

3. characterizes the roots of a quadratic equation using the discriminants;
(M9AL-Ic-1)
4. describes the relationship between the coefficients and the roots of a
quadratic equation; (M9AL-Ic-2)
5. solves equations transformable to quadratic equations (including rational
algebraic equations. (M9AL-Ic-d-1)
LEARNING TARGETS: After accomplishing this module, you should be able to

1. characterize the roots of quadratic equation using the discriminant; (U)
2. relate the sum and product of the roots to the coefficients of a quadratic
equation; (U)
3. solve more complex quadratic equations involving rational algebraic
equations; (Applying)
4. give more importance and emphasis to inner beauty. (Applying)
Dr. Joseph Yeo, The Ken Seng, Loh Cheng Ye, Ivy Chow, Neo Chai Meng, Ong Chan Hong (2017). New Syllabus
Mathematics 9, Singapore Worktext, Manila, Rex Bookstore
Gadgets, Scientific Calculator and drawing materials
A. LEARNING
CONCEPTS:
CAN YOU GUESS THE NUMBERS?

1. When added to a number I will give 18, but when subtracted to
the same number I will give 12. Who am I? ________________.
What is the other number? _______________
2. When multiplied to my partner I will give 24 but when added to

my partner I will give 25. Who am I? ______________. Who is my
partner? ______________
3. My partner and I will give a sum of 28 and will give a difference

of 7. Who am I? __________.Who is my partner? ____________.
4. When added to my partner, I will give the same answer as when

I am subtracted from it. Who am I? _____________. Who can be
my partner? _______________

RECAP:
Real Numbers – Numbers that have no imaginary part. It includes rational and
irrational numbers.
Rational Numbers – Numbers that can be expressed as ratio or fraction such as
integers, terminating decimals and repeating decimals.
Irrational Numbers – Numbers that cannot be expressed as ratio or fraction such
as radicals, pi (), and the number “e”
3 5
(Example of radicals: √2, √3, √12, √5, √4)
Imaginary Numbers – Numbers that resulted from the square root (or any even
root – the index is even) of a negative number and is represented or
notated by the small letter “ i ". The sum of a real number and imaginary
number is also imaginary (example: 3 + i). The product of any real
number, except zero, and imaginary number is also imaginary (example:
3i, 4i, 27i).
EXPLORE 1
−𝑏±√𝑏2 −4𝑎𝑐
Given the quadratic formula 𝑥 = can you give values for a, b and c to meet
2𝑎
the following conditions or nature of the roots?
1. The roots are real and equal

a = _____ b = _____ c = _____
2. The roots are real, not equal but rational
a = _____ b = _____ c = _____
3. The roots are real, not equal but irrational
a = _____ b = _____ c = _____
Which part of the quadratic equation dictates the nature or the roots?
______________________
Can you describe the roots of a quadratic equation by using only a portion of the
quadratic formula?
BOOKWORK
Do the Investigation part on pages 071 - 073 of your Worktext. Write your
work on a clean bond paper and submit it to your teacher together with this
module.
The roots of the quadratic equation x2 – 40 = 0 are 2√10 and – 2√10.

The natures of the roots are real, not equal and irrational
TRY THESE:
Characterize the roots of the following quadratic equations. Write all
that fits from the following natures
Real, imaginary, rational, irrational, equal, not equal
1. x2 + 2x + 1 = 0 _______________________________________
2. x2 + 2x + 2 = 0 _______________________________________
3. 6x2 – x – 2 = 0 ______________________________________
4. x2 – 6x = 0 ________________________________________

The part of the quadratic equation under the radical sign (√ ) is called the
DISCRIMINANT (the b2 – 4ac).
The result of the discriminant falls under only three categories, positive (greater than
zero), negative (less than zero) and zero (equal to zero)
Describe the nature of the roots under the following categories of the Discriminant (D)
based on your observation in the exploration activity above.
If D>0 then the roots are ________________________________
If D<0 then the roots are ________________________________
If D=0 then the roots are ________________________________
Visit the link below for more information about discriminant

https://youtu.be/k-TDe0OP2XY
Note: When the two roots are equal, it means that they are just the same number. Therefore,
they will be considered as one solution only. Example: x2 – 6x + 9 = 0
(x – 3)(x – 3) = 0 factor the trinomial
x – 3 = 0 and x – 3 = 0 equate each factor
to zero
x1 = 3 and x2 = 3
The roots are equal or the same number. Therefore, there is only one real solution.
Only the number “3” can make the equation x 2 – 6x + 9 really equal to zero.
Unlike in the case of (x + 3)(x – 2) = 0. When you equate each factor to zero, you will get
two different roots (x1 = – 3 and x2 = 2). So here, there are two real solutions.
EXPLORE 2
Complete the table below with the needed information.
Quadratic Values of a, b Product of the

Roots Sum of the Roots
Equations and c Roots
a = _____
x2 + 2x – 15 = 0 b = _____
c = _____
a = _____
3x2 + 22x – 16 = 0 b = _____
c = _____
a = _____
5x2 – 39x + 28 = 0 b = _____
c = _____
a = _____
4x2 – 100 = 0 b = _____
c = _____
a = _____
2x2 – 5x – 3 = 0 b = _____
c = _____
a = _____
6x2 + 11x – 10 = 0 b = _____
c = _____

Answer the following questions.
1. Do you see the values of a, b and c in the sum and in the product of the roots?
2. What did you notice in the sum of the roots?
3. What did you notice in the product of the roots?
TRY THESE: Write your answers on the space provided.

A. Find the sum and the product of the roots of each quadratic equation without
actually finding the roots.
1. x2 – 4x + 3 =0 2. 2x2 – 6x + 5 = 0 3. 3x2 + 12x = 0
B. Given the sum and the product of the roots, formulate the quadratic equation (QE)
that owned them.
−3 5
1. The sum of the roots is 2 and the product is 2. The QE is ______________
8 1
−4
4. The sum of the roots is and the product is 2. The QE is ______________
3
4 −3
5. The sum of the roots is 5 and the product is . The QE is ______________
4
Study “Worked Examples” 2, 3 and 4 and do “Practice Now” 2, 3 and 4 on pages

067 – 069 of your textbook.
Solve the following equations.

1. x3 – 2x2 – 8x = 0 4. x–2 – 2x–1 – 8 = 0
4 2
2. x4 – 2x2 – 8 = 0 5. 𝑥 3 – 2𝑥 3 – 8 = 0
1 1
(𝑥+1)(2𝑥−3) (𝑥−2)
3. 𝑥 2 – 2𝑥 4 – 8 = 0 6. =
(𝑥−4) 3
OOOPPSS!!!
Though they are valid equations, it seems that something is unusual with the equations given
above. Can you figure it out? Explain your reasoning.
Is there a way to make them quadratic equations so that we can work on them the way we’ve
been doing since module 1 up to this module? Let us take a look at them one by one.
SOLUTIONS:
1. x3 – 2x2 – 8x = 0 The left-hand side (LHS) is a trinomial where each term has
a factor “x”

x(x2 – 2x – 8) = 0 The variable x can be factored out. The other factor will
become quadratic.
x(x – 4)(x + 2) = 0 Factor the quadratic part.
Equate each of the three factors to zero

x=0 x–4=0 x+2=0
first value of x x = 4, the second value of x x = – 2, the third
value of x
2. x4 – 2x2 – 8 = 0 The first term x4 is of the 4th power. But it can be written
also, as (x2)2
(x2)2 – 2(x2)1 – 8 = 0 Law of exponents. Observe that if we will only look at the
outside exponents, then it is quadratic. If we will
represent x2 as m for the meantime, then we will have a
quadratic equation.
That is let m = x2 for the meantime
m2 – 2m – 8 = 0 Replace x2 with m
(m – 4)(m + 2) = 0 Factor the LHS
m–4=0 m+2=0 Equate each to zero
m=4 m=–2
x2 = 4 x2 = – 2 Since m = x2, replace m with x2

√𝑥 2 = √4 √𝑥 2 = √−2 Take the square root of both sides
x = 2 x = √2 i
1 1 1 1
3. 𝑥 2 – 2𝑥 4 – 8 = 0 𝑥 2 can be written as (𝑥 4 )2 (law of exponents)
1 1 1 1
(𝑥 )2 – 2𝑥 – 8 = 0
4 4 replace 𝑥 with (𝑥 )2
2 4 (substitution property)
1
Let m = 𝑥 4
1
m2 – 2m – 8 = 0 replace 𝑥 4 with m
(m – 4)(m + 2) = 0 factor the LHS of the equation
Equate each factor to zero

m–4=0 m+2=0
m=4 m=–2
1
Replace m with its equivalent 𝑥 4
1 1
𝑥4 = 4 and 𝑥4 = – 2
1 1
(𝑥 4 )4 = 44 (𝑥 4 )4 = (–2)4
x = 256 x = 16
4. x–2 – 2x–1 – 8 = 0 We can write x–2 as (x–1)2

(x–1)2 – 2x–1 – 8 = 0
Let m = x–1
m2 – 2m – 8 = 0 Replace x–1 with m

(m – 4)(m + 2) = 0 Factor the LHS of the equation

m–4=0 m+2=0
m =4 m=–2
Replace m with x–1
x–1 = 4 x–1 = –2
𝑎
Recall that if we have ab-m, it can be written as 𝑏𝑚
1 1
x–1 can be written as 𝑥1 or simply 𝑥
1 1
=4 and = –2
𝑥 𝑥
1 1 1
x=4 and x = −2 or − 2
4 2 4 2
5. 𝑥 3 – 2𝑥 3 – 8 = 0 We can write 𝑥 3 as (𝑥 3 )2
2 2
(𝑥 3 )2 – 2𝑥 3 – 8 = 0
2
Let m = 𝑥 3
2
m2 – 2m – 8 = 0 Replace 𝑥 3 with m
(m – 4)(m + 2) = 0 Factor the LHS of the equation

m–4=0 and m + 2 = 0
m=4 m = –2
2
Replace m with its equivalent 𝑥 3
2 2
𝑥3 = 4 and 𝑥 3 = –2
2 2
(𝑥 3 )3 = 43 and (𝑥 3 )3 = (–2)3
x2 = 64 and x2 = –8
√𝑥 2 = √64 and √𝑥 2 = √−8 Take the square root of both sides
x = 8 x = 2√2 i
(𝑥+1)(2𝑥−3) (𝑥−2)
6. = We have two equal fractions. We know that if two
(𝑥−4) 3
fractions are equal, then their cross products are
also equal so let us cross multiply them.
3(x + 1)(2x – 3) = (x – 2)(x – 4) Cross multiply them.
3(2x2 – x – 3) = x2 – 6x + 8 Multiply the binomials.
6x2 – 3x – 9 = x2 – 6x + 8
6x2 – 3x – 9 = x2 – 6x + 8 Make the right side of the equation zero to have

– –
x2 – 6x + 8 x2 – 6x + 8 the standard form.
It can be done by subtracting all the terms at the
right-hand side (RHS) of the equation from both
sides.
5x2 + 3x – 17 = 0
−3 √349
x = Use completing the square or the quadratic
10
formula to solve.

Try These!
Solve the following equations. Show your solutions below.
2 1
(𝑥−2) (𝑥−1)
1. x4 – 8x2 + 15 = 0 2. 𝑥 3 – 8𝑥 3 + 15 = 0 3. =
−3𝑥 (𝑥+2)
Study the “Worked Examples” in your book on pages 041 – 043

You may also visit the link https://youtu.be/CZ3AMu4XqOQ for more examples and
explanations.
B. ACTIVITY
Examine the following work of one of your groupmates.

How can you verify if the answer is correct or not?
Solve the equation x–4 – 2x–2 – 8 = 0 Write your comment here about the
work of your groupmate given at the left.
Solution:
Let m = x–2
m2 – 2m – 8 = 0
(m + 2)(m – 4) = 0
m+2=0 and m – 4 = 0
m = –2 and m=4
x–2 = –2 and x–2 = 4

√𝑥 −2 = √2 and √𝑥 −2 = √4
x = √2 and x = 2

Rubric:
CRITERIA 0 3 5 8 10
The comment The comment
The comment The comment
No comment is incorrect is partially
Comment is correct but is correct and
was provided and correct but
incomplete complete
incomplete incomplete
The provided
No attempt of
The proof proof is correct The provided
verifying if The given
given is but missed proof is
Proof the given proof was
sensible but some correct and
answer is incorrect
incomplete important complete
correct or not
details/ideas
BOOKWORK
Answer the following items from your book on page 048

No. 1 (a and b)
No. 3 (b only)
Show your solutions at the back of this page or on another clean

paper if the back page is not available and submit it together with
this module.
C. ASSESSMENT:
A. Describe the nature of the roots of each quadratic equation given below. Write all
that are applicable.
1. x2 + x + 3 = 0 ____________________________________________
2. 2x2 – 12x + 18 = 0 ____________________________________________
3. 10x2 – 13x = 3 ____________________________________________
B. Give your own example of a quadratic equation (QE) written in standard form whose
roots are real, unequal and irrational. Show your proof below that the roots of your
QE meet the requirement. Explain why they are real, unequal and irrational.

Rubric:
Criteria 0 1 2 3 4
The provided
The example
The example example is a
given is a
No example is not a quadratic but
Own Example quadratic
was given quadratic not written
equation in
equation in standard
standard form
form
All the
All the correct
correct
natures that
natures of
describe the
Only one Only two the roots of
Nature of the roots of the QE
No answer nature is natures are the provided
roots was provided
correct correct example was
but with other
given and has
but incorrect
no additional
root(s)
incorrect root
All the three
All the nature Only one Two natures natures
No was with root was were explained required
Explanation
explanation explanation explained but with some were
but incorrect properly misconceptions explained
properly
C. Find the sum and the product of the roots of each equation given below.
1. x2 – 3x + 2 = 0 sum = _________ product = __________
2
2. 3x + 7x – 4 = 0 sum = _________ product = __________
2
3. – 4x – 5x = 0 sum = _________ product = __________
2
4. 5x + 11 = 0 sum = _________ product = __________
5. 2x2 – 7x = x + 5 sum = _________ product = __________
D. Find the quadratic equation written in standard and simplest form whose sum and
product of the roots are given below.
1. sum = 3 product = 4 Q. Equation is _______________________

2. sum = -8 product = 1 Q. Equation is _______________________
−3 5
3. sum = product = 2 Q. Equation is _______________________
2
−3
4. sum = 6 product = Q. Equation is _______________________
4
4 −7
5. sum = 3 product = Q. Equation is _______________________
2
E. Solve the following equations. Show solutions below.

1. x4 – 4x2 + 3 = 0
−2 −1
2. 𝑥 3 – 3𝑥 3 – 10 = 0
𝑥+3 2
3. =
(𝑥−1)(𝑥+2) 𝑥−3
SOLUTIONS:

Rubric for Letter E
Criteria 0 1 2 3 4
Final answer The roots are Only one root Both roots are
No answer
(roots) incorrect is correct correct
Was able to
Was able to Was able to
Was able to transform the
transform the transform the
transform the equation into
equation into equation into
equation into quadratic and
Solution No answer quadratic but quadratic and
quadratic but provide
the provided provided
no more complete and
solution is correct
solution. correct
incorrect. solution.
solution.
F. Your classmate is trying to formulate quadratic equations for his/her vlog about
this topic. He/She wants to formulate a quadratic equation whose roots are real,
equal and irrational. Will he/she be successful? Explain?
Rubric for F
Criteria 0 1 2 3 4
The answer is The answer is
Answer No answer
incorrect. correct.
The answer is
The correct but
explanation the The answer The answer is
No provided is explanation is is correct correct and
Explanation
explanation for the incomplete or and properly comprehensively
incorrect missed some explained. explained.
answer important
points.

A. Self-Check ✔
LEARNING TARGETS
4 3 2 1 0
1. I can describe the nature of the roots of a quadratic equation
through the discriminant
2. I can find the quadratic equation if the sum and product of the
roots are provided.
3. I can formulate quadratic equations satisfying the nature of the
roots being asked.
4. I can solve equations transformable to quadratic equations
LEGEND:
B. How can you relate discriminant to the “inner beauty” of a person? Explain your answer
below.

MODULE NO.4:
Solving Problems Involving Quadratic Equations and Rational
Algebraic Equations
The learner solves problems involving quadratic equations and rational
algebraic equations. (M9AL-Ie-1)
LEARNING TARGETS: After accomplishing this module, you should be able to:
1. solve problems involving quadratic equations and rational algebraic
equations; (Applying)
2. formulate quadratic equation that represents a certain problem; (Creating)
3. be more optimistic in life. (Applying)
Dr. Joseph Yeo, The Ken Seng, Loh Cheng Ye, Ivy Chow, Neo Chai Meng, Ong Chan Hong (2017). New
Syllabus Mathematics 9, Singapore Worktext, Manila, Rex Bookstore
When President Duterte told

everyone to stay at home and
explore every part of our homes
during the COVID-19 pandemic,
you took it seriously. Luckily,
you found a chest (box) hidden for
so long in the ceiling of your
ancestral house. A riddle is written
on top of the chest. It seems that it
is the code to open it. Can you
figure out the code?
https://images.app.goo.gl/7QmRZvrx1SbYKS
Support and explain your answer eK7
Riddle:
We differ by 7 and we multiply at three thirty
Put us together from left to right increasingly
Look at below and you’ll see us scattered.
One is decoy and one is repeated.
1, 2, 3, 5

EXPLORE 1
The sum of two numbers is 25 and their product is 24. What are the numbers?
1. Give 3 pairs of numbers whose sum is 25. ___________; ___________; ___________

2. How many pairs of number do you think are there with a sum of 25? _____________
3. Which of these pairs will give a product of 25? _______________________________
4. How many pairs will give a product of 25? ___________
5. Give the pair(s) of numbers with sum 25 and product 24. ______________________
“The sum is 25”

If one of the numbers is 20, how will you find the other number? ___________________
If the first number is 15, how will you find for the second number? __________________
In the same manner, if the first number is x, how will you find for the second number
knowing that their sum is 25? _________________
If we let x be the first number, then we know that the second number would be 25 – x.
Let x - the first number

25 – x - the second number
Their product is 24.

Therefore: x(25 – x) = 24 multiply the first and second number.
25x – x2 = 24 perform the multiplication
-x2 + 25x – 24 = 0 write in standard form
x2 – 25x + 24 = 0 you can multiply both sides by -1 (optional)
(x – 1)(x – 24) = 0 factor the LHS (or you may use the
quadratic formula)
x – 1 = 0 and x – 24 = 0 equate both factors to zero
x=1 and x = 24
Substitute the computed values of x on the previous notations

x is the first number. Therefore, the first number is 1.
25 – x is the second number. Therefore, the second number is 25 – 1, which is equal to
24. So, the second number is 24.
EXPLORE 2
The three sides of a right triangle are consecutive even integers. Find the longest side.
We are talking here about consecutive “even” integers.

If the first even integer is 12, what is the next even integer? __________
If the first even integer is 48, what is the next even integer? __________
How did you obtain the next even integer? ____________________________________
What must be added to the first even integer to get the next even integer? ___________
In the same manner, if the first integer is x, what is the next integer? ________________
Let x the first even integer

x+2 the second even integer
(x + 2) + 2 the third even integer when simplified will be x+4
Recall that in any right triangle, the relationship of the three sides will be a 2 + b2 = c2
(Pythagorean Theorem) where a and b are the two smaller sides and c is the longest side
(known as hypotenuse)

Obviously, the longest side of our right triangle is the x + 4 while the other two shorter
sides are the x and the x + 2.
Substitute it to the Pythagorean Theorem

a2 + b2 = c2
x2 + (x + 2)2 = (x + 4)2
x2 + x2 + 4x + 4 = x2 + 8x + 16 Perform the operation
2 2
2x + 4x + 4 = x + 8x + 16 Simplify
2x2 + 4x + 4 – x2 – 8x – 16 = 0 Write in standard form
2
x – 4x – 12 = 0 Simplify it further
(x + 2)(x – 6) = 0 Factor the LHS of the equation (you may also use
the quadratic formula or completing the square
method)
x + 2 = 0 and x – 6 = 0 Equate each to zero
x=–2 and x = 6
Since we are dealing with length here, we will disregard the negative value of x (which
is – 2) and will only consider x = 6.
Replace the original notations (x; x + 2; and x + 4)

x=6 the first even integer (smallest side)
x + 2 will be 6 + 2 = 8 the second even integer
x + 4 will be 6 + 4 = 10 the third even integer (the longest side)
EXPLORE 3
Luna is 3 times (thrice) the age of Agatha 5 year ago. 10 years from now, the product of
their ages is 288. How old is each now?
If Agatha’s age now is 25, how old was she 5 years ago? _______. What did you do to
get your answer? _______________________________________________________
If Agatha’s age now is 25, how old will she be 10 years from now? What did you do to
get your answer? ________________________________________________________
In the same manner, if Agatha’s age now is x, what was her age 5 year ago? ___________
What will be here age 10 years from now? ___________
Let x Agatha’s age now

x–5 Agatha’s age 5 years ago
x + 10 Agatha’s age 10 years from now
3(x – 5) Luna’s age 5 years ago (since Luna is 3 times as old as
Agatha 5 years ago)
If we will add 15 year to their ages 5 years ago, then we will get their ages 10
years from now.
x – 5 + 15 : Agatha’s age 10 years from now = x + 10
3(x – 5) + 15 : Luna’s age 10 years from now = 3x
The product of their ages 10 years from now is 192.

(x + 10)(3x) = 288
3x2 +30x = 288 Perform the multiplication
2
3x + 30x – 288 = 0 Write in standard form
2
x + 10x – 96 = 0 Simplify the equation (divide all by 3 since all are
divisible by 3)
x = - 16 and x = 6 Solve the equation
Since we are dealing with age, we will disregard the negative value of x. Then, x = 6.

Substitute to the given notations the computed value of x.
x Agatha’s age now =6
x–5 Agatha’s age 5 years ago 6–5=1
x + 10 Agatha’s age 10 years from now 6 + 10 = 16
3(x – 5) Luna’s age 5 years ago 3(6 – 5) = 3
B. ACTIVITY
You and your groupmates are working on the problem below.
“A straight cut was made to a square tile to form two non-equal rectangular tiles. The width
of the bigger tile is 5 more than the width of the smaller tile. What are the dimensions (width
and length) of each of the rectangular tiles if the smaller has an area of 54 in 2? What were
the dimensions of the original tile? “
A. Answer the following questions:

1. One of your groupmates told you that the lengths of the two rectangular tiles are
equal. Do you agree or not? ________ Explain. ______________________________
____________________________________________________________________
2. If we will represent the width of the smaller rectangular tile as x, how would you
represent the width of the bigger rectangular tile? _______ Why? _______________
____________________________________________________________________
3. One of your groupmates told you that the length of the smaller rectangular tile is 6
times its width. Do you agree or not? ____________. Explain why. ______________
____________________________________________________________________
B. Illustrate the problem below and solve. Label properly your illustration. Show your
solutions below.

Rubric for B:
CRITERIA 0 1 2 4 5
No The
The The illustration is The illustration is
illustrati illustration is
illustration is complete and complete,
Illustration on was incomplete
complete but accurate but not accurate and
provide and not
not accurate labelled properly labelled properly
d accurate
All the needed All the needed
The sides of
sides were sides were
Some the
Representatio represented correctly
dimensions rectangles
n of given No properly with represented
were were
with represe mathematical mathematically
represented represented
Mathematical ntation symbols but did and was able to
mathematica mathematica
symbols not arrive at the arrive with the
lly lly but some
correct quadratic correct quadratic
are incorrect
equation equation
The computation is The computation
complete and is correct and
The The
No correct but did not complete and
computation computation
Computation comput was not able to was able to
is incomplete is complete
ation answer all the answer all the
and incorrect but incorrect
questions asked in questions in the
the given problem given problem
BOOKWORK
Answer the following items from your book on pages 048 – 049.
No. 2 (i, ii, iii)
No. 6 (i, ii, iii)
Show your solutions at the back of this page or on another clean paper if
the back page is not available and submit it together with this module.
C. ASSESSMENT:
A. Write a quadratic equation in standard/general form for each of the following.

1. The product of two numbers is 8 and their sum is 10 ________________
2. The difference of two numbers is 4 and the sum of their squares is 5 __________
3. The difference of two numbers is 5 and the square of their sum is 4 ___________
4. The product of two consecutive odd integers is 7. ________________________

B. A square tile and a rectangular tile are given below. If you will put them together,
the total area will be 96 in 2. Find the area of each tile and give their dimensions
(width and length). Show your solutions. Illustrate how you are going to put them
together and label the sides.
x
x x
Rubric for B
Criteria 0 1 3 5 8
The
The
illustration is
The illustration is
No correct and
Illustration illustration is correct but
illustration the sides are
incorrect not labelled
labeled
properly
properly
The
The The The
computation
computation computation computation
Computation No answer is incorrect
is complete is incomplete is correct and
and
but incorrect but correct complete
incomplete

C. Answer item 7 of Exercise 2D on page 49 of your book. Show your solutions below.
SOLUTIONS:
(i) (ii) (iii)
A. Self-Check ✔
Congratulations! You completed Module #4! Right now, let us see how you will assess yourself on the
following. Kindly indicate the level of your performance in each learning target by putting a ( check
in your choice. See the description below as your guide. You may also write your feedback and
suggestions below regarding the activities.
LEARNING TARGETS
4 3 2 1 0
1. I can solve problems involving quadratic equations
2. I can solve problems involving rational algebraic equations that
can be simplified to quadratic equations
3. I can formulate quadratic equations that represents a given
problem
4. I can identify when to disregard the negative value of x based on
the given problem.
LEGEND:
B. In life, how can you relate the situation in solving problems wherein you need to disregard
the negative and consider only the positive values of x? Explain and support your answer.

MODULE NO.5:
Quadratic Inequalities
Name: ____________________________ Module 5 No. of Days__4___

1. illustrates quadratic inequalities (M9AL-If-1)
2. solves quadratic inequalities (M9AL-If-2)
3. solves problems involving quadratic inequalities (M9AL-If-g-1)

1. illustrate quadratic inequalities; (U)
2. solve quadratic inequalities; (Applying)
3. solve problems involving quadratic inequalities; (Applying)
4. honor and value the importance of equality. (Applying)
Can you guess the word in the following “4 Pics 1 Word” game?
Photos were taken from

https://images.app.goo.gl/LjnXBA8duagBB9W4A
https://images.app.goo.gl/p96xSpQRo5BK9TtQ9
https://images.app.goo.gl/9uwb6puBtK9YHJMX9
https://images.app.goo.gl/Dnwvyym7hzA4Yywp8
U A
B T M Q L Y H
O E R G A N I

EXPLORE 1
If x2 – 9 = 0, then what are the numbers that will satisfy the given equation?
If we will replace x with 3, then we will have

32 – 9 = 0
9–9=0
0 =0 Of course zero is really equal to zero (itself)
Therefore, 3 satisfies the given equation.
The other number that will make the equation true is – 3.
(-3)2 – 9 = 0
9 -9=0
0 = 0 It’s correct! The LHS is equal to the RHS when we replace
x with – 3.
But how about if we have x2 – 6x + 9 > 0? What are the numbers that will make the LHS
of the equation greater than the RHS of the equation which is zero? Is it limited to only
two numbers just like in quadratic equations?
Example: Let x = 3
then we will have 32 – 6(3) + 9 > 0
9 – 18 + 9 > 0
0 > 0 This is false! Zero will never be greater than
zero or itself
Therefore, 3 is not one of the solutions because it resulted to a false
mathematical statement.
Let x = - 1
Then we will have (–1)2 – 6(–1) + 9 > 0
1 +6 +9 >0
16 > 0 It’s correct. Of course, 16 is greater
than zero.
Therefore, – 1 is one of the solutions because it resulted to a correct
mathematical statement.
List down below five more possible solutions

_____, _____, _____, _____, _____
How many solutions do you think are there? ______________________

Describe the solution set of x2 – 6x + 9 > 0 __________________________________
_______________________________________________________________________
If we will factor the LHS, then we will have

(x – 3)(x – 3) > 0
Recall that if a number is greater than zero, then it must be positive.
Therefore, the product (x – 3)(x – 3) must be positive.
Do you think if we will replace x with 3, the product will be a positive number? ___
Why? __________________________________________________________________
What are the numbers that can replace x so that (x – 3)(x – 3) will give a positive product?
Can we replace x with numbers smaller than 3? ______
Can we replace x with numbers greater than 3? ______
What we want is x2 – 6x + 9 > 0

Observations:
If x = 3, then we will have 0>0 which is false
If x < 3, then we will have positive number > 0 which is true
If x > 3, then we will have positive number > 0 which is true.
Therefore, the solution to x2 – 6x + 9 > 0 are the numbers less than 3 and the numbers
greater than 3.
The only number which is not a solution is 3.
In symbol the solution is x < 3 or 3 < x which can be simplified as x ≠ 3.
x2 – 6x + 9 > 0 is an example of QUADRATIC INEQUALITY
EXPLORE 2
Solve the quadratic inequality x2 + x – 6 < 0
If we will make the inequality an equation, then we will have x 2 + x – 6 = 0

Solve the quadratic equation. (x – 2)(x + 3) = 0
x = 2 and x = –3
Let us mark the two solutions in the number line.
–3 2
The two solutions divide the whole number line into three regions. The numbers to the
left of – 3, the numbers between – 3 and 2, and the numbers to the right of 2. One or
two of these regions is/are the solution set/s to the given quadratic inequality. The
question is how are we going to determine which part is the solution set?
Recall that a solution will always satisfy the equation or the inequality.
We can pick values from each region and test it using the given inequality.
–3 2
Let’s take a number to the left of -3.

Let x = - 4
x2 + x – 6 < 0
(-4)2 + (-4) – 6 < 0 substitute it to the inequality
16 – 4 – 6 < 0
6<0 false
Therefore, the solution set is not the numbers less than – 3.
Let’s take a number between – 3 and 2.

Let x = 0
x2 + x – 6 < 0
(0)2 + 0 – 6 < 0 substitute it to the inequality
–6<0 true
Therefore, the solution set consists of the numbers between – 3 and 2.

Let us also try a number greater than 2.
Let x = 5
x2 + x – 6 < 0
(5)2 + 5 – 6 < 0 substitute it to the inequality
25 + 5 – 6 < 0
24 < 0 false
I I I I I I I I I I I I I I I I
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
We can write the solution set as -3 < x < 2
Note: You may also use table of signs.
EXPLORE 3
Solve the quadratic inequality x2 + 9x + 20 ≥ 0
Factor the LHS (x + 4)(x + 5) ≥ 0
Equate each factor to zero x+4=0 and x+5=0

x =-4 and x =-5
Mark the two computed values of x in the number line to determine the three regions.
I I I I I I I I I I I I I I I I
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8
Based on the number line above, the three regions are the numbers less than – 5, the
numbers between
– 5 and – 4 and the third region consists of the numbers greater than – 4.
Let us pick any number from each region to check which of them will satisfy the given
inequality
Let x = - 6
x2 + 9x + 20 ≥ 0 you may also use the factored form (x + 4)(x + 5) ≥ 0
(-6)2 + 9(-6) + 20 ≥ 0 (-6 + 4)(-6 + 5) ≥ 0
36 - 54 + 20 ≥ 0 (-2)(-1) ≥0
2 ≥0 True 2 ≥0
Let x = -4.5
(-4.5 + 4)(-4.5 + 5) ≥ 0
(-0.5)(0.5) ≥ 0
- 0.25 ≥ 0 False
Let x = 0
(0 + 4)(0 + 5) ≥ 0
(4)(5) ≥0
20 ≥ 0 True

Therefore, the numbers to the left -5 and the numbers to the right of -4 are part of the
solution set. What happens if we will replace x with -5 and -4? Are we going to have a
true mathematical statement?
If x = - 5
(-5 + 4)(-5 + 5) ≥ 0
(-1)(0) ≥0
0 ≥0 True (zero is greater than or equal to zero)
If x = - 4
(-4 + 4)(-4 + 5) ≥ 0
(0)(1) ≥0
0 ≥0 True (zero is greater than or equal to zero)
Hence, -5 and -4 are part of the solution set.

We can write in symbol as x ≤ -5 or x ≥ -4
For more examples and graphical solutions, please watch the video at
https://www.bing.com/videos/search?q=solving+quadratic+inequalities+by+graphing&docid=
608004654128826944&mid=550C70B60421D82C56DE550C70B60421D82C56DE&view=detail
&FORM=VIRE
Study also the insights and examples in your book on pages 083 to 085.
B. ACTIVITY
A. Based on the exploratory activities above, differentiate a quadratic inequality from

a quadratic equation. Write your answer in the box below.
You will be graded according to the following rubric.

Rubric for A
CRITERIA 0 1 2 4 5
The
The explanation is
The The
No explanation is complete and
explanation is explanation is
Explanation explanation incomplete correct
correct but correct and
was provided and not without
incomplete complete
organized unnecessary
details
B. Draw a right triangle below such that the hypotenuse (side c) must be longer than 10
units and side b is 2 units longer than side a. Label each side and indicate the units
(like cm, in, m, ft). Represent the problem using quadratic inequality. Write the
solution set (describe all the possible lengths) of side b. Support your answer with
computation.

Rubric for B
CRITERIA 0 1 2 3 5
The drawing is
The drawing is The right
a right triangle
a right triangle triangle is
The drawing and the
but the sides labeled
No drawing does not look conditions
Drawing were not properly and
was made like a right were followed
labeled or the with the
triangle but the
labels are correct
hypotenuse is
incorrect measures.
incorrect
Was able to
There was an
give a
attempt to Was able to
quadratic
No quadratic formulate arrive at the
Quadratic inequality
inequality was the quadratic correct
Inequality representing
provided inequality quadratic
the problem
but was not inequality
but it is
able to finish
incorrect
There was an Complete and
attempt to correct
No attempt to finish solving arrive at the
solve the computation
compute for the quadratic correct roots
quadratic was provided
Computation the possible inequality but but was not
inequality and was able
lengths of the the roots able to
but did not to properly
hypotenuse obtained are identify the
arrive at the describe the
incorrect solution set
roots solution set
C. Make a research about the solution set of a quadratic inequality whose roots are
imaginary numbers. Write your findings in the box below and provide one example.

C. ASSESSMENT:
1. Solve the following quadratic inequalities. Show solutions below.

a. x2 – 3x + 2 < 0
b. 3x2 – 15 ≥ 12
c. x2 + 8x + 16 > 0
SOLUTIONS:
2. Your rectangular lot which is 12m wide and 20m long will be affected by the road
widening project of the government. A uniform width will be taken around your
lot. If you must maintain at least 209 m2 area, what is the range of width that the
government can buy from around your lot? Make an illustration below
representing the given scenario and label each side properly. Write a quadratic
inequality representing the problem then solve. Show your solution below.

Rubric for No. 2
CRITERIA 0 1 2 3 5
The
The The illustration
illustration is
No illustration illustration is correct but
Illustration correct and
was made given is not labelled
properly
incorrect properly
labelled
Was able to
There was an
give a
attempt to Was able to
quadratic
No quadratic formulate the arrive at the
Quadratic inequality
inequality quadratic correct
Inequality representing
was provided inequality but quadratic
the problem
was not able inequality
but it is
to finish
incorrect
Complete and
There was an Was able to Was able to
correct
attempt to finish solving arrive at the
No attempt to computation
solve the the quadratic correct roots
compute or was provided
Computation quadratic inequality but but was not
solve the and was able
inequality but the roots able to
inequality to properly
did not arrive obtained are identify the
describe the
at the roots incorrect solution set
solution set
BOOKWORK
Answer the following items from your book on pages 087 – 088.
No. 6
No. 7
No. 13
Show your solutions below. Note, the final answers are found on page 341 of
your book.
Rubric for the Bookwork

Criteria 0 1 2 3 5
The solution is The solution is The solution is The solution is
No solution
Solution incorrect and complete but correct but correct and
was provided
incomplete incorrect incomplete complete
A. Self-Check ✔
following. Kindly indicate the level of your performance in each learning target by putting a () check
LEARNING TARGETS
4 3 2 1 0
1. I can differentiate quadratic inequalities from
quadratic equations
2. I can solve quadratic inequalities
3. I can solve problems involving quadratic
inequalities
LEGEND:
Feedback and Suggestions
B. Answer the following questions. Support your answer with explanation.

1. In real life, why is equality important? Explain.
2. Is there a situation in life where inequality is important? If yes, give example and
explain it.

MODULE NO. 6
Modeling and Representing Quadratic Functions
Grade & Section: _____________________ Teacher: ___________________

1. models real-life situations using quadratic functions; (M9AL-Ig-2)
2. represents a quadratic function using (a) table of values; (b) graph; and (c) equation.
(M9AL-Ig-3)

1. models real-life situations using quadratic functions; (Creating)
2. represents a quadratic function using (a) table of values; (b) graph; and (c) equation.
(Applying)
Gadgets, Scientific Calculator, GeoGebra or Demos Applications and drawing materials
Your cousin Luna, approached you for help. She
downloaded a certain app that locks her android phone.
The pin changes every day. She needs to input a number
that will result in the given number on the screen. The
process was explained to her during the setup time.
Please enter a number Unfortunately, she forgot the process. She has already
that will result to tried 4 times and left with only one more try to unlock her
phone. If she will enter another wrong number, she can
99 no longer use unless she will reformat it which will delete
all her important files. The screen of her phone is shown
Warning!
You only have one try left
on the left. Help Luna unlock her phone and explain to her
the process done to get the needed number shown on the
screen.
ENTER
The input column contains the numbers that Luna
Attempt Input Output
1st 0 1 entered while the output contains the results.
2nd 1 3
3rd 10 201
4th 9 165
https://images.app.goo.gl/en3H9v7T8da6Tu1f
9

EXPLORE 1
Consider the quadratic equation x2 + 5x + 6 = 0. The roots or solutions are the values of x that
will make the left-hand side (LHS) of the equation equal to the right-hand side (RHS) which is
zero.
If we will replace with – 2 the “x” in the equation x2 + 5x + 6 = 0, then the LHS (x2 + 5x + 6) will
become equal to the RHS.
What is the other number that can replace x to make it equal to zero? ____________
If we will replace x in x2 + 5x + 6 with 1, then we will have

(1)2 + 5(1) + 6
1 + 5 +6
12
2
Therefore, (1) + 5(1) + 6 = 12
How about if we will replace the x with 3?
x2 + 5x + 6 = ?
32 + 5(3) + 6 = ?
9 + 15 + 6 = ?
30
2
Therefore, 3 + 5(3) + 6 = 30
What do you think is the equivalent of x2 + 5x + 6 if we will replace x with – 5? _________
Based on our given examples above, we have the following.
If x = - 2, then x2 + 5x + 6 will be equal to 0

If x = 1, then x2 + 5x + 6 will be equal to 12
If x = 3, then x2 + 5x + 6 will be equal to 30
If x = - 5, then x2 + 5x + 6 will be equal to 6
Therefore, the equivalent of x2 + 5x + 6 depends on the value of x.

If we will let x2 + 5x + 6 = y, then the value of y depends on the value of x.
So, we can say that y is a dependent variable and x is an independent variable. The value of y
depends on x.
We can also write x2 + 5x + 6 = y as a table of values of x and y.
x Y
-2 0
1 12 or x -2 1 3 -5
3 30 y 0 12 30 6
-5 6
We can visualize x2 + 5x + 6 as a machine that processes anything you put in it (the value of x)
and will provide you an output which is the value of y.

We can clearly see that x2 + 5x + 6 has a function. It will square the number (value of x), then
add the result to 5 times the number, then add 6 to it. The final result is the output which is the
value of y.
If we are only interested in the value of x that will make the equation correct
(like in x2 + 5x + 6 = 0), then we are just dealing with an equation.
But if we are interested in the result as we change the value of x, then we are
more interested in what is happening to the input to obtain the output. Hence,
we are interested with its function. In this case, we are dealing with a function.
Recall that a function can be represented by the notation f(x), h(x), g(x), F(x), etc.
f(x) = x2 + 5x + 6 is also our y = x2 + 5x + 6
A function can be represented in different ways. It can be an equation, a table of values or a
graph.
Function as an equation:
The equation given below is a quadratic function
2
f(x) = x – 2x – 3
Function as a table of values:

The function f(x) = x2 – 2x – 3 can be represented by the table of values below. If you
will randomly select a value for x and use the function f(x) to process it, then we will surely have
an output.
Example: f(-2) = (-2)2 – 2(-2) – 3

f(-2) = 4 + 4 – 3
f(-2) = 5
x -2 -1 0 1 2 3 4
f(x) 5 0 -3 -4 -3 0 5
Function as a graph:
Using the table of values (since f(x) can be replaced by y), we can sketch the graph of
the given function. You may use GeoGebra or Desmos applications for the graph. Just
download the software to your laptop or cellphone.
 
 
 


EXPLORE 2
Let us examine again the problem given to you in module 1.
Imagine yourself selling an item online because of the Covid-19 Pandemic. The supplier only
delivers to you 1200 items monthly. With the price of P50 each, you always managed to sell all
your items before the next delivery arrives. You noticed that for every P5 increase in your selling
price, the number of buyers is reduced by 100. How much increase to the selling price will give
you the highest profit?
If x represents the number of times you will increase the price by P5, then x = 3 if you will sell
each item at P65. Explain why. ____________________________________________________
If you will sell the items at P65 each, then the number of items that you can sell will be reduced
by 300. Explain why. ____________________________________________________________
The price of each item is represented by (50 + 5x). Explain why. __________________________
_____________________________________________________________________________
The number of items that you can sell is represented by the expression 1200 – 5x. Explain why.
_____________________________________________________________________________
Your total revenue for the whole month is (1200 – 5x)(50 + 5x). Explain why. _______________
_____________________________________________________________________________
If y denotes the total revenue, then we will have the following function.
y = (1200 – 5x)(50 + 5x) when multiplied y = –25x2 + 5750x + 60000
Therefore, we can model the given problem using the function f(x) = –25x2 + 5750x + 60000
The problem is asking for the selling price that will generate the highest revenue. This can be
done by identifying the highest point in the graph. But for now, let us focus on modeling a
problem with a quadratic function.
B. ACTIVITY
A. Research for additional characteristics of a quadratic function. Share your findings inside
the box below. Don’t forget to write the source (link or title of the book, etc.) of what
you are sharing.

B. Watch any of the following videos and write the insights that you discovered or learned from
watching. You may also give your comment on things that are not clear to you about the
topic discussed in the video.
https://www.youtube.com/watch?v=gVN9EiieakM
https://www.youtube.com/watch?v=voM2EzzkfAY
Insights:
Rubric for A and B

CRITERIA 0 2 3 6 10
The source/s
No source
Sources is/are
was provided
provided
Two or more
Two or more
insights were Two or more
Shared Only one insights were
No answer shared with correct
insights or correct insight shared but
was provided only one error insights were
findings is provided contains a lot
or shared.
of errors
misconception
C. ASSESSMENT:
A. Write the following functions as a table of values by completing the given table after each.
After completing the tables, sketch the graph of each function in the cartesian plane using
the pairs of values in the table. You may use GeoGebra or Desmos applications for the
graph. Just download the software to your laptop or cellphone. The screenshot of your
work.
1. f(x) = x2 – 6x + 14 2. g(x) = –2x2 + 8x + 1
x 1 2 3 4 5 x -2 0 2 4 6
f(x) or y g(x) or y

Graph the given functions using the values in the table above. (5 points each)
1. f(x) = x2 – 6x + 14 2. g(x) = –2x2 + 8x + 1
B. Study the problem below. Formulate a quadratic function written in a standard form that
models it. No need to compute the function and solve the problem.
Your family is manufacturing face shields. You noticed during the last two months that for every
P4 increase in the price of each face shield, the number of orders is reduced by 50 pieces. If this
month you have already manufactured 8000 face shields, how much should you sell each face
shield to gain the most revenue this month?
What represents the number of items that will be sold? (5 points) ______________________
What represents the selling price? (5 points) ______________________
What represents the total revenue for the month? (5 points) ______________________

C. Evaluate the following works of two students. Is there a correct answer? If yes, which one?
Explain what’s wrong with the incorrect answer.
You have a paperboard whose width is 10 inches and length is 18 inches. You need to
cut the uniform size of squares from each corner and fold the remaining strips to form
a box. If the area of the base of the box is 105 in2, what is the area of each of the squares
that you removed from the four corners of your paperboard? Formulate a quadratic
function that models the problem.
STUDENT A
Let x be the side of each square cut from the four corners.
Then, 10 – x will be the width of the base of the box
18 – x will be the length of the base of the box
18
(10 – x)(18 – x) = 105 x x x x
180 – 10x – 18x + x2 = 105
x2 – 28x + 180 = 105 10
f(x) = x2 – 28x + 75 x x x
x
STUDENT B
Let x be the side of each square cut from the four corners.
Then, 10 – 2x will be the width of the base of the box
18 – 2x will be the length of the base of the box
18
(10 – 2x)(18 – 2x) = 105 x x x x
180 – 20x – 36x + 4x2 = 105
4x2 – 56x + 180 = 105 10
f(x) = 4x2 – 56x + 75 x x x

x
Rubric for C
CRITERIA 0 1 2 5 8
Was not able Correctly
Identifying the
to identify identified the
correct
the correct correct
answer
answer answer
No attempt Was able to
to explain The identify the
identify what identify the
what is explanation mistake and
Explanation is wrong but error but the
wrong with provided is give the
did not justify justification is
the incorrect incorrect correct
it incomplete
answer explanation

A. Self-Check ✔
LEARNING TARGETS
4 3 2 1 0
1. I can model real-life situations using quadratic
functions
2. I can represent quadratic functions using table of
values
3. I can represent quadratic functions using
equations
4. I can represent quadratic functions using graphs
LEGEND:
B. Expand the mind mapping below based on what you learned from this module. Make it
colorful and creative as possible. You may search the web for examples of mind mapping or
visit the links below
Simple: https://images.app.goo.gl/CNtm5XZdsFj6sHPL6
Complex/Artistic: https://images.app.goo.gl/3pXzFr6AYN759ZJ77
QUADRATIC
FUNCTION

MODULE NO. 7
Graphing Quadratic Functions

1. transforms the quadratic function defined by y = ax 2 + bx + c into the form
y = a(x – h)2 + k (M9AL-Ih-1)
2. graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry;
(e) vertex; and (f) direction of the opening of the parabola (M9AL-Ig-h-i-1)
LEARNING TARGETS:
1. transform the quadratic function defined by y = ax 2 + bx + c into the form
y = a(x – h)2 + k; (Applying)
2. graph a quadratic function and give the domain, range, intercepts, axis of symmetry,
vertex and direction of the opening of the parabola. (Applying)
Gadgets, drawing materials, GeoGebra or Desmos
Hong: New Syllabus Mathematics by Rex Book Store
Draw one straight broken segment on each of the following to split them
into two similar images where one part is a mirror image of the other part.
The first one is done for you. Can you provide more than one way to do it?

EXPLORE 1
With the help of graphing applications (like Desmos, Graphmatica, GeoGebra or graphing
calculator), observe the graphs of the following quadratic equations as the value of “a” is being
changed.
y = 8x2
y = 4x2 What did you observe with their graphs as the value of “a”
2
y=x is becoming smaller and smaller?
1 2
y = 2x
1
y = 5 x2
1
y = 8 x2
1
y = 50x2
1
y = 2500x2
What do you think will happen to the graph if the value of

“a” will become zero? Explain.
When the value of “a” is becoming smaller and smaller, it approaches zero. What if it
will go further beyond zero? What are the numbers smaller than zero? ____________.
What do you think will happen if the value of “a” will become smaller than zero?
The graph of a quadratic function is called a parabola.

When it opens upward, it has a minimum point.
When it opens downward, it has a maximum point.
The minimum or the maximum point is called the vertex which is the turning
point of the parabola.
EXPLORE 2
Look at the graph of y = x2 – 4x + 3
What is the direction of its opening?

Is it upward or downward? _____________
Does it have a minimum point

or a maximum point? ________________
(y-intercept) Where did the parabola touch the y-axis?

_______________
(x-intercepts) Where did the parabola

touch the x-axis? ______________ and _______________

Look at the graph of y = -x2 + 4x + 5 at the left.
What is the y-intercept? _____________. What

will be the value of y if x = 0 in the equation
y = -x2 + 4x + 5? ____________
Do you think the “c” part will always be the
y-intercept? ______________
What are the x-intercepts? _______ and ________
Does it have a highest point or a lowest point?

_____________. What is that point? ________
What is the opening of the graph? _____________
If you will draw a broken line such that the

parabola will be divided into two parts where one
part is the mirror image of the other part, where
will it pass? ____________
That line is called the line of symmetry or
axis of symmetry
EXPLORE 3
Is it possible for one parabola to have a maximum point and a minimum point at the same time?
Note that the arrowhead indicates infinity. If it is pointing upward, then it tells us that it goes to
positive infinity (+∞) and it goes to negative infinity (-∞) if it is pointing downward. Therefore,
if the vertex is the maximum point, do we have a minimum point? _______________.
If the vertex is the minimum point, do we have a maximum point? _______________.
In the given graph of y = -x2 + 4x + 5 above, the maximum point is (2, 9). It is the vertex of the
given parabola. The y-coordinate is 9. Is there a point in the graph with y-coordinate higher
than 9? _____________. Is there a point in the graph with y-coordinate lower 9? __________
What are those points? _________________ How many are there? ______________________
Please note also that the parabola is composed of an infinite number of points where the pick
is the vertex. If we will describe the set of all the y-coordinates in the parabola above, then
which will it be from the following? (Put a check before your answer and give some reason/s
after)
___ from negative infinity to positive infinity (-∞, +∞) ___________________________

___ from 9 to positive infinity [9, +∞) ________________________________________
___ from negative infinity to 9 (-∞, 9] ________________________________________
How about the set of x-coordinates? Refer to the graph above, what are the possible x-
coordinates? Is it limited to the x-intercepts? Is limited to the x values between the x-intercepts
or it goes beyond both directions? If in the parabola we have a maximum or minimum point,
(highest or lowest point), do we have left-most or right-most points?
Which of the following will describe the set of all the x-coordinates of the graph above? (Put a
check before your answer and give some reason/s after)
___ (-∞, +∞) ___________________________________________________________

___ (-∞, -1] _____________________________________________________________
___ [5, +∞) _____________________________________________________________
___ [-1, 5] ______________________________________________________________
The set of all the y-coordinates is called range.
The set of all the x-coordinates is called domain.
EXPLORE 4
Based on the given examples in the previous pages, the axis of symmetry passes through the
vertex and the point exactly in the middle of the two x-intercepts or roots of the function. Recall
that to get the middle of two numbers, you just need to add the two numbers then divide it by
2 (get the average).
Therefore, if the x-intercepts or the zeros or roots of the function are -1 and 5, then the axis of
−1+5
symmetry will pass through the x-axis at 2 = 2. So, the axis of symmetry is the line x = 2.
Note that it is also the x-coordinate of the vertex.
−𝑏±√𝑏2 −4𝑎𝑐
Recall the quadratic formula 𝑥 = .
2𝑎
−𝑏+√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐
The roots are 𝑥 = and 𝑥 = .
2𝑎 2𝑎
What do we get if we will add the two roots then divide it by 2?
−𝑏
The result will be x = 2𝑎 Can you show it below how?
−𝑏
If the x-coordinate of the vertex is 2𝑎 , then what is its y-coordinate?
Just like in the function y = -x2 + 4x + 5, we already identified that the x-coordinate of the vertex
is 2. To find the y-coordinate, we just need to use x=2 in the function.
y = -(2)2 + 4(2) + 5
= -4 + 8 + 5
=9
The vertex is the point V(2, 9)
In the same manner, what is the y-coordinate of the equation y = ax2 + bx + c if we now know
that the value of x =
−𝑏 −𝑏 4𝑎𝑐− 𝑏2
y = a( 2𝑎 )2 + b( 2𝑎 ) + c the result is y = Can you show it below how?
4𝑎
Therefore, the vertex of the parabola can be obtained using the formulas
−𝑏 4𝑎𝑐− 𝑏2
x = 2𝑎 and y= 4𝑎

If the vertex of a parabola will be represented by point V(h, k), then
h = 2𝑎 and k= 4𝑎
The standard form y = ax2 + bx + c of the quadratic function can be transformed into the form
y = a[x – ( 2𝑎 )]2 + 4𝑎 using completing the square. (This will be shown to you during your
synchronous class.)
Note that the highlighted parts are the formulas for the vertex coordinates. Hence, we can
simplify the equation as the one below.
y = a(x – h)2 + k This form is referred to as Vertex Form where (h, k) is the
coordinate of the vertex of the parabola.
Let us try these

1. Transform y = 2x2 – 4x + 3 into the vertex form.
2. Transform y = -2(x + 5)2 + 4 into the standard form.
3. Sketch the graph of y = x2 + 6x + 5 and give the following
a. Opening of the graph
b. Vertex
c. y-intercept
d. x-intercepts
e. range and domain
Solution:
1. Solve for h and k.

a=2 b=-4 c=3
−𝑏 −(−4) 4
h = 2𝑎 = =4 =1
2(2)
4𝑎𝑐− 𝑏2 4(2)(3)− (−4)2 24− 16 8

k= = = =8 =1
4𝑎 4(2) 8
Vertex form y = a(x – h)2 + k

y = 2(x – 1)2 + 1
2. Square the binomial
y = –2(x + 5)2 +4
= –2(x2 + 10x + 25) + 4
= –2x2 – 20x – 50 + 4
y = –2x2 – 20x – 46
3. Sketch the graph of y = x2 + 6x + 5

a. since the value of “a” is positive, therefore, the opening of the graph is upward.
b. solve for the values of h and k
−𝑏 −6
h = 2𝑎 = 2(1) = –3
4𝑎𝑐− 𝑏2 4(1)(5)− (6)2 20− 36

k= = = = –4
4𝑎 4(1) 4
the vertex is V(-3, -4)

c. y = x2 + 6x + 5
this is the y-intercept
d. the roots are the x-intercepts. It is the value of x when y = 0

y = x2 + 6x + 5
0 =(x +1)(x + 5)
x = - 1 and x = -5
e. the domain of a quadratic function is always the set of all real numbers.
The domain is D = (-∞, +∞)
the range is the set of all y-coordinates. It always starts from the vertex (the value
of k) it goes to positive infinity if it opens upward and goes to negative infinity
if it opens downward.
Since it opens upward, the range is R = [-4, + ∞)
To sketch the graph, find the vertex first and the y-intercept. If you know the x-intercepts, it
helps but you are not required to find them unless you are told to do so. Connect all of those
points using a smooth curve forming a bell-shaped graph. You may add more points by assigning
any value for x and solving for y to make your graph more accurate. The more points, the more
accurate your graph is.
B. ACTIVITY
A. Give the quadratic function in a standard form whose graph is shown below.

BOOKWORK
Answer the following items from your book on page 058.

No. 6
No. 7 (i, ii, iii, iv)
Show your answers below.
C. ASSESSMENT:
A. Transform the following into vertex form.
2. f(x) = x2 – 6x + 14 ______________________
2. g(x) = –2x2 + 8x + 1 ______________________
3. h(x) = (x + 2)(x – 7) ______________________
B. Transform the following into standard form.

4. y = (x – 5)2 + 2 ______________________
5. y = -3(x + 1)2 – 10 ______________________

C. Sketch the graphs of the following then give the domain, range and axis of symmetry.
1. f(x) = x2 + 8x + 7
2. g(x) = -2x2 + 6x - 7
Rubric for C.
CRITERIA 0 1 2 3 5 8
All the All the
The opening
The opening, essential essential
and the y-
y-intercept parts of the parts of the
Only the intercept
No and the vertex graph are graph are
Graph opening is are both
graph are correct correct but correct and
correct correct but
but not the x- they are labeled
the rest are
intercepts not labeled properly
not
properly
Only one The range is
No
Range part is properly
answer
correct described
Only one The domain
No
Domain part is is properly
answer
correct described
It was
described The
correctly equation of
Axis of No
but the the axis of
symmetry answer
equation symmetry is
was not correct
given
D. Find the quadratic function written in vertex form that is being described below and sketch
its graph.
The graph has a minimum point, touches the y-axis at 15 and touches the x-axis at 5.
The line of symmetry passes at x = 4.

A. Self-Check ✔
LEARNING TARGETS
4 3 2 1 0
1. I can write a quadratic function from standard
form to vertex form and vice versa.
2. I can sketch the graph of a quadratic function.
3. I can describe the domain and range of a given
quadratic function
4. I can give the y and x-intercepts of a quadratic
function.
5. I can find the vertex and axis of symmetry of the
graph of a quadratic function.
LEGEND:
B. Write a journal below about your experience in doing and accomplishing

this module 7.

MODULE NO. 8
Changes in the Graph of a Quadratic Functions
Equation of the Graph

1. analyzes the effects of changing the values of a, h and k in the equation
y = a(x – h)2 + k of a quadratic function on its graph (M9AL-Ii-2)
2. determines the equation of a quadratic function given: (a) a table of values;
(b) graph; (c) zeros. (M9AL-Ij-1)
LEARNING TARGETS:
1. 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; (Analyzing)
2. determine the equation of a quadratic function given: (a) a table of values;
(b) graph; (c) zeros; (Applying)
3. relate the effect of negative values of “a” to the bad effect of negative
attitudes in real life. (Applying)
Gadgets, drawing materials, GeoGebra or Desmos
Which will make a person fall, positive attitudes or negative attitudes?

Explain.
EXPLORE 1
With the help of graphing application (like Desmos, Graphmatica, Geogebra or graphing
calculator), graph the quadratic function f(x) = x2
Note that f(x) = x2 is just the same as f(x) = 1(x – 0)2 + 0 where a = 1, h = 0 and k = 0 (vertex form)
So, start from graphing f(x) = 1(x – 0)2 + 0. Then try to change the values of a, k and h one at a
time to see the effect of each in the graph of a quadratic function.
OBSERVATION:
A. What happened to the graph of f(x) = 1(x – 0)2 + 0 as you change the value of “a”?
1. As I increase the value of “a”, I noticed that the graph _________________________
____________________________________________________________________
2. As I decrease the value of “a”, I observed that the graph _______________________

____________________________________________________________________
3. When the value of “a” becomes negative, the graph __________________________

____________________________________________________________________
B. What happened to the graph of f(x) = 1(x – 0)2 + 0 as you change the value of “h”?
1. When I increased the value of h by ___, I noticed that the graph ________________
____________________________________________________________________
2. When I decreased the value of h by ___, I observed that the graph ______________
____________________________________________________________________
C. What happened to the graph of f(x) = 1(x – 0)2 + 0 as you change the value of “k”?
Write your observation in the box below.
EXPLORE 2
Solve the quadratic equation below using the factoring method.

x2 + 3x – 4 = 0
(x – 1)(x + 4) = 0 factor the LHS
x – 1 = 0 and x + 4 = 0 equate each factor to zero
x1 = 1 and x2 = - 4 they are the zeros of the equation (1 and – 4)
What if we know the zeros of the quadratic function and we are asked to find the
quadratic function?
In the given example above, the zeros of the function are 1 and – 4. How are we going
to get x2 + 3x – 4 = f(x)?
Example 1:
Find the quadratic function whose zeros are -3 and -2.
It means that x = - 3 and x = - 2.
Let’s work backward
x = -3 and x = -2
x+3=0 x+2=0
Therefore:
(x + 3)(x + 2) = 0
Multiply the two binomials.
x2 + 5x + 6 = 0
Hence, the quadratic function with zeros -3 and -2 is
f(x) = x2 + 5x + 6

Example 2:
3
What is the simplest quadratic function whose roots are 2 and?
Solution:
3 1
x=2 and x=4
multiply both sides by the denominator
2x = 3 and 4x = 1
Make the RHS of each equation equal to zero.
2x – 3 = 0 and 4x – 1 = 0
Therefore:
(2x – 3)(4x – 1) = 0
Multiply the two binomials
8x2 – 14x + 3 = 0
The quadratic function is g(x) = 8x2 – 14x + 3
EXPLORE 3
A parabola passes through the points (1, 0), (2, -1) and (4, 3). Find the quadratic function where
they belong.
We can also write the given points in table form like the one below
x 1 2 4
y 0 -1 3
Solution:
Our objective here is to find the values of a, b and c in the standard form of quadratic
function y = ax2 + bx + c
Let us use each point and substitute the coordinates to the x and y of the equation
First point (1, 0) 0 = a(1)2 + b(1) + c

0=a+b+c let’s label this as equation 1 (eq. 1)
Second point (2, -1) -1 = a(2)2 + b(2) + c

-1 = 4a + 2b + c eq. 2
Third point (4, 3) 3 = a(4)2 + b(4) + c

3 = 16a + 4b + c eq. 3
Using the first two equations, let us eliminate c by subtracting the two equations
Eq. 2 -1 = 4a + 2b + c
–
Eq. 1 0= a +b +c
-1 = 3a + b eq. 4
Get also the difference between eq. 2 and eq. 3 or between eq. 1 and eq. 3 (your choice).
Eq. 3 3 = 16a + 4b + c
–
Eq. 2 -1 = 4a + 2b + c
4 = 12a + 2b eq. 5
Eliminate another variable. This time from eq. 4 and eq. 5.

Eq. 4 -1 = 3a + b unfortunately, we cannot eliminate any variable
Eq. 5 4 = 12a + 2b by just subtracting it. We still need to multiply one
of the equations to have equal coefficient.

Multiply eq. 4 by 2 2(-1 = 3a + b) = -2 = 6a + 2b
–
4 = 12a + 2b Eq. 5
-6 = - 6a
-6 = - 6a solve for “a”
−6
=a
−6
a=1
Now that we already know the value of “a”, let us use it in either eq. 4 or eq. 5 to find “b”
Eq. 4 -1 = 3a + b
-1 = 3(1) + b
-1 = 3 + b
-1 – 3 = b
-4 = b
Use any from the equations 1, 2 and 3 to find for the value of c. Let’s substitute the values of a
and b.
Eq. 1 0=a+b+c
0=1–4+c
0=-3+c
3=c
Now that we already know the values of a, b and c, let us substitute them to the general form
f(x) = ax2 + bx + c
f(x) = 1x2 – 4x + 3
Therefore, the quadratic function whose graph contains the points (1, 0), (2, -1) and (4, 3) if
f(x) = x2 – 4x + 3
B. ACTIVITY
B. The graph of f(x) = (x – 3)2 + 2 is given below. If I want it to move 3 units upward and 5
units to the left, what should be my equation? Show the new location of the parabola.

C. Find the quadratic function whose graph is shown at the right. Show your
solutions below.
C. ASSESSMENT:
A. Describe what will happen to the graph of the function at the left if it will become like the
function at the right.
3. f(x) = (x + 2)2 - 3 f(x) = (x + 5)2 – 1

__________________________________________________________________
2. g(x) = (x – 4) + 1 g(x) = 5(x – 4)2 – 4
__________________________________________________________________
3. h(x) = 8(x – 1)2 + 3 h(x) = –3(x + 1)2 – 3
__________________________________________________________________
D. Sketch the graph of the following in the Cartesian Plane below.

The graph of f(x) = (x + 3)2 – 1 is plotted already.
4. y = 4(x – 5)2 + 2
5. y = -3(x + 1)2 – 2

Rubric for C.
CRITERIA 0 1 2 3 5
The opening and
Only the opening
both
and one of the All the essential
Only the transformations
transformations changes in the
Graph No graph opening is are correct but
(vertical or original graph are
correct not the wideness
horizontal) is correct
or narrowness of
correct
the parabola
D. Find the simplest quadratic function written in standard form with the following. Show your
solutions.
1. The x-intercepts are -1 and 6.
2. The graph contains the following points.

x -1 1 2
y -1 5 14
Rubric for D No. 2

CRITERIA 0 1 2 3 5 8
Was able to All the five
Was able to provide all the equations were
Only one Only two
No provide the five equations correct and
correct correct
equation first 3 but did not were able to
Equations equation equations
was equations arrive at the give the correct
was were
provided but not the correct quadratic
provided provided
4th and 5th. quadratic function
function

A. Self-Check ✔
following. Kindly indicate the level of your performance in each learning target by putting a ( check
LEARNING TARGETS
4 3 2 1 0
1. I can describe what will happen to the graph as
the values of a, h and k change.
2. I can give the quadratic function if the x-
intercepts are provided
3. I can derive the quadratic function based on its
graph
4. I can find the quadratic function based on its
table of values.
LEGEND:
B. How will you relate the values of “a” in a quadratic function to the attitude
or behavior of a person? Explain your answer.

MODULE NO. 9
Solving Problems Involving Quadratic Functions
The learner solves problems involving quadratic functions. (M9AL-Ii-j-2)
LEARNING TARGETS:
4. solve problems involving quadratic functions
5. become optimistic and prudent in dealing with problems in life.
Gadgets, drawing materials,
REVIEW:
The broken parabola is the graph of y = x 2. Trace the graph of y = 2(x – 3)2 + 5

EXPLORE 1
Imagine yourself selling an item online because of the Covid-19 Pandemic. The supplier only
delivers to you 1200 items monthly. With the price of P50 each, you always managed to sell all
your items before the next delivery arrives. You noticed that for every P5 increase in your selling
price, the number of buyers is reduced by 100. How much increase to the selling price will give
you the highest profit?
Let x be the number of P5 that you will add to your current selling price
Then, 5x will be the increase in your current price.
Depending on the value of x, the number of items that you can sell will be 1200 – 100x.
Your selling price will be the current price (P50) plus 5x. Hence, 50 + 5x
Let y represents the revenue.
y = (1200 – 100x)(50 + 5x)
y = -500x2 + 1000x + 60000
In this given problem, we are interested more on the highest point or the highest value of y
which is the revenue. Therefore, we are interested in the vertex of the parabola.
4𝑎𝑐− 𝑏2
Recall that the y-coordinate of the vertex is given by the formula k = .
4𝑎
4(−500)(60000)− (1000)2
k= 4(−500)
k = 60 500 the highest revenue.
If 60 500 is the highest revenue, what then is the selling price?
−𝑏
The value of x at the vertex is denoted by h = 2𝑎
−1000
h= =1
2(−500)
Therefore, the selling price is 50 + 5x which is 50 + 5(1) = 55.
P55 is the selling price and it will give you a total revenue of P60 500
EXPLORE 2
A ball is shot upward from a cannon at a height of 6 ft above the ground. If the ball has
a velocity of 46 ft/s, what time will it reach the ground? What is the highest altitude that
the ball can reach?
Take note of the following details.

The ball started at 6ft above the ground
The ball has a velocity of 46 ft/s
But we have a gravity that pulls the ball downward. The standard gravitational
pull is about 16ft/s2. Since it pulls the ball downward, what operation do you
think must be used?

Graphs of d = -16s2 + 46s + 6
Combining these details:
6 + 46s – 16s2 =d
where s is time in seconds and d is the distance of the
ball from the ground. We can rearrange it into
d = -16s2 + 46s + 6
What time will it reach the ground?
If d is the distance of the ball from the ground, then

if it reached the ground its distance from the ground is zero.
0 = -16s2 + 46s + 6
0 = -8s2 + 23s + 3 Everything is divisible by 2.
Solve the quadratic equation:

We can use a different method in solving it.
For this example, let us use factoring.
0 = (-x + 3)(8x + 1)
1
x=3 and x = - 8
Here we have two answers that fit the quadratic equation.

1
We have 3 seconds and - 8 second.
But the negative time will mean that it already reached
the ground before it was thrown. It is impossible to happen.
Therefore, we will disregard the negative time.
Therefore, the ball will reach the ground 3 seconds

after it has been shot by the cannon.
What is the highest altitude that the ball can reach?

In this question, we are interested in the highest point
of the parabola. We can use the formula in finding the
y-coordinate of the vertex.
Note: We have to use the original equation and not the

simplified equation if we are dealing with the highest
or lowest point.
4𝑎𝑐−𝑏2 4(−16)(6)−(46)2
k= =
4𝑎 4(−16)
= 39.0625 or approximately 39.1

No. of feet from the ground
It can be seen from the graph at the right the information

that we need. The ball started from point D (6ft). It reached
point C (39.0625ft) which is the highest point and landed
at point B (0 ft) after 3 seconds.
No. of seconds

B. ACTIVITY
A. Watch a video or search about word problems involving quadratic functions. Share the
link (or reference) below and share one problem including the solution on how to solve
it.
B. If you are going to sell a product online, what is that product and how much are you
going to sell it to maximize your income? Explain your answer.

C. ASSESSMENT:
A. Answer the following problems. Show your solutions below.
1. A certain company is using an online application to help them determine the number
of items they are going to buy. It will give you the number of items that they are
going to buy from you based on the selling price that you will enter. You wish to sell
them your items and have the following results when you entered your desired
prices.
Price No. of orders

P50 700
P55 620
P60 540
P45 780
If you have 1000 pieces of the items you are going to sell to them, what is the
price that will give you the highest revenue?
2. A ball 1 ft above the ground was kicked by a soccer player and traveled upward at a
velocity of 79.8 ft/s. How long will it take for the ball to land on the ground? What
is the highest altitude the ball can reach? How long will it need for the ball to reach
the highest altitude it can go?

Rubric
CRITERIA 0 1 2 3 5
Was not
The All the parts of
able to The quadratic Was able to
quadratic the quadratic
Quadratic arrive at equation provide the
equation equation are
equation any provided has one correct quadratic
provided is correct except for
quadratic incorrect part equation
incorrect the sign.
equation
Roots or The zeros Was able to give
No zeros Only one of the
zeros of provided both the zeros of
were zeros of the
the were the
provided function is correct
function incorrect function/equation
The answer is The answer is
Answer
The answer The answer is correct but not correct and with
to each No answer
is incorrect incomplete supported by correct
question
computation computation
A. Self-Check ✔
LEARNING TARGETS
4 3 2 1 0
1. I can derive a quadratic equation that represent
a certain word problem about quadratic function
2. I can identify whether a problem involves
quadratic functions or not.
3. I can solve problems on quadratic function
involving profit and revenue
4. I can solve problems on quadratic function
involving projectiles
LEGEND:
B. How will you relate solving quadratic functions to solving real-life problems?
Elaborate your answer.

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ROMAN CATHOLIC BISHOP OF NOVALICHES

EDUCATIONAL SYSTEM (RCBNES, Inc.)

All Rights Reserved: RCBNES SY: 2020 - 2021 1

BEGINNING DEVELOPING SATISFACTORY OUTSTANDING

Name: ________________________________________ Module 1 No. of Days__4___

Grade & Section: ___________________________ Teacher: _______________________

Answer the following questions.

How much do you know?

Download the app quizizz (optional)

What is the root word of “equation”? __________

Explain why each of the following is considered a non-quadratic equation.

4x2 + 7x4 = 5 __________________________________________________

If there is an exponent 2, then it is already quadratic.

1. Use the variable t with a = -2, b = - 8 and c = 5 –2t2 – 8t + 5 = 0

2. Use the variable x with a = 3, b = 7 and c = - 4.

3. Use the variable m with a = - 8, b = 0 and c = - 2

4. Use the variable y with a = 5, b = 0 and c = 0

5. Use the variable t with a = 9, b = - 4 and c = 0

52 means you will multiply 5 by itself. Thus, 52 = 5(5) = 25

x2 = 16 What number will give you 16 when multiplied by itself?

The above example can be solved also by EXTRACTING THE SQUARE

Solve the equation 3x2 – 60 = 0.

3x2 – 60 = 0 If you subtract two equal numbers, the answer is zero

Visit the link for simplifying radical expressions

For more examples, go to page 003 of your textbook.

All Rights Reserved: RCBNES SY: 2020 - 2021 7

Given two numbers a and b, if ab = 0, then

If (x + 3)(x – 4) = 0, then what are the possible values of x?

One possible way for this to happen is (0)(x – 4) = 0

Another way for this to happen is (x + 3)(0) = 0

On the other hand, if x = 4, then we will have (4 + 3)(4 – 4)

Thus, x = – 3 and x = 4. These two values are the solutions to the

For more examples, go to page 004 of your textbook.

In the expression (x + 5)(x – 2)

Solve the quadratic equation

For an equation where a  1, the case is different.

For more examples, go to page 005 of your textbook.

The area of the rectangle at the right can be

Another way to find the area of a rectangle is by multiplying the number of

9m2 9m2 3m2 3m2 3m2

3m2 3m2 1m2 1m2 1m2

The width = ________

What is then, the width and length of the given rectangle?

The width of the rectangle is x + 1 x x 1 1 1

All Rights Reserved: RCBNES x SY: 2020 - 2021 9

Therefore, (x + 1)(2x + 3) = 2x2 + 5x + 3

Your work will be graded according to the following rubric

No The explanation The explanation The

All Rights Reserved: RCBNES SY: 2020 - 2021 10

4 + 3 In mathematical symbol or representation

What value of Is this the most

Each of your answers will be graded according to the following rubric.

All Rights Reserved: RCBNES SY: 2020 - 2021 14

Name: ________________________________________ Module 2 No. of Days__4___

Grade & Section: _______________________________ Teacher: ____________________

LEARNING COMPETENCIES: The learner

All Rights Reserved: RCBNES SY: 2020 - 2021 15

What tiles are needed to complete

What is the side of the shape

How many green tiles ( 1 ) are needed to complete the square?________________

What is the total area of the completed square? x 2 + 8x + _______

What is the side of the completed square? ____________

Can you now complete a square without using the tiles?

Name: ____________________________________ Module 1 No. of Days4_

Grade & Section: _____ Teacher: _

Name: ____________________________________ Module 2 No. of Days4_

Grade & Section: ___________ Teacher:

Name: _________________________ Module 3 No. of Days4_

Grade & Section: _ Teacher: __