Math 9 Module
Math 9 Module
Lesson 1
QUADRATIC EQUATION
I. Learning Outcomes:
At the end of this lesson, you should be able to:
1. solve the quadratic equations by: (a) extracting square roots; (b) factoring;
(c) completing the square; and (d) using the quadratic formula;
2. characterize the roots of quadratic equations using the discriminant;
3. describe the relationship between the coefficients and the roots of a quadratic
equation;
4. solve equations transformable to quadratic equations (including rational
algebraic equations); and
5. solve problems involving quadratic equations and rational algebraic equations
II. Pre-Assessment:
Let’s find out how much you already know about this module. Click on the letter that you think best
answers the question. Please answer all items. After taking this short test, you will see your score.
Take note of the items that you were not able to correctly answer and look for the right answer as
you go through this module.
7. Solve the quadratic inequality x 2−x−12>0 . Express your answer in interval notation.
a. (−∞ , 3 ) (−4 , ∞ )
b. (−∞ ,−3 )(−4 , ∞ )
c. (−∞ , 4 )(−3 , ∞ )
d. (−∞ ,−4 )( 3 , ∞ )
8. A stuntman will jump off a 20 m building. A high-speed camera is ready to film him
between 15 m and 10 m above the ground. When should the camera film him? The
camera should film him from
a. 1.0 to 1.4 seconds after jumping
b. 1.2 to 1.6 seconds after jumping
c. 1.4 to 1.8 seconds after jumping
d. 1.6 to 2.0 seconds after jumping
9. The unit cost in dollars for manufacturing n starters is given by C=0.004 n 2−3.2 n+660
. For what number of starters is the unit cost at minimum?
a. 100
b. 200
c. 300
d. 400
11. The income I (in pesos) earned by a company on the manufacture of s liters of an
acid solution is I =s2−95 s−500. Compute for its profit or loss if it manufactured 50 liters
of acid solution.
a. (P 2750)
b. P 2750
C. P 3000
d. (P 3000)
12. The profit (P) in dollars on each cellphone manufactured by Clear Lines Inc., is
related to the number of cellphones produced each day according to the equation
P=0.82 x 2 +4.25 x+ 45 where x is the number of cellphones produced each day (in
hundred) and 2 ≤ x ≤8 . About how many cell phones should be produced each day to
make a profit of $ 70 per phone?
a. 4
b. 3
c. 5
d. 7
13. If the total costs are C ( x )=500+ 90 x , and total revenues are R ( x )=150 x−x 2. Find
the break-even point9s). At break-even, there is no profit, the costs equal the revenue,
so R ( x )=C( x).
a. 20 and 25
b. 50 and 10
c. 5 and 100
d. 4 and 125
15. You are hired one of the consultants of a fast food chain in your city. The owner
asked you to come up with a business plan proposal to increase its sales and maximize
its profits. Which should be the possible characters of your proposal?
a. presentable, accurate and organized
b. practical, authentic and organized
c. authentic, grammatically correct and organized
d. presentable, realistic and neat
16. You are a crew from an entertainment who launches fireworks at angle of 60 ° from
the horizontal. The height of one particular type of display can be approximated by the
function, h ( t )=−16 t 2+160 t where h(t) is measured in feet and t is measured in seconds.
How long will it take the fireworks reach the maximum height?
a. 4 sec
b. 5 sec
c. 6 sec
d. 7 sec
17. You are a member of a group of students which starts a small business that sells
used DVDs on the internet. The weekly profit of the business is given by the function
P ( x ) =−2 x 2 +100 x−800 where x represents the number of DVDs produced. What is the
vertex of the profit function and its meaning in the context of this problem?
a. The vertex (25, 450) means a maximum weekly profit of 450 peso is obtained when
25 DVDs are sold.
b. The vertex (25, 450) means a weekly loss of 450 pesos when 25 DVDs are sold.
c. The vertex (450,25) means a maximum weekly profit of 25 peso selling 450 DVDs.
d. The vertex (450, 25) means a weekly loss of 25 peso when 450 DVDs are sold.
18; Barangay Covid is planning to fence their playground with an existing wall on one
side. As an engineer of the Barangay, you are tasked to compute the maximum area
that can be using the available 200 feet fencing material. What should the maximum
area be?
a. 2 000 ft 2
b. 3 000 ft 2
c. 3 500 ft 2
d. 5 000 ft 2
19. The number of bacteria in a refrigerated food is given by n ( t )=5 t 2 −40 t+ 100 where t
is the temperature of the food in Celsius. As a microbiologist, you are tasked to answer
the question: At what temperature will the number of bacteria be minimal?
a.4 ° C
b. 5° C
c. 6° C
d. 50° C
20. The farmer predicted that the number of mango trees (x) planted in a farm could
yield y=−20 x 2 +2600 x mangoes per year. As a mango grower, how many trees should
you plant to produce the maximum number of mangoes per year?
a. 130
b. 1300
c. 321 000
d. 331 000
ENGAGE:
In this entire lesson, you will discover how important it is to utilize essential
mathematical skills to be able to understand these questions that arise in various real-
life situations that we encounter every day and use these skills wisely to be able to
come up with the desired output.
As you go through these lessons, think of this question: How can various real-life
situations involving maximum and minimum values be solved and analyzed?
EXPLORE:
When you were in Grade 8, you were able to talk about Linear Equations and Functions.
You found out how these concepts could be used to model and solve real-life situations.
In this section, you will be able to discover a new equation that could also solve more
real-life problems. In this section, you will not only be introduced to the lessons but also
be assessed on your initial ideas regarding the topic. Be reminded to take each activity
seriously. Make a conscious effort to highlight the new concepts that you will be
encountering.
The video you are about to see will flash before you some scenes that you encounter in
real life. These are scenes that never cease to appreciate their aesthetic beauty. Have
you ever wondered why they are constructed in a particular way?
PROCESS QUESTIONS:
1. How many of the pictures shown are familiar to you?
2. What are the common things that you notice among the pictures?
4. Can the scenes also use linear paths? Why? Why not?
5. If you were to draw the curved paths on a graphing paper, what characteristics could
you name? Contrast this with a linear path.
The real-life situations that you saw in the video show you one of the many situations
where we can encounter quadratic functions in real-life. As you go through all the
activities in this lesson, think of this question: How can various real-life situations
involving maximum and minimum values be solved and analyzed?
EXPLAIN:
After reading the article, can you now paraphrase what you have read by coming up
with your own definition of a quadratic equation? Write your definition inside the box
below.
An equation of the type ax 2 +bx +c=0, where a, b and c are constants and a ≠ 0, is called
the standard form of a quadratic equation.
Quadratic equations can be classified into two: complete and incomplete. A complete
quadratic equation is one where a, b and c have values while an incomplete quadratic
equation is one where only two coefficients are not equal to zero.
The examples below show you how equations are written in standard form and how the
real numbers a, b and c is identified.
1. 9 x 2−5 x=5
¿ 9 x 2−5 x−5=0; a=9 b=-5 c=-5
1
2. −10=x
3x
¿ 1−30 x=3 x 2
¿−3 x 2−30 x+1=0 a=-3 b=-30 c=1
Now try the next examples below and see whether you know how to write quadratic
equations in standard from and identify a, b and c.
3. 6+3 x 2=3 x a= b= c=
4. 2 x2 =9 a= b= c=
5. ( x +1 )( x +2 )=0 a= b= c=
PROCESS QUESTIONS:
1. When is a quadratic written in standard from?
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2. What are things that you need to remember when identifying a, b and c?
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3. Go back to the exercise that you just did. Do all examples have values for all?
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4. How do you classify quadratic equations with complete sets of coefficients? What
about equations with incomplete coefficients?
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EXTEND:
After learning the different preliminary concepts on quadratic equations, it is now time
to learn how to solve for the roots of a quadratic equation. You will be watching four
videos on the various methods that you can use to sole quadratic equation.
Methods Steps
Extracting the Roots
Factoring
Quadratic Formula
3. List down the algebraic skills that are needed in each method.
Methods Steps
Extracting the Roots
Factoring
Quadratic Formula
You are not yet expected to master these methods. You are only expected to look at
each method and make comparisons. Click on the different links below. You may key in
your notes on the table provided below.
A. Extracting the roots http://www.youtube.com/watch?v=-0dQ6yRXI38
B. Factoring http://www.youtube.com/watch?v=SDe-1lGeS0U
C. Completing the square http://www.youtube.com/watch?v=xGOQYTo9AKY
D. Quadratic formula http://www.uoutube.com/watch?v=3ayhvAl3leY
Let us look at the first method of solving for the roots of a quadratic equation. Before
you practice, let us first look at several illustrative examples that will show the use of
this method.
1. x 2+ 4=102
x 2=98 Subtract 4 from both sides
GRADE 9-MATH Page 12
MODULE INMATHEMATICS
2. ( x +2)2 =25
√(x +2)2=√ 25 Use the square root principle
x +2=± 5 Simplify the radical
x=± 5−2 Subtract 2 from both sides
3. ( 4 x−7)2=−20
√(4 x−7)2=√−20 Use the square root principle
PROCESS QUESTIONS:
1. Define the Square Root Principle.
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3. Try to look at the following possibilities as you consider the equation x 2=c.
a. What can you say about c if the equation has no real solution?
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b. What can you say about c if the equation has exactly one solution?
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c. What can you say about c if the equation has two solutions?
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d. If c is a prime number, what type of solutions does the equation have?
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e. If a is a positive perfect square, what type of solutions does the equation have?
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After looking at several examples that show how to solve quadratic equations by
extracting the roots, let us now find out whether you can do the solving. Answer the
worksheet found below.
1. 4 t 2 =108 4. 3 x 2=600
2. ( p+6)2=9 5. 3(4 x−1)2=27
3. ( x +5 ) ( x −5 )=11 6. ( x +3 ) ( x −3 )=18
After learning how to solve quadratic equations by extracting the roots, let us now look
at the second method of solving. Look at each example and try practicing how to solve
a similar example.