QUARTER 1

i
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1
Second Edition, 2021

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Published by the Department of Education

Secretary:
Undersecretary:
Assistant Secretary:

Development Team of the Module

Authors: Ma. Theresa C. Dinong Jeffriel G. Sison

Joselito A. Viray Marlon V. Baquillos
Leah Mae O. San Miguel Robert P. Manlapig
Jude Carlo M. Pilapil Jaycee R. Oco
Content Validators: Ma. Theresa C. Dinong Joselito A. Viray
Leah Mae O. San Miguel Robert P. Manlapig
Jaycee R. Oco
Illustrator: Marlon V. Baquillos
Layout Artist: Robert P. Manlapig
Management Team: Meliton P. Zurbano, OIC-SDS, ASDS
Dr. Rustica R. Lorenzo, OIC-ASDS
Filmore R. Caballero, CID Chief
Jean A. Tropel, Division EPS In-charge of LRMS
Marilyn B. Soriano, Division Math Coordinator

Printed in the Philippines by ________________________

Division of City Schools – Valenzuela
Office Address: Pio Valenzuela St., Marulas, Valenzuela City
Telefax: (02) 8292-3247
E-mail Address: [email protected]

ii
 Table of Contents

What I Know 1
Lesson 1: Quadratic Equation and Its Solutions 2
Performance Task No. 1: Solutions of a Quadratic Equation: Video Tutorial 6
Lesson 2: Characteristics of the roots and Relationship
of the coefficient to the roots of a Quadratic Equation 7
Lesson 3: Solve Equations Transformable to Quadratic Equation 11
Lesson 4: Solving Problems Involving Quadratic Equations
and Rational Algebraic Equations 15
Lesson 5A: Introduction to Quadratic Inequalities 19
Lesson 5B: Solving Quadratic Inequalities and Related Problems 21
Lesson 6: Quadratic Functions 24
Performance Task No. 2: Parabolic Selfie 27

Lesson 7: Quadratic Function in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 28

Lesson 8A: Graph of a Quadratic Function 31
Lesson 8B: Transformation of the Graph of a Quadratic Function 34
Lesson 9: Quadratic Function and Its Application 36

Post Test 40
References

iii
 What I Know
Directions: Read each statement carefully. Circle the letter of the correct answer.

1) Determine which of the following equations below illustrates quadratic equation.

A. 2𝑥 − 𝑦 = 5 B. 𝑥 3 − 5𝑦 = 2 C. 𝑥 2 + 4 = 𝑥 2 − 𝑦 D. 𝑥 2 − 2𝑥 + 1 = 0
2
2) Solve the roots of the quadratic equation 𝑥 + 10𝑥 + 24 = 0.
A. {−6, −4} B. {4, 6} C. {−8, −3} D. {3, 8}
2
3) What is the discriminant value of the quadratic equation 𝑥 − 4𝑥 − 5 = 0?
A. −36 B. −4 C. 16 D. 36
4) Find the sum and product of the roots of the quadratic equation 9𝑥 2 + 30𝑥 − 25 = 0.
3 9 10 25
A. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = C. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = −
10 25 3 9
10 25 10 25
B. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = D. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 =
3 9 3 9
2 1
5) Which of the following quadratic equation has and − as their roots?
3 4
A. 12𝑥 2 + 5𝑥 + 2 = 0 C. 12𝑥 2 − 5𝑥 − 2 = 0
B. 12𝑥 2 − 5𝑥 + 2 = 0 D. 12𝑥 2 + 5𝑥 − 2 = 0
For item numbers 6 – 7, Use the equation (𝒙 + 𝟑)𝟐 + (𝒙 + 𝟏)𝟐 = 𝟐𝟎.
6) Write the above equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 2𝑥 2 + 8𝑥 + 10 = 0 C. 2𝑥 2 − 8𝑥 − 10 = 0
2
B. 2𝑥 − 8𝑥 + 10 = 0 D. 2𝑥 2 + 8𝑥 − 10 = 0
7) What are the roots of the given equation?
A. 1, 5 B. −1, 5 C. −5, −1 D. −5, 1
8) The length of a garden is 5 m more than its width and its area is 36 𝑚2 . Which of the following
expressions represents the length?
A. 𝑥 − 5 B. 𝑥 + 5 C. 5𝑥 D. 5𝑥 + 5
9) The sum of two numbers is 6 and their product is −27. Find the numbers.
A. −9 and 3 B. 3 and 9 C. −3 and 9 D. −9 and −3
10) Which of the following illustrates quadratic inequality?
A. 𝑥 − 8 < 1 B. 𝑥 3 − 2𝑥 > 1 C. 𝑥 2 − 4 = 0 D. 𝑦 ≤ 𝑥 2 + 3𝑥
11) Which of the following ordered pairs satisfy the quadratic inequality 𝑦 ≤ 𝑥 2 − 9?
A. (0, 0) B. (−1, −1) C. (−3, 1) D. (6, 1)
12) Which of the following equations represent a quadratic function?
A. 𝑦 = 3 + 2𝑥 2 B. 2𝑦 2 + 3 = 𝑥 C. 𝑦 = 3𝑥 − 22 D. 𝑦 = 2𝑥 − 3
2
13) What is the graph of the equation 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0?
A. linear B. parabola C. hyperbola D. circle
14) What is the equation of the quadratic function 𝑦 = 𝑥 2 + 2𝑥 − 1 in vertex form?
A. 𝑦 = (𝑥 − 2)2 + 3 C. 𝑦 = (𝑥 + 2)2 + 1
2
B. 𝑦 = (𝑥 − 3) − 1 D. 𝑦 = (𝑥 + 1)2 − 2
15) What is the equation of the quadratic function 𝑓(𝑥) = −3(𝑥 − 1)2 − 2 in standard form?
A. 𝑓(𝑥) = −3𝑥 2 + 6𝑥 + 1 C. 𝑓(𝑥) = 3𝑥 2 − 6𝑥 − 1
2
B. 𝑓(𝑥) = −3𝑥 − 6𝑥 − 5 D. 𝑓(𝑥) = −3𝑥 2 + 6𝑥 − 5
16) What is the coordinate of the vertex described by 𝑓(𝑥) = 𝑥 2 + 12𝑥 + 20?
A. (6, 16) B. (−6, 16) C. (−6, −16) D. (6, −16)
17) The graph of 𝑓(𝑥) = 𝑥 2 − 3 is obtained by shifting the graph of 𝑓(𝑥) = 𝑥 2 ?
A. 3 units to the left B. 3 units downward C. 3 units to the right D. 3 units upward
18) The graph of the function 𝑓(𝑥) = −𝑥 2 − 2𝑥 − 2 was shown on the right, what is
the range of the function?
A. [ −1, ∞) B. ( −1, ∞) C. (−∞, −1] D. (−∞, −1 )
19) The area of a concrete rectangular pathway is 550 𝑚2 and its perimeter is 94 𝑚.
Find the dimensions of the pathway.
A. 10 m by 55 m C. 21 m by 26 m
B. 22 m by 25 m D. 10 m by 35 m
20) Find two consecutive numbers whose difference of their squares is the square of 5.
A. 10 and 11 B. 11 and 12 C. 12 and 13 D. −14 and −13

1
 Lesson
Module Quadratic Equations and its
8
1 Solutions
“What is a quadratic equation?”, “Do I really need it in real-life?” These are some of the
questions students may ask themselves while doing their mathematics subjects. Quadratic equation
plays an important role in many real-life situations such as finding dimensions of a rectangle, profit,
age problem, number problem, and many more.
In this module, you will learn to illustrate quadratic equations, M9AL-Ia-1, and solve
quadratic equation using (1) extracting square roots; (2) factoring; (3) completing the square; and (4)
quadratic formula, M9AL-Ia-b-1.

What is It

Linear Equation is an equation in which the highest exponent is one.

Quadratic Equation is an equation in which the highest exponent is two. Its standard form is
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, and 𝑐 are any real numbers and 𝑎 ≠ 0.

The table below shows examples of linear equation, quadratic equation and neither linear nor quadratic.
Linear Equation Quadratic Equation Neither
1. 2𝑥 + 5 = 0 1. 𝑥 2 − 4𝑥 + 3 = 0 1. 𝑥 4 − 3𝑥– 5 = 0
2. 3𝑚 − 5 = 𝑚 + 1 2. 𝑚(𝑚 − 6) = 0 2. 𝑚(𝑚2 − 2𝑚 + 8) = 0
3. (𝑛 − 2)2 = 𝑛2 + 3 3. 𝑛3 + (𝑛 − 1)2 = 𝑛3 3. 𝑛2 + 4 = 𝑛3 − 5

The first column above illustrates linear equations, although you can see an exponent of 2 in the 3 rd
example, but when simplified it will become −4𝑛 + 1.
The second column are examples of quadratic equations, 𝑚(𝑚 − 6) = 0 does not contain an
exponent of 2 but if you apply distributive property of equality it will result to 𝑚2 − 6𝑚 = 0. While
𝑛3 + (𝑛– 1)2 = 𝑛3 contains a degree of 3, but when simplified will result to 𝑛2 − 2𝑛 + 1 = 0.
The last column is neither linear nor quadratic since the degree is neither 1 nor 2.
Quadratic equations may be written in standard form by using different properties of equality.
Below are examples of rewriting quadratic equations into the standard form and states the value of 𝑎, 𝑏,
and 𝑐.
Examples:
Rewrite the following quadratic equations in standard form. Give the value of a, b, and c.
1. (𝑚– 5)2 + 8 = 0
Solution: Square the binomial : 𝑚2 − 10𝑚 + 25 + 8 = 0
Combine similar terms : 𝑚2 − 10𝑚 + 33 = 0
2
Thus, standard form is 𝑚 − 10𝑚 + 33 = 0; 𝑎 = 1, 𝑏 = −10, 𝑐 = 33

2. (4𝑛– 3)(𝑛 + 1) = 𝑛2 – 5𝑛
Solution:
FOIL method and : 4𝑛2 + 4𝑛 − 3𝑛 − 3 = 𝑛2 − 5𝑛
Combine similar terms : 4𝑛2 + 𝑛 − 3 = 𝑛2 − 5𝑛
Addition Property of Equality (APE) : 4𝑛 + 𝑛 − 3 + (− 𝑛2 + 5𝑛) = 𝑛2 − 5𝑛 + (– 𝑛2 + 5𝑛)
2

Combine Similar Terms : 3𝑛2 + 6𝑛 − 3 = 0

2
Thus, the standard form is 3𝑛 + 6𝑛 − 3 = 0; 𝑎 = 3, 𝑏 = 6, 𝑐 =– 3

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

1. 𝑥 2 − 36 = 0
Solution:
𝑥 2 − 36 + 36 = 0 + 36 Use Addition Property of Equality
𝑥 2 = 36 Combine similar terms
2
√𝑥 = √36 Extract the square roots of both sides
Therefore the solutions are 6, and 6.

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

3. 4𝑚2 + 3 = 12
Solution:
4𝑚2 + 3 − 3 = 12 − 3 Use Subtraction Property of Equality
4𝑚2 = 9 Combine similar terms
4𝑚2 9
= Use Division Property of Equality
4 4
9
√𝑚2 = √ Extract the square roots of both sides
4
3 3
Therefore the solutions are and − .
2 2

B. Solving Quadratic Equations by Factoring

Zero Product Property: A product of factors is zero if one or more factors is equal to zero.
In symbol, if 𝑎𝑏 = 0, then 𝑎 = 0 or 𝑏 = 0 or both.
Examples:
1. 6𝑚2 + 12𝑚 = 0
Steps
Factor by common monomial factor 6𝑚(𝑚 + 2) = 0
Zero Product Property 6𝑚 = 0 ; 𝑚 + 2 = 0
Multiplication and Addition property of equality 6𝑚 = 0 ; 𝑚 + 2 − 2 = 0 − 2
6 6 ;
𝒎=𝟎 ; 𝒎 = −𝟐
2. 𝑛2 + 𝑛 − 42 = 0
Steps
Factor general trinomial (𝑛 + 7)(𝑛– 6) = 0
Zero Product Property 𝑛+7 =0 ; 𝑛−6=0
Addition property of equality 𝑛+7− 7 = 0−7 ; 𝑛−6+6 =0+6
𝒏 = −𝟕 ; 𝒏=𝟔

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

Examples: Solve each quadratic equation using completing the square.

1) 𝑥 2 + 6𝑥 + 9 = 0 2) 2𝑥 2 − 16𝑥 + 32 = 0
Solution: Solution:
Since a =1, skip step 1. Step
Step 1 2𝑥 2 16𝑥 32 0
− + =
2 x2 + 6x + ___ = -9 + ___ 2 2 2 2

3 6 2 6 2
𝑥 2 − 8𝑥 + 16 = 0
𝑥 2 + 6𝑥 + ( ) = −9 + ( ) 2 𝑥 2 − 8𝑥 + ___ = −16 + ___
2 2
𝑥 2 + 6𝑥 + 9 = 0 3 8 2 8 2
𝑥 2 − 8𝑥 + ( ) = −16 + ( )
4 (x + 3)2 = 0 2 2
5 𝑥 2 − 8𝑥 + 16 = 0
√(𝑥 + 3)2 = √0
𝒙 = −𝟑 4 (𝑥 − 4)2 = 0
5 √(𝑥 − 4)2 = √0
Solution Set: {−3} 𝒙=𝟒
Solution Set: {4}

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

4
D. Solving Quadratic Equations by Quadratic Formula
The last method of solving quadratic equations is the use of the quadratic formula. In
1637 René Descartes published La Géométrie containing special cases of the quadratic formula in the
form we know today. (Source: Wikipedia)
Quadratic Formula:
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎

Examples: Determine the solutions using quadratic formula.

1. 5𝑥 2 − 23𝑥 + 12 = 0
Solution:
𝑎 = 5 , 𝑏 = −23 , 𝑐 = 12
−(−23) ± √(−23)2 −4(5)(12)
Substitute the values in the formula 𝑥=
2(5)
23 ± √529−240 23 ± √289 23 ± 17
Simplify 𝑥= → 𝑥= → 𝑥=
10 10 10
𝟑
Solution Set: {𝟒, }.
𝟓

2. 𝑚2 = 2𝑚 + 4
Writing the equation in standard form: 𝑚2 − 2𝑚 − 4 = 0. Then, 𝑎 = 1, 𝑏 = −2, 𝑐 = −4
−(−2) ± √(−2)2 −4(1)(−4)
Substitute the values in the formula 𝑥=
2(1)
2 ± √4+16 2 ± √(4)(5) 2 ± 2√5
Simplify 𝑥 = → 𝑥= → 𝑥=
2 2 2
Solution Set: {𝟏 − √𝟓, 𝟏 + √𝟓}.

What’s More

I. Try These!
A. Determine if the given equation is linear, quadratic, or neither.
1. 4𝑥– 5 = 6 4. 𝑦 3 + 6𝑦 2 − 7𝑦 = 8
1
2. 5𝑥 + 7 = 3(𝑥– 1) 5. = 𝑥+5
𝑥−8
3. 𝑚2 − 5𝑚– 6 = 0
B. Write the following quadratic equations in standard form. Give the value of a, b, and c.
1. 𝑥 2 = 2𝑥 − 1 4. 14 = 3𝑥 − 𝑥 2
2
2. 10𝑚 = 7𝑚 5. 𝑚2 − 6𝑚 + 5 = 4𝑚2 − 8
3. 3 + 5𝑑 = 4𝑑 2

II. Keep Trying!

Determine the solutions of each quadratic equation using the prescribed method.
A. Extracting Square Roots C. Completing the Square
1) 4𝑥 2 − 81 = 0 6) 𝑥 2 − 12𝑥 + 36 = 0
2) 2𝑥 2 − 32 = 66 7) 𝑥 2 − 4𝑥 + 3 = 0
B. Factoring D. Quadratic Formula
3) 𝑎2 − 𝑎 − 2 = 0 8) 𝑥 2 + 3𝑥 = 54
2
4) 𝑥 + 𝑥 = 20 9) 2𝑥 2 + 3𝑥 = 27
5) 𝑥 2 − 22𝑥 = −120 10) 4𝑥 2 − 5𝑥 + 1 = 0

5
Learning Area: Mathematics Grade Level: 9
Performance Task Title: Solutions of Quadratic Equations: Video Tutorial
Performance Standard: 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.
Competency Code: M9AL-Ia-b-1
Learning Competency: Solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
completing the square; and (d) using the quadratic formula.
I. Overview of the Performance Task
The students will showcase their talents and skills in making video tutorial. The content of the video will
demonstrate their mathematical skills in solving the quadratic equations.
II. Performance Task Criteria
Knowledge Solve quadratic equations using any of the four methods.
Skills Create a video lesson on solving quadratic equations
III. Performance Task Methods
1. Plan and prepare the materials to be used such as pen, paper/whiteboard/PowerPoint presentation and
camera.
2. Write your own quadratic equation.
3. Choose a convenient method to solve your equation.
4. Take a video of yourself while presenting and discussing your solution.
5. You may use editing application to make your video more interesting. (optional)
IV. Performance Task Activity
Video Tutorial on Solving Quadratic Equations
V. Recording Methods
This performance task will be graded using Rubric.
VI. Making Consistent Judgement
Rubric
Category Approaching
Exemplary Proficient Developing
Proficiency
(4) (3) (1)
(2)
Clear Delivery Able to deliver Able to deliver Able to deliver ideas Not able to deliver
of Ideas ideas with great ideas clearly fairly clearly and ideas clearly and
clarity require minor require major
improvements improvements
Computation All computation is Computation is Computation is No computation
complete and generally correct incorrect
correct and complete but
may contain
minor flaw
Creativity and The video shows The video is The video is well The video does not
Originality exceptional original and presented but some provide a new point of
originality and demonstrated aspects could have view and lacks
creativity. some creativity. been more creative. creativity.
Video Quality The overall Most of the The quality of the The quality of the
quality of the quality of the video is mostly video is unclear.
video is excellent. video is excellent. unclear.
Audio Quality The audio is clear The audio is clear The audio is The audio is cut-off
and effectively and assists in inconsistent in clarity and inconsistent or
assists in communicating (too loud/too overpowering.
communicating the main idea. soft/garbled) at times
the main idea. and/or the background
audio overpowers the
primary audio.
TOTAL: 20 points
VII. Feedback
Your score will be sent in your FB Messenger.

6
 Characteristics of the Roots and
Lesson
Module
Relationship of the Coefficient to the
8
2 Roots of Quadratic Equation
In the previous lesson, you learned the different methods in solving the roots of a Quadratic
Equation. There are instances, where the obtained roots are equal and sometimes not. There are
quadratic equations whose roots have radical symbols that cannot be simplified. Did you know that we
can easily determine the characteristics of the roots of a quadratic equation without the actual value of
it? Have you tried finding the sum and product of the roots of a quadratic equation? In this lesson, you
will be able to determine the nature of the roots, find the sum and product of the roots of a quadratic
equation and form a quadratic equation given the roots.

In this lesson, we will able to characterize the roots of a quadratic equation using the
discriminant M9AL-Ic-1; and describe the relationship between the coefficients and the roots of a
quadratic equation M9AL-Ic-2

What is It
Nature of the roots of a Quadratic Equation
−𝑏±√𝑏2 −4𝑎𝑐
In the Quadratic Formula, 𝑥 = , the expression 𝒃𝟐 − 𝟒𝒂𝒄 is what we called the
2𝑎
discriminant (D). The value of the discriminant describes the nature of the roots of a quadratic equation
and also determines the number of real solutions. See table below.

Discriminant Value Number of Real Roots Nature of the roots

𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎 1 real root multiplicity of 2 real, rational, equal
𝟐
𝒃 − 𝟒𝒂𝒄 > 𝟎 and a perfect square 2 real roots real, rational, unequal
𝒃𝟐 − 𝟒𝒂𝒄 > 𝟎, but not a perfect square 2 real roots real, irrational, unequal
𝒃𝟐 − 𝟒𝒂𝒄 < 𝟎 No Real Roots Non-real
Examples: Determine the value of the discriminant and describe the nature of the roots of the given
quadratic equations.

𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝒂 𝒃 𝒄 𝒃𝟐 – 𝟒𝒂𝒄 𝑵𝒂𝒕𝒖𝒓𝒆 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔

1) 𝑥 2 − 4𝑥 + 4 = 0 1 –4 4 (– 4)2 – 4(1)(4) 1 real, rational, equal roots
16 – 16 = 0
𝐷 = 0
2) 4𝑥 2 − 9 = 0 4 0 –9 (0)2 − 4(4)( −9) 2 real, rational, unequal roots
0 + 144 = 144
D = 144 > 0,
perfect square
3) (𝑥 − 3)(𝑥 + 2) = 5 1 −1 −11 (– 1)2 − 4(1)( −11) 2 real, irrational, unequal roots
𝑥 2 − 𝑥 − 11 = 0 1 + 44 = 45
D = 45 > 0,
not a perfect square
4) 5𝑥 2 − 2𝑥 = −3 5 −2 3 (– 2)2 − 4(5)( 3) No real roots
5𝑥 2 − 2𝑥 + 3 = 0 4 − 60 = − 56

7
Sum and Product of the roots of a Quadratic Equation
In a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 with roots 𝑟1 and 𝑟2 , the sum and product of the roots are
given by the following formulas,
𝑏 𝑐
sum of the roots: (𝑟1 + 𝑟2 ) = − product of the roots: (𝑟1 𝑟2 ) =
𝑎 𝑎

Example 1. Find the sum and product of the roots Example 2. Determine the sum and product of the
of 𝑥 2 + 5𝑥 + 4 = 0. roots of 2𝑥 2 − 9𝑥 + 10 = 0.
𝑎 = 1 𝑏 = 5 𝑐 = 4 𝑎 = 2 𝑏 = − 9 𝑐 = 10
𝑏 5 𝑏 (−9) 9
𝑟1 + 𝑟2 = − = − = - 5 𝑟1 + 𝑟2 = − = − =
𝑎 1 𝑎 2 2
𝑐 4 𝑐 10
𝑟1 𝑟2 = = = 4 𝑟1 𝑟2 = = =5
𝑎 1 𝑎 2

Forming a Quadratic Equation

Consider a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 with 𝑟1 and 𝑟2 . By dividing both sides by 𝑎, we have

𝑏 𝑐 𝑏 𝑏
𝑥 2 + 𝑥 + 0. The sum of the roots is given by 𝑟1 + 𝑟2 = − , then – (𝑟1 + 𝑟2 ) = and the product of
𝑎 𝑎 𝑎 𝑎
𝑐
the roots is 𝑟1 𝑟2 = . Substituting to the quadratic equation, we have 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0.
𝑎
Thus, given the sum and product of the roots, we can form the quadratic equation.
Examples:
Write a quadratic equation given the sum and product of the roots.
1 3
1) (𝑟1 + 𝑟2 ) = 4, (𝑟1 𝑟2 ) = 3 2) (𝑟1 + 𝑟2 ) = − , (𝑟1 𝑟2 ) = −
3 4
Solution: Solution:
Use the formula, 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0
1 3
by substitution, 𝒙𝟐 – 𝟒𝒙 + 𝟑 = 𝟎 𝑥 2 − (− ) 𝑥 + (− ) = 0
3 4
1 3
𝑥2 + 𝑥 − = 0
3 4
1 3
Multiply both sides by the LCM, 12 [𝑥 2 + 𝑥 − = 0]
3 4

12𝑥 2 + 4𝑥 − 9 = 0
Method 1: Reverse Factoring
Write a quadratic equation given its roots.
1) 𝑥 = −3 or 𝑥 = − 4
Solution: 𝑥 = −3 or 𝑥 = −4 Given
𝑥 + 3 = 0 or 𝑥 + 4 = 0 Addition Property of Equality
(𝑥 + 3)(𝑥 + 4) = 0 Zero Product Property
𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐 = 𝟎 Product of Binomial (FOIL or any method)
1 2
2) 𝑥 = , 𝑥 = −
4 5
1 2
Solution: 𝑥= , 𝑥=− Given
4 5
4𝑥 = 1, 5𝑥 = −2 Multiplication Property of Equality
4𝑥 − 1 = 0 5𝑥 + 2 = 0 Addition Property of Equality
(4𝑥 − 1)(5𝑥 + 2) = 0 Zero Product Property
𝟐𝟎𝒙𝟐 + 𝟑𝒙 − 𝟐 = 𝟎 Product of Binomial (FOIL or any method)

8
 Method 2: Application of Sum and Product of the roots
Step 1: Find the sum (r1+ r2) and product (r1r2) of the roots
Step 2: Substitute the sum and product of the roots to x2 – (r1+ r2)x + (r1r2) = 0
1) 𝑟1 = 4 or 𝑟2 = −1 2) r1 = √5 r2 = − √5
Step 1: 𝑟1 + 𝑟2 = 4 + (−1) = 3 Step 1: 𝑟1 + 𝑟2 = √5 + (−√5) = 𝟎
𝑟1 𝑟2 = 4(−1) = −𝟒 𝑟1 𝑟2 = √5 (− √5) = −√25 = −𝟓
Step 2: 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 Step 2: 𝑥 2 − (𝑟 + 𝑟 )𝑥 + (𝑟 𝑟 ) = 0
1 2 1 2
x2–(3)x+(-4)=0 2 − (0)𝑥 + (−5) = 0
𝑥
x2 – 3x – 4 = 0
𝒙𝟐 − 𝟓 = 𝟎
2 1
3) 𝑟1 = - , or 𝑟2 = - 4) 𝑟1 = 3 + √2 𝑟2 = 3 − √2
3 4
2 1 11 Step 1: 𝑟1 + 𝑟2 = 3 + √2 + 3 − √2 = 6
Step 1: 𝑟1 + 𝑟2 = − + (− ) = −
3 4 12
2 1 1
𝑟1 𝑟2 = (3 + √2 )(3 − √2)
𝑟1 𝑟2 = (− ) (− ) = Product of the sum and difference of two
3 4 6
Step 2: 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0 terms. (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2 ,
11 1 (3 + √2 )(3 − √2) = 32 – (√2)2 = 9 – 2 = 7
𝑥 2 − (− ) 𝑥 + ( ) = 0
12 6
11 1
𝑥2
+ 𝑥+ =0 Step 2: 𝑥 2 − (𝑟1 + 𝑟2 )𝑥 + (𝑟1 𝑟2 ) = 0
12 6
11 1
2
12 (𝑥 + 𝑥 + ) = 12(0) 𝑥 2 − (6)𝑥 + (7) = 0
12 6
𝟏𝟐𝒙𝟐 + 𝟏𝟏𝒙 + 𝟐 = 𝟎 𝒙𝟐 − 𝟔𝒙 + 𝟕 = 𝟎

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

5 8 3 8 4 2 4 6 1 7 8
COLUMN A COLUMN B
1) 𝑥 2 + 49 = 0 E. 𝑟1 + 𝑟2 = 1 𝑟1 𝑟2 = −1
2) 3𝑥 2 − 10𝑥 = 0 H. 𝑟1 + 𝑟2 = −8 𝑟1 𝑟2 = 0
3) 𝑥 2 + 8𝑥 = 0 N. 𝑟1 + 𝑟2 = −10 𝑟1 𝑟2 = 25
10
4) 𝑥 2 − 10𝑥 + 21 = 0 L. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = 0
3

5) 3𝑥 2 − 12𝑥 + 4 = 0 A. 𝑟1 + 𝑟2 =10 𝑟1 𝑟2 = 21
1 1
6) −2𝑥 2 + 𝑥 + 1 = 0 S. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = −
2 2

7) 𝑥 2 + 10𝑥 + 25 = 0 O. 𝑟1 + 𝑟2 = 0 𝑟1 𝑟2 = 49
4
8) 𝑥 2 − 𝑥 = 1 W. 𝑟1 + 𝑟2 = 4 𝑟1 𝑟2 =
3

T. 𝑟1 + 𝑟2 = 1 𝑟1 𝑟2 = 1

9
B. Use the discriminant to describe the nature of the roots and determine the number of real solutions
of each quadratic equation.
1) 𝑥 2 = 81 4) 𝑥 2 − 𝑥 = −1
2
2) 𝑥 − 8𝑥 + 16 = 0 5) (𝑥 − 5)(𝑥 − 3) = 10
2
3) 4𝑥 + 12𝑥 = 0

II. Keep Trying!

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

2) – 1, 0
1 2
3) − ,
2 5

4) ± √11

5) 1 ± √3

B. Write a quadratic equation in the form of ax2 + bx + c = 0 given the sum and product of the
roots
Sum of the Roots of a Product of the Roots of a
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
Quadratic Equation Quadratic Equation
11 0 1)

0 – 16 2)

-7 6 3)
1 3
− 4)
4 4
2 4
5)
3 5

10
 Lesson
Module Solve Equations Transformable
8
3 to Quadratic Equation

There are equations that are transformable to quadratic equation. These equations may be
given in different forms. In transforming the equation, you will apply different mathematical concepts
such as FOIL Method, Special Products, Distributive Property and other properties of equality. Once
the equation is transformed, you need to find the roots using the different methods that you have
learned in your previous lesson.
In this lesson, we will be able to solve equations transformable to quadratic equations (including
rational algebraic equations). M9AL-Ic-d-1

What is It
Solving Quadratic Equations that are not written in Standard Form (ax 2 + bx + c = 0)

There are equations that are not written in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. To write the
equations in standard form, you will use different mathematical concepts and afterwards compute for
the roots using the different method that you have learned in our previous lesson. See example below.

Examples:
1) 𝑥(𝑥 + 4) = 32
Solution: 𝑥(𝑥 + 4) = 32 Given
𝑥 2 + 4𝑥 = 32 Distributive Property
𝑥 2 + 4𝑥 − 32 = 0 Addition Property of Equality
(𝑥 + 8)(𝑥 − 4) = 0 Factoring
𝑥 + 8 = 0 𝑜𝑟 𝑥 − 4 = 0 Zero Product Property
𝑥 = −8 𝑜𝑟 𝑥 = 4 Addition Property of Equality

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

Rational Algebraic Equation Reducible to Quadratic Equation

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

11
 1 1 1
Since this is a work problem, we will use the equation ( + = ) , where A and B are the time working
𝑨 𝑩 𝒙
alone and x is the time working together.
Representing the rate of work:
1 1 1
Rate of Ezekiel: Rate of Allyka Rate working together:
𝒙 𝒙 +𝟑 𝟐
1 1 1
+ = Substitution
𝒙 𝒙+𝟑 𝟐
1 1 1
2𝑥(𝑥 + 3) ( + = ) 2𝑥(𝑥 + 3) MPE, Multiply both sides by LCM
𝒙 𝒙+𝟑 𝟐
2𝑥(𝑥+3) 2𝑥(𝑥+3) 1
+ = (2𝑥)(𝑥 + 3) Distributive Property of Multiplication
𝒙 𝒙+𝟑 𝟐
2𝑥 + 6 + 2𝑥 = 𝑥 2 + 3𝑥 Simplify and DPMA
𝑥2 − 𝑥− 6 = 0 APE
(𝑥 − 3) (𝑥 + 2) = 0 Factoring
𝒙 = 𝟑 or 𝒙 = − 𝟐 Zero Product Property

Since we are solving for the time, we only accept x = 3. Therefore, Allyka can clean the house in 6
hours

The given problem is an example of work problem that illustrates Rational Algebraic Equation
and reducible to Quadratic Equation. After solving for the roots make sure that it satisfies the condition
of a Rational Algebraic Equation and the situation of the given problem.
See example below.

Examples:
𝑥 6
1) − =2
2 𝑥
Solution:
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ 0
𝒙 𝟔
2𝑥 ( − ) = (2)2𝑥 Multiply both sides by the LCM, 2x
𝟐 𝒙
𝒙 𝟔
2𝑥 ( ) − 2𝑥 ( ) = (2)2𝑥 Distributive Property of Multiplication
𝟐 𝒙
𝑥 2 − 12 = 4𝑥 Existence of Multiplicative Inverse
𝑥 2 − 4𝑥 − 12 = 0 APE
(𝑥 − 6)(𝑥 + 2) = 0 Factoring
𝑥 − 6 = 0 𝑜𝑟 𝑥 + 2 = 0 Zero Product Property
𝑥 = 6 𝑜𝑟 𝑥 − 2 Addition Property of Equality

9
2) 𝑥 − =8
𝑥
Solution:
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ 0
9
𝑥 (𝑥 − ) = 8𝑥 Multiply both sides by the LCM
𝑥
𝑥 2 − 9 = 8𝑥 Distributive Property of Multiplication
𝑥2 − 8𝑥 − 9 = 0 Addition Property of Equality
(𝑥 − 9)(𝑥 + 1) = 0 Factoring
𝑥 − 9 = 0 or 𝑥 + 1 = 0 Zero Product Property
𝑥 = 9 or 𝑥 − 1 Addition Property of Equality

Upon checking the solutions, all computed values satisfy the original equation. Try it for yourself.

12
 𝑥 2 4
3) + 2 =
𝑥+1 𝑥 +4𝑥+3 𝑥+3

Solution:
𝑥 2 4
+ (𝑥+1)(𝑥+3) = Factoring
𝑥+1 𝑥+3
Note: The denominator shall not be equal to zero, thus, 𝑥 ≠ −1, −3
𝑥 2 4
(𝑥 + 1)(𝑥 + 3) ( + (𝑥+1)(𝑥+3)) =( ) (𝑥 + 1)(𝑥 + 3) Multiply both sides by LCM
𝑥+1 𝑥+3
𝑥(𝑥 + 3) + 2 = 4(𝑥 + 1) Distributive Property of Multiplication
𝑥 2 + 3𝑥 + 2 = 4𝑥 + 4 Distributive Property of Multiplication
𝑥2 − 𝑥 − 2 = 0 Addition Property of Equality
(𝑥 − 2)(𝑥 + 1) = 0 Factoring
𝑥 − 2 = 0 or 𝑥 + 1 = 0 Zero Product Property
𝑥 = 2 or 𝑥 = −1 Addition Property of Equality

Notice that from the defined domain, 𝑥 ≠ −1 because this will make the given rational
expression undefined. Hence, the only solution is 𝑥 = 2.

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

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

13
B. Match the given equation reducible to quadratic equation in Column A to the equation in the form
ax2 + bx + c = 0 in Column B. Write the letter of your answer before each number.

Column A Column B
________ 1) 2𝑥(𝑥 − 3) = 9 A. 𝑥 2 − 𝑥 – 20 = 0
________ 2) (𝑥 − 2)(𝑥 + 3) = 3𝑥 2 B. 2𝑥 2 − 𝑥 + 6 = 0
________ 3) (𝑥 – 2)2 + (𝑥 + 3)2 = 53 C. 𝑥 2 – 6𝑥 – 5 = 0
𝑥 5
________ 4) = D. 2𝑥 2 – 6𝑥 – 9 = 0
𝑥+1 𝑥−1
𝑥 3 5
________ 5) + 2 = E. 2𝑥 2 + 2𝑥 – 40 = 0
𝑥+1 𝑥 −𝑥−2 𝑥−2
F. 𝑥 2 − 7𝑥 – 2 = 0
II. Keep Trying!
Transform the following into Quadratic Equation and determine the solutions using any method.

Given Quadratic Equation Solution/s

1) 𝑥(𝑥 − 3) = 18

2) (𝑥 − 2)(𝑥 + 3) = 14

3) (2𝑥 − 1)2 – (𝑥 + 3)2 = − 15

𝑥 2
4) =
𝑥−1 𝑥+1
𝑥 2 5
5) + 2 =
𝑥−2 𝑥 −5𝑥+6 𝑥−3

14
 Solving Problems Involving Quadratic
Lesson
Module
Equations and Rational Algebraic
84
Equations
How can we use the concept of solving quadratic equations, sum, and product of the roots in solving
problems involving quadratic equations? What is the importance of knowing this concept? Can we
apply this in solving real-life problems?
Problems such as determining the area of a garden, identifying the speed of a car, and finding the
time needed to finish a certain job are some of the problems that can be solved using the concept of
quadratic equations and rational algebraic equations reducible to quadratic equations.
In this module, you will learn to solve problems involving quadratic equations and rational algebraic
equations, M9AL-Id-6.

What is It
The quadratic equation applies in various situations, such as those involving area, work, profits, and
many more. Problems involving quadratic functions can be solved by the steps below.
a) Use a variable to represent the unknown quantity.
b) Write the quadratic equation that satisfies the problem.
c) Write the quadratic equation in standard form.
d) Solve the quadratic equation using your convenient method.
➢ Factoring
➢ Completing square method
➢ Quadratic formula
e) Relate the solution obtained from one of the methods to the statement asked in the question.
Examples
1) Valenzuela City government wants to place a new rectangular tarpaulin to inform
everyone about General Community Quarantine (GCQ) Protocols. Suppose the
length of the tarpaulin to be placed is 4 𝑚 longer than its width and the area is
96 𝑚². What will be the length and the width of the tarpaulin?
Given:
The area of the tarpaulin is 96 𝑚².
Let 𝒙 meters be the width and
𝒙 + 𝟒 meters is the length. (It is based on the phrase 4 𝑚 longer than its width.)
Solution:
𝐴 = 𝑙𝑤 Area of the rectangle
96 = 𝑥(𝑥 + 4) Substitution
2
96 = 𝑥 + 4𝑥 Distributive Property of Multiplication
0 = 𝑥 2 + 4𝑥 + (−96) Addition Property of Equality
2
𝑥 + 4𝑥 − 96 = 0 Symmetric Property
(𝑥 + 12)(𝑥 − 8) = 0 Factoring
𝑥 + 12 = 0 or 𝑥 − 8 = 0 Zero Product Property
𝑥 = −12 or 𝑥 = 8 Addition Property of Equality
The equation has two solutions, 𝑥 = 8 or 𝑥 = −12. However, we only consider the positive
value of x since the situation involves measure of length. Hence, the width of the billboard is 𝟖 𝒎 and
its length is 𝟏𝟐 𝒎.
Some problems involve rational algebraic equations that can be transformed into quadratic
equation. Example of these problems are work problem and motion problem.

15
 2) An office has two envelope stuffing machines. Working together they can stuff a
batch of envelopes in 4 hours. Working separately, it will take the second machine
6 hour longer than the first machine to stuff a batch of envelopes. How long would
it take each machine to stuff a batch of envelopes by themselves?
Given: 4 hours = amount of time it takes by two machines working together
Let 𝒙 hours be the amount of time it takes the first machine (Machine A)
𝒙 + 𝟔 hours the amount of time it takes the second machine (Machine B)
Solution:
The problem is a work problem. Hence, word equation is,
Work Rate of A + Work Rate of B = Work Rate when working together
Given the time spent, the work rates are as follows;
1 1
Work Rate of A = Work Rate of Both A and B =
𝑥 4
1
Work Rate of B =
𝑥+6
Substituting into the word equation gives,
1 1 1
+ =
𝑥 𝑥+6 4
Note: Always define the domain. In this case, 𝑥 ≠ 0, −6.
The given rational algebraic equation above can be transformed into a quadratic equation.
1 1 1
(4𝑥)(𝑥 + 6) ( + ) = (4𝑥)(𝑥 + 6) Multiply by the LCM
𝑥 𝑥+6 4
4(𝑥 + 6) + 4𝑥 = 𝑥 2 + 6𝑥 Distributive Property
2
4𝑥 + 24 + 4𝑥 = 𝑥 + 6𝑥 Distributive Property
8𝑥 + 24 = 𝑥 2 + 6𝑥 Combine Similar Terms
2
𝑥 + 6𝑥 − 8𝑥 − 24 = 0 Addition Property of Equality
𝑥 2 − 2𝑥 − 24 = 0 Combine Similar Terms
(𝑥 − 6)(𝑥 + 4) = 0 Factoring
𝑥 − 6 = 0 𝑜𝑟 𝑥 + 4 = 0 Zero Product Property
𝑥 = 6 𝑜𝑟 𝑥 = −4 Addition Property of Equality
The equation has two solutions, 𝑥 = 6 or 𝑥 = −4. However, we only consider the positive
value of x since the situation involves measure of time. Hence, Machine A took 6 hours and Machine
B took 12 hours to stuff a batch of envelopes by themselves.
3) Based on the DOTr Public – Transport Guidelines, only one passenger is
allowed in a tricycle. It is the only means of transportation of Tom and Jerry
going to their workplace. Because of the fare hike, they decided to walk from
home going to their workplace which is 4 kilometers away. Jerry walks 2
hours faster than Tom and reaches their workplace 1 hour earlier. Find the
speed of each of the workers.
Given:
4 kilometers = distance of workplace from home
Let 𝒙 kilometer per hour (kph) be the rate of Tom and
𝒙 + 𝟐 𝑘𝑝ℎ the rate of Jerry
Solution:
The problem is a motion problem. Recall that distance = (rate)(time) which implies
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑡𝑖𝑚𝑒 = . Thus, the word equation for this problem is,
𝑟𝑎𝑡𝑒
(Tom’s time) – (Jerry’s Time) = 1 (Hint: Jerry reaches the workplace one hour before Tom.)
Given the rate, the time of walking is as follows:
4 4
Tom’s time of walking: Jerry’s Time of walking:
𝑥 𝑥+2

16
Substituting into the word equation gives,
4 4
− =1
𝑥 𝑥+2
Note: Always define the domain. In this case, 𝑥 ≠ 0, −2.
The given rational algebraic equation above can be transformed into a quadratic equation.
4 4
(𝑥)(𝑥 + 2) ( − ) = 1(𝑥)(𝑥 + 2) Multiply by the LCM
𝑥 𝑥+2
2
4(𝑥 + 2) − 4𝑥 = 𝑥 + 2𝑥 Distributive Property of Multiplication
2
4𝑥 + 8 − 4𝑥 = 𝑥 + 2𝑥 Distributive Property of Multiplication
8 = 𝑥 2 + 2𝑥 Combine Similar Terms
2
𝑥 + 2𝑥 − 8 = 0 APE, Symmetry
(𝑥 + 4)(𝑥 − 2) = 0 Factoring
𝑥 + 4 = 0 𝑜𝑟 𝑥 − 2 = 0 Zero Product Property
𝑥 = −4 𝑜𝑟 𝑥 = 2 APE
The equation has two solutions, 𝑥 = −4 or 𝑥 = 2. However, we only consider the positive
value of x since the situation involves measure of distance over time. Therefore, the speed of Tom is
2 𝑘𝑝ℎ and Jerry is 4 𝑘𝑝ℎ.

What’s More
I. Try These!
Use a variable to represent the unknown quantity, then write an equation from the given information.
1)
The area of a garden is 160 𝑚2 . Suppose the length of the garden is 3 𝑚 more than its width.
What is the length of the garden?
2) The length of a tarpaulin is 4 𝑓𝑡. more than twice its width and its area is 126 𝑓𝑡². What is the
length of the tarpaulin?
3) The area of a carpet is 144 𝑚2 . If its length is 2 meters less than its width, find the dimensions
of the carpet.
4) Leslie can type one story in one hour less than Angela. If they work together, they can type the
same story in 2 hours. How long would it take each to finish typing one story?
5) Leomord and Balmond can finish painting the room in three hours working together. Leomord
can finish the same job in 3 hours less than Balmond. How long will it take Balmond to paint
the room when he works alone?
II. Keep Trying!
Answer each of the following
A. Last summer vacation, Mr. Dalisay decided to build a rectangular swimming pool in their
backyard. Its length is 7 𝑚 longer than its width and the area is 450𝑚2 .
1) How would you represent the width of the swimming pool? How about its length?
2) What equation represents the area of the swimming pool?
3) What is the length of the swimming pool? How about its width?
B. Sitero Francisco Memorial National High School is joining a “Gulayan sa Paaralan Contest”.
The TLE Department used the garden at the back of the covered court. This rectangular garden
has an area of 66𝑚2 . Its length is 5 𝑚 longer than its width.
1) If the width of the garden is x meters, how will you represent the length?
2) What equation represents the area of the garden?
3) What are the dimensions of the garden?
C. Two workers, Eroll and Aron, start from the same place at the same time and walk towards
Valenzuela City Hall, which is 90 kilometers away from their place. Aron walks 1 kilometer
per hour faster than Eroll and reaches Valenzuela City Hall 1 hour before him.

17
 1) What is the representation of the rates of Eroll and Aron in kph respectively?
2) What equation would represent the given problem? (Hint: The difference between their
time traveled is 1 hour.)
3) Transformed the equation into a quadratic equation.
4) Solve the quadratic equation formed using quadratic formula, completing the square or
factoring.
5) What are the rates of each worker?
D. During the pandemic, Jayzam and her older sister Camille decided to make Personal Protective
Equipments (PPEs) for the medical front liners. Jayzam can make a set of PPE 3 hours longer
than Camille. If they work together, they can finish 1 set of PPE in 2 hours. How long will it
take Camille working alone to finish 1 set of PPE?
1) If Camille can make 1 set of PPE in 𝑥 hours, how long will it take Jayzam to do the same
job alone?
2) If they work together, what equation would represent the time of work they can finish 1
set of PPE?
3) How long will it take Camille working alone to finish 1 set of PPE?
4) How long will it take Jayzam working alone to finish 1 set of PPE?

18
 Lesson
Module Introduction to Quadratic
8
5A Inequalities
Have you ever wondered how a quadratic inequality differs from other mathematical ideas such as the
quadratic equation that was discussed in the previous modules? Is there a difference in writing the
solution set of a quadratic inequality from a quadratic equation?
Problems such as finding the desirable length and width of a rectangular lot that has a given
area and if the trajectory of the ball thrown will reach a height, are only some of the problems that
involve quadratic inequality. In this module, you need your skills acquired from the previous lessons
about solving quadratic equations and you will upskill your problem solving and decision-making skills
in dealing with quadratic inequality.
In this module, you will learn to illustrate quadratic inequalities, M9AL-If-1.

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

Quadratic Inequality in Two Variables

It is an inequality in two variables (x and y) that contains a polynomial of degree 2 that can be
written in the following forms.
𝑦 > 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 < 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≤ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≥ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
where a, b and c are real numbers and 𝑎 ≠ 0.

This table below presents examples and non-examples of quadratic inequalities.

Non – Examples of Quadratic Examples of Quadratic Inequalities
Inequalities One Variable Two Variables
2 2
𝑦 = 3𝑥 – 5𝑥 – 1 𝑥 – 3𝑥 > 8 𝑦 < 𝑥 2 – 3𝑥 – 10
2 2
𝑥 – 2𝑥 – 3 = 0 −2𝑥 + 3𝑥 + 4 ≤ 0 𝑦 ≥ 5𝑥 2 – 2𝑥 – 1
3𝑥 + 5 = 0 2 𝑦 > – (𝑥 – 4)(𝑥 + 2)
(𝑥 − 3) < 9

There are mathematical statements that needed to be simplified first before stating whether it is a
quadratic inequality or not.
Example 1: Is (𝑥 + 1)(𝑥 – 3) < – 3 a Example 2: Is 𝑥(𝑥 − 8) ≥ 𝑥 2 + 1 a quadratic
quadratic inequality? inequality?
2
𝑥 − 3𝑥 + 𝑥 − 3 < −3 Use FOIL method. 𝑥 2 − 8𝑥 ≥ 𝑥 2 + 1 Use Distributive
Property.
𝑥 2 − 2𝑥 − 3 < −3 Combine similar −8𝑥 ≥ 1 Apply Addition
terms. Property.
𝑥 2 − 2𝑥 < 0 Apply Addition −8𝑥 ≥ 1 though it has the inequality symbol,
Property. this is not a Quadratic Inequality since it does
2
𝑥 − 2𝑥 < 0 is a Quadratic Inequality in one not contain a quadratic term.
variable.

19
 You can determine if a point is part of the solution of the given quadratic inequality. Substitute the
given point to the given inequality. If the point will satisfy the inequality, then it is part of the solution.
Otherwise, not part of the solution.

Example 1: Determine if 𝑥 = 8 is part of the solution set of the quadratic inequality 𝑥 2 − 9𝑥 < 0.
𝑥=8 𝑥 2 − 9𝑥 < 0 Given
2
(8) − 9(8) < 0 Substitute the given point to the inequality.
64 − 72 < 0 Simplify.
−8 < 0
Since −8 < 0 is true, then you can say that 𝑥 = 8 is part of the solution set of 𝑥 2 − 9𝑥 < 0.

Example 2: Determine if 𝑎 = − 4 is part of the solution set of the inequality 𝑎2 − 2𝑎 − 1 ≤ 0 or not.

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

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

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

What’s More
I. Try These!
Classifying Examples. Put a check mark beside the number if the statement is a quadratic inequality,
otherwise put a cross mark. If the statement is a quadratic inequality, identify if it uses one or two
variables.
1) 𝑦 = 3𝑥 − 1 5) 𝑦 > −2(𝑥 − 3)2 9) (𝑥 − 1)(𝑥 + 1) < 0
2 2
2) 3𝑥 − 2𝑥 + 5 < 0 6) (𝑥 − 1)(𝑥 + 2) = 𝑥 − 𝑥 10) 𝑦 ≥ 𝑥 2 − 3𝑥 − 𝑥 3
2 2
3) 𝑦 = 𝑥 − 1 7) 𝑥 ≤ 2𝑥 + 3
4) (2𝑥 − 1)(𝑥 + 5) ≥ 𝑦 8) 𝑦 < 2𝑥 − 5

II. Keep Trying!

Sorting Out Solutions. Determine whether the following points are part of the solution set of
the given inequality or not by indicating the proper solution in each item. Draw before the
number if it is part of the solution set, otherwise draw . Use separate sheet of paper for the
solution.
A. Given 𝑥 2 − 3𝑥 − 10 < 0
1
1) 𝑥 = 5 3) 𝑥 = −6 5) 𝑥 = 2
2) 𝑥 = 0 4) 𝑥 = −1
B. Given 𝑦 > 𝑥 2 + 3𝑥 + 2
1) (0, 0) 3) (2, -5) 5) (-1, 7)
2) (-1, 3) 4) (3, 3)

20
 Lesson
Module Solving Quadratic Inequalities
8
5B and Related Problems
After knowing the facts that you need to unlock in quadratic inequalities, you are now ready to
upgrade your skills in solving. This lesson will enable you to solve quadratic inequalities and other
related problems systematically.
Quadratics have wide range of applications in real – life scenarios like getting the desired height
of a ball thrown in the air, the peak of the trajectory of a missile launched, getting the maximum revenue
of a business, finding the maximum dimension with a given area that a rectangular land could have. Let
us now learn how quadratic inequalities are applied in real – life and how to solve them.
In this module you will learn to solve quadratic inequalities, M9AL-If-2; and solve problems
involving quadratic inequalities, M9AL-If-g-1.

What is it?
How to solve quadratic inequalities in one variable?

Example 1: Solve 𝒙𝟐 + 𝟔𝒙 < 𝟕. Example 2: Solve the 𝑥 2 + 8𝑥 + 15 ≥ 0

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

Determine the
interval of the
region where the
inequality is true Circles or the boundaries represented by the Circles or the boundaries represented by the
then shade it. roots or values of x will remain open since roots or values of x will be closed since they
they are not included in the solution set. are included in the solution set.

21
 Identify the Solution set is ( -7 , 1 ). Solution set is (−∞, −𝟓] ∪ [−𝟑, + ∞).
solution set. We will use parentheses since the roots -7 and We will use brackets to enclose -5 and -3
1 are not included in the solution set. included in the solution set.
Interpretation The numbers within the interval of The numbers within the interval
(-7,1) will satisfy the given inequality (−∞, −5] ∪ [−3, +∞) will satisfy the
𝒙𝟐 + 𝟔𝒙 < 𝟕. inequality 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟓 ≥ 𝟎.
In obtaining the solution, we use parentheses ( ) to enclose the solution if the inequality symbols
in the given are < or > which means that the x values are EXCLUDED in the solution. We use brackets
[ ] to enclose a solution if the inequality symbols are ≤ or ≥ which means that the x values are
INCLUDED in the solution.
Note also that if the left and right regions are the solutions of the inequality, we combine the intervals
using the union symbol “∪”. The infinity sign “∞” is only enclosed using parentheses, not by brackets,
since it denotes endless numbers in the solution.
How to solve quadratic inequalities in two variables?

Example 1: Solve 𝒚 ≤ 𝒙𝟐 − 𝟒𝒙 − 𝟓. Example 2: Solve the inequality given

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

x 0 1 2 3 4 t 0 1 2 3 4
y -5 -8 -9 -8 -5 h(t) 80 128 144 128 80
Plot the points in Since the given is 𝑦 ≤ 𝑥 2 − 4𝑥 − 5, Since the given is ℎ(𝑡) ≤ −16𝑡 2 +
the Cartesian we use solid line and closed dot. 64𝑡 + 80, we use solid line and
Plane. closed dot.

Use open dot in

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

Draw the parabola

with broken line if
the inequality uses <
or >. Otherwise,
draw the parabola
with solid line if it
uses ≤ or ≥.

22
 Choose any test From the graph above, let us choose From the graph above, let us choose
point or ordered (0, 0) as our test point. (0, 0) as our test point.
pair (x, y) inside 𝑦 ≤ 𝑥 2 − 4𝑥 − 5 ℎ(𝑡) ≤ −16𝑡 2 + 64𝑡 + 80
the parabola. 0 ≤ (0)2 − 4(0) − 5 0 ≤ −16(0)2 + 64(0) + 80
Replace x and y in 0 ≤ −5 0 ≤ 80
the original FALSE TRUE
quadratic Note: You may choose any test points located Note: You may choose any test points located
inequality. inside the parabola. inside the parabola.
Shade the region. Since the test point (0, 0) inside the Since the test point (0,0) is a solution,
parabola is not a solution, shade the then you shade the inside region.
If the point in the outside region.
previous step is a
solution, shade the
region inside the
parabola. If it is
not a solution,
shade the region
outside the
parabola.

Interpretation The solution set of 𝒚 ≤ 𝒙𝟐 − 𝟒𝒙 − 𝟓 The solution set of

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

What’s More
I. Try These!
Find the solution set of the following quadratic inequalities in one variable. Show your solution, graph
and write the solution set in interval notation.

1) 𝑥 2 − 𝑥 − 6 > 0 2) 𝑥 2 − 5𝑥 + 6 < 0 3) 𝑥 2 ≤ 9

4) 𝑥 2 + 3𝑥 ≥ −2 5) 𝑥 2 + 9𝑥 < −20
II. Keep Trying!
Find the solution set of the following quadratic inequalities in two variables. Use separate sheet for
the answer. You may use graphing paper for accuracy of the graph.

1) 𝑦 < 𝑥 2 2) 𝑦 > −2𝑥 2 3) 𝑦 ≤ 𝑥 2 − 25

4) 𝑦 < 𝑥 2 − 4𝑥 − 5 5) 𝑦 ≥ 𝑥 2 + 2𝑥 − 3

23
 Lesson
Module Introduction to Quadratic
8
6 Functions
During the year 1975 – 1994, Ramon Fernandez tallied the most number of free throws made
with a total of 3,848. Ramon Fernandez with his moniker “El Presidente” is one of the 40 Greatest
Players in PBA History. Have you ever wondered why basketball superstars are good in free throws?
The decision of the player on how high to shoot the ball is based on its distance from the hoop. Such
real-life situations model quadratic function.

In this module, you will learn how to model real-life situations using quadratic functions
M9AL-Ig-2, as well as how to represent a quadratic function using table of values, graphs, and
equations M9AL-Ig-3.

What is It
A quadratic function is a second-degree polynomial 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or
𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 where 𝒂, 𝒃, and 𝒄 are real numbers and 𝒂 ≠ 𝟎.
For example:
Quadratic Functions Not Quadratic Functions
𝑦 = 𝑥 2 − 8𝑥 𝑦 = 8𝑥 − 5
𝑓(𝑥) = −5𝑥 2 + 3𝑥 − 1 𝑓(𝑥) = −5𝑥 3 + 3𝑥 2 − 1
𝑦 = 𝑥2 + 3 𝑦 = 12

If you are to toss a ball to your friend, what do you

think will be the path of the ball?
The path of the ball describes a curve path which
is in U-shaped called parabola. This is the reason
why the quadratic function is also called
For example: parabolic function.

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

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

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

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

𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2 𝒙 −2 −1 0 1 2
𝒚 20 9 0 −7 −12 𝒚 −27 −9 −1 −3 −15 𝒚 7 4 3 4 7

24
 In a quadratic function, equal differences in the independent variable 𝒙 produce equal second
differences in the dependent variable 𝒚.
Illustrative example:

Let us consider 𝒚 = 𝒙𝟐 − 𝟖𝒙

Differences in 𝒙 1 1 1 1

𝒙 −2 −1 0 1 2
𝒚 20 9 0 −7 −12

1st differences in 𝒚 −11 −9 −7 −5

2nd differences in 𝒚 2 2 2
Referring to the situational problem presented above, let us help Mrs. Dimalanta to fence her
rectangular garden lot. Let us take note that the side along the house needs no fencing, as shown in the
diagram above.
What is the equation for the sum of the measures of the three sides of the rectangular garden lot?
The sum of the three sides refers to the perimeter excluding the side along with the house. It
was mentioned that the total wire to be used is 140 meters. In the mathematical expression,
𝑃 = 2𝑤 + 𝑙
𝟐𝒘 + 𝒍 = 𝟏𝟒𝟎
What is the length of the rectangle in terms of the width?
We need to express the length, 𝑙, in terms of the width. We can do that by transposing 2𝑤 to
the other side of the equation as shown below.
2𝑤 + 𝑙 = 140
𝒍 = 𝟏𝟒𝟎 − 𝟐𝒘
What is the area of the rectangular garden lot in terms of the width?
We know that the area of the rectangle is the product of its width and length. We need to
substitute the value for length, 𝑙, in the formula, and apply distributive property, as shown below.
𝐴 = 𝑤𝑙
𝐴 = 𝑤(140 − 2𝑤)
𝑨 = 𝟏𝟒𝟎𝒘 − 𝟐𝒘𝟐
What are the possible values of width and the equivalent area?
To determine the possible values of width and the equivalent area, we need to use the table of
values as shown below. The values of width will then be substituted in the above formula.

Width (𝒘) 5 10 15 20 25
Area (𝑨) 650 1200 1650 2000 2250

Using the table of values, we can now plot the graph as

shown at the right.

25
 What’s More
I. Try These!
Put a heart symbol (♥) on the box that models a real-life situation using a quadratic function.

1. VALENZUELA AMPITHEATER 2. SANDIEGO DE ALCALA CHURCH 3. MUSEO VALENZUELA

4. VALENZUELA PEOPLE’S PARK 5. SM CITY VALENZUELA 6. POLO TRICYCLE TERMINAL

7. VALNAT QUADRANGLE 8. VALENZUELA ASTRODOME 9. SHRINE OF OUR LADY OF FATIMA

II. Keep Trying!

A. State whether each relation 𝒚 = 𝒇(𝒙) describes a quadratic function (QF) or not (NQF).

1) 𝑦 = 3 − 𝑥 2 4) 𝑦 = (𝑥 − 4)2 7) 𝑦 = 2(𝑥 + 5)2 + 7

2) 𝑦 = 𝑥 −2 5) 𝑦 = 3𝑥 + 3 8) 𝑦 = (4𝑥 + 3)(5𝑥 + 2)
3) 𝑦 = 𝑥 2 − 5𝑥 + 2 6) 𝑦 = (𝑥 − 2)2 − 𝑥 2 9) 3𝑦 = 2(𝑥 − 1)2 + 1

B. Use the second difference test to determine if each of the following tables of values is a quadratic
function or not. Then, complete the table for those that are quadratic.
1) 2) 3)

𝒙 0 4 8 12 16 20 𝒙 0 1 2 3 4 5 𝒙 1 2 3 4 5 6
𝒚 1 10 17 22 𝒚 0 1 3 6 𝒚 1 8 27 64

26
Learning Area: Mathematics Grade Level: 9
Performance Task Title: Parabolic Selfie
Performance Standard: 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.
Competency Code: M9AL-Ig-h-i-1
Learning Competency: Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola.
I. Overview of the Performance Task
Students will look for a parabola (opens upward or downward) inside their home and then take a selfie with
it. It will be fun for the students because they take selfies frequently and post it on Facebook, Snapchat,
Instagram, or other social media platform. It should be an original photo and not merely looking for a photo
on the internet using Google.
II. Performance Task Criteria
Knowledge Identify a parabola that represents a quadratic function.
Skills Construct a Cartesian Coordinate Plane.
III. Performance Task Methods
1. Look for an object inside your home that looks like a parabola. It must represent a quadratic function.
2. Take a selfie with your chosen object.
3. Construct a Cartesian Plane wherein the vertex of the parabola is at the origin by editing your selfie using
any editing application. Using editing application is optional.
IV. Performance Task Activity
Selfie with a Parabola
V. Recording Methods
This performance task will be graded using Rubric.
VI. Making Consistent Judgement
Rubric
Category Exemplary Proficient Approaching Developing
(4) (3) Proficiency (2) (1)
Relevance to the The photo The photo The photo The photo
topic exemplifies a total exemplifies a exemplifies an exemplifies a
relevance to the high relevance to average relevance poor relevance to
topic graph of the topic graph of to the topic graph the topic graph of
quadratic quadratic of quadratic quadratic
function. function. function. function.
Following Followed all the Followed most of Missed following Did not follow
Instructions directions the directions majority of the directions
presented in the presented. directions presented.
task. presented.
Diagrams/Sketches Diagrams and/or Diagrams and/or Diagrams and/or Diagrams and/or
sketches are clear sketches are clear sketches are sketches are
and greatly add to and easy to somewhat difficult difficult to
the readers understand. to understand. understand or are
understanding of not used.
the procedure.
Quality Perfectly in focus- Mostly focus- Barely in focus- Extremely
no blur. some blur. mostly blurry. blurred.
Creativity and The photo shows The photo is The photo is well The photo does
Originality exceptional original and presented but not provide a new
originality and demonstrated some aspects point of view and
creativity. some creativity. could have been lacks creativity.
more creative.
VII. Feedback
Your score will be sent in your FB Messenger.

27
 Lesson
Module Quadratic Function in the form
8
7 𝒚 = 𝒂 (𝒙 − 𝒉 )𝟐 + 𝒌
Quadratic functions often appear in optimization problems where we need to obtain the extreme
value of the function or the coordinates of the vertex. For example, to find the dimensions of a rectangle
when a given perimeter and largest area are obtained by finding the x-coordinate of the vertex of a
quadratic equation or simply the value of ℎ.
In this module, you will learn to transforms the quadratic function in standard form
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and vice versa. M9AL-Ih-1

What is It
Rapthalia, a resident in a Gen T. De Leon in Valenzuela City, was given 80 meters of fencing
material. Her task is to enclose a rectangular garden whose area is a maximum. Find the dimension of
the rectangular garden.

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

To enclose the whole rectangular garden with the available fencing material, then
𝑙 + 𝑙 + 𝑤 + 𝑤 = 80
2𝑙 + 2𝑤 = 80
2(𝑙 + 𝑤) = 80
𝑙 + 𝑤 = 40
We can use the 𝑙 or 𝑤 as the arbitrary constant, for this example let use the 𝑤. So we have,
𝑙 = 40 − 𝑤
Using the formula for the area, we have
𝐴(𝑤) = 𝑙𝑤
Let 𝑥 = 𝑤
𝐴(𝑥) = (40 − 𝑥)𝑥
𝐴(𝑥) = 40𝑤 − 𝑥 2

Answer for 1 (Standard form): 𝐴(𝑥) = −𝑥 2 + 40𝑥

Answer for 2 (Vertex form): 𝐴(𝑥) = −(𝑥 − 20)2 + 400
Answer for 3: Since the value of 𝑘 is 400 therefore the maximum area of rectangular garden is 400
sq. units.

28
Transforming vertex form into standard form
To express a quadratic function in standard form to vertex form we use completing the square.
Example 1:Transform the function 𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11 into vertex form.
𝑓(𝑥) = 𝑥 2 − 6𝑥 + 11
𝑓(𝑥) = (𝑥 2 − 6𝑥) + 11 Separate the constant term using a parenthesis.
𝑓(𝑥) = (𝑥 2 − 6𝑥 + ____) + Take half of 𝑏 = −6 and square it. Add this in the expression
11 − ____ inside the parenthesis and then subtract it in the expression
outside the parenthesis.
𝒇(𝒙) = (𝒙 − 𝟑)𝟐 + 𝟐 Factor the perfect square trinomial as a binomial square.
𝒗(𝟑, 𝟐) The coordinates of the vertex

Example 2:Transform the function 𝑓(𝑥) = 3𝑥 2 + 12𝑥 − 6 into vertex form.

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

Example 3:Transform the function 𝑓(𝑥) = 2𝑥 2 + 3𝑥 + 2 into vertex form.

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

Transforming vertex form into standard form

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

Example 1:Transform the quadratic equation 𝑓(𝑥) = (𝑥 − 3)2 + 2 into standard form.

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

29
Example 2:Transform the quadratic equation 𝑓(𝑥) = 3(𝑥 + 2)2 − 18 into standard form.
𝑓(𝑥) = 3(𝑥 + 2)2 − 18
𝑓(𝑥) = 3(𝑥 2 + 4𝑥 + 4) − 18 Square the binomial (𝑥 + 2)2 = 𝑥 2 + 4𝑥 + 4
𝑓(𝑥) = (3𝑥 2 + 12𝑥 + 12) − 18 Distributive Property
𝑓(𝑥) = 3𝑥 2 + 12𝑥 − 6 Combine similar terms.

Example 3:Transform the quadratic equation 𝑓(𝑥) = −2(𝑥 + 1)2 − 7 into standard form.

𝑓(𝑥) = −2(𝑥 + 1)2 − 7

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

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

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

II. Keep Trying!

A. Rewrite each quadratic function B. Rewrite each quadratic function
𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 in the form 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘 in the form
𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘. 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
__________________1) 𝑦 = 𝑥 2 − 12𝑥 + 19 _________________6) 𝑦 = (𝑥 + 7)2 − 21
__________________2) 𝑦 = 2𝑥 2 − 20𝑥 + 47 _________________7) 𝑦 = −(𝑥 − 3)2 + 2
__________________3) 𝑦 = 3𝑥 2 + 24𝑥 + 46 _________________8) 𝑦 = −4(𝑥 − 5)2
1
__________________4) 𝑦 = 𝑥 2 + 18𝑥 _________________9) 𝑦 = (𝑥 + 6)2 − 15
2
__________________5) 𝑦 = 7𝑥 2 − 14𝑥 − 1
________________10) 𝑦 = −2(𝑥 + 6)2 − 2

30
 Lesson
Module Graphing a Quadratic
8
8A Function
Looking at things around you, the rainbow that you see up above the sky after the rain, the
shape formed when a child use a swing and the path made by a dolphin when it jumps on the surface of
the water are examples of instances that illustrate the graph of a quadratic function.
In this module, you will learn to graph a quadratic function and identify its properties, M9AL-
Ig-h-i-1.

What is It
The Graph of a Quadratic Function

The equation of the standard form of a quadratic function is

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

The domain of every quadratic function is the set of all

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

In graphing a quadratic function, we have to include some

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

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

Step 1: Determine the opening of the graph. Since the value of 𝑎 in the function is greater than 0, then
the parabola opens upward.
Step 2: Determine the axis of symmetry.
𝑏 Note: From the quadratic
To do this, we will use the formula 𝑥 = − . function 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 + 3,
2𝑎
𝑏 (−4) 4
𝑥=− =− = =2 the value of 𝑎 = 1, 𝑏 = −4
2𝑎 2(1) 2
and 𝑐 = 3
So, the axis of symmetry is 𝑥 = 2.

31
Step 3: Determine the vertex (h, k). To do this, substitute the value of x in step 1 back into the
function.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3
𝑓(2) = (2)2 − 4(2) + 3
𝑓(2) = 4 − 8 + 3
𝑓(2) = −1
Therefore, the vertex of the function is at (2, −1).
Step 4: Determine the y–intercept. To identify the y-intercept, let 𝑥 = 0 then substitute into the
function.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3 Note: Given the standard
𝑓(0) = (0)2 − 4(0) + 3 form of a quadratic function,
𝑓(0) = 0 − 0 + 3 the y-intercept is 𝑦 = 𝑐.
𝑓(0) = 3
So, the y-intercept is (0, 3).

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

Step 6: Determine extra point. There must be at least three points to draw the graph but to have a
more accurate picture of the graph we are going to use five points. So far, the points that we have are
𝑥 0 1 2 3
𝑦 3 0 −1 0
It is better if we have an equal number of points to the both side of the line of symmetry. So, let’s add
the point 𝑥 = 4.
𝑓(𝑥) = 𝑥 2 − 4𝑥 + 3 So, the last point we need to draw the graph is (4, 3).
𝑓(4) = (4)2 − 4(4) + 3 𝑥 0 1 2 3 4
𝑓(4) = 16 − 16 + 3 𝑦 3 0 −1 0 3
𝑓(4) = 3
Step 7: Plot the points and trace Step 8: Identify the maximum/minimum
the graph. value, domain and range.
Note: The minimum/
• Since the parabola opens upward, maximum value of the
it has a minimum value. The given quadratic function is
minimum value is −1. the y-value of the vertex.
• The domain of the function is the The range of the function
set of all real numbers or ℝ or starts from the y-value of
(−∞, ∞). the vertex which is −1 and
since the parabola opens
• The range of the function is the upward every y-value
set of all real numbers greater above −1 is also an
than or equal to -1 or [−1, ∞). output.

Example 2: Graph the function: 𝑓(𝑥) = −1 − 2𝑥 − 𝑥 2 .

Step 1: Determine the opening of the graph. Step 2: Determine the axis of symmetry.
Since the value of 𝑎 is less than zero, then the 𝑏 (−2) 2
𝑥=− =− = = −1
parabola opens downward. 2𝑎 2(−1) −2
Therefore, the equation of the axis of symmetry is
𝒙 = −𝟏 .

32
 Step 3: Determine the vertex (ℎ, 𝑘). Step 4: Determine the y–intercept.
𝑓(𝑥 ) = −1 − 2𝑥 − 𝑥 2 𝑓(𝑥 ) = −1 − 2𝑥 − 𝑥 2
𝑓(−1) = −1 − 2(−1) − (−1)2 𝑓(0) = −1 − 2(0) − (0)2
𝑓(−1) = −1 + 2 − (1) 𝑓(0) = −1 − 0 − 0
𝑓(−1) = 0 The vertex is at (−𝟏, 𝟎). 𝑓(0) = −1 The y-intercept is (𝟎, −𝟏).
Step 5: Determine the x-intercept. 𝑓(𝑥 ) = −1 − 2𝑥 − 𝑥 2
when 𝑦 = 0 0 = −1 − 2𝑥 − 𝑥 2
2
Therefore, the x-intercept is (−𝟏, 𝟎) 0 = −(𝑥 + 2𝑥 + 1)
0 = −(𝑥 + 1)(𝑥 + 1)
𝑥+1 =0 ; 𝑥+1 =0 So, we have
Step 6: Determine extra point.
𝑥 = −1 ; 𝑥 = −1 𝑥 −3 −2 −1 0 1
Since the vertex and the x-intercept are the same.
𝑦 −4 −1 −0 −1 −4
We need three more points.
when 𝑥 = −2 when 𝑥 = −3 when 𝑥 = 1
𝑓(𝑥 ) = −1 − 2𝑥 − 𝑥 2 𝑓 (𝑥 ) = −1 − 2𝑥 − 𝑥 2 𝑓(1) = −1 − 2𝑥 − 𝑥 2
𝑓(−2) = −1 − 2(−2) − (−2)2 𝑓 (−3) = −1 − 2(−3) − (−3)2 𝑓(1) = −1 − 2(1) − (1)2
𝑓(−2) = −1 + 4 − 4 𝑓 (−3) = −1 + 6 − 9 𝑓(1) = −1 − 2 − 1
𝑓(−2) = −1 𝑓 (−3) = −4 𝑓(1) = −4
So, we have (−𝟐, −𝟏) So, we have (−𝟑, −𝟒) So, we have (𝟏, −𝟒)

Step 7: Plot the points and trace the graph. Step 8: Determine the minimum/maximum value,
domain and range.

Maximum value is 0.

Domain: Set of all real number or ℝ or (−∞, ∞)

Range: Set of all real number less than or equal

to 0 or (−∞, 0].

Note: The range of the function starts from the y-value of the
vertex which is 0 and since the parabola opens downward
every y-value below 0 is also an output.

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

II. Keep Trying!

Determine the: opening of the graph, axis of symmetry, vertex, x-intercept, y-intercept, maximum/
minimum value, domain, range and draw the graph of the following quadratic functions. Create a
table of values if necessary. Write your answer on a separate sheet of paper.
1) 𝑓(𝑥) = −𝑥 2 + 4𝑥 + 5 4) 𝑓(𝑥) = 𝑥 2 + 6𝑥
2) 𝑔(𝑥) = 𝑥 − 12 5) 𝑓(𝑥) = 𝑥 2 − 4𝑥 + 1
3) ℎ(𝑥) = 𝑥 2 + 2𝑥 − 6

33
 Lesson
Module Transformation of the Graph
8
8B of a Quadratic Function
In this module, you will learn to analyze the effects of changing the values of a, h and k in the
equation 𝑦 = 𝑎(𝑥– ℎ)2 + 𝑘 of a quadratic function on its graph, M9AL-Ii-2.

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

Effect of 𝒉 in the graph of 𝒇(𝒙) = 𝒙𝟐 .

The graph of 𝒚 = (𝒙 + 𝟑)𝟐 is the graph of 𝑦 = The graph of 𝒚 = (𝒙 − 𝟒)𝟐 is the graph of 𝑦 =
𝑥 2 shifted 3 units to the left. 𝑥 2 shifted 4 units to the right.
𝒇(𝒙) = 𝒙𝟐 𝒇(𝒙) = 𝒙𝟐

𝒇(𝒙) = (𝒙 + 𝟑)𝟐 𝒇(𝒙) = (𝒙 − 𝟒)𝟐

Given the function 𝑦 = 𝑎(𝑥 − ℎ)2

• if ℎ > 0, the graph of the parent function slide to the right.
• if ℎ < 0, the graph of the parent function slide to the left.

Effect of 𝒌 in the graph of 𝒇(𝒙) = 𝒙𝟐 .

The graph of 𝒚 = 𝒙𝟐 − 𝟓 is the graph of 𝑦 = The graph of 𝒚 = 𝒙𝟐 + 𝟐 is the graph of 𝑦 =
𝑥 2 shifted 5 units downward. 𝑥 2 shifted 2 units upward.
𝒇(𝒙) = 𝒙𝟐 + 𝟐
𝒇(𝒙) = 𝒙𝟐

𝒇(𝒙) = 𝒙𝟐

𝒇(𝒙) = 𝒙𝟐 − 𝟓

Given the function 𝑦 = 𝑎𝑥 2 + 𝑘

• if 𝑘 > 0, the graph of the parent function slide upward.
• if 𝑘 < 0, the graph of the parent function slide downward.
34
 Effect of 𝒌 in the graph of 𝒇(𝒙) = 𝒙𝟐 .

The graph of 𝒚 = 𝟐(𝒙 − 𝟒)𝟐 + 𝟑 is the graph of The graph of 𝒚 = 𝟐(𝒙 + 𝟑)𝟐 − 𝟓 is the graph of
𝑦 = 2𝑥 2 shifted 4 units to the right and 3 units 𝑦 = 2𝑥 2 shifted 3 units to the left and 5 units
upward. downward.
𝒇(𝒙) = 𝟐𝒙𝟐

𝒇(𝒙) = 𝟐𝒙𝟐

𝒇(𝒙) = 𝟐(𝒙 − 𝟒)𝟐 + 𝟑

𝒇(𝒙) = 𝟐(𝒙 + 𝟑)𝟐 − 𝟓

To graph the function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 slide the graph of 𝑦 = 𝑎𝑥 2 horizontally ℎ units and 𝑘 units vertically.

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

II. Keep Trying!

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

35
 Lesson
Module Finding the Equation of Quadratic
8
9 Function and Its Application

The wonderful part of having something that can be modeled by a quadratic function is that you can
easily solve the problem and predict the patterns in the function. The vertex is especially useful. These
could tell you where numbers change from positive to negative or negative to positive, so you know,
for instance, where the ground is in a physics problem or when you would start making a profit or losing
money in a business venture. The vertex tells you where you can find the maximum or minimum cost,
profit, speed, height, time, or whatever you are modeling.

In this module, you will learn to determine the equation of a quadratic function given: (a) table of
values; (b) graph; (c) zeros, M9AL-lj-1 and solve problems involving quadratic functions, M9AL-li-j-2.

What is It
A. Finding the Equation of Quadratic Function given the Table of Values
The table of values below describes a quadratic function. Determine the equation of a
quadratic function by following the procedures.

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

(−𝟏, −𝟒) −4 = 𝑎(−1)2 + 𝑏(−1) + 𝑐 (−𝟐, −𝟑) − 3 = 𝑎(−2)2 + 𝑏(−2) + 𝑐

−4 = 𝑎 − 𝑏 + 𝑐 … 𝒆𝒒. 𝟏 −3 = 4𝑎 – 2𝑏 + 𝑐 … 𝒆𝒒. 𝟐

(𝟐, 𝟓) 5 = 𝑎(2)2 + 𝑏(2) + 𝑐

5 = 4𝑎 + 2𝑏 + 𝑐 … 𝒆𝒒. 𝟑
2) Solve for the values of 𝑎, 𝑏 and 𝑐 by elimination method.
𝑒𝑞. 1 + 𝑒𝑞. 2 𝑒𝑞. 2 + 𝑒𝑞. 3
−4 = 𝑎 – 𝑏 + 𝑐 8 = −2𝑎 + 2𝑏 – 2𝑐 − 3 = 4𝑎 – 2𝑏 + 𝑐
−3 = 4𝑎 – 2𝑏 + 𝑐 −3 = 4𝑎 – 2𝑏 + 𝑐 5 = 4𝑎 + 2𝑏 + 𝑐
5 = 2𝑎 – 𝑐 … 𝒆𝒒. 𝟒 2 = 8𝑎 + 2𝑐 … 𝒆𝒒. 𝟓

𝑒𝑞. 4 + 𝑒𝑞. 5
5 = 2𝑎 – 𝑐 10 = 4𝑎 – 2𝑐 Since 𝒂 = 𝟏 , substitute the
2 = 8𝑎 + 2𝑐 2 = 8𝑎 + 2𝑐 obtained value of 𝒂 in 𝑒𝑞. 4 or 𝑒𝑞 5 to
12 = 12𝑎 solve 𝒄 . Finally, substitute the obtained
𝒂 = 𝟏 values of 𝒂 and 𝒄 in any of the first 3
equations to solve 𝒃.
If 𝒂 = 𝟏, 𝒃 = 𝟐, and 𝒄 = −𝟑,
then the equation of a quadratic function is
𝒇(𝒙) = 𝒙𝟐 + 𝟐𝒙 – 𝟑.

36
B. Finding the Equation of Quadratic Function given Its Graph
Determine the equation of a quadratic function given the graph by following the procedures.
Procedures Answers

1) Identify the coordinates of the vertex. (−𝟏, 𝟏)

2) Identify the coordinates of any point on the parabola. (𝟏, 𝟓)

3) Substitute the vertex and a point in 𝟓 = 𝒂(𝟏 + 𝟏)𝟐 + 𝟏

𝑦 = 𝑎(𝑥 – ℎ)2 + 𝑘.

4) Solve for 𝑎. 𝒂 = 𝟏

5)Write the quadratic equation. 𝒚 = (𝒙 + 𝟏)𝟐 + 𝟏

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

C. Finding the Equation of Quadratic Function given Its Zeros
Determine the equation of a quadratic function given the zeros by following the procedures.
If 4 and -5 are zeros of quadratic function, find the quadratic function.
Procedures Answers

1) Express the zeros as solution. 𝑥 = 4 and 𝑥 = −5

2) Equate to zero. 𝑥 – 4 = 0 and 𝑥 + 5 = 0

3) Express as factors, the multiply. (𝑥 – 4)(𝑥 + 5)

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

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

Example 1
The sum of two numbers is 50. Find the greatest possible product.
Solution:
1) Read and Understand
2) Translate
Let 𝑥 be one of the numbers and (50 – 𝑥) be the other number
Greatest possible product means the maximum value, 𝑥(50 – 𝑥)
3) Apply
𝑓(𝑥) = 𝑥(50 – 𝑥), therefore the quadratic function is 𝑓(𝑥) = 50𝑥 – 𝑥 2
4𝑎𝑐− 𝑏2
The maximum value is given by the formula 𝑘 = ,
4𝑎
where 𝑎 = −1, 𝑏 = 50 and 𝑐 = 0
4(−1)(0)− 502
By substitution 𝑘 = = 625
4(−1)
4) Answer the problem
The greatest possible product is 𝟔𝟐𝟓.

37
Example 2
What are the dimensions of the largest rectangular garden that can
be enclosed by 80 m fencing materials?

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

Example 3
A ball is thrown upward from the top of a 40-foot-high building at a speed of 80 feet
per second. The ball’s height above ground can be modeled by the equation 𝐻(𝑡) =
−16𝑡2 + 80𝑡 + 40. What is the maximum height of the ball?

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

What’s More
I. Try These!
Find the equation of a quadratic function given the table of values, zeros, and graph.
1) ______________________ 2)_______________________ 3)_______________________
𝑥 −2 −1 0 1 2 𝑥 1 2 3 4 5 𝑥 −3 −2 −1 0 1
𝑦 2 −2 −4 −4 −2 𝑦 4 3 0 −5 −12 𝑦 −10 −10 −8 −4 2

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

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

38
 8)_______________________ 9)_______________________ 10)_______________________

II. Keep Trying!

Find the equation of a quadratic function given the table of values, graph, and zeros.

1) ______________________ 2)_______________________ 3)_______________________

𝑥 −1 3 7 𝑥 2 4 5 𝑥 7 4 1

𝑦 −16 −24 0 𝑦 16 52 79 𝑦 71 29 5

4)_______________________ 5)_______________________ 6)_______________________

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

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

39
 Post-test
Directions: Read each statement carefully. Circle the letter of the correct answer.
1) Determine which of the following equations below illustrates quadratic equation.
A. 2𝑥 3 − 𝑦 = 5 B. 𝑥 2 − 5𝑦 2 = 2 C. 𝑥 2 + 5 = 𝑥 2 − 𝑦 D. 𝑥 2 − 2𝑥 + 1 = 0
2) Solve the roots of the quadratic equation 𝑥 2 + 11𝑥 + 24 = 0.
A. {−6, −4} B. {4, 6} C. {−8, −3} D. {3, 8}
3) What is the discriminant value of the quadratic equation 𝑥 2 − 4𝑥 = 0?
A. −36 B. −4 C. 16 D. 36
2
4) Find the sum and product of the roots of the quadratic equation 2𝑥 + 7𝑥 − 6 = 0.
2 1 2 1
A. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = C. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = −
7 3 7 3
7 7
B. 𝑟1 + 𝑟2 = 𝑟1 𝑟2 = 3 D. 𝑟1 + 𝑟2 = − 𝑟1 𝑟2 = −3
2 2
1 1
5) Which of the following quadratic equation has and − as their roots?
3 2
A. 6𝑥 2 + 𝑥 + 1 = 0 C. 6𝑥 2 − 𝑥 − 1 = 0
2
B. 6𝑥 − 𝑥 + 1 = 0 D. 6𝑥 2 + 𝑥 − 1 = 0
For item numbers 6 – 7, Use the equation (𝒙 + 𝟓)𝟐 + (𝒙 − 𝟐)𝟐 = 𝟑𝟕.
6) Write the above equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 2𝑥 2 + 6𝑥 + 8 = 0 C. 2𝑥 2 − 6𝑥 − 8 = 0
B. 2𝑥 2 − 6𝑥 + 8 = 0 D. 2𝑥 2 + 6𝑥 − 8 = 0
7) What are the roots of the given equation?
A. {−4, 1} B. {−4, −1} C. {−1, 4} D. {1, 4}
8) The length of a garden is 3 m more than twice its width and its area is 24 𝑚2 . Which of the
following expressions represents the length?
A. 3𝑥 + 2 B. 𝑥 + 3 C. 2𝑥 + 3 D. 𝑥 + 2
9) The sum of two numbers is 5 and their product is −84. Find the numbers.
A. −12 and 7 B. −12 and −7 C. 12 and 7 D. −7 and 12
10) Which of the following illustrates quadratic inequality?
A. 𝑦 > (𝑥 − 3)𝑥 2 B. 𝑦 = 𝑥 2 − 𝑥 − 12 C. 𝑦 < 4𝑥 − 8 D. 𝑦 ≤ (𝑥 − 4)2
11) What is the correct interval that will describe the solution of 𝑥 2 + 2𝑥 − 15 < 0?
A. (−5, 3) B. (−3, 5) C. [−5, 3] D. [−3, 5]
12) Which of the following equations represent a quadratic function?
A. 𝑦 = 9 + 6𝑥 2 B. 3𝑦 2 + 8 = 𝑥 C. 𝑦 = 5𝑥 − 32 D. 𝑦 = 5𝑥 − 1
13) What is the graph of the equation 𝑦 = 2𝑥 2 + 3𝑥 + 5 = 0?
A. linear B. parabola C. hyperbola D. circle
14) What is the equation of the quadratic function 𝑦 = 𝑥 2 + 2𝑥 − 6 in vertex form?
A. 𝑦 = (𝑥 − 1)2 + 7 C. 𝑦 = (𝑥 + 1)2 + 7
B. 𝑦 = (𝑥 − 1)2 − 7 D. 𝑦 = (𝑥 + 1)2 − 7
15) What is the equation of the quadratic function 𝑓(𝑥) = −2(𝑥 + 1)2 − 7 in standard form?
A. 𝑓(𝑥) = −2𝑥 2 + 4𝑥 + 9 C. 𝑓(𝑥) = 2𝑥 2 − 4𝑥 + 9
B. 𝑓(𝑥) = −2𝑥 2 − 4𝑥 − 9 D. 𝑓(𝑥) = −2𝑥 2 + 4𝑥 − 9
16) What is the coordinate of the vertex described by 𝑓(𝑥) = 𝑥 2 + 5 − 8𝑥?
A. (4, 11) B. (−4, 11) C. (−4, −11) D. (4, − 11)
17) The graph of 𝑓(𝑥) = 𝑥 2 + 5 is obtained by shifting the graph of 𝑓(𝑥) = 𝑥 2 ?
A. 5 units to the left B. 5 units downward C. 5 units to the right D. 5 units upward
18) The graph of the function 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 3 was shown on the right, what is
the range of the function?
A. (−∞, −4] B. [−4, ∞) C. [4, ∞) D. (−∞, 4]
2
19) The area of a concrete rectangular pathway is 350 𝑚 and its perimeter is 90 𝑚.
Find the dimensions of the pathway.
A. 10 m by 25 m C. 10 m by 31 m
B. 10 m by 21 m D. 10 m by 35 m
20) Find two consecutive positive integers whose sum of their squares is the square of 10.
A. 4 and 6 B. 8 and 10 C. 6 and 8 D. −8 and −6

40
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