DLP Math 9 Edited 1st Quarter

Republic of the Philippines
Department of Education
Region VII, Central Visayas
Division of Bohol
Mathematics Grade 9
First Quarter
A C T I V I T Y No. 1 ( A )
Type of Activity : Concept Note

Title : Illustration of Quadratic Equations
Learning Competency : Illustrates quadratic equations (M9AL – 1a-1 )
Learning Target : a. Define quadratic equation
b. Differentiate Quadratic equation from linear equation
Reference : Learner’s Materials pages 11-14
A quadratic equation in one variable is a mathematical sentence of degree 2 that can
be written in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where a, b, and c are real numbers and a ≠
0. In the equation 𝑎𝑥 2 is the quadratic term, bx is the linear term, and c is the constant term.
Examples : Given the following equations :
2
1.) 2𝑥 + 5𝑥 − 3 = 0 Is a quadratic equation ( degree 2 the highest exponent is 2 ) in
Standard form.
2.) 8k – 3 = 12 is a linear equation ( degree 1 or highest exponent is 1 )
3.) 4m2 + 4m + 1 = 0 is a quadratic equation ( degree 2 the highest exponent is 2 ) in
standard form.
4.) 2x - 3y = 4 is a linear equation ( degree 1 or highest exponent is 1 )
5.) 3x (x-2) = 10 is a quadratic equation. However, it is not written in standard
form. To write the equation in standard form, expand the product and
make one side of the equation zero as shown below:
3x (x-2) = 10 𝟑𝒙𝟐 - 6x - 10 = 0, which is in standard form.
Activity I. Identify which of the following equations are quadratic and which are not. If the
equation is not quadratic, explain.
Reasons:
_______ 1. 3m + 8 =15
_______ 2. 𝑥 2 - 5x + 10 = 0
_______ 3. 6- 2x + 3𝑥 2 = 0
Question : I. How does Quadratic equation differ from linear equation?
Activity II. Tell whether or not each of the following situations illustrates quadratic
equations. Justify your answer by representing each situation by mathematical sentences.
1. The length of the swimming pool is 8m longer than its width and the area is 105 𝑚2 .
2. Edna paid at least P1,200 for a pair of pants and a blouse. The cost of the pair of pants is
P600 more than the cost of the blouse.
Division of Bohol
Mathematics Grade 9
First Quarter
A C T I V I T Y No. 1 ( B )

Title : Illustration of Quadratic Equations
Learning Competency : Illustrates quadratic equations (M9AL – 1a-1 )
Learning Target : Identify the values of a, b, and c in the given quadratic equation
A quadratic equation in one variable is a mathematical sentence of degree 2 that

can be written in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where a, b, and c are real numbers and
a ≠ 0. In the equation 𝑎𝑥 2 is the quadratic term, bx is the linear term, and c is the constant
term.
Examples : With the following quadratic equations, identify the values of a, b and c.
1. 𝑥 2 + 9x + 8 = 0 the values of a = 1, b = 9, c = 8
2. 2𝑥 2 + 7x = 0 the values of a = 2, b = 7, c = 0
3. 𝑥 2 - 25 = 0 the values of a = 1, b = 0, c = -25
4. 2𝑥 2 = 72 the values of a = 2, b = 0, c = -49
5. (x + 2)(x+1) by the use of FOIL method, the result is
x2 + 3x + 2 so, a = 1, b= 3, c= 2.
EXERCISES :
A. Identify the values of a, b, and c from the following quadratic equations :
1. 3x – 2x2 = 7
2. ( x + 3 ) ( x + 4 ) = 0
3. 2x ( x – 3 ) = 15
4. ( x – 4 ) ² + 8 = 0
Division of Bohol
Mathematics Grade 9
First Quarter
A C T I V I T Y No. 2
Type of Activity : Mathematical Investigation

Title : Solving Quadratic Equation by Extracting the Square Root (A)
Learning Competency : Solves quadratic equations by Extracting the Square Root.
( M9AL – 1a – 1 )
Learning Target : Solve the Quadratic Equation by Extracting square root.
Quadratic equation that can be written in the form 𝑥 2 = k can be solved by
applying the following properties:
1. If k>0, then 𝑥 2 =k has two real solutions or roots : x = ± √k

2. If k=0, then 𝑥 2 =k has one real solution or root : x = 0
3. If k<0, then 𝑥 2 has no real solutions or roots.
The method of solving the quadratic equation 𝑥 2 =k is called extracting square roots.
Example I :
Find the solution of the equation 𝑥 2 − 16 = 0 by extracting the square roots. Write
the equation in the form𝑥 2 = 𝑘.
𝑥 2 − 16 = 0 … … … … … 𝑥 2 − 16 + 16 = 0 + 16
𝑥 2 = 16
Since, 16 is greater than 0, then the first property can be applied to find the value of x.
𝑥 2 = 16 … … … … … … 𝑥 = ±√16
X = ± 4
For checking: For x = 4 For x = -4

𝑥 2 = 16 2
𝑥 = −4
(4)2 =16 (-4)2 =16
16 = 16 16 = 16
Example II.
Solve the equation 𝑡 2 =0
Since 𝑡 2 =0, then the equation has only one solution, that is t=0
Example III:
Find the roots of the equation 𝑠 2 + 9 = 0
Write the equation in the form 𝑥 2 = 𝑘
𝑠 2 + 9 = 0………….𝑠 2 + 9- 9 = 0 - 9
𝑠 2 = -9
Since -9 is less than 0, then the equation 𝑥 2 = −9 has no real solutions or roots.
Activity I. Extract Me!

Directions: solve the following quadratic equations by extracting square roots. Answer the
questions that follow.
1. 𝑥 2 = 16 3. 4𝑥 2 − 225 = 0
2. 𝑟 2 -100=0 4. (x-4 )2 = 169
Questions:
1. How did you find the solutions of each equation?
2. What mathematics concepts or principles did you apply in finding the solutions? Explain
how you applied these.

Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Exercise/Drill

Title : Solving Quadratic Equations by Extracting Square Root (B)
Learning Competency : Solves Quadratic Equations by Extracting the Square Root.
( M9AL – 1a – 1 )
Learning Target : Solve quadratic equations by extracting square root.
Activity I. Extract Then Describe Me!

Directions: solve each of the following quadratic equation by extracting square roots.
Answer the questions that follow.
1. 3𝑡 2 = 12
2. 𝑥 2 = 150
9
3. 𝑥 2 = 16
4. (𝑠 − 4)2 - 81 = 0
Questions:
1. How did you find the roots of each equation?
2. Which equation did you find difficult to solve by extracting square root?
3. Which roots are rational? Which are not? Explain your answer
4. How will you approximate those roots that are irrational?
Activity III. What Does A Square Have?
Directions: write a quadratic equation that represents the area of each square. Then find the
length of its side using the equation formulated. Answer the questions that follow.
S 5 cm
S S
A=169c𝑚2 A= 256 cm2
5 cm
Questions:
1. How did you come up with the equation that represents the area of each shaded
region?
2. How did you find the length of side of each square?
a

A=
Division of Bohol
Mathematics Grade 9
First Quarter

Title : Solving quadratic equation by Factoring
Learning Competency : Solves quadratic equations by factoring. ( M9AL – 1a – 1 )
Learning Target : Solves quadratic equations by factoring.
Reference : Learner’s Materials pages 27 -30
The principle used in the factoring method of solving quadratic equation is the Zero-
product property of real numbers. It states that the product of two real numbers is zero if, and
only if, At least one of the factors is zero.
Zero Product Property of Real Numbers
If a and b are real numbers, then ab=0 if, and only if, a=o or b=o.
To solve the quadratic equation, the following procedure can be followed.

1. Transform the quadratic equation into standard form.
2. Factor the quadratic Equation.
3. Apply the zero product property by setting each factor of the quadratic expression equal
to 0.
4. Solve each resulting equation.
5. Check the values of the variable obtained by substituting each in the original equation.
Example I. Find the solutions of 𝑥 2 +9x=-8 by factoring.
𝑥 2 + 9x = -8 𝑥 2 + 9x + 8 = 0
2
𝑥 + 9x + 8 = 0 (x + 1) (x + 8) = 0
(x + 1)(x + 8)=0 x + 1= 0, x + 8 = 0
X+1=0 x + 1- 1 = 0 – 1 by Addition Property of Equality (A.P.E)
X = -1
X+8=0 x + 8 – 8 = 0 – 8 by A.P.E
X = -8
Checking:
For x=-1 For x=-8
2
𝑥 +9x=-8 𝑥 2 +9x=-8
2 2
(-1 ) +9(-1)=-8 (-8 ) +9(-8) =-8
1+(-9)=-8 64-72=-8
-8 = -8 -8 =-8
Activity I. Solve the following quadratic equation by factoring. Answer the questions that follow.
1. 𝑥 2 +7x =0
2. 6𝑠 2 +18s =0
3. 𝑡 2 + 8𝑡 + 16 = 0
Questions:
1. How did you find the solutions of each equation?
2. What mathematics concept or principle did you apply in finding the solution?
Division of Bohol
Mathematics Grade 9
First Quarter

Title : Solving quadratic Equations by Completing the Square
Learning Competency : Solves quadratic equations by completing the square
( M9AL – 1a – 1 )
Learning Target : Solves quadratic equations by completing the square.
Reference : Learner’s Materials pages 35- 41
Another method of solving quadratic equation is by completing the square. This

method involves transforming the quadratic equation a𝑥 2 + 𝑏𝑥 + 𝑐 = 0 into the form (x-h)2 =k
, where k≥0.
To solve the quadratic equation by a𝑥 2 + 𝑏𝑥 + 𝑐 = 0 by completing the square, the
following steps can be followed.
1. Divide both side of the equation by a, then simplify
2. Write the equation such that the terms with variables are both on the left side of the
equation and the constant term is on the right side.
3. Add the square of one-half of the coefficient of x on both sides of the resulting equation.
The left side of the equation becomes a perfect square trinomial.
4. Express the perfect square trinomial on the left side of the equation as a square of a
binomial.
5. Solve the resulting quadratic equations by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.
Example I. Solve the quadratic 2𝑥 2 +8x-10=10 by completing the square.

Divide both sides of the equation by 2 then simplify.
2𝑥 2 +8x-10=10 = 10 𝑥 2 +4x-5=0
2 2
Add 5 to both sides of the equation then simplify.

𝑥 2 + 4𝑥 − 5 = 0 𝑥 2 + 4𝑥 − 5 + 5 = 0 + 5
𝑥 2 + 4𝑥 = 5
Add to both sides of the equation the square of one-half of 4.
1
(4) = 2 … … … … … … … . 22 = 4
2
𝑥 2 + 4𝑥 = 5 …………….. 𝑥 2 + 4𝑥 + 4 = 5 + 4
𝑥 2 + 4𝑥 + 4 = 9
Express 𝑥 2 + 4x + 4 as a square of binomial
𝑥 2 + 4𝑥 + 4 = 9 …………….. (x+2)2 =9
Solve (x+2)2 =9 by extracting the square root
(x+2)2 = 9 … … … … … … 𝑥 + 2 = ±√9
X+2 = ±3
Solve the resulting linear equation.
X+2=3 x+2= -3
X+2-2=3-2 x+2-2= -3 -2
X=1 x= -5
Activity I: Make it Perfect.

Determine a number that must be added to make each of the following a perfect square
trinomial.
1. t2 + 20t + ______
2
2. s2 - 3s + _______
Activity II. Complete Me!
Find the solutions of each of the following quadratic equation by completing the square.
1. 𝑥 2 -2x=3
2. 𝑠 2 +4s -21=0
a. How did you find the solutions of each equation?
Division of Bohol
Mathematics Grade 9
First Quarter

Title : Solving Quadratic Equations Using Quadratic Formula ( A )
Learning Competency : Solves the quadratic equations by using quadratic formula.
( M9AL -1a –1)
Learning Target : Solves quadratic equation using the quadratic formula.
Reference : Learner’s Materials pages 47 – 50
To solve any quadratic equation a𝑥 2 + 𝑏𝑥 + 𝑐 = 0 by using the

quadratic formula, determine the values of a, b and c then substitute these in the
equation.
−𝑏±√𝑏2 −4𝑎𝑐
X= .
2𝑎
Simplify the result and follow the procedure.

1. Write the equation in standard form.
2. Determine the values of a, b and c.
3. Substitute the values of a, b, and c in the quadratic formula and simplify.
Example 1. Find the solutions of the equation 2𝑥 2 + 3𝑥 = 27 using the quadratic formula.
2𝑥 2 + 3𝑥 = 27 2𝑥 2 + 3𝑥 − 27 = 0
A=2 B= 3 C= -27
−𝑏±√𝑏 2 −4𝑎𝑐 −3±√(3)2 −4(2)(−27)
X= , X=
2𝑎 2(2)
−3±√9−8(−27) −3±√9−216 −3±√225 −3±15
X= , X= , X= ,X=
4 4 4 4
−3+15 −3−15
X= X=
4 4
X= 12/4 x=-18/4
X=3 x=-9/2
Therefore the solutions are : x = 3, or x = -9/2

Activity I. Is the Formula Effective!
Directions: Find the solutions of each of the following quadratic equations by using quadratic
formula.
1. 𝑥 2 + 10𝑥 + 9 = 0
2. 2𝑥 2 + 7𝑥 + 9 = 0
3. 3𝑥 2 − 4𝑥 = 0
Division of Bohol
Mathematics Grade 9
First Quarter
Title : Solving Quadratic Equations By Using the Quadratic Formula ( B )
Learning Competency : Solves quadratic equations using quadratic formula. ( M9AL – 1a – 1 )
Learning Target : Solves quadratic equations using quadratic formula.
Reference : Learner’s materials pages 51- 55
Quadratic Formula:
−𝑏±√𝑏2 −4𝑎𝑐
X=
2𝑎
Activity I. Is the Formula Effective!
Directions: find the solutions of each of the following quadratic equations using the quadratic
formula
1. 2𝑥 2 + 4x = 3
2. 9𝑥 2 − 72 = 0
3. 4𝑥 2 − 4𝑥 + 1 = 0
Questions:
1. Is there any equation whose solutions are equal?
2. If there is any, describe the equation.
3. How many solutions do each equation have?

Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Skills : Exercise

Title : Nature of the Roots of Quadratic Equation (A)
Learning Competency : Characterizes the roots of a quadratic equations using the discriminant.
( M9AL – Ic – 1 )
Learning Target : a. Translates the quadratic equations in standard form
b. Determine the nature of the roots of the quadratic equation using the
discriminant 𝑏 2 − 4𝑎𝑐
The values of 𝑏 2 − 4𝑎𝑐 is called discriminant of the quadratic equation. This value can
be used to describe the nature of the roots of a quadratic equation.
1. When 𝑏 2 − 4𝑎𝑐 is equal to zero, then the roots are real numbers and are equal
2. When 𝑏 2 − 4𝑎𝑐 is greater than zero and perfect square, then the roots are rational
numbers but are not equal.
3. When 𝑏 2 − 4𝑎𝑐 is greater than zero but not a perfect square, then the roots are
irrational numbers and are not equal.
4. When 𝑏 2 − 4𝑎𝑐less than zero, then the equation is has no real roots.
Complete the table below. If the equation is not in the standard form , translate the quadratic
equations in standard form before giving the answers.
Nature of
Equation a b C 𝒃𝟐 − 𝟒𝒂𝒄
the Roots
1. 𝟓𝒙 − 𝟒 + 𝒙𝟐 = 𝟎
2. 4𝒙𝟐 + −𝟑 + 𝟖𝒙 = 𝟎
3. 4𝒙𝟐 − 𝟏𝟎𝒙 = −𝟏
4. 3𝒙𝟐 − 𝟖𝒙 − 𝟏𝟓 = 𝟎
5. 3𝒙𝟐 − 𝟒𝟐𝒙 − 𝟏𝟐 = 𝟎
Questions:
1. How did you determine the nature of the roots of each quadratic equation?
2. When do you say that the roots of a quadratic equation are real or not real numbers?
Division of Bohol
Mathematics Grade 9
First Quarter

Title : The Sum and the Product of Roots Of Quadratic Equations (A)
Learning Competency : Describes the relationship between the coefficients and the roots of a
quadratic equation. ( M9AL Ic – 2 )
Learning Target : a. Find the sum and the product of the roots of the quadratic
equations.
b. Explain the relationship between the coefficients and the roots of a
quadratic equation
Key Concepts :
a. The sum of the roots of quadratic equation is –b/a.
b. The product of the roots of quadratic equation is c/a.
Example: Determine the roots of 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐 = 𝟎
A= 1 b=7 c=12
The sum of the roots is
−𝑏 7
= − = −7
𝑎 1
The product of the root is
𝑐 12
= = 12
𝑎 1
Activity : Relate me To My Roots!

1. Direction: complete the table below:
Quadratic equation Sum of the roots Product of the roots
1. 𝒙𝟐 + 𝟕𝒙 + 𝟏𝟐 = 𝟎
2. 2𝒙𝟐 − 𝟑𝒙 − 𝟐𝟎 = 𝟎
3. 𝒙𝟐 + 𝟑𝒙 + 𝟐 = 𝟎
4. 𝒔𝟐 − 𝟓𝒔 + 𝟔 = 𝟎
5. 𝒓𝟐 + 𝟐𝒓 − 𝟖 = 𝟎
2. Explain the relationship between the coefficients and the roots of a quadratic equation
Division of Bohol
Mathematics Grade 9
First Quarter

Title : View Me in Another Way.
Learning Competency : Solve equations transformable to quadratic equations ( including
rational algebraic equations ) ( M9AL-Ic – d – 1 )
Learning Target : a. Transform rational algebraic equation into a quadratic equation
There are equations that are transformable to quadratic equation.
This equation may be given in different forms. Hence, the procedures in transforming
this equation to quadratic may also be different.
The following procedures can be followed:
1. Multiply both sides of the equation by the Least Common Multiple (LCM) of all
denominators.
2. Write the resulting quadratic equation in standard form.
6 𝑥−3
Example : 1.) Transform the rational algebraic equation + = 2 to the standard
x 4
form of quadratic form.
6 𝑥−3 6 𝑥−3
Solution : + = 2 4x ( + ) = 4x ( 2 )
x 4 𝑥 4
24 + 𝑥 2 – 3x = 8x
Write the resulting quadratic equation in standard form :
𝑥 2 - 11x + 24 = 0
EXERCISES :
Transform each of the following equations into quadratic equation in the form ax 2 + bx + c = 0.
1. x(x + 5) = 2
2. (2r + 3)2 + (r + 4 )2 = 10
3 4
3. + =x-1
𝑥 2𝑥
Division of Bohol
Mathematics Grade 9
First Quarter
Title : Equations Transformable To Quadratic Equations
Learning Competency : Solve equations transformable to quadratic equations ( including
rational algebraic equations ) ( M9AL-Ic – d – 1 )
Learning Target : c. Solve quadratic equations that are not written in standard form
d. Solve rational algebraic equations transformable into quadratic equations

Reference : Learner’s Materials pages 81- 85
The following procedures can be followed:

1. Multiply both sides of the equation by the Least Common Multiple (LCM) of all
denominators.
2. Write the resulting quadratic equation in standard form.
3. Find the roots of the resulting equation using any of the methods of solving
quadratic equation.
8 4𝑥
Illustrative Example. 1) x + 𝑥−2 = 1 +
𝑥−2
8 4𝑥
(x–2)( x+ ) = (x–2)(1+ )
𝑥−2 𝑥−2
𝑥 2 − 2𝑥+8 𝑥−2 + 4𝑥
=
𝑥−2 𝑥−2
𝑥 2 - 2x + 8 = x – 2 + 4x
𝑥 2 - 2x + 8 = 5x – 2
𝑥 2 - 7x + 10 = 0
(x–5)(x–2) =0
x – 5 = 0 or x – 2 = 0
x = 5 or x = 2
Exercises. Find the solutions of each of the following equations.
1. X (x – 10) = -21
2. ( x + 1 )2 + ( x – 3 )2 =15
3. 1 + 4x = 1
3x 6
Division of Bohol
Mathematics Grade 9
First Quarter
Type of activity : Problem Solving

Title : Problems Involving Quadratic Equations And Rational Algebraic Equations
Learning Competency : To solve problems involving quadratic equations and rational algebraic
equations.
Learning Target : a. Transform the given situation or information into a quadratic equation
b. Solve problems involving quadratic equations and rational algebra
equations.
c. Explain the solutions used in getting the answer of the problems
Reference : Learner’s Materials pages
Example 1: An amusement park wants to place a new rectangular billboard to
inform visitors of their new attractions. Suppose the length of the
billboard 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 billboard?
If we represent the width, in meters, the billboard by x then its length IS X + 4. Since the area
of the billboard is 96 𝑚2 , then ( x ) ( x + 4 ) = 96.
The equation ( x ) ( x + 4 ) = 96 is a quadratic equation that can be written in the form 𝑎𝑥 2 + bx
+ c = 0.
( x ) ( x + 4 ) = 96 𝑥 2 + 4x = 96
𝑥 2 + 4x – 96 = 0
( x – 8 ) ( x + 12 ) = 0
x – 8 = 0 or x + 12 = 0
x = 8 or x = -12
Exercises:
Read and understand the situation below, then answer the equation that follows.
Jessie and Mark are planning to paint a house together. Jessie thinks that if he works
alone, it would take him 5 hours more than the time Mark take to paint the entire house.
Working together, they can complete the job in 6 hours.
Questions:
1. If Mark can finish the job in m hours, how long will it take Jessie to finish the job?
2. How would you represent the amount of work that mark can finish in I hour? How
about the amount of work that Jessie can finish in 1 hour?
3. If they work together, what equation represent the amount of work they can finish
in 1 hour?
Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Illustration

Title: Quadratic Inequalities
Learning Competency : Illustrate quadratic inequalities. ( M9AL – If-1 )
Learning Target : a. Define quadratic inequalities
b. Differentiate quadratic inequalities and quadratic equations
Reference : Learner’s Materials pages 96 -105
Quadratic Inequality is an inequality that contains a polynomial of degree 2 and
can be written in any of the following forms.
Ax2 + bx + c > 0, Ax2 + bx + c < 0, Ax2 + bx + c ≥ 0, Ax2 + bx + c ≤ 0,
where a, b, and c are real numbers and a is not equal to zero.
Example 1. 2x2 + 5x + 1 > 0, s2 – 9 < 2s
Activity 1 : Which Are Not Quadratic Equations?
Directions: Use the mathematical sentences below to answer the questions that
follow.
𝑥 2 + 9x +20 = 0 ; 2𝑡 2 < 21 – 9t ; 𝑟 2 + 10 r ≤ - 16 ; 3𝑤 2 + 12w ≥ 0
2𝑥 2 + 7s + 5 > 0 ; 15 – 6ℎ2 = 10 ; 4𝑥 2 - 25 = 0 ; 𝑚2 = 6m - 7
Questions :
1. Which of the given mathematical sentences are quadratic equations?

2. How do you describe quadratic equations?
3. Which of the given mathematical sentences are not quadratic equations? Why?
4. How would you describe those mathematical sentences which are not quadratic equation
5. How are they different from those equations which are quadratic ?
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Solving Quadratic Inequalities
Learning Competency : Solve Quadratic Inequalities ( M9AL – If- 2 )
Learning Target : Solve quadratic inequalities
References : Learner’s Material for Mathematics Grade 9 p. 106-109
To solve a quadratic inequality, find the roots of its corresponding equality.

The points corresponding to the roots of the equality when plotted on the number line,
separates the line into two or three intervals. An interval is part of the solution of the inequality
if a number in that interval makes inequality true.
Example 2. Find the solution set of x2 + 7x + 12 > 0. The corresponding equality is of x2 + 7x +
12 = 0.
Solve for the solutions of x2 + 7x + 12 = 0.
(x+3)(x+4) = 0
X+3 = 0 x+4 = 0 =
X = -3 x = -4
Plot the points corresponding to -3 and -4 on the number line.
-4 -3 0
The tree intervals are : - ∞ < 𝑥 < −4 , -4 < 𝑥 < −3 𝑎𝑛𝑑 − 3 < 𝑥 < ∞
Test the number from each interval against the inequality.
For −∞ < 𝑥 < −4 For−4 < 𝑥 < −3 For -3< 𝑥 < ∞
Let x = -7 Let x = -3.6 Let x = 0
x2 + 7x + 12 > 0. x2 + 7x + 12 > 0. x2 + 7x + 12 > 0.
(-7)2 + 7(-7) + 12 > 0 (-3.6)2 + 7(-3.6) + 12> 0 (0)2 + 0 + 12
49 -49 + 12 >0 12.96 – 25.2 + 12 > 0 >0
0> 0 (𝐹𝑎𝑙𝑠𝑒) -0.24> 0 (𝐹𝑎𝑙𝑠𝑒) 0 + 0 + 12 > 0
12 > 0 (𝑡𝑟𝑢𝑒)
We also test whether the points x = -3 and x = -4 satisfy the inequality.

x2 + 7x + 12 > 0. x2 + 7x + 12 > 0.
(-3)2 + 7(-3) + 12 > 0 (-4)2 + 7(-4) + 12 > 0
9 – 21 + 12 > 0 16 – 28 + 12 > 0
0> 0(𝐹𝑎𝑙𝑠𝑒 0 > 0(𝐹𝑎𝑙𝑠𝑒)
Therefore, the inequality is true for any value of x in the interval - ∞ < 𝑥 < −4 𝑜𝑟 − 3 < 𝑥 <
∞
And these intervals exclude -3 and -4. The solution set of the inequality is x: x< −4 𝑜𝑟 𝑥 >
−3 and its graph is shown below.
-4 -3 0
Note that hollow circles are used in the graph to show that -3 and -4 are not part of the solution
set.
Exercises: Find the solution set of each of the following quadratic inequalities then graph.
1. X2 + 9x + 14 > 0
2. R2 -10r + 16 < 0
Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Problem Solving

Activity Title : Solving Problems Involving Quadratic Inequalities
Learning Competency : Solve Problems Involving Quadratic Inequalities. ( M9AL – If – g- 1 )
Learning Target : Solve Problems Involving Quadratic Inequalities.
References : Learner’s Material for Mathematics Grade 9 110-113
Activity 1 : Let’s Do Gardening!
Directions: Use the situation below to answer the questions that follow.
Mr. Bayani has a vacant lot in his backyard. He wants to make as many
rectangular gardens as possible such that the length of each garden is 2 m longer than its
width. He also wants the length of the garden of smallest area to be 3 m.
1. Illustrate the different rectangular gardens that Mr. Bayani could make.
2. What are the dimensions of the different gardens that Mr. Bayani wants to make?
3. What is the area of each garden in item 2?
4. What is the area of the smallest garden that Mr. Bayani can make? How about
the area of the largest garden? Explain your answer.
6. Using the mathematical sentence formulated, do you think you can find other
possible dimensions of the gardens that Mr. Bayani wants to make? If YES, how?
If NOT, explain.
7. Suppose the length of each garden that Mr. Bayani wants to make is 3 m longer
than its width and the area of the smallest garden is 10 m 2.
What general mathematical sentence would represent the possible areas of the gardens?
How are you going to solve the mathematical sentence formulated? Find at least 3 possible
solutions of the mathematical sentence.
8. Draw a graph to represent the solution set of the mathematical sentence

formulated in item 7. What does the graph tell you?
9. Are all solutions that can be obtained from the graph true to the given situation?
Why?
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Quadratic Functions
Learning Competency : Models real – life situations using quadratic functions ( M9AL- 1g – 2 )
Learning Target : a. Define quadratic functions
b. Enumerate real-life situations using quadratic functions
References : Learner’s Material for Mathematics Grade 9 p.125 -127
Quadratic functions can be described by equations of the form y= ax 2 + bx + c,

where a, b and c are real numbers and a ≠ 0. The highest power of the independent variable x
is 2. Thus, the equation of a quadratic function is of degree 2.
Parking Lot Problem
Directions: Solve the problem by following the procedure below.
Mr. Santos wants to enclose the rectangular lot beside his house by putting a wire fence
on the three sides as shown in the figure. If the total length of the wire is 80 m, find the
dimension of the parking lot that will enclose a maximum area.
w House
Parking lot
a. In the figure above, if we let w be the width and l be the length, what is the expression for
the sum of the measures of the three sides of the parking lot?
b. What is the length of the rectangle in terms of the width?
c. Express the area (A) of the parking lot in terms of the width.
d. Fill up the table by having some possible values of w and the corresponding areas.
Width (w)
Area (A)
e. What have you observed about the area (A) in relation to the width (w)?
f. What is the dependent variable? Independent variable?
g. Compare the equation of a linear function with the equation you obtained.
h. From the table of values, plot the points and connect them using a smooth curve.
i. What do you observe about the graph?
j. Does the graph represent a linear function?
Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Skills : Exercises
Activity Title : Quadratic Functions Represented By Table Of Values
Learning Competency : Represent a quadratic function using a table of values. (M9AL – 1g-3 )
Learning Target : a. Represent a quadratic function using table of values.
b. Differentiate a quadratic function from a linear function.
References : Learner’s Material for Mathematics Grade 9 p.127-128
Activity: Compare Me!
Directions: Follow the instruction below.
Consider the given functions f(x) = 2x + 1 and g(x) = x2 + 2x – 1.
1. What kind of function is f(x)? _______ g(x)? _________
2. Complete the following table of values using the indicated function
f(x) = 2x + 1 g(x) = x2 + 2x -1
X -3 -2 -1 0 1 2 3 X -3 -2 -1 0 1 2 3
Y Y
3. What are the differences between two adjacent x-values in each table?
4. Find the differences between each adjacent y-values in each table, and write them on the
blanks provided.
f(x) = 2x + 1 g(x) = x2 + 2x -1
X -3 -2 -1 0 1 2 3
Y X -3 -2 -1 0 1 2 3
Y
__ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __
5. What do you observe?
6. How can you recognize a quadratic function when a table of values is given?

Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Skills : Exercises
Activity Title : Rewriting Quadratic Function from General Form into Standard Form
Learning Target : c. ) Rewrite the quadratic function f(x) = ax2 + bx + c in the
form f(x) = a( x – h)2 + k
References : Learner’s Materials p. 129 – 132
Advanced Algebra, Trigonometry & Statistics
Soledad Jose- Dilao et al. pp. 69-70
Concept Notes
Consider a quadratic function where the coefficient of x2 is a number other than 1.
For example, rewrite f(x) = 2x2 - 12x + 11 into f(x) = a ( x – h)2 + k.
These are the steps to be followed in rewriting the quadratic function y = 2x2 - 12x + 11
1) Factor the coefficient of x2 from the first two terms only. y = 2(x2 - 6x +? ) + 11 - ?
2) Add 9 within the parenthesis to form the square of
x2 – 6x + 9 = ( x - 3)2; 18 must be subtracted because y = 2(x2 - 6x + 9 )+ 11 - 18
of the coefficient in front of the parenthesis ( 2 x 9 = 18)
3) Give the factors of x2 – 6x + 9 and the difference y = 2 ( x - 3 )2 - 7
of 11 and 18
Therefore, the standard form of f(x) = 2x2 - 12x + 11 is f( x) = 2 ( x - 3 )2 - 7
EXERCISES:
Write the following quadratic functions into standard form: f(x) = a ( x – h)2 + k
1. f(x) = 4x2 + 8x - 1
2. f(x) = -3x2 -68x + 5
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Exercise/Drill
Activity Title : Rewriting Quadratic Function from f(x) = a( x – h)2 + k into f(x) = ax2 + bx + c.
Learning Target : Rewrite the quadratic function f(x) = f(x) = a( x – h)2 + k
into the form f(x) = ax2 + bx + c
References : Learner’s Materials p. 133- 139

Advanced Algebra, Trigonometry & Statistics
Soledad Jose- Dilao et al. pp. 69-70
Concept Notes
The procedure for changing f(x) = a( x – h)2 + k in the form f(x) = ax2 + bx + c is much
simpler. All that is really needed is the expansion of (x –h)2 and a simplification of the resulting
expression.
Example: Rewrite f(x) = 2 ( x – 4)2 + 5
These are the steps to be followed in rewriting the quadratic function
f(x) = a( x – h)2 + k in the form f(x) = ax2 + bx + c
1) Expand ( x – 4 )2 f(x) = 2 ( x – 4 ) ( x – 4 ) + 5
2) Get the product of ( x – 4 )2 . f(x) = 2 ( x2 – 8x + 16 ) + 5
3) Multiply 2 by the product of ( x – 4 )2. f(x) = 2x2 – 16x + 32 + 5
4) Simplify. f(x) = 2x2 – 16x + 37
Therefore, the general form of f(x) = 2 ( x – 4)2 + 5 is f(x) = 2x2 – 16x + 37.
EXERCISES: Rewrite the following functions into the form f(x) = ax2 + bx + c
1) f(x = ( x + 1)2 - 4
2) f(x) = 3 ( x - 2 )2 – 8
3) f(x) = -2 ( x + 5 )2 + 9
4) f(x) = - ( x – 4 )2 +
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Exercise

Activity Title : Graph of a Quadratic Functions
Learning Competency : Represent quadratic function using its graph. (M9AL – 1g-3 )
Learning Target : 1. Represent quadratic function using its graph
2. Differentiate the graph of quadratic functions from
linear or other functions.
References : Learner’s Material for Mathematics Grade 9 p. 140 - 142
You have learned from previous activity that in a linear function, equal differences in x
produce equal differences in y. However, in a quadratic function, equal differences in x do not
lead to equal first differences in y; instead the second differences in y are equal. In this activity
you will find the characteristics of the graph of a quadratic function.
Activity: Complete the table below and use the table of values in graphing the two functions
and compare the results.
f(x) = 2x + 1 g(x) = x2 + 2x -1
X -3 -2 -1 0 1 2 3 x -3 -2 -1 0 1 2 3
Y y
a. Which graph is the linear function?__________ quadratic function?________
b. Compare the graph of linear function and quadratic function.

Division of Bohol
Mathematics Grade 9
First Quarter
Type of Activity : Skills : Exercise

Activity Title : Behavior of the Graphs of Quadratic Function
Learning Target : Determine the directions of the opening of the graph of quadratic
functions.
Reference : Learner’s Material for Mathematics Grade 9 p. 143 - 145
Algebra 1 Concepts and Skills pp.
Author : Ron Larson et al
Concept Notes
Quadratic function has a U –shaped graph called a parabola. It may open upward or downward
depending on the value of a.
The vertex is the highest or lowest point on a parabola.
Axis of symmetry is a vertical line passing through the vertex that divides the parabola into two
symmetrical parts. The two symmetric parts are mirror images of each other.
The graphs of y = x2 and y = -x2 have a common vertex which is (0, 0). However, the
graph of y = x2 opens upward because the value of a > 0, ( a = 1) while the graph of y = - x2
opens downward because the value of a < 0.
Let’s always remember that if a > 0 the graph opens upward and the vertex is the lowest
point. On the other hand, if a < 0 the graph opens downward and the vertex is the highest
point.
Exercises:
A. Study and examine the graphs presented below and answer the following questions:
f(x)= x2
f(x)= - x2
1) How would you describe the shape of each graph?

2) In what direction ( up or down) does the graph of y = x2 open?
3) Does the graph of y = x2 have a highest point or lowest point?
4) In what direction ( up or down) does the graph of of y = - x2 open?
B. Write U if the graph opens upward and D if it opens downward.
1. f(x) = x2 + 4x + 5
2. f(x) = - x2 + 3x - 4
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Sketching

Activity Title : Graphing Quadratic Functions
Learning Target : Sketch the graph of quadratic function using the table of values.
Reference : Learner’s Material for Mathematics Grade 9 p. 146- 150
Algebra 1 Concepts and Skills pp. Ron Larson et al
Given the function y = x2, what is the value of a?
Complete the table of values for y = x2
Examples :
X -2 -1 0 1 2
Y ? ? 0 ? 4
To determine the value of y, simply substitute the value of x to the function. For example x = -2,
we have
y = x2 ; = (-2)2 ; = 4
In graphing the quadratic function, we should consider the following:
a) Organize the data in a table of values for x and y.
b) Plot each point on the Cartesian coordinate plane.
c) The points should be connected with a curve, not a line.
d) Arrow heads must be placed on both ends of the graph to indicate that the curve
continues indefinitely in two directions.
The graph of f(x) = x2 looks like this. y
1 x
1 2
EXERCISES:
Make a table of values of each of the following functions below then sketch its graph.
X -2 -1 0 1 2
Y
Note: Use the same values of x in solving for y.
1) f(x) = x2 + 3
2) f(x) = x2 – 4
3) f(x) = 2x2
4) f(x) = - x2 + 2
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Sketching

Activity Title : Graphing Quadratic Functions of the form f(x) = a( x – h)2 + k
Learning Competency : Represents quadratic function using its graph. (M9AL – 1g-3 )
Learning Target : Sketch the graph of a quadratic function using the vertex and axis of
symmetry
Reference : Learner’s Materials p. 151 – 15/ Advanced Algebra, Trigonometry &
Statistics pp. 74-75 Soledad Jose- Dilao, et al
Concept Notes y
Examine the graph presented, what is the lowest point? What is the behavior of the
parabola? Does the graph open upward or downward?
The graph of f(x) = x2 has a lowest point which is called as the vertex ( turning point of
the parabola) with coordinates (0, 0) Its graph opens upward and extends indefinitely
upward. The graph is symmetric with respect to the line x = 0 ( or the y – axis). This line is
called the axis of symmetry.
To sketch the graph of quadratic function without constructing a table of values, we
need to determine the vertex and axis of symmetry, then assign points to the left and to the
right of the axis of symmetry.
Hence, the second method to sketch the graph of quadratic function is through the use
of the vertex, axis of symmetry and some symmetric points.
Example: Sketch the graph of f(x) = ( x – 1)2 – 5
Solution:
1) The vertex is ( 1, -5)
2) The axis of symmetry is x = 1 and the graph opens upward
3) Let x = 0. If x = 0, the y = -4. Therefore point ( 0, -4) lies on the graph.
4) x = 0 is 1 unit away from x = 1. The other x value which is 1 unit away from x = 1 is x =
2. So, if x = 2, then y = -4. Another point which lies on the graph must be ( 2, -4)
y
axis of symmetry
1
x
2
-5
vertex
EXERCISES:
Draw the graph of the following quadratic functions by using its vertex, axis of symmetry
and some symmetric points.
1) f(x) = ( x – 1)2 - 2 3) f(x) = ( x – 3)2 + 1
2) f(x) = ( x + 4 )2 - 3 4) f(x) = - ( x + 2)2 – 3
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Exercise

Learning Target : Sketch the graph of quadratic function using the vertex, axis of
symmetry and table of values.
Reference : Learner’s Materials / Algebra 1 Concepts and Skills pp. Ron Larson et al.
Concept Notes
The graph of quadratic function y = ax2 + bx + c, where a  0, is a parabola.
These are the steps to be followed in sketching the graph of the function.
b
1) Find the x – coordinate of the vertex, which is x =
2a
2) Make a table of values, using x –values to the left and right of the vertex.
3) Plot the points and connect them with a smooth curve to form a parabola.
Example: Sketch the graph of y = x2 – 2x – 3

Solution:
In this quadratic function, a = 1, b =-2 and c = -3
b (2) 2
a) The x- coordinate of the vertex is 1 which is being solved by using   1
2a 2(1) 2
b) Make a table of values, using x –values to the left and right of x = 1
X -1 0 1 2 3
Y -4
Substitute x = -1 in y = x2 – 2x – 3, then solve for y.

y = ( -1)2 – 2 ( -1) – 3 y=1+2–3 y= 0
c) Plot each point, starting its vertex (1, -4). Connect the points to form a parabola that
opens up since a is positive.
The axis of symmetry passes through the vertex ( 1, -4). The axis of symmetry of y = ax2 + bx
b y
+ c is the vertical line x =
2a
EXERCISES:
Sketch the graph of each of the following quadratic function:
1. f(x) = x2 + 2 2. f(x) = 2x2 – 4x -1
3. f (x) = -x2 – 3x + 1 4. f(x) = x2 – 3
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Skills : Drawing

Learning Target : Draw the graph of the quadratic function f(x) = ax2.
Reference : Advanced Algebra, Trigonometry and Statistics pp. 76-77
Author : Soledad Jose-Dilao, et al
Concept Notes
One of the simplest forms of a quadratic function is defined by the function f(x) = {(x, y)/ y =
2
ax } where a is a positive real number not equal to zero.
Example: Let us consider several ordered pairs in graphing the function.
a) f(x) = 2x2
y
y = x2
y = ½ x2
y = 2x2
x
X -3 -2 -1 0 1 2 3
Y 18 8 2 0 2 8 18
b) f(x )= ½ x2
X -3 -2 -1 0 1 2 3
Y 9/2 2 1/2 0 1/2 2 9/2

EXERCISES:
A. Sketch the graph of the function defined by each of the following equations:
1) y = 3x2 3) y = 5x2
1 2 1 2
2) y = x 4) y = x
3 5
Division of Bohol
Mathematics Grade 9
First Quarter

Learning Target : Draw the graph of the quadratic function f(x) = ax2 + k
Reference : Advanced Algebra, Trigonometry and Statistics pp. 78-79
Concept Notes
Another form of quadratic function is f(x)= ax2 + k where a and k  0.
Suppose a = 1 and k = 2, the form of the equation y = ax2 + k becomes y = x2 + 2. Let us examine the two
tables presented below.
Let us consider several ordered pairs in graphing the function.
a) f(x) = x2 + 2
x -3 -2 -1 0 1 2 3
y 11 6 3 2 3 6 11
b) f(x )= x2
x -3 -2 -1 0 1 2 3
y 9 4 1 0 1 4 9
c) f(x )= x2 - 2
x -3 -2 -1 0 1 2 3
y 7 2 -1 -2 -1 2 7
Comparing the two tables, the values of x2 are increased by 2 to obtain the value of y. Thus, a
constant k brings about a change in the graph.
EXERCISES:
1. Draw the graph of the above table of values given.
2. Describe the effect of k values.
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Graphing Quadratic Function
Learning Targets :
a) Draw the graph of the quadratic function f(x) = a ( x – h) 2
b) Write the equation of the described parabola.
Reference : Advanced Algebra, Trigonometry and Statistics pp. 80 – 81
Concept Notes
y f(x) = a ( x – h)
The quadratic function of the form 2
where a and h are real numbers not
equal to 0. y = x2
y = ( x + 2)2
y = ( x – 2 )2
x
-2 2
If we examine the graphs presented above, the parabola y = ( x - 2)2 is similar to the graph of
y= x2 except that the graph is shifted 2 units to the right. The axis of symmetry is at x = 2 and the
vertex is ( 2, 0). The vertex of the graph is shifted from (0, 0) to (2, 0).
For the graph of y = ( x + 2 )2, it is also similar to the graph of y = x2 except that the graph is
shifted 2 units to the left. The axis of symmetry is at x = -2 and the vertex is ( -2, 0).
Let’s always remember that the graph of the function f(x) = a ( x – h) 2 is the same as the
graph of y = x2 except that the vertex is shifted h units to the right of the origin if h is a positive
number and its vertex shifted to the left if h is a negative number.
A. Sketch the graph of each of the following quadratic functions.
1) y = ( x – 5 )2
2) y = ( x + 3 )2
B. Write the equation for each of the parabola described:

3) the graph of y = x2 shifted 4 units to the right of the origin.
4) the graph of y = x2 shifted 5 units to the left of the origin
5) the graph of y = - x2 shifted 2 units to the right of the origin
6) the graph of y = - x2 shifted 7 units to the left of the origin
Division of Bohol
Mathematics Grade 9
First Quarter

Learning Targets :
a) Draw the graph of the quadratic function f(x) = a ( x – h) 2 + k
b) Write the equation of the described parabola.
Reference : Advanced Algebra, Trigonometry and Statistics pp. 82 – 83
The quadratic function of the f(x) = a ( x – h) 2 + k where a, h and k are real numbers not equal
to 0.
This form of quadratic function includes both h and k, thus the parabola is shifted away from x –
axis and the y –axis.
For example, the graph of y = - ( x + 2 )2 + 4 is a parabola which opens downward. It has a

maximum point at the vertex (-2, 4) and is symmetric to the line x = -2. In this example, the graph of y =
x2 moved 2 units to the left from the origin in the x –yaxis and 4 units above the origin in the y-axis.
y = - ( x + 2 )2 + 4
x
2
y = -x2
EXERCISES:
A. Draw the graph of the following quadratic functions:

1.) y = ( x- 3)2 + 2
2.) y = ( x + 1)2 - 3
B. Write the equation for each parabola described:

3) The graph y = 2x2 shifted 3 units to the left and 1 unit downward
4) The graph of y = - ½ x2 shifted 5 units to the right and 4 units upward.
2
The graph
5) The graph of y of
= xthe function
2 shifted y = a to
3 units (x –h
the) left
+ k and
, where a, h and
3 units k are real numbers not equal to 0, is
downward.
the same as the graph of y = ax2 except that its vertex is h units to the right or left of the origin and k
units above or below the origin depending upon the values of h and k respectively. In each case, the
parabola opens upward if a is positive and downward if a is negative.
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Concept Notes

Activity Title : REVIEW ON FACTORING
Learning Target : Give the factors of trinomials
Reference : Algebra and Trigonometry a pre-Calculus approach pp 63-65
Author : Max A. Sobel, Norbert Lerner
Concept Notes
Do you remember how to factor trinomials that are not perfect squares?
Let us factor x2 + 7x + 12. From our experience with multiplying binomials, we can
anticipate that the factors will be of this form:
(x + ? )(x + ? )
We need to fill in the blanks two integers whose product is 12. Furthermore, the middle term
of the product must be + 7x. The possible choices for the two integers are
12 and 1 6 and 2 4 and 3
To find the correct pair is now a matter of trial and error. These are the possible factorizations:
( x + 12 ) ( x + 1 )
(x+6 )(x+2)
(x+4 )(x+3 )
From the pairs presented, only the last form gives the correct middle term of 7x.
Therefore, the factors of x2 + 7x + 12 are ( x + 4 ) ( x + 3 ).
EXERCISES
Give the factors of the following trinomials:
1) x2 + 5x + 6
2) x2 + 20x + 51
3) x2 – 7x + 10
4) x2 - 20 x + 64
Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Problem Solving

Activity Title : Solving Quadratic Function
Learning Target : To determine the zeros of a quadratic function by factoring
Reference : Advanced Algebra, Trigonometry & Statistics
Author : Soledad Jose- Dilao et al
Page : 75 -76
Concept Notes
To find the zeros of quadratic function, determine first its factors. Then, equate each factor to zero.
Examples:
1) Find the zeros of f(x) = x2 + 4x + 3
Solution:
First, give the factors of the x2 + 4x + 3
The factors of the given trinomial are ( x + 1) ( x + 3)
We will equate the factors to zero, so we have ( x + 1) ( x + 3) = 0
In solving for its zeros, let us equate the first factor
and second factor by zero.
Thus, the first factor ( x + 1) = 0
Simplifying, we have x = -1
For the second factor, we have ( x + 3) = 0
Then, simplify we have x = -3

Therefore, the zeros of f(x) = x2 + 4x + 3 are x = -1 and x = -3.
2. Find the zeros of f(x) = 2x2 – x – 3
Solution:
The factors of the given expression 2x2 – x – 3 are (2 x - 3) ( x + 1)

We will equate the factors to zero, so we have ( 2x - 3) ( x + 1) = 0
Simplifying further
The first factor ( 2x - 3) = 0
3
Then, solve for x. x=
2
EXERCISES: Find the zeros of the following quadratic functions by factoring:
For the second factor, we have ( x + 1) = 0
1) f(x) = x2 – 5x + 6 3) f(x) = x2 – 2x- 24
Then simplify,
2) f(x) = x2 + 7x +we
12have 4) f(x) = 3x2 + 7x + 2 x = -1
Therefore, the zeros of f(x) = 2x2 - x - 3 are x = 3/2 and x = -1.

Division of Bohol
Mathematics Grade 9
First Quarter
Activity Type : Mathematical Investigation

Activity Title : Solving Zeros of a Quadratic Function
Learning Target : Determine the zeros of quadratic function by using the quadratic
formula.
Reference : Algebra 1 Concepts and Skills
Author : Ron Larson et al
Concept Notes
The quadratic formula gives the solutions or zeros of ax2 + bx + c = 0 in terms of the
coefficients a, b, and c.
THE QUADRATIC FORMULA

The solutions of the quadratic equation ax2 + bx + c = 0 are
x =  b  b  4ac where a  0 and b2 – 4ac  0

2
2a
Example:
Find the zeros of function f(x) = 2x2 +5x - 12

Solution:
2 x2 + 5 x - 12 = 0 Identify the values of a, b and c.
a = 2, b = 5 & c = -12
 5  52  4(2)( 12 )
x= Substitute each corresponding value
(2)( 2)
in the quadratic formula
a = 2, b = 5 & c = -12
 5  25  96
x= Simplify.
4
 5  121
x=
4
5  11
x=
4
 5  11 5  11
x= , x=
4 4
6 3 16
x = or , x= or -4
4 2 4
3
Therefore, the zeros of f(x) = 2 x2 + 5 x -12 are and -4.
2
Exercises:
Use the quadratic formula to determine the zeros of the following functions:
1) f(x) = x2 -4x + 3
2) f(x) =2x2 + x – 10
3) f(x) =- x2 + 3x + 4
4) f(x) = x2 + 4x – 5
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Formulating the Quadratic Function
Learning Target : Formulate the quadratic function given the zeros of the function
Reference : Advanced Algebra, Trigonometry & Statistics
Author : Soledad Jose- Dilao et al Page : 91-92
Key Concepts :
Let us consider 3 and -5 as the zeros of the function, how do we formulate its function?
We have learned from our previous lesson that in finding the zeros of the function, 3
and -5 can be written as factors:
( x -3 ) [ (x – ( -5)] simplify
( x -3 ) ( x + 5) multiply the factors
x2 + 2x -15
Therefore, the quadratic function is Q(x) = x2 + 2x -15.
Here is another way in finding the quadratic function. These are the steps to be
followed.
1. Get the sum of the zeros 3 + - 5 = -2
2. Get the product of the zeros ( 3) (- 5) = -15
3. Substitute in the formula
Q(x) = x2 – ( sum of zeros)x + product of zeros Q(x) = x2 – (-2)x + ( -15 )
Simplifying further, we have Q(x) = x2 + 2x – 15
Illustrative example:
Formulate the quadratic function whose zeros are 3 and ½.

Solution:
3 1 6 1 7
1. In getting the sum for 3 and ½, identify first its LCD.  = 
1 2 2 2
 3  1  3
2. In finding the product, multiply both numerators and denominators    
 1  2  2
7 3
3. Then, substitute in the formula, so we have Q(x) = x2 - x
2 2
7 3
Simplifying further by multiplying the equation by its LCD =( x2 - x ) 2
2 2
Q(x) = 2x2 – 7x + 3
Therefore, the quadratic function is Q(x) = 2x2 – 7x + 3.
EXERCISES:
Formulate an equation of the following quadratic functions given its zeros.
1. 2 and -7
2. - 3 and -8
3. 2/3 and -1/4
4. 3 and 2/5
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Applications of Quadratic Functions
Learning Competency : Solve problems involving quadratic functions and equations
Learning Target : Solve problems involving quadratic functions and equations
References : McDougalLithell Math Algebra 1 by Ron Larson et al
Advanced Algebra, Trigonometry and Statistics by Soledad Jose- Dilao et al
Concept Notes
In solving problems, we need to consider the following steps:
Read and understand the problem carefully. Identify what you know and what you want to find
out.
Make a plan or diagram when necessary. Decide on an approach in solving the problem
Solve the problem. Carry out your plan. Try a new approach if the first one is not successful.
Look back. Once you obtain an answer, check that is reasonable.
Example:
A rectangular flower garden with dimensions 3m by 7 m is surrounded by a walk of
uniform width. If the area is 11 square meters, what is the width of the walk?
x x
3 + 2x 3 7
x x
7 + 2x
Solution: X x
Given: Length = 7m; width = 3m x
Let x = width of the walk
3 + 2x = width of the garden with the walk
7 + 2x = length of the garden with the walk
A garden with the walk – A garden = A walk
The area of the walk is the difference between the area of the garden with the walk and the
area of the garden only.
( 3 + 2x ) ( 7 + 2x ) – 21 = 11
4x2 + 20x - 11 = 0
Solve this function using the quadratic formula,
 b  b2  4ac
x=
2a
 20  20 2  4(4)( 11)  20  400  176
= =
2(4) 8
 20  576 20  24
= =
8 8
20  24 20  24
x= x=
8 8
4 1 44 1
x= or x= or  5
8 2 8 2
Therefore, the width of the walk is ½ m. [-5 ½ should be disregarded, since for a practical
reason, length is always positive.]
EXERCISES: Solve the following problems:
1) When asked how old she is, Bolen said. “If you square my age and add my age to it the sum
is 240 “ . How old is Bolen?
2) Zarah increased the area of her garden by 108 m2. The rectangular garden was originally
15m by 18m . She increased the length and the width by the same amount. Find
the new dimensions of the garden.
3) If n stuffed toys cost n2+ 3n pesos, how many stuffed toys did a girl buy if she gave the
dealer P200.00 and she received P20.00 as change? What is the cost of each stuffed toy?
Angelou and Marie working together can complete a job in 7 ½ hours. Working alone, Angelou
takes 8 hours longer than Marie to do the job. How long would it take each to do the job alone
?
Division of Bohol
Mathematics Grade 9
First Quarter

Activity Title : Applications of Quadratic Functions
Learning Target : To solve problems involving quadratic functions and equations
Reference : Algebra and Trigonometry a Pre-Calculus approach pp 150-152
Author: Max A. Sobel, Norbert Lerner
Key Concepts :
The parabola with equation y = ax2 + bx + c is equivalent to y = a( x- h)2 + k
It opens upward or downward depending on the sign of a. When a> 0, the vertex is the
lowest point on the parabola; when a< 0, it is the highest point.
(h, k) highest point
h,k
a> 0 h,k
a< 0
(h, k) lowest point
The form y = a( x- h)2 + k instantly identifies ( h, k) as this extreme point. We say that y-value
kis the minimum point when a > 0; it is the maximum value when a < 0.
Example 1: Find the maximum value or minimum value of the function f(x) = 2 ( x + 3 )2 + 5.
Solution: Since 2 ( x + 3 )2 + 5 = 2 [ x – ( -3)]2 + 5, we note that ( -3, 5) is the turning point. Also
since a = 2 > 0, the parabola opens upward and f( -3) = 5 is the minimum value.
Example 2: Suppose that 60 m of fencing is available to enclose a rectangular garden, one side
of which will be against the side of a house. What dimensions of the garden will guarantee a
maximum area?
Solution: From the sketch you can see that 60 meters need only be used for the three sides, two
of which are of the same length x.
House
x x
60 – 2x
The remaining side has length 60 – 2x, and the area A is given by
A( x) = x ( 60 – 2x)
= 60x – 2x2
To “maximize: A, convert to form a ( x – h)2 + k. Thus
A( x) = - 2 ( x2 – 30x) by completing the square
2
= -2 (x – 30x + 225) + 450
= - 2 (x – 15 )2 + 450
Therefore, the maximum area of 450 square meters is obtained when the dimensions are x =
15 m by 60 – 2x = 30 m
Exercises: Solve the following problems applying the quadratic function:
1) The sum of two numbers is 24. Find two numbers if their product is to be a maximum.
2 A ball is thrown straight upward from level with an initial velocity of 32 feet per second.
The formula s = 32t – 16t2 gives its height in feet, s, after t seconds. (a) What is the
maximum height reached by the ball? ( b) When does the ball return to the ground?
3) The sum of the lengths of the two perpendicular sides of a right triangle is 30 cm. What are
their lengths if the square of the hypotenuse is a minimum?
4) The sum of two consecutive positive integers is subtracted from their product to obtain a
difference of 71. What are the integers?
.

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Republic of the Philippines

Type of Activity : Concept Note

3x (x-2) = 10 𝟑𝒙𝟐 - 6x - 10 = 0, which is in standard form.

Type of Activity : Concept Note

Learning Competency : Illustrates quadratic equations (M9AL – 1a-1 )

Reference : Learner’s Materials pages 15-17

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

3. 𝑥 2 - 25 = 0 the values of a = 1, b = 0, c = -25

4. 2𝑥 2 = 72 the values of a = 2, b = 0, c = -49

5. (x + 2)(x+1) by the use of FOIL method, the result is

A. Identify the values of a, b, and c from the following quadratic equations :

Type of Activity : Mathematical Investigation

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

For checking: For x = 4 For x = -4

Activity I. Extract Me!

Republic of the Philippines

Type of Activity : Exercise/Drill

Activity I. Extract Then Describe Me!

Republic of the Philippines

Type of Activity : Mathematical Investigation

Zero Product Property of Real Numbers

To solve the quadratic equation, the following procedure can be followed.

Type of Activity : Mathematical Investigation

Another method of solving quadratic equation is by completing the square. This

Example I. Solve the quadratic 2𝑥 2 +8x-10=10 by completing the square.

Add 5 to both sides of the equation then simplify.

Activity I: Make it Perfect.

Type of Activity : Concept Note

To solve any quadratic equation a𝑥 2 + 𝑏𝑥 + 𝑐 = 0 by using the

Simplify the result and follow the procedure.

Therefore the solutions are : x = 3, or x = -9/2

Type of Activity : Mathematical Investigation

Title : Solving Quadratic Equations By Using the Quadratic Formula ( B )

Learning Competency : Solves quadratic equations using quadratic formula. ( M9AL – 1a – 1 )

Learning Target : Solves quadratic equations using quadratic formula.

Reference : Learner’s materials pages 51- 55

Activity I. Is the Formula Effective!

1. Is there any equation whose solutions are equal?

2. If there is any, describe the equation.

3. How many solutions do each equation have?

Type of Activity : Skills : Exercise

Type of Activity : Mathematical Investigation

The sum of the roots is

The product of the root is

Activity : Relate me To My Roots!

Type of Activity : Concept Note

Write the resulting quadratic equation in standard form :

Type of Activity : Concept Note

Title : Equations Transformable To Quadratic Equations

Learning Competency : Solve equations transformable to quadratic equations ( including

rational algebraic equations ) ( M9AL-Ic – d – 1 )

d. Solve rational algebraic equations transformable into quadratic equations

The following procedures can be followed:

Type of activity : Problem Solving

Type of Activity : Illustration

Learning Competency : Illustrate quadratic inequalities. ( M9AL – If-1 )

Learning Target : a. Define quadratic inequalities

b. Differentiate quadratic inequalities and quadratic equations

Reference : Learner’s Materials pages 96 -105

Quadratic Inequality is an inequality that contains a polynomial of degree 2 and

can be written in any of the following forms.

Ax2 + bx + c > 0, Ax2 + bx + c < 0, Ax2 + bx + c ≥ 0, Ax2 + bx + c ≤ 0,

where a, b, and c are real numbers and a is not equal to zero.

1. What kind of function is f(x)? _ g(x)? ___

a. Which graph is the linear function?__ quadratic function?