SPM ACADEMY INC.

Tipolo, Mandaue City, Cebu

Learner’s Material
dhfdss
MATHEMATICS 9

Prepared by:
LYRA MAE J. BELAMALA

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 MODULE CONTENT

LEARNING OUTCOMES

Content Standard:
The learner demonstrates understanding of key concepts of
quadratic equations, inequalities and functions, and rational
algebraic equations

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.

LESSONS

There are two modules in this material:

Module 1 Quadratic Equations

Module 2 Quadratic Functions

You are required to go through, a series of learning tasks in order to

complete the objectives of each module. Each module has the following
parts:
Pre-test (Aims to check what you already know about the lesson)
Activities (Help you to discover the new mathematical concepts)
Information Sheets (Provide brief discussion of the lesson)
Self-Checks (To evaluate your understanding and skills of the lesson)

Follow these tasks on your own. If you have questions, don’t hesitate to
ask your teacher or facilitator for assistance. May you find this material
engaging and challenging as it develops your critical and problem-solving
skills. You can do it!

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 TABLE OF CONTENTS

LESSON TITLE PAGE

Cover Page 1

Module Content 2

Table of Contents 3

Quadratic Equations and Inequalities 4

Pre-test 1 5

1.1 Illustrating Quadratic Equations 7

1.2 Solving Quadratic Equations 11

1.3 The Nature of the Roots Quadratic Equations 18

1
1.4 The Sum and Product of the Roots of Quadratic
20
Equations
1.5 Equations Transformable into Quadratic Equations 23

1.6 Solving Problems Involving Quadratic Equations 27

1.7 Quadratic Inequalities 30

1.8 Solving Quadratic Inequalities 33

Quadratic Functions 36

Pre-test 2 37

2.1 Quadratic Functions 39

2
2.2 Graphs of Quadratic Functions 43

2.3 Finding the Equation of a Quadratic Function 49

2.4 Applications of Quadratic Functions 54

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 MATHEMATICS 9
MODULE 1:
QUADRATIC EQUATIONS
AND INEQUALITIES
About the module
This teaching module on Quadratic Equations and Inequalities covers the
concepts of quadratic equations, quadratic inequalities, and rational algebraic
expressions.

This module is divided into eight lessons, namely:

Lesson 1: Illustrating Quadratic Equations
Lesson 2: Solving Quadratic Equations
Lesson 3: The Nature of the Roots of Quadratic Equations
Lesson 4: The Sum and Product of the Roots of Quadratic
Equations
Lesson 5: Equations Transformable into Quadratic Equation
Lesson 6: Solving Problems Involving Quadratic Equations
Lesson 7: Quadratic Inequalities
Lesson 8: Solving Quadratic Inequalities

After going through this module, you are expected to:

a. illustrate and describe quadratic equations;
b. solve quadratic equations using different methods;
c. characterize the roots of a quadratic equation using the discriminant;
d. describe the relationship between the coefficients and the roots of a
quadratic equation;
e. solve equations transformable to quadratic equations;
f. solve problems involving quadratic equations;
g. illustrate quadratic inequalities; and
h. solve quadratic inequalities.

NOMINAL DURATION: 4 WEEKS

REFERENCES:
▪ Mathematics 9 Learner’s Material, Department of Education, 2014
▪ Mathematics 9 Teacher’s Guide, Department of Education, 2014
▪ Pagal JM, Grade 9 Math Resources, Department of Education,
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depedmandaue.net
 Let’s check how much you already know!
PRE-TEST 1

Directions: Find out how much you already know about this module. Read
each item carefully. Encircle the letter of your answer.

1. It is a polynomial equation of degree two that can be written in the form

ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

2. Which of the following is a quadratic equation?

A. 2𝑟 2 + 4𝑟 − 1 C. 𝑠 2 + 5𝑠 − 14 = 0
B. 3𝑡 − 7 = 12 D. 2𝑥 2 − 7𝑥 ≥ 3

3. In the quadratic equation 3𝑥 2 + 7𝑥 − 4 = 0 , which is the quadratic term?

A. 𝑥 2 B. 7𝑥 C. 3𝑥 2 D. -4
4. How many real roots does the quadratic equation 𝑥 2 + 5𝑥 + 7 = 0 have?
A. 0 B. 1 C. 2 D. 3

5. The roots of a quadratic equation are -5 and 3. Which of the following

quadratic equations has these roots?
A. 𝑥 2 − 8𝑥 + 15 = 0 C. 𝑥 2 − 2𝑥 − 15 = 0
B. 𝑥 2 + 8𝑥 + 15 = 0 D. 𝑥 2 + 2𝑥 − 15 = 0

6. Which of the following mathematical statements is a quadratic

inequality?
A. 2𝑟 2 − 3𝑟 − 5 = 0 C. 3𝑡 2 + 7𝑡 − 2 ≥ 0
B. 7ℎ + 12 < 0 D. 𝑠 2 − 8𝑠 + 15 = 0

7. Which of the following solution sets describes the graph below?

A. 0 < 𝑥 < 3 C. 0 ≤ 𝑥 ≤ 3
B. 0 > 𝑥 < 3 D. 0 ≥ 𝑥 ≤ 3

8. Which of the following values of x make the equation 𝑥 2 + 7𝑥 − 18 = 0

true?
I. -9 II. 2 III. 9

A. I and II B. II and III C. I and III D. I, II, and III

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9. Which of the following quadratic equations has no real roots?
A. 2𝑥 2 + 4𝑥 = 3 C. 3𝑠 2 − 2𝑠 = −5
B. 𝑡 2 − 8𝑡 − 4 = 0 D. −2𝑟 2 + 𝑟 + 7 = 0

10. What is the nature of the roots of the quadratic equation if the value of
its discriminant is zero?
A. The roots are not real.
B. The roots are irrational and not equal.
C. The roots are rational and not equal.
D. The roots are rational and equal.

11. What are the roots of the quadratic equation 𝑥 2 + 𝑥 − 56 = 0?

A. 2 and -1 B. 8 and -7 C. -8 and 7 D. 3 and -2

12. What is the sum of the roots of the quadratic equation 2𝑥 2 + 6𝑥 − 14 = 0?

A. -7 B. -3 C. 6 D. 14

13. Which of the following coordinates of points belong to the solution set of
the inequality 𝑥 2 + 6𝑥 < −5?
A. (0,5) B. (0,1) C. (5,1) D. (-5,-1)

14. A 3 cm by 3 cm square piece of cardboard was cut from a bigger square

cardboard. The area of the remaining cardboard was 40 cm2. If s
represents the length of the bigger cardboard, which of the following
expressions give the area of the remaining piece?
A. s – 9 B. s2 + 9 C. s2 – 9 D. s2 + 40

15. The length of a wall is 12 m more than its width. If the area of the wall is
less than 50 m2, which of the following could be its length?
A. 3 m B. 4 m C. 15 m D. 16 m

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 LESSON 1
ILLUSTRATING QUADRATIC EQUATIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.1
Instructions: Get the product of the following polynomials and answer the question
that follow.

1. (𝑦 + 4)(𝑦 + 3) →__________________________
2. (𝑟 + 3)(𝑟 − 4) →__________________________
3. (2𝑥 − 1)(𝑥 − 2) →__________________________
4. (𝑚 + 6)(𝑚 − 6) →__________________________
5. (𝑧 + 4)2 →__________________________

a. What have you observed with each resulting product?

b. Which of the following products have the same number of terms?

Let’s firm up your understanding!

INFORMATION SHEET 1.1
Quadratic Equations

The term quadratic comes from "quad" means square, because the
variable gets squared (like x2). It is also called an "Equation of Degree 2"
(because of the "2" on the x)

A quadratic equation in one variable is a mathematical sentence of

degree 2 that can be written in the following standard form.

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

𝒂𝒙𝟐 is the quadratic term, 𝒃𝒙 is the linear term, and 𝒄 is the constant term.

Examples:

1. 𝟐𝒙𝟐 + 𝟓𝒙 − 𝟑 = 𝟎 is a quadratic equation in standard form with a = 2, b = 5,

and c = -3.

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2. (𝒙 − 𝟐) = 𝟏𝟎 is a quadratic equation but not 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
𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟏𝟎 − 𝟏𝟎
𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎

The equation becomes 𝟑𝒙𝟐 − 𝟔𝒙 − 𝟏𝟎 = 𝟎, which is in standard form. In

the equation, a = 3, b = -6, and c = -10.

3. (𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔 is also a quadratic equation but it is not written in

standard form. Here’s how to write it in standard form:

(𝟐𝒙 + 𝟓)(𝒙 − 𝟏) = −𝟔 𝟐𝒙𝟐 − 𝟐𝒙 + 𝟓 − 𝟓 = −𝟔

𝟐𝒙𝟐 + 𝟑𝒙 − 𝟓 = −𝟔
𝟐𝒙 + 𝟑𝒙 − 𝟓 + 𝟔 = −𝟔 + 𝟔
𝟐

𝟐𝒙𝟐 + 𝟑𝒙 + 𝟏 = 𝟎

The equation becomes 𝟐𝒙𝟐 + 𝟑𝒙 + 𝟏 = 𝟎, which is in standard form. In the

equation, a = 2, b = 3, and c = 1.

Here are more examples of writing quadratic equations in standard form:

In Standard
In disguise a, b and c
Form

Move all terms to left hand

x2 = 3x − 1 x2 − 3x + 1 = 0 a=1, b=−3, c=1
side
Expand (undo the
brackets), and move 5 to
2(w2 − 2w) = 5 a=2, b=−4,
left 2w2 − 4w − 5 = 0
c=−5

z(z−1) = 3 a=1, b=−1,

Expand, and move 3 to left z2 − z − 3 = 0
c=−3

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 Let’s check your understanding!
SELF - CHECK 1.1.1

A. Identify which of the following equations are quadratic and which are
not. Write QE if is quadratic equation and NQ if it is not.

______1. 3𝑚 + 8 = 15 ______6. 25 − 𝑟2 = 4𝑟
______2. 𝑥2 − 5𝑥 + 10 = 0 ______7. 3𝑥 (𝑥 − 2) = −7
1
______3. 12 − 4𝑥 = 0 ______8. (ℎ − 6) = 0
2

______4. 2𝑡2 − 7𝑡 = 12 ______9. (𝑥 − 2)2 = 0

______5. 6 − 2𝑥 + 3𝑥2 = 0 ______10. (𝑤 − 8)(𝑤 + 15) = 14

B. Write each quadratic equation in standard form, 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 then

identify the values of a, b, and c.

QUADRATIC QUADRATIC EQUATION

VALUES OF a, b, and c
EQUATION IN STANDARD FORM
1. 3𝑥 − 2𝑥2 = 7

2. 2𝑥(𝑥 − 3) = 15

3. (𝑥 + 3)(𝑥 + 4) = 0

4. (2𝑥 + 7)(𝑥 − 1) = 0

5. (𝑥 − 4)2 + 8 = 0

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 QUADRATIC EQUATIONS ILLUSTRATED IN REAL LIFE.

Consider the situation below:

Mrs. Jacinto asked a carpenter to construct a rectangular bulletin

board for her classroom. She told the carpenter that the board’s area
must be 18 square feet, and the board is 7 feet longer than its width.

a. What equation would represent the given situation?

b. Is the equation quadratic or not?

Answer:
a. Let w be the width (in ft). Then the length is 𝒘 + 𝟕. Since the area is
18, then (𝒘 + 𝟕) = 𝟏𝟖. (Other variables can be used to represent the
length or width of the bulletin board.)
b. The product on the left side of the equation formulated yields 𝒘𝟐 + 𝟕𝒘
= 𝟏𝟖. The highest exponent of the variable involved is 2. Hence, it is a
quadratic equation.

Let’s check your understanding!

SELF - CHECK 1.1.2

Instructions: Tell whether or not each of the following situations illustrates

quadratic equations. Justify your answer by representing each situation by a
mathematical sentence.

1. The length of a swimming pool is 8 m longer than its width and the area
is 105 m2.

2. Edna paid at least Php 1,200 for a pair of pants and a blouse. The cost of
the pair of pants is Php 600 more than the cost of the blouse.

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 LESSON 2
SOLVING QUADRATIC EQUATIONS

LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.2
Instructions: Solve each of the following equations in as many ways as you
can. A sample is done for you.

3ℎ − 2 = 10
3ℎ − 2 + 2 = 10 + 2
3ℎ = 12
3 12
3
ℎ= 3
ℎ=4

1. 𝑥 + 7 = 12 4. 𝑥 − 10 = −2

2. 𝑡 − 4 = 10 5. 2𝑠 = 16

3. 𝑟 + 5 = −3

Let’s firm up your understanding!

INFORMATION SHEET 1.2

A. SOLVING QUADRATRIC EQUATIONS BY EXTRACTING SQUARE

ROOTS

Quadratic equations that can be written in the form 𝑥2 = 𝑘. can be solved

by extracting square roots. Here are the properties to be applied along with
examples.

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1. If 𝒌 is positive, the quadratic equation has two real solutions or roots. 𝑥 = ± √𝑘.

1. Solve the equation 𝑥2 − 16 = 0.

Solution:
𝑥2 − 16 = 0
𝑥2 = 16 Write the equation in the form 𝑥2 = 𝑘
√𝑥 2 = √16 Extract the roots of both sides.
𝑥 = ±√16 Since 16 is positive, the first property above can be
applied.
𝒙 = ±𝟒 The equation has two solutions: 𝑥 = 4 and 𝑥 = −4.

2. If 𝒌 is equal to zero, the quadratic equation has one real solution or root. 𝑥 = 0.

2. Solve the equation 𝑡2 = 0.

Solution:
𝑡2 = 0
√𝑡 2 = √0 Extract the roots of both sides.
𝒕=𝟎 The equation has one solution: 𝑡 = 0.

3. If 𝒌 is negative, the quadratic equation has no real solutions or roots.

3. Solve the equation 𝑠2 + 9 = 0.

Solution:
𝑠2 + 9 = 0
𝒔𝟐 = −𝟗 Since -9 is less than 0, then the equation has no real
solutions or roots.

4. Find the solutions of the equation (𝑥 − 4)2 − 25 = 0.

Solution:
(𝑥 − 4)2 − 25 = 0
(𝑥 − 4)2 = 25 This is the resulting equation if we add 25 to both sides.
√(𝑥 − 4)2 = √25 Extract the roots of both sides.
𝑥 − 4 = ±5
Now solve for 𝑥 in the resulting equation.
𝑥−4=5 and 𝑥 − 4 = −5
𝑥=5+4 𝑥 = −5 + 4
𝒙=𝟗 𝒙 = −𝟏
The equation has two solutions or roots: 𝒙 = 𝟗 and 𝒙 = −𝟏.

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 Let’s check your understanding!
SELF - CHECK 1.2.1
Instructions: Solve the following quadratic equations by extracting the square
roots. Show your solution.

1. 𝑥2 = 16 4. 𝑡2 + 144 = 0

2. 𝑟2 − 100 = 0 5. (𝑥 − 4)2 − 169 = 0

3. 𝑚2 + 81 = 81

B. SOLVING QUADRATIC EQUATIONS BY FACTORING

Some quadratic equations can easily be solved by factoring. To solve such

quadratic equations, the following procedure can be followed.

1. Transform the quadratic equation into standard form if necessary.

2. Factor the quadratic expression.
3. Apply the zero product property by setting each factor of the quadratic
expression equal to 0.

Zero Product Property

If the product of two real numbers is zero, then either of the two is
equal to zero or both numbers are equal to zero.

4. Solve each resulting equation.

5. Check the values of the variable obtained by substituting each in the
original equation.

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 1: Find the solutions of 𝑥2 + 9𝑥 = −8 by factoring.
a. Transform the equation into standard form ax2 + bx + c = 0.
𝒙𝟐 + 𝟗𝒙 = −𝟖 → 𝒙𝟐 + 𝟗𝒙 + 𝟖 = 𝟎
b. Factor the quadratic expression 𝑥2 + 9𝑥 + 8.
𝒙𝟐 + 𝟗𝒙 + 𝟖 = 𝟎 → (𝒙 + 𝟏)(𝒙 + 𝟖) = 𝟎
c. Apply the zero product property by setting each factor of the
quadratic expression equal to 0.
(𝒙 + 𝟏)(𝒙 + 𝟖) = 𝟎 → 𝒙 + 𝟏 = 𝟎; and 𝒙 + 𝟖 = 𝟎
d. Solve each resulting equation.
𝒙+𝟏=𝟎→ 𝒙+𝟏–𝟏=𝟎–𝟏
1. 𝒙 = −𝟏
𝒙+𝟖=𝟎 → 𝒙+𝟖–𝟖=𝟎–𝟖
2. 𝒙 = −𝟖
e. Check the values of the variable obtained by substituting each in
the equation 𝑥2 + 9𝑥 = −8.
Both values of x satisfy the given equation. So the equation
𝑥2 + 9𝑥 = −8 is true when 𝒙 = −𝟏 or when 𝒙 = −𝟖.

Let’s check your understanding!

SELF - CHECK 1.2.2
Instructions: Solve the following quadratic equations by factoring. Show your
solution.

1. 𝑥2 + 7𝑥 = 0 4. 𝑥2 − 14 = 5𝑥

2. 𝑡2 + 8𝑡 + 16 = 0 5. 𝑥2 − 25 = 0

3. 𝑥2 − 10𝑥 + 25 = 0

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C. SOLVING QUADRATIC EQUATIONS BY COMPLETING THE SQUARE

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

This method involves transforming the quadratic equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 into
the form (𝒙 − 𝒉)2 = 𝒌, where 𝒌 ≥ 𝟎. Can you tell why the value of 𝒌 should be
positive?

To solve the quadratic equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 by completing the square, the

following steps can be followed:
1. Divide both sides of the equation by a then simplify.
2. Write the equation such that the terms with variables are on the left side of
the equation and the constant term is on the right side.
𝑏 2
3. Add the square of one-half of the coefficient of 𝑥 on both sides (2) 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 equation by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.

Example: Solve the quadratic equation 2𝑥2 + 8𝑥 – 10 = 0

by completing the square.
2𝑥 2 +8𝑥−10=0 0
2𝑥2 + 8𝑥 − 10 = 0 =
2 2
𝑥2 + 4𝑥 − 5 = 0
𝑥2 + 4𝑥 = 5
2 2
𝑥2 + 4𝑥 + (𝑏2) = 5 + (𝑏2)
2 2
𝑥2 + 4𝑥 + (42) = 5 + (42)
𝑥2 + 4𝑥 + 4 = 5 + 4
𝑥2 + 4𝑥 + 4 = 5 + 4
𝑥2 + 4𝑥 + 4 = 9
(𝑥 + 2)2 = 9
√(𝑥 + 2)2 = √9
(𝑥 + 2) = ±3
Here are the 2 solutions or roots:
𝒙 + 𝟐 = +𝟑 and 𝒙 + 𝟐 = −𝟑
𝒙=𝟑−𝟐 𝒙 = −𝟑 − 𝟐
𝒙=𝟏 𝒙 = −𝟓

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 Let’s check your understanding!
SELF - CHECK 1.2.3

Instructions: Find the solutions of each of the following quadratic equations by

completing the square. Show your solution.

1. 𝑠2 + 4𝑠 − 21 = 0 4. 4𝑥2 − 32𝑥 + 28 = 0

2. 𝑡2 + 10𝑡 + 9 = 0 5. 𝑟2 − 10𝑟 = −16

3. 𝑥2 − 2𝑥 − 3 = 0

D. SOLVING QU ADRATIC EQUATIONS BY USING THE QUADRATIC

The solutions of any quadratic equation in standard form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎

can be determined by using the Quadratic Formula:

−𝒃 +√𝒃𝟐 −𝟒𝒂𝒄
𝑥= , where 𝑎 ≠ 0.
𝟐𝒂

To solve any quadratic equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 using the quadratic

formula, determine the values of 𝒂, 𝒃, and 𝒄, then substitute these in the
−𝑏 +√𝑏2 −4𝑎𝑐
equation 𝑥 = . Simplify the result if possible, then check the solutions
2𝑎
obtained against the original equation

Example: Find the solutions of the equation 2𝑥2 + 3𝑥 = 27

Solution: 2𝑥2 + 3𝑥 = 27
2𝑥2 + 3𝑥 − 27 = 0 Write the equation in standard form.
𝒂 = 2, = 3, = 27 Determine the values of 𝒂, 𝒃, and 𝒄.

Page | 16
 Then, substitute the values of 𝒂, 𝒃, and 𝒄 in the quadratic formula.

−𝑏 +√𝑏2 −4𝑎𝑐 −(3) +√(3)2 −4(2)(27)

𝑥= 2𝑎
𝑥= 2(2)

−(3) +√9+216
𝑥= 4

−(3) +√225
𝑥= 4

−3 + 15
𝑥= 4

1st solution/root: 2nd solution/root:

−3+15 −3−15
x= x=
4 4
12 −18
= =
4 4

x=3 x = −2
9

The obtained values of 𝑥 satisfies the given equation 2𝑥2 + 3𝑥 = 27 thus,

both are solutions of such equation.

Let’s check𝑥your
= understanding!
𝑥=
−3 SELF - CHECK 1.2.4
−3 + 15 4
+ 15 4
=
Instructions:12
Find
4 the solutions of each of the following quadratic equations by
=
using the quadratic formula. 12 4
𝑥=3
𝑥=3
1. 𝑥2 + 10𝑥 + 9 = 0 4. 2𝑥2 + 7𝑥 + 9 = 0

2.𝑥2 + 5𝑥 − 14 = 0 5. 4𝑥2 − 4𝑥 + 1 = 0

3.𝑥2 − 12𝑥 + 35 = 0

Page | 17
 LESSON 3
THE NATURE OF THE ROOTS OF QUADRATIC
EQUATIONS

LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.3
Instructions: Write the following quadratic equations in standard form, ax² +
bx + c = 0, then identify the values of a, b, and c.

1) 𝑥² + 5𝑥 = 4 _______________ a= ____ b = ____ c = ____

2) −4𝑥2 = 8𝑥 – 3 _______________ a= ____ b = ____ c = ____
3) 10𝑥 – 1 = 4𝑥² _______________ a= ____ b = ____ c = ____
4) 15 + 8𝑥 – 3𝑥2 = 0 _______________ a= ____ b = ____ c = ____
5) 3𝑥(𝑥 – 14) = 12 _______________ a= ____ b = ____ c = ____

Let’s firm up your understanding!

INFORMATION SHEET 1.3
THE NATURE OF THE ROOTS OF QUADRATIC EQUATIONS

The value of the expression 𝑏2 – 4ac is called the discriminant of the

quadratic equation 𝑎𝑥2 + 𝑏𝑥 + 𝑐. This value can be used to describe the nature
of the roots of a quadratic equation. It can be zero, positive and perfect square,
positive but not perfect square or negative.

1. When 𝑏2 – 4ac is equal to zero, then the roots are real numbers and are equal.

Example: Describe the roots of 𝑥2 − 4𝑥 + 4 = 0.

Solution:
The given quadratic equation is already in its standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
The values of 𝑎, 𝑏, and 𝑐 in the equation are: 𝑎 = 1, b = −4, c = 4. So,

𝑏2 − 4𝑎𝑐 = (−4)2 − 4(1)(4)

= 16 − 16
= 𝟎 Since 𝒃𝟐 − 𝟒𝒂𝒄 is equal to zero, then the roots are real
and equal.

Page | 18
2. When 𝑏2 − 4𝑎𝑐 is greater than zero (or a positive number) and a perfect
square, then the roots are rational but are not equal.

Example: Describe the roots of 𝑥2 + 7𝑥 + 10 = 0.

Solution:
The given quadratic equation is already in its standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
The values of 𝑎, 𝑏, and 𝑐 in the equation are: 𝑎 = 1, b = 7, c = 10. So,

𝑏2 − 4𝑎𝑐 = (7)2 − 4(1)(10)

= 49 − 40
=𝟗 Since 𝒃𝟐 − 𝟒𝒂𝒄 is a positive number and a
perfect square, then the roots are rational
and unequal.

3. When 𝑏2 − 4𝑎𝑐 is greater than zero (or a positive number) but not a perfect
square, then the roots are irrational and are not equal.

Example: Describe the roots of 𝑥2 + 6𝑥 + 3 = 0.

Solution:
The given quadratic equation is already in its standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
The values of 𝑎, 𝑏, and 𝑐 in the equation are: 𝑎 = 1, b = 6, c = 3. So,

𝑏2 − 4𝑎𝑐 = (6)2 − 4(1)(3)

= 36 − 12
= 𝟐𝟒 Since 𝒃𝟐 − 𝟒𝒂𝒄 is a positive number but not
a perfect square, then the roots are
irrational and unequal.

4. When 𝑏2 – 4ac is less than zero (or a negative number), then quadratic
equation has no real roots.

Example: Describe the roots of 𝑥2 + 2𝑥 + 5 = 0.

Solution:
The given quadratic equation is already in its standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
The values of 𝑎, 𝑏, and 𝑐 in the equation are: 𝑎 = 1, b = 2, c = 5. So,

𝑏2 − 4𝑎𝑐 = (2)2 − 4(1)(5)

= 4 − 20
= −𝟏𝟔 Since 𝒃𝟐 − 𝟒𝒂𝒄 is a negative number, then
the quadratic equation has no real roots.

Page | 19
 Let’s check your understanding!
SELF - CHECK 1.3
Instructions: Describe the nature of the roots of the quadratic equation using
discriminant. An example is done for you.

Discriminant Nature of Roots

𝑎 = 1, 𝑏 = 7, 𝑐 = 5 29
____________ irrational and unequal
________________________
1. 𝑎 = 1, 𝑏 = 5, 𝑐 = 4 ____________ ________________________
2. 𝑎 = 2, 𝑏 = 1, 𝑐 = −21 ____________ ________________________
3. 𝑎 = 4, 𝑏 = 4, 𝑐 = 1 ____________ ________________________
4. 𝑎 = 1, 𝑏 = −2, 𝑐 = −2 ____________ ________________________
5. 𝑎 = 9, 𝑏 = 0, 𝑐 = 16 ____________ ________________________
6. 𝑎 = 1, 𝑏 = 6, 𝑐 = 9 ____________ ________________________
7. 𝑎 = 1, 𝑏 = 9, 𝑐 = 20 ____________ ________________________
8. 𝑎 = 2, 𝑏 = −10, 𝑐 = 8 ____________ ________________________
9. 𝑎 = 1, 𝑏 = 5, 𝑐 = 10 ____________ ________________________
10. 𝑎 = 1, 𝑏 = 6, 𝑐 = 3 ____________ ________________________

LESSON 4
THE SUM AND PRODUCT OF THE ROOTS OF
QUADRATIC EQUATIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.4
Instructions: Use the quadratic equations to answer the following questions.

1. What are the values of 𝑎, 𝑏, and 𝑐 in each equation?

a. 𝑥2 + 7𝑥 + 12 = 0 𝑎 = _____, = _____, = _____
b. 2𝑥2 − 3𝑥 − 20 = 0 𝑎 = _____, = _____, = _____

2. Determine the roots of each quadratic equation using any method.

a. 𝑥2 + 7𝑥 + 12 = 0 First Root = _________ Second Root = _________
b. 2𝑥2 − 3𝑥 − 20 = 0 First Root = _________ Second Root = _________

Page | 20
 Let’s firm up your understanding!
INFORMATION SHEET 1.4
THE SUM AND PRODUCT OF THE ROOTS OF A QUADRATIC EQUATION

Remember that the roots of a quadratic equation can be determined

using the quadratic formula. Let us now find the sum and product of these
roots.

Sum of the Roots of Quadratic Equation

−𝑏+ √𝑏2 −4𝑎𝑐 −𝑏+ √𝑏 2 −4𝑎𝑐 The sum of the roots of

r1 + r2 = 2𝑎
+
2𝑎 quadratic equation
could also be written
=
−𝑏+ √𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐 as
2𝑎
−𝑏
−2𝑏 −𝒃 x1 + x 2 = 𝑎
= =
2𝑎 𝒂

Product of the Roots of Quadratic Equation

2 2
r1 + r2 = (−𝑏+ √𝑏 −4𝑎𝑐
) · (−𝑏+ √𝑏 −4𝑎𝑐
) The product of the
2𝑎 2𝑎
roots of quadratic
𝑏2 + 𝑏√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐−(𝑏2 −4𝑎𝑐)
equation could also be
=
4𝑎 2 written as
𝑐
x1 · x 2 = 𝑎
𝑏2 −𝑏2 +4𝑎𝑐 4𝑎𝑐 𝑐
= = =
4𝑎 2 4𝑎 2 𝑎

Examples:

1. Find the sum and the product of the roots of 2𝑥2 + 8𝑥 − 10 − 0.

Solution:
The values of a, b, and c in the equation are 2, 8, and -10, respectively.

−𝑏 −(8)
Sum of the roots: 𝑋1+𝑋2 = 𝑎
= 2
= −𝟒

𝑐 −10
Product of the roots: 𝑋1 ∙ 𝑋2 = 𝑎
= 2
= −𝟓

Thus, the sum of the roots of the quadratic equation 2𝑥2 + 8𝑥 − 10 − 0 is

−4 and the product of its roots is −5.

Now there are instances when we are given only the sum and product of
the roots. Regardless, one can still determine the quadratic equation. Study
each method and decide which one is easier for you to use.

Page | 21
2. Determine the quadratic equation whose roots are 5 and 12.

Solution:
Method 1: 𝑋1 = 5 𝑎𝑛𝑑 𝑋2 = 12 𝑥 − 5 = 0, − 12 = 0
(𝑥 − 5)(𝑥 − 12) = 0
Quadratic equation: 𝒙𝟐 − 𝟏𝟕𝒙 + 𝟔𝟎 = 𝟎

Method 2: 𝑋1 = 5 𝑎𝑛𝑑 𝑋2 = 12

Sum of the Roots: Product of the Roots:

𝑋1 + 𝑋2 = 5 + 12 = 17 𝑋1 ∙ 𝑋2 = 5 ∙ 12 = 60
−𝑏 𝑏 𝑐
𝑋1 + 𝑋2 = 𝑎 = 17, or getting the opposite value, = −17 𝑋1 ∙ 𝑋2 = 𝑎 = 60
𝑎

𝑏 𝑐
Quadratic equation: 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 𝑥2 + 𝑎 𝑥 + 𝑎 = 0
𝒙𝟐 − 𝟏𝟕𝒙 + 𝟔0 = 𝟎

Let’s check your understanding!

SELF - CHECK 1.4
A. Directions: Use the values of a, b, and c of each of the following quadratic
equation in determining the sum and product of its roots.

SUM PRODUCT
1. 𝑥2 + 4𝑥 + 3 = 0 _________________ ________________
2. 6𝑥2 + 12𝑥 − 18 = 0 _________________ ________________
3. 𝑥2 + 4𝑥 − 21 = 0 _________________ ________________
4. 2𝑥2 + 3𝑥 − 2 = 0 _________________ ________________
5. 3𝑥2 − 10𝑥 − 8 = 0 _________________ ________________

B. Write the quadratic equation given the following roots.

ROOTS QUADRATIC EQUATION

1. 𝑋1 = 5 𝑎𝑛𝑑 𝑋2 = 9 ______________________________________
2. 𝑋1 = 8 𝑎𝑛𝑑 𝑋2 = 10 ______________________________________
3. 𝑋1 = −8 𝑎𝑛𝑑 𝑋2 = −10 ______________________________________
4. 𝑋1 = −9 𝑎𝑛𝑑 𝑋2 = 0 ______________________________________
−2 3
5. 𝑋1 = 3
𝑎𝑛𝑑 𝑋2 = 4
______________________________________

Page | 22
 LESSON 5
EQUATIONS TRANSFORMABLE INTO
QUADRATIC EQUATIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.5
Perform the indicated operation then express your answer in simplest form.
Answer the questions that follow
1 2𝑥 𝑥+1 𝑥+2
1. 𝑥 + 5
4. 2𝑥
- 3𝑥

4 2𝑥−1 𝑥−5 𝑥+1

2. 𝑥 - 5
5. 2𝑥
+ 𝑥−2

2𝑥 𝑥+1
3. +
3 𝑥

Questions:

a. How did you find the sum or the difference of the rational algebraic
expressions?

b. What mathematics concepts or principles did you apply in adding or

subtracting the rational algebraic expressions?

c. How did you simplify the resulting expressions?

Page | 23
 Let’s firm up your understanding!
INFORMATION SHEET 1.5

SOLVING EQUATIONS TRANSFORMABLE INTO QUADRATIC EQUATIONS

There are equations that are transformable to quadratic equations. These

equations to quadratic equations may also be different.

Once the equations are transformed to quadratic equations, then they

can be solved using the techniques learned in previous lessons. The different
methods of solving quadratic equations, such as extracting square roots,
factoring, completing the square, and using the quadratic formula, can be used
to solve these transformed equations.

Examples:

1. Solve (𝑥 − 5) = 36.

Solution:
(𝑥 − 5) = 36 𝑥2 − 5𝑥 = 36
𝑥2 − 5𝑥 − 36 = 0 Write the resulting equation
in standard form.

Use any of the four methods in solving quadratic equations in finding the
solutions of the resulting equation.

𝑥2 − 5𝑥 − 36 = 0 (𝑥 − 9)(𝑥 + 4) = 0 Solve the quadratic equation

𝑥 − 9 = 0 and 𝑥 + 4 = 0 through factoring.
𝒙=𝟗 𝒙 = −𝟒

2. Find the roots of the equation (𝑥 + 5)2 + (𝑥 − 2)2 = 37.

Solution:
(𝑥 + 5)2 + (𝑥 − 2)2 = 37 (𝑥2 + 10𝑥 + 25) + (𝑥2 − 4𝑥 + 4) = 37
𝑥2 + 𝑥2 + 10𝑥 − 4𝑥 + 25 + 4 = 37
2𝑥2 + 6𝑥 + 29 = 37
2𝑥2 + 6𝑥 − 8 = 0
(2𝑥 − 2)(𝑥 + 4) = 0
2𝑥 − 2 = 0 and 𝑥 + 4 = 0
2𝑥 = 2 𝒙 = −𝟒
𝒙=𝟏

Page | 24
 𝟔 𝒙−𝟑
3. Solve the rational algebraic equation 𝒙
+ 𝟒
=2

Solution:
The given rational algebraic equation can be transformed into a quadratic
equation. To solve the equation, the following procedure can be followed.

a. Multiply both sides of the equation by the Least Common Multiple

(LCM) of all denominators. In the given equation, the LCM is 4𝑥.
6 𝑥−3 6 𝑥−3
𝑥
+ 4
=2 4𝑥 (𝑥 + 4
) = 4𝑥(2)
6 𝑥−3
4𝑥 · 𝑥
+ 4𝑥 · 4
) = 4𝑥(2)
4 · 6 + 𝑥 · (𝑥 − 3)=8𝑥
24 + − 3𝑥 = 8𝑥
𝑥2
b. Write the resulting equation in standard form then solve.
24 + 𝑥2 − 3𝑥 = 8𝑥
𝑥2 − 11𝑥 + 24 = 0
(𝑥 − 3)(𝑥 − 8) = 0
𝑥−3=0 and 𝑥−8=0
𝒙=𝟑 𝒙=𝟖

𝟖 𝟒𝒙
4. Find the roots of 𝑥 + 𝒙−𝟐
=1+ 𝒙−𝟐

Solution:

a. Multiply both sides of the equation by the Least Common Multiple (LCM) of
all denominators. In the given equation, the LCM is 𝑥 − 2.
8 4𝑥
𝑥 + 𝑥−2 = 1 + 𝑥−2
8 4𝑥
(𝑥 − 2)(𝑥 + )=(𝑥 − 2)(1 + )
𝑥−2 𝑥−2
8 4𝑥
(𝑥 − 2) • 𝑥+(𝑥 − 2)( )=(𝑥 − 2) • 1 + (𝑥 − 2)(
𝑥−2 𝑥−2
)
𝑥2 − 2𝑥 + 8 = 𝑥 − 2 + 4𝑥

b. Write the resulting equation in standard form then solve.

𝑥2 − 2𝑥 + 8 = 𝑥 − 2 + 4𝑥
𝑥2 − 2𝑥 + 8 = 5𝑥 − 2
𝑥2 − 7𝑥 + 10 = 0
(𝑥 − 5)(𝑥 − 2) = 0
𝑥 − 5 = 0 and (𝑥 − 2) = 0
𝒙=𝟓 𝒙=𝟐

Important note: To check whether the obtained values are correct, substitute
the obtained values to the given equation. If the obtained value/s satisfy the
given equation or makes it true, then it means that the value/s is/are correct.

Page | 25
 Let’s check your understanding!
SELF - CHECK 1.5
Instructions: Transform each of the following equations into a quadratic
equation in standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0

1. (𝑥)(𝑥) = 81 6. (𝑚 − 4)2 + (𝑚 − 7)2 = 15

2. 𝑥(𝑥 + 4) = 8 7. (𝑥 − 6) 2 + (𝑥 + 4)2 = −20

4 𝑥
3. 𝑥(𝑥 + 3) = 28 8. 𝑥 + 2 = 3

2𝑥 2 5𝑥
4. (𝑚 + 6)2 = 15 9. 5
+ 4
= 10

2 3𝑡
5. (𝑥 + 5)(𝑥 − 7) = −9 10. 𝑡 − 2
=7

Page | 26
 LESSON 6
SOLVING PROBLEMS INVOLVING QUADRATIC
EQUATIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.6
Directions: Use a variable to represent the unknown quantity then write an
equation from the given information.

1. The area of the concrete pathway is 350 m2 and its perimeter pathway is
90 m. What is the length of the pathway?

2. A rectangular lot has an area of 240 m2. What is the width of the lot if it
requires 64 m of fencing materials to enclose it?

3. The area of a garden is 160 m2. Suppose the length of the garden is 3 m
more than twice its width. What is the length of the garden?

Let’s firm up your understanding!

INFORMATION SHEET 1.6
The concept of quadratic equations is illustrated in many real-life
situations. Problems that arise from these situations, such as those involving
area, work, profits, and many others, can be solved by applying the different
mathematics concepts and principles previously studied including quadratic
equations and the different ways of solving them.

Example 1:

A rectangular table has an area of 27 ft.2 and a perimeter of 24 ft.

What are the dimensions of the table?

Solution:
The product of the length and width of the rectangular table
represents its area. Hence, length (𝑙) times width (𝑤) = 27 or 𝑙𝑤 = 27.

Page | 27
 Also, twice the sum of the length and the width of the table gives
the perimeter. Hence, 2𝑙 + 2𝑤 = 24. If we divide both sides of the
equation 2𝑙 + 2𝑤 = 24 by 2, then 𝑙 + 𝑤 = 12.

We can think of 𝑙𝑤 = 27 and 𝑙 + 𝑤 12 as the equations

representing the product and sum of roots, respectively, of a quadratic
equation.
Remember that if the sum and the product of the roots of a
quadratic equation are given, the roots can be determined. This can be
𝑏 𝑐 𝑏
done by inspection or by using the equation 𝑥2 + 𝑎 + 𝑎 = 0, where - 𝑎 is
𝑐
the sum of the roots and 𝑎 is the product. By inspection, the numbers
whose product is 27 and whose sum is 12 are 3 and 9.

Product: 3 ∙ 9 = 27 Sum: 3 + 9 = 12

The roots of the quadratic equation then are 3 and 9, This implies that
the width of the table is 3 ft. and the length is 9 ft.

Example 2:

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 of the billboard by 𝑥 in meters, 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 standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0.
(𝑥)(𝑥 + 4) = 96
𝑥2 + 4𝑥 = 96
𝑥2 + 4𝑥 − 96 = 0

Then, solve the resulting equation:

𝑥2 + 4𝑥 − 96 = 0
(𝑥 − 8)(𝑥 + 12) = 0
𝑥−8=0 𝑜𝑟 𝑥 + 12 = 0
𝒙=𝟖 𝒐𝒓 𝒙 = −𝟏𝟐 The equation has two
solutions.

Page | 28
 Let’s check your understanding!
SELF - CHECK 1.6
Directions: Solve the following problems. Explain how you arrived at your
answers.

1. A rectangular garden has an area of 84 m2 and a perimeter of 38 m. Find

its length and width.

2. A children’s park is 350 m long and 200 m wide. It is surrounded by a

pathway of uniform width. Suppose the total area of the park and the
pathway is 74,464 m2. How wide is the pathway?

3. A car travels 20 kph faster than a truck. The car covers 350 km in two
hours less than the time it takes the truck to travel the same distance.
What is the speed of the car? How about the truck?

Page | 29
 LESSON 7
QUADRATIC INEQUALITIES
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.7
Directions: Use the mathematical sentences below to answer the questions
that follow.

𝑥 2 + 9𝑥 + 20 = 0 2𝑡 2 < 21 − 9𝑡 𝑟 2 + 10𝑟 ≤ −16 3𝑤 2 + 12𝑤 ≥ 0

2𝑠 2 + 7𝑠 + 5 > 0 15 − 6ℎ2 = 10 4𝑥 2 − 25 = 10 𝑚2 = 6𝑚 − 7

1. Which of the given mathematical sentences are quadratic equations? List

them down below.

2. How do you describe quadratic equations?

3. Which of the given mathematical sentences are not quadratic equations?

List them down below.

4. How would you describe those mathematical sentences which are not
quadratic equations? How are they different from those equations which
are quadratic?

Page | 30
 Let’s firm up your understanding!
INFORMATION SHEET 1.7
QUADRATIC INEQUALITIES in ONE VARIABLE

A quadratic inequality in one variable 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 ≠ 0.

SYMBOL WORDS EXAMPLE

> greater than 2𝑥2 + 5𝑥 + 1 > 0
< less than 𝑠2 − 9 < 2𝑠
≥ greater than or equal to 3𝑟2 + 𝑟 − 5 ≥ 0
≤ less than or equal to 𝑡2 + 4𝑡 ≤ 10

To graph quadratic inequality on the number line, remember the following

conditions:
▪ If the given inequality used the symbol < 𝑜𝑟 >, a hollow circle “○” is used
in its boundaries.
▪ Use a solid circle “●” if the inequality used is ≤ 𝑜𝑟 ≥.

Examples:
1. −𝟔 < 𝒙 < −𝟐
It means that the values of the x are less than – 2 but greater than – 6.

A hallow circle is used because −6 𝑎𝑛𝑑 − 2 are not included in the

interval

2. −𝟔 ≤ 𝒙 ≤ −𝟐
It means that the values of the x are less than or equal to – 2 but greater
than or equal to – 6.

A solid circle is used because −6 𝑎𝑛𝑑 − 2 are included in the interval

Page | 31
 Let’s check your understanding!
SELF - CHECK 1.7

A. Determine whether each mathematical sentence is a quadratic inequality or

not. Write “QI” if the mathematical statement is a quadratic inequality and
“NQI” if not.

_____ 1. 𝑥 2 + 9𝑥 + 14 > 0 _____ 6. 3𝑚 + 20 ≥ 0

_____ 2. 3𝑠 2 − 5𝑠 = 1 _____ 7. (2𝑟 − 5)(𝑟 + 4) > 0
_____ 3. 𝑟𝑡 2 − 7𝑡 + 2 ≤ 0 _____ 8. 𝑥 2 − 1 < 𝑥 + 1
_____ 4. 𝑥 2 < 10𝑥 − 3 _____ 9. (4ℎ2 − 9) + (2ℎ + 3 ≥ 0
_____ 5. 12 − 5𝑥 + 𝑥 2 _____ 10. 15 − 2𝑥 = 3𝑥 2

B. Graph the following inequalities on the number line.

1) −2 < 𝑥 < 4

2) 0 ≤ 𝑥 ≤ 5

3) 2 ≥ 𝑥 ≥ −3

4) 2 > 𝑥 > 0

5) −1 ≤ 𝑥 ≤ 4

Page | 32
 LESSON 8
SOLVING QUADRATIC INEQUALITIES
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 1.8
In this lesson, solving quadratic inequalities, you will also apply the methods
that you have learned in solving quadratic equations.

Directions: Find the roots of the given quadratic equation by using whatever
method convenient for you (extracting the roots, factoring, completing the
square, or quadratic formula). Show your solution.

1. 6𝑥 2 + 12 = 0

2. 𝑥 2 − 4𝑥 − 12 = 0

Let’s firm up your understanding!

INFORMATION SHEET 1.8
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 the
inequality true.

Page | 33
Example. Find the solution set of 𝑥2 + 7𝑥 + 12 > 0.

Solution:
The corresponding quadratic equation of 𝑥2 + 7𝑥 + 12 > 0 → 𝑥2 + 7𝑥 + 12 = 0.
Solve 𝑥2 + 7𝑥 + 12 = 0
(𝑥 + 3)(𝑥 + 4) = 0
𝑥 + 3 = 0 and (𝑥 + 4) = 0
𝒙 = −𝟑 and 𝒙 = −𝟒

Plot the points corresponding to -3 and -4 on the number line.

A B C

The three intervals are A = −∞ < 𝑥 < −4, B = −4 < 𝑥 < −3, and C = −3 < 𝑥 < + ∞.

Test a number from each interval against the inequality 𝑥2 + 7𝑥 + 12 > 0.

For −∞ < 𝑥 < −4 For −4 < 𝑥 < −3 For and −3 < 𝑥 < +∞
Take any value of x in A Take any value of x in B Take any value of x in C
Example: 𝑥 = −7 Example: 𝑥 = −3.6 Example: 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 + 7(0) + 12 > 0
49 − 49 + 12 > 0 12.96 − 25.2 + 12 > 0 0 + 0 + 12 > 0
12 > 0 (True) −0.24 > 0 (False) 12 > 0 (True)

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 < −4 𝑜𝑟 𝑥 > −3}, and its graph is shown below.

Note that hollow circles are used in the graph to show that −3 and −4
are not part of the solution set.

Page | 34
 Let’s check your understanding!
SELF - CHECK 1.8

Instructions: Find the solution set of each of the following quadratic

inequalities then graph on the number line.

1. 𝑥 2 + 9𝑥 + 14 > 0

2. 𝑥 2 + 6𝑥 ≥ −5

3. 𝑥 2 + 9𝑥 – 10 < 0

Page | 35
 MATHEMATICS 9
MODULE 2:

QUADRATIC FUNCTIONS
About the module
Congratulations! You have completed the first Module. You are again
challenge to finish the second module. This module covers key
concepts of quadratic functions.

This module is divided into four lessons, namely:

Lesson 1: Quadratic Functions
Lesson 2: Graphs of Quadratic Functions
Lesson 3: Finding the Equation of a Quadratic Function
Lesson 4: Applications of Quadratic Functions

After going through this module, you are expected to:

a. model real-life problems using quadratic functions;
b. represent a quadratic function using different methods;
c. transform the quadratic function in general form into
standard form and vice versa;
d. determine the domain, range, intercepts, axis of symmetry
and the opening of the parabola;
e. investigate and analyze the transformation of the graph of a
quadratic function;
f. determine the equation of a quadratic function in different
methods; and
g. solve problems involving quadratic functions.

NOMINAL DURATION: 2 WEEKS

REFERENCES:
▪ Mathematics 9 Learner’s Material, Department of Education, 2014
▪ Mathematics 9 Teacher’s Guide, Department of Education, 2014
▪ Pagal JM, Grade 9 Math Resources, Department of Education,
depedmandaue.net

Page | 36
 Let’s check how much you already know!
PRE-TEST 2

Directions: Find out how much you already know about this module. Read each
item carefully. Encircle the letter of your answer.

1. Which of the following equations represents a quadratic function?

A. 𝑦 = 3 + 2𝑥 2 C. 𝑦 = 3𝑥 − 22
B. 2𝑦 2 + 3 = 𝑥 D. 𝑦 = 2𝑥 – 3

2. The quadratic function 𝑓(𝑥) = 𝑥 2 + 2𝑥 – 1 is expressed in standard form as

A. 𝑓(𝑥) = ( 𝑥 + 1 )2 + 1 C. 𝑓(𝑥) = ( 𝑥 + 1)2 + 2
B. 𝑓(𝑥) = ( 𝑥 + 1 )2 – 2 D. 𝑓(𝑥) = ( 𝑥 + 1 )2 – 1

3. What is 𝑓(𝑥) = −3( 𝑥 + 2 )2 + 2 when written in the form 𝑓(𝑥) = 𝑎𝑥 2 +

𝑏𝑥 + 𝑐?
A. 𝑓(𝑥) = −3𝑥 2 + 12 𝑥 − 10 C. 𝑓(𝑥) = −3𝑥 2 + 12 𝑥 + 10
B. 𝑓(𝑥) = 3𝑥 − 12 𝑥 + 10
2
D. 𝑓(𝑥) = −3𝑥 2 − 12 𝑥 − 10

4. The zeros of the quadratic function described by the graph

below is
A. 1, 3
B. -1, 3
C. 1, -3
D. -1, -3
5. Consider the quadratic function f(x) = ( x + 3 )2 + 2, the
axis of symmetry of the function is
A. x = 3 B. x = -3 C. x = 2 D. x = -2

6. The graph of 𝑦 = 𝑥 2 – 3 is obtained by sliding the graph of 𝑦 = 𝑥 2

A. 3 units downward C. 3 units to the right
B. 3 units upward D. 3 units to the left

7. The quadratic function 𝑦 = −2𝑥 2 + 4𝑥 − 3 has

A. real and unequal zeros C. no real zeros
B. real and equal zeros D. equal and not real

8. What is an equation of a quadratic function whose zeros are twice the

zeros of y = 2x2 –x – 10?
A. 𝑓(𝑥) = 2𝑥 2 − 20 𝑥 + 20 C. 𝑓(𝑥) = 2𝑥 2 − 2𝑥 − 5
B. 𝑓(𝑥) = 𝑥 2 − 𝑥 − 20 D. 𝑓(𝑥) = 2𝑥 2 − 2𝑥 – 10
9. Which of the following shows the graph of f(x) = 2(x-1)2 – 3
A. B. C. D.

Page | 37
10. Richard predicted that the number of mango trees, x, planted in a farm
could yield y = -20x2 + 2800x mangoes per year. How many trees should
be planted to produce the maximum number of mangoes per year?
A. 60 B. 70 C. 80 D. 90

11. The path of an object when it is thrown can be modeled by S(t) = -16t2 +
8t +4 where S in feet is the height of the object t seconds after it is
released. What is the maximum height reached by the object?
A. 3 ft B. 4 ft C. 5 ft D. 6 ft

12. CJ wrote a function of the path of the stone kicked by Lanlan from the
ground. If the equation of the function he wrote is S(t) = 16t2 + 8t +1,
where S is the height of stone in terms of t, the number of seconds after
Lanlan kicks the stone. Which of the statement is true?
A. CJ’s equation is not correct.
B. CJ’s equation described the maximum point reached by the stone.
C. The equation is possible to the path of the stone.
D. The equation corresponds to the path of the stone.

13. An object is fired straight up with a velocity of 64 ft/s. Its altitude

(height) h after t seconds is given by h(t) = −16t2 + 64t. When does the
projectile hit the ground?
A. 3 seconds B. 4 seconds C. 5 seconds D. 6 seconds

14. What are the dimensions of the largest rectangular field that can be
enclosed with 100 m of wire?
A. 24 m × 26 m C. 50 m × 50 m
B. 25 m × 25 m D. 50 m × 25 m

15. The batter hits the softball and it follows a path in which the height h is
given by h(t) =-2t2 + 8t +3, where t is the time in seconds elapsed since
the ball was pitched. What is the maximum height reached by the
softball?
A. 11 m B. 12 m C. 13 m D. 14 m

Page | 38
 LESSON 1
QUADRATIC FUNCTIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 2.1
Quadratic Function is a function f defined by an equation of the form of 𝑦 = 𝑎𝑥2 +
𝑏𝑥 + 𝑐 or 𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 where 𝑎, 𝑏 and 𝑐 are real numbers and 𝑎 ≠ 0.

Instructions: Identify the following mathematical expression. Write YES if the

given expression is a quadratic function and NO if it is not.

_____1. 𝑦 = 𝑥2 + 2 _____6. f(𝑥) = (𝑥 − 2)(𝑥 + 4)

_____2. 𝑦 = 2𝑥 − 10 _____7. 𝑦 = 9 − 2𝑥2
_____3. f(𝑥) = 2𝑥 + 1 _____8. 𝑦 = 2𝑥 + 2
_____4. f(𝑥) = 𝑥2 + 2𝑥 − 1 _____9. f(𝑥) = (𝑥 − 3)(𝑥 + 3)
_____5. 𝑦 = 3𝑥2 + 𝑥3 + 2 _____10. 3𝑥2 + 3𝑥 + 𝑦 = 0

Let’s firm up your understanding!

INFORMATION SHEET 2.1
A polynomial function of the second degree (highest exponent is 2) is
called a quadratic function. These functions can be described in the form 𝑦 =
𝑎𝑥2 + 𝑏𝑥 + 𝑐 or (𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0.
THE STANDARD FORM OF A QUADRATIC FUNCTION

A quadratic function can be recognized by its equation. The equation f (𝑥) = 𝑎𝑥2
+ 𝑏𝑥 + 𝑐 is referred to as the standard form of the quadratic function.

Examples:

Identify which of the following are quadratic functions.

a. (𝑥) = 2𝑥2 − 𝑥 + 1 c. ℎ(𝑥) = −𝑥(𝑥 + 1)2
b. 𝑦 = 3x(𝑥 + 2) d. F(𝑥) = 2(𝑥 − 1)2 + 3

Solutions:
a. The function f (𝑥) = 2𝑥2 − 𝑥 + 1 is of the form f (𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐.
Since 𝑎 = 2 ≠ 0, and the function is of the second degree, then it is
a quadratic function.

Page | 39
 b. Expanding the right side of the function gives
𝑦 = 3x(𝑥 + 2)
𝑦 = 3𝑥2 + 6𝑥
Since 𝑎 = 3 ≠ 0,and the expression is of the second degree, then it
is a quadratic function.

c. Expanding the right side of the given function gives

ℎ(𝑥) = −𝑥(𝑥 + 1)2
ℎ(𝑥) = −𝑥(𝑥2 + 2𝑥 + 1)
ℎ(𝑥) = −𝑥3 − 2𝑥2 − 𝑥
ℎ(𝑥) is of the third degree (highest exponent is 3). Hence, ℎ(𝑥) is not
a quadratic function.

d. Expanding and simplifying the right side of the function:

F (𝑥) = 2(𝑥 − 1)2 + 3
F (𝑥) = 2(𝑥2 − 2𝑥 + 1) + 3
F (𝑥) = 2𝑥2 − 4𝑥 + 2 + 3
F (𝑥) = 2𝑥2 − 4𝑥 + 5
Since 𝑎 = 2 ≠ 0, and (𝑥) is of degree 2, then (𝑥) is a quadratic
function.

THE VERTEX FORM OF A QUADRATIC FUNCTION

The quadratic function in the standard form f (𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 can be
written in the form of 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘 which is called the vertex form of the
quadratic function where
𝑏 4𝑎𝑐−𝑏2
ℎ = −𝑎 and 𝑘= 4𝑎

Study the illustrative examples:

Transform each quadratic function in the vertex form.

1. f(𝑥) = 𝑥2 − 6𝑥 + 2

Solution 1:
Using the method of completing the square (remember to produce
a perfect square trinomial),
f (𝑥) = 𝑥2 − 6𝑥 + 2
f (𝑥) = (𝑥2 − 6𝑥) + 2
2 2
f (𝑥) = (𝑥2 − 6𝑥 +(𝑏2) ) + 2 − (𝑏2) where 𝑏 = −6
2 2
f (𝑥) = 𝑥2 − 6𝑥 + (−6
2
) + 2 −(−6
2
)
f (𝑥) = 𝑥2 − 6𝑥 + (−32) + 2 − (−32)

Page | 40
 f (𝑥) = (𝑥2 − 6𝑥 + 9) + 2 − 9 Simplify and express the PST as the
square of a binomial
f (𝒙) = (𝒙 − 𝟑) + (−𝟕) This is now the vertex form of the
quadratic function.

Solution 2:
𝑏 4𝑎𝑐−𝑏2
By applying the formula ℎ = −2𝑎 and 𝑘 4𝑎
and 𝑎 = 1, = −6, = 2.

𝑏 4𝑎𝑐−𝑏2
ℎ = −2𝑎 𝑘 4𝑎

−(−6) 4∙1∙2−(−6)2
ℎ= 𝑘
2∙1 4∙1

6 8−36
ℎ= 𝑘
2 4

−28
ℎ =3 𝑘
4

k = -7

By substituting the solved values of ℎ and 𝑘 in f(𝑥) = (𝑥 − ℎ)2 + 𝑘, we

obtain the vertex form 𝒇(𝒙) = (𝒙 − 𝟑)𝟐 − 𝟕.

2. g(𝑥) = −3𝑥2 − 24𝑥 + 11

Let us use the second method to transform g(𝑥) = −3𝑥2 − 24𝑥 + 11 into the
vertex form of the quadratic function.

Solution:
𝑏 4𝑎𝑐−𝑏2
By applying the formula ℎ = − and 𝑘 and 𝑎 = -3, = −24, = 11.
2𝑎 4𝑎

𝑏 4𝑎𝑐−𝑏 2
ℎ = −2𝑎 𝑘 4𝑎

−(−24) 4·−3·11−(−24)2
ℎ= 2∙−3
𝑘 4∙−3

24 −132−576
ℎ= −6
𝑘 −12

−708
ℎ =-4 𝑘 −12

k = 59

By substituting the solved values of ℎ and 𝑘 in f(𝑥) = (𝑥 − ℎ)2 + 𝑘, we obtain the

vertex form 𝒇(𝒙) = −𝟑(𝒙 + 𝟒)𝟐 + 𝟓𝟗.

Page | 41
 Let’s check your understanding!
SELF - CHECK 2.1

A. Write QF if the given expression is a quadratic function and NQF if it is not a

quadratic function.

______1. 𝑦 = 3 − 𝑥2 ______6. ℎ(𝑥) = 3𝑥 − 3

______2. f (𝑥) = 𝑥2 − 5𝑥 + 2 ______7. g(𝑥) = 𝑥−2
______3. H(𝑥) = −4𝑥2 − 6𝑥 − 2 ______8. 𝑦 = (𝑥 + 2)(𝑥 − 3)
1
______4. g(𝑥) = 𝑥2(3𝑥 + 1) ______9. f (𝑥) = 2
𝑥+3

______5. 𝑦 = 2(𝑥 + 5)2 + 7 ______10. 𝑥2 + 𝑦2 = 1

B. Transform the following quadratic functions in standard form then identify

the values of 𝑎, 𝑏, and 𝑐.

1. 𝑦 = (𝑥 − 4)2 4. ℎ(𝑥) = (𝑥 + 2)(𝑥 − 7)

2. f (𝑥) = 2(3𝑥 − 1) + 2 5. 3𝑥2 + 𝑦 = (2𝑥 − 1)2

3. g(𝑥) = (𝑥 + 2)2 − 3

C. Transform each quadratic function to the vertex form. Then identify the
values of ℎ and 𝑘.

1. f (𝑥) = 2𝑥2 − 4𝑥 + 4 2. g(𝑥) = −2𝑥2 + 12𝑥 − 17

Page | 42
 LESSON 2
GRAPHS OF QUADRATIC FUNCTIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 2.2
Directions: Follow the procedure in doing the activity.

a. Given the quadratic functions 𝑦 = 𝑥2 − 2𝑥 − 3 and 𝑦 = −𝑥2 + 4𝑥 − 1, transform

them into the vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
1. 𝑦 = 𝑥2 − 2𝑥 − 3 → ______________________________
2. 𝑦 = −𝑥2 + 4𝑥 − 1 → ______________________________

b. Complete the table of values for 𝑥 and 𝑦.

𝑦 = 𝑥2 − 2𝑥 − 3 𝑦 = −𝑥2 + 4𝑥 − 1

x -3 -2 -1 0 1 2 3 4 5 x -4 -3 -2 -1 0 1 2 3

y y

c. Sketch the graph of each function on the Cartesian plane.

d. What have you observed about the opening of the curves? Do you have any
idea where you can relate the opening of the curves?

Page | 43
 Let’s firm up your understanding!
INFORMATION SHEET 2.2
GRAPHS OF QUADRATIC FUNCTIONS

The graph of a quadratic function

y = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 is called parabola. You have
noticed that the parabola opens point called
vertex which is either the lowest point or the
highest point of the graph. If the value of a >
0, the parabola opens upward and has a
minimum point. If 𝑎 < 0, the parabola opens
downward and has a maximum point.
There is a line called the axis of
symmetry which divides the graph into two parts such that one-half of the
graph is a reflection of the other half. If the quadratic function is expressed in
the form 𝑦 = (𝑥 − ℎ)2 + 𝑘, the vertex is the point (𝒉,𝒌). The line 𝒙 = 𝒉 is the axis of
symmetry and k is the minimum or maximum value of the function.
The domain of a quadratic function is the set of all real numbers. The
range depends on whether the parabola opens upward or downward. If it opens
upward, the range is the set {𝑦:𝑦 ≥ 𝑘}; if it opens downward, then the range is
the set {𝑦:𝑦 ≤ 𝑘}.

Example: Graph the quadratic function 𝑦 = −𝑥2 − 2𝑥 + 8 and identify its

properties.

Solution: a. Construct a table of values for 𝑥 and 𝑦.

x -4 -3 -2 -1 0 1 2
y 0 5 8 9 8 5 0

b. Sketch the graph on the Cartesian plane.

Page | 44
 c. Transform the given quadratic function 𝑦 = −𝑥2 − 2𝑥 + 8 into the vertex
𝑏 4𝑎𝑐−𝑏2
form. By applying the formula ℎ = −2𝑎 and 𝑘 4𝑎
and 𝑎 = −1, 𝑏 = −2, c = 8.

𝑏 4𝑎𝑐−𝑏2
ℎ = −2𝑎 𝑘= 4𝑎
By substituting the solved values of ℎ
−(−2) 4•−1•8−(−2)2
ℎ= 𝑘= and 𝑘 in 𝑦 = (𝑥 − ℎ)2 + 𝑘, we obtain the
2•−1 4•−1
vertex form 𝒚 = −(𝒙 + 𝟏)𝟐 + 𝟗.
2 −32−4
ℎ= −2
𝑘= −4

−36
ℎ =-1 𝑘= −4

k=9

d. Identify the properties of the graph of 𝑦 = −𝑥2 − 2𝑥 + 8.

Vertex: (−𝟏,) (since vertex = (ℎ, k))

Opening of the graph: downward (since the value of 𝑎 is negative)
Vertex is at: Maximum Point (since the graph opens
downward)
Axis of Symmetry: 𝒙 = −𝟏 (𝑠𝑖𝑛𝑐𝑒 𝑥 = ℎ)
Domain: Set of all real numbers
Range: {𝒚:𝒚 ≤ 𝟗} (since {𝑦:𝑦 ≤ 𝑘} if the graph opens
downward)

ANALYZING THE EFFECTS OF CHANGING THE VALUES OF 𝒂, 𝒉, and 𝒌

In the graph of 𝑦 = 𝑎𝑥2 + 𝑏𝑥 + 𝑐, the larger the |𝑎| is, the

narrower is the graph.

For 𝑎 > 0, the parabola opens upward.

To graph 𝑦 = (𝑥 − ℎ)2, slide the graph of 𝑦 = 𝑎𝑥2
horizontally ℎ units. If ℎ > 0, slide it to the right, if ℎ < 0, slide it
to the left. The graph has vertex (ℎ,0) and its axis is the line
𝑥 = ℎ.

Page | 45
 To graph 𝑦 = 𝑎𝑥2 + 𝑘, slide the graph of 𝑦 = 𝑎𝑥2 vertically
𝑘 units. If 𝑘 > 0 slide it upward; if 𝑘 < 0, slide it downward. The
graph has vertex (0,) and its axis of symmetry is the line 𝑥 = 0
(𝑦 − axis).

To graph 𝑦 = (𝑥 − ℎ)2 + 𝑘, slide the graph of 𝑦 = 𝑎𝑥2

horizontally ℎ units and vertically 𝑘 units. The graph has a
vertex (ℎ,) and its axis of symmetry is the line 𝑥 = ℎ.

If 𝑎 < 0, the parabola opens downward. The same

procedure can be applied in transforming the graph of a
quadratic function.

Let’s check your understanding!

SELF - CHECK 2.2

A. Sketch the graph of each quadratic function and identify the vertex, opening
of the graph, domain, and range. State whether the vertex is a minimum or a
maximum point, and write the equation of the axis of symmetry.

1. f(𝑥) = 𝑥2

Vertex __________________
Opening of the Graph __________________
Vertex is a _______________ point
Equation of the axis of symmetry _________
Domain: ____________ Range: _____________

Page | 46
2. f(𝑥) = −2𝑥2 − 2

Vertex __________________
Opening of the Graph __________________
Vertex is a _______________ point
Equation of the axis of symmetry _________
Domain: ____________ Range: _____________

3. f(𝑥) = (𝑥 + 2)2 + 3

Vertex __________________
Opening of the Graph __________________
Vertex is a _______________ point
Equation of the axis of symmetry _________
Domain: ____________ Range: _____________

Page | 47
B. Draw the graphs of the following quadratic functions on the same coordinate
plane. Then answer the questions that follow.

1. 𝑦 = 𝑥2
2. 𝑦 = 2𝑥2
3. 𝑦 = 3𝑥2
1 2
4. 𝑦 = 2
𝑥
1 2
5. 𝑦 = 𝑥
3
6. 𝑦 = −𝑥2
7. 𝑦 = −2𝑥2

a. What do you notice about the shape of the quadratic function 𝑦 = 𝑎𝑥2?

b. What happens to the graph when 𝑎 becomes larger?

Page | 48
 LESSON 3
FINDING THE EQUATION OF A QUADRATIC
FUNCTION
LESSON PROPER
Let’s explore your understanding!
ACTIVITY 2.3
Instructions: Given a quadratic equation 𝑥2 − 𝑥 − 6 = 0, find the roots in any
three methods (By factoring, Completing the Square, or Quadratic formula)
Show your solution.

Let’s firm up your understanding!

INFORMATION SHEET 2.3

FINDING THE EQUATION OF A QUADRATIC FUNCTION

The graph of a quadratic function is a

parabola. A parabola can cross the 𝑥-axis once,
twice, or never. The x-coordinates of these
points of intersection are called 𝒙 −intercepts.
Let us consider the graph of the quadratic
function 𝑦 = 𝑥2 − 𝑥 – 6. It shows that the curve
crosses the x-axis at 3 and −2. These are the x-
intercepts of the graph of the function.
Similarly, 3 and −2 are the zeros of the function
since these are the values of 𝑥 when 𝑦 equals 0.
These zeros of the function can be determined
by setting 𝑦 to 0 and solving the resulting
equation through different algebraic methods.

Page | 49
Examples:

1. Find the zeros of the quadratic function 𝑦 = 𝑥2 − 3𝑥 + 2 by factoring method.

Solution:
Set 𝑦 = 0. Thus,
0 = 𝑥2 − 3𝑥 + 2
0 = (𝑥 − 2)(𝑥 − 1) 𝑥 − 2 = 0 or 𝑥 − 1 = 0
Then, 𝑥 = 2 and 𝑥 = 1
The zeros of 𝒚 = 𝒙𝟐 − 𝟑𝒙 + 𝟐 are 2 and 1.

2. Find the zeros of the quadratic function 𝑦 = 𝑥2 + 4𝑥 − 2 using completing the

square method.

Solution:
Set 𝑦 = 0. Thus,
𝑥2 + 4𝑥 − 2 = 0
𝑥2 + 4𝑥 = 2
𝑥2 + 4𝑥 + 4 = 2 + 4
(𝑥 + 2)2 = 6
𝑥 + 2 = ± √6
𝑥 = −2 ± √6
The zeros of 𝒚 = 𝒙𝟐 − 𝟑𝒙 + 𝟐 are −𝟐 + √6 and −𝟐 − √6.

3. Find the zeros of the quadratic function (𝑥) = 𝑥2 + 𝑥 − 12 using the quadratic
formula.

Solution:
Set 𝑦 = 0.
In 0 = 𝑥2 + 𝑥 − 12, b= 1, b= 1, c= −12.

−𝑏 ±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎

−(1) ±√(1)2 −4(1)(12)

𝑥= 2(1)

−1 ±√1+48 −1− 7
𝑥= 2 𝑥=
−1+ 7
𝑥=
2 2

−1 ±√49 6 −8
𝑥= 𝑥= 𝑥= 2
2 2

−1 ±7 𝑥=3 𝑥 = -4
𝑥= 2

The zeros of (𝒙) = 𝒙𝟐 + 𝒙 − 𝟏𝟐 are 𝟑 and −𝟒.

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Now study the next set of illustrative examples.

1. Find the quadratic function whose zeros are −1 and 4.

Solution:
If the zeros are −1 and 4, then 𝑥 = −1 or 𝑥 = 4. It follows that
𝑥 + 1 = 0 𝑜𝑟 𝑥 − 4 = 0, then
(𝑥 + 1)(𝑥 − 4) = 0
𝑥2 − 3𝑥 − 4 = 0
Thus, the quadratic function whose zeros are −𝟏 and 𝟒 is 𝒙𝟐 − 𝟑𝒙 − 𝟒 = 𝟎.

2. Determine the equation of the quadratic function represented by the table of

values below.

x -3 -2 -1 0 1 2 3
y 24 16 10 6 4 4 6

Solution:

Notice that you can’t find any zeros from the given table of values.
In this case, take any three ordered pairs from the table, and use these
as the values of x and y in the equation y = ax2 + bx + c. Let’s say

Using point (1,4) 4 = 𝑎(1)2 + 𝑏(1) + 𝑐

4=𝑎+𝑏+𝑐 equation 1
Using point (−1,10) 10 = 𝑎(−1)2 + 𝑏(−1) + 𝑐
10 = 𝑎 − 𝑏 + 𝑐 equation 2
Using point (2,4) 4 = 𝑎(2)2 + 𝑏(2) + 𝑐
4 = 4𝑎 + 2𝑏 + 𝑐 equation 3

We obtain a system of 3 equations in 𝑎,, 𝑐.

Add corresponding terms in eq.1 and eq.2 to eliminate 𝑏
eq.1 and eq.2 4=𝑎+𝑏+𝑐
10 = 𝑎 − 𝑏 + 𝑐
We have 14 = 2𝑎 + 2𝑐 → equation 4

Multiply the terms in eq. 2 by 2 and add corresponding terms in eq. 3 to

eliminate 𝑏 Twice
(eq.2) + eq. 3 20 = 2𝑎 − 2𝑏 + 2𝑐
4 = 4𝑎 + 2𝑏 + 𝑐
24 = 6𝑎 + 3𝑐 → equation 5

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 Notice that equation 4 and 5 constitute a system of linear equations in
two variables. To solve for 𝑐, multiply the terms in equation 4 by 3 and
subtract corresponding terms in equation 5.
Thrice (eq.3) – eq. 5
42 = 6𝑎 + 6𝑐
24 = 6𝑎 + 3𝑐
18 = 3𝑐
𝑐=6
Substitute the value of 𝑐 in equation 4 and solve for 𝑎.
14 = 2𝑎 + 2(6)
14 = 2𝑎 + 12
2𝑎 = 14 − 12
𝑎=1
Substitute the value of 𝑐 and 𝑎 in equation 1 and solve for 𝑏.
4=𝑎+𝑏+𝑐
4=1+𝑏+6
4=7+𝑏
𝑏=4−7
𝑏 = −3
Thus, 𝒂 = 𝟏, = −𝟑, 𝒄 = 𝟔. Substitute these in (𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄; the
quadratic function is 𝒇(𝒙) = 𝒙𝟐 − 𝟑𝒙 + 𝟔.

3. Find the equation of the quadratic function

determined in the graph at the right.

Solution:

The vertex of the graph of the quadratic function is (2,−3). The

graph passes through the point (5,0). By replacing 𝑥 and 𝑦 with 5 and 0,
respectively, and ℎ and 𝑘 with 2 and −3, respectively, we have
𝑦 = (𝑥 − ℎ)2 + 𝑘
0 = (5 − 2)2 + (−3)
0 = (3)2 − 3
3 = 9𝑎
1
𝑎= 3
1 1 3 5
Thus, the quadratic equation is 𝒚 = 3
(𝒙 − 𝟐)2 − 𝟑 or 𝒚 = 3
𝒙𝟐 − 4
𝒙− 3
.

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 Let’s check your understanding!
SELF - CHECK 2.3
A. Each quadratic function has a corresponding letter. Similarly, each box with
the zeros of the quadratic function inside has a corresponding blank below.
Write the indicated letter of the quadratic function on the corresponding blank
below the box containing the zeros of the function to get the hidden message.

Y 𝒇 (𝑥) = 4𝑥2 − 25 R 𝒇 (𝑥) = 𝑥2 − 9

V 𝒇 (𝑥) = 9𝑥2 − 16 E 𝒇 (𝑥) = 𝑥2 − 5𝑥 − 36
G 𝒇 (𝑥) = 𝑥2 + 6𝑥 + 9 L 𝒇 (𝑥) = 𝑥2 − 𝑥 − 20
U 𝒇 (𝑥) = 𝑥2 − 4𝑥 − 21 D 𝒇 (𝑥) = 2𝑥2 + 𝑥 − 3
S 𝒇 (𝑥) = 6𝑥2 + 5𝑥 − 4 O 𝒇 (𝑥) = 6𝑥2 − 7𝑥 + 2

2 1 3 2 1 4 4 4 1
{−3, −3} {3 , 2} {− , 1}
2
{5, −4} { , }
3 2
{ , } {9, − 4} {− , }
3 2
3 3

5 5 2 1
{ ,− } { , } {7, −3}
2 2 3 2

B. Determine the equation of the quadratic function. Show your solution.

1. Given its zeros 3 𝑎𝑛𝑑 2.

2. Represented by the table of values below:

x -4 -3 -2 -1 0 1
y -20 -13 -8 -5 -4 -5

3. Represented by the graph:

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 LESSON 4
APPLICATIONS OF QUADRATIC FUNCTIONS
LESSON PROPER

Let’s explore your understanding!

ACTIVITY 2.4
Consider this problem.

If the perimeter of the rectangle is 100m, find its dimensions if its area is
a maximum.

a. Complete the table below for the possible dimensions of the rectangle and
their corresponding areas. The first column has been completed for you.

Width (w) 5 10 15 20 25 30 35 40 45
Length (l) 45
Area (A) 225

b. What is the largest area that you obtained?

c. What are the dimensions of a rectangle with the largest area?

d. The perimeter P of the given rectangle is 100. Make a mathematical

statement for the perimeter of the rectangle.

e. Simplify the obtained equation and solve for the length l of the rectangle in
terms of its width w.

f. Express the area A of a rectangle as a function of width w.

g. What kind of equation is the result?

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 Let’s firm up your understanding!
INFORMATION SHEET 2.4
APPLICATIONS OF QUADRATIC FUNCTIONS

Examples:

1. What are the dimensions of the largest rectangular field that can be enclosed
by 80 𝑚 of fencing wire?

Solution:
Let 𝑙 and 𝑤 be the length and width of a rectangle. Then, the perimeter 𝑃 of a
rectangle is 𝑃 = 2𝑙 + 2𝑤. Since 𝑃 = 80𝑚, thus,

2𝑙 + 2𝑤 = 80
𝑙 + 𝑤 = 40
𝑙 = 40 − 𝑤

Expressing the length as a function of 𝑤

Substituting the formula for area 𝐴 of a
rectangle

𝐴 (𝑤) = 𝑤𝑙
𝐴 (𝑤) = (40 − 𝑤)
𝐴 (𝑤) = −𝑤2 + 40𝑤
By completing the square,

𝐴 (𝑤) = −(𝑤 − 20)2 + 400

The vertex of the graph of the function (𝑤) is (20,400). This point indicates a
maximum value of 400 for (𝑤) that occurs when 𝑤 = 20. Thus, the maximum
area is 400 𝑚2 when the width is 20 m. If the width is 20 m, then the length is
(40 − 20) m or 20 m also. The field with the maximum area is a square.

2. A ball is thrown from the top of a 144-foot building. The ball follows a
trajectory. The height H reached by the ball after t seconds is given by the
quadratic function (𝑡) = 64𝑡 − 16𝑡2.

a. How high did the ball reach?

b. How long did it take to reach that height?
c. How long did it take for the ball to hit the ground?
Solution:
a. The ordinate k of the vertex is 64. Thus, the maximum height reached
by the ball is 64ft. from the top of the building.

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 b. The time elapsed when the ball reached the maximum height is the
abscissa H of the vertex of the parabola (𝑡) = 64𝑡 − 16𝑡2.
(𝑡) = −16(𝑡 − 2)2 + 64
The abscissa h of the vertex is 2. Hence, the maximum height of 64ft
from the top of the building is reached after 2 seconds.
c. To determine how long it took the ball to hit the ground, let (𝑡) =−144,
then find t.
(𝑡) = −144
−144 = 64𝑡 – 16𝑡2
16𝑡2 – 64𝑡 − 144 = 0
𝑡2 – 4𝑡 – 9 = 0
𝑎 = 1, 𝑏 = −4, 𝑐 = −9

By using the quadratic formula, it yields to 𝑡 = ±5.61. Disregard

the negative, so it took approximately 𝟓.𝟔𝟏 seconds before the ball
reached the ground.

3. A garments store sells about 40 t-shits per week at a price of Php100 each.
For each P10 decrease in price, the sales lady found out that 5 more t-shits per
week were sold.

a. Write a quadratic function in standard form that models the revenue

from t-shirt sales.
b. What price produces the maximum revenue?
Solution:
You know that Revenue R(x) = (price per unit) × (number of units
produced or sold).
Therefore, Revenue (𝑥) = (𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡 − 𝑠ℎ𝑖𝑟𝑡𝑠 𝑠𝑜𝑙𝑑) (𝑃𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑡 − 𝑠ℎ𝑖𝑟𝑡) .

Revenue R(x) = (40 + 5x) (100 − 10x)

R(x) = −50x2 + 100x + 4000
If we transform the function into the form y = a(x − h)2 + k
R(x) = −50(x − 1)2 + 4050

The vertex is (1,4050).

Thus, the maximum revenue is Php 4,050.
The price of the t-shirt to produce maximum revenue can be determined by

P(x) = 100 – 10x

P(x) = 100 – 10 (1) = 90
Thus, Php 90 is the price of the t-shirt that produces maximum revenue.

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 Let’s check your understanding!
SELF - CHECK 2.4
Solve the given problem.

The height (𝐻) of the ball thrown into the air with an initial velocity of 9.8 𝑚/𝑠
from a height of 2 𝑚 above the ground is given by the equation 𝐻(𝑡) = −4.9𝑡2 +
9.8𝑡 + 2, where 𝑡 is the time in seconds that the ball has been in the air.

a. What maximum height did the object reach?

b. How long will it take the ball to reach the maximum height?

c. After how many seconds is the ball at a height of 4 𝑚?

Guide questions:

1. What kind of function is the equation H(t) = -4.9t2 + 9.8t + 2?

2. Transform the equation into the standard form.

3. What is the vertex?

4. What is the maximum height reached by the ball?

5. How long will it take the ball to reach the maximum height?

6. If the height of the ball is 4 m, what is the resulting equation?

7. Find the value of t to determine the time it takes the ball to reach 4 m.

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