Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

TABLE OF CONTENTS

QUADRATIC EQUATIONS, INEQUALITIES, AND FUNCTIONS

NO. MELC DURATION K to 12 CG PAGE

Code NO.
1 Illustrates quadratic equations Week 1 M9AL-Ia-1 4
2 Solves quadratic equations by: (a) extracting M9AL-Ia-b-1 5
square roots; (b) factoring; (c) completing the
square; and (d) using the quadratic formula
3 Characterizes the roots of a quadratic equation Week 2 M9AL-Ic-1 15
using the discriminant to 3
4 Describes the relationship between the M9AL-Ic-2 17
coefficient and the roots of a quadratic
equation
5 Solves equation transformable to quadratic M9AL-Ic-d-1 19
equation equations (including rational
algebraic expressions).
6 Solves problems involving quadratic equations Week 4 M9AL-Ie-1 22
and rational algebraic equations.
7 Illustrates quadratic inequalities Week 5 M9AL-If-1 24
8 Solve quadratic inequalities M9AL-If-2 25
9 Solves problems involving quadratic equations M9AL-If-g-1 28
and rational algebraic equations.
10 Models real-life situations using quadratic Week 6 M9AL-Ig-2 30
functions.
11 Represent quadratic function using: (a) table of M9AL-Ig-3 32
values; (b) graph; (c) equation
12 Transforms the quadratic function define by Week 7 M9AL-Ih-1 34
y = ax2 + bx + c into the form of y = a ( x – h )2 to 8
+ k.
13 Graphs quadratic function: (a) domain; (b) M9AL-Ig-h-i- 36
range; (c) intercepts; (d) axis of symmetry; 1
(e)vertex; (f) direction of the opening of the
parabola
2

Address: Macabulos Drive, San Roque, Tarlac City

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14 Analyzes the effects of changing the values of M9AL-Ii-1 39

a, h and k in the equation y = a ( x – h )2 + k of a
quadratic function on its graph
15 Determines the equation of a quadratic Week 9 M9AL-Ij-1 43
function given: (a) a table of values; (b) graph;
(c) zeros
16 Solves problems involving quadratic functions. M9AL-Ii-j-2 46

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

QUADRATIC EQUATIONS
Real world problems can often be studied with the help of mathematical equations. Often,
these equations are of various higher orders. One such equation is the quadratic equation, an
equation of order two. What are these equations and where can we use them? Also, is there a way
to solve them? Let us find out!
LESSON 1: ILLUSTRATING QUADRATIC EQUATIONS (Week 1)

Quadratic Equation

The word “quadratic” comes from “quadratum”, the Latin word for square. Hence, we
define a quadratic equation as an equation where the variable is of the second degree.
Therefore, a quadratic equation is also called an “Equation of degree 2”or a “Second Degree
Equation”.
It is an equation with one variable that can be written in the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎,
where 𝒂, 𝒃 𝑎𝑛𝑑 𝒄 are real numbers and 𝒂 ≠ 𝟎. In the equation, 𝒂𝒙𝟐 is the quadratic term, 𝒃𝒙
is the linear term and 𝒄 is the constant term.

Illustrative Examples
Determine which of these are quadratic equations.
1. 𝐶 = 2𝜋𝑟 3. 𝐴 = 𝜋𝑟 2 5. 𝑥 + 3𝑥 = 0
2
2. 𝑥 − 2𝑥 + 1 = 0 4. 2𝑥 2 − 5𝑥 + 1 = 0 6. 3𝑥 2 − 5 = 0
Solution: Equations 2, 3, 4 and 6 are quadratic equations because their highest degree is 2.

Quadratic equations may be written in different forms. They may be complete or

incomplete. Which among the quadratic equations below are complete and incomplete?
𝑎. 4𝑥 2 + 7𝑥 = 5 c. 5𝑥 2 = −4𝑥 e. (2𝑥 + 5)(𝑥 − 1) = −6
2
b. 3𝑥 = −7 d. 3𝑥(𝑥 − 2) = 10
Solution: Equations a, d, and e are complete quadratic equations because they are second
degree equations.

Work with quadratic equations is usually simplified when a quadratic equation is written
in general form, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Illustrative Examples: Write in general form and determine 𝒂, 𝒃 𝑎𝑛𝑑 𝒄.

Quadratic Equations Standard Form a b c
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑎. 4𝑥 2 + 7𝑥 = 5 4𝑥 2 + 7𝑥 − 5 = 0 4 7 -5
b. 3𝑥 2 = −7 3𝑥 2 + 7 = 0 3 0 7

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c. 5𝑥2 = −4𝑥 5𝑥2 + 4𝑥=0 5 4 0

d. 3𝑥(𝑥 − 2) = 10 2 3 -6 -10
3𝑥 − 6𝑥 − 10 = 0
e. 2𝑥2 + 5𝑥 −1=−6 2𝑥2 + 5𝑥 + 5=0 2 5 5
For examples d and e, do the following to arrive at the standard form.
d. 3𝑥(𝑥 − 2) = 10
3𝑥 2 − 6𝑥 = 10 Distributive Property of multiplication
3𝑥 2 − 6𝑥 + (−10) = 10 + (−10) Addition Property of equality
3𝑥 2 − 6𝑥 − 10 = 0 Standard form

e. (2𝑥 + 5)(𝑥 − 1) = −6
2𝑥 2 − 2𝑥 + 5𝑥 − 5 = −6 Distributive property of multiplication/FOIL
2𝑥 2 + 3𝑥 − 5 = −6 Combining like terms
2𝑥 2 + 3𝑥 − 5 + 6 = −6 + 6 Addition Property of Equality
2𝑥 2 + 3𝑥 + 1 = 0 Standard Form

You may watch the following videos for more understanding.

1. https://www.toppr.com/content/video/introduction-to-quadratic-
equations-english-121100/
2. https://www.youtube.com/watch?v=yXuRC9DXSoA
3.https://www.youtube.com/watch?v=A3Be47agltw&feature=share&fbclid=
Iw AR2Z CcNnhk3LPzu0g9rmLR7HiHf5AMU84RxHCymclJBRFJK90oj8RESOFdo
Reference Books: 1. Algebra 1 by Prentice Hall
2. Algebra II by Jose-Dilao, et al.
3. Advanced Algebra, Trigonometry and Statistics by
Dilao & Orines

LESSON 2. SOLVING QUADRATIC EQUATIONS (Week 1)

We learned that quadratic equations can represent many real-life situations. Now that we
know what quadratic equations are, let us learn about the different methods to solve them. Here we
will try to develop the Quadratic Equation Formula and other methods of solving the quadratic
equations. Let us start!

METHODS OF SOLVING QUADRATIC EQUATIONS

A. Extracting Square Roots
B. Factoring
C. Completing the Square
D. Quadratic Formula

Address: Macabulos Drive, San Roque, Tarlac City

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A. Solving by EXTRACTING SQUARE ROOTS

Quadratic equations written in the form 𝒙𝟐 = 𝒌 can be solved by applying the
following properties:
• 𝑖𝑓 𝑘 > 0, 𝑡ℎ𝑒𝑛 𝑥 2 = 𝑘 ℎ𝑎𝑠 𝑡𝑤𝑜 𝑟𝑒𝑎𝑙 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛𝑠 𝑜𝑟 𝑟𝑜𝑜𝑡𝑠: 𝑥 = ±√𝑘.
• 𝑖𝑓 𝑘 = 0, 𝑡ℎ𝑒𝑛 𝑥 2 = 𝑘 ℎ𝑎𝑠 𝑜𝑛𝑒 𝑟𝑒𝑎𝑙 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛 𝑜𝑟 𝑟𝑜𝑜𝑡: 𝑥 = 0
• 𝑖𝑓 𝑘 < 0, 𝑡ℎ𝑒𝑛 𝑥 2 = 𝑘 ℎ𝑎𝑠 𝑛𝑜 𝑟𝑒𝑎𝑙 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛𝑠 𝑜𝑟 𝑟𝑜𝑜𝑡𝑠.
The method of solving the quadratic equation 𝑥 2 = 𝑘 is called Extracting Square Roots.
By the properties 𝑥 2 = 4 is equivalent to 𝑥 = ±2, 𝑥 2 = 0 𝑖𝑠 𝑒𝑞𝑢𝑖𝑣𝑎𝑙𝑒𝑛𝑡 𝑡𝑜 𝑥 = 0,
2
and 𝑥 = −4 has no real solutions or roots because -4 < 0.

Strategy for Solving Quadratic Equation by Extracting Square Roots

1. Solve the equation for the square of the unknown number or
isolate the variable with square.
2. Find the square roots of both members of the equation.

Illustrative Examples
1. Solve 𝑥 2 − 16 = 0 by extracting square roots.
𝑥 2 − 16 = 0
2 Addition Property of equality
𝑥 − 16 + 16 = 0 + 16
2
𝑥 = 16 Write in the form 𝑥 2 = 𝑘.
√𝑥 2 = ±√16 Extract the Square Root
𝑥 = ±4 Roots/Solutions

Since k = 16, and 16 is greater than zero then the first property (𝑘 > 0)above can be
applied to find the values of x that will make the equation 𝑥 2 − 16 = 0 𝒕𝒓𝒖𝒆.

Solution: The Equation 𝑥 2 − 16 = 0 has two solutions: 𝑥 = 4 𝑜𝑟 𝑥 = −4

Checking: By Substitution
Substitute x with the values found in the quadratic Equation, 𝑥 2 − 16 = 0

If x = 4, then 42 − 16 = 0 If x = -4, then (−4)2 − 16 = 0

16 − 16 = 0 16 − 16 = 0
0=0 0=0

2. Solve: 𝑥 2 − 5 = 0
𝑥2 − 5 = 0
2 Addition Property of equality
𝑥 −5+5 = 0+5
𝑥2 = 5 Write in the form 𝑥 2 = 𝑘.
√𝑥 2 = ±√5 Extract the Square Root
𝑥 = ±√5 Roots/Solutions
6

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
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SCHOOLS DIVISION OF TARLAC PROVINCE

Solution: The Equation 𝑥 2 − 5 = 0 has two solutions: 𝑥 = √5 𝑜𝑟 𝑥 = −√5

Checking: By Substitution
Substitute x with the values found in the quadratic Equation, 𝑥 2 − 5 = 0

If x = √5 , then (√5)2 − 5 = 0 If x = −√5 , then (−√5)2 − 5 = 0

√25 − 5 = 0 √25 − 5 = 0
5−5 = 0 5−5=0
0=0 0=0
3. Solve: 𝑥 2 + 9 = 0
𝑥2 + 9 = 0
𝑥2 + 9 − 9 = 0 − 9 Subtraction Property of equality
𝑥 2 = −9 Write in the form 𝑥 2 = 𝑘.
√𝑥 2 = ±√−9 Extract the Square Root
𝑥 = ±√9(−1) Factor the radicand
𝑥 = ±3√(−1) Extract the Square root of 9
𝑥 = ±3𝑖 Express √(−𝟏) = i

Since -9 is less than 0, then the equation 𝑥 2 + 9 = 0 has no real solutions or roots. This
is shown in the third case where 𝑘 < 0.

There is no square root of negative numbers but we can factor the radicand into
the number multiplied to (-1) and as a math principle, √(−𝟏) = 𝒊 (imaginary).

Solution: The Equation 𝑥 2 + 9 = 0 has no real solutions because our x < 0: but we can express
our answer as 𝑥 = 3𝑖 𝑜𝑟 𝑥 = −3𝑖 , since 9 is a perfect square then we can extract its square root
and express √(−𝟏) as 𝒊 .

4. Solve the equation 𝑥 2 = 0.

Since 𝑥 2 equals 0, then the equation has only one solution.

Solution: x = 0.
Checking: By Substitution
Substitute x with the values found in the quadratic Equation, 𝑥 2 = 0

If x = 0, then (0)2 = 0
0=0

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=Cnff0AVm-
os&list=PLZ3DDSti_qGCszqKCDGEb4jIzYuxAsj2D&index=5
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski

B. Solving by FACTORING

A simple method we can use to solve the quadratic equation in the standard form
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 is by factoring. An important technique to use is the Zero-Product Property
which states that the equation 𝑎𝑏 = 0 is equivalent to the compound equation 𝒂 = 𝟎 or
𝒃 = 𝟎.
Of course, we can only use the factoring method when we can factor the quadratic
polynomial. To solve a quadratic equation by factoring, we solve the following strategy.

Strategy for Solving Quadratic Equation by Factoring

1. Write the equation into the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎.

2. Factor the left member of the equation.
3. Use the Zero-Product Property to equate each factor to zero.
4. Solve each resulting equation.
5. Check the answers in the original equation.

Illustrative Examples
1. Find the roots the quadratic equation 2𝑥 2 + 7𝑥 = −3 by factoring.
Solution:
Add 3 to each side of the equation to form the equation into 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

𝟏
Therefore, the solution set or the roots are { − , -3}
𝟐

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
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REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Checking
Substitute the values of x in the original equation 2𝑥 2 + 7𝑥 = −3.
If If x = -3

2𝑥 2 + 7𝑥 = −3 2𝑥 2 + 7𝑥 = −3
𝟏 2 𝟏
2 (− 𝟐) + 7 (− 𝟐) = −3 2(−𝟑)2 + 7(−3) = −3
𝟏 𝟏
2(− 𝟐)2 + 7(− 𝟐) = −3 2(9) − 21 = −3
𝟏 𝟕
2( 𝟒 ) − 𝟐 = −3 18 − 21 = −3
𝟏 𝟕
− 𝟐 = −3 −3 = −3
𝟐
𝟔
− 𝟐 = −3
−3 = −3

2. Solve by factoring: 𝑥 2 − 6𝑥 = −8

Solution:

Checking:
Substitute the values of x in the original equation 𝑥 2 − 6𝑥 = −8.
If x = 𝟒 If x = 2
2
𝑥 − 6𝑥 = −8 𝑥 2 − 6𝑥 = −8
(𝟒)2 − 6(𝟒) = −8 (2)2 − 6(2) = −8
16 − 24 = −8 4 − 12 = −8
−8 = −8 −8 = −8

3. Solve (𝑥 + 2)2 = 9 by factoring.

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
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Solution:
𝑥 2 + 4𝑥 + 4 = 9 Square the binomial
𝑥 2 + 4𝑥 + 4 − 9 = 0 Transform into standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑥 2 + 4𝑥 − 5 = 0 Simplify
(𝑥 + 5)(𝑥 − 1) = 0 Factor the left side
(𝑥 + 5) = 0 𝑥−1=0
𝑥+5 = 0 𝑥= 1
𝑥 = −5

Therefore, the solution set or the roots are { -5, 1}

Checking:
Substitute the values of x in the original equation (𝑥 + 2)2 = 9.
If x = −𝟓 If x = 1
(−5 + 2)2 = 9 (1 + 2)2 = 9
2
(−𝟑) = 9 (3)2 = 9
9=9 9=9

You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=I92nvc6ZO9c&list=PLZ3DD
Sti_qGCszqKCDGEb4jIzYuxAsj2D&index=4
2. https://www.youtube.com/watch?v=SbSYYHPXa3o&list=PLZ3D
DSti_qGCszqKCDGEb4jIzYuxAsj2D&index=3
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

C. Solving by COMPLETING THE SQUARE

The previous lesson presented solving quadratic equations by factoring. However, not
every quadratic equation is factorable. This lesson presents another method which will enable
us to solve quadratic equation that is based on the general principle that both members of an
equation may be raised to the same power or reduced to the same root without destroying their
equality. This method is called completing the square, where the left member of the equation
must be a perfect square trinomial so that the square root of the member containing the
unknown is equal to the square root of the constant terms.

10

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
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Strategy for Solving Quadratic Equation by Completing the Square

1. Write the equation into the form 𝒂𝒙𝟐 + 𝒃𝒙 = 𝒄, a = 1.
If a ≠ 1, then divide each side of the equation by a.
𝟏
2. Add to each side of the equation the square of 𝟐 the coefficient of x or the b
to make the left side of the equation a perfect square.
3. Express the left-hand side of the equation as a square of binomial.
4. Extract the square root of each side of the equation, writing the double sign ± of
the number at the right-hand side of the equation.
5. Solve for x.
6. Check the answers in the original equation.
Illustrative Examples
A. How do you determine the constant or number that must be added to the left side
of the equation to make it a perfect square? Examine the examples below:
Quadratic Expressions b 𝟏 𝒃 Number to
(𝟐 𝒃)𝟐 or ( )𝟐
(Coefficient of x) 𝟐 be Added
1. 𝑥 2 + 5𝑥 + _______ 5 1 2
[ (5)] or ( )
5 2 𝟐𝟓
2 2 𝟒
2. 𝑥 2 + 8𝑥 + _______ 8 [
1 2
(8)]
8
or ( )2 16
2 2
3. 𝑥2+7𝑥+ _______ 7 [12 (7)]2 or (72 )2 𝟒𝟗𝟒
4. 𝑥 2 − 10𝑥 + _______ -10 1 −10 2 25
[ (−10)]2 or ( )
2 2
4 4 4 𝟒
5. 𝑥 2 − 𝑥 + _______ -5 𝟏 4 −
𝟐
5
[ (− )] or (
𝟐 5
) 𝟐𝟓
𝟐 5 𝟐

B. Solve the following by completing the Square:

1. 𝑥 2 − 2𝑥 − 2 = 0, where a = 1.
Solution:
𝑥 2 − 2𝑥 = 2 Separate the constant from terms containing x.
2
𝑥 − 2𝑥 + 1 = 2 + 1 Add 1 to both side of the equation because that
makes the left side a perfect square trinomial.
(𝑥 − 1)2 = 3 Express the left side of the equation as a square
of binomial or simply factor the left side.
√(𝑥 − 1)2 = ±√3 Extract the square root.
𝑥 − 1 = ±√3 Solve for x.
𝑥 = 1 ± √3
Therefore, the solution set or the roots are { 𝟏 + √𝟑, 𝟏 − √𝟑}

11

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Checking
Substitute the values of x in the original equation 𝑥 2 − 2𝑥 − 2 = 0.
If 𝒙 = 𝟏 + √𝟑 If 𝒙 = 𝟏 − √𝟑
2 2
(𝟏 + √𝟑) − 2(𝟏 + √𝟑) − 𝟐 = 0 (𝟏 − √𝟑) − 2(𝟏 − √𝟑) − 𝟐 = 𝟎
(𝟏 + 𝟐√𝟑 + 𝟑) − 𝟐 − 𝟐√𝟑 − 𝟐 = 𝟎 (𝟏 − 𝟐√𝟑 + 𝟑) − 𝟐 + 𝟐√𝟑 − 𝟐 = 𝟎
𝟏 + 𝟐√𝟑 + 𝟑 − 𝟐 − 𝟐√𝟑 = 𝟎 𝟏 − 𝟐√𝟑 + 𝟑 − 𝟐 + 𝟐√𝟑 − 𝟐 = 𝟎
𝟏+𝟑−𝟐−𝟐=𝟎 𝟏+𝟑−𝟐−𝟐=𝟎
0=0 0=0

2. 2𝑥 2 + 8𝑥 − 10 = 0, where a ≠ 1.
2𝑥 2 +8𝑥−10 0
= Divide both side of the equation by 2
2 2

𝑥 2 + 4𝑥 − 5 = 0 Simplest form.
𝑥 2 + 4𝑥 = 5 Separate the constant from term containing x.
2
𝑥 + 4𝑥 + 4 = 5 + 4 Add 4 to both side of the equation to make the
left side a perfect square trinomial.
(𝑥 + 2)2 = 9 Express the left side of the equation as a square
of binomial or simply factor the left side.
2
√(𝑥 + 2) = ±√9 Extract the square root
𝑥 + 2 = ±3 Solve for x.
𝑥 = −2 ± 3 or 𝑥 = −2 + 3 = 1
and 𝑥 = −2 − 3 = -5

Therefore, the solution set or the roots are {𝟏, −𝟓}

Checking
Substitute the values of x in the original equation 2𝑥 2 + 8𝑥 − 10 = 0
If 𝒙 = 𝟏 If 𝒙 = −𝟓
2
2(1) + 8(1) − 10 = 0 2(−5)2 + 8(−5) − 10 = 0
2 + 8 − 10 = 0 50 − 40 − 10 = 0
0=0 0=0

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=dyaUFR0Ds0M&list=PLZ3
DDSti_qGCszqKCDGEb4jIzYuxAsj2D&index=2
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

12

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
Email Address: [email protected]
 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

D. Solving by the QUADRATIC FORMULA

Another way of solving quadratic equation in the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 where a,

b, and c are real numbers, 𝑎 ≠ 0 is the quadratic formula which is derived by the use of
completing the square and finding the square root methods.
The quadratic formula states that if 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 wIth 𝑎 ≠ 0, then

−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂

Illustrative Examples

1. Solve the equation 𝑥 2 + 3𝑥 − 10 = 0.

Solution:
Determine the a, b, and c : a = 1, b = 3, and c = -10.
Plug them into the quadratic formula:
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
−𝟑±√(𝟑)𝟐 −𝟒(𝟏)(−𝟏𝟎)
𝒙=
𝟐(𝟏)
−𝟑 ± √𝟗 + 𝟒𝟎
𝒙 =
𝟐
−𝟑 ± √𝟒𝟗
𝒙=
𝟐
−𝟑 ± 𝟕
𝒙=
𝟐

Therefore, the solution or roots are { 2, -5 }

Checking
Substitute the values of x in the original equation 𝑥 2 + 3𝑥 − 10 = 0
If 𝒙 = 𝟐 If 𝒙 = −𝟓
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(2)2 + 3(2) − 10 = 0 (−5)2 + 3(−5) − 10 = 0

4 + 6 − 10 = 0 25 − 15 − 10 = 0
0=0 0=0
2. Solve: 𝑥 2 − 3𝑥 + 1 = 0.
Solution:
Determine the a, b, and c : a = 1, b = -3, and c = 1.
Plug them into the quadratic formula
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
−(−𝟑) ± √(−𝟑)𝟐 −𝟒(𝟏)(1)
𝒙=
𝟐(𝟏)
𝟑 ± √𝟗 − 4
𝒙 = 𝟐
𝟑 ± √𝟓
𝒙= 𝟐

𝟑 + √𝟓 𝟑 − √𝟓
𝒙= 𝒙=
𝟐 𝟐

𝟑 + √𝟓 𝟑 − √𝟓
Therefore, the solution or roots are { 𝒙 = ,𝒙= }
𝟐 𝟐
Checking
Substitute the values of x in the original equation 𝑥 2 − 3𝑥 + 1 = 0
𝟑 + √𝟓 𝟑 − √𝟓
If 𝒙 = 𝟐
If 𝒙 = 𝟐
2 2
𝟑 + √𝟓 𝟑 + √𝟓 𝟑 − √𝟓 𝟑 − √𝟓
( ) − 3( )+1 =0 ( ) − 3( )+ 1=0
𝟐 𝟐 𝟐 𝟐
2 2
𝟑𝟐 +2(3) (√𝟓 )+(√𝟓) 𝟗 − 3√𝟓 𝟑𝟐 − 2 (√𝟓 ) + (√𝟓) 𝟗 + 3√𝟓
− +1=0 − +1=0
𝟒 𝟐 𝟐 𝟐
𝟗 +6√𝟓 +5 𝟗 + 3√𝟓 𝟗 − 6√𝟓 +5 𝟗 + 3√𝟓
𝟒
− 𝟐
+1=0 𝟒
− 𝟐
+1=0
𝟗 +6√𝟓 +5 𝟗 + 3√𝟓 𝟗 − 6√𝟓 +5 𝟗 − 3√𝟓
4( 𝟒
− 𝟐
+ 1 = 0) 4( 𝟒
− 𝟐
+ 1 = 0)
𝟗 + 6√𝟓 + 5 − 𝟐(𝟗 + 3√𝟓) + 4 = 0 𝟗 − 6√𝟓 + 5 − 𝟐(𝟗 − 3√𝟓) + 4 = 0
(𝟗 + 5 − 𝟏𝟖 + 4) + (6√𝟓 − 6√𝟓) = 0 (𝟗 + 5 − 𝟏𝟖 + 4) + (−6√𝟓 + 6√𝟓) = 0
0+0 =0 0+0 =0
0=0 0=0
2
3. Solve: 3𝑥 + 8 = −4𝑥
Solution:
Transform the given equation to 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎: 3𝑥 2 + 4𝑥 + 8 = 0
Determine the a, b, and c : a = 3, b = 4, and c = 8.
Plug them into the quadratic formula:
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−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
−𝟒 ± √(𝟒)𝟐 −𝟒(𝟑)(8)
𝒙=
𝟐(𝟑)
− 𝟒 ± √𝟏𝟔 − 96
𝒙 =
𝟔
−𝟒 ± √−𝟖𝟎
𝒙= 𝟔
−𝟒 ± √𝟏𝟔(−𝟓)
𝒙= 𝟔
−𝟒 ± 4√−𝟓
𝒙= 𝟔
−𝟐 ± 2√−𝟓 −𝟐 ± 2√𝟓(−𝟏)
𝒙= or 𝒙 =
𝟑 𝟑

−𝟐 + 𝟐 √𝟓 𝒊 −𝟐 −𝟐 √𝟓 𝒊
𝒙= 𝟑
𝒙= 𝟑

−𝟐 +𝟐 √𝟓 𝒊 −𝟐 − 𝟐√𝟓 𝒊
Therefore, the solution or roots are { 𝒙 = 𝟑
,𝒙= 𝟑
}

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=1kwzJ7DtfPE&list=PLZ3DDSti
_qGCszqKCDGEb4jIzYuxAsj2D&index=1
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

LESSON 3. CHARACTERIZING THE ROOTS OF A QUADRATIC EQUATION USING

DISCRIMINANT (Week 2-3)

Discriminant
−𝒃±√𝒃𝟐 −𝟒𝒂𝒄
In the previous lesson, we used the quadratic formula 𝒙 = to solve
𝟐𝒂
𝟐
quadratic equations. In the formula, the radicand 𝒃 − 𝟒𝒂𝒄 is the discriminant because it
describes the characteristics or nature of the roots/solutions of a quadratic equation.
In the equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, where a, b, and c are real numbers, 𝑎 ≠ 0.

15

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• if 𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎, then the roots/solutions are real, rational and equal.

• if 𝒃𝟐 − 𝟒𝒂𝒄 > 0 and is a perfect square, then the roots/solutions are real, rational and
unequal.
• if 𝒃𝟐 − 𝟒𝒂𝒄 > 0 but not a perfect square, then the roots/solutions are real, irrational
and unequal.
• if 𝒃𝟐 − 𝟒𝒂𝒄 < 0, then the roots/solutions are imaginary and unequal.

Illustrative Examples
1. Find the value of the discriminant in x2 – 6x + 9 = 0 and tell the characteristics of the
roots.
Solution:
Determine the a, b and c: a = 1, b = -6 and c = 9.
Substitute a, b and c in the formula then simplify.
𝒃𝟐 − 𝟒𝒂𝒄 = (−6)2 − 4(1)(9)
= 36 − 36
= 𝟎 , since 𝒃𝟐 − 𝟒𝒂𝒄 = 𝟎, then the roots/solutions are real,
rational, and equal as shown when x is solved.
−𝒃±√𝒃𝟐 −𝟒𝒂𝒄 −(−𝟔)±√(−𝟔)𝟐 −𝟒(𝟏)(𝟗)
𝒙= 𝒙=
𝟐𝒂 𝟐(𝟏)
𝟔±√𝟑𝟔−𝟑𝟔
𝒙= 𝟐
𝟔±𝟎 𝟔+𝟎 𝟔−𝟎
𝒙= 𝒙= = 𝟑 and 𝒙 = =𝟑
𝟐 𝟐 𝟐

2. Determine the nature of the roots of x2 – 2x – 3 = 0.

Solution:
Determine the a, b and c: a = 1, b = -2 and c = -3.
Substitute a, b and c in the formula then simplify.
𝒃𝟐 − 𝟒𝒂𝒄 = (−2)2 − 4(1)(−3)
= 4 + 12
= 𝟏𝟔 > 0 and a perfect square therefore the roots/solutions
are real, rational and unequal as shown when x is solved.

−𝒃±√𝒃𝟐 −𝟒𝒂𝒄 −(−𝟐)±√(−𝟐)𝟐 −𝟒(𝟏)(−𝟑)

𝒙= 𝒙=
𝟐𝒂 𝟐(𝟏)
𝟐±√𝟒 +𝟏𝟐
𝒙= 𝟐

𝟐±√𝟏𝟔 𝟐+𝟒 𝟐−𝟒

𝒙= 𝒙= = 𝟑 and 𝒙 = 𝟐
= −𝟏
𝟐 𝟐

3. Characterize the roots of x2 + 5x + 3 = 0

16

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REGION III
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Solution:
Determine the a, b and c: a = 1, b = 5 and c = 3.
Substitute a, b and c in the formula then simplify.
𝒃𝟐 − 𝟒𝒂𝒄 = (5)2 − 4(1)(3)
= 25 − 12
= 𝟏𝟑 > 0 but not a perfect square therefore the roots or
solutions are real, irrational and unequal as shown when x is solved.
−𝒃±√𝒃𝟐 −𝟒𝒂𝒄 −(𝟓)±√(𝟓)𝟐 −𝟒(𝟏)(𝟑)
𝒙= 𝒙=
𝟐𝒂 𝟐(𝟏)
−𝟓±√𝟐𝟓−𝟏𝟐
𝒙= 𝟐
−𝟓±√𝟏𝟑 −𝟓+√𝟏𝟑 −𝟓−√𝟏𝟑
𝒙= 𝒙= and 𝒙 = 𝟐
𝟐 𝟐

4. Find the discriminant and determine the nature of the roots of x2 - x + 2 = 0

Solution:
Determine the a, b and c: a = 1, b = -1 and c = 2.
𝒃𝟐 − 𝟒𝒂𝒄 = (−1)2 − 4(1)(2)
=1−8
= −𝟕 < 0, therefore both roots/ solutions are imaginary and
unequal as shown below.
−𝒃±√𝒃𝟐 −𝟒𝒂𝒄 −(−𝟏)±√(−𝟏)𝟐 −𝟒(𝟏)(𝟐)
𝒙= 𝒙=
𝟐𝒂 𝟐(𝟏)
𝟏±√𝟏 − 𝟖
𝒙= 𝟐
𝟏±√−𝟕 𝟏+√𝟕 𝒊 𝟏−√𝟕 𝒊
𝒙= 𝒙= and 𝒙 = 𝟐
𝟐 𝟐

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=dUjB9lgXwC0&list=PLZ3D
DSti_qGCszqKCDGEb4jIzYuxAsj2D&index=7
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

LESSON 4. DESCRIBING THE RELATIONSHIP BETWEEN THE COEFFICIENTS AND THE

ROOTS OF A QUADRATIC EQUATION (Week 2-3)

Sum And Product Of Roots

The relationship between the coefficients and roots of a quadratic equation are

17

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Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Interesting and useful in writing quadratic equations by getting the sum and product of the roots
without solving the quadratic equations.
If x1 and x2 are the roots of a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where a, b and c
are the coefficients then:
−𝒃 𝒄
Sum of the roots: x1 + x2 = and Product of the Roots: x1 x2 = 𝒂
𝒂
𝒃 𝒄
If the general equation 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 is written in the form 𝒙𝟐 + 𝒂 𝒙 + 𝒂 = 𝟎, then
𝒙𝟐 − (𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔)𝒙 + (𝒑𝒓𝒐𝒅𝒖𝒄𝒕 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔) = 𝟎, is now our way of writing
quadratic equations if the roots are given.
Illustrative Examples
A. 1. x 2 + 5x − 6 = 0 where a = 2, b = 5 and c = -6

−𝟓 −𝟔
Sum: x1 + x2 = 𝟏 = −𝟓 and Product: x1 x2 = 𝟏 = −𝟔
Let’s find out if the sum and product of the roots are really true in x 2 + 5x −
6 = 0 if we solve for the roots.
(𝑥 + 6)(𝑥 − 1) = 0
(𝑥 + 6) = 0 (𝑥 − 1) = 0
𝑥+6=0 𝑥−1=0
𝒙 = −𝟔 𝒙 = 𝟏, Therefore, the Roots are { -6, 1}
Proof: Sum of the roots = - 6 + 1 = - 5, while the Product of the roots = (-6)(1) = - 6

2. 3x 2 − 5x + 1 = 0 where a = 3, b = -5 and c = 1
−(−𝟓) 𝟓 𝟏
x1 + x 2 = 𝟑
=
𝟑
and x1 x2 = 𝟑

3. 2x 2 + x = 6 ; Transform to 2x 2 + x − 6 = 0 where a = 2, b = 1 and c = -6

−𝟏 −𝟔
x1 + x 2 = 𝟐
and x1 x2 = or -3
𝟐

4. 9x 2 = −3x + 5: Transform to 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, thus 9x 2 + 3x − 5 = 0.

−𝟑 −𝟏 −𝟓
x1 + x 2 =𝒐𝒓 𝟑
𝟗
and x1 x2 = 𝟗
B. Write the quadratic equation whose roots are the following:
1. 2 and -5.
Solution:
Represent the Roots: x1 = 2 and x2 = -5
Get the Sum: x1 + x2 = 𝟐 + (−𝟓) = −𝟑
Get the Product: x1 x2 = (𝟐)(−𝟓) = −𝟏𝟎
Quadratic Equation: 𝑥 2 − (𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠)𝑥 + (𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠) = 0
𝒙𝟐 − (−)𝟑𝒙 − 𝟏𝟎 = 𝟎 𝒙𝟐 + 𝟑𝒙 − 𝟏𝟎 = 𝟎

18

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REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

2. 4 + √2 and 4 - √2
Solution:
x1 + x2 = (4 + √2) + (4 - √2 ) = 4 + √2 + 4 - √2 = (4 + 4) + (√2 - √2 )= 8 + 0 = 8
x1 x2 = (4 + √2) (4 - √2 ) = 16 - √4 = 16 – 2 = 14
Quadratic Equation is 𝒙𝟐 − 𝟖𝒙 + 𝟏𝟒 = 𝟎

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=icbwNma3QmA&list=PLZ3DDSti_
qGCszqKCDGEb4jIzYuxAsj2D&index=8
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

LESSON 5. SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(Week 2-3)

Solving Quadratic Equations

There are equations that are transformable to quadratic equations before you can
solve them. These equations may be given in different forms, hence the procedure
in transforming them into quadratic equations may be also different.
If equations are rational (fractional equations), they can also be transformed into quadratic
equation before they are solved. To transform them, find first the LCD (least common
denominator) and multiply this to the whole equation in order to clear the equation of fractions.
Be sure that they are reduced to lowest form.
After the reducing, we can apply whatever method of solving quadratic equation is
applicable to find their solutions.

Illustrative Examples
1. Transform and solve 𝑥 (𝑥 + 6) = 16.
Solution:
𝑥 (𝑥 + 6) = 16
𝑥 2 + 6𝑥 = 16 Simplify
2
𝑥 + 6𝑥 − 16 = 16 − 16 Subtraction Property of Equality
𝑥 2 + 6𝑥 − 16 = 0 Quadratic Equation
(x + 8) (x – 2) = 0 Factor
(x + 8) = 0 and (x – 2) = 0
x+8=0 x–2=0
x = -8 x=2
19

Address: Macabulos Drive, San Roque, Tarlac City

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REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

Checking
Substitute the values of x in the original equation 𝑥 (𝑥 + 6) = 16
If 𝒙 = −𝟖 If 𝒙 = 𝟐
𝑥 (𝑥 + 6) = 16 𝑥 (𝑥 + 6) = 16
−8(−8 + 6) = 16 2(2 + 6) = 16
-8 (-2) = 16 2 (8) = 16
16 = 16 16 = 16

2. Solve: (𝑡 + 5)2 + (𝑡 − 2)2 = 37

Solution:
(𝑡 + 5)2 + (𝑡 − 2)2 = 37
(𝑡 + 10𝑡 + 25) + (𝑡 2 − 4𝑡 + 4) = 37
2
Expand
𝑡 2 + 10𝑡 + 25 + 𝑡 2 − 4𝑡 + 4 = 37
2𝑡 2 + 6𝑡 + 29 = 37 Simplify
2
2𝑡 + 6𝑡 + 29 − 37 = 37 − 37 Subtraction Property of Equality
2𝑡 2 + 6𝑡 − 8 = 0 Quadratic Equation
2
2𝑡 + 6𝑡 − 8 = 0
2
𝑡 2 + 3𝑡 − 4 = 0 Reduced Form
2
Factor: 𝑡 + 3𝑡 − 4 = 0
(t – 1) (t + 4) = 0 (t - 1) = 0 and (t + 4) = 0
t-1=0 t+4=0
t = 1 t = -4
Checking
Substitute the value of x to the original equation (𝑡 + 5)2 + (𝑡 − 2)2 = 37
If t = 1 If t = -4
2 2
(1 + 5) + (1 − 2) = 37 (−4 + 5)2 + (−4 − 2)2 = 37
2 2
(6) + (−1) = 37 (1)2 + (−6)2 = 37
36 + 1 = 37 1 + 36 = 37
𝟑𝟕 = 𝟑𝟕 𝟑𝟕 = 𝟑𝟕

6 𝑥−3
3. Solve the rational equation 𝑥 + 4
= 2.
Solution:
LCD: 4x
6 𝑥−3
Multiply the LCD to the whole equation: 4𝑥 (𝑥 + 4
) = 4𝑥(2)
6 𝑥−3
4𝑥 (𝑥) + 4𝑥 ( ) = 8𝑥
4
24 + 𝑥 2 − 3𝑥 = 8𝑥
2
Rewrite to quadratic form: 𝑥 − 3𝑥 − 8𝑥 + 24 = 0 𝒙𝟐 − 𝟏𝟏𝒙 + 𝟐𝟒 = 𝟎
Factor: 𝒙𝟐 − 𝟏𝟏𝒙 + 𝟐𝟒 = 𝟎
20

Address: Macabulos Drive, San Roque, Tarlac City

Telephone No.: (045) 982-0374
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 Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

(x – 3) (x – 8) = 0 (x – 3) = 0 and (x – 8) = 0
x = 3 x=8
Checking
6 𝑥−3
Substitute the value of x to the original equation 𝑥 + 4
= 2.
If x = 3 If x = 8
6 3−3 6 8−3
3
+ 4 =2 8
+ 4 =2
3 5
2+0=2 4
+4=2
8
𝟐=𝟐 4
=2
𝟐=𝟐
2𝑥 5
4. Solve: 𝑥+1 = 2 − 2𝑥 .
Solution:
LCD: 2x (x + 1)
Multiply the LCD to the whole equation:
2𝑥 5
2𝑥(𝑥 + 1) (𝑥+1 = 2 − 2𝑥
)
2𝑥 5
2𝑥(𝑥 + 1) (𝑥+1) = 2𝑥(𝑥 + 1)(2) − 2𝑥(𝑥 + 1) (2𝑥)
4𝑥 2 = 4𝑥(𝑥 + 1) − 5 (𝑥 + 1)
4𝑥 2 = 4𝑥 2 + 4𝑥 − 5𝑥 − 5
4𝑥 2 − 4𝑥 2 − 4𝑥 + 5𝑥 = −5
𝒙 = −𝟓
Checking
2𝑥 5
Substitute the value of x to the original equation 𝑥+1
=2− 2𝑥
.
2(−5) 5
If x = -5, then −5+1 = 2 − 2(−5)
−10 5
−4
=2− −10
5 1
=2+
2 2
𝟏 𝟏
2 = 𝟐𝟐
𝟐

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=JWPj8u8WceQ
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

21

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LESSON 6. SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS AND RATIONAL

ALGEBRAIC EQUATIONS (Week 4)

Solving Problems Involving Quadratic Equations

Many word problems Involving unknown quantities can be translated to the
equation form in one variable, leading to a quadratic equation and two answers
are obtained. In some problems, a set of answers can be disregarded especially
when it comes to dimensions and other situations involving measurement.
In solving any word problems, there are steps to consider and I would like to suggest
the following:
1. Analyze the problem by reading it carefully until you understand it. On this stage
you should be able to identify the given and what is asked or the unknown in the
problem.
2. Represent the unknown or what is asked in the problem using a variable ( x or y).
3. Write the Equation using the variable for the unknown and decide what operation
to use.
4. Solve the equation formed using concepts learned and appropriate methods which
are applicable.
5. Check your answers.
In short, just remember the word ARESC (Analyzation, Representation, Equation,
Solution and Checking).
Illustrative Examples
1. If the square of a number is added to three times the number the sum is 108.
Find the number.
Solution:
Given: 108 as the sum of the square of a number which is added to three times the
number
Asked: The number
Representation: Let x be the number.
Equation: the square of a number is added to three times the number the sum is 108

𝑥 2 + 3𝑥 = 108
2
Solution: 𝑥 + 3𝑥 − 108 = 0
(𝑥 + 12)(𝑥 − 9) = 0
𝑥 + 12 = 0 𝑜𝑟 𝑥 − 9 = 0
𝑥 = −12 𝑜𝑟 𝑥 = 9 Therefore, the number is -12 or 9
Checking:
Substitute the values of x to the original equation 𝑥 2 + 3𝑥 = 108.
If x = -12 If x = 9
22

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(−12)2 + 3(−12) = 108 (9)2 + 3(9) = 108

144 − 36 = 108 81 + 27 = 108
𝟏𝟎𝟖 = 𝟏𝟎𝟖 𝟏𝟎𝟖 = 𝟏𝟎𝟖
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 4𝑚
longer than its with and the area is 96𝑚2. What will be the length and the width of
the billboard?
Solution:
Given: length which is 4m longer than the width and Area is 96𝑚2
Asked: length and width of the billboard
Representation: Let x be the width and x + 4 be the length

Equation: Area of a rectangle = length (width)

A = lw or lw = A (𝑥 + 4)(𝑥) = 96 𝑥 2 + 4𝑥 − 96 = 0
Solution: 𝑥 2 + 4𝑥 − 96 = 0
(𝑥 − 8)(𝑥 + 12) = 0
𝑥 − 8 = 0 𝑜𝑟 𝑥 + 12 = 0
𝒙 = 𝟖 𝑜𝑟 𝑥 = −12 (discarded because it is negative)
3.

The width which is x = 8 cm while the length which is x + 4 = 8 + 4 = 12 cm

Checking:
Substitute the values of x to the original equation (𝑥 + 4)(𝑥) = 96 .
(8+ 4) (8) = 96
96 = 96

3. A mason’s helper takes 4 hours more to pave a concrete pathway than it takes the
mason. The two worked together for 3 hours when the mason was called away. The
helper completed the job in 2 hours. How long would it take each to do the same job
working alone?
Solution:
Given: 3 hours as the time for the helper and the mason have worked together.
2 hours as the time for the helper to complete the job.
4 hours more as the time spent by the helper to pave a pathway than the mason
Asked: How long would it take each to do the same job working alone.
Representation: Let x be the number of hours it takes the mason to do the job alone.
x + 4 be the number of hours it takes the helper to do the job alone.
1
𝑥
= part of the job done by the mason in 1 hour
1
= part of the job done by the helper in 1 hour
𝑥+4
Equation: Since the mason worked for 3 hours and the helper for 5 hours to
complete the job, therefor:

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3 5
+ =1
𝑥 𝑥+4
Solution:
LCD: x (x + 4)
Multiply the whole equation by the LCD.
3 5
x (x + 4) + =1
𝑥 𝑥+4
3 (x + 4) + 5x = 𝑥 2 + 4x
3x + 12 + 5x = 𝑥 2 + 4x
𝑥 2 − 4𝑥 − 12 = 0
(x – 6) (x + 2) = 0
x – 6 = 0 and x + 2 = 0
x=6 x = -2 (discarded because it is negative)
The mason can do the job alone in 6 hours and the helper can do the job
alone in 10 hours.
Checking:
3 5
Substitute the values of x to the original equation + =1
𝑥 𝑥+4
3 5 1 5 1 1
+ =1 + =1 + =1 1=1
6 6+4 2 10 2 2

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=ANkqpCqSdcM&fbclid=IwAR0a-
61dHHVc8OAlqiQuJ9wwqXQHC6dLfJAoB_UoCZO2cKvJ9ed4pfj61J4
Reference Books: 1. Algebra II by Jose-Dilao, et al.
2. Intermediate Algebra by Mark Dugopolski
3. Mathematics Learner’s Manual, G-9

LESSON 7. ILLUSTRAING QUADRATIC INEQUALITIES (Week 5)

Quadratic Inequalities
An inequality involving a quadratic polynomial is called a quadratic inequality.
The solution of a quadratic inequality may be obtained using the principles of real
numbers and the properties of inequality.
Quadratic Inequalities can be of the following forms:
• 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 > 𝟎
• 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 < 𝟎 where, a, b, and c are real numbers and a ≠ 0.
• 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 ≥ 𝟎
• 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 ≤ 𝟎
24

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Illustrative Examples
Which of the following are quadratic inequalities? Why?
a. 𝑥 2 + 9𝑥 + 20 = 0; Not a quadratic Inequality because of the equal symbol.
b. 3𝑤 2 + 12𝑤  0; Quadratic Inequality because of the “is greater than or equal”
symbol and its highest degree is 2.
c. 4𝑥 2 − 25 = 0; Not a quadratic Inequality because of the equal symbol.
d. 2𝑡 2 < 21 − 9𝑡; Quadratic Inequality because of the “is lesser than” symbol and
at the same time its highest degree is 2.
e. 2𝑠 2 + 7𝑠 + 5 > 0; Quadratic Inequality because of the “is greater than”
symbol, its highest degree is 2 and follows the form ax2 +bx + c > 0.
f. 𝑚2 = 6𝑚 − 7; Not a quadratic Inequality because of the equal symbol.
g. 𝑟 2 + 10𝑟  − 16; Quadratic Inequality because of the “is lesser than or equal”
symbol and its degree is 2.
h. 15 − 6ℎ2 = 10; Not a quadratic Inequality because of the equal symbol.
i. 𝑥 3 + 7𝑥 + 12 > 0; Not a Quadratic Inequality because the highest degree is 3.
j. ( 𝑥 + 3)( 𝑥−4) > 0; Quadratic Inequality because when multiplied the highest
degree is 2. It uses the symbol “is greater than”.

You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=u3ZHn3L-q6w&list=PLZ3DDSti
_qGCszqKCDGEb4jIzYuxAsj2D&index=15&t=0s&fbclid=IwAR2iJzvs7EU8t
jPQ4FS_TFPPOxNEitFxPLQr51G-Jnr8xREqr18yKdILGPA&app=desktop
2. https://www.youtube.com/watch?v=u3ZHn3L-
q6w&list=PLZ3DDSti_qGCszqKCDGEb4jIzYuxAsj2D&index=14
Reference Books: 1. Intermediate Algebra by Mark Dugopolski
2. Mathematics Learner’s Manual, G-9

LESSON 8. SOLVING QUADRATIC INEQUALITIES (Week 5)

Solving Quadratic Inequalities

To solve 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.
Illustrative Examples
1. Find the solution set of x2 − x − 6 < 0.

25

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Solution: Change the inequality x2 − x − 6 < 0 to equality x2 − x − 6 = 0 to solve for x.

x2 − x − 6 = 0
(x + 2)(x − 3) = 0 Factor
(x + 2) = 0 and (x − 3) = 0 Apply the Zero Product Property
x + 2 = 0 and x – 3 = 0 Transpose the constant
x = -2 x=3
Plot the points corresponding to -2 and 3 on the number line.

Identify the three intervals: −∞ < 𝒙 < −𝟐, −𝟐 < 𝒙 < 𝟑, 𝟑 < 𝒙 < +∞ on the
number line to determine testing points to use.

−∞ < 𝒙 < −𝟐 −𝟐 < 𝒙 < 𝟑 𝟑 < 𝒙 < +∞

Choose any number from each of the intervals to use as testing point against the
inequality.
−∞ < 𝒙 < −𝟐 −𝟐 < 𝒙 < 𝟑 𝟑<𝒙<∞
Let x = -4 Let x = 1 Let x = 6
x2 − x − 6 < 0 x2 − x − 6 < 0 x2 − x − 6 < 0
2 2
(- 4) – (- 4) − 6 < 0 (1) – (1) − 6 < 0 (6)2 – (6) − 6 < 0
16 + 4 – 6 < 0 1 -1–6<0 36 - 6 – 6 < 0
14 < 0 (False) -6 < 0 (True) 24 < 0 (False)

x = -2 x=3
Substitute -2 to the inequality Substitute 3 to the inequality
x2 − x − 6 < 0 x2 − x − 6 < 0
(- 2)2 – (- 2) − 6 < 0 (3)2 – (3) − 6 < 0
4+2–6<0 9-3–6<0
0 < 0 (False) 0 < 0 (False)

Therefore, the inequality is true for any value of x in the interval −𝟐 < 𝒙 < 𝟑 and this
interval do not include -2 and -3.
The solution set of the inequality is { x ∣ −𝟐 < 𝒙 < 𝟑} and is shown in the number line
below. The unshaded/open circles are used in the graph to indicate that -2 and 3 are not part
of the solution set.

2. Solve for 2x2 – 5x ≤ 3.

Solution: Rewrite: 2x2 – 5x ≤ 3 to 2x2 – 5x -3 ≤ 0 following the form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 ≤ 𝟎.
26

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Factor: 2x2 – 5x -3 ≤ 0 as (2x + 1) (x – 3) ≤ 0

Case 1: (2x + 1) ≤ 0 and (x – 3) ≥ 0 Case 2: (2x + 1) ≥ 0 and (x – 3) ≤ 0
2x + 1 ≤ 0 and x – 3 ≥ 0 2x + 1 ≥ 0 and x – 3 ≤ 0
2x ≤ -1 and x ≥3 2x ≥ -1 and x ≤ 3
𝟏 𝟏
x≤− x ≥−𝟐
𝟐
No Solution There are Solution
𝟏
Solution Set: { x ∣ − ≤ 𝒙 ≤ 3}
𝟐
Graph of the Solution set:

Checking:
𝟏
Consider any number between − 𝟐 ≤ 𝒙 ≤ 3 as solution to 2x2 – 5x ≤ 3.
Let x = 1 Let x = 2
2
Substitute to 2x – 5x ≤ 3. Substitute to 2x2 – 5x ≤ 3
2
2(1) – 5(1) ≤ 3 2(2)2 – 5(2) ≤ 3
2–5≤3 8 – 10 ≤ 3
– 3 ≤ 3 TRUE – 2 ≤ 3 TRUE
𝟏
Consider any number lesser than − 𝟐 and greater than 3 as solution 2x2 – 5x ≤ 3.
Let x = -1 Let x = 4
Substitute to 2x2 – 5x ≤ 3. Substitute to 2x2 – 5x ≤ 3
2(-1)2 – 5(-1) ≤ 3 2(4)2 – 5(4) ≤ 3
2+5≤3 32 – 20 ≤ 3
7 ≤ 3 FALSE 12 ≤ 3 FALSE

3. Solve for x2 – 5x + 6 ≥ 0.
Solution: Case 1: x2 – 5x + 6 ≥ 0 Case 2: x2 – 5x + 6 ≤ 0
(x – 3) (x -2) ≥ 0 (x – 3) (x -2) ≤ 0
x – 3 ≥ 0 and x – 2 ≤ 0 x – 3 ≤ 0 and x – 2 ≥ 0
x≥3 x≤2 x≤3 x≥2
Solution Set: { x ∣ 𝟐 ≤ 𝒙 𝒐𝒓 𝒙 ≥ 3}
Graph of the Solution set:
• •

Checking:
Consider any number from 𝒙 ≤ 2 and 𝒙 ≥ 𝟑 as solution to x2 – 5x + 6 ≥ 0.
Let x = 1 Let x = 4
Substitute to x2 – 5x + 6 ≥ 0. Substitute to x2 – 5x + 6 ≥ 0
(1)2 – 5(1) + 6 ≥ 0 (4)2 – 5(4) + 6 ≥ 0
27

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1 -5 + 6 ≥ 0 16 -20 +6 ≥ 0
2 ≥ 0 TRUE 2 ≥ 0 TRUE
2
Consider any number between 𝟐 and 3 as solution of 2x – 5x ≤ 3.
𝟏 𝟓
Let x = 2 𝟐 or 𝟐
Substitute to x2 – 5x + 6 ≥ 0
𝟓 𝟓
(𝟐)2 – 5(𝟐) + 6 ≥ 0
𝟐𝟓 𝟐𝟓
𝟒
– 𝟐 +6≥0
𝟐𝟓 − 𝟓𝟎+𝟐𝟒
𝟒
≥0
𝟏
-𝟒≥0 FALSE

You may watch this video for more understanding.

1. https://www.youtube.com/watch?v=t54ccHYVhoo
Reference Books: 1. Intermediate Algebra by Mark Dugopolski
2. Mathematics Learner’s Manual, G-9
3. Open High School Program Module G-9

2. Mathematics Learner’s Manual, G-9

LESSON 9. SOLVING PROBLEMS INVOLVING QUADRATIC INEQUALITIES (Week 5)

Solving Problems Involving Inequalities

Some problems involving quadratics require solutions of not only quadratic
equations but also quadratic inequalities.
Illustrative Examples
1. Charlene’s daily profit P for selling x magazine subscriptions is determined by
2
P = -x + 80x – 1500. For what values of x is her profit positive?
Solution:
We can find the values of x for which P > 0 by solving a quadratic inequality:
-x2 + 80x – 1500 > 0
-1(-x2 + 80x – 1500 > 0) Multiply the inequality by -1
2
x - 80x + 1500 < 0 Reverse the sign when multiplying or dividing with -1
(x – 30) (x – 50) < 0 Factor
x < 30 and x < 50
x = 30 and x = 50 Equate to zero to plot on the number line
• •
Answer: The Profit is positive when the number of magazine subscriptions sold is greater
than 30 but less than 50.
28

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2. The profit P that a company earns for selling x number of toy cars can be modeled
by P = -25 x2 + 1000x – 3000. How many toy cars must be sold for a profit of at least Php 5000?

Solution:
Since the profit P has to be at least Php 5000, then we write the quadratic inequality as
-25x2 + 1000x – 3000 ≥ 5 000
-25x2 + 1000x – 3000 = 5000 Writing the related equation
-25( x2 - 40x + 120) = 5000 Factor out -25
2
x - 40x + 120 = -200 Dividing both sides by -25
x2 - 40x + 120 +200 = 0
x2 - 40x + 320 = 0 Simplifying
2
Solving x - 40x + 320 = 0 using the quadratic formula.
a = 1, b = - 40 and c = 320
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
−(−𝟒𝟎)±√(−𝟒𝟎)𝟐 −𝟒(𝟏)(𝟑𝟐𝟎)
=
𝟐(𝟏)
𝟒𝟎±√𝟏𝟔𝟎𝟎−𝟏𝟐𝟖𝟎
=
𝟐
𝟒𝟎±√𝟑𝟐𝟎
= 𝟐
𝒙 = 𝟐𝟖. 𝟗𝟒 𝒐𝒓 𝒙 = 𝟏𝟏. 𝟎𝟔

The range of possible values of x is 𝟏𝟏. 𝟎𝟔 < 𝒙 < 𝟐𝟖. 𝟗𝟒, so the solution set is
{12, 28} since we are talking about the number of toy cars.
To make a profit of at least Php 5000, at least 12 and at most 28 toy cars must be sold
by the company.

3. A stone is thrown upwards with a velocity of 30m/s from a height of 2 meters. For
what times is the height of the stone greater than 10 meters? Use height formula h = -16t2 +
v0t + h0 and round your answers to the nearest hundredths of a second.
Solution:
Given: v0 (initial velocity) = 30m/sec
h = 2m
Asked: t = time for the stone to have a height of 10 meters
Equation: h = -16t2 + v0t + h0
10 = -16t2 + 30t + 2 16t2 - 30t – 2 +10 =0 16t2 - 30t + 8 =0
Solution: By using the quadratic formula, a = 16, b = -30, and c = 8

29

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−𝒃±√𝒃𝟐 −𝟒𝒂𝒄 −(−𝟑𝟎)±√(−𝟑𝟎)𝟐 −𝟒(𝟏𝟔)(𝟖) 𝟑𝟎±√𝟗𝟎𝟎−𝟓𝟏𝟐 𝟑𝟎±√𝟑𝟖𝟖

𝒕= =
𝟐(𝟏𝟔)
=
𝟑𝟐
=
𝟑𝟐
𝟐𝒂
𝟑𝟎+√𝟑𝟖𝟖 𝟑𝟎−√𝟑𝟖𝟖
𝒕= = 𝟏. 𝟓𝟓𝒔 𝒐𝒓 𝒕 = = 𝟎. 𝟑𝟐𝒔
𝟑𝟐 𝟑𝟐
Answer: 0.32 s < t < 1.55 s (the time for the stone to have a height of 10 meters is
between 0.32 seconds and 1.55 seconds)

You may watch this video for more understanding

1. https://www.youtube.com/watch?v=SNMgQHNSAlw
Reference Books: 1. Intermediate Algebra by Mark Dugopolski
2. Mathematics Learner’s Manual, G-9
3. Open High School Program Module G-9

LESSON 10. MODELING REAL-LIFE SITUATIONS USING QUADRATIC FUNCTIONS (Week 6)

6)

Quadratic functions are more than algebraic curiosities—they are used in many
types of real-world situations in science, business, and engineering. The U-shape
of a parabola can describe the trajectories of a ball and of water jets in a fountain, determining
the height of a thrown object and in optimizing profit for businesses or be incorporated into
structures like the parabolic designs of bridges, architectural designs of buildings, amusing
rollercoasters and reflectors that form the base of satellite dishes and car headlights. See the
pictures below.

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A quadratic function is a function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 or 𝑓(𝑥) = 𝑎𝑥 2 +

𝑏𝑥 + 𝑐 where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐, are real numbers and 𝑎 ≠ 0 .
The domain of the quadratic function is the set of real numbers. The first term 𝒂𝒙𝟐 is
the quadratic term, the second term 𝒃𝒙 is the linear term and the last term 𝒄 is the constant
term

𝐴 = 𝑠 2 is a quadratic function where

𝑎 = 1, 𝑏 = 0 𝑎𝑛𝑑 𝑐 = 0. Its graph is not a
straight line, but a curve line called parabola. See
the figure on the right.

Many real-life situations can be modeled by using quadratic functions. Here are some
of them.
Illustrative Examples

1. A shot-put throw can be modeled using the

function 𝑓(𝑥) = −0.0241𝑥 2 + 𝑥 + 5.5 or the
equation 𝑦 = −0.0241𝑥 2 + 𝑥 + 5.5, where x is
the distance traveled (in feet) and y is the height
(also in feet). This function can answer the question,
How long was the throw?

2. A ball is thrown upward at 48 ft/s from a platform

that is 100 ft. high. Find the maximum height the
ball reaches and how long it will take to get there?
To answer this question, we are going to use the
equation that models an object being launched or
thrown which is ℎ = −16𝑡 2 + 𝑣 0 𝑡 + ℎ0 .

3. Henry is organizing a fundraising basketball tournament in their barangay. He plans to

charge Php 20 as entrance fee for each 80 players. He recently decided to raise the
entrance fee by Php 5 and 5 fewer players entered with the increase. How much would
Henry charge in order to maximize the income?

Now, you have seen how real-life situations are modeled by quadratic function and you may
solve them later on when you have already a full understanding on how to solve quadratic
functions at the end of this lesson.

31

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You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=He42k1xRpbQ
2. https://www.youtube.com/watch?v=E_0AHIaK48A
Reference Books: 1.Algebra II Functional Approach by Soledad Jose-Dilao,et
al.

3. Math 9 Ebook
LESSON 11. REPRESENTING by Orines
QUADRATIC FUNCTIONS (Week 6)

Quadratic functions may be represented by Table of Values, Graph and Equation.

A. TABLE OF VALUES
Illustrative Examples
1. This table shows a linear function. (Observe carefully)
(difference in x are equal )
*To find the difference, subtract
each term from its successor.
a. -1 – (-2) = 1 -1 + 2 = 1
b. 0 – (-1) = 1 0+1=1
c. 2 – 1 = 1

(difference in f( x) are equal )

2. This table shows a quadratic function. (Observe carefully)

(difference in x)

( first difference in f( x))

( second difference in f( x))

A linear function in a table of values shows that equal differences in x produce

equal differences in f(x).

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A quadratic function in a table of values shows that equal differences in x produce equal
second differences in f(x).
To get the common difference, always subtract each term in the table from its successor.
Can you now state how the two functions differ in terms of their respective table of
values?
B. GRAPH
Illustrative Examples
1. Given a table of values below, find the graph.

Solution:
To graph, plot the points from the
table of values or ordered pairs
on the Cartesian Plane and
connect the points to form a
straight line. The graph shows a
linear equation.

2. Sketch the graph of the given table below.

Solution:
To graph, plot the points from the
table of values or ordered pairs
on the Cartesian Plane and draw a
smooth curve through the points
to form the parabola. This graph
shows a quadratic function.

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At this point, you can now differentiate the graphs between linear functions and
quadratic functions through their graphs.

The graph of a linear function is a straight line.

The graph of a quadratic function is a smooth curve called parabola.

A. EQUATIONS
Quadratic functions can be represented through their equations;

1. The General Form of quadratic function is 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐,

are real numbers and 𝑎 ≠ 0

2. The Standard Form of quadratic function is 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌, where a, h and
k are real numbers and a ≠ 0. Because it contains the vertex (x – h), it is also called
the Vertex Form of a quadratic function.
Illustrative Examples
Which of the following are quadratic functions? Describe them.
1. 𝑓(𝑥) = −𝑥 + 7 6. 𝑘(𝑥) = 3𝑥 − 2
2. 𝑔(𝑥) = 𝑥 2 + 1 7. 𝑓(𝑥) = 2𝑥 2 − 3
3. 𝑑(𝑡) = 𝑟𝑡 8. 𝐺(𝑥) = 𝑥 2 − 2𝑥 − 5
4. 𝑓(𝑥) = 𝑥 3 − 2𝑥 + 5 9. 𝐻(𝑥) = 3𝑥 2
2
5. ℎ(𝑥) = 2 (𝑥 + 3) 10. J(𝑥) = 𝑒 𝑥
Solution:
Quadratic Functions Description Not Quadratic Functions
1. 𝑔(𝑥) = 𝑥 2 + 1 The degree is 2 even no linear 1. 𝑓(𝑥) = −𝑥 + 7
term
2. ℎ(𝑥) = 2 (𝑥 + 3)2 The degree is 2 even with no k. 2. 𝑑(𝑡) = 𝑟𝑡
3. 𝑓(𝑥) = 2𝑥 2 − 3 The degree is 2 even no linear 3. 𝑓(𝑥) = 𝑥 3 − 2𝑥 + 5
term
4. 𝐺(𝑥) = 𝑥 2 − 2𝑥 − 5 The degree is 2 and it is 4. 𝑘(𝑥) = 3𝑥 − 2
complete
5. 𝐻(𝑥) = 3𝑥 2 The degree is 2 even it has no 5. J(𝑥) = 𝑒 𝑥
linear and constant term

LESSON 12. TRANSFORMING QUADRATIC FUNCTIONS DEFINED BY y = ax2 + bx + c

INTO THE FORM Y = a(x – h)2+ K (Week 7-8)

We learned earlier that a quadratic function takes the form 𝒇(𝒙) = 𝒂𝒙𝟐 +
𝒃𝒙 + 𝒄, where a ≠ 0 and whose graph is a parabola.

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Today, let us learn how the quadratic function 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, a ≠ 0 can be
transformed to its vertex form which is 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌, where a, h and k are real
numbers and a ≠ 0. The vertex has coordinates (h, k).
Let us see first how the vertex form 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 is derived from the form
𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, and vice versa.
A. 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
𝒃
= 𝒂(𝒙𝟐 + 𝒙) + 𝒄 Factor out 𝒂 𝒊𝒏 𝒂𝒙𝟐 + 𝒃𝒙
𝒂
𝒃 𝒃𝟐 𝒃𝟐
= 𝒂(𝒙𝟐 + 𝒙 + ) + 𝒄 − (𝟒𝒂) Complete the square
𝒂 𝟒𝒂𝟐
𝒃 𝟐 𝟒𝒂𝒄− 𝒃𝟐
= 𝒂(𝒙 + ) + Simplify
𝟐𝒂 𝟒𝒂
−𝒃 𝟒𝒂𝒄− 𝒃𝟐
𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 Let h = and k =
𝟐𝒂 𝟒𝒂
B. 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
= 𝒂(𝒙𝟐 − 𝟐𝒉𝒙 + 𝒉𝟐 ) + 𝒌 Square the binomial
= 𝒂𝒙𝟐 − 𝟐𝒂𝒉𝒙 + 𝒂𝒉𝟐 ) + 𝒌 Simplify
−𝒃 −𝒃 −𝒃
= 𝒂𝒙𝟐 − 𝟐𝒂( )𝒙 + 𝒂( 𝟐𝒂 )𝟐 + 𝒌 Let h =
𝟐𝒂 𝟐𝒂

𝒃𝟐
= 𝒂𝒙𝟐 + 𝒃𝒙 + +𝒌 Simplify
𝟐𝒂
𝒃𝟐
𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 Let c =
𝟐𝒂

Illustrative Examples
1. Change 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟖𝒙 + 𝟓 into the form 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌.
Solution: 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟖𝒙 + 𝟓
= 2(𝒙𝟐 + 𝟒𝒙) + 𝟓 Factor
= 2(𝒙𝟐 + 𝟒𝒙 + 4) + 5 – 8 Complete the square
𝒇(𝒙) = 2(𝒙𝟐 + 𝟐)𝟐 − 𝟑 Factor and add
2. Transform 𝒇(𝒙) = -2(𝒙𝟐 + 𝟔)𝟐 − 𝟑
Solution: 𝒇(𝒙) = -2(𝒙𝟐 + 𝟔)𝟐 − 𝟑
= -2(𝒙𝟐 + 𝟏𝟐𝒙 + 𝟑𝟔) − 𝟑 Square the binomial
= -2𝒙𝟐 − 𝟐𝟒𝒙 − 𝟕𝟐 − 𝟑 Distributive property
𝒇(𝒙) = −𝟐𝒙𝟐 − 𝟐𝟒𝒙 − 𝟕𝟓 Addition property

You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=pf9LkX8hpTQ
Reference Books: 1. Advanced Algebra, Trigonometry and Statistics by Dilao
& Orines
2. Intermediate Algebra by Mark Dugopolski

35

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Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE

LESSON 13. GRAPHS OF QUADRATIC FUNCTIONS (Week 7-8)

Graph Of A Quadratic Function

The graph of a quadratic function, 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 where a ≠ 0 is a parabola
which opens either upward or downward. It has important characteristics which are necessary
to analyze, solve and predict real-life situations. Refer to the figure below:

Domain is the set of all possible values of x.

The domain of all quadratic functions is
all real numbers (-∞, +∞).
Range is the set of all possible values for y.
If f(x) ≥ k, then the range in interval notation
is [k,+∞) and if f(x) ≤ k, then the interval
notation of the range is (−∞,k].
x -intercepts are the points on the parabola
that crosses the x-axis where y = 0.
y-intercept is a point on the parabola that
crosses the y-axis where x = 0.
Axis of Symmetry is an imaginary line through
the graph of a parabola that passes through
line x = h at the vertex and divides the graph
into two congruent halves. Each side of the
parabola is a reflection of the other side.
−𝑏 4𝑎𝑐− 𝑏2
Vertex (h,k) is the point whose coordinates are ( 2𝑎 , 4𝑎 ) on the parabola where the
graph changes direction. When the parabola opens downward and a < 0 it attains its maximum
value or minimum value when a > 0.

The direction of the opening of the parabola is determined by the vertex of the quadratic
function (h,k), when the range is y ≥ 𝑘, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑔𝑟𝑎𝑝ℎ 𝑜𝑝𝑒𝑛𝑠 𝑢𝑝𝑤𝑎𝑟𝑑 and when the range
is y ≤ 𝑘, 𝑡ℎ𝑒𝑛 𝑡ℎ𝑒 𝑔𝑟𝑎𝑝ℎ 𝑜𝑝𝑒𝑛𝑠 𝑑𝑜𝑤𝑛𝑤𝑎𝑟𝑑.

Illustrative Example

1. Determine the important characteristics of the graph of the given quadratic function.

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Domain: The set of all Real Numbers, (-∞, +∞)

Range: y ≥ -1
Direction of the Opening: Opens Upward since y > k.

2. Find the coordinates of the vertex, axis- of symmetry, the point where it attains its
minimum or maximum value of 𝒇(𝒙) = 𝒙𝟐 + 𝟒𝒙 + 𝟑 and change the function in the
form 𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌.

Solution: a = 1, b = 4 and c = 3
−𝑏 4𝑎𝑐− 𝑏2 −4 4(1)(3)− 42 −4 12− 16
Vertex: (h, k) = ( , )=( , )=( , )
2𝑎 4𝑎 2(1) 4(1) 2 4
= (-2, -1)
−𝑏 −4 −4
Axis of Symmetry: x = h , h = = = = -2
2𝑎 2(1) 2
Minimum value is attained at ( -2, -1) which is the vertex and it satisfy a > 0.
𝒇(𝒙) = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
= 𝟏(𝒙 − (−𝟐))𝟐 + (−𝟏)
𝒇(𝒙) = (𝒙 + 𝟐)𝟐 − 𝟏
𝒇(𝒙) = 𝒙𝟐 + 𝟒𝒙 + 𝟑 𝒇(𝒙) = (𝒙 + 𝟐)𝟐 − 𝟏

3. Determine the vertex, axis of symmetry, x-intercepts, y-intercepts, domain and range
of the given graph on the right.

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Solution:
Vertex: (3,1)
Axis of Symmetry: 3
x- intercept: None because the graph
does not pass through the x-axis.
y-intercept: (0, 7)
Domain: The set of all Real numbers or
(-∞, +∞).
Range: y ≥ 1

You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=UVWTK8P86to
2. https://www.youtube.com/watch?v=KRwb4YhQPwA
Reference Books: 1. Advanced Algebra, Trigonometry and Statistics by
Dilao & Orines
2. Intermediate Algebra by Mark Dugopolski

ANALYZING A QUADRATIC GRAPH

We can use the graph of a parabola to analyze and estimate its components.
Illustrative Example
1. Use the graph of f(x) on the right to estimate the following?
• For what x-values is the curve increasing?
decreasing? (Write your answer as inequalities)
The curve is increasing for x < 2.
The curve is decreasing for x > 2.
• Vertex: ( 2, 4)
• Is the vertex the minimum or maximum value?
Maximum because the parabola opens
downward
• x-intercept: (0, 0) and (4, 0)
• y-intercept: (0, 0)
• axis of symmetry: x = 2
• Reflection of the y-intercept: (4, 0)
• f(5): - 5
• What x-values will make f(x) = 3? x = 1
• Domain: All real numbers
• Range: y ≤ 4 since the graph opens downward.
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2. Use the graph of f(x) on the right to estimate the following?

• For what x-values is the curve increasing
and decreasing? (Write your answer as
inequalities)
The curve is increasing for x > -4.
The curve is decreasing for x < -4.
• Vertex: ( -4, -4)
• Is the vertex the minimum or maximum
value? Minimum because the parabola
opens upward
• x-intercept: (-2, 0) and (-6, 0)
• y-intercept: (0, 12)
• axis of symmetry: x = -4
• Reflection of the y-intercept: (-8, 12)
• f(-8): -12
• What x-values will make f(x) = 5? x = -1
• Domain: All real numbers.
• Range: y ≥ - 4 since the graph opens
upward.

LESSON 14. ANALYZING THE EFFECTS OF CHANGING THE VALUES OF a, h, and k IN THE
EQUATION y = a (x – h)2 + k OF A QUADRATIC FUNCTION ON ITS GRAPH (Week 7-8)

After knowing the important characteristics of the graphs of quadratic

functions, you are now ready to analyze the effects of the changing values of a, h,
and k in the equation y = a(x – h)2 + k or f(x) = a(x – h)2 + k of a quadratic functions
on its graph.
In this lesson, we will take a close look at the vertex form and see how the constants a,
h and k affect the graph of the function.
Bear in mind the following questions: “What are the important characteristics of the
graphs of quadratic functions? How are these used to analyze, solve, and predict real-life
situation?”
A. The Effects of h and k to the graph of a quadratic function f(x) = a (x – h)2 + k.
Illustrative Examples
Focus on k in f(x) = x2 + k or f(x) = (x2 + 0) + k
I. In these functions, we are considering how a positive k-value changes the
graph of a basic quadratic function. What is the effect of a positive k-value on
the graph?
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1. 2. 3.

f(x) = x2 f(x) = x2+ 3 f(x) = x2+ 5

Vertex: (0, 0) Vertex: (0, 3) Vertex: (0, 5)
The positive k- value shifts each graph UP.
II. In these functions, we are considering how a negative k-value changes the graph of a
basic quadratic function. What is the effect of a negative k-value on the graph?

1. 2. 3.

f(x) = x2 f(x) = x2 - 2 f(x) = x2 - 5

Vertex: (0, 0) Vertex: (0, - 2) Vertex: (0, - 5)
The negative k- value shifts each graph DOWN.
In the vertex form f(x) = a ( x – h)2 + k , the value of h seems confusing.
Consider the expression x – h and how the value of h appears when the expression has
been simplified. If h = 1, we have x – 1 and if h = -1, we have x – (-1) resulting to x + 1.
Focus on h in f (x) = (x – h)2
I. In these functions below, we are considering how positive h-value changes the graph
of a basic quadratic function. What is the effect of a positive h-value on the graph?
1. 2. 3.

f(x) = x2 f(x) = (x – 3)2 f(x) = (x – 5)2

Vertex: (0,0) Vertex: (3,0) Vertex: (5,0)
40

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The positive h-values shifts each graph to the LEFT.

II. In these functions, we are considering how negative h-value changes the graph of a basic
quadratic function. What is the effect of a positive h-value on the graph?

1. 2. 3.

f(x) = x2 f(x) = (x + 2)2 f(x) = (x + 5)2

Vertex: (0,0) Vertex: (-2,0) Vertex: (-5,0)
The negative h-values shifts each graph to the RIGHT.

Focus on h in f (x) = a(x – h)2 + k, where a = 1.

Given the graphs of the following functions, find the vertex of the parabola.

1. 2. 3.

f(x) = x2 f(x) = (x – 4)2 + 3 f(x) = (x + 5)2 + 2

h = 0, k = 0, Vertex: (0,0) h = _, k = _, Vertex: ____ h = _, k = _, Vertex: ____
From the vertex form of the quadratic f(x) = a (x – h)2 + k where a = 1, the vertex of the
parabola (h, k) can be read directly.
In the graph of the quadratic function in the vertex form f(x) = a (x – h)2 + k, the
horizontal shifting of the parabola to either left or right depends on the value of h;
while the vertical shifting of the parabola to either up or down depends on the
value of k . The vertex of the parabola can be read directly from the vertex form of the quadratic
f(x) = a (x – h)2 + k where the vertex = (h, k).
B. The Effects of a to the graph of a quadratic function f(x) = a (x – h)2 + k.

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Observe:
1. Does the value of a affect the vertex of the graph? (Yes or No)
2. What happened to the width of the parabola as the ∣a∣ (absolute value) increases?
(Narrower or Wider)
3. What happened to the width of the parabola as the ∣a∣ (absolute value) decreases?
(Narrower or Wider)
4. What is the effect of a positive a-value to the graph? (Opens Upward or Downward)
5. What is the effect of a negative a-value to the graph? (Opens Upward or Downward)
Graphs of f(x) = a(x – h)2 + k, where a > 1

1. 2. 3.

f(x) = ( x + 2)2 -5, a = 1 f(x) =2( x + 2)2 -5 f(x) =10( x + 2)2 -5

Vertex: ( __,__) Vertex: ( __,__) Vertex: ( __,__)
As the ∣a∣ (read as absolute value of a) increases, the width of the graph
becomes narrower and a positive a-value makes the parabola opens upward.

Graphs of f (x) = a(x – h)2 + k, where a < 1.

1 2. 3.

f(x) = ( x - 4)2 + 3, a = 1 f(x) = -2( x - 4)2 + 3 f(x) = -10( x - 4)2 + 3,

Vertex: ( __,__) Vertex: ( __,__) Vertex: ( __,__)

As the ∣a∣ (read as absolute value of a) decreases, the width of the graph becomes
narrower and a negative a-value makes the parabola opens downward.
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LESSON 15. DETERMINING THE EQUATION OF A QUADRATIC FUNCTION (Week 9)

To determine the equation of a quadratic function from a table of values, we

need to consider the form 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 and solving system of quadratic
equations.
Illustrative Examples
a. Given the table of values,
what is the equation?

Solution: 1. Form a system of linear equations by choosing three ordered pairs from the table
of values.
x f(x) 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 Resulting Equation
0 1 𝟏 = 𝒂(𝟎)𝟐 + 𝒃(𝟎) + 𝒄 𝟏 = 𝒄 or 𝒄 = 𝟏
1 3 𝟐 𝟑 = 𝒂 + 𝒃 + 𝒄 or
𝟑 = 𝒂(𝟏) + 𝒃(𝟏) + 𝒄
𝒂+𝒃+𝒄=𝟑
-1 3 𝟑 = 𝒂(−𝟏)𝟐 + 𝒃(−𝟏) + 𝒄. 𝟑 = 𝒂 − 𝒃 + 𝒄 𝒐𝒓
𝒂−𝒃+𝒄=𝟑

From the resulting equations we need to find a, b and c using system of linear
equations.
𝒄=𝟏 Resulting equation 1
𝒂+𝒃+𝒄=𝟑 Resulting equation 2
𝒂+𝒃+𝟏=𝟑 Substitute c with 1
𝒂 + 𝒃 + 𝟏 + (−𝟏) = 𝟑 + (−𝟏) Addition Property of Equality
𝒂+𝒃=𝟐 Resulting equation 4
𝒂−𝒃+𝒄=𝟑 Resulting equation 3
𝒂−𝒃+𝟏=𝟑 Substitute c with 1
𝒂 − 𝒃 + 𝟏 + (−𝟏) = 𝟑 + (−𝟏) Addition Property of Equality
𝒂−𝒃=𝟐 Resulting equation 5
𝒂+𝒃 = 𝟐 Resulting equation 4
𝒂−𝒃=𝟐 Resulting equation 5
𝒂−𝒃=𝟐 Resulting equation 5
𝒂−𝒃+𝒃=𝟐+𝒃 Addition Property of Equality
𝒂=𝟐+𝒃 Resulting equation 6
𝒂+𝒃=𝟐 Resulting equation 4
𝟐+𝒃+𝒃 = 𝟐 Substitute a with 2 + b
𝟐 + 𝟐𝒃 = 𝟐 Adding similar terms
𝟐 + 𝟐𝒃 + (−𝟐) = 𝟐 + (−𝟐) Addition Property of Equality
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𝟐𝒃 𝟎
=𝟐 Division Property of Equality
𝟐
𝒃=𝟎
𝒂+𝒃=𝟐 Resulting equation 4
𝒂+𝟎=𝟐 Substitute b with 0
𝒂=𝟐
We found that 𝒂 = 𝟐, 𝒃 = 𝟎 and 𝒄 = 𝟏. So, we are going to substitute our a, b and c to
our quadratic function form, 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 resulting to 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟎𝒙 + 𝟏. Thus,
our final equation for our quadratic function is 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟎𝒙 + 𝟏.
b. Determine the equation of the quadratic function from the given table.
x -6 -5 -4 -3 -2 -1 0
y 6 3 2 3 6 11 18
Solution: Select three (3) ordered pairs and substitute each pair in the general equation
𝟐
𝒂𝒙 + 𝒃𝒙 + 𝒄 =y, forming three linear equations:
(0, 18) a(02) + b(0) + c = 18
c = 18 equation 1
2
(-3, 3) a(-3) + b(-3) + 18 = 3
9a – 3b = -15
3a – b = -5 equation 2
(-4, 2) a(-4)2 + b(-4) + 18 = 2
16a - 4b = -16
4a – b = -4 equation 3
Subtract equation 3 from equation 2: 3a – b = -5
4a – b = -4
-a = -1
a=1
Substitute the value of a in equation 2: 3(1) – b = -5
-b = -8
b=8
Since the values of a, b, and c are 1, 8 and 18 respectively, therefore the equation is
y = x2 + 8x + 18 or 𝒇(𝒙) = 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟖.
c. Find the equation of the quadratic function from the graph of the parabola.
Solution: Locate three (3) points from the graph
and follow the same procedure as in Examples a and b
to find the constants a, b and c. Substitute these values
of a, b and c in the general equation 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄,
a ≠ 0.

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(0, 1) a(02) + b(0) + c = 1

c=1 equation 1
2
(-1, 3) a(-1) + b(-1) + 1 = 3
a–b=2 equation 2
(1, 3) a(1)2 + b(1) + 1 = 3
a+b=2 equation 3
Subtract equation 3 from equation 2:
a–b=2
a+b=2 a–b=2
-2b = 0 a–0=2
b=0 a=2
Therefore, if a = 2, b = 0 and c = 1, then the equation is 𝒚 = 𝟐𝒙𝟐 + 𝟏 or 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟏
or 𝒇(𝒙) = 𝟐𝒙𝟐 + 𝟏.

The equation that describes a quadratic function can be determined by

identifying three points on its graph. The coordinates of the three points, if used
to replace the variables x and y in the equation 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, will result in a system of
three linear equations. From the system, the values of a, b and c can be used for the equation
of the function 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄, a ≠ 0 .
d: Find the equation of quadratic function f(x) with 5 𝑎𝑛𝑑 6 as its zeros.

In general, if the zeros are r1 and r2 we can express the quadratic function as
f(x) = (x – r1) ( x – r2) which results to f(x) = x2 – (r1 + r2) x + r1r2.

Consider the quadratic function f(x) = ax2 + bx + c. Solving for the zeros of f(x) means
𝑏 𝑐
equating it to 0. That is, ax2 + bx + c = 0 or x2 + x + = 0.
𝑎 𝑎
𝒃 𝒄
When f(x) = x2 – (r1 + r2) x + r1r2 is compared to f(x) = x2 + 𝒂x + 𝒂
this suggests that
𝑏 𝒄
– (r1 + r2) = 𝑎
and r1r2 = . This illustrates the relationships between the zeros and the
𝒂
coefficients of a quadratic function.
Solution: Zeros: r1 = 5 and r2 = 6
𝑏 𝒄
𝑎
= – (r1 + r2) and 𝒂
= r1r2
= -(5 + 6) = 5(6)
= -11 = 30
𝒃 𝒄
Therefore, if f(x) = x2 + x + , then the equation of the function is f(x) = x2 +(-11)x + 30
𝒂 𝒂
or f(x) = x2 -11x + 30.
45

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You may click the link to watch this video for more understanding.
1. https://www.youtube.com/watch?v=jLzkaJk0iZ0
Reference Book: 1. Algebra II Functional Approach by Soledad Jose-Dilao, Ed.
D., Fernando B. Orines and Susan D.C. Madali

LESSON 16. SOLVING PROBLEMS INVOLVING QUADRATIC FUNCTIONS (Week 9)

Quadratic functions help forecast business profit and loss, plot the course of
moving objects, and assist in determining minimum and maximum values. Most of
the objects we use every day, from cars to clocks, would not exist if someone,
somewhere hadn't applied quadratic functions to their design.
When solving a problem using a quadratic function it may be necessary to find the vertex
or to describe a section of the parabola.
Many real-life situations can be modeled by using quadratic functions. Here are some
of them.
Illustrative Examples
1. One hundred meters of wire is used to fence a rectangular garden. What dimensions of
the rectangular garden will maximize the area of the garden?

Solution:
Given: 100 meters of wire
Asked: The dimensions of the rectangular garden
Representation: Let x = be the width of the rectangle
50 – x = be the length of the rectangle since the formula for the
Perimeter of a rectangle is P = 2 ( l + w ) and by substitution 100 = 2 (l + w), so
by dividing both side by 2, we get 50 = l + w.
Solution: Since Area of the rectangle is A = lw.
A(x) = x ( 50 – x) = - x2 + 50x for Area is the quadratic function of the length.
𝒃 𝟓𝟎
The maximum value of A occurs when x = − 𝟐𝒂 , Thus, x = − 𝟐(−𝟏) = 25 m
So, the width which is x should be 25m and the length which is 50 – x should be
25m also. Therefore, the rectangle that gives the maximum area is a square with an
Area of 625 m2.

2. A shot-put throw can be modeled using the function 𝑓(𝑥) = −0.0241𝑥 2 + 𝑥 + 5.5 or
the equation 𝑦 = −0.0241𝑥 2 + 𝑥 + 5.5, where x is the distance traveled (in feet)
and y is the height (also in feet). This function can answer the question,
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How long was the throw?

The throw ends when the shot hits the

ground. The height y at that point is 0, so
set the equation equal to zero.

Solution:
𝑦 = −0.0241𝑥 2 + 𝑥 + 5.5 This equation is difficult to factor or
−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄 to complete the square, so we'll solve by
𝒙= applying the quadratic formula.
𝟐𝒂

0 = −0.0241𝑥 2 + 𝑥 + 5.5
−(1)±√(1)2 −4(−0.0241)(5.5)
x= 2(−0.0241)

−1±√ 1+ 0.5302
x= −0.0482

−1±√ 1..5302 Simplify.

x= .
−0.0482
−1− √ 1.5302 −2.237
x= = −0.0482 = 46.4 feet Find both roots
−0.0482

−1+ √ 1.5302 0.237

Therefore, the solution 46.4 feet, must
x= = −0.0482 = -4.9 give the distance of the throw.
−0.0482

The -4.9 cannot be a solution because

it is a negative.

3. A ball is thrown upward at 48 ft/s from a platform

that is 100 ft. high. Find the maximum height the
ball reaches and how long it will take to get there?
To answer this question, we are going to use the
equation that models an object being launched or
thrown which is ℎ = −16𝑡 2 + 𝑣0 𝑡 + ℎ0 .
Solution:
Given: 𝑣0 = 48 ft/s and ℎ0 = 100 ft

47

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Asked: Find the maximum height the ball reaches and how long it will take to get
there.
ℎ = −16𝑡 2 + 𝑣0 𝑡 + ℎ0
ℎ = −16𝑡 2 + 48𝑡 + 100 Substitute the initial velocity v0 = 48 and height h0 = 100.
h = -16(t2 – 3t) + 100 Factor
3 2 2 3 2
h + [-16(2) ] = -16[t – 3t + (2) ] + 100 Complete the square in the (t2 – 3t)
3 2 3
h – 16 (
2
)= -16[t2 – 3t +( )2] + 100
2
32
h-36 = -16(t - ) + 100 Express as a square of binomial
2
3
h = -16 (t - )2
+ 136 Simplify (You may use calculator)
2
Answer: 36 feet is the maximum height and 1.5 seconds is the time to reach the height
4. Henry is organizing a fundraising basketball tournament in their barangay. He plans to
charge Php 20 as entrance fee for each 80 players. He recently decided to raise the
entrance fee by Php 5 and 5 fewer players entered with the increase. How much would
Henry charge in order to maximize the income?

Solution:
Let x = be the number of price increases
Let f(x) = the total fund raised as a function of x
Fund raised equals fee times the number of entrants
f(x) = (20 + 5x) (80 – 5x)
= (20)(80) + (20)(-5x) + (5x)(80) + (5x)(-5x)
= 1600 -100x +400x -25x2
f(x) = -25x2 + 300x + 1600
𝑏
Use the formula for the axis of symmetry, x = − to find the x-coordinate which is
2𝑎
the number of increases.
𝑏 300 300
x=− = − = − =𝟔
2𝑎 2(−25) −50
Henry needs to have 6 increases. So the maximum entrance fee is 20 + 5(6) = Php 50.
Evaluate f(x) = -25x2 + 300x + 1600 using x = 6, in order to find the maximum income.
f(6) = -25x2 + 300x + 1600
= -25(6)2 + 300(6) + 1600
= -25(36) + 1800 + 1600
= -900 +3400
= 2500
Answer: The maximum fund/income to be raised will be Php 2500.

5. A projectile is launched from a point 40 meters above the ground. The height h from the
ground in meters after t seconds is given by the function ℎ(𝑡) = 40𝑡 − 5𝑡 2 . How
48

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many seconds after the launch will the projectile hit the ground?
Solution:
Let x = be the time for the projectile to hit the ground
At the ground level, the value of h is 0. Thus, the quadratic equation is,
ℎ(𝑡) = 40𝑡 − 5𝑡 2
0 = 40𝑡 − 5𝑡 2
0 = 5𝑡(8 − 𝑡) Factor
5𝑡 = 0 𝑜𝑟 (8 − 𝑡) = 0 Equate to zero (Zero Product Property)
𝑡 = 0 𝑜𝑟 8=𝑡
𝒕 = 𝟖 𝒔𝒆𝒄𝒐𝒏𝒅𝒔 is the time for the projectile to hit the
ground after launch. ( 𝑡 = 0 cannot be the answer since t
represents the time in seconds after the launch)

You may watch the following videos for more understanding.

1. https://www.youtube.com/watch?v=jLzkaJk0iZ0
Reference Book: 1. Advanced Algebra, Trigonometry and Statistics by Soledad
Jose-Dilao, Ed. D., Fernando B. Orines.
2. Open High School Program Module in Math G-9

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CONTENT WRITERS:

VALENTINE T. AGUILAR ROMEO P. AGULLANA AMELIA A. BONDOC

LYDIA L. BUSTOS RENELYN A. LLAPITAN CECILLE H. VILLAMAYOR

Reviewed by:

AUGUSTO L. BALLESTEROS DR. BOBBY P. CAOAGDAN

EPSvr - Math Secondary EPSvr – LRMDS

Recommended by:

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Chief-Education Supervisor – CID Asst. Schools Division Superintendent

APPROVED:

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