9

Mathematics
Quarter 1 – Module:
Week 5 to Week 9

Department of Education • Republic of the Philippines

Math – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Week 5 to Week 9
First Edition, 2020

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Published by the Department of Education

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Development Team of the Module

Authors: Evelinda E. Rebalde; Rosalino G. Soriano; Mary Rose K. Alcantara;
Eden Rose O. Mangaya; Digna B. Orden; Marlon C. De Mesa; and
Rosalyn G. Padicio
Editor: Marlon C. De Mesa
Reviewer: Digna P. Orden
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 9
Mathematics

Quarter 1 – Module 1:
Week 5 to Week 9

This instructional material was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].
We value your feedback and recommendations.
Introductory Message

To the facilitator.
Familiarize yourself on how to use this module. There are key words
that may help you with the module structure. See to it that you demonstrate
mastery of the competencies and be prepared for the thoughts and ideas that
students may ask. Always assess your students as to how you will support
them to finish this module with clear understanding of the lesson.

To the students
Take good care of this module. This contains discussion, exercises,
and activities that you need to accomplish and submit to your teacher in-
charge. You must have a pen and a notebook with you to take down notes as
your class and teacher go along with the module process. Always show
enthusiasm, determination, and willingness to learn in each class and feel free
to ask questions to your teacher during the discussion in this module.

To the parents.
This module aims to help your children learn at their own pace. It uses
language that can be easily understood by whoever is using it and as a
parent, it is our duty to show love and support to our child. Give them time
for learning and help them in any way possible so that they will achieve the
learning they deserve. If you have questions and clarifications regarding any
parts of this module, you may ask the teacher in charge to your child.
 What I Need to Know

CONTENT STANDARDS: The learner demonstrates an understanding of key concepts of

quadratic equations, inequalities, functions and rational algebraic equations.

PERFORMANCE STANDARDS: 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.

This module is divided into ten lessons, namely:

• Lesson 1: Illustrating quadratic inequalities.
• Lesson 2: Solve quadratic inequalities.
• Lesson 3: Solving problems involving quadratic inequalities.
• Lesson 4: Models real-life situations using quadratic function.
• Lesson 5: Represent a quadratic function using (a)table of values, (b) graph,
and (c) equations.
• Lesson 6: Transforming quadratic equation from general form into vertex form
and vice-versa.
• Lesson 7: Properties of quadratic function.
• Lesson 8: Transformation in graph of quadratic function.
• Lesson 9: Determining the quadratic equation using (a) table of values graph,
(b) graph, and (c) zeros.
• Lesson 10. Solve problems involving quadratic functions.

After going through this module, you are expected to:

• illustrate quadratic inequalities.

• Solve quadratic inequalities.
• Solve problems involving quadratic inequalities.
• Models’ real-life situations using quadratic function.
• Represent a quadratic function using (a)table of values, (b) graph, and (c)
equations.
• Transforms the quadratic function defined by y = ax 2 + bx + c into the form
y = a(x - h)2 + k.
• Graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola
• Analyzes 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.
• Determines the equation of a quadratic function given: (a) table of values;
(b) graph; (c) zeros.
• Solves problems involving quadratic functions.
 What I Know

Multiple choice: Read and understand each item carefully and choose the letter of
your correct answer.
1. What do you call an inequality that contains a polynomial of degree
one and it is a mathematical statement that makes use of inequality
symbols such as >, <, ≥, ≤ and ?
A. Linear Inequality C. Quadratic Inequality
B. Quadratic Equation D. Quadratic Function
2. What value of x makes the inequality x + 9  0 true?
A. x = 3 C. x = -9
B. x = 0 D. x = 9
3. What is the solution set of the inequality 3x -12 < 15 ?
A. x > 9 C. x < 9
B. x < 9 D. quadrant x ≥ 9
4. Which of the following is an example of quadratic inequality?
A. 𝑥 2 − 6𝑥 − 7 = 0 C. −2𝑥 2 + 8𝑥 − 4 < 0
B. 3𝑟 + 12 ≥ 0 D. (𝑦 + 3)2 ≤ 𝑦 2 − 10
5. Which of the following numbers is a solution to the inequality 2(𝑥 − 1)2 ≤ 0?
A. 0 C. 2
B. 1 D. -1
6. Which of the following points is a solution to the inequality, 𝑦 < 𝑥 2 ?
A. (0, 0) C. (−1, 1)
B. (1, 1) D. (4, 0)
7. Which of the following show a quadratic equation?
A. y= (x+2)2 C. y= 2x+2
B. y= x +2 D. y=2x
8. What are the roots of the equation 𝑥 − 400 = 0?
2

A.  20 C. ±√20
B.  400 D. no real solutions
9. Which of the following situation show parabolic scenario?
A. A basketball player shooting ball on the ring
B. A diver doing his tricks
C. A jeepney driver making a U-turn slot.
D. A Grab driver passing through a highway.
10. Which is not a quadratic equation?
A. x² + 9x + 20 = 0 C. m² = 6m - 7
B. 2x² + 7x + 5 > 0 D. 15 - 6x² = 10
11. Given g(x)= 2x² -x , what part of the quadratic function is equal to zero?
A. quadratic term C. constant term
B. linear term D. none of the above
12. Determine the value of a in the given function f(x) = -x² +5.
A. 1 C. 5
B. -1 D. -5
13. This refers to a set of two numbers that is used to locate a point in a
Cartesian plane?
A. Cartesian coordinate system C. Table of values
B. Ordered pair D. Origin
 14. Which of the following is a solution to the linear function y = 6x – 15?
A. (0, -15) C. (-2, 3)
B. (1, 7) D. (-3, 3)
15. How will you describe the opening of the graph of a quadratic function that
has a maximum value?
A. Graph that opens to the right C. Graph that opens to the left
B. Graph that opens upward D. Graph that opens downward
16. Where does the vertex of a quadratic function lie if 𝑦 = (𝑥 − 9)2 − 7?
A. Quadrant IV C. Quadrant II
B. Quadrant III D. Quadrant I
17. What would the equation for the new quadratic function be if it was vertically
shifted up 3 units from the function y = 4x2 + 2?
A. 𝑦 = 4𝑥 2 − 3 C. 𝑦 = 7𝑥 2 + 2
B. 𝑦 = 4𝑥 + 3
2
D. 𝑦 = 4𝑥 2 + 5
18. The sum of two numbers is 40. Find their greatest possible product.
A. 20 C. 200
B. 40 D. 400
19. The sum of two numbers is 29. Find the maximum possible product of the
two numbers.
C. 14.5 C. 210.5
D. 17.5 D. 213.5
20. What is the value of a, b, and c in the function 𝑦 = (𝑥 + 1)2 + 1?
A. a = 1, b = 2, c = 2 C. a = 2, b = 1, c = 2
B. a = 1, b = 1, c = 2 D. a = 1, b = 1, c = 1

WEEK 5
Lesson1
Illustrating Quadratic Equation

What’s In

An inequality is a statement that contains one of the symbols: >, <, , and
. It is a mathematical concept which states that two expressions are unequal. An
inequality compares two values showing if one is less than, greater than or simply
not equal to another value.

Solution set in an inequality is the value of the variable that makes the
mathematical statement true.
A number line is a line consists of signed number using integer value in
ascending order from left to right. The distances among the integer are equal.

Linear inequality is an inequality that contains a polynomial expression

and an inequality symbols.
 What’s New

❖ Commonly used symbols and figures in a number line

Inequality Symbol Point Line Interval Notation

>
( )
< Hollow Circle Broken or Dotted line
Parenthesis
Less than
Greater than (Non-included) (Non-included)
(Non-included)


[ ]
 Shaded Circle Solid line
Bracket
Greater than or equal to
Less than or equal to (Non-included) (Included)
(Included)

What is It

Quadratic inequalities are mathematical sentences that can be written in

any of the following forms: ax2 + bx + c > 0 , ax2 + bx + c < 0 , ax2 + bx + c ≥ 0
and ax2 + bx + c ≤ 0.

Solution set of quadratic inequalities are values of the variable/s that

makes quadratic inequalities true.

Quadratic Inequality in One Variable is an inequality that contains a

polynomial expression and one of the inequality symbols.
 If a, b, and c are elements of real number where a  0, then the quadratic
inequality in one variable is denoted by any of the following:
i. ax² + bx + c > 0, ax² + bx + c is greater than zero.
ii. ax² + bx + c < 0, ax² + bx + c is less than zero.
iii. ax² + bx + c  0, ax² + bx + c is greater than or equal to zero.
iv. ax² + bx + c  0, ax² + bx + c is less than or equal to zero.

Quadratic Inequality in Two Variables is an inequality that contains a

polynomial of degree 2 and one inequality symbol.

If a, b, and c are elements of real number where a  0, then the quadratic

inequality in two variables is denoted by any of the following:

y > ax² + bx + c, read as “y is greater than, ax² + bx + c”

y < ax² + bx + c, read as “y is less than ax² + bx + c”
y ≥ ax² + bx + c, read as “y is greater than or equal to ax² + bx + c”
y ≤ ax² + bx + c, read as “𝑦 is less than or equal to ax² + bx + c”

The graph of quadratic inequality is called parabola as shown below.

y > x2 + bx + c y  x2+bx+c y < x2 + bx + c y  x2 + bx + c

What’s More

Try it out!
Write the quadratic inequality in standard form given the values of a, b, and c and
the inequality to use.
1. a = 2, b = 4, c = 0, less than zero = ________________________________
2. a = 1, b = 3, c = -6, greater than zero = ________________________________
3. a = 4, b = -1, c = 9, greater than or equal to zero = ________________________
4. a = 5, b = 0, c = -2, less than or equal to zero = __________________________
5. a = 8, b = 0, c = 0, less than zero = ________________________________
 What I Have Learned

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 Sign > can be read as greater than
ax² + bx + c < 0 Sign < can be read as less than
ax² + bx + c > 0 Sign  means greater than or equal to
ax² + bx + c < 0 Sign  read means less than or equal to

Quadratic inequality in two variables - is an inequality that contains a polynomial

of degree 2 and can be written in any of the following forms.
y > ax² + bx + c read as y is greater than, ax² + bx + c
y < ax² + bx + c read as y is less than ax² + bx+ c
y ≥ ax² + bx + c read as y is greater than or equal to ax² + bx + c
y ≤ ax² + bx + c read as 𝑦 is less than or equal to ax² + bx + c

WEEK 5
Solve quadratic inequalities
Lesson2

What’s In
Multiplication Property of Inequality

𝑎>𝑏 implies 𝑎𝑐 > 𝑏𝑐 for any positive number c

but 𝑎𝑐 < 𝑏𝑐 for any negative number c

Solving linear inequality,

2𝑥 + 3 > 5
𝑥>1
Therefore, the solution set is all numbers greater than 1.

This is the graph that shows the solution for 2𝑥 + 3 > 5, which is 𝑥 > 1 or (1, +∞).

Quadratic Equation and Quadratic Inequality

To solve quadratic equation (𝑥 + 2)(𝑥 − 1) = 0, we have
𝑥+2=0 or 𝑥−1=0
i.e. 𝑥 = −2 or 𝑥=1
To solve quadratic inequality (𝑥 + 2)(𝑥 − 1) > 0, we can do this:
𝑥+2>0 or 𝑥−1>0
i.e. 𝑥 > −2 or 𝑥>1 ?
 Choose a few values of x that satisfy 𝑥 > −2 or 𝑥 > 1 and substitute each
value into (𝑥 + 2)(𝑥 − 1) to see if it is greater than 0. Are these the only possible
values? What can you say?

Quadratic Inequality (in one variable) is an inequality of the second degree involving
the symbol >, <, ≥, ≤, or ≠. It can be in any of the following forms.

a𝑥 2 + b𝑥 + c > 0 a𝑥 2 + b𝑥 + c ≥ 0

a𝑥 2 + b𝑥 + c < 0 a𝑥 2 + b𝑥 + c ≤ 0

where a, b, and c are real numbers and a ≠ 0.

Examples: Note: You can use any variable other than x.

a. 𝑥 2 + 2𝑥 > 15 d. −𝑟 2 + 2𝑟 ≥ 3
b. 2𝑥 2 + 5𝑥 + 2 < 0 e. t 2 ≤ 4
c. −2𝑥 2 + 8𝑥 − 4 ≠ 0

What’s New

Different Ways of Solving Quadratic Inequalities

The Case Method

This method suggests considering all possible cases involved in the given
inequality.

Example 1: Find the solution set of 𝑥 2 − 2𝑥 − 8 > 0.

Solution
First, express the quadratic inequality in factored form.

𝑥 2 − 2𝑥 − 8 > 0
(𝑥 + 2)(𝑥 − 4) > 0
For the product of (𝑥 + 2) and (𝑥 − 4) to be greater than 0, both must positive
or both must be negative. That is,

Case 1: 𝑥 + 2 > 0 and 𝑥 − 4 > 0 or Case 2: 𝑥 + 2 < 0 and 𝑥 − 4 < 0

Case 1: 𝑥+2> 0 and 𝑥−4 > 0 (i.e. both factors must be positive)
𝑥 > −2 and 𝑥>4
Note: The word “and” connotes intersection.
Thus, the intersection of graphs of 𝑥 > −2 and 𝑥 > 4 is shown below.

For x to satisfy both inequalities, 𝒙 > 𝟒 is the solution for Case 1.

Case 2: 𝑥+2< 0 and 𝑥−4 < 0 (i.e. both factors must be negative)
𝑥 < −2 and 𝑥<4
The intersection of graphs of 𝑥 < −2 and 𝑥 < 4 is shown below.

For x to satisfy both inequalities, 𝒙 < −𝟐 is the solution for Case 2.

If the word “and” connotes intersection, the word “or” connotes union.
Since either “Case 1 or Case 2” must be satisfied, the solution is
𝑥 < −2 or 𝑥 > 4.
This graph shows the solution for 𝑥 2 − 2𝑥 − 8 > 0, which is 𝑥 < −2 or 𝑥 > 4.

Answer can also be written in any of the following forms:

a. In set builder notation, {𝑥|−2 > 𝑥 > 4}.

“Set of x’s such that x is greater than 4 but less than -2.”

b. In interval notation, (−∞, −2) ∪ (4, +∞).

“Union of -2 going to negative infinity and 4 going to positive infinity.”

Example 2. Find the solution set of 𝑥 2 + 6𝑥 + 5 < 0.

(𝑥 + 1)(𝑥 + 5) < 0
For the product of (𝑥 + 1) and (𝑥 + 5) to be less than 0, one must be positive
and the other must be negative. That is,

Case 1: 𝑥 + 1 > 0 and 𝑥 + 5 < 0 or Case 2: 𝑥 + 1 < 0 and 𝑥 + 5 > 0

Case 1: 𝑥+1> 0 and 𝑥+5 < 0

𝑥 > −1 and 𝑥 < −5

The graphs of 𝑥 > −1 and 𝑥 < −5 show no intersection.

That is, the solution for Case 1 is an empty set (∅).

Case 2: 𝑥+1< 0 and 𝑥+5 > 0

𝑥 < −1 and 𝑥 > −5

The intersection of the graphs of 𝑥 < −1 and 𝑥 > −5 is shown in the below.
 This graph shows that the solution for Case 2 is (−5, −1) or −5 < 𝑥 < −1.
The union of the solution for Case 1 and the solution for Case 2 is,

∅ ∪ (−5, −1) = (−5, −1)

Therefore, the solution for 𝑥 2 + 6𝑥 + 5 < 0 are those values of x between −5

and −1, exclusively.

The Test Interval Method

Another method of solving quadratic inequality is by testing all possible

intervals by using a number bound on the said interval to satisfy the given inequality.
If it satisfies the given inequality, then that is the solution. Otherwise, it is not a
solution.

Example 1: Solve each quadratic inequality 2𝑥 2 − 9𝑥 < −4 .

Solution
Note: Before solving, make sure the given inequality is written in its general form.
Then factor them
2𝑥 2 − 9𝑥 < −4  2𝑥 2 − 9𝑥 + 4 < 0  (𝟐𝒙 − 𝟏)(𝒙 − 𝟒) < 𝟎
𝟐𝒙 − 𝟏 < 𝟎 or 𝒙−𝟒 < 𝟎
𝟏
𝒙< or 𝒙<𝟒
𝟐

1
Plot the points corresponding to and 4 on the number line.
2
1 1
The three intervals are: (−∞, 2 ), ( 2 , 4), and (4, +∞).

Note: The intervals are written in the form of “Interval notation.”

Test a number from each interval against the factored form of the inequality.
Then, the interval/s that satisfy the given inequality is the solution for that
inequality.

1
For (−∞, ), Let x = 0
1
For ( , 4), Let x = 1 For (4, +∞), Let x = 5
2 2

(2𝑥 − 1)(𝑥 − 4) < 0 (2𝑥 − 1)(𝑥 − 4) < 0 (2𝑥 − 1)(𝑥 − 4) < 0

[2(0) − 1](0 − 4) < 0 [2(1) − 1](1 − 4) < 0 [2(5) − 1](5 − 4) < 0
(−1)(−4) < 0 (1)(−3) < 0 (9)(1) < 0
4 < 0 (False) −3 < 0 (True) 0 < 0 (False)
 𝟏
Therefore, the solution set for 𝟐𝒙𝟐 − 𝟗𝒙 < −𝟒 is ( 𝟐 , 𝟒), and its graph is
shown below.

Example 2. Solve each quadratic inequality −3𝑥 2 + 5𝑥 ≤ −10 − 8𝑥.

−3𝑥 2 + 13𝑥 + 10 ≤ 0  (−𝟑𝒙 − 𝟐)(𝒙 − 𝟓) ≤ 𝟎

−𝟑𝒙 − 𝟐 ≤ 𝟎 or 𝒙−𝟓 ≤ 𝟎

−3𝑥 ≤ 2 or 𝒙≤𝟓
𝟐
𝒙 ≥ −𝟑

Note: If both sides are multiplied or divided by a negative number, reverse the
direction of the inequality symbol.
2
Plot the points corresponding to − 3 and 5 on the number line.

𝟐 𝟐
The three intervals are: (−∞, − ], [ − , 𝟓], and [𝟓, +∞).
𝟑 𝟑

Test a number from each interval against the factored form of the inequality.

2 2
For (−∞, − 3 ], Let x = -1 For [ − 3 , 5], Let x = 0 For [5, +∞), Let x = 6
(−3𝑥 − 2)(𝑥 − 5) ≤ 0 (−3𝑥 − 2)(𝑥 − 5) ≤ 0 (−3𝑥 − 2)(𝑥 − 5) ≤ 0
[−3(−1) − 2](−1 − 5) ≤ 0 [−3(0) − 2](0 − 5) ≤ 0 [−3(6) − 2](6 − 5) ≤ 0
(3 − 2)(−1 − 5) ≤ 0 (0 − 2)(−5) ≤ 0 (−18 − 2)(6 − 5) ≤ 0
(1)(−6) ≤ 0 (−2)(−5) ≤ 0 (−20)(1) ≤ 0
−6 ≤ 0 (True) 10 ≤ 0 (False) −20 ≤ 0 (True)
𝟐
Therefore, the solution set for −𝟑𝒙𝟐 + 𝟓𝒙 ≤ −𝟏𝟎 − 𝟖𝒙 is (−∞, − 𝟑] ∪ [𝟓, +∞),
and its graph is shown below.

Remember:
To check if some numbers is part of the solution or not. Substitute it to the
given inequality. If it satisfies the inequality, then the number is part of the solution.
If it doesn’t satisfy the inequality, then it is not part of the solution.
Example:

Are the following numbers solution to the inequality 𝑥 2 − 𝑥 − 6 ≤ 0?

a. 1 b. -3
Solution:

a. 𝑥2 − 𝑥 − 6 ≤ 0 ; 1 b. 𝑥2 − 𝑥 − 6 ≤ 0 ; -3

(1)2 − (1) − 6 ≤ 0 (−3)2 − (−3) − 6 ≤ 0

1−1−6 ≤ 0 9+3−6 ≤ 0

−6 ≤ 0 (True) 6≤0 (False)

Therefore, letter a is part of the solution and letter b is not part of the
solution to the inequality 𝑥 2 − 𝑥 − 6 ≤ 0.

What is It

Constructing table of values

b. 𝑦 ≤ 4𝑥 2 − 8𝑥 + 1
Write the inequality to its corresponding equation.

𝑦 ≤ 4𝑥 2 − 8𝑥 + 1 → 𝑦 = 4𝑥 2 − 8𝑥 + 1
Note: Use solid curved for the inequality ≤ (and also for ≥).
Construct table of values for x and y.

x −1 0 1 2 3

y 13 1 −3 1 13

Test the point (0, 0) which is outside the parabola.

𝑦 ≤ 4𝑥 2 − 8𝑥 + 1 ; (0, 0)

0 ≤ 4(0)2 − 8(0) + 1

0≤ 0−0+1
0 ≤ 1 (True)
Therefore, the points that satisfy the given inequality
are those outside the parabola.
 To verify whether some points is a solution or not. Substitute it to the given
inequality. If it satisfies the inequality, then the point is part of the solution (shaded).
If it doesn’t satisfy the inequality, then it is not part of the solution (unshaded).

Example:

Are the following points solution to the inequality 𝑦 ≤ 4𝑥 2 − 8𝑥 + 1?

a. (−1, 1) b. (1, 4)
Solution:

a. 𝑦 ≤ 4𝑥 2 − 8𝑥 + 1 ; (−1, 1) b. 𝑦 ≤ 4𝑥 2 − 8𝑥 + 1 ; (1, 5)

1 ≤ 4(−1)2 − 8(−1) + 1 4 ≤ 4(1)2 − 8(1) + 1

1≤ 4+8+1 4 ≤ 4−8+1
1 ≤ 13 (True) 4 ≤ −3 (False)
Therefore, letter a is part of the solution and letter b is not part of the
solution to the inequality 𝑦 ≤ 4𝑥 2 − 8𝑥 + 1.

What’s More

Directions: To reveal the name of the mathematician, determine which number is a

solution to the given quadratic inequality. Match your answer on the
decoder below in order to get the correct letter that will place on the
table provided below the picture.

“He is a Greek merchant and geometer who measured the height of the
Great Pyramid in Egypt using his ingenious method. His process of
indirect measurement is still used by surveyors and engineers.”

ANSWER:

1 2 3 4 5 6

1. (𝑥 + 1)(2𝑥 − 1) < 0 4. (𝑥 − 6)(𝑥 − 8) ≤ 0

2. (𝑥 + 3)(−1 − 𝑥) > 0 5. (𝑥 − 9)(−𝑥 + 11) > 0

3. (𝑥 − 1)(2𝑥 − 3) < 1 6. (−𝑥 + 14)(𝑥 − 15) ≥ 0

DECODER: 1 10 4 -2 7 14 0 -10
1. A E U H L S T C
 What I Have Learned

Quadratic Inequality (in one variable) is an inequality of the second degree

involving the symbol >, <, ≥, ≤, or ≠. It can be in any of the following forms.

a𝑥 2 + b𝑥 + c > 0 a𝑥 2 + b𝑥 + c ≥ 0

a𝑥 2 + b𝑥 + c < 0 a𝑥 2 + b𝑥 + c ≤ 0
where a, b, and c are real numbers and a ≠ 0.

Different Ways of Solving Quadratic Inequalities

a. The Case Method b. The Test Interval Method

Quadratic Inequality (in two variables) can be written in any of the following
forms.
𝑦 > a𝑥 2 + b𝑥 + c 𝑦 ≥ a𝑥 2 + b𝑥 + c

𝑦 < a𝑥 2 + b𝑥 + c 𝑦 ≤ a𝑥 2 + b𝑥 + c
where a, b, and c are real numbers and a ≠ 0.

Steps in Graphing Quadratic Inequalities

The solution set of quadratic inequalities in two variables can be determined
graphically.
1. Write the inequality as an equation.

2. Use any method in graphing which you may find easy to use like:
a. finding vertex and its intercepts; or

b. constructing table of values.

3. After graphing, use (0, 0) as test point to determine which part of the
parabola is solution (shaded part) or not solution (unshaded part).

4. Don’t forget to use broken or dotted curve for >, < and solid curve for ≥, ≤
in graphing the inequality.
 WEEK 5 Solving problems involving quadratic
Lesson3 inequalities

What’s In

Miscommunication is the root of almost every problem.

Think about it...As a student, you must master translating
mathematical phrase/sentence correctly then follow the
given steps... Be ready!!!

Steps in Solving Problems Involving Quadratic Inequalities

1. Read and understand the problem.

2. Determine what is asked in the problem

3. Represent the unknown by a variable

4.Write an inequality based on the condition given to the problem

5. Solve the obtained inequality

6. Check your answer. It must satisfy the condition given in the problem

What’s New

Let’s explore the following examples.

Example 1. The height of the ball above the ground after
it is kicked upward at 40 ft per second can be
modeled by the function h(x) = 40x - 16x2
where the height h(x) is given in feet and the
time x is given in seconds. At what time in its
flight is the ball within 15 feet of the ground?

Step 1:
Read the problem
Step 2:
We are asked to find the time(t) that a ball will be within 15ft. of the ground
Step 3:
Let t be the time that a ball is within 15ft of the ground
Step 4:
Since the ball must be within 15ft of the ground, the height can be
expressed as h(x)  15
Step 5: h(x)  15 Inequality
40x - 16x2  15 Substitute 40x - 16x2 to h(x) since h(x) = 40x - 16x2
40x - 16x2 -15  15 -15 Use Subtraction Property of Inequality
40x - 16x2 -15  0
40x - 16x2 -15 = 0 Express as quadratic equation in standard form
- 16x2 + 40x -15 = 0
16x2 - 40x -15 = 0 Since the left member of the equation is not
factorable, use the quadratic formula

− b  b 2 − 4ac 40  (40) 2 − 4(16)(15) 5 ± 2√10

x=  x=  𝑥= 4
2a 2(16)

x  0.46 ; x  2.04 These are the two boundary points and divide the
number line into three regions

Thus, x  0.46 x  2.04 A B C

Construct the testing point chart.

Test Interval Test Point Value 40x - 16x2  15 Result

Critical 40(0.46) - 16(0.46)2  15

0.46 False
value 15.01  15

Critical 40(2.04) - 16(2.04)2  15

2.04 False
value 15.01  15

A (−,0.46) 40 (0) - 16 (0)2  15

0 True
✓ 0  15

B 40(1) - 16(1)2  15
1 False
(0.46,2.04) 24  15
C (2.04,+) 40(3) - 16(3)2  15
3 True
✓ -24  15

The solution set of the inequality is x < 0.46 or x > 2.04.

Thus, the ball will be within 15 ft. of the ground before 0.46 seconds or after 2.04
seconds.

Step 6: If the ball hits the ground, therefore h(x)=0 or 40x-16x2 = 0. Using the
quadratic formula, x or the time that a ball will hit the ground is after 2.5seconds.
Example 2.
Leah has 40 feet of metal fencing material to fence three
sides of a rectangular garden. A tall wooden fence
serves as her fourth side. What are the possible
dimensions of the garden if it will give an area of atleast
150 square feet?

Step 1: Read and understand the problem.

Step 2: We are asked to find the possible dimensions

fence of the garden to be fenced using a 40 ft.
fencing material
Step 3: Let w be the width of the garden
and (40 -2x) be the length of the garden since the
x Area (40 - 2x) x x area of a rectangular garden is 40 sq. feet and
xxx there are 2 equal widths involved
Step 4: Area  (length) (width) or
40 - 2x (length) (width)  Area
(40 - 2x) (x)  150 since the area must
be at least 150 sq. ft.
Step 5: (40 - 2x) (x)  150
(40 - 2x) (x) = 150  write in the form of quadratic equation
-2x2 + 40x - 150 = 0  use distributive property and addition property
of equation
2x2 - 40x + 150 = 0  write in standard equation
x2 - 20x + 75 = 0  Divide both sides of the equation by 2
(x - )(x - 15) = 0  factor left member of the equation
x = 5; x = 15  these are the boundary points that divide the
number line into 3 regions
width = 5 width = 15
length = 40-2x length = 40 - 2x
= 40-2(5) = 40 - 2(15) A B C
length = 30 length = 10 not possible

Test Interval Test Point Value (40 - 2x) (x)  150 Result

(40 - 2(5)) (5)  150

x=5 ✓ 5 True
150  150
(40 - 2(1)) (1)  150
A ( (− , 5 1 False
38  150
(40 - 2(6)) (6)  150
B 5,15  ✓ 6 True
168  150
(40 - 2(16)) (16)  150
C 15,+ ) 16 False
128  150
The solution set is 5  x  15 .
Thus, the width can be 5 feet or more than 5 feet but less than 15 feet while
the length can be more than 10 feet but less than or equal to 30 respectively so
that the rectangular area will be 150 sq. ft. or larger than 150sq. feet.

Step 6: Substituting all the possible values, we can get area of 150 sq. ft or larger
than 150sq.ft. 15 feet is not possible for the width since the length will be
10 ft. It is not possible that the width is longer than the length.

What is It

Solve the problem below involving quadratic inequality.

I. The city government is planning to construct a new children's playground. It
wants to fence in a rectangular ground using one of the walls of a building. The
length of the new playground is 15-meter longer than its width and its area is
greater than the area of the old playground. Suppose the area is 2200m2.
What should be the area of the new playground?

Do you understand what have you What is asked in the given

read?I f yes, proceed to the next problem?
step. But if not, read it again and
try to visualize it. 1. ___________________________
2.

The length of the new playground is

If w represents the width of the new
15 meters longer than its width.
Hint: ( w - 15 ) or ( w + 15 ) ? playground, how would you
represent its length in terms of w?
2. ______________________________

Hint: The area is greater than 2200. What mathematical sentence

The area is the product of the length and would represent the given
the width situation?

3. _______________________________
 Use now the inequality to solve for the
possible solution set. Write here your
solution.
4. ____________________________________

Use a number line to know your

What are the dimensions of
solution set.
the new playground?
5. ______________________________
6. _____________________

What’s More

I. Try another one to improve more of your

problem solving ability.
II. Solve: The profit P that a small business earns
for selling x number of bicycle helmets can be
modeled by P(x) = -8x2 + 600x - 4200. How
many bicycle helmets must be sold to have a
profit of at least P6000?

1) Let x = ___________________________________________
2) 2) -8x2 + 600x - 4200 _____ 6000( Inequality )
3) 3) -8x2 + 600x - 4200 - 6000 = 0
− 8 x 2 600 x 10200
+ − =0
−8 −8 −8
_______________________ ____ = 0
− b  b 2 − 4ac
x=
2a
4. x  ____ x  ____

5. Answer: ___________________________________
 What I Have Learned

In solving problems involving quadratic inequalities.

1. Read and understand the problem.
2. Determine what is asked in the problem.
3. Represent the unknown by a variable.
4. Write an inequality based on the condition given in the problem.
5. Solve the inequality.
6. Check your answer if it satisfies the given condition.

WEEK 6 Models Real-life Situation Involving

Lesson4 Quadratic Function

What’s In

Have you ever wondered how parabolas exist in our everyday life?

Did you know?

✓ that a parabola has properties that make it useful in architecture for
decorative purposes and support system for the structures of buildings.
✓ that parabolic design is also useful for the structures of bridges and some
buildings for support.
✓ that parabola shapes are also useful in Science & Technology like the
satellite dishes, car headlights, plasma, speakers and others.
✓ that in sports, any object that is thrown in the air from one point to
another naturally follows a parabolic curve.
✓ that quadratic function can be modeled through parabolic images that
can be seen everywhere.

What’s New

In this module, you will encounter how quadratic function is represented in a

real- world application. You will discover how it exist is really exists around us every
day and it’s most common applications. Moreover, you will also deal with most
common applications. Here you will also realize that one of the most interesting
topics in Mathematics is quadratic function.
 Every quadratic function has a parabola as its graph. A parabola is a
symmetrical curve that can describe the path of a projectile and are defined with
variations on the equation y = x2 .
We usually appreciate arts and designs according to what is seen by our naked
eyes. Anything that forms U-shape means an art and it is parabolic.

In Science one type of problem involves objects is subjected to gravity. Their paths
are parabolas because “what goes up…. must come down.” which is seen on a
military tank use underwater. The parabolic reflection of a satellite dish to capture
transmission is another.

Engineers and Architect use symmetrical curve not only to create modern
structures of buildings but to solve problems on limited lot area and traffic jam. The
unique connection on water and land by not sucrificing existing structures is one of
the reasonable objective in a loop-skyway bridges.
 In Electronics & Electricity parabolic model is also used to connect different
wirings to follow for electrical supply freely.

Sports also shows parabolic motion. When objects are thrown like basketballs,
kicked like footballs. A diver jumped from a 20 feet high diving board. And see how
a ballerina doing an artistic point on arabesque. Isn’t beautiful?

Have you ever played angry birds, plants vs. zombies, clash of clans or any
mobile game that tries to destroy enemy fortress with various weapons? To win this
game your trajectory must be precise and land on its target. This trajectory of the
weapon is in parabolic motion. This parabolic motion is in the shape of the graph of
a quadratic function.
 What is It

Come to think of it, our environment is parabolic in nature. Have you ever
seen the captivating colors of the rainbow, the formation of two beautiful hills in
Bohol and the amazing fall of natural water coming from the mountains of Pagsanjan
Laguna?

What’s More

Practice Exercises.

A. Tell whether each given picture models parabola image. Write YES or NO to
your own answer sheet.

1. 3.

2.
 What I Have Learned

✓ Quadratic function can be modeled through parabolic images that can be seen
everywhere.
✓ Anything that shows U-shape is parabolic images.
✓ Every quadratic function has a parabola as its graph.
✓ A parabola is a symmetrical curve that can describe the path of a projectile.
✓ Parabolas are defined with variations on the equation y = x2.

WEEK 6 Represents Quadratic Function using (a)

Lesson5 table of values, (b) graph, and (c) equation

What’s In

We previously defined a linear function to be function of the form f(x) = mx +b.

Thus, we are now ready to extend the idea of first-degree equations to second degree
equations. This equation defines a quadratic function usually written as
f(x)= ax2 + bx + c. It is a second-degree equation for which the variable y is said to be
“quadratic” in the variable x.

A. The Difference between Linear Function and Quadratic Function

Linear Function Quadratic Function

✓ first degree equation ✓ second degree equation
✓ written in f(x) = mx + b ✓ written in f(x) = ax² + bx + c
✓ graph is a straight line ✓ graph is not straight line

B. Parts of a Quadratic Function

a. In f(x) = ax² + bx + c ; a, b, c are real numbers and a ≠ 0.
b. ax² is the quadratic term.
c. bx is the linear term.
d. c is the constant term.
 C. Identifying Quadratic Function

Let’s try this starting activity by drawing three (3) circles. Put the letter of the
given equation inside your diagram below where you think it’s belonged.
Where Do You Belong?
a. y = x² - 1 f. y = x³ + 1

b. y = x g. 2² + x = y
ᵡ
c. 2x² - 2x + 1= y h. y = 3 + 2x

d. 3x-1 + y =0 i. 3x + x² = y

e. y = (2x+3)(x-1) j. 2x (x-3) – y = 0

Quadratic Not Linear Nor Linear

Function Quadratic
Function

What’s New

Did you know?

That quadratic function plays a major role in studying the trends
of government economy.

1. The use of spreadsheet in teaching quadratic functions in senior

high school found effective.
2. The interpretation of graph is also one way of analyzing the flow
of economy.

Table of Values Interpreting the Graph

 What is It

❖ Quadratic Function is represented in different ways

a) equation
b) table of values
c) graph

Illustrative example#1
Consider the given quadratic function g(x)= x² +2x-1, represent the equation
using equation, table of values and construct a graph.
Solution:
A. Quadratic Function can be represented as Equation : y= x² +2x-1

✓ Represent the equation into table of values by assigning values to the

independent variable (x) such as 3, 2, 1. -1, -2, -3 and 0 as the
reference number.

x -3 -2 -1 0 1 2 3

✓ Substitute each value of “x” to solve the for y

y = x² +2x-1 y = x² +2x-1 y = x² +2x-1

y = (-3)² +2(-3)-1 y = (-2)² +2(-2)-1 y = (-1)² +2(-1)-1
y = 9-6-1 y =4-4-1 y =1-2-1
y =2 y =-1 y =-2

y = x² +2x-1 y = x² +2x-1 y = x² +2x-1

y = (0)² +2(0)-1 y = (1)² +2(1)-1 y = (2)² +2(2)-1
y = -1 y = 1+2-1 y = 4+4-1
y=2 y=7

y = x² +2x-1
y = (3)² +2(3)-1
y = 9+6-1
y = 14

B. Use these solutions of y’s to complete the table of values

x -3 -2 -1 0 1 2 3

y 2 -1 -2 -1 2 7 14
C. Plot the (8) ordered pairs to determine the graph of the quadratic function,
Using the table of values, plot each ordered pair and connect to form a smooth
curve describe as parabola.

g(x) = x2 +2x -1

ordered pairs: ( -3,2), (-2,-1), (-1,-2), (0,-1), (1,2), (2,7), (3,14)

Illustrative example #2

Use the quadratic function, f(x)=2x² to construct a table of values and graph.
Solution:
A. Equation y =2x2
B. Construct table of values
X -2 -1 0 1 2
y 8 2 0 2 8
y = 2x² y = 2x² y = 2x² y = 2x² y= 2x²
y = 2(-2)² y = 2(-1)² y = 2(0)² y = 2(1)² y = 2(2)²
y= 2(4) y =2(1) y =2(0) y =2(1) y =2(4)
y=8 y=2 y =0 y= 2 y=8

C. Graph of the quadratic function

f(x) = 2x2 ordered pairs (-2,8), (-1,2), (0,0), ( 1,2), (2,8)

Illustrative example #3
In quadratic function, equal differences in the independent variable x produce
equal second differences in the dependent variable y. Let us consider y = x 2 -4.
Solution:
Using the equation y= x2 -4
Differences in x 1 1 1 1 1 1

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

First Differences in y -5 -3 -1 1 3 5

Second Differences in y 2 2 2 2 2

What’s More

Practice Exercises.
A. Tell whether each given equation, table of values and graph, defines
C
quadratic function draw for YES and if it is NOT.
C
1. f (x) = x + 4x – 1
2

2. V
x -3 -2 -1 0 1 2 3

y 17 7 1 -1 1 7 17

3.
x -3 -2 -1 0 1 2 3

y -6 -4 -2 0 2 4 6

4. 5.

B. Represent the equation g(x) = x² +4x-1 as;

a. general form
b. table of values
c. graph
 What I Have Learned

✓ A quadratic function is defined by the equation f(x) = ax2 + bx + c,

where a, b and c are real numbers and a≠ 0.
✓ You can write f(x) = ax2 + bx + c to y = ax2 + bx + c , where variable y
is said to be “quadratic” in variable x.
✓ In y = ax2 + bx + c, ax2 is the quadratic term; bx is the linear term and
c is the constant term.
✓ There are three (3) ways to represent quadratic function thru; table of
values, graph or equation.

Transform the Quadratic Function defined

WEEK 7 & 8
by 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 into the form 𝒚 = 𝒂(𝒙 −
Lesson6 𝒉)𝟐 + 𝒌

What’s In

RECALL
Writing other form of equation to quadratic function by performing
algebraic manipulation.
Illustrative Examples:
1. -x²+8x=7-y 3. x²-y-1= 0 5. Y = -(x+1)² +3
y = x²-8x+7 - y =-x²+1 y = -(x² +2x+1) +3
y = x²-1 y = -x² -2x-1+3
y = -x² -2x+2

2. y = (x+2)² +1 4. y + 2= x(x-4)
y = (x²4x+4) +1 y + 2 = x² -4x
y = x²+4x+5 y = x² -4x -2

What’s New

What is you thought about Changing?

Here are some quotes about changes and transformation in life. Which among
these do you believe in?
 In Mathematics, one of the skills we learn which you probably not aware of is
the skill of transforming one mathematical equation to another and that is changing
to do problem solving. This module will teach you to how equations written in other
form used in solving real-life problems through mastering the skills in identifying
quadratic function and transforming into different forms.

What is It

The general form of writing a quadratic function is y = ax² + bx + c. Aside

from the general form, this module will introduce you to a more convenient way to
use when working on problems involving the vertex of the graph of a quadratic
function.
𝐲 = 𝐚 ( 𝐱 − 𝐡 )² + 𝐤
The standard form (vertex form)

−𝒃 𝟒𝒂𝒄 −𝒃²
where h= k=
𝟐𝒂 𝟒𝒂

Transforming vertex from y = a(x-h)² + k to general form y = ax² + bx + c.

Illustrative Example #1

a. Transforming general form y= x² -4x + 1 to vertex form

Solution:

y= x² -4x + 1
✓ Make sure your equation is written in general form
✓ Determine values of a, b and c
a= 1 b= -4 c= 1
✓ Use the formula for solving hand k.

𝟒(𝟏)(𝟏)−(−𝟒)²
k=
𝟒(𝟏)

y= 1 (x-2)2 -3
b. Transforming general form y= 3x² -4x + 1 to vertex form.
Solution:

y= 3x² -4x + 1
✓ Make sure your equation is written in general form
✓ Determine values of a, b and c

a= 3 b= -4 c= 1
✓ Use the formula for solving hand k.

12−16
k=
12
−4
k=
12
−1
𝟐
y= 3( x- )² -
𝟏 k=
𝟑 𝟑 3
 c. Transforming general form y = (x-1) (2x-3) to vertex form.
Solution:
y = ( x-1) (2x-3)
✓ Make sure your equation is written in general form (if not try to solve
algebraically)

y = ( x-1) (2x-3)
y = 2x2-5x +3
✓ Determine values of a, b and c
a= 2 b= -5 c= 3
✓ Use the formula for solving hand k.

−(−𝟓) 𝟒(𝟐)(𝟑)−(−𝟓)²
𝒉= 𝒌=
𝟐(𝟐) 𝟒(𝟐)

𝟓 𝟐𝟒−𝟐𝟓
𝒉= 𝒌=
𝟒 𝟖

−𝟏
𝟓 𝟐 𝟏 𝒌=
𝒚 = (𝒙 − ) − 𝟖
𝟒 𝟖

What’s More

Transforming vertex from to general form by completing square

Illustrative Example #3

a. Transform 𝑓 (𝑥) = 𝑥 2 − 4𝑥 − 10 to vertex form

𝑦 = 𝑥 2 − 4𝑥 − 10 Group together the terms containing x

𝑦 = (𝑥 2 − 4𝑥) − 10 Factor out a. Hence a=1

𝑦 = ( 𝑥 2 − 4𝑥 + 4 ) − 10 − 4 Complete the expression in parenthesis to

make it a perfect square trinomial by adding
−4
a constant ( 2 )² = 4 and subtracting the
same value from the constant term.

𝐲 = (𝐱 − 𝟐)𝟐 − 𝟏𝟒 Simplify and express the perfect square

trinomial as the square of a binomial.
 b. Transform 𝑓 (𝑥) = 3𝑥 2 − 4𝑥 + 1 to vertex form

𝑦 == 3𝑥 2 − 4𝑥 + 1
y = (3𝑥 2 − 4𝑥) + 1 Group together the terms containing x
4
𝑦 = 3(𝑥 2 − 3 𝑥) + 1 Factor out a. Here, a=3

2
4 2 2
𝑦 = 3 ⌊𝑥2 − 𝑥+( ) ⌉ + 1 − 3( )² Complete the expression in parenthesis
3 3 3
to make it a perfect square trinomial
by adding t2he constant.
3( 3 )² =3(3)² = 3(9) = 3
4 2 4 4
and
2
subtracting the same value from the
constant term.
4 4 4
𝑦 = 3 ⌊𝑥 2 − 𝑥 + ⌉ + 1 − ( ) Simplify and express the perfect square
3 9 3
trinomial as a square of binomial.
𝟐 𝟐 𝟏
𝒚 = 𝟑 (𝒙 − ) −
𝟑 𝟑

What I Have Learned

A quadratic function is defined by the equation written in two ways

general form; y= ax2 + bx + c or vertex form; y= a (x-h )² + k .
✓ In transforming an equation to any of the two form you need to solve
algebraically using FOIL method, distributive property and converting fractions to
it’s lowest term.
✓ In transforming general form to vertex form, we will use the formula for solving
−𝒃 𝟒𝒂𝒄 −𝒃²
h= and 𝑘=
𝟐𝒂 𝟒𝒂
✓ Another way in transforming general to vertex form is by solution of
completing square.

WEEK 7 & 8
Properties of Quadratic Function
Lesson6

What’s In

RECALL
We have learned from the previous modules what a quadratic function is
and how to present this through graph and equations. Now, let us recall some of
the terms that we are going to use in this module.
 Function is a relation, that is, for exactly one element in the set of the first
element (abscissa) there corresponds exactly on element in the set of the second
element (ordinate).

Type of Function

1. Linear Function is a function with a degree of 1. It is denoted by 𝑦 = 𝑎𝑥 +

𝑏, where a and b are elements () of real number ().

2. Quadratic Function is a 2nd degree function. It is denoted by 𝑦 = 𝑎𝑥 2 +

𝑏𝑥 + 𝑐, where a, b and c  .

Zeros of Quadratic Function is the solution in a quadratic function.

𝑅𝐼𝑆𝐸 ∆𝑦 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑦
Slope is the steepness of a line. 𝑆𝑙𝑜𝑝𝑒(𝑚 ) = 𝑅𝑈𝑁
= ∆𝑥 = 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑥

Table of Values organizes the first and second elements in table form.

If 𝑦 = 2𝑥 + 3, complete the table below using the values of x as -2, -1, 0, and 1.

x -2 -1 0 1 2
y -1 1 3 5 5
Use substitution method to solve for the value of y.
Solution for y when x = -2,

𝑦 = 2(−2) + 3 = −4 + 3 = −1  y = -1 coordinates: (-2, -1)

Solution for y when x = -1,

𝑦 = 2(−1) + 3 = −2 + 3 = 1  y=1 coordinates: (-1, 1)

What’s New

Have you ever played basketball, volleyball, tennis, badminton or any sports
that uses a ball? To become an MVP or a Champion in this sport you must have a
strong physique and mind. Your body must have a well coordination with the field,
your body, and the ball. Your trajectory must be precise and accurate to the position
you are aiming. This trajectory of the ball or movement of the ball is in a parabolic
motion. This parabolic motion is in the shape of the graph of a quadratic function,
the Parabola.
 What is It

Here are some terms that you may use in the discussion of our lesson for today.
Parabola is the shape of the graph of a quadratic function.

Properties of Quadratic Function

• Vertex is the coordinates of the maximum point or the minimum point in
a quadratic function.
• Equation of the axis of symmetry is the imaginary vertical line that divides
a quadratic function into two equal sets.
• y-intercept coordinates is the coordinates of the point in the parabola the
touches and crosses the y – axis.
• x-intercept coordinates is the coordinates of the point in the parabola that
touches and/or crosses the x – axis.
• Maximum point is the coordinates of the highest point in the parabola.
• Minimum point is the coordinates of the lowest point in the parabola.
• Maximum value is the y-coordinate in the maximum point.
• Minimum value is the y-coordinate in the minimum point.
• Domain is the set of all possible values of x in the graph.
• Range is the set of all possible values of y in the graph.

x-intercept x-intercept

y-intercept Vertex
Note: Arrow in a number line represents infinity (boundless).
 • The broken line is called the Axis of Symmetry.
• Thus the vertical line equation is called the Equation of the Axis of
Symmetry

• The boundary of the graph on the x – axis is called the Domain.

• The solid horizontal line shows no boundary. From negative infinity up to
positive infinity.

• The boundary of the graph on the y – axis is called the Range.

• The solid vertical line shows the boundary on the y-axis. From -4 up to
positive infinity.

What’s More

Example 1. a. Vertex: V(1,-4)

vertex

b. To know the equation of the axis of symmetry, draw a vertical line

along the vertex and then determine the equation of the line.
 Equation of the line is x = 1

It follows that the x-coordinate in

the vertex is the equation of the axis
of symmetry.

Equation of the axis of symmetry is

x = 1.

c. To determine the coordinates of the y-intercept, observe the point

on the graph where the graph intersects the y-axis.

y-intercept coordinates is (0, -3)

Usually y-intercept is denoted by b.

Thus, b = -3

y - axis

Note: x is always equal to zero in y - intercept

d. To determine the coordinates of the x-intercept, observe the point

on the graph where the graph intersects the x – axis.

x-intercept coordinates are

(-1, 0) and (3,0)

Usually x-intercept is denoted by a.

Thus, a = -1 and a = 3

x-intercept x-intercept

Note: y is always equal to zero in x – intercept.

e. Maximum/Minimum Point
Since the graph opens upward, we
have a minimum point at the vertex
coordinates.

Minimum point at (1, -4)

 f. Maximum/Minimum Value
Since we have a minimum point,
therefore we have a minimum value.

The minimum value is the

y-coordinate of the minimum point.

Minimum value is -4.

g. Domain
Set-builder Notation {𝒙|𝒙 ∈ 𝑹}

“Set of all x’s such that x is an

element of real numbers”

Interval Notation (−∞, +∞)

h. Range
Set-builder Notation {𝒚|𝒚 ≥ −𝟒}

“Set of all y’s such that y is greater

than or equal to -4”

Interval Notation [−𝟒, +∞)

Example 2. a. Vertex: V(-1,4)

vertex

b. To know the equation of the axis of symmetry, draw a vertical line

along the vertex and then determine the equation of the line.
 Equation of the line is x = -1

It follows that the x-coordinate in the

vertex is the equation of the axis of
symmetry.

Equation of the axis of symmetry is

x = -1.

c. To determine the coordinates of the y-intercept, observe the point

on the graph where the graph intersects the y-axis,

y-intercept coordinates is (0, 3)

Usually y-intercept is denoted by b.

Thus, b = 3

y - axis

Note: x is always equal to zero in y- intercept

d. To determine the coordinates of the x-intercept, observe the point

on the graph where the graph intersects the x – axis.

x-intercept coordinates are

(-3, 0) and (1,0)

Usually x-intercept is denoted by a.

Thus, a = -3 and a = 1

x-intercept x-intercept

Note: y is always equal to zero in x – intercept.

e. Maximum/Minimum Point

Since the graph opens downward, we

have a maximum point at the vertex
coordinates.

Maximum point at (-1, 4)

 f. Maximum/Minimum Value

Since we have a maximum point,

therefore we have a maximum value.

The maximum value is the

y-coordinate of the maximum point.

Maximum value is 4.

g. Domain

Set-builder Notation {𝒙|𝒙 ∈ 𝑹}

“Set of all x’s such that x is an

element of real numbers”

Interval Notation (−∞, +∞)

h. Range

Set-builder Notation {𝒚|𝒚 ≤ 𝟒}

“Set of all y’s such that y is less than

or equal to 4”

Interval Notation (−∞, 𝟒]

What I Have Learned

The properties of a quadratic function are the following:

a. Opening of the graph.
b. vertex.
c. equation of the axis of symmetry.
d. y-intercept.
e. x-intercept.
f. maximum/minimum point.
g. maximum/minimum value.
h. domain; and
i. range.
 WEEK 7 & 8 Transformation in Graph of Quadratic
Lesson8 Function

What’s In

RECALL
We have learned from our past lessons how to graph a parabola and
some models of it in real – life situation as well as the vertex form of the equation of
a quadratic function. Now, let us recall the following concepts.

Quadratic Function is a function with a degree of 2.

Quadratic Function in General Form is denoted by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where
a, b, and c are elements of real number, and a  0.
Example 1: 𝑦 = 3𝑥 2 + 5𝑥 + 7
Example 2: 𝑦 = −𝑥 2 + 𝑥 − 8
Quadratic Function in Vertex Form (Standard Form) is denoted by
𝑦 = 𝑎(𝑥 + ℎ )2 + 𝑘, where a, h and k are elements of real number,
a  0, and (h, k) as its vertex coordinates.
Example 1: 𝑦 = 6(𝑥 + 1)2 + 9
Example 2: 𝑦 = −(𝑥 − 4)2 − 5

Basic Quadratic Function is denoted by 𝑦 = 𝑥 2

Properties of Basic Quadratic Function (y = x 2)
1. Vertex: V(0, 0)
2. Equation of the axis of symmetry: x = 0
3. y-intercept: b = 0
4. x-intercept: a = 0
5. Minimum point: (0,0)
6. Minimum value: (0, 0)
7. Domain: (−∞, +∞)
8. Range: [0, +∞)

What’s New

Rook is a chess piece that moves horizontally or

vertically with steps as desired by a player. Just
like any other major piece it can move in this
manner. This movement is called translation. It is
one way of doing a transformation in a graph on
a Cartesian coordinate plane. Let’s explore more
about this transformation in graph of a quadratic
function.
 What is It

The following are terms that you may encounter as we go along with our
discussion of the lesson.
Parabola is the graph of a quadratic function.
Transformation of a Parabola is the movement and changes in the basic
quadratic function using the vertex form.
Translation of a Parabola is the movement of the parabola either
horizontally, vertically or both.
Reflection of a Parabola is the inverted image of the parabola.
Sliding of a Parabola is the movement of the parabola diagonally.
Stretching of a Parabola is the narrowing of the width of the parabola.
Compressing of a Parabola is the widening of the width of the parabola.

Translating to the left Translating to the right

Translating upward Translating downward Reflecting

Stretching Compressing

Transformation of the Graph of a Quadratic Function

The graph at the right is the
graph of the quadratic function 𝑦 = 𝑥 2
A. Translation
The parabola moves vertically, horizontally, or both.

1. Horizontal Translation 𝒚 = (𝒙 − 𝒉)𝟐 , where h  .

a. If h > 0, the graph of 𝑦 = 𝑥 2 moves h units to the left.

b. If h < 0, the graph of 𝑦 = 𝑥 2 moves h units to the right.

The graph of 𝑦 = 𝑥 2 moves 2 units to the left.

The new function is 𝑦 = (𝑥 + 2)2

The graph of 𝑦 = 𝑥 2 moves 4 units to the right.

The new function is 𝑦 = (𝑥 − 4)2

2. Vertical Translation 𝒚 = 𝒙𝟐 + 𝒌, where k  .

a. If k > 0, the graph of 𝑦 = 𝑥 2 moves k units to the upward.

b. If k < 0, the graph of 𝑦 = 𝑥 2 moves k units to the downward.

The graph of 𝑦 = 𝑥 2 moves 5 units to the upward.

The graph of 𝑦 = 𝑥 2 moves 3 units to the downward.

B. Reflection (𝒚 = −𝒙𝟐 )
The parabola is reversed or is inverted.

If a < 0, then the graph of 𝑦 = 𝑥 2 is reversed or is inverted.

C. Stretching
The width of the parabola is narrowing. The graph stretches.

If |𝑎| > 1, then the width of the graph of 𝑦 = 𝑥 2 gets narrower.

𝒚 = 𝒙𝟐 𝒚 = 𝟏𝟎𝒙𝟐 comparison

D. Compressing
The width of the parabola is widening.

If 0 < |𝑎| < 1, then the width of the graph of 𝑦 = 𝑥 2 gets widen. The graph
compresses.
𝟏
𝒚 = 𝒙𝟐 𝒚 = 𝟐 𝒙𝟐 comparison

Analyze the effect of changing the values of a, h, and k and describe the
transformation of the graph of quadratic function below.

The graph of the function 𝑦 = 𝑥 2 moves

7 units to the left and 9 units downward.

What I Have Learned

The following are effects of changing the values of a, h, and k in the

equation 𝑦 = 𝑎(𝑥 − ℎ )2 + 𝑘:

a. Changing the value of a determine that the graph opens upward or

downward.
b. Changing the value of h determine that the graph of 𝑦 = 𝑥 2 moves to h units
the left or right of the y-axis.
 c. Changing the value of k determine that the graph of 𝑦 = 𝑥 2 moves k units
up or down of the x-axis.
d. The graph of 𝑦 = 𝑥 2 stretches when a > 1.
e. The graph of 𝑦 = 𝑥 2 compresses when 0 < a < 1.

Determining the Quadratic Function Given

WEEK 9
the (a) table of values, (b) graph, and (c)
Lesson9 zeros

What’s In

Quadratic Function in Real life Situation.

Credit to the modification of Ferguson, 2020.

Almost any curve that rises and then falls, without any sudden change in slope, can
be approximated with a parabola. As you can see, they are "rising and falling, in
some simulations even multimodal, or skewed. Of course, this is still a simulation,
so a much more simplified distribution than what we could expect from actual data.
Are we going to “flatten the curve”? Based on the figure, how can you create a table,
find the equation of each quadratic function and give your complete analyzation of
the graph?

What’s New

Here are some terms that you may use in the discussion of our lesson for today.

A constant rate of change in x and y indicates a linear pattern.

Y – intercept can be used to determine the axis of symmetry of a quadratic
function.
Second Differences are useful in telling if a set of data is quadratic or not .
System of Linear Equations is a set or collection of equations that you deal
with all together at once.
Quadratic Function in General Form is denoted by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where
a, b, and c are elements of real number, and a  0.

Quadratic Function in Vertex Form (Standard Form) is denoted by

𝑦 = 𝑎(𝑥 − ℎ )2 + 𝑘, where a, h and k are elements of real number,
a  0, and (h, k) as its vertex coordinates.
Basic Quadratic Function is denoted by 𝑦 = 𝑥 2
Table of Values is a list of numbers that are used to substitute one variable,
such as within an equation of a line and other functions.
Graph is a diagram showing the relation between variable quantities.
Root of the equation is a value of x that satisfies the quadratic function
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Zeros of the Quadratic Function are the points where the graph of the
quadratic function crosses the x-axis.

What is It

Determining the Equation of A Quadratic Function

Given A Table of Values
Mathematical equations are essentially relationships. The numbers in a table are
often the x and y values that are true for a quadratic function, which means
the x and y values correspond to the coordinates of points on the function. So how
do we determine the equation of a quadratic function given a table of values.
Example 1: What is the equation of the quadratic function based on the table below?

Here are the steps to be followed:

Step 1: Find the second difference of the y values. Note: If the difference between
the x and y values are constant then it is a linear function. If the second
difference is constant then it is quadratic function.
Step 2: Find the constant, “c”. Here we need to substitute the value of x in the
general form of a quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, to determine the value
of c.

Substituting the first values on the general form of the quadratic function:

4 = 𝑎(0)2 + 𝑏(0) + 𝑐, we will have c = 4. Therefore, 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 4.

On the table, we will notice that the value of y which is equal to 4 appears twice. This
is because of the symmetric nature of the quadratic function.

Step 3: Create a pair of equations. Choose two ordered pairs then substitute it to
the equation 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 4.
If the ordered pair is (1, 10) If the ordered pair is (3, 10)

10 = 𝑎(1)2 + 𝑏(1) + 4 10 = 𝑎(3)2 + 𝑏(3) + 4

6= 𝑎+𝑏 (1st Equation) 6 = 9𝑎 + 3𝑏 (2nd Equation)

Step 4: Solve the pair of equations.

6= 𝑎+𝑏  Using MPE we have, −3[6 = 𝑎 + 𝑏]  −18 = −3𝑎 − 3𝑏 (New Equation)

Add the new equation from the 2 nd Equation
Substituting the value
6 = 9𝑎 + 3𝑏 (2nd Equation)
of a = −2 to the first
−18 = −3𝑎 − 3𝑏 (New Equation) equation 6 = a + b,
−12 = 6𝑎 6 = −2 + b
−2 = 𝒂 then b = 8.
Step 5: Write the equation of the quadratic function.

Since we now have the values of a = −2 b = 8 and c = 4, substitute these values to

the general form of the quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.

The equation of the quadratic function is 𝒚 = −𝟐𝒙𝟐 + 𝟖𝒙 + 𝟒.

Example 2: Derive the equation of the quadratic function from the table of values
on the right.

1st Differences: 6 8 10 12 14 16

2nd Differences: 2 2 2 2 2

Let the quadratic function be of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Where a, b and c are to be

determined. Let us consider any 3 ordered pairs (x, y) from the table. Let us take
(1, 5), (3, 19) and. (4, 29).
 Equation 1: 5 = a(1)2 + b(1) + c → 5 = a + b + c
Equation 2: 19 = a(3)2 + b(3) + c → 19 = 9a + 3b + c

Equation 3: 29 = a(4)2 + b(4) + c → 29 = 16a + 4b + c

We obtain a system of linear equations in 3 unknowns a, b and c.

Equation 1: 5 = a + b + c
Equation 2: 19 = 9a + 3b + c
Equation 3: 29 = 16a + 4b + c

(2) – (1) gives 14 = 8a + 2b or 7 = 4a + b (Equation 4)

(3) – (2) gives 10 = 7a + b (Equation 5)

(5) – (4) gives 3 = 3a so a = 1

Substitute the value of a = 1 to Equation 4 yields b = 3.
Substitute the values of a = 1 and b = 3 to Equation 1 yields c = 1.

Since we now have the values of a = 1 b = 3 and c = 1, substitute it to the general

form of the quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.

Determining the Equation of A Quadratic Function

Given A Graph
To determine the equation of a quadratic function, follow these easy steps below.
1. What is the opening of the parabola? What does it imply regarding the value of

a?
2. Identify the coordinates of the vertex.
3. Identify the coordinates of any point on the parabola.

4. In the vertex form of a quadratic function 𝑦 = 𝑎 (𝑥 − ℎ )2 + 𝑘, substitute the

coordinates of the point you have taken in the variables x and y and the x-
coordinates and y-coordinate of the vertex in place of h and k, respectively.
5. Solve for the value of a.

6. Get the equation of a quadratic function 𝑦 = 𝑎(𝑥 − ℎ )2 + 𝑘 by substituting the

obtained value of a and the x and y coordinates of the vertex in h and k
respectively.
Let’s study the graph below.

Solution:
The vertex of the graph of the quadratic function is (6, –4). The graph passes through
the point (8, 0). By replacing x and y with 8 and 0, respectively, and h and k with 6
and –4, respectively, we have

𝑦 = 𝑎(𝑥 + ℎ )2 + 𝑘

0 = 𝑎(8 − 6)2 + (−4)

0 = 𝑎(2)2 − 4
−4𝑎 = −4
a=1

Thus, the equation of the quadratic function is 𝒚 = (𝒙 − 𝟔)𝟐 − 𝟒 or 𝒚 = 𝒙𝟐 − 𝟏𝟐𝒙 + 𝟑𝟐.

Another graph to be analyzed.

Solution:

The vertex of the graph of the quadratic function is (–8, 4). The graph passes through
the point (–10, 0). By replacing x and y with –10 and 0, respectively, and h and k
with –8 and 4, respectively, we have

𝑦 = 𝑎(𝑥 − ℎ )2 + 𝑘

0 = 𝑎[−10 − (−8)]2 + 4

0 = 𝑎(−10 + 8)2 + 4
−4𝑎 = 4
a = –1

Thus, the equation of the quadratic function is 𝒚 = −(𝒙 + 𝟖)𝟐 + 𝟒 or 𝒚 = −𝒙𝟐 − 𝟏𝟔𝒙 − 𝟔𝟎.
Another illustrative example.
Solution:
The graph of the quadratic function passes
through the points (–7, 0) and (–3, 0). This means
the first root is X1 = 7 and the second root is X2 =
3. Multiplying the binomial factors using FOIL
method, we will have
(𝑥 − 7)(𝑥 − 3) = 0

𝑥 2 − 7𝑥 − 3𝑥 + 21 = 0

𝑥 2 − 10𝑥 + 21 = 0
Thus, the equation of the quadratic function is
𝒚 = 𝒙𝟐 − 𝟏𝟎𝒙 + 𝟐𝟏

Determining the Equation of A Quadratic Function

Given the Zeros of the Function
The factors we find by working backwards from the zeros are always of the form
"(variable) minus (the given zero)". Having a factor of "(variable) minus (value)" means
the same thing as having a solution of "(variable) equals (value)"; that is, if "x – a" is
a factor, then "x = a" is a solution, and vice versa. We use this fact to find quadratics
from their roots. Note: If the zeroes of the quadratic function are given, the equation
y = a(x – r1)(x – r2), where a is a any nonzero constant.
Example 1. Find the equation of the quadratic function with zeros 4 and –5.

If the zeroes are at x = 4 and at x = - 5, then, subtracting the factor equations

were x – 4 = 0 and x – (–5) = x + 5 = 0. Then the factors were x – 4 and x + 5. Any
factorable quadratic is going to have just two factors, so these must be them. Then
the original quadratic will be something like
y = (x – 4)(x + 5)
y = x2 – 4x + 5x – 20
y = x2 + x – 20
Therefore, an equation of the quadratic function must be y = x2 + x – 20.

Example 2. Find the general form of the equation of the family of quadratic function
with zeros x = 1 and x = 3.
y = a(x – r1)(x – r2)
y = (x – 1)(x – 3)
y = x2 – x – 3x + 3
y = x2 – 4x + 3
Therefore, the general equation of the quadratic function must be y = a(x2 – 4x + 3).
Since some number may have been divided out, multiply the equation with a. If
there’s no number divided by it, then the value of a is 1.
Example 3. Find the equation of a quadratic function with zeros x = 1 and x = 3
passing through (0, –6).
Using the general form of the quadratic equation y = a(x 2 + bx + c). Substituting the
values of (x, y) with (0, –6), we will have the following:

y = a(x2 – 4x + 3)
–6 = a [(0)2 – 4(0) + 3]
–6 = 3a
a = –2
Therefore, the equation of the quadratic function is y = –2(x2 – 4x + 3)
or y = –2x2 + 8x + 6.

What I Have Learned

 WEEK 9 Solve Problems Involving Quadratic
Lesson10 Function

What’s In

Quadratic Function in Real life Situation.

Before taking thrill seekers on

a heart-racing ride, a state-of-
the-art roller coaster is
rigorously tested every
morning in order to be
declared fit for use. The
problem is to find out the
maximum height that the
roller coaster will stop on top
before it goes down. This is
designed to be visual so that
students can understand
them more easily. This
example is chosen
deliberately as being more
abstract to let students see
that quadratic functions are
used to model lots of different
events.

The lesson is based around simple in‐context quadratic problems. The problem is
based around a short video which students are shown. This video is intended to
engage students with the lesson. The video used can be viewed at
https://video.nationalgeographic.com/video/i-didnt-know-that/00000144-0a29-
d3cb-a96c-7b2dbd3e0000?source=searchvideo

What’s New

Solving Word Problems Involving Quadratic Functions

This module walks you through how to find the vertex and/or x-intercepts of a
quadratic equation from a real-world application problem.
Example 1: Find two numbers that has a sum of 9 and a product of 20.
Solution:

Let x be the first number

9 – x be the second number

So if their product is 20, we will have an equation of x (9 – x) = 20.

Our quadratic function now will be x2 – 9x + 20 = y. Solving this, we will have
x2 – 9x + 20 = 0

(x – 4) (x – 5) = 0
x – 4 = 0 or x – 5 = 0

x = 4 or x = 5
4 + 5 = 9, while 4(5) = 20.
Therefore, the numbers are 4 and 5.

What is It

Example 2: Courtney is building a rectangular wading pool. She wants the area
of the bottom to be 54 ft2. She also wants the length of the pool to be
3 feet longer than twice its width. What are the dimensions of the
pool?
Solution:

Let x be the width of the pool

2x + 3 will be length of the pool
54ft2 is the area of the bottom of the pool

Equation: x(2x + 3) = 54
2x2 + 3x = 54
y = 2x2 + 3x – 54

y = (2x – 9)(x + 6)
2x – 9 = 0 or x + 6 = 0

Note: Since we are solving for the measurement of the pool, we will take the
positive value of x.
2x = 9,

x = 9/2.
 Therefore, the measurement of the width of the pool is 9/2 or 4.5 feet while
the length is 12 feet. So, its dimension is 4.5 feet by 12 feet.
Example 3: A young boy is launching a rocket that he got from his birthday from
the top of an 8-story building (80 feet high). The formula given for its
rocket’s maximum height is h = – 16t2 + 64t + 80. What is the
maximum height it will reach and how many seconds will it reach
that height?
Solution: h = –16t2 + 64t + 80
y = –16t2 + 64t + 80

0 = –16t2 + 64t + 80 Divide the equation by –16 to reduce it

0 = t2 – 4t – 5 The maximum height is the vertex
(-b/2a)
−𝑏 −(−4) 4
2𝑎
= 2(1)
=2= 2

Since the x-coordinate of the vertex is 2, use it to find the y-coordinate of the
vertex (maximum height) to the original equation.
h = –16(2)2 + 64(2) + 80
h = –16(4) + 128 + 80
h = –64 + 128 + 80

h = 144
Therefore, the rocket will reach a maximum height of 144 feet at 2 seconds.
Example 4: The height of the flare fired a from a deck of a ship in distress is
modeled by h = –16t2 + 104t + 56, where h is the height of the flare
and t is the time in seconds. Find the time it takes to hit the water.
Solution: h = –16t2 + 104t + 56
y = –16t2 + 104t + 56

0 = –16t2 + 104t + 56 Divide the equation by –8 to reduce it

0 = 2t2 – 13t – 7

Since the we are looking for the time the flare hits the water, use the quadratic
formula to find the zeros of the function. So, the values of
a = 2, b = –13, and c = –7
−𝑏±√𝑏 2−4𝑎𝑐
Quadratic Formula: x = 2𝑎

−(−13)±√(−13)2−4(2)(−7) 13±√169+ 56 13±√225

x= 2(2)
 x= 4
 x= 4

13±15 28
 x= x=  x=7
4 4
Note: We will not use the negative value of x because there is no negative time.
Therefore, the flare will hit the water at 7 seconds.

Example 5: The formula for throwing a baseball in the air is represented by h = – –

16t2 + 12t + 40 where h is the height of the ball. After how many
seconds will the ball hit the ground?
Solution: h = –16t2 + 12t + 40
y = –16t2 + 12t + 40
–16t2 + 12t + 40 = 0 Divide the equation by –4

4t2 – 3t – 10 = 0
Since the we are looking for the time the baseball hits the ground, use the
quadratic formula to find the zeros of the function. So the values of

a = 4 b = –3 and c = –10
−𝑏±√𝑏 2−4𝑎𝑐
Quadratic Formula: x = 2𝑎

−(−3)±√(−3)2−4(4)(−10) 3±√9+ 160 3±√169

x=  x=  x=
2(4) 8 8

3±13 16
x=  x=  x=2
8 8

Note: We will not use the negative value of x because there is no negative time.
Therefore, the baseball will hit the ground at 2 seconds.

What I Have Learned

 Assessment

Multiple choice: Read and understand each item carefully and choose the letter of
your correct answer.
1. What do you call an inequality that contains a polynomial of degree one and
it is a mathematical statement that makes use of inequality symbols
such as >, <, ≥, ≤ and ?
A. Linear Inequality C. Quadratic Inequality
B. Quadratic Equation D. Quadratic Function
2. What value of x makes the inequality x + 9  0 true?
C. x = 3 C. x = -9
D. x = 0 D. x = 9
3. What is the solution set of the inequality 3x -12 < 15 ?
C. x > 9 C. x < 9
D. x < 9 D. quadrant x ≥ 9
4. Which of the following is an example of quadratic inequality?
E. 𝑥 2 − 6𝑥 − 7 = 0 C. −2𝑥 2 + 8𝑥 − 4 < 0
F. 3𝑟 + 12 ≥ 0 D. (𝑦 + 3)2 ≤ 𝑦 2 − 10
5. Which of the following numbers is a solution to the inequality 2(𝑥 − 1)2 ≤ 0?
C. 0 C. 2
D. 1 D. -1
6. Which of the following points is a solution to the inequality, 𝑦 < 𝑥 2 ?
C. (0, 0) C. (−1, 1)
D. (1, 1) D. (4, 0)
7. Which of the following show a quadratic equation?
A. y= (x+2)2 C. y= 2x+2
B. y= x +2 D. y=2x
8. What are the roots of the equation 𝑥 2 − 400 = 0?
A.  20 C. ±√20
B.  400 D. no real solutions
9. Which of the following situation show parabolic scenario?
A. A basketball player shooting ball on the ring
B. A diver doing his tricks
C. A jeepney driver making a U-turn slot.
D. A Grab driver passing through a highway.
10. Which is not a quadratic equation?
C. x² + 9x + 20 = 0 C. m² = 6m - 7
D. 2x² + 7x + 5 > 0 D. 15 - 6x² = 10
11. Given g(x)= 2x² -x , what part of the quadratic function is equal to zero?
A. quadratic term C. constant term
B. linear term D. none of the above
12. Determine the value of a in the given function f(x) = -x² +5.
A. 1 C. 5
B. -1 D. -5
13. This refers to a set of two numbers that is used to locate a point in a
Cartesian plane?
C. Cartesian coordinate system C. Table of values
D. Ordered pair D. Origin
14. Which of the following is a solution to the linear function y = 6x – 15?
C. (0, -15) C. (-2, 3)
D. (1, 7) D. (-3, 3)
15. How will you describe the opening of the graph of a quadratic function that
has a maximum value?
B. Graph that opens to the right C. Graph that opens to the left
B. Graph that opens upward D. Graph that opens downward
16. Where does the vertex of a quadratic function lie if 𝑦 = (𝑥 − 9)2 − 7?
C. Quadrant IV C. Quadrant II
D. Quadrant III D. Quadrant I
17. What would the equation for the new quadratic function be if it was vertically
shifted up 3 units from the function y = 4x2 + 2?
C. 𝑦 = 4𝑥 2 − 3 C. 𝑦 = 7𝑥 2 + 2
D. 𝑦 = 4𝑥 + 3
2
D. 𝑦 = 4𝑥 2 + 5
18. The sum of two numbers is 40. Find their greatest possible product.
A. 20 C. 200
B. 40 D. 400
19. The sum of two numbers is 29. Find the maximum possible product of the
two numbers.
G. 14.5 C. 210.5
H. 17.5 D. 213.5
20. What is the value of a, b, and c in the function 𝑦 = (𝑥 + 1)2 + 1?
C. a = 1, b = 2, c = 2 C. a = 2, b = 1, c = 2
D. a = 1, b = 1, c = 2 D. a = 1, b = 1, c = 1

Answer Key