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Grade 9 • Unit 1: Quadratic Equations

LESSON 1.1
Introduction to Quadratic Equations
Table of Contents

Learning Competencies 1
Learning Objectives 1
Essential Questions 2
Prerequisite Skills and Topics 2
Lesson Proper 3
A. Introduction to the Lesson 3
B. Discussion 7
C. Practice & Feedback 10
Performance Assessment 14
Worksheet Answer Key 15
Synthesis 18
Bibliography 19
 Grade 9 • Unit 1: Quadratic Equations

Unit 1 | Quadratic Equations

Lesson 1: Introduction to Quadratic Equations

Learning Competencies
At the end of the lesson, the learners should be able to do the following:

● Illustrate quadratic equations (M9AL-Ia-1).

● Solve problems involving quadratic equations and rational algebraic

equations (M9AL-Ie-1).

Learning Objectives
At the end of this lesson, the learners should be able to do the following:

● Define and illustrate a quadratic equation.

● Transform a quadratic equation to its standard form.

• Solve problems involving quadratic equations.

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 Grade 9 • Unit 1: Quadratic Equations

Essential Questions

At the end of this lesson, the student should be able to answer the following questions:

• What are the properties of quadratic equations?

• How is quadratic equation different from a linear equation?

• How do you transform a quadratic equation to its standard form?

Prerequisite Skills and Topics

Skills:
● Finding the area of basic polygons
● Performing operations on polynomials
● Translating English phrases/sentences to mathematical phrases/sentences
● Writing linear equations in standard form

Topics:
● Math 4 Unit 12: Area | Lesson 4: Area of Triangles, Parallelograms, and Trapezoid
● Math 7 Unit 7: Polynomials | Lessons 1: Addition and Subtraction of Polynomials
● Math 7 Unit 7: Polynomials | Lessons 2: The Laws of Exponents
● Math 7 Unit 7: Polynomials | Lessons 3: Multiplication of Polynomials
● Math 7 Unit 7: Polynomials | Lessons 4: Division of Polynomials
● Math 7 Unit 9: Linear Equations and Inequalities in One Variable | Lesson 1:
Translating English Sentences to Mathematical Sentences
● Math 8 Unit 3: Linear Equations | Lesson 4: Writing Linear Equations in Standard and
Slope-Intercept Form

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 Grade 9 • Unit 1: Quadratic Equations

Lesson Proper

A. Introduction to the Lesson

Suggested Warm-up Activities

Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of previous lesson or introduce the lesson and not already used
in the study guide.

Activity 1: Twisting the Area

This activity will explore the connection between quadratic equations and areas of
polygons.

Duration: 10 minutes

Materials Needed: whiteboards, whiteboard marker

Methodology:
1. Ask the students to recall the formulas for the area of a rectangle, a square,
and a triangle.
2. In their drill boards, let the students translate the following sentences into
mathematical equations.
a. The area of a rectangle whose dimensions are (𝑥 + 1) units and (𝑥 + 5)
units is 32 square units.
b. The area of a square with side of 𝑥 units is 125 square units.
c. The area of a triangle with base of (𝑥 + 1) units and height of (𝑥 + 2)
units is 15 square units.
3. Challenge the students to write their answers following the given conditions

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 Grade 9 • Unit 1: Quadratic Equations

below:
a. One side of the equation must be 0.
b. Similar terms must be combined.
c. The expression must be written such that the exponents of the variables
is arranged in descending order.
4. Afterwards, ask the students to answer the guide questions provided below.

Expected Results:
1. (𝑥 + 1)(𝑥 + 5) = 32
2. 𝑥 2 = 125
1
3. 2
(𝑥 + 1)(𝑥 + 2) = 15

When the equations above are written with the given conditions, the equations
become the following:
1. 𝑥 2 + 6𝑥 − 27 = 0
2. 𝑥 2 − 125 = 0
1 2 3
3. 2
𝑥 + 2 𝑥 − 14 = 0

Guide Questions:
1. What is the degree (highest exponent of 𝑥) of all the equations?
2. What kind of numbers are the coefficients of 𝑥 2 and 𝑥? How about the
constants?

Activity 2: Equations from Conditions!

This activity will allow the students to create an equation from the given expressions
following certain conditions.

Duration: 10 minutes

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 Grade 9 • Unit 1: Quadratic Equations

Materials Needed: one drill board per group, five envelopes (per group) with
mathematical expressions written on pieces of paper
Sample content in each envelope:

first envelope: 5𝑥 2 , −8, 2𝑥, = 0

second envelope: 9𝑥 2 , 2𝑥 2 ,10, = 0

third envelope: 5𝑥 2 , 9𝑥, 10𝑥, −12, = 0

1 1
fourth envelope: 3𝑥 2 , 𝑥 2 , 2, 5, = 0

3 1
fifth envelope: 6𝑥 2 , 𝑥, 𝑥, 20, −10, = 0
4 4

Methodology:
1. Form groups of students with four to five members each.
2. Discuss to the class that the objective of the game is to arrange the pieces of
paper containing mathematical expressions to create an equation.
3. Their answer, written in their drill boards, should adhere to the following
conditions:
a. One side of the equation must be 0.
b. Similar terms must be combined.
c. The expression must be written such that the exponents of the variables
is in descending order.
4. Distribute the envelopes to each group. Ask them to answer the first envelope.
5. The first group to arrive at the correct answer gains a point.
6. The second round will follow the same instructions only this time the contents
of the second envelope will be used, and so on.

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 Grade 9 • Unit 1: Quadratic Equations

7. Afterwards, ask each group to answer the guide questions provided below.

Expected Results:
a. 5𝑥 2 + 2𝑥 − 8 = 0
b. 11𝑥 2 + 10 = 0
c. 5𝑥 2 + 19𝑥 − 12 = 0
7
d. 4𝑥 2 + 10 = 0

e. 6𝑥 2 + 𝑥 + 10 = 0

Guide Questions:
1. What is the highest exponent (degree) of all the equations?
2. What kind of numbers are the coefficients of 𝑥 2 and 𝑥? How about the
constants?

Teacher’s Notes
To help better gauge students’ readiness for this lesson, you may assign the short test
given in the Test Your Prerequisite Skills section of the corresponding study guide.

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 Grade 9 • Unit 1: Quadratic Equations

B. Discussion

1. Define and Discover

Teacher’s Notes
You may use the Learn about It! slides in the presentation file to discuss the following
key concepts and examples. Make sure to address student questions before jumping
from one concept to another.

• Quadratic Equation – a second-degree polynomial equation that can be

written in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏, and 𝑐, are real
numbers and 𝑎 ≠ 0.

Examples:

a. 3𝑥 2 + 4𝑥 + 15 = 0 → 𝑎 = 3, 𝑏 = 4, 𝑐 = 15

b. 𝑦 2 − 1 = 0 → 𝑎 = 1, 𝑏 = 0, 𝑐 = −1

𝑧2 𝑧 1 1
c. 2
−3+6 =0 → 𝑎 = 2, 𝑏 = − 3, 𝑐 = 6

d. 1.2 − √2𝑤 + 0.3𝑤 2 = 0 → 𝑎 = 0.3, 𝑏 = −√2, 𝑐 = 1.2

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 Grade 9 • Unit 1: Quadratic Equations

2. Develop and Demonstrate

Example 1
Determine whether the equation 4𝑥 − 2 = −4𝑥 2 is a quadratic equation or not.

Solution:
Write the equation in standard form. Recall that the standard form of a quadratic
equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

4𝑥 − 2 = −4𝑥 2 − 5
4𝑥 2 + 4𝑥 − 2 + 5 = 0
4𝑥 2 + 4𝑥 + 3 = 0

The equation follows the standard form of a quadratic equation where 𝑎 = 4, 𝑏 = 4,

and 𝑐 = 3.

Example 2
Write the quadratic equation 5𝑥 2 − 6𝑥 = 7𝑥 + 3𝑥 2 in standard form.

Solution:
The standard form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

1. Transpose all the terms to one side of the equation.

5𝑥 2 − 6𝑥 = 7𝑥 + 3𝑥 2
5𝑥 2 − 3𝑥 2 − 6𝑥 − 7𝑥 = 0

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 Grade 9 • Unit 1: Quadratic Equations

2. Combine similar terms.

5𝑥 2 − 3𝑥 2 − 6𝑥 − 7𝑥 = 0
2𝑥 2 − 13𝑥 = 0

3. Arrange the terms following the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 of quadratic

equation.

The equation 𝟐𝒙𝟐 − 𝟏𝟑𝒙 = 𝟎 is already arranged in 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎 = 2, 𝑏 =

−13, and 𝑐 = 0.

Example 3
1 9
Determine the values of 𝑎, 𝑏, and 𝑐 in the quadratic equation 2 𝑥 − 6𝑥 2 = 6 + 2 𝑥 2 .

Solution:
Write the equation in standard form.

1 9
𝑥 − 6𝑥 2 = 6 + 𝑥 2
2 2
9 1
−6𝑥 2 − 𝑥 2 + 𝑥 − 6 = 0
2 2
21 2 1
− 𝑥 + 𝑥−6=0
2 2

𝟐𝟏 𝟏
Thus, 𝒂 = − 𝟐
, 𝒃 = 𝟐, and 𝒄 = −𝟔.

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 Grade 9 • Unit 1: Quadratic Equations

C. Practice & Feedback

For Individual Practice

For Problem 1:
1. Let the students write their answers in their drill boards.
2. After giving them thirty seconds to answer, ask the students to raise their
drill boards.
3. Watch out for inaccurate answers. Lead the class to clarify misconceptions
and guide them in finding the correct answer.

For Problems 2 and 3:

1. Ask the students to answer the following problem items individually using
pen and paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case
when there is some sort of misconception, lead the student to the right
direction to find the correct answer.

Problem 1
Write your own example of a quadratic equation in standard form. Determine the
values of 𝑎, 𝑏, and 𝑐.

Solution:
Answers may vary.

Sample answer: 3𝑥 2 − 7𝑥 + 9 = 0 where 𝑎 = 3, 𝑏 = −7, 𝑐 = 9

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 Grade 9 • Unit 1: Quadratic Equations

Problem 2
Write each equation in standard form.
a. 6𝑥 2 = 9𝑥 + 5
b. 10 − 5𝑥 = 2𝑥 2
c. 3𝑥 = −10𝑥 2

Solution:
The standard form of a quadratic equation is 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Recall the following steps in writing a quadratic equation in standard form.

1. Transpose all terms to one side of the equation.
2. Combine similar terms.
3. Arrange the terms in decreasing order.

a. 6𝑥 2 = 9𝑥 + 5
𝟔𝒙𝟐 − 𝟗𝒙 − 𝟓 = 𝟎

b. 10 − 5𝑥 = 2𝑥 2
−𝟐𝒙𝟐 − 𝟓𝒙 + 𝟏𝟎 = 𝟎

c. 3𝑥 = −10𝑥 2
𝟏𝟎𝒙𝟐 + 𝟑𝒙 = 𝟎

Problem 3
Determine the values of 𝑎, 𝑏, and 𝑐 in each quadratic equation.
a. 3𝑥 = 7 + 11𝑥 2
b. 9 − 6𝑥 = 9 − 9𝑥 2

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 Grade 9 • Unit 1: Quadratic Equations

Solution:
Write the equation in standard form.

a. 3𝑥 = 7 + 11𝑥 2
−11𝑥 2 + 3𝑥 − 7 = 0

Hence, 𝒂 = −𝟏𝟏, 𝒃 = 𝟑, and 𝒄 = −𝟕.

b. 9 − 6𝑥 = 9 − 9𝑥 2
9𝑥 2 − 6𝑥 + 9 − 9 = 0
9𝑥 2 − 6𝑥 = 0

The equation 9𝑥 2 − 6𝑥 = 0 can still be simplified by dividing each term by 3.

Hence, the simplified form will be 3𝑥 2 − 2𝑥 = 0.

Thus, 𝒂 = 𝟑, 𝒃 = −𝟐, and 𝒄 = 𝟎.

For Group Practice

1. Ask the students to form a minimum of two groups to a maximum of five groups.
2. Each group will answer problem items four and five. These questions are meant
to test students’ higher order thinking skills by working collaboratively with their
peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with his
peers to re-analyze the problem, and then lead them to the right direction to find
the correct answer.

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 Grade 9 • Unit 1: Quadratic Equations

Problem 4
The length of a rectangle is one less than twice its width. The area of the rectangle is
45 square units. Translate the mathematical sentence into a mathematical equation
and write the equation in standard form.

Solution:
1. Represent the unknown quantities.
Let 𝑥 be the width of the rectangle.

2. Translate the phrases/statements in the problem into mathematical

phrases/statements.

English phrase/sentence Mathematical phrase/sentence

width 𝑥

the length of a rectangle is 2𝑥 − 1

one less than twice its width

3. Identify the corresponding equation and rewrite it in standard form.

𝐀𝐫𝐞𝐚 𝐨𝐟 𝐚 𝐫𝐞𝐜𝐭𝐚𝐧𝐠𝐥𝐞 = 𝐥𝐞𝐧𝐠𝐭𝐡 × 𝐰𝐢𝐝𝐭𝐡

45 = (2𝑥 − 1)(𝑥)
45 = 2𝑥 2 − 𝑥
2
−2𝑥 + 𝑥 + 45 = 0

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 Grade 9 • Unit 1: Quadratic Equations

Problem 5
Quadratic equation (in the variable 𝑥) is defined as a second-degree polynomial
equation that can be written in the standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏,
and 𝑐, are real-number constants and 𝑎 ≠ 0. Why should 𝑎 not be equal to zero?

Solution:
If 𝑎 = 0, the equation will become 𝑏𝑥 + 𝑐 = 0. Note that this equation has a degree of
1 which makes it a linear equation instead of quadratic. A quadratic equation should
have a degree of 2.

Performance Assessment
This performance assessment serves as a formative assessment, divided into three sets
based on the student's level of learning. Click on the link provided on the lesson page to
access each worksheet.

● Worksheet I (for beginners)

● Worksheet II (for average learners)
● Worksheet III (for advanced learners)

Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.

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 Grade 9 • Unit 1: Quadratic Equations

Worksheet Answer Key

Worksheet I

A.
1. not QE
2. QE
3. QE
4. not QE

B.
1. 2𝑥 2 − 3𝑥 − 1 = 0 ; 𝑎 = 2, 𝑏 = −3, 𝑐 = −1
2. 4𝑥 2 + 5𝑥 + 2 = 0 ; 𝑎 = 4, 𝑏 = 5, 𝑐 = 2
3. 3𝑥 2 − 5𝑥 + 9 = 0 ; 𝑎 = 3, 𝑏 = −5, 𝑐 = 9
4. −7𝑥 2 − 1 = 0 ; 𝑎 = −7, 𝑏 = 0, 𝑐 = −1
5. 8𝑥 2 + 5𝑥 − 10 ; 𝑎 = 8, 𝑏 = 5, 𝑐 = −10

C.
1. 𝑥 2 + 𝑥 − 600 = 0
2. 𝑥 2 + 2𝑥 − 323 = 0

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 Grade 9 • Unit 1: Quadratic Equations

Worksheet II

A.
1. not QE
2. QE
3. QE
4. not QE

B.
1. −3𝑥 2 + 7𝑥 − 5 = 0 ; 𝑎 = −3, 𝑏 = 7, 𝑐 = −5
2. −7𝑥 2 − 8𝑥 + 9 = 0 ; 𝑎 = −7, 𝑏 = −8, 𝑐 = 9
3. −9𝑥 2 + 8 = 0 ; 𝑎 = −9, 𝑏 = 0, 𝑐 = 8
4. 2𝑥 2 − 𝑥 − 2 = 0 ; 𝑎 = 2, 𝑏 = −1, 𝑐 = −2
5. 4𝑥 2 + 5𝑥 = 0 ; 𝑎 = 4, 𝑏 = 5, 𝑐 = 0

C.
1. 3𝑥 2 + 𝑥 − 30 = 0
1
2. 𝑥 2 − 𝑥 − 34.5 = 0
4

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 Grade 9 • Unit 1: Quadratic Equations

Worksheet III

A.
1. not QE
2. QE
3. QE
4. not QE

B.
1. 𝑥 2 − 5𝑥 + 4 = 0 ; 𝑎 = 1, 𝑏 = −5, 𝑐 = 4
2. 4𝑥 2 − 𝑥 + 1 = 0 ; 𝑎 = 4, 𝑏 = −1, 𝑐 = 1
3. 4𝑥 2 − 3𝑥 − 2 = 0 ; 𝑎 = 4, 𝑏 = −3, 𝑐 = −2
4. 𝑥 2 + 4𝑥 − 12 = 0 ; 𝑎 = 1, 𝑏 = 4, 𝑐 = −12
5. 10𝑥 2 + 7𝑥 = 0 ; 𝑎 = 10, 𝑏 = 7, 𝑐 = 0

C.
1. −9𝑥 2 − 17𝑥 + 70 = 0
2. −𝑥 2 + 𝑥 + 6 = 0

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 Grade 9 • Unit 1: Quadratic Equations

Synthesis

Wrap-up To summarize the lesson, ask students the following questions:

1. What is a quadratic equation?
2. What are the properties of quadratic equations?
3. How do we write a quadratic equation in its standard
form?

Application and To integrate values and build connection to the real world, ask
Values Integration students the following questions:
1. What are the difficulties you encountered while
determining whether an equation is a quadratic
equation or not? What are the challenges you encounter
while transforming a quadratic equation to its standard
form? How did you overcome them?
2. How can you apply the concept of quadratic equation in
your daily life as a student?

Bridge to the Next To spark interest for the next lesson, ask students the following
Topic questions:
1. How will you determine whether a value of 𝑥 is a solution
of a quadratic equation?
2. How can you solve for the value(s) of 𝑥 that will make the
quadratic equation true?

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 Grade 9 • Unit 1: Quadratic Equations

Bibliography

Harripersaud, Ashwannie. “The Quadratic Equation Concept.” American Journal of

Mathematics and Statistics. Scientific & Academic Publishing, July 15, 2021.
http://article.sapub.org/10.5923.j.ajms.20211103.03.html.

Marecek, Lynn, and MaryAnne Anthony-Smith. “Introduction.” Elementary Algebra.

OpenStax, March 17, 2016.
https://opentextbc.ca/elementaryalgebraopenstax/chapter/introduction-12/.

“Quadratic Equations.” Lumen Learning. Accessed October 18, 2021.

https://courses.lumenlearning.com/wmopen-collegealgebra/chapter/introduction-
quadratic-equations/.

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