Subject Code Math 2 Intermediate Algebra
Module Code 8.0 Quadratic Functions
Lesson Code 8.3.2 Word Problems: Applications of Quadratics
Time Allocation: 30 Minutes
Even-numbered items are graded. Odd-numbered items have answers at the end of the lesson.
NAVIGATE TA: 28 Minutes* ATA**:
It’s your turn! Answer the problems below using the things you’ve learned in the previous
Learning Guides. Follow the steps in solving word problems identified in LG 8.3.1.
1. A whole number increased by its square is two more than twice itself. Find the number.
2. The hypotenuse of an isosceles right triangle is 3 centimeters longer than either of its
legs. Find the exact length of each side of the triangle (Recall: An isosceles right triangle
is a right triangle with legs of the same length).
3. The base of a triangle is four more than twice its height. If the area of the triangle is 50
square centimeters, find its base and height.
4. In the traditional Filipino game sipa, the players hit the sipa (usually a lead washer)
vertically using their feet, palms, and elbows to keep it in the air for as long as they can.
Assume that the height (in meters) of the sipa, 𝑡 seconds after it is kicked by a player, is
given by the quadratic function ℎ(𝑡) = −7𝑡 2 + 6𝑡. How high can the 𝑠𝑖𝑝𝑎 go after being
kicked?
5. A projectile is shot straight upward from a launch pad that is 10 feet high with an initial
velocity of 28 feet/second. The height of the projectile, ℎ, after 𝑡 seconds is given by the
function ℎ(𝑡) = 10 + 28𝑡 − 16𝑡 2 .
a. How long does it take the projectile to reach its maximum height?
b. What is the maximum height reached?
c. How long after the projectile is thrown will it return to the ground?
6. What is the minimum product of two numbers that differ by 15? What are the two
numbers?
7. What is the maximum product of two numbers that add up to −10? What are the two
numbers?
8. Rae plans to build a rectangular pig pen against one of the walls of her barn. If she has 18
meters of fence material, what should be the length and width of the pen for it to have its
maximum possible area? What is the maximum possible area?
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KNOT TA: 2 Minutes* ATA**:
In this lesson, you were able to apply the things you learned about quadratic equations in
solving number and geometry problems. You were also able to apply the things you learned about
quadratic functions in solving number, geometry, and physics problems. Next quarter, when we get to
mathematical modeling, you will encounter more applications of quadratic functions.
In solving word problems related to quadratic equations, we follow these steps:
Step 1. Read the problem carefully and assign variables to represent the unknown values. Use a
sketch, diagram, or table, as needed.
Step 2. Write the quadratic function.
Step 3. Solve the quadratic equation using the appropriate method.
Step 4. Check the obtained values of the variables by substituting back to the quadratic
equation.
Step 5. Write the answer in the words of the original problem and label it appropriately.
In solving problems concerned with finding maximum or minimum values (area, volume,
product, etc.), we follow these steps:
Step 1. Read the problem carefully and assign variables to represent the unknown values. Use a
sketch, diagram, or table, as needed.
Step 2. Write the quadratic function.
Step 3. Solve for the vertex of the quadratic function.
Step 4. From the coordinates of the vertex of the quadratic function, determine what is needed.
Step 5. Write the answer in the words of the original problem and label it appropriately.
ENRICHMENT. This portion is optional and will not be graded. The
answer to this exercise is found on the last page.
Rae travelled 300 miles at an average speed. Had she traveled 10 mph faster,
she would have completed the trip an hour early. Find Rae’s average speed.
REFERENCES
Albarico, J.M. (2013). THINK Framework. (Based on Ramos, E.G and N. Apolinario (n.d.) Science
LINKS. Quezon City: Rex Bookstore Inc.)
Bittinger, M., Ellenbogen, D., Johnson, B. (2014). Intermediate Algebra: Concepts and Applications.
Boston: Pearson education, Inc.
Martin-Gay, E. (2017). Intermediate Algebra (Custom Edition for Jones County Junior College).
New Jersey: Pearson Learning Solutions.
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ANSWERS TO ODD-NUMBERED EXERCISES
1. A whole number increased by its square is two more than twice itself. Find the
number.
Step 1. Read the problem carefully and assign variables to represent the unknown values.
Use a sketch, diagram, or table, as needed.
Let x be the number.
Step 2. Write the quadratic function.
𝑥 + 𝑥 2 = 2 + 2𝑥
Step 3. Solve the quadratic equation using the appropriate method.
𝑥 2 + 𝑥 − 2𝑥 − 2 = 0 Write the equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑥2 − 𝑥 − 2 = 0
(𝑥 − 2)(𝑥 + 1) = 0 𝐹𝑎𝑐𝑡𝑜𝑟
𝑥 − 2 = 0 𝑜𝑟 𝑥 + 1 = 0 Zero-product property
𝑥 = 2 𝑜𝑟 𝑥 = −1
*We are looking for a whole number, so we disregard −1.
Step 4. Check the obtained values of the variables by substituting back to the quadratic
equation.
𝑥 + 𝑥 2 = 2 + 2𝑥
2 + 22 = 2 + 2(2)
2+4= 2+4
6 = 6, 𝑡𝑟𝑢𝑒
Step 5. Write the answer in the words of the original problem and label it appropriately.
𝑇ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑤𝑒 𝑎𝑟𝑒 𝑙𝑜𝑜𝑘𝑖𝑛𝑔 𝑓𝑜𝑟 𝑖𝑠 2.
3. The base of a triangle is four more than twice its height. If the area of the triangle
is 50 square centimeters, find its base and height.
Step 1. Read the problem carefully and assign variables to represent the unknown
values. Use a sketch, diagram, or table, as needed.
𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒. 𝐼𝑡 𝑓𝑜𝑙𝑙𝑜𝑤𝑠 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑏𝑎𝑠𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑖𝑠 4 + 2𝑥.
4 + 2𝑥
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Step 2. Write the quadratic function.
1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 = 2 (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡)
1
50 = 2 (4 + 2𝑥)(𝑥)
1
50 = 2 (2𝑥 2 + 4𝑥)
Step 3. Solve the quadratic equation using the appropriate method.
𝑥 2 + 2𝑥 − 50 = 0 Write the equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
𝑎 = 1, 𝑏 = 2, 𝑐 = −50
−𝑏±√𝑏 2−4𝑎𝑐
𝑥= 2𝑎
−2±√22 −4(1)(−50)
𝑥= 2(1)
−2±2√51
𝑥= 2
𝑥 = −1 + √51 ≈ 6.14 𝑜𝑟 𝑥 = −1 − √51 ≈ −8.14
*The triangle can’t have a negative height, so we disregard −1 − √51.
**Solve for the base of the triangle:
4 + 2𝑥 = 4 + 2(−1 + √51) = 2 + 2√51
Step 4. Check the obtained values of the variables by substituting back to the quadratic
equation.
50 = 𝑥 2 + 2𝑥
2
50 = (−1 + √51) + 2(−1 + √51)
50 = (1 − 2√51 + 51) − 2 + 2√51
50 = (52 − 2√51) − 2 + 2√51
50 = 50, 𝑡𝑟𝑢𝑒
Step 5. Write the answer in the words of the original problem and label it appropriately.
𝑇ℎ𝑒 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒 𝑖𝑠 (−1 + √51) 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠.
𝐼𝑡𝑠 𝑏𝑎𝑠𝑒 𝑖𝑠 (2 + 2√51) 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠.
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5. A projectile is shot straight upward from a launch pad that is 10 feet high with an
initial velocity of 28 feet/second. The height of the projectile, ℎ, after 𝑡 seconds is
given by the function ℎ(𝑡) = 10 + 28𝑡 − 16𝑡 2 .
a. How long does it take the projectile to reach its maximum height?
b. What is the maximum height reached?
c. How long after the projectile is thrown will it return to the ground?
Step 1. Read the problem carefully and assign variables to represent the unknown
values. Use a sketch, diagram, or table, as needed.
ℎ(𝑡) 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡
𝑝𝑟𝑜𝑗𝑒𝑐𝑡𝑖𝑙𝑒 ℎ𝑖𝑡𝑠 𝑔𝑟𝑜𝑢𝑛𝑑
10 𝑓𝑡
Step 2. Write the quadratic equation. (𝐺𝑖𝑣𝑒𝑛)
Step 3. Solve for the vertex of the quadratic function.
𝑏 28
𝑡=− = − = 0.875 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
2𝑎 2(−16)
ℎ(0.875) = 10 + 28(0.875) − 16(0.875)2 = 22.25 𝑓𝑒𝑒𝑡
𝑽𝒆𝒓𝒕𝒆𝒙: (0.875, 22.25)
Step 4. From the coordinates of the vertex of the quadratic function, determine what is
needed.
a. How long does it take the projectile to reach its maximum height?
𝑇ℎ𝑒 𝑝𝑟𝑜𝑗𝑒𝑐𝑡𝑖𝑙𝑒 𝑤𝑖𝑙𝑙 𝑟𝑒𝑎𝑐ℎ 𝑖𝑡𝑠 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡 𝑎𝑓𝑡𝑒𝑟 0.875 𝑠𝑒𝑐𝑜𝑛𝑑𝑠.
b. What is the maximum height reached?
𝑇ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑝𝑟𝑜𝑗𝑒𝑐𝑡𝑖𝑙𝑒 𝑤𝑖𝑙𝑙 𝑟𝑒𝑎𝑐ℎ 𝑖𝑠 22.25 𝑓𝑒𝑒𝑡.
c. How long after the projectile is thrown will it return to the ground?
∗ 𝑊𝑒 𝑎𝑟𝑒 𝑙𝑜𝑜𝑘𝑖𝑛𝑔 𝑓𝑜𝑟 𝑡 𝑤ℎ𝑒𝑛 ℎ(𝑡) = 0:
ℎ(𝑡) = 0
10 + 28𝑡 − 16𝑡 2 = 0
7−√89 7+√89
𝑡= 𝑜𝑟 𝑡 = ≈ 2.054
8 8
7−√89
𝑊𝑒 𝑑𝑖𝑠𝑟𝑒𝑔𝑎𝑟𝑑 𝑡 = 𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒 𝑡𝑖𝑚𝑒 𝑐𝑎𝑛′ 𝑡 𝑏𝑒 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒.
8
Step 5. Write the answer in the words of the original problem and label it
appropriately.
𝑇ℎ𝑒 𝑝𝑟𝑜𝑗𝑒𝑐𝑡𝑖𝑙𝑒 𝑤𝑖𝑙𝑙 𝑟𝑒𝑎𝑐ℎ 𝑖𝑡𝑠 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 ℎ𝑒𝑖𝑔ℎ𝑡 𝑜𝑓 22.25 𝑓𝑒𝑒𝑡 𝑎𝑓𝑡𝑒𝑟 0.875 𝑠𝑒𝑐𝑜𝑛𝑑𝑠.
𝐼𝑡 𝑤𝑖𝑙𝑙 ℎ𝑖𝑡 𝑡ℎ𝑒 𝑔𝑟𝑜𝑢𝑛𝑑 𝑎𝑡 𝑎𝑏𝑜𝑢𝑡 2.054 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 𝑎𝑓𝑡𝑒𝑟 𝑖𝑡𝑠 𝑙𝑎𝑢𝑛𝑐ℎ.
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7. What is the maximum product of two numbers that add up to −10? What are the
two numbers?
Step 1. Read the problem carefully and assign variables to represent the unknown
values. Use a sketch, diagram, or table, as needed.
𝐿𝑒𝑡 𝑥 𝑎𝑛𝑑 − 10 − 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 (𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒𝑖𝑟 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑖𝑠 10),
𝑎𝑛𝑑 𝑃(𝑥) 𝑡ℎ𝑒𝑖𝑟 𝑝𝑟𝑜𝑑𝑢𝑐𝑡.
Step 2. Write the quadratic equation.
𝑃(𝑥) = 𝑥(−10 − 𝑥) = −𝑥 2 − 10𝑥
Step 3. Solve for the vertex of the quadratic function.
𝑏 (−10)
𝑥=− = − = −5
2𝑎 2(−1)
𝑃(−5) = −(52 ) − 10(−5) = −25 + 50 = 25
𝑽𝒆𝒓𝒕𝒆𝒙: (−5, 25)
∗ 𝑆𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = −10 − 𝑥 = −10 − (−5) = −5
Step 4. From the coordinates of the vertex of the quadratic function, determine what is
needed.
Step 5. Write the answer in the words of the original problem and label it
appropriately.
𝑇ℎ𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑖𝑠 25. 𝑇ℎ𝑒 𝑡𝑤𝑜 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑡ℎ𝑎𝑡 𝑦𝑖𝑒𝑙𝑑 𝑡ℎ𝑖𝑠 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑎𝑟𝑒
− 5 𝑎𝑛𝑑 − 5.
ENRICHMENT
Step 1. Read the problem carefully and assign variables to represent the unknown
values. Use a sketch, diagram, or table, as needed.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑑)
𝑅𝑒𝑐𝑎𝑙𝑙 𝑡ℎ𝑎𝑡 𝑟𝑎𝑡𝑒(𝑟) =
𝑡𝑖𝑚𝑒 (𝑡)
Distance Speed Time
300 𝑟 𝑡
300 𝑟 + 10 𝑡−1
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with approval the quadratic
of management. function.
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notification.
Step 3. Solve the quadratic equation using the appropriate method.
Step 2. Write the equations.
𝐹𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒, 𝑤𝑒 𝑐𝑎𝑛 𝑜𝑏𝑡𝑎𝑖𝑛 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠:
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑅𝑒𝑐𝑎𝑙𝑙: 𝑡𝑖𝑚𝑒 = 𝑟𝑎𝑡𝑒
300 300
𝑡= 𝑎𝑛𝑑 𝑡= +1
𝑟 𝑟 + 10
Step 3. Solve the system.
𝐴 𝑠𝑦𝑠𝑡𝑒𝑚 𝑜𝑓 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠 ℎ𝑎𝑠 𝑏𝑒𝑒𝑛 𝑓𝑜𝑟𝑚𝑒𝑑. 𝑆𝑜𝑙𝑣𝑖𝑛𝑔 𝑏𝑦 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛, 𝑤𝑒 𝑔𝑒𝑡:
300 300
= 𝑟+10 + 1
𝑟
300 300
𝑟(𝑟 + 10) ( 𝑟 ) = 𝑟(𝑟 + 10) (𝑟+10 + 1) Multiply by LCM 𝑟(𝑟 + 10)
(𝑟 + 10)(300) = 300𝑟 + 𝑟(𝑟 + 10) Simplify
300𝑟 + 3000 = 300𝑟 + 𝑟 2 + 10𝑟
2
𝑟 + 10𝑟 − 3000 = 0
(𝑟 − 50)(𝑟 + 60) = 0 Factor
𝑟 = 50 𝑜𝑟 𝑟 = −60 Zero-product property
𝑆𝑖𝑛𝑐𝑒 𝑤𝑒 𝑐𝑎𝑛𝑛𝑜𝑡 𝑐𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝑟𝑎𝑡𝑒 𝑖𝑛 𝑡ℎ𝑖𝑠 𝑠𝑐𝑒𝑛𝑎𝑟𝑖𝑜, 𝑑𝑖𝑠𝑟𝑒𝑔𝑎𝑟𝑑 − 60.
Step 5. Check.
𝑇𝑜 𝑠𝑒𝑒 𝑖𝑓 50 𝑚𝑝ℎ 𝑖𝑠 ℎ𝑒𝑟 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑, 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑡ℎ𝑒 𝑠𝑝𝑒𝑒𝑑 𝑏𝑦 10 𝑚𝑝ℎ 𝑎𝑛𝑑
𝑐ℎ𝑒𝑐𝑘 ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑡ℎ𝑒 𝑡𝑟𝑖𝑝 𝑤𝑜𝑢𝑙𝑑 ℎ𝑎𝑣𝑒 𝑡𝑎𝑘𝑒𝑛 𝑎𝑡 𝑡ℎ𝑎𝑡 𝑠𝑝𝑒𝑒𝑑.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 300𝑚𝑖
𝑡𝑖𝑚𝑒 = = = 5 ℎ𝑟𝑠
𝑟𝑎𝑡𝑒 60𝑚𝑝ℎ
𝐼𝑛𝑑𝑒𝑒𝑑, 𝑖𝑓 𝑠ℎ𝑒 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 ℎ𝑒𝑟 𝑠𝑝𝑒𝑒𝑑 𝑏𝑦 10 𝑚𝑝ℎ, 𝑠ℎ𝑒 𝑤𝑜𝑢𝑙𝑑 ℎ𝑎𝑣𝑒 𝑓𝑖𝑛𝑖𝑠ℎ𝑒𝑑 𝑡ℎ𝑒 𝑡𝑟𝑖𝑝
𝑎𝑛 ℎ𝑜𝑢𝑟 𝑒𝑎𝑟𝑙𝑦. 𝑇ℎ𝑖𝑠 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑎𝑡 ℎ𝑒𝑟 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 𝑤𝑎𝑠 𝑟𝑒𝑎𝑙𝑙𝑦 50 𝑚𝑝ℎ.
Step 6. Write the answer in the words of the original problem and label it appropriately.
𝑅𝑎𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑒𝑑 𝑎𝑡 𝑎𝑛 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 𝑜𝑓 50 𝑚𝑝ℎ.
**In Step 2, you may also choose to express rate in terms of time. However, this
would lead to a longer solution.
Step 2. Write the equations.
𝐹𝑟𝑜𝑚 𝑡ℎ𝑒 𝑡𝑎𝑏𝑙𝑒, 𝑤𝑒 𝑐𝑎𝑛 𝑜𝑏𝑡𝑎𝑖𝑛 𝑡ℎ𝑒 𝑓𝑜𝑙𝑙𝑜𝑤𝑖𝑛𝑔 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠:
300 300
𝑟= 𝑎𝑛𝑑 𝑟 + 10 =
𝑡 𝑡−1
*TA – time allocation suggested by the teacher Mathematics 2 |Page 7 of 8
**ATA – actual time allocation spent by the student (for information purposes only)
© 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to
third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update
notification.
Step 3. Solve the system.
𝐴 𝑠𝑦𝑠𝑡𝑒𝑚 𝑜𝑓 𝑒𝑞𝑢𝑎𝑡𝑖𝑜𝑛𝑠 ℎ𝑎𝑠 𝑏𝑒𝑒𝑛 𝑓𝑜𝑟𝑚𝑒𝑑. 𝑆𝑜𝑙𝑣𝑖𝑛𝑔 𝑏𝑦 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑖𝑜𝑛, 𝑤𝑒 𝑔𝑒𝑡:
300 300
+ 10 = 𝑡−1
𝑡
300 300
𝑡(𝑡 − 1) ( 𝑡 + 10) = 𝑡(𝑡 − 1) (𝑡−1) Multiply by LCM 𝑡(𝑡 − 1)
300(𝑡 − 1) + 10(𝑡 2 − 𝑡) = 300𝑡 Simplify
300𝑡 − 300 + 10𝑡 2 − 10𝑡 = 300𝑡
10𝑡 2 − 10𝑡 − 300 = 0
𝑡 2 − 𝑡 − 30 = 0
(𝑡 − 6)(𝑡 + 5) = 0 Factor
𝑡 = 6 𝑜𝑟 𝑡 = −5 Zero-product property
Step 4. Find 𝑟.
𝑆𝑖𝑛𝑐𝑒 𝑤𝑒 𝑐𝑎𝑛𝑛𝑜𝑡 𝑐𝑜𝑛𝑠𝑖𝑑𝑒𝑟 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝑡𝑖𝑚𝑒 𝑖𝑛 𝑡ℎ𝑖𝑠 𝑠𝑐𝑒𝑛𝑎𝑟𝑖𝑜, 𝑑𝑖𝑠𝑟𝑒𝑔𝑎𝑟𝑑
−5 𝑎𝑛𝑑 𝑢𝑠𝑒 𝑡 = 6 𝑡𝑜 𝑓𝑖𝑛𝑑 𝑟.
300 𝑚𝑖
𝑟= = 50 𝑚𝑝ℎ
6 ℎ𝑟
Step 5. Check.
𝑇𝑜 𝑠𝑒𝑒 𝑖𝑓 50 𝑚𝑝ℎ 𝑖𝑠 ℎ𝑒𝑟 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑, 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑡ℎ𝑒 𝑠𝑝𝑒𝑒𝑑 𝑏𝑦 10 𝑚𝑝ℎ 𝑎𝑛𝑑
𝑐ℎ𝑒𝑐𝑘 ℎ𝑜𝑤 𝑙𝑜𝑛𝑔 𝑡ℎ𝑒 𝑡𝑟𝑖𝑝 𝑤𝑜𝑢𝑙𝑑 ℎ𝑎𝑣𝑒 𝑡𝑎𝑘𝑒𝑛 𝑎𝑡 𝑡ℎ𝑎𝑡 𝑠𝑝𝑒𝑒𝑑.
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 300𝑚𝑖
𝑡𝑖𝑚𝑒 = = = 5 ℎ𝑟𝑠
𝑟𝑎𝑡𝑒 60𝑚𝑝ℎ
𝐼𝑛𝑑𝑒𝑒𝑑, 𝑖𝑓 𝑠ℎ𝑒 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒𝑑 ℎ𝑒𝑟 𝑠𝑝𝑒𝑒𝑑 𝑏𝑦 10 𝑚𝑝ℎ, 𝑠ℎ𝑒 𝑤𝑜𝑢𝑙𝑑 ℎ𝑎𝑣𝑒 𝑓𝑖𝑛𝑖𝑠ℎ𝑒𝑑 𝑡ℎ𝑒 𝑡𝑟𝑖𝑝
𝑎𝑛 ℎ𝑜𝑢𝑟 𝑒𝑎𝑟𝑙𝑦. 𝑇ℎ𝑖𝑠 𝑚𝑒𝑎𝑛𝑠 𝑡ℎ𝑎𝑡 ℎ𝑒𝑟 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 𝑤𝑎𝑠 𝑟𝑒𝑎𝑙𝑙𝑦 50 𝑚𝑝ℎ.
Step 6. Write the answer in the words of the original problem and label it appropriately.
𝑅𝑎𝑒 𝑡𝑟𝑎𝑣𝑒𝑙𝑒𝑑 𝑎𝑡 𝑎𝑛 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 𝑜𝑓 50 𝑚𝑝ℎ.
-End-
Prepared by: Ms. Melodee T. Pacio Reviewed by: Ms. Divine Faith G. Almocera
Position: Special Science Teacher (SST) II Position: Special Science Teacher (SST) I
Campus: PSHS – Main Campus Campus: PSHS – CARAGA Region Campus
*TA – time allocation suggested by the teacher Mathematics 2 |Page 8 of 8
**ATA – actual time allocation spent by the student (for information purposes only)
© 2020 Philippine Science High School System. All rights reserved. This document may contain proprietary information and may only be released to
third parties with approval of management. Document is uncontrolled unless otherwise marked; uncontrolled documents are not subject to update
notification.
