Mathematics 9

Quarter 1, Wk. 1 - Module 1

Illustrations of Quadratic Equation
 Illustrations of Quadratic
Lesson Equations
1
What I Need to Know
Let’s start this module by assessing your knowledge and skills of the different mathematics concepts
that you previously learned. This knowledge and skills will help you in learning quadratic equations by defining
and illustrating quadratic equations; differentiating quadratic equation from the linear equation; writing a
quadratic equation in standard form and identifying the values of a, b, and c; formulating a quadratic equation to
represent the given real-life situations; and appreciating the uses of quadratic equation in real-life situation.

What I Know
Pre - Assessment
Directions: Find out how much you already know about this module. Choose the letter that you think best
answers the question. Please answer all items. Take note of the items that you were not able to answer correctly
and find the right answer as you go through this module.

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

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

2. Which of the following is a quadratic equation?

a. 3s2 + s – 4 c. 2x – 1 = 5
b. m2 – 8m – 1 = 0 d. 5y2 + 4y 7

3. In the quadratic equation 2x2 – 9x – 5 = 0, which is the quadratic term?

a. 2x2 b. x2 c. – 9x d. – 5

4. In the quadratic equation 2x2 – 9x – 5 = 0, which is the linear term?

a. 2x2 b. x2 c. – 9x d. – 5

5. In the quadratic equation 2x2 – 9x – 5 = 0, which is the constant term?

a. 2x2 b. x2 c. – 9x d. – 5
2
6. In the quadratic equation x + 8x – 2 = 0, what are the values of a, b, and c?
a. a = 0, b = 3, c = -1 c. a = - 3, b = 0, c = -1
b. a = 1, b = 8, c = -2 d. a = 3, b = 0, c = 1

7. In the quadratic equation 3x2 – 1 = 0, what are the values of a, b, and c?

a. a = 0, b = 3, c = -1 c. a = - 3, b = 0, c = -1
b. a = 3, b = 0, c = -1 d. a = 3, b = 0, c = 1

8. In the quadratic equation (y + 5)(y – 5) = 4, what are the values of a, b, and c?

a. a = 1, b = 5, c = -5 c. a = 1, b = 0, c = -29
b. a = 1, b = - 5, c = 5 d. a = 1, b = 0, c = 25

9. What is the standard form of the quadratic equation 3x(x – 3) = 7?

a. 3x2 – 9x = 7 c. 3x2 – 9x + 7 = 0
2
b. 3x – 3x – 7 = 0 d. 3x2 – 9x – 7 = 0

10. What is the standard form of the quadratic equation 2x + (x – 4)(x + 1) = 9?

a. x2 – x – 13 = 0 c. x2 – 5x + 5 = 0
b. x2 + x + 13 = 0 d. x2 – 5x – 13 = 0
 What’s In

Activity 1: Find My Partner

Directions: Solve the indicated product of the following and find your answer shown on the right side to find its
partner.

3(x + 7) 2x2 – 8x

2x(x – 4) x2 + 8x + 16

7(x + 1) – 2x x2 – 2x - 3

(x - 3)(x + 1) 3x + 21

(x + 4)2 5x + 7
Process Questions:
a. Were you able to find the indicated product?
b. What mathematical concepts or principles did you use to find your answer?
c. What common characteristics can you see in the products?

Were you able to recall and apply different mathematical concepts or principles in finding the product?
Why do you think there is a need to perform such mathematical tasks? You will find this out as you go through
this lesson.

What’s New

Activity 2: Post Me In the Right Path!

Directions: Post the following equations to its corresponding path.
Linear Equation Not Linear Equation

1. 2m2 – 8m = 0
2. r2 + 8r + 16 = 0
3. x2 – 2x – 3 = 0
4. 3s + 21 = 0
5. 5t + 7 = 0
6. x2 – 5x + 3 = 0
7. 8k – 3 = 0
8. 9 – 4x = 0
9. r2 - 16 = 0
10. 4x2 + 4x + 1 = 0
Process Questions:
a. Which of the given equations are linear?
b. How do you describe linear equation?
c. Which of the equations are not linear? Why?
d. How are these equations different from those which are linear?
e. What common characteristics do these equations have?

From the activities that you have done, you were able to describe equations other than linear equations,
and these are quadratic equations. But how are quadratic equations used in real-life problems and in making
decisions? You will find these out in the activities in the next section. Before doing these activities, read and
understand first some important notes on quadratic equations and the examples presented.
 What Is It

A quadratic equation in one variable is a mathematical sentence of degree 2 that can be written in the
following standard form.

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

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

Why do you think a must not be equal to zero? What happens to the equation when a is equal
to zero?

The value of a must not be equal to zero because it is the numerical coefficient of the
quadratic term.

Example 1: 3x2 + 7x – 1 = 0 is a quadratic equation in standard form with

a = 3, b = 7, c = -1.

Example 2: 2x(x - 4) = 12 is a quadratic equation. However, it is not written in standard form. To

transform it to its standard form, use distributive property and make one side of the equation
zero as shown below.

2x(x - 4) = 12 2x2 – 8x = 12 , by distributive property

2x2 – 8x – 12 = 12 – 12 , by subtraction property

2x2 – 8x – 12 = 0

The standard form of 2x(x - 4) = 12 is 2x2 – 8x – 12 = 0 where a = 2, b = -8, and c = -12.

Example 3: (x + 1)(x - 8)= -9 is also a quadratic equation but is not written in standard form. Just like in
Example 2, transform it to its standard form using distributive property and make one side of
the equation zero as shown below.

(x + 1)(x - 8)= -9 x2 – 7x - 8 = -9 , by distributive property

x2 – 7x – 8 + 9 = -9 + 9 , by addition property

x2 – 7x + 1 = 0

The standard form of (x + 1)(x - 8)= -9 is x2 – 7x + 1 = 0 where a = 1, b = -7, and c = 1.

When b = 0 in the equation ax2 + bx + c = 0, it results to a quadratic equation of the form ax2 + c = 0.

Examples: Equations such as 3x2 – 1 = 0, -5x2 + 3 = 0, and x2 - 1 = 0 are quadratic equations of the form
ax2 + c = 0. In each equation, the value of b = 0.

While, equations such as 4x2 – x = 0, -x2 + 5x = 0, and -2x2 – 5x = 0 are quadratic equation of
the form ax2 + bx = 0. In each equation, the value of c = 0.
 Your goal in this section is to apply key concepts of quadratic equations use the mathematical ideas and
the examples presented in the preceding section to answer activities provided.

What’s More

Activity 3: Am I Quadratic or Not?

Directions: Determine whether each equation is Quadratic or Not quadratic. Write Q if it is quadratic and N if it
is not quadratic.

1. C = d 6. (s + 1) = 0

2. 2(x + 3) = 0 7. (t + 4)(t+7) = 0
3. x + 3x2 = 0 8. (x – 5)2 – 3 = 0
4. 5x – 4 = 0 9. x2 – 7 = 0
5. -2m2 + m = 1 10. 5(m – 8) + 1 = 0

Process Questions:
a. Were you able to identify which equations are quadratic and not quadratic?
b. What makes the equation not quadratic? Differentiate a quadratic equation from an equation that is not
quadratic.

In the next activity, you will write quadratic equations in standard form.

Activity 4: Set Me to My Standard!

Directions: Write each quadratic equation in standard form, ax2 + bx + c = 0 then identify the values of a, b, and
c.
1. x2 – 6x – 7 = 0 6. 2x(x + 1) = 0
2. x2 – 64 = 0 7. (x + 4)2 = 5
2
3. -2x +8 = -9x 8. (x + 3)(x – 3) = x(4x + 5)
4. x2 = 3x + 10 9. (x + 5)(x - 9) = 21
5. 4x2 – 2 = 0 10. x(2x – 4) = (x – 2)(x – 2)

Process Questions:
a. What mathematics concepts or principles did you apply to write each quadratic equation in standard
form? Discuss how you applied these mathematics concepts or principles.
b. Write the steps in transforming a quadratic equation to its standard form.
c. Which quadratic equations did you find difficult to write in standard form? Why?

You have already familiarized the basic concepts and definitions of quadratic equations. This time, let’s
try to see if quadratic equations can be used in solving real-life problems.

Activity 5: Discovery Method!

Directions: Consider the situation below and fill in the table.
 Staying at home is the best way to keep yourself safe during this COVID-19 pandemic. To keep you
and your siblings cool at home during this summer break, your mother decided to construct a swimming pool in
your backyard. She asked you to make a layout of a rectangular pool whose area is 28m 2. She specified that the
length of the pool must be 3 m more than its width.

Length = 3m more than its width

Width = x Area = 28m2

Guide Questions Your Answer

1. If x represents the width of the rectangular Width = x

pool, how would you represent the length? Length = _______

A = 28, w = x, l = ___
2. You know that the formula for the area of
the rectangle is A = lw. A = lw
How would you represent the area of the ____________
rectangular pool?

3. What are the dimensions of the pool?

Process Questions:
a. How did you find the activity?
b. What if the length of the pool is 5 meters more than its width, what equation would represent the given
situation?
c. How would you describe the equation formulated?
d. Do you think you can use the equation formulated to find the length and the width of the pool? Justify
your answer.

From the activities that you have done, you were able to find out how a particular quadratic equation is
illustrated and used in solving real life problems and making decisions. To understand more about quadratic
equation and its application to real-life, let’s have our next activity.

Activity 6: Let’s Get Online!

Why do we need to study quadratic equation? Please watch this video online (https://www.youtube.com/watch?
v=BjbyqgUEbAE) to know where and when we can use quadratic equation.

Process Questions:
 a. Based on the video, what are some examples of real life situations where we can use quadratic
equation?
b. Where and when can we use quadratic equations?
c. Is it important for us to learn about quadratic equations? Why?

For our next activity, you will identify situations that illustrate quadratic equations and represent these by
mathematical statements.
Activity 7: Does It Illustrate Me?
Directions: Tell whether or not each of the following situations illustrates quadratic equations. Justify your
answer by representing each situation by a mathematical sentence.

1. The square of a number is added to two times the number and the sum is 24.
2. The width of a rectangle card is 2cm less than the length and the area is 35cm 2.
3. A flowerbed is to be 3m longer than its width. The flowerbed will have an area of 70m2.
4. Angela is 4 years younger than Genesis. Four years later, Genesis will be twice as old as Angela.
5. A rectangular bahay-kubo with the dimension of 11m more than its width built in a rectangular
backyard. The area of the bahay-kubo is 85m2.

Process Questions:
a. Did you find the activity challenging?
b. Were you able to represent each situation by a mathematical statement?

Now that you know the important ideas about this topic, let’s go deeper by moving on to the next activity.

What I Have Learned

Activity 8: Sum It Up
Directions: Let’s summarize all of the concepts or principles that you have learned about quadratic equations
using the diagram below.

Activity 9: Dig Deeper!

Directions: Answer the following questions.

1. How are quadratic equations different from linear equations?

2. How do you write quadratic equations in standard form? Give at least 2 examples and identify the
values of a, b, and c.

3. The following are the values of a, b, and c that Angela and Genesis got when they expressed 4 – 7x =
x2 in standard form.
Angela: a = -1; b = -7; c = 4
 Genesis: a = 1; b = 7; c = -4
Who got the correct values of a, b, and c? Justify your answer.

4. Can the equation -1 + 9x = 4x 2 be written in standard form in two different ways? What are the two
possible answers?

Now that you have deeper understanding of the topic, you are ready to do our mini task which will
demonstrate your understanding of quadratic equations.

Activity 10: Mini-task: Where in the real world?

Directions: Completely fill in your Home Quarantine Pass before proceeding to the next lesson.
Summary

This lesson is about quadratic equations and how they are illustrated in real-life. The lesson provided
you with opportunities to discuss quadratic equations using practical situations and their mathematical
representations. Moreover, you were given the chance to formulate quadratic equations as illustrated in some
real life situations. Your understanding of this lesson and other previously learned mathematics concepts and
principles will facilitate your learning of the next lesson, solving quadratic equations.

References

Websites:

Tumanova, Elena. “Straight Empty Road Through The Countryside. Summer Landscape Stock Vector -
Illustration of Illustration, Blue: 157847811.” Dreamstime, September 6, 2019.
https://www.dreamstime.com/straight-empty-road-countryside-summer-landscape-green-hills-blue-sky-
meadow-mountains-vector-illustration-image157847811.

GraphicsRF, Shawn. “Curve Road in the Park.” Vecteezy, April 12, 2019. https://www.vecteezy.com/vector-
art/433447-curve-road-in-the-park.