Week 1 Quadratic Equations

LEARNING GUIDE:
1. Read and understand the discussions and examples below.
2. Do Learning Tasks 1, 2 and 3 on your PIVOT 4A Learner’s Material page 6. Write your
answers on your intermediate paper.
3. Study the examples on PIVOT 4A Learner’s Material pages 6 – 11 and pages 1 - 7 on
Supplemental Material.
4. Answer Quiz # 1 of this lecture note. Write your answers on an intermediate paper

Illustrating Quadratic Equations

Let’s investigate the situation of Aling Tuding’s vegetable garden.
First, let us identify and represent the unknowns in the problem. If we let x be the width of the
rectangular garden, then the length will be x + 3 since it is 3 more than the width. That is,

x = width of the garden

x + 3 = length of the garden.
15 (square meters) = area of the rectangular garden

Then, we can represent the dimensions as shown in the figure:

𝑥+3

𝐴𝑟𝑒𝑎 = 15𝑚2 𝑥

The area (A) of any rectangle can be solve by the formula:

𝐴 = 𝑙𝑤, where 𝑙 is the length and the w is the width. Hence, in the given figure:
𝐴 = 𝑙𝑤
15= (𝑥 + 3) Substituting to the area formula
15 = 𝑥2 + 3𝑥 by Distributive Property
𝑥2 + 3𝑥 – 15 = 0 by Addition Property of Equality

What is the degree of the equation obtained?

What do you call this kind of equation?

The equation in one variable obtained from the situation, 𝑥2 + 3𝑥 – 15 = 0, has a degree
of 2. It means the highest exponent of the variable is 2. This kind of second degree equation is
also called quadratic equation.

Write the given equation in standard form and determine if the given equation is quadratic. If
yes, identify the values of 𝑎, 𝑏 and 𝑐.

SUPPLEMENTAL MATERIAL FOR MATH 9 1

 Solving Quadratic equations by Extracting
Square Roots
Quadratic Equation can be written in the form x2 = c can be solved by applying the following
properties:

Given Standard form Quadratic Values

Yes No a b c
Yes, because the
a. 3𝑥2 + 2𝑥 = 9 3𝑥2 + 2𝑥 – 9 = 0 degree of the 3 2 -9
equation is 2
Yes, because the
b. (𝑥−5) (2𝑥+3) = 7 2𝑥2 – 7𝑥 – 8 = 0 degree of the 2 -7 -8
equation is 2
No, because
c. 2𝑥2 – 15 = 2(𝑥2 + 7𝑥) −14𝑥 – 15 = 0. the degree of
the equation
is 1

 If c > 0, then x2 = c has two real roots/solutions.

 If c = 0, then x2 = c has one real root/solution.
 If c < 0, then x2 = c has no real roots/solutions.

Examples:
1.
𝑥2 + 6 = 6 Given
𝑥2 + 6 − 6 = 6 − 6 Subtract both sides by 6
𝑥2 = 0 Simplify

√𝑥 2 = √0 Take the square root of both sides

𝒙= 𝟎
The solution is 0.

2.
9𝑥 2 + 16 = 0 Given
9𝑥 2 + 16 − 16 = 0 − 16 Subtract 16 from both sides
9𝑥 2 = −16
9𝑥 2 −16 Divide both sides by 9.
=
9 9
−16
𝑥2 =
9
−16
√𝑥 2 = ±√ Take the square root of both sides.
9
The answer will not be a real
−16
𝑥 = ±√ number.
9 *square root of a negative numbers
does not have real solutions.
There is no solution.

SUPPLEMENTAL MATERIAL FOR MATH 9 2

 3.
𝟐(𝒙 + 𝟒)𝟐 = 𝟏𝟖 Given
2(𝑥 + 4)2 18 Divide both sides by 2
=
2 2
(𝑥 + 4)2 = 9

√(𝑥 + 4)2 = √9 Take the square root of both

sides
𝑥 + 4 = ±3
Write two equations using
both the positive and
𝑥+4 =3 𝑜𝑟 𝑥 + 4 = −3 negative square roots and
solve each.

𝒙 = −𝟏 𝒐𝒓 𝒙 = −𝟕
The solutions are -1 and -7

Factoring
Examples:
1.
𝟒𝒙𝟐 = 𝟔𝒙 Given
4𝑥 2 − 6𝑥 = 6𝑥 − 6𝑥 Subtract 6x from both sides.
4𝑥 2 − 6𝑥 = 0 Get the GCF
2𝑥(2𝑥 − 3) = 0 Factor by GCF (GCF: 2x)
2𝑥 = 0 𝑜𝑟 2𝑥 − 3 = 0 Use the Zero Product Property
𝟑 Solve each equation
𝒙=𝟎 𝒐𝒓 𝒙=
𝟐
𝟑
The solutions are 0 and
𝟐

2.
𝟐𝒙𝟐 − 𝟑 = −𝒙 Given
2𝑥 2 − 3 + 𝑥 = −𝑥 + 𝑥 Add x to both sides.
2𝑥 2 +𝑥−3= 0 Standard form
(2𝑥 + 3)(𝑥 − 1) = 0 Factor the trinomial
2𝑥 + 3 = 0 𝑜𝑟 𝑥−1=0 Use the zero product property
3 Solve each equation
𝑥=− 𝑜𝑟 𝑥=1
2
𝟑
The solutions are − or 1.
𝟐

SUPPLEMENTAL MATERIAL FOR MATH 9 3

 Completing the square

Completing the Square

𝒃 𝟐
In an expression of the form 𝒙𝟐 + 𝒃𝒙 𝒐𝒓 𝒙𝟐 − 𝒃𝒙, add the constant term ( ) to complete
𝟐
the square.
Examples:
Complete the square. Then write each completed square in factored form.
1. 𝒙𝟐 + 𝟏𝟖𝒙 Solution
18 2
To complete the square, add ( ) or 81.
2
Completed square: 𝑥2 + 18𝑥 + 81
Factored form: (𝑥 + 9)2
2. 𝒙𝟐 − 𝟕𝒙 Solution
−7 2 49
To complete the square, add ( ) or .
2 4
𝟒𝟗
Completed square: 𝑥2 -7𝑥 +
𝟒
𝟕 𝟐
Factored form: (𝒙 − )
𝟐

𝟐
3. 𝒙𝟐 − 𝒙 Solution
𝟑
−2 2
3 1
To complete the square, add ( ) or .
2 9
𝟐 𝟏
Completed square: 𝒙𝟐 − 𝒙 +
𝟑 𝟗
𝟕 𝟐
Factored form: (𝒙 − )
𝟐

Solving quadratic equations by factoring is simple and easy to do. However, there are
some quadratic equation that are very difficult to factor. We can solve any quadratic equation
using the method called completing the square.
Example 1: Solve 𝑥2 – 8𝑥 – 9 = 0 by completing the square.

𝑥2 – 8𝑥 – 9 = 0 Original equation
𝑥 – 8𝑥 – 9 + 9 = 0+9
2
Add 9 to both sides

x2 – 8x =9 Add 16 to both sides. The right side is

a perfect square trinomial.
Note: To get the constant that will complete the square take
The coefficient of x, divide it by 2, then square it. We have, -8x
−𝟖 𝟐
( ) = 16
𝟐

x2 – 8x +16 = 25
(𝑥 − 4)2 = 25 Express the perfect square trinomial as
a square of a binomial.
√(𝑥 − 4)2 = √25 Extract the square root to both sides
𝑥 − 4 = ±5
𝑥−4 =5 𝑜𝑟 𝑥 − 4 = −5 Equate the linear expressions to
each of the two values
𝒙=𝟗 𝒐𝒓 𝒙 = −𝟏 Solve each of the resulting equations
The solutions set is {-1, 9}.

SUPPLEMENTAL MATERIAL FOR MATH 9 4

 Checking:
For 𝑥 = −1 For 𝑥 = 9
𝑥2 – 8𝑥 – 9 = 0 𝑥2 – 8𝑥 – 9 = 0
(−1)2 – 8(−1) – 9 = 0 (9)2 – 8(9) – 9 = 0
1+8–9=0 81 – 72 – 9 = 0
0=0 0=0

Quadratic Formula
Example:
Solve for the real roots of the equation 𝑥2 – 3𝑥 – 17 = 0 using quadratic formula.
𝑥2 – 3𝑥 – 17 = 0 Given
a=1, b = -3 and c = -17 Identify the values of a, b and c.
−𝑏 ± √𝑏 2 − 4𝑎𝑐 Quadratic Formula
𝑥=
2𝑎
−(−3) ± √(−3)2 − 4(1)(−17) Substitute the values of a, b and c
𝑥=
2(1)
3 ± √9 + 68 Simplify
𝑥=
2
3 ± √77 Evaluate the square roots, if possible
𝑥=
2
𝟑±√𝟕𝟕
*since √78 does not have any perfect square factor, therefor, the roots are
𝟐

ANSWER KEY

QUADRATIC EQUATIONS

Learning Task 1(p. 6)

Linear Quadratic
Equation Equation
d = 3e – 7 n2 – 3n +10 = 0
8 – 3k = 12 25b2 – 16 = 0
3r + 2e = -6 1 2
m + 2m =4
3
2y – z = 9 2x2 + 2x +1 = 330
5w + 5 = 0 f2 – 3f + 2 = 0
10u – 5 = 8 a2 = 225

Learning Task 2 (p. 11) B. by factoring

A. Complete the table

1. x2 + 7x = 0 x1 = -7, x2 = 0
2. m2 + 8m = -16 m = -4
Given Standard Values of 3. x2 + 5x -14 = 0 x1 = -7, x2 = 2
form a b c 4. 2y2 + 8y – 10 = 0 y1 = -5, y2 = 1
1. 2x – 3x2 = 5 3x2 –2x +5 = 0 3 -2 5
2. 4 – x2 = 5x x2+5x-4+0 1 5 -4
3. (2x+5)(x-4)=0 2x2-3x-20=0 2 -3 -20 C. by completing the square
4. 2x(x-1)=6 2x2-2x-6=0 2 -2 -6
5. (x+1)(x+4)=8 x2+5x+4=0 1 5 4
1. x2 + 5x + 6 = 0 x1 = -3, x2 = -2
2. x2 + 2x = 8 x1 = -4, x2 = 2
B. Solve the quadratic equation using the appropriate 3. 2x2 + 2x = 24 x1 = -4, x2 = 3
method
1. x2 – 81 = 0 x=±9
2. x2 + 5x + 6 = 0 x = { -3, -2 }
D. using quadratic formula
3. 2x2 – 4x + 3 = 0 No real 1. x2 + 5x =14 x1 = -7, x2 = 2
solution Learning 2. 2x + 8x – 10 = 0
2 x1 = -5, x2 = 1
3. 2x + 3x = 27
2 𝟗
x1 = − , x2 = 3
𝟐

SUPPLEMENTAL MATERIAL FOR MATH 9 5

 WEEK 1 QUIZ NUMBER 1
Write the letter of the correct answer on your answer sheet. If your answer is not found among
the choices, write the correct answer.
_____1. Given a, b, and c are real numbers and 𝑎≠ 0, which of the following is the standard
form of quadratic equation?
A. 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 C. 𝑎 = 𝑏𝑥 + 𝑐
B. 𝑎𝑥 + 𝑏 + 𝑐 = 0 D. 𝑎𝑥 + 𝑏2 + 𝑐 = 0
_____2. Which of the following is a quadratic equation?
A. 3𝑥 + 5 = 0 C. (𝑥 + 2) (𝑥 – 3) = 5
B. (𝑥 + 1) (𝑥 – 2) = 𝑥2 D. 2𝑥2 - 2𝑥2 – 5 = 0
_____3. Given (𝑥 – 1) + 3 = 2𝑥 + 1, find the value of the constant term.
2

A. 1 B. 3 C. -1 D. -3
_____4. How many real number solutions does the equation 𝑥2 =𝑐, where 𝑐 > 0 have?
A. no real solution B. two C. three D. one
_____5. What are the roots of 𝑥2 – 144 = 0?
A. ± 24 B. ± 11 C. ± 12 D. ± 13
_____6. Solve: 4𝑥2 – 80 = 0 by extracting the square root.
A. ± 5 B. ±5√2 C. ±2 D. ±2√5
_____7. The (𝑥 + 3) (𝑥 – 3) is a factored form of equation ______.
A. 𝑥2 – 3 = 0 B. 2𝑥2 = 9 C. 𝑥2 – 9= 0 D. 𝑥2 + 32 = 0
2
_____8. What is the factored form of 𝑥 +10𝑥 +25?
A. (𝑥 −5)2 B. (𝑥 + 5)2 C. (𝑥 +2) (𝑥+5) D. (𝑥 −2) (𝑥 +5)
_____9. Solve for the value of x in equation 4𝑥2+ 8𝑥 = 0.
A. 𝑥 = 0,−2 B. 𝑥 = 2,−2 C. 𝑥 = 1,2 D. 𝑥 = −1,−2
_____10. In the expression x2 – bx + 100, what is the value of b to make the expression a
perfect square?
A. 10 B. 5 C. 15 D. 20
_____11. To find the value of b in question number 10, is ______ the product of the square
roots of the two perfect square terms.
A. thrice B. once C. twice D. triple
_____12. In the given number 10, which of the following is the square of a binomial?
A. (𝑥 − 5)2 B. (𝑥 −10)2 C. (𝑥 + 20)2 D. (𝑥 – 20)2
2
_____13. If the quadratic equation 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0 is solve using quadratic formula, the
solutions are:
−𝑏±√𝑏2 −4𝑎𝑐 −𝑏+√𝑏2 −4𝑎𝑐
A. 𝑥 = C. 𝑥 =
2𝑎 2
−𝑏−√𝑏2 −4𝑎𝑐 −𝑏±√𝑏2 −4𝑏𝑐
B. 𝑥 = D. 𝑥 =
2𝑎 2𝑎
_____14. Which is the correct substitution of the values of a, b and c in the quadratic formula of
the equation 𝑥2= −7𝑥 − 5?
−(−7)±√(−7)2 −4(1)(−5) −(7)±√(7)2 −4(1)(5)
A. 𝑥 = C. 𝑥 =
2(1) 2(1)
(−7)±√(−7)2 −4(−1)(5) −(7)±√(−7)2 −4(1)(−5)
B. 𝑥 = D. 𝑥 =
2(−1) 2(1)
_____15. Solve for the roots of 2𝑥2+ 5𝑥 = −3 using quadratic formula.
3 3 3 3
A. x = { − , −1} B. x = { − , 1} C. x = { , −1} D. x = { , 1}
2 2 2 2

SUPPLEMENTAL MATERIAL FOR MATH 9 6

 Week Characterizing and
Describing the Roots of
2
Quadratic Equation
Nature of the Roots of Quadratic Equation

Learning Guide:
1. See first discussion on PIVOT 4A Learner’s Material pp. 13 – 14.
2. Read and understand the discussions and examples below.
3. Do Learning Tasks 1, 2, and 3 Letter A of your PIVOT 4A Learner’s Material pages 13
to 17. Write your answers on your intermediate paper.
4. Answer QUIZ NUMBER 2 on your intermediate paper.

DISCUSSION
The value of the expression b2 – 4ac is called the discriminant of the quadratic function. The
discriminant determines the nature of the roots of a quadratic equation.

 If b2 - 4ac = 0, then the roots are real and equal

 If b2 - 4ac > 0, then the roots are real and unequal
 If the value of b2 - 4ac > 0 is a perfect square, then it is a rational and
unequal.
 If the value of b2 - 4ac > 0 is a not a perfect square, then it is a irrational
and unequal.
 If b2 - 4ac < 0, then the roots are not real.

Example:
Quadratic Equation
1. x2 + 4x + 3 = 0
2. x2 + 6x + 3 = 0
3. x2 - 6x + 9 = 0
4. x2 + 2x + 3 = 0
Discriminant Nature of the roots
b2 – 4ac = (4)2 – 4(1)(3) = 4 Rational and unequal
b2 – 4ac = (6)2 – 4(1)(3) = 24 Irrational and unequal
b2 – 4ac = (-6)2 – 4(1)(9) = 0 Real and equal
b2 – 4ac = (2)2 – 4(1)(3) = -8 Not real

ANSWER KEY
Learning Task 1: (pp. 13)
Roots
Equation a b c b2 – 4ac
X1 X2
x2 + 4x + 3 = 0 1 4 3 4 -1 -3

x2 - 5x + 4 = 0 1 -5 4 9 1 4

x2 - 49 = 0 1 0 49 196 7 -7
𝟓 𝟓
4x2 - 25 = 0 4 0 -25 400 −
𝟐 𝟐
2x2 + 7x + 3 = 0 2 7 3 25 𝟏 -3
−
𝟐

SUPPLEMENTAL MATERIAL FOR MATH 9 7

 Learning Task 2: (pp. 16)

Equation a b c Discriminant Nature of the Roots

x2 - 6x - 27 = 0 1 -6 - 27 144 Rational and unequal
2
x - 25 = 0 1 0 - 25 100 Rational and unequal
x2 + 10x + 25 = 0 1 10 25 0 Real and equal
2
2x - 5x + 3 = 0 2 -5 3 1 Rational and unequal

Learning Task 3 Letter A: (pp. 17)

1. x2 + 4x + 3 = 0 D=4 Nature of the roots: Rational and unequal

2. x2 - 5x + 4 = 0 D=9 Nature of the roots: Rational and unequal
3. x2 + 7 = 0 D = - 28 Nature of the roots: Not Real
4. 4x2 – 4x + 1 = 0 D=0 Nature of the roots: Real and equal
5. 2x2 + 6x + 3 = 0 D = 12 Nature of the roots: Irrational and unequal

WEEK 2 QUIZ NUMBER 2

I. DIRECTIONS: Read each item carefully. Choose the letter of the correct answer.
___1. Which of the following is the discriminant of the quadratic equation x2 + 10x + 25 = 0?
A. 0 C. 25
B. – 80 D. – 120

___2. How many real roots does the quadratic equation 5x2 – 8x + 6 = 0 have?
A. 0 C. 2
B. 1 D. 3

___3. Given the discriminant of 24, which of the following is the nature of its roots?
A. Irrational and unequal C. Real and equal
B. Rational and unequal D. Not real

___4. Given the quadratic equation m 2 + 12m – 45 = 0, which of the following is the nature of its
roots?
A. Irrational and unequal C. Real and equal
B. Rational and unequal D. Not real

___5. Which of the following quadratic equations has rational equal and real roots?
A. 9 − 6𝑥 + 𝑥2 = 0 C. 𝑥2 + 4𝑥 − 21=0
B. 𝑥2 + 2𝑥 + 2 = 0 D. 4𝑥2 + 12𝑥 + 10

II. DIRECTIONS: Complete the table.

Quadratic Equations Discriminant Nature of the Roots

2
a + 8a + 12 = 0 6. 7.
b2 = - 6b - 9 8. 9.
2m2 – 10m + 8 = 0 10. 11.
3x – 2x + 5 = 0
2
12. 13.
2y2 + 8y + 3 = 0 14. 15.

SUPPLEMENTAL MATERIAL FOR MATH 9 8

 Week The Sum and the Product
of the Roots of Quadratic
3
Equation
Learning Guide:
1. See first discussion on PIVOT 4A Learner’s Material pp. 15 – 16.
2. Read and understand the discussions and examples below.
3. Do Learning Tasks 3 Letter B and 4 of your PIVOT 4A Learner’s Material page 17. Write
your answers on your intermediate paper.
4. Answer QUIZ NUMBER 3 on your intermediate paper.

Correction for pp. 16 Letter A Checking part:

Using factoring, (x + 4)(x +1) = 0
Factoring the quadratic trinomial part
x + 4 = 0; x + 1 = 0 Zero Product Property
x = -4; x = -1 by APE
x1 + x2 = - 4 - 1 = - 5 Sum of roots
x1 • x2 = (-4)(-1) = 4 Product of roots
b. 2x2 – 5x + 3 = 0, the values of a = 2, b = -5 and c = 3, respectively.
Substituting values in the ratio for
𝑏 −5 𝟓
Sum of roots, x1 + x2 = − 𝑎 = −( )= , while for
2 𝟐
𝑐 3
Product of roots, x1 • x2 = =2
𝑎
Checking:
Using factoring, (2x – 3)(x – 1) = 0
Factoring the quadratic trinomial part
2x - 3 = 0; x - 1 = 0 Zero Product Property
2x = 3; x = 1 by APE
3
X=
2
𝟑 𝟓
x1 + x2 = 𝟐 + 1 = 𝟐 Sum of the Roots
𝟑 𝟑
x1 • x2 = 𝟐 • 1 = 𝟐 Product of the Roots

DISCUSSION
Given the quadratic equation of the form of 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏, 𝑐 are real numbers
and 𝑎 ≠ 0, the following are the principles regarding its roots x1, 𝑎𝑛𝑑 x2.
(a) The sum of the roots is the additive inverse of the quotient of the coefficients 𝑏 and 𝑎
denoted by:
𝒃
𝒙1 + 𝒙2 = − 𝒂

(b) The product of the roots is the quotient of the coefficients 𝑐 and 𝑎 denoted by:
𝐜
𝒙1 · 𝒙 2 =
𝐚
Example:
(1) Using the concept of the sum and product of roots, form the quadratic equation whose
roots are 5 and 2.
Solution:
𝑏
Sum of the Roots: x1 + x2 = 5 + 2 = 7 −
𝑎
𝑐
Product of the Roots: x1 • x2 = 5 • 2 = 10
𝑎

SUPPLEMENTAL MATERIAL FOR MATH 9 9

 𝑏 𝑐
Hence, following the equation form 𝑥2 + + = 0, we have:
𝑎 𝑎
Quadratic equation: x2 – 7x + 10 = 0 final answer.

(2) Mang Kevin owns a rectangular lot. The perimeter of the lot is 90 meters and the
area is 450 square meters. What is the dimension of the rectangular lot?
Steps in Problem - solving:
a. Asked: What is the dimension of the rectangular lot?
b. Given: Perimeter = 90 meters
Area = 450 m2
c. Solution:

Solution (1) Reasons

P = 2l + 2w or 2(l + w) Use the formula of the perimeter of rectangle
90 = 2(l + w) Substitution (substitute 90 to P - perimeter)
90 2(𝑙 + 𝑤) Divide both sides of the equation by the
= numerical coefficient
2 2
𝒃
45 = l + w SUM of the Roots (- )
𝒂

Solution (2) Reasons

A = lw Use the formula of the area of rectangle
450 = lw Substitution (substitute 450 to A - area)
𝒄
450 = lw PRODUCT of the Roots ( )
𝒂

𝑏 𝑐
Hence, following the equation form 𝑥2 + + = 0, we have:
𝑎 𝑎

Solution (3) Reasons

x – 45x + 450 = 0
2 Substitution
(x – 30)(x – 15) = 0 Factoring
x – 30 = 0 ; x – 15 = 0 Zero Product Property
x = 30 ; x = 15 The length of the rectangular lot is 30 m
and the width is 15 m.

NOTE: The biggest value will be the length and the lowest value will be the width. Negative
answers are not considered when it comes to word problems involving measurements.

ANSWER KEY
Learning Task 3 Letter B: (pp. 17)

Equation a b c Roots X 1 + X2 X1 • X 2
X1 X2
x2 + 5x + 4 = 0 1 5 4 -1 -4 -5 4
x2 - 6x – 27 = 0 1 -6 -27 -3 9 6 -27
x – 25 = 0
2
1 0 -25 5 -5 0 -25
2
x + 10x + 25 = 0 1 10 25 -5 -5 -10 25
2
2x - 5x - 3 = 0 2 -5 3 3 𝟏 𝟓 𝟑
− −
𝟐 𝟐 𝟐

SUPPLEMENTAL MATERIAL FOR MATH 9 10

Learning Task 4: (pp. 17)
The perimeter of a rectangular metal plate is 36 dm and its area is 80 dm 2. Find its
dimensions. (Relate the measures to the sum and product of a quadratic equation.)
The perimeter of a rectangle is twice the sum of its length and width while its area is the
product of its length and width. Such that, Perimeter = 2(L + w) and Area = L • w

Solution (1) Reasons

P = 2l + 2w or 2(l + w) Use the formula of the perimeter of
rectangle
36 = 2(l + w) Substitution (substitute 36 to P -
perimeter)
𝟑𝟔 𝟐(𝒍 + 𝒘) Divide both sides of the equation by the
= numerical coefficient
𝟐 𝟐
𝒃
18 = l + w SUM of the Roots (- )
𝒂

Solution (2) Reasons

A = lw Use the formula of the area of rectangle
80 = lw Substitution (substitute 80 to A - area)
𝒄
80 = lw PRODUCT of the Roots ( )
𝒂

𝑏 𝑐
Hence, following the equation form 𝑥2 + + = 0, we have:
𝑎 𝑎

Solution (3) Reasons

x – 18x + 80 = 0
2 Substitution
(x – 10)(x – 8) = 0 Factoring
x – 10 = 0 ; x – 8 = 0 Zero Product Property
x = 10 ; x = 8 The length of the rectangular lot is 10 dm
and the width is 8 dm.

SUPPLEMENTAL MATERIAL FOR MATH 9 11

 WEEK 3 QUIZ NUMBER 3

DIRECTIONS: Read each item carefully. Choose the letter of the correct answer.
___ 1. Given the quadratic equation ax2 + bx + c = 0 where 𝑎, 𝑏, 𝑐 are real numbers and
𝑎 ≠ 0, which of the following is the product of its roots?
𝑏
A. 𝑎 C. -
𝑎
𝑐
B. 𝑐 D.
𝑎
2
___ 2. In the quadratic equation ax + bx + c = 0 which of the following is the sum of its roots?
𝑏
A. 𝑎 C. -
𝑎
𝑐
B. 𝑐 D.
𝑎
__ 3. What is the sum of the roots of the quadratic equation 2m 2 + 12m – 64 = 0?
A. 6 C. 32
B. -6 D. – 32
__ 4. In the quadratic equation 3x2 - 36x = 48, which of the following is the product of its roots?
A. 16 B. -16 C. 12 D. – 12
__ 5. The roots of a quadratic equation are 6 and -3. Which of the following quadratic equations
has these roots?
A. x2 – 3x – 18 = 0 C. x2 – 3x + 18 = 0
B. x2 + 3x – 18 = 0 D. x2 + 3x + 18 = 0
__ 6. Which is TRUE about the product of the roots of a quadratic equation when a=1?
A. The product cannot be determined.
B. The product is the negative of the constant.
C. The product is equal to the constant.
D. They have no relationship.
__ 7. What is the product of the roots of (x – 4)(x + 8) = 0?
A. - 2 C. - 8
B. - 4 D. – 32
__ 8. What is the sum of the roots of (2x + 5)(x - 4) = 0?
3
A. C. 10
2
3
B. − D. – 10
2

__ 9. A rectangular pool has an area of 27 ft2 and a perimeter of 24 ft. Which of the following
equations represents the rectangular pool?
A. x2 – 12x + 27 = 0 C. x2 – 12x - 27 = 0
2
B. x + 12x + 27 = 0 D. x2 + 12x - 27 = 0
__ 10. The area of a rectangular garden is 50 ft2. What is the width of the garden if its perimeter
is 30 ft?
A. 5 ft C. 30 ft
B. 10 ft D. 50 ft

SUPPLEMENTAL MATERIAL FOR MATH 9 12

 Week Solving Quadratic
Equations and Rational
4&5
Algebraic Equations
Learning Guide:
1. Answer the Formative Test below.
2. Read and understand the discussions and examples below.
3. Do Learning Tasks 1, 2, 3 and 4 of your PIVOT 4A LM pages 18 to 21. Write your
answers on your intermediate paper.
4. Answer QUIZ NUMBER 4 on your intermediate paper.

Formative Test

Rewrite the following equations into standard form (ax2 + bx + c = 0). Determine all
possible methods that will help you find the roots of the given equations.
1. x (x + 4) = -3
2. 5x2 – 12x = 2x2 + 3x
3. (x + 3)2 + (x + 6)2 = - 35

DISCUSSION # 1
There are equations that are transformable into quadratic equations. These equations may
be given in different forms. Hence, the procedures in transforming these equations into quadratic
equations may also be different. Once the equations are transformed into quadratic equations,
they can be solved using different methods such as extracting square roots, factoring, completing
the square and using quadratic formula.
Examples:
1. Solve x(x-5) = 36.
Solution Reasons
x(x-5) = 36 x – 5x = 36
2
Distributive Property
x2 – 5x – 36 = 0 Transposition
(x – 9)(x + 4) = 0 Factoring
x – 9 = 0; x + 4 = 0 Zero Product Property
x = 9 or x = -4 Roots

2. Find the roots of the quadratic equation (x + 5)2 + (x – 2)2 = 37.

Solution Reasons
(x + 5x + 5x + 25) + (x2 – 2x – 2x +4) = 37
2
Expand (Use FOIL Method)
2x2 + 6x + 29 = 37 Combining like terms
2x2 + 6x + 29 – 37 = 0 Transposition
2x2 + 6x – 8 = 0 Combining like terms
x + 3x – 4 = 0
2 Divide both sides of the equation by
the value of a
(x + 4)(x - 1) = 0 Factoring
x+4=0;x–1=0 Zero Product Property
x = -4 or x = 1 Roots

SUPPLEMENTAL MATERIAL FOR MATH 9 13

3. The width of a rectangular table is 1 meter less than its length and its area is 240m 2. Find its
dimension.
Steps in Problem - solving:
a. Asked: What is the dimension of the table?
b. Given: Let x be the length, x – 1 be the width and Area = 240 m 2.
c. Solution:

Solution Reasons
A = lw Use the formula of the area of rectangle
240 = (x)(x – 1) Substitution
x2 – x – 240 = 0 Transform into quadratic equation
(x + 15)(x – 16) = 0 Factoring
x + 15 = 0 ; x - 16 = 0 Zero Product Property
x = - 15 , x = 16 Roots

So, the length of the table is 16 m.

Using substitution method, width is x – 1 width = x – 1
(16) – 1
Width = 15 m.
The dimensions of the table are 16 m and 15 m, respectively.

DISCUSSION # 2

Rational algebraic equations are mathematical sentences that

contain rational algebraic expressions.
See first Illustrative Examples on PIVOT 4A LM pp. 19 – 20

Correction for pp. 20:

1 1 1
Equation: + =
𝑡 𝑡−15 10

Find the LCD, and multiply both side of the

equation by the LCD.
1 1 1
(t)(t -15)( + ) = (t)(t -15)( )
𝑡 𝑡−15 10
𝑡 2 − 15𝑡
t – 15 + t =
10
𝑡 2 − 15𝑡
2t – 15 =
10
10(2t – 15) = t2 – 15t
t2 – 15t – 20t + 150 = 0
t2 – 35t + 150 = 0

To solve for x: t2 – 35t + 150 = 0 (t – 30)(t – 5) = 0 Factoring

t – 30 = 0 ; t – 5 = 0 Zero Product Property
t = 30 or t = 5

SUPPLEMENTAL MATERIAL FOR MATH 9 14

Examples:
1.

𝟖 𝟒𝒙
2. Given a rational algebraic equation, x + = 1 + 𝒙−𝟐, what are the values of x?
𝒙−𝟐
Solution:

NOTE: Extraneous solution or extraneous root is a solution of an equation derived from

an original equation. However, it is not a solution of the original equation.

ANSWER KEY
Learning Task 1: (pp. 18)

ANSWER:
I. Least common denominator
1. 4
2. 2x
3. 5x
4. (2)(x-3)
II. Least common denominator
1. 2x
2. 5x
3. (2)(x-3)

SUPPLEMENTAL MATERIAL FOR MATH 9 15

Learning Task 2: (pp. 20)

x2 + x – 12 = 0

x2 + 8x – 20 = 0

x2 + 0.9x – 0.36 = 0

2x2 - 6x – 36 = 0

x2 - 5x – 84 = 0

ANSWER:
𝟏 𝟏 𝟏
(10x)(x+5)( + = )
𝒙 𝒙+𝟓 𝟏𝟎
(10x)(x+5)+(10x)=(x)(x+5)
10x + 50 + 10x = x2 + 5x
20x + 50 = x2 + 5x
x + 5x – 20x + 50 = 0
2

x2 - 15x – 50 = 0
Use Quadratic Formula to solve:
𝟏𝟓+𝟓√𝟏𝟕 𝟏𝟓− 𝟓√𝟏𝟕
X= or x =
𝟐 𝟐
Learning Task 3: (pp. 21)

ANSWER:
A.
𝟏 𝒙 𝟏𝟏 𝟐 𝒙+𝟏 𝟒 𝟐 𝒙 𝟏
1. (2x)( + = ) 2. (5x)( − = − ) 3. (x-2)(2)( + = − )
𝒙 𝟐 𝟔 𝒙 𝟓 𝟓 𝒙−𝟑 𝟐 𝟐
12 + 6x2= 22x 10 – x + x = - 4x
2
4 + x – 3x = - x + 3
2

6x2- 22x + 12 = 0 x2 - x - 4x – 10 = 0 x2 – 3x + x – 3 + 4 = 0
3x2- 11x + 4 = 0 x2 – 5x – 10 = 0 x2 – 2x + 1 = 0
Use quadratic formula, Use quadratic formula, (x – 1)(x – 1) = 0
𝟏𝟏+ √𝟕𝟑 𝟏𝟏− √𝟕𝟑 𝟐𝟓+ √𝟔𝟓 𝟐𝟓− √𝟔𝟓
x= or x = x= or x = x=1
𝟔 𝟔 𝟐 𝟐

SUPPLEMENTAL MATERIAL FOR MATH 9 16

 B. 1.
𝟏
2. Let x be the number and be the
𝒙
reciprocal.
𝟏 𝟐𝟒
x- =
𝒙 𝟓
𝒙𝟐 − 𝟏 𝟐𝟒
=
𝒙 𝟓
5x2 – 5 = 24x
5x2 – 24x – 5 = 0
(5x + 1)(x – 5) = 0
5x + 1 = 0 ; x – 5 = 0
𝟏
x = - or x = 5
𝟓

Learning Task 4: (pp. 21)

ANSWER:
1. Let x be the length and x – 5 be the width.
Solution:
lw = A Formula for Area
(x)(x – 5) = 84 Substitution
x2 – 5x = 84 Distributive Property
x – 5x – 84 = 0
2
Transposition
(x – 12)(x + 7) = 0 Factoring
x – 12 = 0 ; x + 7 = 0 Zero Product Property
x = 12 or x = - 7 Roots (negative value of roots are not
considered)
So, the length of the bedroom floor is 12 m.
Using substitution method, width is x – 5 width = x – 5
(12) – 5 = 7 m
The dimensions of the bedroom floor are 12 m and 7 m, respectively.
2. NO ANSWER, due to incomplete given.
3. The dimensions of the picture frame is 22.82cm by 30.82cm
4. 0.10 seconds

SUPPLEMENTAL MATERIAL FOR MATH 9 17

 WEEK 4 & 5 QUIZ NUMBER 4
I. DIRECTIONS: Read each item carefully. Choose the letter of the correct answer.
2𝑥−1 𝑥+1
___ 1. Which of the following is the quadratic transformation of the equation = ?
𝑥+1 𝑥−1
A. 3x – 6x + 1 = 0
2
C. x – 5x = 0
2

B. 3x2 + 6x – 1 = 0 D.
___ 2. Referring to the equation in number one, which of the following are the solutions?
1
A. 0, 5 C. 1,
3
1
B. 0, - 5 D. – 1, -
3
1 𝑥 1
___ 3. What is the LCD of the rational equation + = 2 ?
𝑥−3 𝑥−2 𝑥 − 5𝑥+6
A. x – 3 C. x – 5x + 6
2

B. x – 2 D. (x – 3)(x – 2)(x2 – 5x + 6)
___ 4. Which of the following statements is TRUE about rational algebraic equations?

A. There are rational algebraic equations that cannot be reduced into quadratic equations.
B. All values obtained from solving a rational algebraic equation are solutions to the said
equation.
C. The equation is an example of a rational algebraic equation transformable to quadratic
equations.
D. All rational algebraic equations have exactly two real solutions.
___ 5.

For numbers 6 – 7, use the equation (m + 2)2 = 25.

___ 6. Which of the following quadratic equations is the right transformation of the given equation?
A. m2 + 4 = 25 C. m2 + 4m + 4 = 25
2
B. m - 21= 0 D. m2 + 4m - 21= 0
___ 7. What are the roots of the equation?
A. – 7 and 3 C. 7 and 3
B. – 7 and – 3 D. 7 and – 3
2𝑥 1 2
For numbers 8 – 10, use the equation = − .
𝑥+1 𝑥−1 𝑥+1

___ 8. Given the equation, what is the least common denominator?

A. x + 1 C. x2 + 1
B. x – 1 D. (x + 1)(x – 1)
___ 9. Which of the following quadratic equations is the right transformation of the given equation?
A. 2x2 – x + 1 = 0 C. 2x2 – x - 1 = 0
2
B. 2x + x + 1 = 0 D. 2x2 + x - 1 = 0

___ 10. What are the values of a, b and c respectively?

A. 2, -1, 1 C. 2, -1, -1
B. 2, 1,1 D. 2, 1, -1

II. DIRECTION: Solve the following equations. Write your complete solution. (5 pts. Each)

11 – 15. (m – 4)2 + (m – 7)2 = - 105

16 – 20. The length of a rectangular garden is 15 meter more than its width and its area is
184 m2. What is the dimension of the garden?

SUPPLEMENTAL MATERIAL FOR MATH 9 18

 Week 6 Quadratic Inequalities

LEARNING GUIDE:
1. Read and understand the discussions and examples below.
2. Do Learning Tasks 1, 2, and 4 on your PIVOT 4A Learner’s Material page 6. Write your
answers on intermediate paper.
3. Study the examples on PIVOT 4A Learner’s Material pages 22 – 24 and pages 24 – 27
on Supplemental Material.
4. Answer Quiz # 1 of this lecture note. Write your answers on an intermediate paper

Illustrating Quadratic Inequalities

A quadratic inequality is an inequality that contains a polynomial of degree 2 and can be written
in any of the following forms.
𝑎𝑥2+𝑏𝑥+𝑐>0
𝑎𝑥2+𝑏𝑥+𝑐<0
𝑎𝑥2+𝑏𝑥+𝑐≥0
𝑎𝑥2+𝑏𝑥+𝑐≤0

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

Write the given equation in standard form and determine if the given equation is quadratic
inequality.

Given Standard form Quadratic

Yes No
Yes, because the
𝑥2 + 2𝑥 ≤ 9 𝑥2 + 2𝑥 – 9 ≤ 0 degree of the inequality
is 2
Yes, because the
(𝑥 − 5) (5𝑥+7) > 7 5𝑥2 − 8𝑥 − 7 > 0 degree of the inequality
is 2
No, because the
2𝑥2 – 15 = 2(𝑥2 + 7𝑥) −14𝑥 – 15 = 0. degree of the equation
is 1 and it is not used in
inequality symbol

SOLVING QUADRATIC INEQUALITY IN ONE

VARIABLE
A quadratic inequality is an inequality of the form ax2 + bx + c < 0, where a, b and c are
real numbers with a≠0. The inequality symbols >, ≤ and ≥ may also be used.
If a quadratic inequality is factorable, it can be solved using a graphs and test points. The graph
will show where each factor is positive, negative or zero.

SUPPLEMENTAL MATERIAL FOR MATH 9 19

Example 1: Solve the inequality x2 + 3x – 4 > 0.

or
x < - 4 or x > 1

SOLVING PROBLEMS INVOLVING QUADRATIC

INEQUALITIES
Now that you have recalled how to solve quadratic inequalities, you can proceed to applying the
concept in real-life problems. There are a lot of situations that can be represented by quadratic
inequalities. Consider the situation below:

SUPPLEMENTAL MATERIAL FOR MATH 9 20

Let’s analyze:
The phrases “should not exceed”, “less than”, “more than”, “range of distances”, “range
of cost”, and a like are indicators of inequalities.
In solving problems involving quadratic inequalities, you need to read through the entire
problem. Highlight the important information and key words that you need to solve the problem.
And then, identify your variables.

If the area should not exceed 354m 2, then the inequality that will represent the situation will be:
(x + 12) (x + 20) ≤ 345

Solving for the possible values of x,

(x + 12) (x + 20) ≤ 345
x2 + 32x + 240 ≤ 345
x2 + 32x -105 ≤ 0

Then, solve for the roots of the equivalent quadratic equation,

x2+ 32x -105 = 0
(x + 35) (x – 3) = 0
x + 35 = 0 and x – 3 = 0
x = -35 x=3
Since the value of x refers to length of expansion, it cannot be negative. Thus the range of
distance that Rod can add on both sides is 0m ≤ x ≤ 3m in order not to exceed 345m2.

ANSWER KEY
Quadratic Inequalities Solve the problem:
Learning Task 1 (x + 6)(x)<40 length = 10m

Given Quadratic Not x2 + 6x < 40 width = 4m

Inequality
1. x2 – x – 6
2. 3x2 – 4x – 7 = 0
3. (x – 4) (x – 2) > 0
4. x2 – 8x – 16 ≤ 0
5. 2x2 – 5x – 10 > 0
Learning Task 2
/ x2 + 6x – 40 < 0
/ x2 + 6x – 40 = 0
/
/ (x + 10)(x – 4) = 0
/
x = -10 x=4
therefore, the possible dimensions of
the rectangular parking space is
4 < x < 10 meters.

SUPPLEMENTAL MATERIAL FOR MATH 9 21

 WEEK 6 QUIZ NUMBER 5

Write the letter of the correct answer on your answer sheet. If your answer is not found among
the choices, write the correct answer.

____1. Which of the following is in the form of quadratic inequality?

A. 𝑎𝑥2+𝑏𝑥+𝑐>0 B. 𝑏𝑥+𝑐<0 C. 𝑎𝑥2+𝑏𝑥+𝑐=0 D. 𝑏𝑥+𝑐=0

____2. Which of the following mathematical statements is a quadratic inequality?

A. 5𝑡2 − 3𝑟 - 20 = 0 B. 4𝑥2+9𝑥−2≥0 C. 9ℎ+18<0 D. 𝑚2+9𝑚+16=0

____3. Which of the following is true about quadratic inequality?

A. It contains a 2nd degree polynomial
B. It contains a 3rd degree polynomial.
C. Two sides of the inequality separated by “=” symbol.
D. None of the above

____4. Which of the following is the mathematical translation of “The sum of the square of x and
4 is greater than x”?
A. (𝑥+4)2 < 𝑥 B. (𝑥+4)2 ≥ 𝑥 C. 𝑥2+4>𝑥 D. 𝑥2+4<𝑥

____5. Which of the following is not a quadratic inequality?

A. (2𝑤4−5)< 2𝑤2+3𝑥2 C. 4𝑥2−9 ≥ 3+4𝑥2
B. 4𝑣 −4𝑣 < 0
2
D. 𝑛2+1<0

____6. A _______ inequality is any inequality that can be expressed in any of the forms
𝑎𝑥2 + 𝑏𝑥 + 𝑐 < 0, 𝑎𝑥2 + 𝑏𝑥 + 𝑐 > 0, 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≤ 0, 𝑎𝑥2 + 𝑏𝑥 + 𝑐 ≥ 0, where a, b and c
are real number and 𝑎≠0.
A. Quadratic C. Quartic
B. Linear D. Cubic

____7. Which of the following is an example of quadratic inequality?

A. 𝑥 + 5𝑥 + 9 ≥ 0 C. 𝑥 + 2 > 0
B. 𝑥 − 16 > 0
2 D. 𝑥3 + 1 < −𝑥

____8. Which of the following are the boundary points or critical values of 4𝑥2 < 9?
3 3 3 3
A. − & C. &
2 2 2 2
2 3 3
B. & D. − & 2
3 2 2

____9. Referring to the inequality at item #8, which of the following is the solution set?
3 3 3
A. (− & ) C. (− &2)
2 2 2

3 3 1 3
B. [− & ] D. ( & )
2 2 2 2

5
____10. (−1, 2) is a solution set of quadratic inequality _____________.

A. 3𝑥2 + 2𝑥 – 5 > 0 C. 5 −2𝑥2 ≥ −3𝑥

B. 3𝑥2 + 2𝑥 – 5 ≤ 0 D. 5 −2𝑥2 < −3𝑥
____11. Which of the following is the solution set of the inequality 5𝑥2+ 10 ≥ 27𝑥?
A. (−∞,25] ∪ [5,∞) C. [ 25, 5]
B. (−∞,25] ∩ [5,∞) D. (25,5)

SUPPLEMENTAL MATERIAL FOR MATH 9 22

____12. Given the number line at the right, which of the following is the interval notations for
each region?

-5 1
A. (-∞,−5)(−5,1)(1,∞) C. [-∞,−5)(−5,1)(1,∞]
B. (-∞,−5][−5,1][1,∞) D. (-∞,−5)[−5,1](1,∞)

____13. Given the number line at the right, which of the following is the interval notation of
shade region?
A. (2, -8) C. (8, 2]
B. (2, 8) D. [2,8]

____14. What is the solution of the quadratic inequality 4x2 + 4x + 1 > 0?

A. (−∞,−12) ∪ (−12,∞) C. (−12,2)
B. (−∞,−12) ∩ (−12,∞) D. (−∞,−12] ∪ [−12,∞)

____15. Which of the following is the solution set of 𝑥2−2𝑥−8≤0

A. [- 2, 4] C. ( - 2, 4)
B. -2 , 4 D. [ - 2 , 4)

SUPPLEMENTAL MATERIAL FOR MATH 9 23

 Modelling, Representing
Week 7 and Transforming Quadratic
Functions

LEARNING GUIDE:
1. Read and understand the discussion and examples below.
2. Answer Learning Task 1 p. 26, Learning Task 2 pp. 28-29, Learning Tasks 3 and 4 p.29 of
your PIVOT 4A Learner’s Material. Write your answers on your intermediate paper.
3. Answer the Activity on this Lecture Note. Write your answers on your paper.
4. Answer Quiz # 6 of this lecture note. Write your answers on an intermediate paper
. Show your complete solution.

Modelling and Representing Quadratic

Functions
A quadratic function can be described by the equation 𝒇(𝒙) = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 or 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 +
𝒄, where a, b, and c are real numbers and 𝑎 ≠ 0. The highest degree of the variable x is 2.

A. State whether each of the following equations represents a quadratic function or not.
Justify your answer.

Equations Quadratic Function or Justification

Not
1. 𝑦 = 3𝑥 2 + 6𝑥 + 9 quadratic function The highest degree of x is 2.

2. 𝑓(𝑥) = 4𝑥 − 5 not a quadratic function The highest degree of x is 1.

3. 𝑦 = 2𝑥 + 7 not a quadratic function 2 is the base and x is the

exponent.
4. 𝑓(𝑥) = 2𝑥² quadratic function The exponent of x is 2.

5. 𝑦 = (𝑥 + 3)(𝑥 − 4) quadratic function The highest exponent of x is 2.

quadratic function If y is transposed to the other side,

6. 0 = (𝑥 − 2)(𝑥 + 3) − 𝑦 the equation will be 𝑦 = (𝑥 −
2)(𝑥 + 3) and the highest exponent
of x is 2.
7. 4𝑥ᵌ + 𝑦 − 3𝑥 = 0 not a quadratic function The highest exponent of x is 3.

SUPPLEMENTAL MATERIAL FOR MATH 9 24

B. State whether the given table of values represents a quadratic function or not.
1 1 1 1 1 1 1 1 1 1 1 1 1
1. 2.
x -3 -2 -1 0 1 2 3 x -3 -2 -1 0 1 2 3
y 12 7 4 3 4 7 12 y -1 0 1 2 3 4 5

-5 -3 -1 1 3 5 1 1 1 1 1 1
- First Difference

2 2 2 2 2 - Second Difference
quadratic function not a quadratic function

 The Example 1 is a quadratic function because the second difference in the values of y
are equal.
 Example 2 is not a quadratic function because the first difference in the values of y are
equal. It is a linear function.
 In a quadratic function, equal differences in the values of x produces equal second
differences in the values of y.

To find the first difference: To find the second difference:

7 -12 =-5 -3 - (-5) = -3 +5 =2
4 – 7 = -3 -1 – (-3) = -1 +3 =2
3 – 4 =-1 1 - (-1) = 1+1 = 2
C. State whether the graph represents a quadratic function or not.
1. 2.

y y
14
6
12
5
10 4
8 3
6 2
4 1
0
2
-4 -2 -1 0 2 4
0
x
-4 -2 0 2 4 x -2

quadratic function not a quadratic function

 The first graph represents a quadratic function. The graph of a quadratic function is a
smooth curve called parabola.
 The second graph does not represent a quadratic function because it is a straight line. It
represents a linear function.

Transforming Quadratic Functions from General

Form to Standard or Vertex Form
Transform each quadratic function from the general form 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 to standard form
(vertex form)
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
 The general form of a quadratic function is = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 .
 The standard form or vertex form is 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 where (h, k) is the vertex.

SUPPLEMENTAL MATERIAL FOR MATH 9 25

Example 1: 𝒚 = 𝒙𝟐 + 𝟒𝒙 + 𝟑

STEP EQUATION DISCUSSION

1. Group together the
terms containing x.
2. Factor out a. If a = 1,
proceed to step 3.
3. Make the expression in
parenthesis a perfect
square trinomial by adding
𝑏
the value of ( )2 and
2
subtracting the same value
to the constant term.
𝒚 = (𝒙𝟐 + 𝟒𝒙) + 𝟑 Enclose in parenthesis all the
terms containing the variable x.
Since a = 1, proceed to step 3.
𝟒 Divide the numerical coefficient of
𝒚 = (𝒙𝟐 + 𝟒𝒙 +( )𝟐 ) + 𝟑 −
𝟐 4 4
𝟒 x by 2. ( ) and square ( )².
( )𝟐 2 2
𝟐 Add it to the expression (x²+4x)
to make it a perfect square
trinomial.
Subtract the same value to the
constant term (3).

4. Simplify. 𝒚 = (𝒙𝟐 + 𝟒𝒙 + (𝟐)𝟐 + 𝟑 − Divide 4 by 2 to get 2.

5. Express the perfect
square trinomial as a
square of a binomial.
(𝟐)² Square 2 to obtain 4.
𝒚 = (𝒙𝟐 + 𝟒𝒙 + 𝟒) + 𝟑 − 𝟒 (x²+4x+4) is the perfect square
𝒚 = (𝒙𝟐 + 𝟒𝒙 + 𝟒) − 𝟏 trinomial.
Subtract 4 from 3 to get -1.
𝒚 = (𝒙 + 𝟐)² − 𝟏 To express (x²+4x+4) as a square
of a binomial get the square roots
of x² and 4. Copy the sign of the
middle term and square the
binomial.

Example 2: 𝒚 = 𝟐𝒙𝟐 − 𝟏𝟐𝒙 + 𝟏𝟎

STEP EQUATION DISCUSSION

1. Group together the 𝒚 = (𝟐𝒙𝟐 − 𝟏𝟐𝒙) + 𝟏𝟎 Enclose in parenthesis all the
terms containing x. terms containing the variable x.
2. Factor out a. If a = 𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙) + 𝟏𝟎 Factor out 2. Divide 2 and -12 by
1, proceed to step 3. 2 to get (𝑥 2 − 6𝑥).
3. Make the expression −𝟔 Divide the numerical coefficient
𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙 + ( )𝟐 ) + 𝟏𝟎 −
𝟐 −6 −6
in parenthesis a perfect −𝟔 of x by 2 ( ) and square ( )².
square trinomial by 𝟐( )𝟐 2 2
𝑏
𝟐 Add it to the expression (𝑥 2 −
adding the value of ( )2 6𝑥) to make it a perfect square
2
and subtracting the trinomial.
same value from the −6
Multiply ( )2 by 2 then subtract
constant term. 2
this from the constant term (10).
4. Simplify. 𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙 + 𝟑𝟐 ) + 𝟏𝟎 − Divide -6 by 2 to get 3.
𝟐(𝟑𝟐 ) Square 3 to obtain 9.
𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙 + 𝟗) + 𝟏𝟎 − (𝑥 2 − 6𝑥 + 9) is the perfect
𝟐(𝟗) square trinomial.
Multiply 9 by 2 (the value of a) to
𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙 + 𝟗) + 𝟏𝟎 − 𝟏𝟖
get 18.
𝒚 = 𝟐(𝒙𝟐 − 𝟔𝒙 + 𝟗) − 𝟖 Subtract 18 from 10 to obtain -8.
5. Express the perfect 𝒚 = 𝟐(𝒙 − 𝟑)𝟐 − 𝟖 To express (𝑥 2 − 6𝑥 + 9) as a
square trinomial as a square of a binomial get the
square of a binomial. square roots of x² and 9. Copy
the sign of the middle term and
square the binomial.

SUPPLEMENTAL MATERIAL FOR MATH 9 26

Example 3: 𝒚 = 𝟑𝒙𝟐 − 𝟓𝒙 − 𝟐

STEP EQUATION DISCUSSION

1. Group together 𝒚 = (𝟑𝒙𝟐 − 𝟓𝒙) − 𝟐 Enclose in parenthesis all
the terms containing the terms containing the
x. variable x.
2. Factor out a. If a 𝟓 Factor out 3. Divide 3 and
𝒚 = 𝟑 (𝒙𝟐 − 𝒙) − 𝟐
= 1, proceed to step 𝟑 -5 by 3.
3.
3. Make the 𝟓 𝟐 𝟓 Divide the numerical
𝟓 −𝟑 −
expression in 𝒚= 𝟑(𝒙𝟐 − 𝒙 + ( ) ) − 𝟐 − 𝟑( 𝟑)𝟐 5
𝟑 𝟐 𝟐 coefficient of x by 2. ( 3 )
parenthesis a perfect 2
square trinomial by 5
adding the value of and square ( )2 3

𝑏 2
( )2 and subtracting Add it to the expression
2 5
the same value to the (𝑥 2 − 𝑥) to make it a
3
constant term. perfect square trinomial.
5
Multiply ( 3 )2 by 3 then
2
subtract this from the
constant term (-2).
4. Simplify. 𝟐 5
𝟓 𝟓
𝒚 = 𝟑 (𝒙𝟐 − 𝒙 + ((− ) ( )) ) − 𝟐 −
𝟏 To divide − by 2, multiply
3
𝟑 𝟑 𝟐 5
𝟓 𝟏
− by the reciprocal of 2
3
𝟑((− )( ))𝟐 1 5
𝟑 𝟐 which is to get .
𝟓 𝟓 𝟐 𝟓 2 6
𝒚= 𝟑(𝒙𝟐 − 𝒙 + ( ) − 𝟐 − 𝟑( )𝟐 5
Square to obtain .
25
𝟑 𝟔 𝟔
𝟓 𝟐𝟓 𝟐𝟓 6 36
𝒚= 𝟑 (𝒙𝟐 − 𝒙 + ) ² − 𝟐 − 𝟑( ) 5 25
(𝑥 2 − 𝑥 + ) is the
𝟑 𝟑𝟔 𝟑𝟔 3 36
𝟓 𝟐𝟓 𝟐 𝟐𝟓
𝒚= 𝟑 (𝒙𝟐 − 𝒙 + ) − 𝟐 − 𝟑( ) perfect square trinomial.
𝟑 𝟑𝟔 𝟑𝟔 25
𝟓 𝟐𝟓 𝟐 𝟐𝟓 Multiply by 3 (the value
𝟐 36
𝒚= 𝟑 (𝒙 − 𝒙 + ) − 𝟐 − 25
𝟑 𝟑𝟔 𝟏𝟐 of a) to get .
𝟐 𝟓 𝟐𝟓 𝟐 −𝟐𝟒−𝟐𝟓 12
𝒚 = 𝟑 (𝒙 − 𝒙 + ) Subtract
25
from -2 to
𝟑 𝟑𝟔 𝟏𝟐
12
𝟐 𝟓 𝟐𝟓 𝟐 𝟒𝟗 49
𝒚= 𝟑 (𝒙 − 𝒙 + ) − obtain .
𝟑 𝟑𝟔 𝟏𝟐 12
5. Express the 𝟓 𝟐 5 25
𝒚= 𝟑 (𝒙 − ) − 𝟐 To express (𝑥 2 − 𝑥 + )
3 36
perfect square 𝟔
as a square of a binomial
trinomial as a square
get the square roots of x²
of a binomial. 25
and . Copy the sign of
36
the middle term and
square the binomial.

Transforming Quadratic Functions from

Standard or Vertex Form to General Form
Transform each quadratic function from standard form or vertex form 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
into the general form 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 .

Example 1: 𝒚 = (𝒙 + 𝟔)𝟐 + 𝟒

STEP EQUATION DISCUSSION

1. Express the square of a 𝒚 = (𝒙𝟐 + 𝟏𝟐𝒙 + Square the first term. (x²). Add
binomial as a perfect square 𝟑𝟔) + 𝟒 twice the product of the first and
trinomial. the last term.2(x)(6)=12x. Add
the square of the last term. (36).

SUPPLEMENTAL MATERIAL FOR MATH 9 27

 2. Multiply the perfect square
trinomial by a. If a = 1, proceed
to step 3.
3. Simplify by combining similar
terms.
Since a = 1, proceed to step 3.
𝒚 = 𝒙𝟐 + 𝟏𝟐𝒙 + 𝟑𝟔 + Add 4 to 36 to get 40.
𝟒
𝒚 = 𝒙𝟐 + 𝟏𝟐𝒙 + 𝟒𝟎

Example 2: 𝒚 = 𝟑(𝒙 + 𝟓)²+6

STEP EQUATION DISCUSSION

1. Express the square of
a binomial as a perfect
square trinomial.
2. Multiply the perfect
square trinomial by a. If a
= 1, proceed to step 3.
3. Simplify by combining
similar terms.
𝒚 = 𝟑(𝒙𝟐 + 𝟏𝟎𝒙 + Square the first term. (x²). Add twice the
𝟐𝟓) + 𝟔 product by the first and the last term
2(x)(5)= 10x. Add the square of the last
term. (25).
𝒚 = 𝟑𝒙𝟐 + 𝟑𝟎𝒙 + 𝟕𝟓 + 𝑎 = 3 Apply distributive property.
𝟔 Multiply each term by 3. 3(x²) = 3x² ;
3(10x) = 30x ; 3(25) = 75
𝒚 = 𝟑𝒙𝟐 + 𝟑𝟎𝒙 + 𝟖𝟏 Add 6 to 75 to get 81.

Example 3: 𝒚 = −𝟐(𝒙 − 𝟒)𝟐 + 𝟏𝟖

STEP EQUATION DISCUSSION

1. Express the square of
a binomial as a perfect
square trinomial.
2. Multiply the perfect
square trinomial by a. If
a = 1, proceed to step 3.
3. Simplify by combining
similar terms.
𝒚 = −𝟐(𝒙𝟐 − 𝟖𝒙 + 𝟏𝟔) +
𝟏𝟖
𝒚 = −𝟐𝒙𝟐 + 𝟏𝟔𝒙 − 𝟑𝟐 +
𝟏𝟖
𝒚 = −𝟐𝒙𝟐 + 𝟏𝟔𝒙 − 𝟏𝟒
Square the first term. (x²). Add twice
the product of the first and the last
term 2(x)(4 = 8x. Add the square of
the last term. (16).
𝑎 = −2 Apply distributive property.
Multiply each term by -2. (-2)(x²) = -
2x² ; (-2)(-8x) = 16x ; (-
2)(16) = -32.
Add 18 to -32 to get -14.

ANSWER KEY
Learning task 1.
1. Quadratic Function – because the direction is a curve.
2. Quadratic Function – because the direction is a curve.
3. Quadratic Function – because the direction is a curve.

Learning task 2.
1. Not Quadratic function 3. Quadratic Function 5. Quadratic Function
2. Quadratic function 4. Not Quadratic function 6. Not Quadratic function
Learning Task 3.
1. y = (x – 3)2 – 12 2. y = 5(x – 2)2 – 25
Learning Task 4.
k = 16

SUPPLEMENTAL MATERIAL FOR MATH 9 28

 WEEK 7 QUIZ NUMBER 6
A. Choose the letter which best answers the question. Write your answer on the space
provided.
______ 1. Which of the following graphs represent a quadratic function?
A. C.

6
y y
10

4 5

0 x
2 -4 -2 0 2 4
-5

0 x -10
-4 -2 0 2 4
-15

B. D.

y 4
y
4
3
2
2
0
0 2 4 6 8 10 x 1
-2
0
x
-4 -4 -2 0 2 4

______ 2. Which of the following equations represents a quadratic function?

A. 0 = 2𝑥 2 + 3 − 𝑦 B. 𝑥 = 3𝑦 2 − 2 C. 𝑦 = 2𝑥 + 3 D. 𝑦 = 2𝑥 − 3²
______ 3. Which of the following table of values represents a quadratic function?
A. C.
x -2 -1 0 1 2 3 x -2 -1 0 1 2 3
y 1 2 3 4 5 6
y -2 -1 0 1 2 3

B. D.
x -2 -1 0 1 2 3 x -2 -1 0 1 2 3
y -3 -1 1 3 5 7 y 4 1 0 1 4 9

______ 4. Which of the following is the standard form or vertex form of a quadratic function?
A. 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 C. 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
2
B. 𝑦 ≥ 𝑎𝑥 + 𝑏𝑥 + 𝑐 D. 𝑦 = 𝑎(𝑥 − 𝑘)2 + ℎ

______ 5. The graph of a quadratic function is called _____.

A. staright line B. parabola C. hyperbola D. broken line

______ 6. The quadratic function 𝑦 = 𝑥 2 − 6𝑥 − 10 is expressed in standard form as

A. 𝑦 = (𝑥 + 3)2 + 19 C. 𝑦 = (𝑥 − 3)2 − 19
B. 𝑦 = (𝑥 − 3)2 − 1 D. 𝑦 = (𝑥 − 3)2 − 10
2
______ 7. The quadratic function 𝑦 = (𝑥 + 4) − 5 is written in general form as
A. 𝑦 = 𝑥 2 + 8𝑥 + 16 C. 𝑦 = 𝑥 2 + 8𝑥 − 5
2
B. 𝑦 = 𝑥 + 8𝑥 + 11 D. 𝑦 = 𝑥 2 + 8𝑥 − 11

SUPPLEMENTAL MATERIAL FOR MATH 9 29

B. Transform the quadratic function 𝑦 = 2(𝑥 − 5)2 + 3 into the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Show
the complete
solution. (3 points)

C. Transform the quadratic function 𝑦 = 3𝑥 2 − 24𝑥 − 8 into the form = 𝑎(𝑥 − ℎ)2 + 𝑘 . Show
the complete
solution. (5 points)

SUPPLEMENTAL MATERIAL FOR MATH 9 30

 Graphing Quadratic
Week 8 Functions and Analyzing
the Effects on its Graphs
Learning Guide:
1. Read and understand the discussions and examples below.
2. Do Learning Tasks 1, 2, 3 and 4 on your PIVOT 4A Learner’s Material pages 30 – 34.
Write your answers on your intermediate paper
3. Study the examples on PIVOT 4A Learner’s Material pages 30 – 34 and pages 38 – 43
on Supplemental Material.
4. A Answer Quiz # 7 of this lecture note. Write your answers on an intermediate paper.
Characteristics of the Graphs of quadratic
Function
Shown on the right is the graph of the quadratic function defined by:

y = -16x2 + 32x

Notice that the parabola opens downward.

In some cases parabola opens upward.
If the value of a > 0 , the parabola opens upward
and has a minimum point. If 𝑎 < 0 the parabola opens
downward and has a maximum point.

Example 1. Determine the vertex, direction of the

opening of the parabola, axis of symmetry, domain,
range and intercepts given the graph.

Solution:
Vertex: (1, -4)
Opening of the parabola: Upward
Vertex is a minimum point.
Axis of symmetry: x = 1
Domain: { x/ x ∈ ℝ }
Range: { y / y ≥ -4 }
Intercepts: x – intercepts (-1, 0) and (3, 0)
y – intercept (0, -3)

Example 2. Determine the vertex, direction of the opening

of the parabola, axis of symmetry, domain, range and
intercepts of the quadratic function 𝒚=−(𝒙−𝟐)2+𝟕
Solution
a. Vertex : (h, k) of the form 𝑦=𝑎(𝑥−ℎ)2+𝑘 is (2, 7)
b. Direction of the opening of the parabola : since 𝑎<0, then it opens downward
c. Axis of symmetry : since x = 2, then the equation of the axis of symmetry is
x= 2
d. Domain : the domain of quadratic function is all real numbers
e. Range : since it opens downward then the range is {𝑦:𝑦≤𝑘},{𝑦:𝑦≤7}
f. Intercepts : x – intercepts, let y be zero then compute for the value of x
( x = 3, x = 1) y – intercept, let x be zero then compute for the value of y (y = 3).

Note: (if the equation in the form of 𝑦=𝑎𝑥2+𝑏𝑥+𝑐, then y – intercept is the value of “c”, y = c)

SUPPLEMENTAL MATERIAL FOR MATH 9 31

 Effects of Changing the values of a, h and k.
Parent Function

Parent functions are the function out of a group of

functions that all of the other functions are derived from.
They are the most basic form of function in that group.
In the group of quadratics f(x)=x2 is the parent function.
In this case, a = 1, h = 0 and k =0.

The graph is as parabola opening upward

with vertex at (0, 0), as shown on the left.

What will happen to the graph of quadratic function

define by y = a(x-h)2 + k as we change the
values of a , h and k?

The parent function of quadratic function plays a vital role in the effects of changing the
values of a, h, and k given the equation y = a(x - h)2 + k.

Analyze the set of graphs for y = ax2.

1. What do you notice about the opening

of the graphs of the quadratic functions
of the form y = ax2?

2. What do you notice about the shape

of the graphs when a > 1?

3. What do you notice about the shape

of the graphs when a < -1?

4. What do you notice about the shapes of the

graph when 0<a<1?

Notice that the graphs open upward when a > 0

and opens downward when a < 0. Compared to
the graph of y = x2, the graphs are narrower
(vertically compressed) if a > 1 or a < -1, and
wider (vertically stretched) if 0<a<1.
Now, analyze the set of graphs for
y = (x – h )2

1. How will you compare the graphs of

quadratic functions of the form y = (x-h)2
with the graph of y = x2?

2. What is the effect on the graph while

changing the value of h?

For the set of graphs of the form

y = (x-h)2, changing the value of h leads to horizontal
movement of the graph. The graph of y = x2 moves h
units to the right when h is positive and moves h units
to the left when h is negative.
The graph has its vertex at (h, 0) and the axis
of symmetry is as x = h.

SUPPLEMENTAL MATERIAL FOR MATH 9 32

Lastly, observe the graphs of quadratic
functions of the form y = x2 + k.

1. How will you compare the graphs of

quadratic functions of the form
y = x2 + k with the graph of y = x2?

2. What is the effect on the graph while

changing the value of k?

For the set of graphs of the form y = x2 +k,

changing the value of k leads to vertical
movement of the graph. The graph of y = x2 moves
k units upward when k is positive and moves k
units downward when k is negative.

SUPPLEMENTAL MATERIAL FOR MATH 9 33

SUPPLEMENTAL MATERIAL FOR MATH 9 34
ANSWER KEY

Learning Task 1.
Domain Set of all real
numbers
Range {y/y ≥ - 2}
Opening of the Upward
Parabola
Vertex (0, -2)
Axis of x=0
Symmetry
x-intercept x = ±2
y-intercept -2

Learning Task 2.
y= x2 + 8x + 4 y= x2 + 4x + 5 y= -3x2 + 12x - 7 y= 2x2 – 4x - 6
Domain Set of all real Set of all real Set of all real Set of all real
numbers numbers numbers numbers
Range {y/y ≥ - 12} {y/y ≥ 1} {y/y ≤ 5} {y/y ≥ -8}
Opening of
the Parabola upward upward downward upward
Vertex (-4 , -12) (- 2, 1) (2, 5) (1, -8)
Axis of x=-4 x = -2 x=2 x=1
Symmetry
x-intecept y= x2 + 8x + 4 y= x2 + 4x + 5 y=-3x2 + 12x – 7 y=2x2 – 4x – 6
0= x2 + 8x + 4 0= x2 + 4x + 5 0=-3x2 + 12x – 7 0=2x2 – 4x – 6
x = −4 ± 2√3 no x-intercept x=
6±√15 x = -1 and 3
3
y-intercept y= x2 + 8x + 4 y= x2 + 4x + 5 y=-3x2 + 12x – 7 y=2x2 – 4x – 6
let x = 0 let x = 0 let x = 0 let x = 0
y=4 y=5 y=-7 y=-6

Learning Task 3.
y= -2x2 y= -x2 + 4 y= (x + 1)2 y= 2x2 – 4x + 4
Domain Set of all real Set of all real Set of all real Set of all real
numbers numbers numbers numbers
Range {y/y ≤ 0} {y/y ≤ 4} {y/y ≥ 0} {y/y ≥ 2}
Opening of
the Parabola downward downward downward upward
Vertex (-0, 0) (0, 4) (-1, 0) (1, 2)
Axis of x=0 x=0 x = -1 x=1
Symmetry
x-intecept y= -2x2 y= -x2 + 4 y= (x + 1)2 y=2x2 – 4x + 4
0= -2x2 0= -x2 + 4 0= (x + 1)2 0=2x2 – 4x + 4
x=0 x = ±2 x = -1 x=0
y-intercept y= -2x2 y= -x2 + 4 y= (x + 1)2 y=2x2 – 4x – 6
let x = 0 let x = 0 let x = 0 let x = 0
y=0 y=4 y=1 y=4

SUPPLEMENTAL MATERIAL FOR MATH 9 35

 WEEK 8 QUIZ NUMBER 7
Write the letter of the correct answer on your answer sheet. If your answer is not found among
the choices, write the correct answer.

For items 1-5, refer to the graph at the right.

____1. Which of the following could be the equation of the parabola?

A. 𝑦 = (𝑥 − 2)2 + 1 C. 𝑦 = (𝑥 + 1)2 + 2
2
B. 𝑦 = (𝑥 + 2) + 1 D. 𝑦 = (𝑥 − 1)2 + 2
____2. Determine the y- intercept of the graph?
A. 𝑦 = −5 C. 𝑦 = 5
B. 𝑦 = −3 D. 𝑦 = 3
____3. What is the range of the parabola?
A. {𝑦:𝑦≥1} C. {𝑦:𝑦≥ -1}
B. {𝑦:𝑦≤1} D. {𝑦:𝑦≤ -1}
____4. What is the axis of symmetry of the graph?
A. x = 2 C. y = 2
B. x = 1 D. y = 1
____5. What is the vertex of the parabola?
A. (-2, -1) C. (2, 1)
B. (-2, 1) D. (2, -1)

____6. Describe the graph of 𝑓(𝑥) = −𝑥 2 + 6𝑥 − 24

A. Opens to the right C. Opens to the left
B. Opens upward D. Opens downward
____7. What is the y-intercept of the parabola defined by the equation 𝑦 = (𝑥 + 2)2 ?
A. -4 B. -2 C. 2 D. 4
____8. What is the minimum value of the graph of the quadratic function 𝑦 = 𝑥 2 + 4𝑥?
A. -4 B. -2 C. 2 D. 4
____9. What is the vertex of the parabola having the equation y = (x – 3)2 + 1?
A. (3, -1) B. (-1, 3) C. (1, 3) D. (3, 1)
____10. What is the vertex form of the equation 𝑦=𝑥2−4𝑥+7?
A. 𝑦=(𝑥−2)2−3 C. 𝑦=(𝑥+2)2−3
2
B. 𝑦=(𝑥−2) +3 D. 𝑦=(𝑥+2)2+3
____11. The equation of the axis of symmetry of the function 𝑦 = −2𝑥2 + 5𝑥 is____.
4
A. x = 5 C. −
3
5
B. x= -2 D.
4
____12. Which of the following equations of parabola has a wider opening?
1
A. y = 𝑥 2 C. y = 3x2
4
1 2
B. y = 𝑥 D. y = 5x2
2
____13. Determine the equation of the resulting graph when the parabola with the equation
y = x2 + 3, is shifted 4 units downward.
A. y = x2 – 4 C. y = x2 + 1
B. y = x – 1
2
D. y = x2 + 7
For items 14-15, refer to the graph at the right.
____14. Which of the following could be the equation of the parabola?

𝑥2
A. 𝑦 = −𝑥 2 + 5 C. 𝑦 = + 5
2
𝑥2 2
B. 𝑦 = − =5 D. 𝑦 = 𝑥 + 5
2
____15. What is the vertex of the parabola?
A. V(-5, 0) C. V(0, 5)
B. V(0, -5) D. V(5, 0)

SUPPLEMENTAL MATERIAL FOR MATH 9 36

 Equation of Quadratic Function
Week 9 Given Table of Values, Graphs
and Zeros

Learning Guide:

1. Read and understand the discussions and examples below.

2. Do Learning Tasks 1, 2, and 3A of your Learner’s Material. Write your answers in an
intermediate paper
3. Answer Quiz # 8 of this lecture note. Write your answers on an intermediate paper

Before going through this module, it is a must that you know how to determine if a table of
values represents quadratic function.

How will you know if a table of values is quadratic function?

The test called second-difference is used to determine whether a table of values is quadratic
or not. If there is a common second difference, then the table is quadratic.

Study the example below:

Given the table of Values, find the Quadratic

Equation
If you are given table of values of quadratic function, you can find the equation that represents
the function by creating a system of linear equation in three unknowns using the following steps:

1. Select three ordered pairs from the table.

2. Substitute each ordered pair into the general form of quadratic function; y = ax²+bx+c.
3. Solve for the values of a, b and c of the system of linear equations.
4. Substitute the values of a, b and c to the general form of quadratic function.

Find the equation that represent the quadratic function in the given table.

Solution:
a. Select three ordered pairs from the table. Let (-1, 0), (0, -1), and (1, -4) be the points on the
graph of the quadratic function.

SUPPLEMENTAL MATERIAL FOR MATH 9 37

b. Substitute each ordered pair into the general form of quadratic function; y = ax² + bx + c
For (-1, 0) 0 = a (-1) ² + b (-1) + c equation 1
For (0, -1) -1 = a (0) ² + b (0) + c equation 2
For (1, -4) -4 = a (1) ²+ b (1) + c equation 3
c. Solve for the values of a, b, and c of the system of linear equations. From equation 2,
c = -1. Substitute the value of c to equation 1,
0 = a- b -1 b = a-1
Substitute the value of b and c to equation 3, then solve for a
-4 = a + (a-1) – 1
-4 = 2a – 2
a = -1
Substituting the value of a,
b= a-1
b= -1-1
b= -2
Thus, a= -1, b=-2, and c= -1
d. Substitute the values of a, b and c to the general form of quadratic function
y = ax² + bx + c
y = -x² -2x-1
Therefore, the equation that represents the table of value is y = -x² -2x – 1.

Example 2. Find the equation that represent the quadratic function in the given table.

Solution:

1. Select three ordered pairs from the table. Let (-1, 7), (1, 9), and (3, 27) be the points on the
graph of the quadratic function.

2. Substitute each ordered pair into the general form of quadratic function; y = ax²+bx+c
(-1, 7) 7 = a(-1) ² + b (-1) + c equation 1
(1, 9) 9 = a(1) ² + b (1) + c equation 2
(3, 27) 27= a(3) ² + b(3) + c equation 3

3. Solve for the values of a, b, and c of the system of linear equations.

7=a–b+c
9=a+b+c
27 = 9a + 3b + c
Subtract equation 1 from equation 2,
9=a+b+c → 9=a+b+c → 9=a+b+c
7=a–b+c → -7 = -a + b – c → -7 = -a + b - c
2= 2b
1=b
Substitute the value of b to equation 2 and 3, then solve simultaneously,
9=a+1+c → 8=a+c → 8= a+c
27 = 9a + 3(1) + c → 24 = 9a + c → - 24 = -9a - c
-16 = -8a
2=a

SUPPLEMENTAL MATERIAL FOR MATH 9 38

 Solving for c, substitute a and b to any of the equations above,
7=a–b+c → 7=2–1+c → 7 = 1+ c
7-1 = c
6=c
Thus, a = 2, b = 1 and c = 6

d. Substitute the values of a, b and c to the general form of quadratic function

y = ax²+bx+c
y = 2x² + x + 6
Therefore, the equation that represent the given table is y = 2x² + x + 6.

The graph of a quadratic function is a smooth curve called a parabola. A parabola may intersect
the x–axis at two points, one point or no point at all.

The x- coordinates of the points of

intersection of the parabola and the x-axis are the zeroes of the quadratic function if it exists.
Graphically, these are the x-intercepts of the graph of a quadratic function.
How will the points on the parabola, particularly the x-intercepts or the zeroes of the
function, help in determining the equation of the quadratic function represented by the
parabola?
Deriving Quadratic Function Given Its Graph
If the graphs representing quadratic function y = ax² + bx + c is given, the equation
representing the graph can be determined given any of the following conditions:
a. Three points on the parabola, not x-intercepts nor vertex
b. The x-intercepts and a point on the parabola, if coordinates a vertex are
not integral
c. A vertex and a point of the parabola
Take note that it is more convenient if the points to consider are integral values.
Study the examples below.
Example 1:
Determine the quadratic function y = ax² + bx + c represented by the given graphs.

Solution:
a. In the graph, the most convenient points to considers are the x-intercepts, (-2, 0) and (1,0) and
the y-intercept (0, -2)
Given three points on the graph, you can find the equation of quadratic function creating
systems of equation in three unknowns. However, if the x-intercepts are given, you can have an
alternate solution:

SUPPLEMENTAL MATERIAL FOR MATH 9 39

 (1, 0)
(-2, 0)

(0, -2)

Deriving Quadratic Function Given Its Zeroes

If the zeroes are given, then the equation of the quadratic function can be determined. Recall
that zeroes, x1 and x2, of the function are the roots, of the equivalent quadratic equation,
y = (x – x1) (x – x2) → 0 = (x – x1) (x – x2)

Example 2: Determine the quadratic function given the following zeroes:

a. 5, -3 b. 4, 2/3 c. 1 + √3

Solution:
a. If 5 and -3 are zeroes of quadratic function y = ax² + bx + c, then (x – 5) and [x – (-3)]
are factors of y,
y = (x – 5) (x + 3) → y = x² -2x – 15

b. If 5 and 2/3 are zeroes of quadratic function y = ax² + bx + c, then (x – 5) and(x −2/3)
are factors of y,
y = (x – 5) (x −2/3)
y = (x – 5) (3x – 2)
y = 3x² -17x + 10

SUPPLEMENTAL MATERIAL FOR MATH 9 40

c. If 1 + √3 is a zero of quadratic function y = ax² + bx + c, then its conjugate 1 - √3 is
also a zero of the function, thus [x + (1 + √3 )] and [x – (1 - √3 )] are factors of y,

y = [x - (1 + √3 )] [x – (1 - √3 )]
y = [(x – 1) - √3 ] [ (x – 1) + √3 ]
y = (x – 1) ² - √32
y = x² – 2x + 1 – 3
y = x² – 2x - 2

Learning Task

A. Determine the quadratic function y = ax² + bx + c represented by the given graphs.

B. Determine the quadratic function given the following zeroes:

1. 2, -3 2. 5, 7 3. -1, -4

SUPPLEMENTAL MATERIAL FOR MATH 9 41

 Application of Quadratic Function
It is easier to understand this module if you know the concepts associated with quadratic
functions particularly the maximum point and the minimum point of the graph.
Most real-life problems involve concepts of maxima-minima, as they call it.Consider the
example below:

1. y = -x² + 2x + 5 2. y = 2x² + 8x - 7 3. y = 4 + x²

Applications of a quadratic function can be seen in many different fields like sports, physics,
industry, engineering, architecture, business, and a lot more. Consider the situation below.
A ball was thrown in the air above the ground and the height is given by the equation h = −3t 2 +
12t, in meters, where t is the time in seconds that the ball has been in the air.

Let’s analyze!

The projection made by the ball is defined by the function h = −3t² + 12t, which is quadratic. Let
us transform the equation in standard form or vertex form,

SUPPLEMENTAL MATERIAL FOR MATH 9 42

SUPPLEMENTAL MATERIAL FOR MATH 9 43
SUPPLEMENTAL MATERIAL FOR MATH 9 44
Answer Key:

A. Determine the quadratic function y = ax² + bx + c represented by the given graphs

Vertex (-2, 2) X intercepts (-1,0) and (2,0)

. Y intercept (0,4) The factors are (x + 1) and (x – 2)
Vertex Form Thus, y= a(x + 1) (x – 2)
y = a(x-2) ² + 2
Subtitute y-intercept (0,-2) to the
find the value of a using y-intercept equation to find the value of a.
(0,4) -2 = a (0+4) (0-2)
y= a( x=2) ² + 2 -2 = a (-8)
4 = a( 0+2) ² + 2 a=¼
Substitute the obtained value to the
4=a+2
equation and simplify
a=2
y= a (x+1)(x-2)
Substitute a in the equation, then
transform to standard form. y= ¼(x² –x-2)

y = 2(x-2) ² + 2 y= ¼ x² - ¼ x – ½
y = 2 (x² -4x +4) +2
y = 2x² – 4x +4 +2
y = 2x² -4x + 6

1. Determine the quadratic function given the following zeroes:

1. 2, -3 2. 5, 7 3. -1, -4

1. y = x² -5x + 6 2. y = x²-12x + 35 3. y=x² +5x +4

Learning Task 2.
1. 35/2
2. The greatest possible area is 625cm 2 and the figure is a square

Learning Task 3.
The largest area is 196 m 2

SUPPLEMENTAL MATERIAL FOR MATH 9 45

 WEEK 8 QUIZ NUMBER 7

Read each item carefully. Identify the choice that best completes the statement or
answers the question

____1. What is the second difference of y-values of ?

A) – 2 C) 1
B) – 1 D) 2
____2. Which is the quadratic function of the table of values in item #1?
A) y = −x² − 1 C) y = x² + 1
B) y = −x² + 1 D) y = −x² + 2x + 4
____3. What must be done in the system of equation , to eliminate variable a?

A) Add C) Multiply
B) Divide D) Subtract
____4. What is the value of variable a in item #3?
A) – 5 C) 4
B) – 4 D) 5
____5. Which of the following is the solution to the system of equation in item # 3?
A) (1, 4) C) (5, 1)
B) (1, 5) D) (4, 1)
____6. What do you call the graph of the quadratic function?
A) Circle C) Hyperbola
B) Line D) Parabola
____7. Which quadratic function has no zeros?
A) y = x2 – 4 C) y = −x2 + 4
B) y = −x2 – 4 D) y = x2 + 4x

____8. What quadratic function that passes the point (2, 1) and to its only zero of 3?
A) y = x² − 6x − 9 C) y = x² − 6x + 9
B) y = x² + 6x − 9 D) y = x² + 6x + 9

____9. Find the equation of the quadratic function that doesn’t cross the x-axis and passes
through the point (1, 4).
A) y = x² − 2x + 5 C) y = 3x² − 5x
B) y = 2x² − 3x + 1 D) y = x² + 2x – 5

____10. What quadratic function contain the points (–5, 0), (0, 0) and (2, 14)?
A) y = −x² − 5x C) y = x² − 5x
B) y = −x² + 5x D) y = x² + 5x

SUPPLEMENTAL MATERIAL FOR MATH 9 46

 For items 11 – 14, refer to the graph at the right.

____11. What is the vertex of the graph?

A) (0, –1)
B) (0, 1)
C) (– 1. 0)
D) (1, 0)
____12. How many zero(s) does the graph have?
A) 0 B) 1 C) 2 D) None
____13. What is the range of the graph?
A) (–∞, 0) B) (–∞, 0] C) (0, ∞) D) [0, ∞)
____14. Which equation define the given graph?
A) y = −x² − 2x − 1 C) y = −x² + 2x – 1
B) y = −x² − 2x + 1 D) y = −x² + 2x + 1
____15. What are the zeros of the quadratic function = 2x2 − 7x + 3?
A) – 3 & –1/2 B) – 3 & ½ C) –1/2& 3 D) 1/2& 3

For numbers 16-18: A ball is launched upward at 14 m/s from a platform 30 m high.
____16. Find the maximum height the ball reaches.
A). 50 m C). 80 m
B). 20 m D). 40 m
____17. How long will it take the ball to reach the maximum height?
A). 2.2 secs. C). 2 secs.
B). 1. 81 secs. D). 1.43 secs.
____18. How long will it take the ball to reach the ground?
A). 3.21 secs. C). 2.23 secs.
B). 4.29 secs. D). 2.1 secs.
____19. A person standing close to the edge on the top of an 80-foot tower throws a ball with
an initial speed of 64 feet per second. After t seconds, the height of the ball above the ground is

s(t) = -16t² + 64t + 80 . After how many seconds will the ball reach its maximum height?

A). 2 secs C). 4 secs.

B). 3 secs D. 5 secs.
____20. A farmer has 120 m of fencing. He wants to put a fence around three sides of
rectangular plot of land, with the side of a barn forming the fourth side. What dimensions give
this area?
A). 30 m by 60 m C). 20 m by 40 m
B). 20 m by 30 m D). 40 m by 60 m

SUPPLEMENTAL MATERIAL FOR MATH 9 47