Christian Colleges of Southeast Asia

Math 9 Module
1ST Quarter – Week 1
S.Y. 2020 – 2021

Quadratic Equations, Inequalities and Functions

Name of Student:
______________________________________________
PERFORMANCE TASK DETAILS

SCAFFOLD 1
• Concept Map on Quadratic Equation, Inequalities and Functions

SCAFFOLD 2
• Problem Solving on Quadratic Functions

SCAFFOLD 3 - GUIDED TRANSFER

• Black Berry Sales Report
PROBLEM SCENARIO
Plunging operating expenses along with an expanding roster of enterprise software clients helped
BlackBerry Ltd., to a surprise operating profit in its fourth quarter — even though revenue shrunk as the company
continues to exit the handset-making business. Net revenue in the quarter ended Nov. 30 fell to $286 million,
down 38 per cent from a year earlier but slightly ahead of market expectations. For the full year ended Feb. 28,
BlackBerry had a $1.21 billion net loss under general accounting rules and $1.31 billion of revenue, down nearly
40 per cent from fiscal 2015-16. (https://www.thestar.com/business/2018/03/31/blackberry-cuts-its-losses-
dramatically.html)
Based on the article, the Blackberry Company will have their monthly sales report. In which the core of
this meeting is to check the number of smart phones sold to reach the maximum profit. As the Chief of Finance
Officer, you are tasked to report the profit from smart phones sold of Blackberry to the Chief Executive Officer of
the Company. The data for the profit that Blackberry makes on selling smart phones is represented by the
following equation with profit being P(b) and b being the number of blackberry phones sold (both variables in
millions). Your report will be judged according to content, accuracy of the computation and application of
quadratic functions.

PERFORMANCE TASK - INDEPENDENT TRANSFER

• Investigative Report

The Metropolitan Manila Development Authority (MMDA) has already released the full Metro Manila
Accident Reporting and Analysis System (MMARAS) annual report for 2019, so it’s time to see how much safer or
more dangerous the roads in the metro have become over the past year. In 2018, a total of 116,906 incidents were
reported, representing an increase of 6.25% from the year prior. In 2019, the total of reported incidents rose
to 121,771, representing a year-on-year increase of 4.16%. Based on MMARAS reports human error has been the top
cause of road crashes in Metro Manila. Human error, as defined by the MMARAS, refers to the different forms of
negligence and physical challenges or distractions that a driver faces, leading to road crashes. Examples of these are
inattentiveness, counterflowing, bad turning, losing control of the vehicle, speeding up, and sudden stopping
As the Chief Traffic Management Officer of Metro Manila, you have the desire to minimize road accidents.
You were out to observe how traffic management rules are implemented on the streets. Suddenly, a fast-moving car
caught your attention that seemed to be breaking the speed limit of 60 km/hr, and so you followed it along the
highway. After a short time, the driver of the car noticed you and started to slow down. Eventually, he stopped on
the side of the road. As the Chief Traffic Management Officer, you are tasked to investigate the car’s speed along the
road to observe whether the driver of the car broke the traffic management rule in speed limit. Your report will be
presented to MMDA Chairman Danilo Delapuz Lim.
Suppose the car had been noted during the time and is modeled by the quadratic equation y = -4x2 + 24x
+13, where y represents the speed of the car in km/hr. and x represents the minutes after you started following the
car, how long would it take for the car to be under surveillance before it could finally stop on the side of the road?
Did the driver of the car break the speed limit of 60 km/hr.? Your report is evaluated according to content, accuracy,
application of quadratic function.

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 Most Essential Learning Competencies and
Specific Objectives

MELC SPECIFIC OBJECTIVES

• Illustrates quadratic equations. • Writes the quadratic equation in standard form.

• Solves quadratic equations by (a) factoring, (b) extracting
• Lists the real numbers a, b and c.
the square root, (c) completing the square and (d)
quadratic formula.
• Characterizes the roots of a quadratic equation using the
• Describes the Principle of Zero Product Property
discriminant.
• Describes the relationship between the coefficients and
• Inculcates obedience in following rules.
the roots of a quadratic equation.
• Solves equations transformable to quadratic equations
• Manifests perseverance in dealing with problems.
(including rational algebraic equations)
• Solves problems involving quadratic equation and rational • Solves the discriminant to determine the number
algebraic equations. and types of solutions of the quadratic equation.
• Illustrates quadratic inequalities. • Recalls a rational equation.
• Transforms equations to/rational equations to
• Solves quadratic inequalities.
quadratic.
• Identifies some real-life situation that applies the
• Solves problems involving quadratic inequalities.
concept of quadratic.

• Models real-life situations using quadratic functions. • Inculcates positive attitude towards challenges.

• Represents a quadratic function using: (a) table of values,

• Defines a quadratic function.
(b) graph; and (c) equation
• Transforms the quadratic function defined by 𝒚 = 𝒂𝒙𝟐 +
• Inculcates determination in accomplishing the task.
𝒃𝒙 + 𝒄 into the form 𝒚 = 𝒂(𝒙 – 𝒉)𝟐 + 𝒌.
• Graphs a quadratic function: (a) domain; (b) range; (c) • Defines domain; range; intercepts; axis of
intercepts; (d) axis of symmetry; (e) vertex; (f) direction of symmetry; vertex; direction of the opening of the
the opening of the parabola. parabola.
• Analyzes the effects of the Changing values of a, h, and k
in the Equation 𝒚 = 𝒂(𝒙 − 𝒉) 𝟐 + 𝒌 of a Quadratic • Manifests attentiveness in class.
Function on its graph
• Determines the equation of a quadratic function given: (a) • Inculcates endurance in analyzing and solving
a table of values; (b) graph; (c) zeros. problems.
• Solves problems involving quadratic functions.

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Wk.1 - Session 1:
Pre – Assessment Test
I. Multiple Choices: Write the LETTER that corresponds to the correct answer on the space provided before
each item number.

___ 1. It is a polynomial equation of degree two that can be written in the form ax 2 + bx + c = 0, where a, b,
and c are real numbers and a ≠ 0.
A. Linear Equation
B. Quadratic Equation
C. Linear Inequality
D. Quadratic Inequality
___ 2. Which of the following is NOT a method in solving quadratic equation?
A. Factoring
B. Completing the Square
C. Extracting the Square Root
D. Discriminant
___ 3. Which principle states that for every real numbers x and y, if xy = 0, then x = 0 and y = 0 and if either x = 0
and y = 0, then xy = 0?
A. Principle of Square Root
B. Additive Inverse Property
C. Principle of Zero Product
D. Multiplicative Inverse Property
___ 4. The roots of the quadratic equations of the form ax 2 + bx = 0 are;
−𝒃
A. x = 0 and x = 𝒂
−𝑎
B. x = 0 and x = 𝑏
C. x = 0 and x = a
D. x = 0 and x = - b
___ 5. If discriminant D is equal to zero, how many distinct real solutions does it have?
A. Two distinct real roots
B. One distinct real root
C. Two complex or imaginary but not real roots
D. One distinct complex or imaginary but not real roots
___ 6. What is the factor of the polynomial x2 – 25?
A. (x + 5) and (x + 5)
B. (x - 5) and (x - 5)
C. (x - 5) and (x + 5)
D. None of the above
___ 7. Which statement is TRUE?
A. All quadratic equations can be solved by factoring.
B. All quadratic equations can be solved by the square root method.
C. All quadratic equations can be solved by the quadratic formula.
D. If a quadratic equation can be solved by completing the square, then it can be solved by factoring.

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___ 8. Which of the following mathematical statements is a quadratic inequality?
A. 2x2 - 3x - 5 = 0
B. 3x + 2 > 0
C. 3y2 - 7y – 2 ≥ 0
D. 2x + y ≤ 3
___ 9. Which among the test points below can make the inequality x2 – 49 ≥ 0 true?
A. 5 B. 8 C. 0 D. -5
___ 10. Which of the following is the correct division of regions of the inequality x 2 – 9 > 0?
A | B |C A | B |C
A. <---|---|---|---|---|---|---|---|---|--> C. <---|---|---|---|---|---|---|---|---|-->
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
| | | |
A | B |C A | B |C
B. <---|---|---|---|---|---|---|---|---|--> D. <---|---|---|---|---|---|---|---|---|-->
-4 -3 -2 -1 0 1 2 3 4 -4 -3 -2 -1 0 1 2 3 4
| | | |

For items 11-13, refer to the figure at the right.

___ 11. What is the y-intercept of the function?
A. 3 B. - 2 C. - 3 D. 2
___ 12. Which of the following is correct for the vertex of the parabola?
A. Minimum at (-1, 2) C. Maximum at (-1, 2)
B. Minimum at (-2, -1) D. Maximum at (-2, 1)
___ 13. Which of the following is correct about the axis of symmetry of the parabola?
A. x = -2 B. x = - 1 C. x = 2 D. x = 1
___ 14. It is a set of all values of x of a function.
A. Vertex B. Range C. Domain D. Intercepts
___ 15. It is a set of all values of y of a function.
A. Vertex B. Range C. Domain D. Intercepts
___ 16. It is the turning point of the graph which either the minimum or the maximum point.
A. Vertex B. Range C. Domain D. Intercepts
___ 17. These are points on the parabola that crosses the x-axis where y = 0.
A. Vertex B. Domain C. X-intercept D. Y-intercept
___ 18. From 2004 to 2012, the average weekly income of an employee in a certain company is
estimated by the quadratic expression 0.16n2 + 5.44n + 2240, where n is the number of years after 2004. In
what year was the average weekly income of an employee equal to Php2,271.20?
A. 2007 B. 2008 C. 2009 D. 2010
___ 19. The length of a garden is 5m longer than its width and the area is 14m 2. How long is the garden?
A. 9m B. 7m C. 5m D. 2m
___ 20. The length of a garden is 2m more than twice its width and its area is 24 m 2. Which of the following equations
represents the given situation?
A. x2 + x = 12 C. x2 + x = 24
B. x2 + 2x = 12 D. x2 + 2x = 2

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 Wk.1 Session 2 – nt1: Quadratic Equation
Objectives: At the end of a 60- minute period, I can;
a. Illustrate quadratic equation.
b. Write the quadratic equation in standard form.
c. List the real numbers a, b and c.
d. Inculcate obedience in following rules.
Romans 13:1 “Let every person be subject to the governing authorities. For there is no authority except from God, and those
that exist have been instituted by God”

Activity 1: Another Kind of Equation

Below are different equations. Use these equations to answer the questions that follow.

1. Which of the given equations are linear? ____________________________________________________

_______________________________________________________________________________________
2. How do you describe linear equations? _____________________________________________________
_______________________________________________________________________________________
3. Which of the given equations are not linear? Why? ____________________________________________
_______________________________________________________________________________________
How are these equations different from those which are linear? __________________________________
What common characteristics do these equations have? _______________________________________

Topic Discussion:

➢ Read Pages 3-5 of your textbook.

➢ More examples: Write the following equations in standard form and identify the values of a, b and c.
a. −(𝒙 − 𝟔)𝟐 + 𝟔 − 𝟏𝟏

−(𝒙 − 𝟔)𝟐 + 𝟔 = −𝟏𝟏 Following PEMDAS.

−(𝒙 − 𝟔)(𝒙 − 𝟔) + 𝟔 = −𝟏𝟏
−(𝒙𝟐 − 𝟔𝒙 − 𝟔𝒙 + 𝟑𝟔) + 𝟔 = −𝟏𝟏
−(𝒙𝟐 − 𝟏𝟐𝒙 + 𝟑𝟔) + 𝟔 = −𝟏𝟏
−𝒙𝟐 + 𝟏𝟐𝒙 − 𝟑𝟔 + 𝟔 = −𝟏𝟏
• Solve first for the quantities inside the Parenthesis (𝑥 − 6)2,
since it is being raised to 2, expand it to (𝑥 − 6)(𝑥 − 6) form.
Solve it using the FOIL Method
First – (𝒙 · 𝒙 = 𝒙𝟐 ), Outer - (𝒙 · −𝟔 = −𝟔𝒙) ,
Inner - (−𝟔 · 𝒙 = −𝟔𝒙), Last (−𝟔 · −𝟔 = +𝟑𝟔)
• Combine like terms inside the parenthesis,(−𝟔𝒙 − 𝟔𝒙 = −𝟏𝟐𝒙).
• Distribute −1 on each term in the parenthesis by distributive
property. (-1 multiplied to 𝒙𝟐 , −𝟏𝟐𝒙, 𝒂𝒏𝒅 + 𝟑𝟔 ). Apply the rule
of multiplying integers, (+) • (+) = (+),
(+) • (−) = (−).

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 • Combine like terms (−𝟑𝟔 + 𝟔 = −𝟑𝟎). Apply the rule of adding
𝟐
−𝒙 + 𝟏𝟐𝒙 − 𝟑𝟎 = −𝟏𝟏 unlike integers. (Subtract the numbers and copy the sign of the
bigger number)
• Transpose – 11 on the other side. Change the sign as you
−𝒙𝟐 + 𝟏𝟐𝒙 − 𝟑𝟎 + 𝟏𝟏 = 𝟎
transpose, (from – 11 to + 11).
• Combine like terms (−𝟑𝟎 + 𝟏𝟏 = −𝟏𝟗). Apply the rule of
𝟐
−𝒙 + 𝟏𝟐𝒙 − 𝟏𝟗 = 𝟎 adding unlike integers. (Subtract the numbers and copy the
sign of the bigger number)
• Standard form of Quadratic Equation. Arrange the degree in
−𝒙𝟐 + 𝟏𝟐𝒙 − 𝟏𝟗 = 𝟎
descending order.
• a is the coefficient or the number of the quadratic term (𝒙𝟐 ), b
a = -1, b = 12, c = - 19 is the coefficient or the number of the linear term (𝒙), and c is
the constant term, it doesn’t have any variable.

b. 𝟎 = 𝟑𝒙(𝒙 − 𝟒) + (𝒙 + 𝟒)𝟐

𝟎 = 𝟑𝒙(𝒙 − 𝟒) + (𝒙 + 𝟒)𝟐 Following PEMDAS.

𝟎 = 𝟑𝒙(𝒙 − 𝟒) + (𝒙 + 𝟒)(𝒙 + 𝟒)
𝟎 = 𝟑𝒙(𝒙 − 𝟒) + (𝒙𝟐 + 𝟒𝒙 + 𝟒𝒙 + 𝟏𝟔)
𝟐
𝟎 = 𝟑𝒙(𝒙 − 𝟒) + (𝒙 + 𝟖𝒙 + 𝟏𝟔)
𝟐
𝟎 = 𝟑𝒙(𝒙 − 𝟒) + 𝒙 + 𝟖𝒙 + 𝟏𝟔
𝟐 𝟐
𝟎 = 𝟑𝒙 − 𝟏𝟐𝒙 + 𝒙 + 𝟖𝒙 + 𝟏𝟔
• Since we have two terms with parenthesis. You can either
choose which of the two you are going to solve. For the sake of
this example, lets solve first for the quantities inside the
Parenthesis with exponent, (𝒙 + 𝟒)𝟐 . Expand the form and
solve using the FOIL Method.
• Combine like terms the result of the FOIL Method,
(+𝟒𝒙 + 𝟒𝒙 = + 𝟖𝒙).
• Distribute + 𝟏 in the quantities 𝒙𝟐 + 𝟖𝒙 + 𝟏𝟔.
• Distribute 𝟑𝒙 on each term in the parenthesis by distributive
property. Apply the rule of multiplying integers, (+) • (+) = (+),
(+) • (−) = (−).

𝟎 = 𝟑𝒙𝟐 + 𝒙𝟐 − 𝟏𝟐𝒙 + 𝟖𝒙 + 𝟏𝟔 • Arrange the terms in order (those terms with degree two will
come first, followed by the terms with degree 1 and lastly the
constant term).
𝟐
𝟎 = 𝟒𝒙 − 𝟒𝒙 + 𝟏𝟔 • Combine by applying the rules of adding like and unlike
integers.
𝟎 = 𝟒𝒙 − 𝟒𝒙 + 𝟏𝟔, or
𝟐
• Standard form of Quadratic Equation. Arrange the degree in
descending order.
𝟒𝒙𝟐 − 𝟒𝒙 + 𝟏𝟔 = 𝟎
• a is the coefficient or the number of the quadratic term (𝒙𝟐 ), b
a = 4, b = -4, c = 16 is the coefficient or the number of the linear term (𝒙), and c is
the constant term, it doesn’t have any variable.

c. The length of a rectangle is 12 centimeters (cm) less than its width, and its area is 160cm 2. Express the
equation for the area of the rectangle as a quadratic equation in standard form and find the values of a, b
and c.
Width = let be 𝒙 • Write the givens.
Length = 12 centimeters (cm) less than its width (𝟏𝟐 − 𝒙) • Rewrite the given description into

Page | 6
 Area = 𝟏𝟔𝟎 𝑐𝑚2 mathematical expression.
• Write the equation of the problem. Since
𝑨𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆 = 𝒍𝒘 or 𝑨𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆 = 𝒘𝒍
we are talking with the area of a
rectangle, our equation must follow
𝟏𝟔𝟎 = 𝒙(𝟏𝟐 − 𝒙)
𝑨𝒓𝒆𝒂 𝒐𝒇 𝒓𝒆𝒄𝒕𝒂𝒏𝒈𝒍𝒆 = 𝒍𝒘
• Distribute 𝒙 on each term in the
𝟏𝟔𝟎 = 𝟏𝟐𝒙 − 𝒙𝟐
parenthesis.
• Transpose 160 on the other side.
𝟎 = 𝟏𝟐𝒙 − 𝒙𝟐 − 𝟏𝟔𝟎
Change the sign of the number.
• Arrange the terms in order.

𝟎 = −𝒙𝟐 + 𝟏𝟐𝒙 − 𝟏𝟔𝟎 Since we are talking with Area and there is
no such thing as a negative area, the
𝒙𝟐 − 𝟏𝟐𝒙 + 𝟏𝟔𝟎 = 𝟎 quadratic term must be positive. So,
transpose −𝒙𝟐 + 𝟏𝟐𝒙 − 𝟏𝟔𝟎 on the other
side. As we transpose, the signs changed.
• Standard form of Quadratic Equation.
𝒙𝟐 − 𝟏𝟐𝒙 + 𝟏𝟔𝟎 = 𝟎
Arrange the degree in descending order.
• a is the coefficient or the number of the
quadratic term (𝒙𝟐 ), b is the coefficient
a = 1, b = - 12, c = 160 or the number of the linear term (𝒙), and
c is the constant term, it doesn’t have
any variable.

Activity 2:
1. Answer Skill Builder Item 1 on Page 5.

2. The length of a swimming pool is 8 m longer than its width and the area is 105 m 2. Write the quadratic
equation of the problem and identify the values of a, b and c.

Page | 7
 Checklist, item 1: 5 points, __ Correct Solution (3 points), __ Correct Standard Form, __ Effort

Checklist, item 2: 7 points, __ Identify the givens, __ Correct equation of the problem,
__ Correct Solution (3 points), __ Correct Standard Form, __ Effort

Formative 2:
Write the standard form of the equation and identify what is asked in each number.

1. (𝒙 − 𝟓)(𝒙 − 𝟕) = 𝟎

Checklist: 5 points, __ Correct Solution (3 points), __ Correct Standard Form, __ Effort

2.−𝟑(𝟐𝒙 − 𝟏)(𝟐𝒙 + 𝟏) = 𝟐; Identify the values of a, b and c.

Checklist: 8 points, __ Correct Solution (3 points), __ Correct Standard Form,

__ Correct values of a, b and c (3 points), ___ Effort

Assignment 1:

Answer Math Skills Milestone, Letter C – D (Item 3), Pages 7 – 8.

C. Write the letter of your answer. D. Show your solution.

1. ____ 3.
2. ____
3. ____
4. ____
5. ____

Checklist: 5 points, __ Correctness, __ Completeness, __ Neatness,

__ Follow Instructions, __ Timeliness

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 Wk.1 Session 3 – nt2:
Solving Quadratic Equation by FACTORING
Objectives: At the end of a 60- minute period, I can;
a. Describe the Principle of Zero Product Property.
b. Solve quadratic equation by factoring.
c. Inculcate obedience in following rules.
Romans 13:1 “Let every person be subject to the governing authorities. For there is no authority except from God, and those
that exist have been instituted by God”

Activity 1: What made me?

A. Factor the following numbers. Write as many possible factors each have.
1. 10 __________
2. −18 __________
3. 16 __________
B. Factor the following monomials and polynomials. Answer the questions that follow.
4. 2𝑥 2 − 8𝑥 __________
5. 𝑠 + 8𝑠 + 12
2
__________
6. − 6𝑥 __________
7. 2𝑥 2 + 3𝑥 − 14 __________
Questions:
a. How did you factor each number? Each polynomial? ______________________________________________
_________________________________________________________________________________________
b. How would you know if the factors you got are the correct ones? __________________________________
_________________________________________________________________________________________
c. Which of the polynomials did you find difficult to factor? ____________________________________________
_________________________________________________________________________________________

Topic Discussion:

➢ Read Pages 17-24 of your textbook.

➢ For better understanding:
• Factoring quadratic equation in the form: 𝒂𝒙𝟐 + 𝒃𝒙 = 𝟎.
a. – 𝟓𝒙𝟐 + 𝟏𝟎𝒙 = 𝟐𝟎𝒙

– 𝟓𝒙𝟐 + 𝟏𝟎𝒙 = 𝟐𝟎𝒙 • Transform the quadratic equation to its standard form.
– 𝟓𝒙𝟐 + 𝟏𝟎𝒙 − 𝟐𝟎𝒙 = 𝟎 • Transpose 𝟐𝟎𝒙 on the other side. Change the sign.
– 𝟓𝒙𝟐 − 𝟏𝟎𝒙 = 𝟎 • Combine like terms, (+ 𝟏𝟎𝒙 − 𝟐𝟎𝒙 = −𝟏𝟎𝒙)
• Find the common variable and number of the terms. In the given
equation, the common variable or letter of (– 𝟓𝒙𝟐 𝑎𝑛𝑑 − 𝟏𝟎𝒙) is 𝒙, and
the greatest common number of (– 𝟓𝒙𝟐 𝑎𝑛𝑑 − 𝟏𝟎𝒙), is – 𝟓. Since, - 5 is
−𝟓𝒙(𝒙 + 𝟐) = 𝟎 both divisible by – 𝟓 𝑎𝑛𝑑 𝟏𝟎. So, the common factor is −𝟓𝒙.
• To find the other factor, divide the common factor to each term in the
standard form – 𝟓𝒙𝟐 − 𝟏𝟎𝒙 . (−5𝑥 2 ÷ −5𝑥 = 𝒙)𝑎𝑛𝑑 (−10𝑥 ÷ −5𝑥 =
𝟐). Combine, so the other factor is (𝒙 + 𝟐).

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 −𝟓𝒙 = 𝟎 𝑎𝑛𝑑 𝒙 + 𝟐 = 𝟎 • Equate each factor to 0 by applying the Principle zero product property.
−𝟓𝒙 = 𝟎 • Solve for the value of x on each factor and simplify.
−𝟓𝒙 𝟎
=
−𝟓 −𝟓 • Divide both sides by the numerical coefficient of the equation.
𝒙=𝟎 • The first value of 𝒙 = 𝟎.

𝒙+𝟐 = 𝟎 • For the second value of x, transpose + 𝟐 on the other side. Change the
sign.
𝒙 = −𝟐 • The second value of 𝒙 = −𝟐.
– 𝟓𝒙𝟐 − 𝟏𝟎𝒙 = 𝟎; 𝒙 = −𝟐
• To check if the values are correct, substitute each value in the
– 𝟓(−𝟐 )𝟐
− 𝟏𝟎(−𝟐) = 𝟎 equation. If it equals to zero, then it is correct.
−𝟓(𝟒) + 𝟐𝟎 = 𝟎 • If the value substituted is 0, any number multiply to 0 will always be
−𝟐𝟎 + 𝟐𝟎 = 𝟎
equal to 0.
𝟎 =𝟎
• Therefore, the solutions or roots of the quadratic equation are 0 and -2.

• Factoring quadratic equation in the form: 𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, 𝒘𝒉𝒆𝒓𝒆 𝒂 = 𝟏.

b. 𝒙𝟐 + 𝟔𝒙 = −𝟖

𝒙𝟐 + 𝟔𝒙 = −𝟖 • Transform the quadratic equation to its standard form.

𝒙𝟐 + 𝟔𝒙 + 𝟖 = 𝟎 • Transpose −𝟖 on the other side. Change the sign.
𝒙𝟐 + 𝟔𝒙 + 𝟖 = 𝟎 • Note that the constant term is + 𝟖; List all possible factors of + 𝟖, when
added will result to the value of b which is + 𝟔.
• Possible factors of 8;
Factors Multiplied = 𝟖 Added must = 𝟔
+𝟏 𝒂𝒏𝒅 + 𝟖 +𝟏 • + 𝟖 = +𝟖 (+𝟏) + (+ 𝟖) = +𝟗
+𝟐 𝒂𝒏𝒅 + 𝟒 +𝟐 • + 𝟒 = +𝟖 (+𝟐) + (+ 𝟒) = +𝟔
−𝟏 𝒂𝒏𝒅 − 𝟖 −𝟏 • − 𝟖 = +𝟖 (−𝟏) + (− 𝟖) = −𝟗
−𝟐 𝒂𝒏𝒅 − 𝟒 −𝟐 • − 𝟒 = +𝟖 (−𝟐) + (− 𝟒) = +𝟔
• Among the following factors, only+𝟐 𝒂𝒏𝒅 + 𝟒 satisfies the conditions.
• Factors of 𝒙𝟐 are 𝒙 𝒂𝒏𝒅 𝒙.
(𝒙 + 𝟐)(𝒙 + 𝟒) = 𝟎 • Pair the factors of x and the constant term, (𝒙 + 𝟐)(𝒙 + 𝟒).
(𝒙 + 𝟐) = 𝟎 𝑎𝑛𝑑 (𝒙 + 𝟒) = 𝟎 • Equate each factor to 0 by applying the Principle zero product property.

𝒙+𝟐 =𝟎 𝒙+𝟒 =𝟎 • Solve for the value of x on each factor and simplify.
𝒙 = −𝟐 𝒙 = −𝟒

• Therefore, the solutions or roots of the quadratic equation are -2 and -4.

Note:
• If the constant term is positive and the value of b is positive, the two factors are positive real numbers.
• If the constant term is positive and the value of b is negative, the two factors are negative real numbers.
• If the constant term is negative and the value of b is positive, the two factors are a positive real number and a
negative real number and the sign of the higher number factor is positive.
• If the constant term is negative and the value of b is negative, the two factors are a positive real number and a
negative real number and the sign of the higher number factor is negative.

Page | 10
 • Factoring quadratic equation in the form: 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎, 𝒘𝒉𝒆𝒓𝒆 𝒂 ≠ 𝟏.
• In this type of form, trial and error is often used. However, this may take time since you will try many
combinations of factors before arriving at the exact factors of the equation. To avoid this, a simpler method
is devised, which is called as the AC Method. Refer to Math Tools on Page 21.
c. 𝟑𝒙𝟐 − 𝒙 − 𝟏𝟎 = 𝟎

𝟑𝒙𝟐 − 𝒙 − 𝟏𝟎 = 𝟎
a = 3, b = -1, c = -10
(𝒂 • 𝒄) = 𝟑 • −𝟏𝟎 = −𝟑𝟎
• Given.
• Identify the values of a, b and c.
• Multiply the values of a and c, (𝟑 • −𝟏𝟎 = −𝟑𝟎).
• Determine the factors of 𝒂𝒄 = − 𝟑𝟎, when added is equal to value of
𝒃 = −𝟏. (Note: Since, the sign of the constant term (c) and linear term
(b) is negative, then the two factors are a positive real number and a
negative real number, and the sign of the higher number of the factor is
negative, 𝟑𝒙𝟐 − 𝒙 − 𝟏𝟎 = 𝟎)

• Possible factors of − 𝟑𝟎;

Factors Multiplied = −𝟑𝟎 Added must = −𝟏
−𝟏𝟎 𝒂𝒏𝒅 + 𝟑 −𝟏𝟎 • + 𝟑 = −𝟑𝟎 (−𝟏𝟎 ) + (+ 𝟑) = −𝟕
−𝟔 𝒂𝒏𝒅 + 𝟓 −𝟔 • +𝟓 = −𝟑𝟎 (−𝟔) + (+𝟓) = −𝟏
−𝟏𝟓 𝒂𝒏𝒅 + 𝟐 −𝟏𝟓 • +𝟐 = −𝟑𝟎 (−𝟏𝟓) + (+𝟐) = −𝟏𝟑
−𝟑𝟎 𝒂𝒏𝒅 + 𝟏 −𝟑𝟎 • +𝟏 = −𝟑𝟎 (−𝟑𝟎) + (+𝟏) = −𝟐𝟗
• Among the following factors, only−𝟔 𝒂𝒏𝒅 + 𝟓 satisfies the conditions.
• Rewrite the middle term (−𝒙) as the sum of the factors of ac, the
𝟑𝒙𝟐 − 𝟔𝒙 + 𝟓𝒙 − 𝟏𝟎 = 𝟎
factors being the coefficient of the terms. .
• Use factoring by grouping in the resulting equation. Pair the two terms
with common factors.
• Let’s pair 𝟑𝒙𝟐 𝒂𝒏𝒅 – 𝟔𝒙, since they have a common variable factor of x,

(𝟑𝒙𝟐 − 𝟔𝒙)(+𝟓𝒙 − 𝟏𝟎) = 𝟎
𝟑𝒙(𝒙 − 𝟐) + 𝟓(𝒙 − 𝟐) = 0
(𝒙 − 𝟐)(𝟑𝒙 + 𝟓) = 𝟎
(𝒙 − 𝟐) = 𝟎 𝑎𝑛𝑑 (𝟑𝒙 + 𝟓) = 𝟎
and a greatest common number of 3. For +𝟓𝒙 𝒂𝒏𝒅 − 𝟏𝟎, they have a
greatest common number of +5.
• Apply the common monomial factoring. To find the other factor divide
the paired term to its common factor. (Note: When this step is done
correctly, the new terms will have an obvious common binomial factor)
• The common binomial factor is (𝒙 − 𝟐), which will be the first factor of
the equation 𝟑𝒙𝟐 − 𝒙 − 𝟏𝟎 = 𝟎 . To find the second factor, combine the
two common factors, 𝟑𝒙 𝒂𝒏𝒅 + 𝟓 → (𝟑𝒙 + 𝟓)
• Apply the Principle of Zero Product Property.

𝟑𝒙 + 𝟓 = 𝟎
𝟑𝒙 = −𝟓
𝒙−𝟐 =𝟎 𝟑𝒙 −𝟓
𝒙 = +𝟐 𝟑
= 𝟑 • Solve for the value of x on each factor and simplify.
−𝟓
𝒙= 𝟑

−𝟓
• Therefore, the solutions or roots of the quadratic equation are 2 and .
𝟑

Page | 11
Activity 2:
Determine the solution sets of the following quadratic equations.
1. 1. 𝟑𝒙𝟐 + 𝟏𝟖𝒙 = 𝟎 2. 2. 𝒙𝟐 − 𝟖𝒙 + 𝟏𝟐 = 𝟎
3. 4.

5. 3. 𝟔𝒙𝟐 + 𝟕𝒙 − 𝟑 = 𝟎
6.

Checklist: 5 points, __ Correct Solution (2 points), __ Correct Solutions Set (2 points), ___ Effort

Formative 3:

Answer Math Skills Milestones on Page 24, items 1-10. Write the letter of your answer.
6. ______ 1. ______
7. ______ 2. ______
8. ______ 3. ______
9. ______ 4. ______
10. ______ 5. ______

Write your solutions here in items 3, 7 and 8. Solve by factoring.

Checklist for items 3, 7 and 8: 5 points, __ Correct Solution (2 points), __ Correct Solutions Set (2 points), ___ Effort

3.

Page | 12
 7.

8.

Assignment 2:

Answer Math Skills Milestones on Pages 25-26, Letter B. Write the letter of your answer.

B A H A U A

𝟏 𝟗 𝟑 𝟒
𝟎, −𝟐 − , 𝟑, 𝟏𝟏 −𝟕 𝟏, 𝟏𝟑 𝟎, 𝟐 −𝟏, 𝟏𝟏 ,𝟖 −𝟐, −𝟕 𝟑, 𝟏𝟏
𝟑 𝟐 𝟐 𝟑

Checklist: 5 points, __ Correctness, __ Completeness, __ Neatness, __ Follow Instructions, __ Timeliness

Write your solutions here.

Page | 13
Page | 14
 Wk.1 Session 4 – nt3:
Solving Quadratic Equation by Extracting the Square Root
Objectives: At the end of a 60- minute period, I can;
a. Recall radical expressions.
b. Solve quadratic equation by extracting the square root..
c. Inculcate obedience in following rules.
Romans 13:1 “Let every person be subject to the governing authorities. For there is no authority except from God, and those
that exist have been instituted by God”

Activity 1:
Refer to Page 9 of your textbook, Math in Motion.
1. _______ 2. _______ 3. _______ 4. _______

a. How many real roots does each expression have? Explain the process you applied to find the roots of
each expression? _______________________________________________________________________
_______________________________________________________________________________________
b. What is the degree of each equation? How do you call such an equation? What values of x will make
each of the equations true? How did you find the solution? How many solutions does each equation
have? _________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Topic Discussion:

➢ Read Pages 9-14 of your textbook.

➢ More example:
a. (𝟔 − 𝟐𝒙)𝟐 = 𝟓

(𝟔 − 𝟐𝒙)𝟐 = 𝟓 • Given.
√(𝟔 − 𝟐𝒙)𝟐 = √𝟓 • Take the square root of both sides.
𝟔 − 𝟐𝒙 = ±√𝟓
• Solve for x. Transpose + 𝟔 on the other side. Change the sign.
−𝟐𝒙 = 𝟔 ± √𝟓
−𝟐𝒙 (𝟔 ± √𝟓) • Divide both sides by −𝟐.
=
−𝟐 −𝟐
𝟔 ± √𝟓 • Cancel -2 on the left side.
𝒙=
−𝟐

𝟔 √𝟓 • You can also rewrite the two solutions in this form.

𝒙𝟏 = +
−𝟐 −𝟐
𝟔 √𝟓
𝒙𝟐 = −
−𝟐 −𝟐
𝟔 √𝟓 √𝟓 𝟔 √𝟓 √𝟓 (+)
𝒙𝟏 = + = −𝟑 − • can still be simplified by −𝟑. And + =− , since = (−).
−𝟐 −𝟐 𝟐 (−)
−𝟐 −𝟐 𝟐

𝟔 √𝟓 √𝟓 𝟔 √𝟓 √𝟓 (−)
𝒙𝟐 = + = −𝟑 + • can still be simplified by −𝟑. And − −𝟐 = − , since = (+).
−𝟐 𝟐 (−)
−𝟐 −𝟐 𝟐

Page | 15
 √𝟓 √𝟓 √𝟓
• The solutions of the quadratic equations are −𝟑 − and −𝟑 + , or you can also rewrite it as −𝟑 ± .
𝟐 𝟐 𝟐

Activity 2:

1. Find the solutions to the quadratic equation 𝒙𝟐 − 𝟏𝟒𝟒 = 𝟎.

2. Find the roots of the quadratic equation (𝟐𝒙 + 𝟒)𝟐 = 𝟓.

Checklist: 5 points, __ Correct Solution (2 points), __ Correct Solutions Set (2 points), ___ Effort

Formative 4:

Answer Page 16, Math Skills Milestones, Letter C – items 1 and 3.

Checklist: 5 points, __ Correct Solution (2 points), __ Correct Solutions Set (2 points), ___ Effort

1.

2.

Page | 16
 3.

Assignment 3:
Answer Math Skills Milestones on Pages 15-16, Letter B. Write the letter of your answer.

1. ______
2. ______
3. ______
4. ______
5. ______

Write your solutions on items 2-5 here.

Checklist: 5 points, __ Correctness, __ Completeness, __ Neatness, __ Follow Instructions, __ Timeliness

Page | 17
 Bibliography
Albay, E. M., & Oli, M. C. (n.d.). Quadratic Equations; Solving Quadratic Equations by Factoring and
Extracting the Square Root. In Practical Math 9 (pp. 3-5; 17-26; 9-16). 2018.
Bryant, M. L., Bulalayao, L. E., Callanta, M. M., Cruz, J. D., & Vera, R. F. (2014). Illustrates Quadratic
Equation; Solving Quadratic Equations by Factoring. In Mathematic's Learners Material 9 -
Module 1 Quadratic Equations and Inequalities (First ed., p. 12; 27).

Criteria Rating Signatures

Prepared by: Checked, Rated and Approved by: Ratee Rater
QN 5
KAREEN FAITH B. MENDE MYRNA R. REDOBLE, MAT-Mat QL 4
T 5
Subject Teacher GS Principal/ Science, Math and MAPEH Head

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