Bethany Christian School of Tarlac Inc.

Paniqui, Tarlac
S.Y. 2020-2021

FIRST QUARTERLY EXAMINATION

Mathematics 9
October 20-21,2020
NAME: __________________________________ Teacher: Denise Albert G. Rivera
SECTION: _______________________________
TEST I. MULTIPLE CHOICE: Choose and write the letter of the correct answer on the blank/line before each
number.
___ 1. What value of x would make 3 x 2−27>0 true?
A. x >2 B. x >3 C. x >4 D. x >5
___ 2. What is/are the critical number(s) of x 2+ x−6<0 ?
A. x=(−5 ,−2) B. x=(3 ,2) C. x=(−3 , 2) D. x=(3 ,−2)

___ 3. What is f ( x )=2 x 2+ x−10 when x=−3?

A. f (−3 )=−3 B f (−3 )=−1 C. f (−3 )=5 D. f (−3 )=17

___ 4. What is the vertex of the function f ( x )=(2 x¿¿ 2−4 x )+ 5¿ ?
A. V =(−1 ,−3) B. V =(−1,3) C. V =(1 ,−3) D. V =(1 ,3)

TEST II. TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if otherwise.
_______ 1. Test intervals can only be written as set notations.
_______ 2. A test number is any number taken from the test intervals and are substituted to the quadratic inequality to
determine if the interval is a part of the solution or not.
_______ 3. In the given test interval −1< x <5, x=−1 can be used as a test number.
_______ 4. The graph of a Quadratic Function, Parabola, opens upwards when a< 0.
_______ 5. The Axis of Symmetry is the imaginary line which divides a parabola into two symmetric parts and passes
through the vertex.
_______ 6. Any Quadratic function can have at most two (2) x-intercepts and always has one (1) y-intercept.

TEST III: CONSTRUCTIVE RESPONSE: Analyze the picture(s) and answer the question given. Answer must be
with one-hundred (100) words (minimum) or more.
Points
CRITERIA 4 3 2 1
Earned
Ideas presented are
Ideas presented Ideas are
CONTENT AND QUALITY OF directly relevant.
are relatively somewhat Ideas are totally
INFORMATION Supporting details
relevant. Details related. Details unrelated and
 Main and Supporting Ideas are specific and on-
are precise and are somewhat details are poor
 Use of details and elaboration point, and well-
explain. sketchy.
 Use of facts and examples elaborated.
The essay shows The essay shows
ORGANIZATION The essay is not
great sense of good
 Introduction/body/conclusion The essay is organized and
organization. Ideas organization.
somehow makes no meaning.
 Sequence of ideas are logically correct Ideas are logically
organized. Ideas Start and
 Grouping of ideas with sharp sense of correct with
jump around. conclusions shows
 Awareness of purpose order until proper start and
no connection.
conclusion. end.

The language and The language and The language and The language and
GRAMMAR, STRUCTURE and STYLE tone of the essay tone are tone are uneven. response are
 inappropriate,
enhance the
appropriate. Word choice is incomplete or too
 Word choice and combination persuasive purpose.
Word choice is simple, ordinary, brief. Word choice
 Personal voice Word choice is
adequate. It or repetitive. It is incorrect or
 Word Count appropriate. It
meets/exceed the did not meet the confusing. It did
meets/exceed the
minimum word minimum word not meet the
minimum word
count. count. minimum word
count.
count.
Application of
Application of Application of Mathematical
mathematical
mathematical mathematical concept(s)
REPRESENTATION AND APPLICATION OF concepts are
concepts are strong; concepts are wasn’t/weren’t
MATHEMATICAL CONCEPTS relatively correct
concepts are highly somewhat applied or
and directly
applied sketchy. incorrectly applied.
applied.
TOTAL POINTS

1. Quadratic Function tells us that for every value of x (input) result to a unique value of y (output). How will you
relate that to the principle that in every action there is a corresponding reaction or consequences?
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 Bethany Christian School of Tarlac Inc.
Paniqui, Tarlac
S.Y. 2020-2021

FIRST QUARTERLY EXAMINATION

Mathematics 10
October 20-21, 2020
NAME: __________________________________ Teacher: Denise Albert G. Rivera
SECTION: _______________________________
TEST I. MULTIPLE CHOICE: Choose and write the letter of the correct answer on the blank/line before each
number.
___ 1. What is the quotient when x 3−3 x 2+ x −1 is divided by x−2?
2 3 2 3 2 3 2 3
A. x −x−1− B. x + x−2− C. x + x+1+ D. x −x +2+
x−2 x−2 x−2 x−2
___ 2. What is the remainder when x 4 −3 x 2 +3 x−1 is divided x +3?
42 44 46 48
A. r = B. r = C. r = D. r =
x +3 x +3 x +3 x +3
___ 3. What are the factors of x 3−64 ?

A. ( x +4 ) ( x 2 + 4 x+16 ) B. ( x−4 ) ( x 2−4 x+16 )

C. ( x +4 )( x2−4 x +16) D. ( x−4)(x 2+ 4 x +16)

___ 4. What is/are the possible rational root(s) x 3−7 x +6?

A. ± 1, ± 2 B. ± 1, ± 2¸ ± 3 C. ± 1, ± 2 ,± 3 , ±5 D. ± 1, ± 2 ,± 3 , ±6

TEST II. TRUE OR FALSE: Write TRUE if the statement is correct and FALSE if otherwise.
_______ 1. In dividing polynomials, the remainder is written in fraction where it becomes the numerator and the
divisor is the denominator.
_______ 2. If 𝑃(𝑥) is a polynomial function and 𝑘 is a real number, 𝑥−𝑘 is a factor of 𝑃(𝑥) if and only if 𝑃(𝑘)=0.
_______ 3. In the given f ( x )=x 3−7 x +6 , x=1 is a root.
_______ 4. The first step of factoring polynomials is to identify the greatest common monomial factor (GCMF).
_______ 5. Polynomials may contain variables with negative or fractional exponents.
_______ 6. In dividing polynomials, the degree of the quotient would be one (1) degree less than of the degree of the
dividend.

TEST III: CONSTRUCTIVE RESPONSE: Analyze the picture(s) and answer the question given. Answer must be
with one-hundred and twenty (120) words (minimum) or more.
Points
CRITERIA 4 3 2 1
Earned
Ideas presented are
Ideas presented Ideas are
CONTENT AND QUALITY OF directly relevant.
are relatively somewhat Ideas are totally
INFORMATION Supporting details
relevant. Details related. Details unrelated and
 Main and Supporting Ideas are specific and on-
are precise and are somewhat details are poor
 Use of details and elaboration point, and well-
explain. sketchy.
 Use of facts and examples elaborated.
The essay shows The essay shows The essay is The essay is not
ORGANIZATION great sense of good somehow organized and
 Introduction/body/conclusion organization. Ideas organization. organized. Ideas makes no meaning.
 Sequence of ideas are logically correct Ideas are logically jump around. Start and
 Grouping of ideas with sharp sense of correct with conclusions shows
 Awareness of purpose order until proper start and no connection.
conclusion. end.
 The language and
The language and
The language and The language and response are
tone of the essay
GRAMMAR, STRUCTURE and STYLE tone are tone are uneven. inappropriate,
enhance the
appropriate. Word choice is incomplete or too
 Word choice and combination persuasive purpose.
Word choice is simple, ordinary, brief. Word choice
 Personal voice Word choice is
adequate. It or repetitive. It is incorrect or
 Word Count appropriate. It
meets/exceed the did not meet the confusing. It did
meets/exceed the
minimum word minimum word not meet the
minimum word
count. count. minimum word
count.
count.
Application of
Application of Application of Mathematical
mathematical
mathematical mathematical concept(s)
REPRESENTATION AND APPLICATION OF concepts are
concepts are strong; concepts are wasn’t/weren’t
MATHEMATICAL CONCEPTS relatively correct
concepts are highly somewhat applied or
and directly
applied sketchy. incorrectly applied.
applied.
TOTAL POINTS
1. In dividing and factoring polynomials, we breakdown the given into smaller chunks to find the roots. Relating it in
doing your tasks, how can breaking and grouping helps you to
accomplish it?

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