9

Mathematics
Quarter 1 – Module 1:
Illustration of Quadratic
Equations
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 1: Illustrations of Quadratic Equations
First Edition, 2020

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Development Team of the Module

Writer: Louie P. Marquez

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 9

Mathematics
Quarter 1 – Module 1:
Illustrations of Quadratic
Equations
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Illustrations of Quadratic Equations!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator, in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Illustrations of Quadratic Equations!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

Welcome to Grade 9 Mathematics! You did it! I commended you for a job well done,
because of that I salute you! Now, it is time to upgrade your knowledge and skills.
Let us go!

Have you ever wondered how did the companies or businesses evaluated their good’s
costs and services, incomes, profits, and losses? Have you ever thought how car
manufacturers computed the speed of each car and released a specific number of
units of a particular model? Or have you ever been in a seashore and randomly
throwing stones at the sea estimating what best angle should your hand positioned
and how much degree of force should be exerted to throw the stone to its longest
distance?

The focus of this module is representing mathematically using quadratic equation.

In this module, you will be able to represent real-life situations mathematically using
quadratic equations.

At the end of this module, you are expected to illustrate quadratic equations (M9AL-
Ia-1), more specifically you should be able to:
1. understand and represent real life situations involving quadratic equations;
2. differentiate quadratic equations from linear equations; and
3. express quadratic equations into standard form.

What I Know

Let us see if you already have knowledge about quadratic equations by

answering the following tasks below. The following tasks will gauge your
knowledge on the topics that will be discussed in this module.

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Activity 1: Classify me!

Draw a square on the space provided if the equation is quadratic and triangle if not.
Write your answers on the blanks provided.

1. 2𝑥 − 4 = 6 _______________ 4. 7(2 + 𝑟) = 1_______________

2. 5𝑚2 + 3 = 0_______________ 5. (𝑥 + 4)(𝑥 − 4) = 0 __________
3. 1 − 12𝑥 2 = 6_______________
Activity 2: Fill me in!

Write the following quadratic equations into a standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 and get
the values of a, b, and c. Write your answers on the blanks provided.

Quadratic Equation Standard From Values of a, b, and c

1. 4𝑥 + 2𝑥 2 = 12 _______________ 𝑎 = _____ b= _____ c= _____
2. 6𝑥(𝑥 − 8) = 24 _______________ 𝑎 = _____ b= _____ c= _____
3. (x-4) (x+10) = 14 _______________ 𝑎 = _____ b= _____ c= _____
4. (2x-5) ²-4 = 2 _______________ 𝑎 = _____ b= _____ c= _____
5. 4x(x-3) = (x+3) (x-3) _______________ 𝑎 = _____ b= _____ c= _____

Great! Proceed on the next activity!

Activity 3: Do you recognize me?

Formulate the mathematical representation of the following situations and evaluate

each situation if quadratic equation is involved.
1. The length of a classroom floor is 1 m longer than its width and the area is 54 m².
2. Angelo wants to buy a laptop and an android phone to be used in his online class.
He paid a total of Php 24, 200.00 for both gadgets. The price of the laptop is Php
3, 800.00 more than the price of the android phone.
3. Juan makes his own rectangular bed. The total area of the bed is 80 in.2. The
width is 2 inches shorter than its length.
4. The length of a floor is 5 m longer than twice its width. The area is 54 m².
5. The length of a rectangular door is 42 inches longer than its width and the area
is 2, 160 inches².

Good Job! Check your answers on the answer key page to get your score.
When you get a perfect score in this activity, go to the next module. However,
if you did not get a perfect score there are still room for learning. Continue this
module and you will learn all those things, just go to the next activity and
learn more!

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 Lesson
Illustrations of Quadratic
1 Equations

In your previous grade level, your teacher taught you about first-degree equation in
one variable which is known as the linear equation and different mathematical
operations involving polynomials. In this module, you will be needing those lessons
for you to understand quadratic equations.

I am confident that you have understood your lessons in your previous grade
levels.

What’s In

Let us put your knowledge in to a test with mathematical operations involving

polynomials.

Activity 4: Remember me, your product!

Perform the indicated operation of the following expressions. Choose the answers
from the box below. Write your answer on the space provided.
__________1. (𝑥 + 2)(2𝑥 − 3) __________6. (3𝑡 + 2)(3𝑡 + 2)
__________2. 2(4𝑦 + 12) __________7. 4(2𝑥 + 4)
__________3. 2𝑟(2𝑟 + 6) __________8. (4 + 𝑦)(𝑦 + 1)
__________4. 2𝑥 (3𝑥 − 14) __________9. 5𝑥 (5𝑥 + 4)
__________5. (𝑥 − 4)(3𝑥 − 5) __________10. 3(𝑥 − 2)(𝑥 + 2)

8𝑦 + 24 𝑦 2 + 5𝑦 + 4 2𝑥 2 + 𝑥 − 6
4𝑟 2 + 12𝑟 25𝑥 2 + 20𝑥 9𝑡 2 + 12𝑡 + 4
8𝑥 + 16 3𝑥 2 − 17𝑥 + 20 6𝑥 2 − 28𝑥
3𝑥 2 − 12 2𝑥 2 − 13 5𝑥 2 − 10

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Activity 5: Am I linear or not?

Group the following equations according to its kind. Write each equation in the given
box below.

2𝑥 − 4 = 0 𝑥 2 + 2𝑥 + 4 = 0 5𝑟 − 4 = 3𝑟
3 1
9𝑦 − 4𝑦² + 2𝑦 − 12 = 0 10𝑘 − 23 = −13 ℎ+4=0
2

𝑥 2 − 81 = 0 12 − 3𝑠 = 4 − 2𝑠 6𝑡² − 3𝑡 − 9 = 0

2𝑥 2 − 14𝑥 − 3 = −𝑥 + 4

Linear equation Not linear equation

1. __________________ 1. ___________________
2. __________________ 2. ___________________
3. __________________ 3. ___________________
4. __________________ 4. ___________________
5. __________________ 5. ___________________

Have you reminded of your Grade 8 Mathematics lessons? I know you did!
Now check your answers on the answer key page for you to determine your
score!

How did it go? Did you get the perfect score? Well, we are just getting started.

Now that you remember the pre-requisite lessons that will help you in this
module, I think you are now ready to learn Quadratic Equation.

4
 What’s New

Let us help Mary in analyzing the measurement of their chalkboard by

answering the follow up questions afterwards.

Activity 6: Illustrate me!

Mary, a grade 9 student of Mariveles National
High School — Malaya has a habit of wondering
every time she has nothing to do. In her break
time, while her classmates are busy eating their
snacks, she draws her attention on the
chalkboard in front. She is thinking about its
equal proportion. In her inquisitiveness, she asks
her adviser about the size of the chalkboard, and
her teacher replies, “The area of the chalkboard is
64 ft.²” She hurriedly goes back to her seat and try to compute the dimensions (length
and width) of the chalkboard as her eagerness wants to know.

1. Make an illustration of the chalkboard on your paper.

2. What do you think are the possible answers that Mary would have solved?

3. Give possible techniques and ways to determine the dimensions of the

chalkboard.

4. If her adviser added that, “The length is 4 times longer than its width.”
What equation best describes the dimension?

5. How did you come up with the equation?

6. Do you think you can use the equation you have formulated to find the
length and height of the chalkboard?

I admire you for showing perseverance to find explanation on Mary’s situation.

Keep pursuing because that character is one of hardest sought qualities and I
hope you save and hold to that conduct until the end of this module.

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 What is It

In the previous activity, you have encountered a real-life situation where

quadratic equation is applied. Now, the question is how do we use this to solve
problems and help you with your decision making? You will find out these in
the following discussions.

Before we discuss quadratic equation, it is best for you to be reminded about the
meaning of an equation and linear equation.
An equation is a mathematical sentence stating that the values of two mathematical
expressions are equal while a linear equation in one variable is a first-degree
equation, that is the highest value of exponent of the variable is 1.
Now, let us define quadratic equation. A Quadratic equation in one variable is a 2nd
degree equation (the highest value of exponent of the variable is 2) that can be written
in standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where a, b and c are real numbers and 𝑎 ≠ 0.
Examine the illustration below for further understanding the difference between
linear and quadratic equation.
Types of Equation Example Characteristic
the highest degree of variable
Linear Equation 2𝒙 + 1 = 0
is equal to 1.

the highest degree of variable

Quadratic Equation 𝒙𝟐 + 2𝑥 + 1 = 0
is equal to 2.

It was mentioned that the standard form of quadratic equation is 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎,

where a, b and c are real numbers and 𝑎 ≠ 0. You can see that there are three terms
in the equation. The three terms of quadratic equation are illustrated below.

𝒂𝒙𝟐 Quadratic term (1st term)

𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎 𝒃𝒙 Linear term (2nd term)

𝒄 Constant term (3rd term)

Now, let us take a look at the following examples if it is quadratic or not. When the
equation is not express in quadratic form, convert the given equation into its
standard form, and find the values of a, b, and c.
Example 1: 𝟐𝒙𝟐 + 𝟕𝒙 − 𝟏𝟓 = 𝟎

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Since the given equation is on its standard form, we can easily see if the equation is
a quadratic or not. Based on the discussion above, can we say if the given equation
is in quadratic form or not? Why?
Yes, the given equation is a quadratic equation because the highest degree of the
equation is 2.

Parts of Quadratic
Terms Values
Equation
Quadratic term 2𝑥 2 𝒂=𝟐

Linear term 7𝑥 𝒃=𝟕

Constant −15 𝒄 = −𝟏𝟓

Therefore, 𝒂 = 𝟐, 𝒃 = 𝟕and 𝒄 = −𝟏𝟓.

As you can see in this example, for you to identify the values of a, b and c, you need
to make sure that the quadratic equation is on the standard form. The value of a is
the numerical coefficient of the quadratic term, the value of b is the numerical
coefficient of the linear term, and the value of c is the constant of the equation.
Please take note of the sign of every coefficient.

Example 2: 𝒙(𝟑𝒙 + 𝟓) = 𝟐
In this example, we probably notice that the equation is not on the standard form
thus, we need to transform the given equation into a standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
To do that, we need your knowledge in operation of polynomials that you already
learned in your previous grade levels.

Steps Reason
𝑥 (3𝑥 + 5) = 2 Given
Apply Distributive Property by multiplying x to each term
3𝑥 2 + 5𝑥 = 2 inside the parenthesis
Apply Subtraction Property of Equality by subtracting 2 on
3𝑥 2 + 5𝑥 − 2 = 2 − 2 both sides of the equation
3x2 + 5x -2 = 0 Standard Form

Hence, the standard form of 𝑥 (3𝑥 + 5) = 2 is 𝟑𝒙𝟐 + 𝟓𝒙 − 𝟐 = 𝟎.

Using your knowledge in simplifying polynomials, you have now the standard form
of the given equation. Now that we have the standard form, it is time to find the value
of a, b and c.
Standard form: 𝟑𝒙𝟐 + 𝟓𝒙 − 𝟐 = 𝟎

Now let us find the values of a, b, and c. Proceed to the next page to continue!

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 Values of a, b, and c
Term on the
Name of term
given equation

Quadratic term 3𝑥 2 𝒂=𝟑

Linear term 5𝑥 𝒃=𝟓
Constant −2 𝒄 = −𝟐

Therefore, 𝒂 = 𝟑, 𝒃 = 𝟓 and 𝒄 = −𝟐.

Example 3: (𝒙 − 𝟐)(𝒙 − 𝟏𝟎) = 𝟎

Just like on Example 2, the equation is not on its standard form thus, we need to
transform the given equation into its standard form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Steps Reasons
(𝑥 − 2)(𝑥 − 10) = 0 Given
Apply multiplication of two binomials (FOIL
2
𝑥 − 10𝑥 − 2𝑥 + 20 = 0 method)
2
𝑥 − 12𝑥 + 20 = 0 Simplify by combining like terms (−10𝑥 − 2𝑥)
Hence, the standard form of (𝑥 − 2)(𝑥 − 10) = 0 is 𝒙𝟐 − 𝟏𝟐𝒙 + 𝟐𝟎 = 𝟎.
Now that you have the standard form, it is time to find the values of a, b and c.
Standard form: 𝒙𝟐 − 𝟏𝟐𝒙 + 𝟐𝟎 = 𝟎

Now let us find the values of a, b, and c.

Term on the given Values of a, b, and c

Name of term
equation

Quadratic term 𝑥2 𝒂=𝟏

Linear term −12𝑥 𝒃 = −𝟏𝟐

Constant 20 𝒄 = 𝟐𝟎

Therefore, 𝒂 = 𝟏, 𝒃 = −𝟏𝟐 𝑎𝑛𝑑 𝒄 = 𝟐𝟎.

8
 Remember this!

1. Check if the given equation is a quadratic equation.

2. When the equation is not explicitly quadratic by its first appearance,
transform the given equation into its standard form. The standard form of
quadratic equation is 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎.
3. Then, find the values of a, b, and c.

Did you get the lesson well? I know you did! We are not done yet! Now
let us use real-life example that involves quadratic equation.

Guiding you there was great! I hope you get the lesson well. Now, let us use
real-life example with quadratic equation.

Example 4: The length of a rectangular lot is 8 m longer than its width and the
area is 105 m ².

Example 4 is an example of a real-life situation where quadratic equation can be

applied. Maybe you would ask how? Well, read the discussion below.
First, let us have a closer look of Example 4 by splitting the information. The two
main information are:
1. The area of a rectangular lot is 105 m²;
2. The length of a rectangular lot is 8 m longer than its width.

Afterwards, let us have an illustration of the situation by drawing a rectangle which

represents the lot. The first information we have is that the area of a rectangular lot
which is 105 m². We can mathematically illustrate this like the illustration on the
next page.

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 Length

Width Area = 105 m²

Next, we need to mathematically represent the second information. The second

information says that the length of a rectangular lot is 8 m longer than its width. If
we let x be the representation of width, then the representation of length is 𝑥 + 8,
since the length is 8 meters longer than its width(x). See the illustration on the next
page to further understand these.

Dimension Representation

Width x

Length 𝑥+8

Please take note that you can use any letter other than x to represent any variable.

Thus, the accurate mathematical illustration of Example 4 is the illustration below:

𝑥+8

x Area = 105 m²

Since we have now the illustration of the given situation, it is time to find out its
hidden quadratic equation!

Proceed to the next page to continue the discussion!

10
Now applying your knowledge in Geometry, we can recall the formula for the area of
rectangle as 𝐴𝑟𝑒𝑎 = (𝑙𝑒𝑛𝑔ℎ𝑡)(𝑤𝑖𝑑𝑡ℎ), thus,

Steps Reasons

𝐴𝑟𝑒𝑎 = (𝑙𝑒𝑛𝑔ℎ𝑡)(𝑤𝑖𝑑𝑡ℎ) Formula of area of a rectangle

105 = (𝑥 + 8)(𝑥) Substituting the representation in the previous

page

(𝑥 + 8)(𝑥 ) = 105 Apply Symmetric Property

𝑥 2 + 8𝑥 = 105 Apply Distributive Property by multiplying x on

each term inside the parenthesis

𝑥 2 + 8𝑥 − 105 = 105 − 105 Apply Subtraction Property of Equality by

subtracting 105 on both sides of the equation

x2 + 8x – 105 = 0 Standard form

Therefore, the mathematical representation of example 4 is 𝒙𝟐 + 𝟖𝒙 − 𝟏𝟎𝟓 = 𝟎. And

a = 1, b= 8, and c = -105.

And there you have it! How was it?

I know you are very focus on our discussions! You really need to have the
knowledge of the different lessons in your Mathematics class before.

11
 What’s More

It is now your turn to try it for yourself. This can be challenging but we know
you will not step back without even trying. Let us go!

Activity 7: Am I Quadratic or not?

Identify each equation if it is a quadratic equation or not and state the reason why.
Quadratic or Not
Equation Reason
Quadratic
1. 2x 2 − 25x + 50 = 0
2. x(x − 2) = 4
3. 5x + 3 = 4
4. x 2 − 16 = 0
5. x + 3x − 2x = 10
6. (x − 4)(x + 5) = 12
7. x( x − 6) = 16
(𝑥+3)2 2𝑥−1
8. =
4 3

9. 10x + 5 = 4x
10. (2x − 2)( x + 3) = (5x − 2)(3x − 1)

Activity 8: Transform me!

Transform the following quadratic equations into a standard form. Write your answer
on the blank provided after each equation.

1. 2𝑥 2 − 14𝑥 = 21 _________________________________
2. 2𝑥 2 − 5𝑥 + 20 = 3𝑥 _________________________________
3. 𝑥(2𝑥 − 6) = 15 _________________________________
4. (x + 1) (x − 4) =1 _________________________________
5. (x − 8)(x + 4) = 6(x − 2) _________________________________
6. 3x2 + 7x = x2 + 2x – 7 _________________________________
7. (y + 2) 2 = − 4 _________________________________
8. (r + 2)(r + 5) = (2r − 1)(r + 6) _________________________________
6x 1
9. x² = –
3 3 _________________________________
2x
10. x² + = 4
3 _________________________________

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Activity 9: Finding a, b, and c!

Find the values of a, b, and c of the following quadratic equations. Write your answers
on the blanks provided.

1. 2x2 -14x = 21 𝑎 = ______ b= ______ c= ______

2. 2x2 - 5x + 20 = 3x 𝑎 = ______ b= ______ c= ______

3. x(2x - 6) = 15 𝑎 = ______ b= ______ c= ______

4. (x + 1) (x - 4) =1 𝑎 = ______ b= ______ c= ______

5. (x - 8)(x + 4) = 6(x - 2) 𝑎 = ______ b= ______ c= ______

6. 3x2 + 7x = x2 + 2x – 7 𝑎 = ______ b= ______ c= ______

7. (y + 2) 2 = 2(y - 4) 𝑎 = ______ b= ______ c= ______

8. (r + 2)(r + 5) = (2r - 1)(r + 6) 𝑎 = ______ b= ______ c= ______

6x 1
9. x2 = –
3 3 𝑎 = ______ b= ______ c= ______
2x
10. x² + = 4
3 𝑎 = ______ b= ______ c= ______

Activity 10: Tell me!

Tell whether each of the following situations involve quadratic equation or linear
equation. Justify your answer by representing each situation by an equation.

1. The length of a swimming pool is 10 m longer than its width and the area is
105 m².

2. The length of a rectangular garden is 12 m longer than its width and the area is
100 m².

3. The area of a rectangular table is 684 in.² and the length of the table is 17 in.
longer than its width.

Congratulations! You made it! Now check your answers on the answer
key page.

How is your score? Check the activities on the next page to reinforce
your learning!

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 What I Have Learned

Let us summarize what you have learned!

Activity 11: Fill me in!

A. Direction: Fill in the blank. Provide the correct information on each blank.

1. ___________ is a mathematical sentence stating that the values of two

mathematical expressions are equal.

2. A first-degree equation in one variable is a/an ___________ equation, that is

the highest value of exponent of the variable is 1.

3. A ___________ equation in one variable is a 2nd-degree equation (the highest

value of exponent of the variable is 2).

4. Quadratic equation can be written in standard form ____________, where a, b

and c are real numbers and 𝑎 ≠ 0.

5. In quadratic equation the value of a is the numerical coefficient of the

____________ term.

6. In quadratic equation the value of b is the numerical coefficient of the

____________ term.

7. In quadratic equation the value of c is the ____________ of the equation.

B. Answer the following questions. Write your answer on a separate sheet of

paper.

1. Explain how to transform the given equation into its standard form?
2. Explain how to find the values of a, b, and c in a quadratic equation?
3. How can we use quadratic equation in real-life situation?

Good Job! You Just make a generalization of your learning in our discussion!

14
 What I Can Do

Now, let us apply your knowledge in real-life by taking the following activity!

Activity 12: Lets go real!

Observe five objects in your community or cite situations in real-life situations where
quadratic equations are illustrated. Describe and explain that objects or situations
and why it has a relationship with quadratic equations. The first problem is done as
your guide.

Object/Situation Why it relates to quadratic equation

1. Area of the basketball court The area of the basketball court can be
represented by quadratic equation.

2.

3.

4.

5.

15
 Assessment

Activity 13: Where do I belong?

Give 5 examples of each type of equation. Write your answer on the space provided.
The first item is already given for your guide.

Linear equation Quadratic equation

1. 𝑥 + 1 = 0____ 1. 2
𝑥 + 2𝑥 + 1 = 0_
2. ________________ 2. ________________
3. ________________ 3. ________________
4. ________________ 4. ________________
5. ________________ 5. ________________

Activity 14: Fill me in!

Write the standard form (𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0) of the quadratic equations which the values
of a, b, and c are given below. The first item is done for your reference. Use x as the
variable.
Values of a, b, and c Standard From
1. 𝑎 = 2 b= 5 c=4 2𝑥 2 + 5𝑥 + 4 = 0
2. 𝑎 = 10 b= −5 c = −10 _______________
3. 𝑎 = 3 b= −6 c=2 _______________
4. 𝑎 = 1 b= −3 c = 12 _______________
5. 𝑎 = 4 b= 7 c= 1 _______________

Activity 15: Formulate me!

Formulate an equation that represents each situation. The first problem is solved for
your reference.
1. The length of a rectangular floor on Juan’s room is 5 m longer than its width.
The area of the floor is 84 m².
Solution: Let x be the width. Width = x
Length= x+5
Answer: (x)(x+5) = 84
2. The area cover by the Gulayan sa Paaralan is 200 m². The length of the Gulayan
sa Paaralan is twice its width.
3. The length of a regular rectangular basketball court is 13 m longer than its
width and its area is 420 m².
4. There are 45 students in a classroom where their chairs are arranged. The
number of rows is 4 more than the numbers of column.

16
 Additional Activities

Activity 16: Build me up!!

Direction: Rectangular prism is one of the real-life applications of quadratic equation

because the area of its faces can be represented by quadratic equations. For you to
experience it, construct a rectangular prism using used carton, illustration board or
any materials you have in your home. Make your own measurement of length, height
and width and find the area of 3 different faces of the prism. Follow the sample which
is given as your guide.

Example:
12 inches

4 inches

Length = 12 inches
Height = 4 inches
Width = 3 inches
A. Faces include length and height:
Area = (length)(height)=(12)(4)=48
Area = 48 in.²

B. Faces include length and width:

Area = (length)(width)=(12)(3)=36
Area = 36 in.²

C. Faces include height and width:

Area = (height)(width)=(4)(3)=12
Area = 12 in.²

Write your answer on the next page!

17
Write your answer here:

Length = __________
Height = __________

Width = __________

A. Faces includes length and height:

Area = (length)(height)
= __________
= __________
Area = __________

B. Faces includes length and width:

Area = (length)(width)
= __________
= __________
Area = __________

C. Faces includes height and width:

Area = (height)(width)
= __________
= __________
Area = __________

Congratulations! You made it! I hope you learned a lot in this module!
See you on the next module!

18
 19
What’s new: What’s in:
Activity 6: Illustrate Activity 5: Am I linear or not? Activity 4: Remember
me! Linear Not linear me!
1. 2𝑥 − 4 = 0 1. 9𝑦 3 − 4𝑦 + 2𝑦 − 12
(Students answer 1. 2𝑥 2 + 𝑥 − 6
2. 10𝑘 − 23 = 2. 𝑥 2 − 8−= 0
may vary.) 2. 8𝑦 + 24
−13 3. 2𝑥 2 − 14𝑥 − 3 = −𝑥 + 4
3. 4𝑟 2 + 12𝑟
3. 12-3s = 4-2s 4. 𝑥 2 + 2𝑥 + 4 = 0
4. 5r – 4 = 3r 5. 6𝑡 2 + 3𝑡 − 9 = 0 4. 6𝑥 2 − 28𝑥
5. 1/2h + 4 5. 3𝑥 2 − 17𝑥 + 20
6. 9𝑡 2 + 12𝑡 + 4
7. 8𝑥 + 16
8. 𝑦 2 + 5𝑦 + 4
9. 25𝑥 2 + 20𝑥
10. 3𝑥 2 − 12
Activity 2: Fill me in!
1. 𝑥(𝑥 + 1) = 54 , Quadratic equation
2. 𝑥 + (𝑥 + 3,800) = 24,200 , Not Quadratic
equation
3. 𝑥(𝑥 − 2) = 80 , Quadratic equation
4. 𝑥(2𝑥 + 5) = 54 , Quadratic equation
5. 𝑥(𝑥 + 42) = 2160 , Quadratic equation
Note: Any letter can be used as variable.
What I Know:
Activity 2: Fill me in!
Activity 1: Classify
Standard Form Values of a, b, and c me!
1. 2𝑥 2 + 4𝑥 + 12 = 0 𝑎 = 2, 𝑏 = 4, 𝑐 = −12
2. 6𝑥 2 − 48𝑥 − 24 = 0 𝑎 = 6, 𝑏 = −48, 1.
𝑐 = −24 2.
3. 𝑥 2 + 6𝑥 − 54 = 0 𝑎 = 1, 𝑏 = 6, 𝑐 = −54 3.
4. 4𝑥 2 − 20𝑥 + 19 = 0 𝑎 = 4, 𝑏 = −20, 𝑐 = 19 4.
5.
5. 3𝑥 2 − 12𝑥 + 9 = 0 𝑎 = 3, 𝑏 = −12, 𝑐= 9
Answer Key
 20
Additional Activity 15: Formulate Activity 14: Fill me in! Assessment:
Activities: me!
1. 2𝑥 2 + 5𝑥 + 4 = 0 Activity 13:
1. 𝑥(𝑥 + 5) = 84 2. 10𝑥² − 5𝑥 − 10 = 0 Where do I
Activity 14: Build me 2. 𝑥(2𝑥) = 200 3. 3𝑥 2 − 6𝑥 + 2 = 0 belong?
up! 3. 𝑥(𝑥 + 13) = 420 4. 𝑥 2 − 3𝑥 + 12 = 0
4. 𝑥(𝑥 + 4) = 45 5. 4𝑥 2 + 7𝑥 + 1 = 0
students answer
may vary) (students
answer may
vary)
What Can I do: What I have learned: Activity 10: Remember me!
Activity 12: Let’s go Activity 11: Fill me in! 1. 𝑥(𝑥 + 10) = 105, Quadratic
real! Equation
A. 2. 𝑥(𝑥 + 12) = 100, Quadratic
1. Equation Equation
2. Linear 3. 𝑥(𝑥 + 17) = 684, Quadratic
(students answer may 3. Quadratic, Equation
vary) 4. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
5. Quadratic
6. Linear
7. constant
B.
(students answer may
vary)
What’s more:
Activity 9: Finding a, b, c! Activity 8: Activity 7: Am I quadratic or not?
transform me 1. Quadratic equation, the degree of
1. 𝑎 = 2, 𝑏 = −14 𝑐 = −21
variable is 2.
2. 𝑎 = 2, 𝑏 = −8, 𝑐 = 20 1. 2𝑥 2 − 14𝑥 − 21 = 0
3. 𝑎 = 2, 𝑏 = −6, 𝑐 = −15 2. Quadratic, the degree of variable is 2.
2. 2𝑥 2 − 8𝑥 + 20 = 0
4. 𝑎 = 1, 𝑏 = −3, 𝑐 = −5 3. 2𝑥 2 − 6𝑥 − 15 = 0 3. Not quadratic, the degree of variable is
5. 𝑎 = 1, 𝑏 = −10, 𝑐 = −20 4. 𝑥 2 − 3𝑥 − 5 = 0 1.
6. 𝑎 = 2, 𝑏 = 5, 𝑐 = 7 5. 𝑥 2 − 10𝑥 − 20 = 0 4. Quadratic equation, the degree of
7. 𝑎 = 1, 𝑏 = 2, 𝑐 = 12 6. 2𝑥 2 + 5𝑥 + 7 = 0 variable is 2.
8. 𝑎 = 1, 𝑏 = 4, 𝑐 = −16 7. 𝑦 2 + 4𝑦 + 8 = 0 5. Not quadratic, the degree of variable is
9. 𝑎 = 3, 𝑏 = −6, 𝑐 = 1 8. 𝑟 2 + 4𝑟 − 16 = 0
10. 𝑎 = 3, 𝑏 = 2, 𝑐 = −12 1.
9. 3𝑥 2 − 6𝑥 + 1 = 0
6. Quadratic equation, the degree of
10. 3𝑥 2 + 2𝑥 − 12 = 0
variable is 2.
7. Quadratic equation, the degree of
variable is 2.
8. Quadratic equation, the degree of
variable is 2.
9. Not quadratic, the degree of variable is
1.
10. Quadratic equation, the degree of
variable is 2.
References
DepEd (2014). Mathematics 9. Learner’s Manual (English). First Edition.

DepEd (2014). Mathematics 9. Teacher’s Guide (English). First Edition.

DepEd (2016). K to 12 Curriculum Guide. Mathematics.

“EASE Module 1 Quadratic Equation”, Department of Education,

https://lrmds.deped.gov.ph/detail/849

“EASE Module 2 Quadratic Equation”, Department of Education,

https://lrmds.deped.gov.ph/detail/850

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph