Mathematics

Quarter 1-Module 1
Illustrating Quadratic Equation
Week 1
Learning Code -M9AL-Ia-1
 GRADE 9
Learning Module for Junior High School Mathematics
Quarter 1 – Module 1 – New Normal Math for G9
First Edition 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Analynn M. Argel- MTII Rowena F. Reyes- T1
Queenie Pearl E. Domasig - TII

Editor: Sally C. Caleja– Head Teacher VI

Abigail T. Laureano – Head Teacher VI
Mary Joy T. Villas – Teacher II

Validators: Remylinda T. Soriano, EPS, Math

Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrator: Writers
Layout Artist:Writers

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator
 GRADE 9
Learning Module for Junior High School Mathematics

MODULE
1 ILLUSTRATING QUADRATIC EQUATION

In the previous year level, you have learned about linear equations and how to
find their solutions. You were also given some applications to solve some real-life
problems using this concept. Now, since you are in a new grade level, you will acquire
knowledge and skills about quadratic equations. In this module, you will learn different
ways to illustrate quadratic equation and it will be helpful to understand the succeeding
topics.

WHAT I NEED TO KNOW

PPREPREVIER!

LEARNING COMPETENCY
The learners will be able to:
• illustrate quadratic equation.M9AL-Ia-1

WHAT I KNOW
PPREPREVIER
! Find out how much you already know about quadratic equation as presented in
this module. Write the letter that you think is the best answer to each question on your
answer sheet. Answer all items. After taking and checking this short test, take note of
the items that you were not able to answer correctly and look for the right answer as
you go through this module.

1. What do you call a second-degree polynomial equation 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 C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

2. Which of the following is not quadratic equation?

A. 8𝑘 – 3 = 12 C. 𝑥 2 – 5𝑥 + 3 = 0
B. 9𝑟 2 – 25 = 0 D. (2𝑥 + 5) (𝑥 – 1) = −6

3. Find the linear term in the quadratic equation 3𝑥(𝑥 − 2) = −7𝑥 + 1.

A. 13x B. -13x C. x D. –7x

4. What is the constant term of (𝑥 − 5) (2𝑥 + 3) = 7?

A. 7 B. -8 C. -15 D. -22

5. Which of the following quadratic equations is equivalent to 𝑥 2 + 9𝑥 = −8?

A. (x + 1) (x + 8) = 0 C. (x -1) (x – 8) = 0
B. (x – 1) (x + 8) = 0 D. (x+ 1) (x - 8) = 0

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Learning Module for Junior High School Mathematics

6. Which situations illustrates quadratic equation?

A. The length of a rectangular board is 3m longer than its width and its perimeter
is 25m.
B. Joey paid at least ₱2,000 for the shirt and pants. The cost of pants is ₱700
more than the shirt.
C. A garden’s length is 7m longer that its width and the area is 18 square meters.
D. A lot cost ₱4,000 per square meter and the area is 120 square meters.

7. If (𝑥 + 2)2 = 3(𝑥 + 2) is written in standard form, the value of b is _____.

A. 7 B. 5 C. 3 D. 1

8. When the quadratic equation (2𝑥 + 5) (𝑥 − 1) = −6 is written in standard form,

what are the values of a, b, and c?
A. 𝑎 = −2, 𝑏 = 3, 𝑐 = 1 C. 𝑎 = 2, 𝑏 = −3, 𝑐 = 1
B. 𝑎 = 2, 𝑏 = 3, 𝑐 = 1 D. 𝑎 = −2, 𝑏 = −3, 𝑐 = 1

9. The dimensions of a rectangle with an area of 56 meters 2 are (3x - 1) meters by

(x + 4) meters. Which of the following quadratic equation in standard form
represents the situation?
A. 3x2 + 11x – 60 = 0 C. 3x2 + 11x – 52 = 0
B. 3x + 11x + 60 = 0
2 D. 3x2 + 11x + 52 = 0

10. When 7 – 5𝑥 = 3𝑥 2 was written in standard form, Ana and Elsa got the following
answers: Ana: 3𝑥 2 + 5𝑥 – 7 = 0 Elsa: −3𝑥 2 – 5𝑥 + 7 = 0. Who do you think got
the correct answer?
A. Ana B. Elsa C. Both D. None

WHAT’S IN
PPREPREV
IER! Let us recall how to multiply polynomials.
Remember that to multiply two polynomials, multiply each term of one
polynomial by each term of the other polynomial then simplify by combining similar
terms if needed.

Study the examples below:

a. 𝑥 ( 𝑥 + 5 ) = 𝑥 2 + 5𝑥 b. (𝑥 + 3) ( 𝑥 – 2) = 𝑥 2 + 𝑥 – 6

Try this!

Multiply and simplify, if needed.

1. 𝑥 ( 2𝑥 – 7)
2. (𝑥 + 5)( 𝑥 + 9) Let us analyze!
3. (2𝑥 – 1)( 𝑥 + 3) a. How will you describe the products
4. (𝑥 + 6)2 obtained?
5. (5𝑥 + 4) (5𝑥 – 4) b. What is the degree of each product?
6. (3𝑥 – 8) (𝑥 + 2)
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Learning Module for Junior High School Mathematics

WHAT’S NEW Communication, character building and

collaboration

There are situations that represent other function that is equally important
as linear function. Perform the activity below to find out.

Vegetable Garden
In the middle of a crisis where establishments are closed and
prime commodities are hard to find, we think of having our own
vegetable garden. This way, we can get our supplies of vegetable
right in our own backyard.

Aling Tuding is a resourceful person that is why she is

planning to convert her rectangular vacant lot at the back of her house into a vegetable
garden. She remembered that the area of her vacant lot is 15m 2. She also recalled that
the length is 3 meters longer than the width. Without even starting to cultivate the soil,
Aling Tuding is already excited to harvest her favorite vegetables soon.

• What equation would represent the attributes of the rectangular garden?

Do you think you can use this equation to find the dimensions of the
rectangular garden? Why or why not?

Despite of the crisis, we should be like Aling Tuding. We must make this crisis
an opportunity to develop and strengthen ourselves.

Communication, Critical
WHAT IS IT Thinking, and Collaboration

Let’s investigate the measurement 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:

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Learning Module for Junior High School Mathematics
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(𝑥 + 3) Substituting to the area formula
15 = 𝑥 2 + 3𝑥 by Distributive Property
𝑥 2 + 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, 𝑥 2 + 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.

A quadratic equation in one variable is of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎,

𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0. This form of quadratic equation is written in
standard form. In this equation, 𝑎𝑥 2 is the quadratic term, 𝑏𝑥 is the linear term, and
𝑐 is the arithmetic or constant term. In addition,
a in the quadratic term is the coefficient of x2 which may be positive or negative
but not equal to zero.
b in the linear term is the coefficient of x which may be positive, negative or
zero.
c is the constant term which may be positive, negative or zero.

Going back to our equation 𝑥 2 + 3𝑥 – 15 = 0, since it is written in standard form,

we can easily identify the values of a, b and c. Look at the table below to understand it
better.

Quadratic Equation in Quadratic Term Linear Term Constant Term

Standard Form ax2 bx c
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0

𝑥 2 + 3𝑥 – 15 = 0 x2 3x -15

Therefore, a=1 b=3 c = -15

since 1 is the since 3 is the since -15 is the
coefficient of x2 coefficient of x constant term

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 GRADE 9
Learning Module for Junior High School Mathematics
Example 1:
Determine if the given equation is quadratic. If yes, identify the values of 𝑎, 𝑏 and 𝑐.
a. 3𝑥 2 + 2𝑥 = 9
b. (𝑥 − 5) (2𝑥 + 3) = 7
c. 2𝑥 2 – 15 = 2(𝑥 2 + 7𝑥)

Solutions:
a. The equation 3𝑥 2 + 2𝑥 = 9 is quadratic but not in standard form. The standard
form is 3𝑥 2 + 2𝑥 – 9 = 0 with 𝑎 = 3, 𝑏 = 2 and 𝑐 = −9

b. To check if the equation is quadratic, multiply the left side of the equation and
simplify by combining similar terms.
(𝑥 − 5) (2𝑥 + 3) = 7
2𝑥 2 – 7𝑥 – 15 = 7
2𝑥 2 – 7𝑥 – 8 = 0
Since the degree of the equation is 2, it is a quadratic equation. The value
of 𝑎 = 2, 𝑏 = −7, and 𝑐 = −8.

c. To check if the equation is quadratic, simplify the left side of the equation then
combine similar terms.
2𝑥 2 – 15 = 2(𝑥 2 + 7𝑥)
2𝑥 2 – 15 = 2𝑥 2 + 14𝑥
2 2
2𝑥 – 2𝑥 – 14𝑥 – 15 = 0
− 14𝑥 – 15 = 0
Since the resulting equation has a degree of 1, then it is not quadratic. Thus,
− 14𝑥 – 15 = 0 is a linear equation.

Check your understanding by completing the table below.

Quadratic Equations Standard Form a b c

𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
Example:
𝑥 ( 2𝑥 – 7) = 0 2x2 – 7x = 0 2 -7 0
1. (𝑥 + 5)( 𝑥 + 9) = 20

2. (2𝑥 – 1)( 𝑥 + 3) = -2x

3. (𝑥 + 6)2 = 12x

4. (5𝑥 + 4) (5𝑥 – 4) = 0

5. (3𝑥 – 8)(𝑥 + 2) = 2𝑥 2

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 GRADE 9
Learning Module for Junior High School Mathematics
Example 2: Represent each situation using quadratic equation.

a. A rectangular prism has a height of 3 m. Its length is three times its width. The
volume of the prism is 18 m3.

Solution:
Given:
Rectangular Prism
Height = 3 m
Volume = 18 m3

Representation of unknown:
Let w – be the width
Let 3w – be the length (since, the length is 3 times the width)

Solution:
Volume of the Rectangular Prism = Length x Width x Height
or 𝑉 = 𝑙𝑤ℎ
18 = (3w)(w)(3)
18 = 9w2
19w – 18 = 0
2

Thus, the quadratic equation that described the situation is 9w 2 -18 = 0.

b. Jody is constructing a model house. He wants each window to have an area of

315 cm2, and he wants the length of each window to be 6 cm more than the width.
Solution:
Given :
Area of the rectangular window = 315 cm 2

Representation of unknown:
Let x – be the width
Let x + 6 – be the length

Solution:
A = length x width or A = L x W
315 = x(x+6)
x2 + 6x = 315
x + 6x – 315 = 0
2

Thus, the quadratic equation that described the situation is x 2 + 6x – 315 = 0.

c. The product of two numbers is 48 and their sum is 16.

Solution:
Given:
Product of two numbers is 48
Sum of two numbers is 16

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Learning Module for Junior High School Mathematics
Representation of unknown:
Let x be the 1st unknown number
Let 16 − 𝑥 be the 2nd unknown number

Solution:
1𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 ⋅ 2𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = 48
𝑥(16 − 𝑥) = 48
16𝑥 − 𝑥 2 = 48
2
−𝑥 + 16𝑥 − 48 = 0
Therefore, the quadratic equation for the described numbers is −𝑥 2 + 16𝑥 − 48 = 0

d. The product of two consecutive even integers is 288.

Solution:
Given:
Numbers are two consecutive even integers
Product of two numbers is 288

Representation of unknown:
Let x be the 1st even number
Let 𝑥 + 2 be the 2nd even number

Solution:
1𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 ⋅ 2𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = 288
𝑥(𝑥 + 2) = 288
𝑥 2 + 2𝑥 = 288
2
𝑥 + 2𝑥 − 288 = 0
Therefore, the quadratic equation for the described numbers is 𝑥 2 + 2𝑥 − 288 = 0

WHAT’S MORE Critical Thinking

TEST YOURSELF!
A. Which of these equations describe a quadratic equation?
1. 𝐴 = 𝜋𝑟 2
2. 𝑥 + 4𝑥 2 = 0
3. (𝑥 − 2)2 − 5 = 0
4. (𝑥 + 3) + 8 = 0
5. 𝑥 2 = 0

B. Represent the following situations using quadratic equation in standard form.

1. If the square of a number is added to 8 times the number, the result is 100.
2. Mr. Apoloan wants to lay out a rectangular playground with an area of 30 square
feet. The desired length will be 7 times the width.

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 GRADE 9
Learning Module for Junior High School Mathematics

WHAT I HAVE LEARNED

A quadratic equation in one variable is a second-degree equation that can

be written in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏 , and 𝑐 are real numbers and
𝑎 ≠ 0.

Critical Thinking
WHAT I CAN DO

Which of the following is a quadratic equation? For those that are, identify the value of
a, b and c.
1. 𝑥 2 – 6𝑥 + 2 = 0 6. (𝑥 − 1) (𝑥 + 2) = 𝑥(𝑥 + 5)
2. 3𝑥 + 5 = 0 7. (𝑥 + 2) (𝑥 – 3) = 5
3. 2𝑥 2 + 7𝑥 = 15 8. 𝑥(𝑥 2 + 3𝑥 – 10) = 0
4. (𝑥 + 1) = 2(𝑥 – 3)
2 9. (𝑥 – 1)2 + 3 = 2𝑥 + 1
5. 𝑥 2 + 2𝑥 + 1 = 5𝑥 + 6 10. (𝑥 + 2)3 = 𝑥(𝑥 2 – 10𝑥 + 25)

ASSESSMENT

Write the letter of the correct answer on your answer sheet.

1. Given a, b, and c are real numbers and 𝑎 ≠ 0, which of the following is the
standard form of quadratic equation?
A. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 C. 𝑎 = 𝑏𝑥 + 𝑐
B. 𝑎𝑥 + 𝑏 + 𝑐 = 0 D. 𝑎𝑥 + 𝑏 2 + 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) = 𝑥 2 D. 2𝑥 3 + 𝑥 2 – 5 = 0
3. Given (𝑥 – 1)2 + 3 = 2𝑥 + 1, find the value of the constant term.
A. 1 B. 3 C. -1 D. -3
4. Which of the following is equivalent to 𝑥 2 + 4𝑥 – 7 = 0?
A. (𝑥 + 1) (𝑥 – 7) = 0 C. (𝑥 + 5)(𝑥 – 3) = 6
B. (𝑥 + 4) (𝑥 – 3) = 5 D. (𝑥 + 1)(𝑥 + 3) = 10
5. When the quadratic equation (𝑥 + 5) (2𝑥 – 3) = 2(𝑥 + 1) is written in standard
form, what are the values of a, b, and c.
A. 𝑎 = 4, 𝑏 = 19, 𝑐 = −17 C. 𝑎 = 1, 𝑏 = −5, 𝑐 = 17
B. 𝑎 = 2, 𝑏 = 5, 𝑐 = −17 D. 𝑎 = 2, 𝑏 = 10, 𝑐 = 17
6. Which of the following situations illustrates quadratic equation?
A. A garden’s length is 7m longer that its width and the area is 18 square meter.
B. A lot cost P4,000 per square meter and the area is 120 square meters.
C. Joey paid at least P2,000 for the shirt and pants. The cost of pants is P700
more than the shirt.
D. The length of a rectangular board is 3m longer than the width and the
perimeter is 25m.

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 GRADE 9
Learning Module for Junior High School Mathematics
7. Express the statement in quadratic equation: “A rectangular field with an area of
120m2 has its length 12m. longer than the width.”
A. 𝑥 2 − 12𝑥 − 120 = 0 C. 𝑥 2 + 12𝑥 – 120 = 0
B. 𝑥 + 12𝑥 + 120 = 0
2 D. 𝑥 2 – 12𝑥 + 120 = 0
8. Ryan is constructing a play house. He wants each window to have an area of 315
cm2. Which of the statements below forms a quadratic equation?
A. The length of each window is 4 less than the square of the width.
B. The length of each window is 6 cm more than the width.
C. The area of the window is twice its width.
D. The sum of the length and width is twice its area.
9. The area of a square with side s is 144 𝑐𝑚2 . Which quadratic equation represents
the area of the square?
A. 4𝑠 = 144 B. 𝑠2 = 144 C. 𝑠 (𝑠 + 1) = 144 D.(𝑠 + 1)2 = 144
10. A rectangular lot has an area of 132𝑚 and a perimeter of 46𝑚. Which of the
2

following quadratic equations illustrates the given situation?

A. 𝑥 2 − 23𝑥 + 132 = 0 C. 𝑥 2 + 46𝑥 – 132 = 0
B. 𝑥 + 23𝑥 + 132 = 0
2 D. 𝑥 2 – 46𝑥 + 132 = 0

ADDITIONAL ACTIVITIES
Communication, Critical Thinking,
Creativity and Character Building

After dealing with examples of quadratic equations and possible situation that
can represent quadratic equation, think and reflect. How will quadratic equations help
you in solving real-life problems and making decisions?

Write a real-life word problem that will lead you to forming quadratic equation.
Provide an illustration of the problem and guide questions such that it will be expressed
as quadratic equation in standard form.

E-Search

You may also check the following link for your reference and further learnings on
illustrating quadratic equations.

• https://examples.yourdictionary.com/examples-of-quadratic-equation.html
• https://www.mathsisfun.com/algebra/quadratic-equation.html
• https://mathbitsnotebook.com/Algebra1/Quadratics/QDquadequations.html
• https://www.math-only-math.com/introduction-to-quadratic-equation.html
https://www.mathsisfun.com/algebra/quadratic-equation.html
• https://bit.ly/2W94SG7

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Learning Module for Junior High School Mathematics

REFERENCES

Dilao, S. J., & Bernabe, J. G. (2009). Intermediate Algebra.pp 52-54. Quezon CIty: SD
Publicaton.
MacKeague, Charles, Intermediate Algebra, Concepts and Graphs. Saunders College
Publishing, USA
Mathematics 9 Learner’s Material, Department of Education
Orines, Fernando B., et. al. Next Century Mathematics (Intermediate Algebra. Quezon
City, Philippines: Phoenix Publishing House
Oronce, Orlando A. & Mendoza, Marilyn O. Exploring Mathematics II (Intermediate
Algebra). Manila, Philippines: Rex Book Store Inc.
Ogena, Ester, et. al. Our Math Grade 9. Mc Graw Hill, Vibal Group. Inc.
https://www.freepik.com/free-vector/woman-with-long-hair-teaching-
online_7707557.htm
https://www.freepik.com/free-vector/kids-having-online-lessons_7560046.htm
https://www.freepik.com/free-vector/illustration-with-kids-taking-lessons-online-
design_7574030.htm

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Learning Module for Junior High School Mathematics

PROBLEM – BASED WORKSHEET

The Vegetable Garden

Mang Toti joined an organization that encourages people to go into

backyard farming. He owns a rectangular piece of vacant lot adjacent to
his house. He is planning to convert his lot into vegetable garden for
additional income.

LET’S ANALYZE

1) If the area of the vacant lot is 12m 2 and the length is 4m longer than the width, how
will you represent the length if the width is represented by w? __________________

2) What expression represents the area of the of the vacant lot? _____________________

3) What quadratic equation in general form represents the situation? _______________

4) Supposing Mang Toti bought 16m of fencing materials and plan to place it all
around his rectangular land, what equation describes the situation? ________________

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Learning Module for Junior High School Mathematics

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ANSWER
MODULEKEY 1
WHAT’S IN
1. 2x2 – 7x a. The products are all polynomials.
2. x2 + 14x + 45 b. The degree of the product is 2.
3. 2x2+ 5x – 3
4. x2 + 12x + 36
5. 25x2 – 16
6. 3x2 – 2x – 16
WHAT I CAN DO
1. Quadratic; a = 1, b = -6, c = 2
2. Not Quadratic
3. Quadratic; a = 2, b = 7, c = -15
4. Quadratic; a = 1, b = 0, c = 7
5. Quadratic; a = 1, b = -3, c = -5
6. Not Quadratic
7. Quadratic; a = 1, b = -1, c = -11
8. Not Quadratic
9. Quadratic; a = 1 , b = -4, c = 3
10. Quadratic; a = 16, b = -13, c = 8
WHAT’S MORE
I. 1,2,3,5 are quadratic equations
II.
1. 𝑥 2 + 8𝑥 = 100
2. 7𝑥 2 − 30 = 0
WHAT I KNOW ASSESSMENT
1. C 1. A
2. A 2. C
3. C 3. B
4. D 4. D
5. A 5. B
6. C 6. A
7. D 7. C
8. B 8. D
9. A 9. B
10. A 10. A
Learning Module for Junior High School Mathematics
GRADE 9