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WRITERS

EDGARDO URBANO BERNASOL

https_goo.gl_YSjfa
w FELISA VERANO SATUITA
MARIBEL ALEMIOS ALFORQUE
MARIVIC PUABEN ALCOS
NOVELIN ABRASALDO DELA CERNA

EUGENE S. PELONIO

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 Table of Contents

MODULE 1

LEARNING COMPETENCY # 1 5-8

LEARNING COMPETENCY # 2 9 - 20
LEARNING COMPETENCY # 3 21 - 28
LEARNING COMPETENCY # 7 - 9 29 - 43

MODULE 2

LEARNING COMPETENCY # 11 44 - 50
LEARNING COMPETENCY # 12 51 - 57
LEARNING COMPETENCY # 13 58 - 65

LEARNING COMPETENCY # 14 66 - 73
LEARNING COMPETENCY # 15 74 - 87
LEARNING COMPETENCY # 16 88 - 94

MODULE 3

LEARNING COMPETENCY # 17 95 - 98
LEARNING COMPETENCY # 18 99 - 102
LEARNING COMPETENCY # 19 103 - 109

MODULE 4

LEARNING COMPETENCY # 20 110 - 114

LEARNING COMPETENCY # 21 115 - 118
LEARNING COMPETENCY # 22 119 - 122
LEARNING COMPETENCY # 23 123- 126
LEARNING COMPETENCY # 24 127 - 130

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 LEARNING COMPETENCY # 25 131 - 134
LEARNING COMPETENCY # 26 135 - 139
LEARNING COMPETENCY # 27 140 - 143
LEARNING COMPETENCY # 28 144 - 150

MODULE 5
LEARNING COMPETENCY # 29 - 30 151 - 158
LEARNING COMPETENCY # 31 159 - 167
LEARNING COMPETENCY # 35 168 - 177

MODULE 6

LEARNING COMPETENCY # 36 178 - 184

LEARNING COMPETENCY # 37 185 - 191

192 - 196
LEARNING COMPETENCY # 38
197 - 203
LEARNING COMPETENCY # 39 & 40

MODULE 7

LEARNING COMPETENCY # 42 204 - 208

LEARNING COMPETENCY # 43 209 - 216
LEARNING COMPETENCY # 44 217 - 223

LEARNING COMPETENCY # 45 224 - 229

LEARNING COMPETENCY # 46 230 - 234
LEARNING COMPETENCY # 47 235 - 242
LEARNING COMPETENCY # 48 243 - 248

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 https://
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O Lesson 1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 1: Illustrate quadratic equation

Concept: A quadratic equation is an equation of the second degree,
meaning it contains at least one term that is squared. The
standard form is expressed/ reducible to the form:
ax2 + bx + c = 0, a ≠ 0
where; a, b, and c being constant/numerical coefficients and x is
the variable and a ≠ 0 In the equation, ax2 is the quadratic form,
bx is the linear term and c is the constant term.

Example 1: Some Examples of Quadratic Equation

Quadratic Equation Standard form Values of a, b & c

2x2 + 4x – 3 = 0 2x2 + 4x – 3 = 0 a = 2, b = 4 & c = -3
x2 = 9 x2 – 9 = 0 a = 1, b = 0 & c = -9
4x2 + x = 7 4x2 + x – 7 = 0 a = 4, b = 1 & c = -7
(x – 5)(x + 2) x2 – 3x – 10 = 0 a = 1, b = -3 & c = -10

Example 2: 3x(x + 7) = 3 is a quadratic equation. However, it is not written in

standard form.
Solution: To write the equation in standard form, expand the product & make one
side of the equation zero as shown below
3x(x + 7) = 3 3x2 + 21x = 3
3x2 + 21x – 3 = 3 – 3
3x2 + 21x – 3 = 0
The standard equation of 3x(x + 7) = 3 is 3x2 + 21x – 3 = 0 where a = 3, b=
21 & c = -3.

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 M9AL-Ia- 1

Name:___________________________________ Date: ________ Score: ______

Skill: Illustrating quadratic equation

Directions: Having grouped the students into five, write each quadratic equation in
standard form, ax2 + bx + c = 0. Then, identify the values of a, b, and c.
Use the space below for your solutions.

Standard
a b c
Form

1. 3x – 2x2 = 7

2. 5 – 2x2 = 6x

3. (x + 3)(x + 4) = 0

4. 2x(x – 3) =15

5. (x + 7)(x – 7) = -3x

6. 2x2 = 7 – 4x

7. 5x2 = 5x + 6

8. 0 = 8 – 9x2 + 13x

9. -49x2 = 56

10. 3x(3 – x) = 14

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 M9AL-Ia- 1

Name:________________________________ Date: ________ Score: ____

Skill: Formulating quadratic equation into standard form.
Directions: Using the values of a, b and c, write the quadratic equation in standard
form ax2+ bx + c = 0 where; a ≠ 0.

1. a= 1, b= 5, c= 4

2. a= 20, b= 12, c= -21

3. a= 4, b= 4, c= 1

4. a= -1, b= -2, c= 0
5.

6. a= 9, b= 0, c= 4

7. a= -5, b= 1/2, c= -3

8. a= 3, b= 7, c= 2

9. a= -4, b= 4, c= 0

10. a= 3/4, b= 0, c= 4

11. a= 1.2, b= -4, c= 3/2

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 M9AL-Ia- 1

Name:________________________________ Date: ________ Score: ____

Skill: Creating quadratic equation into standard form.
Directions: Give 10 examples of quadratic equations written in standard form.
Identify the values of quadratic term, linear term and constant in each
equation.

Quadratic Linear term

Quadratic Equations Constant( c)
term(ax2) (bx)
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 https://
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O

Lesson 2

M9AL-Ia-b-1 https://goo.gl/FERoPd

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 2: Solves quadratic equations by: (a) extracting square roots;

(b) factoring; (c) completing the square; and (d) using the
quadratic formula

Concept 1: Solving Quadratic Equations by Extracting the Square Root. A

quadratic equation, where a ≠ 0, b ≠ 0 and c ≠ 0, can be solved
by rewriting the equation in such a way that the constant is one
side of the equation so that the square root of both members
can be extracted.

1. If k > 0, then x2 = k has two real solutions or roots: x ±√𝑘.

2. If k = 0, then x2 = k has one real solution or root: x = 0.
3. If k < 0, then x2 = k has no real solution or root.

Example 1:Find the solutions of the equation x2 - 49 =0 by extracting square roots.

Step 1: Write the equation in the form x2 = k

Step 2: x2-49 = 0 x2 -49 +49 =0 +49 (Addition Property of Equality)

Step 3 : x2 = 49 x2= ±√49Extracting Square Root

Step 4: x = ± 7

Answer: The equation x2- 49 =0 has two solutions: x= 7 and x = - 7.

Example 2:Solve the equation r2 =0

Since r2 equals 0, then the equation has only one solution.

That is r =0.

Answer: The equation r2=0 has one solution: t=0

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Example 3:Find the roots of the equation a2+16=0

Write the equation in the form x2 =k

a2 +16=0 a2+16-16= 0 -16

a2 = -16

Since -16 is less than zero, then the equation a2 = -16 has no real solutions / roots.
There is no real number when squared gives -16.

Answer: The equation a2+16=0 has no real solutions/ roots.

Example 4:Find the solutions of the equation (x-4)2 -25 =0

Step 1: (x-4)2 -25 =0 (x-4)2 -25+25 = 0 +25

Step 2: (x-4)2 = 25

Step 3: (x-4)2 = 25 x-4 = ±√25 x -4 = ± 5

Step 4 : Solve for x in the equation x - 4 = ± 5

x – 4+4 = ± 5 + 4 x= ± 5 + 4

The equation will result to two values of x

X =5+4 X = - 5+4
X=9 X= -1

Answer: The equation (x-4)2 -25 =0 has two solutions x=9 and x =-1

Solve such quadratic equations the following procedure can be followed:

1. Transform the quadratic equation into standard form if necessary (ax2 + bx + c

= 0).
2. Factor the quadratic expression.
3. Apply the zero product property by setting each of the quadratic expression
equal to 0.

Zero Product Property

If the product of two real numbers is zero, then either of the two is equal to
zero or both numbers are equal to zeros.

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Example:Find the solution of x2 − 2x = 15 by factoring

Step 1: Transform the equation into standard form a2+bx+ c =0.

x2 − 2x = 15 x2 -2x -15=0

Step 2: Factor the quadratic expression x2 -2x -15

x2 - 2x -15 (x − 5)(x + 3) = 0

Step 3: Apply the zero product property by setting each factor of

the quadratic expression equal to 0.

(x − 5)(x + 3) = 0 x - 5=0; x + 3=0

Step 4: Solve each resulting equation

x−5=0 x-5 +5 =0 +5 x=5 or

x+3=0 x+3 -3 =0 -3 x=−3

Hence the roots are x = 5 and x = − 3.

Answer: The equation x2 − 2x = 15 has two solutions: x= 5 and x = -3

Concept 3: Completing the square is method involves transforming the

quadratic equation ax2+ bx + c =0 into the form (x-h)2=k, where k ≥0.

To solve the quadratic equation ax2+ bx + c =0 by completing the square,

then the following steps can be followed.

1. Divide both sides of the equation by athen simplify.

2. Write the equation such that the terms with variables are on the left side of the
equation and the constant term is on the right side.
3. Add the square of one-half of the coefficient of xon both sides of the resulting
equation. The left side of the equation becomes a perfect square trinomial.
4. Express the perfect square trinomial on the left side of the equation as a
square of a binomial
5. Solve the resulting quadratic equation by extracting the square root.
6. Solve the resulting liner equations
7. Check the solutions obtained against the original equation.

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 Example: Solve x2 + 4x -5 = 0

Step 1 can be skipped in this example since the coefficient of x2 is 1

Step 2 :x2 + 4x = 5

Step 3: (b/2)2 = (4/2)2 = 22 = 4

x2 + 4x + 4 = 5+4

Step 4: (x + 2)2 = 9

Step 5: x + 2 = ±√9 x+2=±3

Step 6: Subtract 2 from both sides:

x=±3–2
x=3–2 x = -3 – 2
x=1 x = -5

Step 7: Check the solution

x= 1 x = -5

x2 + 4x – 5 = 0 x2 + 4x – 5 = 0

(1)2 + 4(1) – 5 = 0 (-5)2 + 4(-5) – 5 = 0

1+4–5=0 25 – 20 – 5 = 0

0=0 0=0

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Concept 4: The solutions of any quadratic equation ax2+ bx +c =0 can be
−𝑏±√𝑏2 −4𝑎𝑐
determined using the quadratic formula 𝑥 =
2𝑎
, a ≠ 0.
Determine the values of a, b and c then substitute these in the equation
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= .
2𝑎

Example:Use the Quadratic Formula to solve x2 – 4x – 8 = 0.

Identifying the values of a = 1, b = –4, and c = –8.

−𝑏±√𝑏2 −4𝑎𝑐
Using the Quadratic Formula 𝑥=
2𝑎

Then the solution is

x = 2 + 2√3 or x = 2 – 2√3

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 M9AL-Ia-b- 1

Name:________________________________ Date: ________ Score: ____

Skill: Finding the roots of quadratic equation.
Directions: Having grouped the students into three. Solve the following quadratic
equation either extracting square root or factoring. Use the space
below for your solutions
1. r2 – 100 =0

2. 3t2 = 12

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3. x2 =
16

4. 2x2 - 8x = 0

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 M9AL-Ia-b- 1

5. x2 - 10x + 21 = 0

6. x2 + 7x + 12 = 0

7. m2 + 10m + 21 = 0

8. p2 = 150

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 M9AL-Ia-b- 1

9. (s-4)2 – 81 = 0

10. (k+7)2 = 289

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 M9AL-Ia-b-1

Name:________________________________ Date: ________ Score: ____

Skill: Finding the roots of quadratic equation.
Directions: Solve the quadratic equation by any method in finding the roots or
solutions.
1. x2 + 2x + 9 = 0

2. 9x2 = 225

3. x2+11x +30=0

4. 2x2 + x - 28=0

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 M9AL-Ia-b-1

5. 4x2 + 4x – 15 = 0

6. 4x2 – 121 = 0

7. 4x2 + 4x – 15 = 0

8. (x+3)2 = 25

9. w2 – 64 = 0

10. 6s2 + 18s = 0

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 M9AL-Ia-b-1

Name:________________________________ Date: ________ Score: ____

Skill: Determining the solutions of each quadratic equation using extracting
square roots, factoring, completing the square and quadratic formula.
Direction: Give 5 examples of quadratic equations in determining the solutions
using extracting square roots, factoring, completing the square and
quadratic formula.

Extracting Square Roots

1.

2.

3.

4.

5.

Factoring

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 M9AL-Ia-b-1

Completing the Square

Quadratic Formula

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Lesson 3

M9AL-Ia-b-1 https://goo.gl/FERoPd

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 3: Characteristics of roots using the discriminant.

−𝑏 ± √𝑏2 −4𝑎𝑐
Concept: From the quadratic formula, .
4𝑎2

The value of the expression b2 – 4ac is called discriminant of the

quadratic equation ax2+ bx + c = 0. This value can be used to
describe the nature of the roots of a quadratic equation. The
value can be zero, positive and perfect square, positive but not
perfect square, or negative.
a. When b2 – 4ac is equal to zero, then the roots are real numbers and are
equal.

Example: Find the nature of the roots of the equation x2 - 18x + 81 = 0 without
actually solving them.
Solution:
Here the coefficients are rational. The discriminant D of the given
equation is
Given:
2
D = b - 4ac 2
= (-18) - 4(1)(81)
a=1
= 324 - 324
b = -18
=0
c = 81

Clearly, the discriminant of the given quadratic equation is zero and coefficient of x2-
18x+81=0 are real numbers.
Therefore, the roots of the given quadratic equation are real, rational and
equal.

b. When b2 – 4ac is greater than zero and a perfect square, then the roots are
rational numbers but are not equal.

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Example: Find the nature of the roots of the equation 3x2 - 10x + 3 = 0 without
actually solving them.
Solution: Given:
Here the coefficients are rational. a=3
The discriminant D of the given equation is b = -10
D = b2 - 4ac = (-10)2 - 4 ( 3 )(3) c=3
= 100 - 36
= 64
Clearly, the discriminant of the given quadratic equation is positive and a perfect
square.
Therefore, the roots of the given quadratic equation are real, rational and
unequal.

c. When b2 – 4ac is greater than zero but not a perfect square, then the roots
are irrational numbers and are not equal.

Example:Discuss the nature of the roots of the quadratic equation x2 + 3x + 1 = 0.

Solution:
Here the coefficients are rational. Given:
The discriminant D of the given equation is a=1
D = b2 - 4ac = (3)2 - 4(1)(1) b=3
=9-4 c=1
=5
Clearly, the discriminant of the given quadratic equation is greater than zero but not
perfect square.Therefore, the roots of the given quadratic equation are irrational and
are not equal.

d. When b2 – 4ac is less than zero, then the equation has no real roots.
Example: Determine the nature of the roots of x2 + 2x + 5 = 0.
Solution: Given:
D = b2 – 4ac = (2)2 – 4(1)(5) a=1
= 4 – 20 b=2
= - 16 c=5
Since the discriminant is less than zero, then equation has no real roots.

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 M9AL-Ic-1

Name: ______________________________ Date:_____________ Score________

Skill: Determining the nature of the roots.

Directions: Determine the nature of the roots of the following quadratic equations
using the discriminant D. Tell whether if it is real and equal, real,
rational and unequal, real, irrational and unequal or no real roots.

1) X2 + 6x + 9 = 0 D:_______nature of the roots: _________________

2) 3x2 – 2x – 5 = 0 D: _______ nature of the roots: _________________

3) 10x2 – 4x = 8 D: _______ nature of the roots: ________________

4) 9x2 – 6x – 9 = 0 D: _______ nature of the roots: _________________

5) 3x2 – 5x + 4 = 0 D: _______ nature of the roots: _________________

6) 2x2 + 6x = -4 D: _______ nature of the roots: _________________

7) X2 + 6x = -3 D: _______ nature of the roots: _________________

8) X2 + 5x = -10 D: _______ nature of the roots: _________________

9) 2x2 – 10x = -8 D: _______ nature of the roots: _________________

10) X2 + 9x + 20 = 0 D: _______ nature of the roots: _________________

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 M9AL-Ic-1

Name: _______________________________ Date:___________ Score: ________

Skill: Describing the roots of the quadratic equation.

Directions: Describe the roots of the quadratic equation using the discriminant
b2 – 4ac.

1) a = 1, b = 2, c = 0

2) a = 3, b = 5, c = -3

3) a = 3, b = -2, c = 6

4) a = 7, b = -4, c = -16

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 M9AL-Ic-1

5) a = 3, b = 0, c = 4

6) a = 1, b = 20, c = -4

7) a = 6, b = 30, c = -23

8) a = 3, b = 15, c = 0

9) a = -5, b = -21, c = -3

10) a = -12, b = 30, c = -2

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 M9AL-Ic-1
Name: _______________________________ Date:___________ Score: ________
Skill: Analyzing the given problem on nature of the roots.
Directions: Answer the following questions. Analyze each item below.

1) Danica says that the quadratic equation 2x2 + 5x – 4 = 0 has two possible
solution because the value of its discriminant is positive. Do you agree with
Danica? Justify your answer.

2) When the quadratic expression ax2 + bx + c is a perfect square trinomial, do

you agree that the value of its discriminant is zero? Justify your answer.

3) Ruben says that the equation x2 + 6x = -9 will represent a perfect square

trinomial, do you agree that the discriminant is greater than zero? Justify your
answer.

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 M9AL-Ic-1

4) What is the nature of the roots of the quadratic equationif the discriminant is
greater than zero but not a perfect square?

5) Find the value of k for which the equation kx2 + 2x + 1 = 0 has real and
distinct roots.

6) The equation 3x2 - 12x + z - 5 = 0 has equal roots. Find the value of z.

7) Find k for which the equation 4x2 + kx + 9 = 0 will be satisfied by only one real
value of x. Also find the solution.

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 M9AL-Ic-1

8) Find the value of ‘p’, if the following quadratic equation has equal roots: 4x 2 -
(p - 2)x + 1 = 0

9) If the roots of the equation x² - 16x + k =0 are real and equal, then find the
value of "k".

10) If the roots of the equation x² + (2p-1)x + p² = 0 are real , then find the value
of "p".

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 Lesson 7
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https://goo.gl/FERoPd

M9AL-If-1/M9AL-If-2/M9AL-If-g-1

COMPETENCY:
• Illustrates quadratic inequalities.
• Solve quadratic inequalities.
• Solves problems involving quadratic inequalities.

CONCEPT 1: A quadratic inequality is an equality that contains a polynomial

that is in the second degree which is written in the following
format
ax2 + bx +c > 0
ax2 + bx +c < 0
ax2 + bx +c ≥ 0
ax2 + bx +c ≤ 0

These are the following examples of quadratic inequalities.

1) x2 + 7x > 0
2) x2 – 16x + 48 < 0
3) x2 ≥ 21 – 4x
4) t2 + 4t ≤ 10
5) (x –2)(x + 3) > 0

CONCEPT 2: In solving quadratic inequality, use the following steps:

1) Solve the inequality as though it is an equation or in its
corresponding equality.
2) Plot and make the roots as the boundary points, solid
circles if the original inequality involves ≥ or ≤, and open
circles if the original inequality involves < or >. Upon
plotting the roots in the number line, the boundary points
will then separate the line into two or three
intervals/regions.
3) Select points from each region created by the boundary
points.
4) Selected points will serve as “test points”. Substitute the
selected points on the original inequality.
5) If the test point satisfies the original inequality, then the
region /interval that is a part of the solution region.
6) Represent the solution in graphic form and in the solution
set form or interval form.

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Illustrative Example:
1. Solve x2 + 7x + 12 > 0.
Solution:
The corresponding equality is x2 + 7x + 12 = 0.
Solve the equality x2 + 7x + 12 = 0
Factor (x + 3)(x + 4) = 0
Zero product property x + 3 = 0 and x + 4 = 0
Solve for x x = -3 and x = -4
Plot the points corresponding to -3 and -4 on the number line then
create the intervals/regions.

-∞ < 𝑥 < −4 open circles -3 < 𝑥 < ∞

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

So the intervals are: -∞<x<-4, -4<x<-3, -3<x<∞.

Choose a number in each interval to test and substitute it to the original
inequality:
For -∞<x<-4, let x = -7; 7x + 12 > 0
(-7)2 + 7(-7) + 12 >0
49 -49 + 12 > 0
12 > 0 TRUE

For interval -4<x<-3, let x = -3.6 (-3.6)2 + 7(-3.6) + 12 >0

12.96 – 25.2 + 12 > 0
-0.24 > 0 FALSE

For interval, -3<x<∞, let x = 0 (0)2 + 7(0) + 12 > 0

0 + 0 + 12 > 0
12 > 0 TRUE

Test also whether the points x = -3 and x = -4 are part of the solution.
If x = -3; (-3)2 + 7(-3) + 12 > 0
9 – 21 + 12 > 0
0>0 FALSE

If x = -4; (-4)2 + 7(-4) + 12 > 0

16 – 28 + 12 > 0
0>0 FALSE

Therefore, the inequality is true for any value of x in the interval -∞<x<-
4 or -3<x<∞. The solution set of the inequality is {x: x< -4 or x>-3}. And
its graph is shown below.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5

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 Note that hollow circles are used in the graph to show that -3 and -4
are not part of the solution set.

2. Solve x 2 − 6x + 8 > 0.
Solution:
The corresponding equality is
x2 − 6x + 8 = 0
(x-4)(x-2) = 0
x – 4 = 0 and x – 2 = 0
x = 4 and x = 2

-∞ ≥ 𝑥 ≥ 2 2≥𝑥 ≥4 4≥𝑥 ≥∞

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
The intervals are: -∞>x>2, 2>x>4, 4>x>∞.
Choose a number in each interval to test and substitute to the original
inequality:
For -∞>x>2, if x = 0 (0)2 – 6(0) + 8 >0
0 – 0 + 8 >0
8>0 True

For 2>x>4, if x = 3 (3)2 – 6(3) + 8>0

9 – 18 + 8>0
-1 >0 False

For 4>x>∞, if x = 6 (6)2 – 6(6) + 8 >0

36–36 + 8 >0
8 >0 True

Test also whether the points x = 2 and x = 4 are part of the solution.
If x = 2, (2) 2 - 6(2) + 8 >0
4 – 12 + 8 >0
0 >0 True

If x = 4, (4) 2 – 6(4) + 8 >0

16 – 24 + 8 >0
0 >0 True

Therefore the inequality is true for any value of x in the interval -∞>x>2
or 4>x>∞ . The solution set of the inequality is {x: x<2 or x>4}. And its
graph is shown below.

-8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5
Note that solid circles are used in the graph to show that 2 and 4 are
part of the solution set.

CONCEPT 3: Quadratic Inequalities in Two Variables

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 Illustrative Examples: Find the solution set of y < x2 + 3x + 2.
Solution:
Steps:
1. Write the inequality to its corresponding equation.

y< x2 + 3x + 2 → y = x2 + 3x + 2

2. Construct the table of values for x & y

x -5 -4 -3 -2 -1 0 1 2
y 12 6 2 0 0 2 6 12

3. Use these points to graph a parabola. Use broken line to

represent the parabola

4. Select 2 points

A (-6, 7) – outside the parabola

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 B (0, 8) – inside the parabola

5. Use these points as Test Points.

y < x2 + 3x + 2

A (-6, 7) B (0, 8)
7 < (-6)2 + 3(-6) + 2 8 < (-0)2 + 3(0) + 2
7 < 36 – 18 + 2 8<0+0+2
7 < 20 (TRUE) 8 < 2 (FALSE)

6. Therefore, the region that contains the point A(-6, 7) is part

of the solution set. While, the region that contains the point
B(0, 8) is not part of the solution set.

CONCEPT 4: Quadratic inequalities can also be illustrated in real-life problem.

To solve problems involving quadratic inequalities, it is easier if
you follow some rules and strategies and know some key words
on inequalities.
The following are strategies in solving quadratic inequalities:

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 ▪ Read through the entire problem.
▪ Highlight the important information and key words that
you need to solve the problem.
▪ Identify your variables.
▪ Write an inequality that represents the problem.
▪ Solve the inequality.
▪ Write your answer in a complete sentence.
▪ Check or justify your answer.
The following are key words associated with inequalities:

≥ ≤ > <
- At least - No more - Greater - Less
greater than than than than
or equal to - Less than - More than - Fewer
- No less than or equal than
minimum of to
- At most
- A
maximum
of

34
Example:

1. Keith has P500 in a savings account at the beginning of the summer. He

wants to have at least P 200. In the account by the end of the summer. He
withdraws P 25 each week for food, clothes, and movie tickets.
• Write an inequality that represents the situation.
• How many weeks can Keith withdraw money from the account?

Solution:

Step 1: Highlight the important information in this problem.

At least is the key word that notes that it must be written
in inequality.
Step 2: Identify your variable.
Let w = number of weeks
Step 3: Write your inequality.
Since Keith started with 500 in the beginning of the
summer then withdraws 25 each week and he wants to
have at least 200 at the end of the summer, the we have
500 – 25w > 200
Step 4: Solve the inequality.
500 – 25w >200
-25w >200 – 500 Transposed 500 to the right
side of equation.
-25w > -300 Simplify
−25𝑤 −300
> −25 Divide both side by -25
−25
W < 12 Reverse your inequality sign
since you divided by
anegative number.

The number of weeks that Keith can withdraw money

from his account is less than or equal to 12.
` Step 5: Prove your answer. Use w = 12.
500 – 25w >200
500 – 25(12) > 200
500 – 300 > 200
200 > 200
Since 200 is equal to 200,hence, the answer is correct.

2. Supposed Aven drops a ball off the top of a 10 ft. pool slide, and the ball
follows the projectile , where t is the time in seconds,
and h is the height of the ball. Her friend Riley needs to catch the ball
between 2 feet and 5 feet off the top of the water (ground). Between what
two times should Riley try to catch the ball?

35
 Solution:

Step 1: Between what two times is the key word.

Step 2: Since we need to find time that is (t).
Step 3: Since we need to know when (t) the ball should be
caught, we need to solve for t, use an inequality since it
can be anytime between 2 and 5 seconds. We’ll use just
< signs since the problem says “between” and not
“inclusive”. So we have,
2 < -16t2 + 6 < 5
We have two inequalities; -16t2 + 6 > 2 and -16t2 + 6 < 5
Step 4: Solve the inequalities.
First Inequality
-16t2 + 6 > 2 Given inequality
-16t + 6 – 2 > 0
2

-16t2 + 6 – 2 = 0 Corresponding equality

-16t2 + 4 = 0 Solve the equality
-16t2 = -4
1
t2 = 4
1
√𝑡 2 = √4
1
t =2 Take only the positive value
1
t <2 Change the Inequality symbol since
we divide -16
Second Inequality
-16t2 + 6 < 5 Given inequality
-16t2 + 6 - 5 < 0
-16t2 + 1 < 0
-16t2 + 1 = 0 Corresponding equality
-16t2 = - 1 Solve the equality
1
t2 = 16
1
√𝑡 2 = √16

1
t=4 Take only the positive value
1
t >4 Change the Inequality symbol since
we divide -16

When we take the square roots, we don’t need to worry

about the negative values since t can’t be negative.
1 1
The interval we have, < t <2
4
1 1
So Riley should try to catch the ball between and
4 2
seconds.

36
 REFERENCES:
www.algebra.class/solving-word-problem-inalgebr.htm
www.shelovesmath.com
www.mrssnowsmath.com

M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

Name:________________________________ Date: ________ Score: ____

Skill: Determining Quadratic Inequalities.
Directions: Determine which of the mathematical sentence represents quadratic
inequalities or quadratic equalities. Write QI for quadratic inequality and
QE for quadratic equality in space before the number. And answer the
questions that follow.
1) x2 + 9x + 14 > 0

2) 3s2 – 5s = 1

3) 4t2 – 7t + 2 < 0

4) x2< 10x – 3

5) 12 – 5x + x2

6) 3m + 20 >0

7) (2r – 5)(r + 4) > 0

8) X2 – 1 < x + 1

9) (4h2 – 9) + (2h + 3) > 0

10) 15 – 2x = 3x2

How do you describe quadratic inequalities?

Differentiate quadratic inequality from quadratic equality and quadratic inequalities

from linear inequalities.

37
 M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

Name:________________________________ Date: ________ Score: ____

Skill: Graphing Quadratic Inequalities
Directions: Find the solution set of each of the following quadratic inequalities then
graph the solution set.
1) x2 + 7x > 0

2) x2 – 16x + 48 > 0

38
 M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

3) r2 – 10r + 16 > 0

4) m2 – 7m < 10

5) 4p2 < 1

39
 M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

6) 3(x+^) < x2

7) 2x2> 4x + 10

8) x2 <18 – 7x

40
 M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

9) 2t2 + 11t + 12 < 0

10) (x-1)(x+2) > 4

41
 M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

Name:________________________________ Date: ________ Score: ____

Skill:
• Examining a solution of quadratic inequalities.
• Solving word problems involving quadratic inequalities.

Directions: Determine whether or not each of the following value of x is part of the
solution set of the inequality 0 < 2x2 + 3x – 5. Write AS if it is a solution
and NS if not before each number. Show your solution.

1. x= -1 5. x = 0

2. x = -5 6. x = 1

3. x = 3 7. x = 2

4. x = -3 8. x = -6

42
M9AL-If-1/ M9AL-If-2/ M9AL-If-g-1

Read and understand each problem below. Then give what is asked.
Show your solution.
1. The floor of a conference hall can be covered completely with tiles. Its
length is 36 ft. longer than its width. The area of the floor is less than
2040 square feet.
a. Represent the width and the length of the floor.

b. Construct a mathematical sentence that represents the given

situation.

c. Solve for the dimension of the floor and its area.

2. The area of a rectangle is 560 square inches. The length is 3 more

than twice the width. Find the length and width of the rectangle. (Hint:
draw a picture & set up a system of equations.)

43
 https
://go
o.gl/
zoee
PO
Lesson 1:

M9AL-Ig-3

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations

Competency 11: Represents a quadratic function using: (a)table of values:

(b)graph; and (c)equation.

Concept: A quadratic function is a function defined by f(x)=ax2+bx+c

where a,band c are real numbers and a ≠0. Its graph is a curve
called parabola that opens upward if a > 0 and downward if a <
0. To determine if a given function is a quadratic or not, use
tables, graphs and the degree of the function.

Example: Determine if the function given is quadratic or not.

1.) Using Tables – A Table of values can be generated form a quadratic function
by substituting the x-values and calculating the values of f(x).

a. y=2x-1

-1 -1 -1 -1 -1 equal differences in x

x -3 -2 -1 0 1 2 the function y=2x-1 is not a quadratic

function
y -7 -5 -3 -1 1 3

-2 -2 -2 -2 -2equal differences in y

b. f(x)=x2
-1 -1 -1 -1 -1equal differences in x

x -2 -1 0 1 2 3
f(x)=x2 is a quadratic function
y 4 1 0 1 4 9

3 1 1 3 5the first differences in y

equal 2nd differences in y
2 2 2 2
The table of values of a quadratic function shows that equal differences in x produce
equal second differences in y.

Source: Workbook in Mathematics IV

44 Revised 2006
Mansueto M. Cabacang, et. al.
2.) Using graphs

The graph of a quadratic function is a curve called parabola.

a. y=x+1, is not a quadratic function.

b. y=x2 is a quadratic function.

c. x2+y2=9, is not a quadratic function.

45
Source: Workbook in Mathematics IV
Revised 2006
Mansueto M. Cabacang, et. al.
3.)Using the Degree

Since a quadratic function is y=ax2+bx+c, it shows that a≠0 and the highest exponent

of x is 2 and y has an exponent of 1.

a. y=3x+2 not a quadratic function

b. y=ax2-5 is a quadratic function

c. y2+x2=25 not a quadratic function

d. y2=7x+2 not a quadratic function

e. y=3x2-x-2 is a quadratic function

f. y=x3 not a quadratic function

Source: Workbook in Mathematics IV

46 Revised 2006
Mansueto M. Cabacang, et. al.
 M9AL-Ig- 3

Name: _________________________ Date: ______________ Score: _______

Skill: Identifying Quadratic Function.

Directions: Identify which of the tables below describes a quadratic

function.(Group the students into four members)

1)

x 0 2 4 6 8
y 1 5 9 13 17

2)

x 0 3 6 9 12
y 2 4 6 8 10

3)

x -4 -2 0 2 4 6
y -8 -4 0 4 8 12

4)

x 2 4 6 8 10
y 4 8 12 16 20

Source: Workbook in Mathematics IV

47 Revised 2006
Mansueto M. Cabacang, et. al.
 M9AL-Ig- 3

5)

x -3 -1 0 1 3
y -9 -1 0 1 9

6)

x 2 4 6 8
y 4 16 36 64

7)

x 8 6 4 2 0
y 64 36 16 4 0

8)

x -6 -3 0 3 6
y 36 9 0 9 36

9)

x -6 -3 0 3 6
y 36 9 0 9 36

10)

x 1 2 3 4 5
y 8 9 10 11 12

48 Source: Workbook in Mathematics IV

Revised 2006
Mansueto M. Cabacang, et. al.
 M9AL-Ig- 3

Name: ___________________________ Date: _____________Score: _________

Skill: Evaluating Quadratic Function.

Directions: Evaluate each of the following equations and state whether it is a

quadratic function or not. If it’s NOT, justify your answer.

Equations Yes or No Justification

1.) y = x2 + 2

2.) y = 2x – 10

3.) y = 9 - 2x2

4.) y = 2x + 2

5.) y = 3x2 + x3 + 2

6.) y = 2x + 3x + 2

7.) y = 2x2

8.) y = (x - 2) (x + 4)

9.) 0 = (x - 3)(x + 3) + x2 - y

10.) 3x3+y-2x=0

Source: Mathematics Learner’s Material 9

49
 M9AL-Ig- 3

Name: _______________________________ Date: ___________ Score: ________

Skill: Determining quadratic function.

Directions: Determine which of the following is a quadratic function. Write QF if

the equation is Quadratic Function and NQF if it is Not Quadratic Function.

1.) f(x) = -x + 9

2.) f(x) = ex

3.) h(x) = 2(x + 1)2

4.) m(r) = 2πr

5.) M(x) = -x2

6.) K(x) = 1 – 2x2

7.) Q(x) = x2 – 2x + 5

1
8.) e(x) = 𝑥

1 1
9.) N(x) = + 𝑥2
𝑥

10.) H(x) = 4x2

50
 https
://go
o.gl/
zoee
PO
Lesson 1:

M9AL-Ih-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 12: Transforms the quadratic function defines by y=ax2+bx+c into

the form y=a(x-h)2+k.

Concept: Using completing the square, f(x)=ax2+bx+c may be written in

the form f(x)=a(x-h)2+k which is called the vertex form of the
quadratic function. The ordered pair (h,k) is the vertex of the
function and x=h is the axis of symmetry. Moreover,
−𝒃 𝟒𝒂𝒄−𝒃𝟐
h= andk= , these are derived from f(x)=ax2+bx+ c
𝟐𝒂 𝟒𝒂
usingalgebraic computations.

Example:
1) Express y=3x2+9x-2 into the form y=a(x-h)2+k.
Solution:
y =3x2+9x–2 → Factor 3x2 + 9x
y=3(x2+3x)–2 → Complete the square by adding and
y=3(x2+3x+9⁄4)+5-27⁄4 → Simplify

y=3(x+3⁄2)-17⁄4
2) Express H(x)=4(x-1)2-3 in the form H(x)=ax2+bx+c.
Solution:
H(x)=4(x-1)2-3 → Multiply (x – 1) (x – 1)
H(x)=4(x2-2x+1)–3 → Use distributive law of Multiplication
H(x)=4x2-8x+4–3 → Simplify the equation
H(x)=4x2-8x+1

51
 Source : Workbook in Mathematics IV
Revised 2006
Mansueto M. Cabacang, et. al.
M9AL-Ih- 1

Name: ___________________________Date: ______________Score: __________

Skill: Transforming quadratic functions into the form y=a(x-h)2+k .

Directions: Transform the given quadratic functions into the form y=a(x-h)2+k by
following the steps. (Group yourselves consisting of 5 members per
group.)

1.) y=x2-4x–10

Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

2.) y=3x2-4x+1

Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

52
 3.) y=x2-2x–1
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

4.) y=x2-6x+4
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

5.) y=x2+4x+2
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

53
 6.) y=3x2-5x+1
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

7.) y=2x2-5x+3
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

8.) y=2x2-3x–1
Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

54
 9.) y=-x2+x+6

Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

10.) y=x2+2x+1

Steps Task
1.)Group the terms containing x.
2.)Factor out a.
3.)Complete the expression in
parenthesis to make it a perfect square
trinomial.
4.)Express the perfect square trinomial
as the square of a binomial.
5.)Give the value of h.
6.)Give the value of k.

55
 Source: Mathematics Learner’s Material 9

M9AL-Ih- 1

Name: _____________________ Date: __________ Score: _________

Skill: Rewriting quadratic function f(x)=a(x-h)2+k into the form f(x)=ax2+bx+c.

Directions: Rewrite the following functions in the form f(x)=ax2+bx+c.

1.) f(x)=2(x-1)2-5

2.) f(x)=3(x-2)2+10

3.) f(x)=-(x-2)2+10

4.) f(x)=4(x-1)2-9

5.) f(x)=-3(x+1)2+8

6.) f(x)=2(x-3/2)2+15/2

7.) f(x)=-(x-2)2-8

8.) f(x)=2(x-3/4)2+25/8

9.) f(x)=3(x-2/3)2-16/3

10.) f(x)=2(x-3/2)2-25/8

56
 M9AL-Ih- 1

Name: ____________________________Date: ______________Score: _________

Skill: Evaluating quadratic function f(x)=ax2+ bx + c to its equivalent standard

form,f(x)=a(x-h)2+k.

Directions: Match the given quadratic function f(x)=ax2+bx+c to its equivalent

standard form, f(x)=a(x-h)2+k.

Column A Column B

13
1) f(x)=x2 – x+ 4

1
2) f(x)=2 x2 - 3x + 3

3) f(x)=-2x2 +12x-17

4) f(x)=x2 -4x+1

5) f(x)=2x2 -4x+4

6) f(x)=15+x2 +2x

7) f(x)=4x2 -8x+5

8) f(x)=3x2-6x+6

9) f(x)=2x2-6x-3

10) f(x)=5-6x-3x2

Source: Mathematics Learner’s Material 9

Workbook in Mathematics IV
Revised 2006
57 Mansueto M. Cabacang, et. al.
 https
://go
o.gl/
zoee
PO
Lesson 2:
https://goo.gl/FERoPd

M9AL-Ig-h-i-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.
Competency 13: Graphs a quadratic function: (a)domain; (b)range; (c)intercepts;
(d)axis of symmetry; (e)vertex; (f) direction of the opening of the
parabola.
Concept: Let us look at the graph of the simplest quadratic function, f(x) =
x2, and observe its characteristics. To graph a function, set up
the table of values for x and f(x) that satisfy the equation, plot
each ordered pair of values in the Cartesian Plane, and connect
the plotted points with a smooth curve. This curve is called a
parabola.
Parabolas have certain common characteristics:

Axis of Symmetry

Vertex (0, 0)

58
 X f(x)
3 9
2 4
1 1
0 0
-1 1
-2 4
-3 9
1) It has a line called the axis of symmetry which divides the graph into two parts
such that one-half of the graph is a reflection of the other half. In the case of
f(x) = x2, the y-axis is the axis of symmetry (x = h).
2) It has a turning point called the vertex which is either the lowest point or the
highest point of the graph of a quadratic function. In f(x) = x 2, the vertex is the
origin (0, 0)
3) If a> 0, the graph opens upward, it has a minimum point. If a< 0, it opens
downward and it has a maximum point. In f(x) = x2, the minimum point is
(0,0).

The Vertex and Axis of Symmetry of the Graph of a Quadratic Function

The vertex of the parabola is determined from the quadratic function of the
form f(x) = a(x-h)2 + k, where a, h, and k are real numbers. The coordinates of the
vertex are (h, k). It shows that the axis of symmetry will pass through line x = h.

Illustrative Examples:
1) Find the vertex of the parabola from the quadratic function f(x) = (x + 2)2 – 1.

Solution:
Since h = -2 and k = -1, then the vertex (h, k) is (-2, -1). The axis of symmetry
passes through the line x = -2.

Remember:
The coordinates of the vertex (h, k) of any quadratic function are :
−𝑏 −𝑏 𝟒𝒂𝒄−𝒃𝟐
h= ( , ).
2𝑎 2𝑎 𝟒𝒂
𝟒𝒂𝒄−𝒃𝟐
k=
𝟒𝒂

59
The y Intercept

The graph of f(x) = ax2 + bx + c crosses the y axis at a point where x = 0.

Therefore, the y intercept can be found by substituting zero for x in f(x) = ax2 + bx +
c.
To find the y intercept of the graph of f(x) = -2x2 – 5x + 3, let x =0. Thus, the y
intercept is 3.

Graphing a Quadratic Function

Ilustrative Examples:

A. Graph the function f(x)=x2-8x+7.Find the vertex and the axis of symmetry.

Solution:

Notice that the coefficient of x2, which is 1, is positive and therefore, the
graph will open upward and the vertex will be the lowest point.

−𝑏
a) The equation for the axis of symmetry is obtained using x= .
2𝑎

For f(x)=x2-8x+7, a = 1, b = -8.

−(−8) 8
Thus, x = - =
2(1) 2

x = 4.

b) Since the equation for the axis of symmetryis x = 4, the x-coordinate of the
vertex must be 4. Then f(4) is obtained as follows :

f(x) = x2 – 8x + 7.
Thus, f(4) = (4)2 – 8(4) + 7
= 16 – 32 + 7
= -9
The point (4, -9) is the vertex of the graph of the parabola. Locate and
plot this point in the coordinate plane. This point gives the minimum value.

60
 c) Construct a table of values. Make sure to choose values for x that are greater
than and less than 4. This ensure that points on each side of the axis of
symmetry are plotted.

x x2 – 8x + 7 f(x)
1 12 – 8(1) + 7 0
2 22 – 8(2) + 7 -5
3 32 – 8(3) + 7 -8
4 42 – 8(4) + 7 -9
5 52 – 8(5) + 7 -8
6 62 – 8(6) + 7 -5
7 72 – 8(7) + 7 0

Source: Advanced Algebra : (Trigonometry and Statistics)

Soledad Jose-Dilao, Ed.D., et al.

61
 M9AL-Ig-h-i- 1

Name : ________________________________Date: ___________Score: _______

Skill: Determining the vertex, axis of symmetry, and the concavity or the
direction of opening of the graph.

Directions: Determine the vertex, Axis of symmetry, and the concavity or the
direction of opening of the graph. (Group the students into 5 members)

Vertex Axis of Concavity

Symmetry
1. f(x) = x2 + 4x +2

2. f(x) = x2 – 5x – 3

3. f(x) = x2 + 8x – 9

4. f(x) = 2x2 – 6x – 3

5. f(x) = -3x2 – 16x + 16

Source: Workbook in Mathematics IV

62 Revised 2006
Mansueto M. Cabacang, et. al.
.
 M9AL-Ig-h-i-1

Name: _______________________________Date: ___________Score: _________

Skill: Determining the vertex, axis of symmetry and direction of opening of

the quadratic function whose values of a, b, and c are given.

Direction: Determine the vertex, Axis of symmetry, and the direction of the
opening of the graph; given the values of a, b, and c.

a B c Vertex Axis of Direction of

Symmetry Opening
1.) 2 -3 0

2.) -3 4 -1

3.) 1/2 4 5

4.) 4 0 -3

5.) -2 ½ 3/4

Source: Workbook in Mathematics IV

63 Revised 2006
Mansueto M. Cabacang, et. al.
.
 M9AL-Ig-h-i-1

Name: ____________________________Date: _______________Score: ________

Skill: Drawing the graph of quadratic function.

Directions: Draw the graph of the function defined by each of the following
equations.

1.) f(x) = x2 + 4

2.) f(x) = x2 + 3

64
 M9AL-Ig-h-i-1

3.) f(x) = 2x2 – 1

4.) f(x) = -x2 +4

5.) f(x) = -2x2– 1

65
 https
://go
o.gl/
zoee
PO
Lesson 2:
https://goo.gl/FERoPd

M9AL-Ii-2

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 14: Analyzes the effects of changing the values of a, h, and k in the
equation y = a(x-h)2 + k of a quadratic function on its graph.

Concept:
A. If a > 0, it opens upward and the function attains a minimum
value.
If a < 0, the graph opens downward and the function attains
a maximum value.

66
 B. The width of the parabola:
The greater the a value the narrower is the parabola,
while the smaller the a value, the wider is the parabola. The
graph of f(x) = ax2 + k, whose vertex is (0, k) if k> 0 the
vertex moves k units above/upward and if k< 0, it moves k
units below/downward from the origin.

C. The graph of f(x) = a(x – h) whose vertex is (h, 0).

If h> 0, the vertex is shifted h units to the right;
If h< 0, the vertex is shifted h units to the left from the
origin.

In summary, you may consider the table below:

Value >0 <0

a (opening) Upward downward
h (horizontally) Right left
k (vertically) Upward downward

67
 Source: Advanced Algebra ( Trigonometry and Statistics )
Soledad Jose-Dilao, Ed.D., et al.
.

M9AL-Ii- 2

Name: ____________________________Date: ______________Score: _________

Skill: Describing the behavior of the graph of quadratic functions as a, h and

k changes its value.

Directions: Draw the graph of the following quadratic functions and describe the
behavior of each graph. (Group the students into four members.)

1.) f(x) = 3x2

f(x) = -3x2

1
2.) f(x) = 2 𝑥 2
−1
f(x) = 𝑥2
2

68
 M9AL-Ii- 2

1
3.) f(x) = 4 𝑥 2
−1
f(x) = 𝑥2
4

4.) f(x) = x2 + 3
f(x) = x2 – 3

5.) f(x) = -x2 + 2

f(x) = -x2 – 2

69
 M9AL-Ii- 2

1
6.) f(x) = 2 𝑥 2 - 4
−1
f(x) = 𝑥2 + 4
2

7.) f(x) = 5x2 – 3

f(x) = 5x2 + 3

8.) f(x) = (x + 3)2

f(x) = ( x - 3)2

70
 M9AL-Ii- 2

9.) f(x) = (x + 1)2

f(x) = (x – 1 )2

1
10.) f(x) = (x + 2)2
−1 2
f(x) = (x - )
2

71
 M9AL-Ii- 2

Name: ______________________________Date : ____________Score: ________

Skill: Determining quadratic function.

Directions: Determine the quadratic function whose graphs are described below.

1.) the graph of f(x) = x2 shifted 4 units upward

2.) the graph of f(x) = x2 shifted 3 units downward

3.) the graph of f(x) = -x2 shifted five units above the origin

4.) the graph of f(x) = -4x2 shifted seven units below the origin

−1
5.) the graph of f(x) = 𝑥 2 shifted two units downward
4

6.) the graph of f(x) = -3x2 shifted five units to the right of the origin

1
7.) the graph of f(x) = 2 𝑥 2 shifted three units to the left of the origin

3
8.) the graph of f(x) = 𝑥 2 shifted one unit to the left and two units upward
4

9.) the graph of f(x) = -3x2 shifted three units to the right and three units upward

−1
10.)the graph of f(x) = 𝑥 2 shifted two units to the left and one unit downward
4

72
 M9AL-Ii- 2

Name : _________________ Date : _____________ Score : _________

Skill: Describing the movement of the graph of the quadratic function.

Directions: Describe the movement of the graph of f(x) = -3x2 that will make it
coincide with the graph of each of the following functions:

1.) f(x) = -3(x -2 )2 +6

1 3
2.) f(x) = -3(x + 2 )2 - 4

3.) f(x) = -3(x – 5)2 – 7

1 3
4.) f(x) = -3(x + 2)2 + 4

4 2
5.) f(x) = -3(x + 5)2 - 3

Source : Advanced Algebra (Trigonometry and Statistics)

73 Soledad Jose-Dilao, Ed.D., et al.

.
 https
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o.gl/
zoee
PO
Lesson 3:
https://goo.gl/FERoPd

M9AL-Ij-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 15: Determines the equation of a quadratic function given: (a) a

table of values; (b) graph; (c) zeros.

Concept: The equation of the quadratic function f(x) = ax2 + bx + c can be

determined using zeros of the function, table of values or
graphs.

a. Given the zeroes of the function. Zeros of the function is

the value of x where the graph touches the x – axis. To
determine the equation of the quadratic function using the
zeros, do the inverse process of solving quadratic of
equation by factoring.
Example 1: Determine the quadratic function given the
roots x1 = 5 and x2 = -2.
If 5 and -2 are roots, then x = 5 and x = -2.
It implies that x – 5 = 0 and x + 2 = 0. These are linear
factors of the required quadratic equation. Hence, (x – 5)
(x + 2) = 0
x2 – 3x – 10 = 0, Thus,f(x) = x2 – 3x – 10 is the quadratic
function.
b. Given the table of values
Example 2: Determine the equation given the table of values.

x 0 1 2 3 4
f(x) 9 4 1 0 1

74
 Choose three (3) ordered pair and substitute this to f(x) = ax 2 +
bx + c and solve simultaneously to find the value of a, b, and c.
If x = 0, and y = 9, If x = 2, and y = 1
a(0)2 + b(0) + c = 9. a(2)2 + b(2) + c = 1
Thus, c = 9 Thus, 4a + 2b + 9 = 1
If x = 1; and y = 4,
a(1)2 + b(1) = 4. 4a + 2b = -9 Eq.2
Thus, a + b + 9 = 4
a+b=4–9
a + b = -5 Eq.1
Solving Eq.1 and Eq.2 simultaneously,
4a + 2b = -9 Eq.2
a + b = -5 Eq.1
Eliminate b and solve for a. Solve for b.
4a + 2b = -8 a + b = -5
2a + 2b = -10 1 + b = -5
2a + 0 = 2 b = -6
2𝑎 2
=2
2
a=1

Thus, the function is f(x) = x2 – 6x + 9

c. Given the graph of the function.

In determining the equation of quadratic function given a
graph, use the vertex form of the graph; f(x) = ax2 + bx + c
and choose one point that the graph passes through. Then
find the value of a. Then substitute the value form the vertex
from of the quadratic function.
Example 3. Find the quadratic function whose graph is shown
below.

75
 From the graph the vertex is (1, -3). And the graph passes
through the point (3, 0)
Solve for a
h = 1; k = -3
x = 3; f(x) = 0
f(x) = a(x – h)2 + k
0 = a(3 – 1)2 + (-3)
0 = a(2)2 – 3
0 = a(4) - 3
3 = 4a
3 4𝑎
=
4 4
3
=a
4
3
A=4

Thus, the equation of the graph in vertex form is;

f(x) = a(x – h)2 + k.
3
f(x) = 4(x – 1)2 – 3

76
 M9AL-Ij- 1

Name : ____________________________Date : _____________Score : ________

Skill: Determining the quadratic function whose zeros are given.

Direction: Determine the quadratic function given the following zeros. (Think-
Pair-Share)

1.) 6 and -2

2.) -3 and 4

1
3.) -5 and 2

77
 4 3
4.) and
3 5

5.) -9 and -1

6.) (4 , 0) and (-2 , 0)

7.) (9 , 0) and (1 , 0)

78
 8.) (-5 , 0) and (2 , 0)

1
9.) (10 , 0) and ( 2 , 0)

10.)3 + 2i and 3 –2i

79
 M9AL-Ij- 1

Name : ______________________________Date : ____________Score : _______

Skill: Finding the quadratic function represented by tables.

Direction: Find the quadratic function represented by the following tables.

1.)

X -4 -2 0 2
f(x) 5 0 -1 0

2.)
x -2 -1 0 1 2
f(x) 4 0 -2 0 9

80
3.)
X -2 -1 0 1 2
f(x) 5 6 2 0 -1

4.)
x -3 -2 -1 0 1 2 3
f(x) 4 3 2 1 0 -1 -2

5.)
x 4 2 0 -2 -4
f(x) 6 3 2 1 0

81
6.)
x -4 0 1 3
f(x) 17 1 2 10

7.)
x -2 -1 0 1 2 3 4
f(x) 5 0 -3 -4 -3 0 5

8.)
X -5 -4 -3 -2 -1 0 1
f(x) 0 -5 -8 -9 -8 -5 0

Source : Workbook in Mathematics IV ( Revised 2006 )

82 Mansueto M. Cabacang, et. al
Advanced Algebra ( Trigonometry and Statistics )
Soledad Jose-Dilao, Ed.D., et al.
 M9AL-Ii-j- 1

Name : _________________ Date : ____________ Score : _________

Skill: Writing the quadratic function from the given graphs.

Directions: Write the quadratic function from the given parabolas.

1.)

83
 M9AL-Ii-j- 1

2.)

84
 M9AL-Ii-j- 1

3.)

85
 M9AL-Ii-j- 1

4.)

86
 5.)

87
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Lesson 4:
https://goo.gl/FERoPd

M9AL-Ii-j-2

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.
Competency 16: Solves problems involving quadratic functions.
Concept: Quadratic equations can be solved by factoring, only if they are
factorable. The quadratic formula or completing the square, can
be used to solve any quadratic equation.

Remember, that in solving word problems, you have to analyze

the problem, identify the unknown, formulate the equation, solve
for the unknown and check.
Example:

1.) What are the dimensions of the largest rectangular field that can be enclosed
by 80m of fencing wire?

Solution: Let l and w be the length and the width of a rectangle. Then, the
perimeter P of a rectangle is p = 2l + 2w. Since P = 80m, thus,

2l + 2w = 80
l + w = 40
l = 40 – w Expressing the length as a function of w.
Substituting in the formula for the area A of a rectangle
A(w) = wl
A(w) = w( 40 – w )
A(w) = -w2 + 40w

By completing the square,

A(w) = -( w – 20 )2 + 400

The vertex of the graph of the function A(w) is ( 20 , 400 ). This point indicates
a maximum value of 400 for A(w) that occurs when w = 20.Thus, the
maximum area is 400m2 when the width is 20m. If the width is 20m, then the
length is ( 40 – 20 ) m or 20m also. The field with maximum area is a square.

Source : Mathematics Learner’s Material 9

88
 M9AL-Ii-j- 2

Name : ___________________________Date : ______________Score : _______

Skill: Solving problems involving quadratic functions.

Directions: Solve the following problems. Show your solutions. (Group the
students into 5 members)

1.) One hundred meters of fencing material is used to fence a rectangular region.
What dimensions of the rectangle will maximize the area of the region?

2.) A projectile is launched from a point 40 meters above the ground. The height
at ground level h in meters after t seconds is given by the function h(t) = 40t –
5t2. How many seconds after the launch will the projectile hit the ground?

89
 M9AL-Ii-j- 2

3.) An object is fired vertically from the top of a tower. The tower is 60.96 ft. high.
The height of the object above the ground t seconds after firing is given by the
formula h(t) = -16t2 + 80t + 200. What is the maximum height reached by the
object? How long after firing does it reach the maximum height?

4.) A store sells lecture notes, and the monthly revenue, R of this store can be
modelled by the function R(x) = 3000 + 500x – 100x2, where x is the peso
increase over Php 4. What is the maximum revenue?

Source :Advanced Algebra ( Trigonometry and Statistics )

90 Soledad Jose-Dilao, Ed.D, et.al.
Mathematics Learner’s Material 9
 M9AL-Ii-j- 2

Name: ___________________________Date: ______________Score: ______

Skill: Solving problems involving quadratic functions

Directions: Solve the following problems. Show your solutions.

1.) The sum of two numbers is 24. Find the numbers if their product is to be a
maximum.

91
 M9AL-Ii-j- 2

2.) Marlon wants to fence a rectangular area that has one side bordered by an
irrigation. If he has 80m of fencing material, what are the dimensions and the
maximum area he can enclose?

3.) Find the third side of a right triangle if one side is 18cm and the hypotenuse is
24 cm?

Source : Mathematics Learner’s Material 9

92 Workbook in Mathematics IV ( Revised 2006 )
Mansueto M. Cabacang, et. al.
 M9AL-Ii-j- 2

Name: ____________________________Date: ______________Score: ________

Skill: Solving problems involving quadratic functions.

Directions: Solve the following problems. Show your solutions.

1.) The sum of the squares of two consecutive integers is 85. Find the integers.

2.) The difference of the squares of two consecutive integers is 9. Find the
integers.

Source : Workbook in Mathematics IV ( Revised 2006 )

93 Mansueto M. Cabacang, et. al.
 M9AL-Ii-j- 2

3.) What is the length of the diagonal of a rectangular lot whose length is 20 m
and whose width is 15 m?

4.) The height in meters of a ball t seconds after being tossed upwards is
represented by the function h(t) = 72t – 9t2. After how many seconds will it hit
the ground? What is its maximum height?

Source : Workbook in Mathematics IV ( Revised 2006 )

94 Mansueto M. Cabacang, et. al.
 https
://go
o.gl/
zoee
PO
Lesson 1 - 4:
https://goo.gl/FERoPd
M9AL-IIa-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 17: Illustrates situations that involve the following variations: (a)
direct; (b) inverse; (c) joint; (d) combined

Concept: * If the ratio between two quantities is constant, it means that

one quantity varies directly as the other quantity, or the two
quantities are in direct variation.
𝑦
In symbols, y = kx or 𝑥 = k, where k is the constant variation.
** Whenever the product of corresponding value of two
quantities is a constant, then one quantity varies inversely as
𝑘 1
the other. In symbols, xy = k; y = 𝑥 or y = k( 𝑥 )
This means that y is inversely proportional to x, or x is inversely
proportional to y.
*** If y varies directly as the product of x and z, that is, if there is
𝑦
a constant k such that y = kxz or k = 𝑥𝑧 , then y varies jointly as
x and z.
****Combined variation is another physical relationship among
variables. This is the kind of variation that involves both the
direct and inverse variations.
The statement “ z varies directly as x and inversely as y “ means
𝑘𝑥
z = 𝑦 , or
𝑧𝑦
k= , where k is the constant of variation.
𝑥

Example:

1.) “The cost (c) of meat varies directly as the number (n) of kilos bought“.
𝑐
is translated as c = kn or k = 𝑛 .

2.) “At a constant voltage, the electric current (I) varies inversely as the resistance
(R)”.
1 𝑘
is translated as I = k( 𝑅 ) or I = 𝑅.

3.) “The area (A) of a triangle varies jointly as its base (b) and its altitude (h)“
1
is translated as A = 2 bh.

4.) “T varies directly as a and inversely as b .”

𝑘𝑎
is translated as T = 𝑏 .

Source : Intermediate Algebra ( Textbook for Second Year )

95 Soledad Jose-Dilao, Ed.D. et. al.
 M9AL-IIa- 1

Name: _____________________________ Date: ______________ Score: _______

Skill: Illustrating situations involving variations.

Directions: Express the following as an equation when k is the constant of

variation. (Group the students into four members.)

1.) The cost (c) of chicken varies directly as its weight (w).

2.) The circumference (c) of a circle varies directly as the length of its diameter
(d).

3.) The income (I) of a worker earning k pesos per hour varies directly as the
number of hours (h) works.

4.) The altitude (h) of a cylinder with constant volume varies inversely as the area
of its base (Ab).

5.) The temperature (T) at which water boils varies inversely as the number of
feet (h) above sea level.

6.) The weight (W) of a circular disc varies jointly as the square of its radius (r)
and its thickness (h).

7.) The volume (V) of a regular triangular pyramid varies jointly as the altitude
and the square of one side (s) of the base.

8.) A varies directly as the cube of b and inversely as the product of c and d.

9.) P varies directly as L and inversely as the square root of G.

10.) The pressure P of a gas varies directly as its temperature t and

inversely as its volume V.

Source: Intermediate Algebra ( Textbook for Second Year )

96 Soledad Jose-Dilao, Ed.D. et. al.
Mathematics Learner’s Material 9
 M9AL-IIa- 1

Name: ______________________________ Date: ___________ Score: ________

Skill: Illustrating situations involving variations.

Directions: Express the following as an equation when k is the constant of

variation.

1.) The acceleration A of a moving object varies directly as the distance d it

travels and inversely as the square of the time t it travels.

2.) W varies jointly as c and the square of a and inversely as b.

3.) The force F of attraction between two bodies varies jointly as the weight W of
the two bodies and inversely as the square of the distance d between them.

4.) Atmospheric pressure P varies inversely as the altitude h.

5.) The volume V of a gas at constant temperature varies inversely as the

pressure P.

Source :Intermediate Algebra ( Textbook for Second Year )

97 Soledad Jose-Dilao, Ed.D. et. al.
Mathematics Learner’s Material 9
 M9AL-IIa- 1

Name: _____________________________ Date: ___________ Score : ________

Skill: Illustrating situations involving variations.

Directions: Express the following as an equation in which k represents the

constant of variation.

1.) The lateral area A of a cube varies directly as the square of an edge e.

2.) The area A of a surface of a sphere varies directly as the square of the radius r.

3.) The intensity of illumination I on a book varies inversely as the square of the
distance d from the source of light.

4.) The volume V of a cone varies jointly as its altitude h and the square of the radius
r and its thickness h.

5.) The electrical resistance R of a wire varies directly as the distance d it travels and
inversely as the square of the time t it travels.

6.) The perimeter P of a square varies directly as its side s.

Sorce :Intermediate Algebra ( Textbook for Second Year )

98 Soledad Jose-Dilao, Ed.D. et. al.
Mathematics Learner’s Material 9
 https
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o.gl/
zoee
PO
Lesson 1 - 4:
https://goo.gl/FERoPd
M9AL-IIa-b-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 18: Translates into variation statement a relationship between two

quantities given by: (a) table of values; (b) a mathematical
equation; (c) a graph, and vice-versa.

Concept: * If the ratio between two quantities is constant, it means that

one quantity varies directly as the other quantity.
* Two quantities are said to vary inversely if their product is a
constant.
** When a variable z varies directly as the product of x and y, it
is said that z varies jointly as x and y. In symbols z = kxy, where
k is the constant of variation.
***Combined variation is another physical relationship among
variables. This is the kind of variation that involves both the
direct and inverse variations.
The statement “z varies directly as x and inversely as y“ means
𝑘𝑥
z = 𝑦 , or
𝑧𝑦
k= , where k is the constant of variation.
𝑥

Example:

1.) The table shows the number of prices of pens to its cost.

b(no. of 1 2 3 4 5 6 7
pens)
c(cost) ₱6 ₱ 12 ₱ 18 ₱ 24 ₱ 30 ₱ 36 ₱ 42
𝒃 1 2 3 4 5 6 7
𝒄 6 12 18 24 30 36 42

2.) If y varies inversely as x and x = 4 when y = 6, find y when x = 2.

Solution:
xy = k when x = 2
𝑘
4(6) = 24 y= 𝑥
24
y=
2
y = 12

99
 3.) If z varies jointly as x and y and z = 54 when x = 6 and y = 3, find z when x = 7
and y = 5.

Solution:

z = kxy Solving for z when x = 7, y = 5

𝑧
k= z = kxy
𝑥𝑦
54
k= =3 z = 3(7)(5) = 105
6(3)

4.) If z varies directly as x and inversely as y, and z = 9 when x = 6 and y = 2, find

z when x = 8 and y = 12.

Solution:
𝑘𝑥
The equation is z = 𝑦
Solve for k by substituting the first set of values of z, x, and y in the
equation
𝑘𝑥
z= Now, solve for z when x = 8 and y = 12. Using the equation
𝑦
3𝑥 (3)(8)
z= z=
𝑦 12
6𝑘
9= z=2
2
9
k= 3
k=3

Source : Workbook in Mathematics II

100 Mansueto M. Cabacang, et.al.
 M9AL-IIa-b-1

Name: ____________________________ Date:____________ Score : _______

Skill: Translating variation statements given table of values.

Directions: Given table of values, translate the following into variation statements.
(Think-Pair-Share)

1.)
x 1 2 3 4
y -3 -6 -9 -12

2.)
x -15 10 -20 25
y -3 2 -4 5

3.)
x 1 𝟒 𝟐 𝟒 𝟏
𝟓 𝟑 𝟕 𝟐
y 40 50 60 70 80

4.)
X 7 5 3 1
y 5 1 5 5
7 3

5.)
X 2 4 6 8
Y 36 18 12 9

101
 Source : Workbook in Mathematics II
Mansueto M. Cabacang, et.al.
Mathematics Learner’s Material 9

M9AL-IIa-b-1

Name : ___________________ Date : ______________ Score : ________

Skill: Translating variation statements from the given equations.

Directions: Given the following equations, translate the following into variation
statements.

1.) xy = 8

2.) P = KV

𝑃
3.) k = 𝑄

4.) A = bcd

5.) x = lmn

102
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Lesson 1 - 4:
https://goo.gl/FERoPd
M9AL-IIc-1

Content Standard: Demonstrates understanding of key concepts of quadratic

equations, inequalities and functions, and rational algebraic
equations.

Competency 19: Solves problems involving variations.

Concept: * If the ratio between two quantities is constant, it means that

one quantity varies directly as the other quantity, or the two
quantities are in direct variation.
𝑦
In symbols, y = kx or 𝑥 = k, where k is the constant variation.
** Whenever the product of corresponding value of two
quantities is a constant, then one quantity varies inversely as
𝑘 1
the other. In symbols, xy = k; y = 𝑥 or y = k( 𝑥 )
This means that y is inversely proportional to x, or x is inversely
proportional to y.
*** If y varies directly as the product of x and z, that is, if there is
𝑦
a constant k such that y = kxz or k = 𝑥𝑧 , then y varies jointly as
x and z.
**** Combined variation is another physical relationship among
variables. This is the kind of variation that involves both the
direct and inverse variations.
The statement “ z varies directly as x and inversely as y “ means
𝑘𝑥
z = 𝑦 , or
𝑧𝑦
k= , where k is the constant of variation.
𝑥

Example:

1.) A motorist drives along the North Expressway at a constant speed of 80 km

1
per hour. How far will he go in 2 hours ? in 5 hours ? in 3 hours ? in t hours ?
2
.
Time in 1 2 3 4 5 T
hours
Distance 80 160 240 320 400 80(t)
in km

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 80 160 240 80𝑡

= = = = = 80
𝑡𝑖𝑚𝑒 1 2 3 𝑡

103 Spurce: Workbook in Mathematics II

Mansueto M. Cabacang, et.al.
 2.) Consider a rectangle whose area is 36 cm2. If the width (w) is 2 cm, then its
length (l) is 18 cm. What happens when the width is increased to 3 cm 2? 4
cm2?

width ( w ) 2 3 4 5
length ( l ) 18 12 9 7.2
Area ( A ) 36 36 36 36

In the given rectangle, lw = 36 or the constant product (k) = 36.

3.) The length of the altitude (h) of a right circular cylinder varies directly as the
volume (V) and inversely as the square of the length of the radius (r) of the
circular base of the cylinder.
The volume of a right circular cylinder is 50 cm3 when the radius of the base is
5 cm and the height of the cylinder is 8 cm. Find the volume of a similar right
cylinder whose diameter of the base is 16 cm and 40 cm tall.

Solution:

𝑘𝑉
If k is the constant of variation, then, ℎ = 2
𝑟
Given:h = 8 cm r = 5 cm V = 50 cm3

2
ℎ𝑟2 8(5)
𝑘=
𝑉 = 50 = 8(25)
50
= 4Constant of variation
Using the value of k = 4, r = 8 cm (diameter = 16 cm)

2
40(8)
𝑉=
4 = 84(64)
4 = 630 𝑐𝑚3

Source :Workbook in Mathematics II

104 Mansueto M. Cabacang, et.al.
 M9AL-IIc- 1

Name: ____________________________ Date: ____________ Score: _________

Skill: Solving problems involving variations.

Directions: Solve the following problems. Show your work. (Group the students
into 5 members.)

1.) A sweepstakes vendor gets ₱ 1.10 for every ticket he sells. How much does
1
he earn in a week if he can sell one booklet on each weekday and 2 2
booklets on Saturday and on Sunday ? A booklet contains 100 tickets.

2.) The force of attraction (F) between two opposite electrical charges varies
inversely as the square of the distance between them. If F = 18 when d = 10,
find F when d = 15.

105
 M9AL-IIc- 1

3.) The strength of a beam varies inversely as the cube of its length. If a beam 3
m long can support 920 kg, how much can a similar 7-m beam support?

4.) The acceleration a of an object varies directly as the force fexerted and
inversely as its mass m. If the constant of variation is 1, find the acceleration
in meters/second2 of a 10 kg object exerting a force of 10 Newton.

5.) A trip takes 8 hours at 60 km/hr. How long will it take a jeepney to travel the
same distance if its rate is 75 km/hr.?

Source : Workbook in Mathematics II

106 Mansueto M. Cabacang, et.al.
Mathematics Learner’s Material 9
Intermediate Algebra
Soledad Jose-Dilao, et. al.
 M9AL-II-c-1

Name: ___________________________ Date: _____________ Score: _________

Skill: Solving problems involving variations.

Directions: Solve the following problems. Show your work.

1.) The shadow of an object varies directly as its height h. A man 1.8 m tall casts
a shadow 4.32 m long. If at the same time a flagpole casts a shadow 12.8 m
long, how high is the flagpole?

2.) The service fee f of a physical therapist varies directly as the number of
hoursn of service rendered. A physical therapist charges Php 2, 100 for 3
1
hoursservice to patients in a home care. How much would he be paid for 6 2
hours of service?

Source: Mathematics Learner’s Material 9

107
 M9AL-II-c-1

3.) The number of days needed in repairing a house varies inversely as the
number of men working. It takes 15 days for 2 men to repair the house. How
many men are needed to complete the job in 6 days?

4.) The current Ivariesdirectly as the electromotive force E and inversely as the
resistance R. If in the system a current of 20 amperes flows through a
resistance of 20 ohms with an electromotive force of 100 volts, find the current
that 150 volts will send through the system.

108
 M9AL-II-c-1

Name: _______________________________ Date: ____________Score: _______

Skill: Solving problems involving variations.

Directions: Solve the following problems. Show your work.

1.) The number N of bottles produced by a machine varies directly to the amount
of time t the machine is working. If the machine produces 15,000 bottles 16
hours, how many bottles can it produce in 12 hours?

2.) The number of hours required to finish a certain job varies inversely as the
number of persons on the job. If 8 persons require 9 hours to finish the job,
how long should it take 24 persons?

3.) The area of a rectangle varies jointly as the length and the width and A = 48
sq.cm when l = 12 cm and w = 2 cm. Find the area of the rectangle whose
length is 15 cm and whose width is 3 cm.

Source : Secondary Mathematics Book III

109 Antonio G. Tayao, et. al.
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Lesson 1
M9AL – IId – 1
CONTENT STANDARD: Demonstrates understanding of key concepts of
variations and radicals.
COMPETENCY 20: Applies the laws involving positive integral
exponents to zero and negative integral exponents
CONCEPT 1: For any positive integer n and real number a,
an = a ·a · a· a · a · a · · · a
n factors
where; a is called the base and n is the exponent of a. and n is any positive
integer. The exponent indicates the number of items the base is taken as a factor. an
is read as “a to the nth power”. The expression anis also referred to as an exponential
expression.
EXAMPLE 1:
Exponential Base Exponent Simplified Form
Expression
63 6 3 216
X6 x 6 X6

CONCEPT 2: Given an exponential expression, let us recall the following laws

of exponents for any positive integers r and s and nonzero real
numbers a and b.

1. ar· as = ar + s Product of two Powers

2. (ar)s = ars Power of a Power
𝑎𝑟
3. am – n , if r > s
𝑎𝑠
= 1 , if r = s Quotient of two Powers
1
, if r < s
𝑎𝑠−𝑟

4. (a· b)r = arbr Power of a Product

𝑎 𝑎𝑟
5. (𝑏)r = 𝑏𝑟 Power of a Quotient

6. a0 = 1 Zero Exponent
1
7. a- r = 𝑎𝑟 Negative Exponent

Source: Diwa Scholastic Press Inc. by Maxima J. Acelajado

110
EXAMPLE 2:

1. 52· 53 = 52 + 3 = 55 = 3125

2. (52)3 = 5(2)(3) = 56 = 15625

54
3. = 52 = 25
53

4. (3x3)2 = 32 x6 = 9x6

3𝑥 2 2 9𝑥 4
5. ( ) = = 9x2
𝑥 𝑥2

6. 50 = 1

1 1
7. 5- 2 = =
52 25

Source: Diwa Scholastic Press Inc. by Maxima J. Acelajado

111
 M9AL – IId – 1

Name:_________________________________ Date: ________ Score: _______

Skill: Applying the laws involving positive integral exponents to zero and
negative integral exponents
Directions: Having grouped into seven members, simplify eachexpression and
identify what laws of exponents used thereafter.

Simplified Form Law of Exponent (s) Used

1. 83 · 85 ______________________ ______________________
2. ( r2s4 )4 ______________________ ______________________
𝑅
3. (𝑇 )9 ______________________ ______________________

𝑑5
4. 𝑑8 ______________________ ______________________

𝑥3𝑦5
5. ______________________ ______________________
𝑥𝑦 9

6. 23 ∙ 22 ______________________ ______________________
𝑑5
7. (𝑑8 )2 ______________________ ______________________

8. (𝑥 4 𝑦 3 𝑧 5 )2 _____________________ ______________________
1112
9. 119
______________________ ______________________
𝑑8
10. 𝑑8 ______________________ ______________________

11. (10000000)0 _____________________ ______________________

12. (𝑎3 𝑏 4 )(𝑎2 𝑏 2 )______________________ ______________________
7𝑥 3
13. (9𝑦 2) ______________________ ______________________

14. (22 )2 ______________________ ______________________

15. 3− 3 ______________________ ______________________

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 M9AL – IId – 1

Name:________________________________ Date: ________ Score: _________

Skill: Determining the simplified expression using laws involving positive integral
exponents to zero and negative integral exponents.
T R I V I A

What is the name of the oldest handwritten book, still intact and dated to
about 1600 years ago, found in 1984 in BeniSuef, Egypt?

Directions: Using the trivia question, find the indicated power in each of the
expressions. Then, decode and write your answer using the letter in the space
provided.
1. 34 ___________________
1
2. (3)4 ___________________

3.( - 3 - 4)2 ___________________

2
4. ( )5 ___________________
3

5. ( - 2 )5 ___________________
6.(3 + 2)3 ___________________
7. (- 2 + 1)5 ___________________
8. (-3 + 2)4 ___________________
3
9. (4)2 ___________________

10. 26 ___________________
11. 2( 6 – 1 )3 __________________
12. 4 ( 3 - 5)2 ___________________
13. ½ (6 -4)7 ___________________

P R O S E C L I P T C A T
-1 - 64 1 1 -16 81 64 - 32 49 250 125 9 32
81 16 243

113
 M9AL – IId – 1

Name:________________________________ Date: ________ Score: _______

Skill: Simplifying algebraic expression involving laws involving positive
integral exponents to zero and negative integral exponents.
Directions: Match each expression in column A with the answer in column B. Write
the letter that corresponds to the best answer on the space provided
for.

Column A Column B
1
________1. 23 ∙22 a. 𝑦 5

𝑦5
_________2. 𝑦 10 b. 27𝑦 6
1
_________3. (32 )10 c. 𝑦 3

_________4. (3𝑦 2 )3 d. b8
_________5. (𝑦 2 )(𝑦 7 ) e. 9𝑦 5
1 1 6
_________6. (3y)3( )( ) f.
3𝑦 3 9

2
_________7. (3)3 g. y9

𝑦7
_________8. h. 32
𝑦 10

𝑏 17
_________9. i. 320
𝑏9
1 8
_________10. (25𝑦 3 )2(5𝑦)3 j. 27

5
_________11. (𝑦 2 )(𝑦 5 )(𝑦1 ) l. 𝑦 3
3 𝑦
_________12. (𝑦)2(4)2 k. y8

m. 5𝑦 3
𝑦3
n. 5
9
o. 16

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Lesson 1
M9AL – IId – 2

Content Standard: Demonstrates understanding of key concepts of variations and

radicals.
Competency 21: Illustrates expressions with rational exponents.
Concept 1: Rational numbers are real numbers that can be written in the
𝑎
form 𝑏, where a and b are integers and b ≠ 0. Hence, they can
be whole numbers, fractions, mixed numbers, and decimals,
together with their negative images.
Concept 2: If m and n are positive integers that are relatively prime, and a is
a real number, then
𝑚 1
𝑎 = (𝑎 )
𝑛 𝑛 m

EXAMPLES:

3 1 1
4 =(4 )
2 2 3 83 = 23

3 1 5 1

𝑎2 = ( 𝑎2 )3 ( −8)3 =[ (−8)3 ]5

115
 M9AL-IId- 2

Name: ________________________________ Date: _________ Score: ________

Skill: Illustrating expressions with rational exponents.
Directions: Illustrate the expression as a fraction in lowest terms with positive
exponents only. Assume that all variables are positive.

1. (𝑎3 )n/3 16
5. ( 9 )3/2

3 5 1 2
2. 𝑥 − 4 ∙ 𝑥 6 ∙ 𝑥 −3 6. 3210

3 2 2 4
3. 26 ∗ 26 7. (𝑐 9 ) (𝑐 3 )

3 3
4. 162 8. 2(4−2 )

116
 M9AL-IId- 2

Name:________________________________ Date: _________ Score: ________

Skill: Evaluating expressions with rational exponents.
Directions: Evaluate the following expression involving rational exponents.

1
42
1. 6. (10000)1/2
25

1
81 1/4
2. 273 7. ( )
625

3. (23 )3/2 8. (𝑥 −2 )4/3

4. (36𝑥 2 𝑦)1/2 9. (2x)x/y

1 2/3 𝑥
5. (− ) 10. ( )3/4
27 2

117
 M9AL – IId – 2

Name:________________________________ Date: ________ Score: ________

Skill: Illustrating expressions with rational exponents.
Directions: Read and analyze each situation. Then, encircle the letter that
corresponds to the best answer.

𝑚
1. What do you call an exponent in the form of where m and n are integers
𝑛
and 𝑛 ≠ 0?
A. Negative Exponent C. Zero Exponent
B. Rational Exponent D. Integral Exponent
1
1
2. In the expression 𝑏 𝑛 , we call 𝑛 as a/an _____ exponent.
A. Positive Integral C. Rational
B. Negative Integral D. Irrational
3. Which of the following is an example of rational exponent?
1
A. 362 B. √36 C. 362 D. 0
2
4. Given the expression25 , which is the base?
3

A. 25 B. 2 C. 3 D. 2/3
1
5. What will happen in the expression 𝑏 if b is positive? 𝑛
1
A. 𝑏 𝑛 is unique positive number such that 𝑎𝑛 = 𝑏.
1
B. 𝑏 𝑛 is unique real numbers
1
C. 𝑏 𝑛 is 0
1
D. 𝑏 𝑛 is not defined
3
2 4
6. Given the expression (3) , which is the exponent?
A. 2 B. 2/3 C. ¾ D. 3
5
3
7. Using rational exponent, the radical √𝑚 , is equal to
3 5 5 2
A. 𝑚5 B. 𝑚2 C. 2𝑚 D. 5𝑚
1 1
8. What is the equivalent expression of 22 ∗ 23 ?
3 2 3 2 1 2 1 1
A. 26 ∗ 23 B. 26 ∗ 26 C. 22 ∗ 26 D. 23 ∗ 22
3
9. Assume that the expression 162 is defined, find its equivalent
1
A. (162 )3 B. 43 C. 64 D. 0
3
10. Which of the following expressions has the same value as 2(4−2 ) ?
23 (3) 2 60 (62 )(6) 3 −2 4 −2
A. B. C. D. (4) (3)
33 (2+3)−2 32

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Lesson 1
M9AL – IIe – 1

Content Standard: Demonstrates understanding of key concepts of Rational

Exponents and radicals.

Competency 22: Simplifies expressions with rational exponents.

Concept 1: Let a be a real number, and n a positive integer. We define the
number a1/n as follows:
1. If n is odd, then a1/n is a real number such that
a1/n · a1/n · a1/n ··· a1/n = (a1/n)n = a.
n factors
2. If n is even and a ≥ 0, then a1/n is the nonnegative real
number such that
a1/n · a1/n · a1/n ··· a1/n = (a1/n)n = a .
n factors
If n is even and a < 0, then a1/n is not defined in the set of real
numbers.
EXAMPLE:
For example, 641/6 = 2 because 26 = 64 and ( - 27 )1/3 = - 3
−1
because ( - 3 )3 = - 27 . On the other hand, ( - 2 )1/2 and ( 16 )1/4
are not defined.
Concept 2: If the formula 𝑎p 𝑞 = (𝑎p )q is to hold for rational exponents as well
𝑚
as for integer exponents, then 𝑎 𝑛 must be defined in such a way
that
𝑚 1
𝑎 = (𝑎 )
𝑛 𝑛 m

Concept 3: Let a be a real number, and n a positive integer such that a1/n is
defined. If m is an integer, we define the number am/n as follows:
EXAMPLE:
3 1
1. 42 = ( 42 )3 = 23 = 8
5 1
2. ( −8)3 =[ (−8)3 ]5 = (−2)5 = - 32
5
( −8)3 =[−8)5 ]1/3 = ( -32768)1/3 = - 32

119
 M9AL-IIe- 1

Name:________________________________ Date: ________ Score: _________

Skill: Simplifying expressions with rational exponents.
Directions: Simplify each expression with rational exponent. Assume that all
expressions are defined. Write your solution on the box.

2 3
1. 273 2.252

3 1
3. ( −32)5 4. (49𝑥 6 𝑦 2 )2

−1
5. ( 𝑎6 𝑏 3 )1/3 2
6. (𝑎 3 𝑏 3 )6
−1
8

27𝑦 3 1
7. ( 8𝑥 6 )2/3 8. (𝑟 12 𝑠)3

625𝑥 2 5
9. (25𝑥 4 𝑦 2)- 1/2 𝑎7
10. 3
𝑎2

120
 M9AL-IIe- 1

Name:________________________________ Date: ________ Score: _________

Skill: Simplifying expressions with rational exponents.
Directions: Using your knowledge of rational expressions, simplify the following.

Given Solutions with Final Answer

𝟒
𝟐 𝟑

𝟐 𝟔
(𝒎 )(𝒎 )
𝟓 𝟕

(𝒙𝟏𝟔 𝒚𝟐𝟎 𝒛𝟖 )1/4

(𝒂𝟐𝟏 𝒃−𝟏𝟓 𝒄−𝟑 )1/3

𝟏 𝟏
𝒎𝟓 𝒏𝟕
𝟏 𝟐
−
𝒎 𝟒 𝒏 𝟕

𝟐 𝟒
(𝒅 )(𝒅 )
𝟑 𝟑

𝟑 𝟏
−𝟒
𝒙 𝒚
𝟐
𝟑 𝟑
𝒙𝟒 𝒚𝟒
𝟐𝟏
(𝒔 ) 𝟑𝟓 0

121
 M9AL-IIe- 1

Name:________________________________ Date: ________ Score: ________

Skill: Simplifying expressions with rational exponents.
Directions: Simplify the following expressions with rational exponents by filling in
the boxes with solutions.

2 4 14

(𝑎9 𝑎3 ) 𝑎9

(𝑥12 𝑦 10 ) -1/2 1
𝑥6𝑦5

1
𝑎2
3 1
𝑎10 𝑎5

4
2− 3
5 1
2− 6
4

2 4 1
(𝑟 5 𝑠 10 )- 5
𝑟 2𝑠2

1 1
(252 )0

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Lesson 2
M9AL – IIf – 1

Content Standard: Demonstrates understanding of key concepts of rational

exponents and radicals.

Competency 23: Writes expressions with rational exponents as radicals and vice
versa
Concept: If a and b are positive integers that are relatively prime, and x is
a real number, then if

Source:https://www.google.com.ph/?gfe_rd=cr&ei=mrz1WO7_KqTo8AfUnZCQAg#q=rational+exp+onent

NOTE:

The symbol √ is the radical sign, the number under the radical
sign is the radicand, and the number that appears on the upper left hand side
of the radical sign is the index of the radical. If the index is not indicated, it is
understood that the index is two or that we are looking for the square root of
the given number.

EXAMPLES: In the following, we apply the concept of writing

expressions with rational exponents as radicals and vice versa.
3 4
3
a.) 92 = √93 c.) (− 27)3 = √−274

2 2
3 6
b.) 83 = √82 d.) 46 = √42

123
 M9AL-IIf- 1

Name:________________________________ Date: ________ Score: ________

Skill: Formulating expressions with rational exponents as radicals and vice
versa.
DECODING A MESSAGE
Directions: A message is hidden in the answer box. Decode the message by using
the following steps.
1. Solve the value of the expressions in Box A.
2. Match the answer that you get with the numbers found in the
answer box.
3. Write the corresponding word below the correct answer in the
answer box.

BOX A

ARE THE FREE THINGS BEST IN LIFE

𝟑 𝟑 𝟐
𝟖 −𝟒
𝟏 𝟑 𝟕
√𝟏𝟐𝟖
𝟑 𝟑
√−𝟏𝟐𝟓
( )𝟐 (𝟖)− 𝟑 (−
𝟐𝟕
)𝟑 ( )−𝟐 𝟑𝟔𝟐
𝟓 𝟒

BOX B

𝟏 2 64 216 -5 𝟐𝟕 𝟖𝟏
𝟒 𝟏𝟐𝟓 𝟏𝟔

Source: Diwa Scholastic Press Inc. by Maxima J. Acelajado

124
 M9AL-IIf- 1

Name:________________________________ Date: ________ Score: _________

Skill: Rewriting expressions with rational exponents as radicals and vice
versa.
Directions: Read and analyze each situation. Then, encircle the letter that
corresponds to the best answer.
2
1. Express the expression 83 in radical form.
1 1 3
A. 82 B. √83 C. 3 D. √82
82
3
2. In radical form, (𝑥 − 2𝑦)10 is equivalent to ________.
3 3 𝑥−2𝑦 10 3
A. √(𝑥 − 2𝑦)10 B. √ C. √(𝑥 − 2𝑦)3 D. √(𝑥 − 2𝑦)3
10

3. Rewrite √48 to rational exponent.

1
A. 1/48 B. 482 C. 482 D. 48
7
4. The expression √−125 is equivalent to ________.
1 1
A. (125)7 B. (−125)−7 C. (−125)7 D. 1257

5. What is the exponential form of 2√𝑎 + 3√𝑏?

1 1 1 1 1 1 1
A. 22 𝑎 + 32 𝑏 B. 2𝑎2 + 3𝑏 2 C. (2𝑎)2 + (3𝑏)2 D. (2𝑎 + 3𝑏)2
1 1
6. What is the equivalent of 43 + 25 in radical form?
5 3 3 5 3
A. √4 + √2 B. √4 + √2 C. √4 + √2 D. √4 + √5
5
7. Which of the following is the correct way to write ( √2)6 in exponential form?
5 6
A. 26 B. 230 C. 25 D. 2
4
8. Write (3𝑏)3 as a radical form.
3 3 3 4
A. √𝑏 4 B. √3𝑏 4 C. √(3𝑏)4 D. √(3𝑏)3
1
9. Which of the following is the correct way to write 643 in radical form?
3 4
A. √64 B. √64 C. √43 D. √64
𝑏
10. What is the equivalent of the expression √3𝑎 in rational exponent??
𝑏 𝑎 𝑎 3
A. 3𝑎 B. 3𝑏 C. 𝑏 3 D. 𝑎𝑏

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 M9AL-IIf- 1

Name:________________________________ Date: ________ Score: ________

Skill: Transforming expressions with rational exponents as radicals and vice
versa.
Directions: Transform the following expression in radical form and simplify the
result.

1.) 2) 3.)

4.)
5.) 6)

B. Transform the following expression in rational exponents.

1) 2) 3)

4) 5) 6)

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Lesson 2
M9AL – IIf – 2

Content Standard: Demonstrates understanding of key concepts of rational

exponents and radicals.

Competency 24: Derives the laws of radicals.

Concept 1: For any x ∈ ℜ and n > 1,
𝑛
a. ( √𝑥 )n = x, for any odd integer
𝑛
b. √𝑥 𝑛 = x, for any x ≥ 0 and n is an even integer
𝑛
c. √𝑥 𝑛 = IxI, for any x< 0 and n is an even integer
1
𝑛
d. 𝑥 𝑛 = √𝑥 for n ≥ 1, x ∈ ℜ
EXAMPLE:
5
1. √49 = √72 = 7 2. √25 = √32 = 2

𝑚 𝑚
Concept 2: If is a rational number and a is a positive real number, then
𝑛 𝑛
𝑛 𝑛 𝑛
= √𝑎𝑚 = ( √𝑎)mprovided that ( √𝑎)m is a real number. The form
𝑛 𝑚
√𝑎𝑚 = 𝑛 is called the principal nth root of am. With this, we can
write expressions with rational exponents as radical and vice
versa.
EXAMPLE:
5 5
1. 491/2 = √49 = √72 = 7 2. 23/5 = √23 = √8

Note: We need to impose the condition

𝑛
that a> 0 in the definition of √𝑎𝑚 for
an even n because it will not hold
true if a < 0. If a is negative real
number and n is an even positive
integer, then a has no real nth root.

127
Concept 3: If ais a positive or negative real number and n is an odd integer,
then there exists exactly one real nth root of a, the sign of the
root being the same as the sign of the number.
EXAMPLE:
3
√−8 = 𝑛𝑜 𝑟𝑒𝑎𝑙 𝑟𝑜𝑜𝑡 √−8 = - 2
4 5
√−32 = 𝑛𝑜 𝑟𝑒𝑎𝑙 𝑟𝑜𝑜𝑡 √−32 = - 2
𝑛 𝑛
Concept 4: If a and b are real numbers, where √𝑎 and √𝑏 are also real
𝑛 𝑛 𝑛 𝑛 𝑛 𝑛
numbers, then √𝑎𝑏 = √𝑎 ∙ √𝑏 and √𝑎 ∙ √𝑏 = √𝑎𝑏
where both a ≥ 0 and b ≥ 0 if n is even.
EXAMPLE:
3 3
1. √4 ∙ √25 = √4 ∙ 25 2. √54 = √27 ∙ 2
3 3
= √100 =√27 ∙ √2
3
= 10 = 3√2
𝑛 𝑛
Concept 5: If a and b are real numbers, where b≠ 0, √𝑎 and √𝑏 are also
𝑛 𝑛
𝑛 𝑎 √𝑎 √𝑎 𝑛 𝑎
real numbers, then √ = 𝑛 and 𝑛 = √ ; where both a ≥
𝑏 √𝑏 √𝑏 𝑏
0 and b ≥ 0 if n is even.
EXAMPLE:
3
3 8𝑥 3 √8𝑥 3
1. √ = 3
𝑦6 √𝑦 6

2𝑥
= Since
3 3
√8𝑥 3 = 2x and √𝑦 6 = y2
𝑦2

4
√96 4 96
2. 4 =√
√6 6
4
= √16
= 2

Source: Diwa Scholastic Press Inc. by Maxima J. Acelajado

128 Math Ideas and Life Appications by Rigor B. Ponsones,
ShirleeRemoto – Ocampo and Regina MacarangalTresvalles
 M9AL-IIf- 2

Name:________________________________ Date: ________ Score: ________

Skill: Derivingthe laws of radicals
Directions: Given below are examples of how to simplify radicals. Identify if the
given process below is TRUE or FALSE, then state your reason. For
those you identified as false, make it true by writing the correct part of
the solution.

True or False Why? If false, write the

correct part of
the solution
3
Simplify √16

3 3 3
√16 = √8 ∙ √2

3 3
= √23 ∙ √2

3
= 2 ∙ √2

3 3
√16= 2 √2

True or False Why? If false, write the

correct part of
the solution
8
Simplify √𝑚12 where m> 0.
8
√𝑚12 = (𝑚12 )1/8
= m12/8
= m3/2
8
√𝑚12 = √𝑚3

129
 M9AL – IIf – 2

Name:________________________________ Date: ________ Score: ________

Skill: Applying the laws of radicals
Directions: Read each item carefully and apply the laws of radicals to get the
simplified form of the expression. Then, encircle the letter that corresponds to best
choice.
3 1
1. √4𝑥 can be rationalized by multiplying the numerator and denominator by
3 4𝑥 4𝑥 3 2𝑥 3 2𝑥 2
A. √4𝑥 B. √4𝑥 C. √2𝑥 D. √2𝑥 2
6
2. Using law so f radicals, give the equivalent of √32 .
3 3
A. √√3 B. √3 C. √3 D. 3
3
3. Rewrite the expression √4𝑥 using the product of the nth roots of two numbers.
3 3 3 3 3
A. 4√3 B. √4 ∗ √𝑥 D. √4 ∗ √𝑥 D. 𝑥 √4
3
4. Rewrite the radical expression to its fractional exponents, given (√3)( √2).
1 1 1 1 2
A. (32 ) (22 ) B. (32 ) (23 ) C. (32 )(23 ) D. (3 + 2)3
5. What do you call the process of removing radical sign in the denominator?
A. Rationalization B. Cross multiplicationC. Isolation D. Transposition
6. How to simplify a fraction whose denominator is a binomial containing radicals?
A. conjugate of both numerator and denominator
B. conjugate of the numerator
C. conjugate of numerator or denominator
D. conjugate of the denominator
7. What is the product of √𝑎 and √𝑎3 ?
4 3
A. 𝑎3 B. 𝑎4 C. 𝑎2 D. √𝑎4
8. In dividing one radical by another, we divide their radicands only if
A. they are of the same radicand C. they are of the same radicals
B. they are of the same order D. they are of the same radicand and order
3
√2
9. Given the expression 4 , how to divide radicals of different orders?
√2
A. Express their exponents having the same denominator.
B. Express their exponents having the same numerator.
C. Express their radicand having the same denominator.
D. Express their radicand having the same numerator.
3
√2
10. Using the laws of radicals, express 4 to simplest form.
√2
6 6 24 12
A. √2 B. √ C. √2 D. √2
23

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Lesson 2
M9AL – IIg – 2

Content Standard: Demonstrates understanding of key concepts of rational

exponents and radicals.

Competency 25: Simplifies radical expressions using the laws of radicals.

Concepts: A radical expression is in simplified form if it satisfies each of the
following conditions.
a. The radicand must not contain a factor of which the indicated
root can be taken.
EXAMPLE:

√8 = √4 ∙ 2 = √4 ∙ √2 = 2√2
b. There should be no radical in the denominator.
Rationalization is the process of removing the radical sign in
the denominator.
EXAMPLE:

2 √6
1. √ it should be
3 3

3 3√5
2. it should be
√5 5

3 3 √5 3√5 3√5
Solution: = ∙ = =
√5 √5 √5 √25 5

c. The order of radical or the index of the radicand must be as

low as possible.

EXAMPLES:
2 1
4
1. √𝑎2 = 𝑎4 = 𝑎2 =√𝑎
2 1
6 3
2. √𝑥 2 = 𝑥 6 = 𝑥 3 = √𝑥

131
 M9AL – IIg – 2

Name:________________________________ Date: ________ Score: ________

Skill: Simplifying radical expressions using the laws of radicals.
Directions: Having grouped into eight members, use the laws of radicals to simplify
the following expressions.

4 9
1. √24 6. √
𝑥2

6 4 4
2. √8𝑥 6 𝑦 6 7. √
9𝑥 2

3 20
3. √16 8. √32𝑚15 𝑛5

4 1
4. √ 9. √60(𝑐 + 𝑑)16
72

4 2
5. √64𝑥 8 𝑦 5 𝑧 9 10. 3
√5

132
 M9AL – IIg – 2
Name:________________________________ Date: ________ Score: ________
Skill: Simplifying radical expressions using the laws of radicals.
Directions: Read and analyze each situation. Then, box the letter that corresponds
to the best answer.
1
1. To simplify , what term should be multiplied to it?
√𝑥𝑦
√𝑥𝑦 √1
A. B. √𝑥𝑦 C. D. 3√𝑥𝑦
√𝑥𝑦 √𝑥𝑦

2. What is the value of 160.5 ?

A. 12x B. 8 C. 4 D. 2

3. Evaluate √3𝑥𝑦for x= -2 and y = -2.

A. 4√3 B. 2√3 C. √3 D. √2

6−√2
4. What is the result when we simplify 4−3√2 ?
A. 5 B. −2√2 C. 5 − √2 D. −9 − 7√2

√20𝑥+5
5. What is the simplified form of ?
√5𝑥
5𝑥√4𝑥 2 +𝑥 √4𝑥 2 +𝑥
A.√4𝑥 2 + 𝑥 B. 5𝑥√4𝑥 4 + 𝑥 C. D.
𝑥 𝑥

6. What is the simplest term of 2√50?

A. √2 B. 50√2 C. 10√2 D. 20√2
3
7. Simplify √24
3
A. 2 B. 2√3 C. 3√2 D. 2 √3
6
8.Simplify √8.
6 3
A. √8 B. √8 C. √2 D. 2
𝑛 𝑛 𝑛
9. Applying the laws √𝑎𝑏 = √𝑎 ∗ √𝑏 , simplify √54𝑎𝑏.
A. 6√3𝑎𝑏 B. 3√6𝑎𝑏 C. 18𝑎𝑏 D. 3𝑏√6𝑎

√75𝑥 2
10. Rationalize the denominator of .
√5
15𝑥√15
A. B. 𝑥√15 C. 3𝑥√15 D. 15𝑥√3
5

133
 M9AL – IIg – 2

Name:________________________________ Date: ________ Score: ________

Skill: Simplifying radical expressions using the laws of radicals.
Directions: Determine whether each radical is in its simplest form. If not, simplify it.
3
3 1 √2
1. √4𝑥 5. 4
√2

3
√320
2. 3 6. √80
√5

7 64
3. 7√50 7. 16 √ 7

1 2
4. 3√5 8.
√5−3

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Lesson 2
M9AL – IIh – 1

Content Standard: Demonstrates understanding of key concepts of variations and

radicals.

Competency 26: Performs operations on radical expressions.

Concept 1: Addition and Subtraction of Radicals
Similar radicals are radicals that have the same index and
radicand when simplified. On the other hand, dissimilar radicals
are those that have different indices or different radicands.
Similar Radicals Dissimilar Radicals
3
√𝟓 𝒂𝒏𝒅 𝟓√𝟓 √2 𝑎𝑛𝑑 √2
𝟑 𝟑
√𝟗 𝒂𝒏𝒅 𝟐 √𝟗 √6 𝑎𝑛𝑑 2√5

Note: In adding or subtracting radicals, only similar radicals can

be combined. That is, if 2 or more radicals are similar, combine
their numerical coefficients and prefix the common radical.
EXAMPLES:

1. √5 + 5√5 = 6√5
3 3 3 3 3 3
2. √2 − 5 √2 + 7√2 = √2 + 7√2 − 5√2
3 3
= 8 √2 − 5√2
3
= 3 √2

3. 2√27 + 4√3 − 5√48 = 2√9 ∙ 3 + 4√3 − 5√16 ∙ 3

= 2 ∙ 3√3 + 4√3 − 5 ∙ 4√3

= 6√3 + 4√3 − 20√3

= −10√3
Concept 2: Multiplicationof Radicals
The product of the nth root of two numbers is equal to the nth root
of the product of those numbers. In symbols,
𝑛 𝑛 𝑛
√𝑎 ∙ √𝑏 = √𝑎𝑏 .
Note: We can multiply two radicals if they have the
same index or they can be written into radicals
having the same index.

135
 In multiplying radicals that are binomials, apply the
distributive property.

EXAMPLES:

1. √2 ∙ √8 = √16 = 4

2. √2𝑎3 ∙ √32𝑎5 = √64𝑎8 = 8𝑎4

3. (3 + √2)(3 − √2) = 9 − 2 = 7

4. (5 + √7)(3 + √2) = 15 + 3√7 + 5√2 + √14

Concept 3:Divisionof Radicals

The quotient of the nth root of a number divided by the nth root of
another number is equal to the nth root of the quotient of those
numbers. That is,
𝑛
√𝑎 𝑛 𝑎
𝑛 = √ , whereb≠ 0.
√𝑏 𝑏
Note: We can divide two radicals if they have the same
index or they can be written into radicals having the
same index.
Always rationalize the denominator if necessary.

EXAMPLES:

√128 128
1. =√ = √64 = 8
√2 2

3√8 8
2. = 3√ = 3√4 = (3)(2) = 6
√2 2

12√50 50 25 5
3. = 6√ = 6√ = 6( ) = (2)(5) = 10
2√18 18 9 3

3 6 6
√2 √22 √4 6 4 6 22
4. = 6 = 6 = √ =√
√3 √33 √27 27 33

6 22 6 33
=√ ∙√
33 33

6 4∙27
=√
27 ∙27

6
√108
=
3

136
Source: Workbook in Mathematics II by Mansueto M. Cabacang and Maria Fe Rebecca D. Gueta
 M9AL – IIh – 1

Name:________________________________ Date: ________ Score: ________

Skill: Simplifying radical expressions involving operation of radicals.
Directions: Perform the indicated operation/s for each radical expressions.

1. 5√3 − 10√3 + 12√3 _________________________________

2. 78√3𝑦 + 8√4𝑦 − √3𝑦 + 3√4𝑦 _________________________________

3 3 3
3. 7 √54 − 9√128 + 11 √250 _________________________________

3
4. (√3)( √2) _________________________________

3
5. √2(√𝑥 + √𝑦) _________________________________

6. (3√2 + 5)(3√2 + 7) _________________________________

𝑚𝑛
7. 5 _________________________________
√4𝑎

3 16𝑠6 𝑡 3
8. √ 2𝑠2 𝑡 0 _________________________________

4 4
9. √𝑥 ÷ √81𝑥 4 _________________________________

10. (√2 + √3)2 _________________________________

2√8
11. 10√40 _________________________________

12. √8𝑥 ∙ √4𝑦 _________________________________

13. 6√20 + 3√45 − 4√80 + 2√32 _________________________________

3
√50𝑚
14. 3 _________________________________
√400𝑚

15. √40𝑎7 𝑦 6 ÷ √5𝑎2 𝑦 2 _________________________________

137
 M9AL – IIh – 1

Name:________________________________ Date: ________ Score: ________

Skill: Assessing expressions involving operation of radicals.
Directions: Read carefully each situation and formulate reasons that will make the
expressions correct based on concept of operation of radicals.
√2+√3
1. Orlex tried to simplify the expression by multiplying the fraction by
√2 − √3
√2+√3
. Comment on his solution.
√2 + √3

1 1 √8
2. To rationalize the denominator of , determine which is simpler to do: , ,
√8 √8 √8
1 √2
𝑜𝑟 ∙ . Explain your answer.
2√2 √2

3. Suppose you are asked to multiply√48 𝑎𝑛𝑑 √18. State which of the following
procedure you would prefer to do: simplify √48 𝑎𝑛𝑑 √18 first and multiply the
results or multiply 48 and 18 first then simplify the square root of their product.
Explain your answer.

138
 M9AL – IIh – 1

Name:________________________________ Date: ________ Score: ________

Skill: Simplifying radical expressions involving operation of radicals.
Directions: Read and analyze each item. Then, encircle the letter that corresponds
to the best answer. Show your solutions.

7 64
1. Simplify16 √ 7 .
1 7 √7 √7
A. B. C. D.
4 4 2 4

2. What is the product of √27𝑐 and √6𝑐.

A. 3𝑐√18 B. 3√18𝑐 C. 9𝑐√2 D. 9√2𝑐

3. What is the sum of √5𝑐 and 3√5𝑐.

A. 4√10𝑐 B. 4√5𝑐 C. 3√10𝑐 D. 3√5𝑐

4. Simplify 5√18 − 3√2 + 7√50.

A. 9√70 B. 9√66 C. 47√2 D. 50√2

5. What is the quotient of √242𝑟𝑡 and √2𝑡.

A. √121𝑡 B. √121𝑟 C. 11√𝑡 D. 11√𝑟

6. Simplify√45 + √80 + √20.

A. 9√5 B. 7√5 C. 5√5 D. 3√5

7. Which of the following is the simplified form of (2 + √5)(5 − √7)?

A. 10 + 2√35 C. 10 + 7√5 − √35
B. 10 + 3√7 − √35 D. 10 − 2√7 + 5√5 − √35
3 3
8. What is the difference of 7 √4𝑐 and √4𝑐 ?
3 3 6 6
A. 8√4𝑐 B. 6√4𝑐 C. 8 √4𝑐 D. 6 √4𝑐
3
√320
9. Simplify 3 .
√5
3
A. 64 B. 8 C. 4 D. √4

10. Perform the indicated multiplication3𝑥(√125𝑥 2 − 10𝑥√5).

A. 3𝑥(5𝑥√5) B. 15𝑥 2 √5 C. 15𝑥√5 D. −15𝑥 2 √5

139
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Lesson 3
M9AL – IIi – 1

Content Standard: Demonstrates understanding of key concepts of variations and

radicals.

Competency 27: Solve equations involving radical expressions.

Concept: A radical equation is an equation in which the variable appears
in the radicand. Examples of radical equations are

√𝑥 = 5 and √2𝑥 − 1 = 3
In solving radical equations, use the property of squaring both
sides of an equation. That is, if a and b are real numbers and a=
b, then a2 = b2.
EXAMPLES:

1. √𝑥 = 5 Check:

(√𝑥)2 = 52 √25 = 5
x = 25 5 =5

2. √3𝑥 = √2𝑥 + 1 Check:

(√3𝑥)2 = (√2𝑥 + 1)2 √3𝑥 = √2𝑥 + 1

3x = 2x + 1 √3(1) = √2(1) + 1

x =1 √3 = √2 + 1

√𝟑 = √𝟑

3. √𝑥 − 2 − 5 = 0 Check:

√𝑥 − 2 = 5 √27 − 2 − 5 = 0

(√𝑥 − 2)2 = 52 √25 - 5 = 0

x – 2 = 25 5–5=0
x = 27 0=0

4. 2𝑥 − 5√𝑥 − 3 = 0 4x2 – 12x – 25x + 9 = 0

2x – 3 = 5√𝑥 4x2 – 37x + 9 = 0

(2x – 3)2 = (5√𝑥)2 (4x – 1)(x – 9) = 0

4x2 – 12x + 9 = 25(x) x = ¼ or x = 9

140
Source: Workbook in Mathematics Revised 2006, Mansueto M. Cabacang
and Maria Fe Rebecca D. Gueta
Math Ideas and Life Applications 9
 M9AL – IIi – 1

Name:________________________________ Date: ________ Score: ________

Skill: Solving equations involving radical expressions
Directions: Solve the following:

1. √4𝑥 2 − 7 + 3 = 2𝑥 7. √2𝑥 2 − 6 = 0

2. 3 − √3𝑏 − 9 = 0 8. √𝑥 2 + 3𝑥 + 9 = 2𝑥 − 3

3. √3𝑚 − 2 = √5 − 2𝑚 9. √2𝑥 − 1 − √𝑥 + 4 = 6

4. 2√𝑦 = 10 10. 5√2𝑥 − 3 = 45

𝑚 10
5. √2𝑥 + 1 = 𝑏 − 1 11. √ 3 - 1 - =0
3

6
6. =√𝑦 + 5 12. √5 = x + 1
√𝑦+5

141
 M9AL – IIi – 1

Name:________________________________ Date: ________ Score: __________

Skill: Determining the values of the unknown variable in the equation
involving radical expressions.
Directions: Given radical equation, determine the values of x.

Radical Equations Solution

√𝟓𝒙 + 𝟏𝟎 = √𝟔𝒙 + 𝟒

𝟓√𝟓𝒙 + 𝟐 = 10

𝟐√𝒙 + 𝟐 = 𝟔√𝒙 + 𝟐

√𝟏 + √𝒙 = √𝒙 − 𝟏

𝟐𝒙+𝟏
√ =5
𝟐

√𝟐𝒙 − 𝟐 – 8 = 3

142
 M9AL – IIi – 1

143
Name:________________________________ Date: ________ Score: __________
Skill: Solving equations involving radical expressions.
Directions: Solve each equation and check the extraneous root. Then, box the
letter that corresponds to the best answer.

1. Solve the equation √4𝑥 2 − 7 + 3 = 2𝑥.

A. 4/3 B. ¾ C. 4 D. 3
3 3
2. What value of k will make the equation √𝑘 + 4 = √2𝑘 + 3 true?
A. 4 B. 3 C. 2 D. 1
4
3. Solve for x : 3 = √𝑥 + 4 + 5.
A. 20 B. 16 C. 12 D. 8
3 3
4. What value of x will make the equation √3𝑥 + 4 = √𝑥 − 2 true?
A. 3 B. -3 C. 6 D. -6

5. Solve for x in the equation : √2𝑥 − 4 + √3𝑥 + 4 − √10𝑥 − 4 = 0

A. 4 B. 20 C. 4 and 20 D. -4 and -20

6. Solve for x in the equation √2𝑥 − 1 = 3.

A. 2 B. -5 C. -2 D. 5

7. Simplify √1 + √𝑥 = √𝑥 − 1.
A. 1 and -4 B. -1 and 4 C. 1 and 4 D. -1 and -4

8. What value of x will make the equation √2𝑥 2 − 6 = 0 true?

A. 3 B. √3 C. -3 D. −√3

9. Solve the equation 5√𝑥 + 1 − 25 = 0.

A. 18 B. 20 C. 22 D. 24

10. Solve for y in √𝑦 + 9 − √𝑦 − 6 = 3.

A. 5 B. 7 C. -5 D. -7

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Lesson 3
M9AL – IIj – 1

Content Standard: Demonstrates understanding of key concepts of variations and

radicals.

Competency 28: Solves problems involving radicals.

Concept: Some word problems can be solved by translating into radical
equations. The laws of radicals and the rules involve in the
operations with radicals can be applied to solve problems
involving radical equations.
EXAMPLE:
1. The square root of 1 more than twice a number is 9. Find the
number.
Solution: Let y be the number

Write the equation as: √2𝑦 + 1 = 9

Solving the radical equation, we have

(√2𝑦 + 1)2 = 92

2y + 1 = 81
2y = 80
y = 40
2. The legs of a right triangle measure 5cm and 12cm,
respectively. Determine the length of the hypotenuse.
Solution: Let a = 5 and b= 12. Using the Pythagorean
Theorem, substitute the given values in the equation.
c2 = a2 +b2
c2 =52 + 122
c2 = 25 + 144
Applying the definition of a square root, the equation c2 = 169
says that c is a square root of 169.

√𝑐 2 = √169
c = 13
The length of the hypotenuse is 13 cm.

Source: Intermediate Algebra, Maxima J. Acelajado

145
 M9AL – IIj – 1

Name:________________________________ Date: ________ Score: ________

Skill: Solving problems involving radicals.
Directions: Solve the problems below by analyzing the given statements. Indicate
your solution on the space provided thereafter.
1. The square root of 4 more than 3 times a number is 7. Find the number.

2. The ratio of the width of a rectangular picture frame to its length is 3:4. If the
diagonal of the picture frame measures 20cm, determine the dimensions of
the picture frame.

3. The lengths of the legs of a right triangle are 2 cm and 6 cm, respectively.
How long is its hypotenuse?

146
 4. Jelymie bikes 8 kilometers to the east going to their house and then jogs 10
kilometers northward going to the market. How far is she from the starting
point which is her school?

4
5. The volume V of a sphere is modeled by the formula 𝑉 = 3 𝜋𝑟 3 where r is the
radius. An Earth’s miniature has a volume of 123𝑚3 . Approximately, what
must be its radius? (use 𝜋 = 3.14)

6. Are there three consecutive integers such that the square root of their sum is
9? Show your solution.

147
 M9AL – IIj – 1

Name:________________________________ Date: ________ Score: __________

Skill: Solving problems involving radicals.
Directions: Read each item carefully and encircle the letter that corresponds to the
correct answer. If answer is not among the choices, indicate the correct
answer.
1. A woman bikes 5 kilometers to the east going to school and then walks 9
kilometers northward going to the church. How far is she from the starting
point which is her house?

A. 106 m B. √106 𝑚 C. 160 m D. √106𝑚

2. The square root of 1 more than a twice a number is 9. Find the number
A. 80 B. 60 C. 40 D. 20
3. A wire is anchored on a 9-meter pole. One part is attached to the top of the
pole and the other is 2 meters away from the base?

A. 81 meters B. 85 meters C. √81 meters D. √85 meters

4. What is the length of the hypotenuse of a right triangle if its sides measure 6
inches and 9 inches?

A. √45 𝑖𝑛𝑐ℎ𝑒𝑠 B. √117 𝑖𝑛𝑐ℎ𝑒𝑠 C. 45 inches D. 117 inches

4
5. The volume V of a sphere is modeled by the formula 𝑉 = 3 𝜋𝑟 3 where r is the
radius. An Earth’s miniature has a volume of 123𝑚3 . Approximately, what
must be its radius? (use 𝜋 = 3.14)
A. 3.09 meters B. 5.42 metersC. 21.68 metersD. 68.07 meters
6. The square root of 4 more than 3 times a number is 7. Find the number.
A. 0 B. 5 C. 10 D. 15
7. In a flagpole, a 10-meter rope is attached to the top of the pole from a point on
the field. If the rope is 8 meters away from the base, how high is the pole?
A. 1.41 meters B. 4.24 meters C. 6 meters D. 12.81 meters

148
 M9AL – IIj – 1

8. A man walks 4 meters to the east going to school and then walks 9 meters
northward going to the church. How far is he from the starting point which is
his house?

A. √79 meters B. √97 meters C. √65meters D. √56 meters

9. A taut rope starting from the top of a flagpole and tied to the ground is 15
meters long. If the pole is 7 meters high, how far is the rope from the base of
the flag pole?
A. 2.83 meters B. 4.69 meters C. 13.27 metersD. 16.55 meters
10. The area of a square is 72 sq. meters, find its length.

A. 6√2 meters B. 6√12meters C. 2√3 meters D. √2 meters

149
 INDEPENDENT TASK
M9AL – IIj – 1
M9AL-Ia- 1

Name:________________________________ Date: ________ Score: __________

Skill:Solving problems involving radicals.
Directions: Solve the following problems.
Problems involving Radicals Solution

Determine the hypotenuse of a triangle

whose two legs are 8 meters and 6
meters respectively.

The square root of the sum of 2

consecutive integers is 7. Find the
integers.

The square root of five less than three

times a number b is seven. Find b.

The sum of a number and its square

root is 0. Find the number.

What number or numbers are equal to

their own square roots?

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Lesson 1:
M9GE – IIIa – 1,
M9GE – IIIa – 2

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals
(parallelograms, trapezoids, kites) and triangle similarity.
Competency No. 29: Identifies quadrilaterals that are parallelograms.
Competency No. 30: Determines the conditions that guarantee a quadrilateral
a parallelogram.
Concept: Quadrilateral is a four-sided polygon.
Properties of parallelograms:
1. In a parallelogram, any two opposite sides are
congruent.
2. In a parallelogram, any two opposite angles are
congruent.
3. In a parallelogram, any two consecutive angles are
supplementary.
4. The diagonals of a parallelogram bisect each other.
5. A diagonal of a parallelogram forms two congruent
triangles.

Conditions that guarantee that a quadrilateral a

parallelogram:
1. A quadrilateral is a parallelogram if both pairs of
opposite sides are congruent.
2. A quadrilateral is a parallelogram if both pairs of
opposite angles are congruent.
3. A quadrilateral is a parallelogram if both pairs of
consecutive angles are supplementary.
4. A quadrilateral is a parallelogram if the diagonals
bisect each other.
5. A quadrilateral is a parallelogram if each diagonal
divides a parallelogram into two congruent triangles.
6. A quadrilateral is a parallelogram if one pair of
opposite sides are both parallel and congruent.

151
Example 1: ABCD is a parallelogram.

A B

C
D

AB ≅ CD;
AD ≅ BC;
Angle A ≅ Angle C;
Angle B ≅ Angle D;
Angle A + angle B = 180 o;
Angle B + Angle C = 180o;
Angle C + Angle D = 180o;
Angle D + Angle A = 180o.

Example 2: LOVE is a parallelogram.

L O

A
V
E

AL ≅ VA;
AO ≅ AE;
triangle LOE ≅ triangle VEO;
triangle LOV ≅ triangle VEL.

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 M9GE – IIIa – 1, M9GE – IIIa – 2

Name: ______________________________ Date: ____________Score: _______

Skill: Identifying quadrilaterals that are parallelograms.
Directions: Having group the students into five, mark check (√) if the quadrilateral
is a parallelogram and wrong (X) if not. Justify your answer.

PARALLELOGRAM (√)
QUADRILATERALS NOT A JUSTIFICATION
PARALLELOGRAM (X)
1. CARE is a
quadrilateral. Measure
of CA is 10 cm and
measure of ER is 12
cm.

2. In quadrilateral TRUE,
angle T measures 55o
and angle R measures
125o.

3. OBEY is a
quadrilateral. Its
diagonals intersect at
point A. OA measures
5 cm and measure of
OE is 10 cm.

4. KIND is a
quadrilateral. Triangle
KID is congruent to
triangle NDI.

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M9GE – IIIa – 1, M9GE – IIIa – 2

5. In quadrilateral WISE ,
measure of WI is 6 cm,
and ES measures 7
cm.

6. MATH is a
quadrilateral. Angle M
measures 80o and
angle T measures 80o.

7. FLAG is a
quadrilateral. GL and
AF have the same
measures.

8. In quadrilateral KEYS,
angle E measures 85o
and angle S
measures95o.

9. MIND is a
quadrilateral.
Diagonals MN and DI
intersect at point O.
MO and NO have the
same measures.

10. In quadrilateral SING,

measure of SI is 10 cm
and GN measures 10
cm.

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 M9GE – IIIa – 1,M9GE – IIIa – 2

Name: _____________________________Date:______________ Score: _______

Skill: Determining conditions that guarantee a quadrilateral a parallelogram.
Directions: Write on the box the conditions that guarantee a quadrilateral a
parallelogram.
1. 8

7 7

2.

3.

4.

5.

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 M9GE – IIIa – 1, M9GE – IIIa – 2

6. ,

70o

70o

10
7.

12 12

10

8.

9.

10.
105o

75o

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 M9GE – IIIa – 1, M9GE – IIIa – 2
Name: ____________________________ Date:______________ Score: _______
Skill: Determining a quadrilateral which is a parallelogram.
Directions: Write agree if the statement is correct. If the statement is incorrect
write disagree, and write the correct statement.
___________ 1. If a quadrilateral has opposite sides congruent and has four right
angles, then it is a rectangle.

___________ 2. Each diagonal of a parallelogram divides the parallelogram into 2

congruent triangles.

___________ 3. If the diagonals of a quadrilateral bisect each other then , it is a

trapezoid.

___________ 4. A quadrilateral with two pairs of congruent sides is a parallelogram.

___________ 5. A quadrilateral whose 2 consecutive angles complementary is a

parallelogram.

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 M9GE – IIIa – 1, M9GE – IIIa – 2

___________ 6. Opposite angles of a parallelogram are supplementary.

___________ 7. A quadrilateral with 2 pairs of congruent and parallel sides is a

parallelogram.

___________ 8. Congruent rectangles can be formed by a diagonal of a

parallelogram.

___________ 9. A quadrilateral whose sum of any two consecutive angles is 180 o is

a parallelogram.

___________10. A quadrilateral whose opposite angles congruent is a trapezoid.

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Lesson 2:
M9GE IIIb – 1

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency No. 31: Uses properties to find measures of angles, sides and
other quantities involving parallelograms.
Concept: A parallelogram is a quadrilateral with 2 pairs of parallel
and congruent sides. Its opposite angles are congruent
whereas any two consecutive angles are supplementary.
The diagonals bisect each other and each diagonal forms
two congruent triangles.
Example 1:
KATH is a parallelogram. If line segment KA measures
2x – 6 and line segment TH is x + 3, how long is line
segment KA?
2x - 6 A
K

H T
x+3
Solution:
KA = KH (Opposite sides of a parallelogram are congruent)
2x – 6 = x + 3
2x – 6 – x + 6 = x + 3 – x + 6
2x – 6 – x + 6 = x + 3 – x + 6
2x – 6 = 3 + 6
x=9
Since; KA = 2x – 6
KA = 2x – 6
KA = 2(9) – 6
KA = 18 – 6
KA = 12 units

159
 Example 2:

KYLE is a parallelogram. The measure of angle K is 2x +

10 and angle Y measures x + 5. Find the measures of the
remaining angles.

K Y
2x + 10 x+5

E L

Solution:
m∠K + m∠Y = 180o
(Consecutive angles of parallelogram are supplementary)
2x + 10 + x + 5 = 180o
3x + 15 = 180o
3x + 15 – 15 = 180o – 15
3x = 165o
x = 55o
Since m∠K = 2x + 10
Then, m∠K = 2(55) + 10
= 110 + 10
= 120˚
Since ∠K and ∠L are opposite angles and ∠K = 120˚,
then ∠L = 120˚
Solving for ∠Y:
∠Y = x + 5
= 55 + 5
∠Y = 60˚
Since ∠Y and ∠E are opposite angles and ∠Y = 60˚, then
m∠E = 60˚.

160
Example 3:
TANK is a parallelogram whose diagonals bisect each
other at point O. If the measure of line segment TO is 5
cm and line segment KA measures 12 cm, find the length
of line segment TN and segment KO.

K T

5
12
O

N A

Solution: measure of line segment TN = 2(m TO)

= 2(5)
= 10 cm
Then, measure of line segment KO = ½ (m KA)
= ½ (12)
= 6 cm
Example 4:

T H

X N
THNX is a parallelogram. Triangle HNX is congruent to
triangle NTH and Triangle TXN is congruent to triangle
NHT, since a diagonal of a parallelogram forms two
congruent triangles.

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 M9GE IIIb – 1

Name: _____________________________ Date:_____________ Score: ________

Skill: Determining measures of angles, sides and other quantities involving
parallelograms applying its properties.
Directions: Having grouped the students into 4, find the indicated measures using
the properties of parallelogram.
Utilize any vacant space to show your solution.
5x + 3y
C U

3x - 5 x+ 3

E 32 T
Refer to the figure above to answer the following:

1. What is the value of x?

2. How long is line segment CE?

3. What is the measure of line segment UT?

4. Find the value of y.

5. Determine the perimeter of the parallelogram CUTE.

162
 M A
2x + 20

8x + 50
Y R

Refer to parallelogram MARY above to answer the following questions.

6. What is the value of x?

7. What is the measure of angle M?

8. What is the measure of angle Y

R E

X L
To answer numbers 9 – 10, refer to the parallelogram RELX above.
9. What is the value of x?

10. How long is line segment RL?

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 M9GE IIIb – 1

Name: ______________________________ Date:_____________Score: ________

Skill: Finding the corresponding values of angles, sides and other quantities
of parallelogram.
Directions: Compute the values or give the name of the angles and sides of the
parallelogram JOHN below. J
4cm
6cm
N 105o
X

H
1. Measure of angle H = _______________

2. Measure of angle O = _______________

3. Measure of angle J = ________________

4. Measure of line segment HO = __________

5. Measure of line segment NH = _______

6. Angles supplement to angle JNH = _____________, _______________

7. Opposite angle of JOH = _____________

8. Give two pairs of congruent triangles: ______________ and ____________

_____________ and ____________

9. If the measure of line segment JX is 7 cm, how long is line segment JH?

10. If linesegment NO measures 13 cm, how long is line segment NX?

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 M9GE IIIb – 1
Name: ______________________________ Date:____________ Score: _______
Skill: Finding measures of angles, sides and other quantities involving
parallelograms.
Directions: Using the parallelogram below and considering each given information,
answer the questions that follow: R
P

H
A
Y

A. Given: PR = 3x – 1

RA = y + 2;

AY = 2x + 5;

YP = 2y – 3.

1. What is the value of x?

2. How long is line segment PR?

165
 3. What is the length of line segment AY?

4. What is the value of y?

5. How long is line segment RA?

6. What is the length of line segment PY?

7. What is the perimeter of parallelogram PRAY?

B. Using the same figure in A. ∠YPR = 5a + 36; ∠RAY = 3a + 54.

1. What is the value of a?

166
 2. What is the measure of angle YPR?

3. What is the measure of angle PYA?

4. What is the measure of angle RAY?

C. Given: Line segment PH = 4b – 1; Line segment AH = b + 9.

1. What is the value of b?

2. How long is line segment PA?

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Lesson 2:
M9GE – IIIe – 1

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency No. 35: Solves problems involving parallelograms, trapezoids and
kites.
Concept 1: Parallelogram is a quadrilateral with 2 pairs of parallel
and congruent sides. Its kinds are rectangle, rhombus
and square.
Concept 2: Trapezoid is a quadrilateral with exactly one pair of
parallel sides. Its median is one-half the sum of
the measures of its bases. A trapezoid whose legs are
congruent is called isosceles. In an isosceles
trapezoid: Diagonals are congruent; Base angles on the
same base are congruent; Base angles on the same leg
are supplementary.Opposite angles are supplementary.
Concept 3: Kite is a quadrilateral with 2 pairs of distinct adjacent
congruent sides. Its area is ½ of the product of the
measures of its two diagonals.
Example 1:
H E

8 cm

P L

HELP is a rectangle. Line segment HP measures 8 cm

whereas line segment HE is twice as long a HP. What is
the area of the rectangle?
Solution: m HP = 2 (8)
= 16 cm
So, area of rectangle HELP = 8 cm(16 cm)
= 128 cm2

168
Example 2: In an isosceles trapezoid, one of its angles measures 55o.
Find the measures of the remaining angles?

55°

Solution: The measure of the given angle is 55o. So,

there will be one more angle measuring 55o.
360o – 110 o = 250o. Then 250o divided two is equal to
125o. So, therefore, each remaining angles measures:
55o; 125o and 125o.
Example 3: 12 cm

15 cm
The bases of a trapezoid measure 12 cm and 15 cm
respectively. How long is its median?
Solution: length of the median = ½ (12 cm + 15 cm)
= ½ (27 cm)
= 13.5 cm
Example 4:
R
U
12 cm

S
RUST is a kite whose area is 96 cm2. If one of its
diagonals measures 12 cm, how long is the other
diagonal?
Solutions: 96 = ½(12)(x)
96 = 6x
x = 16 cm, the length of the other diagonal.

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 M9GE – IIIe – 1

Name: ______________________________ Date: _____________ Score: ______

Skill: Solving problems on parallelograms, trapezoids, and kites.
Directions: Solve the given problems. Use the vacant space for the solution.
A. PETR is an isosceles trapezoid, with PR = ET. Angle P = 12x + 40 and angle
T = 4x + 20.
P E
12x + 40

4x + 20
R T
1. What is the value of x?

2. What is the measure of angle P?

3. What is the measure of angle R?

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 M9GE – IIIe – 1

B. Refer to the trapezoid below with its median to answer the next questions.
3x+1

4x+2

6x-1

1. What is the value of x?

2. What is the measure of the top base?

3. What is the measure of the median?

4. What is the measure of the bottom base?

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 M9GE – IIIe – 1

C. ∠THNK is a kite whose diagonals measure 24 cm and 12 cm respectively.

How large is its area?
T
H
12 cm

D. STAR is a parallelogram. ∠T = 8x + 8; ∠R = 3x + 73.

S T
8x + 8

R 3x + 73
A
1. What is the value of x?

2. What is the measure of angle T?

3. What is the measure of angle S?

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 M9GE – IIIe – 1

Name: _____________________________ Date: ___________ Score: _________

Skill: Finding solutions on problems involving parallelograms, trapezoids,
and kites.
Directions: Solve the given problems. Write your solution on any vacant space
1. Edgar has a rectangular garden with length 6m more than twice its width.
If the area of the garden is 20 m2, what are its dimensions?

2. Eugene wants to make a kite with an area of 400 cm 2. If one of its

diagonals is 32 cm, how long is the other diagonal?

3. Maribel has a trapezoidal lot. Its bases measure 10 m and 15 meters

respectively. How long is the median of the lot?

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 M9GE – IIIe – 1

4. Marivic has a square lot whose perimeter is 360 m. What is the area of the
lot?

NOVE is an isosceles trapezoid with legs NE and OV. Answer the questions
below using the given conditions.
x+1
N O

x+4

E 12 V
5. What is the value of x?

6. What is the length of the median?

7. How long is line segment NO?

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 M9GE – IIIe – 1

8. If line segment NE measures 10 units, what is the perimeter of trapezoid

NOVE?

9. If angle ENO measures 110o, what is the measure of angle NEV?

10. If the height of the trapezoid NOVE is 8 units, find its area.

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 M9GE – IIIe – 1

Name: ____________________________ Date: _____________ Score: ________

Skill: Solving problems on parallelograms, trapezoids, and kites.
Directions: Solve the given problems. Write your solution on any vacant space.
A. Given: NAME is a rhombus. Line segment NA measures 16 cm. Its height is
12 cm.
16 cm
N A

E M

1. Find the perimeter.

2. Find the area.

B. LYNE is an isosceles trapezoid. Measure of Angle L is 45o. What are the

measures of the other three angles?
L Y

45°
E N

176
 C. Refer to the parallelogram SMYL below to answer the next questions.
2x + 1
S M
a–6
3y – 1 2y + 3

2a – 30
L Y
x+3
1. What is the value of x?

2. What is the measure of line segment SM?

3. What is the value of y?

4. How long is line segment SL?

5. What is the value of a?

6. What is the measure of angle L?

7. What is the measure of angle Y?

8. What is the perimeter of parallelogram SMYL?

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Lesson 1:
M9GE-IIIf-1

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency No. 36: Describes a proportion.
Concept: Ratio is a comparison between two quantities.
Proportion is equality between two ratios. There are 4
terms in a proportion. The first and the last terms are
called extremes, whereas the second and the third terms
are called means. The principle of proportion states that
:The product of the means is equal to the product of
the extremes.
Proportional Segmentsare segments having the same
ratio.

Example 1: 3 hours to 2 days is expressed as 3 hours to 48 hours or

1: 6. Then, 15 cm to 2 m is 15 cm to 200
cm or 3: 40.

Example 2: In the proportion, 4 : 7 = 12 : 21 , the extremes are 4

and 21, whereas, the means are 7 and 12.
Applying the principle: 7(12) = 4(21)
84 = 84

Example 3: Solve for x in x : 5 = 8 : 10

10x = 40
x=4

(From Geometry by De Leon, et. al.)

178
Example 4: The ratio of angles of a triangle is 1:2 : 3. Find the
measure of each angle.
Solution:Let x = measure of the first angle; 2x = measure
of the second angle; 3x = measure of the third angle. So,
x + 2x + 3x = 180o
6x = 180°
x = 30o, measure of the first angle
2x = 2(30) = 60o, measure of the second angle
3x = 3(30) = 90o, measure of the third angle.

Example 5: Line segments AC and MP are divided proportionally by

points B and N respectively.

3 8 1
2
2

M N P
A B C

𝐴𝐵 𝑀𝑁 2 8
a) = =
𝐵𝐶 𝑁𝑃 3 12
𝐴𝐵 𝑀𝑁
b) = , that is 2 : 5 = 8 : 20
𝐴𝐶 𝑀𝑃

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 M9GE-IIIf-1

Name: _____________________________ Date:_____________ Score: ________

Skill: Describing a proportion.
Directions: Apply the principle of proportion in solving the following. Simplify your
answer. Use another sheet for the solutions.

1. 8 : 10 = 12 : x

2. 8 : x = 4 : 9

3. 3 : 4 = 9 : x

4.
18 15 x 60

18 x
5. 4 10

6. Determine the measures of the angles in a triangle if the ratio of the

angles is 2 : 3 : 5.

7. James wants to divide a board 28 cm long into three pieces in the ratio 1
: 2 : 4. Find the length of each.

8. The difference between two numbers is 40. They are in the ratio 9 : 7.
Find the numbers.

9. Lolo Juan uses a feed composed of ground corn and palay mixed in the
ratio 3 : 5. How much of each cereal are there in 800-kg feed?

10. A lineman needed 1500 meters of electric wire for a subdivision. He

divided the wire into 5 pieces in the ratio 1 : 2 : 3 : 4 : 5. How long is
each piece of electric wire?

(From Geometry by De Leon, et. al.)

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 M9GE-IIIf-1

Name: _____________________________ Date:_____________ Score: ________

Skill: Solving problems involving proportions.
Directions: Solve the following problems on numbers 1 – 5, then, show your
solutions. However, on numbers 6 – 10 using the given figure, express
each ratio in simplest form.
1. A ribbon 120 cm long is divided into three parts in the ratio 2:3:5. How long is
each part?

2. An electrician needed 1 500 meters of electric wire for several housing units.
He divided the wire into 5 pieces in the ratio 1 :2:3:4:5. How long is each
piece of electric wire?

181
 3. A scout master bought 468 meters of rope to be used in camping. These were
divided into 3 parts in the ratio 2:3:4. How long is each part?

4. Two girl scouts, Bel and Vicky, start at two points 27 km apart and walk
towards each other. If their ratio is 4 : 5, how many kilometers do each have
to walk before they meet?

5. A dance troop adviser bought 840 meters of costume materials which were
divided into 3 bundles in the ratio 2:5:7. How many meters of costume
materials are in each bundle?

182
 Given:

9 2 3 8
4
U T C
S H G

𝐶𝐻
6. = ______________
𝑈𝑆

𝐻𝐺
7. = ______________
𝑆𝑇

𝐶𝐻
8. = ______________
𝐶𝐺

𝐻𝐺
9. = ______________
𝐶𝐺

𝑆𝑇
10. 𝑈𝑇 = ______________

(From Workbook in Mathematics III by Cabacang, et. al.)

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 M9GE-IIIf-1

Name: _____________________________ Date:____________ Score: _________

Skill: Creating proportions from the given figures.
Directions: Create or form 3 proportions from each figure. Then, identify the means
and extremes in each proportion.
Figure I:
6 8 x 3
2

Figure II: 6 12 20 x

Figure III: 18 15 x 60

PROPORTIONS EXTREMES MEANS

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Lesson 2:
M9GE-IIIf- 2

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency No. 37: Applies the fundamental theorems of proportionality to
solve problems involving proportions.
Concept 1: Triangle angle Bisector Theorem(TABT) states that if a
segment bisects an angle of a triangle, then it divides the
opposite side into segments proportional to the other two
sides.
Concept: Triangle Proportionality Theorem(TPT) states that if a
line parallel to one side of a triangle intersects the other 2
sides, then it divides those sides proportionally.
Illustration 1: H

E A
D

𝐷𝐴 𝐴𝐻
Line segment HD bisects angle AHE, Then: =
𝐷𝐸 𝐸𝐻

Illustration 2: A

D L

K M

𝐴𝐷 𝐴𝐿 𝐴𝐷 𝐴𝐿
Line segment DL is parallel to line segment KM. Then, 𝐴𝐾 = 𝐴𝑀 ; =
𝐷𝐾 𝐿𝑀

(From Workbook in Mathematics III by Cabacang, et. al.)

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 M9GE – IIIf – 2

Name: ______________________________ Date:____________ Score: _______

Skill: Applying the fundamental theorems of proportionality to solve problems
involving proportions.
Directions: Apply the proportionality theorems (TABT and TPT) in solving the
value/length of x and y:
1.
30
y

1 1
2 5
x 1
0

2. 1 1
2 0

y
x 1
5

2
0

186
 M9GE – IIIf – 2

3. 1
5 1
0

x 14 - x

4.
10-y 9

187
 M9GE – IIIf – 2

Name: _______________________________ Date:____________ Score: _______

Skill: Solving problems involving the fundamental proportionality theorems.
Directions: Solve the following problems:
1. A 12-meter fire truck ladder leaning on a vertical fence also leans on a vertical
wall of a burning three-storey building as shown in the figure. How high does
the ladder reach?

12m

4m
3m

2. How long is the height of a school flagpole if at a certain time of day, a 5-foot
student casts a 3-feet shadow while the length of the shadow cast by the
flagpole is 12 ft?

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 M9GE – IIIf – 2

3. A tower casts a shadow of 16 m at the same time that a 2.5 m post casts a
shadow of 4 m. How high is the tower?

4. Solve for the indicated distance across the lake.

18m
m
21m

36m

5. Solve for y.

18

y
40 25

(From LM Math 9 and Geometry by De Leon, et. al.)

189
 M9AL-Ia- 1

Name: ______________________________ Date:_____________ Score: _______

Skill: Applying the fundamental proportionality theorems.
Directions: Solve the following using the fundamental proportionality theorems.
A. In the figure below, line segment EH, line segment DC, and line segment AB
are parallel to each other.Use the figure to answer the following:

D C

E G H

A B

1. Given: line segment DE = 3; line segment EA = 4; line segment DG = 5.

How long is line segment GB?

2. Given: line segment BH = 6; line segment CB = 16; line segment DB = 20.

How long is line segment DG?

3. Given: line segment DA = 36; line segment EA = 22; line segment DG =

15.
What is the length of line segment DB?

4. Given: line segment DE = 20; line segment EA = 25; line segment HB =

22.
Find the measure of line segment CH.

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 M9AL-Ia- 1

B. In triangle ABC, line segment DE and line segment AB are parallel to each
other. Determine what is asked for

D E

A B

1. Given: line segment AC = 12; line segment CD = 4; line segment BC = 24.

Find the measure of line segment CE.

2. Given: line segment AC = 15; line segment AD = 3; line segment BC = 25.

How long is line segment BE?

3. Given: line segment AD = 6; line segment CD = 4; line segment CE = 7.

What is the length of line segment BC?

191 (From Workbook in Math III by Cabacang, et. al.)

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Lesson 3:
M9GE – IIIg – 1

Content Standards: The learner demonstrates understanding of key concepts

of quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency No. 38: Illustrates similarity of figures.
Concept: Similar polygons are polygons with congruent
corresponding angles and proportional corresponding
sides.
Similar Triangles are triangles whose corresponding
angles are congruent and corresponding sides are
proportional. The ratio of the corresponding sides is
called scale factor.
Examples of similar figures:
Fig. II

Fig. I
x y

Fig.
III E
B
8
3 4 x

F
D
A C y
5

Example 1. Refer to fig. III above. Triangle ABC ~ Triangle DEF. find
the values of x and y.
Solution: Since the corresponding sides are in
𝐴𝐵 𝐵𝐶 𝐴𝐶
proportions: 𝐷𝐸 = 𝐸𝐹 = 𝐷𝐹
3 4 5
So, = =
𝑥 8 𝑦

3 1 5
= =
𝑥 2 𝑦

3 1 1 5
= ;2 =
𝑥 2 𝑦

x = 6 ; y = 10

(From Geometry by De Leon, et. al.)

192
 M9GE – IIIg – 1

Name: _______________________________ Date:___________ Score: _______

Skill: Illustrating similar figures.
Directions: Solve the following:

A. Triangle XYZ ~ Triangle MON. Complete the following statements:

Y O
21
x 14 12

Z X N M
y
𝑋𝑌
1. =
𝑀𝑂

𝑥 10
2. =
12 ?

10 𝑥
3. =
𝑦 ?

4. Angle Y ≅ Angle ?

5. Angle?= Angle M

B. Refer to the figure above, how long is line segment YZ?

(From Geometry by De Leon,et. al.)

193
 M9GE – IIIg – 1

Name: _______________________________ Date :____________ Score: _______

Skill: Determining measures of similar triangles.
Directions: Find the missing measures.

1. Given: Triangle XYZ ~ Triangle PMO

X
P
2
2 3
16
0
O
Z M
8
Y
a. What is the measure of line segment YZ?

b. How long is line segment PO?

194
 M9GE – IIIg – 1

2. Given: Triangle ADE ~ Triangle ABC, where line segment.

A
9 1
2
D 1 E
1 0

C
a. What is the measure of line segment BC?

b. How long is line segment AC?

c. What is the measure of line CE?

(From Geometry by De Leon, et. al.)

195
 M9GE – IIIg – 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Naming the corresponding congruent angles and corresponding
proportional sides.
Directions: For each pair of similar figures, name the congruent angles and give
the ratio of the corresponding sides as a continued proportion.

Similar Figures Pairs of Congruent Ratio of the

Angles Corresponding Sides
1.
A E F

D
B C

2. I

T
H

J
Y

3. R

C A

L O

(From Mathematics III Workbook by Cabacang, et. al.)

196
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Lesson 3:

M9GE – IIIg – h – 1,
M9GE – IIIi – 1

Content Standard: Demonstrates understanding of key concepts of

quadrilaterals (parallelograms, trapezoids, and kites) and
triangle similarity.

Competency 39: Proves the conditions for similarity of triangles.

39. 1 SAS Similarity Theorem
39. 2 SSS Similarity Theorem
39. 3 AA Similarity Theorem
39.4 Right Triangle Similarity Theorem
39.5 Special Right Triangle Theorem
Competency 40: Applies the theorems to show that the triangles are
similar.
Concept: In order to prove that the two triangles are similar, the
study of geometry provides us with theorems to support
such conditions.
Concept 1: SAS Similarity Theorem

If in two triangles two pairs of corresponding sides are

proportional and the indicated angles are congruent, then the triangles are
similar.

Given: △ 𝑋𝑌𝑍 ↔ △ 𝐴𝐵𝐶 X A

𝑋𝑌 𝑋𝑍
= 𝑎𝑛𝑑 ∠𝑋 ≅ ∠𝐴
𝐴𝐵 𝐴𝐶

Prove: △ 𝑋𝑌𝑍 ∼ △ 𝐴𝐵𝐶 R S B C

Y Z

197
 Proof
Statements Reasons
1. Draw RS such that XR ≅ AB and XS 1. By Construction
≅ 𝐴𝐶.
2. ∠𝑋 ≅ ∠𝐴 2. Given
3. △ 𝑋𝑅𝑆 ≅ △ 𝐴𝐵𝐶 3. SAS Congruence
4. XR ≅ AB, XS ≅ AC 4. CPCTC
𝑋𝑌 𝑋𝑍 5. Given
5. 𝐴𝐵 = 𝐴𝐶
𝑋𝑌 𝑋𝑍 6. By Substitution
6. 𝑋𝑅 = 𝑋𝑆
7. RS ∕∕ YZ 7. Converse of Basic Proportionality
Theorem
8. ∠𝑋𝑅𝑆 ≅ ∠ 𝑋𝑌𝑍 8. Corresponding ∠𝑠 of parallel lines cut
by a transversal are congruent.
9. ∠𝑋 ≅ ∠𝑋 9.Reflexive Property of Equality
10. △ 𝑋𝑅𝑆 ≅ △ 𝑋𝑌𝑍 10. AA Similarity
11. Since △ 𝑋𝑅𝑆 ≅ △ 𝐴𝐵𝐶, 11. Transitive Property of Equality
∴ △ 𝑋𝑌𝑍 ∼ △ 𝐴𝐵𝐶

Concept 2:SSS Similarity Theorem

If in two triangles three corresponding sides are proportional,

then the triangles are similar.

S M

X Y
T H

R N

198
Prove that these triangles are similar.

Statement Reason
1. DO = 8, WI = 6 Given
2. OR = 12, IZ = 9 Given
3. RD = 16, ZW = 12 Given
Algebra
4.
5. ∆DOR ~ ∆WIZ Side-Side-Side Postulate (4)

Concept 3:AA Similarity Theorem

If two angles of one triangle are congruent to two angles of

another triangle, then the triangles are similar.

Concept 4: Right Triangle Similarity Theorem

If the altitude is drawn to the hypotenuse of a right triangle, then

the two triangles formed are similar to the original triangle and to each other.

Concept 5: Special Right Triangle Theorem

If in a right triangle, c is the length of the hypotenuse, a and b

are the lengths of the legs, then 𝑐 2 = 𝑎2 + 𝑏 2 .

Source:Geometry by Vibal Publishing House, Inc. and Soledad Jose – Dilao, Ed.D Fernando B. Orines, Cecile M.
199 De Leon, Merly D. Zolio and Julieta G. Bernabe
 M9GE – IIIg – h – 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Proving and identifying the conditions for similarity of triangles.
Directions: Read each item carefully. Then, prove some concepts and identify the
conditions used for triangle similarity. Encircle the letter of your choice.
1. When the altitude is drawn to the hypotenuse of a right triangle, the length is
the ___ between the segments of the hypotenuse.
A. sum B. geometric mean C. product D. ratio
2. Which theorem describes that “if 3 sides of one ∆ are proportional to the 3
corresponding sides of another triangle, then the two triangles are similar.”?
A. AAA Similarity Theorem C. SAS Similarity Theorem
B. SSS Similarity Theorem D. AA Similarity Theorem
3. If 2 angles of one triangle are congruent to the two angles of another triangle,
the triangles are similar. What theorem is it?
A. AAA Similarity Theorem C. SAS Similarity Theorem
B. SSS Similarity Theorem D. AA Similarity Theorem
4. What similarity concept justifies that ∆ AEH ~ ∆ FEL?
A. Right Triangle Proportionality Theorem E
B. Triangle Proportionality Theorem
A H
C. SSS Similarity Theorem
F L
D. SAS Similarity Theorem
5. What theorem will you use to find the diagonal of a 10 cm by 8cm rectangle?

A. Right Triangle Proportionality Theorem

B. Pythagorean Theorem
C. Triangle Proportional Theorem
D. Triangle Angle Bisector Theorem
6. What similarity concept justifies that ∆ FEL ~ ∆ QWN?
A. Right Triangle Proportionality Theorem 4
6 65
B. Triangle Proportionality Theorem
9 65 6 Q N
C. SSS Similarity Theorem
D. SAS Similarity Theorem F L

200
 7. If in two triangles, the three corresponding sides are proportional then the two
triangles are similar. Which of the following triangle similarity theorems is
applicable?
A. SSS B. ASA C. SAS D. AA
8. If two angles of one triangle are congruent to two angles of another
triangle.Then the triangles are similar. Which of the following triangle similarity
theorems is applicable?
A. AA B. AAA C. SAS D. ASA
9. In the figure there are three similar right triangles by Right Triangle
Proportionality Theorem. Name the triangle that is missing in this statement:
HOP ~________ OEP

H P
E

A. HOE B. OEH C HOP D. HEO

𝐴𝐶 𝐴𝑀
10. If = , which of the following data makes CAM ~ SAY by SAS
𝐴𝑆 𝐴𝑌

Similarity Theorem?
S

Y A
M

A. < CAM ≅< SAY C. < AMC ≅< AYS

B. < ACM ≅ < ASY D. < SCM ≅< YMC

201
 M9GE – IIIi – 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Applying the theorems to show that the triangles are similar.
Directions: Using the theorems, show that the triangles are similar and identify the
unknown variables for each situations by encircling the letter of your
best choice.
USE THE FIGURE TO ANSWER ITEMS 1-4

ABC ~ DEF

A D

c C e f
b

B a C
F d E

1. If a = 3 , b=4 , c=2 and d =6 , find f

A. 2 B. 4 C. 6 D. 8
2. IF a= 5 , b=7 , c=2 , and f=4 , what is d?
A. 10 B. 12 C. 14 D. 16
3. If a = 3 , b=6 , c=4 , d= x+3 , e = 12 , f= x+5 , find x
A. 2 B. 3 C. 4 D. 6
4. If a=5 , b= x+5 , c = x+2 , d=10 , e=12 , and f = 6 , find x

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

E
Use the figure to answer items 5-6.
In the figure < B and < D are right angles

B D
C

A
5. If AE= 15 , CD= 4 , BC=8 , find AC.
A. 10 B. 12 C. 13 D. 15

202
 6. If BD= 12 , BA = 6 , ED= 3, find BC.
A. 6 B. 8 C.9 D. 10
Use the figure to answer items 7-8
AMB ~ ETB
B

A M

E T
𝐴𝑀 𝐵𝐴
7. Complete the proportion = .
? ?

A. ET , BE B. ET , AM C. ET , BM D. ET , BT
𝐵𝑀 𝐵𝐴
8. Complete the proportion ? = ? .
A. BT , BE B, BT, BM C. BT , BA D. BT , ET
9. Find the height of a flagpole that casts a shadow of 4m if , at the same time ,
a man nearby 1.6 m tall casts a shadow of 0.4 m .
A. 16 B. 18 C. 22 D.24

10. Given the figure shown below, find the value of x.

Y
2
Z 3x + 2
B T
x+5

W
11 8 5 1
A. B. 3 C. 3 D. 3
3

203
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Lesson 1
PO

M9GE – IVa – 1

Contents Standard: Demonstrate understanding of Key Concepts of

Quadrilaterals (parallelograms, trapezoids, kites) and
triangle similarity.
Competency 42: Solves problems that involve triangle similarity of right
triangles.
Concepts: Right triangles have various interesting properties. Some
of these involve its altitude and its hypotenuse. The
relationship that exist between the sides of a right triangle
when the altitude is drawn to the hypotenuse is shown in
the following theorems:

THEOREM 7.1
If the altitude is drawn to the hypotenuse of a
right triangle, then the two triangles formed are
similar to the original triangle and to each other.

THEOREM 7.2
If the altitude is drawn to the hypotenuse of a
right triangle, then each leg is the geometric
mean of the hypotenuse and the segment of the
hypotenuse adjacent to that leg.

THEOREM 7.3
In a right triangle, the altitude drawn to the
hypotenuse is the geometric mean of the two
segments of the hypotenuse.

The Geometric mean of two positive numbers m and nis the positive numberxsuch
𝑚 𝑥
that 𝑥 = 𝑛 or equivalently, x2 = mn or x = √𝑚𝑛. For example, the geometric mean of 3
and 12 is √3(12) = √36 = 6.

204
Example 1:
In the figure, find BD, AB, and BC

Solution: By theorem 7.3, we have

𝐴𝐷 𝐵𝐷
= 𝐶𝐷
𝐵𝐷
2 𝐵𝐷 B
=
𝐵𝐷 8

(BD)2 = 16

BD = √16
A C
2 D 8
BD = 4
By Theorem 7.2 we have,
𝐴𝐷 𝐴𝐵
= 𝐴𝐶
𝐴𝐵
2 𝐴𝐵
=
𝐴𝐵 10

(AB)2 =20

AB = √20

AB = 2√5
By Theorem 7.2we have,
𝐷𝐶 𝐵𝐶
= 𝐴𝐶
𝐵𝐶
8 𝐵𝐶
=
𝐵𝐶 10

(BC)2 =80

BC = √80

BC = 4√5

Source: Vibal Publishing House

205 Author: Bernabe et al
 M9GE-IIIj- 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Applying the relationship that exist involving right triangle similarity in
problem solving.
Directions: Answer the following problems.
A.) In the figure, ∆DQR is a right triangle, and QC is the altitude to the
hypotenuse DR Q

d
1. If a = 3 and b = 12, find h. r
h
a b
D R
C

2. If a = 6 and b = 18, find r.

3. If a = 6 and b = 8, find d.

B.) In the figure, SD is the altitude to the hypotenuse UT of right ∆UST.

S

4. If a =9 and b = 3, find u. t
h u
a b
U T
D
5. If a = 15 and b = 12, find h

6. If a = 21 and b = 7, find t.

206
 M9GE-IIIj- 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Identifying/finding the values of the sides and segments of similar right
triangles.
Directions: Find the required side or segment given the following data:

In the figure, ∠C is a right angle and DB ⊥ AC. A

hh u
a b
D B
C
1. If AB = 9 and BC = 4, find BD.

2. If AB =12 and BC = 3, find DC.

3. If AC = 16 and AB = 4, find AD.

4. If AB = 20 and BD = 10, find BC.

5. If AB = 9 and AD = 16, find BC.

207
 M9GE-IIIj- 1

Name: _______________________________ Date: ___________ Score: _______

Skill: Solving problems involving right triangle similarity.
Directions: Refer to the figure below. Answer the following: U
d
A
b
A. c
h
1. List three pairs of similar triangles.
P L
a

2. h is the geometric mean of ______ and ______.

3. A is the geometric mean of ______ and ______.
4. B is the geometric mean of ______ and ______.
5. Write the three proportions for your answers to umbers 2, 3, and 4.

B. Find the values of r and s

6.

r 4
s

7.

8
6
s
7
r

208
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Lesson 1
PO

M9GE – IVa – 1

Content Standards: Demonstrates understanding of the basic concepts of

trigonometry

Competency 43: Illustrates the six trigonometric ratios: sine, cosine,

tangent, secant, cosecant, and cotangent.

Concept: Trigonometry, which comes from the Greek word

“Trigonon” (three angles) and “metron” (measure), is a
branch of mathematics that deals with angles, triangles,
and trigonometric functions. Using a right triangle, we
can define the different trigonometric ratios.

B
opposite
c a

θ b
A C
adjacent

𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐
sin 𝜃 = = csc 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑏 ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐
cos 𝜃 = = sec 𝜃 = =
ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 𝑐 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑏
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑏
tan 𝜃 = = cot 𝜃 = =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑏 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑎

SOH – CAH – TOA – CAO – CHA – SHO is a mnemonic used for remembering the
equation. Notice that the three ratios at the right are reciprocals of the ratios on the
left.

209
Example1: In the given right triangle, find the values of the six trigonometric ratios
of 𝜃.

4 5

𝜃
3
SOLUTION: The side opposite angle 𝜃 is 4, the side adjacent to 𝜃 is 3 and the
hypotenuse is 5, therefore:
4 5
sin 𝜃 = csc 𝜃 =
5 4
3 5
cos 𝜃 = sec 𝜃 =
5 3
4 3
tan 𝜃 = cot 𝜃 =
3 4
Example 2: In right triangle ABC, a = 7, b = 24. Find the values of the six
trigonometric ratios of angle B.
A

24 c

𝜃
C B
7
SOLUTION: Since only two measurements are given, we need to use the
Pythagorean Theorem to find the third side c.
We have, c2 = a2 + b2
c = √72 + 242
c = √49 + 576
c = √625
c = 25
So, the side opposite angle B is 24, and the side adjacent to B is 7.
Therefore;
24 25
sin 𝜃 = csc 𝜃 =
25 24
7 25
cos 𝜃 = sec 𝜃 =
25 7
24 7
tan 𝜃 = cot 𝜃 =
7 24

210
 Using the calculator to find the Trigonometric ratios and angle 𝜃.
Finding a ratio given the angle.

0.61566
Example 3: To find the value of sin 38°, press
1475
sin 38° = 0.616 in three decimal places.
Finding an angle given the ratio

Example 4: sin 𝜃 = 0.725, find 𝜃 to the nearest minute.

46.46884
SOLUTION: press

To convert this to degrees/minutes/seconds mode

Press therefore sin 𝜃 = 46°28’

211
 M9GE -IVa- 1

Name: _________________________ Date:____________________ Score______

Skill: Computing/determining the different trigonometric ratios given the
angle and vice versa using the calculator.
Directions: Group yourselves by five. Use scientific calculator to find the value of
the following; correct to two decimal places.

f. cos 88° a. sin 14°

g. sin 9° b. cos 55°
h. tan 40° c. tan 35°
i. cos 64° d. sin 78°
j. tan 20° e. sin 51°

Find the size of the angle 𝜃 (to the nearest degree) where 𝜃 is acute.

k. sin𝜃 = 0.529 p. cos 𝜃 = 0.529

l. cos 𝜃 = 0.493 q. sin 𝜃 = 0.493
m. tan 𝜃 = 1.8 r. tan 𝜃 = 1.88
n. sin 𝜃 = 0.256 s. cos 𝜃 = 0.256
o. tan 𝜃 = 0.725 t. tan 𝜃 = 0.925

212
 M9GE -IVa- 1
Name: _________________________ Date:____________________ Score____
Skill: Sketching and finding the unknown parts of a right triangle.
Directions: Sketch the figure and solve each right triangle ABC with right angle at
C, given that:

1. A = 15° and c = 37°

2. B = 64° and c = 19.2°

3. A = 15° and c = 25°

4. A = 45° and c = 25°

213
 M9GE - IVa - 1

5. B = 56° and c = 16°

6. A = 76° and a = 13

7. A = 22° and b = 22

8. B = 30° and b = 11

9. B = 18° and a = 18

10. A = 77° and b = 42

214
 M9AL-Ia- 1
Name: _________________________ Date:____________________ Score____
Skill: Finding the missing sides and solving accurately the measures of
angles in a right triangle.
Directions: Use the given figure to solve the remaining parts of right triangle ABC.

c
a

C A
b
1. b = 17 cm and c = 23 cm

2. c = 16 cm and a = 7cm

3. b = 10 cm and c = 20 cm

4. b =6 cm and c = 13 cm

215
M9AL-Ia- 1

5. c = 13 cm and a = 12 cm

6. A = 15° and c = 37 cm

7. A = 76° and a = 13 cm

8. A = 49 ° and a = 10 cm

9. A = 7 cm and b = 12 cm

10. B = 16° and a = 13 cm

216
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Lesson 2
PO
PO

CONTENT STANDARD: Demonstrate understanding of the basic concepts of

Trigonometry.
COMPETENCY 44: Finds the trigonometric ratios of special angles.
CONCEPT: In Geometry, the following sides of special right triangles
are related as follows:

60° Hypotenuse
Shorter leg 2 times the shorter leg
Opposite the
30° angle 30°
longer leg
opposite the 60°angle and its
length is shorter leg times √3

45°- 45°- 90° 30°- 60°- 90°

Right Triangle Theorem: Right Triangle Theorem:
In a 45°- 45°- 90°⊿ triangle In a 30°- 60°- 90°⊿ triangle,
• the legs are congruent • the length of the hypotenuse
• the length of the hypotenuse is twice the length of the
is √2 times the length of a leg shorter leg
• the length of the longer leg
is √3 times the length of the
shorter leg

217
 Example 1: Find the length of the indicated side.

a.)
45°

3√2
r
45°

SOLUTION:

r = √2 ∙ 3√2 = 3√4
= 3(2)
=6

t 30°
b.)
s

SOLUTION:

Solving for t:

9 = √3t (the longer leg = √3 times the shorter leg)

9
=t
√3
9 √3 9√3
t= ∙ = = 3√3
√3 √3 √3

Solving for s:

s = 2t (hypotenuse = 2 times the shorter leg)

s = 2 ∙ 3√3
s = 6√3

218
 M9GE – IVc – 1

Name: _________________________ Date:____________________ Score____

Skill: Applying the knowledge learned in finding the trigonometric ratios of
special angles to problem solving.
Directions: You will be grouped into 5 to do the following tasks. Each group must
present their output.

Case 1: (Error Analysis)

5
Agnes drew the triangle at the
right. Gina said that the 30° 5√3
lengths couldn’t be correct.
With which student do you 10
agree? Explain your answer.

Case 2: (Formulating own problem)

Write a real-life problem that you can solve using

30° - 60° - 90° triangle with 18 meters hypotenuse.
Illustrate the problem with your complete solution.

219
 M9GE – IVc – 1

Name: _________________________ Date:____________________ Score____

Skill: Finding and summarizing the values of the trigonometric ratios of the
special angles; 30°, 45°, 60°
Directions: Given the angles of the triangles below, find the values of the six
trigonometric ratios, then summarize the values of the trigonometric ratios of
the special angles; 30°, 45°, 60°

Let a be the leg of a 45°– 45°–90° Let a be the leg of a 30°– 60°–90°
triangle triangle

45°
a√2
a 60°
2a
a
a

a√3

sin 45° = ____ sec 45° = ____ sin 30° = ____ sec 30° = ____

cos 45° = ____ csc 45° = ____ cos 30° = ____ csc 30° = ____

tan 45° = ____ cot 45° = ____ tan 30° = ____ cot 30° = ____

Complete the table below that

Let a be the leg of a 30°– 60°– summarizes the values of the
90° triangle trigonometric ratios of the special
angles: 30°, 45°, 60°

60°
2a TRIGONOMETRIC RATIOS OF THE
a ANGLES
𝜃 SIN COS TAN COT SEC CSC
30
a√3 °
45
°
sin 30° = ____ sec 30° = ____ 60
°
cos 30° = ____ csc 30° = ____
tan 30° = ____ cot 30° = ____

220
 M9GE – IVc – 1

Name: _________________________ Date:____________________ Score____

Skill: Finding the lengths of the sides of special triangles
Directions: Find the value of each variable used in the figures. If your answer is
not an integer, express it in simplest radical form.

1.)
45° r
8

2.) 45°
i
g

√2

3.)
a
60

221
M9GE – IVc – 1

15√2
4.) n

m
5.) 45° 45°
3 e

6.)
t
√5

√5

222
 M9GE – IVc – 1

7.)

40
r

8.)

c 2√3

60 30
r

9.)
10
a

10.)

p
7√2 s
45° 30

223
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Lesson 3:
M9GE – IVd – 1

Content Standard: Demonstrate understanding of the basic Concepts of

trigonometry.
Competency 45: Illustrates angles of elevation and angles of depression.
Concepts: The study of trigonometric ratios originated from
Geometric Problems involving triangles. To recall,
solving a triangle means finding the lengths of the sides
and measures of the angles of the triangle.
Definitions: Line of Sight – an imaginary line that connects the eye
of an observer to the object being observed.
Angle of Elevation – the angle from the horizontal to the
line of sight of the observer to the object above.
Angle of Depression – the angle from the horizontal to
the line of sight of the observer to the object below.

Object

line of sight
a
Observer’s eye Horizontal

Angle of Elevation (a)

Observer’s eye Horizontal

a

Object

Angle of Depression (b)

224
 Example 1:
A tower is 15.24 m high. At a certain distance away from
the tower, an observer determines that the angle of
elevation to the top of it is 41°. How far is the observer
from the base of the tower?
Solution:
a.) Draw the triangle

15.24

x
b.) Use the tangent ratio
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒
tan 𝜃 =
𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡
15.24 Cross multiply
tan 41° =
𝑥
x(tan 41°) = 15.24 Eliminate tan 41° by dividing both
𝑥(tan 41°) 15.24 sides of the equation with tan 41°
=
tan 41° tan 41°
15.24
x=
tan 41°
15.24
x=
0.87
x = 17.52 m
So, the observer is 17.52 meters away from the base
of the tower.

225
 M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Accuracy in illustrating the pictures presented by the information in the
given word problems.
Directions: 1. Look for a partner.
2. Draw/illustrate the pictures presented by the information in the
problems given. (these problems don’t ask for an answer.
3. Assume that buildings, ladders, etc. are all on level ground.
4. Clear, neat, and accurate illustrations are necessary.

a. The angle of elevation of the top of the building from a point 30 meters
away from the building is 65°.

b. The angle of depression of a boy form a point on a light house 30.5

meters above the surface of the water is 3°

226
 M9GE-IVd- 1

c. If an airplane that is cruising at an altitude of 9 km wants to land at

Mactan airport, it must begin its descent so that the angle of depression
to the airport is 7°

d. A bird sits on top of a 5-meter lamppost. The angle of depression from

the bird to the feet of an observer standing away from the lamppost is 35°

227
 M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Illustrations and solving problems involving trigonometric ratios.
Directions: Read each of the following problems carefully and solve.

1. Roger is standing at a distance of 15 meters from the base of a tree. From

where he is standing, he can see the top of the tree. If the tree is 15 m high
and Roger is 1-meter-tall, what is the angle of elevation of the top of the tree?

2. A bamboo pole is leaning against a tree. If the height of the tree is 12.2
meters and the angle made by the pole and the ground is 40°, what is the
length of the pole?

228
 M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Illustrating and solving problems involving angle of elevation and
depression.
Direction: Illustrate and solve the following problems. Use the table below.

Problems:
1. A 12-meter high post costs a 19-meter shadow. Find the angle of elevation to
the sun?
2. The angle of elevation from a boat to the top of a 92-meter hill is 12°. How far
is the boat from the base of the hill?
For Number 1 For Number 2
Draw the diagram

What is/are given

What is to be
determine?

Formula used

Solution

Source: Learning Material 9l

229
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Lesson 4:
M9GE – IVd – 1

Content Standard: Demonstrate understanding of the basic concepts of

trigonometry.
Competencey 46: Uses trigonometric ratios to solve real-life problems
involving right triangles.
Concept: A triangle is solved when all the measures of its parts, the
three sides and the three angles, are known. In solving a
right triangle, at least two parts are given. The other
parts can be determined by using the definition of the
trigonometric ratios.
To easily remember the first three trigonometric ratios, we
can use the mnemonic SOH-CAH-TOA for sine, cosine
and tangent ratios. The other three are the reciprocals of
the first three respectively. Cosecant, secant and
cotangent.
Example:
A ladder 8 meters long leans against the wall of a
building. If the foot of the ladder makes an angle of 68°
with the ground, how far is the base of the ladder from the
wall?

Solution:
Sketch the problem:
8m wall

68°
ladder
x
Let x be the distance fo the ladder to the wall.
Use the cosine ratio
𝑥
Cos 68° =
8

x = 8cos 68°
x = 2.99 m or 3 m

230 Source: Learning Material 9l

 M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving problems
Directions: Solve each problem.

1. The median of an equilateral triangle is √3. Find its perimeter.

2. What is the area of the right triangle with an acute angle of 70° and a leg of 12
cm. adjacent to the given angle?

231
 M9GE-IVd- 1

3. The Barangay Puesto Road is inclined 20° to the horizontal. If a man jogs
500 m along this road, how high above is his starting point?

M9GE-IVd- 1

4. A 10 m ladder rest against the wall of a house. The foot of the ladder on the
ground is 1.3 m form the wall. What angle does the ladder make with the
wall?

5. An electric post was broken by a strong typhoon. It formed a right triangle

with the ground. If a broken part makes an angle of 25° with the other part,
and the top most part of the post which is on the ground is 40 ft from the base.
How tall was the post?

232
Source: Phoenix Publishing House
Author: F. Orines
 M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving Problems.
Directions: Solve the problem and sketch. Use the space provided for your sketch
and solutions.
1. An isosceles triangle has a base of 20 cm. The vertex angle is 82°. Find the
length of each of the two equal sides of the triangle.
2. A school is 800 m from the base of a cellphone tower. If the angle of
elevation of the top of the tower is 45°45’ from the school. How high is the
tower?

1. 2.

233
 Source: Phoenix Publishing House
Author: F. Orines

M9GE-IVd- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving Problems related to Triangle trigonometry.
Directions: Solve the following problems accurately and sketch the figure. Use the
space provided for your drawing and solution.

1. A rectangle has a length of 8 m and a width of 6 m. Find the length of the

diagonal, then find the sine, cosine and tangent of the angle formed by the
diagonal and the length.

2. A ladder 9.5 m long leans against a vertical wall so that the distance between the
bottom of the ladder and the wall is 6.25 m. Find the angle that the ladder
makes with the ground.

234
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Lesson 5:
M9GE – IVf – g - 1

Content Standard: Demonstrate understanding of the basic Concepts of

trigonometry.
Competency 47: Illustrates laws of sines and cosines
Concept: Triangles can be classified according to the nature of
their angles or sides. According to angles, triangle
maybe acute, right, or obtuse. According to sides,
triangles maybe equilateral, isosceles, or scalene.
All triangles that are not right are called Oblique triangles.
Oblique triangles can be solve using Sine Law and
Cosine Law.

Law of Sines B
In any ΔABC a c
sin 𝐴 sin 𝐵 sin 𝐶
= = C A
𝑎 𝑏 𝑐 b

Law of Cosines B
In any ΔABC c
a
a2 = b2 + c2 – 2bc(cos A)
A
C
b2= a2 + c2 – 2ac(cos B) b

c2= a2 + b2 – 2ab(cos C)

235
 Example:

B
a = 28
62.58°

71.35°
A C

Solve ΔABC give a = 28. A = 71.35°, and B = 62.58°

Solution:

To solve for ∠C use:

C = 180 – (71.35° + 62.58°)

C = 180 – 133.93°

C = 46.07°

To solve for the other two sides, use the Law of Sines, we
have
𝑏 𝑎
=
sin 𝐵 sin 𝐴
𝑏 28
=
sin 62.58° sin 71.35°
𝑏(sin 71.35°) 28(sin 62.58°)
=
sin 71.35° sin 71.35°
28(sin 62.58°)
b=
sin 71.35°

b = 26.23177 or b = 26.23
𝑐 𝑎
=
sin 𝐶 sin 𝐴
𝑐 28
=
sin 46.07° 71.35°
𝑐 (sin 71.35°) 28 (sin 46.07°)
=
sin 71.35° sin 71.35°
28 (sin 46.07°)
c=
sin 71.35°

c = 21.28283 or c = 21.28
Rounding off to the nearest whole number we have,

b = 26 and c = 21

236
 Example 2:

B
a
c = 30

50°
A b = 41 C
Solve ∆ABC.

Solution:

To find a, use the Cosine Law:

a2 = b2 + c2 – 2bc(cos A)

a = √412 + 302 − 2(41)(30)(𝑐𝑜𝑠 50)

a = √999.7424802
a = 31.6187 or a = 32
We now use the Law of Sines to solve for B

𝑎 𝑏
=
sin 𝐴 sin 𝐵

32 41
=
sin 50° sin 𝐵

32 sin 𝐵 41 sin 50°

=
32 32

41 sin 50°
sin B =
32

sin B = 0.9814949

B = sin -1 0.9814949

B = 78.96

B = 79°

Finally

C = 180° – (A + B)

C = 180° – (50° + 79°)

C = 180° – 129°

C = 51°

237
 M9GE-IVf-g-1

Name: _________________________ Date:____________________ Score____

Skill:Using the Law of Sines & Cosines in solving problems.

Directions: Use the Law of Sines and/or Cosines to solve the triangles. For your
convenience, sketch the triangle and the given data before you start solving.
Reduce to 2 decimal places for length and nearest degree.
1. a = 3 b=7 c=8

2. 𝛼 = 108˚ b=3 c=9

Source: Vival Publishing House

238 Author: Bernabe et al.
 M9GE-IVf-g-1

Name: _________________________ Date:____________________ Score____

Skill: Solving Problems using the Law of Sines and Cosines

Directions: Use the Law of Sines and Cosines to solve the following problems.

1. A = 43° b = 20 c = 22

2. B = 74° b = 51 c = 68

3. C = 104.33° b = 258 c = 199

239
 M9GE-IVf-g-1

4. a = 8 b = 5.25 c = 13

5. a = 8 b = 5.25 c = 13

Source: Vival Publishing House

240 Author: Bernabe et al.
 M9GE-IVf-g- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving Problems using the Law of Sines & Cosines.

Directions: Solve the following triangles.

B

13 cm
1.
23°
A 29 cm C

2.

25° 35°
N E
15

241
 M9GE-IVf-g- 1

16.76
3. M N

21.24
28.84

P
4.

20.1

108°
35°
O
R

242 Source: Vival Publishing House

Author: Bernabe et al.
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Lesson 5:
M9GE – IVf – g - 1

Content Standard: Demonstrate understanding of the basic Concepts of

Trigonometry.

Competency 48: Solves problems involving oblique triangles.

Concepts: Oblique triangles can also be solved using the law of

Cosines. This Law states the following: The square of
the length of one side is equal to the sum of the squares
of the other two sides minus the product of twice the two
sides and the cosine of the angle between them.

Law of Cosines
In any ΔABC
a2 = b2 + c2 – 2bc(cos A)
b2= a2 + c2 – 2ac(cos B)
c2= b2 + c2 – 2ab(cos C)

The Law of Cosine can be used in the following

situations:

• two sides and the included angle are known.

• three sides are known.

Example:

Given ∆ABC, find all the missing parts:

∠C = 80° a=8 b = 12
C

b = 12 80° a=8

A B
c

243
 Solution:
To solve for c:
c2= b2 + c2 – 2ab(cos C)

c2 = 82 + 122 – 2(8)(12)(cos 80°)

c2= 64 + 144 – 192(0.1736)

c2= 208 – 33.34
c2 = 174.66

c = √174.66

c = 13.22

To determine the measure of ∠A,

a2 = b2 + c2 – 2bc(cos A)
82 = 122+ (13.22)2 – 2(12)(13.22)(cos A)
64 = 144 + 174.684 – 317.28 (cos A)
(317.28)(cos A) = 144 + 174.684 – 64
(317.28)(cos A) = 254.7684
254.7684
cos A =
317.28

cos A = 0.803
A = cos-1 0.803
A = 36.58˚
To find ∠B

∠A + ∠B + ∠C = 180

36.58° + ∠B + 80° = 180°

116.58° + ∠B = 180°

∠B = 180° - 116.58°

∠B = 63.42°

The triangle with its complete parts is shown below.

C
b = 12 80°
a=8

36.58° 63.42°
A B
c = 13.22

244
 M9GE-IVf-g-1

Name: _________________________ Date:____________________ Score____

Skill: Illustrating and solving problems involving oblique triangles.

Directions: Draw the triangles that best describes each of the situations given
below. Label the given parts, then solve.

1. In ∆PQR, PQ is 7 cm long. QR is 5 cm, and the angle between them

measures 52°.

2. ∆XYZ is an isosceles triangle. Its vertex angle Y measures 35° and each leg
is 8 cm long.

245
 M9GE-IVf-g-1

3. In ∆ABC, AB is 15 cm long, BC is 4 cm long and makes an angle measuring

138° with AB.

4. In ∆ABC, all sides measures 10 cm.

5. ∆PQR is isosceles, ∠Q is the vertex angle and it measures 55° and one leg is
7 cm long.

246
 M9GE-IVf-g- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving Problems involving oblique triangle.

Direction: Solve each problem below involving oblique triangle.

1. Two straight roads intersect at point C and make an angle of 70˚. At point A
on one road is a building that is 368m from C and at point B on the other road
is a building that is 426m from C. Determine the distance from A to B.

2. In triangle DEF, side e = 8 cm, f = 10 cm and the angle at D is 60˚. Find side
d.

247
 M9GE-IVf-g- 1

Name: _________________________ Date:____________________ Score____

Skill: Solving problems involving oblique triangle.

Direction: Solve each triangle. (if answers are not exact, round off to the nearest
hundredth)

1.
B

a
3

108°
C
9 A

2. A B

4 4
120°

A
3.
8 130°
5

B C

248