A function is defined as a relation between a set of inputs having

one output each. In simple words, a function is a relationship between

inputs where each input is related to exactly one output.

The mathematical term for a set of ordered pairs is a relation. A relation

may have a finite set of ordered pairs or an infinite set of ordered pairs.
The set of first coordinates of ordered pairs is called the domain of the
relation, and the set of second coordinates is the range of the relation.

One – to – One Relations

A one-to-one function is a function in which each input value is mapped
to one unique output value. In another way, no two input elements have
the same output value.
A one-to-one function is a function of which the answers never repeat.

Example and non example of one to one function

In the Fig (a) (which is one to one), x is the domain and f(x) is the co-
domain, likewise in Fig (b) (which is not one to one), x is a domain and
g(x) is a co-domain.

LEARNER’S MODULE IN MATHEMATICS 9 1

1
In Fig(a), for each x value, there is only one unique value of f(x) and thus,
f(x) is one to one function.

In Fig (b), different values of x, 2, and -2 are mapped with a common g(x)
value 4 and (also, the different x values -4 and 4 are mapped to a
common value 16). Thus, g(x) is a function that is not a one to one
function.

One – to – Many and Many – to – One Relations

One to Many relation is a type of relationship between two sets
where each element in the first set is associated with multiple elements in
the second set.
The many-to-one function is a type of function that connects two
or more elements of the domain set with a single domain set x, and are
connected to a single set y.

Consider the following relations:

a. y = x2 b. y= √ x

The table of values for y = x2 and y= √ x are shown in table.

x 0 1 -1 2 -2

y 0 1 1 4 4

x 1 4 9
+3
y +1 +2

LEARNER’S MODULE IN MATHEMATICS 9 2

2
Examine the case of y = x2 and y= √ x . What kinds of mapping are shown
in these two examples?

In first figure, the ordered pairs are (-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4).
Note that -1 and 1 are paired with the same number which is (-1, 1), (1,
1).

Likewise, -2 and 2 are also mapped with the same number, which is 4, (-2,
4), (2, 4).

This kind of mapping is called many – to- one, and the relation is
considered as many – to one relation. This is the case when more values
of the domain are paired with only one value of the range. The mapping
shown in second figure is called one – to – many because one value of x
is mapped with two different values of y.

Function
A relation in which each element of the domain corresponds with one
unique element of the range is called a function.

TAKE NOTE
• Definition of a Function • A one-to-one relation is a
A function is a relation in function.
which each element of the • A many-to-one relation is a
domain corresponds to function.
exactly one element of the • A one-to-many relation is
range. No two ordered pairs not a function.
of a function have the same • All functions are relations,
first coordinates and different but not all relations are
second coordinates. functions.

LEARNER’S MODULE IN MATHEMATICS 9 3

3
Determining Whether or Not a Relation is a Function
How do you determine if a relation is a function or not?
Functions can be described in many
ways:
By means of an equation
By an input – output table
By a graph
By a set of ordered pairs
Study the following examples to find out which may be considered as
function.
1. Is this a function: {(6, 3), (7, 4), (9, 4)}?

The ordered pairs in this example show a many-to-one relation.

Hence, it is a function.

2. Analyze if the following is a function:

{(Joan, Helen), (Jc, Lara), (Jc, Carlo)}

In this example, it will be noted that two ordered pairs have the
same first coordinate, Jc. The relation is one-to-many. Hence, it is
not a function.

3. Is {(3, 2), (6, 4), (6, 1), (7, 8)} a function?

In this example, there are also two ordered pairs having the same
first coordinate, (6, 4) and (6, 1). This relation is not a function.

4. Do these set of number combinations show a function?

{(4, 5), (6, 4), (7, 6), (9, 6)}

No two ordered pairs have the same first coordinate, hence it is a
function.

5. Do these pairs of numbers show a function?

{(1, 4), (3, 8), (8, 12), (9, 16)}

These numbers show a one-to-one relation, hence it is a function.

6. Does the table of values below depict a function?

x 0 1 3 5 3 9

y 8 9 10 11 12 13
The table of values does not depict a function because it involves a
one-to-many relation.

7. Is the equation y = 3x – 2 a function?

LEARNER’S MODULE IN MATHEMATICS 9 4

4
 The table of values for this relation is shown below:
x -1 0 1 2 3

y -5 -2 1 4 7
If more values will be assigned to the independent variable x, this
will still give a unique value for the dependent variable y. Hence, y
= 3x – 2 is a function.

Check What You

Which of the given relations is a function? Write the letter of

your answer on the blank before the number.

_______ 1. A. {(4, 3), (4, 4), (5, 1), (8, 2), (10, 4)}
B. {(4, 3), (5, 1), (6, 1), (8, 2), (10, 5)}
C. {(4, 3), (5, 4), (6, 1), (8, 2), (10, 3)}
D. {(4, 3), (3, 4), (5, 1), (2, 1), (5, 3)}

_______ 2. A. {(6, 8), (7, 10), (8, 12), (9, 14)}

B. {(5, 3), (5, 5), (5, 7), (5, 9)}
C. {(6, 3), (7, 5), (6, 7), (11, 9)}
D. {(0, 1), (0, 2), (0, 3), (0, 4)}

_______ 3. A. {(Red, blue), (green, pink), (orange, purple)}

B. {(Red, pink), (red, orange), (green, pink)}
C. {(Red, green), (purple, pink), (purple, blue)}
D. {(Red, blue), (blue, green), (orange, green)}

_______ 4. A. {(1, 1), (1, 2), (1, 3), (1, 4)}

B. {(1, 1), (2, 1), (3, 1), (1, 4)}
C. {(1, 1), (2, 2), (3, 3), (2, 3)}
D. {(1, 1), (2, 1), (3, 1), (4, 1)}

_______ 5. A. {(2, 3), (2, 5), (2, 6), (2, 7)}

B. {(2, 3), (3, 4), (4, 4), (4, 5)}
C. {(2, 9), (3, 9), (4, 10), (5, 10)}
D. {(2, 3), (3, 3), (4, 3), (3, 4)}

A. Which value of x will make the given relation a function? Encircle

the letter of your answer.
1. {(2, 5), (3, 8), (4, 8), (x, 10), (8, 9)}

5
LEARNER’S MODULE IN MATHEMATICS 9 5
 A. 2 B. 3 C. 4 D. 6

2. {(6, 4), (8, 7), (11, 9), (12, 7), (x, 9)}
A. 5 B. 6 C. 11 D. 8

3. {(x, 5), (4, 5), (7, 5), (8, 5), (0, 5)}
A. Cannot be determined C. No answer
B. This is not a function D. 5

4. {(Rose, Daisy), (Orchid, Tulips), (Daffodil, Sunflower),

(x, bougainvillea,)}
A. Tulips B. Dahlia C. Orchid D. Rose

5. {(Rudy, Richard)}, (Alex, John), (x, Paul), (Albert, Ding)}

A. Alex B. Albert C. Greg D. Rudy

Functions are always expressed as a mathematical equation that

relates two or more variables. In this lesson, graphs of common functions
shall be explored, such as:
Constant function
Linear function
Quadratic function
Rational function
Cubic function
Square Root function

Graph of Constant Function

A function of the form f(x) = b is called a constant function. The
graph of a constant function is horizontal line.
Examples: f(x) = 4; f(x) = -1; f(x) = 5
Figure 1 shows the graph of f(x) = -1 and f(x) = 5

LEARNER’S MODULE IN MATHEMATICS 9 6

 Graph of Linear Function
An equation of the form y=mx+b is represented graphically by a
line with slope m and y-intercept (0, b). in function notation, this can be
written as f(x) = mx + b. a function in this form is called a linear function.
The function f(x) = x – 5 is a linear function with slope 1 and y- intercept
(0, -5).

Graph of Quadratic Function

The values of the function are equated to the square of x, so f(x) will
always be greater than or equal to zero. Hence, the y-coordinates on the
graph will never be negative. The shape of the graph is called the
parabola and shows the graph of quadratic functions. The graph opens
upward if the coefficient of x2 is positive and opens downward if the
coefficient is negative.

f(x) = x2

Graph of Rational Function

LEARNER’S MODULE IN MATHEMATICS 9 77

 See that x = 0 is not part of the domain of the function. Notice that
as x increases, the y-value decreases and gets closer to zero. In fact, as x
approaches an infinitely large number, the graph gets closer to the x-axis.
In this case, the x-axis is called a horizontal asymptote. Similarly, the
graph of the function approaches the y-axis a x gets closer to zero. In this
case, the y-axis is called a vertical asymptote. This function is called the
rational function.

1
x

f(x) =

Graph of Cubic Functions

The graph below is the graph of f(x) = x3 + 1.

Graph of Square Root Function

Take a look at the graph of f(x) = √ x+ 1 in the figure below. This
function, however, will not be fully discussed in this section.

f(x) = √ x+ 1

Check What You

8
LEARNER’S MODULE IN MATHEMATICS 9 8
 Direction: Identify the given functions whether constant, linear,
quadratic, cubic, square root or radical function, or rational
function. Write your answer on the space opposite each
number.
1. f(x) = 3x + 6 ____________________________

2. f(x) = 2 ____________________________

3. f(x) = 4x2 + 3x + 8 ____________________________

4. f(x) = 8x3 ____________________________

6
5. f(x) = _____________________________
8 x+ 4

6. f(x) = √ 5 x −2 _____________________________

7. f(x) = 3x + 9 ____________________________

8. f(x) = 3x3 +7 ____________________________

9. f(x) = 6x2 – 2x + 1 ____________________________

10. f(x) = -4x2 +9x + 3 ____________________________

Recall what you have learned about linear functions and equations.
Linear functions are functions with a degree of 1.When illustrated in
graphs, linear functions show straight lines. The standard form of a linear
function is y = mx + b.

Second degree equations are called quadratics. Remember this definition

of a quadratic function.

Quadratic Function
A quadratic function is a second – degree polynomial function of the form,

LEARNER’S MODULE IN MATHEMATICS 9 99

f(x) = ax2 + bx + c, where a, b, and c are real numbers and a ≠ 0. Every
quadratic function has a u – shaped (or an inverted u) graph called a
parabola.

Analyze the following examples. How do you find out which of the
following are considered functions, and why?
1. y = 2x – 3 The degree of this function is 1.
Hence, it is not a quadratic function.
2. f(x) = 3x 2
The degree of this function is 2. It is
a quadratic function.
3. y = x +x – 3
2
The given function is on the second
degree. It is a quadratic function.
x −1 The given function is not quadratic.
4. f(x) =
x +1
5. y = x z
2 2
The degree of this function is not 2.
This is not a quadratic function.
A quadratic equation is an equation in the form ax 2 + bx + c = 0,
where a ≠ 0. This is the standard form of a quadratic equation.
The zeros or roots of the quadratic function f(x) = ax 2 + bx + c are
the solutions of its corresponding quadratic equations.
A quadratic function y = x 2 + 4x + 4 has an associated quadratic
equation x2 + 4x + 4 = 0.
The following are examples of quadratic equations:
3x2 + 2x + 3 = 0, 2x2 – 1 = 0, 5x2 = 0, 4x2 + x – 2 = 0

Check What You

Identify which of the following functions is quadratic. Check (√)

the underline of those equations showing quadratic functions.
______ 1. y = 4x2 + x – ______ 5. f(x) = x2 – 5
2 ______ 6. y = 2x3 + 5x – 2
______ 2. f(x) = 9x (x2 ______ 7. y = (x +1)(x – 2)
– x) ______ 8. f(a) = -11a2 – 100
______ 3. 2x – 3y + 3 ______ 9. f(x) = x2 – 12x+6
=0 ______ 10. f(x) = x2 – 81
______ 4. y = 5x2 – x
+12

LEARNER’S MODULE IN MATHEMATICS 9 10

10
 In this lesson, you will learn how to solve quadratic equations, such
as ax + bx + c = 0. To solve, find the possible values of x that will make
2

the equation correct. These values also called the roots of the equations.
Several methods may be used to solve quadratic equations:

1. by extracting the square root

2. by factoring
3. by using quadratic formula

Extracting the Square Root

Consider the following quadratic equation:

x2 = 36

The value of x must be a number whose square is 36. There are two
numbers whose square is 36, or the value of x is the square root of 36.

x = √3 6 or x = -√ 3 6
x=6 or x = -6

Study the following examples showing this property.

1. Solve x2 = 49 x2 = 49
x = ± √ 49
x=±7

2. Find the solution of 5x2 – 125 5x2 – 125 = 0

=0 5x2 = 125
125
x2 = = 25
5
x2 = 25
x = ± √ 25
x = 5, x = -5

3. Solve 4x2 = 20 4x2 = 20

4x2 = 20
4 4
x =5
2

x = √ 5 , x = -√ 5

LEARNER’S MODULE IN MATHEMATICS 9 11

11
 Solving Quadratic Equations by Factoring
The Zero Factor Property
If a ● b = 0, then a = 0 or b = 0 if the product is zero, then one of the
factors is zero.

See how this is applied in the following examples.

1. Solve x2 + x – 6 = 0
(x + 3)(x – 2) = 0 factor the left side
x + 3 = 0 or x – 2 = 0 zero factor property
x = -3, x = 2 solve the linear equation

2. Solve x2 + 3x + 2 = 0
x2 + 3x + 2 = 0
(x + 2)(x + 1) = 0 by factoring
x + 2 = 0, x + 1 = 0 zero factor property
x = -2, x = -1

Solving Quadratic Equation using the Quadratic Formula

The Quadratic Formula
The quadratic equation ax2 + bx + c = 0 can be solved using the
−b ± √ b2 −4 ac
quadratic formula x=
2a
where a ≠ 0, and a is the coefficient of x 2, b the coefficient of x and c the
constant.

How is the quadratic formula used to solve a quadratic equation?

To use the quadratic formula, the quadratic equation must be written in
standard form, ax2 + bx + c = 0. The values of a, b and c are then
identified and substituted in the formula. The ± sign indicates that there
are two solution to the equation.

Study these examples.

1. Solve x2 – 5x + 4 = 0 using the quadratic formula.
To solve:
a. Identify first the values of a, b, and c.
A = 1, b = -5, c = 4
−b ± √ b2 −4 ac
b. Substitute these value in x=
2a
−(− 5)± √(− 5) − ( 4 ) ( 1 ) (4 )
2
x¿
2(1)
5± √ 25 −16
x¿
2

12
LEARNER’S MODULE IN MATHEMATICS 9 12
 5± √ 9
x¿
2
5± 3
x¿
2
8 2
x ¿ =4 or x ¿ =1
2 2
c. So x = 4 and x = 1
2. Solve the quadratic equation x2 + 8x = -16
First express the given equation in standard form and find a, b, and
c.
x2 + 8x = -16
x2 + 8x + 16 = 0
a = 1, b = 8, c = 16
−b ± √ b2 − 4 ac
x¿
2a
−8 ± √ 82 − 4 ( 1 ) (16)
x¿
2(1)
−8 ± √64 −64
x¿
2
−8 ± √ 0
x¿
2
−8 ± 0
x¿
2
−8
x¿ and x = -4
2

Check What You

A. Change the following quadratic equations to standard

form.

LEARNER’S MODULE IN MATHEMATICS 9 13

 1. 3 x+ 4 x 2=5 _______________________
2. 7r2 – 14r = -17 _______________________
3. b2 + 5b – 35 = 3b _______________________
B. Solve the following equation by extracting the square root.
1. x 2=9 _______________________
2. 16n2 = 48 _______________________
3. -7n2 = -49 _______________________
C. Solve the given quadratic equations by factoring.
1. 3 x 2 − 9 x =0 _______________________
2. x2 -16 = 0 _______________________
3. x 2 − 64=0 _______________________
D. Use the quadratic formula to solve the following quadratic
equation.
1. a2 + 11a – 12 = 0 _______________________ 13
2. 5b – 14b – 3 = 0
2
_______________________
3. 6x – 5x – 4 = 0
2
_______________________
4. x − 2 x −15=0
2
_______________________
5. 2 x 2+3 x −27=0 _______________________

The root of an equation is the value that makes the coefficient zero.
The roots of a quadratic equation r 1 and r2, are related to its
coefficient, such that:

−b
1. The sum of r1 and r2 is r1 + r2 =
a
c
2. The product of r1 and r2 is r1 ● r2 =
a

LEARNER’S MODULE IN MATHEMATICS 9 14

Study the application of these formulas in the following:

1. Find the sum and product of the roots of 2x 2 – 9x – 3 = 0

Identify the values of a, b, and c.
a = 2, b = -9, c = -3

9 3
r1 + r 2 = r 1 ● r2 = −
2 2

2. Find the sum and product of roots of 3x2 + 5x + 9 = 0

Identify the values of a, b, and c
a = 3, b = 5, c = 9

−5 9
r1 + r 2 = 3 r 1 ● r2 = 3 =3

Check What You

14

A. Complete the following table.

Quadratic Sum of Roots Product of Roots

Equation
2x2 –4x – 16 = 0
6p2 + 2 – 12 = 0
4x2 + 12x + 24 = 0
2x2 – 5x – 2 = 0
6x2 – 15x – 4 = 0

Writing exponents is a way of expressing large or small numbers in

a short way. In the expression 24, number 2 is the base, and number 4 is
the exponent. Exponents are also called powers or indices.

The exponent tells how many times the base is used as a factor, or
how many times it should be multiplied.

LEARNER’S MODULE IN MATHEMATICS 9 15

 For example, the expression “ 2 to the 4th power” or “2 raised to 4”
is written as 24.

24 =2x2x2x2
= 16

24 is the exponential form

2 x 2 x 2 x 2 is the expanded for
16 is the standard form

Rules of Exponents
In simplifying expressions, various rules of exponents may be used, such
as:
A. The Rule of 1 15
B. The Rule of 0
C. The Rule of Negative Exponents
D. The Product Rule
E. The Power Rule
F. The Power of a Product Rule
G. The Quotient Rule
H. The Power of a Quotient Rule

The Rule of 1
The rule of 1 is expressed by the formula a1 = a.

Any number a, raised to 1, is equal to the given number.

Examples:
1. 101 = 10 (10 raised to 1 is 10)
2. 161 = 16 (16 raised to 1 is 16)
3. 81 = 8 (8 raised to 1 is 8)
4. k1 = k (k raised to 1 is k)

The Rule of 0
The rule of 0 is expressed by the formula a0 = 1.

Any number a, provided that a≠0 , raised to 0, is equal to 1.

LEARNER’S MODULE IN MATHEMATICS 9 16

 Examples:
1. 40 = 1 (4 raised to 0 is 1)
2. 1590 = 1 (159 raised to 0 is 1)
3. k0 = 1 (k raised to 0 is 1)
4. (5x)0 = 1 (5x raised to 0 is 1)

The Rule of Negative Exponents

1
The rule of negative exponents is expressed by the formula a-n =n
a
such that a≠0. Get the reciprocal of the number a, then use the
positive exponent n.

Examples:
1 1
1. 6-3 = 3 =
6 216
−3 1 1
2. 5 = =
5
3
125
1
3. d-5 = 5 16
d
1 1
4. 4-3f-8 = 3 8
= 8
4 f 64 f

The Product Rule

The product rule is expressed by the formula: am ● an = am + n

Add the exponents of the same base.

Examples:
1. s5 ● s7 = s5 + 7 = s12
2. 32 ● 33 = 32 + 3 = 35 = 243
3. (5x3)(-2x2) = -10x5
4. (-5j4)(-6j2) = 30j6

The Power Rule

The power rule is expressed by the formula. (am)n = amn

Multiply the exponents.

Examples:
1. (x5)7 = x5(7) = x35
2. (33)4 = 312 = 531 441
3. (22)2 = 16

LEARNER’S MODULE IN MATHEMATICS 9 17

 4. (p11)5 = p55

The Power of a Product Rule

This rules is expressed by the formula (ab)n = anbn

To apply this rule, distribute the exponents to the bases.

Examples:
1. (2x)2 = 22x2 = 4x2
2. (-5m5)2 = (-5)2(m5)2 = 25m10
3. (2f5)3 = (2)3(f5)3 = 8f15
4. (-4g5)3 = (-4)3(g5)3 = -64g15

The Quotient Rule

m
a m −n
This is expressed by the formula n
=a
a
17
To apply, subtract the exponents of the same base.

Examples:
4
63 w
1. 2 = 9w4 – 2 = 9w2
7w
5
8x
2. 3 = 2x5 – 3 = 2x2
4x
3 2
2z z
3. =
4z 2
5
18ℎ 2
4. 3
=2ℎ
9ℎ

The Power of a Quotient Rule

()
n n
a a
This is expressed by the formula = n
b b

The exponent is distributed to the numerator and to the denominator.

Examples:

()
3 3
5 5 125
1. = 3= 3
x x x

LEARNER’S MODULE IN MATHEMATICS 9 18

 ( )
2 3 2 4 6 2 2
4x y 16 x y 16 x y
2. 2 = ¿¿¿ = 2 4 =
5 xy 25 x y 25

3.
Check
4.
What You

Simplify the following expressions.

1. 4 − 2 =__________________________
0
2. ( a 3 b 2 ) =__________________________

()
3
3
3. =__________________________
4
4. (6 ab)3 =__________________________

( )
3 3
5
5. 2 =__________________________
5
6. 121 =__________________________ 18
7. 16 −3
=___________________________
8. 2 x 0 =___________________________
2
9. ( 2 x −2 y 3 ) =___________________________
3
10. (2 x2) =___________________________

Rational exponents are exponents that can be expressed in the form

of p/q, where q≠ 0 The general notation of rational exponents is x m/n, where
x is the base (positive number) and m/n is a rational exponent. Rational
m
exponents can also be written as x n =√n x m .

LEARNER’S MODULE IN MATHEMATICS 9 19

 An exponent may be any rational number. Rational exponents follow
the usual rules of exponents. Various rules are applied to simplify
expressions with rational exponents.

These rules are:

A. The Rule of Negative Exponents

B. The Product Rule
C. The Power Rule
D. The Power of a Product Rule
E. The Quotient Rule
F. The Power of a Quotient Rule

The rule of Negative Exponents

1 −n 19
This rule is expressed in formula form as a = n . Recall that you have to
a
get the reciprocal of a, provided that a≠0, and then use the positive
exponent n.

Study the following examples:

1
−
2 1
1. = 12
x
x
1
−
7 1
2. 3 = 17
3
2
−
5 4
3. 4 y = 25 (Do not get the reciprocal of 4 anymore because its
y
exponent
is positive 1)

The Product Rule

This product rule is expressed by the formula: a m ● an=am +n

LEARNER’S MODULE IN MATHEMATICS 9 20

Recall that the exponents of the base are added.

Examples:
1
1. x 4 ● x 3
2
=
1 2 3 +8 11
+ = = (Add the rational
x4 3 12 12
exponent by getting
11
= x 12 the LCD.)
1 1 1 1 3+2 5
2. 2 2 ● 2 3 = +
2 2 3 =2 6
=2 6
5
= 2 6

2 1 2 1
3. 125 3 ●125 6 = 125 3
+
6

4 +1 5
6
¿ 125 =125 6
5
= 125 6 (Get the root of 125 to
5
5
= ( 53 ) 6 reduce the fraction .)
5
6
= 52

The Power Rule

The Power Rule is expressed by the formula (am)n = amn where you
multiply the exponents.
20
Example:
3 1 3
1 3
( )
1 ●
1. x 5 4
¿x 5 4 (Multiply the rational exponent and .
3
5 4
20
¿x

1 1 1

( )
1 ●
2. 8 2 3
¿ 82 3

1
6
¿8
1 (Get the root of 8 to reduce the rational
¿ (2 )
3 6
1
exponent .
1
2
6
¿2

2 2 2

( )
2 ●
3. 323 5
¿ 32 3 5

4
¿ 32 15
4
¿ (2 )
5 15

4
3
¿2

LEARNER’S MODULE IN MATHEMATICS 9 21

 The Power of a Product Rule

This rule is expressed by the formula (ab)n = anbn where the exponent
is distributed to the bases.

Example:
1 1 1 2 1
1
( )
1 2 ● ●
1. x 2 y 3 4
¿ x2 4
y3 4 (Distribute the rational exponent
1 2
4
8
¿x y 12 and multiply it with the rational
1 1 1 2
¿ x8 y6 exponents and )
2 3
2
(Reduce the rational exponent )
12

3 3 1 3

( )
1 ●
2. 16 w 9 4
¿ 16 w 4 9 4

3 3
¿ (2 ) w
4 4 36 (The root of 16 is 24, simplify the
1 3 3
3 12 rational exponents and )
¿2 w 4 36 21
1
12
¿8w
5 5 5 1 5

( )
1 2● ●
3. 49 r 2 s 5 4
¿ 49 r 4 4
s 5 4

5 5 1
¿ (7 ) r s
2 4 2 4

5 5 1
2 2 4
¿7 r s

The Quotient Rule

m
a m −n
The quotient rule is expressed by the formula n
=a where the
a
exponents are subtracted from the same base.

Examples:
1 1 1 2 −1 1
− = = 1 1
x 2
¿x 2 4 4 4 (Subtract the rational exponents and .
1. 1 1
2 4
x 4 ¿ x4

2 2 5 16 − 15 1
− = =
63 ¿ 63 8 24 24
2. 5 1

6 8 ¿ 6 24

LEARNER’S MODULE IN MATHEMATICS 9 22

 1 1 2 5 −12 −7
− = =
6 6 5 30 30
32 ¿ 32
3. 2 −7

32 5 ¿ 32 30 (Get the reciprocal of 32 because of the

1 negative rational exponent)
¿ 7
32 30 (Get the root of 32 to reduce the rational
1 7
¿ exponent )
7
30
(2 )5 30

1
¿ 7
26

The Power of a Quotient Rule

()
n n
a a
This rule is expressed by the formula = n where the exponent is 22
b b
distributed to the numerator and the denominator.

Examples:

()
5
x 7
5
5
1. x 7 (Distribute the rational exponent to the
y ¿ 5
7
y7 numerator and to the denominator)

( )
1 1
64 3
2. 64 3
d
3
¿ 1
(d )3 3

1
(4 )3 3
¿
d
4
¿
d

( ) (Change the negative exponents into positive

−1 −1
125 3
3. 125 3 exponents by getting the reciprocals)
343 ¿ −1
343 3
1
343 3
¿ 1
125 3
1
( 73 ) 3
¿ 1
(5 )3 3

7
¿
5

LEARNER’S MODULE IN MATHEMATICS 9 23

 Check What You

Simplify the following expression.

23
−3
1. 4 2 = _________________________
2

( ) = _________________________
1
2. 8 x 4 3

( ) = _________________________
2
3. ab 3 2

−3
4. ( −16 ) 4 = _________________________
−3
5. 81 4 = _________________________
−3
6. ( − 81 ) 4 = _________________________
1

( ) = _________________________
2 1
7. 64 a 4 b 8 2

3
45
8. 1 = _________________________
2
4

( )
2
32
9.
243
5
= _________________________
−1
9
−4 x
10. −1 = _________________________
8
12 y

Recall the first twelve square numbers and their roots.

Square Numbers 1 2 3 4 6 8 10 12 14
1 4 9
6 5 6 9 4 1 0 1 4
Square Roots 1 2 3 4 5 6 7 8 9 10 11 12

LEARNER’S MODULE IN MATHEMATICS 9 2424

Remember that to find the square of a number, just multiply it by itself.

6 x 6 = 36 or 62 = 36

The square root of a number is a value which when multiplied by itself will
give the original number.

What is the square root of 64? The answer is 8 or -8, because (-8) 2 is also
equal to 64. In other words,
√ 64 or − √64
The positive value 8 is the principal square root. That is, “the square
root of 64” is 8.
√ 64 = 8
As for -8, it is “the negative of the square root of 64.”

-√ 64 = -8

m m
In the expressiona n , a is the base and is the rational exponent. The
n
expressions can be written in the radical form as:
m
a n =√ a
n m

where: am is the radicand

√ is the radical symbol
m is an integer
n is an index and integer greater than or equal to 2 which
indicates the nth root of am.
When n = 2, do not write√2 a, but use the symbol √ a.

Analyze and study the following examples.

Example 1
1
a. The rational exponent a 2 is written in the radical form as √ a and is
read as the square root of a.
4
b. The rational exponent a 3 is written in the radical form as √3 a 4 and is
read as the cube root of a4.
2
c. The rational exponent x 5 is written in the radical form as √5 x 2 and is
read as the fifth root of x2.
8
d. 4 y 11 is written in radical form as 4 11√ y 8 and is read as four and the
eleventh root of y8.

LEARNER’S MODULE IN MATHEMATICS 9 25

25
Example 2. These examples show how to change radicals into rational
exponents.
1
a. √ z3 = z 3

7
b. √3 57 = 53
1
c. −6 4√2 y 3 = −6 ( 2 y )
3 4

Example 3
a. The √3 53 is 5. In general, m√ am = a If m is an odd integer.
b. √3 (− 7)3 = │-7│ = 7 In general m√ −a m = │a│ If m is an even integer.
c. − √9 119 = -11` In general, − m√ a m = -a Whether m is odd or
even, it represents the
negative square of a
d. √ 0= 0
m
Where m>1

Check What You

A. Remove the radical signs in the following expressions.

1. √ 64 _____________
2. − √ 121 _____________
3. √ 2
5 5
_____________
4. √ −8
3 3
_____________
5. √ (− 8 x)
5 5
_____________

B. Find the square root of the following.

1. √ 81=¿
2. √ 169=¿
3. √ 225=¿
4. √ 256=¿
5. √ 16=¿

Like radicals are radical expressions having the same index and the
same radicand. In adding or subtracting, radicals must be expressed in
simplest form before they can be combined.

LEARNER’S MODULE IN MATHEMATICS 9 2626

Now, here are examples of like and unlike radicals.
Like Radicals Unlike Radicals
√ a∧√ a √ a∧√3 a
−2 √ 3 x∧√ 3 x √ x∧√ 3 x
6 √ y ∧−7 √ y 6 √ x ∧−7 √ y 2
3 2 3 2 3 2 3

Examples:
1. 7 √ x+ 2 √ x Since 7 √ x and 2 √ x are like radicals,
= 9√x combine the coefficients 7 and 2.
Then copy the same index and the
same radicand.
2. 4 √ 13+ 11 √ 13 −5 √ 13 Combine like radicals.
=10 √ 13
3. 8 √3 3 −7 √3 2+2 √3 3 −5 √3 2 Group like radicals.
=8 √3 3+2 √3 3 − 7 √3 2 −5 √3 2 Combine like radicals.
= 10 √3 3− 12 √3 2
4. 5 √ 3+2 √ 75 The two radicals are unlike but they
= 5 √ 3+2 √ 25 ●3 can be simplified. The simplest form
= 5 √ 3+(2)(5) √ 3 of 2 √ 75 is 2 √ 25● 3
=5 √ 3+10 √ 3 Combine like radicals.
=15 √ 3
5. √ 54+2 √ 40 −3 √ 96 Write each radical in simplest form.
= √ 9 ●6+2 √ 4 ●10 −3 √16 ● 6
= 3 √ 6+ ( 2 ) ( 2 ) √ 10 −(3)(4 ) √ 6
= 3 √ 6+4 √10 − 12 √ 6 Combine like radicals.
= − 9 √6+ 4 √ 10
6. √ 18 ab2 − √ 8 ab2 + √ 50 ab2
=√ 9 b2 ●2 a − √ 4 b2 ●2 a+ √ 25 b2 ●2 a
= 3 b √ 2 a −2 b √ 2a +5 b √ 2 a
= 6 b √2 a

Check What You

A. Perform the indicated operations.

1. 4 √11+8 √11 =_______________________ 27

LEARNER’S MODULE IN MATHEMATICS 9 27

 2. 6 √ 5 −9 √ 5 =_______________________
3. 7 √ 3+8 √ 3 =_______________________
4. 13 √ 7 x −6 √7 x =_______________________
5. 8 √3 3 −9 √3 3+10 √3 3 =_______________________
6. 4 √12+3 √ 27 −2 √ 48 =_______________________
7. √ 32− √ 8 =_______________________
8. √ 7 a+ √28 a =_______________________
9. 6 √ 18+3 √ 50 =_______________________
10. 8 √ 72− 3 √8 − √ 98 =_______________________

B. Perform the indicated operations.

1. 4 √5+ 6 √5 =_______________________
2. √ 32− √ 8 =_______________________
3. 7 √ a+28 √ a =_______________________
4. 6 √ 18+3 √ 50 =_______________________
5. 14 √ 20 − 4 √ 125 =_______________________
6. √ 18+ √ 32 =_______________________
7. √ 27 − √ 48 =_______________________
8. √3 54+ √3 16 =_______________________
9. √3 8 a+ √3 27 a =_______________________
10. 5 √ 8 −3 √ 8 =_______________________

When multiplying radicals with the same index, multiply the 28

numbers outside the radicals, and then multiply the numbers inside. The
radicals and the index remain the same.
x √ a ● y √ b=xy √ ab
n n n

LEARNER’S MODULE IN MATHEMATICS 9 28

Examples:
1. √ 2● √3 Multiply the two radicands, 2 and
=√ 2● 3 3, and place the product under a
=√ 6 radical with the same index.

2. √3 6 ● √3 9 The factors of 54 are 27 and 2,

=√3 54 wherein 27 is a perfect cube.
= √3 27 ●2 Get the cube root of 27.
=3 √3 2

3. 4 √3 x ●5 √3 8 x7 Multiply the numbers outside the

=20 √3 8 x 8 radicand 4 x 5 = 20.
Find the largest perfect cube
=20 √3 8 x6 ● x 2
factors of the radicand.
=( 20 ) ( 2 ) (x 2) √3 x 2 Simplify.
=40 x 2 √3 x 2

4. √5 ¿ Use the Distributive Property of

=( √ 5 ) ( 3 √ 6 ) + ( √ 5 ) (7 √ 3) Multiplication.
=3 √ 30+7 √ 15

5. ( 5+ √3 ) ¿ Use the Distributive

=( 5 ) ( 3 ) + ( 5 ) ( − √ 5 ) + ( √ 3 ) ( 3 ) + ( √ 3 ) (− √ 5) property of multiplication
=15 − √ 5+3 √ 3− √ 15 or the FOIL method.

Check What You

Direction: Multiply the following radical expressions

and simplify. 29

1. √3 ●√5 3. √ 36 ● √ 3
2. √ 5 ● √ 15 4. 4 √ 50 ● √ 2

LEARNER’S MODULE IN MATHEMATICS 9 29

 5. 2 √ 7 ● 4 √ 3 8. (3 √ 2+1)(2 √ 2 −3)
6. ( 4+3 √ 3 ) (3 − 4 √ 7) 9. ( 2 √ 5+8 ) ( 3 √ 5+ 2 )
7. √3 25 ● √3 5 10.

When dividing radicals with the same index, first divide the number
outside the radicals, and then, divide the numbers inside the radicals. The
index remains the same.
x √a x
= ●
y √b y
a
b √

If the denominator of a “simplified” radical expression contains an

irrational number (a radical that cannot be simplified), then it is necessary
to change first the denominator to a rational number. This modification is
called “rationalizing the denominator.”

Examples:
1.
8 √9
2 √3
= 8● 9
2
= 4 √3
√
3

2.
√2+3 √ 8 = +
√2 3 √8
√2 √2 √2
= 1+3 √ 4
= 1 + 3(2)
=1+6
=7
●√ √3
5 5 3 Multiply the top and bottom part by
3. =
2 √3 2 √3 √ 3 to rationalize the denominator.
5 √3
=
2 √9
= √
5 3 30
6
4.
√2+ √6 =
√ 2 ● √6 √2
●
Multiply the top and bottom part by √ 2
√8 √8 √2 to make the denominator a perfect nth
√ 4+ √12 power.
=
√16
Simplify.

LEARNER’S MODULE IN MATHEMATICS 9 30

 2+ 2 √ 3
= Reduce to lowest term.
4
= √
1+ 3
2

Check What You

Direction: Divide the following radical expressions and simplify.

1.
√32 4.
10 √ 12
√2 2√ 3

2.
√25 5.
√8
√5 √3
5 √ 28
3.
√7

A Greek scholar named Pythagoras, who lived around 500 BC, was
also fascinated by triangles with these special side ratios. He studied them
a bit closer and found that the sum of the squares of two shorter sides
equals the square of the longest side. Eventually this theory came to be
known as the Pythagorean Theorem.
A theorem attributed to Pythagoras that the square of the
hypothenuse of a right triangle is equal to the sum of the squares of the
other two sides.

31

The Pythagorean Theorem

LEARNER’S MODULE IN MATHEMATICS 9 31

 If a triangle is a right triangle, the sum of the square of the
measures of the two legs equals the square of the measure of the
hypotenuse.

If a and b are the legs of a right triangle

c and c is its hypotenuse If a and b are the
a legs of a right triangle and c is its
hypotenuse, then a2 + b2 = c2.se, then a2
b + b2 = c2.

Study how the Pythagorean Theorem was applied in the given example.

Example:
How to verify the Pythagorean Theorem was applied in the given
example:
a2 + b 2 = c 2
32 + 4 2 = 5 2
9 + 15 = 25
25 = 25

a2 + b 2 = c 2
52 + 122 = 132
25 + 144 = 169
169 = 169

The Converse of the Pythagorean Theorem

If a2 + b2 = c2, then the angle between a and b measures 90° and

32
the triangle is a right triangle.
The converse of the Pythagorean Theorem is used to check whether
a given triangle is acute, obtuse, or a right triangle.

For a triangle with sides a, b and c, and c is the longest side,

LEARNER’S MODULE IN MATHEMATICS 9 32

 a. If c2 = a2 + b2, then it is a right triangle.
b. If c2 < a2 + b2, then it is an acute triangle.
c. If c2 > a2 + b2, then it is an obtuse triangle.
Determine whether a triangle with given sides is an acute, right, or obtuse
triangle.
1. If a = 4, b = 5 and c = 8, what kind of triangle is it?
c2 = a 2 + b 2
82 = 4 2 + 5 2
64 ≠ 41
Since 64 > 41 compound to c2 > a2 + b2, then the triangle is obtuse.

2. If a = 10, b = 15, and c = 17, what kind of triangle is it?

c2 = a 2 + b 2
172 = 102 + 152
289 = 100 + 225
289 ≠ 325
Since 289<235 compounds to c 2 < a2 + b2, then the triangle is
acute.

3. If a = 5, b = 12, and c = 13, what kind of triangle is it?

c2 = a 2 + b 2
132 = 52 + 122
169 = 25 + 144
169 = 169
Since 169 = 169 compounds to c 2 = a2 + b2, then it is a right
triangle.

33

Check What You

A. Given the following measures for the sides of a triangle,
identify whether the triangle is right, acute, or obtuse.

____________ 1. a = 6, b = 8, c = 10

LEARNER’S MODULE IN MATHEMATICS 9 33

 ____________ 2. a = 5, b = 11, c = 15
____________ 3. a = 8, b = 15, c = 17
____________ 4. a = 14, b = 16, c = 19
____________ 5. a = 11, b = 60, c = 61

B. Find the value of m in each right triangle.

1. 2.

m = __________

m = __________

3. 4.

m = __________ m = __________

5.

m = __________
34

LEARNER’S MODULE IN MATHEMATICS 9 34

Isosceles Right Triangle
The isosceles right triangle is one of the special right triangles. It is
also known as the 45o – 45o – 90o triangle because of the measures of its
angles. The sides are in the ratio1 :1: √ 2.

45o – 45o – 90o Triangle Theorem

In a 45o – 45o – 90o triangle, both legs are congruent and the length
of the hypotenuse is √ 2 times the length of a leg.

hypotenuse = (√ 2)(leg)

See the application of this theorem.

Example 1. Find the length of the missing sides of an isosceles right

triangle.

Using the 45o – 45o – 90o Triangle Theorem, if a = 6, then b = 6.

To find c, use hypotenuse = (√ 2)(leg). 35
Therefore, c = 6√ 2.

Example 2. Find the side of a square whose diagonal is 7 √ 2 cm.

Let d = diagonal of the squares.
Let s = side of the square.
hypotenuse = (√ 2)(leg)
d = (√ 2)(s)
7(√ 2) = 5(√ 2)(divide both side
by (√ 2))
7 =s

The 30o – 60o – 90o Triangle Theorem

LEARNER’S MODULE IN MATHEMATICS 9 35

 Another kind of special right triangle is the 30 o – 60o – 90o triangle.
This is a triangle whose three angles measure 30 o, 60o, and 90o
respectively, and therefore the angles are in the ratio 1:2:3. The sides are
in the ratio 1 : √ 3 :2.
hypotenuse = (2)(shorter leg)
longer leg = (√ 3)(shorter leg)

In a 30o – 60o – 90o triangle, the length of the hypotenuse is two times the
length of the shorter leg. The length of the longer leg is √ 3 times the
length of the shorter leg.

Observe that the hypotenuse is twice the shorter leg. Use the
Pythagorean theorem to find the measure of the longer leg.

a2 + b 2 = c 2
a2 + 1 2 = 2 2
a2 + 1 = 4
a2 = 4-2
a2 = 3 36
a = √3

Here are other examples of the application of this theorem.

Example 1. Find the lengths of the missing sides of the given triangle.

Using the 30o – 60o – 90o Triangle Theorem

a. hypotenuse = (2)(shorter leg)
c = (2)(8)
c = 16

b. longer leg = (√ 3)(shorter leg)

LEARNER’S MODULE IN MATHEMATICS 9 36

 a = (√ 3)(8)
a = 8 √3

Example 2. A ramp is used to unload trucks. How high is the end of a 70

foot ramp when the angle which the ramp forms with the horizontal is
30o?

Using the 30o – 60o – 90o Triangle Theorem,

hypotenuse = (2)(shorter leg)
70 = (2)(height of the ramp)
35 feet = height of the ramp

Check What You

Know 37

Direction: Using the given information, find the indicated

length.
A.

1. RS = 12, ST = _____
2. ST = 8, RS = _____
3. ST = 10, RT = _____
4. RS = 18, RT = _____
5. RS = 40, RT = _____

LEARNER’S MODULE IN MATHEMATICS 9 37

 B.

1. MN = 5, MO = _____
2. NO = 10, MO = _____
3. MN = 8 √ 2, MO = _____
4. NO = 9 √ 2, MO = _____
5. MO = 10 √ 2, MN = _____

38

The word ”quadrilateral” is a combination of the word ”quadri”

meaning four, and “lateral” which has to do with its side. A quadrilateral is
an enclosed four sided figure which has four angles and four vertices.

Kinds of Quadrilaterals

Trapezium – This is a quadrilateral with no parallel sides. It is

sometimes called the general quadrilateral. A quadrilateral with one pair
of parallel opposite sides. A kite is an example of a trapezium.

LEARNER’S MODULE IN MATHEMATICS 9 38

 ABCD is a trapezium. AB is not parallel to DC. AD is not parallel to
BC.

Trapezoid – This is a quadrilateral with exactly one pair of

opposite sides that are parallel. A four-sided shape which has one pair of
sides as parallel. It is basically a two- dimensional shape or figure similar
to a square, rectangle, parallelogram. Hence, this shape also has its
perimeter and area as other shapes do.

Types of Trapezoids:

1. Right Trapezoids
2. Isosceles Trapezoids
3. Scalene Trapezoids

MNOP is a trapezoid. MN is parallel to OP. MP is not parallel to NO.

Parallelogram – This is a quadrilateral in which both pairs of

opposite sides are parallel. 39

ROSE is a parallelogram. RO is parallel to ES. RE is parallel to OS.

There are several types of special parallelograms.
a. Rectangle – This is a parallelogram with four right angles.

LEARNER’S MODULE IN MATHEMATICS 9 39

 Parallelogram MAKE is a rectangle. Angles M, A, K, and E are right
angles.
b. Rhombus – This parallelogram has 2 consecutive congruent sides.
It is an equilateral quadrilateral.

Parallelogram DARE is a rhombus. Side DA and side AR are

congruent.
c. Square – This is a rectangle in which all sides are congruent. It is
also a rhombus in which all the angles are right. It is a regular
quadrilateral.

Parallelogram LOVE is a square. Angles L, O, V, and E are right

angles. Sides LO, OE, VE, and LV are congruent.

Check What You

Direction: Classify each statement as TRUE or FALSE. 40

______________ 1. Every quadrilateral is a parallelogram.
______________ 2. Every parallelogram is a quadrilateral.
______________ 3. A trapezoid is a quadrilateral.
______________ 4. Every rectangle is a parallelogram.
______________ 5. Every rhombus is a rectangle.
______________ 6. Every square is a rhombus.
______________ 7. Every rhombus is equiangular.
______________ 8. Every square is a parallelogram.

LEARNER’S MODULE IN MATHEMATICS 9 40

 ______________ 9. All trapezoids are isosceles.
______________ 10. Every rectangle which is a rhombus is a
square.

The distance between the hands of the clock in different times

creates an angle. An angle is formed by the union of two rays with a
common endpoint called the vertex. An angle is said to be in the standard
position if its vertex lies on the origin and one side lies on the position x
axis. The following figure shows an angle in standard position.

Angle POQ is in standard position with OP as the initial side and

OQ as the terminal side. The angle measure is considered positive if
measured in the counterclockwise direction, and the negative, in the
clockwise direction.

Angles are named using three capital letters with the vertex angle
written in between the two sides. Thus, <POQ has its sides at OP and OQ
and the vertex at point O. Greek letter, such as ∂ , β , ∅ ,θ are also used to
name angles.
41
The measure of an angle is the amount of rotation about the vertex
required to move OP on to OQ. This is also equal to how much the angle
opens.

It is important to understand the concept of the length of an arc of a

circle to fully define the measurement of an angle.

The equation x2 + y2 = 1 defines a circle of radius 1 and center at

the origin (0,0). This is called the unit circle.

LEARNER’S MODULE IN MATHEMATICS 9 41

 In a unit circle, all lengths of arcs correspond to a unique real
number, and the measure of all angles in the unit circle also corresponds
to a unique real number. The positive real number corresponds to a length
of an arc of the circle, starting from the point (1,0) for the
counterclockwise direction. The negative value is shown by the clockwise
direction, as in the third figure below.

The circumference of the circle is equal to 2πr. Because the radius

of Circle O is 1 unit, the circumference becomes 2π.
The measure of an angle is taken starting from the initial side to its
terminal side. If the terminal side lies on the quadrants, or axes, the
angles is called quadrantal. Angle in the figure is a quadrantal.

The terminal side of Angle in figure 2 intersects the unit at Point Q.

It can be seen that there is a one – to – one correspondence between the
set of real numbers and all the angles that are formed.

Relationship Between Degrees and Radians

To convert from degrees to
radians:
180o = π radians
π
42
Multiply by .
180
To convert from radians to

( ) degrees:
o
180
1 radian =
( )
o
π 180
Multiply by
π

Analyze the application of this in the following examples.

1. Convert 270o to radians. 3π

2. Convert radians to
4

LEARNER’S MODULE IN MATHEMATICS 9 42

 π 3π degrees.
270o x =
( )
o
180 2 3 π 180 o
● =13 5
4 π

Angles can also measure more than 360o or 2π radians.

Two angles in standard positions are coterminal if their terminal

sides coincide. The angles below are coterminal.

Check What You

A. Convert each angle from degrees to radians or

from radians to degrees.
1. 325o _________
2. 60o _________
23 π
3. 12 rad _________

4. 570o _________
5. 8π rad _________

B. Give the measure of each angle.

1. __________
43

3. __________
2. __________

LEARNER’S MODULE IN MATHEMATICS 9 43

 5. __________

4. __________

C. Draw an angle with the given measure.

1. 280o __________
2. -120o __________
3. 710o __________
4. 440o __________
5. -340o __________

The right triangle is an important geometric figure that has many

applications in the real world. Recall the previous knowledge about right
triangles.

A right triangle has one right angle and two complementary acute
angles. The side opposite the right angle is the longest side of the triangle 44
called the hypotenuse. The other sides are called the legs of the right
triangle. In the figure is a right triangle with <C as the right angle. Side AB
is the hypotenuse and side AC and BC are the legs.

LEARNER’S MODULE IN MATHEMATICS 9 44

 Two triangles are similar if, and only if, the lengths of their
corresponding sides are proportional. For the two triangles that are similar
∆ABC and ∆FGH, the following are proportionate to each other:

AC BC AB
= =
FH GH FG

In any proportion, the means of the proportions can be interchanged

to write new proportions.

AC AB AC FH
Since = , it can also be inferred that = .
FH FG BA GF

BC BA BC GH
Since = , it can also be inferred that =
GH GF BA GF

AC BC AC FG
Since = , it can also be inferred that = .
FH GH BC GH

The ratio of any two sides of one triangle is equal to the

corresponding sides of its similar triangle.
In ∆ACB, BC is opposite <A but adjacent to <B, while AC is the side
opposite <B but adjacent to <A. AB is the hypotenuse and <A and <B are
complementary angles.

The opposite and adjacent sides of a right triangle are dependent on

the reference angle.

45

LEARNER’S MODULE IN MATHEMATICS 9 45

These are called the Trigonometric Ratios or Trigonometric
Functions which are defined as follows:

1. The ratio between the opposite side and the hypotenuse is

called the Sine Function: This is written as

opposite side
sin θ=
hypotenuse

For the triangle above, the sine ratios of the two acute angles are:

b a
sin θ= sin β=
c c

2. The ratio between the adjacent side and the hypotenuse is

called the Cosine Function, written as

adjacent side
cos θ=
hypotenuse

For the given triangle in figure above:

a b
cos θ= cos β=
c c

3. The ratio between the opposite side and the adjacent side is
called the Tangent Function, written as tan θ .

opposite side
tanθ=
adjacent side

For the acute angles in figure above:

b a
tanθ= tan β=
a b

46
LEARNER’S MODULE IN MATHEMATICS 9 46
Trigonometric Ratios:
opposite side adjacent side opposite side
sin θ=¿ cos θ=¿ tan θ=¿ ¿¿¿
hypotenuse hypotenuse adjacent side

Remember: SOHCAHTOA

(
SOH sin:
opposite side
hypotenuse ) (
CAH cos :
adjacent side
hypotenuse ) (
TOA tan:
opposite side
adjacent )
Study the following example:

Find the sine, cosine and tangent functions for the acute angle of ∆XYZ.

15 8 15
sin X =¿ =0.88 cos X =¿ =0.47 tan X =¿ =1.88 ¿¿ ¿
17 17 8

The Reciprocal of Trigonometric Ratios:

The trigonometric ratios sine, cosine and tangent have their

corresponding reciprocals defined as follows:

1
cosecant θ=
sine θ

ℎypotenuse
This is also designated as csc θ=¿ ¿ in terms of the sides of the
opposite side
right triangle.

The reciprocal of cosine is the secant ratio defined as

1
secant θ=
cosine θ

adjacent side
The secant ratio is commonly written as sec θ=¿ ¿ when
ℎypotenuse
expressed according to the sides of a right triangle.
The reciprocal of tangent is the cotangent ratio defined as

47
LEARNER’S MODULE IN MATHEMATICS 9 47
 1 adjacent side
cot θ=¿ = ¿
tan θ oppopsite side

The Six Trigonometric Ratios

opposite side ℎypotenuse
sin θ=¿ ¿ csc θ=¿ ¿
ℎypotenuse opposite side
adjacent side ℎypotenuse
cos θ=¿ ¿ sec θ=¿ ¿
ℎypotenuse adjacent side
opposite side adjacent side
tanθ=¿ ¿ cot θ=¿ ¿
adjacent side opposite side

Study the following examples:

Find the values of the six trigonometric ratios for the triangle below.
Solution:
7 24
sinA= sinB=
25 25
24 7
cos A= cosB=
25 25
7 24
tan A= tanB=
24 7
25 25
cscA = cscB=
7 24
25 25
secA= secB=
24 7
24 7
cotA = cotB=
7 24

Study the application of this in the following example:

Find the values of the six trigonometric functions for the triangle below:

Solution: The length of the hypotenuse is not known, but this can be
solved using the Pythagorean Theorem:
c2 = a 2 + b 2
c2 = 3 2 + 4 2
c2 = 9 + 16
c = √ 25
c=5

48
LEARNER’S MODULE IN MATHEMATICS 9 48
The values of the six trigonometric functions are:
4 5
sin θ=¿ ¿ csc θ=¿ ¿
5 4
3 5
cos θ=¿ ¿ sec θ=¿ ¿
5 3
4 3
tanθ=¿ ¿ cot θ=¿ ¿
3 4

Check What You

A. Match the Trigonometric Function at the left column with

its ratio found at the right column. Write the letter of your
answer before the number.

ℎypotenuse
_____ 1. sineθ a.
adjacent
opposite
_____ 2. cosine θ b.
adjacent
opposite
_____ 3. tangent θ c.
ℎypotenuse
adjacent
_____ 4. cosecant θ d.
opposite
ℎypotenuse
_____ 5. secant θ e.
opposite
adjacent
_____ 6. cotangent θ f.
ℎypotenuse
B. Find the values of the six trigonometric ratios for each of the given
angle.
2.

1.

LEARNER’S MODULE IN MATHEMATICS 9 49

49
 Measures of central tendency are measures of location within a
distribution. They summarize, in a single value, the one score that best
describes the centrality of the data. There are many scores in any data
set. Nevertheless, one score is most representative of the entire set of
scores. This is the measure of central tendency.

The Mean

The mean is the arithmetic average. To know the average score in a class
test, add up all students’ score and divide by the number of students in
the class. The formula in computing the mean is given below.

where −X ¿ mean
− ∑ ¿sum
¿
∑X X = raw score,
X N and
N = number of
cases

To use the formula, simply add up all the raw scores (X) and divide by the
number of cases (N). Whenever you divide anything by the number of
cases, you get an average of the data you are dividing. Of the three
measure of central tendency, the mean is the most stable. That is, if many
samples of the same size are drawn from the same population and
calculated, the mean would noy likely vary much from sample to sample.
However, this cannot be true for all cases, as in data set with more
extreme values.

Consider nine members of the basketball team who scored the following
number of points.

2, 2, 5, 7, 8, 9, 12, 15, 21
Using the formula to solve the mean:
Mean=
∑X
N
Mean=
∑ 2+2+5+7+8+ 9+12+15+21
9

LEARNER’S MODULE IN MATHEMATICS 9 50

 81
Mean=
9
Mean=9

The mean is computed and the result is 9.

50
The Median

The median is the middle number of a data set arranged in ascending

order. When the data are arranged in order, the number of values less
than or equal to the median is equal to the number of values greater than
or equal to the median.

Consider nine members of the basketball team who scored the following
number of points.

2, 2, 5, 7, 8, 9, 12, 15, 21

The numbers of players are 9 or 4 + 1 + 4. Therefore, enumerate the four

scores below the median, the median, and four scores above the median.

2, 2, 5, 7, 8 9, 12, 15, 21

scores less than the scores greater than the

median median
median

Note that the number of data values is odd and can be written as 2(4) +
1. The median is the (4+1) or 5th value from either end of the distribution.
The median number of points is 8.

When the number of values in a set of data is even, then the median is
the average of the two middle values. For example, eight members of a
basketball team played in a game and scored the following points:

4, 6, 6, 7, 11, 12, 18, 20

Separate the eight data values into two groups of 4 values.

4, 6, 6, 7 11, 12, 18, 20

Note that the two middle data are 7 and 11. The median is computed as
follows:

7+11 18
Median = = =9
2 2

LEARNER’S MODULE IN MATHEMATICS 9 51

 The Mode
51
The mode is the value or values that occur most frequently in a set of
data.

Example: In the set of numbers –

3, 4, 5, 5, 6, 6, 6, 6, 7, 7, 8, 10

The number that occurs most frequently is 6. Therefore, 6 is the mode for
this set of data.

A data set may have more than one mode. For example, in the set of
numbers

3, 4, 5, 5, 5, 5, 6, 6, 6, 6, 7, 7, 8, 10

The numbers 5 and 6 occurs four times, more frequently than any other
number. Therefore, 5 and 6 are the modes for this set of data. The set of
data is said to be bimodal.

Quartiles

When a set of data is listed in ascending order, the median separates the
data into two parts. The quartiles separate the data into four equal parts.
To find the quartiles, first separate the data into two equal parts and then,
separate each of these parts into two equal parts.

Example: The grades of 20 students in a Math test are shown below:

58, 60, 65, 70, 72, 75, 76, 80, 81, 83, 84, 85, 87, 88, 88, 90, 93, 95, 98

Since there are 20 grades, the median is the average of the 10 th and the
11th grade.

58, 60, 65, 70, 72, 76, 80, 80, 81 83, 84, 85, 88, 88, 90, 93, 95, 98

Lower half Upper half

81+83
Median = =82
2

Now, separate each half into two. Find the median of the two lower
quarters and the median of the two upper quarters.

LEARNER’S MODULE IN MATHEMATICS 9 52

58, 60, 65, 70, 75, 76, 80, 80, 83, 84, 85, 87, 88, 90, 93, 95,
72 81 88 98

Median = 73. Median = 82 Median = 88

5 52

The numbers 73.5, 82, and 88 are the quartiles for this data.

One quarter of the grades are less than or equal to 73.5. Therefore, 73.5
is the first quartile (Q1) or the lower quartile.

Two quarters of the grades are less than or equal to 82, hence, it is called
the second quartile (Q2). The second quartile is always the median.

Three quarters of the grades are less than or equal to 88. Hence, 88 is the
third quartile (Q3) or the upper quartile.

Check What You

Find the mean, median, mode , and quartile of the

following sets of data:

1. The grades in advance algebra of 10 students are: 82, 85, 88, 78,
89, 87, 88, 89, 79, 78.
2. The ages of five contestants in Statistics Quiz Bee are the
following: 20, 19, 15, 19, 18.
3. There are nine students in a classroom with ages 18, 19, 25, 21,
19, 25, 17, 22, 25.
4. Eight books were randomly selected and the numbers of pages
were recorded as follows: 418, 398, 412, 405, 420, 419, 417,
430.
5. The grades of 20 high school students in Mathematics are 78,
80, 79, 80, 83, 84, 85, 94, 87, 89, 89, 99, 89, 90, 91, 92, 93, 94,
94, 95.

LEARNER’S MODULE IN MATHEMATICS 9 53

 REFERENCES

https://www.cuemath.com/algebra/one-to-one-function/
https://www.byjus.com/maths/trapezoid
https://www.cuemath.com/algebra/rational-exponents/

LEARNER’S MODULE IN MATHEMATICS 9 54