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MATHEMATICS G9 U1

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TABLE OF CONTENTS

Unit 1: Quadratic Equations and Inequalities 4

Introduction and Focused Question 5
Lessons and Coverage 6
Pre-Assessment 7
Lesson 1: Illustration of Quadratic Equations 12
Discover 16
Determine 17
Develop 17
Evaluate 17
Lesson 2A: Solving Quadratic Equations by Extracting the Square Roots 18
Discover 19
Determine 22
Develop 22
Evaluate 22
Lesson 2B: Solving Quadratic Equations by Factoring 24
Discover 24
Determine 30
Develop 30
Evaluate 31
Lesson 2C: Solving Quadratic Equations by Completing the Squares 31
Discover 32
Determine 35
Develop 36
Evaluate 36
Lesson 2D: Solving Quadratic Equations Using Quadratic Formula 37
Discover 38
Determine 42
Develop 42
Evaluate 42
Lesson 3: The Nature of the Roots 43
Discover 43
Determine 47
Develop 47
Evaluate 47
Lesson 4: The Sum and the Product of Roots of Quadratic Equations 48
Discover 49
Determine 53
Develop 53

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Evaluate 53
Lesson 5: Equations Transformable to Quadratic Equations 54
Discover 55
Determine 59
Develop 59
Evaluate 60
Lesson 6: Quadratic Inequalities 61
Discover 61
Determine 68
Develop 68
Evaluate 68
Unit Test 70
References 77

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UNIT I
QUADRATIC EQUATIONS AND INEQUALITIES

INTRODUCTION

Inequalities and functions are a

topic of mathematics, and it is
related to the size of two values.
Solving inequalities are not
very easy but it is also not
tough, and if you can
understand it concept and basic
then you can become a master
in it and solve any problem with
ease. In it, the two values are
comparing, and they can be
equal, one value is greater than
other or vice versa.

FOCUSED QUESTIONS

Was there any point in your life when you asked yourself about the different
real life quantities such as costs of goods or services, incomes, profits, yields
and losses, amount of particular things, speed, area, and many others? Have
you ever realized that these quantities can be mathematically represented to
come up with practical decisions? Find out the answers to these questions and
determine the vast applications of quadratic equations and quadratic
inequalities through this module.

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LESSONS AND COVERAGE

In this module, you will probe and examine the above questions and determine the vast
applications of quadratic equations and quadratic inequalities through this module.

Lesson 1 – ILLUSTRATIONS OF QUADRATIC EQUATIONS

Lesson 2 – SOLVING QUADRATIC EQUATIONS

• EXTRACTING SQUARE ROOTS
• FACTORING
• COMPLETING THE SQUARE
• QUADRATIC FORMULA
Lesson 3 – NATURE OF ROOTS OF QUADRATIC EQUATIONS

Lesson 4 – SUM AND PRODUCT OF ROOTS OF QUADRATIC EQUATIONS

Lesson 5 – EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(INCLUDING RATIONAL ALGEBRAIC EQUATIONS)

Lesson 6 – QUADRATIC INEQUALITIES

In these lessons, you will learn to:

Lesson 1 illustrate quadratic equations;
Lesson 2 solve quadratic equations by: (a) extracting square roots; (b) factoring;
(c) completing the square; (d) using the quadratic formula;

Lesson 3 characterize the roots of a quadratic equation using the

discriminant;
Lesson 4 describe the relationship between the coefficients and the roots of a
quadratic equation;
Lesson
solve 5 transformable to quadratic equations (including
equations
rational algebraic equations);
Lesson 6 solve problems involving quadratic equations and rational algebraic
equations;
Lesson 7 • illustrate quadratic inequalities;
• solve quadratic inequalities; and
• solve problems involving quadratic inequalities.

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MODULE MAP:

Quadratic Equations, Quadratic Inequalities, and

Rational Algebraic Equations

Illustrations of
QuadraticdEquations Extracting Square Roots

Factoring
Solving
QuadraticdEquations Completing the Square

Quadratic Formula
Nature of Roots of
QuadraticdEquations

Sum and Product of

Roots of Quadratic
Equations

Equations Transformable
Rational Algebraic Equations
to Quadratic Equations

Applications of Quadratic
Equations and Rational Illustrations of Quadratic
Algebraic Equations Inequalities

Solving Quadratic
Inequalities
Quadratic Inequalities
Applications of Quadratic
Inequalities

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PRE-ASSESSMENT

Directions: Find out how much you already know about this module. Choose the letter that
you think best answers the question. Please answer all items. Take note of the items that you
were not able to answer correctly and find the right answer as you go through this module.

1. It is a polynomial equation of degree two that can be written in the form ax2 + bx + c = 0,
where a, b, and c are real numbers and a ≠ 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality

2. Which of the following is a quadratic function?

A. 𝑦 = 5 + 2𝑥 2 C. 𝑦 = 52 + 2x
B. 2𝑦 2 + 5 = 𝑥 D. 𝑦 = 22 − 5

3. Which of the following is true about quadratic function?

A. The graph always increases.
B. The graph always crosses the x-axis.
C. The graph is always symmetric to y- axis.
D. The equation is always considered a second degree equation.

4. Bryan wants to find the minimum value of the function𝑓(𝑥 ) = 5𝑥 2 + 3𝑥 . He should:

𝑏
A. State the value for −
2𝑎
B. State the x- coordinate of the vertex.
C. Make𝑓(𝑥 ) = 0, then factor.
D. State the y-coordinate of the vertex.

5. For the function 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐, the y-intercept is always:

𝑏 𝑐
A. − C. 𝑎
2𝑎
4𝑎𝑐−𝑏2
B. c. D.
4𝑎

6. What is the equation of the axis of symmetry of the parabola represented by the
function 𝑦 = (𝑥 − 2)2?
A. 𝑥 = 2 C. 𝑥 = 0
B. 𝑥 = −2 D. 𝑦 = 2

7. The vertex form of quadratic function 𝑓 (𝑥 ) = 𝑥 2 − 4𝑥 − 4 is

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A. 𝑓 (𝑥 ) = (𝑥 + 2)2 + 2 C. 𝑓 (𝑥 ) = (𝑥 + 2)2 + 4
B. 𝑓 (𝑥 ) = (𝑥 + 2) − 2 D. 𝑓 (𝑥 ) = (𝑥 − 2)2 − 2

8. What is the vertex of the graph of the function𝑓 (𝑥 ) = (𝑥 − 3)2 − 5?

A. (0,3) C. (3,5)
B. (5,0) D. (5,3)

9. The function 𝑦 = 3𝑥 2 − 12𝑥 has:

A. A minimum value of -12. C. A minimum value of 2.
B. A maximum value of -12. D. A maximum value of -2.

10. What is the axis of the graph of the function 𝑓 (𝑥 ) = 2𝑥 2 + 12𝑥 + 16.
A. 𝑥 = −2 C. 𝑥 = −3
B. 𝑥 = 3 D. 𝑥 = 4

11. How many times does the graph of 𝑦 = 2𝑥 2 − 2𝑥 + 3 intersects the axis?
A. one C. three
B. two D. none

12. Which of the quadratic functions has the narrowest graph?

A. 𝑦 = 3𝑥 2 C. 𝑦 = 5𝑥 2
1 2 1
B. 𝑦 = 𝑥 D. 𝑦 = − 𝑥2
2 5

13. A function 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐 is represented by the graph below, which of the following

is true?

A. c > 0 C. c < 0
B. c = 0 D. c is an imaginary number.

14. Identify the vertex of the graph. Tell whether it is a minimum or a maximum.

A. (0,0) ; maximum C. (0,1) ; minimum

B. (0,1) ; maximum D. (0,0) ; minimum

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15. What is the equation of a function with V (0,3) and points (-1,5)?
A. 𝑦 = 2𝑥 2 + 3 C. 𝑦 = −𝑥 2 + 3
B. 𝑦 = 2𝑥 2 − 3 D. 𝑦 = 5𝑥 2 + −3

16. Given the quadratic function 𝑦 = 3𝑥 2 which of the following statements is true?
A. The function is increasing for all x-values.
B. Its graph is symmetric about the y-axis.
C. Its graph has 2 distinct x-intercepts.

D. The function is decreasing for all x-values.

𝑏
17. Given 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐. The value of − represents
2𝑎

A. The minimum or maximum value.

B. The coordinates of the vertex.
C. The “x” value of the vertex.
D. The y-intercept.

18. Find the zeros of the function 𝑓(𝑥) = 𝑥 2 − 11𝑥 + 30 by the factoring.
A. 𝑥 = −5 or 𝑥 = −6 C. 𝑥 = −3 or 𝑥 = −10
B. 𝑥 = 3 or 𝑥 = 10 D. 𝑥 = 5 or 𝑥 = 6

19. Select the correct graph for the equation, m > 0 and n > 0.

A. C.

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B. D.

20. The domain and the range of the function represented by the graph below
are:

LESSON NO. 1: ILLUSTRATIONS OF QUADRATIC EQUATIONS

What to KNOW:
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Start Lesson 1 of this module by assessing your knowledge of the different mathematics concepts
previously studied and your skills in performing mathematical operations. These knowledge and
skills will help you in understanding quadratic equations. As you go through this lesson, think of
this important question: “How are quadratic equations used in solving real-life problems and in
making decisions?” To find the answer, perform each activity. If you find any difficulty in
answering the exercises, seek the assistance of your check your work with your teacher or peers or
refer to the modules you have gone over earlier. You may check your work with your teacher.

Activity 1: Do You Remember These Products?

Directions: Find each indicated product then answer the questions that follow.

Questions:
1. How do you find each product?

2. In finding each product, what mathematics concepts or principles did you apply? Explain
how you applied these mathematics concepts or principles.

3. How would you describe the products obtained?

4. Are the products polynomials? If YES, what common characteristics do theses polynomials
have?
Were you able to find and describe the products of some polynomials? Were you able to
recall and apply the different mathematics concepts or principles in finding each product?
Why do you think there is a need to perform such mathematical tasks? You will find this
out as you go through this lesson.

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Activity 2: Another Kind of Equation!

Directions: Below are different equations. Use these equations to answer the questions that
follow.

1. Which of the given equations are linear?

2. How do you describe linear equations?

3. Which of the given equations are not linear? Why?

4. How are these equations different from those which are linear?

5. What common characteristics do these equations have?

How did you find the preceding activities? Are you ready to learn about quadratic equations? I’m
sure you are!!! From the activities done, you were able to describe equations other than linear
equations, and these are quadratic equations. You were able to find out how a particular quadratic
equation is illustrated in real life. But how are quadratic equations used in solving real-life
problems and in making decisions? You will find these out in the activities in the next section.
Before doing these activities, read and understand first some importan t notes on quadratic
equations and the examples presented.

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of illustration of quadratic equation and how yo will apply it to
real-life situation?

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Initial

Revised

Final

Quadratic Equation
A quadratic equation in one variable is an equation of the standard form ax2 + bx + c = 0,
where a, b, and c are real numbers and a ≠ 0. A quadratic equation is also called a second-
degree polynomial equation.

The given table shows examples of quadratic equations and not quadratic equations:

What makes the equations in the

second column not quadratic
equation?

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 To determine whether an equation is quadratic or not,

simplify the equation and look at the highest exponent
of the variable.

 If the highest exponent is 2, then the equation is

quadratic and if the highest exponent is more than 2,
then the equation is not quadratic.

Illustrative Example:

Determine if the equation is quadratic or not:

1. 3x−2= 1/x Given equation The highest exponent is 2,

cv therefore it is quadratic.
cv
v
(x)(3x−2)= (1/x)(x) Multiply both sides by x
cv
cv
v
Apply Distributive
(x)(3x−2)= (1/x)(x) Property

2 2
3x −2x = 1 3x −2x − 1= 0 (Standard
Form)

Determine if the equation is quadratic or not:

2
2. x(2x −3x+1)=3 Given equation
2
x(2x −3x+1)=3 Apply Distributive Property
3 2 3 2
2x −3x +x=3 2x −3x +x−3=0 Standard Form

The highest exponent is not 2, therefore it is not a quadratic.

What to PROCESS:

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Your goal in this section is to apply the key concepts of quadratic equations. Use the
mathematical ideas and the examples presented in the preceding section to answer the
activities provided.

Skills check: Knowledge skills check

Activity 4
Direction: Which of the following equations describe a quadratic equation?

1. 1. 5(x−7) = 0
2. 15=𝑥 2
3. (x + 2)2 = 𝑥 2
4. 3x(x + 2)2 = 5
5(2x + 5)2 = 7
6. 3(2x + 1)2 +2=0
7. 3(x + 6)2 = 0
8. 25x=𝑥 2
9. (−x + 21)2 = 3𝑥 2
10. x + y= 12

Were you able to identify which equations are quadratic? Some of the equations given are
not quadratic equations. Were you able to explain why? I’m sure id. In the next activity, you
will identify the situations that illustrate quadratic equations and represent these by
mathematical statements.

Skills check: Process skills check

Activity 5
Direction: Write each equation in standard form. If an equation is not quadratic state “not a
quadratic equation”.

1. 0 = -4𝑥 2 +1 6. -3x – 4 = 2𝑥 2 + 3x

2. 3x + 5𝑥 2 = 6 7. 2𝑥 2 – 5x = 2 – 4x + 9

3. -5 = 8 + 7x + 3𝑥 2 8. -6x + 6 = 0

4. 0 = 5x – x (x+1) 9. 4x – 3 = -9𝑥 2 – 3

5. 10𝑥 2 – 6x – 2 = 8x + 3 10. 3𝑥 2 – 9 = 9𝑥 2 – 5x – 3

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Skills check: Understanding skills check

Activity 6
Direction: Tell whether the following situations illustrate quadratic equations or not.
Represent each situation by a mathematical equation to justify your answer.

1. The length of a rectangular lot is 12 m longer than its width and the area is 160𝑚2 .

2. A tricycle driver travels 10kph faster than a pedicab driver. The tricycle driver covers 50
km in two hours less than the time it takes the pedicab driver to travel the same distance.

3. Emily paid at least 1000 pesos for a blouse and a skirt. The cost of the blouse is 200
pesos more than the cost of the skirt.

4. One number is 1 less than the other and their product is at most 6.

5. The square and rectangle have the same area. The length of the rectangle is 18 inches
more than its height.

Activity 7: Set me your standard!

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LESSON NO. 2A: SOLVING QUADRATIC EQUATIONS BY EXTRACTING

SQUARE ROOTS
What to KNOW:
Start Lesson 2A of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in solving quadratic equations by extracting square roots.
As you go through this lesson, think of this important question: “How does finding solutions
of quadratic equations facilitate in solving real-life problems and in making decisions?” To
find the answer, perform each activity. If you find any difficulty in answering the exercises
seek the assistance of your teacher or peers or refer to the module.

Activity 1: find my root!

Questions:
a. How did you find each square root?
b. How many square roots does a number have? Explain your answer.
c. Does a negative number have a square root? Why?
d.
are they the numbers rational or irrational? Explain yout answer.

How did you find the activity? Were you able to recall and apply the different mathematics
concepts or principles in solving linear equations? I’m sure you were. In the next activity,
you will be representing a situation using a mathematical sentence. Such mathematical
sentence will be used to satisfy the conditions of the given situation

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Activity 2: What Would Make A Statement True?

Direction: Solve each of the following equation in as many ways as you can answer.

1. x + 7 = 12 6. -5x = 35

2. t – 4 = 10 7. 3h – 2 = 16

3. r + 5 = - 3 8. -7x = -28

4. x – 10 = -2 9. 3 ( x + 7 ) = 24

5. 2s = 16 10. 2 ( 3k – 2 ) = 28

Questions:
a. How did you solve each question?
b. What mathematics concepts or principles did you apply to come up with the solution of
each equation? Explain how you applied these.
c. Compare the solutions you got with those of your classmates. Did you arrive at the same
answers? If not, why?
d. Which equations did you find difficult to solve? Why?

Activity 3: Learn To Solve Quadratic Equations!

1. Describe and compare the given equations. What statements can you make?
2. Solve each equation in as many ways as you can. Determine the values of each variable
to make each equation true.
3. How di you know that the value of the variable really satisfy the equation?
4. Aside from the procedures that you followed in solving each question, do you think
there are other ways of solving it? Describe these ways if there are any.

Were you able to determine the values of the variable that make each equation true? Were you able
to find other ways of solving each equation? Let us extend your understanding of quadratic
equations and learn more about their solutions by performing the next activity.

Activity 4: Anything Real or Nothing Real?

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1. How did you determine the solutions of each equation?

2. How many solutions does each equation have? Explain your answer.

3. What can you say about each quadratic equation based on the solutions obtained?

How did you find the preceding activities? Are you ready to learn about solving quadratic
equations by extracting square roots? I’m sure you are!!! From the activities done, you were able
to find the square roots of numbers, solve linear equations, represent a real-life situation by a
mathematical sentence, and use different ways of solving a quadratic equation. But how does
finding solutions of quadratic equations facilitate in solving real-life problems and in making You
will find these out in the activities in the next section. Before decisions? doing these activities, read
and understand first some important notes on solving quadratic equations by extracting square
roots and the examples presented.

Activity 5: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the quadratic equations by extracting square roots and how yo
will apply it to real-life situation?

Initial

Revised

Final

SQUARE ROOT PROPERTY

Every quadratic equation in one variable has exactly two solutions or roots. Quadratic
equations of the form ax2 + bx + c = 0 are called complete quadratic equations, otherwise they
are incomplete quadratic equations. An incomplete quadratic equation of the ax2 + bx + c = 0
can be solved using the square root property.

Square Root Property:

If a and c are complex numbers and if x2=c, then x=√c or x=−√c

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Illustrative Example:

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Skills check: Knowledge Skills Check

Activity 6
Direction: Without solving for the roots, determine the nature of roots of the following
quadratic equations.

1. 𝑟 2 = 1 6. 𝑛2 – 1 = 24

2. 𝑥 2 = 96 7. 𝑐 2 + 1 = 2

3. 𝑠 2 – 7 = 0 8. 𝑡 2 – 4 = 77

4. 𝑎2 = 0 9. 𝑥 2 – 1 = 80

5. 𝑏 2 = 34 10. 𝑚2 + 7 = 6

Skills check: Process Skills Check

Activity 7
Direction: Solve the following quadratic equations by the square root method:

1. 𝑚2 + 7 = 88 6. 9𝑛2 + 10 =91

2. 7𝑛2 = -21 7. 4𝑟 2 + 1 = 325

3. 𝑥 2 – 5 = -4 8. 8𝑏2 – 7 = 193

4. 7𝑣 2 + 1 = 29 9. (𝑥 − 1 )2 = 8

5. 2𝑎2 + 10 = 210 10. (𝑐 + 3 )2 = 64

Skills check: Understanding Skills Check

Activity 8
Direction: Solve the following problems by extracting the square roots:

1. If 20 is subtracted from a square of a number, then the result is 5. Find the number.
_________________________________________________________________________
_________________________________________________________________________
_________.
2. If 1 is added 4 times the square of a number, then the result is 2. Find the number.
_________________________________________________________________________
_________________________________________________________________________
.

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3. If 3 is added to 2 times the square of a number, then the result is 12. Find the number.
_________________________________________________________________________
_________________________________________________________________________
_________.
4. If a square has an area of 8 square centimeters, then find the length of each side.
_________________________________________________________________________
_________________________________________________________________________
_________.
5. If a circle has an area of 32 square centimeters, then find the length of the radius.
_________________________________________________________________________
_________________________________________________________________________
_________.
6. Bryan takes a number. He squares it and gets 9. What number did Bryan take?
_________________________________________________________________________
_________________________________________________________________________
_________.
7. Josef takes a number and squares it. He doubles the new number and subtracts 72 from it
and gets 0. What number did Josef take?
_________________________________________________________________________
_________________________________________________________________________
_________.
8. Arnold takes a number and squares it. He subtracts 16 from this new number and gets
0.What number did Arnold take?
_________________________________________________________________________
_________________________________________________________________________
_________.
9. Angelika takes a number. She squares it and gets 16. What number did Angelika take?
_________________________________________________________________________
_________________________________________________________________________
_________.
10. Rose takes a number. She squares it and gets 0. What number did Rose take?
_________________________________________________________________________
_________________________________________________________________________
_________.

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LESSON NO. 2B: SOLVING QUADRATIC EQUATIONS BY FACTORING

What to KNOW:
Start Lesson 2B of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding solving quadratic equations by
factoring. As you go through this lesson, think of this important question: “How does finding
solutions of quadratic equations facilitate in solving real-life problems and in making
decisions?” To find the answer, perform each activity. If you find any difficulty in answering
the exercises, seek the assistance of your teacher or peers or refer to the modules you have
gone over earlier. You may check your answers with your teacher.

Activity 1: What Made Me?

Direction: Factor each of the following polynomials. Answer the questions that follow.

1.2𝑥 2 – 8x 6. 𝑥 2 – 10x + 21

2. −3𝑠 2 + 9s 7. 𝑥 2 + 5x – 6

3. 4x + 20𝑥 2 8. 4𝑟 2 + 20r + 25

4. 5t - 10𝑡 2 9. 9𝑡 2 – 4
5. 𝑠 2 + 8s + 12 10. 2𝑥 2 + 3x – 14
Questions:
1. How did you factor each polynomial?

2. What factoring technique did you use to come up with the factors of each polynomial?
Explain how you used this technique.

3. How would you know if the factors you got are the correct ones?

4. Which of the polynomilas did you find difficult to factor? Why?

How did you find the activity? Were you able to recall and apply the different mathematics
concepts or principles in factoring polynomials? I’m sure you were. In the next activity, you
will be representing a situation using a mathematical sentence. This mathematical sentence
will be used to satisfy the conditions of the given situation.

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Activity 2: Why is the Product Zero?

Direction: Use the equations below to answer the following questions.

x+7=0 x-4=0 (x + 7) (x – 4) = 0

1. How would you compare the three equations?

2. What value(s) of x would make each question true?

3. How would you know if the value of x that you got satisfies each equation?

4. Compare the solutions of the given equations. What statement can you make?

5. Are the solutions of x + 7 = 0 and x - 4 = 0 the same as the solutions of

(x + 7) (x – 4) = 0? Why?

6. How would you interpret the meaning of the equation (x + 7) (x – 4) = 0?

How did you find the preceding activities? Are you ready to learn about solving quadratic
equations by factoring? I’m sure you are!!! From the activities done, a mathematical
statement, and interpret zero product. But does finding you were able to find the factors of
polynomials, represent a real-life situation by solutions of quadratic equations facilitate in
solving real-life problems and in making decisions? You will find these out in the activities
in the next section. Before doing these activities, read and understand first some important
notes on solving quadratic equations by factoring and the examples presented.

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the quadratic equations by factoring and how yo will apply it to
real-life situation?

Initial

Revised

Final
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Solving Quadratic Equations By Factoring

Some quadratic equations can be solved easily by factoring. To solve such quadratic
equations, the following procedure can be followed.

1. Transform the quadratic equation into standard form if necessary.

2. Factor the quadratic expression.

3. Apply the zero product property by setting each factor of the quadratic expression equal
to 0.

Zero Factor Property

The product AB=0, if A=0 or B=0 or both A and B are equal to 0.

If a given quadratic equation is of the form x2+bx+c=0, express the factored form as (x+m)
(x+n) and then use the Vieta’s formula, that is, to find the two numbers m and n whose sum
is b and whose product is c.

Illustrative Example:
Solve: 𝑥 2 +5x+6=0
Factors of 6: ±1, ±2, ±3, ±6

m n b c

1 6 7 6

2 3 5 6

m n b c

-1 -6 -7 6

-2 -3 -5 6

The values of m and n such that m+n=5 and mn=12 are 3 and 2. Thus,
x2+5x+6=(x+3)(x+2).
Applying the Zero Factor Property

(x+3)(x+2), x+3=0 or x+2=0

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If x+3=0, then x=-3, and if x+2=0, then x=-2

By Checking: 𝑥 2 +5x+6=0
If x=3; If x=-2;

(-3)2+5(-3)+6=0 (-2)2+5(-2)+6=0
9-15+6=0 4-10+6=0
True 0=0 True 0=0

Solve: 5x2=6+13x Transforming into standard form

5x2-13x-6=0
In factoring, in a standard form of Quadratic Equation ax2+bx+c=0, if a>1 then use this
technique.

5x2-13x-6=0 a=5; b=-13; c=-6

a.c
(5 · -6)
-30

-13
b
2
Solve: 5x -13x-6=0 a · c = (5)(-6) = -30 b=-13
Factors of 30: ±1, ±2, ±3, ±5, ±6, ±10, ±15, ±3

m n b c
-1 30 29 -30

-2 15 13 -30
-3 10 7 -30
-5 6 1 -30

m n b c
1 -30 -29 -30

-2 -15 -13 -30

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3 -10 -7 -30
5 6 1 30

The values of m and n such that m+n=-13 and

mn=-30 are 2 and -15.

Solve: 5x2=6+13x Transforming into standard form

5x2-13x-6=0

In factoring, in a standard form of Quadratic Equation

ax2+bx+c=0, if a>1 then use this technique.

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Activity 4: Factor Then Solve!

Direction: Solve the following quadratic equations by factoring. Answer the questions that
follow.

1. x2 + 7x = 0 6. x2 – 14 = 5x

2. 6s2 + 18s = 0 7. 11r + 15 = -2r2

3. t2 + 8t + 16 = 0 8. x2 – 25 = 0

4. x2 – 10x + 25 = 0 9. 81 – 4x2 = 0

5. h2 + 6h = 16 10. 4s + 9 = 12s

Questions:
1. How did you find the solutions of each equation?

2. What mathematics concepts or principles did you apply in finding the solutions? Explain
in how you applied these.

3. Compare your answers with those of your classmates. Did you arrive at the same
solutions? If NOT, explain.

Skills Check: Knowledge Skills Check

Activity 5
Direction: Factor each of the following polynomials completely.

1. x2 – 25 6. x2 – x – 6

2. 5y – 30 7. y2 – y – 6

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3. -6x + 2x3 8. m2 – 5m – 24

4. 4y2 – 36y6 9. x2 + 13x + 42

5. 9y2 – 49 10. a2 + 13a + 42

Skills Check: Process Skills Check

Activity 6
Direction: Solve the following quadratic equations by factoring.

1. x2 + 5x + 6 =0 6. a2 – 9a + 18 = 0

2. y2 + 15y + 30 = -6 7. c2 -6c + 9 = 0

3. x2 – x – 12 = 0 8. 2x2 + 6x + 4 =0

4. t2 + 2t – 19 = 0 9. d2 + 10d = -16

5. 5x2 – 14x + 8 = 0 10. 3a2 – 12a = 15

Skills Check: Understanding Skills Check

Activity 6
Direction: Solve the following.

1. The product of two consecutive odd integers is 1 less than four times their sum. Find the
two integers.

2. One number is the square of another. Their sum is 132. Find the numbers.

3. The difference of two numbers is 2 and their product is 224. Find the numbers.

4. If the area of a rectangle is x2 + 11x +10, what are the dimensions of the rectangle?

5. The hypotenuse of a right triangle is 6 more than the shorter leg. The longer leg is three
more than the shorter leg. Find the length of the shorter leg.

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LESSON NO. 2C: SOLVING QUADRATIC EQUATIONS BY COMPLETING

THE SQUARE
What to KNOW:

Start Lesson 2C of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills will help you in understanding Solving
Quadratic Equations by Completing the Square. As you go through this lesson, think of this
important question: “How does finding solutions of quadratic equations facilitate in solving
real-life problems and in making decisions? To find the answer, perform each activity. If
you find any difficulty in answering the exercises, seek the assistance of your teacher or
peers or refer to the modules you have gone over earlier. You may check your answers with
your teacher.

Acitivity 1: How Many Solutions Do I Have?

Direction: Find the solution/s of each of the following equations. Answer the questions that
follow.

3 1
1. x + 12 = 17 6. x - 4 = 2

2. s + 15 = -9 7. (x + 10)2 = 36
3. r – 25 = 12 8. (w – 9)2 = 12

5 1 9
4. x - 6 = 3 9. ( k + 2) 2 = 16

4 3 1
5. t + = 5 10. ( h + ) 2 =
7 5 2

Questions:
1. How did you find the solution(s) of each equation?

2. Which of the equations has only one solution? Why ?

3. which of the equations has two solutions? Why?

4. Were you able to simplify those solutions that are irrational? Why?

5. How did you write those irrational solutions?

Activity 2: Perfect Square Trinomial to Square of a Binomial

Direction: Express each of the following perfect square trinomials as a square of a
binomial.

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1. x2 + 4x + 4 6. x2 + 18x + 81

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.
What is the importance of the quadratic equations by completing the square and how yo
will apply it to real-life situation?

Initial

Revised

Final

COMPLETING THE SQUARE

The method of completing the squares makes one side of a quadratic equation a perfect
square trinomial. The expression ax2+bx+c=0 is a perfect square trinomial if a and c are
perfect squares and b is twice the product of the square roots of a and c.

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TO SOLVE THE QUADRATIC EQUATIONS BY COMPLETING THE SQUARES:

1. If a≠1, divide both sides of the equation by the a.

2. Rewrite the equation in such a way that the terms containing the variables are on one
side of the equal sign and the constant is on the other side.

3. Get the half of the value of b and square it.

4. Add the squares on both sides of the equation.

5. One side must now be a perfect square trinomial. Factor that side and write it as the
square of a binomial. Simplify the other side.

6. Use the square root property to find the solution.

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Illustrative

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Skills Check: Knowledge Skills Check

Activity 4
Direction: Make each expression a perfect square trinomial.

1. x2 – 10x 6. x2 – 7x

2. a2 – 12a 7. m2 + 3m

3
3. w2 – 4w 8. s2 + 2 s

1
4. k2 – 2k 9. b2 + b
5
4
5. n2 – 18n 10. x2 + x
3
Skills Check: Process Skills Check
Activity 5
Direction: Solve for the quadratic equations by completing the squares.

1. a2 + 14a – 51 = 0 6. n2 – 2n – 3 = 0

2. x2 +6x + 8 = 0 7. n2 – 18n + 40

3. x2 + 14x – 15 = 0 8. 6x2 – 48 = - 12x

4. 2a2 - 6 + 8a 9. 5k2 = 60 – 20k

5. x2 – 12x + 11 = 0 10. 8x2 + 16 = 42

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Skills Check: Understanding Skills Check

Activity 6
Direction: Solve the following using completing the square.

1. The rectangle shown has an area of 32 cm2. Write down an equation for the width x of
the rectangle and solve for x.
x+4
+4
x

2. The area of the rectangle shown is 30 cm2. Determine the value of x.

2x + 4
+4
x

3. The area of the triangle shown is 96 cm2. Determine the value of x.

2x + 4
+4 x

Activity 7: Represent then Solve!

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Questions:
1. How did you come up with the equation that represents the area of each shaded region?

2. How did you find the solution/s of each equation?

3. Do all solutions to each represent a particular measure of each figure? Explain your
answer.

LESSON NO. 2D: SOLVING QUADRATIC EQUATIONS BY USING THE

QUADRATIC FORMULA
What to KNOW:
Start Lesson 2D of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding solving quadratic equations by using
the quadratic formula. As you go through this lesson, think of this important question: “How
does finding solutions of quadratic equations facilitate in solving real-life problems and in
making decisions?” To find the answer, perform each activity. If you find any difficulty in
answering the exercises, seek the assistance of your teacher or peers or refer to the modules
you have gone over earlier. You may check your answers with your teacher.

Activity 1: It’s Good to be Simple!

Direction: Work in partner in simplifying each of the following expressions. Answers the
questions that follow.

6+√9 −6√36−20
1. 2(3)
6. 2(1)

6−√9 5+√25+100
2. 7.
2(3) 2(4)

−6+√18 −10+√102 −52

3. 8.
2(2) 2(3)

−9−√24 −4−√42 −16

4. 9.
2(2) 2(4)

−8+√64−28 −5+√52−4(3)9−2)
5. 10.
2(−3) 2(3)

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Questions:
1. How would you describer the expressions given?

2. How did you simplify each expression?

3. Which expression did you find difficult to simplify? Why?

Activity 2: Follow the Standards!

Direction: write the following quadratic equations in standard form, ax 2 + b + c = 0.
Then identify the values of a, b and c. Answer the questions that follow.

1. 2𝑥 2 + 9x = 10 6. x ( 5 – 2x ) + 15 =0

2. -2𝑥 2 = 2 – 7x 7. ( x + 4 ) ( x + 12) = 0

3. 6x – 1 = 2𝑥 2 8. ( x - 6 ) ( x – 9 ) = 0

4. 10 + 7x - 3𝑥 2 = 0 9. ( 3x + 7 ) ( x – 1 = 0

5. 2x ( x – 6 ) = 5 10. 3( x - 5 )2 + 10 = 0

Questions:
1. How did you write each quadratic equation in standard form?

2. How do you describe a quadratic equation that is written in standard form?

3. Are they different ways of writing a quadratic equation in standard form? Justify your
answer.

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the quadratic equations by using quadratic equation and how yo
will apply it to real-life situation?

Initial

Revised

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Final

In the previous lesson, you already know how to solve quadratic equation by completing the
square especially when the values of a, b, and c are large quantities. The Quadratic Formula
can be derived using the concept of completing the square. Consider the quadratic equation
in standard form 𝑎𝑥2+𝑏𝑥+𝑐=0.

Derived the standard form of quadratic equation using the method of completing the square:

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In the equation 𝑎𝑥^2+𝑏𝑥+𝑐=0 𝑤ℎ𝑒𝑟𝑒 𝑎≠0

−𝒃 ± √𝒃𝟐 − 𝟒𝒂𝒄
𝒙=
𝟐𝒂
Illustrative Example:

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Skills Check: Knowledge Skills Check

Activity 4
Direction: Rewrite the following equations in standard form and identify the values of a, b
and c.

1. 9x + 5 = 2𝑥 2 6. 6𝑥 2 = -x + 1

2. 2𝑥 2 = - 9 = 7x 7. -3 + 2𝑥 2 = 4x

3. 2𝑥 2 = -7x – 3 8. 𝑥 2 – 6x = -5

4. -13x – 36 = 𝑥 2 9. (5x – 12) ( 2x + 1) + -18

5. 3 (x + 6) = 𝑥 2 10. -2𝑥 2 + 11x = 15

Skills Check: Process Skills Check

Activity 5
Direction: Use quadratic formula to solve each quadratic equation.

1. 𝑥 2 + 3x – 10 = 0 6. 𝑚2 – 10m + 16 = 0

2. 𝑥 2 – 8x + 7 = 0 7. 2𝑦 2 + 7y = 15

3. 𝑎2 – 35 = 2a 8. 𝑐 2 – 10c = 24

4. 12𝑛2 – 7n = 10 9. 𝑥 2 + 16x + 48 =0

5. b ( b – 4 ) = 7 10. 2w ( w – 3) – 8 =

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Skills Check: Understanding Skills Check

Activity 6
Direction: Solve the following problems.

1. The area of a rectangle is 560 square inches. The length is 3 more than twice the width.
Find the lenghth and the width.

2. The difference of two numbers is 2 and their product is 224. Find the numbers.

3. A rectangular field is going to have an enclosed area of 75 square ft. If the width of the
field is 3 feet longer than the length of the field, what are the dimensions of the field?
4. Two cars start at same point. One car starts out driving north at 25 mph. Two hours later
the second car starts driving east at 20 mph. how long after the first car starts travelling does
it take for the two cars to be 300 miles per apart?

5. An office has two envelope stuffing machines. Working together they can stuff a batch of
envelopes in 2 hours. Working separately it will take the second machine 1 hour longer than
the first machine to stuff a batch of envelopes. How long would it take each machine to stuff
a batch of envelopes by themselves?

LESSON NO. 3: THE NATURE OF ROOTS OF A QUADRATIC EQUATION

What to KNOW:
Start lesson 3 of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding the nature of roots of quadratic
equations. As you go through this lesson, think of this important question: “How does the
nature of roots of quadratic equation facilitate in understanding the conditions of real life
situations?” To find the answer, perform each activity. If you find any difficulty in answering
the exercises, seek the assistance of your teacher or peers or refer to the modules you have
gone over earlier. You may check your answers with your teacher.

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Activity 1: Which are Real? Which are Not?

Direction: Refers to the numbers below to answer the questions that follow.

√−15 7⁄8 24.5 5⁄12 289

I L O V E
√25 √15 √−21 √35
7⁄
98 7⁄
98

M A T H
Questions:
1. Which of the numbers above are familiar to you? Why? Describe these numbers.
2. Which of the numbers are real? Which are not real?
3. Which of the numbers are rational? Irrational? Explain your answer.
4. Which of the numbers are perfect squares? Not perfect squares?
5. How do you describe numbers that are perfect squares?

Were you able to classify the given numbers as real or not real, and as rational or irrational?
In the next activity, you will determine the values of a, b, and c when the quadratic equation
is written in the form ax² + bx + c = 0. You have done this activity in the previous lessons
so I am sure you are already familiar with this.

Activity 2: Find Me, ABC!

Direction: Write the following quadratic equations in standard form ax 2 + b + c = 0, then
identify the values of a, b and c and answer the question below.

1. x2 + 5x = 4 __________ a = ____ b= ____ c =____

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2. -4x2 = 8x – 3 __________ a = ____ b= ____ c =____

3. 10x – 1 = 4x2 __________ a = ____ b= ____ c =____

4. 15 + 8x – 3x2 = 0 __________ a = ____ b= ____ c =____

5. 3x ( x – 14 ) = 12 __________ a = ____ b= ____ c =____

Questions:
1. How did you write each quadratic equation in standard form?

2. Aside from your answer, do you think there is another way of writing each quadratic
equation in standard form? If YES, show then determine the values of a, b and c.

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the nature of roots of quadratic equation and how yo will apply
it to real-life situation?

Initial

Revised

Final

A quadratic equation has always two solutions, and these are also called the roots of the
quadratic equation.

The nature of the roots of a quardratic equation can be easily determined without actually
calculating the roots. The values of the roots depend on the value of the discriminant of the
quadratic equation. The discriminant can be considered as a characteristics of a quadratic
equation, and it can be easily calculated if the quadratic equation in the standard form.

The discriminant is written as b2 – 4ac, this is the expression under the square root in the
quadratic formula. The discriminant determines the nature of the roots of a quadratic

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equation. The word “nature” refers to the types of numbers the root can be – namely real,
rational, irrational or imaginary.

THE NATURE OF ROOTS

1. If b2 – 4ac > 0

a. if the discriminant is a perfect square, the roots are real, rational and unequal.
b. if the discriminant is not a perfect square, the roots are real, irrational and
unequal.

2. b2 – 4ac = 0, the roots are real, rational and equal.

3. b2 – 4ac < 0, there is no real roots (imaginary roots) and complex numbers.

Illustrative Example:
1. Determine the value of the discriminant and describe the roots of the equation
x2 + 6x + 5 = 0.

Solution:
In the equation x2 + 6x + 5 = 0 where a = 1, b = 6 and c = 5.
b2 – 4ac = (6)2 – 4(1)(5)
= 36 – 20
= 16
Since d > 0 and a perfect square, the roots are real, rational and unequal.

Check:

The roots are:

−(6)+4 −2 −(6)− 4 −10

x1= = = -1 x2= = = -5
2 2 2 2

The roots are -1 and -5 which are real, rational and unequal.

2. Find the discriminant and describe the roots of the equation

x2 + 5x + 3 = 0.

Solution:
In the equation x2 + 5x + 3 = 0 where a = 1, b = 5 and c = 3.

b2 – 4ac = (5)2 – 4(1)(3)

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= 25 – 12
= 13

Since d > 0 and not a perfect square, the roots are real, rational and unequal

Check:
The roots are:

−(5)+√13 −5+√12 −(5)−√13 −5− √12

x1= = x2= =
2 2 2 2

−𝟓√𝟏𝟐 −𝟓− √𝟏𝟐

The roots are x1= , which are real, irrational and unequal.
𝟐 𝟐

3. Solve tge discriminant of the equation x2 – 2x + 1 =0 and describe the roots.

Solution:
In the equation x2 – 2x + 1 =0 where a = 1, b = -2 and c = 1.

b2 – 4ac = (-2)2 – 4(1)(1)

=4–4
=0

Since d = 0 therefore the roots are real, rational and equal.

Check:
The roots are:

−(2)+0 2 −(2)− 0 2
x1= =2=1 x2= =2=1
2 2
The roots are 1 and 1 which are real, rational and equal.

Activity 3: Whats my Value?

Direction: Evaluate the expression b2 – 4ac given the following a, b and c.

1. a = 1 b=5 c=4

2. a = 2 b = 1 c = -21
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3. a = 4 b = 4 c = 1

4. a = 1 b = -2 c = -2

5. a = 9 b = 0 c = 16

Skills Check: Knowledge Skills Check

Activity 4
Direction: Rewrite each question in standard form and give the values of a, b and c.

1. x2 – 5x = -6 6. x2 = 7x - 12

2. x2 – 49 = 0 7. x2 = 9

3. 5x – x2 = -6 8. x2 – 8x = -10

4. 4x2 = x + 10 9. -16x + 12 = -10

5. -15x = 7 – 2x2 10. 2x – 8 + x2 = 0

Skills Check: Process Skills Check

Activity 5
Direction: Find the value of the discriminant and describe the nature of the roots.

1. 2x2 + 8x + 8 = 0 6. 8x2 – 4x = 0

2. x2 + 3x + 6 = 0 7. 6x2 + 7x + 2 = 0

3. -2x2 + 7x = 0 8. -2x2 + 8x - 5 = 0

4. -5x2 + x + 1 = 0 9. -2x2 + 8x + 5 = 0
5. 3x2 + 6x + 3 = 0 10. -6x2 + 5x + 8 = 0

Skills Check: Undertanding Skills Check

Activity 5
Direction: Find the value of the discriminant of the equation and tell how many real and
distinct roots each equation has.

1. x2 – 6x – 5 = 0 6. 3b2 – 4b – 8 = 0

2. n2 – 18n – 81 = 0 7. p2 + 7p + 33 = 8 – 3p

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3. 4y2 – 12y + 9 = 0 8. 7x2 + 2x + 5 = 0

4. 9m2 +24m + 16 = 0 9. 2y2 +10y = y2 + 4y – 3

5. -7q2 + 8q + 2 = 0 10. 4z2 + 9 = 4z

LESSON NO. 4: THE SUM AND THE PRODUCT OF THE ROOTS OF

QUADRATIC EQUATIONS
What to KNOW
Start lesson 4 of this module by assessing your knowledge of the different mathematics concepts
and principles previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding the sum and product of the roots of quadratic
equations. As you go through this lesson, think of this important question: “How do the sum and
product of roots of quadratic equation facilitate in understanding the required conditions of real-
life situations?” To find the answer, perform each activity. If you find any difficulty in answering
the exercises, seek the assistance of your teacher or peers or refer to the modules you have gone
over earlier. You may check your answers with your teacher.

Acitivity 1: The Addition and Multiplication!

Direction: Perform the indicated operation then answer the questions that follow.

1. 7 + 15 = 6. (8)(15) =

2. -9 + 14 = 7. (-4)(7) =

3. -6 + ( -17) = 8. (-6)(-12) =

−3 1 −3 2
4. ( 8 ) + 2 = 9. ( 7 ) (5) =

−5 −2 −4 −3
5. ( 6 ) + ( 3 ) = 10. ( 5 ) ( 8 ) =

Questions:
1. How did you determine the results of each operation?

2. What mathematics concepts and principles did you apply to arrive at each result?

3. Compare your answers with those of your classamates. Did you arrive at the same answers? If
NOT, explain why.

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Were you able to perform each indicated operation correctly? In the next activity, you will
strengthen further your skills in finding the roots of quadratic equations.

Activity 2: Find My Roots!

Direction: Find the roots of each of the following quadratic equations using any method. Answer
the questions that follow.

Questions:
1. How did you find the roots of each quadratic equation?

2. Which method of solving quadratic equation did you use in finding the roots?
3. Which quadratic equation did you find difficult to solve? Why?

Activity 3: Relate Me to My Roots!

Direction: Use the quadratic equations below to answer the following questions.

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4. What do you observe about the sum and the product of the roots of each quadratic e
quation in relation to the values of a, b and c.

5. Do you think a quadratic equation can be determined given its roots or solutions?
Justify your answer by giving 3 examples.

6. Do you think a quadratic equation can be determined given the sum and product of its
roots? Justify your answer by giving 3 examples.

Activity 4: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the sum and the product of roots of quadratic equations and how
yo will apply it to real-life situation?

Initial

Revised

Final

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Skills Check: Knowledge Skills Check

Activity 5
Direction: Without solving find the sum and product of the roots of the following
equations.

1. x2 – 12x + 24 = 0 6. x2 – 5x + 6 = 0

2. 3x2 – 15x – 18 = 0 7. 5x2 – 2x – 1 = 0

3. 4x2 + 19x + 21 = 0 8. 2x2 + 7x + 3 = 0

4. 3x2 + 5x + 6 = 0 9. x2 – x – 2 = 0

5. 4x2 – 6x + 15 = 0 10. 4x2 – 5x – 1 = 0

Skills Check: Process Skills Check

Activity 6
Direction: Write down the quadratic equation whose sum and prodcuts of the roots are
given below.

3
1. sum = -3 ; product = 5 6. sum = 5 ; product = 0

3 2
2. sum = -9 ; product = -4 7. sum = ; product =
5 5

3. sum = 5 ; product = -14 8. sum = 0.5 ; product = 1.5

2
4. sum = 5 ; product = 5= 8 9. sum = 3 ; product = 4

5 1
5. sum = -3 ; product = -5 10. sum = 6 ; product = −6

Skills Check: Understanding Skills Check

Activity 7

Direction: Write the quadratic equation that has the given roots.

1. ( 1, -10) 6. ( 4, -1)

2. ( 4, -1) 7. ( 4, 1)

3. ( -1, -2) 8. ( 10, -1)

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4. ( 3, -2) 9. ( -2, -1)

5. ( 2, -5) 10. ( -1, -1)

LESSON NO. 5: EQUATIONS TRANSFORMABLE TO QUADRATIC

EQUATIONS
What to KNOW:
Start lesson 5 of this module by assessing your knowledge of the different mathematics
concepts and principles previously studied and your skills in performing mathematical
operations. These knowledge and skills will help you in understanding the solution of
equations that are transformable to quadratic equations. As you go through this lesson,
think of this important question: “How does finding solutions of quadratic equations
facilitate in solving real-life problems?” To find the answer, perform each activity. If you
find any difficulty in answering the exercises, seek the assistance of your teacher or peers
or refer to the modules you have gone over earlier. You may check your answers with your
teacher.

Activity 1: Let’s Recall

Direction: Find the solution/s of the following quadratic equations. Answer the questions
that follow.

1. x2 – 4x + 4 = 0 4. 2m2 + 5m + 2 = 0

2. s2 – 3s - 10 = 0 5. 2n2 + 2n - 12 = 0
2
3. r + 5r - 14 = 0 6. 3p2 + 7p + 4 = 0
Questions:
1. How did you find the solutions of each question?

2. What method of solving quadratic equations did you use to find the roots of each?

Were you able to find the solution/s of the quadratic equations? In the next activity, you
will add or subtract rational algebraic expressions and express the results in simplest forms.
These mathematical skills are necessary for you to solve equations that are transformable
to quadratic equations.

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Activity 2: Add and Subtract!

Direction: Perform the indicated operation then express your answer in simplest form.
Answer the questions below.

Questions:
1. How did you find the sum or the difference of the rational algebraic expressions?

2. What mathematics concepts or principles did you apply in adding or subtracting the
rational algebraic expressions?

3. How did you simplify the resulting expressions?

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the equations transformable to quadratic equations and how you
will apply it to real-life situation?

Initial

Revised

Final

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Activity 4: Finish Your Job!

Direction: Read and understand the situation below, then
answer the following questions.

Vea and Ashley are doing a math project. Vea do the

work twice as fast as Ashley. If they work together, they
can finish the project in 4 hours. How long does it take Vea
working alone to do the same project?

Questions:
1. If Vea can finish the job in x hours alone, how many hours will take Ashley to do the same
job alone?

2. How would you represent the amount of work that Vea can finish in 1 hour? How about
the amount of work that Ashley can finish in 1 hour?

3. If they work together, what equation would represent the amount of work they can finish
in 1 hour?

4. How would you describe the equatiom formulated in item 3?

5. How would you solve the equation formulated? What mathematics concepts and
principles are you going to use?
How did you find the preceding activities? Are you ready to learn more about rational
algebraic equations? From the activities done, you were able to simplify rational algebraic
expressions. Also, you were able to represent quantities in real-life using rational algebraic
expressions and equations. But how are quadratic equations used in solving real life
problems?

You will find this out in the activities in the next section. Before doing these activities, read
and understand first some important notes on equations that are transformable to quadratic
equations and the examples presented.

Solve equations which are transformable to quadratic equations (including rational algebraic
equations).

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There are equations which are in different form but these equations are transformable to
quadratic equations. Transforming these equations to quadratic equations maybe done in
different ways.

After the equations were transformed to quadratic equations, they can be solved using the
different methods such as extracting square roots, factoring, completing the square and using
the quadratic formula.

Illustrative Example 1:
Solve
x ( x – 2 ) = 15

Solution:
Simplify the expressions x ( x – 2 ).
x ( x – 2 ) = 15 = x2 – 2x = 15

Write the resulting quadratic equation in standard form.

x ( x – 2 ) = 15 = x2 – 2x = 15

Use any of the four method of solving quadratic equation in finding the solutions of the
equation x2 – 2x – 15 = 0.

Try factoring in finding the roots of the equation.

x2 – 2x – 15 = 0 (x–5)(x+3)=0

x – 5 = 0 or x + 3 = 0
x=5 x = -3

Check whether the obtained roots are correct if the values of x will satisfy the equation
x ( x – 2 ) = 15.
Check:

For x = 15 For x = -3
x ( x – 2 ) = 15 x ( x – 2 ) = 15
5 ( 5 – 2 ) = 15 -3 ( -3 – 2 ) = 15
5 (3) = 15 -3 (-5) = 15
15 = 15 15 = 15

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Illustrative Example 2:
Find the roots of the equation (x + 2 )2 + ( x + 4 )2 = 4.

Solution:

Transform first the equation in standard form.

(x + 2 )2 + ( x + 4 )2 = 4 = x2 + 4x + 4 + x2 + 8x + 16 = 4\
x2 + x2 + 4x + 8x + 4 + 16 = 4
2x2 + 12x + 20 = 4
2x2 + 12x + 16 = 0

Then solve the equation using any of the methods of solving quadratic equations.

2x2 + 12x + 16 = 0 ( 2x + 8 ) ( x + 2 ) = 0
2x + 8 = 0 or x + 2 = 0
x = -4 or x = -2

The solutions of the equation are: x = -4 or x = -2

Check whether the obtained values of x make the equation

(x + 2 )2 + ( x + 4 )2 = 4 true, then the solutions of the equation are x = -4 or x = -2.

Illustrative Example 3:
𝑥−2 𝑥
Solve the rational algebraic equation +2=1
2𝑥
Solution:
Multiply both sides of the equation by the least common multiple (LCM) of all
denominators. In the given equation, the LCM is 2x. Then, write the equation in standard
for and solve the quadratic equation using any method.
𝑥−2 𝑥
2x ( + 2 ) = 2x (1)
2𝑥
x – 2 – x2 = 2x
x2 – x – 2 = 0
(x–2)(x+1)=0
x – 2 = 0 or x + 1 = 0
x = 2 or x = -1

The solution of the equation are x = 2 or x = -1.

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Skills Check: Knowledge Skills Check

Activity 5
Direction: Transform the following equations in standard form.

2𝑥 2 4𝑥
1. x ( x + 3 ) – 40 6. + =2
3 5

2 𝑥
2. ( m + 5 )2 – 7 7. = 5𝑥+12
𝑥

2 3
3. ( n + 2 )2 + ( n – 2 )2 = 14 8. + =t–5
𝑡 2𝑡

2 𝑟−3
4. ( s + 3 )2 + ( 2s + 4 )2 = 11 9. + =2
𝑟+6 5

10 5
5. ( t - 2 )2 + ( t + 3 )2 = 20 10. + 𝑘+2 = 4
𝑘−3

Skills Check: Process Skills Check

Activity 6
Direction: Find the solution set of the following.

2 𝑥
1. x ( x - 8 ) = 20 6.
𝑥
-6=3

2 𝑟
2. 2r ( r - 3 ) = 12r 7. +2=3
𝑟−3

𝑠 12
3. ( s – 5 )2 + ( s + 4 )2 = 32 8. + =s-2
3 𝑠

𝑡−4 𝑡+1 2
4. ( t +2 )2 + ( 3t + 1 )2 = 25 9. - =3
6𝑡 6

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

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Skills Check: Understanding Skills Check

Activity 7
Direction: Solve the following problems.

1. Roby can mow the lawn by herself in 2 hours less time

it takes JM to mow the lawn by himself. When they work
together, it takes them only 5 hours to mow the lawn. How
long would it take each of therm to mow the lawn working
alone? Find the exact and approximate answers.

2. Working alone, Missy can hang all the paper in their new
renovated house in 6 hours less time than it takes Miggy
working alone. Workin g together, they completed the job
in 12 hours. How long would it take Missy working alone?

3. Working alone, Ronald and Lanie can paint their

apartment in 2 days. Working alone, Ronald can complete
the job in 3 days less than Lannie working alone. How long
it would take each person working alone?

4. A group of girls decide to go on a trip to the beach and

the organizer said that the bus would cost 550 pesos to ren
t. The organizer also told them that if they got 3 more girls
to go on the trip, each girl could cost 25 pesos less (which
they ended up doing). How many girls ended up going on
the trip?
5. Two hoses are used to fill Bryan’s neighborhood
swimming pool. One hose alone can fill the pool in 10
hours; the second hose can fill it in 12 hours. The pool’s
drain can empty the pool in 8 hours. If the two hoses are
working, and the drain is open (by mistake), how long it
will take to fill the swimming pool?

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LESSON NO. 6: QUADRATIC INEQUALITIES

What to KNOW:
Start Lesson 7 of this module by assessing your knowledge of the different mathematics
concepts previously studied and your skills in performing mathematical operations. These
knowledge and skills will help you in understanding quadratic inequalities. As you go
through this lesson, think of this important question: “How are quadratic inequalities used in
solving real-life problems and in making decisions?” To find the answer, perform each
activity. If you find any difficulty in answering the exercises, seek the assistance of your
teacher or peers or refer to the modules you have gone over earlier. You may check your
work with your teacher.

Activity 1: What Makes Me True?

Direction: Find the solution/s of each of the following mathematical sentences. Answer the
questions that follow.

1. x + 5 > 8 6. x2 + 5x + 6 = 0

2. r – 3 < 10 7. t2 – 8t + 7 = 0

3. 2s _ 7 > 21 8. r2 + 7r = 18

4. 3t – 2 < 13 9. 2h2 – 5h - 12 = 0

5. 12 – 5m > -8 10. 9s2 = 4

Question:
1. How did you find the solution/s of each mathematical sentence?

2. What mathematics concepts or principles did you apply to come up with the solution/s?

3. Which mathematical sentence has only one solution? More than one solution? Describe
these mathematical sentences.

Activity 2: Why are not Quadrativ Equations?

Direction: Use the mathematical sentences below to answer the questions that follow.

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1. Which of the given mathematical sentences are quadratic equations?

___________________________________________________________________
2. How do you describe quadratic equations?

___________________________________________________________________
3. Which of the given mathematical sentences are not quadratic equations? Why?

___________________________________________________________________
4. How would you describe those mathematical sentences which are not quadratic
equations?

___________________________________________________________________

Activity 3: Map of Change (I-R-F)

Direction: Answer the following important in the table. Then write your Initial knowledge
on the given lesson.

What is the importance of the quadratic inequalities and how yo will apply it to real-life
situation?

Initial

Revised

Final

Quadratic Inequalities
An inequality is a mathematical sentence which compares two expressions using one of the
following signs, >, <, =, =. The general quadratic equation ax 2 + bx + c = 0. Where a, b and
c are all real numbers and a = c becomes a quadratic inequality when the sign of the inequality
is replaced by , /, < or >. A quadratic inequality is in standard form if the inequality is set to
0. A quadratic inequality in one variable is in the form of an expression:

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Where a, b and c are real numbers, a = 0.

Solving a quadratic inquality means finding all the values of x that make the inequality true.
The value of x which satisfies the given inequality are called the solution of the inequality.
A quadratic inequality may have no solutions, one solution, or an infinite number of
solutions. The solution set of quadratic inequality are expressed in the form of intervals.

In this lesson, we will be solving quadratic inequalities using two different methods. We will
be revisiting solving quadratic equations to help solve the quadratic inequalities.

Solving Quadratic Inequality by Graphical Method

Step 1. Replace the inequality symbol with an equal sign and solve the resulting equation.
The solutions to the equation will allow you to establish intervals that will let you solve the
inequality.

Step 2. Plot the solutions on a number line creating the intervals for investigation.

Step 3. Pick a number from each interval and test it in the original inequality. If the result is
true, that interval is a solution to the inequality.

Step 4. Represent the solution in graphic form and in solution set form.

Illustrative Example
Example 1 Solve x2 + x – 6 > 0.

Solution Solve x2 + x – 6 > 0.

(x+3)(x–2)=0
x + 3 = 0 or x – 2 = 0
x = -3 or x = 2

Plot the points corresponding to 2 and -3 on the number line,

-5 -4 -3 -2 -1 0 1 2 3 4 5

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The three intervals are: x < -3, -3 < x < 2, x > 2.

For x < -3 For -3 < x < 2 For x > 2
Let x = -4 Let x = 1 Let x = 4

x2 = x – 6 > 0 x2 = x – 6 > 0 x2 = x – 6 > 0

(-4)2 + (-4) – 6 > 0 (1)2 + (1) – 6 > 0 (-4)2 + (4) – 6 > 0
16 – 4 – 6 > 0 1+1 –6>0 16 + 4 – 6 > 0
6 > 0, true -4 > 0, (false) 14 > 0, true

The solution set of the inequality is ( x: x < -3 or x > 2 and its graph is shown below.

-5 -4 -3 -2 -1 0 1 2 3 4 5

Solving Quadratic Inequality by Algebraic Method

Another way of solving the quadratic inequality is by algebraic method. Look at the
examples below to see how it works.
Illustrative Example 1: Solve x2 – x – 12 > 0

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Solution:
x2 – x – 12 > 0
( x – 4 )( x – 3 ) > 0
( x – 4 ) > 0 or ( x – 3 ) > 0

Since the factors are positive ( or > 0 ), there are two possible cases that will give us a positive
product, either the factors are both positive ( > 0 ) or both factors are negative ( < 0 ).

Case 1. For both factors that are positive:

( x – 4 ) > 0 and ( x – 3 ) > 0

Case 2. For both factors that are negative:

( x – 4 ) < 0 and ( x – 3 ) < 0

Case 1 Case 2

( x – 4 ) > 0 and ( x – 3 ) > 0 ( x – 4 ) < 0 and ( x – 3 ) < 0

x – 4 > 0 and x + 3 > 0 x – 4 < 0 and x + 3 < 0
x>4 and x > -3 x<4 and x < -3

x > 4 TRUE x < -3 TRUE

The solution set of the inequality is{ x : x < -3 or x > 4 }.

To check, pick a number less than -3 or greater than 4 and substitute this number to x in the
inequality x2 – x – 12 > 0.\

Check:
Let us consider -5 and -8 which are both less than 3.

When x = -5
x2 – x – 12 > 0 -52 – -5 – 12 > 0
25 + 5 – 12 > 0
18 > 0 true
When x = -8
x2 – x – 12 > 0 -82 – -8 – 12 > 0
64 + 8 – 12 > 0
60 > 0 true

This shows that x2 – x – 12 > 0 is true for any values of x less than -3.
And now, lets consider 5 and 6 which are both greater than 4.

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When x = 5
x2 – x – 12 > 0 52 – 5 – 12 > 0
25 - 5 – 12 > 0
8 > 0 true
When x = 6
x2 – x – 12 > 0 62 – 6 – 12 > 0
36 + 6 – 12 > 0
18 > 0 true
The inequality x2 – x – 12 > 0 is also true for any values of x greater than 4.
Illustrative Example 2: Solve x2 + 2x – 8 < 0
Solution:
x2 + 2x – 8 < 0
( x + 4 )( x – 2 ) < 0

Case 1. Negative and positive factors:

( x +4 ) < 0 and ( x – 2) > 0

Case 2. Positive and negative factors:

( x +4 ) > 0 and ( x – 2) < 0

Case 1 Case 2

( x +4 ) < 0 and ( x – 2) > 0 ( x +4 ) > 0 and ( x – 2) < 0

x + 4 < 0 and x – 2 > 0 x + 4 > 0 and x – 2 < 0
x < -4 and x > 2 x > -4 and x < 2

NO SOLUTION ( x – 2) < 0

The solution set of the inequality is{ x : -4 < x < 2 }.

To check, let us pick numbers that are greater than or equal to -4 but less than or equal to 2.
Substitute this number to x in the inequality x2 + 2x – 8 < 0.

Quadratic Inequalities in Two Variables

There are quadratic inequalities that involve two variabls. There are four types of quadratic
inequalities in two variables.

y2 > ax2 + bx + c y2 > ax2 + bx + c

y2 < ax2 + bx + c y2 < ax2 + bx + c

Where a, b and c are real numbers and a = 0.

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The solution set of quadratic inequalities in two variables can be determined graphically. To
graph quadratic inequalities in two variables follow these steps:

1. Draw the parabola with the equation y2 > ax2 + bx + c. Make the parabola dashed for
inequalities with < or > symbol and solid for inqualities with < or >.
2. Choose a point ( x,y ) inside the parabola and check whether the point is a solution of the
inequality.

3. if the point from step 2 is a solution, shade the region inside the parabola. If it is not a solution
shade the region outside the parabola.

Illustrative Example 1: y > x2 – 2x – 3

Solutions:
1. Graph 1: y > x2 – 2x – 3. Since the inequality symbol is > which makes the graph of parabola
dashed.

2. Test a point inside the parabola, such as (1, 0)\

y = x2 – 2x – 3
0 > 12 – 2(1) – 3
0 > -4 True
So, (1,0) is a solution of the inequality.

Skills Check: Knowledge Skills Check

Activity 4
Direction: Tell whether each mathematical sentence is quadratic inequality or not.
1. x + 3 = 0 6. x2 – 4x + 16 > 0
2. ( 2x – 3 )( x + 4 ) > -5 7. -2x2 + 3X < 0
3. x2 – 6x = -5 8. 5x + 10 = -15

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4. 2s2 – 5s = 4 < 0 9. (m2 – 16 )( m + 4 ) > 0

5. 10 – 5x = x2 10. a2 = 4 < a + 2

Skills Check: Process Skills Check

Activity 5
Direction: Determine the solution set of the following quadratic inequalities.

Skills Check: Understanding Skills Check

Activity 6
Direction: Use the given inequalities in process skills. Represent the solutions by graphing them
on the number line.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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UNIT TEST
I. Choose the letter of the correct answer.
_______ 1. What is a polynomial equation of degree two that can be written in a form ax^2 + bx
+ c = 0, where a, b, c are real numbers and a ≠ 0.
a. Linear Equation b. Linear Inequality c. Quadratic Equation d. Quadratic Inequality

_______ 2. Which of the following equation is NOT a quadratic equation?

a. 2x^2 + 5x – 3 = 0 b. 3x ( x-2 ) = 10 c. ( 2x + 5 ) ( x-1 ) = -6 d. 2x+x+2=0

_______ 3. Write ( x+3 )( x+4 ) = 0 in standard form of a quadratic equation.

a. x^2 + 3x + 4 b. x^2 + 6x + 12 c. x^2 + 7x + 12 d. x^2 + x + 12

_______ 4. What is √16?

a. 4 b. 4 c. ±4 d. √4

______ 5. Which of the following values of x make the equation x^2+7x-18=0 true?
I. -9 II. 2 III. 9
a. I & II b. II & III c. I & III d. I, II, III

______ 6. Which of the following equations may be solved easily by factoring?

a. 2x^2=7^2 c. w^2-64=0
b. t^2+ 12t + 36 = 0 d. 2s^2+8s-10=0

______ 7. Observe the solution given below:

The equation is y^2+4y-32=0 is to be solved by completing the square.
Observe the solution;
y^2+4y-32=0 1
y^2+4y=32 2
y^2+4y+16=32+16 3
〖(y+4)〗^2=48 4
Something is wrong with the solution, which part of the solution?

a. 1 b.2 c.3 d.4

_______ 8. Describe the roots of quadratic equation when the value of b^2-4ac is 0.
a. rational & equal c. rational & not equal
b. irrational & equal d. irrational & not equal

_______9. Describe the roots of quadratic equation when the value of b^2-4ac is negative.
a. rational & equal c. rational & not equal
b. irrational & equal d. no roots

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_______10. Find the discriminant of the equationx^2-4x+4=0.

a. 0 c.4
b.2 d.6
_______11. It is a polynomial equation of degree two that can be written in the form , where a,
b, and c are real numbers and a ≠ 0.
a. Linear Equation b. Linear Inequality c. Quadratic Equation d. Quadratic
Inequality

_______12. Which of the following is a quadratic equation?

a. 2r 2  4r  1  0 c. s 3  5s  14  0
b. 3t  7  12 d. 2 x 2  7 x  3

_______13. In the quadratic equation, which is the quadratic term?

a. x 2 b. 7 x c. 3x 2 d. -14

_______14. In the quadratic equation, which is the linear term?

a. x 2 b. 7 x c. 3x 2 d. -14

_______15. In the quadratic equation, which is the constant term?

a. x 2 b. 7 x c. 3x 2 d. -14

_______16. Find the a, b and c in the

a. a= 2, b= 6, c=24 c. a= -2, b= 6, c=24
b. a= 1, b= 6, c=24 d. a= -1, b= -6, c=-24

_______17. Find the a, b and c in the

a. a= 1, b= 14, c=0 c. a= 0, b= 0, c=14
b. a= 1, b= 1, c=4 d. a= 1, b= 0, c=14

_______18. Which of the following is in standard form?

a. 5 x 2  2 x  6  0 b. 5 x 2  x  3 c. x 2  3 x  4 d. 2 x  6  5 x 2

_______19. The following are the values of a, b, and c that Edna and Luisa got when they
expressed in standard form. in standard form.
Edna: a=2 ; b=3 ;c= -5 Luisa a= -2 ; b= -3 ;c= 5

Who do you think got the correct answer?

a.Edna b. Luisa c. Both d. None of them
_______20. What is the value of x if ?
a. -6 b. +6 c. -6, +6 d. none of the above

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References

C and J Mathematics: Creative and Interactive

Authors: Maria Sofie M. Berondo et. Al

Growing Up with Math 9

Authors: Antonio C. Coronel

Glencoe Algebra 1:
Integration
Application
Connections
Authors: Foster, Winters, Gordon, Rath, Collins, Cuevas, Moore-Harris, Swart

https://www.slideshare.net/lhoralight/math-37132231

https://www.saddleback.edu/faculty/lperez/algebra2go/cahsee/inequalities/42.pdf

https://en.wikipedia.org/wiki/Quadratic_equation

https://lrmds.deped.gov.ph/detail/851

https://courses.lumenlearning.com/waymakerintermediatealgebra/chapter/read-quadratic-
equations/

http://www.gregorybard.com/finite/S17_Ch_1_2.pdf

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