9

Mathematics
Quarter 1

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Department of Education ● Republic of the Philippines

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 Illustrations of Quadratic
Lesson Equations
1
What’s In

Activity 1: Find My Partner

Directions: Solve the indicated product of the following and find your answer shown
on the right side to find its partner.

3(x + 7) 2x2 – 8x

2x(x – 4) x2 + 8x + 16

7(x + 1) – 2x x2 – 2x - 3

(x - 3)(x + 1) 3x + 21

(x + 4) 2 5x + 7

Process Questions:
a. Were you able to find the indicated product?
b. What mathematical concepts or principles did you use to find your answer?
c. What common characteristics can you see in the products?

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 Were you able to recall and apply different mathematical concepts or principles
in finding the 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.

What’s New

Activity 2: Post Me In the Right Path!

Directions: Post the following equations to its corresponding path.
Linear Equation Not Linear Equation

1. 2m2 – 8m = 0
2. r2 + 8r + 16 = 0
3. x2 – 2x – 3 = 0
4. 3s + 21 = 0
5. 5t + 7 = 0
6. x2 – 5x + 3 = 0
7. 8k – 3 = 0
8. 9 – 4x = 0
9. r2 - 16 = 0
10. 4x2 + 4x + 1 = 0

Process Questions:
a. Which of the given equations are linear?
b. How do you describe linear equation?
c. Which of the equations are not linear? Why?
d. How are these equations different from those which are linear?
e. What common characteristics do these equations have?

From the activities that you have done, you were able to describe equations
other than linear equations, and these are quadratic equations. But how are
quadratic equations used in 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 quadratic equations and the examples
presented.

3
 What Is It

A quadratic equation in one variable is a mathematical sentence of degree 2

that can be written in the following standard form.

ax2 + bx + c = 0, where a, b, and c are real numbers and a 0.

In the equation, ax2 is the quadratic term, bx is the linear term, and c is the
constant term.

Why do you think a must not be equal to zero? What happens to the
equation when a is equal to zero?

The value of a must not be equal to zero because it is the numerical

coefficient of the quadratic term.

Example 1: 3x2 + 7x – 1 = 0 is a quadratic equation in standard form with

a = 3, b = 7, c = -1.

Example 2: 2x(x - 4) = 12 is a quadratic equation. However, it is not written in

standard form. To transform it to its standard form, use distributive
property and make one side of the equation zero as shown below.
2x(x - 4) = 12 2x2 – 8x = 12 , by distributive
property
2x2 – 8x – 12 = 12 – 12 , by subtraction
property
2x2 – 8x – 12 = 0
The standard form of 2x(x - 4) = 12 is 2x2 – 8x – 12 = 0 where a = 2, b
= -8, and c = -12.

Example 3: (x + 1)(x - 8)= -9 is also a quadratic equation but is not written in

standard form. Just like in Example 2, transform it to its standard form
using distributive property and make one side of the equation zero as
shown below.
(x + 1)(x - 8)= -9 x2 – 7x - 8 = -9 , by distributive
property
x2 – 7x – 8 + 9 = -9 + 9 , by addition property
x2 – 7x + 1 = 0

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 The standard form of (x + 1)(x - 8)= -9 is x2 – 7x + 1 = 0 where a = 1, b
= -7, and c = 1.

When b = 0 in the equation ax2 + bx + c = 0, it results to a quadratic equation

of the form ax2 + c = 0.
Examples: Equations such as 3x 2 – 1 = 0, -5x2 + 3 = 0, and x2 - 1 = 0 are quadratic
equations of the form ax 2 + c = 0. In each equation, the value of b = 0.
While, equations such as 4x 2 – x = 0, -x2 + 5x = 0, and -2x2 – 5x = 0
are quadratic equation of the form ax 2 + bx = 0. In each equation, the
value of c = 0.

Your goal in this section is to apply key concepts of quadratic equations use the
mathematical ideas and the examples presented in the preceding section to answer
activities provided.
 Lesson
Solving Quadratic Equations
2a by Extracting Square Roots

What I Need to Know

Solving quadratic equations by extracting square roots is one of the four

methods in solving quadratic equations. In this lesson, you are expected to learn the
steps on how to solve quadratic equations by extracting square roots, solve
quadratic equations by extracting square roots and apply its properties.

What’s In

Activity 1: Extract Me Please!

Directions: Determine the square roots of the following radicals. Answer carefully
the questions that follow.

1. 4.
2. – 5.

3. 6.

Process Questions:
a. How did you find each square root?
b. How many square roots do these numbers have?
c. Does a negative number have a square root? Why or why not?
d. Which of these numbers are rational numbers?
e. Which of these are irrational numbers?

Activity 2: Notice My Roots!!!

Directions: Give the square roots of each numbers in the box and answer the
questions below.

, , , , , and .

1. What kind of numbers do we have in this activity?

2. How did you find the square roots of irrational numbers?

In the next activity, you will be dealing with a situation. You will need to
recall the knowledge you learn in writing mathematical sentences and other
mathematics concepts to satisfy the conditions asked in the problem.

What’s New

Activity 3: A Lot of Square!!!

Directions: Read and analyze the situation given below. Answer the questions that
follow.

Mr. Mariano bought a square - shaped lot that measure 2,500 square meters
for his future dream house. Moreover, he wanted to put his dream house particularly
at the center of his property. The house has a dimension of 30m by 30m based on
the floor plan.
a. Draw an actual diagram to show the given situation.
b. Using the variable s as the length of one side of the lot, write an equation that
represents the area of the whole square-shaped lot.
c. From your answer in b, how will you solve for the length of one side of the
square-shaped lot? Provide a solution.
d. What is the area of the lot used to build the house?
 e. What is the remaining area of the square-shaped lot that is not used to build
the house? How will you obtain its area?
f. Using the values you obtain and the variable s as the length of one side of the
square-shaped lot, write an equation that represents the area of the remaining
lot in terms of s?

The activity you just have done shows how a real - life situation can be
represented by a mathematical sentence. Were you able to represent the given
situation by a quadratic equation? To further give you more ideas on solving
quadratic equations. Perform the next activity.

Activity 4: I am Quadratic!!!
Directions: Use the quadratic equations below to answer the questions that follow.

x2 = 81 b2 – 49 = 0 3c2 – 75 = 0

1. Compare the three equations and make a statement to describe them.

2. Solve each quadratic equation using any method you can think of.
3. How will you know whether the values you obtained from solving really satisfy the
equation?

Were you able to determine the values of the variable that make each
equation true? Let us increase your understanding of quadratic equations and
discover more about their solutions by performing the next activity.
Activity 5: Real or Not Real
Directions: Find the solutions of each of the following quadratic equations and
answer the questions that follow.

x2 = 16 x2 + 10 = 10 x2 + 20 = 16

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

2. Which of the equations have two solutions? Are the solutions real or not real?
3. Which of the equations have only one solution? Is the solution real or not real?
4. Which of the equations have no real solution? Why do you say so?
5. What conclusion can you make base on what you have observed with the
obtained solutions?

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
increase your understanding of quadratic equations and discover more about their
solutions by performing the next activity. Before doing these activities, read and
understand first some important notes on solving quadratic equations by extracting
square roots and the examples presented.
 What Is It

Quadratic Equations that can be written in the form x2 = r, where r could be

any real number, can be solved by the method called Extracting Square Roots.
This method is used with the following properties as a guide:

Property 1. If r > 0, then x2 = r has two real solutions or roots: x = .

Example 1: Find the solutions of the equation x2 – 36 = 0 by extracting square

roots.

Solutions:
Rewrite x2 – 36 = 0 in the form x2 = r
x2 – 36 = 0 x2 – 36 + 36 = 0 +36
by adding both sides of the equation by
x2 = 36
36.

Since r = 36 which is greater than 0

(r > 0), we need to use Property 1 which x2 = 36 x2 = 36
states “ If r > 0, then x2 = r has two real x=

solutions or roots: x = ” to find the x=

values of x that will make the equation x = 6 or x = - 6

x2 – 36 = 0 true.

To check if the values we obtained is correct, we just substitute the values of

x in the original equation.

Checking:
For x = 6: For x = - 6

x2 – 36 ≟ 0 x2 – 36 ≟ 0

( 6 )2 – 36 ≟ 0 (- 6 )2 – 36 ≟ 0

36 – 36 ≟ 0 36 – 36 ≟ 0

0 
= 0 0 
= 0
 Both values of x satisfy the given equation.
Thus x2 – 36 = 0 is true when x = 6 and x = -6.
Answer: The equation x2 – 36 = 0 has two solutions: x = 6 and x = -6.

Note: A quadratic equation can have two or only one real solution(s).
In some cases, it can also have no real solutions.

Property 2. If r = 0, then x2 = r has one real solution or root: x = 0.

Example 2: Solve the equation m2 = 0.

Solutions:
m2=0
The equation m = 0 is already in
2

the form x2 = r.

Since r = 0, we need to use the second

Property 2 which states “If r = 0, then x2
= r has one real solution or root: x = 0.”
That is, m = 0.

To check, we substitute the value of m in the original equation.

Checking:
For m = 0:

m2 ≟ 0

(0)2 ≟ 0

0 
= 0

Answer: The equation m 2 = 0 has only one solution which is x = 0.

 Property 3. If r < 0, then x2 = r has no real solutions or roots.

Example 3: Find the roots of the equation x2 + 9 = 0.

Solutions:
Rewrite x2 + 9 = 0 in the form
x2 + 9 = 0 x2 + 9 – 9 = 0 – 9
x 2
= r by adding both sides of the
x2 = - 9
equation by -9.

Since r = - 9 which is less than 0

(r < 0), we need to use Property 3 which Answer: The equation x2 + 9 = 0 has
states “If r < 0, then x2 = r has no real no real solutions or roots.
solutions or roots”. Because there is no
real number that gives - 9 when squared.

In the next example, other mathematical concepts you previously learned are
used along with the property needed to solve the quadratic equation by extracting
square roots. Study the steps to help you with the activities that follow.

Example 4: Find the solutions of the equation (x – 3)2 – 81 = 0.

Solutions:
To solve (x – 3)2 – 81 = 0, add 81
(x – 3)2 – 81 + 81 = 0 + 81
to both sides of the equation and
simplify.
(x – 3)2 = 81

Extract the square roots of both sides of

the equation.
(x – 3) =

The result gives us two equations:

x – 3 = 9 and x – 3 = - 9
x–3= 9 , x–3=-9
 Solve each equation to find the solutions. For x – 3 = 9 For x – 3 = - 9,

x–3+3=9+3 x – 3 + 3 = -9 + 3

x = 12 x = -6

To check, substitute the values of x in the original equation.

Checking:
For x = 12 For x = - 6

(x – 3)2 – 81 ≟ 0 (x – 3)2 – 81 ≟ 0

(12 - 3)2 – 81 ≟ 0 (-6 - 3)2 – 81 ≟ 0

(9)2 – 81 ≟ 0 (-9)2 – 81 ≟ 0

81 – 81 ≟ 0 81 – 81 ≟ 0

0 
= 0 0 
= 0
Both values of x satisfy the given equation.

The equation (x – 3)2 – 81 = 0 is true when x = 12 and x = -6.

Therefore, the equation (x – 3)2 – 81 = 0 has two solutions: x = 12 and x = - 6.

Your goal in this section is to apply key concepts of solving quadratic equations
by extracting square roots. Use the mathematical ideas and the examples presented
to answer the next activities.
 Lesson Solving Quadratic Equations
2b by Factoring

What I Need 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 understand solving quadratic equations
by factoring. If you find any difficulty in answering the exercises, seek the assistance of your
teacher or peers or refer to the modules and lessons you have gone over earlier. You may
check your answers with your teacher.

What’s In

Activity 1: Deal with my Factor!

Directions: Factor each of the following polynomial expressions and answer the
questions that follow.

1. 2x2 – 6x 4. 4t2 + 8t + 4
2. -3x2 + 21x 5. 4x2 - 9
3. x2 -10x + 24 6. 2y2 – 3y – 14

Process Questions:
a. How did you factor each polynomial expression?
b. What factoring technique did you use to come up with the factors of each
polynomial expression? Justify your method or technique.
c. How did you check if the factors you obtained are correct?
d. Which of the polynomial expressions you find difficult to factor? Why?
 What do you think of the activity? Were you able to recall and apply the
different mathematics concepts or principles in factoring polynomials? I’m sure
you were good at it. The activity was a preparation for the next lesson.

What’s New

Activity 2: My Zero Products!

Directions: Use the equations inside the box to answer the questions that follow.

x–2=0 x – 9= 0 ( x- 2) (x – 9) = 0

1. How would you compare the three equations?

2. What value(s) of x would make each equation 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 and state your observation.
5. Are the solutions of x – 2 = 0 and x – 9 = 0 the same as the solutions of
(x – 2 ) (x – 9) = 0? Why?
6. How will you interpret the meaning of (x – 2 ) (x – 9) = 0?

How did you find the activity? Are you ready to learn about solving
quadratic equations by factoring? I know you are always prepared to
explore new challenges just like in real life. But how does finding solutions
of quadratic equations help in solving real life problems and in making
decisions? You will find this out in the next activity. Before engaging these
activities, read and understand first some important notes on solving
quadratic equations by factoring and the examples presented.
 What Is It

Some quadratic equations can be solved easily by factoring. These type of

quadratic equations is said to be factorable. To solve such quadratic equations, the
following steps 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 Property Property

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

4. Solve each resulting equation to get the value of the variable.

5. Check the values of the variable obtained by substituting each in the
original equation.

Example 1: Find the solutions of x2 + 7x = - 6 by factoring.

Steps Solutions
1. Transform the equation into
x2 + 7x = - 6 x2 + 7x +6 = 0
standard form ax +bx +c = 0.
2

2. Factor the quadratic expression. x2 + 7x + 6 = 0 (x + 6) (x +1) = 0

Recall: A quadratic trinomial is a product

of two binomials. Thus, we can check if
the factor (x + 6) (x +1) is the right factor.
If it is, we should get x2 + 7x + 6 after
applying FOIL method.

3. Apply the zero product property by

(x + 6) (x +1) = 0
setting each factor of the quadratic
x + 6 = 0 , x +1 = 0
expression equal to 0.
 x +1 = 0
4. Solve each resulting equation to get x+6=0
x+1–1=0–1
the value of the variable x+-6=0–6
x=-1
x=-6

5. Check to determine if the values are Checking:

correct by substituting it from the
For x = -6: For x = -1:
original equation.
x2 + 7x ≟ -6 x2 + 7x ≟ -6
(-6)2 + 7(-6) ≟ -6 (-1)2 + 7(-1) ≟ -6
36 – 42 ≟ -6 1 – 7 ≟ -6

- 6 = -6 -6= -6

Both values of x satisfy the given equation.

Thus x2 + 7x = - 6 is true when x = -6 and x = -1.
Answer: The equation x2 + 7x = - 6 has two solutions: x = - 6 and x = -1.

Example 2: Factor 4x2 – 9 = 0 and solve for x.

Steps Solutions
1. Transform the equation into
4x2 – 9 = 0
standard form ax2 +bx +c = 0.
In this case, the quadratic equation
is already in standard form.

2. Factor the quadratic expression. 4x2 – 9 = 0 (2x – 3)(2x + 3) = 0

Recall: The expression x2 – y2 is a

Difference of Two Squares and its factor
is the expression ( x – y ) ( x + y ).
In this case, we can rewrite 4x2 – 9 to
(2x)2 – 32 which is an example of a
difference of two squares. Hence, its
factor is (2x – 3)(2x + 3).
3. Apply the zero product property by (2x – 3) (2x + 3) = 0
setting each factor of the quadratic 2x – 3 = 0 , 2x + 3 = 0
expression equal to 0.

4. Solve each resulting equation to get 2x – 3 = 0 2x + 3 = 0

the value of the variable 2x – 3 + 3 = 0 + 3 2x + 3 - 3 = 0 - 3
2x = 3 2x = - 3

= =

x= x=

5. Check to determine if the values are Checking:

correct by substituting it from the
original equation. For x = : For x = :

4x2 – 9 ≟ 0 4x2 – 9 ≟ 0

4 –9≟0 4 –9≟0

4 –9≟0 4 –9≟0

9–9≟0 9–9≟0

0 
= 0 0 
= 0

Both values of x satisfy the given equation.

Thus 4x2 – 9 = 0 is true when x = and x = .

Answer: The equation 4x2 – 9 = 0 has two solutions: x = and x = .

Example 3: Solve 4y2 +36 = - 24y.

Steps Solutions
1. Transform the equation into
4y2 +36 = - 24y 4y2 + 24y + 36 = 0
standard form ax2 +bx +c = 0.

2. Factor the quadratic expression. 4y2 + 24y + 36 = 0 (2y + 6) (2y + 6) = 0

(2y + 6) 2 = 0

In this case, the quadratic expression

4y2 + 24y + 36 is a Perfect Square
Trinomial, therefore its factors are
repeated.

Recall: A Perfect Square Trinomial

x2 ± 2xy + y2 has a factor in the form
(x ± y) (x ± y) or (x ± y)2.

Since 4y2 + 24y + 36 is a Perfect Square

Trinomial, we can rewrite it to
(2y)2 + 2(2y)(6) + 62 and its factor is the
expression (2y + 6) (2y + 6) or (2y + 6) 2

3. Apply the zero product property by (2y + 6) (2y + 6) = 0

setting each factor of the quadratic 2y + 6 = 0 , 2y + 6 = 0
expression equal to 0.

Note: We can apply extracting square

roots method if we choose to use the
factor (2y – 6) 2.
4. Solve each resulting equation to get 2y + 6 = 0 2y + 6 = 0
the value of the variable. 2y + 6 – 6 = 0 – 6 2y + 6 – 6 = 0 – 6
2y = - 6 2y = - 6

y=-3 y=-3
 In this case, we can say that the
quadratic equation has only one real
solution since the two equations obtained
the same value which is y = - 3.
5. Check to determine if the value is Checking:
correct by substituting it from the
4y2 +36 = - 24y
original equation.
4( - 3 )2 +36 = - 24( - 3 )
4(9) +36 = 72
36 +36 = 72
72 
= 72

The value of y satisfies the given equation.

Thus 4y2 +36 = - 24y is true when y = - 3.
Answer: The equation 4y2 +36 = - 24y has one solution: x = - 3.
 Lesson Solving Quadratic Equations
2c by Completing the Square

What I Need to Know

Start Lesson 2c 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 understand 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 assistance of your peers or teacher or turn to
the modules and lessons you have undergone earlier. You may check your work with your
teacher.

What’s In

Activity 1: How Many Roots Do I Have?

Directions: Find the solutions or roots of each of the following equations. Answer
the questions that follow.

1. x2 + 1 = 50 4. s2 - 25 = - 25
2. r2 + 12 = 61 5. w2 – 12w = -36
3. ( t – 9 )2 = 121 6. m2 + 8m = 48

Process Questions:
a. How did you find the solution(s) of each equation?
b. Which of the equations has only one solution? Why?
c. Which of the equations has two solutions? Why?
 What do you think of the activity? Were you able to recall and apply the
different mathematics concepts or principles in factoring polynomials? I’m sure
you were good at it. The activity is a preparation for the next lesson, solving
quadratic equations by completing the square.

Activity 2: From Perfect Trinomial to Binomial Square!

Directions: Express each of the following perfect square trinomials to binomial
square. Answer the questions that follow. Number 1 is done for you.
1. x2 + 6x + 9
Answer:
x2 + 6x + 9 = ( x + 3 )2

2. t2 - 10t + 25 5. t2 - 24t + 144

3. w2 - 2w +1 6. s2 + s +

4. 4. x2 + 3x +

Process Questions:
a. How do you describe a perfect square trinomial?
b. What mathematics concepts or principles did you apply to come up with your
answer? Explain how you applied these.
c. Observe the terms of each trinomial. How is the third term related to the
coefficient of the middle term?
d. Is there an easy way of expressing a perfect square trinomial as a square of a
binomial? If there is any, explain how.

Were you able to express each perfect square trinomial as a square of a

binomial? I’m sure you did! Let us further strengthen your knowledge and skills in
mathematics particularly in writing perfect square trinomials by doing the next
activity.
 What’s New

Activity 3: Perfect is the Clue!

Directions: Carefully choose a number that will make each of the equation a perfect
square trinomial. Number 1 is done for you.

1. x2 + 22x +_____
Answer:
x2 + 22x + (?)2
x2 + 2(11)x + (11)2 --- Definition of Perfect Square Trinomial

x2 + 2(11)x + 121
Therefore, the missing number is 121.

2. h2 - 12h + _____ 5. h2 - 2h + _____

3. t2 - 8h + _____ 6. t2 + 3h +_____
4. r2 - 18r + _____

Did you find it easy to determine the number that must be added to the
term(s) of polynomials to make it a perfect square trinomial? Were you able to
realize how it can be easily done? 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.
Activity 4: Paint My Room!
Directions: The shaded region of the diagram shows the portion of a square-shaped
room that is already painted. The area of the painted part is 24m2. Use
the diagram to answer the following questions.

2m
1. If y represents the side length of the
room and x represents the width of
the painted portion,
a. write an equation that represents
the side length of the room in
terms of x. A = 24 m2
b. write an equation that represents
the area of the painted portion
in terms of x and y.
2. What equation would represent the
area of the painted part of the
room in terms of x only?
3. Using the equation formulated, solve for the dimension of the room.

How did you find the activities? Are you ready to learn about solving
quadratic equations by completing the squares? I know you are!!! From the
previous activities you were able to solve equations, express a perfect square
trinomial as a square of a binomial, write perfect square trinomials, and represent a
real life situation by a mathematical sentence. But how does finding solutions of
quadratic equations facilitate in solving real life problems and in making decisions?
You will find these out in the next activities.
 What Is It

Extracting square roots and factoring are two methods commonly used to
solve quadratic equations of the form ax2 - c = 0 . If the factors of the quadratic
expression of ax2 + bx + c = 0 are determined, then it is more convenient to use
factoring to solve it.
Another method of solving quadratic equations is by completing the square.
This method involves transforming the quadratic equation ax2 + bx + c = 0. into the
form (x – h)2 = k, where k ≥ 0. The value of k should be positive to obtain a real
number solution.

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

following steps can be followed:
1. Divide both sides of the equation by a then simplify.
2. Write the equation such that the terms with variables are on the left side of
the equation and the constant term is on the right side.
3. Add the square of one-half of the coefficient of x on both sides of the
resulting equation. The left side of the equation becomes a perfect square
trinomial.
4. Express the perfect square trinomial on the left side of the equation as a
square of a binomial.
5. Solve the resulting quadratic equation by extracting the square root.
6. Solve the resulting linear equations.
7. Check the solutions obtained against the original equation.

Example 1: Find the solutions of 2x2 + 12x – 14 = 0 by completing the square.

Steps Solution
1. Divide both sides of the equation by 2x + 12x – 14 = 0
2

the coefficient a then simplify.

In the given equation, 2x2 + 12x – 14 = 0, =

a = 2.

x2 + 6x – 7 = 0
2. Write the equation such that the terms
x2 + 6x – 7 = 0 x2 + 6x – 7 + 7 = 0 + 7
with variables are on the left side of the
x2 + 6x = 7
equation and the constant term is on the
right side.
3. Add the square of one-half the
coefficient b on both sides of the x2 + 6x = 7 x2 + 6x + 9 = 7 + 9
resulting equation. Then, the left side of x2 + 6x + 9 = 16
the equation becomes a perfect square
trinomial.
x2 + 6x = 7

Since b = 6,

(b) (6)=3 32 = 9

Thus, 9 will be added on both sides of

the equation
4. Express the perfect square trinomial
on the left side of the equation as a
square of a binomial.

x2 + 6x + 9 perfect square trinomial Thus,

x2 + 6x + 9 = 16 (x + 3)2 = 16

( x + 3)2 square of a binomial

5. Solve the resulting quadratic equation (x + 3)2 = 16 x+3=

by extracting the square x+3= 4

6. Solve the resulting linear equations.

x+3=4 x+3=-4
x+3–3=4–3 x + 3 – 3 = -4 – 3
x=1 x=-7
7. Check the solutions obtained against Checking:
the original equation. For x = 1:

2x2 + 12x – 14 ≟ 0

2(1)2 + 12(1) – 14 ≟ 0

2(1) + 12 – 14 ≟ 0

2 + 12 – 14 ≟ 0

0 
= 0

For x = -7:

2x2 + 12x – 14 ≟ 0

2(-7)2 + 12(-7) – 14 ≟ 0

2(49) – 84 – 14 ≟ 0

98 – 84 – 14 ≟ 0

0 
= 0

Both values of x satisfy the given equation.

Thus 2x2 + 12x – 14 = 0 is true when x = 1 and x = -7.

Answer: The equation 2x2 + 12x – 14 = 0 has two solutions: x = 1 and x = - 7.

Example 2: Find the solutions of x2 - 8x - 9 = 0.

Steps Solution

1. Divide both sides of the equation by

the coefficient a then simplify.

In the given equation, x2 - 8x - 9 = 0, x2 - 8x - 9 = 0

a = 1.
Since a = 1, we don’t need to divide
both sides of the equations by 1 because
the equation will stay as it is.
2. Write the equation such that the terms
with variables are on the left side of the x2 - 8x - 9 = 0 x2 - 8x – 9 + 9 = 0 + 9

equation and the constant term is on the x2 - 8x = 9

right side.
3. Add the square of one-half the
coefficient b on both sides of the
resulting equation. Then, the left side of
the equation becomes a perfect square
trinomial.
x2 - 8x - 9 = 0 x2 - 8x = 9 x2 - 8x + 16 = 9 + 16
x2 - 8x + 16 = 25
Since b = 8,

(b) (8)=4 42 = 16

Thus, 16 will be added on both sides of

the equation
4. Express the perfect square trinomial
on the left side of the equation as a
square of a binomial.

x2 - 8x + 16 perfect square trinomial Thus,

x2 - 8x + 16 = 25 (x - 4)2 = 25

( x – 4 )2 square of a binomial

5. Solve the resulting quadratic equation (x - 4)2 = 25 x–4=

by extracting the square x–4= 5
6. Solve the resulting linear equations.
x–4=5 x–4=-5
x–4+4=5+4 x–4+4=-5+4
x=9 x=-1
7. Check the solutions obtained against Checking:
the original equation. For x = 9:

x2 - 8x - 9 ≟ 0

(9)2 – 8(9) – 9 ≟ 0

81 – 72 – 9 ≟ 0

0 
= 0

For x = -1:

x2 – 8x – 9 ≟ 0

(-1)2 – 8(-1) – 9 ≟ 0

1+8–9≟0

0 = 0

Both values of x satisfy the given equation.

Thus x2 - 8x – 9 = 0 is true when x = 9 and x = -1.
Answer: The equation x2 - 8x – 9 = 0 has two solutions: x = 9 and

x = -1.

3
 Lesson
Solving Quadratic Equations
2d by Quadratic Formula

What I Need 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 using 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 provided activity. If
you find any difficulty in answering the exercises, seek the assistance of your peers or
teacher or turn to the modules and lessons you have undergone earlier. You may check
your work with your teacher.

What’s In

Activity 1: Can You Simplify Me?

Directions: Simplify each of the following expressions. Answer the questions that
follow.

1. 4.

2. 5.

3. 6.

37
 7. 9.

8. 10.

Process Questions:
a. How would you describe the expressions given?
b. How did you simplify each expression?
c. Which expression did you find difficult to simplify? Why?

How was the activity for you? Were you able to simplify each
expression? I’m sure you were good at it. Now let us test your memory further.

Activity 2: Go For The Standards!

Directions: Write the following quadratic equations in standard form, ax2 + bx + c = 0.
Then identify the values of a, b, and c. Answer the questions that follow.

1. 3x2 + 12x =18 4. 2x(x – 5) = 9

2. x2 = – 7x + 8 5. (x + 3) (x + 2) = 0
3. 21 + 15x – 3x2 = 0 6. 3(x – 2)2 + 10 = 0

Have you already recalled how to write quadratic equations in standard

from? I’m sure you did well! Now, recall your learning in the previous lessons
especially in completing the square. It will surely help you as you answer the
next activity.
 What’s New

Activity 3: Deriving Quadratic Formula

Directions: The quadratic formula can be derived by applying the method of
completing the square. Analyze each step carefully and complete the
table by supplying the reasons as shown below.

Steps Reason

Why?
ax2 + bx + c = 0 ax2 + bx = - c

x2 + = Why?

)= ; ( )2 = Why?

x2 + + Why?

(x + )2 = Why?

x+ x+ Why?
X= Why?

Why?
x=

How did you find the activities? Are you ready to learn about solving
quadratic equations using quadratic formula? I know you are! Now, read and
understand the important notes on solving quadratic equations using the quadratic
formula and the examples that will be presented in this lesson. It will help you a lot
as you answer the next activities.

What Is It

The equation we obtained in activity 3 is what we call the Quadratic Formula

for solving any quadratic equations in the form ax2 + bx + c = 0.

To use it, you must follow these steps:

1. Write the equation to its standard form ax2 + bx + c = 0. If it is already
written in standard form, proceed to the next step.
2. Determine the values of the coefficients a, b, and c.
3. Substitute these values in the Quadratic Formula:

.
4. Evaluate and simplify the result.
5. Check the solutions obtained using the original equation.
 Study the example that follows to help you understand more.

Example 1: Find the solutions of the equation 2x2 + 3x = 27 using the quadratic
formula.

Steps Solution

1. Write the equation to its standard

2x2 + 3x = 27 2x2 + 3x – 27 = 0
form ax2 + bx + c = 0

2x2 + 3x – 27 = 0
2. Determine the values of the
coefficients a, b, and c.
a = 2, b = 3, and c = - 27

3. Substitute these values in the

Quadratic Formula:

4. Evaluate and simplify the result.

We obtained
two equations

x=3
5. Check the solutions obtained using Checking:
the original equation. For x = 3:

2x2 + 3x ≟ 27

2(3)2 + 3(3) ≟ 27

2(9) + 9 ≟ 27

18 + 9 ≟ 27

27 
= 27

For x = :

2x2 + 3x ≟ 27

2( )2 + 3( ) ≟ 27

2( ) - ≟ 27

- ≟ 27

27 
= 27

Both values of x satisfy the given equation.

Thus 2x2 + 3x = 27 is true when x = 3 and x = .

Answer: The equation 2x2 + 3x = 27 has two solutions: x = 3 and x = .

 The Nature of Roots of
Lesson Quadratic Equations
3
What I Need to Know

In this module we will start with 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 on how you could characterize
the roots of a quadratic equation using the discriminant.

What I Know

Pre-Assessment

Directions: Find out how much you already know about this module. Solve the following
problems and write your answer on the space provided. Please answer all the 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. Determine the discriminant and nature of roots of each quadratic equation.

a.) x2 – 6x + 9=0
b.) x2 – 4x +3=0
c.) x2 – 7x – 4=0
2
d.) 2x + 3x + 5=0
2. Describe the nature of roots of a quadratic equation given the values of the
discriminant. Write your answer on the space provided.
a) 36 f. -49
b) -17 g. 676
c) 0 h. -100
d) 196 i. 1
e) 143 j. 2025

3. Find the sum and product of the roots of the given quadratic equation.
a. 3x2 + 5x + 6 = 0
Sum of Roots : ___________________________
Product of Roots : ___________________________
 2
b. 4x − 6x + 15 = 0
Sum of Roots : ___________________________
Product of Roots : ___________________________

4. Use the sum and product rule to determine if the two given values are the roots
of the quadratic equation.
4 2
a. Are and -2 the roots of 3x + 2x – 5 = 0?
3
1 1 2
b. Are - and the roots of 3x + 2x – 5=0?
6 4
1 3 2
c. Are and - the roots of 3x + 2x – 5=0?
5 4

What’s New

Activity 1: Which are Real? Which are Not?

Direction: Put a check (✓) on the corresponding box that best describes the given
numbers. Answer the questions that follow.

Real Numbers Not Real Numbers

1. √4
2. 1/2
3. 21.5
4. 1/3
5. √-9
√12
6.
9
√-4
7.
8
8. 169
Process Questions:

1. Which of the following numbers above are familiar to you? Why? Describe
these numbers.
2. Which of the numbers are rational? Irrational? Explain your answer.
3. Which of the numbers are perfect squares? Not perfect squares?
4. How do you describe numbers that are perfect squares?
Activity 2: Do I know My A,B,C?

Direction: Tell whether the given quadratic equations are in standard form or Not. If Not,
rewrite the equation in the form ax2 + bx + c = 0, then identify the values of a, b,
and c. Answer the questions that follow.

1. 6x² + 11x – 35 = 0. ________________ a= ____ b= ____ c= ____

2. 2x² – 2 = 4x. ________________ a= ____ b= ____ c= ____
3. -7x +12 = 4x2. ________________ a= ____ b= ____ c= ____
4. 5x (4x – 3) – 10 = 0. ________________ a= ____ b= ____ c= ____
5. 5x² – 2x – 9 = 0. ________________ a= ____ b= ____ c= ____
6. 3x² + 4x = -2. ________________ a= ____ b= ____ c= ____

Process Questions:
a. Where you able to write the equations in standard form? How?
b. Is there another way of writing each quadratic equation in standard form? If
yes, show and determine the values of a, b and c.

2
Activity 3: Find the Value of b – 4ac

2
Direction: Evaluate the expression b – 4ac given the following values of a, b, c.

1. a=6 b = -2 c = -3
2. a=1 b=5 c=2
3. a=5 b=1 c = -2
4. a = -4 b = -4 c= 5
5. a=2 b=5 c = -4

Process Questions:
2
a. Where you able to evaluate the expression b – 4ac given the values of a, b,
and c?
2
b. What do you think is the importance of the expression b – 4ac in determining
the nature of the roots of quadratic equation?

What Is It

We have already studied the quadratic formula,

2
-b ± √b – 4ac
x=
2a

The binomial inside the radical sign is called the discriminant. It is used to
determine the nature of the roots of a quadratic equation. We can also determine the
number of real roots for a quadratic equation with this number. The following table will give
us the relation between the discriminant and the nature of the roots.
 Number of real
Discriminant Nature of the Roots
roots
b2 – 4ac = 0 Real and Equal 1
b2 – 4ac > 0 and a perfect square Rational and Unequal 2
b2 – 4ac < 0 but not a perfect square Irrational and Unequal 2
Imaginary/No Real
b2- 4ac < 0 None
Roots

We will discuss here about the different cases of discriminant to understand the
nature of the roots of a quadratic equation.

We know that x1 and x2 are the roots of the general form of the quadratic equation
ax2 + bx + c = 0 where (a ≠ 0) then we get
-b + √b2 – 4ac -b – √b2 – 4ac
x1 = and x2 =
2a 2a
Here a, b and c are real and rational.

Then, the nature of the roots x1 and x2 of equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 depends on

the quantity or expression i.e., b2 – 4ac under the radical sign.

Thus, the expression b2 – 4ac is called the discriminant of

the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

Generally we denote discriminant of the quadratic equation by ‘∆‘ or ‘D’. Therefore,

Discriminant ∆ = b2 − 4ac.

Depending on the discriminant we shall discuss the following cases about the
nature of roots x1 and x2 of the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

When a, b and c are real numbers, a ≠ 0

Case I: b2 – 4ac = 0

When a, b and c are real numbers, a ≠ 0 and discriminant is zero (i.e., b 2 − 4ac =
0), then the roots x1 and x2 of the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 are real and equal.

Example 1:
Find the discriminant value of x2 –12x + 36 = 0 and determine the number of real
roots.

Solution:
Step 1: Identify the values of a, b and c.
The given equation is x2 – 12x + 36 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=1 b = -12 and c = 36

Step 2: Substitute the values of a, b and c to the Discriminant = b2 − 4ac

 Discriminant = b2 − 4ac
= (-12)2 − 4(1)(36)
= 144 −144
=0

Step 3: Describe the nature of the roots.

Since the discriminant value of the equation is zero then the equation
x2 – 12x + 36 = 0 has a double root and the roots are real and are equal.

This can be checked by determining the roots of x2 – 12x + 36 = 0 using

any of the methods of solving quadratic equations.

If factoring is used, the roots that can be obtained are the following:
x2 – 12x + 36 = 0
(x – 6) (x – 6) = 0
x–6=0 x–6=0
x=6 x=6
(a double root)

The roots of the quadratic equation x2 – 12x + 36 = 0 are real numbers and
are equal.

Example 2:
Find the nature of the roots of the equation x2 – 18x + 81 = 0.
Solution:
The coefficients of the equation x2 – 18x + 81 = 0 are rational.
The discriminant of the given equation is
Discriminant = b2 − 4ac
= (-18)2 − 4(1)(81)
= 324 – 324
=0

Clearly, the discriminant of the given quadratic equation is zero and

coefficient of x2 and x are rational.

Therefore, the roots of the given quadratic equation are real and equal.

To check, solve for the roots of x2 – 18x + 81 = 0.

x2 – 12x + 36 = 0
(x – 9) (x – 9) = 0
x–9=0 x–9=0
x=9 x=9

Case II: b2 - 4ac > 0 and perfect square

When a, b and c are real numbers, a ≠ 0 and discriminant is positive and perfect
square, then the roots x1 and x2 of the quadratic equation ax2 + bx + c = 0 are real, rational,
unequal.
Example 3:
Find the discriminant value for the equation x2 + 5x + 6 = 0 and determine the
number of real roots.

Solution:
Step 1: Identify the values of a, b and c.
The given equation is x2 + 5x + 6 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=1 b=5 and c=6

Step 2: Substitute the values of a, b and c to the Discriminant ∆ = b2 − 4ac

Discriminant = b2 − 4ac
= (5)2 − 4(1)(6)
= 25 −24
=1

Step 3: Describe the nature of the roots.

Since the discriminant value of the equation is greater than 0 and a perfect
square, then there are two real roots of the equation x2 + 5x + 6 = 0 and the
roots are rational numbers but not equal.

This can be checked by determining the roots x2 + 5x + 6 = 0 using any of

the methods of solving quadratic equations.

If factoring is used, the roots that can be obtained are the following:
x2 + 5x + 6 = 0
(x + 3) (x + 2) = 0
x+3=0 x+2=0
x = -3 x = -2

The roots of the quadratic equation x2 +5x + 6 = 0 are -3 and -2.

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

Therefore, the roots of the given quadratic equation are rational and
unequal.

To check, solve for the roots of 3x2 – 10x + 3 = 0.

 3x2 – 10x + 3 = 0
(3x – 1) (x – 3) = 0
3x – 1 = 0 x – 3 = 0
3x = 1 x = 3
1
x=
3

Case III: b2 – 4ac > 0 and not perfect square

When a, b and c are real numbers, a ≠ 0 and discriminant is positive (i.e., b2 –

4ac>0) but not a perfect square then the roots of the quadratic equation ax2 + bx + c =
0 are real, irrational and unequal. Here the roots x1 and x2 form a pair of irrational
conjugates.

Example 5: Describe the nature of the roots of the quadratic equation 2x2 – 8x + 3 = 0.
Solution:
The coefficients of the equation 2x2 – 8x + 3 = 0 are rational.
The discriminant of the given equation is
Discriminant = b2 − 4ac
= (-8)2 − 4(2)(3)
= 64 – 24
= 40
Clearly, the discriminant of the given quadratic equation is positive but not
a perfect square.

Therefore, the roots of the given quadratic equation are irrational and
unequal.

To check, solve for the roots of 2x2 – 8x + 3 = 0 using the quadratic equation.

2
-b ± √b – 4ac
x=
2a
2
-(-8) ± √(-8) – 4(2)(3)
x=
2(2)
8 ± √64 – 24
x=
4
8 ± √40
x=
4
8 ± 2√10
x=
4
√10 √10
𝑥 1= 2 + 𝑥2 = 2 –
2 2

Case IV: b2 - 4ac < 0

 When a, b and c are real numbers, a ≠ 0 and discriminant is negative
(b2 - 4ac < 0), then the roots x1 and x2 of the quadratic equation ax2 + bx + c = 0 are
unequal and imaginary. Here the roots x1 and x2 are a pair of the complex conjugates.

Example 6:
Find the discriminant value 2x2 + x + 3 = 0 and determine the number of real
roots.

Solution:
Step 1: Identify the values of a, b and c.
The given equation is 2x2 + x + 3 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=2 b=1 and c=3

Step 2: Substitute the values of a, b and c to the Discriminant = b2 − 4ac

Discriminant = b2 − 4ac
= (1)2 − 4(2)(3)
= 1 − 24
= − 23

Step 3: Describe the nature of the roots.

Since the discriminant value of the equation is less than zero then the
equation 2x2 + x + 3 = 0 has no real roots or imaginary. Also, the graph of
this equation does not touch the x-axis.

To check, solve for the roots of 2x2 + x + 3 = 0 using the quadratic formula.

2
-b ± √b – 4ac
x=
2a
2
-(1) ± √(1) – 4(2)(3)
x=
2(2)
-1 ± √1 – 24
x=
4
-1 ± √-23
x=
4
-1 + √-23 -1 – √-23
𝑥1 = 𝑥2 =
4 4

Example 7: Describe the nature of the roots of the quadratic equation x2 + x + 1 = 0.

Solution:
The coefficients of the equation x2 + x + 1 = 0 are rational.

The discriminant of the given equation is

Discriminant = b2 − 4ac
 = (1)2 − 4(1)(1)
=1–4
= -3
Clearly, the discriminant of the given quadratic equation is negative.

Therefore, the roots of the given quadratic equation are imaginary and
unequal. Thus, the roots of the given equation are a pair of complex
conjugates.

To check, solve for the roots of x2 + x + 1 = 0 using the quadratic equation.

2
-b ± √b – 4ac
x=
2a
2
-(1) ± √(1) – 4(1)(1)
x=
2(2)
-1 ± √1 – 4
x=
4
-1 ± √-3
x=
4
-1 + √-3 -1 – √-3
𝑥1 = 𝑥2 =
4 4

Learn more about the nature of roots of a quadratic equation through the web. You
may open the following links.
 https://mymathszone.weebly.com/uploads/5/4/2/1/54214975/lesson_7_discrimi
nant_and_nature_of_roots_of_quadratic_equations.pdf
 https://www.youtube.com/watch?v=WcDuVQ_k1K0
 https://www.math-only-math.com/nature-of-the-roots-of-a-quadratic-
equation.html


 The Sum and Product of Roots
Lesson of Quadratic Equations
4
What I Need to Know

In this lesson, you will recall and apply previously learned mathematical concepts
and principles in performing the sum and product of roots. To be able to answer the
following activities, you will need to understand the relationship between the coefficients
and the roots of a quadratic equation. If you have some difficulties along the way, you may
seek help from your teacher and refer your answers to them.

What I Know

Activity 1: Relate Me to My Roots!

Direction: Consider and carefully analyze the table below.

Sum of the Product of

Values of a, b and c
Quadratic Equation Roots Roots the Roots
(r1, r2) r1 + r2 r1 ● r2 a b c

x2 + 7x + 12 = 0 (-3, -4) -7 12 1 7 12

2x2 – 3x – 20 = 0 (4, -5/2) 3/2 -10 2 -3 -20

Process Questions:
1. What do you observe about the sum and the product of the roots of each quadratic
equation in relation to the values of a, b, and c?
2. Do you think a quadratic equation can be determined given its roots or solutions?
Justify your answer by giving 3 examples.
3. Do you think a quadratic equation can be determined given the sum and product
of its roots? Justify your answer by giving 3 examples.
 What’s In

Activity 2: Sum and Product Puzzles

Direction: Observe the following puzzle and complete the given problem using your skills
on the basic mathematical operations. Write your answer in the box.
Example: Find two factors whose product is 10 and sum is 7.

PRODUCT 10
.
5 2
Factor Factor 7

The factors are 5 and 2. Since

SUM (5)(2) = 10 and 5 + 2 = 7

1. 6 2. 16 3. 12

7 8 7

4. -8 5. -18 6.
1 3
2 2
2 -7

7. 8. 9.

3 1 3 4 3
- - 1 - -
5 2 - 5 8
4 3

Were you able to complete the puzzle correctly? In the next activity you will enhance
your mathematical skills in finding the roots of the quadratic equation.
Activity 3: Find My Roots

Direction: Find the roots of the following quadratic equation using any of the method
(Extracting Square Roots, Factoring, Completing the Square, Quadratic
Formula).

1. x2 - 14x - 40 = 0 6. 4x2 + 2x - 12 = 0
2. x2 + 4x - 12 = 0 7. 9x2 + 7x - 4 = 0
3. 4x2 + 17x - 15 = 0 8. 3x2 + 9x - 6 = 0
4. -8x2 - 15x + 2 = 0 9. x2 + 6x - 40 = 0
5. x2 + 14x + 45 = 0 10. x2 + 8x + 15 = 0
Process Questions:

1. How did you find the roots of each quadratic equation? Which method of solving
quadratic equation did you use in finding the roots?
2. Which of the given quadratic equation did you find difficult to solve? Why?
3. Compare your answers with your classmates. Do you have the same answers?
If NOT, explain why?

What’s New

In this next Activity, try to find the roots of the quadratic equation using any method
then evaluate their sum and product and observe its relevance to the coefficients of the
quadratic equation.

Activity 4: Are We Related?

Directions: Given the following quadratic equation, complete the table below, then answer
the following questions. You may work in groups of 4. The first one is done for
you.

Coefficients Roots Sum of Product of

Quadratic Equation Roots Roots
a b c x1 x2 x1 + x2 (x1 )( x2 )
2
x + 4x - 12 = 0 1 8 -12 6 -2 4 -12
2
x - 5x - 14 = 0

3x2 + 3x - 6 = 0

Process Questions:

1. What do you observe about the sum and product of the roots of each
quadratic equation in relation to the values of the coefficients a, b, and c?
2. Can you solve for the quadratic equation given its roots? Explain.
3. How about if the sum and product of the roots are given? Can you determine
the quadratic equation? Justify your answer. Give at least 3 examples.
 What Is It

Activity 5: Stretch Me Out!

Directions: Study the given problem and answer the questions that follow.

A picture has a width that is 4/3 its height. If it has an area of 192 square inches,
what will be the dimension of the picture? What is the perimeter of the picture?

https:/ /www.shutterstock.com/blog/take-pictures-moon

Process Questions:
1. What equation would best describe the area of the picture? Write the equation in
term of the width of the picture.
2. What can you say about the equation formulated in item 1?
3. What are the roots of the equation in number 1? What do the roots represent?
4. What is the perimeter of the picture? How is it related to the sum of the roots of the
equation in number 1?

How did you find the values of the coefficients a, b, and c helpful in finding the sum and
product of roots? Were you able to relate them? For example, you are solving for the
quadratic equation given the sum and product of roots, will you be able to give the
equation? To answer the following activities, you will now read and understand the
importance of the sum and product of roots of the quadratic equations and the examples
presented.

We will now discuss on how the sum and product of roots of the quadratic equation
ax2 + bx + c = 0 can be determined using the coefficients a, b, and c.
We have seen that the b2 – 4ac is the radicand of the quadratic formula, called
the discriminant, can tell us the type of roots of a quadratic equation. The quadratic formula
can also give us information about the relationship between the roots and the coefficient
of the second term and the constant of the equation itself. Consider the following:
 Given a quadratic equation: ax2 + bx + c = 0. By the quadratic formulas, the two
roots can be represented as

2
-b + √b2 – 4ac -b – √b – 4ac
r1 = and r2 =
2a 2a

Sum of the Roots, r1 + r2:

2 2
-b + √b – 4ac -b – √b – 4ac
r1 + r2 = +
2a 2a

2 2
-b + √b – 4ac – b – √b – 4ac
=
2a
-2b
=
2a
-b
r1 + r2 =
a
Product of the Roots, r1 • r2:

2 2
-b + √b – 4ac -b – √b – 4ac
r 1 ● r2 = ●
2a 2a

2 2 2
-b + √b – 4ac – b- √b – 4ac − (b – 4ac)
=
4a2
2 2
b – b + 4ac
=
4a2
c
r1 + r2 =
a

The sum of the roots of a quadratic equation is equal to the inverse of the
coefficient of the second term, divided by the leading coefficient.
b
(r1 + r2 ) = -
a

The product of the roots of a quadratic equation is equal to the constant term,
divided by the leading coefficient.
c
r1 ● r2 =
a

Example 1: Find the sum and product of roots of the quadratic equation x2 - 5x + 6 = 0.

Solutions: Given the equation x2 - 5x + 6 = 0, we get a = 1, b = -5 and c = 6.

-b -b -(-5)
Sum of the roots = ⟶ = =5
a a 1
 c c 6
Product of the roots = ⟶ = =6
a a 1
The roots of the equation x2 - 5x + 6 = 0 are 3 and 2 (using factoring or any
method). To check, find the sum and product of these roots.

Let r1 = 3 and r2 = 2
r1 + r2 = 3 + 2 = 5
r1 ● r2 = (3)(2) = 6
Therefore, the sum and product of roots of x2 - 5x + 6 = 0 are 5 and 6,
respectively.

Example 2: Given the values a = 1, b = 4, and c = -21. What is the quadratic equation?
Solve for the sum and product of roots.

Since a = 1, b = 4, and c = -21 thus the equation is x2 + 4x - 21 = 0.

-b -4 -(4)
Sum of the roots = ⟶ = = -4
a a 1
c c -21
Product of the roots = ⟶ = = -21
a a 1
15
By inspection, the two numbers that give a sum of -4 and a product of -21 are
-7 and 3.

Let r1 = -7 and r2 = 3
r1 + r2 = -7 + 3 = -4
r1 ● r2 = (-7)(3) = -21

Therefore, the quadratic equation is x2 + 4x - 21 = 0 and its sum and product

of roots of are -4 and -21, respectively.
 Equations Transformable into
Quadratic
Lesson What’s In Equations
4
Activity 1: Who Said It?

Direction: Answer the puzzle below by simplifying the following expressions. Then shade
the box containing the corresponding answer. The unshaded boxes will show
the answer to this puzzle.

Which great mathematician and scientist said:

“Do not worry about difficulties in Mathematics. I can assure you that mine
are still greater.”
𝑥 2 − 16 4𝑥 2 + 4𝑥 +
7.
1. 𝑥 2 + 8𝑥 + 1 4𝑥 2 − 1
𝑥 3 −1627 𝑥 2 1 − 2𝑥
2. 8.
+ 3𝑥 + 9 + 𝑥2
4𝑥 2 − 12𝑥 + 𝑥14 − 𝑥 3
3. 9.
9 4𝑥 2 − 9 16 𝑥 −
3𝑥 2 − 25 2− 16𝑥 2 16𝑥 2
4. 10.
27 𝑥 + 3 + 40𝑥 + 25
3𝑥 2 − 12𝑥 + 9 − 12𝑥 +
5. 11.
12 6𝑥 2 − 24 4𝑥 2
𝑥2 − 1 27𝑥−2 8𝑥 3
9−
6. 12.
𝑥 2 + 2𝑥 + 27 −
C 1 E I 𝑥3 A
2𝑥 + 1 (𝑥 − 3)2 1−𝑥
3−𝑥
2𝑥 − 1 𝑥+3 1+𝑥
N H S +H𝑥 2

𝑥−1 2𝑥 − 3 𝑥+4
3𝑥 − 9
𝑥2 + 𝑥 + 1 2𝑥 + 3 𝑥−4
A T R E
2𝑥 − 1 𝑥−2 4𝑥 − 5
𝑥−3
2𝑥 + 1 2𝑥 + 4 4𝑥 + 5
W L I E
5 − 4𝑥 𝑥−4 3𝑥 − 9 𝑥−1
4𝑥 + 5 𝑥+4 (𝑥 − 3)2 𝑥+1

T N P O
3+𝑥 3𝑥 + 6 3 − 2𝑥
𝑥 2 + 3𝑥 + 9 2𝑥 − 4 𝑥 3 + 2𝑥 2 + 4𝑥 + 8 4𝑥 2 + 6𝑥 + 9
 What’s New

In learning this module, you will need your skills in adding and subtracting rational
algebraic expressions. Because of that, let’s recall these first.

2 3
Example: Find the sum of and .
2x 6x

Step 1: Write the expression

2 3
+
2x 6x

Step 2: Find the Least Common Denominator (LCD) of the rational algebraic
2 3
expressions, and .
2x 6x

2x = 2 · x
6x = 2 · 3 · x
2 · 3 · x = 6x

Therefore, the LCD is 6x.

Step 2: Rewrite the expression using LCD, 6x.

2 3 2 (3) 3 (1) 6 3 9 3
+ = + = + = or
2x 6x 2x (3) 6x (1) 6x 6x 6x 2x

Now, you’re ready! Let’s try having the activity below.

What Is It

Activity 2: Let’s Add and Subtract!

Direction: Perform the indicated operation then express your answer in simplest form.
1 2𝑥 𝑥 2
1. + 4. −
𝑥 5 𝑥+1 𝑥+2

4 2𝑥−1
2. +
𝑥 5
2𝑥 𝑥+1
3. 3
+ 𝑥−2

Were you able to add or subtract the rational expressions and simplify the results?
Suppose you were given a rational algebraic equation, how would you find its solution/s? You
will learn this in the succeeding activities.
 Solving Quadratic Equations That Are Not Written in Standard Form

Standard Form of Quadratic Equation: ax2 + bx + c = 0, where x is the variable and a, b and
c are constants (a ≠ 0)

Example 1: Solve 𝑥 ( 𝑥 − 5) = 36

This quadratic equation is not written in standard form.

To write the quadratic equation in standard form:
 write the given equation 𝑥 (𝑥 − 5) = 36
 simplify the left side of the equation x2 - 5x = 36
 transform to standard form of quadratic equation
𝑥 2 − 5𝑥 − 36 = 0

Use any of the four methods in finding the solutions of the quadratic equation
𝑥 2 − 5𝑥 − 36 = 0.
Try factoring in finding the roots of the equation.
 factor the left side of the equation (𝑥 − 9)(𝑥 + 4) = 0
 equate each factor to zero 𝑥 − 9 = 0 or 𝑥 + 4 = 0
 solve each resulting equation 𝑥 = 9 or 𝑥 = −4

Check whether the obtained values of x make the equation 𝑥 ( 𝑥 − 5) = 36 true. If the
obtained values of x make the equation 𝑥 ( 𝑥 − 5) = 36 true, then the solutions of the
equation are: 𝑥 = 9 or 𝑥 = −4.

Example 2: Find the roots of the equation (𝑥 + 5)2 + (𝑥 − 2)2 = 37

The given equation is a quadratic equation but it is not written in standard form.
Transform this equation to standard form, then solve it using any of the methods of solving
quadratic equations.
 write the given equation (𝑥 + 5)2 + (𝑥 − 2)2 = 37
 simplify the square of a binomial 𝑥 2 + 10𝑥 + 25 + 𝑥 2 − 4𝑥 + 4 = 37
 combine like terms 2𝑥 2 + 6𝑥 + 29 = 37
 transform to standard form of quadratic equation
2𝑥 2 + 6𝑥 − 8 = 0
 factor the left side of the equation (2𝑥 − 2)(𝑥 + 4) = 0
 equate each factor to zero 2𝑥 − 2 = 0 or 𝑥 + 4 = 0
 solve each resulting equation 𝑥 = 1 or 𝑥 = −4
The solutions of the equation are 𝑥 = 1 or 𝑥 = −4. These values of 𝑥 make the equation
(𝑥 + 5)2 + (𝑥 − 2)2 = 37 true.

Solving Rational Algebraic Equations which can be transformed to Quadratic

Equations

6 𝑥−3
Example 3: Solve the rational algebraic equation + =2
𝑥 4

The given rational algebraic equation can be transformed into a quadratic equation.
To solve the equation, the following procedure can be followed.
6 𝑥−3
 write the given equation + =2
𝑥 4

 multiply both sides of the equation by the Least Common Denominator (LCD) 4x.

6 𝑥−3
4𝑥 ( + ) = 4𝑥(2)
𝑥 4
 24𝑥 4𝑥(𝑥−3)
 distribute 4x on the left side of the equation + = 8𝑥
𝑥 4

 reduce the left side of the equation to its simplest form

24 + 𝑥 2 − 3𝑥 = 8𝑥
 write the resulting quadratic equation in standard form
𝑥 2 − 11𝑥 + 24 = 0

Find the roots of the resulting equation using any of the methods of solving quadratic
equations. Try factoring in finding the roots of the equation.
(𝑥 − 3)(𝑥 − 8) = 0
 equate each factor to zero 𝑥 − 3 = 0 or 𝑥 − 8 = 0
 solve each resulting equation 𝑥 = 3 or 𝑥 = 8

6 𝑥−3
Check whether the obtained values of x make the equation + = 2 true.
𝑥 4
If the obtained values of x make the equation true, then the solutions of the equation are:
𝑥 = 3 or 𝑥 = 8.

Extraneous Solution of Rational Quadratic Equations

9 6
Example 4: Solve =
𝑥 2+2𝑥 𝑥2
The given rational algebraic equation can be transformed into a quadratic equation.
To solve the equation, the following procedure can be followed.

9 6
 write the given equation =
𝑥 2 +2𝑥 𝑥2

 multiply both sides of the equation by 𝑥 2 (𝑥 2 + 2𝑥)

9 6
𝑥 2 (𝑥 2 + 2𝑥) ∗ = ∗ 𝑥 2 (𝑥 2 + 2𝑥)
𝑥 2 +2𝑥 𝑥2
 simplify both sides of the equation to its simplest form
9x 2 = 6x 2 + 12x
 write the resulting quadratic equation in standard form
3x 2 − 12𝑥 = 0

 factor the left side of the equation

3x (𝑥 − 4) = 0
 equate each factor to zero 3x = 0, x - 4 = 0
 solve each resulting equation x =0 , x = 4

9 6
Check whether the obtained values of x make the equation = true. x = 4 is
𝑥 2 +2𝑥 𝑥2
the solution but x =0 is not a correct solution, thus 0 is an extraneous solution. Value of x
variable that does not make the original equation true.
 Lesson
Solving Problems involving
6 Quadratic Equations

What’s New

Activity 1: Lets’ Review

Directions: Solve the following Quadratic Equations by (a) extracting the roots; (b) factoring;
(c) completing the square; and (d) using quadratic formula.

11. 2x2 – 24 = 8x 2. 4x2 = 5x – 1

Process Questions:
a. Did you arrive at the same answers?
b. What process did you find the easiest?
c. What process did you have difficulty?

Now, let us use the situation below to further recall how to solve quadratic equations.

Activity 2: Solve Me.

Directions: Use the situation below to answer the questions that follow.

‘The malong is a traditional "tube

skirt" made of handwoven or machine-
made multi-colored cotton cloth, bearing
a variety of geometric or okir designs.
The pattern or style of the malong may
indicate the weaver's tribal origin, such
as the Maranao malong landap.’
-www.definitions.net.

The length of the rectangular malong is 5m longer than its width. The area of the
malong is 84m2.

Process Questions:
a. If x represents the width of the malong, how is its length represented?
b. Formulate an equation relating the width, length and the area of the malong.
c. Using the equation, how will you determine the length and the width of the malong?
d. What is the width of the malong? How about its length?
 What Is It

The concept of quadratic equations is illustrated in many real-life situations.

Problems that arise from these situations, such as those involving area, work, profits, and
many others, can be solved by applying the different mathematics concepts and principles
previously studied including quadratic equations and the different ways in solving them. Let
us study and understand these examples.

Example 1: The top of a rectangular table has an area of 27 ft.2 and a perimeter of 24 ft.
What is the length of the top of the table? What is its width?

Solution 1:
a.) The sum of twice the length and twice the width of the rectangular table gives
the perimeter. Hence, 2l + 2w = 24.

b.) If we divide both sides of the equation 2l + 2w = 24 by 2, then l + w =12.

c.) The product of the length and the width of the rectangular table gives the
area. Hence, l ● w = 27.

We can think of l ● w = 27 and l + w =12 as the equations representing the

product and sum of roots, respectively, of a quadratic equation.

Remember that if the sum and the product of the roots of a quadratic equation
are given, the roots can be determined. This can be done by inspection or by
b c c b
using the equation x2 + x + = 0 where is the sum of the roots and is the
a a a a
product.

d.) By inspection, the numbers whose product is 27 and whose sum is 12 are 3
and 9.
3 ● 9 = 27 3 + 9 = 12

The roots of the quadratic equation then are 3 and 9. This implies that the width
of the table is 3 ft. and the length is 9 ft.
 Solution 2:

b c
Another method of finding the roots is to use the equation x2 + x+ = 0.
a a

b c
Let − = 12 and = 27. Then substitute these values in the equation.
a a

b c
X2 + x+ =0 x2 + (-12)x + 27 = 0
a a

x2 – 12x + 27 = 0

Solve the resulting equation x2 – 12x + 27 = 0 using any of the methods of

solving quadratic equation. Try factoring.

x2 – 12x + 27 = 0
(x – 3) (x – 9) = 0
x–3=0 x–9=0
x=3 x=9

With the obtained roots of the quadratic equation, the dimensions of the table
then are 3 ft. and 9 ft., respectively.

Example 2. The Local Government of Iligan City wants to place a new rectangular
billboard to inform and give awareness to the Iliganons on how to protect themselves
from the spread of COVID19. Suppose the length of the billboard to be placed is 4 m
longer than its width and the area is 96 m2. What will be the length and the width of
the billboard?

Solution:
If we represent the width, in meters, of the billboard by x, then its length is
x + 4. Since the area of the billboard is 96 m2, then (x)(x+4) = 96.

The equation (x)(x+4) = 96 is a quadratic equation that can be written in the form
ax2 + bx + c = 0.

(x)(x+4) = 96 x2 + 4x = 96
x + 4x – 96 = 0
2
 Solve the resulting equation (by factoring)

x2 + 4x – 96 = 0
(x – 8) (x + 12) = 0
x – 8 = 0 x + 12 = 0
x = 8 x = -12

The equation x2 + 4x – 96 = 0 has two solutions: x = 8 or x = -12.

However, we only consider the positive value of x since the situation involves
measure of length. Hence, the width of the billboard is 8m and its length is 12m.

Example 3. Jane is selling face mask around the city. If he charges 30 pesos for each face
mask, he will sell 50 face masks. If Jane decreases her price for each face mask,
5 more face masks would be sold. What is the price that will maximize her
revenue?
Solution:
Let n denotes the decrease in price.
Revenue R = price × no. of face masks sold

R = (50 + 5n) (30 – n)

R = 1500 – 50n + 150n – 5n2
R = -5n2 + 100n + 1500

Now we have to maximize R.

Above is a quadratic equation in n with coefficient of n2, its maximum value will
be
b 100
− =−
2a 2(-5)

b
− = 10
2a
Thus, 10 pesos is the decrease in price. At n = 10,
R = -5n2 + 100n + 1500
= -5(10)2 + 100(10) + 1500
= -5(100) + 1000 + 1500
= -500 + 1000 + 1500
R = 2000

Therefore, the price that will maximize her revenue is 2000 pesos.

Example 4. The Rural Bus Inc. travels around the Island of Mindanao. Last December, Jose
visited Siargao Island. He observes that the speed of the bus decreased by 10
kmph, it took 2 hours more than what it usually takes to cover a distance of 1800
km. Find the time it usually takes the bus to travel from Iligan City to Surigao
City.

Solution:
The data is tabulated below:

Speed Time Distance

u t u ● t =1800
u – 10 t+2 1800
 Hence, u●t = (u – 10) (t + 2)
= ut + 2u–10t – 20

Since, u ● t = 1800 and t = 1800/u

So, 2u - 10(1800/u) = 20,

u2 - 10u - 9000 = 0
(u -100) (u+90) = 0, that is u =100
And t =1800/100 = 18 hrs

Therefore, the bus will usually take 18 hours to travel from Iligan City to Surigao
City.

Example 5: Juan has a rectangular garden in their backyard. One day, obeying the “stay at
home” policy of the government, he plans to replant the vegetables in his garden
since it was not replanted after the fruitful harvest last year because of his new
work. The length of the rectangular garden is 6 more than the width. The area is
27 sq. units. Find the dimensions of the rectangular garden.

Solution: Quadratic Equation: x (x + 6) = 27

x2 + 6x = 27
x + 6x – 27 = 0
2

Solving the quadratic equation by factoring, we get

x2 + 6x – 27 = 0
(x – 3) (x + 9) = 0
x–3=0 x+9=0
x = 3 x = -9

Consider the positive value of x since the situation involves measurement. By

substituting x = 3 to the given equation x (x + 6) =27, the dimension of the
rectangle garden is 9 units by 3 units.

The next activity will enhance your skills and will enrich your concepts and principles of
quadratic equations. You will be tasked to write Quadratic equations that would represent
real life situations. You will also compare and discuss problems involving quadratic
equations that will give you the opportunity to assess your skills and examine errors if there
are any.
 Lesson
Solving Problems involving
7 Rational Algebraic Equations

What I Need to Know

In the previous lesson, you have encountered real life problems which you have
solved in applying your skills in solving quadratic equation. In this lesson, you are expected
to solve real life problems involving rational algebraic equations.

Look at the figures below. How are they the same? How are they different? How do
they illustrate rational algebraic expressions?

http://images.clipartpanda.com/pre-algebra-clipart-distributive-property(color.jpg

https://www.mathsisfun.com/algebra/images/boy.gif

https://www.k5learning.com/sites/all/files/scale-linear-equation.png
 What’s In

Activity 1: Review Me

Direction: Study the example given and answer the given the Rational Algebraic Equation.

Example:
7 4 5 2
+ 2 = – 2
3x 6x 8x 3x

7 4 5 2
Step 1 24x2 ( + 2 = – 2)
3x 6x 8x 3x
7(8x) + 4(4) = 5(3x) – 2(8)
Step 2
56x + 16 = 15x – 16
56x – 15x = -16 – 16
41x = -32
Step 3 32
x=-
41

32
Step 4 x=-
41

x+3 x-5
1. =
x-4 x+4

2x - 3 x + 6
2. =
x+1 x-2

3x - 2 2x - 5
3. =
9x + 1 6x - 5

2 1 1
4. - =
x2 - 1 x -1 2

Activity 2: Equate Me.

Direction: Read the following situations and give the Rational Algebraic Equation of the
problems given. Solve what is asked in the problem.

1. Jessie and Mark are planning to paint a house together. They can complete the job in
6 hours. How long will it take Jessie to paint the house alone if he works alone it
would take him 5 hours more than the time Mark takes to paint the entire house?

x2 - x - 6
2. The length of the bottom of a rectangular wooden box in terms of x is and its
x-5
x2 - 6x + 5
width is . What is the area of the bottom of the rectangular box in terms of x?
x+2
Express your answer in factored form.
 3. Nico and Ken are designing computer program that would
make contact tracing of persons under investigation easier
and faster during this COVID19 pandemic. If they work
together, they can finish the design in 17 hours. However, if
they decide to work individually, Nico knows that he can do
the work three hours faster than Ken. Find the time it takes
Nico to finish the design. How about that of Ken?

http://clipart-library.com/clipart/kiKnbGadT.htm

Process Questions:
1. How did you solve each problem? What mathematics concepts or principles did you
apply to solve each problem?
2. How would you describe the equation that you formulated?
3. Which problem did you find difficult to solve? Why?
4. Do you think there are other ways of solving each problem? Show these if there are
any.

What Is It

A rational equation is an equation containing at least one rational expression.

Rational expressions typically contain a variable in the denominator. For this reason,
we will take care to ensure that the denominator is not 0 by making note of
restrictions and checking our solutions.
https://saylordotorg.github.io/text_elementary-algebra/s10-05-solving-rational-equations.html

We solve rational equations by clearing the fractions by multiplying both sides of the
equation by the least common denominator (LCD).

5 1 1
Example 1: Solve for x:
x
- 3=x

Solution: We first make a note that x ≠ 0 and then multiply both sides by the LCD, 1
3x:
5 1 1 Multiply both sides by the LCD.
3x ( - ) = 3x ( )
x 3 x
5 1 1 Distribute.
3x ( ) - 3x ( ) = 3x ( )
x 3 x
15 - x =3 Simplify, and then solve for the answer.
-x = -12
x = 12
 1 3
Example 2: Solve for x: 2 – x(x+1)
= x+1
Solution: In this example, there are two restrictions, x ≠ 0 and x ≠ −1. Begin by
multiplying both sides by the LCD, x(x+1)

1 3
x(x + 1) (2 – ) =
x(x+1) x+1
x(x +1)⋅1 x(x + 1)⋅3
x(x + 1)⋅2- =
x(x + 1) x+1
2x (x + 1) – 1 = 3x
2x2 + 2x – 1 = 3x
After distributing and dividing out the common factors, a quadratic equation remains.
To solve it, rewrite it in (a) standard form, (b) factor, and then (c) set each factor
equal to 0.

2x2 + 2x – 1 – 3x = 3x – 3x
(a) 2x2 – x – 1 = 0
(b) (2x + 1) (x – 1) = 0
(c) 2x + 1 = 0 x–1=0
2x = -1 x=1
1
x=-
2
 Solving Quadratic Inequalities
Lesson

What I Need to Know

This lesson aims to assess your knowledge of previous mathematical

concepts and skills in performing mathematical operations. These prior knowledge and
skills will help you understand how to illustrate and solve quadratic inequalities. As you
go through this lesson you will also learn how to apply this and make decisions in real-
life problems.
 What’s In

In grade 8, you studied linear inequalities and were able to identify and solve
problems involving it. In the previous lesson you studied quadratic equations. Now, you
will study quadratic inequalities. Start by doing the activity below.

Activity 1

Directions: Find what is asked in each number given a mathematical sentence.

1. n – 3 = 10 , What is the value of n?

2. n - 3 < 10, What are the possible values of n to make the statement true?
Show your solution.

3. n – 3  10, What are the values of n?

4. 4f - 2 13,
What is the meaning of the symbol ? You may illustrate your answer.
Find the value/s of f to make the statement true.

5. b2 + 5b + 6 = 0 ,
What do you call this mathematical statement?
How did you find the solution/s of this expression? How many solution did you
get?
 What’s New

Activity 2

Directions: Use the table below to identify whether the following equations are
quadratic or not. Answer the questions that follow.

2x2 + 7x + 5 > 0 15 - 6x2 = 10 t2 = 6t - 7 4m2 - 25 = 0

p2 + 10p + 16 0 2t2 < 21 - 9t f2 + 9f + 20 = 0 3b2 + 12b 0

Quadratic Equation Not a Quadratic Equation

Questions

1. How do you describe a quadratic equation? a non - quadratic equation?

2. How can you differentiate quadratic and non - quadratic equation?
What Is It

Quadratic Inequality is an equality that contains a polynomial of degree 2 and can

be written with the symbols > , < , ≥ or ≤.

Examples: 1. x2 + x -12 0 3. 5 ≥ x2 − x
2. 7x2 -28 < 0 4. 2y2 + 1 ≤ 7y

How to solve quadratic inequality?

Quadratic inequalities can be solved using

A. Three Test Points;
B. Sign Graph; and
C. Graphing ( in two variables).

Study the examples given below.

Example 1: Find the solution set of x2 + 3x > 10

Solution
❏ Test a value from
each interval in the Intervals in x x2 + 3x - 10 = 0 True or False
inequality. the number
line

x < -5 -6 x2 + 3x - 10 > 0
(-6)2 + 3(-6) -10 > 0 True
36 - 18 -10 > 0
8>0

-5 < x < 2 1 x2 + 3x - 10 > 0

(1)2 + 3(1) -10 > 0 False
1 + 3 - 10 > 0
-6 > 0

x>2 4 x2 + 3x - 10 > 0
(4)2 + 3(4) -10 > 0 True
16 + 12 - 10 > 0
18 > 0

❏ Test the roots, x= -5

and x = 2 if it satisfies for x = -5 for x=2
the inequality.

x2 + 3x - 10 > 0 x2 + 3x - 10 > 0
(-5)2 + 3(-5) -10 > 0 (2)2 + 3(2) -10 > 0
25 - 15 - 10 > 0 4 + 6 - 10 > 0
10-10 > 0 10 - 10 > 0
0 > 0 False 0 > 0 False

Therefore, the inequality is true for any value of x in the interval < x < -5 or
2<x< but points -5 and 2 does not satisfy the inequality x2 + 3x - 10 > 0.

The solution set of the inequality x2 + 3x > 10 is .

Method B: The Sign Graph

❏ Write the quadratic inequality in Given: x2 + 3x > 10

standard form. Standard Form: x2 + 3x - 10 > 0

❏ Factor the quadratic inequality. x2 + 3x - 10 > 0

>0

 Illustrate a sign graph that shows the for x + 5

signs of each factor. -------------- +++++++++++ -----------

for x - 2
-------------- +++++++++++ -----------

❏ Apply the rules of signs for multiplying The product of x + 5 and x - 2 is positive if
sign numbers to determine which area the factors are both positive and negative.
satisfies the original inequality. These are possible to happen in the
regions where x < -5 or x > 2.

Example 2: Find the solution set of x2 + 2x - 3 0

Solution

Method A Three Test Points

❏ Write the quadratic Given: x2 + 2x - 3 0
inequality in
standard form. Already in standard form

❏ Find the roots of its x2 + 2x - 3 = 0

corresponding =0
equality. = 0 or =0

❏ Find the 3 test points The points at -3 and 1 can separate the real number line into
using -3 and 1. three intervals:
x < -3 , -3 < x < 1 , x > 1

8
❏ Test a value from
each interval in the Intervals in x x2 + 2x - 3 0 True or False
inequality. the number
line

x < -3 -4 x2 + 2x - 3 0
2
(-4) + 2(-4) -3 0 False
16 - 8 - 3 0
5 0

-3 < x < 1 0 x2 + 2x - 3 0
(0)2 + 2(0) -3 0 True
0+0-3 0
-3 0

x>1 2 x2 + 2x - 3 0
(2)2 + 2(2) -3 0 False
4+4-3 0
5 0

❏ Test the roots, x= -3

and x = 1 if it satisfies
for x = -3 for x=1
the inequality.
x2 + 2x - 3 0 x2 + 2x - 3 0
(-3)2 + 2(-3) -3 0 (1)2 + 2(1) -3 0
9-6-3 0 1+2-3 0
3-3 0 3-3 0
0 0 True 0 0 True

The solution set of the inequality x2 + 2x - 3 0 is .

 Method B

The Sign Graph

❏ Write the quadratic inequality in Given: x2 + 2x-3

standard form. Already in standard form

❏ Factor the quadratic inequality. x2 + 2x - 3 0

0

 Illustrate a sign graph that shows the signs for x + 3

of each factor. --------------------- ++++++ ++++++++++

for x - 1
-------------------- --------- +++++++++

❏ Apply the rules of signs for multiplying The product of x + 3 and x - 1 is negative if
sign numbers to determine which area the factors have different signs. These are
satisfies the original inequality. possible to happen in the regions
where -3
Note: -3 and 1 are included in the solution
because it satisfies the equation.

❏ Solution The solution of the inequality x2 + 2x-3 is

.
There are quadratic inequalities that involve two variables. These inequalities can be
written in any of the following forms below, where a, b, and c are real numbers and
a .

y > ax2 + bx + c y ax2 + bx + c

y ax2 + bx + c y ax2 + bx + c

The solution set of quadratic inequalities in two variables can be determined

graphically. To do this, write the inequality as an equation, then show the graph.

Take note of the image of the following graphs for each quadratic inequality.

y  ax 2  bx  c y  ax 2  bx  c y  ax 2  bx  c y  ax 2  bx  c
y

Steps for graphing inequality:

1. Write the inequality to its corresponding equation.

2. Find the vertex of the parabola.
3. Construct table of values for x and y.
4. Sketch the parabola y= ax2 + bx + c
(dotted line for < or > , solid line for ; opens up if the coefficient of x is
positive or opens downward if negative)

5. Choose a test point and see whether it is a solution of the inequality.

6. Shade the appropriate region.
(if the point is a solution, shade where the point is, if it’s not a solution, shade the
other region)
Example 1: Find the solution set of y - x2 + 4x - 3

❏ Write the inequality to its y - x2 + 4x - 3 y - x2 + 4x - 3

corresponding equation.

❏ Find the vertex of the ● Coordinates of the vertex

parabola. x= = = =2
to get y substitute 2 to the quadratic expression
- x2 + 4x - 3
y = -( )2 + 4( ) - 3
= +8-3
y = 4 -3 = 1
y= 1 V = (x, y) = (2 , 1)

❏ Construct table of
values for x and y. x 0 1 2 3 4

y -3 0 1 0 -3

❏ sketch the parabola test

y= - x2 + 4x - 3 point
Note:
● The parabola opens
downward because
the coefficient of x is
negative..
● Use dotted line
because it has a >
symbol

❏ Choose a test point Test point: (0, 0)

and see whether it is
a solution of the Substitute (0,0) to the inequality y > - x2 + 4x - 3
inequality.
y > - x2 + 4x - 3
0 > - (0)2 + 4(0) - 3
0>0+0-3
0 > -3 True

❏ Answer Therefore, the entire region containing (0,0) represents

the solution set and we shade the outside region of the
parabola.
Example 2: Find the solution set of y -x2 + 6x – 4

❏ Write the inequality to its y x2 + 6x - 4 y x2 + 6x - 4

corresponding equation.

❏ Find the vertex of the ● Coordinates of the vertex

parabola. x= = = = -3
to get y substitute -3 to the quadratic expression
x2 + 6x - 4
y = ( )2 + 6( ) - 4
= - 18 - 4
y = -9 -4 = -13
y= -13 V = (x, y) = (-3 , -13)

❏ Construct table of
values for x and y. x -1 -2 -3 -4 5

y -9 -12 -13 -12 -9

❏ sketch the parabola test

y= x2 + 6x - 4 point
Note:
● The parabola opens
upward because the
coefficient of x is
positive..
● Use dotted line
because it has a >
symbol

❏ Choose a test point Test point: (0, 0)

and see whether it is
a solution of the Substitute (0,0) to the inequality y x2 + 6x - 4
inequality. y x2 + 6x - 4

❏ Answer Therefore, the entire region containing (0,0) represents

the solution set and we shade it.
 Lesson

Represents a Quadratic Function

9 Using: Table of Values, Graph and

Equation

Activity1: Represent Me in Many Ways!

Perform this Activity.
a. Observe the pattern and draw the 4th and 5th figures.

? ?
1 2 3 4 5
b. Use the table below to represent the relation of the figure number to the number of
blocks.

Figure Number (x) 1 2 3 4 5

Number of Blocks (y) 1 4 7

c. Write the pattern observed from the table above.

d. List of the following:
Set of ordered pairs (x,y): ( __,__ ),( __,__ ), ( __,__ ),( __,__ ),( __,__ )

Domain : __ , __ , __ , __ , __ Range : __ , __ , __ , __ , __

e. What equation represents the pattern?

f. Graph the relation using the Cartesian plane.

g. What are the independent and dependent variables?

h. What methods are used to represent the relation?

 What’s New

What is a Function?

Function is a relation wherein every element of the domain corresponds with exactly one
element of the range. The domain of a function is the possible values of x. The range refers
to the possible values of y.

What is a Quadratic Function?

Quadratic function is a function in the form y = ax2 + bx + c where a, b and c are real number
and a should not be equal to 0 (a≠0). The highest exponent of the independent variable of a
quadratic function is 2.
In a quadratic equation, ax2 = quadratic form, bx = linear form, and c = constant.
2
ax should not be equal to zero(0), otherwise it makes the given function looks linear.

What Is It
A quadratic function can be represented by a table of values, equation, or graph.
Let us make a table of values and sketch the graph of each quadratic function listed in the
examples below.
EXAMPLES:
Note: x2 is the quadratic term, – 2x is the linear term, and
1. y = x2 – 2x – 3 – 3 is the constant.
2
2. y = 2x +1
3. y = - 3x2
Solutions:
1. y = x2 – 2x – 3
The table of values below has columns for x and its corresponding values of y.
x y = x2 – 2x – 3 If x = –3, then If x = –2, then
–3 12 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (–3)2 – 2(–3) – 3 y = (–2)2 – 2(–2) – 3
–2 5 y = 9+6 – 3 y = 4+4 – 3
–1 0 y = 12 y=5

0 –3
If x = –1, then If x = 0, then
1 –4 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (–1)2 – 2(–1) – 3 y = (0)2 – 2(0) – 3
2 –3 y = 0+0 – 3
y = 1+2 – 3
3 0 y=0 y=–3
 If x = 1, then If x = 2, then If x = 3, then
y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (1)2 – 2(1) – 3 y = (2)2 – 2(2) – 3 y = (3)2 – 2(3) – 3
y = 1–2 – 3 y = 4– 4 – 3 y=9-6–3
y=–4 y=–3 y=0

2. y = 2x2 +1
The table of values below has columns for x and its corresponding values of y.
x y = 2x2 +1 If x = –3, then If x = –2, then If x = –1, then
–3 19 y = 2x2 +1 y = 2x2 +1 y = 2x2 +1
y = 2(–3)2 + 1 y = 2(–2)2 +1 y = 2(–1)2 +1
–2 9 y = 2(9 )+ 1 y = 2(4) + 1 y = 2(1) + 1
–1 3 y = 19 y=9 y=3
0 1 If x = 0 , then If x = 1 , then If x = 2 , then
y = 2x2 +1 y = 2x2 +1 y = 2x2 +1
1 3
y = 2(0)2 +1 y = 2(1)2 +1 y = 2(2)2 +1
2 9 y = 2(0)+1 y = 2(1)+1 y = 2(4)+1
y=1 y=3 y=9
3 19
If x = 3 , then
y = 2x2 +1
y = 2(3)2 +1
y = 2(9)+1
y = 19
3. y = –3x2

x y = –3x2
If x = –3, then If x = –2, then If x = –1, then
–3 –27 y =–3x2 y =–3x2 y =–3x2
y = –3(–3)2 y = –3(–2)2 y = –3(–1)2
–2 –12 y = –3( 9) y = –3(4) y = –3( 1)
–1 –3 y = –27 y = –12 y = –3
0 0 If x = 0, then If x = 1, then If x = 2, then
y =–3x2 y =–3x2 y =–3x2
1 –3
y = –3(0)2 y = –3(1)2 y = –3(2)2
2 –12 y = –3(0) y = –3( 1) y = –3( 4)
y=0 y = –3 y = –12
3 –27
If x = 3, then
y =–3x2
y = –3(3)2
y = –3( 9)
y = –27
Using the respective table of values, we able to find the values of y given the values
of x. From the function y = x2 – 2x – 3 , the table yields the ordered pairs: { (–3, 12) , (–2, 5),
(–1,0), (0,–3 ), (1,–4 ) , (2,–3 ) , (3, 0 ) } and also for the function y = 2x2 +1, it yields the
ordered pairs {(–3, 19) , (–2, 9), (–1 3), (0,1 ), (1,3 ) , (2,9 ) , (3,19)}. The ordered pairs can
be used to represent a quadratic function.
The tables show a function since there is no repeated values in x that corresponds
any values in y.
 Now, we can sketch the graph using the values of x and y from the table of values.

x y = x2 – 2x – 3
–3 12 . .
–2 5
–1 0
0 –3 . .
1 –4
2 –3
Note:
Vertex of the graph is at
3 0
. (1, - 4)

x y = 2x2 +1
–3 19
–2 9 . .
–1 3
0 1
1 3
2 9
. .
3 19 . Note:
Vertex of the graph is at
(0, 1)

x y = –3x2
–3 –27 . Note:
Vertex of the graph is at
(0,0)
–2 –12
–1 –3
. .
0 0
1 –3
2 –12
3 –27

. .
The graph of a quadratic function is a parabola. Parabolic function is another term for
quadratic function because of the form of its graph.
It can be observed on the graphs above that when the quadratic term is positive ax2, the
graph opens upward. However, when the quadratic term is negative -ax2, then graph of a
quadratic function opens downward. The vertex of the parabola is the point where the graph
attains its minimum point if opens upward and maximum point if opens downward.