9

Mathematics
Quarter 2, Module 3
Solving Problems involving Quadratic Equations
and Rational Algebraic Equations
 Table of Contents

What This Module is About ............................................................................................................ i

What I Need to Know ...................................................................................................................... i
How to Learn from this Module .................................................................................................... ii
Icons of this Module ....................................................................................................................... ii
What I Know .............................................................................................................................. iii

Lesson 1:
Solving Problems involving Quadratic Equations ............................................................ 1
What I Need to Know ........................................................................................... 1
What I Know ....................................................................................................... 1
What‟s In ............................................................................................................. 2
What‟s New ........................................................................................................... 3
What Is It ................................................................................................................ 4
What‟s More .......................................................................................................... 8
What I Have Learned ........................................................................................... 9
What I Can Do....................................................................................................... 10

Lesson 2:
Solving Problems involving Rational Algebraic Equations ...................................................... 11
What I Need to Know ........................................................................................... 11
What‟s In .............................................................................................................. . 12
What Is It .............................................................................................................. . 13
What‟s More ..........................................................................................................14
What I Have Learned ………………………………………………………….. 15
What I Can Do ................................................................................................... . 16

Summary … .......................................................................................................... .17

Assessment: (Post-Test) ............................................................................................. .18
Key to Answers........................................................................................................................... 20
References ............................................................................................................................ 22
What This Module is About
In this module, the lesson starts with assessing your understanding of the diverse
mathematics principles and concepts studied previously, and enhancing your skills in
performing mathematical operations. All these skills and knowledge may aid you in applying
the solutions and processes to real-life problems involving Quadratic Equations.
As you go through this lesson, always think of this significant question: “How are
these Quadratic Equations be used in solving real-life problems and in making right
decisions?”. To discover the answers to this vital question, there are sets of activities that
must be performed. If encountering any difficulty, you may ask your teacher, peer, or friends
to facilitate you in revisiting the modules completed over earlier. Your teacher can help you
assess your answers.

What I Need to Know

There are many ways to apply your understanding in Quadratic Equations and
Rational Algebraic Equations with the application of mathematics principles and concepts. In
this module, you will learn to solve word problems involving Quadratic Equations and
Rational Algebraic Equations.

i
 How to Learn from this Module
To achieve the objectives cited previously, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What‟s In This part connects previous lesson with that
of the current one.

What‟s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What‟s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

What I Know

ii
Pre-Assessment Test

Directions: 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. The product of the roots of the quadratic equation 2x2 + 5x – 7 = 0 is

a. 5/2 c. – 5/2
b. – 7/2 d. 7/2

2. If the roots of the quadratic equation 2x2 + kx + 2 = 0 are equal then the value of „k‟ is
a. 4 c. ± 4
b. –4 d. ± 16

3. The roots of 2x2 - 6x + 4 = 0 are

a. {-2, -1} c. {-2, 1}
b. {1, 2} d. {-1, 2}

4. If the sum and product of roots of a quadratic equation are -7/2 and 5/2 respectively,
then the equation is
a. 2x2 + 7x + 5 = 0 c. 2x2 – 7 x – 5 = 0
b. 2x2 – 7x + 5 = 0 d. 2x2 + 7x – 5 = 0

5. Which one of the following is not a quadratic equation?

a. (x+2)2 = 2(x+3) c. (x+2) (x−1) = x2 −2x−5
2 2
b. x +3x = (−1) (1−3x) d. x3−x2+2x+1 = (x+1)3

6. Which of the following quadratic equations has no real roots?

a. 6m2 + 4m = 3 c. 2s2 – 4s = –4
2
b. t – 5t – 9 = 0 d. 4r2 + 2r – 5 = 0

7. What is the nature of the roots of the quadratic equation if the value of its
discriminant is negative?
a. The roots are not real c. The roots are rational and not equal
b. The roots are irrational and not equal. d. The roots are rational and equal

8. What are the roots of the quadratic equation x2 – 3x – 10 = 0?

a. 2 and 5 c. -10 and 1
b. -2 and 5 d. 10 and -1

9. What is the sum of the roots of the quadratic equation 3 + 15x – 21 = 0?

a. 15 c. – 5
b. 5 d. – 7

10. Which of the following quadratic equations can be solved easily by extracting square
roots?
a. 6x2 – 9x+ 12 = 0 c. 4m2 – 64 = 0
2
b. 5n + 7n – 51 = 0 d. v2 – 3v – 10 = 0
 Lesson
Solving Problems involving
Quadratic Equations
1
What I Need to Know

In this Lesson, you will have a chance to build up your skills in solving problems
involving quadratic equations. In the next activities, you will be given situations involving
Quadratic equation. You will be able to formulate expressions and equations that would
define given situations and describe them constructively.

What I Know

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. The general form of a quadratic equation is (a ≠ 0)

a. ax2 + bx + c c. ax + b
b. ax2 + bx + c = 0 d. ax + b = 0

2. Number of solutions of a quadratic equation are:

a. 0 c. 2
b. 1 d. 3

3. If the equation x2 – (2 + m) x + (– m 2 – 4m – 4) = 0 has coincident roots, then

a. m = 0, m = 1 c. m = – 2, m = – 2
b. m = 2, m = 2 d. m = 6, m = 1

4. Discriminant of a quadratic equation ax2 + bx + c = 0 is given by

2
a. √ - 4ac c. b2 – 4ac

b. √ 2 + 4ac d. b2 + 4ac

5. Which is a quadratic equation?

1
a. x + x = 2 c. x (x + 2)
1
b. x2 + 1 = (x + 3)2 d. x + x

1
 6. If the roots of a quadratic equation are 2 and 3, then the equation is
a. x2 + 5 x + 6 = 0 c. x2 – 5x – 6 = 0
2
b. x + 5x – 6 = 0 d. x2 – 5x + 6 = 0

7. Roots of the equations x2 – 3x + 2 = 0 are

a. 1, –2 c. –1, –2
b. –1, 2 d. 1, 2

8. If the roots of a quadratic equation are equal, then discriminant is

a. 1 c. greater than 0
b. 0 d. less than zero.

9. If one root of 2x2 + kx + 1 = 0 is –½, then the value of „k‟ is

a. 3 c. 5
b. –3 d. –5

10. The sum of the roots of the quadratic equation 5x2 – 6x + 1 = 0 is

a. 6/5 c. – 5/6
b. 1/5 d. – 1/5

11. Which of the following is the standard form of a quadratic equation?

a. ax2 + x + c < 0, a ≠ 0 c. Ax + By + C = 0
2
b. ax + x + c = 0, a ≠ 0 d. y = mx + b

12. Which of the following is a quadratic equation?

a. 3m – 7 = 12 c. 2x2 – 7x ≥ 3
2
b. -5n + 4n – 1 d. t2+ 5t – 14 = 0

13. In the quadratic equation 5w2 + 9w – 10 = 0, which is the quadratic term?

a. w2 c. 5w2
b. 9x d. – 10

14. How many real roots does the quadratic equation 3 + 7x + 10 = 0 have?
a. 0 c. 2
b. 1 d. 3

15. Which of the following values of x make the equation x2 + 7x – 18 = 0 true?

I. -9 II. 2 III. 9
a. I and II c. I and III
b. II and III d. I, II and III

What’s In

Before proceeding to the next activities, the activities done will provide you with an
opportunity to relate or connect your responses in the lessons given like solving problems
involving quadratic equations. You will read and understand some important notes on
quadratic equations and their applications to solving real-life problems.

In this section, you will use mathematical ideas involved in solving problems
regarding quadratic equations and the examples presented in the preceding section to
answer the succeeding activities.

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 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?

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 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
c c
using the equation x2 + a x + a = 0 where a is the sum of the roots and a is the
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.

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 Solution 2:

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

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

2 c
+ 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
2
x + 4x – 96 = 0

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 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
100
2a 2(-5)

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

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 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
x2 + 6x – 27 = 0
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.

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 What’s More

Activity 3: Let’s Do the Solving

Directions: Answer each of the following.

1. To signal the start of a 10-km race, an official fired a blank bullet vertically up into the
air. The initial velocity of the bullet is 120 ft. per second and the distance(s) covered
above the ground after t seconds is represented by the equation s = 120t – 16t2.
a. How many seconds would it take for the bullet to reach 216 feet?
b. Would the bullet reach a stationary kite 900 feet above? Why or why not?

2. Pedro lives in Iligan City where it is known as the City of Waterfalls. With its
abundance of water, Pedro wants to build a swimming pool for his family. His
planned rectangular swimming pool has a perimeter of 86 m and its area is 450 m2.
a. How would you represent the length and the width of the swimming pool?
b. What equation represents the perimeter of the swimming pool? How about
the equation that represents its area?
c. What is the length of the swimming pool? How about its width?

3. The Cruz Family went to Robinsons Mall for a

family weekend treat. Engr. Robin Cruz, the
father, observed that the length of a rectangular
parking lot at Robinsons Mall is 36 m longer than
its width. If the area of the parking lot is 5,152 m2.
a. how would you represent the width and
the length of the parking lot? How about
its length?
b. what equation represents the area of the
parking lot? https://lifestyle.lovettejam.com/robinsons-place-iligan/
c. what is the length of the parking lot?
How about its width?

4. Mindanao Island is the second largest island in the Philippines. To easily access the
provinces and tourist spots of Mindanao, the Department of Transportation plans to
design and construct train stations and railways on selected provinces of Mindanao.
They decided to place trains that travels at a certain average speed for a distance of
63 km and then travels a distance of 72 km at an average speed of 6 km/h more than
its original speed. If it takes 3 hours to complete the total journey of the train, what is
its original average speed?

5. Jack, the carpenter, decided to design a rectangular cabinet for his wife‟s as his 25th
anniversary gift. He plans to build a cabinet that has an area of 36 m2 and a length of
9m. What would be the width and perimeter of his rectangular cabinet?

8
 What I Have Learned

Activity 4: Quadratic Problems Pa More

Directions: Solve the following problems.

1. Manoy Eloy decided to convert his vacant lot into a rectangular garden to earn
money for his family. The lot has an area of 84 m2 and a perimeter of 25 m.
a. What would be the length and width of Manoy Eloy‟s garden?
b. Was Manoy Eloy‟s decision wise?
c. Would you do the same?

2. Tina usually brings her children every Sunday afternoon at the children‟s park in their
barangay. The park is 350m long and 200m wide complete with slides and swings for
children to play. It is surrounded by a pathway of uniform width for children who loves
biking and jogging. Suppose the total area of the park and the pathway is 74,464 m2.
a. How wide is the pathway of the park?
b. If you were Tina, would you like your children to go biking and jogging in that
park?

3. Jojo loves to travel and discover new tourist destinations in Mindanao for his vlogs in
Youtube. While traveling to Zamboanga City to visit the amazing Great Santa Cruz
Island popularly known as the Pink Island, his car travels 20 kph faster than a truck
going also to the same city. Jojo‟s car covers 350 km in two hours less than the time
it takes the truck to travel the same distance.
a. What is the speed of Jojo‟s car?
b. How about the speed of the truck?

4. Jane and Maria are house helpers in the mansion of Manny Pacquaio. They can
clean the mansion in 8 hours if they work together. The time that Jane takes in
cleaning the mansion alone is 4 hours more than the time Maria takes in cleaning the
same mansion. If Manny will be visiting the Mansion during the weekend,
a. How long will it take Jane to clean the house alone?
b. How about Maria?

5. Gabriel is an investor and a businessman. If Gabriel plans to put up a Computer

Sales and Services with printing station, and applies for a loan of an amount P in
pesos at r percent compounded annually to invest in his business, he believes that
his business will grow to an amount A = P (1 + r)2 in two years. Suppose Gabriel
wants his money amounting to Php200,000 to grow to Php228,980 in two years,
a. at what rate must he invest his money?
b. If you were Gabriel, would you invest on the same business?

9
 What I Can Do

Activity 5: Show Your Design

Direction: Complete the following task. The rubric is your guide for this activity

1. Design or make a sketch plan of a table made out of a ¾ inch by 4 feet by 8 feet
plywood, and 2 inches by 3 inches by 8 feet wood. Using your design or sketch plan,
show the solutions in your formulated problems involving quadratic equations.

2. Make a design or sketch plan of a rectangular wooden chair that can be made out of a
1/2” x 10” x 5‟ wood and 2” x 3” x 8‟ wood. Using the design or sketch plan, formulate
one problem that involves Quadratic Equations, then solve in two different ways.

Rubric for Sketch Plan and Equations Formulated and Solved

RATING 4 3 2 1
The sketch plan The sketch plan The sketch plan
follows the exact follows the has minimal The sketch plan
measurements, exact errors in is made but not
SKETCH PLAN
has no errors, and measurements, measurements, appropriate to
appropriate to the and appropriate but appropriate the activity.
activity. to the activity. to the activity.
Quadratic
Quadratic
Quadratic equations are Quadratic
FORMULATED equations are
equations are accurately equations are
EQUATIONS accurately
accurately formulated but accurately
WITH formulated but
formulated and not all are formulated but
SOLUTIONS are not solved
solved correctly. solved are not solved.
correctly.
correctly.

10
 Lesson
Solving Problems involving
2 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

11
 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 =
3x 6x 8x 3x2

7 4 5 2
Step 1 24x2 ( + 2 = )
3x 6x 8x 3x2
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 - x + 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.

12
 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: - 3=x
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

13
 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
2
2x + 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

What’s More

Activity 3: Solving Situations

Direction: Analyze the following situations, then solve what is asked in each of the problem.
Follow the steps suggested.

Example Situation:
The area of one side of the rectangular garden is (2x + 6)m2 where x represents the
width of the garden. Find the length and the width of the garden.

Step 1: Given: x = width of the garden

x + 3 = Length of the garden
Step 2:
using: L (w) = Area
x ( x + 3) = 2x + 6
x2 + 3x = 2x + 6
x2 + 3x – 2x – 6 = 0
x2 + x – 6 = 0

Step 3: x2 + x – 6 = 0
(x+3)(x-2) = 0 https://www.vectorstock.com/royalty-free-vector/vegetable-
Step 4: garden-box-with-onions-set-11-vector-9917222

x+3 = 0 x-2 = 0
x = -3 x=2 Note: use the positive value of the factors

Therefore, the Length is 5 meters and the width is 2meters.

14
Situation 1
The area of one side of the rectangular box is (2x + 15) where x represents the
width of the box. Find the length and the width of the box.

4x-5
Length =
3

Situation 2
It takes 6 hours for Jane and Jack working together to edit videos and vlogs. If Jack
works alone, he can do the editing 2 hours faster than Jane. Find the time that each
of them can edit the videos and vlogs individually.

https://clipground.com/images/computer-in-office-clipart-17.jpg

Situation 3
During the COVID 19 pandemic, Jerry, a front liner nurse, decided to use his bicycle
since it was difficult for him to ride jeepneys in going to his work station. If he biked
5 kilometers from his house to the hospital at a rate of x kph. For his return trip in
going home, his rate was 1kph faster. It took him 2.5 hours for the entire round trip.
Find his rate and time in going to the hospital.

What I Have Learned

Activity 4: Show Me What You Got

Direction: Analyze the following situations. Solve what is asked in each problem. Specify
what is given and what is required. Define your variables. Show your solutions
clearly.

1. To save money and to ensure that the vegetable you cook for your family is fresh and
clean, you decided to have a backyard vegetable garden. The shape of your lot is
rectangular and its area is 16 m2. You can maximize the space in your garden if you
make its length 2 m less than 3 times its width. Find the length and width of your
planned garden.

15
 2. Tonyo and Tiago are barangay officials in barangay Mabuhay. During the COVID19
Pandemic, they volunteered to help in the repacking of goods and rice to be given to
their community. Working together, they can finish repacking in 6 hours. If Tonyo
alone works on the repacking of goods and rice, it will take 5 hours less than Tiago to
complete the repacking. Find the number of hours for Tonyo alone to finish the
repacking. What is also the time for Tiago to complete repacking alone?

3. Francis builds a fish pond for his fishes, goldfishes and a variety of carp. He decided
to use two different hoses to easily fill his fish pond with water. Using together the
two hoses, it takes him 12 minutes to fill the fishpond. If he used one hose, he would
be able to fill the pond 10 minutes faster than the other hose. How long does it take
for each hose to fill the fish pond by itself?

4. People needs to have food security during this COVID19 pandemic. So, you decided
to make use of a vacant lot in your backyard by making a rectangular garden planted
with your family‟s favorite vegeta le, pechay. You decided that the length of your
garden should be 2 less than 3 times the width. The area should be 16 cm2. Find the
dimensions & perimeter of your rectangular garden.

What I Can Do

Activity 5: Multi-TASKing

TASK 1 (Wooden Cabinet)

Direction: Make a design or a sketch plan of a wooden cabinet that can be made out of
a 1” x 4‟ x 16‟ plywood. Using the design or sketch plan, formulate a problem
that involves rational algebraic equations, then solve accurately. The given
scale is 1 cm: 1 m.

Rubric for Sketch Plan and Equations Formulated and Solved

RATING 4 3 2 1
The sketch plan is
The sketch plan The sketch plan
drawn exactly to The sketch plan
is drawn exactly is not drawn to
scale, no to is made but not
SKETCH PLAN to scale, and scale, but
minimal errors, properly
properly properly
and properly labeled.
labeled. labeled.
labeled.
Quadratic
Quadratic
Quadratic equations are Quadratic
equations are
EQUATIONS equations are accurately equations are
accurately
FORMULATED accurately formulated but accurately
formulated but
AND SOLVED formulated and not all are formulated but
are not solved
solved correctly. solved are not solved.
correctly.
correctly.

16
TASK 2 (Performance Task)

Direction: Make a comic strip using a situation in real life where the concept of rational
algebraic equations is applied. Formulate and solve problems out of these
situations.

Rubric for Real-Life Situation Involving Quadratic Equation

RATING 4 3 2 1
The situation
is clearly The situation The
The
drawn, similar is clearly situation is
situation is
to a real-life drawn but not so
not clearly
COMIC STRIP situation and the use of clearly
drawn, and
AND the use of the the quadratic drawn, and
the use of
EQUATIONS quadratic equation and the use of
the
FORMULATED equation and other the
quadratic
AND SOLVED other mathematics quadratic
equation is
mathematical concepts are equation is
not
concepts are not properly not
illustrated.
properly illustrated. illustrated.
illustrated.

Summary
This lesson was about solving real-life problems involving quadratic equations and
Rational Algebraic equations. This lesson provided you with opportunities to see the real-life
applications of quadratic equations and Rational Algebraic equations. Moreover, you were
given opportunities to formulate and solve quadratic equations and Rational Algebraic
equations based on real-life situations. Your understanding of this lesson and other
previously learned mathematics concepts and principles will facilitate your understanding of
the succeeding lessons.

17
 Assessment: (Post-Test)

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.

1. The equation (x-2)2 + 1 = 2x -3 is

a. Linear equation c. Cubic equation
b. Quadratic equation d. Bi-quadratic equation
2. The roots of the quadratic equation 6x2 – x – 2 = 0 are
a. 2/3 , 1/2 c. 2/3 , -1/2
b. -2/3 , 1/2 d. -2/3 , -1/2
3. The roots of 2x2 - 14x + 24 = 0 are
a. {-4, -3} c. {-4, 3}
b. {4, 3} d. {4, -3}
4. The Quadratic equation whose roots are 1 and ½.
a. 2x2 + x - 1 = 0 c. 2x2 – 3x + 1 = 0
2
b. 2x – 3x – 1 = 0 d. 2x2 + x + 1 = 0
5. The sum of the roots of the quadratic equation 3x2 – 9x + 5 = 0 is
a. 3 c. -3
b. 6 d. 2
6. If one root of the quadratic equation 2x2 + kx – 6 = 0 is 2, the value of k is
a. 1 c. 2
b. -1 d. -2
7. The roots of the quadratic equation 7x2 + x – 1 = 0 are
a. real and distinct c. real and equal
b. not real d. none of these
8. The equation 12x2 + 4kx + 3 = 0 has real and equal roots, if
a. k = {-3, +3} c. k = {-4, +4}
b. k = {-9, +9} d. k = {-2, +2}
9. If -5 is a root of the quadratic equation 2x2 + px – 15 = 0, then
a. p = 3 c. p = 7
b. p = 5 d. p = 1
10. The sum of the squares of two consecutive natural numbers is 313. The numbers are
a. 12, 13 c. 13, 14
b. 11, 12 d. 14, 15
11. Which of the following are the roots of the quadratic equation, x2 – 9x + 20 = 0 by
factoring?
a. 3, 4 c. 5, 6
b. 4, 5 d. 6, 1
12. If (1-p) is a root of the equation x2 + px + (1-p) = 0, then roots are
a. 0, 1 c. 0, -1
b. -1, 1 d. -1, 2
13. (x2 + 1)2 – x2 = 0 has
a. four real roots c. no real roots
b. two real roots d. one real root
14. If x = 2 is a solution of the equation x2 – 5x + 6k = 0, the value of k is __
a. 3 c. 4
b. 2 d. 1
15. If (x-a) is one of the factors of the polynomial ax2 + bx + c, then one of the roots of
ax2 + bx + c = 0 is
a. 1 c. a
b. c d. none of these

18
Challenge Problems:

1. Three consecutive positive integers are such that the sum of the square of the first and
the product of the other two is 46, find the integers.

2. A motor boat whose speed is 9 km/h in still water goes 12 km downstream and comes
back in a total time 3 hours. Find the speed of the stream.

3. A train travels 360 km at uniform speed. If the speed had been 5 km/hr. more it would
have taken 1 hour less for the same journey. Find the speed of the train.

4. The hypotenuse of right-angled triangle is 6cm more than twice the shortest side. If the
third side is 2 cm less than the hypotenuse, find the sides of the triangle.

19
 Key to Answers

Pre-Assessment Test

A.
1. B
2. C
3. B
4. B
5. C
6. C
7. A
8. B
9. C
10. C

Lesson 1: Solving Problems involving Quadratic Equations

What I Know
Pre-Assessment

1. B 9. A
2. C 10. A
3. C 11. B
4. C 12. D
5. A 13. C
6. D 14. A
7. D 15. B
8. B

Activity 1: Lets’ Review

1. x = {-2, 6} 2. x = {1, ¼}

Activity 2: Solve Me.

a. w + 5
b. w (w + 5) = 84
c. Transform the quadratic equation to the form ax2 + bx + c
= 0 and solve for its roots
d. Length = 12 m and Width = 7 m

What’s More
Activity 3: Let’s Do the Solving

1. a. 3 seconds or 4.5 seconds

b. No. The discriminant of the resulting equation is
negative.
2. a.) let W = the width of the pool
L = the length of the pool
b.) Perimeter: 2L + 2W = 86
Area: (L) (W) = 450
c.)Length = 25 m and width = 18 m
3. a. let x be the width and (x+36) be the length
b. x (x + 36) = 5,152
c. Length = 92 m and Width = 56 m
4. x = 42 and -3, but x ≠ -3 as speed cannot be negative.
Hence, original speed of train = 42 km/h
5. Width = 4 m
Perimeter = 26 m

20
 What I Have Learned
Activity 4: Quadratic Problems Pa More

1.) Length = 12 m; Width = 7m

2.) 4m
3.) 70 kph and 50 kph
4.) Jane: approximately 18 hrs, 15
minutes
Maria: approximately 14 hrs, 15
minutes
5.) 7%

Lesson 2: Solving Problems involving

Rational Algebraic Equations

What’s In
Activity 1: Review Me
1. x = 1/2
2. x = 0 or x = 14
3. x = - 15/17
4. x = -3

Activity 2: Equate Me.

1. 15 hours
2. (x – 3) (x – 1) = 0
3. 1/x + 1/(x-3) = 1/17

What’s More
Activity 3: Solving Situations

Situation 1
Length = 35/3
Width = 3

Situation 2
Jack = 5 + 37 hours
Jill = 7 + 37 hours

Assessment: (Post-Test) Situation 3

x2 + 4x + 1 = 0 then use Quadratic
1. B 9. C formula or Completing the square
2. C 10. A
3. B 11. B What I Have Learned
4. C ` 12. A Activity 4: Show Me What You Got
5. A 13. C
6. B 14. D 1. Width = 8/3
7. A 15. C Length = 6
8. A Perimeter = 64/3
2. Tonyo = 15 hours and Tiago =10
Challenge Problems hours
3. Hose 1 = 10 minutes
1. 4, 5, 6 Hose 2 = 2 minutes
2. 3 km/hr. 4. Dimensions: Length = 6 m, Width
3. 40 km/hr. = 8/3 m
4. 26 cm, 24 cm, 10 cm Perimeter = 52/3 m

21
References:
Mathematics – Grade 9 Learner’s Material First Edition, 2014, Department of Education,
DepEd link: http://www.depednegor.net/uploads/8/3/5/2/8352879/math_9_lm_draft_3.24.2014.pdf

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