9

Mathematics
Quarter 1 – Module 7:
Quadratic Inequalities
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 7: Quadratic Inequalities
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 7:
Quadratic Inequalities
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Quadratic Inequalities!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this also
aims to help learners acquire the needed 21st century skills while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Quadratic Inequalities!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we can learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

At the end of the lesson, with at least 80% level of proficiency, you should be
able to:

1. illustrate quadratic inequalities (M9AL-If-1);

2. solve quadratics inequalities (M9AL-If-2); and
3. solve problems involving quadratic inequalities (M9AL-If-g-1).

What I Know

Before proceeding with the lesson, let us check if you can determine which are the
solution/s of each of the following mathematical sentences. Choose your answer
inside the box.
A. -9, 2
1. m + -3 > 8
B. -3, -2
2. d - 3 < 10
2 2
3. 2f + 7 ≥ 21 C. − ,
3 3
4. 3w - 2 ≤ 13
D. 13
5. 12 - 4h > -8
E. 5
6. m + 5m + 6 = 0
2
F. -3
7. d − 8d + 7 = 0
2
3
G. − ,4
8. b + 7b = 18 2
2

H. 1,7
9. 2w − 5w − 12 = 0
2

I. 7
10. 9n = 4
2
J. 15

Questions:

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

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

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

1
 Lesson

1 Quadratic Inequalities

This module will be assessing your knowledge of the different mathematics

concept/s previously studied and your skill/s in performing mathematical
operations. These knowledge and skills will help you understand quadratic
inequalities.

What’s In

Which are not Quadratic Equations? Use the mathematical sentences below to
answer the equation that follow. Write QE if it is a Quadratic Equation and NOT if
it is not a Quadratic Equation.

1. Which mathematical sentence/s are quadratic equations?

2. How do you describe quadratic equations?
3. Which mathematical sentence/s are not quadratic equations? Why?
4. How would you describe those mathematical sentences which are not quadratic
equations?
5. How are they different from those equations which are quadratic?

Notes to the Teacher

Give another example of Quadratic Equations to come up with the differences

with the Quadratic Equations and Quadratic Inequalities.

2
 What’s New

Use the situation below to answer the questions:

Mr. Alfaro has a vacant lot in his backyard. He wants to make as many rectangular
gardens as possible such that the length of each garden is 3m longer than its width.
He also wants the length of the garden with the smallest area to be 4 m.

1. Illustrate the different rectangular gardens that Mr. Alfaro could make.
2. What are the dimensions of the different gardens that Mr. Alfaro wants
to make?
3. What is the area of each garden in item number 2?
4. What is the area of the smallest garden that Mr. Alfaro can make? How about
the area of the largest garden? Explain your answer.
5. What general mathematical sentence would represent the possible areas of
the gardens? Describe the sentence.
6. Using the mathematical sentence formulated, do you think you can find the
possible dimensions of the Mr. Alfaro wants to make? If YES, how? If
NOT, explain.

What it is

Quadratic inequalities are inequalities that contain a polynomial of degree of

two (2) and can be written in any of the following forms:

ax 2 + bx + c  0 ax 2 + bx + c  0
ax 2 + bx + c  0 ax 2 + bx + c  0
Where a, b and c are real numbers and a ≠ 0.

Examples of quadratic inequalities in different forms:

1. 3x + 4 x + 1  0
2

2. d − 169  4d
2

3. 2 p 2 + p − 7  0
4. w − 5w + 10  0
2

Tell whether the following is a Quadratic Inequalities (QI) or Not.

1. 3x + 4 x + 1 = 0 ,
2
Not because the expression has an = sign
2. x − x + 1  0 because the expression has a  sign
2
QI
3. 2 x + 4 x + 12  0 because the expression has a  sign
2
QI

3
 4. x + 4 x + 4 = 12
2
Not because the expression has an = sign
5. 3x + 4 x − 5  10 because the expression has a  sign
2
QI
Find the roots of its corresponding equality in solving a quadratic inequality. The
points corresponding to the roots of the equality, when plotted on the number line,
separates the line into two (2) of three (3) intervals. An interval is part of the solution
of the inequality if a number that interval makes the inequality true.
Example 1. Find the solution set of m + 7m + 12  0 .
2

The corresponding equality of m + 7m + 12  0 is m + 7m + 12 = 0 .

2 2

Solve m + 7m + 12 = 0 .
2

(m + 3)(m + 4)
x+3= 0| x+4 = 0
x = −3 | x = −4
Plot the points on the number line corresponding to -3 and -4.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

The three intervals are: −   m  −4,−4  m  −3, and − 3  m  .

Test a number, -7, 0 and 3.6, from each interval against the inequality.
For −   m  −4, For − 4  m  −3, For − 3  m  ,
Let m = -7 Let m = 3.6 Let m = 0
m + 7 m + 12  0
2
m + 7m + 12  0
2
m 2 + 7 m + 12  0
(−7) 2 + 7(−7) + 12  0 (−3.6) 2 + 7(−3.6) + 12  0 (0) 2 + 7(0) + 12  0
49 − 49 + 12  0 12.96 − 25.2 + 12  0 0 + 0 + 12  0
12  0(True ) − 0.24  0( False ) 12  0(True )

We also test whether the points m=-3 and m=-4 satisfy the inequality.
m 2 + 7m + 12  0 m 2 + 7 m + 12  0
(−3) 2 + 7(−3) + 12  0 (−4) 2 + 7(−4) + 12  0
9 − 21 + 12  0 16 − 28 + 12  0
0  0( False ) 0  0( False )
Therefore, the inequality is true for any value of m in the interval
−   m  −4, or − 3  m  , and these intervals exclude -3 and -4. the solution set of

the inequality is {m : m  −4orm  −3}, and its graph is shown below.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

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

Another way of solving the quadratic inequality m + 7m + 12  0 is following the

2

procedure in solving quadratic equations. However, there are cases to be considered.

Study the procedure in solving quadratic inequality m + 7m + 12  0 .

2

m 2 + 7m + 12  0 = (m + 3)(m + 4)  0
Case 1:
(m + 3)  0and (m + 4)  0 Why
Case 2:
(m + 3)  0and (m + 4)  0 Why
Case 1 Case 2 Why?
(m + 3)  0and (m + 4)  0 (m + 3)  0and (m + 4)  0
(m + 3)  0 | (m + 4)  0 (m + 3)  0 | (m + 4)  0
m  −3 | m  −4 m  −3 | m  −4
m  −3 m  −4
The solution set of the inequality is {x : x  −4orx  −3}, why?
To check, consider any number greater than -3 or less than -4. substitute this

number m in the inequality m + 7m + 12  0 .

2

Consider -1 and 2 which are both greater than -3.

When m= -1:
(−1) 2 + 7(−1) + 12  0
m 2 + 7m + 12  0 → 1 − 7 + 12  0 True
60
When m= 2:
(2) 2 + 7(2) + 12  0
m 2 + 7m + 12  0 → 4 + 14 + 12  0 True
30  0

This shows that m + 7m + 12  0 is true for values of m greater than -3.

2

This time, consider -6 and -10 which are both less than -4.
When m= -6:
(−6) 2 + 7(−6) + 12  0
m 2 + 7m + 12  0 → 36 − 42 + 12  0 True
60
When m= -10:
(−10) 2 + 7(−10) + 12  0
m 2 + 7m + 12  0 → 100 − 70 + 12  0 True
42  0

The inequality m + 7m + 12  0 is also true for values of m less than -4.

2

5
When the value of x greater than -4 but less than -3 or equal to -3, the inequality
will be True?
When m= -3:
(−3) 2 + 7(−3) + 12  0
m 2 + 7m + 12  0 → 9 − 21 + 12  0 False
00
The inequality is not true for m=-3.
When m= -3.5:
(−3.5) 2 + 7(−3.5) + 12  0
m 2 + 7m + 12  0 → 12.25 − 24.5 + 12  0 False
− 0.25  0
The inequality is not true for m=-3.5.

The inequality m + 7m + 12  0 is not true for values of m greater than or equal to -

2

4 but less than or equal to -3.

Example 2: 2 z − 5 z  3
2

Rewrite: 2 z − 5 z  3 to 2 z − 5 z − 3  0
2 2

Factor out: 2 z − 5 z − 3  0 to (2 z + 1)( z − 3)  0

2

Cases:
1. (2 z + 1)  0 | ( z − 3)  0
2. (2 z + 1)  0 | ( z − 3)  0

Case 1 Case 2 Why?

(2 z + 1)  0 | ( z − 3)  0 (2 z + 1)  0 | ( z − 3)  0
(2 z + 1)  0 | ( z − 3)  0 (2 z + 1)  0 | ( z − 3)  0
1 1
z− |z3 z− |z3
2 2
No solution 1
−  z3
2
1
The solution set of the inequality is { z : −  z  3} .
2
The figure below shows the graph of the solution set of inequality.

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
1
Note: 2 and 3 are represented by points, to indicate that they are part of the
solution set.

6
 1
To check, consider any number greater than or equal to 2 but less than or equal to

3. substitute this number to z in the inequality 2 z − 5 z  3 .

2

When z= 0:
2(0) 2 − 5(0)  3
2 z 2 − 5z  3 → 0 − 0  3 True
03
When z= 2:
2(2) 2 − 5(2)  3
2 z 2 − 5 z  3 → 8 − 10  3 True
−23
1
This shows that 2 z − 5 z  3 is true for values of z greater than or equal to - 2 but
2

less than or equal to 3.

1
When the value of z less than or equal to - 2 but greater than or equal to 3, will be
true?
When z= -2:
2(−2) 2 − 5(−2)  3
2 z 2 − 5 z  3 → 8 + 10  3 False
18  3
When z= 5:
2(5) 2 − 5(5)  3
2 z 2 − 5 z  3 → 50 − 25  3 False
25  3
1
This shown that 2 z − 5 z  3 is not true for the values of z less than - 2 but greater
2

than 3.
There are quadratic inequalities that involves two variables. These inequalities can
be written of the following forms:
y  ax2 + bx + c y  ax2 + bx + c
y  ax2 + bx + c y  ax2 + bx + c
Where a, b and c are real numbers and a ≠ 0.

Examples:

1. y  7 x + 9 x + 1 3. y + 3  −2 x
2 2

2. y  x − 2 x + 2 4. y − 5  12x
2 2

How to determine the following points is a solution of the inequalities

y  x 2 − 2 x + 2 ; by substitution. Substitute the given value of x and y.
Example 1: A (-1, 6)
Solution: x = -1, y = 6

7
 y  x2 − 2x + 2
6  (−1) 2 − 2(−1) + 2
6  1+ 2 + 2
65
A (-1, 6) is Not solution of the inequalities y  x 2 − 2 x + 2 .
Example 2: D (0, 1)
Solution: x = 0, y = 1
y  x2 − 2x + 2
1  0 2 − 2(0) + 2
1 2
D (0, 1) is a Solution of the inequalities y  x 2 − 2 x + 2 .
Example 3: B (-5, 10)
Solution: x = -5, y = 10
y  x2 − 2x + 2
10  (−5) 2 − 2(−5) + 2
10  25 + 10 + 2
10  37
B (-5, 10) is a Solution of the inequalities y  x 2 − 2 x + 2 .
Example 4: E (0, 2)
Solution: x = 0, y = 2
y  x2 − 2x + 2
2  0 2 − 2(0) + 2
22
E (0, 2) is a Not solution of the inequalities y  x 2 − 2 x + 2 .

What’s More

A. Determine whether the mathematical sentences is a quadratic inequalities or not

if it is quadratic inequality find the solution set of each then graph it to the
number line.
1. d + 9d + 14  0
2 3. 4𝑘 2 − 7k − 2 ≤ 0 5. 12 − 5 z + z = 0
2

4. n  4n − 3
2
2. 4 p 2 − 5 p = 1

What I Have Learned

Fill in the blanks with the correct word to make the statements complete /true.

8
A quadratic _____________________________ is an inequality that contains a
_____________________________ of degree _____________________________ and can be
written in any of the following forms.

_____________________________ ax 2 + bx + c  0
ax 2 + bx + c  0 _____________________________
Where a, b, and c are real numbers and a ≠ 0.

To solve a quadratic inequality, find the _____________________________ of its

corresponding equality. The points _____________________________ to the roots of the
equality, when _____________________________ on the number line, separates the line
into two or three _____________________________. An interval is part of the solution of
the _____________________________ if a number in the interval makes the
inequality true.

What I Can Do

A. Determine whether the mathematical sentence is a quadratic inequality or not.

1. c + 9c + 14  0
2
3. 4 f 2 − 7 f + 2  0 5. 12 − 5k + k = 0
2

2. 4b − 5b = 1 4. m  10m − 3
2 2

B. Find the solution set of each of the following quadratic inequalities.

6. 𝑥 2 + 9𝑥 + 14 > 0 A. x ∶ 2 < x < 8
7. 𝑥 2 − 10 𝑥 + 16 < 0 B. x ∶ x ≤ −5 or x ≥ −1
8. 𝑥 2 + 6𝑥 ≥ −5 C. x ∶ x < −7 or x > −2
9. 𝑥 − 7𝑥 ≤ −10
2
D. x ∶ 2 ≤ x ≤ 5
10. 𝑥 2 − 5𝑥 − 14 > 0 E. x ∶ x < −2 or x > 7

C. Determine whether or not each of the following points is a solution of the

inequalities y  2 x 2 + 3x − 5 . Justify your answer.
11. A (-1, 6) 13. C (1, 8) 15. E ( -3, 2)
12. B (-5, 10) 14. D (0, 1)

Assessment

Determine whether the mathematical sentences are quadratic inequalities or not.

Write QI if the answer is quadratic inequalities and N if it’s not.

1. 2a + 20  0 2. (2s − 5)(s + 4)  0

9
 3. v − 1 = v + 1 5. 3 − z + z = 0
2 2

4. k − 2  2k − 5
2

Find the solution set of each of the following quadratic inequalities then graph.
1 1
1. 2𝑥 2 + 11𝑥 + 12 < 0 A. 𝑥 ∶ − ≤𝑥 ≤
2 2
3
2. 𝑥 2 − 6𝑥 + 5 ≥ 0 B. 𝑥 ∶ −4 < 𝑥 < −
2
3. 3𝑥 2 + 2𝑥 ≥ 5 C. 𝑥 ∶ 𝑥 < −2 𝑜𝑟 𝑥 > 7
4. 4𝑥 2 ≤ 1 D. 𝑥 ∶ 𝑥 < 1 𝑜𝑟 𝑥 > 5
5. 𝑥 2 − 5𝑥 − 14 > 0 5
E. 𝑥 ∶ 𝑥 ≤ − 𝑜𝑟 𝑥 ≥ 1
3

Determine each of the following points whether a solution or not a solution of the
inequalities y  2 x 2 + 7 x + 5 . Justify your answer.
1. R (1, 2) 4. N (3, 6)
2. Y (4, -1) 5. B (1, 0)
3. A (-3, 4)

Additional Activities

Perform the following activities.

1. Find the dimension of the floors of at least two rooms in your house. Indicate the
measures obtained in the table below.

Rooms Length Width

2. Determine the measures and costs of different tiles that are available in the
nearest hardware store or advertised in any printed materials or in the internet.
Write these in the table below.

Tiles Length Width Cost

3. Formulate quadratic inequalities involving the dimensions of the floor of rooms,

and the measures and costs of tiles. Find, then graph the solution sets of these
inequalities.

2
 11
What’s In What I Know
1. QE 1. D , J
2. QE 2. E , F , I
3. QE 3. D , I , J
4. NOT 4. E , F
5. QE 5. F
6. B
6. QE
7. H
7. NOT
8. A
8. NOT
9. G
9. NOT
10. C
1. 1, 2, 3, 5, 6
1. Transposition Property
2. Equation with equal sign
2. Factoring
3. 4, 7, 8, 9, It has >, <, ≤,≥
sign 3. 6,7,8,9 and 10 have one
solution
4. Equations with inequality
sign 4. 1,2,3,4 and 5 have more
than one solutions
5. They differ with their signs
Answer Key
 12
What I have learned What’s More
1. Inequalities 1. Quadratic Inequality
2. Polynomial 2. Not
3. Two 3. Quadratic Inequality
4. Quadratic Inequality
4.
5. Not
5.
6. Roots
1.
7. Corresponding
2. Not
8. Plotted
3. 𝑘 ∶ −1/4 ≤ k ≤ 2
9. Intervals
4. 𝑥: 1 < x < 3
10. Inequality
5. not
What’s New
1. Possible answers:
2. Possible answers: 1 m by 4m or 2m by 5m
3. Area of the first garden : (1m)(4m) = 4m2
Area of the second garden : (2m) (5m) = 10m2
4. The area of the smallest garden is 4m2. This occurs when the
length is 4m and the width is 1m. There is no theoretical limit
to the largest garden. It can be as large as what can fit in Mr.
Alfaro’s vacant lot.
5. w(w+3) ≥ 4
6. Yes. Look for values of w that would make the mathematical
sentence true.
 13
Jose-Dilao, Soledad, Ed.D(2000). Intermediate Algebra II
Department of Education (1st Edition 2014)
Bryant, Merden L. et. al. (2014). Mathematics 9 Learner’s Materials, pages 96-114.
References
Assessment
1. N 6. B 11. SOLUTION
2. QI 7. D 12. SOLUTION
3. N 8. E 13. NOT
4. QI 9. A 14. SOLUTION
5. N 10. C 15. SOLUTION
What I Can Do
1. Quadratic Inequality 6. C 11. NOT
2. Not 7. A 12. SOLUTION
3. Quadratic Inequality 8. B 13.SOLUTION
4. Quadratic Inequality 9. D 14. NOT
5. Not 10. E 15. SOLUTION
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]