Module 1: QUADRATIC EQUATIONS AND INEQUALITIES

TABLE OF CONTENT

Lesson TITLE Page Number

Number
1 ILLUSTRATION OF QUADRATIC EQUATIONS
1st session 1-3
2nd session 4-6

2 SOLVING QUADRATIC EQUATIONS USING THE SQUARE ROOTS PROPERTY

1st session 7-9
2nd session 10-12

3 SOLVING QUADRATIC EQUATIONS BY FACTORING

1st session 13-15
2nd session 16-18
3rd session 19-21

4 SOLVING QUADRATIC EQUATIONS BY COMPLETING THE SQUARE

1st session 22-24

5 SOLVING QUADRATIC EQUATIONS USING THE QUADRATIC FORMULA

1st session 25-27
2nd session 28-30

6 THE NATURE OF ROOTS OF A QUADRATIC EQUATION

1st session 31-33
2nd session 34-36

7 THE SUM AND PRODUCT OF ROOTS OF A QUADRATIC EQUATIONS

1st session 37-39
2nd session 40-42

i
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Illustrate quadratic equations.
Time Frame: 2 sessions----- 1st session
LESSON 1: ILLUSTRATION OF QUADRATIC EQUATIONS
I. Objectives
At the end of the lesson, the students will:
1. Illustrate and define quadratic equations.
2. Cite an example of quadratic equation or not/complete or incomplete quadratic equation.
3. Explained how an equation becomes a quadratic equation.

II. Learning Task

Topic : Quadratic Equations and Inequalities
Concepts : Quadratic equations can be illustrated through mathematical sentence and has
common characteristics.
Reference : Learner’s Material for Mathematics Grade 9, Pages 11-17

III. Strategies
1. Daily routine
2. Activity: Do You Remember These Products? Page 11
Find each indicated product.
Answer:
2 2
1. 3(x + 7) 3x + 21
2
2. 2s(s - 4) 2s + 8
2
3. (w+7)(w + 3) w + 10w + 21
2
4. (x+9)(x - 2) x - 7x - 18
2
5. (2t-1)(t + 5) 2t + 4t - 5
Questions:
a. In finding each product, what mathematical concepts or principles did you apply?
b. How would you describe the products obtained?
(Answer: It has one variable and highest exponent is 2.)
3. Discussion on the activity.
4. Quadratic Equation in One Variable.
Quadratic Equation in one variable is an equation in which the highest power/exponent of the variable is 2. It can
2 2
be written in the form ax + bx + c = 0, where a, b and c are real numbers and a≠0. In the equation ax is a quadratic term,
bx is the linear term and c is the constant term.
2
In a quadratic equation ax + bx + c = 0, if either b=0 or c=0 (or both), it is called incomplete
quadratic equation

5. Illustrative examples
A. Which of the following equations are complete quadratic equations and which are incomplete
quadratic equations? Answer:
1. 3(x +7) = 0
2
It has no first degree term. Incomplete
2. 2s(s-4) = 0 It has no constant. Incomplete
3. (w+7)(w+3) = 0 It contains all terms. Complete
4. (x+9)(x-2) = 0 It contains all terms. Complete
5. (2t-1)(t+5) = 0 It contains all terms. Complete
B. Which of the following are quadratic equations? Answer:
2
1. 2x - 9 = 0 The highest exponent of variable x is 2. Quadratic.

2
Lesson 1: Illustration of Quadratic Equations-2nd session
 x
2. 4a = 3 The exponent of variable of is x. Not Quadratic.
3. 3x - 7 = 0 The highest exponent of variable x is 1. Not Quadratic.
2 m
4. m + = 3m The highest exponent of variable m is 2. Quadratic.
4
6. Exercises
A. Write CQE if the equations are complete quadratic equations and IQE if incomplete quadratic
equations?
5(x-5) = -2x
2 2
1. 5(x - 7) = 0 3. 5. (3x-2)(x + 1) = 0
2. x(x + 3) = 6 4. (x+2)(x + 3) = 0
B. Activity 4: Quadratic or Not Quadratic? Nos. 1-5, Page 14
Identify which of the following equations are quadratic and which are not. If the equation is not
quadratic, explain.
2
1. 3m + 8 = 15 3. 12 - 4x = 0 5. 6 - 2x + 3x = 0
2 2
2. x - 5x + 10 = 0 4. 2t - 7t = 12

Answer
A. 1. IQE 2. CQE 3. CQE 4. CQE 5. CQE
B. Nos. 2,4,5,6,7,9 and 10 are quadratic equations, nos. 1,3 and 8 are not
quadratic equations because the highest variable is not two.

IV. Evaluation
Answer the following items.
2
1. The equation ax + bx + c = 0 is a quadratic equation in one variable because
A. The highest exponent of variable x is 1. C. The highest value of a,b and c is 1.
B. The highest exponent of variable x is 2. D. The highest value of a,b and c is 2.
2. Which of the following equations are quadratic?
x 2 3 2
A. 3(x+4) = 0 B. 4 - 3x + 1 = 0 C. 5x + 2x + 1 = 92 D. 2x + x x - 10 = 0
3. Using your answer in number 2. Is the quadratic equation a complete or
incomplete quadratic equation?
2
4. In 3x + 7x - 4 = 0, which is the quadratic term?
2 2
A. x B. 7x C. 3x D. -4

Answer
1. b 2. c 3. Complete 4. c 5. a

V. Assignment
1. Write 5 examples of complete quadratic equations, 5 incomplete quadratic equations and 5 not
quadratic equations.
2. Answer: Activity 4: Quadratic or Not Quadratic? Nos. 6-10, Learner’s Material for Mathematics
Grade 9, Page 14

3
Lesson 1: Illustration of Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Illustrate quadratic equations.
Time Frame: 2 sessions----- 2nd session

LESSON 1: ILLUSTRATION OF QUADRATIC EQUATIONS

I. Objectives
At the end of the lesson, the students will:
2
1. Transform the quadratic equations into standard form ax + bx + c = 0.
2. Identify and write the coefficients a, b and c in a quadratic equation.
3. Relate real life situation into quadratic equations.

II. Learning Task

Topic : Quadratic Equations and Inequalities
2
Concepts : Quadratic equations can be written in the standard form ax + bx + c = 0.
Reference : Learner’s Material for Mathematics Grade 9. Pages 11-17

III. Strategies
1. Daily routine
2. Activity: Another Kind of Equation!
Below are different equations. Use these equations to answer the questions below.

Questions:
a. Which of the given equations are quadratic?
b. Among the quadratic equations, which are complete? incomplete?
3. Discussion on the activity.

4. Standard Form of Quadratic Equation

2
When a quadratic equation in one variable is written in the form of ax + bx + c = 0. It is said to be in standard
form. The value of a is the coefficient of the second degree term, b is the coefficient of the first degree term and c is the
constant term.

5. Illustrative Examples:
A. Identify the values of a, b and c in each of the following quadratic equations.
2 2
1. 3x + x + 10 = 0 4. x - 7x + 5 = 0
2 2
2. 9r - 25 = 0 5. m = 0
5 2
3. x + 4x = 0
7

Answer:
1. a = 3, b = 1, c = 10 4. a = 1, b = -7, c = 5
4
Lesson 1: Illustration of Quadratic Equations-2nd session
 2. a = 9, b = 0, c = -25 5. a = 1, b = 0, c = 0
5
3. a = , b = 4, c = 10
7
2
B. Express equations in the form, ax + bx + c = 0, with a > 0, then identify the values of a, b and c.
Answer:
2 2
1. 5x = 2x + 3 = 0 2x - 5x + 3 = 0a = 2, b = -5, c = 3
2
2. 3x(x-2) = 10 3x - 6x - 10 = 0 a = 3, b = -6, c = 10
3. (2x+5)(x-1) = -5
2
2x + 3x = 0 a = 2, b = 3, c=0
C. Tell whether or not the following situations illustrates quadratic equations. If its situations
illustrates quadratic equations then representing the situation by a mathematical sentence.
1. The length of the rectangular bulletin is 5 ft. longer than its width and its area is 18 ft2.
2. Karen’s picture measure 10 cm and 12 cm is mounted with border of uniform width on a
2
rectangular frame, whose total area of the picture including the frame is 224 cm .
-9 3 -3 3
3. A grain of rice has a volume of 20 m , and box full of rice has volume of 20 m .
Answer:
1. Situation illustrate quadratic equation. x(x+5) = 18
2. Situation illustrate quadratic equation 10 + 2x(12+2x) = 224
3. Situation not illustrate quadratic equation.
D. Express the situation in standard form of quadratic equation and identify the value of a, b and c.
1. The width of rectangular table is 10ft longer than its length and the area is 24ft2.
2. The length of the photograph is 1cm less than twice the width and the area is 45cm2.
Solutions:
1. x(x+10) = 24 2. x(2x-1) = 45
2 2
x + 10x - 24 = 0 2x - 2x - 45 = 0
a = 1, b = 10, c = -24 a = 2, b = -2, c = -45
6. Exercises
2
A. Write each quadratic equation in standard form ax + bx + c = 0, with a > 0, then identify the values
of a, b and c.
2 2
1. 3x - 2x = 7 3. 7x = 3x - 4
2
2. 5 - 2x = 6x 4. 2x(x-3) = 15
B. Tell whether or not the following situations illustrates quadratic equations. If the situation
illustrates quadratic equations then represent the situation by a mathematical sentence.
1. The length of the swimming pool is 8 m longer than its width and the area is 105m2.
2. Edna paid at least Php1,200 for a fair of pants and a blouse. The cost of the pants is Php600
more than the cost of the blouse.
3. A garden 7m by 12m will be expanded by planting a border of flowers. The borders will be of
2
the same width around the entire garden and has an area of 92m .
C. Express the situation in standard form of quadratic equation and identify the value of a, b and c.
(Use x as a variable.)
2
1. The side of a square is increased by 3m and the area becomes 64m .

Answer:
No. Quadratic Equation a b c No Quadratic Equation A b c
2 2
A.1 2x - 3x + 7 = 0 2 -3 7 3 7x - 3x + 4 = 0 7 -3 4
2 2
2 2x + 6x + 5 = 0 2 6 5 4 2x - 6x - 15 = 0 2 -6 -15
2
B.1 Quadratic w(w+8) = 105 → w + 8w - 105 = 0
2 Not quadratic
3 Quadratic (x+7)(x + 12) = 92 → x2 + 19x + 84 = 92
2
B.1 x + 3x - 64 = 0 1 3 -64

IV. Evaluation
Read each question carefully and write the letter that indicates the best answer.

5
Lesson 1: Illustration of Quadratic Equations-2nd session
 1. Which of the following quadratic equation is written in standard form?
2 2
a. 2x + 4x - 1 = 0 c. 2x + 4x = 1
b. 3x(x - 2) = 10 d. (2x+5)(x-1) = -60
2
2. What is the standard form of the equation 2x + 10 = -3x ?
2 2
a. 2x + 10 + 3x = 0 c. 10 + 2x - 3x = 0
2 2
b. 3x + 2x + 10 = 0 d. 2x + 10 = 3x
2
3. What is the value of a, b and c in 2x + 10 = -3x ?
a. a=3, b=2, c=10 c. a=-3, b=2, c=10
b. a=3, b=-2, c=10 d. a=-3, b=10, c=2
4. Which of the following situations illustrates quadratic equations?
I. The length of a swimming pool is 8m longer than its width and the area is 105 m2 .
II. Edna paid at least Php 1,200 for a pair of pants and a blouse.
The cost of pair of the pants is Php 600 more than the cost of the blouse.
III. A garden 7 m by 12 will be expanded by planting a border of flowers. The border will
be of the same width around of the entire garden and has a area of 92 m2 .
a. I and II b. II and III c. I and III d. I, II and III
5. Express the situation in standard form of quadratic equation.
“The length of the box is 5ft less than trice the width and the area is 20ft2.”
2 2
a. 3x + 5x - 20 = 0 c. 3x - 5x - 20 = 0
2 2
b. 5x + 3x - 20 = 0 d. 5x + 3x + 20 = 0

Answer
1. a 2. b 3. a 4. c 5. c

V. Assignment
1. Give two real life situations illustrating quadratic equation into mathematical
sentence. Express the situation into standard form of quadratic equation and
identify the values of a, b and c.
2. Give 3 examples of quadratic equations not in standard form and write it in
standard form. Identify the values of a, b and c in each examples.
3. Name the four methods in solving quadratic equations?

6
Lesson 1: Illustration of Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (a) extracting the square roots

Time Frame: 2 sessions----- 1st session

LESSON 2: SOLVING QUADRATIC EQUATIONS

USING THE SQUARE ROOTS PROPERTY
I. Objectives:
At the end of the lesson, the students will:
1. Solve quadratic equation using square root property.
2. Show the solution in solving quadratic equations using the square root property.
3. Observe the pattern of quadratic equations in which the square roots can be applied.
II. Learning Task
Topic : Quadratic Equations and Inequalities.
Concepts : Quadratic equations can be solved using the square
roots property.
References : Learner’s Material for Mathematics Grade 9. Pages 18-26
Conceptual Math and Beyond 9. Pages 66-67

III. Strategies
1 Daily routine
2. Activity: Find My Roots!!! Page 18
Find the following square roots.
1. 16 6. - 289
2. - 25 7. 0.16
3. 49 8. ± 36
16
4. - 64 9.
25
169
5. 121 10. ±
256
Question: How did you find each square root?
3. Discussion on the activity.
2
4. Solving Quadratic Equation ( ax = c ) Using Square Root Property
2
The standard form of quadratic equation ax + bx + c = 0 where b equal to
2 2 2
zero can take the form of ax = c . x = 49 and 2x = 6 are examples of quadratic
equations in this form. This is an incomplete quadratic equation, since it does not
contain the first power term or linear term. To solve for the values of x or to find
the roots of the quadratic equation in this form, the square root property could
be apply.

Solutions/Roots of Quadratic Equation

These are the values of the variable/s that make quadratic equation true. Every quadratic equation has
two roots.
Square Root Property
2
If x is an algebraic expression and c is real number and c≠0, then x = c has
exactly two solutions/roots.
7
Lesson 2: Solving Quadratic Equations Using Square Root Property-1st session
 2
If x = c, then x = c or x = - c
2
or If x = c, then x = ± c
2
The solutions/roots of quadratic equations in the form of x = c can be determined in the following
properties.
2
1. If c > 0, then x = c has two real solutions/roots: x = ± c
2
2. If c = 0, then x = c has one real solution/root: x = 0
2
3. If c < 0, then x = c has no real solutions/roots:

5. Illustrative examples
A. Find the roots of the following quadratic equations.
2
1. x = 49 Given
x = ± 49 Square Root Property (SRP)
x = 9 x = -9 Answer:±9
2 2
2. x - 25 = 0 Ans: ±55. (x-4) = 100 Ans: 14 and -6
2 2
3. 4x = 64 ±4 6. x = 0 0
2 2
4. 2x - 18 = 0 ±3 7. x + 9 = 0 no real solution
B. Which of the ff. quadratic equations can be easily solved using the
square roots property.
2 2
1. x + 7x + 12 = 0 3. 4t = 50
2 2
2. 2w + 7x - 3 = 0 4. 3x + 2x = 0
2
Answer :#3 because only equations written in the form of ax = c can be solved
using the square root property.

6. Exercises
A. Activity: Extract Me!!! Page 23
Directions: Solve the following quadratic equations using the square root property
2 2
1. x = 16 3. x - 144 = 0
2 2
2. t = 81 4. 2s = 50
B. Write the word BEST SRP if the quadratic equations can be solve using the
square root property, NOT if the quadratic equations cannot be solved using the
square root property.
2 2
1. x =9 3. 2x - 32 = 0
2 2
2 x - 100 = 0 4. x + 7x = 0

Answers:
A. 1. ±4 2. ±9 3. ±12 4. ±5
B. 1. BEST SRP
2. BEST SRP
3. BEST SRP
4. NOT

IV. Evaluation
A. Answer the following questions below
1. It is a polynomial equation of degree two that can be written in the form of
2
ax + bx + c = 0, where a, b and c are real numbers and a ≠ 0.
a. Linear Equation c. Linear Inequality
8
Lesson 2: Solving Quadratic Equations Using Square Root Property-1st session
 b. Quadratic Equation d. Quadratic Inequality
2. How many roots does the quadratic equation have?
a. 0 b. 1 c. 2 d. 3
3. Which of the ff. quadratic equations can be solved using the square root property.
2 2
a. x +x+1=0 c. 5t = 50
2 2
b. 5w + 7 - 3x = 0 d. 8x + 2x = 0
2
B. Find the roots of 3m = 81 the using square property. Write your solution.

Answer
1. b 2. C 3. C
2
4. 3m = 81 Given
2
m =9 MPE (Divide both sides by 3)
m = ±3 SRP
{3, -3} Answer

V. Assignment
Give three quadratic equations that can be solve using the square root property then solve.

9
Lesson 2: Solving Quadratic Equations Using Square Root Property-1st session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (a) extracting the square roots
Solve problems involving quadratic equations.

Time Frame: 2 sessions----- 2nd session

LESSON 2: SOLVING QUADRATIC EQUATIONS

USING THE SQUARE ROOTS PROPERTY
I. Objectives:
At the end of the lesson, the students will:
1. Solve quadratic equation using square root property.
2. Translate problem into mathematical sentence.
3. Show the solution in solving quadratic equations using the square root
property.
4. Demonstrate accuracy in solving real life situation involving quadratic
equations using the square root property.
II. Learning Task
Topic : Quadratic Equations and Inequalities.
Concepts : Word problem involving quadratic equations can be solved using the
square roots property.
References : Learner’s Material for Mathematics Grade 9. Pages 18-26
Conceptual Math and Beyond 9. Pages 66-67

III. Strategies
1 Daily routine
2. Solving Problems involving Quadratic Equations Using the Square Root Property

Step in solving problems involving quadratic equations.

1. Read the problem carefully and identify the given data.
2. Choose the most appropriate method to use in solving the given quadratic
equation.
3. Check if the correct unit is used.
4. Check if the answer obtained is valid.

3. Illustrative examples
Study the following real life situations in which square root property can be
applied.
a. A 9ft square painting is mounted with a border of a square frame. If the total
2
area of the border and the painting is 121ft . What is the length of a side of
the frame?
b. Cora has a piece of cloth whose area is 32 square inches. What is the length
of the side of the largest square that can be formed using the cloth?
Question:
What particular shape is involved in each problem? SQUARE

To solve the above real life situations involving quadratic equation, square
root property can be applied.
Questions

10
Lesson 2: Solving Quadratic Equations Using Square Root Property-2nd session
a. 1. What is being asked in the problem?
2. If x represent the length of a side of the frame, how would you represent the
length of the painting plus the length of a side of the frame?
3. Draw and level the figure using the given and the representation from #2.
4. What mathematical concept appropriate to determine the unknown?
5. Formulate the mathematical sentence applicable to solve the problem.
6. Solve.
Solution:

The unknown in the problem is the length of a side of the frame.

Let x be the length of a side of the frame x

9+2x be the length of the painting plus the x
the length of a side of the frame 9ft
Area of Square = side2 or
2
side = Area of Square

The mathematical concept appropriate to determine the unknown is

area of a square and solving quadratic equation.

The equation (mathematical sentence) is

2
(9+2x) = 121
9 + 2x = ± 121 Square Root Property (SRP)
2x = -9 ± 11 APE
-9±11
x= MPE
2
x = -10 and x = 1
In this particular problem, we consider the positive root x = 1
Thus the length of a side of the frame is 1 foot

b. 1. What is being asked in the problem?

2. What mathematical concept appropriate to determine the unknown?
3. If x represent the length side of the largest square, formulate the
mathematical sentence applicable to solve the problem.
4. Solve.

Solution:
The unknown in the problem is the length of the side of the largest square

Let x be the length of the side of the largest square

The mathematical concept appropriate to determine the unknown is

area of a square and solving quadratic equation.
2
Area of Square = side or
2
side = Area of Square

The equation (mathematical sentence) is

2
x = 32
x = ± 32 (SRP)
x = -4 2 and ± x = 4 2
Therefore the length of the side of the

11
Lesson 2: Solving Quadratic Equations Using Square Root Property-2nd session
 largest square is 4 2 inches

6. Exercises
Solve the problem by applying the square root property.
Paul has to use oil paints that can cover 50cm2, if he is going to paint a
square frame, what is the length of the largest frame he can frame?
Questions
1. What is being asked in the problem?
2. What mathematical concept appropriate to determine the unknown?
3. If s represents the length of the largest frame, formulate the mathematical
sentence applicable to solve the problem.
4. Solve.

Answers:
1. The length of the largest frame.
2. Area of a square and solving quadratic equation.
3-4. s(s) = 50 → s = 5 2 → The length of the largest frame is 5 2 cm.

IV. Evaluation
Solve the real life situation applying the square root property.

A square garden of 12m will be expanded by planting a border of flowers. The

borders will be of the same width around the entire garden and has an area of
256m2. What is the length border of flowers?
Questions
1. What is being asked in the problem?
2. If the unknown is represented by variable b, how would you represent the
length of the square garden plus the length border of flowers?
3. Draw and level the figure using the given and the representation from #2.
4. What mathematical concept appropriate to determine the unknown?
5. Formulate the mathematical sentence applicable to solve the problem.
6. Solve.

Answer:
1. The length border of flowers.
2. 12 + 2b
4. Area of a square and solving quadratic equation.
2
5-6. (12+2b) = 256 → b = 2. → The length of the border is 2 m.

V. Assignment
Research for two real life situations that can solved using the square roots, property then solve.

12
Lesson 2: Solving Quadratic Equations Using Square Root Property-2nd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (b) factoring

Time Frame: 3 sessions----- 1st session

LESSON 3: SOLVING QUADRATIC EQUATIONS BY FACTORING

I. Objectives:
At the end of the lesson, the students will:
1. Apply the zero product property in solving quadratic equations by factoring.
2. Follow the steps in solving quadratic equations by factoring.
3. Explain how to solve quadratic equations by factoring.
II. Learning Task
Topic : Quadratic Equations and Inequalities.
Concepts : Quadratic equations can be solved by factoring.
References : Learner’s Material for Mathematics Grade 9. Pages 27-34
Conceptual Math and Beyond 9. Pages 68-69

III. Strategies
1. Daily routine
2. Activity: What Made Me?
Factor each of the following polynomials.
2 2 2
1. 3x - 15x 3. 4t - 9 5. m + 6m + 9
2 2 2
2. 2x - 18x 4. 9t - 81 6. n + 4n + 4
Questions
a. How did you factor each quadratic expression?
b. How would you know if the factors you got are the correct ones?
3. Discussion on the activity

4. Solving Quadratic Equations by Factoring

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

If a.b = 0,then a=0, b=0 or a and b are zero
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.

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

5. Illustrative examples
Find the roots of the following quadratic equations.
2
A. Quadratic equations in the form of ax + bx = 0 can be solved by determining the
13
Lesson 3: Solving Quadratic Equations By Factoring-1st session
 common monomial factor.
2
1. 2x - 8x = 0 Given
2x(x-4) = 0 Factor
2x = 0 x-4 = 0 Zero Product Property (ZPP)
x=0 x=4 MPE/APE
Answer:{0, 4}
2
2. t = 3t Ans. {0, 3}
2 7
3. 3x + 7x = 0 {0, - }
3
2 2
4. 12y - 8y = 0 {0, }
3
2
5. 3m = 27m {0,9}
2
B. Quadratic equations in the form of ax - c = 0 (Difference of Two Squares) where
a and c are perfect squares
Quadratic Equation Factor Form Roots
2
ax - c = 0 → ( 2
)
ax + c ( ax- c ) = 0 → ± c
a
2
1. 9t = 4 Given
2
9t - 4 = 0 Transform to standard form
(3t+2)(3t-2) = 0 Factoring
(3t+2) = 0 (3t-2) = 0 ZPP
2
t=± APE/MPE
3
2
{± } Answer
3
2
2. 4x = 64 Ans. {±4 }
2
3. r - 3 = 1 {±4 }
2
4. x = 36 {±6 }
2
5. 5m - 125 = 0 {±5 }
2
C. Quadratic equations in the form of ax + bx + c = 0 (Perfect Square Trinomial)
where a and c are perfect squares, and b is 2( a )( c ).
Quadratic Equation Factor Form Roots
2
ax + bx + c = 0 → ( 2
ax + c )
2
=0 →
c , c
a a

2
ax - bx + c = 0 → ( 2
ax - c ) 2
=0 → -
c , - c
a a

1. 9x2 + 12x = -4 Given 2. y - 12y + 36 = 0

2

2
9x + 12x + 4 = 0 Change to standard form
( 2 2
9x + 4 = 0 )Factoring
2 2
y - 36 = 0 ( )
(3x+2)(3x+2) = 0 Expanded form (y-6)(y-6) = 0
(3t+2) = 0 (3t+2) = 0 ZPP (y-2) = 0 (y-2) = 0
2 2
x =- x =- APE/MPE y= 6 y=6
3 3
{- 2 } Answer {6}
3

14
Lesson 3: Solving Quadratic Equations By Factoring-1st session
 2
3. 25m + 30m + 9 = 0 {- 3 }
5
2
4. 6n+n = -36 { -6 }

6. Exercises
Find the roots of each quadratic equation by factoring.
2 2
1. x + 7x = 0 3. x + 4x + 4 = 0
2 2
2. 4n = 16 4. a - 18a + 81 = 0
Answer:
1. {0,-7} 2. {±2} 3. {-2,-2} 4. {3,3}

IV. Evaluation
2
Find the roots of 4n = -12n by factoring and explained how you arrived at your
answer.

Answer. {0, -3}

V. Assignment
2
Give two examples of each quadratic equations in the form of ax + bx = 0 ,
2 2
ax - c = 0 (difference of two squares) and ax + bx + c = 0 (perfect square trinomial)
then solve by factoring.

15
Lesson 3: Solving Quadratic Equations By Factoring-1st session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (b) factoring

Time Frame: 3 sessions----- 2nd session

LESSON 3: SOLVING QUADRATIC EQUATIONS BY FACTORING

I. Objectives:
At the end of the lesson, the students will:
1. Apply the zero product property in solving quadratic equations by factoring.
2. Show the solution in solving quadratic equations by factoring
3. Choose the appropriate factoring method to solve quadratic equations.
II. Learning Task
Topic : Quadratic Equations and Inequalities.
Concepts : Quadratic equations can be solved by factoring.
References : Learner’s Material for Mathematics Grade 9. Pages 27-34
Conceptual Math and Beyond 9. Pages 68-69

III. Strategies
1. Daily routine
2. Activity: What Made Me?
Factor each of the following polynomials.
2 2
1. x - 10x + 21 4. n + 2n - 8
2 2
2. x - 10x + 21 5. 2x + 3x - 14
2
3. x + 5x - 6
Questions
a. How did you factor each quadratic expression?
b. What factoring technique did you use to come up with the factors of each
quadratic expressions.
c. How would you know if the factors you got are the correct ones?
3. Discussion on the activity

4. Solving Quadratic Equations by Factoring

Step in solving quadratic equation by factoring.

1. Transform the quadratic equations into standard form if necessary.
2. Factor the quadratic expression.
3. Apply the zero product property.
4. Solve each resulting equation.
5. Check the values of the variable obtained by substituting each in the
original equation.

5. Illustrative examples
2
Quadratic equations in form of ax + bx + c = 0, where a=1 and c is positive
can be solve using the trial or error method or by using the pattern below.
16
Lesson 3: Solving Quadratic Equations By Factoring-2nd session
 Quadratic Equation Factor Roots
2
ax + bx + c = 0, m(n)=c m+n=b (x+m)(x+n) = 0 {-m,-n}
2
ax - bx + c = 0, m(n)=c m+n=b (x-m)(x-n) = 0 {m, n}
2
Quadratic equations in form of ax + bx + c = 0, where a=1 and c is negative.
Quadratic Equation m>n Factor Roots
2
ax + bx - c = 0, m(n)=c m-n=b (x+m)(x-n) = 0 {-m, n}
2
ax - bx - c = 0, m(n)=c m-n=b (x-m)(x+n) = 0 {m,-n}

where a=1 and c is positive. where a=1 and c is negative

2 2
1. x + 9x + 8 = 0, 1. x + 4x - 21 = 0Given
(x+8)(x+1) = 0 (x+7)(x-3) = 0 Factoring/ZPP
x = -8 and x = -1 x = -7 and x = 3 APE
{-8,-1} {-7,3} Answer
2 2
2. x - 24x + 135 = 0, 2. x - 2x - 3 = 0
{15,9} {3,-1} Answer
2 2
3. x + 5 = 6x, 3. x - 10x = 11
{-5,-1} {11,-1} Answer
2
Quadratic equations in the form of ax + bx + c = 0, where a is greater than 1.
2
1. 2x + 9x + 10 = 0 Given
2
x + 9x + 20 = 0 Multiply a to c
(x+5)(x+4) = 0 Factoring
x+( )( )
5
2
4
x+ = 0
2
Divide a to the number
5
x = - and x = -2 Answer
2
2
2. 2x + 8x - 10 = 0 Answer: x = 1 and x = -5
2
3. 3x - 6x - 9 = 0 x = 3 and x = -1

6. Exercises
A. Find the value of variable in each equation applying the appropriate factoring
method.
Answer
2
1. x - 2x = 35 {7,-5}
2
2. a - 26a = -144 {18,8}
2 4
3. 3n - 5n = 12 {3, - }
3
B. Choose one number in A. Explained how you arrived at your answer.

IV. Evaluation
A. Write the word FACTORING if the equation can be solved by factoring, NOT if
factoring method is not possible to apply.

17
Lesson 3: Solving Quadratic Equations By Factoring-2nd session
 2 2 2
1. 2x = 7 3. w - 64 = 0
2 2
2. t + 12t + 36 = 0 4. 2s + 8s - 10 = 0
B. Find the factor of the following quadratic equations. Choose from the box.

(x-7)(x+2) = 0 (2x-3)(x+1) = 0

(x-3)(2x-5) = 0 (x+2)(x+4) = 0 (x+8)(x-2) = 0

2
1. x + 6x - 16 = 0
2
2. x - 5x - 14 = 0
2
3. 2x - x - 3 = 0
2
4. 2x - 11x + 15 = 0
C. Find the roots of the quadratic equations in letter B

Answer
A. Quadratic Equation B. Roots
1. (x+8)(x-2) = 0 {-8, 2}
2. (x-7)(x+2) = 0 {7, -2}
3. (2x-3)(x+1) = 0 {3/2, -1}
4. (x-3)(2x-5) = 0 {3, 5/2}

V. Assignment
A. Give two examples of each quadratic equations in the form of
2 2
1. ax + bx + c = 0 and ax - bx + c = 0 where a=1 and c is positive,
2 2
2. ax + bx - c = 0 and ax - bx - c = 0 where a=1 and c is negative and
2
3. ax + bx + c = 0 where a>1
B. Solve each example by factoring.

18
Lesson 3: Solving Quadratic Equations By Factoring-2nd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (b) factoring
Solve problems involving quadratic equations.

Time Frame: 3 sessions----- 3rd session

LESSON 3: SOLVING QUADRATIC EQUATIONS BY FACTORING

I. Objectives:
At the end of the lesson, the students will:
1. Apply the zero product property in solving quadratic equations by factoring.
2. Translate real life situation into mathematical sentence.
3. Show the solution in solving quadratic equations by factoring
4. Relate real life situation in solving quadratic equations by factoring.
II. Learning Task
Topic : Quadratic Equations and Inequalities.
Concepts : Quadratic equations can be solved by factoring.
References : Learner’s Material for Mathematics Grade 9. Pages 27-34
Conceptual Math and Beyond 9. Pages 68-69

III. Strategies
1. Daily routine
2. Solving Problems involving Quadratic Equations by Factoring

Step in solving problems involving quadratic equations.

1. Read the problem carefully and identify the given data.
2. Choose the most appropriate method to use in solving the given quadratic
equation.
3. Check if the correct unit is used.
4. Check if the answer obtained is valid.

3. Illustrative examples
Study the following problems in which factoring can be applied.
A. The length of the swimming pool is 8m longer than its width and the area is
2
105m . Find the dimension of the swimming pool?
Questions
1. What is the unknown in the problem?
2. If x is the width of the swimming pool, what would be the representation for
the length of swimming pool?
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve.

Solution:
The unknown in the problem are the dimension (length and width) of swimming pool.

19
Lesson 3: Solving Quadratic Equations By Factoring-3rd session
 Let x be the width of swimming pool
x+8 be the length of swimming pool

The mathematical concept appropriate to determine the unknown is area of

rectangle and solving quadratic equation.

Area = length x width or width x length = Area

The equation (mathematical sentence) is

x(x+8) = 105
2
x + 8x - 105 = 0
(x+15)(x-7) = 0
x = -15 and x = 7
Thus the width of swimming pool is 7m while the length is 15m.

B. The sides of Christine square box are increased to form a rectangle. One side is
increased by 3 units and the other side is increased by 4 units. The area of a new rectangular box is 110
square units. What was the length of the side of the square box?
Questions
1. What is the unknown in the problem?
2. If x is the length of the side of the square box, how would you represent the
a. length of one side of rectangular box and
b. length of other side of a square box.
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve.
Solution:
The unknown in the problem is the length of the side of a square box.

Let x be the length of the side of the square box

x+3 be the length of one side of rectangular box
x+4 be the length of other side of a square box

The mathematical concept appropriate to determine the unknown is

area of rectangle and solving quadratic equation.

Area = length x width or width x length = Area

The equation (mathematical sentence) is

(x + 3)(x+4) = 110
2
x + 7x - 98 = 0
(x+14)(x-7) = 0
x = -14 and x = 7
Therefore the length of the side of a square box is 7 units.

4. Exercises
Solve the problem. “The length of a rectangle is 4cm more than its width. The
2
area is 96cm . Find the measure of the sides of the rectangle.”
Questions
1. What is the unknown in the problem?
2. How would be the representation the unknown?
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
20
Lesson 3: Solving Quadratic Equations By Factoring-3rd session
 5. Solve.
Answers:
1. The measure of the sides of the rectangle.
2. Let x be the width of rectangle
x+4 be the length of rectangle
3. Area of a square and solving quadratic equation.
2
4-5. x(x+4) = 96 → x + 4x - 96 = 0 → (x+12)(x-8) = 0 → x = -12 and x = 8
Therefore the measures of the sides of the rectangle are
8 cm and 12 cm.

IV. Evaluation
Solve the problem by answering the questions below. “If one side of a square
is increased by 4 and the other side is decreased by 2 units, a rectangle is
formed having an area of 55 square units. Find the side of the square. (Optional) Find the area of the
original square”
Questions
1. What is the unknown in the problem?
2. How would be the representation the unknown?
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve

Answers:
1. The side of a square. (Optional) The area of the original square.
2. Let x be the side of the square
x+4 be the sides of rectangle formed
x-3
3. Area of a square/rectangle and solving quadratic equation.
2
4-5. (x + 4)(x-2) = 55 → x + 2x - 63 = 0 → (x+9)(x-7) = 0 → x = -9 and x = 7
Therefore the side of a square is 7 units.
(Optional) The area of a square is 49 square units.

IV. Assignment
Researched for at least two real life situations in which solving quadratic
equation by factoring is eminent.

21
Lesson 3: Solving Quadratic Equations By Factoring-3rd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (c) completing the square

Time Frame: 1 session

LESSON 4: SOLVING QUADRATIC EQUATIONS

BY COMPLETING THE SQUARE
I. Objectives
At the end of the lesson, the students will:
1. Solve quadratic equations by completing the square when the
a. coefficient of the square term is 1.
b. coefficient of the square term is greater than 1.
2. Follow the steps in solving quadratic equations by completing the square.
3. Relate real life situation in solving quadratic equations by completing the
square.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : Quadratic equations can be solved by completing the square.
References : Learner’s Material for Mathematics Grade 9, Pages 35-45
Conceptual Math and Beyond 9, Pages 69-71

III. Strategies
1 Daily routine
2. Activity 1: Perfect Square Trinomials to Square of Binomial
Directions: Express each of the following perfect square trinomials as square of
binomials.
2
1. s + 4s + 4
2
2. t + 10t + 25
2
3. p - 14p + 49
2
4. x + 12x + 36
2
5. m - 16m + 64
Questions:
a. How do you describe a perfect square trinomial?
b. How did you express each perfect square trinomials as square of binomials?

Activity 2: Make Me Perfect!!!

Directions: Determine the number that must be added to make each of the following
a perfect square trinomial. Explain how you arrived at your answer.
2
1. x + 2x + ____
2
2. t + 20t + ____
2
3. p - 16p + ____
2
4. x + 24x + ____
2
5. m - 30m + ____

3. Discussion on the activity

4. Solving Quadratic Equation by Completing the Square

22
Lesson 4: Solving Quadratic Equations By Completing The Square
 Square root property or extracting the square roots are usually used to solve quadratic equations. of the
2 2
form ax - c = 0. If the factors of the quadratic expression of ax + bx + c = 0 are determined, then it is more
convenient to use factoring. Another method of solving quadratic equation is by completing the square.
Completing the square means the method of changing an incomplete quadratic trinomial into perfect square
trinomial.
2
To solve the quadratic equation ax + 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.

5. Illustrative examples
In a particular interschool mathematics contest, this item was asked;
Find two numbers whose product is seven and the
larger number is ten more than the smaller number.

Let x the smaller number

x+10 the larger number
x(x+10)=7 the equation

Is the resulting equation can be solve by applying the square root property
or by factoring? (NO) To solve this particular equation, an alternative method of
solving quadratic equation can be applied which is COMPLETING THE SQUARE.

A. Solve each of the following by completing the square.

2
1. x - 6x + 5 = 0
2 2
Step 1. Since a=1 then x - 6x + 5 = 0 divide by 1 is x - 6x + 5 = 0
2
Step 2. x - 6x + __ = -5 + ___
Step 3. Coefficient of x is 6,[]6 2
2
2
= 9, then x - 6x + 9 = -5 + 9
2
x - 6x + 9 = 4
2
Step 4. (x-3) = 4
Step 5. x + 3 = 4
Step 6. x + 3 = ±2
x+3=2 x + 3 = -2
x + 3 = 2-3 x + 3 = -2 - 3 APE
x = -1 x = -5 Answer: {-1,-5)
2 2
Step 7. If x = -1, then x - 6x + 5 = 0 ----- (-1) - 6( - 1) + 5 = 0 ------ 0=0
2 2
If x = 1, then x - 6x + 5 = 0 ------ (1) - 6(1) + 5 = 0 -------- 0=0

Answer
2
2. 2x + 8x = 10 {1, 5 }

{ - 2+± 6 , -2+± 6 }
2
3. 2x + 8x + 5 = 0 (for advance students)
2 2

23
Lesson 4: Solving Quadratic Equations By Completing The Square
 2
4. x - 6x - 41 = 0 {3 + 5 2 , x = 3 - 5 2 }

6. Exercises
In a particular interschool mathematics contest, this item was asked;
Find two numbers whose product is seven and the
larger number is ten more than the smaller number.

Let x the smaller number

x+10 the larger number
x(x+10)=7 the equation

Determine the roots of x(x + 10) = 7 by completing the square and explain
how you arrived at your answer.

Answer
x(x + 10) = 7 Given
2
x + 10x + 25 = 7 + 25 Completing the square
2
(x+5) = 32 Perfect square trinomial
x = ±4 2 - 5 SRP, APE
{4 2 - 5, -4 2 - 5} Answer

IV. Evaluation
A. Choose the correct answer.
1. It is the alternative method of solving quadratic equation.
a. using square root property c. factoring
b. using the zero product property d. completing the square
2
2. What must be added to complete the square in the equation x - 30x = 8?
a. 100 b. 115 c. 225 d. 300
3. In which equation does completing the square applicable?
2 2
a. a + 14a - 7 = 0 c. l - 25 =
2 2
b. x + 2x - 4 = 0 d. (m-2) = 81
B. Using your answer in number A3. Find its roots by completing the square.

Answer
A.1 d 2. C 3. A
2
B. a + 14a - 7 = 0 Given
2
a + 14x + 49 = 7 + 49 Completing the square
2
(x+7) = 56 Perfect square trinomial
x = ±2 14 - 7 SRP, APE
{2 14 - 7, -2 14 - 7} Answer

V. Assignment
Give two quadratic equations that can be solve by completing the square and
solved.

24
Lesson 4: Solving Quadratic Equations By Completing The Square
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (d) quadratic formula

Time Frame: 2 sessions-----1st session

LESSON 5: SOLVING QUADRATIC EQUATIONS

USING THE QUADRATIC FORMULA
I. Objectives
At the end of the lesson, the students will:
1. Use the quadratic formula to solve quadratic equations.
2. Derive the quadratic formula using the completing the square
3. Show the solution in solving quadratic equations using quadratic formula.
4. Explain how quadratic formula used to solve a quadratic equations.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : Quadratic equations can be solved using the quadratic
formula.
References : Learner’s Material for Mathematics Grade 9, Pages 47-55
Conceptual Math and Beyond 9, Pages 71-75

III. Strategies
1 Daily routine
2. Activity: Follow the Standard! Page 48
2
Write the following quadratic equations in standard form, ax + bx + c = 0. Then
identify the value of a, b and c.
2 2
1. 2x = 3x - 4 4. 2y + 9y = 10
2 2
2. 7r - 14r = 17 5. 6a-1=2a
2
3. 8m + 21 = -59
Questions
a. How did you write each quadratic equation in standard form?
b. How do you describe a quadratic equation in standard form?
3. Discussion on the activity.

4. Solving Quadratic Equations Using Quadratic Formula.

2
The quadratic equation ax + bx + c = 0 can be solved using the
2
-b± b -4ac
quadratic formula x =
2a
2
where a ≠ 0 and a is the coefficient of x , b the coefficient of x and c the constant

The method of completing the square can be used to derive the quadratic
formula. Study the given solution.
25
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-1st session
 2
1. ax + bx + c = 0 Given
2 b c Divide both sides of the equation by a, the
2. x + x + = 0 2
a a numerical coefficient of x
Place all terms with variables are on the left
2 b c
3. x + x =- side of the equation and the constant term is
a a
on the right side.

( )
2 2 Complete the square by adding the square of
2 b b c b
4. x + x+ =- + 2 one-half of the coefficient of x on both sides
a 2a a 4a of the resulting equation

( )
2 2 Express the perfect square trinomial on the
b b -4ac
5. x+ = 2 left side of the equation as a square of a
2a 4a binomial and simplify the right side.
2 Find the square root of both sides of the
b b -4ac 2
6. x + =± equation. (b - 4ac ≥ 0).
2a 2a
2 b
b b -4ac Add - on both sides of the equation.
7. x = - ±± 2a
2a 2a
2
-b± b -4ac
8. x= This is the quadratic formula.
2a
5. Illustrative examples
A. Find the roots of the quadratic equations by using the quadratic formula.
2
1. x - 3x - 18 = 0
2
2. x +x=1
2
3. x + x = -1
B. How is quadratic formula used to solve a quadratic equation?

Answer:
A. 1. {6,-3}
-1+ 5 -1- 5
2
,
2
2. { 3. } -1+ -3 -1- -3
2
,
2 { }
B. To use the quadratic formula, the quadratic equation must written in
2
standard form, ax + bx + c = 0 . The values of a, b and c are identified and
substituted in the formula. The ± sign indicates that there are two solutions to
the equation.

6. Exercises
Solve the quadratic equations by using the quadratic formula.
2
1. x + 8x = -16
2
2. 2w + 3w = 27

Answer: 1. {-4,-4} 2. {3, -9/2}

IV. Evaluation
A. Answer the following questions below.
1. Which of the following is the quadratic formula?

26
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-1st session
 2 2
b± b -4ac -b± b +4ac
a. x = c. x =
2a 2a
2 2
-b± b -4ac -b± b -2ac
b. x = d. x =
2a 4a
2. It is the method of solving quadratic equation that can always be used.
a. square root property c. factoring
b. completing the square d. quadratic formula
3. The following are the work of four students when they substitute the values of a,
2
b and c of -x + 2 = 6x to quadratic formula. Who got the correct work?

Micah Joy Charles Jerico Angelica

2 2 2 2
6± 6 -4(1)(-2) -(-6)± (-6) -4(-1)(2) -6± 6 -4(1)(-2) -6± (-6) -2(1)(2)
x= x= x= x=
2(1) 2(-1) 2(1) 4(-1)

a. Micah Joy only c. Micah Joy and Angelica

b. Charles only d. Charles and Jerico
2
B. Find the roots of x - 2x = -1 using the quadratic formula.

Answer
A.1. b 2. D 3. D
2
B. x - 2x = -1 Given
2
x - 2x + 1 = 0 Standard form
a = 1 b = -2 c = 1 Value of a, b and c
2
-2± (-2) -4(1)(1)
x= Substitute a, b and c to quadratic formula
2(1)

x=1
{ 1 ,1} Answer

V. Assignment
Give at least two quadratic equations and find its roots using the quadratic
formula.

27
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-1st session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solves quadratic equations by: (d) quadratic formula
Solve problems involving quadratic equations.

Time Frame: 2 sessions-----2nd session

LESSON 5: SOLVING QUADRATIC EQUATIONS

BY USING THE QUADRATIC FORMULA
I. Objectives
At the end of the lesson, the students will:
1. Use the quadratic formula to solve quadratic equations.
2. Translate real life situation into mathematical sentence.
3. Show the solution in solving quadratic equation by using quadratic formula.
4. Relate real life situation in solving quadratic equations by using the quadratic
formula.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : Quadratic equations can be solved by using the quadratic
formula.
References : Learner’s Material for Mathematics Grade 9, Pages 47-55
Conceptual Math and Beyond 9, Pages 71-75

III. Strategies
1. Daily routine
2. Solving Problems involving Quadratic Equations by Factoring

Step in solving problems involving quadratic equations.

1. Read the problem carefully and identify the given data.
2. Choose the most appropriate method to use in solving the given quadratic
equation.
3. Check if the correct unit is used.
4. Check if the answer obtained is valid.

3. Illustrative examples
Study the following problems in which quadratic formula can be applied.
A. The area of the car park is 6400 square meters. Determined its dimension if
the length of the car park is 120 meters longer than its width?
Questions:
1. What is/are the unknown in the problem?
2. If x represent the width of the car park, how would you represent the length
of the car park?
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve.

Solution:
The unknown are width and length of the car park.
Let x be the width of the car park

28
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-2nd session
 x+120 be the length of the car park
The mathematical concept appropriate to solve the unknown is
area of rectangle and solving quadratic equation.

The equation (mathematical sentence) is Area = length x width or

width x length = Area

width x length = Area Mathematical sentence

x (x+120) = 6400 Substitute
2
x + 120x - 6400 = 0 Simplify
a=1, b=120, c=-6400 Values of a, b and c
2
-b± b -4ac Quadratic Formula
x=
2a
2 Substitute the value of a, b and c to
-120± 120 -4(1)(-6400) quadratic formula
x=
2(1)
x = -1604 and x = 40

Therefore the width and the length of the car park is

40 meter and 160 meters respectively.

B. Mr. Dela Cruz posted a challenging problem to his students.

“The product of two consecutive odd numbers is 575. Find the numbers.”
Can you guess the answer to Mr. Dela Cruz problem?
Questions
1. What is/are the unknown in the problem?
2. If x represent the first of the two consecutive odd numbers, how would you
represent the second of the two consecutive odd numbers.
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve.
Solution:
The unknown are two consecutive odd numbers.
Let x be the first of the two consecutive odd numbers
x+2 be the second of the two consecutive odd
numbers
x(x+2) the product of the two numbers

The mathematical concept appropriate to determine the unknown is solving

quadratic equation

The equation (mathematical sentence) is

x(x+2) = 575
2
x + 2x - 575 = 0 substitute the value of a, b and c to
quadratic formula
x = -25 and x = 23 computed value of x
Therefore the two consecutive odd numbers are 23 and 25.

4. Exercises
Solve the problem using the quadratic formula.
The length of a rectangular vegetable garden is 7 meters longer than its
width. If the area is 260 square meters, find the dimension of the garden.

29
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-2nd session
 Questions:
1. What is/are the unknown in the problem?
2. How would you represent the unknown in the problem?
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve.

Answer
1. The dimension of the garden.
2. Let x be the width of rectangular vegetable garden
x+7 be the length of rectangular vegetable garden
3. Area of rectangle and solving quadratic equation.
2
4-5. x(x+7) = 260 → x + 7x - 260 = 0 → a = 1, b = 7 and c = -260 →
substitute the value of a, b and c to quadratic formula then →
x = 13 and x = -20
Therefore the dimensions of the rectangular garden are
13 meters and 20 meters.

IV. Evaluation
Solve the problem using the quadratic formula.
The product of two consecutive even numbers is 360. Find the numbers.

Questions
1. What is/are the unknown in the problem?
2. How would you represent the two consecutive even numbers.
3. What mathematical concept appropriate to determine the unknown?
4. Formulate the mathematical sentence applicable to solve the problem.
5. Solve

Answer
1. The two consecutive even numbers.
2. Let x be the 1st of the two consecutive even numbers
x+2 be the 2nd of the two consecutive even numbers
3. Solving quadratic equation
2
4-5 x(x+2) = 360 → x + 2x - 360 = 0 → a = 1, b = 2 and c = -360 →
substitute the value of a, b and c to quadratic formula then →
x = 18 and x = -20
Therefore the consecutive even numbers are 18 and 20.

V. Assignment
Researched for at least two real life situations and solve the problem using the quadratic formula.

30
Lesson 5: Solving Quadratic Equations Using The Quadratic Formula-2nd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Characterize the roots of quadratic equations using the discriminant.

Time Frame: 2 sessions----1st session

LESSON 6: THE NATURE OF ROOTS OF A QUADRATIC EQUATIONS

I. Objectives
At the end of the lesson, the students will:
1. Determined the nature of roots using discriminant.
2. Show the solution in solving discriminant (b2 - 4ac) .
3. Relate discriminant (b2 - 4ac) to nature of roots of quadratic equations.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : The nature of roots of quadratic equations can be describe
using the discriminant (b2 - 4ac ).
References : Learner’s Material for Mathematics Grade 9, Pages 56-65
Mathematics III (Concepts,Structures and Methods for High School,
By Oronce, Santos and Ona. Pages 250-255
III. Strategies
1. Daily routine
2. Activity 1: Which are Real? Which are Not? Page 56
Refer to the number, answer the questions below.

Questions:
a. Which numbers are real? Which are not?

31
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
 b. Which numbers are rational? irrational? Explain your answer?
c. Which numbers are perfect squares? not perfect squares?
d. How do you describe the number that are perfect squares?

Activity 2. Let Us Observed and Analyzed!

Study the table and answer the questions.
2
QUADRATIC b - 4ac ROOTS
EQUATIONS discriminant r1 r2
2
1. x + 4x + 4 = 0 0 -2 -2
2
2. x - 2x + 1 = 0 0 1 1
2
3. x + 2x + 1 = 0 0 -1 -1
2
4. x + 4x - 21 = 0 100 3 -7
2
5. x - 3x - 18 = 0 81 6 -3
2 -1+ 5 -1- 5
6. x + x-1 = 0 5
2 2
2 -1+ -3 -1- -3
7. x +x+1=0 -3
2 2

Questions:
a. In what formula does the discriminant found?
b. Describe the nature of roots if the disriminant of quadratic equations are:
1. zero?
2. greater than zero but perfect square?
3. greater than zero but not perfect square?
4. less than zero?

3. Discussion on the activity.

4. The Nature of Roots of Quadratic Equations.

The nature of the roots of quadratic equation can be determined or describe

2
-b± b -4ac
using the discriminant. In the quadratic formula, the radicand b2 - 4ac is
2a
called discriminant.
2
If b - 4ac = 0, the roots are real, rational and equal
2
If b - 4ac > 0 and perfect square, the roots are real, rational and unequal
2
If b - 4ac > 0 and not perfect square, the roots are real, irrational and
unequal
2
If b - 4ac < 0 the roots are not real or imaginary

5. Illustrative examples
Find the nature of roots of the ff equations:
Answer
Discriminant Nature of Roots
2
1. x + 7x + 12 = 0 1 real, rational and unequal
2
2. 4x + 3x + 3 = 0 -39 not real or imaginary
2
3. 4x + 12x + 9 = 0 0 real, rational and equal

6. Exercises
State whether the roots of the following equations are (a) real and unequal
(b) real and equal (c) not real or imaginary

32
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
 2
1. x - 4x + 4 = 0
2
2. x + 7x + 10 = 0

Answer:
1. Discriminant is zero, therefore the roots are real and equal
2. Discriminant is nine, greater than zero and perfect square, therefore the
roots are real, rational and not equal.

IV. Evaluation
A. Choose the best answer.
2
-b± b -4ac
1. In the quadratic formula , the discriminant is
2a
2 2
a. b - 4ac c. -b ± b -4ac
2 -b
b. b -4ac d.
2a
2. If the discriminant is 10, the roots are
a. real and equal c. imaginary
b. real and unequal d. none of these
2
3. Describe the roots of the equation x + 6x + 3 = 0 ?
a. real and equal c. imaginary
b. real and unequal d. none of these
B. Given the value of a, b and c, determined the value of the discriminant and describes
the nature of roots of :
1. a=2 b=5 c=2
2. a=3, b=4 c=-1
3. a=1 b=-3 c=4

Answer
A.1. a 2. B 3. B
Discriminant Nature of Roots
B.1. 9 real, rational and unequal
2. 28 real, irrational and unequal
3. -7 not real or imaginary

V. Assignment
Write two quadratic equations and determine the nature of its roots.

33
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Characterize the roots of quadratic equations using the discriminant.

Time Frame: 2 sessions----2nd session

LESSON 6: THE NATURE OF THE ROOTS OF A QUADRATIC EQUATION

I. Objectives
At the end of the lesson, the students will:
1. Use discriminant to find coefficients a, b and c in a quadratic equation.
2. Present the solution in solving coefficients a, b and c in a quadratic equation.
3. Explain how to find coefficients a, b and c in a quadratic equation using
discriminant.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : The discriminant (b2 - 4ac ) can be used to determined the
coefficients a, b and c in a quadratic equations.
References : Learner’s Material for Mathematics Grade 9, Pages 56-65
Mathematics III (Concepts,Structures and Methods for High School,
By Oronse, Santos and Ona. Pages 250-255
III. Strategies
1. Daily routine
2. Activity: Math in A,B,C? Page 57
2
Write the following quadratic equations in standard form, ax + bx + c = 0, then
identify the values of a, b and c.
2
1. x + 5x = 4
2
2. -4x = 8x - 3
2
3. 10x - 1 = 4x
2
4. 15 + 8x - 3x = 0
5. 3x(x-14) = 12
3. Discussion on the activity

4. The Nature of the Roots of Quadratic Equations.

The nature of the roots of quadratic equation can be determined or describe

2
-b± b -4ac
using the discriminant. In the quadratic formula, the radicand b2 - 4ac is
2a
called discriminant.
2
If b - 4ac = 0, the roots are real, rational and equal
2
If b - 4ac > 0 and perfect square, the roots are real, rational and unequal
2
If b - 4ac > 0 and not perfect square, the roots are real, irrational and
unequal
2
If b - 4ac < 0 the roots are not real or imaginary

5. Illustrative examples
2
1. Find the value of q that will make the roots of the equation 9x - 4qx + 4 = 0
34
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
 equal.
Solution:
2
For the roots of quadratic equation to be equal the expression b - 4ac must
2
be equal to zero. Substitute a=9, b=-4q c=4 to b - 4ac = 0
2
b - 4ac = 0 discriminant
2
( )
(-4q) - 4 9 (4) = 0 substitute a, b and c
2
16q - 144 = 0
2
q -9 = 0 dividing the term by 16
(q+3)(q - 3) = 0 factoring
(q+3) = 0 | (q - 3) = 0 ZPP
q = -3 | q=3 APE
Answer: q = -3 | q=3
2
2. For what value or values of q does 2x - 6x - q = 0 have non-real complex roots?
Solution:
For the roots of quadratic equation to be non-real complex, the expression
2 2
b - 4ac must be less than zero. Substitute a=2, b=-6 c=-q to b - 4ac < 0
Answer: q<-9/2
2
3. It is possible for q to be equal 2 in x + 2x + q = 0 to have unequal roots?
Solution:
For the roots of quadratic equation to be unequal roots, the expression
2 2
b - 4ac must be greater than zero. Substitute a=1, b=2 c=q to b - 4ac < 0
2
b - 4ac > 0 discriminant
2
2 - 4(1)(q) > 0 substitute a, b and c
4 - 4q > 0
2
-4q > -4 APE
-4
q< 0 MPE(change the inequality sign if it divided to
-4
Negative number)
q<1 ZPP
Answer: No, since q<1
4. How discriminant used to find coefficients a, b and c in a quadratic equation.

6. Exercises
Find the value or values of m in the equation
2
1. mx - 24x + 16 = 0 to have equal roots.
2
2. 3x + mx + 2 = 0 to have real and unequal roots.
2
3. x - 6x + m = 0 to have imaginary or no real roots.

Answer
1. 9 2. m > 24 or m > 2 6 3. m > 9

IV. Evaluation
A. Fill in the blank with the correct answer. Choose from the box below.

Zero not equal to zero greater than zero less than zero
35
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
 2
1. For the roots of quadratic equation x + nx + 3 = 0 be equal
2
expression b - 4ac must _____
2
2. For the roots of quadratic equation x + nx + 3 = 0 be real and unequal, the
2
expression b - 4ac must _____
2
3. For the roots of quadratic equation x + nx + 3 = 0 be imaginary
2
expression b - 4ac must _____

B. Solve: Write your solution.

2
For what value or values of n in x + nx + 3 = 0, be real and unequal roots
a. n = 2 b. n > 3 2 c. n > 2 3 d. n < 2 3

C. Put a check in the space provided if the number is possible value of n in

2
x + nx + 3 = 0, if the equation has real and unequal roots?
____1. 2
____2. 3
____3. 4
____4. 5

Answer
A.1. zero 2. Greater than zero 3. Less than zero
B.1. B
C.1. x 2. √ 3. √ 4. √

V. Assignment
2
Write one quadratic equation in standard form ax + kx + c = 0. For what value
2
or values of k that will make the roots of the equation ax + kx + c = 0
a. equal
b. real, and unequal
c. imaginary or no roots.

36
Lesson 6: The Nature Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Describe the relationship between the coefficients and the roots of quadratic equation.

Time Frame: 2 sessions----1st session

LESSON 7: THE SUM AND PRODUCT OF ROOTS OF QUADRATIC EQUATION

I. Objectives
At the end of the lesson, the students will:
1. Determine the sum and product of the roots of the quadratic equation.
2. Show the solution in solving the sum and product of the roots of the quadratic
equation.
3. Describe the relation between the coefficients of quadratic equation
2
ax + bx + c = 0 to sum and product of its roots.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : The sum and product of roots of the quadratic equations
2
ax + bx + c = 0 is the additive inverse of b/a and c/a
respectively.
References : Learner’s Material for Mathematics Grade 9, Pages 66-76
Mathematics III (Concepts,Structures and Methods for High School,
By Oronce, Santos and Ona. Pages 256-264
III. Strategies
1. Daily routine
2. Activity 1: Let‘s Do Addition and Multiplication! Page 66
1. 7+15= 6. (8)(15)=
2. -9+14 7. (-4)(7)=
3. -6+(-17)= 8. (-6)(-12)=
4.
-3
8
+ =()
1
2
9. ( )( )
-3 2
7 5
=

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

Activity 2: Examine Me Carefully!

ROOTS Sum Product
Quadratic Equation a b c
r1 r2 r1+r2 r1r2
2
1. x + 8x - 20 = 0 1 8 -20 2 -10 -8 -20
2
2. x + 4x - 21 = 0 1 4 -21 3 -7 -4 -21
2 3 11
3. 2x - 11x + 12 = 0 2 -11 12 4 6
2 2

2 4 2 14 8
4. 15x - 14x - 8 = 0 15 -14 -8 - -
3 5 15 15

2 7 7
5. 4x + 7x = 0 4 7 0 0 - - 0
4 4
2
6. 4x - 8 = 0 4 0 -8 2 - 2 0 -2

Questions:

37
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-1st session
 a. Observe the sum (r1+r2) of the roots to the quotient of b and a?
Observe the product (r1r2) of the roots to the quotient of c and a ?

Write your observation by filling the missing word.

1. The sum (r1+r2) of the roots of quadratic equation
is _______(equal, not equal) to the _________(positive, negative) of b/a .
2. The product (r1r2) of the roots of quadratic equation
is _______(equal, not equal) to the c/a .
3. Discussion on the activity.

4. Sum and Product of Roots of Quadratic Equation.

2
If the roots of quadratic equation ax + bx + c = 0 are r1 and r2, then
1. The sum of the roots is the additive inverse of the b
r1 + r2 = -
quotient of b and a. a
2. The product of the roots is the quotient of c
r1•r2 =
c and a. a
Note: The derivation of sum and product of roots of quadratic equation in on page
69-70 of Learners Material for Grade 9.

5.
Illustrative examples
A. Without solving the roots, find the sum and Answer
product of the following equations. Sum Product 1.
2 2
6x + 12x - 18 = 0 -2 -3 2. 2x + 3x - 2 = 0
-3/2 -1
2
3. 4x + 8x + 3 = 0 -2 3/4
2
4. 8x = 6x + 9 3/4 -9/8
2
5. 2x - 3x = 0 3/2 0
6. Exercises
Use the values of a,b and c of each of the ff. equations in determining the
sum and product of its roots.
2
1. x + 4x + 3 = 0
2
2. x + 4x - 21 = 0
2
3. 3x - 10x - 8 = 0
2
4. 9x - 6x = 8
2
5. 10x - 19x + 6 = 0
Answer
Sum Product
1. -4 3
2. -4 -21
3. 10/3 -8/3
4. 2/3 -8/9
5. 19/10 3/5

IV. Evaluation
A. Given the quadratic equation, determine the sum and product of the roots.
2
1. x - 4x + 7 = 0
2
2. 9x - 4x + 4 = 0

38
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-1st session
 2
3. 2x = 10 - 6x
B. Find the sum and the product of the roots if the values of a, b and c in a
quadratic equation written in standard form are
1. 2,-8, and 3 respectively.
2. 1, -3 and 6 respectively

Answer Sum Product

A. 1. 4 7
2. 4/9 4/9
3. 3 -5
B. 1. 4 3/2
2. 3 6

V. Assignment
1. Write three quadratic equations.
2. Determine its roots.
3. Verify if the roots are correct by using the sum and products of the roots.

39
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-1st session
Lesson Plan in Grade 9-Mathematics Date:_______________
Prepared by Maria Nerissa C. Gomopas Sections:________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Describe the relationship between the coefficients and the roots of quadratic equation.

Time Frame: 2 sessions----2nd session

LESSON 7: THE SUM AND PRODUCT OF ROOTS

OF QUADRATIC EQUATION
I. Objectives
At the end of the lesson, the students will:
1. Form the quadratic equation given its
a. sum and product of the roots b. two roots.
2. Show the solution in finding the quadratic equation.
3. Relate real life situation in finding the quadratic equation given its roots.
II. Learning Task
Topic : Quadratic Equations and Inequalities
Concepts : The quadratic equations can be determined using the sum and
product of the roots and its two roots.
Reference : Learner’s Material for Mathematics Grade 9, Pages 66-76
Mathematics III (Concepts,Structures and Methods for High School,
By Oronce, Santos and Ona. Pages 256-264
III. Strategies
1. Daily routine
2. Activity : Think of These Further! Page 74-75
The following are two different ways of determining a quadratic equation
a. Find the equation if the sum and product of the roots are 7 and 12 respectively?
Solution
Let r1 + r2 = 7 and r1•r2 = 12
2
x - (r1 + r2)x + r1•r2 = 0
2
x - 7x + 12 = 0 Quadratic Equation

b. Find the equation if the roots are 5 and 12

Method 1: Let r1 = 5 and r2 = 12
(x-r1)(x-r2) = 0
(x - 5)(x-12) = 0
2
x - 17x + 60 = 0 Quadratic Equation
Method 2: Let r1 = 5 and r2 = 12
r1 + r2 = 5 + 12 = 17 and r1•r2 = (5)(12) = 60
2
x - (r1 + r2)x + r1•r2 = 0
2
x - 17x + 60 = 0 Quadratic Equation

Questions
a. Describe each method in finding the quadratic equation.
b. Which method of determining the quadratic equation do you think is easier to
follow? Why?
3. Discussion on the activity.

4. Finding the quadratic Equation Given the

Sum and Product of the Roots and its Two Roots

40
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 2
The quadratic equation ax + bx + c = 0 can be also expressed as
2 b c
x + x+ =0 using the multiplication property of equality
a a

b b
Since r1 + r2 = - , in place of , we can substitute –(r1 + r2). And
a a

c c
since r1•r2 = , in place of we can substitute r1•r2. Therefore, we have the
a a
2
equation x - (r1 + r2)x + r1•r2 = 0.
Factoring this equation, we have (x-r1)(x-r2) = 0

Therefore
To derive the quadratic equation when given the
2
(a) sum and product of the roots, use the equation x - (r1 + r2)x + r1•r2 = 0
(b) two roots, subtract each root from x and equate the product to zero.
(x-r1)(x-r2) = 0

5. Illustrative examples
1. Form an equation whose roots are
a. -7 and 4
b. -5 and -36
2. Suppose the product of the roots of a quadratic equation is 51. If one of the roots
is -17, What could be the equation?
Solution
Unknown----- r2
Let r1 = -17, r1•r2 = 51
r1•r2 = 51
( - 17)•r2 = 51 substitute r1 = -17
r2 = 3

2
x - (r1 + r2)x + r1•r2 = 0
2
x - ( - 17 + 3)x + 51 = 0 substitute r1 = -17 and r1•r2 = 51
2
x - ( - 14)x + 51 = 0 simplify
2
x + 14x + 51 = 0 Quadratic Equation
3. The perimeter of a rectangular bulletin board is 20 ft.. If the area of the board is
2
21 ft , what are its length and width?
Solution
Unknown-----length (l) and width(w) of rectangular board
Let r1 = l be the length (l) of the rectangular board and
r2 = w be the width (w) of the rectangular board

perimeter = 2l + 2w → 20 = 2l + 2w → 20 = 2(l + w) → 20 = 2(r1 + r2)

10 = r1 + r2
area = lw → 21 = lw → 21 = r1•r2

2
x - (r1 + r2)x + r1•r2 = 0
2
x - 10x + 21 = 0 substitute r1 + r2 = 10 and r1•r2 = 21
2
x - 10x + 21 = 0 Quadratic Equation
6. Exercises

41
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 Find the quadratic equation written in standard form given the following condition:
1. The sum and product of the roots are 2 and -5 respectively.
2. The roots are 2 and 7.
3. The sum of the roots is -5 and one of the roots is 7.
4. The area of rectangular table is 6 ft2 and its perimeter is 10 ft.

Answer
2
1. x + 2x - 5 = 0
2
2. x + 9x + 14 = 0
2
3. x - 5x + 84 = 0
2
4. x - 5x + 6 = 0

IV. Evaluation
A. Write the quadratic equation in the following conditions.
Choose your answer from the column B.
Column A Column B
2
1. Sum of the roots are 3 and the product of the roots is 5. x + 3x + 5 = 0
2
2. Sum of the roots are -3 and the product of the roots is 5. x + 5x + 6 = 0
2
3. The roots are 2 and -1. x - 3x + 5 = 0
2
4. The roots are -3 and -2. x - 7x + 12 = 0
2
5. The area and perimeter of rectangular cloth is12 &14 units. x -x-2 = 0

Answer
2
1. x - 3x + 5 = 0
2
2. x + 3x + 5 = 0
2
3. x - x - 2 = 0
2
4. x + 5x + 6 = 0
2
5. x - 7x + 12 = 0

V. Assignment
Write two quadratic equations written in standard form in each condition.
1. Given the sum and product of the roots.
2. Given the two roots.
3. Area and perimeter of rectangular figure.

42
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solve equations transformable to quadratic equations (including rational algebraic equations).
Time Frame: 3 sessions----1st session

LESSON 8: EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(INCLUDING RATIONAL ALGEBRAIC EQUATIONS).
I. Objectives
At the end of the lesson, the students will:
1. Identify equations transformable to quadratic equations.
2. Solve equations transformable to quadratic equations.
3. Participate with the group in doing the activity.

II. Learning Task

Topic : Quadratic Equations and Inequalities
Concepts : Some equations are transformable to quadratic equations and can solve using
different methods such using the square root property, factoring, completing the
square and applying the quadratic formula.
Reference : Learner’s Material for Mathematics Grade 9, Pages 77-87
Mathematics III (Concepts,Structures and Methods for High School,
by Oronce, Santos and Ona. Pages 256-264
III. Strategies
1. Daily routine
2. Activity : Lets Add and Subtract! Page 77-78
Perform the indicated operation and express your answer in simplest form.
2
1. (x-1) 4. 2y(4y - 3)
2
2. (3x+2)
4 2m-1
3. y(y + 4) 5. -
m 5
Questions:
a. What mathematical concepts did you apply in adding and subtracting rational algebraic expressions?
3. Discussion on the activity.

4. Equations Transformable to Quadratic Equations.

There are equations transformable to quadratic equations. These equations are given in different forms. Hence,
the procedures in transforming these equations to quadratic equations may also be different. Once the equations are
transformed to quadratic equations, then they can be solved using the different methods. The methods of solving
quadratic equations are: using the square root property, factoring, completing the square and applying the quadratic
formula.

5. Illustrative examples
Find the roots and transform the following equations into quadratic equations in the form of
2
ax + bx + c = 0
p(p-5) = 36
2 2
1. 2. (x+5) + (x-2) = 37

6 x-3 8 4x
3. + =2 4. x+ =1+
x 4 x-2 x-2

Example 1. p(p-5) = 36 Given

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Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 2
p - 5p - 36 = 0 Standard Form of Quadratic Equation
p=9 p=4 Answer
2 2
Example 2. (x+5) + (x-2) = 37 Given
2
2x + 6x - 8 = 0 Standard Form of Quadratic Equation
x = 1 x= -4 Answer
6 x-3
Example 3. + =2 Given
x 4
4x +
6 x-3
x 4 ( )
= 2(4x) Multiply both sides by the LCM
(Least Common Multiple)
2
x - 11x + 24 = 0 Standard Form of Quadratic Equation
x=3 x=8 Answer
8 4x
Example 4. x+ =1+ Given
x-2 x-2

Multiply both sides by the LCM which is x - 2

2
x - 7x + 10 = 0 Standard Form of Quadratic Equation
x=5 x=2 Answer
Checking
If x = 5 the given example is TRUE but if x = 2

8 4(2)
2+ =1+ Substitute x = 2
2-2 2-2

8 8
2+ ≠1+
0 0
Hence x = 2 is an extraneous root or solution. An extraneous root or solution is a solution of an equation derived
from the original equation. However, it is not a solution of the original equation.

6. Exercises
2
x -5x
Transform = 15 - 2x into quadratic equation and determine the extraneous root.
x-5

V. Assignment

44
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solve equations transformable to quadratic equations (including rational algebraic equations).
Time Frame: 2 sessions----2nd session

LESSON 8: EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(INCLUDING RATIONAL ALGEBRAIC EQUATIONS).
I. Objectives
At the end of the lesson, the students will:
1. Identify equations transformable to quadratic equation.
2. Transform equations transformable to quadratic equation.
3. Explain the process in solving equations transformable to quadratic equations.

II. Learning Task

Topic : Quadratic Equations and Inequalities
Concepts : Some equations are transformable to quadratic equations (also known as
quadratic in form) and can solve by substitution.
Reference : Conceptual Math and Beyond 9, Pages 89-94

III. Strategies
1. Daily routine
2. Solving Equations Quadratic in Form by Substitution
Sometimes an equation is not quadratic as is, but becomes quadratic if appropriate substitution in made. The
resulting quadratic equation can be solved. The solution to the original problem is obtained by using the substitution
equation. Equation of this type are said to be a quadratic in form.

3. Illustrative examples
1. Find the solution of (x -5) + 3(x -5) - 10 = 0
2 2 2 2

2
Let y = x - 5. Substitute this in the given Solve for x, using these value of y
2
equation ( y = -5 and y = 2 ) in y=x - 5
(x2-5)2 + 3(x2-5)2 - 10 = 0 Given
2 2
-5=x - 5 or 2=x - 5
2
y + 3y - 10 = 0 Standard form of x=0 or x = ± 7
quadratic equation Answer: x = 0, x = ± 7
(y+5)(y-2) = 0 Solve by factoring
y = -5 y = 2

2. Solve 2x - x - 10 = 0
1 1
Let u = x 2 Substitute these values in the 1st assignment u = x 2 to
1
find the value of x
2x - x 2 - 10 = 0 Rewrite the given into 1 1
5
rational exponent x2 = or x 2 = -2 Square both sides
2 1 2
2x 2 - x 2 - 10 = 0
( ) (x ) () ( )
1 2 1 1 2 2 1 2
5
2 x 2 - x 2 - 10 = 0
Power rule for exponent 2 = or x 2 = (-2)2
2
2u - u - 10 = 0 Standard form of 2
quadratic equation
(2u-5)(u+2) = 0 Solve by factoring 25
x= or x = 4 These are the roots
5 4
u= u = -2
2

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Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 Checking:
25 If x = -2 → 2x - x - 10 = 0
If x = → 2x - x - 10 = 0
4 2(4) - 4 - 10 = 0
2
4( )
25
-
25
4
- 10 = 0
8 - 2 - 10 ≠ 0 This is an
extraneous root
0 = 0 check
25
The only solution is x =
4
4 2
3. Solve x - 2x - 3 = 0
2 4 2
Let y = x , then x becomes y The equation can be solved by factoring
2
4 2
Hence x - 2x - 3 = 0 becomes y - 2y - 3 = 0 → (y-3)(y+1) = 0
2 2
y - 2y - 3 = 0 which is quadratic Substitute y = 3 or y = -1 to y = x
Take the value of x = ± 3 as the only solution

4. Exercises
A. Which of the given equations can be reduced to quadratic form?
1
4 2
1. x - 4x - 5 = 0 4. z+7z 2 - 18 = 0
2 2
2. 5x + 5 = 0 5. x 4x + 3 = 0
2
x 1
3. -x- = 0
3 6
B. Transform the given equation into quadratic form and find its solution.
4 2
1. x + 2x = 8 2. x + x - 2 = 0

V. Assignment

46
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Solve problems involving rational algebraic equations.
Time Frame: 3 sessions----3rd session

LESSON 8: EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

(INCLUDING RATIONAL ALGEBRAIC EQUATIONS).
I. Objectives
At the end of the lesson, the students will:
1. Solve problems involving rational algebraic equations.
2. Translate problems involving rational algebraic equations into mathematical sentence.
3. Show the solution in solving rational algebraic equations.
4. Demonstrate accuracy in solving real life situation involving rational algebraic equations.

II. Learning Task

Topic : Quadratic Equations and Inequalities
Concepts : Word problems involving rational algebraic equations can solve by substitution
and the different methods in solving quadratic equations such using the square
root property, factoring, completing the square and applying the quadratic formula.
Learner’s Material for Mathematics Grade 9, Pages 77-87
References :

III. Strategies
1. Daily routine
2. Illustrative examples.
Read and understand the situations below:
A. Mary and Carol are doing a Math project. Carol can do the math project two hours longer than it
takes Mary. If they work together, they can finish the project in 4 hours. How long does it take
Mary working alone to do the same project? (Round off the answer in the nearest whole number)

Questions:
1. What is/are the unknown in the problem?
2. How would you represent the unknown and the given in the situation?
3. What mathematical concepts/principles appropriate to solve the problem?
4. Formulate a mathematical sentence to solve the problem.
5. Solve
Solution:
1. The unknown in the problem is the time that Mary can work alone to finish the project.
2. Time to finish the Math Project Rate in doing the Math Project
1
Mary x
x
1
Carol x+2
x+2
1
Mary and Carol 4
4
3. The mathematical concept appropriate to determine the unknown is operation involving rational
algebraic equation and solving quadratic equation.
4. The working equation based on the table is

47
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 1 1 1
+ = multiply both sides by 4x(x + 2)
x x+2 4
2
x - 6x - 8 = 0 solve by completing the square or applying the quadratic formula
x ≈ 3 ± 17 or 7.17
In this particular problem, we consider the positive root x ≈ 7.17
Thus the time that Mary can work alone to finish the project is 7 hours .

B. Jessie and Mark are planning to paint a house together. Jessie thinks that if he works alone, it
would take him 5 hours more than the time Mark takes to paint the entire house. Working
together, they can complete the job in 6 hours. How many hours will each finish the work alone.

Questions:
1. What is/are the unknown in the problem?
2. How would you represent the unknown and the given in the situation?
3. What mathematical concepts/principles appropriate to solve the problem?
4. Formulate a mathematical sentence to solve the problem.
5. Solve
Solution:
1. The unknown in the problem is the time that Jessie and Mark will each finish their work alone.
2. Time to finish the house painting Rate in doing the house painting
1
Mark x
x
1
Jessie x+ 5
x+5
1
Jessie and Mark 6
6
3. The mathematical concept appropriate to determine the unknown is operation involving rational
algebraic equation and solving quadratic equation.
4. The mathematical sentence based on the table is
1 1 1
+ = multiply both sides by 6x(x + 5)
x x+6 6
2
x - 7x - 30 = 0 solve by completing the square or applying the quadratic formula
(x-10)(x+3) = 0

In this problem, we consider the positive root x = 10

As a result, the Mark will take 10 hours and Jessie 11 hours
to paint the house if each works alone.
3. Exercises
Read each situation below and answer the following questions.
1. In a water refilling station, the time that a pipe takes to fill a tank is 10 minutes more than the
time that another pipe takes to fill the same tank. If the two pipes are opened at the same time,
they can fill the tank in 12 minutes. How many minutes does each pipe take to fill the tank?
2. Elaine and Gigi can finish cleaning the house in 2 hours. If it takes Elaine, working alone, 3 hours
longer than it takes Gigi, working alone, how many hours will each girl finish the work alone?

Answer:
1. 20 minutes and 30 minutes
2. Gigi 3 hours, Elaine 6 hours

V. Assignment

48
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 49
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
Lesson Plan in Grade 9-Mathematics Date:______________________________________________
Prepared by Maria Nerissa C. Gomopas Sections:___________________________________________

Mathematics for Grade 9. Module 1- QUADRATIC EQUATIONS AND INEQUALITIES

Learning Competency
Illustrate and solve quadratic inequalities.
Solve problems involving quadratic inequalities.
Time Frame: 3 sessions----1st session

LESSON 9: QUADRATIC INEQUALITIES

I. Objectives
At the end of the lesson, the students will:
1. Illustrate and solve quadratic inequalities.
2. Write an example of quadratic inequalities.
3. Show the solution in solving rational algebraic equations.
4. Demonstrate accuracy in solving real life situation involving rational algebraic equations.

II. Learning Task

Topic : Quadratic Equations and Inequalities
Concepts : Quadratic inequalities can be illustrated through mathematical sentence and has
common characteristics.
References : Learner’s Material for Mathematics Grade 9, Pages 96-113

III. Strategies
1. Daily routine
2. Activity: Which Are Not Quadratic Equations?

Questions
a. Which of the given mathematical sentences are not quadratic equations?
b. How would you describe the mathematical sentence which are not quadratic equations?
3. Discussion on the activity.
4.
Illustrative examples.

2
3. Write the transformed quadratic equations in the form of ax + bx + c = 0

50
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session
 51
Lesson 7: The Sum And Product Of Roots Of A Quadratic Equations-2nd session