Mathematics 9

Quarter 1
Self-Learning Module 7
Equations Transformable into
Quadratic Equation
Mathematics – Grade 9
Quarter 1 – Self-Learning Module 7: Equations Transformable into Quadratic
Equation
First Edition, 2020

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 Mathematics 9
Quarter 1
Self-Learning Module7
Equations Transformable into Quadratic Equation
Introductory Message!
For the facilitator:

Welcome to the Mathematics Grade 9 Self-Learning Module on Equations

Transformable into Quadratic Equation!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character 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 self-learning 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
self-learning 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 self-learning
module.
 For the learner:

Welcome to the Mathematics Grade 9 Self-Learning Module on Equations

Transformable into Quadratic Equation!

This self-learning 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 material while
being an active learner.

This self-learning module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap - Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATION

1. Solves equations transformable to quadratic equations including

rational algebraic equations.

PRETEST
Directions: Read each item carefully. Choose the letter that corresponds
to the correct answer.
1 𝑥
1. Simplify 𝑥 + 2 = 2 in a form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 + 4𝑥 + 2 = 0 C. 𝑥 2 − 4𝑥 + 2 = 0
B. 𝑥 2 + 4𝑥 − 2 = 0 D. 𝑥 2 − 4𝑥 − 2 = 0

2. Simplify 2𝑥(𝑥 − 4) = 11𝑥 + 5 in a form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

A. 2𝑥 2 + 19𝑥 + 5 = 0 C. 2𝑥 2 + 19𝑥 − 5 = 0
B. 2𝑥 2 − 19𝑥 − 5 = 0 D. 2𝑥 2 − 19𝑥 + 5 = 0

1 2 1
3. What is the LCM of the denominators of the equation − 𝑥−1 = 2?
𝑥+1
A. (𝑥 + 1)(𝑥 − 1) C. 2(𝑥 − 1)
B. (𝑥 − 1)(𝑥 + 1)(2) D. (𝑥 + 1)(2)

2 1
4. In what values of x does the equation + 𝑦−1 = 1 satisfy?
𝑦+1
A. 0 𝑎𝑛𝑑 3 C. 3 𝑎𝑛𝑑 − 3
B. 0 𝑎𝑛𝑑 − 3 D. 1 𝑎𝑛𝑑 3

5. In what values of x does (𝑥 + 1)2 + (𝑥 − 1)2 = −5𝑥 satisfy?

1 1
A. 2 𝑎𝑛𝑑 2 C. − 2 𝑎𝑛𝑑 − 2
B. 1 𝑎𝑛𝑑 2 D. −1 𝑎𝑛𝑑 − 2
 RECAP
Sum, Product, and Nature of the Roots
Identify whether the following equations corresponds to quadratic
equation or not. If yes, then find its roots, the sum and product, and its
nature.
1. 𝑥 2 + 3𝑥 − 4 = 0

Solution
1. By looking at the equation, it can be concluded that the equation is a
quadratic equation.
𝑥 2 + 3𝑥 − 4 = 0
Getting the nature of the roots
𝑎 = 1 , 𝑏 = 3, 𝑐 = −4
𝑏2 − 4𝑎𝑐 = (3)2 − 4(1)(−4)
𝑏2 − 4𝑎𝑐 = 9 + 16
𝒃𝟐 − 𝟒𝒂𝒄 = 𝟐𝟓
25 > 0, and it s a perfect square therefore, its nature of the roots is
Real, Rational, Unequal

Sum and Product of the Roots

𝑏 (3) 𝑐 (−4)
𝑺𝒖𝒎𝒓𝒐𝒐𝒕𝒔 = − 𝑎 = − (1) = −(3) = −𝟑 𝑷𝒓𝒐𝒅𝒖𝒄𝒕𝒓𝒐𝒐𝒕𝒔 = 𝑎 = (1)
= (−4) = −𝟒

LESSON
Equations Transformable into Quadratic Equation
Steps:
1. Simplify the equation.
2. Write it in standard form (𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0).
3. Solve the roots using any method applicable (extracting the roots,
factoring, completing the square, or quadratic formula)
Example 1: Find the roots of 𝑥(𝑥 + 4) = 32
Solution:
𝑥(𝑥 + 4) = 32
𝑥 2 + 4𝑥 = 32 Simplify the equation.
𝑥 2 + 4𝑥 = 32 Write the equation in standard form.
𝑥 2 + 4𝑥 − 32 = 0 form.
𝑥 2 + 4𝑥 − 32 = 0
Solve the roots by factoring.
 (𝑥 + 8)(𝑥 − 4) = 0

𝒙 = −𝟖 or 𝒙 = 𝟒

Example 2: Find the roots of (𝑥 + 3)2 + (𝑥 − 2)2 = −7𝑥 + 58

Solution:
(𝑥 + 3)2 + (𝑥 − 2)2 = −7𝑥 + 58
(𝑥 2 + 6𝑥 + 9) + (𝑥 2 − 4𝑥 + 4) = −7𝑥 + 58
Simplify the equation.
2𝑥 2 + 2𝑥 + 13 = −7𝑥 + 58

2𝑥 2 + 2𝑥 + 13 + 7𝑥 − 58 = 0 Write the equation in standard form.

2𝑥 2 + 9𝑥 − 45 = 0 form.
Solve the roots by factoring.
(2𝑥 + 15)(𝑥 − 3) = 0
15
𝑥=− 𝑜𝑟 𝑥 = 3
2

Rational Algebraic Equations Transformable into Quadratic Equation

Steps in Solving:
1. Multiply LCD to both sides of the equation.
2. Solve and simplify the equation.
3. Write the equation in standard form.
4. Solve the roots using any method applicable (extracting the roots,
factoring, completing the square, or quadratic formula).

6 𝑥−3
Example 3: Find the roots of + = 2.
𝑥 4
Solution:
6 𝑥−3
4𝑥 [𝑥 + = 2] 4𝑥 Find the least common multiple
4
24𝑥 4𝑥 (𝑥 − 3) of the denominators (LCD) and
+ = 8𝑥 multiply it to both sides of the
𝑥 4
24 + 𝑥 2 − 3𝑥 = 8𝑥 equation.
24 + 𝑥 2 − 3𝑥 − 8𝑥 = 0 Solve and simplify the equation.
24 + 𝑥 2 − 11𝑥 = 0
𝑥 2 − 11𝑥 + 24 = 0 Write the equation in standard form.
(𝑥 − 8)(𝑥 − 3) = 0 form.
Solve the roots.
𝒙 = 𝟖 𝒐𝒓 𝒙 = 𝟑
 ACTIVITIES

ACTIVITY 1: PRACTICE
Direction: Identify the least common multiple of the denominators of the
following equations.
2 3𝑡
1. − =7 𝐿𝐶𝐷 = __________
𝑡 2
3 4
2. + 2𝑥 = 7 𝐿𝐶𝐷 = __________
𝑥
6 𝑠−5
3. + =3 𝐿𝐶𝐷 = __________
𝑠+5 2
2𝑥 𝑥2
4. − = 10 𝐿𝐶𝐷 = __________
5 2
2 4
5. + 𝑟+5 = 7 𝐿𝐶𝐷 = __________
𝑟−1

ACTIVITY 2: Keep Practicing

Direction: Transform each of the following equations into a quadratic
equation in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
1. 𝑥(𝑥 − 3) = 2 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
2. (𝑠 + 5)2 = 1 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
3 𝑥
3. + 5 = −2 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
𝑥

4. (𝑥 + 1)2 + (𝑥 − 2)2 = 2 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________

ACTIVITY 3: TEST YOURSELF

Direction: Find the solution of each of the following equations.
1. 𝑥(𝑥 − 10) = −21 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
1 4𝑥+1
2. + = −2 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
𝑥 3

4 𝑥
3. + 2 = −3 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________
𝑥−3

4. (𝑥 + 1)2 + (𝑥 − 3)2 = 16 𝐴𝑛𝑠𝑤𝑒𝑟: _______________________

 WRAP-UP

Fill in the blanks.

In Solving Quadratic Equations that are not written in standard form,

complete the following statements.

1. ______________ first the equation.

2. Write it in ______________ form (𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0)
3. Solve the _____________ using any method applicable (extracting the
roots, factoring, completing the square, or quadratic formula)

In Solving Rational Algebraic Equations Transformable to Quadratic

Equation, complete the following statements.

4-5. Multiply _________ to both sides of _________.

6-7. __________and _____________ the equation.
8. Write the __________ in standard form.

Solve the roots using any method applicable (extracting the roots,
factoring, completing the square, or quadratic formula).

VALUING

Answer the following questions.

1. Just like getting the least common multiple of the denominators

(LCD) before solving rational algebraic equations, why do you
think some people are waiting for “signs” in order to make
decisions?
2. Who inspired you in terms of your principles (standards) in life?
Explain how they inspired you.
 POSTTEST

Directions: Read each item carefully. Choose the letter that corresponds to
the correct answer.
1 𝑥
1. Simplify 𝑥 + 5 = −3 in a form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
A. 𝑥 2 + 15𝑥 + 5 = 0 C. 𝑥 2 − 15𝑥 + 5 = 0
B. 𝑥 2 + 15𝑥 − 5 = 0 D. 𝑥 2 − 15𝑥 − 5 = 0

2. Simplify 3𝑥(𝑥 + 7) = 9𝑥 − 2 in a form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.

A. 3𝑥 2 + 12𝑥 + 7 = 0 C. 3𝑥 2 + 12𝑥 + 2 = 0
B. 3𝑥 2 − 12𝑥 − 2 = 0 D. 23 − 12𝑥 − 7 = 0

𝑦 2 1
3. What is the LCM of the denominators of the equation − 𝑦−5 = 𝑦+3?
𝑦+3
A. (𝑦 + 3)(𝑦 − 5)(𝑦 + 3) C. (𝑦 + 8)
B. (𝑦 + 3)(𝑦 − 5) D. (𝑦 + 3)(5)

𝑥+1 3
4. In what values of x does the equation − 𝑥 = 3 satisfy?
2
A. −6 𝑎𝑛𝑑 − 1 C. 6 𝑎𝑛𝑑 − 1
B. 6 𝑎𝑛𝑑 1 D. −1 𝑎𝑛𝑑 6

5. In what values of x does (𝑥 + 3)2 + (𝑥 − 4)2 = 13𝑥 satisfy?

5 5
A. − 2 𝑎𝑛𝑑 − 5 C. − 2 𝑎𝑛𝑑 5
5 5
B. 𝑎𝑛𝑑 − 5 D. 2 𝑎𝑛𝑑 5
2
KEY TO CORRECTION
 REFERENCES

1. Simon Chua D.T., Isidro C. Aguilar, Ed. D., Josephine L. Sy Tan, Roberto J.

Degolacion, Arvie D. Ubarro. Soaring 21st Century Mathematics. Quezon City:

Phoenix Publishing House., 2014.

2. Bryant Merden L, Bulalayao, Leonides E., Callanta, Melvin M., Cruz, Jerry

D., De Vera, Richard F., Garcia, Gilda T., Javier, Sonia E., Lazaro, Roselle A.,

Mesterio, Bernadeth J., and Rommel Hero A. Saladino. Mathematics 9

Learner’s Module, Department of Education Philippines., (1st Edition 2015)

3. Nivera, G. C., Lapinid, M. R. C. Panizales, V., Zuniga, E., Mcabales, E.,

Natividad, M., & N. Villas "Grade 9 Mathematics Patterns and Practicalities."

Chino Roces Ave., Makati: Salessiana Books, Don Bosco Press, Inc., 2013.

4. Oronce, O., & Mendoza, M. E-Math Worktext in Mathematics, CM Recto Ave

Manila: Rex Bookstore., Revised Edition, 2015.

5. Bitmoji App, Google Play Store.