STUDY GUIDE

GRADE 9 | UNIT 1
Quadratic Equations

Table of Contents

Introduction .................................................................................................................................... 3
Test Your Prerequisite Skills ........................................................................................................ 4
Objectives ...................................................................................................................................... 5
Lesson 1: Introduction to Quadratic Equations
- Warm Up! ........................................................................................................................... 5
- Learn about It! ................................................................................................................... 6
- Let’s Practice! ..................................................................................................................... 7
- Check Your Understanding! ............................................................................................ 11
Lesson 2: Solving Quadratic Equations by Extracting Square Roots
- Warm Up! ......................................................................................................................... 12
- Learn about It! ................................................................................................................. 13
- Let’s Practice! ................................................................................................................... 14
- Check Your Understanding! ............................................................................................ 19
Lesson 3: Solving Quadratic Equations by Factoring
- Warm Up! ......................................................................................................................... 20
- Learn about It! ................................................................................................................. 20
- Let’s Practice! ................................................................................................................... 22
- Check Your Understanding! ............................................................................................ 27
Lesson 4: Solving Quadratic Equations by Completing the Square
- Warm Up! ......................................................................................................................... 27
- Learn about It! ................................................................................................................. 28
- Let’s Practice! ................................................................................................................... 30
- Check Your Understanding! ............................................................................................ 35
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Lesson 5: Solving Quadratic Equations Using the Quadratic Formula

- Warm Up! ......................................................................................................................... 36
- Learn about It! ................................................................................................................. 37
- Let’s Practice! ................................................................................................................... 38
- Check Your Understanding! ............................................................................................ 43
Lesson 6: Discriminants and Roots of Quadratic Equations
- Warm Up! ......................................................................................................................... 44
- Learn about It! ................................................................................................................. 45
- Let’s Practice! ................................................................................................................... 46
- Check Your Understanding! ............................................................................................ 48
Lesson 7: Solving Equations Transformable to Quadratic Equations
- Warm Up! ......................................................................................................................... 49
- Learn about It! ................................................................................................................. 50
- Let’s Practice! ................................................................................................................... 51
- Check Your Understanding! ............................................................................................ 55
Challenge Yourself! ..................................................................................................................... 56
Performance Task ....................................................................................................................... 56
Wrap-up ....................................................................................................................................... 58
Key to Let’s Practice! .................................................................................................................... 58
References ................................................................................................................................... 59

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Table of Contents
GRADE 9 | MATHEMATICS

UNIT 1

Quadratic Equations
Equations are used to represent situations logically to be solved mathematically. At this
point, we are already familiar with linear equations. However, linear equations are not
enough to represent variety of situations. In most real-world situations, especially in the
applications of physics, the concept of quadratic equation is used.

A quadratic equation can be used to find a curve that an object such as a tennis ball, a
shuttlecock, or a football takes when it glides into the air.

It is also used to design objects such as arches, or places such as parts of a bridge and
roads. See? Quadratic equations have many practical applications beyond school.

In this unit, you will learn about quadratic equations and how to solve them using
different methods.

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Test Your Prerequisite Skills

 Translating English phrases/sentences to mathematical phrases/sentences

 Solving linear equations
 Factoring different types of polynomials

Before starting the lesson, answer the following items. The above skills are needed in
studying the lessons in this unit. Show your complete solution.

1. Translate the following to mathematical phrases or sentences.

a. The sum of 8 and y is 5.
b. Four less than the square of a number is 0.
c. Twice a number added to 6 is 4.
d. A number multiplied by 4 is added to the square of the number.
e. A number diminished by the difference of 6 and the number is 10.

2. Solve each linear equation.

a.
b.
c.
d.

e.

3. Factor each expression completely.

a.
b.
c.
d.
e.

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Objectives
At the end of this unit, you should be able to
 identify quadratic equation;
 solve quadratic equations by extracting square roots, factoring, completing the
square, and using the quadratic formula;
 determine the discriminant of a quadratic equation;
 identify the nature of the roots of quadratic equations; and
 solve equations transformable to quadratic equations.

Lesson 1: Introduction to Quadratic Equations

Warm Up!

Factor Puzzle

Materials Needed: illustration

board, marker,
cutter
Instructions:
1. Form at least two groups.
2. Each group will be given the same
set of puzzle pieces as shown on the
right. (The game facilitator (teacher)
may prepare this beforehand using
the materials above.)
3. Each group must reassemble the puzzle pieces so that the expressions (in orange
pieces) and their factored forms (in green and yellow pieces) match up.
4. The group that is first to reassemble the puzzle pieces and come up with a certain
figure wins the game.
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Learn about It!

The puzzle in Warm Up! consists of several algebraic expressions and their factors.
Algebraic expressions are part of polynomial equations. One example of polynomial
equation is a quadratic equation.

Definition 1.1: A quadratic equation in the variable is a second-

degree polynomial equation that can be written in the
standard form

where , , and , are real-number constants and .

In the standard form of quadratic equation , if a = 0, the term containing

will be eliminated, thus resulting in a linear equation.

The following are examples of quadratic equations:

1.
2.
3.
4.

Notice that in all equations, the highest exponent of the variable is 2, and the exponents
of the other terms are nonnegative integers (specifically 1 and 0). These characteristics
qualify them as quadratic equations.

Can you determine the values of a, b, and c in each of the given equations?

In equation 1, the values of a, b, and c are 3, 4, and 15 respectively. 6

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In equation 2, there are only two terms. There is no middle term, hence, the value of b is 0
while a = 1 and c = –1.

For equation 3, a = , b = , and c = 6.

To correctly find the values of a, b, and c in equation 4, it is advisable to arrange the terms
according to the degree of each term. The exponents must be in descending order.
Thus, a = 0.3, b = , and c = 1.2.

What other quadratic equations can you think of?

Let’s Practice!

Example 1: Determine whether each equation is a quadratic equation or not.

a.
b.

Solution:
a. You may first write the equation in standard form.

Transfer to the other side of the equation.

Simplify.

Note that the equation in standard form revealed that a = 0. Since a = 0, the
equation is not a quadratic equation.

b. Note that in a quadratic equation the variables can only have nonnegative
integer exponents less than or equal to 2. The term can be rewritten
as which has a noninteger exponent . Hence, this is not a quadratic
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Try It Yourself!

Determine whether each equation is a quadratic equation or not.

a.
b.

Example 2: Write each quadratic equation in standard form.

a.
b.
c.

Solution: a.
Transfer terms to one side of the equation.

b.
Transfer terms to one side of the equation.
Arrange the terms in decreasing order.

c.
Transfer terms to one side of the equation.
Simplify. Divide coefficients by 5.

Try It Yourself!

Write each equation in standard form.

a.
b.
c.

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Example 3: Determine the values of a, b, and c in each quadratic equation.

a.
b.

Solution: a. This is a quadratic equation where a = 2, b = –5, and c = 0 (there is no

constant term).

b. First, write the equation in standard form.

Hence,

Try It Yourself!

Determine the values of a, b, and c in each quadratic equation.

a.
b.

Real-World Problems

Example 4: Shaniah has a small square garden plot. She

plans to expand her garden plot by doubling the
length and decreasing the width by 2 ft. Doing
this will make the area of the resulting
rectangular plot to be 96 sq. ft larger than the
original square garden plot.

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Translate the situation into mathematical statement and write the equation
in standard form.

Solution:

Step 1: Represent the unknown quantities.

Let be the square garden plot’s length.
.
Step 2: Translate the phrases/statements in the problem into mathematical
phrases/statements.

Double the length

Decrease the width by 2 ft

Step 3: Identify the corresponding equation and rewrite it in standard form.

Area of the square =

Area of the rectangle =

Since the area of the rectangle is 96 sq. ft more than the area of the square,
we have

Write the equation in standard form.

Transfer all terms on one side of equation.

Combine like terms.

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Try It Yourself!

You work for a fencing company. A customer called this morning, wanting to fence
his 1,320 square-foot garden. He ordered 148 feet of fencing, but you forgot to ask
him for the width and length of the garden. Because he wants a nicer grade of
fence along the narrow street-facing side of his
plot, these dimensions will determine some of
the details of the order, so you need the
information. Identify the equation to find the
dimension of the garden.

Check Your Understanding!

1. Determine whether each equation is quadratic or not.

a.
b.

2. Write each equation in standard form. Then find the values of a, b, and c.
a.
c.
b.
d.

3. Jera has a rectangular gift wrapper. She only needs to use a square portion of it
whose length is half the original length of the gift wrapper and whose width is 3
inches smaller than the original width. Suppose the area of the unused gift
wrapper is 45 sq. inches. Write a quadratic expression in one variable that
represents the area of the square gift wrapper.

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Lesson 2: Solving Quadratic Equations by Extracting

Square Roots

Warm Up!

Imperfect Squares

Materials Needed: pen and paper

Instructions:
1. Form five groups.
2. Your teacher will say a number from 10 to 99, and each group shall assign
one person to guess the square root of the number without using a
calculator.
3. The representative from each group will guess the square root by giving a
whole number estimate first. (Note: Teacher may set a time limit of 5 seconds
for the group representatives to guess the square root.)
4. Those who give a whole number estimate that is closest to the actual square
root of the number will proceed to the next round.
5. For the second round, the remaining group representatives will further guess
the square root by adding one decimal place to the original estimate they
gave.
6. Your teacher will then select again those who gave the closest estimate to
proceed to the third round, and the remaining group representatives will
further guess again the square root by adding one more decimal place.
7. The game will end until one group representative remains standing.
8. The game may be repeated for a number of times as there are students in
each group.

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Learn about It!

Before you solve quadratic equations by extracting square roots, let us review first the
concept of perfect squares how to simplify radicals especially square roots.

Definition 2.1: A perfect square is a number that is obtained by

multiplying an integer by itself.

Examples of perfect squares are 1, 4, 9, and 16 which are obtained by multiplying 1 (or –1),
2, 3, and, 4 by themselves respectively.

How do you simplify for example?

The number 45 is not a perfect square since no integer can be multiplied by itself to
obtain 45. To simplify , you will need to find factors of 45 such that one factor is a
perfect square.

perfect square

How about extracting the square root of a negative number?

First, note that negative numbers have no real roots. However, we may define the square
root of –1 to be an imaginary number i. (This follows that i = –1.)
2

For example, what is ?

First, find factors of –24. The factors of –24 are –1, 4, and 6. Always try to find factors that
are perfect squares so that you can write them out of the radical sign.
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Remember that , thus .

You are now ready to solve quadratic equations by extracting square roots.

Let’s Practice!

Example 1: What are the solutions of the quadratic equation ?

Solution:

Step 1: Isolate the constant on one side of the equation.

Step 2: Extract the square roots of both sides of the equation. Do not forget the
symbol '±' when you get the square root of a constant.

Step 3: Solve for the values of the variable.

Hence, the solutions are 6 and –6.

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Try It Yourself!

What are the solutions of ?

Example 2: Find the solution of by extracting the square roots.

Solution:

Step 1: Isolate the constant on one side of the equation.

Step 2: Extract the square roots of both sides of the equation. Do not forget the
symbol ‘ ’ when you get the square root of a constant.

Step 3: Solve for the values of the variable.

Since 32 is not a perfect square, we need to factor it such that one factor is a
perfect square.

(Note: If no perfect square factor can be determined, the expression can be

left out as the final answer.)

Hence, the solutions are and – .

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Try It Yourself!

Find the solution of .

Example 3: Find the solution of the quadratic equation .

Solution:
Step 1: Simplify the equation.

Multiply both sides by .

Isolate the constant on one side of the equation.

Step 2: Extract the square roots of both sides of the equation. Do not forget the
symbol ‘ ’ when you get the square root of a constant.

Step 3: Solve for the values of the variable.

Get the square root of both the numerator and the denominator of the
radicand.

We may need to rationalize the denominator for convenience of expression.

We can do so by multiplying the fraction by .

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Hence, the solutions are and .

Try It Yourself!

Find the solution of the quadratic equation .

Real-World Problems

Example 4: The area of a square lot is 225 sq. meters. If you

are going to surround it with a layer of live wire,
how long should the live wire be?

Solution:

Step 1: Represent unknown quantities using variables.

Let be the measure of one side of the garden.

The area of the garden is .

Step 2: Solve for the value of by extracting the square roots.

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The solutions to the equation are 15 and –15. Since we are dealing with
dimensions, we take the positive root. Thus, the measure of one side of the
square lot is 15 m.

Step 3: Find the perimeter of the square lot.

The final answer is not 15 m because we are not asked to find the measure
of one side of the square lot. Instead, we are being asked to find the length
of the live wire needed to surround the square lot. In other words, we are
asked to find the perimeter of the square lot. To do so, find the perimeter of
the square as follows:

Perimeter of square =

Therefore, the live wire should be 60 m long to surround the square lot.

Try It Yourself!

The Eiffel tower in Paris, France is 1063 ft tall. How many seconds
will it take an object, with negligible air resistance, to fall from the
top? Note: The formula is used to approximate the distance
s, in feet, that an object falls freely (from rest) in t seconds. Round
your answer to the nearest hundredth.

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Check Your Understanding!

1. Solve for the value of by extracting the square roots.

a.
b.
c.

2. Refer to items a to c above to answer the following questions:

a. How did you find the roots of the equation?
b. Which item did you find difficult to solve by extracting the square roots? Why?
c. Which roots are rational? Which are irrational?
d. How will you approximate the roots that are irrational?

3. Write a quadratic equation that represents the area of each square. Then find the
length of its side using the equation you formulated.

Area = Area =

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Lesson 3: Solving Quadratic Equations by Factoring

Warm Up!

Algebra Puzzle

Materials Needed: pen, colored paper

Instructions:
1. Make your own algebraic puzzle that is the similar to the activity in Warm Up! of
Lesson 1.
2. Write different examples of special products with their corresponding factors
(you can write two sets of factors for the same special product if possible).
3. Cut out the puzzle pieces.
4. Find a partner and ask him or her to reassemble the tiles of your own algebraic
puzzle.

Learn about It!

In Warm Up, we reviewed how to factor different types of polynomials. Our knowledge in
factoring polynomials will be useful in solving quadratic equations. Let us take a look at
the expression below.

What are the factors of the given polynomial expression?

Recall that this kind of expression is a perfect square trinomial.

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Definition 3.1: A perfect square trinomial is a polynomial with

three terms, wherein the first and last terms are
perfect squares while the middle term is positive or
negative twice the product of the square roots of the
first and last terms.

A perfect square trinomial can be written as , where and are real

numbers (usually integers) not equal to zero. In factored form, this can be written as
or simply .

Hence, the expression can be factored as or .

But how do we use these factors to find the solution to the quadratic equation?

Let us first learn the following property.

Definition 3.2: Zero Product Property

If , then or , or both a and b
are zero.

To use this property, you need to write one side of a quadratic equation as a product of
two linear factors. Then, equate each linear factor to zero to find the solutions.

Note that before you look for the linear factors, the quadratic equation must be written in
standard form .

Let us try to find the solution of the quadratic equation using the zero
product property.

Step 1: Find the factors of .

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Note that the given equation is not a perfect square trinomial since the last
term is not a perfect square. We can apply factoring method for general
trinomials. The factors of the given trinomial are as follows:

Step 2: Apply the zero product property. Equate each factor to 0.

or

Step 3: Check the solutions. Plug in the values to the original equation.

For : For :

Thus, the solutions are –3 and 1.

Let’s Practice!

Example 1: Apply the zero product property to find the solution(s) of .

Solution:

Step 1: Equate each factor to 0.

or

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Step 2: Check the solutions by plugging in the values to the original equation.

For : For :

Thus, the solutions are and .

Try It Yourself!

Find the solution of .

Example 2: Find the solution(s) of the quadratic equation by factoring.

Solution:

Step 1: Find the factors of .

Step 2: Apply the zero product property. Equate each factor to 0.

or

Step 3: Check the solutions by plugging in the values to the original equation.

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For : For :

Thus, the solutions are 2 and –17

Try It Yourself!

Find the solution of by factoring.

Example 3: Find the solution(s) of by factoring.

Solution:

Step 1: Find the factors of .

Step 2: Apply the zero product property. Equate each factor to 0.

or

Step 3: Check the solutions by plugging in the values to the original equation.

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For : For :

Thus, the solutions are and

Try It Yourself!

Find the solution(s) of by factoring.

Real-World Problems

Example 4: The product of the page numbers on two consecutive pages

of a book is 156. Find the page numbers.

Solution:
Step 1: Represent the unknown quantities.

Since the page numbers are consecutive pages, let be the first page
number. It should follow that is the next page number.

Step 2: Identify the equation needed to solve the problem.

(Translate the problem into mathematical statement: The product of

the page numbers on two consecutive pages of a book is 156.)
Simplify the left-hand side of the equation.
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Write the equation in standard form.

Step 3: Find the factors of the quadratic equation.

Step 4: Apply the zero product property. Equate each factor to 0.

or

Step 5: Check the solutions by plugging in values to the original equation.

For : For :

Thus, the solutions are –13 and 12. But since we are talking of page numbers,
we take the positive solution. Therefore, the page numbers are 12 and 13.

Try It Yourself!

The floor area of Sabrina’s house is 40 m2 The length of

the floor is 3 m longer than the width. Find the
dimensions of the floor.

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Check Your Understanding!

1. Find the solution of each quadratic equation by factoring.

a.
b.
c.
d.
e.

2. The product of two consecutive numbers is 132. Find the two numbers.

3. The floor area of Sandrino’s house is 88 m2 The length of the floor is 5 m shorter
than the twice the width. Find the dimensions of the floor.

Lesson 4: Solving Quadratic Equations by Completing the

Square

Warm Up!

Find the Missing Square

Materials Needed: cartolina, scissors, pen, paper

Instructions:
1. Before starting the activity, your teacher will post the following on the board:

What would we need to make

this figure a square?

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2. Your teacher will then show the following example which you will use in doing the
activity:

We can model a quadratic equation using tiles like this:

Split the piece into 4 and
This is → ← put half here and the
other half at the bottom

← The constant 4 goes here

3. Your class will be divided into four groups.

4. Each group will be assigned a quadratic expression as follows:

 Group 1:
 Group 2:
 Group 3:
 Group 4:

5. Your goal is to make the quadratic expression assigned to your group as a perfect
square trinomial by using your cartolina as tiles.

6. Post your group’s output on the board once done, and share in class how you come
up with your representation of a perfect square trinomial.

Learn about It!

Another technique for solving quadratic equations is by completing the square.

Like the method of extracting square roots, given the standard form of quadratic
equation , the constant c is isolated to the other side of the equation and
the coefficient a is reduced to 1.
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Consider the quadratic equation .

You may follow the given steps to solve quadratic equations by completing the square.
(Note: Steps 1 and 2 may be interchanged.)

Step 1: Isolate the constant to the right side of the equation.

Step 2: Divide the entire equation by a.

Step 3: Make the left-hand side of the equation a perfect square trinomial.

This is done by getting half of the coefficient of the middle term, and then
squaring it. The result will then be added to both sides to keep the equation
balanced.

or

Step 4: Express the left-hand side as a square of a binomial, and then simplify the
right-hand side.

Step 5: Extract the square roots of both sides of the equation to find the solution(s).

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The solution can be split into two values of x.

and

Therefore, the solutions are 3 and 1, or {3, 1}.

Let’s Practice!

Example 1: Find the number that will complete the square for .

Solution: The coefficient of the middle term is 3. To get the number that will complete
the square, get the half of the coefficient of the middle term, then square it.

Therefore, the number that will complete the square is .

Try It Yourself!

Find the expression that will complete the square for .

Example 2: Find the solution to the quadratic equation by completing the

square.

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Solution:

Step 1: Since the coefficient of is already 1, we can proceed right away to isolating
the constant on the other side of the equation.

Step 2: Find the number that will complete the square. Add this number to both
sides of the equation.

Step 3: Express the left-hand side as a square of a binomial. Then simplify the right-
hand side.

Step 4: Extract the square roots of both sides of the equation to find the solution(s)

Isolating x, we get

Try It Yourself!

Find the solution to the quadratic equation by completing the

square.

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Example 3: Solve by completing the square: .

Solution:

Step 1: Isolate the constant to the right side of the equation.

Step 2: Divide the entire equation by a.

Step 3: Make the left-hand side of the equation a perfect square trinomial.

Step 4: Express the left-hand side as a square of a binomial. Then simplify the right-
hand side.

Step 5: Extract the square roots of both sides of the equation to find the solution(s).

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Try It Yourself!

Solve by completing the square: .

Real-World Problems

Example 4: The product of the ages of Jacintha and her daughter is 486. If Jacintha’s age
is 36 more than twice her daughter’s age, find Jacintha’s age.

Solution:

Step 1: Represent the unknown quantities.

Let be the daughter’s age; and be Jacintha’s age.

Step 2: Identify the equation needed to solve the problem.

Translate the problem into a mathematical statement: The product of

two numbers is 486.

Simplify the left-hand side of the equation.

Step 3: Find the solution to the quadratic equation by completing the square.

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Getting the square root of both side of the equation, we have

This shows that the solutions are . However, negative numbers are
not considered to represent age. Thus, the only solution is .

Therefore, Jacintha is years old.

Try It Yourself!

A fabric material initially had a total area of 176 sq. cm. The length was reduced by
5 cm as illustrated in the figure below. Find the value of t and the area of the
remaining fabric material.

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Check Your Understanding!

1. Find the solution of each quadratic equation by completing the square.

a.
b.
c.
d.
e.

2. Write a quadratic equation that represents the area of the shaded region. Then find
the value of s.

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Lesson 5: Solving Quadratic Equations Using the

Quadratic Formula

Warm Up!

1, 2, 3… Simplify!

Materials Needed: board marker, pen, paper

Instructions:

1. The game is divided into sets depending on the number of rows in the class.
2. The students in each row will be the participants in each round game.
3. The following items will be posted on the board/flashed in a PowerPoint
presentation with a timer.

a.
b.

c.

d.

e.

4. The winners in each row will be qualified to the final round.

5. The student who can simplify the items in the shortest period of time will be the
winner.

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Learn about It!

Another way of solving quadratic equations is by using the quadratic formula.

The quadratic formula is derived from the method of completing the square to shorten
the procedure of solving quadratic equations.
Consider the standard form of quadratic equation

Dividing the entire equation by a results in

Isolate the constant to the right side of the equation. Then complete the square.

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The derived equation is called the quadratic formula, which can be used to solve a
general quadratic equation by simply substituting the coefficients a, b, and c.

Let’s Practice!

Example 1: Find the solution to using the quadratic formula.

Solution:
Step 1: Write the equation in standard form and identify the values of a, b, and c.

Step 2: Substitute the values of a, b, and c to the quadratic formula. Then simplify.

Thus, the solutions are and .

Try It Yourself!

What are the solutions to the quadratic equation ?

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Example 2: Solve .

Solution:
Step 1: You can simplify the equation by multiplying both sides by 2.

Step 2: Write the equation in standard form and identify the values of a, b, and c.

Step 3: Substitute the values of a, b, and c to the quadratic formula. Then simplify.

Thus, the solutions are, and .

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Try It Yourself!

Use the quadratic formula to solve

Example 3: Find the solutions to using the quadratic formula.

Solution: The equation is already in standard form. The values of a, b, and c are 4, –4
and 3, respectively. Substituting these values into the quadratic formula, we
have

Thus, the solutions are and .

Try It Yourself!

Solve using quadratic formula.

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Real-World Problems

Example 4: A chocolate manufacturer produces rectangular chocolate bars that measure

3 inches by 2 inches by 0.5 inch. For cost-cutting
purposes, the manufacturer has decided to
reduce the volume of the chocolate bar by 25%
but still keep the original price.

Find the dimensions of the new chocolate bar if its thickness is retained at
0.5 inch and the length is 1.5 inches longer than the width?

Solution:

Step 1: Represent the unknown quantities.

The volume of a rectangular solid is given by

So, the original chocolate bar has a volume of

in3.

The new chocolate bar will have a volume that is of in3, which is
in3.

Let be the width of the new chocolate bar and be the length of the
new chocolate bar.

Step 2: Identify the equation needed to solve the problem.

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To find the volume of the new candy bar, we have

Step 3: Use the quadratic formula to find the solution to the quadratic equation.

or

or

The width must be positive so it must be equal to inches.

Step 4: Check the solution by plugging in the values to the original equation.

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Therefore, the width of the new chocolate bar should be 1.5 inches. The
length should be 1.5 inches longer, which is 3 inches. The height is still 0.5
inch.

Try It Yourself!

A ball is thrown downward with an initial velocity

of 5 ft/s from a position that is 220 ft above the
water. How long will it take the ball to hit the
water? Round your answer to the nearest
hundredth of a second.

Note: The distance , in feet, of the ball above the water after t seconds is given by the
position equation .

Check Your Understanding!

1. Solve each quadratic equation by using the quadratic formula.

a.
b.
c.
d.

2. Find two numbers such that their sum is 21 and their product is 104.

3. Mina has a rectangular garden plot that measures 6 ft by 9 ft. She plans to expand
the garden plot by doubling its current area. If she wants the length to still be 3 ft
longer than the width, find the new dimensions of the garden plot.
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Lesson 6: Discriminants and Roots of Quadratic

Equations

Warm Up!

A Quadratic Tree Is Identified by Its Root

Materials Needed: flashcards, tape, pen, paper

Instructions:
1. Your teacher will post the following “quadratic” trees on the board.

Two real roots One real root No real root

2. Your teacher will then show your class flashcards one at a time with a quadratic
equation written on each. The following quadratic equations may be used:
 
 
 
 


3. You are to solve the equation shown in the flashcard. The first or fastest one to
solve the equation correctly will post the flashcard into any of the quadratic
trees on the board based on the number of solutions (or roots) obtained.
Note: Each student who has solved the equation correctly will stay right beside
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4. At this point, three groups must have already been formed once all the
equations are solved. Your group will then investigate why such equations in
your corresponding quadratic tree were grouped together. To guide you, use
the following formula:

5. Based on the value of for each equation in your quadratic tree, what
conclusion(s) can you make which relates the value of to the number of real
roots?

Learn about It!

In Warm Up!, you were asked to investigate the relationship between the number of real
roots of a quadratic equation and the value of which was given as . This value is
what we call the discriminant.

Definition 6.1: The discriminant (d) of a quadratic equation is used to

determine the nature of its roots. It is given by the
formula

where , , and are the coefficients of the quadratic

equation in standard form .

The table on the next page summarizes the nature of the roots given the value of the
discriminant .

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Discriminant (d) Nature of Roots

two distinct real roots
one real root of multiplicity two
no real root / imaginary roots

Now, you can easily determine the number of real roots of any given quadratic equation
by just plugging in the coefficients of the equation into the discriminant formula.

Study the examples in Let’s Practice!.

Let’s Practice!

Example 1: Find the discriminant of .

Solution: First, determine the values of a, b, and c.

Then compute the value of the discriminant d.

Try It Yourself!

Find the discriminant of .

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Example 2: Determine the nature of the roots of .

Solution: First, write the equation in standard form.

Determine the values of a, b, and c.

Compute for the value of the discriminant.

Since the value of the discriminant is less than zero, the given quadratic
equation has no real roots.

Try It Yourself!

Find the number of real roots of .

Example 3: In the quadratic equation , what must be the value of so that

the equation has only one real root?

Solution: First, write the equation in standard form.

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Determine the values of a, b, and c.

Compute the value of the discriminant.

For a quadratic equation to have only one real root, the value of the
discriminant must be zero. Hence, we have

Try It Yourself!

What must be the possible value(s) of in the quadratic equation

so that it will have no real roots?

Check Your Understanding!

1. Find the discriminant of the following quadratic equations and tell the number
of real roots.
a. d.
b. e.
c. f.
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2. Find the possible value(s) of so that the given quadratic equation will have the
number of roots as indicated.
a. ; one real root
b. ; two real roots
c. ; no real roots

Lesson 7: Solving Equations Transformable to Quadratic

Equations

Warm Up!

Math Jingle

Materials Needed: pen, paper

Instructions:

1. Your class will be divided into four groups.

2. By draw lots, each group will choose among the four techniques of solving
quadratic equations that they want to incorporate in the math jingle.
3. Try to create a song/lyrics to the tune of any song indicating the steps of the
specific technique in solving quadratic equations.
4. The most creative group to present the math jingle will receive a reward from
the teacher.

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Learn about It!

In the previous lessons, you learned how to solve quadratic equations by using different
techniques as follows:

1. extracting square roots

2. factoring
3. completing the square
4. using the quadratic formula

In this lesson, you will solve equations in different forms that are transformable to
quadratic equations.

Let’s take for example a quartic equation .

You may follow the given steps to find the solution to the given equation.

Step 1: Do the necessary representation. Then, substitute into the equation.

Let . Then we have

Notice that the equation is transformed into a quadratic equation.

Step 2: Solve the quadratic equation.

In this case, we use factoring.

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Step 3: Go back to the representation and do back-substitution.

Since , we get

Therefore, the solution set is {±1, ±2}.

Let’s Practice!

Example 1: Solve the equation .

Solution: Let .

Substitute .
Factor the resulting quadratic equation.
Zero Product Property

Since , do back-substitution.

Take the square roots of both sides of the equation.

Simplify.

Hence, the solution set is {± ,± }.

Try It Yourself!

Solve for :
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Example 2: Solve the equation .

Solution:

Step 1: Do the necessary representation.

Let . Thus, we have

Step 2: Solve the resulting quadratic equation.

In this case, we use factoring.

Step 3: Go back to the representation and do back-substitution. Solve for .

The solution set is {–2, 0}.

Try It Yourself!

Find the roots of the equation .

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Example 3: Solve
Solution:

Step 1: Simplify the rational algebraic equation by multiplying both sides by the LCD
of the expression. The LCD is .

Step 2: Write the equation in standard form.

Step 3: Find the solution to the quadratic equation.

By factoring, we have

or

Thus, the solutions are 3 and 8.

Try It Yourself!

Find the roots of

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Real-World Problems

Example 4: A small pipe takes 15 minutes longer than a larger pipe to

empty a tank. If both pipes are opened, the tank can be
emptied in 5 minutes. If the larger pipe is closed, how long
would it take the smaller pipe to empty the tank alone?

Solution: Let t be the time it takes the smaller pipe to empty the
tank. Then is the time for the larger pipe to empty the tank.

Opening both pipes empties the tank in 5 minutes. Therefore, is the

portion of the tank emptied by the smaller pipe and is the portion of

the tank emptied by the larger pipe.

Hence, the working equation to show that both pipes empty a single tank is
given by

Solve the equation for t.

Multiply both sides by the LCD

Simplifying the above equation leads to the quadratic equation

.

Using quadratic formula, the solutions are and .

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Substituting into the time for the larger pipe would give a negative
time (i.e. minutes), so the answer is not possible.

Hence, the time for the smaller pipe to empty the tank with the larger pipe
closed is about 21.5 minutes.

Try It Yourself!

Two buses are transporting a volleyball team to

a game that is 120 km away. The second bus
travels at an average speed that is 10 km/h
faster than the first bus and arrives 1 hour
sooner than the first bus. Find the average speed of each bus.

Check Your Understanding!

1. Solve each equation.

a.
b.
c.
d.

2. A worker can build a fence in 8 hours. Working together, the worker and his
assistant can build the fence in 5 hours. How long would it take the assistant,
working alone, to build the fence?

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Challenge Yourself!

1. One side of a rectangle is 4 feet shorter than the other side. Find the dimensions of
the rectangle if its area is 285 sq. ft.

2. The possible solutions using extracting the square roots in solving quadratic
equations are positive and negative numbers. When is the time that a positive
number is the only considered answer in solving a word problem?

3. How important in solving quadratic equation is determining the discriminants?

Performance Task

A production team of a small network in the country is planning to produce an

educational show. They are looking for a group of actors suited for the roles in the show.
For the math segment of the show, you and your friends are interested to audition. The
audition requires the following:

1. A role play of a situation in real life where the concept of the quadratic equation is
applied
2. A video record of (1) in MP4 format which should not exceed 10 minutes

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Performance Task Rubric

Below Needs Successful Exemplary

Criteria Expectation Improvement Performance Performance
(0-49%) (50-74%) (75-99%) (100%)
Accuracy The situations The situations The situations The situation is
and are not clear are not are clear and
authenticity and the use of very clear and clear but the use realistic, and the
of the role quadratic the of use of quadratic
equations is not use of quadratic quadratic equations is
illustrated equations equations is not properly
properly. is not illustrated properly illustrated.
properly. illustrated.
Point of view, Point of view, Point of view, Point of view,
arguments, and arguments, and arguments, and arguments, and
solutions solutions solutions solutions
proposed were proposed were proposed were proposed were
rarely realistic often realistic usually realistic always realistic
and in character. and in character. and in character. and consistently
in character.
Problems Poses a problem Poses a problem Poses a complex Poses more
formulated but and finishes problem and complex
and solved demonstrates some significant finishes all problem with 2
minor parts of the significant parts or more correct
comprehension, solution and of the solution possible
not being able communicates and solutions and
to develop an ideas communicates communicates
approach. unmistakably but ideas ideas
shows gaps on unmistakably, unmistakably,
theoretical shows in-depth shows in-depth
comprehension. comprehension comprehension
or the pertinent of the pertinent
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concepts and/or concepts and/or

processes. processes and
provides
explanations
wherever
appropriate.

Wrap-up

Key Concepts Descriptions

Quadratic Equations A quadratic equation in variable x is
 a second-degree polynomial equation; and
 an equation that can be written in the standard
form where a, b, and c are real
numbers with .
Solving Quadratic The following techniques can be used to solve quadratic
Equations equations:
 extracting square roots
 factoring
 completing the square
 using the quadratic formula
Zero Product Property States that if , then or , or both a and b
are zero.

Key to Let’s Practice!

Lesson 1
1. a. Yes
b. Yes
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2. a.
b.
c.
3. a.
b.
4.

Lesson 2
1.
2.
3.
4. 8.15 seconds

Lesson 3

1.

2.

3.
4. length = 8 m, width = 5 m

Lesson 4

1.

2.
3.
4. cm, area = 121 sq. cm

Lesson 5
1. 13, 17

2.
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3.
4. about 3.56 seconds

Lesson 6
1.
2. one real root
3. or

Lesson 7

1.
2.
3.
4. First bus = 30 km/h; Second bus = 40 km/h

References

Aufmann, Richard, Vernon Barker, and Richard Nation. College Algebra and Trigonometry.
Belmont, CA: Brooks/Cole CENGAGE Learning, 2011.

Mathematics 9 Learning Material. Philippines: Department of Education, 2014.

Purplemath. “Geometry Word Problems: Complex Examples.” Accessed January 18, 2018.
http://www.purplemath.com/modules/perimetr4.htm

Tyler Wallace. “Beginning and Intermediate Algebra.” Accessed May 16, 2018.
http://wallace.ccfaculty.org/book/book.html.

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