ACTIVITY SHEET IN GRADE 9 MATHEMATICS

Name of Learner: __________________________ Grade Level and Section: _________

School: ___________________________________ Date: _________________
Teacher: __________________________________ Score: ________________

I. Title: The Nature of the Roots of Quadratic Equation

II. Learning Competency: The learner characterizes the roots of a quadratic equation
using the discriminant (Q1, Week 2, M9AL-lc-1)

III. Instruction: This activity sheet focused on determining and characterizing the roots of
a quadratic equation using the discriminant. Below are the activities in relation to the
topic. Read the directions of every activity and answer what is asked.

IV. Activities

Examples:

2
1. Find the discriminant of 𝑥 − 2𝑥 − 15 = 0.

2
𝑥 − 2𝑥 − 15 = 0

From our equation, we have 𝑎 = 1,𝑏 =− 2 and 𝑐 =− 15

Solution:
2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (− 2) − 4(1)(15)
𝐷 = 64

2
Therefore, the discriminant of the quadratic equation 𝑥 − 2𝑥 − 15 = 0 is 64.

2
2. Find the discriminant of − 𝑥 + 2𝑥 =− 4.

2
− 𝑥 + 2𝑥 =− 4
2
− 𝑥 + 2𝑥 + 4 =− 4 + 4
2
− 𝑥 + 2𝑥 + 4 = 0
 2
Now, the standard equation is − 𝑥 + 2𝑥 + 3 = 0.
Hence, 𝑎 =− 1,𝑏 = 2 and 𝑐 = 4.

Finding the discriminant, we have

2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (2) − 4(− 1)(4)
𝐷 = 20
2
𝑥
3. Determine the discriminant of 3
+ 3 = 2𝑥.
Solution:
2
𝑥 2
3
+ 3 = 2𝑥 𝑥 + 9 − 6𝑥 = 6𝑥 − 6𝑥

( )
2
𝑥 2
3 3
+ 3 = 3(2𝑥) 𝑥 − 6𝑥 + 9 = 0
2
𝑥 + 9 = 6𝑥

2
Then, the standard equation is 𝑥 − 6𝑥 + 9 = 0.
So, 𝑎 = 1,𝑏 =− 6 and 𝑐 = 9

Determining the discriminant, we now have

2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (− 6) − 4(1)(9)
𝐷 = 0
Exercises:

Activity 1 (Day 1)

2
Directions: 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 standard form _______________ a = ___ b = ___ c = ___
2
2. − 2𝑥 =− 𝑥 + 5 standard form _______________ a = ___ b = ___ c = ___
2
3. − 10𝑥 + 25 = − 𝑥 standard form _______________ a = ___ b = ___ c = ___
2
4. 7 − 9𝑥 + 4𝑥 = 0 standard form _______________ a = ___ b = ___ c = ___
2
5. 3𝑥 + 2𝑥 = 5 standard form _______________ a = ___ b = ___ c = ___

Activity 2 (Day 1)

Directions: Using the values of a, b, and c of Activity No. 1, find the discriminant of the
following using b² – 4ac.

2
1. 𝑥 + 5𝑥 = 4 discriminant ____________
2
2. − 2𝑥 =− 𝑥 + 5 discriminant ____________
 2
3. − 10𝑥 + 25 = − 𝑥 discriminant ____________
2
4. 7 − 9𝑥 + 4𝑥 = 0 discriminant ____________
2
5. 3𝑥 + 2𝑥 = 5 discriminant ____________

Depending on the discriminant we shall discuss the following cases about the nature of roots α
2
and β of the quadratic equation 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.

When a, b and c are real numbers, a ≠ 0

2
Case 1: When 𝑏 − 4𝑎𝑐 is equal to zero, then the roots are real, rational numbers and are
equal.

2
Example: Describe the roots of 𝑥 + 2𝑥 + 1 = 0.

The values of a, b and c in the equation are the following:

a=1 b=2 c=1

2
Substitute these values of a, b and c in the expression 𝑏 − 4𝑎𝑐.
2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (2) − 4(1)(1)
𝐷 = 0

Since the value of discriminant is zero, we can say that the roots of the quadratic
equation

2
𝑥 + 2𝑥 + 1 = 0 are real, rational numbers and are equal.

2
This can be checked by determining the roots of 𝑥 + 2𝑥 + 1 = 0 using any of the
methods of solving quadratic equation.

2
Case 2: When 𝑏 − 4𝑎𝑐 is greater than zero and a perfect square, then the roots are real,
rational numbers and are unequal.

2
Example: Determine the nature of roots of 5𝑥 + 6𝑥 + 1 = 0.

In the equation, the values of a, b and c are 5, 6, and 1 respectively.

2
Use these values of a, b and c in the expression 𝑏 − 4𝑎𝑐.
 2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (6) − 4(5)(1)
𝐷 = 16

Since the value of discriminant is greater than zero and a perfect square, then the
2
roots of the quadratic equation 5𝑥 + 6𝑥 + 1 = 0 are real, rational numbers and are
unequal.

2
To check the roots of 5𝑥 + 6𝑥 + 1 = 0 we will be using any of the methods in
solving quadratic equation.

2
Case 3: When 𝑏 − 4𝑎𝑐 is greater than zero but not a perfect square, then the roots are
real, irrational numbers and are unequal.

2
Example: Describe the roots of 𝑥 + 4𝑥 + 1 = 0.

Having the first step, the values of a, b and c are 1, 4, and 1 respectively.
2
Evaluating expression 𝑏 − 4𝑎𝑐 with those values, we have
2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = 4 − 4(1)(1)
𝐷 = 12

Since the value of discriminant is greater than zero but not a perfect square, then
2
the roots of the quadratic equation 𝑥 + 4𝑥 + 1 = 0 are real, irrational numbers
and are unequal.

2
To check, solve the roots of 𝑥 + 4𝑥 + 1 = 0 by using any of the methods in
solving quadratic equation.

2
Case 4: When 𝑏 − 4𝑎𝑐 is less than zero, then equation has no real roots.
2
Example: Determine the nature of roots of 𝑥 − 3𝑥 + 4 = 0.

In the equation, the values of a, b and c are 1, -3, and 4 respectively. Use these
2
values to evaluate the expression 𝑏 − 4𝑎𝑐.
 2
𝐷 = 𝑏 − 4𝑎𝑐
2
𝐷 = (− 3) − 4(1)(4)
𝐷 = −7

Since the value of discriminant is less than zero, then the roots of the quadratic
equation

2
𝑥 − 3𝑥 + 4 = 0 has no real roots.

2
To check, solve the roots of 2𝑥 + 𝑥 − 5 = 0 by using any of the methods in
solving quadratic equation.

Activity 3

Directions: Determine the nature of the roots of the following quadratic equations using
the discriminant.

1. x2 + 6x + 9 = 0 discriminant: ______ nature of the roots: _________

2. x2 + 9x + 20 = 0 discriminant: ______ nature of the roots: _________

3. 2x2 – 10x + 8 = 0 discriminant: ______ nature of the roots: _________

4. x2 + 5x + 10 = 0 discriminant: ______ nature of the roots: _________

5. x2 + 6x + 3 = 0 discriminant: ______ nature of the roots: _________

Activity 4 (Day 2)

Directions: Study the situation below and answer the question that follow.

To design a rectangular mango grove with an area of 800 m2, the length is
twice its breadth. Calculate the length and breadth of the grove.

a. Form a quadratic equation that represents the situation.

b. Without actually computing for the roots, determine whether the dimensions of the
grove are rational numbers. Explain.

c. Give the dimensions of the grove.

Activity 5 (Day 3)

Directions: Answer the following questions

1. What is the discriminant b2 – 4ac used for?

 2. Can the discriminant be negative?

3. Is there another way to determine the nature of roots of a quadratic equation?

4. Cite two more real-life situations where the discriminant of a quadratic equation is
being applied or illustrated.

References:

Grade 9 Math Learners Module pages 65-76.

https://www.toppr.com/guides/maths/quadratic-equations/nature-of-roots

https://www.slideshare.net/maricelmas/sim2-53647054

https://www.khanacademy.org/math/algebra

https://www.brightstorm.com/math/algebra-2/quadratic-equations-and-inequalities/the-discri
minant-of-a-quadratic-equation/

Prepared by:

FRANCES MAE D. BERNADOS

T- I (Prosperidad NHS)

Answer Key:

Activity 1
2
1. 𝑥 + 5𝑥 − 4 = 0 a=1 b=5 c = -4
2
2. − 2𝑥 + 𝑥 − 5 = 0 a=2 b=1 c = -5
2
3. 2𝑥 + 𝑥 − 5 = 0 a=2 b=1 c = 25
2
4. 4𝑥 − 9𝑥 + 7 = 0 a=4 b = -9 c = -7
2
5. 3𝑥 + 12𝑥 + 12 = 0 a=3 b = 12 c = 12

Activity 2 Activity 3

1. 41
2. -39
 3. 0
4. -31
5. 64

Activity 4

Let x be the breadth of the rectangular grove.

Then, length = 2x

Area of the rectangular grove = 800 m2

𝑥(2𝑥) = 800
Therefore,
2
2𝑥 = 800 the breadth of the rectangular grove
= 20 𝑚
2
𝑥 = 400 length of the rectangular grove = 40 𝑚

𝑥 = 400

𝑥 = 20

Activity 5

1. The discriminant tells how many roots are there and what type of roots will be.

2. Yes. And this indicates that the quadratic equation has no real roots.

3. Yes, the equations can be solved by factoring, or using the quadratic formula or the
graph of the quadratic formula, of the graph of the corresponding quadratic function.

ACTIVITY SHEET IN GRADE 9 MATHEMATICS

Name of Learner: __________________________ Grade Level and Section: _________

School: ___________________________________ Date: _________________
Teacher: __________________________________ Score: ________________

I. Title: Equations Transformable to Quadratic Equations

II. Learning Competency: The learner solves equations transformable to quadratic

equations (M9AL-lc-d-1)

III. Instruction: This activity sheet emphasized on solving rational algebraic equations
transformable to quadratic equations. Below are the activities in relation to the topic.
Read the directions of every activity and answer what is asked.

IV. Activities
 −4 3
Example 1: Solve the rational algebraic equation 𝑥+1
+ 𝑥
= 1.

Solution:

The given rational algebraic equation can be transformed to a quadratic equation. To

solve the equation, the following procedure can be followed.

a. Multiply both sides of the equation by the Least Common Multiple (LCM) of all
denominators. In the given equation, the LCM is x(x+1).

−4
𝑥+1
+
3
𝑥
= 1 (𝑥)(𝑥 + 1) ( −4
𝑥+1
+
3
𝑥 ) = (𝑥)(𝑥 + 1)(1)
(𝑥)(𝑥 + 1 ) ( ) + (𝑥)(𝑥 + 1)( ) = (𝑥)(𝑥 + 1)
−4
𝑥+1
3
𝑥

(𝑥)(𝑥+1)(−4) (𝑥)(𝑥+1)(3)
𝑥+1
+ 𝑥
= (𝑥)(𝑥 + 1)

2
− 4𝑥 + 3𝑥 + 3 = 𝑥 + 𝑥

2
− 𝑥 + 3 =𝑥 + 𝑥

b. Write the resulting quadratic equation in standard form.

2 2
− 𝑥 + 3 =𝑥 + 𝑥 𝑥 + 2𝑥 − 3 = 0

c. Find the roots of the resulting equation using any of the methods of solving
quadratic equations. Try factoring in finding the roots of the equation.

2
𝑥 + 2𝑥 − 3 = 0 (𝑥 − 1)(𝑥 + 3) = 0

x – 1 = 0 or x +3 = 0

x = 1 or x = -3

−4 3
Check whether the obtained values of x make the equation 𝑥+1
+ 𝑥
= 1 𝑡𝑟𝑢𝑒.

−4 3
If the obtained values of x make the equation 𝑥+1
+ 𝑥
= 1 true, then the
solutions if the equations are: x = 1 or x = -3.

𝑥+2 𝑥−2 5
Example 2: Find the roots of 𝑥−2
− 𝑥+2
= 6
.

𝑥+2 𝑥−2 5
The equation of 𝑥−2
− 𝑥+2
= 6
is a rational algebraic equation that can be written
in the form ax² + bx + c = 0.
To find the roots of the equation, you can follow the same procedure as in the
previous examples of solving rational algebraic equations.

a. Multiply both sides of the equation by the LCM of all denominators. In the given
equation, the LCM is (x – 2)(x+2).

𝑥+2
𝑥−2
−
𝑥−2
𝑥+2
=
5
6
(𝑥 − 2)(𝑥 + 2) ( 𝑥+2
𝑥−2
−
𝑥−2
𝑥+2 ) = (𝑥 − 2)(𝑥 + 2)( ) 5
6

(𝑥 − 2)(𝑥 + 2) ( ) − (𝑥 − 2)(𝑥 + 2)( ) = (𝑥 − 2)(𝑥 + 2)( )

𝑥+2
𝑥−2
𝑥−2
𝑥+2
5
6

2
(𝑥 −4)5
(𝑥 + 2)(𝑥 + 2) − (𝑥 − 2)(𝑥 − 2) = 6

2 2 2
6(𝑥 + 4𝑥 + 4) − 6(𝑥 − 4𝑥 + 4) = 5𝑥 − 20

2 2 2
6𝑥 + 24𝑥 + 24 − 6𝑥 + 24𝑥 − 24 = 5𝑥 − 20

2
48𝑥 = 5𝑥 − 20

b. Write the resulting quadratic equation in standard form.

2 2
48𝑥 = 5𝑥 − 20 5𝑥 − 48𝑥 − 20 = 0

d. Find the roots of the resulting equation using any of the methods of solving
quadratic equations. Let us solve the equation by factoring.

2
5𝑥 − 48𝑥 − 20 = 0 (5𝑥 + 2)(𝑥 − 10) = 0

5x +2 = 0 or x – 10 = 0

2
x=− 5
or x = 10

𝑥+2 𝑥−2 5 2
The equation 𝑥−2
− 𝑥+2
= 6
has two solutions, x = − 5
or x = 10. Check whether
𝑥+2 𝑥−2 5
the obtained values of x make the equation 𝑥−2
− 𝑥+2
= 6
true.

Exercises:

Activity 1 (Day 1)

Directions: Given below, supply the missing terms.

( ) = ____(10)
2 2
2𝑥 5𝑥 2𝑥 5𝑥
1. 5
+ 4
= 10 ___ 5
+ 4
 2
4(2𝑥 ) + _____= 200

_____+ 25𝑥 = 200

2
8𝑥 + 25𝑥 − _____= 0

2.
2
𝑟−1
+
4
𝑟+5
= 7 _______ ( 2
𝑟−1
+
4
𝑟+5 ) = _________(7)
(𝑟 + 5)(2) + ___________= (𝑟 − 1)( (𝑟 + 5)7

2𝑟 + 10 + 4𝑟 − 4 = _____________(7)

2
6𝑟 + _____ = 7𝑟 + 28𝑟 − 35

2
7𝑟 + _____ − _____ = 0

Activity 2 (Day 1)

Directions: Transform each of the following equations to a quadratic equation in the

2
form 𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0.

2 3𝑡
1. 𝑡
− 2
= 7
3 4
2. 𝑥
− 2𝑥
= 𝑥− 1
6 𝑠−5
3. 𝑠+5
− 2
= 3

Activity 3 (Day 2)

Directions: Find the solution set of the following equations.

1 𝑥 2
1. 𝑥
− 6
= 3
4 𝑡
2. 𝑡−3
+ 2 =− 2
5 𝑥+2
3. 4𝑥
− 3 = 𝑥− 1
𝑠+2 𝑠+1 1
4. 2𝑠
− 4 =− 2
2𝑥 1
5. 𝑥−5
+ 𝑥−3 = 3

Activity 4 (Day 3)

Directions: Answer the following.

1. What are the steps in transforming a rational algebraic equation into a quadratic
equation? Explain and give examples.
References:

Grade 9 Math Learners Module pages 95-101.

Prepared by:

FRANCES MAE D. BERNADOS

T- I (Prosperidad NHS)

Answer Key:

Activity 1

( ) = 20 (10)
2 2
2𝑥 5𝑥 2𝑥 5𝑥
1. 5
+ 4
= 10 20 5
+ 4
 2
4(2𝑥 ) +5(5x) = 200

2
8𝑥 + 25x = 200

2
8𝑥 + 25𝑥 −200 = 0

2.
2
𝑟−1
+
4
𝑟+5
= 7 (𝑟 − 1)( (𝑟 + 5) ( 2
𝑟−1
+
4
𝑟+5 ) = (𝑟 − 1)( (𝑟 + 5) (7)
(𝑟 + 5)(2) + (𝑟 − 1)(4) = (𝑟 − 1)( (𝑟 + 5) (7)

2
2𝑟 + 10 + 4𝑟 − 4 = (𝑟 + 4𝑟 − 5)(7)

2
6𝑟 + 6 = 7𝑟 + 28𝑟 − 35

2
7𝑟 + 22𝑟 − 41 = 0

Activity 2

2
1. 3𝑡 + 14𝑡 − 4 = 0
2
2. 𝑥 − 𝑥 − 5 = 0
2
3. 𝑠 − 6𝑠 − 43 = 0

Activity 3

1. 𝑥 =− 2 + 10 or 𝑥 =− 2 − 10
−1+ 17 −1− 17
2. 𝑡 = 2
or 𝑡 = 2
3. 𝑥 =− 5 or 𝑥 = 1
4. 𝑠 = 4 or 𝑠 =− 1
19+ 161 19− 161
5. 𝑥 = 2
or 𝑡 = 2