Index

Index
Section A

Section A: To solve quadratic equations of the form algebraically

Section B: To solve quadratic equations of the form
making use of tables and graphs
Section B

Section C: To solve quadratic equations of the form

that are factorable
Section C

Section D: To solve quadratic equations of the form

that are factorable (Higher Level only)
Section E: To solve quadratic equations of the form
Section D

Section F: To solve quadratic equations using the formula

(Higher Level only)
Section G: To solve quadratic equations given in rational form
Section E
Section F
Section G
Index

Section A: Introduction

Lesson interaction
Section A

• What is meant by finding the solution of the equation 4x

+6=14?
Section B

• Why is x =1 not a solution of 4x+6=14

• How do we find the solution to 4x + 6 = 14?
Section C

• Remember to check your answer.

• What is 4 x 0?
Section D

• What is 5 x 0?
• What is 0 x 5?
Section E

• What is 0 x n?
Section F

• What is 0 x 0?
• When something is multiplied by 0 what is the answer?
Section G
Index

Section A: Introduction

Lesson interaction
Section A

• If xy = 0 what do we know about x and or y?

• Compare (x - 3)(x - 4) = 0, with xy = 0 and what information
Section B

can we arrive at?

• If x - 3 = 0, what does this tell us about x?
Section C

• If x - 4 = 0, what does this tell us about y?

• How do we check if x = 3 is a solution to (x - 3)(x - 4) = 0?
Section D

• How do we check if x = 4 is a solution to (x - 3)(x - 4) =0?

• Write in your copies in words what x = 3 or x= 4 means in the
Section E

context of (x - 3)(x - 4) = 0.
Section F

• When an equation is written in the form (x - a)(x - b)=0, what

are the solutions?
Section G
Index

Section A: Introduction

Lesson interaction
Section A

Solve (x - 1)(x - 3) = 0

x – 1= 0 or x-3=0
Section B

x =1 x=3

How do we check that these are solutions?

Section C

Let x = 1 Let x = 3
(1 - 1)(1 - 3) = 0 (3 - 1)(3 - 3) = 0
(0)(-2) = 0 (2)(0) = 0
Section D

0=0 0=0
Section E

TRUE

Is it sufficient to state x = 3 is a solution to (x - 1) (x - 3) = 0?

Section F

No both x = 3 and x = 1 are solutions

Answer questions 1 to 7 on Section A: Student Activity 1 .

Section G
Index

Section A: Student Activity 1

Section A

Note: It is always good practice to check solutions. The roots of a

quadratic equation are the elements of its solution set. For example
if x = 1,x = 2 are the root ⇒{1, 2} = solution set. The roots of a
Section B

quadratic equation are another name for its solution set.

Section C

1. If xy = 0, what value must either x or y or both have?

2. Write in your own words what solving an equation means.
Section D

3. Solve the following equations:

a. (x - 1) (x - 2) = 0 b. (x - 4) (x - 5) = 0
Section E

c. (x - 3) (x - 5) = 0 d. (x - 2) (x - 5) = 0
4. What values of x make the following statements true:
Section F

a. (x - 2) (x - 5) = 0 b. (x - 4) (x + 5) = 0 c. (x - 2) (x + 4) = 0
5. Find the roots of (x - 4) (x + 5) = 0.
Section G
Index

Section A: Student Activity 1

Section A

5. Find the roots of (x - 4) (x + 5) = 0.

6. Solve the equation (x - 3) (x + 2) = 0.
Section B

Hence state what the roots of (x - 3) (x + 2) = 0 are.

7. Find a positive value for x that makes the statement (x - 4) (x + 2) = 0
Section C

true.
8. Solve the following equations:
Section D

a. x (x - 1) = 0 b. x (x - 2) = 0 c. x (x + 4) = 0
9. a. These students each made at least one error, explain the error(s) in
Section E

each case:
Section F
Section G
Index

Section A: Student Activity 1

Lesson interaction
Section A

How does the equation x (x - 5) = 0 differ from the equation

(x - 0)(x - 5) = 0?
Section B

Why are they the same?

Section C

Hence what is the solution?

Section D

What are the solutions of x (x - 6) = 0?

Answer questions 8-11 on Section A: Student Activity 1.

Section E
Section F
Section G
Index

Section A: Student Activity 1

Section A

8. Solve the following equations:

a. x (x - 1) = 0 b. x (x - 2) = 0 c. x (x + 4) = 0
Section B

9. a. These students each made at least one error, explain the error(s) in
each case:
Section C
Section D
Section E
Section F
Section G
Index

Section A: Student Activity 1

Section A

9. a. These students each made at least one error, explain the

error(s) in each case:
Section B
Section C
Section D

b. Solve each equation correctly showing all the steps clearly

Section E

10. If x = 5 is a solution to the equation (x - 4) (x – b) =0what is

the value of b?
Section F

11. Is x = 3 a solution to the equation (x - 3) (x - 2) Explain your

reasoning. Solve this equation.
Section G
Index

Section B: Introduction

Lesson interaction
Section A

• Equations of the form are given a special name, they are called
quadratic Equations.
Section B

• Give me an example of a quadratic Equation.

• Is (x - 1) (x - 2) = 0 a quadratic Equation?
Section C

• Why is (x - 1) (x - 2) = 0 a quadratic Equation?

• What does it mean to solve the equation (x - 1) (x - 2) = 0?
Section D

• What is meant by the roots of an equation?

• It is true that finding the roots of an equation and solving the
Section E

equation mean the same thing?

Section F

• Solve the equation (x - 1) (x - 2) = 0 using algebra.

• So what are the roots of (x - 1) (x - 2) = 0
Section G
Index

Section B: Introduction

Lesson interaction
Section A

• Copy the table on the board into -2 12  

-1  6 
your exercise book and complete it.
Section B

0  2 
1  0 
2  0 
Section C

3  2 

• For what values of x did (x - 1)(x - 2) = 0?

Section D

• What name is given to the value(s) of x that make(s) an equation

true?
Section E

• Draw a graph of the information in

the table, letting y = (x - 1) (x - 2).
Section F
Section G
Index

Section B: Introduction

Lesson interaction
Section A

• For what values of x did the graph cut

the x axis?
• What is meant by the solution of an
Section B

equation?
• What was the value of y =(x - 1)(x - 2)

Lesson interaction
Section C

when x = 1 and x = 2?
• When using algebra to solve, what were the
Section D

values of x for which (x - 1) (x - 2) = 0 called?

• How can we get the solution by looking at the table?
• How can we get the solution by looking at the graph?
Section E

-2 12 
Complete the exercises in -1  6
Section F

Section B: Student Activity 2. 0  2

1  0
2  0
Section G

3  2
Index

Section B: Student Activity 2

Section A

1. a. Complete the following table:

Section B
Section C

b. From the table above determine the values of x for which the
Section D

equation is equal to 0.
c. Solve the equation (x + 2) (x + 1) = 0 by algebra.
d. What do you notice about the answer you got to parts b. and c. in
Section E

this question?
e. Draw a graph of the data represented in the above table.
f. Where does the graph cut the x axis? What is the value of
Section F

f (x) = (x + 2)(x + 1) at the points where the graph cuts the x axis?
g. Can you describe three methods of finding the solution to
Section G

(x + 2) (x + 1) = 0.
Index

Section B: Student Activity 2

Section A

2. Solve the equation (x - 1) (x - 4) = 0

a) by table, b) by graph and c) algebraically.
Section B

3. Write the equation represented in this table in the form (x−a)

(x−b)=0.
Section C
Section D
Section E
Section F
Section G
Index

Section B: Student Activity 2

Section A

4. The graph of a quadratic function

f(x) = ax2 + bx +c is represented by the
curve in the diagram.
Section B

Find the roots of the equation f(x) = 0

and so identify the function.
Section C

5. The graph of a quadratic function

Section D

f(x) = ax2 + bx +c is represented by the

curve in the diagram.
Find the roots of the equation f(x) = 0
Section E

and so identify the function.

Section F
Section G
Index

Section B: Student Activity 2

Section A

6. Where will the graphs of the following functions cut the x axis?
a. f (x) = (x - 7) (x - 8)
Section B

b. f (x) = (x + 7) (x + 8)
Section C

c. f (x) = (x - 7) (x + 8)
d. f (x) = (x + 7) (x - 8)
Section D

7. For what values of x does (x - 7) (x - 8) = 0?

Section E
Section F
Section G
Index

Section C: Introduction

Lesson interaction
Section A

• What does it mean to find the factors of a number?

• What does it mean to find the factors of
Section B

• What is the guide number of this equation?

Section C

• How did you get this guide number?

• What are the factors of 2?
Section D

• Which pair shall we use?

• Why would I not use the pair -1 and -2?
Section E

• Ask students if this looks familiar to any other type of factorising

they have done before?
Section F

• Could I have written plus instead of and ?

Section G
Index

Section C: Introduction

Lesson interaction
Section A

• I want you to investigate this for yourselves by factorising by

grouping each of these
Section B
Section C

• Why does the first solution have (x+2) in each bracket and the
second solution have (x+1) in each bracket?
Section D

• How would you check that both are correct?

Section E

• Solve the equation:

Section F

Answer questions 1 - 8 on Section C: Student Activity 3.

Section G
 Solving quadratic equations
x squared, x’s, number equals zero
SOLVE x2  5x - 14  0
Can we FACTORISE ? Guide number Subtract to 13
(x )(x ) 0 14
1x14
No Good
Subtract to 5
2x7 Yes! Perfect

Factorised (x  2)(x  7)  0

 x + 2  0 x  7  0
Solved x  2 x7

11:35
Index

Factoring
Section A

• Multiply coefficient of and the constant to get the guide number

• Find the factor pairs of this number
Section B

• We want the factor pair that sums to give the middle term
• Split the middle term up using these two terms
Section C

• Factorise the four terms by grouping

Section D

+6
Section E
Section F
Section G

11:35
Index

Factoring
Section A

+6
Section B
Section C

x −3
• Multiply coefficient of and the constant to get
the guide number x x2 − 3x
Section D

• Find the factor pairs of this number

• We want the factor pair that sums to give the −2 − 2x +6
Section E

middle term
• Split the middle term up using these two terms
•
Section F

Factorise the four terms by grouping

Section G

11:35
Index

Section C: Student Activity 3

Section A

Note: It is always good practice to check solutions.

It is recommended you use the guide number method to find the
Section B

factors.
1. Solve the following equations:
a. b.
Section C

c. d.

2. Solve the equations:

Section D

a. b. c.

3. Are the following two equations different

Section E

Explain.

4. When a particular natural number is added to its square the result

Section F

is 12. Write an equation to represent this and solve the equation.

Are both solutions realistic? Explain.
Section G
Index

Section C: Student Activity 3

Section A

5. A number is 3 greater than another number. The product of the

numbers is 28. Write an equation to represent this and hence find
two sets of numbers that satisfy this problem.
Section B

6. The area of a garden is 50cm2. The width of the garden is 5cm

less than the breadth. Represent this as an equation. Solve the
Section C

equation. Use this information to find the dimensions of the garden.

Section D

7. A garden with an area of 99m2 has length x m. Its width is 2m

longer than its length. Write its area in term of x. Solve the equation
to find the length and width of the garden.
Section E

8. The product of two consecutive positive numbers is 110.

Represent this as an algebraic equation and solve the equation to
Section F

find the numbers.

Section G
Index

Section C: Introduction (II)

Lesson interaction
Section A

The width of a rectangle is 5cm greater

than its length. 𝒙
Could you write this in terms of x?
𝒙+𝟓
Section B

If we know the area is equal to 36cm , write the information we

2

know about this rectangle as an equation.

Lesson interaction
𝑨𝒓𝒆𝒂=(𝒍𝒆𝒏𝒈𝒕𝒉)(𝒘𝒊𝒅𝒕𝒉)
Section C

𝑨𝒓𝒆𝒂=𝒙 (𝒙+𝟓)
𝟑𝟔=𝒙 (𝒙+𝟓)
Solve this equation. 𝒙 ( 𝒙+ 𝟓 )=𝟑𝟔
Section D

𝟐
Check
𝒙 +𝟓 𝒙=𝟑𝟔 
𝟐
𝒙 +𝟓 𝒙 −𝟑𝟔=𝟎 
Section E

(𝒙+𝟗)(𝒙 − 𝟒)=𝟎 Are both solutions acceptable?

( 𝒙+𝟗 )=𝟎 𝒐𝒓 ( 𝒙 − 𝟒)=𝟎
Section F

𝒙 =− 𝟗 𝒐𝒓 𝒙 =𝟒
What is the length and width of the rectangle?
𝒍𝒆𝒏𝒈𝒕𝒉=𝟒𝒄𝒎 𝒂𝒏𝒅 𝒘𝒊𝒅𝒕𝒉=𝟗 𝒄𝒎
Section G

Is it sufficient to leave this question as x = 4?

Index

Section C: Student Activity 3

Section A

9. Use Pythagoras theorem to generate an

equation to represent the information in the
diagram. Solve this equation to find x.
Section B

10. One number is 2 greater than another number. When these two
numbers are multiplied together the result is 99. Represent this
Section C

problem as an equation and solve the equation.

Section D

11. Examine these students’ work and spot the error(s) in each case
and solve the equation fully:
Section E
Section F
Section G
Index

Section C: Student Activity 3

Section A

12.
a. Complete a table for for integer values between
-2 and 2.
Section B
Section C
Section D

b. Draw the graph of for values of x between -2 and 2.

Where does this graph cut the x axis?
Section E

c. Factorise and solve

d. What do you notice about the values you got for parts
Section F

a), b) and c)?

Section G
Index

Section C: Student Activity 3

Section A

13.
a. Complete a table for for integer values between
-3 and 3.
Section B
Section C
Section D

b. Draw the graph of for values of x between -3 and 3.

Where does this graph cut the x axis?
Section E

c. Factorise and solve

d. What do you notice about the values you got for parts
Section F

a), b) and c)?

Section G
Section G Section F Section E Section D Section C Section B Section A Index

Solve the equation

Section D: Introduction

Lesson interaction
Index

Factoring
Section A

• Multiply coefficient of and the constant to get the guide number

• Find the factor pairs of this number
Section B

• We want the factor pair that sums to give the middle term
• Split the middle term up using these two terms
Section C

• Factorise the four terms by grouping

4 −𝟔𝟎
Section D

4
Section E
Section F
Section G

11:35
Index

Factoring
Section A

−𝟔𝟎
Section B
Section C

• Multiply coefficient of and the constant to get

the guide number
2x +3
Section D

• Find the factor pairs of this number

• We want the factor pair that sums to give the 2x 4x2 + 6x
Section E

middle term
• Split the middle term up using these two terms −5 − 10x - 15
•
Section F

Factorise the four terms by grouping

Section G

11:35
Index

Section D: Introduction

Lesson interaction
Section A

Solve the equation

Section B
Section C

Find the factors of and hence solve

Section D
Section E
Section F

Answer questions contained in Section D: Student Activity 4.

Section G
Index

Section D: Student Activity 4

Section A

Note: It is always good practice to check solutions.

It is recommended you use the guide number method to find the
factors.
Section B

1. Find the factors of Hence solve

2. Find the factors of Hence solve
Section C

3. Find the factors of Hence solve

4. Find the factors of Hence solve
Section D

5. Find the factors of Hence solve

6. a. Is a quadratic equation? Explain your reasoning.
Section E

b. Find the factors of . Hence solve

Section F

7. Factorise Hence solve 9 = 0

Section G
Index

Section D: Student Activity 4

Section A

8. Twice a certain number plus four times the same number less one
is 0. Find the numbers.
Section B

9. a. Complete the following table and using your results, suggest

solutions to
Section C
Section D
Section E

b. Using the information in the table above, draw a graph of

Section F

hence solve the equation.

c. Did your results for a. agree with your results in b?
Section G
Index

Section D: Student Activity 4

Section A

10. Find the function represented by the curve in the

diagram opposite in the form
Then solve the equation
Section B
Section C
Section D
Section E
Section F
Section G
Index

Section E: Introduction

Lesson interaction
Section A

Are quadratic equations? Explain why.

Give a general definition of a quadratic equation?
Section B

Are
Section C

quadratic equations?
Do you have a quadratic equation if a = 0?
Section D

If not what is it called?

What would the general form of the equation look like if
Section E

(i) b = 0,
(ii) c = 0,
Section F

(iii) a = 0,
(iv) b = 0 and c = 0?
Section G
Index

Section E: Introduction

Lesson interaction
Section A

So is a quadratic expression?
What are the factors of ?
Section B

What was this called?

What is the solution of = 0?
Section C

How can we prove these values are the factors of ?

Section D
Section E
Section F
Section G
Index

Section E: Introduction

Lesson interaction
Section A

How can you use the following diagrams of two squares to

graphically show that ?
x-y
Section B

y y y2
x Ax2 y
Section C

B x -y
x
Section D

Area A = (x) (x - y) Area B = (y) (x - y)

Section E

Area A + Area B = (x) (x - y) + (y) (x - y)

Section F

x2 – y2 = (x - y)(x + y)

Complete Section E: Student Activity 5.

Section G
Index

Section E: Student Activity 5

Section A

1. Factorise
a. b.
Section B

2. Solve:
a. b. c. a. d. e. f.
Section C

g.
3. Think of a number, square it, and subtract 64. If the answer is 0,
Section D

find the number(s).

4. Given an equation of the form , write the solutions to this
Section E

equation in terms of b.
5. Solve the equation graphically. Did you get the results you
Section F

expected? Explain your answer.

6. Calculate: a. b.
Section G
Index

Section E: Student Activity 5

Section A

Higher Level Only

7. Solve the following equations:
Section B

a. b.
c. d.
Section C

8. A man has a square garden of side 20m. He builds a pen for his
Section D

dog in one corner. If the area of the remaining part of his garden is
144m2, find the dimensions of the dog’s pen.
Section E
Section F
Section G
Index

Section F: Introduction

Lesson interaction
Section A

e.g. 1
−𝒃± √ 𝒃 −𝟒𝒂𝒄
𝟐
𝒙=
𝟐𝒂 𝟐
Section B

−(𝟑)± √(𝟑) −𝟒(𝟏)(𝟐)

𝒙=
𝟐(𝟏)
Section C

−𝟑± √ 𝟏
𝒙=
−𝟑±𝟐𝟏
Section D

𝒙=
𝟐
Section E

𝒙=−𝟏𝟎𝒓 −𝟐
Section F
Section G
Index

Section F: Introduction

Lesson interaction
Section A

• Is a quadratic equation?
• Can you find the factors of
Section B

• It is not always possible to solve quadratic equations through the use

of factors, but there are alternative methods to solve them.
Section C

• Comparing to a , the general

form of a quadratic equation
−𝒃± √ 𝒃 −𝟒𝒂𝒄
Section D

𝟐
• What are the values of a, b and c?
𝒙=
• Mathematicians use the formula 𝟐𝒂
Section E

to find the solutions to quadratic equations when they are unable to find
factors. It is worth noting however that the formula can be used with all
Section F

quadratic equation. We will now try it for , which we already know has x
= - 2 and x= - 1 as its solutions.
Section G
Index

Section F: Introduction

Lesson interaction
Section A

e.g. 2
−𝒃± √ 𝒃 −𝟒𝒂𝒄
𝟐
𝒙=
𝟐𝒂 𝟐
Section B

−(𝟑)± √(𝟑) −𝟒(𝟏)(𝟏)

𝒙=
𝟐(𝟏)
Section C

−𝟑± √ 𝟓
𝒙=
𝟐
Section D

𝒙=−𝟐.𝟔𝟏𝟖𝟎𝒓 −𝟎.𝟑𝟖𝟐
Section E

Complete the exercises in Section F:Student Activity 6.

Section F
Section G
Index

Section F: Student Activity 6

Section A

1. Using the formula solve the

following equations:
Section B
Section C
Section D

2. Solve the equation . Write the roots in the form

Section E

3. Given is a solution to the equation find the

other solution
Section F
Section G
Index

Section F: Student Activity 6

Section A

4. When using the quadratic formula to solve an equation and you know
x = 3 is a solution, does that mean that x = -3 is definitely the other
Section B

solution? Explain your reasoning with examples.

5.
Section C

a. Solve the equation by using a:

i. Table.
Section D

ii. Graph.
iii. Factors.
Section E

iv. Formula.
Section F

b. Did you get the same solutions using all four methods?
Section G
Section G Section F Section E Section D Section C Section B Section A Index

Simplify

Now solve the equation.:

( 6 ) (6 )

−2 𝑥 −2 𝑥
Section G: Introduction

Lesson interaction
Section G Section F Section E Section D Section C Section B Section A Index

Simplify

Hence solve.:
( 𝑥) ( 𝑥)

− 10 − 10
Section G: Introduction

Lesson interaction
Section G Section F Section E Section D Section C Section B Section A Index

Solve the following equations:

Section G: Student Activity 7
Index

Section G: Student Activity 7

Section A

2. Square a number add 9, divide the result by 5. The result is

equal to twice the number. Write an equation to represent this and
Section B

solve the equation.

Section C

3. A prize is divided equally among five people. If the same prize

Section D

money is divided among six people each prize winner would get
€2 less than previously. Write an equation to represent this and
Section E

solve the equation.

Section F
Section G