9

DIVISION OF NEGROS OCCIDENTAL

Mathematics
QUARTER 1 – MODULE 5
M9AL-Ic-d-1 - M9AL-Ie-1
SOLVE PROBLEMS INVOLVING QUADRATIC EQUATIONS
AND RATIONAL ALGEBRAIC EQUATIONS

MODULE DEVELOPMENT TEAM

Writer: JENNY ANN G. RUALES

Editor: IRWIN V. SINGSON
Reviewers: MA. TERESA F. MIJARES, EPS and MITCHELLE A. CASIPLE

1
Lesson Solve Problems Involving Quadratic
5 Equations and Rational Algebraic Equations

This material will help you solve problems involving (a) quadratic
equations and (b) rational algebraic equations.

Good day learner!

Need help solving those word

problems involving Quadratic
Equations and Rational Algebraic
Equations? Yes! Will it be tough?

No! It won’t be. You've mastered

factoring and using the quadratic
formula and now you are asked to solve
more problems!

Now you have to figure out what

the problem even means before trying to
solve it. I completely understand and
here's where I am going to try to help!

There are many types of problems that can easily be solved using your
knowledge of quadratic equations. You may come across problems that
deal with money and predicted incomes or problems that deal with physics
such as projectiles.

You may also come across construction type problems that deal with
area or geometry problems that deal with right triangles.

2
 Lucky for you, you can
solve the quadratic
equations, now you just I will try. Will
have to learn how to you guide me?

Yes, I will. Let us

take a look at this
word problem.

Example 1

A rectangular garden has an area of 14 m2 and a perimeter of 18

meters.

Find the dimensions of the rectangular garden.

Let's first take a minute to understand

this problem and what it means.

We know that there is a garden in a

rectangular shape. So, in your mind, imagine a
rectangle to represent the garden.

We know that a rectangle has length

and width.

3
 I see.

This is what I am trying to picture based on

that problem.

What are given: area of the rectangular garden = 14 m2

perimeter of the rectangular garden = 8 meters

What is asked: the dimensions of the rectangular garden

Solution: Let w = width

l = length

In solving this problem, we will be using two formulas for the:

1) perimeter of the rectangle, P = 2l + 2w
2) area of the rectangle, A = l x w

for the perimeter of the rectangle, 2l + 2w = 18

for the area of the rectangle, l x w = 14

divide both sides of 2l + 2w = 18 by 2 to get l + w = 9.

using, l + w = 9 we will solve for l.

l = 9 - w.

then, substitute 9 - w for l in l x w = 14

(9 - w)w = 14
9w - w2 = 14
9w - w2 - 14 = 0
- w2 + 9w - 14 = 0
w2 - 9w + 14 = 0
(w - 7) (w - 2) = 0

w = 7 and w = 2

remember that the length of a rectangle is always longer than

the width therefore, the length of the rectangular garden is 7m
and its width is 2m.

4
 To guide you in solving,

You try to ask yourself, what am I solving

for? and, what do I need to find?

To go on and make myself clear, let us try

another example.

Example 2

The sum of two numbers is 12 and their product is

35.

What are the two numbers?

What are given: sum of two numbers = 12

product of two numbers = 35

What is asked: the two numbers

Solution:
Let n and m be the two numbers.

for the sum of the two numbers, n + m = 12

For the product of the two numbers, n × m = 35

using n + m = 12 to get n, n = 12 – m

substitute the value of n which is 12 – m, (12 - m) x m = 35

then, 12m - m2 = 35
-m2 + 12m - 35 = 0
Just as simple as that? m2 -12m + 35 = 0
Then this problem is (m - 5)(m - 7) = 0
solved. m = 5 and m = 7

The two numbers then are 5 and 7.

5
 Let's not stop here. Let's take this last
problem.

On this next problem, we are going to take

a look at a physics projectile problem.

Example 3

A ball is shot from a cannon into the air with an upward velocity
of 40 ft/sec. The equation that gives the height (h) of the ball at
any time (t) is: h(t)= -16t2+ 40t + 1.5

Find the maximum height attained by the ball.

Let's first take a minute to understand this

problem and what it means. We know that a
ball is being shot from a cannon.

So, in your mind, imagine a cannon firing a ball.

We know that the ball is going to shoot from the
cannon, go into the air, and then fall to the
ground.

Yes. I can see it in my mind. I

can even paint a picture of it.

Now let's talk about what each part of this

problem means. In our equation, we are given the
value for the force of gravity (coefficient of t2). We
must also use our upward velocity (coefficient of t)
and our original height of the cannon/ball (the
constant or 1.5). Take a look...

6
What are given: velocity of the ball = 40 ft/sec
equation, h(t)=-16t2 + 40t + 1.5

What is asked: the maximum height attained by the ball

Solution:
h(t) = -16t2 + 40t +1.5

wherein, h(t), is the height in terms of time

-16, represents the value of the force of gravity, this is the
standard, you will see -16 when working with feet and
-4.9 when working with meters
40, represents the upward velocity given in the problem
1.5, represents the height of the projectile at the time of
launch.
The ball is shot from a cannon which is 1.5 feet off of
the
ground.

Now that you have a mental picture of what's happening and you
understand the formula given, we can go ahead and solve the problem. In
order to find the maximum height of the ball, we will need to find the y-
coordinate of the vertex.

vertex formula: x= -b/2a

where, a= -16 b=40 c=1.5
x= -40/(2x -16)
x= 1.25 or t = 1.25

Note that t represents time and is the x-coordinate in this formula. Now
substitute 1.25 for t into the function and solve for h(t).

h(t) = -16(1.25)2 + 40(1.25) + 1.5

h(t) = 26.5 ft.

Therefore,
the maximum height of the ball is 26.5 ft. which
occurred at 1.5 sec.

7
 Wow! Great!

Just as simple as that, and

this problem is solved.

Sure! So try to solve the following

problems on the next page.

Good luck!

Test Yourself A. Solve each problem involving quadratic formula

equations. Show the complete solution.

1. Two numbers differ by 9. The sum of their squares is 653. What are the
numbers?

2. A rectangle is 30cm long and 20 cm wide. A rectangular strip added to

one side and another of the same width to the other side results in the
doubling of the area. Find the width of the strip.

3. Two bikers started at the same corner, one going to the east, the other
going north. One biker was travelling at 3kph faster than the other. After
one hour, the two bikers were 15km apart. Find the rate of each.

Remember this!

We started with situations that cannot be

represented and solved using linear relations. Some of
the problems have something to do with area, distance
traveled by freely falling bodies, and mileage of a
vehicle. But the applications of quadratic equations are
not limited to these types.

Problems involving quadratic equations then can

be solved by factoring, by the method of completing
the square, or by using the quadratic formula.

Answers to Test Yourself A:

1. The numbers are -22 and -13, or 13 and 22;
2. The width of the rectangular strip is 10cm.
3. Slower bike is 9kph and faster bike is 12kph

8
 How did you find the activity in I find it so easy.
solving problems involving Thank you.
quadratic equations?

Is that so? With that, let

us proceed to another
problem solving and this Rational
time it involves rational algebraic
algebraic equations. equations?

Equations that contain rational expressions are called rational equations.

For example, is a rational equation.

Thus, a rational equation is an equation containing at least one rational

expression. Rational expressions typically contain a variable in the
denominator. For this reason, we will take care to ensure that the
denominator is not 0 by making note of restrictions and checking our
solutions. Solve rational equations by clearing the fractions by multiplying
both sides of the equation by the least common denominator (LCD).

To illustrate, let us try to solve this:

Step 1: Eliminate all fractions. In this case, we

can either multiply by the LCD or cross multiply
to eliminate the fractions.

Step 2: Simplify the resulting equation. To

simplify the equation you may need to distribute
and combine like terms.

Step 3: Solve the simplified equation. In this case,

we need to get the x’s on one side and the
numbers of the other side because the x2 terms
will cancel out.

Step 4: Check each solution. In this case, the only

numbers that would make the problem undefined
are 2 or 5. Since our answer is not 2 or 5, the
answer is accepted.

9
 You can solve these equations using the
techniques for performing operations with rational
expressions and the procedures for solving algebraic
equations. Rational equations can be useful for
representing real-life situations and for finding answers
to real problems. In particular, they are quite good for
describing distance-speed-time relationships and for
modeling work problems that involve more than one
person.

Test Yourself B. Solve.

1. A 3.

A
2. Aaa 4.

Many applications of algebra involve rational algebraic equations. Like in

other discussions on problem solving, skills in translating verbal expressions and
sentences to rational expressions and equations are needed.

Test Yourself C. Represent each as a rational expression.

1. The fraction whose denominator is 8 more than the numerator

2. The speed in covering a kilometer in n hours

3. Part of the work done in 1 hour if the work can be done in x hours

Answers to Test Yourself B:

1. X = 22/9
2. X = 16.
3. X=9
4. X = 25

Answers to Test Yourself C:

1. _n_
n+8
2. 1/n
3. 1/x

10
 Now, can we
try to apply
this in solving
problems?

Sure. All you have to do is

understand the problem first
then translate into rational
algebraic equation and
follow the steps in solving
rational algebraic equations.

Example 1

Myra takes 2 hours to plant 50 flower bulbs. Francis takes 3

hours to plant 45 flower bulbs. Working together, how long
should it take them to plant 150 bulbs?

What are given: Myra, 50 flower bulbs in 2 hours

Francis, 45 flower bulbs in 3 hours

What is asked: hours should it take them to plant 150 bulbs

Solution:
Think about how many bulbs each person can plant in one hour. This is
their planting rate.

Myra =

Francis =

Combine their hourly rates to determine the rate they work together.
Myra and Francis together:

11
 Use one of the work formulas to write a rational equation, for example
You know r, the combined work rate, and you know W, the amount of work
that must be done. What you don't know is how much time it will take to do
the required work at the designated rate.

Solve the equation by multiplying both sides by the common

denominator, then isolating t.

It should take 3 hours 45 minutes for Myra and Francis to plant 150 bulbs
together.

Example 2

A speedboat travels at a rate of 20kph in still water. It travels

55km upstream in the same time that it travels 90km
downstream. What is the rate of the current?

What are given: travel rate of the boat in still water, 20kph
upstream travel, 55km
downstream travel, 90km

What is asked: rate of the current

12
Solution:

Let c = rate of the current

Remember that the downstream rate of a boat is

equal to the sum of the rate of the boat in still
water and the rate of the current, and the
upstream rate of the boat is equal to the rate of
the boat in still water minus the rate of the
current. The given information is summarized in
the table below.

Direction Distance Rate Time

Upstream 55 20-c 55/20-c
Downstream 90 20+c 90/20+c

The time in going upstream is equal to the time in going downstream.

___55___ = ___90___
20 – c 20 + c

55 (20 + c) = 90 (20 – c)

Divide 55 and 90 by 5, 55/5 = 11 and 90/5 = 18.

11 (20 + c) = 18 (20 – c)

220 + 11c = 360 – 18c

11c + 18c = 360 – 220

29c = 140

29c = 140
c = 140/29 = 4.83

Thus, the rate of the current is approximately 4.83 kilometers per hour.

13
 Example 3

Two pipes are used to fill a water tank. The first pipe can
fill the tank in 4 hours alone. The two pipes can fill the tank in 2
hours less time than the second pipe alone. How long will it
take the second pipe to fill the tank alone?

What are given: length of time of the first pipe, 4 hours

length of time of the two pipes,
2 hours less than the second pipe

What is asked: length of time the second pipe will fill the tank

Solution:

Let x = length of time the second pipe can fill the tank alone
x – 2 = length of time the two pipes can fill the tank together

PIPE 1 PIPE 2

The part of the tank filled by the first pipe alone in 1 hour plus the part of the
tank filled by the second pi[e alone in 1 hour is equal to the part of the tank
filled by the two pipes together in 1 hour.

1 + 1 = 1__
4 x x–2

x+4= 1
4x x–2

14
 (x + 4) (x – 2) = 4x

x2 + 2x – 8 = 4x

x2 + 2x – 4x – 8 = 0

x2 – 2x – 8 = 0

(x – 4) (x + 2) = 0

x–4=0 x+2=0
x=4 x = -2

Since work cannot be negative, x = 4 is the permissible

answer.

Hence, it will take 4 hours for the second pipe to fill the
tank alone.

Now! Let us try

what you have
learned. SURE…. Test me!

Test Yourself D. Solve each problem. Answer using a complete

sentence.

1. The numerator of a positive fraction is 2 less than its

denominator. By adding 1 1/15 to the fraction, the fraction is
reversed. Find the original fraction.

2. The formula 1/R = 1/r1 + 1/r2 is used to find the resistance of electric
circuits. Solve for:
a. R b. r1

15
 3. Joe and John are planning to paint a house together. John thinks that
if he worked alone, it would take him 3 times as long as it would take
Joe to paint the entire house. Working together, they can complete
the job in 24 hours. How long would it take each of them, working
alone, to complete the job?

4. A boat goes 240 km downstream in the same time it can go 160 km

upstream. The speed of the current is 5 kph. What is the speed of the
boat in still water?

5. Kent can paint a certain room in 6 hours, but Kendra needs 4 hours to
paint the same room. How long does it take them to paint the room if
they work together?

6. The time (t) traveled by Delmar in a car varies inversely as rate (r). If
Delmar drives at a speed of 80 kph in 12 hours, what will be the time to
travel if he drives at 60 kph?

6. It will take Delmar 16 hours to drive.

5. It will take 2.4 hours working together.
4. The speed of the boat in still water is 25 kph.
3. It takes 32 hours for Joe to paint the house by himself and 96 hours for John the paint the house himself.
2. R is equal to r1r2/ r1 + r2
1. The original fraction is 3/5.
Answers to Test Yourself D:

References:

Orines, F. B. et al. (2014). Next Century Mathematics for Grade 9. Phoenix

Publishing House, Inc., Quezon City.

Pascua, L. B. et al. (1997). Mathematics III. Institute of Science and

Mathematics Education Development. Guaranteed Enterprises.
Quezon City.

https://www.123rf.com/photo_21127371_smiling-pencil-teacher-cartoon-
character-holding-a-pointer.html

https://www.123rf.com/photo_41721707_stock-vector-cute-boy-in-uniform-
going-to-school.html

https://www.123rf.com/photo_42794516_stock-vector-vector-schoolboy-flat-
cartoon-illustration.html

https://www.123rf.com/photo_33887340_stock-vector-happy-boy-cartoon-
writing-in-a-book.html

16
https://www.123rf.com/photo_81758323_stock-vector-vector-illustration-of-
happy-school-kids-cartoon.html

https://www.dreamstime.com/stock-illustration-man-fishing-boat-vector-
cartoon-illustration-happy-gone-lake-image86682172

https://www.alamy.com/thumbs-up-plastic-cartoon-water-tank-in-the-
outdoors-image219657371.html

https://www.123rf.com/photo_95643436_stock-vector-funny-idea-bulb-
thinking.html

http://www.clker.com/clipart-smiling-light-bulb.html

Prepared by:

JENNY ANN G. RUALES

La Castellana National High School

17
9
DIVISION OF NEGROS OCCIDENTAL
Mathematics
QUARTER 1 – MODULE 6
M9AL-If - 1
ILLUSTRATE QUADRATIC INEQUALITY

MODULE DEVELOPMENT TEAM

Writer: JENNY ANN G. RUALES

Editor: IRWIN V. SINGSON
Reviewers: MA. TERESA F. MIJARES, EPS and MITCHELLE A. CASIPLE

18
Lesson
Illustrate Quadratic Inequality
6a

This material will help you learn to: a.) M9AL-If-1 -Illustrate quadratic inequality

and…
𝑥 - 6x = 3
Hello everyone!!! Let’s learn…
4𝑥 = 16
I think…
Given the following mathematical 𝑥 + 3x + 20= 0
sentences identify quadratic equations. 𝒕𝟐 -9t+ 12

Very good…. + 3x + 20= 0 + 10r

- 3s + 1> 0
6 - 6x = 3

4t- 1 7 + 8m 0

-9t+ 12 84 = 16
Also…
𝒓𝟐 + 10r 𝟑
𝑚 + 8m 0
Hmmm…
Based on the given mathematical 𝟑𝒔𝟐- 3s + 1> 0
sentences which of the following 𝟑𝒕𝟐 4t- 1
are not a quadratic equation?

Because there is no
Why they are not equal sign.
quadratic equations?

Based on your observations I think it was called a

what do you call those Quadratic Inequality.
mathematical sentences
you mention??

19
 Quadratic Inequality is an inequality that contains a polynomial of degree 2
and uses the symbols like > (greater than), < (less than), ≥ (greater than or equal to)
and ≤ (less than or equal to) and can be written in the following forms:
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 > 𝟎
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 𝟎
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 𝟎
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 𝟎
Where a, b, c are all real numbers and 𝑎 ≠ 0

Let us try to ACTVITIY 1. Directions: determine whether each mathematical

answer this
sentences is a quadratic inequality or not. Write if it is a
Activity 1.
quadratic inequality and if otherwise.

1. 𝒙𝟐 + 𝟑𝒙 + 𝟏 > 𝟎 6. 𝒎 + 𝟑 𝟎
2. 𝟐𝒔𝟐 + 𝒔 𝟎 7. (𝒙+)(𝒙 𝟐) > 𝟎
3. 𝟐𝒉𝟐 𝟓𝒉 + 𝟐 𝟎 8. 𝒙𝟐 + 𝟑 𝒙 + 𝟗
4. 𝒙𝟐 𝟎 9. 𝟏𝟑 𝟐𝒙 𝟕𝒙𝟐
5. 𝟏𝟑 𝟔𝒎 + 𝒎𝟐 𝟎 10. (𝒉𝟐 + 𝟑𝒉) + (𝒉 + 𝟏) 𝟎

References:

Learner’s Module in Grade 9 pp. 96-101

Pinterest.cp.uk
Id.pinterest.com
https://www.superprof.co.uk>algebra

Prepared by:

JENNY ANN G. RUALES

La Castellana National High School

20
9
DIVISION OF NEGROS OCCIDENTAL
Mathematics
QUARTER 1 – MODULE 6
M9AL-If - 2
SOLVE QUADRATIC INEQUALITY

MODULE DEVELOPMENT TEAM

Writer: JENNY ANN G. RUALES

Editor: IRWIN V. SINGSON
Reviewers: MA. TERESA F. MIJARES, EPS and MITCHELLE A. CASIPLE

21
Lesson
Solve Quadratic Inequality
6b
This material will help you learn to: a.) M9AL-If-2 -Solve quadratic inequality

You already illustrated quadratic

inequality, now we will solve
quadratic inequality…

Let’s proceed . . .

Solution Explanation
x2 – x – 6 > 0
Write the quadratic inequality into
x2 – x – 6 = 0 quadratic equation.
(standard form + + 0)
Solve the quadratic equations using
any method, in this case we use the
(x – 3)(x + 2) = 0 factoring method. But there are still
other methods in finding the roots of
Quadratic Equations.
x–3=0;x+2=0 Apply the zero product property
Solve the linear equation by applying
x–3=0 ;x+2=0
Addition Property of Equality to find the
x=3 ; x = -2
value of the variable.

We will now plot x = 3 and x = -2 in our number line and test the values in our
given inequality x2 – x – 6 > 0 if both values of x is TRUE.

Let x = 3 When the value of x were

Let x = -2
𝑥 𝑥 6>0 tested, it comes out as
𝑥 𝑥 6>0
FALSE! Therefore x = - 2, x
3 3 6>0 ( 2) ( 2) 6 > 0
= 3 and other value tested is
9 3 6>0 4+ 2 6 > 0
not part of the solution.
0 > 0 (False) 0 > 0 (False)

Let x = 0 (any value in between)

𝑥 𝑥 6>0
(0) 0 6>0
6 > 0 (False)
(False)

22
 Since x = - 2 and x = 3 is not part of the solution of the given
inequality and we have tried x = 0 which is FALSE, then all values
mentioned are not part of the solution set. Therefore, shown
below is the graph of inequality x – x – 6 > 0. Take note that our
2

values of x is not part of the solution, then we will use a hollow ( )

circle. Then our solution set will be, is { x| -2 > x > 3} (read as the
element of x such that x is lesser than -2 but greater than 3)

Another example, let us solve x2 + 2x – 15 ≤ 0.

Solution Explanation
x2 + 2 x – 15 ≤ 0
Write the quadratic inequality into
x + 2 x – 15 = 0 quadratic equation.
2

(standard form + + 0)
Solve the quadratic equations using
any method, in this case we use the
(x – 3)(x + 5) = 0 factoring method. But there are still
other methods in finding the roots of
Quadratic Equations.
x–3=0;x+5=0 Apply the zero product property
Solve the linear equation by applying
x–3=0 ;x+5=0
Addition Property of Equality to find the
x=3 ; x = -5
value of the variable.
We will now plot x = 3 and x = -5 in our number line and test the
values in our given inequality x + 2x – 15 ≤ 0 if both values of x is TRUE.
2

Let x = 3 Let x = -5 When the value of x were

𝑥 + 2𝑥 15 0 𝑥 + 2𝑥 15 0 tested, it comes out as
3 + 2(3) 15 0 ( 5) + 2( 5) 15 0 TRUE! Therefore x = - 5 and
9 + 6 15 0 25 10 15 0 x = 3 is part of the solution
15 15 0 25 25 0 since it satisfy the inequality.
0 0 (True) 0 0 (TRUE)

Therefore, the inequality is true for any value of x in the interval

and these intervals include -5 and 3. The solution set of the inequality is
{x|-5 ≤ x ≤ 3 (read as the element of x such that x is greater than or equal to -5 nut less
than or equal to 3)}, and its graph is shown below.

23
 Solid circles are used in the graph to show that -5 and 3 are part of the solution
set.

ACTIVITY 1. Directions: Find the solution set of each of the

following quadratic inequalities then graph.

1. 𝟒𝐩𝟐 𝟏
Work on this activity
so that we can check 2. 𝒓𝟐 𝟏𝟎𝒓 + 𝟏𝟔 𝟎
your understanding! 3. 𝒙𝟐 𝟓𝒙 𝟏𝟒 > 𝟎
4. 𝒙𝟐 + 𝟔𝒙 𝟓
𝟐
5. 𝟐𝒕 + 𝟏𝟏𝒕 + 𝟏𝟐 𝟎

I will show you on how to

solve quadratic inequalities in
two variables

Example 1: Find the solution set of ( 2) + 1

Solutions: Write the inequality to its corresponding equation.

( 2) + 1 ( 2) + 1

24
 X -1 0 1 2 3 4 5
y 10 5 2 1 2 5 10

To get the values of y just

substitute the values of x to the
equation.

Just follow this example

It is because the
inequality symbol is If x = -1
greater than or
equal to 𝑦 (𝑥 2) + 1

𝑦 ( 1 2) + 1

𝑦 ( 3) + 1

𝑦 9+1

𝑦 10

Example 2: Find the solution set of 3 10

Solutions: Write the inequality to its corresponding equation.

3 10 3 10

Construct a table of values for x and y

To get the values of y just
X -1 0 1 2 3 4
substitute the values of x to the
y -6 -10 -12 -12 -10 -6
equation.

Just follow this example

If x=2

𝑦 𝑥 3𝑥 10
𝑦 2 3(2) 10
𝑦 4 6 10

𝑦 12

Use the dashed in

the graph since the
inequality symbol is
less than

Test the point: (0,0) inside the graph

Since it is false
25 then shade the
outside portion of
the graph.
 3 10
0 0 3(0) 10

0 10 False

Activity 2: Find the solution set of the following:

1. > 1
2. 7 + 10

Key Answer

Activity 1 Activity 2

References:
Learner’s Module in Grade 9 pp. 96-101
Pinterest.cp.uk
Id.pinterest.com
https://www.superprof.co.uk>algebra
Mathbits.com

Prepared by:

JENNY ANN G. RUALES

La Castellana National High School

26
9
DIVISION OF NEGROS OCCIDENTAL
Mathematics
QUARTER 1 – MODULE 6
M9AL-If – g – 1
SOLVE PROBLEMS INVOLVING QUADRATIC INEQUALITY

MODULE DEVELOPMENT TEAM

Writer: JENNY ANN G. RUALES

Editor: IRWIN V. SINGSON
Reviewers: MA. TERESA F. MIJARES, EPS and MITCHELLE A. CASIPLE

27
Lesson Solve Problems Involving Quadratic
6c Inequality

This material will help you learn to: a.) M9AL-Ig-1- Solves problems involving
quadratic inequality.
Quadratic inequalities are very
Sir, I know pretty well how useful in our real- life
to solve this quadratic especially in solving the area of
inequalities. a certain piece of land, wood
etc.
But, where can this stuff be
used in our real- life?

Here’s the situation . . . . .

The government is planning to construct a new children’s playground. It

wants to fence in a rectangular ground using one of the walls of a
building. The length of the new playground is 15 meters longer than its
width and its area is greater than the old playground. Suppose the area
of the old playground is 2, 200 square meters. What could be the area
of the new playground? What could be its length and width?

In solving word problems, let us always define our working variables. In

this case

w = be the width of the ground

l = be the length of the ground
A = area of the playground presented

Since the new playground is bigger than the old one and its length is 15
meters more than the width, then this can be represented as

width = w and length = w + 15 and

Area now, A = w (w + 15) > 2200, then simplifying the inequality
w (w+15) > 2200
w2 + 15w – 2200 > 0

28
 By factoring which is the easiest way to find the value of the variable w,
w2 + 15w – 2200 > 0
(w – 40)(w + 55) > 0 Factor the inequality
Solve for the width, w
(w – 40) > 0 | (w + 55) > 0 Applying zero product property
we can solve for the width, w
w > 40 |w > -55 We have two values for width, w (we will
use the positive value since we don’t have a
negative width)
Therefore, width, w > 40 meter
length, l > w + 15
40 + 15
length, l > 55 meters

We can say that length, l > 55 m and width, w > 40 m for the area of the
playground to be greater than 2200 square meters.

Let us try another one . . . .

The length of a concrete pathway is 25 meter longer than its

width and its area is less than 350 m 2. What are the dimensions of the
pathway?
Our solution

Let x – be the width

x+ 25 – be the length
Area, A = x ( x + 25) < 350 m2

Our working inequality is

x ( x + 25) < 350 - simplify
x2 + 25x – 350 < 0
(x + 35)(x – 10) < 0 - factor the inequality
Solve for the width, x
(x – 10) < 0 | (x + 35) < 0
x < 10 | x < - 35 Applying zero product property
we can solve for the width, x

Therefore the width, x < 10meters and the length, (x + 25) should be less
than 35 meters for the area of the concrete pathway be less than 350 square meters.

29
 Let’s check your understanding. Answer the problems below,

Directions: Read, understand and solve the following problems

1. A rectangular tile has length 4x cm and width (x+3) cm. the area of the
rectangle is less than 112 . Determine the set of possible values of x.
2. The length of the garden is 2m more than twice its width and its area is
more than 24 . Find the possible dimensions of the garden?

ANSWER KEY:

1. x = 1,2 and 3
2. POSSIBLE DIMENSIONS: width is greater than 3
Length = 2+2width

POST ASSESSMENT

Directions: Read and understand the questions carefully. Write the letter of the
correct answer in your answer sheet in the given choices, if the answer is not found
in the given choices write E.

1. An inequality of degree two and can be written in + + > 0, + +

0, + + 0, + + 0, where a,b, and c are all real numbers
and ≠ 0.
a. Linear Inequality c. System of Inequality
b. Quadratic Inequality d. quadratic Equation

2. Which of the following mathematical statement is a Quadratic Inequality?

a. 3 + 2 + 5 > 0 c. + 0
b. 4 ( 3) 2 d. + 2 > 0

3. The following are Quadratic Inequality except,

a. 3 + + 8 0 c. ( 1)( + 2) 2
b. 2( + 5) > 0 d. 4 5>0

4. Which of the following situations illustrates quadratic inequality?

a. The area of a lot is less than250 , and its length is twice its width.
b. The area of a hall is 1000 and its perimeter is 200m.
c. The length of a tarpaulin is 3 more than its width and its area is50 .
d. The length of the garden is thrice more than its width and its area is49 .

5. In solving quadratic inequality you need to write the statement first to,
a. Linear Inequality c. Quadratic Function
b. Linear Equation d. Quadratic Equation

30
 6. What is the best method to solve this Quadratic Inequality 100 0?
a. Extracting the Square roots c. Completing the square
b. Factoring d. Quadratic Formula

7. What value of x makes the inequality 6 + 8 > 0 true?

a. x= 2 c. x=4
b. x=3 d. x= 5

8. In graphing a quadratic inequality we use a hollow circle when the inequality

symbol are
a. > c.
b. d. >

9. What is the solution set of 6 + 8 > 0 using a graph

a. a c.

b. d.

10. What is the solution set of4 16 0?

a. * 2 2+ c. * 2 2+
b. * 2 2+ d. * 2 2+

11. 7 + 21 28 0 has a solution set of,

a. * 1 > > 4+ c. * 4 > 1+
b. * 1 4+ d. * > 4 1+

II. Read and understand the problem and answer the following questions.
1. The length of a wall is 12 m more than its width. And the area of the
wall is less than 50 .
a. What represents the width?
b. What represents the length?
c. What mathematical statement represents the problem?
d. What is/are the possible dimensions of the wall?

Reference:

Learner’s Module in Grade 9 pp. 96-101

Pinterest.cp.uk
Id.pinterest.com
https://www.superprof.co.uk>algebra

Prepared by:

JENNY ANN G. RUALES

La Castellana National High School

31
9
DIVISION OF NEGROS OCCIDENTAL
Mathematics
QUARTER 1 – MODULE 7
M9AL-Ig-2
MODELS REAL-LIFE SITUATIONS USING
QUADRATIC FUNCTIONS

MODULE DEVELOPMENT TEAM

Writer: IRWIN V. SINGSON

Editor: MA. TERESA F. MIJARES, EPS
Reviewers: MA. TERESA F. MIJARES, EPS and MITCHELLE A. CASIPLE

32
Lesson Models Real-Life Situations Using
7 Quadratic Functions

This material will help you understand how (1) quadratic functions model real-
life situations; and (2) how a quadratic function is represented using: (a) table of
values; (b) graph; and (c) equation.

Good day! Shall we start. . . . ?

What have you observed on the shape
formed as shown in the pictures below?

Ahhh. . . is it a CURVE?
Yeah. . . . It’s a CURVE!

Very good! It’s a Curve.

I think….PARABOLA!
But. . . what do you call
this curve?

Yes!. . . The curve

formed is called
PARABOLA.

PARABOLA is the graph of a QUADRATIC FUNCTIONS and is vaguely “U”

shaped and it has a highest and lowest point that is a VERTEX. It may open up or
down and may or may have not x – intercepts and they will always have a single y
– intercepts. (www.tutorial.math,lamar.edu)

A QUADRATIC FUNCTION is a polynomial of degree 2 and is defined by f(x)

= ax + bx + c, where a, b, and c are real numbers and a ≠ 0. (Advance Algebra,
2

Trigonometry and statistics by Dilao et al, 2009)

33
Based on the pictures previously
shown, Quadratic Functions has
applications in real life.

How?
and. . . What are they?

The following are some of the applications of Quadratic

Functions in real life.

1. Calculating Room Areas

2. Figuring a Profit
3. Athletics
4. Finding a Speed and more
Source: www.quora.com

Let’s check on these examples below on how

quadratic functions can be related in real life.

1. FIGURING A PROFIT
If you want to sell fluffy carpets and your target is to earn Php
100,000 from that business. First you need to determine your average
selling price.

2. CALCULATING AREAS
Whenever construction is taking place, constructors use quadratic
equations to determine the area. Most buildings take up the square
or the rectangular shape. For rectangular building, it means that
one side is supposed to cover twice as much as the other side. To
calculate the area of the materials needed to cover that area will
lead to the formation of quadratic function.

3. SPORTS
There are many uses of quadratic functions in sports daily. It has
become very useful in the gameplay and analysis as well. Basketball
players score by throwing the ball into the net and measuring the
precise distance and time it will take. Using a velocity, quadratic
function can calculate the height of the ball. Players solve that
equation every time when scoring but the computation is done in
their brains within milliseconds.

34
 Since we have already discussed the applications
of Quadratic Functions in real life.
Let us now proceed on how we are going to
determine if the given table of values, graphs and
equations represents quadratic functions.

Study the table below.

1 1 1 1 1 (differences in x)

x -2 -1 0 1 2 3
f(x) -3 -1 1 3 5 7

2 2 2 2 2 (differences in f(x)
How are the
1. Get the first differences in x.
differences in x and
-1 – (-2) = 1
0 – (-1) = 1 f(x) were obtained?
1–0 = 1
2 – 1 = ____
3 – 2 = ____
What have you observed, are they equal? Yes or No?
2. Get the first differences in f(x).
-1 – (-3) = 2
1 – (-1) = ____
3 – 1 = ____
5 – 3 = ____
7–5 = 2
What have you observed with the first differences in f(x), are they equal?
Yes or No?

If the FIRST DIFFERENCES in f(x) are EQUAL, then the function given using the TABLE OF
VALUES is not a QUADRATIC FUNCTION.

Now, let’s move to the second example below.

1 1 1 1 1 (differences in x )

x -2 -1 0 1 2 3
f(x) 9 3 1 3 9 19

-6 -2 2 6 10 (first difference in f(x)

4 4 4 4 (second differences in f(x)

Just like what we do in our first example above, get the differences in x and
f(x).
If the first the first difference in f(x) are not equal, then get the second
differences in f(x).

35
Based on our example . . . .

1. What have you observed in the first differences in f(x)? Are they equal?
2. How about the second differences in f(x)? Are they equal?

If the FIRST DIFFERENCES in f(x) are not EQUAL, then get the SECOND
DIFFERENCES in f(x) by subtracting the values obtained in first differences in f(x).

If the SECOND DIFFERENCES in f(x) of the function are EQUAL, then the function
given a TABLE OF VALUES is a QUADRATIC FUNCTION.

We already know how to identify if the

given table of values is a QUADRATIC
FUNCTION or NOT.
Why don’t you try it for yourself? Let’s
us work with the activity given below.

Test Yourself 1. Answer the following if the given table of values

represent a QUADRATIC FUNCTION or NOT.
1.
x -3 -2 -1 0 1 2 3
f(x) 18 8 2 0 2 8 18
2.
x -3 -2 -1 0 1 2 3
f(x) 9/2 2 1/2 0 1 1/2 9/2
3.
x -4 -2 0 2 4 6
f(x) -2 1 0 1 2 3
4.
x -1 0 1 2 3 4 5
f(x) 9 4 1 0 1 4 9

It is very important to get the first and second

differences in f(x) if the table of values are given
to identify if it is a QUADRATIC FUNCTION.
If the second differences in f(x) are EQUAL then
the table of values given is a QUADRATIC
FUNCTION.

Exactly!

4. Quadratic Function
3. Not Quadratic Function
2. Quadratic Function
1. Quadratic Function
Answer: Test Yourself 1
36
 Moving forward. . . .
Let us plot the points of the table
of values presented below and
examine what was formed?

Given the table of values, let us plot the points and we

will see for ourselves what was formed?

x -2 -1 0 1 2 3 4
f(x) 5 0 -3 -4 -3 0 5

If we plot and connect the points on the coordinate

plane, it forms a curve that we call as PARABOLA.

KEYPOINTS and TERMS

 The graph of a QUDRATIC FUNCTION, f(x) = ax + bx + c, where a ≠ 0 is a

2

PARABOLA that opens upward when a > 1 and opens downward when a < 1.

 The extreme point (maximum or minimum) of a parabola is called the VERTEX,

the AXIS OF SYMMETRY is a vertical line that passes through the vertex.

 The x – INTERCEPTS are the points which the parabola passes the x – axis. If
they exist, the x – intercepts represents the zeros or roots of the quadratic
functions.
 There may zero, one or two x –INTERCEPTS as shown below

 The y – INTERCEPT is the point at which the parabola crosses the y – axis.
There cannot be more than one such point for the graph of quadratic
function.
www.courses.lumenlearning.com

37
Let’s check your Test Yourself 2. Based on the given graphs, which of the
understanding by following represents a QUADRATIC FUNCTION.
answering Activity 2.
A) B) C) D)

E) F) G)

Were you able to identify which of the

following graphs shown above
represents a Quadratic Function? How?

and . . . .as long as it opens

Yes! When the graph
upward or downwards.
forms a PARABOLA!

Very Good!

Not Quadratic Function, Its Linear Function 7.

Quadratic Function 6.
Section)
5. Not a Quadratic Function (Its part of a conic
4. Quadratic Function
3. Not Quadratic Function, it’s a Cubic Function)
2. Not Quadratic Function, Its Exponential Function
1. Quadratic Function
Answer: Test Yourself 2

38
Now, you were able to identify a
Quadratic Function through table of
values and graphs. This time let us
focus on its equation.

We discussed in our previous lessons that the standard form

of quadratic equation is ax2 + bx + c = 0.

The function form of quadratic equation is written as f(x) = ax2 +

bx + c, where a, b, and c are real numbers and a ≠ 0. In the
quadratic function, ax2 is the quadratic function, bx is the linear
function and c is the constant and the highest degree or exponent
is 2.

Also, simplify the function first if the given is not in standard from.

Remember that y is also the same as f(x), since y is a function of

x and other variables can also be used to represent a function.

Example
f(x) = x2 + 3x – 4 - Quadratic Function since the
highest degree or exponent is
2
f(x) = 3x + 1 - Not a Quadratic Function
A(r) = πr2 - Quadratic Function
P(s) = 4s - Not a Quadratic Function
f(x) = x(x+1) – 2 - Quadratic Function

Test Yourself 3. Let us identify if the given function is QUADRATIC or NOT.

1. f(x) = x2 + x
2. f(x) = 2x
3. f(x) = 5x + 4
4. T(x) = (x – 2)2+ 5
5. a(x) = (x + 3)3 – x3
If the given function
6. P(x) = (x+3) + 8
has highest exponent
or degree equal to 2.
How did you arrive
with your correct
answer? By simplifying first the
function if it is not in
standard form.

That’s great!

39
Now, let’s wrap up things if we know how to
represent Quadratic Function through Table of
Values, Graphs and Equations.

POST TEST. Identify the following given if table of values, graphs,

and equations represents a Quadratic Function.
Please answer on a sheet of paper.

1. x -4 -3 -2 -1 0 1 2
f(x) 16 9 4 1 0 1 4

2. x 1 2 3 4 5 6 7
f(x) 4 7 10 13 16 19 22

3.
x -2 -1 0 1 2 3 4
f(x) -8 -1 0 1 8 27 64

4.

5.

6.

1 1
7. N ( x)  
x x2
8. c(d) = πd
9. y = -x2+ 4
10. f(x) = 6x2 + x – 3

40
REFERENCES:

1. www.quora.com
2. www.courses.lumenlearning.com
3. Advanced Algebra, Trigonometry and Statistics (Revised Edition)
Dilao, Orines and Bernabe
Copyright 2009, SD Publications
4. www.tutorial.math.lamar.edu
5. https://allusesof.com/math/uses-of-quadratic-equations-in-daily-life/
6. https://sites.google.com/site/parentfunctioninreallife/home/linear-function/absolute-value-
function/quadratic-function
7. https://www.pinterest.ph/pin/759349187151208125/
8. https://www.alamy.com/student-characters-vector-set-school-kids-cartoon-characters-
wearing-school-uniform-with-various-poses-and-gestures-for-education-related-design-
image248327642.html
9. https://opentextbc.ca/algebratrigonometryopenstax/chapter/quadratic-functions/
10. https://mathbitsnotebook.com/Algebra1/Quadratics/QDCircles.html
11. https://www.varsitytutors.com/hotmath/hotmath_help/topics/graphing-polynomial-functions
12. http://volleyball-physics.weebly.com/projectile-motion.html
13. https://sites.google.com/site/sorianoparabolas/stephcurry
14. https://www.examfear.com/notes-dir/00/00/09/00000937.html
15. https://www.itl.cat/wallview/ioRRmbi_iphone-x-wallpaper-wave/

Prepared by:

IRWIN V. SINGSON
La Castellana National High School

41