RCAMES

Roman Catholic Archbishop of Manila Educational System

MATHEMATICS 9: LAS No. 1 Quarter: 1st Date: Teacher:

Name: CN: Grade & Section:

TITLE: Introduction to Quadratic Equation

OBJECTIVES:
1. MELC: Illustrates quadratic equations.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in Mathematics 9, Rex
Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014) Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
• http://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Quadratic%20Roots.pdf
KEY CONCEPTS:

1.
2.
3.

Math 9 Learning Activity Sheet Page 1 of 33

Example 1: 5x2 + 3x + 1 = 0 is a quadratic equation in standard form with a = 5, b = 3 and c = 1

Example 2: 4x2 -7 = 0 is a quadratic equation in standard form with a = 4, b = 0 an

Example 3. 5x(2x + 4) = 3 is a quadratic equation but not written in the standard form.
To write the equation in standard form, expand the product and make one side of the
equation zero as shown below:
5x(2x + 4) = 3 → 10x2 + 20x = 3
10x2 + 20x – 3 = 3 - 3
10x2 + 20x – 3 = 0

Then the equation 10x2 + 20x – 3 = 0 is in standard form, where a = 10, b = 20 and c = - 3.

LEARNING ACTIVITIES:

Introduction to quadratic equation: You may open the link

(https://www.youtube.com/watch?v=8OKGL3ut3Kk)

Definition of Quadratic equation:

http://www.virtualnerd.com/algebra-2/quadratics/graphing-
solve/definition/equation- definition

Consider the following examples and compare Column A from Column B.

1. x2 + 3x = 9 1. 3x = 6
2. 3x2 - 5x + 6 = 2 2. 4x3 + 5x = 3
3. x2 = 3600 3. 2x = 8
7 2
2x – 6 = 𝑥 4. 𝑥 + 2 = 75
4. 3

5. 4x = √2x + 5 5. 5 = √𝑥 − 3

Based on the table above, fill in the blanks:

1. In Column A, examples number 1 to 3 are quadratic because the degree
of each equation is .
2. In Column B, examples number 1 to 3 are not quadratic because the equations
are not in degree .
3. In Column A, examples number 4 and 5, when simplified, and written in
standard form, the degree of each equation is .

Quadratic equations are said to be incomplete if in ax2 + bx + c = 0, if b = 0 or c = 0

or both b and c are equal to 0.

Math 9 Learning Activity Sheet Page 2 of 33

 Basic Concepts, Forms and Structure

Complete the table below. Rewrite each in standard form and identify the values of a, b
and c.

Draw if it is complete and if it is incomplete.

Given Standard Form a b c Complete/Incomplete

e.g. x2 + 7x = 30 x2 + 7x – 30 = 0 1 7 -30

1. x2 + 3x + 5 = 0

2. x2 – 2x – 8 = 0

3. 2x2 = 6

4. 2x2 = 5x

5. 4x(x – 1) – 3x = 2x

6. 2 ( y2 + 3 ) = 11 – 13y

7. 5x2 – 3x = x2 – 4x + 7

8. 3x2 – 68 = 2x2 + 6x +11

𝑥
9. 𝑥 2 + 2 = 5

𝑥2
10. 3
−𝑥 = 7

SYNTHESIS/REFLECTION:

Complete the following sentences:

1. Quadratic equations are easily identified if they are written in form.

2. Equations to be quadratic must be in degree .
3. Quadratic equations are said to be complete if values of a, b, and c are not .
4. Quadratic equations are said to be incomplete if and/or is/are equal
to zero.

Math 9 Learning Activity Sheet Page 3 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 2 Quarter: 1st Date: Teacher:
Name: CN: Grade & Section:

TITLE: Solving Quadratic Equation by Extracting Square Roots

OBJECTIVES:
1. MELC: Solve quadratic equations by extracting square roots.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019) E-Math Worktext in Mathematics, Rex
Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014) Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
• http://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Quadratic%20Roots.pdf

KEY CONCEPTS:

1. 4.
2. 5.
3.

. 𝑥 = ξ𝑐 𝑥=− 𝑐 ,

Math 9 Learning Activity Sheet Page 4 of 33

 Solve for x.
a. x2 = 49

ξ𝑥 2 = ±ξ49 Use the Square Root Principle

x = ±7 Simplify the radical

b. m2+3 = 51

m2 = 51-3 Transpose 3 to the right side of the equation and change the sign

m2 = 48

ξ𝑚2 = ±ξ48 Use the Square Root Principle

m = ±ξ16 • 3 Factor the radicand

m = ±4ξ3 Simplify the radical

c. 4x2-9 = 71

4x2 = 71+9 Transpose 9 to the right side of the equation and change the sign

4x2 = 80
4𝑥 2 80
= Divide both sides by 4
4 4

x2 = 20

ξ𝑥 2 = ± ξ20 Use the Square Root Principle

ξ𝑥 2 = ± ξ4 • 5 Factor the radicand

x = ± 4ξ5 Simplify the radical

d. (5x-3)2 = -32
√(5𝑥 − 3)2 = ± ξ−32 Use the Square Root Principle
5x-3 = ± ξ−32
5x = ± ξ−32+3 Transpose 3 to the right side of the equation and change the sign
5x = ± √−(16 • 2)+3 Factor the radicand
5x = ± 4ξ−2+3
5𝑥 4ξ−2+3
5
=± 5
Divide both sides by 5
4ξ−2+3
𝑥= ± 5 Simplify

Math 9 Learning Activity Sheet Page 5 of 33

 LEARNING ACTIVITIES:
By Extracting Square Root:

You may use the link http://www.virtualnerd.com/algebra-2/quadratics/solve-by-completing-

square-roots/solve-with-square-roots/square-root-property-definition

Incomplete quadratic equations in the form of ax2 = c or in the form of (mx + n)2 = p are best
solved by extracting the square root.

Find the roots of the following quadratic equations. Simplify your answer.
1. x2 – 111 = 10 5. 5y2 + 30 = y2 + 6 9. 6 (3y + 2)2 = 24

2. x2 – 23 = 41 6. 6x2 – 50 = 3x2 + 25 10. 5 (2x – 1)2 = 45

25
3. 6y2 – 216 = 0 7. (y – 3)2 = 36 11. 𝑥 2 − 144 = 0

16
4. 3y2 – 27 = 0 8. (x – 5)2 = 25 12. 𝑥 2 − =0
256

SYNTHESIS/REFLECTION:

Complete the following sentences:

1. Quadratic equations are easily solved by extracting square root if it is in the form
.
2. We apply the Principle when we solve using extracting
square root.

Math 9 Learning Activity Sheet Page 6 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 3 Quarter: 1st Date: Teacher:
Name: CN: Grade & Section:

TITLE: Solving Quadratic Equation by Factoring

OBJECTIVES:
1. MELC: Solve quadratic equations by factoring.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in Mathematics, Rex
Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
• http://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Quadratic%20Roots.pdf

KEY CONCEPTS:

“The Principle of Zero Property Products”

If nm = 0, then either n = 0 or m = 0, or both n and m are 0.

Math 9 Learning Activity Sheet Page 7 of 33

LEARNING ACTIVITIES:

Solving Quadratic Equations by Factoring:

You may visit the link https://www.youtube.com/watch?v=MRhjnznqU2Q
and https://www.youtube.com/watch?v=hhxnUm_hDGw

A. Factoring difference of two squares:

Equations in the form of x2 = c can be written in the form of x2 – c = 0.
We treat the left side of the equation as difference of two squares as in n2 – m2
where the factors are the sum and the difference of the square roots of the first and the
second terms, (n + m)(n – m).
Example : Give the roots of the quadratic equation x2 – 36 = 0.
Using the concept n2 – m2 = (n + m)(n – m) then the given problem will be written as (x + 6)(x – 6)
= 0.
Applying the Zero-Property Products, (x + 6) could be zero, or (x – 6) could be zero.
So we let x + 6 = 0 and x – 6 = 0
x = -6 x=6 , the roots of the quadratic equation are 6 and -6.
Try this: Solve each quadratic equation:
Example : x2 – 49 = 0 1. x2 – 225 = 0 2. x2 = 81 (Hint: Transpose 81 to
Solution: (x + 7)(x – 7) = 0 the left side)
x + 7 = 0, x–7=0
x = -7 x=7
Answer: {-7, 7}
3. 4x2 – 2 = 23 (Hint: Transpose 4. x2 – 15 = 0 (Hint: The 5. 4x2 – 49 = 0 (Hint: The
23 to the left side) answers has radical sign) answers are fractions)

B. Factoring the Greatest Common Monomial Factor

When c is zero the quadratic equation, the form will be ax 2 + bx = 0. To solve this
equation, we are not allowed to divide the equation by the common factor x, instead
we will factor using the idea of factoring greatest common monomial factor.
Try this: Solve each quadratic equation:

Example : x2 – 5x = 0 1. x2 – 9x = 0 2. 3x2 – 9x = 0 (Hint: GCF is

Solution: x(x – 5) = 0 3x)
x = 0, x – 5 = 0
x=5
Answer: {0, 5}

Math 9 Learning Activity Sheet Page 8 of 33

 C. Factoring Perfect Square Trinomial
Do we know when a trinomial is a perfect square? The first and third
term are both positive and squares while the middle term is twice the
product of the
square roots of the first and the third term. See the following illustrative examples below:
1. x2 - 6x + 9 is a perfect square, x2 and 9 are both positive and their square
roots are x and 3or -3. The middle term is 6x which is equal to
2(x)(-3), twice the product of the square roots of the first and
the third term.
2. 9x + 12x – 4 is not a perfect square trinomial, the third term is negative.
2

3. 4x2 + 2x + 1 is not a perfect square trinomial because the middle term is not
twice the product of 2x,
(the square root of the first term) and 1 or -1 (the square root of 1)
The factors of a perfect square trinomial are square of the sum (if the middle term is positive) or
the difference (if the middle term is negative) of the square roots of the first and the third terms

Try this: Solve each quadratic equation:

Example: 4x2 - 12x + 9 = 0 1. x2 + 18x + 81 = 0 2. 49x2 – 42x + 9 = 0
Solution: (2x – 3)2 = 0
(2x – 3)(2x – 3) = 0
2x – 3 = 0, 2x – 3 = 0
2x = 3, 2x = 3
3 3
𝑥=2 𝑥=2

3 3
Answer: {2 , 2}

D. Factoring General Trinomial

In ax2 + bx + c, if a = 1, then the factors will be (x + n)(x + m)

where the product of n and m is c while the sum of n and m is b.
Example: x + 5x + 6 = (x + 2)(x + 3) or (x + 3 )(x + 2) where 2 times 3 is 6 while 2 + 3 is
2

Try this: Solve each quadratic equation:

Example: x2 - 6x + 8= 0 1. x2 – 12x + 32 = 0 2. x2 + 2x - 15 = 0 (Hint: Apply
Solution: (x – 4)(x – 2) = 0 rules in adding integers with
x – 4 = 0, x – 2 =0 different signs)
x = 4, x=2
Answer: { 2, 4}

Math 9 Learning Activity Sheet Page 9 of 33

 Try this: Solve each quadratic equation:

1. 6x2 + 9x - 15 = 0 2. 8x2 – 8x - 6 = 0

3x = 1, 2x = -3
1 3
𝑥=3 𝑥 = −2

1 3
Answer: {3 , − 2}

SYNTHESIS/REFLECTION:

Complete the following sentences:

1. In every quadratic equation there are number of solution/roots.

2. We apply the principle of _ when we solve using factoring.

Write the word always, sometimes or never on the truthfulness of the following
statements:

1. Quadratic equations that can be solved using exacting of roots can

also be solved using factoring.

2. We have to equate the quadratic equation to zero for us to apply

the zero-product property

3. Quadratic equations can be solved using factoring.

4. Quadratic equations have two possible values for x.
5. We can get imaginary roots using factoring.

Math 9 Learning Activity Sheet Page 10 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 4 Quarter: 1st Date: Teacher:
Name: CN: Grade & Section:

TITLE: Solving Quadratic Equation by Completing the Square

OBJECTIVES:
1. MELC: Solve quadratic equations by completing the square.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in
Mathematics 9, Rex Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
• http://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Quadratic%20Roots.pdf

KEY CONCEPTS:

𝑏 2
ቀ2 ቁ
completing the square.

LEARNING ACTIVITIES:
Solving Quadratic Equations by completing the square:

You may visit the link https://www.yuotube.com/watch?v=Eob9SOf5DzQ

B. Completing a perfect square trinomial:

In solving Quadratic Equations by completing a square method requires skills in

forming perfect square trinomials.

Example : Complete the square x2 – 6x

Math 9 Learning Activity Sheet Page 11 of 33
 𝑏 2
To complete the square, we have identified that our b is -6, using the expressionቀ2ቁ

−6 2
the expression will be ቀ 2 ቁ which when simplified will be (-3)2 which is 9. So, the

complete quadratic trinomial is x 2 - 6x + 9 where the factored form is (x – 3)2. Take

note of the pattern, (n + m)2 = n2 + 2nm + m2 thus working backward, n2 +2nm +
m2 = (n + m)2.

Try this: Complete the square and write in factored form:

Example : x2 – 9x 1. x2 + 10x 2. x2 – 5x
Solution: to complete the
square, we will add
−9 2 18
ቀ ቁ or
2 4
The completed square is
18
x2 – 9x +
4
−9 2
Factored form: (𝑥 − 2
)

B. Solving Quadratic Equation by Completing the Square, a=1

Quadratic equations expressed in general form, ax 2 + bx + c = 0 where the trinomial

(the left side of the equation) is not factorable can be solved using completing the
square. The quadratic equation, x2 + 6x + 3 = 0 cannot be solved using factoring
since the left side is not factorable. We cannot find factors of 3 that when added will
give the sum of 6. We solve this equation by transposing c to the other side of the
equation leaving the left side in the form of ax 2 + bx and using our skill in completing
the square, we can solve the equation. Study the illustration below.
Example: Solve x2 + 6x + 3 = 0
x2 + 6x = -3 → We transpose c to the right side of the
equation
x2 + 6x + 9 = -3 + 9 → We complete the square by adding 9 to the
left side at the same time we apply addition
property of equality
(x + 3)2 = 6 → We factor the left side and simplify the right
side
x + 3 = ± √6 → We apply Square Root Principle

x = -3 ± √6 →We transpose 3 to the right side of the

equation
Answer: { -3 - √6, -3 + √6 }

Math 9 Learning Activity Sheet Page 12 of 33

Try this: Solve each quadratic equation:
Example : x2 – 5x - 7 = 0 3. x2 – 7x + 1 = 0 4. x2 + 6x - 2 = 0
Solution: x2 – 5x = 7
25 25
x2 – 5x + =7+
4 4
5 2 28 25
(𝑥 − ) = +
2 4 4
2
5 53
(𝑥 − ) =
2 4
5 2 53
√(𝑥 − ) = √
2 4
5 ξ53
𝑥− =
2 4
5 ξ53
𝑥= ±
2 4
5 ξ53 5±ξ53
𝑥= ± or 𝑥 =
2 2 2

Answer: {5+ξ53
2
,
5−ξ53
2
}

C. Completing the square if the leading coefficient is not equal to one (1)

When the leading coefficient is not 1, then we need first to divide both sides of
the equation by the leading coefficient and simplify then, we can proceed following the
step we have done above.
Example: Solve 4x2 – 8x =1
4x2 - 8x = 1 - Note that the constant term is already at the right side
of the equation
4𝑥 2 −8𝑥
4
=
1
4
- We have to divide 3 to both side of the equation
(Applying division property of equality)
𝑥2 − 2𝑥 =
1
4
- We simplify the left side of the equation
𝑥2 − 2𝑥 + 1 = + 1
1
4
- We complete the square at the left side at the same time
apply Addition Property of Equality (What is added to one
side of the equation should also be done at the other side)
(𝑥 − 1)2 = +
1
4
4
4
- We factor the left side and make the other side similar
Fractions

(See next page for the continuation)

Math 9 Learning Activity Sheet Page 13 of 33

 5
(𝑥 − 1)2 =
4
- We simplify the right side of the equation

5
𝑥 − 1 = ±√
4
- We apply the Square Root Principle

𝑥 =1±
ξ5
2
- We transpose -1 to the right side of the equation

𝑥 =1+
ξ5
2
& 𝑥 =1−
ξ5
2
- We simplify the radical and separate the signs

ξ5 ξ5
Answer: {1 + ,1 − }
2 2

Try this: Solve each quadratic equation:

Example: 2x2 + 6x - 5 = 0 3. 3x2 + 5x - 2 = 0 4. 2x2 – 2x - 1 = 0
Solution: 2x2 + 6x = 5
2𝑥 2 +6𝑥 5
2
=2
9 5 9
𝑥 2 + 3𝑥 + 4 = 2 + 4

3 2 10 9
ቀ𝑥 + ቁ = +
2 4 4

3 ξ19
𝑥+ =±
2 4

3 ξ19
𝑥=− ±
2 4

−3±ξ19
𝑥=
2

−3+ξ19 −3−ξ19
Note: When your answer has no
Answer: { 2
, 2
} radical sign, it means the given
can be solved by factoring.

SYNTHESIS/REFLECTION:

Complete the following sentences:

1. To complete the square in x 2 + bx, we take half of and the result.

2. To solve ax2 + bx + c = 0 by completing the square, first step is to be sure that a is
equal to .
3. 2 ± ξ3 is a compact way of writing and .
𝑏 2
4. The factored form of x2 + bx +ቀ2 ቁ is (_____________)2 .

Math 9 Learning Activity Sheet Page 14 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 5 Quarter: 1st Date: Teacher:

Name: CN: Grade & Section:

TITLE: Solving Quadratic Equations by Using the Quadratic Formula

OBJECTIVES:

1. MELC: Solve quadratic equations by using the quadratic formula.

2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in Mathematics 9, Rex
Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014) Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
• http://cdn.kutasoftware.com/Worksheets/Alg1/Solving%20Quadratic%20Roots.pdf

KEY CONCEPTS:

Given the general form of quadratic equation ax2 + bx + c = 0, solving for

the value of x by completing the square.
−𝑏±ξ𝑏2 −4𝑎𝑐
The Quadratic Formula: 𝑥 = . Remember that the symbol ± is the
2𝑎
compact way of writing the two solutions to the equation. The formula
−𝑏+ξ𝑏2 −4𝑎𝑐 −𝑏−ξ𝑏2 −4𝑎𝑐
shows the two values for x: 𝑥 = 2𝑎
and 𝑥 = 2𝑎

LEARNING ACTIVITIES:

In Solving Quadratic Equations by using quadratic formula:

you may visit the link:https://www.youtube.com/watch?v=x3o2WJ5rHhU

and/or https://www.youtube.com/watch?v=3ayhvAI3IeY

Math 9 Learning Activity Sheet Page 15 of 33

 Quadratic Formula can be used to solve any form of quadratic
equation. Example: Solve the equation 3x2 – 6x + 1 = 0.
Procedure in Solving Quadratic Equations Using the Quadratic Formula:

1. Write the equation in standard form (zero on one side of the equation).
2. Identify the numerical values of the coefficients a, b and c.
3. Write the quadratic formula.
4. Substitute the numerical values for a, b and c in the quadratic formula.
5. Simplify to get the exact solution.
6. Use a calculator, if necessary.
7. Check the solution.

We need to identify the values of a, b and c. In our problem, a = 3, b = -6, and c = 1.

−𝑏±ξ𝑏2 −4𝑎𝑐
Using the quadratic formula: 𝑥 =
2𝑎
−(−6)±√(−6)2 −4(3)(1)
𝑥= - we substitute the values of a, b and c
2(3)
6±ξ36−12
𝑥= - we simplify to remove the parentheses
6
6±ξ24
𝑥= - we simplify the radicand
6
6±2ξ6
𝑥= - we simplify the radical
6
6+2ξ6 6−2ξ6
Answer: 𝑥 = and 𝑥 = Note: It is important to check your answer by
6 6
substituting x by the value we obtained in our answer.

Try this: Solve each of the equation using the quadratic formula:

Example : x2 + 5x + 6 = 0 3. x2 + 3x – 18 = 0 4. 4x2 – 12x + 9 = 0 (Hint: If the

Solution: a = 1, b = 5, c = 6 trinomial is a perfect square,
you will arrive with only one
−5 ± √52 − 4(1)(6)
𝑥= value for x)
2(1)
−5 ± ξ25 − 24
𝑥=
2
−5 ± ξ1
𝑥=
2
−5 ± 1
𝑥=
2
−5+1 −5−1
𝑥= 2
and 𝑥 = 2
−4 −6
𝑥= 2
and 𝑥 = 2

Answer: {-2, -3}

Math 9 Learning Activity Sheet Page 16 of 33

 SYNTHESIS/REFLECTION:

Please take note that there are times that the given equations
are not yet written in general form. We need to recall how to
simplify expressions and rewrite the equation in general form
before solving them.

Complete the sentences which you think are/is applicable to you (you may not
need to answer all):

1. I learned

2. The lessons from Learning Activity Sheet #1 to #5 helped me

3. I need help with

4. I have a question

5. I am still confused about

6. I need to practice

Math 9 Learning Activity Sheet Page 17 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 6 Quarter: 1st Date: Teacher:
Name: CN: Grade & Section:

TITLE: Nature of the roots of a Quadratic Equation

OBJECTIVES:

1. MELCs: a) Characterizes the roots of a quadratic equation using the discriminant.

b) Describes the relationship between the coefficients and the roots of a
quadratic equation.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in
Mathematics 9, Rex Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
KEY CONCEPTS:

Definition: Imaginary number is denoted by i which is equal to . i2 = -1

Math 9 Learning Activity Sheet Page 18 of 33

LEARNING ACTIVITIES:
It is said that the degree of the equation tells the number of
roots or solution. Since we are dealing with equation in degree 2, it is
understood that the quadratic equation has two possible roots or
solution. Since some solution involves imaginary numbers, there is a
need to review about complex numbers.

To review on complex numbers, you may visit the links

below: https://www.youtube.com/watch?v=SP-
YJe7Vldo

http://www.virtualnerd.com/algebra-2/quadratics/complex-
numbers/imaginary- complex-numbers/imaginary-number-definition

An imaginary number denoted by i is equal toξ−1. An expression ξ−4 can be expressed as

√(−1)(−4),
Using the Product Rule for Radicals, √(−1)(−4) = ξ−1 • ξ−4.
ξ−1 is equal to i , while ξ4 is equal to ± 2, thus ξ−4 = ± 2 i (we write the number before the
letter)

ξ−9 = ± 3i , ξ−3 = ± iξ3 (we write the letter before the radical)

Find the roots of the following:

1. x2 = -9 2. x2 + 3 = 0
Solution: ξ𝑥 2 = ξ−9 Solution: x2 = - 3

x = ± 3i ξ𝑥 2 = ξ−3
Answer: { 3i , -3i} x = ± iξ3

Answer: {+ iξ3, - iξ3 }

Try this: Solve each quadratic equation:

1. x2 = -10 2. x2 + 49 = 0

For our next topic, about discriminant, you may visit

• definition of discriminant
https://www.youtube.com/watch?v=JBSD
QLZtjFo
• relationship between the coefficients and the roots of a quadratic
equation https://www.youtube.com/watch?v=Iy6WBgm_2us

Math 9 Learning Activity Sheet Page 19 of 33

 In the quadratic formula, the radicand b2 -4ac is called the discriminant. By simplifying
the discriminant, we can tell the nature of the roots of the equation. If:
1. b2 -4ac = 0, then the roots are equal, thus there is one real number and is rational root
2. b2 -4ac > 0 and is a perfect square, thus there are two unequal real numbers and are
rational

3. b2 -4ac > 0 and not a perfect square, thus there are two unequal real numbers and
are irrational
4. b2 -4ac < 0, then the roots are imaginary, thus no real number root.

Use the discriminant to describe the characteristic of the roots of the following:

Example: x2 + 5x - 3 = 0 1. 4x2 – 8x + 4 = 0 2. x2 + 3x - 4 = 0
Solution: a = 1, b = 5, c = - 3
b2 - 4ac = (5)2 – 4(1)(-3)
= 25 + 12
= 37
37 > 0 and is not a square
Answer: The equation has two
unequal real roots, and the
roots are irrational.

For what value or values c should have in the equation 2x2 + 5x + c = 0 so that:

a) the equation will have one rational b) the equation will have imaginary
number solution roots
Solution: a = 2, b = 5, c = c Solution: a = 2, b = 5, c = c
b2 – 4ac = (5)2 – 4(2)(c) = 0 b2 – 4ac = (5)2 – 4(2)(c) < 0
25 – 8c = 0 25 – 8c < 0
-8c = -25 -8c < -25
25 1
c > 8 or 3 4
25
c= 8
Answer: c >
25
or 3
1
(This means that c could
8 4

25 25 1
Answer: 8
is the only solution be 4, 5, 6… as long as it is greater than
8
or 3 )
4

Try this: Solve the problem.

For the equation 5x2-6x+c = 0:
1. Find the value of c, so that the equation has only one rational number solution.
_____________________________________________________________________________________________
2. Find the range of values of c for which the equation has two real number of solutions.
_____________________________________________________________________________________________
3. Find the range of values of c for which the equation has no real number of solutions.
_____________________________________________________________________________________________

Math 9 Learning Activity Sheet Page 20 of 33

 When can give the sum and the product of the roots of any quadratic equation
without actually solving for its roots but by using a formula. Let r 1 and r2 be the roots of
𝑐
the equation then in ax2 + bx + c = 0, the sum, r1 + r2= − 𝑎𝑏 while the product is r1•r2 = .
𝑎

Give the sum and the product of the roots of the quadratic equation:

a. 2x2 – 5x + 4 = 0.
Solution: a = 2, b = -5, c = 4
𝑐
Sum: r1 + r2 = − 𝑎𝑏 = −(−5)
2
=
𝟓
𝟐
Product: r1•r2 = = =2
4
2
𝑎

𝟑
b. x2 + 𝟐 = 5
𝟑
Solution: (2)[ 𝒙𝟐 + 𝟐
= 𝟓](2) = 2x2+3x = 10
2x2+3x-10 = 0
a=2, b=3, c=-10
𝑐
Sum: r1 + r2 = − 𝑎𝑏 = −(3)
2
=
−𝟑
𝟐
Product: r1•r2 = =
−10
2
= -5
𝑎

Complete the Table.

Given Quadratic Quadratic Equation in r1 + r2 r1 • r2
Equation General Form
1. x + 2(x-4) = 0
2

2. 3x2 + 2 = 5x

𝟏𝟏
3. x2 + 𝟐
x = -3
𝒙
4. x2 + = 3
𝟐

Given the roots of the quadratic equation, we can find the equation by using the
formula: x2 – (r1 + r2) x+ r1 • r2 = 0 or (x – r1)(x – r2) = 0

Write a quadratic equation given a pair of roots.

Example: (7, -2)
r1 = 7 ; r2 = -2

x2 – (r1 + r2) x+ r1 • r2 = 0 (x – r1)(x – r2) = 0

x2 – (7 + (-2)) x+ (7) • (-2)= 0 (x – 7)(x – (-2)) = 0
x2 – (7 -2) x+ (7) • (-2)= 0 (x – 7)(x + 2) = 0
x2 – (5) x+ (-14)= 0 x2 +2x -7x -14 =0
x2 – 5x - 14= 0 x2 -5x -14 =0

Math 9 Learning Activity Sheet Page 21 of 33

 Write a quadratic Equation with the given roots.

r1 r2 Quadratic Equation
5 6

-3 8

4 -9

SYNTHESIS/REFLECTION:

Complete the following sentences:

1. The radicand in the quadratic formula is called .

2. The roots of a quadratic equation can be r , ir ,
r or i numbers.
3. A quadratic equation has no real solution if the value of b 2 - 4ac is .
4. If b2 - 4ac > 0, and is not a square, then the roots are ir and un .
𝑏
5. The value − is the _____________ of the roots of the quadratic equation.
𝑎

6. To obtain the product of the roots of the quadratic equation, we use the
formula .

Math 9 Learning Activity Sheet Page 22 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System

MATHEMATICS 9: LAS No. 7 Quarter: 1st Date: Teacher:

Name: CN: Grade & Section:

TITLE: Solving Equations including rational algebraic equations Transformable to Quadratic

Equation
OBJECTIVES:
1. MELC: Solve equations (including rational algebraic equations transformable to quadratic.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in
Mathematics 9, Rex Book Store Inc., 2019
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.

KEY CONCEPTS:

rational algebraic equations.

LEARNING ACTIVITIES:

:
: . .

Math 9 Learning Activity Sheet Page 23 of 33

Review A: Study the LCM of the following:

1.
𝑥+3
=
2
LCM: 5(x) OR 5x 4.
1
+ =
1 1
LCM: 2(x) (x+3)
5 𝑥 𝑥+3 𝑥 2

2.
𝑥+2
=
𝑥−1
LCM: 2(x) OR 2x 5.
1 1
+ 𝑥+4 = 7
1
LCM: 7(x)(x+4)
𝑥 2 𝑥

3.
𝑥 6
−𝑥 = 1 LCM: 3(x) OR 3x 6.
7
+ 2 = 𝑥2
4
LCM: 2(x2)
3 2

Review B: Study the result after multiplying the LCM to the equation.

1.
𝑥+3
=𝑥
2
5(x) ቀ
𝑥+3 2
= 𝑥ቁ5(x) x(x+3)=2(5)
5 5

2.
1 1
+𝑥 = 2
1 1 1 1
2(x)(x+3) ቀ𝑥+3 + 𝑥 = 2ቁ2(x)(x+3) 2(x)(1)+2(x+3)(1)=1(x)(x+3)
𝑥+3

3.
7
+2=
4 7 4
2(x2)ቀ2 + 2 = 𝑥 2 ቁ2(x2) 7(x2)+2(2)(x2)=4(2)
2 𝑥2

Transform each into quadratic equation in general form and solve:

8 8
Example 1: 𝑥
− 𝑥+2 = 2
8 8
(x)(x+2)ቀ𝑥 − 𝑥+2 = 2ቁ(x)(x+2) - Multiply both sides of the equation by the LCM

8(x + 2) – 8(x) = 2x(x + 2) - Apply Distributive Property to remove denominators

8x + 16 – 8x = 2x2 + 4x - Multiply to remove the parentheses

16 = 2x2 + 4x - Combine similar terms (8x + - 8x = 0)

-2x2 - 4x + 16 = 0 - Transpose terms to the left side

2x2 + 4x – 16 = 0 - Make the leading coefficient positive by multiplying -1

(2x + 8)(x – 2) = 0 - Solve by factoring

x = - 4, x = 2 - Apply the Principle of Zero Product and solve for x

10
Example 2: 𝑥
+ 1 = 3𝑥

10
(x)ቀ 𝑥 + 1 = 3𝑥ቁ(x) - Multiply by the LCM x.
10 + 1(x) = 3x(x) - Multiply
10 + x = 3x2
3x2 – x – 10 = 0 - Write in standard form
(3x+5)(x-2) = 0 - Factor
3x + 5 = 0 ; x – 2 = 0 - Use the Principle of Zero Products
3x = -5 ; x=2
−𝟓
x=
𝟑
Math 9 Learning Activity Sheet Page 24 of 33
 Try to solve: Transform each into quadratic equation in general form and solve.

𝒙+𝟑 𝟕 𝒙+𝟏 𝒙−𝟑 𝟐 𝒙

1. = 2. = 3. − =𝟏
𝟑 𝒙 𝒙 𝟐 𝟑 𝟑

𝟏 𝟏 𝟏 𝟏 𝟏𝟑
4. + = 5. +𝒙=
𝒙+𝟐 𝒙 𝟒 𝒙 𝟔

SYNTHESIS/REFLECTION:

Complete the sentences which you think are/is applicable to you.

(You may not need to answer all):

1. I learned
___________________________________________________________________________________

2. The lessons from Learning Activity Sheets #1 to #5 helped me

___________________________________________________________________________________

3. I need help with

___________________________________________________________________________________

4. I have a question
___________________________________________________________________________________

5. I am still confused about

___________________________________________________________________________________

6. I need to practice
___________________________________________________________________________________

Math 9 Learning Activity Sheet Page 25 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System
MATHEMATICS 9: LAS No. 8 Quarter: 1st Date: Teacher:
Name: CN: Grade & Section:

TITLE: Problem Solving Involving Quadratic Equations and Rational Algebraic Equations

OBJECTIVES:

1. MELC: Solves problem involving quadratic equations and rational algebraic equations.
2. Content: Demonstrates understanding of key concepts of quadratic equation.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (2019). E-Math Worktext in Mathematics 9, Rex
Book Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
KEY CONCEPTS:

1. Read and understand the problem.

2. Know the given and represent the unknown using the first condition in the
problem.
(Use only one variable, express other variable in terms of the first variable)
3. Form an equation using the second condition.
4. Solve the equation to find the value of the variable
5. Check your answer based on the given problem.

LEARNING ACTIVITIES:
If internet is available, you may visit the following links:
https://www.youtube.com/watch?v=IGGnn9oa4QY
https://www.youtube.com/watch?v=SOvbKhu4AhI
https://www.youtube.com/watch?v=nAdVUXsMQe4
https://www.youtube.com/watch?v=DhA4mLgl7RI
https://www.youtube.com/watch?v=WmMfpVR6xd4 or
http://www.virtualnerd.com.algebra-2/quardatic

Math 9 Learning Activity Sheet Page 26 of 33

 Your knowledge on how to solve quadratic equations using any method is your
weapon to answer any word problem involving quadratic equation. You also need to
recall formulas like:
1. P = 2l + 2w Perimeter of a rectangle
2. A = l w or bh Area of a rectangle

Example: Geometric problem

1. The area of a rectangular tray is 80 square inches. Its perimeter is 36 inches.

What are thedimensions of a rectangular tray?
Solution: The formula in getting the Area of a rectangle is length times width (lw).
From the given
80
Area, which is 80, and using the formula A = l(w) we will have 80 = l(w) where l = .
𝑤
Representation: (using the first condition) Let w → be the width
80
𝑤
→ be the length

The second condition tells about the perimeter. Using the formula P = 2l + 2w, we will form
80
the equation. Equation: 2( 𝑤 ) + 2(w) = 36

2(80) +2w2 = 36w We multiply the equation by the LCM which is w

2w2 – 36w + 160 = 0 Writing the equation in standard form
w2 – 18w +80 = 0 We simplify the equation by dividing 2 to both sides
(w – 8)(w – 10) = 0 Solving the quadratic equation using factoring
w –8=0 w – 10 = 0 Apply principle of Zero-Product Property
w = 8, w = 10 Solve for w (width)
80 80 80 80
l= 𝑤
= 8
= 10 ; l = 𝑤
= 10 = 8 Solve for l (length)

Answer : Dimensions of the rectangular tray: width is 8 inches, length is 10 inches or

width is 10 inches, length is 8 inches
Check: (using w = 8 in and l = 10 in)

Area of rectangular tray = (l)(w) = 10(8) = 80 square inches

Perimeter of rectangular try = 2l + 2w or 2(l + w) = 2(10 + 8) = 2(18) = 36 inches

Try this. Solve the given problems:

1. The children’s playground has an area of 140 sq. meters and its perimeter is
48meters.Find the dimension of the playground.

Math 9 Learning Activity Sheet Page 27 of 33

2. The area of a certain pathway is 144 square meters. Its perimeter is 148 meters. Find the
length of the pathway.

Example: Number Problem

1. The sum of two numbers is 11. The sum of their squares is 1 more than 10 times the
largernumber. Find the two numbers.
Solution: If the sum of two numbers is 11, whatever the first number is, the second
number can be obtain by subtracting the first number from the sum which is 11.

Representation: (Using the first sentence) Let x → the larger number

11 – x → the smaller number
Equation: (Using the second sentence) x2 + (11 – x)2 = 10x + 1
x2 + 121 – 22x + x2 = 10x + 1 Expanding the square of the binomial
x + x -22x -10x +121 -1 = 0
2 2 Re-arranging and transposition
2x – 32x + 120 = 0
2 Combining Similar Terms
x – 16x + 60 = 0
2 Simplifying by dividing 2 to both sides
(x – 10)(x – 6) = 0 Solving the equation by factoring
x – 10 = 0, x–6=0 Applying Zero Product Property
x = 10, x=6 Getting the value of x (the larger number)
11 – x = 11 – 10 = 1, 11- x = 11 – 6 = 5 Getting the smaller number

Answer : 10 → the larger number or 6 → the larger number

1→ the smaller number 5 → the smaller number

Check: sum 10+1=11 6 + 5 = 11 Their sum is 11.

? ?

102 + 12 = 10(10) + 1 62 + 52 = 10(6) + 1 The sum of their squares is 1 more

100 + 1 = 100 + 1 36 + 25 = 60 + 1 than 10 times the larger
✓ ✓ number.
101 = 101 61 = 61

Math 9 Learning Activity Sheet Page 28 of 33

 Try this. Solve the given problems:

1. The product of the two numbers is 40. The first number is 6 more than the second
number.
What is the first number?

2. The product of 2 consecutive even integers is 80. Find the two numbers.
(Hint: Recall how to represent consecutive numbers)

SYNTHESIS/REFLECTION:
In solving word problem, it is important that we will be able to represent
the given into symbols in such a way that we will be able to form and
equationout of the given problem. Again, we need to remember certain steps
in solving word problem:

1. Read and understand the problem.

2. Know the given and represent the unknown/s. (Make sure to represent one
variablein terms of the other so that we only need to form one equation)
3. Make an equation.
4. Decide what method to use to find the value of the unknown/s.
5. Check your answers if they justify the conditions in the problem.

Complete the following:

I learned…

I am unsure about…

Math 9 Learning Activity Sheet Page 29 of 33

 RCAMES
Roman Catholic Archbishop of Manila Educational System

MATHEMATICS 9: LAS No. 9 Quarter: 1st Date: Teacher:

Name: CN: Grade & Section:

TITLE: Quadratic Inequality

OBJECTIVES:
1. MELC: a) Illustrates quadratic inequalities.
b) Solves quadratic inequalities.
2. Content: Demonstrates understanding of key concepts of quadratic inequalities.
3. Formation Standard: a) Manifests wisdom in every discussion and should do the tasks given and
finish it on time.
b) Performs charitable work to others who are in need of help.
c) Obeys simple rules and principles and apply it in real-life situation.

REFERENCES:
• Oronce, Orlando A. and Mendoza, Marilyn O. (20190. E-Math Worktext in
Mathematics 9, RexBook Store Inc.
• Nivera, Gladys C. and Lapinid, Minie Rose C. (2018). Grade 9 Mathematics Patterns and
Practicalities, Salesiana Books by Don Bosco Press Inc.
• Ladao-Saren, Lorelei B. et. al, (2014). Next Generation Math 9 K to 12 Edition, Diwa Learning
Systems Inc.
KEY CONCEPTS:
Quadratic Inequalities are almost the same as equations, the only
is that instead of having an equal sign, they involve inequality
symbolssuch as >, <, ≤, or ≥ .

LEARNING ACTIVITIES:

For this part, it is important that we have to recall the graphs of inequalities.
For review of graphs of inequality, you may visit the link:

• Review on Graphing inequalities:

https://www.youtube.com/watch?v=tm49BYGw_Sg&list=TLPQMjUwNTIwMjAC6Ig1f6BM
RQ& index=2

Math 9 Learning Activity Sheet Page 30 of 33

 For solving quadratic inequalities, you may visit the link:
• Solving quadratic inequalities:
https://www.youtube.com/watch?v=vxub5PbSdq0
Unlike quadratic equation, quadratic inequality has more than two solutions. Let us
consider, the quadratic inequality, x2 - 4x + 3 ≥ 0. This inequality has infinite solution.
When x is 3, When x is 7, When x is -5, When x is 2,
(3)2 – 4(3) + 3 ≥ 0 (7)2 – 4(7) + 3 ≥ 0 (-5)2 – 4(-5) + 3 ≥ 0 (2)2 – 4(2) + 3 ≥ 0
9 – 12 + 3 ≥ 0 49 – 28 + 3 ≥ 0 25 + 20 + 3 ≥ 0 4-8+3≥0
0≥0 24 ≥ 0 48 ≥ 0 -1 ≥ 0
is true, thus is true, thus is true, thus is false, thus
3 is a solution 7 is a solution -5 is a solution 2 is a not
asolution

Determine if the two given values are solutions of the given quadratic inequality. Draw ☺ ifsolution and
 if not.
1. x2 – 4x – 5 ≤ 0, ( -1, 7) 2. 2x2 – 3x + 6 > 0, (1, 2) 3. x2 + 6x + 17 < 0, ( -1, 5)
4. x2 – 2x -13 > 0, (-1, 3) 5. 2x2 + 6x + 8 ≥ 0, (-3, 5) 6. x2 – 4x – 17 ≤ 0, (-2, -5)

There are different ways/methods on how to solve quadratic inequalities. Let us only
consider problems that are factorable.

Example 1. Solve x2 + x - 6 > 0 and graph the solution set.

Solution: x2 + x - 6 > 0 → Write the inequality such that the right side is
zero.
x2 + x – 6 = 0 → Assume that the inequality is an equation
(x + 3)(x – 2) = 0 → Factor the quadratic trinomial at the left side

x = -3, x = 2 → Solve for x using Zero Product propertyThese

values are called the critical points
At this point we will make a make a number line which will be divided into 3 parts
bounded by the critical points we obtain which are -3 and 2.
A B C

Using factored form and using the original inequality symbol, we have (x+3)(-2)>0.
We are going to test on which part of the number line the values satisfy our
inequality by selecting test point value from each part. Let us put this on a table for
clearer picture.
Part Test Point value (x + 3)(x – 2) > 0 Truth
Value
A we select -5 ( -5 + 3)(-5 – 2) > 0 →(-2)(-7) > 0 → 14 > 0 True

B we select 0 ( 0 + 3)(0 – 2) > 0 → (3)(-2) > 0 → -6 > 0 False

C we select 4 ( 4 + 3)(4 – 2) > 0 → (7)(2) > 0 → 14 > 0 True

Math 9 Learning Activity Sheet Page 31 of 33

 The part A (consists of numbers to the left of -3) and C (consists of numbers greater than 2)
satisfy the inequality. Thus, the solution set of the inequality, x2 + x - 6 > 0 is {x/-3 > x > 2 }, (in words,
the value of x is any number less than -3 and any number greater than 2). Writing using the
interval, the solutionwould be (-∞, -3) U (2, ∞). The symbol tells that the solution is any number less
than -3 up to negativeinfinity and any number greater than 2 up to positive infinity. The graph is

Study the graph of the solution of the following inequalities. The problems consisting of the
samequadratic trinomial are expected to have the same critical values. The graphs differ based
on the inequality symbol used.

1. (x + 2)(x – 3) < 0

2. (x + 2)(x – 3) ≤ 0

3. (x + 2)(x – 3) > 0

4. (x + 2)(x – 3) ≥ 0

Solve each inequality and graph the solution set on the number line.

1. x2 + 5x + 6 > 0

2. x2 + 3x ≤ 0

3. x2 – 6x – 16 ≥ 0

4. x2 +x -20 ≤ 0

Math 9 Learning Activity Sheet Page 32 of 33

SYNTHESIS/REFLECTION:

Answer the following question.

1. Why we do not apply the Zero Product property in solving inequalities?

2. How can factoring help us determine the solution set of a quadratic inequality?

Math 9 Learning Activity Sheet Page 33 of 33