SOLVING PROBLEMS

TRANSFORMABLE TO
QUADRATIC EQUATIONS
for Mathematics Grade 9
Quarter 1/Week 3

1
 OBJECTIVES:

K: Identifies rational algebraic equation transformable into

quadratic equation.
S: Transforms rational algebraic equations to quadratic equation.
: Solves problems involving quadratic equations and rational
algebraic equations.
A: Shows accuracy in arriving at correct quadratic equations.

Competencies:
i. Solves equations transformable to quadratic equations
(including rational algebraic equations) (M9AL-Ic-d-1)
ii. Solves problems involving quadratic equation and
rational algebraic equation. (M9AL-Ie-1)

I. What Happened

Hi classmates, I’m
Chico. I would like you
to join me as we
discover equations
transformable into
quadratic equation.

1
PRE-TEST

MULTIPLE CHOICE: Choose and write the letter that corresponds to the
correct answer for each question below.

1. What are the roots of x2 – 9x + 14 = 0?

a. -2 and 7 b. 2 and 7 c. -7 and -2 d. -7 and 2

2. What are the two numbers whose sum is 21 and the sum of the squares
is 261?

a. 14 and 7 b. 15 and 6 c. 16 and 5 d. 17 and 4

𝑥+2 1
3. The roots of the equation 2
= 𝑥.

a. 1±√3 b. -1±√3 c. 2±√3 d. -2±√3

x 4
4. Solve the equation 3 +1= 3
1
a. b. 1 c. 7 d. 2
3

5. Which of the following are the roots of 𝑥2 + 1 = 4 using the quadratic

3 3
formula?

a. 1 and -1 b. 1 c. – 1 and 3 d. 2 and 3

6. An isosceles triangle has two sides of length 3x + 5. The perimeter of the

triangle is 9x + 15. Determine the ratio of the base to the perimeter.
1 1 1
a. b. 3 c. 3 d. 9x+5
3x+5

2
II. What You Need to Know

Your knowledge in finding the

solutions of a quadratic
equation as well as in adding
and subtracting rational
algebraic expressions would be
a big help in solving problem
transformable to quadratic
equation.
Study the examples below.

Review: Solving Quadratic Equations

Example 1: Solve 𝒙 (𝒙 − 𝟓) = 𝟑𝟔

This quadratic equation is not written in standard form.

To write the quadratic equation in standard form, simplify the expression
𝑥 (𝑥 − 5).

𝑥 (𝑥 − 5) =36 𝑥 2 – 5𝑥 = 36

Write the resulting quadratic equation in standard form.

𝑥 2 -5𝑥 = 36 𝑥 2 – 5𝑥 – 36 = 0

Use any of the four methods of solving quadratic equations in finding the
solutions of the equation 𝑥 2 – 5𝑥 – 36 = 0.
Try factoring in finding the roots of the equation.

𝑥 2 – 5𝑥 – 36 = 0 (𝑥 – 9) (𝑥 + 4) = 0

𝑥 − 9 = 0 𝑜𝑟 𝑥 + 4 = 0

𝑋 = 9 𝑜𝑟 𝑥 = −4

3
 Check whether the obtained values of x make equation 𝑥 (𝑥 – 5) = 36 true.
If the obtained values of x make the equation x (x-5) = 36 true, then the solutions
of the equation are: 𝑥 = 9 or 𝑥 = −4.

2: Find the roots of the equation (𝒙 + 𝟓)2 + (𝒙 − 𝟐) 2 = 37

The given equation is a quadratic equation that it is not written in standard form.
Transform this equation to standard form then solve it using any of the
methods of solving quadratic equations.

(𝑥 +5)2 + (𝑥 − 2) 2 = 37 (𝑥 2 + 10𝑥 + 25 ) + (𝑥 2 – 4𝑥 + 4) = 37 (expand the

binomials)
𝑥 + 𝑥 + 10𝑥 – 4𝑥 + 25 + 4 = 37 ( combine like terms)
2 2

2𝑥 2 + 6𝑥 + 29 = 37 (simplify)
2𝑥 + 6𝑥 – 8 = 0 (write the equation in
2

standard form)

2𝑥 2 + 6𝑥 – 8 = 0 (2𝑥 − 2) (𝑥 + 4) = 0 (factor the expression)

2𝑥 − 2 = 0 𝑜𝑟 𝑥 + 4 = 0 ( equate each factor to 0)
𝑥 = 1 𝑜𝑟 𝑥 = −4 ( solve for 𝑥)
The solutions of the equation are: 𝑥 = 1 𝑜𝑟 𝑥 = −4. These values of x make the
equation (𝑥 + 5)2 + (𝑥 − 2) 2 = 37 true.

Here’s how to solve

rational algebraic
equations
transformable into
quadratic equation.

Solving Rational Equations

One method for solving rational equations is to rewrite the rational
expressions in terms of a common denominator. Let us take a look at the
illustrative examples below:
𝟐 𝒙
Example 1: 𝟓 − 𝟓

Since the denominator of each expression are the same, hence we can equate
𝟐 𝒙
the numerator into x = 2. Therefore, the solution to −𝟓 is 2.
𝟓

4
This is also true for rational equations whose denominators are polynomial
expressions.
Example 2:
𝑥−5 11
=
𝑥+4 𝑥+4

Equating the numerators, we have x – 5 = 11. Solving for x, we have x = 16.

Let us check the solution against the original equation.
𝐿𝑒𝑡 𝑥 = 16:

16−5 11
=
16−4 16+4

11 11
=
20 20

In solving rational algebraic equations with unlike denominators, eliminate

the denominators and turn the rational equation into a polynomial equation:

𝑥+5 7
Example 3. Solve the equation =4
8

𝑥+5 7 2 2
= ∙ Multiply the right side of the equation by
8 4 2 2

𝑥+5 14
= to get a common denominator of 8.
8 8
𝑥+5 = 4 Since the denominators are the same the
numerators must be equal for the equation to be true.
𝑥=9 Solve for 𝑥.

6 x-3
Example 4. Solve the rational algebraic equation x
+
4
=2 .

Rational algebraic equation can be transformed into quadratic equation.

To solve the equation, the following procedure can be followed.

a. Multiply both sides of the equation by the Least Common Multiple (LCM) of all

denominators. In the given equation, the LCM is 4𝑥.

6 x-3 6 x-3
+ =2 4𝑥 (x + )=4x(2)
x 4 4

4𝑥(6) 4𝑥(𝑥−3)
Simplify, + = 8𝑥
𝑥 4

5
 4(6) + 𝑥 ( 𝑥 − 3) = 8𝑥

24 + 𝑥 2 − 3𝑥 = 8𝑥

b. Write the resulting quadratic equation in standard form.

By combining like terms:

24 + 𝑥 2 + 24 = 0 will become 𝑥 2 − 11𝑥 + 24 = 0

c. Find the roots of the resulting equation using any of the methods of solving
quadratic equation. Try factoring in finding the roots of the equation.
𝑥 2 − 11𝑥 + 24 = 0 ( 𝑥 − 3)( 𝑥 − 8) = 0

𝑥 − 3 = 0 𝑜𝑟 𝑥 − 8 = 0

So, 𝑥 = 3 𝑎𝑛𝑑 𝑥 = 8

6 x-3
Check whether the obtained values of x make the equation x + 4
=2 true.
6 x-3
If the obtained values of x make the equation x
+
4
=2 true, then the
solutions of the equation are x = 3 or x = 8.
Checking: 𝑖𝑓 𝑥 = 3 𝑖𝑓 𝑥 = 8
6 3−3 8 8−3
then 3 + 4 = 0 then 3 + =2
4
0 8 5
2+4= 2 + =2
3 4
32+15
2+0=2 =2
12
47
2=2 ≠2
12
6 𝑥−3
Hence only 𝑥 = 3 makes the equation 𝑥 + 4
= 2 true.

Example 5:
8 4x
Find the roots of x+ x-2
=1+
x-2
.
8 4x
The equation x+ x-2
=1+
x-2
is a rational algebraic equation that can be
written in the form a𝑥 2 + bx + c = 0.

To find the roots of the equation, you can follow the same procedure as in the
previous examples of solving rational algebraic equations.

a. Multiply both sides of the equation by the LCM of all denominators. In the
given equation, the LCM is x – 2.
8 4x 8 4x
x+ =1+ (x-2) (x+ )= (x-2) (1+ )
x-2 x-2 x-2 x-2

6
 8 4𝑥
𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦𝑖𝑛𝑔, ( 𝑥 − 2)(𝑥) + (𝑥 − 2) ( ) = ( 𝑥 − 2)(1) + (𝑥 − 2)( )
𝑥−2 𝑥−2
𝑥 2 − 2𝑥 + 8 = 𝑥 − 2 + 4𝑥

b. Write the resulting quadratic equation in standard form.

𝑥 2 − 2𝑥 + 8 = 𝑥 − 2 + 4𝑥 𝑥 2 − 2𝑥 + 8 = 5𝑥 − 2

𝑥 2 − 7𝑥 + 10 = 0

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

𝑥 2 – 7𝑥 + 10 = 0 (𝑥 – 5) (𝑥 – 2) = 0
𝑥 – 5 = 0 𝑜𝑟 𝑥 – 2 = 0
𝑥 = 5 𝑜𝑟 𝑥 = 2

The equation 𝑥 2 – 7𝑥 + 10 = 0 has two solutions, 𝑥 = 5 𝑜𝑟 𝑥 = 2. Check whether

8 4x
the obtained values of 𝑥 make the equation 𝑥 + =1+ true.
x-2 x-2

𝐹𝑜𝑟 𝑥 = 5:
8 4x 8 4(5)
x+ =1+ 5+ =1+
x-2 x-2 5-2 5-2

8 20
5+ =1+
3 3
15+8 3+20
=
3 3
23 23
=
3 3
8 4x
The equation 𝑥+ =1+ is true when 𝑥 = 5. Hence, 𝑥 = 5 is a solution. Observe
x-2 x-2
8
that at x = 2, the value of x-2 is undefined or does not exist. The same is true with
4x 8 4x
x-2
. Hence, x=2 is an extraneous root or solution of the equation x + x-2
=1+ .
x-2
An
extraneous root or solution is a solution of an equation derived from an original
equation. However, it is not a solution of the original equation.

In solving quadratic
equations, we should follow
steps to get the correct
answer to7 the problem!
Application of Quadratic Equations

Quadratic equations are used in everyday life, as when calculating areas,

determining a product's profit or formulating the speed of an object. Quadratic
equations refer to equations with at least one squared variable, with the most
standard form being ax² + bx + c = 0.

To solve a word problem,the following steps can help you interpret and
visualize the given problems.

Step 1: Read the problems carefully until you understand what is given and what
must be found.
Step 2: Represent a variable to each unknown in terms ot the same variable.
Step 3: Select a strategy that will facilitate better understanding of the given
problem.
Strategies for problem solving
1. Make a table, List and Charts
2. Use Logical Reasoning
3. Solve a Simpler Related Problems
4. Look for a Pattern
5. Make a model
6. Work Backward
7. Draw a Diagram
8. Guess and Test
9. Simulate a Problem
10. Use Multiple Strategies
11. Write an Equation
Step 4: Re-read the problem and then change the written statement into an
equation.
Step 5: Solve the Equation
Step 6: Answer the question asked in the problem
Step 7: Check your solution
(Fausto, et al. 2014)

8
Study the following illustrative examples:
Example 1: If the product of two consecutive even integers is increased by 7,
then the result is 295. What are the integers?
Solution:
Let 𝑥 be the first even integer.
𝑥 + 2 be the second even integers
Equation: (𝑥 )(𝑥 + 2) + 7 = 295
𝑥 2 + 2𝑥 + 7 = 295
𝑥 2 + 2𝑥 + 7 − 295 = 0
𝑥 2 + 2𝑥 − 288 = 0
(𝑥 + 18)(𝑥 − 16) = 0
𝑥 + 18 = 0 𝑥 − 16 = 0
𝑥 = −18 𝑥 = 16
Substituting -18 to 𝑥 + 2 Substituting 16 to 𝑥 + 2
We have -18 +2 = -16 We have 16 +2 = 18
Answer: The two consecutive even integers are -18 and -16 , 16 and 18.
Check: (𝑥)(𝑥+2)+7 = 295 (𝑥)(𝑥+2)+7 = 295
(-18)(-16) +7= 295 (18)(16) +7=295
288+7= 295 288+7=295
295 = 295 295 = 295
Example 2: Within a rectangular flower garden 9 m wide and 18 m long, we are
to pave a path of uniform width around the boundary so as to leave an area of
112 m2 for flowers. How wide should we make the path?

Solution: 𝑥
𝑥
18

𝑥
𝑥

Given: 9m width of the garden

18m length of the garden
112m 2 area left of a garden when a path is constructed
Solution: Let x be the width of the path
hence:
18 − 2𝑥 is the length of the garden

9 − 2𝑥 is the width
Since A = lw

9
 So the required equation is
( 18 − 2𝑥 )( 9 − 2𝑥 ) = 11
162 - 54𝑥 + 4𝑥 2 = 112

4𝑥 2 - 54𝑥+ 162 – 112 = 0

4𝑥 2 - 54𝑥+ 50 = 0

4𝑥 2 −54𝑥+50
=0
2

2𝑥 2 – 27𝑥 + 25 = 0

by factoring

(2𝑥 – 25)( -1) = 0

Equating to 0:

2 𝑥 -25 = 0 (𝑥 -1) = 0

2 𝑥 = 25 𝑥=1
2𝑥 25
=
2 2

𝑥 = 12 .5 or 12 ½
1 25
If we consider 12 𝑚 or 𝑚 as the width of the pavement:
2 2

25
18 − 2 ( ) = 18 − 25 = −7
2
25
9-2 ( ) = 9 − 25 = −16
2

It is impossible for dimensions to be negative.

If we consider 1 as the width of the pavement :
18 − 2(1) = 18 − 2 = 16
9 − 2(1) = 9 − 2 = 7
Multiplying 16 and 7 will give us 112.
Therefore, the solution is 1 m. The path should be 1 meter wide.

10
Application of rational Algebraic Expression

Workout the word problems below by applying the concepts of solving

rational algebraic expressions.

A . WORK PROBLEMS

Some work problems include multiple

machines or people working on a project
together for the same amount of time
but at different rates. In that case, you can
(WQE Student Exec hold charity
add their individual work rates together to get car was n.d.)
a total work rate. Let’s look at an example.

Example 1.
Crista and Lady Love can each wash a car and vacuum its interior
in 2 hours. Lordwin needs 3 hours to do this same job alone. If Lordwin,
Lady Love, and Crista work together, how long will it take them to clean a
car?
Solution:
𝑊
According to the formula, 𝑟 = 𝑡 .
1
Crista and Lady Love each have a rate of 2 car in one hour, and Lordwin’s
1
rate is car in one hour.
3
1 1 1 4
Working together, they have a rate of + + or 3.
2 2 3
4 1
W is one car, so the formula becomes =𝑡.
3
4 1
This means 3𝑡 ∙ = ∙ 3𝑡 3
so 4𝑡 = 3, and 𝑡 = 4. It takes three-quarters of an
3 𝑡
hour, or 45 minutes, to clean one car.

Example 2. One pipe can fill a fire truck water tank in 20 minutes and another
can fill it in 40 minutes. If the first pipe is open for 10 minutes before the second is
opened, how long will it take them to finish filling the water tank?

11
 Let 𝑥 = time to finish filling the tank

R t w
1 1
Pipe 1 𝑥 + 10 (𝑥 + 10)
20 20

1
Pipe 2 𝑥 1
40 (𝑥)
40

Solution:
x + 10 x
+ =1
20 40
2 ( 𝑥 + 10) + 𝑥 = 40
3𝑥 + 20 = 40
3𝑥 = 20

1
𝑥 = 6 minutes or 6 minutes and 10 seconds
6
B. DISTANCE PROBLEM

Example 3. Jorem and Julix leave the same point driving in opposite directions.
Traffic conditions enable Jorem to average 20 km/hr more than Julix. After three
hours they are 360km apart. Find the rate of each.
360 kilometers

3𝑥 (Subaru XV n.d.)
3(𝑥 + 20)
(Hyundai Eon side view n.d.)

Julix Jorem

12
The problem asks for Jorem’s rate and Julix’s rate

d
To represent the rate r, solve = r for r.
t
d
Thus, r =
t
r t d

Julix 𝑥 3 3𝑥

Jorem 𝑥 + 20 3 3(𝑥 + 20)

Solution:

The sketch will help you write the equation

Let 𝑥 = Julix’s rate

3𝑥 + 3(𝑥 + 20) = 360

3𝑥 + 3𝑥 + 60 = 360

6𝑥 = 300

𝑥 = 50 km/hr Julix’s rate

𝑥 + 20 = 70 km/hr Jorem’s rate

C. NUMBER RELATION

Example 4. Twice the numerator of a fraction exceeds the denominator by 2.

If 1 is added to both the numerator and the denominator, the resulting fraction is
2
equal to . Find the original fraction.
3
The problem asks for the original fraction.

Solution:
Let n = numerator of the original fraction

d = denominator of the original fraction

n
Then is the original fraction
d
Twice the numerator of a fraction exceeds the denominator by 2.

13
 2n = d + 2
If 1 is added to both the numerator and the denominator, the resulting
2
fraction is equal to .
3
n+1 2
=
d+1 3
Simplify the equation:

2n = d + 2 2n – d = 2 Multiply by -2 -4n + 2d = -4
3(n + 1) = 2(d + 1) 3n – 2d = -1 3n – 2d = -1

-n = -5
n =5
If n = 5, find d:

2(5) = d + 2
d=8
5
The original fraction is 8

What Have I Learned

I. Solve each quadratic equation below.

1. x(x + 5) = 2
2. (s + 6) 2 = 5
1 1
3. ( 𝑥 + 3)2 = 9
II. It takes 2 days to paint your classroom and it takes your friend 3 days. How
long will it take you both work together? ( Write your solution in a separate sheet of
paper).

14
 POST TEST

MULTIPLE CHOICE: Choose and write the letter that corresponds to the
correct answer for each question below.

1. What are the roots of x2 – 3x - 4 = 0?

a. 4 and -1 b. -4 and 1 c. -4 and -1 d. 4 and 1

2. What are the two numbers whose sum is 13 and the sum of the squares
is 85?
a. 9 and 4 b. 3 and 10 c. 8 and 5 d. 6 and 7

𝑥−3 1
3. The roots of the equation = .
2 2𝑥

a. 3±√13 b. −3±√13 c. 3±√11 d. _ 3±√11

2 2 2 2

𝑥 3 3
4. Solve the equation − =
2 𝑥 4

−3±√105 3±√105 3±√105 −3±√105

a.
2
b. 2
c. 4
d. 4

5. Danielle and Dianna went to Robinson’s Place, leave the parking area
at the same time. Dianna drives east at 90 km/hr and Danielle goes
west at 70 km/hr. After how many hours are they 480 km apart?

a. 6 hrs b. 3hrs c. 2 hrs d. 1 hr

15
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

IANNE REY MAGHANOY

Writer

CHRISTIAN EVEN D. SANTILLAN

Lay-out Artist/Illustrator

_________________________________

ALPHA QA TEAM
FLORENCIO BARTOLO JR.
TERESITA P. BUBOLE
CHRISTIAN EVEN D. SANTILLAN
MELBA S. TUMARONG

ENHANCEMENT TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI
TERESITA P. BUBOLE

16
 17
What have I learned
Post-test Pre-test
−5±√33
I. 1. 𝑥 =
2 1. b 1. b
2. 𝑥 = −6 ± √5 2. d 2. b
2
3. 𝑥 = 0 𝑜𝑟 𝑥 = − - 3. a 3. b
3
4. b 4. b
6 5. d 5. a
II. 𝑜𝑟 1.2 𝑑𝑎𝑦𝑠
5 6. c
working together
ANSWER KEY
Pasig City: DepEd-IMCS
Bryant, M., et al. 2014. Mathematics Grade 9 Learner’s Material First Edition.
REFERENCE