9

Mathematics
Quarter 1 – Module 3:
Equations Transformable into
Quadratic Equations
Mathematics – Grade 9
Quarter 1 – Module 3: Equations Transformable into Quadratic Equations
First Edition, 2021

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For the facilitator:

i
 As a facilitator, you are expected to orient the learners on how to
use this module. You also need to keep track of the learners' progress
while allowing them to manage their own learning at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering the
exercises.
2. Don’t forget to answer Let Us Try before moving on to the other
activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking
your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in
mind that you are not alone. We hope that through this material, you
will experience meaningful learning and gain deep understanding of
the relevant competencies. You can do it!

ii
 Let Us Learn
After going through this module, you are expected to:

1. Recall the concept about translation of verbal phrases into mathematical

sentences and vice versa.
2. Identify the steps in transforming equations into quadratic equations.
3. Solve word problems involving quadratic equations and rational algebraic
equations

Let Us Try

As you begin this module, answer first the pre-test to see how far you
already know about the topic. Answer all items. After taking and checking this short
test, take note of the items that you were not able to answer correctly and find for
the right answer as you go through this module.

1. Find the quadratic equation whose roots are the reciprocals of 3x 2

– 5x – 2 = 0.
A. 2x2 – 5x + 3 = 0 C. 3x2 – 5x + 2 = 0
B. 2x2 + 5x – 3 = 0 D. 3x2 + 5x – 2 = 0
2. Translate “five increased by the sum of a number and 9” into
mathematical phrase.
A. 5 + (w + 9) B. 5 + 9n C. (5 + r)9 D. 5n + 9
3. Express x ( 2 - x) = -8 into ax2 + bx + c= 0 and identify which among
the choices is the standard form of the equation?
A. 𝑥 2 − 2𝑥 − 8 = 0 C. 𝑥 2 + 2𝑥 − 8 = 0
B. −𝑥 2 − 2𝑥 − 8 = 0 D. −𝑥 2 − 2𝑥 + 8 = 0

4. Based on the answer of no. 3, find the middle term of the equation.
A. –x2 B. x2 C. 2x D. -2x
5. Based on the answer of question no. 3, find the roots of the
transformed equation of x( 2 - x) = -8.
A. x = -4; x =2 C. x = 4; x = -2
B. x = -4; x = -2 D. x = 4; x = 2
6. Examine which of the following equations are transformable into
quadratic equation ax2 + bx +c?

5 3 4 7 𝑥−1
A. 𝑦
−7= 𝑦
B. 𝑡 − 5 = 10 C. 2𝑥 = 5 − 𝑥 D. 2x = 5

7. Assess which of the following equations has the roots x = 4 and x

= 2?
𝑋 2
A. x2 + 7x + 10 = 0 C. 2 − 4 = 𝑋
𝑋 4
B. 2x2 – 5x + 10 = 0 D. 2
− 3 = −𝑋

Page 1
 8. Which of the following equations have extraneous roots or
solutions?
1 1 7 3𝑥 2 −6
A. 𝑥
+ 𝑥+1
= 12
C. 8−𝑥
= 𝑥−2

𝑥 2 −5𝑥 3𝑥 + 4 2 8
B. 𝑥−5
= 15 − 2𝑥 D. 5
− 𝑥+3 = 5

1 𝑥
9. Translate 𝑥 − 4 = 5 into standard form ax2 + bx + c = 0.
A. –x2 -20x + 5 = 0 C. x2 + 20x - 5 = 0
B. –x +20x + 5 = 0
2 D. x2 -20x + 5 = 0
10. Which of the following can be transformed into quadratic
equation?
A. 𝑥(𝑥 − 2) = 8 C.5(𝑥 + 10) = 0
B.𝑥 2 (𝑥 + 1) = 0 D.(𝑥 + 2)(𝑦 − 2) = 0

5 𝑡+2
11. From the equation 4𝑡
− 3
= 6, find the least common multiple
among choices.
A. 6t B. 12t C. 24t D. 48t

12. Which of the following is the simplified form of 4𝑦(𝑦 − 2) = 2?

A. 5𝑦 2 − 4𝑦 + 2 = 0 C. 4𝑦 2 − 2𝑦 = 2
B. 5𝑦 2 − 8 = 2 D. 4𝑦 2 − 8𝑦 − 2 = 0

13. Randy and Mico work in a car station. The time that Randy
takes in washing a car alone is 10 minutes less than the time that Mico takes
in washing the same car. Which of the equations represent the time randy
takes in washing the car.

1 1
A. x – 10 B. x( x- 10) C. 𝑥−10
D. 𝑋

14. The length of a rectangular frame is 10 in. longer than its width
and the area is 24 in2. What is the equation relating the length, width and the
area of the frame?
A. x2 + 10x – 24 = 0 C. x2 + 10x + 24 = 0
B. x2 - 10x – 24 = 0 D. x2 - 10x + 24 = 0

15. A 4m by 4m square of plywood was cut from a bigger square

plywood. The area of the remaining plywood was 30m 2. If x represents the
length of the bigger plywood, which of the following expressions give the area
of the remaining piece?

A. x – 16 B. x2 + 16 C. x2 – 16 D. x2 – 30

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 Let Us Study
Hello Learners! Before you proceed to the steps in transforming equations
into quadratic equations and its applications in real-life setting, you need
to master first the concept about translations of verbal phrases to mathematical
phrases and vice versa.

Examples:

Verbal Phrases Mathematical Phrases

1. Six less than a number →x-6

2. 30 increased by three times
the square of a number → 30 + 3n2
𝟏
3. One-third the sum of a number and 4 → 𝟑
(x + 4)
4. 4 less than a number is 9 → n–4=9
5. 7 increased by 6 times a number is 19 → 7 + 6n = 19

Word Problems Translated to mathematical Sentence

1. The length of a tarpaulin is 3ft. more than thrice its width (w) and its area is 126
ft2. Translate the length of the tarpaulin in mathematical phrase.
Answer: 3w + 3
2. Two trees are standing beside each other. The height of the first one is two less
than thrice the product the height of the second tree. The product of their heights
is 40ft. Write a mathematical sentence on the product of their heights.
Answer: n(3n – 2) = 40 → 3n2 -2n – 40 = 0

Lesson 1: Transforming Equations into Quadratic Equations

Transform the equation into standard form and find the roots of
quadratic equation.

Example 1:
Examine the given equation if there are operations that
5x(x + 2) = 4
need to perform and simplify.

Perform the indicated operation by multiplying 5x to x,

5x ( x + 2) = 4
and 5x to 2 by distributive property of equality.

Page 3
 After performing the operations from left to right,
5x2 +10x = 4 arrange it to standard form of quadratic equations
ax2 + bx + c = 0 by subtraction property of equality.

5x2 + 10x – 4 = 4 – 4 Next is, subtract 4 to both sides of the equation to

equate it to zero.

5x2 + 10x – 4 = 0 Identify the quadratic term ax2, the linear term bx,
and the constant c.

Thus,

Quadratic term; a = 5
Linear term; b = 10
constant; c = -4
5x2 + 10x – 4 = 0

Done transforming the equation into standard form! Now, the next task is to find
the solutions of the equation using any method. You may have preference in
selecting method of solving but, consider first the behavior of the equation and
choose carefully the method that fits to the equation.

Getting the solutions by Quadratic Formula:

Given: 5x2 + 10x – 4 = 0

−𝑏 ± √𝑏2 −4𝑎𝑐
Formula: 𝑥=
2𝑎

a = 5; b = 10; c = -4

−(10) ± √(10)2 −4(5)(−4)

𝑥=
2(5)

−10 ± √100+80
𝑥=
10

−10± √180
𝑥=
10

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 −10 ± √36⦁5
𝑥=
10

−10 ± 6√5
𝑥=
10
3√5
𝑥 = −1 ±
5

3√5 3√5
The solutions of the equation are: x = -1 + 5
or x = -1 - 5
. These values of x
make the equation 5x(x + 2) = 4 TRUE.

Example 2
Find the roots of the equation (x + 5)2 + (x – 2)2 = 37.

(x + 5)2 + (x – 2)2 = 37 Examine the given equation if there are

operations that need to perform and simplify.

(x + 5)2 + (x – 2)2 = 37 Expand the expression by squaring the binomial

(x + 5) and (x – 2) and by following the PEMDAS
rule.
This will give you:

(x2 + 10x + 25) + (x2 – 4x + 4) = 37 Change the operations by multiplying each

term by positive 1.

x2 + 10x + 25 + x2 – 4x + 4 = 37 Simplify the equation by combining like

terms.
x2 + x2 + 10x – 4x + 25 + 4 = 37 Arrange it to standard form ax2 + bx + c = 0
by subtraction property of equality.
2x2 + 6x + 29 = 37

Subtract 37 on both sides of the equation

2x2 + 6x + 29 – 37 = 37 – 37 to make zero on the right side.

2x2 + 6x – 8 = 0 Identify the quadratic term ax2, the linear

term bx, and the constant c.
2x2 + 6x – 8 = 0
Quadratic term; a = 2
Linear term; b = 6
Constant term; c = -8
2x2 + 6x – 8 = 0
Page 5
Getting the solutions by Factoring: Remember: AC = 2(-8) = -16

Given: 2x2 + 6x – 8 Look for factors of -16 that

have a sum of 6:
a = 2 ; b = 6 ; c = -8 Product: Sum:
(-2)(8) = -16 (-2)+(8) = 6
(2)(-8) = -16 (2)+(-8) = -6
2x2 + 6x – 8 = 0 → The factors are -2 and 8. (4)(-4) = -16 (4) +(-4) = 0
(4)(-4) = -16 (4) + (-4) = 0
𝑎𝑥 𝑎𝑥 2𝑥 2𝑥 𝑥 𝑥
, → , → ,
𝑓1 𝑓2 −2 8 −1 4

So,
(x -1)(x +4) = 0 Equate it to zero so that we can have the
values of x.

x–1=0 x+4=0
x–1+1=0+1 x+4–4=0-4
x=1 x=-4

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.

Lesson 2: Rational Algebraic Equations transformable into

Quadratic Equations in the form ax2 + bx + c = 0.

A rational equation is an equation containing at least one fraction whose

numerator and denominator are polynomials. A common way to solve these
equations is to reduce the fractions to a common denominator and then solve the
equality of the numerators.

Examples:
6 5 𝑛 1 1 𝑥−7 1
𝑎. ) 𝑥 + 𝑥 = −5 𝑏. ) 3𝑛−8 = 𝑛+2 𝑐. 𝑥+2 − =1 𝑑. 2𝑥 2 − 7 =
𝑥−2 𝑥

Below are the steps on how to transform Rational Equations into Standard form of
Quadratic Equations.

1. Examine the given equation and study how you may work on it.
2. Find the common denominator.
3. Multiply everything by the common denominator.
4. Simplify by performing the operations and following some principles and
concepts in math.
5. Check the answer(s) to make sure that it is not an extraneous solution.

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Example 1
5
Given: 𝑥 + 𝑥 = −6
5 Find the common denominator. Since the
𝑥 + 𝑥 = −6
denominators from the equation are 1 and x,
therefore, the common denominator is x.

5
𝒙 {𝑥 + 𝑥 = −6} 𝒙 Multiply each term by the common denominator x.

𝑥 2 + 5 = −6𝑥 Arrange it to standard form and find the value of

a, b, and c.

𝑥 2 + 6𝑥 + 5 = 0 a = 1; b = 5 ; c = 5

In getting the roots or solution of the transformed equation, same

considerations discussed in lesson 2 must be applied in this equation. Choose the
method that would easily help you find the roots. In this equation, we will use
factoring.

𝑥 2 + 6𝑥 + 5 = 0
Remember: AC = 1(5) = 5
(x +1)(x + 5) = 0 Equate to zero and find the roots
Look for factors of 5 that
x+1=0 x+5=0 have a sum of 6:
Product: Sum:
x+1–1=0–1 x+5–5=0-5 (1)(5) = 5 (1)+(5) = 6

x = -1 x = -5

The solutions of the equation are: x = -1 or x = -5. These values of x make the
equation (x + 5)2 + (x – 2)2 = 37 True.

Checking: x = -1 and x = -5
If x = -1
5
𝑥 + 𝑥 = −6 Given
5
−1 + = −6 Substitute the given value of x which is -1.
−1

-1 – 5 = -6 Simplify

-6 = -6 , True Since they are equal, therefore -1 is a solution

to the given equation.

Page 7
Checking: x = -1 and x = -5
If x = -5
5
𝑥 + 𝑥 = −6 Given

5
−5 + −5 = −6 Substitute the given value of x which is -5.

Simplify
-5 + -1 = -6
-6 = -6, True Since they are equal, therefore -5 is a solution to
the given equation.

Example 2
2 3
Given: + =2 Find the roots
𝑥+2 𝑥−3

Find the common denominator or the LCM (least

2 3 common multiple). Since the denominators from the
+ =2 equation are (x + 2) and (x-3), therefore, the
𝑥+2 𝑥−3
common denominator is (x+2) (x-3).

2 3 Multiply each term by

(𝒙 + 𝟐)(𝒙 − 𝟑) {𝑥+2 + 𝑥−3 = 2} (𝒙 + 𝟐)(𝒙 − 𝟑)
the common denomi-
nator (x+2)(x-3)

(𝒙+𝟐)(𝒙−𝟑)𝟐 (𝒙+𝟐)(𝒙−𝟑)𝟑
+ = 2(𝒙 + 𝟐)(𝒙 − 𝟑) Simplify
(𝑥−2) 𝑥−3

2(x- 3) + 3(x + 2) = 2(x + 2)(x – 3) Perform the indicated

operations

2x – 6 + 3x + 6 = 2(x2 -x– 6)
2x + 3x -6 + 6 = 2x2 – 2x -12 Simplify by combining like terms

5x = 2x2 – 2x -12 Arrange it into standard form

-2x2 +5x +2x + 12 = 0

-2x2 +7x + 12 = 0 a = -2 ; b = 7 ; c = 12

Finding the solutions:

In this given equation, we will use Quadratic Formula to get the roots.
Given: -2x2 +7x + 12 = 0

Formula: −𝑏 ± √𝑏2 −4𝑎𝑐

𝑥=
2𝑎

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 a = -2 ; b = 7 ; c = 12

−(7) ± √(7)2 −4(−2)(12)

𝑥=
2(−2)

−7 ± √49+96
𝑥=
−4
−7 ± √145
𝑥=
−4
7 +√145 7+ √145
𝑥1 = ; 𝑥2 =
4 4

Checking is left for you to do.

Example 3 Find the common denominator or the LCM
8 4𝑦 (least common multiple). Since the
Given: 𝑦 + 𝑦−2 = 1 + denominators from the equation are 1 and (y
𝑦−2
– 2) therefore, the common denominator is
(y – 2).

8 4𝑦 Multiply both sides of the

(𝑦 − 2) {𝑦 + 𝑦−2 = 1 + 𝑦−2} (y − 2)
equation by the LCM (y – 2).

𝑦(𝑦 − 2) + 8 = (𝑦 − 2) + 4𝑦 Simplify

𝑦 2 − 2𝑦 + 8 = 𝑦 + 4𝑦 − 2 Combine like terms and arrange it

to standard form
𝑦 2 − 7𝑦 + 10 = 0 a = 1 ; b = -7 ; c = 10

Getting the solutions of the transformed equation:

Let us solve for the roots using Factoring:
Remember: AC = 1(10) = 10
2
𝑦 − 7𝑦 + 10 = 0 → (y – 5)( y -2) = 0 Look for factors of 10 that
have a sum of -7:
Product: Sum:
(1)(-10) = -10 (1)+(-10) = 9
y–5=0 y–2=0 (-1)(10) = -10 (-1)+(10) = -9
(2)(-5) = -10 (2)+(-5) = -3
y–5+5=0+5 y–2+2=0+2 (-2)(-5) = 10 (-2)+(-5) = -7

y=5 y=2

The solutions of the equation are: y = 2 or y = 5. These values of x make the

8 4𝑦
equation 𝑦 + = 1 + 𝑦−2 True.
𝑦−2

Page 9
Checking:

For y = 5:
8 4𝑦 8 4(5) 8 20
𝑦 + 𝑦−2 = 1 + → 5 + 5−2 = 1 + 5−2 → 5+3 = 1+
𝑦−2 3

15+8 3+20 𝟐𝟑 𝟐𝟑
→ = → =
3 3 𝟑 𝟑

Checking:

For y = 2:
8 4𝑦 8 4(2) 8 8
𝑦+ =1+ → 2+ =1+ → 2+ = 1+
𝑦−2 𝑦−2 2−2 2−2 0 0

8 8
2+ =1+
0 0

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

Lesson 3: Word Problems Involving Quadratic Equations and

Rational Algebraic Equations

Example 1

The length of a rectangular garden plot is 7 m longer than its

width. The area of the plot is 30 m2. Find the length and the width
of the plot?

Step 1: To answer the above problem, you need to identify first the given and know
what is being asked from the problem. Translation of verbal phrases into
mathematical sentence is essential.

Let x be the width of the plot = x

Length is the sum of the measure of the width and 7 = x + 7
Area of the plot = 30 m2

Page 10
Step 2: Formulate an equation relating the width, length and the area of the plot.
Explain at how you arrived at the mathematical sentence. To find the area of a
rectangle the formula is:

A = length ⦁ width or

length ⦁ width = Area.

Formula:

Length ⦁ width = Area

(x+7)⦁ (x) = 30 Multiply the length and the width
x2 + 7x = 30 Identify what type of equation and
arrange it to standard form
x2 + 7x – 30 = 0 Quadratic Equation!

Step 3: Describe the equation that you formulated and study how you may work at
arriving the solutions.

Ex. The equation that we formulated is in second-degree equation and that is a

quadratic equation.

Step 4: Solve for the unknown values like the length and width of the plot. Note:
You may use any methods in solving for the roots.

Remember: AC = 1(-30) = -30

x2 + 7x – 30 = 0
Look for factors of -30 that
have a sum of 7:
(x +10)(x – 3) = 0 Product: Sum:
(10)(3) = 30 (10)+(3) 13
(-10)(-3) =30 (-10)+(-3) = -13
x1 = -10 ; x2 = 3 (10)(-3) = -30 (10)+(-3) = 7
(-10)(3) = -30 (-10)+(3) = -7

At this given values of x, we will consider x = 3 since we are talking about

dimensions. Therefore the width is 3 m. Length = x + 7 → 3 + 7 = 10, therefore the
length of the plot is 10m.

Example 2

Gab and John are planning to repair a house together. Gab thinks that if he works
alone, it would take him 5 hours more than the time John takes to repair the entire
house. Working together, they can complete the job in 6 hours. If John can work
in m hours, how long will it take Gab to finish the job?

Page 11
Step1: Identify the given and know what is being asked.

If John can work in m hours, then Gab can finish in (m + 5) hours since he is 5 hours
more than the time John takes.

Step 2: Formulate an equation relating the number of hours John take and the
number of hours Gab take as well as the hours to finish the job together.

1 1
John = 𝑚 ; Gab = 𝑚+5

1 1
If John can work in hours and Gab can finish in hours, and if they work
m 𝑚+5
1
together they can finish it in hours.
6

So the equation is:

1 1 1
+ =
𝑚 𝑚+5 6

Step 3: How would you describe the equation formulated in item 3?

It is a Rational Algebraic Equation.

Step 4: Solve for the unknown values representing the hours to finish the job.

Apply any of the methods in solving for the roots to get what is being asked from the
problem.

Solution:

1 1 1 Transform it to standard form of

+ = quadratic equation by multiplying
𝑚 𝑚+5 6
both sides by their LCM.

1 1 1
6𝑚(𝑚 + 5) {𝑚 + 𝑚+5 = 6} 6𝑚(𝑚 + 5)

Multiply by distributive property of

6(𝑚 + 5) + 6𝑚 = 𝑚 (𝑚 + 5) equality

Arrange it to standard form of

6𝑚 + 30 + 6𝑚 = 𝑚2 + 5𝑚
quadratic equation

Multiply it by -1 to make the

−𝑚2 + 7𝑚 + 30 = 0 quadratic term positive

Page 12
 𝑚2 − 7𝑚 − 30 = 0 Quadratic Equation!

Getting the solutions by Factoring:

Remember: AC = 1(-30) = -30

Look for factors of -30 that

𝑚2 − 7𝑚 − 30 = 0 have a sum of -7:
Product: Sum:
(𝑚 − 10)(𝑚 + 3) = 0 (10)(3) = 30 (10)+(3) 13
(-10)(-3) =30 (-10)+(-3) = -13
(10)(-3) = -30 (10)+(-3) = 7
𝑚 = 10 ; 𝑚 = −3 (-10)(3) = -30 (-10)+(3) = -7

Since we are talking about hours, we will consider m = 10. Therefore, it takes
10 hours for john to finish the work while Gab finishes it at 15 hours. Gab = m
+ 5 = 10 + 5 = 15 hours.

Let Us Practice

Activity 1: Color Coding!

Directions: Which of the following equations are quadratic and which are not. If the
equation is Quadratic color it with GREEN; if Linear, color it with YELLOW and BLUE
if neither.

1. 5(x – 3) – 8 = 0 4. x– 7 = (x + 1)2

2. (x- 3)(x +3) = -5x 5. 7 - 5x2 = 3x

3. x3 + 5x = -2x2 + 1

Activity 2: Transform Me!

A. Direction: Transform each of the following equations to a quadratic equation in the
form ax2 + bx + c = 0 and find the value of a,b, and c.

Given Q.E. Standard Form a b c

1. 4 – 6(x – 8) = 10x2

Page 13
 2. (x+5)3 = (x+2)2

1 𝑟 2
3. − =
𝑟 6 3

Activity 3: View Me in Another Way!

A. Directions: Transform each equation into standard form ax2+bx+c = 0 and write
your answer inside the box. The specified color given will be used on the next
activity.

1. 𝑥 2 + 2𝑥 = −1
Gray
2. 𝑦2 + 3 = y + 5
Red
3. –(y + 2)(y – 1) = 3
Violet
4. x(x +9) + 15 = -
3
Pink
5.
6
𝑥 + = −5
𝑥 Yellow
5 𝑛
6. 3𝑛 − 8
=
𝑛+2 Green
4 𝑠
7. + = −2
𝑠−3 2 Blue
2𝑡 1
+ = 3
8. 𝑡−5 𝑡−3
Orange
8 2
9. 𝑦
=
𝑦−2
+1
Brown
1 1
10.
−
𝑥+2 𝑥−2
=1 Light
Green
Page 14
 B. Directions: Based from the previous activity 4-A. Solve for the roots of the
transformed equation and find the answers written in the petals or leaves of a
flower and shade it according to its specified color. You may use a separate
sheet of paper for your solutions.

y = 4; y
=4

Let Us Practice More

Activity 4A: LET IT FLOW!

A rectangular garden has an area 0f 84m2 and a perimeter of 38 m. Find its

length and width. Hint: Area = length x width ; Perimeter = 2(l x w)

Step 1: Write the given and

what is being asked.

Step 2: Formulate an
equation relating the given
quantities.

Page 15
 Step 3: Describe the
equation that you formulated
and study how you may work
at arriving the solutions.

Step 4: Solve for the

unknown values in the
equation. Note: You may use
any methods in solving for
the solutions.

Activity 4B: Word Problem involving Rational Algebraic Equation.

Direction: Follow the steps in transforming Rational Algebraic Equations into quadratic
equation and solve for the unknown value/s.

Two people can paint a house in 6 hours. Working individually one of the people
takes 2 hours more than it takes the other person to paint the house. How long
would it take each person working individually to paint the house?

Let Us Remember
The lesson was all about the solutions of equations that are
transformable to quadratic equations including rational algebraic equations.

• Quadratic Equation is a second- degree equation in one variable in which the

highest exponent of the variable is 2.

• The standard form of quadratic equation is written in the form of ax2 + bx + c

= 0, where a ≠ 0.

• The general steps in transforming equations to standard form of quadratic

equations are as follows:

1. Examine the given equation if there are operations that need to simplify.

2. Perform the indicated operations following the PEMDAS/GEMDAS rules

including distributive property, addition and subtraction property of
equality and squaring of binomials. Do this one from left to right.

3. After performing the operations, look for the quadratic term ax2, the linear
term bx, and then the constant c and equate it to zero. Thus, writing it in
standard form of quadratic equation ax2+bx + c = 0.

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4. In standard form of quadratic equation, the value of a, b, and c are already
identified.

For Rational Equations transformable into Standard form of Quadratic

Equations, you may follow the steps below.

1. Examine the given equation and study how you may work on it.
2. Find the common denominator.
3. Multiply everything by the common denominator.
4. Simplify by performing the operations and following some principles and
concepts in math.
5. Check the answer(s) to make sure that it is not an extraneous solution.

In getting the roots or the solutions of the equations you may use any of
these methods:
1. Extracting the Root
2. Factoring
3. Completing the Square
4. Quadratic Formula

Steps in Solving Real-Life Problems Involving Equations Transformable

to Quadratic Equations

Step 1: You need to identify first the given and know what is being asked
from the problem. Translation of verbal phrases into mathematical
sentence is essential.

Step 2: Formulate an equation relating the given quantities. Explain at

how you arrived at the mathematical sentence.

Step 3: Describe the equation that you formulated and study how you
may work at arriving the solutions.

Step 4: Solve for the unknown values in the equation. Note: You may use
any methods in solving for the solutions.

Let Us Assess
Multiple Choice. Choose the correct answer and write it on the separate
sheet of paper.

1. What is the quadratic term from the given expression 6x (2x

+1)= = 9?
A. 6x B. 12x2 C. -9 D. 9

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2. Translate ‘three less than twice the number is 7’ into
mathematical phrase.
A. 2n – 3 = 7 B. 3 – 2n = 7 C. 3 – (2n – 7) D. 3(-2n) =7

3. Which among the choices is written in standard form of

quadratic equation 7(y +4) = (2y)2?
A. 7y + 28 = 4y2 C. -4y2 +7y +28 = 0
B. 4y + 7y + 28 = 0
2 D. 4y2 -7y – 28 = 0

4. The area of a garden is 120m2. Suppose the length of the garden

is 2 meters more than its width. Translate the length of the garden into
mathematical phrase.
A. 2x B. x C. x + 2 D. 2 – x

5. Based on number 4 question, what equation can be formed

relating the width, the length and the area of the garden?
A. x2 + 2x – 120 = 0 C. x2 - 2x – 120 = 0
B. x2 - 2x + 120 = 0 D. x2 + 2x + 120 = 0

1 𝑥
6. Translate − 4 = into standard form ax2 + bx + c = 0.
𝑥 5
A. –x2 -20x + 5 = 0 C. x2 + 20x - 5 = 0
B. –x2 +20x + 5 = 0 D. x2 -20x + 5 = 0

7. Which of the following can be transformed into quadratic

equation?
A. 𝑥(𝑥 − 2) = 8 C.5(𝑥 + 10) = 0
B.𝑥 2 (𝑥 + 1) = 0 D.(𝑥 + 2)(𝑦 − 2) = 0

5 𝑡+2
8. From the equation − = 6, find the least common multiple
4𝑡 3
among choices.
A. 6t B. 12t C. 24t D. 48t

9. Which of the following is the simplified form of 4𝑦(𝑦 − 2) = 2?

A. 5𝑦 2 − 4𝑦 + 2 = 0 C. 4𝑦 2 − 2𝑦 = 2
B. 5𝑦 − 8 = 2
2
D. 4𝑦 2 − 8𝑦 − 2 = 0

10. Randy and Mico work in a car station. The time that Randy
takes in washing a car alone is 10 minutes less than the time that Mico takes
in washing the same car. Which of the equations represent the time randy
takes in washing the car.
1 1
B. x – 10 B. x( x- 10) C. D.
𝑥−10 𝑋

11. The length of a rectangular frame is 10 in. longer than its width
and the area is 24 in2. What is the equation relating the length, width and the
area of the frame?
C. x2 + 10x – 24 = 0 C. x2 + 10x + 24 = 0
D. x2 - 10x – 24 = 0 D. x2 - 10x + 24 = 0

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 12. A 4m by 4m square of plywood was cut from a bigger square
plywood. The area of the remaining plywood was 30m 2. If x represents the
length of the bigger plywood, which of the following expressions give the area
of the remaining piece?
B. x – 16 B. x2 + 16 C. x2 – 16 D. x2 – 30

13. The age of Martha is 7 more than three times the age of Alicia.
The product of their ages is 26. Find the equation that represents the
product of their ages.

A. 3x2 + 7x + 26 = 0 C. 7 + 3x = 26
B. 3x2 + 7x - 26 = 0 D. 7 – 3x = 26
𝑥−5 𝑥+3
14. Which among the choices is equivalent to 7
= 𝑥
?
A. 𝑥 2 + 12𝑥 + 21 = 0 C. 𝑥 2 − 12𝑥 − 21 = 0
B. 𝑥 2 − 12𝑥 + 21 = 0 D. 𝑥 2 + 12 − 21 = 0

15. The length of a rectangle is 4 inches more than its width. If two
inches are taken from the length and added to the width, the figure becomes
a square with an area of 192 square inches. What is the equation that
represents the area of the square?

A. w2 + 4w – 188 = 0 C. w2 - 4w + 188 = 0
B. w2 + 4w + 188 = 0 D. w2 - 4w - 188 = 0

16. Based on question no. 15, what is the width of the original
figure?
A. 11. 86 in. B. 13. 45 in. C. 14.67 D. 16. 81

17. A charity trust decides to build a player hall having a carpet

area of 200 square meters with its length one meter more than thrice
its width. What equation represents the area of the player hall?

A. 3x2 + x + 200 = 0 C. 3x2 - x - 200 = 0

B. 3x2 + x - 200 = 0 D. 3x2 - x + 200 = 0

18. The length of a rectangle is 3 yd more than double the width,

and the area of the rectangle is 35 yd2. Find the equation that
represents the area of the rectangle.
A. 2w2 + 3w + 35 = 0 C. 2w2 – 3w - 35 = 0
B. 2w2 + 3w- 35 = 0 D. 2w2 – 3w + 35 = 0

19. Based from question no. 18, find the dimensions of the
rectangle.
A. w = 3.5yd ; l = 10yd C. w = 10 yd ; l =3.5yd
B. w = 3.5yd ; l = 5yd D. w = 5 yd ; l =3.5yd

20. An object is launched at the height represented by an equation

h= -4.9t2 + 19.6t + 58. 8 meter-tall platform. When does the object
strike the ground?
A. t = 2 B. t = 4 C. t = 6 D. t = 8

Page 19
 Let Us Enhance

Activity 5: Let us do it!

Task 1: Transformer! (10 pts. Each)

a. Create 2 equations transformable into quadratic
equation and solve these in a step-by-step process
with explanations written in the output.
b. You may use any method in finding the solutions to
the problem.
c. Write your output in a long bond paper.
d. Put this one in your portfolio

Rubric for Scoring:

(10) points (8) points (6) points (4) points (2) points
The learner has The learner has The learner has The learner has The learner’s
complete basic limited no understanding response does
understanding of understanding of understanding of of the problem not fit the
the problem, the the problem, the the problem, the and the given problem,
computations are all computations are computations are computations are no numbers
correct, has organize generally correct generally incorrect and shown and no
thinking using but may contain incomplete, inappropriate attempt or
multiple minor flaws, organize thinking strategy is shown evidence to
representations and organize thinking at least one or explained. explain the
has thorough and at least two representation solution
concise explanations representations but inappropriate
on the solution and has strategy is shown
understandable or explained.
explanations on
the solution

Page 20
 Let Us Reflect

There can be many ways in transforming equation into Quadratic Equation

but just follow the basic steps in order for you to transform the equation and solve
for the unknown values.

Activity 6: Complete me!

I am happy because in this module I learned

________________________________________________________________
________________________________________________________________
_______________________________________________________

But somehow there are difficulties I encountered like

________________________________________________________________
________________________________________________________________
_______________________________________________________

But I want to improve myself and be better, so I will

________________________________________________________________
________________________________________________________________
_______________________________________________________

Page 21
 Page 22
Let Us Assess!
1. B 11. A
2. A 12. C
3. D 13. B
4. C 14. C
5. A 15. A
6. C 16. A
7. A 17. B
8. B 18. B Activity 2: Transform Me!
9. D 19. A
1. 10x2 +6x -52 = 0 a = 10 ; b = 6 ; c = -52
10. C 20. C
2. x2+ x -11= 0 a= 1 ; b = 1 ; c = -11
3. r2 +4r – 6 = 0 a=1 ; b = 4 ; c = -6
Activity 4A: Let It Flow! Activity 1: Color Coding! Let Us Try!
Width = 7 m ; Length = 12 m
1. B 11. B
1. 5(x – 3) – 8 = 0
Activity 4B: Word Problem! 2. A 12. D
3. A 13. C
P1 = 11.082 hrs 2. (x- 3)(x +3) = -5x
P2 = 13. 082 hrs. 4. D 14. A
5. C 15. C
3. x3 + 5x = -2x2 + 1 6. C
7. D
4. x– 7 = (x + 1)2 8. B
5. 9. C
7 - 5x2 = 3x
10. A
Answer Key
 References

Mathematics Learner’s Material 9. First Edition, 2014. Printed in the Philippines

by Vibal Group, Inc. Department of Education-Instructional Materials Council
Secretariat (DepEd-IMCS). 5th Floor Mabini Building, DepEd Complex. 386 –
399.

Orlando A. Oronce & Marilyn O.Mendoza. (2019). E-Math. Manila: Rex Bookstore,
Inc.

Websites:
https://www.basic-mathematics.com/word-problems-involving-quadratic-
equations.html
https://saylordotorg.github.io/text_elementary-algebra/s10-05-solving-rational-
equations.html

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

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