LESSON

9.4 Name Class Date

Choosing a Method 9.4 Choosing a Method for Solving

for Solving Quadratic Quadratic Equations
Equations Essential Question: How can you choose a method for solving a given quadratic equation?
Resource
Locker

Common Core Math Standards Explore Comparing Solution Methods for Quadratic
The student is expected to: Equations
COMMON 7x 2 - 3x - 5 = 0
CORE A-REI.B.4b
Try to solve the equation by factoring.
Solve quadratic equations ... as appropriate to the initial form of the
equation … Find the factors of 7 and -5 to complete the table:

Mathematical Practices
Outer Product
COMMON
CORE MP.5 Using Tools Factors of 7 Factors of –5 + Inner Product
1, 7 1, -5 2
Language Objective 1, 7 5, -1 34
Explain to a partner how you decide whether to use square roots, -2
1, 7 -1, 5
completing the square, or the quadratic formula to solve a quadratic
equation. 1, 7 -5, 1 -34

 None of the sums of the inner and outer products of the factor pairs of 7 and -5 equal -3.

Does this mean the equation cannot be solved? No .

ENGAGE Now, try to solve the equation by completing the square.

© Houghton Mifflin Harcourt Publishing Company

Essential Question: How can you  The leading coefficient is not a perfect square. Multiply both sides by a value that makes the
coefficient a perfect square.
choose a method for solving a given 7 (7x 2 - 3x - 5) = (0) 7
quadratic equation?
49 x 2 - 21 x - 35 = 0
The choice of method usually depends on the form
of the equation, the coefficient values, or personal  Add or subtract to move the constant term to the other side of the equation.

preference. For example, you can solve ax 2 - c = 0 49 x 2 - 21 x = 35

or a(x 2 + b) = c by taking square roots. You can b and reduce to simplest form.
2

 Find _
solve any quadratic equation ax 2 + bx + c = 0 by 4a
2
21 441 9
completing the square or by using the quadratic b 2 = _ = _ =_
_
equation, but one or the other may be preferable
4a
4 49(196 4 )
depending on the values of a, b, and c.
Module 9 ges must
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PREVIEW: LESSON
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Choosing Equations
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PERFORMANCE TASK
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Essential tic equations ic
COMMON
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IN2_MNLESE389830_U4M09L4 395 7/25/14 12:11 PM
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4a
196
4 49
395

12:12 PM
7/25/14
Module 9

9L4 395
30_U4M0
ESE3898
IN2_MNL

395 Lesson 9.4

 9 9

EXPLORE
b to both sides of the equation,
Add _
2

F 49 x 2 - 21 x + _ = 35 + _
4a
4 4

9 149
49 x 2 - 21 x + _ = _ Comparing Solution Methods for
4 4
Quadratic Equations

( )
G Factor the perfect-square trinomial on the left side of the equation.
2

3 149
7 x-_ =_
2 4 ――― INTEGRATE TECHNOLOGY

3 149
H Take the square root of both sides. 7 x-_=± _ Students have the option of completing the Explore
2 4
activity either in the book or online.
I Add the constant to both sides, and then divide by a. Find both solutions for x.
―――
 1494
3 3 3
7 x-_+_=± _+_
2 2 2
QUESTIONING STRATEGIES
――― Which solution method works best when

149 3
± _+_ there is no x-term? Taking square roots is
_
7 x 4
= __
2 quickest when there is no x-term. Isolate, x 2, then
7 7 take the square root of both sides of the equation.
―――

149 3
± _+_
4 2
x = __
7
――― ―

 
149 3 149 3
_+_ _+_
4 2 4 2
x = __ or x = - __
7 7 © Houghton Mifflin Harcourt Publishing Company

J Solve both equations to three decimal places using your calculator.

x= 1.086 or x = -0.658

Now use the quadratic formula to solve the same equation.

K Identify the values of a, b, and c. a = 7 , b = -3 , c = -5

L ―――――――
Substitute values into the quadratic formula.

- -3 ±  -3 - 4(7) -5 ( )
2

x = ___
2 (7)

Module 9 396 Lesson 4

PROFESSIONAL DEVELOPMENT
IN2_MNLESE389830_U4M09L4 396 7/25/14 1:02 PM

Learning Progressions
In this lesson, students use different solution methods to solve quadratic
equations, including taking the square root, completing the square, using the
quadratic formula, and factoring. It is important that students understand that the
different solution methods result in the same solution. Students should choose the
method that best fits the situation at hand when solving quadratic equations. This
is an important skill for college readiness.

Choosing a Method for Solving Quadratic Equations 396

  Simplify the discriminant and the denominator.

EXPLAIN 1
_
3 ± 149√
x=_
14
Solving Quadratic Equations Using
Different Methods  Use your calculator to finish simplifying the expression for x.

x= 1.086 or x = -0.658

QUESTIONING STRATEGIES Reflect

1. Discussion Another method you learned for solving quadratics is taking square roots. Why would that
How is the first step in solving a quadratic not work in this case?
equation by completing the square different Taking square roots only works when there are is no x term in the standard form (as in
from solving one by using the quadratic formula? 4x 2 - 9 = 0), or when the quadratic is already expressed as a perfect square of a binomial
The first step in completing the square is to place (
plus constant terms as in (x + 4) - 5 = 10 .
2
)
the variable terms on one side of the equation and
the constant on the other. The first step in using the Explain 1 Solving Quadratic Equations Using
quadratic formula is to write the equation in Different Methods
standard form, ax 2 + bx + c = 0. You have seen several ways to solve a quadratic equation, but there are reasons why you might choose one method
over another.

Factoring is usually the fastest and easiest method. Try factoring first if it seems likely that the equation is factorable.

Both completing the square and using the quadratic formula are more general. Quadratic equations that are solvable
can be solved using either method.

Example 1 Speculate which method is the most appropriate for each equation and
explain your answer. Then solve the equation using factoring (if possible),
completing the square, and the quadratic formula.

 x 2 + 7x + 6 = 0
© Houghton Mifflin Harcourt Publishing Company

Factor the quadratic.

Set up a factor table adding factors of c.

Factors of c Sum of Factors

1, 6 7
2, 3 5

Substitute in factors. (x + 1)(x + 6) = 0

Use the Zero Product Property x+1=0 or x+6=0

Solve both equations for x. x = -1 or x = -6

Module 9 397 Lesson 4

COLLABORATIVE LEARNING
IN2_MNLESE389830_U4M09L4.indd 397 17/10/14 2:25 PM

Peer-to-Peer Activity
Have students work in pairs. Instruct each student to write three different
equations, each one as an example of an equation that is best solved using one of
the solution methods learned in this module: using square roots, completing the
square, and using the quadratic formula. Have the students switch problems and
solve each equation. Have them discuss why they did or did not use the methods
preferred by their partners.

397 Lesson 9.4

 Complete the square.

Move the constant term to the right side. x 2 + 7x = -6 AVOID COMMON ERRORS
b to both sides.
Add _
2
49 = -6 + _
x 2 + 7x + _ 49
4a 4 4 Students often forget how to apply the quadratic
Simplify. 49 = _
x 2 + 7x + _ 25 formula to an equation that does not have an x-term
4 4
or constant. Remind students that the missing term
(x + _27 ) = _254
2
Factor the perfect-square trimonial on the left.
has a coefficient of 0, so they can substitute 0 for the
Take the square root of both sides. 7 =± 5
x+_ _
2 2 value of b or c.
Write two equations. 7 =_
x+_ 5 or x + _
7 = -_
5
2 2 2 2
Solve both equations. x = -1 or x = -6

Apply the quadratic formula.

a = 1, b = 7, c = 6
Identify the values of a, b, and c.
―――――
-7 ±  7 2 - 4(1)(6)
Substitute values into the quadratic formula. x = __
2(1)

Simplify the discriminant and denominator.

-7 ±  25
x= _
―
2
-7 + 5 -7 - 5
Evaluate the square root and write as two equations. x=_ or x=_
2 2
Simplify. x = -1 or x = -6

Because the list of possible factors that needed to be checked was short, it makes sense to
try factoring x 2 + 7x + 6 first, even if you don’t know if you will be able to factor it. Once
factored, the remaining steps are fewer and simpler than either completing the square or
using the quadratic formula.

B 2x 2 + 8x + 3 = 0

Factor the quadratic.

Sum of Inner and

© Houghton Mifflin Harcourt Publishing Company
Factors of c Factors of c Outer Products
1, 2 1, 3 5
1, 2 3, 1 7

Can the quadratic be factored? No .

Complete the square.

Move the constant term to the right side. 2x 2 + 8x = -3

Multiply both sides by 2 to make a perfect square. 4 x 2 + 16x = -6

b to both sides.
Add _
2
4x 2 + 16x + 16 = 10
4a

(2 ) = 10
2

Factor the left side. x+ 4

Module 9 398 Lesson 4

DIFFERENTIATE INSTRUCTION
IN2_MNLESE389830_U4M09L4 398 7/25/14 1:02 PM

Multiple Representations
Students should realize that no matter what method they use to solve a quadratic
equation, the solutions are always the same. They should, therefore, choose the
easiest method or the one they feel most comfortable with. Students should keep
in mind, however, that not all quadratic equations can be solved by taking the
square root.

Choosing a Method for Solving Quadratic Equations 398

 Take the square root of both sides. 2x + 4 = ± √10 ―
Write two equations. ―
2x + 4 = √10 ―
or 2x + 4 = -10

Solve both equations.

10
x = -2 + _ or
 ― 
x = -2 - _
10 ―
2 2
Apply the quadratic formula.

Identify the values of a, b, and c. a= 2 ,b= 8 ,c= 3

――――――――
-8 ±  8 - 4 2 ( )( )
2

3
x = ___
( 2)
Substitute values into the quadratic formula.

―――
2

40
-8 ±
Simplify the discriminant and denominator. x = __
4
 10
―――
-8 ± 2
Evaluate the square root and write as two equations. x = __
4

Simplify.

x = -2 ± _
10 ―
2
Reflect

2. What are the advantages and disadvantages of solving a quadratic equation by taking square roots?
Taking square roots is the easiest approach and least likely to result in an error due to
the minimal number of computations, but it is also the most restrictive, only working for
values of b = 0 in the standard form.

3. What are the advantages and disadvantages of solving a quadratic equation by factoring?
Sample answer: If the equation is not difficult to factor, factoring will usually be easier
than completing the squares or applying the quadratic formula. It usually requires fewer
© Houghton Mifflin Harcourt Publishing Company

calculations, allowing for fewer opportunities to make a mistake. However, many quadratic
equations that can be solved for two real solutions are not solvable by factoring.

4. What are the advantages and disadvantages of solving a quadratic equation by completing the square?
Sample answer: The method can be used on any solvable quadratic equation, but is
usually more time consuming than either factoring or the quadratic formula. If ___
b
2a
is a
small integer, it will involve fewer computations and simpler numbers than the quadratic
formula. It may be easier to remember than the quadratic formula, because the process
can be checked along the way.

Module 9 399 Lesson 4

LANGUAGE SUPPORT
IN2_MNLESE389830_U4M09L4 399 7/25/14 1:02 PM

Connect Vocabulary
The disregarded solution of a problem is called an extraneous solution. Help
students understand what this means. Analyze the words disregard (not give regard
to) and extraneous (its root word is extra).

399 Lesson 9.4

 5. What are the advantages and disadvantages of solving a quadratic equation by using the quadratic formula?

EXPLAIN 2
Sample answer: The quadratic formula works for all solvable equations and is usually
less work than completing the square. It will be more work and more likely to result in an
error from an incorrect computation than factoring or taking square roots. It is also more
Choosing Solution Methods for
likely to result in errors than any other technique due to misremembering the formula or
Quadratic Equation Models
copying it incorrectly (the negative signs often lead to sign errors).

Your Turn
AVOID COMMON ERRORS
Solve the quadratic equations by any method you chose. Identify the method and
explain why you chose it. Sample explanations given. When using the quadratic formula, some students
6. 9x - 100 = 0
2
7. x 2 + 4x - 7 = 0
may forget to first write the equation in standard
Take the square roots because b = 0. Complete the square, because it is not form. Remind students that the form in which they
9x 2 = 100 factorable, but the coefficients are small should write the equation depends on the method
and will not lead to a lot of fractional
3x = ± 10 they plan to use to solve it.
x=±
10 _ terms.
3 x 2 + 4x = 7
x + 4x + 4 = 11
2

(x + 2) 2 = 11
x + 2 = ± √11 ―
x = -2 ± √11 ―

Explain 2 Choosing Solution Methods for Quadratic

Equation Models
Recall that the formula for height, in feet, of a projectile under the influence of gravity is given by
h = -16t 2 + vt + s, where t is the time in seconds, v is the upward initial velocity (at t = 0), and s is the starting
height.

Example 2 Marco is throwing a tennis ball at a kite that is stuck 42 feet up in a tree, © Houghton Mifflin Harcourt Publishing Company
trying to knock it loose. He can throw the ball at a velocity of 45 feet per
second upward at a height of 4 feet. Will his throw reach the kite? How
hard does Marco need to throw the ball to reach the kite?

Analyze Information
The initial velocity is: 45

The starting height is: 4

The height of the kite is: 42

Module 9 400 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 400 4/2/14 1:32 AM

Choosing a Method for Solving Quadratic Equations 400

 Formulate a Plan
QUESTIONING STRATEGIES
Use the projectile motion formula to write an equation for the height of the ball t
How can you use completing the square to seconds after Marco throws it.
solve a quadratic equation? Write the 2 h = -16 t 2 + 45 t + 4

equation in the form x 2 + bx = c, and add

b
2( _)
to To determine if the ball can reach the height of the kite, set up the equation to find
the time it takes the ball to reach the height of the kite.
both sides. Then, factor the perfect square -16t 2 + 45t + 4 = 42
trinomial, and find the square root of both sides of Convert the equation to standard form.
the equation. -16t 2 + 45t + -38 = 0
This problem will be easiest to solve by using the quadratic formula. To check if the ball
How can you use the quadratic formula to
reaches the kite, begin by calculating the discriminant . To determine the velocity that Marco
solve a quadratic equation? What is one must throw the ball to reach the kite, we should find the velocity where the discriminant is equal
advantage of using it? Sample answer: Write the to 0 , which is the exact moment at which the ball changes direction and falls back to earth.

equation in standard form. Then, substitute

―――
a, b, Solve
and c into the quadratic formula, ____________
-b ± √b 2 - 4ac
, and
2a Identify values of a, b, and c. a = -16 , b = 45 , c = -38
simplify. One advantage of using the quadratic
( )( -38 )
2

formula is that you can quickly evaluate the Evaluate the discriminant first. b 2 - 4ac = 45 - 4 -16
discriminant, b 2 - 4ac, to determine the number of = -407
real solutions.
A negative discriminant means that there are 0 solutions to the equation. Marco’s throw
will/will not reach as high as the kite.
The velocity with which Marco needs to throw the ball to reach the kite is the coefficient b of the
x-term of the quadratic equation.
b= v

Substitute v into the discriminant and solve for a discriminant equal to 0 to find the
velocity at which Marco needs to throw the ball.
© Houghton Mifflin Harcourt Publishing Company

Identify values of a, b, and c. a = -16 , b = v , c = -38

( )( -38 ) = 0
2

Evaluate the discriminant first. v - 4 -16

Simplify. v2 - 2432 =0

This quadratic equation should be solved by taking square roots because it has no
x-term.

Move the constant term to the right. v2 = 2432

Take square roots of both sides. Use your calculator. v ≈ ± 49.3

The negative velocity represents a downward throw and will not result in the ball
hitting the kite. The tennis ball must have a velocity of at about 49.3 feet per
second to reach the kite.

Module 9 401 Lesson 4

IN2_MNLESE389830_U4M09L4 401 7/25/14 1:02 PM

401 Lesson 9.4

 Justify and Evaluate
Plot the graph of Marco’s throw on your graphing calculator to see that the
conclusion you reached (no solution) makes sense because the graphs do not
intersect. Sketch the graph.

Then plot the height of the ball when the discriminant is equal to zero. The graphs
intersect in one point. Sketch the graph.

Your Turn

8. The wheel of a remote controlled airplane falls off while the airplane is climbing at 40 feet in the air. The
wheel starts with an initial upward velocity of 24 feet per second. How long does it take to fall to the
ground? Set up the equation to determine the time and pick one method to solve it. Explain why you chose
that method.
h = -16t 2 + vt + s
0 = -16t 2 + 24t + 40 © Houghton Mifflin Harcourt Publishing Company

0 = -8(2t 2 - 3t - 5)
0 = -8(t + 1)(2t - 5)
t+1=0 or 2t - 5 = 0
t = -1 or
5 _
t = or 2.5
2
The wheel will not hit the ground before it falls off, so the answer must be the positive, and
the time is 2.5 seconds. I chose to solve by factoring because after 8 was factored out, the
quadratic was easy to factor.

Module 9 402 Lesson 4

IN2_MNLESE389830_U4M09L4 402 7/25/14 1:02 PM

Choosing a Method for Solving Quadratic Equations 402

 9. Marco’s brother, Jessie, is helping Marco knock a kite from the tree. He can

ELABORATE
throw the ball 50 feet per second upwards, from a height of 5 feet. Is he
throwing the ball hard enough to reach the kite, and if so, how long does it
take the ball to reach the kite?
-16t 2 + 50t + 5 = 42
QUESTIONING STRATEGIES
-16t 2 + 50t - 37 = 0
Which method of solving a quadratic equation b - 4ac = 50 2 - 4(-16)(-37) = 132
2

-50 ± √――
do you like best? Why? Answers will vary.
t= __ 132
2(-16)

SUMMARIZE THE LESSON -50 + √――

__ 132 -50 - √――
__ 132
t= or t=
-32 -32
Complete the graphic organizer shown below with t ≈ 1.20s t ≈ 1.92s
students to discuss and summarize lesson concepts. The ball reaches the same height as the kite at about 1.20 seconds, and then again on the
Write one equation that would be best solved using
way back down at 1.92 seconds.
each solution method and explain why.
Elaborate
Solution Methods for 10. Which method do you think is best if you are going to have to use a calculator?
Quadratic Equations If a calculator is needed, the best method in this situation is probably to either use the
quadratic formula or to solve graphically.

Taking Square Roots

11. Some factorable quadratic expressions are still quite difficult to solve by factoring rather than using another
4x2 = 12
© Houghton Mifflin Harcourt Publishing Company • Image credits ©Jamie

method. What makes an equation difficult to factor?

There is no x-term. Sample answer: When the a and c terms have many factors, the number of combinations of
factor pairs to try can be very large. If either a or c is a negative number, this also increases
the number of combinations of factor pairs to try.

Completing the 12. You are taking a test on quadratic equations and you can’t decide which method would be the fastest way
to solve a particular problem. How could looking at a graph of the equation on a calculator help you decide
Square which method to use?
9x2 + 9x = 15 By graphing the related function on a calculator, I can estimate where the zeros are. If the
it’s in the form zeros are integers, then the equation would probably be easy to factor. If there are no
Wilson/Shutterstock

ax2 + bx = c and a zeros, I know that there is no solution.

is a perfect square.
13. Essential Question Check-In How should you determine a method for solving a quadratic equation?
The choice of method depends on the equation. If taking square roots or factoring can be
Using Quadratic
used, those should be the first choices. Convert to standard form first (unless the equation
Formula
2x2 - 6x + 4 = 0 starts with squares on both sides of the equation) and then determine which method to

it’s in the form use based on the coefficients.

ax2 + bx + c = 0
Module 9 403 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 403 4/2/14 1:31 AM

403 Lesson 9.4

 Evaluate: Homework and Practice EVALUATE
• Online Homework
1. Look at this quadratic equation and explain what you think will be the best approach • Hints and Help
to solving it. Do not solve the equation. • Extra Practice

3.38x 2 + 2.72x - 9.31 = 0

This formula is expressed with two digit decimal coefficients. Factoring
and completing the squares could be attempted by multiplying the
equation by 100 to get to integer coefficients, but the amount of work
in either method would be unreasonable. The quadratic formula, on
the other hand, can be used easily with a calculator to evaluate the ASSIGNMENT GUIDE
coefficients without any further manipulation.
Concepts and Skills Practice
Solve the quadratic equation by any means. Identify the method and explain why
you chose it. Irrational answers may be left in radical form or approximated with a Explore Exercise 1
calculator (round to two decimal places). Comparing Solution Methods for
2. x 2 - 7x + 12 = 0 3. 36x 2 - 64 = 0 Quadratic Equations
Factoring, because there are not many Taking square roots, because b = 0. Example 1 Exercises 2–17,
factors to check. 36x 2 = 64 Solving Quadratic Equations Using 22–25
x 2 - 7x + 12 = 0 6x = ±8 Different Methods
(x - 3)(x - 4) = 0 x=±
4 _
3 Example 2 Exercises 18–21
x-3=0 or x-4=0
Choosing Solution Methods for
x=3 or x=4 Quadratic Equation Models

QUESTIONING STRATEGIES
Which of the methods for solving a quadratic
equation give an answer every time? Using
4. 4x 2 - 4x - 3 = 2 5. 8x 2 + 9x + 2 = 1
© Houghton Mifflin Harcourt Publishing Company
Completing the square, because it is not Factoring, because there are not many
the quadratic formula and completing the square
factorable, but the coefficients are small factors to check, and in this case, it works. give an answer every time. Using square roots is not
and will not lead to a lot of fractional 8x 2 + 9x + 1 = 0 always possible.
terms.
(8x + 1)(x + 1) = 0
4x 2 - 4x = 5
8x + 1 = 0 or x+1=0
4x 2 - 4x + 1 = 6
x = -1 _ or x = -1
(2x - 1) 2 = 6 8
2x - 1 = ± √6―
―
2x = 1 ± √6
_ _―
x = ± 
1 √6
2 2

Module 9 404 Lesson 4

COMMON
Exercise
IN2_MNLESE389830_U4M09L4 404 Depth of Knowledge (D.O.K.) CORE Mathematical Practices 7/25/14 1:02 PM

1–17 2 Skills/Concepts MP.2 Reasoning

18–21 2 Skills/Concepts MP.1 Problem Solving
22 2 Skills/Concepts MP.2 Reasoning
23 3 Strategic Thinking MP.3 Logic
24 3 Strategic Thinking MP.3 Logic
25 3 Strategic Thinking MP.3 Logic

Choosing a Method for Solving Quadratic Equations 404

 5x 2 + 0x - 13 = 0 7x 2 - 5x - 5 = 0
VISUAL CUES 6.
Taking square roots, because b = 0.
7.
The quadratic formula, because the
Have students write the general quadratic equation in 5x 2 = 13 equation cannot be factored and

standard form and then write the quadratic formula. √――

5x = ± √―
2
13
completing the square will be complicated.
― a = 7, b = -5, c = -5
――――――
x = ±_
Have them indicate how the coefficients and √
√―
13
-(-5) ± √(-5) - 4(7)(-5)
___
2

5 x=
√―
constants move from the equation to the formula. 2(7)
They can use colors, highlighting, arrows, or _65
x=± _
5 ± √――
165
5 x=
14
whatever appeals to them as long as the process is x = 1.27 or x = -0.56
clear. A sample is shown below.
ax2 + bx + c = 0
8. 3x 2 - 6x = 0 9. 2x 2 + 4x - 3 = 0
Factoring, because it is easy to factor a Completing the square, because it is not
-b ± b2 - 4ac quadratic expression with no constant factorable, but the coefficients are small
x= term. and will not lead to a lot of fractional terms.
2a
3x(x - 2) = 0 2x 2 + 4x = 3
3x = 0 or x-2=0 4x 2 + 8x = 6
x=0 or x=2 4x + 8x + 4 = 10
2

(2x + 2) 2 = 10
2x + 2 = ± √10 ―
―
2x = -2 ± √10
―
_√10
x = -1 ±   
2

10. (x - 5) = 16 11. (2x - 1) = x

2 2

Taking square roots, because the equation 4x - 4x + 1 = x

2

is already expressed as a squared binomial 4x 2 - 5x + 1 = 0

© Houghton Mifflin Harcourt Publishing Company

and a constant.
Factoring, because there are not too many
(x - 5) 2 = 16 factors to check, and in this case, it works.
x - 5 = ±4 (x - 1)(4x - 1) = 0
x-5=4 or x - 5 = -4 x-1=0 or 4x - 1 = 0
x=9 or x=1 x=1 or x= _
1
4

Module 9 405 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 405 26/07/14 9:02 PM

405 Lesson 9.4

 12. 2(x + 2) - 5 = 3 13. (2x - 3) = 4x
2 2

Taking square roots, because the equation (2x - 3) 2 = 4x

can be easily converted to a squared 4x - 12x + 9 = 4x
2

binomial and a constant.

4x 2 - 16x + 9 = 0
2(x + 2) = 8
2
Completing the square, because it is not
(x + 2) 2 = 4 factorable, but the coefficients are small
x + 2 = ±2 and will not lead to a lot of fractional terms.
x+2=2 or x + 2 = -2 4x 2 - 16x = -9
x=0 or x = -4 4x - 16x + 16 = -9 + 16
2

(2x - 4)2 = 7
2x - 4 = ± √7―
√―
x=2±_
7
2

14. 6x 2 - 5x + 12 = 0 15. 3x 2 + 6x + 2 = 0
The quadratic formula, because the The quadratic formula, because the
equation cannot be factored and equation cannot be factored and
completing the square will be complicated. completing the square will be complicated.

―――――― ――――
a = 6, b = -5, c = 12 a = 3, b = 6, c = 2
-(-5) ± √(-5) - 4(6)(12)
___
2
-6 ±  √6 - 4(3)(2)
__ 2

x= x=
5 ± √――
2(6) 2(3)
x = __
-263 ―3
x = __
-6 ± 2 √
12
√―
The discriminant is negative, so there is no 6
real solution. x = -1 ±_ 3
3

16. _ 5 =0
1 x 2 + 3x + _ 17. (6x + 7)(x + 1) = 26
2 2
Factoring, because after multiplying by 2 6x 2 + 13x + 7 = 26

© Houghton Mifflin Harcourt Publishing Company

to eliminate the fractional coefficients, it is 6x 2 + 13x - 19 = 0
apparent that will be easy to factor.
The quadratic formula, because factoring
x 2 + 6x + 5 = 0 and completing the square may be time-
(x + 1)(x + 5) = 0 comsuming.
x+1=0 x+5=0 a = 6, b = 13, c = -19
―――――――
or
x = -1 or x = -5 -(13) ± √(13) - 4(6)(-19)
___
2

x=
2(6)
__ ――
-13 ± √625
x=
12
x =_ _
-13 + 25 -13 - 25
or x=
12 12
x = -_
19
x=1 or
6

Module 9 406 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 406 2/28/16 1:49 AM

Choosing a Method for Solving Quadratic Equations 406

 Use the projectile motion formula and solve the quadratic equation
by any means. Identify the method and explain why you chose it.
Irrational answers and fractions should be converted to decimal
form and rounded to two places.

18. Gary drops a pair of gloves off of a balcony that is 64 feet high down to his friend on
the ground. How long does it take the pair of gloves to hit the ground?
v=0 s = 64 h=0
-16t 2 + 64 = 0
Because there is no initial velocity, there is no t term and the solution can
be solved by finding square roots.
-16t 2 = -64
16t 2 = 64
4t = ±8
4t = 8 or 4t = -8
t=2 or t = -2
The pair of gloves hits the ground after it is dropped, not before, so the
answer must be the positive time: 2 seconds after it is dropped.

19. A soccer player jumps up and heads the ball while it is 7 feet above the
ground. It bounces up at a velocity of 20 feet per second. How long will it
take the ball to hit the ground?
v = 20 s=7 h=0
-16t 2 + 20t + 7= 0
The quadratic formula, because the equation cannot
be factored and completing the square will
be complicated.
a = -16, b = 20, c = 7
© Houghton Mifflin Harcourt Publishing Company • Image credits

―――――――
-(20) ± √(20) - 4(-16)(7)
___
2

t=
2(-16)
-20 ± √――
t = __
848
-32
-20 + √――
__ 848 -20 - √――
_ 848
t= or t=
-32 -32
©Ijansempoi/Shutterstock

t = -0.29 or t = 1.54
The ball hits the ground after it is headed, not before, so the answer must
be the positive time: 1.54 seconds after it is headed.

Module 9 407 Lesson 4

IN2_MNLESE389830_U4M09L4 407 6/9/15 11:45 AM

407 Lesson 9.4

 20. A stomp rocket is a toy that is launched into the air from the ground by a sudden
burst of pressure exerted by stomping on a pedal. If the rocket is launched at 24 feet INTEGRATE MATHEMATICAL
per second, how long will it be in the air? PRACTICES
v = 24
s=0
Focus on Math Connections
h=0 MP.1 Point out to students that completing the
-16t 2 + 24t = 0 square and using the quadratic formula to solve a
Factoring, because the quadratic expression does not have a constant term.
quadratic equation should produce the same
-8t(2t - 3) = 0
solutions. Remind them that using multiple solution
-8t = 0 or 2t - 3 = 0
t=0 or t = 1.5 methods is a good way to check their answers.
The rocket goes up at first, so the answer cannot be 0. It is in the air for 1.5 seconds.
21. A dog leaps off of the patio from 2 feet off of the ground with an upward velocity of
15 feet per second. How long will the dog be in the air?
v = 15
s=2
h=0
-16t 2 + 15t + 2 = 0
The quadratic formula, because the equation cannot be factored and completing the square
will be complicated.
a = -16, b = 15, c = 2
―――――――
-(15) ± √(15) - 4(-16)(2)
___
2

t=
2(-16)
__
-15 ± √ ――
353
t=
-32
――
__
-15 + √353 -15 - √――
_ 353
t =   or t=
-32 -32
t = -0.12 or t = 1.06

© Houghton Mifflin Harcourt Publishing Company

The dog will be in the air for a positive amount of time, so the answer is 1.06 seconds.
22. Multipart Classification Indicate whether the following statements about finding
solutions to quadratic equations with integer coefficients are true or false.
a. Any quadratic equation with a real solution True False
can be solved by using the quadratic formula.
b. Any quadratic equation with a real solution True False
can be solved by completing the square.
c. Any quadratic equation with a real solution True False
can be solved by factoring.
d. Any quadratic equation with a real solution True False
can be solved by taking the square
root of both sides of the equation.
e. If the equation can be factored, it has
rational solutions. True False
f. If the equation has only one real solution, True False
it cannot be factored.
Module 9 408 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 408 4/2/14 1:31 AM

Choosing a Method for Solving Quadratic Equations 408

JOURNAL H.O.T. Focus on Higher Order Thinking

23. Justify Reasoning Any quadratic equation with a real solution can be solved with
Have students write about their preferred methods of the quadratic formula. Describe the kinds of equations where that would not be the
solving quadratic equations. Have them describe the best choice, and explain your reasoning.
method’s advantages and disadvantages. Equations that can be solved by taking square roots or by factoring are
usually solved that way because there is less computation involved in
both of those methods. The answer will usually be found in less time
and with fewer errors. If an equation cannot be factored, but can be
solved by completing the square without large or fractional terms, it will
probably be easier to solve by completing the square rather than using
the quadratic formula.

24. Critique Reasoning Marisol decides to solve the quadratic equation by factoring
21x 2 + 47x - 24 = 0. Do you think she chose the best method? How would you solve
this equation?

Answers will vary: Some students will say to factor because it can
be factored, others will notice that it requires checking a lot of
factor pairs and point out that it may be better to go straight to the
quadratic formula.

25. Communicate Mathematical Ideas Explain the difference between the

statements “The quadratic formula can be used to solve any quadratic equation with a
real solution” and “Every quadratic equation has a real solution.”
The second statement is false. Some quadratic equations cannot be
solved for a real value of x. If there are real solutions, then the quadratic
formula can be used to find them. Either way, the first statement is true.
© Houghton Mifflin Harcourt Publishing Company

Module 9 409 Lesson 4

IN2_MNLESE389830_U4M09L4.indd 409 2/28/16 1:49 AM

409 Lesson 9.4

 Lesson Performance Task
A landscaper is designing a patio for a customer who has several different ideas about what to AVOID COMMON ERRORS
make.
Students may make computational errors under the
Use the given information to set up a quadratic equation modeling
the situation and solve it using the quadratic formula. Then radical, given the various negative signs. Some
determine if another method for solving quadratic equations students may find it helpful to circle everything after
would have been easier to use and explain why.
b 2, and evaluate it separately before adding.
a. One of the customer’s ideas is to buy bluestone tiles
from a home improvement store using several gift
cards he has received as presents over the past few
years. If the total value of the gift cards is $6500 and
the bluestone costs $9 per square foot, what are the
INTEGRATE MATHEMATICAL
dimensions of the largest patio that can be made that PRACTICES
is 12 feet longer than it is wide?
Focus on Technology
b. Another of the customer’s ideas is simply a quadratic equation
scrawled on a napkin. MP.5 Have students check their answers for
x 2 - 54x + 720 = 0 reasonableness by graphing the equations. The
c. The third idea is also a somewhat random quadratic polynomial. x-intercepts should appear to be close to their
x 2 - 40x + 257 = 0 calculated answers.
a. The amount of bluestone is
6500 __
= 722.2 feet.
9
The area of the patio is x 2 + 12x = 722 or x 2 + 12x - 722 = 0.
――――――
-12 ± √12 - 4(1)(-722)
x= ___ 2

2
x ≈ -6 + 27.53 x ≈ -6 - 27.53
or

© Houghton Mifflin Harcourt Publishing Company • Image credits ©Ozgur

≈ 21.53 ≈ -33.53
Disregard the negative solution. The length is 12 feet greater than the
width, so length ≈ 21.53 + 12 ≈ 33.53. Therefore, the patio will be
approximately 21.5 feet by 33.53 feet.
―――――――
-(-54) ± √(-54) - 4(1)(720)
___
2

b. x =
2
x = 27 + 3 = 30 or x = 27 - 3 = 24
Therefore, the patio will be 30 feet by 24 feet.
The factored polynomial is given as (x - 24)(x - 30) = 0.
―――――――
-(-40) ± √(-40) - 4(1)( 397)
____
Coskun/Shutterstock

c. x =
2(1)
―――――
= __
40 ± √ 1600 - 1588

40 ± √―
2
=_ x = 20 + √― ―
12
3 x = 20 - √3
2
―
=_
40 ± 2 √ 3 ≈ 20 + 1.73 or ≈ 20 - 1.73
2
= 20 ± √3 ― ≈ 21.73 ≈ 18.27

Therefore, the patio will be 21.7 feet by 18.3 feet.

Module 9 410 Lesson 4

EXTENSION ACTIVITY
IN2_MNLESE389830_U4M09L4.indd 410 26/07/14 9:07 PM

Have students design their own problems that involve solving a quadratic
equation to find the dimensions of a patio. The problem statement should include
a description of how the length and width of the patio are related, as well as
information about the total area of the patio.

Scoring Rubric
2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Choosing a Method for Solving Quadratic Equations 410