9

Mathematics
Quarter 1 – Module 5B:
Solving Problems Involving
Quadratic Inequalities
Mathematics – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 5B: Solving Problems Involving Quadratic Inequalities
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 5B:
Solving Problems Involving
Quadratic Inequalities

1
Introductory Message
For the facilitator:

Welcome to the Mathematics 9 Self-Learning Module (SLM) on Quadratic

Inequalities!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12 Curriculum
while overcoming their personal, social, and economic constraints in schooling.

It focuses on the fundamental concepts of quadratic equations and its

application. The presentation and examples herein stated are tailored–fit and
meticulously selected to ensure learners understanding. Learners should be able to
identify the significant characteristics of each concept. An array of solving
strategies are then manifested to guide students’ learning.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. It is significant that the
learner be able to integrate the values of patience and perseverance to attain the
needed competency. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

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. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

2
For the learner:

Welcome to the Mathematics Grade 9 Self-Learning Module (SLM) on Solving

Problems Involving Quadratic Inequalities!

Your eagerness for learning will lead you to a better chance of a brighter
future. You can conquer every challenge in life when you bravely face it. Just like
your pursuit for learning, you can learn when you put your heart into your study.
So, empower yourself with the knowledge of the essential learning competencies
and skills.

This Self–Learning Module will help you gain the knowledge you need for the
21st century through the different interesting activities, thus, providing you
opportunities for guided and independent learning at your own pace and time.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

3
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

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 What I Know before moving on to the other activities
included in the module.
3. Read the instruction 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 through with it.
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!

4
 What I Need to Know

This Self–Learning Module was designed and written to help you improve
your knowledge of the Quadratic Inequalities more and master Solving Problems
Involving Quadratic Inequalities. Problems were formulated based on real–life for
you to easily relate and understand.

The module focused mainly on Solving Problems Involving Quadratic

Inequalities.
After going through this module, you are expected to solve problems involving
quadratic inequalities and apply it in real–life problems and in making decisions.

What I Know

PRE–ASSESSMENT
Directions: Choose the letter of the best answer. Write your answers on a separate
sheet of paper.

For numbers 1–3, choose the correct mathematical translation for the given
verbal statements.

1. Three times the difference of two and a number is greater than thrice a number.
A. 3 – 2x ≥ x3 C. 3(2 – x) ≥ 3x
B. (2 – x) ≥ 3x
3 D. 3x– 2x ≥ 3x

2. Six is at least the product of three and twice a number.

A. 6 = 3(2x) C. 6 ≥ 3(2x)
B. 6 = 3 x 2n D. 6 ≤ 2 ⋅ 3x

3. One increased by thrice a number is at most ten.

A.1 + x3 ≥ 10 C. 1 + x3≤ 10
B.1 + 3x ≥ 10 D. 1+ 3x≤ 10

4. What is the degree of a quadratic inequality?

A. 0 C. 2
B. 1 D. 3

5
5. Which of the following is the solution set of the inequality x2 + 7x – 8 < 0?
A. { x : –∞ < x < –5 } C. { x : 1 < x <∞ }
B. { x : –8 < x < 1 } D. { x : 1 < x < 6 }

6. Which of the following is not a solution to the quadratic inequality

x2 + 3x – 4 > 0?
A. x = –5 C. x = 5
B. x = 0 D. x =10

7. Which of the following is not an interval notation of the quadratic inequality

x2 + 5x - 14< 0?
A. –∞ < x < 4 C. 2 < x < ∞
B. –∞ < x < 2 D. –7 < x < 2

8. Which of the following is the solution set of the quadratic inequality

x2 + 3x – 28 > 0?
A. { x : x <–4 or x >7 } C. { x : x < 4 or x >–7 }
B. { x : x <7 or x >–4 } D. { x : x <–7 or x > 4 }

9. Which of the following quadratic inequality has an interval notation of 1 < x < 3?
A. x2 – 4x + 3 ≤ 0 C. x2 – 4x + 3 < 0
B. x – 4x + 3 ≥ 0
2 D. x2 – 4x + 3 > 0

10. Which of the following are the critical values of x of the quadratic inequality
x2 + 12x 64 ≥0?
A. 16 and 4 C. 16 and4
B. 16 and4 D. 6 and 4

For items 11–15, read the problem carefully and choose the letter of the best
answer.

The longer leg of a right triangle is 1 inch more than the other leg.
What are the possible lengths of the legs so that the hypotenuse is
c
at most 5 inches?
b
11. Which of the following mathematical sentences represents the
hypotenuse?
A. c ≥ 5 C. c > 5
B. c ≤ 5 D. c < 5
a
12. Which of the following mathematical sentences represents the longer leg?
A. b = a – 1 C. b = a + 1
B. c = a – 1 D. c = a + 1

13. Which of the following is the mathematical sentence of the given problem?
A. ≤ C. ≤
B. ≥ D. ≥

6
14. Which of the following is an interval notation of the inequality?
A. –∞ ≤ a ≤ 5 C. –4 ≤ a ≤ ∞
B. ≤ < a ≤ ∞ D. 3 ≤ a ≤ ∞

15. Which of the following is the solution set for the problem?
A. { x : –∞ ≤ a ≤ 4 } C. { x : 0 < a ≤ 3 }
B. { 3 ≤ a ≤ ∞ } D. { x : 4 ≤ a ≤ 3 }

Lesson
Mathematics: Solving

1 Problems Involving
Quadratic Inequalities

A Quadratic Inequality is an inequality that contains a polynomial of degree

2 and can be written in the following forms;

ax2 + bx + c > 0 ax2 + bx + c ≥ 0

ax2 + bx + c < 0 ax2 + bx + c ≤ 0

where a, b, c are real numbers and a ≠ 0.

Solving problems can be applied in everyday life. It can enhance critical–

thinking when making decisions in real–life, such as in businesses, in engineering,
in statistics and other fields. There are five steps to be followed in Solving Problems
Involving Quadratic Inequalities.

7
 What’s In

Before going to our topic “Solving Problems Involving Quadratic Inequalities”,

let us review lessons you have already encountered and see what you can still
remember.

Directions: Read the direction carefully. Write your answers on a separate sheet of
paper.
A. Match the verbal statements in Column A to the mathematical
statements in Column B.
Column A Column B

1. Thrice the number added to ten is A. 2x + 20 < 4

greater than fourteen.

2. A number subtracted from eleven is B. 3 + x ≤ 14

greater than or equal to five.

3. Twice the number increased by C. 10 + 3x > 14

twenty is less than four.

4. Twice the number subtracted from D. x2– 8 >x– 2

eight is greater than a number
decreased by two.

5. The sum of three and a number is E. 11– x ≥ 5

less than or equal to fourteen.

F. 8 – 2x > x – 2

B. Find the solution set of the given quadratic inequality.

x2 +4x– 21< 0

Were you able to translate verbal phrases/statements into mathematical

phrases/statements and give the solution set of Quadratic Inequalities? If so,
you are ready to proceed to the next activity.

8
 What’s New

Read and analyze the given problem and answer the questions below.

Ana is instructed to make a garden plot which has an area less than 18ft2. The
length should be 3ft longer than the width. What are the possible dimensions of the
box?

Questions:
1) How would you represent the width of the garden plot?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2) What would be the mathematical sentence?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3) What are the possible dimensions of the garden plot?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

9
 What is It

Considering the problem in What’s New, we solve a problem by following the steps
below:

Steps In Solving Problems Involving Quadratic Inequalities:

Step 1. Read the problem carefully and represent the quantities into expressions
with one variable.

width = w
length = l

Let width (w) = w

length (l) = w + 3

Step 2. Create an inequality based on the given problem.

A = lw ; where A < 18ft2

lw < 18
(w + 3) w < 18
w2 + 3w < 18

Step 3. Solve the inequality.

a. Transform the inequality to its standard form.

w2 + 3w < 18
w2 + 3w – 18 < 0

b. Rewrite into its equation form.

w2 + 3w – 18 < 0
w2 + 3w – 18 = 0

c. Find the roots.

w2 + 3w – 18 = 0
(w + 6) (w - 3) = 0
w+6=0 w–3=0
w = –6 w=3

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d. Plot the corresponding value of w, –6 and 3 on a number line.

This will serve as the boundaries:

–6 3

3 intervals

– ∞ < w < –6
–6 < w < 3
–3 < w < –∞

e. Test a number from each interval

–∞ < w < –6; w = –7

w2 + 3w – 18 < 0
?
(–7)2 + 3(–7) – 18<0
?
49 –21 – 18 <0
x
10 < 0 False

–6 < w < 3; w = 0
w2 + 3w – 18 < 0
?
02 + 3(0) – 18 < 0

–18 < 0 True

–3 < w < ∞; w = 4
w2 + 3w – 18 < 0
?
42 + 3(4) – 18 < 0
?
16 + 12 – 18 < 0
x
10 < 0 False

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f. Test whether points w = –6 & w = 3 satisfy the inequality.

w2 + 3w – 18 < 0 w2 + 3w – 18 < 0
? ?
(–6)2 + 3(–6) – 18 < 0 (3)2 + 3(3) – 18 < 0
? ?
36 – 18 – 18 < 0 9 + 9 – 18 < 0
x x
0 < 0 False 0 < 0 False

The values w = –6 & w = 3 do not satisfy the inequality. Therefore, use an

open circle. Open circle is used if the inequality is greater than (>) or less than (<),
this means that the values are not included in the solution set. On the other hand,
solid circle is used when the inequality is greater than or equal to (≥) or less than or
equal to (≤), this means that the values are included in the solution set.

g. Graph.

–6 3

The solution set is {w: –6 <w< 3}

Note: The solution set is { w: –6 < w < 3 }, however, we will not include
{ w: –6 < w ≤ 0} since there is no negative and zero dimensions. In
addition, width are all the points between 0 and 3.

Step 4. Given the found values for w, find the possible values of l.

If w = 2
l=w+3=2+3=5
A = lw = (5)(2) = 10
10 < 18 therefore w = 2ft and l = 5ft can be dimensions of the garden plot.

If w = 1.5
l = w + 3 = 1.5 + 3 = 4.5
A = lw = (4.5)(1.5) = 6.75
6.75< 18 therefore w = 1.5ft and l = 4.5ft can be dimensions of the garden
plot.

If w = 1
l = w + 3 = 1+ 3 = 4
A = lw = (4)(1) = 4
4 < 18 therefore w = 1ft and l = 4ft can be dimensions of the garden plot.

12
If w = 0.5

l = w + 3 = 0.5 + 3 = 3.5
A = lw = (3.5)(0.5) = 1.75
1.75 < 18 therefore w = 0.5ft and l = 3.5ft can be dimensions of the garden
plot.

Step 5. Check the result.

If w = 2
w2 + 3w – 18 < 0
?
22 + 3(2) – 18 < 0
?
4 + 6 – 18 < 0

–8 < 0 True

If w = 1.5
w2 + 3w – 18 < 0
?
(1.5)2 + 3(1.5) – 18 < 0
?
2.25 + 4.5 – 18 < 0

–11.25 < 0 True

If w = 1
w2 + 3w – 18 < 0
?
(1)2 + 3(1) – 18 < 0
?
1 + 3 – 18 < 0

–14 < 0 True

If w = 0.5
w2 + 3w – 18 < 0
?
(0.5)2 + 3(0.5) – 18 < 0
?
0.25 + 1.5 – 18 < 0

–16.25< 0 True
 What’s More

Read, understand, and solve the given problems by following the Steps in Solving
Problems Involving Quadratic Inequalities.
1. Mark wants to make a unique triangular design that will cover the vacant space
of his bedroom wall. His mother, Annie, suggests a right triangle design will be a
perfect fit. She suggests that hypotenuse should be at least 15ft and one leg is
3ft shorter than the other. What is the length of the longer leg?

2. Make a rectangle with an area which is at most 35cm, where the width is 2cm
more than its length. Find the possible dimensions of the rectangle.

How did you find the Activity? Were you able to answer the problem
correctly? Have you mastered the Steps in Solving Problems Involving
Quadratic Inequalities?

What I Have Learned

How do we solve problems involving Quadratic Inequalities? Give the steps to be

followed by completing the statements below.

1) Read the ____________ carefully and represent the quantities into expressions
with one variable.

2) Create an ____________ based on the given problem.

3) ____________ the inequality.

To solve the inequality,

a. Transform the inequality to its ____________ form.

b. Rewrite into its ____________ form.

c. Find the ___________

 d. ____________ the corresponding values (the boundaries) on a number line.

e. Test a number from each ___________

f. Test whether the points (boundaries) ____________ the inequality.

g. Graph.

4) Given the found values, solve for the other variables.

5) Check the ____________

What I Can Do

Read the situation carefully and give the solution to the problem by following the
Steps in Solving Problems Involving Quadratic Inequalities.
Captain Jack accumulated more treasures that cannot be fitted inside his locker
drawers anymore, so, he wanted a treasure chest. He told his assistant, Cole, to
prepare an area, where he can put his newly bought treasure chest, which has a
length of 6ft longer than its width, and less than 16ft2. What can be the greatest
possible dimension/s of the treasure chest?
 Assessment

POST–ASSESSMENT

Directions: Choose the letter of the best answer. Use a separate sheet of paper for
your answers.

1.Which of the following is the correct standard form of the quadratic inequality
2x + 4 ≥ 3x2 + x?

A. 3x2 + 2x + x + 4 ≥ 0 C. 3x2 + x + 4 ≥ 0
B. 3x2 + 2x + 4 ≥ 0 D. 3x2 + x + 4 ≥ 0

2. Which of the following quadratic inequalities is not written in its correct

standard form?

A. 7x ≥ 3x2 + x C. 4x2 + 5x – 6 ≤ 0
B. x2 + 4x + 4 ≥ 0 D. x2 + 7x – 12 ≤ 0

3. Which of the following mathematical phrases is the translation of the verbal

phrase, “one leg is at least eight feet longer than the other leg”?

A. b ≥ a + 8 C. b ≤ a + 8
B. b ≥ a 8 D. b ≤ a 8

4. How do we translate the verbal sentence, “the length is at most twelve inches”
into a mathematical sentence?

A. l > 12 C. l ≥ 12
B. l < 12 D. l ≤ 12

5. Which of the following is the correct mathematical translation to the verbal

statement, “Two times the result of twelve added to a number is greater than
sixteen”?

A. 2(x + 12) > 16 C. 2(12 + x) > 16

B. (x + 12)2> 16 D. (12 + x)2 > 16

6. Which of the following is the correct solution set in solving the quadratic
inequality x2 + 3x 18 < 0

A. { x : 9 < x < –2 } C. { x : 6 < x < 3 }

B. { x:–9 < x < 2 } D. { x : 6 < x ≥ 0 }

7. Solve and find the solution set for 2x2 + 2x – 24 ≤ 0.

A. { x : 3 < x < 4 } C. { x : 4 ≤ x ≤ 3 }
B. { x : 3 < x < 4 } D. { x :  4 ≤ x ≤ 3 }
8. Find the equivalent mathematical translation to the following verbal statement:
“When fifteen is multiplied by twice a number and deducted to nine, it results to
greater than or equal to seven”.

A.15 (2x) – 9 ≥ 7 C. 15 (2x)– 9 ≤ 7

B. 9 – 15 (2x) ≥ 7 D. 9 – 15 (2x) ≤ 7
For numbers 9–10, read the situation carefully and choose the letter of the
correct answer.
Mr. Roque wants to build a garage for his new car. The area should be less than
1,080ft2 and its length is 34ft longer than its width.

9. Which of the following mathematical statements will represent the situation?

A. (w + 34) w > 1,080 C. (w – 34) w > 1,080

B. (w + 34) w < 1,080 D. (w – 34) w < 1,080

10. Which of the following is not a possible dimension of the garage?

A. width = 15ft and length = 49ft C. width = 19ft and length = 53ft
B. width = 18ft and length = 52ft D. width = 21ft and length = 55ft

For items 11–15, read the situation carefully and choose the letter of the
correct answer.
The Grade 9–Hope students need to maintain the vegetable garden which is less
than 32m2 and has a width of 4m greater than its length. You are asked to help them
find the possible dimensions of the vegetable garden they are going to clean.

11. Which of the following mathematical expressions represents the width?

A. width = l (l + 4) C. width = l (l – 4)
B. width = l + 4 D. width = l – 4

12. Which of the following is the correct mathematical statement for the problem?

A. 32 > l (l– 4) C. 32 < l (l– 4)

B. 32 > l (l + 4) D. 32 < l (l + 4)

13. Which of the following are the corresponding roots for the equation?

A. l = 8, l = 4 C. l = –8, l = 4
B. l = 8, l = –4 D. l = –8, l = –4

14. Which of the following intervals will make the inequality true?

A. –∞ < l < 8 C. –8 < l < 4

B. 4 < l < ∞ D. –∞ < l < –9

15. Which of the following is the solution set for the problem?
A. { l : 8 < l < 4 } C. { l : 8 > l > 4 }
B. { l : 8 < l < 4 } D. { l : 8 > l > 4 }
 Additional Activities

Michelle stood on top of a 40-feet hill. She threw a stone at a speed of 64 feet per
second directly upward. Compute how many seconds will the stone reaches 80 feet
above the air and how many seconds will it takes to land. Use the equation for
height h(t) = 16t2 + 64t + 40.
What's More
1. Longer leg:
x ≥ 12
2. Solution Set is
{ l : –7 < l ≤ 5}
But since there’s no negative and 0 dimension;
–7 to 0 are not considered.
Therefore, the solution set is
{ l : 0 < l ≤ 5}.
The possible dimensions of the rectangle can be:
Length = 5cm and width = 7cm; Area = 35cm2
Length = 4cm and width = 6cm; Area = 24cm2
Length = 3cm and width = 5cm; Area = 15cm2
Length = 2cm and width = 4cm; Area = 8cm2
Length = 1cm and width = 3cm; Area = 3cm2
PRE-ASSESSMENT
1. C
2. C
3. D What’ s In
4. C
5. B A.
6. B
7. B 1. C
8. D 2. E
9. A 3. A
10. A 4. F
11. B 5. B
12. C
13. A
B.
14. D
15. C { x : –7 < x < 3 }
Answer Key
Assessment Additional Activities
1. C 1. t = 3.22, t = 0.78
2. A therefore, the
3. A stone reaches a a
4. D height of 80ftabove
5. A the air within 3.22
6. C seconds and it takes
7. D 0.78 seconds to land.
8. B
9. B
10. D
11. B
12. D
13. B
14. C
15. B
What I Have Learned What I Can Do
1. Greatest possible
1. problem
dimension:
2. inequality
width = 1.9ft
3. Solve
length = 7.9ft
4. standard
Area= 15.01ft2
5. equation
6. roots
7. Plot
8. interval
9. satisfy
10. result
References

Boswell, L., Kanold, T. D., & Stiff, L. (2001). Algebra I: Applications, Equations, and
Graphs. McDougal Littell, 551–564.

Bryant, M. L., Bulalayao, L. E., Callanta, M. M., Cruz, J. D., De Vera, R. F., Garcia,
G. T., Javier, S. E., Lazaro, R. A., Mesterio, B. J., &Saladino, R. H. A. (2014).
Mathematics Learner’s Material 9 (First Edition). Department of Education
Republic of the Philippines 55.
Chow, I., Seng, T. K., Yee, L. C., & Yeo, J. (2018). Algebra II For Dummies:
Going Beyond Beginning Algebra, 49–51.

Dugopolski, M. (2004). Intermediate Algebra: Quadratic Equation, Functions, and

Inequalities (5th Edition). McGraw–Hill Higher Education, 572–582.

Nazari, R. & Ross, A. (2019). High School Algebra II: A Comprehensive Review and
Step–by–Step Guide to Mastering Algebra II, 36.

Sterling, M. J. (2013).New Syllabus Additional Mathematics Textbook (9th Edition):

Quadratic Inequalities, 63–65.
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph