Republic of the Philippines

Department of Education
Las Navas National High School
School ID: 303560

DepEd Learning Activity Sheets (LAS)

Name:_________________________________ Grade Level:____GRADE 9_______________

Section:________________________________ Date: ___________________________________
Score:___________________________________

QUADRATIC EQUATION

BACKGROUND INFORMATION FOR LEARNERS (BRIEF DISCUSSION OF THE LESSON,

IF POSSIBLE CITE EXAMPLES)

SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS (INCLUDING RATIONAL ALGEBRAIC

EQUATIONS) PROBLEMS INVOLVING QUADRATIC EQUATIONS AND RATIONAL ALGEBRAIC EQUATIONS.

There are equations that are transformable to quadratic equations. These equations may be
given in different forms. Hence, the procedures in transforming these equations to quadratic
equations may also be different. Once the equations are transformed to quadratic
equations, then they can be solved using the different methods of solving quadratic
equations, such as extracting square roots, factoring, completing the square and using
the quadratic formula. An extraneous root of an equation can be derived from an original
equation. However, it is not a solution of the original equation.

Solving Quadratic Equations That Are Not Written in Standard Form

Example 1: Solve x ( x−5 )=36

This is a quadratic equation that is not written in standard form.
To write the quadratic equation in standard form, simplify the expression x ( x−5).
x ( x−5 )=36 ⟶ x2 −5 x −36=0
Write the resulting quadratic equation in standard form.
x −5 x=36 ⟶ x2 −5 x−36=0
2

Use any of the four methods of solving quadratic equations in finding the solutions of
the equation x 2−5 x−36=0.
Try factoring in finding the roots of the equation.
x 2−5 x−36=0 ⟶ ( x−9 ) ( x + 4 ) =0
x−9=0 or x+ 4=0
x=9 or x=−4
Check whether the obtained values of x make the 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.
Example 2: Find the roots of the equation ( x +5)2+(x−2)2=37
The given equation is a quadratic equation but 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 +10 x+ 25+ x 2−4 x + 4=37
x 2+ x2 +10 x−4 x+ 25+ 4=37
2 x2 +6 x +29=37⟶ 2 x2 +6 x−8=0
2 x2 +6 x−8=0 ⟶ ( 2 x −2 )( x +4 )=0
2 x−2=0 or x +4=0
References: Grade 9 LM pp. 77- 95
Grade 9 ADM Module pp. 1-19, LCTG 32-42
Solving Rational Algebraic Equations Transformable into Quadratic Equations.
6 x −3
Example 3: Solve the rational algebraic equation + =2
x 4
The given rational algebraic equation can be transformed into a quadratic equation. To solve
the equation, the following procedure can be followed.

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
x
+
4
−2⟶ 4 x +
x( 4 )
=4 x (2)

24+ x2 −3 x =8 x
Write the resulting quadratic equation in standard form.
24+ x2 −3 x =8 x ⟶ x2 −11 x +24=0
Find the roots of the resulting equation using any of the methods of solving quadratic
equations. Try factoring inx+
x 2−11 finding
24=0 ⟶the( x−3
roots)( x−8
of the
)=0equation.
x−3=0 or x −8=0
x−3 or x=8

6 x −3
Check whether the obtained values of x make the equation + =2 true.
x 4
If the obtained values of x make the equation true, then the solutions of the equation are:
x=3 or x=8 .

Problems involving Quadratic Equations and Rational Algebraic Equations. The concept of
quadratic equations is illustrated in many real-life situations. Problems that arise from these
situations, such as those involving area, work, profits, and many others, can be solved by applying
the different mathematics concepts and principles previously studied including quadratic equations
and the different ways in solving them. There are conditions in a given problem which when
translated to the equation form in one variable lead to a quadratic equation and two answers are
obtained. In some problems, a set of answers can be discarded. For instance, negative dimensions of
rectangles and the negative time are disregarded.

Example 1: The top of a rectangular table has an area of 27 ft.2 and a perimeter of 24 ft.What is the
length of the top of the table? What is its width?

Solution 1:
a. The sum of twice the length and twice the width of the rectangular
table gives the perimeter. Hence, 2l + 2w = 24.

b. If we divide both sides of the equation 2l + 2w = 24 by 2, then l + w =12.

c. The product of the length and the width of the rectangular table gives the area. Hence,
l ● w = 27.
We can think of l ● w = 27 and l + w =12 as the equations representing the product and
Remember that if the sum and the product of the roots of a quadratic equation are given, the
sum of roots, respectively, of a quadratic equation.
roots can be determined. This can be done by inspection or by using the equation
b c c b
x2 +
Remember
x +that=if0where
the sum is
andthethe product
sum of theof the roots
roots and ofisathe
quadratic equation are given, the roots
product.
a a a a 2 b c
can be determined. This can be done by inspection or by using the equation x + x + = 0where
a a
c b
is the sum of the roots and is the product.
a a

d. By inspection, the numbers whose product is 27 and whose sum is 12 are 3 and 9.
References: Grade 9 LM pp. 77- 95
Grade 9 ADM Module pp. 1-19, LCTG 32-42
Solution 2:

2 b c
Another method of finding the roots is to use the equation x + x + = 0.
a a
−b c
Let = 12 and = 27. Then substitute these values in the equation.
a a
b c
X2 + x+ =0 x2 + (-12)x + 27 = 0
a a
x2 – 12x + 27 = 0

Solve the resulting equation x2 – 12x + 27 = 0 using any of the methods of solving
quadratic equation. Try factoring.
x2 – 12x + 27 = 0
(x – 3) (x – 9) = 0
x–3=0 x–9=0
x=3 x=9
With the obtained roots of the quadratic equation, the dimensions of the table then
are 3 ft. and 9 ft., respectively.

Example 2. The Local Government of Iligan City wants to place a new rectangular billboard
to inform and give awareness to the Iliganons on how to protect themselves from the spread
of COVID19. Suppose the length of the billboard to be placed is 4 m longer than its width
and the area is 96 m2. What will be the length and the width of the billboard?
Solution:
If we represent the width, in meters, of the billboard by x, then its length is x + 4.
Since the area of the billboard is 96 m2, then (x)(x+4) = 96.
The equation (x)(x+4) = 96 is a quadratic equation that can be written in the form
ax2 + bx + c = 0.
(x)(x+4) = 96 x2 + 4x = 96
x2 + 4x – 96 = 0

Solve the resulting equation (by factoring)

x2 + 4x – 96 = 0
(x – 8) (x + 12) = 0
x–8=0 x + 12 = 0
x=8 x = -12
The equation x2 + 4x – 96 = 0
has two solutions: x = 8 or x = -12. However, we only consider the positive value of x
since the situation involves measure of length. Hence, the width of the billboard is
8m and its length is 12m.

Example 3: Mrs. Cesa can finish checking 40 item test ahead of Mrs. Saburao by 1 min.
Together they can finish 27 papers in 1 hour. How long does it take each to finish checking
one paper.
Solution:
Representation: Let x be the time it takes for Mrs. Cesa to finish checking a 40-item
test paper. x + 1 be the time it takes for Mrs. Saburao to finish checking a 40-item test
paper.
1 1 27
Equation: + =
x x+1 60
60 x ( x+1) ¿ ⟶ 60 ( x+1 ) +60 x=27 x ( x – 1 )
60(x + 1) + 60x 27x(x + 1)
= ⟶ 20( x +1)+20 x=9 x ( x +1)
3 3
9x2 – 31x – 20 = 0 ⟶ x = -5/9 or x = 4
We reject -5/9 since time should be considered positive. Thus, x = 4 minutes.

References: Grade 9 LM pp. 77- 95

Grade 9 ADM Module pp. 1-19, LCTG 32-42
 Final Answer: Mrs, Cesa finish checking a 40-item test paper in 4 minutes while
Mrs. Saburao takes 5 minutes to finish the same task.

LEARNING COMPETENCY WITH CODE:

In this lesson, the students will learn to:

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

General Reminders: Use this activity sheet with care. Do not put unnecessary mark/s on
any part of the activity sheet. Use a separate sheet of paper in answering the exercises. Read
the directions carefully before doing each task. Return this activity sheet to your
teacher/facilitator once you are through with it.

EXCERCISES/ACTIVITIES

EXPLORE:

Directions: Answer the puzzle below by simplifying the following expressions. Then shade the box
containing the corresponding answer. The unshaded boxes will reveal the answer to this puzzle.

Which great mathematician and scientist said:

“Do not worry about difficulties in Mathematics. I can assure you that mine are still greater.”

x 2−16 4 x 2 +4 x +1
1. 7.
x2 +8 x +16 4 x 2−1
x 2−27 1−2 x+ x 2
2. 8.
x2 +6 x +7 1−x3
4 x 2−12 x+ 9 x 4−16
3. 9.
4 x 2−9 x −2
3 x 2−27 25−16 x 2
4. 10.
x 2+3 16 x 2 + 40 x +25
3 x 2−12 x+ 12 9−12 x+ 4 x 2
5. 11.
6 x 2−24 27−8 x 2
x 2−1 9−x 2
6. 12.
x2 +2 x+ 1 C E 27−x 2 I A

2 x +1 ( x−3 )2 1−x
3−x
2 x−1 x +3 1+ x+ x 2
N H S H
x−1 2 x−3 x+ 4
2 3 x−9
References: + x +1 9 LM pp. 77- 95 2 x +3
xGrade x−4
Grade 9 ADM Module pp. 1-19, LCTG 32-42
A T R E
 A T R E
2 x−1 x−2 4 x−5
x−3
2 x +1 2 x +4 4 x +5
W L I E
5−4 x x−4 3 x−9 x−1
4 x +5 x+ 4 ( x−3 )2 x+ 1

T N P O
3−x 3 x+ 6 3−2 x
2
2 x−4 x 3+ 2 x 2 +4 x +8
x −3 x +9 4 x 2 +6 x+ 9

LEARN:

Directions: Transform each of the following equations into a quadratic equation in the form
ax 2+ bx + c = 0 to find the solution set.

1. x ( x +3 ) =28
2. 3 s ( s−2 )=12
3. (t +1)2 +( t−8)2=45
4. (3 r +1)2+(r +2)2=65
(x +2) (x−2)
5. + =15
5 3
6. x(x + 5) = 2
7. (s + 6)2 = 15
8. (m – 4) 2 + (m – 7) 2 = 15
2 x2 5 x
9. + =10
5 4

ENGAGE:

Directions: Solve the following problems.

1. To signal the start of a 10-km race, an official fired a blank bullet vertically up into
the air. The initial velocity of the bullet is 120 ft. per second and the distance(s)
covered above the ground after t seconds is represented by the equation s = 120t –
16t2.
a. How many seconds would it take for the bullet to reach 216 feet?
b. Would the bullet reach a stationary kite 900 feet above? Why or why not?

2. Pedro lives in Iligan City where it is known as the City of Waterfalls. With its
abundance
References: of 9
Grade water, Pedro
LM pp. wants to build a swimming pool for his family. His
77- 95
2
planned rectangular
Grade 9 ADM swimming pool1-19,
Module pp. has aLCTG
perimeter
32-42of 86 m and its area is 450 m .
a. How would you represent the length and the width of the swimming pool?
b. What equation represents the perimeter of the swimming pool? How about the
 3. Mindanao Island is the second largest island in the Philippines. To easily access the
provinces and tourist spots of Mindanao, the Department of Transportation plans to design
and construct train stations and railways on selected provinces of Mindanao. They decided to
place trains that travels at a certain average speed for a distance of 63 km and then travels a
distance of 72 km at an average speed of 6 km/h more than its original speed. If it takes 3
hours to complete the total journey of the train, what is its original average speed?

APPLY:

A. Directions: Transform each of the following equations into a quadratic equation in the
form
ax 2+ bx + c = 0 to find the solution set.

1. x(x + 3) = 28
2. 3s(s – 2) = 12s
3. (3r + 1) 2 + (r + 2) 2 = 65
(x +2)2 (x−2)2 16
4. + =
5 3 3
5 x+2
5. − =x−1
4x 3

B. Directions: Solve the following problems.

1. Juan has a rectangular garden in their backyard. One day, obeying the “stay at home” policy of
the government, he plans to replant the vegetables in his garden since it was not replanted after
the fruitful harvest last year because of his new work. The length of the rectangular garden is 6
more than the width. The area is 27 sq. units. Find the dimensions of the rectangular garden.

2. The Rural Bus Inc. travels around the Island of Mindanao. Last December, Jose visited Siargao
Island. He observes that the speed of the bus decreased by 10 kmph, it took 2 hours more than

Prepared by:
LIOMER M. CREDO FLORAJANE D. ALARAS
Subject Teacher Subject Teacher

Checked by: Approved:

LUZETTE N.YU, MT – II MARCO T. TEPACE
Head, Mathematics Department Principal - I

References: Grade 9 LM pp. 77- 95

Grade 9 ADM Module pp. 1-19, LCTG 32-42