Republic of the Philippines

9 Department of Education
Division of Pagadian City

Mathematics
Quarter 1 – Module 5:
Solving Quadratic Inequalities

Learning Activity Sheets

(Extracted/Modified from CO/RO10 SLMs)

Name of Learner:
Grade & Section:
Teacher:

DO_Q1_Mathematics 9_ Module 5
What I Need to Know
This lesson aims to assess your knowledge of previous mathematical
concepts and skills in performing mathematical operations. These prior knowledge
and skills will help you understand how to illustrate and solve quadratic
inequalities. As you go through this lesson you will also learn how to apply this
and make decisions in real-life problems.

What I Know
PRE- ASSESSMENT
Directions: Find out how much you already know about this lesson. Encircle the
letter that you think best answers the question. Please answer all items. If you were
not able to answer correctly you can find out the right answer as you go through
the lesson.

1. It is a polynomial of degree 2 that can be written in the form ax 2  bx  c  0 ,

where a, b, and c are real numbers and a  0 . Symbols > , , and may also be
used in place of <.
A. Linear Inequality C. Quadratic Inequality
B. Linear Equation D. Quadratic Equation
2. Which of the following mathematical statements is a quadratic inequality?
A. 2p2 - 3p - 5 = 0 C. 3s2 + 7t - 2 0
B. 7n + 12 < 0 D. m2 + 8tm- 2 = 0
3. Which of the following coordinates of points belong to the solution set of the
inequality y < 2v2 + 5v - 1?
A. (-2,9) C. (3,1)
B. (-3,2) D. (1,6)
4. What is the solution set of the quadratic inequality x 2– x – 20 > 0?
A. { x | x > 5 or x < –4} C. { x | –4 < x < 5}
B. { x | x > –5 or x < 4} D. { x | –4 < x < -5}
5. Solve the following quadratic inequality. x2 -x -4 2
A. -2 < x < 3 C. -3 < x < 2
B. -2 x 3 D. x -2 , x 3

What’s In
In grade 8, you studied linear inequalities and were able to identify and solve
problems involving it. In the previous lesson you studied quadratic equations. Now,
you will study quadratic inequalities. Start by doing the activity below.
Activity 1
Direction: Answer what is asked in each number given a mathematical sentence.
1. n – 3 = 10 , What is the value of n?

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DO_Q1_ Mathematics 9_ Module 5
 2. n - 3 < 10, What are the possible values of n to make the statement true?
Show your solution.
3. n – 3  10, What are the values of n?
4. 4f - 2 13,
What is the meaning of the symbol ? You may illustrate your answer.
Find the value/s of f to make the statement true.
5. b2 + 5b + 6 = 0 ,
What do you call this mathematical statement?
How did you find the solurion/s of this expression? How many solution did you
get?

What’s New
Activity 2
2x2 + 7x + 5 > 0 15 - 6x2 = 10 t2 = 6t - 7 4m2 - 25 = 0
p2 + 10p + 16 0 2t2 < 21 - 9t f2 + 9f + 20 = 0 3b2 + 12b 0

Quadratic Equation Not a Quadratic Equation

Questions
1. How do you describe a quadratic equation? a non-quadratic equation?
2. How can you differentiate quadratic and non-quadratic equation?

What Is It
Quadratic Inequality is an equality that contains a polynomial of degree 2 and can
be written with the symbols > , < , ≥ or ≤.
Examples: 1. x2 + x -12 0 3. 5 ≥ x2 − x
2. 7x -28< 0
2 4. 2y2 + 1 ≤ 7y
How to solve quadratic inequality?
Quadratic inequalities can be solved using
A. Three Test Points;
B. Sign Graph; and
C. Graphing ( in two variables)
Study the examples given below.
Example 1: Find the solution set of x2 + 3x > 10
Solution

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DO_Q1_ Mathematics 9_ Module 5
❏ Test a value from
each interval in
Intervals in x x2 + 3x - 10 = 0 True or
the
the number False
inequality.
line

x < -5 -6 x2 + 3x - 10 > 0
(-6)2+ 3(-6) -10 > 0 True
36 - 18 -10 > 0
8>0

-5 < x < 2 1 x2 + 3x - 10 > 0

(1)2 + 3(1) -10 > 0 False
1 + 3 - 10 > 0
-6 > 0

x>2 4 x2 + 3x - 10 > 0
(4)2 + 3(4) -10 > 0 True
16 + 12 - 10 > 0
18 > 0

❏ Test the roots x= -

for x = -5 for x=2
5 and x = 2 satisfy
the inequality.
x2 + 3x - 10 > 0 x2 + 3x - 10 > 0
(-5)2 + 3(-5) -10 > 0 (2)2 + 3(2) -10 > 0
25 - 15 - 10 > 0 4 + 6 - 10 > 0
10-10 > 0 10 - 10 > 0
0 > 0 False 0 > 0 False

Therefore, the inequality is true for any value of x in the interval < x < -5 or
2<x< but points -5 and 2 does not satisfy the inequality x + 3x - 10 > 0.
2

The solution set of the inequality x2 + 3x > 10 is { }.

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DO_Q1_ Mathematics 9_ Module 5
Method B The Sign Graph

❏ Write the quadratic inequality in Given: x2 + 3x > 10

standard form.
Standard Form: x2 + 3x - 10
>0

❏ Factor the quadratic inequality. x2 + 3x - 10 > 0

( )( )> 0

 Illustrate a sign graph that shows for x+5

the signs of each factor.
-------------- +++++++++++ -----------

for x-2
-------------- +++++++++++ -----------

❏ Apply the rules of signs for The product of x + 5 and x - 2 is

multiplying sign numbers to positive if the factors are both positive
determine which area satisfies the or negative. These are possible to
original inequality. happen in the regions where x < -5 or
x > 2.

Example 2: Find the solution set of x2 + 2x - 3 0

Solution
Method A Three Test Points

❏ Write the Given: x2 + 2x - 3 0

quadratic
inequality in Already in standard form
standard form.

❏ Find the roots of its x2 + 2x - 3 = 0

corresponding ( )( )= 0
equality. ( ) = 0 or ( )=0

❏ Find the 3 test The points at -3 and 1 can separate the real number
points using -5 and line into three intervals:
2. x < -3 , -3 < x < 1 , x > 1

❏ Test a value from

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DO_Q1_ Mathematics 9_ Module 5
 each interval in the Intervals in x x2 + 2x - 3 0 True or False
inequality. the number
line

x < -3 -4 x2 + 2x - 3 0
(-4)2+ 2(-4) -3 0 False
16 - 8 - 3 0
5 0

-3 < x < 1 0 x2 + 2x - 3 0
(0)2 + 2(0) -3 0 True
0+0-3 0
-3 0

x>1 2 x2 + 2x - 3 0
(2)2 + 2(2) -3 0 False
4+4-3 0
5 0

❏ Test the roots x= -5

and x = 2 satisfy for x = -3 for x=1
the inequality.
x2 + 2x - 3 0 x2 + 2x - 3 0
(-3)2 + 2(-3) -3 0 (1)2 + 2(1) -3 0
9-6-3 0 1+2-3 0
3-3 0 3-3 0
0 0 True 0 0 True

The solution set of the inequality x2 + 2x - 3 0 is {

}.

Method B
The Sign Graph

❏ Write the quadratic inequality Given: x2 + 2x-3

in standard form. Already in standard form

❏ Factor the quadratic x2 + 2x - 3 0

inequality. ( )( ) 0

 Illustrate a sign graph that for x + 3

shows the signs of each factor. --------------------- ++++++ ++++++++++

for x-1
-------------------- --------- +++++++++

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DO_Q1_ Mathematics 9_ Module 5
❏ Apply the rules of signs for
multiplying sign numbers to
determine which area satisfies
the original inequality.
The product of x + 3 and x - 1 is negative if the
factors have different signs. These are possible to
happen in the regions
where -3
Note: -3 and 1 are included in the solution because it
satisfies the equation.

❏ Solution The solution of the inequality x2 + 2x-3 is

{ }.
There are quadratic inequalities that involve two variables. These inequalities can
be written in any of the following forms below, where a, b, and c are real numbers
and a .

y > ax2 + bx + c y ax2 + bx + c

y ax2 + bx + c y ax2 + bx + c
The solution set of quadratic inequalities in two variables can be determined
graphically. To do this, write the inequality as an equation, then show the graph.
Take note of the image of the following graphs for each quadratic inequality.

Steps for graphing inequality:

1. Write the inequality to its corresponding equation.
2. Find the vertex of the parabola.
3. Construct table of values for x and y.
4. Sketch the parabola y= ax2 + bx + c
(dotted line for < or > , solid line for ; opens up if the
coefficient of x is
positive or opens downward if negative)
5. Choose a test point and see whether it is a solution of the
inequality.
6. Shade the appropriate region.
(if the point is a solution, shade where the point is, if it’s not a
solution, shade the other region)
Example 1: Find the solution set of y - x2 + 4x - 3

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DO_Q1_ Mathematics 9_ Module 5
❏ Write the inequality to its y - x2 + 4x - 3 y - x2 + 4x - 3
corresponding equation.

❏ Find the vertex of the ● Coordinates of the vertex

parabola. ( )
x = = ( )= ( ) = 2
to get y substitute 2 to the quadratic expression
- x2 + 4x - 3
y = -( )2 + 4( ) - 3
= +8-3
y = 4 -3 = 1
y= 1 V = (x, y) = (2 , 1)

❏ Construct table of values

for x and y. x 0 1 2 3 4

y -3 0 1 0 -3

❏ sketch the parabola

y= - x2 + 4x - 3

Note:
● The parabola opens
downward because the
coefficient of x is
negative..
● Use dotted line
because it has a >
symbol

❏ Choose a test point Test point: (0, 0)

and see whether it is a Substitute (0,0) to the inequality y > - x2 + 4x - 3
solution of the y > - x2 + 4x - 3
inequality. 0 > - (0)2 + 4(0) - 3
0>0+0-3
0 > -3 True

❏ Answer Therefore, the entire region containing (0,0) does

not represent the solution set and we shade the
outside region of the parabola.
Example 2: Find the solution set of y -x2 + 6x – 4

❏ Write the inequality to its y x2 + 6x - 4 y x2 + 6x - 4

corresponding equation.

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DO_Q1_ Mathematics 9_ Module 5
 ❏ Find the vertex of the ● Coordinates of the vertex
parabola. ( )
x= = = = -3
( ) ( )
to get y substitute -3 to the quadratic expression
x2 + 6x - 4
y = ( )2 + 6( ) - 4
= - 18 - 4
y = -9 -4 = -13
y= -13 V = (x, y) = (-3 , -13)

❏ Construct table of values

x -1 -2 -3 -4 5
for x and y
y -9 -12 -13 -12 -9

❏ sketch the parabola test

y= x2 + 6x - 4
point
Note:
● The parabola opens
upward because the
coefficient of x is
positive..
● Use dotted line
because it has a >
symbol

❏ Choose a test point and Test point: (0, 0)

see whether it is a
solution of the Substitute (0,0) to the inequality y x2 + 6x - 4
inequality. y x2 + 6x - 4

❏ Answer Therefore, the entire region containing (0,0) represents

the solution set and we shade it.

What’s More
Activity 3
Direction: Fill-in the table below to find the solution set of each of the
following quadratic inequalities.
1) x2 - 9x + 14 0 (Use three test point method.)
Write the quadratic inequality
in standard form.
Find the roots of its
corresponding equality
Find the 3 test points
Test a value from each
interval in the inequality
Test the roots
Solution set

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DO_Q1_ Mathematics 9_ Module 5
2) x 2  x  12  0 (Use the sign graph method.)
Write the quadratic inequality in
standard form.
Factor the quadratic inequality.
Illustrate a sign graph that shows the
signs of each factor.
Apply the rules of signs for
multiplying sign numbers to
determine which area satisfies the
original inequality.
Solution Set

Activity 4
Directions: Find the solution set of each of the following quadratic inequalities
then graph and explain your answer.
1. 2 x 2  3x  1  0
2. x2 - 2x 15

What I Have Learned

Activity 5
Direction: Determine whether the indicated ordered pair is a solution to the
quadratic inequality y < x2 + 4x - 5 . Justify your answer.
1. A (-2, 5 ) 4. D (1, -1 )
2. B ( 6, -2 ) 5. E ( 2, -2 )
3. C (-3, 2 )
Activity 6
Direction: Match from the list of mathematical sentences the inequality that is
described by the given graphs. Answer the questions that follow.

1. 2. 3.

__________________ __________________ ___________________

y x2 - 4x + 1 y x2 - 4x + 1 y x2 - 4x + 1 y -x2 - 4x
+1

Questions:

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DO_Q1_ Mathematics 9_ Module 5
 1. What are your hints to determine the quadratic inequality that is described by a
given graph?
2. How do you know if the graph opens upward or downward?
3. In each graph, what does the shaded region represent? What does the dashed
line and solid line represent?
4. How would you describe the graphs of quadratic inequalities in two variables
involving “less than”? “greater than”? “less than or equal to”? “greater than or
equal to”?
5. How are you going to graph if you are given a quadratic inequality in two
variables?
Activity 7
Direction: Answer the questions that follow.
a. Graph the inequality y x2 - 7x + 10?

b. Is the point (-4 , -8 ) in the solution set ? Justify your answer.

c. Is the boundary line drawn solid or dashed? Explain?

What I Can Do
Activity 8
Directions: Read the situation below then answer the questions that follow.

The floor of a house can be covered completely

with tiles. It’s length is 38 ft. longer than its width.
The area of the food is less than 2 040 square feet.

Questions:
1. How would you represent the width and the length of the floor?

2. Write a mathematical sentence that would represent the given situation?

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DO_Q1_ Mathematics 9_ Module 5
 3. What are the possible lengths and widths of the floor?
4. What are the possible areas of the floor?
Activity 9
Direction: Perform the following activity.
1. Look for a rectangular floor in your house. Find its dimensions and indicate
the measure (in meters) obtained in the table below.
Length Width

2. Seek help to determine the measure and costs of your preferred tile that is
available in the nearest hardware store or advertised on the internet. Write
your answer in the table below.
Tile Length Width Cost

3. Formulate a quadratic inequality involving the dimensions of the floor, and

the measure and cost of the tile. Find, then graph the solution sets of the
inequalities.

Assessment – (Post Test)

Activity 10
Directions: Circle the letter that corresponds to the correct answer.
1. Which of the following mathematical statements is a quadratic inequality?
A. 2 p 2  3 p  5  0 C. 3s 2 + 7s - 2  0
B. 7k + 12 < 0 D. b2 + 8b + 16= 0
2. Which of the following coordinate of points belong to the solution set of the
inequality y  2 x 2  3x  5 ?
A. (-2, 9) B. (-3, 2) C. (-1, 5) D. (1, 6)
3. What is the solution set of x  x  12  0 ?
2

A. {x / x  4 or x  3} C. {x / x  4 or x  3}
B. {x / x  4 or x  3} D. {x / x  4 or x  3}
4. Which of the following mathematical sentence is not a quadratic inequality?
A. 4t 2  7t  2 C. 15  2 x  3x 2
B. x 2  10 x  3 D. 2r  5r  4  0
5. What is the solution set of the inequality y  x 2  9 x  14 ?
A. {x / x  2 or x  7} C. {x / x  2 or x  7}
B. {x / x  2 or x  7} D. {x / x  2 or x  7}
Development Team of the Module
Department of Education- Region X
Development Team of the Module
Author : Ma. Melody M. Leanillo
Editor : Priscilla G. Luzon, Natividad B. Finley
Evaluator : Priscilla G. Luzon, Natividad B. Finley
Illustrator/Layout Artists:
Management Team: Roy Angelo E. Gazo, Nimfa R. Lago, Henry B. Abueva,
Exquil Bryan P. Aron, Sherlita L. Daguisonan, Meriam S. Otarra,
Charlotte D. Quidlat
Pagadian SDO: Math G9 Quarter 1 Module 5 – Weeks 5
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DO_Q1_ Mathematics 9_ Module 5