9

Mathematics
Quarter 1 – Module 2:
Nature of the Roots
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 2: Nature of the Roots and Relationship Between the
Coefficients and the Roots of a Quadratic Equation
First Edition, 2020

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Schools Division Superintendent Dr. Jenilyn Rose B. Corpuz
City Mayor Hon. Ma. Josefina Belmonte Alimurung

Development Team of the Module

Writers: Sheryl F. Dullano, May O. Frias

Editors: Elena L. Landicho, Judith K. Bautista, Alselma M. Abuan,

Vevancio C. Amodia, Joel B. Porcadilla
Reviewers: Ansiluz H. Betco, Joel P. Feliciano, Ma. Nimfa R. Gabertan
Illustrator: Heidee F. Ferrer, Brian Spencer B. Reyes
Management Team: JENILYN ROSE B. CORPUZ, CESO VI, SDS
FREDIE V. AVENDAÑO, ASDS
JUAN C. OBIERNA, Chief, CID
HEIDEE F. FERRER, EPS – LRMS
JOEL FELICIANO, EPS – Mathematics

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 9

Mathematics
Quarter 1 – Module 2:
Nature of the Roots and
Relationship between the
Coefficients and the Roots
of a Quadratic Equation
Introductory Message
For the facilitator:

Welcome to the MATHEMATICS 9 Alternative Delivery Mode (ADM) Module on Nature of the
Roots and Relationship between the Coefficients and the Roots of a Quadratic
Equation.

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.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. 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:

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 9 Alternative Delivery Mode (ADM) Module on Nature of the
Roots and Relationship between the Coefficients and the Roots of a Quadratic
Equation.

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner are capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

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
What I Have Learned using the Answer Key at the end of the module.
This includes questions or blank
sentence/paragraph to be filled in to process what
What I Can Do
you learned from the lesson.
This section provides an activity which will help
Assessment you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
mastery in achieving the learning competency.

i
 In this portion, another activity will be given to you
Additional Activities 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!

i
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
to characterize the nature of the roots of Quadratic Equations using the Discriminant and
describe the relationship between the coefficient and the roots of a quadratic equation. The
scope of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Nature of the Roots of Quadratic Equations
• Lesson 2 – Relationship between the Coefficients and The Roots of a Quadratic
Equation

After going through this module, you are expected to:

1. review the number system
2. define and find the discriminant
3. characterize the nature of the roots of Quadratic Equations by discriminant
4. describe the relationship between the coefficients and the roots of a quadratic
equation
5. give the sum and product of the roots of a quadratic equation without solving for the
roots
6. determine the quadratic equation given its roots and
7. prioritize time effectively for an excellent learning outcome

2
 What I Know

Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.

1. Which of the following is used to solve and identify the nature of the roots of quadratic equation?
A. Quadratic Formula C. Completing the Square
B. Discriminant D. Factoring
2. Which of the following quadratic equations has no real roots?
A. 𝑥2 + 4𝑥 = 3 C. 3𝑥2 − 2𝑥 = −5
B. 𝑥 − 8𝑥 − 4 = 0
2 D. −2𝑥2 + 𝑥 + 7 = 0

3. What is the nature of the roots of the quadratic equation if the value of its discriminant is zero?
A. The roots are imaginary. C. The roots are rational and unequal.
B. The roots are irrational and unequal. D. The roots are real and equal.

4. What is the value of the discriminant of the quadratic equation 𝑥2 + 4𝑥 − 3 = 0?

A. 28 C. 4
B. 35 D. – 16
5. If the discriminant is equal to 121, then the nature of the roots is?
A. imaginary C. rational and unequal
B. irrational and unequal D. real and equal

6. What is the value of the discriminant of the quadratic equation 𝑥2 + 22𝑥 + 121 = 0 ?
A. 0 C. 22
B. 121 D. – 22

7. What is the value of the discriminant of the quadratic equation 𝑥2 + 4𝑥 + 6 = 0 ?

A. 8 C. 4
B. – 8 D. – 4
8. Which of the following quadratic equations has the roots –1 and 3 ?
A. 𝑥2 + 2𝑥 + 3 = 0 C. 𝑥2 + 2𝑥 − 3 = 0
B. 𝑥2 − 2𝑥 + 3 = 0 D. 𝑥2 − 2𝑥 − 3 = 0
9. What is the product of the roots of the quadratic equation 2𝑥2 − 8𝑥 = 9 ?
2 9
A. 9
C. −
2
B. 4 D. 3
10. If m and n are the roots of the quadratic equation 𝑥2 − 10𝑥 + 9 = 0, then what is the value of
𝑚𝑛 + 𝑚 + 𝑛 ?
A. 19 C. 20
B. – 19 D. – 20
11. What is the sum of the roots of the quadratic equation 12𝑥2 + 4𝑥 − 5 = 0 ?
1 5
A. 3
C. −
12
1 1
B. − D.
3 2

3
12. If r and s are the roots of the quadratic equation 𝑥2 − 𝑥 − 20 = 0, then what is the value of
𝑟2 + 𝑠2 ?
A. 41 C. 9
B. – 41 D. – 9
13. Which of the following quadratic equations has roots that are twice the roots of 𝑥2 − 5𝑥 + 6 = 0 ?
A. 𝑥2 − 10𝑥 + 12 = 0 C. 𝑥2 − 10𝑥 + 24 = 0
B. 𝑥2 + 10𝑥 − 12 = 0 D. 𝑥2 + 10𝑥 + 24 = 0
1 3
14. Which of the following quadratic equations has the roots and − ?
2 2
A. 4𝑥2 + 4𝑥 − 3 = 0 C. 4𝑥2 − 4𝑥 − 3 = 0
B. 4𝑥2 − 4𝑥 + 3 = 0 D. −4𝑥2 + 4𝑥 − 3 = 0
15. What is the sum of the roots of the quadratic equation 3𝑥2 + 12𝑥 − 5 = 0 ?
A. – 4 C. 4
5 5
B. − D. 3
3

4
 Lesson
Nature of the Roots of
1 Quadratic Equations

We will learn here about the different cases of discriminant to understand the nature
of the roots of a quadratic equation.

What’s In

Write the following quadratic equations in standard form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, and identify the
values of a, b and c. Then answer the questions that follow:

Standard Form
Given
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
a b C

1) 2𝑥2 = 𝑥 + 4

2) 3𝑥 = −𝑥2 + 7

3) 6𝑥2 − 6𝑥 = 2

4) (2𝑥 + 3)(2𝑥 − 3) = 0

5) 𝑥 ( 𝑥 − 8) = 0

Questions:

a. How did you write each quadratic equation in standard form?

b. Aside from your answer, do you think there is another way of writing each quadratic
equation in standard form? If yes, show then determine the values of a, b, and c.

5
 What’s New

Fill in the boxes on the chart with the correct hierarchy of the number system. The choices
are provided below.

Irrational Numbers Fractions Negative Numbers

Rational Numbers Integers Whole Numbers

Zero Imaginary Numbers Real Numbers

COMPLEX NUMBER

Real Numbers 1)

2) Irrational Numbers

Fractions 3)

4) Whole Numbers

5) Natural Numbers

Notes to the Teacher

The teacher will check the students’
answers on the chart.

6
 What is It

−𝒃±√𝒃𝟐−𝟒𝒂𝒄
Previously, we learned about quadratic formula, 𝒙 = , the expression
𝟐𝒂

𝒃𝟐 − 𝟒𝒂𝒄 is called the discriminant. By determining the value of the discriminant, we can
possibly identify the number and type of solution of the quadratic equation.

The expression 𝑫 = 𝒃𝟐 − 𝟒𝒂𝒄 is used to characterize the roots of a quadratic equation.

Cases Description Nature of the Roots

D=0 Discriminant is zero. Roots are real, rational, equal.

Discriminant is positive and

D>0 Roots are real, rational, unequal.
a perfect square.

Discriminant is positive and not a

D>0 Roots are real, irrational, unequal.
perfect square.

D<0 Discriminant is negative. Roots are imaginary or no real roots.

How to Find the Discriminant?

STEP 1 Write first the quadratic equation in the form

𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎.

STEP 2 Identify the value of

𝒂, 𝒃 𝒂𝒏𝒅 𝒄.

STEP 3 Substitute the values to

𝒃𝟐 – 𝟒𝒂𝒄.

7
Illustrative Examples:

1. Find the nature of roots of 𝑥2 + 20𝑥 + 100 = 0

𝑎 = 1, 𝑏 = 20, 𝑐 = 100 𝐷 = 𝑏2 − 4𝑎𝑐
𝐷 = (20)2 − 4(1)(100)
𝐷 = 400 − 400
𝐷=0
Hence, the roots are real, rational and equal.

2. Find the nature of roots of 5𝑥2 − 2𝑥 − 7 = 0

𝑎 = 5, 𝑏 = −2, 𝑐 = −7 𝐷 = 𝑏2 − 4𝑎𝑐
𝐷 = (−2)2 − 4(5)(−7)
𝐷 = 4 + 140
𝐷 = 144
Hence, the roots are real, rational and unequal.

3. Determine the nature of 𝑥2 − 𝑥 − 5 = 0

𝑎 = 1, 𝑏 = −1, 𝑐 = −5 𝐷 = 𝑏2 − 4𝑎𝑐
𝐷 = (−1)2 − 4(1)(−5)
𝐷 = 1 + 20
𝐷 = 21
Hence, the roots are real, irrational and unequal.

4. Find the nature of 𝑥2 + 3𝑥 + 6 = 0

𝑎 = 1, 𝑏 = 3, 𝑐 = 6 𝐷 = 𝑏2 − 4𝑎𝑐
𝐷 = (3)2 − 4(1)(6)
𝐷 = 9 − 24
𝐷 = −15
Hence, the roots are not real or imaginary.

For more examples, watch the Youtube video at

https://www.youtube.com/watch?v=VTQSGYnqw1Y

8
 What’s More

A. Given the following discriminants, determine their nature of roots by putting a check
mark (✓) on the corresponding column. Numbers 1 and 2 are already done for you.

Real, Real, Real, Imaginary (no

Discriminant Rational, Rational, Irrational , real roots)
Equal Unequal Unequal
1. D = 5 ✓
2. D = 49 ✓
3. D = 0
4. D = -25
5. D = 36
6. D = -10
7. D = 1
8. D = 14
9. D = -100
10. D = 56

B. Write the values of a, b, and c in the quadratic equation, then put a check mark (✓) on the
correct discriminant and encircle the letter of the nature of the roots.

1) 𝑥2 − 22𝑥 + 121 = 0 2) 2𝑥2 + 𝑥 − 1 = 0

a= _ b= c= a= _ b= c=
Solution: Solution:
D = 𝑏2 − 4𝑎𝑐 D = 𝑏2 − 4𝑎𝑐
D = D =
D = D =
( ) 11 ( )0 ( ) 22 ( )1 ( )7 ()9
A. Real, rational, equal A. Real, rational, equal
B. Real, rational, unequal B. Real, rational, unequal
C. Real, irrational, unequal C. Real, irrational, unequal
D. Imaginary (no real roots) D. Imaginary (no real roots)

3) 3𝑥2 − 2𝑥 + 5 = 0 4) 𝑥2 + 2𝑥 − 5 = 0
a= _ b= c= a= _ b= c=
Solution: Solution:
D = 𝑏2 − 4𝑎𝑐 D = 𝑏2 − 4𝑎𝑐
D = D =
D = D =
( ) – 64 ( ) – 24 ( ) – 56 ( ) 24 ( ) 10 ()7
A. Real, rational, equal A. Real, rational, equal
B. Real, rational, unequal B. Real, rational, unequal
C. Real, irrational, unequal C. Real, irrational, unequal
D. Imaginary (no real roots) D. Imaginary (no real roots)
9
 What I Have Learned

Frayer Model
Fill in the Frayer Model with the Quadratic Equations which are characterized by the
discriminant. Give 3 examples of Quadratic Equations.

D = 0, real, rational, equal D > 0, not perfect square

real, irrational, unequal
1. 𝑥2 − 6𝑥 + 9 = 0 (example) 1.
2. 2.
3. Natu re of
3.
Roots of
Quadratic
D > 0, perfect square Equations D < 0, imaginary (no real
real, rational, unequal roots)
1. 1.
2. 2.
3. 3.

10
 What I Can Do

Since we are talking about the nature of the roots of

quadratic equation, we can relate this topic with the real
nature, the Mother Earth. When you look at the sky or look at
the ground, nature is being recharged in this pandemic time
(or during the Community Quarantine).
What do you think are the roots why nature is
recharging?
(Arrange the following roots in order from 1-6, based on the level of your observation, 6 being
the highest)
Less emission of smoke from transportation
Less emission of smoke from factories
No tourism activities
People are planting trees and plants
People are inside their houses and not littering
Less electricity consumed from offices, supermarkets and malls

11
 Lesson Relationship between the
Coefficients and the Roots
2 of a Quadratic Equation
A quadratic equation can be solved by extracting square roots, factoring, completing
the square and by using the Quadratic Formula. But do you know that you can easily get the
sum and product of the roots without solving?

What’s In

ACTIVITY 1

A. Perform the indicated operations.

1. 8 + 17 = 6. (–10) (11) =
2. – 7 + 3 = 7. (–12) (–3) =

2 5
3. (–9) + (–8) = 8. − ∙ =
3 7
3
4. − + 1 =
4 4 9. (4√5) (−4√5) =

5. (1 + √2)(1 − √2) = 10. (3 + √2)(3 − √2) =

B. Let’s refresh our memory. Choose the correct answer.

1. The sum of any two positive integers is always (positive, negative).
2. Adding two negative integers always yields a (positive, negative) sum.
3. The sum of any integer and its opposite is equal to (one, zero).
4. To add a positive or a negative integer, take the absolute value of each integer and
then subtract the smaller from the larger integer. The result takes the sign of the
integer with the (smaller, greater) absolute value.
5. The product of two positive integers or two negative integers is (positive, negative).
6. If two integers have opposite signs , then their product is (positive, negative).
7. To add fractions, make sure that the (numerators, denominators) are the same.
8. Radicals can be added or subtracted if they have the same radicand and the same
(coefficient , index).

12
9. In adding dissimilar fractions, which is necessary? (LCD, GCF)
10. What do you call the number inside the radical symbol? (radicand, index)

13
ACTIVITY 2

A. Find the roots of the following quadratic equations using any appropriate method.

1. 3𝑥2 = 27
2. (𝑥 + 4)2 = 25
3. 9𝑥2 − 18𝑥 = 0
4. 12𝑥 − 8𝑥2 = 0
5. 𝑥2 + 8𝑥 + 15 = 0
6. 9𝑥2 + 15𝑥 + 4 = 0
7. 4𝑥2 + 28𝑥 + 49 = 0
8. (𝑥 − 3)2 = 4𝑥
9. 𝑥2 − 14𝑥 − 36 = 0
10. 𝑥2 − 3𝑥 + 1 = 0

B. 1. Which of the quadratic equations above can be solved easily by extracting

square roots?
2. Which among these quadratic equations yield irrational roots?

What’s New

Refer to the following tables.

A. What are the values of a, b, and c ?

Equation a b c
1. 15𝑥2 + 13𝑥 − 2 = 0
2. 4𝑥2 + 9 = 12𝑥
3. (𝑥 + 2)2 = 3(𝑥 + 2)

B. Determine the sum and product of the roots.

Roots
Equation Sum Product
𝑥1 𝑥2
1. 𝑥2 − 10𝑥 + 21 = 0 7 3
1
−
2. 2𝑥2 − 3𝑥 − 2 = 0 2 2

3. 𝑥2 − 14𝑥 − 26 = 0 (7 + 5√3) (7 − 5√3)

3 + 2√11 3 − 2√11
4. 5𝑥2 − 6𝑥 − 7 = 0 5 5

• What have you observed about the sum and the product of the roots of each
quadratic equation in relation to the values of a, b, and c?
• Can you determine the quadratic equation if the roots are given?

14
 What is It

−𝒃±√𝒃𝟐−𝟒𝒂𝒄
The quadratic formula 𝒙= 𝟐𝒂
can be used to show special

relationships between the roots of a quadratic equation and its coefficients. The roots of the
quadratic equation 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎 ≠ 0 are

−𝒃+√𝒃𝟐−𝟒𝒂𝒄 −𝒃−√𝒃𝟐−𝟒𝒂𝒄
𝒙= and 𝒙=
𝟐𝒂 𝟐𝒂

Thus,

The Sum of the Roots 𝒙𝟏 + 𝒙𝟐

−𝑏+√𝑏2−4𝑎𝑐 −𝑏−√𝑏2−4𝑎𝑐
=
2𝑎
+ 2𝑎

(−𝑏+√𝑏2−4𝑎𝑐) + (−𝑏+√𝑏2−4𝑎)
=
2𝑎
−2𝑏
=
2𝑎

−𝒃
=
𝒂

The Product of the Roots ( ) ( 𝟐)

−𝑏+√𝑏2−4𝑎𝑐 −𝑏−√𝑏2−4𝑎𝑐
= ( ) ( )
2𝑎 2𝑎

(−𝑏+√𝑏2−4𝑎𝑐) (−𝑏−√𝑏2−4𝑎)
=
4𝑎2
𝑏2−(𝑏2−4𝑎𝑐)
=
4𝑎2
𝑏2−𝑏2+4𝑎𝑐
=
4𝑎2
4𝑎𝑐
=
4𝑎2
15
 𝒄
=
𝒂

16
 The sum of the roots of a quadratic equation is 𝒂 and
−𝒃

the product of the roots of a quadratic equation is 𝑐 .

𝑎

Hence, given the two roots, a quadratic equation can be determined using

x² –(sum of the roots)x + ( product of the roots ) = 0

Illustrative Examples:
A. Find the sum and product of the roots of the following quadratic equations using the
derived formulas.

1. 2𝑥2 + 7𝑥 + 4 = 0
Solution:
a = 2 , b = 7, c=4
𝑏
sum of roots: 𝑥1 + 𝑥2 = −
𝑎
7
= −
2
𝑐
product of roots: (𝑥1 )(𝑥2 ) =
𝑎
4
=
2

= 2

2. 4𝑥2 + 5𝑥 − 2 = 0
Solution:
a = 4 , b = 5, c=-2
𝑏
sum of roots: 𝑥1 + 𝑥2 = −
𝑎
5
= −
4
𝑐
product of roots: (𝑥1 )(𝑥2 ) =
𝑎
−2
=
4
1
=−
2

17
3. 5 = 3𝑥 − 𝑥2
Solution:
Write the quadratic equation in standard form.
5 = 3𝑥 − 𝑥2
𝑥2 − 3𝑥 + 5 = 0
a = 1 , b = −3, c=5
𝑏
sum of roots: 𝑥1 + 𝑥2 = −
𝑎
(−3)
=−
1

=3
𝑐
product of roots: (𝑥1 )(𝑥2 ) =
𝑎
5
=
1

= 5
4. (2𝑥 − 3)(𝑥 + 7) = 0
Solution:
Multiply (2x –3)(x +7) and express the equation in standard form.
(2𝑥 – 3)(+ 7) = 0
2𝑥² + 14𝑥– 3𝑥 – 21 = 0
2𝑥² + 11𝑥 – 21 = 0
a = 2, b = 11, c = -21
𝑏
sum of roots: 𝑥1 + 𝑥2 = −
𝑎
11
=−
2
𝑐
product of roots: (𝑥1 )(𝑥2 ) =
𝑎
−21
=
2

5. (3𝑥 − 1)2 = 9𝑥
Solution:
Write the equation in standard form.
(3𝑥 – 1)² = 9𝑥9𝑥²
– 6𝑥 + 1 = 9𝑥
9𝑥2– 6𝑥 – 9+ 1 = 0
9𝑥² – 15+ 1 = 0
a = 9, b = -15, c = 1
𝑏
sum of roots: 𝑥1 + 𝑥2 = −
𝑎
(−15)
=−
9
5
=
3
𝑐
product of roots: (𝑥1 )(𝑥2 ) =
𝑎
1
=
9

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B. Find the quadratic equation with integral coefficients given the roots:

1. 𝑥1 = 2, 𝑥2 = 7
sum of roots: 𝑥1 + 𝑥2
2 + 7 = 9
product of roots: (𝑥1)(𝑥2)
(2)(7) = 14
equation: 𝑥² – (𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠)𝑥 + ( 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 ) = 0

𝑥² – 9𝑥 + 14 = 0

2. 𝑥1 = −8, 𝑥2 = −3
sum of roots: 𝑥1 + 𝑥2
(−8) + (−3) = −11
product of roots: (𝑥1)(𝑥2)
(−8)(−3) = 24
equation: 𝑥² – (𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠)𝑥 + ( 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 ) = 0

𝑥2 + 11𝑥 + 24 = 0

2 4
3. 𝑥 =− ,𝑥 =
1 3 2 5
sum of roots: 𝑥1 + 𝑥2
2 4 2
− + = −
3 5 15

product of roots: (𝑥1)(𝑥2)

2 4 8
(− ) ( ) = −
3 5 15

equation: 𝑥² – (𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠)𝑥 + ( 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 ) = 0

2 8
𝑥2 + (− ) 𝑥 + (− ) = 0
15 15
2 8
15 [𝑥2 + (− ) 𝑥 + (− ) = 0] Write in standard form

15 15

15𝑥2 − 2𝑥 − 8 = 0

4. 𝑥 = −3+√6, 𝑥 =
− 3−√6
1 4 2 4
sum of roots: 𝑥1 + 𝑥2
−3+√6 −3−√6) 3
( )+( =−
4 4 2

product of roots: (𝑥1)(𝑥2)

−3+√6 −3−√6 3
( 4
)( 4 ) = 16
equation: 𝑥² – (𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠)𝑥 + ( 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑜𝑜𝑡𝑠 ) = 0
3 3
𝑥2 + (− ) 𝑥 + ( ) = 0
2 16
3 3
16 [𝑥 2 + (− ) 𝑥 + ( ) = 0] Write in standard form
2 16

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16𝑥2 − 24𝑥 + 3 = 0

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 What’s More

A. Find the sum and product of the roots of each of the following quadratic equations.
Sum of the Roots Product of the Roots
Equation 𝑏 𝑐
(− ) ()
𝑎 𝑎

1. 3𝑥² − 5𝑥 − 1 = 0
2. 𝑥² + 𝑥 = 4
3. 2𝑥² + 3𝑥 − 5 = 0
4. 6𝑥² − 3𝑥 + 8 = 0
5. 3𝑥 + 2𝑥² = 7
6. 𝑥² + 18𝑥 + 81 = 0
7. (𝑥 + 2)(𝑥 + 5) = 0
8. 35 + 𝑥(8 + 3𝑥) = 0
9. (𝑥 − 3)² = 4𝑥
10. 9𝑥² − 18𝑥 = 0

B. Write the quadratic equations, given the following roots.

1. 12 , 4
2. −8 , 9
3. −6 , −7
1
4. 4, −
2
3
5. 5,
4
1
6. 2 ,−
7 5
7. ±√3
8. 5 ± √2
1±√7
9.
2
−6±√11
10.
3

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