Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

DUNMAN SECONDARY SCHOOL

Secondary 3 Express Additional Mathematics
Chapter 2: Equations and Inequalities
2.1 Solving quadratic equations via completing the square
22. Solving quadratic equations via quadratic formula

I can explain why a quadratic equation has no real roots / 2 repeated real roots / 2 distinct and real roots
I can determine whether a quadratic curve lies completely above or below the x axis (e.g. TB pg 9 Worked E.g. 6)
I can find range of unknowns given the nature of quadratic roots (e.g. TB pg 21 Worked E.g. 4)
I can prove the nature of roots of a given quadratic equation with an unknown (e.g. TB pg 21 Worked E.g. 5)
I can find range of unknowns for which a quadratic expressions is always positive / negative (e.g. TB pg 22 Worked E.g. 6)

2.1 Solving Quadratic Equations via Completing the Square

Solve 4x2 – 17x + 12 = 0 by completing the square, giving your answers to 2 decimal
places.

4x2 17 x 12 0
17
4 x2 x 12 0
4
2 2
17 17
4 x 12 0
8 8
2
17 289
4 x 12 0
8 16
2
17 97
4 x
8 16
2
17 97
x
8 64
17 97
x
8 64
17 97
x
8 64
x 3.36 or x 0.89

Note!
When solving quadratic equations in Additional Mathematics,
• Do not leave answer in surd form unless it is specified by question.
• Leave answer to specified degree of accuracy if required by question (e.g. 2 decimal places).
• If no specifications, leave answer to 3 significant figures.
Prepared by Mr Chu 2024 Page 1
 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

2.2 Nature of Roots of Quadratic Equations

To solve a quadratic equation in the general form ax2 + bx + c = 0, we can use
the quadratic formula as follows:

−b  b 2 − 4ac
x=
2a

During T1W2 HBL, we looked at how the expression b2 4ac determines the number of solutions of
the quadratic equation. This is summarised as follows:

When b2 4ac is … >0 =0 <0

Number of solutions of
2 1 0
ax2 + bx + c = 0

This expression b2 4ac is called the …………………………… of the quadratic equation.

Think: Why do you think it has this special name?

1. Let us look a bit deeper into how a quadratic equation can have no solutions.

E.g. Use you calculator, solve the equation 2x2 – x + 3 = 0.

Write down the solutions shown on your calculator:

x = …………………………………….. or x = ……………………………………..

Well it actually seems like there are two solutions? Actually yes there are!
But these two solutions are non-real solutions (they have imaginary parts!).
Hence, we say that 2x2 – x + 3 = 0 has …………………………………. .

2. Let us now look deeper into the case where a quadratic equation has 1 real solution.

E.g. 4x2 – 4x + 1 = 0
(2x – 1)(2x – 1) = 0
x = 0.5 or x = 0.5

Looking at the factorisation step, we see that there is actually 2 real roots, just that they
are ………………………… (or …………… ).

Hence, we say that 4x2 – 4x + 1 = 0 has …………………………………. .

3. Lastly, we have the case where a quadratic equation has 2 real and ………………. roots.

E.g. 4x2 – 17x + 12 = 0 has roots x = 3.36 or x = 0.89.

Prepared by Mr Chu 2024 Page 2

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
Isn’t it fascinating that a quadratic equation (which contains x2 term) has either
• 2 real and distinct roots
• 2 real and repeated roots
• 2 non-real roots (the non-real roots are conjugate pairs: a + bi and a – bi)

Summarising, we have:

When b2 4ac is … >0 =0 <0

Nature of roots of
2 real and distinct roots 2 real and equal roots No real roots
ax2 + bx + c = 0

E.g. 4x2 – 17x + 12 = 0 E.g. 4x2 – 4x + 1 = 0 E.g. 2x2 – x + 3 = 0

Sketch of curve
y = ax2 + bx + c,
where a > 0

E.g. – 4x2 + 17x – 12 = 0 E.g. –4x2 + 4x – 1 = 0 E.g. –2x2 + x – 3 = 0

Sketch of curve,
y = ax2 + bx + c,
where a < 0

We can use the discriminant of ax2 + bx + c to explain

• the nature of roots of ax2 + bx + c = 0,
• whether the expression ax2 + bx + c is always positive or always negative for all real values of x.

Let us look at some examples!

C2 Example 1
Explain why 81 + 64x2 = 144x has two real and repeated real roots.

Prepared by Mr Chu 2024 Page 3

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
C2 Example 2
Explain why −𝒙𝟐 + 10x – 31 is always negative for all real values of x.
[Recall: Chapter 1 Notes pg. 10 E.g. 7
Does 𝑦 = −𝑥 2 + 10x – 31 lie completely or below the x-axis? Explain your answer.]

What’s the difference?

Method 1: Using discriminant Method 2: Using completing the square

Since ………………………………… ,

………………………………….

and thus ………………………………….

for …………………………………………. .

[This explanation is similar to Chapter 1 Notes

Example 2 (pg. 3): Explaining maximum or
minimum values of completed square forms]

Think: When do you think Method 2 will be preferred?

Prepared by Mr Chu 2024 Page 4

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
1. Explain why 3x2 – 5x + 17 = 0 has no real roots.
2. Explain why –2x2 + 10x – 31 is always negative for all real values of x.
1
3. Determine the nature of roots of ( x 4)2 1 0 .
2
[For tutorial]

Prepared by Mr Chu 2024 Page 5

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Finding the range of unknown given nature of roots

C2 Example 3
Find the range of values of a for which the equation –3x2 + 2x + 5 – a = 0 has real roots.
[Let’s visualize the curve using DESMOS!
Link: https://www.desmos.com/calculator/1zx1aidy5v
Manipulate the slider for a. How does the nature of roots change as a vary?]

Unfortunately, we cannot send a DESMOS link during exam.

We can instead rely on the ………………………… to determine the nature of roots.

1. Find the range of values of p for which the equation x 2 − 2 px + p 2 + 5 p − 6 = 0 has no

real roots.
2. The quadratic equation x 2 − 4 x − 1 = 2k ( x − 5) , where k is a constant, has two equal
real roots. Calculate the possible values of k.
[Hint: Balance equation until RHS = 0 first]

Prepared by Mr Chu 2024 Page 6

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

For Tutorial
3. Find the range of values of k for which kx2 – 7x + 5 is always positive for all real values of x.
[Hint: How does the curve y = kx2 – 7x + 5 look like?
What’s the nature of roots of kx2 – 7x + 5 = 0.]

Extra Practice
TB pg. 23 Ex 2A Q5, Q6 and Q9

Prepared by Mr Chu 2024 Page 7

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Prove the nature of roots of a given quadratic equation with an unknown

C2 Example 4A
Show that the equation 5cx 2 + 20 x = c − 1 has two real and distinct roots for all
non-zero real values of c.

Let’s visualise the problem graphically using DESMOS:

• Go to www.desmos.com and input y = 5cx 2 + 20 x − c + 1 .
• Adjust the slider for c and observe how the quadratic graph changes.
• Sketch the possible types of quadratic curves for any value of c:

Now, let us look at how to answer the question algebraically:

Step 1: Balance equation

and make RHS = 0.

Step 2: Simplify discriminant.

DO NOT ASSUME
DISCRIMINANT < 0 YET.

Step 3: Complete the square

in the unknown.

Step 4: Explain why the

discriminant in completed
square form is always greater
than zero

There is an alternative to Step 3, finding the discriminant in the unknown (which in this case is c), which
your teacher will discuss with you in class

Prepared by Mr Chu 2024 Page 8

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
C2 Example 4B [Alternative Method]
Show that the equation 5cx 2 + 20 x = c − 1 has two real and distinct roots for all
non-zero real values of c.

Step 1: Balance equation

and make RHS = 0.

Step 2: Simplify discriminant.

DO NOT ASSUME
DISCRIMINANT < 0 YET.

Step 3: Analyse the

discriminant of
quadratic in c and
determine the nature
of roots of quadratic
in c

Step 4: Explain why the

discriminant in x is always
greater than zero

Prepared by Mr Chu 2024 Page 9

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

1. Show that the equation x 2 + kx = 4 − 2k has real roots for all real values of k.

For Tutorial
2. Show that the roots of the equation x 2 − 2(q − 2) x + 2q − 8 = 0 are real and distinct for
all values of q.

Extra Practice
TB pg. 23 Ex 2A Q7, Q8 and Q12

Prepared by Mr Chu 2024 Page 10

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

1. Given that ax2 + 6x + c is always negative, state the conditions that must apply to a and c. Hence,
find a possible pair of values for a and c.

2.

Prepared by Mr Chu 2024 Page 11

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

DUNMAN SECONDARY SCHOOL

Secondary 3 Express Additional Mathematics
Chapter 2: Equations and Inequalities
2.3 Solving linear and non-linear simultaneous equations

I can solve simultaneous equations in which one is linear and one is non-linear (e.g. TB pg 24 Worked E.g. 7)
I can find range of unknowns for line to intersect curve at given number of points (e.g. TB pg 26 Worked E.g. 8)

[Recall] Solving simultaneous equations

There are 3 methods that we used to solve simultaneous equations, which are
• Graphical method
• Algebraic method: ………………….. or …………………….. method

E.g. Solve
3x – y = 12
2x + y = 13

Graphical Method Elimination Method Substitution Method

3x – y = 12 --- (1) 3x – y = 12 --- (1)
2x + y = 13 --- (2) 2x + y = 13 --- (2)

(1) + (2): 3x – y + 2x + y = 12 + 13 From (1): y = 13 – 2x --- (3)

5x = 25
x=5 Sub (3) into (1):
3x – (13 – 2x) = 12
Sub x = 5 into (2): 3x – 13 + 2x = 12
2(5) + y = 13 5x = 25
Solution: 10 + y = 13 x=5
x = …… and y = …… y=3

For elimination or substitution method, the objective is to reduce the pair of simultaneous equations
into a linear equation in ONE unknown (see equations in red above).

In AMath, we will solve simultaneous equations where one of the equations is non-linear
E.g.
x + 2y = 5
x2 − 3 y + x = 9

Let us see how to do so on the next page!

Prepared by Mr Chu 2024 Page 12

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

C2 Example 5
Solve the simultaneous equations
x + 2y = 5
x2 − 3 y + x = 9

Elimination Method Substitution Method

Substitute which equation to which?
Make x or y the subject?

The method that is preferred is ………………………. method!

The goal remains similar: To reduce the pair of simultaneous equations to a resulting quadratic
equation in ONE unknown.

Can we solve the above simultaneous equations graphically?

Go to www.desmos.com and key in the two equations above.
Sketch the graphs in the space below, indicating the coordinates of intersection point(s).

Prepared by Mr Chu 2024 Page 13

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Complete

1.

For Tutorial
2.

3.

4. A solid rectangular block has a square base of side x cm and a height of y cm.
The total surface area of the rectangular block is 120 cm2 and the total length of the 12 edges is
54 cm. Find the possible values of x and y.

Prepared by Mr Chu 2024 Page 14

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Prepared by Mr Chu 2024 Page 15

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Relationship between number of points of intersection of a pair of simultaneous equations and

the discriminant of the resulting quadratic equation
We have solved a few pairs of simultaneous equations.

Recall: The objective of using the substitution method is to obtain a resulting quadratic equation in ONE unknown (i.e. either in x or in y).

We will focus on the resulting quadratic equation and what it can tell us about the number of intersection points of a quadratic curve and a line.

Fill in the table below. Then, answer the questions that follow.

Simultaneous Sketches of the graphs Number of Resulting quadratic Discriminant

Equations from DESMOS intersection points equation in x of resulting quadratic equation
of line and curve
(Example
Question)

x + 2y = 5 2
2x2 + 5x – 33 = 0 52 – 4(2)(-33) = 289
x − 3y + x = 9
2

(PN7A Q2)

x2 − 2 x + 4 y = 5
1 5
y= x+
2 4

Prepared by Mr Chu 2024 Page 16

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
Simultaneous Sketches of the graphs Number of Resulting quadratic Discriminant
Equations from DESMOS intersection points equation of resulting quadratic equation
of line and curve
(PN7B Q1)

x+ y =7
x 2 + xy − 2 y 2 = 10

(PN7A Q3)

y = 3x + 6
y = −3 x 2 + 7 x + 1

1. What is the relationship between the discriminant b2 – 4ac of the resulting quadratic equation and the number of intersection points of the line and
the curve? Explain why this is so.

• When discriminant > 0, the line intersects the curve at ………… distinct points.
This is because the resulting quadratic equation has ……. real and …………………. roots.

• When discriminant = 0, the line ……………… the curve at ………… point (the line is tangent to the curve).
This is because the resulting quadratic equation has ……. real and …………………. roots.

• When discriminant < 0, the line does not ……………… the curve.
This is because the resulting quadratic equation has …………………………………. roots.

Prepared by Mr Chu 2024 Page 17

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
2. In Prac Now 7B Q2, the graphs of the simultaneous equations is as follows.

The discriminant of the resulting quadratic equation above will be greater than zero / equal to zero / less than zero. (Circle the correct answer)

3. Go to https://jamboard.google.com/d/1IP6N_rAHL16tBFsk1-UkBENb4EmyErhOO-nsEEKuOCE/copy
and categorise different sets of curves and lines by the sign of the discriminant of their resulting quadratic equation.
Solutions: https://shorturl.at/IJL01

Prepared by Mr Chu 2024 Page 18

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
In Summary…
When … Graphically it looks like… After substituting the line equation into
the curve equation, the discriminant of
the resulting quadratic equation is…
Line and curve
intersect at 2 points

Line touches curve

at 1 point / is
tangent to the curve

Line does not

intersect the curve

Let’s look at how to apply concepts involving discriminant of resulting quadratic equation to find
range of unknowns.

C2 Example 6
(i) Find the range of values of k for which the line y + 3x = k does not meet the curve
y = ( x − 2) 2 + 3 .
(ii) Hence, state the value of k for which y + 3x = k is tangent to y = ( x − 2) 2 + 3 .

Prepared by Mr Chu 2024 Page 19

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
1.

For Tutorial
2.

Prepared by Mr Chu 2024 Page 20

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Prove that the line y = 4 x + m meets the curve y = mx 2 − 2 x − 6 for all real values of m.

Extra Practice
TB pg. 33 & 34 Review Exercise 2 Q5 and Q7

Prepared by Mr Chu 2024 Page 21

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

DUNMAN SECONDARY SCHOOL

Secondary 3 Express Additional Mathematics
Chapter 2 Equations and Inequalities
2.4 Solving quadratic inequalities

I can solve quadratic inequalities in one unknown and represent them on a number line (e.g. TB pg 29 Worked E.g. 10)
I can find range of unknowns by solving quadratic inequalities (e.g. TB pg 30 Worked E.g. 11 & 12)

[Recall] Solving linear inequalities and quadratic equations

How about Quadratic Inequalities?

Let’s check our answers! :

Conclusion:
• We can / cannot solve quadratic inequalities just like how we solve quadratic equations.

Prepared by Mr Chu 2024 Page 22

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Algebraic Approach to solving Quadratic Inequalities

Solve (2x – 1)(x + 3) > 0 and represent the solution on a number line.

Step 1: Considering Cases

Either

Or

Step 2: Solving cases separately

Step 3: Combining the solutions

Step 4: Represent solution on number line

What do you think of this algebraic approach?

Prepared by Mr Chu 2024 Page 23

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Graphical Approach to solving Quadratic Inequalities

Solve (2x + 1)(3x – 5) > 0 and represent the solution on a number line.

(2x + 1)(3x – 5) > 0

Step 1: Sketch
with the horizontal axis.
• Label the horizontal axis
with the unknown
• There is no need to sketch
the vertical axis.
• Label horizontal intercepts
(with side working if
necessary)

Step 2: …………….. the section of

the graph that corresponds to inequality

Step 3: Write down solution and

represent solution on number line.

1.

Prepared by Mr Chu 2024 Page 24

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
For Tutorial
2.

3.

Prepared by Mr Chu 2024 Page 25

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Finding Range of Unknowns for ax2 + bx + c to be always positive (or negative)

Find the range of values of k for which kx2 + 7x + k is always positive for all real
values of x.

Think!: Does this question involve solving an inequality in k or in x ?

Recall: What concept do I use to solve this problem?

Can you describe the steps?

Note!: What is the additional condition that must apply to the unknown k?

Prepared by Mr Chu 2024 Page 26

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers
Complete

1.
2.

Extra Practice
TB pg. 31 Ex 2C Q9, Q11
TB pg. 34 Review Exercise 2 Q7, Q9

Prepared by Mr Chu 2024 Page 27

 Resilient Problem Solvers ∙ Self-Directed Learners ∙ Critical Thinkers

Summary !
• Steps to solve equation by completing the square:

• Determining nature of roots of quadratic functions

Nature of Roots of Quadratic Functions Discriminant

• When the quadratic expressions is always positive, what’s the sign of the discriminant?

• When the quadratic expressions is always positive, what’s the sign of the discriminant?

• Steps to take to for “show that / prove that” type of questions

• Intersection between curve and line

How curve and line intersects Discriminant of resulting quadratic equation

• Steps to take to solve quadratic inequalities

Prepared by Mr Chu 2024 Page 28