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Mathematics – Grade 9
Quarter 1 – Module 7: Quadratic Inequalities
First Edition, 2020

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iii
Introductory Message
For the facilitator:
Welcome to the Mathematics Grade 9 Alternative Delivery Mode (ADM) Module 7 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.
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:

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.

For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module 7 on
Quadratic Inequalities
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.

iv
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to competencies you are expected to learn in the
Know module.
This part includes an activity that aims to check
What I Know what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
This is a brief drill or review to help you link the
What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New
you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice
What’s More 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.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process what
you learned from the lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.
In this portion, another activity will be given to you
Additional Activities to enrich your knowledge or skill of the lesson
learned.
This contains answers to all activities in the
Answer Key module.
At the end of this module you will also find:

References This is a list of all sources used in developing this module.

v
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!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
everything about quadratic inequalities. 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.

This two-lesson module:

Lesson 1: Illustrations of Quadratic Inequalities

Lesson 2: Solving Quadratic Inequalities

After going through this module, you are expected to:

1. define quadratic inequalities;
2. determine whether or not a given is part of the solution set of the quadratic
inequality;
3. differentiate the quadratic inequality from quadratic equation;
4. identify whether the indicated mathematical sentence is a
quadratic inequality or not;
5. solve quadratic inequalities; and
6. show the graph of quadratic inequalities.

vi
 What I Know
Choose the letter of the best answer. Write the chosen letter (CAPITAL LETTERS) on
a separate sheet of paper as your answer sheet.

1. Which symbol DOESN’T indicate inequality?

A. > B. = C. < D. ≤

2. Which inequality is a second degree?

A. x3+2x2-5≤0 C. 3x2+2x<7
1
B. 4𝑥 +5 >20
2 D. 2x >10

3. A second degree inequality is called

A. Cubic C. Squaric
B. Quartic D. Quadratic

4. Among the following x-values, which is a solution to the inequality

3x2 +10 < 30

A. -3 B. 2 C. 3 D. 4

5. The solution set to the inequality 5 – 4x > -15

A. x < 5 B. x > 5 C. x < 4 D. x > 4

6. Which interval is part of the solution set of the inequality x 2+2x -8 > 0?

A. x > 3 B. x < 3 C. x > 2 D. x < 2

7. The other solution set of the quadratic inequality x 2+2x -8 > 0 is

A. x > 1 B. x < 4 C. x > -1 D. x < -4

8. Which DOES’T belong to the group of intervals of the inequality

x2 + 6x -7 < 0

A. x > 1 C. x < -7
B. -7< x < 1 D. x > -7

1
9. The quadratic inequality in one variable that has intervals of x < -3,
-3 < x < 2 and x > 2

A. x2 + x – 6 > 0 C. x2 + x – 8 > 0
B. x2 + x – 7 > 0 D. x2 + x – 8 > 0

10. Which CAN’T be considered a quadratic inequality in two variables?

A. y > 3x2 -2x +9 C. 4x2 -7 > y

B. -2x +9 < y D. y ≥3x2+4x-3

11. The solution set of the quadratic inequality, x2 – 7x + 10 ≥ 0 is

A. x ≤ 2 or x ≥ 5 C. x ≤ -5 or x ≥ -2
B. 2 ≤ x ≤5 D. -5≤ x ≤-2

12. The ordered pair ( -2, 3) is a solution to the quadratic inequality

A. y > x2 - 8x -14 C. y > x2 + 8x +14

B. y > x2 - 8x +14 D. y > -x2 + 8x +14

13. Which ordered pair belongs to the solution set of the quadratic inequality y >
2x2 -20x +3

A. ( -3, 3) B. ( 0, 3) C. (3, 0) D. (-3, 0)

14. The area of the rectangle is greater than 1,500 square meters and its length is
10 meters longer than the width. What is the smallest possible dimension of the
rectangle?

A. 44 m x 34 m C. 46 m x 36 m
B. 45 m x 35 m D. 47 m x 37 m

15. The area of the rectangle is less than 2,000 square meters and its length is 12
meters longer than the width. What is the biggest possible dimension of the
rectangle?

A. 48 m x 36 m C. 50 m x 38 m
B. 49 m x 37 m D. 51 m x 39 m

2
 Lesson Algebra: Illustrations of
1 Quadratic Inequalities

What’s In
You have just finished learning about polynomial equations which
are named based on its degree such that a two-degree polynomial
equation is called quadratic equation. Also in your 8th grade
mathematics, you were able to learn about the inequalities where
a one-degree inequality is called linear inequality. How about a
two-degree inequality? Would it be as easy and as interesting as
the quadratic equation? What would be its name? How it will be
applied in real-life and what types of real-life problems can be
solved using its concept? Let’s go and answer those questions!
Study well and God bless!

Notes to the Teacher

The student should see to it that every detail in the
definition is understood so that a smooth lesson-
pacing will be achieved.

3
 What’s New

You have learned that a quadratic equation is a two-degree equation and has
two solutions. The question now is how is this related to quadratic inequality and how
many solutions do quadratic inequalities have?

Recall: Inequality
➢ is a mathematical statement indicating that two quantities or expressions
are not equal, being greater or less than each other.

➢ Used symbols are:

1. Less than: <
2. Greater than: >
3. Less than or equal to: ≤
4. Greater than or equal to: ≥

What is It

WHAT IS A QUADRATIC INEQUALITY?

Quadratic inequality
➢ is an inequality that contains a polynomial of degree 2 (quadratic
expression).
➢ in one variable, is a mathematical sentence that can be written in the following
standard forms:
1. ax2+bx+c > 0
2. ax2+bx+c < 0
3. ax2+bx+c ≥ 0
4. ax2+bx+c ≤ 0
➢ in two variables, is a mathematical sentence that can be written in the
following standard forms:
1. y > ax2+bx+c
2. y < ax2+bx+c
3. y ≥ ax2+bx+c
4. y ≤ ax2+bx+c

4
 Note: Sometimes, quadratic inequalities are not written in standard form.

Illustration:

EXAMPLES: Quadratic inequality in ONE VARIABLE.

1. 3x+ 2x2-7 > 0

2. 3x2 < 0
3. x2 ≥ 9
4. 8x - 3x2 ≤ 0

EXAMPLES: Quadratic inequality in TWO VARIABLE.

1. y > x2+5+8x
2. y < 5x2
3. y ≥ 3x - x2
4. y ≤ 3x - 3x2 + 8

EXAMPLES: Determining whether the given value of the variable is a SOLUTION of

the quadratic inequality or NOT.
1. Is x = 2 a solution of x2+4x-5 > 0 (Read as: x squared plus four x minus
five is greater than zero)?
Solution:
(2)2 +4(2) -5 > 0 Substituting x = 2 to the inequality.
4 + 8 -5 > 0 Simplifying.
7>0 Since seven (7) is greater than zero (0).
Then, it is a TRUE statement. Meaning, 2
is a VALUE of x and is a SOLUTION to the
quadratic inequality x2+4x-5 > 0.

2. Is x = -1 a solution of 3x2 – 8x +2 < 0 (Read as: Three x to the second

power minus eight x plus 2)?
Solution:
3(-1)2 – 8(-1) +2 < 0 Substituting x = -1 to the inequality.
3 + 8 +2 < 0 Simplifying.

5
 13 ≤ 0 Since 13 is not less than or equal to
zero (0), then it is a FALSE statement.
Which means -1 is NOT A VALUE of x or is
NOT A SOLUTION to the quadratic
inequality 3x2 – 8x +2 < 0.

3. Is x = -2 a solution of 5x2 ≥ 20 (Read as: Five x squared is greater than or

equal to Twenty)?
Solution 1:
5(-2)2 ≥ 20 Substituting x = -2 to the inequality.
5(4) ≥ 20 Simplifying
20 ≥ 20 Though 20 is not greater than 20 but 20
is equal to 20. So, it is a TRUE statement
which means -2 is a SOLUTION of the
inequality 5x2 ≥ 20.

What’s More
Activity 1: It’s Not Me? Why Not?
Task: Determine whether or not each of the following is a quadratic inequality. Write
QI if it is a quadratic inequality or NQI if it is Not Quadratic Inequality.

1. 3x – x2 > 5 Answer: _____

2. 7x2 < 2x Answer: _____
3. 2x3 < x2 Answer: _____
4. 5x ≥ -5x2 Answer: _____
5. y≤ 2 - x2 Answer: _____
6. -4𝑥 √2 > y Answer: _____
7. 2𝑥 +5 < y Answer: _____
8. y ≥ ¼ + x2 Answer: _____
9. -3x +5 < x2 Answer: _____
10. 32x -3x > 0 Answer: _____

Activity 2: Am I Your Solution?

Task: Determine whether the given value is a solution of the quadratic inequality or
not. Write SOLUTION if it is a solution and write NOT A SOLUTION if it is not a
solution.
1. x = 3 ; 2x2 -4x +8 > 0 answer: _________________
2
2. x= -2 ; 5x + 4x < 0 answer: _________________

6
 3. x= 1 ; -3x2 ≥ - √9 answer: _________________
4. x= 4 ; 2x2 +3 ≤ 9x answer: _________________
5. x= 0 ; 7x2 + 5 > 2x+7 answer: _________________
6. x=10 ; x2 + 2x < 150 answer: _________________
7. x= -3 ; 3x2 ≤ √100 + 16 answer: _________________
1
8. x=0.5 ; x2 ≥ √16 answer: _________________

9. x= -4 ; -4x2 -4x > -4 answer: _________________

1
10. x = 1/3 ; 2x2 > 3
answer: _________________

What is It

The First Three (3) Steps To Solve Quadratic Inequalities (ONE VARIABLE):
Steps:

S1: Find the roots of its corresponding equality by factoring if it is factorable. If not,
quadratic formula, extracting square root or completing the square can be used.
S2: Plot on the number line.

S3: Determine the two or three intervals separated by the roots as the boundaries.
Shortcuts:
STEP 1. Keyword: Roots

STEP 2. Keyword: Plot

STEP 3. Keyword: Interval
EXAMPLE 1: Determine the intervals of the quadratic inequality,

x2 - 3x -10 > 0.
Solution:
First question is… Is the polynomial factorable? In this the answer is… YES!

STEP 1: x2 -3x -10 = 0 Make it a quadratic equation

7
(x-5) (x+2) = 0 Factored form Use FOIL method to check if the
factors are correct

x-5 =0 x+2 =0 Zero Product Property

𝑥1 = 5 𝑥2 = −2 Roots of Quadratic Equation

STEP 2:
Mark the roots in the number line.

Note:
1. The number line represents the values of x.
2. The symbols located at both end are called negative infinity −∞
and positive infinity ∞ .

STEP 3:
Intervals:

1. x < -2 How to read: x is less than -2 Meaning: x-value is

smaller than -2 or left of -2 in the number line.

2. -2 < x < 5 How to read: x is greater than -2 but less than 5
Meaning: x-value that is in between of -2 and 5

3. x > 5 How to read: x is greater than 5 Meaning: x-value is

bigger than 5 or x-value at the right of 5 in the number line.

EXAMPLE 2. Find the intervals of the quadratic inequality, 4x+x2 -2 ≥ 0.

Solution:

STEP 1:

x2+4x-2 ≥ 0 Standard form

8
x2+4x – 2 =0 Transform to quadratic equation
(this is not factorable)

a = 1, b= 4, c= -2 Determine the values of a, b and c

in the standard form ax2+bx+c=0
−𝑏± √𝑏 2 −4𝑎𝑐
x= Quadratic formula will be used.
2𝑎

Note:
Completing the Square can ALSO be used.

−4± √(4)2−4(1)(−2)
x= Substituting the values of a, b and c.
2(1)

−4± √24 −4± √4∗6

x= = Simplifying
2 2

−4± 2√6 −4 2√6

x= = ±
2 2 2
x = -2± √𝟔 The roots are -2+ √6 and -2 - √6. In decimals

0.45 and -4.45

STEP 2:

STEP 3:

Intervals:
1. x < -2 -√𝟔
2. -2 -√𝟔 < x < 2 -√𝟔
3. x > 2- √𝟔

9
 WHAT’S MORE
Activity 3: My Roots, My Intervals!

Task: Write the intervals of each quadratic inequality below by solving first the roots
and by plotting the roots in the number line.

1. x2 + 7x +10 ≤ 0 (Factorable)
_________________________
_________________________
𝑥1 = 𝑥2 =

2. x2 -4x -5 > 0 (Factorable)

_________________________
_________________________
_________________________
𝑥1 = 𝑥2 =

What is It

The 5-Step Procedure To Solve Quadratic Inequalities (ONE VARIABLE):

STEP 1: Find the roots of its corresponding equality by factoring if it is
factorable. If not, quadratic formula, extracting square root or
completing the square can be used.
STEP 2: Plot on the number line.
STEP 3: Determine the two or three intervals separated by the roots as the
boundaries.

10
STEP 4: Use zero (0) to test and determine which interval/s is/are true.
STEP 5: Write the solution set. (Note: The solution set can be written in
Interval Notation or Set Notation)

Keywords:
STEP 1. Keyword: Roots

STEP 2. Keyword: Plot

STEP 3. Keyword: Interval
STEP 4. Keyword: Test

STEP 5. Keyword: Solution set

EXAMPLE: (Continuation of the example you solved yesterday)

EXAMPLE 1: Determine the intervals of the quadratic inequality,
x2 - 3x -10 > 0.
REMINDER: The solution is easy and short. It’s lengthy in appearance because the
explanation is included.
Solution:
First question is… Is the polynomial factorable? In this the answer is… YES!
STEP 1: x2 -3x -10 = 0 Make it a quadratic equation
(x-5) (x+2) = 0 Factored form Use FOIL method to check if the
factors are correct

x-5 =0 x+2 =0 Zero Product Property

𝑥1 = 5 𝑥2 = −2 Roots of Quadratic Equation

11
STEP 2:
Mark the roots in the number line.

STEP 3:
Intervals:

1. x < -2
2. -2 < x < 5
3. x > 5

STEP 4: There are 2 ways to test a value to find the solution set. But, the best way
is to use zero (0).
1ST WAY: Get 1 value within each interval and test.

Note:

➢ Use the smallest value possible besides they give the same result.
Those will come out TRUE will be part of the solution set.

➢ Solution set are the set of values of x which will make the quadratic
inequality in one variable x TRUE.

x=3 x=0 x=6

Testing: x =-3 from the interval x < -2

x2 - 3x -10 > 0
(-3)2 -3 (-2) -10 >0 Substitute 3 to all variable x
9 + 6 -10 >0 Simplify
5>0 TRUE. Because five (5) is greater than zero (0)
Testing: x = 0 from the interval -2 <x < 5
(0)2-3(0) – 10 > 0
0 -0 -10 > 0

12
 -10 > 0 FALSE. Because negative ten (-10) is
not greater than zero (0)
Testing: x =6 from the interval x > 5
x2 - 3x -10 > 0
(6)2 -3(6) -10 >0
36 - 18 -10 > 0
8>0 TRUE. Because Eight (8) is greater than zero (0)
Note:
Only those intervals that turned out TRUE will be included in the SS or Solution Set.

STEP 5:
Thus, the solution set is { x/ x< -2 or x>5 } or simply x<-2 or x > 5 or
(-∞, -2) U (5, ∞)

Note:
➢ In answering, you may choose any of the two. One is enough.

SET NOTATION: { x/ x< -2 or x>5 }

➢ (Read as: Set of x such that x is less than -2 or x is greater 5)
INTERVAL NOTATION: (-∞, -2) U (5, ∞)

➢ (Read as: From negative infinity to -2 union with From 5 to positive infinity)
➢ Called Open Interval, which means the Critical points are not included.

2nd Way: The best way.

Test the x=0 alone to the quadratic inequality and you will get the answer
immediately.
Testing: x = 0 against the inequality
x2 - 3x -10 > 0
(0)2 – 3(0) -10 > 0 substitute to every variable x
0 + 0 – 10 > 0 simplify
-10 > 0 FALSE, because negative ten (-10) is not
greater than zero (0).

13
 STEP 5:

TRUE FALSE TRUE

Thus, the solution set is { x/ x< -2 or x>5 } or simply x<-2 or x > 5 or

(-∞, -2) U (5, ∞)

Note: We just tested the middle interval but we can easily make a conclusion and decide
which intervals are part of the solution set.
There are two possible cases for this:
➢ Case 1: If the middle is TRUE, the two intervals in the EXTREMES are
automatically be FALSE.

➢ Case 2: If the middle interval is FALSE, then the two Extreme intervals will
automatically be considered TRUE. (The same with the example )

QUESTION: How about the critical points, are they

included in the solution set?
Answer: In this case, NO. Earlier, in the first way of
determining the solution set it was being
mentioned already. But why? LET US VERIFY.

Testing the CRITICAL POINTS:

x =-2
2
(-2) -3 (-2) -10 >0
4 + 6 -10 > 0
0>0 FALSE. Zero (0) is not greater than itself.
x=5
2
(5) -3(5) – 10 > 0
25 -15 -10 > 0
0>0 FALSE

14
Thus, they are NOT part of the solution set or the point is a HALLOW POINT.
Note: When the given inequality symbol is only < or >, it is a HALLOW POINT.
But, when it is ≥ 𝑜𝑟 ≤ , it is a SOLID POINT (Means the critical points are included in the
solution set).

Verify the prepared answers by following the steps in solving.

Reminder: PRACTICE in this part.

1. This means if the given quadratic inequality is changed a little bit to
x2 - 3x -10 < 0 and testing x = 0, the graph would be.

FALSE TRUE FALSE

The solution set: Set Notation: {x/ -2< x < 5} or -2 < x < 5
Interval Notation: (-2, 5)
Note: They are hallow points since the inequality symbol is only <.

2. Also, if the given quadratic inequality is a gain a little bit changed to

x2 - 3x -10 ≤ 0, the graph would be

The solution set:

Solution set:
Set Notation: {x/ -2 ≤ x ≤ 5} or -2 ≤ x ≤ 5
Interval Notation: [-2, 5] Close interval (Read as: From -2 up to 5,
including -2 and 5)
Note:

➢ [ ] this symbol (close interval) is used when the inequality symbol used is
either ≤ or ≥.
➢ Here are solid points because they are part of the solution set now. Even
without the graph, you will easily identify that the critical points are included in
the solution set since the given quadratic inequality contains equality ( ≤ ).

15
3. For mastery, if it is changed to x2 - 3x -10 ≥ 0, the graph would be

The solution set:

Solution set:
Set Notation: { x/ x≤ -2 or x≥5 } or x≤-2 or x≥ 5
Interval Notation: (-∞, -2] U [5, ∞) Half open-Half close intervals

WHAT’S MORE

Activity 4: Can You Solve and Show What Makes Me…Me?

Task: Solve each quadratic inequality by following and showing the 5-step
procedure.
1. x2 -5x -14 ≥ 0 (Factorable)

Solution set: ___________________________________

2. x2 + 2x -15 < 0

Solution set: ___________________________________

For Day 4:

16
 What is It

Steps in Solving Quadratic Inequalities (TWO VARIABLES):

STEP 1: Write the inequality as an equation.
STEP 2: Make a table of values for x and y.
STEP 3: Graph by plotting the points and drawing the parabola on the Cartesian
plane and determine whether it is a solid line or a broken line.
STEP 4: Use the coordinates (0,0) or the origin for faster way of determining the
solution set’s region.
STEP 5: Shade the region that is part of the solution set.
EXAMPLE 1: Solve and show the graph of the quadratic inequality,
y > x2+x -6.
Solution:
STEP 1: y = x2+x-6
STEP 2: X -4 -3 -2 -1 0 1 2 3
Y

These x values are just assigned.

x -4 -3 -2 -1 0 1 2 3
y 6 0 -4 -6 -6 -4 0 6

These y values are solved

using the x-values.
Solve y value if x = -4
The rest of the y values were
y= x2+x -6 make it an equation solved using its corresponding
assigned x values.
y = (-4)2 + (-4) -6 substitution
If x = -3, y = 0,
y= 16 -10
If x= -2, y= -4
y=6
If x= -1, y= -6
If x= 0, y = -6 and so on.

17
STEP 3:

STEP 4:
Test (0,0) or origin which is from the inside region against the
quadratic inequality.
So, x=0 and y=0
y > x2+x -6
0 > 02+0 -6 Substitution
0 > -6 TRUE. Because zero (0) is greater than negative six (-6).
Thus, the solution set is the INSIDE REGION.

Note:
➢ If it happens that the inside region turned out FALSE, then the OUTSIDE region will
automatically be TRUE or is part of the solution set.
➢ Since the inequality symbol used is >, we have a Broken Parabola. Even if you try
testing the outside region and the points on the parabola, they will all be FALSE
statements.

Testing (-3,0) a point on the parabola against the

quadratic inequality.
So, x=-3 and y=0
y > x2+x -6

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0>(-3)2+(-3) -6 Substitution
0> 9+ (-9)
O>0 FALSE statement (Because zero is NOT bigger than itself)
Thus, the parabola or any points on it are not part of the solution set.
The broken line indicates that it is not included.
STEP 5:
The solution
set

Note:
➢ The shaded region represents the solution set of the quadratic inequality.
➢ If you want to know if an ordered pair is part of the solution set, substitute its x-
coordinate and y-coordinate (x , y) to the inequality and see if it turns out TRUE then
it is a solution.
Example: (5,0) which is outside the shaded region, meaning it’s not a solution. If it
will be substituted to the inequality, it will be a FALSE statement.

For A Better Grasp On The Concept:

Reminder: This example is almost the same with the number 1, the only different is
the inequality symbol.
EXAMPLE 2: Solve and show the graph of the quadratic inequality,
y ≤ x2+x -6.

Solution:
STEP 1: y = x2+x-6

STEP 2: x -4 -3 -2 -1 0 1 2 3
y 6 0 -4 -6 -6 -4 0 6

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STEP 3:

STEP 4:
Test (0,0) or origin which is from the inside region against the
quadratic inequality.
So, x=0 and y=0
y ≤ x2+x -6
0 ≤ 02+0 -6 Substitution
0 ≤ -6 FALSE. Because zero (0) is NOT greater than
or equal to negative six (-6).
Since the inside region is FALSE. Thus, the solution set is the OUTSIDE REGION
and must be shaded. Also, since the inequality symbol contains equality, ≤, we have
a SOLID PARABOLA ( Which means, the points on the Parabola are part of the
solution set )

STEP 5:

Note: In doing the graph in STEP 5, you may use the same graph you made in STEP 3.
It means in your solution, you only have to do one graph.

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 WHAT’S MORE

Activity 5: Can You Solve and Show What Makes Me…Me, Again?
Task: Solve the quadratic inequality in two variables and show its graph by following
the 5-step procedure.

Quadratic inequality: y ≤ x2+2x - 3

STEP 1:
STEP 2:

x -4 -3 -2 -1 0 1 2
y

STEP 3 and 5:

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STEP 4:

For Day 5:

What I Have Learned

The 5-Step Procedure To Solve Quadratic Inequalities (ONE VARIABLE):

STEP 1: Find the roots of its corresponding equality by factoring if it is

factorable. If not, quadratic formula, extracting square root or
completing the square can be used.

STEP 2: Plot on the number line.

STEP 3: Determine the two or three intervals separated by the roots as the
boundaries.

STEP 4: Use zero (0) to test and determine which interval/s is/are true.
STEP 5: Write the solution set. (Note: The solution set can be written in
Interval Notation or Set Notation)

Steps in Solving Quadratic Inequalities (TWO VARIABLES):

STEP 1: Write the inequality as an equation.

STEP 2: Make a table of values for x and y.
STEP 3: Graph by plotting the points and drawing the parabola on the Cartesian
plane and determine whether it is a solid line or a broken line.
STEP 4: Use the coordinates (0,0) or the origin for faster way of determining the
solution set’s region.

STEP 5: Shade the region that is part of the solution set.

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 What I Can Do
Let us try to apply what we have learned in Quadratic inequalities in Real-life.
EXAMPLE REAL-LIFE PROBLEM:

The floor of the conference hall can be covered completely with tiles. Its length is 36
ft longer than its width. The area of the floor is less than 2040 square feet. What is the
smallest and biggest possible dimensions of the floor?

Solution:
L = 36 + W Its length is 36 ft longer than its width (From the problem)

Area= L x W Formula of the area of a rectangle

Area < 2040 The area of the floor is less than 2040 (From the problem)
L x W < 2040 Substitution from area’s formula
(36+W)(W) < 2040 Substitution from L=36 + W
W2+36W < 2040 Distributive property W is multiplied to the binomial 36+W
W2+36W = 2,040 Make it an equation

Make a table of values

L 37 38 39 40 … 64 65 66 67
W 1 2 3 4 … 28 29 30 31
Area 37 76 117 160 … 1,792 1,885 1,980 2,077

Interpreting the table of values: The length is 37 ft and the width is 1 ft because the
length is 36 ft longer than the width. It means, the length can’t be 36 ft. Just multiply
the length and the width to know the area and the area that we are looking for is less
than 2040 square feet (Area < 2040).
Therefore:

Smallest possible dimension (L x W): 37 ft x 1 ft

Biggest possible dimension (L x W): 66 ft x 30 ft

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 Assessment

Choose the letter of the best answer. Write the chosen letter (CAPITAL LETTERS) on
a separate sheet of paper as your answer sheet.

1. Which interval has the biggest value as part in its solution set?
A. -10 < x < 20 C. x > 1
B. -6 >x D. 5 < x < 100

2. Which inequality is NOT quadratic?

A. 2x2-5≤0 C. 3x2+2x<7
1
B. 4𝑥 +5 >20
2 D. 2x2 >10

3. The inequality with x2-2x – 24 ≥ 0 has the solution set

A. x ≤ 4 or x ≥ 6 C. x ≥ 4 or x ≤ 6
B. 4 ≤ x ≤ 6 D. x ≥ 6

4. Among the following x-values, which is a solution to the inequality

3x2 +5 < 30
A. -3 B. 2 C. 3 D. 4

5. The solution set to the inequality 8 – 5x < -12

A. x < 5 B. x > 5 C. x < 4 D. x > 4

6. Which interval is part of the solution set of the inequality x2+x -12 > 0?
A. x > 3 B. x< 3 C. x > 4 D. x < 4

7. The other solution set of the quadratic inequality x 2+x -12 > 0 is
A. x < -3 B. x > -3 C. x < -4 D. x > -4

8. Which DOES’T belong to the group of intervals of the inequality

x2 + 5x -14 < 0?

A. x > 2 B. x > -7 C. -7< x < 2 D. x < -7

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9. The quadratic inequality in one variable that has intervals of x < -5 ,
-5< x < 3 and x > 3 is

A. x2 -2x – 15 > 0 C. x2 + 2x – 15 > 0

B. x2 + 2x +15 > 0 D. x2 -2x + 15 > 0
10. Which CAN’T be considered a quadratic inequality in two variables?
A. y > 5x2 -x +7 C. y ≥-x2+4
B. 4x2 > y D. -x +102 < y

11. The solution set of the quadratic inequality, x2 - 3x -28 ≥ 0 is

A. x ≤ 7 C. -4≤ x ≤7
B. x ≤ -4 or x ≥ -7 D. x ≤ -4 or x ≥7

12. The ordered pair (5, -1) is a solution to the quadratic inequality
A. y > x2 - 8x -10 C. y > x2 + 8x -10
B. y > x2 + 8x +10 D. y > -x2 + 8x +10

13. Which ordered pair belongs to the solution set of the quadratic inequality y >
3x2 -15x +4

A. ( -2, 2) B. (0, 2) C. (2, 0) D. (-2, 0)

14. The area of the rectangle is greater than 2,500 square meters and its length is
20 meters longer than the width. What is the smallest possible dimension of the
rectangle?

A. 60 m x 40 m C. 62 m x 42 m
B. 61 m x 41 m D. 63 m x 43 m

15. The area of the rectangle is less than 3,000 square feet and its length is 7 feet
longer than the width. What is the biggest possible dimension of the rectangle?

A. 59 ft x 52 ft C. 57 ft x 50 ft
B. 58 ft x 51 ft D. 56 ft x 49 ft

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 Additional Activities

Activity 6: Let’s Get Real, Shall We?

Task: Solve the problem below by showing a correct solution.

Problem: The city government is planning to construct a new children’s playground.

It wants to fence in a rectangular ground using one of the walls of a building. The
length of the new playground is 15 meters longer than its width and its area is greater
than the old playground. Suppose the area of the old playground is 2200 square
meters, what could be the smallest possible area of the playground?

Solution:

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 27
ACTIVITY 1: ASSESMENT: PRE-ASSESMENT:
It’s Not Me?
Why Not? 1. C 1. B
ACTIVITY 2: Am I Your 2. B 2. C
Solution? 3. A 3. D
4. B 4. B
1. QI
1. SOLUTION 5. D 5. A
2. QI
2. NOT A SOLUTION 6. A 6. C
3. SOLUTION 3. NQI 7. D
7. C
4. SOLUTION 4. QI 8. B 8. D
5. NOT A SOLUTION 5. QI 9. C 9. A
6. SOLUTION 6. NQI 10. D 10. B
7. NOT A SOLUTION 7. NQI 11. D 11. A
8. SOLUTION 8. QI 12. A 12. C
9. NOT A SOLUTION 9. QI 13. C 13. C
10. NOT A SOLUTION 10. NQI 14. B 14. B
15. B 15. D
Answer Key
 28
ACTIVITY 4: Can You Solve and Show What Makes Me…Me?
1. x2 -5x -14 ≥ 0
Solution:
x2 -5x -14 = 0
(x-7) (x + 2) = 0
𝑥1 = 7 ; 𝑥2 = -2
Testing: x= 0
x2 -5x -14 ≥ 0
(0)2- 5(0) -14 ≥ 0
-14 ≥ 0 FALSE
Solution set: { x/ x ≤ 2 or x ≥ 5 }
or x ≤ 2 or x ≥ 5
2. x2 + 2x -15 < 0
Solution:
x2 + 2x -15 = 0
(x + 5) (x - 3) = 0
𝑥1 = -5 ; 𝑥2 = 3
Testing: x= 0
x2 + 2x -15 < 0
(0)2+ 2(0) -15 < 0
-15 < 0 TRUE
Solution set: { x/ -5 < x < 3 }
or -5 < x < 3
 29
ACTIVITY 5: ACTIVITY 6: Let’s Get Real,
Quadratic inequality: y ≤ x2+2x - 3 Shall We?
STEP 1: y = x2+ 2x - 3
STEP 2: L = 15 + W
x -4 -3 -2 -1 0 1 2 Area= L x W
y 5 0 -3 -4 -3 0 5
Area < 2,200
STEP 3 and 5: L x W < 2,200
(15+W)(W) < 2,200
W2+15W < 2,200
W2+15W = 2,200
STEP 4: Testing: (0, 0) Thus, the smallest possible dimension
with its area greater than 2,200 square
x=0 and y=0
meters is 56 m x 41 m.
y ≤ x2+2x – 3
0≤ (0)2 +2(0) -3
0 ≤ -3 FALSE
Thus, the solution set is the OUTSIDE
REGION and we have a solid parabola.
References:

Learner’s material of grade 9

https://www.mathsisfun.com

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Curriculum Implementation Division Office
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Telephone no. (048) 433-3292

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Telephone no. (048) 434-0099

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