Solving Problems Involving

Quadratic Equations and

Rational Algebraic Equations

Module in Mathematics 9
First Quarter

MA RILOU T. VASQUEZ
Developer
Department of Education • Cordillera Administrative Region

Republic of the Philippines

DEPARTMENT OF EDUCATION
 Cordillera Administrative Region
SCHOOLS DIVISION OF ABRA
Actividad-Economia St., Zone 2, Bangued, Abra

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is created
shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource Management
Section. It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an
enhancement or a supplementary work are permitted provided all original work is
acknowledged and the copyright is attributed. No work may be derived from this material
for commercial purposes and profit.

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 PREFACE

This module is a project of the Curriculum Implementation Division particularly the

Learning Resource Management and Development Unit, Department of Education,
Schools Division of Abra, which is in response to the implementation of the K to 12
Curriculum.

This Learning Material is a property of the Department of Education, Schools

Division of Abra, Curriculum Implementation Division, and Learning Resource
Management Section. It aims to improve learners’ performance specifically in
Mathematics.

Date of Development : June 28, 2020

Resource Location : Schools Division of Abra
Learning Area : Mathematics
Grade Level :9
Learning Resource Type : Module
Language : English
Quarter/Week : Q1/W4
Learning Competency/Code : Solves problems involving quadratic equations
and rational algebraic equations

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 ACKNOWLEDGEMENT
The developer extends her profound gratitude to her family for their love, patience and
understanding.

She is also thankful to her School Head, Mrs. Emerita J. Pacsa, all the faculty
members for their knowledge and encouragement.

Her utmost gratitude to Mr. Mijurodel B. Rifareal, the Education Program Supervisor
for Mathematics and Mr. Ronald T. Marquez, the Education Program Supervisor for
Learning Resource Management System of SDO-Abra for the guidance and maximum
extent of coaching this module.

MA RILOU T. VASQUEZ
Langiden National High School, Langiden District

DIVISION LRMDS STAFF:

RIZA E. PERALTA RYNWALTER A. PAA

Librarian II Project Development Officer II

RONALD T. MARQUEZ
Education Program Supervisor for LRMS

CONSULTANTS:

HEDWIG M. BELMES
Chief Education Supervisor, Curriculum Implementation Division

CHRISTOPHER C. BENIGNO
OIC- Office of the Assistant Schools Division Superintendent

GLORIA B. BUYA-AO
Schools Division Superintendent

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 TABLE OF CONTENTS

Page
Copyright Notice................................................................................................................................ii
Preface...............................................................................................................................................iii
Acknowledgement............................................................................................................................iv
Table of Contents..............................................................................................................................v

Title Page…………………………………………………………………………. 1
Introduction ………………………………………………………………………. 2
Learning Objectives
Pre Assessment……………………………………………………….…………. 3
Review ……………………………………………………………………………. 5
Lesson Proper……………………………………………………………………. 6
Enrichment Activities ………………………………………...….……………
Activity 1…………………………………………………………………… 7
Assessment 1……………………………………………...……………… 7
Activity 2…………………………………………………………………… 8
Assessment 2………………………………………………...…………… 8
Generalization …………………………………………………………………… 9
Application ……………………………………………………………….……… 10
Post-Assessment …………………...…………………………………………… 11
Additional Activities……………………………………………….……………… 13
Answer Key……………………………………………………………………….. 14
Reference Sheet…………………………………………………...…….…….… 17

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 Solving Problems Involving
Quadratic Equations and
Rational Algebraic Equations

Module in Mathematics 9
First Quarter

MA RILOU T. VASQUEZ
Developer

vii
 What I Need To Know
A quadratic equation is a polynomial equation of degree two that can be written
in the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0. You
already know how to illustrate quadratic equations, solve quadratic equations by (a)
extracting square roots; (b) factoring; (c) completing the square; and (d) using the
quadratic formula, characterize the roots of a quadratic equation using the
discriminant, solve equations transformable to quadratic equations including rational
algebraic equations.

Now you are ready to apply these skills in solving real – life problems and in making
decisions involving quadratic equations and rational algebraic expressions.

Learning Objectives

After using this module, you are expected to be able to:

 Solve problems involving quadratic equations and rational algebraic
equations.
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What I Know

This pre-assessment activity will determine your knowledge about solving problems
involving quadratic equations and rational equations before going further this module. If
you answer all the questions 100% correct, skip this module. But if you got 50% to 99%,
proceed in using this module. Read and analyze each item carefully, then choose the
letter of the best answer. Do your best.

Pre- Assessment

Direction: Solve the Quadratic Equations using any of the methods.

1. 4x(x – 25) = 0
2. m2 + 12 = 48
3. (x + 4)2 = 36
4. 12x2 + 6x = 0
5. 9c2 + 10 = 91
6. r2 – 5 = 4
7. x2 = 121
8. (x + 7)(X – 7) = 0
9. 2b2 + 10 = 210
10. 4z2 + 1 = 325

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 What’s In?
From previous discussions, you have learned that quadratic equations can be solve by
extracting square roots, factoring, completing the square and using the quadratic formula.
This concept will be again involved in the next lesson; hence, you need to refresh your
mind. You should also recall on the nature of the roots of the quadratic equation for it
would guide you to do the next activities.

A. What are the procedures in solving quadratic equations by factoring?

B. What are the properties of quadratic equations in the form x 2 = k?

C. What are the steps in solving quadratic equation by completing the square?
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What’s New?
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 learned including quadratic equations and the different ways of solving them.

Steps in Solving problems involving Quadratic Equations

1. Convert the information given into a quadratic equation

2. Solve the quadratic equation obtained using one of the methods; factoring,
completing the square, extracting square roots and quadratic formula
3. Relate the solution obtained from one of the methods to the statement asked in the
question.

Example: The length of a rectangular garden is 6 more than the width. The area is 27 sq.
units. Find the dimensions of the garden.
x(x + 6) = 27 Multiply parentheses by x
2
x + 6x = 27 Move constant to the left and change its
sign
2
x + 6x – 27 = 0 Write 6x as a difference
2
x + 9x – 3x – 27 = 0 Factor the expressions
x(x + 9) – 3(x + 9) = 0
(x + 9)(x – 3) = 0 Split into possible cases
x+9=0
x = -9
x–3=0x
=3
x(x + 6) = 27 Solve the equations

If x = -9
-9(-9 + 6) = 27
-9(-3) = 27
27 = 27

If x = 3
3(3 + 6) = 27
3(9) = 27
27 = 27
 x1 = -9, x2 = 3 The solutions are -9 and 3.

What’s More?
Activity 1

Use a variable to represent the unknown quantity then write an equation from the given
information. Explain your answer.

1. A lawn measuring 12 meters by 16 meters is to have a pathway installed all around

it, increasing the total area to 285 square meters. What will be the width of the
pathway?

2. A picture has a height that is 5/3 its width. It is to be enlarged to have an area of
346 square inches. What will be the dimensions of the enlargement?

3. A field is in the shape of a rectangle. Its length is 4 units longer than its width. If its
area is 96 sq units, what are the dimensions of the field?

4. The length of the rectangular floor is twice the width. The area of the floor is 32m 2.
What are the dimesions of the room?

5. A rectangular flower garden with dimensions 3m by 7m is surrounded by the walk

of uniform width. If the area of the walk is 11 sq m, what is the width in meters?

Assessment 1

Use the given to answer the questions

The length of a rectangular floor measures 8m longer than its width. The area of
the floor is 124m2

Questions:
1. What expression represents the width of the floor? How about the representation
that represents its length?
2. Formulate an equation relating the width, length and the area of the floor. Explain
how you arrived at the mathematical sentence.
3. How would you describe the equation that you formulated?
4. Using the equation, how will you determine the length and the width of the floor?
5. What is the width of the floor? How about its length?
6. How did you find the length and width of the floor?
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Activity 2

Explain your answer to each question.

a. Do you agree that a quadratic equation has at most two solutions? Justify you
answer and give examples.

b. Give examples of problems involving quadratic equations with (a) two real
solutions, (b) one real solution, and (c) no solution.

Assessment 2

Number Puzzle

Direction: Solve the following equations. After getting the answer of the equation, choose
the letter of the correct answer that corresponds to the roots of the numbered equation
and write it on the box.
1. 4x2 – 64 = 0 T (±4)
2. X2 – 12 = 0 ! (±2√3)
3. X2 – 48 = 0 M (±4√3)
4. 5x2 = 125 N (±5)
5. X2 -1 = 8 F (±3)
6. 9x2 – 25 = 0 U (±5/3)
7. 5x2 – 25 = 15 + 4x2 H (±2√6)
8. 2x2 + 15 = 3x2 - 25 S (±2√10)
9. 4x2 – 3 = 2x2 + 7 A (±√5)
10. I (±2√11)

3 9 1 7

10 8

5 6 4 2
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What I Have Learned

This activity will summarize the knowledge and skills you gained from using this module.
In your own words, answer the questions substantially.

1. What are the steps to follow in solving real – life problems involving quadratic
equations and rational equations?
__________________________________________________________________
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______________________________________.

2. How are quadratic equations used in solving real – life problems?

__________________________________________________________________
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__________.
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What I can do

Making Connections!

Direction: Make a rectangular tiles of different sizes out of recycled materials that are
found in your vicinity. Using these tiles, formulate quadratic equations that can be solved
by any of the methods of solving quadratic equations. Find the solutions or roots of these
equations.

Rubric
10 8 6 4
The rectangular The rectangularThe rectangular The rectangular
tilles are tilles are tilles are not tilles are made but
accurately made, accurately made accurately made not appropriate
presentable and but not appropriate
and appropriate appropriate Quadratic
Quadratic equations are
Quadratic Quadratic equations are accurately
equations are equations are accurately formulated but all
accurately accurately formulated but not are not solved
formulated and formulated but not all are solved
solved correctly all are solved correctly
correctly
 PASTE YOUR OUTPUTS HERE 10

Post Assessment
This post assessment will evaluate your level of mastery in achieving the learning
competency. Result from this test will reveal how proficient you are in solving problems
involving quadratic equations and rational equations. Read and analyze each item
carefully, then choose the letter of the best answer.

Additional Activities
Activity 1
Give a situation in real life where the concept of quadratic equation is applied.
Formulate and solve problems out of these situations.

Rubric for Real – Life situation Involving Quadratic Equation

4 3 2 1
 The situation is The situation is The situation is not The situation is not
clear, realistic and clear but the use so clear, and the clear and the use
the use of the of the quadratic use of the of the quadratic
quadratic equation equation and other quadratic equation equation is not
and other mathematics is not illustrated. illustrated.
mathematical concepts are not
concepts are properly illustrated.
properly illustrated.

Rubric on Problems Formulated and Solved

Score Descriptors
6 Poses a more complex problem with 2 or more correct possible solutions
and communicates ideas unmistakably, shows in – depth comprehension
of the pertinent concepts and/ or processes and provides explanations
wherever appropriate.
5 Poses a more complex problem and finishes all significant parts of the
solution and communicates ideas unmistakably, shows in – depth
comprehension of the pertinent concepts and/ or processes.
4 Poses a complex problem and finishes all significant parts of the solution
and communicates ideas unmistakably, shows in – depth comprehension
of the pertinent concepts and/ or processes.
3 Poses a complex problem and finishes most significant parts of the
solution and communicates ideas10unmistakably, shows comprehension of
major concepts although neglects or misinterprets less significant ideas
or details.
2 Poses a problem and finishes some significant parts of the solution and
communicates ideas unmistakably but shows gaps on theoretical
comprehension
1 Poses a problem but demonstrates minor comprehension, not being able
to develop an approach
Source: D.O. #73 s. 2012
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REFERENCES
Mathematics 9 Learner’s Material

Mathematics 9 Teacher’s Guide

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