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9
Mathematics
Quarter 1 – Week 2
Weekly Learning Activity Sheet (WLAS)
NATURE OF ROOTS

Writer:

JUVY ROSE C. TIMA-AMORA

MANINGALAO NATIONAL HIGH SCHOOL
AGUSAN DEL NORTE DIVISION
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Mathematics 9
Weekly Learning Activity Sheet(WLAS)
Quarter 1: Week 2: Nature of Roots
First Edition, 2021

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Juvy Rose C. Tima-Amora

Editor: Juvy Rose C. Tima-Amora
Reviewer: Merle S. Pacatang
Illustrator: Neil J. Arado
Layout Artist: Bernie R. Pamplona
Junel M. Anino

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WEEKLY LEARNING ACTIVITY SHEET

Mathematics 9 Quarter 1 Week 2

NATURE OF ROOTS

Name:_______________________________ Section:______________

Most Essential Learning Competency (MELC)

1. Characterizes the roots of a quadratic equation using the discriminant.
M9AL-Ic-1
2. Describes the relationship between the coefficients and the roots of a quadratic
equation. M9AL-Ic-2

Learning Objectives
1. Characterizes the roots of a quadratic equation using the discriminant.
2. Describes the relationship between the coefficients and the roots of a quadratic
equation.
3. Illustrates problems involving the relationship between the coefficients and the
roots of a quadratic equation.
4. Solves routine and non-routine problems involving roots of a quadratic equation.
Time Allotment: 4 days
Mathematics 9 Learner’s Material, pp. 56-66

Key Concepts

Real Numbers can be defined as the union of both the rational and irrational
numbers. They can be both positive or negative and are denoted by the symbol “R”.
All the natural numbers, decimals and fractions come under this category.

Rational numbers are numbers which can be expressed as a fraction and also as
𝑝
positive numbers, negative numbers and zero. It can be written as , where q is not
𝑞
equal to zero. The word rational is derived from the word ‘ratio’, which actually means
a comparison of two or more values or integer numbers and is known as a fraction.
In simple words, it is the ratio of two integers.
3
Example: is a rational number. It means integer 3 is divided by another integer 2
2

Irrational numbers could be written in decimals but not in the form of fractions,
which means it cannot be written as the ratio of two integers. Irrational numbers
have endless non-repeating digits after the decimal point.
Examples: √2 = 1.4142 … , √8 = 2.828 …

Imaginary numbers are the un-real numbers, which cannot be expressed in the
number line and is defined as the square root of the negative numbers where it
does not have a definite value.
Examples: √−5 , √−9 , √−15
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Activities

General Directions: Work on activities that follow. Do it on separate sheets of papers.

Activity 1. The Discriminant

Materials: A sheet of paper, WLAS/Learners Manual, ballpen.

Directions: Carefully examine the examples and discussion inside the box. Then, check
your understanding by completing the table below.

Discriminant of the Equation

The nature of the roots can be decided by using the quantity 𝑏 2 − 4𝑎𝑐, which is called the
discriminant of the equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. Thus:

(a) If 𝑏 2 − 4𝑎𝑐 is zero; the roots are real, equal and rational.

(b) If 𝑏 2 − 4𝑎𝑐 is less than zero; the roots are unequal and imaginary.

(c) If 𝑏 2 − 4𝑎𝑐 is greater than zero and a perfect square; the roots are real, unequal and rational.

(d) If 𝑏 2 − 4𝑎𝑐 is greater than zero but not a perfect square; the roots are real, unequal, and
irrational.

Examples: Determine the nature of the roots of the given equations:

1.) 𝑥 2 − 7𝑥 − 8 = 0 2.) 2𝑥 2 − 4𝑥 + 1 = 0

Solution: The equation gives Solution: The equation gives

𝑎 = 1, 𝑏 = −7, 𝑐 = −8 𝑎 = 2, 𝑏 = −4, 𝑐 = 1
Substituting the given values of a, b, and c Substituting the given values of a,b, and c
we have, 𝑏 2 − 4𝑎𝑐 = (−7)2 − 4(1)(−8) we have, 𝑏 2 − 4𝑎𝑐 = (−4)2 − 4(2)(1)
= 49 + 32 = 16 − 8
= 81 = 8
Since 81 is greater than 0 and a perfect square, Since 8 is greater than 0 but not a perfect
then the roots are real, unequal, and rational. square, then the roots are real, unequal,
and irrational.

3.) 3𝑥 2 + 9𝑥 + 11 = 0 4.) 𝑥 2 − 12𝑥 + 36 = 0

Solution: The equation gives Solution: The equation gives
𝑎 = 3, 𝑏 = 9, 𝑐 = 11 𝑎 = 1, 𝑏 = −12, 𝑐 = 36
Substituting the given values of a, b, and c Substituting the given values of a,b, and c
we have, 𝑏 2 − 4𝑎𝑐 = 92 − 4(3)(11) we have, 𝑏 2 − 4𝑎𝑐 = (−12)2 − 4(1)(36)
= 81 − 132 = 144 − 144
= −44 =0
Since -44 is less than 0, then the roots are Since the discriminant is equal to zero,
unequal and imaginary. then the roots are real, equal and rational
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A. Characterize the roots of the following quadratic equations by solving the

discriminant. Put a check in the cell that corresponds to the characteristics of the
roots attained in each equation.
Real or Rational or Equal or
Equation Discri- Imaginay Irrational Unequal
minant Real Imaginary Rational Irrational equal Unequal
Example 1.
𝑥 2 − 7𝑥 − 8 = 0 81 ✓ ✓ ✓
Example 2.
2𝑥 2 − 4𝑥 + 1 = 0 8 ✓ ✓ ✓
Example 3.
3𝑥 2 + 9𝑥 + 11 = 0 -44 ✓ ✓
Example 4.
𝑥 2 − 12𝑥 + 36 = 0 0 ✓ ✓ ✓
1) 𝑥 − 7𝑥 + 10 = 0
2

2) 𝑥 2 − 4𝑥 + 7 = 0
3) 𝑥 2 − 10𝑥 + 25 = 0
4) 𝑥 2 − 4𝑥 − 2 = 0

Activity 2. The Sum and the Products of Roots of Quadratic Equations

Materials: A sheet of paper, WLAS/Learners Manual, ballpen, scientific calculator.

Directions: Carefully examine the discussion and examples inside the box. Then, answer
the task A and task B below.
Sum and Products of Roots of Quadratic Equation

The generalization about the sum and product of the roots of a quadratic equation
can be derived by using the quadratic formula as a method in finding the roots. Given the
standard form, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where 𝑎, 𝑏, 𝑐 are real numbers and 𝑎 ≠ 0, the roots can be
−𝑏+√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐
expressed as: 𝑥1 = and 𝑥2 = .
2𝑎 2𝑎

So, Sum of the Roots Product of the Roots

−𝑏+√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐 −𝑏+√𝑏2 −4𝑎𝑐 −𝑏−√𝑏2 −4𝑎𝑐
𝑥1 + 𝑥2 = + 𝑥1 ∙ 𝑥2 = ∙
2𝑎 2𝑎 2𝑎 2𝑎

−2𝑏 −𝑏 𝑏2 −(𝑏2 −4𝑎𝑐) 𝑏2 −𝑏2 +4𝑎𝑐 4𝑎𝑐 𝑐

= = = = = =
2𝑎 𝑎 4𝑎2 4𝑎2 4𝑎2 𝑎

Therefore, the sum of the roots of a quadratic On the other hand, the product of the
equation in terms of its coefficients is denoted roots of a quadratic equation in terms
by: of its coefficients is denoted by:
𝑏 𝑐
𝑥1 + 𝑥2 = − 𝑥1 ∙ 𝑥2 =
𝑎 𝑎

Now let’s go back to the standard form of a quadratic equation, 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0. If we

𝑏
divide both sides of the equation by a, the coefficient of 𝑥 2 , the equation becomes 𝑥 2 + 𝑥 +
𝑎
𝑐
= 0. This implies that, in a quadratic equation of the form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, where a = 1, the
𝑎
negative of the sum of the roots is the coefficient of 𝑥, and the constant term is the product of
the roots. Similarly, given the sum and product of the roots, we can obtain the quadratic
equation.
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Example 1. Without solving for the solutions of the quadratic equation, 4𝑥 2 + 2𝑥 − 5 = 0, find
the sum and product of its roots.
Solution: Given the equation 4𝑥 2 + 2𝑥 − 5 = 0, we have 𝑎 = 4, 𝑏 = 2, and 𝑐 = −5.
𝑏 2 1
Hence, the sum of the roots is − =− =−
𝑎 4 2

𝑐 −5 5
the product of the roots is = =−
𝑎 4 4

Example 2. Find the sum and the product of the roots of 2𝑥 2 + 8𝑥 − 10 = 0.

Solution: We have the values of 𝑎 = 2, 𝑏 = 8 and 𝑐 = −10

𝑏 8
Hence, the sum of the roots is − = − = −4
𝑎 2

𝑐 −10
the product of the roots is = = −5
𝑎 2

Example 3. Using the concept of the sum and product of roots, form the quadratic equation
1 3
whose roots are 𝑎𝑛𝑑 .
5 7

1 3 7+15 22 𝑏
Solution: sum of the roots: 𝑥1 + 𝑥2 = + = = −
𝑎
5 7 35 35

1 3 3
product of the roots: 𝑥1 ∙ 𝑥2 = ∙ = 𝑐
5 7 35
𝑎

𝑏 𝑐
Hence, following the equation form 𝑥 2 + 𝑥 + = 0, we have:
𝑎 𝑎

22 3
𝑥2 − 𝑥 + =0 Multiply both sides by 35 35𝑥 2 − 22𝑥 + 3 = 0.
35 35

Example 4. Using the concept of the sum and product of roots, form the quadratic equation
whose roots are 5 and 9.

Solution: sum of the roots: 𝑥1 + 𝑥2 = 5 + 9 = 14

Product of the roots: 𝑥1 ∙ 𝑥2 = 5 ∙ 9 = 45
𝑏 𝑐
Hence, following the equation form 𝑥 2 + 𝑥 + = 0, we have 𝑥 2 − 14𝑥 + 45 = 0.
𝑎 𝑎

Other method: Note the roots could also be written as 𝑥 = 5 and 𝑥 = 9

Equate each roots to zero, 𝑥 − 5 = 0 and 𝑥 − 9 = 0
(𝑥 − 5)(𝑥 − 9) = 0
𝑥 2 − 14𝑥 + 45 = 0.

A. Find the sum and the product of the roots of each equation.

SUM PRODUCT
1) 𝑥 2 + 4𝑥 + 3 = 0 __________ ___________
2) 6𝑥 2 + 12𝑥 − 18 = 0 __________ ___________
3) 𝑥 2 + 4𝑥 − 21 = 0 __________ ___________
4) 2𝑥 2 + 3𝑥 − 2 = 0 __________ ___________
5) 3𝑥 2 − 10𝑥 − 8 = 0 __________ ___________
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B. Find the quadratic equation whose roots are given below.

QUADRATIC EQUATION
1) 8 and 10 _______________
2) 6 and 3 _______________
3) -8 and -10 _______________
1 2
4) and _______________
2 5
2 3
5) and _______________
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Activity 3. The Application

Materials: A sheet of paper, WLAS/Learners Manual, ballpen, scientific calculator.

Directions: Read and understand the situation below to answer the questions that
follow.

Example: Mang Juan owns a rectangular lot. The perimeter(P) of the lot is 90𝑚 and its
area(A) is 450𝑚2 .

Guide Questions:
1. What equation represents the perimeter of the lot? How about the equation that
represents its area?

2. How is the given situation related to the lesson, the sum and the products of roots of
quadratic equation?

3. Using your idea of the sum and product of roots of a quadratic equation, how would you
determine the length and the width of the rectangular lot?
4. What are the dimensions of the rectangular lot?

Answers:

1. 𝑃 = 2𝑙 + 2𝑤 = 90𝑚 or 𝑙 + 𝑤 = 45𝑚 and 𝐴 = 𝑙 ∙ 𝑤 = 450𝑚2

2. 𝑃 will be value for the sum of the roots of a quadratic equation, while A will be the value
for the product.

3. Form the quadratic equation that describes the given situation, then solve. The equation
is 𝑥 2 − 45𝑥 + 450 = 0. Find the solutions by factoring, i.e.
(𝑥 − 30)(𝑥 − 15) = 0
We have, 𝑥 = 30 and 𝑥 = 15

4. Therefore, the length is 30m and width is 15m.

A. Solve the given word problem.

1.) Ms. Ann bought a rectangular lot with a perimeter of 40𝑚 and an area of 84𝑚2 .
i. What equations represent the area and perimeter of the lot?
ii. Use the sum and product of the roots to find the quadratic equation that
describes the situation.
iii. Find the dimensions of the rectangular lot.
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Reflection
Directions: Write three things that:
a. I have found out:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
b. I have learned that:
1. ________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
c. I have learned more about:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________

References for learners

Learner’s Material, Mathematics Grade 9 pp. 56-66, First Edition 2017
Mathematics -Grade 9, Alternative Delivery Mode, Department of Education
 email address: juvyrose.tima@deped.gov.ph
District: Las Nieves II
Division: Agusan del Norte
Reviewed by: MERLE S. PACATANG, Ph. D., Doña Rosario National High School
Written by: JUVY ROSE C. TIMA-AMORA, Maningalao National High School
Activity 1. The Discriminant
Real or Rational or Equal or
Equation Discri- Imaginay Irrational Unequal
minant Real Imaginary Rational Irrational equal Unequal
1) 𝑥 2 − 7𝑥 + 10 = 0 9 ✓ ✓ ✓
2) 𝑥 2 − 4𝑥 + 7 = 0 -12 ✓ ✓
3) 𝑥 2 − 10𝑥 + 25 = 0 0 ✓ ✓ ✓
4) 𝑥 2 − 4𝑥 − 2 = 0 8 ✓ ✓ ✓
Activity 2. The Sum and the Products of Roots of Quadratic Equations
A. B.
1) Sum: -4, Product: 3 1) 𝑥 2 − 18𝑥 + 80 = 0
2) Sum: -2, Product: -3 2) 𝑥 2 − 9𝑥 + 18 = 0
3) Sum: -4, Product: -21 3) 𝑥 2 + 18𝑥 + 80 = 0
3
4) Sum: − , Product: -1 4) 10𝑥 2 − 9𝑥 + 2 = 0
2
10 8
5) Sum: , Product: − 5) 12𝑥 2 − 17𝑥 + 6 = 0
3 3
Activity 3. The Application
A. 1) i. 𝑃 = 2𝑙 + 2𝑤 = 40 𝑜𝑟 𝑙 + 𝑤 = 20 , 𝐴 = 𝑙 ∙ 𝑤 = 84
ii. Sum: 20, Product: 84 Thus, the equation is 𝑥 2 − 20𝑥 + 84 = 0
iii. By factoring, we have (𝑥 − 14)(𝑥 − 6) = 0. Then the solutions are 14 and 6.
Therefore, the length is 14m and the width is 6m.
Answer Key
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