9

Mathematics
Quarter 1 – Module 2:
The Nature, the Sum and the
Product of the Roots of a
Quadratic Equation

1
Mathematics – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 2: The Nature, the Sum and the Product of the Roots of a
Quadratic Equation
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Lyn G. Lonzaga
Editors: Noel B. Wamar
Reviewers: Ronela S. Molina, Noel B. Wamar
Illustrator: Lyn G. Lonzaga
Layout Artist: Lyn G. Lonzaga
Cover Art Designer: Reggie D. Galindez
Management Team: Carlito D. Rocafort, CESO IV – OIC-Regional Director
Dr. Rebonfamil R. Baguio, CESO IV – OIC-Assistant Regional Director
Dr. Natividad G. Ocon, CESO VI – OIC-Schools Division Superintendent
Dr. Meilrose B. Peralta – OIC-Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jay-ar Lipura– REPS, Mathematics
Dr. Reynaldo M. Pascua, CESE – OIC-CID Chief
Dr. Hazel G. Aparece – EPS LRMS
Antonio R. Pasigado,Jr. – PSDS - ADM Coordinator
Dr. Ronela S. Molina – EPS, Mathematics Supervisor

Printed in the Philippines by Department of Education – SOCCSKSARGENRegion

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax: (083) 2288825/ (083) 2281893
E- mail Address: region12@deped.gov.ph

1
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.

Pre-test are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module, or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each activity and test.
We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teachers are also
provided to the facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
Read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
characterize the roots of quadratic equations using the discriminant. 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 has one lesson:

• Lesson 1 – The Nature of the Roots of a Quadratic Equation
• Lesson 2 –The Sum and the Product of the Roots of a Quadratic Equation

After going through this module, you are expected to:

1. characterize the roots of a quadratic equation using the discriminant; and
2. describe the relationship between the coefficients and the roots of a
quadratic equation.

What I Know

Directions: In this part, you will find out how much you already know about
the lessons in this module. Read the items carefully and choose the letter of
your answer. Write your answer on a separate sheet.

1. Determine the values of a,b, and c of the quadratic equation 3x2 – 4x = 8.

A. a=3, b=4, c=8 C. a=3, b=-4, c=-8
B. a=3, b=-4, c=8 D. a=-3, b=-4, c=-8

2. Which part of the quadratic formula expresses the discriminant of

−𝑏√𝑏2−4𝑎𝑐
quadratic equations? Quadratic formula :
2𝑎
−𝑏 𝑏 √𝑏24𝑎𝑐
A. B. C. b2 – 4ac D.
2𝑎 2𝑎 2𝑎

3. What is the nature of the roots of a quadratic equation with discriminant

of 10?
A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

3
4. Which of the following could be the discriminant of a quadratic equation
with roots that are real, rational and are not equal?
A. -1 B. 0 C. 7 D. 25
5. Which expression shows the discriminant of the quadratic equation
4x2 – 8x = -21?
A. (8)2 – 4(4)(21) C. (-8)2 – 4(4)(21)
B. (-8) – 4(4)(-21)
2 D. -(8)2 – 4(4)(21)

6. What is the discriminant of (x – 2)(x + 4) = 0?

A. -28 B. -8 C. 28 D. 36

7. Which of the following quadratic equations has a negative discriminant?

A. x2 – 6x + 3 = 0 C. x2 + 2x – 3 = 0
B. x + 6x – 3 = 0
2 D. x2 – 2x + 3 = 0

8. What is the value of k in 2x2 + 3x + k = 0 if its discriminant is 1?

A. -2 B. 0 C. 1 D. 2

9. Which of the following shows the relationship between the coefficients

and the sum of the roots of quadratic equation?
𝑏 𝑐
−𝑏 B. −𝑐 D.
A. 𝑎 𝑎 C. 𝑎 𝑎

10. Given the quadratic equation 4x2 – 4x + 10 = 0, which mathematical

expression shows the sum of the roots?
−(−4) (−4) −10 10
A. B. C. D.
4 4 4 4

11. What is the sum of the roots of 4x2 – 8x + 21 = 0?

−21 −8
A. B. C. -2 D. 2
4 4

12. Find the product of the roots of (x – 8)(x + 4) = 0.

A. -2 B. 2 C. -32 D. 32

13. Determine the quadratic equation if the sum and product of its roots are
-6 and -27 respectively.
A. x2 – 6x – 27 = 0 C. x2 + 6x + 27 = 0
B. x2 + 6x – 27 = 0 D. x2 – 6x + 27 = 0

14. Find the quadratic equation if the roots are -9 and 7.

A. x2 – 16x + 63 = 0 C. x2 + 2x – 63 = 0
B. x + 16x – 63 = 0
2 D. x2 – 2x + 63 = 0

15. The sum and the product of two consecutive numbers are 31 and 240
respectively. What is the smaller number?
A. 11 B. 13 C. 15 D. 17

4
 Lesson
The Nature of the Roots of a
1 Quadratic Equation
Every day is a good opportunity to learn new things and make connections on the
things you already know. The knowledge and skills you previously learned will help
you understand the topic in this self-learning module. Start this lesson by checking
your prior knowledge on writing quadratic equation into its standard form. This is a
pre-requisite to this lesson.

What’s In

Activity 1: Find my Roots

Directions: Find the roots of the following quadratic equations using the quadratic
−𝑏±√𝑏2 −4𝑎𝑐
formula. 𝑥=
2𝑎

1. x2 – 4x + 4 = 0
2. x2– 3x + 2 = 0
3. 4x2 + 6x + 9 = 0
4. x2 + 9x + 2 = 0

Questions:
1. Are all the equations in standard form?

2. Did you easily get the roots for each quadratic equation?

3. What can you say about the roots of each quadratic equation?

5
 What’s New

To understand the nature of the roots of quadratic equations and how to characterize
the roots, we need to determine the roots using the quadratic formula
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎

Activity 2: Nature of my Roots

Directions: Determine the roots of each quadratic equation and describe it as real,
rational& equal; real, rational & not equal; real, irrational & not equal or no real
roots. Write your solution on a separate sheet.
1. 4x2 + 4x + 1=0
2. (x – 3)2 = 0
3. 3x2 – 8x + 5 = 0
4. x2 = 49
5. 5x2 + 10x + 3 = 0
6. x2 – x – 3=0
7. x2 = -2 (2x + 3)
8. x2 – x + 5 = 0

Questions:
1. Are all the equations in standard form? Is it important to write the quadratic
equations in standard form? Why?

2. What can you say about the roots of each quadratic equation?

3. Compare the roots of the quadratic equations

a. What equations have real, rational & equal roots?
b. What equations have real, rational & not equal roots?
c. What equations have real, irrational & not equal roots?
d. What equations have no real roots?
4. Look at your solutions, what have you observed about the values inside the
radical sign especially between equations with the same characteristics of
roots.

6
 What is It

In the last activity, you determined and described the roots of the quadratic
equations. Now, let us discuss how quadratic equations have roots that are real &
equal, rational & not equal, irrational & not equal or no real roots.

Let’s take the equations 4x2 + 4x + 1 = 0 and (x – 3)2 = 0 and find their roots using
quadratic formula.

For 4x2 + 4x + 1 = 0 For (x – 3)2 = 0

−1 1
The roots of 4x2 + 4x + 1 = 0 are and ,and they are real, rational and equal
2 2

while the roots of x2 + 6x + 9 = 0 are 3 and 3, and they are also real, rational and equal.
What is common between them? Look at the solution again and notice the encircled
values. Correct! Both are zero.
Now, where did we get these values? These are the values of b2 – 4ac which is inside the
radical sign. Did you find it in the quadratic formula?

So we can say, when the value of b2 – 4ac = 0, the roots are real, rational and equal.

7
Next, let’s determine the roots of 3x2 – 8x + 5 = 0 and x2 – 49 = 0.

For 3x2 – 8x + 5 = 0 For x2 – 49 = 0

5
The roots of 3x2 – 8x + 5 = 0 are and 1, and they are real, rational and not equal
3
while the roots of x2 – 49 = 0 are 7 and -7, and they are also real, rational and not
equal.

Notice the encircled values, 4 and 196. Are they positive? Are they perfect squares?

Therefore, when the value of b2 – 4ac > 0 and is a perfect square, the roots are
real, rational and not equal.

Let’s determine the roots 5x2 + 10x + 3 = 0 and x2 – x – 3 = 0.

8
 −5+√10 −5−√10
The roots of 5x2 + 10x + 3 = 0 are and , and they are real, irrational and not
5 5
1+√13 1−√13
equal while the roots of x2 – x – 3 = 0 are and and they are also real, irrational
2 2
and not equal.

Are the encircled values positive? Are they perfect squares?

When the value of𝑏 2 − 4𝑎𝑐 > 0 and is not perfect square, the roots are real, rational and
not equal.

9
 Lastly, determine the roots of x2 = -2(2x + 3) and x2 – x + 5 = 0.
For x2 = -2(2x + 3) For x2 – x + 5 = 0

The roots of x2 = -2(2x + 3) are −2 + √−2 and−2 − √−2, they are not real while the roots of
1+√−19 1−√−19
x2 – x +5 = 0 are and , and they are also not real because there is no real
2 2
number can be extracted from √−2 and √−19.
Are the encircled values positive numbers?
No. Therefore we can say when the value of 𝑏 2 – 4ac < 0, there are no real roots.

The values of the expression b2 – 4ac is called discriminant. This is use to characterize
the nature of roots of quadratic equation. The equation should be written in standard
form (ax2 + bx + c = 0).

Based on our examples above, we can cay that:

• When b2 – 4ac = 0, the roots are real, rational and equal.

• When b2 – 4ac > 0 (positive number) and a perfect square, the roots are real,
rational and not equal.

When b2 – 4ac > 0 (positive number)

• and not a perfect square, the roots are real, irrational and not equal.

• When b2 – 4ac < 0 (negative number), the equation has no real roots.

Now, we can characterize the nature of the roots of quadratic equations without determining the
roots but using the discriminant

10
Let’s have some more examples.
Characterize the nature of the roots of following quadratic equations.
1. (x – 4)2 = 0
2. 4x2 = 9

Solutions
In solving for the discriminant, make sure that the quadratic equations are in standard form
(ax2 + bx +c=0). This will help you in determining the values of a, b and c.
1. (x – 4)2 = 0
Write the quadratic equation in standard form. (x – 4)2 = 0
x2 – 8x + 16 = 0
a = 1 b = -8 c = 16
Discriminant = b2 – 4ac
= (-8)2 – 4(1)(16) By Substitution
= 64 – 64 Perform the operations.
Discriminant = 0
Since the discriminant is zero, then the roots are real and equal.

2. 4x2 = 9
Write the quadratic equation in standard form.
4x2 = 9
4x2 – 9 = 0
a=4 b=0 c = -9
Discriminant = b2 – 4ac
= (0)2 – 4(4)(-9) By Substitution
= 0 + 144 Perform the operations.
Discriminant = 144
Since the discriminant is positive and perfect square, then the roots are rational and not
equal.

There are times that you will not be given the quadratic equation, instead the values
of the coefficients are given.

Example: Determine the nature of the roots of the quadratic equation when a=4, b= -2 and c
= 3.

Solution:
Since the values needed are already given, substitute the values to the expression b 2 – 4ac
then evaluate.
a= -4 b= -2 c= 3
Discriminant = b2 – 4ac
= (-4)2 – 4(-2)(3) By Substitution
= 16 + 24 Perform the operations.
Discriminant = 40

The discriminant is positive and not a perfect square therefore the roots are irrational and
not equal.

There are also times where the discriminant is given and you are to solve for the
unknown value in the given quadratic equation.

11
 Example: Find the value of k in the quadratic equation 8x2+kx + 2 = 0 if the discriminant is
0.

Solution:
8x2 + kx + 2 = 0
Given: a = 8 c= 2 b2 – 4ac= 0

Unknown is k which is equivalent to the value of b

b2 – 4ac = 0 The discriminant is 0
k – 4(8)(2) = 0
2 Substitute the given values of a and c while
replace b with k
k2 – 64 = 0 Simplify-4(8)(2)
k2 – 64 + 64 = 0 + 64 Addition property of equality
k2 = 64 Simplify.
√k2 = ±√64 To get k from k2, extract the square root of
both sides
k = 8, -8 The value of k is 8 or -8.

Lesson The Sum and the Product of

the Roots of a Quadratic
2 Equation
This module is about describing the relationship between the coefficients and the
roots of quadratic equation. As you go over the activities, discussions and exercises,
you will know more about how coefficients and roots are related and how you can
determine the sum and the product of the roots of quadratic equation by using these
relationships. You will also learn how to write the quadratic equation given the roots
or the sum and the product of roots.

What’s In

Activity 1: Remember me this way

Determine the values of a, b and c of the following quadratic equations.
1. x2 – 6x + 8 = 0 a= b= c=
2. x2 – 9 = 0 a= b= c=
3. x(x – 4)= 4 a= b= c=
4. (x + 5) ( x – 9)= 0 a= b= c=
5. (2x – 3)2 = 0 a= b= c=
Questions:
a. Are all given quadratic equations in standard form?

12
 b. If no, what did you do to write the equations into its standard form?

c. Is it important to write the quadratic equations into its standard form?

Why or why not?

What’s New

Activity 2: a, b, c sum times

Consider the following quadratic equations below and answer the questions.

1. 6x2 – 5x + 1 = 0
2. 12x2 – 5x – 2 = 0

Guide Questions: (Write your answers on a separate sheet.)

A. Are the equations written in standard form?

B. What are the values of a, b, and c in each equation?
C. Determine the roots of each quadratic equation using the quadratic formula.
D. Determine the sum and the product of each quadratic equation.
E. Writing the standard form of the equation is one way of organizing data. Why
is it important to organize not just in math related activities but also in real
life?

What is It

Given the following quadratic equations, let us use a table to organize the
information to help us see the relationships between the coefficients and the roots.

1. 6x2 – 5x + 1 = 0
2. 12x2 – 5x – 2 = 0

Coefficients Roots Sum Product

a b c x1 x2 x1 + x2 (x1) (x2)
1 1 5 1
6x2– 5x + 1 = 0 6 -5 1
2 3 6 6
2 1 5 −2
12x2 – 5x – 2=0 12 -5 -2 −
3 4 12 12

What do you observe about the sum and the product of the roots of each quadratic
equation in relation to the values of a, b, and c?

13
Let’s dig deeper. Were you able to relate the sum and the product of the roots to its
coefficients? If you did, congratulations! You’ve done well.
Let’s take a closer look.

Coefficients Roots Sum Product

a b c x1 x2 x1 + x 2 (x1) (x2)
6x – 5x + 1 =
2
6 1 1 5 1
-5 1
0 2 3 6 6
In the example above, the numerator 5 of the sum of roots is the negative of the
value
of b (negative of -5 is 5) and the denominator 6 is equal to the value of a.

For the product of the roots, the numerator 1 is equal to the value of c and the
denominator 6 is equal to the value of a.

Coefficients Roots Sum Product

a b c x1 x2 x1+ x 2 (x1) (x2)
2 1 5 −2
12x2 – 5x – 2 = 0 12 -5 -2 −
3 4 12 12

In the second example, the numerator 5 of the sum of roots is the negative of the
value of b (negative of -5 is 5) and the denominator 12 is equal to the value of a.

For the product of the roots, the numerator -2 is equal to the value of c and the
denominator 12 is equal to the value of a. Please remember to write the final answer
−1
in lowest term. Therefore, the product of the roots in lowest term is .
6

We can conclude that:

The sum of the roots of a quadratic equation is the ratio of the negative of the

value of b and the value of a. In symbol: .

The product of the roots of a quadratic equation is the ratio of the value of c and

the value of a. In symbol: .

Will we be able to determine the sum and the product of roots of quadratic
equations from the values a, b, and c?
LET’S TRY.

Find the sum and the product of the roots of 2x2 + 8x – 10 = 0.

Solution:
First, we need to determine the values of the
coefficients. a= 2 b= 8 c= -10

14
 −𝑏 𝑐
Sum: 𝑥1 + 𝑥2 = Product: (𝑥1) (𝑥2) =
𝑎 𝑎
−8 −10
= By substitution = By substitution
2 2
−8 −10
= -4 Simplify: = -5 Simplify:
2 2

Do you know that you can write quadratic equations given its roots? Yes
you can. Check out the examples below.

Write a quadratic equation given the roots 5 & -2.

(x – 5)(x + 2) = 0 Write the roots into factor form. Be careful here and
look closely how the root 5 is written as (x – 5) and the
root -2 is written as (x + 2).
x2 + 2x – 5x – 10 = 0 Multiply the factors or use FOIL
method. x – 3x – 10 = 0 Simplify.
2

The quadratic equation of the roots 5 & -2 is x2 – 3x – 10 = 0

We can also determine the quadratic equation given the sum and the product of
the roots.

Let’s start with the standard form of quadratic equation.

ax2 + bx + c = 0; a ≠ 0
Create a leading coefficient of 1 by multiplying 1/a to the whole equation
1 1
(ax2 + bx + c) = • 0

𝒃 𝒄
x2 +
𝒂
𝒙+ =0
𝒂
Remember the sum and the product of roots?

𝒃
The negative of the sum of the roots is the second term ( 𝒂 𝒙)and the product of the
𝒄
roots ( 𝒂)is the constant term of the quadratic equation.

Example: Given the sum and the product of the roots, write the quadratic equation.

a. sum = 8, product = 12
b. sum = 4/7 , product = – 3/49
Solution:
a. sum= 8, product = 12
8 12
8 and 12 can be written as and respectively.
1 1
𝑏 𝑐
𝑥2+ 𝑥+ = 0
𝑎 𝑎
−8 12
𝑥2+ ( )𝑥+ ( ) =0 Since the second term is the negative of the sum of
1 1
−8 12
roots then we’ll have as the second term and is
1 1
the last term or constant term.
x2 – 8x + 12 = 0 Simplify

15
The quadratic equation with the sum and the product of the roots, 8 and 12
respectively is x2 – 8x + 12 = 0.

b. sum = 4/7 , product = – 3/49

𝑏 𝑐
𝑥 2 + 𝑥+ = 0
𝑎 𝑎
4 3
𝑥 2 + (− )𝑥 + (− ) = 0 Since the second term is the negative of the
7 49
4
sum of roots then we’ll have − as the second
7
3
term and − is the last term or constant term.
49
4 3
49[𝑥 2 +(− )𝑥 +(− )] = (49)(0) Since we are to write it in standard form, we
7 49
need to multiply both sides by the LCD.
49𝑥 2 - 28𝑥 - 3 = 0

The quadratic equation with the sum and the product of the roots, 4/7 and
-3/49 respectively is 49x2 – 28x – 3 = 0.

What’s More

I. (For Lesson 1) Find the value of the discriminant and nature of

zeroes/roots in each quadratic function.

1. x2 – 2x + 4 = 0 discriminant: nature of roots:

2. 4x2 – 5x + 12 = 0 discriminant: nature of roots:

3. x2 + 4x – 21 = 0 discriminant: nature of roots:

4. x2 – 9x + 7 = 0 discriminant: nature of roots:

5. x2 + 3x + 3 = 0 discriminant: nature of roots:

II. (For Lesson 2) Determine the sum and the product of the roots of each
quadratic equation.

1. x2 + 6x + 5 = 0 sum: product:

2. 2x2 + 3x – 5 = 0 sum: product:

3. x2 – 16 = 0 sum: product:

4. 4x2 – 81 =0 sum: product:

5. x2 + 3x – 10 = 0 sum: product:

16
 What I Have Learned

I. The values of the expression b2 – 4ac is called discriminant. This

is use to characterize the nature of roots of quadratic equation.
The equation should be written in standard form (ax 2 + bx + c = 0).

Based on our examples above, we can cay that:

• When b2 – 4ac = 0, the roots are .

• When b2 – 4ac > 0 (positive number) and a perfect square, the roots are
.

• When b2 – 4ac > 0 (positive number) and not a perfect square, the roots are
.

• When b2 – 4ac < 0 (negative number), the equation has .

II. Relationship between the coefficients and the roots of a quadratic

equation.

• The sum of the roots of a quadratic can be determined by .

• The product of the roots of a quadratic equation is .

• The quadratic equation can be determined using the or

the and the of the roots.

17
 What I Can Do

You may not see the immediate use of discriminant in your daily life because we
do not usually use quadratic equations daily. But this concepts could help us
when we enter certain fields like business and planning. In a way, quadratic
equation and its discriminant helps in developing critical thinking skills and
decision making. The situation below is an example of real life problems involving
quadratic equation and its discriminant.
Use a separate sheet of paper for your answers.
Problem 1 (Lesson 1): A carpenter is commissioned to build a chalk board with
an area of 50 square feet.The client wants the length to be 5 feet longer than its
width.Is it possible?

xft

(x + 5) ft

Answer the following questions:

1. Write the mathematical sentence that represents the area of the chalk board.
2. Simplify the equation and write it in standard form of quadratic equation.
3. Solve the discriminant of the quadratic equation in #2.
4. Is the discriminant a positive or a negative?
5. To answer whether the client’s request is possible or not, we need to go back
to the discriminant. If you are to get the square root of the discriminant in
#3, is there a possible value that can represent the width of the board?If there
is, then the client’s request is possible. If otherwise, then it is not possible.
Problem 2 (Lesson 1):

A rectangular garden has an area of 132 m 2 and a perimeter of 46m.

1. Write the expression representing the length in terms of its width.
(P = 2l + 2w)
2. What equation would describe the area of the garden? Write the equation in
terms of the width of the garden.(A = lw)
3. What kind of equation is formulated in item 2?
4. Find the roots of the equation formulated in item 2.

5. What is the sum of the roots? How is this related to perimeter?

6. What is the product of the roots? How is this related to the area?

18
 Assessment

Directions: Read the items carefully. Choose the letter of your answer and
write it on a separate sheet.

1. Determine the values of a, b, c of the quadratic equation 2x2 + 4x = 8.

A. a=2, b=4, c=8 C. a=2, b=4, c=-8
B. a=2, b=-4, c=8 D. a=-2, b=-4, c=-8

2. What is the nature of the roots of a quadratic equation with discriminant of

169?
A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

3. Which of the following could be the discriminant of a quadratic equation with

roots that are real, rational and are not equal?
A. -6 B. 0 C. 1 D. 123

4. Which expression shows the discriminant of the quadratic equation

x2 = 121?
A. (0)2 – 4(1)(121) C. (0)2 – 4(0)(121)
B. (0) – 4(1)(-121)
2 D. -(0)2 – 4(-1)(-121)

5. How many real roots does the quadratic equation 4x 2 – 12x + 9 have?
A. 0 B. 1 C. 2 D. 3

6. What is the nature of the roots of a quadratic equation where c=0?

A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

7. Which of the following quadratic equations has a zero discriminant?

A. x2 – 6x + 3 = 0 C. x2 + 2x – 3 = 0
C. x2 + 6x – 3 = 0 D. x2 – 2x + 1 = 0
8. What is the value of k in kx2 – 3x – 10 = 0 if its discriminant is 89?
A. -2 B. 0 C. 1 D. 2

9. What is the product of the roots of 4x2 – 8x – 21 = 0?

−21 21
A. B. C. -2 D.2
4 4

10. Find the product of the roots of x (x + 4) = 0.

A. -4 B. 0 C. 4 D. 12

19
11. Evaluate:
1 −1
A. B. C. 7 D.-7
7 7

12. Determine the equation if the sum and the product of its roots are 6 and 7,
respectively.
A. x2 – 6x – 7 = 0 C. x2 + 6x + 7 =0
B. x2 + 6x – 7 = 0 D. x2 – 6x + 7 = 0

13. Find the quadratic equation if the roots are -2 and -3.
A. x2 + 5x + 6 = 0 C. x2 + 5x – 6 = 0
B. x + 5x – 6 = 0
2 D. x2 – 5x – 6 = 0

14. The product of the roots of a quadratic equation is 21. What could be the
equation if one of its roots is -7?
A. x2 – 10x – 21 = 0 C. x2 – 10x + 21 = 0
B. x + 10x + 21 = 0
2 D. x2 + 10x – 21 = 0

15. A rectangular board has an area of 165 ft2 and a perimeter of 52 ft. What is
the equation that describe the area in terms of its width?
A. w2 – 26w – 165 = 0 C. w2 + 26w + 165 = 0
B. w2 + 26w – 165 = 0 D. w2 – 26w + 165 = 0

20
 Additional Activities

I. (For Lesson 1) Investigate: Investigate the discriminant and

nature of roots of quadratic equations if it is a perfect square
trinomial. An example is given. You need to look for 4 more perfect
square trinomial and determine their discriminant and nature of
roots.
Perfect Square Trinomial Discriminant Nature of Roots

1. x2 + 2x + 1 = 0 0 Real, rational and equal

2.

3.

4.

5.

II. (For Lesson 2) Investigate:

Complete the table.

Coefficients Sum Product

a b c x1 + x 2 (x1) (x2)
x2 + 7x + 12 = 0
x2 – 5x + 6 = 0
x2 – 3x – 20=0

Questions:
1. What can you say about the value of a of each quadratic equation?
2. What have you observed between the value of b and the sum of roots?
3. Relate the value of c and the product of roots?
4. Make a generalization:

You can also expand the investigation like what if a = 2 or when c=0

21
 Answer Key

References
Deped Learner’s Material for Mathematics Grade 9 Module 1 Lesson 3: The Nature of the Roots of a
Quadratic Equation
Deped Learner’s Material for Mathematics Grade 9 Module 1 Lesson 4: The Sum and the Product of
Roots of a Quadratic Equations

22
 DISCLAIMER

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph

This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN

with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.