Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Quezon City
NOVALICHES HIGH SCHOOL
Lakandula St. T.S. Cruz Subdivision, Novaliches, Quezon City

MATHEMATICS 9

Name of Learner: ________________________ Grade Level: Grade 9

Section: ____________________ Date: ________________

LEARNING ACTIVITY SHEET

Week 5 – Lesson 1- Illustrates Quadratic Inequalities

Background Information for Leaners:

In this material, you will work with the activities involving another type of mathematical statement that relates to
quadratic expression. Such mathematical statement is called Quadratic Inequality. This inequality uses any of the
inequality symbols such as <, >, ≤ and ≥ instead of an equality sign.

LEARNING COMPETENCY: LC Code: M9AL – 1f – 1

Objectives:
1. illustrate quadratic inequalities;
2. answer questions related to quadratic inequalities;
3. show appreciation in doing the assigned task with positivity and better outcomes.

Illustrative Examples (Recall)

I. Solve each of the following mathematical sentences and determine whether each of these has, one solution, two
solutions or many solutions.
1. x + 5 = 8 3. x – 3 < 10
2
2. x – 8x + 7 = 0 4. 2x + 7 > 21
Solution:
1. x + 5 = 8 → x + 5 – 5 = 8 – 5 → x = 3
This mathematical statement has only one solution and such statement is a linear equation in one variable.
2
2. x – 8x + 7 = 0 → By factoring, we have (x – 7) (x – 1) = 0 → x – 7 = 0 or x – 1 = 0 → x = 7, x = 1.
This mathematical statement has two solutions and is called quadratic equation in one variable.
2 x 14
3. 2x + 7 > 21  2x + 7 – 7 > 21 – 7  2x > 14  >  x >7
2 2
which means x has a set of values greater than 7, where the integer solutions include 8, 9, 10, 11, 12,… this
mathematical statement has many solutions and is considered linear inequality in one variable.

II. Determine whether each of the following sentences is quadratic equation or not?
Explain your answer.
x2 + 9x + 20 = 0 2t2 < 21 – 9t r2 + 10r ≤ – 16 3w2 + 12w ≥ 0
2s2 + 7s + 5 > 0 15 – 6h2 = 10 4x2 – 25 = 0 m2 = 6m – 7
Solution:
x2 + 9x + 20 = 0, 15 – 6h2 = 10, 4x2 – 25 = 0 and m2 = 6m – 7 are all quadratic equations since the exponent of the
variable is 2 and uses an equality sign.
On the other hand, 2t2 < 21 – 9t, 2s2 + 7s + 5 > 0, r2 + 10r ≤ – 16 and 3w2 + 12w ≥ 0 are called quadratic
inequalities. Why? Each of these statements used these inequality symbols, <, ≤, >, ≥ .

III. Determine whether each mathematical sentence is a quadratic inequality or not. If quadratic inequality, write the
sentence in any of the standard forms ax2 + bx + c < 0, ax2 + bx + c > 0, ax2 + bx + c ≥ 0 and ax2 + bx + c ≥ 0 and
identify the values of a, b and c.
1. x2 + 9x + 14 > 0 3. x2 + 2 < (x – 3)2
2. 2
12 – 5x + x = 0 4. (2r – 5) (r + 4) > 0
Solution:
1. x2 + 9x + 14 > 0 is a quadratic inequality in standard form whose a = 1, b = 9 and c = 14.
2. 12 – 5x + x2 = 0 is not a quadratic inequality since the sentence uses an equality sign. This is a quadratic
equation.
 3. x2 + 2 < (x – 3)2  x2 + 2 < x2 – 6x + 9  x2 – x2 + 2 < x2 – x2 – 6x + 9  2 < – 6x + 9  6x < 7 
(not quadratic inequality but a linear inequality)
4. (2r – 5) (r + 4) > 0  2r(r) + 2r(4) – 5(r) – 5(4) > 0  2r2 + 8r – 5r – 20 > 0
2r2 + 3r – 20 > 0 is a quadratic inequality whose a = 2, b = 8 and c = – 20
Summary:
A quadratic inequality is any inequality that can be expressed in the following standard forms: ax2 + bx + c < 0,
ax2 + bx + c ≤ 0, ax2 + bx + c > 0, ax2 + bx + c ≥ 0 where a, b and c are real numbers and a  0.

Activity 1: Write your answer in a separate sheet of pad paper.

Mathematical Quadratic If Quadratic Specify the
Statements Inequality Inequality write in values of a, b
or Not Standard Form and c.
1) x2 + 10x + 9 > 0
2) 3s2 – 5s = 1
3) 4t2 – 7t + 2 ≤ 0
4) x2 < 10x – 3
5) 12 – 5x + x2 = 0
6) 3m + 20 ≥ 0
7) (3x – 2) (2x + 3) < 0
8) x2 – 1 < x + 1
9) (4h – 9) + (2h + 3) ≥ 0
10) 15 – 2x = 3x2
11) (x – 5)2 ≤ (x + 7)2
12) x2 > 2(x + 1)2
13) t2 – 8t + 7 = 0
14) 4p2 > 1
15) 2t2 + 11t + 12 < 0

--END OF LESSON 1

LEARNING ACTIVITY SHEET

Week 5 – Lesson 2 - Solves Quadratic Inequalities

Background Information for Leaners:

In this module, you will be able to solve quadratic inequalities using some mathematical concepts. Applying the
principles of solving quadratic equations and number line as a visual representation are necessary to learn how to solve
quadratic inequalities.

LEARNING COMPETENCY: LC Code: M9AL – 1f – 2

Objectives:
1. solve quadratic inequalities;
2. use interval notation to express the solution set of the inequality;
3. show appreciation in doing the assigned task with positivity and better outcomes.

Illustrative Examples
I. Write the interval notation for each region in the each given number line below.
Region 1 Region 2 Region 3
1.

Solution: –4 and 6 are numbers that divides the number line into 3 regions and these numbers are called
boundaries. Boundaries indicated by open circles means that it is not included in the set. Hence, for each region, we have
region 1: ( – ∞, –4)  x < –4, includes all numbers less than –4 up to negative infinity

region 2: (–4, 6)  –4 < x < 6, all numbers less than 6 but greater than –4

region 3: (6, ∞ )  x > 6 , includes all numbers greater than 6 up to positive infinity.
(Parentheses are used to show that a given boundary is not included in the set).

Region 1 Region 2 Region 3

2.

Solution: –4 and 6 are the boundaries and 6 still indicates an open circle. However, –4 is a boundary indicated
by a closed circle which means that –4 is included in the solution set. Hence,

region 1: ( – ∞, – 4]  x ≤ –4, this means all numbers less or equal to –4.

 region 2: [–4, 6)  –4 ≤ x < 6, means all numbers less than 6 but greater or equal to –4, are all in region 2.

region 3: (6, ∞ )  x > 6, all numbers greater than 6 up to positive infinity.

(In regions 1 and 2, brackets are used to mean that the indicated boundary (–4) is a part of the solution set).

Region 1 Region 2 Region 3

3.

Solution: –4 and 6 are boundaries that represent open and closed circles respectively. This means that –4 is not
included in the set, while 6 is included. For each region:

region 1: ( – ∞, – 4)  x < –4, this includes all numbers less than –4 up to

negative infinity
region 2: (– 4, 6]  –4 < x ≤ 6, this includes all numbers less than or equal to 6
but greater than –4
region 3: [6, ∞ )  x ≥ 6, includes all numbers greater than or equal to 6 up to
positive infinity.
Note: Parentheses are used for open-circle boundaries while brackets for closed-circle boundaries. This means
the boundary 6 is a part of the solution set.

4. Region 1 Region 2 Region 3

Solution: – 4 and 6 are both closed-circle boundaries. Hence, each region has:

region 1: ( – ∞, – 4]  x ≤ –4, meaning all numbers less than or equal to –4 are included in region 1.
region 2: [– 4, 6]  – 4 ≤ x ≤ 6, this means all numbers less than or equal to 6, but greater than or equal to
–4 are in region 2.
region 3: [6, ∞ )  x ≥ 6 , all numbers greater or equal to 6 up to positive infinity are included in region 3.

II. Solve and graph the solution set of the following quadratic inequalities.
1. x2 + 2x – 24 < 0 2. 2x2 – x ≥ 15
Solution:
1. x2 + 2x – 24 < 0
Steps to follow:
a. Find the solution of the equation to get the boundaries. Replace first the inequality symbol by an equal sign,
hence, we have x2 + 2x – 24 = 0  (x + 6) (x – 4) = 0  by factoring
x + 6 = 0 or x – 4 = 0  x = – 6 or x = 4. The boundaries are: –6 and 4.
b. Locate these boundaries on the number line. Since the inequality symbol given is ( < ) read as “is less than”,
we use open circles to locate the boundaries. Thus, we have
Region 1 Region 2 Region 3

c. Choose a number from each region as a test point for the given inequality.

Region 1 Region 2 Region 3

For Region 1: Say x = – 9, (–9) 2 + 2(–9) – 24 < 0 → 39 < 0 is false

For Region 2: Say x = 0, (0)2 + 2(0) – 24 < 0 → –24 < 0 is true
For Region 3: Say x = 7, 72 + 2(7) – 24 < 0 → 39 < 0 is false

d. Therefore, the numbers that satisfies the inequality are found in region 2, based on your assumed value that
resulted to a true inequality statement. So, highlighting region 2, we have the graph of all the solutions:

Hence, the solution set is –6 < x < 4 or by interval notation, (– 6, 4). Answer.

2. 2x2 – x ≥ 15 in standard form we have 2x2 – x – 15 ≥ 0.

Solution:
a. 2x2 – x – 15 = 0  (2x + 5) (x – 3) = 0  by factoring, then 2x + 5 = 0 or x – 3 = 0
−5 −5
x= or x = 3. Boundaries are: and 3
2 2
b. The given inequality symbol is ( ≥ ) read as “is greater than or equal”
closed circles are to be used to locate these boundaries. Thus,

Region 1 Region 2 Region 3

 c. Consider −¿ 3, 0 and 4 be the test points in region 1, region 2 and region 3
respectively. (Note: You can choose any number within the region as test points)

Region 1 Region 2 Region 3

For Region 1: Say x = −¿ 3, 2(−¿ 3)2 – (−¿ 3) ≥ 15 → 21 ≥ 15 is true
For Region 2: Say x = 0, 2(0)2 – 0 ≥ 15 → 0 ≥ 15 is false
For Region 3: Say x = 4, 2(4)2 – 4 ≥ 15 → 28 ≥ 15 is true.

d. Thus, –3 and 4 are numbers that satisfy the inequality and the solution sets are
in regions 1 and 3. By the graph representation, the solution set is

−5
Therefore, the solution set is x ≤ or x ≥ 3, Answer.
2
−5
By interval notation, the solution set is ( – ∞, ] ∪ [3, ∞ ), Answer.
2
III. Without the aid of the graph, solve the following inequalities by interval notation.
1. x2 – 2x > 15 2. 6x2 + 5x – 6 ≤ 0
Solution: Make sure that each inequality is in standard form and then, express them as equations and solve for
their roots to get the boundaries.

1. x2 – 2x – 15 = 0 → (x – 5) (x + 3) = 0 → x – 5 = 0 or x + 3 = 0 → x = 5 or x = – 3.
So, the boundaries are: – 3 and 5, where –3 < 5. Since the inequality symbol given is “>”, the boundaries
are not part of solution set and we use parentheses for the interval notation. Thus, the solution set is
x < – 3 or x > 5 or In interval notation, we have ( – ∞, – 3)∪(5, ∞ ). Answer

2 −3 −3 2 −3
2. 6x2 + 5x – 6 = 0 → (3x – 2) (2x + 3) = 0 → x = or x = . So, and are the boundaries, and
3 2 2 3 2
2
< .
3
Since the given inequality symbol is “≤”, the boundaries are included in the solution set and we use brackets
−3 2 −3 2
for the interval notation. Thus, the solution set is ≤x≤ or in interval notation, we have [ , ] as our
2 3 2 3
answer.

Generalization:
To solve a quadratic inequality, follow these steps.

1. Express the inequality as an equation in the form ax 2 + bx + c = 0 and find for the boundaries by solving for its
solutions or value of x.

2. Locate these boundaries on the number line using open circles if the given inequality symbol is either < or >, or
using closed circles if the given inequality symbol is either ≤ or ≥, thus, dividing the number line into three regions.

3. Choose one number from each region as a test point. Substitute this test point to the original inequality given. If this
number holds true with the given inequality, then the region belongs to the solution set, if NOT, then, the region is NOT
part of the solution set.

4. Draw the graph of the solution set (highlighting the region) or write the solution as an interval notation.

For any real numbers a, b, and c where a  0 of inequalities ax2 + bx + c < 0, ax2 + bx + c ≤ 0
ax2 + bx + c > 0, and ax2 + bx + c ≥ 0, whose boundaries are r & s where r < s,

We have the following solution set for each inequality:

If ax2 + bx + c < 0, then the solution set is r < x < s or (r, s).
If ax2 + bx + c ≤ 0, then the solution set is r ≤ x ≤ s or [r, s].
If ax2 + bx + c > 0, then the solution set is x < r or x > s or (−∞ , r ¿∪ (s , ∞).
If ax2 + bx + c ≥ 0, then the solution set is x ≤ r or x ≥ s or (−∞ , r ¿∪ ¿ .

Activity 1: Write the interval notation for each region in the number line.

1.

2.
 3.

4.

5.

Activity 2: Solve each of the quadratic inequalities by graph representation and by interval notation. Use a separate
sheet of pad paper for your answer.
1. x2 + 2x – 63 < 0 4. m2 + 11m + 18 > 0
2. (x + 2) (4x – 3) ≥ 0 5. 2x2 + x ≤ 15
2
3. x – x – 72 ≥ 0

Activity 3: Without using the graph, solve the following quadratic inequalities by interval notation.
1. x2 – 14x > 0 4. (x + 1) (x + 4) < 0
2. x2 – 6x + 8 ≥ 0 5. 9x2 + 3x ≥ 2
2
3. x + 3x ≤ 28

--END OF LESSON 2 –

LEARNING ACTIVITY SHEET

Week 5 – Lesson 3 - Solves Problems Involving Quadratic Inequalities

Background Information for Learners

In this material, you will be able to solve problems modeled by quadratic inequalities using some mathematical
concepts. The principles of solving quadratic equations together with the skills of translating verbal phrases or statements
into mathematical expressions or equations are necessary to solve these problems.

LEARNING COMPETENCY: LC Code: M9AL – 1g – 1

Objectives:
1. analyze and solve problems involving quadratic inequalities;
2. show appreciation in doing the assigned task with positivity and better outcomes.
Illustrative Examples
Analyze and solve the following problems:
1. A rectangular parking lot must have a perimeter of 180 meters and an area of at least 800 square meters.
Describe the possible lengths of the parking lot.
Solution:
Represent: Let x be the first dimension, and
y be the second dimension of the parking lot
Translate: Since the parking lot is rectangular, then, its area may be obtained by multiplying its length and width. Also,
given the area to be at least 800 square meters, we use the symbol of “greater than or equal” to form the governing
equation: x y ≥ 800 → equation 1
Remember that if we have two variables, we need two equations to solve the value of the variables. Still remember
your Grade 8 Math? We have another concept to form the second equation. The perimeter of the lot. The perimeter of the
lot can be expressed as 2x + 2y = 180 and solving for one variable, say y, we have 2x + 2y = 180  2y = 180 – 2x
dividing by 2  y = 90 – x  equation 2
Substitute equation 2 to equation 1: x y ≥ 800  but, y = 90 – x  x (90 – x) ≥ 800
Solve: Transforming this inequality in standard form, we have
x (90 – x) ≥ 800 → 90x – x2 ≥ 800
– x2 + 90x ≥ 800 → – x2 + 90x – 800 ≥ 0 → Multiplying both sides by –1
by multiplication property of inequality case ii, this would reverse the symbol of inequality.
So, x2 – 90x + 800 ≤ 0. Expressing this inequality as an equation, we have, x2 – 90x + 800 = 0, and solving the equation
to find the boundaries of solution set, we have, (x – 10) (x – 80) = 0 → again by factoring → x – 10 = 0 or x – 80 = 0.
Therefore, x = 10 or x = 80. The boundaries are : 10 and 80.
Since 10 < 80 and the inequality is x2 – 90x + 800 ≤ 0, then, the solution set is 10 ≤ x ≤ 80.
Thus, the first dimension of the parking lot is at least 10 meters and at most 80 meters.
Looking back: Choosing a length in the obtained solution set 10 ≤ x ≤ 80. If x = 70 we can find the second
dimension y, we have 2x + 2y = 180  2(70) + 2y = 180
140 + 2y = 180  2y = 180 – 140  2y = 40  y = 20
Then, check these dimensions whether or not it satisfies the original inequality, x y ≥ 800. To check, substitute
the values obtained above 70 (20) ≥ 800  1400 ≥ 800  true. Hence, the solution set, 10 ≤ x ≤ 80 is correct.

2. Ana plans to have a rectangular garden having an area of less than 18 sq. meters. If the length should be 3 meters
more than the width. What are the possible dimensions of the garden?
 Solution:
Represent: Let w be the width of the garden, and w + 3 be the length of the garden
Translate: The area of the rectangle is obtained by multiplying its length and width,
and since the area of the garden is less than 18 sq. meters, we have, (w + 3) (w) < 18
Solve: Transform the formulated inequality to standard form, we have
(w + 3) w < 18  w2 + 3w < 18  by distributive property, w2 + 3w −¿18 < 0.
Expressing this inequality as an equation and solve for the roots to get the boundaries of the
solution set, we have, w2 + 3w −¿ 18 = 0 → (w + 6) (w – 3) = 0 → w + 6 = 0 or w – 3 = 0 → w = – 6 or w = 3. Thus, the
boundaries are –6 and 3 where – 6 < 3.
If w2 + 3w −¿ 18 < 0, then the solution set is – 6 < w < 3 or in interval notation, we have (– 6, 3). But
since the dimension cannot be ranging from - 6 to 0, the width of the rectangular garden is between 0 and 3 m. If we
consider the integral values, the width can be 1 m and 2 m. So, for the length, if w = 1 m, then length = w + 3 = 4 m.
→ If w = 2 m, then length = w + 3 = 5 m.
Again, choosing a value in the obtained solution set –6 < w < 3, say w = 2,
then length = w + 3 = 5. We can check these dimensions whether or not these measures satisfy the original inequality,
(w + 3) (w ) < 18 → (2 + 3) (2) < 18 → 10 < 18  true. Hence, our solution set –6 < w < 3 is correct.

Generalization:
To solve problems modeled by quadratic inequalities, we have these steps:
1. Read the problem until it is fully understood.
2. Make a representation of the unknown quantities using a symbol of variable.
3. Translate the given condition stated in the problem into mathematical expressions or statements modeled by
a quadratic inequality.
4. Solve the inequality following the steps discussed in the previous material.
5. Check the obtained solution set by substituting the value of the variable taken from the solution set and see
whether or not these values satisfy the given inequality.
Activity:
Analyze and solve the following problems:
1. The floor of a conference hall can be covered completely with tiles. Its length is 6 meters longer than its width.
The area of the floor is less than 72 sq. meters. What are the possible dimensions of the floor?
2. A vacant rectangular lot has a perimeter of 80 meters and an area of at least 375 square meters. Describe the
possible length of the lot.
3. A rectangular parking lot must have a perimeter of 440 feet and an area of at least 12,000 square feet.
Describe the possible lengths of the parking lot.
4. A rectangular fountain display has a perimeter of 400 feet and an area of at least 9100 feet. Describe the
possible dimensions of the fountain.
5. The floor of a classroom is to be covered by vinyl tiles. Its width is 4 meters less than its length. If the area of
the floor is less than 480 square meters, what are the possible dimensions of the floor?
Reference:
Learner’s Material for Mathematics 9

END OF LESSON 3 FOR WEEK 5