9

Mathematics
Quarter 1 – Module 4:
Roots of a Quadratic Equation
(Part 1)
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Roots of a Quadratic Equation (Part 1)
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 4:
Roots of a Quadratic Equation
(Part 1)
Introductory Message
For the facilitator:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Roots of a Quadratic Equation (Part 1)!

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 module contains helpful tips and
strategies that will guide 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.

ii
For the learner:

Welcome to the Mathematics – Grade 9 Alternative Delivery Mode (ADM)

Module on Roots of a Quadratic Equation (Part 1)!

The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action and purpose. Through our hands we may learn, create
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

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.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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!

iv
 What I Need to Know

This module is designed and written to help you further understand the elements
relative to a quadratic equation – its roots, discriminants and coefficients.
After this module, you are expected to:
1. characterize the roots of a quadratic equation using the discriminant
(M9AL-Ic-1); and
2. describe the relationship between the coefficients and the roots of a
quadratic equation (M9AL-Ic-2).

What I Know

Determine how much you know about this module by answering the following
questions below. Read each item carefully and choose the letter of the correct
answer. Write your answer on a sheet of paper.

1. Which of the following is the formula of the discriminant of a quadratic equation?

a. b2 – 4ac c. b2 + 4ac
b. b – 4ac2 d. b + 4ac2

2. What is the value of the discriminant of the quadratic equation 2x2 + 3x – 5 = 0?

a. 49 c. -31
b. -193 d. 203

3. If the value of the discriminant is -5, how would you describe the roots of the
quadratic equation?
a. real, rational and equal c. real, irrational and unequal
b. real, rational and unequal d. not real

4. How would you describe the roots of the quadratic equation x2 – 5x + 6 = 0?

a. real, rational and equal c. real, irrational and unequal
b. real, rational and unequal d. not real

5. If the nature of roots of a quadratic equation is real, irrational and unequal, which
of the following could be the value of the discriminant?
a. 0 c. 12
b. 16 d. – 3

1
6. Which of the following has no real roots?
a. 2x2 + 3x – 5 = 0 c. 2x2 – 3x – 5 = 0
b. x2 – x + 8 = 0 d. x2 – x – 8 = 0

7. If the nature of roots of a quadratic equation is real, rational and equal, which of
the following could be the value of the discriminant?
a. 0 c. 32
b. 25 d. – 10

8. Which of the following has real, rational and unequal roots?

a. 2x2 + x + 6 = 0 c. 2x2 – x – 6 = 0
b. x – 10x + 25 = 0
2 d. x2 + 10x + 25 = 0

9. What are the sum and product of roots of the equation x2 – 12x + 35 = 0?
a. sum = -12, product = 35 c. sum = -12, product = -35
b. sum = 12, product = 35 d. sum = 12, product = -35

10. What are the roots of the quadratic equation which x1+x2 is -5 and x1x2 is -36?
a. 9 and 4 c. 9 and -4
b. -9 and -4 d. -9 and 4

11. What are the sum and product of roots of the equation 3x2 – 8x + 12 = 0?
a. sum = -8, product = 12 c. sum = -8, product = 4
3 3
b. sum = 8, product = 12 d. sum = 8, product = 4

3 3
12. What is the quadratic equation which sum of roots is -½ and product is ¾?
a. 4x2 + 2x + 3 = 0 c. 4x2 - 2x + 3 = 0
b. 4x2 + 2x - 3 = 0 d. 4x2 - 2x - 3 = 0

13. What are the roots of the equation if the sum of roots is 2.5 and the product is -
4.44, respectively?
a. 3.7 and 1.2 c. -3.7 and -1.2
b. 3.7 and -1.2 d. -3.7 and 1.2

14. What is the quadratic equation which x1+x2 is 3/7 and x1x2 is -3?
a. 7x2 + 3x + 21 = 0 c. 7x2 - 3x + 21 = 0
b. 7x2 + 3x - 21 = 0 d. 7x2 - 3x - 21 = 0

15. What are the sum and product of roots of the equation 4x2 – 18x – 10 = 0?
a. sum = -9, product = -5 c. sum = -9, product = 5
2 2 2 2
b. sum = 9, product = -5 d. sum = 9, product = 5
2 2 2 2

2
 Lesson
The Nature of Roots of a
1 Quadratic Equation
In the previous module, you have already learned about quadratic equations and
how to find their roots. Recall that quadratic equations have two roots, and can be
determined using different methods.
In this lesson, you are going to describe the roots of a quadratic equation using the
discriminant.
But, first, you will recall a few skills you will be needing in encountering the nature
of roots of a quadratic equation.

What’s In

Activity 1: AM I REAL?
Answer the questions that follow by referring to the set of numbers below. Write your
answer on a sheet of paper.
-6 √-1 3/5 0.25 √9 64 √5
A B C D E F G

Questions:
1. Which of the following numbers are familiar to you? How do you describe these
numbers? (Use the letters above for your answer.)
2. Which of the following numbers are REAL? And, which are NOT REAL?
3. Which of the following are rational? And, which are irrational?
4. Which of these numbers are perfect squares? Which of them are not? How do you
describe a perfect square number?

Activity 2: Finding A, B and C

Write the following quadratic equations in standard form, ax2 + bx + c = 0, then

identify the values of a, b and c. (Recall that a, b, and c are the numerical coefficients
or constant of the terms in a quadratic equation.) An example below is provided for
you.
Standard Form a b c
Ex. x – 3x = 4
2 ____ x – 3x - 4 = 0________
2 _1_ _-3 _-4_
1. x2 + 8x = 9 __________________________ ___ ___ ___
2. 3x – 2 = 5x
2 __________________________ ___ ___ ___
3. 5x2 + 10x = x + 4 __________________________ ___ ___ ___
4. 15 – 3x = -2x 2 __________________________ ___ ___ ___
5. 6x2 – 4x = 2x2 – 1 __________________________ ___ ___ ___

3
Activity 3: LET’S EVALUATE

Using the values of a, b, and c that you have determined in Activity 2, evaluate the
expression b2 – 4ac. Show your complete solutions for each number. An example
below is provided for you.
Ex. a = 1, b = -3, c = -4
Solution: b2 – 4ac = (-3) 2 – 4(1)(-4) Substitute the values of a, b, and c.
= 9 + 16 Simplify the expression.
b – 4ac = 25
2 Determine the answer.

Were you able to get the correct answers in the first three activities? If so, then you
have done well in your previous module. If not, feel free to go back to the previous
lessons and review the skills to help you as you progress in this module.

What’s New

Since you have already gained the skills that you will need to study some contents
of this module, you can now proceed to the next lesson. The first topic is about the
NATURE of ROOTS of a QUADRATIC EQUATION.

The nature of roots of quadratic equations are as follows: real, rational, equal; real,
rational, unequal; real, irrational, unequal and not real.

In the next activity, you will find out which quadratic equations fall under each type.

Activity 4: LET’S RELATE

Fill in the first two columns of the table below with your answers in Activity 2 and 3.
Determine the roots of the equations and fill in the third column with your answer.
An example is provided for you. Afterwards, answer the questions that follow.
Standard Form of the Quadratic Roots of the Quadratic
Value of b2-4ac
Equation Equation
Ex: x – 3x – 4 = 0
2 -5 4 and -1
1.
2.
3.
4.
5.
Questions:
1. How will you describe your answers in the second column? Are they all real
numbers? Are they rational or irrational? Are they perfect squares or not?
2. How will you describe your answers in the third column? Are they all real
numbers? Are they rational or irrational? Are they perfect squares or not?
3. Can you make a link between the descriptions of your answers in the second and
third columns of the table? What is the relationship between them?

4
 What is It

As discussed previously, the nature of roots of quadratic equations is categorized

into four. Let us use the answers in Activity 4 to determine which equations fall
under each category.

But first, you might be wondering why the expression b2 – 4ac is included in the
previous table. The expression b2 – 4ac is called the DISCRIMINANT of the quadratic
equation. Its value is taken from the values of a, b and c in the standard form of a
quadratic equation. And the discriminant determines the nature of the roots of a
quadratic equation.

Now, you may proceed with the nature of roots.

A. REAL, RATIONAL, EQUAL

Let us consider item 5 on the table. The standard form of the equation is written as
4x2 – 4x + 1 = 0. The value of b2 – 4ac is 0, and the roots of the equation are ½ and
½. Notice that the roots of the equation are both real numbers and are rational.
Also, the roots are equal. Hence, the roots of the equation 4x2 – 4x + 1 = 0 are
described as real, rational, and equal.
Here is another example.
Given the quadratic equation x2 + 8x + 16 = 0:
Determine the value of b2 – 4ac: a = 1, b = 8, c= 16
b2 – 4ac = (8)2 – 4(1)(16) = 64 – 64 = 0
Determine the roots of the equation: x2 + 8x + 16 = 0
(x + 4)(x + 4) = 0 By factoring
x + 4 = 0, x + 4 = 0
x = -4, x = -4

Thus, the roots are -4 and -4. Again, the roots of the quadratic equation are real,
rational, and equal. Notice that the value of the discriminant is 0, just as the first
example. Thus, we can conclude that:

If the value of b2 – 4ac = 0, then the nature of roots is real, rational, and equal.

B. REAL, RATIONAL, UNEQUAL

Now, consider item 1. The standard form of the equation is x2 + 8x – 9 = 0. The value
of the discriminant is 100 and the roots of the equation are -9 and 1. Following
through with the first type, the roots of the equation are both real and rational. But
they are unequal. Thus, the roots of the equation x2 + 8x – 9 = 0 can be described as
real, rational, and unequal. Take note that the value of the discriminant is 100, not
0. Also, notice that 100 is a perfect square, that is, it has an exact square root.

5
The same goes with item 2. The standard form of the equation is 3x2 – 5x – 2 = 0.
The value of the discriminant is 49, which is a perfect square, and the roots are 2
and -1/3. The roots of the equation can be described as real, rational, and unequal.

Consider another example.

Given the quadratic equation 5x2 - 9x + 4 = 0:
Determine the value of b2 – 4ac: a = 5, b = -9, c= 4
b2 – 4ac = (-9)2 – 4(5)(4) = 81 – 80 = 1
Determine the roots of the equation: 5x2 - 9x + 4 = 0
(5x - 4)(x - 1) = 0 By factoring
5x - 4 = 0, x - 1 = 0
x = 4/5, x = 1

Thus, the roots are 4/5 and 1. Again, the roots of the quadratic equation are real,
rational, and unequal. Notice that the value of the discriminant is 1, a perfect square
number, just like the other two. Therefore, we can conclude that:
If the value of b2 – 4ac > 0 and is a perfect square, then the nature of roots is real,
rational, and unequal.

C. REAL, IRRATIONAL, UNEQUAL

Now, you can take item 3 of the previous activity. The standard form of the equation
is 5x2 + 9x – 4 = 0. The determined value of the discriminant is 161, which is greater
than 0, but is not a perfect square number. The roots of the equation, on the other
hand, are -9 + √161 and -9 - √161. As you know, the roots are real numbers, but are
10 10

considered irrational due to the value of √161. Also, the roots are unequal. Thus,
the roots of the quadratic equation 5x2 + 9x – 4 = 0 can be described as real,
irrational, and unequal.
Consider this example. Given the quadratic equation 3x2 – 7x - 5 = 0:
Determine the value of b2 – 4ac: a = 3, b = -7, c= -5
b2 – 4ac = (-7)2 – 4(3)(-5) = 49 + 60 = 109
Determine the roots of the equation: 3x2 – 7x - 5 = 0
By quadratic formula x = -b ± √b2 – 4ac
2a
= -(-7) ± √(-7)2 – 4(3)(-5)
2(3)
= 7 ± √49 + 60 = 7 ± √109
6 6
Therefore, the roots of the equation are 7 + √109 and 7 - √109. Just the same, the
6 6
Roots of the equation are real, irrational, and unequal. The value of the
discriminant is also greater than 0, but is not a perfect square number. Therefore,
we can conclude that:
If the value of b2 – 4ac > 0 and is not a perfect square, then the nature of roots is
real, irrational, and unequal.

6
D. NOT REAL
Lastly, you may have item 4. The standard form of the equation is 2x2 – 3x + 15 = 0.
The computed value of the discriminant is -111, which is a negative integer, and the
roots of the equation are 3 + √-111 and 3 - √-111. This time, the roots of the equation
4 4

cannot be considered as real because the value of √-111 does not exist. Thus, the
roots of the equation 2x2 – 3x + 15 = 0 are described as not real.

Here is another example. Given the quadratic equation 6x2 – 7x + 9 = 0:

Determine the value of b2 – 4ac: a = 6, b = -7, c= 9
b2 – 4ac = (-7)2 – 4(6)(9) = 49 – 216 = -167
Determine the roots of the equation: 6x2 – 7x + 9 = 0
By quadratic formula x = -b ± √b2 – 4ac
2a
= -(-7) ± √(-7)2 – 4(6)(9)
2(6)
= 7 ± √49 – 167 = 7 ± √-167
12 12
Therefore, the roots of the equation are 7 + √-167 and 7 - √-167. In the equation, the
12 12

roots can be described as not real. The value of the discriminant is also a negative
integer, which is less than 0. Therefore, we can conclude that:
If the value of b2 – 4ac < 0, then the nature of roots is not real.

What’s More

Now, you may try what you have learned from the discussion on Nature of Roots of
Quadratic Equations.
Activity 5: DISCRIMINATE ME
Complete the table below by filling in with the discriminant value and the nature of
roots of the given quadratic equations. Write your answers on a sheet of paper.
Quadratic Equation Discriminant Value Nature of Roots
1. x2 + 11x + 30 = 0
2. 2x2 + 6x – 4 = 0
3. x2 + 5x + 3 = 0
4. 3x2 + 10x + 8 = 0
5. x2 - 8x + 3 = 0
6. 5x2 + 2x – 6 = 0
7. 2x2 – 6x + 9 = 0
8. 5x2 + 10x + 4 = 0
9. 6x2 – 2x – 18 = 0

7
 10. 3x2 + 12x + 9 = 0
11. 5x2 + 10x – 1 = 0
12. 3x2 – 10x – 4 = 0
13. 6x2 – 2x – 10 = 0
14. 3x2 – 7x – 6 = 10
15. 5x2 + 13x – 12 = 0

What I Have Learned

1. The nature of roots of a quadratic equation is the description or characteristics of

its roots. It can be determined by finding the value of the discriminant b2 – 4ac.

2. The nature of roots is determined by the following conditions:

If b2 – 4ac = 0, then the roots of the quadratic equation are real, rational, equal.

If b2 – 4ac > 0, and is a perfect square number, then the roots of the quadratic
equation are real, rational, unequal.

If b2 – 4ac > 0, and is not a perfect square number, then the roots of the quadratic
equation are real, irrational, unequal.

If b2 – 4ac < 0, then the roots of the quadratic equation are not real.

What I Can Do

Activity 6: LET’S MAKE A PLOT

Study the given situation below and answer the questions on a sheet of paper.

Johan wants to make a vegetable plot which has an area of 16 square meters. The
width of the plot must be 6 meters shorter than its length.

1. If the length of the plot is y meters, what will be its width?

2. Form a quadratic equation that represents the situation.

3. Without actually computing for the roots, determine whether the dimensions of
the plot are rational numbers. Explain your answer.

4. What are the dimensions of the plot? Label your answers properly.

8
 Lesson
The Sum and the Product of
2 Roots of Quadratic Equations

In the first lesson, you learned about the nature of roots and the discriminant of a
quadratic equation. Recall that there are four conditions in describing the roots of a
quadratic equation and the value of the discriminant helps determine their nature.

In this lesson, you are going to find out the relationship between the coefficient and
the roots of quadratic equations. But, first, you may recall few skills you will be
needing in encountering the sum and the product of roots of quadratic equations.

What’s In

Activity 1: ADD AND MULTIPLY

Perform the operation indicated in each item. Then answer the questions that follow
on a sheet of paper.

1. 6+8= 6. (9) (8) =

2. -13 + 9 = 7. (-3) (7) =
3. -12 + (-6) = 8. (-10) (-4) =
4. (-2/3) + ¾ = 9. (1/2) (5/2) =
5. 5/6 + ½ = 10. (-3/5) (1/6) =

Questions:

1. How did you arrive at your answers for items 1 to 5? What mathematical principles
and concepts did you use/apply to get your answers?
2. How did you arrive at your answers for items 6 to 10? What mathematical
principles and concepts did you use/apply to get your answers?

Activity 2: FIND MY ROOTS

Determine the roots of the following quadratic equations using any method. Then,
answer the questions that follow.

1. x2 + 5x + 6 = 0 6. 2y2 – 3y + 4 =0
2. 2x2 – 6x – 8 = 0 7. 3y2 + 5y + 3 = 0

9
3. x2 + 4x – 45 = 0 8. 5y2 – y – 1 = 0
4. 2m2 – 5m – 6 = 0 9. 3a2 – a – 10 = 0
5. 6m2 + 3m – 9 = 0 10. 7a2 – 9a + 2 = 0

Questions:

1. How did you find the roots of the given quadratic equations? Which method did
you use for each one of them?
2. Which of the given equations did you find difficult to solve? Why?

Were you able to get the correct answers in the first two activities? If so, then you
have done well in the previous lesson. If not, feel free to go back and review the skills
to help you as you progress in this module.

What’s New

The second topic in this module is about the SUM and the PRODUCT of ROOTS of
QUADRATIC EQUATIONS. In this lesson, you are going to find out the relationship
that exist between the roots and the coefficients of quadratic equations. And also,
you will learn how the sum and the product of roots can help in determining the
roots of the quadratic equation, and the quadratic equation itself.

Go through the next activity to further understand these concepts.

Activity 3: LET’S RELATE

Given the pair of equations below, answer the following questions on a sheet of paper.
x2 – 6x + 8 = 0 3x2 + 12x – 15 = 0
1. What are the values of a, b and c in each equation?

Quadratic Equation a b c
x2 – 6x + 8 = 0
3x2 + 12x – 15 = 0

2. What are the roots of each quadratic equation?

Quadratic Equation x1 x2
x2 – 6x + 8 = 0
3x2 + 12x – 15 = 0

10
 3. What are the sum and product of the roots of each quadratic equation?
Quadratic Equation Sum (x1 + x2) Product (x1 ● x2)
x2 – 6x + 8 = 0
3x2 + 12x – 15 = 0

4. What can you observe with the values of a, b and c and the sum and
product of roots of the two given quadratic equations? How can you
relate them with each other?

What is It

The sum and the product of the roots of quadratic equations may be derived by using
the values of the coefficients a, b and c.

Recall that the roots of quadratic equations can be determined using the quadratic
formula x = -b ± √b2 – 4ac. From this, let x1 = -b + √b2 – 4ac and x2 = -b - √b2 – 4ac.
2a 2a 2a

You may now determine the sum and the product of roots.
Sum of Roots: x1 + x2 = -b + √b2 – 4ac + -b - √b2 – 4ac
2a 2a
= -b + √b – 4ac -b - √b – 4ac
2 2

2a
= -2b x1 + x2 = -b
2a a

Thus, the sum of the roots of quadratic equations is –b.

a

Product of Roots:
(
x1 ● x2 = -b + √b2 – 4ac
2a )(
= (-b)2 – (√b2 – 4ac)2
-b - √b2 – 4ac
2a )
4a2
= b – b – 4ac
2 2 x1 ● x2 = c
4a 2 a
Thus, the product of the roots of quadratic equations is c.
a
Here is an example of finding the sum and product of roots. Find the sum and the
product of roots of the equation 3x2 + 6x – 9 =0.

11
First, identify the values of a, b, and c. a = 3, b = 6, c = -9
Then substitute these values to the values of the sum and product of roots.
x1 + x2 = -b = -(6) = -6 = -2 x1 ● x2 = c = -9 = -3
a 3 3 a 3

Thus, the sum and the product of the roots of the quadratic equation 3x2 + 6x – 9 =0
are -2 and -3.

To check if the answers are correct, determine the roots of the equation by factoring.
3x2 + 6x – 9 =0
(3x + 9) (x - 1) = 0
3x + 9 = 0, x - 1 = 0
x1 = -3, x2 = 1
x1 + x2 = -3 + 1 = -2 x1 ● x2 = (-3)(1) = -3

Therefore, the sum and the product of the roots of 3x2 + 6x – 9 =0 are -2 and -3.

Here is another example. Use the values of a, b, c to determine the roots of the equation
x2 – 11x + 28 = 0. First, identify the values of a, b and c: a = 1, b = -11, c = 28
Then, find the sum and product of roots:
x1 + x2 = -b = -(-11) = 11 = 11 x1 ● x2 = c = 28 = 28
a 1 1 a 1

We now have x1 + x2 = 11 and x1 ● x2 = 28. By inspection, you can say that the two
numbers with the sum of 11 and a product of 28 are 7 and 4.

To check if the answers are correct, substitute 7 and 4 to the values of the sum and
product of roots. x1 + x2 = 7 + 4 = 11 x1 ● x2 = (7)(4) = 28

Therefore, the roots of the quadratic equation x2 – 11x + 28 = 0 are 7 and 4.

The quadratic equation may also be determined using the sum and the product of
roots. Let us an example.
Determine the quadratic equation whose sum of roots is 7 and product of roots is
12.

The quadratic equation may be derived using two methods. First, by determining the
roots of the quadratic equation. Given that x1 + x2 = 7 and x1 ● x2 = 12, you can say
that the roots of the equation are 3 and 4, since that 3 + 4 = 7 and (3)(4) = 12.

From the roots, you have x = 3, x = 4

Determining the factors of the equation, you have x – 3 = 0, x – 4 = 0
Multiplying the factors, you now have (x – 3)(x – 4) =0
x2 – 3x – 4x + 12 = 0
x2 – 7x + 12 = 0

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To check if the answer is correct, determine x1 + x2 and x1 ● x2 using a, b and c. First,
identify the values of a, b and c: a = 1, b = -7, c = 1
Then, find the sum and product of roots:
x1 + x2 = -b = -(-7) = 7 = 7 x1 ● x2 = c = 12 = 12
a 1 1 a 1

Therefore, the equation whose x1 + x2 = 7 and x1 ● x2 = 12 is x2 – 7x + 12 = 0.

The quadratic equation may also be determined using the values of the sum of roots
and product of roots. Look back at the equation you have derived from the previous
example, x2 – 7x + 12 = 0. Notice that the coefficient of the linear term (-7x) has the
same numerical value as the sum of roots, which is 7, except that it is the additive
inverse. Also, the constant term 12 has the same value as the product of roots.
In this case, you can represent the standard form of the quadratic equation using
the sum of roots and the product of roots as
ax2 + bx + c = 0 x2 – (sum of roots) x + (product of roots) = 0

Note that you negate the value of the sum of roots since it is the additive inverse of
the coefficient of the linear term.
Try another example. Determine the quadratic equation whose sum of roots is -5 and
product of roots -36. Using the standard form of the quadratic equation you derived
earlier
x2 – (sum of roots) x + (product of roots) = 0
x2 – (-5) x + (-36) = 0
x2 + 5x – 36 = 0

Check if the answer is correct by determining the quadratic equation using the roots.
Given that x1 + x2 = -5 and x1 ● x2 = -36, you can say that the roots of the equation
are -9 and 4, since -9 +4 = -5 and (-9)(4) = -36. Following the same process as the
previous example, you have x1 = -9, x2 = 4
x + 9 = 0, x – 4 = 0
(x + 9)(x – 4) = 0
x2 + 5x – 36 = 0

Thus, the quadratic equation which has a sum of roots -5 and product of roots -36
is x2 + 5x – 36 = 0.

For your last example, determine the quadratic equation which sum of roots is 3/2
and product of roots is -3/4. Using the standard form of the quadratic equation we
derived earlier x2 – (sum of roots) x + (product of roots) = 0

x2 – (3/2) x + (-3/4) = 0

x2 - 3x – 3 = 0
2 4

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To determine the quadratic equation, use the LCD:

Multiply both sides of the equation by 4

(
4 x2 - 3x – 3 = 0
2 4 ) 4

4x2 – 12x – 12 = 0
2 4
Simplify the rational expressions in the equation 4x – 6x – 3 =0
2

To check if the answer is correct, determine the sum of roots and product of roots
using the values of a, b, and c. 4x2 – 6x – 3 =0

First, identify the values of a, b, c a = 4, b = -6, c = -3

Then, find the sum and product of roots:

x1 + x2 = -b = -(-6) = 6 = 3 x1 ● x2 = c = -3
a 4 4 2 a 4

Therefore, the equation whose x1 + x2 = 3/2 and x1 ● x2 = -3/4 is 4x2 – 6x – 3 =0.

What’s More

Now, try what you have learned from the discussion on the sum of roots and the
product of roots of quadratic equations.

Activity 4: FINDING SUMS AND PRODUCTS

Complete the table below by filling in with the sum of roots and product of roots of
the given quadratic equations. Write your answers on a sheet of paper.

Quadratic Equation Sum of Roots (x1 + x2) Product of Roots (x1 ● x2)

1. x2 + 3x + 10 = 0

2. 2x2 + 8x – 4 = 0

3. x2 + 3x – 5 = 0

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 4. 3x2 + 10x – 8 = 0

5. 2x2 – 6x + 3 = 0

Activity 5: FINDING QUADRATIC EQUATIONS

Determine the quadratic equation given the sum of roots and product of roots.

Sum of Roots Product of Roots Quadratic Equation

(x1 + x2) (x1 ● x2)
1. -4 -6

2. ½ 8

3. 3/5 -2

4. 2/9 -1/3

5. -5/6 2/3

What I Have Learned

1. The sum of roots and product of roots of a quadratic equation is derived from the
quadratic formula. x1 + x2 = -b and x1 ● x2 = c
a a

2. The sum and product of roots can be determined by using the values of a, b, c in
the standard form of a quadratic equation.

3. The quadratic equation can be determined using the sum of roots and product of
roots though the standard form of the quadratic equation represented as
x2 – (sum of roots) x + (product of roots) = 0

15
 What I Can Do

Activity 6: LET’S MAKE A PLOT AND FENCE IT

Study the situation below and answer the questions that follow on a sheet of paper.
Johan wants to make a vegetable plot which has an area of 36 square meters. The
perimeter of the plot is 26 meters.

1. What equation can be used to represent the perimeter of the plot?

2. What equation can be used to represent the area of the plot?

3. Applying what you learned about the sum and product of roots, how will you
determine the dimensions of the vegetable plot?

4. What are the dimensions of the plot? Label your answers properly.

Assessment

Determine how much you have learned about this module. Read each question
carefully and write the letter of the correct answer on a sheet of paper.

1. What do you call the expression b2 – 4ac used in describing the nature of roots?
a. determinant b. matrix c. discriminant d. coefficient

2. What is the value of the discriminant of the quadratic equation 7x2 – 2x + 1 = 0?

a. 24 b. 32 c. -24 d. -32

3. How would you describe the roots of an equation if the discriminant’s value is 25?
a. real, rational and equal c. real, irrational and unequal
b. real, rational and unequal d. not real

4. How would you describe the roots of the quadratic equation 2x2 – 9x + 11 = 0?
a. real, rational and equal c. real, irrational and unequal
b. real, rational and unequal d. not real

5. What could be the discriminant’s value if the nature of roots is real, rational, equal?
a. 0 b. 36 c. 2 d. – 15

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6. Which of the following has real, irrational and unequal roots?
a. x2 + 7x + 12 = 0 c. x2 – 3x – 28 = 0
b. 2x2 – 6x + 5 = 0 d. 3x2 + 2x – 7 = 0

7. What could be the value of the discriminant if the nature of roots of a quadratic
equation is not real?
a. -13 b. 15 c. 81 d. 0

8. Which of the following has real, rational and equal roots?

a. 2x2 + 7x + 6 = 0 c. 2x2 – 7x + 6 = 0
b. x – 14x + 49 = 0
2 d. x2 + 14x - 49 = 0

9. What are the sum and product of roots of the equation x2 – 11x + 30 = 0?
a. sum = -11, product = 30 c. sum = -11, product = -30
b. sum = 11, product = 30 d. sum = 11, product = -30

10. What are the roots of the quadratic equation whose sum is 1 and product is -56?
a. 7 and 8 c. 7 and -8
b. -7 and -8 d. -7 and 8

11. What are the sum and product of roots of the equation 4x2 – 12x + 16 = 0?
a. sum = -3, product = -4 c. sum = 3, product = -4
b. sum = 3, product = 4 d. sum = -3, product = 4

12. What is the quadratic equation whose sum of roots is 5/2 and product is 4/3?
a. 6x2 - 15x + 8 = 0 c. 6x2 - 15x - 8 = 0
b. 6x + 15x + 8 = 0
2 d. 6x2 + 15x - 8 = 0

13. What are the roots of the equation if sum of roots is 3.3 and product is 2.42?
a. 1.1 and 2.2 c. -1.1 and -2.2
b. 1.2 and 2.1 d. -1.2 and -2.1

14. Which of the following equations has roots whose sum is 9/4 and product is 7/2?
a. 4x2 – 9x + 14 = 0 c. 4x2 + 9x + 14 = 0
b. 4x2 – 9x – 14 = 0 d. 4x2 + 9x – 14 = 0

15. What are the sum and product of roots of the equation 6x2 + 15x – 21 = 0?
a. sum = -5, product = 7 c. sum = -5, product = -7
2 2 2 2
b. sum = 5, product = 7 d. sum = 5, product = -7
2 2 2 2

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 Additional Activities

Let us further check what you have learned with the lessons in this module.
Match the items in Column A with those in the other columns.

A. Nature of Roots of Quadratic Equations

A. Quadratic Equations B. Value of b2 – 4ac C. Nature of Roots

1. x2 + 5x = -12 A. 172 a. real, rational, equal
2. 3x2 – 9 = 8x B. -23 b. real, rational, unequal
3. 5x2 + 15x = 6 C. 25 c. real, irrational,
4. 2x2 – 9x + 3 = -2x D. 0 unequal
5. 9 – 12x + 4x2 = 0 E. 345 d. not real

B. Sum and Product of Roots

A. Quadratic Equations B. Sum of Roots C. Product of Roots D. Roots

1. 3x2 – 9x – 12 = 0 A. 7/2 a. 3/2 I. -1 and 4
2. 4x2 – 4x – 8 = 0 B. 5/2 b. -3/2 II. -1 and 2
3. x2 + 3x – 10 = 0 C. 3 c. -2 III. ½ and 3
4. 2x2
–7x + 3 = 0 D. -3 d. -4 IV. ½ and -3
5. -4x – 10x + 6 = 0
2 E. 1 e. -10 V. -5 and 2

18
 19
What’s More: Lesson 1, Activity 5 What I Can Do: Lesson 1, Activity 6
1. 1; real, rational, unequal
2. 68; real, irrational, unequal 1. The width is y – 6.
3. 13; real, irrational, unequal
2. The equation is y(y – 6) = 16.
4. 4; real, rational, unequal
5. 52; real, irrational, unequal 3. The equation can be transformed as y2 – 6y –
6. 124; real, irrational, unequal 16 = 0. The value of the discriminant of the
7. -36; not real equation is 100. The roots are real, rational,
8. 20; real, irrational, unequal unequal. Thus, the dimensions are rational.
9. 340; real, irrational, unequal
10. 36; real, rational, unequal 4. Solving the equation by factoring, the roots
11. 120; real, irrational, unequal are -2 and 8. We use the answer 8 since there
12. 148; real, irrational, unequal could not be a negative length. Since y = 8, then
13. 244; real, irrational, unequal the length is 8 m. The width represented by y –
14. 121; real, rational, unequal 6 = 8 – 6 = 2 m.
15. 409; real, irrational, unequal
What’s New: Lesson 1, Activity 4
1. x2 + 8x – 9 = 0; 100 ; -9 and 1
2. 3x2 - 5x - 2 = 0; 49; -1/3 and 2
3. 5x2 + 9x – 4 = 0; 161; -9 ± √161
10
4. 2x2 - 3x + 15 = 0; -111; 3 ± √-111
4
5. 4x2 - 4x + 1 = 0; 0; ½ and ½
What Is In: Lesson 1, Activity 3 What Is In: Lesson 1, Activity 2
1. b2 – 4ac = 100 1. x2 + 8x – 9 = 0, a = 1, b = 8, c = -9
2. b2 – 4ac = 49 2. 3x2 - 5x - 2 = 0, a = 3, b = -5, c = -2
3. b2 – 4ac = 161 3. 5x2 + 9x – 4 = 0, a = 5, b = 9, c = -4
4. b2 – 4ac = -111 4. 2x2 - 3x + 15 = 0, a = 2, b = -3, c = 15
5. b2 – 4ac = 0 5. 4x2 - 4x + 1 = 0, a = 4, b = -4, c = 1
What Is In: Lesson 1, Activity 1 What I Know
1. A: Negative Integer, B: Radical, C: Fraction, D: Decimal, E: Radical, 1. A 6. B 11. D
F: Integer, G: Radical 2. A 7. A 12. C
2. A, C, D, E, F, G, are real numbers, B is not real 3. D 8. C 13. B
3. A, C, D, E, F are rational, G is irrational 4. B 9. B 14. D
4. F is a perfect square number. It has exact square root. 5. C 10. D 15. B
Answer Key
 20
Additional Assessment What I Can Do: Lesson 2, Activity 6
Activities 1. 2(x1 + x2) = 26
A. 1. B – d 1. C 9. B 2. x1x2 = 36
2. A – c 2. C 10. D 3. Make a quadratic equation from the sum and product of
3. E – c 3. B 11. B roots, then find the solution.
4. C – b 4. D 12. A 4. Given 2(x1 + x2) = 26 or x1 + x2 = 26/2 or 13 and x1x2 =
5. D – a 5. A 13. A 36
B. 1. C – d – I 6. D 14. A Substitute to x2 – (x1 + x2)x + (x1x2) = 0
2. E – c – II 7. A 15. C x2 – 13x + 36 = 0
3. D – e – V 8. B (x – 9) (x – 4) = 0
4. A – a – III x = 9, x = 4
5. B – b – IV Thus, the vegetable plot measures 9m by 4 m.
What’s More: What’s More: What’s New: Lesson 2, Activity 3
Lesson 2, Activity 5 Lesson 2, Activity 4 1. a = 1, b = -6, c = 8
1. x2 + 4x – 6 = 0 1. -3, 10 a = 3, b = 12, c = -15
2. 2x2 – x + 16 = 0 2. -4, -2 2. 4 and 2
3. 5x2 – 3x – 10 = 0 3. -3, -5 1 and -5
4. 9x2 – 2x – 3 = 0 4. – 10/3, -8/3 3. sum = 6, product = 8
5. 6x2 + 5x + 4 = 0 5. 3, 3/2 sum = -4, product = -5
What Is In: Lesson 2, Activity 2 What Is In: Lesson 2, Activity 1
1. -3 and -2 6. 3 ± √-23 1. 14 6. 72
4 2. -4 7. -21
2. -1 and 4 7. -5 ± √-11 3. -18 8. 40
6 4. 1/12 9. 5/4
3. -9, 5 8. 1 ± √21 5. 8/6 or 4/3 10. -3/30 or -1/10
10
4. 5 ± √73 9. -5 and 2
4 3
5. 1 and -3/2 10. 2/7 and 1
References
DepEd.May (2016). K to 12 Curriculum Guide Mathematics

DepEd (2014). Mathematics Grade 9 Learner’s Material. First Edition

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