9

g
Mathematics
Quarter I – Module 5:
Illustrating Quadratic Inequalities
Solving Quadratic Inequalities
Solving Problems Involving Quadratic Inequalities
M9AL-If-1; M9AL-If-2; and M9AL-If-g-1
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 5:
Illustrating Quadratic Inequalities; Solving Quadratic Inequalities; and Solving
Problems Involving Quadratic Inequalities
First Edition, 2020

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represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor Magtolis Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author : Helen D. Ruiz

Language Reviewer : Grace M. Yumang, Ph. D.
Content Editor : Richelle SD. Sagum
Illustrator : Cherry Anne M. Gabriel
Layout Artist : Jeffrey B. Gonzales

Management Team:

Gregorio C. Quinto, Jr., EdD

Chief, Curriculum Implementation Division

Rainelda M. Blanco, PhD

Education Program Supervisor - LRMDS

Agnes R. Bernardo, PhD

EPS-Division ADM Coordinator

Glenda S. Constantino
Project Development Officer II

Francisco B. Macale
Division Focal Person - Mathematics

Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: [email protected]
 9

Mathematics
Quarter I – Module 5:
Illustrating Quadratic Inequalities
Solving Quadratic Inequalities
Solving Problems Involving Quadratic Inequalities
M9AL-If-1; M9AL-If-2; and M9AL-If-g-1

Introductory Message
For the Facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on Solving Problems
Involving Quadratic Equations.

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 contains helpful tips or strategies that will
help you in guiding 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 the learners as they do the tasks included
in the module.

For the Learner:

Welcome to the Science Mathematics 9 Alternative Delivery Mode (ADM) Module on

Solving Problems Involving Quadratic Equations.

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:

This will give you an idea of the skills or
competencies you are expected to learn in the
module.
This part includes an activity that aims to check
what you already know about the lesson to
take. If you get all the answers correctly
(100%), you may decide to skip this module.

This is a brief drill or review to help you link the

current lesson with the previous one.
1
 In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
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.
This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will help
you transfer your new knowledge or skill into
real life situations or concerns.
This is a task which aims to evaluate your level
of mastery in achieving the learning
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
lesson learned.
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!

2
 This module provides varied activities that will help you learn and apply your
knowledge of the different mathematical concepts previously studied and your skills in
performing mathematics operations.
At the end of this module, you are expected to:
 illustrate Quadratic Inequalities;
 solve Quadratic Inequalities; and
 solve Problems Involving Quadratic Inequalities.

Let us find out how much you already know about this module.

Directions: Answer the following questions. Write the letter of the correct answer before
each number.
______1. Which among the following represents a quadratic inequality?
a. 2x2 + 5x + 1 > 0 b. t2 + 4t = 10 c. 3r + 4 > r d. s2 – 9

______ 2. All except one can be used to write quadratic inequalities.

a. ax2 + bx + c > 0 b. ax2 + bx + c = 0 c. ax2 + bx + c ≥ 0 d. ax2 + bx + c ≥ 0

______ 3. Which among the following are the solution sets to x2 + 7x + 12 > 0?
a. x > -3 and x > -4 b. x > -3 and x < -4 c. x > 3 and x > 4 d. x > 3 and x < -4

______ 4. The solution of the quadratic inequality 2x 2 – 5x ≤ -3 is ________________.

a. 1/2 ≤ x ≤ -3 b. -1/2 ≤ x ≤ -3 c. -1/2 ≤ x ≤ 3 d. 1/2 ≤ x ≤ 3

______ 5. Quadratic inequalities which involve two variables can be written using the forms
below, except
a. y > ax2 + bx + c b. y ≥ ax + bx + c c. y ≤ ax2 + bx + c d. y ≥ ax2 + bx + c

______ 6. Which among the following is a quadratic inequality in two variables?

a. y > x + 7 b. y = x2 + 5x + 10 c. y + 4x ≤ 9x d. y + 7x > 2x2

______ 7. Which among the solution sets satisfy the quadratic inequality y ≥ 2x2 – 3x + 1?
a. (1, 3) b. (6, 6) c. (4, -2) d. (-4, 6)

______ 8. Which point will make the quadratic inequality y < 2x 2 + 3x – 5 true?
a. (-1, 6) b. (1, 8) c. (-5, 10) d. (-1, 10)

______ 9. Find the solution sets of the quadratic inequality x2 – 4x + 3 > 0.

a. x < 1 or x > 3 b. x < -1 or x > -3 c. x > 1 or x < 3 d. x > 1 or x > -3

______ 10. Find the solution sets of the quadratic inequality x 2 – 4x + 3 < 0.
a. 1 < x < -3 b. -1 < x < -3 c. 1 > x < -3 d. 1 < x < 3

______ 11. The city government is planning to construct a new children’s playground. It wants
to fence in a rectangular ground using one of the walls of the building. The length
of the new playground is 15 m longer than its width and its area is greater than the
old playground (A). Which quadratic inequality would represent the situation?
a. w2 + 15w ≥ A b. w2 + 15w > A c. w2 - 15w < A d. w2 – 15w > A

3
______ 12. The graph shown on the right represents which
 quadratic inequality?
a. y≥x x
b. yx +x 
c. yx x
d. y≥x +x

https://cdn.kutasoftware.com/Worksheets/Alg1/Graphing%20Quadratic%20Inequalities.pdf

For items 13 to 15

One leg of a right triangle is 7 cm shorter than the other leg. How long should the
shorter leg be to ensure that the hypotenuse is at least 13 cm?

______ 13. Which quadratic inequality represents the situation?

a. 2x2 – 14x – 120 < 0
b. 2x2 – 14x + 120 ≥ 0
c. 2x2 – 14x – 120 ≤ 0
d. 2x2 – 14x – 120 ≥ 0

______ 14. Among the given values of the shorter leg, which would satisfy the quadratic
inequality?
a. 2 b. 8 c. 4 d. 3

______ 15. What is the solution set of the given problem?

a. x > 5 b. x ≥ 5 c. x < 5 d. x ≤ 5

4
 Before we go through this module, let us recall the concepts on Quadratic Equations.

Quadratic Equation - a mathematical sentence of degree 2 that can be written in the form
ax2 + bx + c = 0 where a, b, and c are real numbers and a ≠ 0.

There are several methods in solving quadratic equations such as extracting the square roots,
factoring, completing the square, and using the quadratic formula.

Solving Quadratic Equations:

x2 – 5x – 36 = 0

Solution:
x2 – 5x – 36 = 0
(x-9) (x+4) = 0
x – 9 = 0 and x + 4 = 0
x = 9 and x=–4

x2 + 6x + 9 = 0

Solution:
x2 + 6x + 9 = 0
(x+3) (x+3) = 0
x + 3 = 0 and x + 3 = 0
x = – 3 and x=–3

What’s My Value?
Directions: Solve the following quadratic equations. Use any of the methods to answer
each item.

1. x2 + 4x – 5 = 0

2. x2 + 3x = 18

Suppose you are asked to solve x2 + 3x > 18. Do you think the same process will be
done? What do you think is the answer? Let us find out more about this on the next
activities.

5
 Now that you have recalled what quadratic equations are and how they are solved,
find out more by answering the next activity.

Do I Belong Here?
Directions: Using the concept of quadratic equations, answer the following items by
shading the figure if the mathematical sentence is a quadratic equation, otherwise, leave it
blank.

1. x2 + 9x + 20 = 0 5. 2t2 < 21 – 9t
2. r2 + 10r > - 16 6. 3w2 + 12w ≥ 0
3. 2s2 + 7s + 5 = 0 7. 15 – 6h2 = 10
4. 4x2 – 25 =0 8. m2 = 6m – 7

From the activity done, were you able to distinguish mathematical sentence that are
quadratic equations and which are not quadratic equations? Did you notice the use of
the equality and the inequality symbols?

QUADRATIC INEQUALITIES

Quadratic Inequality – is an inequality that contains a polynomial degree of 2 and can be

written in the following 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.

Examples of Quadratic Inequality:

2x2 + 5x + 1 > 0 3r2 + r – 5 ≥ 0

s2 – 9 < 2s t2 + 4t ≤ 10

Solving Quadratic Inequalities

To solve a quadratic inequality, find the roots of its corresponding equality. The
points corresponding to the roots of the equality, when plotted on a number line, separates
the line into two or three intervals. An interval is part of the solution of the inequality if a number
in that interval makes the inequality true.

Example 1:
6
 Find the solution set of
x2 + 7x + 12 > 0.

The corresponding equality of x2 + 7x + 12 > 0 is

x2 + 7x + 12 = 0.

Solve:
x2 + 7x + 12 = 0
(x + 3) (x + 4) = 0
x + 3 = 0 and x + 4 = 0
x = –3 and x = –4

Plot the points corresponding to -3 and -4 on the number line.

-8 -7 -6 -5 - 4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

There are three intervals.

-∞ < x < -4, -4 < x < -3, -3 < x < ∞

Test a number from each interval against the inequality.

-∞ < x < -4 -4 < x < -3 -3 < x < ∞
Let us use x = -7 Let us use -3.6 Let us use x = 0
x2 + 7x + 12 > 0 x2 + 7x + 12 > 0 x2 + 7x + 12 > 0
(-7)2 + 7(-7) + 12 > 0 (-3.6)2 + 7(-3.6) + 12 > 0 (0)2 + 7(0) + 12 > 0
49 – 49 + 12 > 0 12.96 + 25.2 + 12 > 0 0 + 0 + 12 > 0
12 > 0 -0.24 > 0 12 > 0
TRUE FALSE TRUE

We also test whether the points x = -3 and x = -4 satisfy the inequality.

x2 + 7x + 12 > 0 x2 + 7x + 12 > 0
(-3)2 + 7(-3) + 12 > 0 (-4)2 + 7(-4) + 12 > 0
9 – 21 + 12 > 0 16 – 28 + 12 > 0
0>0 0>0
FALSE FALSE

From the tests conducted, the inequality is true for

any value of x in the interval -∞ < x < -4 or -3 < x < ∞
but excludes -3 and -4 in the solution.

The solution set of the inequality x2 + 7x + 12 > 0 is:

x < -4 or x < -3

Example 2 : 7
 Find the solution set of
y < x2 + 3x + 2.

The corresponding equality of y < x2 + 3x + 2 is

y = x2 + 3x + 2.

Construct table of values for x and y.

x -5 -4 -3 -2 -1 0 1 2
y

Find the values of y by substituting the values of x to y = x2 + 3x + 2.

x -5 -4 -3 -2 -1 0 1 2
y 12 6 2 0 0 2 6 12

Use this points to graph the parabola.

Test the points to determine where the solutions are located. The shaded region represents
the location where all solution sets are located.

8
 Now that you are equipped well with quadratic inequalities. You are now ready to take
the next challenge.

Independent Activity 1:

Quadratic Inequality or Not?

Directions: Identify whether each mathematical sentence is a quadratic inequality or
not. On the space provided before each number, write QI if the mathematical sentence is a
quadratic inequality, otherwise NQI.

_____ 1. x2 + 9x + 14 > 0 _____ 6. 3m + 20 ≥ 0

_____ 2. 3s – 5s = 1
2
_____ 7. (2r – 5 ) (r + 4) > 0
_____ 3. 4t2 – 7t + 2 ≤ 0 _____ 8. x2 – 1 < x + 1
_____ 4. x2 < 10x – 3 _____ 9. (4h2 -9) + (2h + 3) ≥ 0
_____ 5. 12 – 5x + x2 = 0 _____ 10. 15 – 2x = 3x2

Independent Assessment 1:

That’s a Solution!
Directions: Find the solution set of the following quadratic inequalities. Show your
solution on the space below each item. *Use the example on page 7 as a guide.

1. x2 – x – 2 > 0

2. x2 − 6x + 5 ≤ 0 9
 3. x2 −17x + 70 < 0

Independent Activity 2:
10
I am Satisfied!
Determine whether or not each of the following points is a solution of the quadratic
inequality y < 2x2 + 3x – 5. If the given point satisfies the inequality, check the box. Leave
the box blank if the point does not satisfy the inequality.

1. (-1, 6) 6. (2, 9)

2. (1, 8) 7. (-6, -2)

3. (-5, 10) 8. (1, -4)

4. (3, 6) 9. (0, 0)

5. (-3, 4) 10. (-6, 7)

Independent Assessment 2:

Graph and roll!

Directions: Complete the table of values below then graph the points. Shade the
portion where the solution can be found.

yx

The corresponding equality of y < x2 is

y = x2

Table of values

x -2 -1 0 1 2
y

Plot the points, Graph, and Shade

Independent Activity 3:
11
Represent me!
Directions: Read and analyze the given inequality problem below. Answer the
questions that follow.

The sum of two numbers is 20 and the sum of their squares is less than 362. Find all the
pairs of integers that satisfy the given condition.

What is the inequality representation in the given situation?

_________________________

Solve:

12
……………………………….
Generalization
Directions: In order to determine what you have learned, answer the following
questions. Write your answer on the space provided.

1. What is a Quadratic Inequality?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. In what forms can quadratic inequalities be written?

___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. In a graph of a quadratic inequality, how do we determine where the solution sets are?
___________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

After having gone different activities about quadratic inequalities, what

realization or point of view can you give to show how important this lesson is and what
particular day-to-day activity do you think can this be applied? Plot your answer below by
giving a brief detail.

I realized that …
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
I can apply this lesson in …
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________

Realization

13
 Directions: Answer the following questions. Write the letter of the correct answer before
each number.
______1. Which among the following represents a quadratic inequality?
a. 2x2 + 5x + 1 > 0 b. t2 + 4t = 10 c. 3r + 4 > r d. s2 – 9

______ 2. All except one can be used to write quadratic inequalities.

a. ax2 + bx + c > 0 b. ax2 + bx + c = 0 c. ax2 + bx + c ≥ 0 d. ax2 + bx + c ≥ 0

______ 3. Which among the following are the solution sets to x2 + 7x + 12 > 0?
a. x > -3 and x > -4 b. x > -3 and x < -4 c. x > 3 and x > 4 d. x > 3 and x < -4

______ 4. The solution of the quadratic inequality 2x2 – 5x ≤ -3 is ________________.

a. 1/2 ≤ x ≤ -3 b. -1/2 ≤ x ≤ -3 c. -1/2 ≤ x ≤ 3 d. 1/2 ≤ x ≤ 3

______ 5. Quadratic inequalities which involve two variables can be written using the forms
below, except
a. y > ax2 + bx + c b. y ≥ ax + bx + c c. y ≤ ax2 + bx + c d. y ≥ ax2 + bx + c

______ 6. Which among the following is a quadratic inequality in two variables?

a. y > x + 7 b. y = x2 + 5x + 10 c. y + 4x ≤ 9x d. y + 7x > 2x2

______ 7. Which among the solution sets satisfy the quadratic inequality y ≥ 2x2 – 3x + 1?
a. (1, 3) b. (6, 6) c. (4, -2) d. (-4, 6)

______ 8. Which point will make the quadratic inequality y < 2x 2 + 3x – 5 true?
a. (-1, 6) b. (1, 8) c. (-5, 10) d. (-1, 10)

______ 9. Find the solution sets of the quadratic inequality x2 – 4x + 3 > 0.

a. x < 1 or x > 3 b. x < -1 or x > -3 c. x > 1 or x < 3 d. x > 1 or x > -3

______ 10. Find the solution sets of the quadratic inequality x2 – 4x + 3 < 0.
a. 1 < x < -3 b. -1 < x < -3 c. 1 > x < -3 d. 1 < x < 3

______ 11. The city government is planning to construct a new children’s playground. It wants
to fence in a rectangular ground using one of the walls of the building. The length
of the new playground is 15 m longer than its width and its area is greater than the
old playground (A). Which quadratic inequality would represent the situation?
a. w2 + 15w ≥ A b. w2 + 15w > A c. w2 - 15w < A d. w2 – 15w > A

______ 12. The graph shown on the right represents which

quadratic inequality?
a. y≥x x
b. yx +x 
c. yx x
d. y≥x +x

https://cdn.kutasoftware.com/Worksheets/Alg1/Graphing%20Quadratic%20Inequalities.pdf

For items 13 to 15
14
 One leg of a right triangle is 7 cm shorter than the other leg. How long should the
shorter leg be to ensure that the hypotenuse is at least 13 cm?

______ 13. Which quadratic inequality represents the situation?

a. 2x2 – 14x – 120 < 0
b. 2x2 – 14x + 120 ≥ 0
c. 2x2 – 14x – 120 ≤ 0
d. 2x2 – 14x – 120 ≥ 0

______ 14. Among the given values of the shorter leg, which would satisfy the quadratic
inequality?
a. 2 b. 8 c. 4 d. 3

______ 15. What is the solution set of the given problem?

a. x > 5 b. x ≥ 5 c. x < 5 d. x ≤ 5

Luisa says that the solution sets of y < 2x2 – 8x + 7 are also the solutions of
y < x2 – 4x + 3. Do you agree with Luisa? Justify your answer by graphing the
solution set of each coordinate plane.

15
 16
What I Know Independent Assessment 1:
1. a 1. x < -1 or x > 2
2.b 2. 1 ≤ x ≤ 5
3.b 3. 7 < x < 10
4.c
5.b Independent Activity 2:
6.d
7.a 1.
8.c
9.a 2.
10.d
11.b 3.
12.c
13.d 4.
14.b
15.b 5.
What’s In 6.
What’s my Value!
1. x = 1, x = -5 7.
2. x = -6, x = 3
8.
What’s New
Do I Belong Here? 9.
1.
10.
2.
3.
4. Independent Assessment 2:
y = 4, 1, 0, 1, 4
5.
6.
7.
8.
What’s More
Independent Activity 1:
1. QI
2. NQI
3. QI
4. QI Independent Activity 3:
5. NQI Representation:
6. NQI n + (20-n)2 < 362 or n2 -20n +19 < 0
7. QI Answer:
8. QI 1 < n < 19
9. QI
10. NQI
 17
References
Assessment
1. a
2.b
3.b
4.c
5.b
6.d
7.a
8.c
9.a
10.d
11.b
12.c
13.d
14.b
15.b
What I Have Learned
Answers may vary
What I Do
Answers may vary
Merden L. Bryant; Leonides E. Bulalayao; et. al. , Mathematics Learner’s Materials 9
Edited by Debbie Marie B. Versoza, Ph.D., Pasig City Philippines. DEPED-IMCS Vibal
Group, Inc. 2002

Expii. “Word Problems involving Quadratic Inequalities” Accessed 08/22/2020

https://www.expii.com/t/word-problems-with-quadratic-inequalities-4542

Kuta Software. “Worksheets: Algebra_Quadratic Inequalities” Accessed 08/25/2020

https://cdn.kutasoftware.com/Worksheets/Alg2/Quadratic%20Inequalities.pdf

Saddleback. “Quadratic Inequalities” Accessed 08/22/2020

https://www.saddleback.edu/faculty/lperez/algebra2go/cahsee/inequalities/42.pdf

18
For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: [email protected]