Mathematics: Quarter 1 - Module 3: Nature of Roots of Quadratic Equations
Mathematics: Quarter 1 - Module 3: Nature of Roots of Quadratic Equations
Mathematics: Quarter 1 - Module 3: Nature of Roots of Quadratic Equations
NOT
Mathematics
Quarter 1 - Module 3:
Nature of Roots of
Quadratic Equations
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Lesson 1:
Nature of Roots of Quadratic Equation ...................................................................1
What I Need to Know..................................................................................................1
What I Know ……………………………………………………………………..1
What’s New ............................................................................................................... 2
What Is It ........................................................................................................................ 3
What’s More ................................................................................................................. 10
What I Have Learned..................................................................................................11
What I Can Do .............................................................................................................. 11
Lesson 2:
Sum and Product of Roots of Quadratic Equation ........................................12
What I Need to Know .................................................................................... 12
What I Know ……………………………………………………………………..12
What’s In ………………………………………………………………………… 13
What’s New ................................................................................................. . 14
What Is It .................................................................................................... . 15
What’s More ............................................................................................... 18
What I Have Learned …………………………………………………………. 19
What I Can Do ............................................................................................ 19
Summary ………………………………………………………………………………………. 20
Assessment: (Post-Test)………………………………………………………………………21
Key to Answers ................................................................................................................. 23
References ......................................................................................................................... 29
What This Module is About
In everyday operations or daily life activities, we come across situations where
quantities such as fare, cost of daily commodities, salary, gains and losses, prizes of things
we usually buy, time, tuition, rent, and many others that affects our daily routines and
sometimes asked ourselves what can we do to make things easier for us? Would it be lighter
for problems to be easily solve? Did some of us think that these quantities can be
mathematically represented? And that could beneficially help us in making decisions?
Let us figure out the answers to these questions and determine the different ways of
using quadratic equations in daily life.
In this module, we will explore those questions and learn the following lesson:
i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.
ii
At the end of this module you will also find:
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. Do not 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.
iii
The Nature of Roots of
Lesson Quadratic Equations
1
What I Need to Know
In this module we will start with assessing your knowledge of the different
mathematics concepts previously studied and your skills in performing mathematical
operations. These knowledge and skills will help you in understanding the nature of roots
of quadratic equations. As you go through this lesson think on how you could characterize
the roots of a quadratic equation using the discriminant.
What I Know
Pre-Assessment
Directions: Find out how much you already know about this module. Solve the following
problems and write your answer on the space provided. Please answer all the items. Take
note of the items that you were not able to answer correctly and find the right answer as
you go through this module.
3. Find the sum and product of the roots of the given quadratic equation.
a. 3x2 + 5x + 6 = 0
Sum of Roots : ___________________________
Product of Roots : ___________________________
1
2
b. 4x − 6x + 15 = 0
Sum of Roots : ___________________________
Product of Roots : ___________________________
4. Use the sum and product rule to determine if the two given values are the roots
of the quadratic equation.
4 2
a. Are and -2 the roots of 3x + 2x – 5 = 0?
3
1 1 2
b. Are - and the roots of 3x + 2x – 5=0?
6 4
1 3 2
c. Are and - the roots of 3x + 2x – 5=0?
5 4
What’s New
Direction: Put a check (✓) on the corresponding box that best describes the given
numbers. Answer the questions that follow.
1. Which of the following numbers above are familiar to you? Why? Describe
these numbers.
2. Which of the numbers are rational? Irrational? Explain your answer.
3. Which of the numbers are perfect squares? Not perfect squares?
4. How do you describe numbers that are perfect squares?
2
Activity 2: Do I know My A,B,C?
Direction: Tell whether the given quadratic equations are in standard form or Not. If Not,
rewrite the equation in the form ax2 + bx + c = 0, then identify the values of a, b,
and c. Answer the questions that follow.
Process Questions:
a. Where you able to write the equations in standard form? How?
b. Is there another way of writing each quadratic equation in standard form? If
yes, show and determine the values of a, b and c.
2
Activity 3: Find the Value of b – 4ac
2
Direction: Evaluate the expression b – 4ac given the following values of a, b, c.
1. a=6 b = -2 c = -3
2. a=1 b=5 c=2
3. a=5 b=1 c = -2
4. a = -4 b = -4 c= 5
5. a=2 b=5 c = -4
Process Questions:
2
a. Where you able to evaluate the expression b – 4ac given the values of a, b,
and c?
2
b. What do you think is the importance of the expression b – 4ac in determining
the nature of the roots of quadratic equation?
What Is It
2
-b ± √b – 4ac
x=
2a
The binomial inside the radical sign is called the discriminant. It is used to
determine the nature of the roots of a quadratic equation. We can also determine the
number of real roots for a quadratic equation with this number. The following table will give
us the relation between the discriminant and the nature of the roots.
3
Number of real
Discriminant Nature of the Roots
roots
b2 – 4ac = 0 Real and Equal 1
b2 – 4ac > 0 and a perfect square Rational and Unequal 2
b2 – 4ac < 0 but not a perfect square Irrational and Unequal 2
Imaginary/No Real
b2- 4ac < 0 None
Roots
We will discuss here about the different cases of discriminant to understand the
nature of the roots of a quadratic equation.
We know that x1 and x2 are the roots of the general form of the quadratic equation
ax2 + bx + c = 0 where (a ≠ 0) then we get
-b + √b2 – 4ac -b – √b2 – 4ac
x1 = and x2 =
2a 2a
Here a, b and c are real and rational.
Depending on the discriminant we shall discuss the following cases about the
nature of roots x1 and x2 of the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
Case I: b2 – 4ac = 0
When a, b and c are real numbers, a ≠ 0 and discriminant is zero (i.e., b 2 − 4ac =
0), then the roots x1 and x2 of the quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 are real and equal.
Example 1:
Find the discriminant value of x2 –12x + 36 = 0 and determine the number of real
roots.
Solution:
Step 1: Identify the values of a, b and c.
The given equation is x2 – 12x + 36 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=1 b = -12 and c = 36
4
Discriminant = b2 − 4ac
= (-12)2 − 4(1)(36)
= 144 −144
=0
Since the discriminant value of the equation is zero then the equation
x2 – 12x + 36 = 0 has a double root and the roots are real and are equal.
If factoring is used, the roots that can be obtained are the following:
x2 – 12x + 36 = 0
(x – 6) (x – 6) = 0
x–6=0 x–6=0
x=6 x=6
(a double root)
The roots of the quadratic equation x2 – 12x + 36 = 0 are real numbers and
are equal.
Example 2:
Find the nature of the roots of the equation x2 – 18x + 81 = 0.
Solution:
The coefficients of the equation x2 – 18x + 81 = 0 are rational.
The discriminant of the given equation is
Discriminant = b2 − 4ac
= (-18)2 − 4(1)(81)
= 324 – 324
=0
Therefore, the roots of the given quadratic equation are real and equal.
When a, b and c are real numbers, a ≠ 0 and discriminant is positive and perfect
square, then the roots x1 and x2 of the quadratic equation ax2 + bx + c = 0 are real, rational,
unequal.
5
Example 3:
Find the discriminant value for the equation x2 + 5x + 6 = 0 and determine the
number of real roots.
Solution:
Step 1: Identify the values of a, b and c.
The given equation is x2 + 5x + 6 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=1 b=5 and c=6
Since the discriminant value of the equation is greater than 0 and a perfect
square, then there are two real roots of the equation x2 + 5x + 6 = 0 and the
roots are rational numbers but not equal.
If factoring is used, the roots that can be obtained are the following:
x2 + 5x + 6 = 0
(x + 3) (x + 2) = 0
x+3=0 x+2=0
x = -3 x = -2
Example 4:
Find the nature of the roots of the equation 3x2 – 10x + 3 = 0 without actually solving
them.
Solution:
The coefficients of the equation 3x2 – 10x + 3 = 0 are rational.
The discriminant of the given equation is
Discriminant = b2 − 4ac
= (-10)2 − 4(3)(3)
= 100 – 36
= 64
Clearly, the discriminant of the given quadratic equation is positive and a
perfect square.
Therefore, the roots of the given quadratic equation are rational and
unequal.
6
3x2 – 10x + 3 = 0
(3x – 1) (x – 3) = 0
3x – 1 = 0 x – 3 = 0
3x = 1 x = 3
1
x=
3
Example 5: Describe the nature of the roots of the quadratic equation 2x2 – 8x + 3 = 0.
Solution:
The coefficients of the equation 2x2 – 8x + 3 = 0 are rational.
The discriminant of the given equation is
Discriminant = b2 − 4ac
= (-8)2 − 4(2)(3)
= 64 – 24
= 40
Clearly, the discriminant of the given quadratic equation is positive but not
a perfect square.
Therefore, the roots of the given quadratic equation are irrational and
unequal.
To check, solve for the roots of 2x2 – 8x + 3 = 0 using the quadratic equation.
2
-b ± √b – 4ac
x=
2a
2
-(-8) ± √(-8) – 4(2)(3)
x=
2(2)
8 ± √64 – 24
x=
4
8 ± √40
x=
4
8 ± 2√10
x=
4
√10 √10
𝑥 1= 2 + 𝑥2 = 2 –
2 2
7
When a, b and c are real numbers, a ≠ 0 and discriminant is negative
(b2 - 4ac < 0), then the roots x1 and x2 of the quadratic equation ax2 + bx + c = 0 are
unequal and imaginary. Here the roots x1 and x2 are a pair of the complex conjugates.
Example 6:
Find the discriminant value 2x2 + x + 3 = 0 and determine the number of real
roots.
Solution:
Step 1: Identify the values of a, b and c.
The given equation is 2x2 + x + 3 = 0. The equation is in the
form ax2 + bx + c = 0 where,
a=2 b=1 and c=3
Since the discriminant value of the equation is less than zero then the
equation 2x2 + x + 3 = 0 has no real roots or imaginary. Also, the graph of
this equation does not touch the x-axis.
To check, solve for the roots of 2x2 + x + 3 = 0 using the quadratic formula.
2
-b ± √b – 4ac
x=
2a
2
-(1) ± √(1) – 4(2)(3)
x=
2(2)
-1 ± √1 – 24
x=
4
-1 ± √-23
x=
4
-1 + √-23 -1 – √-23
𝑥1 = 𝑥2 =
4 4
8
= (1)2 − 4(1)(1)
=1–4
= -3
Clearly, the discriminant of the given quadratic equation is negative.
Therefore, the roots of the given quadratic equation are imaginary and
unequal. Thus, the roots of the given equation are a pair of complex
conjugates.
2
-b ± √b – 4ac
x=
2a
2
-(1) ± √(1) – 4(1)(1)
x=
2(2)
-1 ± √1 – 4
x=
4
-1 ± √-3
x=
4
-1 + √-3 -1 – √-3
𝑥1 = 𝑥2 =
4 4
Learn more about the nature of roots of a quadratic equation through the web. You
may open the following links.
https://mymathszone.weebly.com/uploads/5/4/2/1/54214975/lesson_7_discrimi
nant_and_nature_of_roots_of_quadratic_equations.pdf
https://www.youtube.com/watch?v=WcDuVQ_k1K0
https://www.math-only-math.com/nature-of-the-roots-of-a-quadratic-
equation.html
What’s More
9
Activity 4: Find My Nature
Directions: Describe the nature of the roots of the quadratic equation using its discriminant.
Answer the questions that follow.
Example:
3x2 – 2x – 5 = 0 Discriminant 64
Nature of Roots rational and unequal
2
1. – 6x + 7x + 3 = 0 Discriminant ______ Nature of Roots __________
2
2. 9x – 3n + 2 = 0 Discriminant ______ Nature of Roots __________
2
3. – 2x – 8x – 8 = 0 Discriminant ______ Nature of Roots __________
2
4. 2x + 5x – 4 = 0 Discriminant ______ Nature of Roots __________
2
5. 9x – 6x + 1 = 0 Discriminant ______ Nature of Roots __________
Process Questions:
1. How did you solve for the discriminant of the quadratic equations?
2. Where you able to describe the nature of the roots? Explain.
3. In what way does your knowledge on discriminant help you in describing the
nature of the roots?
Directions: Study the situation below the answer the questions that follow.
Process Questions:
1. Form a quadratic equation that represents the situation.
10
2. Without actually computing for the roots, determine whether the dimensions of
the table are rational numbers. Explain.
3. Give the dimension of the rectangular frame.
Were you able to determine the nature of the roots of the quadratic equation? Try
to compare your answers with your classmate, did you have the same ideas? How
much of your ideas where similar to your classmates? Which ideas were different?
What I Can Do
You and a friend are planning to have a camping after COVID19 pandemic.
You want to hang your food pack from a branch 20 feet from the ground. You will
attach a rope to a stick and throw it over the branch. Your friend can throw the stick
upward with an initial velocity of 29 feet per second. The distance of the stick after
t seconds from an initial height of 6 feet. Will the stick reach the branch when it is
thrown?
Use the vertical motion model h = -16t 2+ vt + s where h represents the
height you are trying to reach, t the time in motion, v the initial velocity, and s the
initial height.
11
The Sum and Product of Roots
Lesson of Quadratic Equations
2
What I Need to Know
In this lesson, you will recall and apply previously learned mathematical concepts
and principles in performing the sum and product of roots. To be able to answer the
following activities, you will need to understand the relationship between the coefficients
and the roots of a quadratic equation. If you have some difficulties along the way, you may
seek help from your teacher and refer your answers to them.
What I Know
x2 + 7x + 12 = 0 (-3, -4) -7 12 1 7 12
Process Questions:
1. 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?
2. Do you think a quadratic equation can be determined given its roots or solutions?
Justify your answer by giving 3 examples.
3. Do you think a quadratic equation can be determined given the sum and product
of its roots? Justify your answer by giving 3 examples.
12
What’s In
Direction: Observe the following puzzle and complete the given problem using your skills
on the basic mathematical operations. Write your answer in the box.
Example: Find two factors whose product is 10 and sum is 7.
PRODUCT 10
.
5 2
Factor Factor 7
1. 6 2. 16 3. 12
7 8 7
4. -8 5. -18 6.
1 3
2 2
2 -7
7. 8. 9.
3 1 3 4 3
- - 1 - -
5 2 - 5 8
4 3
Were you able to complete the puzzle correctly? In the next activity you will enhance
your mathematical skills in finding the roots of the quadratic equation.
13
Activity 3: Find My Roots
Direction: Find the roots of the following quadratic equation using any of the method
(Extracting Square Roots, Factoring, Completing the Square, Quadratic
Formula).
1. x2 - 14x - 40 = 0 6. 4x2 + 2x - 12 = 0
2. x2 + 4x - 12 = 0 7. 9x2 + 7x - 4 = 0
3. 4x2 + 17x - 15 = 0 8. 3x2 + 9x - 6 = 0
4. -8x2 - 15x + 2 = 0 9. x2 + 6x - 40 = 0
5. x2 + 14x + 45 = 0 10. x2 + 8x + 15 = 0
Process Questions:
1. How did you find the roots of each quadratic equation? Which method of solving
quadratic equation did you use in finding the roots?
2. Which of the given quadratic equation did you find difficult to solve? Why?
3. Compare your answers with your classmates. Do you have the same answers?
If NOT, explain why?
What’s New
In this next Activity, try to find the roots of the quadratic equation using any method
then evaluate their sum and product and observe its relevance to the coefficients of the
quadratic equation.
3x2 + 3x - 6 = 0
Process Questions:
1. What do you observe about the sum and product of the roots of each
quadratic equation in relation to the values of the coefficients a, b, and c?
2. Can you solve for the quadratic equation given its roots? Explain.
3. How about if the sum and product of the roots are given? Can you determine
the quadratic equation? Justify your answer. Give at least 3 examples.
14
What Is It
A picture has a width that is 4/3 its height. If it has an area of 192 square inches,
what will be the dimension of the picture? What is the perimeter of the picture?
https:/ /www.shutterstock.com/blog/take-pictures-moon
Process Questions:
1. What equation would best describe the area of the picture? Write the equation in
term of the width of the picture.
2. What can you say about the equation formulated in item 1?
3. What are the roots of the equation in number 1? What do the roots represent?
4. What is the perimeter of the picture? How is it related to the sum of the roots of the
equation in number 1?
How did you find the values of the coefficients a, b, and c helpful in finding the sum and
product of roots? Were you able to relate them? For example, you are solving for the
quadratic equation given the sum and product of roots, will you be able to give the
equation? To answer the following activities, you will now read and understand the
importance of the sum and product of roots of the quadratic equations and the examples
presented.
We will now discuss on how the sum and product of roots of the quadratic equation
ax2 + bx + c = 0 can be determined using the coefficients a, b, and c.
We have seen that the b2 – 4ac is the radicand of the quadratic formula, called
the discriminant, can tell us the type of roots of a quadratic equation. The quadratic formula
can also give us information about the relationship between the roots and the coefficient
of the second term and the constant of the equation itself. Consider the following:
15
Given a quadratic equation: ax2 + bx + c = 0. By the quadratic formulas, the two
roots can be represented as
2
-b + √b2 – 4ac -b – √b – 4ac
r1 = and r2 =
2a 2a
2 2
-b + √b – 4ac -b – √b – 4ac
r1 + r2 = +
2a 2a
2 2
-b + √b – 4ac – b – √b – 4ac
=
2a
-2b
=
2a
-b
r1 + r2 =
a
Product of the Roots, r1 • r2:
2 2
-b + √b – 4ac -b – √b – 4ac
r 1 ● r2 = ●
2a 2a
2 2 2
-b + √b – 4ac – b- √b – 4ac − (b – 4ac)
=
4a2
2 2
b – b + 4ac
=
4a2
c
r1 + r2 =
a
The sum of the roots of a quadratic equation is equal to the inverse of the
coefficient of the second term, divided by the leading coefficient.
b
(r1 + r2 ) = -
a
The product of the roots of a quadratic equation is equal to the constant term,
divided by the leading coefficient.
c
r1 ● r 2 =
a
Example 1: Find the sum and product of roots of the quadratic equation x2 - 5x + 6 = 0.
-b -b -(-5)
Sum of the roots = ⟶ = =5
a a 1
16
c c 6
Product of the roots = ⟶ = =6
a a 1
The roots of the equation x2 - 5x + 6 = 0 are 3 and 2 (using factoring or any
method). To check, find the sum and product of these roots.
Let r1 = 3 and r2 = 2
r1 + r2 = 3 + 2 = 5
r1 ● r2 = (3)(2) = 6
Therefore, the sum and product of roots of x2 - 5x + 6 = 0 are 5 and 6,
respectively.
Example 2: Given the values a = 1, b = 4, and c = -21. What is the quadratic equation?
Solve for the sum and product of roots.
-b -4 -(4)
Sum of the roots = ⟶ = = -4
a a 1
c c -21
Product of the roots = ⟶ = = -21
a a 1
15
By inspection, the two numbers that give a sum of -4 and a product of -21 are
-7 and 3.
Let r1 = -7 and r2 = 3
r1 + r2 = -7 + 3 = -4
r1 ● r2 = (-7)(3) = -21
17
What’s More
Direction: Using the values of a, b, and c of each of the following quadratic equation solve
for the sum and product of roots. Check your answer by using the roots of the
quadratic equation. Then answer the question below.
x2 + 3x - 10 = 0
x2 - 4x - 21 = 0
x2 - 6x - 7 = 0
2
-2x - 8x + 10 = 0
6x2 - 7x + 2 = 0
Process Questions:
1. How did you solve for the sum and product of roots?
2. Are the values of a, b, and c helpful in determining the roots of the quadratic
equation? Why? Why Not?
3. What do you think is the importance of knowing the sum and product of roots of
the quadratic equation?
1. Suppose the product of the roots of a quadratic equation is given, do you think you
can determine the equation? Justify your answer.
2. The sum of the roots of the quadratic equation is -5. If one of the roots is 7, how
would you determine the equation? Write the equation.
3. The product of the roots of a quadratic equation is 51. If one of the roots is -17,
what could be the equation?
4. The perimeter of a rectangular bulletin board is 20 ft. If the area of the board is 21
ft2, what its length and width?
18
What I Have Learned
Column A Column B
Process Questions:
1. How did you determine the quadratic equation given its roots?
2. Which roots did you find it difficult to determine the quadratic equation? Why?
3. Compare your answer with your classmate. Did you have the same answer? If
NOT, why? What are the differences in your solutions?
4. Where you able to solve the problem using other methods? Explain then give
examples.
What I Can Do
Directions: You want to frame a collage of pictures with a 9-ft strip of wood. What
dimensions will help you maximize the area? Make a design or sketch plan of
frame. Using the design or sketch plan, formulate problems that involves
nature of roots of quadratic equations and then solve them.
4 3 2 1
The sketch plan is The sketch plan is The sketch plan is The sketch plan is
accurately made, accurately made not accurately made but
presentable, and and appropriate. made but appropriate.
appropriate appropriate.
Quadratic Quadratic Quadratic Quadratic
equations are equations are equations are equations are
accurately accurately accurately accurately
formulated and formulated but not formulated but are formulated but are
solved correctly. all are solved not solved correctly. not solved.
correctly.
19
Summary
This lesson was about the nature of roots of quadratic equations. The lesson supply
you with chances of describing the nature of the roots of quadratic equation without solving
the equation. Thus, providing you with ample time in solving related problems in life. Moreover,
2
you’ve learned that the discriminant (b - 4ac) of quadratic equation can be exhibited in real-
life circumstances. Your discernment of this lesson and other previously learned mathematical
ideas and principles will make easier understanding of the succeeding lessons.
20
Assessment: (Post-Test)
Directions: Find out how much you already know about this module. Choose the
letter of the correct answer.
2. The coefficients of a quadratic equation are all integers. The discriminant is 0. Which
statement best describes its roots?
A. Two irrational roots C. One rational root
B. No Real roots D. Two rational roots
3. How many roots are there if the discriminant of a quadratic equation is greater than
zero?
A. 1 real root C. 3 real roots
B. 2 real roots D. No Solutions
4. Find the value of the discriminant. How will you describe the number and type of roots
for 3x2 - 6x + 2 = 0?
A. Since the discriminant is greater than 0 and is perfect square, the roots are real
and irrational.
B. Since the discriminant is greater than 0 and is not a perfect square, the roots are
real and irrational.
C. Since the discriminant is less than 0, the roots are non-real
D. Since the discriminant is equal to 0, the roots are equal and real.
6. The roots of a quadratic equation are -5 and 3. Which of the following quadratic
equations has these roots?
A. 𝑥 2 − 8𝑥 + 15 = 0 C. 𝑥 2 − 2𝑥 − 15 = 0
B. 𝑥 2 + 8𝑥 + 15 = 0 D. 𝑥 2 + 2𝑥 − 15 = 0
8. What is the nature of the roots of the quadratic equation if the value of its discriminant
is zero?
A. The roots are not real C. The roots are rational and not equal.
B. The roots are irrational and not equal. D. The roots are rational and equal.
10. What are the roots of the quadratic equation 𝑥2− 11𝑥 − 12 = 0?
A. 12 and -1 B. 12 and 1 C. -12 and 1 D. -12 and -1
21
12. The length of a garden is 5m longer than its width and the area is 14m 2. How long is
the garden?
A. 9m B. 7m C. 5m D. 2m
13. What is the sum and product of roots for this equation: −3𝑥 2 − 6𝑥 − 1 = 0 ?
A. Sum of Roots = 2 , Product of Roots = 3
B. Sum of Roots = -2 , Product of Roots = 1/3
C. Sum of Roots = -2 , Product of Roots = 3
D. Sum of Roots = -2 , Product of Roots = -1/3
14. For the equation −3𝑥 2 − 6𝑥 − 5 = 0 , what is the product of the roots?
5 −5 5 3
A. B. C. D.
−3 3 3 5
15. The quadratic equation 2𝑥 2 − 4𝑥 + 𝑑 = 0 has only one root. Use the discriminant to
determine the value of d.
A. -2 B. 2 C. 3 D.4
𝐵. 𝑥 2 + 10𝑥 + 23 = 0 D. 𝑥 2 − 10𝑥 − 23 = 0
19. If p > 0, and x2 - 11x + p = 0 has integer roots, how many integer values can 'p' take?
A. 5 B. 6 C. 10 D. 11
20. The sum of two numbers is 12 and their product is 35. What are the two numbers?
A. 5 and 7 B. -5 and -7 C. -5 and 7 D. 5 and -7
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Key to Answers
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References
Mathematics – Grade 9 Learner’s Material First Edition, 2014, Department of Education
DepEd link: http://www.depednegor.net/uploads/8/3/5/2/8352879/math_9_lm_draft_3.24.2014.pdf
http://www.findglocal.com/PH/Iligan-City/1412523548964696/Ms-Di-Collection
https://www.flickr.com/photos/eromligg77/5256544947/
https://asweknowitlife.wordpress.com/2012/08/12/gaisano-iligan-mall/
https://mymathszone.weebly.com/uploads/5/4/2/1/54214975/lesson_7_discriminant_and_nature_
of_roots_of_quadratic_equations.pdf
https://www.mathwarehouse.com/downloads/sheets/algebra-2/quadratic-equation-
worksheets/sum-and-product-of-roots-worksheet.pdf
https://calcworkshop.com/intro-algebra/real-numbers/
https://cdn.kutasoftware.com/Worksheets/Alg2/The%20Discriminant.pdf
http://www.mathocean.com/2010/03/discriminant.html
https://www.onlinemath4all.com/solving-word-problems-with-nature-of-roots-of-quadratic-
equation.html
https://pixabay.com/vectors/search/arrow/
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1989333
https://math.uiowa.edu/sites/math.uiowa.edu/files/FactoringWorksheet.pdf
http://sites.millersville.edu/bikenaga/basic-algebra/quadratic-word-problems/quadratic-word-
problems.html
https://www.purplemath.com/modules/quadprob2.htm
https://mathbitsnotebook.com/Algebra2/Quadratics/QDSumProduct.html
https://www.onlinemath4all.com/sum-and-product-of-the-roots-of-a-quadratic-equation-
examples.html
https://www.basic-mathematics.com/word-problems-involving-quadratic-equations.html
http://lzinnick.weebly.com/uploads/1/3/4/2/13428779/2015_quad_eq_wks_nature_of_roots.pdf
https://www.mathsisfun.com/algebra/polynomials-sums-products-roots.html
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