9 g

Mathematics
Quarter I - Module 4:
Solving Problems Involving Quadratic Equations
M9AL-Ie-1
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1: Solving Problems Involving Quadratic Equations
First Edition, 2020

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Published by the Department of Education –

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

Development Team of the Module

Author : Christine T. Dantis

Language Reviewer : Grace M. Yumang, PhD
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 4
Solving Problems Involving Quadratic Equations
M9AL-Ie-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 lear

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.
1
 This is a brief drill or review to help you
link the current lesson with the previous
one.
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:

Translate verbal phrases into mathematical expressions

Represent the unknowns in the problem

Solve problems involving quadratic equations and rational algebraic

equations
(M9AL-Ie-

Let us determine how much you already know about the topics. Do not
forget to take note of the items you were not able to answer correctly and try to
find the right answer as you go through this module.

Let’s Begin!

Pre-Assessment

Directions: Answer the following questions below. Write the letter of the correct
answer before each number.

1. Find two consecutive positive numbers whose product is 90.

M. 2 and 45 A. 3 and 30 T. 5 and 18 H. 9 and 10
2. Find two consecutive positive even numbers whose product is 80.
M. 2 and 40 A. 4 and 10 T. 5 and 16 H. 8 and 10
3. Find two consecutive positive odd numbers whose product is 143.
M. 7 and 9 A. 9 and 11 T. 11 and 13 H. 13 and 15
4. The sum of two numbers is 14 and their product is 48; find the numbers.
M. 4 and 10 A. 5 and 9 T. 6 and 8 H. 7 and 7
5. The length of a rectangle is 7 cm longer than its width. Its area is 78
cm2. Find the length and width of the rectangle.
M. 39cm by 2 cm A. 78m by 1cm T. 26cmby 3cm H. 13cm by 6cm
6. The width of a rectangle is 20 cm shorter than its length. Its area is 44
cm2. Find its dimensions.
M. 22cm by 2cm A. 44cm by 1cm T. 11cm by 4cm H. 44cm by 7cm

3
 7. The length of a rectangle is five times its width. Its area is 180
cm2. Find its dimensions.
M. 8cm by 40cm A. 7cm by 35cm T. 6cm by 30cm H. 5cm by 25cm
8. The perimeter of a rectangular lot is 44m and its area is 112 m 2. Find the
length and the width of the lot?
M. 5cm and 17cm A. 6cm and 16cm T. 7cm and 15cm H. 8cm and 14cm

9. There are three consecutive odd numbers such that the square of the
first is 9 more than three times the sum of the second and the third.
What is the smallest number?
M. 9 A. 11 T. 13 H. 15
For numbers 10 – 15, refer on the problem given below.

Pollin takes 10 days more to do a certain job than Yhunille. Together, they can do it in 12 days.

10. If Yhunille can do the job in d hours, how long will it take Pollin to do the job?
10
𝑑
M. d + 10 A. d – 10 T. 10d H.

11. How would you represent the amount of work that Yhunille can finish in 1 hour?
1
𝑑
M.
𝑑 𝑑 1
𝑚 1 𝑑+1
A. T. H.
0 0

12. How would you represent the amount of work that Pollin can finish in 1 hour?
1
𝑑
M.
𝑑 𝑑 1
𝑚 1 𝑑+1
A. T. H.
0 0

13. If they worked together, what equation would represent the amount
of work they can finish in one hour?
1
1
+ = 1
1 1
− =
M.
1
A. d + d + 12 = 10 T. H. d + d + 10 = 12
𝑑 𝑑+10 12 𝑑 𝑑+10 12

14. What is the LCD of the equation in number 13?

M. 12 A. 12d T. 12(d + 10) H. 12d(d + 10)
15. How long would it take Yhunille to do the job alone?
M. 10 days A. 20 days T. 30 days H. 40 days

4
For you to understand thoroughly the topics in this module, you will need the
concept
of translating English phrases into mathematical expressions that will help you solve
real-life problems later on.
 Can you still recall how to translate verbal phrases into mathematical
expressions? Let us have a little flashback. Check how it is done and how does
this help you in our topics. Are you ready?

Find my Pair!

This activity will enable you to recall translations of verbal phrases to

mathematical expressions.

Directions: Match the verbal phrases in Column A with the mathematical

expressions in Column B. Write only the letter that corresponds to your answer.

Column A Column B
1. The sum of the numbers x and y A. 7xy

2. The square of the sum of x and y B. x + y

3. The sum of the squares of x and y C. 2(x + y)

4. Nine less than the sum of x and y D. 9 – x + y

5. Nine less the sum of x and y E. 9 – (x + y)

6. Twice the sum of x and y F. (x + y) – 9

7. Thrice the product of x and y G. x2 + y2

8. Thrice the quotient of x and y H. (x + y)2

9. The difference between x and y divided by four I. 4x3 + y3

10. Eight more than the product of x and y J. 4(x3 + y3)

11. The product of 7, x and y K. 4(x + y)

12. The product of four and the sum of x and y L. x + y2 - 10

13. The sum of x and the square of y diminished by ten M. 8 + xy

14. Four times the sum of the cubes of x and y N. 2│x – y│

𝑥−𝑦
4
15. Two multiplied by the absolute value of the difference of O.
x and y
P. 3xy

Q. 3 (𝑥
)
𝑦
Let us also recall how to solve quadratic eq5uations using the different methods such
as extracting square roots, factoring, completing the square and by using the quadratic
formula
by doing the next activity.
 Connect Me!

Connect the boat to its correct sail by solving each quadratic equation. Show
your complete solutions.

𝟑
𝟐
4 9
−𝟏
3 –1
𝟓
−
–4 –3 –5
𝟐
𝟐

x2 – 9 = 0 2m2 – 5 = 27 k2 – 4k – 45 = 0 4u2 + 4u = 15 2x2 + 3x + 1 = 0

Now that you have recalled the concept of translating verbal phrases into
mathematical expressions and solving quadratic equations by different methods,
you are already a step ahead towards the main topic.

Think of this: Pairs of Sum of the Product of

numbers numbers the
numbers
The sum of two numbers is 20 and their product
1&is 19
64, what are the numbers?

2 & 18

3 & 17

4 & 16

5 & 15
What are those numbers with a sum of 20?
How about two numbers whose product is 64? 6 & 14
You may find the answer by completing the table at the right.
7 & 13

8 & 12

9 & 11

10 & 10

Based on the result, what are the numbers that have a sum of 20 a
product of 64? The numbers are 4 and 16.
6
 Solving Problems Involving Quadratic Equations
and Rational Algebraic Equations

From the previous activity, you were able to encounter a word problem
called Number Sense problem. Word problems (also called applications or applied
problems) are usually not students’ favorite math topic but working with applied
problems helps you to develop strategies for using mathematics to solve real
problems. We can apply quadratic equations in solving applied problems such as
number sense, work, geometry, revenue, distance and many more.
What are the steps to follow in solving word problems? “How are quadratic
equations used in solving real-life problems and in decision making?” Let us find
out more from the details below.
To solve word problems, follow these simple steps:

A ~ read and Analyze the problem

R ~ Represent the unknown in the problem
F ~ Formulate the equation based on the
problem S ~ Solve the resulting equation
C ~ Check the solution obtained in the equation

Number Sense Problems

Many problems require us to use “common sense” to sove them – that is , basic
mathematical reasoning. For instance, when a problem refers to consecutive
integers, we are expected to realized that any two consecutive integers differ by
1. Since most quadratic equations have two solutions, some of the applied
problems also have two solutions, too. Many, though, have one solution, and we
have to decide which one of them is the correct solution.

Examples:
1. The square of a positive number decreased by four times the same number gives
12. Find the number.
Solution:
Representation: x2 – 4x = 12 x2 – 4x – 12 = 0 (x – 6)(x + 2) = 0
x = number x–6=0; x+2=0 [general form] [by factoring]
[equate each factor to zero

x = 6or x = – 2
The equation has two solutions: x = 6 or x = – 2
Equation:
x2 – 4x = 12

Final Answer:
However, we only consider the positive value of x. Therefore, the

2. The product of two consecutive positive numbers is 42. Find the two numbers.
7

Solution:
x(x + 1) = 42
x2 + x = 42 [distributive property]
2
x + x – 42 = 0 [general form]
 (x – 6)(x + 7) = 0 [by factoring]
x–6=0 ; x+7=0 [equate each factor to zero]
x= 6 ; x=–7
 Representatio
n: x = first
number
x+1 = second number

Equation: x(x + 1) = 42

Final Answer:
However, we only consider the positive value of x. Therefore, th

3. The sum of two numbers is 14 and their product is 40. What are the numbers?

Solution:
x2 – (14)x + (40) = 0
Since the given x2 – 14x + 40 = 0[general form]
are the sum which is 14 and the product which
(x – is 40 – 4) = 0[by factoring]
10)(x
x – 10 = 0 ; x + 4 = 0[equate each factor to zero]
x = 10 ;x = 4
The equation has two solutions: x = 10 or x = 4

Equation:
Final
Substitute the sum (14) and product Answer:
(40) in
x2 – (sum)x + (product) = 0 x2 – (14)x + (40) = 0
Therefore, the numbers are 4 and 10.

You Complete Me! 8

Find the pieces that will complete the puzzle by solving each number sense
problem. Show your complete solutions.
 The product of two consecutive even positive numbers is 288. What are
the numbers?

14
18
The sum of two numbers is 17 and their product is 42. Find the two
numbers.

16 3

Geometric Problems

Another type of word problems where you can apply the concept of quadratic
equation is the geometric problems. It involves the area of the rectangle. To find
its area, simply multiply the length and the width.

Examples:

1. The length of a rectangle is twice its width. Its area is 32cm2. Find its dimensions.
Solution:
x(2x ) = 32 2x2 = 32

ξ𝑥2 = ξ16
Representation: x2 = 16
[distributive property] ]
x = width 2x = length [divide both sides of the equation by 2
x = ±4
[by extracting square root]

x = 4 or x = – 4

The equation has two solutions: x = 4 or x = – 4

Equation:
x(2x ) = 32

Final Answer:
However, we only consider the positive value
of x since the situation involves measure of
 length.
Therefore, the width of the rectangle is 4 cm and
its length is 8cm.
2. The length of a rectangle is 2cm longer than its width. Its area is 35cm2. Find the length and
width of the rectangle. 9
Solution:

x(x + 2) = 35
Representation: x2 + 2x = 35 [distributive property]
2
x = width x + 2 = length x + 2x – 35 = 0 [general form]
(x – 5)(x + 7) = 0 [by factoring]
x–5=0; x+7=0 [equate each factor to
zero
x=5 ; x=–7
The equation has two solutions: x = 5 or x = – 7
 3. A rectangular table has an area of 27 ft2 and a perimeter of 24 ft. What are the
dimensions of the table?

Solution:

The given are the

ch is the product of the length and the width)x2 – (12)x
and HALF+THE(27) = 0
x2 –
METER (which is the sum of the length and the width)12x + 27 = 0[general form]
(x – 9)(x – 3) = 0[by factoring]
x – 9 = 0 ; x + 3 = 0[equate each factor to zero]
x = 9 ;x = 3
The equation has two solutions: x = 9 or x = 3

Equation: Substitute the sum Final Answer:

½ (perimeter) = ½ (24) = 12
and product (27) in Therefore, the dimensions of the table
x2 – (sum)x + (product) = 0 x2 – (12)xare
+ (27)
3 ft.=
by0 9 ft.

Activity # 4 Art Attack!!!

10

Directions: The following problems below correspond to a jigsaw puzzle piece.

Answer the problems and find the puzzle piece. Write the letter of your answer
on the space provided.
The width of a rectangle The length of a rectangle The perimeter of a
is is thrice its width. Its area rectangle is 42cm and
3cm shorter than its is 75cm2. Find its its area is 80cm2. Find
length. dimensions. its dimensions.
Its area is 40cm2. Find
the
length and width of Answer:
the Answer:
rectangle.
Answer:
The perimeter of a The width of a rectangle is The length of a
rectangle is 34mm and 10cm shorter than its rectangle is 9cm longer
its area is 70mm2. Find length. Its area is 96 cm2. than its width. Its area
its dimensions. Find the length and width is 112cm2. Find the
of the rectangle. length and width of the
rectangle.

Answer: Answer: Answer:

The length of a The length of a rectangle The perimeter of a
rectangle is 8 cm is six its width. Its area is rectangle is 22 cm and
longer than its width. 216cm2. Find the length its area is 30 cm2. Find
Its area is 105cm2. Find and width of the rectangle. its dimensions.
the length and width of
the rectangle.

Answer: Answer: Answer:

A B C D

7 cm 7 cm
7 cm 6 cm
10 cm 16 cm
15 cm 36 cm

E F G H I
5 cm 6 cm
16 cm 16 cm 5 cm
5 cm cm
15 cm cm 8 cm

11
Revenue Problems
 A common business application of quadratic equations occurs when raising a
price results in lower sales or lowering a price results in higher sales. The
obvious question is what price brings in the most revenue. The problem
addressed here is finding a price that would bring some specific revenue.
For the following problems, we use the revenue formula, R = PQ where R
represents the revenue, P represents the price, Q represents the number sold
and x represents the number of incremental increase or decrease in the price.

Let’s start with representing the revenue formula in terms of x, the number of
incremental changes in the price

A department store sells 20 music players per week at PhP80 each. The manager believes tha

Let x represent the number of PhP5 decrease in the price. Then the price will
decrease by 5x P = 80 – 5x
The sales level will increase by 6 for each PhP5 decrease in the price – the
sales level will increase by 6x Q = 20 + 6x
Thus, R = PQ becomes R = (80 – 5x)(20 + 6x)

A rental company manages an office complex with 16 offices. Each office can be rented if the

Let x represent the number of PhP200 increase in the rent. Then the price will
increase by 200x P =1000 + 200x
The income level will decrease by 1 for each PhP200 increase in the rent – the
income level will decrease by 1xQ = 16 – 1x
Thus, R = PQ becomes R = (1000 +200x)(16 – x)

Activity # 5 What Am I? 12

Directions: Read and analyze each situation in the square below. Let x represent
the number of increase or decrease in the price. On the space provided, write R
if the balloon represents
revenue, P on the balloon that represents price and Q on the balloon that
represents the quantity sold.

(40 – 5x)(500 + 20x)

500 + 20x
40 – 5x

A movie theatre’s concession stands sells an average of 500 buckets of popcorn each weekend

More examples:
13

A department store sells 20 music players per week at PhP80 each. The manager believes

Solution:
More examples: 14

A rental company manages an office complex with 16 offices. Each office can be rented
if the monthly rent is PhP1000. For each PhP200 increase in the rent, one tenant will be lo
 Solution:

Representation: 20800 = (1000 + 200x)( 16 – 1x)

x = number of PhP200 increase
20800 in=the price+ 2200x – 200x2[FOIL method]
16000
200x2 – 2200x +4800 = 0[general form]
x2 – 11x + 24 = 0[divide both sides by 200]
(x – 3)(x – 8) = 0[by factoring]
x – 3 = 0 x – 8= 0[equate each factor to zero]

The equation has two solutions: x = 𝟑 or x = 8

x = 3 or x = 8

Equation:

P = 1000 + 200x Q = 16 – 1x Final Answer:

R = (1000 + 200x) ( 16 – 1x
Substitute the value of x = 3 in

R = {1000 + 200(3)}{16 − 1(3)}

) R = (1000 + 200x) (16 – 1x)

R = (1000 + 600) (16 – 3)

R = (1600) (13)
R = 20,800

Substitute the value of x = 8 in

R = {1000 + 200(8)}{16 − 1(8)}

R = (1000 + 200x) (16 – 1x)

R = (1000 + 1600) (16 – 8)

R = (2600) (8)
R = 20,800

Therefore, the monthly rent can be PhP1, 600 or PhP2, 600.

Activity # 6 Perfect Match! 15

Find the perfect match for each candy by answering the problem below. Show
your complete solution. (Let x represent the number of increase or decrease in
the price)
 A candy station sells 40
packs per day when the
price is
PhP30. Industry research
indicates that the candy station
will lose 5 customers for each
PhP2 increase in the price. What
would the station have to charge
for the daily revenue from
candies to be PhP 1120?
How many packs will the station
sell each day?

What is the
equation for P? 40 – 5x

What is the
equation for Q? 35

What is the
equation for R? 30 + 2x

What is the
value of x? 32

What would the candy

station have to charge 1
for each pack?

How many packs will

the station sell each
day?
(30 + 2x)(40 – 5x)

Work Problems 16
A work problem is normally stated as two workers (to people, machines, hoses,
drains, etc.) working together and working separately to complete a task. Usually
one worker performs faster than the other. Sometimes the problem states how
fast each can complete the task alone and we are to find how long it takes for
them to complete the task together. At other times, we are told how long one
worker takes to complete the task alone and how long it takes for both working
together to complete it; we are asked how long the second worker would take to
complete the task alone. The formula is quantity (work done – usually 1) = rate
times time:
𝑄 = 𝑟𝑡. The information given in the problem is usually the time one or both
workers need to complete the job. We want the rates not the times. We can
solve for r in Q = rt to get the rates.

𝑄
Q = rt

=𝑟
𝑡
1
=
𝑟
Because Q is usually 1,
𝑡

1 1
The equation to solve is

1
usually:

+
𝑤𝑜𝑟𝑘𝑒𝑟 1′𝑠 𝑡𝑖𝑚𝑒 𝑤𝑜𝑟𝑘𝑒𝑟 2′𝑠 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟 𝑡𝑖𝑚𝑒
=
𝑡𝑖𝑚𝑒

The method outlined below will help you solve most, if not all, work problems.
The chart shown is useful in solving these problems. We then solve the equation:
Worker 1’s rate + Worker 2’s rate = together rate.

Worker Quantity rate time

1
𝑤𝑜𝑟𝑘𝑒𝑟 1′𝑠
Worker 1 1 Worker 1’s

𝑡𝑖𝑚𝑒
time

1
𝑤𝑜𝑟𝑘𝑒𝑟 2′𝑠
Worker 2 1 Worker 2’s

𝑡𝑖𝑚𝑒
time

1
𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
together 1 Together time
𝑡𝑖𝑚𝑒

Examples:
17
 Let t represents the number of hours Ashley needs to clean the
house Then t + 5 represents the number of hours Jim needs to
clean the house

Worker Quantity rate time

1
𝑡
Ashley 1 t

1
𝑡+5
Jim 1 t+5

1
6
togeth 1 6
er

1 1
The equation to solve is 1
+ = . The LCD is 6t(t + 5)
𝑡 𝑡+5 6

1 1
+1
= [multiply both sides of the equation by the LCD 6t(t + 5)]
𝑡 𝑡+5 6

6(t + 5) + 6t = t(t + 5)
6t + 30 + 6t = t2 + 5t [distributive
property] t2 – 7t – 30 = 0[standard
form]
(t – 10)(t + 3) = 0 [by factoring]
t – 10 = 0 ; t + 3 = 0 [equate each factor to zero]
t = 10 or t=–3

The equation has two solutions: t = 10 or t = –3

However, we only consider the positive value of t since the situation involves
time therefore Ashley needs 10 hours to clean the house while Jim needs 10 +
5 = 15 hours to clean the house.

18
Grace and Chiz work in tandem and finish the job in four days. It would take Chiz six
days more than Grace to do the job alone. How long would each need to do the job working alone?
 Let t represents the number of days Grace needs to clean the
house Then t + 6 represents the number of days Chiz needs to
clean the house

Worker Quantity rate time

1
𝑡
Grace 1 t

1
𝑡+6
Chiz 1 t+6

1
4
togeth 1 4
er

1 1
The equation to solve is 1
+ = . The LCD is 4t(t + 6)
𝑡 𝑡+6 4

1 1
+1
=
[multiply both sides of the equation by the LCD 6t(t + 5)]
𝑡 𝑡+6 4

4(t + 6) + 4t = t(t + 6)
4t + 24 + 4t = t2 + 6t [distributive
property] t2 – 2t – 24 = 0[standard
form]
(t – 6)(t + 4) = 0 [by factoring]
t–6=0 ; t+4=0 [equate each factor to zero]
t = 6 or t=–4

The equation has two solutions: t = 6 or t = –4

However, we only consider the positive value of t since the situation involves
time therefore Grace needs 6 days to finish the job while Chiz needs 6 + 6 = 12
days to finish the job.

19
Activity # 7 It’s Your Turn
 Solve the following problems. Show your complete solutions. Write your
answer in a separate sheet of paper.
 1) Kennedy can paint a house in 12 days more than Kieffer. Working
together, they can finish the same job in 8 days? How long would it take
Kieffer to finish the work alone? How about Kennedy?

2) Together Jun and John can wash a car in 16 minutes. Working alone, Jun
needs 24 minutes longer than John does to wash the car. How long would
it take for each Jun and John to wash the car?

You did an amazing job in the previous activities. You are now ready to take the
next challenge.

Independent Activity 1:

Encircle the words related to the topic then rewrite your answer on the
blank provided below.

A A N A L Y Z E A P S A S Y D V P B B A
S R R T H G B N B B N O I T A U Q E F P
F E U N E V E R L C O B N I G A G I G P
G H G G H J K E C P I P N T P S H O B L
Y J V A B C D P D D T K H N H D L Y C I
H K B F G H I R L F U J U A J F C U S E
N U F Q W E R E E G L B G U P G F N D D
M O C Y H B G S F P O G P Q K H D H F P
V G D N M K O E L H S H R F I Y L R R R
N M X A E I O N G J S B G H H M G T W O
U N Q B V C X T H P D V P L H J H G S B
M B W G W D A A I K F N G A G O L F A L
B T E H R O S L J M G B H E L U Y E D E
E F R B T G R E K P H P T B F I U D Q M
R R T N Y F D K M N N G Y C D A B C R S
S E Y M U V F I N Q K H N T I M E S G S
E W H J I H G L O R U L V D F L U O L D
N A J N K X B O Q S Y I D H G J F S H F
S S Y K J D G E O M E T R I C F R T J G
E Q G L N P C U R T TT P V B G H R A T E

1) 6)20
2) 7)

3) 8)
 4) 9)

5) 10)

Independent Assessment 1:

Solve the following problems. Show your complete solutions.

1) The product of two consecutive positive numbers is 56. Find the two numbers.

2) The product of two consecutive even positive numbers is 48. Find the two
numbers.

3) The product of two consecutive odd positive numbers is 63. Find the two
numbers.

Independent Activity 2:

Solve the following problems. Show your complete solutions.

1) The length of a rectangle is twice its width. Its area is 72 cm 2. Find the
length and width of the rectangle.

2) The perimeter of a rectangle is 34mm and its area is 72mm2. Find its dimensions.

3) The width of a rectangle is 6cm shorter than its length. Its area is
40cm2. Find the length and width of the rectangle.

Independent Assessment 2:

Solve the following problems. Show your complete solutions.

1) Two pipes when connected to the same tank can fill the tank in two hours.
The larger pipe, working alone, can fill the tank in three hours less than
the smaller one. How long will it take the smaller pipe to fill the tank
alone?
2) A department store sells a certain handkerchief for PhP40 per piece. The
store averages sales of 80 pieces each week. The store manager’s past
experience leads him to believe that for each PhP2 increase in the rice of
the handkerchief, one less piece would be sold each week. What price
would result in PhP3, 648 weekly sales?

………………………………. 21

After having gone different activities about solving word problems using
quadratic equations, 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

Two printing presses working together can print a magazine order in 6

hours.
Printing Press 1 can complete the job alone in 5 fewer hours than Printing Press 2.

How long would each press need to run the run by itself?

What are the steps you have done to arrive at the final answer?

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Directions: Answer the following questions below. Write the letter of the
correct answer before each number.
 1. Find two consecutive positive numbers whose product is 240.
M. 24 and 10 A. 8 and 30 T. 3 and 80 H. 15 and 16
2. Find two consecutive positive even numbers whose product is 288.
M.1 2 and 14 A. 14 and 16 T. 16 and 18 H. 18 and 20
3. Find two consecutive positive odd numbers whose product is 399.
M. 21 and 23 A. 19 and 21 T. 17 and 19 H. 15 and 17
4. The sum of two numbers is 14 and their product is 45. Find the numbers
M. 4 and 10 A. 5 and 9 T. 6 and 8 H. 7 and 7
5. The length of a rectangle is 7 cm longer than its width. Its area is 78
cm2. Find the length and width of the rectangle.
M. 39cm by 2 cm A. 78m by 1cm T. 26cmby 3cm H. 13cm by 6cm
6. The width of a rectangle is 20 cm shorter than its length. Its area is 44
cm2. Find its dimensions.
M. 22cm by 2cm A. 44cm by 1cm T. 11cm by 4cm H. 44cm by 7cm
7. The length of a rectangle is five times its width. Its area is 180
2
cm . Find its dimensions.
M. 8cm by 40cm A. 7cm by 35cm T. 6cm by 30cm H. 5cm by 25cm
8. The perimeter of a rectangular lot is 44m and its area is 105 m 2. Find the
length and the width of the lot?
M. 5cm and 17cm A. 6cm and 16cm T. 7cm and 15cm H. 8cm and 14cm

For numbers 9 – 15, refer on the problem given below.

Aiyhen can do a certain work 12 hours more than Aubrey. If they will work, they can finish the sa

9. If Aubrey can do the work in y hours, how long would it take Aiyhen to do the
job?

12
A. 12y T. y + 12 H. y – 12
𝑦
M.

10. How would you represent the amount of work that Aubrey can finish in 1 hour?
1
𝑦 𝑦 1
𝑦
M.
1 1 𝑦+12
A. T. H.
2 0
11. How would you represent the amount of work that Aiyhen can finish in 1 hour?
1
𝑦 𝑦 1
𝑦
M.
1 1 𝑦+12
A. T. H.
2 0
12. If they worked together, what equation would represent the amount of work
they
23
1
M. 1 + =
can finish in one hour?
1
1 1 1 1 1
1 +
1 = 8 + 𝑦+12= 𝑦 + 𝑦+12= 12
A. T. H.
1 1
𝑦 𝑦+12 𝑦
12 8 𝑦
8
13. What is the LCD of the equation presented?
M. 8y(y+12) A.12y(y+8) T. y(y+12) H.y(y+8)
14. How long would it take Aubrey to do the work alone?
M. 6 hours A. 12 hours T. 18 hours H. 24 hours
15. How long would it take Aiyhen to do the work alone?
M. 6 hours A. 12 hours T. 18 hours H. 24 hours

The owner of an apartment complex knows that he can rent all 50

apartments when the monthly rent is Php4000. He thinks that for each Php 250
increase in the rent, he will lose two tenants. What should the rent be for the
revenue of be PhP204, 000?

What is your insight about this? Continue the phrases below by adding
substantial points to justify your answer.

If you are the owner of the apartment complex, will you increase the rent to
have more revenue?
_

I think I can encounter difficulty in increasing the rent because

The most challenging part in gaining higher revenue is

I will spend the money I saved

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Refe2r7ences
Jose – Dilao Soledad, Orines Fernando, Madali Susana, Bernabe Julieta, Algebra II
Functional Approach, Vibal Publishing House, Inc 2002

Heuttenmueller, Rhonda, Algebra demystified/Rhonda huettenmueller – 2nd edition

McGraw
– Hill Companies, Inc

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