9


    
   
    
 
 9
Mathematics
Quarter 1 – Module 6:
Solving Problems Involving
Quadratic Equations And
Rational Algebraic Equations

ii
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 6: Solving Problems Involving Quadratic Equations and Rational
Algebraic Equations
First Edition, 2020

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Published by the Department of Education, Division of Palawan

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Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
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Development Team of the Module

Writers: Alona Partulan Susing
Editors: Roy Bacomo/Warlyn P. Rodriguez/Alfredo Labor
Reviewers: Astrid N. Agbanlog
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iii
Introductory Message
For the facilitator:
Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module 6 on Solving
Problems Involving Quadratic Equations And Rational Algebraic 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 assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module 6 on Solving

Problems Involving Quadratic Equations and Rational Algebraic 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.

iv
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know
competencies you are expected to learn in
the module.

This part includes an activity that aims to

What I Know
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.

This section provides a brief discussion of

What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More 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

What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.

This is a task which aims to evaluate your

Assessment level of mastery in achieving the learning
competency.

v
 In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned.

This contains answers to all activities in the

Answer Key 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!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the procedures in solving real-life problems involving quadratic equations and rational
algebraic equations. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.

After going through this module, you are expected to:

1. Read, analyze and take note all the important parts of the solution of the
problem;

2. Follow the step-by-step procedures in solving real-life problems involving

quadratic equations and rational algebraic equations; and

3. Show the solutions to the problems accurately.

vii
 What I Know

Multiple Choices. Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
For numbers 1 to 5, please refer to the given below.
Given: A rectangular garden has an area of 117 m2 and a perimeter of 44 m.

1) Which of the following is the possible representation of the perimeter of the

rectangular garden?
a.) 2𝑙 + 2𝑤 = 117 c.) 𝑙𝑤 = 117
b.) 2𝑙 + 2𝑤 = 44 d.) 𝑙𝑤 = 44

2) Which of the following is the possible representation of the area of the

rectangular garden?
a.) 2𝑙 + 2𝑤 = 117 c.) 𝑙𝑤 = 117
b.) 2𝑙 + 2𝑤 = 44 d.) 𝑙𝑤 = 44

3) Using the area and the perimeter of the rectangular garden given in the
problem, which of the following quadratic equations is the correct
representation?
a.) 𝑥 2 + 22𝑥 + 117 = 0 c.) 𝑥 2 − 22𝑥 + 117 = 0
b.) 𝑥 2 − 22𝑥 − 117 = 0 d.) 𝑥 2 + 22𝑥 − 117 = 0

4) What is the width of the rectangular garden?

a.) 9 m b.) 10 m c.) 11 m d.) 12 m

5) What is the length of the rectangular garden?

a.) 10 m b.) 11 m c.) 12 m d.) 13 m

For numbers 6 to 10, please refer to the given below.

Given: Jose and Carl can clean the house in 6 hours if they work together. The time
that Jose takes in cleaning the house alone is 5 hours more than the time Carl takes
in cleaning the same house.

6) 1
If Carl has part in cleaning the house in 1 hour, which of the following must
𝑥
be the part of Jose if he also clean the house for 1 hour?
1 1 1 1
a.) b.) c.) d.)
𝑥+5 𝑥+6 𝑥−5 𝑥−6
7) Which of the following rational algebraic equations can be used in finding the
actual time used by Jose and Carl in cleaning the same house?
1 1 1 1 1 1
a.) 𝑥+6 − 𝑥 = 5 c.) −𝑥 =6
𝑥+5
1 1 1 1 1 1
b.) 𝑥+6 + 𝑥 = 5 d.) 𝑥+5 + 𝑥 = 6

8) What is the standard form of the rational algebraic equation from item 7?
a.) 𝑥 2 − 7𝑥 + 30 = 0 c.) 𝑥 2 + 7𝑥 − 30 = 0
b.) 𝑥 2 − 7𝑥 − 30 = 0 d.) 𝑥 2 + 7𝑥 + 30 = 0

9) How long does it take Carl to clean the house alone?

a.) 5 hours b.) 10 hours c.) 15 hours d.) 20 hours

10) How long does it take Jane to clean the house alone?
a.) 5 hours b.) 10 hours c.) 15 hours d.) 20 hours

For numbers 11 to 15, please refer to the given below.

Given: The length of the tarpaulin is 5 ft. more than twice its width and its area is 18
ft2.

11) If 𝑥 is the width, what is the mathematical expression for the length of the
tarpaulin?
a.) 5𝑥 + 2 c.) 2𝑥 + 5
b.) 5𝑥 − 2 d.) 5 + 2𝑥

12) What quadratic equation will be used to find the actual length and width of the
tarpaulin?
a.) 2𝑥 2 + 5𝑥 − 18 = 0 c.) 2𝑥 2 + 5𝑥 + 18 = 0
b.) 2𝑥 2 − 5𝑥 − 18 = 0 d.) 2𝑥 2 − 5𝑥 + 18 = 0

13) What is the width of the tarpaulin?

a.) 2 ft. b.) 4 ft. c.) 6 ft. d.) 9 ft.

14) How long is the tarpaulin?

a.) 2 ft. b.) 4 ft. c.) 6 ft. d.) 9 ft.

15) What is the perimeter of the tarpaulin?

a.) 11 ft. b.) 18 ft. c.) 22 ft. d.) 36 ft.
 Lesson SOLVING PROBLEMS INVOLVING

6 QUADRATIC EQUATIONS AND

RATIONAL ALGEBRAIC EQUATIONS

Do you find it difficult solving worded problems? If yes, well that’s good. If not, this
module might be useful and helpful to you to develop your skills in solving problems
involving quadratic equations and rational algebraic equations.

What’s In

Before going over the activities and examples of this module, here are some terms or
key words that you must review and remember.
Terms & Definitions:
❖ Quadratic Equations in One Variable
These are mathematical sentences of degree 2 that can be written in the
form 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎.

❖ Rational Algebraic Equations

These are mathematical sentences that contain rational algebraic
expressions.

❖ Solutions or Roots of Quadratic Equations/Rational Algebraic Equations

These are the values of the variable/s that make quadratic equations true.

What’s New

Activity 1: Translate into…

Translate the following verbal phrases or sentences into mathematical expressions or

equations. Choose the letter of the correct answer.
1.) If the square of the number is added to 3 times the number, the sum is 108.
a. 𝑥 2 + 3𝑥 = 108 b. 3𝑥 = 𝑥 2 + 108 c. 𝑥 2 = 3𝑥 + 108 d. 𝑥 2 = 108 + 3𝑥
 2.) A rectangular table has an area of 27 ft2 and a perimeter of 24 ft.
a. 𝑙𝑤 = 27 b. 𝑙𝑤 = 27 c. 𝑙𝑤 = 24 d. 𝑙𝑤 = 24
2𝑙 + 2𝑤 = 24 𝑙 + 𝑤 = 24 2𝑙 + 2𝑤 = 27 𝑙 + 𝑤 = 27

3.) The length of the rectangular floor is 5 m longer than its width. The area of the floor
is 84 m2.
a. 𝑥 + (𝑥 + 5) = 84 b. 𝑥(5 + 𝑥 ) = 84 c. 𝑥 (𝑥 + 5) = 84 d. 𝑥(𝑥 − 5) = 84

8
4.) A number less its reciprocal is 3.
1 8 1 8 1 8 1 8
a. 𝑥(𝑥) = 3 b. 𝑥 + 𝑥 = 3 c. 𝑥 = 𝑥 + 3 d. 𝑥 − 𝑥 = 3

5.) Two pipes are used to fill a water tank. The first pipe can fill the tank in 4 hours
alone. The two pipes can fill the tank in two hours less time than the second pipe
alone.
1 1 1 1 1 1 1 1 1 1 1 1
a. + = b. + = c. + = d. + =
𝑥 4 𝑥−2 4 𝑥 𝑥−2 𝑥−2 𝑥 4 4 𝑥−2 𝑥

6.) Mark can mow a lawn in 20 minutes less than his sister Marie. Together they can
mow the lawn in 24 minutes.
1 1 1 1 1 1 1 1 1 1 1 1
a. 𝑥−20 + 𝑥 = 24 b. 𝑥+20 + 𝑥 = 24 c. 𝑥−20 − 𝑥 = 24 d. 𝑥 + 24 = 𝑥−20

What is It

The previous activity might give you a short recap about on how to translate verbal
phrases or sentences into mathematical expressions or equations which is one of the
important procedures in solving problems. The answers of the said activity will be
discussed later as we go along with the different cases of solving problems involving
quadratic equations and rational algebraic equations below.

EXAMPLE 1-3: SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS

The concept of quadratic equations is illustrated in many real-life situations. Problems

that arise from these situations, such as those involving area, work, profits and many
others, can be solved by applying the different mathematics concepts and principles
previously studied including quadratic equations and the different ways of solving
them.
Example 1: If the square of the number is added to 3 times the number, the sum is
108. Find the numbers.
 Solution

Defining the variable: Let 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟.

𝑠𝑞𝑢𝑎𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 3 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑒

Thought Process: ( )+( ) = 108
𝑛𝑢𝑚𝑏𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟

Equation: 𝑥 2 + 3𝑥 = 108

Solving the equation:

𝑥 2 + 3𝑥 = 108 Given.
𝑥 2 + 3𝑥 − 108 = 0 Rewrite into standard form.
(𝑥 + 12)(𝑥 − 9) = 0 Factor the trinomial.

Solve the linear factors.

𝑥 + 12 = 0 or 𝑥−9=0
𝒙 = −𝟏𝟐 𝒙=𝟗

Answer: The numbers are -12 and 9.

Check:
If 𝒙 = −𝟏𝟐, If 𝒙 = 𝟗,
(−12)2 + 3(−12) = 108 (9)2 + 3(9) = 108
144 − 36 = 108 81 + 27 = 108
108 = 108 108 = 108

Example 2: A rectangular table has an area of 27 ft2 and a perimeter of 24 ft. What
are the dimensions of the table?
Solution

Defining the variables:

Let 𝑙 𝑏𝑒 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 𝑡𝑎𝑏𝑙𝑒
𝑤 𝑏𝑒 𝑡ℎ𝑒 𝑤𝑖𝑑𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 𝑡𝑎𝑏𝑙𝑒

Thought Process:
*The product of the length and width of the rectangular table represents its
area.
**Also, twice the sum of the length and the width of the table give the
perimeter.

Equations: AREA
*𝐴 = 𝑙𝑒𝑛𝑔𝑡ℎ (𝑙 ) 𝑡𝑖𝑚𝑒𝑠 𝑤𝑖𝑑𝑡ℎ (𝑤) = 27 or 𝑨 = 𝒍𝒘 = 𝟐𝟕

PERIMETER
2𝑙 2𝑤 24
*𝑃 = 2𝑙 + 2𝑤 = 24 or 2 + 2 = 2 or 𝒍 + 𝒘 = 𝟏𝟐
Solving the equation:
 One of the methods in finding the roots or solutions of the quadratic
𝑏 𝑐
equations is to use 𝑥 2 + 𝑎 𝑥 + 𝑎 = 0 where
𝒃 𝒄
− 𝒂 𝑖𝑠 𝑡ℎ𝑒 𝒔𝒖𝒎 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔 𝑎𝑛𝑑 𝑖𝑠 𝑡ℎ𝑒 𝒑𝒓𝒐𝒅𝒖𝒄𝒕 𝒐𝒇 𝒕𝒉𝒆 𝒓𝒐𝒐𝒕𝒔.
𝒂

Note:
✓ The area of the rectangular table is also the product of the roots.
𝒄
= 𝟐𝟕
𝒂
✓ The perimeter of the rectangular table is also the sum of the roots.
𝑏
− 𝑎 = 12
𝑏
−1 (− ) = −1(12)
𝑎
𝒃
= −𝟏𝟐
𝒂

𝑏 𝑐 → 𝑥 2 + (−12)𝑥 + 27 = 0 𝑏 𝑐
Substitution of 𝑎 and 𝑎.
𝑥2 + 𝑥 +
𝑎 𝑎 Rewrite into standard form.
=0 𝑥 2 − 12𝑥 + 27 = 0 Factor the trinomial.
(𝑥 − 9)(𝑥 − 3) = 0
Solve the linear factors.
𝑥−9=0 or 𝑥−3=0
𝒙=𝟗 𝒙=𝟑
Answer:
With the obtained roots of the quadratic equation, the dimensions of
the rectangular table then are 9 ft. and 3 ft., respectively.

Example 3: The length of the rectangular floor is 5 m longer than its width. The area
of the floor is 84 m2.
Solution

Defining the variables:

Let 𝑥 = 𝑡ℎ𝑒 𝑤𝑖𝑑𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 𝑓𝑙𝑜𝑜𝑟
𝑥 + 5 = 𝑡ℎ𝑒 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑢𝑙𝑎𝑟 𝑓𝑙𝑜𝑜𝑟

Thought Process:
𝐴 = 𝑙𝑒𝑛𝑔𝑡ℎ (𝑙 ) 𝑡𝑖𝑚𝑒𝑠 𝑤𝑖𝑑𝑡ℎ (𝑤) = 84 or 𝑨 = 𝒍𝒘 = 𝟖𝟒

Equation: (𝑥 + 5)(𝑥 ) = 84 or (𝑥 )(𝑥 + 5) = 84

Solving the equation:

(𝑥 )(𝑥 + 5) = 84 Given.
𝑥 2 + 5𝑥 = 84 Distributive Property
𝑥 2 + 5𝑥 − 84 = 0 Rewrite into standard form.
(𝑥 + 12)(𝑥 − 7) = 0 Factor the trinomial.

Solve the linear factors.

 𝑥 + 12 = 0 or 𝑥−7=0
𝒙 = −𝟏𝟐 𝒙=𝟕

Answer:
Since the length or width of the rectangular floor is a physical quantity that
cannot assume a negative value, only 𝒙 = 𝟕 is accepted .
𝒙=𝟕
𝒙 + 𝟓 = 𝟕 + 𝟓 = 𝟏𝟐

Therefore, the width of the rectangular floor is 7 meters and its length
measures 12 meters.

Example 4-6: SOLVING PROBLEMS INVOLVING RATIONAL EQUATIONS

Many applications of algebra involve rational equations. Like in other discussions on
problem solving, skills in translating verbal expressions and sentences to rational
expressions and equations are needed.
8
Case 4: A number less its reciprocal is 3. What is the number?

Solution
Defining the variable:
Let 𝑥 𝑏𝑒 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟
1
𝑏𝑒 𝑖𝑡𝑠 𝑟𝑒𝑐𝑖𝑝𝑟𝑜𝑐𝑎𝑙
𝑥

𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 ′𝑠 8
Thought Process: ( )−( )=
𝑛𝑢𝑚𝑏𝑒𝑟 𝑟𝑒𝑐𝑖𝑝𝑟𝑜𝑐𝑎𝑙 3

1 8
Equation: 𝑥−𝑥=3

Solving the equation:

1 8 Given.
𝑥−𝑥 =3
1 8 Multiply all the terms with the
3𝑥(𝑥) − 3𝑥 ( ) = 3𝑥 ( ) LCD.
𝑥 3

3𝑥 24𝑥 Simplify the equation.

3𝑥 2 − ( 𝑥 ) = ( 3 )
3𝑥 2 − 3 = 8𝑥 Rewrite into standard form.
3𝑥 2 − 8𝑥 − 3 = 0
Factor he trinomial.
(3𝑥 + 1)(𝑥 − 3) = 0
Solve the linear factors.
3𝑥 + 1 = 0 or 𝑥+3=0
3𝑥 = −1 𝒙 = −𝟑
3𝑥 1
= −3
3
𝟏
𝒙=−
𝟑

Answer: The number is -3.

Check:
 If 𝒙 = −𝟑,
1 8
𝑥− =
𝑥 3
1 8
3− =
3 3
9−1 8
=
3 3
8 8
=3
3

Example 5: Two pipes are used to fill a water tank. The first pipe can fill the tank in 4
hours alone. The two pipes can fill the tank in two hours less time than the second
pipe alone. How long will it take the second pipe to fill the tank alone?
Solution
Defining the variable:
Let 𝑥 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡𝑖𝑚𝑒 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑝𝑖𝑝𝑒 𝑐𝑎𝑛 𝑓𝑖𝑙𝑙 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘 𝑎𝑙𝑜𝑛𝑒
𝑥 − 2 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡𝑖𝑚𝑒 𝑡ℎ𝑒 𝑡𝑤𝑜 𝑝𝑖𝑝𝑒𝑠 𝑐𝑎𝑛 𝑓𝑖𝑙𝑙 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
Thought Process:
𝑝𝑎𝑟𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘 𝑓𝑖𝑙𝑙𝑒𝑑 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘 𝑓𝑖𝑙𝑙𝑒𝑑
( 𝑏𝑦 𝑡ℎ𝑒 𝑓𝑖𝑟𝑠𝑡 𝑝𝑖𝑝𝑒 𝑎𝑙𝑜𝑛𝑒 ) + (𝑏𝑦 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑝𝑖𝑝𝑒 𝑎𝑙𝑜𝑛𝑒 )
𝑖𝑛 1 ℎ𝑜𝑢𝑟 𝑖𝑛 1 ℎ𝑜𝑢𝑟
𝑝𝑎𝑟𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑡𝑎𝑛𝑘
𝑓𝑖𝑙𝑙𝑒𝑑 𝑏𝑦
=( )
𝑡ℎ𝑒 𝑡𝑤𝑜 𝑝𝑖𝑝𝑒𝑠
𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟 𝑖𝑛 1 ℎ𝑜𝑢𝑟
1 1 1
Equation: + 𝑥 = 𝑥−2
4

Solving the equation:

1 1 1 Given.
+ 𝑥 = 𝑥−2
4

𝑥+4 1
= 𝑥−2 1 1
4𝑥 Simplify − 𝑥.
4

(𝑥 + 4)(𝑥 − 2) = (4𝑥 )(1)

Cross-multiplication
𝑥 2 + 2𝑥 − 8 = 4𝑥
Simplify the equation.
𝑥 2 + 2𝑥 − 4𝑥 − 8 = 0
Combine like terms.
𝑥 2 − 2𝑥 − 8 = 0 Rewrite into standard form.
Factor the trinomial.
(𝑥 − 4)(𝑥 + 2) = 0
Solve the linear factors.
𝑥−4=0 or 𝑥+2=0
𝒙=𝟒 𝒙 = −𝟐

Answer: Since work cannot be negative, 𝒙 = 𝟒 is the permissible answer.

Hence, it will take the second pipe 4 hours to fill the tank alone.
Case 6: Mark can mow a lawn in 20 minutes less than his sister Marie. Together they
can mow the lawn in 24 minutes. How long would it take Marie to finish the mowing if
she worked alone?
Solution
Defining the variable:
Let 𝑥 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡𝑖𝑚𝑒 𝑀𝑎𝑟𝑖𝑒 𝑐𝑎𝑛 𝑚𝑜𝑤 𝑡ℎ𝑒 𝑙𝑎𝑤𝑛 𝑎𝑙𝑜𝑛𝑒
𝑥 − 20 = 𝑙𝑒𝑛𝑔𝑡ℎ 𝑜𝑓 𝑡𝑖𝑚𝑒 𝑀𝑎𝑟𝑘 𝑐𝑎𝑛 𝑚𝑜𝑤 𝑡ℎ𝑒 𝑙𝑎𝑤𝑛 𝑎𝑙𝑜𝑛𝑒
Thought Process:
𝑝𝑎𝑟𝑡 𝑜𝑓 𝑀𝑎𝑟𝑘 𝑚𝑜𝑤𝑖𝑛𝑔 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑀𝑎𝑟𝑖𝑒 𝑚𝑜𝑤𝑖𝑛𝑔 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑚𝑜𝑤𝑖𝑛𝑔
( 𝑡ℎ𝑒 𝑙𝑎𝑤𝑛 𝑎𝑙𝑜𝑛𝑒 )+( 𝑡ℎ𝑒 𝑙𝑎𝑤𝑛 𝑎𝑙𝑜𝑛𝑒 ) = ( 𝑡ℎ𝑒 𝑙𝑎𝑤𝑛 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟)
𝑖𝑛 1 ℎ𝑜𝑢𝑟 𝑖𝑛 1 ℎ𝑜𝑢𝑟 𝑖𝑛 1 ℎ𝑜𝑢𝑟
1 1 1
Equation: + 𝑥 = 24
𝑥−20

Solving the equation:

1 1 1 Given.
+ 𝑥 = 24
𝑥−20

𝑥 + 𝑥 − 20 1 1 1
= Simplify + .
(𝑥 − 20)(𝑥) 24 𝑥−20 𝑥

2𝑥 − 20 1
= Simplify 𝑥 + 𝑥 − 20.
(𝑥 − 20)(𝑥) 24

(2𝑥 − 20)(24) = (𝑥 − 20)(𝑥 )(1) Cross-multiplication

48𝑥 − 480 = 𝑥 2 − 20𝑥 Simplify the equation.

Combine like terms.
𝑥 2 − 20𝑥 − 48𝑥 + 480 = 0 Rewrite into standard
𝑥 2 − 68𝑥 + 480 = 0 form.
Factor the trinomial.
(𝑥 − 60)(𝑥 − 8) = 0
Solve the linear factors.
𝑥 − 60 = 0 or 𝑥−8=0
𝒙 = 𝟔𝟎 𝒙=𝟖

Frequently only one solution of the equation is relevant to the problem at hand.
The root which does not satisfy the conditions of the problem must be rejected.
It is also a good practice to check the solutions to determine if the one or both
may be used.

Check: Check:
If 𝑥 = 60, then If 𝑥 = 8, then
𝑥 − 20 = 60 − 20 = 40. 𝑥 − 20 = 8 − 20 = −12.

Answer: Since work cannot be negative, 𝒙 = 𝟔𝟎 is the permissible answer.

Hence, Marie will take 60 minutes to finish mowing the lawn if she will work
alone.
 What’s More

Activity 3: Let Me Try!

Solve the given problems and follow the pattern in showing your solution.
Solution:
Defining the variables:
Thought Process:
Equations:
Solving the equation:
Answer:

1) The length of a rectangular parking lot is 36 m longer than its width. The area
of the parking lot is 5, 152 m2.

2) The perimeter of a rectangular swimming pool is 90 m and its area is 450 m2.

What I Have Learned

QUESTIONS:
1. Have you encountered any difficulties in solving problems involving quadratic
equations and rational equations? Can you mention them?
______________________________________________________________
______________________________________________________________
2. Are there any techniques that you may share with us to make solving problems
easier?
______________________________________________________________
______________________________________________________________
3. Are the given examples and discussions helpful? If yes, why?
______________________________________________________________
______________________________________________________________
 What I Can Do

Activity 4: Let’s Paint the House!

Read and understand the situation below, then answer the questions that follow.
Jessie and Mark are planning to paint the house together. Jessie thinks that if he
works alone, it would take him 5 hours more than the time Mark takes to paint
the entire house. Working together, they can complete the job in 6 hours.

Questions:
1) If Mark can finish the job in m hours, how long will it take Jessie to finish the job?

2) How would you represent the amount of work that Mark can finish in 1 hour? How
about the amount of work that Jessie can finish in 1 hour?

3) If they work together, what equation would represent the amount of work they can
finish in 1 hour?

4) How would you describe the equation formulated in item 3?

5) How will you solve the equation formulated in item 3?

Assessment
Multiple Choices. Choose the letter of the correct answer. Write the chosen letter on
a separate sheet of paper.
For numbers 1 to 5, please refer to the given below.

Given: A rectangular garden has an area of 84 m2 and a perimeter of 38 m.

Note: Let the longer side be the length of the rectangular garden.

1.) Which of the following is the possible representation of the area of the
rectangular garden?
a.) 2𝑙 + 2𝑤 = 38 c.) 𝑙𝑤 = 38
b.) 2𝑙 + 2𝑤 = 84 d.) 𝑙𝑤 = 84
2.) Which of the following is the possible representation of the perimeter of the
rectangular garden?
a.) 2𝑙 + 2𝑤 = 38 c.) 𝑙𝑤 = 38
b.) 𝑙 + 𝑤 = 19 d.) both a and b

3.) Using the area and the perimeter of the rectangular garden given in the
problem, which of the following quadratic equations is the correct
representation?
a.) 𝑥 2 − 19𝑥 + 84 = 0 c.) 𝑥 2 + 19𝑥 + 84 = 0
b.) 𝑥 2 − 38𝑥 + 84 = 0 d.) 𝑥 2 + 38𝑥 + 84 = 0

4.) What is the length of the rectangular garden?

a.) 4 m b.) 7 m c.) 12 m d.) 21 m

5.) How wide is the rectangular garden?

a.) 4 m b.) 7 m c.) 12 m d.) 21 m

For numbers 6 to 10, please refer to the given below.

Given: Jane and Maria can clean the house in 2 hours if they work together. The
time that Jane takes in cleaning the house alone is 3 hours more than the
time Maria takes in cleaning the same house.

6.) 1
If Maria has part in cleaning the house in 1 hour, which of the following
𝑥
must be the part of Jane if she also clean the house for 1 hour?
1 1 1 1
a.) 𝑥+8 b.) c.) 8−𝑥 d.)
𝑥+3 2+𝑥

7.) Which of the following rational algebraic equations can be used in finding
the actual time used by Jane and Maria in cleaning the same house?
1 1 1 1 1 1
a.) 𝑥+3 + 2 = 𝑥 c.) + =
𝑥+3 𝑥 2
1 1 1 1 1 1
b.) + = d.) + =
𝑥 2 𝑥+3 3 𝑥 2

8.) What is the standard form of the rational algebraic equation from item 7?
a.) 𝑥 2 − 𝑥 − 6 = 0 c.) 𝑥 2 − 𝑥 + 6 = 0
b.) 𝑥 2 + 𝑥 − 6 = 0 d.) 𝑥 2 + 𝑥 + 6 = 0

9.) How long does it take Maria to clean the house alone?
a.) 4 hours b.) 3 hours c.) 2 hours d.) 1 hour

10.) How long does it take Jane to clean the house alone?
a.) 8 hours b.) 7 hours c.) 6 hours d.) 5 hours
For numbers 11 to 15, please refer to the given below.

Given: The length of the tarpaulin is 3 ft. more than thrice its width and its area
is 126 ft2.

11.) If 𝑥 is the width, what is the mathematical expression for the length of the
tarpaulin?
a.) 3 + 3𝑥 c.) 2𝑥 + 3
b.) 3𝑥 + 3 d.) 3 + 2𝑥

12.) What quadratic equation will be used to find the actual length and width of
the tarpaulin?
a.) 2𝑥 2 − 3𝑥 − 126 = 0 c.) 3𝑥 2 − 3𝑥 + 126 = 0
b.) 2𝑥 2 − 3𝑥 + 126 = 0 d.) 3𝑥 2 + 3𝑥 − 126 = 0

13.) What is the width of the tarpaulin?

a.) 6 ft. b.) 7 ft. c.) 8 ft. d.) 9 ft.

14.) How long is the tarpaulin?

a.) 18 ft. b.) 21 ft. c.) 24 ft. d.) 27 ft.

15.) What is the perimeter of the tarpaulin?

a.) 126 ft. b.) 54 ft. c.) 54 ft. d.) 27 ft.
 Additional Activities

Answer the problem below.

10
The sum of a number and its reciprocal is . What is the number?
3
What I Know What's More Assessment
1. B 1. D
2. C 2. D
3. C 3. A
4. A 4. C
5. D 5. B
6. A 6. B
7. D 7. C
8. B 8. A
9. B 9. B
10. C 10. C
11. C 11. B
12. A 12. D
13. A 13. A
14. D 14. B
15. C 15. B
Answer Key
What I Can Do Additional Activities
1. 𝑚 + 5 ℎ𝑜𝑢𝑟𝑠
1
2. 𝑚
(Mark)
1
𝑚+5
(Jessie)
𝑝𝑎𝑟𝑡 𝑜𝑓 𝐽𝑒𝑠𝑠𝑖𝑒 𝑝𝑎𝑟𝑡 𝑜𝑓 𝑀𝑎𝑟𝑘
3. ( 𝑤𝑜𝑟𝑘𝑖𝑛𝑔 𝑎𝑙𝑜𝑛𝑒)) + ( 𝑤𝑜𝑟𝑘𝑖𝑛𝑔 𝑎𝑙𝑜𝑛𝑒) =
𝑖𝑛 1 ℎ𝑜𝑢𝑟 𝑖𝑛 1 ℎ𝑜𝑢𝑟
𝑝𝑎𝑟𝑡 𝑖𝑓
𝑡ℎ𝑒𝑦 𝑤𝑜𝑟𝑘
( )
𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟
𝑖𝑛 1 ℎ𝑜𝑢𝑟
1 1 1
4. 𝑚 + 𝑚+5 = 6
5. 6𝑚 + 6𝑚 + 30 = 𝑚2 + 5𝑚
𝑚2 + 5𝑚 − 12𝑚 − 30 = 0
𝑚2 − 7𝑚 − 30 = 0
(𝑚 − 10)(𝑚 + 3) = 0
𝑚 = 10; 𝑚 = −3
Therefore, Mark can finish in
10 hours alone while Jessie
can finish it alone in 15
hours.
References
Grade 9 Mathematics Learner’s Module pp. 88-95

Next Century Mathematics

Intermediate Algebra

Phoenix Second Edition

by: Fernando B. Orines; Zenaida E. Diaz & Maharlika P. Mojica

pp. 139-143; pp. 202-208

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