MATHEMATICS 9

LEARNING ACTIVITY SHEET

Illustrating Quadratic Inequalities

Name of the learner ________________________ Q1W5LC1

Section _________________ Date_________
Background Information for Learners
Inequalities are equally important as equalities for they are also often used in real life.
Businesses use inequalities to control their inventory, plan production and produce pricing
models. Inequalities are used to limit in some establishments: you must be taller than 4 feet
to avail a ride at a park. A child must have a height of at most 3 feet to avail a free meal in an
eat-all-you-can restaurant. Some agencies have minimum height requirements for applicants.
Inequalities are also used in engineering and production quality assurance. When you buy a
2l soda, you are actually buying soda which volume lies in some range about 2l. Thus,
producers work within some tolerance which is just a set of inequalities. Engineers work with
safety measures and material strengths to make sure structures are safe.
Observe the given mathematical sentences inside each box and answer the questions
below.

Questions:
1. Which of the given mathematical sentences are quadratic equations?
2. How do you describe quadratic equations?
3. Which among the given mathematical sentences are not quadratic equations?
4. How do you describe the mathematical sentences that are not quadratic equations?
5. What is the difference between quadratic equations and those that are not quadratic
equations?

Solutions:
1. Which of the given mathematical sentences are quadratic equations?
𝑥 2 + 2𝑥 − 1 = 0 8𝑥 2 + 8𝑥 − 3 = 0 𝑥 2 + 5𝑥 + 6 = 0

2. How do you describe quadratic equations?

Quadratic equations are equations of the second degree. The variable has 2
as the highest exponent.
3. Which among the given mathematical sentences are not quadratic equations?
2𝑥 2 + 4𝑥 + 1 < 0 𝑥 2 − 3𝑥 + 7 > 0 5𝑥 2 + 𝑥 − 1 ≤ 0

4. How do you describe the mathematical sentences that are not quadratic equations?
The mathematical sentences do not have equal sign. Instead, they have
inequality symbols.
5. How would you compare quadratic equations and those that are not?
Both mathematical sentences are of the second degree.
Quadratic equations make use of equality sign while the other
mathematical sentences make use of inequality symbols.

A quadratic inequality is a mathematical sentence that contains a polynomial of

degree 2 and makes use of inequality symbols instead of an equal sign. This includes the

1
symbols we know as less than, greater than, less than or equal to, and greater than or equal
to (<, >, ≤, ≥).
A quadratic inequality can be written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
where a, b, and c are real numbers and 𝑎 ≠ 0.
Example 1: The following are examples of quadratic inequalities in different forms:
a) 𝑥 2 + 4𝑥 + 10 < 0 c) 6𝑥 2 + 𝑥 − 15 ≤ 0
b) 𝑥 2 − 2𝑥 + 4 > 0 d) 12𝑥 2 − 𝑥 − 3 ≥ 0
Example 2: Which of the following mathematical sentences is a quadratic inequality?
a) 𝑥 2 − 9𝑥 + 10 < 0 d) 7𝑥 > 8
2 2
b) 4𝑥 + 2𝑥 ≤ 𝑥 e) 𝑥 3 − 2𝑥 + 1 ≤ 0
c) (3𝑥 − 1)(𝑥 + 2) ≥ 0 f) 10𝑥 2 + 𝑥 − 5 = 0
Solutions:
a) The inequality 𝑥 2 − 9𝑥 + 10 < 0 is a quadratic of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 and can
be read as “x squared minus nine x plus ten is less than zero.”
b) The inequality 4𝑥 2 + 2𝑥 ≤ 𝑥 2 is quadratic but not in the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0.
By simplifying, we have:
4𝑥 2 + 2𝑥 ≤ 𝑥 2 Given
4𝑥 2 − 𝒙𝟐 + 2𝑥 ≤ 𝑥 2 − 𝒙𝟐 Subtract 4𝑥 2 to both sides
4𝑥 2 − 𝑥 2 + 2𝑥 ≤ 0 Additive inverse
3𝑥 2 + 2𝑥 ≤ 0 Simplify
The inequality 3𝑥 2 + 5𝑥 ≤ 0 is of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 and read as “Three x
squared plus two x is less than or equal to zero.”
c) To check if the inequality (3𝑥 − 1)(𝑥 + 2) ≥ 0 is quadratic, we have:
(3𝑥 − 1)(𝑥 + 2) ≥ 0 Given
3𝑥 2 − 𝑥 + 6𝑥 − 2 ≥ 0 Distributive Property
3𝑥 2 + 5𝑥 − 2 ≥ 0 Simplify
The inequality is of the form 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 and can be read as “Three x squared
plus five x minus two is greater than or equal to zero.”
d) The mathematical sentence 7𝑥 > 8 is an inequality but not quadratic since it has a
degree of 1. This is an example of linear inequality. It is read as “Seven x is less than
8.”
e) The mathematical sentence 𝑥 3 − 2𝑥 + 1 ≤ 0 is an inequality but not quadratic since it
has a degree of 3. It can be read as “x cube minus two x plus one is less than or equal
to zero.”
f) The mathematical sentence 10𝑥 2 + 𝑥 − 5 = 0 is quadratic but not an inequality. This is
a quadratic equation and read as “Ten x squared plus x minus five is equal to
five.”
Example 2: Represent the situation using quadratic inequality.
a) Piso Net business has been making quite a buzz recently. With its high demand, Pepito
decided to start one in their area. The monthly profit of Pepito’s Piso net is represented
by the equation 𝑃(𝑥) = 𝑥 2 + 750𝑥 + 4. If x is the number of computer unit used, what
is the quadratic inequality representation of positive profit of Pepito?

2
Solution:
Since there is a high demand in the use of piso net, we assume that the profit of Pepito
is positive. Thus, the positive profit of Pepito can be represented by the quadratic
inequality 𝑥 2 + 750𝑥 + 4 > 0.

Things to Remember

 A quadratic equality has 2 as the highest degree and must contain any of
the inequality symbols (<, >, ≤, ≥).
 Quadratic inequalities in standard form can be written as:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0

𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0

where a, b, and c are real numbers and 𝑎 ≠ 0.

Learning Competency with code:

Illustrates quadratic inequalities (M9AL-If-1)
General Directions:
Read all the directions carefully. Analyze every question, then answer each item correctly.
Exercises
Practice A
Directions: Determine whether each mathematical sentence is an example of a quadratic
inequality or not. Write A for quadratic inequalities. Otherwise, write B.
___ 1) 𝑠2 − 4𝑠 > −3 ___ 6) 2𝑥 2 + 𝑥 − 15 ≤ 0
___ 2) 6𝑥 2 − 7𝑥+= 0 ___ 7) −𝑥 2 + 3𝑥 − 2 = 0
___ 3) 7𝑚 + 20 ≥ 0 ___ 8) 𝑛2 − 4𝑛 ≤ 3𝑛2
___ 4) 2𝑥 2 < 9𝑥 + 5 ___ 9) 15𝑚3 − 4𝑚 + 1 > 0
2
___ 5) 𝑥 − 𝑥 > 12 ___10) (5𝑟 − 2)(𝑟 − 4) < 0
Practice B
Directions: Represent the following using quadratic inequality.
1) Seven x squared minus x plus five is greater than or equal to eighteen __________
2) x squared minus nine x plus fifteen is less than zero _________
3) Twenty x squared plus x is less than or equal to zero __________
4) A square lot has a side measure of (x + 1) meters. Its area at least 1000 square meters.
Represent the area of the square lot using quadratic inequality.
________________________________________________
5) The profit of Aling Nena’s Suman and Kakanin stall is determined by 𝐾(𝑥) = 𝑥 2 + 30
where x represents the number of suman sold. Using quadratic inequality, represent Aling
Nena’s negative profit for her stall.
________________________________________________

3
Practice C
Directions: Answer the following questions.
1) How do you describe quadratic inequalities?
______________________________________________________________________
______________________________________________________________________
2) How are quadratic inequalities different from quadratic equations?
______________________________________________________________________
______________________________________________________________________

Practice D
Directions: Give ten (10) examples of quadratic inequalities.
1) _______________ 5) _______________ 9) _______________
2) _______________ 6) _______________ 10) _______________
3) _______________ 7) _______________
4) _______________ 8) _______________
Practice E
Directions: Construct 3 real-life situations that can be represented by quadratic inequalities.

1) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3) ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Reflection
What have you learned from this activity?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
References
"Quadratic Inequalities – Explanation & Examples". 2020. The Story Of Mathematics - A History Of Mathematical
Thought From Ancient Times To The Modern Day. Accessed on August 25,2020.
https://www.storyofmathematics.com/quadratic-inequalities.
"What Is A Quadratic Inequality? | Virtual Nerd". 2020. Virtualnerd.Com. Accessed on August 25, 2020.
http://virtualnerd.com/algebra-2/quadratics/inequality-definition.
Answer Key
Practice C
Practice A 1. A quadratic inequality is an inequality with 2 as the
1) A 6) A highest degree or exponent. It makes use of inequality
2) B 7) B symbols such as <, >, ≤, ≥ instead of an equal sign.
3) B 8) A
4) A 9) B 2. Quadratic inequalities use inequality symbols whereas
quadratic equations use equal sign.
5) A 10) A
Practice B Practice D
1) 7𝑥 2 − 𝑥 + 5 ≥ 18 (Students’ answer may vary.)
2) 𝑥 2 − 9𝑥 + 15 < 0 Practice E
3) 20𝑥 2 + 𝑥 ≤ 0 (Students’ answer may vary.)
4) (𝑥 + 1)(𝑥 + 1) ≥ 1000 or 𝑥 2 + 2𝑥 + 1 ≥ 1000 Reflection
5) 𝑥 2 + 30 < 0 (Students’ answer may vary.)

4
 MATHEMATICS 9
LEARNING ACTIVITY SHEET
Solving Quadratic Inequalities

Name of the learner ______________________________ Q1W5LC2

Section ____________ Date_________
Background Information for Learners
Recall:
When plotting inequalities on a number line, numbers are used as boundaries.
Suppose a number line is divided into three regions, the numbers that were used are
considered the boundary points. If the boundary points were plotted using open circles, then
they are not part of the set. Using closed circle to plot boundary points signifies inclusion in
the set.
Write the interval notation for each region below.

Example 1: We use parentheses ( ) in the

(−∞, −3) -3(−3, 7) 7 (7, +∞) interval notation if the boundary
points are not included.
Example 2: We use brackets [ ] in the interval
0 5 notation if the boundary points are
included.

A tennis ball is hit into the air. The height of the

ball, h(t), in feet, at time t, in seconds, is modeled by the
equation
h(t) = -16t2 + 64t + 4.

1. How do we determine the interval of time when the height of the ball is greater than
or equal to 52 feet?
2. How do we solve quadratic inequalities?

A quadratic inequality is a mathematical sentence that contains a polynomial of degree

2 and makes use of inequality symbols such as <, >, ≤, and ≥. A quadratic inequality can be
written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
where a, b, and c are real numbers and 𝑎 ≠ 0.
A solution to a quadratic inequality is a real number that will make the mathematical
statement TRUE when substituted for the variable.
Example 1: Are −2, 0, and 4 solutions to 𝑥 2 − 7𝑥 + 12 > 0?
Solution: Substitute the given value for x and simplify.
for x = -2 for x = 0 for x = 4

𝑥 2 − 7𝑥 + 12 > 0 𝑥 2 − 7𝑥 + 12 > 0 𝑥 2 − 7𝑥 + 12 > 0

(−2)2 − 7(−2) + 12 > 0 (0)2 − 7(0) + 12 > 0 (4)2 − 7(4) + 12 > 0
4 + 14 + 12 > 0 0 + 0 + 12 > 0 16 − 28 + 12 > 0
30 > 0 12 > 0 0>0

5
 -2 is a solution to the inequality since 30 > 0 is a true statement.
0 is a solution to the inequality since 12 > 0 is a true statement.
4 is NOT a solution to the inequality since 0 > 0 is a false statement.
A quadratic inequality has many infinite solutions. To determine all the possible
solutions of a quadratic inequality, we use number line and test point method.
Example 2: Solve for the inequality 𝑥 2 − 3𝑥 − 4 > 0.
Solution:
Step 1: Write the quadratic inequality in standard form. It is VERY important
that one side of the inequality is zero.
𝑥 2 − 3𝑥 − 4 > 0
Step 2: Change the inequality symbol to equal sign.
𝑥 2 − 3𝑥 − 4 = 0
Step 3: Solve for the unknown.
(𝑥 + 1)(𝑥 − 4) = 0
𝑥 = −1 and 𝑥 = 4
Note: -1 and 4 are boundary points
Step 4: Set up a number line and plot the boundary points.

-1 4
Note that open circles were used on the two points since the given inequality
is greater than (>). This signifies that -1 and 4 are not part of the solution set.
Consequently, these three regions were formed:
 The intervals of all real numbers less than -1
 The intervals of all real numbers between -1 and 4
 The intervals of all real numbers greater than 4
Step 5: Choose one number from each region as a test point. Substitute the
test point to the original inequality. If the result is true, that interval is solution to the
inequality. There may be more than one interval which is a solution. Suppose that the
numbers -2, 2 and 5 were used as test points.

test for x = -2 test for x = 2 test for x = 5

𝑥 2 − 3𝑥 − 4 > 0 𝑥 2 − 3𝑥 − 4 > 0 𝑥 2 − 3𝑥 − 4 > 0
(−2)2 − 3(−2) − 4 > 0 (2)2 − 3(2) − 4 > 0 (5)2 − 3(5) − 4 > 0
4+6−4 > 0 4−6−4> 0 25 − 15 + 12 > 0
6>0 −6 > 0 22 > 0

We can see from the test point that among the three, both -2 and 5 yields a
true statement. That means the intervals of all real numbers less than -1 and greater
than 4 are the solution set.
To complete the graph and the solution set,

-1 4
Answer: (−∞, −1) ∪ (4, +∞)

6
Example 3: Determine all the solutions of 𝑥 2 − 7𝑥 + 6 ≤ −4
Solution:
Step 1: Write the quadratic inequality in standard form.
𝑥 2 − 7𝑥 + 6 ≤ −4 Given
𝑥 2 − 7𝑥 + 6 + 4 ≤ −4 + 4 Add 4 to both sides
𝑥 2 − 7𝑥 + 10 ≤ 0 Additive Inverse
Step 2: Change the inequality symbol to equal sign.
𝑥 2 − 7𝑥 + 10 = 0
Step 3: Solve for the unknown.
(𝑥 − 2)(𝑥 − 5) = 0
𝑥 = 2 and 𝑥 = 5
Note: 2 and 5 are boundary points
Step 4: Set up a number line and plot the boundary points.

2 5
Note that closed circles were used on the two points since the given
inequality is less than or equal to (≤). This means that 2 and 5 are included in the
solution set.
Also, these three regions were formed:
 The intervals of all real numbers less than 2
 The intervals of all real numbers between 2 and 5 (2 and 5 included)
 The intervals of all real numbers greater than 5
Step 5: Choose a number in each interval, and test in the inequality.
Suppose that the numbers 0, 3 and 6 were used as test points.
test for x = 0 test for x = 3 test for x = 6
𝑥 2 − 7𝑥 + 6 ≤ −4 𝑥 2 − 7𝑥 + 6 ≤ −4 𝑥 2 − 7𝑥 + 6 ≤ −4
(0)2 − 7(0) + 6 ≤ −4 (3)2 − 7(3) + 6 ≤ −4 (6)2 − 7(6) + 6 ≤ −4
0 + 0 + 6 ≤ −4 9 − 21 + 6 ≤ −4 36 − 42 + 6 ≤ −4
6 ≤ −4 −6 ≤ −4 0 ≤ −4

From the test points, only 3 yield a true statement.

That means the intervals of all real numbers from 2 to 5 is the solution set.
Moreover, the answer can be represented by the following:

2 5
Answer: [2, 5]
Example 4: Solve for the inequality 𝑥 2 + 5𝑥 − 36 > 0.
Step 1: Write the quadratic inequality in standard form.
𝑥 2 + 5𝑥 − 36 > 0

Step 2: Change the inequality symbol to equal sign.

𝑥 2 + 5𝑥 − 36 = 0
Step 3: Solve for the unknown.
(𝑥 + 9)(𝑥 − 4) = 0

𝑥 = −9 and 𝑥 = 4
Note: -9 and 4 are boundary points.

7
 Step 4: Set up a number line and plot the boundary points.

-9 4
The three regions formed are as follows:
 The intervals of all real numbers less than -9
 The intervals of all real numbers between -9 and 4
 The intervals of all real numbers greater than 4
Step 5: Choose the test points.
Suppose that the numbers -10, 0 and 5 were used as test points.
test for x = -10 test for x = 0 test for x = 5

x 2 + 5x − 36 > 0 x 2 + 5x − 36 > 0 x 2 + 5x − 36 > 0

(−10)2 + 5(−10) − 36 > 0 (0)2 + 5(0) − 36 > 0 (5)2 + 5(5) − 36 > 0
100 − 50 − 36 > 0 0 + 0 − 36 > 0 25 + 25 − 36 > 0
14 > 0 −36 > 0 14 > 0

We can see from the test point that among the three, both -10 and 5 yields a
true statement. That means the intervals of all real numbers less than -9 is the
solution set as well as the intervals of all real numbers greater than 4.

To complete the graph and the solution set,

-9 4
Answer: (−∞, −9) ∪ (4, +∞)

Things to Remember

A quadratic inequality is a mathematical sentence that contains a polynomial of

degree 2 and makes use of inequality symbols such as <, >, ≤, and ≥. A quadratic
inequality can be written in any of the following forms:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0

where a, b, and c are real numbers and 𝑎 ≠ 0.

Steps in Solving a Quadratic Inequality

1) Write the quadratic inequality in standard form and change the inequality symbol
to equality sign.
2) Solve for the unknown and determine the boundary points.
3) Plot the boundary points on a number line. The number line will be divided into
three regions.
4) Choose one number from each interval as a test point. Substitute the value of
the test point to the given inequality. If the test point yields a true statement,
then the interval is a solution set. If, however, the result is a false statement, it
follows that the interval is not part of the solution set.

Note: There may be more than one interval for a solution set.

Learning Competency with code

Solves quadratic inequalities (M9AL-If-2)

8
Practice A
Directions: Determine the type of circle to be used in each inequality. Write OPEN if open
circles are to be used. Otherwise, write CLOSED.
1) 𝑥 2 + 4𝑥 + 3 ≤ 0 _________ 6) 7𝑥 2 − 14𝑥 − 1 > 0 _________
2) 5𝑥 2 + 10 ≥ 27𝑥 _________ 7) 𝑥 2 + 12𝑥 − 1 ≥ 6 _________
3) 𝑥2 + 9𝑥 + 1 < 0 _________ 8) 𝑥2 − 𝑥 − 1 ≤ −5 _________
4) 2𝑥 2 − 4𝑥 − 1 > 4 _________ 9) 3𝑥 2 − 4𝑥 − 2 > 0 _________
5) 𝑥 + 3 > −𝑥 2 _________ 10) 𝑥 2 + 4𝑥 + 1 > 0 _________
Practice B
Directions: Plot each solution set to the number line.
1) (-1, 5) 4) (-∞, -4) U (4, +∞)

2) [2, 10] 5) (-∞, +∞)

3) (0, +∞)

Practice C
Directions: Write YES if the given number is a solution the given quadratic inequality.
Otherwise, write NO.
1) 𝑥 2 − 4𝑥 + 3 > 0 x=5 ____
2) 𝑥 2 − 4𝑥 + 3 > 0 x=3 ____
3) 𝑥 2 − 4𝑥 + 3 > 0 x = -3 ____
4) 𝑥 2 − 4𝑥 + 3 > 0 x=1 ____
5) 𝑥 2 − 4𝑥 + 3 > 0 x=0 ____
Practice D
Directions: Solve the quadratic inequalities and express the solution sets using interval
notation.
1. 𝑥 2 + 10𝑥 + 21 < 0 __________________
2. 𝑥 2 ≥ 2𝑥 + 3 __________________
3. 𝑥2 − 4𝑥 − 21 > 0 __________________
4. 𝑥 2 + 6𝑥 ≥ 0 __________________
5. 2𝑥 2 − 7𝑥 + 3 ≤ 0 __________________

Reflection

What have you learned from this activity?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________.

9
References for learners
"Solving Quadratic Inequalities". 2020. Saylordotorg.Github.Io. Accessed on August 25, 2020.
https://saylordotorg.github.io/text_intermediate-algebra/s09-05-solving-quadratic-
inequalities.html

Quadratic Inequalities in One Variable. Accessed on August 25, 2020.

http://mrpaynemath.weebly.com/uploads/3/8/9/9/38994693/math2200ch9.2notes-workings.pdf

Roberts, Donna. 2020. "Quadratic Inequalities - Mathbitsnotebook(A1 - CCSS

Math)". Mathbitsnotebook.Com. Accessed on August 25, 2020.
https://mathbitsnotebook.com/Algebra1/In

Answer Key

Practice A
1) CLOSED 4) OPEN 7) CLOSED 10) OPEN
2) CLOSED 5) OPEN 8) CLOSED
3) OPEN 6) OPEN 9) OPEN

Practice B
1) 4)
-1 5
-4 4
2) 5)

2 10

3)
0
Practice C
1) YES 3) YES 5) YES
2) NO 4) NO

Practice D
1) 4)

2) 5)

3)

10
 MATHEMATICS 9
LEARNING ACTIVITY SHEET
Problems Involving Quadratic Inequalities

Name of the learner __________________________________ Q1W5LC3

Section ____________ Date_________

Background Information for Learners

Sonny owns a rectangular lot with the

dimensions 15 m by 25 m. With his recent success
in business, he wants to expand the size by adding
the same length to each side of the lot as shown.
However, the expansion must have an area of at
most 875 𝑚2 . What range of additional length in
meters can he add in his lot?

1) How do you represent the length and the width of the expanded lot?
2) What mathematical sentence would model the given situation?
3) Determine the range of length that Sonny can add so that the area of the
expanded lot will have a maximum of 875 𝑚2 .

Inequalities are as equal as important as equalities for they are often used in real life.
In solving word problems involving quadratic inequalities, you need to read the problem
carefully and pay attention to every detail. Look for key words that can give hint on how to
solve the problem. In the previous example, the terms “expand”, “same length”, “rectangular”,
and “area” plays a vital role in solving the problem. Likewise, the phrases “at most” and “range
of length” serve as an indicator of inequalities.

Steps in Solving Word Problems involving Quadratic Inequalities

Step 1: Read, understand and analyse the problem.

Step 2: Look for keywords that can help in solving the problem.
Step 3: Identify the given and represent the unknown using variables.
Step 4: Write the equation or inequality.
Step 5: Solve and check.
Example 1:
Solving the previous problem and following these steps, we have:
Step 1: Read, understand and analyse the problem.
Step 2: Look for keyword that can help in solving the problem.
The term “expand” signifies addition process is involved.
The phrase “same length” could mean same representation/variable.
Considering the terms area and rectangular requires the concept of finding the area
of a rectangle.
The word “most” is associated to inequalities, specifically, less than or equal to.
Finally, “range of length” means there are many possible answers.
Step 3: Identify the given and represent the unknown using variables.
Given:
Let L be the length of the lot before expansion L = 25 m
Let W be the width of the lot before expansion W = 15 m

11
 Let x be the additional length needed for the expansion x=?
Dimension of the lot after expansion
Let (L + x) be the length of the lot after the expansion
Let (W + x) be the length of the lot after the expansion
Furthermore, substituting the value 25 and 15 for the length and width respectively,
we have:
(25 + x) as the length of the lot after expansion
(15 + x) as the width of the lot after expansion
Step 4: Write the equation or inequality.
Since the problems has something to do with the area of a rectangular area, the
formula for an area of a rectangular plays its part. From the formula,
A = length x width, we have:

Area of the rectangular lot after expansion = Length after expansion x width after expansion

𝐴 = (25 + 𝑥)(15 + 𝑥)
Moreover, since the area of the expanded lot should have at most 875 𝑚2 , we use inequality
symbol:
(25 + 𝑥)(15 + 𝑥) ≤ 875
375 + 15𝑥 + 25𝑥 + 𝑥 2 ≤ 875
𝑥 2 + 40𝑥 + 375 − 875 ≤ 875 − 875
𝑥 2 + 40𝑥 − 500 ≤ 0
Step 5: Solve and check.
Solving for the values of x,
𝑥 2 + 40𝑥 − 500 ≤ 0
𝑥 2 + 40𝑥 − 500 = 0
(𝑥 + 50)(𝑥 − 10) = 0
𝑥 = −50 𝑎𝑛𝑑 𝑥 = 10
Since length should be positive, we take x = 10.
Using x = 10 as the boundary point, 2 regions will be formed.
 The interval of all real numbers greater than or equal to 10
 The interval of all real numbers less than or equal to 10
Suppose we use 0 and 11 as test points,

test for x = 0 test for x = 11

(25 + 𝑥)(15 + 𝑥) ≤ 875 (25 + 11)(15 + 11) ≤ 875
(25)(15) ≤ 875 (36)(26) ≤ 875
375 ≤ 875 936 ≤ 875

This signifies that between the two intervals, the real numbers less than or equal to 10 is the
solution set. However, due to the nature of the answer, the set of negative numbers are
excluded in the solution set.

The maximum length in meters that Sonny can add to the original lot is 10 meters.
Also, the range of length that Sonny can add can be represented by 0𝑚 ≤ 𝑥 ≤ 10𝑚

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Example 2:
A small shop offers a special package to their customers. The profit P that the shop
will earn at x number of customers is represented by the function 𝑃(𝑥) = 25𝑥 2 − 100𝑥 −
3000. How many people are needed for a profit of ate least Php 5000?

Step 1: Read, understand and analyse the problem.

Step 2: Look for keyword that can help in solving the problem.
The phrase “at least” indicates the use of the inequality symbol greater than or equal
to.

Step 3: Identify the given and represent the unknown using variables.
Given: 𝑃(𝑥) = 25𝑥 2 − 100𝑥 − 3000
Let x be the number of customers needed for a profit of at least Php 5000

Step 4: Write the equation or inequality.

25𝑥 2 − 100𝑥 − 3000 ≥ 5000

25𝑥 2 − 100𝑥 − 3000 − 5000 ≥ 5000 − 5000
25𝑥 2 − 100𝑥 − 8000 ≥ 0
Step 5: Solve and check.
25𝑥 2 − 100𝑥 − 8000 ≥ 0
25𝑥 2 − 100𝑥 − 8000 = 0
𝑥 2 − 4𝑥 − 320 = 0
(𝑥 + 16)(𝑥 − 20) = 0
𝑥 = −16 𝑎𝑛𝑑 𝑥 = 20

We disregard the negative solution since we cannot use -16 to represent the number of
customers. Thus we take 𝑥 = 20
Using x = 20 as the boundary point, 2 regions will be formed.
 The interval of all real numbers greater than or equal to 20
 The interval of all real numbers less than or equal to 20
Suppose we use 0 and 25 as test points,
test for x = 0 test for x = 25
25𝑥 2 − 100𝑥 − 3000 ≥ 5000 25(25)2 − 100(25) − 3000 ≥ 5000
25(0)2 − 100(0) − 3000 ≥ 5000 15625 − 2500 − 3000 ≥ 5000
−3000 ≥ 5000 10125 ≥ 5000

This means that between the two intervals, the real numbers greater than or equal to 20 is
the solution set. In interval notation,
[20, +∞)
A minimum of 20 people is needed for the shop to have a profit of at least Php 5000.
Learning Competency with code
Solves problems involving quadratic inequalities (M9AL-If-g-1)
Practice A
Directions: Identify the phrase that indicates inequality in the given word problem.
1) A tennis ball is hit into the air. The height of the ball, h(t), in feet, at time t, in seconds, is
modeled by the equation h(t) = -16t2 + 64t + 4. Determine the interval of time when the
height of the ball is less than or equal to 52 feet?

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2) One leg of a right triangle is 7cm shorter than the other leg. How long should the shorter
leg be to ensure the hypotenuse is at least 13 cm?
3) A ball is thrown upwards from a rooftop, 80m above the ground. It will reach a maximum
vertical height and then fall back to the ground. The height of the ball from the ground at
time t is h, which is given by, h = -16t2 + 64t + 80. What is the range of time t will the
ball be less than 100 m above the ground?
4) A ball is thrown vertically upward with an initial velocity of 96 feet per second. The
distance s in feet of the ball from the ground after t seconds is given by
𝑠(𝑡) = 96𝑡 − 16𝑡 2 . For what time t is the ball more than 128 feet above the ground?
5) A boat operator wants to offer tours of Mugayon Bay. His profit P for a trip can be
modeled by P(x) = –2x2 + 120x – 788, where x is the cost per ticket. What range of
ticket prices will generate a profit of at most Php500?
Practice B
Directions: Determine the inequality symbol that represents your answer in Practice A.
1) _______ 4) _______
2) _______ 5) _______
3) _______

Practice C
Directions: Solve the following word problems. (See Rubric A)

1) When a projectile is fired into the air, its height h, in meters, t seconds later is given by
the equation ℎ(𝑡) = 11𝑡 − 3𝑡 2 . When is the projectile at least 6 m above the ground?

2) When a baseball is hit by a batter, the height of the ball, ℎ(𝑡), at time 𝑡, is determined
by the equation ℎ(𝑡) = −16𝑡 2 + 64𝑡 + 4. For which interval of time is the height of the
ball greater than or equal to 52 feet?

3) The surface area, A, of a cylinder with radius r is given by the formula 𝐴 = 2𝑟 2 − 5𝑟.
What possible radii would result in an area that is greater than 12𝑚 2 ?

4) One leg of a right triangle is 7cm shorter than the other leg. How long should the
shorter leg be to ensure the hypotenuse is less than 13 cm?

5) A ball is thrown vertically upward with an initial velocity of 96 feet per second. The
distance s in feet of the ball from the ground after t seconds is given by
𝑠(𝑡) = 96𝑡 − 16𝑡 2 . For what time t is the ball more than 128 feet above the ground?

Things to Remember

Steps in Solving Word Problems involving Quadratic Inequalities

Step 1: Read, understand and analyse the problem.

Step 2: Look for keyword that can help in solving the problem.
Step 3: Identify the given and represent the unknown using variables.
Step 4: Write the equation or inequality.
Step 5: Solve and check.

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 Rubric A

Problem Solving Rubric

This scale evaluates the process employed in response to a problem-solving task. It takes
into consideration the level of student knowledge and understanding with respect to the
given problem solving task; the selection and implementation of appropriate procedures
and/or strategies; and the accuracy of the solution obtained.

5 - Response is characterized by all of the following:

• The student selects and implements relevant concepts and procedures/strategies
needed to solve this problem.
• The student considers all constraints of the problem situation.
• The solution and all relevant work is correct; or, there is a mistake due to some minor
computational or copying error.

4 - The student selects appropriate procedures/strategies to solve this problem; however,

the response/solution is not entirely correct because one of the following is apparent:
• There is evidence the student has a misconception or has failed to consider a
relevant concept needed to solve the problem correctly.
• The student fails to consider a constraint of the problem situation.
• The student has considered an irrelevant variable or failed to consider a relevant
variable.
• The response/solution is generally correct; however, from the information provided it
is not completely clear how the student arrived at this solution.

3 - The student selects appropriate procedures/strategies to solve this problem; however,

the response/solution is not correct because one or more of the following are:
• There is evidence that the student has several misconceptions or has failed to
consider several relevant concepts needed to solve the problem correctly.
• The student fails to consider several constraints of the problem situation.
• The student has also considered several irrelevant variables or failed to consider
several relevant variables.
• The student did not carry the procedures/strategies far enough to reach a solution.
• The response/solution is generally correct; however, there is no information showing
how the student arrived at this response/solution.

2 - An incomplete and/or incorrect response/solution is provided evidencing an attempt to

solve the problem. In addition, one or more of the following are apparent:
• The student did consider a constraint or variable of the problem situation.
• The student understands some concepts relevant to the problem task.
• The student selected a totally inappropriate procedure/strategy.

1 - Response is characterized by the following:

• The student response only repeats information in the problem task.
• An incorrect solution/response is given and no other information is shown.
• The solution/response and supportive information is totally irrelevant to the problem
task.

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Reflection

What have you learned from this activity?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

References
National Center for Research on Evaluation, Standards, and Student Testing. Problem Solving Rubric. Accessed
on August 25,2020. https://www.schreyerinstitute.psu.edu/pdf/ProblemSolvingRubric1.pdf
Roberts, Donna. 2020. "Quadratic Inequalities Practice - Mathbitsnotebook(A1 – CCSS
Math)". Mathbitsnotebook.Com.Accessed on August 25,2020.
https://mathbitsnotebook.com/Algebra1/Ine
"Word Problems with Quadratic Inequalities - Expii". 2020. Expii. Accessed on August 25,2020.
https://www.expii.com/t/word-problems-with-quadratic-inequalities-4542.
Solutions.com, Vivax. 2020. " Quadratic Equations Word Problems - GCSE, Igcse, A-Level: Maths Tutorials |
Vivax Solutions ". Vivaxsolutions.Com. Accessed on August 25,2020.
https://www.vivaxsolutions.com/maths/gcse

Answer Key
Practice A
1) less than or equal to 4) more than
2) at least 5) at most
3) less than

Practice B
1) ≤ 4) >
2) ≥ 5) ≤
3) <

Practice C
1) The projectile is at least 6 m above the ground from 2/3 seconds to 3 seconds.
2) The height of the ball is greater than or equal to 52 feet from 1 second to 3 seconds.
3) A radius larger than 4 cm would give an area greater than 12𝑐𝑚2?
4) The shorter leg should measure between 0 and 5 to ensure the hypotenuse is less than 13 cm.
5) Between 2 to 4 seconds, the ball is more than 128 feet above the ground.

Prepared by

JAYSON B. LUCAS
Northville 15 Integrated School

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