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9
MATHEMATICS 9
Quarter 1 – Week 5
Solving Quadratic Inequalities

Self-Learning Module

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SOLVING QUADRATIC INEQUALITIES in ONE VARIABLE

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

Example. Find the solution set of 𝑥 2 + 7𝑥 + 12 > 0.

Solution:
The corresponding quadratic equation of 𝑥 2 + 7𝑥 + 12 > 0 is 𝑥 2 + 7𝑥 + 12 = 0.
Solve 𝑥 2 + 7𝑥 + 12 = 0
(𝑥 + 3)(𝑥 + 4) = 0
𝑥 + 3 = 0 and (𝑥 + 4) = 0
𝒙 = −𝟑 and 𝒙 = −𝟒
Plot the points corresponding to -3 and -4 on the number line.

The three intervals are −∞ < 𝑥 < −4, −4 < 𝑥 < −3, and −3 < 𝑥 < +∞.
Test a number from each interval against the inequality 𝑥 2 + 7𝑥 + 12 > 0.

For −∞ < 𝑥 < −4 For −4 < 𝑥 < −3 For and −3 < 𝑥 <
(left side) (in between −4 and −3) +∞
Let 𝑥 = −7 Let 𝑥 = −3.6 (right side)
Let 𝑥 = 0
𝑥 2 + 7𝑥 + 12 > 0 𝑥 2 + 7𝑥 + 12 > 0 𝑥 2 + 7𝑥 + 12 > 0
(−7)2 + 7(−7) + 12 > 0 (−3,6)2 + 7(−3.6) + 12 > 0 (0)2 + 7(0) + 12 > 0
49 − 49 + 12 > 0 12.96 − 25.2 + 12 > 0 0 + 0 + 12 > 0
12 > 0 (True) −0.24 > 0 (False) 12 > 0 (True)

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

For 𝑥 = −3 For 𝑥 = −4
𝑥 2 + 7𝑥 + 12 > 0 𝑥 2 + 7𝑥 + 12 > 0
(−3)2 + 7(−3) + 12 > 0 (−4)2 + 7(−4) + 12 > 0
9 − 21 + 12 > 0 16 − 28 + 12 > 0
0 > 0 (False) 0 > 0 (False)

Therefore, the inequality is true for any value of 𝑥 in the interval −∞ < 𝑥 < −4 or
−3 < 𝑥 < +∞, and these intervals exclude −3 and −4. The solution set of the
inequality is {𝑥: 𝑥 < −4 𝑜𝑟 𝑥 > −3}, and its graph is shown below.

Note that hollow circles are used in the graph to show that −3 and −4 are not
part of the solution set.

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QUADRATIC INEQUALITIES in TWO VARIABLES

There are quadratic inequalities that involve two variables. These
inequalities can be written in any of the following forms:

𝑦 > 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≥ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

𝑦 < 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 𝑦 ≤ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

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

SYMBOL WORDS EXAMPLE

> greater than 𝑦 > 2𝑥 2 − 5𝑥 + 1

< less than 𝑦 < 𝑥 2 + 3𝑥 + 2

≥ greater than or equal to 𝑦 + 9 ≥ −4𝑥 2

≤ less than or equal to 𝑦 − 7𝑥 ≤ 2𝑥 2

SOLVING QUADRATIC INEQUALITIES in TWO

VARIABLES
The solution set of quadratic inequalities in two variables can be determined
graphically. To do this, write the inequality as an equation, then show the graph.
The graph of the resulting parabola will be used to graph the inequality.

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

Solution:

Write the inequality to its corresponding equation.

𝑦 < 𝑥 2 + 3𝑥 + 2 𝑦 = 𝑥 2 + 3𝑥 + 2

Construct table of values for 𝑥 and 𝑦.

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

Use these points to graph a parabola. Points 𝐵(0,8), 𝐶(1,6), and 𝐸(−3,2) are
points along the parabola. The coordinates of these points do not satisfy the
inequality 𝑦 < 𝑥 2 + 3𝑥 + 2. Therefore, they are not part of the solution set of the
inequality. We use a broken line to represent the parabola since the points on the
parabola do not satisfy the given inequality.

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Parabola

B(0,8)
A(-6,7)
C(1,6)

D(3,3)
E(-3,2)

F(-2,-3)

The parabola partitions the plane into two regions. Select one point in each
region (outside, inside and within the parabola) and check whether the given
inequality is satisfied. For example, consider the origin (0, 0), and substitute this
in the given inequality. We obtain 0 < 0 + 0 + 2 or 0 < 2, which is correct.
Therefore, the entire region containing (0, 0) represents the solution set and we
shade it. On the other hand, the point (0, 8) is on the other region. If we substitute
this in the inequality, we obtain 8 < 0 + 0 + 2 or 8 < 2, which is false. Therefore,
this region is not part of the solution set and we do not shade this region.
To check, points A (-6,7), D (3,3), and F (-2, -3) are some of the points in the
shaded region. If the coordinates of these points are substituted in 𝑦 < 𝑥 2 + 3𝑥 +
2, the inequality becomes true. Hence, they are part of the solution set.

Example 2. Find the solution set of 𝑦 ≥ 2𝑥 2 − 3𝑥 + 1.

C (3,10)

A (-4,6) D (0,6) H (6,6)

(3,10) (3,10)
B (1,3)

E (0,1)
(3,10)
F (-3,-1)
(3,10) G (4,-2)
(3

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The figure in the preceding page shows the graph of 𝑦 ≥ 2𝑥 2 − 3𝑥 + 1. All points
in the shaded region including those along the solid line (parabola) make up the
solution set of the inequality. The coordinates of any point in this region make the
inequality true. Points B(1,3), C(3,10), D(0,6), and E(0,1) are some of the points on
the shaded region and along the parabola. The coordinates of these points satisfy
the inequality.
Consider point B whose coordinates are (1,3). If x = 1 and y = 3 are
substituted in the inequality, then the mathematical statement becomes true.

𝑦 ≥ 2𝑥 2 − 3𝑥 + 1 3 ≥ 2(1)2 − 3(1) + 1

3≥ 2−3+1

3 ≥ 0 (True) Hence, (1,3) is a solution to the

inequality.

Learn more about Quadratic Inequalities through the WEB. You may open
the following links.
http://www.mathsisfun.com/algebra/inequality-quadratic-solving.html
https://www.purplemath.com/modules/ineqquad.htm
https://www.purplemath.com/modules/ineqquad2.htm
https://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebr
a/col_alg_tut23_quadineq.htm

LET’S DEEPEN YOUR UNDERSTANDING!

Your goal in the next part is to apply the key concepts of

quadratic inequalities. Use the mathematical ideas and examples
presented in the preceding section to answer the activities provided.

Activity 1: Am I a Solution or Not?

Determine whether or not each of the following points is a solution of the
inequality 𝑦 < 2𝑥 2 + 3𝑥 − 5. Write S before every number if the given point is a
solution to the inequality and NS if not. Answer numbers 2,4,6,8 and 10.

_____1. 𝐴(−1,6) _____6. 𝐹(2,9)

_____2. 𝐵(1,8) _____7. 𝐺(−6, −2)

_____3. 𝐶(−5,10) _____8. 𝐻(1, −4)

_____4. 𝐷(3,6) _____9. 𝐼(0,0)

_____5. 𝐸(−3,4) _____10. 𝐽(−6,7)

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Activity 2: Describe My Solutions!

A. Find the solution set of each of the following quadratic inequalities then
graph. Answer numbers 1 and 3.

1. 𝑥 2 + 9𝑥 + 14 > 0

2. 𝑥 2 + 6𝑥 ≥ −5

3. 𝑦 ≥ −𝑥 2 − 2𝑥 + 8

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LET’S TRANSFER YOUR UNDERSTANDING!

After answering the activity, what new insights do you have about
quadratic inequalities? How would you use this in making decisions?
Now that you have a deeper understanding of the topic, you are ready
to do the task in the next section.

Activity 3: Make It Real!

Directions: Read the situation below then answer the questions that
follow. Answer numbers 2 and 4.

The floor of a conference hall can be

covered completely with tiles. Its length is
36 ft. longer than its width. The area of the
floor is less than 2040 square feet.

1. How would you represent the width of the floor? How about its length?

2. What mathematical sentence would represent the given situation?

3. What are the possible dimensions of the floor? How about the possible
areas of the floor?

4. Would it be realistic for the floor to have an area of 144 square feet?
Explain your answer.

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ANSWER KEY
QUARTER 1: WEEK 5
SOLVING QUADRATIC INEQUALITIES IN ONE VARIABLE

Activity 1: Am I a Solution or Not?

1. NS 3. S 5. NS 7. S 9. NS

Activity 2: Describe My Solutions!

2. {𝑥: 𝑥 ≤ −5 𝑜𝑟 𝑥 ≥ −1}

Activity 3: Make It Real!

1. Width = 𝑥, length= 𝑥 + 36

3. Possible Answers: width= 15 ft., length= 51 ft., Area= 765 ft. 2

width= 22 ft., length= 58 ft., Area= 1276 ft. 2
width= 30 ft., length= 66 ft., Area= 1980 ft. 2

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REFERENCES AND LINKS USED IN THIS

MODULE
References
Merden L. Byant, et. al. Mathematics 9 Learner’s Material, FEP Printing Corp.,
Philippines, 2014.
Zenaida B. Diaz, et. al. Next Century Mathematics 9, Phoenix Publishing House,
Philippines, 2014.
Website Links as References and for Learning Activities
https://mathbitsnotebook.com/Algebra1/Quadratics/QDVertexForm.html
https://www.purplemath.com/modules/sqrvertx.htm
http://dl.uncw.edu/digilib/Mathematics/Algebra/mat111hb/PandR/quadratic/quad
ratic.html

Developed by: Pagal, Jennileth Marie M., Canduman NHS

Edited by: Paras, Maricel D.,Canduman NHS

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For inquiries or feedback, please write or call:

Department of Education – Division of Mandaue City

Plaridel St., Centro, Mandaue City, Cebu, Philippines 6014

Telephone Nos.: (032) 345 – 0545 | (032) 505 – 6337

E-mail Address: mandaue.city001@deped.gov.ph

Website: https://depedmandaue.net

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