9

Mathematics
Quarter 1 – Module 2a:
The Nature of the Roots of
Quadratic Equations
Mathematics – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 1: Title
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 2a:
The Nature of the Roots of
Quadratic Equations
Introductory Message
For the facilitator:

Welcome to the Mathematics Grade 9 Self-Learning Module (SLM) on the

nature of the roots of 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.

It focuses on the fundamental concepts of quadratic equations and its

application. The presentation and examples herein stated are tailored-fit and
meticulously selected to ensure learners understanding. Learners should be able to
identify the significant characteristics of each concept. An array of solving
strategies are then manifested to guide students’ learning.

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.

2
For the learner:

Welcome to the Mathematics 9 Self Learning-Module (SLM) on the nature of

the roots of quadratic equations.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

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!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you characterize the roots of quadratic equations using the discriminant. 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.

The module has one lesson:

 Lesson 1 – The Nature of Roots of Quadratic Equations

After going through this module, you are expected to:

1. characterize the roots of quadratic equations using the discriminant.

What I Know

Directions: In this part, you will find out how much you already know about
the lesson in this module. Read the items carefully and choose the letter of
your answer. Write your answer on a separate sheet.

1. Determine the values of a, b, and c of the quadratic equation 3x2 – 4x =

8.
A. a=3, b=4, c=8 C. a=3, b=-4, c=-8
B. a=3, b=-4, c=8 D. a=-3, b=-4, c=-8

2. Which part of the quadratic formula expresses the discriminant of

√
quadratic equations? Quadratic formula :
√
A. B. C. b2 – 4ac D.

3. What is the nature of the roots of a quadratic equation with discriminant

of 10?
A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

4. Which of the following could be the discriminant of a quadratic equation

with roots that are real, rational and are not equal?
A. -1 B. 0 C. 7 D. 25

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5. Evaluate: (-3)2 – 4(1)(7)
A. -37 B. -19 C. 19 D. 37

6. Which expression shows the discriminant of the quadratic equation

4x2 – 8x = -21?
A. (8)2 – 4(4)(21) C. (-8)2 – 4(4)(21)
B. (-8) – 4(4)(-21)
2 D. -(8)2 – 4(4)(21)

7. What is the discriminant of (x – 2) (x + 4) = 0?

A. -28 B. -8 C. 28 D. 36

8. How many real roots does the quadratic equation x2 + 2x + 5 have?

A. 0 B. 1 C. 2 D. 3

9. Find b in b2 – 4ac = -11 if a=1 and c=5.

A. -3 B. 0 C. 2 D. 9

10. Do you agree that when the quadratic equation is a perfect square
trinomial, its discriminant is zero?
A. Yes, because c=0 then 4ac=0 C. Yes, because b2-4ac=0.
B. Yes, because b=0 then b = 0
2 D. No, because it is not possible.

11. Which of the following quadratic equations has a negative discriminant?

A. x2 – 6x + 3 = 0 C. x2 + 2x – 3 = 0
B. x2 + 6x – 3 = 0 D. x2 – 2x + 3 = 0

12. What are the values of the discriminants of quadratic equations with
real, rational and equal roots?
A. b2 – 4ac = 0
B. b2 – 4ac > 0 and perfect square
C. b2 – 4ac > 0 but not perfect square
D. b2 – 4ac < 0

13. What is the value of k in 2x2 + 3x + k = 0 if its discriminant is 1?

A. -2 B. 0 C. 1 D. 2

14. Which of the following can be the value of k in x 2 + kx + 9 = 0 if its

discriminant is zero?
A. -36 B. 0 C. 6 D. 36

15. Which of the following is NOT a possible value of k in x 2 + kx + 4 = 0 if it

has no real root?
A. 5 B. 3 C. 0 D. -2

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Lesson
The Nature of Roots of
1 Quadratic Equations
Every day is a good opportunity to learn new things and make connections
on the things you already know. The knowledge and skills you previously learned
will help you understand the topic in this self-learning module. Start this lesson by
checking your prior knowledge on writing quadratic equation into its standard
form. This is a pre-requisite to this lesson.

What’s In

Activity 1: Find my Roots

Directions: Find the roots of the following quadratic equations using the
√
quadratic formula.

1. x2 – 4x + 4 = 0
2. x2– 3x – 2 = 0
3. 4x2 + 6x + 9 = 0
4. x2 + 9x + 2 = 0

Questions:
1. Are all the equations in standard form?

2. Did you easily get the roots for each quadratic equation?

3. What can you say about the roots of each quadratic equation?

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 What’s New

To understand the nature of the roots of quadratic equations and how to

characterize the roots, we need to determine the roots using the quadratic
√
formula .
Activity 2: Nature of my Roots

Directions: Determine the roots of each quadratic equation and describe it as

real, rational & equal; real, rational & not equal; real, irrational & not equal or
no real roots. Write your solution on a separate sheet.
1. 4x2 + 4x + 1=0
2. (x – 3)2 = 0
3. 3x2 – 8x + 5 = 0
4. x2 = 49
5. 5x2 + 10x + 3 = 0
6. x2 – x – 3=0
7. x2 = -2 (2x + 3)
8. x2 – x + 5 = 0

Questions:

1. Are all the equations in standard form? Is it important to write the

quadratic equations in standard form? Why?

2. What can you say about the roots of each quadratic equation?

3. Compare the roots of the quadratic equations

a. What equations have real, rational & equal roots?

b. What equations have real, rational & not equal roots?

c. What equations have real, irrational & not equal roots?

d. What equations have no real roots?

4. Look at your solutions, what have you observe about the values inside the
radical sign especially between equations with the same characteristics of roots.

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 What is It

In the last activity, you determined and described the roots of the quadratic
equations. Now, let us discuss how quadratic equations have roots that are real
& equal, rational & not equal, irrational & not equal or no real roots.

Let’s take the equations 4x2 + 4x + 1 = 0 and (x – 3)2 = 0 and find their roots using
quadratic formula.

For 4x 2 + 4x + 1 = 0 For (x – 3)2 = 0

a=4 b=4 c=1 Write the quadratic equation in
standard form
√
x2 – 6x + 9 =0
𝑏 𝑎𝑐
√ a=1 b=-6 c=9
(By Substitution)
√
√ 𝑏 𝑎𝑐
√
(By Substitution)
√
√
0

The roots of 4x2 + 4x + 1 = 0 are and ,and they are real, rational and equal
while the roots of x2 + 6x + 9 = 0 are 3 and 3, and they are also real, rational and
equal.
What is common between them? Look at the solution again and notice the encircled
values. Correct! Both are zero.
Now, where did we get these values? These are the values of b2 – 4ac which is
inside the radical sign. Did you find it in the quadratic formula?

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So we can say, when the value of b2 – 4ac = 0, the roots are real, rational and
equal.

Next, let’s determine the roots of 3x2 – 8x + 5 = 0 and x2 – 49 = 0.

For 3x 2– 8x + 5 = 0 For x2 = 49
a=3 b=8 c=5 Write the quadratic equation in
standard form.
√
x2 – 49 = 0
𝑏 𝑎𝑐
√ a=1 b=0 c=-49
(By Substitution)
√
√
𝑏 𝑎𝑐
√
(By Substitution)
√
√
4

The roots of 3x2 – 8x + 5 = 0 are and , and they are real, rational and not equal
while the roots of x2 – 49 = 0 are 7 and -7, and they are also real, rational and not
equal.
Notice the encircled values, 4 and 196. Are they positive? Are they perfect square?

So, when the value of b2 – 4ac > 0 and is a perfect square, the roots are real,
rational and not equal.

3
Let’s determine the roots5x2 + 10x + 3 = 0 and x2 – x – 3 = 0.
For 5x 2+ 10x + 3 = 0
a=5 b=10 c=3

√
𝑏 𝑎𝑐
√
(By Substitution)

40

For x2 – x – 3 = 0 The roots of 5x2 + 10x + 3 = 0

a=1 b=-1 c=-3 are
√
and
√
, and they are real,
√ irrational and not equal while the roots of
𝑏 𝑎𝑐 √ √
x2 – x – 3 = 0 are and , and they
√
(By Substitution) are also real, irrational and not equal.

√
Are the encircled values positive? Are they
perfect square?
√

When the value of b2 – 4ac > 0 and is not

√ perfect square, the roots are real, rational
and not equal.
√

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Lastly, determine the roots of x2 = -2(2x + 3) and x2 – x +5 = 0.
For x2 = -2(2x + 3) For x2 – x + 5= 0

Write the quadratic equation in a=1 b=-1 c=5

standard form
√
x2+ 4x + 6 = 0
𝑏 𝑎𝑐
a=1 b=4 c=6 √
(By Substitution)
√
√
𝑏 𝑎𝑐
√
(By Substitution)
√
√
9
√ 9

√
√ 9
-14
√

√ √
The roots of 5x2 + 10x + 3 = 0 are and ,they are not real while the
√ √
roots of x2 – x – 3 = 0 are and , and they are also not real because there
is no real number can be extracted from √ and √ 9

Are the encircled values positive?

So, when the value of b2 – 4ac < 0, there are no real roots.

The values of the expression b2 – 4ac is called discriminant . This is use to

characterize the nature of roots of quadratic equation. The equation should
be written in standard form (ax2 + bx + c = 0).

Based on our examples above, we can cay that:

 Whenb2 – 4ac = 0, the roots are real, rational and equal.

 When b2 – 4ac > 0 (positive number) and a perfect square, the roots
are real, rational and not equal.

 When b2 – 4ac > 0 (positive number) and not a perfect square, the
roots are real, irrational and not equal.

 When b2 – 4ac < 0 (negative number), the equation has no real roots.

3
Now, we can characterize the nature of the roots of quadratic equations without
determining the roots but using the discriminant.

Let’s have some more examples.

Characterize the nature of roots of following quadratic equations.

1. (x – 4)2 = 0
2. 4x2 = 9

Solutions

In solving for the discriminant, make sure that the quadratic equations are in
standard form (ax2+bx+c=0). This will help you in determining the values of a, b
and c.

1. (x – 4)2 = 0

Write the quadratic equation in standard form.

(x – 4)2 = 0

x2 – 8x + 16 = 0

a=1 b = -8 c = 16

Discriminant = b2 – 4ac
= (-8)2 – 4(1)(16) By Substitution
= 64 – 64 Perform the operations.
Discriminant = 0

Since the discriminant is zero, then the roots are real and equal.

2. 4x2 = 9
Write the quadratic equation in standard form.
4x2 = 9
4x2 – 9 = 0

a=4 b=0 c = -9

Discriminant = b2 – 4ac
= (0)2 – 4(4)(-9) By Substitution
= 0 + 144 Perform the operations.
Discriminant = 144

Since the discriminant is positive and perfect square, then the roots are
rational and not equal.

2
There are times that you will not be given the quadratic equation, instead
the values of the coefficients are given.

Example: Determine nature of roots of the quadratic equation when a=4, b= -2

and c = 3.

Solution:
Since the values needed are already given, substitute the values to the
expression b2 – 4ac then evaluate.

a= -4 b= -2 c= 3

Discriminant = b2 – 4ac
= (-4)2 – 4(-2)(3) By Substitution
= 16 + 24 Perform the operations.
Discriminant = 40

The discriminant is positive and not a perfect square therefore the roots are
irrational and not equal.

There are also times where the discriminant is given and you are to solve
for the unknown value in the given quadratic equation.

Example: Find the value of k in the quadratic equation 8x2+kx + 2 = 0 if the

discriminant is 0.

Solution:
8x2 + kx + 2 = 0

Given: a = 8 c= 2 b2 – 4ac= 0
Unknown is k which is equivalent to the value of b

b2 – 4ac = 0 The discriminant is 0

k2 – 4(8)(2) = 0 Substitute the given values of a and c while

replace b with k

k2 – 64 = 0 Simplify-4(8)(2)

k2 – 64 + 64 = 0 + 64 Addition property of equality

k2 = 64 Simplify.

√ √ To get k from k2, extract the square root of

both sides
k = 8, -8 The value of k is 8 or -8.

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 What’s More

I. Describe the nature of roots of a quadratic equation given the value of the
discriminant. Write your answer on a separate sheet.

_________________1. 36 ________________6. -49

_________________2. -17 ________________7. 676
_________________3. 0 ________________8. -100
_________________4. 196 ________________9. 1
_________________5. 143 ________________10. 2025

II. Find the value of the discriminant and nature of zeroes/roots in each
quadratic function.
1. x2 – 2x + 4 = 0 discriminant: ______ nature of roots: _________________
2. 4x2 – 5x + 12 = 0 discriminant: ______ nature of roots: ________________
3. x2 + 4x – 21 = 0 discriminant: ______ nature of roots: _________________
4. x2 – 9x + 7 = 0 discriminant: ______ nature of roots: _________________
5. x2 + 3x + 3 = 0 discriminant: ______ nature of roots: __________________

What I Have Learned

The values of the expression b2 – 4ac is called discriminant. This is use to

characterize the nature of roots of quadratic equation. The equation should be
written in standard form (ax2 + bx + c = 0).

Based on our examples above, we can cay that:

 When b2 – 4ac = 0, the roots are _______________________________________.

 When b2 – 4ac > 0 (positive number) and a perfect square, the roots are
___________________________________.

 When b2 – 4ac > 0 (positive number) and not a perfect square, the roots are
___________________________________.

 When b2 – 4ac < 0 (negative number), the equation has ___________________.

4
 What I Can Do

You may not see the immediate use of discriminant in your daily life because we
do not usually use quadratic equations daily. But this concepts could help us
when we enter certain fields like business and planning. In a way, quadratic
equation and its discriminant helps in developing critical thinking skills and
decision making. The situation below is an example of real life problems
involving quadratic equation and its discriminant.

Problem: A carpenter is commissioned to build a chalk board with an area of 50

square feet. The client wants the length to be 5 feet longer than its width. Is it
possible?

x ft

(x + 5) ft

Answer the following questions:

1. Write the mathematical sentence that represents the area of the chalk board.
2. Simplify the equation and write it in standard form of quadratic equation.
3. Solve the discriminant of the quadratic equation in #2.
4. Is the discriminant a positive or a negative?
5. To answer whether the client’s request is possible or not, we need to go back
to the discriminant. If you are to get the square root of the discriminant in
#3, is there a possible value that can represent the width of the board? If
there is, then the client’s request is possible. If otherwise, then it is not
possible.

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 Assessment

Summative Test

Directions: Read the items carefully. Choose the correct answer and write it
on a separate sheet.

1. Determine the values of a, b, c of the quadratic equation 2x2 + 4x = 8.

A. a=2, b=4, c=8 C. a=2, b=4, c=-8
B. a=2, b=-4, c=8 D. a=-2, b=-4, c=-8

2. Which part of the quadratic formula expresses the discriminant of

√
quadratic equations? Quadratic formula:
√
A. b2 B. b2 – 4ac C. D.

3. What is the nature of the roots of a quadratic equation with discriminant

of 169?
A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

4. Which of the following could be the discriminant of a quadratic equation

with roots that are real, rational and are not equal?
A. -6 B. 0 C. 1 D. 123

5. Evaluate: (-2)2 – 4(1)(-2)

A. -4 B. -0 C. 4 D. 12

6. Which expression shows the discriminant of the quadratic equation

x2 = 121?
A. (0)2 – 4(1)(121) C. (0)2 – 4(0)(121)
B. (0)2 – 4(1)(-121) D. -(0)2 – 4(-1)(-121)

7. What is discriminant of x (x + 4) = 0?
A. -16 B. -4 C. 0 D. 16

8. How many real roots does the quadratic equation 4x2 – 12x + 9 have?
A. 0 B. 1 C. 2 D. 3

9. Find value of a in if the discriminant of the quadratic equation is 25 when

b=5 and c=0.
A. -3 B. 0 C. 1 D. 5

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10. What is the nature of the roots of a quadratic equation where c=0?
A. Real, rational and equal C. Real, rational and not equal
B. Real, irrational and not equal D. No real roots

11. Which of the following quadratic equation has a zero discriminant?

A. x2 – 6x + 3 = 0 C. x2 + 2x – 3 = 0
C. x2 + 6x – 3 = 0 D. x2 – 2x + 1 = 0

12. What are the values of the discriminants for the quadratic equations to
have real, irrational and not equal roots?
A. b2 – 4ac = 0 C. b2 – 4ac > 0 but not perfect square
B. b – 4ac < 0
2 D. b2 – 4ac > 0 and perfect square
13. What is the value of k in kx2 – 3x – 10 = 0 if its discriminant is 89?
A. -2 B. 0 C. 1 D. 2

14. Which of the following can be the value of k in 5x 2 + kx + 5 = 0 if its

discriminant is zero?
A. -10 B. 0 C. 5 D. 100

15. Which of the following is a possible value of k in x 2 + kx + 4 = 0 if it has

real and equal roots?
A. -10 B. -2 C. 0 D. 4

7
 Additional Activities

Investigate: Investigate the discriminant and nature of roots of quadratic

equations if it is a perfect square trinomial. An example is given. You need to look
for 4 more perfect square trinomial and determine their discriminant and nature of
roots.

Perfect Square Trinomial Discriminant Nature of Roots

1. x2 + 2x + 1 = 0 0 Real, rational and equal

2.

3.

4.

5.

8
 9
What I What’s In What’s New
Activity 1: Find my Activity 2: Nature of my roots
know roots
1. & (real, rational and equal)
1. C
1. 2 & 2 2. 3 & 3 (real, rational and equal)
2. C
2. 2 & 1
3. D 3. & (real, rational and not equal)
4. D √
3. & 4. 7 & -7 (real, rational and not equal)
5. B √ √
6. C √ 5. &
7. D (real, irrational and not equal)
8. A √7 √ √
9. A 4. & 6. &
10. C 9 √ (real, irrational and not equal)
11. D √ √
12. A 7. & no real roots
13. D
√ √
14. C 8. & no real roots
15. A
What’ s More
What I can do
I. Describe the nature of roots of a quadratic
equation given the value of the discriminant. Write 1. 50 = (x + 5) (x)
your answer on the space provided. 2. x2 + 5x – 50 = 0
1. Real, rational and not equal 3. Discriminant: 225
2. No real roots 4. Positive
3. Real, rational and equal
5. The client’s request is possible.
4. Real, rational and not equal
5. Real, irrational and not equal
6. No real roots
7. Real, rational and not equal
8. No real roots
9. Real, rational and not equal
10. Real, rational and not equal
II. Find the value of the discriminant and nature of
zeroes/roots in each quadratic equation.
1. x 2 – 2x + 4 = 0 discriminant: -12 Summative Test
nature of roots: no real roots 1. C 9. C
2. 4x 2 – 5x + 12 = 0 discriminant: -167 2. B 10. C
nature of roots: no real roots 3. C 11. D
3. x 2 + 4x – 21 = 0 discriminant: 100 4. C 12. C
nature of roots: real, rational and not equal
5. D 13. D
4. x 2 – 9x + 7 = 0 discriminant: 53
nature of roots: real, irrational and not equal
6. B 14. A
5. x 2 + 3x + 3 = 0 discriminant: -3 7. D 15. B
nature of roots: no real roots 8. C
Answer Key
Reference

Deped Learner’s Material for Mathematics Grade 9 Module 1 Lesson 3: The Nature
of the Roots of a Quadratic Equation

10
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph