I.

TITLE: QUADRATRICKS

II. INTRODUCTION
Mathematics as a discipline is both conceptual and procedural in
nature. There are many definitions, postulates, and theorems that
student should understand before they can write their proof and reason
out logically. There are lots of procedures, rules, and algorithms that
students should perform in order to come up with the correct answer.
Both understanding the concept and demonstrating the skills are
therefore important in learning mathematics.

One lesson in math that requires understanding and skills is

“factoring”. Factoring is defined as a process of undoing multiplication
into a product or into a polynomial. It could also be described as a
process of expressing a number or a polynomial as product of its factors.
Understanding the concept of factoring will help students in doing
division, performing operation on fractions, simplifying rational
expressions, solving quadratic equations and many more. Though
factoring is very important lesson in math, it is always a challenge for
teachers to help students in having a clear understanding of this concept
and in having a mastery of this skill.

In an article published in The Seventh Congress of the European

Society for Research in Mathematics Education entitled “Students’
Reasoning in Quadratic Equations with One Unknown”, the study
revealed that factoring quadratic equations was challenging to students,
particularly when they experience them in different structure from what
they used to. Furthermore, although students knew some rules related to
solving quadratics, they applied these rules thinking about neither why
they did so, nor whether what they were doing was mathematically
correct. It was concluded that the students’ understanding is
instrumental or procedural, rather than relational or conceptual (Erbas,
2011).

1
 On the other hand, the published article in the International
Journal for Mathematics Teaching and Learning entitled “Secondary
School Students’ Conception of Quadratic Equations with One
Unknown”, points out the lack of students’ understanding the concept of
quadratic equation and instead relates it to the method of how it is being
solved. The study revealed that students could not provide a proper
definition of quadratic equations with one unknown. Moreover, the
finding showed that students’ concept image of quadratic equation is
quite limited and dominated by ideas of factoring (Kabar, 2018).

Moreover, in a study entitled “A Case Study on Teaching and

Learning of Quadratic Factoring” (Chung 2012), data revealed that
factoring quadratic trinomial, which requires to write ax 2 +bx +c into the
form (mx+ n)(px + q), is one of the most difficult algebraic challenges for
students at the high school curriculum. Kieran (2006) points out that
based on research on investigating of “visual salience” in the learning of
algebra, students perform significantly better in recognition tasks
involving visual salient rules. Unfortunately, quadratic factoring such as
2
x + 8 x+12=( x +2)( x+ 6) is not visual salient. Therefore, students fail to
develop reasoning in non-visual salient algebraic expression and cause
poor performance in quadratic factoring. Since most of the teachers find
that quadratic factoring is difficult to teach, and most of the students feel
that quadratic factoring is difficult to understand at the same time,
therefore many students use direct-instruction methods to encourage
memorization too (Leitze and Kitt, 2000). But direct-instruction approach
always leads to undesirable results. Didis et al. (2011) highlight that even
students know some rules related to solving quadratics, they apply the
rules without realizing why they did so.

These results on different studies only justify the importance

knowing the reasons “why” and showing the process on “how” quadratic
equations are being factored. Factoring quadratic equations in the form
2
a x +bx +c=0 where a=1, is quite easy for math teachers to factor, as long
as it is factorable. It can be factored as ( x +r ) ( x+ s )=0, where c=rs and
2
b=r + s. It’s like, thinking of factors of c whose sum is b . It could be easily
taught to students as long as they have a clear understanding of factors
and know how to add integers. Example, to factor the quadratic equation,
x + 3 x −10=0 , students must think of factors of −10 whose sum is 3. These
2

factors must be −5, and 2. Therefore,

2
x + 3 x −10=( x−5 )( x +2 )=0 .

But as Chung (2012) found out, factoring quadratic equation in the

form ax 2 +bx +c=0 where a> 1, is one of the most challenging for students.
The fact that not all quadratic equations in this form are factorable
makes it even harder for them. It is important therefore to recognize
which quadratic equations of this form are factorable and which are not.
Knowing when a quadratic equation is factorable will somehow solve half
of the problem of factoring it. The answer lies on the quadratic formula
−b ± √ b2−4 ac 2
which is, x= . The term inside the radicand which is b −4 ac
2a
is called the discriminant. If the discriminant of a quadratic equation is a
perfect square number, then the radical sign or square root symbol can
be cancelled resulting in rational roots. Since all factorable quadratic
equations have rational roots, it follows that the given quadratic equation
in this form is factorable. Though, the discriminant only determines the
nature of the roots of a quadratic equation, not its factors.

Finally, it is not enough to just know if a quadratic equation can be

factored. It is always twice the fulfillment if the factorable quadratic
equation in the form ax 2 +bx +c=0 where a> 1, is written as factors.

III. STATEMENT OF THE PROBLEM

The objectives of this investigation are (1) to have an alternative

way (aside from using the discriminant) in determining whether a
quadratic equation in the form ax 2 +bx +c=0 where a> 1, is factorable or
not, and (2) to have a technique in factoring factorable quadratic
equation of this form where a> 1 similar to that of a=1.
3
 Specifically, the researcher aims to seek answers to the following
questions:

1. How to determine whether a quadratic equation in the form

2
ax +bx +c=0 where a> 1, is factorable or not, aside from using the
discriminant?
2. How to factor quadratic equations in the form ax 2 +bx +c=0 where
a> 1?

IV. CONJECTURES

To come up with decent conjectures, the researcher investigates

the coefficients of factorable and non-factorable quadratic equations in
the form, ax 2 +bx +c=0 where a> 1.

Table 1. Coefficients of Factorable Quadratic Equations

Factorable Quadratic
a b c
Equation
2
1. 2 x +5 x +3=0 2 5 3
2. 2
3 x −11 x+ 6=0 3 −11 6
3. 2
4 x + 4 x−3=0 4 4 −3
4. 2
6 x −13 x−5=0 6 −13 −5
5. 2
20 x −29 x+5=0 20 −29 5

Table 1 shows the coefficients of the factorable quadratic equations

where a> 1. Since the discriminant contains the product of the coefficients
a and c and the coefficient b , the researcher prompted to investigates the
relationship between these coefficients of factorable quadratic equations
on the following table.

4
 Table 2. Factors of ac and the Coefficient b of Factorable Quadratic Equation

Are there
Sum of Each
factors of
ac Possible Factors of ac Possible Factors of b
ac whose
ac
sum is b ?

1
6 { (2 , 3 ) , (−2 ,−3 ) , ( 1 ,6 ) , (−1 ,−6 ) } {5 ,−5 ,7 ,−7 } 5 Yes
.
2 { ( 6 ,3 ) , (−6 ,−3 ) , ( 9 ,2 ) ,
18 {9 ,−9 , 11,−11 ,19 ,−19 }−11 Yes
. (−9 ,−2 ) , ( 1 , 18 ) , (−1,−18 ) }
3 { (−12 , 1 ) , (12 ,−1 ) , ( 3 ,−4 ) ,
−12 {−11, 11,−1, 1 , 4 ,−4 } 4 Yes
. (−3 , 4 ) , ( 6 ,−2 ) ,(−6 , 2)}
{ (−30 ,1 ) , ( 30 ,−1 ) , ( 10 ,−3 ) ,
4 {−29 , 29 , 7 ,−7 , 13 ,−13 ,
−30 (−10 , 3 ) , (15 ,−2 ) , (−15 ,2 ) , −13 Yes
. 1 ,−1 }
( 6 ,−5 ) ,(−6 , 5)}
5 { (100 , 1 ) , (−100 ,−1 ) , ( 25 , 4 ) , {101 ,−101, 29 ,−29 ,25 ,
100 −29 Yes
. (−25 ,−4 ) , ( 20 , 5 ) ,(−20 ,−5)} −25 }

Table 2 shows that there exist factors of ac whose sum is b for

factorable quadratic equations in the form, ax 2 +bx +c=0, where a> 1. For
comparison, the researcher intentionally chose 5 non-factorable
quadratic equations with the same values of a and c as the given
factorable quadratic equations.

Table 3. Coefficients of Non-factorable Quadratic Equations

Non-factorable Quadratic Equation a b c

1. 2
2 x −4 x +3=0 2 −4 3
2
2. 3 x +5 x +6=0 3 5 6
3. 2
4 x −5 x −3=0 4 −5 −3
4. 2
6 x + 3 x −5=0 6 3 −5
5. 2
20 x + x +5=0 20 1 5

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 Table 3 shows the coefficients of the non-factorable quadratic
equations where a> 1. The relationship between the coefficients of the
non-factorable quadratic equations will be investigated in the following
table.

Table 4. Factors of ac and the Coefficient b of Non-factorable Quadratic

Equation

Are there
Sum of Each factors of
ac Possible Factors of ac Possible Factors of b ac whose
ac sum is b
?
1. 6 { (2 , 3 ) , (−2 ,−3 ) , ( 1 ,6 ) , (−1 ,−6 ) } {5 ,−5 ,7 ,−7 } −4 None
{ ( 6 ,3 ) , (−6 ,−3 ) , ( 9 ,2 ) ,
2. 18 {9 ,−9 , 11,−11 ,19 ,−19 } 5 None
(−9 ,−2 ) , ( 1 , 18 ) , (−1,−18 ) }
{ (−12 , 1 ) , (12 ,−1 ) , ( 3 ,−4 ) ,
3. −12 {−11, 11,−1, 1 , 4 ,−4 } −5 None
(−3 , 4 ) , ( 6 ,−2 ) ,(−6 , 2)}
{ (−30 ,1 ) , ( 30 ,−1 ) , ( 10 ,−3 ) ,
{−29 , 29 , 7 ,−7 , 13 ,−13 ,
4. −30 (−10 , 3 ) , (15 ,−2 ) , (−15 ,2 ) , 3 None
1 ,−1 }
( 6 ,−5 ) ,(−6 , 5)}
{ (100 , 1 ) , (−100 ,−1 ) , ( 25 , 4 ) , {101 ,−101, 29 ,−29 ,25 ,
5. 100 1 None
(−25 ,−4 ) , ( 20 , 5 ) ,(−20 ,−5)} −25 }

Table 4 shows that there are no factors of ac whose sum is b for

non-factorable quadratic equations in the form, ax 2 +bx +c=0, where a> 1.
These results suggest the following conjecture.

Conjecture 1. A quadratic equation in the form, ax 2 +bx +c=0, where a> 1,

is factorable if there exist integral factors of ac whose sum is equal to b .

The next task is to determine the factors of the factorable quadratic

equations. The researcher starts the investigation with the factors of the
factorable quadratic equations in Table 1.

Table 5. Coefficients of the Factors of the Factorable Quadratic Equation

Quadratic Factors m n p q

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 Equation ( mx+ n ) ( px +q )=0
1. 2
2 x +5 x +3=0 ( 2 x+3 )( x +1 )=0 2 3 1 1
2. 2
3 x −11 x+ 6=0 ( x−3 )( 3 x−2 )=0 1 −3 3 −2
3. 2
4 x + 4 x−3=0 ( 2 x+3 )( 2 x−1 )=0 2 3 2 −1
4. 2
6 x −13 x−5=0 ( 2 x−5 ) ( 3 x +1 ) =0 2 −5 3 1
5. 2
20 x −29 x+5=0 ( 4 x−5 ) ( 5 x −1 )=0 4 −5 5 −1
Table 5 summarizes the factors of the quadratic equations in Table
1 and the coefficients of each factor as m and n or p and q . Coefficients m
and p are factors of a and certainly one of them must be equal to one (1)
or a , if a is prime. The researcher investigates what will happen if a is
multiplied to either factors or factors of a to both factors of the quadratic
equation to have factors in the form, ( ax +r )( ax + s ) =0.

Table 6. Coefficient a , Factors of ac , Coefficient b , a ( mx +n ) ( px + q )=0, r , and s

Factors
a (Factors)
of ac Factors
a ac b a ( mx +n ) ( px + q )=0 r s
whose ( mx+ n ) ( px +q )=0
( ax +r )( ax + s ) =0
sum is b
1
2 6 5 3,2 ( 2 x+3 )( x +1 )=0 ( 2 x+3 )( 2 x +2 )=0 3 2
.
2
3 18 −11 −9 ,−2 ( x−3 )( 3 x−2 )=0 ( 3 x−9 )( 3 x−2 )=0 −9 −2
.
3
4 −12 4 6 ,−2 ( 2 x+3 )( 2 x−1 )=0 ( 4 x+ 6 ) ( 4 x−2 )=0 6 −2
.
4
6 −30 −13 −15 , 2 ( 2 x−5 ) ( 3 x +1 ) =0 ( 6 x−15 )( 6 x +2 )=0 −15 2
.
5
20 100 −29 −25 ,−4 ( 4 x−5 ) ( 5 x −1 )=0 ( 20 x−25 ) ( 20 x−4 )=0 −25 −4
.

Table 6 shows that multiplying a to the factors ( mx+ n ) ( px +q )=0 , of a

quadratic equation in the form, a x 2 +bx +c=0 , where a> 1, will give factors
in the form ( ax +r )( ax + s ) =0. It is interesting to note that r and s are factors

7
of ac whose sum is equal to b as shown on the table. These findings lead
to the following conjecture.

Conjecture 2. A factorable quadratic equation in the form, ax 2 +bx +c=0,

1
where a> 1, can be factored as ( ax+ r )( ax+ s )=0, where ac=rs and b=r + s.
a

This implies that the problem of factoring quadratic

equations/trinomials is simplified into a problem of finding two integral
numbers whose product is (ac )and sum is equal to (b).

V. VERIFYING CONJECTURES

The conjectures are verified by answering the following activity.

Factor all the factorable quadratic equations below.

1. 2 x 2+ 4 x +5=0

2. 5 x 2+11 x−4=0

3. 3 x 2−8 x+ 4=0

4. 4 x 2+5 x−6=0

5. 9 x 2+ 30 x +25=0

Answers:

1. 2 x 2+ 4 x +5=0

ac= ( 2 )( 5 ) =10 Since there are no integral

b=4 factors of 10 whose sum is 4 ,
Are there factors of 10 whose therefore 2 x 2+ 4 x +5=0
sum is 4 ? None. is NOT factorable.

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 As a support, b 2−4 ac=4 2−4 ( 2 ) (5 )=16−40=−24 , is not a perfect
square which implies that the quadratic equation has no rational roots.
Therefore, the given quadratic equation really is NOT factorable.

2. 5 x 2+11 x−4=0

ac= (5 )(−4 )=−20 Since there are no integral

b=11 factors of −20 whose sum is 11,
Are there factors of −20 therefore the given quadratic
whose sum is 11? None. equation is NOT factorable.

In addition, b 2−4 ac=112−4 ( 5 ) (−4 )=121+ 80=201, is not a perfect

square. This implies that the quadratic equation has no rational roots.
Therefore, the given quadratic equation is NOT factorable.

3. 3 x 2−8 x+ 4=0

ac= (3 )( 4 ) =12 Therefore, 3 x 2−8 x+ 4=0 can be

b=−8 1
factored as ( ax+ r )( ax+ s )=0.
a
Are there factors of 12 whose
1
sum is −8 ? ( 3 x−6 )( 3 x−2 )=0
3
Yes. −6 , −2 or
( x−2 ) ( 3 x−2 )=0
r =−6 and s=−2

Since ( x−2 ) ( 3 x−2 )=3 x 2−2 x−6 x +4=3 x 2−8 x +4 , factors are therefore
verified.

4. 4 x 2+5 x−6=0

ac= ( 4 )(−6 )=−24 Therefore, 4 x 2+5 x−6=0 can be

b=5 1
factored as ( ax+ r )( ax+ s )=0.
a
Are there factors of −24 whose
1
sum is 5? ( 4 x +8 )( 4 x−3 ) =0
4
Yes. 8, −3 or
( x +2 ) ( 4 x−3 )=0
9
 r =8 and s=−3

Since ( x +2 ) ( 4 x−3 )=4 x 2−3 x +8 x−6=4 x 2+5 x−6 , factors are therefore
verified.

5. 9 x 2+ 30 x +25=0

ac= ( 9 ) ( 25 )=225 Therefore, 9 x 2+ 30 x +25=0 can be

b=30 1
factored as ( ax+ r )( ax+ s )=0.
a
Are there factors of 225 whose
1
sum is 30? ( 9 x +15 ) ( 9 x+ 15 )=0
9
Yes. 15, 15 or
( 3 x+ 5 ) (3 x +5 ) =0
r =15 and s=15

Since ( 3 x+ 5 ) (3 x +5 ) =(3 x +5)2 =9 x2 +30 x +15, factors are therefore

correct.

VI. JUSTIFICATION

The researcher will prove that the conjectures hold.

Conjecture 1. A quadratic equation in the form, ax 2 +bx +c=0, where a> 1, is

factorable if there exist integral factors of ac whose sum is equal to b .

This conjecture can be restated as, “A quadratic equation in the

form, ax 2 +bx +c=0, where a> 1, is factorable if there exist integers r and s
such that ac=rs and b=r + s.”.

Proof 1: Let ax 2 +bx +c=0, where a> 1, be a factorable quadratic equation.

Then, it can be factored as ( mx+ n ) ( px +q )=0 where m , n , p, and q are
integers. Multiplying these factors will give mp x 2+ mqx+npx +nq=0, which
can be simplified as mpx 2+ ( mq+ np ) x+ nq=0. This implies that a=mp ,
b=mq+np and c=nq.

Based on these values, it follows that ac=(mp)(nq). Since

multiplication is associative, the factors (mp)(nq) can be rearranged as
ac=(mq)(np). But b=mq+np . Therefore, by letting mq=r and np=s, the
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conjecture has proven that there exist integers r and s such that ac=rs
and b=r + s for factorable quadratic equation in the form ax 2 +bx +c=0,
where a> 1.∎

Proof 2: If the quadratic equation ax 2 +bx +c=0 is factorable, then it must

have rational roots. The roots of any quadratic equation of this form can
−b ± √ b2−4 ac
be determined by using the quadratic formula, x= . The roots
2a
of a quadratic equation will be rational if and only if the discriminant,
2
b −4 ac is a perfect square number. If the discriminant is a perfect
square, then there exists an integer d such that d 2=b2−4 ac . If ac=rs and
b=r + s, then the value of d in terms of r and s can be solved as follows.

2 2 2
d =b −4 ac=( r + s ) −4 rs

2 2 2
d =r +2 rs + s −4 rs
2 2 2 2
d =r −2 rs+ s =(r −s)

d=r−s

Since r and s are integers, it follows that d which is equal to r −s , is

also an integer. Since d is an integer, it implies that the quadratic
equation ax 2 +bx +c=0 has rational roots and can be factored. ∎

Conjecture 2. A factorable quadratic equation in the form, ax 2 +bx +c=0,

1
where a> 1, can be factored as ( ax+ r )( ax+ s )=0, where ac=rs and b=r + s.
a

Proof 1: Let ( mx+ n ) ( px +q )=0 be the factors of ax 2 +bx +c=0, where a> 1, and
m, n, p, and q are integers. Multiplying these factors will give
2
mp x + mqx+npx +nq=0, which can be simplified as mpx + ( mq+ np ) x+ nq=0.
2

This implies that a=mp , b=mq+np and c=nq.

If p is multiplied on the factor (mx+ n) and m on the other factor,

( px+ q) then the result will be p ( mx+n ) m ( px + q )= ( pmx+ pn ) ( mpx+ mq ). To undo
1
the multiplication of p and m , the coefficient must be included to the
mp

11
 1
factors as follows. ( pmx+ pn ) ( mpx+mq ) =0. Since a=mp= pm, the factors
mp
1
can also be written as (ax + pn)(ax +mq). It is shown on proof 1 of the first
a
conjecture that ac=(mq)(np). And since b=mq+np , therefore by letting
r =mq and s=np, a quadratic equation ax 2 +bx +c=0, where a> 1 can be
1 1
factored as ( ax+ s )( ax+ r )= ( ax+ r )( ax+ s )=0, where ac=rs and b=r + s.∎
a a

Proof 2: It is shown on proof 2 of the 1 st conjecture that d= √ b 2−4 ac=r −s .

Using this value and knowing that b=r + s, the roots of the quadratic
equation can be solved using the quadratic formula as follows.

−b ± √ b2−4 ac −(r + s)±(r−s)

x= =
2a 2a

−r−s+ r−s −2 s −s
x 1= = =
2a 2a a

−r−s−(r −s) −2 r −r
x 2= = =
2a 2a a

Based on these roots, the factors can be determined as

( ax + s ) ( ax +r ) =0. The product of these factors is a 2 x 2+ a ( r + s ) x+ rs=0.
2
(
Factoring out a will give the following result. a a x + ( r +s ) x+
rs
a )=0, which

can be simplified as a ( a x 2 +bx +c ) =0. Since the roots of the quadratic

equations ax 2 +bx +c=0 and k ( a x 2 +bx +c ) =0 are the same for all k ≠ 0,
1
therefore k can be chosen such that factor a will be cancelled, that is k =
a
2 1
. Thus, ax +bx +c= ( ax +r ) ( ax +s )=0 where ac=rs and b=r + s. ∎
a

VII. SUMMARY

Based on the investigation, the researcher found the following

findings.

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 1. Aside from using the discriminant b 2−4 ac , there is an alternative
way in determining whether a quadratic equation in the form,
2
ax +bx +c=0, is factorable or not. That is, if there exist integral
factors of ac whose sum is equal to b .

2. A quadratic equation in the form, ax 2 +bx +c=0, where a> 1, can be

1
factored as ( ax+ r )( ax+ s )=0, where ac=rs and b=r + s.
a

The discriminant value plays an important role in the investigation

process. The observation starts with the existence of factors of ac whose
sum is equal to b for factorable quadratic equations in the form,
2
ax +bx +c=0, where a> 1. Then by multiplying a to the factors of the
quadratic equation, the factors can be expressed in the form,
( ax +r )( ax + s ) =0. Surprisingly, that r and s are the factors of ac whose sum
is equal to b . This brings out the main idea that quadratic equations in
1
the form ax 2 +bx +c=0, can be factored as ( ax+ r )( ax+ s )=0, where ac=rs
a
and b=r + s, which had been verified and proven.

The sole guiding principle in factoring quadratic trinomials in the

2
form ax +bx +c is to think of two linear factors in the form
(mx+ n)(px + q) which when multiplied will be equal to ax 2 +bx +c . This is not
an easy task and may require a number of trials and errors before getting
into the correct factors.

The result of this investigation showed that the problem of

factoring quadratic equations/trinomials is reduced in finding two
integral numbers, r and s, whose product is equal to ac and whose sum
is equal to b . The latter problem is much easier and limits the use of
“trial and error” solution.

VIII. POSSIBLE EXTENSIONS

13
 This investigation found out that a quadratic equation in the form
1
2
a x +bx +c=0 , where a> 1, can be factored as ( ax+ r )( ax+ s )=0 where ac=rs
a
and b=r + s. The researcher humbly suggests to further investigate the
signs of r and s in relation to the signs of b and c . It is suggested that the
follow-up investigation should answer the following.

1. When will r and s both be positive?

2. When will they both be negative?
3. When will r and s have different signs?
4. And if they have different signs, what will be the sign of r given that
r > s?

Answering these questions through an investigation will certainly

help students, likewise teachers to master factoring quadratic equations
in the form a x 2 +bx +c=0 , where a> 1. This investigation gives factoring its
new idea, that it is no longer a trial error problem but a way of
determining numbers whose sum and product are known.

Prepared by:

JANNO T. SORIANO
Teacher III
Palapar National High School

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