s

Mathematics
Quarter 1-Module 15
Representing Quadratic Function
Through Table of Values and Graphs
Week 6
Learning Code - M9AL-Ig-11.1
 GRADE 9
Learning Module for Junior High School Mathematics

Quarter 1 – Module 15 – New Normal Math for G9

First Edition 2020
Copyright © 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Jhon Edward M. Valera- TI Rowena F. Reyes- TI
Marvin G. Sollera – MTI Analynn M. Argel - MTII

Editor: Sally C. Caleja – Head Teacher VI

Rolando A. Ibayan – Head Teacher VI
Corazon T. Misa – Head Teacher VI
Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrator: Writers
Layout Artist: Writers

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator
 GRADE 9
Learning Module for Junior High School Mathematics

MODULE REPRESENTING QUADRATIC FUNCTION THROUGH

15 TABLE OF VALUES AND GRAPHS

Aside from the equation form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 or 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where 𝑎, 𝑏, 𝑐

are real numbers and 𝑎 ≠ 0, we can also represent quadratic functions in many form.
In this module, you will learn how to represent quadratic function through table of
values and graphs.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCY
The learners will be able to:
• represent a quadratic function using: (a) table of values and (b) graph
M9AL-Ig-11.1

WHAT I KNOW
PPREPREVIER
! Find out how much you already know about representing quadratic function
through table of values and graphs. Write the letter that you think is the best answer
to each question on your answer sheet. Answer all items. After taking and checking
this short test, take note of the items that you were not able to answer correctly and
look for the right answer as you go through this module.
1. Complete the given table of values with equation 𝑦 = 2𝑥 2 − 12𝑥 + 19.

A. C.

B. D.

2. Which of the following table of values does not represent a quadratic function?

A. C.

B. D. ‘

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Learning Module for Junior High School Mathematics
3. Which of the following graph describes a quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
with 𝑎 > 0?

A. C.

B. D.

4. Use the coordinates from the table to determine which equation models the
table below:

x -3 -2 -1 0 1 2 3 4
y 28 12 0 -8 -12 -12 -8 0

A. 𝑓 (𝑥 ) = 𝑥 2 − 3𝑥 − 4 C. 𝑓 (𝑥 ) = 2𝑥 2 + 6𝑥 − 8

B. 𝑓 (𝑥 ) = 4𝑥 2 − 12𝑥 − 16 D. 𝑓 (𝑥 ) = 2𝑥 2 − 6𝑥 − 8

5. Which of the following represents the graph for your answer in number 4?

A. C.

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B. D

6. Which of the following is true about this

given table of values?
A. The y values are all positive. Hence, the table represents a quadratic
function.
B. The y values are all positive. Hence, the table does not represent a quadratic
function.
C. The first and second differences of the y values are equal. Hence, the table
represents a quadratic function.
D. The first differences of the y values are already equal. Hence, the table does
not represent a quadratic function

7. If an object is dropped from a height of 39 feet, the function h(t) = −16t2 + 39

gives the height of the object after t seconds. Graph the function.

A. C.

B. D.

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8. Identify the graph of that best represent the equation 𝑦 = 𝑥 2 − 4

A. C.

B. D.

For Items 9 - 10, use the situation below

The equation 𝑦 = 𝑥 2 – 12𝑥 + 45 models the number of books y sold in a
bookstore x days after an award-winning author appeared at an autograph-signing
reception.

9. Determine the table and graph that best describes the given situation.

A. C.

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B. D.

10. What was the day that exactly 90 copies of the book were sold?
A. A .12th day C. C .14th day
B. B .13th day D. 15th day

RECALL: If you are

making table of value,
WHAT’S IN just substitute the
PPREPREV 𝒙 𝒗𝒂𝒍𝒖𝒆 to get 𝒚
IER!
COMPLETING TABLE OF VALUES
Complete the following table using the indicated function.

1. 𝒚 = 𝟐𝒙 − 𝟏

Solution: Since y = f(x), to get the values of y and complete the table
we need to do this
x y if x = -2, if x = -1,
-2 𝑦 = 2𝑥 − 1 𝑦 = 2𝑥 − 1
𝒇(𝒙) = 𝟐𝒙 − 𝟏 𝒇(𝒙) = 𝟐𝒙 − 𝟏
-1 𝑓(−2) = 2(−2) − 1 𝑓(−1) = 2(−1) − 1
𝑓(−2) = −4 − 1 𝑓(−1) = −2 − 1
0 𝑓(−2) = −5 𝑓(−2) = −3
then y = -5 then y = -3
1

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if x = 0 if x = 1, if x = 2
𝑦 = 2𝑥 − 1 𝑦 = 2𝑥 − 1 𝑦 = 2𝑥 − 1
𝒇(𝒙) = 𝟐𝒙 − 𝟏 𝒇(𝒙) = 𝟐𝒙 − 𝟏 𝒇(𝒙) = 𝟐𝒙 − 𝟏
𝑓(0) = 2(0) − 1 𝑓(1) = 2(1) − 1 𝑓(2) = 2(2) − 1
𝑓(0) = 0 − 1 𝑓(1) = 2 − 1 𝑓(2) = 4 − 1
𝑓(0) = −1 𝑓(1) = 1 𝑓(2) = 3
then y = -1 then y = 1 then y = 3

2. 𝒚 = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗

x y Solution: Since y = f(x), to get the values of y and complete the table
we need to do this
0 if x = 0, if x = 1,
𝑦 = 2𝑥 2 − 8𝑥 + 9 𝑦 = 2𝑥 2 − 8𝑥 + 9
1 𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗 𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗
𝑓(0) = 2(0)2 − 8(0) + 9 𝑓(1) = 2(1)2 − 8(1) + 9
2 𝑓(0) = 2(0) − 0 + 9 𝑓(1) = 2(1) − 8 + 9
𝑓(0) = 0 − 0 + 9 𝑓(1) = 2 − 8 + 9
3 𝑓(0) = 9 𝑓(1) = 3
4 then y = 9 then y = 3

if x = 2, if x = 3, if x = 4,
𝑦 = 2𝑥 2 − 8𝑥 + 9 𝑦 = 2𝑥 2 − 8𝑥 + 9 𝑦 = 2𝑥 2 − 8𝑥 + 9
𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗 𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗 𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗
𝑓(2) = 2(2)2 − 8(2) + 9 𝑓(3) = 2(3)2 − 8(3) + 9 𝑓(4) = 2(4)2 − 8(4) + 9
𝑓(2) = 2(4) − 16 + 9 𝑓(3) = 2(9) − 24 + 9 𝑓(4) = 2(16) − 32 + 9
𝑓(2) = 8 − 16 + 9 𝑓(3) = 18 − 24 + 9 𝑓(4) = 32 − 32 + 9
𝑓(2) = 1 𝑓(3) = 3 𝑓(4) = 9
then y = 1 then y = 3 then y = 9

You try!
Complete the following table using the indicated function
1. 𝑦 = 2𝑥 + 1 2. 𝑦 = 𝑥 2 + 2𝑥 −1 3. 𝑦 = 2𝑥 2 + 4𝑥 − 6
x y x y x y
-2 -2 -2
-1 -1 -1
0 0 0
1 1 1
2 2 2

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Learning Module for Junior High School Mathematics

Communication, Creativity, Critical

WHAT’S NEW
Thinking and Collaboration

QUADRATIC OR NOT?
Activity #1: “Let’s Play some Blocks”
Examine the number of blocks per column. Predict the number of blocks on the last
position.. You can share each other’s idea.

Position (x)

1 2 3 4 5
N
U
M
B ______
E
R

Of
______
B
L
O
C
K
S ______
(y)

Which of this
block patterns
represents a
Quadratic
Function?

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Learning Module for Junior High School Mathematics
Activity #2: “Have you ever Wonder?”

What is
common
between
these two
pictures?

Have you ever asked yourself why Have you ever asked yourself why
PBA star players are good in free the ramp of skate boarding is
throws? designed like this?

WHAT IS IT Which of this block patterns represents a

Quadratic Function?

QUADRATIC FUNCTION: TABLE OF VALUES

Equal Differences Method
A function represents a table of values having the differences of the y values. If
the second differences of the y values are equal, then the given function is a quadratic
function.
Example 1: Here are the answers for activity #1

Position (x)

1 2 3 4
N
U
M 3 8 15 24
B 35
E
R

Of
1 3 5 7 9

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Learning Module for Junior High School Mathematics
B
L 1 3 6 10
O
C
K 15
S
(y)

Let’s Investigate!

Block pattern #1 The second

differences are
Position (x) 1 2 3 4 5 equal. Hence, this
table represents a
Number of quadratic function
blocks (y) 3 8 15 24 35

The first
differences
are 5 7 9 11
different
5
The second
differences 2 2 2
are equal

The first differences

Block pattern #2 are already equal.
Hence, this table
Position (x) 1 2 3 4 5 does not represent
Number of a quadratic
blocks (y) 1 3 5 7 9 function

The first
differences
are equal 2 2 2 2
Block pattern #3
Position (x) 1 2 3 4 5 The second
Number of differences are
blocks (y) 1 3 6 10 15
equal. Hence, this
table represents a
The first quadratic function
differences
are different 2 3 4 5
The second
differences are
equal 1 1 1
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Learning Module for Junior High School Mathematics
QUADRATIC FUNCTION: GRAPH
The graph of a quadratic function is called a parabola. It is basically a curved
shape opening up or down.
When you have a quadratic function in form 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄

if a > 0, then the parabola opens upward ,

if a < 0, then the parabola opens down .

The other one

Both pictures on
is opening
activity #2 shows downward
curved shape like a
parabola

One is opening
upward

How to represent a graph of a quadratic function?

Example 2:
Sketch the graph of the given quadratic function in the WHAT’S IN part.
𝑦 = 2𝑥 2 − 8𝑥 + 9
Use the filled up table below:

x y
0 9
1 3
2 1
3 3
4 9
Step 1: Complete the table
We already have solution in this part. Please see the WHAT’S IN part

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Learning Module for Junior High School Mathematics

Step 2: Plot the points on a Cartesian plane

The coordinates are:

(x,y)
A. (0,9)
B. (1,3)
C. (2,1)
D. (3,3)
E. (4,9)

Step 3: Connect the plotted points

𝒚 = 𝟐𝒙𝟐 − 𝟖𝒙 + 𝟗

Don’t forget to curve

(smooth curve) it
perfectly like a
parabola

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Learning Module for Junior High School Mathematics

WHAT’S MORE

Complete the table of values and sketch the graph of the following quadratic functions:
(Use a separate graphing paper for your solutions and graphs.)
1. 𝑦 = −𝑥 2
2. 𝑦 = 2𝑥 2 − 4𝑥 − 3 3. 𝑦 = −2𝑥 2 − 8𝑥 + 5
𝒙 𝒚
𝒙 𝒚 𝒙 𝒚
0
-3 -2
1
-2 -3
2
0 -1
3
1 -4
-1
2 0
-2
3 -5
-3
4 1
5

WHAT I HAVE LEARNED

• A function is represented by a table of values with common differences of the y

values. If the second differences of the y values are equal, then the given
function is a quadratic function.
• The graph of a quadratic function is called a parabola. It is basically a curved
shape opening up or down.
• When you have a quadratic function in the form 𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄
✓ if a > 0, then the parabola opens upward ,
✓ if a < 0, then the parabola opens down .

WHAT I CAN DO

A. Determine which of the following table of values represents a quadratic function.

Write Q if Quadratic Function and NQF if not.
1.
x -2 -1 0 1 2
y 5 2 1 2 5

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Learning Module for Junior High School Mathematics
2. 4.
x -2 -1 0 1 2
x -2 -1 0 1 2
y -4 -1 2 5 8
y 1 0 1 4 9

3. 5.
x 1 2 3 4 5 x -2 -1 0 1 2
y 5 10 15 20 25 y 0 -4 -6 -6 -4

B. Sketch the graph of each function. Use the allocated grids below:
1. 𝒚 = 𝟑𝒙𝟐 𝟐. 𝒚 = 𝟐𝒙𝟐 − 𝟏𝟔𝒙 + 𝟑𝟑 𝟑. 𝒚 = −𝒙𝟐 + 𝟐𝒙 + 𝟏
Use this table Use this table Use this table
x y x y x y
-2 2 -1
-1 3 0
0 4 1
1 5 2
2 6 3

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Learning Module for Junior High School Mathematics

ASSESSMENT
Write the letter of the correct answer on your answer sheet. If your answer is
not among the choices, write E together with your final answer.

1. Identify the table that represents the graph of quadratic function.

A.

B.

C.

D.

2. Which of the following table of values does not represents a quadratic function?
A. C)

B. D)

3. Given the equation 𝑦 = −2𝑥 2 + 4𝑥 + 7, what value of m and n will make the
table complete,
x -3 -2 -1 0 1 2 3 4
y m -9 1 7 9 n 1 -9

A. -23 and 7 C. -23 and 1

B. -13 and 7 D. 1 and 7

4. Which of the following statements is FALSE about this given table of values?

A. The equation represented by the given table of values is 𝑦 = 𝑥 2 − 2

B. The second differences of the y values of the given table are all equal to 2.
C. The first differences of the y values of the given table are different. Thus, the
given table represents a quadratic function
D. The given table represents a quadratic function.

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Learning Module for Junior High School Mathematics
5. Which quadratic function opens downward?
A. 𝑦 = 2𝑥 2 + 3
B. 𝑦 = 𝑥 2 + 4𝑥 − 6
C. 𝑦 = −3𝑥 2 + 3𝑥 + 7
D. 3𝑦 = 2𝑥 2 − 4𝑥 + 9

6. Which graph best describe this table of values?

A. C.

B. D.

7. What function models the graph on the right?

A. 𝑦 = 𝑥 2 + 8𝑥 + 18
B. 𝑦 = 𝑥 2 + 4𝑥 + 8
C. 𝑦 = 𝑥 2 − 8𝑥 + 18
D. 𝑦 = 𝑥 2 − 8𝑥 + 14

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Learning Module for Junior High School Mathematics
8. Identify the graph that best represent the equation 𝑦 = 𝑥 2 + 4𝑥 − 7.

A. C.

B. D.

For Items 9 - 10, use the situation below

Suppose you have 56 feet of fencing to enclose a rectangular dog pen. The
function 𝐴 = 28𝑥 − 𝑥 2 , where 𝑥 is the width, gives you the area of the dog pen
in square feet.
9. Determine the table that best describes the given situation.

A.

B.

C.

D.

10. What width gives you the maximum area? What is the maximum area?

A) width = 28 ft; area = 196 ft2

B) width = 28 ft; area = 420 ft2
C) width = 14 ft; area = 588 ft2
D) width = 14 ft; area = 196 ft

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 GRADE 9
Learning Module for Junior High School Mathematics

Communication, Creativity ,
Critical Thinking and
ADDITIONAL ACTIVITIES Character Building

THINK IT UP!
Think of an application of quadratic function in your life and perform the following
task.
1. Create a quadratic function relating your real-life application
2. State a scenario to create a table if values using your given quadratic function.
3. Graph your quadratic function.
REFLECT!
What are the characteristics of a parabola that adds up to the skills of a
basketball player in shooting accurately?

PROBLEM – BASED WORKSHEET

Wonders of the world

Chichen Icha

Christ the Redeemer

Statuue
Great Wall of China Machu Picchu

Petra Taj Mahal

The Roman Colosseum

Let’s Analyze!

1. How many wonders of the world we have? ___________________________________.

2. What do we call the graph of a quadratic function? _________________________.

3. In which of these wonders of the world you can see a parabola? _____________.

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Learning Module for Junior High School Mathematics

E-Search
You may also check the following link for your reference and further learnings
on representing quadratic function through table of values and graphs:
• https://www.youtube.com/watch?v=LCjA3jPDvAs
• https://www.youtube.com/watch?v=p0CEGUg8PXU

REFERENCES

Morgan, F. M., & Paige, B. L. (n.d.). Algebra 2. pp 98-102 .America: Henry Holt and
Company
https://cdn.instructables.com/FJI/KOSW/IWQV486H/FJIKOSWIWQV486H.LARGE.j
pg?auto=webp&frame=1&width=1024&height=1024&fit=bounds

https://i.ytimg.com/vi/fXyuzo0NRvY/maxresdefault.jpg

https://www.geogebra.org/graphing?lang=en

https://www.wtamu.edu/academic/anns/mps/math/mathlab/col_algebra/col_alg_tu
t34_quadfun.htm
https://www.coursehero.com/file/37800346/math-9-lm-draft-3242014pdf/

https://drive.google.com/file/d/1SNis5lXA6VvLmXxsVw29HJ6qHkT_4qol/view

https://drive.google.com/file/d/1P5VkyI_qewDCK8bUCFHeAS-o7TYKGr4c/view

https://cdn.kutasoftware.com/Worksheets/Alg1/Graphing%20Quadratic%20Functio
ns.pdf

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ANSWER KEY

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