Mathematics

Quarter 1 - Module 20
The Effects of Changing the Values
of a, h, and k in y = ax2 + bx + c
Week 8
Learning Code - M9AL-Ii-14
 GRADE 9
Learning Module for Junior High School Mathematics
Quarter 1 – Module 20 – New Normal Math for G9
First Edition 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: Analynn M. Argel- MTII Junalisa A. Bartolome- TI

Editor: Sally C. Caleja- Head Teacher VI

Editha T. Moredo – Head Teacher VI
Josefina J. Bustos – 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

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Learning Module for Junior High School Mathematics

MODULE THE EFFECTS OF CHANGING THE VALUES

20
OF a, h, and k in y = ax2 + bx + c

In the previous module, you learned how to graph quadratic functions and
determine the characteristics of parabola. In this module, you will work on the effect of
changing the values of a, h, and k in the graph of quadratic function of the form
y = a(x – h)2 + k.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCY
The learners will be able to:
• analyze the effects of changing the values of a, h, and k of a quadratic
function and its graph. M9AL-Ii-14

WHAT I KNOW
PPREPREVIER
! Find out how much you already know about the effect of changing the values of
a, h, and k. Write the letter that you think is the correct 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. The quadratic function 𝑓(𝑥) = 𝑥 2 + 2𝑥 − 1 is expressed in vertex form as:

A. 𝑓(𝑥) = (𝑥 + 1)2 + 1 C. 𝑓(𝑥) = (𝑥 + 1)2 + 2
B. 𝑓(𝑥) = (𝑥 + 1)2 − 2 D. 𝑓(𝑥) = (𝑥 + 1)2 − 1

2. What is 𝑓(𝑥) = −3(𝑥 + 2)2 + 2 when written in the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐?

A. 𝑓(𝑥) = −3𝑥 2 + 12𝑥 − 10 C.𝑓(𝑥) = −3𝑥 2 + 12𝑥 + 10
B. 𝑓(𝑥) = 3𝑥 − 12𝑥 + 10
2 D. 𝑓(𝑥) = −3𝑥 2 − 12𝑥 − 10

3. The graph of 𝑦 = 𝑥 2 − 3 is obtained by sliding the graph of 𝑦 = 𝑥 2 :

A. 3 units downward C. 3 units to the right
B. 3 units upward D. 3 units to the left

4. In the quadratic function 𝑦 = 𝑥 2 − 2𝑥 − 3, what is the coordinates of the vertex?

A. (−1, −2) C. (1, −4)
B. (−2, 4) D. (3, −2)

5. What is the axis of symmetry of the function 𝑦 = −𝑥 2 + 4𝑥 + 5?

A. 𝑥 = 1 C. 𝑥 = −3
B. 𝑥 = −5 D. 𝑥 = 2

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For numbers 6- 8: In the equation 𝑦 = 𝑥 2 + 3𝑥 + 1, determine the opening of the graph,
the coordinates of the vertex, and the equation of the axis of symmetry.

6. Opening of the graph

A. to the left C. downward
B. to the right D. upward

7. The coordinates of the vertex

3 5 2 3
A. 𝑉(− , − ) C. 𝑉(− , − )
2 4 3 4
1 4 3 1
B. 𝑉 ( , − ) D. 𝑉( , )
2 5 4 4

8. The equation of the axis of symmetry

2 3
A. 𝑥 = C. 𝑥 =
3 2
3 2
B. 𝑥 = − D. 𝑥 = −
2 3

9. What is the equation of the quadratic function

with a graph at the right?

A. 𝑦 = 3𝑥 2
B. 𝑦 = −𝑥 2 + 3
C. 𝑦 = 𝑥 2 + 3
D. 𝑦 = 3𝑥 2 − 3

10. Determine the vertex of the parabola in the quadratic function 𝑦 = 4 − 𝑥 2 .

A. 𝑉(0, 4) C. 𝑉( 2, −4)
B. 𝑉( −1, −2) D. 𝑉(−4,0)

Communication, and
Critical Thinking
WHAT’S IN
PPREPREV
IER! Before going through this module, recall first how to graph quadratic functions.
A. Complete the table of values for the family of y = ax 2 and graph each table on one
Cartesian plane. Label each graph using its corresponding equation.

1. 𝑦 = 𝑥 2 2. 𝑦 = 2𝑥 2
𝑥 −2 −1 0 1 2 𝑥 −2 −1 0 1 2
𝑦 𝑦

1
3. 𝑦 = 3𝑥 2 4. 𝑦 = 𝑥 2
2

𝑥 −2 −1 0 1 2 𝑥 −4 −2 0 2 4
𝑦 𝑦

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1 2
5. 𝑦 = 𝑥 6. 𝑦 = −𝑥 2
3

𝑥 −6 −3 0 3 6 𝑥 −2 −1 0 1 2
𝑦 𝑦

7. 𝑦 = −2𝑥 2
𝑥 −2 −1 0 1 2
𝑦

8. 𝑦 = −3𝑥 2
𝑥 −2 −1 0 1 2
𝑦

1
9. 𝑦 = − 𝑥 2
2

𝑥 −4 −2 0 2 4
𝑦

1
10. 𝑦 = − 𝑥 2
3

𝑥 −6 −3 0 3 6
𝑦

B. Complete the table of values for the family of y = (x – h)2 and graph each table on
one Cartesian plane. Label each graph using its corresponding equation.

1. 𝑦 = 𝑥 2 2. 𝑦 = (𝑥 + 2)2
𝑥 −2 −1 0 1 2 𝑥 −4 −3 −2 −1 0
𝑦 𝑦

2. 𝑦 = (𝑥 − 2)2 4. 𝑦 = (𝑥 + 3)2
𝑥 0 1 2 3 4 𝑥 −5 −4 −3 −2 −1
𝑦 𝑦

3. 𝑦 = (𝑥 − 3)2
𝑥 1 2 3 4 5
𝑦

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C. Complete the table of values for the family of y = x 2+ k and graph each table on one
Cartesian plane. Label each graph using its corresponding equation.

1. 𝑦 = 𝑥 2 4. 𝑦 = 𝑥 2 − 2
𝑥 −2 −1 0 1 2 𝑥 −2 −1 0 1 2
𝑦 𝑦

2. 𝑦 = 𝑥 2 + 2 5. 𝑦 = 𝑥 2 − 3
𝑥 −2 −1 0 1 2 𝑥 −2 −1 0 1 2
𝑦 𝑦

3. 𝑦 = 𝑥 2 + 3
𝑥 −2 −1 0 1 2
𝑦

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Communication
WHAT’S NEW

Parent Function

Parent functions are the function out of a group of

functions that all of the other functions are derived from.
They are the most basic form of function in that group.

In the group of quadratics f(x)=x2 is the parent

function. In this case, a = 1, h = 0 and k =0. The graph is
as parabola opening upward with vertex at (0, 0), as
shown on the left.

What will happen to the graph of quadratic

function define by y = a(x-h)2 + k as we change the
values of a , h and k?

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Communication, Critical
WHAT IS IT
Thinking, and Collaboration

The parent function of quadratic function plays a vital role in the effects of
changing the values of a, h, and k given the equation y = a(x-h)2 + k.

Let’s investigate the graphs you did

on the first activity.

y = ⅓ x2
y = ½ x2
y = 3x2
y = 2x2
y = x2
Analyze the set of graphs for y = ax2,

1. What do you notice about the opening of

the graphs of the quadratic functions of the
form y = ax2?

2. What do you notice about the size of the

opening of the graphs when a > 1?

3. What do you notice about the size of the

opening of the graphs when a < -1?

4. What do you notice about the size of the

opening of the graph when 0<a<1?

Notice that the graphs open upward

when a > 0 and opens downward when
a < 0.
Compared to the graph of y = x2, the

y = -⅓ x2
y = -½ x2
y = -3x2
y = -2x2
graphs are narrower (vertically compressed) y = -x2
if a > 1 or a < -1, and wider (vertically
stretched) if 0<a<1.
y = (x+2)2

y = (x-2)2

Now, analyze the set of graphs for

y = (x+3)2

y = x2

y = (x-h)2,
y = (x-3)2

1. How will you compare the graphs of

quadratic functions of the form y = (x-h)2
with the graph of y = x2?

2. What is the effect on the graph while

changing the value of h?

For the set of graphs of the form

y = (x-h)2, changing the value of h leads to
horizontal movement of the graph. The
graph of y = x2 moves h units to the right

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when h is positive and moves h units to the left when h is negative. The graph has its
vertex at (h, 0) and the axis of symmetry
is as x = h. y = x2

Lastly, observe the graphs of y = x2 + 3

quadratic functions of the form
y = x2 + 2
y = x2 + k.

1. How will you compare the graphs of

quadratic functions of the form y = x2 + k
with the graph of y = x2?
y = x2 - 2
2. What is the effect on the graph while
changing the value of k? y = x2 - 3

For the set of graphs of the form

y = x2 +k, changing the value of k leads to
vertical movement of the graph. The
graph of y = x2 moves k units upward when k is positive and moves k units downward
when k is negative.

What do you think is the effect of the values of a, h and k to the graph of
quadratic function of the form y=a(x-h)2+k? Study the examples below.

Example 1. Sketch the graph of each quadratic function. Identify the opening of the
parabola, the coordinates of the vertex, and the equation for the axis of symmetry.
a. y = (x -2)2 + 3
b. y = -(x + 3)2 +4
c. y = x2 – 6x + 5
d. y = 2x2 – 4x - 3

Solution:
a. For the equation y = (x -2)2 + 3, y
a = 1, h = 2 and k = 3.
Since a > 0, the graph opens 7

upward. The value of h tells the 6

horizontal movement of the graph.
Since h = 2, the graph moves 2 units 5
to the right. The value of k tells the
vertical movement of the graph. 4

Since k = 3, the graph moves 3 units 3

upward.
Thus, the graph of y = (x -2)2 + 2
3 is the graph of y = x2 moved 2
units to the right and 3 units 1

upward. -1 O 1 2 3 4 5 6 7 x

Opening: Upward -1
Vertex: (2, 0)

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Axis of symmetry: x = 2 y
7

6
b. For the equation y = -(x + 3)2 +4,
a = -1, h = -3 and k = 4. 5
Since a < 0, the graph opens downward.
4
Opening: downward
Vertex: (-3, 4) 3

Axis of symmetry: x = -3
2

-6 -5 -4 -3 -2 -1 O 1 2x
c. Since y = x2 – 6x + 5 in in standard form,
transform it to vertex form by completing -1
the squares.

y = x2 – 6x + 5 The original equation

y = (x2 – 6x + 9) + 5 – 9 Complete the square
y = (x – 3)2 – 4 Simplify
y

Therefore, a = 1, h = 3 and k = -4. 4

The graph opens upward, moves 3 units to
3
the right and 4 units down.
2
Opening: upward
Vertex: (3, -4) 1
Axis of Symmetry: x = 3
O 1 2 3 4 5 6 7 8 x

-1

-2

-3

-4

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Learning Module for Junior High School Mathematics
d. Since y =2x2 – 4x – 3 is also in standard form, transform it to vertex form by
completing the squares.
y = 2x2 – 4x – 3
y = 2 (x2 – 2x) – 3
y = 2 (x2 – 2x + 1) – 3 - 2
y = 2(x - 1)2 – 5
y
Here we have a = 2, the graph is
narrower than y = x2 and opens upward. 2

Since h = 1, the graph moves 1 unit to the 1

right and since k= -5, the graph moves 5
units down. -5 -4 -3 -2 -1 O 1 2 3 4 x

-1
Opening: Upward
Vertex: (1, -5) -2
Axis of Symmetry: x = 1
-3

-4

-5

-6

-7

Are you ready to work on your own? Do your best in the next activity.

Critical Thinking, Communication

WHAT’S MORE and Collaboration

A. Sketch the graph of each quadratic function. Identify the opening of the parabola,
the coordinates of the vertex, and the equation for the axis of symmetry.
1. y = x2 – 7 6. y = 2x2 + 3
2. y = (x + 5) 2 7. y = 2(x – 7)2
3. y = (x + 3)2 – 5 8. y = -2(x + 1)2 +5
1
4. y = -(x - 4)2 + 3 9. y = (𝑥 − 3)2 – 2
2
1
5. y = -(x – 6)2 – 4 10. y = - (x + 2)2 – 4
2

B. Transform each equation in vertex form, then sketch the graph.

1. y = -x2 -4x – 7
2. y = x2 – 4x – 1
3. y = -3x2 +12x – 7
4. y = x2 +2x – 2
5. y = 2x2 – 4x + 5
How did you find the activity? Were you able to find out the effects of a, h, and
k on the graphs of y = a(x – h)2 + k ? If not, in which part did you find challenging?
How did you cope up with it?

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Learning Module for Junior High School Mathematics

WHAT I HAVE LEARNED

In the quadratic function y = a (x – h)2 + k, if:

1. a > 0, the parabola opens upward and if a < 0, the parabola opens
downward.
2. a>1 or a <-1, the parabola is narrower as compared to y = x 2 and
wider if 0<a<1.
3. h > 0, the parabola translate h units to the right and if h< 0, the
parabola translate h units to the left.
4. k > 0, the parabola translate k units upward and if k < 0, the
parabola translate k units downward

Now that you are equipped with knowledge on the movements of the graphs of
quadratic function particularly in the effect of a, h, and k, it’s about time to determine
what you can do.

WHAT I CAN DO Critical Thinking

A. Sketch the graph of each quadratic function. Identify the opening of the parabola,
the coordinates of the vertex, and the equation for the axis of symmetry.
1. y = (x + 4)2 6. y + 1 = 3(x + 2)2
2. y = -(x -3) 2 7. y = (x – 5)2 + 5
3. y = x – 3
2 8. (x + 3)2 = -y – 6
4. y = -(x + 2)2 + 5 9. y – 5 = -4(x – 2)2
1
5. y = (x – 4)2 – 3 10. y + 3 = (𝑥 + 2)2
2

B. Transform each equation in vertex form, then sketch the graph.

1. y = x2 + 8x – 1
2. -x2 + 6x = y – 5
3. –x2 = -3x – 1 + y
4. y + 12x = 4x2 – 7
5. y – 5x2 = -10x + 9

ASSESSMENT

Read each item carefully. Identify the choice that best completes the statement or
answers the question.
1. What is the vertex form of the equation 𝑦 = 𝑥 2 − 4𝑥 + 7?
A. 𝑦 = (𝑥 − 2)2 − 3 C. 𝑦 = (𝑥 + 2)2 − 3
B. 𝑦 = (𝑥 − 2) + 3
2 D. 𝑦 = (𝑥 + 2)2 + 3

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For numbers 2-4: In the function 𝑦 = −2𝑥 2 − 8𝑥, identify the opening of the graph,
coordinates of the vertex and the equation of the axis of symmetry.

2. Opening of the graph

A. upward C. downward
B. to the right D. to the left

3. The coordinates of the vertex

A. 𝑉(4, −6) C. 𝑉(−3, −4)
B. 𝑉(−2, 8) D. 𝑉(4, −8)

4. The equation of the axis of symmetry

A. 𝑥 = −2 C. 𝑥 = 4
B. 𝑥 = −3 D. 𝑥 = 8

5. Sketch the graph of the quadratic function 𝑦 = 𝑥 2 + 4𝑥 + 5.

A. C.

B. D.

6. The equation of the axis of symmetry of the function 𝑦 = −2𝑥 2 + 5𝑥 is____.

4
A. 𝑥 = 5 C. 𝑥 = −
3
5
B. 𝑥 = −2 D. 𝑥 =
4

7. Which of the following equations of parabola has a wider opening?

1
A. 𝑦 = 𝑥 2 C. 𝑦 = 3𝑥 2
4
1
B. 𝑦 = 𝑥 2 D. 𝑦 = 5𝑥 2
2

8. Determine the equation of the resulting graph when the parabola with the
equation y = x 2 + 3 , is shifted 4 units downward.
A. y = x2 − 4 C. y = x2 +1
B. y = x2 −1 D. y = x2 + 7

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For items 9-10, refer to the graph at the right.

9. Which of the following could be the equation of the parabola? 6
2
x 5
A. y = −x2 + 5 C. y = +5 4
2 3
x2 2
B. y = − +5 D. y = x2 + 5 1
2 0
-5 -4 -3 -2 -1-1 0 1 2 3 4 5
10. What is the vertex of the parabola? -2
A. 𝑉(−5, 0) C. 𝑉(0, 5) -3
B. 𝑉(0, −5) D. 𝑉(5, 0) -4

Communication, Critical Thinking,

ADDITIONAL ACTIVITIES Creativity and Character Building

Activity 1: Parent Function to a New Function

Can you give the equation of a quadratic function when a parent function is
given, directions of its translations, and the multiplying factor for its vertical stretch or
vertical compress?
Give the equation of quadratic function in vertex form described by each of the
following.
1. The parent function y = x2 is translated 5 units to the right and 4 units down.
2. The parent function y = x2 is reflected across the x-axis, translated 3 units to
the left and 11 units up.
3. The parent function y = x2 is vertically compressed by a factor of 3, translated 2
units to the left and 7 units down.
4. The parent function y = x2 is reflected across the x-axis, vertically stretched by
1
a factor of , and is translated 8 units to the right and 3 units up.
4

Activity 2: Reflection
The challenges you are facing during graphing of functions, not only quadratic,
can be eased out by using technology. A lot of graphing tools can be used to graph
functions in seconds.

What is your stand in using graphing tools during lessons on graphing? Do you
think it is necessary to learn first the graphing manually before jumping into
technology? On what instances is technology the best option in graphing functions?

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PROBLEM – BASED WORKSHEET

Students of Grade 10 – Edison were ask to write a quadratic

function and then graph it. Ana graphs her quadratic function, and the
vertex of the graph is (2, 3). While Karen choose the function y = −x 2 + 7.
When Karen learned the vertex of Ana’s function, she states that
her function has a greater maximum value than Ana’s. Is Karen correct?
Justify your response.

Let’s Analyze!
1. In one Cartesian plane, plot Ana’s vertex and graph Karen’s function.
y

11

10

-6 -5 -4 -3 -2 -1 O 1 2 3 4 5 6 x

-1

2. Is Karen correct with her statement? Why or why not?

E-Search
You may also check the following link for your reference and further learnings
on the effect of changing the values of a, h, and k on the quadratic function
y = a(x – h)2 + k

• https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:quadratic-
functions-equations/x2f8bb11595b61c86:quadratic-forms-features/v/finding-
features-of-quadratic-functions
• https://www.slideshare.net/Iyha14/lessoneffects-of-changing-ah-and-k-in-the-
graph-of-quadratic-function
• https://courses.lumenlearning.com/waymakercollegealgebra/chapter/transfor
mations-of-quadratic-functions/
• https://amsi.org.au/ESA_Senior_Years/SeniorTopic2/2a/2a_2content_2.html

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REFERENCES
Kaufmann, Jerome, Intermediate Algebra for College Students. PWS-KENT Publishing
Company, Boston
MacKeague, Charles, Intermediate Algebra, Concepts and Graphs. Saunders College
Publishing, USA
Mathematics 9 Learner’s Material, Department of Education
Ogena, Ester, et. al. Our Math Grade 9. Mc Graw Hill, Vibal Group. Inc.
https://1.cdn.edl.io/N7i5exk1yrLmSgNmsIkJDCLpd8QPvCrYYOePL3wLoBHms805.pd
f
http://ijms.psd202.org/documents/cklein/1502907329.pdf
https://www.freepik.com/free-vector/woman-with-long-hair-teaching-
online_7707557.htm
https://www.freepik.com/free-vector/kids-having-online-lessons_7560046.htm
https://www.freepik.com/free-vector/illustration-with-kids-taking-lessons-online-
design_7574030.htm

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ANSWER KEY

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