9

Mathematics
Quarter 1 – Week 10:
Quadratic Functions
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – week 10: Determines the Equation of Quadratic Function given: (a) a table of values, (b)
graph and (c) zeros
First Edition, 2020

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 What I Need to Know
The module covered the following:
 Lesson: Transforms the quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the
form 𝑦 = (𝑥 − ℎ)2 + 𝑘.
After going through this module, you are expected to:
1. Transform the quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form 𝑦 = (𝑥 − ℎ)2 + 𝑘.

What I Know
Choose the letter of the correct answer.

1.) Given 𝑦 = 𝑥 2 + 6𝑥 + 11 when transformed to 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is _____________.

a.) 𝑦 = (𝑥 + 3)2 + 2 c.) 𝑦 = (𝑥 + 3)2 − 3
b.) 𝑦 = (𝑥 − 3)2 + 2 d.) 𝑦 = (−𝑥 + 3)2 + 3
2.) The vertex form (𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘) of 𝑦 = 𝑥 2 − 4𝑥 + 11 is_____________.
a.) 𝑦 = (𝑥 − 2)2 − 7 c.) 𝑦 = (𝑥 − 2)2 + 7
b.) 𝑦 = −(𝑥 − 2)2 + 7 d.) 𝑦 = (𝑥 + 2)2 − 7
3.) What is 𝑦 = 𝑥 2 + 8𝑥 − 6 when written in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘?
a.) 𝑦 = (𝑥 − 4)2 − 10 c.) 𝑦 = (𝑥 − 4)2 + 10
b.) 𝑦 = −(𝑥 + 4)2 − 10 d.) 𝑦 = (𝑥 + 4)2 + 10
4.) The quadratic function 𝑦 = 𝑥 2 + 10𝑥 + 13 when expressed in 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is
_____________.
a.) 𝑦 = (𝑥 − 5)2 + 12 c.) 𝑦 = (𝑥 − 5)2 − 12
b.) 𝑦 = (−𝑥 + 5) + 12
2 d.) 𝑦 = (𝑥 + 5)2 − 12
5.) 𝑦 = 𝑥 + 8𝑥 − 20 when expressed into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is ______________.
2

a.) 𝑦 = (𝑥 − 4)2 − 36 c.) 𝑦 = (−𝑥 − 4)2 − 36

b.) 𝑦 = (𝑥 + 4) − 36
2 d.) 𝑦 = −(𝑥 + 4)2 − 36
6.) The vertex of the quadratic function 𝑦 = (𝑥 − 3)2 − 1 is _________.
a.) (-3, -1) c.) (3, 1)
b.) (3,-1) d.) (-3,1)
7.) The graph of 𝑦 = −(𝑥 − 4)2 − 4shows that the parabola opens ________.
a.) upward c.) left side
b.) downward d.) right side
8.) The absolute value of a determines the width of the opening of the parabola if /a/ is larger
the opening of the parabola is _____________.
a.) narrower c.) upward
b.) wider d.) downward
9.) The coefficient a on the graph of 𝑦 = 𝑎𝑥 2 determine the opening of the graph. If a >0 the
opening of the parabola is ___________.
a.) upward c.) maximum
b.) downward d.) minimum
10.)Which of the following is the graph of 𝑦 = (𝑥 + 1)2 + 2?
a.) c.)

b.) d.)

2
 Transforms the Quadratic
Lesson
Function defined by 𝒚 =
1 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 into the form
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌.
In this lesson you will learn how to transform the quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into
the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.

What’s In
A quadratic function can be represented by the following:
a.) Table of Values
x 0 1 2 3 4 5 6
y 5 0 -3 -4 -3 0 5

First Differences -5 -3 -1 1 3 5

Second Differences 2 2 2 2 2
This shows that the table of values show a quadratic function for the second
differences are the same.

b.) Graph

The graph shows a parabola, therefore it

represents a quadratic function.

c.) Equation
𝑦 = 𝑥 2 + 6𝑥 + 5 is an example of a quadratic equation because it is a polynomial of
degree 2. It takes the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑐 + 𝑐 and can be written in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.

How will you transform the quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘?

What’s New
A quadratic function is a linear function with a degree of two. The
standard form is 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 where a ≠0 while the vertex form is
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. To write the standard form of a quadratic function to vertex
form you may use the process of completing the square on the right hand side
of the function. As shown below:
Find the vertex form of 𝑦 = −2𝑥 2 + 12𝑥 + 4 by completing the square.
𝑦 = −2(𝑥 2 − 6𝑥 + 9) + 4 + 18
𝑦 = −2(𝑥 − 3)2 + 22
Here’s another example with procedure:
Write the given 𝑦 = 𝑥 2 − 10𝑥 + 22 into the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.

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 What is It
A.) To transform the given, 𝑦 = 𝑥 2 − 10𝑥 + 22 into the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 you
can do it by “Completing the Square.” Follow the steps below.
Step 1: Write the original function.
𝑦 = 𝑥 2 − 10𝑥 + 22

Step 2: Prepare to complete the square.

𝑦+? = (𝑥 2 − 10𝑥+? ) + 22

−10 2
Step 3: Add ( ) = −52 = 25 to each side.
2
𝑦 + 25 = (𝑥 2 − 10𝑥 + 25) + 22

Step 4: Write 𝑥 2 − 10𝑥 + 25 as a binomial squared.

𝑦 + 25 = (𝑥 − 5)2 + 22

Step 5: Solve for 𝑦.

𝑦 + 25 = (𝑥 − 5)2 + 22
𝑦 = (𝑥 − 5)2 + 22 − 25
𝑦 = (𝑥 − 5)2 − 3
Answer: 𝑦 = (𝑥 − 5)2 − 3

B.) Express 𝑦 = 3𝑥 2 − 4𝑥 + 1 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. Follow the following steps.
Step 1: Group together the terms containing 𝑥.
𝑦 = (3𝑥 2 − 4𝑥) + 1

Step 2: Factor out 𝑎. Here 𝑎 = 3.

4
𝑦 = 3 (𝑥 2 − 𝑥) + 1
3
Step 3 and 4: Complete the expression in parenthesis to make it a perfect square trinomial
4 2
2 2 4 4
by adding the constant 3 ( 3 ) = 3 ( ) = 3 = and subtracting the
2 3 9 3

same value from the constant term.

4 2 2 2 2
𝑦 = 3 [𝑥 2 − 𝑥 + ( ) ] + 1 − 3 ( )
3 3 3

Step 5: Simplify and express the perfect square trinomial as square of binomial.
4 4 4
𝑦 = 3 [𝑥 2 − 𝑥 + ( )] + 1 − ( )
3 9 3
2 2 1
𝑦 = 3 (𝑥 − ) −
3 3
2 2 1
Answer: 𝑦 = 3𝑥 2 − 4𝑥 + 1 can be expressed as 𝑦 = 3 (𝑥 − ) −
3 3

What’s More
Here’s a brief example on how to transform quadratic function from
standard form: 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into vertex form: 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘:
𝑏 2 6 2
𝑦 = 𝑥 2 + 6𝑥 + 8 ( ) = ( ) = 32 = 9
2 2
𝑦 = 𝑥 2 + +6𝑥 + 9 + 8 − 9
𝑦 = (𝑥 + 3)(𝑥 + 3) + 8 − 9
𝑦 = (𝑥 + 3)2 − 1
Transform the following quadratic functions into the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
1.) 𝑦 = 𝑥 2 − 8𝑥 + 17
2.) 𝑦 = 𝑥 2 + 6𝑥 + 3
3.) 𝑦 = 𝑥 2 − 4𝑥 − 4
4.) 𝑦 = 𝑥 2 − 6𝑥 + 8
5.) 𝑦 = 2𝑥 2 − 8𝑥 + 17

What I Have Learned

In transforming quadratic function defined by.𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘: group the terms containing x, factor out a, complete the
expression in parenthesis to make it a perfect square trinomial, then express the
perfect square trinomial as a square of a binomial.

4
 What I Can Do
Express the following quadratic functions into the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
Answer on a separate sheet of paper.
1.) 𝑦 = 𝑥 2 − 4𝑥 − 10
2.) 𝑦 = 𝑥 2 − 2𝑥 − 5
3.) 𝑦 = 𝑥 2 + 12𝑥 + 32
4.) 𝑦 = 𝑥 2 + 4𝑥 + 12
5.) 𝑦 = 𝑥 2 + 10𝑥 − 3

Assessment
Direction: Choose the letter of the correct answer and write it on a separate
sheet of paper.

1.) Given: 𝑦 = 𝑥 2 − 4𝑥 + 1. What is its vertex form?

a.) 𝑦 = (𝑥 − 2)2 − 3 c.) 𝑦 = (𝑥 − 2)2 + 3
b.) 𝑦 = (𝑥 + 2)2 + 3 d.) 𝑦 = (𝑥 − 2)2 − 3
2.) What is the vertex form of 𝑦 = 𝑥 2 − 2𝑥 − 15 ?
a.) 𝑦 = (𝑥 − 1) + 16
2
c.) 𝑦 = (𝑥 + 1)2 − 16
b.) 𝑦 = (𝑥 − 1)2 − 16 d.) 𝑦 = (𝑥 + 1)2 + 16
3.) Which of the following is the vertex form of 𝑦 = 𝑥 2 − 2𝑥 − 3?
a.) 𝑦 = (𝑥 + 1)2 − 4 c.) 𝑦 = (𝑥 + 1)2 − 4
b.) 𝑦 = (𝑥 − 1)2 − 4 d.) 𝑦 = (𝑥 − 1)2 + 4
4.) Choose the vertex form of the given: 𝑦 = 2𝑥 2 − 4𝑥 + 4.
a.) 𝑦 = 2(𝑥 − 2)2 − 8 c.) 𝑦 = 2(𝑥 + 2)2 + 8
b.) 𝑦 = 2(𝑥 − 2)2 + 8 d.) 𝑦 = 2(𝑥 + 2)2 − 8
5.) Given:𝑦 = 2𝑥 2 + 4𝑥. Choose its vertex form below.
a.)𝑦 = (𝑥 − 1)2 − 1 c.) 𝑦 = (𝑥 + 1)2 + 1
b.) 𝑦 = (𝑥 − 1)2 + 1 d.) 𝑦 = (𝑥 + 1)2 − 1
6.) What is the vertex of the given: 𝑦 = 𝑥 2 − 6𝑥 + 5?
a.) 𝑦 = (𝑥 − 3)2 + 4 c.) 𝑦 = (𝑥 + 3)2 − 4
b.) 𝑦 = (𝑥 + 3)2 + 4 d.) 𝑦 = (𝑥 − 3)2 − 4
7.) Given:𝑦 = 𝑥 2 + 10𝑥 + 33. What is its vertex form?
a.) 𝑦 = (𝑥 + 5)2 + 8 c.) 𝑦 = (𝑥 + 5)2 − 8
b.) 𝑦 = (𝑥 − 5)2 − 8 d.) 𝑦 = (𝑥 − 5)2 + 8
8.) Choose the vertex form of the given: 𝑦 = 𝑥 2 − 12𝑥 + 46
a.) 𝑦 = (𝑥 − 6)2 + 10 c.) 𝑦 = (𝑥 + 6)2 + 10
b.) 𝑦 = (𝑥 + 6)2 − 10 d.) 𝑦 = (𝑥 − 6)2 − 10
9.)Which of the following is the vertex form of 𝑦 = 𝑥 2 + 16𝑥 + 71?
a.) 𝑦 = (𝑥 + 8)2 − 7 c.) 𝑦 = (𝑥 + 8)2 + 7
b.) 𝑦 = (𝑥 − 8)2 + 7 d.) 𝑦 = (𝑥 − 8)2 − 7
10.)Given:𝑦 = 2𝑥 2 + 36𝑥 + 170. What is its vertex form?
a.) 𝑦 = (𝑥 + 9)2 − 4 c.) 𝑦 = (𝑥 − 9)2 − 4
b.) 𝑦 = (𝑥 + 9)2 + 4 d.) 𝑦 = (𝑥 − 9)2 + 4

Additional Activities
Transform the following quadratic functions into the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
1.) 𝑦 = 𝑥 2 − 4𝑥 − 5
2.) 𝑦 = 𝑥 2 + 2𝑥 − 7
3.) 𝑦 = 𝑥 2 − 6𝑥 + 11
4.) 𝑦 = 𝑥 2 − 8𝑥 + 17
5.) 𝑦 = 5𝑥 2 − 10𝑥 + 1
5
 What I Need to Know
This module was designed and written with you in mind. It is here to help
you master Graphing a Quadratic Function and determine the following:(a) domain;
(b) range; (c) vertex; (d) intercepts; (e) axis of symmetry; and (f) direction of the
opening of the parabola. 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.
After going through this module, you are expected to:
1. graph a Quadratic Function; and
2. determine the following properties of the graph:(a) domain; (b) range; (c) vertex; (d)
intercepts; (e) axis of symmetry; and (f) direction of the opening of the parabola.

What I Know
Select an item from the box to answer the following: Write your answer in your activity
notebook.
1. What equation is described in figure a? 6. Find the vertex of the graph in figure a.
2. What equation is described in figure b? 7. Find the y-intercept in figure b.
3. What equation is described in figure c? 8. What is the axis of symmetry of the graph in figure c?
4. Find the domain of the graph in figure a. 9. What is the direction of the opening of the graph in figure b?
5. Find the range of the graph in figure b. 10. The range in figure a?

a. f ( x)  x 2  4 x d. x   g. x  2 j. (4,2)
b. f ( x)  ( x  3)  2 e. y  2 h. y  7
2
k. upward
c. f ( x)  ( x  4)  2 f. y  2 i. ( 2,4)
2
l. downward
Given the following graphs:

a. d. b. c.

Lesson Graph of a Quadratic Function:

2
(a) domain; (b) range; (c) vertex; (d)
intercepts; (e) axis of symmetry; (f) direction
of the opening of the parabola
In this lesson you will learn how to graph a quadratic function and determine the
domain, range, intercepts, axis of symmetry, and the direction of the opening of the graph of the
parabola.

What’s In
Based on the previous lesson, the quadratic function of the form
y  ax  bx  c
2
can be written as y  a( x  h) 2  k , where “a” is a constant and

6
 b 4ac  b 2
(h, k) is the vertex of the parabola such that h and k or k  f (h) .
2a 4a
The latter form is very useful in graphing a quadratic function since the coordinates of
the vertex ( h, k ), the axis of symmetry ( x  h ) and the minimum or the maximum value (
y  k ) are already given. The direction of the opening of the parabola is determined using the
value of “a”.

What’s New
A Volleyball setter is thinking of a strategy so that he could give the best
position for his hitters to attack the ball perfectly. Fortunately, the setter has
done it successfully knowing that he is good in mathematics. In order to do it,
the setter was planning three options: (1) he will toss the ball at a point above
the net symmetric to the point where the outside hitter (position IV) hitter should spike the ball for
an attack hit; (2) he will toss the ball at a point below the net for a quick attack; or (3) he will toss
the ball at the level of the net for a back row attack or opposite hitter’s (position I) attack. All of
these options use the concept of quadratic function particularly the graph which is a parabola.

What is It
How do you graph a quadratic function? What is the name of its graph?
Further, answer the following questions: (a) what do you call the minimum /
maximum point of the parabola? (b) what do you call the line parallel to the y-axis
passing through the minimum / maximum point of the parabola? (c) what do you
call a point on the x-axis or the y-axis where the parabola intersects? (d) which form of quadratic
function [ y  ax2  bx  c or y  a( x  h) 2  k ] is much easier to use when you graph it? (e)
quadratic function y  a ( x  h)  k affect the graph of a quadratic
2
how does “a” of the
function? The graph of a quadratic function is a parabola. You can graph using the characteristics
of the graph of a quadratic function such as domain, range, vertex, intercepts, axis of symmetry
and the direction of the opening of the parabola. On the other hand, you can determine the
characteristics of the parabola using the graph.

What’s More
Steps in graphing a quadratic function:
1. find the coordinates of the vertex,
2. determine the axis of symmetry,
3. determine the y-intercept (if there is any),
4. make the table of values (choose symmetric values with respect to the value of h)
Graph the following quadratic functions and determine the domain, range, vertex, intercepts,
axis of symmetry, and the opening of the parabola. The first one is done for you.
1. f ( x)  ( x  1) 2  2
Vertex: ( 1,2)
Domain: x 
Range: y  2
y-intercept: (0,1)
Axis of symmetry: x  1
Direction of opening: Upward
2. f ( x)  ( x  2)  3
2

Vertex:
Domain:
Range:
y-intercept:
Axis of symmetry: ____
Direction of opening: __
7
3. f ( x)  ( x  2)  3
2

Vertex:
Domain:
Range:
y-intercept:
Axis of symmetry: ___
Direction of opening: __

4. f ( x)  ( x  2)  4
2

Vertex:
Domain:
Range:
y-intercept:
Axis of symmetry: ____
Direction of opening: __

5. f ( x)  3( x  1)  3
2

Vertex:
Domain:
Range:
y-intercept:
Axis of symmetry: ____
Direction of opening: __

What I Have Learned

Answer the following questions:
1. What is the name of the graph of a quadratic function?
a) Parabola b) Hyperbola c) Ellipse d) Non of these
2. What is the name of the lowest point or the highest point of the graph?
a) Maximum b) Minimum c) Vertex d) axis
3. What are the coordinates of this point?
a) ( h, k ) b) c) a only d)
4. The formula to find the coordinates of the maximum/minimum point is…
b b 2  4ac b 4ac  b 2 b 4ac  b 2 b 4ac  b 2
a) (  , ) b) (  , ) c) ( , ) d) (  , )
2a 2a 2a 4a 2a 4a 4a 4a
5. What do you call the y-coordinate of a point at which the graph intersects the y-axis? a)
x-intercept b) y-intercept c) axis of symmetry d) zero
6. What is the domain of a quadratic function?
a) x   b) x   c) x   d) x  
7. What is the range of a quadratic function?
a) yk b) y  k c) a only d) a and b
8. How can the direction of the opening of the graph of a quadratic function be determined?
a) The parabola opens upward when a  0, downward when a  0.

8
 b) The parabola opens upward when a  0, downward when a  0.
c) The parabola opens upward when a  0, downward when a  0.
d) The parabola opens upward when h  0, downward when k  0.
9. What do you call the point(s) where the graph passes the x-axis?
a) x -intercept(s) c) axis of symmetry
b) y -intercept(s) d) none of these
10. How can a quadratic function be graphed?

What I Can Do
Solve the following problems:
This is to measure your understanding about graphing a quadratic function
with the following properties: (a) domain, (b) range, (c) vertex, (d) intercepts,
(e) axis of symmetry, and (f) direction of opening of the parabola.

1. A bottlenose dolphin jumps out of the water. The path the dolphin travels can be
modeled by h  0.2d  2d , where “h” represents the height of the dolphin in feet and “d”
2

represents horizontal distance in feet.

a) What is the maximum height the dolphin reaches?_____________
b) How far did the dolphin jump? _____________
2. A toy rocket is shot upward from ground level. The table shows the height of the
rocket at different times.

Time (seconds) 0 1 2 3 4
Height (feet) 0 256 480 672 832

a) Find the quadratic model for this data. _________________

b) Use the model to estimate the height of the rocket after 1.5 seconds.
____________________

c) Describe appropriate domain and range. _____________

3. Suppose you are tossing an apple up to a friend on a third-storey balcony. After “t”
seconds, the height of the apple in feet is given by h  16t  38.4t  0.96 . Your friend
2

catches the apple just as it reaches its highest point. How long does the apple take to reach
your friend, and at what height above the ground does your friend catch it?

Assessment
Graph the given quadratic functions below and determine the following
properties: (a) domain, (b) range, (c) vertex, (d) intercepts, (e) axis of symmetry,
and (f) direction of opening of the parabola.
1. f ( x)  x 2 6. f ( x)  3x 2  6
2. f ( x)  ( x  1) 2  3 7. f ( x)   x 2  9
3. f ( x)  x 2  5 8. f ( x)  x 2  10x  9
4. f ( x)  ( x  4)  32
9. f ( x)   x 2  3 x  4
5. f ( x)  ( x  3) 2 10. f ( x)  3 x 2  4 x  1

Additional Activities
Find two quadratic functions, one that opens upward and one that opens downward
whose graphs have the given x-intercepts. (choose your answer from the box below)
1. (1,0) (3,0) 3. (5,0) (5,0)
1
2. (0,0) ( 4,0) 4. ( ,0) (3,0)
2

9
 a.) e)

b) f)

c) g)

d) h)

What I Need to Know

The module covered the following:
 Lesson: Analyzes the effects of changing the values of a, h, and k in the equation
𝑦 = (𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph.
After going through this module, you are expected to:
1.) Analyze the effects of changing the values a, h, and k in the equation
𝑦 = (𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph.

What I Know
Choose the correct answer. Write only the letter of the correct answer.
1.) 𝑓(𝑥) = 𝑥 2 − 12𝑥 + 32 when transformed into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is _________.
a. 𝑦 = (𝑥 − 6)2 + 4 c. 𝑦 = (𝑥 + 6)2 + 4
b. 𝑦 = (𝑥 + 6)2 − 4 d.𝑦 = −(𝑥 − 6)2 − 4 )
2.) The quadratic function 𝑦 = 𝑥2 − 8𝑥 + 15 when transformed into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
becomes ______
a. 𝑦 = (𝑥 − 4)2 + 1 c. 𝑦 = (𝑥 − 4)2 − 1
b. 𝑦 = (𝑥 + 4) + 1
2
d. 𝑦 = (𝑥 + 4)2 − 1
3.) Given 𝑦 = 𝑥 2 − 20𝑥 + 36 when transformed into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is _________.
a. 𝑦 = (𝑥 − 10)2 − 64 c. 𝑦 = (𝑥 + 10)2 + 64
b. 𝑦 = (𝑥 + 10)2 − 64 d. 𝑦 = (𝑥 − 10)2 + 64
4.) 𝑦 =𝑥2 + 10𝑥 − 39 transformed into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 is ___________.
a. 𝑦 = (𝑥 + 5)2 − 64 c. 𝑦 = (𝑥 − 5)2 + 64
b. 𝑦 = (𝑥 − 5)2 − 64 d. 𝑦 = (𝑥 + 5)2 + 64
5.) The vertex form (𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘) of 𝑦 = 𝑥2 + 14𝑥 + 1 is _________.
a. 𝑦 = (𝑥 + 7)2 + 48 c. 𝑦 = (𝑥 − 7)2 − 48
b. 𝑦 = (𝑥 − 7)2 + 48 d. 𝑦 = (𝑥 + 7)2 − 48
6.) The vertex of the quadratic function 𝑦 = (𝑥 − 1)2 + 2 is ________.
a. (-1,-2) c. (1,-2)
b. (-1,2) d. (1,2)
7.) The graph of 𝑦 = (𝑥 + 3)2 − 5 shows that the parabola opens ________.
a. downward c. left side
b. upward d. right side
8.) The absolute value of a determines the width of the opening of the parabola if
/a / is smaller the opening of the parabola is ______________.
a. narrower c. upward
b. wider d. downward
9.)The coefficient a on the graph of 𝑦 = 𝑎𝑥 2 determined the opening of the graph. If
𝑎 < 0 then the parabola opens ___________.
a. downward c. minimum
b. upward d. maximum
10.)Which of the following is the graph of 𝑦 = (𝑥 − 3)2 − 1?
a. b. c. d.

10
 Lesson Analyzing the Effects of Changing the
Values of a, h, k in the equation
3 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 of a Quadratic Functions
on Its Graph
In this lesson you will learn how to analyze the effects of changing the values of a, h and k
in the equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph by following these steps:
1. Sketch the graph of the given quadratic function.
2. Determine the opening of the parabola. If 𝑎 > 0 the parabola opens upward, if 𝑎 < 0, the
parabola opens downward.
3. Determine the vertex of the parabola.
4. Find the x-intercept. Assign y=0 then solve for x.
5. Find the y-intercept. Assign x=0 then solve for y.
6. Construct a table if necessary.
7. Plot the vertex, the intercepts and some points if needed.
8. Connect these points with a smooth curve.

What’s In
Transform the given: 𝑦 = 2𝑥 2 − 4𝑥 + 4 into 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. Did you
get the correct answer? The answer is: 𝑦 = (𝑥 − 1)2 + 2. Here’s how:
First divide the equation 𝑦 = 2𝑥 2 − 4𝑥 + 4 to 2.
𝑦 = 𝑥 2 − 2𝑥 + 2.
1
Next find the half of 2. (2÷ =1)
2
Add 1 to 𝑥 2 − 2𝑥. 𝑦 = 𝑥 2 − 2𝑥 + 1 + 2
Separate the terms wit coefficient x. 𝑦 = (𝑥 2 − 2𝑥 + 1) + 2.
Form a perfect square trinomial. 𝑦 = (𝑥 − 1)2 + 2.
The final answer is 𝑦 = (𝑥 − 1)2 + 2.
Since the vertex form of quadratic function is 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 you can easily
identify the vertex, the x-intercept, y-intercepts and the opening of the parabola. (h,k) is the
vertex. a tells the direction of the parabola upward if it is greater than zero, downward if it is less
than zero.
How will you analyze the effects of changing the values of a, h, k in the
equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph ?

What’s New
To analyze the effects of changing the values of a, h, k in the equation it is
important to graph it first so that you can clearly see the direction of the
opening of the parabola and its location if it slides to the right or to the left. Or
slides upward or downward.
For instance: describe the graph of the quadratic function: 𝑓(𝑥) = −(𝑥 − 3)2 − 4.

What is It
To further understand the graph of the given quadratic function:
𝑓(𝑥) = −(𝑥 − 3)2 − 4. Follow these steps:
Step 1: Sketch the graph.

Step 2: Determine the opening of the parabola. If 𝑎 > 0 the parabola opens upward, if 𝑎 < 0, the
parabola opens downward. In this case the parabola opens downward.
11
 Step 3: Determine the vertex of the parabola. The vertex is at (h, k). Here the vertex is (3, -4).
Step 4: Find the x-intercept. Assign y=0 then solve for x. The x-intercept here is (1, 0).
Step 5: Find the y-intercept. Assign x=0 then solve for y. The –intercept is (5, 0).
Step 6: Construct a table if necessary.
x -3 -2 -1 0 1 2 3
f(x) 32 21 12 5 0 -3 -4
Step 7: Plot the vertex, the intercepts and some points if needed.
Step 8: Connect these points with a smooth curve. As shown from the graph above.

What’s More

For example the graph of

𝑓(𝑥) = −𝑥 2 − 2𝑥 + 3 when
transformed becomes
𝑓(𝑥) = −(𝑥 − 1)2 + 3 shows that
the parabola opens downward its
vertex is located 1 unit to the left
of the y-axis and 4 units above
the x-axis.

A.) This time, sketch the graph of the following quadratic functions:
1.) 𝑓(𝑥) = (𝑥 − 2)2 − 3
2.) 𝑓(𝑥) = −(𝑥 + 2)2 + 3
B.) Answer the questions that follows:
a.) Does the graph (parabola) opens upward or downward?
b.) Is the vertex located to the left or to the right of the y-axis?
By how many units?
c.) Is the vertex located above or below of the x-axis?
By how many units?
C.) Graph these solutions on a graphing paper.

What I Have Learned

In this lesson you will learn how to analyze the effects of changing the
values of a, h and k in the equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its
graph by following these steps:

1. Sketch the graph of the given quadratic function.

2. Determine the opening of the parabola. If 𝑎 > 0 the parabola opens upward, if 𝑎 < 0, the
parabola opens downward.
3. Determine the vertex of the parabola.
4. Find the x-intercept. Assign y=0 then solve for x.
5. Find the y-intercept. Assign x=0 then solve for y.
6. Construct a table if necessary.
7. Plot the vertex, the intercepts and some points if needed.
8. Connect these points with a smooth curve.

What I Can Do
A.) On a graphing paper, sketch the graph of the following quadratic functions:
1.) 𝑓(𝑥) = −3(𝑥 + 2)2 + 4
2.) 𝑓(𝑥) = 3(𝑥 − 2)2 − 4
B.) Answer the questions that follows:
a.) Does the graph (parabola) opens upward or downward?
b.) Is the vertex located to the left or to the right of the y-axis?
By how many units?
c.) Is the vertex located above or below of the x-axis?
By how many units?

12
 Assessment
Choose the letter of the correct answer and write it in a separate sheet of paper.
1.) The parabola of the graph 𝑦 = (𝑥 + 7)2 + 2 opens _______________.
a. upward c. left side
b. downward d. right side
2.) The vertex of the quadratic function 𝑦 = (𝑥 − 3)2 − 6 is ___________.
a. (3, -6) c. (-3 ,-6)
b. (-3,6) d.( 3, 6)
3.) The width of the opening of the parabola of the quadratic function 𝑦 = 2(𝑥 − 4)2 − 3 is
______________.
a. wider c. upward
b. narrower d. downward
4.) The width of the opening of the parabola of the quadratic function 𝑦 = −2(𝑥 + 2)2 is
______________.
a. upward c. narrower
b. downward d. wider
5.) The x-intercepts of the quadratic equation 𝑦 = (𝑥 − 3)2 − 4 are ____________.
a. 𝑥1 = 1, 𝑥2 = −5 c. 𝑥1 = 1, 𝑥2 = 5
b. 𝑥1 = −1, 𝑥2 = 5 d. 𝑥1 = −1, 𝑥2 = −5
6.) The y-intercept of the quadratic function 𝑦 = (𝑥 − 1)2 + 2 is ____________.
a. -2 c. -3
b. 2 d. 3
7.) Sketch the graph of the quadratic function 𝑦 = (𝑥 − 3)2 − 1. The vertex is _______.
a. highest point c. strongest point
b. lowest point d. weakest point
8.) The graph of the quadratic function 𝑦 = (𝑥 − 1)2 − 2 shows that the vertex is at its
_________________.
a. strongest point c. lowest point
b. weakest point d. highest point
9.) Which of the following shows the graph of the quadratic function
𝑦 = (𝑥 + 1)2 + 2?
a. b. c. d.

10.) Which of the following shows the graph of the quadratic function
𝑦 = −2(𝑥 + 3)2 + 4?
a. b. c. d.

Additional Activities
A.) Compare the graphs of the following quadratic functions:
1.) 𝑓(𝑥 ) = −3(𝑥 + 7)2 − 8
2.) 𝑓(𝑥 ) = 3(𝑥 − 7)2 + 8

13
 What I Need to Know
In this module, you will be able to learn important concepts in quadratic
functions as we all know it is one of the most interesting topics in mathematics. It
has many applications and has played a fundamental role in solving many problems
related to human life.
The module is divided into three lessons, namely:
 Lesson 1 – Determines the equation of quadratic function given a table of value,
 Lesson 2 – Determines the equation of quadratic function given the graph,
 Lesson 3 – Determines the equation of quadratic function given the zeros.
After going through this module, you are expected to:
 Determines the Equation of Quadratic Function given: (a) a table of values, (b)
graph and (c) zeros.

What I Know
Direction: Find out how much you already know about this module. Choose the letter
that you think best answers to the questions. Try to correct your answer to the
questions that you were not able to after going through with this module.
I. Determine the equation of the quadratic function given a table of values.
1. x 0 1 2 3
f(x) 5 0 -3 -4
a. F(x) = x2-6x +5 b. F(x) = x2+6x +5 c. F(x) = x2-2x +5 d. F(x)=x2+2x + 5

2. x 0 1 4 6
f(x) 6 0 -6 0
a. f(x)=x2+x +6 b. f(x)=x2+x -6 c. f(x)=x2-x – 6 d. f(x)=x2-x +6
3. x -2 -1 0 1
f(x) 5 0 -3 -4
a. f(x) = x2+2x + 3 b. f(x) = x2+2x – 3 c. f(x) = x2-2x – 3 d. f(x) =x2 -2x + 3

4. x -2 -1 0 1 2

f(x) -13 -6 -1 2 3
a. f(x) = -x2+4x – 1 b. f(x) = -x2-4x +1 c. f(x) = -x2-4x –1 d. f(x) =-x2+4x -1

5. x 1 2 3 4 5
f(x) 0 -5 -8 -9 -8

a. f(x) = x2-8x +7 b. f(x) = x2-8x -7 c. f(x) = x2+8x +7 d. f(x) = x2+8x -7

II. Determine the equation of the quadratic function given the graph.

1.
1 1 1 1
a. f(x) =- x2 - x +3 c. f(x) = x2 - x +3
2 2 2 2

1 1 1 1
b. f(x) =- x2 + x +3 d. f(x) =- x2 - x - 3
2 2 2 2

2.
a. f(x) =- 4x2 - 8x +60 c. f(x) = 4x2 + 8x - 60

b. f(x) f(x) =4x2 + 8x +60 d. f(x) =- 4x2 - 8x - 60

3. 14
3.
a. f(x) =2x2 4x +6 c. f(x) = 4x2 + 4x - 6

b. f(x) =x2 + 8x +6 d. f(x) =2x2 +4x - 6

4.
a. f(x) =x2 +2x -1 c. f(x) = x2 - 4x - 1

b. f(x) =x2 + 2x +6 d. f(x) =2x2 +4x - 1

5. a. f(x) =x2 +6x - 3 c. f(x) = x2 +6x + 3

b. f(x) =x2 - 6x - 3 d. f(x) =x2 +4x - 3

III. Determine of the quadratic function given the zeros.

1. x = -3 , x = 2
a. f(x) =x2 +6x – 6 c. f(x) =x2 +x - 6
b. f(x) =x2 +x + 6 d. f(x) =x2 - x – 6

2. x = -1 , x = 3
a. f(x) =x2 -2x – 3 c. f(x) =x2 +2x - 3
b. f(x) =x2 +2x + 6 d. f(x) =x2 - 3x – 2

3. x = -5 , x = 1
a. f(x) =x2 +2x – 5 c. f(x) =x2 +4x - 5
b. f(x) =x2 +2x + 5 d. f(x) =x2 - 3x – 5

4. x = -2 , x = 1
a. f(x) =x2 +x – 5 c. f(x) =x2 +x - 2
b. f(x) =x2 +x + 5 d. f(x) =x2 - 3x – 2

3 1
5. x = , x =−
2 3
a. f(x) =2x2 +7x – 5 c. f(x) =6x2 -7x - 3
b. f(x) =4x2 +x + 5 d. f(x) =8x2 - 7x – 2

15
 Lesson
Determines The Equation Of Quadratic
4 Function Given A Table Of Value
You already know how to identify quadratic functions from other functions. This time we will
determine equation of quadratic functions given the tables of values.

What’s In
Complete the table below using the given function in each item.
1. f (x) = x2 – 5x – 6
x -1 0 1 2
f(x)

2. f (x) = x2 + 7x + 4
x -2 -1 0 1 2
f(x)
3. f (x) = x2 - 6x + 3
x -2 -1 0 1
f(x)

4. f (x) = x2 + 6x + 2
x 0 1 2 3
f(x)

5. f (x) = x2 + 6x + 2
x -2 -1 0 1
f(x)

What’s New
Study the function f(x) = 2x2 +1
1 1 1 1 1 difference in x)

X -2 -1 0 1 2 3
f(x) 9 3 1 3 9 19

-6 -2 2 6 10 (first difference in f(x))

4 4 4 4 (second difference in f(x))

As you have observed, the x values used in the table above are consecutive integers from -
2 to 3. This time, the first differences in f(x) are not equal, but the second differences are. That is,
the second difference in f(x) is 4.
The table of values of quadratic function f(x) = 2x2 + 1 shows that equal differences in x
produce equal second differences in f(x) which is one of the characteristics of the said function.

16
 Through given table of values, we can also determine the quadratic equation or function.
Example: f(x)= ax2 + bx +c
X 0 1 2 3 4
f(x) c a+b+c 4a+2b+c 9a+3b+c 16a+4b+c

(a+b) (3a+b) (5a+b) (7a+b) first difference

2a 2a 2a second difference
(x)= x2 + 2x +1
X 0 1 2 3 4
f(x) 1 4 9 16 25

3 5 7 9 first difference

2 2 2 second difference

Since, f(x) = g(x), we can equate their first and second differences, such that: 2a=2 , a+b=3
and c=1.
Hence, a = 1.
Since, a=1; therefore, a + b = 3
1+b=3
b=2
We can generalize that:
1
a= ( of the second difference)
2
b the first difference when x=0 minus the value of a.
c = f(0)
Note: this formula is applicable only when the difference in x is equal to 1.

What is It
Example1. Find the quadratic function or equation describe by the table of values below.
x 0 1 2 3 4
f(x) -2 5 18 37 62

7 13 19 25 first difference

6 6 6 second difference
1
Therefore, a = = (6) a = 3.
2
a+b = 7 c = f(0)
3+b = 7 c = -2
b=4

What’s More
Determine the quadratic function or equation corresponding to the table of values
below. Write your answer in your answer sheets.

x -2 -1 0 1 2
1.
f(x) -1 0 3 8 15
2. x -3 -2 -1 0 1
f(x) 4 0 -2 -2 0

x -1 0 2
3.
f(x) 1 -1 7
x -4 0 1
4. f(x) 1 9 16

x -1 2 3
5.
f(x) 12 3 4

17
 What I Have Learned
To find the quadratic equation or function given the table of values, we must
get the first and second differences in f(x) then follow the formula in finding the
value of a, b and c.

What I Can Do
Find the quadratic equation or function that describes the table of values below.
1. x -1 0 1 2 3
f(x) 4 -3 -8 -11 -12

2. . x -2 -1 0 1 2
f(x) 19 4 -5 -8 -5

x -2 -1 0 1 2
3. .
f(x) 17 10 5 2 1

x 0 1 2 3 4
4. f(x) -4 -10 -12 -10 -4

Assessment
Determine the quadratic equation or function describe by the tables below.
1. x -1 0 1 2 3
f(x) 8 -1 -4 -1 8

2. x 0 1 1
2
f(x) 5 9 5

3. x -4 -3 -2 -1 0
f(x) 8 1 -4 -7 -8

x 0 1 2 3 4
4. f(x) 5 0 -3 -4 -3

x -2 -1 0 1 2
5.
f(x) 5 0 -3 -4 -3

Additional Activities
Write the quadratic equation or function describe by the table below. Write
this in your activity notebook.

1. x -4 -3 -2 -1 0
f(x) 6 3 2 3 6

x 4 3 2 1 0
2. f(x) -5 -11 -13 -11 -5

3. x 0 -1 -2 -3 -4
f(x) 5 -4 -7 -4 5

18
 Lesson
Determines the equation of quadratic
5 function given a graph
The graph of a quadratic function is a parabola. The parabola can either opens upward or
downward. It has a turning point called vertex which is either the lowest point or the highest point
of the graph.
The graph of quadratic function is expressed in to different forms, the standard ( y = ax2 +
bx + c ) or vertex form y = a(x-h)2 + k, where (h, k) is the vertex.

What’s In
As you can remember in graphing quadratic function we must find the
equation of the axis of symmetry and the coordinates of the vertex, lastly we
should prepare a table of values and draw the graph.
Graph the following quadratic function.
1. f (x) = x2 + 3
2. f(x) = x2 + 2x + 1
3. f(x) = 2x2 – 1
4. f(x) = –3x2 + 12x – 8
5. f(x) = x2 – 4

What’s New
How can we derive the quadratic equation given the vertex and a point?
We know that quadratic function can be written in the form of f(x) = a(x-h)2 +
k, where the vertex is (h,k). we have to use this form of quadratic function to
derive an equation.
Example 1:
1. Write an equation of quadratic function whose graph is a parabola that a vertex (2,-4)
passing through the origin.
Solution:
h = 2 and k = -4
We use the quadratic function in the form f(x) = a(x-h)2 + k to find the equation. In this
case, we have to find the value of a first.
Since it passes through the origin, we substitute 0 to f(x). Thus, we have:
a(x-h)2 + k = 0
a(0-2)2 + (-4) = 0
a(4) – 4 = 0
4a = 4
a=1

Therefore, the equation is (x-2)2 – 4 = 0 or x2 – 4x = 0.

Example 2.
Write an equation of the parabola whose vertex is ( -1, -3) passing through (1, 5).
Solution:
h= -1 ; k = -3
solve for a:
a ( x – h )2 + k = 0
a(1-(-1)2) + ( -3 ) = 5
a (2)2 – 3 = 5
4a = 8
a=2
Therefore the equation is 2(x+1)2 – 3 = 0.

Writing it in standard form, expand the binomial 2(x 2 + 2x + 1 ) – 4 = 0,, 2x2 + 4x + 1 ) –

3=0

19
 What is It
Find the equation of the quadratic function from the graph below.
Example # 1.
Solution:

The vertex of the graph of the quadratic function is (-1,

2). The graph passes through the point (-2, 0). By
replacing x and y with -2 and 0, respectively, and h and
k with -1 and 2 respectively, we have

y = a ( x – h)2 + k
0 = a ( 5 – 2)2 + (-3)
0 = a ( 3)2 – 3
3 = 9a
1
A=
3

1
Thus, the quadratic equation is y = (x-2)2
3

Example # 2.
Write an equation of the parabola whose

Since the parabola has x-intercept at x = −1, with

multiplicity 2, then it must be of the form y = a(x + 1)2. Since it
goes through (0,−3) the equation is y = −3(x + 1)2 or y = -3x2
– 2x – 3.

What’s More
Write the quadratic function of the parabola whose—
1. Vertex (0,0) passing through (−2,8).
2. Vertex (2,0) passing through (1,3).
3. Vertex (−3,0) passing through (−5,−4).
4. Vertex (0,1) passing through (−1,0).
5. Vertex (2,5) passing through (3,7).

What I Have Learned

We know that a quadratic function can be written in the form of f(x) = a (
x – h )2 + k. where the vertex is (h,k). We have to use this for to derive an
equation.

20
 What I Can Do
Determine the quadratic equation in vertex form given the following graphs.

1
2

Assessment
Direction: Determine the quadratic function of the graphs below. Choose your
answer from the box. Write the letter correspond to your answer.

a. y = x2 + 4x + 6 e. y = 2x2 + 4x – 6 i. y = 2x2 - 8x + -5
b. y = 3x2 - 6x – 5 f. y = x2 - 2x + 6 j. y = 2x2 + 4x + 7
c. y = x2 - 6x – 3 g. y = 3x2 - 6x - 2
d. y = x2 + 2x – 1 h. y = 3x2 + 12x + 5
e.

1. 2.

21
 7. 8.

9. 10.

Additional Activities
Find the quadratic equation of the given graphs below. Answer this in your activity
notebook.

2.

1.

4.
3.

5.

22
 Lesson
Determines the equation of quadratic
6 function given the zeros.
One of the methods of finding the zeros of the function is by factoring. We get the factors of
the given quadratic function, then solve for the zeros. Now, we will do the reverse. Given the zeros,
we will find the quadratic equation.
.
What’s In
Let us first recall in finding the roots of quadratic equations by factoring.

Example.
(find the factor of 6 in which if you add the two numbers the result
Factor: x2 – x -6 = 0
is the b term.)
( x + 3)(x - 2) = 0
X = -3 and x = 2 ( these are the roots or zeros of the functions)

Try these:
1. (a + 1)(a + 2) = 0
2. x2 − 11x + 19 = −5
3. n2 + 7n + 15 = 5
4. b2 + 5b − 35 = 3b
5. 3r2 − 16r − 7 = 5

What’s New
We already know how to find the factor or even the roots of a quadratic
equations or function. This time we will know how to find the equation given the
roots or the zeros of a function.

Example:
Find the zeros of the function f(x) = x 2 + x – 6.
Solution:
Let f(x) = 0 x2 + x – 6 = 0
Factor the left member (x+3)(x-2) = 0
Solve for x. x+3=0 x-2=0
x = -3 x=2
the zeros of the function are x = -3 and x = 2.

What is It
1. Find the quadratic function whose zeros are 5 and -3.
Solution #1
x= 5 and x= -3
x - 5 = 0 and x + 3 = 0 equate to zero
(x - 5) (x + 3) write as factors
x2 – 5x + 3x – 15 = 0 multiply the factors
x2 – 2x – 15 = 0 combine like terms
f(x) = x2 – 2x – 15 quadratic function
Solution #2.
To find the quadratic function of the zeros 5 and -3, use this form
F(x) = a (x-r1)(x-r2), where a=1 such that a = LCD of r1 and r2.
Then, F(x) = a (x-r1)(x-r2) f(x) = x2 – 2x – 15
2
2. Find the quadratic function whose zeros are and 3.
3
2
x= and x= 3
3
3x - 2 = 0 and x - 3 = 0 equate to zero
(3x - 2) (x - 3) write as factors
3x2 – 2x - 9x + 6 = 0 multiply the factors
3x2 - 11x + 6 = 0 combine like terms
f(x) = 3x2 – 11x + 6 quadratic function

23
 What’s More
Determine the equation of quadratic function with zeros:
1. x =−3, x =5
2. x =-4, x =3
3. x =-3, x =2
4. x =−3, x =1
5. x =−1, x =4

What I Have Learned

If r and s are zeros of the function, we can get the equation

by writing them as factors: x – r and x – s. Set their
products to zero, then expand or multiply the two factors.

What I Can Do
Determine the equation of quadratic function given the following roots.
1. Zeros: x =−3, x =5
2. Zeros: x =−13, x =3
3. Zeros: x =4, x =10
4. Zeros: x =−12, x =3
5. Zeros: x =5, x =2

Assessment
I. Determine the equation from quadratic function given the roots or zeros. Choose
the letter of the correct answer.
1. x=2, x=5
a. x2−7x+10=0 b. x2−7x+5=0 c. x2+7x+10=0 d. x2−7x+7=0
2. x=3, x=6
a. x2−9x-18=0 b. x2−9x+18=0 c. x2+9x-18=0 d. x2+9x+18=0
3. x=20, x=2
a. x2−22x+40=0 b. x2−2x+40=0 c. x2−22x+20=0 d. x2−22x-40=0
4. x=13, x=1
a. x2−11x+13 =0 b. x2−12x+13 =0 c. x2−14x+13 =0 d. x2−14x-13 =0
5. x=4, x=4
a. x2−8x+16=0 b. x2+8x+16=0 c. x2−8x-16=0 d. x2+16=0

II. Matching Type. Find the quadratic equation in each zeros of the function in column A.

A B

1. x=0, x=9 A. x2 +7x+10=0

2. x=−4, x=11 B. x2−8x+16=0
3. x=3, x=−1 C. x2−7x−44=0
4. x=0, x=0 D. x2−2x−3=0
E. x2 =0
5. x=−2,x=−5
F. x2−9x = 0

24
 Additional Activities
Find the equation of the following quadratic function given the zeros.
1. x=±7
2. x = 2± √ 6
3. x = −3± √2
2
4. x = 2, x = 2
9
5 1
5. x= ,x=-
3 2

What I Know
Direction: Find out how much you already know about this module. Choose the letter
that you think best answers to the questions. Try to correct your answer to the
questions that you were not able to after going through with this module. Choose
the letter of the correct answer.
1. The path of an object when it is thrown can be modeled by S(t) = -16t +8t + 4 where S in
feet is the height of the object t seconds after it is released. What is the maximum height
reached by the object?
a. 3ft b. 4ft c. 5ft c. 6ft
2. The sum of a number and its square is 72. Find the number.
a. -9 or 8 b. -9 or -8 c. 9 or 8 d. 9 or -8
3. A 3 cm by 3 cm square piece of cardboard was cut from a bigger square cardboard. The area
of the remaining cardboard was 40 cm2. If s represents the length of the bigger cardboard,
which of the following expressions give the area of the remaining piece?
a. S – 9 b. s2+9 c. s2 - 9 d. s2 + 40
4. Richard predicted that the number of mango trees, x, planted in a farmcould yield y= -20x 2
+2800x mangoes per year. How many trees should be planted to produce the maximum
number of mangoes per year?
a. 60 b. 70 c. 80 d.90
5. The sum of a certain positive number and three times its square is 52. Find the number.
a. 2 b. 6 c. 4 d. 8
6. A 12 cm by 16 cm picture is mounted with border of uniform width on a rectangular frame.
If the total area of the border is 288 cm 2, what is the length of the side of the frame?
a. 8 cm b. 16 cm c. 20 cm d. 24 cm
7. The perimeter of a rectangle is 60 m, its area is 200 m2. What are the dimensions of the
rectangle?
a. 20 m by 30 m b. 30 m by 40 m c. 5 m by 20 m d. 10 m by 20 m
8. A negative number and its square add up to 6. Find the number.
a. -5 b. -6 c. -3. d. -9
9. If one side of a square is increased by 10 cm and another side is increased by 5 cm, a
rectangle is formed with an area 3 times the area of the square. Find the length of the side
of the square.
a. 10 m b. 12 m c. 18 m d. 8 m
10. The sum of the squares of two consecutive positive even integers is 340. Find the integers.
a. 12 and 14 b. 10 and 12 c. 14 and 16 d. 8 and 12

25
 Lesson Application of Quadratic
7 Functions
The application of quadratic function can be seen in many different fields like physics,
industry, and business and in variety of mathematical problems. In this module, you will explore
situations that can be modeled by quadratic functions.

What’s In
Translate each verbal phrase into an algebraic expression or equation.
1. 8 more than a number
2. Twice a number
3. 6 subtracted from a number
4. The ratio of z and 3
5. Seven less than a number is 15
6. 7 less than m
7. The total of 5 and c
8. the score increased by 8 points
9. The quotient of w and 10 is equal to 7
10. The sum of a number and 16 is 23.

What’s New
Solve the given problem.
The area of a rectangle is 84. Find the dimension if the length is 2 less
than twice the width.
Solution:
Let x = the width
2x – 2 = the length
Formula for area : A = lw
Substitute:
A = lw
84 = (2x – 2)(x)
84 = 2x2 – 2x
2x2 – 2x – 84 = 0
(2x +12)(x - 7) = 0 ( by factoring)
2x +12 = 0 & x–7=0
2x = -12 & x=7
X = -6

What is It
The hypotenuse of an isosceles right triangle is 2 cm longer than either of its
legs. How long is each side of the isosceles right triangle?

Solution
Let x be the leg of the isosceles triangle;
X + 2 be the hypotenuse which is 2 cm more than the leg.
We use Pythagorean theorem to solve the problem: c2 = a2 + b2
By substitution:

(x + 2)2 = (x)2 + (x)2

X2 + 4x + 4 = x2 + x2 square the binomial
X2 + 4x + 4 = 2 x2 simplify and combine similar
X2 - 4x – 4 = 0 form the quadratic equation
( x – 2 )2 = 0 factor the trinomial
( x – 2 )2 = 0 by square root property
X=2 zeros of the equation which is the length of the leg of the
isosceles triangle.
X+2=2+2=4 hypotenuse is 2 more than the leg.
Therefore, each leg of the isosceles triangle is 2 cm and the hypotenuse is 4 cm.

26
 What’s More
Solve.
1. If the square of the number is added to five times the number, the sum is 66.
What are the numbers?

2. The sum of two numbers is 1 and the difference of their squares is 5. What are the two
numbers?
3. The width of a rectangle is 2 m less than the length. The area is 48 m 2. Find the
dimensions.
4. One side of a right triangle is 2 cm shorter than the hypotenuse and 7 cm longer than the
third side. Find the lengths of the sides of the triangle.
5. The sum of the squares of two consecutive even integers is 452. Find the integers.

What I Have Learned

The following are the strategies or techniques in solving word problems.
1. Read the problem entirely. Don’t be afraid to re-read it until you
understand.
2. Determine what you are asked to find. → If it requires finding a maximum
or minimum, then complete the square. → If it requires solving a quadratic
equation, the factor or use the quadratic formula.
3. Draw and label a diagram when applicable.
4. Define all variables you introduce.
5. Look at your answer and ask yourself: “Is this answer possible?” You may find that
your answer is not possible because it does not fit with the facts presented in the
problem.
6. Finish your solution with a concluding statement.

What I Can Do
Read and understand the problems below then solve in your answer sheets.

1. The sum of the squares of two consecutive even integers is 452. Find the integers
2. If you square 5 more than a positive number, the result is 88 more than 12 times
the number. Find the number.
3. The sum of two numbers is 12 and the sum of their squares is 80. Find the numbers.
4. The length of a rectangle is 4 cm more than its width. The area of the rectangle is 96 sq.
cm. Find its dimensions
5. One number is 3 more than another. The sum of their squares is 149. Find the numbers.

Assessment
Study carefully the problems below then solve. Write your answer in your answer
sheets.
Direction: Find out how much you already know about this module. Choose the letter
that you think best answers to the questions. Try to correct your answer to the
questions that you were not able to after going through with this module. Choose
the letter of the correct answer.
1. The perimeter of a rectangle is 60 m, its area is 200 m2. What are the dimensions of the
rectangle?
b. 20 m by 30 m b. 30 m by 40 m c. 5 m by 20 m d. 10 m by 20 m
2. A negative number and its square add up to 6. Find the number.
b. -2 b. -6 c. -3. d. -9
3. If one side of a square is increased by 10 cm and another side is increased by 5 cm, a
rectangle is formed with an area 3 times the area of the square. Find the length of the side
of the square.
b. 10 m b. 12 m c. 18 m d. 8 m
4. The sum of the squares of two consecutive positive even integers is 340. Find the integers.
b. 12 and 14 b. 10 and 12 c. 14 and 16 d. 8 and 12
5. If you square 5 more than a positive number, the result is 88 more than 12 times the number.
Find the number.
a. 6 b. 9 c. 12 d. 14

27
 6. The sum of a number and its square is 72. Find the number.
b. -9 or 8 b. -9 or -8 c. 9 or 8 d. 9 or -8
7. A 3 cm by 3 cm square piece of cardboard was cut from a bigger square cardboard. The area
of the remaining cardboard was 40 cm2. If s represents the length of the bigger cardboard,
which of the following expressions give the area of the remaining piece?
b. S – 9 b. s2+9 c. s2 - 9 d. s2 + 40
8. The length of the garden is 5 m longer than its width. If the area of the wall is less than 50
m2, which of the following could be its length?
a. 3 m b. 4 m c. 15 m d. 16 m
9. The sum of a certain positive number and three times its square is 52. Find the number.
b. 2 b. 6 c. 4 d. 8
10. A 12 cm by 16 cm picture is mounted with border of uniform width on a rectangular frame.
If the total area of the border is 288 cm 2, what is the length of the side of the frame?
b. 8 cm b. 16 cm c. 20 cm d. 24 cm

Additional Activities
Read carefully the problem below then solve.
1. Find two consecutive whole numbers such that the sum of their squares is 265.
2. Find two consecutive odd, natural numbers such that their product is 63.
3. The length of the garden is 5 m longer than its width and the area is 14 m 2. How
long is the garden?
4. A rectangular table has an area of 27 ft2 and a perimeter of 24 ft. What are the dimensions of
the table?
5. The sum of a certain positive number and three times its square is 52. Find the number.

28
 29
Additional Activities Assessment
1.) 𝑦 = (𝑥 + 2)2 − 9 1.) a.
2.) 𝑦 = (𝑥 + 1)2 − 8 2.) b.
3.) 𝑦 = (𝑥 − 3)2 + 2 3.) b.
4.) 𝑦 = (𝑥 − 4)2 + 1 4.) c.
5.) 𝑦 = 5(𝑥 − 1)2 −4 5.) d.
6.) d.
7.) a.
8.) a.
9.) c.
10.) b.
What I Can Do What’s More What I Know
1.) 𝑦 = (𝑥 − 2)2 − 14 1.) 𝑦 = (𝑥 − 4)2 + 1 1.) a.
2.) 𝑦 = (𝑥 − 1)2 − 6 2.) 𝑦 = (𝑥 + 3)2 − 6 2.) c.
3.) 𝑦 = (𝑥 + 6)2 − 4 3.) 𝑦 = (𝑥 − 2)2 − 8 3.) d.
4.) 𝑦 = (𝑥 + 2)2 + 8 4.) 𝑦 = (𝑥 − 3)2 − 1 4.) d.
5.) 𝑦 = (𝑥 + 5)2 − 28 5.) 𝑦 = 2(𝑥 + 4)2 − 1 5.) b.
6.) b.
7.) b.
8.) a.
9.) a.
10.) c.
Answer Key (Lesson 1)
 Answer Key (Lesson 2)

 What I Know
1. c 5. f 9. L
2. b 6. j 10. e
3. a 7. h
4. d 8. G
 What’s More
2. Vertex: (2,3)
Domain: x 
Range: y3
Y-intercept: (0,1)
Axis of symmetry: x2
Direction of opening: Downward

3. . Vertex: (2,3)
Domain: x 
Range: y  3
Y-intercept: (0,1)
Axis of symmetry: x  2
Direction of opening: Upward

4. Vertex: (2,4)
Domain: x 
Range: y4
Y-intercept: (0,0)
Axis of symmetry: x  2
Direction of opening: Downward
5. Vertex: (1,3)
Domain: x 
Range: y  3
Y-intercept: (0,0)
Axis of symmetry: x 1
Direction of opening: Upward
 What I Have Learned
1. a) Parabola 8. a) if a  0  Upward; a  0  Downward
2. c) Vertex 9. a) x-intercept(s)
3. d) ( h, k ) 10. 1st - determine the vertex ( h, k ) ,

b 4ac  b 2
4. b) ( , ) 2nd - make a table of values having vertex in
2a 4a
the middle (preferably 5 points),

30
 5. b) y-intercept 3rd - plot the 5 points on the Cartesian plane,
then connect these points using free-hand motion.
6. c) Domain  {x / x  }
7. d) Range  { y / y  k or y  k}

 What I Can Do
1
4( )(0)  2 2
4ac  b 5
2
4 5
1. a. k     4 (  )  5 ans. 5 feet
4a 1 4 4
4( ) 
5 5
b. The horizontal distance of the dolphin is represented by the distance from r1 to
r2 .
1
 (2)  2 2  4( )(0)
Thus, r1  5 =0
1
2(  )
5
1
 (2)  2 2  4( )(0)
r1  5 = 10 ans. 10 feet
1
2( )
5
2.
time (seconds)  x 0 1 2 3 4
height (feet)  f (x ) 0 256 480 672 832

First differences 256 224 192 160

Second differences -32 -32 -32

First difference when x  0

a. f ( x)  ax  bx  c
2

1 1
a of the 2nd difference  ( 32)  a  16
2 2
b  the 1st difference when x  0 , minus the value of a
 256  (16)  b  272
c  the value of f (x ) when x  0  c  0
ans. f ( x)  16x  272x
2

3 9
b. f ( x)  16x  272x f ( )  16( )  408
2

2 4
3
f (1.5)  16(1.5) 2  272(1.5) f ( )  36  408  372
2
3 3 3
f ( )  16( ) 2  272( ) ans. 372 feet
2 2 2
c. The domain is the set of all real numbers () .
The range  { y / y  1156 feet}
3. h  16t  38.4t  0.96
2

Let the axis of symmetry ( x  h  t ) be the time (in seconds) an apple take to reach
your friend, and y  k  h the height an apple reached for your friend to catch.

31
 b 38.4 38.4
Hence, t      1.2 ans. 1.2 sec
2a 2(16) 32
4ac  b 2 4(16)(0.96)  (38.4) 2 4(15.36)  1,474.56
h  
4a 4(16)  64
 61.44  1,474.56
 h  24 ans. 24 feet
 64
 Assessment
1. f ( x)  x
2
Vertex: (0,0)
Domain: x 
Range: y0
Y-intercept: (0,0)
Axis of symmetry: x0
Direction of opening: Upward
2. f ( x)  ( x  1)  3
2

Vertex: (1,3)
Domain: x 
Range: y  3
Y-intercept: (0,4)
Axis of symmetry: x 1
Direction of opening: Downward
3. f ( x)  x  5
2

Vertex: (0,5)
Domain: x 
Range: y5
Y-intercept: (0,5)
Axis of symmetry: x0
Direction of opening: Upward
4. f ( x)  ( x  4) 2  3
Vertex: (4,3)
Domain: x 
Range: y  3
Y-intercept: (0,19)
Axis of symmetry: x4
Direction of opening: Downward

5. f ( x)  ( x  3)
2

Vertex: (3,0)
Domain: x 
Range: y0
Y-intercept: (0,9)
Axis of symmetry: x  3
Direction of opening: Upward

32
6. f ( x)  3x 2  6
Vertex: (0,6)
Domain: x 
Range: y6
Y-intercept: (0,6)
Axis of symmetry: x 
Direction of opening: Upward

7. f ( x)   x  9
2

Vertex: (0,9)
Domain: x 
Range: y9
Y-intercept: (0,9)
Axis of symmetry: x0
Direction of opening: Downward
8. f ( x)  x  10x  9
2

Vertex: (5,16)
Domain: x 
Range: y  16
Y-intercept: (0,9)
Axis of symmetry: x5
Direction of opening: Upward
9. f ( x)   x  3x  4
2

3 25
Vertex: ( , )
2 4
Domain: x 
25
Range: y
4
Y-intercept: (0,4)
3
Axis of symmetry: x
2
Direction of opening: Downward
2 1
10. f ( x)  3 x 2  4 x  1 Vertex: ( , )
3 3
Domain: x 
1
Range: y
3
Y-intercept: (0,1)
2
Axis of symmetry: x
3
Direction of opening: Upward

33
 34
Assessment
1.) a.
2.) a.
3.) b.
4.) c. What’s More
5.) c. c. Given: 𝑓(𝑥) = (𝑥 − 2)2 − 3
6.) d. c. The parabola opens upward.
d. The vertex is located 2 units to the right.
7.) b.
e. The vertex is located 3 units below the x-
8.) d.
axis.
9.) d.
10.) a.
What I Know
1.) b d. Given: 𝑓(𝑥) = −(𝑥 + 2)2 + 3
2.) c c. The parabola opens downward.
d. The vertex is located 2units to the left of the
3.) a
y-axis.
4.) a e. The vertex is located 3 units above the x axis.
5.) d
6.) d
7.) b
8.) b
9.) a
10.) c
Answer Key (Lesson 3)
2 2
d) f ( x)  2 x  5 x  3 4. a) f ( x)  2 x  5 x  3 and
and
2 2
h) f ( x)   x  25 3. e) f ( x)  x  25
and
2 2
f) f ( x)   x  4 x 2. g) f ( x)  x  4 x
and
2 2
b) f ( x)   x  2 x  3 1. c) f ( x)  x  2 x  3
Additional Activities 
 35
Additional Activities
A.) Given: . 𝑓(𝑥 ) = −3(𝑥 + 7)2 − 8
a.) The parabola opens downward.
b.) The vertex is located 7 units to the left of
the y-axis.
c.) The vertex is located 8 units below the x-
axis.
What I Can Do
A.) Given: 𝑓(𝑥) = −3(𝑥 + 2)2 + 4
a.) The parabola opens downward.
b.) The vertex is located 2 units to
the left of the y-axis.
c.) The vertex is located 4 units
above the x-axis.
A.) Given: . 𝑓(𝑥) = 3(𝑥 − 7)2 + 8
B.) Given: 𝑓(𝑥) = 3(𝑥 − 2)2 + 4
a.) The parabola opens upward.
a.) The parabola opens upward. b.) The vertex is located 7 units to the right
b.) The vertex is located 2 units to of the y-axis.
the right of the y-axis. c.) The vertex is located 8 units above the x-
c.) The vertex is located 4 units
below the x-axis.
axis.
 36
What I Know What’s In What’s More
1. A. 1. y = 0, -6, -10, -12 1. F(x) = x2 + 4x +3
2. B 2. y = -6, -2, 4, 12, 22 2. F(x) = x2 + x – 2
3. C 3. y = 19, -10, 3, -2 3. F(x) = 2x2 – 1
4. D 4. y = 2, 9, 18, 29 4. F(x) = x2 + 6x+9
5. A 5. y = 10, 5, 2, 1, 2 5. F(x) = x2-4x +7
6. B 6.
7. C
Additional Activities
What I Can Do Assessment
1.f(x) = x2 + 4x + 6
1. F(x) = x2 – 6x – 3 1. F(x) = 3x2 -6x -1 2. f(x) = 2x2 – 8x – 5
2. F(x) = 3x2 – 6x – 5 2. F(x) =16x2 +16x+5 3.f(x) = 3x2 + 12x +5
4.f(x) = x2 – 6x +5
3. F(x) = x2 – 4x + 5
3. F(x) = x2 -8 5.f(x) = x2 – 2x -3
4. F(x) = 2x2 – 8x – 4
4. F(x) = x2 -6x -+5
5. F(x) = x2 -x -1
Answer Key (Lesson 4)
 37
What’s In
1.
Additional Activities What I Can Do
1. y =2x2–8x-4 1.y =-3(x+1)2
2. y =-2x2+4x+1 2. 2.y = (x-1)2 - 3
3. y =-3x2+6x+3 3.y = -3(x+1)2 + 2
4. y =3x2–6x-1 4.y = - 3x2
5. y =-16x2 + 16x+5 5.y = 2(x+1)2
3.
Assessment
What’s More
1. E
2. D 4. 1. f(x) = 2x2
3. C
2. f(x) = 3x2-12x+2
4. B
5. A 3. . f(x) = -x2+x+9
6. J
7. I 4. . f(x) = -x2 + 1
5.
8. H 5. . f(x) = 3x2-12x+9
9. G
10. E
Answer Key (Lesson 5)
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Assessment
1. A
2. B
Additional Activities 3. A
4. C
1. F(x) =x2−49 5. A
2. F(x) =x2−4x−2 6. F
3. F(x) =x2 +6x+7 7. C
38 40
4. F(x) =x2- 9 x+ 9 8. D
5. F(x) =6x2-13x +5 9. E
10. A
What’s In
What’s More 1. a = -1, a = -2 What I Can Do
1. X2 – 2x -15 = 0 2. x = 3, x = 8
3. n = -5, n = -2 1. F(x) =X2 – 2x -15
2. X2 + x – 12 =0 2. F(x)=X2 +10x -39
3. X2 + x -6 = 0 4. b = -7, b =5
2 3. F(x)=X2 –14+ 40
4. X2 + 2x – 3 = 0 5. r =- 3 , r = 6
4. F(x) =X2 + 9x -36
5. X2 – 3x -4 = 0 5. F(x) =X2 –7x +10
Answer Key(Lesson 6)
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Additional Activities Assessment What I Can Do
1. 11 & 12 1. C 1. 14, 16
2. 7&9 2. A 2. X=9
3. 7m 3. A 3. The nos. 4 & 8
4. 3ft by 9 ft 4. B 4. 6 cm by 9 cm
5. 4 5. B 5. -10, -7 or 7, 10
6. A
7. C
8. C
9. C
10. D
What’s In
What I know
1. x + 8
1. A 2. 2n
2. C What’s More
3. X-6
3. C 𝑧
4. 3 1. 6 or -11
4. C
5. x – 7 = 15 2. 3 & -2
5. D
6. m – 7 3. 6 m by 8 m
6. D
7. c + 5 4. 8 cm, 15 cm, 17
7. C
8. x + 8 cm
8. A
10 5. 14, 16 or -14 , 16
9. A 9. 7
10. B 10. X + 16 = 23
Answer Key (Lesson 7)