9

Mathematics
Quarter 1 – Module 6:
The Graph of a Quadratic
Function
Mathematics – Grade 9
Quarter 1 – Module 6: The Graph of a Quadratic Function
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from their respective copyright owners. The publisher and authors
do not represent nor claim ownership over them.

Published by the Department of Education – Region XI

Regional Director: Allan G. Farnazo, CESO IV
Assistant Regional Director: Maria Ines C. Asuncion, EdD, CESO V

Development Team of the Module

Writers: Jennilyn A. Edilo, Roman John C. Lara & Nestor P. Castillano Jr.
Editor: Alcy Mae R. Gracia
Reviewers: Alcy Mae R. Gracia, Riza G. Balandra
Illustrator:
Layout Artist:
Template Developer: Neil Edward D. Diaz
Management Team:
Reynaldo M. Guillena, CESO V
Jinky B. Firman, PhD, CESE
Marilyn V. Deduyo, CESE
Alma C. Cifra, EdD
May Ann M. Jumuad, PhD
Antonio A. Apat

Printed in the Philippines by Davao City Division Learning Resources Management

Development System (LRMDS)

Department of Education – Region XI

Office Address: DepEd Davao City Division, E. Quirino Ave.

Davao City, Davao Del Sur , Philippines
Telefax: (082) 224 0100
E-mail Address: [email protected]
Introductory Message
For the facilitator:
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their own learning at home. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own learning. Take
time to read, understand, and perform the different activities in the module.
As you go through the different activities of this module be reminded of the
following:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer Let Us Try before moving on to the other activities.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are done.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it !

ii
 Let Us Learn
In this module you will apply the lesson about completing the square that
you had learned in the previous lessons. After going through this module, you are
expected to:

1. rewrite quadratic function from y = ax2 + bx + c (standard form) to y = a(x

– h)2 + k (vertex form);
2. identify the values of a, h, and k;
3. determine the graph of quadratic function:
3.1 domain;
3.2 range;
3.3 intercepts;
3.4 axis of symmetry
3.5 vertex; and
3.6 direction of the opening of the parabola
4. sketch the graph of a quadratic function;
5. graph the quadratic functions in the form of:
5.1 y = ax2 + bx + c;
5.2 y = a(x – h)2 + k; and
5.3 y = x2 + k
6. analyzes 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

Let Us Try

Find out how much you already know about this module. Write the letter that
you think is the best answer to each question on a separate sheet of paper. Answer
all items. After taking and checking this short test, take note of the items that you
were not able to answer correctly and find for the right answer as you go through
this module.

_____1. What is the standard form of a quadratic function?

A. f(x) = a(x – h)2 + k
B. f(x) = ax2 + bx + c
C. f(x) = x2 + b
D. f(x) = a+b+c
_____2. What is the vertex form of a quadratic function?
A. f(x) = a(x – h)2 + k
B. f(x) = ax2 + bx + c
C. f(x) = x2 + b
D. f(x) = a+b+c
_____3. It is the formula of getting the value of h in quadratic function.
−𝑏 𝑏 −𝑏 𝑏
A. h = 2
B. h =
2𝑎
C. h =
2𝑎
D. h =
2

Page 1
______ 4. It is the maximum or the minimum point of a parabola.
A. Vertex B. orientation C. intercepts D. domain
______ 5. Identify the orientation or the direction of the opening of the parabola
from the function y = -(x + 3)2 – 8.
A. forward B. backward C. upward D. downward
______ 6. Which of the following translates the graph vertically base from y = a(x –
h)2 + k?
A. a B. h C. k D. none of the choices
______ 7. Which quadratic function opens upwards and has a vertex at (0, 3)?
A. y = -(x – 3)2 B. y = (x – 3)2 C. y = -x2 + 3 D. y = x2 + 3
______ 8. Which quadratic has an axis of symmetry of x = 2?
A. 2x2 - 8x – 11 C. 2x2 + x – 11
B. x2 + 8x – 11 D. 2x2 + 8x – 10

______ 9. Which quadratic equation for the parabola whose vertex is at (3, 6) and
which passes through (4, 4)?

A. y = -2(x + 3)2 + 6 C. y = 2(x – 3)2 + 6

B. y = (x + 3)2 – 6 D. y = -2(x – 3)2 + 6

______ 10. Which quadratic function opens upwards and has a vertex at (4, -6)?
A. f(x) = x2 – 6x + 10 C. f(x) = 2x2 – 8x + 10
B. f(x) = x2 – 8x + 10 D. f(x) = -x2 – 8x – 10

Let Us Study

Lesson 1: Quadratic Function

The standard form of a quadratic function is f(x) = ax2 + bx + c, where a, b,
and c are real numbers and a is not equal to zero. Another form of a quadratic
−b 4ac−b2
function is its vertex form which is f(x) = a(x – h)2 + k where h = and k = .
2a 4a

The following discussion will let you learn how to transform a quadratic
function in its standard form to its vertex form, and vice versa.

I. TRANSFORMING QUADRATIC FUNCTIONS IN STANDARD FORM TO

VERTEX FORM

There are two methods of transforming the quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 +

𝑐 (standard form) into 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘 (vertex form).

Page 2
Method 1: Transforming Quadratic Functions by Completing the Square

Example No. 1: Transform f(x) = x2 – 4x + 3 to its vertex form by completing the

square.

f(x) = (x2 – 4x) + 3 Group together the terms containing x.

f(x) = 1(x2 – 4x) + 3 Factor out a. In this example, a = 1

f(x) = (x2 – 4x + 4) + 3 - 4 Complete the expression in the

parentheses to make it a perfect square
−4 2
trinomial by adding a constant ( ) = 4
2
and subtracting the same value from the
constant term.

f(x) = (x – 2)2 - 1 Simplify and express the perfect square

trinomial as the square of a binomial.

Example No. 2: Transform f(x) = -3x2 + 6x – 5 to its vertex form by completing the
square.

f(x) = -3x2 + 6x – 5 Group together the terms containing x.

f(x) = -3(x2 - 2x) – 5 Factor out a. In this example a = -3

f(x) = -3(x2 – 2x + 1) - 5 – (-3)(1) Complete the expression in parentheses to

make it a perfect square trinomial by
−2 2
adding a constant ( 2 ) = 1 and
subtracting the same value from the
constant term.

f(x) = -3(x – 1)2 – 2 Simplify and express the perfect square

trinomial as the square of a binomial.

Method 2: Transforming Quadratic Functions by using the formula

−𝒃 𝟒𝒂𝒄−𝒃𝟐
𝒉= 𝟐𝒂
and 𝒌 = 𝟒𝒂

Example No. 3: Transform f(x) = x2 – 4x + 3 to its vertex form by applying the

−𝑏 4𝑎𝑐−𝑏2
formula ℎ = 2𝑎
and = 4𝑎
.

In the function f(x) = x2 – 4x + 3, a = 1, b = -4, c = 3. Thus,

−𝑏 4𝑎𝑐−𝑏 2
ℎ= 2𝑎
𝑘= 4𝑎

−(−4) 4(1)(3)−(−4)2
ℎ= 2(1)
𝑘= 4(1)

Page 3
 4 12 − 16
ℎ= 2
𝑘= 4

h=2 k = -1

By substituting the solved values of h and k in f(x) = a(x – h)2 + k, we obtain f(x) =
(x – 2)2 – 1.

Example No. 4: Transform f(x) = -3x2 + 6x – 5 to its vertex form by applying the formula
−𝑏 4𝑎𝑐−𝑏2
ℎ= 2𝑎
and = 4𝑎
.

In the equation f(x) = -3x2 + 6x – 5, a = -3, b = 6, c = -5. Thus,

−𝑏 4𝑎𝑐−𝑏2
ℎ= 𝑘=
2𝑎 4𝑎

−6 4(−3)(−5)−(6)2
ℎ= 𝑘=
2(−3) 4(−3)

−6 60 − 36
ℎ= −6
𝑘= −12

h=1 k = -2

By substituting the solved values of h and k in f(x) = a(x – h)2 + k, we obtain

f(x) = -3(x – 1)2 – 2.

II. TRANSFORMING QUADRATIC FUNCTIONS IN VERTEX FORM TO ITS

STANDARD FORM

Example No. 5: Transform f(x) = (x – 5)2 + 9 to its standard form.

f(x) = (x – 5)2 + 9 Expand (x – 5)2

f(x) = (x2 – 10x + 25) + 9 Simplify: add 25 and 9
f(x) = x2 – 10x + 34 Vertex Form

Example No. 6: Transform f(x) = -2(x + 6)2 – 3 to its standard form.

f(x) = -2(x + 6)2 – 3 Expand (x + 6)2

f(x) = -2(x2 + 12x + 36) – 3 Distributive Property of Multiplication
f(x) = -2x2 + 24x + 72 – 3 Simplify: subtract -3 from 72
f(x) = -2x2 + 24x + 69 Vertex Form

Lesson 2: Graph of Quadratic Function

In order to sketch the graph of a quadratic function, the following should be
determined:
a) vertex e.) y – intercept
b) axis of symmetry
c) orientation (upward or downward)
d) x – intercept/s

Page 4
From the graph of the quadratic function, the following can also be determined:
e) maximum / minimum point of the graph
f) domain and range of the function

Parabola - graph of a quadratic

a. Vertex – the maximum(highest) or the minimum(lowest) point of a parabola.
Vertex = (h, k)
b. Axis of symmetry – the line that intersects with the vertex and for which all
points on opposite sides of the line are mirror images of each other.
c. Orientation - The graph of a quadratic function, which is a parabola, opens
upward or downward, depending on the value of a in the function. If the
value of a is positive, the parabola opens upward. If the value of a is
negative, the parabola opens downward.
d. x-intercepts – the points at which the parabola intersects or touches the x-
axis
e. y-intercepts – the points at which the parabola passes through the y-axis
f. The minimum/maximum point -when the parabola opens up, the vertex is
the lowest point on the graph — called the minimum, or min. When the
parabola opens down, the vertex is the highest point on the graph — called
the maximum, or max.
g. Domain – the set of all x-coordinates. In symbol, {𝑥│𝑥 ∈ 𝑎𝑙𝑙 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 }
h. Range – depends upon the orientation of the parabola
➢ If the parabola opens upward, the range is {𝑦|𝑦 ≥ 𝑘}
➢ If the parabola opens downward, the range is {𝑦|𝑦 ≤ 𝑘}

Page 5
I. IDENTIFYING THE PROPERTIES OF THE QUADRATIC FUNCTION.
A. VERTEX
−𝑏 4𝑎𝑐 − 𝑏2
The vertex (h, k) can be found by (1) using the formula ℎ = and 𝑘 = or by (2)
2𝑎 4𝑎
transforming the function to its vertex form. You can just choose either of the two,
whichever is more convenient to you.
Example No. 1: Find the values of h and k in f(x) = x2 – 1 using the formula
−𝑏 4𝑎𝑐 − 𝑏2
ℎ= and 𝑘 = to identify the vertex of its graph.
2𝑎 4𝑎

In f(x) = x2 – 1; a = 1, b = 0, c = -1
−𝑏 4𝑎𝑐 − 𝑏2
ℎ= 2𝑎
𝑘= 4𝑎

−(0) 4(1)(−1) − (−0)2

h= 2(1)
𝑘= 4(1)

0 −4 − 0
h= 2
𝑘= 4(1)

−4
h=0 𝑘=
4

𝑘 = −1
The vertex of the graph of f(x) = x2 - 1 is (0, -1).
Example No. 2: Find the values of h and k in f(x) = x2 – 2x – 3 by completing the
square.
f(x) = x2 – 2x – 3
f(x) = (x2 – 2x) – 3 -isolate terms with x
f(x) = (x – 2x + 1) – 3 – 1 -complete the square
f(x) = (x – 1)2 – 4 -simplify
h = 1, k = -4
The vertex of the graph of f(x) = x2 – 2x – 1 is (1, -4).

B. AXIS OF SYMMETRY
Every parabola has an axis of symmetry which is the vertical line that divides
the graph into two perfect halves. It can be expressed as an equation in the form x =
h, where h can be found in the vertex (h, k)

Example No. 3: Find the axis of symmetry of the graph of f(x) = x – 1 2

using the formula ℎ =

−𝑏
2𝑎
.
f(x) = x – 1, a = 1, b = 0, c = -1
2

−𝑏
ℎ= 2𝑎
−(0)
h= 2(1)

Page 6
 0
h= 2

h=0
The axis of symmetry is x = 0.

-5 -4 -3 -2 -1 0 1 2 3 4 5

-1

-2
axis of symmetry
-3

-4

-5

C. ORIENTATION
The graph of a quadratic function, which is a parabola, opens upward or
downward, depending on the value of a in the function. If the value of a is positive,
the parabola opens upward. If the value of a is negative, the parabola opens
downward.

Example No. 4: Determine whether the graph of f(x) = x – 1 opens upward or

2

downward.

f(x) = x – 1, a = 1, b = 0, c = -1
2

Since the value of a is positive then the parabola opens upward.

Example No. 5: Determine whether the graph of f(x)= -x2-4x+1 opens upward or
downward.

f(x) = -x2-4x+1, a = -1, b = -4, c = 1

Since the value of a is negative then the parabola opens downward.

D. X – INTERCEPT/S

The x – intercept/s are the points at which the parabola intersects or touches
the x-axis. The value of the x-intercept is actually the roots/zeros of the quadratic
function. Thus, in order for you to determine the x-intercepts of the graph, you need
to solve for the roots of the function. A parabola may have no, one or two x-
intercepts.

Page 7
Example No. 6: Determine the x-intercept/s of the graph of f(x)= x2-1 by solving for
the roots.

𝒂 = 𝟏, 𝒃 = 𝟎, 𝒄 = −𝟏
−𝑏±√𝑏 2 −4𝑎𝑐
𝑥= 2𝑎

−(0)±√(−0)2 −4(1)(−1)
𝑥= 2(1)

0±√0+4
𝑥= 2

0±√4
𝑥= 2
0±2
𝑥= 2
0+2 2 0−2 −2
𝑥= = =1 𝑥= = = -1
2 2 2 2

Since the roots are 1 and -1, then the x-intercepts are (1, 0) and (-1, 0).
E. Y – INTERCEPT
The y – intercept is the point at which the parabola passes through the y-axis.
To get the y-intercept, set the value of x into 0.

Example No. 6: Determine the y-intercept of the graph of f(x) = x2-1.

Let x = 0.
f(x)= x2-1
f(0)= (0)2-1
f(0)=-1
The y – intercept is (0, -1)

F. MAXIMUM / MINIMUM POINT OF THE GRAPH

When the parabola opens up, the vertex is the lowest point on the graph —
called the minimum, or min. When the parabola opens down, the vertex is the highest
point on the graph — called the maximum, or max. The maximum or the minimum
value of the graph is the k value of the vertex. Use the formula k=4ac - b24a to get the
value of k.

Example No. 7: Find the minimum/maximum point of the graph of f(x)= x2-1

In f(x) = x – 1, a = 1, b = 0, c = -1. Since a >1, the graph opens upward. Thus, it

2

attains a minimum value.

Page 8
 4𝑎𝑐 − 𝑏2
𝑘= 4𝑎

4(1)(−1) − (0)2
𝑘=
4(1)
−4 − 0
𝑘=
4
−4
𝑘=
4
k= -1

The k value is -1, thus the minimum point is (0, -1)

G. DOMAIN OF THE FUNCTION

The domain of the function is all x - values. There are no restrictions on the
domain of this function. The domain is the set of real numbers.

Example No. 8: Find the domain of the function f(x) = x – 1 2

Solution: Using the table of values

x -2 -1 0 1 2
f(x) 3 0 -1 0 3

If x = -2 If x = -1 If x = 0 If x = 1 If x = 2
f(x) = (-2) – 1
2 f(x) = (-1) – 1
2 f(x) = (0) – 1 f(x) = (1) – 1
2 2 f(x) = (2) – 1
2

f(x) = 3 f(x) = 0 f(x) = -1 f(x) = 0 f(x) = 3

Any real number may be squared and then lowered by one, so there are no
restrictions on the domain of this function. The domain is the set of real numbers.

The domain of the function is the set of real numbers or can be written as
{x │x ∈ all real numbers}

H. RANGE OF THE FUNCTION

The range of the function are all y- values of the function. Take note that:
The range is y ≥ k, if the graph opens upward.
The range is y ≤ k, if the graph opens downward.

Example No. 9: Find the range of the function f(x) = x – 1

2

In f(x) = x – 1, a = 1, b = 0, c = -1.
2

Since a >1, the graph opens upward. Also, the k value is -1. Thus, the range is y≥ -
1.

Page 9
II. SKETCHING THE GRAPH OF A QUADRATIC FUNCTION
To sketch the graph of f(x) = x – 1, you need to summarize the characteristics of
2

the graph as shown on the table below.

A. Vertex V(1, -4)

B. Axis of symmetry 1
C. Orientation (upward or downward) upward
D. x - intercept (-1, 0); (3, 0)
E. y-intercept (0, -3)
F. Maximum/minimum point Minimum point: (1, -4)
G. Domain of the functions {x │x ∈ all real numbers}
H. Range of the function {y │y ≥-4}

To sketch the graph, plot the intercepts and the vertex. Also take note the opening
of the graph, whether upward or downward. Then, make a smooth curve. There is
no need to find other points since you are only sketching the graph.

in this example, the y-

axis is the axis of
symmetry

Vertex/y-intercept

Page 10
 Lesson 3: Translations of Graphs
When we hear the word transformation, we automatically associate it with the
word change. Consequently, the graph of quadratic functions has transformations.
The changes in the coefficients a, h and k of the vertex form y = a(x – h)2 + k cause
these transformations.

y = a(x – h)2 + k

• the sign of a affects • the value of h • the value of k

the orientation of indicates indicates vertical
the parabola, horizontal translation/shift
whether it opens translation/shift
upward or
downward)

• the absolute value

of a |a| tells if the
parabola is wider or
narrower as
compared to y = x2

I. The Graph of y = ax2

In your previous lesson, you have already learned what happens to the
parabola if a is negative or positive. Now, let us study what happens if the absolute
value of a, in symbol |a|, is increased, or decreased.
One of the simplest forms of a quadratic function is y = ax2. The figure below
shows the graph of three functions in the form of y = ax2.

y = 4x2 a=4

y = x2 a=1

𝟏 1
y= x2 a= or 0.25
𝟒 4

Compare the three parabolas on the figure above. The function y = x 2 serves
as the parent functions since it is the most basic form of a quadratic function. All

Page 11
three graphs have the same vertices, axis of symmetry, x-intercept and y-intercept.
Also, all three graphs open upward. The only difference is that the graph of y = 4x2
𝟏
is narrower than the graph of y = x2. on the other hand, the graph of y = x2 is
𝟒
wider than the graph of y = x2.

Remember:
• If a is positive, the parabola opens upward. If a is negative, the parabola
opens downward.
• If |a| gets bigger, the graph becomes narrower. If |a| gets smaller, the
graph becomes wider.

II. The Graph of y = ax2 + k

Another form of a quadratic function is y = ax2 + k. As you could notice, k is
added to the parent function y = ax2. Now, let us study what is the effect of the value
of k in the parabola.

y = x2 + 3 k=3 vertex (0,3)

y = x2 k=0 vertex (0,0)

y = x2 – 3 k = -3 vertex (0, -3)

Notice that the graph of y = x2 + 3 has the same shape as the graph of y = x2,
except that the graph of y = x2 + 3 shifted 3 units upwards from the origin. That
is, the vertex is at (0, 3).
Also, the graph of y = x2 – 3 is a parabola similar to the graph of y = x2, except
that the graph of y = x2 – 3 shifted 3 units downwards from the origin. The vertex
is at (0, -3).

Remember:
• If k is positive, the graph of y = x2 is shifted k units upward.
• If k is negative, the graph of y = x2 is shifted k units downward.

Page 12
III. The Graph of y = a(x – h)2
The value of h in the quadratic function y = a(x – h)2 indicates the translation
of the graph to the left or to the right.

y = (x + 3)2 h = -3 vertex (-3, 0)

y = x2 h=0 vertex (0, 0)

y = (x – 3)2 h=3 vertex (3, 0)

Observe that the graphs y = (x + 3)2 and y = (x – 3)2 have the same shape as
the graph of y = x2. However, their vertices are on different locations. The graph of y
= (x + 3)2 shifted 3 units to the left of the origin. While the graph of y = (x – 3)2
shifted 3 units to the right of the origin.

Remember:
• If h is positive, the graph of y = x2 is shifted h units to the right.
• If h is negative, the graph of y = x2 is shifted h units to the left.

What happens to the graph if both h and k are present in the function?

IV. The Graph of y = a(x – h)2 + k

In this form of a quadratic function, both h and k are included. Thus, the
parabola is shifted horizontally and vertically.

y = (x – 2)2 + 3 h = 2, k = 3
vertex (2, 3)

y = x2 h = 0, k = 0
vertex (0, 0)

y = (x + 3)2 – 2 h = -3, k = -2
vertex (-3, -2)

The graph of y = (x – 2)2 + 3 shifted 2 units to the right and 3 units upward
form the origin. The graph of y = (x + 3)2 – 2 shifted 3 units to the left and 3 units
downward form the origin.

Page 13
 Let Us Practice
ACTIVITY 1: PERFECT MATCH!
Direction: Match the standard form to vertex form by connecting using a line.
Connect the standard form in column A to the vertex form in column B.
COLUMN A COLUMN B
1 3
1.) f(x) = x2 + 10x + 33 A. f(x) = (𝑥 − 3)2 −
2 2

2.) f(x) = 2x2 + 36x + 170 B. f(x) = (x + 5)2 + 8

1 9 2 1
3.) f(x) = 𝑥 2 − 3𝑥 + 3 C. f(x) = (𝑥 + ) -
2 2 4

4.) f(x) = x2 +9x + 20 D. f(x) =-2(x – 3)2 + 1

5.) f(x) = -2x2 + 12x – 17 E. f(x) =2(x+9)2 + 8

ACTIVITY 2: YOU KNOW IT!

Direction: Describe the properties of the graph of the quadratic function. Know
each property by writing the value or the point in the space given.

Quadratic function f(x) = -x2 -4x + 12

A. Vertex
B. Axis of symmetry
C. Orientation
D. x - intercept
E. y-intercept
F. Maximum/minimum point
G. Domain
H. Range

ACTIVITY 3: HOLA PARABOLA!

Direction: Determine the vertex of the parabola of the following quadratic functions.
1. f(x) = -6( x + 1)2 – 1 Answer: ________________
1
2. f(x) = (x – 5)2 + 8
Answer: ________________

3. f(x) = -(x – 18)2 + 10 Answer: ________________

3
4. f(x) = (x – 2)2 – 9 Answer: ________________
4

5. f(x) = 5(x + 4)2 Answer: ________________

Page 14
 Let Us Practice More

ACTIVITY 4: THE HIDDEN TREASURE!

Direction: Write the indicated letter of the quadratic function in the form y = a(x – h)2
+ k into the box that corresponds to its equivalent standard form y = ax2 + bx + c.

5 2 49
D- f(x) = (x – 1)2 - 4 A- f(x) = 2(𝑥 + ) -
4 8
2 2 1
O- f(x) = (𝑥 − 3) + 2 O- f(x) = 3(x + 2)2 - 2
O- f(x) = (x – 0)2 - 36 G- f(x) = (x – 1)2 - 16
1 2 3
F- f(x) = (x – 3)2 + 5 L- f(x) = (𝑥 − ) +
2 2
P- f(x) = -2(x – 3)2 + 1 T- f(x) = 2(x + 1)2 – 2
TREASURE BOX:

f(x) = 2x2 + 5X – 3 f(x) = -2x2 + 12x – 17 f(x) = x2 – 36 f(x) = 2x2 + 4x

23
f(x) = 3x2 + 12x + f(x) = x2 – 6x + 14
2

4 22 7
f(x) = x2 – 2x – 15 f(x) = x2 - 𝑥 + f(x) = x2 – x + f(x) = x2 – 2x – 3
3 9 4

ACTIVITY 5: SKETCH IT!

Direction: Complete the table below and sketch the graph of f(x)= x2 + 4x + 3.

1.Vertex
2. Axis of symmetry
3. Orientation
4. x - intercept
5. y - intercept

Page 15
ACTIVITY 6: FILL IT IN!
Direction: Determine the axis of symmetry, the opening and the vertex of the
parabola of the following quadratic functions.
1. f(x) = x2 – 8x + 10
a. axis of symmetry _____________
b. opening _____________
c. vertex _____________
2. f(x) = 2x2 + 12x + 17
a. axis of symmetry _____________
b. opening _____________
c. vertex _____________
3. f(x) = 3x2 – x – 2
a. axis of symmetry _____________
b. opening _____________
c. vertex _____________

4. f(x) = -4x2 + 7x – 3
a. axis of symmetry _____________
b. opening _____________
c. vertex _____________
5. f(x) = -4x – 24x + 9
2

a. axis of symmetry _____________

b. opening _____________
c. vertex _____________

ACTIVITY 7: TRANSLATIONS OF GRAPHS!

1. Which function will shift the graph of f(x) = x2 up 7 units?

A. f(x) = (x + 7)2 B. f(x) = x2 – 7 C. f(x) = x2 + 7 D. f(x) = (x – 7)2
2. The function y = (x + 2)2 – 5 moves the vertex of the parent function y = x to:
A. (-2, -5) B. (2, -5) C. (-2, 5) D. (2, 5)
3. How does the graph of y= x2 differ from the graph of y = x2 – 10 ?
A. The graph of y = x2 – 10 is wider than the graph of y= x2.
B. The graph of y = x2 – 10 is shifted to the left of the graph of y= x2.
C. The graph of y = x2 – 10 is shifted down from the graph of y= x2.
D. The graph of y = x2 – 10 is narrower than the the graph of y= x2.

4. How would the graph of the function y = x2 - 5 be affected if the function were
changed to y = x2 + 2?

A. The graph would shift 7 units up. C. The graph would shift 7 units to the right
B. The graph would shift 7 units down. D. The graph would shift 7 units to the left

5. Which of the following will shift the graph of y = x 2 left 8 units and down 3 units?
A. y = (x – 8)2 + 3 C. y = (x – 8)2 - 3
B. y = (x + 8)2 – 3 D. y = (x + 8)2 + 3

Page 16
 Let Us Remember
Lesson 1 The standard form of quadratic function is 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
The vertex form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘, where (h, k) is the vertex of the
parabola.
5 steps in rewriting standard form to vertex form using completing square.
Step 1: Group the terms containing x.
Step 2: Factor out a in the quadratic term.
Step 3: Take the numerical coefficient of the linear term, divide it by 2 and square
𝑏 2
(2 )
Step 4: The result of step 3 will be added to complete the expression in the
parenthesis to make it a perfect square trinomial and at the same time
subtract the same result to the constant term.
Step 5: Express the perfect square trinomial inside the parenthesis as a square of
a binomial, then simplify the outside constants.

The vertex form of a quadratic function is given by 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘, where (h, k) is
the vertex of the parabola.
−𝑏 4𝑎𝑐− 𝑏2
• To get the value of ℎ = 2𝑎
𝑎𝑛𝑑 𝑘 = 4𝑎

Lesson 2. The properties of a quadratic function:

1. Parabola – graph of a quadratic function
2. Vertex – the point on a parabola where a minimum or maximum y-value
occurs
3. Axis of symmetry – a line which a parabola is reflected onto itself.
4. The value of a in y = ax + bx + c, has something to do with the opening of the
2

parabola.
5. If a > 0, the parabola opens upward but if a < 0, the parabola opens downward.
6. The domain of a function is the set of all x-coordinates. In symbol, xΙx ∈ R
7. The range of a function depends upon the orientation of the parabola
• If the parabola opens upward, the range is yΙy ≥ k or [k, ∞)
• If the parabola opens downward, the range is yΙy ≤ k or (-∞, k]

Lesson 3. When we hear the word transformation, we automatically associate it

with the word change. Consequently, the graph of quadratic functions has
transformations. The changes in the coefficients a, h and k of the vertex form y =
a(x – h)2 + k cause these transformations.
Remember the following concepts:

• If a is positive, the parabola opens upward. If a is negative, the parabola opens

downward.
• If |a| gets bigger, the graph becomes narrower. If |a| gets smaller, the graph
becomes wider.
• If k is positive, the graph of y = x2 is shifted k units upward.
• If k is negative, the graph of y = x2 is shifted k units downward.
• If h is positive, the graph of y = x2 is shifted h units to the right.
• If h is negative, the graph of y = x2 is shifted h units to the left.

Page 17
 Let Us Assess
Direction: Read carefully the questions. Write on a separate sheet of paper
the letter of your corresponding answer.

1. In the quadratic function y =(x + 3)2 – 2, which of the following describes most?
a. a > 0, the parabola opens downward.
b. a < 0, the parabola opens downward.
c. a < 0, the parabola opens upward.
d. a > 0 , the parabola opens upward.
2. How the graph of y = x2 can be transformed to the graph of the given equation y
= (x+ 6)2 – 9?
a. Shift the graph of y = x2 right 6 units and then down 9 units.
b. Shift the graph of y = x2 down 6 units and then left 9 units.
c. Shift the graph of y = x2 up 6 units and then right 9 units.
d. Shift the graph of y = x2 left 6 units and then down 9 units.
3. What are transformations of the quadratic function f(x) = (x – 2)2 + 4?
a. Shift 2 units right and 4 units up
b. Shift 2 units right and 4 units down
c. Shift 2 units left and 4 units up
d. Shift 2 units left and 4 units down
4. What transformation of the function, f(x) = x2, is the function f(x) =−(x+2)2?
a. Reflect across the x-axis and translate right 2.
b. Reflect across the x-axis and translate left 2.
c. Reflect across the y-axis and translate up 2.
d. Reflect across the y-axis and translate down 2.
5. Write a function that represents the parent function, y = x2, after it has been
translated 4 up and 3 right.
A. y = (x – 3)2 + 3 y = (x – 3)2 + 4
B. y = (x – 2)2 + 4 y = (x – 2)2 + 3
6. Which of the following is the vertex form of y = x2 – 2x – 8?

a. y = (x – 2)2 – 8 c. y = -(x – 2)2 – 8

b. y = (x – 1)2 – 9 d. y = -(x – 1)2 – 9

7. Which of the following is the axis of symmetry of the graph of f(x) = x 2 + 6x – 8?

a. x = 6 b. x = -6 c. y = 3 d. y = -3

Page 18
8. Which of the following is the graph of f(x) = (x – 2)2 + 4?

9. Identify the vertex and the y-intercept of the graph of the function f(x) = 2(x + 2)2
– 2.
a. vertex: (2, 2) / y-intercept: (0, 8) c. vertex: (2, -2) / y-intercept: (0, 6)
b. vertex: (-2. -2) / y-intercept: (0, 6) d. vertex: (-2, 2) / y-intercept: (0, 2)

10. Which of the following functions has a maximum value?

a. f(x)= x2 – 3x + 4 c. f(x) = 3 – 5x – x2
b. f(x) = 2x2 + 5x + 3 d. f(x) = 4x2
11. Where is the vertex located in the graph of f(x) = x2 + 4x – 8?
a. (2, -12) b. (2, 4) c. (2, -4) d. (-2, -12)
12. Which of the following statements is/are TRUE?
I. The graph of a quadratic function is a parabola.
II. A parabola may not intersect the x-axis.
III. When the parabola opens downward, it attains a minimum value.
IV. When the parabola opens upward, it attains a minimum value.

a. I, II, III b. I, II, IV c. I, III, IV d. II, III, IV

Page 19
13. Which quadratic function opens upwards and has a vertex at (0, 3)?
a. y = -(x – 3)2 b. y = (x – 3)2 c. y = -x2 + 3 d. y = x2 + 3
14. Which quadratic has an axis of symmetry of x = 2?
a. 2x2 - 8x – 11 b. x2 + 8x – 11 c. 2x2 + x – 11 d. 2x2 + 8x – 10
15. Which quadratic equation for the parabola whose vertex is at (3, 6) and which
passes through (4, 4)?
a. y = -2(x + 3)2 + 6 c. y = 2(x – 3)2 + 6
b. y = (x + 3)2 – 6 d. y = -2(x – 3)2 + 6

16. Which quadratic function opens upwards and has a vertex at (4, -6)?
a. f(x) = x2 – 6x + 10 c. f(x) = x2 – 8x + 10
b. f(x) = 2x2 – 8x + 10 d. f(x) = -x2 – 8x – 10

17. Which quadratic function opens downward?

a. f(x) = 2x2 + 12x + 17 c. f(x) = x2 – 8x + 10
b. f(x) = 3x2 – 5x – 4 d. f(x) = -4x2 + 7x – 3

18. In the quadratic function f(x) = ax2 + bx + c, if a is positive, which of the

following describes most?
a. the graph opens upward and the vertex is minimum point
b. the graph opens downward and the vertex is minimum point
c. the graph opens downward and the vertex at (0,0)
d. the graph opens downward and the vertex at (h,k)

19. What axis of symmetry is shown in the graph?

a. x = 1 b. x = -1 c. x = 2 d. -2
20. What is the axis of symmetry for the equation f(x) = 4x2 – 8x + 9?
a. x = -8 b. x = -1 c. x = 1 d. 2

Page 20
 Let Us Enhance
Activity 7: Let’s Perform!
PERFORMANCE TASK

GOAL: To draw or paint objects with parabolic shape.

ROLE: Artist
AUDIENCE: artists, painters and high school students who love arts
SITUATION: As an artist you want to exhibit or post your masterpiece to a gallery
but instead you post it on your FACEBOOK ACCOUNT to showcase your talent as
an artist.
Procedure:
1. Draw or paint any parabolic figure. Do this with an OSLO PAPER.
2. Write 3 interesting facts about your painting or drawing at the back of your
oslo paper.
3. Take a photo of your drawing or painting before passing to your teacher.
4. Upload your drawing or painting in your FACEBBOOK ACCOUNT and write
on the caption 3 interesting facts about your drawing or painting.

PRODUCT
A painting or a drawing of a parabolic figure with 3 interesting facts about the
structure.

RUBRIC
2.5 points 2 points 1.5 points 1 point Score
The student The student The student The student
shows excellent shows good shows shows limited
commitment in commitment in satisfactory commitment in
using his own using his or her commitment in using his or her
artistic process own artistic using his or her own artistic
and skills. processes. own artistic processes.
processes.

Page 21
 The student The student The student The student has
completes work completes work exhibits very limited
and integrate satisfactorily inconsistent organizational,
learned and applies understanding and critical
concepts and expected skills and application thinking skills.
skills. to his/her work. of concepts and
skills.
The student The student The student The student
submit the submits the submits the submits the
output on time. output 1 day output 2-3 days output 4-5 days
after the after the after the
deadline. deadline. deadline.
The student The student The student There is no
gives 3 gives 2 only gives only 1 interesting fact
interesting facts interesting facts interesting fact written on
about his/her about his/her about his/her her/his output.
output output output.

_______
10

Let Us Reflect
Activity 8: Complete me!
Quadratic Function is not as difficult as others might say. We only need to
focus and follow the techniques or strategies on how to make problem solving simple
and easy.

Complete me!

In this module, I enjoy studying the lesson about…

________________________________________________________________
________________________________________________________________
________________________________________________________________

I’m having hard time to understand the lesson about…

________________________________________________________________
________________________________________________________________
________________________________________________________________

So then, to improve myself, I need to

________________________________________________________________
________________________________________________________________
________________________________________________________________

Page 22
 Page 23
Activity 6: FILL IT IN! Let us Try
1. a. axis of symmetry = 4
b. opening = upward 1. B 6. C
c. vertex = (4, -6) 2. A 7. D
3. C 8. A
2. a. axis of symmetry = -3 4. A 9. D
b. opening = upward 5. D 10. C
c. vertex = (-3, -1)
Activity 1: PERFECT MATCH!
1
3. a. axis of symmetry =
6
b. opening = upward 1. B
1 25 2. E
c. vertex = ( , − )
6 12 3. A
7 4. C
4. a. axis of symmetry =
8 5. D
b. opening = downward
7 1
c. vertex = ( , ) Activity 2: YOU KNOW IT!
8 16
5. a. axis of symmetry = -3 A. (-2,16)
b. opening = downward B. -2
c. vertex = (-3, 45) C. Downward
D. x1 = -6 ; x2 = 2 → (-6,0) ; (2,0)
ACTIVITY 7: TRANSLATIONS OF GRAPHS! E. y = 12 ; (0,12)
1. C 2. A 3. C 4. A 5. B F. Maximum point: (-2, 16)
G. {x │x ∈ all real numbers}
Let Us Assess H. {y│𝐲 ≤ 𝟏𝟔}
1. d 11. d Activity 3: HOLA PARABOLA!
2. d 12. b
3. a 13. d 1. (-1, -1)
𝟏
4. b 14. a 2. (5, )
𝟖
5. c 15. d 3. (18, 10)
6. b 16. c 4. (2, -9)
7. d 17. d 5. (-4,0)
8. a 18. a
9. b 19. c Activity 4: HIDDEN TREASURE
10. c 20. c
A POT OF GOLD
Activity 5: SKETCH IT!
1. Vertex v(-2, -1)
x = -2 axis of symmetry
2. Axis of symmetry x = -2
3. Orientation
upward
4. x - intercept (-3, 0) and
(-1, 0)
5. y-intercept (0, 3)
Answer Key
 References

CegQIABAA&oq=application+of+&gs_lcp=CgNpbWcQARgAMgQIIxAnMgQIIxAnMg
QIABBDMgQIABBDMgIIADICCAAyAggAMgIIADICCAAyAggAOgUIABCxAzo
FCAAQgwE6BwgAELEDEENQ586TDliq7pMOYP-
HlA5oAHAAeACAAdYDiAGCGZIBCTAuOS40LjEuMZgBAKABAaoBC2d3cy13aXot
aW1n&sclient=img&ei=faPpXuKxO87K0wTp0avoBw&bih=608&biw=1366#
imgrc=GxkAkIhPYa3zaM
Private Education Assistance Committee. 2018. peac.org.ph. Accessed 2019.
peac.org.ph/learning-module-
repository/?fbclid=IwAR1vXz6AIjvUG1hrs3c2biNiRm4UMrI08_fEVKnvceca
E48dGgplpwOMhKI.
Merden L. Bryant, Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,
Richard F. 2014. Pasig City, Philippines: Department of Education.
Accessed 2015. peac.org.ph/learning-module-
repository/?fbclid=IwAR1vXz6AIjvUG1hrs3c2biNiRm4UMrI08_fEVKnvceca
E48dGgplpwOMhKI.
Orlando A. Oronce & Marilyn O.Mendoza. 2019. E-Math. Manila: Rex Bookstore,
Inc.
https://www.google.com/search?q=application+of+quadratic+function+in+real+li
fe+situation&tbm=isch&ved=2ahUKEwii5MPXiIjqAhVO5ZQKHenoCn0Q2-

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: [email protected]

Page 24