First Quarter – Module 6

Week 6

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Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

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.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be helped to process the
contents of the learning resource while being an active learner.

The following are some reminders in using this module:

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’s Try before moving on to the other activities included in the
module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and in 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 through with it.
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!

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 Let’s Learn

. After going through this module, you are expected to:

1. model real-life situations using quadratic functions;
2. represent a quadratic function using (a) table of values, (b) graphs and (c) equation.

Let’s Try

Directions: Read each question carefully and solve if necessary. Choose the letter of the
correct answer and write it on the space provided before each number.

_____1. The graph of a quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 is called __________.

A. bar graph B. line C. pie graph D. parabola
_____2. Which of the following mathematical sentences represent quadratic function?
A. 𝑦 = 3 + 2𝑥 2 B.2𝑦 2 + 3 = 𝑥 C. 𝑦 = 3𝑥 − 22 D. 𝑦 = 2𝑥 − 3
2
_____3. In the function 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐, which must not be equal to zero?
A. 𝑎 B. 𝑏 C. 𝑐 D. 𝑦
_____4. Which of the following is not a quadratic function?
A. 𝑦 = 𝑥 2 + 2 B. 𝑦 = 9 – 2𝑥 2 C. 3𝑥 3 + 𝑦 – 2𝑥 = 0 D. 𝑦 = (𝑥– 2)(𝑥 + 4)
_____5. The following situations can be a model of quadratic function EXCEPT
A. diving from a platform
B. shooting a cannon
C. rolling a ball on the ground
D. throwing an object upward

_____6. Which of the following table of values represent a quadratic function?

A. x -1 0 1 2 3 4
y -9 -72 3 4 5 6 7

B. x -1 0 1 2 3 4
y 5 3 1 -1 -3 -5

C. x -4 -3 -2 -1 0 1
y 16 9 4 1 0 1

D. x -1 0 1 2 3 4
y 2 1 3 4 5 6

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_____7. Which of the following graph represents a quadratic function?

A B

C D

_____8. It is in the form of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where 𝑎 is a nonzero constant, 𝑏 and 𝑐 are

constants of any value, and x is the independent variable.
A. Quadratic Equation B. Quadratic Function
C. Quadratic Inequalities D. Linear Function

_____9. Quadratic function can be represented using any of the following, EXCEPT ____.
A. equation B. graph
C. table of values D. table of content

_____10. How can we determine if the table of values represent a quadratic function given that the
first differences in 𝑥 are equal?
A. first differences in 𝑦 are equal B. second differences in 𝑦 are equal
C. first differences in 𝑦 are all positive D. second differences in 𝑦 are all negative

Alternatively, you may answer these questions online!

Use this link or scan the QR Code on your cellphone, laptop or desktop:
https://bit.ly/MATH9Q1W6LETSTRY
Use proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher. Make sure you are connected to the internet!

5
 Lesson

6 Quadratic Function

Have you tried throwing a ball upward? Did you ever jump into the pool from a
platform? Or have you ever kicked a ball in the playground? In this lesson, we will discuss a
mathematical concept that involved in the said real-life activities.

Let’s Recall

Activity 1: Complete the table based on the given linear function then construct a graph.
Study the examples below.

𝑦 = 2𝑥 + 1

𝐼𝑓 𝑥 = −3 𝐼𝑓 𝑥 = 1

𝑦 = 2(−3) + 1 𝑦 = 2(1) + 1
𝑦 = −6 + 1 𝑦 = 2+1
𝑦 = −5 𝑦=3

𝑥 −3 −2 −1 0 1 2 3
𝑦 −5 3

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 Let’s Explore

Activity 2: Consider the situation below. Answer the questions that follow.
John wants to keep a rectangular rice fields beside his house. He has 20 meters of
fencing materials and he wants to enclose a large field as possible without wasting materials
at all. Since the side of his house needs no fence (length), he must fence the remaining 3
sides. What should be the dimensions of his rice fields be?
a. In the figure above, if we let 𝑤 be the width and 𝑙 be the length, what is the
expression for the sum of the measures of 3 sides of the rice fields?
b. Express the length of the rectangle in terms of the width.
c. What is the area of the rice fields in terms of the width?
d. Complete the table given some possible values of width by finding the area.

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 Width 𝑤 2 3 4 5 6 7 8
Area 𝑓(𝑤)

e. What do you observe about the area in relation to the width?

f. What is the dependent and independent variable?
g. Write an equation that represents the situation.

Let’s Elaborate

The equation that we have formed in the activity 2 is an example of quadratic function.

Quadratic function is a second-degree function of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where

𝑎, 𝑏, and 𝑐 are real numbers and 𝑎 ≠ 0. This is a function which describes as a polynomial of
degree 2.

A quadratic function can be presented in three ways, namely: by equation, by table of

values, and by graph.

Considering the situation in Activity 2, we may express the quadratic function as:

a. Equation: 𝑓(𝑤) = −2𝑤 2 + 20𝑤 or y = 2w2 + 20w

How did we come up with this equation?

Let 𝑤 be the width and 𝑙 be the length of the rectangular rice fields

𝑤 + 𝑙 + 𝑤 = 20 Since only 3 sides need to be fenced

and the fencing materials can cover 20
meters.
2𝑤 + 𝑙 = 20 Simplifying the equation
𝑙 = 20 − 2𝑤 Expressing the length in terms of width
If A = 𝑓(𝑤), then Since the area of a rectangle is equal to
𝑓(𝑤) = (𝑤)(20 − 2𝑤) the product of width and length
𝑓(𝑤) = 20𝑤 − 2𝑤 2 Simplifying the equation
or
𝑓(𝑤) = −2𝑤 2 + 20𝑤

To watch a video tutorial on quadratic function, visit this link.

https://www.youtube.com/watch?v=a0pl3YPOq7w

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b. Table of Values:

Width 𝑤) 2 3 4 5 6 7 8
Area 𝑓(𝑤) 32 42 48 50 48 42 32

It is easy to make a table of values if we already have the equation of the

function. All we have to do is to assign values for the independent variable which in
this case is 𝑤, then substitute those values to the equation to find the corresponding
values of 𝑦 or 𝑓(𝑤).

Example:
If 𝑤 = 2,
𝑓(2) = −2(2)2 + 20(2)
𝑓(2) = −8 + 40
𝑓(2) = 32

Therefore, the area of the rectangle is 32 m2 if the width is 2 m. We may

continue to do this process repeatedly until we obtain a reasonable number of values.

If we only consider possible integral values for width, it is very easy to see that
we may get the largest possible area (50 m2) if the width is 5 m.

c. Graph

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 We may easily construct a graph of the quadratic function by plotting the
points from the table of values and connecting those points.

The graph of the quadratic function is called parabola. It is important to note

that a parabola may open upward or downward.

Looking at the graph, we can see that the highest value for y-axis is 50. This
value corresponds to the largest possible area of the rectangular lot (m2) which can
be achieved if the width is 5 m (look at the corresponding value in x-axis).

Now that we know what a quadratic function is, let us see how it is differed from a
linear function with respect to equation, table of values, and graph.

Quadratic Function Linear Function Notes

Equation 𝑦 = 𝑥 2 + 2𝑥 + 1 𝑦 = 2𝑥 + 1 The highest
exponent of the
linear function is 1
while the highest
exponent of the
quadratic function
is 2. Both
functions have
two variables.
Notice that the
Table of 𝑥 −2 −1 0 1 2 𝑥 −2 −1 0 1 2 first differences in
Values 𝑦 1 0 1 4 9 𝑦 −3 −1 1 3 5 y are the same in
linear function but
2 2 2 not in quadratic
-1 1 3 5 2
function. Instead,
2 the second
2 2
differences in y
are the same.
Graph The graph of a
linear function is a
line while the
graph of a
quadratic function
is a parabola

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 Let’s Dig In

A. Directions: Complete the table of values using the equation of the quadratic function,
then construct the graph.

1. 𝑓(𝑥) = 𝑥 2 − 4
𝑥 −3 −2 −1 0 1 2 3
𝑓(𝑥)

2. 𝑔(𝑥) = 3𝑥 2 − 4𝑥
𝑥 −3 −2 −1 0 1 2 3
𝑔(𝑥)

3. 𝑦 = 𝑥 2 – 6𝑥 − 16
𝑥 0 1 2 3 4 5 6
𝑦

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B. Directions: Determine whether the table of values is a quadratic function or linear
function.
𝑥 −1 0 1 2 3 4
1.
𝑦 −9 −10 −7 0 11 26

2. 𝑥 −3 −2 −1 0 1 2
𝑦 18 13 8 3 −2 −7

𝑥 0 1 2 3 4 5
3. 𝑦 6 3 2 3 6 11

Let’s Remember

1. Quadratic function is a second-degree function of the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where 𝑎, 𝑏,

and 𝑐 are real numbers and 𝑎 ≠ 0.

2. A quadratic function can be presented in three ways, namely: by equation, by table of

values, and by graph.

3. Given that the first differences in 𝑥 are the same, the second differences in 𝑦 of a
quadratic function must also be the same.

4. The graph of a quadratic function is a parabola which may open upward or downward.

Let’s Apply

Directions: Read the situation below and perform what is required.

The formula for throwing a ball in the air is represented by ℎ(𝑡) = −16𝑡 2 + 12𝑡 + 40,
where ℎ is the height in feet and 𝑡 is the time in seconds. Make a table of values and draw
the graph of the function.

a. Table of values

𝑡
ℎ(𝑡)

b. Graph

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 Let’s Evaluate

Directions: Read each question carefully and solve if necessary. Write the letter of the
correct answer on the space provided before each number.
_____1. The following situations can be a model of quadratic function, EXCEPT ____.
A. throwing an object upward
B. shooting a ball in a ring
C. jumping from a cliff
D. measuring the distance travelled by a car

_____2. Which of the following mathematical statement represents quadratic function?

A. 𝑓(𝑥) = 5𝑥2 B. 3𝑦 2 + 1 = 6𝑥 C. 𝑦 2 = 9𝑥 3 − 5 D. 𝑓(𝑥) = 2𝑥 − 3

_____3. What do you call the graph of a quadratic function?

A. parabola B. line graph C. bar graph D. circle

_____4. Which of the following is not a quadratic function?

A. 𝑦 = 2𝑥 2 + 2 B. 𝑓(𝑥) = 32 – 3𝑥 2 C. 3𝑥 3 + 𝑦 – 2𝑥 2 = 0 D.𝑦 = (𝑥– 3)(𝑥 + 5)

_____5. The degree of a quadratic function is _______.

A. 0 B. 1 C. 2 D. 3

_____6. Which of the following table of values represent a quadratic function?

A. 𝑥 −2 −1 0 1 2 3
𝑦 22 4 6 8 10 12
B. 𝑥 −1 0 1 2 3 4
𝑦 1 0 1 2 3 4

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 C. 𝑥 1 2 3 4 5 6
𝑓(𝑥) 1 4 9 16 25 36

D. 𝑥 −3 −2 −1 0 1 2
𝑓(𝑥) −6 −4 −2 0 2 4

_____7. Which of the following graph represent a quadratic function?

A. B.

C. D.

_____8. It is in the form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where 𝑎 is a nonzero constant, 𝑏 and 𝑐 are

constants of any value, and 𝑥 is the independent variable.
A. Quadratic Equation B. Quadratic Function
C. Quadratic Inequality D. Linear Function

_____9. Which is not a characteristic of a quadratic function?

A. the graph is a parabola B. the value of 𝒂 is not equal to zero
C. a polynomial function of degree 2 D. first differences in y are equal

_____10. Determine the second differences in y of the quadratic function use in the table of
values below.

A.-2 B. 0 C. 1 D. 2

Alternatively, you may answer these questions online!

Use this link or scan the QR Code on your cellphone, laptop or desktop:
https://bit.ly/MATH9Q1W6LETSEVALUATE
EVUse proper capitalization to activate the link. You will see your score
after completing the test. Make sure to screenshot your work as a proof to
your teacher. Make sure you are connected to the internet!

14
 Let’s Extend

Are you ready to apply what you’ve learned from this module?
If no, review the lessons until you are ready. If yes, answer the remaining activity online!
You can use cellphone, laptop or desktop. Make sure you are connected to the internet.
Instructions:
1. Go to http://bit.ly/916EXTEND or Scan the QR Code.

2. Answer the given activity.

3. Screenshot your answer and don’t forget to send it to your teacher.

References

Mathematics Learner’s Module 9 and Teachers Guide for Mathematics 9, Department of

Education Republic of the Philippines
Coronel, Sr. Iluminada C. F.M.M., Coronel, Antonio C. Growing Up With Math 9, and
Teachers Guide, FNB Educational, Inc. Phil. Copyright 2014
Orines. Fernando B., Next Century Mathematics. K-12, The New Grade 9, Phoenix
Publishing House
Melosantos, Luis Allan B., Sacluti. Josephine R. Math Connections in the Digital Age. K-12,
The New Grade 9, Sibs Publishing House.
Chua, Simon L. Sy Tan, Josephine L., Soaring 21st Century Mathematics 9, Phoenix
Publishing House Second Edition
Oronce, Orlando A, Mendoza, Marilyn O., K to12 e-Math 9, Published and Distributed by
Rex Book Store, K-12 edition 2014
Obana, Generoso G. Mangaldan, Edna R. Exploration and Application Advance Algebra,
trigonometry and basic Statistics Workbook fourth year
Litong, Domingo, De Leon Cecile, Mathematics in the Catholic School Third Year,
Introduction to Quadratic Function / Bounless
Algebracourses.lumenlearning.com.>boundless-algebra>chapter

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 Development Team of the Module
Writer: DERICK G. DATUL
ELY B. MIRANDILLA
VICKY S. TIWANG
DONALYN E. MARCELINO
MARIANE C. WILLIS
Editors:
CONTENT EVALUATOR: JOEY N. ABERGOS
LANGUAGE EVALUATOR: MARICAR G. RAQUIZA
Reviewers: MRS. MIRASOL I. RONGAVILLA
DR. LELINDA H. DE VERA
Illustrator: BERNARD MARC E. CODILLO
Layout Artist: BERNARD MARC E. CODILLO
Management Team: DR. MARAGRITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD-Chief
DR. ELLERY G. QUINTIA, CID Chief
MRS. MIRASOL I. RONGAVILLA, EPS - MATHEMATICS
DR. DAISY L. MATAAC, EPS – LRMS/ ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: sdo.tapat@deped.gov.ph