LOYOLA HIGH SCHOOL To be kept

Don Carlos, Bukidnon

MATHEMATICS 9
Learning Activity Sheet No: 6
School Year: 2021-2022

Topic: Quadratic Functions

A. Background Information for Learners
Quadratic Function: Recall a quadratic function in the standard form f ( x )=a x 2 +bx +c , where a is the
leading coefficient, b is the middle term coefficient, and c is the constant (y-intercept) of the
function.
A function f is quadratic function defined by f ( x )=a x 2 +bx +c , where a , b∧c are real numbers a ≠ 0.
Functions are mathematical building blocks for designing machines, predicting natural disasters,
curing diseases, understanding world economies and for keeping airplanes in the air. Functions can
take input from many variables, but always give the same output, unique to that function.

B. Learning Competencies with Codes

1. Models real-life situations using quadratic functions. M9AL-Ig-2
2. Represents a quadratic function using: (a) table of values; (b) graph; and (c) equation. M9AL-Ig-3

C. Objectives/ Learning Targets

At the end of the lesson, the leaners must be able to:
1. Identify the graph of a function using a vertical line test;
2. Solve quadratic functions using a table of values; and
3. Compare the graph of the given functions.

D. Short Discussion
Good day my dear students! Before you’re going to start reading this module and answering your activity
sheets, do not forget to pray and ask the guidance of the Holy Spirit to enlighten your minds and bless you with
the knowledge and wisdom to understand the lesson.

Application of Quadratic function

The area A of a rectangular lot has a length that Given word problem.
is 3 units longer than twice its width x .
Let x be the measurement of the length We are going to identify the terms/numbers or variables from the given
Let 3+2 x be the measurement of the width problem.
A=x( 3+2 x ) Since, the formula in finding the area of a rectangle is equal to length x
width or lw meaning to say you multiply the length and the width.
2
A=3 x +2 x Use distributive property (Distribute the variable outside the parenthesis
to the terms inside the parenthesis.)
A=2 x 2 +3 x (They are the same only that the terms are arranged) .Variables with
second degree must come first after the equal sign. (As you can see from
our answers it is in quadratic form.)
*For more examples refer to page 45 of your book.
A.2 Graph of a Function:
Vertical Line Test

F ( x)
F ( x )is a function since the vertical line drawn passing through the
graph intersect the graph at exactly one point.
Vertical Line

S ( x )is not function since the vertical line drawn passing through the graph
A.3 S(x ) intersect the graph twice.
Vertical Line

If a> 0, the parabola opens upward and a< 0, the parabola opens downward. If the parabola opens upward, the
vertex is the lowest point and if parabola opens upward, the vertex is the highest point.
Example:
1 2
Sketch and compare the graphs of f ( x )=3 x 2 , g ( x )=x 2, and h ( x )= x .
2
First: Construct the table of values
2
 f ( x )=3 x How to Solve?
x −1 0 1
f ( x )=3 x 2 f ( x )=3 x 2 f ( x )=3 x 2
f ( x) 3 0 3
x=−1 x=0 x=1
2 2 2
f (−1 ) =3(−1) f ( 0 )=3(0) f (−1 ) =3(1)
f (−1 ) =3(1) f ( 0 )=3(0) f (−1 ) =3(1)
 g ( x )=x 2
x −1 0 1
g ( x )=x
2
g ( x )=x 2 g ( x )=x 2
g( x ) 1 0 1
x=−1 x=0 x=1
g (−1 )=(−1)2 g 0 =(0)2
( ) g −1 =(1)2
( )
g (−1 )=1 g ( 0 )=0 g (−1 )=1

1 1 2 1 2 1 2
 h ( x )= x 2 h ( x )= x h ( x )= x h ( x )= x
2 2 2 2
x −1 0 1 x=−1 x=0 x=−1
h( x ) 1 0 1 1 1 1
2 2 h (−1 )= (−1)2 h ( 0 ) = (0)2 h (−1 )= (1)2
2 2 2
1 1 1
h (−1 )= (1) h ( 0 ) = (0) h (−1 )= (1)
2 2 2
1 h ( 0 ) =0 1
h (−1 )= h (−1 )=
2 2

Then, graph the three tables of values on the same axes

1 2
Notice that the graph of f ( x )=3 x 2 is narrower than the graph of g( x )=x 2. Also the graph h ( x )= x is also wider
2
1
than the graph g ( x )=x 2. In f ( x ) the value of a=3 , g ( x ) the value of a=1, and in h ( x ) the value of a= . So, as you can
2
see graph of the three equation opens upward since the values of a are greater than 0 .
E. Exercises:
Activity 1: Vertical Line Test -----Written Works (10 points)
Activity 2: Problems transformable to Quadratic Functions -----Written Works (10 points)
Activity 3: Solve and Graph the Function ----Performance Task (15 points)
F. Values Integration
Sometimes we always have this straight plan just like the vertical line test. We do things straight like we
can see the end of our goals. But our journey is like the graph of a parabola. Those curves of a parabola are the
challenges that we will meet along the way.
G. Reference for Learners
Orines, F.,et. Al,(2018) Next Century Mathematics 9.2nd ed. Phoenix Publishing house, Inc.
 LOYOLA HIGH SCHOOL To be kept
Don Carlos, Bukidnon

MATHEMATICS 9
Learning Activity Sheet No: 7
School Year: 2021-2022

Topic: Graphs of a Quadratic Functions

A. Background Information for Learners
We defined a quadratic function in standard form as f ( x )=a x 2 +bx +c , where a ≠ 0. This may be written
in the form f ( x )=a ( x −h )2 +k which is the vertex form of a quadratic function where (h , k ) is the vertex.

B. Learning Competencies with Codes

1. Transforms the quadratic function defined by y=ax 2+bx +c into the form y=a( x – h)2+ k .
M9AL-Ig-h-i-1
2. Graphs a quadratic function: (a) domain; (b) range; (c)intercepts; (d) axis of symmetry; (e) vertex; (f)
direction of the opening of the parabola. M9AL-Ig-h-i-1
3. 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. M9AL-Ii-2

C. Objectives/ Learning Targets

At the end of the lesson, the leaners must be able to:
1. Transform equation into the vertex form; and
2. Graphs a quadratic function: (a) domain; (b) range; (c)intercepts; (d) axis of symmetry; (e) vertex; (f)
direction of the opening of the parabola.

D. Short Discussion
Good day my dear students! How are you? I hope you’re doing fine. You should be thankful every day
for you are still alive and kicking amidst the pandemic that we’re facing.

Example: Transform standard form into vertex form.

2
1. y=x −8 x +11 Given.
y=¿¿ Make the equation a PST. Refer to the 2nd module on how to make
the equation a PST.
y=(x ¿¿ 2−8 x +16)+ 11−16 ¿ Since we add the third term on the terms inside the parenthesis,
we subtract the term we added on the numerical coefficient
outside the parenthesis.
y= ( x −4 )2−5 Factor out the trinomial and simplify the coefficients outside the
parenthesis.
h=4 , k=−5 Identify the value of h and k . Our h is equal to positive 4 and our
vertex: ( 4 ,−5) k is the same which is −5.
FAQ: Why is the value of h is equal to Answer: In identifying the value of h get the opposite sign of the
positive 4 not negative 4? coefficient. Hence, by substitution,
2
f ( x )=a ( x −h ) +k
2
f ( x )=a ( x −4 ) −5
 For more examples refer 48-49 of your book.
A.2 The picture of the bridge similar a common graph with a smooth U-shape
called Parabola. It is like a graph of a Quadratic function of the form
2
f ( x )=a x 2 +bx +c , or f ( x )=a ( x −h ) +k
If a> 0, the parabola opens upward and if a< 0 , the parabola opens
downward.
If the parabola opens upward, the vertex is the lowest point and if the parabola opens
downward, the vertex is the highest point.
The characteristics of a graph of a quadratic function are the following:
1. Concavity or opening−¿ it tells the direction of parabolas upward or downward.
2. Axis of symmetry or line of symmetry – it is a line that divides the parabola into two equal regions. Its equation is
x=h since it passes through the x−axis at a value of h in the vertex.
−b
3. Vertex – it is a turning point of the graph. It is an ordered pair with coordinates (h , k ). Where h= and
2a
4 ac −b2
k= . It is called a minimum point if the graph opens upward or maximum if the graph opens downward.
4a
4. Minimum or maximum value – it is the value of k in the vertex.
5. Domain −¿it is the set of all possible values of x in the function.
 6. Range – it is the set of all possible values of y in the function.
7. x -intercept −¿ it is the value of x when y=0. It also called as the zero of a function. The graph of a parabola may
have at most two x -intercepts.
8. y-intercept −¿ it is the value of y or f ( x) when x=0 .
Take note:
If |a|>1 the graph of a parabola is greater than the other.
If |a|<1 the graph of the parabola is wider than the graph of the other.
*Example: Refer to week 6 of your module example in A.3.
Steps In Graphing A Quadratic Function
1. Identify the vertex of the parabola.
2. Determine if the parabola opens downward or upward by checking the value of a .
3. Identify the axis of symmetry.
4. Find other points on the parabola by plotting or by getting the intercepts of the function.
5. Plot the vertex along with other points on the parabola. Connect the points to form a parabola.
6. Find the domain and the range of the given function.
Example: f ( x )=( x−1 )2 Given.
From the given function, we have a=1 ; h=1 ; k =1.
Step 1: Identify the vertex (h , k ). Since h=1 and k =1, the vertex is at point (1,1).
(1,1).
Step 2: Determine how the parabola opens
Since a> 0, the parabola opens upward.

Step 3: Find the axis of symmetry. It is 1 because x is just equal to h .

The axis of symmetry is the line x=1
Step 4: Determine the points on the parabola. If x=0 If x=1 If x=2
x 0 1 2 2
f ( x )=( x−1 ) f ( x )=( x−1 ) 2
f ( x )=( x−1 )2
f ( x1) 0 1 ¿ ( 0−1 )
2
¿ ( 1−1 )
2
¿ ( 2−1 )
2

¿ (−1 )2 ¿ ( 0 )2 f ( x )=1
¿1 ¿0
Therefore, the parabola contains
points ( 0,1 ) , (1,0 ) , (2,1) Note: For us to have a uniform values of x, we are going to assign
3 values of x and let the second value be the value of our h then the
first and the third will be the number before and after the h value.
Step 5: Graph the parabola.

Step 6: Identify the domain and Range For the domain we set the all the values of x are all real numbers for if we
of the function. extend the values of x both positive and negative infinity we can get the value
Df ( x )={ x| x ∈ R } of the f ( x).
R f ( x )={ f ( x)|f ( x ) ≥ 1 } For the range the minimum level is equal to 1, therefore it is expected that the
other values of f ( x) are all greater than or equal to1.

D. Exercises:
Activity 1: Transformation from Standard Form to Vertex Form. (Written Works 15 points )
Activity 2: Parabola is all around . (Written Works  10 points)
Activity 3: Graph of a Quadratic Function. (Performance Task  20 points)
E. Values Integration
Many people nowadays were after of their looks. Different make-ups were used, varied styles of dress
and shirts, different smell of perfumes and hairstyles. Even in social media a 10 year-challenge were rampant like
posting your transformation 10 years ago. But always remember that your look doesn’t define who you are, what
matters most is the attitude that you have. Just like the graph of quadratic function, as you live your life the way
you used to there is this axis of symmetry which will help you pause for a while and reflect. Be humble and be
who you are.
F. References for Learners
Orines, F.,et. Al,(2018) Next Century Mathematics 9.2nd ed. Phoenix Publishing house, Inc.
 LOYOLA HIGH SCHOOL
Don Carlos, Bukidnon
School Year: 2021-2022

LEARNING ACTIVITY SHEET NO: 6

Name: ________________________________________ Date: ______________

Section:_______________________________________ Score:______________

Activity 1
Test the graph using a vertical line test. Identify if the graph represents a function and explain why. Written Works
(10 points)
1.

2.

Activity 2
Transform the given problem into a quadratic function. (Written Works  10 points)
1. The difference of two number is 2 and product of them is 224.

2. A garden measuring 12 meters by 16 meters is to have a pedestrian pathway installed all around it, increasing the
total area to 285 square meters.

Activity 3
Sketch and study the graphs of these functions f ( x )=x 2 ,∧g ( x )=x 2+ 3 (Performance Task- 15 points)
 f ( x )=x 2
x −1 0 1
f (x)

 g ( x )=x 2+3
x −1 0 1
g( x )

Graph:
 LEARNING ACTIVITY SHEET NO: 7

Activity 1
Transform the given standard form into vertex form and determine the vertex. (Written Works  15 points)
1. y=x 2 +12 x+5

Activity 2
List down five (5) objects that resembles the curve shape of a parabola at home or in any places. (Written Works
 10 points)

Activity 3
Give the vertex, opening of parabola, axis of symmetry, points on the parabola, graph of the parabola and
identify its domain and range. Show your solution neatly and legibly. (Performance Task  20 points)

1. f ( x )=− ( x +2 )2−1
 LOYOLA HIGH SCHOOL
Don Carlos, Bukidnon
School Year: 2021-2022

LEARNING ACTIVITY SHEET NO: 6

ANSWER KEY

Activity 1
Test the graph using a vertical line test. Identify if the graph represents a function and explain why. Written Works
(10 points)
1.

2.

Activity 2
Transform the given problem into a quadratic function. (Written Works  10 points)
1. The difference of two number is 2 and product of them is 224.

2. A garden measuring 12 meters by 16 meters is to have a pedestrian pathway installed all around it, increasing the
total area to 285 square meters.

Activity 3
Sketch and study the graphs of these functions f ( x )=x 2 ,∧g ( x )=x 2+ 3 (Performance Task- 15 points)
 f ( x )=x 2
x −1 0 1
f (x)

 g ( x )=x 2+3
x −1 0 1
g( x )

Graph:
 LEARNING ACTIVITY SHEET NO: 7

Activity 1

Transform the given standard form into vertex form and determine the vertex.
2
1. y=x +12 x+5

Activity 2
List down five (5) objects that resembles the curve shape of a parabola at home or in any places. (Written Works
 10 points)

Activity 3
Give the vertex, opening of parabola, axis of symmetry, points on the parabola, graph of the parabola and
identify its domain and range. Show your solution neatly and legibly.

3. f ( x )=− ( x +2 )2−1

Prepared by: Reviewed by: Approved by:

Ms. Lalaine B. Cosadio Ms. Minnehaha P. Yder Ms. Lourdes Bernadette B. Ebdalin
Subject Teacher