9

Math
Quarter 1: Module 8
Graph of Quadratic Function
M9AL-Ii-2
Mathematics – Grade 9
Alternative Delivery Mode
First Quarter – Module 8: Quadratic Function
First Edition, 2020
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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio
Development Team of the Module
Author : Jesusa S. Fajardo
Content Editor : Antonina D. Santos
Juanito R. Mananghaya, Jr.
Language Reviewer : Criselda A. Pasco
Illustrator : Regina C. Reyes
Layout Artist : Araceli M. Quimque

Management Team
Gregorio C. Qunito, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Educational Program Supervisor – LRMDS
Agnes R. Bernardo, PhD
EPS – Division ADM Coordinator
Glenda S. Constantino
Project Development Officer II
Francisco B. Macale
Division Focal Person in Mathematics
Joannarie C. Garcia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management And Development System (LRMDS)
Capitol Compound, Guinhawa St. City of Malolos, Bulacan
Email Address: lrmdsbulacan@deped.gov.ph
 9

Math
Quarter 1: Module 8
Graph of Quadratic Function
M9AL-Ii-2
 Introductory Message
For the Facilitator

Welcome to the Math 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module on Graph
of Quadratic Function

This module will help you facilitate learning in investigating and analyzing the effects of
changes in the variables a, h, and k in the graph of quadratic function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and
make generalizations.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners

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

Welcome to the Math 9 Project CAP-LRE Alternative Delivery Mode (ADM) Module on Graph
of Quadratic Function

This module will give you more exercises that can help you master your past lesson.

This module will provide you activities in investigating and analyzing the effects of changes in
the variables a, h, and k in the graph of quadratic functions 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and make
generalizations.

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 able to process the contents
of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

competencies you are expected to learn in
the module.
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip
this module.

1
 This is a brief drill or review to help you link
the current lesson with the previous one.
In this portion, the new lesson will be
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank sentence/
paragraph to be filled in to process what you
learned from the lesson.
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned.
This contains answers to all activities in the
module.

At the end of this module, you will also find:

References- This is a list of all sources used in developing this module.

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 What I Know 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 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!

2
 One of the most interesting topics in mathematics is the quadratic function. It has many
applications and has played a fundamental role in solving many problems related to human
life.

This module will help you to understand how to analyze the effects of changes in the
variables a, h, and k in the graph of quadratic functions 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and make
generalizations.

During and at the end of engaging actively with this module, you are expected to:

1. identify the values of the variables a, h, and k in the vertex form of a quadratic
function;
2. apply the concept of graphing a quadratic function; and,
3. analyzes the effects of changes in the variables a, h, and k in the graph of quadratic
function defined 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 and make generalizations.

Let’s get ready!

Let us activate your prior knowledge. Find out how much you already know about the
topic: graph of quadratic function.

DIRECTIONS: Write the letter that you think is the best answer to each question on a 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 look for the right
answer as you go through this module.

1. Describe the graph of a quadratic function of the form y= ax2 + bx + c.

a. a circle c. a parabola
b. a line d. an ellipse

2. The standard form of the quadratic function f(x) = 2x2 + 4x – 1 is ________________.

a. 𝑓(𝑥) = 2(𝑥 + 1)2 + 1 c. 𝑓(𝑥) = 2(𝑥 + 1)2 + 3
b. 𝑓(𝑥) = 2(𝑥 + 1)2 − 3 d. 𝑓(𝑥) = 2(𝑥 + 1)2 − 1

3. From the given quadratic function in no. 2, what is the value of the variable h?
a. 1 c. -1
b. -3 d. 3

4. What is the value of the variable k in the given function in no. 2?

a. 1 c. -1
b. -3 d. 3

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5. The direction of the graph of the function in no. 2 opens ________.
a. downward c. to the right
b. to the left d. upward

6. The general form of 𝑓(𝑥) = −2(𝑥 − 3)2 + 13 is ___________________.

a. 𝑓(𝑥) = −2𝑥 2 + 12𝑥 − 5 c. 𝑓(𝑥) = −2𝑥 2 + 12𝑥 + 5
b. 𝑓(𝑥) = 2𝑥 2 − 12𝑥 + 5 d. 𝑓(𝑥) = −2𝑥 2 − 12𝑥 − 5

7. In a quadratic function 𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐, if the value of a is greater than zero, then the
parabola opens _____________.
a. downward c. to the right
b. to the left d. upward

8. In a quadratic function 𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐, if the value of a is lesser than zero, then the
parabola opens _____________.

a. downward c. to the right

b. to the left d. upward

9. What is the vertex of the parabola 𝑦 = 𝑥 2 − 3?

a. (3, 0) c. (-3,0)
b. (0,3) d. (0, -3)

10. The following quadratic functions opens downward EXCEPT _________.

a. 𝑦 = −2𝑥 2 + 4𝑥 − 3 c. 𝑦 = 2𝑥 2 + 4𝑥 − 3
b. 𝑦 = −2𝑥 2 − 4𝑥 − 3 d. 𝑦 = 2𝑥 2 − 4𝑥 − 3

11. The quadratic function y = -(x + 4)2 opens _______________.

a. downward c. to the right
b. to the left d. upward

12. Which of the following shows the graph of 𝑓(𝑥) = 2(𝑥 − 1)2 − 3?

a. b. c. d.

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13. What are the values of a, b, and c in the function f(x) = 2 (x-1)2 - 3?
a. a = -2, b = -4, c = -1 c. a = 2, b = -4, c = 1
b. a = 2, b = -4, c = -1 d. a = -2, b = 4, c = 1

14. Which of the following is the general form of the function in no. 13?
a. y = 2x2 – 4x - 1 c. y = 2x2 – 4x + 1
b. y = 2x2 + 4x + 1 d. y = 2x2 + 4x – 1

15. Describe the graph of the function given in no. 14.

a. opens downward c. opens to the right
b. opens to the left d. opens upward

How was your performance in the short test? Were you able to answer
all the problems? Did you find difficulties in answering them? Are there questions
familiar to you? Let’s find out the answers on the next activities.

Try to change ME!

I hope that you are now ready to learn about the graph of quadratic function. Let us

start this module by reviewing the concept of transforming 𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 into its standard

form 𝑓(𝑥) = 𝑎 (𝑥 − ℎ) 2 + 𝑘, which is one of the skills needed in the study of this module. To do

that, study the example below.

Example: Transform 𝒇(𝒙) = 𝟐𝒙𝟐 - 8𝒙 + 3 into its standard form f (𝑥) = 𝑎 (𝑥 − ℎ) 2 + 𝑘.

Step 1 Obtain the values of a, b, and c. In the given function

𝒇(𝒙) = 𝟐𝒙𝟐 - 8𝒙 + 3;

a = 2, b = -8 and c = 3.

5
 −𝑏
Step 2 Solve for h using the formula ℎ = .
2𝑎

−𝑏
Substituting the values of a and b in ℎ = ,
2𝑎
−(−8) 8
we have ℎ = = = 2.
2(2) 4
Therefore ℎ = 2.

Step 3 4𝑎𝑐−𝑏 2
Solve for k using the formula 𝑘 = .
4𝑎

Substituting the values of a, b, and c,

4𝑎𝑐−𝑏2 4(2)(3)−(−8)2 24−64 −40
we have 𝑘 =
4𝑎
=
4(2)
= 8
= 8
= −5.
Therefore 𝑘 = - 5

Step 4 Substitute the values of a, h, and k in the standard form

𝑓(𝑥) = 𝑎 (𝑥 − ℎ) 2 + 𝑘.
a = 2, h = 2, and k = - 5

So, we have 𝑓(𝑥) = 2(𝑥 − 2) 2 + (−5).

Therefore, the standard form is 𝑓(𝑥) = 2(𝑥 - 2)2 − 5.

DIRECTIONS: Let us now apply the steps discussed from the above example. Given the
quadratic functions below, transform them into the standard form
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌.

QUADRATIC FUNCTION STANDARD FORM

1. y = x2 - 4x – 4

2. y = 2x2 - 4x + 1

3. y = -2x2 + 4x - 3

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 Did you enjoy the preceding activity? I hope that you were able to recall
your previous lesson about quadratic function. You are now ready to apply the
mathematical concepts you learned from the previous activity.

Now, complete ME!

DIRECTIONS: Using your answers obtained from the activity What’s In, identify the values
of a, h and k.

QUADRATIC FUNCTION a h k

1. y = x2 - 4x – 4

2. y = 2x2 - 4x + 1

3. y = -2x2 + 4x - 3

Ready? Let’s Go!

The previous activities familiarized you with the general form 𝑓(𝑥) = 𝑎𝑥2 + 𝑏𝑥 + 𝑐 of a

quadratic function and the standard form or vertex form 𝑓(𝑥) = 𝑎 (𝑥 − ℎ) 2 + 𝑘. It helps you to

master the skills in identifying the values of a, b, c and solving the coordinates of the vertex

(h, k) of a quadratic function. Since we already established the necessary concepts of the

forms of quadratic function, our discussion now will focus on analyzing the effects of changes

in the variables a, h, and k in the graph of quadratic functions.

7
 The graph of a quadratic function y = ax2 + bx + c is called parabola. You have noticed
that the parabola opens upward or downward. It has a turning point called vertex which is
either the lowest point or the highest point of the graph. If the value of a > 0, the parabola
opens upward and has a minimum point. If a < 0, the parabola opens downward and has
a maximum point. There is a line called the axis of symmetry which divides the graph into
two parts such that one-half of the graph is a reflection of the other half.

If the quadratic function is expressed in the form y = a (x – h)2 + k, the vertex is the
point (h, k). The line x = h is the axis of symmetry and k is the minimum or maximum value of
the function.

The domain of a quadratic function is the set of all real numbers. The range depends
on whether the parabola opens upward or downward. If it opens upward, the range is the set
{y: y ≥ k}; if it opens downward, then the range is the set {y: y ≤ k}.

You have read some of the properties of the parabola. Let us now proceed on
studying the behavior of its graph: the transformation of the graph of quadratic
function. Let’s go!

In the graph of 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, the larger the

|a| is the narrower is the graph.

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 The graph in the form of y = a (x – h)2
For a > 0, the parabola opens upward. To graph
y = a (x – h)2, slide the graph of y = ax2
horizontally h units. If h > 0, slide it to the right, if
h < 0, slide it to the left. The graph has vertex
(h, 0) and its axis is the line x = h.

To graph y = ax2 + k, slide the graph of y = ax2

vertically k units. If k > 0 slide it upward; if
k < 0, slide it downward. The graph has vertex
(0, k) and its axis of symmetry is the line x = 0
(y – axis).

To graph y = a (x – h)2 + k, slide the graph of

y = ax2 horizontally h units and vertically k units.
The graph has a vertex (h, k) and its axis of
symmetry is the line x = h.

If a < 0, the parabola opens downward. The

same procedure can be applied in transforming
the graph of a quadratic function.

Vertex of the graph of a quadratic function

In standard form 𝑓(𝑥) = 𝑎 (𝑥 − ℎ) 2 + 𝑘, the vertex (h, k) can be directly obtained from
the values of h and k.
In general form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, the vertex (h, k) can be obtained using the
−𝒃 𝟒𝒂𝒄−𝒃𝟐
formulas 𝒉 = 𝟐𝒂
and 𝒌 = 𝟒𝒂
.

9
 The equation for a basic parabola with a vertex at (0,0) is y = x2. You can apply
transformations to the graph of y = x2 to create a new
graph with a corresponding new equation. This new
f(x) = x2 + 2
equation can be written in vertex form. The vertex form
of a quadratic function is y = a (x−h)2 + k, where: f(x) = x2

 |a| is the vertical stretch factor. If a is negative,

f(x) = x2 - 2
there is a vertical reflection and the parabola
will open downwards.
 k is the vertical translation.
 h is the horizontal translation.
Given the equation of a parabola in vertex form,
you should be able to sketch its graph by performing
transformations on the basic parabola y = x2.

Translations are essentially a vertical or horizontal shift of a function. Let’s use the
basic quadratic function to explore translations.

REMEMBER: Notice that the graph of f(x) = x2 + 2 has the

The graph of the function of same shape as the graph of f(x) = x2, except that the
the form 𝑓(𝑥) = 𝑎𝑥2 + k, where a
is a real number not equal to graph of f(x) = x2 + 2 has shifted or translated 2 units
zero and k is a positive real
number, is the same as graph above the origin. That is, its vertex at (0, 2).
of 𝑓(𝑥) = 𝑎𝑥2 except that its
vertex is k units above the Consider the equation when k is -2. This time,
origin.
the function becomes f(x) = x2 – 2. The graph of it is

The graph of the function of a parabola similar to the graph of f(x) = x2 except that
the form 𝑓(𝑥) = 𝑎𝑥2 + k, where a
it has shifted 2 units down from the origin. The vertex
is a real number not equal to
zero and k is a negative real is at (0, -2).
number, is the same as graph
of 𝑓(𝑥) = 𝑎𝑥2 except that its
vertex is k units below the
origin.

Did you enjoy the discussion presented? I hope that you have learned a lot
from the discussion. Now that you have a deeper understanding of our lesson, you
are ready to do the tasks in the next section. Let’s proceed!

10
 Your goal in this section is for you to apply what you have learned from the discussion.
You will be given varied activities which will demonstrate your understanding of our lesson.
Find time to enjoy while learning in the succeeding activities.

Independent Activity 1. Put Me Up, Put Me Down

DIRECTIONS: Draw the graph of the

following quadratic functions on the
same coordinate plane. Use a
separate graphing paper for your
answer.

1. y = x2

2. y = 2x2

3. y = -x2

4. y = -2x2

Life is full with ups and down. The trick is to enjoy the good
times and to have the courage to go through the bad ones.

Independent Assessment 1. Alright, Describe Me!

DIRECTIONS: Analyze your graph in Independent Activity 1 and answer the following
questions intelligently. Place your answer on a separate sheet of paper.

a. What do you notice about the shape of the graph of the quadratic function

y = ax2?

b. What happens to the graph as the value of a becomes larger?

c. What happens when a < 0? a > 0?

d. Summarize your observations.

See Rubric on the next page.

11
 Rubric for the Independent Assessment 1

4 3 2 1
Effectively stated Shows Needs some
Concepts about
a thorough understanding review of the
the graph of
Understanding understanding of of the concepts concepts about
quadratic
the concepts about the the graph of
functions are
about the graph of graph of quadratic
slightly stated in
quadratic quadratic functions from
the answer.
functions. function. given answer.
The ideas The ideas
presented is well presented in
The ideas The ideas
Organization organized with the essay is
presented in the presented are
of Ideas supporting details clearly
essay is good. quite relevant.
and mastery of presented and
the lesson. explained.

The teacher may create his/her own rubric for the output.

Independent Activity 2. Follow me and Judge Me Later!

DIRECTIONS: Draw the graph of the quadratic function y = -2x2 – 12x – 14 by following the

steps below. Place your answer on a separate sheet of graphing paper.

a. Find the vertex by expressing the function in the form y = a (x – h)2 + k or by using the
−𝑏 4𝑎𝑐−𝑏2
formula ℎ = 2𝑎
;𝑘= 4𝑎
. Then plot it on the graph.

b. On one side of the line of symmetry

(left side), choose at least one value of x
and compute the value of y.

Coordinates of points: ________

c. Similarly, choose at least one value of x

on the other side (right side), and
compute the value of y.

Coordinates of points: ________

d. Plot the points and carefully connect

them by a smooth curve.

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Independent Assessment 2. Judge Me Now!
DIRECTIONS: Analyze your graph in Independent Activity 2 and answer the following

questions intelligently. Place your answer on a separate sheet of paper.

1. What if the sign of a is positive and not negative? What will happen to the orientation
of the graph of function?

2. What will happen to vertex (values of h and k)? Will it change? Show your solution.

3. How about the graph? Show it.

The natural response to evaluation is to feel judged. We have to

mature to a place where we respond to it with gratitude, and love feedback
- Henry Cloud

Independent Activity 3. Draw Me Carefully!

DIRECTIONS: Draw the graph of the following quadratic functions on the same
coordinate plane. Place your answer on a separate sheet of graphing paper.

1. y = x 2 2. y = (x - 2)2 3. y = (x + 1)2

4. y = (x + 1)2 5. y = (x - 1)2

“Be careful with your words. Once they are said,

they can only be forgiven, not forgotten”.

13
 Independent Assessment 3.
DIRECTIONS: Analyze your graphs
in Independent Activity 3. Place
your answer on a separate sheet
of paper.

a. What do you notice about the

graphs of quadratic functions
whose equations are of the
form y = (x - h)2?

b. How would you compare the

graph of y = (x - h)2 and that
of y = x 2?

c. Discuss your ideas and

observations.

Rubric for the Independent Assessment 3

4 3 2 1
Effectively stated Shows Needs some
Concepts about
a thorough understanding review of the
the graph of
Understanding understanding of of the concepts concepts about
quadratic
the concepts about the the graph of
functions are
about the graph of graph of quadratic
slightly stated in
quadratic quadratic functions from
the answer.
functions. function. given answer.
The ideas The ideas
presented is well presented in
The ideas The ideas
Organization organized with the essay is
presented in the presented are
of Ideas supporting details clearly
essay is good. quite relevant.
and mastery of presented and
the lesson. explained.

The teacher may create his/her own rubric for the output.

14
 How did you find the preceding activities? I hope that you have learned a lot in
this section, and you are now ready to apply the mathematical concepts you
gained from all the activities and discussions. You may now proceed.

Now, tell something about what you have learned. Write your observations on
the separate sheet.

Observations:
1. How can you determine
the opening of the
parabola?

Observations:
2. How do the values of h
and k in y = a (x – h)2 + k
affect the graph of
y = ax2?

Rubric for the Observations

4 3 2 1
Effectively stated a Shows
Concepts about Needs some review
thorough understanding of
the graph of of the concepts
Understanding understanding of the concepts
quadratic functions about the graph of
the concepts about about the graph
are slightly stated quadratic functions
the graph of of quadratic
in the answer. from given answer.
quadratic functions. function.
The ideas
The ideas
presented is well
presented in the The ideas The ideas
Organization of organized with
essay is clearly presented in the presented are quite
Ideas supporting details
presented and essay is good. relevant.
and mastery of the
explained.
lesson.

The teacher may create his/her own rubric for the output.

15
 In this part of the module, you will be given a task wherein you will apply what you have
learned in the previous sections. Your output will show evidence of your learning.

Parabolic Basketball Court!

Read the selection below. Perform the task indicated
in the selection.
Mr. Rolando Santos, the barangay captain of
Mercado, wanted to have a basketball league in their
place as one of the events for their upcoming barrio
fiesta. As an architect and a resident of the said
barangay, you are assigned to make a sketch
/blueprint design of the court including its complete
dimensions using the concept of quadratic functions.
Now, your task is to submit a blueprint proposal
design of the basketball court that involves parabolic
curve. The basic concept of the graph of parabola
and its properties must be evident in your proposal.
Use a clean sheet of graphing paper to sketch
your blueprint.
Your proposed designs will be evaluated based on the following rubric.

4 3 2 1
Design is complex Design is simple Design is limited Design is simple.
and shows but shows some but parabolic
imagination and imagination and curves are
Designs creativity. Parabolic creativity. observed
curves are clearly Parabolic curves
seen. are observed.
Mathematical Mathematical Mathematical Mathematical
concepts applied in concepts are concepts applied in concepts applied in
creating the design applied in creating the design creating the design
are evident. creating the are evident. are evident.
design are
Lines of symmetry evident. Lines of symmetry
Mathematical
as well as the as well as the
Concepts height of parabolic Lines of height of parabolic
curves are symmetry as curves are not
appropriately well as the clearly seen in the
proportioned to the height of design.
basketball court. parabolic curves
are evident.

The teacher may create his/her own rubric for the output.

16
 This is now your final test. Let us see how far you have gone in understanding the lesson
presented in this module. You may start. Place your answer on a separate sheet.
DIRECTIONS: Choose the letter that you think is the best answer to each question. Write
your answer on a sheet of paper.

1. Which of the following illustrations describes the graph of a quadratic function?

a. c.

b. d.

2. The graph of 𝑓(𝑥) = −𝑥 2 + 2𝑥 + 3 opens _________.

a. downward b. to the left c. to the right d. upward

3. The following quadratic functions opens upward EXCEPT _____.

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

4. In a quadratic function, if the graph is opens upward, the value of a is ____.

a. negative c. undefined
b. positive d. zero

5. The following quadratic functions opens downward EXCEPT _____.

a. y = -x2 + 2x + 3 c. y = −3(x − 1)2 − 1
b. y = (x – 5)2 - 3 d. y = -x2 - 3x + 2

6. If the graph of a quadratic function opens downward, the value of a is ____.

a. negative c. undefined
b. positive d. zero

7. The equation for a basic parabola with a vertex (0,0) is y = x2. If we will change the
value of the variable h and k or the vertex, will the graph also be different?
a. maybe yes c. sometimes
b. no d. yes

8. What is the orientation of the graph of the function f(x) = 2(x-1)2 – 3?

a. opens downward c. opens to the right
b. opens to the left d. opens upward

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9. Which of the following represents the graph of quadratic function?
a. c.

b. d.

10. What is the value of h and k in the quadratic function f(x) = 3x2 – 6x + 5?
a. (1, 2) c. (-1, 2)
b. (1, -2) d. (-1, -2)

11. Which of the following is the general form of the function f(x) = 2(x − 1)2 − 3?
a. f(x) = 2x2 + 4x + 1 c. f(x) = 2x2 - 4x + 1
b. f(x) = 2x - 4x – 1
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d. f(x) = 2x2 + 4x – 1

12. What is the vertex of the function in no. 11?

a. (1, 3) c. (-1, -3)
b. (-1, 3) d. (1, -3)

13. Which of the following shows the graph of the function in no. 11?
a. c.

b. d.

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 14. Identify the vertex of the parabola given at the
right side.
a. (1, 4) c. (-1, 4)
b. (-1, -4) d. (1, -4)

15. The equation for a basic parabola with a vertex at (0,0) is y = x2. You can apply
transformations to the graph of y = x2 to create a new graph with a corresponding
new equation.
a. The first statement is true. The second statement is false.
b. The first statement is false. The second statement is true.
c. Both statements are true.
d. Both statements are false.

DIRECTIONS: Given the following graphs of quadratic function, identify the value of
the variables h and k and tell whether if /a/ is positive or negative. Use
a separate sheet of paper for your answer.

1.

Value of h: _______
Value of k: _______
Sign of /a/: _______

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2.

Value of h: _______
Value of k: _______
Sign of /a/: _______

3.

Value of h: _______
Value of k: _______
Sign of /a/: _______

4.
Value of h: _______
Value of k: _______
Sign of /a/: _______

5.
Value of h: _______
Value of k: _______
Sign of /a/: _______

CONGRATULATIONS!
You are done in this module!
Study well to your next lesson!
God Bless you!

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 References

Department of Education. Mathematics: Learner’s material 9, pp. 140 – 155, First Edition.
Vibal Group, Inc. Philippines. 2014

Bernabe, Julieta, Soledad, Jose Dilao and Orines, Fernando, Advanced Algebra,
Trigonometry and Statistics. pp. 56-61, Edited by Julieta Bernabe, Revised Edution, SD
Publications, Inc. Philippines. 2009

BEAM Learning Guide – Deped Learning Portal, Basic Education Assistance for Mindanao
Learning Guide, pp. 1- 45, updated July 2009, retrieved from
http://lrmds.depedldn.com/DOWNLOAD/BEAM_LG_GR_10_MODULE_3_MATHEMAT.PDF

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For inquiries or feedback, please write or call:

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan

Email Address: lrmdsbulacan@deped.gov.ph

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