Mathematics

Quarter 1 - Module 18
Graphs of Quadratic Function
Week 7
Learning Code - M9AL-Ih-13.1
 GRADE 9
Learning Module for Junior High School Mathematics

Quarter 1 – Module 18 – New Normal Math for G9

First Edition 2020
Copyright © 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Maricon G. Manio - MTI

Editor: Sally C. Caleja – Head Teacher VI

Maita G. Camilon – Head Teacher VI
Editha T. Moredo – Head Teacher VI
Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrator: Writer
Layout Artist: Writer

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

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 GRADE 9
Learning Module for Junior High School Mathematics

MODULE
18 GRAPHS OF QUADRATIC FUNCTION

The previous module, you learned to transform the general form and the
standard form of quadratic functions. You were given opportunities to change one in
terms of the other and relate the concept in real world. In this module, you will work
on graphing quadratic functions. You will find out the steps to consider in graphing
quadratic. You will be given opportunities to explore the graphs of quadratic function.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCY
The learners will be able to:
• graph a quadratic function. M9AL-Ih-13.1

WHAT I KNOW
PPREPREVIER
!
Find out how much you already know about graphs of quadratic function. Write
the letter that you think is the correct answer to each question on your answer sheet.
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. What is the graph of a quadratic function?

A) Circle B) Line C) Parabola D) V-Shape

2. Identify the vertex of the graph. Tell whether it is a

minimum or maximum.

A) (0,0) ; minimum B) (0,1) ; minimum

C) (1,0) ; maximum D) (2,0) ; maximum

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3. Which of the following is the graph of the equation 𝑦 = 𝑥 2

A) B)

C) D)

4. What function models the graph at the right?

A) 𝑦 = (𝑥 + 2)2 + 4 B) 𝑦 = (𝑥 − 4)2 + 2
C) 𝑦 = (𝑥 + 4)2 + 2 D) 𝑦 = (𝑥 − 4)2 − 2

5. Find the equation of the axis of symmetry and the coordinate of the vertex of the
graph of 𝑦 = 𝑥 2 − 8𝑥 + 7 ?
A) 𝑥 = 4 ; 𝑣𝑒𝑟𝑡𝑒𝑥 (4, −9) B) 𝑥 = −4 ; 𝑣𝑒𝑟𝑡𝑒𝑥 (−4, −9)
C) 𝑥 = −9 ; 𝑣𝑒𝑟𝑡𝑒𝑥 (−9,4) D) 𝑥 = 4 ; 𝑣𝑒𝑟𝑡𝑒𝑥 (−4, −9)

6. Solve 𝑥 2 + 2 = 6 by graphing the related function.

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A) B)

C) D)

7. Convert 𝑦 = 𝑥 2 + 4𝑥 − 7 to vertex form, identify the vertex and the graph.

A) B)

C) D)

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8. Convert 𝑦 = 𝑥2 + 5𝑥 − 6 to factored form, identify the x – intercepts and the graph?

A) B)

C) D)

9. Which quadratic function opens upwards and has a vertex of (0,3)

A) 𝑦 = −(𝑥 − 3)2 B) 𝑦 = −(𝑥 − 3)2
C) 𝑦 = 𝑥 2 + 3 D) 𝑦 = −𝑥 2 + 3

10. Which quadratic function graphed below has a vertex of (3, −2)?

A) B)

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C) D)

WHAT’S IN Communication, and

PPREPREV Critical Thinking
IER!
Let’s start the lesson by generating table of values of quadratic functions and
plotting the points on the coordinate plane.

Activity 1: Describe My Paths!

Follow the procedure in doing the activity.
a. Given the quadratic functions y = x 2 − 8x + 7 and y = −x 2 + 4x + 5, transform
them in the form of y = a(x − h)2 + k.

y = x 2 − 8x + 7 y = −x 2 + 4x + 5
b. Complete the table of values for x and y.
y = x 2 − 8x + 7
x -3 -2 -1 0 1 2 3 4 5
y

y = −x 2 + 4x + 5
x -3 -2 -1 0 1 2 3 4 5
y

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c. Sketch the graph on the Cartesian plane

y = x 2 − 8x + 7 y = −x 2 + 4x + 5

✓ Let’s Investigate!
a. How will you describe the graph formed? What do you call this graphs?
b. What have you observed about the opening of the curves? Do you have any
idea where you can relate the opening of the curves?
c. Which of the two quadratic functions has a minimum point? Maximum
point? Indicate below.
Quadratic Function Turning Point Maximum or minimum
Point
𝑦 = 𝑥 2 − 8𝑥 + 7
𝑦 = −𝑥 2 + 4𝑥 + 5

Communication, and
WHAT’S NEW Collaboration

Quadratics in Athletics

In athletic events that involve

throwing objects like the shot put, balls
or javelin, quadratic equations become
highly useful. For example, you throw a
ball into the air and have your friend
catch it, but you want to give her the
precise time it will take the ball to
arrive. Use the velocity equation, which
calculates the height of the ball based
on a parabolic or quadratic equation.

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Learning Module for Junior High School Mathematics

Like the result of activity 1, you produced curves called parabola. Did you enjoy
that activity? To better understand the properties of the graph of a quadratic function,
study the key concept below.

Communication, Critical
WHAT IS IT Thinking, and Collaboration

The graph of a quadratic function 𝑦 = 𝑎𝑥 2 + 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 highest point or the lowest 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 of 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.

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Vertex
Maximum Point 3

Axis of Symmetry
2

-5 -4 -3 -2 -1 O 1 2 3 4 x

-1

-2

-3
Vertex
-4 Minimum Point

-5

Axis of
Symmetry

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Learning Module for Junior High School Mathematics
Example 1. Draw the graph of the quadratic function y = x 2 − 4x + 3 .
Solution:

a. Find the vertex and the line of symmetry by expressing the function in the form
of y = a(x − h)2 + k.
y = x 2 − 4x + 3
y = (x2 – 4x + 4) + 3 – 4
y = (x – 2)2 – 1
Thus, the vertex is at (2, -1) and the axis of symmetry is at x = 2
b. On one side of the line of symmetry, choose at least one value of x and compute
the value of y.
If x = 3, then y = (3 – 2)2 – 1
y=0
Thus, the point is at (3, 0)

c. Similarly choose at least one value of x on the other side and compute for the
value of y.
If x = 1, the y = (1 -2)2 – 1
y = (-1)2 – 1
y=0 y

4
Thus, the point is at (1, 0)
3

d. Plot the points and connect them by smooth curve. 1

-5 -4 -3 -2 -1 O 1 2 3 4 x

-1

-2

-3

-4

-5

Example 2. Draw the graph of the quadratic function 11 = y – 3x2 + 12x

Solution:
a. Find the vertex and the line of symmetry by expressing the function in the form
of y = a(x − h)2 + k.
11 = y – 3x2 + 12x
y = 3x2 – 12x + 11
y = 3(x2 – 4x) + 11
y = 3(x2 – 4x + 4) + 11 -12
y = 3(x - 2)2 – 1
Thus, the vertex is at (2, –1) and the axis of symmetry is at x = 2

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b. On one side of the line of symmetry, choose at least one value of x and compute
the value of y.
If x = 3, then y = 3(3 – 2)2 – 1
y=2
Thus, the point is at (3, 2)

c. Similarly choose at least one value of x on the other side and compute for the
value of y. y

If x = 1, the y = 3(1 -2) – 1

2 4

y = 3(-1)2 – 1 3

2
y=2
1

Thus, the point is at (1, 2) O

-5 -4 -3 -2 -1 1 2 3 4 x

-1

d. Plot the points and connect them by -2

smooth curve. -3

-4

-5

Example 3. Draw the graph of the quadratic function y = -x2 - 2x + 3

Solution:
a. Find the vertex and the line of symmetry by expressing the function in the form
of y = -x2 - 2x + 3.
y = -x2 - 2x + 3
y = -(x2 + 2x) + 3
y = -(x2 + 2x + 1) + 3 + 1
y = -(x + 1)2 + 4
Thus, the vertex is at (-1, 4) and the axis of symmetry is at x = -1
b. On one side of the line of symmetry, choose at least one value of x and compute
the value of y.
If x = 0, then
y = -x2 - 2x + 3
y = -(0)2 -2(0) + 3
y=3
Thus, the point is at (0, 3)

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Learning Module for Junior High School Mathematics
c. Similarly choose at least one value of x on the other side and compute for the
value of y
If x = -2, then
y = -x2 - 2x + 3
y = -(-2)2 – 2(-2) + 3
y = -4 + 4 + 3
y=3
Thus, the point is at (-2, 3)
d. Plot the points and connect them by
smooth curve.

Are you ready to work on your own? Try to graph the next set of quadratic
functions.

Critical Thinking, Communication

WHAT’S MORE and Collaboration

Graph the following quadratic functions following the steps used in the
examples.

1. y = -(x2 – 2x ) + 3
2. 2x2 + 8x = 4 - y
3. 4x2 – y = 12x – 7
4. 11 = y – 3x2 + 12x
5. 3 = (x – 4)2 - y
How did you find the activity? Were you able to graph all the quadratic
functions? If not, in which part did you find challenging? How did you cope up with it?

WHAT I HAVE LEARNED

Steps in graphing quadratic equation.

1. Find the axis of symmetry
2. Find the vertex
3. Draw your coordinate and dash in your axis of symmetry. Plot the point
for the vertex.
4. Plot the y – intercept and the point symmetrical to it. The y-intercept is
“c”.
5. Find at least one point on the parabola then draw the curve.

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 GRADE 9
Learning Module for Junior High School Mathematics

Critical Thinking
WHAT I CAN DO

Graph the following quadratic functions.

1. y = (x + 2)2 - 3 6. y = -3x2 – 6x + 4
2. y = -(x – 3)2 + 2 7. y = 2x2 – 12x + 9
3. y = 2x2 – 8x + 3 8. 2x2 – 16x = y – 33
4. y = -x2 + 2x + 1 9. y - 3x2 +6x = 5
5. y + 3x2 = 6x – 1 10. y - 4 = 3x2 + 12x

ASSESSMENT
Read each item carefully. Identify the choice that correctly completes the statement
or answers the question.

1. What is the graph of a quadratic function?

A) Circle B) Line C) Parabola D) V-Shape

2. Identify the vertex of the graph. Tell whether it is a

minimum or maximum.
A) (0,0) ; minimum B) (0,1) ; minimum
C) (1,0) ; maximum D) (0,0) ; maximum

3. Which set of data is correct for this graph?

Axis of symmetry vertex

A) 𝑥=2 (2,1)
B) 𝑥=2 (−2,1)
C) 𝑥=1 (1,2)
D) 𝑥=1 (−1,2)

4. Which set of data is correct for the quadratic function = (𝑥 − 20)2 + 20 ?

Directions parabola Vertex Axis of symmetry

opens
A) Upward (20, −20) 𝑥 = 20
B) Upward (20,20) 𝑥 = 20
C) Downward (20,20) 𝑥 = 20
D) Downward (−20, −20) 𝑥 = 20

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Learning Module for Junior High School Mathematics

5. Which quadratic function has an axis of symmetry of 𝑥 = 2 and a maximum value

of 4?
A) 𝑦 = 3(𝑥 + 2)2 − 4 B) 𝑦 = −3(𝑥 + 2)2 + 4
C) 𝑦 = 3(𝑥 − 2) − 4
2 D) 𝑦 = −3(𝑥 − 2)2 + 4

1
6. Which graph represents the function 𝑦 = − (𝑥 + 2)2 + 4?
2

A) B)

C) D)

7. Which statement is correct for the quadratic function graphed below?

y

-5 -4 -3 -2 -1 O 1 2 3 4 x

-1

-2

-3

-4

-5

-6

-7

-8

-9

A) The graph of the function is 𝑦 = 𝑥 2 + 8 with a maximum value of -8

B) The graph of the function is 𝑦 = −𝑥 2 + 8 with a maximum value of -8
C) The graph of the function is 𝑦 = 𝑥 2 − 8 with a minimum value of -8
D) The graph of the function is 𝑦 = −𝑥 2 − 8 with a minimum value of -8

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 GRADE 9
Learning Module for Junior High School Mathematics
8. Which quadratic function graphed below has a vertex of (−3,2)?

A) B)

C) D)

9. Which quadratic function opens downward and has a vertex of (0,3)

A) 𝑦 = −(𝑥 − 3)2 B) 𝑦 = −(𝑥 − 3)2
C) 𝑦 = 𝑥 2 + 3 D) 𝑦 = −𝑥 2 + 3

10. Which of the following is the graph of the equation 𝑦 = 𝑥 2 + 3

A) B)

C) D)

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 GRADE 9
Learning Module for Junior High School Mathematics

Communication, Critical Thinking,

ADDITIONAL ACTIVITIES Creativity and Character Building

Activity 1: Hit the Ball!

Mara hit the ball at 3 ft. above the ground with an initial velocity of 32 ft/sec.
The path of the ball is given by the function 𝑆(𝑡) = −16𝑡 2 + 32𝑡 + 3, where S is the
height of the ball at t seconds. What is the maximum height reach by the ball?
a. What kind of function is used to model the path of the volleyball?
b. Draw the path of the volleyball and observe the curve.

c. What is the maximum point reached by the ball?

d. What is represented by the maximum point of the graph?
Activity 2: Reflection
Like graphs of quadratic function, your life is full of ups and downs. Without
the “downs” your “ups” would mean nothing.
Have you encountered any situation that you fill so down? How did you manage
to stand and move up?

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Learning Module for Junior High School Mathematics

PROBLEM – BASED WORKSHEET

Frame for Sale

A frame company offers a line of square frames. If the side length of

the frame is s, then the area of the opening in the frame is given by the
function A = s2 - 12s + 32. Graph the function.

Let’s Analyze!
1. Complete the table of values for the function A = s2 - 12s + 32.

x 1 2 3 4 5 6 7 8 9
y

2. Graph the function.

-1 O 1 2 3 4 5 6 7 8 x

-1

-2

-3

-4

-5

3. Based on the graph which length of sides of the square frame should be
avoided? Why?

4. What are the possible sides of the square frame? Why?

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Learning Module for Junior High School Mathematics

E-Search

You may also check the following link for your reference and further learnings
on graphs of quadratic function.

• https://www.youtube.com/watch?v=Cn1aFaxRyeU
• http://jwilson.coe.uga.edu/EMT668/EMAT6680.Folders/Barron/unit/Lesson
%206/6.html
• https://saylordotorg.github.io/text_intermediate-algebra/s09-04-quadratic-
functions-and-their-.html
• https://www.ohschools.k12.oh.us/userfiles/223/Classes/197/6_March15.pdf

REFERENCES

https://www.slideshare.net/paolodagaojes/9-math-lm-u1m2v10
https://www.slideshare.net/dionesioable/module-2-quadratic-functions
https://sciencing.com/everyday-examples-situations-apply-quadratic-equations-
10200.html

Illustrations:
https://www.freepik.com/free-vector/woman-with-long-hair-teaching-
online_7707557.htm
https://www.freepik.com/free-vector/kids-having-online-lessons_7560046.htm
https://www.freepik.com/free-vector/illustration-with-kids-taking-lessons-online-
design_7574030.htm

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