ASSUMPTA TECHNICAL HIGH SCHOOL

Sta. Monica, San Simon, Pampanga

SY 2024 – 2025
LEARNING GUIDE IN MATHEMATICS 9
QUARTER: THIRD
I. Topic: Quadratic Functions
Time Frame: Week 1 - 2
II. Most Essential Learning Competencies:
● model’s real-life situations using quadratic functions
● represent a quadratic function using: (a) table of values, (b) graph, and (c)
equation
● transform a quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘.
III. Formation Standard:
The learners will become disciplined, practice the value of justice and become
responsible, mindful and resourceful.

DAY 1
OBJECTIVES
The learner is able to…
1. transform a quadratic function defined by by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form 𝑦 =
𝑎(𝑥 − ℎ)2 + 𝑘.

LET’S BE ENGAGED!

Hello! How are you today? Time flies so fast, you are now in the third quarter. You are
doing great! Let’s start our module by doing an activity that will help you understand
what Quadratic Functions all is about.

Not all relations can be defined as linear. Some can be presented by curved graphs. Here
are some representations that illustrate nonlinear relations:

A) The area (A) of a rectangular lot for a house to be built, has a length that is 5 units
longer (l) than thrice its width (w). In symbols, 𝐴 = 𝑤 (3𝑤 + 5) 𝑜𝑟 𝐴 = 3𝑤 2 + 5.
 B) The distance S (in meters) covered by
a free-falling body after t seconds can
be modeled as S = 4.9t².

C) The milage (M) in mi/gal of a car driven at

the rate of r is
𝑟 1
𝑀= (72 − 𝑟) 𝑜𝑟 𝑀 = (72𝑟 − 𝑟 2 )
36 36

These real-life relations have one thing in common. The two values are related
quadratically. The relation is in the second degree.

LET’S LEARN MORE

A function in a second degree is called a quadratic function.

A function f is a quadratic function defined by
𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
Where a, b, and c are real numbers and a ≠ 0.

The Standard Form of Quadratic Functions

𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

Just like in our past discussion, ax² is the quadratic term bx is the linear term, and the third
term c is the constant.

Let us now learn how to identify quadratic function. Take note that the highest degree is 2
only.
Examples:
Yes, it is! Since a = 3 (not zero), and the
Is 𝒇(𝒙) = 𝟑𝒙𝟐 − 𝒙 + 𝟏 a quadratic function? highest degree is 2.

Expand the right side of the given:

Is 𝒈(𝒙) = 𝟑𝒙(𝒙 + 𝟐) a quadratic function? 𝑔(𝑥 ) = 3𝑥 2 + 6𝑥. Then it is a quadratic
function

Simplifying this function: −𝑥 3 − 2𝑥 2 −

Is h(x) = -x(x + 1)² + 3 a quadratic function? 𝑥. h(x) is in third-degree so it’s not a
quadratic function.

Expanding and simplifying the given it

Is 𝒊(𝒙) = 𝟐(𝒙 − 𝟏 )𝟐 + 𝟑 a quadratic function? will give:
𝑖(𝑥) = 2𝑥 2 − 4𝑥 + 5 Since a = 2 and
the degree is 2, it is a quadratic function.
LET’S TRY THIS!
State whether each relation is a quadratic
function. *Remember to always practice
honesty. The answer key is
a) 𝑦 = 3 − 𝑥2
located on page 10
b) 𝑦 = 𝑥 −2
c) 𝑦 = 𝑥 2 − 5𝑥 + 2

The Vertex Form of Quadratic Functions

The quadratic function 𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 can be written in the form 𝑓 (𝑥 ) =

𝑎(𝑥 − ℎ)2 + 𝑘 by applying the method of completing the square.

The standard form of a quadratic

𝑓 (𝑥 ) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
function.

𝑏 Regrouping the factoring a

𝑓(𝑥) = 𝑎 (𝑥 2 + 𝑥) + 𝑐
𝑎

𝑏 𝑏2 𝑏2 𝑏2
2
𝑓(𝑥) = 𝑎 (𝑥 + 𝑥 + 2 ) + 𝑐 − Adding and subtracting 2 to produce
4𝑎
𝑎 4𝑎 4𝑎 a perfect square trinomial
 𝑏 2 4𝑎𝑐 − 𝑏2
𝑓(𝑥) = 𝑎 (𝑥 + ) + ( ) Factoring the PST and combining the
2𝑎 4𝑎 constant terms

𝑏 4𝑎𝑐−𝑏2
𝑓 (𝑥 ) = 𝑎(𝑥 − ℎ)2 + 𝑘 Renaming where ℎ = − 2𝑎 and 𝑘 = 4𝑎

Examples:
Transform each quadratic function into a vertex form. Then give the value of h and k.
1) (𝑥 ) = 𝑥 2 − 6𝑥 + 2
= (𝑥 2 − 6𝑥 ) + 2
= (𝑥 2 − 6𝑥 + 9) + 2 − 9
𝑓 (𝑥 ) = (𝑥 − 3)2 + (−7)

𝒃 𝟒𝒂𝒄−𝒃𝟐
Using the formulas: 𝒉 = − 𝟐𝒂 and 𝒌 = ,
𝟒𝒂
where a = 1, b = - 6, and c = 2.

(−6) 6
ℎ=− = =3
2(1) 2
4(1)(2) − (−6)2 8 − 36
𝑘= = = −7
4(1) 4

To produce PST, square half the numerical coefficient of x. Add and subtract
this from the function.

2. 𝑔(𝑥 ) = −3𝑥 2 − 24𝑥 + 1

= −3(𝑥 2 + 8𝑥 ) + 1
= −3(𝑥 2 + 8𝑥 + 16) + 1 + 48
𝑔(𝑥 ) = −3(𝑥 + 4)2 + 49

h = - 4 and k = 49.
LET’S TRY THIS!
Transform each function into a vertex form. Then, identify
the value of h and k.
a) 𝑦 = 𝑥 2 − 4𝑥 + 4
b) 𝑦 = 𝑥 2 − 12𝑥
 DAY 2
OBJECTIVES
The learner is able to…
1. transform a quadratic function defined by by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form 𝑦 =
𝑎(𝑥 − ℎ)2 + 𝑘.

Let us now try to transform quadratic functions into standard form and find the
values of a, b, and c

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

= −(𝑥 2 − 6𝑥 + 9) + 9 = −3(4𝑥 2 + 4𝑥 + 1) − 4
= −𝑥 2 + 6𝑥 − 9 + 9 = −12𝑥 2 − 12𝑥 − 3 − 4
= −𝑥 2 + 6𝑥 = −12𝑥 2 − 12𝑥 − 7

Therefore, a = -1 b = 6 and c = 0 Therefore, a = -12 b = 12 and c = -7

LET’S TRY THIS!

Transform each function into a standard form. Then, find the values of a, b, and c.
1. 𝑦 = (𝑥 − 4)2
2. 𝑦 = (𝑥 − 1)2 − 4

DAY 3
OBJECTIVES
The learner is able to…
1. model’s real-life situations using quadratic functions.
2. represent a quadratic function using: (a) table of values, (b) graph, and (c) equation

Second Difference Test

If a relation is presented as a set of ordered pairs or in a table of values.
We can use the second difference test to check if it is a quadratic
function.
Example:
A(x)= {(0 , 3), (1 , 4), (2 , 7), (3 , 12) , (4 ,19)}
Solution: Test if there is a common difference.

0 1 2 3 4
For x the first difference
must be equal
1 1 1 1

A(x) produced equal

difference of 2 on the 3 4 7 12 19
second difference.
Hence, it is a quadratic 1 3 5 7
function.
2 2 2

Note: The second difference of y or f(x) should not be zero. Since it will make the
relation a linear function.

LET’S TRY THIS!

Use the second difference test to check if each table of values is quadratic functions.
x 0 1 2 3
y 0 1 3 6

x 0 4 8 12
y 1 10 17 22
 LET’S TRY THIS!
A. State whether each relation is a quadratic function
1. 𝑦 = (𝑥 − 4)2 2. 𝑦 = 3𝑥 + 3

3. 𝑦 = (𝑥 − 2)2 − 𝑥 2 4. 𝑦 = 2(𝑥 + 5)2 + 7

B. Transform each function into a vertex form. Then, identify the value of h and k
1. 𝑦 = 𝑥 2 − 7 2. 𝑦 = 𝑥 2 + 8𝑥 + 20

C. Transform each function into a standard form. Then, identify the values of a, b, and c.
4
1. 𝑦 = (𝑥 − 6)2 + 4 2. 𝑦 = (𝑥 + 2)2 −
3

D. Mang Jose wants to enclose a rectangular lot beside a river with 120 m of barbed
wire. The side along the river doesn’t need fencing.
• Express the area of the rectangular lot in terms of its length
• Construct a table of values and determine if the relationship is quadratic or
not.

LET’S BE REAL!

Mathematics is connected to science and physics as you can see in our engagement activity.
What do you think will happen if scientists or even engineers are not good at Math?
 As a student who studies Math, how will you persevere learning the subject with all honesty
to help the community?

Values Integration- Creative use of resources with a growing sense of

ownership and careful preservation of them for the common good.

LET’S REFLECT!

Looking at the difference of others will sometimes make us think that we’re equal in the
end. What are your thoughts about this?

JUSTICE- Treats oneself, others and the whole of creation properly,

responsibly and with due respect

LET’S WRAP IT UP!

Since you did a lot of transformations in our topic today, what is the best
lesson that you learned in this module that transformed you?

VI. Self-Assessment / Self-Evaluation

LET’S EXPRESS!

DIRECTIONS: Reflect and answer the following questions.

● We’re done with half of the school year. How do you feel?
● Is there anyone you would like to give thanks to? Who is it? Express your words of
thanks to this person here.
● At this time, did you grow as an honest person?

DISCIPLINE-Concretely act on what is expected of oneself as a

learner and as a member of the family without procrastination
ANSWER KEY:
State whether each relation is a quadratic function
▪ Quadratic function
▪ Not quadratic
▪ Quadratic function

Transform each function into a vertex form. Then, identify the value of h and k.
▪ 𝑦 = (𝑥 − 2)2 + 0, ℎ = 2, 𝑘 = 0
▪ 𝑦 = (𝑥 − 6)2 − 36, ℎ = 6, 𝑘 = −36

Transform each function into a standard form. Then, identify the values of a, b, and c.
▪ 𝑦 = 𝑥 2 − 8𝑥 + 16 𝑎 = 1, 𝑏 = −8, 𝑐 = 16
▪ 𝑦 = 𝑥 2 − 2𝑥 − 3 𝑎 = 1, 𝑏 = −2, 𝑐 = −3

Use the second difference test to check if each table of values is a quadratic function.
1. The second difference of y is equal to 2. It is a quadratic function.
2. The second difference of y is equal to 1. It is a quadratic function.

Formative:
A. 1. Quadratic function
2. Not quadratic
3. Not quadratic
4. Quadratic function
B. 1. 𝑦 = (𝑥 − 0)2 − 7; ℎ = 0, 𝑘 = −7
2. 𝑦 = (𝑥 + 4)2 + 4; ℎ = −4, 𝑘 = 4
C. 1. 𝑦 = 𝑥 2 − 12𝑥 + 40; 𝑎 = 1, 𝑏 = −2, 𝑐 = 40
8 8
2. 𝑦 = 𝑥 2 + 4𝑥 + 3 ; 𝑎 = 1, 𝑏 = 4, 𝑐=3
120−𝑙
D. 1. 𝐴(𝑙 ) = 𝑙 ( )
2

l 70 75 80 85
A(l) 1750 1687.5 1600 1487.5
2.
1st dif: -62.5, -87.5, -112.5, -137.5
2nd dif: -25, -25, -25
It is a quadratic function
VII. References:

Orines, F. (2018). Next Century Mathematics 9. Quezon City: Phoenix Publishing

House.
Radford, J. (n.d.). Radford Mathematics. Retrieved from
www.radfordmathematics.com:
https://www.radfordmathematics.com/algebra/sequences-series/difference-
method-sequences/quadratic-sequences.html