9

Mathematics
Quarter 1 – Module 6:
Modelling Quadratic Functions
Representations of Quadratic
Functions
Mathematics – Grade 9
Quarter 1 – Module 6: Modelling Real-Life Situation Using Quadratic Functions
Representing Quadratic Functions Using Table of Values, Graph and Equation
First Edition, 2020
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Writers: Clarita T. Sebuala, Ludivina Porcare
Editors: Judith K. Bautista, Maiden C. Pascua, Ronal D. Dineros, Joel B. Porcadilla
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 Mathematics
Quarter 1 – Module 6:

Modelling Real-Life Situation Using

Quadratic Functions

Representing Quadratic Functions Using

Table of Values, Graph and Equation
Introductory Message
For the facilitator:
Welcome to the MATHEMATICS 9 Alternative Delivery Mode (ADM) Module on
modelling real-life situation using quadratic functions and its representation in the form
of table of values, graph and equation. This module is collaboratively composed and
reviewed to meet the learning objectives prescribed by K-12 DepEd curriculum. The
existence of smooth curve that opens upward and downward in our daily living is what
we call as the real-life application of this lesson. It is well-explained by using specific
and realistic examples so that students can relate to it. Activities in this lesson have
clear instructions in order for you to facilitate and guide the learning path of students
easily as they go along with this module. As facilitator, you are expected to motivate
and monitor the learning pace of the student especially when answering the different
activities required in this module.
For the learner:
In this module, you will learn to differentiate quadratic function from other functions.
This will also help you appreciate and understand the application quadratic functions
in nature, architecture, sports, design and many more. Also, included in this module is
the explanation on how quadratic functions is represented by means of table of values,
graphing and by using equation. It is a hoped that you will learn a lot from this lesson
as this is very important because this is the beginning of the chapter. Activities in this
module have clear instructions for you to follow. Read the explanations and examples,
then answer the different activities completely and correctly with a smile in your heart
and willingness to reach your dream whatever it takes!
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
 What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.

What’s More 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.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in so that you
can process what you learned from the
previous lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given to

you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key 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.
You have to remember the following 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!
 What I Need to Know
This module is designed and written thinking that will help you to
better understand the concepts of Quadratic Functions. It will allow you to
realize that this type of function is evident in our daily living like nature, architecture,
arts and design and many more. It is to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course.

The module is divided into two lessons, namely:

• Lesson 1 – Modeling Real-Life Situation Using Quadratic Functions
• Lesson 2 - Representing Quadratic Functions Using Table of Values, Graph
and Equation

But the order in which you read them can be changed to correspond with the
textbook you are now using. Specifically, as you go through this module you are
expected to:
• define quadratic function.
• model real-life situations using quadratic functions
• differentiate quadratic functions from linear or other functions.
• represent and identify the quadratic function given
✓ table of values
✓ graphs
✓ equation
• Perform the specific activities or tasks and complete the exercises and
assessments provided.
• Appreciate the importance of the activities.

What I Know
A. Write YES if the statements below represent a quadratic function. Otherwise write
NO if not quadratic function. Then justify your answer.
Equations Yes or Justification
No
1. Chocolate Hills in Bohol

2. A moving Ferry’s wheel

3. Pyramid of Egypt

4. The number of doctors and nurses taking

care of Covid-19 patients in the hospitals.

5. A turned on fountain at Rizal Park, Manila.

B. Read each item carefully and choose the letter of the correct answer. Write your
answer on a separate sheet of paper.
6. Which of the following equations represents a quadratic function?
a. y = 2x – 3 c. y = 3x - 22
b. 2y2 + 3 = x d. y = 3 + 2x2

7. Which of the following does not represent the graph of a quadratic function?

a. b. c. d.

8. Which of the following situations suggest a representation of quadratic functions in

real-life?

a. the rise and fall of profit from selling goods

b. the decrease and increase in the amount of time it takes to run a mile
based on your age
c. throwing a basketball ball into the ring from a free throw area
d. the amount of money you spend to the number of candies you buy.

9. Which of the following shows parabolic figure?

a. Rainbow b. Donut c. Rubik’s cube d. Globe

10. Which of the following describes a quadratic function?

X -2 -1 0 1 x 0 1 2 3
a. c.
Y 8 4 2 1 y 0 1 4 9

b. d. x -3 -2 -1 0
X -1 0 1 2
y 0 -1 -2 -3
Y 3 6 9 12
11. The figure below tells us that it is NOT a graph of quadratic functions because
___________________________________________.

a. It is not a straight line..

b. It opens on the left side.
c. It is a U-shaped curve.
d. The equation of the graph is not given.
For nos. 12 – 13, refer to the table below:

x 2 3 4 5 6
y 0 2 6 12 20

12. When you subtract the values of y from right to left, your answers are the first difference
in y-values. What are the resulting numbers?
a. 2, 4, 6 and 8.
b. 8, 6, 4 and 2.
c. -2, -4, -6, and -8.
d. -8, -6, -4, and -2.

13. Then, we determine the 2nd difference in the y-values by subtracting the 1st
difference starting from the right going to the left. What is the resulting number?
a. The resulting number is 2.
b. The resulting number is 8.
c. The resulting number is 6.
d. The resulting number is -2.

14. Which of the following functions does not belong to the group?

a. 𝑥2 + 𝑦2 = 𝑟2
b. 𝐴 = 𝜋𝑟 2
c. 𝑦 = 𝑥 2 + 2𝑥 + 1
d. 𝑦 = (𝑥 − 1)(2𝑥)

15. You decided to buy some floor ceramic tiles for the entire floor of your newly built
house. To estimate the number of pieces of floor tiles and the total amount that you
need to spend, what would be the first thing that you need to do before going to the
tile center?
a. I will determine the floor area of my house.
b. I will determine the width and height of my house.
c. I will decide on the color of the tiles.
d. I will estimate the amount of cement needed for my flooring.
 Modelling Real-Life Situation
Using Quadratic Functions
Have you ever wondered why basketball players are good in shooting? Like in
free throws? How do angry bird expert players hit their targets? Do you know the
secret key in playing this game? What is the maximum height reached by an object
thrown vertically upward given a particular condition?

These are some of the many applications of quadratic functions in real life which
are very interesting topic to learn in algebra. Quadratic equations and quadratic
functions are almost the same in terms of their independent variable x. The form ax 2
+ bx + c = 0 is a quadratic equation, while f(x) = ax2 + bx + c is a quadratic function.
In both expressions a, b, and c are real numbers and a ≠ 0.

What’s In

I. Match the item in column A with the item in column B that is related to it.
Is the relation between the two items are called function? Explain your answer.

A B

a student in a class square of that number

a bar code in a store a price

a real number a date of birth

If you answered the same as shown on the table below, then you are excellent!

A B Conclusion Reason

a student in a a date of birth Function No students can have two dates of

class birth.

a bar code in a a price Function No bar code can have two or more
store different prices

a real number square root of the Function No real number can have two or
number more different squares.
II. Give your answer to the following questions.
1.Observe the pattern and draw the 4th and 5th figures.

? ?
1 2 3 4 5

2. Use the table to illustrate the relation of the figure number to the number of blocks.

Figure Number (x) 1 2 3 4 5

Number of blocks (y) 1 4 7

3. Write the pattern observed from the table.

4. What function describes the pattern?
5. Graph the relation using the Cartesian Plane.

What’s New
Do you like McDonald’s? Before you enter this food chain, what strikes your eyes first
that tells you that you are in the right place? Is it the logo? Yes! The striking logo design of
McDonald’s which is famously called the Golden Arches is one of the most recognizable logo
in the world. This was incorporated in their company since 1962. We can say that this also
one of the most popular models of real-life applications of quadratic functions. Are you
interested to learn about curves similar to that of McDonald’s logo? Let’s try exploring similar
models that exist around us!

What is It

Describe how a quadratic function applies to real life situation using the statements
given below:

• the minimum or maximum curve of profit and loss in business

• throwing a cannon ball going to the target area
• smashing a volleyball ball over the net
• diving from a platform
• hitting a golf ball
 What’s More
Activity:

On a sheet of paper, sketch a curve that opens upward, then look around you and
find a design that describes an application of your drawing.

What I Have Learned

I have learned that quadratic functions are very useful in the real-world scenario. The
concept of balance in its U-shaped curve, its turning point that suggests the minimum and the
maximum value in the field of design and business and its innate presence in nature. The
beauty of nature is more enhanced with the presence of curve lines in the shape of flowers,
fruits and leaves. The curve of the mountain range, chocolate hills, the waves of the river, seas
and oceans are some of the many examples.

Architectures also use quadratic functions in designing buildings, parks and other
projects.

What I Can Do

Explore:
A volleyball court in your area measures 18 meters by 9 meters. If you will decide to
play volleyball with a friend after this Covid-19 pandemic, and you are throwing the ball at a
distance of 12 meters apart from each other:
1. Sketch the curve of the ball as you pass it to each other
2. Locate and label its maximum height on the air.
3. Estimate the amount of time it reaches your friend after you bounce it to him/her.
4. Based on your answer in no.3, how long will it take the ball to reach its maximum height
in the air?

Additional Activity

Using a piece of paper and pencil, draw a plan or an architectural design that has a
model or application of parabola. Describe your work in 3 to 5 sentences.
 2 Representing Quadratic Functions
Using Table of Values, Graph and
Equation

We can identify quadratic functions in terms of its representations. It can be

represented using table of values, graph and equation. The table of values is the
correspondence of x and y-values which is ready for point plotting similar to table of
values in linear functions. The graph is the smooth curve formed after the points has
been plotted and connected that opens upward or downward. Moreover, it is an
equation that represents quadratic function if the highest exponent of the variable x is
2. Otherwise, it is not quadratic function if the highest exponent is above 2 or if it is on
the variable y.

What’s In

I. Identify which of the following represents a quadratic function. On the space

provided before each number, write QF if it is a quadratic function and NOT if it is
not a quadratic function.

_________1. 2x = x2 – 8
_________2. M –2 –1 0 1
N 9 7 5 3
_________3.

_________4. P(x) = 15 – 3x2

_________5. y2 = 2x + 5

II. Draw a cartesian coordinate plane, then locate and plot the following points.
1. (–3, 4)
2. Two units to the left of y-axis and four units below the x-axis.
3. Origin
4. (0, –6)
5. (–6, 0)
 What’s New
Linear and quadratic functions can be represented using table of values, graph and
equation. Do you want to learn the difference between linear and quadratic functions in terms
of their representations?

What is It
Quadratic functions can be represented in 3 ways:
1. By Using the Table of Values
Given the table of values, find the equal differences in x and y.

x –2 –1 0 1 2
y 4 1 0 1 4
a. What is the equal difference in x?
b. What is the first differences in y?
c. If we subtract the first differences of y, what is the resulting number?
d. What have you noticed about the relationship between the first equal
differences in x and your answer in the second differences in y?
A table of values represents a quadratic function, if the first equal differences
➢ When did you get equal differences of x and y.
in x, produces second equal differences in y.
1 1 1 1 first
Example: difference
x 1 2 3 4 5 in x
y 1 4 9 16 25

3 5 7 9 second
2 2 2 difference
in

2. By Graphing – by point-plotting in the coordinate plane ( x , y ).

Example:

The smooth curve is called parabola. It opens downward or upward.

3. By Using Equation –
Second degree polynomial function is called quadratic function defined by f(x)
= ax2 + bx + c or y = ax2 + bx + c, where a, b, and c are real numbers and a ≠ 0.

Examples: a. y = x2 b. y = x2 - 4 c. f(x) = 2x2 + 3x - 4

 What’s More
1. Give your own examples of quadratic function using table of values.
(Hint: Double check your y-values that it will produce the second difference which is
the same number.)
x 1 2 3 4 5
y
2. In your x and y plane, sketch a graph that opens upward and opens downward.
3. Give 2 examples of quadratic equation.

What I Have Learned

Today, I learned that quadratic functions can be represented by(1)_________,

(2)____________ and (3)_____________.
The graph of quadratic functions is called (4) __________ that opens upward or
downward. The highest exponent of the variable x in quadratic function is (5) ______.

What I Can Do
Give your reasons why the items below represent quadratic functions.
1. f(x) = 3x2 – 5
2. y = - x2 +13
3. x –2 –1 0 1 2
y 2 5 10 17 26
4. {(–2, 6) (–1, 12) ( 0, 22) (1, 36) ( 2, 54)}

5.

Additional Activity
Given: 𝑦 = 𝑥2 + 2
1. Fill out this table
x -3 -2 -1 0 1 2 3
y

2. Plot the ordered pairs in your table of values in no.1 in the cartesian
plane and connect them to form a parabola.
 Assessment

A. Write YES if the statements below represent a quadratic function. Otherwise write
NO if not quadratic function. Then justify your answer.

Equations Yes or Justification

No
1. A turned on fountain at Quezon City
Memorial Circle
2. A moving Ferry’s wheel

3. Rocket thrown in the air

4. Number of doctors and nurses taking

care of Covid-19 patients in the hospitals
5. Chocolate Hills in Bohol

B. Read each item carefully and choose the letter of the correct answer. Write your
answer on a separate sheet of paper.
6. Which of the following equations represents a quadratic function?
a. y = 3 + 2x2 c. y = 3x - 22
2
b. 2y + 3 = x d. y = 2x – 3

7. Which of the following does not represent the graph of a quadratic function?

a. b. c. d.

8. Which of the following situations suggest a representation of quadratic functions

in real-life?
a. the rise and fall of profit from selling goods
b. the decrease and increase in the amount of time it takes to run a mile
based on your age
c. throwing a ball into the air and finding the time when does it hit the
ground
d. the amount of money you spend to the number of candies you buy.

9. Which of the following shows parabolic figure?

a. Rubik’s cube B. Donut C. Rainbow D. Globe
10. Which of the following describes a quadratic function?

X -2 -1 0 1 x 0 1 2 3
A. C.
Y 8 4 2 1 y 0 1 4 9

B. D. x -3 -2 -1 0
X -1 0 1 2
y 0 -1 -2 -3
Y 3 6 9 12

11. The figure below tells us that it is NOT a graph of quadratic functions because
___________________________________________.

a. The curve is not balance.

b. It opens on the left side.
c. It is a U-shaped curve.
d. The equation of the graph is not given.
e.
For nos. 12 – 13, refer to the table below:

x 2 3 4 5 6
y 6 8 12 18 24

12. When you subtract the values of y from right to left, your answers are the first
difference in y-values. What are the resulting numbers?
a. 2, 4, 6 and 8.
b. 8, 6, 4 and 2.
c. -2, -4, -6, and -8.
d. -8, -6, -4, and -2.
13. Then, we determine the 2nd difference in the y-values by subtracting the 1st
difference starting from the right going to the left. What is the resulting number?
a. The resulting number is -2.
b. The resulting number is 8.
c. The resulting number is 6.
d. The resulting number is 2.
14. Which of the following functions does not belong to the group?
a. 𝐴 = 𝜋𝑟 2
b. 𝑦 = 𝑥 2 + 2𝑥 + 1
c. 𝑦 = (𝑥 − 1)(2𝑥)
d. 𝑥 2 + 𝑦 2 = 𝑟 2
15. You decided to buy floor ceramic tiles for the entire floor of your newly built house.
To estimate the number of pieces of floor tiles and the total amount that you need
to spend, what would be the first thing that you need to do before going to the tile
center?
a. I will determine the floor area of my house.
b. I will determine the width and height of my house.
c. I will decide on the color of the tiles.
d. I will apply my learnings on how to find the floor area of my house.
 What’s More What’s In
What Can I Do
1. Answer may vary and 1.
acceptable as long as 1.
drawing of 2 people 2.
playing volleyball with x 1 2 3 4 5
ball in the air forming a y 1 4 7 10 13
balance smooth curve.
3.equal differences in x-
2.Make a dot at the values, produces equal
highest point of the 2. Any answer is
differences in y-values
curve. acceptable as long
which is 3.
as the object or
3. The time maybe more design appears like 4. linear function
or less 1-minute. a parabola.
4. The answer should
be ½ of the time stated
in no.3.
5.
What I Know
A.1. Yes – smooth curve B. 6. D 11. b
2. No – circular 7. B 12. c
3. No – triangular 8. C 13. d
4. No – straight Line 9. A 14. a
5. Yes – smooth curve 10. C 15. a
Lesson 1
Answer Key
 What I Have
Learned
1- 3 ( Table of
values, graph,
equation) What I Can Do
4. parabola Reasons:
1.YES It appears
5. 2 1.It is a second degree
like a
function.
parabola
2.NO It is 2.Same reason as no.1
circular. Assessment
3.YES It appears 3. Equal differences in x-
like a values produces equal
parabola 6. A 11. B 2nd differences in the y-
4.NO It is linear 7. C 12. B values.
function 8. C 13. D
9. C 14. D 4. Same reason as no.3
5. YES It appears
like a 10. C 15. A 5. parabola that opens
parabola downward
What’s In
What’s More
1. Not QF
(Answer may vary) 2. Not QF
1.The 2nd differences in the y-values should be the same 3. QF
number. 4. QF
5. Not QF
2. Your curve should be smooth and balance– not pointed,
one opens upward and the other one opens downward.
3.Your equation should be in the form of y = . . . ? with the
highest exponent of your variable x is 2.
. II
Lesson 2
Answer Key
References
Nivera, Gladys.2013.Grade 9 Mathematics, Patterns and Practicalities.Makati City:
Salesiana Books by Don Bosco Press, Inc.

Links:
https://www.statisticshowto.com/line-graph
https://www.shutterstock.com/search/arch+window
https://www.google.com/search?q=ball+thrown+upwards&tbm=isch&ved
https://www.123rf.com/photo_103124021_stock-vector-different-ty

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