DEPARTMENT OF EDUCATION

DIVISION OF CITY SCHOOLS, QUEZON CITY

Ernesto Rondon High School
MATHEMATICS 9
September 10-14, 2018

Content
Grade 9 – 2nd Quarter
Quadratic Functions

Content Standards
The learner demonstrates understanding of key concepts of quadratic functions and be able to apply these to
solve real-life problems.
Performance Standards
The learner is able to formulate real-life problems involving quadratic functions, and solve them through a
variety of techniques with accuracy.
Learning Competencies
The learner investigates mathematical relationships in various situations involving quadratic functions.

Day 1-2
I. Objectives:
At the end of the lesson the students will be able to
a. Identify the opening of the parabola
b. Determine the x and y intercept
c. Find the x-axis and vertex of a parabola by completing the square or using the formula
d. Graph the quadratic function

II. Subject Matter

a. Topic: Graphing a Quadratic Function (M9AL-IIe-1 to M9AL-IIe-2)
b. Reference: Mathematics Learner’s Material 9
Mathematics for the 21 st Century Learner
III. Procedure
A. Pre-Developmental Activities
a. Prayer and Sharing Time
b. Checking of Attendance
c. Brain Teaser Game
B. Review
1. The teacher will give activities on completing the square.

C. Developmental Activities

CONCEPTS:

The Graph of a Quadratic Function

A quadratic function is a polynomial function of degree 2 which can be written in the general form,

f(x)=ax2+bx+cf(x)=ax2+bx+c
Here a, b and c represent real numbers where a≠0.a≠0. The squaring function f(x)=x2f(x)=x2 is a quadratic function

whose graph follows.

This general curved shape is called a parabola and is shared by the graphs of all quadratic functions. Note that the graph
is indeed a function as it passes the vertical line test. Furthermore, the domain of this function consists of the set of all

real numbers (−∞,∞)(−∞,∞) and the range consists of the set of nonnegative numbers [0,∞).[0,∞).

When graphing parabolas, we want to include certain special points in the graph. The y-intercept is the point where the

graph intersects the y-axis. The x-intercepts are the points where the graph intersects the x-axis. The vertex is the point
that defines the minimum or maximum of the graph. Lastly, the line of symmetry (also called the axis of symmetry) is the

vertical line through the vertex, about which the parabola is symmetric.
EXAMPLE:
 D. Evaluation
MATH TIME
Practice Exercises 3.3 (B)
Page 5

E. Assignment
MATH TIME
Practice Exercises 3.3 (A)
Page 5

Day 3
(Administer Long Test 1)

Day 4

I. Objectives:
At the end of the lesson the students will be able to
a. Explore the graphs of quadratic function in the form of y = a ( x−h)2 + k
b. Analyze the effects of changes of a, h and k in the graphs of y = a ( x−h)2 + k
c. Investigate the effects of changes of a, h and k using graphing calculator

II. Subject Matter

a. Topic: Effects of changing a, h and k in the graph of Quadratic Function (M9AL-IIe-4)
b. Reference: Mathematics Learner’s Material 9
Mathematics for the 21 st Century Learner
III. Procedure
A. Pre-Developmental Activities
a. Prayer and Sharing Time
b. Checking of Attendance
c. Brain Teaser Game
B. Review
a. The teacher will ask the different techniques on graphing quadratic functions.

C. Developmental Activities

CONCEPTS:

Characteristics of the parabola when | a | > 1

One of the general characteristics of a parabola is that if the value of "a" which is the coefficient of the x 2 term is
negative, the parabola will open downward. If the value of "a" is positive, the parabola will open upward. So, if you
are graphing a parabola and it has "- a" for the x 2 coefficient, and the graph ends up opening upward, you know that you
must be graphing incorrectly! This is no problem, just check your calculations. Knowing the characteristics of the graph
before you start graphing is a great checking devise!

So, given a quadratic function, y = ax 2 + bx + c, when "a" is positive, the parabola opens upward and the vertex is the
minimum value. On the other hand, if "a" is negative, the graph opens downward and the vertex is the maximum value.

Now, let's refer back to our original graph, y = x 2, where "a" is 1.

In this equation, when we substitute values in for x and solve for y, we just square x as we did above.

What about the graph of the equation, y = 2x 2?

In this equation, to solve y, we would square x and then multiply that value by 2.

The chart below shows calculations for each of these functions.

From this chart, we see that the parabola y = x 2 contains the points (3, 9) and (4, 16). On the other hand, he parabola y =
2x2 contains the points (3, 18) and (4, 32).

On the first equation, y = x2, to move horizontally across the x-axis from x = 3 to x = 4, we move up vertically on the y-axis
from y = 9 to y = 16 which is 7 units. So, to go from the point (3, 9) to (4, 16), we move over 1 unit on the x-axis and
move up 7 units on the y-axis.

For the other graph, y = 2x2, to move from the point (3, 18) to (4, 32) we would move over 1 unit along the x-axis, and
move up 14 units on the y-axis. So, for the second graph, the incline would be steeper.

The general rule is, that as the absolute value of "a”, | a |, becomes greater than 1, the graph becomes steep or narrow.

The reason why we specify the absolute value of "a", is because negative values of "a" have the same characteristics. For
instance, the graph y = -7x2 is steeper or narrower than the graph y = x2. They just both open downward.

Graph of the parabolas y = x2 (blue) and y = 2x2 (red)

Characteristics of the parabola when | a | is between 0 and 1

Again, we can use the graph y = x 2 as the basis of comparison. We'll compare this graph to the parabola y = (1/4)x 2. Let's
make a chart to see how the values of y differ between the parabolas.

Looking at this chart, if we go grom x = 2 to x = 4 in the equation y = x 2, we move from y = 9 to y = 19, which is 7 units up
on the y-axis. For the other parabola, y = (1/4)x 2, going from x = 3 to x = 4, we would move from y = 9/4 or 2 & 1/4 to y =
4, which is 1 & 3/4 units.

So, in the first parabola, going from the point (3, 9) to (4, 16), we would rise 7 and run 1. The slope between those two
points is 7.

For the other equation, y = (1/4)x 2, going from the point (3, 9/4) to (4, 4), we would rise only 1 & 3/4 units and run 1, so
the slope is 1 & 3/4 or 7/4, which is less than 7.

So, the second parabola is broader than the first parabola as illustrated in the graph below.

Graph of the parabolas, y = x2 (blue) and y = (1/4)x2 (red)

The general characteristics of the value "a", the coefficient:

When "a" is positive, the graph of y = ax 2 + bx + c opens upward and the vertex is the lowest point on the curve. As the
value of the coefficient "a" gets larger, the parabola narrows.

When "a" is negative, the parabola opens downward and the vertex is the highest point on the curve. When | - a |
increases, the curve narrows.
The effect of the constant term c:

Changing "c" only changes the vertical position of the graph, not it's shape. The parabola y = x 2 + 2 is raised two units
above the graph y = x 2. Similarly, the graph of y = x 2 - 3 is 3 units below the graph of y = x 2. The constant term "c" has the
same effect for any value of a and b.

Parabolas in the vertex-form or the a-h-k form, y = a(x - h)2 + k.

To understand the vertex-form of the quadratic equation, let's go back our original equation, f(x) = x 2. In this equation,
remember that x = 1, b = 0 and c = 0. The graph of this function is a parabola that opens upward and has a vertex of (0,
0).

Horizontal shift, h.

Now, let's look at the function p(x) = (x - 4) 2. This function tells us that the graph opens upward because a > 0, so the
vertex is the minimum value. Also, it tells us to subtract 3 from x and then square that to get p(x).

Let's graph both of these functions to see what shifts (if any) take place.

Graph of the parabolas, f(x) = x2 (blue) and p(x) = (x - 4)2 (red)

The graph of the function, p(x) = (x - 4) 2 is the same as the first function, f(x) = x 2, except that p(x) is shifted to the
right by 4 units.

It seems that maybe the p(x) function should shift 4 units to the left, because p(x) = (x - 4) 2. However, to remember the
direction of the shift, compare the positions of the vertices of f(x) and p(x). The vertex of f(x) is (0, 0), while the vertex of
p(x) is (4, 0). So the vertex has been shifted 4 units to the right.

Also, to remember the direction of the horizontal shift, remember the original vertex form of the equation, y = a(x - h) 2 +
k. Notice that there is a negative in front of the h to begin with, so if we look at our p(x) function, p(x) = (x - 4) 2, h is equal
to 4.

However, if we had a function, say, f(x) = (x + 3) 2, in order to put it into the original vertex form, we would need to write
it as, f(x) = (x - (-3))2, with the negative sign in the equation as it is in the vertex form. So, +3 has to be written as - (-3) to
fit the vertex form of the function. This means that the shift is 3 units to the left (or negative).

Let's graph all three functions:

 

Graph of the parabolas, f(x) = x2 (blue); p(x) = (x - 4)2 (red); g(x) = (x + 3)2 (green)

When a parabolic function is in the vertex form, y = a(x - h) 2 + k, the value of h (not - h) is the horizontal shift.

The graph is shifted to the right if h > 0.

The graph is shifted to the left if h < 0.

Vertical shift, k.

Shifting vertical means to shift up or down on the y-axis. To do this, we simply add a constant term to the function. In
the standard vertex form of a parabolic function, y = a(x - h) 2 + k, k is the vertical shift. So, if we have the equation q(x) =
(x - 4)2 + 7, this function is shifted up 7 units from the original function that we graphed above, p(x) = (x - 4) 2. This is
illustrated below in the graph.

Graph of the parabolas, p(x) = (x - 4)2 and q(x) = (x - 4)2 + 7

On the other hand, the function r(x) = (x + 3) 2 - 5 is shifted down 5 units from the original function, f(x) = (x + 3) 2.

To sum this up, the k constant in the standard form of the vertex equation, y = a(x - h) 2 + k, represents the vertical shift.

If k > 0, the graph is shifted upward.

If k < 0, the graph is shifted downward.
 D. Evaluation
Worksheet – Group Activity
(See attachment)

E. Assignment

Direction: Quickly graph the following quadratics. These can be done without making a table.

a) f ( x )=x 2−8 b) y=x 2 +2

c) y=−2 x 2 d) 2 x2 −6

−1 2
e) f ( x )=−x
2
f) f ( x )= x −1
2

Prepared by:

Ma. Karen M. Erazo

Grade 9 Mathematics Teacher Approved by:
Teacher I
Noted by: Launcelot T. Lauigan, Ed.D
Principal IV
Janet J. Deligero
Head Teacher III, Math Department