9

Mathematics
Quarter 1 – Module 5:
Quadratic Functions
Mathematics – Grade 9
Quarter 1 – Module 5: Quadratic Functions
First Edition, 2021

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For the facilitator:
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 at home.
Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

As a learner, you must learn to become responsible of your own
learning. Take time to read, understand, and perform the different
activities in the module.
As you go through the different activities of this module be
reminded of the following:
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 Let Us Try before moving on to the other
activities.
3. Read the instructions 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 done.
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!
 Let Us Learn
After going through this module, you are expected to:

1. Define and identify a quadratic function.

2. Differentiate quadratic function from linear or other functions.
3. Model real-life situations using quadratic functions.
4. Represent and identify a quadratic function given a/an (a.) table of
values; (b.) graph; and (c.) equation.

Let Us Try

Find out how much you already know about this module. Write the letter
that you think is the best answer to each question on a separate 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 find for the right answer as you go
through this module.

1. Which of the following is a quadratic function?

A. 2x + y = 6 C. 2x2 – y = 6
B. 2x2 – 3x + 1 = 0 D. 2x – y2 = 6

2. Given the function f(x) = –2x2 + 4x + 7, what value of m and n will

make the table complete?
x -3 -2 -1 0 1 2 3 4
f(x) m -9 1 7 9 n 1 -9

A. –23 and 7 C. –23 and 1

B. –13 and 7 D. 1 and 7

3. What must be the value of n so that the term x1 – n is of degree 2?

A. –2 C. 0
B. –1 D. 1

4. Which of the following is the form of quadratic function in the

variables x and y?
A. y = mx + b C. y = ax3 + bx + c
B. y = ax2 + bx + c D. y = ax3 + bx2 + cx + d

5. Quadratic function is any function of the form: y = ax2 + bx + c,

where a, b and c are real numbers and __________.
A. a ≠ 0 C. a = 0
B. a < 0 D. a ≥ 0

6. What is the graph of quadratic function?

A. Circle C. Parabola
B. Line D. V-Shape
Page 1
7. Which of the following statement is true about quadratic function?
I. Defined by the form f(x) = ax2 + bx + c, where a, b, and c are
real numbers and a ≠ 0.
II. The highest degree of the variable is 2.
III. The equal differences in x lead to equal first differences in
f(x).
IV. The graph of the function is a smooth curve.

A. I, II and III C. I, II and IV

B. I, III and IV D. II, III and IV

8. What is the function described by the graph at the left?

5
4
A. f(x) = 2x2 – 2x + 8
3
2 B. f(x) = –x2 + 4x + 3
1 C. f(x) = –x2 – 2x + 1
D. f(x) = –½ x2 – 2x + 3
-4 -3 -2 -1 1 2 3 4
-1
-2
-3
-4
-5

9. The following functions are quadratic EXCEPT?

A. f(x) = 5x2 C. f(x) = 6x(x + 3)
B. f(x) = –3(x – 2)(x – 1) D. f(x) = 2(x + 5)

10. Which of the following tables of values does not represent a

quadratic function?
A. x -2 -1 0 1 2
f(x) -6 -6 -4 0 6

B. x 0 1 2 3 4
f(x) 0 1 4 9 16

C. x 0 1 2 3 4
f(x) 1 0 3 10 21

D. x -2 -1 0 1 2
f(x) -4 -1 2 5 8

Page 2
 11. Which of the following situation represents a quadratic function?
A. The maximum area of a rectangular cardboard that can be
framed using 160 inches of border materials.
B. The amount of fuel, in gallons G, in a vehicle’s fuel tank after
driving m miles is G = 20 – 0.003m.
C. Jeepney fare J for h kilometers at a flag down rate at P10 and
P0.50 per kilometer.
D. An employee is paid P50.00 for each hour worked.

12. Throwing a ball, shooting a cannon, diving from a platform and

hitting a golf ball are examples of situations that can be modeled
by ______________.
A. Rational Function C. Quadratic Function
B. Radical Function D. Linear Function

13. Which of the following is an example of a graph of a quadratic function?

A. C.

B. D.

14. Using the function form f(x) = ax2 + bx + c, which of the following are the
values of a, b, and c of the function y = 3 – 5x2 + 4x?
A. a = 3, b = –5, c = 4 C. a = –5, b = 4, c = 3
B. a = –5, b = 3, c = 4 D. a = 4, b = 3, c = –5

15. Use the coordinates from the table to determine which equation models
the table below:
x -3 -2 -1 0 1 2 3 4
y 28 12 0 -8 -12 -12 -8 0

A. f(x) = x2 – 3x – 4 C. f(x) = 2x2 + 6x – 8

B. f(x) = 4x2 –12x – 16 D. f(x) = 2x2 – 6x – 8

Page 3
 Let Us Study

So far, in our study of Algebra, we have discovered all of the ins

and outs of linear equations and functions. We knew that linear functions
graph a straight line, so we wonder what a quadratic function is going to
look like. So, in this lesson, you will learn how to represent a quadratic
function using table of values, graphs and equations.

A quadratic function is a function defined by f(x) = ax2 + bx + c,

where a, b, and c are real numbers and a ≠ 0. You already learned that
linear function is described by a polynomial of degree 1. A function which
describes a polynomial of degree 2 is called a quadratic function.

The domain of the quadratic is the set of real numbers. In f(x) = ax2
+ bx + c, the first term ax2 is the quadratic term, the second term bx is the
linear term, and the third term c is the constant term. You have already
encountered this concept during your lesson in Quadratic Equations.

Quadratic functions are used in many types of real world situations.

They are useful in describing the trajectory of a ball, determining the height
of a thrown object and in optimizing profit for businesses. Also, it is used
in number related problem and geometry related problem.

A. Which of the following real-life models represents a quadratic

function or linear function?

a. The graph of throwing a ball at height h

for a given time t define by the function
h = 3 + 14t – 5t2

Solution: The highest exponent of the variable

is 2 and the equation can be formed into:
h = –5t2 + 14t + 3. The graph also shows
a parabola. Thus, throwing a ball repre-
sents quadratic function.

b. The graph of duration of phone calls per

minute m at a given cost c represented by
the function m = c + 10.

Solution: The highest degree of the variable is 1

and the graph is in the form y = mx + b. The
graph also shows a straight line. Thus it is
a linear function.

Page 4
 c. The graph of Bike Company’s profit P gained
at a given cost c represented by the function
P = –200c2 + 92,000c – 8,400,000.

Solution: The highest degree of the variable is 2.

The graph also shows a parabola. Thus, the
situation represents quadratic function.

B. How to determine if a table of values represents a Quadratic

Function?

Given a table of values, you can determine whether it represents a

quadratic function or not.

Consider the tables of values representing the functions f(x) = x + 1 and

g(x) = 2x2 + 1 in the examples that follow.

Example No. 1

Study the following table of values which is derived from the function
f(x) = 2x + 1. Take note of the differences of values from each row.

1 1 1 1

x -2 -1 0 1 2 The table of values for the linear

function f(x) = 2x + 1 shows that equal
f(x) -3 -1 1 3 5 differences in x produces equal
differences in f(x).
2 2 2 2

Example No. 2

Study the following table of values which is derived from the function
f(x) = 2x2 + 1. Take note of the differences of values from each row.

1 1 1 1

x -2 -1 0 1 2 Take note that the x values are

consecutive integers from -2 to 2. This
f(x) 9 3 1 3 9 time, it is not the first differences of g(x)
are equal, but the second differences.
-6 -2 2 6

4 4 4

Page 5
Example No. 3

Consider the given functions f(x) = 2x + 1 and g(x) = x2 + 2x – 1.

Given the following equations/functions, a table of values can
easily be formed by assigning values of x and solving for the value of y or
f(x)/g(x).
f(x) = 2x + 1
x -3 -2 -1 0 1 2 3
f(x) -5 -3 -1 1 3 5 7

f(x) = 2x + 1 , if x = -3 f(x) = 2x + 1 , if x = -2 f(x) = 2x + 1 , if x = -1

f(x) = 2 (-3) + 1 f(x) = 2 (-2) + 1 f(x) = 2 (-1) + 1
f(x) = -6 + 1 f(x) = -4 + 1 f(x) = -2 + 1
f(x) = -5 f(x) = -3 f(x) = -1

f(x) = 2x + 1 , if x = 0 f(x) = 2x + 1 , if x = 1 f(x) = 2x + 1 , if x = 2

f(x) = 2 (0) + 1 f(x) = 2 (1) + 1 f(x) = 2 (2) + 1
f(x) = 0+1 f(x) = 2+1 f(x) = 4+1
f(x) = 1 f(x) = 3 f(x) = 5

f(x) = 2x + 1 , if x = 3 RECALL:
f(x) = 2 (3) + 1 If you are
f(x) = 6+1 making table
f(x) = 7 of values, just
SUBSTITUTE
the values of
x to get y or
f(x)/g(x).
g(x) = x2 + 2x – 1
x -3 -2 -1 0 1 2 3
g(x) 2 -1 -2 -1 2 7 14

g(x) = x2 + 2x – 1, if x = -3 g(x) = x2 + 2x – 1, if x = -2 g(x) = x2 + 2x – 1, if x = -1

g(x) = (-3)2 + 2(-3) – 1 g(x) = (-2)2 + 2(-2) – 1 g(x) = (-1)2 + 2(-1) – 1
g(x) = 9 + (-6) – 1 g(x) = 4 + (-4) – 1 g(x) = 1 + (-2) – 1
g(x) = 2 g(x) = –1 g(x) = –2

g(x) = x2 + 2x – 1, if x = 0 g(x) = x2 + 2x – 1, if x = 1 g(x) = x2 + 2x – 1, if x = 2

g(x) = (0)2+ 2(0) – 1 g(x) = (1)2+ 2(1) – 1 g(x) = (2)2 + 2(2) – 1
g(x) = 0 + (0) – 1 g(x) = 1 + (2) – 1 g(x) = 4 + (4) – 1
g(x) = –1 g(x) = 2 g(x) = 7

g(x) = x2 + 2x – 1, if x = 3
g(x) = (3)2 + 2(3) – 1
g(x) = 9 + (6) – 1
g(x) = 14

Page 6
 How will you know if a table of values is a quadratic function? The
method called equal-differences is used to determine whether a table of
values is quadratic or not. If there is a common/equal second differences,
then the table of values is quadratic. Study the example below:

In f(x) = 2x + 1; there is an equal differences in x.

-1 -1 -1 -1 -1 -1

x -3 -2 -1 0 1 2 3
f(x) -5 -3 -1 1 3 5 7

In g(x) = x2 + 2x – 1; there is also an equal differences in x.

-1 -1 -1 -1 -1 -1

x -3 -2 -1 0 1 2 3
g(x) 2 -1 -2 -1 2 7 14

Now let’s find the difference between each adjacent function in each
table. In f(x) = 2x + 1, there is an equal first differences in f(x).
-1 -1 -1 -1 -1 -1

x -3 -2 -1 0 1 2 3
f(x) -5 -3 -1 1 3 5 7

-2 -2 -2 -2 -2 -2_

In g(x) = x2 + 2x – 1, the first differences in g(x) is not equal.

However, there is an equal second differences.
-1 -1 -1 -1 -1 -1

x -3 -2 -1 0 1 2 3
g(x) 2 -1 -2 -1 2 7 14

First differences _3 _1 _-1 _-3 _-5 _-7_

Second differences _2 _2 _2 _2 _2_

You have seen that in a linear function, equal differences in x

produces equal differences in y or f(x). However, in a quadratic function,
equal differences in x do not lead to equal first differences in y or g(x),
instead, equal differences in x produces equal second differences in
y or g(x).

Page 7
C. How to determine if a graph represents a Quadratic Function?

The graph of a quadratic function f(x) = ax2 + bx + c is called a

parabola. It is basically a curved shape opening up or down.

If a > o, then the parabola opens upward .

If a < o, then the parabola opens downward .

The vertical line test is a simple method that is used to determine

whether a graph is a function or not. To use this method, draw a vertical
line cutting through the graph and if it intersects at exactly one point, the
graph is a graph of function.
This supports the definition of a function, that is, every x-value of a
function must be paired to a single y-value.

Examples:

1. Sketch the graph of the given quadratic function in the letter A

part g(x) = x2 + 2x – 1. Let us use also the answered table of
values.

x -3 -2 -1 0 1 2 3
g(x) 2 -1 -2 -1 2 7 14

Vertical line test

In the quadratic function g(x) = x2 + 2x – 1, the value of a = 1,

since 1 > 0, so the graph opens upward.

Using also the vertical line test, since it intersects at exactly one
point, the graph is a graph of function.
Page 8
Example 2: Sketch the graph of f(x) = -3x2.

x -2 -1 0 1 2
f(x) -12 -3 0 3 12

Vertical line test

In the quadratic function f(x) = -3x2, the value of a = –3, since –3 <
0, so the graph opens downward.

Using also the vertical line test, since it intersects at one point, the
graph is a graph of function.

Example 3: Determine if the graph is a graph of function or not.

Vertical line test

Using the vertical line test, the line intersects at two points,
therefore, the graph is not a graph of function.

Page 9
D. How to determine if an equation/function represents a Quadratic
Function.

Remember, a quadratic function is a function defined by f(x) = ax2 +

bx + c, where a, b, and c are real numbers and a ≠ 0. This is a function
which describes a polynomial of degree 2.

Examples of quadratic functions:

f(x) = x2 + 3 y = -5x2 – 8 h(a) = 1 + 4a2

g(x) = 4x + x2 + 4 f(r) = ½ r2 – 3r + 7

Examples of non-quadratic functions:

f(x) = 3x + 4 h(z) = 4z2 + z4 + 5 y = 3x3

Function notation is the way a function is written. Traditionally,

functions are referred by single letter names f, g, h, and so on. Any
letter/s, however, may be used to name a function.

Examples: f(x) = x2 + 1 h(b) = 3b2 – 2b + 1

g(a) = a – 7 s(t) = -3t2 – t + 1

The f(x) notation is another way of representing the y-value in a

function, y = f(x).
The y-axis may even be labeled as the f(x)-axis when graphing.
Ordered pairs may be written as (x , f(x)), instead of (x , y).

Therefore, y = 3x + 2 is the same as f(x) = 3x + 2, where x is the

independent variable and y or f(x) is the dependent variable and
always written on the left side of the equation.

Let Us Practice
Activity 1 - A: State whether each of the following equations represents
a quadratic function or not. Justify your answer.
EQUATIONS YES or NO JUSTIFICATION
1. y = x2 + 2
2. y = 2x - 10
3. y = 9 - 2x2
4. y = 2x + 2
5. y = 3x2 + x3 + 2
6. y = 2x + 3x + 2
7. y = 2x2
8. y = (x – 2)(x + 4)
Page 10
 9. 0 = (x – 3)(x + 3) + x2 - y
10. 3x3 + y – 2x = 0

B. Consider a rectangular garden whose width is (x + 2) cm and whose

length is (x + 5) cm. How do you find the area of this rectangle?

The situation above is illustrated in the figure that follows.

(x + 5) cm

(x + 2) cm
You can recall that the formula for the area of a rectangle is A = lw
where l is the length and w is the width. Thus, the area of the given
rectangle is:
A=lw

Activity 2: Using the equal differences method, determine which of the

following table of values or set of ordered pairs represent a quadratic
function?

1. {(-1 , 11), (0, 6), (1, 3), (2, 2), (3, 3), (4, 6), (5, 11)}
2.
x -5 -2 -1 0 1
y 64 91 100 91 64
3.
x -4 -2 0 2 4
y 39 24 9 -6 -21

Activity 3: Complete the table of values and graph each of the following
quadratic functions.

1. f(x) = 2x2

x -2 -1 0 1 2
f(x)

Page 11
2. f(x) = ½ x2

x -2 -1 0 1 2
f(x)

3. g(x) = (x + 5)2

x -7 -6 -5 -4 -3
f(x)

4. h(x) = –(x – 5)2 – 2

x 3 4 5 6 7
f(x)

Page 12
 Let Us Practice More

I. Tell whether the following functions are quadratic functions or not.

1. f(x) = x2 – 9
2. f(x) = 3x + 5
3. f(x) = 24 + 5x – x2
4. f(x) = 27 – 4x2
5. f(x) = (3x + 2) (x – 5)2

II. Problem Solving

A toy rocket is fired into the air from the top of a building. Its height
(h) above the ground in yards after t seconds is given by the function h(t) = -
5t2 + 10t + 20.
a. What was the initial height of the rocket?

b. When did the rocket reach its maximum height?

Rubrics for Scoring

10 8 6 4 2
Thoroughly Meets Approaching Not yet Trying
meets standards standards approaching
standards standards
Getting Better: Student Student uses Student Student
B. Student uses a a partially attempts to attempts to
correctly finds correct correct find the the initial
the initial strategy to strategy to initial height height of the
height of the find the find the of the rocket rocket and
rocket and the initial height initial height and the time the time
time reached its of the rocket of the rocket reached its reached its
maximum and the time and the time maximum maximum
height, with reached its reached its height but height but
organized work maximum maximum does not unable to
that clearly height, with height but correctly find continue
shows his/her work that does not the area / or his/her
thinking, shows correctly find student has work.
including a his/her the area / incorrect
correct and thinking, student has answers.
labelled including an correct
equation, with equation. answers.
no calculation May include
errors, and minor errors
using correct or incorrect
units. units.

Page 13
 Let Us Remember
A quadratic function is a function
defined by f(x) = ax2 + bx + c, where a,
b, and c are real numbers and a ≠ 0.
This is a function which describes a
REMEMBER polynomial of degree 2.

➢ The equation f(x) = ax2 + bx + c will be referred to as the general form of

quadratic equation.

➢ The first term ax2 in the quadratic function is the quadratic term, the
second term bx is the linear term and the last term c is the constant
term.

➢ The domain of the quadratic function is the set of all possible values of x.
Thus the domain is the set of all real numbers.

➢ The range of quadratic function is the set of all y-values.

➢ Quadratic functions are used in many types of real world situations.

They are useful in describing the trajectory of a ball, determining the
height of a thrown object and in optimizing profit for businesses. Also, it
is used in number related problem and geometry related problem.

• To identify a quadratic function given a table of values, use the equal

differences method, if equal differences in x produces equal second
differences in y or f(x)/g(x), then the table of values is a quadratic
function.

• A quadratic function is a function defined by f(x) = ax2 + bx + c, where a,

b, and c are real numbers and a ≠ 0. This is a function which describes a
polynomial of degree 2. The graph of a quadratic function is called a
parabola. It is basically a smooth curved shape opening up or down.
If a > o, then the parabola opens upward .
If a < o, then the parabola opens downward .

• The vertical line test is a simple method that is used to determine

whether a graph is a function or not. To use this method, draw a vertical
line cutting through the graph and if it intersects at exactly one point,
the graph is a graph of function.

Page 14
 Let Us Assess
Multiple Choice. Choose the correct answer and write it on the separate
sheet of paper.

1. What is true about the equation y + 2x2 = 2x (x + 1)?

A. The highest degree of the variable is 3. Thus, it is not quadratic
function.
B. The equation represents quadratic equation because the highest degree
of the variable is 2.
C. If the function is expanded it will be y = 2x2 + 2x + 1. Thus, the
equation represents a quadratic function.
D. If you will simplify and rearrange the function, it will be in the form of y
= mx + b. Therefore, it is not quadratic function, but a linear function.

2. What are the dimensions of a rectangular index card if its length is 3cm
more than twice the width? The area is 27cm2. Which of the following
functions represents the given problem?
A. f(w) = 2w2 + 3w – 27 C. f(w) = 2w2 – 3w + 27
B. f(w) = 2w2 – 3w – 27 D. f(w) = 2w2 + 3w + 27

3. Identify the table that represents the graph of quadratic function.

A. x -3 -2 -1 0 1
f(x) 0 4 6 4 0
8
B. x -3 -2 -1 0 1 6
4
f(x) 0 6 8 6 0
2
C. x -4 -2 0 2 4 -6 -4 -2 2 4 6
-2
f(x) 0 4 6 4 0 -4
-6
D. x -4 -2 0 2 4
f(x) 0 6 8 6 0

4. Which of the following situation does NOT represent a quadratic

function?
A. The area A of a room with width 5m more than the length.
B. The width of a frame in creating a border using all of the 10sq.
feet of fabric for a quilt that is 4 feet by 5 feet.
C. A rock is thrown off a 75 meter high cliff in some water. The
height of the rock relative to the cliff after t seconds is given by
h(t) = -5t2 + 20t.
D. The total number of credit hours C that remain for a student to
earn a degree after s semesters have been completed
successfully is given by C = 130 – 9s.

5. Which quadratic function opens downward?

A. f(x) = 3 + 2x2 C. f(x) = –3x2 + 3x + 7
B. f(x) = x + 4x – 6
2 D. f(x) = 2x2 – 4x + 9

Page 15
 6. Given the function f(x) = –2x2 – 4x + 7, what value of m and n will make the
table complete?
x -4 -3 -2 -1 0 1 2 3
f(x) -9 m 7 9 7 1 n -23

A. 1 and –9 C. –9 and –1
B. 9 and –1 D. 1 and 9

7. Which of the following functions represent a quadratic function?

A. f(x) = 3 + 2x3 C. f(x) = 3x – 22
B. f(y) = 2y2 + 3 D. f(x) = 2x – 3

8. Which equation represents a quadratic function?

A. f(x) = 2 + (x + 1) C. f(x) = (x + 1)2 + 1
B. f(x) = (x + 1) – 2 D. f(x) = (x + 22) – 1

9. Which of the following is the graph of quadratic function?

A. C.

B. D.

10. Which of the following statement is true about quadratic function?

I. Defined by the form f(x) = ax2 + bx + c, where a, b, and c are real
numbers and a ≠ 0.
II. The highest degree of the variable is 2.
III. The equal differences in x lead to equal first differences in f(x).
IV. The graph of the function is a smooth curve.

A. I, II and III C. I, II and IV

B. I, III and IV D. II, III and IV

11. What is the graph of quadratic function called?

A. Parabola C. Axis of Symmetry
B. Cartesian Plane D. Straight Line

12. What is the domain of this quadratic function: f(x) = –2(x + 3)2 – 5?
A. The set of all Natural Numbers C. The set of all Whole Numbers
B. The set of all Integers D. The set of all Real Numbers

Page 16
13. What is the function described by the graph at the left?

5
4 A. f(x) = 2x2 – 2x + 8
3 B. f(x) = –x2 + 4x + 3
2 C. f(x) = –x2 – 2x + 1
1 D. f(x) = –½ x2 – 2x + 3
-4 -3 -2 -1 1 2 3 4
-1
-2
-3
-4
-5

14. The following functions are quadratic EXCEPT?

A. f(x) = 5x2 C. f(x) = 6x(x + 3)
B. f(x) = –3(x – 2)(x – 1) D. f(x) = 2(x + 5)

15. Which of the following table of values does not represent a quadratic
function?

A. x -2 -1 0 1 2
f(x) -6 -6 -4 0 6

B. x 0 1 2 3 4
f(x) 0 1 4 9 16

C. x 0 1 2 3 4
f(x) 1 0 3 10 21

D. x -2 -1 0 1 2
f(x) -4 -1 2 5 8

16. Which of the following situation represents a quadratic function?

A. The maximum area of a rectangular cardboard that can be framed
using 160 inches of border materials.
B. The amount of fuel, in gallons G, in a vehicle’s fuel tank after driving m
miles is G = 20 – 0.003m.
C. Jeepney fare J for h kilometers at a flag down rate at P10 and P0.50
per kilometer.
D. An employee is paid P50.00 for each hour worked.

17. Throwing a ball, shooting a cannon, diving from a platform and hitting a
golf ball are examples of situations that can be modeled by ______________.
A. Rational Function C. Quadratic Function
B. Radical Function D. Linear Function

18. Using the function form f(x) = ax2 + bx + c, which of the following are the
values of a, b, and c of the function y = 3 – 5x2 + 4x?
A. a = 3, b = –5, c = 4 C. a = –5, b = 4, c = 3
B. a = –5, b = 3, c = 4 D. a = 4, b = 3, c = –5
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19. Use the coordinates from the table to determine which equation models
the table below:
x -3 -2 -1 0 1 2 3 4
y 28 12 0 -8 -12 -12 -8 0
A. f(x) = x2 – 3x – 4 C. f(x) = 2x2 + 6x – 8
B. f(x) = 4x2 –12x – 16 D. f(x) = 2x2 – 6x – 8

20. Which of the following graph of f(x) = x2 + 4x + 2?

A. B.
5 5
4 4
3 3
2 2
1 1

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

C. D.
5 5
4 4
3 3
2 2
1 1

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

Page 18
 Let Us Enhance

A. Based on an article from Rappler.com, this graph shows ways to reduce of

corona virus (Covid19) in the Philippines.

The graph shows different parabolas. By observing the behavior of the

graphs, which of the actions would you choose to reduce the spread of the
virus? Why?

(Make an essay/composition (100-150 words) regarding your own

opinion, point of view, and suggestions that can help mitigate the
spread of the virus)

B. Now think of the following:

1. Based on your own understanding, how would you differentiate quadratic

and linear function?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

2. Copy and complete the graphic organizer below. In each box, describe
ways in identifying quadratic functions.

Identifying
Quadratic
Functions
Forms a
parabola

Page 19
Let Us Reflect
Activity: Complete me!

I am happy because in this module I learned

But somehow there are difficulties I encountered like

But I want to improve myself and be better, so I will

Page 20
 Answer Key

Let Us Try!

1. C 6. C 11. A
2. C 7. C 12. C
3. B 8. D 13. C
4. B 9. D 14. C
5. A 10. D 15. D

Let us Practice: Activity 1 – A:

EQUATIONS YES or NO JUSTIFICATION

1. y = x2 + 2 YES The highest exponent of the
variable x is 2.
2. y = 2x - 10 NO The highest exponent of the
variable x is 1.
3. y = 9 - 2x2 YES The highest exponent of the
variable x is 2.
4. y = 2x + 2 NO The exponent is a variable x.

5. y = 3x2 + x3 + 2 NO The highest exponent of the

variable x is 3.
6. y = 2x + 3x + 2 NO The exponent is a variable x.

7. y = 2x2 YES The highest exponent of the

variable x is 2.
8. y = (x – 2)(x + 4) YES When multiplied, the highest
exponent of the variable x is 2.
9. 0 = (x – 3)(x + 3) + x2 - y YES When simplified, the highest
exponent of the variable x is 2.
10. 3x3 + y – 2x = 0 NO The highest exponent of the
variable x is 3.

Activity 1 – B:

A=lw
A = {(x + 5)cm} {(x + 2)cm}
A = (x + 5)(x + 2) cm2
A = (x2 + 5x + 2x + 10) cm2
A = (x2 + 7x + 10) cm2
If x = 3, the area of the rectangle can be obtained by substituting in the
equation above.
A = (x2 + 7x + 10) cm2
A = 32 + 7(3) + 10 cm2
A = 9 + 21 + 10 cm2
A = 40 cm2
Page 21
 Notice that in the given example, the area of the rectangle is a
function of its dimension. Thus, the area of the rectangle can also be
written in functional notation as:
Area = f(x) = (x2 + 7x + 10) cm2
Observe that the highest exponent is 2. Hence, the degree of
f(x) = (x2 + 7x + 10) cm2 is 2 which is called quadratic function.

Activity 2:

1. {(-1, 11), (0, 6), (1, 3), (2, 2), (3, 3), (4, 6), (5, 11)}
3.
x -4 -2 0 2 4
y 39 24 9 -6 -21

Activity 3:

1. f(x) = 2x2

x -2 -1 0 1 2
f(x) 8 2 0 2 8

2. f(x) = ½ x2

x -2 -1 0 1 2
f(x) 2 ½ 0 ½ 2

3. g(x) = (x + 5)2

x -7 -6 -5 -4 -3
f(x) 4 1 0 1 4

Page 22
 4. h(x) = –(x – 5)2 – 2

x 3 4 5 6 7
f(x) -6 -3 -2 -3 -6

Let us Practice More:

I: 1. Quadratic Function
2. Not
3. Quadratic Function
4. Quadratic Function
5. Not

II: Problem Solving

a. The initial height of the rocket is the height from which it was fired.
The time is zero.
h(t) = -5t2 + 10t + 20
h(t) = -5(0)2 + 10(0) + 20
h(t) = 20 yd
b. The time at which the rocket reaches its maximum height is the x-
coordinate of the vertex.
t = -b / 2a
t = -10 / 2 (-5)
t = 1 sec.
It takes the toy rocket 1 second to reach its maximum height.

Let us Assess

1. D 6. A 11. A 16. A
2. A 7. B 12. D 17. C
3. B 8. C 13. D 18. C
4. D 9. C 14. D 19. D
5. C 10. C 15. D 20. B

Let us Enhance (Performance Task)

(Answer may vary)

Let us Reflect

(Answer may vary)

Page 23
 References

Basic Education Assistance for Mindanao (BEAM) Fourth Year Mathematics,

Quadratic Functions, Learning Guide, Module
Fernando B. Orines, et. al. (2014) Next Century Mathematics Quezon City:
Phoenix Publishing House
Julieta G. Bernabe, et. al. (2013) Our World of Math. Quezon City: Vibal
Publishing House
Merden L. Bryant, Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz,
Richard F. (2014). Pasig City, Philippines: Department of Education.
Retrieved 2015, from peac.org.ph/learning-module-
repository/?fbclid=IwAR1vXz6AIjvUG1hrs3c2biNiRm4UMrI08_fEVKnvcec
aE48dGgplpwOMhKI
Orlando A. Oronce & Marilyn O. Mendoza. (2019). E-Math. Manila: Rex
Bookstore, Inc.
Private Education Assistance Committee. (2018). peac.org.ph. Retrieved 2019,
from peac.org.ph/learning-module-
repository/?fbclid=IwAR1vXz6AIjvUG1hrs3c2biNiRm4UMrI08_fEVKnvcec
aE48dGgplpwOMhKI
https://www.mathisfun.com/algebra/quadratic-equation-real-world.html
https://www.coursehero.com/file/37800346/math-0-lm-draft-3242014pdf/

For inquiries or feedback, please write or call:

Department of Education – Region XI

F. Torres St., Davao City

Telefax:

Email Address: lrms.regionxi@deped.gov.ph

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