9




𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌


ii
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 13: The Effects of a, h and k of Quadratic Function on its graph
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education, Division of Palawan

School Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida Palay-Adornado, Ph.D.
Felix M. Famaran

Development Team of the Module

Writer: Menerva B. Ytac

Editors: Roy Bacomo/Warlyn Roodriguez/Alfredo Labor

Reviewers: Astrid N. Agbanlog

Davy M. Gonzalaes
Illustrator: Mario G. Dueñas Jr.

Layout Artist:

Management Team: Aurelia B. Marquez

Rodgie S. Demalinao
Astrid N. Agbanlog

Printed in the Philippines, by ________________________

Department of Education – MIMAROPA Region – Division of Palawan

Office Address: PEO Road, Barangay Bancao-Bancao, Puerto Princesa City

Telephone: (048) 433-6392
E-mail Address: palawan@deped.gov.ph
Website: www.depedpalawan.com

ii
 9



𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 



iii
Introductory Message
For the facilitator:
Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module 13 on The
Effects of a, h and k of Quadratic Function on its graph!
This module was collaboratively designed, developed and reviewed by educators from
public institution to assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their personal, social,
and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

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. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.

For the learner:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module 13 on The
Effects of a, h and k of Quadratic Function on its graph!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

iv
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

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

This is a brief drill or review to help you link the

What’s In
current lesson with the previous one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More 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.
This includes questions or blank
What I Have Learned
sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into
real life situations or concerns.
This is a task which aims to evaluate your level
Assessment of mastery in achieving the learning
competency.
In this portion, another activity will be given to
Additional Activities
you to enrich your knowledge or skill of the
lesson learned.
This contains answers to all activities in the
Answer Key
module.

v
At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders 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!

vi
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the key concepts of quadratic functions. This module will help you understand that
quadratic functions are useful tools in solving many problems related to human life
and in making decisions.
This module covers the important concepts of quadratic function. This includes the
learning competency, analyzes the effects of changing the values of a, h and k in the
equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph (M9AL – Ii – 2). In this
lesson, you will learn more on the graph of a quadratic functions. The activities provide
you the opportunity to analyze the effects of changing the values of a, h and k in the
transformation of the graph of a quadratic functions.
As you go through to the concepts of this lesson, you have to master the skills in
analyzing the graph which are very useful in solving real-life problems involving
quadratic functions.

After going through this module, you should be able to demonstrate understanding of
the key concepts of quadratic functions. You will be able to investigate thoroughly
mathematical relationships in various situations, formulate real-life problems involving
quadratic functions and solve them using a variety of strategies.

Objectives:

After going through this module, you are expected to:

1. transform quadratic function.
2. analyze the effects of changing the values of a in 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 of a
quadratic function on its graph.
3. analyze the effects of changing the values of h and k in 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 of
a quadratic function on its graph.

1
 What I Know

PRE-ASSESSMENT
Read and understand each item carefully. Choose and write the letter that
corresponds to your choice on a separate sheet of paper. Answer all items, the result
of this test will determine how much you already know about this module. 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) Which correctly identifies the values of the parameters a, h, and k for the function
𝑓 (𝑥 ) = −2(𝑥 + 3)2 + 1.
a. 𝑎 = −2, ℎ = 3, 𝑘 = 1 c. 𝑎 = −2, ℎ = −3, 𝑘 = −1
b. 𝑎 = 2, ℎ = −3, 𝑘 = −1 d. 𝑎 = −2, ℎ = −3, 𝑘 = 1

2) What is the equation that represents this graph?

a. 𝑦 = −𝑥 2 + 3
b. 𝑦 = −(𝑥 + 3)2
c. 𝑦 = −3𝑥 2
d. 𝑦 = −(𝑥 − 3)2

3) Which function includes a translation of 3 units to the left?

a. c.
b. d. 𝑓(𝑥 ) = (𝑥 + 1)2 − 3

4) Which equation shows a translation of 3 left and vertical compression by a factor

of 2 to the graph of 𝑦 = 𝑥 2 .
1
a. 𝑦 = 2 (𝑥 − 3)2 c. 𝑦 = 2(𝑥 + 3)2
1
b. 𝑦 = 2 (𝑥 + 3)2 d. 𝑦 = 2(𝑥 − 3)2

5) Julian hit a ball straight up into the air. The height of the ball in meters, is given by
the function ℎ(𝑡) = −5(𝑡 − 3)2 + 45 t seconds after the ball is hit. In how many
seconds will the ball hit the ground?
a. 3 b. 6 c. 9 d. 45

2
6) Pauline threw a ball straight up with an initial speed of 20 metres per second. The
function 𝑦 = −5(𝑥 − 2)2 + 20 describes the ball’s height, in metres, t seconds after
Pauline threw it. What are the coordinates of the vertex?
a. (2, 20) b. (20, 2) c. (– 5, 2) d. (– 5, 20)

7) Which equation describes a parabola that opens downward, is congruent to

𝑦 = 𝑥 2, and has its vertex at (0, 3)?
a. 𝑦 = (𝑥 + 3)2 − 1 c. 𝑦 = −𝑥 2 + 3
b. 𝑦 = −(𝑥 − 3)2 d. 𝑦 = 𝑥 2 + 3

8) List the sequence of steps required to graph the function 𝑓 (𝑥 ) = −(𝑥 + 4)2 − 6.
a. horizontal translation 4 units to the right, vertical compression by a factor of
1, vertical translation 6 units down
b. horizontal translation 4 units to the right, reflection in x-axis, vertical
translation 6 units down
c. horizontal translation 4 units to the left, vertical translation 6 units up,
reflection in x-axis
d. horizontal translation 4 units to the left, reflection in x-axis, vertical
translation 6 units down

9) Which function matches the graph?

1
a. 𝑓(𝑥 ) = 2 (𝑥 − 3)2 − 1

b. 𝑓(𝑥 ) = (𝑥 + 3)2 + 2
c. 𝑓(𝑥 ) = 2(𝑥 + 3)2 − 1
d. 𝑓(𝑥 ) = −2(𝑥 − 3)2 + 1

10) Consider a parabola P that is congruent to 𝑓(𝑥) = 𝑥 2 , opens upward, and has
vertex (–1, 3). Now find the equation of a new parabola that results if P is
reflected in the x-axis and translated 3 units down.
a. 𝑦 = (𝑥 − 1)2 + 6 c. −(𝑥 − 2)2 + 3
b. 𝑦 = −(𝑥 + 4)2 + 3 d. −(𝑥 + 1)2

For items 11 to 15.

Which of these constants a, h, or k in 𝑓 (𝑥 ) = 𝑎(𝑥 − ℎ)2 + 𝑘 answer each of the
following?
______ 11) affects the shape of the graph.
______ 12) translates the graph vertically.
______ 13) translates the graph horizontally
______ 14) represents the maximum or minimum value of the function
______ 15) determines the line of symmetry

3
 Lesson The Effect of a, h and k in the
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌 of a Quadratic
2 Functions on its Graph

In the previous module, you sketched the graph of a quadratic function in different
forms. You also learned the key characteristics or properties of the graph of a
quadratic function.
In this module, you will learn more on the graph of a quadratic function. Use your
mathematical ideas and the skills you have learned from the preceding module
to answer the activities provided. You will be given the chance to transform the
parabolas and an opportunity to investigate the effects of a, h and k in its graph.
Your skills in analyzing the graph are very useful in solving real-life problems
involving quadratic functions.

What’s In

Math Puzzle is Real!

Direction: The clues for the crossword puzzle relate to the terms on the properties,
transformations on the graph of functions that you learned and will be discussed in this
lesson. Give it a try!
Across:
1. direction of opening if a < 0
5. graph of quadratic function
7. y-coordinate of the vertex
where a < 0

Down:
2. turning point
3. possible values of x
4. horizontal or vertical
movement of parabola
6. second degree function
8. y-coordinates of the vertex
9. y-coordinate of the vertex
where a > 0

4
 To the Left, to the Right! Put Me Up, Put Me Down!

A. Draw the graphs of the following quadratic functions on the same coordinate
plane
1. 𝑦 = 𝑥 2
2. y = 3x 2
1
3. 𝑦 = 2 𝑥 2
4. 𝑦 = −𝑥 2
5. y = −2x 2
a. Analyze the graphs.
b. What do you notice about the shape of the graph of the quadratic function
𝑦 = 𝑎𝑥 2 ?
c. What happens to the graph as the value of a becomes larger?
d. What happens when 0 < 𝑎 < 1?
e. What happens when 𝑎 < 0 ? 𝑎 > 0 ?
f. Summarize your observations.

B. Draw the graphs of the following functions.

1. 𝑦 = 𝑥 2
2. 𝑦 = (𝑥 + 1)2
3. 𝑦 = (𝑥 + 2)2
4. 𝑦 = (𝑥 − 1)2
5. 𝑦 = (𝑥 − 2)2

a. Analyze the graphs.

b. What do you notice about the graphs of quadratic functions whose
equations are of the form 𝑦 = (𝑥 − ℎ)2 ?
c. How would you compare the graph of 𝑦 = (𝑥 − ℎ)2 and that of = 𝑥 2 ?
d. Discuss your ideas and observations.

C. Draw the graphs of the following quadratic functions:

1. 𝑦 = 𝑥 2
2. 𝑦 = 𝑥 2 + 2
3. 𝑦 = 𝑥 2 − 2
4. 𝑦 = 𝑥 2 − 3
5. 𝑦 = 𝑥 2 + 3

a. Analyze the graphs.

b. What do you notice about the graphs of quadratic functions whose
equations are of the form 𝑦 = 𝑥 2 + 𝑘 ?
c. How would you compare the graph of 𝑦 = 𝑥 2 + 𝑘 and that of 𝑦 = 𝑥 2
when the vertex is above the origin? below the origin?
d. What conclusion can you give based on your observations?

5
D. Draw the graphs of the following quadratic functions:
1. 𝑦 = (𝑥 − 2)2 + 4
2. 𝑦 = (𝑥 + 3)2 − 4
3. 𝑦 = (𝑥 − 1)2 − 3
4. 𝑦 = (𝑥 + 4)2 + 5

a. Analyze the graphs.

b. What is the effect of the variables h and k on the graph of
𝑦 = (𝑥 − ℎ)2 + 𝑘 as compared to the graph of 𝑦 = 𝑥 2 ?
c. Make your generalization on the graph of 𝑦 = (𝑥 − ℎ)2 + 𝑘.

What’s New

Match! Or Mismatch!

Match eah quadratic function with its graph. Explain your reasoning. Then use a
graphing calculator or any applications to verify if your answer is correct.
a. 𝑔(𝑥 ) = 3(𝑥 − 3)2
b. 𝑔(𝑥 ) = −(𝑥 + 3)2 − 3
c. 𝑔(𝑥 ) = (𝑥 − 3)2 + 3 C

d. 𝑔(𝑥 ) = −(𝑥 − 3)2 E

B
2
e. 𝑔(𝑥 ) = −(𝑥 + 3) + 3 A
f. 𝑔(𝑥 ) = 0.5(𝑥 − 3)2 − 3
D F

6
 Why learn this? You can use transformations of quadratic
functions to solve and analyze real-life problems
TRANSFORMATION such as changes in braking distance.

DRIVE! STOP!

Travel is glorious in any form. You may prefer travelling by car whereas some
people take other models such as train, bus, bike, and others. Do you know the causes
of car or vehicle accidents? Poor road and weather conditions is one of the factors
that affects braking distance which is one of the causes of road accidents.

The minimum braking distance d in feet for a vehicle on dry concrete is approximately
by the function 𝑑 (𝑣 ) = 0.045𝑣 2 , where v is the vehicle’s speed in miles per hour. If the
vehicle’s tires are in poor condition, the braking-distance function is 𝑑𝑝 (𝑣) = 0.068𝑣 2.
What kind of transformation describes this change, and what does the transformation
mean?
Examine both functions in vertex form.
𝒅(𝒗) = 𝟎. 𝟎𝟒𝟓(𝒗 − 𝟎)𝟐 + 𝟎 𝒅𝒑 (𝒗) = 𝟎. 𝟎𝟔𝟖(𝒗 − 𝟎)𝟐 + 𝟎

The value of a has increased from 0.045 to 0.068. The increase indicates a
vertical stretch.
Find the stretch factor by comparing the new a-value to the old a-value:
𝒂 from 𝒅𝒑 (𝒗) 0.068
= ≈ 1.5
𝒂 from 𝒅(𝒗) 0.045

The function 𝒅𝒑 represents a vertical stretch of d by a factor of approximately 1.5.

Because the value of each function approximates braking distance, a vehicle with
tires in poor condition takes about 1.5 times as many feet to stop as a vehicle with
good tires does.

𝒅𝒑

Check Graph both functions on a graphing calculator or Desmos.

The graph of 𝒅𝒑 appears to be vertically stretched compared
with the graph of d.

7
 What is It

Did you know that… You can also graph quadratic functions by
applying transformations to the parent function 𝑓 (𝑥 ) = 𝑥 2 .

I. TRANSLATION of QUADRATIC FUNCTION

Horizontal Translations Vertical Translations

Horizontal Shift of |𝒉| Units Vertical Shift of |𝒌| Units
𝑓 (𝑥 ) = 𝑥 2 𝑓(𝑥) = 𝑥 2
𝑓 (𝑥 − ℎ) = (𝑥 − ℎ)2 𝑓(𝑥) + 𝑘 = 𝑥 2 + 𝑘
Moves left for ℎ < 0 Moves down for 𝑘 < 0
Moves right for Moves up for 𝑘 > 0
ℎ>0

EXAMPLE: Using the graph of 𝑓 (𝑥 ) = 𝑥 2 as a guide, describe the transformations,

and then graph each function.

A. 𝑔(𝑥 ) = (𝑥 + 4)2 + 1 B. 𝑔(𝑥) = (𝑥 − 3)2 − 1

Identify h and k. Identify h and k.
𝑔(𝑥 ) = (𝑥 − (−𝟒))2 + 𝟏 𝑔(𝑥 ) = (𝑥 − 𝟑)2 + (−𝟏)

Since 𝒉 = −𝟒, the graph is Since 𝒉 = 𝟑, the graph is

translated 4 units left.
Since 𝒌 = 𝟏, the graph is
translated 1 unit up.
Therefore, g is f translated
4 units left and 1 unit up.
translated 3 units right.
Since 𝒌 = −𝟏, the graph is
translated 1 unit down.
Therefore, g is f translated
3 units right and 1 unit down.

𝒈
𝒇
𝒇 𝒈
(-4, 0)

(3, -1)

TRY THIS: Using the graph of 𝑓(𝑥 ) = 𝑥 2 as a guide, describe the

transformations, and then draw the graph of function 𝑔(𝑥) = (𝑥 + 5)2 − 2.

8
II. REFLECTIONS, STRETCHES, and COMPRESSIONS of QUADRATIC
FUNCTIONS

Reflections
Reflection Across y-axis Reflection Across x-axis
Input values change. Output values change.
𝑓 (𝑥 ) = 𝑥 2 𝑓 (𝑥 ) = 𝑥 2
𝒇(−𝒙) = (−𝒙)𝟐 = 𝒙𝟐 −𝒇(𝒙) = −(𝒙)𝟐
The function = −𝒙𝟐
𝑓 (𝑥 ) = 𝑥 2
The function is
is its own refection
flipped across
across the y-axis.
the x-axis.

Stretches and Compressions

Horizontal Stretch/Compression Vertical Stretch/Compression by a
by a Factor of |𝒃| Factor of |𝒂|

Input values change. Output values change.

𝑓 (𝑥 ) = 𝑥 2 𝑓 (𝑥 ) = 𝑥 2
𝟏 𝟏 𝒂 • 𝒇(𝒙) = 𝒂𝒙𝟐
𝒇 ( 𝒙) = ( 𝒙)𝟐
𝒃 𝒃

|𝒃| > 𝟏 stretches away from y-axis. |𝒂| > 𝟏 stretches away from x-axis.
𝟎 < |𝒃| < 𝟏 compresses toward the 𝟎 < |𝒂| < 𝟏 compresses toward the
y-axis. x-axis.

Example: Using the graph of 𝑓 (𝑥 ) = 𝑥 2 as a guide, describe the transformations, and

then draw the graph of each function.

A. 𝑔(𝑥 ) = −5𝑥 2 1
B. 𝑔(𝑥 ) = ( x)2
3
Since 𝒂 is negative, 𝒈 is a
Since 𝑏 = 3, 𝒈 is a horizontal
reflection of 𝒇 across the 𝑥-axis.
stretch of 𝒇 by a factor of 3.
Since |𝑎| = 5, 𝒈 is a vertical
stretch of 𝒇 by a factor of 5.
𝒇
𝒇
𝒈

TRY THIS: Using the graph of 𝑓(𝑥 ) = 𝑥 2 as a guide, describe the

1
transformations, and then graph the functions 1) 𝑔(𝑥) = (6𝑥)2 2) 𝑔(𝑥 ) = − 6 x 2

9
 VERTEX of a PARABOLA (h, k)

a indicates a reflection h indicates k indicates

across the x-axis a horizontal a vertical
and/or a vertical stretch translation translation
or compression
Illustrated by: MARIO G. DUEÑAS JR.

III. WRITING TRANSFORMED QUADRATIC FUNCTIONS

Example: The parent function 𝑓 (𝑥 ) = 𝑥 2 is reflected across the x-axis, vertically

stretched by a factor of 4, and translated 3 units left to create 𝒈.
Step 1 Identify how each transformation affects the constants in vertex form.
reflection across x-axis: a is negative
vertical stretch by 4: |𝑎 | = 4 } 𝑎 = −4

translation left 3 units: ℎ = −3

Step 2 Write the transformed function.
Vertex form: 𝑔(𝑥 ) = 𝒂(𝑥 − 𝒉)2 + 𝒌
Substitute –4 for a, –3 for h, and 0 for k: = −𝟒(𝑥 − (−𝟑))2 + 𝟎
Simplify: = −4(𝑥 + 3)2

TRY THIS:
Use the given description to write the quadratic function in vertex form.
1
1. The parent function 𝑓(𝑥 ) = 𝑥 2 is vertically compressed by a factor of and
3
translated 2 units right and 4 units down to create g.

10
 What’s More

Translate Me!

The !graph of 𝑓 (𝑥 ) = 𝑥 2 is shown below. Based on this graph, sketch the graph of
the following quadratic functions in the same coordinate system.
a. 𝑓 (𝑥 ) = 𝑥 2 + 3 f. 𝑓 (𝑥 ) = (𝑥 + 4)2
b. 𝑓 (𝑥 ) = (𝑥 − 3)2 − 1 g. 𝑓 (𝑥 ) = −𝑥 2 − 1
c. 𝑓 (𝑥 ) = (𝑥 + 2)2 h. 𝑓 (𝑥 ) = (𝑥 + 3)2 + 5
d. 𝑓 (𝑥 ) = −𝑥 2 + 3 i. 𝑓(𝑥 ) = (𝑥 − 3)2 − 2
e. 𝑓 (𝑥 ) = (𝑥 + 1)2 − 2 j. 𝑓 (𝑥 ) = −(𝑥 − 1)2

𝑓(𝑥) = 𝑥 2

How did you find the activity?

Use metacognition for knowing how to sketch easily the graph of each quadratic
functions.

I know that I know how to sketch the graph of each quadratic function.
o First, I…
o After that, …
o Then, …
o Finally, …
o When I have completed these steps, I have shown that…

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 THINK and DISCUSS
!
1) Explain how the values of a, h, and k in the vertex form of a quadratic function
affect the function’s graph.

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________

What I Have Learned

CORE CONCEPTS

▪ Stretching – the behavior of the graph of quadratic function

In the quadratic function 𝑓(𝑥 ) = 𝑎𝑥 2 ,
➢ If |𝑎| < 1, the amount of opening of the parabola is wider
than when 𝑎 = 1.
➢ If |𝑎| > 1, the amount of opening of the parabola is
narrower than when 𝑎 = 1.

▪ Translation – the horizontal and vertical movement of the graph of

𝑓 (𝑥 )
The vertex (𝒉, 𝒌) indicates that the graph of the quadratic function
𝑓(𝑥 ) = 𝑎𝑥 2 is to be moved 𝒉 units to the right or to the left of the
origin, and 𝒌 units up or down of the origin, which is the vertex of
𝑓 (𝑥 ).

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 What I Can Do

A. Consider the following quadratic functions.

𝑓(𝑥 ) = 3𝑥 2 𝑞(𝑥 ) = −2𝑥 2 ℎ (𝑥 ) = 𝑥 2 + 2 𝑗(𝑥 ) = −4(𝑥 + 2)2
1. List the functions whose graphs open upward and whose graphs open
downward.
2. List the functions from the widest to the narrowest as their graphs appear on a
coordinate plane.

B. Describe the change from the graph of 𝑓(𝑥 ) = 𝑥 2 for each function.
1. 𝑔(𝑥 ) = 3𝑥 2 c. 𝑔(𝑥 ) = 6𝑥 2
1 1
2. 𝑔(𝑥 ) = 4 𝑥 2 d. 𝑔(𝑥 ) = 3 𝑥 2

C. Without graphing, explain the effect of each of the following on the graph of the
equation 𝑓 (𝑥 ) = 𝑎(𝑥 − ℎ)2 + 𝑘.
a. the size of the a value c. the h value
b. the sign of the a value d. the k value

D. Problem: The minimum braking distance 𝒅𝒏 in feet for a vehicle with new tires at
optimal inflation is 𝒅𝒏 (𝒗) = 𝟎. 𝟎𝟑𝟗𝒗𝟐 , where v is the vehicle’s speed in miles per
hour. What kind of transformation describes this change from 𝒅(𝒗) = 𝟎. 𝟎𝟒𝟓𝒗𝟐 , and
what does this transformation mean?

E. A parabola that opens downward has its vertex at (3, 0) and a y-intercept at
(0, −9). The parabola is congruent to the parabola described by the function
𝑓 (𝑥 ) = 𝑥 2 .
a) What is the equation of the function?
b) Draw a graph of the function using key points.
c) What is the axis of symmetry?

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 Assessment

Read and understand each item carefully. Choose the letter that corresponds to your
choice and write the chosen letter on a separate sheet of paper. Answer all items.

1) Which correctly identifies the values of the parameters a, h, and k for the function
𝑓 (𝑥 ) = −3(𝑥 − 5)2 − 1.
c. 𝑎 = −3, ℎ = 5, 𝑘 = 1 c. 𝑎 = −3, ℎ = 5, 𝑘 = −1
d. 𝑎 = 3, ℎ = −5, 𝑘 = −1 d. 𝑎 = −3, ℎ = −5, 𝑘 = 1

2) The graphs of 𝒚 = 𝒙𝟐 and another parabola are

shown below. What is a possible equation
for the second parabola
𝒚 =?
2
a. 𝑦 = −2𝑥 − 1
b. 𝑦 = 2(𝑥 + 1)2 𝒚 = 𝒙𝟐
1
c. 𝑦 = 2 𝑥 2 + 1

d. 𝑦 = 2𝑥 2 + 1

For items 3 to 7.
Match each quadratic function to the graphs below.
______ 3) 𝑓 (𝑥 ) = 𝑥 2 + 1
______ 4) 𝑓 (𝑥 ) = −𝑥 2 − 2𝑥
______ 5) 𝑓 (𝑥 ) = −𝑥 2 + 2𝑥
______ 6) 𝑓 (𝑥 ) = 𝑥 2 − 2𝑥
______ 7) 𝑓 (𝑥 ) = 𝑥 2 − 2𝑥 + 1

a. b. c.

d. e. d.

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8) The equation of the function represented
by the graph at the right is
a. 𝑓(𝑥 ) = 2𝑥 2 − 4𝑥 + 4
b. 𝑓(𝑥 ) = 𝑥 2 + 2𝑥 − 2
c. 𝑓 (𝑥 ) = −2𝑥 2 + 4𝑥
d. 𝑓 (𝑥 ) = 2𝑥 2 + 4𝑥

9) Which is the vertex of the quadratic function (𝑥 ) = (𝑥 + 1)2 − 2 ?

a. (1, -2) b. (1, 2) c. (-1, -2) d. (-1, 2)

10) Which of the following constants in 𝑓 (𝑥 ) = 𝑎(𝑥 − ℎ)2 + 𝑘 translates the graph
horizontally?
a. a b. h c. k d. h and k

11) Which of the following constants in 𝑓 (𝑥 ) = 𝑎(𝑥 − ℎ)2 + 𝑘 affects the shape of the
graph?
a. a b. h c. k d. h and k

12) The graph of 𝑓 (𝑥 ) = (𝑥 + 1)2 − 2 is obtained by sliding the graph of 𝑦 = 𝑥 2 .

a. 1 unit to the left and 2 units upward
b. 1 unit to the right and 2 units upward
c. 1 unit to the left and 2 units downward
d. 1 unit to the right and 2 units downward

Short Answer
Name a function to describe each graph.

𝑓(𝑥 ) =?

𝑓(𝑥 ) =?

𝑓(𝑥) = 𝑥 2

13) _____________________ 14) ____________________

15) The net annual income of an engineer in Barry’s company can be modelled by
𝑓 (𝑥 ) = −290(𝑥 − 48)2 + 148000, where x is the age of the engineer and
27 ≤ 𝑥 ≤ 70 . What is the axis of symmetry?
__________________________________

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 Additional Activities

Translate and Draw Me!

!
Given the graph, draw its translation.
Example: 3 units up Translated graph (red) 1) 5 units left

2) 1 unit right 3) 4 units down 4) 6 units up

EXPLORE More!

A. !If 𝒈(𝒙) is a translated function of 𝒇(𝒙), then identify the translation in each graph.

f(x)

g(x)
Answer :

Shifts 4 units right and 5 units down

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TRY THIS!

If 𝒈(𝒙) is a translated function of 𝒇(𝒙), then identify the translation in each graph.
1) 2)

3) 4)

5)

There is a difference between school and life according to Tom Bodett.

In school, you are taught a lesson and then given a test. In life, you are given a test that
teaches you a lesson.

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checking your answers. Additional Activities
any applications which may help you in 1. Shifts 6 units right and 2 unit up
2. Shifts 4 units down and 7 units right
graphing calculator, Desmos, Geogebra or 3. Shifts 6 units left and 5 units up
Technology Connections: You may use 4. Shifts 1 unit left and 2 units down
5. Shifts 3 units left and 2 units up
What I can Do What’s More. Translate Me!
A. 1. upward – f(x), h(x) downward – q(x), j(x)
2. h(x) – q(x) – f(x) – j(x)
B. observe stretches and compression
C. a size – determines how narrow or wide the
opening of the parabola
a sign – determines the direction of the
opening of the parabola (upward or downward)
h value – determines how the vertex of the
parabola is translated to the right or left of the
origin
k value – determines how the vertex of the
parabola is translated above or below the origin
D.
E. a) 𝑓(𝑥) = −(𝑥 − 3)2 + 0
𝑓(𝑥) = −𝑥 2 + 6𝑥 − 9
c) x = 3 a–e f–j
What’s In To the Left…
A. B. C. D.
Assessment What’s New What’s In. Puzzle What I Know
1. C 5. E 9. C a. Mismatch 1. D 9. c
2. D 6. C 10. B b. Mismatch Across: Down: 2. D 10. D
3. D 7. A 11. A c. Match 1. downward 2. vertex 3. A 11.a
4. B 8. D 12. C d. Mismatch 5. parabola 3. domain 4. C 12. K
13. 𝑓(𝑥) = 𝑥 2 + 2 e. match 7. maximum 4. translation 5. B 13. H
14. 𝑓(𝑥) = 𝑥 2 − 6𝑥 + 8 f. Match 6. quadratic 6. A 14. H & k
15. 𝑥 = 48 8. range 7. C. 15. H
9. minimum 8. D.
Honesty is the best policy.
Answer Key
References

Bryant, M. et.al. (2014). Mathematics (Learner’s Material) Grade 9. FEP Printing

Corp.. Philippines.

Bulalayao, L. (2014) Teacher’s Guide for Mathematics Grade 9 (Lesson 2:Graphs of

Quadratic Function), p. 94-118

Lapinid, M., & Buzon, O. (2007) Advanced Algebra, Trigonometry and Statistics,
Salesiana Books by Don Bosco Press, Inc., Makati City.

https://www.mathsisfun.com/algebra/quadratic-equation-graphing.html

http://www.raineclass.com/textbook/tb17.pdf

gvjoyce.weebly.com/uploads/5/6/7/5/56750751/31_notes_stretching_and_shrinking
_the_quadratic_parent

https://www.mathworksheets4kids.com/quadratic-function/transformation/graph-
level1-1.pdf

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