MODULE 2.

QUADRATIC FUNCTIONS

I. Introduction

Have you ever asked yourself why PBA star players are good 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?

http://sites.davidson.edu/mathmovement/wp http://web.mnstate.edu/lindaas/phys160/lab/S
content/uploads/2011/11/trajectories.png ims/projectileMotion.gif
-throw-0312-mdn.jpg

http://www.popularmechanics.com/cm/po

pularmechanics/images/y6/free0312-mdn.jpg -throw-

human life. In this module, DRAFT

One of the most interesting topics in
able to learn important concepts in quadratic functions
you will be

mathematics is the quadratic function. It has many applications and has played a
fundamental role in solving many problems related to
which will enable you to answer the questions above. Moreover, you will also deal with the
most common applications of quadratic functions.

1
March 24,
2014 II. Lesson and Coverage

This module consists of five lessons namely:

Lesson 1- Introduction to Quadratic Functions
Lesson 2 - Graphs of Quadratic Functions
Lesson 3 - Finding the Equation of Quadratic Function
Lesson 4 - Applications of Quadratic Functions

In this module, you will learn to:

Lesson 1  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
 transform the quadratic function in general form y = ax +
2

2
bx + c into standard form (vertex form) y = a(x - h) + k and
vice versa.
Lesson 2  draw the graph of the quadratic function
 given a quadratic function, determine the following:
domain, range, intercepts, axis of symmetry and the
opening of the parabola.
 investigate and analyze the effects of changes in the
variables a, h and k in the graph of quadratic functions y =
a(x – h)2 + k and make generalizations.
 apply the concepts learned in solving real life problems.

Lesson 3  determine the zeros of quadratic functions

2
  derive the equation of the quadratic function given
- table of values
- graphs
- zeros
 apply the concepts learned in solving real life problems.

Lesson 4  solve problems involving quadratic function

Module Map
DRAFT
Quadratic Functions

March 24,
2014 Finding the
Introduction Forms of Graph of the

to Quadratic Quadratic Quadratic Equations Quadratic of

Functions Functions Function Functions

Properties of the Given:

3
 graph Table of Values
Graph
Zeros

Transformation of
the graph

Applications of

Quadratic
Functions

III. Pre -Assessment

Part I. 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 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
look for the right answer as you go through this module.

1. Which of the following equations represents a quadratic function?

a. y = 3 + 2x2 b. 2y2 + 3 = x
c. y = 3x - 22 d. y = 2x – 3
2. The quadratic function f(x) = x2 + 2x – 1 is expressed in standard form as
a. f(x) = ( x + 1 )2 + 1 b. f(x) = ( x + 1 )2 – 2
c. f(x) = ( x + 1 )2 + 2 d. f(x) = ( x + 1 )2 – 1
3. What is f(x) = -3( x + 2 )2 + 2 when written in the form f(x) = ax2 + bx + c?
a. f(x) = -3x2 +12 x -10 b. f(x) = 3x2 -12 x +10
c. f(x) = -3x2 +12 x +10 d. f(x) = -3x2 -12 x -10
4. The zeros of the quadratic function described by the graph below is

a. 1, 3

b. -1, 3
c. 1, -3 DRAFT
4
 d. -1, -3

March 24,
2014 a. 3 units downward
5. The graph of y = x2 – 3 is obtained by sliding the graph of y = x2

b. 3 units upward
c. 3 units to the right d. 3 units to the left
6. The quadratic function y = -2x2 + 4x - 3 has
a. real and unequal zeros
b. real and equal zeros
c. no real zeros
d. equal and not real
7. What is an equation of a quadratic function whose zeros are twice the zeros of y = 2x2 –
x – 10?
a. f(x) = 2x2 -20 x +20 b. f(x) = x2 - x - 20
c. f(x) = 2x2 -2x -5 d. f(x) = 2x2 -2 x – 10
8. Which of the following shows the graph of f(x) = 2(x-1)2 – 3

a b. c. d.
9. Richard predicted that the number of mango trees x planted in a farm could yield
y = -20x2 + 2800x mangoes per year. How many trees should be planted to produce the
maximum number of mangoes per year?
a. 60 b.70 c.80 d.90
10. The path of an object when it is thrown can be modeled by S(t) = -16t2 + 8t +4 where S in
feet is the height of the object t seconds after it is released. What is the maximum height
reached by the object?
a. 3 ft b. 4 ft c. 5 ft d. 6 ft
11. CJ wrote a function of the path of the stone kicked by Lanlan from the ground. If the
equation of the function he wrote is S(t) = 16t2 + 8t +1, where S is the height of stone in

5
 terms of t the number of seconds after Lanlan kicks the stone. Which of the statement is
true?
a. CJ’s equation is not correct.
b. CJ’s equation described the maximum point reached by the stone.
c. The equation is possible to the path of the stone.
d. The equation corresponds to the path of the stone.
12. An object is fired straight up with a velocity of 64 ft/s. Its altitude (height) h after t seconds
is given by h(t) = −16t2 + 64t. When does the projectile hit the ground?

a. 3 seconds b. 4 seconds c. 5 seconds d. 6 seconds

DRAFT
13. What are the dimensions of the largest rectangular field that can be enclosed with 100m
of wire?
a. 24 m x 26 m b. 25m x 25 m
c. 50m x 50m d. 50m x 25 m

March 24,
2014
h is given by h(t) =-2t2
14. The batter hits the softball and it follows a path in which the height

+ 8t +3, where t is the time in seconds s elapsed since the ball was pitched. What is the
maximum height reached by the softball?
a. 11 m b. 12m c. 13m d. 14m

Part II Performance Task

Directions: Apply quadratic functions to solve the problem below. Show your
solution.

Task 1 Being the first grandson, your grandparents decided to give you a
rectangular field for your coming wedding. If you are given 200m wires of fencing,
what dimensions would you choose to get the maximum area?

a. List all the possible dimensions of the rectangular field.

6
 b. Make a table of values for the possible dimensions.

c. Compute the area for each possible dimension.

d. What is the maximum area you obtained?

e. What are the dimensions of the maximum area you obtained?

Task 2 You are selling banana bread that costs P 5 each. Each week, you have 50
customers. When you decrease the price by P1, you expect 30 customers to be
added. What is the price of the banana bread that yields a maximum profit?

a. Analyze the problem.

b. What is the weekly sale if the cost of the banana bread is P5?

c. If the revenue (R) = number of bread x bread price. Write the equation of
the quadratic function given the situation above?

d. What is the price that yields the maximum revenue?

e. Find the maximum revenue.

IV LEARNING GOALS AND TARGETS

After going through this module, you should be able to demonstrate understanding of the
key concepts of quadratic functions and be able to apply these to solve real life solve them

through a variet DRAFT y of techniques with

accuracy. problems. You will be able to formulate real life problems involving quadratic
functions, and

7
 V March INSTRUCTIONAL ACTIVITIES

24, 2014
Function
Lesson 1. Introduction to Quadratic

What to KNOW

Let us start this lesson by recalling ways of representing a linear function. The
knowledge and skills in doing this activity will help you a lot in understanding the
quadratic function. In going over this lesson, you will be
able to identify quadratic function and represent it in different ways.

Activity 1. Describe me in many ways!

Directions: Perform this activity.

a. Observe the pattern and draw the 4th and 5th figures.

? ?
1 2 3 4 5
b. Use the table to illustrate the relation of the figure number to the number of blocks.

8
 Figure Number (x) 1 2 3 4
5
Number of blocks (y) 1 4 7
c. Write the pattern observed from the table. _______________
d. List the following:
Set of ordered pairs_______________

Domain

Range _______________
DRAFT _______________

e. What equation describes the pattern? _______________

f. Graph the relation using the Cartesian Plane.

March 24, 2014

g. What are the independent and dependent variables? _______________

h. What methods are used to describe the relation? _______________

Activity 2 Parking Lot Problem

9
Directions: Solve the problem by following the procedure below.

Mr Santos wants to enclose the rectangular parking lot beside his house by putting a wire
fence on the three sides as shown in the figure. If the total length of the wire is 80 m, find the
dimension of the parking lot that will enclose a maximum area.

Directions. Follow the procedure below:

w House

To the graphic Parking lot

artist, kindly put
fences on the three l
sides of the
parking lot

a. In the figure above, if we let DRAFT

be the width and l be the length, what is the
w

expression for the sum of the measures of the three sides of the parking lot?

b. What is the length of the rectangle in terms of the width?

March 24, 2014

c. Express the area (A) of the parking lot in terms of the width.

d. Fill up the table by having some possible values of w and the corresponding areas.

Width (w)
Area (A)

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e. What have you observed about the area (A) in relation to the width (w)?

f. What is the dependent variable? independent variable?

g. Compare the equation of a linear function with the equation you obtained.

h. From the table of values, plot the points and connect them using a smooth curve.

i. What do you observe about the graph?

j. Does the graph represent a linear function?

How did you find the preceding activity? I hope that you are now ready to
learn about quadratic functions. These are functions that can be described

by equations of the form DRAFT

bx + c, where, a, b and c are real numbers
y = ax2 +

and a  0. The highest power of the independent variable x is 2. Thus, the

equation of a quadratic function is of degree 2.

11
March 24,
2014 Activity 3 Identify me!

Directions: State whether each of the following equations represents a quadratic function or
not. Justify your answer.

Equations Yes Justification

or No
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)
9. 0 = (x- 3)(x+3)+ x2 -y
10. 3x3 + y – 2x = 0

Activity 4 Compare Me!

Directions: Follow the instructions below.

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

1. What kind of function is f(x)? g(x)?

2. Complete the following table of values using the indicated function

12
 f(x) = 2x + 1 g(x) = x2 + 2x -1

x -3 -2 -1 0 -3 -2 -1 0 1 2 3
y
y

3. What are the differences between two adjacent x-values in each table?

4. Find the differences between each adjacent y- values in each table, and write them
on the blanks provided.

f(x) = 2x + 1 g(x) = x2 + 2x -1

y D RAF y T
x -3 -2 -1 0 1 2 3 x -3 -2 -1 0 1 2 3

5. What do you observe?

March 24,
2014
is given?
6. How can you recognize a quadratic function when a table of values

13
 7. Using the table of values, graph the two functions and compare the results.

y = 2x + 2 y = x2 + 2x -1

8. Compare the graph of linear function and quadratic function.

Did you enjoy the activity? You have seen that in a linear

function, equal differences in x produce equal differences in y. However,

in a quadratic function, equal differences in x do not lead to equal first
differences in y; instead the second differences in y are equal. Notice also
that the graph of a linear function is a straight line while the graph of

a quadratic function is a smooth curve. This smooth curve is parabola.

In a quadratic function, equal differences in the independent variable x produce equal

second differences in the dependent variable y.

Illustrative example
Let us consider y = x2 – 4

1 1 1 1 1 1
Differences in x

x -3 -2 -1 0 1 2 3

14
 DRAFT
y 5 0 -3 -4 -3 0 5

First Differences in y -5 -3 -1 1 3 5

March 24,
2014 Second Differences in y

2 2 2
2 2

You have seen in the example above that in the quadratic function y =
ax2 + bx + c, equal differences in x produce equal second differences in
y.

2The previous activities familiarized you with the gener+ bx + c of a

quadratic function. In your next activity, the al form y = ax
standard form or vertex form y = a(x - h)2 + k will be introduced. The
standard form will be more convenient to use when working on problems
involving the vertex of the graph of a quadratic function.

Study the illustrative examples presented below.

Example 1
Express y = 3x2 – 4x + 1 in the form y = a(x - h)2 + k form and give the values of h
and k.

15
 Solution:
y = 3x2 – 4x + 1
y = (3x2 – 4x) + 1 Group together the terms containing

x y = 3(x2 – x) + 1 Factor out a. Here a = 3

y = 3 2  4x22 + 1
- 322 x Compete the expression in parenthesis to

 3 3  3
make it a perfect square trinomial by adding the constant

 42

  22 44
3 
3  3   3 = and subtracting the
 2 3 93


same value from the constant term.

 4 4
y = 3x2  x  + 1 -  4 Simplify and express the perfect square
 3 9 3
trinomial as square of binomial

y = 3x 2 - 1

2
DRAFT 2

16
  3 3
2

 2 1
Hence, y = 3x – 4x + 1 can be expressed as y = 3x  - .
 3 3

March 24,
2014 In this case, h = and k = - .

Example 2
Rewrite f (x) = ax2 +bx + c in the form f(x) = a(x - h)2 + k.

y= ax bx c
2
Group together the terms containing x


2 bx c Factor out a. Here a = 1. y = ax

 a

x 
y = a 2 bax  4ba22   c  4ba2 Compete the expression in the
parenthesis to

make it a perfect square trinomial by adding a

 b 2 b2
constant a   = and subtracting the
2a 4a
same value from the constant term

b 2 4acb2

y = ax  Simplify and express the perfect square
 2a 4a

17
 trinomial as square of binomial
 b  4acb2
2
b
Hence, the vertex form is y = ax  . Thus, h = and k=
 2a 4a 2a
4ac b 2

.
4a

Example 3
Rewrite f (x) = x2 – 4x – 10 in the form f(x) = a(x - h)2 + k. Solution
1
By completing the square:

Group together the terms containing x

y= x  4x 10
2

y= x  4x 10
2
Factor out a. Here a = 1.

y = x 4x 4 104

2
Compete the expression in parenthesis to
make it a perfect square trinomial by adding a
2

4
constant   = 4 and subtracting the same
2
value from the constant term.

y = x22 14 DRAFT

Simplify and express the perfect square
trinomial as square of binomial.
Solution 2

b 4ac b2
By applying the formula h = and k = :
2a 4a

18
March 24,
2014 In the equation y = x2 – 4x – 10, a = 1, b = -4 and c = -10. Thus,

b 4ac b2 h = k=
2a 4a
 ( 4) 4(1)(10) ( 4)  2
h= k=
2(1) 4(1)

4  40 16
h= k=
2 4
h=2 k = -14

By substituting the solved value of h and k in y = a(x - h)2 + k, we obtain y = (x

- 2)2 - 14 .

Activity 5 Step by step!

Directions: Work in pairs. Transform the given quadratic functions into the form y = a(x - h)2
+ k by following the steps below.

1. y = x2 – 4x – 10
2. y = 3x2 – 4x + 1

19
 Steps Task
1. Group the terms containing x
2. Factor out a
3. Complete the expression in parenthesis
to make it a perfect square trinomial.

4. Express the perfect square trinomial as

square of a binomial
5. Give the value of h
6. Give the value of k
Did you transform the quadratic function in the form y = a(x

DRAFT - h)2 + k?

To transform a quadratic function from standard form y = a(x - h)2 + k into

March 24,
2014 Example 4

general form, consider the examples below.

Rewrite the equation y = 3( x- 2)2 + 4 in the general form y = ax2 + bx + c. Solution:

y = 3( x- 2)2 + 4 Expand (x – 2)2.

y = 3( x2 – 4x + 4) +4 Multiply the perfect square trinomial

by 3.
y = 3x2 – 12x + 12 + 4 Simplify and add 4.

y = 3x2 – 12x + 16

Example 5
Express f(x) = - 2( 3x - 1 )2 + 5x in the general form f(x) = ax2 + bx + c.

20
Solution:
f(x) = - 2( 3x - 1 )2 + 5x

f(x) = - 2( 9x2 - 6x + 1 ) + 5x

f(x) = - 18x2 + 12x - 2 + 5x

f(x) = - 18x2 + 17x - 2

Activity 6 Reversing the process

A. Directions: Rewrite y = 2( x- 1)2 + 3 in the form y = ax2 + bx + c by following the given

steps.
Steps Task
1. Expand (x – 1)2
2. Multiply the perfect square trinomial
by 2
3. Simplify

DRAFT
4. Add 3

5. Result

21
 B. Apply the above steps in transforming the following quadratic functions into the

March 24,
2014
1. y = 2(x - 4 )2 + 5
general form.


x1  x + 1
2. y = 3
 2
2
Did you transform the quadratic function in to the form y = ax +bx + c?

What to PROCESS

Your goal in this section is to master the skills in identifying the quadratic
function and transforming it in different forms. Towards the end of this module,
you will be encouraged to apply these skills in solving real- life
problems.

Activity 7 Where do you belong?

A. Put the letter of the given equation in the diagram below where you think it
belongs.
a. y = x2 – 1 f. y = x3 + 1
b. y = x g. 22 + x = y
c. 2x2 – 2x + 1 = y h. y = 3x + 2x
d. 3x-1 + y = 0 i. 3x +x2 = y

22
 e. y = (2x+ 3) ( x- 1) j. 2x(x – 3) - y = 0

Quadratic Linear
Not linear nor
function function
Quadratic

DRAFT
How did you classify each of the given functions?

What similarities do you see in quadratic functions? in linear functions?

How do a quadratic function and a linear function differ? March

24, 2014 What makes a function quadratic?

23
 Activity 8 Quadratic or Not
Directions: Study the patterns below. Indicate whether the pattern described by the figures
is quadratic or not.

a.

Determine the relationship between the number of blocks in the bottom row and the total
number of blocks.

What relationship exists between the two numbers?

b. DRAFT

24
Determine the relationship between the number of blocks in the bottom row and the total

March 24,
2014 number of blocks.

What relationship exists between the two numbers?

c.

Determine the relationship between the number of blocks in the bottom row and the total
number of blocks in the figure.

What relationship exists between the two numbers?

Activity 9 It’s your turn

Direction: Match the given quadratic function y = ax2 + bx + c to its equivalent standard form
y = a(x - h)2 + k.

y = x2 – x + y = (x - 2)2 - 3

25
 13
4

y= x2 –3x + 3 y = 2(x-1)2 + 2

1
2

y = -2x2+12x -17 y = -2(x-3)2+1

DRAFT March
24, 2014 2
3
2

1
y = x2 – 4x + 1 y = (x- 2 +3
)

y = 2x2 – 4x +4 y = 1 (x- 3)2 -

What mathematical concepts did you use in doing the transformation?

Explain how the quadratic function in the form y = ax2 + bx +c can be transformed into the
form y = a(x - h)2 + k.

26
Activity 10 The hidden message
Directions: Write the indicated letter of the quadratic function in the form y = a(x-h)2 + k into
the box that corresponds to its equivalent general form y = ax2 + bx + c.

I y = (x - 1)2 -4 T y = (x – 1)2 -16

52
  F y = (x-3)2 + 5
S y = 2 x  49
 4 8
22 12
   
E y = x  2 M y = x   3
 3  2 2
1
A y = 3(x + 2)2 - U y = -2(x -3)2 + 1
2

2
N y = (x - 0) – 36 H y = 2(x + 1)2 - 2

DIALOG BOX: DRAFT

27
 March
24, 2014 y = 3x2 + 12x +
y = x2 –x +

2
y = x - 2x – 15
y = 2x2 +
4x

y = x2 - 2x -
3

y = 2x2 +5x -3
2
y = x – 6x + 14

y = -2x2 + 12x -17

y = x2 - 36

How is the square of a binomial obtained without using the long

method of multiplication?

Explain how the quadratic function in the form y = a(x - h)2 + k can
be transformed
into the form y = ax2 + bx +c.

28
 DRAFT
Activity 11 Hit or Miss!

Direction: Work in Pairs. Solve this problem and show your solution.

March 24,
2014
Problem. An antenna is 5 m high and 150 meters from the firing place. Suppose the path of

the bullet shot from the firing place is determined by the equation y = -x2 + x ,

where x is the distance (in meters) of the bullet from the firing place and y is its height. Will
the bullet go over the antenna? If yes/no, show your justification.

What to REFLECT or UNDERSTAND

Your goal in this section is to have a better understanding of the

mathematical concepts about quadratic functions. The activities provided
for you in this section aim to apply the different concepts that you have
learned from the previous activities.
Activity 12 Inside Outside Circle (Kagan, 1994)
Directions:

29
 1. Form a group of 20 members
and arrange yourselves by
following the formation below.
2. Listen to your teacher regarding
the procedures of the activity.

Guide Questions/Topics for the activity.

1. What is a quadratic function?

2. How do you differentiate the equation of a quadratic function from that of a linear

3.
function? DRAFT
Describe the graph of a linear function and the graph of a quadratic function.

4. Given a table of values, how can you determine if the table represents a quadratic
function?

March 24, 2014

Activity 13. Combination Notes

A. In the oval callout, describe the ways of recognizing a quadratic function.

30
 Quadratic Graph
Functions

Table of Values Equation

B. In the oval callout, make an illustrative example of the indicated mathematical

concept.

Concepts Illustrative Example

Transforming a quadratic
function in the form y =
ax 2 + bx + c into the form
y = a(x - h) 2 + k.

Transforming a quadratic
function in the form y =
a(x - h) 2 + k into the form
y = ax 2 + bx + c.

31
 Based on what you have learned in the preceding activity, you are now

DRAFT
ready to apply the concepts that you have learned in other contexts.

March 24,
2014 Activity 14 Find my pattern!

Directions: Group yourselves into 5. Perform the activity below.

Consider the set of figures below. Study the relationship between the term number
and the number of unit triangles formed. What is the pattern? Describe the patterns through
a table of values, graph and equation. How many triangles are there in the 25th term?

Term number 1 2
3

What to TRANSFER

32
 The goal of this section is for you to apply what you have learned in a real-life
situation. You will be given a task which will demonstrate your understanding of
the lesson.

Activity 15 Investigate!

Problem. You are given 50 m of fencing materials. Your task is to make a rectangular
garden whose area is maximum. Find the dimensions of such a rectangle. Explain your
solution.

Give at least three parabolic designs that you see in your community. Then create

DRAFT your own design.

Activity 16 Explore more!

March 24, 2014

33
SUMMARY/SYNTHESIS/GENERALIZATION

This lesson introduced quadratic function. The lesson provided you with opportunities to
describe a quadratic function in terms of equation, graph, and table of values. You were
given a chance to compare and see the difference between quadratic functions and linear
functions or other functions.

Lesson 2. Graphs of Quadratic Functions

What to KNOW

Let’s start this lesson by generating table of values of quadratic functions and
plotting the points on the coordinate plane. You will
investigate the properties of the graph through guided questions. As you
go through this lesson, keep on thinking about this question: How can the
graph of quadratic function be used to solve real life problems?

Activity 1 Describe my paths!

Directions: Follow the procedure in doing the activity.

a. Given the quadratic functions y = x 2 - 2x – 3 and y = -x 2 + 4x -1, transform them
into the form y = a( x - h)2 + k.

DRAFT
34
 y = x2 - 2x – 3 y = -x2 + 4x -1.

March 24,
2014 b. Complete the table of values for x and y.

y = x2 - 2x – 3 y = -x2 + 4x -1
x -3 - -1 0 1 2 3 4 5 x -4 - -2 -1 0 1 2 3
2 3
y y

c. Sketch the graph on the cartesian plane.

d. What have you observed about the opening of the curves? Do you have any
idea where you can relate the opening of the curves?
e. Which of the 2 quadratic functions has a minimum point? maximum point?
Indicate below.
Quadratic Function Vertex (Turning Point) Maximum or Minimum
Point
y = x2 - 2x – 3

35
 y = -x2 + 4x -1

f. Observe each graph. Can you draw a line that divides the graph in such a way
that one part is a reflection of the other part? If there is any, determine the
equation of the line?

g. Take a closer look at the minimum point or the maximum point and try to
relate it with the values of h and k in the equation y = a(x – h) 2 + k of the
function. Write your observations.

h. Can you identify the domain and range of the functions?

y = x2 - 2x – 3 Domain: __________ Range: ___________

DRAFT
y = -x2 + 4x -1 Domain: __________ Range: ___________

Did you enjoy the activity? To better understand the properties of the
graph of quadratic function, study some key concepts below.

The graph of a quadratic function y = ax 2 + bx + c is called parabola. You

March 24,
2014 upward or downward. It has a turning MaximumVertex Point

have noticed that the parabola opens point called vertex which is either the

lowest point or the highest point of the Axis of symmetry graph. If the value of a > 0, the
parabola opens upward and has a minimum point. If a < 0, the parabola opens
downward and has a maximum point. There is a line called the axis of

36
symmetry which divides the graph into two parts such that one-half of the graph is
a reflection of the other half. Axis of symmetry Minimum PointVertex
If the quadratic function is expressed in the form y = a(x - h) 2 + k, the vertex is the
point (h, k). The line x = h is the axis of symmetry and k is the minimum or maximum
value of the function.
The domain of a quadratic function is the set of all real numbers. The range
depends on whether the parabola opens upward or downward. If it opens upward,
the range is the set y y k:  ; if it opens downward, then the range is the set y y
k:  .

Activity 2 Draw me!

Directions: Draw the graph of the quadratic function y = x 2 – 4x + 1 by following the
steps below.

1. Find the vertex and the line of symmetry by expressing the function in the

b 4acb2
form y = a( x - h)2 + k or by using the formula h = ;k=
if the
2a4a given
quadratic function is in general form.

2. On one side of the line of symmetry, choose at least one value of x and
compute the value of y.
Coordinates of points: _____________________________________________
3. Similarly, choose at least one value of x on the other side and compute the
value of y.
Coordinates of points: _____________________________________________
4. Plot the points and connect them by smooth curve.

Directions: Work in a group of 5 members. Solve the puzzle and do the

activity DRAFT . Activity 3 Play and Learn!

Problem: Think of a number less than 20. Subtract this

number from 20 and multiply the difference by twice the

37
March 24,
2014
product?
original number. What is the number that will give the largest

The first group who gives the largest product wins the game.” a.
Record your answer on the table below:

Number (n)
Product (P)

b. Draw the graph.

c. Find the vertex and compare it to your answer in the puzzle.
d. If n is the number you are thinking, then how can you express the other number,
which is the difference of 20 and the number you are thingking?
e. What is the product (P) of the two numbers? Formulate the equation.
f. What kind of function is represented by the equation?
g. Express it in standard form.
h. What is the largest product?
i. What is the number that that will give the largest product?
j. Study the graph and try to relate the answer you obtained in the puzzle to the
vertex of the graph. Write your observation.

Activity 4 To the left to the right! Put me up put me down!

Directions: Form groups of 5 members each and perform this activity.

A. Draw the graphs of the following quadratic functions on the same coordinate
plane.
1. y = x2
2. y = 2x2
3. y = 3x2

4. y = x2

38
 5. y = x2
6. y = - x2
7. y = - 2x2

DRAFT
a. Analyze the graphs.

b. What do you notice the shape of the graph of the quadratic function
y = ax2?

c. What happens to the graph as the value of a becomes larger?

March 24,
2014 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 = x2
2. y = ( x -2 )2
39
 3. y = ( x + 2 )2
4. y = ( x + 1 )2
5. y = ( x - 1 )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 y = x2?
d. Discuss your ideas and observations.

C. Draw the graphs of the following quadratic functions

1. y = x2
2. y = x2 + 2
3. y = x2 - 2 4. y
= x2 - 3
5. y = x2 + 3

a. Analyze the graphs. DRAFT

b. What do you notice about the graphs of quadratic functions whose
equations are of the form y = x2 + k?

40
March 24,
2014 vertex is above the origin? below the origin?

c. How would you compare the graph of y = x2 + k and that of y = x2 when the

d. What conclusion can you give based on your observations?

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
5. y = ( x + 2)2 - 2

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.

Did you enjoy the activity? To better understand the

transformation of the graph of quadratic function. Read some key

concepts below.

41
 In the graph of y = ax2 + bx + c, the larger the a is, the
narrower is the graph.

DRAFT
March 24,
2014
For a >0, the parabola opens upward.
To graph y = a ( x – h ) 2, slide the graph of y = ax 2 horizontally h units.
If h > 0, slide it to the right, if h < 0, slide it to the left. The

graph has vertex ( h, 0 ) and its axis is the line x = h.

To graph y = ax2 + k, slide the graph of y = ax2 vertically k

units. If k > 0 slide it upward; if k < 0, slide it downward. The
graph has vertex ( 0, k ) and its axis of symmetry is the line x = 0
(y – axis).

42
 To graph y = a ( x – h )2 + k, slide the graph of y = ax2
horizontally h units and vertically k units. The graph has a vertex
(h, k) and its axis of symmetry is the line x = h.

If a < 0, the parabola opens downward. The same

procedure can be applied in transforming the graph of a
quadratic function.
Vertex of the graph of a quadratic function:
In standard form f(x) = a(x – h) 2 + k, the vertex (h, k) can be directly obtained
from the values of h and k.
In general form f(x) = ax2 + bx + c, the vertex (h, k) can be obtained using the
b 4ac b2
formulas h = and k = .
2a 4a

What to PROCESS

Your goal in this section is to apply the mathematical concepts that you have
learned in graphing quadratic functions. Use these mathematical
concepts to perform the provided activities in this section.

Activity 5 Draw and describe me!

Directions: Sketch the graph of each quadratic function and identify the vertex,
domain, range, and the opening of the graph, State whether the vertex is a minimum

43
 DRAFT2

March 24,
2014
or a maximum point, and write the equation of its axis of symmetry.

1. f(x) = x

vertex _____________
opening of the graph _____________
Vertex is a _____________ point
Equation of the axis of symmetry ______

vertex _____________ opening of the graph

_____________ Vertex is a _____________ point
Equation of the axis of symmetry ____
Domain: _____ Range: _____

2. f(x) 3. f(x) = x2 + 2 =

Range: _____

4. f(x) = -x2 – 2x –3

44
 vertex _____________
opening of the graph
_____________ Vertex is
a _____________ point
Equation of the axis of
symmetry ____
Domain: _____ Range:
_____

45
vertex _____________

D
RAFT Vertex is a _____________ point

opening of the graph _____________

Equation of the axis of symmetry ____

Domain: _____ Range: _____

March 24, 2014

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

vertex _____________
opening of the graph _________ ____

Domain: _____ Range: _____

Vertex is a _____________ point

Equation of the axis of symmetry ____

46
 6. f(x) = 2(x – 2)2

7. f(x) = -2x2 – 2

vertex _____________ opening of the graph

_____________ Vertex is a _____________ point
Equation of the axis of symmetry ____
Domain: _____ Range: _____

vertex _____________

DRAFT
point opening of the graph _____________
Vertex is a _____________

Equation of the axis of symmetry ____

Domain: _____ Range: _____

47
March 24, 2014 How did you find the activity? Explain the procedure on how to draw the graph
of a quadratic function.

Activity 6 Hit the volleyball

Problem. Carl Allan hit the volleyball at 3 ft above the ground with
an initial velocity of 32 ft/sec. The path of the ball is given by the
function S(t) = -16t2 + 32t + 3, where S is the height of the ball at t
seconds. What is the maximum height reached by the ball?

a. What kind of function is used to model the path of the volleyball?

b. Draw the path of the volleyball and observe the curve.

c. What is the maximum height reached by the ball?

d. What is represented by the maximum point of the graph?

Activity 7 Match or mismatch!

Directions: Decide whether the given graph is a match or a mismatch with the
indicated equation of quadratic function. Write match if the graph corresponds with

48
the correct equation. Otherwise, indicate the correct equation of the quadratic

function. DRAFT
y 2

y = (x +4)
1.

March 24,
2014 __________________________________________

__________________________________________
x __________________________________________

y
2. y = 2x2 -3

__________________________________________
__________________________________________
__________________________________________

49
3. y
y = 2x2 -12x +18

__________________________________________
__________________________________________
__________________________________________
x

4. y = x2 -12x +36

__________________________________________
__________________________________________

__________________________________________

DRAFT
x

50
March 24,
2014 5.

y = -2x2 + 4

__________________________________________
__________________________________________

__________________________________________

Share the technique you used to determine whether the graph and the equation of
the quadratic function are match or mismatch.

What characteristics of a quadratic function did you apply in doing the activity?

Activity 8 Translate Me!

Directions: The graph of f(x) = 2x 2 is shown below. Based on this graph, sketch the
graphs of the following quadratic functions in the same coordinate system.
f(x) = 2x2 + 3 f. f(x) = 2(x + 4)2

a. f(x) = 2(x – 3)2 – 1 g. f(x) = -2x2 - 1

b. f(x) = 2(x + 2)2 h. f(x) = 2(x + 3)2 + 5

c. f(x) = -2x2 + 3 i. f(x) = 2(x – 3)2 - 2

d. f(x) = 2(x + 1)2 – 2 j. f(x) = - 2(x – 1)2

51
DRAFT March
24, 2014
x

How did you find the activity?

Describe the movement of the graph for each quadratic function.

What to REFLECT or UNDERSTAND

Your goal in this section is to have a deeper understanding of the graph of quadratic
functions. The activities provided for you in this section will be of great help to enable
you to apply the concepts in different contexts.

Activity 9 Let’s analyze!

52
Directions: Analyze the problem and answer the given questions.

Problem 1: A ball on the playing ground was kicked by Carl Jasper. The parabolic
path of the ball is traced by the graph below. Distance is given in meters.

y
meters)
H e i g h t (in

Horizontal distance (in meters)

DRAFT

Questions:
a. How would you describe the graph?
b. What is the initial height of the ball?

53
March 24,
2014 d.
c. What is the maximum height reached by the ball?

Determine the horizontal distance that corresponds to the maximum

distance.
e. Approximate the height of the ball after it has travelled 2 meters
horizontally.
f. How far does the ball travel horizontally before it hits the ground?

Problem 2: The path when a stone is thrown can be modelled by

y = -16x2 + 10x + 4, where y (in feet) is the height of the stone x seconds after it is
released.

a. Graph the function.

b. Determine the maximum height reached by the stone.
c. How long will it take the stone to reach its maximum height?

Activity 10 Clock Partner Activity

Write your name on your clock. Make an appointment with 12 of your classmates ,
one for each hour on the clock. Be sure you both record the appointment on your
clock. Only make an appointment if there is an open slot at that hour on both your
clock.

Directions: Use your clock partner to discuss the following questions.

Time Topics/Questions to be discussed/answered

2:00 How can you describe the graph of a quadratic function?

54
 5:00 Tell something about the axis of symmetry of a parabola.
12:00 When do we say that the graph has a minimum/maximum value or point?
3:00 What does the vertex imply?
5:00 How can you determine the opening of the parabola?
6:00 How would you compare the graph of y =a ( x – h ) 2 and that of y = ax2?
11:00 How would you compare the graph of

DRAFT
= x2 when
y = x2 + k with that of y

the vertex is above the origin? below the origin?

1:00 How do the values of h and k in y = a(x-h)2 + k affect the graph of y =
ax2?

March 24,
2014 Activity 11 Combination Notes

Directions: Tell something about what you have learned.

55
 What are the Enumerate the steps in How can you
properties of the graph graphing a quadratic determine the vertex
of a quadratic function. of a quadratic
function? Discuss function?
briefly.

Reflections

DRAFT March
24, 2014
Activity 12 Which of which?
is 50 m

Directions: Answer each of the following questions.

1. Which has the larger area?

56
 a. A rectangle whose dimensions are 25 m by 20 m
b. The largest possible area of a rectangle to be enclosed if the perimeter

2. Which has the lower vertex? a. y = x2 + 2x + 3

b. y = x2 – 4x+ 7

3. Which has the higher vertex?

a. y = -x2 – 6x + 15
b. y = - x2 + 6

Activity 13: ABC in Math!

Directions: Play and Learn with this activity.

In activity 3, you have learned the effects of variables a, h, and k in the graph of y
= a(x – h)2 + k as compared to the graph of y = ax2. Now, try to investigate the effect
of variables a, b and c in the graph of quadratic function y = ax 2 + bx + c.

Results/
Observations
s

Did you enjoy the activities? I hope that you learned a lot in this section and
you are now ready to apply the mathematical concepts you gained from all the

57
 DRAFT
activities and discussions.

What to TRANSFER

March 24,
2014
show
learned in the previous sections. Your performance and output will

In this section, you will be given a task wherein you will apply what you have evidence

of learning.

Activity 14 Quadratic design

GOAL: Your task is to design a curtain in a small restaurant that involves a

quadratic curve.

ROLE: Interior Designer

AUDIENCE: Restaurant Owner

SITUATION: Mr. Andal, the owner of a restaurant wants to

impress some of the visitors, as target clients, in the coming

58
 wedding of his friend. As a venue of the reception, Mr Andal wants a new ambience
in his restaurant. Mr Andal requested you, as interior designer, to help him to change
the interior of the restaurant particularly the design of the curtains. Mr Andal wants
you to use parabolic curves in your design. Map out the appearance of the proposed
design for the curtains in his 20 by 7 meters restaurant and estimate the approximate
budget requirements for the cost of materials based on the height of the design
curve.

PRODUCT: Proposed plan for the curtain including the proposed budget based on
the original garden.

STANDARDS FOR ASSESSMENT:

You will be graded based on the rubric designed suitable for your task and
performance.

Activity 15 Webquest Activity. Math is all around.

Directions: Make a simple presentation of world famous parabolic arches.

Task:
1. Begin the activity by forming a group of 5 members.
Choose someone you can depend on to work

diligently and to do his fair share of work.

DRAFT
2. In your free time, start surfing the net for world famous
parabolic arches. As you search, keep a
record of where you go, and what you find on the
site.
3. Complete the project by organizing the data you collected,
including the name of the architect and the

59
March 24,
2014 purpose of creating the design.

4. Once you have completed the data, present it to the

class in a creative manner. You can use any of the following but not limited to them.
• Multimedia presentation
• Webpages
• Posters
5. You will be assessed based on the rubric for this activity.

SUMMARY/SYNTHESIS/GENERALIZATION

This lesson was about graphs of quadratic functions. The lesson was able to equip
you with ample knowledge on the properties of the graph of quadratic functions. You were
made to experience graphing quadratic functions and their transformation. You were given
opportunities to solve real life problems using graphs of quadratic functions and to create a
design out of it.

Lesson 3. Finding the Equation of a Quadratic Function

What to KNOW

Let’s begin this lesson by recalling the methods of finding the roots of
quadratic equations. Then relate them with the zeros of the quadratic
functions. In this lesson, you will be able to formulate patterns and relationship
regarding quadratic functions. Furthermore, you will be able to solve real-life
problems involving equations of quadratic functions.

Activity 1. Give me my roots!

60
 Directions: Given a quadratic equation x2 –x - 6 =0, find the roots in three
methods.
Factoring

DRAFT
March 24,
2014

Quadratic Completing the Square Formula

Did you find the roots in 3 different ways? Your skills in

finding the roots will also be the methods you will be using in finding
the zeros of quadratic functions. To better understand the zeros of

61
 quadratic functions and the procedure in finding them, study the
mathematical concepts below.

A value of x that satisfies the quadratic equation ax2 + bx +c = 0 is called a

root of the equation.
Activity 2 What are my zeros?

Directions: Perform this activity and answer the guided questions.

Examine the graph of the quadratic function y = x2 - 2x – 3

y

a. How would you describe the graph?

DRAFT
b. Give the vertex of the parabola and its axis of symmetry.

c. At what values of x does the graph intersect the x- axis?

d. What do you call these x- coordinates where the curve crosses the x- axis?

62
March 24,
2014 e. What is the value of y at these values of x?

How did you find the activity? To better understand the zeros
of a function, s tudy some key concepts below.

The graph of a quadratic function is a parabola. x

A parabola can cross the x-axis once, twice, or never. The x-
coordinates of hese points of intersection are called x-intercepts.
Let us consider the graph of the quadratic function y = x2 - x – 6. It
shows that the curve crosses the x-axis at 3 and -2. These are the
xintercepts of the graph of the function. Similarly, 3 and y
-2 are the zeros of the function since these are the values of x when y equals 0.
These zeros of the function can be determined by setting y to 0 and solving the
resulting equation through different algebraic methods.

Example 1.
Find the zeros of the quadratic function y = x2 – 3x + 2 by factoring method.
Solution:
Set y = 0. Thus,

0 = x2 – 3x + 2

0 = ( x – 2) ( x – 1)
x–2=0 or x–1=0

Then x=2 and x=1

63
 The zeros of y = x2 – 3x + 2 are 2 and 1.

Example 2.
Find the zeros of the quadratic function y = x2 + 4x – 2 using the completing

the square method. 2

Solution:
DRAFT
Set y = 0. Thus,
x + 4x – 2 = 0

March 24,
x2 + 4x = 2

2014 x2 + 4x + 4 = 2 + 4

(x +2)2 = 6

x+2 =+6

x = -2 + 6

6
The zeros of y = x2 + 4x -2 are -2 + 6 and -2 - .

Example 3.
Find the zeros of the quadratic function f(x) = x2 + x – 12 using the quadratic
formula.
Solution:

64
 Set y = 0.
In 0 = x2 + x – 12, a = 1, b = 1 and c = -12.
b b 2  4 ac
x=   Use the quadratic formula
2a
2
 (1)  (1)  4(1)( 12 )
x= Substitute the values of a, b and c
2(1)

1
 1  48
x= 2 Simplify
1
 49
x
=
2
 1 7
x=

2
 1 7  1 7
x= x=
2 2
8
x =

x =

2
x=3 x = -4

The zeros of f(

12 are 3 and -4.

DRAFT x) = x2 + x –

Activity 3 What’s my Rule!

Directions: Work in groups of 3 members each. Perform this activity.
The table below corresponds to a quadratic function. Examine it.

65
 x -3 - -1 0 1 2 3

March
2
y 4 0 -2 -2 0 4 10

24, 2014
Activity 3. A

a. Plot the points and study the graph. What have you observed?
b. What are the zeros of the quadratic function? How can you identify them?
c. If the zeros are r1 and r2, express the equation of the quadratic function using
f(x) = a(x – r1)(x - r2), where a is any non-zero constant.
d. What is the quadratic equation that corresponds to the table?
Can you think of another way of determining the equation of the quadratic function
from the table of values above?
What if the table of values does not have its zero/s? How can you derive the
equation of the quadratic function?

Activity 3.B
The table of values below describes a quadratic function. Find the equation of the
quadratic function by following the given procedure.

x -3 -1 1 2 3
y -29 -5 3 1 -5

a. Substitute 3 ordered pairs (x,y) in y = ax2 + bx + c

b. What are the three equations you came up with?
___________________, __________________, ___________________

c. Solve for the values of a, b and c.

d. Write the equation of the quadratic function y = ax2 + bx + c.

66
 How did you obtain the three equations?
What do you call the 3 equations?
How did you solve for the values a, b and c from the three equations?
How can you obtain the equation of a quadratic function from a table of values?

understand the procedure on how to determine the equation of

DRAFT
equation of the quadratic function correctly in
a Did you get the

the activity? You can go over the illustrative examples below to better quadratic

function given the table of values.

Study the illustrative examples below.

March 24, 2014 Find a quadratic function whose zeros are -1 and 4.
Illustrative example 1

Solution: If the zeros are -1 and 4, then x = -1 or x = 4

It follows that
x + 1 = 0 or x - 4 = 0, then
(x+1) (x – 4) = 0
x2 – 3x - 4 = 0
The equation of the quadratic function f(x) = (x2 – 3x – 4) is not unique since there
are other quadratic functions whose zeros are -1 and 4 like f(x) = 2x 2 -6x -8, f(x) = 3x2
– 9x -12 and many more. These equations of quadratic functions are obtained by
multiplying the right-hand side of the equation by a nonzero constant. Thus, the
answer is f(x) = a(x2 – 3x – 4) where a is any nonzero constant.

67
Illustrative example 2
Determine the equation of the quadratic function represented by the table of values
below.

x -3 -2 -1 0 1 2 3
y 24 16 10 6 4 4 6
Solution:
Notice that you can’t find any zeros from the given table of values. In this
case, take any three ordered pairs from the table, and use these as the values of x
and y in the equation y = ax2 + bx + c. Let’s say

using point ( 1, 4 ) 4 = a (1)2 + b(1) + c

4 = a + b + c ---------------> equation 1

using point ( -1, 10 ) 10 = a(-1)2 + b(-1) + c

10 = a –b + c ----------------> equation 2

4 = 4a + 2b + c -------------> equation 3

DRAFT
a(2) + b(2) + c
2
using point ( 2, 4 ) 4 =

We obtain a system of 3 equations in a, b, and c.

68
Mar ch eq. 1 + eq. 2 4 = a + b + c 24,
2014
Add corresponding terms in eq.1 and eq. 2 to eliminate b

10 = a –b + c
We have 14 = 2a + 2c --------------> equation 4

Multiply the terms in eq. 2 by 2 and add corresponding terms in eq. 3 to eliminate b
2(eq .2 ) + eq. 3 20 = 2a – 2b + 2c
4 = 4a + 2b + c

We have 24 = 6a + 3c-------> equation 5

Notice that equation 4 and equation 5 constitute a system of linear equations in two
variables. To solve for c, multiply the terms in equation 4 by 3 and subtract
corresponding terms in equation 5.
3 (eq. 4) – equation 5 - 42 = 6a + 6c
24 = 6a + 3c

18 = 3c
c=6
Substitut
e the
value of
c in
equation
4 and
solve for
a.
14 =2a + 2 ( 6)
14 = 2a + 12

69
 2a = 14 – 12
a =1
Substitute the value of c and a in equation 1 and solve for b.
4=a+b+c
4=1+b+
64=7+b
b=4–7b
= -3
Thus, a = 1, b = -3 and c = 6. Substitute these in f(x) = ax2 + bx + c; the quadratic
function is f(x) = x2 - 3x + 6.

Activity 4 Pattern from curve!

Directions: Work in pairs DRAFT

Determine the equation of the quadratic function given
.

the graph by following the steps below.

Study the graph of a quadratic function below.

March 24, 2014 x

70
 1. What is the opening of the parabola? What does it imply regarding the value
of a?
2. Identify the coordinates of the vertex.
3. Identify coordinates of any point on the parabola.
4. In the form of quadratic function y = a(x – h)2 + k, substitute the coordinates of the
point you have taken in the variables x and y and the x- coordinates and y-
coordinate of the vertex in place of h and k, respectively.
5. Solve for the value of a.
6. Get the equation of a quadratic in the quadratic form y = a(x – h)2 + k.
function by substituting the obtained value of a and the x and y coordinates of the
vertex in h and k respectively.

How did you find the activity? Study the mathematical concepts

below to have a clear understanding of deriving the quadratic equation

from the graph.

When the vertex and any point on the parabola are clearly seen, the equation
of the quadratic function can easily be determined by using the form of a quadratic
function y = a(x – h)2 + k.

Illustrative example 1.
Find the equation of the quadratic function determined from the graph below.

Solution: DRAFT
The vertex of the graph of the quadratic function is (2, -3). The graph passes
through the point (5, 0). By replacing x and y with 5 and 0, respectively,and h and k

71
March 24,
2014 y = a(x- h)2 + k
with 2 and -3, respectively, we have

0 = a(5 – 2)2 -3
0 = a(3)2 -3
3 = 9a

a=

Thus, the quadratic equation is y = x22 - 3 or y = 1x2 4x.

3 3

Aside from the method presented above, you can also determine the equation of a
quadratic function by getting the coordinates of any 3 points lying on the graph. You
can follow the steps in finding the equation of a quadratic function using this method
by following the illustrative example presented previously in this section.

Activity 5 Give my Equation!

Directions: Perform the activity.

A. Study the example below in finding the zeros of the quadratic function and try to
reverse the process to find the solution of the problem indicated in the table on the
right.

72
 Find the zeros of If the zeros of the quadratic function are 1
f(x) = 6x2 – 7x - 3 using and 2, find the equation.
Note: f(x) = a(x- r1) (x – r2) where a is any nonzero constant.
factoring.

Solution: f(x) =
6x2 – 7x - 3 Solution:

DRAFT
_________________________________
= 6x2 – 7x – 3
_________________________________
= (2x – 3) (3x + 1)
_________________________________
2x – 3 = 0 or 3x + 1 = 0
_________________________________

Then x = and x = 
_________________________________

The zeros are and  .

_________________________________

March 24,
2014 How did you find the activity?

Explain the procedure you have done to determine the equation of the quadratic
function.

B. Find the equation of the quadratic function whose zeros are 2 3 .

a. Were you able get the equation of the quadratic function?
b. If no, what difficulties did you encounter?
c. If yes, how did you manipulate the rational expression to obtain the quadratic
function? Explain.
d. What is the equation of the quadratic function?

Study the mathematical concepts below to have a clearer picture on how

to get the equation of a quadratic function from its zeros.
73
 If r1 and r2 are the zeros of a quadratic function then f(x) = a( x- r1 ) ( x – r2 ) where
a is a nonzero constant that can be determined from other point on the graph.
Also, you can use the sum and product of the zeros to find the equation of the
quadratic function. (See the illustrative example in Module 1, lesson 4) Example 1
Find an equation of a quadratic function whose zeros are -3 and 2.

Solution
Since the zeros are r1 = -3 and r2 = 2, then f(x) = a( x- r1 ) (

x – r2 ) f(x) = a[x – (-3)]( x – 2)  f(x) = a(x + 3)( x –

2 ) f(x) = a(x2 + x – 6) where a is any nonzero
constant.

Example 2

Find an equation of a quadratic function with zeros .

Solution
A quadratic expression with irrational roots cannot be written as a product of linear
factors with rational coefficients. In this case, we can use another method.

74
Since the zeros are

DRAFT then,

x=

3x = 3 2

March 24, 2014 3x -3 =  2

Square both sides of the equation and simplify. We get
9x2 -18x +9 = 2
9x2 -18x +7 = 0
Thus, an equation of a quadratic function is f(x) = 9x2 -18x +7.

You learned from the previous activities the methods of finding the zeros of quadratic
function. You also have an initial knowledge of deriving the equation of a quadratic

75
function from tables of values, graphs,or zeros of the function. The mathematical
concepts that you learned in this section will help you perform the activities in the
next section.

What to PROCESS

Your goal in this section is to apply the concepts you have learned in finding the
zeros of the quadratic function and deriving the equation of
aquadratic function. You will be dealing with some activities and problems to
have mastery of skills needed to perform some tasks ahead.

Activity 6 Match the zeros!

Directions: Matching Type. Each quadratic function has a corresponding letter.

Similarly, each box with the zeros of the quadratic function inside has a
corresponding blank below. Write the indicated letter of the quadratic function on the
corresponding blank below the box containing the zeros of the function to get the
hidden message.
Y f(x) = 4x2 - 25 R f(x) = x2 – 9
V f(x) = 9x2 – 16 E f(x) = x2 -5x – 36

G f(x) = x2 + 6x+ 9 L f(x) = x2 – x – 20

U f(x) = x2 – 4x – 21 D f(x) = 2x2 + x – 3
S f(x) = 6x2 + 5x – 4 O f(x) = 6x2 – 7x + 2

 2 1 2 1 4 4   4 1
3
 ,   , ,   , 
3, 3 2
 5,4 3 2 3 39,4  32
,1
3 2

____ ____ ____ ____ ____ ____ ____ ____

D RAFT
2
1
7,3
 ,
5 , 5 
3
2

2 2

76
 ____ _____ _____
Activity 7 Derive my equation!

March 24,
2014 Directions: Work in pairs.

A. Determine the equation of the quadratic function represented by the table of values
below.

x -4 -3 -2 -1 0 1
y -20 -13 -8 -5 -4 -5

B. The vertex of the parabola is ( -3, 5) and it is the minimum point of the graph. If the
graph passes though the point (-2, 7), what is the equation of the quadratic function?

C. Observe the pattern below and draw the 4th and 5th figures.

Make a table of values for the number of squares at the bottom and the total
number of unit squares.
What is the resulting equation of the function?

77
 What method did you use to obtain the equation of the quadratic function in
A? Explain how you obtained your answer.
In B, explain the procedure you used to arrive at your answer. What
mathematical concepts did you apply?
Consider C, did you find the correct equation? Explain the method that you
used to get the answer.

Activity 8 Rule me out!

Directions: Work in pairs to perform this activity. Write the equation in the oval and
write your explanation on the blank provided.

A. Derive the equation of the quadratic function presented by each of the following
graphs below.

DRAFT
1.

March 24,
2014
__________________________________________

__________________________________________
__________________________________________

2.
y

78
__________________________________________ x
__________________________________________
__________________________________________

3.
y

______________
____________________________
__________________________________________
__________________________________________

4.

79
 DRAFT
March 24,
2014 y

__________________________________________
y
__________________________________________
__________________________________________

5.

x
__________________________________________
__________________________________________
__________________________________________

Explain briefly the method that you applied in getting the equation

Activity 9 Name the translation!

Directions: Give the equation of a quadratic function whose graphs are described
below. Write your answers on the blanks provided.

80
 1. The graph of f(x) = 3x2 shifted 4 units
downward ______________________

2. The graph of f(x) = 4x2 shifted

2 units to the left ______________________

3. The graph of f(x) = 3x2 shifted

5 units upward and 2 units
to the right ______________________

4. The graph of f(x) = -10x2 shifted 2 units

downward and 6 units to the left ______________________

5. The graph of f(x) = 7x2 shifted half

unit upward and half unit to the left ______________________

Describe the method you used to formulate the equations of the quadratic functions
above.

Activity 10. Rule my zeros!

DRAFT
Directions: Find one equation for each of the quadratic function given its zeros.

1. 3, 2 _____________________________

2. -2, 5/2 _____________________________

81
March 24,
2014 3. 1 + 3 , 1 - 3

_____________________________

1 2 1 2
4. , _____________________________
3 3

11 11
5. ,- _____________________________
3 3

In your reflection note, explain briefly the procedure used to get the equation of the
quadratic function given its zero/s.

Activity 11 Dare to hit me!

Directions: Work in pairs. Solve the problem below:

Problem. The path of the golf ball follows a trajectory. It hits the ground 400 meters
away from the starting position. It just overshoots a tree which is 20 m high and is
300m away from the starting point.

82
 DRAFT
From the given information, find the equation determined by the path of the golf ball.

March 24,
2014 Did you enjoy the activities in this section?

Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need to be clarified more?

What to REFLECT or UNDERSTAND

Your goal in this section is to have a deeper understanding on how to derive the
equation of the quadratic functions. You can apply the skills you have
learned from previous sections to perform the tasks ahead. The activities
provided for you in this section will be of great help to deepen your understanding
for further application of the concepts.

83
Activity 12 Connect and Relate!

Directions: Work in groups of 5 members. Perform this mathematical investigation.

Joining any two points on a circle determine a chord. A chord is a line
segment that joins any two points on a circle. Investigate the relationship between
the number of points n on the circle and the maximum number of chords C that can
be drawn. Make a table of values and find the equation of the function representing
the relationship. How many chords are there if there are 50 points on a circle?

What kind of function is represented by the relationship?

Given the number of points, how can you easily determine the maximum number of
chords that can be drawn?

How did you get the pattern or the relationship?

DRAFT
Activity 13 Profit or Loss!

84
Directions: Work in pairs. Analyze the graph below and answer the questions that

March P
24,
2014 follow.

a. Describe the graph.

b. What is the vertex of the graph? What does the vertex represent?
c. How many weeks should the owner of the banana plantation wait before harvesting
the bananas to get the maximum profitmmmmmmmmm ?
d. What is the equation of the function?
Activity 14 What if questions!

Directions: Work in groups with 3 members each.

1. Given the zeros r1 and r2 of the following quadratic function, the equation of the
quadratic function is f(x) = a(x - r 1)(x - r2) where a is any nonzero constant. Consider
a = 1 in any of the situations in this activity.
a. -2 and 3.

b. 33
A. What is the equation of the quadratic function?
a. ____________________
b. ____________________
B. If we double the zeros, what is the new equation of the quadratic function?
85
 a. _____________________
b. _____________________
Find a pattern on how to determine easily the equation of a quadratic
function given this kind of condition.
C. What if the zeros are reciprocal of the zeros of the given function? What is the new

equation of the quadratic function?

a.
DRAFT
_____________________
b. _____________________ Find the pattern.
D. What if you square the zeros? What is the new equation of the quadratic function?
a. _____________________

March 24,
2014 b.
Find the pattern.

_____________________

2. Find the equation of the quadratic function whose zeros are

a. the squares of zeros of f(x) = x2 – 3x -5.
b. the reciprocal of the zeros of f(x) = x2 – x -6
c. twice the zeros of f(x) = 3x2 – 4x -5
How did you find the activity?

86
 Activity 15 Principle Pattern Organizer!

Directions: Make a summary of what you have learned.

Deriving quadratic
function from:

Graphs

Zero

Table of Values

DRAFT
Did you enjoy the activities? I hope that you learned a lot in this section
and you are now ready to apply the mathematical concepts you learned in all the
activities and discussions from the previouss.section

March 24, 2014

What to TRANSFER

In this section, you will be given a task wherein you will apply what you have
learned in the previous sections. Your performance and output will show evidence of your
learning.

87
Activity 16 Mathematics in Parabolic Bridges!

GOAL: Look for world famous parabolic bridges and determine the equation of the
quadratic functions .

ROLE: Researchers

AUDIENCE: Head of the Mathematics Department and math teachers

SITUATION: For the Mathematics monthly

culminating activity, your section is tasked to
present a simple research paper
in
Mathematics. Your group is assigned to make a
simple research on the world’s famous parabolic
bridges and the mathematical
equations/functions described by each bridge.
http://64.19.142.13/australia.gov.au/sites/default/files
Make a simple research on parabolic bridges /agencies/culture/library/images/site_images/bridges
unset-web.jpg
and use the data to formulate the

equations of quadratic functions pertaining to

DRAFT
each bridge.

88
 PRODUCT: Simple research paper on world famous parabolic bridge.

March 24,
2014 STANDARDS FOR ASSESSMENT:

You will be graded based on the rubric designed suitable for your task and
performance.

Lesson 4. Applications of Quadratic Functions

What to KNOW

The application of quadratic function can be seen in many different fields

like physics, industry, business and in variety of
mathematical problems. In this section, you will explore situations that
can be modeled by quadratic functions.
Let us begin this lesson by recalling the properties of quadratic functions
and how we can apply them to solve real life problems.
89
 Activity 1

Directions: Consider this problem.

1. If the perimeter of the rectangle is 100 m, find its dimensions if its area is maximum.

Width (w) 5 10 15 20 25 30 35 40 45 50
Length (l) 45
Area (A) 225

DRAFT
March 24,
2014
a. Complete the table below for the possible dimensions of the rectangle and their corresponding
areas. The first column has been completed for you.

b. What is the largest area that you obtained?

c. What are the dimensions of a rectangle with the largest area?
d. The perimeter P of the given rectangle is 100. Make a mathematical statement for
the perimeter of the rectangle.
e. Simplify the obtained equation and solve for the length l of the rectangle in terms
of its width w.

90
 f. Express the area A of a rectangle as a function of width w.
g. What kind of equation is the result?
h. Express the function in standard form. What is the vertex?
i. Graph the data from the table in a showing the relationship between the width
and the area.
j. What have you observed about the vertex of the graph in relation to the
dimensions and the largest area?

How did you find the activity? Can you still recall the properties of
quadratic function ? Did you use them in solving the given problem?
To better understand how the concepts of the quadratic
function can be applied to solve geometry problems, study the
illustrative example presented below.

Example 1.
What are the dimensions of the largest rectangular field that can be enclosed by 80 m
of fencing wire?

Solution:
Let l and w be the length and width of a rectangle. Then, the perimeter P of a rectangle is
P = 2l + 2w. Since P = 80 m, thus,

2l + 2w = 80

l + w = 40 It follows that

l = 40 – w expressing the length as a function of w

l = 40 – w Substituting in the formula for the area A of a

rectangle
w A(w) = wl
A(w) = w ( 40 – w ) By completing the

square, DRAFT A(w) = -w2 + 40w

A(w) = - ( w - 20 )2 + 400

91
 The vertex the graph of the function A(w) is (20, 400). This point indicates the a maximum
value of 400 for A(w) that occurs when w = 20. Thus, the maximum area is 400 m2

March 24,
2014
m or 20 m also. The
when the width is 20. If the width is 20 m, then the length is (40 – 20)

field with maximum area is a square.

Activity 2 Catch me when I fall!

Directions: Work in groups with 3 members each. Do the following activity.

Problem: The height (H) of the ball thrown into the air with an initial velocity of 9.8 m/s from
a height of 2 m above the ground is given by the equation H(t) = -4.9t2 + 9.8t + 2, where t is
the time in seconds that the ball has been in the air.

a. What maximum height did the object reach?

b. How long will it take the ball to reach the maximum height?
c. After how many seconds is the ball at a height of 4 m?

Guide questions:
1. What kind of function is the equation H(t) = -4.9t2 + 9.8t + 2?
2. Transform the equation into the standard form.
3. What is the vertex?
4. What is the maximum height reached by the ball?
5. How long will it take the ball to reach the maximum height?
6. If the height of the ball is 4 m, what is the resulting equation?
7. Find the value of t to determine the time it takes the ball to reach 4 m .

How did you find the preceding activity? The previous activity

allowed you to recall your understanding of the properties of quadratic

function and gave you an opportunity to solve real-life related problems that
deal with quadratic function

92
 The illustrative example below is intended for you to better understand
the key ideas necessary to solve real-life problems involving

quadratic function.

Free falling objects can be modeled by a quadratic function h(t) = –4.9t 2 + V0t
+ h0, where h(t) is the height of an object at t seconds, when it is thrown with an initial
velocity of V0 m/s and an initial height of h0 meters. If units are in feet, then the
function is h(t) = –16t2 + V0t + h0.

Illustrative example 1
From a 96-foot building, an object is thrown straight up into the air then follows
a trajectory. The height S(t) of the ball above the building after t seconds is

given by the function S(t) = 80

16t2.
DRAFT t –

1. What maximum height will the object reach?

2. How long will it take the object to reach the maximum height?
3. Find the time at which the object is on the ground.

March 24,
2014 Solution

1. The maximum height reached by the object is the ordinate of vertex of the parabola of
2

the function S(t) = 80t – 16t . By transforming this equation in completed square form we
have,
S(t) = 80t – 16t2
S(t) = – 16t2 + 80t

93
 S(t) = – 16(t2 - 5t)

S(t) = – 16(t2 - 5t + ) + 100

S(t) = – 16(t - )2 + 100

The vertex is ( , 100) Thus the maximum height reached by the object is 100 ft
from the top of the building. This is 196 ft from the ground.
2. The time for an object to reach the maximum height is the abscissa of the vertex
of the parabola or the value of h.

S(t) = 80t – 16t2

S(t) = – 16(t - )2 + 100

Since the value of h is or 2.5, then the object is at its maximum height after
2.5 seconds.

3. To find the time it will take the object to hit the ground, let S(t) = -96 , since the
height of the building is 96 ft. The problem requires us to solve for t.
h(t) = 80t – 16t2
-96= 80t – 16t2
16t2 -80t -96 = 0
t2 – 5t - 6 = 0
( t -6)( t + 1) = 0
t = 6 or t = -1
Thus, it will take 6 seconds before the object hits the ground.

DRAFT
Activity 3 Harvesting Time!
Directions: Solve the problem by following the given steps.

Problem: Marvin has a mango plantation. If he picks the mangoes now, he will get 40

94
March 24,
2014 crate. When should Marvin harvest his mangoes for him to

have the maximum small crates and make a profit of P 100 per crate. For every week that
he delays picking, his harvest increases by 5 crates. But the selling price decreases by
P10 per
profit?

a. Complete the following table of values.

No. of weeks of waiting 0 1

(w)
No. of crates 40
Profit per crates (P) 100
Total profit (T)

b. Plot the points and draw the graph of the function.

c. How did you determine the total profit?
d. Express the profit P as a function of the number of weeks of waiting.
e. Based on the table of values and graph, how many weeks should Marvin wait
before picking the mangoes to get the maximum profit?

This problem is adapted from PASMEP Teaching Resource Materials, Volume II.

How did you find the activity? A quadratic function can be applied in
business/industry to determine the maximum profit, the break -even
situation and the like.

Suppose x denotes the number of units a company plans to

produce or sell. The revenue function R(x) is defined as R(x)= (price per unit)
x (number of units produced or sold).
Study the example below.

95
 Illustrative example

Problem. A garments store sells about 40 t-shits per week at a price of Php100 each.
For each P10 decrease in price, the sales lady found out that 5 more t-shits per week
were sold.
a. Write a quadratic function in standard form that models the revenue from t-shirt
sales.
b. What price produces the maximum revenue?

Solution: DRAFT
You know that Revenue R(x) = (price per unit) x (number of units produced or sold).

Therefore, Revenue R(x) = (Number of t-shirts sold) (Price per t-shirt)

Revenue R(x) = (40 + 5x) (100-10x)

March 24,
2014
R(x) = -50x2 + 100x +4000

If we transform the function into the form y = a(x- h)2 + k

R(x) = -50(x -1)2 + 4050

The vertex is (1, 4050).

Thus, the maximum revenue is Php 4050

96
 The price of the t-shirt to produce maximum revenue can be determined by

P(x) = 100 – 10x

P(x) = 100 – 10 (1) = 90

Thus, Php 90 is the price of the t-shirt that produces maximum revenue.

What to PROCESS

Your goal in this section is to extend your understanding and skill in the use of
quadratic function to solve real-life problems.

Activity 4 Hit the mark!

Directions: Analyze and solve this problem.

Problem A.
A company of cellular phones can sell 200 units per month at P 2 000 each.
Then they found out that they can sell 50 more cell phone units every month for each
P 100 decrease in price.

a. How much is the sales amount if cell phone units are priced at P2000 each?
b. How much would be their sales if they sell each cell phone unit at P 1600?
c. Write an equation for the revenue function?.
d. What price per cell phone unit gives them the maximum monthly sales?
e. How much is the maximum sale? The ticket to a film showing costs P 20. At this

Problem B
price, the organizer found out DRAFT
that all the 300 seats are filled. The organizer estimates that if the price is increased,
the number of viewers will fall by 50 for every P 5 increase.
a. What ticket price results in the greatest revenue?

97
 March
b. At this price, what is the maximum revenue?

24, 2014
problem B?
solution to the problem A?

What properties of a quadratic function did you use to come up with the correct

Activity 5. Equal Border!

Directions: Work in pairs and perform this activity.

A photograph is 16 inches wide and 9 inches long and is surrounded by a frame of

uniform width x. If the area of the frame is 84 square inches, find the uniform width of the
frame.
a. Make an illustration of the described photograph.
b. What is the area of the picture?
c. If the width of the frame is x inches, what is the length and width of the
photograph and frame?
d. What is the area of the photograph and frame?
e. Given the area of the frame which is 84 square inches, formulate the relationship
among three areas and simplify.
f. What kind of equation is formed?
g. How can you solve the value of x?
h. How did you find the activity? What characteristics of quadratic functions did you
apply to solve the previous problem?
Activity 6 Try this!

Directions: With your partner, solve this problem. Show your solution.

A. An object is thrown vertically upward with a velocity of 96 m/sec. The distance S(t)
above the ground after t seconds is given by the formula S(t) = 96t – 5t2.

a. How high will it be at the end of 3 seconds?

b. How much time will it take the object to be 172 m above the ground?
c. How long will it take the object to reach the ground?

98
 B. Suppose there are 20 persons in a birthday party. How many handshakes are there
altogether if everyone shakes hands with each other?

a. Make a table of values for the number of persons and the number of
handshakes.
b. What is the equation of the function?
c. How did you get the equation?
d. If there are 100 persons, how many handshakes are there given the same
condition?

DRAFT
In problem A, what mathematical concepts did you apply to solve the problem?

If the object reaches the ground, what does it imply?

In problem B, what are the steps you follow to arrive at your final answer?

March 24,
2014 Did you find any pattern to answer the question d?

Did you enjoy the activities in this section? Go back to the previous
section and compare your initial ideas with the discussion. How much of
your initial ideas are found in the discussion? Which ideas are different and
need revision?

99
What to REFLECT or UNDERSTAND

Your goal in this section is to have a deeper understanding on how to

solve problems involving quadratic functions. The activities provided for
you in this section will be of great help to practice the key ideas developed
throughout the lesson and to stimulate your synthesis of the key principles
and techniques in solving problems on quadratic functions.

Activity 7 Geometry and Number!

Directions: Solve the problems. Show your solution.

1. What are the dimensions of the largest rectangular field that can be enclosed with 60
m of wire?
2. Find the maximum rectangular area that can be enclosed by a fence that is 364
meters long.
3. Find two numbers whose sum is 36 and whose product is a maximum.
4. The sum of two numbers is 28. Find the two numbers such that the sum of their
squares is a minimum?
5. Marlon wants to fence a rectangular area that has one side bordered by an irrigation.
If he has 80 m of fencing materials, what are the dimensions and the maximum area
he can enclose?
6. The length of a rectangular field is 8 m longer than its width If the area is 2900m2,
find the dimensions of the lot.
7. The sum of two numbers is 24. Find the numbers if their product is to be a maximum.

Activity 8 It’s high time!

Directions: Work in group with 5 members each. Solve the problems. Show your

DRAFT
solution.
1. A ball is launched upward at 14 m/s from a platform that is 30 m high.
a. Find the maximum height the ball reaches.

100
March 24,
2014 b. How long it will take the ball to reach the maximum height?

c. How long will it take the ball to reach the ground?

2. On top of a hill, a rocket is launched from a distance 80 feet above a lake. The rocket
will fall into the lake after its engine burns out. The rocket’s height h, in feet above the
surface of the lake is given by the equation h = -16t2 + 64t +80, where t
is time in seconds. What is the maximum height reached by the rocket?

3. A ball is launched upward at 48 ft/s from a platform that is 100 ft. high. Find the
maximum height the ball reaches and how long it will take to get there.

4. An object is fired vertically from the top of a tower. The tower is 60.96 ft high. The
height of the object above the ground t seconds after firing is given by the formula
h(t) = -16t2 + 80t + 200. What is the maximum height reached by the object? How
long after firing does it reach the maximum height?

5. The height in meters of a projectile after t seconds is given by h(t) = 160t – 80t2. Find
the maximum height that can be reached by the projectile.

6. Suppose a basketball is thrown 8 ft from the ground. If the ball reaches the 10m
basket at 2.5 seconds, what is the initial velocity of the basketball?

Activity 9 Reach the target!

Directions: Work in pairs to solve the problems below. Show your solution.
1. A store sells lecture notes, and the monthly revenue R of this store can be modelled
by the function R(x) = 3000 +500x -100x2, where x is the peso increase over Php 4.
What is the maximum revenue?

2. A convention hall has a seating capacity of 2000. When the ticket price in the concert
is Php160, attendance is 500. For each Php 20 decrease in price, attendance
increases by 100.

a. Write the revenue R of the theater as a function of concert ticket price x.

b. What ticket price will yield maximum revenue?
c. What is the maximum revenue?
101
 3. A smart company has 500 customers paying P 600 each month. If each Php 30
decrease in price attracts 120 additional customers, find the approximate price that
yields maximum revenue?

Activity 10 Angles Count! DRAFT

Directions: Work in groups of 5 members each. Perform this mathematical
Investigation.

Problem. An angle is the union of two noncollinear rays. If there are 100 rays in the
figure, how many angles are there?

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a. What kind of function is represented by the relationship?
b. Given the number of rays, how can you determine the number of angles?
c. How did you get the pattern or the relationship?

In working on problems and exploration in this section, you studied the key ideas
and principles to solve problems involving quadratic
functions. These concepts will be used in the next activity which will require you to
illustrate a real-life application of a quadratic function.

What to TRANSFER

In this section, you will be given a task wherein you will apply what
you have learned in the previous sections. Your performance and output in
the activity must show evidence of your learning.

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Activity 11 Fund Raising Project!

GOAL: Apply quadratic concepts to plan and organize a fund raising activity
ROLE: Organizers of the Event
SITUATION: The Mathematics Club plan to sponsor a film viewing on the last Friday of the
Mathematics month. The primary goal for this film viewing is to raise funds for their Math
Park Project and of course to enhance the interest of the students in Mathematics.
To ensure that the film viewing activity will not lose money, careful planning is needed
to guarantee a profit for the project. As officers of the club, your group is tasked to make a
plan for the event. Ms. De Guzman advised you to consider the following variables in making
the plan.
a) Factors affecting the number of tickets sold
b) Expenses that will reduce profit from ticket sales such as:
- promoting expenses
- operating expenses
c) How will the expenses depend on the number of people who buy tickets
and attend?
d) Predicted income and ticket price
e) Maximum income and ticket price
f) Maximum participation regardless of the profit

g) What is the ticket price for which the income is equal to the expenses?

DRAFT
Make a proposed plan for the fund raising activity showing the relationship of the
related variables and the predicted income, price, maximum profit, maximum participation,

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March 24,
2014 and also the break-even point.

AUDIENCE: Math Club Advisers, Department Head-Mathematics,

Mathematics teachers
PRODUCT: Proposed plan for the fund raising activity (Film showing) STANDARD:
Product/Performance will be assessed using a rubric.

Summary/Synthesis/Feedback
This module was about concepts of quadratic functions. In this module, you were
encouraged to discover by yourself the properties and characteristics of quadratic functions.
The knowledge and skills gained in this module help you solve real-life problems involving
quadratic functions which would lead you to perform practical tasks. Moreover, concepts you
learned in this module allow you to formulate real-life problems and solve them in a variety of
ways.

Glossary of Terms

axis of symmetry – the vertical line through the vertex that divides the parabola into
two equal parts
direction of opening of a parabola – can be determined from the value of a in
f(x) = ax2 + bx + c. If a > 0, the parabola opens upward; if a < 0, the parabola opens
downward.
domain of a quadratic function – the set of all possible values of x. Thus, the
domain is the set of all real numbers.
maximum value – the maximum value of f(x) = ax 2 + bx + c where a < 0, is the
ycoordinate of the vertex.

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minimum value – the minimum value of f(x) = ax2 + bx + c where a > 0, is the
ycoordinate of the vertex. parabola – the graph of a quadratic function.
quadratic function- a second-degree function of the form 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.
Range of quadratic function - consists of all y greater than or equal to the y opens

downward DRAFT
coordinate of the vertex if the parabola opens upward.
- consists of all y less than or equal to the y-coordinate of the vertex if the parabola

vertex – the turning point of the parabola or the lowest or highest point of the
parabola. If the quadratic function is expressed in standard form y = a(x – h) 2 + k, the

March 24,
2014 vertex is the point (h, k).

zeros of a quadratic function – the x-intercepts of the parabola.

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 REFERENCES
Basic Education Curriculum (2002)
Basic Education Assistance for Mindanao. (2008) Module 3:Quadratic Functions and
their Graphs (Learning Guide 6), p. 14-15, 34, 37, 40-41, 44
Catao, E. et. Al. PASMEP Teaching Resource Materials, Volume II
Cramer, K., (2001) Using Models to Build Middle-Grade Students' Understanding of
Functions. Mathematics Teaching in the Middle School. 6 (5),
De Leon, Cecile, Bernabe, Julieta. (2002) Elementary Algebra. JTW Corporation,
Quezon City, Philippines.
Hayden, J., & Hall, B. (1995) Trigonometry, (Philippine Edition) Anvil Publishing Inc.,
Quezon City, Philippines.
Gallos, F., Landrito, M. & Ulep, S. (2003) Practical Work Approach in High School
Mathematics (Sourcebook fro Teachers), National Institute for Science and
Mathematics Education Development, Diliman, Quezon City.
Hernandez, D. et al. (1979) Functions (Mathematics for Fourth Year High School),
Ministry of Education, Culture and Sports. Capitol Pub. House Inc., Diliman
Quezon City.
INTEL, Assessment in the 21st Century Classroom E Learning Resources. Manila,

Philippines. DRAFT
Joson, Lolita, Ymas Jr., Sergio. (2004) College Algebra. Ymas Publishing House,

Lapinid, M., & Buzon, O. (2007) Advanced Algebra, Trigonometry and

Statistics,Salesiana Books by Don Bosco Press, Inc., Makati City.
Leithold, L. (1992). College Algebra and Trigonometry. Philippines :National

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2014 Book Store Inc.

Marasigan, J., Coronel, A. et. Al. Advanced Algebra with Trigonometry and Statistics,
The Bookmark Inc., San Antonio Villagr, Makati City.
Numidos, L. (1983) Basic Algebra for Secondary Schools, Phoenix Publishing House
Inc., Quezon Avenue, Quezon City.
Orines, Fernando B., (2004). Advanced Algebra with Trigonometry and Statistics:
Phoenix Publishing House, Inc.

WEBLINKS
Website links for Learning Activities

1. http://www.analyzemath.com/quadraticg/Problems1.html
2. http://www.learner.org/workshops/algebra/workshop4/
3. http://www.cehd.umn.edu/ci/rationalnumberproject/01_1.html
4. http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U
10_L2_T1_text_container.html
5. http://answers.yahoo.com/question/index?qid=20090531221500AAoXyOi
6. http://algebra2trigplt.wikispaces.com/file/view/cb_sb_math_miu_L6_U3_embedded_a
ssessment3-1_SE_v2.pdf
7. http://www.youtube.com/watch?v=BYMd-7Ng9Y8
8. http://www.utdanacenter.org/mathtoolkit/downloads/scope/OLDalg2scope/ovadawatt
a.pdf
9. http://www.westfargo.k12.nd.us/district/academic/images/MathProblemSolvingRubric
.pdf
10. http://www.mathopenref.com/quadraticexplorer.html
11. http://mathitude.perso.sfr.fr/PDF/safety_kit_1.pdf
12. http://mathwithclayton.wikispaces.com/file/view/unit07.pdf/418858436/unit07.pdf

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 13. http://www.montereyinstitute.org/courses/Algebra1/COURSE_TEXT_RESOURCE/U10_L2_T1
_text_container.html

ctionsDay1.pdf DRAFT
14. http://www.teacherweb.com/ny/arlington/algebraproject/U5L6ApplicationsofQuadraticFun

15. http://www.youtube.com/watch?v=5bKch8vitu0
16. http://ts2.mm.bing.net/th?id=H.4577714805345361&pid=15.1
17. http://www.mathopenref.com/quadraticexplorer.html
18. http://fit-ed.org/intelteachelements/assessment/index.php

March 24, 2014

Website links for Images
1. http://www.popularmechanics.com/cm/popularmechanics/images/y6/free-throw-0312-
mdn.jpg
2. http://sites.davidson.edu/mathmovement/wp
content/uploads/2011/11/trajectories.png
3. http://web.mnstate.edu/lindaas/phys160/lab/Sims/projectileMotion.gif -throw-
0312mdn.jpg
4. http://64.19.142.13/australia.gov.au/sites/default/files/agencies/culture/library/images/
site_images/bridgesunset-web.jpg

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