9

Mathematics
Quarter 2 - Module 5
Represent A Quadratic Function Using:
A Table of Values, Graph and Equation
 Table of Contents

What This Module is About ....................................................................................................................... i

What I Need to Know .................................................................................................................................. i
How to Learn from this Module .............................................................................................................. ii
Icons of this Module ................................................................................................................................... ii

What I Know. ...............................................................................................................................................iii

Lesson 1:
Representing A Quadratic Function Using Table of Values, Graph
and Equation ....................................................................................................................................... 1
What I Need to Know ........................................................................................... 1
What I Know .......................................................................................................... 1
What’s In ................................................................................................................ 2
What’s New ........................................................................................................... 3
What Is It ................................................................................................................ 4
What’s More .......................................................................................................... 6
What I Have Learned …. ..................................................................................... 8
What I Can Do....................................................................................................... 9

Summary
Assessment: (Post-Test)
Key to Answers ...................................................................................................................................... 11
References .................................................................................................................................... 18

i
What This Module is About

This module is about representing quadratic function using (a) table of values; (b)
graphs; and (c) equation. As you go over the discussion and exercises, you will understand
more about this function, and how to differentiate it from a linear function which you have
learned in the previous modules. If you find difficulty in answering the exercises, seek the
assistance of your teacher or peer to guide you or refer to the modules you gone over
earlier. You may check your work with your teacher in order to validate your answers.

I’ll be at your
How can I side to guide
possibly do you. We can
this? do it

What I Need to Know

So far in our study of Algebra, we have discovered all of the ins and
outs of linear equations and functions. We know that linear equations graph a
straight line, so we wonder what a quadratic function is going to look like.

So, In this module, you will be able to represent a quadratic function using a) table of
values; b.) graph; c.) equation.

ii
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 What I Know

PRE - ASSESSMENT

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. Identify the quadratic function that this table of values represents:
x -4 -2 0 2 4
y 54 14 -2 6 38

a. y = 3x2−2x−2 b. y = 2x 2−2x–3 c. y = −2x 2+3x−2 d. y = −3x 2+2x+2

3. What the value of y in the equation y = 2x2 +2x + 2 if x = –1
a. – 2 b. –1 c. 1 d. 2
4. What is the vertex of the following graph?

a. ( -1, 0) b. (0, -3) c. (1, -4) d. (3, 0)

5. What direction does the parabola open if the quadratic term of the equation is negative?
a. upward b. left side c. downward d. right side
6. Which quadratic function opens downwards and has a vertex (0 , – 3)?
a. y = ( x + 3 ) 2 b. y = –( x + 3 ) 2 c. y = x2 – 3 d. y = –x 2 – 3
7. Which of the following represents a quadratic function opening downwards?
a. y = 3x2 (x – 1) b. y = = – 3x(x – 1) c. y = – 3x2 (x – 1) d. y = 3x(x – 1)
8. Which of the following table of values represents a quadratic function?
a. b.
x -2 -1 0 1 2 x -2 -1 0 1 2
y -1 0 1 2 3 y -3 -1 1 3 5
c. d.

x -2 -1 0 1 2 x -2 -1 0 1 2
y 5 2 1 2 5 y -7 0 1 2 9

9.Which ordered pairs represent a quadratic function?

a. (-4,9), (-3,8), (-2,7), (-1,6), (0,5) b. (-4,-9), (-3,-8), (-2,-7), (-1,-6), (0,5)
c. (-4,-11), (-3,-4), (-2,1), (-1,4), (0,5) d. (-4,69), (-3,32), (-2,13), (-1,6), (0,5)

10. 10. Referring the graph at the right, what is the value of y if x =3?
a. –1 b. –2 c. – 3 d. –4

iii
 Lesson

Represents a Quadratic Function

Using: Table of Values, Graph and
1 Equation

What I need to know

As you go through with this module, you will be able to know the concepts of
a quadratic function. With this, you may able to understand and apply the concepts in any
related real – life situations and problems in the future. Furthermore, you will learn how to
represent and identify a quadratic function using table of values, graph and equation.

What I Know

Direction: Answer all items. Choose the letter of the best answer.
1. Which of the following equations represents a quadratic function?
a. y = 2x2 + 3 b. x = 2y2 + 3 c. y = 3x - 22 d. y = 2x – 3

2. Identify the quadratic function that this table of values represents:

x -2 -1 0 1 2
y 9 3 1 3 9

a. y = 3x2 +2x−1 b. y = 2x 2−2x–1 c. y = −2x 2 + 3 d. y = 2x2 +1

3. What the value of y in the equation y = x2 +2x + 1 if x = –1

a. – 1 b. 0 c. 1 d. 2
4. Referring the graph at the right, what is the value of y if when
x = 0?
a. 0 b. - 1 c. - 2 d. -3
5. What direction does the parabola open if the quadratic term
of the equation is positive?
a. upward b. left side c. downward d. right side

1
 What’s In

To start this lesson, let us remember the ways of expressing a linear

function. The knowledge and skills in performing this activity will help you a lot
in understanding the quadratic function. In going over this lesson, you will be
able to identify a quadratic function and represent it in different ways. How
can the table of values of a quadratic function be used to solve real-life
problems?

Activity1: Represent Me in Many Ways!

Perform this Activity.
a. Observe the pattern and draw the 4th and 5th figures.

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

Figure Number (x) 1 2 3 4 5

Number of Blocks (y) 1 4 7

c. Write the pattern observed from the table above.

d. List of the following:
Set of ordered pairs (x,y): ( __,__ ),( __,__ ), ( __,__ ),( __,__ ),( __,__ )

Domain : __ , __ , __ , __ , __ Range : __ , __ , __ , __ , __

e. What equation represents the pattern?

f. Graph the relation using the Cartesian plane.

g. What are the independent and dependent variables?

h. What methods are used to represent the relation?

2
 What’s New

What is a Function?

Function is a relation wherein every element of the domain corresponds with exactly one
element of the range. The domain of a function is the possible values of x. The range refers
to the possible values of y.

What is a Quadratic Function?

Quadratic function is a function in the form y = ax2 + bx + c where a, b and c are real number
and a should not be equal to 0 (a≠0). The highest exponent of the independent variable of a
quadratic function is 2.
In a quadratic equation, ax2 = quadratic form, bx = linear form, and c = constant.
2
ax should not be equal to zero(0), otherwise it makes the given function looks linear.

What Is It
A quadratic function can be represented by a table of values, equation, or graph.
Let us make a table of values and sketch the graph of each quadratic function listed in the
examples below.
EXAMPLES:
Note: x2 is the quadratic term, – 2x is the linear term, and
1. y = x2 – 2x – 3 – 3 is the constant.
2. y = 2x2 +1
3. y = - 3x2
Solutions:
1. y = x2 – 2x – 3
The table of values below has columns for x and its corresponding values of y.
x y = x2 – 2x – 3 If x = –3, then If x = –2, then
–3 12 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (–3)2 – 2(–3) – 3 y = (–2)2 – 2(–2) – 3
–2 5 y = 9+6 – 3 y = 4+4 – 3
–1 0 y = 12 y=5

0 –3
If x = –1, then If x = 0, then
1 –4 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (–1)2 – 2(–1) – 3 y = (0)2 – 2(0) – 3
2 –3 y = 1+2 – 3 y = 0+0 – 3
3 0 y=0 y=–3

3
 If x = 1, then If x = 2, then If x = 3, then
y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3
y = (1)2 – 2(1) – 3 y = (2)2 – 2(2) – 3 y = (3)2 – 2(3) – 3
y = 1–2 – 3 y = 4– 4 – 3 y=9-6–3
y=–4 y=–3 y=0

2. y = 2x2 +1
The table of values below has columns for x and its corresponding values of y.
x y = 2x2 +1 If x = –3, then If x = –2, then If x = –1, then
–3 19 y = 2x2 +1 y = 2x2 +1 y = 2x2 +1
y = 2(–3)2 + 1 y = 2(–2)2 +1 y = 2(–1)2 +1
–2 9 y = 2(9 )+ 1 y = 2(4) + 1 y = 2(1) + 1
–1 3 y = 19 y=9 y=3
0 1 If x = 0 , then If x = 1 , then If x = 2 , then
y = 2x2 +1 y = 2x2 +1 y = 2x2 +1
1 3 y = 2(1)2 +1
y = 2(0)2 +1 y = 2(2)2 +1
2 9 y = 2(0)+1 y = 2(1)+1 y = 2(4)+1
y=1 y=3 y=9
3 19
If x = 3 , then
y = 2x2 +1
y = 2(3)2 +1
y = 2(9)+1
y = 19
3. y = –3x2

x y = –3x2
If x = –3, then If x = –2, then If x = –1, then
–3 –27 y =–3x2 y =–3x2 y =–3x2
y = –3(–3)2 y = –3(–2)2 y = –3(–1)2
–2 –12 y = –3( 9) y = –3(4) y = –3( 1)
–1 –3 y = –27 y = –12 y = –3
0 0 If x = 0, then If x = 1, then If x = 2, then
y =–3x2 y =–3x2 y =–3x2
1 –3
y = –3(0)2 y = –3(1)2 y = –3(2)2
2 –12 y = –3(0) y = –3( 1) y = –3( 4)
y=0 y = –3 y = –12
3 –27
If x = 3, then
y =–3x2
y = –3(3)2
y = –3( 9)
y = –27
Using the respective table of values, we able to find the values of y given the values
of x. From the function y = x2 – 2x – 3 , the table yields the ordered pairs: { (–3, 12) , (–2, 5),
(–1,0), (0,–3 ), (1,–4 ) , (2,–3 ) , (3, 0 ) } and also for the function y = 2x2 +1, it yields the
ordered pairs {(–3, 19) , (–2, 9), (–1 3), (0,1 ), (1,3 ) , (2,9 ) , (3,19)}. The ordered pairs can
be used to represent a quadratic function.
The tables show a function since there is no repeated values in x that corresponds
any values in y.

4
 Now, we can sketch the graph using the values of x and y from the table of values.

x y = x2 – 2x – 3
–3 12 . .
–2 5
–1 0
0 –3 . .
1 –4
2 –3
Note:
Vertex of the graph is at
3 0
. (1, - 4)

x y = 2x2 +1
–3 19
–2 9 . .
–1 3
0 1
1 3
2 9
. .
3 19 . Note:
Vertex of the graph is at
(0, 1)

x y = –3x2
–3 –27 . Note:
Vertex of the graph is at
(0,0)
–2 –12
–1 –3
. .
0 0
1 –3
2 –12
3 –27

. .
The graph of a quadratic function is a parabola. Parabolic function is another term for
quadratic function because of the form of its graph.
It can be observed on the graphs above that when the quadratic term is positive ax2, the
graph opens upward. However, when the quadratic term is negative -ax2, then graph of a
quadratic function opens downward. The vertex of the parabola is the point where the graph
attains its minimum point if opens upward and maximum point if opens downward.

5
ACTIVITY 2: Identify Me !

State whether each of the following equations represents a quadratic function or not.
Justify your answer.
Equations Yes or No Justification

1. y = x2 + 3

2. y = 4x – 5

3. y = 18 – 3x2

4. y = 3x + 3

5. y = 4x2 + x3 + 4

6. y = 3x + 4x + 2

7. y = 3x3

8. y = (x – 1)(x + 9)

9. (x – 2)(x + 2) + X2 – y = 0

10. 0 = y + 5x3 – 3x

Note: 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.

.
What’s More

A. Complete the table of values and graph for each of the following quadratic functions.

a. y = 2x2

x -2 -1 0 1 2
y

b. y = ½ x2

x -2 -1 0 1 2
y

6
c. y = 4x2 – 1

x -2 -1 0 1 2
y

d. y = (x + 5)2

x -7 -6 -5 -4 -3
y

e. y = – (x – 5)2 – 2

x 3 4 5 6 7
y

Follow – up questions:
1. What can you say about the graph in a.
___________________________________________________________________
___________________________________________________________________.
2. What can you say about the graph in b.
___________________________________________________________________
___________________________________________________________________.
3. What can you say about the graph in c.
___________________________________________________________________
___________________________________________________________________.
4. What can you say about the graph in d.
___________________________________________________________________
___________________________________________________________________.
5. What can you say about the graph in e.
___________________________________________________________________
___________________________________________________________________.

7
 What I Have Learned

Complete table of values sketch the graphs of the quadratic functions in one (1) plane
and answer the follow up questions. (You may use different colored pens to sketch each graph).

x y = 5x2 y = –5x2 y = x2+2x+1 y = –x2–2x–1 y = –3x2 +1 y = 3x2 +1

–3
–2
–1
0
1
2
3

Follow up Questions:
1. What can say about the graphs in (y = 5x2 and y = -5x2 ), ( y = x2+2x+1 and
y = –x2–2x–1), and (y = -3x2 +1 and y = 3x2 +1)?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________.
2. How do you compare and contrast each graph?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________.

8
 What I Can Do

In this section, you are provided with activities in which you can apply the concepts
and skills previously learned. With this, this can deepen your understanding for further
application of the mathematical concepts.

Activity 3: Fill In the Table

A. Complete the table of values for x and y. Given the quadratic function.

1. y = x2–3x + 2 x –4 –3 –2 –1 0 1 2 3 4
y

2. y = –x2–3x + 2 x –4 –3 –2 –1 0 1 2 3 4
y

B. Use the table values in A to sketch the graph of the ordered pairs of the quadratic
function and connect them to create a smooth curve.

1. y = x2–3x + 2 2.y = –x2– 3x + 2

C. Real-World Problem Solving

Anna is a packer at the supermarket. She likes to pack the cans like this in the form of a
pyramid if she can:

(a) Complete this table showing how many cans she needs for different pyramids:

#rows 1 2 3 4 5 6 10 20 ?
#cans 1 4 9 16 625

(b) Anna has completed a pyramid with 27 rows. How many extra cans does she need to
complete another row?

9
Summary

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 skill gained I this module helped you solved 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 variety of
ways.

The lessons are about representing quadratic functions using the table of values,
graph and equations. The lessons were able to equip you with ample knowledge on the
properties of quadratic functions. You were made to discover patterns and experience
graphing quadratic functions. You were given opportunities to solve real-life problems using
graphs of quadratic functions.

10
POST – ASSESSMENT
Answer all items. Choose the letter of the best answer.
1. Which of the following equations represents a quadratic function?
a. 9y2 + 3 = x b. y = 2x2 – 7x + 1 c. y = 3x - 82 d. y = 3x – 3

2. Identify the quadratic function that this table of values represents:

x -2 -1 0 1 2
y 5 0 -3 -4 -3

a. y = 3x2−2x−2 b. y = x2−2x–3 c. y = −2x2+3x−2 d. y = −3x 2+2x+2

3. What is the value of y in the equation y = x2 +2x + 7 if x = 2

a. 13 b. 14 c. 15
d. 16

4. From the graph at the right, what is the value of y when x = 2?

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

5. What direction does the parabola open if the quadratic term of the equation is positive?
a. upward b. left side c. downward d. right side
6. Which quadratic function opens downwards and has a vertex (– 3, 0 )?
a. y = ( x + 3 ) 2 b. y = –( x + 3 )2 c. y = x2 – 3 d. y = –x 2 – 3
7. Which of the following represents a quadratic function opening downward?
a. y = 3x2 (x – 1) b. y = = 3x(x – 1) c. y = – 3x2 (x – 1) d. y = –3x(x + 1)
8. Which of the following table of values represents a quadratic function?
a. b.
x -2 -1 0 1 2 x -2 -1 0 1 2
y -1 0 1 2 3 y -3 -1 1 3 5

c. d.

x -2 -1 0 1 2 x -2 -1 0 1 2
y 8 2 0 2 8 y -7 0 1 2 9

9. Which ordered pair represents the function f(x) = x2 –3x + 2?

a.(-5, 0) b.(0, 3) c.(-4, 0) d.( 0 ,2)

10. What is the vertex of the following graph?

a. (2, 1) b. (3, - 2) c. (4, – 3) d. (5, – 2)

11
 Key to Answers

LESSON 1

Pre-Assessment:
Key Answers.
1. a
2. a
3. d
4. c
5. c
6. d
7. b
8. c
9. c
10. b
What I know
1. a
2. d
3. b
4. d
5. a

Lesson 1
Key Answers:
Activity 1.Represent Me in Many Ways!
b.
Figure Number (x) 1 2 3 4 5

Number of Blocks (y) 1 4 7 10 13

c. The figure number (x) increases by 1 while the number of blocks (y) increases by 3.
d. List of the following:
Set of ordered pairs (x,y): (1,1), (2,4), (3,7), (4,10), (5,13)

Domain: 1, 2, 3, 4, 5 Range : 1, 4, 7, 10, 13

e. The equation represents the pattern is y = 3x – 2.

f.

12
g. The independent variable is the figure number (x) while the dependent variable is number of
blocks (y).
h. Linear relation/Direct relation

Activity 2. Identify Me

Equations Yes or No Justification

1. y = x2 + 3 Yes It is of degree 2.

2. y = 4x – 5 No It is linear.

3. y = 18 – 3x2 Yes It is of degree 2.

4. y = 3x + 3 Variable x becomes an
No
exponent.

5. y = 4x2 + x3 + 4 No It is of degree 3.

6. y = 3x + 4x + 2 Variable x becomes an
No
exponent.

7. y = 3x3 No It is of degree 3.

8. y = (x – 1)(x + 9) Yes It is of degree 2.

9. (x – 2)(x + 2) + X2 – y = Yes It is of degree 2.

0
10. 0 = y + 5x3 – 3x No It is of degree 3.

What’s more
Create table of values and graph for each of the following quadratic functions.

a. y = 2x2

x -2 -1 0 1 2
y 8 2 0 2 8

13
b. y = ½ x2

x -2 -1 0 1 2
y 2 1/2 0 1/2 2

c. y = 4x2 – 1

x -2 -1 0 1 2
y 15 3 -1 3 15

d. y = (x + 5)2

x -7 -6 -5 -4 -3
y 4 1 0 1 4

e. y = – (x – 5)2 – 2

x 3 4 5 6 7
y -6 -3 -2 -3 -6

14
Follow up questions:

1. What can you say about the graph in a.

Possible answer:
The graph opens upward. Its vertex is at the origin (0,0).
2. What can you say about the graph in b.
Possible answer:
The graph opens upward. Its vertex is at the origin (0,0). The opening of the graph is
wider than the graph in a.

3. What can you say about the graph in c.

Possible answer:
The graph opens upward. Its vertex is at (0,-1). The opening of the graph is narrower
compared to the graphs both in a and b.

4. What can you say about the graph in d.

Possible answer:
The graph opens upward. Its vertex is at (-5,0). The opening of the graph is wider
compared to the graph in c.

5. What can you say about the graph in e.

Possible answer:
The graph opens downward. Its vertex is at (5,-2). The opening of the graph is wider
compared to the graph in c.

15
What I have learned
Complete able of values, sketch the graphs of the quadratic functions in one (1) plane and
answer the follow up questions. (You may use different colored pens to sketch each graph).

x y = 5x2 y = -5x2 y = x2+2x+1 y = -x2-2x-1 y = -3x2 +1 y = 3x2 +1

–3 45 -45 4 -4 -26 28
–2 20 -20 1 -1 -11 13
–1 5 -5 0 0 -2 4
0 0 0 1 -1 1 1
1 5 -5 4 -4 -2 4
2 20 -20 9 -9 -11 13
3 45 -45 16 -16 -26 28

y = 3x2 +1

2
y = 5x2
y = x +2x+1

y = -3x2 +1 y = -5x2

y = -x2-2x-1

Follow up Questions:
1. What can say about the graphs in (y = 5x2 and y = -5x2 ),(y = – x2–2x–1 and y = x2+2x+1 ),
and (y = -3x2 +1 and y = 3x2 +1)?
Possible answers:
(y = -3x2 +1 and y = 3x2 +1) is wider than (y = -3x2 +1 and y = 3x2 +1) is wider than
(y = 5x2 and y = -5x2 ).

2. How do you compare and contrast each graph?

Possible answers.
The pair of graphs have the same vertex
The opening of each pair of the graphs is on opposite directions

16
Activity 3: Complete the table of values for x and y. Given the quadratic function.

A. Complete the table of values for x and y. Given the quadratic function.
1. y = x2 -3x + 2 x -4 -3 -2 -1 0 1 2 3 4
y 30 20 12 6 2 0 0 2 6
2. y = -x2 - 3x + 2 x -4 -3 -2 -1 0 1 2 3 4
y -2 2 4 4 2 -2 -8 -16 -26

B. Use the table values in A to sketch the graph of the ordered pairs of the quadratic function
and connect them to create a smooth curve.

1. y = x2–3x + 2

2.y = –x2– 3x + 2

C. Real-World Problem Solving

Anna is a packer at the supermarket. She likes to pack the cans like this in the form of a
pyramid if she can:

17
 a. Complete this table showing how many cans she needs for different pyramids:

#rows 1 2 3 4 5 6 10 20 25
#cans 1 4 9 16 25 36 100 200 625

b. Anna has completed a pyramid with 27 rows. How many extra cans does she need to
complete another row? 729 cans

Post-Assessment
1. b
2. b
3. c
4. b
5. a
6. b
7. d
8. c
9. d
10. c

18
References

Merden L. Bryant et al. Mathematics 9 Learner’s Manual, Department of Education-

Instructional Materials Council Secretariat .(Philippines Rex Book Store, Inc. 2016)
125-168.

Torio, Von Anthony G., et al. Grade 9 Smart in Math, (Isa – Jecho Publishing, Inc) 81 -100

Accessed May 17, 2020, https://www.onlinemath4all.com/formation-of-quadratic-equation-with-

given-roots.html

Accessed May 20, 2020https://www.desmos.com/calculator/pfdwlq5qht

19