9

Mathematics
Quarter 1 – Module 8.b:
Graphs of Quadratic Function
Mathematics – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 8.b: Graphs of Quadratic Function
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 8.b:
Graphs of Quadratic Function
Introductory Message
For the facilitator:

Welcome to the Mathematics 9 Self-Learning Module (SLM) on Graphs of Quadratic

Function!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

It focuses on the fundamental concepts of quadratic equations and its application.

The presentation and examples herein stated are tailored – fit and meticulously
selected to ensure learners understanding. Learners should be able to identify the
significant characteristics of each concept. An array of solving strategies are then
manifested to guide students’ learning.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. It is significant that the learner be
able to integrate the values of patience and perseverance to attain the needed
competency. Furthermore, this also aims to help learners acquire the needed 21st
century skills while taking into consideration their needs and circumstances.

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

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Mathematics 9 Self-Learning Module (SLM) on Graphs of Quadratic

Function!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

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

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

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

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

This module serves as the second part of module 8, which extends the discussions
about graphs of quadratic function into analyzing effects that happens to its graph
whenever its value of a, h and k will be changed.
Particularly, you will learn the most essential learning competency below:
 Analyzes the effects of changing the values of a, h and k in the equation
y = a(x –h)2 + k of a quadratic function on its graph.
After going through this module, you are expected to:
1. graph and analyze the effects of changing the value of a of quadratic
function y = ax2 and determines its vertex and axis of symmetry;
2. graph and analyze the effects of changing the value of h of the quadratic
function y = a(x – h) 2 and determines its vertex and axis of symmetry;
3. graph and analyze the effects of changing the value of k of the quadratic
function y = ax 2 + k and determines its vertex and axis of symmetry; and
4. graph and analyze the effects of the variables h and k of quadratic function y
= a(x- h)2 + k and determines its vertex and axis of symmetry.

What I Know

Directions: Read each of the following. Write the letter of your answer on a
separate sheet of paper.
1. The graph of y = 2x2 + 3 is obtained by sliding y = 2x2 by how many units
and in what direction?
a. 3 units downward c. 3 units to the right
b. 3 units upward d. 3 units to the left
2. What function will be obtained if y = x 2 will be shifted 2 units downward and
7 units to the left?
a. y = (x – 7)2 + 2 c. y = (x – 7)2 – 2
b. y = (x + 7) – 2
2 d. y = (x + 7)2 + 2
3. What function will be obtained if y = 3x 2 will be moved 5 units to the left and
10 upward?
c. y = 3(x – 5)2 + 10 c. y = -3(x – 5)2 + 10
d. y = 3(x + 5) + 10
2 d. y = -3(x + 5)2+ 10
4. What is the vertex of the function y = (x + 8)2 + 10?
a. (8, 10) b. (10, 8) c. (-8, 10) d. (10, -8)
5. Which of the following is the axis of symmetry of y = (x + 8) 2 + 10?
a. x = 8 b. x = -8 c. x = 10 d. x = -10
6. Which of the following functions has the widest graph?
 a. y = 2x2 b. y = 3x2 c. y = 4x2 d. y = 5x2
7. The graph of y = (x + 4)2 is obtained by sliding y = x2 by how many units and
in in what direction?
a. 4 units to the right c. 4 units upward
b. 4 units to the left d. 4 units downward
8. If the graph of y = x2 is shifted 7 units to the left, what will be the new
equation?
a. y = x2 + 7 b. y = x2 – 7 c. y = (x – 7)2 d. y = (x + 7)2
9. If the graph of y = x is moved 11 downward, what will be the new equation?
2

a. y = x2 + 11 b. y = x2 – 11 c. y = (x – 11)2 d. y = (x + 11)2
10. The graph of the equation y = 8x2 was moved 3 units to the right and 12
units downward. What will be the vertex of the new equation?
a. (3, -12) c. (-3, 12)
b. (-3, 12) d. (-3, -12)
11. What is the graph of the equation y = x2 + 3?

I. II. III.

a. I b. II c. III d. none of the above

For item numbers 12-13, consider the given graph.

12. What is the equation of the given graph?
a. y = (x -2)2 + 2 c. y = (x +2)2 + 2
b. y = (x -2) 2 d. y = (x +2)2
13. What is the equation of the given graph?
a. y = (x -5)2 c. y = (x + 5)2 12 13
b. y = x2 + 5 d. y = x2 – 5 y=x2

For item numbers 14 – 15, consider the graph

y=x2 15
at the right..
14. What is the equation of the given graph?
a. y = (x – 1)2 + 5 c. y = (x + 1)2 + 5
b. y = (x – 1) – 5
2 d. y = (x + 1)2 – 5
15.What is the equation of the given graph?
a. y = (x + 3)2 + 2 c. y = (x – 3)2 + 2
b. y = (x + 3) – 2
2 d. y = (x – 3)2 – 2 14
Lesson
Graphs of Quadratic
1 Function

This lesson guides you to analyze the transformations of the graph of

quadratic functions. To help you accomplish your activities, make use of the
provided discussions and examples. On the other hand, there are some activities
below that requires you to give your own answer first before proceeding to the
discussion. Flip the next page to get started and make sure to read carefully the
directions.

What’s In

Activity 1: “I’M LOOKING FOR YOU”

Directions: Given the graph below, identify the following:

Vertex: ______________________________
Axis of Symmetry: ___________________
x –intercepts/: ______________________
y – intercept: ________________________
Domain: _____________________________
Range: ______________________________
 What’s New

Activity 2: “ALL IN ONE”

Graph all the following quadratic functions in the form y = ax2 in a single Cartesian
plane.

y = -2x2
y = 2x2

y = -x2
1 2
y= 2
x

1
y = − x2
2
y = x2

Note: The correct graph is shown below, for self-learning, please make your own graph first of
the different quadratic functions above, trust me you will do better the next time if you do this!

What is It

This time check your graph above by comparing it to the provided correct
graph below. Then, answer the given questions.

Q1: What do you notice about the

shape of the graph of the quadratic
function y = ax2?

Q2: What happens to the graph as the

value of a becomes larger?

1
Q3: Compare the vertex of the three y = 2x 2
graphs. What do you notice about their
vertex?
y = x2

Q4: Compare the axis of symmetry of y = 2x2

the three graphs. What do you notice
about their axis of symmetry?
 Q1: Where is the direction of the
opening of the graphs?
1
y = -2x 2

Q2: What happens to the graphs as the

value of a becomes larger? y = -x2

y = -2x2
Q3: Compare the vertex of the three
graphs. What do you notice about their
vertices?

Q4: Compare the axis of symmetry of

the three graphs. What do you notice
about their axes of symmetry?

Tip: For self-learning, you may read the discussions below before answering the questions on
the boxes to confirm your answer.

In the graph of quadratic function y = a(x – h)2+ k, the larger the 𝑎 is, the
narrower is the graph and the smaller the 𝑎 is, the wider is the graph. If a >
0, the parabola opens upward but if a < 0, the parabola opens downward.

Example:

Which of the following functions has a wider graph?

a. y = 5x2 b. y = 8x2

Answer: The 𝑎 of y = 5x2 is 𝑎 = 5 = 5. The 𝑎 of y = 8x2 is 𝑎 = 8 = 8.

𝑎 = 5 is less than 𝑎 =8. Therefore the function that has a wider graph
is y = 5x2. The graph opens upward.

Example:

Which of the following functions has a wider graph?

a. y = -3(x – 2)2 + 4 b. y = -6(x – 2)2 + 4

Answer: The 𝑎 of y = y = -3(x – 2)2 + 4 is 𝑎 = −3 = 3. The 𝑎 of

y = -6(x – 2)2 + 4is 𝑎 = −6 = 6. 𝑎 = 3 is less than 𝑎 = 6. Therefore,
the function that has a wider graph is y = -3(x – 2)2 + 4.
 What’s More

Here’s a little exercise for you to let me check how far you learn the above
discussion. Read and understand first the directions below.
Activity 3: “PAIR ME”
Match Column A with the correct equation in Column B. Write only the letter of the
correct answer.
A B

(1) y = 4x2
a
(2)

(3) b y = 12x2

c y = 8x2

What’s New

Here is another thing for you to be curious of, just like, what is the effect of
changing the value of h and k of the quadratic function. Is there any way to
determine its vertex and axis of symmetry?
Activity 4:“ALL IN ONE” Graph all the following quadratic functions in the form y
= a(x – h)2 in a single Cartesian Plane.
y = (x + 2)2

y = x2

y = (x – 2)2

Note: For self- learning, please indicate your answer first to the above question before
comparing it to the given discussion below.
 What is It

This time check your graph by comparing it to the provided correct graph
below. Then, answer the given questions.
Q1: How would you compare the graph
y = a(x – h)2 of y = (x – 2)2 and y = (x + 2)2 in the
form of y = a(x – h)2 and that of y = ax2?

Q2: What happens when you add a

positive number to the value of h to
y=ax2?

y = (x + 2)2 y = x2 y = (x – 2)2
Q3: What happens when you add a
negative number to the value of h to
h = -2 h=0 h=2
y= ax2?

Note: For self-learning, please indicate your answer first to the above question before
comparing it to the given discussion below.

To the graph y = a(x – h)2, slide the graph of y = ax2 h units horizontally. If
h>0, slide the graph of y = ax2 h units to the right. If h < 0, slide the graph of
y = ax2 h units to the left. The graph has vertex (h, 0) and the equation of its
axis of symmetry is x = h.

Example: Draw the graph of the function y = (x – 5)2.

Start with the graph of y = x2.

The value of h in the function

y=(x – 5)2 is h = 5.

Since h = 5 > 0, then slide the

graph of y=ax2 5 units to the y = (x)2 y = (x - 5)2
right. h=0 h=5

The vertex is (5 , 0) and the axis

of symmetry is x = 5.
5 units
Example:
Draw the graph of the function y = (x + 5)2.

Start with the graph of y = x2.

The value of h in the function

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

Since h = -5 < 0, then slide the

y = (x - 5)2 y = (x)2
graph of y=ax2 5 units to the h=5 h=0
left.

The vertex is (-5 , 0) and the axis

of symmetry is x = -5. 5 units

Example: Example:

What is the equation, vertex and What is the equation, vertex and axis
axis of symmetry of the graph of of symmetry of the graph of y = x2
y = x2 which is shifted 8 units to the which is shifted 10 units to the left of
right of the origin? the origin?

Answer: Since it is shifted 8 units Answer: Since it is shifted 10 units to

to the right then h = 8. The new the left then h = -10. The new equation
equation will be: will be:
y = a(x – h)2 y = a(x – h)2
y = (x – 8)2 y = (x – (-10))2
The vertex is (8, 0) and the axis of y = (x + 10)2
Example:
symmetry is x = 8. The vertex is (-10, 0) and the axis of
symmetry is x = -10.

What’s More

Activity 5: “FUNCTIONS GOING TO THE LEFT”

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

Here is an
y = 2(x – 3)2
example for you!

1. y = 2(x – 7)2 3.y = 2(x – 5)2

2.y = 2(x + 3)2 4.y = 2(x + 2)2

 What’s New

Activity 6:“ALL IN ONE” Graph all the following quadratic functions in the form y
= ax2 + k in a single Cartesian Plane.

y = x2 + 2

y = x2

y = x2 – 2

Note: For self-learning, please indicate your answer first to the above question before
comparing it to the given discussion below.

What is It

This time check your graph by comparing it to the provided correct graph below.
Then, answer the given questions.
Q1: How would you compare the graph
of y = x2 + 2 and y = x2 – 2 in the form
of y=ax2+k and that of y = ax2?

Q2: What happens when you add a

y = x2 + 2 positive number to the value of k to
k=2
y=ax2 ?

Q3: What happens when you add a

y = x2 – 2 y = x2
k = -2 k=0
negative number to the value of k to
y=ax2?

Note: For self-learning, please indicate your answer first to the above question before
comparing it to the given discussion below.

To the graph y = ax2 + k, slide the graph of y = ax2 k units vertically. If k>0,
slide the graph of y = ax2 k units upward. If h < 0, slide the graph of y = ax2 k
units downward. The graph has vertex (0, k) and the equation of its axis of
symmetry is x = 0 (y-axis).
Example: Draw the graph of the function y = x2 + 4.

Start with the graph of y = x2.

The value of k in the function y

= x2 + 4 is k = 4.

Since k = 4 > 0, then slide the

4 units
y = x2 + 4
graph of y=ax2 4 upward. y = x2
k=4
k=0

The vertex is (0, 4) and the axis

of symmetry is x = 0.

Example:
Draw the graph of the function y = x2 – 4.

Start with the graph of y = x2.

The value of k in the function y

= x2 – 4 is k = -4.

Since k = -4 < 0, then slide the

4 units
y = x2
graph of y=ax2 4 downward. k=0

y = x2 –
The vertex is (0, -4) and the axis 4
of symmetry is x = 0. k = -4

Example:
What is the equation, vertex and axis of symmetry of the graph of
y = x2 which is shifted 7 units downward?

Answer: Since it is shifted 7 units downward then k = -7. The new

equation will be: y = ax2 + k
y = x2 + (-7)
y = x2 – 7
The vertex is (0, -7) and the axis of symmetry is x = 0.

Answer: Since it is shifted 15 units upward then k = 15. The new

Example: What
equation will is the equation, vertex and axis of symmetry of the graph of
be:
y = x2 which d2 +shifted
y = axis k 15 units upward?
y = x + 15
2

The vertex is (0, 15) and the axis of symmetry is x = 0.

 What’s More
Activity 7: “NEXT TO YOU” The graph of f(x) = -3x2 is shown below. Based on this
graph, sketch the graphs of the following quadratic functions in the same
coordinate system. Use pre-answered item for your guidance.

Here is an
example for you!
y = 2x2 – 2

1.y = 2x2 – 4 3.y = 2x2 + 4

2.y = 2x2 + 2 4.y = 2x2 + 1

What’s New
Activity 8:“ALL IN ONE” Graph all the following quadratic functions in the form y
= a(x – h)2 + k in a single Cartesian Plane.

y = (x – 2)2 + 4

y = x2

y = (x + 2)2 – 4

Note: For self-learning, please indicate your answer first to the above question
before comparing it to the given discussion below.

What is It
This time check your graph by comparing it to the provided correct graph
below. Then, answer the given questions.
Q1: How would you compare
the graph of y = (x + 2)2 – 4and
y = (x – 2)2 + 4that of y = ax2?

y = (x – 2)2 + 4
h = 2, k = 4 Q2: What is the effect of the
variables h and k on the graph of
y = a(x – h)2 + k as compared to
y = (x + 2)2 – 4 y = x2 the graph of y = ax2?
h = -2, k = -4 h = 0, k = 0
Note: For self-learning, please indicate your answer first to the above question before
comparing it to the given discussion below.

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

Example: Draw the graph of the function y = (x – 3)2 + 1.

Start with the graph of y = x2.

The value of h in the function

y = (x – 3)2 + 1 is h = 3.

The value of k in the function

y = (x – 3)2 + 1 is k = 1. y = x2 y = (x – 3)2+1
k=0 h=3 k=1

1u
Since h = 3 > 0 and k = 1 > 0,
then slide the graph of y = ax2 3 3 units
units to the right and 1 unit
upward.

The vertex is (3, 1) and the axis of symmetry is x = 3.

Draw the graph of the function y = (x + 2)2 – 5.

Example:
Start with the graph of y = x2.

The value of h in the function y y = x2

k=0
= (x + 2)2 – 5 is h = -2.
2 units

The value of k in the function y =

(x + 2)2 – 5 is k = -5.
5 units

Since h = -2 < 0 and k = -5 < 0,

then slide the graph of y = ax2
y = (x + 2)2 – 5
2 units to the left and 5 units h = -2 k = -5
downward.

The vertex is (-2, -5) and the axis of symmetry is x = -2.

 What is the equation, vertex and axis of symmetry of the graph of
Example:
y = 2x2 which is shifted 3 units to the left and 1 unit downward?

Answer: Since a = 2 and the graph is shifted 3 units to the left and 1
unit downward then h = -3 and k = -1. The new equation will be:
y = a(x – h)2+ k
y = 2[x – (-3)]2+ (-1)
y = 2(x + 3)2 – 1
The vertex should be (-3, -1) and the axis of symmetry is x = -3.

Example:
What is the equation, vertex and axis of symmetry of the graph of
y = -6x2 which is shifted 2 units to the right and 5 units upward?

Answer: Since a = -6 and the graph is shifted 2 units to the right and 5
units upward then h = 2 and k = 5. The new equation will be:
y = a(x – h)2+ k
y = -6(x – 2)2 + 5
The vertex is (2, 5) and the axis of symmetry is x = 2.
 What’s More

Activity 9: “MY SOULMATE” Decide whether the given graph is a match or a

mismatch with the indicated equation of quadratic function. Put a check on match
if the graph corresponds with the correct answer and mismatch if the graph
corresponds with the incorrect answer.

1. 2.

y = (x – 6)2 + 2

y = 2(x – 3)2 + 1

Match Match
Mismatch Mismatch

What I Have Learned

Directions: Fill in the blanks.

 In the graph of quadratic function y = a(x – h)2+ k, the larger the is, the
__________ is the graph and the smaller the is, the _________ is the graph.
 If a > 0, the parabola opens _________ but if a < 0, the parabola opens
____________.
 To the graph y = a(x – h)2, slide the graph of y = ax2 h units horizontally. If
h>0, slide the graph of y = ax2 h units to the _________.
 The graph y = a(x – h)2 has vertex (h, 0) and the equation of its axis of
symmetry is ____________.
 To the graph y = ax2 + k, slide the graph of y = ax2 k units vertically. If h <
0, slide the graph of y = ax2 k units ___________.
 The graph y = a(x – h)2 + k has vertex (h, k) and its axis of symmetry is the
line ____________.
 What I Can Do

Activity 10: “MY GRAPH”

Graph each functions in a single Cartesian Plane.

1.y=2x2 1.y=x2 + 3

2.y=4x2 2.y=x2 + 6

3.y=6x2 3.y=x2 – 5

1.y=(x – 5)2 1.y=(x–5)2+4

2.y=(x – 4)2 2.y=(x+2)2-5

3.y=(x + 3)2 3.y=(x+4)2+4

Assessment
Directions: Encircle the letter of the correct answer.
1. What is the equation of the function represented by the graph below?
a. f(x)=-(x – 4)2 +1
b. f(x)=-(x + 4)2 +1
c. f(x)= (x – 4)2 +1
d. f(x)= (x + 4)2 +1

2. Consider the quadratic function f(x) = (x – 3)2, what will be the new equation
if we slide this function 4 units to the right and 12 units upward?
a. f(x) = (x + 7)2 + 12 c. f(x) = (x – 3)2 + 12
b. f(x) = (x – 7) + 12
2 d. f(x) = (x + 3)2 + 12
3. The graph of y = 3(x – 1) + 8 is obtained by sliding y = 3x2 by how many
2

units and in what direction?

a. 1 unit to the left, 8 units downward
b. 1 unit to the right, 8 units downward
c. 1 unit to the left, 8 units upward
d. 1 unit to the right, 8 units upward
4. What will be the new equation if the graph of the function y = x 2 + 5 is
shifted 5 units to the left?
a. y = (x + 5)2 + 5 c. y = x2
b. y = (x – 5) + 5
2 d. y = x2 + 10
5. Which of the following is the correct graph of the function f(x) =7(x+ 1)2 – 3?
a c

b d

6. The graph of y = (x + 6)2 – 7 is obtained by shifting y = x2 by how many units

and in what direction?
a. 6 unit to the left, 7 units downward
b. 6 unit to the right, 7 units downward
c. 6 unit to the left, 7 units upward
d. 6 unit to the right, 7 units upward
7. Which of the following functions has a widest graph?
a. y = -2x2 b. y = -3x2 c. y = -4x2 d. y = -5x2
8. If the graph y = 4x is moved 10 units to the left and 5 units upward, then
2

what is the vertex of the new graph?

a. (10, 5) b. (-10, 5) c. (10, -5) d. (-10, -5)
9. From item number 8, what is the axis of symmetry of the new graph?
a. x = 10 b. x = -10 c. x = 5 d. x = -5
10. Consider the quadratic function f(x) = x2, what will be the new equation if we
slide this function 9 units to the right and 15 units downward?
c. f(x) = (x + 9)2 – 15 c. f(x) = (x – 9)2 + 12
d. f(x) = (x – 9) – 12
2 d. f(x) = (x + 3)2 + 12
11. What is the vertex of the equation y = -8(x – 5)2 – 16?
a. (5, 16) b. (-5, 16) c. (5, -16) d. (-5, -16)
1
12. Which of the following is the axis of symmetry of the function y = 2x2 -10?
1 1
a. x = 2 b. x = - 2 c. x = 10 d. x = -10
13. Which of the following is the graph of y = x2 +5?
I. II. III.

a. I b. II c. III d. none of the above

For item numbers 14 – 15, consider the graph below.
14. What is the equation of the given graph?
a. y = (x + 2)2 + 1 c. y = (x + 2)2 – 1
b. y = (x – 2) + 1
2 d. y = (x – 2)2 – 1
15. What is the vertex of the graph?
a. (-2, -1) c. (-1, -2)
b. (2, 1) d. (1, 2)
 Additional Activities

Below is a picture of a rainbow Assume that the rainbow parabola has an

that makes a perfect parabola. equation of y = -0.02x2 + 40. After several
What is the maximum height of steps, you noticed that the rainbow shifted
the rainbow parabola? 30 units to the right. What will be the new
equation of the rainbow parabola? Graph the
rainbow parabola to its new position.

https://www.mathwarehouse.com/geometry/parabo
la/images/real-world-parabolas/parabola-real-
world4.jpg
 Answer Key
Activity 7: “ Next To You”
3
2
4
1
Activity 9: “ My Soulmate”
1. Mismatch
2. Match
What I Have Learned
1. narrower, wider
2. upward, downward
3. to the right
4. x = h
5. downward
6. x = h
Assessment
1. B 9. B
2. B 10. D
3. D 11. C
4. C 12. C
5. A 13. A
6. A 14. C
7. A 15. A
8. B
Additional Activities
Maximum Height: 40
New Equation: y = -0.02(x-30)2 + 40
What I Know
1. B 9. B
2. B 10. A
3. D 11. A
4. C 12. D
5. B 13. A
6. A 14. D
7. B 15. C
8. B
Activity 1: “ I’ m Looking For You”
Vertex: (1,2)
Axis of Symmetry: x = 1
x-intercept/s: (0,0) & (2,0)
y-intercept: (0,0)
Domain: all real numbers
Range: y ≤ 2
Activity 3: “ Pair Me”
1. B 2. C 3. A
Activity 5: “ Functions Going To The Left”
1 3
4 2
Retrieved from https://www.mathwarehouse.com/geometry/parabola/real-world-
application.php last April 5, 2020.
Matias, C. J., Malvas, J. M., Calawod, J. C., & Molave, E. T. (2015). Mathematics for
the 21st Century Learner 9. DIWA LEARNING SYSTEMS INC.
Soledad, J.-D. E., & Bernabe, J. G. (2001). Integrated Mathematics Textbook for
Third Year. JTW Corporation.
References
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph