9

Math 9
Quarter 1 – Module 8:
Transformation of Quadratic
Functions
Mathematics – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 8: Transformation of Quadratic Functions
First Edition, 2020

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 9

Mathematics
Quarter 1 – Module 8:
Transformation of Quadratic
Functions
Introductory Message
For the facilitator:

Welcome to the Mathematics 9 Alternative Delivery Mode (ADM) Module on

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

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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 Alternative Delivery Mode (ADM) Module on Transformation

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
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decide to skip this module.

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current lesson with the previous one.

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you in various ways such as a story, a song, a
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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

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topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

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

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life situations or concerns.

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mastery in achieving the learning competency.

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

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module.

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module.

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Use a separate sheet of paper in answering the exercises.
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in the module.
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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 was designed and written with you in mind. It is here to help you learn and
understand the concepts in graphing quadratic functions when they undergo transformations.

After going through this module, you are expected to:

1. Describe the effects of changing the values of a, h and k of a quadratic function
𝑓(𝑥) = 𝑎(𝑥 − ℎ) + 𝑘 to its graph

2. Illustrate the behavior of the graph of a quadratic function as these values change
3. Demonstrate accuracy in sketching the different graphs of quadratic function using
graphing paper or software.
4. Give specific examples in your place where the graphs are found or can be applied.

What I Know

Choose the letter of the correct answer. Write the chosen letter on a separate sheet of paper.

1. What are the coordinates of the vertex of the parabola defined by the equation?
f(x) = 3(x − 1) + 4 ?
a. (−1,4)
b. (1, 4)
c. (−1, −4)
d. (1, −4)

2. Which of the following are the coordinates of the vertex of f(x) = −2x − 7 ?
a. (−2, 7)
b. (−2, −7)
c. (0, −7)
d. (0, 7)

3. Which of the following is true about the graph of f(x) = 2(x + 5) − 8?

a. The vertex is at (5, -8).
b. The graph opens downward.
c. The minimum value of 𝑓(𝑥) is -8.
d. The maximum value of 𝑓(𝑥) is -8.
4. The graph of f(x) = −x − 8 is moved 3 units upward. What is the new equation of
the resulting graph?
a. f(x) = −3x − 8
b. f(x) = 3x − 8
c. f(x) = −x − 5
d. f(x) = x − 5

5. The graph of f(x) = −2(x + 7) − 9 is translated 5 units to the right. What is the
resulting function?
a. f(x) = −2(x − 2) −9
b. f(x) = −2(x + 2) −9
c. f(x) = −2(x + 5) −9
d. f(x) = −2(x − 5) −9

6. What will be the range of the function f(x) = 5(x − 1) − 6 if it is translated 4 units
upward?
a. {𝑦/𝑦 ∈ ℝ, 𝑦 ≤ −6}
b. {𝑦/𝑦 ∈ ℝ, 𝑦 ≥ −6}
c. {𝑦/𝑦 ∈ ℝ, 𝑦 ≤ −2}
d. {𝑦/𝑦 ∈ ℝ, 𝑦 ≥ −2}

7. Which of the following is true about the graphs of the two functions:
f(x) = −2x − 9𝑥 + 7 and f(x) = 2(x − 1) + 7 ?
a. They have the same range.
b. They have the same vertices.
c. They have the same size or width.
d. The graph of the first function is higher than the graph of the second.

8. The graph of f(x) = (x − 4) + 10 is translated 5 units to the right. What is the new
equation of the axis/line of symmetry?
a. 𝑥 = 4
b. 𝑥 = 10
c. 𝑥 = 9
d. 𝑥 = −1

9. Which of the following is true about the graph of f(x) = − (x + 1) − 6 when it is

translated 5 units up?
a. It has a maximum height of 5.
b. It has a minimum height of – 6 .
c. It has a minimum height of – 1.
d. It has a maximum height of – 1.
10. What will be the coordinates of the vertex of the graph of 𝑓(𝑥) = 5𝑥 + 3, when it is
translated 4 units to the left?
a. (0,3)
b. (0,4)
c. (−4,3)
d. (−4, −3)

11. Which of the following is true about the graphs of f(x) = −6(x + 2) − 7 and
f(x) = (x + 2) − 7 ?
a. They have the same vertex.
b. They open in the same direction.
c. They have the same maximum point.
d. They intersect the y axis at the same point.

12. Given the two functions 𝑓(𝑥) = 3𝑥 + 5𝑥 − 4 and 𝑓(𝑥) = −4𝑥 + 5𝑥 − 3, which of the
following statements is true about their graphs?
a. Their graphs open in the same direction.
b. The graph of the first function is taller than the graph of the second function.
c. The graph of the first function is wider than the graph of the second function.
d. The graph of the first function is narrower than the graph of the second
function.

13. In which quadrant will the vertex of f(x) = − (x + 5) + 1 lie after its graph has
been moved 2 units to the right and 5 units down?
a. Quadrant I
b. Quadrant II
c. Quadrant III
d. Quadrant IV

14. What is the resulting new function in item #13?

a. f(x) = − (x + 3) + 5
b. f(x) = − (x + 3) − 5
c. f(x) = − (x + 3) − 4
d. f(x) = − (x − 3) − 4
15. How many real zeros will the function 𝑓(𝑥) = 4(𝑥 − 3) + 9 have if a will have its
opposite sign?
a. One
b. Two
c. None
d. Cannot be determined
 Lesson Math 9: Transformation of
1 Quadratic Functions

What’s In

The graph of a quadratic function is a U-shaped curve called parabola. You have learned in
the previous lessons how to sketch a parabola and identify its properties.

The graph of a quadratic function is shown below.

Identify the following properties of the given parabola.

a. Vertex _______
b. Y intercept _______
c. X intercepts _______
d. Axis of symmetry _______
e. Direction of the opening _______
f. Domain ______
g. Range _______
h. Maximum value _______
The parabola is defined by the equation 𝐟(𝐱) = −𝟐(𝐱 + 𝟏)𝟐 + 𝟖
 What’s New

Parabolas come in different images. They may have similar features but they can move in
various ways and can be made into creative designs. Can you identify an object that can be
associated in each picture?

Figure 1
Figure 2

Figure 3
Figure 4

In Figure 1, the parabolas change according to the size of its opening, there are parabolas
that are narrow and some are wide. They also show whether a parabola opens upward or
downward. In Figure 2, the parabolas are moving from left to right, while in Figure 3, they
move up and down. The last picture shows the different ways parabolas move or transform,
a combination of all or some of the movements.

What Is It

We will now explore how the graphs of quadratic functions are transformed in different ways.
Refer to the given table.

𝐐𝐮𝐚𝐝𝐫𝐚𝐭𝐢𝐜 𝐅𝐮𝐧𝐜𝐭𝐢𝐨𝐧 𝐕𝐞𝐫𝐭𝐞𝐱 (𝐡, 𝐤) 𝑺𝒊𝒈𝒏 𝒐𝒇 𝒂 /𝒂/ 𝐎𝐩𝐞𝐧𝐢𝐧𝐠

𝑓(𝑥) = 𝑥 (0,0) + 1 Upward
𝑔(𝑥) = 2𝑥 (0,0) + 2 Upward
1 (0,0) + 1 Upward
ℎ(𝑥) = 𝑥
2 2
 1 (0,0) − 1 Downward
𝑚(𝑥) = − 𝑥 −
2 2
𝑝(𝑥) = −2𝑥 (0,0) − −2 Downward
𝑞(𝑥) = −𝑥 (0,0) − −1 Downward

The graphs of the functions in the table are shown below. Let f(x) = x2 be the parent
function.

𝒈(𝒙) = 𝟐𝒙𝟐

𝒇(𝒙) = 𝒙𝟐
𝟏
𝒉(𝒙) = 𝒙𝟐
𝟐

𝟏
𝒎(𝒙) = − 𝒙𝟐
𝟐
𝒒(𝒙) = −𝒙𝟐

𝒑(𝒙) = −𝟐𝒙𝟐

1. What is the effect of the sign of 𝒂 in the graph?

2. Which function is the reflection of 𝒇(𝒙)? 𝒈(𝒙)? and 𝒉(𝒙)?

3. How does the graph change as the absolute value of 𝒂 increases or decreases?

 The sign of a determines the opening of the parabola.

It opens upward when the sign of a is positive. It opens downward if it
is negative.
 If the direction of the opening changes, then the graph is said to be
reflected.
 The absolute value of a determines if the parabola is stretched or
compressed.
As the absolute value increases, the graph is compressed and
becomes narrower or steeper and closer to the Line/Axis of Symmetry.
As the absolute value decreases, the graph is stretched and becomes
wider or farther from the Line/Axis of Symmetry.

Now, let us go through another way of transformation: the horizontal shifting or horizontal
translation. Finding the vertex of the given function should be done first before doing the
transformations.

The graph of the function 𝒇(𝒙) = 𝟑 (𝒙 − 𝟓)𝟐 + 𝟏 will shift horizontally.

 given function

𝒇(𝒙) = 𝟑 (𝒙 − 𝟓)𝟐 + 𝟏
𝑽(𝟓, 𝟏)

Change in the value of shifts 3 units left

h
𝑽 (𝟓 − 𝟑, 𝟏)

𝒏𝒆𝒘 𝑽(𝟐, 𝟏)

𝒈(𝒙) = 𝟑 (𝒙 − 𝟐)𝟐 + 𝟏
𝑽(𝟐, 𝟏)

two functions 𝒈(𝒙) 𝒇(𝒙)

in one
Cartesian
Plane
Let us have the last transformation: the vertical shifting or vertical translation
𝟏
The function 𝐟(𝐱) = 𝟐 (𝐱 + 𝟑)𝟐 − 𝟐 will shift vertically.

given function

𝟏
𝐟(𝐱) = (𝐱 + 𝟑)𝟐 − 𝟐
𝟐
𝑽(−𝟑, −𝟐)

Change in the value of shifts 4 units up

k
𝑽(−𝟑, −𝟐 + 𝟒)

𝒏𝒆𝒘 𝑽(−𝟑, 𝟐)

𝟏
𝒈(𝐱) = (𝐱 + 𝟑)𝟐 + 𝟐
𝟐
𝑽(−𝟑, 𝟐)

𝒈(𝒙)

𝒇(𝒙)
 What’s More

Activity 1: Draw the translated graph on your grid paper/graphing paper.

1. 5 units up 2. 6 units right

4. Reflected in the x axis; 4

3. 6 units down and 4 units units left and 3 units up
 5. Reflected in the x axis; 7
units left and 6 units down

Activity 2. Write your answer on a separate sheet of paper.

A. Using 𝒇(𝒙) = 𝒙𝟐 as a parent or given function, identify the transformation in each given
function. (Take note of the changes in the values of 𝒂, 𝒉 𝑎𝑛𝑑 𝒌)

Function Vertex (h,k) a Transformation

given
𝒇(𝒙) = 𝒙𝟐 (𝟎, 𝟎) 1 Parent function

example Compressed, 7 units right, 3

𝑘(𝑥) = 2(𝑥 − 7) + 3 (7,3) 2 units up

1. 𝑔(𝑥) = 3(𝑥 + 4) + 2

2. ℎ(𝑥) = (𝑥 − 3) + 6

3. ℎ(𝑥) = −3(𝑥 + 4) + 2

4. 𝑝(𝑥) = (𝑥 − 5) − 2

5. 𝑞(𝑥) = − (𝑥 + 3) − 4

B. If g(x) is a translated function of f(x), then find the function g(x).

1. 𝑓(𝑥) = 5(𝑥 − 4) − 1; shifts 3 units right. 𝑔(𝑥) = _______________________
2. 𝑓(𝑥) = 2(𝑥 + 3) + 7; shifts 5 units up. 𝑔(𝑥) = _______________________
3. 𝑓(𝑥) = 𝑥 + 6; shifts 6 units left and 2 units down. 𝑔(𝑥) = _____________________
4. 𝑓(𝑥) = −3(𝑥 + 7) − 5; shifts 4 units down. 𝑔(𝑥) = _______________________
5. 𝑓(𝑥) = (𝑥 − 4) ; shifts 6 units right and 2 units up. 𝑔(𝑥) = ________________

What I Have Learned

The parabola defined by 𝑓(𝑥) = 𝑎(𝑥 − ℎ) + 𝑘 moves or changes in several ways.

It is very important to transform the quadratic function in the given form before
sketching the graph and do the necessary transformations. These can be done
manually using a grid paper and pencil or using mathematical softwares for graphing
like geogebra, desmos, grapes, autograph and others.

The parabola opens upward when 𝒂 is positive. It opens downward when 𝒂 is

negative. This happens when the graph is reflected in the x axis; that is a change in
the sign of 𝒂.

The parabola opens wider or stretched when the ∕ 𝒂 ∕ decreases, it becomes

narrower or compressed when ∕ 𝒂 ∕ increases.

The parabola moves left or right when the value of 𝒉 changes. This is called the
horizontal translation or horizontal shift. If c is the number of units for shifting, a
rule can also be followed using the coordinates of the vertex as 𝑽(𝒙 − 𝒄, 𝒚) when the
graph moves to the left when, 𝑽(𝒙 + 𝒄, 𝒚), when the graph moves to the right.

The parabola moves up and down when the value of 𝒌 changes. This is called the
vertical translation or vertical shift. If c is the number of units for shifting, a rule can
also be followed as 𝑽(𝒙, 𝒚 + 𝒄) when the graph moves up, 𝑽(𝒙, 𝒚 − 𝒄), when the graph
moves down.

ℎ(𝑥)

𝑝(𝑥) 𝑓(𝑥)

𝑔(𝑥) 𝑚(𝑥)
 What I Can Do

The transformations of the graphs of quadratic function can be associated in some

real-life situations.
1. List the names of objects inside your house where you can find parabolas of
different sizes and forms.
2. Look for pictures of parabolas in real-life.
3. Create hand and arm exercises showing parabolas of different sizes.
4. Show some ways of performing exercises using a jumping rope. You can use it
individually or with two or more persons.
These are some uses of parabolas in real-life

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

1. Which of the following are the correct values of 𝒂, 𝒉 and k for the function 𝑓(𝑥) =
−3(𝑥 + 5) + 7 ?
a. 𝑎 = 3, ℎ = 5, 𝑘 = 7
b. 𝑎 = 3, ℎ = −5, 𝑘 = 7
c. 𝑎 = −3, ℎ = −5, 𝑘 = 7
d. 𝑎 = −3, ℎ = −5, 𝑘 = −7
2. The graph of 𝑓(𝑥) = 𝑥 is translated 5 units left. Which of the following equations show
the new function?
a. 𝑓(𝑥) = 5𝑥
b. 𝑓(𝑥) = (𝑥 + 5)
c. 𝑓(𝑥) = (𝑥 − 5)
d. 𝑓(𝑥) = 𝑥 + 5

3. Which equation describes a parabola that opens downward, with a vertex of (1,
3) and with the same width as the graph of 𝑓(𝑥) = 2𝑥 ?
a. 𝑓(𝑥) = 2(𝑥 + 1) + 3
b. 𝑓(𝑥) = 2(𝑥 + 1) + 3
c. 𝑓(𝑥) = −2(𝑥 − 1) + 3
d. 𝑓(𝑥) = −2(𝑥 − 1) − 3

4. Identify the steps required to graph the function 𝑓(𝑥) = −(𝑥 + 4) − 7 from the
graph of 𝑓(𝑥) = 𝑥
a. Shifts 4 units left, and 7 units down
b. Shifts 4 units right, and 7 units down
c. Shifts 4 units left, 7 units down and reflected in the x-axis
d. Shifts 4 units right, 7units down and reflected in the x axis

5. The parabola 𝑓(𝑥) = (𝑥 + 6) − 3, is translated 3 units left. What is the equation

of the line of symmetry of the new parabola?
a. 𝑥 = 6
b. 𝑥 = −3
c. 𝑥 = −6
d. 𝑥 = −9

6. How many times will the graph of 𝑓(𝑥) = − (𝑥 − 5) + 7 cross the x-axis?
a. Once
b. Twice
c. None
d. Cannot be determined

7. Which equation shows a translation of 5 units left and vertical compression by

a factor of 3 to the graph of (𝑥) = 𝑥 + 2 ?
a. 𝑓(𝑥) = (𝑥 − 5) + 2
b. 𝑓(𝑥) = 3(𝑥 − 5) + 2
c. 𝑓(𝑥) = 3(𝑥 + 5) + 2
d. 𝑓(𝑥) = (𝑥 − 5) + 2
For numbers 8 -10. The graph of 𝒇(𝒙) = (𝒙 − 𝟑)𝟐 + 𝟓 is translated 2 units right, 4 units up and
reflected in the x-axis.

8. What is the equation of the resulting function 𝑔(𝑥)?

a. 𝑔(𝑥) = −(𝑥 − 1) + 9
b. 𝑔(𝑥) = −(𝑥 − 5) + 9
c. 𝑔(𝑥) = −(𝑥 + 2) + 9
d. 𝑔(𝑥) = −(𝑥 + 5) + 9

9. In what quadrant does the vertex of the new function 𝑔(𝑥) lie?
a. Quadrant I
b. Quadrant II
c. Quadrant III
d. Quadrant IV

10. How many real zeros does the new function 𝑔(𝑥) have?
a. One
b. Two
c. None
d. Cannot be determined

For numbers 11-15, refer to the given figure. 𝑓(𝑥) = 𝑥 is the parent graph

a
c
f(x)

b
d

Write the letter or the parabola that corresponds to the correct transformation of the
graph of 𝒇(𝒙) .

____ 11. 𝑝(𝑥) = −(𝑥 − 5) − 1

____ 12. 𝑔(𝑥) = (𝑥 + 4)

____ 13. ℎ(𝑥) = − (𝑥 + 3)

____ 14. 𝑚(𝑥) = 4(𝑥 − 4) + 1

____ 15. 𝑘(𝑥) = −𝑥 − 3

 Additional Activities

Be Creative! Below is a simple design created from graphs of quadratic functions.

Can you locate the x and the y axes below?
 1 2 3
4 5
Activity 1
What I Know
1. B
What’s In 2. C
3. C
a. Vertex (−1,8)
4. C
b. Y intercept 6 5. B
c. X intercepts −3,1 6. D
d. Axis of symmetry 𝑥 = −1 7. C
e. Direction of the opening downward 8. C
f. Domain {𝑥 ∕ 𝑥𝜖ℝ} 9. D
10.C
g. Range {𝑦⁄𝑦𝜖ℝ , 𝑦 ≤ 8}
11.A
h. Maximum value 8 12.C
13.C
14.C
15.B
Answer Key
 B.
1. 𝑔(𝑥) = 5(𝑥 − 7) − 1 4. 𝑔(𝑥) = −3(𝑥 + 7) − 9
2. 𝑔(𝑥) = 2(𝑥 − 2) + 12 5. 𝑔(𝑥) = (𝑥 − 10) + 2
3. 𝑔(𝑥) = (𝑥 + 6) + 4
Activity 2 V(h,k) a Transformation
Given
𝒇(𝒙) = 𝒙𝟐 (0,0) 1 Parent function
Example Compressed, 7 units right, 3 units up
(7,3) 2
𝑘(𝑥) = 2(𝑥 − 7) + 3
1. 𝑔(𝑥) = 3(𝑥 + 4) + 2 (−4,2) 3 Compressed, 4 units left, 2 units up
2. ℎ(𝑥) = (𝑥 − 3) + 6 (3,6) 1 3 units right, 6 units up
3. ℎ(𝑥) = −3(𝑥 + 4) + 2 (−4,2) -3 Compressed, 4 units left, 2 units up
4. 𝑝(𝑥) = (𝑥 − 5) − 2 (5, −2) 1/2 Stretched, 5 units right, 2 units down
5. 𝑞(𝑥) = − (𝑥 + 3) − 4 (−3, −4) -1/2 Stretched, 3 units left, 4 units down
 10. B
9. A
8. B
7. C
6. B
15. E 5. B
14. C 4. C
13. B 3. C
12. A 2. B
11. D 1. C
Assessment

References

https://www.desmos.com/calculator/v3hgzjtpo5

https://sites.google.com/site/124parabolas/real-life-examples

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