Training Course 6 Quadratic Functions and Transformations

Lessons

1. Graphs of Linear Relations using Table of Values I

2. Graphs of Linear Relations using Table of Values II
3. Linear and Quadratic Functions
4. Quadratic Function Part I
5. Quadratic Function Part II
6. Quadratic Function and Parabola
7. Graphing Quadratic Function using Table of Values
8. Graph Quadratic Functions by Completing a Square
9. Modeling with Quadratic Functions
10. How to Find the Quadratic Function when given a Parabola
11. Roots of Quadratic Equations
Activities

1. Graphing Quadratic Function using Geogebra or Graphing Calculators

2. Quadratic Functions and Reflections using Geogebra or Graphing Calculators
3. Quadratic Functions and Translations using Geogebra or Graphing Calculators
4. Quadratic Functions and Stretch Transformation using Geogebra or Graphing Calculators
5. Quadratic Functions, Combined Transformation and Parabola Aerobics
6. Fun with Quadratic Equations
Lesson 1 Graphs of Linear Relations using Table of Values I

When we draw a graph of relation, if all the points lie in a straight line, then it is a linear
relation. Obviously, if we are graphing a linear equation, it is a linear relation. One of the
methods used to graph a linear relation is using a table of ordered pairs or table of values.

Step 1: Find five or six ordered pairs or co-ordinates of points of the relation.
Step 2: Construct a Table of Values
Step 3: Plot the points on a graph and join the points.

Interpolation: Find three other coordinates or ordered pairs for each linear function above:

For y = 2x + 1, when x = 4, y = 9; when x = 1.5, y = 4; when y = -5, x = -3.

1 1
For y = − x − 1 , when x = 1, y = -1; when x = -5, y = 1 ; when y = -4, x = 6.
2 2
Exercise For each of the following relations:

(a) Construct a table of values

(b) Graph the linear relations
(c) Find three other ordered pairs or coordinates (interpolation).

1. y = - 3x + 2 1
6. y = - x–4
2. y = 2x – 5 2
3. y = x 3
7. y = x+3
4. y = - 4x - 5 4
5. y = - 2x + 7 1
8. y = - x + 6
3
Lesson 2 Graphs of Linear Relations using Table of Values II

What if the linear relation is in standard form like 2x – y = 3 or 3x – 2y = 6? The easier method is to
change the relation to the form y = __________ by leaving y on one side (preferably left) and move the
rest of the variables to the other side. Then follow the same steps as above.

Example 1

Graph the relation defined by the equation 2x – y = 3.

Step 1: Isolate y, it’s easier to move – y to the right and move 3 to the left side of the equation, we have

2x – 3 = y or y = 2x – 3 (Remember to change the signs when moving)

Step 2: Construct a Table of Values:

x y = 2x – 3
1 2(1) – 3 = 2 – 3 = - 1
3 2(3) – 3 = 6 – 3 = 3
0 2(0) – 3 = 0 – 3 = - 3
-1 2(-1) – 3 = -2 – 3 = - 5
-3 2(-2 ) – 3 = -4 – 3 = -7

Step 3: Plot and connect the points (see graph below)

Example 2

(a) Graph the relation defined by the equation x + y = 2

(b) Find the value of y when
(c) Find the value of x when
(d) Find the value when

Step 1: Isolate y, it’s easier to move x to the left side of the equation, we have

y = - x + 2 (Remember to change the signs when moving)

Step 2: Construct a Table of Values:

x y=-x+2
1 -1 + 2 = 1
3 -3 + 2 = -1
0 -0 + 2 = 2
-1 - (-1) + 2 = 1 + 2 = 3
-3 - (-3) + 2 = 3 + 2 = 5
Step 3: Plot and connect the points (see graph)

(a) Locate (or 0.5) on the x-axis (horizontal axis), Draw a vertical line to meet the graph, at the
point of intersection, draw a horizontal line to locate the value of y on the y-axis (vertical axis),
we will find . This method is called interpolation.
(b) Locate y = 5 on the y-axis, draw a horizontal line to meet the line graph, we may have to extend
the line graph to intersect the horizontal line, at the point of intersection, draw a vertical line to
locate the value of x, which is
(c) Locate x = 5, draw a vertical like to intersect the line graph, at the point, draw a horizontal line to
locate the value of y which is
(d) Since there are two lines on this graph, the point of intersection is (-0.3, 2.3).
Exercises: For each of the following relations in standard form on the right:
(a) Graph the relations #1 & 2, #3 & 4, #5 1.
& 6 on right on the same graph paper 2.
(b) Find the value of y when and 5 3.
(c) Find the value of x when y = 4 and 4.
5.
(d) Find the point of intersection for linear
6. x – 4y = 8
relations #1 & #2, #3 & #4, #5 & #6
Lesson 3 Linear and Quadratic Functions

A function is a special type of relation. It is like a machine that has an input x and an output y using a
function rule. For example: the linear function rule “Multiply by - 2 plus 4” or f(x) = -2x + 4 produces
a table of values and graph on the left below). This is an example of a linear function or straight line
graph. The right table of values below is a quadratic function with the function rule "f of x equals x
squared" or f(x) = whose graph is a parabola or U-shaped curve. The name quadratic comes from
"quad" meaning square. It is also called an "equation of degree 2”.
Input Relationship is Output Input Relationship is Output
-3 × (-2) + 4 10 -2 4
-2 × (-2) + 4 8 -1 1
-1 × (-2) + 4 6 0 0
0 × (-2) + 4 4 1 1
1 × (-2) + 4 2 2 4
: : :
: : :

Comparing Linear and Quadratic Functions by Analyzing Graphs

Graph of a linear function is a straight line in the form y = mx + b from left to right (positive slope) or
right to left (negative slope) and a y-intercept (See previous chapter). Graph of a quadratic function is a
parabola either facing up or down. It has a degree 2, and can also be written in any one pf the three forms:
standard form: y = - 2x2 + 5x + 4; vertex form: y = (x - 5)2 + 6; or factored form: y = (x - 5)(x + 3). All
three graphs are parabolas either facing up or down.
Evaluating Functions
Let's say you're asked to find f(4). What does this mean? It does NOT mean f times 4. Remember, the
first letter f tells you the name of the function. What's in parentheses represents the input value. f(4) tells
us that we need to plug in 8 for the input value.
Function Evaluate f(4)
f(x) = 5x f(4) = 5(4) = 20

f(t) = 2t - 10 f(4) = 2(4) – 10 = 8 – 10 = -2

f(a) = f(4) = = 16 + 12 – 1 = 27

Example: For the function , find g(0), g(5), and g(a)

Solution: g(0) = 1 – (0) + =1
g(5) = 1 – (5) + = 1 – 5 + 25 = 21
g(a) = 1 – (a) + =1–a+
Function Notations
Two commonly used function notations we used are y = 2x – 10 and f(x) = 2x – 4.
One other function notation commonly used in senior high school is . This notation is
related to mapping diagrams. We say “f maps x into x + 1.” It is the same as f(x) = x + 1.

Example 1: Change the function notation to other function notations.

Answer: and y =

Example 2: Change the function notation h(x) = to other function notations.

Answer: y = and h: x

Exercise
1. For the function g(x) = 3x – 4, find g(0), g(3), g(10) and g(b).
2. For the function h(x) = – 2, find h(-2), h(-1), h(0), h(2) and h(k).
3. For the function k(x) = – 1, find k(1), k(4), k(5) and k(a).

4. For the function f(x) = – 4, find f(0), f(4), f(16) and f(m).
5. Change the function notation to other function notations.
6. Change the function notation to other function notations.

7. Change the function notation to other function notations.

8. Identify whether each of the function below is linear, quadratics or neither, why?
Lesson 4 Quadratic Function Part I

Formal Definition of a Function

A function relates each element of a set (called domain) with exactly one element of another set (range).

Example 1: Is y = a function?

Solution: Let’s use the mapping diagram for the function y = from left below. Arrows in
the mapping diagram point from domain X to range Y. It has a “two-to-one” mapping as 4 and -4 maps
onto 16. y = is a function because “each element in the domain” has exactly one element in the range.

Example 2: Is g(x) = a function?

Solution: Let’s use the table of values and mapping diagram for the function g(x) = below.
Arrows in the mapping diagram point from domain A to range B. This is a “two-to-one” mapping,
e.g. -2 and 2 in the domain A maps into -8 in the range B, -1 and 1 maps into -3 in the range. This is a
function because “each element in the domain” has exactly one element in the range.
A B g(-2) =
=-4–4=-8
g(-1) =
=-1–2=-3
g(0) = - (0) + 2(0) = 0
g(1) = - 1 - 2 = - 3
g(2) = - 4 - 4 = - 8
g(3) = - 9 – 6 = - 1

Exercise
1. Determine if the following mapping diagrams represents functions. Explain why.

2. (a) Construct mapping diagram for each graph below.

(b) Find the function rule of each.
(c) Determine which graph represents a function. Explain why.
Lesson 5 Quadratic Function Part II

Vertical Line Test for Functions

If you can draw a vertical line anywhere on
a graph so that it hits the graph in more
than one spot, then the graph is NOT a function.

In Lesson 3, we concluded that y = is a function because “each element in the domain” has exactly
one element in the range. Let’s look at the graph:

No matter where we drop a vertical line, it only hits the parabola in one spot because each element on the
x-axis has exactly one element on the y-axis. We can use the vertical line test to determine a function.

Is y = a function? The graph is shown above. The vertical line test “failed” because except for the
origin, “several element in the domain” has more than one element in the range.

Exercise

Use the vertical line test to determine if each of the following graphs represent a function or not? Provide
reasons for your answers.
Lesson 6 Quadratic Function and Parabola

Quadratic function + c where a and b care coefficients and c is a constant

For example, +4 where 2 and 3 are coefficients and 4 is a constant
The one factor identifies quadratic is the exponent 2, one term must be where a 0.

Parabola opens up and down

• If the coefficient of is positive, the parabola opens up, e.g.

• If the coefficient of is negative, the parabola opens down, e.g. y =

Characteristics of quadratic functions

• The graph of a quadratic function is called a parabola (U-shape). A parabola contains a point
called a vertex. The parabola can open up or down. Vertex in the first parabola above is (0, -5).
• If the parabola opens up, the vertex is the lowest point. This point is called the minimum point.
e.g. minimum point in the first four graphs above is -5, -3, 0 and -3 respectively. Minimum point
in the sixth graph is 2.
• If the parabola opens down, the vertex is the highest point. This point is called the maximum
point. e.g. maximum point in the third graph is 4.
• Axis symmetry in the first three graphs is the y-axis or x = 0. Axis of symmetry is not very clear
in the fourth graph. Axis of symmetry for fifth graph is x = -2 and the sixth graph is x = 1.
• A parabola also contains points called the zeros or x-intercepts. The zeros are the points were the
parabola crosses the x-axis. Most of the time, parabola has two zero points or x-intercepts, zero
points in the first graph are x = - 2 and x = 2. Zero points in the fourth graph are x = - 2 and x = .
Zero points in the fourth graph are x = -4 and x = 0. Occasionally, quadratic function has only one
zero point like the second graph, in fact, x = 0 and no zero point, like in the fifth graph.
Exercise

For each of the seven parabolas below, state each of the following:

(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)
Lesson 7 Graphing Quadratic Function using Table of Values

We can draw quadratic functions using tables of values and then state each of the following:

(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)
Example 1 Graph f(x) = using table of values

Input Relationship is Output

-2 – 2(-2) – 3 = 4 + 4 - 3 5
-1 - 2(-1) – 3= 1 + 2 - 3 0
0 – 2(0) – 3 = 0 – 0 - 3 -3
1 – 2(1) – 3= 1 – 2 – 3 -4
2 -3
3 0
4 5

Example 2
Graph y = - (x – 2) (x + 3) =

Input Relationship is Output

-3 – (-3) + 6 = - 9 + 3 + 6 0
-2 – (-2) + 6 = - 4 + 2 + 6 4
-1 - (-1) + 6 = - 1 + 1 + 6 6
0 – (0) + 6 = - 0 - 0 + 6 6
1 – (1) + 6 = -1 – 1 + 6 4
2 0

Example 1 Answers: (a) Parabola faces up, (b) vertex is (1, -4), (c) axis of symmetry is x = 1, (d) min
point is -4, and (e) zero points are (-1, 0) and (3, 0).

Example 2 Answers (a) Parabola faces down, and (e) zero points are (-3, 0) and (2, 0).

In Example 2, to find the vertex, axis of symmetry and max point, we need another point in the table,
what is y when x is between 0 and -1 or x = -0.5, y = = - 0.25 + 0.5 + 6 = 6.25.

Answers (b) vertex is (-0.5, 6.25), (c) axis of symmetry is x = -0.5, and (d) maximum is 6.25

Exercise Draw each quadratic function below using tables of values and then state each of the following:

(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)

1. 2. 3.
4. f (x) = 5. 6.
Lesson 8 Graph Quadratic Functions by Completing a Square

Completing the square is a method that can be used to transform a quadratic function
in standard form to vertex form . Once in vertex form,
we can easily sketch the graph of a quadratic function. The method of completing the
square has a few simple steps:

1. Isolate all terms involving x.

2. Make the leading coefficient 1 by dividing or multiplying both sides
of the equation by the appropriate constant.
3. Take half the coefficient of x, square it, and add it to both sides of the
equation.

4. Collapse .

Example 1 Change to vertex form

Solution: First isolate the terms involving x as,

Next, the leading coefficient is already 1, there is no need to change

To complete the square, take half the coefficient of x, square it, and add it to both sides as,

y-3+ = +

y–3+4=

The parabola is concave up, has vertex at (2, -1), axis of symmetry is x = 2 and
minimum point at y = -1.

Example 2 Change y = 2x2 - 8x + 10 to vertex form.

Solution: First isolate the terms involving x as,

y − 10 = 2x2− 8x.

Next, make the leading coefficient 1 by dividing both sides of the equation by 2 as,
To complete the square, take half the coefficient of x, square it, and add it to both sides as,

The parabola y = 2x2 - 8x + 10 is concave up, vertex is at (2, 2), axis symmetry is x = 2 and the minimum
point is 2.

Exercise For each of the following function

a) Change the function from standard form to vertex form.

b) Determine if the function concave up/down.
c) Find the vertex, axis of symmetry and maximum/minimum.
d) Sketch a graph of the quadratic function.

1.

2.

3.

4.

5.

6.

7.
Lesson 9 Modeling with Quadratic Functions
Quadratic functions can be used to model motion involving projectiles, sports and real-life problems
involving a maximum or minimum.
Input Output
Example 1 0 =-0+0 0

10 8
= - 0.01(100) + 9 = - 1 + 9

20 14
= - 0.01(400) + 18 = - 4 + 18

30 18
= - 0.01(900) + 27 = - 9 + 27

40 20
= - 0.01(1600) + 36 = - 16 + 36

50 20
= - 0.01(2500) + 45 = - 25 + 45

60 18
= - 0.01(3600) + 54 = - 36 + 54

Example 2

Input Output
0 =-0+0 0

10 13
= - 0.03(100) + 16 = - 3 + 16

20 20
= - 0.03(400) + 32 = - 12 + 32

30 21
= - 0.03(900) + 48 = - 27 + 48

40 16
= - 0.03(1600) + 64 = - 48 + 64

50 15
= - 0.03(2500) + 80 = - 75 + 80

55 -2.75
= - 0.03(3025) + 88 = - 90.75 + 88

54 0.53
= - 0.03(2809) + 84.8 = - 84.27 + 84.8

Method 1: Using table of values and graph: the maximum height occurs at between t = 40 and 50 second.
Let’s choose t = 45 s, h (45) = 20.25 ft. Maximum height = 20.25 ft.

Method 2: By completing the square

= -0.01( - 90x) = -0.01( - 90x +45x45) = -0.01 (x – 45)square + 20.25

Answer: Maximum height is 20.25 ft at t = 45.

Example 2 Method 1: Using table of values, the height of the ball goes back to the ground at y = 0 which
occurs at t = 53 to 55 s, and the maximum height of the ball occurs at t = 30 to 40 s. We can find the
exact times and the maximum height by drawing the graph. Using the graphing calculator to draw the
graph, the maximum point is (26, 21) and the ball hits the ground at t = 53.5 s

Method 2: By completing the square: = -0.03( - 53.33x +26.7 x 26.7)= -0.03(x -

26.7)square + 21.4

Exercise

1. The quadratic function models the path of the cannon ball. Construct a table of values and a
graph to draw the parabolic path of the ball. Also determine its maximum height and when and
where it will hit the ground using both methods.

2. A baseball is “popped” straight up into the air by a batter. The height of the ball above the
ground is given by the quadratic function where t is the time in
seconds and y is in feet. Construct a table of values, draw the graph, and determine its maximum
height and when and where it will hit the ground. Verify your answers by completing a square.
3. Sometimes a cricket ball swerves to one side and the path it follows is not a parabola. Why?
4. In a typical basketball shot, the height (feet) will be a function of time (seconds), is modelled by
the equation . Construct a table of values, draw the graph, and determine
its maximum height. Verify your answers by completing a square.
5. A high cliff diver jumps off a 10-m cliff. The function is h = where h is in
meters and t is in seconds describes its path. Construct a table of values, draw the graph, and
determine its maximum height and when and where it will hit the water. Verify your answers by
completing a square.
Lesson 10 How to Find the Quadratic Function when given a Parabola

System of Equations Method to find the Quadratic Function when given a Parabola

When finding the equation of a parabola, if you are given the vertex and any other point, you only need
two points to find the equation. However, if you are not given the vertex you must have at least three
points to find the equation of a parabola. Using the 3 points, we can form a system of simultaneous
equations or three equations in 3 unknowns (a, b, c) and then solve them to get the required equation.
Example 1: In the first picture, the three points on the bridge are (-60, 20), (0, 0) and (60, 20).
Solution: Using our general form of the quadratic, y = ax2 + bx + c, we substitute the known values
for x and y to obtain:

Substituting (-60, 20): 20 = a(-60)2 + b(-60) + c 3600a - 60b + c = 20 (Equation 1)

Substituting (0, 0): 0 = a(0)2 + b(0) + c 0+0+c=0 (Equation 2)
Substituting (60, 20): 20 = a(60)2 + b(60) + c 3600a + 60b + c = 20 (Equation 3)

We now solve for a, b, and c which are 3 unknowns with 3 equations using Method of Elimination.

From Equation 2, we know c = 0, substitute into Equations 1 and 3, we get

3600a - 60b = 20 (Equation 4)
3600a + 60b = 20 (Equation 5)
Adding, we get: 7200a = 40 or a =

Substitute a = into Equation 1, we get: 3600a – 60b + c = 20

3600 x – 60b = 20
20 – 60b = 20
- 60b = 0 or b = 0
Answer: The equation of the parabola on the bridge is

Exercise:

1. When a player throws a football, the path is a parabola. Using your camera, you take a long
exposure picture of a player throwing a football. A sketch of the picture is shown below. You
then put the path of the football over a grid or graph paper, with the x−axis as the horizontal
distance and the y−axis as the height, both in 3 feet increments (each square is 3 ft). The release
point (left bottom) is 5 ft, 3 in (or 5.25 ft) and you estimate that the maximum height is 23 feet.
Find the equation of the parabola using 3 points from the graph below.
2. The Gateway Arch in St Louis, USA, is part of the Jefferson National Expansion Memorial. The
shape of the arch certainly looks like a parabola. But is it? We'll model the arch using a parabola
and see how well it fits. We took a picture and drew a set of x-y axes and a regular grid on top of
the photograph (see picture above) with three points with the top at the origin (0, 0). Find the
equation of the parabola (Answer: )

3. The Golden Arch can be seen everywhere in the world. The shape of the arch certainly looks like
a parabola. But is it? The picture is put on a grid (see picture above) with three points. Find the
equation of the parabola and determine the maximum height and span on the bottom.

4. Is it possible to find the quadratic function on a banana? Let’s find out. Place your banana on a
grid paper (graph paper) like the picture above. Use any three points to find the equation of the
quadratic function for your banana. Use points from picture if you do not have a banana.
5. Light rays from a flashlight bulb bounce off a parabolic reflector inside a flashlight. Use light
from a cell phone if you do not have a flashlight. A cross section of a flashlight’s parabolic
reflector is shown in the graph. Trace the best parabola you can see and label the grid. Then find
the equation of the flash light.
Lesson 11 Roots of Quadratic Equations

As mentioned in Section 1 on Quadratic Functions, the name Quadratic comes from "quad" meaning
square, because the variable gets squared (like x2). Like quadratic functions, quadratic equations make
nice curves, like this one below.

Quadratic Equation is of the form: + c = 0 where a and b are coefficients and c is a constant
The one factor identifies quadratic is the exponent 2, the first terms must be and a 0.
It is also called an "Equation of Degree 2" (because of the "2" on the x). The other factor is the
quadratic equation is equal to zero or where curve intersects the x-axis.
For examples, + 4 = 0 where a = 2, b = 3, and c = 5.
where a = 1, b = -3 and c = 0 (c is not shown)
where a = 1, b = 0 and c = - 9 (b is not shown)
Graph of Quadratic Equation is a Parabola opens up or down

Characteristics of quadratic equations are the same as quadratic functions (See Section 4);
• A parabola contains a point called a vertex. Vertex in the first parabola above is (0, -5).
• A parabola has a minimum (opens up) or a maximum (open down).
• A parabola has an axis symmetry.
Roots of Quadratic Equations
Quadratic Equations contain points called the roots, zeros or x-intercepts. Roots are the points were the
graphs of quadratic equations or parabola crosses the x-axis. Most of the time, quadratic equation has two
roots, one root or no real roots. Roots in the first graph above are x = - 2 and x = 2. Roots in the third
graph are x = - 2 and x = . Roots in the fourth graph are x = -4 and x = 0. Some quadratic equations
have only one root like the second graph where x = 0 or no real roots, like in the fifth graph, where it does
not intercept the x-axis.
Discriminant to determine the number of roots in a Quadratic Equation
Instead of drawing a graph, we can determine the number of roots in a quadratic equation using its
determinant b2 − 4ac. It is called the Discriminant, because it can "discriminate" between the possible
types of solutions.
Example 1: Determine the number of roots for
+4=0
Solution: a = 2, b = 3, and c = 5

There are no real roots.

Example 2: Determine the number of roots for
=0
Solution: a = 1, b = - 3, and c = 0
.
There are two real and unequal roots.
Exercise

1. For each parabola below for respective quadratic equations, state the number of roots and the
roots:

2. Find the discriminant and determine the number of real roots in each equation below:

a) x2 − 2x − 15 = 0
b) 2x2 + 7x − 1 = 0
c) 2x2 − 24x = −72
d) 7x2 − 3x + 2 = 0
e) 9x2 - 12x = 60
f) x2 + 7 = 3x
g) 4x2 - 20x + 25 = 0
h) 2x2 + 5x = 3
i) x2 + 12x + 36 = 0
Activity 1 Graphing Quadratic Function using Geogebra or Graphing Calculators

It is quite easy to use Geogebra software available in most schools to graph quadratic functions. Other
than Geogebra, there are numerous websites and apps on graphing calculators. Most of them are similar
to Geogebra and quite easy to use. We will use Geogebra or meta-calculator for this group activity with
2-3 students depending on the availability of tablets or computers. The website is http://www.meta-
calculator.com/online/

Instruction for Geogebra

1. Select graphing calculator on right menu

2. Insert your equation in Input Section, use keyboard on the bottom or your computer keyboard.
3. When using computer keyboard, x2 is x^2.

4. You may key in as many functions as you like for comparison in some of the later activities.

Instruction for Meta-calculator

1. Press graphing calculator on top menu

2. Insert your equation here, use keyboard on right.
3. Top menu: graph for the graph, table for the table of values, plot points if you wish to use your
own table of values, and intersection to find point of intersection when you insert two or more
equations.
4. You may zoom in- and –out to have a better view of the graph. You may also move the axes.
5. You may have to enter your own ranges for x and y values if your equation have large numbers.
6. You may us the graphing calculator to confirm graphs you have drawn in previous sections.
7. https://www.desmos.com/calculator is another website you may use with similar instructions.
Exercise

1. Draw each quadratic function below using graphing calculator and then state each of the
following:
(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)
b. y c.

d. y = e. f. - 15
Activity 2 Quadratic Functions and Reflections using Geogebra or Graphing Calculators

We will use Geogebra or meta-calculator for this group activity with 2-3 students depending on the
availability of tablets or computers. The website is http://www.meta-calculator.com/online/

Reflections or Flip and Axis (Lines) of Symmetry

Identity the reflection type and draw a line of reflection or symmetry for each picture:

Symmetry is when one shape becomes exactly like another if you flip. It is the line of reflection.

Instruction
1. Press graphing calculator on top menu on meta-calculator or right menu on Geogebra.
2. Insert your equation, use keyboard on right or bottom.
3. You may use your computer keyboard, for , press x ^ 2.
4. Equation 1: y = , Equation 2: y = -
5. Top menu: graph for the graph.
6. With either software you can enter up to seven or more equations for comparison. Be sure you
know which graph is for which equation. Graphs are colour-coded.
Exercise Draw each quadratic function below using either graphing calculator and then on graph paper
on the same set of axes for each question. State each of the following for your graphs:
(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)
i. and y =
ii. y and y
iii. How would you reflect the above functions in (b) on the y-axis?
iv. y and y
v. How would you reflect the above functions in (d) on the y-axis?
Activity 3 Quadratic Functions and Translations using Geogebra or Graphing Calculators

We will use Geogebra or meta-calculator for this group activity with 2-3 students depending on the
availability of tablets or computers. With either software you can enter up to seven or more equations for
comparison. Be sure you know which graph is for which equation. Graphs are colour-coded.

Translations or Slide

In a translation or slide, a shape is ‘slide’ along a straight line without turning. The shape in the new
position is called an image of the shape. The triangle ABC is ‘slide’ to the right, this is called horizontal
translation. The quadrilateral is ‘slide’ down or vertical translation.

The horizontal translation for the triangle ABC is 9 units right only, the translation rule is (9, 0).

The vertical translation for the quadrilateral on the right is 7 units down only, translation rule is (0, -7).

The figure on the right is are called slant translations. The triangle moved by a number of units to the
right or left followed by a number of units up or down.

Instruction

1. Press graphing calculator on top menu or right menu.

2. Insert your equations, use keyboard on right or the bottom. Graph these six functions and
compare them.
Horizontal Translation
3. Equation 1: y = , Equation 2: y = Equation 3: y =
4. Equation 4: y = , Equation 5: y = Equation 6: y =
5. Top menu: graph for the graph.
6. These six functions move y = to the left or right, can you make up a rule for each?
 Vertical Translation
7. Clear the screen and then graph these six functions and compare them.
8. Equation 7: y = , Equation 8: y = Equation 9: y =
9. Equation 10: y = , Equation 11: y = Equation 12: y =
10. Top menu: graph for the graph.
11. These six functions move y = to the up or down, can you make up a rule for each?
Horizontal and Vertical Translations
12. Clear the screen and then graph these six functions and compare them.
13. Equation 14: y = , Equation 14: y = , Equation 15: y =
14. Equation 16: y = , Equation 17: y = , Equation 18: y =
15. Top menu: graph for the graph.
16. These six functions move y = to the left or right and up and down, can you make up a rule?

Exercise Draw each quadratic function below using a same set of axes on graph paper for each question.
State each of the following for your graphs:
(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)

1. y and y
2. What’s common with the above translations? Can you make up a rule for this slide?
3. y and y
4. What’s common with the above translations? Can you make up a rule for this slide?
5. y = , y= y= ,y= y= 6
6. What’s common with the above translations? Can you make up a rule for this slide?
7. y = ,y= y= y= y=
8. What’s common with the above translations? Can you make up a rule for this slide?
9. y and y
10. What’s common with the above translations? Can you make up a rule for this slide?
11. y and y
12. What’s common with the above translations? Can you make up a rule for this slide?
Activity 4 Quadratic Functions and Stretch Transformation using Graphing Calculators

We will use Geogebra or meta-calculator for this group activity with 2-3 students depending on the
availability of tablets or computers. The website is http://www.meta-calculator.com/online/

Stretch or Shrink

When we multiply a function by a positive constant, we get a function whose graph is stretched or
compressed vertically in relation to the graph of the original function. If the constant is greater than 1, we
get a vertical stretch; if the constant is between 0 and 1, we get a vertical compression. The graphs
above shows a function multiplied by constant factors 2 and 0.5 (4 and 0.25 in second graph) and the
resulting vertical stretch and compression.

Instruction

1. Press graphing calculator on top or right menu

2. Insert your equation, use keyboard on right or bottom.
3. Equation 1: y = , Equation 2: y = Equation 3: y = , Equation 4: y =
4. New set on Equations: Equation 1: y = , Equation 2: y = Equation 3: y =

5. Top menu: graph for the graph.

6. With this software you can enter up to seven equations for comparison. Be sure you know which
graph is for which equation. Graphs are colour-coded.
Exercise Draw each quadratic function below using graphing calculator and then on graph paper on the
same set of axes for each question. Also state each of the following for your graphs:
(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s)

1.
2. What’s common with the above transformations? Can you make up a rule for “shrink”?
3.

4. What’s common with the above translations? Can you make up a rule for “stretch” or “shrink”?
Activity 5 Quadratic Functions, Combined Transformation and Parabola Aerobics
State each of the following for your graphs and then draw each quadratic function below on graph paper:
(a) faces up or down, (b) vertex, (c) axis of symmetry, (d) max or min point, and (e) zero point(s).

Verify your graphs using Geogebra or meta-calculator from http://www.meta-calculator.com/online/

1.

2.

3.

4.

5.
6.

7.

8.
When completed, teacher will lead the class to Parabola aerobics, we have done this with a group of 3000
students. It’s fun and is a very good review on quadratic functions. The steps of the aerobic dance is:
1. Start with everyone putting up their hands to form a U and say “y =
2. Then try y = by putting their hands closer, then y = ,y= and y = . Say “Now
your hands are very close together.”
3. Then try y = by putting their hands further apart, then y = ,y= and y = . Say

“Now your hands are very far apart like a horizontal line.”
4. Back to “y = and “put your bands up-side-down to form y = Then try y = - ,y=
and y = . Say “Now your hands are up-side-down and very close together.”
5. Then try y = - by putting their hands further apart, then y = - and y = -

6. We have completed the stretch and reflection exercise. Let’s try slides.
7. Start with “y = and try “y = by moving to the right by 2 steps”
8. Move back and try “y = by moving to the left by 3 steps”
9. Move back and try other slides, “y = and y =
10. Back to “y = and then try “y = and “y = by lifting the legs up or “kneeling
down” and say “Now we are really doing aerobics.”
11. “Now we are combining the transformations and we can come around to grade you.”
12. Ask students to perform the above exercise in this order: # 2, 4, 8, 5, 7, 1, 3, and 6.

Reference: View YouTube video “Quadratic Transformation” or make your own.

Activity 6 Fun with Quadratic Equations

Work individually on this activity using computers. Visit website

https://www.mathsisfun.com/algebra/quadratic-equation-graph.html for this activity.

Move the a, b and c slider bars of the left on webpage to explore the properties of the Quadratic Equation
graph in the form . Explorations include:

Effects of changing a, b, and c in .

1. The effect of changes in a

2. The effect of changes in b

3. The effect of changes in c
4. The effect of a negative values of a
5. The effect of a positive values of a
6. What happens when a = 0? b = 0? c = 0?
Roots of when the curve crosses the x-axis (y = 0)
7. Try to get the curve to just touch the x-axis (y=0) at one point (see second graph), there is only
one root for this equation. What is your equation when this happens? There are many equations.
8. Try to get the curve not to touch the x-axis (y=0) at all (see third graph above), there is no real
root for this equation. What is your equation when this happens? There are many equations.
9. Try to get the curve to intersect the x-axis (y=0) at two points (see first graph), there are two real
root for this equation. What is your equation when this happens? There are many equations.
10. Can you get the "roots" -1 and 1 for a graph? What is your equation when this happens?

11. Can you get the "roots" -3 and 2.5 for a graph? What is your equation when this happens?