Mathematics

Quarter 1 - Module 22
Equation of Quadratic Function Given
Graphs and Zeros
Week 9
Learning Code - M9AL-Ij-15.2
 GRADE 9
Learning Module for Junior High School Mathematics
Quarter 1 – Module 22 – New Normal Math for G9
First Edition 2020
Copyright © 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Analynn M. Argel- MTII Marvin G. Sollera -MTI

Editors: Sally C. Caleja- Head Teacher VI

David Bowie U. Montales – Head Teacher III
Cristina R. Solis – Head Teacher VI
Validators: Remylinda T. Soriano, EPS, Math
Angelita Z. Modesto, PSDS
George B. Borromeo, PSDS

Illustrator: Writers
Layout Artist: Writers

Management Team: Malcolm S. Garma, Regional Director

Genia V. Santos, CLMD Chief
Dennis M. Mendoza, Regional EPS in Charge of LRMS and
Regional ADM Coordinator
Maria Magdalena M. Lim, CESO V, Schools Division Superintendent
Aida H. Rondilla, Chief-CID
Lucky S. Carpio, Division EPS in Charge of LRMS and
Division ADM Coordinator

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Learning Module for Junior High School Mathematics

MODULE EQUATION OF QUADRATIC FUNCTION GIVEN

22 GRAPHS AND ZEROS

In the previous module, you learned how to determine the equation of a quadratic
function from several points given on its table of values. What if you are given graph or
zeroes of the quadratic function, can you give the equation? In this module, you will
learn how to derive the equation of quadratic function given its graph or zeros. As you
go through this module, you will be given opportunities to decide on what is the best
method to use to find the equation of quadratic function.

WHAT I NEED TO KNOW

LEARNING COMPETENCY/IES
The learners will be able to:
 Determine the equation of a quadratic function given a graph or zeros of
the function. M9AL-Ij-15.2

WHAT I KNOW

Find out how much you already know about the equation of quadratic function
given graphs and zeros. Write the letter that you think is the best answer to each
question on your answer sheet. 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. What do you call the graph of the quadratic function?

A) Circle B) Hyperbola C) Line D) Parabola
2. What are the zeros of the quadratic function = � 2 − 2� − 63 ?
A) – 9 & – 7 B) – 9 & 7 C) – 7 & 9 D) 7 & 9
3. Which quadratic function has no zeros?
A) � = �2 − 7 C) � = −�2 + 7
2
B) � = −� − 7 D) � = �2 + 7�

For items 4 – 7, refer to the graph at the right.

4. What is the vertex of the graph?
A) (0, –1)
B) (0, 1)
C) (– 1. 0)
D) (1, 0)

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5. What is the zero(s) of the graph?

A) – 1 B) 0 C) 0 and – 1 D) None
6. What is the y-intercept of the graph?
A) – 1 B) 0 C) 1 D) None
7. Which equation define the given graph?
A) � = −�2 − 2� − 1 C) � = −�2 + 2� − 1
2
B) � = −� − 2� + 1 D) � = −�2 + 2� + 1
8. What quadratic function that passes the point (1, 1) and to its only zero of 2?
A) � = �2 − 4� − 4 C) � = �2 − 4� + 4
2
B) � = � + 4� − 4 D) � = �2 + 4� + 4
9. Find the equation of the quadratic function that doesn’t cross the x-axis and
passes through the point (1, 7).
A) � = �2 + 5 C) � = �2 − 5
B) � = 2�2 + 5 D) � = 2�2 − 5
10. What quadratic function contain the points (–1, 0), (1, 0) and (2, 3)?
A) � = −�2 − 1 C) � = �2 − 1
2
B) � = −� + 1 D) � = �2 + 1

Communication, and
WHAT’S IN Critical Thinking

It is easier to understand this module if you know how to find the coordinates of
points, particularly the zeroes, on a graph of a quadratic function. Recall that zeros of
the quadratic function are actually the x-intercepts of the parabola that corresponds to
it.

Determine the zeroes of the quadratic function whose graphs are given below:

1. 2.

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Learning Module for Junior High School Mathematics

3. 4.

5. 6.

How did you find the activity? Were you able to spot the zeroes of the
functions? Can you give other points on the parabola aside from the zeroes?

Communication
WHAT’S NEW

The graph of a quadratic function is a smooth curve called a parabola. A

parabola may intersect the x–axis at two points, one point or no point at all.

two points one point no point

The x-coordinates of the points of intersection of the parabola and the x-axis
are the zeroes of the quadratic function if it exists. Graphically, these are the x-

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intercepts of the graph of a quadratic function. An x-intercept is a point on the graph
that intersects the x-axis.

How will the points on the parabola, particularly the x-intercepts or the zeroes
of the function, help in determining the equation of the quadratic function represented
by the parabola?

Communication, Critical
Thinking, and Collaboration
WHAT IS IT

Deriving Quadratic Function Given Its Graph

If the graphs representing quadratic function y = ax2 + bx + c is given, the

equation representing the graph can be determined given any of the following
conditions:
a. Three points on the parabola none of which is an x-intercepts nor a vertex.
b. The x-intercepts and a point on the parabola for graphs where the
coordinates of the vertex are not integers.
c. A vertex and a point on the parabola

Take note that it is more convenient if the points to consider are integral values.
Study the examples below.

Example 1: Determine the quadratic function y = ax2 + bx + c represented by the

given graphs.

a. b.

Solution:
a. In the graph, the most convenient points to considers are the x-intercepts, (-2, 0)
and (1,0) and the y-intercept (0, -2)

Given three points on the graph, you can find the equation of quadratic function
creating systems of equation in three unknowns. However, if the x-intercepts are given,
you can have an alternate solution:

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If x = -2 and x = 1 are the x-intercepts,
then (x + 2) and (x – 1) are factors of the
equation of quadratic function. Thus,

y = a (x + 2) (x -1)

Take note that the value of a is not

always 1 and the third point on the graph can
help solve for the value of a. Substitute (0, -2)
to the equation,
-2 = a (0 + 2) (0 – 1)
-2 = -2a
a=1
Substitute the obtained value to the
equation and simplify,
y = 1(x + 2) (x – 1)
y = x2 + x – 2

b. In this graph, the most convenient points to

consider are the vertex (-1, 0), the y-intercept
(0, -1) and any of the points (-3, -4) or (1, -4).

However, if the vertex is given, you only

need one of the point mentioned above.

Substitute the coordinates of the vertex

(-1, 0) in the vertex form of the equation of
quadratic function,
y = a (x+1)2 + 0
Find the value of a by choosing any of
the points (0, -1), (-3, -4) or (1, -4), then
substitute:
-1 = a (0 + 1)2
-1 = a
Substitute a = -1 in the equation, then transform it into y = ax2 + bx + c;
y = -1 (x + 1)2 → y = -x2 – 2x – 1

Deriving Quadratic Function Given Its Zeroes

If the zeroes are given, then the equation of the quadratic function can be
determined. Recall that zeroes, x1 and x2, of the function are the roots, of the
equivalent quadratic equation,

y = (x – x1) (x – x2) → 0 = (x – x1) (x – x2)

Example 2: Determine the quadratic function given the following zeroes:

a. 5, -3 b. 4, 2 c. 1 + √3
3

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Solution:
a. If 5 and -3 are zeroes of quadratic function y = ax2 + bx + c, then (x – 5) and [x –(-3)]
are factors of y,
y = (x – 5) (x + 3) → y = x2 -2x – 15
2
b. If 4 and are zeroes of quadratic function y = ax2 + bx + c, then (x – 4) and
3
2
(� − ) are factors of y,
3
2
y = (x – 4) (� − 3)
y = (x – 4) (3x – 2)
y = 3x2 -14x + 8

c. If 1 + √3 is a zero of quadratic function y = ax 2 + bx + c, then its conjugate 1 - √3 is

also a zero of the function, thus [x + (1 + √3 )] and [x – (1 - √3 )] are factors of y,

y = [x - (1 + √3 )] [x – (1 - √3 )]
y = [(x – 1) - √3 ] [ (x – 1) + √3 ]
y = (x – 1)2 - √32
y = x2 – 2x + 1 – 3
y = x2 – 2x - 2

How did you find the given examples? Were you able to understand how to derive
equations given the graph or zeros of a quadratic function? If not, go back to those
parts that you find challenging and study further.

Critical Thinking, Communication

and Collaboration
WHAT’S MORE

A. Determine the quadratic function y = ax2 + bx + c represented by the given graph s.

1. 2.

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3. 4.

5. 6.

B. Determine the quadratic function given the following zeroes:

1. 2, -3 11. ±√3
2. 5, 7 12. 2 – √3
3. -1, -4 13. 1 + √5
4. 6, -5 14. -3 + √2
5. 8, 1 15. -4 - √7
1
6. , 2
2
1
7. 5, −
3
3
8. 1 ,
4 4
1
9. 3 , −
5 5
3 4
10. − 4 , 3

How did you find the activity? Did you get all the equations of quadratic functions
from the graphs and zeros? If not, in which part did you find challenging? How did you
cope up with it?

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Learning Module for Junior High School Mathematics

WHAT I HAVE LEARNED

1. If the graphs representing quadratic function y = ax2 + bx + c is given, the

equation representing the graph can be determined given any of the following
conditions:
a. Three points on the parabola, not x-intercepts nor vertex
b. The x-intercepts and a point on the parabola, if coordinates a
vertex are not integral
c. A vertex and a point of the parabola
2. The zeroes, x1 and x2, of the function are the roots, of the equivalent
quadratic equation. That is,
y = (x – x1) (x – x2) → 0 = (x – x1) (x – x2)

Now that you are equipped with knowledge on determining the equation of
quadratic function given graphs and zeros, it’s about time to find out what you can do.

Critical Thinking
WHAT I CAN DO

A. Determine the quadratic function y = ax2 + bx + c represented by the given graphs

1. 2.

3. 4.

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Learning Module for Junior High School Mathematics

5. 6.
B. Determine the quadratic function given the following zeroes:
1
1. 5, 8 6. 2 , −
3 6
2. -2, 7 7. ±√5
3. 11, -4 8. 1 ± √2
4. 3 , 1 9. -2 ±3√3
2
3 3±√17
5. 1 , 10.
2 2 4

ASSESSMENT

Read each item carefully. Identify the choice that best completes the statement or
answers the question

1. What do you call the graph of the quadratic function?

A) Circle B) Hyperbola C) Line D) Parabola

2. What are the zeros of the quadratic function = 2�2 − 7� + 3 ?

A) – 3 & – 1 B) – 3 & 1 C) – 1 & 3 D) 1
& 3
2 2 2 2

3. Which quadratic function has no zeros?

A) � = �2 − 4 C) � = −�2 + 4
B) � = −�2 − 4 D) � = �2 + 4�

For items 4 – 7, refer to the graph at the right.

4. What is the vertex of the graph?

A) (0, –1)
B) (0, 1)
C) (– 1. 0)
D) (1, 0)

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Learning Module for Junior High School Mathematics
5. How many zero(s) does the graph have?
A) 0 B) 1 C) 2 D) None

6. What is the range of the graph?

A) (–∞, 0) B) (–∞, 0] C) (0, ∞) D) [0, ∞)

7. Which equation define the given graph?

A) � = −�2 − 2� − 1 C) � = −�2 + 2� − 1
B) � = −�2 − 2� + 1 D) � = −�2 + 2� + 1

8. What quadratic function that passes the point (2, 1) and to its only zero of 3?
A) � = �2 − 6� − 9 C) � = �2 − 6� + 9
2
B) � = � + 6� − 9 D) � = �2 + 6� + 9

9. Which of the following equations of the quadratic function that doesn’t cross
the x-axis and passes through the point (1, 4).
A) � = �2 − 2� + 5 C) � = 3�2 − 5�
2
B) � = 2� − 3� + 1 D) � = �2 + 2� − 5

10. What quadratic function contain the points (–5, 0), (0, 0) and (2, 14)?
A) � = −�2 − 5� C) � = �2 − 5�
2
B) � = −� + 5� D) � = �2 + 5�

Communication, Critical Thinking,

ADDITIONAL ACTIVITIES Creativity and Character Building

Activity 1: Parabola Around Us

There are a lot of objects around

us that looks like a parabola like the
architectural design of Mactan Cebu
international airport.

For this activity, you will explore

the rich arts and architectures of the
Philippines that have parabolic design.

1. Find an example of a real parabolic curve found in the Philippines

2. Research about its origin and its actual size.
3. Using any graphing applications (android apps, internet app, computer
software, and a like), insert the picture into the rectangular plane and adjust
the scale to its actual size.
4. Insert a point for the vertex of your picture and determine its coordinates.
5. Locate for additional points that your graph pass through. Determine the
coordinates of this points.
6. Using these points, find the equation in general form of the parabola formed by
your picture.

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Learning Module for Junior High School Mathematics

PROBLEM – BASED WORKSHEET

A soccer player passes the

ball to a teammate, and the
teammate kicks the ball. The graph
displays the relation of the height in
feet of the ball, in feet, t seconds
after it is kicked.

Let’s Analyze!

1. What is the maximum height that the ball could reach?

2. After how many seconds did the ball reached the maximum height?

3. Determine the function h(t) from the given graph.

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E-Search

You may also check the following link for your reference and further learnings
on determining quadratic function given table of values.

 https://www.youtube.com/watch?v=jLzkaJk0iZ0
 https://www.youtube.com/watch?v=vAPPYoBV2Ow
 https://www.youtube.com/watch?v=OXViZtD2BTE
 https://www.khanacademy.org/math/algebra/x2f8bb11595b61c86:quadratic-
functions-equations/x2f8bb11595b61c86:quadratic-forms-
features/e/rewriting-expressions -to-reveal-information

REFERENCES

MacKeague, Charles, Intermediate Algebra, Concepts and Graphs. Saunders College

Publishing, USA
Mathematics 9 Learner’s Material, Department of Education
Ogena, Ester, et. al. Our Math Grade 9. Mc Graw Hill, Vibal Group. Inc
https://www.radford.edu/rumath-smpdc/Performance/src/Leslie%20Cumbow%20-
%20Discovering%20Quadratics.pdf

Illustrations:

https://www.freepik.com/free-vector/woman-with-long-hair-teaching-
online_7707557.htm
https://www.freepik.com/free-vector/kids-having-online-lessons_7560046.htm
https://www.freepik.com/free-vector/illustration-with-kids-taking-lessons-online-
design_7574030.htm
http://www.usccg.com/tag/quality-control/
http://www.erpbusinessschool.lk/programmes/professional-diploma-in-enterprise-
resource-planning/careers_chemd_guygirllab_0/
https://www.dezeen.com/2018/12/03/mactan-cebu-international-airport-
philippines-integrated-design-associates/

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