Mathematics

Quarter 1 - Module 12
General Form and Standard Form
of Quadratic Function
Week 5
Learning Code - M9AL-Ig-12

Mathematics – Grade 9
Alternative Delivery Mode
 GRADE 9
Learning Module for Junior High School Mathematics

Quarter 1 – Module 12 – New Normal Math for G9

First Edition 2020
Copyright © 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
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Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
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effort has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

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

Editor: Sally C. Caleja – Head Teacher VI

Editha T. Moredo- Head Teacher VI
Josefina J. Bustos – 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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 GRADE 9
Learning Module for Junior High School Mathematics

MODULE GENERAL FORM AND STANDARD FORM

12 OF QUADRATIC FUNCTION

The previous module, you learned the general form y = ax2 + bx + c of a

quadratic function and represented it in various ways. In this module, the standard
form or vertex form y = a(x - h)2 + k will be introduced. There will be instances that
the standard form of quadratic function will be more appropriate to use when working
on problems involving the vertex of the graph of a quadratic function.

WHAT I NEED TO KNOW

PPREPREVIER!
LEARNING COMPETENCY
The learners will be able to:
• transform the quadratic function in general form y = ax 2 + bx + c into
standard form (vertex form) y = a(x – h)2 + k and vice versa. M9AL-Ig-12

WHAT I KNOW
PPREPREVIER
! Find out how much you already know about the module. Write the letter that
you think is the correct answer to each question on a sheet of paper. Answer all items.
After taking and checking this short test, take note of the items that you were not able
to answer correctly and look for the right answer as you go through this module.

1. Which of the following is standard form of a quadratic function?

A) 𝑦 = 𝑎(𝑥 − ℎ)2 − 𝑘 C) 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
B) 𝑦 = 𝑎(𝑥 − 𝑘)2 − ℎ D) 𝑦 = 𝑎(𝑥 − 𝑘)2 + ℎ
2. The quadratic function 𝑦 = 𝑥 + 2𝑥 − 1, is expressed in standard form as
2

A) 𝑦 = (𝑥 + 1)2 + 1 C) 𝑦 = (𝑥 + 1)2 + 2
B) 𝑦 = (𝑥 + 1)2 − 2 D) 𝑦 = (𝑥 + 1)2 − 1
3. Which must be the value of (h, k) in the quadratic function 𝑦 = 2(𝑥 − 3)2 + 4 ?
A) (–3, –4) B) (–3, 4) C) (3, –4) D) (3, 4)
4. If 𝑦 = 2𝑥 2 + 4𝑥 − 5 is written in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘, then what is the value
of a + h – k ?
A) – 6 B) – 7 C) 6 D) 8
5. Which of the following is standard form of a quadratic function 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ?
𝑏 2 4𝑎𝑐−𝑏2 𝑏 2 4𝑎𝑐 + 𝑏2
A) 𝑦 = 𝑎 (𝑥 − ) + C) 𝑦 = 𝑎 (𝑥 − ) +
2𝑎 4𝑎 2𝑎 4𝑎
𝑏 2 4𝑎𝑐−𝑏2 𝑏 2 4𝑎𝑐+𝑏2
B) 𝑦 = 𝑎 (𝑥+ ) + D) 𝑦 = 𝑎 (𝑥 + ) +
2𝑎 4𝑎 2𝑎 4𝑎
6. Which of the following is general form of a quadratic function?
A) 𝑦 = 𝑎𝑥 2 − 𝑏𝑥 − 𝑐 C) 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 − 𝑐
B) 2
𝑦 = 𝑎𝑥 − 𝑏𝑥 + 𝑐 D) 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

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Learning Module for Junior High School Mathematics
7. The quadratic function 𝑦 = (𝑥 − 1)2 + 1, is expressed in general form as
A) 𝑦 = 𝑥 2 − 2𝑥 − 1 C) 𝑦 = 𝑥 2 − 2𝑥 + 1
B) 𝑦 = 𝑥 2 − 2𝑥 D) 𝑦 = 𝑥 2 − 2𝑥 + 2
8. Which must be the value of c if 𝑦 = (𝑥 + 5)2 + 7 is transformed into general
form?
A) 12 B) 32 C) 34 D) 74
9. What is the value of b if 𝑦 = 2(𝑥 − 5) + 4 , is written in general form?
2

A) – 25 B) –20 C) –15 D) – 10
10. If 𝑦 = (𝑥 + 1)2 − 10 is written in general form, what is the value of a + b – c ?
A) – 12 B) – 9 C) 9 D) 12

WHAT’S IN
PPREPREV
IER! The day’s lesson can be easily understood by recalling first the procedure on
how to make a trinomial, a perfect square.

If 𝑥 2 + 𝑏𝑥 + 𝑐 is a trinomial expression, with b and c as constant, then to make

𝑏 2
the expression a perfect square trinomial, the value of c must be; 𝑐 = ( )
2

Determine the number that must be added to make each of the following a
perfect square trinomial. Then give the factors as a square of a binomial.

1) x2 + 4x + ______
2) x2 – 10x + ______
3) x2 + 3x + ______
4) x2 – 11x + ______
5
5) x2 + x + ______
2

How did you find the activity? Were you able to recall how to find the constant
term of a perfect square trinomial? Were you able to factor them as square of
binomials?
How will this concept help you understand the topic in this module?
Are you ready to explore?

Communication, and
Collaboration
WHAT’S NEW

THE MAXIMUM PRODUCT

Vin and Rose are playing a number game called the maximum product.
The rule says:

The sum of two numbers is 24. What could be the maximum product of
the two numbers, and what are those numbers?

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Learning Module for Junior High School Mathematics
What do you think are the numbers that satisfy the rule? How did you
find out? Do you think there is an easier way to find the numbers that would give the
maximum product?

WHAT IS IT Communication, Critical

Thinking, and Collaboration

Transforming Quadratic Function from General Form to Standard Form

One way of solving this is to list all 2 addends of 24 with respective products.
1 & 23 = 23 , 2 & 22 = 44, 3 & 21 = 63 , 4 & 20 = 80 ,…, up to 12 & 12 = 144.
Since there are no restriction with number, all real numbers are possible options, the
1 4 119
likes of and 23 = are also included, and we are just looking for 2 addends with
5 5 25
a maximum product. Thus, the maximum product is 144 when the numbers are both
12.

An alternative way of solving this problem, is to recall our lessons on how to

solve word problem, that is,
Let x = one of the number; and
24 – x = the other number

If you let y be the product of the numbers, then the working equation is:

y = x (24 – x) or y = – x2 + 24x,

The resulting equation is a quadratic function, which can be written as;

y = – (x2 – 24x)

by applying the rule on the grouping symbol (group of variable x).

Also, this is equivalent to:

y = – (x2 – 24x + 144) + 144.

by completing the squares and adding the additive inverse of the resulting value
of constant of the perfect square trinomial. Writing this in a more compact form, we
have: y = – (x – 12)2 + 144.

The last equation is called the standard form of the quadratic function, in the
form:
y = a(x – h)2 + k

This is also called the vertex form of quadratic function which is very useful in
solving problems modeled by the quadratic function. It easily gives you the vertex of
the parabola at (h, k).

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 GRADE 9
Learning Module for Junior High School Mathematics
In the equation, the negative sign (a = –1) is the value of a, which tells us that
there is a maximum product or value of k which is 144, and 12 is the value of h,
which is one of the two numbers, the other number is of course being 12.

To learn more on transforming the general form of quadratic function to its

equivalent standard form, study the given examples:

Example 1. Rewrite y = x2 – 6x – 11, in standard form. Identify the constants a, h and

k.
Solution:

Group the terms containing x. y = (x2 – 6x) – 11

Complete the expression in parenthesis to make it a
perfect square trinomial by adding the constant
−6 2 y = (x2 – 6x + 9) – 11 – 9
( ) and subtracting the same value to the
2
constant term.
Simplify and express the perfect square trinomial as
y = (x – 3)2 – 20
square of a binomial

Thus, the equivalent standard form of the given quadratic function is

y = (x – 3)2 – 20 with a = 1 , h = 3 , and k = – 20 .

Example 2. Express 2x2 + y = 10x – 3 in the form y = a(x – h)2 + k and give the
values of a, h, and k.
Solution:

Apply the addition property of equality to y = – 2x2 + 10x – 3

isolate variable y on the left side of the
equation.
Group the terms containing variable x. y = (– 2x2 + 10x) – 3
Factor out a. Here a = – 2. y = – 2 (x2 – 5x) – 3

Complete the expression in parenthesis to

make it a perfect square trinomial by the 25 25
−5 2 𝟐𝟓 𝑦 = −2 (𝑥 2 − 5𝑥 + ) − 3 − (− )
constant ( ) = and subtracting the value 4 2
2 𝟒
25 𝟐𝟓
−2 ( ) = − from the constant term.
4 𝟐

Simplify and express the perfect square 5 2 19

𝑦 = −2 (𝑥 − ) +
trinomial as a square of a binomial. 2 2

Thus, the equivalent standard form of the given quadratic function is

5 2 19 5 19
𝑦 = −2 (𝑥 − ) + with a = – 2 , h = , and k = .
2 2 2 2

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 GRADE 9
Learning Module for Junior High School Mathematics

Transforming Quadratic Function from Standard Form to General Form

What if you are asked to rewrite the standard form of quadratic function to its
general form? How will squaring of binomials help you do it? Study the examples
below

Example 3. Write y = – (x – 3)2 + 9 in general form, then identify the values of a,

b, and c.

Solution:
First, we expand (x – 3)2 y = – (x2 – 6x + 9) + 9
Distribute negative inside the y = – x2 + 6x – 9 + 9
parenthesis.
Simplify the equation. y = – x2 + 6x

The equivalent general form of y = – (x – 3)2 + 9 is y = – x2 + 6x. Therefore,

a = – 1, b = 6, and c = 0.

1 2
Example 4. Express 𝑦 = 3 (𝑥 + ) − 2 in the form y = ax2 + bx + c. Determine
2
the constants a, b, and c.

Solution:
1 2 y = 3( x2 + x +
1
)–2
First, we expand (𝑥 + ) 4
2
Distribute 3 by multiplying 3 to all y = 3x2 + 3x +
3
–2
4
terms inside the parenthesis.
Simplify the equation. y = 3x2 + 3x –
5
4

1 2 5
The equivalent general form is of 𝑦 = 3 (𝑥 + ) − 2 is y = 3x2 + 3x – .
2 4
5
Therefore, a = 3, b = 3, and c = – .
4

Are you ready to work on your own? Apply the steps done in the examples given
on the next exercise.

Critical Thinking and

WHAT’S MORE Collaboration

A. Transform each quadratic function into standard form. Identify the constants a,
h and k.

1) y = x2 + 10x – 13 6) y = 2x2 – 3x + 4
2) y = x2 – 6x + 5 7) y = 3x2 – 12x – 4
3) y = x2 – 2x + 3 8) y = 2x2 – 8x – 22
4) y = x2 – 3x + 16 9) y = 3x2 + 6x – 1
5) y = x2 – 18x – 9 10) y = 9x2 + 18x + 4
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 GRADE 9
Learning Module for Junior High School Mathematics

B. Transform each vertex form of quadratic function into general form. Identify the
constants a, b, and c.
1) y = (x + 2)2 – 3 6) y = -2(x + 5)2 + 8
2) y = (x – 4) + 11
2 7) y = 3(x + 1)2 - 29
3) y = -(x + 7) – 23
2 8) y = -6(x - 5)2 + 73
4 2 1
4) y = (x – 11)2 + 15 9) y = -3(𝑥 − ) −
5 5
2 2 2 2 3
5) y = -(𝑥 + ) + 1 10) y = 4(𝑥 + ) +
3 7 7

How did you find the activity? Were you able to transform all quadratic function
in standard form? If not, in which part did you find challenging? How did you cope up
with it?

WHAT I HAVE LEARNED

A. The standard form (vertex form) of the quadratic function defined by the
general form y = ax2 + bx + c , is y = a (x – h)2 + k , where a, h and
k are any real numbers and a ≠ 0 .
B. To convert a quadratic function from general form to standard form, use
the process of completing the squares.
C. To convert a quadratic function from standard form, expand the square of
binomial and then simplify.

WHAT I CAN DO Critical Thinking

A. Transform each general form of quadratic function into standard form. Then,
identify the values of a, h, and k.
1) y = x2 – 4x + 1 6) 4x2 – y = 12x – 7
2) y = 2x2 – 4x + 4 7) 2 – x2 = y – 3x
11
3) y = x2 – x + 8) y = – (x2 – 5x) + 6
4
4) y = – (x2 – 4x) + 1 9) 3x2 – x = 1 – y
5) 2x2 + 6x = 3 – y 10) y – 2x = 5x2 – 3
B. Write the indicated letter of the quadratic function in the form y = ax2 + bx + c ,
into the space provided that corresponds to its equivalent standard form.
1 2 3
1) 𝑦 = (𝑥 − ) + I) 𝑦 = 𝑥 2 − 2𝑥 − 3
2 2
1
2) 𝑦 = 3 (𝑥 + 2)2 − S) 𝑦 = 2𝑥 2 + 5𝑥 − 3
2
23
3) 𝑦 = (𝑥 − 1)2 − 16 E) 𝑦 = 3𝑥 2 + 6𝑥 +
2

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 GRADE 9
Learning Module for Junior High School Mathematics
23
4) 𝑦 = 2 (𝑥 + 1)2 − 2 A) 𝑦 = 3𝑥 2 + 12𝑥 +
2
5) 𝑦 = (𝑥 − 1)2 − 4 N) 𝑦 = 𝑥 2 − 36
5 2 49
6) 𝑦 = 2 (𝑥 + ) − T) 𝑦 = 𝑥 2 − 2𝑥 − 15
4 8
7) 𝑦 = (𝑥 − 3)2 + 5 F) 𝑦 = 𝑥 2 − 6𝑥 + 14
7
8) 𝑦 = −2 (𝑥 − 3)2 + 1 M) 𝑦 = 𝑥2 − 𝑥 +
4
9) 𝑦 = (𝑥 − 0)2 − 36 U) 𝑦 = −2𝑥 2 + 12𝑥 − 17
H) 𝑦 = 2𝑥 2 + 4𝑥

____ ____ ____ ____ ____ ____ ____ ____ ____

1 2 3 4 5 6 7 8 9

ASSESSMENT

Write the letter of the correct answer on your answer sheet. If your answer is
not found among the choices, then write the correct answer.
1. Which of the following is standard form of a quadratic function?
A) 𝑦 = 𝑎(𝑥 − ℎ)2 − 𝑘 C) 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘
B) 𝑦 = 𝑎(𝑥 − 𝑘)2 − ℎ D) 𝑦 = 𝑎(𝑥 − 𝑘)2 + ℎ
2. The quadratic function 𝑦 = 𝑥 + 2𝑥 − 5, is expressed in standard form as
2

A) 𝑦 = (𝑥 + 1)2 − 6 C) 𝑦 = (𝑥 + 1)2 + 4
B) 𝑦 = (𝑥 + 1) − 4
2 D) 𝑦 = (𝑥 + 1)2 + 4
3. Which must be the value of k if 𝑦 = 𝑥 2 + 14𝑥 − 1 is transformed into standard
form?
A) – 50 B) – 48 C) 49 D) 50
4. Which must be the value of (h, k) in the quadratic function 𝑦 = 2(𝑥 + 3)2 + 8 ?
A) (–3, –8) B) (–3, 8) C) (3, –8) D) (3, 8)
5. What is the value of h, if 𝑦 = 2𝑥 2 + 8𝑥 − 5 is written in standard form?
A) – 4 B) – 2 C) 2 D) 4
6. Which of the following is general form of a quadratic function?
A) 𝑦 = 𝑎𝑥 2 − 𝑏𝑥 − 𝑐 C) 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 − 𝑐
B) 𝑦 = 𝑎𝑥 − 𝑏𝑥 + 𝑐
2
D) 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
3 2
7. The quadratic function 𝑦 = (𝑥 + ) − 1, is expressed in general form as
2
5 5
A) 𝑦 = 𝑥 2 + 𝑥 − C) 𝑦 = 𝑥 2 + 3𝑥 +
4 4
5 13
B) 𝑦 = 𝑥 2 + 3𝑥 − D) 𝑦 = 𝑥 2 + 3𝑥 +
4 4
8. Which must be the value of c if 𝑦 = 2(𝑥 − 1)2 − 3 is transformed into general
form?
A) – 5 B) – 1 C) 1 D) 5
1 2
9. What is the value of b if 𝑦 = 3 (𝑥 − ) + 1 , is written in general form?
3
2 1
A) – 2 B) – 1 C) – D) –
3 3
10. If 𝑦 = (𝑥 − 2) − 1 is written in general form, what is the value of a2 + b2 – c2 ?
2

A) 8 B) 16 C) 17 D) 26

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 GRADE 9
Learning Module for Junior High School Mathematics

Communication, Critical Thinking,

ADDITIONAL ACTIVITIES Creativity and Character Building

Activity 1: MAXIMUM GAS MILEAGE FOR A CAR

One of the greatly affected of the COVID19 pandemic were the transportation
sectors of our society. Every types of vehicles were forced adjust in accordance with
implemented guidelines of our government. But we cannot deny the fact some of our
car owners were curious about stability or durability of their cars.

Most cars get their best mileage when traveling at a relatively modest speed.
The gas mileage M for a certain new car is modeled by the function
1
M(s) = − s2 + 3s – 31
28
where s is the speed in miles per hour and M is measured in miles per gallon.

What is the car’s best gas mileage, and what speed is it attained?

1) What is the standard form of the given quadratic function?

2) What is the car’s best gas mileage, and
3) What speed is it attained?

Activity 2: Reflection

After the lifting of the different level of quarantine impose on our respective
society, (COVID19 pandemic), we will be dealing with the new form of standard of
living. How would you adjust your lifestyle on the so called new normal?

E-Search

You may also check the following link for your reference and further learnings
on general form and standard form of quadratic function.
https://www.youtube.com/watch?v=pwlTxyUghV0
https://www.youtube.com/watch?v=hXZ7Pf2RE-k
https://www.youtube.com/watch?v=pW5z2gCTdDw
https://www.youtube.com/watch?v=z3vmeBv-wtg
https://www.youtube.com/watch?v=JiP3-epY8Ko
https://www.youtube.com/watch?v=UbhFljl28Ts

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 GRADE 9
Learning Module for Junior High School Mathematics

PISA – BASED WORKSHEET

THE CONCERT ARENA

A concert arena has a seating

capacity of 15,000. With the ticket price
set at P14, average attendance at recent
concert has been 9,500. A market survey
indicates that for each peso the ticket
price is lowered, the average attendance
increases by 1,000.

Let’s Analyze!

1) Find a function that models the revenue in ticket price.

2) What is the general form of the quadratic function (#1)?
3) What ticket price is so high that no one attends, and hence no revenue is
generated?
4) Find the price that maximizes revenue from the ticket sales.

REFERENCES

Learner’s Material for Mathematics Grade 9 (2015). Department of Education,

Republic of the Philippines
Orines, Fernando et al (2008). Advanced Algebra, Trigonometry and Statistics.
Phoenix Publishing House, Inc., Quezon City, Philippines
Stewart, James, et al (2007). Algebra and Trigonometry (Second Edition).
McMaster University, USA
Thompson, Charles, et al (1996). Secondary Math: An Integrated Approach, Focus
on Geometry. Addison-Wesley Publishing Company, Inc. USA

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

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