TABLE OF CONTENTS

MODULE 1 (Week 1)
1.1 Introduction to Conic Sections
1.2 Circles

MODULE 2 (Week 2)
1.3 Parabola
1.4 Graph of a Parabola

MODULE 3 (Week 3)
1.5 Ellipse
1.6 Graph of an Ellipse
MODULE 4 (Week 4)
1.7 Hyperbola
1.8 Graph of a Hyperbola
MODULE 5 (Week 5)
1.9 Equations and Characteristics of Conic Sections
1.10 Problems Involving Conic Sections

MODULE 6 (Week 6)
1.11 Nonlinear Equations
1.12 Systems of Nonlinear Equations
MODULE 7 (Week7)
1.13 Solving Problems Involving Systems of Nonlinear
Equations

MODULE 8 (Week 8 and 9)

1.14 Series
1.15 Sigma Notation and Series
 MODULE 1
Conic Sections and Circles

“Geometry is unique and eternal, and it shines in the mind of God. The share of it
has been granted to man is one of the reasons why he is the image of God”

– Johannes Kepler

In this module, we will study some concepts in analytic geometry that you
will need when you take up calculus next semester. We will discuss the different
types of conic sections, an important class of curves, which appears in many
applications.

Reminders in using this module:

1. Read the instruction carefully before doing each task.
2. Observe honesty and integrity in doing the tasks and checking your answers.
3. Finish the task at hand before proceeding to the next.
4. 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!
 Getting Started

Pre-Assessment Choose the letter of the correct answer. Write it on the space provided
before each number. Use CAPITAL LETTERS only.
____ 1. The center and radius of x2 + y2 = 49 are ____ and ____, respectively.
a. (0, 0), 7 b. (0, 0), 8 c. (0, 7), 7 d. (7, 0), 7

____ 2. Which of the figures below is an illustration of an ellipse?

a. b. c. d.

____ 3. When the plane cuts the nappe (other than the vertex) of the cone and the β = 900, the conic
section formed is called _____.
a. Ellipse b. Circle c. Parabola d. Hyperbola

____ 4. Which of the graphs below illustrates the equation (x + 1)2 + (y − 2)2 = 9?
a. b. c. d.

____ 5. Which of the following is the graph of (x + 3)2 + (y − 3)2 = 8?

a. b. c. d.

_____ 6. The intersection of a plane with a cone is called _____.

a. Origin b. Point c. Conic Section d. Angle

_____ 7. A ____ is the set of all points in a plane which are at a fixed distance from a fixed point in
the plane.
a. Line b. Circle c. Concentric d. Focus
 Content Standard
The learners demonstrate an understanding of key concepts of conic sections and systems of
nonlinear equations.

Performance Standard
The learner shall be able to model situations appropriately and solve problems accurately using
conic sections and systems of nonlinear equations.

Learning Objectives
At the end of this module, the students are expected to
 Illustrate the different types of conic sections.
 Define a circle Vocabulary
 Graph a circle given an equation in center-radius form.  Conic Section
 Circle
 Parabola
1.1 Introduction to Conic Sections  Hyperbola
 Ellipse

 Motivational Activity: Cutting Cones

Directions: You will need a sheet of paper and scissors. Let us see how these so-called conic
sections look like.

Procedures:
1. Make your own paper cone: cut a circular sheet of paper. Cut out a sector (a pie’s slice).
Then, tape together the two opposing slides of one of the remaining sectors. Now you
have a paper cone.

2. Hold the cone upright and cut it vertically upright as shown (the image depicts only the
front or flat view. Note the shape that is left.

What do you think will happen if you were to extend the cone infinite upward? Will the
shape also go infinitely upward?
3. Tilt your scissors so that it is parallel to one of the sides of the cone and then cut the
cone, as shown.

What shape did you get? Just as before, if the cone were infinite, would your shape go
infinite as well?
 4. Tilt more your scissors but not so much so that it is still not horizontal. What did you get
after cutting the cone?

How does this shape differ from the previous two shapes?

5. Cut the cone horizontally. What shape did you get? Does this match your expectations?

Let’s Dig Deeper!

In our previous activity, there is a bit an error in the way we addressed some terms.
Technically, a cone should be composed of two ice cream cone-like structures called nappes (Fig.
11.2) joined by vertex V. The line l is the line of symmetry of the cone, which passes through the
vertex, is called the axis of the cone.

The cone in your previous activity is called a right-circular cone. It is the result of rotating
the line m called a generator of the cone. Now if we take the intersection of a plane (Fig. 11.3)
with a cone, the section so obtained is called conic section. Thus, conic sections are the curves
obtained by intersecting a right circular cone by a plane. We can obtain different kinds of conic
sections depending on the position of the intersecting plane with respect to the cone and the
angle made by it with vertical axis of the cone.

The first two shapes you saw in the previous activity are called the hyperbola and the
parabola. Did you think they were the same curve? They might look alike but there is actually a
huge difference. Let’s take a closer look.
 If what you cut was an actual cone, that is, one consisting of two nappes, then hyperbola
(Fig. 11.6) would consist of two curves opening in opposite directions, unlike parabola (Fig. 11.5)
which consists of just one opening curve.

Fig. 11.4 Fig. 11.5

Fig. 11.6

Meanwhile the last two shapes are the ellipse (Fig. 11.4 and the circle (Fig. 11.4). Ellipse is
the technical term for the oblong you saw, and the circle is just a special ellipse. They differ from
the previous two shapes in that they are closed; that is, they do not open indefinitely.

There are other ways for a plane and cones to intersect, to form what are referred to as
degenerate conics where their intersection could be a point, one line, and two lines. See Figures
11.7, 11.8, and 11.9.

Fig. 11.7 Fig. 11.9

Fig. 11.8

Activity 2: Make it Real!

Instructions: Concepts on conic sections are widely used in different fields. Give atleast 5
real-life applications of conic sections. Explain briefly.

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

4. ________________________________________________________________________________

5. ________________________________________________________________________________
 1.2 Definition, Equation, and Graph of a Circle

Prerequisite Skills To be successful in this lesson, you’ll need to master these skills in
completing the square, plotting points on the Cartesian plane, using the distance and midpoint
formula and be able to apply them in solving problems involving circles.

Let’s get started!

Activity 3: Complete Me!

A. Determine a number that must be added to make each of the following a perfect square
trinomial. Explain how you arrived at your answer.
1. x2 + 2x + _____
2. t2 + 20t + _____
3. r2 – 16r + _____
4. r2 + 24r + _____
5. x2 – 30x + _____
B. Plot the following points on the Cartesian Plane.
6. (0, 1) 7. (-6, 2) 8. (3, - 3)

C. Determine the distance between each pair of points below.

9. (2, 3) and (-1, 4)
10. (0, 2) and (6, -7)

Was it easy for you to determine the indicated task? Were you able to figure it out
how it be easily done? In the next learning activity, you will be using your knowledge
in solving such problems.

Definition and Equations

A circle is a set of all points in a plane that are equidistant from a given point in the plane,
called the center. Any segment whose endpoints are the center and a point on the circle is a
radius of the circle. We may also be considered it as a special kind of ellipse (for the special case
when the tilted plane is horizontal. As we get to know more about a circle, we will also be able to
distinguish more between these two conics.

Assume that (x, y) are coordinates of a point on the circle at

the right. The center is at (h, k) and the radius is r. You can
find the equation of the circle by using the distance formula.
�(𝑥𝑥2 − 𝑥𝑥1) 2 + (𝑦𝑦2 − 𝑦𝑦1 )2 = d Distance Formula

�(𝑥𝑥2 − 𝑥𝑥1) 2 + (𝑦𝑦2 − 𝑦𝑦1 )2 = d (x1, y1) = (h, k)

(x2, y2) = (x, y), d = r
(x – h)2 + (y – k)2 = r2 Square each side.
Key Concept Equation of a Circle
The equation of a circle with center (h, k) and radius r units is (x – h)2 + (y – k)2 = r2

Write an equation given the center and a radius

Example 1.
NUCLEAR POWER In 1986, a nuclear reactor exploded at a power plant about 110 kilometers
north and 15 kilometers west of Kiev. At first, the officials evacuated people within 30 kilometers
of the power plant. Write an equation to represent the boundary of the evacuated region if the
origin of the coordinate system is at Kiev.
Solution:

Since Kiev is at (0, 0), the power is at (-15, 110). The boundary of the evacuated region is
the circle centered at (-15, 110) with radius 30 kilometers.
(x – h)2 + (y – k)2 = r2 Equation of a Circle

[x – (-15)]2 + (y – 110)2 = 302 (h, k) = (-15, 110), r = 30

(x + 15)2 + (y – 110)2 = 900 Simplify

The equation is (x + 15)2 + (y – 110)2 = 900.

Write an equation given a diameter

Example 2.
Write an equation for a circle if the endpoints of a diameter are at (5, 4) and (-2, -6).

Solution:
To write an equation of a circle, you must know the center and the radius. Then you can
find the center of the circle by finding the midpoint of the diameter. Then you can find the radius
of the circle by finding the distance from the center to one of the given points.
Find first the center of the circle.
𝑥𝑥1 + 𝑥𝑥2 𝑦𝑦1 +𝑦𝑦2
(h, k) = ( , ) Midpoint Formula
2 2

5 +(−2) 4 +(−6)
=( , ) (x1, y1) = (5, 4), (x2, y2) = (-2, -6)
2 2
3 −2
=( , ) Add.
2 2
3
= ( , −1) Simplify.
2

Now find the radius.

r = �(𝑥𝑥2 − 𝑥𝑥1) 2 + (𝑦𝑦2 − 𝑦𝑦1 )2 Distance Formula

3 3
= �( − 5)2 + (−1 − 4)2 (x1, y1) = (5, 4), (x2, y2) = ( , -1)
2 2

7
= �(− )2 + (− 5)2 Subtract
2
 149
=� Simplify
4

149 149
The radius of the circle is � units, so r2 = .
4 4

Substitute h, k, and r2 into the standard form of the equation of a circle.

𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏 𝟑𝟑 𝟏𝟏𝟏𝟏𝟏𝟏
Therefore, the equation of the circle is (x - )2 + [y – ( -1)]2 = or (x - )2 + [y +1)]2 =
𝟐𝟐 𝟒𝟒 𝟐𝟐 𝟒𝟒

Graph an equation Not in Standard Form

Example 3.
Find the center and radius of the circle with equation x2 + y2 – 4x + 8y – 5 = 0. Then graph
the circle.

Solution:

First, you should complete the squares.

x2 + y2 - 4x + 8y – 5 = 0

x2 - 4x + ___ + y2 + 8y + ___ = 5 + ___ + ___

x2 - 4x + 4 + y2 + 8y + 16 = 5 + 4 + 16
(x – 2)2 + (y + 4)2 = 25

The center of the circle is at (2, -4), and the

radius is 5. The graph is shown at the right.

Show What You’ve Learned!

Exercise 1
Find the equation of a circle in center-radius form described in each item.

1. Center at the origin, radius √11.

2. Diameter with endpoints A(-3, 2) and B(7, 4)
3. Center (3, 0) and radius 2
4. Center (-1, 6), Diameter 6
5. Center (4, -2.5) and radius 2
 Show What You Learned!

Exercise 2
Identify the center and radius of the circle with the given equation in each item. Sketch the
graph and indicate the center and radius.
1. x2 + y2 – 6x = 7
2. x2 + y2 – 14x + 2y = – 14
3. 16x2 + 16y2 + 96x – 40y = 315
4. x2 + y2 + 10x – 2y = – 55
5. x2 + y2 – 5x + 4y = 46

Take the Challenge!

Why are circles important in air traffic control? Provide evidence to prove your
point.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Post-Assessment Choose the letter of the correct answer. Write it on the space provided
before each number. Use CAPITAL LETTERS only.
____ 1. The center and radius of (x – 3)2 + (y – 1)2 = 25 are ____ and ____, respectively.
a. (2, 2), 6 b. (3, 1), 4 c. (2, 1), 2 d. (6, 2), 3
____ 2. Which of the figures below is an illustration of a hyperbola?
a. b. c. d.

____ 3. The line of symmetry of the cone, which passes through the vertex, is called _____.
a. Nappe b. Axis c. Generator d. Vertex
____ 4. Which of the following is the center and radius of 4x2 + 4y2 + 40x − 32y = 5?

a. (-5, 4) and 6.5 c. (2, 3) and 5

b. (5, 4) and 6 d. (-2, 3) and 4

____ 5. Which of the following is the graph of 4x2 + 4y2 + 40x − 32y = 5?
a. b. c. d.
 References
Pre-Calculus, John Gabriel P. Pelias
Pre-Calculus, Juan Apolinario C. Reyes MS
Pre-Calculus, Ronald L. Arciaga and James G. Jaime

Key to Correction

Pre-Assessment Exercise 1 Exercise 2 Post-Assessment

1. a 1. x2 + y2 = 11 1. center (3, 0), r = 4 1. b
2. c 2. (x – 2)2 + (y – 3)2 = 26 2. center (7, -1), r = 6 2. d
3. b 3. (x – 3)2 + y2 = 4 3. center (-3, 5/4), r = 5.5 3. b
4. a 4. (x + 1)2 + (y – 6)2 = 9 4. center (-5, 1), r = 9 4. a
5. c 8
5. (x – 4)2 + (y + )2 = 4 5. center (5/2, -2), r = 7.5 5. d
3
6. c

7. b