Salvacion National High

School Grade Level 11

School
Lesson Geraldine L. Dumaran-
Teacher Learning Area PRE-CALCULUS
Exemplar Libarra
Teaching Dates and 08/19-22/2024
Quarter 1st
Time 3:00-4:00PM

I. OBJECTIVES
The learner demonstrates understanding of key concepts of conic sections and
A. Content Standards systems of nonlinear equations the key concepts of series and mathematical
induction and the Binomial Theorem.
The learner can model situations appropriately and solve problems accurately
using conic sections and systems of nonlinear equations and shall be able to
B. Performance Standards
keenly observe and investigate patterns and formulate appropriate mathematical
statements.
The learners,
1. Define a hyperbola.
C. Learning Competencies
2. Determine the standard form of equation of a hyperbola.

II. CONTENT HYPERBOLA

III. LEARNING RESOURCES
Agot M. Pre-Calculus. Department of Education – Division of Cagayan de Oro
City
Pre-Calculus. Teacher’s Guide (2016). DepEd-BLR. Sunshine Interlinks
A. References Publishing House, Inc. Quezon City, Philippines.
Pre-Calculus. Teacher’s Guide (2016). DepEd-BLR. Sunshine Interlinks
Publishing House, Inc. Quezon City, Philippines.
Curriculum Guide
B. Other Learning
Leaning Modules, Activity Sheets, Laptop, and TV
Resources
IV. PROCEDURES
A. Reviewing the previous The learners will give examples of hyperbola that they can see in their
lesson/Presenting the everyday living.
new lesson Example: hourglass or sand timer
Just like ellipse, a hyperbola is one of the conic sections that most students
have not encountered formally before. Its graph consists of two unbounded
branches which extend in opposite directions. It is a misconception that
each branch is a parabola. This is not true, as parabolas and hyperbolas
B. Establishing a purpose have very different features.
for the lesson
Hyperbolas can be used in so-called “trilateration”, or positioning problems. It is
possible to locate the place from which a sound, such as gunfire, emanates.
Long Range Aid to Navigation (LORAN for short) system, of ship or aircraft
utilizes hyperbolas.

C. Presenting Given two distinct points F1 and F2 in the plane

examples/instances of and a fixed distance d, a hyperbola is the set of
the new lesson all points (x,y) in the plane such that the absolute
value of the difference of each of the distances
from F1 and F2 to (x,y) is d. The points F1 and F2
are called the foci of the hyperbola.

In the figure, the distance of F1 to (x1,y1) - distance

of F2 to (x1,y1) = d
And the distance of F2 to (x2,y2) - distance of F2 to
(x2,y2) = d.

Suppose we wish to derive the equation of a

hyperbola. For simplicity, we shall assume that the
center is (0, 0), the vertices are (a, 0) and (−a, 0)
and the foci are (c, 0) and (−c, 0). We label the
endpoints of the conjugate axis (0, b) and (0, −b).
(Although b does not enter into our derivation, we
will have to justify this choice as you shall see
later.) As before, we assume a, b, and c are all
positive numbers. Schematically we have

Since (a, 0) is on the hyperbola, it must satisfy the

conditions of hyperbola. That is, the distance from (−c, 0) to (a, 0) minus the
distance from (c, 0) to (a, 0) must equal the fixed distance d. Since all these
points lie on the x-axis, we get distance from (−c, 0) to (a, 0) − distance from (c,
0) to (a, 0) = d
 (a + c) − (c − a) = d
2a = d
In other words, the fixed distance d from the definition of the hyperbola is actually
the length of the transverse axis! (Where have we seen that type of coincidence
before?) Now consider a point (x, y) on the hyperbola. Applying the definition, we
get distance from (−c, 0) to (x, y) − distance from (c, 0) to (x, y) =2a
√ ( x−(−c ) )2 +( y−0 )2− √( x−c)2+ ( y−0 )2=2 a
√ ( x+c )2+ y 2=2 a+√ ( x−c )2+ y 2 , Transpose√( x +c )the+ ysecond
2 2
−√ ( x−c 2
) + y to
radical
2
=2the
a right
( √( x +c )2+ y 2)2=( 2 a+√ ( x−c )2+ y 2 )2 , Square both sides of the equation
x +2 cx +c + y =4 a +4 a √ x −2 cx +c + y +x −2 cx +c + y , Cancel like terms
2 2 2 2 2 2 2 2 2 2

4 cx=4 a 2 +4 a √ x 2 −2 cx +c 2 + y 2 , Combine like terms and divide the Eq . by 4

cx −a2 =a √ ( x−c )2 + y 2 , Transpose a 2 to the left side of the Eq.
( cx−a2 )2 =( a √( x−c )2 + y 2 ) , Square again both sides of the equation
2
D. Discussing new
the (features ) , Distribute
2 2
concepts and practicing cWe −2 a2 cxhere
x collect +a 4 =a 2 2
x −2cx +c 2
+ y 2graph
of the a2 to the
of a hyperbola withquantity
standard equation.
new skills #1 c 2 x 2 −a2 x 2 −a2 y 2=a2 c 2 −a4 , Factor out the common term
( c2 −a 2 ) x 2−a2 y 2 =a2 ( c 2−a2 ) , Regroup the terms
b 2 x2 −a2 y 2 =a2 b 2 , Replace ( c 2 −a 2 ) withb2 since b2 =c 2 −a2
x2 y2
2
− 2 =1 , Divide both sides of the Eq . by a2 b2
a b

(1) center : origin (0, 0)

(2) foci : F1(−c, 0) and F2(c, 0)
Each focus is c units away from the center.
For any point on the hyperbola,• the absolute value of the
difference of its distances from the foci is 2a.

(3) vertices: V1(−a, 0) and V2(a, 0)

The vertices are points on the
• hyperbola, collinear with the
center and foci.

If y = 0, then x = ±a. Each vertex is a units away from the center.

The segment V1V2 is called the transverse axis. Its length is 2a.

(4) asymptotes: y = b x and y = − b x, the

a lines ℓ1 and ℓ2 ain the figure
The asymptotes of the hyperbola
• are two lines passing through the center which
serve as a guide in graphing the hyperbola: each branch of the hyperbola gets
closer and closer to the asymptotes, in the direction towards which the branch
extends. (We need the concept of limits from calculus to explain this.)

An aid in determining the equations of the asymptotes: in the standard equation,

2 2
x y
replace 1 by 0 and in the resulting equation 2
− 2 =0, solve for y.
a b
To help us sketch the asymptotes, we point out that the asymptotes ℓ1 and ℓ2 are the
extended diagonals of the auxiliary rectangle drawn in Figure 1.45. This rectangle
has sides 2a and 2b with its diagonals intersecting at the center C. Two sides are
congruent and parallel to the transverse axis V1V2.The other two sides are
congruent and parallel to the conjugate axis, the segment shown which is
perpendicular to the transverse axis at the center and has length 2b.
E. Discussing new
concepts and practicing
new skills #2

More examples will be given.

Let us find out if you really understand the discussed concept by answering
these exercises.
A . Reduce each of the following equations of hyperbolas in
standard form .
1 .) 4 x 2 − y 2 +2 y−5=0
F. Developing mastery 2 .) 36 x2 −81 y 2 +24 x+328=0
3 .) 49 x 2 −25 y 2 +98 x +200 y +874=0
4 .) 28 x 2 −64 y 2 −28 x−128 y−505=0

B. Determine the foci, vertices, and asymptotes of the hyperbola with

x2 y2
equation − =1 . Sketch the graph, and include these points and
16 33
lines, the transverse and conjugate axes, and the auxillary rectangle .

For each equation of the hyperbola, find the center, foci, vertices, endpoints of
G. Finding practical
conjugate axis. Determine the equation of the asymptotes and sketch the
applications of concepts
graph.
and skills in daily living 2
( y +6 ) 2
( x−4 )
1 .) − =1 2 .) 9 x 2 +126 x −16 y 2−96 y+ 153=0
25 39
H. Making generalization
about the lesson Let me check your knowledge by filling the blanks with a correct
symbols/letter or terms in order to complete the statement/s.
 1. A hyperbola is the set of all points in the plane for which the ________ of the
distances from two fixed points F1 and F2 is constant. The points F1 and F2
are called the _______ of the hyperbola.

2 2
x x
2. The graph of the equation 2
− 2 =1 with a>0,b>0 is a hyperbola with
a a
vertices (___,___) and (__,__) and foci(± c ,0 ) where c= ________. So the
graph of
2 2
x y
2
− 2 =1 is a hyperbola with vertices (___, ___) and (___,___) and foci
4 3
(___,___) and (___,___).

2 2
y x
3. The graph of the equation 2 − 2 =1 with a>0,b>0 is a hyperbola with
a a
vertices (___,___) and (___,___) and foci (0,± c ¿ , where c= ________. So the
2 2
y x
graph of 2 − 2 =1 is a hyperbola with vertices (__,__) and (___,__) and foci
4 3
(___,___) and (___,___).

4 Label the vertices, foci, and asymptotes on the graphs given for the hyperbola.
2 2 2 2
x y y x
a. 2
− 2 =1 b. 2
− 2 =1
4 3 4 3

I. Evaluating learning Directions: Choose the best answer. Encircle the letter of your choice.
For numbers 1-4, refer to the equation 25 x 2−39 y 2+ 150 x +390 y=−225,
and give what is being asked.
1. Standard form
( x+3 )2 ( y+ 5 )2
a. −¿ =1 c.
39 25
( y+ 5 )2 ( x +3 )2
− =1
25 39
( x+3 )2 ( y−5 )2
b. −¿ =1 d.
39 25
( y−5 )2 ( x+3 )2
− =1
25 39
2. Center
a. (-3, -5) c. (-5, -3)
b. (-3,5) d. (-3,5)
3. Foci
a. (−3 , 0)(−3 ,−10)
b. (0 ,−3)(10 ,−3)
c. (−3 ,−3)(−3 ,13)
d. (−8 ,−5)(2 ,−5)
4. Vertices
a. (−8 ,−5)(2 ,−5)
b. (−3 , 0)(−3 ,−10)
c. (−3 ,−3)(−3 ,13)
d. (−9 , 5)(3 , 5)
5. Graph
a. Yellow c. Pink
b. Blue d. Green
For numbers 6-10, refer to the given situation.
Two control towers are located at points Q (-500; 0) and R (500; 0), on a
 straight shore where the x-axis runs through (all distances are in meters). At the
same moment, both towers sent a radio signal to a ship out at sea, each
traveling at 300 m/microseconds. The ship received the signal from Q 3
microseconds before the message from R.
6. Find the equation of the curve containing the possible location of the
ship
2 2 2
x y y
a. − =1 c. −¿
202500 47500 202500
2
x
=1
47500
2 2 2
x y y
b. − =1 d. −¿
47500 202500 47500
2
x
=1
202500
7. Find the coordinates (rounded off to two decimal places) of the ship if it
is 200 m from the shore (y = 200). (2points)
a. (−610.76,200) c.
(178.81,200)
b. (610.76,200) d. (−178.81,200)
8. Suppose the ship received the signal from R 3 microseconds before the
message from R, find the coordinates (rounded off to two decimal
places) of the ship if it is 200 m from the shore (y = 200). (2points)
a. (−610.76,200) c.
(178.81,200)
b. (610.76,200) d. (−178.81,200)

J. Additional activities Read in advance about degenerate cases of conic sections.

V. REMARKS
VI. REFLECTION
A. Attendance
B. Index of Proficiency
C. Index of Mastery
D. Most mastered item
E. Least mastered item
F. Observer Name and
Signature
G. Date of Observation
Prepared by: Checked by:

GERALDINE D. LIBARRA PERPETUA L. BACUEL

T-II, Pre-Cal Subject Teacher HT-III, MATH Department