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PRECALCULUS
Quarter 1- Module 1:
ANALYTIC GEOMETRY
LESSON Introduction of Conic Sections
1 and the Circle
What I Need to Know
Upon completion of this lesson, you should be able to:
 illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and
degenerate cases;
 determine the type of conic section defined by a given 2 nd degree equation in x and y;
 define a circle;
 determine the standard form of equation of circle;
 Graph a circle in a rectangular coordinate system;
 Derive and illustrate the equation of the circle;
 Find the center and the radius of the circle of an equation;
 Convert the general equation of circle to standard form and vice versa;

What’s In
Activity 1.1: Recall
You had learned in your previous mathematics in junior high school about solving a quadratic
equation by completing the squares. Let us recall your knowledge about the subject using these
following examples.
In order to find the roots of a certain quadratic equation, the following steps will be used using
completing the square method.
1. Rewrite the equation in the form x2 + bx = c.
2. Add to both sides the term needed to complete the square.
3. Factor the perfect square trinomial.
4. Solve the resulting equation by using the square root property.
1. Solve the equation x2 + 8x + 5 = 0 by completing the square.
Solution: x2 + 8x + 5 = 0
x2 + 8x = -5 Rewrite the equation in the form x2 + bx = c.
x2 + 8x + 16 = -5 + 16 Add the appropriate constant to complete the square.
(x + 4)2 = 11 Factoring the perfect square trinomial

x+4 = ± √11 Solve using the square root method.

x = −4 ± √11
x1= 0.68
x2= −7.38
Completing the square method is useful in discussing conic sections specially the equation of a
circle.
What’s New
Geometric Figures or shapes are use in architectural designs. For this activity, identify the
following shapes as circle, parabola, ellipse, or hyperbola as shown in the pictures being used in
real-life. Write your answer on the space provided

1. 2. 3. 4.
Photo source: [Link] [Link]

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 Does the activity ignite your interest to study more about geometric shapes particularly
different conic sections like your answers in the activity? Can you name other architectural
designs not in the pictures that used the idea of geometrical shapes? Does the shape matters on
the durability, functionality and artistic designs?
Studying this module will help you appreciate nature and man’s creation that would help daily
life activities.

What is It
We present the conic sections, a particular class of curves which sometimes appear in nature
and which have applications in other fields. In this lesson, we first illustrate how each of these
curves is obtained from the intersection of a plane and a cone, and then discuss the first of their
kind, circles. The other conic sections will be covered in the next lessons.
Conic sections (or conics), is a curved formed by a plane passing through a double-napped
circular cone. One of the first shapes we learned, a circle, is a conic. When you throw a ball, the
trajectory it takes is a parabola. The orbit taken by each planet around the sun is an ellipse.
Properties of hyperbolas have been used in the design of certain telescopes and navigation
systems. We will discuss circles in this lesson, leaving parabolas, ellipses, and hyperbolas for
subsequent lessons.
 Circle (Figure 1.1) – is a special case of ellipse in which the plane is perpendicular to the axis
of the cone.
 Ellipse (Figure 1.1) - when the (tilted) plane intersects only one cone to form a bounded curve
 Parabola (Figure 1.2) – the plane is parallel to a generator line of the cone
 Hyperbola (Figure 1.3) – the intersection is an unbounded curve and the plane is not parallel
to a generator line of the cone and the plane intersects both halves of the cone.


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Figure 1.1 Figure 1.2 Figure 1.3
We can draw these conic sections on a rectangular coordinate plane and find their equations.
To be able to do this, we will present equivalent definitions of these conic sections in subsequent
sections, and use these to find the equations.
There are other ways for a plane and the cones to intersect, to form what are referred to as
degenerate conics: a point, one line, and two lines. See Figures 1.4, 1.5, and 1.6 .

Figure 1.4 Figure 1.5 Figure 1.6

The graph of the second degree equation of the form Ax2 + Bxy + Cy2 + Dx + Ey + F = 0 is
determine by the values of B2 − 4ac.

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 Table 1
Graphs of Quadratic Equations

Conic Section Value of B2 − 4ac Eccentricity

Circle B2 − 4ac < 0 or A=C e=0
Parabola B2 − 4ac = 0 e=1
Ellipse B2 − 4ac < 0. B ≠ 0 or A ≠ C 0<e<1
Hyperbola B2 − 4ac > 0 e>1

Example 1.1 Determine the type conic section that each general equation will produce.
1. 2x2 + 4xy + 3y2 + 12y – 1 = 0 3. 3x2 + 3y2 + 18x – 16y + 31 = 0
2. 3x2 – 2y2 + 6x + 10y – 16 = 0 4. 4x2 + 4xy – 4x + y2 – 12y = 0
Solutions: We will collect all the values of A, B, C in each equation. Then solve for the value of
B2 − 4ac. Interpret the result based on table 1.
1. 2x2 + 4xy + 3y2 + 12y – 1 = 0
A = 2, B = 4, C = 3
B2 – 4ac = 42 – 4(2)(3) = 16 – 24 = –8 < 0
Note that B ≠ 0 and A ≠ C. Thus, the conic section is an ellipse.

2. 3x2 – 2y2 + 6x + 10y – 16 = 0

A = 3, B = 0, C = –2
B2 – 4ac = 02 – 4(3)(–2) = 0 + 24 = 24 > 0
Thus, the conic section is hyperbola.

3. 3x2 + 3y2 + 18x – 16y + 31 = 0

A = 3, B = 0, C = 3
B2 – 4ac = 02 – 4(3)(3) = 0 – 36 = –36 < 0
Note that B = 0 and A = C. Thus, the conic section is a circle.

4. 4x2 + 4xy – 4x + y2 – 12y = 0

A = 4, B = 4, C = 1
B2 – 4ac = 42 – 4(4)(1) = 16 – 16 = 0
The conic section is a parabola.

Definition and Equation of a Circle

A circle may also be considered 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.
See Figure 1.7, with the point C (3,1) shown. From the figure, the distance of A (–2,1) from C is
AC = 5. By the distance formula, the distance of B (6,5) from C is
√( ) ( ) . There are other points P such that PC = 5. The collection of
all such points which are 5 units away from C, forms a circle.

Figure 1.7 Figure 1.8

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 Let C be a given point. The set of all points P having the same distance from
C is called a circle. The point C is called the center of the circle, and the
common distance its radius.

The term radius is both used to refer to a segment from the center C to a point P on the circle,
and the length of this segment.
See Figure 1.8, where a circle is drawn. It has center C(h, k) and radius r > 0. A point P(x, y) is
on the circle if and only if PC = r. For any such point then, its coordinates should satisfy the
following.
PC = r
√(x – h) + (y – k)2 = r
2

(x – h)2 + (y – k)2 = r2
This is the standard equation of the circle with center C(h,k) and radius r. If the center is the
origin, then h = 0 and k = 0. The standard equation is then x2 + y2 = r2.
Example 1.2 Graph the circle x2 + y2 = 9
The given equation is in standard form with center at the origin C(0,0) and radius. We can
rewrite the equation into this form x2 + y2 = 32 following the standard equation x2 + y2 = r2. Thus,
r = 3. To be able to graph the circle, we take all the points that are 3 units from the center (0,0) to
all directions along the plane. See Figure 1.9 below.

Figure 1.9
Example 1.3 In each item, give the standard equation of the circle satisfying the given conditions.
(1) center at the origin, radius 4
(2) center (−4, 3), radius √7
(3) circle A in Figure 1.10
(4) circle B in Figure 1.10
(5) center (5, −6), tangent to the y-axis
(6) center (5, −6), tangent to the x-axis
(7) It has a diameter with endpoints A(−1, 4) and B(4, 2)
Solution: Figure 1.10
(1) Since the center of the circle is the origin, then h=0 and k=0, the standard equation of the
circle given radius (r=4) is x2 + y2 = 16.
(2) Since the center of the circle is not the origin, we will use the standard equation
(x – h)2 + (y – k)2 = r2
(x – h)2 + (y – k)2 = r2
(x – (–4))2 + (y – 3)2 = (√7)2
(x + 4)2 + (y – 3)2 = 7
(3) By inspection, the center is (– 2, –1) and the radius is 4. The equation is (x+2)2 + (y+1)2=16.
(4) Similarly by inspection, we have (x − 3)2 + (y − 2)2 = 9

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 (5) The center is 5 units away from the y-axis, so the radius is r = 5 (you can make a sketch to
see why). The equation is (x− 5)2 + (y + 6)2 = 25.
(6) Similarly, since the center is 6 units away from the x-axis, the equation is (x−5)2 +(y+6)2=36.
(7) The center C is the midpoint of A and B: ( ). The radius is then

√( ) ( ) √ . The circle has an equation

( ) ( ) .
After expanding the standard equation, say for example the standard form in example 1.8,
( ) ( ) , can be written as x2 + y2 − 3x − 6y + 4 = 0, an equation of the circle in
general form. If the equation of a circle is given in the general form
Ax2 + By2 + Cx + Dy + E = 0, A ≠ 0,
2 2
x + y + Cx + Dy + E = 0,
we can determine the standard form by completing the square in both variables. Steps
below show the knowledge we had in our previous activity about completing the
square.

In completing the square like the expression (x2 + 14x), means determining the
term to be added that will produce a perfect polynomial square. Since the coefficient
of x2 is already 1, we take half the coefficient of x and square it, and we get 49.
Indeed, x2 + 14x + 49 = (x+7)2 is a perfect square. To complete the square in, say, 3x2
+ 18x, we factor the coefficient of x2 from the expression: 3(x2 + 6x), then add 9
inside. When completing a square in an equation, any extra term introduced on one
side should also be added to the other side.
Example 1.4 Identify the center and radius of the circle with the given equation in each item.
Sketch its graph, and indicate the center.
1. x2 – 6x + y2 = 7
2. x2 + y2 – 14x + 2y = –14
3. 16x2 + 16y2 + 96x – 40y = 315
Solution. The first step is to rewrite each equation in standard form by completing the square in x
and in y. From the standard equation, we can determine the center and radius.
(1) x2 – 6x + y2 = 7 (Given)
x2 – 6x + 9 + y2 = 7 + 9 (Adding 9 both sides)
x2 – 6x + 9 + y2 = 16 (Simplify right side of the equation)
(x – 3)2 + y2 = 16 (Factoring into perfect square binomial)
(x – 3)2 + y2 = 42
Center (3,0), r = 4, see Figure 1.11

(2) x2 + y2 – 14x + 2y = –14 (Given)

x2 – 14x + y2 + 2y = –14 (Rearrange by terms)
x2 – 14x + 49 + y2 + 2y + 1 = –14 + 49 +1 (Adding 49 & 1 both sides)
x2 – 14x + 49 + y2 + 2y + 1 = 36 (Simplify right side of the equation)
(x – 7)2 + (y + 1)2 = 36 (Factoring into perfect square binomial)
(x – 7)2 + (y + 1)2 = 62
Center (7, –1), r = 6, see Figure 1.12

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 (3) 16x2 + 16y2 + 96x – 40y = 315 (Given)
16x2 + 96x + 16y2 – 40y = 315 (Rearrange by terms)

16(x2 + 6x) + 16(y2 – ) = 315 (Applying common monomial factor)

16(x2 + 6x + 9) + 16( – ) = 315 + 16(9) + 16( ) (Adding 16(9) + 16( ) both sides)
(Simplify & factoring into perfect
16(x + 3)2 + 16( – ) = 484 square binomial)
{ ( ) ( ) } = 484 ( ) (Multiplying ( ) both sides)

( ) ( – ) = (Simplify)

( ) ( – ) = ( )

Center (–3, ), r= or 5.5, see Figure 1.13

Figure 1.11 Figure 1.12 Figure 1.13

In the standard equation (x – h)2 + (y – k)2 = r2 both the two squared terms on the left side
have coefficient 1. This is the reason why the preceding example, we multiplied at the last
equation.

What’s More
Activity 1.2: Let Me try!
Let us find out if you really understood the discussed concept by answering these follow-up
exercises.
1. Determine the type of conic section that each general equation will produce. Show your
solution.
a. x2 + y2 – 2x – 4y + 1 = 0
b. x2 + y2 + 8x – 4y − 2 = 0
c. 5x2 + 5y2 – 9x – 14y + 26 = 0
d. 9x2 + 16y2 – 54x – 4xy –64y + 1 = 0

2. In each item, give the standard equation of the circle satisfying the given conditions.
a. center at the origin, contains (0, 3)
b. center (1, 5), diameter 8
c. center (-2,-3), tangent to the y- axis
d. center ( -2,-3), tangent to the x- axis
e. contains the points ( -2,0) and (8, 0), radius 5
3. Identify the center and radius of the circle with the given equation in each item. Sketch its
graph, and indicate the center.
a. 4x2 + 4y2 – 16x + 40y + 67 = 0
b. x2 + y2 – 4x – 8y + 20 = 0
4. What is the equation of a circle having a diameter with endpoints at A(4,5) and B (-2,3). Sketch
the graph.

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What I Have Learned
Let me check your knowledge by filling the blanks with a correct symbols/letter or terms in
order to complete the statement/s.
There are four types of conic sections. When the plane is perpendicular to the axis of the
cone and intersects each generator,a/an (1) is formed. However, when the plane is
tilted slightly so that it intersects each generator, but only intersects one nappe of the cone,
a/an (2) is formed. When the plane is tilted further so that it is parallel to one and
only one generator and intersects only one nappe of the cone, a/an (3) is formed. A
hyperbola is generated when plane intersects both nappes.
Given a general equation of the conic sections, we can determine what type of conics by
collecting the values (4) , (5) and (6) . Then solve the value of B2 – 4ac and
interpret the result based on the table of the graphs of quadratic equations.
The first type of conic section is circle. It is defined as a set of all points in a plane
equidistant from a fixed point called (7) of the circle and the constant equal
distance is called (8) . The standard form of the equation of a circle is (x – h)2 + (y –
k)2 = r2 with the center: (9) , and radius: (10) . However, when the circle has
a center at origin: C(0,0), the standard equation would be (11) . This equation
2 2
of the circle Ax + By + Cx + Dy + E = 0, is called (12) . This equation can be
converted into standard form using completing of (13) . To graph the equation of
the circle into the coordinate plane, use the center represented by (14) . After locating
the center, use the value of the (15) to move in all directions and then connect the
dots to form a circle.

What I Can Do
Performance Task: Let’s do this!
Materials: Grid paper, Philippine new coins (1, 5 and 10 peso coins), ruler, and pen.
Procedures:
1. Draw a grid like the one shown below and sketch 3 sets of Cartesian coordinate plane. Use
1 unit in labeling the x- and y- axes.
2. Locate the center (2,3) of each 3 sets of Cartesian plane by putting a visible dots.
3. Place each coin (designated set) at the center or on the dot in each Cartesian plane. Using
pen, draw a circle by tracing the circumference (edge) of the each coin.
4. After you draw, remove the coins. From the center (dot), draw a line to any point of the
circle.
5. Get your ruler, measure in centimeters the line (radius) you created in each Cartesian plane
and record the values.
6. Solve the equation of each circle using the obtained value of the radius.
7. Compare the equation obtained and make an observation note of the activity.
Set A (1 peso coin) Set B (5 peso coin) Set C (10 peso coin)

Online connect! For additional

knowledge and information about  [Link]
the topics please visit the following  [Link]
links.  [Link]

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 LESSON 2 The Parabola
What I Need to Know
Upon completion of this lesson, you should be able to:
 define a parabola;
 determine the standard form of equation of parabola
 graph a parabola in a Cartesian coordinate system;
 describe and discuss the parts of parabola;
 convert the general equation of parabola to standard form and vice versa.

What’s In
Activity 2.1: Recall
Let us recall previous lessons in quadratic function. Write the correct answer of the following
questions below.

What is the standard form of a quadratic function?

What is Vertex form of a quadratic function?
What do you call the graph of quadratic function?
Recalling this concepts are useful in studying the new lesson in this module as you go along
the parts.

What’s New
A parabola is one of the conic sections. You have learned from the previous lesson that it is
formed when the plane intersects only one cone to form an unbounded curve. The same thing with
circle, you will learn more about the opening of the graph, equation in standard form and general
form.
Let us discover some important parts of the graph of a parabola.
Follow-up Activity! Study figure 2.1 and fill in the blank to complete
the statement.
Knowing that the graph of quadratic function is a parabola and you
already had the idea on its part. But, there are new parts to be
introduced in teaching parabola as one of the conics. A parabola is the
set of all points in a plane equidistant from a fixed point and a fixed
line. The fixed point is called and the fixed line is called the
.The of the parabola is the midpoint of the
perpendicular segment from the focus to the directrix, while the line
that passes through it and the focus is called the . The line
segment through the focus perpendicular to the axis of symmetry is
called the whose length is 4ac. Figure 2.1
What is It
Parabola is the set of all points in a plane equidistant from a fixed point and a fixed line. This
part presents how to convert general form of a parabola to its standard form and vice versa. Table
2.1 presents the general and standard equations of the parabola with vertex at origin and at (h,k).

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 Table 2.1
General and Standard Equations of the Parabola
Vertex General Form Standard Form
y2 = 4cx
y2 + Dx + F = 0
y2 = −4cx
(0,0)
x2 = 4cy
x2 + Dx + F = 0
x2 = −4cy
(y – k)2 = 4c (x − h)
y2 + Dx + Ey + F = 0
(y – k)2 = −4c (x − h)
(h,k)
(x – h)2 = 4c (y − k)
x2 + Dx + Ey + F = 0
(x – h)2 = −4c (y − k)
Example 2.1 Convert the general equations to standard form:
a. y2 + 12x + 2y + 25 = 0 b. 2x2 – 12x – y + 16 = 0
Solution:
a. y2 + 12x + 2y + 25 = 0 b. 2x2 – 12x – y + 16 = 0
y2 + 2y = −12x − 25 2x2 – 12x = y − 16
y + 2y + 1
2 = −12x – 25 + 1 2(x2 – 6x) = y − 16
(y + 1)2 = −12x − 24 2(x2 – 6x + 9) = y – 16 +2(9)
(y + 1)2 = −12 (x + 2) 2(x − 3)2 = y – 16 +18
2(x − 3)2 = y + 2
(x − 3)2 =
Example 2.2 Convert the standard equations to general form:
a. (y – 3)2 = 7(x – 8) b. (x + 2)2 = –8(y + 5)
Solution:
a. (y – 3)2 = 7(x – 8) b. (x + 2)2 = –8(y + 5)
y2− 6y + 9 = 7x − 56 x2+ 4x + 4 = –8y − 40
y − 6y + 9 − 7x + 56 = 0
2 x + 4x + 4 +8y +40 = 0
2

y2 − 7x − 6y + 65 = 0 x2 + 4x +8y +44 = 0
Consider the point F(0, 2) and the line ℓ having equation y = 2, as shown in Figure 2.2. What
are the distances of A(4, 2) from F and from ℓ? (The latter is taken as the distance of A from Aℓ,
the point on ℓ closest to A). How about the distances of B(−8, 8) from F and from ℓ (from Bℓ)?
AF = 4 and AAℓ = 4
√( ) ( ) and BBℓ = 10
There are other points P such that PF = PPℓ (where Pℓ is the closest point on line ℓ). The
collection of all such points forms a shape called a parabola.

Let F be a given point, and ℓ a given line not containing F. The set of all points P such that its
distances from F and from ℓ are the same, is called a parabola. The point F is its focus and the
line ℓ its directrix.

Figure 2.2 Figure 2.3

Consider a parabola with focus F(0, c) and directrix ℓ having equation y = c. See Figure 2.3.
The focus and directrix are c units above and below, respectively, the origin. Let P(x, y) be a point
on the parabola so PF = PPℓ, where Pℓ is the point on ℓ closest to P. The point P has to be on the
same side of the directrix as the focus (if P was below, it would be closer to ℓ than it is from F).

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 PF = PPℓ
√ ( ) = y – (−c) = y + c
x2 + y2 – 2cy + c2 = y2 + 2cy + c2
x2 = 4cy
The vertex V is the point midway between the focus and the directrix. This equation, x 2 = 4cy,
is then the standard equation of a parabola opening upward with vertex V (0, 0).
Suppose the focus is F(0,−c) and the directrix is y = c. In this case, a point P on the resulting
parabola would be below the directrix (just like the focus). Instead of opening upward, it will open
downward. Consequently, PF=√ ( ) and PPℓ = c−y (you may draw a version of
Figure 2.3 for this case). Computations similar to the one done above will lead to the equation
x2 = −4cy.
We collect here the features of the graph of a parabola with standard equation x 2 = 4cy or
x2 = −4cy, where c > 0.
F

Figure 2.4 Figure 2.5

(1) vertex : origin V (0,0)
If the parabola opens upward, the vertex is the lowest point.
If the parabola opens downward, the vertex is the highest point.
(2) directrix : the line y = −c or y = c
The directrix is c units below or above the vertex.
(3) focus: F(0, c) or F(0, −c)
The focus is c units above or below the vertex.
Any point on the parabola has the same distance from the focus as it has from the
directrix.
(4) axis of symmetry : x = 0 (the y-axis)
This line divides the parabola into two parts which are mirror images of each other.

Example 2.3 Determine the focus and directrix of the parabola with the given equation. Sketch the
graph, and indicate the focus, directrix, vertex, and axis of symmetry.
(1) x2 = 12y (2) x2 = −6y

Solution:

(1) The vertex is V (0, 0) and the parabola opens

upward. From 4c = 12, c = 3. The focus, c = 3
units above the vertex, is F(0, 3). The
directrix, 3 units below the vertex, is y = −3.
The axis of symmetry is x = 0.

Figure 2.6

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(2) The vertex is V (0,0) and the parabola opens
downward. From 4c=6, . The focus,
units below the vertex, is F (0,- ). The
directrix, units above the vertex, is .
The axis of symmetry is x=0

Figure 2.7
Example 2.4 What is the standard equation of the parabola in Figure 2.2?
Solution: From the figure, we deduce that c=2. The equation is thus x2 = 8y
In all four cases below, we assume that c > 0. The vertex is V (h, k), and it lies between the
focus F and the directrix ℓ. The focus F is c units away from the vertex V, and the directrix is c
units away from the vertex. Recall that, for any point on the parabola, its distance from the focus is
the same as its distance from the directrix.

(x – h)2 = 4c(y − k) (y – k)2 = 4c(x − h)

(x – h)2 = −4c(y − k) (y – k)2 = −4c(x − h)

directrix ℓ: horizontal directrix ℓ: vertical
axis of symmetry: x=h, vertical axis of symmetry: y=k, horizontal
Note the following observations:
 The equations are in terms of x − h and y − k: the vertex coordinates are subtracted from the
corresponding variable. Thus, replacing both h and k with 0 would yield the case where the
vertex is the origin. For instance, this replacement applied to (x − h)2 = 4c(y − k) (parabola
opening upward) would yield x2 = 4cy, the first standard equation we encountered (parabola
opening upward, vertex at the origin).
 If the x-part is squared, the parabola is “vertical”; if the y-part is squared, the parabola is
“horizontal.” In a horizontal parabola, the focus is on the left or right of the vertex, and the
directrix is vertical.
 If the coefficient of the linear (non-squared) part is positive, the parabola opens upward or to
the right; if negative, downward or to the left.

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Example 2.5 Figure 2.8 shows the graph of parabola, with only its
focus and vertex indicated. Find its standard equation. What are its
directrix and its axis of symmetry?

Solution:
The vertex is V (5,−4) and the focus is F(3,−4). From these, we
deduce the following: h = 5, k = −4, c = 2 (the distance of the focus
from the vertex). Since the parabola opens to the left, we use the
template (y − k)2 = −4c (x − h). Our equation is
(y + 4)2 = −8(x − 5)
Its directrix is c = 2 units to the right of V, which is x = 7. Its
axis is the horizontal line through V: y = −4.
The standard equation (y + 4)2 = −8(x − 5) from the preceding Figure 2.8
example can be rewritten as y2 + 8x + 8y − 24 = 0, an equation of
the parabola in general form.
If the equation is given in the general form Ax2 + Cx + Dy + E = 0 (A and C are nonzero) or
By2 + Cx+ Dy + E = 0 (B and C are nonzero), we can determine the standard form by completing
the square in both variables.

Example 2.6 Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the
given equation. Sketch the parabola, and include these points and lines.
(1) y2 – 5x +12y = −16 (2) 5x2 + 30x +24y = 51
Solution:
(1) We complete the square on y, and move x to the other
side.
y2 + 12y = 5x − 16
y2 + 12y + 36 = 5x − 16 + 36 = 5x + 20
(y + 6)2 = 5(x + 4)

The parabola opens to the right. It has vertex V (−4, −6).

From 4c = 5, we get c = 5 = 1.25. The focus is c = 1.25
units to the right of V: F(−2.75, −6). The (vertical) directrix
is c = 1.25 units to the left of V: x = −5.25. The
(horizontal) axis is through V: y = −6.

(2) We complete the square on x, and move y to the other side.

5x2 + 30x +24y = 51
5(x2 + 6x + 9) = −24y + 51 + 5(9)
5(x + 3)2 = −24y + 96
5(x + 3)2 = −24(y – 4)
(x + 3)2 = (y – 4)
In the last line, we divided by 5 for the squared part not to
have any coefficient. The parabola opens downward. It
has vertex V(-3,4). From 4c = , we get c = 6 = 1.2. The
focus is c = 1.2 units below V: F(−3, 2.8). The (horizontal)
directrix is c = 1.2 units above V: y = 5.2. The (vertical)
axis is through V: x = −3.

Example 2.7 A parabola has focus F(7, 9) and directrix y = 3. Find its standard equation.
Solution:
The directrix is horizontal, and the focus is above it. The parabola then opens upward and its
standard equation has the form (x − h)2 = 4c(y − k). Since the distance from the focus to the
directrix is 2c = 9-3 = 6, then c = 3. Thus, the vertex is V (7, 6), the point 3 units below F. The
standard equation is then (x − 7)2 = 12(y − 6).

13
What’s More
Activity 2.1: Let Me try!
Let us find out if you really understood the discussed concept by answering these follow-up
exercises.
1. Convert the following general form to standard form of a parabola.
a. 4x2 − 24x – 40y − 4 = 0
b. 2y2 – x − 12y − 18 = 0
2. Convert the following standard form to general form of a parabola.
a. (y + 1)2 = −2(x + 2)
b. (x − 3)2 = 12(y − 4)
3. Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the given
equation. Sketch the parabola, and include these points and lines.
a. x2 − 6x − 2y + 9 = 0
b. 3y2 + 8x + 24y + 40 = 0
4. A parabola has focus F(11,8) and directrix x = -17. Find its
standard equation.
5. Determine the standard equation of the parabola in Figure
2.9 given only its vertex and directrix. Then determine its
focus and axis of symmetry
6. Find an equation of the parabola with vertex at (-1,4) and
y=5 as the line of directrix. Draw the general appearance of
this graph.
Figure 2.9
What I Have Learned
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 parabola is the set of all points in the plane that are equidistant from a fixed point called the
and fixed line called the of the parabola.
2. The graph of the equation x2 = 4cy is a parabola with focus F( , ) and directrix y = .
2
So the graph of x = 12y is a parabola with focus F( , ) and directrix y = .
3. The graph of the equation y2 = 4cx is a parabola with focus F( , ) and directrix x = .
So the graph of y2 = 12x is a parabola with focus F( , ) and directrix x = .

What I Can Do
Performance Task: Let’s do this!
Materials: Ball and ring
In a basketball game, it is crucial to be able to execute a throw which creates a parabola that
can deliver the ball through a hoop with ease. Shooting at a 90 degree is optimal yet impractical
as in order to shoot to this degree, one must be directly under the rim. This is where a parabola is
used to complete the objective of shooting the ball to acquire points. Go to the basketball court (if
available or accessible, if not innovate) and perform the following:
Standing and facing on one of the posts, move your feet backward 3 times and then
perform shooting the ball. Repeat the process of moving your feet 7 times, 10 times,
12, times 15 times and 20 times and then shoot the ball.
While doing the activity of shooting the ball in different distances, what can you say on the
following?
a. Does shooting the ball create parabolic arc? Explain.
b. Do you think the parabolic arcs formed are of the same measurement? Explain.
c. Are the parabolic arcs formed in shooting the ball are dependent on the distance of a
person throwing the ball? Or are they related? Explain
d. Do you think that a player or famous player studied the shooting style in order to get the
perfect shoot?

Online connect! For additional knowledge

and information about the topics please visit  [Link]
the following link.

14
 LESSON The Ellipse
3
What I Need to Know
Upon completion of this lesson, you should be able to:
 define an ellipse;
 determine the standard form of equation of an ellipse;
 graph an ellipse in a Cartesian coordinate system;
 discuss the parts of an ellipse;
 convert the general equation of an ellipse to standard form and vice versa.

What’s In
Activity 2.1: Recall
Let us recall previous lessons in the graphs of quadratic equations. We will prove that a given
equation without graphing will result to a certain conic section. Now, let us try circle.
Table 1
Graphs of Quadratic Equations
Conic Section Value of B2 − 4ac Eccentricity
Circle B2 − 4ac < 0 or A=C e=0
Parabola B2 − 4ac = 0 e=1
Ellipse B2 − 4ac < 0. B ≠ 0 or A ≠ C 0<e<1
Hyperbola B2 − 4ac > 0 e>1
1. x2 + y2+ + 6x – 16 = 0
We will collect the values of A, B, and C.
A= 1, B=0, and C=1. Solving for B2 − 4ac
B2 − 4ac = 02 – 4(1)(1) = 0 – 4 = –4 < 0
Note that B=0, A=C. Thus, the conic section is a circle.
2. 4x2 + 4y2+ − 4x – 12y + 1 = 0
We will collect the values of A, B, and C.
A= 4, B=0, and C=4. Solving for B2 − 4ac
B2 − 4ac = 02 – 4(4)(4) = 0 – 64 = –64 < 0
Note that B=0, A=C. Thus, the conic section is a circle.
3. 4x2 + 9y2+ − 48x + 72y + 144 = 0
We will collect the values of A, B, and C.
A= 4, B=0, and C=9. Solving B2 − 4ac
B2 − 4ac = 02 – 4(4)(9) = 0 – 144 = –144 < 0
Note that B=0, A≠C. Thus, the conic section is not a circle but an ellipse.
Comparing the three equations, 1 and 2 are both circles, while 3 is an ellipse. Although the
values of B=0 for the three equations, only 1 and 2 have same values of A and C, while equation 3
has different values of A and C. For a circle, the values of A and C should be the same, while in
ellipse should be different. Circles and ellipse are quite related in terms of their graphs, but do not
be confused in determining the two by evaluating their A, B, and C values and solving in their
standard form in order to be précised in sketching the graph.
Let us show the graph of a circle to prove that A and C are of the same values.

From the graph, the center is C(h,k) which is (0,0), and the
radius r is 3. Using the standard form
(x – h)2 + (y – k)2 = r2
(x – 0)2 + (y – 0)2 = 32
x2 + y2 = 9 is the equation of the circle. A=1 and C=1, then
A=C.
Recalling these concepts are useful in teaching ellipse.

15
What’s New
Unlike circle and parabola, an ellipse is one of the conic sections that most students have not
encountered formally before. Its shape is a bounded curve which looks like a flattened circle. The
orbits of the planets in our solar system around the sun happen to be elliptical in shape. Also, just
like parabolas, ellipses have reflective properties that have been used in the construction of
certain structures. These applications and more will be encountered in this lesson.
Name the parts of the two figures below using the terms found in the box.
First vertex First focus Center
Radius Second focus Second vertex

Can you tell the difference between the graphs? Let us leave the question unanswered and do
some discussions and activities in order for you to understand better the topic.

What is It
An Ellipse is a set of all points in a plane, the sum whose distances from two fixed points is
constant. The fixed points are called foci.
This section presents how to convert general form of ellipse to its standard form and vice
versa.
Example 3.1. Convert the following general equation to standard form.
a. 9x2 + 8y2 = 288 b. 3x2 + 4y2 + 24x – 16y + 52 = 0
Solution:
a. 9x2 + 8y2 = 288

=1

The standard form is

b. 3x2 + 4y2 + 24x – 16y + 52 = 0

(3x2 + 24x )+ (4y2– 16y) + 52 = 0 Regroup the terms
3(x2 + 8x) + 4(y2 – 4y) = −52 Apply common factor)
3(x2 + 8x + 16) + 4(y2 – 4y +4) = −52 + 3(16) + 4(4) Apply completing the square
3(x2 + 8x + 16) + 4(y2 – 4y +4)= −52 + 48 + 16 Simplify right side
3(x2 + 8x + 16) + 4(y2 – 4y +4) = 12 Simplify right side
3(x + 4)2 + 4(y – 2)2 = 12 Factoring completely
( ) ( – ) =
Divide both sides by 12

( ) ( – ) = 1
Simplify

( ) ( )
The standard form is .

Example 3.2. Convert the following standard form to general form:

( ) ( ) ( ) ( )
a. b.

16
 Solution:
( ) ( )
a. =1
( ) ( )
* + = 1(225)
9(y – 2)2 + 25(x– 3)2 = 225
9(y2 – 4y + 4) + 25(x2 – 6x + 9) = 225
9y2 – 36y + 36 + 25x2 – 150x + 225 = 225
9y2 – 36y + 36 + 25x2 – 150x + 225 − 225 = 0
25x2 + 9y2 – 150x −36y + 36 = 0
The general form is 25x2 + 9y2 – 150x −36y + 36 = 0

( ) ( )
b. =1
( ) ( )
* + = 1(3600)
36(x – 1)2 + 100(y+ 1)2 = 3600
36(x2 – 2x + 1) + 100(y2 + 2y+ 1) = 3600
36x2 – 72x + 36 + 100y2 + 200y+ 100 = 3600
36x2 – 72x + 36 + 100y2 + 200y+ 100 − 3600 = 0
36x2 + 100y2 – 72x + 200y − 3464 = 0
The general form is 36x2 + 100y2 – 72x + 200y − 3464 = 0
Consider the points F1(−3,0) and F2(3,0), as shown in
Figure 3.1. What is the sum of the distances of A(4,2.4) from F1
and from F2? How about the sum of the distances of point B
and C(0, −4)) from F1 and from F2?
AF1 + AF2 = 7.4 + 2.6 = 10
BF1 + BF2 = 3.8 + 6.2 = 10
CF1 + CF2 = 5 + 5 = 10
There are other points P such that PF1 + PF2 = 10. The
collection of all such points forms a shape called an ellipse. Figure 3.1

Let F1 and F2 be two distinct points. The set of all points P, whose distances from F 1
and from F2 add up to a certain constant, is called an ellipse. The points F1 and F2 are
called the foci of the ellipse.

Given are two points on the x-axis, F1(−c, 0) and F2(c, 0), the foci, both c units away from their
center (0,0). See Figure 3.2. Let P(x, y) be a point on the ellipse. Let the common sum of the
distances be 2a (the coefficient 2 will make computations simpler). Thus, we have PF1 + PF2 = 2a

Figure 3.2
When we let b=a2 − c2, we assumed a > c. To see why this is true, look at ΔPF1F2 in Figure
3.2. By the Triangle Inequality, PF1 + PF2 > F1F2, which implies 2a > 2c, so a > c. We collect
here the features of the graph of an ellipse with standard equation , where a>b.
Let √( )t.

17
 Figure 3.3
(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 ellipse, the sum of its distances from the foci is 2a
(3) vertices : V1(−1,0) and V2(1,0)
• The vertices are points on the ellipse, collinear with the center and foci.
• If y=0, then x=±a. Each vertex is a unit away from the center. The segment V1V2 is called
the major axis. Its length is 2a. It divides the ellipse into two congruent parts.
(4) covertices W 1(0, −B) and W 2(0,b)
• The segment through the center, perpendicular to the major axis, is the minor axis. It meets
the ellipse at the covertices. It divides the ellipse into two congruent parts.
• If x = 0, then y = ±b. Each covertex is b units away from the center.
• The minor axis W 1W 2 is 2b units long. Since a > b, the major axis is longer than the minor
axis.

Example 3.3 Give the coordinates of the foci, vertices, and covertices of the ellipse with equation
. Sketch the graph, and include these points.

Solution: With a2 = 25 and b2 = 9, we have a = 5, b = 3,

and √( ) .
foci: F1(−4, 0), F2(4, 0)
vertices: V1(−5, 0), V2(5, 0)
covertices: W1(0, −3), W 2(0, 3)

Example 3.4 Find the (standard) equation of the ellipse whose foci are F1( 3, 0) and F2(3, 0), such
that for any point on it, the sum of its distances from the foci is 10. See Figure 3.1.

Solution: We have 2a=10 and c = 3, so a = 5 and √( ) . The equation is .

The ellipses we have considered so far are “horizontal” and have the origin as their centers.
Some ellipses have their foci aligned vertically, and some have centers not at the origin. Their
standard equations and properties are given in the box. The derivations are more involved, but are
similar to the one above, and so are not shown anymore.
In all four cases below, a > b and the foci F1 and F2 are √( ) units away from the
center. The vertices V1 and V2 are “a” units away from the center, the major axis has length 2a,
the covertices W 1 and W 2 are “b” units away from the center, and the minor axis has length 2b.
Recall that, for any point on the ellipse, the sum of its distances from the foci is 2a.

18
 Center Corresponding Graphs

(0,0)

(h,k)

( ) ( ) ( ) ( )

major axis: horizontal major axis: vertical

minor axis: vertical minor axis: horizontal

In the standard equation, if the x-part has the bigger denominator, the ellipse is horizontal. If
the y-part has the bigger denominator, the ellipse is vertical.

Example 3.5 Give the coordinates of the center, foci, vertices, and covertices of the ellipse with
the given equation. Sketch the graph, and include these points.
( ) ( )
1.

2. 9x2 + 16y2 – 126x + 64y = 71

Solution:
(1) From a2=49 and b2 = 24, we have a=7, b= √ ,
and √( ) . The ellipse is vertical.
Center: (-3, 5)
Foci: F1(-3,0), F2(-3,10)
Vertices: V1 (-3,-2), V2(-3,12)
Covertices: W1( √ ) ≈ (−7.9, 5)
W( √ )1 ≈ (1.9, 5)

(2) We first change the given equation to standard form.

9(x2 −14x) + 16(y2 + 4y) = 71
9(x2 − 14x + 49) + 16(y2 + 4y + 4) = 71 + 9(49) + 16(4)
9(x − 7)2 + 16(y + 2)2 = 576
( ) ( )

19
 We have a=8 and b=6. Thus, √( ) √ .
The ellipse is horizontal.
Center: (7,−2)
Foci: F1( √ ) ≈ (1.7,−2)
F1( √ ) ≈ (12.3,−2)
Vertices: V1 (-1,-2), V2(15,-2)
Covertices: W1(7,-8), W 2(7,4)

Example 3.6 The foci of an ellipse are (-3,-6) and (-3, 2). For any point on the ellipse, the sum of
its distances from the foci is 14. Find the standard equation of the ellipse.
Solution: The midpoint (−3, −2) of the foci is the center of the ellipse. The ellipse is vertical
(because the foci are vertically aligned) and c = 4. From the given sum, 2a = 14 so a = 7. Also,
( ) ( )
√( ) √ . The equation is .

Example 3.7 An ellipse has vertices ( √ ) and ( √ ) and its minor axis is 12
units long. Find the standard equation and its foci.
Solution: The midpoint (2,−5) of the vertices is the center of the ellipse, which is horizontal. Each
vertex is √ units away from the center. From the length of the minor axis, 2b = 12 so b = 6.
( ) ( )
The standard equation is . Each focus is √( ) units away from
(2, -5), so their coordinates are (-3,-5) and (7,-5).

What’s More
Activity 3.1: Let Me try!
Let us find out if you really understood the discussed concept by answering these follow-up
exercises.
1. Convert the following general form to standard form of an ellipse.
a. 16x2 + 4y2 −32x + 16y – 32 = 0
b. 4x2 + 9y2 + 48x + 72y + 144 = 0
c. 9x2 + 4y2 −72x − 24y + 144 = 0
d. 49x2 + 9y2 = 441

2. Convert the following standard form to general form of an ellipse.

( ) ( )
a.
( ) ( )
b.

3. Give the coordinates of the center, foci, vertices, and covertices of the ellipse with the given
equation. Sketch the graph, and include these points.
( ) ( )
a.

b. 16x2 + 96x + 7y2 + 14y + 39 = 0

4. Find the standard equation of the ellipse whose foci are F 1(0,-8) and F2(0, 8), such that for any
point on it, the sum of its distances from the foci is 34.
5. The covertices of an ellipse are (5,6) and (5,8). For any point on the ellipse, the sum of its
distances from the foci is 12. Find the standard equation of the ellipse.
6. An ellipse has foci ( √ ) and ( √ ), and its major axis is 10 units long. Find
its standard equation and its vertices.

20
What I Have Learned
Let me check your knowledge by filling the blanks with a correct symbols/letter or terms in
order to complete the statement/s.
1. An ellipse 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 ellipse.

2. The graph of the equation with a>b is an ellipse with vertices ( , ) and

( , ) and foci (±c,0) where c= . So the graph of is an ellipse with vertices

( , ) and ( , ) and foci ( , ) and ( , ).

3. The graph of the equation with a>b>0 is an ellipse with vertices ( , ) and

( , ) and foci (0,±c) where c= . So the graph of is an ellipse with vertices

( , ) and ( , ) and foci ( , ) and ( , ).

What I Can Do
DISCOVERY DISCUSSION WRITING
Materials: bond paper, cylindrical bottle, compass
Get a piece of bond paper and wrapped around a cylindrical bottle, and then use a compass to
draw a circle on the paper, as shown in the figure. When the paper is laid flat, is the shape drawn
on the paper an ellipse? Explain your findings.

LESSON The Hyperbola

4
What I Need to Know
Upon completion of this lesson, you should be able to:
 Determine hyperbola and its properties.
 determine the standard form of equation of hyperbola;
 sketch hyperbola given various equations;
 discuss the parts of hyperbola;

What’s In
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 have very different features.
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.

21
Definition and Equation of a Hyperbola
Given two distinct points F1 and F2 in the plane and a fixed
distance d, a hyperbola is the set of 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 above: 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

√( ( )) ( ) √( ) ( )

√( ) √( )

√( ) √( ) Transpose the second radical to the right

(√( ) ) ( √( ) ) Square both sides of the equation

√ Cancel like terms

√ Combine like terms and divide the equation by 4

√( ) Transpose a2 to the left side of the equation

( ) ( √( ) ) Square again both sides of the equation

( ) Distribute a2 to the quantity

Factor out the common term

( ) ( ) Regroup the terms

Replace (c2 − a2) with b2 since b2 = c2 − a2

Divide both sides of the equation by a2b2

22
What is It
We collect here the features of the graph of a hyperbola with standard equation.

Figure 4.1
(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: and , the lines ℓ1 and ℓ2 in 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, replace 1
by 0 and in the resulting equation, solve for y.
• 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 4.1. 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 [Link] 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.
Equation of a Hyperbola Centered at the Origin in Standard Form

23
 Equation of a Hyperbola Centered at (h, k) in Standard Form

Example 4.1 Sketch the graph of the hyperbola with the equation 4x2 – y2 = 16. Include and label the
foci, vertices, endpoints, asymptotes, transverse and conjugate axes, and rectangle constructions.
Step 1. Rewrite the equation in standard form.
–

( ) ( )
Step 2. Analysis
a. The transverse axis is horizontal because x2 is positive.
b. c2 = a2 + b2
c. a = 2, b = 4
d. c2 = a2 + b2
c2 = (2)2 + (4)2
c2 = 4 + 16 = 20
√ √
e. Foci: ( √ )( √ )
f. Vertices: (−2,0), (2,0)
g. Endpoints: (0,−4), (0,4)
h. Asymptotes:
i. Transverse axis: y=0
j. Conjugate axis: x=0

24
 Step 3. Graph

Example 4.2 Sketch the graph of the hyperbola with the equation 9y2 – x2 = 9. Include and label
the foci, vertices, endpoints, asymptotes, transverse and conjugate axes, and rectangle
constructions.
Step 1. Rewrite the equation in standard form.
–

( ) ( )
Step 2. Analysis
a. The transverse axis is vertical because y2 is positive.
b. c2 = a2 + b2
c. a = 3, b = 1
d. c2 = a2 + b2
c2 = (3)2 + (1)2
c2 = 9 + 1 = 10
√
Step 3. Graph

Example 4.3 Give the coordinates of the center, foci, vertices, and asymptotes of the hyperbola
with the given equation. Sketch the graph, and include these points and lines, the transverse and
conjugate axes, and the auxiliary rectangle.

( ) ( )
1.) 2.) 4x2  5y2  32x  30y  1

25
 Solution:
A. From a2 = 25, and b2 = 9, we have a = 5, b = 3,
and √ . The hyperbola is
vertical. To determine the asymptotes, we write
( ) ( )
, which is equivalent to
( ). We can then solve for y.
center: C(7, -2)
foci: ( √ ) ( ) and
( √ ) ( )
asymptotes: and
The conjugate axis drawn has its endpoints b = 3
units to the left and right of the center.

B. We first change the given equation to standard form.

( ) ( )
( ) ( ) ( ) ( )
( ) ( )
( ) ( )

We have √ and b=[Link], √ . The hyperbola is horizontal. To

( ) ( )
determine the asymptotes, we write which is equivalent to
( ), and solve for y.
√

center: C(-4,3)
foci: F1(−7,3) and F2(−1,3)
vertices: ( √ ) ( ) and
( √ ) ( )
asymptotes: and
√ √

√ √

The conjugate axis drawn has its endpoints b = 2

units above and below the center.

What’s More
Let us find out if you really understood the concept about hyperbola by answering these
exercises.
A. Reduce each of the following equations of hyperbolas in standard form.
1) 4x2 − y2 + 2y − 5 = 0
2) 36x2 − 81y2 + 24x + 328 = 0
3) 49x2 − 25y 2 + 98x + 200y + 874 = 0
4) 28x2 − 64y 2 − 28x − 128y − 505 = 0

B. For each equation of the hyperbola, find the center, foci, vertices, and endpoints of conjugate
axis. Determine the equation of the asymptotes and sketch the graph.
( ) ( )
1.) 2.) 9x2 + 126x – 16y2 −96y + 153 = 0

26
What I Have Learned
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. The graph of the equation with a>0,b>0 is a hyperbola with vertices ( , )

and ( , ) and foci (±c,0) where c= . So the graph of is a hyperbola with

vertices ( , ) and ( , ) and foci ( , ) and ( , ).

3. The graph of the equation with a>0,b>0 is a hyperbola with vertices ( , )

and ( , ) and foci (±c,0) where c= . So the graph of is a hyperbola with

vertices ( , ) and ( , ) and foci ( , ) and ( , ).

Online connect! For additional  Hyperbola (Part 1) - Conic Sections Class 11 CBSE
[Link]
knowledge and information about the
topics please visit following links/url.  Hyperbola (Part 2) - Conic Sections Class 11 CBSE
[Link]

Equation and Important

LESSON
Characteristics of the Different
5
Types of Conic Sections
What I Need to Know
Upon completion of this lesson, you should be able to:
 recognize the equation and important characteristics of the different types of conic sections.

What’s In
In this lesson, we will identify the conic section from a given equation. We will analyze the
properties of the identified conic section. We will also look at problems that use the properties of
the different conic sections. This will allow us to synthesize what has been covered so far.

Identifying the Conic Section by Inspection

The equation of a circle may be written in standard form
Ax2 + Ay2 + Cx + Dy + E = 0
that is, the coefficients of x2 and y2 are the same. However, it does not follow that if the
coefficients of x2 and y2 are the same, the graph is a circle.

General Equation Standard Equation Graph

(A) 2x2 + 2y2 – 2x + 6y + 5 = 0 ( ) ( ) point

(B) x2 + y2 – 6x − 8y + 50 = 0 ( ) ( ) empty set

For a circle with equation (x – h)2 + (y − k)2 = r2, we have r2 > 0. This is not the case for the
standard equations of (A) and (B).
In (A), because the sum of two squares can only be 0 if and only if each square is 0, it
follows that and . The graph is thus the single point( ).
In (B), no real values of x and y can make the nonnegative left side equal to the negative right
side. The graph is then the empty set.

27
 Let us recall the general form of the equations of the other conic sections.
We may write the equations of conic sections we discussed in the general form
Ax2 + By2 + Cx + Dy + E = 0.
Some terms may vanish, depending on the kind of conic section.
(1) Circle: both x2 and y2 appear, and their coefficients are the same
Ax2 + Ay2 + Cx + Dy + E = 0
Example: 18x2 + 18y2 − 24x + 48y − 5 = 0
Degenerate cases: a point, and the empty set
(2) Parabola: exactly one of x2 or y2 appears
Ax2 + Cx + Dy + E = 0 (D ≠ 0, opens upward or downward)
By2 + Cx + Dy + E = 0 (C ≠ 0, opens to the right or left)
Examples: 3x2 − 12x + 2y + 26 = 0 (opens downward)
−2y2 + 3x + 12y − 15 = 0 (opens to the right)
(3) Ellipse: both x2 and y2 appear, and their coefficients A and B have the same sign and are
unequal.
Examples: 2x2 + 5y2 + 8x − 10y − 7 = 0 (horizontal major axis)
4x2 + y2 − 16x − 6y + 21 = 0 (vertical major axis)
If A = B, we will classify the conic as a circle, instead of an ellipse.
Degenerate cases: a point, and the empty set
(4) Hyperbola: both x2 and y2 appear, and their coefficients A and B have different signs.
Examples: 5x2 − 3y2 − 20x − 18y − 22 = 0 (horizontal transverse axis)
−4x2 + y2 + 24x + 4y − 36 = 0 (vertical transverse axis)
Degenerate case: two intersecting lines.

What is It
The following examples will show the possible degenerate conic (a point, two intersecting
lines, or the empty set) as the graph of an equation following a similar pattern as the non-
degenerate cases.
( ) ( )
(1) 4x2 + 9y2 −16x + 18y + 25 = 0    one point (2, −1)
( ) ( )
(2) 4x2 + 9y2 −16x + 18y + 61 = 0   empty set 
( ) ( )
(3) 4x2 − 9y2 −16x − 18y + 7 = 0   two lines: ( )

A Note on Identifying a Conic Section by Its General Equation

It is only after transforming a given general equation to standard form that we can
identify its graph either as one of the degenerate conic sections (a point, two intersecting
lines, or the empty set) or as one of the non-degenerate conic sections (circle, parabola,
ellipse, or hyperbola).
    

28
 Activity 1
Classify the graph of the equation as circle, a parabola, an ellipse, or a hyperbola. Show your
proof.
1. 9x2 + 4y2 – 18x + 16y −119 = 0 6. 4x2 + 25y2 + 16x + 250y + 541 = 0
2. x2 + y2 – 4x − 6y − 23 = 0 7. x2 + y2 + 2x − 6y = 0
3. 16x2 − 9y2 + 32x + 54y −209 = 0 8. y2 − x2 + 2x − 6y −8 = 0
4. x2 + 4x − 8y + 20 = 0 9. 3x2 + 3y2 – 6x + 6y + 5 = 0
5. y2 + 12x + 4y + 28 = 0 10. 2x2 − 4y2 + 4x + 8y −3 = 0

What’s I have Learned

Activity 2: Matching
In items 1-8 below, match the equation with its graph. The graphs are labeled (a), (b), (c), (d),
(e), (f), (g), and (h).

1. x2 = 4y 5.

2. x2 = −4y 6.

3. y2 = 4x 7.

4. y2 = −4x 8.

Online connect! For additional  Determining What Type of Conic Section from
knowledge and information about General Form
the topics please visit the [Link]
following links/url.  Conic Sections - Circles, Ellipses, Parabolas,
Hyperbola -HowTo Graph & Write In Standard Form
[Link]

29
 LESSON Solving Situational Problems
6 Involving Conic Sections
What I Need to Know
Upon completion of this lesson, you should be able to:
 solve situational problems involving conic sections

What’s In
There are four conics in the conics sections - Parabolas, Circles, Ellipses and Hyperbolas. We
see them every day, but we just don't notice them. They appear everywhere in the world and can
be man-made or natural. The applications of conics can be seen every day all around us. Conics
are found in architecture, physics, astronomy and navigation. If you get lost, you can use a GPS
and it will tell you where you are (a point) and it will lead you to your destination (another point).
Bridges, buildings and statues use conics as support systems. Conics are also used to describe
the orbits of planets, moons and satellites in our universe.

What’s New
Activity 1
Mathematics is fun, isn’t it? To develop your artistic minds and also to apply your brilliant ideas
about the different conic sections you will be task to create or draw a figure resembling the
different types of conic sections. It’s like a tessellation but not a tessellation because it can have
gaps or overlapping which is not true for tessellation. Use an A4 size bond paper for your
drawing. Add colors on your drawing.
Use the sample below as your guide.

What Is It
Since conics have so many real-life applications, it is essential that we know how to solve
problems involving conic sections. Below are the different conic sections that you have learned in
the previous lessons with their corresponding properties and equations that will help you in solving
situational problems involving conics.

30
1. A street with two lanes, each 10 ft. wide, goes through a semicircular tunnel with radius 12 ft.
How high is the tunnel at the edge of each lane? Round off to 2 decimal places.

Solution: We draw a coordinate system with origin at the middle of the highway, as shown.
Because of the given radius, the tunnel’s boundary is on the circle x 2 + y2 =122.
Point P is the point on the arc just above the edge of a lane, so its x-coordinate is
10. We need its y-coordinate. We then solve 102 + y2 = 122 for y > 0, giving us
√
31
2. A satellite dish has a shape called a paraboloid, where each cross-section is a parabola.
Since radio signals (parallel to the axis) will bounce off the surface of the dish to the focus, the
receiver should be placed at the focus. How far should the receiver be from the vertex, if the
dish is 12 ft across, and 4.5 ft. deep at the vertex?

Solution: The second figure above shows a cross-section of the satellite disc drawn on a
rectangular coordinate system, with the vertex at the origin. From the problem,
we deduce that (6, 4.5) is a point on the parabola. We need the distance of the
focus from the vertex, i.e., the value of c in x2 = 4cy.

( )

( )
Thus, the receiver should be 2 ft. away from the vertex.
3. A tunnel has the shape of a semi-ellipse that is 15 ft. high at the center, and 36 ft. across at the
base. At most how high should a passing truck be, if it is 12 ft. wide, for it to be able to fit through
the tunnel? Round off your answer to two decimal places.

Solution: Refer to the figure above. If we draw the semi-ellipse on a rectangular coordinate
system, with its center at the origin, an equation of the ellipse which contains it, is

.
To maximize its height, the corners of the truck, as shown in the figure, would
have to just touch the ellipse. Since the truck is 12 ft wide, let the point (6, n) be
the corner of the truck in the first quadrant, where n > 0, is the (maximum)
height of the truck.
Since this point is on the ellipse, it should fit the equation. Thus, we have

4. An explosion was heard by two stations 1200 m apart, located at F1(−600, 0) and F2(600, 0). If
the explosion was heard in F1 two seconds before it was heard in F2, identify the possible
locations of the explosion. Use 340 m/s as the speed of sound.

32
 Solution: Using the given speed of sound, we can deduce that the sound traveled
340(2) = 680 m farther in reaching F2 than in reaching F1. This is then the
difference of the distances of the explosion from the two stations. Thus, the
explosion is on a hyperbola with foci are F1 and F2, on the branch closer to F1.

We have c = 600 and 2a = 680, so a = 340 and b 2 = c2 – a2 = 244400. The

explosion could therefore be anywhere on the left branch of the hyperbola
.

What’s More
Activity 2
Solve the following problems, show all your solutions.
a. A waterway in a theme park has a semicircular cross section with diameter 11 ft. The boats
that are going to be used in this waterway have rectangular cross sections and are found to
submerge 1 ft into the water. If the waterway is too belled with water 4.5 ft deep, what is the
maximum possible width of the boats?

b. The cable of a suspension bridge hangs in the shape of a parabola. The towers supporting
the cable are 400 ft apart and 150 ft high. If the cable, at its lowest, is 30 ft above the bridge
at its midpoint, how high is the cable 50 ft away (horizontally) from either tower?
c. The orbit of a planet has the shape of an ellipse, and on one of the foci is the star around
which it revolves. The planet is closest to the star when it is at one vertex. It is farthest from the
star when it is at the other vertex. Suppose the closest and farthest distances of the planet from
this star, are 420 million kilometers and 580 million kilometers, respectively. Find the equation
of the ellipse, in standard form, with center at the origin and the star at the x-axis. Assume all
units are in millions of kilometers.

d. LORAN navigational transmitters A and B are located at (-130, 0) and (130, 0) respectively.
A receiver P on a fishing boat somewhere in the first quadrant listens to the pair (A, B) of the
transmissions and computes the difference of the distance from boat A and B as 240 miles.
Find the equation of the hyperbola on which P is located.

33
What I have Learned
Solving Situational Problems Involving Conic Sections is possible by applying the strategies
below and by using the equations and characteristics of the different conic sections previously
learned.
Problem Solving Strategies
A. Collect information
1. Write down what is/are given
2. Write down what is asked for
B. Visualize
1. If possible draw a sketch
2. Label the sketch
C. Analysis
1. Write down any related formulas or principles
2. Write out the sequence of what you must do
D. Solve numerically(Solution)
1. Substitute numbers from the problem into your formula
2. Evaluate the resulting equation to get an answer usually numerical.
3. Don’t forget units (minutes, meter, miles, etc.)
E. Verification/Checking
Check your answer for reasonableness.

What I Can
Activity 3
Answer the following multi-step problems involving conics. Show your complete solutions.
1.) Cross section of a nuclear cooling tower
is in the shape of a hyperbola with
equation. The tower is 150m tall and the
distance from the top of the tower to the
center of the hyperbola is half the
distance from the base of the tower to the
center of the hyperbola. Find the diameter
of the top and the base of the tower.

2.) The maximum and minimum distances of

the Earth from the sun respectively are
152 106 km and 94.5 106 km. The sun
is at one focus of the elliptical orbit. Find
the distance from the sun to the other
focus.

 Conic Sections - Word Problems

Online connect! For additional [Link]
knowledge and information about
the topics please visit the following  Solve a word problem involving parabolas
links/url. [Link]
 How to solve a word problem involving ellipsis
[Link]
 Solving Applied Problems Involving Hyperbolas
[Link]

34
SUMMARY
Circle is the set of all points in a plane that are equidistant from a given point in plane, called
center. Any segment whose endpoints are the center and a point on the circle is radius of the circle.
Standard form of the equation of a circle
(x – h)2 + (y – k)2 = r2, where (h, k) is the center and r is the radius.
General Form of the equation of the circle
x2 + y2 + Dx + Ey + F = 0
Parabola can be defined as the set of all points in a plane that are the same distance from a given
point called focus and a given line called directrix.
Equations of Parabola:
General Form Standard Form
y2 = 4cx
y2 + Dx + F = 0
y2 = −4cx
x2 = 4cy
x2 + Dx + F = 0
x2 = −4cy
(y – k)2 = 4c (x − h)
y2 + Dx + Ey + F = 0
(y – k)2 = −4c (x − h)
(x – h)2 = 4c (y − k)
x2 + Dx + Ey + F = 0
(x – h)2 = −4c (y − k)
The vertex of the parabola lies halfway between the focus and the directrix, and the
axis of symmetry is the line that runs through the focus perpendicular to the directrix.
An ellipse is the set of all points in the plane the sum of whose distances from two fixed points F1
and F2 is a constant. These two fixed points are the foci (plural of focus) of the ellipse.
Equation of Ellipse
General Form Standard Form
Ax2 + Cy2 + F = 0, A < C

Ax2 + Cy2 + F = 0, A > C

( ) ( )
Ax2 + Cy2 +Dx + Ey + F = 0, A < C

( ) ( )
Ax2 + Cy2 +Dx + Ey + F = 0, A > C

A hyperbola is the set of all points in the plane, the difference of whose distances from two fixed
points F1 and F2 is a constant. These two fixed points are the foci of the hyperbola.
General Form Standard Form
Ax2 − Cy2 + F = 0

Cy2 − Ax2+ F = 0
( ) ( )
Ax2 − Cy2 +Dx + Ey + F = 0
( ) ( )
Cy2 − Ax2 +Dx + Ey + F = 0
Center: origin (0, 0)
Foci: F1(−c, 0) and F2(c, 0)
 Each focus is c units away from the center.
Vertices: V1(−a, 0) and V2(a, 0)
 The vertices are points on the hyperbola, collinear with the center and foci.
Asymptotes: and , the lines ℓ1 and ℓ2 in the graph
 The asymptotes of the hyperbola are two lines passing through the center
which serve as a guide in graphing the hyperbola.

35