SALVACION NATIONAL HIGH SCHOOL (SHS)
Busuanga, Palawan
DAILY LESSON LOG
Name of Teacher: Geraldine L. Dumaran-Libarra
Subject: Pre-Calculus
Grade and Block/Section: Grade 11-STEM
Date: July 11, 2025
Content Standards: The learners demonstrate an understanding of key concepts of conic sections and
systems of nonlinear equations.
Performance Standards: The learners shall be able to model situations appropriately and solve
problems accurately using conic sections.
Learning Competencies/Code: The learners define hyperbola STEM_PC11AG-Id-1, determine the
standard form of equation of hyperbola STEM_PC11AG-Id-2, and graph hyperbola in a rectangular
coordinate system STEM_PC11AG-Id-3.
Topic: Types of Conic Sections-Hyperbola
Reference: Curriculum Guide and Calculus Book,
Materials: Leaning Modules, Activity Sheets, Laptop, and TV
Activities:
Activities:
Learners’ Activity—the learners will define hyperbola, determine the standard form of equation of
hyperbola, and graph hyperbola in a rectangular coordinate system.
Activity
The learners will give examples of hyperbola that they can see in their everyday living.
o Example: hourglass or sand timer
Analysis
Based on the definition of the previously discussed conic sections, can you define
hyperbola?
Are there any similarities between circle, parabola, ellipse, and hyperbola?
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.
Abstraction
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, 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 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−√ ( x−c )2 + y 2=2 a
√ ( x+c )2+ y 2=2 a+√ ( x−c ) + y , Transpose the second radical to the right
2 2
( √( 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
c 2 x 2 −2 a2 cx +a 4 =a 2 ( x 2−2cx +c2 + y 2 ) , Distribute a2 to the quantity
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
We collect here the features of the graph of a hyperbola with standard equation.
(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 lines ℓ1 and ℓ2 in the figure
a a
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
2 2
x y
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 [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.
More examples will be given.
Application
Let us find out if you really understand the concept discussed by answering these
exercises.
A. For each equation of the hyperbola, find the center, foci, vertices, endpoints of
conjugate axis. Determine the equation of the asymptotes and sketch the graph.
( y +6 )2 ( x−4 )2
1 .) − =1 2 .) 9 x 2 +126 x −16 y 2−96 y+ 153=0
25 39
B. Let me check your knowledge by filling the blanks with a correct symbols/letter or
terms 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 vertices (___,___) and
a a
(__,__) 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 (___,___) and (___,___).
4 3
2 2
y x
3. The graph of the equation 2 − 2 =1 with a>0,b>0 is a hyperbola with vertices (___,___) and
a a
2 2
y x
(___,___) and foci (0,± c ¿ , where c= ________. So the graph of 2 − 2 =1 is a hyperbola with vertices
4 3
(__,__) and (___,__) and foci (___,___) 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
Teacher’s Activity- the teacher will model the lesson, monitors and directs the learners’ work.
Evaluation: Directions: Choose the best answer. Encircle the letter of your choice.
For numbers 1-5, 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 ( y+ 5 )2 ( x +3 )2
a. −¿ =1 c. − =1
39 25 25 39
( x+3 )2 ( y−5 )2 ( y−5 )2 ( x+3 )2
b. −¿ =1 d. − =1
39 25 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
Assignment: Read in advance about the equation and important characteristics of the different types of
conic sections, and prepare to solve problems involving conic sections.
Remarks: ______________________________________________
Reflection: ____________________________________________
Prepared by:
GERALDINE D. LIBARRA
T-II, Pre-Cal Subject Teacher
Checked by:
VIRGINIA C. MONTILLA
MT-I, MATH Department
PERPETUA L. BACUEL
HT-I, MATH Department
Noted:
EVELYN B. NADADO
School Head