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    Precalculus Module 7

    Uploaded by

    Angelo Ivan
    This document provides a supplementary learning resource for a Pre-Calculus module on conic sections. It includes a review of prerequisite concepts, definitions and standard equations of circles, parabolas, ellipses and hyperbolas. The main objective is for students to model situations and solve problems accurately using conic sections. Students are asked to recall properties of conic sections, define each type of conic section, and state their standard equations. They are then given problems to solve involving circles, parabolas, ellipses and hyperbolas. The problems require identifying conic section types from equations, finding equations that satisfy given conditions, and determining properties of conic sections that model real-world scenarios.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Precalculus Module 7

    Uploaded by

    Angelo Ivan
    795 views11 pages
    This document provides a supplementary learning resource for a Pre-Calculus module on conic sections. It includes a review of prerequisite concepts, definitions and standard equations of circles, parabolas, ellipses and hyperbolas. The main objective is for students to model situations and solve problems accurately using conic sections. Students are asked to recall properties of conic sections, define each type of conic section, and state their standard equations. They are then given problems to solve involving circles, parabolas, ellipses and hyperbolas. The problems require identifying conic section types from equations, finding equations that satisfy given conditions, and determining properties of conic sections that model real-world scenarios.

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    This document provides a supplementary learning resource for a Pre-Calculus module on conic sections. It includes a review of prerequisite concepts, definitions and standard equations of circles, parabolas, ellipses and hyperbolas. The main objective is for students to model situations and solve problems accurately using conic sections. Students are asked to recall properties of conic sections, define each type of conic section, and state their standard equations. They are then given problems to solve involving circles, parabolas, ellipses and hyperbolas. The problems require identifying conic section types from equations, finding equations that satisfy given conditions, and determining properties of conic sections that model real-world scenarios.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    795 views11 pages

    Precalculus Module 7

    Uploaded by

    Angelo Ivan
    This document provides a supplementary learning resource for a Pre-Calculus module on conic sections. It includes a review of prerequisite concepts, definitions and standard equations of circles, parabolas, ellipses and hyperbolas. The main objective is for students to model situations and solve problems accurately using conic sections. Students are asked to recall properties of conic sections, define each type of conic section, and state their standard equations. They are then given problems to solve involving circles, parabolas, ellipses and hyperbolas. The problems require identifying conic section types from equations, finding equations that satisfy given conditions, and determining properties of conic sections that model real-world scenarios.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 11

    Quarter 1 Module 7

    CONIC SECTIONS: The WRAP-UP

    Regional Science High School III


    Senior High School Department

    Collated by Kimberly Dela Cruz Miraflor, LPT, SHST-III


    43770
    This is your Supplementary Learning Resource (SLR) for Pre-Calculus, a specialized subject
    for Senior High School under the Science and Technology, Engineering and Mathematics
    Strand of the Academic Track. In this SLR, you will be given a walkthrough on topics for
    Pre-Calculus with the objective of meeting the most essential learning competencies
    (MELCs) aligned with the content standards and performance standards of the K to 12
    curriculum.

    In this module, you will find five main parts:


    Let’s Warm-up: The Recall. A review of prerequisite concepts
    Let’s Labour: The Exposition. A discussion of the lesson
    Let’s Workout: The Practice. A series of examples to explain the concepts
    Let’s Fly: The Independent Work. A compilation of problems for independent work
    to solidify understanding of lesson
    Let’s Soar: The Enrichment. A set of tasks intended to enrich knowledge and skills

    2 | Pre-Calculus for Senior High School


    CONIC SECTIONS: APPLICATIONS
    CONTENT STANDARDS
    The learners demonstrate an understanding of key concepts of conic sections and systems
    of nonlinear equations

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

    MOST ESSENTIAL LEARNING COMPETENCIES


    ♦ Define and determine the standard equation of:
    o A circle (STEM_PC11AGIa-1-3)
    o A parabola (STEM_PC11AGIa-5;b-1)
    o An ellipse (STEM_PC11AGIc-1-2)
    o A hyperbola (STEM_PC11AGId-1-2)
    o A circle (STEM_PC11AGIa-1-2)
    ♦ Solve situational problems involving conic sections (STEM_PC11AGIe-1-2)

    LEARNING TASKS
    ♦ Recall the definition and standard equations of a circle
    ♦ Recall the definition and standard equations of a parabola
    ♦ Recall the definition and standard equations of an ellipse
    ♦ Recall the definition and standard equations of a hyperbola
    ♦ Solve situational problems involving conic sections

    EXPECTED OUTPUTS
    ♦ 4 complete sets of solution
    ♦ Learning Reflection

    Let’s get started!


    3 | Pre-Calculus for Senior High School
    LET’S WARM-UP: The Recall
    What is the definition of a circle? Circle is produced when the cutting plane is
    perpendicular to the axis of the cone or when
    the cutting plane is parallel to the base of the
    cone.

    What is the standard equation of a (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 is the standard
    circles? How about the general equation of the circle
    equation? 𝑥𝑥 2 + 𝑦𝑦 2 + 𝐷𝐷𝐷𝐷 + 𝐸𝐸𝐸𝐸 + 𝐹𝐹 = 0 is the general
    equation of the circle
    What is the definition of a parabola? Parabola is the set of all points whose distance
    from a fixed point, called the focus, is equal to
    the distance from a fixed line, called
    the directrix. The point halfway between the
    focus and the directrix is called the vertex of the
    parabola.

    What are the standard equations of


    When vertex is at the origin V (0, 0)
    a parabola?
    ♦ 𝒙𝒙𝟐𝟐 = 𝟒𝟒𝟒𝟒𝟒𝟒 (opens upward)
    ♦ 𝒙𝒙𝟐𝟐 = −𝟒𝟒𝟒𝟒𝟒𝟒 (opens downward)
    ♦ 𝒚𝒚𝟐𝟐 = 𝟒𝟒𝟒𝟒𝟒𝟒 (opens to the right)
    ♦ 𝒚𝒚𝟐𝟐 = −𝟒𝟒𝟒𝟒𝟒𝟒 (opens to the left)

    When vertex is at V(h, k)


    ♦ (𝒙𝒙 − 𝒉𝒉)𝟐𝟐 = 𝟒𝟒𝟒𝟒(𝒚𝒚 − 𝒌𝒌) (upward)
    ♦ (𝒙𝒙 − 𝒉𝒉)𝟐𝟐 = −𝟒𝟒𝟒𝟒(𝒚𝒚 − 𝒌𝒌) (downward)
    ♦ (𝒚𝒚 − 𝒌𝒌)𝟐𝟐 = 𝟒𝟒𝟒𝟒(𝒙𝒙 − 𝒉𝒉) (right)
    ♦ (𝒚𝒚 − 𝒌𝒌)𝟐𝟐 = −𝟒𝟒𝟒𝟒(𝒙𝒙 − 𝒉𝒉) (left)

    What is the definition of an ellipse? Ellipse is a set of points, which moves so that the
    sum of its distance to the fixed points, called

    4 | Pre-Calculus for Senior High School


    foci, is constant and is equal to the length of the
    major axis, that is 2𝑎𝑎.

    What are the standard equations of When vertex is at the origin V (0, 0)
    an ellipse? 𝒙𝒙𝟐𝟐 𝒚𝒚𝟐𝟐
    ♦ 𝟐𝟐 + = 𝟏𝟏 (horizontal major axis)
    𝒂𝒂 𝒃𝒃𝟐𝟐
    𝒙𝒙𝟐𝟐 𝒚𝒚𝟐𝟐
    ♦ + = 𝟏𝟏 (vertical major axis)
    𝒃𝒃𝟐𝟐 𝒂𝒂𝟐𝟐

    When vertex is at V(h, k)


    (𝒙𝒙−𝒉𝒉)𝟐𝟐 (𝒚𝒚−𝒌𝒌)𝟐𝟐
    ♦ + = 𝟏𝟏 (horizontal major axis)
    𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐
    (𝒙𝒙−𝒉𝒉)𝟐𝟐 (𝒚𝒚−𝒌𝒌)𝟐𝟐
    ♦ + = 𝟏𝟏 (vertical major axis)
    𝒃𝒃𝟐𝟐 𝒂𝒂𝟐𝟐

    What is the definition of a Hyperbola is the set of points in a plane, the


    hyperbola? absolute value of the difference of whose
    distances from two fixed points is a constant. The
    two fixed points are called the foci.

    What are the standard equations of When vertex is at the origin V (0, 0)
    a hyperbola? 𝒙𝒙𝟐𝟐 𝒚𝒚𝟐𝟐
    ♦ − = 𝟏𝟏 (horizontal principal axis)
    𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐
    𝒚𝒚𝟐𝟐 𝒙𝒙𝟐𝟐
    ♦ − = 𝟏𝟏 (vertical principal axis)
    𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐

    When vertex is at V(h, k)


    (𝒙𝒙−𝒉𝒉)𝟐𝟐 (𝒚𝒚−𝒌𝒌)𝟐𝟐
    ♦ − = 𝟏𝟏 (horizontal principal axis)
    𝒂𝒂𝟐𝟐 𝒃𝒃𝟐𝟐
    (𝒚𝒚−𝒌𝒌)𝟐𝟐 (𝒙𝒙−𝒉𝒉)𝟐𝟐
    ♦ − = 𝟏𝟏 (vertical principal axis)
    𝒃𝒃𝟐𝟐 𝒂𝒂𝟐𝟐

    5 | Pre-Calculus for Senior High School


    For the past five modules, you were able to define and illustrate the four types of conic
    section including its features, standard and general equations. In this module you will be
    able to apply your acquired concepts on circles, parabolas, ellipses, and hyperbolas in
    solving situational problems involving conic sections.

    Let’s get started!

    LET’S FLY and SOAR!


    Instructions
    ♦ Read and analyze each task.
    ♦ Provide the required mathematical solution and meaningful justification as deemed
    necessary.
    ♦ Articulate your thinking processes clearly.

    Present your answer per part using this format:


     Conic Section
    K-Notes  Answers to learning tasks
     Rubrics in this table format (for the purpose of checking)
    Problem Solving Communication Timeliness TOTAL

    Note: You will be graded using the scoring rubrics on problem solving + communication as
    stipulated in Module 6. Timeliness is added to the rubrics using this breakdown:
    ♦ 5 – submitted before or on the due
    ♦ 4 – submitted 1-2 minutes late
    ♦ 3 – submitted 3-4 minutes late
    ♦ 2 – submitted beyond 5 minutes late
    Final score will be multiplied to 10. Highest possible score is 150.

    6 | Pre-Calculus for Senior High School


    PART I: Circles
    A. Find an equation of the line tangent to the circle at point 𝑃𝑃. Plot the circle and tangent line
    in the same window (plane).
    𝑥𝑥 2 + 𝑦𝑦 2 − 4𝑥𝑥 + 6𝑦𝑦 − 12 = 0; 𝑃𝑃(5,1)

    B. The circumscribed circle of a triangle is the circle containing the three vertices of the
    triangle. Given the three vertices, explain how you can determine the center and radius of
    the circumscribed circle.

    C. Use your explanation in PART I-B to find the center and radius of the circumscribed circle
    of the triangle having vertices at (−3,2), (4, −1), and (5,2).

    7 | Pre-Calculus for Senior High School


    PART II: Parabolas
    A. If you are given the standard form of the equation of a parabola with vertex at the origin,
    explain how to determine if the parabola opens to the right, left, upward, or downward.

    B. I noticed that depending on the values for 𝐴𝐴 and 𝐵𝐵, assuming that they are both not zero, the
    graph of 𝐴𝐴𝑥𝑥 2 + 𝐵𝐵𝑦𝑦 2 = 𝐶𝐶 can represent any of the conic sections other than a parabola. Does
    this statement make sense or not? Explain your reasoning.

    C. The endpoints of the latus rectum of a parabola are (5, 𝑘𝑘) and (−5, 𝑘𝑘). If the vertex of the
    parabola is at the origin and the parabola open downward, find: (a) the value of 𝑘𝑘; (b) an
    equation of the parabola.

    PART III: Ellipses


    A. I graphed an ellipse that was symmetric about its major axis but not symmetric about its
    minor axis. Does this statement make sense or not? Explain your reasoning.

    B. In a whispering gallery at our science museum, I stood at one focus, my friend stood at the
    other focus, and we had a clear conversation, very little of which was heard by the 25
    museum visitors standing between us. Does this statement make sense or not? Explain your
    reasoning.

    C. Find the standard form of the equation of an ellipse with vertices at (0, −6) and (0, 6),
    passing through (2, −4). Show the illustration with labeled points.

    PART IV: Hyperbolas


    A. I changed the addition in an ellipse’s equation to subtraction and this changed its elongation
    from horizontal to vertical. Does this statement make sense? Explain your reasoning.

    B. I graphed a hyperbola centered at the origin that had 𝑦𝑦 −intercepts, but no 𝑥𝑥 −intercepts.
    Does this statement make sense? Explain your reasoning.

    C. Isolate the terms involving on the left side of the equation: y 2 + 2y + 12x − 23 = 0. Then
    write the equation in an equivalent form by completing the square on the left side.

    8 | Pre-Calculus for Senior High School


    While answering this module, what did you enjoy the most?
    Were there difficulties met? If yes, share them here and your
    ways to improve next time. Finally, reflect on the parts of
    the module that you feel most confident.

    9 | Pre-Calculus for Senior High School


    WELL DONE!
    Now, for the final work, supply the following with the required information.

    SURNAME

    GIVEN NAME

    LRN

    CLASS/SECTION

    DATE and TIME STARTED

    DATE and TIME ENDED

    By completing this SLR, it is hoped that you have been delivered with concepts on parabola
    enabling you to realize the vital role of Mathematics in our everyday lives. More
    importantly, it is an utmost expectation that you accomplished this task with great
    delightthat is because 𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘𝑘 + 𝑗𝑗𝑗𝑗𝑗𝑗 = 𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿.

    ‘TIL NEXT TIME!

    10 | P r e - C a l c u l u s for Senior High School


    REFERENCES

    Leithold, L. (2002). The Calculus 7. Addison-Wesley Publishing Company, Inc.

    Tiong, J. R. (n.d.). 1001 solve problems in engineering mathematics [E-book]. Retrieved 29


    September 2020, from
    http://www.mediafire.com/file/126gsz8yj2z6vek/Engineering_Mathematics-
    Rojas.pdf/file

    Blitzer, R. (2010). Precalculus, 4th Edition. Pearson Prentice Hall.

    11 | P r e - C a l c u l u s for Senior High School

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