Precalculus QUARTER 1 Week 4

NAME: ____________________________________ YR & SEC: _____________________

Competency:
The learners define a hyperbola. (STEM_PC11AG-Id-1)
The learners determine the standard form of equation of a hyperbola. (STEM_PC11AG-Id-2)

To the Learners:
Before starting the module, I want you to set aside other tasks that will disturb you while
enjoying the lessons. Read the simple instructions below to successfully enjoy the objectives of this
kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every page of this module.
2. Write on your notebook the concepts about the lessons. Writing enhances learning. This is
important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

Expectations

This module is designed to introduce to you the hyperbola and how they are different from
other conics. You will learn its features to illustrate its graph and vice versa.
After going through this module, you are expected to:
1. describe a hyperbola
2. determine the standard form of equation of a hyperbola
3. graph a hyperbola in a rectangular coordinate system

Pre-test

Let us check what you already know by encircling the letter that matches and answers correctly the
questions below.

1. Which statement correctly describes a hyperbola?

A. The set of all points in a plane equidistant from a fixed point.
B. The set of all points in a plane equidistant from a fixed line and a fixed point not on the
line.
C. The set of all points in a plane such that the sum of the distances from two fixed points is
a constant.
D. The set of all points in a plane such that the differences of the distances from two fixed
points is a constant.

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 1 | 10
 𝑦2 𝑥2
2. If a hyperbola is represented by the equation − = 1, which feature is NOT true?
64 36
A. foci at (0, ±10) C. vertices at (0, ±6)
B. center at (0, 0) D. vertical transverse axis
3. What is the equation of the given graph?
𝑥2 𝑦2
A. − =1
25 16
𝑥2 𝑦2
B. − =1
16 25
𝑦2 𝑥2
C. − =1
25 16
𝑦2 𝑥2
D. − =1
16 25

For item numbers 4-5, consider the equation 7𝑥 2 − 4𝑦 2 − 28𝑥 + 40𝑦 − 100 = 0
4. What is the standard form of the equation?
(𝑥−2)2 (𝑦−5)2 (𝑥−2)2 (𝑦−5)2
A. − =1 C. + =1
4 7 4 7
(𝑦−5)2 (𝑥+2)2 (𝑥+2)2 (𝑦−5)2
B. − =1 D. − =1
7 4 4 7

5. What is the orientation and the length of the transverse axis?

A. horizontal, 8 units C. vertical, 8 units
B. horizontal, 16 units D. vertical, 14 units

Looking Back to your Lesson

Last week, you have encountered and studied the characteristics and properties of an ellipse.
Before you proceed in exploring the fourth type of conic sections, you must recall first the definition
and features of an ellipse.
Given the following characteristics of an ellipse, you need to identify its appropriate standard
equation.
1. center: (4, −3); vertical major axis that has length 12 units; and minor axis with
length 8 units
2. vertices: (2 ± √61, −5); and minor axis whose length is 12 units
3. vertices: (−10, −4) and (6, −4); covertices: (−2, −9) and (−2, 1)

Introduction of the Topic

Lesson 4: Hyperbola

There are 70 known comets that have hyperbolic

orbits with the sun being the focus.

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 2 | 10
Activity 4.1 Constructing My Own Hyperbola
Materials: sheets of paper, glue or paste, pair of scissors, pen/marker

Procedures:
1. Cut a circular sheet of paper. From that, cut out a sector (a pie’s slice). Tape together the two
opposing sides of one of the remaining sectors. You now have a paper cone. Create two of
these.
2. Glue together the two paper cones through their vertex.
3. Flatten both nappes of your double right circular cone.
4. Position your double right circular cone upright and draw a vertical or a tilted line that
passes through both cones.
5. Cut through the drawn line.
6. Open your cone back up and place the clean sheet of paper between the two sections of the
cone. Mark the intersection between the plane (the clean sheet of paper) and the double right
circular cone.
Guide questions:
1. What figure did you get?
________________________________________________________________
2. What will happen if you cut through a different vertical/tilted line that passes through the
double cone?
_________________________________________________________________
3. What will happen if the vertical line passes through the vertex of the double right circular
cone? What would be their intersection?
___________________________________________________________________
Lesson 4.1 Definition of a Hyperbola
A hyperbola is formed when a plane intersects a double right circular cone and
forms two unbounded curves with each called as branch of the hyperbola (See Figure
4.1). Like all previous conic sections, a degenerate case is formed when the plane
intersects a double right circular cone and passes through its vertex. Since a hyperbola
Figure 4.1.
must intersect both cones, its degenerate case would be two intersecting lines where the Hyperbolic
Section
intersection is the double cone’s vertex.

Example 4.1 Consider two points 𝐹1 (−5, 0) and 𝐹2 (5, 0) which are the foci of a given hyperbola. The
distances of 𝐴(4, 3.53) from 𝐹1 and 𝐹2 are 𝑃𝐹1 = 9.67 and 𝑃𝐹2 = 3.67.Figure
Point4.1.𝐴 has the
Hyperbolic property where
Section
the absolute value of the difference of its distances from the two given points 𝐹1 and 𝐹2 is

𝐴𝐹1 − 𝐴𝐹2 = |6| = 6 = |−6| = 𝐴𝐹2 − 𝐴𝐹1 .

Figure 4.2. Illustration of Hyperbola as described in Example 4.1

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ
MATH 11 QUARTER 2 WEEK 3 P a g e 3 | 10
 1. Consider another point 𝐵(−4, −3.53) on the hyperbola. What can you say about the
absolute value of the difference of its distances from the two foci?
2. Show that 𝑉1 (−3, 0) and 𝑉2 (3,0) have the same absolute value of the difference of its
distances from the two foci.
Let 𝐹1 and 𝐹2 be two distinct points. The set of all points 𝑃, whose distances from 𝐹1 and from 𝐹2
differ by a certain constant, is called a hyperbola. The points 𝐹1 and 𝐹2 are called the foci of the
hyperbola.

Lesson 4.2 The Standard Form of Equation of a Hyperbola and Its Features
Representing a hyperbola using an equation will
help us further understand its characteristics and
properties. Just like any other conic sections, we can
derive the standard equation of the hyperbola by using its
definition.

Consider a hyperbola that is horizontally placed at

a Cartesian Plane (see Figure 4.3). Let 𝑃(𝑥, 𝑦) be a point in
Figure 4.3. Horizontally oriented Hyperbola a hyperbola and its center located at the origin 𝐶(0, 0).
Using any point on the hyperbola, the absolute value of the differences from the two foci will be
constant. These will give us, |𝑃𝐹1 − 𝑃𝐹2 | = 2𝑎 = |𝑃𝐹2 − 𝑃𝐹1 |.

Derivation of the Standard Form of Equation of a Hyperbola

To derive the standard equation of a hyperbola 𝐹1 (−𝑐, 0) and 𝐹2 (𝑐, 0) will be the foci of the hyperbola.

|𝑃𝐹1 − 𝑃𝐹2 | = 2𝑎 Definition of hyperbola

√(𝑥 + 𝑐)2 + (𝑦 − 0)2 − √(𝑥 − 𝑐)2 + (𝑦 − 0)2 = 2𝑎 Distance formula

√(𝑥 + 𝑐)2 + 𝑦2 = 2𝑎 + √(𝑥 − 𝑐)2 + 𝑦2 Additive Property of Equality

(𝑥 + 𝑐)2 + 𝑦2 = 4𝑎2 + 4𝑎√(𝑥 − 𝑐)2 + 𝑦2 + (𝑥 − 𝑐)2 + 𝑦2 Squaring both sides of the equation

𝑥2 + 2𝑐𝑥 + 𝑐2 + 𝑦2 = 4𝑎2 + 4𝑎√(𝑥 − 𝑐)2 + 𝑦2 + 𝑥2 − 2𝑐𝑥 + 𝑐2 + 𝑦2 Expanding the binomials

4𝑐𝑥 − 4𝑎2 = 4𝑎√(𝑥 − 𝑐)2 + 𝑦 2 Combining like terms

𝑐𝑥 − 𝑎2 = 𝑎√(𝑥 − 𝑐)2 + 𝑦 2 Multiplicative Property of Equality

𝑐2 𝑥2 − 2𝑎2 𝑐𝑥 + 𝑎4 = 𝑎2 ((𝑥 − 𝑐)2 + 𝑦2 ) Squaring both sides of the equation

𝑐2 𝑥2 − 2𝑎2 𝑐𝑥 + 𝑎4 = 𝑎2 (𝑥2 − 2𝑐𝑥 + 𝑐2 + 𝑦2 ) Expanding the binomial

𝑐2 𝑥2 − 2𝑎2 𝑐𝑥 + 𝑎4 = 𝑎2 𝑥2 − 2𝑎2 𝑐𝑥 + 𝑎2 𝑐2 + 𝑎2 𝑦2 Distributing the term 𝑎2

𝑎4 + 𝑐2 𝑥2 = 𝑎2 𝑥2 + 𝑎2 𝑐2 + 𝑎2 𝑦2 Combining like terms

2
𝑐2 𝑥2 −𝑎2 𝑥2 − 𝑎 𝑦2 = 𝑎2 𝑐2 − 𝑎4 Rearranging the terms

𝑥2 (𝑐2 − 𝑎2 ) − 𝑎2 𝑦2 = 𝑎2 (𝑐2 − 𝑎2 ) Factoring out common terms

𝑥2 (𝑏2 ) − 𝑎2 𝑦2 = 𝑎2 (𝑏2 ) Using 𝑏2 = 𝑐2 + 𝑎2

𝒙𝟐 𝒚𝟐
− =𝟏 Dividing both sides by 𝑎2 𝑏2
𝒂𝟐 𝒃𝟐

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 4 | 10
 Remember: A horizontally oriented hyperbola with its center located at the origin, (0, 0) has
the standard form of equation:

𝒙𝟐 𝒚𝟐
− =𝟏
𝒂𝟐 𝒃𝟐

Try these!

1. Can you show proof of the definition of a hyperbola where the foci are (0, 𝑐) and (0, −𝑐)?
2. What can you say about the equation? What does it tell about your hyperbola?

We show here the features of the graph

of a hyperbola with the standard equation
𝑥2 𝑦2
− = 1.
𝑎2 𝑏2

Figure 4.4. Horizontally oriented Hyperbola and its Features

Let 𝑐 = √𝑎2 + 𝑏 2
a. center: (ℎ, 𝑘)
 The midpoint of the segment with endpoints at the foci is the center.
b. foci: (ℎ ± 𝑐, 𝑘)
 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.
c. vertices: (ℎ ± 𝑎, 𝑘)
 The vertices are points on the hyperbola, collinear with the center and foci.
 Each vertex is 𝑎 units away from the center.
 The segment 𝑉1 𝑉2 is called the transverse axis. Its length is 2𝑎.
d. covertices: (ℎ, 𝑘 ± 𝑏)
 The covertices are endpoints of a line that is perpendicular to the transverse
axis.
 Each endpoint is 𝑏 units away from the center.
 The segment 𝑊1 𝑊2 is called the conjugate axis. Its length is 2𝑏.
𝑏
e. asymptotes: 𝑦 − 𝑘 = ± (𝑥 − ℎ)
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.
Try these!
𝒚𝟐 𝒙𝟐
1. Use the definition of the hyperbola to prove that 𝟐 − 𝟐 = 𝟏. (Take note that this is a vertically
𝒂 𝒃
oriented hyperbola).
2. Observe the features of this hyperbola. How would you compare them to the features of a
horizontal hyperbola? How are they different? Explain.

Reminder: If the 𝑥 term is positive, the hyperbola is horizontal (the curves open left and right).
If the 𝑦 term is positive, the hyperbola is vertical (the curves open upward and downward).
MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ
MATH 11 QUARTER 2 WEEK 3 P a g e 5 | 10
Example 4.2.1 Determine the center, foci, vertices, and asymptotes of the hyperbola with the given
equation.
𝑥2 𝑦2 (𝑦+4)2 (𝑥+1)2
1. − =1 2. − =1
4 1 64 81

Solutions.

1. Orientation: horizontal
a. With 𝑎2 = 4 and 𝑏 2 = 1, we have, 𝑎 = 2, 𝑏 = 1 and 𝑐 = √𝑎2 + 𝑏 2 = √4 + 1 = √5 ≈ 2.24
b. center: 𝐶(0, 0)
c. Since each focus is 𝑐 units away from the center, then foci: 𝐹1 (2.24, 0) and 𝐹2 (−2.24, 0)
d. Vertices are 𝑎 units away from the center, so 𝑉1 (2, 0) and 𝑉2 (−2, 0)
1
e. Asymptotes: 𝑦 − 0 = ± (𝑥 − 0)
2
1 1
𝑦 = 𝑥 and 𝑦 = − 𝑥
2 2

2. Orientation: vertical
a. 𝑎 = 8, 𝑏 = 9, and 𝑐 = √145 ≈ 12.04
b. Center: (−1, −4)
c. Foci: 𝐹1 (−1, 8.04) and 𝐹2 (−1, −16.04)
d. Vertices: 𝑉1 (−1, 4) and 𝑉2 (−1, −12)
𝑎
e. Asymptotes: 𝑦 + 4 = ± (𝑥 + 1)
𝑏
8 28 8 44
𝑦= 𝑥 − and 𝑦 = − 𝑥 −
9 9 9 9

Example 4.2.2 Identify the equation of the hyperbola with the given characteristics:

1. vertices: (−3, −6), (−3, 2) ; foci: (−3, −7), (−3,3)

2. vertices: (−3, 0), (−9, 0) ; asymptotes: 𝑦 = 2𝑥 − 12, 𝑦 = −2𝑥 + 12
Solutions:

1. a. The vertices and foci are on the 𝑦 − 𝑎𝑥𝑖𝑠 (because the 𝑥 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 of the vertices are the
(𝑦−𝑘)2 (𝑥−ℎ)2
same). Thus, the equation of the hyperbola will have the form − = 1. The
𝑎2 𝑏2

orientation is vertical.
−3−3 −7+3
b. The midpoint of the foci (or vertices) is the center, (ℎ, 𝑘) = ( , ) = (−3, −2).
2 2

c. Foci is 𝑐 units away from the center, applying the distance formula from center to one of
the foci gives 𝑐 = 5.
center: (−3, −2) focus: (−3, −7)
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

𝑑 = √(−3 + 3)2 + (−7 + 2)2

𝑑 = √0 + 25 = √25 = 5
d. Vertices are 𝑎 units away from the center, which gives 𝑎 = 4.
e. Since 𝑎 = 4, 𝑐 = 5, then 𝑏 = √𝑐 2 − 𝑎2 = √25 − 16 = √9 = 3.
f. Since the hyperbola is vertical, the 𝑎2 -term goes with the 𝑦 2 -term. The standard equation of
(𝒚+𝟐)𝟐 (𝒙+𝟑)𝟐
the hyperbola is − = 𝟏.
𝟏𝟔 𝟗

2. a. Because the 𝑦 − 𝑐𝑜𝑜𝑟𝑑𝑖𝑛𝑎𝑡𝑒𝑠 are the same, the orientation of the hyperbola is horizontal.
(𝑥−ℎ)2 (𝑦−𝑘)2
Thus, the equation will have the form − = 1.
𝑎2 𝑏2

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 6 | 10
 −3−9 0+0
b. The midpoint of the vertices is the center, 𝑐𝑒𝑛𝑡𝑒𝑟 = ( , ) = (−6, 0).
2 2

c. Apply the distance formula from the center to one of its vertices, which is 𝑎 units away
from the center gives 𝑎 = 3.
𝑏
d. The slopes of the asymptotes are ± . Use the positive slope and solve for the value of 𝑏.
𝑎
𝑏
= 2 (Remember that previously, we already have 𝑎 = 3).
𝑎
𝑏
=2 → 𝑏=6
3

e. Plotting in the values we solved for, the equation of the standard equation of the hyperbola
(𝒙+𝟔)𝟐 (𝒚)𝟐
is − = 𝟏.
𝟗 𝟑𝟔

Lesson 4.3 Graph of a Hyperbola

When we know the standard form of the equation of the hyperbola, we can also interpret its
parts and key features to illustrate its graph.

Steps in Graphing a Hyperbola:

a. Determine the orientation of the hyperbola.

b. Identify and label its center.
c. Identify and label its foci, vertices, and covertices by solving for the corresponding values
of 𝑎, 𝑏, and 𝑐.
d. Draw an auxiliary rectangle using the vertices and covertices of the hyperbola as
endpoints. This will help you in plotting the asymptotes at the latter part.
e. From the vertices, you draw the branches of your hyperbola. Use arrow heads to show
that both branches extend infinitely.
f. Illustrate the diagonals of the auxiliary rectangle (extending both ways) that pass through
the center. These are the asymptotes of your hyperbola.

Example 4.3 Illustrate the graph of the following equations of the hyperbola.
𝑥2 𝑦2
1. − =1
4 1
a. Horizontally oriented hyperbola
b. 𝐶(0, 0), origin
c. 𝑎 = 2, 𝑏 = 1, and 𝑐 = √5 ≈ 2.24
vertices: (±2, 0) ; foci: (±√5, 0) ; covertices: (0, ±1)

Vertices and foci are 𝑎 and 𝑐 units away from left and right of the center, respectively.
Covertices are 𝑏 units above and below the center. Why?

𝑥2 𝑦2
Figure 4.5. Graph of − =1
4 1

(𝑦+4)2 (𝑥+1)2
2. − =1
64 81
a. Vertically oriented hyperbola
MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ
MATH 11 QUARTER 2 WEEK 3 P a g e 7 | 10
 b. 𝐶(−1, −4)
c. 𝑎 = 8, 𝑏 = 9, and 𝑐 = √145 ≈ 12.04
vertices: (−1, −4 ± 8) ; foci: (−1, −4 ± √145) ; covertices: (−1 ± 9, −4)

Figure 4.6. Graph of

(𝑦+4)2 (𝑥+1)2
− =1
64 81

Lesson 4.4 Transforming General Equation to Standard Form of Equation

If you can identify the equation of the hyperbola in standard form, you can also use its
characteristics to graph the curve. However, if the equation is presented in another form, you must
write it first on its standard form so that you will be able to identify its features and illustrate its
graph.
Example 4.4 Graph the given hyperbola.

1. 4𝑥2 − 5𝑦2 + 32𝑥 + 30𝑦 = 1

First, write the equation in its standard form.

4𝑥 2 − 5𝑦 2 + 32𝑥 + 30𝑦 = 1 Original equation

(4𝑥 2 + 32𝑥) − (5𝑦 2 − 30𝑦) = 1 Group like terms
4(𝑥 2 + 8𝑥) − 5(𝑦 2 − 6𝑦) = 1 Factor
4(𝑥 2 + 8𝑥 + 16) − 5(𝑦 2 − 6𝑦 + 9) = 1 + 4(16) + (−5)9 Complete the squares
4(𝑥 + 4)2 − 5(𝑦 − 3)2 = 20 Factor and simplify
(𝑥+4)2 (𝑦−3)2
− =1 Divide each side by 20
5 4

The equation is now in standard form with 𝑎 = √5 ≈ 2.24, 𝑏 = 2, and 𝑐 = 3.

Orientation: horizontal
Center: 𝐶(−4, 3)
Foci: 𝐹1 (−4 ± 3, 3)
Vertices: 𝑉1 (−4 ± √5, 3)
Covertices: (−4, 3 ± 2)

Figure 4.7. Graph of 4𝑥 2 − 5𝑦 2 + 32𝑥 + 30𝑦 = 1

Activities

Activity 4.2.1 Determine the features of the given equations of hyperbola by completing the
table below.
𝑦2 𝑥2 (𝑦+2)2 (𝑥−7)2
1. − =1 3. − =1
5 4 25 9

(𝑥+1)2 (𝑦+2)2 (𝑥−3)2 (𝑦+2)2

2. − =1 4. − =1
9 16 36 16

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 8 | 10
 Equation Orientation 𝑎, 𝑏, 𝑐 Center Foci Vertices Asymptotes
1
2
3
4

Activity 4.2.2 Identify the standard form of equation of the hyperbola using the following
characteristics.
1. vertices: (3, 2) and (3, 6) ; conjugate axis length is 10 units
3 29 3 13
2. foci: (2, −2) and (12, −2) ; asymptotes: 𝑦 = 𝑥 − and 𝑦=− 𝑥+
4 4 4 4

3. vertices: (−2, 8) and (8, 8) ; focus: (12, 8)

4. center: (−6, 9) ; vertex: (−6, 15) ; conjugate axis length is 12 units

Activity 4.3 Illustrate the graph of the following hyperbolas. Identify and label the center, foci,
vertices, covertices, and asymptotes.
(𝑦−1)2 (𝑥−6)2 (𝑥+4)2 (𝑦+1)2
1. − =1 3. − =1
10 13 24 15
(𝑥−3)2 (𝑦−2)2 (𝑦−4) 2 (𝑥+11) 2
2. − =1 4. − =1
38 5 23 72

Activity 4.4 Write the standard form of equation of the following hyperbolas and identify all its
features.

1. 9𝑥 2 − 4𝑦 2 = 36 4. 𝑥 2 − 𝑦 2 − 6𝑥 + 4𝑦 = −4
2. 16𝑦 2 − 25𝑥 2 = 400 5. −𝑥 2 + 3𝑦 2 − 4𝑥 + 6𝑦 = 28
3. 𝑥 2 − 4𝑦 2 − 6𝑥 − 8𝑦 = 27

Remember
−

HYPERBOLA
Standard Form of (𝑥 − ℎ)2 (𝑦 − 𝑘)2 (𝑦 − 𝑘)2 (𝑥 − ℎ)2
− =1 − =1
Equation 𝑎2 𝑏2 𝑎2 𝑏2

From any point on the hyperbola, the absolute value of the

difference of the distances to the foci is 2a.
Orientation horizontal transverse axis vertical transverse axis
Center (ℎ, 𝑘)
Foci (ℎ ± 𝑐, 𝑘) (ℎ, 𝑘 ± 𝑐)
Vertices (ℎ ± 𝑎, 𝑘) (ℎ, 𝑘 ± 𝑎)
Transverse axis 𝑦=𝑘 𝑥=ℎ
Conjugate axis 𝑥=ℎ 𝑦=𝑘
𝑏 𝑎
Asymptotes 𝑦 − 𝑘 = ± (𝑥 − ℎ) 𝑦 − 𝑘 = ± (𝑥 − ℎ)
𝑎 𝑏
a,b,c relationship 𝑐 2 = 𝑎2 + 𝑏 2

MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ

MATH 11 QUARTER 2 WEEK 3 P a g e 9 | 10
 Post-test

Choose and encircle the letter of the correct answer.

1. Which statement correctly describes a hyperbola?

A. The set of all points in a plane equidistant from a fixed point.
B. The set of all points in a plane equidistant from a fixed line and a fixed point not on the
line.
C. The set of all points in a plane such that the sum of the distances from two fixed points is
a constant.
D. The set of all points in a plane such that the differences of the distances from two fixed
points is a constant.
𝑦2 𝑥2
2. If a hyperbola is represented by the equation − = 1, which feature is NOT true?
64 36
A. foci at (0, ±10) C. vertices at (0, ±6)
B. center at (0, 0) D. vertical transverse axis
3. What is the equation of the given graph?
𝑥2 𝑦2
A. − =1
25 16
𝑥2 𝑦2
B. − =1
16 25
𝑦2 𝑥2
C. − =1
25 16
𝑦2 𝑥2
D. − =1
16 25

For item numbers 4-5, consider the equation 7𝑥 2 − 4𝑦 2 − 28𝑥 + 40𝑦 − 100 = 0
4. What is the standard form of the equation?
(𝑥−2)2 (𝑦−5)2 (𝑥−2)2 (𝑦−5)2
A. − =1 C. + =1
4 7 4 7
(𝑦−5)2 (𝑥+2)2 (𝑥+2)2 (𝑦−5)2
B. − =1 D. − =1
7 4 4 7

5. What is the orientation and the length of the transverse axis?

A. horizontal, 8 units C. vertical, 8 units
B. horizontal, 16 units D. vertical, 14 units

Additional Activities

To understand the lesson further, you can visit the following links:
https://youtu.be/pzSyOTkAsY4
https://youtu.be/oO3nWnJppqg
https://youtu.be/hnVFThmLW5Q
https://youtu.be/hl58vTCqVIY

Reflection
This activity will enable you to reflect about your experiences with the activities you underwent.
Make a reflection by completing the following statements and submit it to your teacher.

 I learned that I …
 I noticed that I …
 I discovered that I …
 My takeaways are …
MICHELLE P. CARIAGA / GUILLER JOBERT H. SUAREZ
MATH 11 QUARTER 2 WEEK 3 P a g e 10 | 10