11

PRE-CALCULUS
QUARTER 1-MODULE 1
ANALYTIC GEOMETRY
INTRODUCTION TO CONIC
SECTIONS AND CIRCLE

Department of Education • Republic of the Philippines

Precalculus– Grade 11
Supplementary Learning Resource
Quarter 1 – Introduction to Conic Sections and Circle
First Edition, 2020

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Published by the Department of Education

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Jobelle G. Mostoles
Editor: Gladys Glo M. Bondoc
Reviewers: Ma. Victoria C. Vivo, EdD
Cherry Len C. Briones
Gladys Glo M. Bondoc
Frederick John A. Macale

Management Team: Norma P. Esteban, EdD, CESO V

Leonardo C. Canlas, EdD. CESE
Fatima M. Punongbayan
Teresa R. Manlapaz, PhD
Salvador B. Lozano
Nora C. Lising, PhD

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 11
PRE-CALCULUS
QUARTER 1-MODULE 1
ANALYTIC GEOMETRY
INTRODUCTION TO CONIC
SECTIONS AND CIRCLE
Introductory Message

For the facilitator:

Welcome to the Precalculus for Grade 11 Alternative Delivery Mode (ADM)

Module on Introduction to Conic Sections and Circle!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.
For the learner:

Welcome to the Precalculus for Grade 11 Alternative Delivery Mode (ADM) Module
on Introduction to Conic Sections and Circle!

The hand is one of the most symbolized parts of the human body. It is often used
to depict skill, action and purpose. Through our hands we may learn, create, and
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills at
your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
 This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additional Activities to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 What I Need to Know

By the end of this module, you are expected to be able to illustrate different types
of conic sections, to define a circle and graph circle given an equation in standard and
general form.

This module is divided into two lessons namely:

● Lesson 1: Introduction to conic sections

● Lesson 2: Circle

After going through this module, you are expected to:

1. illustrate the different types of conic sections: parabola, ellipse, circle,
hyperbola, and degenerate cases; (STEM_PC11AGIa-1)
2. define a circle; (STEM_PC11AGIa-2)
3. determine the standard form of equation of a circle. (STEM_PC11AGIa-3)

What I Know

Let us measure what you already know! Identify the following. Write your answer
on the space provided before the number.
______________ 1. A curve formed by taking slices of a double-napped cone
______________ 2. This Mathematician discovered and introduced the conic sections.
______________ 3. The general form of the equation of conic sections
______________ 4. The type of conic section which are formed when the cutting plane
pass through the vertex
______________ 5. A set of points which are equidistant to a point known as the center
 What’s In

Observe and visualize the pictures below. Identify what is formed in the
intersection of the cone and the plane.

1.

_________________________________________

2.

_________________________________________

3.

_________________________________________

4.

_________________________________________
 5. The plane cuts the cone in half
(horizontally)

_________________________________________

6. The plane cuts the cone in half (slanted)

_________________________________________

7. The plane cuts the cone in half (vertically)

_________________________________________

What’s New

The figures formed in the pictures above are known as the conic sections. As we
go on our daily routine, we may encounter this. Such are the ball, Ferris wheel, bridge,
McDonald’s logo, and many more. Some may not be aware of its existence, but it has
been in this world way before us.

CONIC SECTIONS: A BRIEF HISTORY

The history of conic sections may be traced back to ancient Greece in the time of
the mathematician Menaechmus between 360 – 350 B.C. This arose from the problem
of doubling a cube. At that time, King Minos wanted to build a tomb and said that the
current size of the tomb is lousy (100 ft each side). He wanted to double the size of the
tomb without doubling its length.
Many mathematicians tried to provide solutions but only Menaechmus was able
to discover one (Schmarge, 1999). From here, he discovered the conic sections. However,
unlike what we know today, he named them differently. From using a single napped
cone and a cutting plane, he introduced the section of a right-angled cone, the section
of an acute-angled cone, and the section of an obtuse-angled cone (Schmarge, 1999).
Many mathematicians investigated this too, including Aristaeus and Euclid, although
the next major contributions in the conic section were done by Archimedes and
Apollonius.
Archimedes never published a book that is solely about the conic sections, but
he was able to publish books which contained some concepts of conic sections. Those
books were the Quadrature of the Parabola, Conoids and Spheroids, Floating Bodies,
and Plane Equilibrium. Although there is no evidence of Euclid’s work involving conic
sections, it was believed that he inspired Archimedes’ work. (Allen, 2009)
The great Geometer, Apollonius, was able to publish
8 books about conic sections. The first four books were in
Greek, the next three were in Arabic translation, and the
last one was lost entirely. He was the one who disproved
the idea that the conic sections are derived using different
cones. Apollonius was also the first one to use a double-
napped cone and introduced the conic sections as we know
them today, parabola, hyperbola, and ellipse. It was said
that the work of Apollonius was derived from the work of
Archimedes in conic sections.
After Apollonius, Pappus and Proclus shed light to the contributors of the conic
sections. This was the reason why Mathematicians were credited for this. They did this
by providing commentaries on different works in the fifth century.
It was until the fifteenth century, around the era of renaissance, when the
interest in Greek culture and knowledge arose. In 1605, Johannes Kepler introduced
the idea that Mars revolves around the sun in an elliptical pattern (Wilson, 2005). This
discovery fueled motivation in the study of conic sections although it was focused in
Astronomy. Kepler also discussed that there were five, instead of three, conic sections
namely circle, parabola, ellipse, hyperbola, and line stressing that parabola and line are
the extremes of ellipse. Other pioneers to the discovery of conic sections were Newton,
Poncelet, Steiner, Dandelin, Dupin, Gergonne, Brianchon, and Chasles.

What is It
 Lesson
Introduction to Conic
1 Sections
ANALYTIC GEOMETRY
Analytic geometry was defined by Khan Academy (n.d.) as the “coordinate
geometry”. Here, objects are visualized on a coordinate plane. For example, in proving
that two sides of a plane are parallel, there is a need to put the plane in a coordinate to
have their equations and see if the slopes of the sides are the same. In other words, this
branch of Mathematics deals with points, lines, curves, and planes using algebraic
methods. There will be a combination of some concepts learned in geometry and algebra.

CONIC SECTION
Orines (2016) defined conic sections as the set of points which have
a constant ratio on the distances from a fixed point to the distances from a
fixed line that is not passing through the fixed point.

To derive the conic sections, we need a double-napped cone (shown below) and a
cutting plane. The cone will be cut by a plane, thus forming different curves.

The general form if equation is

Ax2 + Bxy +Cy2 + Dx + Ey + F = 0

TWO TYPES OF CONICS

1. Degenerate conics are formed when the cutting plane passes through the vertex
of the double-napped cone. These are point, line, and intersecting lines. (Aspuria,
et. Al.)
 a. b. c.

A point is A line is An
formed when formed when intersecting
the cutting the cutting lines are
plane cuts plane is in formed when
the double- slant position the cutting
napped cone, and cuts the plane cuts the
double- double-napped
horizontally,
cone,
in half. napped cone
vertically, in
in half.
half.

2. Non-Degenerate conics are formed when the cutting plane does not intersect the
vertex of the double-napped cone. These are circle, parabola, ellipse, and hyperbola.
(Aspuria, et. Al)
a) A circle is formed when the cutting plane is
parallel to the base of the cone as shown at the
right. This is known as a special kind of ellipse.
Example: ball, circular plate, circular table, etc.

b) A parabola is formed when the cutting plane is

parallel to an edge of the double-napped cone as
shown at the right. Example: an arch or the
McDonald’s Logo, a banana, sattelite dishes, etc.

or

c) An ellipse is formed when the cutting plane is

not parallel to any edge of the double-napped
cone as shown at the right. Example: egg,
football, orbit of Earth, etc.
 d) A hyperbola is formed when the cutting plane
intersects both nappes of the cone as shown at
the right. Example: hourglass, basketball court,
etc.

or

As defined earlier, the conic section has a constant ratio. This ratio is known as
the eccentricity. Eccentricity, according to Malang, et. Al. (2016), is a ratio between the
distance of a point called the focus and the distance of a line called the directrix from a
set of points.

● A parabola has an eccentricity of 1

● An ellipse has an eccentricity that is less than 1
● A hyperbola has an eccentricity that is greater than 1
● A circle, which is a special kind of ellipse, has an eccentricity of 0.
 Lesson
Circle
2
DEFINITION OF CIRCLE

CIRCLE
A set of points P(x, y) which has the
same distance to a point known as the
center C(h, k) will form a circle. The constant
distance between the points and the center
is known as the radius of a circle. (Malang,
et. Al., 2016)
Using a double-napped cone and a
cutting plane, this may be formed when the
cutting plane is parallel to the base of the
cone.

The radius of a circle can be solved by getting the distance of a point to the center.
The formula for getting the distance between two points is 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 .
Considering the following

1st point: C(h, k) 𝑥1 = ℎ; 𝑦1 = 𝑘

2nd point: P(x, y) 𝑥2 = 𝑥; 𝑦2 = 𝑦

distance: radius d=r

Plugging this in the formula will result to

𝑟 = √(𝑥 − ℎ)2 + (𝑦 − 𝑘)2

This is the formula for the radius of the circle. The equation of the circle may be
derived from the formula of the radius. This can be simplified by eliminating the radical
sign.

Notes to the Teacher

(You may discuss this Solution
using the phrases below)
 To eliminate the radical sign, we 𝑟 = √(𝑥 − ℎ)2 + (𝑦 − 𝑘)2
need to square both sides of the
equation.
(𝑟)2 = (√(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 )2

Squaring a square root (radical with an

index of 2) will eliminate the radical sign 𝑟 2 = (𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2

The result is known as the standard equation of the circle.

r2 = (x – h)2 + (y – k)2 or (x – h)2 + (y – k)2 = r2

If the center of the circle is at the origin as

shown at the right, h = 0 and k = 0. So the equation
will be

(𝑥 − 0)2 + (𝑦 − 0)2 = 𝑟 2

𝑥2 + 𝑦2 = 𝑟2

Now let us try to expand the standard equation!

Notes to the Teacher

(You may discuss this
using the phrases Solution
below)
𝑟 2 = (𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2
Expand the equation 𝑟 2 = (𝑥 − ℎ)(𝑥 − ℎ) + (𝑦 − 𝑘)(𝑦 − 𝑘)
Perform the FOIL (first, outer,
inner, last) method on (𝑥 − ℎ)(𝑥 − ℎ) 𝑟 2 = (𝑥 2 − 2ℎ𝑥 + ℎ2 ) + (𝑦 2 − 2𝑘𝑦 + 𝑘 2 )
and (𝑦 − 𝑘)(𝑦 − 𝑘)
Perform APE (addition property
0 = (𝑥 2 − 2ℎ𝑥 + ℎ2 ) + (𝑦 2 − 2𝑘𝑦 + 𝑘 2 ) − 𝑟 2
of equality) to move 𝑟 2 on the other
side of the equation.
Re-arrange the equation
according to the degree of the
𝑥 2 +𝑦 2 − 2ℎ𝑥 − 2𝑘𝑦 + ℎ2 + 𝑘 2 − 𝑟 2 = 0
variable. Take not that h, k, and r are
constants.
To make the equation look
simple;
𝑥 2 +𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + ℎ2 + 𝑘 2 − 𝑟 2 = 0
Let 𝐷 = −2ℎ
𝐸 = −2𝑘
 Combine like terms!
Remember that h, k, and r are
all constants so we may assign
𝑥 2 +𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
another letter to represent the result
of adding these constants.
Let 𝐹 = ℎ2 + 𝑘 2 − 𝑟 2

The resulting equation is known as the general equation of the circle.

x2 + y2 + Dx + Ey + F = 0

DETERMINING THE STANDARD FORM OF EQUATION OF THE CIRCLE

The circle has a standard equation of

(𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2

Where (h, k) is the center and r is the radius of the circle. We may encounter
different cases in identifying its standard from and here are some:

1. Given a general form

To determine the standard form of equation given the general form, we may apply
the following steps.
a) Rearrange the equation so that the constant is at the right side of the
equation and the terms with variables are at the left side of the equation.
b) Put the terms having the same variable in a parenthesis
c) Perform completing the square.
d) Determine the factors of the results.

EXAMPLE:

Identify the standard form of the equation of a circle given that the general form is 𝑥 2 +
𝑦 2 + 8𝑥 − 4𝑦 + 6 = 0

Notes to the Teacher

(You may discuss
this using the Solution
phrases below)
Rearrange the equation so 𝑥 2 + 𝑦 2 + 8𝑥 − 4𝑦 + 6 = 0
that the constant (6) is at the right 𝑥 + 𝑦 2 + 8𝑥 − 4𝑦 + 6 − 6 = 0 − 6
2

side of the equation and the terms 𝑥 2 + 𝑦 2 + 8𝑥 − 4𝑦 = −6

with variables (𝑥 2 + 𝑦 2 + 8𝑥 − 4𝑦)
are at the left side of the equation.
 Put the terms having the
same variable in a parenthesis. 𝑥 2 (𝑥 2 + 8𝑥) + (𝑦 2 − 4𝑦) = −6
and 8𝑥 have the same variable. 𝑦 2

and −4𝑦 also have the same

variable
Perform completing the (𝑥 2 + 8𝑥 + _____) + (𝑦 2 − 4𝑦 + ____) = −6
square.
(By completing the square, For the expression (𝑥 2 + 8𝑥 + _____)
each expression inside the Coefficient of the 2nt term is 8
parenthesis may be turned into a 8 ÷ 2 = 4; 42 = 16
perfect trinomial square, thus, may
be factored using square of a For the expression (𝑦 2 − 4𝑦 + ____)
binomial.) Coefficient of the 2nt term is -4
To perform this, get the −4 ÷ 2 = −2; (−2)2 = 4
coefficient of the second term of the
expression, divide it by 2, then (𝑥 2 + 8𝑥 + 16) + (𝑦 2 − 4𝑦 + 4) = −6 + 16 + 4
square the result. You will write (𝑥 2 + 8𝑥 + 16) + (𝑦 2 − 4𝑦 + 4) = 14
this on the blank space provided.
Remember that whatever
you add/subtract on the left side
should also be done on the right
side.
Determine the factors of the
results.
(𝑥 + 4)(𝑥 + 4) + (𝑦 − 2)(𝑦 − 2) = 14
The factor of (𝑥 2 + 8𝑥 + 16) is
(𝑥 + 4)(𝑥 + 4) while the factor of
(𝑥 + 4)2 + (𝑦 − 2)2 = 14
(𝑦 2 − 4𝑦 + 4) is (𝑦 − 2)(𝑦 − 2).
Simplify further.

Knowing that the general equation of the circle is 𝑥 2 +𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0, and

that 𝐷 = −2ℎ, 𝐸 = −2𝑘, and 𝐹 = ℎ2 + 𝑘 2 − 𝑟 2 , we can also apply the following steps
a) Identify the value of D, E, and F
b) Solve for h
c) Solve for k
d) Solve for 𝑟 2
e) Substitute h, k, and r to the standard equation

Notes to the Teacher

(You may discuss
this using the Solution
phrases below)
Identify the value of D, E, F 𝑥 2 + 𝑦 2 + 8𝑥 − 4𝑦 + 6 = 0
knowing that the general form is 𝐷 = 8, 𝐸 = −4, 𝐹 = 6
𝑥 2 +𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
Solve for h by using 𝐷 = 𝐷 = −2ℎ
−2ℎ 8 = −2ℎ
 Substitute D to the 8 −2ℎ
=
equation then isolate h (divide −2 −2
both sides of the equation by -2) −4 = ℎ
Solve for k by using E = E = −2𝑘
−2𝑘
−4 = −2𝑘
Substitute E to the −4 −2𝑘
equation then isolate k (divide =
both sides of the equation by -2) −2 −2
2=𝑘
Solve for 𝑟 2 by using 𝐹 =
ℎ + 𝑘 − 𝑟 2 , knowing that h = -4
2 2

and k = 2. 𝐹 = ℎ2 + 𝑘 2 − 𝑟 2
Substitute F, h, and k to 6 = (−4)2 + (2)2 − 𝑟 2
the equation then simplify 6 = 16 + 4 − 𝑟 2
6 = 16 + 4 − 𝑟 2
6 = 20 − 𝑟 2
6 − 20 = 20 − 𝑟 2 − 20
Isolate r (perform APE) 6 − 20 = −𝑟 2
−14 = −𝑟 2
−14 −𝑟 2
=
−1 −1
Eliminate the negative sign 14 = 𝑟 2
of 𝑟 (divide -1 to both sides of the
2

equation)
Substitute h, k, and 𝑟 2 to the
(𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
standard equation of the circle.
ℎ = −4, 𝑘 = 2, 𝑟 2 = 14
(𝑥 − (−4))2 + (𝑦 − (2))2 = (14)
(𝑥 + 4)2 + (𝑦 − 2)2 = 14
Simplify

2. Given a center and a radius

If the center (h, k) and the radius r is given, we can simply substitute it to the
standard equation of the circle.

EXAMPLE:

● Determine the standard form of the equation of the circle having a center at (-3,
2) and a radius of 4.

Notes to the Teacher

(You may discuss
this using the Solution
phrases below)
Identify the given (𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
ℎ = −3, 𝑘 = 2, 𝑎𝑛𝑑 𝑟 = 4
Substitute h, k and r to
(𝑥 − (−3))2 + (𝑦 − 2)2 = 42
(𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
 Simplify (𝑥 + 3)2 + (𝑦 − 2)2 = 16

● Determine the standard form of the equation of the circle having a center at the
origin and a radius of 1.

Notes to the Teacher

(You may discuss
this using the Solution
phrases below)
Identify the given (𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
ℎ = 0, 𝑘 = 0, 𝑎𝑛𝑑 𝑟 = 1
Substitute h, k and r to
(𝑥 − (0))2 + (𝑦 − 0)2 = 12
(𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
Simplify 𝑥2 + 𝑦2 = 1

3. Given the endpoints of a diameter

To determine the standard form of equation given the endpoints of a diameter,

we may apply the following steps.

a) Solve for the center of the circle

b) Solve for the radius of the circle

EXAMPLE:

Determine the standard form of the equation of a circle having a diameter with
endpoints A(−2, 4) and B(4, 2).

Notes to the Teacher

(You may discuss
this using the Solution
phrases below)
Solve for the center of the 𝐴(−2, 4) 𝑎𝑛𝑑 𝐵(4, 2)
circle by getting the midpoint of the −2 + 4 4+2
(ℎ = ,𝑘 = )
diameter using the formula 2 2
𝑥1 + 𝑥2 𝑦1 + 𝑦2 2 6
(ℎ = ,𝑘 = ) (ℎ = , 𝑘 = )
2 2 2 2
(ℎ = 1, 𝑘 = 3 )
𝐶 (1, 3)
Solve for the radius of the 𝐴(−2, 4) 𝑎𝑛𝑑 𝐵(4, 2)
circle. 𝑑 = √(4 − (−2))2 + (2 − 4)2
● Get the measure of the
diameter by getting the 𝑑 = √(4 + 2)2 + (−2)2
distance between the 𝑑 = √(6)2 + (−2)2
endpoints (use the distance 𝑑 = √36 + 4
formula) 𝑑 = √40
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
 ● Since the diameter of the
circle is twice its radius, 𝑑
𝑟=
divide the diameter by 2. 2
√40
● Substitute the center and 𝑟=
2
the radius to the standard (𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
form 2
√40
(𝑥 − (1) )2 + (𝑦 − (3) )2 =( )
2
2
● Simplify √40
)2
(𝑥 − 1 + (𝑦 − 3 = ( 2 ))2
2
40
(𝑥 − 1)2 + (𝑦 − 3)2 = ( )
4
(𝑥 − 1)2 + (𝑦 − 3)2 = 10

MORE EXAMPLES:

I. Give the standard form of equation of a circle satisfying the following

conditions:
a. Center at the origin and radius of 5
b. 𝑥 2 + 𝑦 2 − 6𝑥 + 4𝑦 + 2 = 0
c. Center at (4, 3) and r = 2
d. Center at (-1,0) and r = 6
e. It has a diameter with endpoints A(−1, 4) and B(4, 2).

II. Given the following equations, identify the coordinates of the center and
the length of its radius. Sketch its graph and indicate the center.
f. (𝑥 − 9)2 + (𝑦 + 5)2 = 81
g. 𝑥 2 + 𝑦 2 + 8𝑥 + 4𝑦 + 6 = 0
h. 𝑥 2 + 𝑦 2 − 6𝑥 + 4𝑦 + 2 = 0
i. 3𝑥 2 + 3𝑦 2 − 18𝑥 + 6𝑦 = 18

SOLUTIONS:

I. Using the center-radius form:

(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
a. Center at the origin and radius of 5
SF : 𝒙𝟐 + 𝒚𝟐 = 𝟐𝟓

b. Given: 𝒙𝟐 + 𝒚𝟐 − 𝟔𝒙 + 𝟒𝒚 + 𝟐 = 𝟎
The same process on the previous example, first we will rearrange the terms,
𝑥 2 − 6𝑥 + 𝑦 2 + 4𝑦 = −2
 And then by completing the square, it will give us
(𝑥 2 − 6𝑥 + 32 ) + (𝑦 2 + 4𝑦 + 22 ) = −2 + 32 + 22
Simplifying the equation,
(𝑥 2 − 6𝑥 + 9) + (𝑦 2 + 4𝑦 + 4) = −2 + 9 + 4
Simplifying further will give us the standard form of equation,
SF : (𝒙 − 𝟑)𝟐 + (𝒚 + 𝟐)𝟐 = 𝟏𝟏

c. Center at (4, 3) and r = 2

SF: (𝒙 − 𝟒)𝟐 + (𝒚 − 𝟑)𝟐 = 𝟒
d. Center at (-1,0) and r = 6
SF: (𝒙 + 𝟏)𝟐 + 𝒚𝟐 = 𝟑𝟔
e. It has a diameter with endpoints A(−1, 4) and B(4, 2).
First, compute for the length of the radius by getting first the length of the
diameter using the distance formula.
𝒅 = √(𝒙𝟏 − 𝒙𝟐 )𝟐 + (𝒚𝟏 − 𝒚𝟐 )𝟐
𝑑 = √(−1 − 4)2 + (4 − 2)2
𝑑 = √25 + 4
𝑑 = √29
Since the length of the radius is half of the length of the diameter, the radius
will be
√29
𝑟=
2
While the coordinates of the center will be the midpoint of endpoints AB.
Using the midpoint formula,
𝒙𝟏 + 𝒙𝟐 𝒚𝟏 + 𝒚𝟐
𝒉= 𝒂𝒏𝒅 𝒌 =
𝟐 𝟐
−1 + 4 3
ℎ= =
2 2
4+2
𝑘= =3
2
3
So, the center is at ( , 3)
2
Since we already have the length of the radius and the coordinates of the
center, and using
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
we can now have the standard form of equation for that circle. And that will
be
𝟑 𝟐 𝟐𝟗
(𝒙 − ) + (𝒚 − 𝟑)𝟐 =
𝟐 𝟒
II.
a. Given:
(𝒙 − 𝟗)𝟐 + (𝒚 + 𝟓)𝟐 = 𝟖𝟏
Using the standard form of
equation:
(𝑥 − ℎ )2 + (𝑦 − 𝑘 ) 2 = 𝑟 2
We can get the,
C ( 9, -5)
𝑟 2 = 81
𝑟=9

And then we can now graph

the circle using the
coordinates of the center and
the length of the radius.

b. Given:
𝒙𝟐 + 𝒚𝟐 + 𝟖𝒙 − 𝟒𝒚 + 𝟔 = 𝟎
First, rearranging the terms,
𝑥 2 + 8𝑥 + 𝑦 2 − 4𝑦 = −6
And then by completing the square, we will have
(𝑥 2 + 8𝑥 + 42 ) + (𝑦 2 − 4𝑦 + 22 ) = −6 + 42 + 22
Simplifying the equation will give us,
(𝑥 2 + 8𝑥 + 16) + (𝑦 2 − 4𝑦 + 4) = −6 + 16 + 4
Simplifying further, we can get the standard form of equation and that
will be

SF : (𝒙 + 𝟒)𝟐 + (𝒚 − 𝟐)𝟐 = 𝟏𝟒

From there, we can get the,

C (-4, 2)
𝑟 = √14 ≅ 3.74

And then we can now graph the

circle using the coordinates of
the center and the length of the
radius.

c. Given:
𝒙𝟐 + 𝒚𝟐 − 𝟔𝒙 + 𝟒𝒚 + 𝟐 = 𝟎
The same process on the previous example, first we will rearrange the
terms,
𝑥 2 − 6𝑥 + 𝑦 2 + 4𝑦 = −2
And then by completing the square, it will give us
(𝑥 2 − 6𝑥 + 32 ) + (𝑦 2 + 4𝑦 + 22 ) = −2 + 32 + 22
Simplifying the equation,
(𝑥 2 − 6𝑥 + 9) + (𝑦 2 + 4𝑦 + 4) = −2 + 9 + 4
 Simplifying further will give us the standard form of equation,

SF : (𝒙 − 𝟑)𝟐 + (𝒚 + 𝟐)𝟐 = 𝟏𝟏

From here, we will get

C ( 3, -2)
𝑟 = √11 ≅ 3.32

Then plot the circle using the

coordinates of the center and the
length of the radius.

d. Given:
𝟑𝒙𝟐 + 𝟑𝒚𝟐 − 𝟏𝟖𝒙 + 𝟔𝒚 = 𝟏𝟖
Rearranging the terms will give us,

3𝑥 2 − 18𝑥 + 3𝑦 2 + 6𝑦 = 18
Since the coefficients of 𝒙𝟐 and 𝒚𝟐 is not equal to 1. We will first divide the
whole equation by 3 before we do the process of completing the square.
3𝑥 2 − 18𝑥 + 3𝑦 2 + 6𝑦 = 18
3
Giving us,
𝑥 2 − 6𝑥 + 𝑦 2 + 2𝑦 = 6
And then by completing the square, it will give us
(𝑥 2 − 6𝑥 + 32 ) + (𝑦 2 + 2𝑦 + 12 ) = 6 + 32 + 12
Simplifying the equation,
(𝑥 2 − 6𝑥 + 9) + (𝑦 2 + 2𝑦 + 1) = 6 + 9 + 1
Simplifying further will give us the standard form of equation,

SF : (𝒙 − 𝟑)𝟐 + (𝒚 + 𝟏)𝟐 = 𝟏𝟔

From here, we will get

C ( 3, -1)
𝑟 = √16
𝑟= 4
Then plot the circle using the
coordinates of the center and the
length of the radius.
 What’s More

EXERCISE 1:

I. Identify which of the following can be considered as degenerate or non-

degenerate conic section. Write the specific conic section that is represented
by the objects.
1. Orbit of Mars
2. Tip of a pen
3. Coin
4. Edge of a table
5. One arch of the McDonald’s logo

II. Describe how the following may be formed using a cutting plane and a double-
napped cone.
1. Circle
2. Parabola
3. Ellipse
4. Hyperbola

EXERCISE 2:

I. Give the standard form of equation of a circle satisfying the following

conditions:
a. Center at the origin and radius of 7
b. Center at (-6, 0) and r = 3
c. It has a diameter with endpoints A(−3, 2) and B(7, 4).
II. Identify the center and radius of the circle with the given equation in
each item. Sketch its graph and indicate the center.

a. 𝑥 2 + 𝑦 2 − 6𝑥 = 7
b. 𝑥 2 + 𝑦 2 − 14𝑥 + 2𝑦 = −14
 What I Have Learned
Let us summarize everything we have learned! Fill in the blanks below with
the correct answer.

(1) ________________ discovered the conic section between 360 – 350 B.C. It was
discovered because of a problem on (2) _______________. At that time, the conics were
named differently but was changed to parabola, ellipse, and hyperbola by the great
Geometer (3) ______________. After some time, (4) _______________________ made a
discovery that Mars revolves around the sun in an elliptical pattern and this fueled
motivation to study further the conic sections focusing in Astronomy. He also identified
five conics namely circle, parabola, ellipse, hyperbola, and (5) _______. He also Claimed
that (6) _______________ and (7) _____________ are the extremes of ellipse.
Conic sections can be defined as (8-9)
_______________________________________________________. There are two types of conics;
(10) _______________ and (11) ______________________. The first type are the point, line,
and two intersecting lines. The second type of conic sections are (12) ____________, (13)
____________, (14) ____________, and (15) ____________.
(16) ____________ is a set of points which are equidistant to a point called the
center. The general form of its equation is (17) ______________________________. We can
construct the equation of this by simply using the (18) ____________ and the (19)
____________. If the center is located at the origin, the equation can be written as (20)
____________________.

What I Can Do
I. Look at the things around you and find objects which can be identified as
a circle, parabola, ellipse, and hyperbola (1 object each only). Draw it on a
bond paper emphasizing the conic section.

II. Mr. Rodriguez wanted to build a circular fence. To do this, he measured

his lot and tried to plot this in a coordinate plane. He found out that the
fence can have a maximum diameter of 169 square meters. If the diameter
he traced has a coordinate of A(119, 0) and B(0, 120)
a. Determine the radius of the circle
b. Determine the center of the circle
c. Write the standard equation of the circle
 Assessment

SOLVE THE FOLLOWING PROBLEMS COMPLETELY.

1. Transform the following equations to standard form. And then identify the center
and radius. Sketch its graph.
a. 𝒙𝟐 + 𝒚𝟐 + 𝟏𝟎𝒙 − 𝟔𝒚 − 𝟐 = 𝟎
b. 𝟗𝒙𝟐 + 𝟗𝒚𝟐 + 𝟒𝟐𝒙 + 𝟖𝟒𝒚 + 𝟔𝟓 = 𝟎
2. Find the standard equation of the circle which is concentric with 𝒙𝟐 + 𝒚𝟐 + 𝟐𝒙 −
𝟒𝒚 = 𝟓 and with radius of 7 units. Sketch the graph indicating the center.
Concentric circles are circles having the same center)
3. Find the standard form and general form of the equation in which the line
segment joining the K(2, -2) and J(-6, 4) is a diameter of the circle. Sketch the
graph indicating the center and the length of the radius.

Additional Activities

SOLVE THE FOLLOWING PROBLEMS COMPLETELY.

Transform the following equations to standard form. And then identify the center
and radius. Sketch its graph.
1. 𝒙𝟐 + 𝒚𝟐 + 𝟏𝟐𝒙 − 𝟖𝒚 + 𝟏𝟔 = 𝟎
2. 𝒙𝟐 + 𝒚𝟐 + 𝟖𝒙 − 𝟗𝒚 − 𝟔 = 𝟎
3. 𝟒𝒙𝟐 + 𝟒𝒚𝟐 − 𝟐𝟎𝒙 + 𝟒𝟎𝒚 = −𝟓
What I Know
1. Conic Section/s
2. Menaechmus
4. Degenerate Conics
5. Circle
What’s In
1. Circle
2. Parabola
3. Ellipse
4. Hyperbola
5. Point
6. Line
7. Intersecting lines
What’s More
Exercise 1
I. 1. Ellipse
2. point
3. Circle
4. Line
5. Parabola
II. 1. When the cutting plane is parallel to the base of the cone
2. when the cutting plane is parallel to an edge of the cone
3. when the cutting plane is not parallel to any edge of the cone
4. when the cutting plane intersects both nappes of the double-napped cone
Exercise 2
I.
a. 𝑥 2 + 𝑦 2 = 49
b. (𝑥 + 6)2 + 𝑦 2 = 9
c. (𝑥 − 2)2 + (𝑦 − 3)2 = 26
d.
Answer Key
 II. a. SF: (𝑥 − 3)2 + 𝑦 2 = 16
Center: C(3, 0)
Radius: r = 4
b. SF: (𝑥 − 7)2 + (𝑦 + 1)2 = 36
Center: C(7, -1)
Radius: r = 6
What I Have Learned
1. Menaechmus
2. Doubling a cube
3. Apollonius
4. Johannes Kepler
5. Line
6. Parabola
7. Line
the set of points which have a constant ratio on the distances from a fixed point to
the distances from a fixed line that is not passing through the fixed point
OR
curves formed when taking slices of a double napped cone
WHAT I CAN DO
𝟏𝟔𝟗
I. a. 𝒓 =
𝟐
119+0 0+120
b. ቀ 2
, 2 ቁ
𝟏𝟏𝟗
ቀ , 𝟔𝟎ቁ
𝟐
119 2 169 2
c. ቀ𝑥 − 2 ቁ + (𝑦 − 60)2 = ቀ 2 ቁ
𝟏𝟏𝟗 𝟐 𝟐𝟖,𝟓𝟔𝟏
ቀ𝒙 − ቁ + (𝒚 − 𝟔𝟎)𝟐 =
𝟐 𝟒
References
Aspuria, C., Manalo, L. G., & Molina, M. F. (2017). Pre-calculus for Senior High
School. Malabon, Philippines: Mutya.

Analytic geometry | Geometry (all content) | Math. (n.d.). Retrieved July 20,
2020, from https://www.khanacademy.org/math/geometry-
home/analytic-geometry-topic

Malang, P., Pagtalunan, T., Camara, E., & Leonardo, R. (2016). Pre-Calculus.
Plaridel, Bulacan, Philippines: St. Andrews Publishing House.

Orines, F. (2016). Next Century Mathematics: Pre-calculus. Quezon City,

Philippines: Phoenix Publishing House.

Schmarge, K. (Spring 1999). Conic Sections in Ancient Greece. Retrieved July

20, 2020, from
https://www.math.rutgers.edu/~cherlin/History/Papers1999/schmarge
.html

Wilson, J. (2005). Conic Sections: A Resource for Teachers and Students of

Mathematics. Retrieved July 20, 2020, from
http://jwilson.coe.uga.edu/EMAT6680/Sloan/emat%20project%20sit
e/Conic%20Section%20Project.htm
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