HYPERBOLA

for Pre Calculus

Senior High School (STEM)
Quarter 1 / Week 4

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 FOREWORD

This Self-Learning Kit (SLK) will serve as a guide in studying

the subject Area Pre-Calculus. Guided by the Most Essential
Learning Competencies (MELC), it will be used as an aid in
learning the concepts of conic sections and systems of
nonlinear equation.
Moreover, it gives focus on the knowledge,
understanding, skills , and attitudes that need to be
demonstrated in this lesson.
What happened? (Let’s Do It)
This section contains pre-activities like review of the prior
knowledge about properties and terms of hyperbola.
What I Need to Know? (Discussion)
This section contains definition of an hyperbola and its
characteristic, derivation of the standard form of equation
and examples of a real-life or situational problems wherein
students will apply their mathematical concepts learned.
What I have Learned? (Evaluation/Post-Test)
The exercises contained in this section enhanced student’s
comprehension and mathematical skills. These serve as a
diagnostic tool to identify student’s weaknesses and
strengths.

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 OBJECTIVES:
K. Define a hyperbola.
State the standard equation of hyperbola.
S. Discuss the different features of hyperbola.
Determine the standard equation of hyperbola and sketch
the graph.
A. Appreciate the usefulness of hyperbola in real-life situations

I. What Happened
In the previous lesson, we were able to learn the different properties of
ellipse. The ellipse is one of the conic sections that most students have not
encountered formally before. That 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.

PRE-TEST:
Let us identify the features of the graph of hyperbola. Choose from the box
below the answers to the blank.

1. The ____________ of the hyperbola are two lines passing through the
center which serve as guide in graphing the hyperbola.
2. The segment 𝑉1 𝑉2 is called the ______________.
3. Each _________ is 𝛼 units away from the center.
4. The ___________ are points on the hyperbola, collinear with the center and
foci.
5. _________ : Origin (0,0).

Answers:
Asymptotes vertices center
Transverse axis vertex

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II. What You Need to Know
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. An application of hyperbolas in basic location and navigation
schemes are presented in an example and some exercises.

Definition of a Hyperbola
Consider the points F1 (-5,0) and F2 (5,0) as shown in Figure 1.21. What is
the absolute value of the difference of the distances of A (3.75, −3) from 𝐹1 and
from F2 ? How about the absolute value of the difference of the distances of B
16
(−5, ) from 𝐹1 and from F2 ?
3
|A F1 - AF2 | = |9.25-3.25| = 6

16 34
|BF1 - BF2 | = | - | = 6
3 3

There are other points 𝑃 such that |𝑃 𝐹1 − 𝑃𝐹2 | = 6. The collection of all such
points forms a shape called a hyperbola, which consists of two disjoint branches.
For points P on the left branch, 𝑃𝐹1 − 𝑃𝐹2 = 6 ; for those on the right branch,
𝑃𝐹1 − 𝑃𝐹2 = 6.

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 In Figure 1.22, given are two points on the x-axis, 𝐹1 (-c,0) and 𝐹2 (c,0), the
foci both c units away from their midpoint (0,0). This midpoint is the center of the
hyperbola.

Let P (x,y) be a point on the hyperbola, and let the absolute value of the
difference of the distance of P from 𝐹1 and 𝐹2 , be 2a (the coefficient 2 will make
computations simpler). Thus, |𝑃𝐹1 − 𝑃𝐹2 | = 2a, and so

|√(𝑥 + 𝑐 )2 + 𝑦 2 – √(𝑥 − 𝑐 )2 + 𝑦 2 | = 2a

Algebraic manipulations allow us to rewrite this into the much simpler

𝑥2 𝑦2
– 𝑏2 = 1, where b = √𝑐 2 – 𝑎2 .
𝑎2

When we let b = √𝑐 2 – 𝑎2 , we assumed c > a. To see why this is true,

suppose that P is closer to 𝐹2 , so 𝑃𝐹1 − 𝑃𝐹2 = 2a. Refer to Figure 1.22. Suppose
also that P is not on the x-axis, so ∆𝑃𝐹1 𝐹2 is formed. From the triangle inequality,
𝐹1 𝐹2 + 𝑃𝐹2 > 𝑃𝐹1 . Thus, 2c > 𝑃𝐹1 – 𝑃𝐹2 = 2a, so c > a.

Now we present a derivation. For now, assume P is closer to 𝐹2 so 𝑃𝐹1 >

𝑃𝐹2 , and 𝑃𝐹1 – 𝑃𝐹2 = 2a.

𝑃𝐹1 = 2a + 𝑃𝐹2

√(𝑥 + 𝑐 )2 + 𝑦 2 = 2a + √(𝑥 − 𝑐 )2 + 𝑦 2

(√(𝑥 + 𝑐 )2 + 𝑦 2 )2 = (2𝑎 + √(𝑥 − 𝑐 )2 + 𝑦 2 )2

𝑐𝑥 − 𝑎2 = 𝑎√(𝑥 − 𝑐 )2 + 𝑦 2

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 ( 𝑐𝑥 − 𝑎2 )2 = ( 𝑎√(𝑥 − 𝑐 )2 + 𝑦 2 )2

( 𝑐 2 − 𝑎2 )𝑥 2 - 𝑎2 𝑦 2 = 𝑎2 ( 𝑐 2 − 𝑎2 )

𝑏 2 𝑥 2 - 𝑎2 𝑦 2 = 𝑎2 𝑏 2 by letting 𝑏 = √ 𝑐 2 − 𝑎2 > 0
𝑥2 𝑦2
- =1
𝑎2 𝑏2

We collect here the features of the graph of a hyperbola with standard

equation
𝑥2 𝑦2
- =1
𝑎2 𝑏2

Let c = √ 𝑎2 − 𝑏2 .
(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 𝑉1 𝑉2 is called the transverse axis. Its length is 2a.
𝑏 𝑏
(4) Asymptotes: y = 𝑎 𝑥 and y = − 𝑎 𝑥, the lines ℓ1 and ℓ2 in Figure 1.24
• 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
𝑥2
standard equation, replace 1 by 0,and in the resulting equation -
𝑎2
𝑦2
= 0, solve for y.
𝑏2
• 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 1.24. 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 𝑉1 𝑉2. The 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.
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 Example (a). Determine the foci, vertices, and asymptotes of the
hyperbola with equation
𝑥2 𝑦2
- = 1.
9 7

Sketch the graph, and include these points and lines, the
transverse and conjugate axes, and
the auxiliary rectangle.

Solution. With 𝑎2 = 9 and 𝑏2 = 7, we

have

a = 3, b = √7 , and c = √𝑎2 + 𝑏2 = 4.

Foci: 𝐹1 (-4,0) and 𝐹2 (4,0)

vertices: 𝑉1 (-3,0) and 𝑉2 (3,0)

asymptotes:
√7 √7
𝑦= 3
𝑥 and 𝑦 = − 3
𝑥.

The graph is shown at the right. The conjugate axis drawn has
its endpoints

𝑏 = √7 ≈ 2.7 units above and below the center.

Example (b). Find the (standard) equation of the hyperbola whose

foci are

𝐹1 (-5,0) and 𝐹2 (5,0) such that for any point on it, the absolute value
of the difference of its distances from the foci is 6. See Figure 1.21.

Solution. We have 2a = 6 and c = 5, so a = 3 and 𝑏 = √𝑐 2 − 𝑎2 = 4.

𝑥2 𝑦2
The hyperbola then has a equation - = 1.
9 16

A hyperbola is two curves that are like infinite bows.

Looking at just one of the curves:
Any point P is closer to F than to G by some constant amount

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 The other curve is a mirror image, and closer to G than to F.

In other words, the distance from P to F is always less than the distance P to
G by some constant amount. (And for the other curve P to G is always less than P
to F by that constant amount).

Standard form of the Eqaution of a Hyperbola

The next graph that we need to look at is the hyperbola. There are two
basic forms of a hyperbola. Here are examples of each.

Hyperbola with HORIZONTAL TRANSVERSE AXIS Hyperbola with VERTICAL TRANSVERSE AXIS

There are also two lines on each graph. These lines are called asymptotes
and as the graphs show as we make xx large (in both the positive and negative
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sense) the graph of the hyperbola gets closer and closer to the asymptotes. The
asymptotes are not officially part of the graph of the hyperbola. However, they
are usually included so that we can make sure and get the sketch correct. The
point where the two asymptotes cross is called the center of the hyperbola.
There are two standard forms of the hyperbola, one for each type shown
above. Here is a table giving each form as well as the information we can get
from each one.

Horizontal transverse axis Vertical transverse axis

Graph

Note that the difference between the two forms is which term positive. If x
is positive, then the hyperbola opens to left and right or the transverse axis is
horizontal and the conjugate axis is vertical. If y is positive, then the hyperbola
opens to upward and downward or the transverse axis is vertical and the
conjugate axis is horizontal.
We got the equations of the asymptotes by using the point-slope form of
the line and the fact that we know that the asymptotes will go through the center
of the hyperbola.
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Example 1. Sketch the graph of each of the following hyperbolas.

(𝑥−3)2 (𝑦−1)2
a.) - =1
25 49

Now, notice that the yy term has the minus sign and so we know that we’re
in the first column of the table above and that the hyperbola will be opening left
and right.

The first thing that we should get is the center since pretty much everything
else is built around that. The center in this case is (3,−1) and as always watch the
signs! Once we have the center we can get the vertices. These are
(8, −1) and (−2,−1).
Next, we should get the slopes of the asymptotes. These are always the
square root of the number under the 𝛾 term divided by the square root of the
number under the 𝜒 term and there will always be a positive and a negative
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slope. The slopes are then ± .
5
Now that we’ve got the center and the slopes of the asymptotes we can
get the equations for the asymptotes. They are,
7 7
𝑦 = −1 + 5 (𝑥 − 3) and 𝑦 = −1 − 5 (𝑥 − 3)
We can now start the sketching. We start by sketching the asymptotes and
the vertices. Once these are done we know what the basic shape should look like
so we sketch it in making sure that as xx gets large we move in closer and closer
to the asymptotes.
Here is the sketch for this hyperbola.

𝑦2
b.) − (𝑥 + 2)2 = 1
9

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 In this case the hyperbola will open up and down since the xx term has the
minus sign. Now, the center of this hyperbola is (−2, 0). Remember that since there
is a 𝛾2 term by itself we had to have 𝜅=0. At this point we also know that the
vertices are (−2, 3) and (−2,−3).

In order to see the slopes of the asymptotes let’s rewrite the equation a little.
𝑦2 (𝑥+2)2
- =1
9 1
3
So, the slopes of the asymptotes are ±1 = ±3. The equations of the
asymptotes are then,
y = 0 + 3 (x + 2) = 3x + 6 and y = 0 − 3 (x + 2) = −3x − 6
Here is the sketch of this hyperbola

EVALUATION/POST TEST:
I. Determine the foci, vertices, and asymptotes of the hyperbola with
equation. Answer in your notebook.
𝑥2 𝑦2
- =1
16 20

II. Sketch the graph of the following hyperbola.

𝑦2 (𝑥−2)2
a. - =1
16 9
(𝑥+3)2 (𝑦−1)2
b. - =1
4 9
(𝑦+1)2
c. 3(𝑥 − 1)2 - =1
2

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

THERESE FATIMA SEVILLA

Writer

LITTIE BETH S. BERNADEZ

Lay-out Artist
_________________________________

ALPHA QA TEAM
LITTIE BETH S. BERNADEZ
RONALD TOLENTINO
DIDITH T. YAP

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI

ENHANCEMENT TEAM
RADHIYA A. ABABON
LITTIE BETH S. BERNADEZ
GIL S. DAEL

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers
and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the
set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from th e division.
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 SYNOPSIS AND ABOUT THE AUTHOR
SYNOPSIS
This Self Learning Kit (SLK) briefly informs the learners on the definition,
characteristics, and standard equation of a hyperbola.
Learners are expected to apply the concepts of hyperbola to solve real-life
problems and its applications in various real-life situations.
Let us explore, enjoy, and discover the beauty of Mathematics while being able
to understand and apply the concepts of hyperbola.

AUTHOR

Name: Therese Fatima Sevilla

Course/s: Bachelor of Science in Computer
Engineering
Bachelor of Secondary Education Major
in Mathematics
District: Negros Oriental High School
School: Negros Oriental High School-SHS
Email: [email protected]

REFERENCES

Jerico B., et.al. 2016. PRECALCULUS Teacher's Guide. Quezon City, Philippines:
Sunshine Interlinks Publishing House, Inc.
Hyperbola- https://tutorial.math.lamar.edu/classes/alg/hyperbolas.aspx
Problem 1 - https://tutorial.math.lamar.edu/Solutions/Alg/Hyperbolas/Prob1.aspx
Problem2 - https://tutorial.math.lamar.edu/Solutions/Alg/Hyperbolas/Prob2.aspx
Problem 3 - https://tutorial.math.lamar.edu/Solutions/Alg/Hyperbolas/Prob3.aspx

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 ANSWER KEY
Pretest
1. Asymptotes
2. Transverse axis
3. Vertex
4. Vertices
5. Center
Post Test

I.
a. Foci F1 (-6, 0) and F2 (6, 0)
b. vertices V1 (-4, 0) and V2 (4, 0)
√5 √5
c. asymptotes 𝑦 = 𝑥 and 𝑦 = − 𝑥
2 2

II.
1.

2.

3.

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