CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.1: Distance between two points

Competency:
The learner solves for the distance between two points using distance formula.

Expectations

This module is designed to help each learner in solving for the distance between two points:
1. Find the distance between two points.
2. Apply the distance formula in solving various problems

Pre-Test
To know whether you have an idea or not of the lessons in this module, it is highly
recommended that you take this pre-test. This would allow your brain to prepare for what is
coming. Read each question and choose only the letter of your answer. Write your answers
on a separate sheet of paper.

Blast from the Past.

During your grade 8 Basic Mathematics you learned about the following:

1. Cartesian Plane or Rectangular Coordinate System: A system used to determine the

position of a point in a plane. It has four quadrants. ( as shown below)

*note: the quadrants do not include the axes.

2. The position of a point is expressed as an ordered pair or (x, y).

Introduction of the Topic

Distance Between Two Points

Explore:
Materials: Graphing paper, pencil, ruler.
Steps:
1. Construct a Cartesian plane in your graphing paper using the middle part of
the graphing paper as the origin.
2. Plot the following points A ( 1, 6), B ( 1, -4), C ( -4, 5), and D (-4, -3).
3. Using the given points, draw the following segments: AB, CD, AD.
4. Find the length of segments AB and CD

A
C

Just by counting, similar to a number line,

you were able to find out that the length of
AB and CD are 10 and 8 respectively

D
B

Illustration 1
 How about segments AD? It is obvious that we cannot use the same method as
what we previously used.
Illustration 2:

From A draw a broken vertical line and from

A D draw a broken horizontal line. ( as shown
on the illustration 2).

Name the point where the broken lines

meet as P.

The figure looks familiar, right? A right

triangle. Where AP and DP are legs of the
right triangle and AD as the hypotenuse.
And how do we find the hypotenuse? Right,
the Pythagorean theorem.
D P
Determine the coordinates of P.

Determine the length of AP and DP.

What is now the length of AD?

Let’s Discuss:

From the activity, we were able to find the distance of AD by using the
Pythagorean theorem, from there, let’s try to make a more general formula that would
help us find the distance between two points. Let’s consider A and B as arbitrary
points in the plane whose coordinates are (x1, y1) and (x2, y2) respectively.

A (x1, y1)
From illustration 3, we can observe that the
length of AP is ( x1- x2) and by using the
same concept, we would be able to say that
the length of BP ( y1- y2).
x1
Using the Pythagorean theorem, let:
AP = a
B (x2, y2) P BP = b
x2 Distance between A and B: d = c
c2 = a2 + b2
d 2 = ( x 1 - x 2 ) 2 + ( y 1 - y2 ) 2
𝑑 = 𝑥1 − 𝑥2 2 + 𝑦1 − 𝑦2 2

We now have the distance formula:

𝑑= 𝑥1 − 𝑥2 2 + 𝑦1 − 𝑦2 2

Try answering the following

Find the distance between the given pairs of points:
1. A ( 2, 6 ), B ( 5, 3)
2. A ( 3, 2 ), B ( -4,1)
3. A ( -5, 3), B ( -2,- 3)
4. A ( -1, -8 ),B ( -3, 3)
Solution:
1. A ( 2, 6 ), B ( 5, 3)
Let: x1 = 2, y1 = 6
x2 = 5, y2 = 3
Applying the formula:
= 2+ 2
1− 2 1− 2
= − 2+ − 2
= − 2+ 2

=√ +
=√
= √
(note: always convert your answer in simplest radical form)

2. A ( 3, 2 ), B ( -4, 1)
Let: x1 = 3, y1 = 2
x2 = -4,y2 = 1
Applying the formula:
= − 2 + − 2
1 2 1 2
2
= √( − − ) + − 2

= 2+ 2

=√ +
=√
= √

3. A ( -5, 3), B ( -2,- 3)

Let: x1 = -5, y1 = 3
x2 = -2,y2 = -3
Applying the formula:
= − 2 + − 2
1 2 1 2
2 2
= √( − − − ) +( − − )
= − 2 + 2

=√ +
=√
= √

4. A ( -1, -8 ),B ( -3, 3)

Let: x1 = -1, y1 = -8
x2 = -3,y2 = 3
Applying the formula:
= − 2 + − 2
1 2 1 2
2 2
= √( − − − ) +( − − )
= 2+ − 2

=√ +
=√
= √

Up for more Challenge?

Solve the following problems

1. Show that the points A(-1, 2), B(2, 1), and C(3, -2) are the vertices of an isosceles
triangle

2. Show that the points (1, 1), (4, 5), (0, 8), and (-3, 4) are vertices of a square and find
its area.
 Solution:
1. A(-1, 2), B(2, 1), and C(3, -2)
A word of advice:
When answering problems always try to
plot the points or graph the figure described
in the problem.

A
B

To proceed with the problem, first we need to recall that Isosceles triangles are
triangles with a pair of equal sides. With that concept in mind we can use the distance
formula to determine if there are equal sides.
A ( -1, 2 ),B ( 2, 1) B ( 2, 1 ),C ( 3, -2)
Let: x1 = -1, y1 = 2 Let: x1 = 2, y1 = 1
x2 = 2 , y 2 = 1 x2 = 3, y2 = -2
Applying the formula: Applying the formula:
= 2+ 2 2+ 2
1− 2 1− 2 = 1− 2 1− 2

2 2
= √( − − ) + − 2 =√ − 2 +( − − )
= − 2 + 2 = 2+ 2

=√ + =√ +
=√ =√

A ( -1, 2),C ( 3, -2) Since the length of sides AB and BC are

Let: x1 = -1, y1 = 2 equal, therefore the triangle whose vertices
x2 = 3, y2 = -2 are A ( -1, 2 ),B ( 2, 1), and C ( 3, -2) is an
Applying the formula: isosceles triangle.
= 2+ 2
1− 2 1− 2

2 2
= √( − − ) +( − − )
= − 2+ 2

=√ +
=√
= √
 2. (1, 1), (4, 5), (0, 8), and (-3, 4)
C

To proceed with the problem, we need to recall that a square is a quadrilateral with all
of its sides equal. With that concept in mind, we can use the distance formula.

A ( 1, 1 ),B ( 4, 5) B ( 4, 5 ),C ( 0, 8)
Let: x1 = 1, y1 = 1 Let: x1 = 4 , y1 = 5
x2 = 4 , y 2 = 5 x2 = 0, y2 = 8
Applying the formula: Applying the formula:
= 2+ 2 2+ 2
1− 2 1− 2 = 1− 2 1− 2

= − 2+ − 2 = − +2 − 2

= − 2+ − 2 = 2+ − 2

=√ + =√ +
=√ =√
= =

C ( 0, 8),D ( -3, 4) A ( 1, 1), D ( -3, 4)

Let: x1 = 0, y1 = 8 Let: x1 = 1, y1 = 1
x2 = -3 , y2 = 4 x2 = -3 , y2 = 4
Applying the formula: Applying the formula:
= 2+ 2 2+ 2
1− 2 1− 2 = 1− 2 1− 2

2 2
= √( − − ) + − 2 = √( − − ) + − 2

= 2+ 2 = 2+ − 2

=√ + =√ +
=√ =√
= =
Since AB = BC = CD = AD, therefore the quadrilateral is a square, to solve for the area:

A = s2
A = 52
A = 25

The area of the square is 25.

On your own:
*Refer the worksheet

Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.2: Midpoint

Competency:
The learner solves for the midpoint using midpoint formula.

Expectations

This module is designed to help each learner in solving for the distance between two points:
1. Find the midpoint between two other points.
2. Apply the midpoint formula in solving various problems

Blast from the Past.

During the last session you learned about the following:

A (x1, y1)
From the illustration, we can observe that
the length of AP is ( x1- x2) and by using the
same concept, we would be able to say that
the length of BP ( y1- y2).
x1
Using the Pythagorean theorem, let:
AP = a
B (x2, y2) P BP = b
x2 Distance between A and B: d = c
c2 = a2 + b2
d 2 = ( x 1 - x 2 ) 2 + ( y 1 - y2 ) 2
𝑑 = 𝑥1 − 𝑥2 2 + 𝑦1 − 𝑦2 2

We now have the distance formula:

𝑑= 𝑥1 − 𝑥2 2 + 𝑦1 − 𝑦2 2

Introduction of the Topic

Activity: Halved!!
Do you still remember how to cut a segment into two equal parts using a compass?
( If you already forgot how to bisect a line please visit:
https://www.bbc.co.uk/bitesize/articles/zyfb2nb#:~:text=STEP%201%3A%20Draw%20a%20straight%20line%20
with%20a%20ruler.&text=STEP%202%3A%20Put%20the%20pin,an%20arc%20crossing%20the%20line.&text=ST
EP%203%3A%20Keep%20the%20width,the%20line%20draw%20another%20arc. )
Materials:
Graphing Paper
Compass
Ruler ( or any straight edge)

Procedures:
 1. Plot the following points in the graphing paper:A (6, 8), B ( 6, -10), C ( -8, -12), and
D ( -8, 14)
2. Draw segments AB, BC, CD, AD.
3. Using the technique using the compass, find the midpoint of AB and name it as E.
Do the same for BC, CD and AD and name their midpoints as F, G, and H respectively.
4. Find the coordinates of the points E, F, G, and H.
Look at the coordinates of E. Compare it to A and B. What do you notice?

Let’s Discuss:

Midpoint is the middle point of a line segment. It is equidistant to the two endpoints.

Corollary: If M ( x, y ) is the midpoint of the segment joining A (xA, yA ) and B (xB, yB ),

then: = , = .
2 2

Examples:
Let us use the coordinates of the points in the activity: A (6, 8), B ( 6, -10), C ( -8, -12),
and D ( -8, 14)

Find the midpoint of the segments AB, BC, CD, and AD using the midpoint formula.

Midpoint of AB: Midpoint of BC:

Since A (6, 8) and B ( 6, -10); Since B (6, -10) and C ( -8, -12);
Let xA = 6 Let xA = 6
yA = 8 yA = -10
xB = 6 xB = -8
yB = -10 yB = -12

Apply the formula Apply the formula

+ + + +
= = = =
+ + − + − − + −
= = = =
x=6 y = -1 x = -1 y = -11

The midpoint of AB is ( 6, -1) The midpoint of BC is ( -1, -11)

Midpoint of CD: Midpoint of AD:

Since C (-8, -12) and D ( -8, -14); Since A (6, 8) and D ( -8, -14);
Let xA = -8 Let xA = 6
yA = -12 yA = 8
xB = -8 xB = -8
yB = -14 yB = -14

Apply the formula Apply the formula

+ + + +
= = = =
− + − − + − + − + −
= = = =
x = -8 y = -13 x = -1 y = -3

The midpoint of CD is ( -8, -13) The midpoint of AB is ( -1, -3)

Try to compare the results from the examples using the midpoint formula and the
results from the activity using the compass technique. They have the same outcome.

More Examples:
This time let’s have more challenging examples. We are going to apply the
midpoint formula in word problems:

1. If the midpoint of a segment is ( 6, 3 ) and one end point is ( 8, -4 ), what are the
coordinates of the other endpoint?

2. For the triangle whose vertices are A (0, 0), B ( 6, 2), and C (2, 8 ), find the length of
the median from C to AB.

3. Determine the vertices of the triangle whose sides have the midpoints (1, 0 ), (2, -1 ),
( 3, 1 ).

Solutions:
( note: In answering any problem involving points, always try to plot/graph first)

1. Given : A ( 8, -4 )
m ( 6, 3 )

Find the other endpoint B (x, y)

One can observe that the missing endpoint could be somewhere in the first quadrant

Since m ( 6, 3 ) is the midpoint and one endpoint is A ( 8, -4 ), then by using the

midpoint formula an equation can be written as:

+ − +
= =
+ = − + =
= =
The coordinates of the other endpoint is ( 4, 10 )
2. Given: A (0, 0)
B ( 6, 2)
C (2, 8 )

Find the length of the median from C to AB

From the definition of median, we need to find the midpoint of AB by using the
midpoint formula.

Let m ( x, y)

+ +
= =

= =
= =

The midpoint of AB is ( 3, 1 ).

We can now solve for the length of the median by finding the distance from
C (2, 8) to m ( 3, 1 ) using the distance formula.

= − 2+ − 2

= 2+ − 2

=√ +
= √ or √

The length of the median from C to AB is √ .

3. Given: A (1, 0 )
B (2, -1 )
C ( 3, 1 )

Find the vertices.

Let us write equations using the midpoint formula.

A
1 + 3 1 + 3
= =
B
1 + 2 1 + 2
= =−
C
2 + 3 2 + 3
= =

One can observe that since there are 3 equations we can solve for x1, x2, and x3
by using elimination method. The same is true for y 1, y2, and y3.

Solving for x1, x2, and x3:

Equation 1:
1+ 3
= 1 + 3 =

Equation 2:
1+ 2
= 1 + 2 =

Equation 3:
2+ 3
= 2 + 3 =

Equation 2 and 3 to eliminate x2:

1+ 2 =
2+ 3 =

1 − 3 =− Equation 4
Equation 1 and 4 to eliminate x3:

1 + 3 =
1 − 3 =−

1 =

Then x1 = 0.

Using x1 = 0 solve for x2 using Equation 2:

1 + 2=
+ 2=
2 =
Then x2 = 4.

Using x1 = 0 solve for x3 using Equation 1:

1+ 3=
+ 3=
3 =
Then x3 = 2.

Solving for y1, y2, and y3:

Equation 1:
1+ 3
= 1 + 3 =

Equation 2:
1+ 2
=− 1 + 2 =−

Equation 3:
2+ 3
= 2 + 3 =

Equation 2 and 3 to eliminate y2:

1+ 2 =−
2+ 3 =

1 − 3 =− Equation 4

Equation 1 and 4 to eliminate y3:

1+ 3 =
1− 3 =−

1 =−

2 4
=
2 2
1 =−

Then y1 = -2.

Using y1 = -2 solve for y2 using Equation 2:

1+ 2 =−
− + 2 =−
2 =
Then y2 = 0.
 Using y1 = -2 solve for y3 using Equation 1:

1+ 3 =
− + 3 =
3 =
Then y3 = 2.

The vertices of the given triangle are (0, -2), (4, 0), and (2, 2).

On your own:
*Refer the worksheet

Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
https://www.bbc.co.uk/bitesize/articles
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.2: Line and Its Equation

Competency:
The learner defines a line and write the equation of a line based on any given a point and the
slope ( or two points ).

Expectations

This module is designed to help each learner in solving for the distance between two points:
1. Define a line.
2. Write the equation of a line in standard form given the slope and a point.

Blast from the Past.

During the last session you learned about the following:

Midpoint is the middle point of a line segment. It is equidistant to the two endpoints.

Corollary: If M ( x, y ) is the midpoint of the segment joining A (xA, yA ) and B (xB, yB ),

𝑥 +𝑥 𝑦 +𝑦
then: 𝑥 = 𝐴 2 𝐵, 𝑦 = 𝐴 2 𝐵 .

Introduction of the Topic

Activity: Line Em’ Up

Materials: Graphing Paper

Straight edge (ruler)
Pencil

Instructions
1. Draw a Cartesian plane on your paper.
2. Plot any point in the first quadrant and name it point A.
3. Determine the number of lines that can pass through your point A.
4. Plot another point, this time in the third quadrant and name it point B.
5. Determine the number of lines that can pass through both lines A and B.
6. Determine the number of points you can plot in the line that passed through
A and B.
7. Count the vertical distance of A to B.
 8. Count the horizontal distance of A to B.
9. Plot another point on the line and name it point C.
10. Count the vertical distance of A to C.
11. Count the horizontal distance of A to C.
7. Count the vertical distance of B to C.
8. Count the horizontal distance of B to C.

Fill the given table

Tasks:
Number of lines that can
pass through your point A
Number of lines that can
pass through both lines A
and B
number of points you can
plot in the line that passed
through A and B
vertical distance of A to B
horizontal distance of A to B
vertical distance of A to C
horizontal distance of A to C
vertical distance of B to C
horizontal distance of B to C
vertical distance of A to B
horizontal distance of A to B
vertical distance of A to C
horizontal distance of A to C
vertical distance of B to C
horizontal distance of B to C

Let’s Discuss:
In the activity, how many lines can pass through point A? point B? How about th
number lines that passed through both A and B? Observe the values you were able to get
from the last three task? How does that affect the inclination of the line itself?

In Geometry, line is described as a one -dimensional figure, which has a length but no
width. Sometimes, it is also described as a straight figure that extends on both sides.
However, in Analytic Geometry, line is defined as a set of points that satisfies any linear
equation.

Things to Remember about Lines:

1. Lines does not have end points, therefore they extend on both sides infinitely.
2. There are an infinite number of lines that passes through a single point.
3. A line is determined by two points.
4. A line is a set of points.

Inclination of a Line

The inclination of the line is determined by its Slope. The slope is represented by “m”
and can be solved using the formula:

𝑦2 −𝑦1
𝑚=
𝑥2 −𝑥1
Where ( x1, y1) and ( x2, y2) are coordinates of two points on the line.

Examples:
Find the slope of a line that passes through point A ( 5, -2 ) and B (-3, 4 ).

From the given we can let the coordinates of A be ( x1, y1) and the coordinates of B as
( x2, y2).

Substituting the values to the formula:

𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1
4 − (−2)
𝑚=
−3 − 5
6 −3
𝑚= 𝑜𝑟
−8 4
-3 - 5 = -8

4 – ( -2 ) = 6

−3
Therefore, the slope of the line that passes through point A( 5, -2 ) and B(-3, 4 ) is 4
.

Take note that the slope is unaffected even though we the coordinates of B be ( x1, y1)
and the coordinates of A as ( x2, y2).

Important note:

The horizontal and vertical line are special cases. The slope of the Vertical line is
always undefined and the slope of a horizontal line is always 0.

Equation of a Line

All lines on the coordinate plane are described by an equation. There are many ways
of writing the equation of a line. The following are the different equations of lines:

1. Standard Form:
Ax + By = C where A, B and C are integers.
2. Point-Slope Form:
y – y 1 = m ( x – x 1)
where: ( x1, y1) is the coordinate of a point on the line,
m is the slope of the line.
3. Point-Intercept Form:
y = mx + b
where: m is the slope of the line
b is the y-intercept
 4. Intercept Form:
𝑥 𝑦
+ =1
𝑎 𝑏
where: a is the x – intercept
b is the y – intercept
(a and b are non-zeroes)

Side Note:
The equation of all Vertical lines are written in the form:
x = a ; where a is the x - intercept
While the equation of all Horizontal lines are written in the form:
y = b; where b is the y – intercept.

5. Two-Point Form:
𝑦−𝑦1 𝑦2 −𝑦1
=
𝑥−𝑥1 𝑥2 −𝑥1
where: ( x1, y1) and ( x2, y2) are coordinates of two points on the
line

Note:
Intercepts are the point of intersection of the line and the axes (where the line meets
the axes).

Y- Intercept ( b )

X- Intercept ( a )

Examples:
Find the equation of the line defined by the following:

1. A ( 2, 5 ), m = -2
1
2. b = -2, m = 2
3. A ( -3, 6), B ( 7, 4 )
4. a = 3, b = -5
Solutions:

1. A ( 2, 5 ), m = -2

Since the given are the point and the slope, we can directly use the point-slope
form:

Given: x1 = 2
y1 = 5
m = -2
Substituting the values:

y – y 1 = m ( x – x 1)
y – 5 = -2 ( x – 2)
y – 5 = -2x + 4
2x + y = 5 + 4
2x + y = 9

Therefore, the line whose slope is -2 and passes through A ( 2, 5) is 2x + y = 9.

1
2. b = -2, m =
2

Since the given are the y - intercept and the slope, we can directly use the slope-
intercept form:

1
Given: m = 2
b = -2

Substituting the values:

y = mx + b
1
y = 2x + ( -2 )
2y = x – 4
-x + 2y = -4 or x – 2y = 4
Therefore, the line whose slope is -2 and having y-intercept equal to -2 is x – 2y = 4

3. A ( -3, 6), B ( 7, 4 )

Since the given are two points on the line, we can directly use the two-point form:

Given: A ( -3, 6)
B ( 7, 4 )

𝑦−𝑦1 𝑦2 −𝑦1
=
𝑥−𝑥1 𝑥2 −𝑥1
𝑦−6 4−6
=
𝑥−(−3) 7−(−3)
𝑦−6 −2
=
𝑥+3 10
𝑦−6 −1
=
𝑥+3 5
5(𝑦 − 6) = −1(𝑥 + 3)
5𝑦 − 30 = −𝑥 − 3
𝑥 + 5𝑦 = 27
Therefore, the line that passes through A ( -3, 6), B ( 7, 4 ) is 𝑥 + 5𝑦 = 27.

4. a = 3, b = -5

Since the given are the x – intercept and y - intercept, we can directly use the
intercept form:
 Given: a = 3
b = -5

𝑥 𝑦
+ =1
𝑎 𝑏
𝑥 𝑦
+ =1
3 −5
−5𝑥 + 3𝑦 = −15
5x – 3y = 15
Therefore, the line whose x and y intercepts are 3 and -5 respectively is 5x – 3y = 15.

More Challenge:
Find the equation of the line described by the following:
1. with slope = -2 and a = -3.
2. passes through the points ( 3, 5 ) and (3, -1)
3. passes through the points ( 3, -1 ) and (2, -1)

On your own:
*Refer the worksheet

Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
https://www.bbc.co.uk/bitesize/articles
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.4: Point of Intersection and Parallel and Perpendicular Lines.

Competency:
The learner determines the point of intersection using analytical and graphical method. Use
the slope to determine if the two lines are parallel or perpendicular.

Expectations

This module is designed to help each learner in:

1. Graphing a line given an equation.
2. Finding the point of intersection using graphical and analytic method.
3. Determining if the pair of lines is parallel or perpendicular.

Blast from the Past.

Things to Remember about Lines:

1. Lines does not have end points, therefore they extend on both sides infinitely.
2. There are an infinite number of lines that passes through a single point.
3. A line is determined by two points.
4. A line is a set of points.

Inclination of a Line

The inclination of the line is determined by its Slope. The slope is represented by “m”
and can be solved using the formula:

Where ( x1, y1) and ( x2, y2) are coordinates of two points on the line.

Equation of a Line

All lines on the coordinate plane are described by an equation. There are many ways
of writing the equation of a line. The following are the different equations of lines:

1. Standard Form:
Ax + By = C where A, B and C are integers.
2. Point-Slope Form:
y – y 1 = m ( x – x1 )
where: ( x1, y1) is the coordinate of a point on the line,
m is the slope of the line.
3. Point-Intercept Form:
y = mx + b
where: m is the slope of the line
b is the y-intercept

4. Intercept Form:

where: a is the x – intercept

b is the y – intercept
(a and b are non-zeroes)
 Si de Note:
The equation of all Vertical lines are written in the form:
x = a ; where a is the x - intercept
While the equation of all Horizontal lines are written in the form:
y = b; where b is the y – intercept.

5. Two-Point Form:

where: ( x1, y1) and ( x2, y2) are coordinates of two points on the
line

Discussion of the Topic

Lesson 1: Graphing a Line

A. Using the Slope-Intercept form:

Example:
Graph the line whose equation is 3x – 2y = 10

Steps:
1. Convert the given equation to slope-intercept form ( y = mx+b)

3x – 2y = 10
– 2y = -3x + 10

( )
2. Determine the value of slope (m) and y-intercept (b).

Since:
( )
Then: m = , b = -5.
3. Locate the y-intercept in the Cartesian plane.

( 0, -5 )
 4. Use the slope to determine the location of the next point.

Since the slope is :

2 units to the right

3 units up

5. Connect the two points using a line.

2. Using table of values. ( also known as trial and error method)

Example: Graph the line whose equation is 4x + 3y = 10

Steps:
1. Convert the given equation to slope-intercept form ( y = mx+b)

4x + 3y = 10
3y = -4x + 10
2. Determine the value of slope (m) and y-intercept (b).

Since:

Then: m =

3. Use the table of values to find a point whose coordinates would satisfy
the given equation. Assign values for x then solve for y until you get a
whole number.

Note: when assigning values to x, start with 0, then 1, then -1, etc.

x 0 1 -1 The point whose coordinates is ( 1, 2)

y 2 satisfies the equation 4x + 3y = 10

4. Plot the point obtained by using the table of values.

A (1, 2)

5. Use the slope to determine the location of the next point.

Since the slope is

4 units down

3 units right
 6. Connect the points using a line.

Lesson 2: Point of Intersection

The point of intersection of lines is a point where two or more lines meet and
whose coordinates satisfies the equation of those lines.

Example:

The point of intersection of the given lines 5x – 2y = 4 and x + 3y = 11 is A (2, 3) since

the said point satisfies the two equations as shown below:

5x – 2y = 4 x + 3y = 11
5(2) – 2(3) = 4 (2) + 3(3) = 11
10 – 6 = 4 2 + 9 = 11
4=4 11 = 11

Solving for the Point of Intersection

There are two methods in finding the point of intersection, the graphical and
analytic method.

A. Graphical Method: This method involves graphing the line and finding the point
of intersection by observing the graph.

Example:

Find the point of intersection of lines whose equations are 7x–2y=13 and 2x+5y = -13.

Solution:

1. Graph the first line:

7x – 2y = 13
– 2y = - 7x + 13
 Since “b” is a fraction, we can use the Table of Values Method.
Since:
𝑦 𝑥
x 0 1 𝑦 ( )
y -3
𝑦
6
𝑦 𝑜𝑟
And since m = ;

2. Graph the second line:

2x + 5y = -13
5y = -2x -13

Since “b” is a fraction, we can use the Table of Values Method.

Since:
𝑦 𝑥

x 0 6 𝑦 (6)
y -5
𝑦
𝑦 𝑜𝑟
*let’s try using larger numbers
Since the m =

Note:
m= can also be

interpreted as
or 2 unts up and
Point of Intersection 5 units to the left.

C
 3. By inspection, the point of intersection appears to be ( 1, -3)

B. Analytic Method: This method involves elimination and/or substitution method in

solving for the value of x and y.

Example:

Find the point of intersection of lines whose equations are 7x–2y=13 and 2x+5y = -13.

Using Elimination Method:

Eliminate x
(7x – 2y =13) (2)
(2x + 5y = -13) (7)

14x – 4y = 26
14x + 35y = -91 Subtract

- 39y = 117

y = -3
Since y = -3

7x – 2y =13
7x – 2(-3) =13
7x + 6 =13
7x =13 – 6
7x = 7

x=1

Since x = 1 and y = -3, then the point of intersection of the two lines is (1, -3).

***Important Note: Analytic method offers a more accurate way of finding the
point of intersection as compared to Graphical method***

Lesson 3: Parallel and Perpendicular Lines

Parallel Lines

Try this:
Find the point of intersection of the lines given by the equations:
L1: 3x + 2y = 6
L2: 6x + 4y = -2

Solution: Eliminate y by
(3x + 2y = 6)(2) multiplying the first
(6x + 4y = -2) equation by 2 since
the LCM of 2 and 4 is 4

6x + 4y = 12
6x + 4y = -2 Subtract

0 = 14
 The result of the process is 0 = 14 is a false statement and can be
interpreted as no solution or the solution/s does not exists. Since the solution
does not exist, therefore there is no point of intersection. When two lines does
not have any point of intersection, the lines are said to be Parallel lines.

***Side note: The term solution also refers to a set of values that can satisfy an
equation or equations.(i.e. no solution means there is no value that can satisfy an
equation)***

Let’s Investigate Further:

Try solving for the slope of the lines from the previous example:

3x + 2y = 6 6x + 4y = -2
2y = -3x + 6 4y = -6x - 2
6 6

Therefore: Therefore:
m= m=
b=3
b=

From the example you can observe that the values of slopes are both , this is
because slope of parallel lines are always equal.

Perpendicular Lines

By definition, Perpendicular lines are pair of lines that forms a right angle at
the point of intersection. One important note is that the slopes of perpendicular lines
are negative reciprocals.

If the slope of line 1 is m1, the slope of line 2 is m2 and they are perpendicular, then:

Example:
Prove that the two lines given by the equations L1: 3x – y = 2 and L2: x + 3y = 1
are perpendicular lines.

3x – y = 2 x + 3y = 1
(- y = - 3x + 2) (-1) 3y = -x + 1
y = 3x - 2
therefore:
m1 = 3
therefore:
m2 =

Since m1 and m2 are negative reciprocals, then the two lines given by the
equations L1: 3x – y = 2 and L2: x + 3y = 1 are perpendicular lines.
 By the Way:

Observe:
Ax + By = C
By = -Ax + C

Since: y = mx + b and , then m = and b = .

On your own:
*Refer the worksheet

Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.5: Angle Between lines.

Competency:
The learner solves for the angle given two lines.

Expectations

This module is designed to help each learner in:

1. Solve for the angle given two lines.
2. Solve word problems involving angles between two lines

Blast from the Past.

Graphing a Line
A. Using the Slope-Intercept form:
Steps:
1. Convert the given equation to slope-intercept form ( y = mx+b)
2. Determine the value of slope (m) and y-intercept (b).
3. Locate the y-intercept in the Cartesian plane.
4. Use the slope to determine the location of the next point.
5. Connect the two points using a line.
B. Using table of values. ( also known as trial and error method)
Steps
1. Convert the given equation to slope-intercept form ( y = mx+b)
2. Determine the value of slope (m)
3. Use the table of values to find a point whose coordinates would satisfy the
given equation. Assign values for x then solve for y until you get a whole
number.
4. Plot the point obtained by using the table of values
5. Use the slope to determine the location of the next point.
6. Connect the two points using a line.

Point of Intersection
The point of intersection of lines is a point where two or more lines meet
and whose coordinates satisfies the equation of those lines. The point of
intersection can be solved using graphical method or by analytic method.

Parallel and Perpendicular Lines.

Parallel lines are two or more lines that do not intersect with one
another. They do not have a point of intersection, however, the slopes of
parallel lines are always equal

Perpendicular lines are pair of lines that forms a right angle at the
point of intersection. The relationship of their slopes are negative reciprocals.
 Discussion of the Topic

Lesson: Angel Between two LInes

Given the illustration below:

L1 L2

Theorem: If θ is the counterclockwise angle formed in rotating L2 to L1, then:

where m1 and m2 are the respective slopes of the lines.

Examples: Find the angle between the given pairs

1. m1 = 5, m2 = 2
2. L1: 4x – 3y = 2, L2: x + 5y = 1

Solutions:

1. Since the slopes are already given, we only need to substitute the values to the
formula:
 2. Since the given are equations of lines; L1: 4x – 3y = 2, L2: x + 5y = 1. We have to
solve for the slopes first.

We can make use of the relation that if the equation of the line is written in the form;
Ax + By = C, then m = .

Since L1; 4x – 3y = 2, then m1 = . Likewise, given that L2: x + 5y = 1, then m2 = .

Substituting the values to the formula:

( )

( )( )

( )

( )

Word Problem

Find the angles of triangle whose vertices are A(-1, 1), B(2, -1), and C(6, 3).
 Solution:

First, we need to graph/plot the given points to determine the direction of the rotation
of the sides given the vertices A(-1, 1), B(2, -1), and C(6, 3).

Let us find the slope the sides of the triangle.

For side AB: For side BC: For side AC:

Using the slopes and taking the rotation of the sides of the triangle in consideration (as
shown in the diagram).

( )( ) ( ) ( )

* see explanations on the

value of B below*

The angles of the given triangle are 49.6, 101.3, and 29.1.
 Explanation for the value of B

You maybe wondering why is the value of angle B in the previous example is 101.3
instead of what was shown in your calculator that is -78.7. In Geometry, the angles related to
triangle or any polygons are always positive. That rule is also applied in Analytic Geometry.
So what should we do if the value from the computation is a negative angle? Remember in
your Trigonometry, the sign of the angle refers to the direction of the rotation of the terminal
side of the angle (remember that the initial side of the angle is always on the positive side of
the a-axis). Also, you can recall from your Trigonometry class that two different angles can
have the same tangent ( i.e. tan 60 and tan 240 are both equal to √ ). Using the identity tan (-
θ) = -tan θ, and the reduction formula tan ( 180 + θ) = -tan θ, we can write:

Tan ( 180 + θ ) = -5
180 + θ = tan-1 (-5)
180 + θ = -78.7
θ = -258.7

To convert a negative angle to positive simply add it to 360

θ = 360+ (-258.7)
θ = 101.3

On your own:
Note: There will be no worksheet assigned for this week to give way for the first synchronous
online exam.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.6: The Circle and its Equation

Competency:
The learner writes the equation of a Circle.

Expectations

This module is designed to help each learner in:

1. Illustrating a Circle.
2. Defining a Circle.
3. Writing an equation of a Circle

Blast from the Past.

Angel Between two LInes

Given the illustration below:

L1 L2

Theorem: If θ is the counterclockwise angle formed in rotating L2 to L1, then:

where m1 and m2 are the respective slopes of the lines.

 Discussion of the Topic

Lesson #1: Conic Section

The Quadratic Equations and The Conic Sections:

An equation in the form:

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

where A, B, and C are not all zero are called quadratic equation (take not that quadratic
equations are not to be confused with quadratic functions). The figure below shows the
common graphs of quadratic equations.

These curves are collectively called as Conic Section or simply Conics. Each of these
curves can be obtained by the intersecting a plane with a right circular cone. The exemption
to this are called Degenerate conics ( i.e. try x2 – y2 = 0 in a graphing application/calculator).

Lesson # 2: What is a Circle?

The first of the four conics that we will discuss is the circle, but what is a circle? Take
any arbitrary point A on the Cartesian plane (let’s use the origin for simplicity), then try to
plot as many points as you can provided that the distance of each of those points to A is
constant (for this example, let’s use d = 1).
 A (0, 0)
B (0, 1)
C (0, -1)
D (1, 0)
E (-1, 0)
F (0.6, 0.8)
√
G (0.7, )
√
H( , 0.4)

If one would continue adding points, one will surely be able to arrive at the same
figure as what is shown in the above diagram. The figure that is formed by those points is
what is known as a circle.

A circle is a set of points equidistant to a fixed point called center. The distance of the
center to any point on the circle is called radius.

Equation of a Circle

A. Standard form or Center-Radius Form

Consider C ( h, k) as a center of any circle and P (x, y) as any point on the circle as
shown in the illustration below.

We can make use of the distance formula since by definition, the distance from the
center to any point on the circle is constant and is called r or radius.

From the distance formula:

We then substitute:
C (h, k) for (x1, y1)
P (x, y) for (x2, y2)
r for d
 We arrive at the equation:

This is known as the standard form or the Center-Radius Form of the equation
of a circle.

B. General Form

Let us expand the center-radius form:

The equation is a form of:

x2 + y2 + Dx + Ey + F = 0

(since we can let -2h be D, -2k be E and (h2 + k2 – r2) be F) which is called General Form.

Examples:

Write the equation of a line in general form given the following:

1. center ( 2, 1), r = 3
2. passes through A ( 1, -6), B (2, 1), and C (5, 2)
3. having a diameter whose endpoints are (-1,1) and (3, 4)

Solutions:

1. center ( 2, 1), r = 3

Since the given is already the center and the radius, we can go ahead and substitute
the values to the standard form before converting it to general form.

The equation of the line whose center is at (2, 1) with a r=3 is .

2. passes through A ( 1, -6), B (2, 1), and C (5, 2)

Since the circle passes through the given points, it is safe to assume that coordinates
of A, B, and C will satisfy the equation of that circle. Using the general form,
x2 + y2 + Dx + Ey + F = 0, we each substitute the coordinates of A, B, and C to form three
different equations:

Using A (1, -6) Using B (2, 1)

x2 + y2 + Dx + Ey + F = 0 x2 + y2 + Dx + Ey + F = 0
12 + (-6)2 + (1)D + (-6)E + F = 0 22 + 12 + (2)D + (1)E + F = 0
1 + 36 +D - 6E + F = 0 4 + 1 + 2D + E + F = 0
D - 6E + F + 37 = 0 ***equation 1 2D + E + F + 5 = 0 ***equation 2

Using C (5, 2)

x2 + y2 + Dx + Ey + F = 0
52 + 22 + (5)D + (2)E + F = 0
25 + 4 + 5D + 2E + F = 0
5D + 2E + F + 29 = 0 ***equation 3
 We now have three equations with three variables each. We can make use of
elimination method and substitution method to find the value of D, E, and F.

D - 6E + F + 37 = 0 equation 1
2D + E + F + 5 = 0 equation 2
5D + 2E + F + 29 = 0 equation 3

The values that will come out are as follows:

D = -10
E=6
F = 9;

We then substitute these values to the general form so we arrive at the equation
x2 + y2 - 10x + 6y + 9 = 0.

The equation of the circle that passes through A ( 1, -6), B (2, 1), and C (5, 2) is
x2 + y2 - 10x + 6y + 9 = 0.

3. having a diameter whose endpoints are (-1,1) and (3, 4)

Since the midpoint of the diameter is the center, we can use the midpoint formula to
determine the center.

( )

( )

( )

( ) ( )

We now have the center at ( ). The next step is to find the radius. We can use the
distance formula to find the radius by using the center and any one of the two given
endpoints ( we will be using (-1, 1) for the example).

( )

( )

*** we can stop at this point since the center-radius form uses r2 ***

Substitute the values to the center-radius form:

( )

Converting the equation to general form, we will arrive at the equation

x2 + y2 – 2x – 5y + 1 = 0.

The equation of the circle having a diameter whose endpoints are (-1,1) and (3, 4) is
x2 + y2 – 2x – 5y + 1 = 0.
 Exercises: Write the equation of the line having the conditions;

1. center ( -2, 5), r = 4

2. passes through A ( -1, 2), B (1, 1), and C (3, 2)
3. tangent to the line 4x – 3y + 10 = 0 with center at (5, 5)

Answers:
1. x2 + y2 + 4x – 10y + 13 = 0
2. x2 + y2 – 2x – 7y + 7 = 0
3. x2 + y2 – 10x – 10y + 41 = 0

On your own:
Note: There will be no worksheet assigned for this week to give way for the first synchronous
online exam.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.1.7: Graph of a Circle

Competency:
The learner graphs a Circle given the equation.

Expectations

This module is designed to help each learner in:

1. Finding the radius and center of a Circle given its equation.
2. Graphing a Circle given its Equation.

Blast from the Past.

A circle is a set of points equidistant to a fixed point called center. The distance of the
center to any point on the circle is called radius.

Equation of a Circle

A. Standard form or Center-Radius Form

Consider C ( h, k) as a center of any circle and P (x, y) as any point on the circle as
shown in the illustration below.

We can make use of the distance formula since by definition, the distance from the
center to any point on the circle is constant and is called r or radius.

From the distance formula:

( ) ( )
We then substitute:
C (h, k) for (x1, y1)
P (x, y) for (x2, y2)
r for d
We arrive at the equation:
( ) ( )

This is known as the standard form or the Center-Radius Form of the equation
of a circle.
B. General Form

Let us expand the center-radius form:

( ) ( )
( ) ( )

( ) ( ) ( )

The equation ( ) ( ) ( ) is a form of:

x2 + y2 + Dx + Ey + F = 0

(since we can let -2h be D, -2k be E and (h2 + k2 – r2) be F) which is called General Form.

Discussion of the Topic

Lesson: Graphing a Circle

Step 1: Finding the Center and the Radius of a Circle given the Equation.

To find the center and the radius of a circle, convert the equation to its center-radius
form. Let’s take a look the example :

Given the equation: 4x2 + 4y2 = 16x + 24y – 51

First, convert the given to its General Form:

4x2 + 4y2 = 16x + 24y – 51

4x2 + 4y2 - 16x - 24y + 51= 0
Second, use completing the square method to convert the General Form to Standard
Form

4x2 + 4y2 - 16x - 24y + 51= 0

4x2 + 4y2 - 16x - 24y = -51 Transpose the constant (F) to the right side.

Divide all terms by the coefficient of x2. (x2

and y2 have the same coefficient)

(x2 – 4x) + (y2 – 6y) = Group the left side according to its variable.

Divide the coefficients of x and y by 2 then

(x2 – 4x + 4) + (y2 – 6y + 9) = +4 +9 square. ( i.e. for -4x: -4/2 = -2, (-2)2= 4, for -
6y: -6/2 = -3, (-3)2= 9) Also, whatever you
add to the left, you also add to the right.
(notice you add 4 and 9 to both sides of the
equation)

(x – 2)2 + ( y – 3)2 = Factor the two trinomials on the left side and
add the constants on the right side.

Write the equation in the form:

(x – 2)2 + ( y – 3)2 = ( ) ( ) ( )

Center: (2, 3) r = Identify center and radius using the center-

radius form
 Step 2: Graph the Circle using the Center and the Radius.

First, plot the center in the Cartesian plane

Second, use the radius to draw the circle

Try the following:

Find the radius and center then graph the circle.
1. 137 + 6y = -y2 – x2 – 24x
2. 8x + 32y + y2 = -263 – x2
3. y2 + x2 +14x -12y + 4 = 0

Ans, ( use desmos to check your graph)

1. ( -12, -3) r = 4
2. ( -4, -16 ) r = 3
3. ( -7, 6 ) r = 9

On your own:
Note: There will be no worksheet assigned for this week to give way for the first synchronous
online exam.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.1. Conics: Parabola

Competency:
The learner will be able to write the equation of a Parabola.

Expectations

This module is designed to help each learner in:

1. Defining a Parabola
2. Determining the parts and components of a Parabola.
3. Write the equation of a Parabola

Blast from the Past.

Lesson: Graphing a Circle

Step 1: Finding the Center and the Radius of a Circle given the Equation.

To find the center and the radius of a circle, convert the equation to its center-radius
form. Let’s take a look the example :

Given the equation: 4x2 + 4y2 = 16x + 24y – 51

First, convert the given to its General Form:

4x2 + 4y2 = 16x + 24y – 51

4x2 + 4y2 - 16x - 24y + 51= 0
Second, use completing the square method to convert the General Form to Standard
Form

4x2 + 4y2 - 16x - 24y + 51= 0

4x2 + 4y2 - 16x - 24y = -51 Transpose the constant (F) to the right side.

Divide all terms by the coefficient of x2. (x2

and y2 have the same coefficient)

(x2 – 4x) + (y2 – 6y) = Group the left side according to its variable.

Divide the coefficients of x and y by 2 then

(x2 – 4x + 4) + (y2 – 6y + 9) = +4 +9 square. ( i.e. for -4x: -4/2 = -2, (-2)2= 4, for -
6y: -6/2 = -3, (-3)2= 9) Also, whatever you
add to the left, you also add to the right.
(notice you add 4 and 9 to both sides of the
equation)

(x – 2)2 + ( y – 3)2 = Factor the two trinomials on the left side and
add the constants on the right side.

Write the equation in the form:

(x – 2)2 + ( y – 3)2 = ( ) ( ) ( )
Center: (2, 3) r = Identify center and radius using the center-
radius form

Step 2: Graph the Circle using the Center and the Radius.

First, plot the center in the Cartesian plane

Second, use the radius to draw the circle

Discussion of the Topic

Lesson: What is a Parabola?

Try this:

1. Draw any Horizontal or Vertical line.

2. Plot any point (P).
3. Plot all the points you can that are equidistant to both the line and the point.

After the short activity, what shape were you able to trace?
Your work might look like this:

The figure formed is Parabola. Based from the graph, we can define Parabola as
set of points equidistant to a fixed point and a fixed line.

Parts and Components of a Parabola

1. Focus: It is the fixed point described in the definition of the parabola.

2. Directrix: It is the fixed line that is either a Vertical or horizontal line described in
the definition of the parabola.

3. Vertex: a point denoted as (h, k).

4. Focal distance: is the distance from the vertex to the focus or the vertex to the
directrix. It is denoted as a.

5. Latus Rectum: A chord that is parallel to the directrix and passes through the
focus. Its length is equal to 4a. Its midpoint is the focus.

6. Axis of Symmetry: line that is perpendicular to the directrix and passes through the
vertex and focus.
Deriving the Equation of Parabola

Consider the graph below;

Let d1 be the distance from p(x,y) to the focus (a, 0) and d2 be the distance of from
p(x,y) to the directrix. From the definition of Parabola;

(1) d1 = d2

Using the distance formula;

d1 = √( ) ( )
(2) d1 = √( )

Also;

(3) d2 = a + x

Using the relationship established in (1)

d1 = d2

√( ) =a+x

Squaring both sides;

( ) =( )

Simplifying;

(4)
Take note that this equation (4) is true to any parabola that opens to right with vertex
at (0,0). Using the same derivation it can be shown that;
General Equation of Parabola

A. Standard Form
For Parabolas whose vertex is at (h,k), using the concept of shifting we can
arrive to the following:

Opens to the right ( ) ( )

Opens to the left ( ) ( )
Opens to upward ( ) ( )
Opens to downward ( ) ( )

B. General Form

When the Standard form is expanded the following equations can be formed:

Opens right or left

Opens Upward or Downward

Examples:

Determine the equation of the Parabola given the following:

1. f ( 1, 0), v(2, 0)
2. v(0,3), directrix: x = -1

Solutions:

1. f ( 1, 0), v(2, 0)

Is finding the equation of a Parabola, it is necessary to determine its opening. Based

on the position of the points;

We can assume that the Parabola would likely open to the left. Also the focal distance would
be a = 1

Using the given information;

( ) ( )
( ) ( )

Therefore the equation whose f ( 1, 0) and v(2, 0) is 0.

 2. v(0,3), directrix: x = -1

Same as the first example, we need to determine the opening first by graphing the
given components:

Since the directrix (blue line) is at the left of the vertex, it is safe to say
that the parabola opens to the right.

First we determine the focal distance by using the point-line distance

formula:
| |
where (m, n) is the coordinates of the given point and Ax
√
+ By +C = 0 is the equation of the line in standard form.

| |
√

| ( ) ( ) |
√

or 1

Since d = 1, then the focal distance is 1 or a =1.

Using a = 1, v (0, 3), and ( ) ( ), since we already established that it opens

to the right.

( ) ( )
( ) ( )( )

Therefore the parabola with vertex at (0, 3) with directrix x = -1 is

Try the following:

Determine the equation of the Parabola given:

1. Axis of Symmetry is Vertical, v ( -1, -1), and passing through (2,2)

2. Passes through A( 0,0), B(1, 0), and C(5, -20)

Answers:

1.
2.

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.2. Graphing a Parabola

Competency:
The learner will be able to graph a Parabola given its equation.

Expectations

This module is designed to help each learner in:

1. Solving for the Vertex, Focus, end points of Latus Rectum and equation of Directrix given
the Equation of a Parabola
2. Graphing a Parabola given its equation.

Blast from the Past.

Lesson: Parabola

Parabola as set of points equidistant to a fixed point and a fixed line.

Parts and Components of a Parabola

1. Focus: It is the fixed point described in the definition of the parabola.

2. Directrix: It is the fixed line that is either a Vertical or horizontal line described in
the definition of the parabola.

3. Vertex: a point denoted as (h, k).

4. Focal distance: is the distance from the vertex to the focus or the vertex to the
directrix. It is denoted as a.

5. Latus Rectum: A chord that is parallel to the directrix and passes through the
focus. Its length is equal to 4a. Its midpoint is the focus.

6. Axis of Symmetry: line that is perpendicular to the directrix and passes through the
vertex and focus.
General Equation of Parabola

A. Standard Form
For Parabolas whose vertex is at (h,k), using the concept of shifting we can
arrive to the following:

Opens to the right ( ) ( )

Opens to the left ( ) ( )
Opens to upward ( ) ( )
Opens to downward ( ) ( )

B. General Form

When the Standard form is expanded the following equations can be formed:

Opens right or left

Opens Upward or Downward

Discussion of the Topic

Lesson: Graphing the Parabola from its Equation

In graphing a Parabola given its equation, it is important to know how to derive its
components.

Given: Graph the parabola whose equation is

In graphing the parabola from the given equation first we need to find the vertex, focal
distance, focus, end points of the Latus Rectum ( E ) and the equation of the Directrix. In
order to do that, convert the given to its standard form;

( )
( ) ( )

From the standard form we can now get the following informations:

Since it follows the format : ( ) ( ), we can say that the parabola opens
upward. Also, it can be observed that the vertex is ( 0, 2 ).

For the focal distance (a), since 4a = 4 (***this is because the number to the left of ( y –
2 ) is 4***), then a = 1.

For the focus, since the parabola opens upward, the focus is vertically above the
vertex with distcane equal to the focal distance (a). Then;

Focus = ( 0, 2 + a )
= ( 0, 3 )

For the End points of the Latus Rectum ( E ), since the parabola opens upward, the
end points of the Latus Rectum is horizontally to the left and right of the focus with distance
to the focus equal to 2a each.

E = ( 0 + 2a, 3 ) and ( 0 - 2a, 3 )

= ( 2, 3 ) and ( -2, 3 )

For the directrix, since the parabola opens upward, the directrix is a horizontal line
below the parabola. It follows the form y = k – a.
Directrix: y = 2 – 1
y=1

We now have all the needed components in graphing the parabola.

To graph, plot the vertex and the End points of the Latus Rectum.

Next, connect the Vertex to the two E’s making a smooth curve.
 Finally, graph the directrix. ( this part is actually optional)

To help you remember, the table below shows a pattern for all four Parabola openings
When the Parabola opens Upward: When the Parabola opens Downward:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h, k+a) ***above the vertex Focus: (h, k-a) *** below the vertex

E: (h+2a, k+a) and (h-2a, k+a) E: (h+2a, k-a) and (h-2a, k-a)

Equation of Directrix: Equation of Directrix:

y = k – a (below the parabola) y = k + a (above the parabola)
When the Parabola opens Right: When the Parabola opens Left:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h + a, k) ***right of the vertex Focus: (h - a, k) ***left of the vertex

E: (h + a, k+2a) and (h + a, k - 2a) E: (h - a, k+2a) and (h - a, k - 2a)

Equation of Directrix: Equation of Directrix:

x = h – a (left of the parabola) x = h + a (right of the parabola)
Try the Following: ( we will discuss these examples during the OL class )

Find the vertex, focal distance, focus, end points of the Latus Rectum ( E ) and the equation
of the Directrix of the following parabola whose equations are given below, then graph.

1.
2.

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.3. Word Problems involving Parabola

Competency:
The learner will be able to solve word problems involving Parabola.

Expectations

This module is designed to help each learner in:

1. Solving word problems involving Parabola.

Blast from the Past.

Lesson: Graphing of Parabola
In graphing a parabola, you may follow the following patterns:
When the Parabola opens Upward: When the Parabola opens Downward:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h, k+a) ***above the vertex Focus: (h, k-a) *** below the vertex

E: (h+2a, k+a) and (h-2a, k+a) E: (h+2a, k-a) and (h-2a, k-a)

Equation of Directrix: Equation of Directrix:

y = k – a (below the parabola) y = k + a (above the parabola)
When the Parabola opens Right: When the Parabola opens Left:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h + a, k) ***right of the vertex Focus: (h - a, k) ***left of the vertex

E: (h + a, k+2a) and (h + a, k - 2a) E: (h - a, k+2a) and (h - a, k - 2a)

Equation of Directrix: Equation of Directrix:

x = h – a (left of the parabola) x = h + a (right of the parabola)
Discussion of the Topic

Lesson: Solving Word Problems involving Parabola

In solving word problems involving parabola, one needs to analyze the problem, and if
possible, graph the figure being described. The following sample problems will help you get
a better understanding on strategies and techniques in answering a word problem.

Sample Problem #1

Find the length of the chord common to the parabolas and .

Solution:
To get a better understanding of the problem, it is a good idea to graph the given
equations.

The illustration shows the graph of (red) and the graph of

( blue). The two parabolas intersects at points A and B, therefore, the length of the
chord common to the two parabolas is equal to the distance of the points A and B.

Find the point/s of intersection using elimination method:

( )(3)
( )(2)

Use Quadratic formula or factoring techniques in solving for the value of y.

( )( )
( ) ( )

Use the value of y to solve for x.

At y = -2 At y = 8

( ) ( ) ( ) ( )

The points of intersections are ( 3, -2 ) and ( 13, 8 )

 Use distance formula to find the length of segment AB.

√( ) ( )
√( ) ( )
√
√
√

Therefore the length of the chord common to the parabola is √ .

Sample Problem #2

Show that the circle having the latus rectum of a parabola as diameter is tangent to the
directrix.

Solution:
Since the problem does not give a specific equation, we are at liberty to assign the
origin as the center of the circle described. With that said, since the problem specifically
described the latus rectum of the parabola is the diameter of the circle, it is safe to say that
the focus also lies on the origin.

These are the informations we can derive from the illustration:

 Since the length of latus rectum is 4a, then the diameter of the circle is also 4a
 The radius of the circle is 2a since the diameter is 4a.
 Since the focus is at the origin, (0,0), then the coordinates of the vertex is (a,0).

Let us find the equation of the circle based on the informations we gathered.
 Since r = 2a and center is at (0,0), then:

( ) ( )
( ) ( ) ( )

The equation of the circle is .

Let us now find the equation of the directrix

Since the parabola opens to the left, we can use the pattern: , where h is the vertex
of the parabola.

Then:

Therefore, the equation of the directrix is .

Let us find the point/s of intersection of the circle and directrix.

Since and , using substitution;

( )

The point of intersection of the circle and directrix is ( ). Also since there is only one
point of intersection, then the circle having the latus rectum of a parabola as diameter is
tangent to the directrix. (note, this works even if the orientation of the parabola is different
from the one we assumed.)

Try this: ( we will discuss these examples during the OL class )

When the load is uniformly distributed horizontally, the cable of a suspension bridge hangs
in a parabolic arc. If the bridge is 300 ft long, the towers 60 ft high, and the cable 20 ft above the
road bed at the center, find the distance from the road bed to the cables at intervals of 50 ft.

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.4. Conic Section: Ellipse

Competency:
The learner will be able to define Ellipse and write its equation.

Expectations

This module is designed to help each learner in:

1. Solving word problems involving Parabola.

Blast from the Past.

Lesson: Graphing of Parabola
In graphing a parabola, you may follow the following patterns:
When the Parabola opens Upward: When the Parabola opens Downward:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h, k+a) ***above the vertex Focus: (h, k-a) *** below the vertex

E: (h+2a, k+a) and (h-2a, k+a) E: (h+2a, k-a) and (h-2a, k-a)

Equation of Directrix: Equation of Directrix:

y = k – a (below the parabola) y = k + a (above the parabola)
When the Parabola opens Right: When the Parabola opens Left:

Follows the form : Follows the form :

( ) ( ) ( ) ( )

Vertex : ( h, k ) Vertex : ( h, k )

Focal distance: a Focal distance: a

Focus: (h + a, k) ***right of the vertex Focus: (h - a, k) ***left of the vertex

E: (h + a, k+2a) and (h + a, k - 2a) E: (h - a, k+2a) and (h - a, k - 2a)

Equation of Directrix: Equation of Directrix:

x = h – a (left of the parabola) x = h + a (right of the parabola)
Discussion of the Topic

Lesson: Ellipse and its Parts

What is an Ellipse?

Observe the figure below;

Try to find the distance from points f1 to j and f2 to j, then find their sum. Do the
same for h to f1 amd h to f2. Compare the sums. You will notice that the sums are equal.
You may try other points, but still the sums from f1 and f2 to any other point on the figure
will remain constant. The given figure is called an Ellipse.

Ellipse is defined as a set of points such that the sum of its distance from two fixed
point is constant.

Parts and Components of an Ellipse

1. Point C is called the center (h, k)
2. Points f1 and f2 are the foci.
3. Points v1 and v2 are the vertices.
4. The line segment whose end points are v1 and v2 is called the major axis.
5. The line segment whose endpoints are c and v1 ( or v2) is called semi-major axis.
6. The line segment whose end points are b1 and b2 is called the minor axis.
7. The line segment whose endpoints are c and b1 ( or b2) is called semi-minor axis.

Other important details

1. The length of the semi-major axis is denoted as a, hence the major axis is equal to 2a.
2. The length of the semi-minor axis is denoted as b, hence the minor axis is equal to 2b.
3. The distance from C to f1 (or f2) is denoted as c.
3. The square of a is equal to the sum of the squares of b and c or
4. The center is the midpoint of both the major and minor axes.

Lesson: Equation of Ellipse

Standard Form:

1. Horizontal Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

Example:

Find the equation of the Ellipse in standard form whose center is at (2,0), Focus at (5,0) and
b = 4.

Solution:

In finding the equation of an ellipse, the three most important components are the
center, a, and b. The problem only included the following information: center is at (2,0),
Focus at (5,0) and b = 4. Notice that a is missing. We have to find a way to solve for a.

One way to solve for a is to use the relationship . Since c is the distance
from any of the two foci to the center and from the given we can find that the distance from
(2,0) to (5,0) is 3 units, then c = 3. (note that we did not use the distance formula since the
foci and the center are always in a horizontal or vertical line).

***note: -5 is irrelevant as a is a distance

Aside from the three components we also need to determine the orientation of the
ellipse. The given focus and the center lies in a horizontal line, then the orientation of the
ellipse itself is horizontal (the major axis is horizontal). Since we now have all three
components and the orientation of the ellipse is horizontal, we can proceed by substituting
the values to the general equation:
( ) ( )

( ) ( )

( ) ( )
 The equation of the ellipse whose center is at (2,0), Focus at (5,0) and b = 4 in
( ) ( )
standard form is .

2. Vertical Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

Example:

Find the equation of the Ellipse in standard form whose vertices are (2, 6) and (2, -4) and b =
4.

Again, we need to check if we have the three components and the possible orientation.
Since the vertices are in a vertical line, then the orientation of the ellipse is vertical. The
given only includes the vertices and the value of b.

To find the center, we use the concept that the center is the midpoint of the major
axis. Since the endpoints of the major axes are the vertices (2, 6) and (2, -4), then:

( )

( )

( )
To find a we will use the concept that the distance from any of the two vertex to the
center is equal to a, then a = 5.

Substitute all the values t the appropriate standard equation:

( ) ( )

( ) ( )

( ) ( )

The equation of the ellipse whose vertices are (2, 6) and (2, -4) and b = 4 is
( ) ( )

Try this: ( we will discuss these examples during the OL class )

Find the equation of the ellipse given by the following conditions:
1. Foci at ( -2, 3) and ( 4,3), b = 4
2. Vertices at (0, 0) and (0,8), focus at ( 0,1)

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.5. Graph of an Ellipse

Competency:
The learner will be able to graph an Ellipse given the equation.

Expectations

This module is designed to help each learner in:

1. constructing a graph of an Ellipse given the equation.

Blast from the Past.

Lesson: Equation of Ellipse

Standard Form:

1. Horizontal Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

2. Vertical Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

Discussion of the Topic

Lesson: Graphing an Ellipse

The construction of an ellipse is based on five points, the center (h,k), the vertices (v1
and v2) and the end points of the minor axis ( b1 and b2).

Solving for the center, a, and b

In solving for the center, a, and b, convert the given equation to standard form;

Consider the equation:

1. Transpose the constant

2. Group the terms of the left hand side according to its variables.

( ) ( )
 3. Use “completing the square” method to change the binomials inside the parenthesis
perfect square trinomials.

( ) ( )

***note: we also added the same values on the right hand to follow APE.

4. Simplify the right hand side and factor out the coefficients of the leading terms of
the two trinomials.

( ) ( )

5. Factor the trinomials using “perfect square trinomial” factoring technique.

( ) ( )

6. Divide both sides with the value that is on the right hand side.

( ) ( )

7. Simplify the left and right hand side, then convert the denominators to the form
and .

( ) ( )

8. Determine the center, a, and b using the standard form

Using ( x – h ) and ( y – k ) and the center is (h, k), then the center is ( -1, -2 )

To determine the a and b, observe the denominators. The greater value is the a
and the smaller value is the b. From the equation we can observe that a = 2 and b = 1
( since 2 > 1 ).

Finding the Orientation of the Graph.

The orientation of the graph is determined by observing the equation in

standard form. If the square root of the denominator of ( x – h ) is greater than the
square root of the denominator of (y – k), then the orientation is horizontal. The
center, foci and vertices of an ellipse with horizontal orientation lies in a horizontal
line ( horizontal major axis). If the square root of the denominator of ( y – k ) is
greater than the square root of the denominator of ( x – h ), then the orientation is
vertical. The center, foci and vertices of an ellipse with horizontal orientation lies in a
vertical line ( vertical major axis).

( ) ( )
Consider the example: , since the square root of the
denominator of the (y+2) is greater than the square root of the denominator of (x+1),
then the orientation of the ellipse described by the given equation is vertical or the
major axis is vertical.

Finding the vertices and the end points of the Minor Axis

To find the coordinates of the vertices and the endpoints of minor axis, use the
table as reference:

Horizontal Major Axis Vertical Major Axis

Center : (h,k) Center : (h,k)

Vertices: ( h + a, k) and ( h – a, k) Vertices: ( h, k + a ) and ( h, k – a )

 End Points of the Minor Axis: End Points of the Minor Axis:
( h, k + b ) and ( h, k – b ) ( h + b, k ) and ( h - b, k )

Foci (if the problem requires) Foci (if the problem requires)

( h + c, k ) and ( h – c, k ) ( h, k - c ) and ( h, k - c )

Using the reference above, we can find the vertices and end points of the minor axis of
( ) ( )
the given example: .
Center: ( -1, -2 ), a = 2, and b = 1;

Vertices: ( -1, -2 + 2 ) and ( -1, -2 – 2 )

( -1, 0 ) and ( -1, -4 )

End Points of the Minor Axis: ( -1 + 1, -2 ) and ( -1 - 1, -2 )

( 0, -2 ) and ( -2, -2 )

Foci:

( -1, -2 + √ ) and ( -1, -2 - √ )

Graphing The Ellipse using the Solved Values

1. Plot the center

Center ( -1, -2)

2. Plot the vertices (v1, v2)

3. Plot the End points of the Minor Axis ( b1, b2)

4. Draw the ellipse passing throught the vertices and the end points of the minor axis.
Try this: ( we will discuss these examples during the OL class )
Graph the following:
1. –
2.

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.6. Conic Section: Hyperbola

Competency:
The learner will be able to define Hyperbola and write its equation.

Expectations

This module is designed to help each learner in:

1. Defining a Hyperbola
2. Determining the parts and components of a Hyperbola.
3. Write the equation of a Hyperbola

Blast from the Past.

Lesson: Graphing an Ellipse

The construction of an ellipse is based on five points, the center (h,k), the vertices (v1
and v2) and the end points of the minor axis ( b1 and b2).

Standard Form:

1. Horizontal Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

2. Vertical Major Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.
Finding the Orientation of the Graph.

The orientation of the graph is determined by observing the equation in

standard form. If the square root of the denominator of ( x – h ) is greater than the
square root of the denominator of (y – k), then the orientation is horizontal. The
center, foci and vertices of an ellipse with horizontal orientation lies in a horizontal
line ( horizontal major axis). If the square root of the denominator of ( y – k ) is
greater than the square root of the denominator of ( x – h ), then the orientation is
vertical. The center, foci and vertices of an ellipse with horizontal orientation lies in a
vertical line ( vertical major axis).

Finding the vertices and the end points of the Minor Axis

To find the coordinates of the vertices and the endpoints of minor axis, use the
table as reference:
 Horizontal Major Axis Vertical Major Axis
Center : (h,k) Center : (h,k)

Vertices: ( h + a, k) and ( h – a, k) Vertices: ( h, k + a ) and ( h, k – a )

End Points of the Minor Axis: End Points of the Minor Axis:
( h, k + b ) and ( h, k – b ) ( h + b, k ) and ( h - b, k )

Foci (if the problem requires) Foci (if the problem requires)

( h + c, k ) and ( h – c, k ) ( h, k - c ) and ( h, k - c )

Discussion of the Topic

Lesson: Hyperbola and its Parts

Hyperbola is defined as a set of points such that the absolute difference of its distance
from two fixed point is constant. Observe the illustration below:

In the illustration, the coordinates of A and B are (-3.02, 4.06) and (2.41,-1.798)
respectively. When the distance formula is used, the difference of the distance from f1 to A
and f2 to A is 4.472. This is the same value that you will get when you find the difference of
the distance from f1 to B and f2 to B. Furthermore, this value is true for all the points on
the hyperbola.
Parts and Components of Hyperbola

1. The coordinates of the center is referred to as (h, k).

2. Points f1 and f2 are the foci.
3. Points v1 and v2 are the vertices.
4. The line segment whose end points are v1 and v2 is called the transverse axis.
5. Points b1 and b2 are the co vertices.
6. The line segment whose end points are b1 and b2 is called the conjugate axis.
7. The two diagonal lines whose point of intersection is at the center and that approaches
the hyperbola but never intersects are called asymptotes.

Other important details

1. The length of the transverse axis is denoted as 2a.

2. The length of the conjugate axis is denoted as 2b.
3. The distance from the center to f1 (or f2) is denoted as c.
3. The square of c is equal to the sum of the squares of b and a or
4. The center is the midpoint of both the transverse and conjugate axes.
5. The distance of the center to v1 (or v2) is denoted as a.
6. The slopes of the asymptotes are negatives, such that m1 = -m2.

Lesson: Equation of Hyperbola

Standard Form:

1. Horizontal Transverse Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the distance from center to v1 (or v2), and
b is the distance from center to b1 (or b2).

Example:

Find the equation of the Ellipse in standard form whose vertices are at ( -3, 0) and ( 3, 0)
and b = 4.
Solution:

In finding the equation of a hyperbola, the three most important components are the
center, a, and b. The problem only included the following information: vertices are at ( -3, 0)
and ( 3, 0) and b = 4.

First we have to determine the orientation of the hyperbola. You will notice that the
vertices are in a horizontal line. From that information we can safely say that the transverse
axis of the hyperbola is horizontal.

Next, we need to solve for the center. Since the center is the midpoint of the
transverse axis, we can use the midpoint formula to find its coordinates:

( )

( )

( )
Since the midpoint of the transverse axis is the center of the hyperbola, then the
center is at (0,0).

After finding the center, we can now find the value of a. There are two ways of doing
this. First is get the distance from v1 to v2 ( since both are given), then divide by 2. The
othe method is to simply find the distance from the center to v1 ( or v2).

Distance from center (0,0) to v1 (3,0):

√( ) ( )
√( ) ( )
√

Since d = 3, then a = 3.

We now have the center, a and b. Substitute the values to the equation:

( ) ( )

( ) ( )

The equation of the hyperbola standard form whose vertices are at ( -3, 0) and ( 3, 0)
and b = 4. is .
.

2. Vertical Transverse Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the distance from center to v1 (or v2), and
b is the distance from center to b1 (or b2).

Example:

Find the equation of the Hyperbola in standard form whose vertex is (1, 5), center (1, 1) and
the length of the conjugate axis is 6.
 Again, we need to check if we have the three components and the possible orientation.
Since the vertex and center are in a vertical line, then the transverse axis is vertical.

To solve for a, find the distance from the center (1,1) to the given vertex (1, 5):

√( ) ( )
√( ) ( )
√

Since the length of the conjugate axis ( 2b )is 6, then b = 3.

Substitute all the values t the appropriate standard equation:

( ) ( )

( ) ( )

( ) ( )

The equation of the hyperbola whose vertex is (1, 5), center (1, 1) and the length of the
( ) ( )
conjugate axis is 6 is .

Try this: ( we will discuss these examples during the OL class )

Find the equation of the hyperbola given by the following conditions:
1. Focus at ( 0, √ ), center at (0, -2) and vertex at ( 0, -4).
2. Vertices at (0, -4) and (0,4), focus at ( 0,5)

On your own:
There will be a separate worksheet assigned.
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.7.a. General Equation of an Ellipse and Hyperbola

Part 1.2.7.b. Asymptotes of Hyperbola

Competency:
The learner will be able to convert Standard Form of both Ellipse and Hyperbola to their
General Equation and Vice versa

The leaner will be able to find the equation of the asymptotes of Hyperbola in its standard
form.

Expectations

This module is designed to help each learner in:

1. converting the equation of ellipse/hyperbola from standard to general form and vice
versa.
2. finding the equation of the asymptotes of hyperbola.

Blast from the Past.

Lesson: Equation of Hyperbola

Standard Form:

1. Horizontal Transverse Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

2. Vertical Transverse Axis:

( ) ( )

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

Discussion of the Topic

Lesson#1: General Equation of Ellipse and Hyperbola

The general Equation of both Ellipse and Hyperbola follows the equation in the form:

Where A and C are non-zero and have same signs if it’s an ellipse and different signs if it’s a
hyperbola.
Converting Standard Form to General Form

In converting standard form to general form for both Ellipse and Hyperbola, you may
following steps:

( ) ( )
Consider the equation:

1. Multiply the equation by the LCD of the fractions and simplify.

( ) ( )
( )( )( )

( )( ) ( )( )

( )( ) ( )( )

2. Expand the squares of binomials and simplify the left hand side.

( )( ) ( )( )

( ) ( )

3. Transpose the constant on the right had side and simplify.

( ) ( )
The general form of the equation is .

Converting General Form to Standard Form

In converting general form to standard form for both Ellipse and Hyperbola, you may
following steps:

Consider the equation:

1. Transpose the constant

2. Group the terms of the left hand side according to its variables.

( ) ( )

3. Use “completing the square” method to change the binomials inside the parenthesis
perfect square trinomials.

( ) ( )

***note: we also added the same values on the right hand to follow APE.

4. Simplify the right hand side and factor out the coefficients of the leading terms of
the two trinomials.

( ) ( )

5. Factor the trinomials using “perfect square trinomial” factoring technique.

( ) ( )
 6. Divide both sides with the value that is on the right hand side.

( ) ( )

7. Simplify the left and right hand side, then convert the denominators to the form
and .

( ) ( )

( ) ( )
The standard form of the equation is .
Lesson#2: Finding the equation of the Asymptotes of a Hyperbola.

The asymptotes of the Hyperbola are pairs of diagonal lines whose slopes are
negatives, such that m1=-m2. These lines intersect at the center of the Hyperbola and
passes through the vertices of the Fundamental Rectangle. One characteristic of these lines
is that they would get closer to the hyperbola but never intersects. The equation of these
lines is shown on below:

1. Horizontal Transverse Axis:

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

2. Vertical Transverse Axis:

Where: (h, k) is the coordinates of the center,

a is the length of the semi-major axis, and
b is the length of the semi-minor axis.

Example:

( ) ( )
Given the equation of the hyperbola , find the equation of its
asymptotes.

1. Apply the formula.

2. Separate the two equations.

and

3. Simplify each equation to the form Ax +By = C or Ax + By + C = 0.

( )( ) and ( )( )
 and ( )

and

and

The equation of the asymptotes of the given hyperbola are and

. You will notice that their slopes are and . Also they both passes through the
center ( -4, 2).

Note: There will be no worksheet until we have the special session. ( I will request for
a special session)
Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.
 CALOOCAN CITY SCIENCE HIGH SCHOOL

GRADE 10 Special Mathematics

( Pre-Calculus)

Part 1.2.8. Graphing Hyperbola

Competency:
The learner will be able to graph a Hyperbola given its equation.

Expectations

This module is designed to help each learner in:

1. Graphing Hyperbola

Blast from the Past.

Converting General Form to Standard Form
In converting general form to standard form for both Ellipse and Hyperbola, you may
following steps:

Consider the equation:

1. Transpose the constant

2. Group the terms of the left hand side according to its variables.

3. Use “completing the square” method to change the binomials inside the parenthesis
perfect square trinomials.

***note: we also added the same values on the right hand to follow APE.

4. Simplify the right hand side and factor out the coefficients of the leading terms of
the two trinomials.

5. Factor the trinomials using “perfect square trinomial” factoring technique.

6. Divide both sides with the value that is on the right hand side.

7. Simplify the left and right hand side, then convert the denominators to the form
and .
The standard form of the equation is .
Discussion of the Topic

Lesson: Graphing Hyperbola.

The steps in Graphing Hyperbola requires the equation to be in standard form. The
method was discussed in the previous module and is the same as the method used to
convert equation of Ellipse in general form to standard form. For simplicity, we will discuss
using an example that is already in standard form.

Steps:

Consider the equation:

1. Determine the value of the center, a and b ,and the orientation of the Transverse Axis.

Since the equation is in the form:

The a = 3 and b = 2. The center is ( -4, 2). Also the Transverse axis is vertical.

2. Determine the vertices.

The Transverse axis of the given equation is vertical, then the vertices would be at ( h,
k ± a). If the Transverse axis is Horizontal, then would be at ( h ± a, k)

The vertices would be at ( -4, 5) and ( -4, -1).

2. Determine the vertices of the fundamental rectangle.

When the Transverse axis is vertical, then the coordinates of the vertices of the
fundamental rectangle would be ( h ± b, k ± a). If Horizontal, then the vertices would be at (
h ± a, k ± b ).

The vertices of the given hyperbola would be at ( -2, 5), ( -6, 5) ( -2, -1)and ( -6, -1).
3. Use the vertices to trace the fundamental rectangle.
 4. Draw the Asymptotes.

5. Use the vertices and the asymptotes as guides in graphing the curves. The curves must
not touch the asymptotes.

Reference:

Peterson, T. (1960). Calculus with Analytic Geometry. NY. Harper & Row.