LEARNING ACTIVITY SHEET IN PRE CALCULUS

QUARTER 1st WEEK 1

TOPIC Introduction to Conic Section
LEARNING COMPETENCIES  Illustrate the different types of conic sections: Parabola, ellipse, circle, hyperbola,
and degenerated cases. STEM _PC11AG-IA-1
CONTENT STANDARD The learner understands the key concepts and systems of non linear equations
PERFORMANCE STANDARD: The learner shall be able to model situations appropriately and solve problems accurately
using conic sections and systems of nonlinear equations.
WEEK 1: INTRODUCTION TO CONIC SECTIONS
KEY CONCEPTS
A conic is one of the first shapes we learned, a circle. A parabola is the trajectory that a ball takes when it is thrown.
Each planet follows an elliptical path around the sun. Hyperbola properties have been utilized in the development
of some telescopes and navigation systems. In this lesson, we'll focus on circles, leaving parabolas, ellipses, and
hyperbolas until later.
• Circle (Figure 1) - when the plane is horizontal
• Ellipse (Figure 1) - when the (tilted) plane intersects only one cone to form a bounded curve.
• Parabola (Figure 2) - when the plane intersects only one cone to form an unbounded curve.
• Hyperbola (Figure 3) - when the plane (not necessarily vertical) intersects both cones to form two unbounded
curves (each called a branch of the hyperbola).

We can find the equations for these conic sections (also known as conics) by drawing them on a rectangular
coordinate plane. To do so, we'll offer equivalent definitions of these conic sections in later sections, which we'll
utilize to determine the equations. A point, one line, and two lines are other possibilities for a plane and the cones
to intersect, forming what are known as degenerate conics. Figures 4, 5, and 6 are examples
Apollonius of Perga, the famous Greek geometer, examined and discovered several features of the curves created
by the intersection of a plane and a double right circular cone two millennia ago. Because they were constructed
from a double right circular cone, they were later dubbed conic sections. The cone was supposed to be made up of
two segments that extended in both directions indefinitely. A generator of the cone is a line that runs wholly on the
cone. A cone's generators all flow through the vertex, which is the intersection of two parts.2
1. There are three types of conics, depending on the number of generators that are parallel to the cutting plane.
2. The curve is a parabola if the cutting plane is parallel to only one generator.
3. The curve is an ellipse if the cutting plane is not parallel to any generator. The ellipse becomes a circle when the
cutting plane is not parallel to any generator but perpendicular to the axis.
4. The curve is a hyperbola if the cutting plane is parallel to two generators.

A plane and cones can cross in a variety of ways to yield degenerate examples, which include a point, one line, and
two intersecting lines. These are not curves, although they could be the consequence of the plane intersecting with
the double right circular cone. A Conic is a group of points whose distances from a given point are proportional to
their distances from a fixed line that does not pass through the fixed point in a constant ratio.

When dealing with conic sections, it's critical to remember the following key points:
a. The conic's fixed point is called focus.
b. The focus is represented by the directrix, which is a fixed line.
c. The principal axis is the perpendicular to the directrix line that passes through the focus. In relation to its major
axis, every conic is symmetric.
d. The vertex is the place where the conic and its primary axis meet

References:
Orines, F. B. (2016). Next Century Mathematics 11 Precalculus. Phoenix Publishing House. Pre-calculus Learner’s Material First Edition 2016. DepEd-BLR. Sunshine Interlinks Publishing House, Inc.
Precalculus Commission on Higher Education in collaboration with the Philippine Normal University. Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D.

NAME: _________________________________________________________ DATE: ___________________

YEAR/STRAND: _________________________ SCORE: __________________
SUBJECT: PRE CALCULUS TEACHER: CRISADEL A. AGUILLON
LEARNING COMPETENCIES  Illustrate the different types of conic sections: Parabola, ellipse, circle, hyperbola,
and degenerated cases. STEM _PC11AG-IA-1 .

Checking for Understanding

Individual Activity 1

ACTIVITY 1: Directions: Paint or draw real life Objects emphasizing the part that shows or
represents the following conic section. Use separate sheet of paper for each conic.

1. A circle

2. A parabola

3. An ellipse

4. A hyperbola

5. Degenerate cases (choose only one)

ACTIVITY 2: Directions: Using any colored or plane paper, make the following.

1. Double right circular cone.

2. A circle

3. A parabola
4. An ellipse

5. A hyperbola

Let’s Reflect. Reflect on the learning that you gained after taking up this lesson by completing the given chart.

What were your misconceptions about the topic prior to
taking up this lesson?
I thought…
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
What new or additional learning have you had after taking up this
lesson in terms of skill, content and attitude?
I learned that…
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______

II. Circle the rate of your understanding of the lessons on a scale of 1-10.
Bilugan ang puntos ng inyong pagkaunawa sa mga aralin sa tayang 1-10.

1 2 3 4 5 6 7 8 9 10
III. Did you completed all the required tasks/activities under each lesson? If your answer is NO, specify which activity or
activities you were not able to complete under the lesson and why.
Natapos mo ba ang lahat ng gawain sa mga aralin? Kung hindi and sagot mo, isulat kung anong gawain o mga gawain ang hindi
mo natapos sa partikular na aralin at bakit.
____________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________
___

PARENT’S NAME: ______________________________________________________ PARENT’S SIGNATURE: ___________________________________

For Teachers (Para sa Guro)
Feedbacks and Comments