Module Code : Pasay –PC-Q1-W4- D1

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRE-CALCULUS
First Quarter/ Week 4/ Day 1

OBJECTIVE: Defines and illustrates a hyperbola.

YOUR LESSON FOR TODAY:

In this module, you will be able to learn the definition of a hyperbola and how to draw a
sketch of its graph.

Discussion
You already learned three conic sections, but there is still one. The hyperbola. Like
ellipse, the hyperbola is also determined by two foci and a focal constant. At first glance, students
relate the sketch of the graph of a hyperbola with that of a parabola but this two had their own
distinction.
Do you know what a hyperbola is?

What is a hyperbola?
➢ A Hyperbola is the locus of a moving point which moves such that the ratio of its distance
from a fixed point to its distance from a fixed line is constant and is greater than one. The
fixed point is called the focus, the fixed line is called the directrix and the constant ratio
is called the eccentricity.
➢ It is also defined as the locus of a point which moves so that the differences of its
distances from a fixed point called the foci is constant and is equal to the length of the
transverse axis.

Did You Know

That the definition of a hyperbola is similar to
that of an ellipse. The distinction is that, for an ellipse
the sum of the distances between the foci and a point
on the ellipse is constant, while, for a hyperbola, the
difference of these distances is constant.

Page 1 of 20
 Module Code : Pasay –PC-Q1-W4- D1

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

Study the following figures.

a = length of semi – transverse axis
b = length of semi – conjugate axis
c = focal distance (from center to one focus)
̅̅̅̅̅)
2a = length of transverse axis (𝑉𝑉′
̅̅̅̅̅)
2b = length of conjugate axis (𝐵𝐵′
2c = distance between foci

Figure 1.

Figure 2.

Definition of Terms
• Center – a point halfway between two vertices. It is a point that divides the transverse axis into
two equal parts. (Refer to figure 2, point O is the center)
• Transverse–axis – a line segment that passes through the foci. (𝑉𝑉′̅̅̅̅̅ is the transverse axis)
• Conjugate–axis – a line segment perpendicular to the transverse axis and passes through the
center. ((𝑏, 0) 𝑎𝑛𝑑 (−𝑏, 0) are its endpoints).
• Vertices – it is the endpoints of the transverse axis. (Point V and point V’ are the vertices)
• Foci – singular focus, are the fixed points. (Point F and Point F’ are the foci).
• Asymptotes – two lines which are approached by the points on the branches of the hyperbola and
passes through the center.

In figure 2, there are two dashed lines and a broken rectangle. The dashed lines are the
asymptotes of the hyperbola and the broken rectangle is the auxiliary rectangle. This lines
and rectangle can be used as a guidelines for you when you graph a hyperbola soon.

ARE YOU READY TO PRACTICE?

Did you understand our lesson today? If not, go back to our discussion. If yes, then you are now
ready for more practices… enjoy working with the activities while learning!

Page 2 of 20
 Module Code : Pasay –PC-Q1-W4- D1

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
PRACTICE EXERCISES 1:
Vocabulary Compass: Create a map using the directions below.

Step 1: Draw a Cartesian Plane. At the center (origin) of the Cartesian Plane, put the
word Hyperbola.

Step 2: Put the necessary information.

• Positive y – axis: Write the definition.

• Positive x – axis: Draw a simple figure of it.
• Negative y – axis: Define three terms related to it.
• Negative x – axis: Write a word that is connected to it and explain

PRACTICE EXERCISES 2:
DIRECTIONS: Put a check mark (✓) beside the things that has a relationship with hyperbola.

____Pringles ____Television

____Mirror ____Lighted Lampshade

____Radio System ____Shadow of a ball

____Kobe Port Tower ____Saddle

____Sun ____Coal-fired Power Plant

____Bow and Arrow ____Telescopes

____Track field ____WiFi

____Satellite system ____Sundials

Learning Summary
➢ A Hyperbola is the locus of a moving point which moves such that the
ratio of its distance from a fixed point to its distance from a fixed line is constant
and is greater than one. The fixed point is called the focus, the fixed line is called
the directrix and the constant ratio is called the eccentricity. It is also defined as
the locus of a point which moves so that the differences of its distances from a fixed point
called the foci is constant and is equal to the length of the transverse axis.

➢ Center is a point halfway between two vertices. It is a point that divides the transverse axis
into two equal parts.

➢ Transverse–axis is a line segment that passes through the foci having vertices as its
endpoints.

➢ Conjugate–axis is a line segment perpendicular to the transverse axis and passes through
the center.

➢ Vertices is the endpoints of the transverse axis. (Point V and point V’ are the vertices)

➢ Foci (singular focus) are the fixed points

Page 3 of 20
 Module Code : Pasay –PC-Q1-W4- D1

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

➢ Asymptotes are two lines which are approached by the points on the branches of the
hyperbola and passes through the center.

PRACTICE EXERCISES 3:
Explore this!

a. To do the following you will need 3 tacks, a ruler, a piece of string of length shorter
than that of the ruler, a pencil, and a small board.
i. Draw two points to represent your foci.
ii. Place tape on one end of your ruler where you can put your pin through it
and pivot the ruler.
iii. Tape the string to the other end.
iv. Pin your string into one of the foci, and pin the ruler into the other focus.
Keeping the string taut against the ruler, construct the upper (or lower) half
of one of the branches of your hyperbola.
v. To get the other half of the branch, you will need to unpin the ruler, turn it
over, and pin it back into the same focus, and repeat the process.
vi. To get the other branch, switch the string and ruler pins.

Answer the following questions.

1. Is the hyperbola you drew symmetric? Why?
2. What will happen when the length of the string and the length of the ruler is the
same?
3. What will happen when the length of the string is longer of that of the length of the
ruler?

EVALUATION

DIRECTIONS: Read the following statements carefully. Choose in the pool of answers the best
word that describes it.

Pool of Answers

Semi-conjugate axis Semi-transverse axis

Hyperbola

Transverse axis

Page 4 of 20
 Module Code : Pasay –PC-Q1-W4- D1

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

1. A point that divides the conjugate axis into two equal parts.
2. It is the constant ratio.
3. The endpoints of this line segment are the vertices.
4. It is the fixed point.
5. A line segment perpendicular to the transverse axis and passes through the center.
6. It is the half of the transverse axis.
7. The locus of a point which moves so that the differences of its distances from a fixed point
called the foci is constant and is equal to the length of the transverse axis.
8. Two lines that passes though the center and moves closer to the branches of the hyperbola.
9. These are the endpoints of the transverse axis.
10. Sum is to ellipse while difference is to ________.

Prepared By:
Ronel A. Pauig
Pasay City West High School

References for Further Enhancement:

1.) http://jwilson.coe.uga.edu/EMAT6680Fa10/Plummer/EMAT%206690/Unit%20Plan/Ellipse_Lesson1
https://www.google.com/search?q=thinking+cartoon+images&sxsrf=ALeKk03W30L6lImTOisFA0tD0Oa_OirizQ:1591247993903&tbm=isch&s
ource=iu&ictx=1&fir=n2y4_LK9Koe-qM%253A%252CaQrS9qOSsRqodM%252C_&vet=1&usg=AI4_-kRj0W3xZBA9pReiamO3r1bU-
HNv7Q&sa=X&ved=2ahUKEwiy9bPbtOfpAhWMH3AKHYuaCZUQ9QEwBnoECAsQOg#imgrc=Ue4E8prCncdTGM

2.) Leithold, Louis. 2002. College Algebra and Trigonometry. Pearson Education Asia Pte Ltd., pp 175 – 186
Quiseo, Jiovanni M., 2006. Engineering Mathematics. HR Publishing. pp. 181 - 183
Senk, Sharon L., 2002. Advanced Algebra. Pearson Education Asia Pte Ltd., pp. 765 – 788

Page 5 of 20
 Module Code : Pasay –PC-Q1-W4- D2

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRE-CALCULUS
First Quarter/ Week 4/ Day 2

OBJECTIVE: Solves equations on hyperbola.

YOUR LESSON FOR TODAY:

In this module, you will be able learn how to solve equations of hyperbola.
Discussion
Derivation of the standard equation of a hyperbola.

Refer to the figure to the left. Let

point F’ with coordinates (-c,0) and point F
with coordinates (c,0) be our foci and with
a center at the origin. The point P with
coordinates (x,y) is any point on the
hyperbola if and only if
̅̅̅̅ − ̅̅̅̅̅
|𝐹𝑃 𝐹′𝑃 | = 2𝑎
|√(𝑥 − 𝑐)2 + 𝑦 2 − √(𝑥 + 𝑐)2 + 𝑦 2 | = 2𝑎
Without absolute value bars,
√(𝑥 − 𝑐)2 + 𝑦 2 − √(𝑥 + 𝑐)2 + 𝑦 2 = ±2𝑎

This equation can be simplified by

eliminating the radicals and performing some algebraic manipulations. The results will
be,
𝑥2 𝑦2
− =1
𝑎2 𝑏 2
where b2 = c2 – a2.

The following were the standard equation of a hyperbola with center at (0,0) and at
(h,k):
Transverse
Equation Vertices Foci Asymptotes
Axis
𝑏
𝑥2 𝑦2 𝑦 = ± 𝑥
− = 1 Horizontal (a,0) and (-a,0) (c,0) and (-c,0) 𝑎
𝑎2 𝑏 2
𝑎
2 2 𝑦=± 𝑥
𝑦 𝑥 𝑏
− 2=1 Vertical (0,a) and (0,-a) (0,c) and (0,-c)
𝑎 2 𝑏
𝑏
(𝑥 − ℎ)2 (𝑦 − 𝑘)2 (h+a,k) and (h- (h+c,k) and (h- 𝑦 − 𝑘 = ± (𝑥 − ℎ)
Horizontal 𝑎
− =1 a,k) c,k)
𝑎2 𝑏2
𝑎
(𝑦 − ℎ)2 (𝑥 − 𝑘)2 (h,k+a) and (h,k- (h,k+c) and 𝑦 − 𝑘 = ± (𝑥 − ℎ)
− =1 Vertical 𝑏
𝑎2 𝑏2 a) (h,k-c)

𝑥2 𝑦2
Example: Given the equation of a hyperbola − = 1, determine the
16 9
transverse axis, the vertices, the foci, and the asymptotes.
Page 6 of 20
 Module Code : Pasay –PC-Q1-W4- D2

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
𝑥2 𝑦2
Solution: The equation is in the form 2
− = 1 and the center of the ellipse is
𝑎 𝑏2
at the origin (0,0).

a2 = 16 extracting the square root of both sides then,

a =4
(4,0) and (-4,0) are the vertices
b2 = 9 extracting the square root of both sides then,
b =3
Since
b2 = c 2 – a 2
9 = c2 – 16
c2 =16 + 9
c2 = 25 extracting the square root of both sides then,
c =5
(5,0) and (-5,0) are the foci of the ellipse.
𝑏
Since the equation for the asymptotes are 𝑦 = ± 𝑎 𝑥, then the equation
3 3
of the asymptotes of the given equation are 𝑦 = 4 𝑥 and 𝑦 = − 4 𝑥.

ARE YOU READY TO PRACTICE?

Try This!

Consider the following equations of hyperbola. Find for the transverse axis, the
vertices, the foci, and the asymptotes.

𝑦2 𝑥2
1. − =1
64 36
(𝑥−3)2 (𝑦−2)2
2. − =1
9 16
(𝑦+1)2 (𝑥−5)2
3. − =1
144 25

Check if you arrive with the correct answers.

Transverse
Equation Vertices Foci Asymptotes
Axis
𝑦2 𝑥2 8
1. 64 − 36 = 1 𝑦 = ± 6 𝑥 or 𝑦 =
(0,10) and (0,-
Vertical (0,8) and (0,-8) 4
10) ±3𝑥
a=8, b=6, c=10
(𝑥−3)2 (𝑦−2)2
2. − =1
9 16
4
Horizontal (6,2) and (0,2) (8,2) and (-2,2) 𝑦 − 2 = ± (𝑥 − 3)
a=3, b=4, c=5 and Center 3
(3,2)
(𝑦+1)2 (𝑥−5)2
3. − =1 12
144 25
(5,11) and (5,- (5,12) and (5,- 𝑦+1=± (𝑥
Vertical 5
a=12, b=5, c=13 and 13) 14)
− 5)
Center (5,-1)

Page 7 of 20
 Module Code : Pasay –PC-Q1-W4- D2

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
Did you arrive with the same answers? If so, then you are ready to solve more
equations of ellipse. If not, then try to review the lesson again.
PRACTICE EXERCISES 1:
DIRECTIONS: Determine whether the following equations are hyperbola or not. If it is a
hyperbola, then determine its transverse axis, the vertices, the foci, and the asymptotes.

𝑥2 𝑦2
1. − =1 6. 𝑥 2 + 𝑦 2 = 4
9 7

(𝑥−3)2 (𝑦−4)2
2. 𝑥 2 + 𝑦 2 = 1 7. − =1
4 5

𝑦2 𝑥2 (𝑥−1)2 (𝑦+2)2
3. − =1 8. + =1
25 24 16 1

𝑦2 𝑥2 (𝑥+2)2 (𝑦+5)2
4. − =1 9. − =1
64 17 36 28

𝑦2 𝑥2
5. + =1 10. 𝑥 2 − 𝑦 2 = 1
16 9

PRACTICE EXERCISES 2:
DIRECTIONS: Find the standard equation of the hyperbola satisfying the given
conditions.
4
1. The vertices are (3,0) and (-3,0) and the asymptotes are 𝑦 = ± 3 𝑥.

Page 8 of 20
 Module Code : Pasay –PC-Q1-W4- D2

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

2. The foci are (0,8) and (0,-8) and the vertices are (0,7) and (0,-7).

4
3. The asymptotes are 𝑦 = ± 3 𝑥 and one of the vertices is (0,-4).

12
4. The asymptotes are 𝑦 − 3 = ± (𝑥 − 4).
5

5. The vertices are (-3,13) and (-3,-17), one of the foci is (-3,-19) and with a
center at (-3,-2)

Learning Summary

The following were the standard equation of a hyperbola with center at (0,0)
and at (h,k):

Transverse
Equation Vertices Foci Asymptotes
Axis

𝑥2 𝑦2 (a,0) and (- (c,0) and (- 𝑏

− =1 Horizontal a,0) c,0) 𝑦=± 𝑥
𝑎2 𝑏 2 𝑎

𝑦2 𝑥2 (0,a) and (0,- (0,c) and (0,- 𝑎

− =1 𝑦=± 𝑥
𝑎2 𝑏 2 Vertical a) c) 𝑏

(𝑥 − ℎ)2 (𝑦 − 𝑘)2 𝑦−𝑘

− (h+a,k) and (h+c,k) and 𝑏
𝑎2 𝑏2 Horizontal (h-a,k) (h-c,k) = ± (𝑥 − ℎ)
=1 𝑎

(𝑦 − ℎ)2 (𝑥 − 𝑘)2 𝑦−𝑘

− (h,k+a) and (h,k+c) and 𝑎
𝑎2 𝑏2 (h,k-a) (h,k-c) = ± (𝑥 − ℎ)
=1 Vertical 𝑏

Page 9 of 20
 Module Code : Pasay –PC-Q1-W4- D2

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
EVALUATION
DIRECTIONS: Complete the table below.
Transverse
Equations Vertices Foci Asymptotes
Axis

𝑥2 𝑦2
1. − =1 horizontal
1 3

𝑦2 𝑥2 2√5
2. − =1 𝑦=± 𝑥
4 5 5

𝑥2 𝑦2 (√5, 0) and
3. − 11 = 1
5 (−√5, 0)

𝑥2 𝑦2 √39
4. 12 − 13 = 1 𝑦=± 𝑥
6

𝑦2 𝑥2
5. 25 − 39 = 1 (0,8) and (0,-8)

(𝑦−2)2 (𝑥−5)2 (5,6) and

6. − =1
16 20 (5,-2)

(𝑥+1)2 (𝑦+1)2 (9,-1) and

7. − =1
36 64 (-11,-1)

(𝑦+5)2 (𝑥−7)2
8. 49
− 32
=1 Vertical

(𝑦−3)2 (𝑥+2)2 (−2,3 + 3√5)

9. − =1
45 36 (−2,3 − 3√5)

(𝑥−4)2 (𝑦−4)2 √57

10. − =1 𝑦−4=± (𝑥 − 4)
64 57 8

Prepared By: Ronel A. Pauig - PCWHS

References for Further Enhancement:

1. Online:
https://www.google.com/search?q=thinking+cartoon+images&sxsrf=ALeKk03W30L6lImTOisFA0tD0Oa_OirizQ:159124
7993903&tbm=isch&source=iu&ictx=1&fir=n2y4_LK9Koe-
qM%253A%252CaQrS9qOSsRqodM%252C_&vet=1&usg=AI4_-kRj0W3xZBA9pReiamO3r1bU-
HNv7Q&sa=X&ved=2ahUKEwiy9bPbtOfpAhWMH3AKHYuaCZUQ9QEwBnoECAsQOg#imgrc=Ue4E8prCncdTGM
2. Books:
Leithold, Louis. 2002. College Algebra and Trigonometry. Pearson Education Asia Pte Ltd., pp 175 – 186
Quiseo, Jiovanni M., 2006. Engineering Mathematics. HR Publishing. pp. 181 - 183
Senk, Sharon L., et al. 2002. Advanced Algebra. Pearson Education Asia Pte Ltd., pp. 765 – 770

Page 10 of 20
 Module Code : Pasay –PC-Q1-W4- D3

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRE-CALCULUS
First Quarter/ Week 4/ Day 3

OBJECTIVE: Convert equations of hyperbola into standard form.

YOUR LESSON FOR TODAY:

In this module, you will be able to convert an equation of a hyperbola into its standard
form.

Discussion
The equation of hyperbola is not always given in standard form, sometimes in its
general form. But how can we convert the general form of a hyperbola into its standard form?

The General Equations:

• 𝐴𝑥 2 − 𝐶𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
• 𝐶𝑦 2 − 𝐴𝑥 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

The Standard form of Equation of a Hyperbola when the center is

(𝒙)𝟐 (𝒚)𝟐 (𝒙−𝒉)𝟐 (𝒚−𝒌)𝟐
at the origin is − = 𝟏 and at (h,k) is − =𝟏
𝒂 𝒃 𝒂 𝒃

Steps in converting the General Equation of a hyperbola to its Standard Form:

1. Group the terms with the same variables and move the constant to the right side.
Factor so that the leading coefficient of each grouping is 1.
2. Complete the square for each grouping. Whatever you do in the left side must be done
in the right side.
3. Factor and then divide both sides to obtain 1 on the right side.

Illustrative Examples:
1. 4𝑥 2 − 8𝑦 2 − 64 = 0
Steps Solution
1. Since there is no terms for x and y, that means
D and E are equal to 0. Then just move the
constant to the right side. 4𝑥 2 − 8𝑦 2 = 64
*this also tells that the center of the hyperbola
is at the origin
2. Dividing both sides by 64 to obtain 1 on the 4𝑥 2 8𝑦2 64
right side. − =
64 64 64

𝑥 2 𝑦2
The Standard Form of the given equation − =1
16 8

Page 11 of 20
 Module Code : Pasay –PC-Q1-W4- D3

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

2. 4𝑥 2 − 9𝑦 2 + 16𝑥 + 54𝑦 − 101 = 0

Steps Solution
1. Group the terms with the same variables
4𝑥 2 + 16𝑥 − 9𝑦 2 + 54𝑦 = 101
and move the constant to the right side.
Factor so that the leading coefficient of each
grouping is 1. 4(𝑥 2 + 4𝑥) − 9(𝑦 2 − 6𝑦) = 101

4 6
4(𝑥 2 + 4𝑥 + ( )2 ) − 9(𝑦 2 − 6𝑦 + ( )2 ) = 101
2. Complete the square for each grouping. 2 2
4(𝑥 2 + 4𝑥 + 4) − 9(𝑦 2 − 6𝑦 + 9)
Whatever you do in the left side must be
= 101 + 4(4) − 9(9)
done in the right side.
4(𝑥 2 + 4𝑥 + 4) − 9(𝑦 2 − 6𝑦 + 9) = 36

4(𝑥 + 2)2 − 9(𝑦 − 3)2 = 36

3. Factor and then divide both sides to 2 2
obtain 1 on the right side. 4(𝑥 + 2) 9(𝑦 − 3) 36
− =
36 36 36

2 2
The Standard Form of the given equation (𝑥 + 2) (𝑦 − 3)
− =1
9 4

ARE YOU READY TO PRACTICE?

Try this!

Covert the following equations in its standard form.

1.
2.

Are you done answering? Check it out if you arrive with the same answers!

Answers:
𝑦2 𝑥2
1. − =1
2 3

(𝑦+1)2 (𝑥+2)2
2. − =1
16 4

Did you get the same answers? If yes, you can now proceed with the practice exercises. If not,
go back with the discussion.

Page 12 of 20
 Module Code : Pasay –PC-Q1-W4- D3

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

PRACTICE EXERCISES 1:
DIRECTIONS: Determine whether the following equations can generate a
hyperbola or not. Then transform it into its standard form.
1. 4𝑥 2 − 9𝑦 2 = 36
2. 𝑥 2 + 𝑦 2 − 1 = 0
3. 16𝑦 2 − 4𝑥 2 − 64 = 0
4. 9𝑥 2 − 5𝑦 2 − 45 = 0
5. 25𝑥 2 + 9𝑦 2 = 225
6. 10𝑥 2 − 20𝑦 2 − 100 = 0
7. 8𝑦 2 − 9𝑥 2 = 144
8. 4𝑥 2 + 9𝑦 2 − 72 = 0
9. 7𝑥 2 + 𝑦 2 − 49 = 0
10. 16𝑥 2 − 9𝑦 2 = 144

PRACTICE EXERCISES 2:

DIRECTIONS: Convert the following equations of hyperbola into its standard

form by completing the squares.
1. 3𝑥 2 − 5𝑦 2 + 6𝑥 + 10𝑦 − 17 = 0
2. 4𝑦 2 − 16𝑥 2 + 8𝑦 − 16𝑥 − 76 = 0
3. 9𝑦 2 − 4𝑥 2 − 36𝑦 + 24𝑥 − 36 = 0
4. 5𝑥 2 − 4𝑦 2 − 30𝑥 + 32𝑦 − 39 = 0
5. 5𝑦 2 − 3𝑥 2 − 10𝑦 + 6𝑥 − 13 = 0

Learning Summary
➢ The General Equations of hyperbola were
𝐴𝑥 − 𝐶𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 and 𝐶𝑦 2 − 𝐴𝑥 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
2

➢ Steps in converting the General Equation of a hyperbola

to its Standard Form:
1.Group the terms with the same variables and move the constant to
the right side. Factor so that the leading coefficient of each grouping is 1.
2. Complete the square for each grouping. Whatever you do in the left side
must be done in the right side.
3. Factor and then divide both sides to obtain 1 on the right side.

PRACTICE EXERCISES 3:

A. DIRECTIONS: Write YES whether pairs of equations are equal, if not write
the correct standard form of the given general standard equation and identify
its center and transverse axis.

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 Module Code : Pasay –PC-Q1-W4- D3

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

𝑦2 𝑥2
1. 5𝑦 2 − 14𝑥 2 − 70 = 0 ; − =1
5 14
(𝑥−2)2 𝑦2
2. 16𝑥 2 − 9𝑦 2 − 64𝑥 − 80 = 0 ; − =1
9 16
(𝑥+3)2 (𝑦+2)2
3. 𝑥 2 − 𝑦 2 + 6𝑥 − 4𝑦 − 4 = 0 ; − =1
9 9
(𝑦−4)2 (𝑥−3)2
4. 4𝑦 2 − 9𝑥 2 − 54𝑥 + 32𝑦 − 89 = 0 ; − =1
18 8
(𝑥+3)2 (𝑦+1)2
5. 9𝑥 2 − 16𝑦 2 + 54𝑥 − 32𝑦 − 79 = 0 ; + =1
16 9

B. Exploration
Problem Solving: Solve the problem
below.
LORAN (short for Long – Range
Navigation) navigational transmitters A and B are
located at (-130,0) and (130,0), respectively. A
receiver P on a fishing boat somewhere in the first
quadrant listens to the pair A and B transmissions
and computes the difference of the distance from
boat to A and B as 240 miles. Find the equation of
the hyperbola on which P is located.

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 Module Code : Pasay –PC-Q1-W4- D3

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________
EVALUATION
DIRECTIONS: Convert each of the following equations of hyperbola into its standard form.

1. 4𝑥 2 − 12𝑦 2 − 72 = 0

2. 9𝑥 2 − 25𝑦 2 − 225 = 0

3. 4𝑦 2 − 25𝑥 2 − 400 = 0

4. 81𝑥 2 − 16𝑦 2 − 1296 = 0

5. 5𝑦 2 − 15𝑥 2 − 45 = 0

6. 9𝑦 2 − 4𝑥 2 + 32𝑥 − 36𝑦 − 64 = 0

7. 2𝑥 2 − 𝑦 2 + 12𝑥 + 8𝑦 − 6 = 0

8. 18𝑦 2 − 25𝑥 2 − 50𝑥 − 72𝑦 − 403 = 0

9. 16𝑦 2 − 9𝑥 2 − 64𝑦 − 80 = 0

10. 9𝑥 2 − 4𝑦 2 − 18𝑥 − 16𝑦 − 43 = 0

Prepared By:

Ronel A. Pauig
Pasay City West High School

References for Further Enhancement:

1. https://www.google.com/search?q=thinking+cartoon+images&sxsrf=ALeKk03W30L6lImTOisFA0tD0Oa_OirizQ:1591247
993903&tbm=isch&source=iu&ictx=1&fir=n2y4_LK9Koe-
qM%253A%252CaQrS9qOSsRqodM%252C_&vet=1&usg=AI4_-kRj0W3xZBA9pReiamO3r1bU-
HNv7Q&sa=X&ved=2ahUKEwiy9bPbtOfpAhWMH3AKHYuaCZUQ9QEwBnoECAsQOg#imgrc=Ue4E8prCncdTGM

2. Leithold, Louis. 2002. College Algebra and Trigonometry. Pearson Education Asia Pte Ltd., pp 175 – 186
Quiseo, Jiovanni M., 2006. Engineering Mathematics. HR Publishing. pp. 181 - 183
Senk, Sharon L., 2002. Advanced Algebra. Pearson Education Asia Pte Ltd., pp. 765 – 770

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 Module Code : Pasay –PC-Q1-W4- D4

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OF PASAY CITY

MODULE IN PRE-CALCULUS
First Quarter/ Week 4/ Day 4

OBJECTIVE: Graphs a hyperbola given an equation in standard form.

YOUR LESSON FOR TODAY:

In this module, you will be able to graph hyperbola given an equation in standard form.

Discussion
Do you remember the different equations of hyperbola in standard form?
If YES, study their graphs.

𝑥2 𝑦2
Figure 1: Illustrate the equation of hyperbola − 𝑏2 = 1 whose center is at the origin
𝑎2
(0,0) and has horizontal transverse axis.

(𝑥−ℎ)2 (𝑦−𝑘)2
Figure 2: Illustrate the equation of hyperbola − = 1 whose center is at (h,k) and
𝑎2 𝑏2
has horizontal transverse axis.

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 Module Code : Pasay –PC-Q1-W4- D4

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

Figure 3. Illustrate the equation of hyperbola

𝑦2 𝑥2
− = 1 whose center is at the origin (0,0)
𝑎2 𝑏2
and has vertical transverse axis.

Figure 4. Illustrate the

equation of hyperbola
(𝑦−𝑘)2 (𝑥−ℎ)2
− =1
𝑎2 𝑏2

whose center is at (h,k) and has vertical transverse axis.

Steps to graph an ellipse:

1. Mark the center.
2. From the center in Step 1, find the transverse
axis and conjugate axis.
3. Use these points to draw a rectangle that will
help guide the shape of your hyperbola.
4. Draw diagonal lines through the center and the corners of the rectangle that
extend beyond the rectangle. Note: These diagonal lines are the asymptotes
of the hyperbola.
5. Sketch the curves.

Illustrative Examples

Graph the equation of hyperbola below:

𝑥2 𝑦2
1. − =1
16 9

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 Module Code : Pasay –PC-Q1-W4- D4

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

Solution:
Steps Answer

1. Mark the center

2. From the center in Step

1, find the transverse axis
and conjugate axis

3. Use these points to

draw a rectangle that will
help guide the shape of
your hyperbola.

4. Draw diagonal lines

through the center and the
corners of the rectangle
that extend beyond the
rectangle. Note: These
diagonal lines are the
asymptotes of the
hyperbola.

5. Sketch the curves.

ARE YOU READY TO PRACTICE?

Did you understand the lesson? If YES, then proceed with the
exercises. Otherwise, go back with the discussion.

Page 18 of 20
 Module Code : Pasay –PC-Q1-W4- D4

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

PRACTICE EXERCISES 1:
DIRECTIONS: Graph the following equation of hyperbola.
𝑦2 𝑥2
1. − =1
9 16
𝑥2 𝑦2
2. − =1
36 64
𝑥2 𝑦2
3. − =1
9 4
𝑥2 𝑦2
4. − =1
25 36
𝑦2 𝑥2
5. − =1
36 9

PRACTICE EXERCISES 2:
DIRECTIONS: Graph the following equations of hyperbola having center at (h,k).
(𝑦−2)2 (𝑥−5)2
1. − =1
16 25

(𝑥+1)2 (𝑦+1)2
2. − =1
36 64

(𝑦+5)2 (𝑥−7)2
3. − =1
49 25

(𝑦−3)2 (𝑥+2)2
4. − =1
25 36

(𝑥−4)2 (𝑦−4)2
5. − =1
81 100

Learning Summary
Steps to graph a hyperbola:
1. Mark the center.
2. From the center in Step 1, find the transverse and conjugate axes.
3. Use these points to draw a rectangle that will help guide the shape
of your hyperbola.
4. Draw diagonal lines through the center and the corners of the
rectangle that extend beyond the rectangle. Note: These diagonal lines are
the asymptotes of the hyperbola.
5. Sketch the curves.

EVALUATION
DIRECTIONS: Graph the following equations of hyperbola.
𝑥2 𝑦2
1. − =1
25 4
𝑦2 𝑥2
2. − =1
9 25
𝑥2 𝑦2
3. − =1
16 36
𝑥2 𝑦2
4. − =1
81 64
Page 19 of 20
 Module Code : Pasay –PC-Q1-W4- D4

Name : _________________________________________ Strand : ________________

Name of Teacher : ______________________________ Grade : ________________

𝑦2 𝑥2
5. − =1
16 4

(𝑦−4)2 (𝑥+1)2
6. − =1
9 16

𝑥2 (𝑦−2)2
7. − =1
25 9

(𝑦−3)2 (𝑥−3)2
8. − =1
4 9

(𝑥−1)2 (𝑦−2)2
9. − =1
64 36

(𝑦+6)2 (𝑥−8)2
10. − =1
25 144

Prepared By:
Ronel A. Pauig
\
Pasay City West High School

References for Further Enhancement:

1. Online:
https://www.google.com/search?q=thinking+cartoon+images&sxsrf=ALeKk03W30L6lImTOisFA0tD0Oa_OirizQ:159124
7993903&tbm=isch&source=iu&ictx=1&fir=n2y4_LK9Koe-
qM%253A%252CaQrS9qOSsRqodM%252C_&vet=1&usg=AI4_-kRj0W3xZBA9pReiamO3r1bU-
HNv7Q&sa=X&ved=2ahUKEwiy9bPbtOfpAhWMH3AKHYuaCZUQ9QEwBnoECAsQOg#imgrc=Ue4E8prCncdTGM
2. Books:
Leithold, Louis. 2002. College Algebra and Trigonometry. Pearson Education Asia Pte Ltd., pp 175 – 186
Quiseo, Jiovanni M., 2006. Engineering Mathematics. HR Publishing. pp. 181 - 183
Senk, Sharon L., et al. 2002. Advanced Algebra. Pearson Education Asia Pte Ltd., pp. 765 – 770

Page 20 of 20