PRECALCULUS

WHAT DO YOU NEED TO LEARN?

This module covers the week 2 of the course syllabus. Generally, in this lesson you will get know
how a parabola is used in real-life examples and situations. There are three (3) learning competencies
included in this lesson as indicated below.
• Define a parabola
• Determine the standard form of equation of a parabola
• Graph a parabola in a rectangular coordinate system

PRETEST

Encircle the letter that best describes the answer.

1. Which of these things found in the kitchen illustrates a parabola?
a. Mixing bowl c. Plate
b. Rice cooker d. Sink

2. What do you call the turning point of a parabola?

a. Maximum c. Minimum
b. Vertex d. Focus

3. What is the expanded form of (2x + 5)2?

a. 4x2 + 20x + 5 c. 4x2 + 20x + 25
b. 4x2 + 10x + 25 d. 4x2 + 10x + 5

4. Find the missing term to make the expression y2 + 4y + _____ perfect square.
a. 4 c. 8
b. 12 d. 16

5. What is x2 + 4x + 6y – 2 = 0 in standard form?

a. (x + 2)2 = - 6y - 6 c. (x - 2)2 = - 6y + 4
2
b. (x + 2) = - 6(y – 1) d. (x - 2)2 = - 6y - 4

6. Find the standard form of the equation of the parabola with vertex (2, 1) and focus (2, 4).
a. (x + 2)2 = 12(y + 1) c. (x - 2)2 = - 12(y + 1)
2
b. (x + 2) = - 12(y – 1) d. (x - 2)2 = 12(y – 1)

7. An arched underpass has the shape of a parabola. A road passing under the arch is 25 feet wide, and
the maximum height of the arch is 15 feet. Label the parts of the parabola.

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 PARABOLA

How big and how old is the universe? How did the galaxies come to exist? Do other
Earth-like planets orbit other sun-like stars?
In this section, we study parabolas and their applications, including parabolic shapes
that gather distant rays of light and focus them into spectacular images.

Lesson 1: Exploring the Parabola

Smooth, regular curves are common in the world around us. The orbit of the space shuttle around the
Earth is one kind of smooth curve; another is the shape of domed buildings such as the United States Capitol
and the St. Louis Gateway Arch. Television receiving dishes are a very common curved shape, as are the
curved rearview mirrors on your car. Mathematically, however, an interesting property of all the curves just
mentioned is that they are expressed as quadratic equations in two variables.

We learned from basic geometry that the graph of a quadratic function is an upward or downward
opening parabola. We have seen the role of the parabola in free-fall and projectile motion. When you kick a
soccer ball (or shoot an arrow, fire a missile or throw a stone) it arcs up into the air and comes down again
following the path of a parabola.

Explore
Can you think of other examples of a parabolic curve in real life? Illustrate then explain.

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We now investigate the analytic geometry of parabolas.

Definition of Parabola. A parabola is the set of

all points in a plane that are equidistant from a
fixed line (directrix) and a fixed point (focus) not
on the line. The midpoint between the focus and
the directrix is called the vertex, and the line
passing through the focus and the vertex is called
the axis of symmetry (focal axis) of the parabola.
The line through the focus perpendicular to the
axis and intercepted by the parabola is called
the latus rectum of a focal chord and the length
of the focal chord is called the focal width.

Figure 1 Figure 2

Exercise 1
Label the parts of the parabola as shown in the figure below.

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 Parabolas have many applications. Cables hung between structures to form suspension bridges form
parabolas. Arches constructed of steel and concrete, whose main purpose is strength, are usually parabolic in
shape.

If a parabola is rotated about its axis of symmetry, a parabolic surface is formed. Figure 1 shows how
a parabolic surface can be used to reflect light. Light originates at the focus. Note how the light is reflected by
the parabolic surface, so that the outgoing light is parallel to the axis of symmetry. The reflective properties
of parabolic surfaces are used in the design of searchlights (Figure 2), automobile headlights, and parabolic
microphones.

Figure 1 Figure 2

Figure 3 shows how a parabolic surface can be used to reflect incoming light. Note that light rays strike
the surface and are reflected to the focus. This principle is used in the design of reflecting telescopes, radar,
and television satellite dishes. Reflecting telescopes magnify the light from distant stars by reflecting the light
from these bodies to the focus of a parabolic mirror (Figure 4).

Figure 3 Figure 4

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Exercise 2
A. Analyzing Satellite Dishes. Vertical rays enter a satellite dish whose cross section is a parabola. When
the rays hit the parabola, they reflect at the same angle at which they entered. (See Ray 1 in the figure.)

TASKS: Draw the reflected rays (ray 2 & 3) so that they intersect the y-axis (extend the line using a ruler).
Use a protractor to measure the incoming angle and the outgoing angle.

1. What do the reflected rays have in common? ____________________________

2. The optimal location for the receiver of the satellite dish is at a point called the focus of the parabola.
Determine the location of the focus using a point (x, y). ___________________________
3. Write your analysis based from the activity.
_________________ _______________________________________________________________
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B. Analyzing Spotlights. Beams of light are coming from the bulb in a spotlight, located at the focus of
the parabola. When the beams hit the parabola, they reflect at the same angle at which they hit.
(See Beam 1 in the figure.)

TASKS: Draw the reflected beams (2 & 3) and extend the lines using a ruler to make them parallel with
each other. Use a protractor to measure the incoming angle and the outgoing angle.

1. What do the reflected rays have in common? _______________________

2. The optimal location for the receiver of the satellite dish is at a point called the focus of the parabola.
Determine the location of the focus using a point (x, y). _____________________
3. Write your analysis based from the activity.
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 LEARNING ACTIVITY SHEET #2.1
Activity Title: Parabola and Its Parts
Learning Target/Competency: Define parabolas and explore its properties
Values/Graduate Attributes: To become critical thinker, appreciate the wonders of science
Reference(s) & Author(s): Conceptual Math and Beyond pp.29 – 30,
https://static.bigideasmath.com/protected/content/pe/hs/sections/alg2_pe_02_03.pdf,
https://fl01000126.schoolwires.net/cms/lib/FL01000126/Centricity/Domain/261/Ch9_Section3.pdf

Activity
Copy your own example of a parabola in a Cartesian plane on the Explore activity and label its parts.
Then write your own definition of a parabola based on your understanding.

Lesson 2: Understanding the General and Standard Equations of the Parabola

You could begin by defining conics in terms of the intersections of planes and cones, as the Greeks
did, or you could define them algebraically, in terms of the general second degree equation

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

Just like the circle, the equation of a parabola can also be expressed and written in standard and general form.

a. x2 + Dx + Ey + F = 0 c. (x – h)2 = 4p(y – k) e. x2 = 4py

b. y2 + Dx + Ey + F = 0 d. (y – k)2 = 4p(x – h) f. y2 = 4px

General form: 1. x2 + Dx + Ey + F = 0
2. y2 + Dx + Ey + F = 0 , where D , E and F are constants.

The standard form of the equation of a parabola with vertex at (h, k) is as follows:

1. (x – h)2 = 4p(y – k)
2. (y – k)2 = 4p(x – h) ,where p should not be zero.

The focus lies on the axis p units (directed distance) from the vertex. If the vertex is at the origin (0, 0) the
equation takes one of the following forms.

1. x2 = 4py
2. y2 = 4px

Exercise 1
Identify the form of each equation by writing GF (general form) or SF (standard form). Write your answer on
the blank provided before each number.
____ 1. 3x + y2 – 7y + 6 = 0 ____ 4. (x – 7)2 = 24 (y +1)
2
____ 2. y = – 96x ____ 5. y2 = -16 (x + 5)
____ 3. 56y = x2 ____ 6. x + x2 – y + 3 = 0

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 LAS #2.2
Activity Title: Equations of Parabolas
Learning Target/Competency: Identify equations of parabolas as standard or general
Values/Graduate Attributes: To become critical thinker, accurate problem solver
Reference(s) & Author(s): Conceptual Math and Beyond pp. 23 - 24, Precalculus – Larson Hostetler
(PDF)

Directions: Determine the form of each equation using the options below. Write your answer on the blank
provided before each number.

a. x2 + Dx + Ey + F = 0 c. (x – h)2 = 4p(y – k) e. x2 = 4py

b. y2 + Dx + Ey + F = 0 d. (y – k)2 = 4p(x – h) f. y2 = 4px

____ 1. 4x + y2 – 8y + 3 = 0 ____ 4. (x – 4)2 = 24 (y +2)

____ 2. y2 = – 16x ____ 5. y2 = -32 (x + 6)
____ 3. 48y = x2 ____ 6. 3x + x2 – y + 12 = 0

EQUATION OF A PARABOLA

STANDARD TO GENERAL FORM

Transform the equation of a parabola given by (y + 5)2 = -2 (x – 7) to general form.

Step 1: Square the binomial and expand.

(y + 5)2 = -2 (x – 7)
(y + 5) (y + 5) = -2 (x – 7)
y2 + 10y + 25 = -2x + 14

Step 2: Place all the terms at the left side of the equation and equate to 0.
y2 + 10y + 25 + 2x – 14 = 0

Step 3: Combine similar terms.

y2 + 10y + 2x + 25 – 14 = 0
y2 + 10y + 2x + 11 = 0

Therefore, the general form of (y + 5)2 = -2 (x – 7) is y2 + 10y + 2x + 11 = 0.

(See https://www.youtube.com/watch?v=skq_AyuJ8M4 )

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 LAS #2.3.1
Activity Title: Equations of Parabolas
Learning Target/Competency: Determine the general form of the equation of Parabolas
Values/Graduate Attributes: To become critical thinker, accurate problem solver
Reference(s) & Author(s): Conceptual Math and Beyond pp. 25 - 26, Precalculus – Larson Hostetler
(PDF)

Directions: Transform each equation in standard form to general form. Show your complete solution.

1. (y + 3)2 = 6 (x – 2) _________________________
2. (x – 4)2 = 12 (y + 5) _________________________
3. (y – 3)2 = 6 (x + 1) _________________________
4. (x + 3)2 = - 2 (y – 1) _________________________
5. (x – 1)2 = - 8 (y + 2) _________________________

EQUATION OF A PARABOLA

GENERAL TO STANDARD FORM

Transform the equation of a parabola given by y2 – 4x – 12y + 28 = 0 to standard form.

Step 1: Group the terms with the same variables.

y2 – 4x – 12y + 28 = 0
y2 – 12y – 4x + 28 = 0

Step 2: Move the remaining terms to the right side of the equation.
(y2 – 12y) = 4x – 28

Step 3: Complete the square to make a perfect square trinomial. Balanced the equation.
(y2 – 12y) + ___ = 4x – 28 + ___
!𝟏𝟐 2 !𝟏𝟐 2
(y2 – 12y) + ( 𝟐
) = 4x – 28 + (𝟐
)
y2 – 12y + 36 = 4x – 28 + 36

Step 4: Simplify both sides of the equations.

y2 – 12y + 36 = 4x + 8

Step 5: Express the trinomial as square of binomial to make the equation in vertex form (standard
form).
(y – 6)2 = 4 (x +2)
!𝟏𝟐
from 𝟐
Therefore, the standard form of y2 – 4x – 12y + 28 = 0 is (y – 6)2 = 4 (x +2).

(See https://www.youtube.com/watch?v=SnlP2qvofpg )
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 LEARNING ACTIVITY SHEET #2.3.2
Activity Title: Equations of Parabolas
Learning Target/Competency: Determine the standard form of the equation of Parabolas
Values/Graduate Attributes: To become critical thinker, accurate problem solver
Reference(s) & Author(s): Conceptual Math and Beyond pp. 25 – 26, Precalculus – Larson Hostetler
(PDF)

Directions: Transform each equation in standard form to general form. Show your solutions.

1. 3x + y2 – 6y + 6 = 0
2. 6x + x2 – y + 3 = 0
3. 3. y2 – 4x – 4 = 0
4. 4. 8x + y2 + 6y + 25 = 0
5. 5. 2x + x2 – y + 3 = 0
_________________________
_________________________
_________________________
_________________________
_________________________

Lesson 3: Sketching the Graph of a Parabola in a Rectangular Coordinate System

When the equation of an upward or downward opening parabola is written as x2 = 4py, the value p is
interpreted as the focal length of the parabola—the directed distance from the vertex to the focus of the
parabola. A line segment with endpoints on a parabola is a chord of the parabola.

The value ‫ ׀𝒑𝟒׀‬is the focal width of the parabola—the length of the chord through the focus and perpendicular
to the
axis.

FIGURE A FIGURE B

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Exercise 1
Compare and contrast. Study the given figures above and identify its properties. Then make your conjecture
about the graphs by answering the guide questions below.

Guide Questions

1. In what properties do the figures A and B alike?

2. In what properties do they differ?
3. What do you think can be the basis to easily identify where the parabola opens?
4. What do you observe from the equations of the directrices? How can you determine if it is positive or
negative?
5. What is the relation of the focal axis to the directrix?

Conjecture:
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______________________________________________________________________________ .

(See https://www.youtube.com/watch?v=pe8Dm_FUpdU )

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 LAS #2.4.1
Activity Title: Graphs of Parabolas
Learning Target/Competency: Determine the parts of a parabola with vertex at (0, 0) and sketch its
graph
Values/Graduate Attributes: Appreciate architectural designs made of parabolas
Reference(s) & Author(s): Conceptual Math and Beyond p. 31 - 34, Precalculus – Larson Hostetler
(PDF), Analytic Geometry – Conics (pdf)

Activity
SKETCHING: Creatively construct parabolas that open upward, downward, right and to the left following
the same pattern then identify its properties as shown in Exercise 1. Label the parts. (You may use any
coloring material to add design).

Transformation of Parabolas

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Example 1: Sketch the graph of the parabola with vertex at the origin and focus at (2, 0). Identify its parts and
find the standard equation.

Solution: Since the parabola is at origin (0, 0) and its focus is (2, 0), we know that the parabola opens to the
right. The directrix, which has the same distance to the focus, has an equation x = – 2. The focal length p is 2
since focus is (p, 0), and the focal axis is x – axis or the horizontal axis. Thus, we use the equation y2 = 4px.
Substituting p = 2, we have the equation y2 = 4(2)x which gives us y2 = 8x (standard form).

LAS #2.4.2
Activity Title: Graphs of Parabolas
Learning Target/Competency: The learners will be able to sketch its graph and determine the parts
of a parabola with quadrantal vertex.
Values/Graduate Attributes: Appreciate architectural designs made of parabolas
Reference(s) & Author(s): Conceptual Math and Beyond pp. 35 - 39, Precalculus – Larson Hostetler
(PDF), Analytic Geometry – Conics (pdf)

Drawing Activity
Sketch the graph of the parabola with the given vertex and focus. Identify its parts and find the standard
equation.

1. vertex at (0, 2) and focus at (0, 4).

2. vertex at (0, -2) and focus at (0, -4)
3. vertex at (3, 0) and focus at (5, 0)
4. vertex at (-3, 0) and focus at (-5, 0)

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Example 2: Sketch the graph of the parabola with vertex at (2, 1) the origin and focus at (2, 4). Identify its
parts and find the standard equation.

Solution: Since the vertex of the parabola is at (h, k) or (2, 1) and its focus is (2, 4), we know that the axis is
vertical since there is only change in the ordinate (y – coordinate).

We consider the equation (x – h)2 = 4p(y – k), where h = 2, k = 1 and p = 4 – 1 which is 3 and the directrix,
which has the same distance to the focus is 3 units below the vertex, which is y = k – p , y = – 2 .

The focal length p is 3 since focus is (h, k + p). Therefore, (x – 2)2 = 4(3)(y – 1) or (x – 2)2 = 12(y – 1) is the
standard equation of the parabola.

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 LAS #2.4.3
Activity Title: Graphs of Parabolas
Learning Target/Competency: The learners will be able to determine the parts of a parabola with
vertex at (h, k) and sketch its graph,
Values/Graduate Attributes: Appreciate architectural designs made of parabolas
Reference(s) & Author(s): Conceptual Math and Beyond pp. 35 - 39, Precalculus – Larson Hostetler
(PDF), Analytic Geometry – Conics (pdf)

Activity
Sketch the graph of the parabola with the given vertex and focus. Identify its parts and find the standard
equation.

1. vertex at (3, 1) and focus at (3, -2)

2. vertex at (3, 1) and focus at (3, 4)
3. vertex at (-3, 1) and focus at (-6, 1)
4. vertex at (-3, 1) and focus at (1, 1)

Synthesis
Answer on a separate sheet. You can have your paper designed.

1. Television Antenna Dishes. Cross sections of television antenna dishes are parabolic in shape. Use
the figure shown to write a paragraph explaining why these dishes are parabolic.

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Mini Task (Use extra sheet)

Suspension Bridge

Model It
Each cable of the Golden Gate Bridge is suspended (in the shape of a parabola) between two towers that are
1280 meters apart. The top of each tower is 152 meters above the roadway. The cables touch the roadway
midway between the towers.

a. Draw a sketch of the bridge. Locate the origin of a rectangular coordinate system at the center of the
roadway. Label the coordinates of the known points.
b. Write an equation that models the cables.
c. Complete the table by finding the height of the suspension cables over the roadway at a distance of x
meters from the center of the bridge.

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 POSTTEST

Encircle the letter that best describes the answer.

1. What is the equation of a parabola with vertex at (0, 0) whose focus is (0, 4)?
a. x2 = 16y c. y2 = 8x
b. y2 = 16x d. x2 = 8y

2. Which of the following graph matches the equation y2 = -4x?

a. b. c. d.

3. What is the vertex, focus and directrix of the parabola given by x2 - 2x + 8y + 9 = 0?

a. Vertex (1, -1), Focus (1, -3), Directrix: y = 1
b. Vertex (-1, 1), Focus (-1, -3), Directrix: x = 1
c. Vertex (1, -1), Focus (1, 3), Directrix: y = 1
d. Vertex (1, -1), Focus (1, 3), Directrix: x = 1

4. The latus rectum of a parabola is the line segment that is parallel to the directrix, passes through the
focus, and has endpoints that lie on the parabola. Find the length of the latus rectum of the parabola
shown.
a. 16 units b. 24 units
b. 4 units d. 8 units

5. What is the focus of the equation y2 = 12x?

a. (3, 3) b. (3, 0) c. (0, 3) d. (-3, -3)

6. What is the vertex of (y – 3) 2 = - 8(x + 2)?

a. (3, -2) b. (-3, -2) c. (-3, 2) d. (-2, 3)

No part of this publication may be reproduced or transmitted in any form or by any

means without the prior written permission of the author.

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