Pre Calculus GR 11 Module 1 Quarter 1

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Pre-Calculus Gr. 11 Module 1 - Quarter 1
Science, Technology, Engineering, and Mathematics (Marcelo H. del Pilar National High
School)
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11
Pre-Calculus
Quarter 1 – Module 1:
Overview on Conic Sections
and Circle

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Pre-Calculus – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Overview on Conic Sections and Circle
First Edition, 2020
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11
Pre- Calculus
Quarter 1 – Module 1:
Overview on Conic Sections
and Circle

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Introductory Message
For the facilitator:
Welcome to the Grade 11 Pre-Calculus Self-Learning Module (SLM) on Overview on

Conic Sections and Circle!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
iv

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For the learner:
Welcome to the 11 Pre-Calculus Self-Learning Module (SLM) on Overview on Conic

Sections and Circle!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.

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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
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What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the Conic Sections and Systems of Nonlinear Equations. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module is composed of one lesson and presented in two outlines, namely:
1. Overview of the different types of conic sections
2. Circle
After going through this module, you are expected to:

1. illustrate the different types of conic sections;
2. define a circle[U1];
3. illustrate basic terms in a circle[U2] ;
4. [U3]determine the standard equation of a circle satisfying the given conditions;
and
a. center and radius
b. center and a point
c. endpoints of diameter
d. center and tangent line
5. transform the general equation of a circle into its standard form.

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What I Know
A. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. All are figures that can be formed when a cone is cut by a plane
EXCEPT________.
A. Circle
B. Ellipse
C. Hyperbola
D. Triangle
2. ____________ is a set of all points equidistant to a fixed point called center.

A. Circle
B. Hyperbola
C. Round
D. None of the above
3. _____________ is A conic section with two branches and is cut when a plane
cuts the double-napped cone vertically.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
4. All are degenerated cases of conic section except ________.

A. Line
B. Shape
C. Plane
D. Point
5. What conic section is being represented by the track and field oval?
A. Circle
B. Ellipse
C. Hyperbola
D. Parabola
6. The curves that are formed when a plane cuts a double-napped cone?
A. Conics
B. Line
C. Point
D. Sector

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7. What is the standard equation of a circle whose center at the origin and radius
of √7.
A. ý 2 + þ 2 = 7
B. ý 2 + þ 2 = 49
C. (ý 2 7)2 + (þ 2 7)2 = 7
D. (ý + 7)2 2 (þ + 7)2 = 49
8. Which equation of the circle has its center at the origin?

A. ý 2 + (þ 2 3)2 = 6
B. (ý + 8)2 + þ 2 = 25
C. (ý + 1)2 + (þ + 1)2 = 1
D. ý 2 + þ 2 = 13
Consider the statement below to answer numbers 9 and 10.
A circle has its center at (2, 5) and passes through the point (-3,-4).
9. Which equation used to solve its radius?

A. �㕟 = √(2 + 3)2 + (5 + 4)2
B. �㕟 = √(2 2 3)2 + (5 2 4)2
C. �㕟 = (2 2 3)2 + (5 2 4)2
D. �㕟 = (2 + 3)2 + (5 + 4)2
10. What is its standard equation?

A. (ý + 3)2 + (þ + 4)2 = 82
B. (ý 2 3)2 + (þ + 4)2 = 106
C. (ý 2 2)2 + (þ 2 5)2 = 106
D. (ý + 2)2 + (þ + 5)2 = 82
Consider the statement below to answer number 11 to 13.
A circle having (3, 0) and (-2,-4) as the end points of its diameter.
11. What is the center of the said circle?
1
A. (2 , 2 )
2
1
B. ( -2, )
2
1
C. ( , 22 )
2
1
D. ( - , 22 )
2

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12. What is the radius of the said circle?

41
A.
4
√41
B.
2
41
C. √
2
1
D. √
2
13. What is the standard equation of the said circle?

1
A. (ý + 2)2 + (þ + 4)2 =
2
√ 41
B. (ý 2 3)2 + (þ)2 =
2
1 2 41
C. (ý 2 ) + (þ + 2)2 =
2 4
1 2 41
D. (ý 2 ) + (þ 2 2)2 = √
2 2
14. A circle has its center at (1, -7) and tangent to the line 3x -4y + 4=0. What is
its standard equation?
A. (ý + 1)2 + (þ 2 7)2 = 5
B. (ý 2 1)2 + (þ + 7)2 = 7
C. (ý 2 1)2 + (þ + 7)2 = 49
D. (ý 2 1)2 2 (þ + 7)2 = √7
15. The general equation a circle is ý 2 + þ 2 + 8ý 2 4þ + 4 = 0. What is its equivalent

equation in standard form?
A. (ý + 4)2 + (þ 2 2)2 = 16
B. (ý + 4)2 + (þ 2 2)2 = 8
C. (ý + 4)2 + (þ 2 2)2 = 4
D. (ý + 4)2 + (þ 2 2)2 = 2

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Lesson
Overview of the Different
1 Conic Sections
In this lesson, a particular class of curves which is called the conic sections
will be introduced. This lesson will illustrate how each of these curves is obtained
from the intersection of a plane and cone.
What’s In
To begin with, let us have a short drill. For this activity, you will be
needing a paper, a compass, a pair of scissors, a protractor, a ruler and a tape or a
glue.
Step 1: Draw a circle on a paper using a compass. It’s up to you how big or
how small the circle will be.
Step 2: Using a pair of scissors, cut off the circle.
Step 3. Draw two radii of the circle whose angle between them measures 60
degrees.
Step 4. Cut the region bounded by the two radii (or the sector) of the circle.
Step 5: Bring the two edges together to close the gap made on the circle. You
can overlap it if you want to fit your desire broadness of the bottom.
Step 6: Glue or tape it.
What shape is formed after doing the activity? You just formed a cone.
Remember that a cone is a three-dimensional geometric shape that tapers smoothly
from a flat circular base to a point called the apex or vertex
What’s New
Activity: Stop at Intersections!

Intersection of figures in Mathematics have created several interesting
additional figures and made way for the discovery of terms in the subject. One of the
best examples of this is the intersection of a plane and a cone which resulted to
different sections.
Using a plane and a double-napped cone, draw all the possible intersections
you can think of between these two. Draw them inside the box provided. Use
additional sheets of paper if necessary. One is already done for you.

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Questions:
1. How many possible intersections were you able to draw?
2. What do you call of the sections formed by the intersection between a plane
and a double-napped?
What is It
The Conic Sections: An Overview

Conic sections, or conics, are curves obtained by the intersection of a plane
and a cone. Conics can be found in nature and have many applications in other
fields. Conic sections can be identified as circles, parabolas, ellipses, hyperbolas, and
degenerate cases.
Let us now look at each conic section and how they are formed.
i. Circle
A circle is formed a conic section which is formed when

the plane is horizontal as it intersects the cone. The bottom
part of Figure 1 shows a circle.
There are many real-life representations of a circle. A
regular round pizza, Ferris wheel, and the face of a coin are
among the numerous examples of a circle.
Figure 1

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ii. Ellipse
An ellipse is formed when the (tilted) plane intersects only one cone to form a
bounded curve.
In Figure 1, the top half part of the figure shows the usual ellipse that you will
see in this subject while the bottom part is a circle which is considered a special
ellipse.
iii. Parabola
A parabola is formed when the plane intersects only one cone
to form an unbounded curve. (See Figure 2).
The trajectory of a ball thrown upward forms a parabola.

Parabola has many applications in real life including in the field of
architecture and manufacturing.
iv. Hyperbola Figure 2
Hyperbola, also a conic section, is formed when the

plane (not necessarily vertical) intersects both cones to form
two unbounded curves (each called a branch of the hyperbola).
(See Figure 3)
An hour glass that contains two hyperbolas, one in each
side, is a real-life representation of a hyperbola.
v. Degenerate Cases Figure 3
A point, one line, and two lines are also formed when a plane and cone
intersect. They are referred to as degenerate cases. (See Figure 4)
Figure 4
This is how the conic sections are formed. In the next lessons of this module,
you will learn their definitions, equations and other terms related to each section
formed.

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Lesson
Circle
2
A circle may be considered as a special kind of ellipse. As we get to know more
about a circle, we will be able to distinguish these two conics.
What’s In
Circle is already introduced in Grade 10 Mathematics. In the accompanying

figure of a circle, draw the following:
1. a center O
2. a radius ̅̅̅̅
ÿý
3. a diameter ̅̅̅̅
þÿ
4. a ̅̅̅̅
chord Āā
5. a secant ⃡Ăă
6. a tangent ⃡þĄ
What’s New
Exploration
A seismological station is located at (0, −3), 3 km away from a straight shore
line where the x-axis runs through. The epicenter of an earthquake was determined
to be 6 km away from the station.
(a) Illustrate the location of the seismological station using the coordinate plane.
(b) Determine the radius of the curve that contains the possible location of the
epicenter.
(c) Find the standard equation of the curve that contains the possible location of the
epicenter.
(d) If furthermore, the epicenter was determined to be 2 km away from the shore,
find its possible coordinates (rounded o↵ to two decimal places).

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What is It
Definition of Circle
Circle is a set of all points in a plane which are equidistant from a given point C in
the plane.
T P Figure 1 is a circle where ÿĀ = ÿ�㕇, implies that the two

points P and T are equidistant to C. The fixed-point C is
called the center of the circle, and the distance of C to
C
the edge of the circle is called radius.
[U4]
Figure 1
Derivation of the Standard Equation of the Circle
Figure 2 Figure 3
See Figure 2, with the point C(3, 1) shown. From the figure, the distance of
A(−2, 1) from C is AC = 5. By the distance formula, the distance of B(6, 5) from C is
BC =√(6 2 3)2 + (5 2 1)2 = 5. There are other points P such that PC = 5. The
collection of all such points which are 5 units away from C, forms a circle.
Let P(x,y) be any point on the circle, C (h,k) the center and r the radius (figure
3). The length of a segment from the center C to a point P on the circle represents
the radius, r. A point P(x, y) is on the circle if and only if PC = r. For any such point
then, its coordinates should satisfy the following:
PC = r
√(x 2 h)2 + (y 2 k)2 = �㕟 (Applying the distance Formula)
2
(√(x 2 h)2+ (y 2 k)2 )
= (�㕟)2 (Squaring both sides)
2 2
(x 2 h) + (y 2 k) = �㕟 2 (Standard Equation of the Circle with
center C (h, k) and radius, r )

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Standard Equation of the Circle with center C (h,k) and

radius, r is (ý 2 �㔡)ā + (þ 2 �㔤)ā = �㖓ā
If the center of the circle is on the origin, then h=0 and k=0. The
standard equation is then ýā +þā = �㖓ā .
Exercise A
In each item, determine the standard equation of the circle satisfying the
given conditions.
1. center at the origin, radius of 4 2. center (−4, 3), radius √Ć

Ans: C (0,0) , r =4 Ans:
(ý 2 ℎ)2 + (þ 2 ℎ)2 = �㕟 2
(ý 2 ℎ)2 + (þ 2 ℎ)2 = �㕟 2
(ý 2 0)2 + (þ 2 0)2 = 42
2
ýā + þā = Āą (ý 2 (24))2 + (þ 2 3)2 = (√7)
3.circle A in Figure 4 ( ý + Ć ) ā + ( þ 2 Ă) ā = Ć
Ans: C(-2,-1, r = 4
(ý 2 ℎ)2 + (þ 2 ℎ)2 = �㕟 2
(ý 2 (22))2 + (þ 2 (21))2 = (4)2
(ý + ā)ā + (þ + Ā)ā = Āą
4. circle B in Figure 4
Ans: C(3,2), r = 3
(ý 2 ℎ)2 + (þ 2 ℎ)2 = �㕟 2
(ý 2 3)2 + (þ 2 2)2 = (3)2
(ý 2 Ă)ā + (þ 2 ā)ā = Ĉ Figure 4
5. center (-1,-2) and passes through P( 5, 2) Tips:

Ans: C (-1,-2), P (5,2)
A circle with center C (h, k) and
2 2 tangent to
r=CP=√(ý�㕐 2 ý�㕝 ) + (þ�㕐 2 þ�㕝 ) a. x- axis, the radius, r = /k/.
b. y- axis, the radius, r = /h/.
=√(21 2 5)2 + (22 2 2)2 c. line y = b, r = /b – k/.
d. line x = a, r = /a – h/.
= √(26)2 + (24)2
A circle with center (h, k)
r = √52 and tangent to a line,
Ax+By+C=0, the radius r, can be
�㕟 2 = 52
computed using the distance
(ý 2 (21))2 + (þ 2 (22)2 = 52 formula between a point and a
line:
(ý + Ā)ā + (þ + ā)ā = Ąā r=d=
/ýý+þ+ÿ/
√ý2 +þ2
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6. center (5,−6), tangent to y-axis

Ans: C (5,−6), x = 0 ( y- axis)
The center is 5 units away from the y-axis, so the radius r is 5.

r = /h/ = /5/ = 5
(ý 2 5)2 + (þ + 6)2 = 52
(ý 2 Ą)ā + (þ + ą)ā = āĄ
7. center (5,−6), tangent to the x-axis
Ans: C (5,−6), y = 0 ( x- axis)

The center is 6 units away from the x-axis, so the radius, r is 6.
r = /k/ = /-6/ = 6
(ý 2 5)2 + (þ + 6)2 = 62
(ý 2 Ą)ā + (þ + ą)ā = Ăą
8. center (5,−6), tangent to line y = -3

Ans: r = /b-k/ = /-3 – (-6)/ = /-3 +6/ =/3/ = 3
(ý 2 5)2 + (þ + 6)2 = 32
(ý 2 Ą)ā + (þ + ą)ā = Ĉ
9. center (5,−6), tangent to line x = -7
Ans: r = /c-h/ = /-7 – 5/ = /-12/ =12

(ý 2 5)2 + (þ + 6)2 = (12)2
(ý 2 Ą)ā + (þ + ą)ā = Āăă
10. It has a diameter with endpoints A(−1, 4) and B

(4, 2).
Ans:
The center C is the midpoint of A and B: C (Xm, Ym)
Using Formula for the coordinates of the Midpoint,
21+4 3 4+2 6
Xm = = Ym = = =3
2 2 2 2
3
Center C ( , 3)
2
Using the distance formula between two points,
r = AC = √(ýý 2 ý�㕐 )2 + (þý 2 þ�㕐 )2 Figure 5
3 2
= √(21 2 ) + (4 2 3)2
2
5
= √(2 )2 + (1)2 Note
2
25 The coordinates of the
=√ +1 midpoint (�㕋�㕚 , þ�㕚 ) between two
4
29 points (�㕋1, �㕋1 ) and (�㕋2, �㕋2 )can be
r =√ determined using the formula:
4
2 �㕋 + �㕋2 þ+ þ2
29 ý�㕚 = 1, , þ�㕚 =
�㕟 2 = (√ ) 2 2
4
29
�㕟 2 =
4
11

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Ă ā āĈ
(ý 2 . ) + (þ 2 Ă)ā =
ā ă
Expanding the standard equation of circle will give its general equation. The
general equation of a circle is expressed as Ax2 + Ay2 + Cx +Dy + E = 0.
Exercise B Transform the given general equation of a circle into its standard form.
1: Determine the standard equation of the given general equation of the circle.
16x2 + 16y2 + 96x − 40y – 315 = 0
Solution:
16ý 2 + 16ý 2 + 96ý 2 40þ 2 315 = 0
Since A b 1, divide both terms by A, A = 16

16 2 16 2 96 40 315 0
ý + þ + ý 2 þ 2 =
16 16 16 16 16 16
5 315
ý 2 + þ 2 + 6ý 2 þ 2 =0
2 16
Group the like terms on the left side of the equation and transpose constant term on
its right.
5 315
ý 2 + 6ý + þ 2 2 þ =
2 16
Complete square in x and y by adding square of the half of their coefficients of their
linear terms.
Note:
5 315 What must be
ý2 + 6ý + ( ) + þ2 2 þ +()= +()+() added on the left side of
2 16
the equation should also
2 2 2 2
Ā Ą Ā Ą 315 Ā Ā Ą be added on its right to
ý 2 + ąý + ( ą) + þ 2 2 þ + ( (2 )) = + ( ą) +( (2 )) maintain its equality.
2 ā 2 ā 16 2 2 ā
Factor the resulting perfect square trinomials on the left of the equation and simplify
the right side
Ą 2 315 35
(ý + Ă)2 + (þ 2 ) = +9+
ā 16 16
Ą 2 121 ĀĀ ā
(ý + 3)2 + (þ 2 ) = �㕜�㕟 ( ) (standard equation)
ā 4 ā
Ą ĀĀ
C (-3, ) r=
ā ā
2: The equation of the circle is expressed as ýā + þā 2 Ą ý + ăþ = ăą. Reduced

its equation into its standard form and sketch its graph.
Solution
ý 2 + þ 2 2 5 ý + 4þ = 46 (Since A=1, no need to divide both terms by A.)
ý 2 2 5 ý + þ 2 + 4þ = 46
ý 2 2 5 ý + ( ) + þ 2 + 4þ + ( ) = 46 + ( ) + ( )
12

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2 2 2 2
1 1 1 1
ý 2 2 Ą ý + ( (2Ą)) + þ 2 + ăþ + ( (ă)) = 46 + ( (2Ą)) + ( (ă))
2 2 2 2
25 2 2 25
ý2 2 Ą ý + ( ) þ + 4þ + ā2 = 46 + +4
2 4
Ą 2 225 15 2
(ý 2 ) + (ý + ā )2 = �㕜�㕟 ( )
ā 4 2
Ą ĀĄ
Center: (2 , ā) radius, r =
ā ā
3: Circle A is concentric with Circle B having an equation of ýā + þā 2 ć ý 2

Āÿþ + Āą = ÿ. Its area is 4 times the area of Circle B. Find the standard
equation of circle A.
Solution:
Note: Two circles are said to be concentric if they have the same center.
Center of Circle A = Center Circle of circle B
Area of circle= �㔋�㕟 2
Area of circle A= 4 times Area of Circle B
Transform the equation of Circle B into its standard form to determine its center
and its radius.
ý 2 + þ 2 2 8 ý 2 10þ + 16 = 0
ý 2 2 8 ý + þ 2 2 10þ = 216
ý 2 2 8 ý + ( ) + þ 2 2 10þ + ( ) = 216 + ( ) + ( )
28 2 210 2 28 2 210 2
ý2 2 8 ý + ( ) + þ 2 2 10þ + ( ) = 216 + ( ) +( )
2 2 2 2
ý 2 2 8 ý + (24)2 + þ 2 2 10þ + (25 )2 = 216 + (24)2 + (25)2
(ý 2 (24))2 + (ý 2 (25) )2 = -16 + 16+ 25
(ý + 4)2 + (ý + 5 )2 = 25
Circle B: C( 4, 5), �㕟 2 = 25, r = 5 , A= 25 �㔋
Circle A: C( 4,5), A = 4(25 �㔋)= 100 �㔋, r = 10
Standard Equation: (ý + 4)2 + (ý + 5 )2 = 100
1 2
Note: To apply completing the square in ý 2 + ÿý = Ā, add ( (�㖃)) to both sides of
2
the equation.
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What’s More
Activity 1: <Unpuzzle Me=

Read the clues below and fill the puzzle with the correct answer.
DOWN ACROSS
1. Formed when a cone is cut by a 5. A flat surface
plane in an angle. 6. A special ellipse that is
2. Describe as the tip of a pen equidistance to the center
3. Formed in at least 2 points 7. The conic section
4. Looked like two mirrored 8. the trajectory formed when a ball
parabolas is thrown upward
Activity 2: What can you get from me?

Determine the coordinates of the center and radius of the circle from the equations
given. [U5]
1. ý 2 + þ 2 = 4
2. ý 2 + þ 2 = 72
3. (ý 2 6)2 + (þ + 1)2 = 49
4. (ý 2 4)2 + (þ 2 4)2 = 27
5. (ý + 13)2 + (þ + 11)2 = 56
6. ý 2 + þ 2 = 122
7. (ý + 2)2 + (þ 2 1)2 = 1
8. ý 2 + þ 2 2 10 = 0
9. (ý 2 8)2 + þ 2 = 7
10. ý 2 + (þ + 3)2 = 64
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Activity 3: Find the standard equation of the circle which

satisfies the given conditions.
1. center at origin, radius = 2√2
2. center at (15, -20), radius = 9
3. center at (5,6), passing through P(9,4)
4. a diameter with end points ( -9,2) and (15,12)

5. center at (-2,3), tangent to x- axis
6. center at (-2,3), tangent to y- axis
7. center at (-2,3), tangent to line x = -10

8. center at (-2,3), tangent to y= 5
9. center at (-2,3), tagent to line 3x- 4y +6 =0
10. center at (1,-1) and twice the area of the circle, (ý 2 7)2 + (þ 2 7)2 = 7
11. concentric with(ý 2 7)2 + (þ 2 7)2 = 7, radius = 2

B. Reduce the given general equation of a circle to standard form.
12. 3ý 2 + 3þ 2 2 2ý + þ 2 6 = 0
13. 5ý 2 + 5þ 2 + 10ý + 2þ + 3 = 0
14. ý 2 + þ 2 2 2ý 2 8þ 2 8 = 0
15. A circle with radius r = 7 and concentric with ý 2 + þ 2 + 2ý 2 4þ 2 5 = 0
What I Have Learned
1. _____________ are curves obtained by the intersection of a plane and a cone.

2. A conic section that is formed when the plane (not necessarily vertical)
intersects both cones to form two unbounded curves is called a _____________.
3. _______________ is formed when the plane intersects only one cone to form an
unbounded curve.
4. A ______________ is a conic section which is formed when the plane is
horizontal as it intersects the cone.
5. _____________ is a when the (tilted) plane intersects only one cone to form a
bounded curve.
6. _____________ is a set of all points in a plane which are equidistant from a
given point C in the plane.
7. The standard equation of the circle whose center at (h, k) and radius of r is
__________________.
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What I Can Do
The association of Mathematics Teachers had organized a seminar for

secondary mathematics teachers in your region. The theme of the seminar is on conic
sections and their application to real life. Inclusive of the registration fee are meals
and snacks, program, training kits and a T-shirt. The association desires to come up
with a common computer-generated graphics design for the front cover of the
program, tarpaulin for the stage and the T-shirts. The details of the design feature
the equations and graphs of conic sections and their practical application to life
situations.
You are one of the famous designers/ graphic artist in your province.
Knowing your expertise in Mathematics, you were contracted by the association to
create a design for each of the three mentioned aspects of the seminar. The following
are the additional instructions given:
a. The design should contain any of the characteristics (graphs, equations,
properties) of any of the four conic sections- circle, parabola, ellipse and
hyperbola.
b. There should be at most five colors used in the design.
c. For the T-shirt, the design should include the title of the seminar, theme, date,
and venue. You are free to position the text with respect to the design that you
have created.
d. The front cover of the program and the tarpaulin should indicate the title of
the seminar, theme, date, and venue, and the name of the association.
e. The design should be relevant to the theme of the seminar.
The design will be evaluated by the officers of the association based on its
relevance to the theme, originality, creativity and overall visual quality/ impact.
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Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What conic section is being represented by the track and field oval?
A. Circle
B. Ellipse
C. Hyperbola
D. Parabola
16. The curves that are formed when a plane cuts a double-napped cone?
a. Conics
b. Line
c. Point
d. Sector
17. What is the standard equation of a circle whose center at the origin and
radius of √7.
a. ý2 + þ2 = 7
b. ý 2 + þ 2 = 49
c. (ý 2 7)2 + (þ 2 7)2 = 7
d. (ý + 7)2 2 (þ + 7)2 = 49
18. Which equation of the circle has its center at the origin?
a. ý 2 + (þ 2 3)2 = 6
b. (ý + 8)2 + þ 2 = 25
c. (ý + 1)2 + (þ + 1)2 = 1
d. ý 2 + þ 2 = 13
Consider the statement below to answer number 5 and 6.

A circle has its center at ( 2, 5) and passes through the point (-3,-4).
19. Which equation used to solve its radius?

A. �㕟 = √(2 + 3)2 + (5 + 4)2
B. �㕟 = √(2 2 3)2 + (5 2 4)2
C. �㕟 = (2 2 3)2 + (5 2 4)2
D. �㕟 = (2 + 3)2 + (5 + 4)2
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6. What is its standard equation?
A. (ý + 3)2 + (ý + 4)2 = 82
B. (ý 2 3)2 + (ý + 4)2 = 106
C. (ý 2 2)2 + (ý 2 5)2 = 106
D. (ý + 2)2 + (ý + 5)2 = 82
Consider the statement below to answer number 7 to 9.
A circle having (3, 0) and (-2,-4) as the end points of its diameter.
7. What is the center of the said circle?

1
A. (2 , 2 )
2
1
B. ( -2, )
2
1
C. ( , 22 )
2
1
D. ( - , 22 )
2
8. What is the radius of the said circle?

41
A.
4
√41
B.
2
41
C. √
2
1
D. √
2
9. What is the standard equation of the said circle?

1
A. (ý + 2)2 + (þ + 4)2 =
2
√41
B. (ý 2 3)2 + (þ)2 =
2
1 2 41
C. (ý 2 ) + (þ + 2)2 =
2 4
1 2 41
D. (ý 2 ) + (þ 2 2)2 = √
2 2
10. A circle has its center at (1,-7) and tangent to the line 3x -4y + 4=0. What is
its standard equation?
A. (ý + 1)2 + (þ 2 7)2 = 5
B. (ý 2 1)2 + (þ + 7)2 = 7
C. (ý 2 1)2 + (þ + 7)2 = 49
D. (ý 2 1)2 2 (þ + 7)2 = √7
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11. The general equation a circle is ý 2 + þ 2 + 8ý 2 4þ + 4 = 0. What is its equivalent

equation in standard form?
A. (ý + 4)2 + (þ 2 2)2 = 16
B. (ý + 4)2 + (þ 2 2)2 = 8
C. (ý + 4)2 + (þ 2 2)2 = 4
D. (ý + 4)2 + (þ 2 2)2 = 2
B. Name each conic section being illustrated in each graph.
12_________________ 13. ____________________
14._________________ 15. ____________________
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Additional Activities
Find the equation of a circle with the following conditions:
1. with center at (-1,-3) passing through the intersection point of the two lines:
4ý + þ 2 4 = 0 and ý 2 þ 2 6 = 0.
(Hint: Solve system of linear equations to find the intersection point between two lines)
2. passing through (-3, 6), (-5, 2), and (3,-6)

(Hint: Generate three (3) equations using distance formula between the center (h, k)
and a point on the circle then solve the system of linear equations.)
20

21
What I Know Lesson 2: What’s Activity 3
New
1. D
2. A a.
1. ý 2 + þ 2 = 8
3. D
2. (ý 2 15)2 + (þ + 20)2 =
4. D
81
5. B
3. (ý 2 5)2 + (þ + 6)2 = 20
6. A
4. (ý 2 3)2 + (þ 2 7)2 = 169
7. A
5. (ý + 2)2 + (þ 2 3)2 = 9
8. D
6. (ý + 2)2 + (þ 2 3)2 = 4
9. A
7. (ý + 2)2 + (þ 2 3)2 = 64
10.C
8. (ý + 2)2 + (þ 2 3)2 = 4
144
11.C
9. (ý + 2)2 + (þ 2 3)2 = 5
b. r = 6
12.B
10. (ý 2 1)2 + (þ + 1)2 = 14
B
13.C
11. (ý 2 7)2 + (þ 2 7)2 = 4
14.C
1 2 1 2 77
d.( 3.32, 2), (-3.32, 2)
c. ý 2 + (þ 2 3)2 = 36
15.A
3 6 36
12. (ý 2 ) + (þ + ) =
1 2 11
5 25
13. (ý + 1)2 + (þ + ) =
What’s More
14. (ý 2 1)2 + (þ 2 4)2 = 25
Lesson 1: What’s
Activity 1
15. (ý + 1)2 + (þ 2 2)2 = 49
New
1. Ellipse What I Have Learned
1. 4 sections 2. Point
2. Circle, ellipse, 3. Line 1. Conics/ conic
parabola, and 4. Hyperbola sections
hyperbola 5. Plane 2. Hyperbola
6. Circle 3. Parabola
7. Conics 4. Circle
8. Parabola 5. Ellipse
Lesson 2: What’s In
Activity 2 6. Circle
7.
1. Origin (0,0); r=4
(ý 2 ℎ)2 + (þ 2 �㕘)2 = �㕟 2
2. Origin (0,0);
r=6√2 What I Can Do
3. (6, -1); r=7
4. (4, 4); r=3√3 Answers may vary.
5. (-13,-11); r=2√14
6. Origin (0,0); r=12
7. (-2,1); r=1
8. Origin (0,0);
r=√10
9. (8, 0); r=√7
10. (0, -3); r =8
Answer Key
lOMoARcPSD|43046863
22
Assessment
A.
1. B
2. A
3. A
4. D
5. A
6. C
7. C
8. B
9. C
10.C
11.A
B
12.Circle
13.Ellipse
14.Parabola
15.Hyperbola
Additional
Activities
1. ÿ (21, 23)
(ý + 1)2 + (þ + 3)2 = 10
2. (ý 2 2)2 + (þ 2 1)2
25
=
4
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lOMoARcPSD|43046863
References
Albay, Eduard M. (2016) DIWA Senior High Series: Precalculus. DIWA Learning
System Inc. Makati , Philippines
Deauna, Lamayo . 1990. Integrated Mathematics 4. 1992: Rex Book Store.
Department of Education. Bureau of Learning Resources. Precalculus Learner’s

Material. Philippines: Lexicon Press Inc., 2016
DepEd. 2016. Pre-Calculus Teacher's Guide. Manila.
Department of Education. Bureau of Learning Resources. Precalculus Teacher’s
Guide. Philippines: Lexicon Press Inc., 2016
Gladys C. Nivera, Patterns and Practicalities (Makati City: Don Bosco Press, 2015),
165. [U6]
Mijares, Quirino. 1969. Analytic Geometry. Quezon City: Royal Publishing House.
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
For inquiries or feedback, please write or call:
Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083) 2281893
Email Address: region12@deped.gov.ph
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Pre Calculus GR 11 Module 1 Quarter 1

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Pre-Calculus Gr. 11 Module 1 - Quarter 1

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First Edition, 2020

Development Team of the Module

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal

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Welcome to the Grade 11 Pre-Calculus Self-Learning Module (SLM) on Overview on

Notes to the Teacher

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For the learner:

Welcome to the 11 Pre-Calculus Self-Learning Module (SLM) on Overview on Conic

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

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Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

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What I Need to Know

After going through this module, you are expected to:

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2. ____________ is a set of all points equidistant to a fixed point called center.

4. All are degenerated cases of conic section except ________.

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8. Which equation of the circle has its center at the origin?

Consider the statement below to answer numbers 9 and 10.

9. Which equation used to solve its radius?

B. �㕟 = √(2 2 3)2 + (5 2 4)2

10. What is its standard equation?

B. (ý 2 3)2 + (þ + 4)2 = 106

C. (ý 2 2)2 + (þ 2 5)2 = 106

Consider the statement below to answer number 11 to 13.

11. What is the center of the said circle?

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12. What is the radius of the said circle?

13. What is the standard equation of the said circle?

15. The general equation a circle is ý 2 + þ 2 + 8ý 2 4þ + 4 = 0. What is its equivalent

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Activity: Stop at Intersections!

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The Conic Sections: An Overview

A circle is formed a conic section which is formed when

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The trajectory of a ball thrown upward forms a parabola.

iv. Hyperbola Figure 2

Hyperbola, also a conic section, is formed when the

v. Degenerate Cases Figure 3

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Circle is already introduced in Grade 10 Mathematics. In the accompanying

12_ 13. ____

14._ 15. ____