Pre-Calculus

Quarter 1 – Module 1:
Introduction to Conic Sections
and Circles

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Introductory Message
For the facilitator:

Welcome to the Pre-Calculus – Grade 11 Alternative Delivery Mode (ADM) Module

on Introduction to Conic Sections and Circles!

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.

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For the learner:

Welcome to the Pre-Calculus – Grade 11 Alternative Delivery Mode (ADM) Module on

Introduction to Conic Sections and Circles!

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 will discuss in detail the conic sections, a particular class of
curves which frequently be noticed in nature and some architectural designs. You’ll
explore the four types of conics, namely; circle, parabola, ellipse, and hyperbola. One
of the first shapes you learned is a circle which is considered as a special kind of
ellipse. The content of this module provides clear directions and stimulates
discussion with logical flow of ideas within the learner’s level of comprehension. It
will also guide you through progress of ideas.

At the end of this module, you are expected to:

1. illustrate the different types of conic sections: circle, ellipse, parabola,
hyperbola, and degenerate cases (STEM_PC11AG-Ia-1);
2. define a circle (STEM_PC11AG-Ia-2); and
3. determine the standard form of equation of a circle
(STEM_PC11AG-Ia-3).
a. determine the center and radius of the circle, given the standard
form of equation of a circle and
b. determine the center and radius of a circle, given the general form of
equation of a circle.

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 What I Know

MULTIPLE CHOICE. Carefully read each statement and write the CAPITAL
LETTER of your choice on your answer sheet.

1. Which of the following statements define a conic section?

A. It is a plane algebraic curve of degree 2.
B. It is the intersection of a plane and a double-napped cone.
C. It can be generated by intersecting a plane with a cone.
D. All of these
2. Which type of conic section does the illustration represent below?
A. Circle

B. Ellipse

C. Hyperbola

D. Parabola

3. The collection of all points (x, y) that are equidistant from a fixed point (h, k) is
referred to a/an ____________.
A. Circle C. Hyperbola
B. Ellipse D. Parabola
4. If the plane intersects one of the pieces of the cone and its axis but is not
perpendicular to the axis, the intersection will be a/an ___________.
A. Circle C. Hyperbola
B. Ellipse D. Parabola
5. The intersecting plane must be parallel to one side of the cone and it should
intersect one piece of the double cone, this generates a/an ____________.
A. Circle C. Hyperbola
B. Ellipse D. Parabola
6. Which of the following illustration represents both halves of a double cone?

A. CIRCLE B. PARABOLA C. ELLIPSE D. HYPERBOLA

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7. The following illustrations are degenerate conics, except

A. B. C. D.
8. What is the standard form of equation of a circle with center at (ℎ, 𝑘)?
A. (𝑥 − 𝑘)2 + (𝑦 − ℎ)2 = 𝑟 2
B. (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
C. 𝑥 2 + 𝑦 2 + 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0
D. 𝑥 2 − 𝑦 2 + 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0
9. Which of the following illustrates the graph of a circle with center at (2, -3)
and radius 5 units?

A. C.

B. D.

10. What is the equation of the circle with center at (-6, -5) and radius, 3 units?
A. (𝑥 + 5)2 + (𝑦 + 6)2 = 9
B. (𝑥 − 5)2 + (𝑦 − 6)2 = 32
C. (𝑥 − 6)2 + (𝑦 − 5)2 = 32
D. (𝑥 + 6)2 + (𝑦 + 5)2 = 9

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Directions: Match Column A with the standard form of equation of a circle in
Column B. Write only the letter of the correct answer.

Column A Column B
11. Center at the origin with radius 2 A. (𝑥 − 2)2 + (𝑦 + 3)2 = 4
12. Center at (2, -5) with radius 5 B. (𝑥 + 2)2 + (𝑦 − 3)2 = 9
13. Center at (-2, 3), tangent to the x-axis C. 𝑥 2 + 𝑦 2 = 4
14. Center at the origin with radius 2√2 D. 𝑥 2 + 𝑦 2 = 8
15. Center at (2, -3), tangent to the y-axis E. (𝑥 − 2)2 + (𝑦 + 5)2 = 25

What’s In

How do you write the equation of a circle with center at the origin or at (h,k)?
What do you need to form the equation of a circle in standard form? Begin this
module by relating and connecting previously learned mathematical concepts to the
new lesson, introduction to conic sections, and circles. I’m certain that the knowledge
and skills you have learned about circles in your Grade 10 mathematics will help
you in understanding the module. As you go through this module, think of these
essential questions: “What type of conic section can be formed when two inverted
cones are cut in different ways?” “How is the equation of the circle written in standard
form?” “How does the equation of a circle take care of finding solutions to real-life
problems and making a careful decision?” To find out the answers, perform each
activity. Let us recall what you have learned from the lesson about the equation of a
circle when you were in Grade 10. Answer the following.

I. Which of the pictures below represent

1. a circle?
2. a parabola?
3. an ellipse
4. a hyperbola?

A. B. C. D.

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Question:
• Can you describe a picture representing:
a. a circle?
b. a parabola?
c. an ellipse?
d. a hyperbola?

II. Identify whether the following is a perfect square trinomial or not. If it is a perfect
square trinomial, factor it completely.
5. x2 – 22x + 121
6. x² + 18x + 81
7. x² - 100x + 250
8. 3x² + 30x + 75
9. 125x2 + 200x + 75
Questions:
a. How did you identify the perfect square trinomials?
b. How did you factor completely all expressions which are perfect square
trinomials?
c. Given a square of binomial, how will you expand it as perfect square
trinomial? Can you expand (𝑥 − 3)2 + (𝑦 + 5)2 = 16? Leave the equation in
descending order of exponent.

III. Determine the center and radius of the circle given the following equations.
10. (𝑥 − 3)2 + (𝑦 + 5)2 = 16
11. 𝑥 2 + 𝑦 2 = 25
12. 𝑥 2 + (𝑦 + 6)2 = 9
13. (𝑥 + 4)2 + 𝑦 2 = 8
14. 𝑥 2 + 𝑦 2 + 10𝑥 + 12𝑦 + 12 = 0
Questions:
a. What is the standard form of the equation of a circle?
b. How can you easily determine the center and radius of a circle?
c. If the equation of a circle is in general form, how will you express it in
standard form?

Were you able to describe a picture representing a circle, a parabola, an ellipse,

and a hyperbola? Was it easy for you to identify expressions which are perfect
square trinomials? Were you able to factor the expressions which are perfect
square trinomials? I’m sure you did! Another important skill you need in this
module is completing the square to find the center and radius of a circle. Find
out as you go through the lesson.

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 What’s New

This module is an introduction to conic sections and by going through the module,
you will be using styrofoam cone cups to ingest the concepts how conic sections are
formed. You will be investigating each type of conic section when cut in different ways;
horizontally, diagonally, parallel to the edges of the cone and perpendicular to the bases of
inverted cones. Explore how each type of conic section is being formed. You will need the
following materials:

• 5 pieces styrofoam cone cups

• cutter or plastic knife
• pentel pen or marker

Are you ready to explore the different types of conic sections by using styrofoam
cone cup, cutter, and pentel pen? Be careful when cutting the cone! Study how each conic
section is geometrically defined when a cutter intersects a cone and a double-napped
cone.

Procedures:
1. Take one styrofoam cone cup. Then cut the cone with a cutter flat across the
bottom, or in other words, parallel to the base. Mark the cut, what shape did you
get?
2. Take the second styrofoam cone cup and cut with a cutter through the cup at an
angle not cutting through the top or bottom. In other words, cut the cone cup
diagonally across the bottom. By marking the cut, what shape is this?
3. Now, take the third styrofoam cone cup and cut the cone parallel to the slant of the
outside edge. Mark the cut and see what shape the cup is now?
4. Lastly, take the two styrofoam paper cone cups tip and make inverted cones. Make
a vertical cut through both cups. You should take a marker and ink the outline of
the shape and then print the shape on a piece of paper. What shape you have made
now? See Figure 4.

Were you able to determine the four types of conic sections? I’m sure you did
very well in the first two activities using styrofoam cone cups. Did you get the
same answers as circle and parabola being the shapes when cut with a plastic
knife? You should also recognize the shape formed with the third cone cup,
an ellipse and the inverted cone cups formed a hyperbola.

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 Lesson
Introduction to Conic
1 Sections and Circles
.

What’s In

Conic Sections

In mathematics, a conic section (or simply conic) is the intersection of a

plane and a double-napped cone. However, in analytic geometry, a conic may be
defined as a plane algebraic curve of degree 2.

General Second-Degree Equation

𝐴𝑥 2 + 𝐵𝑥𝑦 + 𝐶𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0
where A, B, C, D, E, and F are
constants.
There are four types of conic sections: circle (special kind of ellipse when the
tilted plane turned horizontal), ellipse, hyperbola, and parabola. None of the
intersections will pass through the vertices of the cone.

Types of Conic Sections

CIRCLE
• When the right circular cone is cut
by a plane perpendicular to the x-
axis of the cone.

ELLIPSE
• when the plane intersects one of
the pieces of the cone and its axis
but is not perpendicular to the axis
or a plane intersects only one to for
bounded curve.

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 PARABOLA
• when the plane intersects only one
cone to form an unbounded curve
and the plane must be parallel to
one side of the cone.

HYPERBOLA
• when the plane (not necessarily
vertical) intersects both cones to
form two unbounded curves (each
called a branch of the hyperbola)

Wait, there’s more! There are few special cases of how a plane intersects the
vertex of the cone. These are known as degenerate conic.
The last three cases of the intersection of the plane and the double right circular
cone are obviously not curves that is why they are not conics but are referred to as
degenerate conic sections – point, line, and the two intersecting lines.

Degenerate Conic
A degenerate conic is generated when a plane intersects the vertex of the cone. See
Figure 5.

POINT
LINE INTERSECTING LINES

Figure 5

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Definition and Standard Form of Equation of a Circle

A circle may also be considered a special kind of ellipse (for the special case when
the tilted plane turned horizontal).

The definition of a circle as the collection of all points (𝑥, 𝑦) that are equidistant from a
fixed point (ℎ, 𝑘) leads to the standard equation of a circle.
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐 𝑺𝒕𝒂𝒏𝒅𝒂𝒓𝒅 𝑭𝒐𝒓𝒎 𝒐𝒇 𝒕𝒉𝒆 𝑬𝒒𝒖𝒂𝒕𝒊𝒐𝒏 𝒐𝒇 𝒂 𝒄𝒊𝒓𝒄𝒍𝒆

When the center and radius of the circle are given you can easily form the equation
of a circle in the standard form because it provides you with all you need to know
about the equation of the circle.

Example 1. A circle with center (5,6) is tangent to the y-axis. What is the radius,
equation of the circle in standard form, and is the circle also tangent to the x-axis?

Solution
Locate the center (5,6) in the Cartesian plane.

Because the circle is tangent to the 𝑦 − 𝑎𝑥𝑖𝑠, therefore, the 𝑦 − 𝑎𝑥𝑖𝑠 is

perpendicular to the radius.
The center of the circle is 5 units away from the y-axis. Thus, the radius is 5
units.
With center at (5,6) and radius is 5 units, write the standard equation of the
circle:
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
(𝒙 − 𝟓)𝟐 + (𝒚 − 𝟔)𝟐 = 𝟓𝟐 or (𝒙 − 𝟓)𝟐 + (𝒚 − 𝟔)𝟐 = 𝟐𝟓

We can also write the equation of a circle in general form:

𝑥 2 + 𝑦 2 + 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0

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 To write the standard form of equation of the circle (𝒙 − 𝟓)𝟐 + (𝒚 − 𝟔)𝟐 = 𝟐𝟓
to its general form of the circle, simplify the binomials.
(𝑥 − 5)2 + (𝑦 − 6)2 = 25 Standard Form
2 2
𝑥 − 10𝑥 + 25 + 𝑦 − 12𝑦 + 36 = 25 Expand the two squares of
binomials.
2 2
𝑥 + 𝑦 − 10𝑥 − 12𝑦 + 25 + 36 = 25 Arrange the terms in descending
order of exponents.
2 2
𝑥 + 𝑦 − 10𝑥 − 12𝑦 + +36 = 0 Combine similar terms and equate
to zero.
2 2
𝑥 + 𝑦 − 10𝑥 − 12𝑦 + +36 = 0 General Form

The circle with center at (5,6) and tangent to the y-axis is illustrated below.

Example 2. Determine the standard form of the equation of the circle whose
diameter has endpoints 𝐴 (−2,3) 𝑎𝑛𝑑 𝐵 (4, −1).

Solution
To establish the equation, you are required to know its center and radius.
Since the given are the endpoints of the diameter, it follows that the center will be at
the midpoint and the radius will be the distance from the center to either of the two
endpoints.

The midpoint can be calculated using the midpoint formula:

Find the midpoint between the endpoints 𝐴 (−2,3) 𝑎𝑛𝑑 𝐵 (4, −1).
𝑥1 + 𝑥2 𝑦1 + 𝑦2
𝑀= ( , )
2 2

−2 + 4 3 − 1
= ( , )
2 2

𝑀 = (1 , 1 ) , this is the center of the circle.

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Using the coordinates of the center of the circle; (1 ,1) and one of the endpoints, say
(-2 ,3), the radius can be calculated through distance formula:
𝑟 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 Distance Formula

= √(−2 − 1)2 + (3 − 1)2 Plug in.

𝑟 = √13 , this is the radius of the circle.

Thus, the equation of the circle in standard form can now be written as;
(𝒙 − 𝟏)𝟐 + (𝒚 − 𝟏)𝟐 = 𝟏𝟑
Example 3. Determine the center and radius of the circle with the equation
𝑥 2 + 𝑦 2 + 16𝑦 + 57 = 0
Solution
Transform the equation of the circle into its standard form.
𝑥 2 + 𝑦 2 + 16𝑦 + 57 = 0 Given
2 2
𝑥 + (𝑦 + 16𝑦) = −57 Group the y-terms and use the Addition
Property of Equality.
2 2
𝑥 + (𝑦 + 16𝑦 + 64) = −57 + 64 Complete the square and simplify the right
side of the equation.
2
𝑥 + (𝑦 + 8) = 72 Factor.
The standard form of the equation of the circle is 𝑥 2 + (𝑦 + 8)2 = 7. Thus, the center
is at (0,-8) and the radius is √7.

Example 4. Passenger’s jeepneys in Bataan with routes from Abucay town to

Balanga City were stopped operating amid the Covid-19 pandemic. Because of this,
jeepney drivers lost their jobs like most other workers. Mang Benjamin is one of the
most affected drivers who was struggling to figure out how to make ends meet. He
has eight (8) children and his wife is a dedicated and serviceable mother to their
children. Although the national government supports the family through the
Pantawid Pamilyang Pilipino Program (4 P’s), they find some other ways to strive the
pandemic. One day, the family was weeding in the backyard of their house to plant
vegetables. While Omega was digging up the soil, a piece of a broken plate was dug
up. It was put on top of a grid, as shown in Figure 6 with the arc of the plane passing
through 𝐴 (−7,0). 𝐵 (1,4) 𝑎𝑛𝑑 𝐶 (7,2). Find its center and the standard equation of the
circle describing the boundary of the plate.

Figure 6

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Solution
The center is the intersection of the perpendicular bisectors of AB and BC.
See Figure 7.

Figure 7

Recall that, in a circle, the perpendicular bisector of any chord passes through the
center.
Find the midpoint M of AB, its slope, and equation of the line perpendicular to
segment AB.

−7+1 0+4
Midpoint: 𝑀= ( , ) = (−3,2)
2 2
4−0 1
Slope: 𝑚𝐴𝐵 = =
1+7 2
Slope perpendicular to AB: -2
Using (-3,2), find the equation of the perpendicular bisector AB.
Equation: 𝑦 − 2 = −2(𝑥 + 3) or 𝑦 = −2𝑥 − 4

Find the midpoint N of BC, its slope and equation of the line perpendicular to
segment BC.
1+7 4+2
Midpoint: ( , ) = (4,3)
2 2

2−4 1
Slope: 𝑚𝐵𝐶 = 7−1 = − 3 Slope perpendicular to
BC: 3

Using (4, 3), find the equation of the perpendicular bisector BC.

Equation: 𝑦 − 3 = 3(𝑥 – 4) 𝑦 = 3𝑥 − 9
Using the two equations 𝑦 = −2𝑥 – 4 and 𝑦 = 3𝑥 − 9, solve the system of linear
equations using substitution method.

𝑦 = − 2𝑥 − 4
3𝑥 − 9 = −2𝑥 − 4 Plug in y =3x-9.
5𝑥 = 5 Apply the Addition Property of Equality
𝑥=1 Solve for x.

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Use equation 𝑦 = 3𝑥 – 9 to solve for y when x=1.
𝑦 = 3(1)– 9 = −6. Plug in x=1.
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (1, -6) Center: (1, -6)
The intersection of 𝑦 = − 2𝑥 − 4 and 𝑦 = 3𝑥 – 9 which is (1, -6) is the center of the
plate dug by Omega.
Calculate the radius by distance formula using the points: C (1, -6) and A (-7,0).
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 = √(−7 − 1)2 + 0 + 6)2 = 10
You then get r = 10.
Thus, the standard equation of a circle is (𝑥 − 1) 2 + (𝒚 + 𝟔) 𝟐 = 𝟏𝟎𝟎.

What’s More

Independent Activity 1
What Is My Name?
Name the conic section being described in a double-napped cone by supplying the
missing term. Write your answers on a separate sheet of paper.
1. When the plane intersects horizontally in only one cone, I can form a/an
_________________.
2. I am a/an ______________ when the plane intersects me both cones to form
two unbounded curves.
3. I am a/an _____________ when the plane intersects me only one cone to form
a bounded curve.
4. I can form a/an ____________ when the plane intersects me only one cone to
form an unbounded curve.
5. When the plane does pass through the vertex, my resulting figure is a
____________ conic.

Independent Assessment 1
How Well Do You Know Me? In exercises 6-11, identify each figure as conic
section or degenerate conic and name also each type.

7.
6.

15
 9.
8.

10 11.
.

Independent Activity 2
Where Am I?
Determine the center and radius given the equation of a circle in standard form.
1. 𝑥 2 + (𝑦 + 6)2 = 16
2. (𝑥 − 4)2 + 𝑦 2 = 22
3. (𝑥 − 3)2 + (𝑦 − 3)2 = 7
4. (𝑥 + 2)2 + (𝑦 − 7)2 = 10
5. (𝑥 + 2)2 + (𝑦 − 5)2 = 100
6. (𝑥 − 2)2 + (𝑦 + 5)2 = 36
7. (𝑥 + 1)2 + (𝑦 + 1)2 = √26
8. (𝑥 − 3)2 + (𝑦 − 6)2 = 2√5
9. (𝑥 + 7)2 + 𝑦 2 = 25
10 (𝑥 − 2/3)2 + 𝑦 2 = ¼

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What Defines Me?
In exercises 11-16, determine the center and radius given the graph of a circle,
then write the standard form of the equation of the circle.

11. 12.

14.
13.

15-16.

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Independent Assessment 2
Do You Know My Standard?
Find the equation of the circle in standard form determined by the given condition.
1. The center is at (2, -5) and tangent to the line y = 2.
2. The diameter of a circle has endpoints (-9, 2) and (15, 12.)
3. The center of a circle is in the second quadrant and tangent to both
the x-axis and y-axis, radius is 9.
4. The circle passes through the origin and contains the points (0,5) and
(3, 3).
5. The center is at (5,6), through (9,4).

Am I a Circle or Why Not?

Determine which of the following equations describe a circle and which do not.
Justify your answer.
6. 𝑥 2 + 𝑦 2 − 4𝑥 − 2𝑦 − 4 = 0
7. 2𝑥 2 + 2𝑦 2 − 17𝑥 = 0
8. 𝑥 2 + 𝑦 2 + 2𝑥 − 8𝑦 + 26 = 0
9. 𝑥 2 + 𝑦 2 − 4𝑥 + 10𝑦 + 9 = 0
10. 𝑥 2 + 𝑦 2 + 6𝑥 − 8𝑦 + 25 = 0

Independent Activity 3
How Far My Cow from the Post?
Mang Jaime is a traditional farmer who spends his whole day in the farm.
Farming is not so much a single job for him but a combination of vocations because
of his collective efforts with passion. To keep his farm up and running, he’s like a
botanist with his crops and a veterinarian with his livestock. His family stays with
him in the farm every Saturday helping him in farming. Jonas, a grandson of Mang
Jaime loves to manage feeding their animals in the farm and he makes sure that the
cow is tethered with a rope in a bamboo post before they go home. If the maximum
area that the cow can graze is 38.5 square meters, what is the maximum distance
that the cow can step the maximum point? Assume that the bamboo post is the
origin of the coordinate plane, what equation of a circle in the standard form
represents about the cow and its rope?

Independent Assessment 3

Fly Away, Sky Ranch Pigeon!

Did you know that Sky Ranch in Pampanga is the biggest and the tallest Ferris wheel
in the Philippines? It has a height of 65 meters and 50 in diameter. It has 32 air-
conditioned gondolas and each gondola can accommodate 4 persons. These features
of the Ferris wheel made the four cousins; Jules, Cheska, Red, and Iyah curious
that’s why they visit the amusement park one Sunday afternoon from Bataan.

18
 1. Find the center of the Ferris wheel
and represent the Ferris wheel as an
equation of the circle in standard
form.

2. When the Ferris wheel stopped for

a few seconds with the four cousins
riding in the same gondola, how far
away from the center, horizontally,
are they, when it is an altitude of 60
meters?

3. If the gondola is 20 meters from

the center, horizontally, what is the
Sky Ranch, SM City, Photo by, Lucky
altitude of the gondola? Source: http://www.paultheprguy.ph

How did you find the activity and assessment doing independently? Were you
able to identify very well the conic sections? Did the mathematics concepts and
principles that you have learned from grade 10 mathematics help you write
the equation of a circle in standard form? Now that you know the important
ideas about this topic, let us summarize what you have learned.

What I Have Learned

In this module, I learned that:

1. There are four types of conic sections namely: _______________,
_______________, ___________________, and ____________________.
2. The circle is a special kind of _______________ when the tilted plane turned
___________________.
3. The definition of a __________ as the collection of all points (x, y) that are
______________ from a fixed point (h, k) leads to the standard equation of a
circle __________________________.
4. The general form of the equation of a circle is __________________ and it can be
transformed to its standard form by ________________________.
5. The center and radius of a circle can be easily identified if the given equation
of a circle is ________________________.
6. To find the center of the circle given three points on the circle;
Step 1: _____________________________________________________
Step 2: _____________________________________________________
Step 3: _____________________________________________________
Step 4: _____________________________________________________

19
 What I Can Do

Your goal in this section is to apply the key concepts you have learned about
standard equation of a circle to real-life situations.

Formulate a story-problem solving involving mathematical ideas on forming the

equation of a circle in standard form. Show your solution to the problem you created.

Drawing
like this.

20
 Additional Activities

Answer the following.

Are you ready for this challenge?

1. Show that the point (1, 2√2) lies on a circle whose center is the origin and
contains the point (0, 3).
2. Find the value of m given an equation x2 + y2 + 16x - 8y = m, where m is a
positive integer and radius is 10 units.
3. Write the standard form of equation of the circle concentric with
𝑥 2 + 𝑦 2 − 10𝑥 − 6𝑦 = −2 same radius as 𝑥 2 + 𝑦 2 − 14𝑥 + 6𝑦 = −33.
4. Find the equation of the circle in general form with center at (3,4),
tangent to the line 𝑦 = −𝑥.

Assessment

MULTIPLE CHOICE. Choose the most appropriate answer out of the given
alternative. Write only the CAPITAL LETTER on the space before each number.
1. A circle has the equation (x+3)2 + (y-1)2 = 4. Which of the following statements is
false?
A. The x-coordinate of the center is -3.
B. The radius of the circle is 2.
C. The y-coordinate of the center is -1.
D. The point (-3,1) lies on the circle.
2. Which of the following equations represents a circle with radius 5 and center
at the origin?
A. 𝑥 2 + 𝑦 2 = 25
B. 𝑦 2 = 5𝑥 2
C. (𝑥 − 5)2 + (𝑦 − 5)2 = 0
D. 𝑥 2 + 𝑦 2 = 25
3. What is the equation of a circle with center (2, 1) and radius 6?
A. (𝑥 − 2)2 + (𝑦 − 1)2 = 6
B. (𝑥 + 2)2 + (𝑦 + 1)2 = 6
C. (𝑥 − 2)2 + (𝑦 − 1)2 = 36
D. (𝑥 + 2)2 + (𝑦 + 1)2 = 36

21
4. Which type of conic section does the illustration represent?
A. Circle
B. Ellipse
C. Hyperbola
D. Parabola
5. What conic section does the plane cut the double-napped cone?
A. Circle
B. Ellipse
C. Hyperbola
D. Parabola
6. What is the standard equation of a circle concentric with
𝑥 2 + 𝑦 2 + 10𝑥 − 8𝑦 = 8?
A. (𝑥 + 5)2 + (𝑦 − 4)2 =49
B. (𝑥 + 5)2 + (𝑦 − 4)2 =7
C. (𝑥 − 5)2 + (𝑦 + 4)2 =49
D. (𝑥 − 5)2 + (𝑦 + 4)2 = 7
7. Which of the following is the standard equation of a circle with center at (-4,3),
tangent to the line 𝑦 = −4𝑥 − 30?
A. (𝑥 + 4)2 + (𝑦 − 3)2 = 172
B. (𝑥 + 4)2 + (𝑦 − 3)2 = √17
C. (𝑥 − 4)2 + (𝑦 + 3)2 =17
D. (𝑥 + 4)2 + (𝑦 − 3)2 = 17
8. Which of the following is the graph of the circle defined by an equation
𝑥 2 + 𝑦 2 − 6𝑥 − 4𝑦 + 9 = 0?

C
A.
.

B. D.

22
9. Which graph of the circle below would best represent the equation of a circle
(x + 4)2 + (y - 3)2 = 4?

A. Circle A B. Circle B C. Circle C D. Circle D

10. Which graph of the circle below would best represent the equation of a circle
x2 + (y - 4)2 = 1?

A. C.

B. D.

23
Write the standard form of equation of a circle determined by the given condition.
11. center at (20, -15) with radius 5√2
12. center at (-20, 15), tangent to the x-axis
13. center at (-3, 7) and goes through the origin
14-15. Solve the problem.
A single-lane street 10 ft wide goes through a semicircular tunnel with radius 9 ft.
How high is the tunnel at the edge of each lane? Round off to 2 decimal places.

24
References
DepEd (2016). Precalculus. Teacher’s Guide . First Edition.

DepEd (2016). Learner’s Guide. First Edition.

DepEd (2020). K to 12 Most Essential Learning Competencies with Corresponding

CG Codes. Precalculus.

Garces, Ian June, Richard Eden, and Debbie Marie Verzosa. Pre-Calculus. 1st ed.
Reprint, Quezon City: Vibal Group,Inc, 2016.

Ron Larson, Brice H. Edwards, and Bruce H. Edwards, Precalculus with Limits, A
Graphing Approach.4th ed. U.S.A.: Houghhton Mifflin Company, 2005.

Fernando B. Orines. Next Century Mathematics, Pre-Calculus. 1st ed. Quezon City:
Phoenix Publishing House, 2016.

25
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Phase III, Talisay, Balanga City, Bataan, Philippines, 2100

Telefax: (047) 633-6686

Email Address: balanga.city@deped.gov.ph