Pre-Calculus

Quarter 1 – Module 5:
Equations of Conic Sections
Pre-Calculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 5: Equations of Conic Sections
First Edition, 2020

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 Pre-Calculus
Quarter 2 – Module 5:
Equations of Conic Sections
Introductory Message
For the facilitator:

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

Equations of Conic Sections!

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 in guided and independent
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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 learning. Furthermore, you are expected to encourage and assist the learners
as they do the tasks included in the module.

2
For the learner:

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

Equations of Conic Sections!

The hand is one of the most symbolized parts 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
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This module was designed to provide you with fun and meaningful opportunities for
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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 summary of what you learned

from the lesson.

What I Can Do This section provides an activity that will help

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

3
 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 the 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 a deep understanding of the relevant competencies. You can do it!

4
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you master the concept of Equations of Conic Sections. 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.

The module focuses on:

• Lesson 1 – Equations of Conic Sections

After going through this module, you are expected to:

1. recognize the equation and important characteristics of the different
types of conic sections (STEM_PC11AG-Ie-1); and
2. solve situational problems involving conic sections (STEM_PC11AG-Ie-
2).

5
 What I Know

I. Match the term in column A to the equation in column B.

A B

(𝑦−2)2 (𝑥+4)2
_____________1. Circle a. − =1
49 16

(𝑥−7)2 (𝑦+2)2
_____________2. Parabola b. + =1
64 25

_____________3. Ellipse c. (𝑥 + 9)2 + (𝑦 − 3)2 = 16

_____________4. Hyperbola d. (𝑦 + 7)2 = −16(𝑥 − 5)

II. Identify the kind of conic sections of each of the following equations.
(Circle, Parabola, Ellipse, or Hyperbola)

2
______________________1. −49𝑥2 + 16𝑦 − 392𝑥 − 64𝑦 − 1504 = 0

____________________2. 25𝑥2 + 64𝑦2 − 350𝑥 + 256𝑦 − 119 = 0

____________________3. 𝑦 2 + 16𝑥 + 14𝑦 − 31 = 0

____________________4. 𝑥 2 + 𝑦 2 + 18𝑥 − 6𝑦 + 74 = 0

6
 Lesson

1 Equations of Conic Sections

In this lesson, we will learn the different equations of conic sections.

We will identify the kind of conic sections based on the given equation and
use their properties to analyze the given equation.

What’s In

Now, let us review some basic algebra that you already learned in Grade
7. Are you ready? Let’s do it!

Notes to the Teacher

This module is intended for the learners to work
independently. It will provide learners with the opportunities
to develop the necessary skills to master the competencies.
The learners will use a separate sheet of paper for their
answers in every activity.

Simplify the given expression.

_______________ 1. 2𝑥 2 + 𝑦 2 − 5𝑥 2 + 2𝑦 2 ______________6.132𝑥 − (−8𝑥)

________________2. (𝑥 + 2) − (3𝑥 − 4) ______________7.(𝑥 − 𝑦)2
________________3. (𝑥 + 2𝑦)(2𝑥 − 𝑦) ______________8.2(𝑥 + 𝑦)2
________________4. 2𝑥(3𝑥 − 4) ______________9.−10(𝑥 2 − 𝑥)
100𝑥2
________________5. (5𝑥 2 − 7𝑥 ) + (𝑥 − 4) ______________10.
75𝑥

7
 What’s New

Consider the equation 𝑥 2 + 𝑦 2 + 18𝑥 − 6𝑦 + 74 = 0. Can you recognize the

kind of conic section by observing this equation? If yes, what kind of conic
section is this equation? Explain your answer.

What is It

Equation of Conic Sections

Equations of Conic Sections can be written in general form or standard

form.

The general form of a conic section is written in a form of

𝑨𝒙𝟐 + 𝑩𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where A, B, C, D, and E are real numbers.

Circle

The general equation of a circle is written in the form

𝑨𝒙𝟐 + 𝑩𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where A and B must be the same values and must not be equal to 0.
(𝐴 = 𝐵 ≠ 0). Most of the time, it is written in the form
𝒙𝟐 + 𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where C, D, and E are real numbers.

The standard form of a circle is written in the form

(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
where the center is at (h,k) and radius (r).

8
Parabola

The general equation of parabola may be written in two different forms.

1. It can be
𝑨𝒙𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where D must not be equal to zero (𝐷 ≠ 0). In this form, the parabola
maybe opens upward or downward.

Its standard form is written as

(𝒙 − 𝒉)𝟐 = 𝟒𝒑(𝒚 − 𝒌)
where the vertex is at (h,k) and p is the opening of the graph.

2. It can be
𝑩𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where D must not be equal to zero (𝐷 ≠ 0). In this form, the parabola
maybe opens to the right or left.

Its standard form is written as

(𝒚 − 𝒌)𝟐 = 𝟒𝒑(𝒙 − 𝒉)
where the vertex is at (h,k) and p is the opening of the graph.

Ellipse

The general equation of an ellipse is written in the form

𝑨𝒙𝟐 + 𝑩𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where A and B must be the same sign (both positive or both negative)
but unequal values and must not be equal to 0 (𝐴 ≠ 𝐵 ≠ 0).

The standard form is written in the form of

(𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
+ =𝟏
𝒂𝟐 𝒃𝟐
where the center is at (h,k).

Hyperbola

The general equation of an ellipse is written in the form

𝑨𝒙𝟐 + 𝑩𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 + 𝑬 = 𝟎
where A and B have different signs and must not be equal to zero
(𝐴 ≠ 𝐵 ≠ 0).

The standard form is written in two different forms.

9
 (𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
− =𝟏
𝒂𝟐 𝒃𝟐
or
𝟐
(𝒚 − 𝒌) (𝒙 − 𝒉)𝟐
− =𝟏
𝒃𝟐 𝒂𝟐

where the center is at (h,k).

We can also check by inspection of what kind of conic section is the

given equation using its general form.

If AB > 0, then it can be an ellipse or a circle.

If AB < 0, then it can be a hyperbola.
If AB = 0, then it can be a parabola.

Rewriting from General to Standard form

Examples:

Circle: 𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 + 9 = 0

Solution:

𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 + 9 = 0
2 2
(𝑥 + 4𝑥) + (𝑦 − 6𝑦) = −9
(𝑥 2 + 4𝑥 + ___) + (𝑦 2 − 6𝑦 + ___) = −9 + __ + __
(𝑥 2 + 4𝑥 + 4) + (𝑦 2 − 6𝑦 + 9) = −9 + 4 + 9
(𝑥 + 2)2 + (𝑦 − 3)2 = 4
Given
Arrange the expressions by grouping
the x terms and y terms together and
transpose the constant term to the right
side of the equation.
Determine the constant values that will
make the expressions (𝑥 2 + 4𝑥) and
(𝑦 2 − 6𝑦) perfect square trinomial. To
𝑏 2
do this, use the formula (2) .
(Note: 𝑎𝑥 2 + 𝑏𝑥 or 𝑎𝑦 2 + 𝑏𝑦)
Example: (𝑥 2 + 4𝑥 )
b=4
4 2
Constant = (2) = (2)2 = 4
Add to both sides of the equation by the
constant values.
Write the factored form of the
expression inside the parentheses.
This is the standard form.

10
Parabola: 𝑥 2 − 2𝑥 + 12𝑦 + 61 = 0

Solution:

𝑥 2 − 2𝑥 + 12𝑦 + 61 = 0 Given

Arrange the expressions by grouping

(𝑥 2 − 2𝑥 ) = −12𝑦 − 61
(𝑥 2 − 2𝑥 + ____) = −12𝑦 − 61 + ______
(𝑥 2 − 2𝑥 + 1) = −12𝑦 − 61 + 1
(𝑥 − 1)2 = −12𝑦 − 60
(𝑥 − 1)2 = −12 (𝑦 + 5)
the x terms together and for parabola
transpose the y and constant terms
to the right side of the equation.
Determine the constant value that
will make the expression (𝑥 2 − 2𝑥)
perfect square trinomial.
𝑏 2
To do this, use the formula ( ) .
2
(Note: 𝑎𝑥 2 + 𝑏𝑥 or 𝑎𝑦 2 + 𝑏𝑦)
(𝑥 2 − 2𝑥 )
b = -2
−2 2
Constant = ( 2 ) = (−1)2 = 1
Add the constant to both sides of the
equation.
Write the factored form of the
expression on both sides of the
equation.
𝑥 2 − 2𝑥 + 1 = (𝑥 − 1)2
−12𝑦 − 60 = −12(𝑦 + 5)
Standard form

Ellipse: 9𝑥 2 + 16𝑦 2 − 36𝑥 − 32𝑦 − 92 = 0

Solution:

9𝑥 2 + 16𝑦 2 − 36𝑥 − 32𝑦 − 92 = 0 Given

Arrange the expressions by
grouping the x terms and y terms
(9𝑥 2 − 36𝑥) + (16𝑦 2 − 32𝑦) = 92 together and transpose the
constant term to the right side of
the equation.
Factor out the GCF of each set of
terms.
9(𝑥 2 − 4𝑥) + 16(𝑦 2 − 2𝑦) = 92
(9𝑥 2 − 36𝑥 ) = 9(𝑥 2 − 4𝑥)
(16𝑦 2 − 32𝑦) = 16(𝑦 2 − 2𝑦)

11
 Determine the constant values that
will make the expressions inside
the parentheses to be a perfect
square trinomial. To do this, use
𝑏 2
the formula (2) .
9(𝑥 2 − 4𝑥 + __) + 16(𝑦 2 − 2𝑦 + __) = 92 + __ + __ (Note: 𝑎𝑥 2 + 𝑏𝑥 or 𝑎𝑦 2 + 𝑏𝑦)
Example:
(𝑥 2 − 4𝑥 )
b = -4
−4 2
Constant = ( 2 ) = (−2)2 = 4

Multiply the constant by the

number outside the parentheses
9(𝑥 2 − 4𝑥 + 4) + 16(𝑦 2 − 2𝑦 + 1) = 92 + 36 + 16
before adding to the right side of
the equation.
9(4) = 36
16(1) = 16
Write the factored form of the
9(𝑥 − 2)2 + 16(𝑦 − 1)2 = 144
expression inside the parentheses.
Divide each term by constant term
9(𝑥 − 2)2 16(𝑦 − 1)2 144
+ = (144) so that the right side of the
144 144 144 equation is 1.
(𝑥 − 2)2 (𝑦 − 1)2 Standard form
+ =1
16 9

Hyperbola: 9𝑥 2 − 4𝑦 2 + 18𝑥 + 16𝑦 + 29 = 0

Solution:

9𝑥 2 − 4𝑦 2 + 18𝑥 + 16𝑦 + 29 = 0 Given

(9𝑥 2 + 18𝑥 ) + (−4𝑦 2 + 16𝑦) = −29
9(𝑥 2 + 2𝑥 ) − 4(𝑦 2 − 4𝑦) = −29
9(𝑥 2 + 2𝑥 + __ ) − 4(𝑦 2 − 4𝑦 + __ ) = −29 + __ + __
Arrange the expressions by
grouping the x terms and y terms
together and transpose the
constant term to the right side of
the equation.
Factor out the GCF of each set of
terms.
(9𝑥 2 + 18𝑥 ) = 9(𝑥 2 + 2𝑥)
(−4𝑦 2 + 16𝑦) = −4(𝑦 2 − 4𝑦)
Determine the constant values
that will make the expressions
inside the parentheses to be a
perfect square trinomial. To do

12
 𝑏 2
this, use the formula (2) . (Note:
𝑎𝑥 2 + 𝑏𝑥 or 𝑎𝑦 2 + 𝑏𝑦)
Example:
(𝑦 2 − 4𝑦)
b = -4
−4 2
Constant = ( 2 ) = (−2)2 = 4

Multiply the constant by the

number outside the parentheses
9(𝑥 2 + 2𝑥 + 1) − 4(𝑦 2 − 4𝑦 + 4) = −29 + 9 + (−16)
before adding to the right side of
the equation.
9(1) = 9
-4(4) = -16
Write the factored form of the
9(𝑥 + 1)2 − 4(𝑦 − 2)2 = −36 expression inside the
parentheses.
9(𝑥 + 1)2 4(𝑦 − 2)2 −36 Divide all terms by -36 so that the
− =
−36 −36 −36 right side of the equation is 1.
2 2
(𝑥 + 1) (𝑦 − 2)
− + =1
4 9
Arrange the equation. The first
(𝑦 − 2)2 (𝑥 + 1)2
− =1 term is always positive.
9 4 This is the standard form.

Rewriting from Standard to General form

(𝑥−2)2 (𝑦−1)2
Example 1. + =1
16 9

Solution:

(𝑥 − 2)2 (𝑦 − 1)2
+ =1 Given
16 9
(𝑥 − 2)2 (𝑦 − 1)2 Get the LCM.
(144) ( + ) = (1)(144)
16 9 LCM = (16)(9) =144
144(𝑥 − 2)2 144(𝑦 − 1)2 Multiply the LCM (144) by each
+ = 144
16 9 term.
Simplify each term.
2 )2
9(𝑥 − 2) + 16(𝑦 − 1 = 144 144 144
= 9 𝑎𝑛𝑑 = 16
16 9
Square the binomial.
9(𝑥 2 − 4𝑥 + 4) + 16(𝑦 2 − 2𝑦 + 1) = 144 (𝑥 − 2)2 = 𝑥 2 − 4𝑥 + 4
(𝑦 − 1)2 = 𝑦 2 − 2𝑦 + 1

13

9𝑥 2 − 36𝑥 + 36 + 16𝑦 2 − 32𝑦 + 16 = 144
9𝑥 2 + 16𝑦 2 − 36𝑥 − 32𝑦 + 36 + 16 − 144 = 0
9𝑥 2 + 16𝑦 2 − 36𝑥 − 32𝑦 − 92 = 0
Apply Distributive Property.
9(𝑥 2 − 4𝑥 + 4) = 9𝑥 2 − 36𝑥 + 36
16(𝑦 2 − 2𝑦 + 1) = 16𝑦 2 − 32𝑦 + 16
Arrange the expression from
highest degree to lowest degree and
combine the constant terms.
General form

Example 2. (𝑦 − 3)2 = −8(𝑥 + 5)

Solution:

(𝑦 − 3)2 = −8(𝑥 + 5) Given

(𝑦 − 3)2 = −8𝑥 − 40
𝑦 2 − 6𝑦 + 9 = −8𝑥 − 40
𝑦 2 − 6𝑦 + 9 + 8𝑥 + 40 = 0
𝑦 2 − 6𝑦 + 8𝑥 + 49 = 0
Use the distributive property to the right
side of the equation.
Square the binomial to the left side.
(𝑦 − 3)2 = 𝑦 2 − 6𝑦 + 9
Transpose all terms on the right side of the
equation and equate to 0.
Combine like terms.

𝑦 2 + 8𝑥 − 6𝑦 + 49 = 0 Arrange in a form of 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0.
General form

What’s More

I. Write the standard form of the following equations.

2
1. −49𝑥2 + 16𝑦 − 392𝑥 − 64𝑦 − 1504 = 0
2
2. 25𝑥2 + 64𝑦 − 350𝑥 + 256𝑦 − 119 = 0
3. 𝑥 2 + 𝑦 2 − 6𝑥 + 4𝑦 + 13 = 0
4. 𝑦 2 + 16𝑥 + 14𝑦 − 31 = 0
5. 𝑥 2 + 𝑦 2 + 18𝑥 − 6𝑦 + 74 = 0

14
 II. Write the general form of the following equations.

(𝑦−2)2 (𝑥+4)2
1. − =1
9 4
(𝑥−4)2 (𝑦+5)2
2. + =1
16 9
3. (𝑥 − 7)2 + (𝑦 + 9)2 = 16
4. (𝑥 + 5)2 = 32(𝑦 − 4)

What I Have Learned

I learned that…
Conic
General Form Standard Form By inspection
Section
Circle 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 AB > 0
𝐴𝑥 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)
Parabola B𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 (𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ)
AB = 0
(𝑥 − ℎ)2 (𝑦 − 𝑘)2
Ellipse 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 + =1 AB > 0
𝑎2 𝑏2
2 2
(𝑥 − ℎ) (𝑦 − 𝑘)
− =1
Hyperbola 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 𝑎2 𝑏2 AB < 0
2 2
(𝑦 − 𝑘) (𝑥 − ℎ)
2
− =1
𝑏 𝑎2

What I Can Do

Solve the following problems.

1. The cables of a suspension bridge are in the shape of a parabola. The
towers supporting the cables are 600 feet apart and 80 feet high. If the
cables touch the road surface midway between the towers, what is the
equation of the cables?

2. A circular garden has a diameter of 10 ft. If the center position of a

garden from a small cottage is 2 feet to the east and 3 feet to the north.
What is the equation of a circular garden? (Assume that the position of
the cottage is at the point of origin)

15
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. What type of conic section is the equation 3𝑥 2 + 2𝑦 2 − 24𝑥 + 12𝑦 + 60 = 0?

a. Circle
b. Ellipse
c. Parabola
d. Hyperbola

2. Which of the following equation is a hyperbola?

a. 16𝑥 2 + 16𝑦 2 + 96𝑥 − 40𝑦 − 315 = 0
b. 5𝑥 2 + 30𝑥 + 24𝑦 − 51 = 0
c. 16𝑥 2 + 7𝑦 2 + 96𝑥 + 14𝑦 + 39 = 0
d. 4𝑥 2 − 5𝑦 2 + 32𝑥 + 30𝑦 − 1 = 0

3. Which of the following is the general form of (𝑦 − 3)2 = −4(𝑥 − 8)?

a. 𝑥 2 + 4𝑥 − 6𝑦 − 23 = 0
b. 𝑦 2 − 6𝑦 + 4𝑥 = 23
c. 𝑦 2 + 4𝑥 − 6𝑦 = 23
d. 𝑦 2 + 4𝑥 − 6𝑦 − 23 = 0

4. What is the standard form of 4𝑥 2 − 5𝑦 2 − 8𝑥 − 20𝑦 − 36 = 0?

(𝑥−1)2 (𝑦+2)2
a. − =1
5 4
(𝑥−2)2 (𝑦+1)2
b. − = 1)
5 4
(𝑦+1)2 (𝑥−2)2
c. − =1
5 4
(𝑦−1)2 (𝑥+2)2
d. − =1
5 4

5. Which of the following best illustrates an Ellipse?

a. Cutting a sausage at an angle to its main axis
b. Shadows on a wall of a lampshade
c. Satellite Dishes
d. Ferris wheel

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 Additional Activities

Find the standard and general forms of the conic sections satisfying
the given conditions.
1. with vertex at (3,2); focus at (7,2)

2. a vertex at (2,-2), endpoints of the minor axis at (4,3) and (0,3).

17
 18
What I Can Do What’s In
1. (𝑦 + 7)2 = −16(𝑥 − 5) 1. −3𝑥 2 + 3𝑦 2
2. (𝑥 − 2)2 + (𝑦 − 3)2 = 25 2. −2𝑥 + 6
3. 2𝑥 2 + 3𝑥𝑦 − 2𝑦 2
4. 6𝑥 2 − 8𝑥
Assessment 5. 5𝑥 2 − 6𝑥 − 4
6. 140𝑥
1. B 2. D 3. D 4. A 5. A 7. 𝑥 2 − 2𝑥𝑦 + 2𝑦 2
8. 2𝑥 2 + 4𝑥𝑦 + 2𝑦 2
9. −10𝑥 2 + 10𝑥
Additional Activities 4𝑥
10.
3
1. Standard: (𝑦 − 2)2 = 16(𝑥 − 3)
General: 𝑦 2 − 16𝑥 − 4𝑦 + 52 = 0
(𝑥−2)2 (𝑦−3)2
2. Standard: + =1
4 25
General: 25𝑥 2 + 4𝑦 2 − 100𝑥 − 24𝑦 + 36 = 0
What's More What I Know
I. I.
(𝑦−2)2 (𝑥+4)2
1. − =1
49 16 1. C
(𝑥−7)2 (𝑦+2)2
2. + =1 2. D
64 25
3. (𝑥 − 3)2 + (𝑦 + 2)2 = 0 3. B
4. (𝑦 + 7)2 = −16(𝑥 − 5) 4. A
5. (𝑥 + 9)2 + (𝑦 − 3)2 = 16 II.
II.
1. Hyperbola
1. 9𝑥 2 − 4𝑦 2 + 72𝑥 + 16𝑦 + 164 = 0
2. Ellipse
2. 9𝑥 2 + 16𝑦 2 − 72𝑥 + 160𝑦 + 400 = 0
3. Parabola
3. 𝑥 2 + 𝑦 2 − 14𝑥 + 18𝑦 + 114 = 0
4. Circle
4. 𝑥 2 + 10𝑥 − 32𝑦 + 153 = 0
Answer Key
References

Department of Education – Bureau of Learning Resources. General Mathematics:

Learner’s Material Pasig City: Department of Education, 2016
Orlando A. Oronce, General Mathematics Quezon City: Rex Book Store, Inc. (RBSI).,
2016
Ronnie O. Alejan, Guillermo B. Bonghanoy, and Elisa V. Veloria, General
Mathematics for Senior High School Malabon City: MUTYA Publishing House,
Inc., 2016.

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