Enrichment Activities

Study the Series and Sequence

Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF BULACAN
STA. PEREGRINA HIGH SCHOOL
BALATONG B, PULILAN, BULACAN

Pre-Calculus

More Problems on Conic Sections

ACTIVITY SHEET
References:

Pre-Calculus Textbook
Department of Education
I. OBJECTIVES Post test
A. Content Standards
_________________1) 5x2 +7y2 - 40x-28y = -73
Demonstrate an understanding of key concepts of conic
sections and systems of nonlinear equations. _________________ 2) 5y2 +2x - 30y = -49

B. Performance Standards: _________________ 3) 3x2 -3y2 + 12x-12y = 5

The learner shall be able to model situations appropriately
and solve problems accurately using conic sections and _________________ 4) 3x2 +3y2 + 12x + 12y = 4
systems of nonlinear equations
_________________ 5) 2x2 + 24x - 5y =57
C. MELCs:
_________________ 6) x2 +3y2 - 4x + 24y =52
 Recognize the equation and important characteristics of
the different types of conic sections _________________ 7) 9x2 - 4y2 + 18x - 16y = 7
 Solves situational problems involving conic sections
D. Specific Objectives: _________________ 8) 3x2 +5y2 - 6x - 20y =25
(1) Recognize the equation and important characteristics of
_________________ 9) 25x2 + 16y2 + 150x - 32y = 159
the different types of conic sections; and
(2) Solve situational problems involving conic sections. _________________ 10) y2 +12x+6y = 39

II. CONTENT _________________ 11) x2 +4y2 - 10x - 24y + 45 = 0,

_________________ 12) 4x2 - 9y2 - 16x - 54y = 29

_________________ 13) y - 1=x2

_________________ 14) x2 + y2 = 16
Lesson 5 and 6:
_________________ 15) y = x2
More Problems on Conic
Sections
E. REFLECTION: III. PROCEDURES:
After recalling the techniques used in solving A. Preliminary Activities
systems of linear equations in Grade 8, we extend 1. Pre-Test
these methods to solving a system of equations to
MULTIPLE CHOICES The graphs of the following equations
systems in which the equations are not necessarily
are non-degenerate conic sections. Write the letter that
linear. In this lesson, the equations are restricted to corresponds to the conic sections.
linear and quadratic types, although it is possible to
adapt the methodology so systems with other types A. Circle C. Parabola
B. Ellipse D. Hyperbola
of equations. We focus on quadratic equations for
two reasons: to include a graphical representation of ______ 1. y 2−5 x +12 y =−16
the solution and to ensure that either a solution is
obtained or it is determined that there is no ______ 2. 2 x 2+ 2 y 2−14 x+18 y =7
solution. The latter is possible because of the
quadratic formula. ______ 3. ¿ ¿

______ 4. 2 x 2+ 2 y 2 +24 x +20 y +90=0

V. ASSESSMENT (Post Test)
MULTIPLE CHOICES The graphs of the following ______ 5. 9 x 2+ 16 y 2−126 x+64 y=71
equations are non-degenerate conic sections. Write the
letter that corresponds to the conic sections. ______ 6. 16 x 2+16 y2 + 96 x −40 y=315

______ 7. x 2+ 4 y 2=16y
A. Circle C. Parabola
B. Ellipse D. Hyperbola
(pretest) (RUBRICS)

Minimal Basic Proficient Advanced

______ 8. 5 x 2+30 x +24 y=51 1 pt. 2 pts 3 pt 4 pts
Data Minimal Basic Proficient Advanced
______ 9. x 2+ y 2+10 x−2 y=55
Data in the Data in the Data in the Data in the
table is not table is table is table is well
______ 10. x 2+ y 2−5 x+ 4 y=46 accurate accurate and organized, organized,
and/or easy to read. accurate, and accurate, and
cannot be easy to read. easy to read.
______ 11. y 2−12 x+ 8 y=−40 read.
Labeling Minimal Basic Proficient Advanced
2 2
______ 12. x −14 x + y +2 y =−14
The graph is One side of Two sides of All pars of the
not labeled. the graph is the graph are graph are
______ 13. 5 x 2+30 x +24 y=51 labeled. labeled. labeled neatly,
clearly, and in
an organized
______ 14. 41 x 2+ 16 y 2+246 x−192 y +289=0 way.
Data Analysis Minimal Basic Proficient Advanced
2 2
______ 15. 4 x −5 y +32 x+ 30 y=1 There is no There is an There is clear There is a
explanation incomplete explanation clear, effective
of the data explanation using explanation
or the using some appropriate detailing the
explanation accurate math data analysis,
cannot be mathematica terminology. using precise
understood. l math
terminology. terminology.
Neatness Minimal Basic Proficient Advanced

Appears Lines and Neat and Exceptionally

messy and bars are relatively well designed,
"thrown" neatly attractive. A neat, and
together in a drawn, but ruler was used attractive.
hurry. the graph to make the Colors that go
appears quite graph more well together
plain. readable. are used to
make the
graph more
readable. A
ruler was used
C. INDEPENDENT ACTIVITIES:
3. ACTIVITY C
Solve the system, and graph the curves in one Cartesian
plane showing the point(s) of intersection.
1.)
 x2 +2y - 12 = 0
 x2 + y2 = 36
2.)
 (x - 1)2 +(y - 3)2 = 10
 x2 +(y - 1)2 =5
4. ACTIVITY D
Solve the given problem:
1. The screen size of television sets is given in inches. This
indicates the length of the diagonal. Screens of the same size
can come in different shapes. Wide-screen TV’s usually have
screens with aspect ratio 16 : 9, indicating the ratio of the
width to the height. Older TV models often have aspect ratio
4 : 3. A 40-inch LED TV has screen aspect ratio 16 : 9. Find
the length and the width of the screen.
2 From a circular piece of metal sheet with diameter 20 cm, a
rectangular piece with perimeter 28 cm is to be cut as shown.
Find the dimensions of the rectangular piece.
2. Reviewing Previous Lesson:
HYPERBOLA
We collect here the features of the graph of a hyperbola with standard
equation
x2 y 2
- =1
a 2 b2
2 2
Let c = √ a +b 2
(1) Center: origin (0 ,0)
(2) Foci: F1(-c,0) and F2(c,0)
• Each focus is c units away from the center.
• For any point on the hyperbola, the absolute value of the difference
of its distances from the foci is 2a.
(3) Vertices: V1(-a,0) and V2(a,0)
• The vertices are points on the hyperbola, collinear with the center
and foci.
• If y = 0, then x =±a. Each vertex is a units away from the center.
• The segment V1V2 is called the transverse axis. Its length is 2a.
b b
(4) Asymptotes: y = x and y = - x , the lines`1 and `2
a a
• The asymptotes of the hyperbola are two lines passing through the
center which serve as a guide in graphing the hyperbola: each branch
of the hyperbola gets closer and closer to the asymptotes, in the
direction towards which the branch extends. (We need the concept of
limits from calculus to explain this.)
• An aid in determining the equations of the asymptotes: in the
standard equation, replace 1 by 0, and in the resulting equation
x2 y 2
- = 0 solve for y.
a 2 b2
• To help us sketch the asymptotes, we point out that the asymptotes
`1 and `2 are the extended diagonals of the auxiliary rectangle. This
rectangle has sides 2a and 2b with its diagonals intersecting at the
center C. Two sides are congruent and parallel to the transverse axis
V1V2. The other two sides are congruent and parallel to the
conjugate axis, the segment shown which is perpendicular to the
transverse axis at the center, and has length 2b.
B. Presenting the new lesson 2. ACTIVITY B : (Written Work / Task)
ACTIVITY Instructions: Use either substitution or elimination method to
Conic Sections Activity solve the system, and sketch the graphs in one Cartesian plane
Instructions: showing the point of intersection.
1. Distribute 4 cone-shaped paper cups or construct 4 cones from
poster board. Also distribute a large sheet of newsprint and fold it
into four sections. x – 3y = 5
2. Cut the first cone flat across the bottom so that the bottom 1.) 2x +5y = -1
remains in a circle. Dip this cone in tempera paint and "stamp" the
sheet of newsprint in the first section. Note that the shape produced
is a circle, and label it accordingly. Answer:______________ :(Point of Intersection)
3. Cut the second cone diagonally across the bottom. Again dip in
tempera paint and stamp in the second section of the newsprint. 5x +3y =4
Note that this time the shape produced is oval. Discuss the shape
with the students by asking how it is like and how it is different from 2.) 3x +5y =9
the circle produced in Step 2. If they are not familiar with the word Answer:______________ :(Point of Intersection)
"ellipse", introduce the term at this time. Then ask the students to
draw and label a circle, then draw and label an ellipse. x–y+2=0
To further develop vocabulary and concepts about the ellipse, have
students identify its center and label it. Also describe the foci, a pair 3.) y – 1 = x2
of points symmetrically placed about the center on the long axis of Answer:______________ :(Point of Intersection)
the ellipse. The playground ellipse activity will show students how
the foci can be used to draw the ellipse.
4. Ask the students what they already know about these two shapes
x2 + y2 = 16
(both are closed figures, no corners, etc.).Demonstrate on a 4.) x - y = 4
computer drawing program the tool that lets students draw ellipses. Answer:______________ :(Point of Intersection)
Conic Sections – Parabola The rest of this activity introduces the
remaining two conic sections, and can serve as an extension for
more advanced students. These next two shapes may be new to x = y2
students and will be open figures. 5.) y = x2
5. Take the third cone and cut it parallel to the slant of the outside Answer:______________ :(Point of Intersection)
edge. The shape created will resemble a "U". This shape is open at
one end and is called a parabola. Dip the cut edge, paint, and print
and label its image in the third section of the newsprint. (x – 3)2 + (y – 5)2 = 10
6. Take the fourth cone and this time cut a section perpendicular to 6.) x2 + (y +1)2 = 25
the base. The shape created will resemble a rounded "V". This Answer:______________ :(Point of Intersection)
shape is open at one end and is called a hyperbola. Again, dip the
cut edge in paint, print and label its image in the final section of the
newsprint.
C. INDEPENDENT ACTIVITIES (Formative)
1. ACTIVITY A: (Written Works / task)
The graphs of the following equations are non-degenerate
conic sections. Identify the conic section.
_________________1) 5x +7y
2 2 -
40x-28y = -73
_________________ 2) 5y2 +2x - 30y = -49
_________________ 3) 3x2 -3y2 + 12x-12y = 5
_________________ 4) 3x2 +3y2 + 12x + 12y = 4
_________________ 5) 2x2 + 24x - 5y =57
_________________ 6) x2 +3y2 - 4x + 24y =52
_________________ 7) 9x2 - 4y2 + 18x - 16y = 7
_________________ 8) 3x2 +5y2 - 6x - 20y =25
_________________ 9) 25x2 + 16y2 + 150x - 32y = 159
_________________ 10) y2 +12x+6y = 39
_________________ 11) x2 +4y2 - 10x - 24y + 45 = 0,
_________________ 12) 4x2 - 9y2 - 16x - 54y = 29
_________________ 13) y - 1=x2
_________________ 14) x2 + y2 = 16
_________________ 15) y = x2
3. ABSTRACTION (Discussion of the Topic)
Identifying the Conic Section by Inspection
The equation of a circle may be written in standard form
Ax2 + Ay2 + Cx+ Dy + E =0,
That is, the coefficients of x2 and y2 are the same. However, it
does not follow that if the coefficients of x2 and y2 are the
same, the graph is a circle.
For a circle with equation (x-h)2 +( y-k)2 = r2, we have r2 > 0.
This is not the case for the standard equations of (A) and (B).
In (A), because the sum of two squares can only be 0 if and
1 3
only if each square is 0, it follows that x - = 0 and y + = 0.
2 2
1 3
The graph is thus the single point ( ,− ¿.
2 2
In (B), no real values of x and y can make the nonnegative left
side equal to the negative right side. The graph is then the
empty set.
Let us recall the general form of the equations of the other
conic sections. We may write the equations of conic sections
we discussed in the general form
Ax2 + Ay2 + Cx+ Dy + E =0,
Some terms may vanish, depending on the kind of conic
section
3. Discussion of the Topic: (ABSTRACTION) 3. Discussion of the Topic: (ABSTRACTION)
Definition and Equation of a Circle
The following examples will show the possible degenerate
conic (a point, two intersecting lines, or the empty set) as the
graph of an equation following a similar pattern as the non-
degenerate cases.

A Note on Identifying a Conic Section by Its General

Equation
It is only after transforming a given general equation to
standard form that we can identify its graph either as one of the
degenerate conic sections (a point, two intersecting lines, or the
empty set) or as one of the non-degenerate conic sections (circle,
parabola, ellipse, or hyperbola).

Examples: