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Pre-Calculus
Quarter 1 – Module 1:
Conic Sections and Systems of
Nonlinear Equations
Pre-Calculus – Grade 11
Self-Learning Module (SLM)
Quarter 1 – Module 1: Conic Sections and Systems of Nonlinear Equations
First Edition, 2020

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respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Myries A.Bungag
Editors: Hannih Lou T. Bantilan
Reviewers: Hannih Lou T. Bantilan
Illustrator:
Layout Artist: Maylene F. Grigana
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Name of Schools Division Superintendent
Name of Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Jade T. Palomar – REPS, Mathematics
Donna S. Panes – Chief, CID
Elizabeth G. Torres – EPS, LRMS
Judith B. Alba – EPS, ADM
Reynaldo C. Tagala – EPS, Mathematics

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

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

Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
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Pre- Calculus
Quarter 1 – Module 1:
Conic Sections and Systems of
Nonlinear Equations
Introductory Message
For the facilitator:

Welcome to the Grade 11 General Mathematics Self-Learning Module (SLM) on

Conic Sections and Systems of Nonlinear Equations!

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 Grade 11 General Mathematics Self-Learning Module (SLM) on

Conic Sections and Systems of Nonlinear Equations!

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!

What I Need to Know

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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 comprised only of one lesson:

• Illustrate the different types of conic section: parabola, ellipse, circle,
hyperbola, and degenerate cases

After going through this module, you are expected to:

1. illustrate the different types of conic section
2. answer problems relating to conic section

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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 form when a cone is cut by a plane except
a. Circle
b. Ellipse
c. Hyperbola
d. Triangle
2. An ellipse that has only one focus which is the center.
a. Circle
b. Hyperbola
c. Round
d. None of the above
3. A hyperbola looks like a mirrored ____________.
a. Circle
b. Conics
c. Ellipse
d. Parabola
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

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B. Name each conic section being illustrated in each graph.

1. _________________ 3. ____________________

2.
2. _________________ 4. ____________________

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 Lesson Different Conic Section:

1 Circle, Parabola, Hyperbola,

and Degenerate Cases
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 pair of scissors, a ruler and a tape or a glue.

Step 1: Draw a circle on a paper. It’s up to you how big or how small the
circle will be.
Step 2: Cut off the circle.
Step 3. Draw a triangle wedge/ slice. To do that, make a mark from the
center then draw out two straight lines.
Step 4. Cut the triangle slide out of the circle.
Step 5: Bring the cut edges of your circle together. You can overlap it if you
want to fit your desire broadness of the bottom.
Step 6: Glue or tape the edges inside to close.

What shape have you forms? Can you still recall its properties? What is its
area and volume?

You just form a cone. Area can be denoted by the formula 𝐴 = 𝜋𝑟𝑠 + 𝜋𝑟 2
where 𝑟 is its radius 𝑠 is the slant height. Its volume is determined by the formula
1
𝑉 = 𝜋𝑟 2 ℎ where ℎ is its height.
3

For this lesson, we are going to explore the conics and illustrate the curves
and figure found after intersecting a plane on its different sections.

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 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 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.

Questions:

1. How many possible intersections were you able to draw?

2. What are your observations of the sections formed by the
intersections?

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 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
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.

Figure 2

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IV. Hyperbola

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.

Figure 3

V. Degenerate Cases

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

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

1. _____________ are curves obtained by the intersection of a plane and a

cone.

2. There are five identified conics namely: ______________, ____________,

_____________, ______________, and _______________.

3. A conic section that is formed when the plane (not necessarily vertical)

intersects both cones to form two unbounded curves is called a

_____________.

4. _______________ is formed when the plane intersects only one cone to

form an unbounded curve.
5. A ______________ is a conic section which is formed when the plane is
horizontal as it intersects the cone.
6. An _____________ is a when the (tilted) plane intersects only one cone to
form a bounded curve.
7. Examples of degenerate cases are _____________, _____________, and
___________ which are also formed when a cone intersects with a plane.

What I Can Do

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 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 artists 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.

Assessment

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

1. All are figures that can be form when a cone is cut by a plane except
e. Circle
f. Ellipse
g. Hyperbola
h. Triangle
2. An ellipse that has only one focus which is the center.
e. Circle
f. Hyperbola
g. Round
h. None of the above
3. A hyperbola looks like a mirrored ____________.
e. Circle
f. Conics
g. Ellipse
h. Parabola
4. All are degenerated cases of conic section except ________.
e. Line
f. Shape
g. Plane
h. Point
5. What conic section is being represented by the track and field oval?
e. Circle
f. Ellipse
g. Hyperbola
h. Parabola

Name each conic section being illustrated in each graph.

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1. _________________ 3. ____________________

2. _________________ 4. ____________________

Additional Activities

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 Given the figure on the right, determine how
many circle, ellipse, parabola and hyperbola is found?

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Assessment
A.
1. D
2. A
3. D
4. B
5. B
B.
1. Circle
2. Parabola
3. Ellipse
4. hyperbola
What I Know What's More What I have
A. Activity 1
learned
1. D 1. Conics/ conic
2. A 1. Ellipse
2. Point section
3. D 2. Circle, ellipse,
4. B 3. Line
4. Hyperbola hyperbola,
5. B parabola,
B. 5. Plane
6. Circle degenerated
1. Circle 7. Conics cases
2. Parabola 8. parabola 3. Hyperbola
3. Ellipse 4. Parabola
4. hyperbola 5. Circle
6. Ellipse
7. Point, one
line, two lines
Answer Key
References

Albay, Eduard M. (2016) DIWA Senior High Series: Precalculus. DIWA Learning
System Inc. Makati, Philippines

Department of Education. Bureau of Learning Resources. Precalculus Learner’s

Material. Philippines: Lexicon Press Inc., 2016

Department of Education. Bureau of Learning Resources. Precalculus Teacher’s

Guide. Philippines: Lexicon Press Inc., 2016

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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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