Senior High School

Precalculus
Quarter 1 – Module 5:
Characteristics of Conic
Sections
Precalculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 5: Characteristics of Conic Sections
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Leigh I. Herbieto
Editor: Ana Marie L. Tumulak
Reviewer: Jessa O. Barbero
Illustrator and Layout Artist: Leigh I. Herbieto
Evaluator: Dr. Arlene D. Buot
Moderator: Dr. Arlene D. Buot
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Dr. Ester A. Futalan
Dr. Leah B. Apao
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 Senior High School

Precalculus
Quarter 1 – Module 5:
Characteristics of Conic
Sections
 INTRODUCTORY MESSAGE

For the Facilitators:

Welcome to Precalculus Module 5: Characteristics of Conic Sections.

Department of Education, as one of the significant stakeholders of learning,

researched and explored innovative ways on how to address the learners’ need of education
amidst today’s circumstance. DepEd initiated the making of Alternative Delivery Mode of
teaching using teacher-made educational modules.

The role of the facilitator is to support, help, and guide the learners in accomplishing
all the tasks in all modules. This is a Precalculus subject, one of the specialized subjects in
the STEM strand, which demands a lot of time and effort for the learners to study. Boosting
the learners’ focus and determination will really help them complete the module. Facilitators
are anticipated to persuade learners to comply and to finish the modules on or before the
scheduled time.

For the Learners:

The key to successfully finish this module lies in the learners’ hands. This module is
especially crafted for the learners to grasp the opportunity to continue learning diligently,
intelligently, and independently even at home. Learners are expected to meet the Most
Essential Learning Competencies (MELCs) specified in each lesson.

This module is focused on:

• Lesson 6 – Characteristics of Conic Sections

This module has the following parts and corresponding icons:

WHAT I NEED TO KNOW. The first part of the module will keep the
learners be on tract with the Most Essential Learning Competencies
(MELCs), Objectives, and Skills expected of them to develop and master.

WHAT I KNOW. This part aims to check the learners’ prior knowledge on
the lesson to take through a pre–assessment.

WHAT’S IN. This part helps the learners link the previous lesson to the
current one.

WHAT’S NEW. This introduces the lesson to be partaken in a more

enjoyable way. It may be through a story, a song, a poem, a problem
opener, an activity, a situation, or the like.

WHAT IS IT. This gives a brief discussion of the lesson. It guides and
helps the learners unlock the lesson presented.

ii
 WHAT’S MORE. This part solidifies the learners’ knowledge and skills of
the given topic through comprehensive activities.

WHAT I HAVE LEARNED. This helps the learners process their learning
and understanding on the given topic.

WHAT I CAN DO. A transfer of newly acquired knowledge and skills to a

real-life situation is present in this part of the module.

ASSESSMENT. This 15–item test assesses the learners’ level of mastery

towards the featured topic.

ADDITIONAL ACTIVITIES. This part of the module let the learners

enhance their learning of the topic.

Here are some rules for the learners to follow in accomplishing the modules.

1. The learners should schedule and manage their time to read and understand every
part of the module.

2. The learners should study how they can manage to do the activities of this subject in
consideration of their other modules from other subjects.

3. The learners should finish one task at hand before proceeding to the next.

4. This module is organized according to the learners’ level of understanding. Skipping

one part of this module may lead them to confusion and misinterpretation.

5. If learners do not understand the activities and other tasks, they should re-read and
engage all possible resources. They may ask other family members to help them.

6. Learners should not procrastinate.

7. Learners are free to browse and read other different materials.

8. Learners should not copy their classmates’ answers through asking for screenshots
of their answers online. In this independent type of learning, honesty is always the
best policy.

9. Lastly, learners should do the module on their own. Family members and friends at
home may support the learners but the activities must be done by themselves.

iii
 CHARACTERISTICS OF
CONIC SECTIONS

WHAT I NEED TO KNOW

Hello! Welcome to Module 5, Lesson 6.

This is Sir Leigh. I am here to help you better understand the four
conic sections.

Recall that circles, parabolas, ellipses, and hyperbolas are called

conic sections because they are the cross sections formed when
a double right circular cone is sliced by a plane.

In this lesson, we will identify the conic section from a given

equation and we will also analyze the properties of the identified
conic section. This will allow us to synthesize what has been
covered so far on conic sections.

Most Essential Learning Competencies (MELCs):

❖ recognize the equation and important characteristics of the different types

of conic sections. (STEM_PC11AG-Ie-1)

Learning Objectives:

In this lesson, you are expected to…

❖ recall the standard equations of all conic sections.

❖ recognize the conic section given its equation.
❖ identify the important characteristics of the different conic sections.
❖ relate conic sections to real–life situations.

WHAT I KNOW

Before we proceed to the lesson proper, I need to check what

you have learned so far on conics. Good luck!

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 Pre–assessment

Directions: Read and answer this 15–item test carefully. Encircle the letter of your choice.

1. Which statement about conic sections is true?

A. 9𝑥 2 + 𝑦 2 − 18𝑥 + 4𝑦 + 4 = 0 is an e ellipse.
B. Each unbounded branch of a hyperbola is a parabola.
C. Hyperbola, a point, one line and two lines are considered degenerate conics.
D. Circle happens to be the shape of the orbits of the planets in our solar system
around the sun.
2. Identify the graph of the conic with equation 2𝑥 2 + 12𝑥 − 5𝑦 + 28 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
3. Identify the graph of the conic with equation 3𝑥 2 − 2𝑦 2 + 12𝑥 − 4𝑦 − 2 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
4. Identify the graph of the conic with equation 𝑦 2 − 2𝑥 2 − 4𝑥 − 4𝑦 − 4 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
5. Identify the graph of the conic with equation 4𝑥 2 + 4𝑦 2 + 20𝑥 − 12𝑦 + 30 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
6. Identify the graph of the conic with equation 𝑦 2 − 3𝑥 + 6𝑦 + 12 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
7. Identify the graph of the conic with equation 𝑥 2 + 4𝑦 2 − 11 = 2(4𝑦 − 𝑥).
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
8. Identify the graph of the conic with equation 𝑥 2 + 𝑦 = −(8𝑥 + 23).
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola

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9. Identify the graph of the conic with equation 4𝑥 2 + 2𝑦 2 = 8.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
10. Identify the graph of the degenerate conic with equation 𝑥 2 + 4𝑦 2 = 0.
A. A point
B. A line
C. Two intersecting lines
D. None of these
11. Identify the graph of the degenerate conic with equation 𝑥 2 − 4𝑦 2 = 0.
A. A point
B. A line
C. Two intersecting lines
D. None of these
12. Which of the following is an equation of a hyperbola?
A. 5𝑥 2 + 7𝑦 2 − 40𝑥 − 28𝑦 = −73
B. 3𝑥 2 − 3𝑦 2 + 12𝑥 − 12𝑦 = 5
C. 5𝑦 2 + 2𝑥 − 30𝑦 = −49
D. 3𝑥 2 + 3𝑦 2 + 12𝑥 = 4
13. Which of the following is an equation of an ellipse?
A. 5𝑥 2 − 3𝑦 2 + 10𝑥 − 12𝑦 = 22
B. 7𝑥 2 + 3𝑦 2 − 14𝑥 + 12𝑦 = −14
C. −4𝑥 2 + 3𝑦 2 + 24𝑥 − 12𝑦 = 36
D. 3𝑥 2 + 3𝑦 2 + 42𝑥 − 12𝑦 = −154
14. Which of the following is an equation of a circle?
A. 𝑥 2 + 𝑦 2 − 6𝑥 − 8𝑦 + 50 = 0
B. 2𝑥 2 + 2𝑦 2 − 2𝑥 + 6𝑦 + 5 = 0
C. 18𝑥 2 + 18𝑦 2 − 24𝑥 + 48𝑦 + 5 = 0
D. None of these
15. Which of the following is an equation of a hyperbola?
A. 5𝑦 2 + 2𝑥 − 30𝑦 = −49
B. 3𝑥 2 − 3𝑦 2 + 12𝑥 − 12𝑦 = 5
C. 3𝑥 2 + 3𝑦 2 + 12𝑥 + 12𝑦 = 4
D. 5𝑥 2 + 7𝑦 2 − 40𝑥 − 28𝑦 = −73

Good job in answering all 15 questions!

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 WHAT’S IN

The first activity you will be doing is very familiar to you.

Recall and identify all the standard form of equations of the

four conic sections. Do not forget to label them all.

Circle – 2 Ellipse – 4
Parabola – 8 Hyperbola – 4

Enjoy!

WHAT’S NEW

In this activity, I want you to rewrite each general equation to its standard form
and identify whether the following is an equation of a circle, parabola, ellipse, or
hyperbola. Write your answer beside each equation.

WORKSHEET 1
Identify the conic section given its equation.

1. 5𝑥 2 + 7𝑦 2 − 40𝑥 − 28𝑦 = −73

2. 5𝑦 2 + 2𝑥 − 30𝑦 = −49

3. 3𝑥 2 − 3𝑦 2 + 12𝑥 − 12𝑦 = 5

4. 3𝑥 2 + 3𝑦 2 + 12𝑥 + 12𝑦 = 4

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5. 2𝑥 2 + 24𝑥 − 5𝑦 = −57

6. 5𝑥 2 − 3𝑦 2 + 10𝑥 − 12𝑦 = 22

7. 2𝑦 2 − 5𝑥 − 12𝑦 = 17

8. 3𝑥 2 + 3𝑦 2 + 42𝑥 − 12𝑦 = −154

9. 3𝑥 2 + 6𝑥 + 4𝑦 = 18

10. 7𝑥 2 + 3𝑦 2 − 14𝑥 + 12𝑦 = −14

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 WHAT IS IT

At this point, have you asked the following questions?

How do you know what type of conic section given only

its general equation?
What are the important characteristics of the conic
sections?
How do I identify if the given equation is a degenerate
case of a conic?

Okay. Let us clarify things up.

We can write the equations of all conic sections in the general form given by

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0

Now, instead of writing the equation in standard form just like what you did in
WHAT’S NEW, you can determine what type of conic section an equation in general form
is just by looking at 𝐴 and 𝐵.

IDENTIFYING CONIC SECTIONS

CONIC SECTION RELATIONSHIP OF 𝑨 AND 𝑩

Circle 𝐴=𝐵

Parabola 𝐴 = 0 or 𝐵 = 0, but not both

Ellipse 𝐴 and 𝐵 have the same sign and 𝐴 ≠ 𝐵

Hyperbola 𝐴 and 𝐵 have opposite signs

DEGENERATE CASE/S OF EACH CONIC

CONIC SECTION DEGENERATE CASE

Circle A point

Parabola A line

Ellipse A point

Hyperbola Two intersecting lines

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 Note that 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, a line, or two intersecting lines).

Below are examples of identifying conics by looking at its

characteristics and the relationship of the numerical coefficients 𝐴
and 𝐵.

EXAMPLES: Identify the conic section given its equation.

1. 18𝑥 2 + 18𝑦 2 − 24𝑥 + 48𝑦 − 5 = 0

Answer: CIRCLE. 𝐴 = 18 = 𝐵

2. −3𝑦 2 + 3𝑥 + 12𝑦 − 15 = 0

Answer: PARABOLA. 𝐴 = 0 or simply only 𝑦 variable is being squared.

3. 2𝑥 2 + 5𝑦 2 + 8𝑥 − 10𝑦 = 7

Answer: ELLIPSE. 𝐴 ≠ 𝐵and 𝐴 and 𝐵 have the same sign.

If 𝐴 = 𝐵, then the given equation becomes a circle.

4. 5𝑥 2 − 3𝑦 2 − 20𝑥 − 18𝑦 = 22

Answer: HYPERBOLA. 𝐴 and 𝐵 have opposite signs.

MORE EXAMPLES: The graphs of the following equations are degenerate conic
sections. What are the specific graphs?

5. 2𝑥 2 + 2𝑦 2 − 2𝑥 + 6𝑦 + 5 = 0

Answer: POINT. Rewrite the given equation to standard form.

6. 4𝑥 2 + 9𝑦 2 − 16𝑥 + 18𝑦 + 25 = 0

Answer: POINT. Rewrite the given equation to standard form.

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 WHAT’S MORE

Now, it is your turn!

Apply what you have learned so far in answering Worksheet 2.

WORKSHEET 2

State whether the graph of the equation is a circle, parabola, ellipse, or hyperbola.

1. 𝑦 = 𝑥 2 + 3𝑥 + 1

2. 𝑦 2 − 2𝑥 2 − 16 = 0

3. −4𝑥 2 + 3𝑦 2 + 24𝑥 − 12𝑦 = 36

4. 3𝑥 2 − 12𝑥 + 2𝑦 = −26

5. 2𝑥 2 + 5𝑦 2 + 8𝑥 − 10𝑦 = 7

6. 𝑥 2 + 4𝑦 2 + 2𝑥 − 24𝑦 = −33

7. 𝑥 2 + 𝑦 2 = 𝑥 + 2

8. 6𝑥 2 + 6𝑦 2 = 162

9. (𝑥 − 1)2 − 9(𝑦 − 4)2 = 36

10. (𝑦 − 4)2 = 9(𝑥 − 4)

We are almost done with Module 5. Now, I want to solidify what

you have learned through answering the succeeding worksheets 3 and 4.

In Worksheet 3, explain why the given equation is a degenerate

case. In Worksheet 4, match each equation in relation to their possible
application in real life situations.

Then, you are ready for Assessment!

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 WHAT I HAVE LEARNED

WORKSHEET 3

Explain why the graph 𝑥 2 + 𝑦 2 − 4𝑥 + 2𝑦 + 5 = 0 is a single point.

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WHAT I CAN DO

WORKSHEET 4

Match each equation below with the situation that it could represent.

• 9𝑥 2 + 4𝑦 2 − 36 = 0
• 0.004𝑥 2 − 𝑥 + 𝑦 − 3 = 0
• 𝑥 2 + 𝑦 2 − 20𝑥 + 30𝑦 − 75 = 0

1. SPORTS. The flight of a baseball.

2. PHOTOGRAPHY. The oval opening in a picture frame.

3. GEOGRAPHY. The set of all points that are 20 miles from a landmark.

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 ASSESSMENT

Directions: Read and answer this 15–item test carefully. Encircle the letter of your choice.

1. Which statement about conic sections is true?

A. 9𝑥 2 + 𝑦 2 − 18𝑥 + 4𝑦 + 4 = 0 is an e ellipse.
B. Each unbounded branch of a hyperbola is a parabola.
C. Hyperbola, a point, one line and two lines are considered degenerate conics.
D. Circle happens to be the shape of the orbits of the planets in our solar system
around the sun.
2. Identify the graph of the conic with equation 2𝑥 2 + 12𝑥 − 5𝑦 + 28 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
3. Identify the graph of the conic with equation 3𝑥 2 − 2𝑦 2 + 12𝑥 − 4𝑦 − 2 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
4. Identify the graph of the conic with equation 𝑦 2 − 2𝑥 2 − 4𝑥 − 4𝑦 − 4 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
5. Identify the graph of the conic with equation 4𝑥 2 + 4𝑦 2 + 20𝑥 − 12𝑦 + 30 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
6. Identify the graph of the conic with equation 𝑦 2 − 3𝑥 + 6𝑦 + 12 = 0.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
7. Identify the graph of the conic with equation 𝑥 2 + 4𝑦 2 − 11 = 2(4𝑦 − 𝑥).
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
8. Identify the graph of the conic with equation 𝑥 2 + 𝑦 = −(8𝑥 + 23).
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola

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9. Identify the graph of the conic with equation 4𝑥 2 + 2𝑦 2 = 8.
A. Circle
B. Parabola
C. Ellipse
D. Hyperbola
10. Identify the graph of the degenerate conic with equation 𝑥 2 + 4𝑦 2 = 0.
A. A point
B. A line
C. Two intersecting lines
D. None of these
11. Identify the graph of the degenerate conic with equation 𝑥 2 − 4𝑦 2 = 0.
A. A point
B. A line
C. Two intersecting lines
D. None of these
12. Which of the following is an equation of a hyperbola?
A. 5𝑥 2 + 7𝑦 2 − 40𝑥 − 28𝑦 = −73
B. 3𝑥 2 − 3𝑦 2 + 12𝑥 − 12𝑦 = 5
C. 5𝑦 2 + 2𝑥 − 30𝑦 = −49
D. 3𝑥 2 + 3𝑦 2 + 12𝑥 = 4
13. Which of the following is an equation of an ellipse?
A. 5𝑥 2 − 3𝑦 2 + 10𝑥 − 12𝑦 = 22
B. 7𝑥 2 + 3𝑦 2 − 14𝑥 + 12𝑦 = −14
C. −4𝑥 2 + 3𝑦 2 + 24𝑥 − 12𝑦 = 36
D. 3𝑥 2 + 3𝑦 2 + 42𝑥 − 12𝑦 = −154
14. Which of the following is an equation of a circle?
A. 𝑥 2 + 𝑦 2 − 6𝑥 − 8𝑦 + 50 = 0
B. 2𝑥 2 + 2𝑦 2 − 2𝑥 + 6𝑦 + 5 = 0
C. 18𝑥 2 + 18𝑦 2 − 24𝑥 + 48𝑦 + 5 = 0
D. None of these
15. Which of the following is an equation of a parabola?
A. 5𝑦 2 + 2𝑥 − 30𝑦 = −49
B. 3𝑥 2 − 3𝑦 2 + 12𝑥 − 12𝑦 = 5
C. 3𝑥 2 + 3𝑦 2 + 12𝑥 + 12𝑦 = 4
D. 5𝑥 2 + 7𝑦 2 − 40𝑥 − 28𝑦 = −73

11
 ADDITIONAL ACTIVITIES

Here is an additional task I want you to do.

Identify the graph of the equation

3𝑥 2 + 5𝑦 2 − 6𝑥 − 20𝑦 = −25

Good Job in completing Lesson 6, Module 5.

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 13
ANSWER KEY
WHAT I KNOW WHAT’S MORE ASSESSMENT
1. A 1. Parabola 1. A
2. B 2. Hyperbola 2. B
3. D 3. Hyperbola 3. D
4. D 4. Parabola 4. D
5. A 5. Ellipse 5. A
6. B 6. Ellipse 6. B
7. C 7. Circle 7. C
8. B 8. Circle 8. B
9. C 9. Hyperbola 9. C
10. A 10. Parabola 10. A
11. C 11. C
12. B 12. B
13. B 13. B
14. C 14. C
15. B 15. A
 REFERENCES

Liethold, Louis. The Calculus 7. Addison – Wesley Pubishing Company Inc, 1996.

Bacani, Jericho B. Estrada, Glenn Rey A., Vidallo, Mark Anthony J., Eden, Richard B.,
Francisco, Flordeliza F. Precalculus Teacher’s Guide. Department of Education, 2016.

Ascano, Joy P., Olofernes, Arnel D., Martin, Jesus Lemuel Jr. L., Tolentino, Mark Anthony C.
Precalculus Learner’s Material. Department of Education, 2016.

Most Essential Learning Competencies

https://www.augusta.k12.va.us/cms/lib/VA01000173/Centricity/Domain/766/Algebra%202%2
0Textbook/chap08.pdf

https://www.google.com/search?q=what+i+need+to+know+icon&tbm=isch&ved=2ahUKEwj6
8ee4p9PqAhWMQPUHHdSxCS0Q2cCegQIABAA&oq=what+i+need+to+know+icon&gs_lcp
=CgNpbWcQAzICCAAyAggAOgYIABAIEB46BAgAEBhQ9ipYiTVgtzhoAHAAeACAAckBiAH
3BpIBBTAuNC4xmAEAoAEBqgELZ3dzLXdpei1pbWfAAQE&sclient=img&ei=ExYRX7qcGoy
B1e8P1OOm6AI&bih=939&biw=1680#imgrc=XG654kVwDhKv7M

https://www.google.com/search?q=real+life+conic+sections&hl=en&source=lnms&tbm=isch
&sa=X&ved=2ahUKEwjAw634qdPqAhXT62EKHR3GA2IQ_AUoAXoECA8QAw&biw=1680&
bih=939#imgrc=cD_g66kzu6GDRM

https://www.google.com/search?q=black+and+white+activity+clipart&hl=en&source=lnms&tb
m=isch&sa=X&ved=2ahUKEwi_3bG4qtPqAhWK7WEKHbNRCtkQ_AUoAXoECAwQAw&biw
=1680&bih=939#imgrc=XmZ5_IUNTGvv_M

https://www.google.com/search?q=intellectual+property+icon+png&hl=en&source=lnms&tb
m=isch&sa=X&ved=2ahUKEwiw_IDWqtPqAhXXa94KHQm7Ay4Q_AUoAXoECAsQAw&biw
=1680&bih=939#imgrc=5sYB6t9M1OHtgM

https://www.google.com/search?q=agenda+icon+circle+png&sa=G&hl=en&tbm=isch&sourc
e=iu&ictx=1&fir=FwrtU-L2-a3gAM%252C-BAHtyNXVsyLPM%252C_&vet=1&usg=AI4_-
kSQ2F6PP40hHKMKta0IQFPMGVeiLQ&ved=2ahUKEwimwc_iqtPqAhWad94KHZFsAs0Q9
QEwA3oECAoQIw&biw=1680&bih=939#imgrc=FwrtU-L2-a3gAM

https://www.google.com/Conic_sections_3.png

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For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City

Telefax: (032) 255 – 6405

Email Address: cebu.province@deped.gov.ph

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