Senior High School

Precalculus
Quarter 1 – Module 6:
Solving Problems Involving
Conic Sections
Precalculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 6: Solving Problems Involving 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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 Senior High School

Precalculus
Quarter 1 – Module 6:
Solving Problems Involving
Conic Sections
 INTRODUCTORY MESSAGE

For the Facilitators:

Welcome to Precalculus Module 6: Solving Problems involving 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 7 – Solving Problems Involving 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
 SOLVING PROBLEMS INVOLVING
CONIC SECTIONS

WHAT I NEED TO KNOW

Hello! Welcome to Module 6 of Precalculus.

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

Lesson 7 will test your capacity to solve problems in real-life that

involve conic sections. This lesson will culminate all the things
you learned on conics and apply it in real-world scenario.

Are you excited?

Let us get started.

Most Essential Learning Competencies (MELCs):

❖ solve situational problems involving conic sections. (STEM_PC11AG-Ie-2)

Learning Objectives:

In this lesson, you are expected to…

❖ recall all conic sections and the degenerate cases.

❖ solve real–life problems involving 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!

1
 Pre–assessment

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

1. A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with
radius 12 ft. How high is the tunnel at the edge of each lane?
A. 6.53 ft C. 6.73 ft
B. 6.63 ft D. 6.83 ft
2. An archaeologist found the remains of an ancient wheel, which she then placed on a
grid. If an arc of the wheel passes through 𝐴(−7, 0), 𝐵(−3, 4) and 𝐶(7, 0), locate the
center of the wheel.
A. (0, −3) C. (2, −3)
B. (1, −6) D. (3, −1)
3. 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?
A. 6.03 ft C. 7.48 ft
B. 6.43 ft D. 9.10 ft
4. In 1986, a nuclear reactor exploded at a power plant about 110 kilometers north and
15 kilometers west of Kiev. At first, officials evacuated people within 30 kilometers of
the power plant. Write an equation to represent the boundary of the evacuated region
if the origin of the coordinate system is at Kiev.
A. (𝑥 + 15)2 + (𝑦 − 110)2 = 900
B. (𝑥 + 110)2 + (𝑦 − 15)2 = 30
C. (𝑥 − 15)2 + (𝑦 + 110)2 = 900
D. (𝑥 − 15)2 + (𝑦 + 110)2 = 30
5. A Ferris wheel is elevated 1 m above the ground. When a car reaches the highest
point on the ferris wheel, its altitude from ground level is 31 m. How far away from the
center, horizontally, is the car when it is at an altitude of 25 m?
A. 12 m C. 14 m
B. 13 m D. 15 m
6. A satellite dish has a shape called a paraboloid, where each cross-section is a
parabola. Since radio signals (parallel to the axis) will bounce off the surface of the
dish to the focus, the receiver should be placed at the focus. How far should the
receiver be from the vertex, if the dish is 12 ft across, and 4.5 ft deep at the vertex?
A. 2 ft C. 3.10 ft
B. 2.12 ft D. 4 ft
7. The cable of a suspension bridge hangs in the shape of a parabola. The towers
supporting the cable are 400 ft apart and 150 ft high. If the cable, at its lowest, is 30 ft
above the bridge at its midpoint, how high is the cable 50 ft away (horizontally) from
either tower?
A. 50 ft C. 88.21 ft
B. 62.10 ft D. 97.5 ft
8. A satellite dish in the shape of a paraboloid is 10 ft across, and 4 ft deep at its vertex.
How far is the receiver from the vertex if it is placed at the focus?
A. 0.12 ft C. 3.33 ft
B. 1.56 ft D. 5.12 ft

2
9. The arch of a bridge is in the shape of a semiellipse, with its major axis at the water
level. Suppose the arch is 20 ft high in the middle, and 120 ft across its major axis.
How high above the water level is the arch, at a point 20 ft from the center
(horizontally)?
A. 18.76 ft
B. 18. 86 ft
C. 19.76 ft
D. 19.86 ft
10. The orbit of a planet has the shape of an ellipse, and on one of the foci is the star
around which it evolves. The planet is closest to the star when it is at one vertex. It is
the farthest from the star when it is at the other vertex. Suppose the closest and
farthest distances of the planet from this star are 420 million kilometers and 580
million kilometers, respectively. Find the equation of the ellipse in the standard form
with center at the origin and the star at the 𝑥 −axis. Assume all units are in millions of
kilometers.
𝑥2 𝑦2
A. + =1
255 500 240 600
𝑥2 𝑦2
B. + =1
250 600 240 600
𝑥2 𝑦2
C. + =1
250 000 243 600
𝑥2 𝑦2
D. + =1
243 600 250 600
11. In an ellipse, sound or light coming from one focus is reflected to the other focus. In a
whispering gallery, a person can hear another person whisper from across the room
if the two people are standing at the foci. The whispering gallery at the Museum of
1
Science and Industry in Chicago has an elliptical cross section that is 13.5 ft by 47 3 ft.
Write an equation to model this ellipse. Assume that the center is at the origin and
the major axis is horizontal.
𝑥2 𝑦2
A. 3 2
+ 27 2
=1
( ) ( )
71 4
𝑥2 𝑦2
B. 71 2
+ 4 2
=1
( ) ( )
3 27
𝑥2 𝑦2
C. 71 2
+ 27 2
=1
( ) ( )
3 4
𝑥2 𝑦2
D. 3 2
+ 4 2
=1
( ) ( )
71 27
12. Consider question #11, how far apart are the points at which two people should stand
to hear each other whisper?
A. 33.37 ft
B. 42.37 ft
C. 44.37 ft
D. 45.37 ft

3
13. An explosion was heard by two stations 1 200 m apart, located at 𝐹1 (−600, 0) and
𝐹2 (600, 0). If the explosion was heard in 𝐹1 two seconds before it was heard in 𝐹2 ,
identify the possible locations of the explosion. Use 340 m/s as the speed of sound.
𝑥2 𝑦2
A. anywhere on the left branch of the hyperbola − =1
244 400 115 600
𝑥2 𝑦2
B. anywhere on the right branch of the hyperbola − =1
244 400 115 600
𝑥2 𝑦2
C. anywhere on the left branch of the hyperbola − =1
115 600 244 400
𝑥2 𝑦2
D. anywhere on the right branch of the hyperbola − =1
115 600 244 400
14. Two stations, located at 𝑀(−1.5, 0) and 𝑁(1.5, 0) (units are in kilometer),
simultaneously end sound signals to a ship, with the signal traveling at the speed of
0.33 km/s. If the signal from 𝑁 was received by the ship first four seconds before the
signal it received from 𝑀, find the equation of the curve containing the possible
location of the ship.
𝑥2 𝑦2
A. anywhere on the left branch of the hyperbola − =1
0.3456 1.8144
𝑥2 𝑦2
B. anywhere on the right branch of the hyperbola − =1
0.3567 1.8144
𝑥2 𝑦2
C. anywhere on the left branch of the hyperbola − =1
0.4651 1.8144
𝑥2 𝑦2
D. anywhere on the right branch of the hyperbola − =1
0.4356 1.8144
15. The Long-Range Navigation (LORAN) system is based on hyperbolas. Two stations
send out signals at the same time. A ship notes the difference in the times at which it
receives the signals. The ship is on a hyperbola with the stations at the foci. Suppose
a ship determines that the difference of its distances from two stations is 50 nautical
miles. The stations are 100 nautical miles apart. Write an equation for a hyperbola on
which the ship lies if the stations are at (−50, 0) and (50, 0).
𝑥2 𝑦2
A. − =1
625 1 875
𝑥2 𝑦2
B. − =1
778 1 823
𝑥2 𝑦2
C. − =1
456 1 209
𝑥2 𝑦2
D. − =1
998 1 521

Good job in answering all 15 questions!

4
 WHAT’S IN

Let us recall your knowledge on conics.

Complete the paragraph below by filling in the blanks.

5
 WHAT’S NEW

This is the first activity you will be doing.

Kindly draw and label all conic sections and the degenerate
cases. Then, make your own piece of art by connecting the drawings
of the conics with another drawing, coloring, painting, doodling or
anything you want. Make sure to highlight the conics in the art.

I will be expecting some incredible artworks!

WORKSHEET 1

6
 WHAT IS IT

This lesson will be all about solving situational problems

involving conic sections. I’ll present some examples here and then
later; you will be answering more situational problems.

Are you ready?

EXAMPLES: Solve the following problems.

1. For a satellite to remain in a circular orbit above the same spot on Earth, the
satellite must be 35 800 kilometers above the equator. Write an equation for the
orbit of the satellite. Use the center of Earth as the origin and 6 400 kilometers for
the radius of Earth.
We know that the center of the equation is
at the origin. To find the radius for the orbit of the
satellite from the origin, simply add the radius of
the Earth and the distance of the satellite from the
equator of the Earth, that is, 6 400 + 35 800 =
42 200. The equation for the orbit of the satellite is
given by

𝑥 2 + 𝑦 2 = 𝑟 2 ⇒ 𝑥 2 + 𝑦 2 = (42 200)2

𝑥 2 + 𝑦 2 = 1 780 840 000

2. A microphone is placed at the focus of a parabolic reflector to collect sound for the
television broadcast of a World Cup soccer game. Write an equation for the cross
section, assuming that the focus is at the origin and the parabola opens to the
right.
Since the focus is located at the origin,
then the vertex of the parabola is at (−6, 0) and
𝑐 = 6. Knowing that the parabola opens to the
right, we use the standard equation of the
parabola (𝑦 − 𝑘)2 = 4𝑐(𝑥 − ℎ) . Substituting the
values, we have

(𝑦 − 0)2 = 4(6)[𝑥 − (−6)]

𝑦 2 = 24(𝑥 + 6)

7
EXAMPLES: Solve the following problems.

3. The rounded top of the window is the top half of an ellipse. Write an equation for
the ellipse if the origin is at the midpoint of the bottom edge of the window.

Considering the given

dimensions, the ellipse has horizontal
major axis. 2𝑎 = 36 , so 𝑎 = 18 and
𝑏 = 14.

𝑥2 𝑦2
+ =1
𝑎2 𝑏 2

𝑥2 𝑦2
+ =1
182 142

𝑥2 𝑦2
+ =1
324 196

4. An architect’s design for a building includes some large pillars with cross sections
in the shape of hyperbola. The curves can be modeled by the equation
𝑥2 𝑦2
− = 1, where the units are in meters. If the pillars are 4 meters tall, a.)
0.25 9
find the width of the top of each pillar and b.) the width of each pillar at the
narrowest point in the middle.
Clearly, the hyperbola has a horizontal
transverse axis with center at the origin and
𝑎2 = 0.25 and 𝑏 2 = 9 . So, we have 𝑎 = 0.5
and 𝑏 = 3. Since the hyperbolic pillars are 4
meters tall and the center is at the origin, then
the end parts of the pillar are located at 𝑦 =
±2. To find the width of the top of each pillar,
we can find the half width of the top of the
pillar and then double it, meaning find a value
for the 𝑥 −variable in the point (𝑥, 2) which is
on hyperbola and then double it.

𝑥2 (2)2
− =1
0.25 9
𝑥2 4
=1+
0.25 9
To find the width of the pillar in 𝑥2 13
=
the middle, simply double the value of 𝑎 0.25 9
since the hyperbola has a center at the 3.25
𝑥2 =
origin. 9
𝑥 = 0.6
b.) 2𝑎 = 2(0.5) = 1 meter a.) 2𝑥 = 2(0.6) = 1.2 meters

8
 WHAT’S MORE

Now, it is your turn!

Solve the following situational problems.

WORKSHEET 2

Solve the following problems involving conic sections.

1. A spacecraft is in a circular orbit 150 kilometers above Earth. Once it attains the
velocity needed to escape Earth’s gravity, the spacecraft will follow a parabolic
path with center of Earth as the focus. Suppose the spacecraft reaches escape
velocity above the North Pole. Write an equation to model the parabolic path of
the spacecraft, assuming that the center of Earth is at the origin and the radius of
Earth is 6400 kilometers.

2. The design of a garden is shown below. A pond is to be built in the center region.
What is the equation of the largest circular pond centered at the origin that would
fit within the walkways?

9
3. There is an open area south of the White House known as the Ellipse. Write an
equation to model the Ellipse. Assume that the origin is at the center of the Ellipse.

4. Long–range navigation (LORAN) is a radio navigation system developed during

World War II. The system enables a pilot to guide aircraft by maintaining a
constant difference between the aircraft’s distances from two fixed points: the
master station and the slave station. Write an equation for the hyperbola depicted
in the figure below.

10
 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, answer a problem which requires the use of

properties of the different conic sections at the same time. In Worksheet
4, relate the conic sections to the orbits of comets.

Then, you are ready for Assessment!

WHAT I HAVE LEARNED

WORKSHEET 3

A circle has center at the focus of the parabola 𝑦 2 + 16𝑥 + 4𝑦 = 44 , and is

tangent to the directrix of this parabola. Find its standard equation.

WHAT I CAN DO

WORKSHEET 4

The orbits of comets follow paths in the shapes of conic sections. For example,
Halley’s Comet follows an elliptical orbit with the Sun located at one focus. What type(s)
of orbit(s) pass by the Sun only once?

11
 ASSESSMENT

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

1. A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with
radius 12 ft. How high is the tunnel at the edge of each lane?
A. 6.53 ft C. 6.73 ft
B. 6.63 ft D. 6.83 ft
2. An archaeologist found the remains of an ancient wheel, which she then placed on a
grid. If an arc of the wheel passes through 𝐴(−7, 0), 𝐵(−3, 4) and 𝐶(7, 0), locate the
center of the wheel.
A. (0, −3) C. (2, −3)
B. (1, −6) D. (3, −1)
3. 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?
A. 6.03 ft C. 7.48 ft
B. 6.43 ft D. 9.10 ft
4. In 1986, a nuclear reactor exploded at a power plant about 110 kilometers north and
15 kilometers west of Kiev. At first, officials evacuated people within 30 kilometers of
the power plant. Write an equation to represent the boundary of the evacuated region
if the origin of the coordinate system is at Kiev.
A. (𝑥 + 15)2 + (𝑦 − 110)2 = 900
B. (𝑥 + 110)2 + (𝑦 − 15)2 = 30
C. (𝑥 − 15)2 + (𝑦 + 110)2 = 900
D. (𝑥 − 15)2 + (𝑦 + 110)2 = 30
5. A Ferris wheel is elevated 1 m above the ground. When a car reaches the highest
point on the ferris wheel, its altitude from ground level is 31 m. How far away from the
center, horizontally, is the car when it is at an altitude of 25 m?
A. 12 m C. 14 m
B. 13 m D. 15 m
6. A satellite dish has a shape called a paraboloid, where each cross-section is a
parabola. Since radio signals (parallel to the axis) will bounce off the surface of the
dish to the focus, the receiver should be placed at the focus. How far should the
receiver be from the vertex, if the dish is 12 ft across, and 4.5 ft deep at the vertex?
A. 2 ft C. 3.10 ft
B. 2.12 ft D. 4 ft
7. The cable of a suspension bridge hangs in the shape of a parabola. The towers
supporting the cable are 400 ft apart and 150 ft high. If the cable, at its lowest, is 30 ft
above the bridge at its midpoint, how high is the cable 50 ft away (horizontally) from
either tower?
A. 50 ft C. 88.21 ft
B. 62.10 ft D. 97.5 ft

12
8. A satellite dish in the shape of a paraboloid is 10 ft across, and 4 ft deep at its vertex.
How far is the receiver from the vertex if it is placed at the focus?
A. 0.12 ft C. 3.33 ft
B. 1.56 ft D. 5.12 ft
9. The arch of a bridge is in the shape of a semiellipse, with its major axis at the water
level. Suppose the arch is 20 ft high in the middle, and 120 ft across its major axis.
How high above the water level is the arch, at a point 20 ft from the center
(horizontally)?
A. 18.76 ft C. 19.76 ft
B. 18. 86 ft D. 19.86 ft
10. The orbit of a planet has the shape of an ellipse, and on one of the foci is the star
around which it evolves. The planet is closest to the star when it is at one vertex. It is
the farthest from the star when it is at the other vertex. Suppose the closest and
farthest distances of the planet from this star are 420 million kilometers and 580
million kilometers, respectively. Find the equation of the ellipse in the standard form
with center at the origin and the star at the 𝑥 −axis. Assume all units are in millions of
kilometers.
𝑥2 𝑦2
A. + =1
255 500 240 600
𝑥2 𝑦2
B. + =1
250 600 240 600
𝑥2 𝑦2
C. + =1
250 000 243 600
𝑥2 𝑦2
D. + =1
243 600 250 600
11. In an ellipse, sound or light coming from one focus is reflected to the other focus. In a
whispering gallery, a person can hear another person whisper from across the room
if the two people are standing at the foci. The whispering gallery at the Museum of
1
Science and Industry in Chicago has an elliptical cross section that is 13.5 ft by 47 ft.
3
Write an equation to model this ellipse. Assume that the center is at the origin and
the major axis is horizontal.
𝑥2 𝑦2
A. 3 2 + 27 2
=1
( ) ( )
71 4
𝑥2 𝑦2
B. 71 2
+ 4 2
=1
( ) ( )
3 27
𝑥2 𝑦2
C. 71 2
+ 27 2
=1
( ) ( )
3 4
𝑥2 𝑦2
D. 3 2
+ 4 2
=1
( ) ( )
71 27
12. Consider question #11, how far apart are the points at which two people should stand
to hear each other whisper?
A. 33.37 ft C. 44.37 ft
B. 42.37 ft D. 45.37 ft

13
 13. An explosion was heard by two stations 1 200 m apart, located at 𝐹1 (−600, 0) and
𝐹2 (600, 0). If the explosion was heard in 𝐹1 two seconds before it was heard in 𝐹2 ,
identify the possible locations of the explosion. Use 340 m/s as the speed of sound.
𝑥2 𝑦2
A. anywhere on the left branch of the hyperbola − =1
244 400 115 600
𝑥2 𝑦2
B. anywhere on the right branch of the hyperbola − =1
244 400 115 600
𝑥2 𝑦2
C. anywhere on the left branch of the hyperbola − =1
115 600 244 400
𝑥2 𝑦2
D. anywhere on the right branch of the hyperbola − =1
115 600 244 400
14. Two stations, located at 𝑀(−1.5, 0) and 𝑁(1.5, 0) (units are in kilometer),
simultaneously end sound signals to a ship, with the signal traveling at the speed of
0.33 km/s. If the signal from 𝑁 was received by the ship first four seconds before the
signal it received from 𝑀, find the equation of the curve containing the possible
location of the ship.
𝑥2 𝑦2
A. anywhere on the left branch of the hyperbola − =1
0.3456 1.8144
𝑥2 𝑦2
B. anywhere on the right branch of the hyperbola − =1
0.3567 1.8144
𝑥2 𝑦2
C. anywhere on the left branch of the hyperbola − =1
0.4651 1.8144
𝑥2 𝑦2
D. anywhere on the right branch of the hyperbola − =1
0.4356 1.8144
15. The Long-Range Navigation (LORAN) system is based on hyperbolas. Two stations
send out signals at the same time. A ship notes the difference in the times at which it
receives the signals. The ship is on a hyperbola with the stations at the foci. Suppose
a ship determines that the difference of its distances from two stations is 50 nautical
miles. The stations are 100 nautical miles apart. Write an equation for a hyperbola on
which the ship lies if the stations are at (−50, 0) and (50, 0).
𝑥2 𝑦2 𝑥2 𝑦2
A. − =1 C. − =1
625 1 875 456 1 209
𝑥2 𝑦2 𝑥2 𝑦2
B. − =1 D. − =1
778 1 823 998 1 521

ADDITIONAL ACTIVITIES

Describe your learning experiences on conic sections

considering the current modular or online or independent learning.
Compare the usual learning experience in school and the current class
set up.

14
 15
ANSWER KEY
WHAT I KNOW WHAT’S MORE ASSESSMENT
1. B 1. 𝑥 2 = −26 200(𝑦 − 6 550) 1. B
2. A 2. 𝑥 2 + 𝑦 2 = 18 2. A
3. C 𝑥2 𝑦2 3. C
4. A 3. 193 600
+ 279 312.25
= 1 4. A
5. A 𝑥2 13𝑦 2 5. A
6. A 4. 14 400
− 129 600 = 1 6. A
7. D 7. D
8. B 8. B
9. B 9. B
10. C 10. C
11. C 11. C
12. D 12. D
13. C 13. C
14. D 14. D
15. A 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://wps.prenhall.com/wps/media/objects/563/576542/conic_sections.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/1%20MODULE%203.png

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