Module in Pre Calculus

UNIVERSITY OF THE VISAYAS
COURSE STUDY GUIDE CONTENTS

Module No. Module Topic Page
1 ANALYTICAL GEOMETRY:
INTRODUCTION TO CONIC SECTIONS
AND CIRCLES
2 PARABOLA
3 ELLIPSE
4 HYPERBOLA
5 MATHEMATICAL INDUCTION: SERIES
AND SEQUENCE
6 SIGMA NOTATION
7 MATHEMATICAL INDUCTION
8 BINOMIAL THEOREM
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FLEXIBLE LEARNING COURSE SYLLABUS
Flexible Learning Course Syllabus

COLLEGE DEPARTMENTl
First Semester, Academic Year 2020-2021
I. Course Information
Course Code: No. of Hours: 80
Course Title: Pre-Calculus Pre Requisite:
Course Description: At the end of the course, the students must be able to apply concept and solve problems
involving conic sections and series and mathematical induction.
Category of Learners Delivery Mode
Category 1 Offline (Asynchronous) Modular Approach
Category 2 Online (Synchronous) Offline (Asynchronous)
Category 3 Pure Online (Synchronous + Asynchronous)
II. Instructor’s Information
Instructors Name: Jess Rey N. Cartilla Corporate Email: jrcartilla@uv.edu.ph
Title: Instructor Phone: 09505498343
III. Course Syllabus
Week Module Standards Learning Learning Materials Assessm
No./N Topic Content Performanc Competencies Required Suggested ent
o. of Standards e Standards task/Gra
Hours ded
Output
Analytica The learners The learners 1. illustrate the Lesson 1 Ian June L. 1. Weekly
l demonstrate shall be able different types of conic Course Garces, Journal 1
Geometr an to model sections: parabola. Module on Ph.D.,Pre
12 y: understandin situations Ellipse, circle and precalculu calculus, 2.
hours Introduct g of key appropriately hyperbola; s 2016 Exercice 1
ion to concept of and solve 2. define circle;
Conic conic problems 3. determine the
Sections sections accurately standard form of
and using conic equation of a circle;
Circles sections 4. graph a circle in a
rectangular coordinate
system; and
5. solve situational
problems involving
conic sections (circle)
Parabola The learners The learners 1. define parabola; Lesson 2 Ian June L. 1. Weekly
demonstrate shall be able 2. determine the Course Garces, Journal 2
8 an to model standard form of Module on Ph.D.,Pre
hours understandin situations equation of a parabola; precalculu calculus, 2.
g of key appropriately 3. graph a parabola in a s 2016 Exercice 2
concept of and solve rectangular coordinate https://ww
conic problems system; and w.youtube.c
sections accurately 4. solve situational om/watch?
using conic problems involving v=JulYbK9yi
sections conic sections (parabola 1A
Ellipse The learners The learners 1. define an ellipse; Lesson 3 Ian June L. 1. Weekly
demonstrate shall be able 2. determine the Course Garces, Journal 3
8 an to model standard form of Module on Ph.D.,Pre
hours understandin situations equation of an ellipse; precalculu calculus, 2.
g of key appropriately 3. graph an ellipse in a s 2016 Exercice 3
concept of and solve rectangular coordinate https://ww
conic problems system; and w.youtube.c
sections accurately 4. solve situational om/watch?
problems involving v=_tcyjxlZ1
conic sections (ellipses) 2E
Hyperbol The learners The learners 1. define a hyperbola; Required: Recommend 1. Weekly
a demonstrate shall be able 2. determine the Lesson 4 ed: Journal 4
8 an to model standard form of Course Ian June L.
hours understandin situations equation of a Module on Garces, 2.
g of key appropriately hyperbola; precalculu Ph.D.,Pre Exercice 4
concept of and solve 3. graph a hyperbola in s calculus,
conic problems a rectangular 2016
sections accurately coordinate system; and https://ww
4. solve situational w.youtube.c
problems involving om/watch?
conic sections v=I9FU2IrZ
(hyperbola) oiA
Series The learners The learners 1. illustrate a series Lesson 5 Ian June L. Weekly
and demonstrate shall be able 2. differentiate a Course Garces, journal 5
Sequenc an to keenly series from a Module on Ph.D.,Pre
e understandin observe and precalculu calculus,
sequence
8 g of key investigate s 2016 Exercise 5
hours concept of patterns, and
series and formulate
mathematica appropriate
l induction mathematica
and the l statements
Binomial and prove
theorem them using
mathematica
l induction
and/ or
Binomial
Theorem.
Sigma The learners The learners 1. use the sigma Lesson 6 Ian June L. Weekly
Notation demonstrate shall be able notation to represent a Course Garces, journal 6
an to keenly series Module on Ph.D.,Pre
12 understandin observe and precalculu calculus,
hours g of key investigate s 2016 Exercise 6
concept of patterns, and
Binomial and prove
theorem them using
mathematica
l induction
and/ or
Binomial
Theorem.
Mathema The learners The learners 1. illustrate the Lesson 7 Ian June L. Weekly
tical demonstrate shall be able principle of Course Garces, journal 7
Induction an to keenly mathematical induction Module on Ph.D.,Pre
12 understandin observe and 2. apply mathematical precalculu calculus,
hours g of key investigate induction in proving s 2016 Exercise 7
concept of patterns, and identities
Binomial and prove
theorem them using
mathematica
l induction
and/ or
Binomial
Theorem.
Binomial The learners The learners 1. Illustrate Pascal’s Lesson 8 Ian June L. Weekly
Theorem demonstrate shall be able Triangle in the Course Garces, journal 8
an to keenly expansion of ( x + y )
n Module on Ph.D.,Pre
understandin observe and precalculu calculus,
for small positive
12 g of key investigate s 2016 Exercise 8
integral values of n;
hours concept of patterns, and
2. prove the Binomial
Theorem;
3. determine any term
l induction mathematica n
and the l statements in ( x + y ) , where n is
Binomial and prove a positive integer,
theorem them using without expanding; and
mathematica 4. solve problems using
l induction mathematical induction
and/ or and the binomial
Binomial theorem.
Theorem.
IV-A. Points for Graded Output IV-B. Grade Equivalent Based on Points Earned
Course Module Topic Output Points Initial Grade Transmuted Initial Grade Transmuted Initial Grade Transmuted
Week Grade Grade Grade
1 Analytical Geometry 100 100 77.60-79.19 86 48.00-51.99 72
98.40-99.99 99 76.00-77.50 85 44.00-47.99 71
3 Mathematical 96.80-98.39 98 74.40-75.99 84 36.00-39.99 70
Induction 95.20-96.79 97 72.80-74.39 83 32.00-35.99 69
Total 85.60-87.19 91 63.20-64.79 77 12.00-15.99 63
IV- C. Grading Components 84.00-85.59 90 61.60-63.19 76 8.00-11.99 62
 Written Work 50% 82.40-83.99 89 60.00-61.59 75 4.00-7.99 71
 Performance Task 25% 80.80-82.39 88 56.00-59.99 74 0-3.99 60
 Quarterly Assessment 25% 79.20-80.79 87 52.00-55.99 73
Total 100%
60 as minimum grade but will have a converted rating of 75 in the report card. The lowest grade a student can get is rather 60 for the quarterly and final
grades.Remedial class is given if the final grade is below 60 and should be complied within 30 days immediately after the close of the quarter.
Prepared by: Reviewed by: Approved for use:

JESS REY N. CARTILLA, LPT
Instructor
Module 1
 Analytical Geometry: Conic Sections
Content Standards
The learners demonstrate the understanding of key concepts of conic
sections.
Performance Standard
The learners shall be able to model situations appropriately and solve
problems accurately using conic sections.
Learning Competencies
1. Illustrate the different types of conic sections: parabola, circle, ellipse,
and hyperbola
2. Define a circle, parabola, ellipse, and hyperbola
3. Determine the standard form of equation of a circle, parabola, ellipse, and
hyperbola
4. Graph a circle, parabola, ellipse, and hyperbola
5. Solve situational problems involving conic sections: circle, parabola,
ellipse, and hyperbola
Lesson 1: Introduction to conic sections and circles
At the end of the lesson, the students should be able to:
1. illustrate the different types of conic sections and circle;
2. define a circle;
3. determine the standard form of equation of a circles;
4. graph a circle in a rectangular coordinate system; and
5. solve situational problems involving conic sections (circles).
Department college
Program BSED 3
Course code
Course Title Pre-Calculus
Credit Unit 4 units
Lesson 1 Week 1
Module Topic Introduction to Conic Sections and circle
Guide Questions 1. What is a circle?
2. How to graph a circle in a rectangular coordinate system?
3. How to determine the standard form of equation of a
circles?
Learning 1. illustrate the different types of conic sections: parabola,
Competencies circle, ellipse and hyperbola;
2. define a circle;
3. determine the standard form of equation of a circles;
4. graph a circle in a rectangular coordinate system; and
5. solve situational problems involving conic sections (circles).
Learning Required Suggested

Resources Lesson 1 Course Module on Lesson 1 Course Module on
Precalculus Precalculus
Learning 1. The student shall study and learn lesson 1 on introduction to

Activity conic sections and circles. If They need to asks clarifications, the
instructor will clarify or discussed to them using a video call or they
recommended other learning materials as additional resources.
2. While Studying and learning the topics in Lesson 1, the student
can start writing in a short bond paper the entry one of the weekly
student journal based from the given situational problems.
3. After studying and learning the topics in lesson 1, the student
shall answer the exercise 1.
Required Output 1. student journal 1
Assessment 1. weekly student journal
Tasks 2. exercise or activity on a circle
Assessment tool Score Based
Target Critical and Analytical Thinking, Effective Communication,
Competency Collaboration, Confidence and Self-directed lifelong learning.
Prepared by: Reviewed by: Approved by:

-Jess Rey N. Cartilla - -
Faculty Program Coordinator Dean
Lesson 1: Introduction to Conic Sections and Circles
Engage:activities prior knowledge; serves as motivation
Actvity: You are going to construct cone using a construction paper just like the figures
below and cut the bounded curves for each figure. Then answer the following questions
(this is also a review about the graphing an equations):
1. In the first Figure , what did you observe by the cone after you cut? Ans. (circle)
2. How about in the second figure? Ans. (parabola)
3. How about in the third Figure? Ans. (hyperbola)
Okay, so therefore, as you can see your work, that is what we called as TheConic
Sections.
Explore: Now you already know the Conic Sections, let me introduce what really the
Conic Sections.
Introduction:
We introduce the conic sections (or conics), a particular class of curves which
sometimes appear in nature and which have applications in other fields. In this lesson,
we discuss the first of their kind, circles. The other conic sections will be covered in the
next lessons.
An Overview of Conic Sections
We introduce the conic sections (or conics), a particular class of curves which
sometimes appear in nature and which have applications in other fields. One of the first
shapes we learned, a circle, is a conic. When you throw a ball, the trajectory it takes is a
parabola. The orbit taken by each planet around the sun is an ellipse. Properties of
hyperbolas have been used in the design of certain telescopes and navigation systems.
We will discuss circles in this lesson, leaving parabolas, ellipses, and hyperbolas for
subsequent lessons.
Circle (Figure 1.1)- when the plane is horizontal
Ellipse (Figure 1.2) – when the (tilted) plane intersects only one cone to form a bounded
curve
Parabola (Figure 1.3) – when the plane intersects only one cone to form an unbounded
curve
Hyperbola (Figure 1.4) – when the plane (not necessarily vertical) intersects both cones
to form two unbounded curves ( each called a branch of the hyperbola)
We can draw these conic sections ( also called conics) on a rectangular coordinate plane
and find their equations. To be able to do this, we will present equivalent definitions of
these conic sections in subsequent sections, and use these to find the equations.
There are other ways for a plane and the cones to intersect, to form what are
referred to as degenerate conics: a point, one line, and two lines. See Figures 1.4, 1.5
and 1.6.
Definition and Equation of a Circle

A circle may also be considered a special kind of ellipse (for the special case when the
tilted is horizontal). For our purposes, we will distinguish between these two conics.
See Figure 1.7, with the point C(3,1) shown. From the figure, the distance of A(-
2,1) from C is AC =5.by the distance formula, the distance of B(6,5) from C is BC =
√(6−3)2 +(5−1)2=5 . There are other points P such that PC = 5. The collection of all such
points which are 5 units away from C , forms a circle.
Let C be a given point. The set of all points P having the same distance from C is
called a circle. The point C id called the center of the circle, and the common
distance its radius.
The term radius is both used to refer to a segment from the center C to a point P on the
circle, and the length of this segment.
See Figure 1.8, where a circle is drawn. It has centerC(h,k) and radius r >0 . A point
P(x,y) is on the circle if and only if PC = r. for any such point then its coordinates
should satisfy the following.
PC =r
2 2
√ ( x−h ) +( y−k ) =r
( x−h )2+ ( y −k )2=r
This is the standard equation of the circle with center C(h,k) and radius r. If the center
is the origin, then h =0 and k =0. The standard equation is then x 2+ y 2=r 2.
Example 1.In each item, give the standard equation of the circle satisfying the given
conditions.
1. center at the origin, radius 4 5. Circle B in Figure 1.9
2. center (-4,3), radius √ 7 6. Center (5,-6), tangent to the y-axis
3. circle in Figure 1.7 7. Center (5,-6), tangent to the x-axis
4. circleA in Figure 1.9 8. Has a diameter with endpoints A(-1,4) and
B(4,2)
Solutions:
1. x 2+ y 2=16
2. ( x +4 )2 +( y−3)2=7
3. The center is (3,1) and the radius is 5, so the equation is ( x−3)2 +( y −1)2=25.
4. By inspection, the center is (-2,-1) and the radius is 4. The equation is
( x +2)2 +( y +1)2=16
5. Similarly by inspection, we have ( x−3 )2 + ( y−2 )2=9.
6. The center is 5 units away from the y-axis, so the radius is r = 5 (you can make a
sketch to see why). The equation is ( x−5 )2 + ( y +6 )2=25.
7. Similarly, since the center is 6 units away from the x-axis, the equation is
( x−5 )2 + ( y +6 )2=36.
−1+4 4+ 2 3
8. The center C is the midpoint of A and B: C = ( 2
, )( )
2
= , 3 . The radius is then
2
2
3 2 29 . The circle has equation ( x− 3 ) +( y−3)2= 29 .
√ 2
2
r =AC = (−1− ) +(4−3) =
4√ 2 4
More Properties of Circles

3 2 2 29
After expending, the standard equation( x− ) +( y−3) = can be rewritten as
2 4
x 2+ y 2−3 x−6 y−5=0, an equation of the circle in general form.
If the equation of a circle is given in the general form
Ax + By2 +Cx+ Dy + E=0 , A ≠ 0 ,∨x 2 + y 2 +Cx+ Dy+ E=0 , we can determine the standard form by
2
completing the square in both variables.

Completing the square in an expression like x 2+ 14 x means determining the term to
be added that will produce a perfect polynomial square. Since the coefficient of x 2 is
already 1, we half the coefficient of x and square it, and we get 49. Indeed,
3 x 2+14 x+ 49=(x+ 7)2 is a perfect square. To complete the square in, say, 3 x 2+18 x , we
factor the coefficient of x 2 from the expression: 3(x 2 +6 x), then add 9 inside. When
completing a square in an equation, any extra term introduced on one side should also
be added to the other side.
Example 2:
Identify the center and the radius of the circle with the given equation in each item.
Sketch its graph, and indicate the center.
1. x 2+ y 2−6 x=7
2. x 2+ y 2−14 x +2 y =−14
3. 16 x 2+16 y2 + 96 x −40 y=315
Solutions:
The first step is to rewrite each equation in standard form by completing the square in x
and in y. From the standard equation, we can determine the center and radius.
1.
x 2−6 x + y 2=7
x 2−6 x +9+ y 2=7 +9
( x−3 )2 + y 2=16
Center (3,0), r = 4, Figure 1.10
2.
x 2−14 x + y 2 +2 y =−14
x 2−14 x +49+ y 2+2 y +1=−14 +49+ 1
( x−7 )2 + ( y +1 )2=36
Center (7,-1), r = 6, Figure 1.11
3.
16 x 2+ 96 x+16 y 2 −40 y=315
5
(
16 ( x 2+ 6 x ) + 16 y 2− y =315
2 )
5 25 25
(
16 ( x 2+ 6 x+ 9 ) +16 y 2− y +
2 16 )
=315+16 ( 9 )+ 16
16 ( )
5 2
2
(
16 ( x+ 3 ) + 16 y −
4 )
=484
2 2
( x +3 )2 + y − 5 = 484 = 121 = 11
( ) ( )
4 16 4 2
5
Center (-3, ¿ , r=5.5 , Figure 1.12.
4
In the standard equation ( x−h)2 +( y−k )2=r 2 , both the two squared terms of the left
side have coefficient 1. This is the reason why in the preceding example, we divided by
16 at the last equation.
Apply:
Direction: Read the problem carefully and solve.

Example 3:
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? Round off to 2 decimal
places.
Assess :
My Weekly Student Journal 1
A. Directions: Solve the following situational problems involving circles.Show your
complete solution with coordinate system.
1. 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 the lane? Round off to 2 decimal places.
2. An archeologist 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, and the standard equation of the circle defining its boundary.
3. A ferris wheel is elevated 1m above ground. When a car reaches the highest point on
the ferris wheel, its altitude from the ground level is 31 m. How far away from the
center, horizontally, is the car when it is at an altitude of 25m?
Exercise 1
1. Identify the center and the radius of the circle with the given equation in each item.
Sketch its graph, and indicate the center.
(a) x 2+ y 2=49 (f) x 2+ y 2+10 x +12 y=−12
(b)4 x2 + 4 y 2=25 (g) 2 x2 +2 y 2−14 x +18 y=7
7 2 3 2 169
(c)( x− ) +( y + ) = (h) 4 x2 + 4 y 2−20 x +40 y=−5
4 4 16
(d) x 2+ y 2−12 x−10 y =−12 (i) 9 x 2+ 9 y 2+ 42 x +84 y+ 65=0
(e) x 2+ y 2+ 8 x −9 y=6 (j)2 x2 +2 y 2 +10 x =2 y +7
2. Find the standard equation of the circle which satisfies the given conditions.
(a) center at the origin, radius 2 √2
(b) center at (15,-20), radius 9
(c) center at (5,6), through (9,4)
(d) center at (-2,3), tangent to the x-axis
(e) center at (-2,3), tangent to the y-axis
(f) center at (-2,3), tangent to the line y = 8
(g) center at (-2,3), tangent to the line x = -10
(h) center in the third quadrant, tangent to both the x-axis and y-axis, radius 7
(i) a diameter with endpoints (-9,2) and (15,12)
(j) concentric with x 2+ y 2+2 x−4 y=5 , radius is 7
LESSON 2
PARABOLA
At the end of the lesson, the student is able to:
1. define a parabola;
2. determine the standard form of equation of a parabola;
3. graph a parabola in a rectangular system; and
4. solve situational problems involving conic sections (parabola).
Department college
Program BSED 3
Course code
Credit Unit 4 units
Lesson 2 Week
Module Topic parabola
Guide 1. What is a Parabola?
Questions 2. How to graph a parabola in a rectangular coordinate system?
3. How to determine the standard form of equation of a parabola?
Intended 1. define a parabola;
learning 2. determine the standard form of equation of a parabola;
Outcomes 3. graph a parabola in a rectangular system; and
4. solve situational problems involving conic sections (parabola).
Learning Required Suggested

Resources  Lesson 2 Course Module  Ian June L. Garces, Ph.d., pre
on Precalculus Calculus, 2016
 https://www.youtube.com/watch?
v=JulYbK9yi1A
Learning 1. The student shall study and learn lesson 2 on parabola. If They need
Activity to asks or clarifications, the instructor will clarify or discuss to them
using a video call or they recommended other learning materials as
additional resources.
2. While Studying and learning the topics in Lesson 2, the student can
start writing in a short bond paper the entry two of the weekly student
journal based from the given situational problems.
3. After studying and learning the topics in lesson 2, the student shall
answer the exercise 2.
Required 1. student journal 2
Output
Tasks 2. exercise or activity on a parabola
Assessment Score Based
tool
Target Critical and Analytical Thinking, Effective Communication, Collaboration,
Competency Confidence and Self-directed lifelong learning.

Lesson 2: Parabola
Engage:
As a review, Graph the following equations using the table of values beside and answer
the following question.
1. 2. x -1 0 1 2
x 2+ 1 x 2+ 2 x +1
y
Questions: 1. How are going to graph the equations?
2. What do you think is the graph of the equations?
Explore:
Okay so, you already learned the parabola, but this time, in this lesson the parabola is
one of the conic sections.
Introduction
A parabola is one of the conic sections. We have already seen parabolas which
open upward or downward, as graphs of quadratic functions. Here, we will see parabolas
opening to the left or right. Applications of parabolas are presented at the end.
Definition and Equation of a Parabola
Consider the point F(0,2) and the l having equation y= -2, as shown in Figure 1.17.
What are the distances of A(4,2) from F and from l? (The latter is taken as the distance
of A from Al ,the point on l closest to A). how about the distances of B(-8,8) from F and
from l (from Bl).
AB=4 and AAl = 4
BF= √(−8−0)2+(8−2)2=10 and BB l=10
There are other points P such that PF = PP l (where pl is the closest point on the l ). The
collection of all such points forms a shape called a parabola.
Figure 1.17
Figure 1.18
Let F be a given point, and l a given line not containing F. The set of all points P such
that its distances from F and from l are the same, is called a parabola. The point F is
its focus and the line l its directrix.
Consider a parabola with focus F(0,c) and directrixl having equation x = -c. See Figure
1.18. The focus and directrix are c units above and below, respectively, the origin. Let
P(x,y) be a point on the parabola so PF = PP l ,where Pl is the point on l closest to P. The
point P has to be on the same side of the directrix as the focus (if P was below, it would
be closer to l than it is from F).
PF=PPl
2 2
√ x +( x−c ) = y — c= y + c
x 2+ y 2−2 cy +c 2= y 2 +2 cy +c 2
x 2=4 cy
The vertex V is the point midway between the focus and the directrix. The
equation x 2=4 cy , is then the standard equation of a parabola opening upward with vertex
V(0,0).
Suppose the focus is F(0,-c) and the directrix is y = c. in this case, a point P on
the resulting parabola would be below the directrix (just like the focus). Instead of
opening upward, it will open downward. Consequently, PF=√ x 2 +( y−c )2 and PP l=c − y (you
may draw a version of Figure 1.18 for this case). Computations similarly to the one done
above will lead to the equation x 2=−4 cy.
We collect here the features of the graph of a parabola with standard equation
x =4 cy or x 2=−4 cy , where c >0.
2
1. vertex: origin (0,0)

 If the parabola opens upward, the vertex
is the lowest point. If the parabola opens
downward, the vertex is the highest
point.
2. directrix: the line y = -c or y = c
 The directrix is c units below or above
the vertex.
3. focus: F(0,c) or F(0,-c)
 The focus is c units above or below the
vertex.
 Any point on the parabola has the same
distance from the focus as it has from
the directrix.
4. axis of symmetry: x = 0 (the y-axis)
 This line divides the parabola into
two parts which are mirror images
of each other.
Example 1
Determine the focus and directrix of the parabola with the given equation. Sketch the
graph, and indicate the directrix, focus, vertex, and axis of symmetry.
1. x 2=12 y 2. x 2=−6 y
Solution:
1. The vertex is V(0,0) and the parabola opens upward. From 4c = 12, c = 3. The focus,
c = 3 units above the vertex, is F(0,3).
The directrix, 3 units below the vertex, is y = -3. The axis of symmetry is x = 0.
3
2. The vertex is V(0,0) and the parabola opens downward. From 4c = 6, c= . The
2
3 3 3
focus, c= units below the vertex, is F (0 , ). The directrix, units above the vertex, is
2 2 2
3
y= . The axis of symmetry is x = 0.
2
Example 2
What is the standard equation of the parabola in Figure 1.17?
Solution: From the Figure, we deduce that c = 2 . The equation is thus x 2=8 y.
More Properties of Parabolas
The parabolas we considered so far are “vertical” and have their vertices at the origin.
Some parabolas open instead horizontally (to the left or right), and some have vertices
not at the origin. Their standard equations and properties are given in the box. The
corresponding computations are more involved. But are similar to the one above, and so
are not shown anymore.
In all four cases below, we assume that c >0 . The vertex is V (h , k ), and it lies
between the Famd the directrixl. The focus F is c units away from the vertex V, and the
directrix is c units away from the vertex. Recall that, for any point on the parabola, its
distance from the focus is the same as its distance from the directrix.
( x−h)2=4 c ( y −k ) ( y−k )2=4 c (x−h)
( x−h)2=−4 c ( y −k ) ( y−k )2=−4 c (x−h)
Directrixl: horizontal directrixl: vertical

Axis of symmetry: x = h, vertical axis of symmetry: y = k, horizontal
The following observations are worth nothing.

 The equations are in terms of x – h and y – k : the vertex coordinates are
subtracted from the corresponding variable. Thus, replacing both h and k with 0
would yield the case where the vertex is the origin. For instance, this replacement
applied to ( x−h)2=4 c ( y −k ) (parabola opening upward) would yield x 2=4 cy , the first
standard equation we encountered (parabola opening upward, vertex at the
origin).
 If the x-part is squared, the parabola is “ vertical”; if the y-part is squared, the
parabola is “horizontal”. In a horizontal parabola, the focus is on the left or right of
the vertex, and the directrix is vertical.
 If the coefficient of the linear (non-squared) part is positive, the parabola opens
upward or to the right; if negative, downward or to the left.
Example 3
The figure shows the graph of parabola, with only its focus and vertex indicated. Find its
standard equation. What is its directrix and its axis of symmetry?
Solution:
The vertex is V(5,-4) and the focus is F(3,-4). From these, we deduce the following: h
=5, k = -4, c = 2 (the distance of the focus from the vertex). Since the parabola opens
to the left, we use the template ( y−k )2=−4 ( x−h).Our equation is ( y + 4)2=−8 ( x−5 ) .
Its directrix is c = 2 units ti the right of V, which is x = 7. Its axis is the horizontal line
through V: y = -4.
The standard equation ( y + 4)2=−8( x−5) from the preceding can be rewritten as
y 2 +8 x+ 8 y−24=0, an equation of the parabola in general form.
If the equation is given in the general form Ax2 +Cx+ Dy + E=0( A and C are non
zero) or By2 +Cx+ Dy + E=0 (B and C are non zero), we can determine the standard form by
completing the square in both variables.
Example 4.
Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the
given equation. Sketch the parabola, and include this points and lines.
(a) y 2−5 x +12 y =−16 (b)5 x 2+30 x +24 y=51
Solution:
(a) we complete the square on y, and move x to the other side.
y 2 +12 y=5 x−16

y 2 +12 y+36=5 x−16+36=5 x+ 20
( y +6 )2 =5 ( x + 4 )
5
The parabola opens to the right. It has vertex V(-4,-6). From 4c = 5, we get ¿ =1.25 .
4
The focus is c = 1.25 units to the right of V :F(-2.75, -6). The (vertical) directrix is c =
1.25 units to the left of V: x = -5.25. The (horizontal) axis is through V: y = -6.
(b) we complete the square on x, and move y to the other side.
5 x 2+30 x=−24 y +51
5 ( x 2+ 6 x+ 9 )=−24 y+ 51+5 ( 9 )
2
5 ( x+ 3 ) =−24 y + 96=−24 ¿
−24
( x +3 )2= ( y−4 )
5
In the last line, we divided by 5 for the squared part not to have any coefficient. The
parabola opens downward. It has vertex V(-3,4).
24 6
From 4 c= , we get c= =1.2 . The focus is c = 1.2 units below V:F(-3,2.8). The
5 5
(horizontal) directrix is c = 1.2 units above V:y = 5.2 . The (vertical) axis is through V:
x = -3.
Example 5
A parabola has focus F(7,9) and directrix y = 3 . Find its standard equation.
Solution:Thedirectrix is horizontal, and the focus is above it. The parabola then opens
upward and its standard has the form ( x−h)2=4 c ( y −k ). Since the distance from the focus
to the directrix is 2c = 9 – 3 = 6, then c = 3. Thus, the vertex is V(7,6), the points 3
units below F. The standard equation is then ( x−7)2=12( y−6).
Apply:
Direction: Apply the concept of the parabola and solve the situational problem.
Example 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?
Example 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?
Assess:
MY WEEKLY STUDENT JOURNAL 2
A.Direction: In a short bond paper, solve the following situational problems and show
your complete solution.
1. 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? Round off your
answer to the nearest 2 decimal places (refer to the example 6)
2. The towers supporting the cable of a suspension bridge are 1200 m apart and 170 m
above the bridge its supports. Supports the cable hangs, following the shape of a
parabola, with its lowest point 20 m above the bridge. How high is the cable 120 m
away from a tower?
Exercise 2
1. Determine the vertex, focus, and axis of symmetry of the parabola in the table below
with the given equation. Sketch the graph, and include these points and lines.
(a) x 2=−4 y (d) x 2+ 6 x+ 8 y =7
(b) 3 y 2=24 x (e) y 2−12 x+ 8 y=−40
5 2 9
( )
(c) y +
2 ( )
=−5 x−
2
(f) 16 x 2=72 x −112 y=−221
Item Vertex Focus Directrix Axis of

symmetry
(a)
(b)
(c)
(d)
(e)
(f)
2. Find the standard equation of the parabola which satisfies the given conditions.
(a) Vertex (1,-9), focus (-3,-9)
(b) vertex (-8,3), directrix x = -10.5
(c) vertex (-4,2), focus (-4,-1)
(d) focus (7,11), directrix x = 1
(e) focus (7,11), directrix y = 4
(f) vertex (-5,-7), vertical axis of symmetry, through the point P(7,11)
Lesson 3
Ellipses

1. define an ellipse;
2. determine the standard form of equation of an ellipse;
3. graph an ellipse in a rectangular coordinate system; and
4. solve situational problems involving conic sections (ellipse).
Department college
Program BSED 3
Course code
Credit Unit 4 units
Lesson 1 Week 1
Module Topic Ellipse
Guide 1. What is ellipse?
Questions 2. How to graph an ellipse in a rectangular coordinate system?
3. How to determine the standard form of equation of an ellipse?
Learning 1. define an ellipse;
Competencies 2. determine the standard form of equation of an ellipse;
3. graph an ellipse in a rectangular coordinate system; and
4. solve situational problems involving conic sections (ellipse).
Required: Suggested
Learning  Lesson 2 Course Module  Ian June L. Garces, Ph.d., pre
Resources on Precalculus Calculus, 2016
v=_tcyjxlZ12E
Learning 1. The student shall engage the activity and explore lesson 3 on
Activity ellipse. If they need to asks clarifications, the instructor will clarify or
discuss to them using a video call or they are recommended other
learning materials as additional resources.
start writing in a short bond paper the entry two of the weekly
Output
Tasks 2. exercise or activity on a ellipse
tool

Lesson 3: Ellipse
Engage:
In a Graphing calculator, try to graph the following equations and answer the following
question.
x2 y2 y2 x2
1. + =1 2. + =1
25 16 25 9
Question:
1.What do think is the graph of the said equations? Ans. ellipse
Explore:
For more information about ellipse, please read the following:
Introduction:
An ellipse is one of the conic sections that most students have not encountered
formally before, unlike circles and parabolas. Its shape is a bounded curve which looks
like a flattened circle. The orbits of the planets in our solar system around the sun
happen to be elliptical in shape. Also, just like parabolas, ellipses have reflective
properties that have been used in the construction of certain structures (shown in some
of the practice problems). We will see some properties and applications of ellipses in this
section.
Definition and Equation of an Ellipse

Consider the points F1(-3,0) and F2(3,0), as shown in Figure 1.19. What is the sum of
the distances of A(4,2.4) from F1 and F2? How about the sum of the distances of B (and
C(0,-4) from F1 and from F2?
A F1 + A F 2=7.4+2.6=10
B F 1 +B F 2=3.8+6.2=10
C F 1+ ¿C F 2=5+5=10
There are other points P such that PF1 + PF2 = 10. The collection of all such points forms
a shape called an ellipse.
Figure 1.19 Figure 1.20
Let F1 and F2 be two distinct points. The set of all points P, whose distances from F1 and
from F2 add up to a certain constant, is called an ellipse. The points F1 and F2are called
the foci of the ellipse.
Given are two points on the x-axis,F1(-c,0), the foci, both c units away from their
center (0,0). See Figure 1.20. Let P(x,y) be a point on the ellipse. Let the common sum
of the distances be 2a( the coefficient 2 will make computations simpler). Thus, we have
PF 1 + PF 2 =2 a.
PF 1=2a−PF 2
2 2 2 2
√ ( x+ c ) + y =2a−√ ( x−c ) + y
2 2 2 2 2 2 2 2 2
x + 2 cx+ c + y =4 a −√ ( x−c ) + y + x −2 cx +c + y
2 2 2
a √ ( x−c ) + y =a −cx
a 2 [ x 2−2 cx+ c 2+ y 2 ] =a4 −2 a2 cx+ c 2 x 2
( a 2−c 2 ) x 2 +a 2 y 2=a4 −a2 c 2=a2 ( a2 −c 2 )
b 2 x 2+ a2 y 2by letting b=√ a2−c2 , so a> b
x2 y 2
+ =1
a2 b 2
When we let b=√ a2−c2 , we assumed a> c . To see why this is true, look at ∆ PF 1 F 2 in Figure
1.20. By the Triangle Inequality, PF1 + PF2 > F 1 F 2, which implies 2 a>2 c ,so ¿ c .
We collect here the features of the graph of an ellipse with standard equation
x2 y 2
2
+ 2 =1, where a> b. Let c= √ a 2−b2 .
a b
(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 ellipse, the sum of its distances from the foci is 2c
(3) vertices: Major axis is Horizontal=V1(-a,0) and V2(a,0)
Major axis is Vertical= V1(0,-a) and V(0,a)
 The vertices are points on the ellipse, collinear with the center and foci.
 If y = 0, then x=± a. Each vertex is aunits away from the center.
 The segment V1V2 is called the major axis. Its length is 2a. It divides the ellipse
into two congruent parts.
(4) covertices: Major axis is Horizontal=W1(0,-b) and W2(0,b)
 The segment through the center, perpendicular to the major axis, is the minor
axis. It meets the ellipse at the covertices. It divides the ellipse into two congruent
parts.
 If x = 0, then y=± b . Each covertex is b units away from the center.
 The minor axis W1W2is 2b units long. Since a> b, the major axis is longer than the
minor axis.
Example 1
Give the coordinates of the foci, vertices, and covertices of the ellipse with equation
x2 y2
+ =1
25 9
Sketch the graph, and include these points.
Solution: With a 2=25and b 2=9, we have a = 5, b = 3, and c= √ a 2−b2 =4 .
Foci: F1(-4,0), F2(4,0) Vertices: V1(-5,0), V2(5,0) Covertices:

W1(0,-3),W2(0,3)
Example 2 Find the (standard) equation of the ellipse whose foci are F1(-3,0) and
F2(3,0), such that for any point on it, the sum of its distsnces from the foci is 10. See
Figure 1.19.
x2 y2
Solution: We have 2a = 10 and c = 3, and b=√ a −c =4 . The equation is
2 2
+ =1
25 16
More Properties of Ellipses
Some ellipses have their foci aligned vertically, and some have centers not at the origin.
Their standard equations and properties are given in the box. The derivations are more
involved, but are similar to the one above, and so are not shown anymore.
Center Corresponding Graphs
(0,0)
x2 y 2 x2 y 2
+ =1 + =1
a2 b 2 b2 a 2
(h,k)
(x−h)2 ( y−k )2 (x−h)2 ( y−k )2

+ =1 + =1
a2 b2 b2 a2
Major axis: horizontal major axis: vertical
Minor axis: vertical Minor axis: horizontal
In all cases above, a> band c= √a 2−b2 . The foci F1 and F2 are c units away from the
center. The V1 and V2 are a units away from the center, the major axis has length 2a,
the coverticesW1 and W2 are b units away from the center, and the minor aixs has
lrngth 2b. Recall that, for any point on the ellipse, the sum of its distances from the foci
is 2a.
In the standard equation, if the x-part has the bigger denominator, the ellipse is
horizontal. If the y-part has the bigger denominator, the ellipse is vertical.
Example 3 Give the coordinates of the center, foci, vertices, and covertices of the
ellipse with the given equation. Sketch the graph, anf include these points.
( x+3 )2 ( y−5 )2
(1) + =1 (2) 9 x 2+ 16 y 2−126 x+ 64 y=71
24 49
Solution:
(1) From a 2=49∧b2=24, we have a a = 7, b = 2 √ 6 , and c= √ a 2−b2 =5. The ellipse is

vertical.
Center: (-3,5)
Foci: F1(-3,0), F2(-3,10) F1(h,k-c) and F2(h,k+c)
Vertices: V1(-3,-2), V2(-3,12) V1(h,k-a) and V2(h,k+a)
Covertices: W1(−3−2 √ 6 ,5 ) ≈ (−7.9,5 ) , W 2(−3+2 √ 6 , 5)≈ 1.9,5 ¿: W1(h-b,k) and W2(h+b,k)
(2) We first change the given equation to standard form.
9 ( x 2−14 x ) +16 ( y 2 + 4 y )=71
9 ( x 2−14 x + 49 ) +16 ( y 2 +4 y + 4 )=71+9 ( 49 )+16 ( 4 )
9¿
(x−7)2 ( y +2)2
+ =1
64 36
We have a = 8 and b = 6 . Thus, ¿ √ a2−b2=2 √ 7 ≈5.3 . The ellipse is horizontal.
Center: (7,-2)
Foci: F1(7-2 √ 7, -2)≈ ( 1.7 ,−2 ) F1(h-c,k) , F2(h+c,k)
F2(7+2 √ 7, -2)≈ ( 12.3 ,−2 )

Vertices: V1(-1,-2), V2(15,-2) V1(h-a,k), V2(h+a,k)
Covertices: W1(7,-8), W2(7,4) W1(h,k-b),W2(h,k+b)
Example 4 The Foci of an ellipse are (-3,-6) and (-3,2). For any point on the ellipse, the
sum of its distances from the foci is 14. Find the standard equation of the ellipse?
Solution: The midpoint (-3,-2) of the foci is the center of the ellipse. The ellipse is
vertical ( because the foci are vertically aligned) and c = 4 . From the given sum, 2a =
( x+3 )2 ( y+ 2 )2
14 so a =7 .Also b=√ a2−c2 =√ 33 . The equation is + =1.
33 49
Example 5. An ellipse has vertices ( 2− √ 61 ,−5 )and ( 2+ √ 61 ,−5 ) , and its minor axis is 12
units along. Find its standard equation and its foci.
Solution: The midpoint (2,-5) of the vertices is the center of the ellipse, which is
horizontal. Each vertexa=√ 61 units away from the center. From the length of the minor
( x−2 )2 ( y +5 )2
axis, 2b = 12 so b = 6. The standard equation is + =1.Each focus is
61 36
c= √ a 2−b2 =5 units away from (2,-5), so their coordinates are (-3,-5) and (7,-5).
Apply:
We now apply the concept of ellipse to some situational problems.
Example 6.A tunnel has the shape of a semiellipse that is 15 ft at the center, and 36 ft
across the base. At most how high should a passing truck be, if it is 12 ft wide, for it to
be able to fit through the tunnel? Round off your answer to two decimal places.
Solution:Refer to the figure above. If we draw the semiellipse on a rectangular

coordinate system, with its center at the origin, an equation of the ellipse which contains
x2 y2
it , is + =1
182 152
To maximize its height, the concerns of the truck, as shown in the figure, would have to
just touch the ellipse. Since the truck is 12 ft wide, let the point (6,n) be the corner of
the truck in the first quadrant, where n> 0, is the (maximize) height of the truck. Since
this point is on the ellipse, it should fit the equation. Thus, we have
62 n2
+ =1
182 152
62
(
n2 =152 1−
182 )
n=10 √2 ≈ 14.14 ft
Assess
Direction:In short bond paper, solve the following situational problems and show your
complete solutions.
1. The arch of the 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 ft across its major axis.
How high above the water level is the arch, at a point 20 ft from the center
(horizontally)? Round off to 2 decimal places. Refer to Example 6.
2. A semielliptical tunnel has height 9 ft and a width of 30 ft. A truck that is about to
pass through is 12 ft wide and 8.3 ft high. Will this truck be able to pass through the
tunnel?
Exercise 3:
1. Give the coordinates of the center, vertices, covertices, and foci of the ellipse with the
given equation. Sketch the graph, and include these points.
x2 y2 (x +7)2 ( y −4)2
(a) + =1 (d) + =1
169 25 16 25
x2 y2
(b) + =1 (e) 9 x 2+ 16 y 2=72 x−96 y+ 144=0
144 169
(c) 4 x2 +13 y 2=52 (f) 36 x 2+ 20 y 2 −144 x+120 y −396=0
Item Center Vertices Covertices Foci

(a)
(b)
(c)
(d)
(e)
(f)
2. Find the standard equation of the ellipse which satisfies the given conditions.
(a) foci (-7,6) and (-1,6), the sum of the distances of any point from the foci is 14.
(b) center (5,3), horizontal major axis of length 20, minor axis of length 16.
(c) major axis of length 22, foci 9 units above and below the center (2,4).
(d) covertices (-4,8) and (10,8), a focus at (3,12)

Lesson 4
Hyperbola

1. define a hyperbola;
2. determine the standard form of equation of a hyperbola;
3. graph a hyperbola in a rectangular coordinate system; and
4. solve situational problems involving conic sections ( hyperbola).
Department college
Program BSED 3
Course code
Course Title calculus 1
Credit Unit 4 units
Lesson 4 Week
Module Topic hyperbola
Guide 1. What is hyperbola?
Questions 2. How to graph a parabola in a rectangular coordinate system?
3. How to determine the standard form of equation of a hyperbola?
Intended 1. define a hyperbola;
learning 2. determine the standard form of equation of a hyperbola;
Outcomes 3. graph a hyperbola in a rectangular coordinate system; and
4. solve situational problems involving conic sections
( hyperbola).
Learning Required: Suggested
Resources
 Lesson 4 Course Module  Ian June L. Garces, Ph.d., pre
v=I9FU2IrZoiA
Activity hyperbola. If they need to asks clarifications, the instructor will clarify
or discussed to them using a video call or they are recommended other
learning materials as additional resources.
start writing in a short bond paper the entry four of the weekly student
journal based from the given situational problems.
Output
Tasks 2. exercise or activity on a hyperbola
tool
Target Critical and Analytical Thinking, Effective Communication, Collaboration,
Competency Confidence and Self-directed lifelong learning.
Lesson 4 Hyperbola
Engage:
In a Graphing calculator, try to graph the following equations and answer the following
question.
x2 y 2 y2 x2
1. − =1 2. − =1
9 16 25 9
Question:
1. How are you going to graph the equations?
1. What do you think is the graph of the equation given above?
Explore:
This topic is one of the conic sections that most students have not encountered formally
before, unlike circles and parabolas. So let me introduce this topic, read and do the
tasks given.
Introduction:
The graph of hyperbolas are consists of two unbounded branches which extend in
opposite directions. It is misconception that each branch is a parabola. This is not true,
as parabolas and hyperbolas have very different features. An application of hyperbolas
in basic location and navigation schemes are presented in an example and some
exercise.
Definition and Equation of a Hyperbola

Consider the points F1(-5,0) and F2(5,0) as shown in Figure 1.21. What is the absolute
value of the difference of the distances of A(3.75,-3) from F1 and from F2? How about
16
the absolute value of the difference of the distances of B(-5, ¿ from F1 and from F2?
3
| AF1− AF 2|=|9.25−3.25|=6
|BF1−BF 2|= |163 − 343|=6
There are other points P such that |PF 1 −PF 2|=6. The collection of all such points forms a
shape called a hyperbola, which consists of two disjoint branches. For points P on the
left branch, PF 2−PF 1=6 ; for those on the right branch, PF 1−PF 2=6 .
Let F1 and F2 be two distinct points. The set of all points P, whose distances from F1 and from F2 differ by a
certain constant, is called a hyperbola. The points F1 and F2 are called the foci of the hyperbola.
In Figure 1.22, given are two points on the x-axis, F1(-c,0) and F2(c,0), the foci, both c
units away from their midpoint (0,0). This midpoint is the center
of the hyperbola. Let P(x,y) be a point on the hyperbola, and let the absolute value of
the difference of the distances of P from F1 and F2 be 2a (the coefficient 2 will make
computations simpler). Thus, |PF 1 −PF 2|=2 a , and so
|√ ( x+ c )2+ y 2−√ ( x −c )2+ y2|=2 a

Algebraic manipulations allow us to rewrite this into the much simpler
x2 y 2
− =1, whereb=√ c 2−a2 .
a2 b2
When we let ¿ √ c 2−a2 , we assumed c >a . To see why this is true, suppose that P is
closer to F 2, so PF 1−¿ PF . ¿ Refer to Figure 1.22 suppose also that P is not on the x-axis,
2=2a
so ∆ PF 1 F 2 is formed. From the triangle in inequality, F 1 F 2+ PF 2> PF 1. Thus,

2 c > PF 1−PF 2=2 a, so c >a.
Now we present a derivation. For now, assume P is closer to F 1so PF 1 > PF 2 , PF 1−PF 2=2 a.
PF 1=2a+ PF 2
2 2 2 2
√ ( x+ c ) + y =2a+ √ ( x−c ) + y
2 2 2 2 2
( √ ( x+ c ) + y =2 a+ √ ( x −c ) + y )
2
cx−a2=a √ ( x−c ) + y 2
2 2 2 2 2
(cx −a ) =( a √( x−c ) + y )
(c ¿ ¿ 2−a2) x 2−a2 y 2=a 2(c ¿ ¿2−a2 )¿ ¿
b 2 x 2−a2 y 2=a 2 b 2 by letting b=√ c 2−a2 >0
x2 y 2
− =1
a2 b2
We collect here the features of the graph of a hyperbola with standard equation
x2 y 2
− =1
a2 b2
Let c= √ a 2+ b2.
(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 line l1 and l2in Figure 1.24
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.
a2 b2
 To help us sketch the asymptotes, we point out that the asymptotes l1 and l2 are
the extended diagonals of the auxiliary rectangle drawn in Figure 1.24. This
rectangle has side 2a and 2b with its diagonals intersecting at the center. 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.
Example 1 Determine the foci, vertices, and asymptotes of the hyperbola with equation
x2 y 2
− =1.
9 7
Sketch the graph, and include these points and lines, the transverse and conjugate
axes, and the auxiliary rectangle.
Solution: with a 2=9and b 2=7, we have a = 3, b=√ 7 , and , c= √ a 2+ b2=4.
Foci: F1(-4,0) and F2(4,0) , Vertices: V1(-3,0) and V2(3,0), Asymptotes: y=

√7 x
3
−√ 7
and y= x
3
The graph is shown below. The conjugate axis drawn has its endpoints b=√ 7 ≈ 2.7 units
above and below the center.
Example 2 Find the (standard) equation of the hyperbola whose foci are F1(-5,0) and
F2(5,0), such that for any point on it, the absolute value of the difference of its
distances from the foci is 6. See Figure 1.21.
Solution: We have 2a = 6 and c = 5, so a = 3 and b=√ c 2−a2 =4 . The hyperbola then has
x2 y 2
equation − =1.
9 16
More Properties of Hyperbolas
The hyperbolas we considered so far are “horizontal” and have the origin as their
centers. Some hyperbolas have their foci aligned vertically, and some have centers not
at the origin. Their standard equations and properties are given in the box. The
derivations are more involved, but are similar to the one above, and so are not shown
anymore.
In all four cases above, we let ¿ √ a2 +b 2 . The foci F1 and F2 are c units away from the
center C. The vertices V1 and V2 are a units away from the center. The transverse axis
V1V2 has length 2a. The conjugate axis has length 2b and is perpendicular to the
transverse axis. The transverse and conjugate axes bisect each other at their
intersection point, C. Each branch of a hyperbola gets closer and closer to the
asymptotes, in the direction towards which the branch extends. The equations of the
asymptotes can be determined by replacing 1 in the standard equation by 0. The
asymptotes can be drawn as the extended diagonals of the auxiliary rectangle
determined by the transverse and conjugate axes. Recall that, for any point on the
hyperbola, the absolute value of the difference of its distances from the foci is 2a.
In the standard equation, aside from being positive, there are no other ristrictions
on a and b . In fact, a andb can even be equal. The orientation of the hyperbola is
determined by the variable appearing in the first term ( the positive term): the
corresponding axis is where the two branches will open. For example, if the variable in
the first term is x, the hyperbola is “horizontal”: the transverse axis is horizontal, and
the branches open to the left and right in the direction if the x-axis.
Example 3 Give the coordinates of the center, foci, vertices, and asymptotes of the
hyperbola with the given equation. Sketch the graph, and include these points and lines,
the transverse and conjugate axes, and the auxiliary rectangle.
( y +2)2 ( x−7)2
1. − =1 (2)4 x2 −5 y 2+32 x+ 30 y=1
25 9
Solution: (1) From a 2=25and b 2=9 , we have a = 5 and b = 3, and ¿ √ a2 +b 2=√34 ≈ 5.8 . The
( y +2)2 (x−7)2
hyperbola is vertical. To determine the asymptotes, we write − =0, which is
25 9
5
equivalent to y +2=± ( x−7).
3
We can then solve this y.
Center: C(7,-2)
Foci: F1(7 ,−2−√ 34 ≈(7 ,−7.8) F1(h,k-c) and F2(7 ,−2+ √34 ≈ ¿) F2(h,k+c)
Vertices: V1(7,-7) V1(h,k-a) and V2(7,3) V2(h,k+a)
5 41 −5 29
Asymptotes: y= x − ∧ y= x+
3 3 3 3
Y=(5/3)x-(35/3) – 2 y=-(5/3)x+(35/3)-2
The conjugate axis is drawn has its endpoints b = 3 units to the left and right of the
center.
4 x2 −5 y 2+32 x+ 30 y=1 Ax 2−By 2+Cx + Dy=1
(2) We first change the given equation to standard form.
4 ( x 2+ 8 x ) −5 ( y 2−6 y )=1
4 ( x 2+ 8 x +16 ) −5 ( y 2−6 y +9 )=1+ 4 ( 16 )−5 (9)
4 ( x+ 4 )2 −5 ( y −3 )2=20
( x+ 4 )2 ( y−3 )2
− =1
5 4
We have a=√ 5 ≈2.2 and b = 2. Thus, c= √ a 2+ b2=3 . The hyperbola is horizontal. To

determine the asymptotes, we write
( x+ 4 )2 ( y−3 )2 2
− =0 which is equivalent to y−3=± ( x+ 4), and solve for y.
5 4 √5
Center: C(-4,3)
Foci: F1(-7,3)F1(h-c,k) and F2(-1,3)F2(h+c,k)
Vertices: V1(−4− √ 5 , 3 ¿ ≈ (−6.2,3 ) V 1(h−a , k )∧V 2 (−4+ √ 5 , 3 ) ≈(−1.8,3)V 2(h+ a , k )
2 8 −2 8
Asymptotes: y= x + +3∧ y= x− +3
√ 5 √5 √5 √5
The conjugate axis drawn has its endpoints b = 2 units above and below the center.
Example 4 The foci of a hyperbola are (-5,-3) and (9,-3). For any point on the
hyperbola, the absolute value of the difference of its distances from the foci is 10. Find
the standard equation of the hyperbola.
Solution:The midpoint (2,-3) of the foci is the center of the hyperbola. Each focus is c =
7 units away from the center. From given difference 2a = 10 so a = 5 . Also,
b 2=c 2−a 2=24. The hyperbola is horizontal (because the foci are horizontally aligned), so
the equation is
(x−2)2 ( y +3)2
− =1.
25 24
Example 5 A hyperbola has vertices (-4,-5) and (-4,9), and one of its foci is (-4,2−√ 65).
Find its standard equation.
Solution: The midpoint (-4,2) of the vertices is the center of the hyperbola, which is
vertical (because the vertices are vertically aligned). Each vertex is a = 7 units away
from the center. The given focus c= √ 65 units away from the center. Thus, b 2=c 2−a 2=16,
and the standard equation is
( y−2)2 (x +4)2
− =1.
49 16
Apply:
We now give an example on an application of hyperbolas.
Example 6 An explosion is heard by two stations 1200 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 location of the explosion. Use 340 m/s as the speed of the sound.
Solution: Using the given speed of the sound, we deduce that the sound traveled
340(2)= 680 m farther in reaching F2 than in reaching F1. This is then the difference of
the distances of the explosion from the two stations. Thus, the explosion is on a
hyperbola with foci are F1 and F2 on the branch closer to F1.
We have c = 600 and 2a = 680, so a = 340 and b 2=c 2−a 2=244400. The explosion could
x2 y2
therefore be anywhere on the left branch of the hyperbola − =1.
115600 244400
Assess:
DIRECTION: In a short bond paper, solve the following situational problems and show
your complete solution.
1. Two stations, located at M(-1.5,0) and N(1.5,0) (units are in km), simultaneously
send sound signal traveling at the speed of 0.33 km/s. If the signal from N was received
by the ship four seconds before the signal it received from M, find the equation of the
curve containing the possible location of the ship.
2.Two control towers are located at points Q(-500,0) and R(500,0), on a straight shore
where the x-axis runs through (all distances are in meter). At the same moment, both
towers sent a radio signal to a ship out at sea, each traveling at 300 m/ μs. The ship
received the signal from Q 3 μs (microseconds) before the message from R.
(a) Find the equation of the curve containing the possible location of the ship.
(b) Find the coordinates (rounded off to two decimal places) of the ship if it is 200 m
from the shore (y = 200).
Exercise 4
1. Give the coordinates of the center, foci, vertices, and the asymptotes of the hyperbola
with the given equation. Sketch the graph, and include these points and lines.
(x )2 ( y )2
(a) − =1
36 64
y2 x2
(b) − =1
25 16
(c) ( x−1)2− y 2 =4
( y +2)2 ( x+3)2
(d) − =1
15 10
(e) 3 x 2−2 y 2−42 x−16 y=−67
(f) ) 25 x 2−39 y 2+150 x +390 y=−225

Item Center Vertices Foci Asymptotes
(a)
(b)
(c)
(d)
(e)
(f)
2. Find the standard equation of the hyperbola which satisfies the given conditions.
(a) foci (-4,-3) and (-4,13), the absolute value of the difference of the distances of any
point the foci is 14.
(b) vertices (-2,8) and (8,8), a focus (12,8)
(c) center (-6,9), a vertex (-6,15), conjugate axis of length 12
4 1 −4 41
(d) asymptotes y= x + and y= x+ , a vertex (-1,7)
3 3 3 3
1 5 −1 7
(e) asymptotes y= x + and y= x + , a focus (1,12)
3 3 3 3
Module 2
Mathematical Induction
Content Standard
The learners demonstrate an understanding of key concept of series and

mathematical induction and the Binomial Theorem.
Performance Standard
The learners shall be able to keenly observe and investigate patterns, and
formulate appropriate mathematical statements and prove them using mathematical
induction and/or Binomial Theorem.
Learning Competencies
1. Illustrate series
2. Differentiate a series from a sequence
3. Use the sigma notation to represent a series
4. Illustrate the Principle of Mathematical Induction
5. Apply Mathematical Induction in proving identities
6. Illustrate Pascal’s Triangle in the expansion of ( x + y )n for small positive integral

values of n.
7. Prove the Binomial Theorem
8. Determine any term of ( x + y )n , where n is a positive integer, without

expanding
9. Solve problems using mathematical induction and the Binomial Theorem
LESSON 5
Review of Sequence and Series
1. illustrate a series; and
2. differentiate a series from a sequence.
Department STEM
Program Grade 11
Course code
Credit Unit 4 units
Lesson 5 Week
Module Topic Sequence and Series
Guide Questions 1. What is series and sequence?
2. What is the difference between the series and sequence?
3. How does the series represents the sum of the terms of a
sequence if a sequence is finite?
Learning 1. illustrate a series; and
Competencies 2. differentiate a series from a sequence.
Required: Suggested
Learning  Lesson 5 Course  Ian June L. Garces, Ph.d., pre
Resources Module on Precalculus Calculus, 2016
Activity Series and Series. If they need to asks clarifications, the instructor
will clarify or discussed to them using a video call or they are
can start writing in a short bond paper the entry four of the weekly
Tasks 2. exercise or activity on a Sequence and series

Engage:
Direction: Solve the following problem using your own strategy.
Jason’s classroom is on the second floor of the school. He can take one or two steps of
the stairs in one leap . In how many ways can Jason climb the stairs if it has 16 steps?
Explore:
Recall the following definitions:
A sequence is a function whose domain is the set of positive integers or the

set { 1,2,3 , … , n }.
A series represents the sum of the terms of a sequence.
If a sequence is finite, we will refer to the sum of the terms of the sequence
as the series associated with the sequence. If the sequence has infinitely
many terms, the sum is defined more precisely in calculus.
A sequence is a list of numbers (separated by commas), while a series is a sum of

1 1 1
numbers (separated by “+” or “-“ sign). As an illustration, 1 ,− , ,− is a sequence, and
2 3 4
1 1 1 7
1− + − = is its associated series.
2 3 4 12
The sequence with n th term a n is usually denoted by { a n }, and the associated series is
given by
S=a1 +a2 +a 3+ …+an .
Example 1:
Determine the first five terms of each defined sequence, and give their associated
series.
(1) { 2−n } (3) {(−1)n }
(2) { 1+2 n+3 n2 } (4) { 1+2+3+…+ n }
Solution: We denote the n th term of a sequence by a n, and S=a1 +a2 +a 3+ a4 + a5.
(1) a n=2−n
First five terms: a 1=2−1=1 , a2 =2−2=0 , a3=−1 , a4 =−2 , a5=−3
Associated series: S=a1 +a2+a 3+ a4 + a5=1+0−1−2−3=−5

2
(2) a n=1+2 n+3 n
2
First five terms:a 1=1+ 2× 1+ 3× 1 =6 , a2=17 , a3=34 ,a 4=57 ,a 5=86
Associated series: S=6+17+34 +57+86=200

n
(3) a n=(−1 )
1 2
First five terms: a 1=(−1) =−1 , a2=(−1) =1 ,a 3=−1 , a4 =1 ,a 5=−1
Associated series: S=−1+ 1−1+1−1=−1
(4)a n=1+2+3+…+ n
First five term: a 1=1 ,a 2=1+2=32 , a3=1+2+3=6 , a 4=1+2+3+ 4=10 , a5=1+2+3+ 4+5=15
Associated series: S=1+3+ 6+10+15=35
An arithmetic sequence is a sequence in which each term after the first is obtained by adding a constant
(called the common difference) to the preceding term.
If the n th term of an arithmetic sequence is a n and the common difference is d, then
a n=a1 + ( n−1 ) d .
The associated arithmetic series with n terms is given by
n (a1 +an ) n [ 2a 1+ ( n−1 ) d ]

Sn= = .
2 2
A geometric sequence is a sequence in which each term after the first is obtained by multiplying the
preceding term by a constant (called the common ratio).
If the n th term of a geometric sequence is a nand the common ratio is r , then
a n=a1 r n−1 .
The associated geometric series with n terms is given by
a1 (1−r n)
Sn = {
(1−r)
ifr =1∨r ≠1.
When −1<r >1, the infinite geometric series
a 1+ a1 r + a1 r 2 + …+ a1 r n−1+ …
Has a sum, and is given by
a1
S= .
1−r
1
If { a n } is an arithmetic sequence, then the sequence with n th term b n= is a harmonic sequence.
an
Apply:
Direction:Determine the first five terms of each defined sequence, and give their
associated series.
(1) { 1+n+ n2 }
( 2 ) {1−(−1)n +1 }
(3) a 1=3anda n=2 an−1 +3 for n≥ 2
(4) { 1 ×2 ×3 ×… × n }
Assess
My student Weekly Journal 5
Direction: Identify the series ( and write NAGIG if it is not arithmetic, geometric, and
infinite geometric series), and determine the sum (and write NO SUM if it cannot be
summed up).
(a) 4+9+14+…+64
1
(b) 81+27+9+…+
81
(c) 1+3+6+10+15+21+…+55
(d)-10-2+6+…+64
(e) 10+2+0.4+0.08+…
1 1 1 1
(f) + + + + …
2 3 5 7
(g) 1-0.1+0.01-0.001+…
Exercise 5
1. Write SEQ if the given item is a sequence, and write SER if it is a series.
1 2 3 4
(a)1,2,4,8,… (d) , , , ,…
2 3 4 5
(b) 2,8,10,18,… (e) 1+2+22 +23 +24
(c) -1+1-1+1-1 (f) 1+0.1+0.01+0.001+0.0001
2. Write A if the sequence is arithmetic, G if it is geometric, F if Fibonacci, and O if it is

not one of the mentioned types.
1 1 1 1 1
(a) 3,5,7,9,11,… (e) , , , , ,…
5 9 13 17 21
(b) 2,4,9,16,25,… (f) 4,6,10,16,26
1 1 1 1
(c) , , , ,… (g) √ 3 , √ 4 , √5 , √ 6 , …
4 16 64 256
1 2 3 4
(d) , , , ,… (h) 0.1,0.01,0.001,0.0001,…
3 9 27 81
Lesson 6
Sigma Notation
At the end of the lesson , the student is able to use the sigma notation to represent a
series.
Department STEM
Program Grade 11
Course code
Credit Unit 4 units
Lesson 6 Week
Module Topic Sigma notation
Guide 1. How to use the sigma notation to represent a series?
Questions
Learning 1. use the sigma notation to represent a series
Competencies
Recommended
Activity Sigma Notation. If they need to asks clarifications, the instructor will
clarify or discussed to them using a video call or they are
Output
Tasks 2. exercise or activity on a sigma notation
tool

Engage:
Direction: Find the sum of the following using your own strategy.
1. 1+2+3+4+5+… +100
2. 1+2+3+4+5+… + 50
Explore:
The Sigma Notation is a shorthand for writing sums. In this lesson, we will see the
power of this notation in computing sums of numbers as well as algebraic expressions.
*WRITING AND EVALUATING SUMS IN SIGMA NOTATION
Mathematics use the sigma notation to denote a sum. The uppercase Greek letter ⅀
(sigma) is used to indicate a “sum”. The notation of several components or parts.
Example: Expand each summation, and simplify if possible.

4
(1)∑ (2 i+3)
i=2
5
(2) ∑ 2i
i=0
n
(3) ∑ ai
i=1
6
(4)
√n
∑ n+1
n =1
Solution: We apply the definition of sigma notation.

4
(1) ∑ (2 i+3 )=[ 2 ( 2 ) +3 ] +[ 2 ( 3 )+ 3 ] +[ 2 ( 4 ) +3 ]=27
i=2
5
(2) ∑ 2i =20 +21+ 22+23 +2 4 +25=63
i=0
n
(3) ∑ ai=a 1+ a2 +a3 +…+ an
i=1
6
n 1 √ 2 √ 3 2 √5 √6
f (i)√be
Let ∑
(4) =an+expression
+ + + involving
+ an integer . The expression
n =1 n+1 2 3 4 5 6 7
f ( m ) + f ( m+1 ) + f ( m+2 ) + …+ f (n)
Example : Write each expression in sigma notation.
Can be compactly written in sigma notation, and we write it as
1 1 1 1
(1) 1+ + + +…+
2 3 4 100 n
∑ f (i)
(2) −1+2−3+ 4−5+6−7+ 8−9+ …−25 i=m
Which is read “the summation of f (i) from i=m to n .” Here, m and n are integers
(3) a 2+ a4 +a 6+ a8 +…+ a20
with m ≤n , f (i) is a term (or summand) of the summation, and the letter i is the
index,1m 1the1 lower 1 1bound,
1 1and n the upper bound.
(4) 1+ + + + + + +
2 4 8 16 32 64 128
Solution:
100
1 1 1 1 1
(1) 1+ + + +…+ =∑
2 3 4 100 n=1 n
(2) −1+2−3+ 4−5+6−7+ 8−9+ …−25
=(−1)1 1+(−1)2 2+(−1)3 3+(−1)4 4 +(−1)5 5+ …+(−1)25 25

25
j
=∑ (−1) j
j=1
(3) a 2+ a4 +a 6+ a8 +…+ a20
=a 2( 1)+ a2 (2 )+ a2 (3) +a 2( 4 )+ …+a2 ( 10 )

10
=∑ a2 i
i=1
7
1 1 1 1 1 1 1 1
(4)1+ + + + + + + =∑ k .
2 4 8 16 32 64 128 k=0 2
The sigma notation of a sum expression is not necessarily unique. For example,
the last item in the preceding example can also be expressed in sigma notation as
follows:
8
1 1 1 1 1 1 1 1
1+ + + + + + + =∑
2 4 8 16 32 64 128 k=1 2k−1
However, this last sigma notation is equivalent to the one given in the example.
*PROPERTIES OF SIGMA NOTATION
We start with finding a formula for the sum of

n
∑ i=1+ 2+ 3+…+n
i=1
in terms of n .
The sum can be evaluated in different ways. A simple, though informal, approach
is pictorial.
n
n(n+1)
∑ i=1+ 2+ 3+…+n= 2
i=1
Another way is to use the formula for an arithmetic series with a 1=1 and a n=n :
n (a1 +an ) n(n+1)

S= = .
2 2
We now derive some useful summation facts. They are based on the axioms of
arithmetic addition and multiplication.
n n
∑ cf (i ) =∑ f (i) , cany real number

i=m i=m
Proof:
n
∑ cf (i ) =cf ( m )+ cf ( m+1 ) + cf ( m+2 ) +…+ cf (n)

i=m
¿ c [ f ( m )+ f ( m+1 )+ …+ f (n) ]
n
¿ c ∑ f (i)
i=m
n n n
∑ [ f ( i) + g(i)]=∑ f ( i )+∑ g (i)

i=m i=m i=m
∑ [ f ( i) + g ( i ) ]
i=m
¿ [ f ( m ) + g(m) ] + …+ [ f ( n )+ g (n) ]
¿ [ f ( m ) +…+ f (n) ] +…+ [ g ( m ) +…+ g(n) ]

n n
¿ ∑ f (i ) + ∑ g( i)
i=m i=m
∑ c=c (n−m+ 1)
i=m
∑ c=c +c +¿ c +…+ c ¿
i=m
n-m+1 terms
¿ c (n−m+1)
A special case of the above result which you might encounter more often is the
following:
n
∑ c=cn.
i=1
TELESCOPING SUM
n
∑ [ f ( i+1 ) −f ( i ) ]=¿ f ( n+ 1 )−f (m) ¿

i=m
Proof:
n
∑ [ f ( i+1 ) −f ( i ) ]
i=m
¿ [ f ( m+1 )−f (m) ] + [ f ( m+ 2 )−f (m+ 1) ] + [ f ( m+3 ) −f (m+2) ] +…+ [ f ( n+1 )−f (n) ]
Note that the terms, f ( m+1 ) , f ( m+ 2 ) ,… , f (n), all cancel out. Hence, we have
n
∑ [ f ( i+1 ) −f ( i ) ]=¿ f ( n+ 1 )−f (m) ¿.

i=m
30
Example: Evaluate: ∑ (4 i−5).
i=1
Solution:
30 30 30
∑ ( 4 i−5 ) =¿ ∑ 4 i−∑ 5 ¿
i=1 i=1 i=1
30 30
¿ 4 ∑ i−∑ 5
i=1 i=1
( 30 ) (31)
¿4 −5(30)
2
=1710
Example: Evaluate:
1 1 1 1
+ + +…+
1(2) 2( 3) 3(4 ) 99(100)
Solution:
1 1 1 1
+ + +…+
1(2) 2( 3) 3(4 ) 99(100)
99
1
¿∑
i=1 i(i+1)
99
i+1−i
¿∑
i=1 i(i+ 1)
99
i+1 i
¿∑
i=1
[ −
i ( i+1 ) i ( i+1 ) ]
99
1 1
¿∑( − )
i=1 i i+1
99
¿∑
i=1
( i+11 − 1i )
1
Using f ( i )= and the telescoping sum property, we get
i
99
1 1 1 99
∑ i ( i+1 =−( − )=
i=1 ) 100 1 100
n
Example: Derive a formula for ∑ i2 using a telescoping sum with term f ( i )=i2.
i=1
Solution: Telescoping sum property implies that

n
∑ [ i3− (i−1 )3 ]=n3 −03=n3

i=1
On the other hand, using expansion and the other properties of summation, we have
n n
∑ [i3−(i−1)3 ]=∑ (i3 −i3 ¿ +3 i2−3 i+1) ¿

i=1 i=1
n n n
2
¿ 3 ∑ i −3 ∑ i+ ¿ ∑ 1¿
i=1 i=1 i=1
¿¿
Equating the two results above, we obtain

n
3 n(n+1)
3 ∑ i 2− + n=n3
i=1 2
n
6 ∑ i 2−3 n ( n+1 ) +2 n=2n 3
i=1
n
6 ∑ i 2=2 n3−2n+3 n (n+1)
i=1
¿ 2 n ( n2−1 ) +3 n (n+1)
¿ 2 n ( n−1 ) ( n+1 ) +3 n(n+1)
¿ n( n+1) [ 2 ( n−1 ) +3 ]
¿ n ( n+1 ) (2 n+1).
Apply:
Direction: Use the properties of sigma notation to evaluate the following summations.
50
(a) ∑ (2−3 k ¿) ¿
k =1
n
(b) ∑ (1+2 j)
j=1
99
1
(c) ∑ √ i+1+
j=1 √i
Assess
My Weekly student Journal 6
Direction: Evaluate each sum.

30 30 30
3 g ( i ) −f ( i )+ 7
(1) If ∑ f (i)=70and ∑ g ( i )=50, what is the value of ∑ ?
i=1 i=1 i=1 2
100 200
(2) If s=∑ i, express ∑ i in terms of s.
i=1 i=1
n n
(3) If ¿ ∑ a i , does it follow that ∑ a2i =s2 ?
i=1 i=1
n
(4) Derive a formula for ∑ i3 by using a telescoping sum with terms ( i )=i4 .
i=1
Exercise 6
1. Expand each sum.

9
(a) ∑ x i+i
i=5
6
(b) ∑ √3 2 i
i=0
3
(c) ∑ 3−i
i=−2
2. Write each expression in sigma notation.
(a) 1+22 +33 +4 4 + …+1212
(b) ( x−5 ) + ( x−3 )+ ( x −1 )+ ( x+1 ) + ( x +3 ) +…+( x+ 15)
(c) a 1+ a4 +a 9+ a16 +…+ a81
3. Evaluate each sum.

120
(a) ∑ (4 i−15)
i=1
50
(b) ∑ [( 5 i−2 ) (i+3) ]
i=1
n
(c) ∑ (3 i−1)2
i=1
Lesson 7
Mathematical Induction
1. illustrate the Principle of Mathematical Induction; and
2. apply mathematical induction in proving identities.
Department STEM
Program Grade 11
Course code
Credit Unit 4 units
Lesson 7 Week
Module Topic Mathematical Induction
Guide Questions 1. How to illustrate the principle of Mathematical induction?
n(n+1)
2. How to prove 1+2+3+ 4+…+ n= using mathematical
2
induction?
2 2 2 2 2 n ( n+1 ) ( 2n+1)
3. How to prove 1 +2 + 3 + 4 + …+n = using the principle of
6
mathematical induction?
Learning 1. illustrate the Principle of Mathematical Induction; and
Competencies 2. apply mathematical induction in proving identities.
Activity Mathematical Induction. If they need to asks clarifications, the
instructor will clarify or discussed to them using a video call or they
are recommended other learning materials as additional resources.
Tasks 2. exercise or activity on a Mathematical Induction

Engage:
Direction: Find the sum of the following sequence using your own strategy:
1. 3+6+9+12+15+…+102
2.2 +4+6+8+10+…+100
Explore:
In this lesson, we have derived and used formulas for the terms of arithmetic and
geometric sequences and series. These formulas and many other theorems involving
positive integers can be proven with the use of a technique called mathematical
induction.
*Proving Summation Identities
There are many mathematical results that can be proven using mathematical induction.
In this lesson, we will focus on three main categories: summation identities, divisibility
statements, and inequalities.
We first state the Principle of Mathematical Induction, and see how the principle
works in general sense.
The Principle of Mathematical Induction
Let P(n) be a property or statement about an integer n . Suppose that the following
conditions can be proven:
(1) P(n 0) is true (that is, the statement is true when n=n0.
(2) If P ( k )is true for some integer k ≥ n0, then P(k + 1) is true (that is, if the statement is
true for n=k , then it is also true for n=k +1 ¿.
Then the statement P(n) is true for all integers n ≥ n0.
The Principle of Mathematical Induction is often compared to climbing an infinite

staircase. First, you need to be able to climb up to the first step. Second, if you are on
any step ( n=k ) ,you must be able to climb up to the next step (n=k +1). If you can do
these two things, then you will be able to climb up the infinite staircase.
Another analogy of the Principle of Mathematical Induction that is used is toppling
an infinite line of standing dominoes. You need to give the first domino a push so that it
falls down. Also, the dominoes must be arranged so that if the k th domino falls down,
the next domino will also fall down. These two conditions will ensure that the entire line
of dominoes will fall down.
We now consider some examples on the use of mathematical induction in proving

summation identities.
Example: Using mathematical induction, prove that
n(n+1)
1+2+3+…+ n=
2
For all positive integers n .
Solution: We need to establish the two conditions stated in the Principle of Mathematical
Induction.
Part 1. Prove that the identity is true for n=1.
The left-hand side of the equation consists of one term equal to 1. The right hand
becomes
1(1+ 1) 2
= =1.
2 2
Hence, the formula is true for n=1.
Part 2. Assume that the formula is true for n=k ≥ 1:
k (k +1)
1+2+3+…+ k= .
2
We want to show that the formula is true for n=k +1; that is,
( k +1 ) (k +1+1)
1+2+3+…+ k + ( k +1 )= .
2
Using the formula for n=k and adding k +1 to both sides of the equation, we get
k (k +1)
1+2+3+…+ k + ( k +1 )= +(k +1)
2
k ( k +1 ) +2 ( k +1 )
¿
2
( k +1 ) ( k +2 )
¿
2
( k +1 ) [ ( k +1 ) +1 ]
¿
2
We have proven the two conditions required by the Principle of Mathematical Induction.
Therefore, the formula is true for all positive integers n .
Example: Use mathematical induction to prove the foemula for the sum of a geometric
series with n terms:
a 1( 1−r n )
Sn = , r ≠ 1.
1−r
Solution: Let a n be the n th term of a geometric series. From Lesson 2.1, we know that
a n=a1 r n−1 .
Part 1. Prove that the formula is true for n=1.
a1 (1−r 1)
=a1 =S 1
1−r
The formula is true for n+1.
a1 (1−r k )
Part 2. Assume that the formula is true for n=k ≥ 1: Sk = . We want to prove that it
1−r
is also true for n=k +1; that is,
a1 (1−r k+1)
Sk +1= .
1−r
We know that
Sk +1=a1 +a 2+ …+a k + ak+1
Sk
¿ Sk +a k+1
a1 (1−r k ) k
¿ + a1 r
1−r
a1 ( 1−r k ) + a1 r k (1−r )
¿
1−r
a1 (1−r k + r k −r k+1)
¿
1−r
a1 (1−r k+1)
¿
1−r
By the Principle of Mathematical Induction, we have proven that
a 1( 1−r n )
Sn =
1−r
for all positive integers n .
Example: Using mathematical induction, prove that
n ( n+ 1 ) (2n+ 1)
12 +22+ 32+ …+n2 =
6
For all positive integers n .
Solution: We again establish the two conditions stated in the Principle of Mathematical
Induction.
Part 1:
1 ( 1+1 ) (2 ×1+1) 1 ×2 ×3
= =1=12
6 6
The formula is true for n=1.
Part 2:
2 2 2 2 k ( k + 1 )( 2 k +1)
Assume: 1 +2 + 3 + … k =
6
Prove: 12 +22+ 32+ … k 2 +(k +1)2
( k +1 ) (k + 2) [ 2 ( k+ 1 )+ 1 ]
¿
6
( k +1 ) ( k +2 ) ( 2k + 3 )
¿
6
12 +22+ 32+ … k 2 + ( k +1 )2
k ( k +1 ) (2 k +1)
¿ +(k +1)2
6
k ( k +1 ) ( 2 k+ 1 )+ 6 ( k +1 )2
¿
6
(k +1) [ k ( 2 k +1 )+ 6(k + 1) ]
¿
6
¿ ( k +1 ) ¿ ¿
( k +1 ) ( k +2 ) (2 k +3)
¿
6
Therefore, by the Principle of Mathematical Induction,

n ( n+ 1 ) (2n+ 1)
12 +22+ 32+ …+n2 =
6
for all positive integers n .
*Proving Divisibility Statements
We now prove some divisibility statements using mathematical induction.
Example: Use mathematical induction to prove that, for every positive integer n , 7n −1 is
divisible by 6.
Solution: Similar to what we did in the previous session, we establish the two conditions
stated in the Principle of Mathematical Induction.
Part 1:
71−1=6=6 ×1
¿ 71−1 is divisible by 6
Part 2
Assume: 7 k −1 is divisible by 6
To show: 7 k+1−1 is divisible by 6
7 k+1−1=7 × 7k −1=6 ×7 k + 7k −1=6 ×7 k +(7 k −1)
By definition of divisibility, 6 ×7 k is divisible by 6. Also, by the hypothesis (assumption),

7 k −1 is divisible by 6. Hence, their sum (which is equal to 7 k+1−1) is also divisible by 6.
Therefore, by the Principle of Math Induction, 7n −1 is divisible by 6 for all positive

integers n .
Note that 70 −1=1−1=0=6 ×0 is also divisible by 6. Hence, a stronger and more

precise result in the preceding example is: 7n −1 is divisible by 6 for every nonnegative
integer n . It does not make sense to substitute negative values of n since this will result
in non-integer values for 7n −1.
Example: Use mathematical induction to prove that, for every nonnegative integer
n , n3−n+3 is divisible by 3.
Solution: We again establish the two conditions in the Principle of Mathematical

Induction.
Part 1: Note that claim of the statement is that it is true for every nonnegative integer n
. This means that Part 1 should prove that the statement is true for n=0.
03 −0+3=3=3 (1)
03 −0+3is divisible by 3.
Part 2: We assume that k 3−k +3 is divisible by 3. By definition of divisibility, we can write

k 3−k +3=3 a for some integer a.
To show: (k + 1)3−( k +1 ) +3is divisible by 3.
(k + 1)3−( k +1 ) +3=k 3 +3 k 2 +2 k +3
¿ ( k 3−k +3 ) +3 k 2 +3 k
¿ 3 a+3 k 2+3 k
¿ 3( a+k 2 +k )
Since a+ k 2 +k is also an integer, by definition of divisibility, (k + 1)3−( k +1 ) +3 is divisible by 3.
Therefore, by the Principle of Math Induction, n3 −n+3 is divisible by 3 for all

positive integers n .
*Proving Inequalities
Finally, we now apply the Principle of Mathematical Induction in proving some

inequalities involving integers.
Example: Use mathematical induction to prove that 2n >2 n for every integer n ≥ 3.
Solution:
Just like the previous example, we establish the two conditions in the Principle of
Mathematical Induction.
Part 1:
23=8>6=2(3)
This confirms that 23 >2(3).
Part 2:
Assume: 2k >2 k , where k is an integer with k ≥ 3
To show: 2k +1>2 ( k +1 )=2 k +2
We compare the components of the assumption and the inequality we need to

prove. On the left-hand side, the expression is doubled. On the right-hand side, the
expression is increased by 2. We choose which operation we want to apply to both sides
of the assumed inequality.
Alternative 1: We double both sides.
Since 2k >2 k , by the addition property of inequality, we have 2k +2>2 k +2.
2( k +1 )=2 k +2<2k +2<2k +2k if k ≥ 3
The right-most expression above, 2k +2k , is equal to 2( 2k ) =2k+1 .
Hence, 2 ( k +1 ) <2k +1 .
Therefore, by the Principle of Math Induction, 2 n>2 n for every integer n ≥ 3.
We test the above inequality for integers less than 3.
20=1> 0=2 ( 0 ) True
21=2=2 ( 1 ) False
22=4=2 ( 2 ) False
The inequality is not always true for nonnegative integers less than 3. Then illustrates
the necessity of Part 1 of the proof to establish the result. However, the result above can
be modified to: 2n >2 n for all nonnegative integers n .
Before wew discuss the next example, we review the factorial notation. Recall that
0 !=1 and, for every positive integer n , n !=1 ( 2 ) ( 3 ) … n. The Factorial also satisfies the
property that ( n+1 ) !=( n+1 ) (n !).
Example: Use mathematical induction to prove that 3n < ( n+ 2 ) ! for every positive integer n
. Can you refine or improve the result?
Solution: We proceed with the usual teo-part proof.
Part 1
31=3> 6=3!=( 1+2 ) ! →31 < ( 1+2 ) !
Thus, the desired inequality is true for n=1.
Part 2:
Assume: 3k < ( k +2 ) !
To show: 3k +1< ( k +3 ) !
Given that 3k < ( k +2 ) ! , we multiply both sides of the inequality by 3 and obtain
3 ( 3k ) <3 [ ( k+ 2 ) ! ].
This implies that
3 ( 3k ) <3 [ k + 2¿! ] <( k +3) [ ( k + 2 ) ! ], since k > 0,
And so
3k +1< ( k +3 ) !.
Therefore, by the Principle of Math Induction, we conclude that 3n < ( n+ 2 ) ! for every
positive integer n .
The left-hand side of the inequality is defined for any integer n . The right-hand
side makes sense only if n+2 ≥ 0 ,∨n ≥−2.
−2 1
When n=−2 :3 = <1=0 !=(−2+2 ) !
9
−1 1
When n=−1: 3 = < 1=0 !=(−2+2 ) !
3
When n=0 :30=1<2=2!=( 0+ 2 ) !
Therefore, 3n < ( n+ 2 ) ! for any integer n ≥−2.
Apply:
Direction: Use mathematical induction to prove that 2 n+3<2n for n ≥ 4 .

Assess:
Direction: Prove the following statements by mathematical induction.

n
3 n2 +n 1 1 1 1 n
(1) ∑ (3 i−1 ) = (2) + + +…+ =
i=1 2 1(2) 2(3) 3(4 ) n( n+1) n+1
n
(3) ∑ 2( 3i−1)=3 n−1
i=1
k +1 k
i−1
Hint: ∑ 2( 3 )=∑ 2¿ ¿
i=1 i=1
n
n2 (n+ 1)2
3
(4) ∑ i =¿ ¿
i=1 4
Exercise 7
n [ 2a 1+ ( n−1 ) d ]
(1) Prove that a 1+ ( a1 +d ) + ( a 1+2 d ) + …+ [ a1 + ( n−1 ) d ]=
2
Lesson 8
The Binomial Theorem
(1) illustrate Pascal’s Triangle in the expansion of ( x + y )n for small positive integral values
of n ;
(2) prove the Binomial Theorem;
(3) determine any term in ( x + y )2 , where n is a positive integer, without expanding; and
(4) solve problems using mathematical induction and the binomial theorem.
Department STEM
Program Grade 11
Course code
Credit Unit 4 units
Lesson 8 Week
Module Topic The Binomial Theorem
Guide Questions 1. How to use Pascal’s Triangle to expand ( x + y )n?
2. How to use the Binomial Theorem to expand the expression if n
gets larger for example ( x + y )30 ?
3. How to determine any term in ( x + y )5 , where n is a positive
integer, without expanding?
Learning (1) illustrate Pascal’s Triangle in the expansion of ( x + y )n for small
Competencies positive integral values of n ;
(2) prove the Binomial Theorem;
(3) determine any term in ( x + y )2 , where n is a positive integer,
without expanding; and
(4) solve problems using mathematical induction and the binomial
theorem.
Resources  Lesson 8 Course Module on  Ian June L. Garces, Ph.d., pre
Precalculus Calculus, 2016
Learning 1. The student shall engage the activity and explore lesson 8 on The
Activity Binomial Theorem. If they need to asked clarifications, the instructor
will clarify or discussed to them using a video call or they are
can start writing in a short bond paper the entry eight of the weekly
student journal based from the given problems.
Tasks 2. exercise or activity on a Mathematical Induction

Engage:
Direction: Find the product of the following equations and also the following terms.
1. ( x + y )3 , what is in the second term?
2. (2 x− y )3 , what is in the third term?
Explore:
In this lesson, we study two ways to expand (a+ b)n, where n is a positive integer.
The first, which uses Pascal’s triangle, is applicable if n is not too big and if we want to
determine all the terms in the expansion. The second method gives a general formula
for the expansion of (a+ b)n for any positive integer n . This formula is useful especially
when n is large because it avoids the process of Triangle. Moreover, if only a specific
term is required, it can be computed directly using a simple formua. Lastly, the theorem
can be used to derive and prove some useful and interesting results about sums of
combinations.
Pascal’s Triangle and the Concept of Combination
Consider the following powers of a+ b :
( a+ b )1=a+ b
( a+ b )2=a 2+ 2ab+ b2
( a+ b )3=a3+ 3 a2 b+3 a b2 +b 3
( a+ b )4 =a4 + 4 a3 b +6 a2 b2 +4 a b3 +b 4
( a+ b )5=a5+ 5 a4 b+10 a 3 b 2+10 a 2 b 3+5 a b4 +b 5
We list down the coefficients of each expansion in a triangular array as follows:
11
1 21
1 33 1
146 41
1 510 10 5 1
The preceding triangular array of numbers is part of what is called the Pascal’s Triangle.
Named after the French mathematicians Blaise Pascal (1623-1662), some properties of
the Triangle are the following:
(1) each rows begins ends with 1
(2) each row has n+1 numbers.
(3) The second and second to the last number of each row correspond to the row
number.
(4) There is a symmetry of the numbers in each row.
(5) The number of intries in a row is one more than the row number (or one more than
the number of entries in the preceding row)/
(6) Every middle number first row is the sum of the two numbers above it.
It is the last statement which is useful in constructing the succeeding rows of the
triangle.
Example: Use Pascal’s Triangle to expand the expression (2 x+3 y )5 .
Solution: We use the coefficients in the fifth row of the Pascal’s Triangle.
(2 x−3 y)5 =(2 x)5 +5 ( 2 x )4 (−3 y ) +10 ( 2 x )3 (−3 y )2+10 (2 x )2 (−3 y)3 +5 ( 2 x ) (−3 y )4 +(−3 y)5
¿ 32 x 5 −240 x 4 y +720 x 3 y 2−1080 x 2 y 3 +810 x y 4−243 y 5
Example: Use Pascal’s Triangle to expand (a+ b)8.
Solution: We start the sixth row (or any row of the Pascal’s Triangle that we remember).
n=6 :16 15 20 15 6 1
n=7 17 21 35 35 217 1
n=8 18 28 56 70 56 28 8 1
Therefore, we get
(a+ b)8=a 8+ 8 a7 b+28 a6 b2 +56 a 5 b 3+ 70 a4 b 4+ 56 a3 b5 +28 a2 b6 +8 ab 7 +b8
We observe that, for each n , the expansion of (a+ b)n starts with a n and the exponent of a
in the succeeding terms decreases by 1, while the exponent of b increases by 1. This
observation will be shown to be true in general.
n
Let us review the concept of combination. Recall that C ( n , k )∨
k
counts the number of ()
ways of choosing k objects from a set of n objects. It is also useful to know some
properties of C ( n , k ):
(1) C ( n , 0 ) =C ( n , n )=1
(2) C ( n , 1 )=C ( n , n−1 )=n ,∧¿
(3) C ( n , k )=C( n , n−k).
These properties can explain some of the observations we made on the numbers in the
Pascal’s Triangle. Recall also the general formula for the number of combinations of n
objects taken k at a time:
n!
C ( n , k )= n =
⟨⟩ k k ! ( n−k ) !
,
Where o!=1 and, for every positive integer n , n !=1.2.3 … n .
Example: Compute (53 )and (85 ).

Solution:
5! 5!
(53 )= 3 ! ( 5−3 =
)! 2 ! 3 !
=10
8! 10 !
(85 )= 5 ! ( 8−5 )!
=
3 !5!
=56
You may observe that the value of (53 ) and the fourth coefficient in the fifth row of
8
Pascal’s Triangle are the same. In the same manner, ( ) is equal to the sixth coefficient
5
in the expansion of (a+ b)8 . These observed equalities are not coincidental, and they are,
in fact, the essence embodied in the Binomial Theorem, as you will see in the succeeding
sessions.
As the power n gets larger, the more laborious it would be to use Pascal’s Triangle (and
impractical to use long multiplication) to expand (a+ b)n . For example, using Pascal’s
Triangle, we need to compute row by row up to the 30 th row to know the coefficient of
(a+ b)30. It is, therefore, delightful to know that it is possible to compute the terms of a
Binomial expansion of degree n without going through the expansion of all the powers
less than n .
We now explain how the concept of combination is used in the expansion of (a+ b)n
( a+ b )n=( a+b ) ( a+b )( a+b ) … ( a+b )
n factors
When the distributive law is applied, the expansion (a+ b)n consists of terms of the
form a m b i, where 0 ≤ m, i ≤ n. This term is obtained by choosinga for m of the factors andb
for the rest of the factors. Hencem+i=n , or m=n−i. This means that the number of times
the term a n−i bi will appear in the expansion of (a+ b)n equals the number of ways of
choosing (n−i) or i factors from the n factors, which is exactly C (n , i). Therefore, we have
n
(a+ b) =∑ n an−i b i.
n
i=0 i
()
To explain the reasoning above, consider the case n=3.
( a+ b )3=( a+ b ) ( a+b )( a+ b )
¿ aaa+ aab+aba+ abb+baa+bab+ bba+bbb
¿ a3 +3 a 2 b+ 3 ab2 +b3
That is, each term in the expansion is obtained by choosing either a∨b in each factor.
The term a 3is obtained when a is chosen each time, while a 2 b is obtained when a is
selected 2 times, or equivalently, b is selected exactly once.
For any positive integer n ,

n
(a+ b)n=∑ a n−i b i.
i=0
Proof. We use mathematical induction.
Part 1
1
∑ (1i )a 1−i bi =(10 ) a0 b1 +(11) a 0 b 1=a+b

i=0
Hence, the formula is true for n=1.
Part 2 Assume that

k
(a+ b)k =∑ k ak−i bi.
i=0 i
()
We want to show that
k +1
(a+ b)k+1=∑ k + 1 ak +1−i b i.
i=0 i ( )
(a+ b)k+1=( a+b ) ( a+b)k
k
¿( a+b) ∑ k a k−i b i
i=0 i
()
k k
¿ a ∑ k ak−i bi +b ∑ k ak−i bi
i=0 i
() i=0 i
()
k k
k ak−i+1 bi + k ak−i bi+1
¿∑
i=0
() i
∑
i=0 i
()
k
¿ k ak+1 b0 + ∑ k ak +1−i bi + k ak bi + k ak−1 b 2+ k ak −2 b3 +…+ k a1 b k + k a0 b k+1
()
0 i=1 i 0() 1 2 () ()k−1 k () ( ) ()
k k
¿ a k+1 +∑ k a k+1−i bi + ∑ k a k+1−i b i+ bk +1
i=1 i
() i=1 i−1
( )
k
¿ k +1 a k+1 b0 + ∑ k + k a k+1−i bi + k +1 a 0 b k+1
( )
0 i=1 i i−1 [( ) ( )]
k +1 ( )
k +1
=∑
i=0
(k +1i ) a k +1−i
bi
The last expression above follows from Pascal’s Identity.
Therefore, by the Principle of Mathematical Induction,

n
(a+ b)n=∑ n an−1 b i
i=1 i
()
For any positive integer n .
Terms of a Binomial Expression
We now apply the Binomial Theorem in different examples.
Example: Use the Binomial Theorem to expand ( x + y )6 .
Solution:
6
( x + y ) =∑ 6 x6 −k y k
6
k=0 k
()
¿ 6 x 6 y 0+ 6 x5 y 1 + 6 x 4 y 2+ 6 x 3 y 3 + 6 x 2 y 4 + 6 x1 y 5 + 6 x 0 y 6
()
0 1 ()2 3 () 4 () 5 () 6 () ()
¿ x 6 +6 x5 y +15 x 4 y 2+20 x 3 y 3+15 x 2 y 4 +6 x 1 y 5 + y 6
Since the expansion of (a+ b)n begins with k =0 and ends with k=n, the expansion has n+1
terms. The first term in the expansion is (n0 ) a =a , the second tern is (n1 ) a
n n n−1
b=n an=1 b, the
n ab n−1
=na b , and the last term is ( n ) b =b .
n −1 n n
second to the last term is (n−1 ) n
n a n−k+1
bk−1. If n is even, there is a middle
The k th term of the expansion is ( k−1 )
term, which is the ( n2 +1)th term. If n is odd, there are two middle terms, the ( n+12 ) th and
( n+12 + 1) th terms.
The general terms is often represented by (nk) a n −k
b k. Notice that, in any term, the
sum of the exponents of a and b is n . The combination (nk) is the coefficient of the term
involving b k. This allows us to compute any particular term without needing to expand
(a+ b)n and without listing all the other terms.
20
Example: Find the fifth term in the expansion of (2 x−√ y) .
Solution:
The fifth term in the expansion of a fifth power corresponds to k =4 .
20 ( 2 x )20−4 (−√ y )4 =4845 ( 65536 x 16) y 2

( )
4
¿ 317521920 x16 y 2
2 2y 8
Example: Find the term involving x (with exponent 1) in the expansion of ( x − ).
x
Solution:
The general term in the expansion is

k k k
8 ( x 2 )8−k −2 y = 8 x 16−2 k (−2 ) y
()
k ( x k ) () xk ( )
¿ 8 (−2)k x 16−2 k−k y k
()
k
¿ 8 (−2)k x 16−3 k y k .
k ()
The term involves x if the exponent of x is 1, which means 16−3 k=1, or k =5.
Hence, the term is
(85 )(−2) x y =−1792 x y .

5 5 5
Approximation and Combination Identities
We continue applying the Binomial Theorem.
Example:
(1) Approximate (0.8)8 by using the first three terms in the expansion of (1−0.2)8.
Compare your answer with the calculator value.
(2) Use 5 terms in the binomial expansion to approximate (0.8)8. Is there an

improvement in the approximation?
Solution:
8
( 0.8 ) =( 1−0.2 ) =∑ 8 ( 1 ) (−0.2 )
8 8 8−k k
k=0 k
()
8
¿ ∑ 8 (−0.2)k
k=0 k
()
2
(1) ∑ (8k )(−0.2)k =(80 )+(81 )(−0.2 )+ ¿ (82 )(−0.2)2 ¿
k=0
=1−1.6+ 1.12=0.52
The calculator value is 0.16777216, so the error is 0.35222784.

4
(2) ∑ (8k )(−2)k =(80 )+( 81 )(−0.2 ) +(82 )(−0.2)2+(83 )(−0.2)3 +( 84 )(−0.2)4
k=0
= 0.52-0.448+0.112=0.184
The error is 0.01622784, which is an improvement on the previous estimate.
Example: Use the binomial theorem to prove that, for any positiveinteger n ,
n
∑ (nk )=¿ 2n ¿.
k=0
Solution:
Set a=b=1 in the expansion of (a+ b)n. Then

n n
2n=(1+1) n=∑ n (1)n −k (1)k =∑ n .
k=0 k
() k=0 k
()
Example: Use the Binomial Theorem to prove that
(1000 )+(1002 )+(1004 )+ …+(100

100 ) =( 100 ) +( 100 ) + ( 100 )+ …+( 100 )
1 3 5 99
Solution:
Let a=1 and b=−1 in the expansion of (a+ b)100. Then

100
[1+ (−1 ) ] =∑ 100 (1)100−k (−1)k
100
k=0 k ( )
0= 100 + 100 (−1 ) + 100 (−1)2 + 100 (−1)3 +…+ 100 (−1) 99+ 100 (−1)100
( )( )
0 1 2 ( ) 3 ( )
99 ( )
100 ( )
Ifk is even, then (−1)k =1. If k is odd, then (−1)k =−1. Hence, we have
0= 100 − 100 + 100 − 100 +…− 100 + 100

( ) ( )( ) ( )
0 1 2 3 99 100 ( )( )
Therefore, after transposing the negative terms to other side of the equation, we obtain
(1000 )+(1002 )+(1004 )+ …+(100

100 ) =( 100 ) +( 100 ) + ( 100 )+ …+( 100 )
1 3 5 99
Apply:
(1) Approximate (1.9)10 using the first three terms in the expansion of (2−0.1)10, and find
its error compared to the calculator value.
(2) Prove that, for any positive integer n ,

n
∑ (nk ) 3k =4 n.
k=0
Assess:
1. Approximate (1.1)10by using the first 4 terms in the expansion of 1+0.1 ¿ ¿10. Compare
your answer with the calculator result.
2. Use the Binomial Theorem to prove that

n
∑ (nk ) 2k =3 n.
k=0
3. Use the Binomial Theorem to prove that

50
∑ (50
k ) (−2)k =1
k=0
Exercises 8
1. Use Pascal’s Triangle to expand each expression.
(a) ( x−2 y )4
(b) (2 a−b2 )3
(c) (a+ b)9
2. Compute
(a) (52 ) (b) (97) (1210 )

(c) (d) (205 )
3. Use the Binomial Theorem to expand each expression.
(a) ( x−2)5
1 7
(b) ( x + )
y
1 4
(c) (3− )
y
4. Without expanding completely, compute the indicated terms in the expansion of the
given expression.
3 1 15 3 12
(a) ( x + ) , First three terms (c) ( x + ) , 9th term
2x 2
1 12
(b) ( 4−3 x )6, last three terms (d) ( √ x− )
y
References:
(1) R.N Aufmann, V.C. Barker, and R.D. Nation, College Trigonometry, Houghton Mifflin Company, 2008.
(2) E.A. Cbral, M.L.A.N. De Las Piñas, E.P. De Lara-Toprio, F.F. Francisco, I.J.L. Garces, R.M. Marcelo, and J.F.
Sarmiento, Precalculus,, Ateneo de Manila University Press, 2010.
(3) R. Larson, Precalculus with Limits, Brooks/Cole, Cengage Learning, 2014.
(4) L. Leithold, College Algebra , Addition Wesley Longman Inc. 1989, reprinted by Pearson Education Asia Pte.
Ltd., 2002.
(5) M.L. Lial J. Hornsby, and D.I. Schneider, College Algebra and precalculus, Addison-Wesley Educational
Publisher, Inc., 2001.
(6) J. Stewart, L. Redlin, and S. Watson, Precalculus: Mathematics for Calculus, Brooks/Cole, Cengage Learning,
2012.
(7) M. Sullivan, Algebra , Pearson Education, Inc.,2012.
(8) C. Young, Algebra, John Wiley & Sons, Inc., 2013.
(9) https://www.youtube.com/watch?v=Julybk9yi1A.
(10) https://www.youtube.com/watch?v=tcyjxlZ12E.
(11) https//www.youtube.com/watch?v=I9FU2IrZoiA.

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UNIVERSITY OF THE VISAYAS

COURSE STUDY GUIDE CONTENTS

FLEXIBLE LEARNING COURSE SYLLABUS

Flexible Learning Course Syllabus

 Performance Task 25% 80.80-82.39 88 56.00-59.99 74 0-3.99 60

 Quarterly Assessment 25% 79.20-80.79 87 52.00-55.99 73

Prepared by: Reviewed by: Approved for use:

Learning Required Suggested

Learning 1. The student shall study and learn lesson 1 on introduction to

Prepared by: Reviewed by: Approved by:

Definition and Equation of a Circle

More Properties of Circles

completing the square in both variables.

Direction: Read the problem carefully and solve.

(b)4 x2 + 4 y 2=25 (g) 2 x2 +2 y 2−14 x +18 y=7

(d) x 2+ y 2−12 x−10 y =−12 (i) 9 x 2+ 9 y 2+ 42 x +84 y+ 65=0

(e) x 2+ y 2+ 8 x −9 y=6 (j)2 x2 +2 y 2 +10 x =2 y +7

(a) center at the origin, radius 2 √2

(b) center at (15,-20), radius 9

(c) center at (5,6), through (9,4)

(d) center at (-2,3), tangent to the x-axis

(e) center at (-2,3), tangent to the y-axis

(f) center at (-2,3), tangent to the line y = 8

(g) center at (-2,3), tangent to the line x = -10

(i) a diameter with endpoints (-9,2) and (15,12)

(j) concentric with x 2+ y 2+2 x−4 y=5 , radius is 7

At the end of the lesson, the student is able to:

2. determine the standard form of equation of a parabola;

3. graph a parabola in a rectangular system; and

4. solve situational problems involving conic sections (parabola).

Learning Required Suggested

Prepared by: Reviewed by: Approved by:

2. What do you think is the graph of the equations?

Definition and Equation of a Parabola

AB=4 and AAl = 4

BF= √(−8−0)2+(8−2)2=10 and BB l=10

1. vertex: origin (0,0)

What is the standard equation of the parabola in Figure 1.17?

More Properties of Parabolas

( x−h)2=−4 c ( y −k ) ( y−k )2=−4 c (x−h)

Directrixl: horizontal directrixl: vertical

The following observations are worth nothing.

(a) y 2−5 x +12 y =−16 (b)5 x 2+30 x +24 y=51

(a) we complete the square on y, and move x to the other side.

y 2 +12 y=5 x−16

(b) we complete the square on x, and move y to the other side.

5 x 2+30 x=−24 y +51

MY WEEKLY STUDENT JOURNAL 2

(a) x 2=−4 y (d) x 2+ 6 x+ 8 y =7

(b) 3 y 2=24 x (e) y 2−12 x+ 8 y=−40

Item Vertex Focus Directrix Axis of

(a) Vertex (1,-9), focus (-3,-9)

(b) vertex (-8,3), directrix x = -10.5

(c) vertex (-4,2), focus (-4,-1)

(d) focus (7,11), directrix x = 1

(e) focus (7,11), directrix y = 4

At the end of the lesson, the student is able to:

Prepared by: Reviewed by: Approved by:

Definition and Equation of an Ellipse

(1) center: origin (0,0)

Major axis is Vertical= V1(0,-a) and V(0,a)

(4) covertices: Major axis is Horizontal=W1(0,-b) and W2(0,b)

Sketch the graph, and include these points.

Solution: With a 2=25and b 2=9, we have a = 5, b = 3, and c= √ a 2−b2 =4 .