Pre Calculus

Quarter 1 – Module 1:
Introduction to Conics and
Circles
Pre Calculus
Alternative Delivery Mode
Quarter 1 – Module 1: Introduction to Conics and Circles
First Edition, 2020

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 Pre Calculus
Quarter 1 – Module 1:
Introduction to Conics and
Circles
Introductory Message
For the facilitator:

Welcome to the Pre Calculus for Grade 11 STEM Alternative Delivery Mode
(ADM) Module on Introduction to Conics and Circles!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

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For the learner:

Welcome to the PreCalculus Alternative Delivery Mode (ADM) Module on

Introductio to Conics and Circles !

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to
process what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

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 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends
retention of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Pre Calculus. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module is divided into two lessons, namely:

• Lesson 1 – Introduction to Conics
• Lesson 2 – Circle

After going through this module, you are expected to:

1. illustrate the different types of conic sections: parabola, ellipse, circle,
hyperbola and degenerate cases
2. define a circle
3. graph a circle given an equation in center-radius form
 What I Know

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

1. A conic obtained by intersecting a cone with a plane that is perpendicular to

the axis and does not contain the vertex
a. Circle
b. Ellipse
c. Parabola
d. Hyperbola

2. A conic formed if the cutting plane is tilted still further so that it is parallel
to a line on the surface of the cone, but intersects only one nappe.
a. Circle
b. Ellipse
c. Parabola
d. Hyperbola

3. A conic formed if the cutting plane is tilted slightly and intersects only one
nappe.
a. Circle
b. Ellipse
c. Parabola
d. Hyperbola

4. A conic formed if the plane intersects both nappes, but does not obtain the
bertex.
a. Circle
b. Ellipse
c. Parabola
d. Hyperbola
Lesson

1 The Conic Sections

This section will discuss the different types of conics formed by cutting the
cone/s or nappes by a plane. It will cover only the definition and illustration of the
conic sections but will generally focus on circle, one of the conics, its equation and
graph.

What’s In

Curves often times appeared in nature and have some applications in other
field. In throwing a ball, it forms a parabolic path called trajectory. Some particles,
when observed under a special instrument, moves in a hyperbolic behavior. Planets
are known to be orbiting around the sun in a form of an ellipse. In this section we
will be focusing on circles, leaving other conics for the next lesson.

Notes to the Teacher

This module will guide teachers on what to teach in
the first week of the first quarter following the MELC
provided by DepEd with various of examples with step-
by-step explanation
 What’s New

Double Circular Cone

is a three dimensional surface geberated by a line that revolves about a fixed axis
in such a way that the line always passes through a fixed point on the axis, called
the vertex , and always makes the same angle with the axis. The cone consists of
two parts that intersect at the vertex.

What is It

The curves that can be obtained by intersecting a cone with a plane are called
conics or conic sections.

1. Circle

- Obtained by intersecting a cone with a plane that is perpendicular to

the axis and does not contain the vertex

2. Parabola

- If the cutting plane is tilted still further so that it is parallel to a line

on the surface of the cone, but intersects only one nappe.

3. Ellipse

- If the cutting plane is tilted slightly and intersects only one nappe.
 4. Hyperbola

- If the plane intersects both nappes, but does not obtain the vertex

5. Degenerate conic sections

- a point or intersecting lines

Lesson

2 Circle

Definition of a Circle
A circle is formed when one of the cone of the conic is horizontally cut by a plane.
It is sometimes referred as a special ellipse.

Let C(h,k) be the center of a circle and p(x,y) a point on it. Using the distance
formula to have the measurement of the segment connecting the center and the
point of the circle, called the radius

(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2

Note: Any point on the circle connected to the center whose distance is always
equal to r or radius. Otherwise the point is not on the circle.

𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 is the general form of a circle where A and B are

equal but not equal to zero.

2.1. Center-radius form of a circle

Example: Determine the center and the radius given the equation of the following
circles.

1. (x + 3)2 + (y + 4)2 = 25

Solution:

From the center –radius form of an equation of a circle (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 we

can see that the center of the circle (h,k) is at (-3, -4) while 𝑟 2 = 25 therefore the
radius is 5 units.

2. 𝑥 2 + 𝑦 2 = 9

Solution:
We can rewrite the expression to see further what is the center of the circle from
x 2 + y 2 = 9 to (x − 0)2 + (y − 0)2 = 9 therefore the center is at the origin (0,0) and r 2 =
9 thus the radius is 3 units.

3. 𝑥 2 + 𝑦 2 − 4𝑥 − 6𝑦 − 5 =0

Solution:

By completing the square

(𝑥 2 -4x+__)+(𝑦 2 -6y+__)=5

Group all the x terms and y terms together and isolate the constant

(𝑥 2 --4x+(−2)2 )+( 𝑦 2 -6y+(−3)2 )=5+4+9

make each group a Perefect Square Trinomial(PST) by getting square of half of the
co-efficient of x and y,respectively.

Note: Whatever added to the right must be added to the left side

(𝑥 − 2)2 + (𝑦 − 3)2 = 18

factor each PST to arrive at the vertex from of the equation.

From here, we can now identify the

center (2, 3)

and the radius √18units or ,by simplification, 3 √2units.

Example: Determine the equation of the cirle given the following conditions

4. center at (-3,7) and passes through the origin.

Solution:

Since the center is already given, all we need to solve is the value of the radius.

From the definition of a radius, its measurement can be obtain by connecting the

center to a point on the circle. Then applying the distance formula

r 2 = (x1 − x2 )2 + (y1 − y2 )2 we have now r 2 = 58. So the center-radius form of the

equation of the circle is (x + 3)2 + (y − 7)2 = 58 or in general form(expanding the

square of the binomials and combining like terms) x 2 + y 2 + 6x − 14y = 0

2. 2. How to determine a given equation whether it is a circle, a point or no
graph

From the center-radius form of the equation of a circle

(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2

𝑥 2 − 2ℎ𝑥 + ℎ2 + 𝑦 2 − 2𝑘𝑦 + 𝑘 2 = 𝑟 2 expansion of binomials

𝑥 2 + 𝑦 2 − 2ℎ𝑥 − 2𝑘𝑦 + (ℎ2 + 𝑘 2 + 𝑟 2 ) = 0 combine like terms

From the general equation of the circle 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

D=-2h E=-2k F= ℎ2 + 𝑘 2 + 𝑟 2

𝐷 𝐸
ℎ=− 𝑘=− 𝑟2 = ℎ2 + 𝑘 2 − 𝐹
2 2

From the third equation we can substitute the value of h and k

−𝐷 2 −𝐸 2
𝑟2 =( ) +( ) −𝐹
2 2

𝐷2 𝐸2
𝑟2 = + −𝐹
4 4

Where if 𝑟 2 = 0 then it is a point

𝑟 2 < 0 then no graph

𝑟 2 > 0 then it is a circle

Example:

1. 𝑥 2 + 𝑦 2 + 10𝑦 = 0

Solution:

From 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0

D= 0, E=10 and F=0

By substitution to
𝐷2 𝐸2
𝑟2 = + −𝐹
4 4

02 102
𝑟2 = + −0
4 4
 100
𝑟2 = 𝑜𝑟 25 since 𝑟 2 > 0 therefore it is a circle (Note: You can verify using a
4
graphing calculator)

2. 𝑥 2 + 𝑦 2 − 6𝑥 + 2𝑦 + 10 = 0

Identify again D,E and F.

D=-6, E=2 F=10

By substitution,

(−6)2 (2)2
𝑟2 = + − 10
4 4

𝑟 2 = 9 + 1 − 10

𝑟 2 = 0 = 0 therefore, it is a point

3. 𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 + 18 = 0

Identify again D,E and F.

D=4, E= -6 F=18

By substitution,

42 (−6)2
𝑟2 = + − 18
4 4

𝑟 2 = 4 + 9 − 18

𝑟 2 = −5 < 0 therefore, there is no graph

2.3. Graphing Circle

Given an equation of a circle in a center-radius form is very easy, say for example you have
𝑥 2 + 𝑦 2 = 16 which can also be written as (𝑥 − 0)2 + (𝑦 − 0)2 = 42 obtaining the center at
(0, 0) or the origin and the raius(r)which is 4 units.

More examples

1. 2𝑥 2 + 2𝑦 2 = 32

First is to divide both sides of the equation by 2

𝑥 2 + 𝑦 2 = 16 from here we can see that the center is at the origin and the radius is 4
units,thus the graph of the circle is
2. 5𝑥 2 + 5𝑦 2 − 125 = 0

Here we need to divide both sides to 5 then transpose the constant on the other side. Giving
us 𝑥 2 + 𝑦 2 = 25, therefore the center still at the origin and the radius is 5 units. Thus, the
graph of the circle is

3. 𝑥 2 + 𝑦 2 − 4𝑥 + 12𝑦 − 10 = 0

Again with the given we need to rewrite this in center-radius form using completing the
square

First, group all the x’s and y’s together and isolate the constant

(𝑥 2 − 4𝑥 + __) + (𝑦 2 + 12𝑦 + __) = 10

Get half the coefficient of x and y respectively,then quare the quotient to make each group a
Perfect Square Trinomial(PST). Remember, whatever added to the left must be added to the
right to maintain equality.

(𝑥 2 − 4𝑥 + 4) + (𝑦 2 + 12𝑦 + 36) = 10 + 4 + 36

Factor out the PST

(𝑥 − 2)2 + (𝑦 + 6)2 = 50

From here we can see that the center is at (2,-6) and the radius is √50 𝑜𝑟 5√2 units. Thus, the
graph of the circle is
 What’s More

Activity 1.1
A. Determine the center and the radius of the following equation of the circle then graph.

1. 𝑥 2 + 𝑦 2 = 36

2. 𝑥 2 + 𝑦 2 − 100 = 0

3. (𝑥 + 3)2 + (𝑦 − 4)2 = 27

4. (𝑥 − 5)2 + (𝑦 − 2)2 = 50

5. 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 − 10 = 0

What I Have Learned

1. The different types of conics formed by a plane cutting through the

cone/cones such as the________,_________,_________,__________.

2. The general equation of a circle Ax 2 + By 2 + Dx + Ey + F = 0 where A and B are

D2
equal but not equal to zero. From here we can derive the formula r 2 = +
4

E2
− F where if r 2 = 0 then it is a ________, r 2 < 0 then ________ or if r 2 > 0
4

then it is ________. Through this we can determine without graphing.

 3. The center-radius form of the equation of the circle ________________ that

can be utilize in graphing a circle.

What I Can Do

A street with two lanes, each 12 ft wide, goes through a semicircular tunnel with
radiu 14ft. How high is the tunnel at the edge of each lane?
ANS:𝟐√𝟏𝟑ft.

Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Given the equation of the circle (𝑥 − 3)2 + (𝑦 + 5)2 = 75 its center is at what
quadrant?
a. I
b. II
c. III
d. IV

2. Given the center at (2,-2) and a point on the circle (4,8) then the radius is
a. 104 units
b. 2√13 units
c. 2√26 units
d. 8√13 units
3. Given the equation of the circle (𝑥 + 4)2 + (𝑦 + 7)2 = 81 then its center is?
a. (4, 7)
b. (-4,7)
c. (-4,-7)
d. (4,-7)

4. Given the equation of the circle 2𝑥 2 + 2𝑦 2 + 12𝑥 + 20𝑦 − 100 = 0 then its
center is?
a. (3,5)
b. (-3,5)
c. (-3,-5)
d. (3,-5)
5. Given the endpoints of the diameter of a circle, what formula should be used
to get the center?
a. Distance Formula
b. Midpoint Formula
c. Pythagorean
d. Sloven’s formula
 Additional Activities

Determine the equation of the circle given the following conditions.

1. Center at the origin with radius 5 units

2. Center at the origin and a point on the circle (0,7)

3. Endpoints of the diameter are (2, 5) and (-5,-6)

Answer Key

B 5. C(3,-4);r=√35 5.
C 4. C(5,2);r=5√2 4. D 4.
C 3. C(-3,4);r=3√3 3. B 3.
C 2. C(0,0);r=10 2. C 2.
D 1. C(0,0); r=6 1. A 1.

Assessment What's More What I Know

Graphs(What’s More)

1. 2.

3. 4.

5.
References

1. Commission on Higher Education in Collaboration with the Philippine

Normal University “Teaching Guide for Senior High School Precalculus Core
Subject”
2. Work Book in PreCalculus for Grade 11 STEM
3. Next Century Mathematics PreCalculus by Orines
4. Workbook in PreCalculus (OLFU)
5. Pre Calculus Second Edition by Cannon and Elich

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