Pages From MATH 115 Engineering Mathematics

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TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES VISAYAS

Capt. Sabi St., City of Talisay, Negros Occidental
College of Engineering
Office of the Program Coordinator
LEARNING MODULE
MATH 115:
Engineering Mathematics
DEPARTMENT: ELECTRONICS ENGINEERING
COMPILED BY:
ENGR. JOVANIE O. ESPAÑOLA
2020
This module is a property of Technological University of the Philippines Visayas and intended
for EDUCATIONAL PURPOSES ONLY and is NOT FOR SALE NOR FOR REPRODUCTION.
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VISION
The Technological University of the Philippines shall be the premier state university with
recognized excellence in engineering and technology at par with leading universities in the
ASEAN region.
MISSION
The University shall provide higher and advanced vocational, technical, industrial,
technological and professional education and training in industries and technology, and in
practical arts leading to certificates, diplomas and degrees.
It shall provide progressive leadership in applied research, developmental studies in
technical, industrial, and technological fields and production using indigenous materials; effect
technology transfer in the countryside; and assist in the development of s mall-and-medium
scale industries in identified growth center. (Reference: P.D. No. 1518, Section 2)
QUALITY POLICY
The Technological University of the Philippines shall commit to provide quality higher and
advanced technological education; conduct relevant research and extension projects;
continually improve its value to customers through enhancement of personnel competence and
effective quality management system compliant to statutory and regulatory requirements; and
adhere to its core values.
CORE VALUES
T - Transparent and participatory governance

U - Unity in the pursuit of TUP mission, goals, and objectives
P - Professionalism in the discharge of quality service
I - Integrity and commitment to maintain the good name of the University
A - Accountability for individual and organizational quality performance
N - Nationalism through tangible contribution to the rapid economic growth of the
country
S - Shared responsibility, hard work, and resourcefulness in compliance to the mandates
of the university
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TABLE OF CONTENTS
Page Numbers
Tup Vision, Mission, Quality Policy, And Core Values......................................................... i
Table of Contents .....................................................................................................................ii
Course Description....................................................................................................... iii
Course Outcomes ......................................................................................................... iii
General Guidelines/Class Rules ................................................................................... iii
Grading System ............................................................................................................ iii
Learning Guide (Week No. 1) ....................................................................................... 1
Topic/s................................................................................................................ 1
Expected Competencies ..................................................................................... 1
Content/Technical Information .......................................................................... 1
Progress Check................................................................................................. 14
References ........................................................................................................ 15
Learning Guide (Week No. 2) ..................................................................................... 16
Topic/s.............................................................................................................. 16
Expected Competencies ................................................................................... 16
Content/Technical Information ........................................................................ 16
Progress Check................................................................................................. 30
References ........................................................................................................ 34
Topic/s.............................................................................................................. 35
Progress Check................................................................................................. 50
References ........................................................................................................ 52
Topic/s.............................................................................................................. 53
Progress Check................................................................................................. 68
References ........................................................................................................ 71
List of References ................................................................................................................... 72
About the Author/s ................................................................................................................ 73
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COURSE DESCRIPTION
This subject deals with the principles and problem solving techniques related to coordinate
systems, lines, circles, parabolas, ellipses and hyperbolas. It covers also the study of the
fundamental concepts of plane and spherical trigonometry and apply the mathematical
techniques in solving problems. Furthermore, this subject deals with study of the different plane
figures as well as solids. Area and volume calculations are studied as applied to real situations.
COURSE OUTCOMES
Upon completing this Learning Module, you will be able to:

1. Define, illustrate and solve problems related to lines, circles, parabolas, ellipses and
hyperbolas.
2. Solve problems using trigonometry as mathematical tool and apply concepts of plane
and spherical trigonometry in solving problems.
3. Apply the concepts of area and volume calculation to applied problems.
GENERAL GUIDELINES/CLASS RULES
1. Read lectures from the module and other references if possible, and solve all examples
and exercises.
2. Work on assigned tasks with tools and resources available, and submit the Module
within the deadline.
GRADING SYSTEM
The student will be graded according to the following:
Average of examinations - 50%

Average of assessment - 50%
Prelim Grade : (Average of Weekly Assessments from Week 1 to 4) x 0.50 +

(PTE Week 5 x 0.50)
Midterm Grade : (Average of Weekly Assessments from Week 6 to 8) x 0.50 +
(MTE Week 9 x 0.50)
End term Grade : (Average of Weekly Assessments from Week 10 to 13) x 0.50 +
(ETE Week 14 x 0.50)
Final Grade : (Prelim Grade x 0.3) + (Mid-term Grade x 0.3) + (End-term
Grade x 0.4)
The passing grade for this course is 5.0.
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LEARNING GUIDE
Week No.: __1__
TOPIC/S
SYSTEMS OF NONLINEAR EQUATIONS
EXPECTED COMPETENCIES
1. Solve nonlinear systems of equations using substitution.

2. Solve nonlinear systems of equations using elimination.
3. Sketch graphs of nonlinear systems of equations.
CONTENT/TECHNICAL INFORMATION
A system of nonlinear equations is a system of two or more equations in two or more

variables containing at least one equation that is not linear. Recall that a linear equation can
take the form Ax+By+C=0. Any equation that cannot be written in this form in nonlinear.
To solve these systems we will use either the substitution method or elimination method.
The main difference is that we may end up getting complex solutions in addition to real
solutions. Just as we saw in solving systems of two linear equations the real solutions will
represent the coordinates of the points where the graphs of the two functions intersect.
Solving specific systems of equations by graphing requires accurate graphs. However,

unless the solutions are integers, it is difficult to obtain exact solutions from a graph. Therefore
we will consider some other techniques for solving systems of equations.
 THE SUBSTITUTION METHOD

This method works well with systems of two equations in tow unknowns and can be
described as follows.
Step 1 Solve one of the equations for one variable in terms of the other. (If possible, make a
choice that will avoid fractions.)
Step 2 Substitute the expression obtained in Step 1 into the other equation/s, producing an
equation in one variable.
Step 3 Solve the equation obtained in Step 2.
Step 4 Use the solution obtained in Step 3, along with the expression obtained in Step 1, to
determine the solution/s of the system.
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 THE ELIMINATION-BY-ADDITION METHOD

This method is the basis for developing other techniques for solving systems that contain
many equations and variables. The method involves replacing systems of equations with
simpler equivalent systems until we obtain a system where the solutions are obvious.
Equivalent systems of equations are systems that have exactly the same solution set. The
following operations can be applied to a system of equations to produce an equivalent system
1 Any two equations of the system can be interchanged.

2 Both sides of any equation of the system can be multiplied by any nonzero real
number.
3 Any equation of the system can be replaced by the sum of that equation and a
nonzero multiple of another equation.
2 2
EXAMPLE 1 Solve the system ( 𝑥𝑥 ++2𝑦𝑦 == 55 )
Let’s try solving the system by using the substitution method.
We can change the form of 𝑥 + 2𝑦 = 5 to 𝑥 = 5 − 2𝑦 and then substitute the value of 𝑥

which is 5 − 2𝑦 in the other equation to produce
𝑥2 + 𝑦2 = 5
(5 − 2𝑦)2 + 𝑦 2 = 5
This equation can now be solved for y.

25 − 20𝑦 + 4𝑦 2 + 𝑦 2 = 5
25 − 20𝑦 + 5𝑦 2 = 5
5𝑦 2 − 20𝑦 + 20 = 0
𝑦 2 − 4𝑦 + 4 = 0
(𝑦 − 2)2 = 0
𝑦−2=0
𝐲=𝟐
Then we substitute the value of y in the second equation of the system to solve for the value
of x.
𝑥 + 2𝑦 = 5
𝑥 + 2(2) = 5
𝑥+4= 5
𝑥 = 5−4
𝒙=𝟏
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Notice that you can also substitute the value of y in the first equation.
𝑥 2 + (2)2 = 5
𝑥2 + 4 = 5
𝑥2 = 5 − 4
𝑥2 = 1
𝑥 = √1
𝑥 = ±1
There are two values for x which are +1 and -1.
Q: But how can we know if these are the solutions of the system of equations?
A: You must do the checking by substituting the values of x to both of the equations given. It
must satisfy the given equation in order for it to be considered as the solution/s of the system.
Let’s check through equation 1 and 2
@ x=1 & y=2 @ x=-1 & y=2
𝑥2 + 𝑦2 = 5 𝑥2 + 𝑦2 = 5
(1)2 + (2)2 = 5 (-1)2 + (2)2 = 5
1+4=5 1+4=5
𝟓=𝟓 𝟓=𝟓
𝑥 + 2𝑦 = 5 𝑥 + 2𝑦 = 5
1 + 2(2) = 5 −1 + 2(2) = 5
1+4=5 −1 + 4 = 5
𝟓=𝟓 3≠5
Only at x=1 and y=2 the system of equations satisfy and x=-1 is considered to be an
extraneous solution. Therefore the solution set of the system is {(𝟏, 𝟐)}.
Figure 1.1 shows the graph of the equations where the point (1,2) is the intersection of the
two equations.
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Figure 1.1 Graph of Example 1
2 2
EXAMPLE 2 Solve the system ( 2𝑥𝑥 ++𝑦𝑦 ==48)
2 2
Let’s try solving the system by using the elimination-by-addition method.
We can multiply -1 to both sides of the equation 2
𝑥 2 + 𝑦 2 = 4 {-1}
−𝑥 2 − 𝑦 2 = −4
Then add this new equation to the first equation and eliminate one variable.
2𝑥 2 + 𝑦 2 = 8
+ −𝑥 2 − 𝑦 2 = −4
𝑥2 =4
𝑥 = √4
𝒙 = ±𝟐
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Substituting ±2 for x in the first equation yields

@ x=2 @ x=-2
2𝑥 2 + 𝑦 2 = 8 2𝑥 2 + 𝑦 2 = 8
2(2)2 + 𝑦 2 = 8 2(−2)2 + 𝑦 2 = 8
8 + 𝑦2 = 8 8 + 𝑦2 = 8
𝑦2 = 8 − 8 𝑦2 = 8 − 8
𝑦2 = 0 𝑦2 = 0
𝒚=𝟎 𝒚=𝟎
Let’s try substituting ±2 for x in the second equation.
@x=2 @x=-2
𝑥2 + 𝑦2 = 4 𝑥2 + 𝑦2 = 4
(2)2 + 𝑦 2 = 4 (−2)2 + 𝑦 2 = 4
4 + 𝑦2 = 4 4 + 𝑦2 = 4
𝑦2 = 4 − 4 𝑦2 = 4 − 4
𝑦2 = 0 𝑦2 = 0
𝒚=𝟎 𝒚=𝟎
Let’s check through equation 1 and 2 if these solutions are valid.
@ x=2 & y=0 @ x=-2 & y=0
2𝑥 2 + 𝑦 2 = 8 2𝑥 2 + 𝑦 2 = 8
2(2)2 + (0)2 = 8 2(-2)2 + (0)2 = 8
8+0=8 8+0=8
𝟖=𝟖 𝟖=𝟖
𝑥2 + 𝑦2 = 4 𝑥2 + 𝑦2 = 4
22 + 02 = 4 (−2)2 + 02 = 4
4+0=4 4+0=4
𝟒=𝟒 𝟒=𝟒
All solutions are valid and no extraneous solutions. Therefore the solution set of the system is
{(2,0),(-2,0)}.
Figure 1.2 shows the graph of the equations where the points (2,0) & (-2,0) are the
intersection of the two equations.
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𝑦 = 𝑥2
EXAMPLE 3 Solve the system
elimination-by-addition method.
( 𝑦 = 𝑥 2 − 4𝑥 + 4 ) using a) substitution method and b)
a) Substitution Method
We can substitute 𝑥 2 for y in the second equation.
𝑦 = 𝑥 2 − 4𝑥 + 4
(𝑥 2 ) = 𝑥 2 − 4𝑥 + 4
𝑥 2 − 𝑥 2 = −4𝑥 + 4
0 = −4𝑥 + 4
4𝑥 = 4
𝒙=𝟏
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Then we substitute the value of x in the second equation of the system to solve for the value
of y.
𝑦 = 𝑥 2 − 4𝑥 + 4
𝑦 = (1)2 − 4(1) + 4
𝑦 = 1−4+4
𝐲=𝟏
Notice that you can also substitute the value of x in the first equation and yields the same
value of y
𝑦 = 𝑥2
𝑦 = (1)2
𝒚=𝟏
Then we can do the checking to make sure that this values are the solution of the system
of equations.
@x=1 & y=1
𝑦 = 𝑥2 𝑦 = 𝑥 2 − 4𝑥 + 4
1 = (1)2 1 = (1)2 − 4(1) + 4
𝟏=𝟏 1=1−4+4
𝟏=𝟏
Therefore the solution set of the system is {(1,1)}.
b.) Elimination-by-addition Method
We can multiply -1 to both sides of the equation 1
𝑦 = 𝑥 2 {-1}
−𝑦 = −𝑥 2
Then add this new equation to the second equation and eliminate one variable.
−𝑦 = −𝑥 2
+ 𝑦 = 𝑥 2 − 4𝑥 + 4
0 = 0 − 4𝑥 + 4
4𝑥 = 4
𝒙=𝟏
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Substituting 1 for x in either equation 1 or 2 yields the same value of y.
𝑦 = 𝑥2 𝑦 = 𝑥 2 − 4𝑥 + 4
𝑦 = (1)2 𝑦 = (1)2 − 4(1) + 4
𝒚=𝟏 𝑦 = 1−4+4
𝒚=𝟏
Then always do the checking to make sure that this values are the solution of the system of
equations.
@x=1 & y=1

𝑦 = 𝑥2 𝑦 = 𝑥 2 − 4𝑥 + 4
1 = (1)2 1 = (1)2 − 4(1) + 4
𝟏=𝟏 1=1−4+4
𝟏=𝟏
Therefore the solution set of the system is {(1,1)}.
Figure 1.3 shows the graph of the equations where the point (1,1) is the intersection of the
two equations.
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𝑦 2 = −𝑥 2 + 16
EXAMPLE 4 Solve the system ( −𝑥 2 + 𝑦 2 = 4 )
Let’s solve the system by using the elimination-by-addition method.
We can change the form of equations 1 and 2
𝑦 2 + 𝑥 2 = 16
𝑦2 − 𝑥2 = 4
Then add both equations and eliminate one variable.
𝑦 2 + 𝑥 2 = 16
𝑦2 − 𝑥2 = 4
2𝑦 2 = 20
2
𝑦 = 10
𝒚 = ±√𝟏𝟎
Substituting ±√10 for y in the first equation yields
@ y=√10 @ y=−√10
𝑦 2 + 𝑥 2 = 16 𝑦 2 + 𝑥 2 = 16
(√10)2 + 𝑥 2 = 16 (−√10)2 + 𝑥 2 = 16
10 + 𝑥 2 = 16 10 + 𝑥 2 = 16
𝑥 2 = 16 − 10 𝑥 2 = 16 − 10
𝑥2 = 6 𝑥2 = 6
𝒙 = ±√𝟔 𝒙 = ±√𝟔
Thus (√6, √10), (−√6, √10), (√6, −√10) and (−√6, −√10) are solutions.
Substituting ±√10 for y in the second equation yields the same solutions.
@ y=√10 @ y=−√10
𝑦2 − 𝑥2 = 4 𝑦2 − 𝑥2 = 4
(√10)2 − 𝑥 2 = 4 (−√10)2 − 𝑥 2 = 4
10 − 𝑥 2 = 4 10 − 𝑥 2 = 4
𝑥 2 = 10 − 4 𝑥 2 = 10 − 4
𝑥2 = 6 𝑥2 = 6
𝒙 = ±√𝟔 𝒙 = ±√𝟔
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Let’s check through equation 1 and 2 if these solutions are not extraneous solutions.
@ x=√6 & y=√10 @ x=−√6 & y=√10
(√10)2 + (√6)2 = 16 (√10)2 + (−√6)2 = 16

10 + 6 = 16 10 + 6 = 16
𝟏𝟔 = 𝟏𝟔 𝟏𝟔 = 𝟏𝟔
(√10)2 − (√6)2 = 4 (√10)2 − (√6)2 = 4

(10 − 6 = 4 10 − 6 = 4
𝟒=𝟒 𝟒=𝟒
@ x=√6 & y=−√10 @ x=−√6 & y=−√10
(−√10)2 + (√6)2 = 16 (−√10)2 + (−√6)2 = 16

10 + 6 = 16 10 + 6 = 16
𝟏𝟔 = 𝟏𝟔 𝟏𝟔 = 𝟏𝟔
(−√10)2 − (√6)2 = 4 (−√10)2 − (−√6)2 = 4

(10 − 6 = 4 10 − 6 = 4
𝟒=𝟒 𝟒=𝟒
All solutions are valid and no extraneous solutions. Therefore the solution set of the system is
{(√𝟔, √𝟏𝟎), (−√𝟔, √𝟏𝟎), (√𝟔, −√𝟏𝟎), (−√𝟔, −√𝟏𝟎)}.
Figure 1.4 shows the graph of the equations where the points
(√𝟔, √𝟏𝟎), (−√𝟔, √𝟏𝟎), (√𝟔, −√𝟏𝟎) & (−√𝟔, −√𝟏𝟎)) are the intersections of the two
equations.
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2 2
EXAMPLE 5 Solve the system ( 𝑥𝑥 +− 𝑦𝑦 ==42 )
Let’s solve the system by using the substitution method.
We can change the form of 𝑥 − 𝑦 = 4 to 𝑥 = 4 + 𝑦 and then substitute 4 + 𝑦 for 𝑥 in the

other equation to produce
𝑥2 + 𝑦2 = 2
(4 + 𝑦)2 + 𝑦 2 = 2
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This equation can now be solved for y.

(16 + 8𝑦 + 𝑦 2 ) + 𝑦 2 = 2
16 + 8𝑦 + 2𝑦 2 = 2
2𝑦 2 + 8𝑦 + 16 − 2 = 0
2𝑦 2 + 8𝑦 + 14 = 0
𝑦 2 + 4𝑦 + 7 = 0
Then we will use the quadratic formula to get the values of y.
−𝑏±√𝑏2 −4𝑎𝑐
𝑦= 2𝑎
For this equation, 𝑦 2 + 4𝑦 + 7 = 0, a=1, b=4 and c=7. Thus,
−4 ± √(4)2 − 4(1)(7)
𝑦=
2(1)
−4 ± √16 − 28
𝑦=
2
−4 ± √−12
𝑦=
2
−4 ± √(−1)(12) Note: 𝑖 = √−1
𝑦=
2
−4 ± √(4)(3)𝑖
𝑦=
2
−4 ± 2√3𝑖
𝑦=
2
𝒚 = −𝟐 ± √𝟑𝒊
Then we substitute the values of y in the second equation of the system to solve for the
values of x.
@ y = −2 + √3𝑖) @ y = −2 − √3𝑖)
𝑥−𝑦 =4 𝑥−𝑦 =4
𝑥 − (−2 + √3𝑖) = 4 𝑥 − (−2 − √3𝑖) = 4
𝑥 + 2 − √3𝑖 = 4 𝑥 + 2 + √3𝑖 = 4
𝑥 = 4 − 2 + √3𝑖 𝑥 = 4 − 2 − √3𝑖
𝒙 = 𝟐 + √𝟑𝒊 𝒙 = 𝟐 − √𝟑𝒊
The solutions are the following: (2 + √3𝑖, −2 + √3𝑖) and (2 − √3𝑖, −2 − √3𝑖). Verify
the solutions of the system through checking by substituting the obtained values of x and y to
both of the equations. Remember that it must satisfy both of the equations. If not, it is
considered to be an extraneous solutions.
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@ x=2 + √3𝑖 & 𝑦 = −2 + √3𝑖 @ x=2 − √3𝑖 & 𝑦 = −2 − √3𝑖
𝑥2 + 𝑦2 = 2 𝑥2 + 𝑦2 = 2
(2 + √3𝑖)2 + (−2 + √3𝑖)2 = 2 (2 − √3𝑖)2 + (−2 − √3𝑖)2 = 2
(1 + 4√3𝑖) + (1 − 4√3𝑖) = 2 (1 − 4√3𝑖) + (1 + 4√3𝑖) = 2
1 + 1 + 4√3𝑖 − 4√3𝑖 = 2 1 + 1 − 4√3𝑖 + 4√3𝑖 = 2
𝟐=𝟐 𝟐=𝟐
𝑥−𝑦 =4 𝑥−𝑦 =4
(2 + √3𝑖) − (−2 + √3𝑖) = 4 (2 − √3𝑖) − (−2 − √3𝑖) = 4
2 + √3𝑖 + 2 − √3𝑖 = 4 2 − √3𝑖 + 2 + √3𝑖 = 4
2 + 2 + √3𝑖 − √3𝑖 = 4 2 + 2 − √3𝑖 + √3𝑖 = 4
𝟒=𝟒 𝟒=𝟒
Therefore the solution set of the system is {(𝟐 + √𝟑𝒊, −𝟐 + √𝟑𝒊) , (𝟐 − √𝟑𝒊, −𝟐 − √𝟑𝒊)}.
Remember that the solutions of the system of equations for this example is not a real number
but an imaginary number. Therefore, no intersections will be seen from the graph.
Figure 1.5 shows the graph of the system of nonlinear equations where the solutions are
imaginary numbers.
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PROGRESS CHECK
CONCEPT QUIZ
1. A system of nonlinear equations could have a solution set that consists of one
ordered pair of real numbers.
2. A graph can be used to approximate both real number and complex number
solutions for nonlinear systems.
3. Every nonlinear system will have at least one real number ordered pair solution.
4. The elimination method for solving nonlinear equations can be used to solve any
nonlinear system of equations.
5. The substitution method for solving nonlinear equations can be used to solve any
nonlinear system of equations.
PROBLEM SET 1
6-10 By sketching the graphs, determine how many real number solutions are there
for the system of equations
2
− 4 = 𝑦2
6 ( 𝑥𝑥 2
+ 𝑦2 = 9 )
𝑦 = 𝑥2 + 3
7 ( 𝑥 2 = −𝑦 + 3 )
𝑦 = 2𝑥
8 ( 𝑥 + 𝑦2 = 9
2 )
=0
𝑥 + 𝑦 = −3
9 (𝑥 + 2𝑦 2 − 12𝑦 = 18
2 )
2
10 ( 𝑦 +𝑦4𝑥− =𝑥 =𝑥 1+ 5 )
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PROBLEM SET 2
(a) Graph the system so that approximate real number solutions (if there are any)
can be predicted
(b) Solve the system by the substitution or elimination method.
2
+ 4𝑦 2 = 25
(𝑥
2
( 𝑦𝑦 == 𝑥𝑥 2
+ 2𝑥 − 1
+ 4𝑥 + 5 ) 𝑥𝑦 = 6 )
2 2
−9𝑥 2 + 8𝑦 2 = 6
( 2𝑥2𝑥 −+3𝑦3𝑦 ==−1
2
5 )
2 ( 8𝑥 2 − 3𝑦 2 = 7 )
2𝑥 2 + 𝑦 2 = 11 𝑦 = −𝑥 2 + 1
( 𝑥2 − 𝑦2 = 4 ) ( 𝑥+𝑦 =2 )
REFERENCES
Textbook:
Kaufmann, J. E. & Schwitters, K.L. (2009). College Algebra (Seventh Edition). Belmont, CA:
Thomson Learning Inc.
Internet:
https://www.desmos.com
https://courses.lumenlearning.com
16
LEARNING GUIDE
Week No.: __2__
TOPIC/S
INTRODUCTION TO CONICS SECTIONS: CIRCLES AND PARABOLAS

1. Determine the relationships among the center, the radius and the equation of a circle.
2. Determine the relationships among the focus, directrix, vertex, axis of symmetry and
the equation of a parabola.
3. Solve problems involving circles and parabolas.
Four double right circular cones are shown below. Each cone consists of all lines, or elements,
through a point V that form a given angle with line a. Point V is called the vertex of the cone, and
line a is the axis. Curves formed by the intersection of a plane and a cone of this type are called
conic sections, or conics.
17
 CIRCLES
Circle is the intersection of the cone and a plane perpendicular to the axis of the
cone.
NOTE: You will need to use the distance formula to find an equation for a circle.
𝒅 = √(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
Review
Review 1 Find the distance between (6 , -3) and (-2 , 4).
𝑑 = √(−2 − 6)2 + (4 − (−3))2
𝑑 = √(−8)2 + (4 + 3)2
𝑑 = √(−8)2 + (7)2
𝑑 = √64 + 49
𝒅 = √𝟏𝟏𝟑 ≈ 𝟏𝟎. 𝟔𝟑
Review 2 Find the distance between (4 , 5) and (-3 , -4).

𝑑 = √(−3 − 4)2 + (−4 − 5)2
𝑑 = √(−7)2 + (−9)2
𝑑 = √49 + 81
𝒅 = √𝟏𝟑𝟎 ≈ 𝟏𝟏. 𝟒𝟎
A circle is the set of all points P in a plane that are the same distance from a
given point. The given distance is the radius of the circle, and the given point is the
center of the circle. To derive the equation of a circle with center C(h,k) and radius r,
use the distance formula. Let P(x,y) represent an arbitrary point on the circle. The
distance from P to C is equal to the radius, r.
18
P(x,y)
C(h,k)
r
𝒅 = √(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
𝒓 = √(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐

𝒓𝟐 = (𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 Square both sides.
Thus, the standard form of the equation of a circle with center C(h,k) and
radius r is
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
19
EXAMPLE 1 Express in standard form the equation of the circle shown below.
The center of the circle is located at point (-1, 4).

The circle passes through point (-1 , 8), thud the radius is 8 – 4 = 4.
To get the equation of the circle in standard form, substitute the values to the
equation.
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
(𝑥 − (−1))2 + (𝑦 − 4)2 = 42
(𝒙 + 𝟏)𝟐 + (𝒚 − 𝟒)𝟐 = 𝟒𝟐 Answer
20
Q: What if the center of the circle is located at the origin? What is the standard form
of the equation of the circle with the radius r?
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
(𝑥 − 0)2 + (𝑦 − 0)2 = 𝑟 2
𝒙𝟐 + 𝒚𝟐 = 𝒓𝟐 Answer
EXAMPLE 2 Express in standard form the equation of the circle with center at the origin
and radius 3. Draw the graph.
The standard form is simply:
𝑥2 + 𝑦2 = 𝑟2
𝑥 2 + 𝑦 2 = 32
𝒙𝟐 + 𝒚𝟐 = 𝟗 Answer
The center of the circle is the origin and the radius is 3, thus the circle intersects the
coordinate axes at the points (3,0), (0,3), (-3,0) and (0,-3). To make a rough graph of the
circle, plot these four points and sketch the circle that contains them. Use a compass to draw
the graph accurately.
21
If you want a more detailed graph, you can transform the standard form of the equation
into a function form. That is, equate the equation in terms of y.
𝑥2 + 𝑦2 = 9
𝑦2 = 9 − 𝑥2
𝒚 = ±√𝟗 − 𝒙𝟐
Then using your calculator, input the functions, 𝒚 = √𝟗 − 𝒙𝟐 and 𝒚 = −√𝟗 − 𝒙𝟐, one at
a time. For x coordinate, try the following values: -3, -2, -1, 0, 1, 2, 3. Then a more detailed
graph will be the results of your drawing and given the standard form of the circle, you can
find the center and radius of the circle easily.
EXAMPLE 3 Find the center and radius of the circle with the equation (𝑥 + 2)2 +
(𝑦 − 8)2 = 25. Graph the circle.
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
(𝑥 + 2)2 + (𝑦 − 8)2 = 25
(𝑥 + 2)2 + (𝑦 − 8)2 = 52
ℎ = −2 𝑘 = 8 𝑟 = 5
The center of the circle is C(h,k), so the point (-2,8) is the center and radius is 5.
To graph the circle, solve the equation for y and graph both results on the same
coordinate system.
(𝑥 + 2)2 + (𝑦 − 8)2 = 52
(𝑦 − 8)2 = 52 − (𝑥 + 2)2
𝑦 − 8 = 52 − (𝑥 + 2)2
𝑦 = 8 ± √52 − (𝑥 + 2)2
22
The result of the graph is shown below.
EXAMPLE 4 Find the center and radius of the circle with the equation
𝑥 2 + 𝑦 2 − 6𝑥 − 2𝑦 + 5 = 0. Sketch its graph.
To get the center and radius of the circle, notice that the equation given is in
general form, 𝐴𝑥 2 + 𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0. From general form, transform it into
standard form.
𝑥 2 + 𝑦 2 − 6𝑥 − 2𝑦 + 5 = 0.
𝑥 2 − 6𝑥 + 𝑦 2 − 2𝑦 = −5 Group the terms
(𝑥 2 − 6𝑥 + ____) + (𝑦 2 − 2𝑦 + ____) = −5 Complete the squares
Note: Completing the squares simply means “Squaring the half of coefficient
x or y”
23
Thus, in the above equation the term with x is -6 and for y is -2. Therefore,
1 −6 1 −2
(2 (−6))2 = ( 2 )2 = (−3)2 = 𝟗 (2 (−2))2 = ( 2 )2 = (−1)2 = 𝟏
(𝑥 2 − 6𝑥 + 𝟗) + (𝑦 2 − 2𝑦 + 𝟏) = −5 + 𝟗 + 𝟏 Then add the values to both sides

(𝑥 − 3)2 + (𝑦 − 1)2 = 5 Factor out
(𝑥 − 3)2 + (𝑦 − 1)2 = (√5)2 Simplify in standard form
So the center of the circle is (3,1) and radius is √5.
Here’s the look of its graph.
24
EXAMPLE 5 The graph of 𝑥 2 + 𝑦 2 = 9 is translated 2 units to the right and 2 units down. Find the
equation of the new circle and sketch its graph.
From the equation, you already know that it is centered at the origin, (0,0). “translated
2 units to the right and 2 units down” means from h=0 to h=2 and from k=0 to k=-2 and radius
is 3.
Note: right & up = positive and left & down = negative
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
(𝑥 − 2)2 + (𝑦 − (−2))2 = 32
(𝒙 − 𝟐)𝟐 + (𝒚 + 𝟐)𝟐 = 𝟗
To graph the circle in its new position, you can translate each of the four points of (3,0), (0,3), (-
3,0) and (0,-3) of the equation 𝑥 2 + 𝑦 2 = 9, 2 units to the right and 2 units down and then
sketch the circle that contains them.
Alternately, you can translate the center from (0,0) to (2,-2) and use a compass to draw the circle.
25
 PARABOLAS
Telescopic mirrors, automobile headlights, disk antennas for receiving satellite

television signals and radar antennas are all applications of parabola.
The intersection of a right circular cone and a plane parallel to an element of

the cone is a parabola. In order to find the coordinates of the vertex of a parabola from
its equation, the method of completing the square is often used.
Review
Review 1 Write the equation 𝑦 = 5𝑥 2 − 10𝑥 + 8 in the form 𝒚 = 𝒂 (𝒙 − 𝒉)𝟐 + 𝒌.
𝑦 = 5𝑥 2 − 10𝑥 + 8
𝑦 = 5(𝑥 2 − 2𝑥) + 8 Factor 5𝑥 2 − 10𝑥
𝑦 = 5(𝑥 2 − 2𝑥 + 1) + 8 − 5 Complete the square
𝒚 = 𝟓(𝒙 − 𝟏)𝟐 + 𝟑
Review 2 Write the equation 𝑦 = −3𝑥 2 − 24𝑥 − 49 in the form 𝒚 = 𝒂 (𝒙 − 𝒉)𝟐 + 𝒌.
𝑦 = −3𝑥 2 − 24𝑥 − 49
𝑦 = −3(𝑥 2 − 8𝑥) − 49 Factor −3𝑥 2 − 24𝑥
𝑦 = −3(𝑥 2 − 8𝑥 + 16) − 49+48 Complete the square
𝒚 = −𝟑(𝒙 − 𝟒)𝟐 − 𝟏
The parabola can be defined as the set of all points P in a plane that are the
same distance from a given line and a fixed point not on the line. The fixed point is
called the focus, and the given line is called the directrix of the parabola. Every
parabola has an axis of symmetry and that the vertex of a parabola is the point at
which it crosses this axis.
In communications and astronomy, one property of the focus of a parabola is

very important. When light rays or radio waves parallel to the axis of symmetry of a
parabolic antenna reflect off the interior of the antenna, they meet at one point, the
focus.
In the figure below, PF is the distance from an arbitrary point P(x,y) on a parabola
to the focus F(0,c). PF is equal to the distance PA from point P to the directrix, line l,
which has equation y=-c. The vertex is halfway between the focus and the directrix.
Thus, the distance between the vertex and focus is l c l and between the vertex and
directrix is l c l. To find an equation of this parabola with vertex at the origin and
focus on the y-axis, use the distance formula.
26
P(x,y)
F(0,c)
vertex
directrix
A(x,-c)
PF = PA
√(x − 0)2
+ (y − c)2
= √(x − x)2 + (y + c)2
𝑥 + (y − c)2 = (y + c)2
2
𝑥 2 + 𝑦 2 − 2𝑐𝑦 + 𝑐 2 = 𝑦 2 + 2𝑐𝑦 + 𝑐 2
𝑥 2 − 2𝑐𝑦 = 2𝑐𝑦
𝑥 2 = 2𝑐𝑦 + 2𝑐𝑦
𝑥 2 = 4𝑐𝑦
1
Note that the equation 𝑥 2 = 4𝑐𝑦, or 𝑦 = 4𝑐 𝑥 2, defines y as a function of x.
Recall that if the coefficient of 𝑥 2 is positive (c > 0), the parabola opens upward; if it
is negative (c < 0), the parabola opens downward.
The equation of a parabola with vertex (0,0), focus (0,c), directrix y=-c, and
axis of symmetry the y-axis can be written
𝟏
𝒙𝟐 = 𝟒𝒄𝒚 or 𝒚 = 𝒙𝟐
𝟒𝒄
The equation of a parabola with vertex (0,0), focus (c,0), directrix x=-c, and
axis of symmetry the x-axis can be written
𝟏
𝒚𝟐 = 𝟒𝒄𝒙 or 𝒙 = 𝟒𝒄 𝒚𝟐
27
EXAMPLE 1 Find the vertex, the axis of symmetry, the focus and the directrix of a parabola
with the equation 𝒙𝟐 = 𝟖𝒚. Sketch the graph.
1
Compare 𝑥 2 = 8𝑦 with 𝑥 2 = 4𝑐𝑦, or 𝑦 = 4𝑐 𝑥 2 .
Vertex: (0 , 0) Focus: (0 , 2) ; 4𝑐 = 8, 𝑠𝑜 𝑐 = 2
Axis of symmetry:x = 0 Directrix: y = -2
F(0,2)
V(0,0)
y = -2
Since c > 0, the coefficient of x2 is positive and the parabola opens upward. Plot the vertex
and a few extra points, keeping in mind that the parabola is symmetric with respect to its axis.
Join the points with a smooth curve.
28
EXAMPLE 2 Write an equation for the parabola shown below.
The focus is (-2 , 0), so c = -2. Since the focus is on the x-axis, substitute in the
equation 𝑦 2 = 4𝑐𝑥.
𝑦 2 = 4𝑐𝑥
𝑦 2 = 4(−2)𝑥
1
𝑦 2 = −8𝑥 or 𝑥 = − 8 𝑦 2
A parabola with an equation of the form r 𝑦 2 = 4𝑐𝑥 does not define y as a function of
x, since it fails the vertical line test. Note also that if c < 0 the parabola opens to the left; if c
> 0 it opens to the right.
The definition of a parabola and the distance formula are used to derive an equation
for a parabola that does not have its vertex at the origin. To illustrate, for a parabola with
focus F(2,3) and directrix y = -1, let P(x,y) represent an arbitrary point on the parabola. Then
PF = PA
√(x − 2)2 + (y − 3)2 = √(x − x)2 + (y + 1)2
29
(𝑥 − 2)2 + (y − 3)2 = (𝑥 − 𝑥)2 + (y + 1)2

𝑥 2 − 4𝑥 + 4 + 𝑦 2 − 6𝑦 + 9 = 02 + 𝑦 2 + 2𝑦 + 1
𝑥 2 − 4𝑥 + 4 = −𝑦 2 + 6𝑦 − 9 + 𝑦 2 + 2𝑦 + 1
𝑥 2 − 4𝑥 + 4 = 8𝑦 − 8
(𝑥 − 2)2 = 8𝑦 − 8
8𝑦 = (𝑥 − 2)2 + 8
1
𝑦 = (𝑥 − 2)2 + 1
8
This equation of the parabola is of the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. The vertex of the
parabola is (h,k) or (2,1) and the axis of symmetry is the line x=h or x=2. Recall that the vertex
of the basic parabola 𝑦 = 𝑎𝑥 2 is (0,0). With the vertex at (h,k), the basic graph is shifted h units
horizontally and k units vertically. The standard form of the equation of a parabola with vertex
(h,k) and axis parallel to a coordinate axis is
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 or 𝑥 = 𝑎(𝑦 − ℎ)2 + 𝑘
Here’s a summary of the equations of the parabola.
Standard Form of Equation 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 𝑥 = 𝑎(𝑦 − ℎ)2 + 𝑘
Vertex (ℎ, 𝑘) (ℎ, 𝑘)
Axis of Symmetry 𝑥=ℎ 𝑦=𝑘

1 1
Focus (ℎ, 𝑘 + ) (ℎ + , 𝑘)
4𝑎 4𝑎
1 1
Directrix 𝑦=𝑘− ) 𝑥=ℎ− )
4𝑎 4𝑎
Upward if a > 0 Right if a > 0
Opening Downward if a < 0 Left if a < 0
EXAMPLE 3 For the parabola 𝑦 2 − 4𝑥 − 4𝑦 + 16 = 0, determine the vertex, the axis of

symmetry, the focus and the directrix. Sketch the graph.
𝑦 2 − 4𝑥 − 4𝑦 + 16 = 0
4𝑥 = 𝑦 2 − 4𝑦 + 16 Solve for in terms of y
1
𝑥 = 𝑦2 − 𝑦 + 4 Divide both sides by 4
4
1
𝑥 = 4 (𝑦 2 − 4𝑦) + 4
1
𝑥 = 4 (𝑦 2 − 4𝑦 + 4) + 4 − 1 Complete the square
1
𝑥 = 4 (𝑦 − 2)2 + 3 Simplify in standard form
30
𝑥 = 𝑎(𝑦 − ℎ)2 + 𝑘
Vertex: (3 , 2)
Axis: y=2
Focus: (4 , 2)
Directrix: x=2
Since a > 0, the graph opens to the right.
PROGRESS CHECK
CIRCLES
SET 1 Express in standard form the equation of the circle with given center and radius.
Sketch the graph.
1. (3,4) ; 8
2. (-2,5) ; 7
3. (0,0) ;9
4. (0,-1) ; 2
SET 2 Find the center and radius of the circle with given equation.
1. 𝑥 2 + 𝑦 2 = 49
2. 𝑥 2 + (𝑦 + 3)2 = 25
3. (𝑥 + 2)2 + (𝑦 − 4)2 = 16
4. 𝑥 2 + 𝑦 2 + 6𝑥 − 10𝑦 − 4 = 0
5. 𝑥 2 + 𝑦 2 − 2𝑥 + 6𝑦 − 3 = 0
31
6. 𝑥 2 + 𝑦 2 − 8𝑦 + 5 = 0
7. 𝑥 2 + 𝑦 2 + 10𝑥 + 7 = 0
8. The graph of 𝑥 2 + 𝑦 2 = 4 is translated 3 units to the right and 4 units down. Find
the equation of the new circle and sketch its graph.
9. The graph of 𝑥 2 + 𝑦 2 = 25 is translated 5 units to the left. Find the equation of the
new circle and sketch its graph.
10. The graph of (𝑥 + 4)2 + (𝑦 + 5)2 = 9 is translated 4 units to the right and 5 units
up. Find the equation of the new circle and sketch its graph.
SET 3 Express the equation of each circle in standard form.

1
32
SET 4 Applications
1. Drafting A mechanical drawing is needed of a disk that is represented by a circle.
Find the equation of the circle if the radius is 9 cm and the center is at the origin.
2. Storage A cylindrical oil tank has a radius of 36 inches. A circular hole with radius
4 inches has been drilled 15 inches below the center of one base of the tank. Find
an equation of the circular hole, using the center of the base of the tank as the origin
and the axes.
33
PARABOLAS
SET 1 Express in standard form the equation of each parabola.

1. Focus (3,4) ; directrix y=-2
2. Focus (1,2) ; directrix y=-3
3. Focus (2,0) ; vertex (0,0)
4. Focus (4,3) ; vertex (4,0)
5. Vertex (3,0); directrix y=-2
6. Vertex (0,5); directrix x=-1
SET 2 Find the vertex, the axis of symmetry, the focus and the directrix of each parabola.
Sketch the graph.
1. 𝑦 = 4(𝑥 − 2)2
2. 𝑦 2 = −16𝑥
3. (𝑥 + 2)2 = 𝑦 − 3
4. 𝑥 = 𝑦 2 − 4𝑦 + 1
5. (𝑦 + 3)2 = 4(𝑥 − 2)
6. (𝑥 − 5)2 = 12(𝑦 − 6)
7. 𝑥 2 − 6𝑥 − 𝑦 + 11 = 0
8. 𝑦 2 − 𝑥 + 2𝑦 − 1 = 0
SET 3 Derivation
1. Use the distance formula and the definition of a parabola to derive the standard form
of the equation of a parabola with focus F(c , 0) and directrix x = -c.
2. Derive an equation for the parabola with focus (a , b) and directrix x = c.
3. Use the definition of parabola to show that the parabola with vertex (h , k) and
focus (h+c , k) has the equation (𝑦 − 𝑘)2 = 4𝑐(𝑥 − ℎ).
SET 4 Applications
1. Physics A ball is tossed upward with an initial velocity of 112 ft/s from a platform
that is 700 ft above the surface of the earth. After t seconds, the height h of the
ball above the ground is given by the equation ℎ = −16𝑡 2 + 112𝑡 + 700. What is
the maximum height reached by the ball?
2. Civil Engineering The base of a parabolic arch measures 120 ft, and the vertex of
the arch is 90 ft above the ground. Write an equation for this parabola. Hint: Use
coordinate axes as shown on the figure. Find the coordinates of point P and
substitute values of x and y in the equation 𝑥 2 = 4𝑐𝑦 to find the value of c.
SET 5 Thinking Critically

1. Is it possible for two different parabolas to have the same focus and vertex?
Explain with proof.
34
REFERENCES
Textbook:
Hall, B. C. & Fabricant, M. (1993).Prentice Hall Algebra 2 with Trigonometry.

Pasig City, Philippines: Anvil Publishing Inc.
Internet:
https://www.desmos.com/calculator
https://www.onlinemathlearning.com/conic-parabolas.html
35
LEARNING GUIDE
Week No.: __3__
TOPIC/S
INTRODUCTION TO CONICS SECTIONS: ELLIPSES AND HYPERBOLAS
1. Determine the relationships among the foci, the intercepts and the equation of an
ellipse.
2. Determine the relationships among the foci, the intercepts, the asymptotes and the
equation of a hyperbola.
3. Solve problems involving ellipses and hyperbolas.
 ELLIPSES
The orbits of the planets in our solar system are in the shape of ellipses and many
objects in space travel in elliptical paths.
If a plane is tilted in such a way that its intersection with a right circular cone is a
closed figure, then that intersection is an ellipse. You will need to solve an equation
involving radicals in order to find the standard equation of an ellipse.
Review
To solve equations containing one or more radical expressions, isolate one radical
expression and square both sides of the equation. Repeat this process as necessary and check
each solution.
Review 1 Solve: √𝑥 − 5 + √𝑥 + 4 = 3
√𝑥 − 5 + √𝑥 + 4 = 3
√𝑥 − 5 = 3 − √𝑥 + 4
(√𝑥 − 5)2 = (3 − √𝑥 + 4)2
𝑥 − 5 = 9 − 6√𝑥 + 4 + 𝑥 + 4
6√𝑥 + 4 = 𝑥 − 𝑥 + 5 + 9 + 4
6√𝑥 + 4 = 18
18
√𝑥 + 4 = 6
√𝑥 + 4 = 3
36
(√𝑥 + 4)2 = 32
𝑥+4=9
𝑥 = 9−4
𝒙=𝟓
Checking: √𝑥 − 5 + √𝑥 + 4 = 3 @x=5
√5 − 5 + √5 + 4 = 3
√0 + √9 = 3
0+3=3
𝟑=𝟑
Review 2 Solve: √𝑥 − 4 + √𝑥 = 2
√𝑥 − 4 + √𝑥 = 2
√𝑥 = 2 − √𝑥 − 4
(√𝑥)2 = (2 − √𝑥 − 4)2
𝑥 = 4 − 4√𝑥 − 4 + 𝑥 − 4
4√𝑥 − 4 = 𝑥 − 𝑥 + 4 − 4
4√𝑥 − 4 = 0
0
√𝑥 − 4 = 4
√𝑥 − 4 = 0
(√𝑥 − 4)2 = 02
𝑥−4=0
𝒙=𝟒
Checking: √𝑥 − 4 + √𝑥 = 2 @x=4
√4 − 4 + √4 = 2
√0 + √4 = 2
0+2=2
𝟐=𝟐
An ellipse is the set of all points P in a plane such that the sum of the distances from P to
two fixed points is a constant. Each of the fixed points is a focus (plural: foci).
37
Let P(x,y) be any point on an ellipse with foci F1 (-4,0) and F2 (4,0) and with the sum of
the distances PF1 and PF2 equal to 10. The definition of an ellipse and the distance formula can
be used to derive an equation of the ellipse.
P(x,y)
F1(-4,0) F2(4,0)
PF1 + PF2 = 10
√(𝑥 + 4)2 + 𝑦 2 + √(𝑥 − 4)2 + 𝑦 2 = 10
Isolate one radical, square both sides and simplify.
√(𝑥 + 4)2 + 𝑦 2 = 10 − √(𝑥 − 4)2 + 𝑦 2

(√(𝑥 + 4)2 + 𝑦 2 )2 = (10 − √(𝑥 − 4)2 + 𝑦 2 )2
(𝑥 + 4)2 + 𝑦 2 = 100 − 20√(𝑥 − 4)2 + 𝑦 2 + (𝑥 − 4)2 + 𝑦 2
𝑥 2 + 8𝑥 + 16 + 𝑦 2 = 100 − 20√(𝑥 − 4)2 + 𝑦 2 + 𝑥 2 − 8𝑥 + 16 + 𝑦 2
20√(𝑥 − 4)2 + 𝑦 2 = 100 − 𝑥 2 − 8𝑥 − 16 − 𝑦 2 + 𝑥 2 − 8𝑥 + 16 + 𝑦 2
20√(𝑥 − 4)2 + 𝑦 2 = 100 − 16𝑥
5√(𝑥 − 4)2 + 𝑦 2 = 25 − 4𝑥
Square both sides again and simplify.
(5√(𝑥 − 4)2 + 𝑦 2 )2 = (25 − 4𝑥)2

25 [(𝑥 − 4)2 + 𝑦 2 ] = 625 − 200𝑥 + 16𝑥 2
25 [𝑥 2 − 8𝑥 + 16 + 𝑦 2 ] = 625 − 200𝑥 + 16𝑥 2
25𝑥 2 − 200𝑥 + 400 + 25𝑦 2 = 625 − 200𝑥 + 16𝑥 2
25𝑥 2 − 16𝑥 2 + 25𝑦 2 = 625 − 400 − 200𝑥 + 200𝑥
38
9𝑥 2 + 25𝑦 2 = 225 Divide both sides by 9 & 25

𝑥2 𝑦2
+ =1
25 9
The x- and y-intercepts can be determined from the equation.
𝑥2 𝑦2
If y = 0, then 25 + 0 = 1 If x = 0, then 0 + 9 = 1
2
𝑥 = 25, so 𝑥 = ±5 x-intercepts 𝑦 2 = 9, so 𝑦 = ±3 y-intercepts
Line segment A1A2, which contains the foci, is the major axis of the ellipse. The shorter
segment B1B2 is the minor axis. The midpoint of F1F2 is the center of the ellipse and for this
ellipse the center is the origin. Note the relationship among the squares of the intercepts and
the square of the distance from a focus to the center.
42 = 52 − 32
The standard form of the equation of an ellipse centered at the origin is

𝑥2 𝑦2 𝑥2 𝑦2
𝑎 2 + 𝑏2
=1 or
𝑏 2 + 𝑎2
= 1, where a > b
The major axis is horizontal if the greater denominator is in the x 2-term and it is vertical if
it is in the y2-term.
The table below shows the summary of the equations involving ellipses centered at the
origin.
𝑥2 𝑦2 𝑥2 𝑦2
Equation in Standard Form + 𝑏2 = 1 ; (a > b) + 𝑎2 = 1 ; (a > b)
𝑎2 𝑏2
x-intercepts ±𝑎 ±𝑏
y-intercepts ±𝑏 ±𝑎
on x-axis; length 2a on y-axis; length 2a
Major Axis
on y-axis; length 2b on x-axis; length 2b
Minor Axis
(±𝑐, 0), where (0, ±𝑐), where
Foci 𝑐 2 = 𝑎2 − 𝑏 2 𝑐 2 = 𝑎2 − 𝑏 2
EXAMPLE 1 Find the a) x- and y-intercepts, b) the foci and c) the length of the major axis of
𝑥2 𝑦2
the ellipse with the equation 49 + 25 = 1. d) Sketch the graph.
𝑥2 𝑦2
a) + 𝑏2 = 1
𝑎2
𝑥2 𝑦2
+ 25 = 1
49
𝑥2 𝑦2
If y = 0, then 81 + 0 = 1 If x = 0, then 0 + 16 = 1
39
𝑥 2 = 49, so 𝒙 = ±𝟕 x-intercepts 𝑦 2 = 25, so 𝒚 = ±𝟓 y-intercepts
b) 𝑐 2 = 𝑎2 − 𝑏2 where a2 = 49 & b2 = 25
2
𝑐 = 49 − 25
𝑐 2 = 24
𝑐 = ±√24
Foci: (±𝒄, 𝟎) = (±√𝟐𝟒 , 0)
c) Major axis is horizontal or in x-axis

a2 = 49 ; a=7
Length of the major axis = 2a =2(7) = 14
d) Note: Ellipses are not functions. To graph an ellipse on a utility, you must
first solve for y and graph both results
𝑥2 𝑦2
+ =1
49 25
25𝑥 2 + 49𝑦 2 = 1225
49𝑦 2 = 1225 − 25𝑥 2
1225−25𝑥 2 1225−25𝑥 2
𝑦2 = >>>>> 𝑦 = ±√
49 49
Here is the look of the graph of the given parabola.
F1(−√24,0) F2(√24,0)
40
EXAMPLE 2 Find the a) x- and y-intercepts, b) the foci and c) the length of the major axis of
the ellipse with the equation 9𝑥 2 + 4𝑦 2 = 36. d) Sketch the graph.
a) 9𝑥 2 + 4𝑦 2 = 36
9𝑥 2 4𝑦 2 36
36
+ 36
= 36
𝑥2 𝑦2
+ =1
4 9
𝑥2 𝑦2
If y = 0, then 4 + 0 = 1 If x = 0, then 0 + 9 = 1
𝑥 2 = 4, so 𝒙 = ±𝟐 x-intercepts 𝑦 2 = 9, so 𝒚 = ±𝟑 y-intercepts
b) 𝑐 2 = 𝑎2 − 𝑏2 where a2 = 9 & b2 =4
𝑐2 = 9 − 4
𝑐2 = 5
𝑐 = ±√5
Foci: (±𝒄, 𝟎) = (±√𝟓 , 0)
c) Major axis is vertical or in y-axis

a2 = 9 ; a=3
Length of the major axis = 2a =2(3) = 6
d) Note: Ellipses are not functions. To graph an ellipse on a utility, you must
first solve for y and graph both results
𝑥2 𝑦2
+ 9 =1
4
9𝑥 2 + 4𝑦 2 = 36
4𝑦 2 = 36 − 9𝑥 2
36−9𝑥 2 36−9𝑥 2
𝑦2 = 4
>>>>> 𝑦 = ±√ 4
41
Here is the look of the graph of the given parabola.
EXAMPLE 3 Express in standard form the equation of the ellipse below.
42
𝑥2 𝑦2
𝑎2
+ 𝑏2 = 1
𝑥2 𝑦2
+ 42 = 1
52
𝑥2 𝑦2
+ 16 = 1 Standard form
25
𝑥2 𝑦2
In the equation 𝑎2 + 𝑏2 = 1, if x is replaced by x-h and y by y-k in an equation, the graph
of the equation is translated h units horizontally and k units vertically.
The standard form of the equation of an ellipse with center (h,k) and with axes parallel to
the coordinate axes is
(𝒙−𝒉)𝟐 (𝒚−𝒌)𝟐 (𝒙−𝒉)𝟐 (𝒚−𝒌)𝟐
+ =𝟏 or + =𝟏 (a > b)
𝒂𝟐 𝒃𝟐 𝒃𝟐 𝒂𝟐
EXAMPLE 4 Express in standard form the equation of the ellipse with center (-1 , 2), if the
major axis is horizontal and a = 5, b = 3. Sketch the graph.
(𝒙−𝒉)𝟐 (𝒚−𝒌)𝟐
+ =𝟏 Major axis is horizontal
𝒂𝟐 𝒃𝟐
(𝒙−(−𝟏))𝟐 (𝒚−𝟐)𝟐
+ =𝟏 Substitute values in the equation
𝟓𝟐 𝟑𝟐
(𝒙+𝟏)𝟐 (𝒚−𝟐)𝟐
+ =𝟏
𝟐𝟓 𝟗
𝒙𝟐 𝒚𝟐
First sketch the basic ellipse with the equation + = 𝟏 (𝑏𝑙𝑢𝑒). The x-intercepts are 5
𝟐𝟓 𝟗
(𝒙+𝟏)𝟐 (𝒚−𝟐)𝟐
and -5; the y-intercepts are 3 and -3. Then sketch the graph of + = 𝟏 (𝑟𝑒𝑑) by
𝟐𝟓 𝟗
translating the basic graph 1 unit to the left and 2 units up.
43
EXAMPLE 5 Find the center and foci of the ellipse with the equation 4𝑥 2 + 9𝑦 2 + 16𝑥 +
54𝑦 = −61.
4𝑥 2 + 9𝑦 2 + 16𝑥 − 54𝑦 = −61

4𝑥 2 + 16𝑥 + 9𝑦 2 + 54𝑦 = −61
4(𝑥 2 + 4𝑥 + ____) + 9(𝑦 2 + 6𝑦 + ____) = −61
4(𝑥 2 + 4𝑥 + 4) + 9(𝑦 2 + 6𝑦 + 9) = −61 + 16 + 81
4(𝑥 + 2)2 + 9(𝑦 + 3)2 = 36
4(𝑥 + 2)2 9(𝑦 + 3)2 36
+ =
36 36 36
4(𝑥 + 2)2 9(𝑦 + 3)2 36
+ =
36 36 36
2 (𝑦 + 3) 2
(𝑥 + 2)
+ =1
9 4
Thus, the coordinates of the center are (-2,-3)
𝑐 2 = 𝑎2 − 𝑏 2
𝑐2 = 9 − 4
𝑐2 = 5
𝑐 = ±√5
Since the major axis is horizontal, the foci are located to the left and to the right
of the center of the ellipse.
The coordinates of the foci are (−𝟐 + √𝟓 , −𝟑) and (−𝟐 − √𝟓 , −𝟑).
 HYPERBOLAS
If the intersection of a plane and a double right cylindrical cone contains points in
both the top and the bottom of the cone (excluding the vertex), that intersection is called
a hyperbola.
Before hyperbolas are introduced, it will be helpful to review again the concept of
the intercepts of a graph.
Review
An intercept is a point where a graph crosses an axis.
Review 1 How many intercepts does the graph of 𝑦 = 4𝑥 have?
Let x = 0. Then y = 4(0), so y = 0.

Let y = 0. Then 0 = 4x, so x = 0.
There is one intercept, the point (0 , 0).
44
Review 2 How many intercepts does the graph of 𝑥 2 = 𝑦 + 4 have?
Let x = 0. Then 02 = y + 4, so y = -4.

Let y = 0. Then x2 = 0 + 4, so x = ±√4 ; x = ±2.
There are two intercepts, the points (2 , -4) and (-2 , -4).
A hyperbola is the set of all points P in a plane such that the difference of the distances
from P to two fixed points is a constant. As in the case of the ellipse, the two fixed points are
called foci.
Let P (x , y) be an arbitrary point on a hyperbola with foci F1 (-5 , 0) and F2 (5 , 0) and with
the difference between the distances PF1 and PF2 equal to 8.
The definition of a hyperbola and the distance formula can be used to derive an equation
of the hyperbola.
F1(−5,0) F2(5,0)
𝑃𝐹1 − 𝑃𝐹2 = 8
√(𝑥 + 5)2 + 𝑦 2 − √(𝑥 − 5)2 + 𝑦 2 = 8
√(𝑥 + 5)2 + 𝑦 2 = 8 + √(𝑥 − 5)2 + 𝑦 2
(√(𝑥 + 5)2 + 𝑦 2 )2 = (8 + √(𝑥 − 5)2 + 𝑦 2 )2
(𝑥 + 5)2 + 𝑦 2 = 64 + 16√(𝑥 − 5)2 + 𝑦 2 + (𝑥 − 5)2 + 𝑦 2
𝑥 2 + 10𝑥 + 25 + 𝑦 2 = 64 + 16√(𝑥 − 5)2 + 𝑦 2 + 𝑥 2 − 10𝑥 + 25 + 𝑦 2
20𝑥 − 64 = 16√(𝑥 − 5)2 + 𝑦 2
20𝑥 64 16√(𝑥 − 5)2 + 𝑦 2
− =
4 4 4
5𝑥 − 16 = 4√ 𝑥 − 5 2 + 𝑦 2
( )
(5𝑥 − 16)2 = (4√(𝑥 − 5)2 + 𝑦 2 )2
25𝑥 2 − 160𝑥 + 256 = 16[(𝑥 − 5)2 + 𝑦 2 ]
25𝑥 2 − 160𝑥 + 256 = 16(𝑥 2 − 10𝑥 + 25 + 𝑦 2 )
45
25𝑥 2 − 160𝑥 + 256 = 16𝑥 2 − 160𝑥 + 25 + 16𝑦 2

25𝑥 2 − 16𝑥 2 − 16𝑦 2 − 160𝑥 + 160𝑥 = 400 − 256
9𝑥 2 − 16𝑦 2 = 144
9𝑥 2 16𝑦 2 144
− =
144 144 144
𝑥2 𝑦2
− =1
16 9
The intercepts can be determined from the equation
𝑥2 𝑦2
If y = 0, then 16 − 0 = 1 If x = 0, then 0 − 9 = 1
𝑥 2 = 16, so 𝒙 = ±𝟒 x-intercepts 𝑦 2 = −9, so the square of a real number
must be nonnegative. There are no y-
intercepts.
The hyperbola has two parts, or branches. A1A2 contains the foci and A1A2 is called
the transverse axis of the hyperbola. B1B2 is the conjugate axis. The center of the
hyperbola is the midpoint of F1F2, in this case the origin. Note the relationship among
the coordinates of the endpoints of the transverse and conjugate axes and the
coordinates of the foci: 52 = 42 + 32 .
Lines perpendicular to the coordinate axes at (4 , 0), (-4 , 0 ), (0 , 3) and (0 , -3)

form a rectangle whose extended diagonals are the asymptotes of the hyperbola. The
hyperbola never meets its asymptotes, but approaches them more and more closely as
3 3
|x| and |y| increase. The slope of one diagonal is 4 and the slope of the other is − 4, so
3 3
the equations of the asymptotes can be written 𝑦 = 4 𝑥 and 𝑦 = − 4 𝑥.
A hyperbola may have its foci on the y-axis, in which case the transverse axis is
vertical. The equations for hyperbolas centered at the origin and with foci on a
coordinate axis, are given in the table below.
𝑥2 𝑦2 𝑦2 𝑥2
Equation in Standard Form − =1 − =1
𝑎2 𝑏 2 𝑎2 𝑏 2
x-intercepts ±𝑎 none
y-intercepts none ±𝑎
on x-axis; length 2a on y-axis; length 2a
Major Axis
on y-axis; length 2b on x-axis; length 2b
Minor Axis
(±𝑐, 0), where (0, ±𝑐), where
Foci 𝑐 2 = 𝑎2 + 𝑏 2 𝑐 2 = 𝑎2 + 𝑏 2
𝑏 𝑎
Asymptotes 𝑦=± 𝑥 𝑦=± 𝑥
𝑎 𝑏
46
EXAMPLE 1 Express in standard form the equation of the hyperbola shown below.
F1 F2
𝑐 2 = 𝑎2 + 𝑏 2 Find 𝑏2
100 = 64 + 𝑏2
36 = 𝑏2
The transverse axis is horizontal.

𝑥2 𝑦2
− =1
𝑎2 𝑏 2
𝒙 𝟐 𝒚𝟐
− =𝟏
𝟔𝟒 𝟑𝟔
Note: To draw the graph of a hyperbola, use a and b to create a rectangle and draw the
asymptotes. Draw the intercepts of the hyperbola and extend each branch to
approach, but not meet, the asymptotes.
EXAMPLE 2 Find the a) x- and y-intercepts, b) the foci and c) the asymptotes of the hyperbola
with the equation 144𝑥 2 − 25𝑦 2 = 3600. d) Sketch the graph.
a) 144𝑥 2 − 25𝑦 2 = 3600

144𝑥 2 25𝑦 2 3600
− =
3600 3600 3600
𝑥2 𝑦2
− =1
25 144
47
𝑥2 𝑦2
If y = 0, then 25 − 0 = 1 If x = 0, then 0 − 144 = 1
𝑥 2 = 25, so 𝒙 = ±𝟓 x-intercepts 𝑦 2 = −144, so the square of a real
number must be nonnegative. There are
no y-intercepts.
b) 𝑐 2 = 𝑎2 + 𝑏 2
𝑐 2 = 25 + 144
𝑐 2 = 169
𝑐 = ±13
Thus, the foci are (13 , 0) and (-13 , 0).
𝑏
c) 𝑦 = ±𝑎𝑥
𝟏𝟐
𝒚=± 𝟓
𝒙 Asymptotes
d) Graph
Hyperbolas may be centered at points other than the origin
The standard form of the equation of a hyperbola with center (h, k) and with axes
parallel to the coordinate axes is
(𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐 (𝒚 − 𝒌)𝟐 (𝒙 − 𝒉)𝟐
− = 𝟏 𝒐𝒓 − =𝟏
𝒂𝟐 𝒃𝟐 𝒂𝟐 𝒃𝟐
48
(𝒙−𝟒)𝟐 (𝒚+𝟑)𝟐
EXAMPLE 3 Sketch the graph of the hyperbola: − = 𝟏.
𝟐𝟓 𝟏𝟔
𝒙𝟐 𝒚𝟐
The graph is congruent to that of the hyperbola 𝟐𝟓 − 𝟏𝟔 = 1, but the center is (4
, -3). Sketch the hyperbola with the center at the origin and x-intercepts 5 and -
(𝒙−𝟒)𝟐 (𝒚+𝟑)𝟐
5. Then, sketch the graph of − = 1 by translating the basic graph
𝟐𝟓 𝟏𝟔
4 units to the right and 3 units to the down.
EXAMPLE 4 Find the coordinates of the center of the hyperbola with the equation −4𝑦 2 +
𝑥 2 − 2𝑥 + 8𝑦 = 7
−4𝑦 2 + 𝑥 2 − 2𝑥 + 8𝑦 = 7
𝑥 2 − 2𝑥−4(𝑦 2 − 2𝑦) = 7
(𝑥 2 − 2𝑥+1) − 4(𝑦 2 − 2𝑦 + 1) = 7 + 1 − 4
(𝑥 − 1)2 − 4(𝑦 − 1)2 = 4
(𝑥 − 1)2 4(𝑦 − 1)2 4
− =
4 4 4
(𝑥 − 1)2 (𝑦 − 1)2
− =1
4 1
The coordinates of the center are (1,1) (h,k)
The graphs of equations of the form xy = k, where k ≠ 0, is a hyperbola. It is called a

rectangular hyperbola and its asymptotes are the coordinate axes.
49
EXAMPLE 5 Graph the rectangular hyperbola xy = 6.
𝑥𝑦 = 6
6
𝑦=
𝑥
x -3 -2 -1 1 2 3
y -2 -3 -6 6 3 2
The graph of this function is entirely in the first and third quadrants. Here is the look of the
graph of the given rectangular hyperbola.
The graph of a rectangular hyperbola of the form xy=k lies in Quadrants I and III if k > 0,
and in Quadrants II and IV if k < 0.
50
PROGRESS CHECK
ELLIPSES
SET 1 Find the intercepts, the foci and the length of the major axis of each ellipse. Sketch
the graph.
𝑥2 𝑦2
1 + 64 = 1
100
𝑥2 𝑦2
2 + 81 = 1
121
3 25𝑥 2 + 9𝑦 2 = 225
4 2𝑥 2 + 𝑦 2 = 12
SET 2 Find the center and foci for each ellipse. Sketch the graph.
(𝑥−4)2 (𝑦+1)2
1 + =1
81 25
(𝑥+2)2 (𝑦−1)2
2 16
+ 36
=1
3 9𝑥 2 + 16𝑦 2 + 18𝑥 = 64𝑦 + 71

4 2𝑥 2 + 8𝑥 + 𝑦 2 = −4
SET 3 Express in standard form the equation of each ellipse
1 Foci (±2,0) ; x-intercepts ±4

2 Center (3,4), 𝑎 = 2√5, 𝑏 = 3√2, major axis vertical
3 Foci (0, ±3) ; length of major axis 10
4 Center (0,0); length of horizontal major axis 8; length of minor axis 6
SET 4 Applications
1 Sports A school is building a new track for cycling teams. The track is to be elliptical,
with the ratio between the lengths of the major and minor axes to be 4:3. If the available
land is 200 yd long and 100 yd wide, what are the maximum lengths of the axes? Sketch
a graph of the track and indicate the location of the foci.
2 Space Science A satellite has an elliptical orbit about the earth, with the earth located
at one of the foci. Sketch a graph of the orbit, with center at the origin, foci on x-axis
and the position of the earth twice as far from the center of the ellipse as from the closest
point at which the ellipse intersects the x-axis.
51
HYPERBOLAS
SET 1 Find the intercepts, the foci and asymptotes of each ellipse.
𝑥2 𝑦2
1 25
− 16 = 1
𝑥2 𝑦2
2 − 49 = 1
81
𝑦2 𝑥2
3 − 36 = 1
64
𝑦2 𝑥2
4 − 25 = 1
4
SET 2 Sketch the graph of each hyperbola.
(𝑥−2)2 (𝑦−3)2
1 − =1
36 25
(𝑦+6)2 (𝑥−3)2
2 − =1
64 36
3 𝑥 2 − 16𝑦 2 − 2𝑥 = −128𝑦 + 271

4 −𝑥 2 + 6𝑥 + 𝑦 2 = 4𝑦 + 6
SET 3 Express in standard form the equation of each hyperbola.
1 Foci (±4,0) ; x-intercepts ±3

2 Foci (0, ±6) ; x-intercepts ±4
3 Center (3,2) ; a = 6 ; b = 1, horizontal transverse axis
4 Center (4,-3) ; a = 8 ; c = 12, vertical transverse axis
SET 4 Applications
1 Forestry An explosion is heard at a forest ranger station. Seven seconds later it is

heard at another station. If the speed of sound is approximately 350 m/s, the site of the
explosion is 2450 m closer to one station than to the other. It is not known which station
heard the sound first, and the ranger stations are approximately 4 km apart. Make a
diagram to show all possible locations of the explosion.
2 Analytic Geometry Use the distance formula and the definition of the hyperbola to
write the equation in standard form of a hyperbola with foci F1(0,-10) and F2(0,10).
Assume that P(x,y) is an arbitrary point on the hyperbola and that the difference
between the distances PF1 and PF2 is 12.
52
REFERENCES
Textbook:
Hall, B. C. & Fabricant, M. (1993).Prentice Hall Algebra 2 with Trigonometry.

Pasig City, Philippines: Anvil Publishing Inc.
Internet:
https://www.desmos.com/calculator
53
LEARNING GUIDE
Week No.: __4_
TOPIC/S
ANGLES IN A UNIT CIRCLE

RADIAN MEASURE AND CIRCULAR FUNCTIONS
1. Identify the different terminologies about angles and circular functions.

2. Solve problems involving applications about degree measure, radian measure and
circular functions.
 Basic Terminology
Two distinct points X and Y determine a line called line XY.
X Y
The portion of the line between X and Y, including points X and Y, is called line
segment XY or segment XY.
X Y
The portion of line XY that starts at X and continues through Y, and on past Y, is called
ray XY. Point A is the endpoint of the ray.
X Y
In trigonometry, an angle consists of two rays in a plane with a common endpoint, or

two line segments with a common endpoint. These two rays or segments are called the
sides of the angle, and the common endpoint is called the vertex of the angle.
Associated with an angle is its measure, generated by a rotation about the vertex. This
measure is determined by rotating a ray starting at one side of the angle, called the
initial side, to the position of the other side, called the terminal side.
54
Vertex
Initial side
A counterclockwise rotation generates a positive measure, while a clockwise rotation

generates a negative measure. The rotation can consist of more than one complete revolution.
Initial side Initial side
An angle can be named by using the name of its vertex. For example, the angle on the
figure below can be called angle C. Alternatively, an angle can be named using three letters,
with the vertex letter in the middle. Thus, the angle on the figure below also could be named
angle ACB or BCA.
B
C
Angle C / Angle ACB / Angle BCA
 Degree Measure
The most common unit for measuring angles is the degree. Degree measure was
developed by the Babylonians, 4000 years ago.
To use degree measure, we assign 360 degrees to a complete rotation of a ray. One
1 90 1
degree, written 1ᴼ, represents 360 of a rotation. Therefore, 90ᴼ represents 360 = 4 of a
180 1
complete rotation and 180ᴼ represents 360 = 2 of a complete rotation.
An angle measuring between 0ᴼ and 90ᴼ is called an acute angle.
55
Acute Angle
0° < 𝜃 < 90°
An angle measuring exactly 90ᴼ is right angle. The symbol ⅂ is often used at the
vertex of a right angle to denote the 90ᴼ measure.
Right Angle
𝜃 = 90°
An angle measuring more than 90ᴼ but less than 180ᴼ is an obtuse angle.
Obtuse Angle
90° < 𝜃 < 180°
An angle of exactly 180ᴼ is a straight angle.

Straight Angle
𝜃 = 180°
Trivia : The Babylonians were the first to subdivide the circumference of a circle into 360
parts. There are various theories as to why the number 360 was chosen. One is that it is
approximately the number of days in a year, and it has many divisors, which makes it
convenient to work with.
If the sum of the measures of two positive angles is 90ᴼ, the angles are called complementary
and the angles are complements of each other. Two positive angles with measures whose sum
is 180ᴼ are supplementary, and the angles are supplements.
EXAMPLE 1 Find the a) complement and the b) supplement of an angle measuring 75ᴼ.
a) To find the measure of its complement, subtract the measure of the angle from 90ᴼ.
90ᴼ - 75ᴼ = 15ᴼ complement of 75ᴼ
b) To find the measure of its supplement, subtract the measure of the angle from 180ᴼ.
180ᴼ - 75ᴼ = 105ᴼ supplement of 75ᴼ
56
EXAMPLE 2 Find the measure of each marked angle below.
a) Given: (5x)°
(4x)°
In the figure, since two angles form a right angle, they are complementary angles. Thus,
5x + 4x = 90
9x = 90
x = 10
Then substitute the value of x to determine the measure of each angle.
5x = 5 (10) = 50ᴼ Ans

4x = 4 (10) = 40ᴼ Ans
Check: 5x + 4x = 90
5 (10) + 4 (10) = 90
50 + 40 = 90
90 = 90
b) Given:
(4x)° (8x)°
The angles in the figure are supplementary, so their sum must be 180ᴼ. Therefore,
4x + 8x = 180
12x = 180
x = 15
These angle measures are

4x = 4 (15) = 60ᴼ Ans
8x = 8 (15) = 120ᴼ Ans
Check: 4x + 8x = 180
4 (15) + 8 (15) = 180
60 + 120 = 180
180 = 180
57
 CALCULATING WITH DEGREES, MINUTES AND SECONDS

1
One minute, written 1′, is 60 of a degree.
𝟏ᴼ
1′ = 𝟔𝟎 or 𝟔𝟎′ = 1ᴼ
1
One second, written 1′′, is 60 of a minute.
𝟏′ 𝟏 ᴼ
𝟏′′ = 𝟔𝟎 = 𝟑𝟔𝟎𝟎 or 𝟔𝟎′′ = 𝟏′
For example, the measure 13° 46′ 35′′ represents 13 degrees, 46 minutes, 35 seconds.
EXAMPLE 1 Solve 47° 56′ 15′′ + 11° 17′ 57′′
47° 56′ 15′′

+ 11° 17′ 37′′
58° 73′ 52′′
Notice than 73′ can be simplified into 1° 13′ . Thus, the sum 58° 73′ 52′′ can be
rewritten as
𝟓𝟗° 𝟏𝟑′ 𝟓𝟐′′ .
EXAMPLE 2 Solve 67° 34′ 42′′ + 46° 24′ 57′′
67° 34′ 42′′

+ 16° 24′ 57′′
83° 58′ 99′′
Notice than 99′′ can be simplified into 1′ 39′′ . Thus, the sum 83° 58′ 99′′can be
rewritten as
𝟖𝟑° 𝟓𝟗′ 𝟑𝟗′′ .
EXAMPLE 3 Solve 90° − 86° 53′ 29′′
90° can be rewritten as 89° 59′ 60′′
89° 59′ 60′′

- 76° 43′ 29′′
𝟏𝟑° 𝟏𝟕′ 𝟑𝟏′′
58
 CONVERTING BETWEEN DECIMAL DEGREES AND DEGREES, MINUTES

AND SECONDS
EXAMPLE 1 Convert 67° 39′ 49′′ to decimal degrees to the nearest thousandth.
39 ° 49 °
67° 39′ 49′′ = 67° + 60 + 3600
≈ 67° + 0.650° +0.014
≈ 𝟔𝟕. 𝟔𝟔𝟒°
EXAMPLE 2 Convert 12.5891° to degrees, minutes and seconds.
12.5891° = 12° + 0.5891°

60′
= 12° + 0.5891° ∗ ( )
1°
= 12° + 35.346′
60′′
= 12° + 35′ + 0.346′ ∗ ( )
1′
= 12° + 35′ + 20.76′′
= 𝟏𝟐° 𝟑𝟓′ 𝟐𝟎. 𝟕𝟔′′
STANDARD POSITION
An angle is in standard position if its vertex is at the origin and its initial side lies on the
positive x-axis. Example are the figures below.
Terminal side
Terminal side
Initial side Initial side
QUADRANTAL ANGLES
Angles in standard position whose terminal sides lie on the x-axis or y-axis, such as
angles with measures 0°, 90°, 180°, 270° and so on, are called quadrantal angles.
59
COTERMINAL ANGLES
A complete rotation of a ray results in an angle measuring 360°. By continuing the

rotation, angles of measure larger than 360° can be produced. The angles in the figure
below with measures 50° and 410° have the same initial side and the same terminal
side, but different amounts of rotation. Such angles are called coterminal angles; their
measures differ by a multiple of 360°.
50° 410°
EXAMPLE 1 Find the angle of least possible positive measure coterminal with angle 875°.
Hint: Add or subtract 360° as many times as needed to obtain an angle with measure
greater than 0° but less than 360°.
875° − (2 ∗ 360°) = 155°
Thus, an angle of 155° is the least possible positive measure coterminal with angle 875°.
EXAMPLE 2 Find the angle of least possible positive measure coterminal with angle -79°.
-79° + 360° = 281°
Thus, an angle of 281° is the least possible positive measure coterminal with angle -79°.
EXAMPLE 3 Find the angle of least possible positive measure coterminal with angle -924°.
-924° + (3 ∗ 360°) = 156°
Thus, an angle of 156° is the least possible positive measure coterminal with angle -924°.
60
EXAMPLE 4 Application. Analyzing the revolutions of a CD player. CAV (Constant

Angular Velocity) CD players always spin at the same speed. Suppose a CAV player makes
540 revolutions per min. Through how many degrees will a point on the edge of a CD move
in 3 sec?
540
Solution. The player revolves 540 times in one min or 60 times = 9 times per sec (1 min =
60 sec). In 3 sec, the player will revolve 3*9 = 27 times. Each revolution is 360°, so a point on
the edge of the CD will revolve 27*360° = 9720° in 3 sec.
 RADIAN MEASURE AND CIRCULAR FUNCTIONS
We have seen that angles can be measured in degrees. In more theoretical work in
mathematics, radian measure of angles is preferred. Radian measure allows us to treat
the trigonometric functions as functions with domains of real numbers, rather than
angles.
The figure below shows an angle  in standard position along with a circle of radius
r. The vertex of  is at the center of the circle. Because angle  intercepts an arc on the
circle equal in length to the radius of the circle, we say that angle  has a measure of 1
radian.
𝑟
𝜃
𝑟
Note: An angle with its vertex at the center of a circle that intercepts an arc on the circle
equal in length to the radius of the circle has a measure of 1 radian.
It follows that an angle of measure 2 radians intercepts an arc equal in length to

1
twice the radius of the radius of the circle, an angle of measure 2 radian intercepts an
arc equal in length to half the radius of the circle, and so on. In general, if  is a central
angle of a circle of radius r and  intercepts an arc of length s, then the radian measure
𝑠
of  is 𝑟.
61
Converting Between Degrees and Radians. The circumference of a circle is given by

𝐶 = 2𝜋𝑟, where r is the radius of the circle. The formula 𝐶 = 2𝜋𝑟 shows that the radius
can be laid off 2𝜋 times around a circle. Therefore, an angle of 360°, which corresponds
to a complete circle, intercepts an arc equal in length to 2𝜋 times the radius of the circle.
Thus, an angle of 360° has a measure of 2𝜋 radians:
𝟑𝟔𝟎° = 𝟐𝝅 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
An angle of 180° is half the size of an angle of 360°, so an angle of 180° has half
the radian measure of an angle of 360°.
𝟏
𝟏𝟖𝟎° = ( ) 𝟐𝝅 𝒓𝒂𝒅𝒊𝒂𝒏𝒔 = 𝝅 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
𝟐
We can use this relationship 𝟏𝟖𝟎° = 𝝅 𝒓𝒂𝒅𝒊𝒂𝒏𝒔 to develop a method for

converting between degrees and radians as follows.
𝝅 𝟏𝟖𝟎°
𝟏° = 𝒓𝒂𝒅𝒊𝒂𝒏 𝒐𝒓 𝟏 𝒓𝒂𝒅𝒊𝒂𝒏 =
𝟏𝟖𝟎 𝝅
EXAMPLE 1 Convert each degree measure to radians.

𝜋
Hint: In converting degrees to radians, multiply a degree measure by radian and
180
simplify.
a) 60°
𝜋 60𝜋
60° = 60 (180) = = 𝟑𝝅 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
180
b) -280°
𝜋 −280𝜋 −𝟏𝟒𝝅
-280° = −280 (180) = = 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
180 𝟗
c) 235.7°
𝜋 235.7𝜋
235.7° = 235.7 (180) = ≈ 𝟒. 𝟏𝟏𝟒 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
180
62
EXAMPLE 2 Convert each radian measure to degrees.
180°
Hint: In converting radians to degrees, multiply a radian measure by radian and
𝜋
simplify.
3𝜋
a)
4
3𝜋 3𝜋 180
= ( ) = 𝟏𝟑𝟓°
4 4 𝜋
5𝜋
b) − 3
5𝜋 5𝜋 180
=− ( ) = 𝟑𝟎𝟎°
3 3 𝜋
c) 6.45
180
6.45 = 5.45 ( ) = 312.26° = 𝟑𝟏𝟐°𝟏𝟓′𝟒𝟑. 𝟏𝟗′′
𝜋
 RADIAN MEASURE
Arc Length on a Circle We use radian measure in the formula to find the length of
an arc of a circle. This formula is derived from the fact that the length of an arc is
proportional to the measure of its central angle. In the figure below, angle JOT has a
measure 1 radian and intercepts an arc of length r on the circle. Angle POT has measure
 radians and intercepts an arc of length s on the circle. Since the lengths of the arcs are
proportional to the measures of their central angles,
T
J
𝑠
𝑟
𝜃 radians 1 radian
P 𝑟 O 𝑟
s 𝜃
=
r 1
63
Multiplying both sides by r gives the following result.
Arc Length
The length s of the arc intercepted on a circle of radius r by a central angle of measure
 radians is given by the product of the radius and the radian measure of the angle, or
𝒔 = 𝒓𝜽 ; 𝜃 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
Note: Avoid the common error of applying this formula with 𝜽 in degree mode. When
applying the formula 𝒔 = 𝒓𝜽, the value of 𝜽 MUST be expressed in radians.
EXAMPLE 1 A circle has radius 15.46 cm. Find the length of the arc intercepted by a
central angle having each of the following measures.
𝑠
5𝜋 5𝜋
a) 8 radians 8
5𝜋
As shown in the figure, r = 15.46 cm and  = . 𝑟 = 15.46
8
𝑠 = 𝑟𝜃
5𝜋
𝑠 = (15.46) ( 8 ) 𝑐𝑚
𝒔 ≈ 𝟑𝟎. 𝟑𝟔 𝒄𝒎
b) 140°
The formula 𝑠 = 𝑟𝜃 requires that 𝜃 be measured in radians. First,
𝜋
convert 𝜃 to radians by multiplying 140° by 180.
𝜋 7𝜋
140° = 140 ( )= 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
180 9
The length s is given by
𝑠 = 𝑟𝜃
7𝜋
𝑠 = (15.46) ( 9 ) 𝑐𝑚
𝒔 ≈ 𝟑𝟕. 𝟕𝟖 𝒄𝒎
EXAMPLE 2 Latitudes gives the measure of a central angle with vertex at Earth’s
center whose initial side goes through the equator and whose terminal side goes
through the given location. City A is approximately due North of City B. The
latitude of City A is 43° 𝑁, while that of City B is 35° 𝑁. (The N means north of
the equator.) The radius of Earth is 6400 km. Find the north-south distance between
the two cities.
As shown in the figure, the central angle between City A and City B is 43° − 35° =
8°. The distance between the two cities can be found by the formula 𝑠 = 𝑟𝜃, after 8° is
converted to radians.
𝜋 2𝜋
8° = 8 ( )= 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
180 45
64
The distance between the two cities is

𝑠 = 𝑟𝜃
2𝜋
𝑠 = (6400) ( 45 ) 𝑘𝑚
𝒔 ≈ 𝟖𝟗𝟑. 𝟔𝟏 𝒌𝒎
EXAMPLE 3 A rope is being wound around a drum with diameter 3.28 ft. How much
rope will be wound around the drum if the drum is rotated through an angle of 70°?
3.28 𝜋 7𝜋
𝑟= = 1.64 𝑓𝑡 𝜃 = 70 (180) = 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
2 18
𝑠 = 𝑟𝜃
7𝜋
𝑠 = (1.64) ( 18 ) 𝑓𝑡
𝒔 ≈ 𝟐 𝒇𝒕
EXAMPLE 4 Two gears are adjusted so that the smaller gear with radius 3 cm drives
the larger one with radius 7 cm. If the smaller gear rotates through an angle of 210°,
through how many degrees will the larger gear rotate?
First find the radian measure of the angle and then find the arc length on the smaller
7𝜋
gear that determines the motion of the larger gear. Since 210° = 6 𝑟𝑎𝑑𝑖𝑎𝑛𝑠, for the
smaller gear,
7𝜋 7𝜋
𝑠 = 𝑟𝜃 = 3 ( )= 𝑐𝑚
6 2
An arc with this length on the larger gear corresponds to an angle measure 𝜃, in
radians, where
𝑠 = 𝑟𝜃
7𝜋
= 7𝜃
2
𝜋
𝜃= 2
Converting 𝜃 back to degrees shows that the larger gear rotates through
𝜋 180°
( ) = 𝟗𝟎°
2 𝜋
65
Area of a Sector of a Circle A sector of a circle is the portion of the interior of a circle
intercepted by a central angle. Think of it as a “piece of pie”. A complete circle can be
thought of as an angle with measure 2𝜋 radians. If a central angle for a sector has
𝜃
measure 𝜃 radians, then the sector makes up the fraction of a complete circle. The
2𝜋
2
area of a complete circle with radius r is 𝐴 = 𝜋𝑟 . Therefore,
𝜃 1
𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 = (𝜋𝑟 2 ) = 𝑟 2 𝜃 , 𝜃 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
2𝜋 2
Thus, the area A of a sector of a circle of radius r and central angle 𝜃 is given by
𝟏 𝟐
𝑨= 𝒓 𝜽 , 𝜽 𝒊𝒏 𝒓𝒂𝒅𝒊𝒂𝒏𝒔
𝟐
EXAMPLE 5 Find the area of the sector of the circle with radius of 4ft and a central
angle of 34°.
First, convert of 34° to radians then solve for area A.

𝜋 17𝜋
34° = 34 ( )= 𝑟𝑎𝑑𝑖𝑎𝑛𝑠
180 90
1 1 17𝜋
𝐴 = 𝑟 2 𝜃 = (4)2 ( ) ≈ 𝟒. 𝟕𝟓 𝒇𝒕𝟐
2 2 90
 CIRCULAR FUNCTIONS
In the figure above, we start at the point (1,0) and measure an arc of length s along
the circle. If s > 0, then the arc is measured in a counterclockwise direction, and if s <
0, then the direction is clockwise. If s=0, then no arc is measured.
Let the endpoint of this arc at the point (x,y). The circle in the figure above is the
unit circle – it has center at the origin and radius 1 unit (hence the name unit circle).
Recall that the equation of this circle is
𝑥2 + 𝑦2 = 1
Recall that the radian measure of 𝜃 is related to the arc length s. For 𝜃 measured in
radians, we know that 𝑠 = 𝑟𝜃. Here, r =1, so s, which is measured in radians. Thus, the
trigonometric functions of angle 𝜃 in radians found by choosing a point (x,y) on the
unit circle can be rewritten as functions of the arc length s, a real number. When
interpreted this way, they are called circular functions.
For any real number s represented by a directed arc on the unit circle,
𝒚
𝐬𝐢𝐧 𝒔 = 𝒚 𝐜𝐨𝐬 𝒔 = 𝒙 𝐭𝐚𝐧 𝒔 = (𝒙 ≠ 𝟎)
𝒙
𝟏 𝟏 𝒙
𝐜𝐬𝐜 𝒔 = (𝒚 ≠ 𝟎 ) 𝐬𝐞𝐜 𝒔 = (𝒙 ≠ 𝟎) 𝐜𝐨𝐭 𝒔 = (𝒚 ≠ 𝟎)
𝒚 𝒙 𝒚
66
The Unit Circle 𝑥 2 + 𝑦 2 = 1
EXAMPLE 1 Find the exact circular function values of the following:

3𝜋
a) 𝑠𝑖𝑛
2
3𝜋
𝑠𝑖𝑛 = sin 270° = −𝟏
2
3𝜋
b) 𝑐𝑜𝑠 2
3𝜋
𝑐𝑜𝑠 = cos 270° = 𝟎
2
67
3𝜋
c) 𝑡𝑎𝑛 2
3𝜋 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 270° −1
𝑡𝑎𝑛 = tan 270° = = = = = 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅
2 𝑥 𝑐𝑜𝑠 𝑠 𝑐𝑜𝑠 270° 0
3𝜋
d) 𝑐𝑠𝑐
2
3𝜋 1 1 1 1
𝑐𝑠𝑐 = csc 270° = = = = = −𝟏
2 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 270° −1
3𝜋
e) 𝑠𝑒𝑐 2
3𝜋 1 1 1 1
𝑠𝑒𝑐 = sec 270° = = = = = 𝒖𝒏𝒅𝒆𝒇𝒊𝒏𝒆𝒅
2 𝑥 cos 𝑠 cos 270° 0
3𝜋
f) 𝑐𝑜𝑡 2
3𝜋 𝑥 𝑐𝑜𝑠 𝑠 𝑐𝑜𝑠 270° 0
𝑐𝑜𝑡 = cot 270° = = = = =𝟎
2 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 270° −1
EXAMPLE 2 Find the exact circular function values of the following:
𝜋
a) sin (− 2 )
π
HINT: Moving around the unit circle 2 units in the negative direction yields
3π
the same ending point as moving around units in the positive direction.
2
Thus,
𝜋 3𝜋
sin (− ) = sin ( ) = sin 270° = −𝟏
2 2
If you find it hard with this approach, you can try this one. Convert first
from radian measure to degree measure then add 360° or simply find out its
coterminal angle.
𝜋
sin (− ) = sin(−90 + 360) = sin 270° = −𝟏
2
5𝜋
b) cos (− )
6
5𝜋 7𝜋 √𝟑
cos (− ) = cos ( ) = cos 210° = −
6 6 𝟐
68
5𝜋
c) tan (− )
3
√3
5𝜋 𝜋 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 60° 2
tan (− ) = tan ( ) = tan 60° = = = = 1 = √𝟑
3 3 𝑥 𝑐𝑜𝑠 𝑠 𝑐𝑜𝑠 60°
2
4𝜋
d) csc (− )
3
4𝜋 2𝜋 1 1 1 1
csc (− ) = csc ( ) = csc 120° = = = =
3 3 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 120° √3
2
2 √3
𝟐√𝟑
= ∗ =
√3 √3 𝟑
7𝜋
e) sec (− )
4
7𝜋 𝜋 1 1 1 1
𝑠𝑒𝑐 (− ) = 𝑠𝑒𝑐 ( ) = sec 45° = = = =
4 4 𝑥 cos 𝑠 cos 45° √2
2
2 √2
2√2
= ∗ = = √𝟐
√2 √2 2
11𝜋
f) cot (− )
6
√3
11𝜋 𝜋 𝑥 𝑐𝑜𝑠 𝑠 𝑐𝑜𝑠 30° 2
𝑐𝑜𝑡 (− ) = 𝑐𝑜𝑡 ( ) = cot 30° = = = = 1 = √𝟑
6 6 𝑦 𝑠𝑖𝑛 𝑠 𝑠𝑖𝑛 30°
2
PROGRESS CHECK
ELLIPSES
SET 1 Find the a) complement and b) supplement of an angle with the given measure.
1 89°
2 14°20′
3 20°10′30′′
4 50°40′50′′
69
SET 2 Find the measure of the unknown angle.
SET 3 Perform each calculation
1 62°18′ + 21°41′25′′
2 90° − 17°13′56′′
3 26°20′ + 18°17′ 12′′ − 14°10′
SET 4 Convert each angle measure to decimal degrees. If applicable, round to the nearest
thousandth of a degree.
1 133°45′
2 38°42′00′
3 165°51′9′′
70
SET 5 Convert each angle measure to decimal degrees. If applicable, round to the nearest
thousandth of a degree.
1 46.75°
2 −18.515°
3 102.3771°
SET 6 Find the angle of least positive measure (not equal to the given measure) coterminal
with each angle.
1 8440°
2 −541°
3 5280°
SET 7 Convert each degree measure to radians. Leave answers as multiples of 𝜋.
1 −300°
2 480°
3 1800°
SET 8 Convert each radian measure to degrees.
15𝜋
1 4
17𝜋
2 20
7𝜋
3 − 20
SET 9 Find the exact value of each expression without using a calculator.
𝜋
1 𝑠𝑒𝑐 6
𝜋
2 𝑐𝑠𝑐 4
5𝜋
3 𝑠𝑖𝑛 6
5𝜋
4 𝑡𝑎𝑛 3
2𝜋
5 cot (− )
3
𝜋
6 cos (− 6 )
13𝜋
7 csc (− )
3
14𝜋
8 tan (− )
3
71
SET 10 Applications.
1 Rotating Tire. A tire is rotating 760 times per min. Through how many degrees does
a point on the edge of the tire move in 1.3 sec?
2 Distance Between Cities. Find the distance in kilometres between each pair of cities,
assuming they lie on the same north-south line.
Farmersville, California, 36°𝑁 and Lima, Peru, 12°𝑆
3 Rotating Wheels. Find the radius of the larger wheel if the smaller wheel with radius
11.75 cm rotates 80.6° when the larger wheel rotates 56.5°?
4 Bicycle Chain Drive. Imagine a bicycle chain drive with a smaller gear of radius 1.38
are rotated through 270°? Assume the radius of the bicycle wheel is 13.6 inches.
5 Diameter of the Moon. The distance to the moon is approximately 238,900 miles.
Use the arc length formula to estimate the diameter d of the moon if angle 𝜃 is
measured to be 0.5170°.
𝜃 𝑑
REFERENCES
Textbook:
Lial, M. L., Hornsby, J. & Schneider, D. I. (2009). Trigonometry, 9th Edition.

Philippines: Pearson Education South Asia Pte. Ltd.

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i

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES VISAYAS

DEPARTMENT: ELECTRONICS ENGINEERING

ENGR. JOVANIE O. ESPAÑOLA

T - Transparent and participatory governance

Upon completing this Learning Module, you will be able to:

GENERAL GUIDELINES/CLASS RULES

The student will be graded according to the following:

Average of examinations - 50%

Prelim Grade : (Average of Weekly Assessments from Week 1 to 4) x 0.50 +

The passing grade for this course is 5.0.

Week No.: __1__

SYSTEMS OF NONLINEAR EQUATIONS

Upon completing this Learning Module, you will be able to:

1. Solve nonlinear systems of equations using substitution.

A system of nonlinear equations is a system of two or more equations in two or more

Solving specific systems of equations by graphing requires accurate graphs. However,

 THE SUBSTITUTION METHOD

Step 3 Solve the equation obtained in Step 2.

 THE ELIMINATION-BY-ADDITION METHOD

1 Any two equations of the system can be interchanged.

We can change the form of 𝑥 + 2𝑦 = 5 to 𝑥 = 5 − 2𝑦 and then substitute the value of 𝑥

This equation can now be solved for y.

There are two values for x which are +1 and -1.

Let’s check through equation 1 and 2

@ x=1 & y=2 @ x=-1 & y=2

Figure 1.1 Graph of Example 1

Let’s try solving the system by using the elimination-by-addition method.

We can multiply -1 to both sides of the equation 2

Substituting ±2 for x in the first equation yields

Let’s try substituting ±2 for x in the second equation.

Let’s check through equation 1 and 2 if these solutions are valid.

@ x=2 & y=0 @ x=-2 & y=0

Figure 1.2 Graph of Example 2

We can substitute 𝑥 2 for y in the second equation.

@x=1 & y=1

Therefore the solution set of the system is {(1,1)}.

b.) Elimination-by-addition Method

We can multiply -1 to both sides of the equation 1

Substituting 1 for x in either equation 1 or 2 yields the same value of y.

@x=1 & y=1

Therefore the solution set of the system is {(1,1)}.

Figure 1.3 Graph of Example 3

We can change the form of equations 1 and 2

Then add both equations and eliminate one variable.

Substituting ±√10 for y in the first equation yields

@ x=√6 & y=√10 @ x=−√6 & y=√10

(√10)2 + (√6)2 = 16 (√10)2 + (−√6)2 = 16

(√10)2 − (√6)2 = 4 (√10)2 − (√6)2 = 4

@ x=√6 & y=−√10 @ x=−√6 & y=−√10

(−√10)2 + (√6)2 = 16 (−√10)2 + (−√6)2 = 16

(−√10)2 − (√6)2 = 4 (−√10)2 − (−√6)2 = 4

Figure 1.4 Graph of Example 4

We can change the form of 𝑥 − 𝑦 = 4 to 𝑥 = 4 + 𝑦 and then substitute 4 + 𝑦 for 𝑥 in the

This equation can now be solved for y.

Then we will use the quadratic formula to get the values of y.

For this equation, 𝑦 2 + 4𝑦 + 7 = 0, a=1, b=4 and c=7. Thus,

@ x=2 + √3𝑖 & 𝑦 = −2 + √3𝑖 @ x=2 − √3𝑖 & 𝑦 = −2 − √3𝑖

Figure 1.5 Graph of Example 5

(b) Solve the system by the substitution or elimination method.

Week No.: __2__

INTRODUCTION TO CONICS SECTIONS: CIRCLES AND PARABOLAS

Upon completing this Learning Module, you will be able to:

Week No.: 1

Week No.: 2

Week No.: 3