Pre-Calculus

Learning Activity Sheet

Quarter 1 - MELC 8
Defining a Hyperbola

REGION VI - WESTERN VISAYAS

RO_Q1_PRECALCULUS_MELC 8
 Mathematics — SHS Grade 11 Pre-Calculus
Defining a Hyperbola
First Edition, 2021
Published in the Philippines
By the Department of Education
Region VI- Western Visayas

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may among other
things, impose as a condition the payment of royalties.
This Learning Activity Sheet is developed by DepEd Region 6 — Western
Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 — Western
Visayas.

Development Team of Basic Calculus Learning Activity Sheet

Writer: May Ann A. Maquerme, Eden Rose M. Maquiling
Illustrator: Patrick T. Lomigo
Layout Artist: Krishea Mae P. Jaruda, Jenny Anne L. Gange
Division Quality Assurance Team: Kim S. Arceṅa Arthur J. Cotimo
Julio J. Villalon Rosemarie D. Aclan
Kim Jay C. Encio

Division Management Team:

Roel F. Bermejo Ma. Roselyn J. Palcat
Nordy D. Siason, Jr. Nordy D. Siason, Jr.
Lilibeth T. Estoque Rowena S. Carillo
Azucena T. Falales Rosemarie D. Aclan
Ruben S. Libutaque Arthur J. Cotimo
Lilibeth E. Larupay Felizardo S. Valdez III
Kim S. Arceṅa Marve E. Gelera
Regional Management Team:
Ramir B. Uytico
Pedro T. Escobarte, Jr.
Elena P. Gonzaga
Donald T. Genine
Adonis A. Mosquera
Introductory Message
Welcome to Senior High School Grade 11 Mathematics (Pre-Calculus).

The Pre-calculus Learning Activity Sheet is a product of the collaborative

efforts of the Schools Division of Iloilo and DepEd Regional Office VI — Western
Visayas through the Curriculum and Learning Management Division (CLMD). This is
develop to guide the learning facilitators (teachers, parents, and responsible adults)
in helping our learners to meet the standards set by the K to 12 Basic Education
Curriculum.
The Learning Activity Sheet is self-directed instructional materials aimed to
guide our learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist learners in acquiring
the lifelong learning skills knowledge and attitudes for productivity and employment.

For the learning facilitator:

The Learning Activity Sheet will help you facilitate the teaching-learning
activities specified in each Most Essential Competency (MELC) with minimal or no
face-to-face encounter between you and learner. This will be made available to the
learners with the references/links to ease the independent learning.

For the learner:

The Learning Activity Sheet is develop to help you continue learning even if
you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, read and
understand carefully the instructions then perform the activities and answer the
assessments. This will be return to your facilitator on the agreed schedule.
 Quarter 1, Week 4

Learning Activity Sheet (LAS) No. 8

Name of Learner: ___________________________________________ Grade and
Section: _________________________ Date: ____________________

PRE-CALCULUS LEARNING ACTIVITY SHEET

Defining a hyperbola

I. Learning Competency with Code

Defines a Hyperbola. (STEM_PC11AG-Id-1)

II. Background Information for the Learners

Definition and Equation of a Hyperbola

A hyperbola is the set of all points ( x, y ) in a plane such that the difference
of its distances from two fixed points called Foci (plural of focus) is a positive
constant. The focal axis is the line containing the two foci of the hyperbola. The
center of the hyperbola is on the focal axis midway between the two foci. The
focal axis intersects the hyperbola at two different points called vertices. The
transverse axis is the line segment connecting the vertices. The line segment
passing through the center and is perpendicular to the transverse axis is called
the conjugate axis whose endpoints are called the co-vertices. The transverse
axis and the conjugate axis bisects each other at the center of the hyperbola.
Every hyperbola has two axes of symmetry and two asymptotes that pass
through its center.

Figure 1 below shows the different parts of the hyperbola.

Figure 1

RO_Q1_PRECALCULUS_MELC 8
RO_Q1_PRECALCULUS_MELC 8
 The figure below Shown the hyperbola with the center at the origin:

Based on the graph of the hyperbola,

1) center : origin (0 , 0)

2) foci: F 1(−c ,0)and F 2(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 2 a.

3) vertices: V 1 (−a , 0 ) and V 2 ( 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 V 1 V 2 is called the transverse axis. Its length is 2 a. It

divide the ellipse into two congruent parts.

b −b
4) asymptotes : y= x and y= x , the lines l 1 and l 2 in figure 2.
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.

 An aid in determining the equations of the asymptotes: in the standard

x2 y 2
equation, replace 1 by , and in the resulting equation 2 − 2 =0,
0
a b
solve for y .

RO_Q1_PRECALCULUS_MELC 8
  To help us sketch the asymptotes, we point out that the asymptotes ` l 1
and l 2 are the extended diagonals of the auxiliary rectangle drawn in
Figure 3. This rectangle has sides 2 a and 2 b with its diagonals
intersecting at the center C . Two sides are congruent and parallel to
the transverse axis V 1 V 2. The other 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 2 b.

The hyperbola with the center at the origin has the standard equation

x2 y 2
− =1 If the transverse axis of the hyperbola is on the x- axis (Figure 2) or
a2 b2
y2 x2
2
− 2 =1 if the transverse axis of the hyperbola is on the y –axis (Figure 3).
a b

√
Let c= a2+ b2.

Example 1:
2 2
x y
Defining a hyperbola with the given equation − =1 by determine the
16 9
coordinates of the foci, vertices, co-vertices, and the asymptotes
Solution:
From the given equation, the transverse axis of the hyperbola is on the x-
axis because x term appear first in the standard equation, a 2 = 16, b2 = 9. Hence,
a = 4 and b = 3. To find the foci, solve for c with c2=a2 +b2. Then, substitute the
values of 2a, 2b and 2c to determine the foci, vertices, co-vertices and
asymptotes.
Solving the value of c,
C = √ a2 +b 2

C = √ 16+9
C=√ 25
C= 5
Foci: F1 (-5, 0) & F2 (5, 0), Vertices: V 1 (-4, 0) & V2 (4, 0), Co-vertices: (0,-3) &
(0,3)
−3 3
Asymptotes: y= x∧ y= x
4 4

Example 2:
 2 2
y x
Defining a hyperbola with the given equation − =1 by Determine the
4 16
coordinates of the foci, vertices, co-vertices, and the asymptotes.

Solution:
From the given equation, the transverse axis of the hyperbola is on the
y-axis because the y term appears first in the given standard equation, ɑ 2 = 4
and
b2 = 16. Hence, ɑ=2 and b=4. To find the foci, solve for c with c 2=a2 +b2. Then,
substitute the values of 2a, 2b and 2c to determine the foci, vertices, co-vertices
and asymptotes.
Solving the value of c
C = √ a2 +b 2
C = √ 4 +16
C=√ 20
C= √ 4.5
C=2√ 5
Foci: F1 (0, 2√ 5) & F2 (0,-2√ 5), Vertices: V1 (0,2) & V2(0,-2), Co-vertices: (4,0)&
(-4,0)

1 −1
Asymptotes: y= x∧ y = x
2 2

III. Accompanying DepEd textbook and Educational sites

Pre- calculus Learner’s Material. First Edition. (2016). Pasig City: department
of Education- Bureau of Learning Resources ( DepEd- BLR), pp 46-50

IV.Activity Proper

Activity 1:
A. Directions: Defining a hyperbola with the given equation by determine
the coordinates of the foci, vertices, co-vertices and the asymptotes.
y2 x2
1. − =1
36 64
2 2
x y
2. − =1
25 4

RO_Q1_PRECALCULUS_MELC 8
 2 2
y x
3. − =1
49 32
x2 y 2
4. − =1
9 25
2 2
x y
5. − =1
16 33

Activity 2
To summarize, what you have learned in this lesson, answer the
following questions:
1. What is a hyperbola?
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. How did you determine the parts of the coordinates of the foci, vertices, co
vertices and the asymptotes of the hyperbola?
________________________________________________________________
________________________________________________________________
________________________________________________________________

V. Reflection

In this lesson, I learned that _________________________________________

________________________________________________________________

RO_Q1_PRECALCULUS_MELC 8
 ________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

VI. Answer key

Activity 1

1) ɑ = 6,b = 8, c = 10, Foci: F1 (0,-10), F2 (0,10), Vertices: V1 (0,--6), V2 (0,6)

3 −3
Co-vertices: (8,0) &(-8,0), Asymptotes: y= x∧ y = x
4 4

2) ɑ = 5,b = 2, c = √ 29, Foci: F1 (-√ 29 , 0), F2 (√ 29,0),

Vertices: V1 (-5,0), V2 (5,0), Co-vertices: (-2,0) &(2,0)
2 −2
Asymptotes: y= x ∧ y= x
5 5
3) ɑ = 7,b = 4 √ 2 ,c = 9
Foci: F1 (0,-9), F2 (0,9), Vertices: V1 (0,-7), V2 (0,7)
7 −7
Co-vertices: (4 √2 , 0) & (-4 √ 2 ,0), Asymptotes: y= x∧ y= x
4√2 4 √2
4) ɑ = 3,b = 5, c = √ 34
Foci: F1 (-√ 34 , 0), F2 (√ 34 , 0), Vertices: V1 (-3,0), V2 (3,0)
5 −5
Co-vertices: (-5,0) & (5,0), Asymptotes: y= x ∧ y= x
3 3
5) ɑ = 4,b = √ 33 ,c = 7
Foci: F1 (-7,0), F2 (7,0), Vertices: V1 (-4,0), V2 (4,0)
Co-vertices: (−√ 33 , 0) & (√ 33 ,0), Asymptotes: y=
√ 33 x∧ y =− √33 x
4 4

RO_Q1_PRECALCULUS_MELC 8