Developed by:

Mr. Arianne F. Molina

Mathematics Teacher

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 Fill the Gap

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Activity #1a: Close, Compute, Complete
Have you ever wondered why a certain process in mathematics is called completing
the square? Literally, this means there is a square that has a missing part, and you need to
complete it. In this activity, you can take a closer look on the geometric way of performing
such process and see for yourself the magic behind it.

Procedure
1. Complete the square by drawing the missing part.
2. Find the area of each subdivision.
3. Express the area of the whole square both as a sum of the areas of its parts and as a
square of its side. Write your answers on the given table. Example a was done for you.

Area = 4
a. Area = 2𝑥

Area of the whole square as…

Area = 2𝑥

square of sum of the areas

Area = 𝑥 2 the side of its parts
(𝑥 + 2) 2 2
𝑥 + 2𝑥 + 2𝑥 + 4 or
2
𝑥 + 4𝑥 + 4

b.
Area of the whole square as…
square of sum of the areas
the side of its parts

c.

Area of the whole square as…

square of sum of the areas
the side of its parts

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 d.

Area of the whole square as…

square of sum of the areas
the side of its parts

Processing
1. The area of a square whose sides measure (𝑎 + 𝑏) units can be expressed as (𝑎 + 𝑏)2 .
Show this concept geometrically, and use it to write such area as a sum of expressions.

2. What expression should be added to 𝑥 2 + 6𝑥 and 4𝑥 2 + 12𝑥 to complete the square?

Provide a geometric way of doing it, and come up with a step-by-step process of
solving it using only the coefficient of the 2nd term.

3. Applying the process you came up with in item # 2, complete the following. Then,
provide a geometric representation of each.

a. 𝑥 2 + 10𝑥 d. 4𝑥 2 + 12𝑥
b. 𝑥 2 + 18𝑥 e. 9𝑥 2 + 24𝑥
c. 4𝑥 2 + 4𝑥 f. 16𝑥 2 + 24𝑥

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Activity #1b: Crop, Compute, Complete

Procedure
1. Crop the square according to the given instruction.
2. Compute the area of the removed part.
4. Find the area of the remaining part. Express it as a square of binomial and as a sum of
expressions. Write your answers on the given table. Example a was done for you.

a. Reduce the side of the square by 2 units.

𝑥−2 2

2(𝑥 − 2) 𝑜𝑟 2𝑥 − 4

𝑥−2
(𝑥 − 2)2

2𝑥 2

Area of the Area of the Area of the new square Area of the new square
original square removed part (square of binomial) (sum of expressions)
𝑥2 2𝑥 + 2𝑥 − 4 (𝑥 − 2) 2
𝑥 2 − (4𝑥 − 4)
or 4𝑥 − 4 𝑥 2 − 4𝑥 + 4

b. Reduce the side of the square by 3 units.

Area of the Area of the Area of the new square Area of the new square
original square removed part (square of binomial) (sum of expressions)

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 c. Reduce the side of the square by 1 unit.

Area of the Area of the Area of the new square Area of the new square
original square removed part (square of binomial) (sum of expressions)

d. Reduce the side of the square by 4 units.

Area of the Area of the Area of the new square Area of the new square
original square removed part (square of binomial) (sum of expressions)

Processing
1. The area of a square whose sides measure (𝑎 − 𝑏) units can be expressed as (𝑎 − 𝑏)2 .
Show this concept geometrically, and use it to write such area as a sum of expressions.

2. What expression should be added to 𝑥 2 − 6𝑥 to complete the square? Provide a

geometric way of doing it, and come up with a step-by-step process of solving it using
only the coefficient of the 2nd term.

3. Create four squares like those in this activity. Then, solve each using two approaches:
geometric and the step-by-step process you provided in item # 2.

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Activity #2: Point to Point
One of the major breakthroughs in mathematics was Descartes’ idea of describing an
object’s location using coordinates. Combining this work with Pythagoras’ gift to humanity,
we can compute the distance between two points using their coordinates. This is P2P!

Procedure
1. Using the given picture, find the distance…

a. from point A to point B ________

b. from point C to point D ________
c. from point E to point F ________
d. from point C to point G ________
e. from point H to point I ________
f. form point J to point K ________

2. Find the hypotenuse of each of the following right triangles.

Hypotenuse: ________

Hypotenuse: ________

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 3. Using the given right triangle, find the length of…

a. ̅̅̅̅
𝐴𝐵 _____________
b. ̅̅̅̅
𝐴𝐶 _____________
c. ̅̅̅̅
𝐵𝐶 _____________

4. Using the given right triangle, find the length of…

a. ̅̅̅̅
𝐴𝐵 _____________
b. ̅̅̅̅
𝐴𝐶 _____________
c. ̅̅̅̅
𝐵𝐶 _____________

Processing

1. How do you find the distance between two points whose 𝑦-coordinates are the same,
but their 𝑥-coordinates are not?

2. How do you find the distance between two points whose 𝑥-coordinates are the same,
but their 𝑦-coordinates are not?

3. How do you find the distance between two points whose coordinates are given?

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Cutting Cones: An Overview of Conics

If you have been kindling the idea that conics are related to cones, then your inference
is right. When a plane cuts a double-napped cone, their intersection is called a conic section.

If the plane slices the cone in such a way that it is parallel to the bases of the cone,
then the intersection is a circle. Tilt the plane by some angle, and the conic formed is an
ellipse, except when the plane is already parallel to the slant height or perpendicular to the
bases. Because, if it is parallel to the slant height, then the intersection is a parabola; if it is
perpendicular to the bases, then a hyperbola is formed.
The four conics presented above fall under non-degenerate cases. Aside from them,
the following are also considered as conics, and they are classified as degenerate cases.
1. A point

Note that the plane is parallel to the bases. If you are

thinking that such point can be considered as a circle,
then, again, your inference is correct! Such point is a
degenerate circle. What makes it extra special is that its
radius is zero, and its center is the point itself.

You may also be imagining of tilting the plane but the

intersection doesn’t seem to change. Having observed
that, what intelligent guess can you make?

2. A line

To form a parabola, the plane should be parallel to the

slant height of the cone. In this case, the plane is not parallel
but coincides with the slant height, simplifying the section
into a line. Thus, this line is a degenerate parabola.

3. A pair of intersecting lines

This conic satisfies the requirement of a hyperbola, that is the

plane should be perpendicular with the bases. However, what
makes it different is that the plane crosses the apex of the cone.
Hence, this conic is a degenerate hyperbola.

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 Lesson 1
Circles

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Begin with the End in Mind
QUARTER 1, WEEK 1
LESSON 1: CIRCLES

By the end of the week, you should be able to:

o illustrate circle as a conic section;

To demonstrate this skill, you should be able to state important details

about circle by answering the following questions: How should a plane slice a
cone so that their intersection is a circle? What are its parts and properties?
What are its standard and general equations? In what real-life situations are
circles involved?

o define circle as locus of a moving point;

From the activity Conic the Dots, you are expected to discover the
condition as to how an object should move so that the path it traces is a circle.

o write the general equation of a circle in standard form to find its center and radius;

For example, the equation 𝑥 2 + 𝑦 2 − 4𝑥 − 6𝑦 − 3 = 0 is in general form.

Through the process of completing the square, you can write such equation in
standard form, and by then, you can easily identify its center and radius.

o determine the standard form of equation of a circle; and

The simplest sample item that will be used to assess your competence in
this skill is the case where the circle’s center and radius are given. Other
conditions may involve some parts and properties of a circle such as diameter,
circumference, area, and more.

o solve non-routine problems involving circles.

These problems will test your creativity and ingenuity in using the
acquired competencies to solve complex problems.

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 Inventory
By answering this test, you can have an inventory of your knowledge on circles,
prior to entering this world that is full of connections. You can link this knowledge
to new information in order to form new meanings. It will likewise give you an idea about
what to focus on in going through this module. Enjoy!

A. How should a plane cut a cone so that their intersection is a circle? [2 points]

_________________________________________________________________________________________________

B. Label the parts of the circle. Then, define/describe each. [1 point each]

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

4. _____________________________________________________________________________________________

C. Enumerate 3 facts about circle. [1 point each]

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

D. Define circle as locus of a moving point, and give its general and standard equations.

Definition [3 points]: _________________________________________________________________________

_________________________________________________________________________________________________

General Equation [1 point]: __________________________________________________________________

Standard Equation [1 point]: ________________________________________________________________

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 E. Draw or paste two pictures/cut-outs of real-life situations where circle is involved.
Provide a brief description for each. [3 points each]

Drawing/Picture #1 Description: ___________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Drawing/Picture #2 Description: ___________________________________

_________________________________________________

_________________________________________________

_________________________________________________

F. Write each in standard form. Then, identify its center and radius. [2 points each]

Equation Standard Form Center Radius

2 2
1) 𝑥 + 𝑦 + 4𝑥 − 8𝑦 + 3 = 0
2) 2𝑥 2 + 2𝑦 2 + 4𝑥 + 8𝑦 − 3 = 0
3) 𝑥 2 + 𝑦 2 + 4𝑥 − 1 = 0
4) 9𝑥 2 + 9𝑦 2 − 6𝑥 + 24𝑦 = 19
5) 𝑥 2 + 16𝑦 + 𝑦 2 − 10𝑥 = 11

G. Find the standard equation of the circle that satisfies the conditions. [2 points each]

1. center at (0 , 0), radius 5 units

2. center at (−1 , −4), passes through (3 , −1)
3. center at (−1 , −1), tangent to the y-axis
4. center at (3 , −2), tangent to the x-axis
5. has a diameter whose endpoints are at (−2 , 0) and (2 , 4)
6. concentric with (𝑥 − 2)2 + (𝑦 + 1)2 = 16 and has a radius of 3 units
7. concentric with 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 + 24 = 0, radius is four times as long
8. concentric with 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 + 24 = 0, has area that’s four times as big
9. passes through (6 , 0), (5 , −7), and (−2 , −6)
10. center at (−3 , 2) and tangent to 2𝑥 − 3𝑦 − 1 = 0

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 H. Solve each problem. [5 points each]

1. What should be the value of 𝑘 in 𝑥 2 + 𝑦 2 + 6𝑦 − 𝑘 = 0 so that it touches the circle

whose equation is 𝑥 2 + 𝑦 2 − 4𝑥 − 4𝑦 − 8 = 0 at exactly one point?

2. Find the equations of the circles that touch 𝑥 2 + 𝑦 2 + 4𝑥 − 2𝑦 − 20 = 0 at (1 , 5)

and has a radius of 3 units.

Summary of Scores
A - _____ / 2
B - _____ / 4
C - _____ / 3
D - _____ / 5
E - _____ / 6
F - _____ / 10
G - _____ / 20
H - _____ / 10
TOTAL - _____ / 60

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Activity # 3a: Conic the Dots (Circle)
In this activity, you will explore the definition of each of the four non-degenerate conics
namely circle, parabola, ellipse, and hyperbola as a locus. By the end of it, you will have to
define the conic as a path traced by a point that moves under a given condition.

Materials
• marker
• 4 sheets of graphing paper
• colored papers
• puncher
• ruler
• 1-meter long yarn
• glue
• set square/protractor (optional)

Procedure

1. On a graphing paper, use a marker to draw a Cartesian plane whose origin should be
at the center of the paper. Extend the axes to the edges of the paper.
2. Cut 16 paper strips. Each strip should be 100-mm long and 3-mm wide.
3. Punch a colored paper and set aside 16 pieces of chad (the small circle of paper
removed when a paper is punched). We shall call them generic chads.
4. Prepare 2 chads of another color (we shall name them A and B). Glue A at the origin.
5. Take 1 paper strip and glue it on the graphing paper, following the condition that its
one end should be touching chad A. On its other end, glue a generic chad.
6. Do the same for all the remaining strips and chads. Do it systematically so that the
output is neat and visually appealing. Note that no two or more strips should coincide.
7. By the time all the strips and chads are glued, chad A will have been covered. Replace
it by gluing chad B at the center.
8. Use a yarn to connect all the generic chads. Glue the yarn on the paper and let it dry.

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 Processing

1. What figure was formed when the generic chads were connected?

2. What can be said about the distances of the generic chads from the center chad?

3. What condition should a moving point satisfy in order for it to trace the same path?

4. What real life objects trace the same path when they move?

5. How will you define circle as a path traced by a moving point?

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Growing up with Circles: An Introduction

You have known circle since you were

a child. You have heard it in songs and
nursery rhymes. It was introduced to you as
one of the common shapes. You’ve been
told that it has no edges.

You are moving and growing up with

circle. In sixth grade, you learned that it is a
geometric figure with a center and a radius,
and that it has a circumference and an area;
while in 10th grade, you have explored some
theorems on the existing relationships
among its parts. You have learned a lot of
fascinating facts about its angles and arcs.
You must as well have realized that this
shape is so special that whatever crosses it
also becomes special.

As you grow further, your knowledge

about circle also grows. And the more you
discover, the deeper you wonder why
humans are so obsessed with it they create
things in the shape of circle – and as you
seek an answer, your journey with circle
becomes more meaningful and worthwhile.

Now that you are in senior high school,

planning to pursue a career in STEM, you
are treading the path to unveiling other
magical things that circle can create. This
adventure begins with defining circle in a
new context, in a new world. Nevertheless,
as you move forward, take your childhood
definition of circle with you, the one that
you and your playmates used to sing
delightfully.

What was it again?

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Analytic Geometry and the Concept of Locus

There is a myth in mathematics which narrates where Rene Descartes may

have gotten the idea of describing an object’s location using coordinates. According
to such myth, he was lying in bed when he saw a fly up the ceiling of his room. Then
and there, he thought that he can give its exact location by measuring how far it is
from the two perpendicular walls that meet at a corner.

One of the greatest inventions in mathematics is the Rectangular Coordinate System,

also known as the Cartesian Plane. It was invented by Rene Descartes, a French philosopher
and mathematician. The invention of the said system gave birth to Analytic Geometry, which
refers to the study of geometry using a coordinate system. In this branch of mathematics,
geometric figures are represented and analyzed algebraically.

As the definition suggests, anyone who attempts to explore this body of knowledge
must first be skillful in using the Cartesian plane, as well as performing algebraic operations.
And, anyone who wishes to study Analytic Geometry may begin with the concept of locus,
defined as the path traced by a point that moves under a given condition.

To illustrate, let any planet in the solar system be a

moving point. As it revolves around the Sun, it traces an
elliptical path, which is called orbit. The planet’s orbit is a
collection of all the possible locations of that planet within one
revolution. Thus, the planet’s orbit, which is an ellipse, is said
to be its locus.

Another, take the tip of the second hand of a clock. It is a point, isn’t it? As this point
moves, how will you describe the path it traces? Right, it must be circular! Hence, its locus is
a circle. And, the interesting question will be, what condition should the point satisfy to trace
a circular path?

The answer to that will lead us to the definition of circle as a locus.

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Circle as a Locus
Definition
A circle is the locus of a point that moves in such a way that its distance from a
fixed point is constant.

We can now translate this definition as a mathematical sentence. To do that we will

need the help of the picture that follows.

In the picture, the moving point is 𝑃 while the fixed point is 𝐶. As 𝑃 moves, it should
maintain a distance 𝑟.

Since the coordinates of the points are given, then the distance between them can be
solved using the distance formula.

𝑑 = √(𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

We will get

𝑟 = √(𝑥 − ℎ)2 + (𝑦 − 𝑘)2

Squaring both sides, the equation becomes

𝑟 2 = (𝑥 − ℎ)2 + (𝑦 − 𝑘)2
or
(𝑥 − ℎ) + (𝑦 − 𝑘)2 = 𝑟 2
2

The equation above is known as the standard equation of circle with center at (ℎ , 𝑘)
and has a radius of 𝑟 units. Futher, if the circle is centered at the origin (0 , 0), the equation
simplifies to

(𝑥 − 0)2 + (𝑦 − 0)2 = 𝑟 2
𝑥2 + 𝑦2 = 𝑟2

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Standard and General Equations of Circle

The standard equation of circle is

[a] (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 , if centered at (ℎ , 𝑘)
[b] 𝑥 2 + 𝑦 2 = 𝑟 2 , if centered at the origin (0 , 0)

Expanding equation 𝑎, we obtain

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

Replacing −2ℎ with 𝐶, −2𝑘 with 𝐷, and the quantity (ℎ2 + 𝑘 2 − 𝑟 2 ) with 𝐸, we arrive
at the general equation of circle which is

𝑥 2 + 𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0.

Whenever we are given a circle’s equation in the general form, we can determine its
standard form by manipulating the given equation. For instance, we have

𝑥 2 + 𝑦 2 + 4𝑥 + 6𝑦 − 3 = 0

and we are asked to write it in standard form. A convenient approach to doing it can be by
[step 1] grouping the terms that have the same variable, and isolating the constant on the
right-hand side of the equation.

(𝑥 2 + 4𝑥) + (𝑦 2 + 6𝑦) = 3

Then, [step 2] add the term that will make each group a perfect square trinomial in order to
express each as a square of binomial. Remember that whatever you add to the left-hand side,
you should also add to the right-hand side to keep the equality.

(𝑥 2 + 4𝑥 + 𝟒) + (𝑦 2 + 6𝑦 + 𝟗) = 3 + 𝟒 + 𝟗
(𝑥 + 2)2 + (𝑦 + 3)2 = 16

When the circle’s equation is in standard form, its center and radius can be easily
identified. In the example, (𝑥 − ℎ) = (𝑥 + 2); (𝑦 − 𝑘) = (𝑦 + 3); and 𝑟 2 = 16.

Solving for ℎ, we obtain

𝑥 − ℎ = 𝑥 + 2 → −ℎ = 2 → ℎ = −2

Solving for 𝑘, we obtain

𝑦 − 𝑘 = 𝑦 + 3 → −𝑘 = 3 → 𝑘 = −3

Thus, the circle is centered at (−2, −3). Its radius is √16 𝑜𝑟 4 units.

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Some Solved Items
Write the following in standard form, Then, identify its center and radius.
(a) 𝑥 2 + 𝑦 2 − 2𝑥 − 8 = 0
(b) 𝑥 2 + 𝑦 2 − 4𝑥 + 10𝑦 = 7
(c) 2𝑥 2 + 2𝑦 2 + 16𝑥 − 4𝑦 + 2 = 0
(d) 4𝑥 2 + 4𝑦 2 + 4𝑥 − 8𝑦 = 2

Solutions:

(a) 𝑥 2 + 𝑦 2 − 2𝑥 − 8 = 0
(𝑥 2 − 2𝑥) + (𝑦 2 ) = 8
(𝑥 2 − 2𝑥 + 𝟏) + (𝑦 2 ) = 8 + 𝟏
(𝑥 − 1)2 + (𝑦 − 0)2 = 9

Center: (1 , 0) Radius: 3 units

(b) 𝑥 2 + 𝑦 2 − 4𝑥 + 10𝑦 = 7
(𝑥 2 − 4𝑥) + (𝑦 2 + 10𝑦) = 7
(𝑥 2 − 4𝑥 + 𝟒) + (𝑦 2 + 10𝑦 + 𝟐𝟓) = 7 + 𝟒 + 𝟐𝟓
(𝑥 − 2)2 + (𝑦 + 5)2 = 36

Center: (2 , −5) Radius: 6 units

(c) 2𝑥 2 + 2𝑦 2 + 16𝑥 − 4𝑦 + 2 = 0

In cases like this one, we may divide everything first by the numerical coefficient of
𝑥 2 to avoid complications later. Dividing the equation by 2, it becomes

𝑥 2 + 𝑦 2 + 8𝑥 − 2𝑦 + 1 = 0
(𝑥 2 + 8𝑥) + (𝑦 2 − 2𝑦) = −1
(𝑥 2 + 8𝑥 + 𝟏𝟔) + (𝑦 2 − 2𝑦 + 𝟏) = −1 + 𝟏𝟔 + 𝟏
(𝑥 + 4)2 + (𝑦 − 1)2 = 16

Center: (−4 , 1) Radius: 4 units

(d) 4𝑥 2 + 4𝑦 2 + 4𝑥 − 8𝑦 = 2

Dividing the equation by 4, it becomes

1
𝑥 2 + 𝑦 2 + 𝑥 − 2𝑦 =
2
1
(𝑥 2 + 𝑥) + (𝑦 2 − 2𝑦) =
2
𝟏 1 𝟏
(𝑥 2 + 𝑥 + ) + (𝑦 2 − 2𝑦 + 𝟏) = + + 𝟏
𝟒 2 𝟒
1 2 7
(𝑥 + 2) + (𝑦 − 1)2 = 4
1 √7
Center: (− 2 , 1) Radius: 2

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10 Facts about Circles

Here are some facts that you need to know and understand before studying the solved
items on the next page.

Chord Diameter

Radius
Center

1. All points on the circumference of the circle are equidistant from the center.
2. The coordinates of the circle’s center do not satisfy the equation of the circle, because
the center is not on the circle’s circumference.
3. A radius is a line segment joining the circle’s center and a point on its circumference.
4. A chord is any line segment whose endpoints are on the circle.
5. The longest chord is called diameter. The length of a diameter is twice the length of a
radius. The midpoint of the endpoints of a diameter is the center of the circle.
The midpoint formula is given below.

𝑥1 + 𝑥2 𝑦1 + 𝑦2
( , )
2 2

6. The area of a circle is given by 𝐴 = 𝜋𝑟 2 .

7. The circumference of a circle is given by 𝐶 = 2𝜋𝑟.
8. If a circle is said to be passing through a point, it means the circle contains that point.
In other words, the coordinates of that point satisfy the circle’s equation.
9. If a line in the form 𝐴𝑥 ± 𝐵𝑦 ± 𝐶 = 0 is said to be tangent to a cirle, the distance from
that line to the circle’s center (ℎ , 𝑘) can be computed using the formula

|𝐴ℎ ± 𝐵𝑘 ± 𝐶|
√𝐴2 + 𝐵 2

10. If two circles are said to be concentric, then these circles share the same center.

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Determining the Standard Equation of a Circle

Find the standard equation of the circle that satisfies the given conditions.

1. center at (0 , 0), radius 5 units

𝑥 2 + 𝑦 2 = 52
Answer: 𝑥 2 + 𝑦 2 = 25

2. center at (−1 , −4), passes through (3 , −1)

[𝑥 − (−1)]2 + [𝑦 − (−4)]2 = 𝑟 2
(𝑥 + 1)2 + (𝑦 + 4)2 = 𝑟 2
To solve for 𝑟 2 , we will substitute the given
point since the circle contains it.
(3 + 1)2 + (−1 + 4)2 = 𝑟 2
𝑟 2 = 16 + 9 = 25
Answer: (𝑥 + 1)2 + (𝑦 + 4)2 = 25

3. center at (−1 , −1), tangent to the 𝑦-axis

From the graph, it can be noticed that the radius of the
circle is 1-unit long.
[𝑥 − (−1)]2 + [𝑦 − (−1)]2 = 12
Answer: (𝑥 + 1)2 + (𝑦 + 1)2 = 1

4. center at (3 , −2), tangent to the 𝑥-axis

From the graph, it can be noticed that the radius of
the circle is 2-unit long.
(𝑥 − 3)2 + [𝑦 − (−2)]2 = 22
Answer: (𝑥 − 3)2 + (𝑦 + 2)2 = 4

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 5. has a diameter whose endpoints are at (−2 , 0) and (2 , 4)
To find the center, compute the midpoint of the endpoints.
−2 + 2 0 + 4 0 4
( , ) = ( , ) = (0 , 2)
2 2 2 2
To find the radius, compute the distance from the center
to either of the endpoints. In this case, let’s use (−2 , 0).

𝑟 = √[0 − (−2)]2 + (2 − 0)2 = √22 + 22 = √8

Answer: 𝑥 2 + (𝑦 − 2)2 = 8

6. concentric with (𝑥 − 2)2 + (𝑦 + 1)2 = 16 and has a radius of 3 units

If two circles are concentric, then they share the
same center. It also follows that the left-hand
sides of their standard equations are identical.
Answer: (𝑥 − 2)2 + (𝑦 + 1)2 = 9

7. concentric with 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 + 24 = 0, radius is four times as long

First, we should write the given equation in standard form.
(𝑥 2 − 6𝑥) + (𝑦 2 + 8𝑦) = −24
(𝑥 2 − 6𝑥 + 𝟗) + (𝑦 2 + 8𝑦 + 𝟏𝟔) = −24 + 𝟗 + 𝟏𝟔
(𝑥 − 3)2 + (𝑦 + 4)2 = 1
Since the radius of the given circle is 1, then the
radius of the required circle is 4.
Answer: (𝑥 − 3)2 + (𝑦 + 4)2 = 16

8. concentric with 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 + 24 = 0, has an area that is four times as big

This is the same circle in item # 7. To compute its area
𝐴 = 𝜋(1)2 = 𝜋
Therefore, the area of the required circle should be 4𝜋. To compute its radius,
𝜋𝑟 2 = 4𝜋 → 𝑟 2 = 4 → 𝑟 = 2
Answer: (𝑥 − 3)2 + (𝑦 + 4)2 = 4

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 9. passes through (6 , 0), (5 , −7), and (−2 , −6)
This can be solved by forming a system of equations. Since the three points are on
the same circle, then we obtain the following equations:

(6 − ℎ)2 + (0 − 𝑘)2 = 𝑟 2
ℎ2 + 𝑘 2 − 12ℎ + 36 = 𝑟 2 (1)

(5 − ℎ)2 + (−7 − 𝑘)2 = 𝑟 2

ℎ2 + 𝑘 2 − 10ℎ + 14𝑘 + 74 = 𝑟 2 (2)

(−2 − ℎ)2 + (−6 − 𝑘)2 = 𝑟 2

ℎ2 + 𝑘 2 + 4ℎ + 12𝑘 + 40 = 𝑟 2 (3)

Subtracting equation 1 from equation 2, we obtain

2ℎ + 14𝑘 + 38 = 0 → ℎ + 7𝑘 + 19 = 0 (4)

Subtracting equation 2 from equation 3, we obtain

14ℎ − 2𝑘 − 34 = 0 → 7ℎ − 𝑘 − 17 = 0 (5)

We will use equations 4 and 5 to obtain the values of ℎ and 𝑘 by performing the
process of elimination. We will multiply equation 5 by 7 to eliminate 𝑘.
ℎ + 7𝑘 + 19 = 0
49ℎ − 7𝑘 − 119 = 0
50ℎ − 100 = 0
50ℎ = 100 → ℎ = 2
To solve for 𝑘, we can use either equation 4 or 5. In our case, we’ll use equation 4.
2 + 7𝑘 + 19 = 0 → 7𝑘 + 21 = 0
7𝑘 = −21 → 𝑘 = −3

The required circle is centered at (2 , −3).

Now that we already know the center, we can now find the radius of the required
circle by computing the distance from the center to any of the given points. In our
case, we will use (6 , 0).

𝑟 = √(6 − 2)2 + [0 − (−3)]2

𝑟 = √16 + 9 = √25 = 5

Answer: (𝑥 − 2)2 + (𝑦 + 3)2 = 25

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 10. center at (−3 , 2) and tangent to 2𝑥 − 3𝑦 − 1 = 0
We can find the distance from the line
to the center of the circle using the
formula
|𝐴ℎ ± 𝐵𝑘 ± 𝐶|
√𝐴2 + 𝐵2

The distance that we will find is the

circle’s radius.
|(2)(−3) − (3)(2) − 1|
√(2)2 + (3)2

|−6 − 6 − 1| 13
= 𝑜𝑟 √13
√13 √13

Answer: (𝑥 + 3)2 + (𝑦 − 2)2 = 13

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 Law of Practice

A. Write the equation in standard form. Then, identify the circle’s center and radius.

1. 𝑥 2 + 𝑦 2 − 25 = 0
2. 4𝑥 2 + 4𝑦 2 − 144 = 0
3. 𝑥 2 + 𝑦 2 − 2𝑦 − 3 = 0
4. 𝑥 2 + 𝑦 2 + 6𝑥 + 8 = 0
5. 𝑥 2 + 𝑦 2 − 6𝑥 + 4𝑦 − 3 = 0
6. 2𝑥 2 + 2𝑦 2 − 4𝑥 − 8 = 0
7. 𝑥 2 + 𝑦 2 − 8𝑥 + 6𝑦 = 0
8. 4𝑥 2 + 4𝑦 2 − 16𝑥 + 4𝑦 − 19 = 0
9. 36𝑥 2 + 36𝑦 2 − 24𝑥 + 36𝑦 − 23 = 0
10. 16𝑥 2 + 16𝑦 2 + 80𝑥 − 112𝑦 + 247 = 0

B. Find the standard equation of the circle that satisfies the stated conditions.

1. Center at the origin, radius 4 units

2. Center at (−2 , 0), radius 10 units
3. Center at (−3 , −9), passes through (−3 , −1)
4. Center at (2 , 1), passes through (−1 , 4)
5. Center at (−1 , 6), tangent to the 𝑦 − 𝑎𝑥𝑖𝑠
6. Center at (4 , −5), tangent to line 𝑦 = 3
7. Has a diameter whose endpoints are (−2 , 6) and (4 , 0)
8. Concentric with 𝑥 2 + 𝑦 2 − 14𝑥 + 12𝑦 = 36, radius 6 units
9. Concentric with 𝑥 2 + 𝑦 2 − 2𝑥 − 2𝑦 − 23 = 0, has twice the area
10. Contains (3 , 3), (7 , 1), and (0 , 2)

C. Supply what is asked in each item.

1. What should be the value 𝑘 in 4𝑥 2 + 4𝑦 2 − 16𝑥 + 4𝑦 − 𝑘 = 0 so that the equation

represents a non-degenerate circle?
2. Determine whether the point lies inside the circle, outside the circle, or on the circle
whose standard equation is given by (𝑥 − 2)2 + (𝑦 + 5)2 = 20 .
a. (5 , −7) b. (0 , 0) c. (−2 , −1)
3. Find the equation of the chord of 𝑥 2 + 𝑦 2 = 100 which has a midpoint at (7 , 7).

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GAINS
It was quite a meaningful experience learning a lot of things about circles, wasn’t it?
Are you now excited to assess how much you have learned by the end of the lesson? All right!
You have two hours to finish this test. Break a leg!

A. How should a plane cut a cone so that their intersection is a circle? [2 points]

_________________________________________________________________________________________________

B. Label the parts of the circle. Then, define/describe each. [1 point each]

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

4. _____________________________________________________________________________________________

C. Enumerate 3 facts about circle. [1 point each]

1. _____________________________________________________________________________________________

2. _____________________________________________________________________________________________

3. _____________________________________________________________________________________________

D. Define circle as locus of a moving point, and give its general and standard equations.

Definition [3 points]: _________________________________________________________________________

_________________________________________________________________________________________________

General Equation [1 point]: __________________________________________________________________

Standard Equation [1 point]: ________________________________________________________________

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 E. Draw or paste two pictures/cut-outs of real-life situations where circle is involved.
Provide a brief description for each. [3 points each]

Drawing/Picture #1 Description: ___________________________________

_________________________________________________

_________________________________________________

_________________________________________________

Drawing/Picture #2 Description: ___________________________________

_________________________________________________

_________________________________________________

_________________________________________________

F. Write each in standard form. Then, identify its center and radius. [2 points each]

Equation Standard Form Center Radius

2 2
1) 𝑥 + 𝑦 − 2𝑥 + 4𝑦 − 11 = 0
2) 3𝑥 2 + 3𝑦 2 − 6𝑥 + 30𝑦 + 51 = 0
3) 𝑥 2 + 𝑦 2 − 8𝑦 + 7 = 0
4) 5𝑥 2 + 5𝑦 2 − 30𝑥 + 60𝑦 + 205 = 0
5) 36𝑥 2 + 36𝑦 2 − 36𝑥 − 24𝑦 − 23 = 0

G. Find the standard equation of the circle that satisfies the conditions. [2 points each]

1. center at (0 , 0), radius 8 units

2. center at (−2 , 1), passes through (0 , 0)
3. center at (−3 , 4), tangent to the y-axis
4. center at (2 , 4), tangent to the x-axis
5. has a diameter whose endpoints are at (−3 , −1) and (−1 , 5)
6. concentric with (𝑥 + 4)2 + (𝑦 − 2)2 = 10 and has a radius of 5 units
7. concentric with 𝑥 2 + 𝑦 2 − 2𝑥 + 6𝑦 − 6 = 0, radius is longer by 3 units
8. concentric with 𝑥 2 + 𝑦 2 − 4𝑥 + 4𝑦 + 3 = 0, has area that is three times as big
9. passes through (−7 , 5), (2 , 2), and (−3 , −3)
10. center at (2 , −1) and tangent to 𝑥 − 3𝑦 + 5 = 0

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 H. Solve each problem. [5 points each]

1. What should be the value of 𝑘 in 𝑥 2 + 𝑦 2 + 6𝑦 − 𝑘 = 0 so that it touches the circle

whose equation is 𝑥 2 + 𝑦 2 − 4𝑥 − 4𝑦 − 8 = 0 at exactly one point?

2. Find the equations of the circles that touch 𝑥 2 + 𝑦 2 + 4𝑥 − 2𝑦 − 20 = 0 at (1 , 5)

and has a radius of 3 units.

Summary of Scores
A - _____ / 2
B - _____ / 4
C - _____ / 3
D - _____ / 5
E - _____ / 6
F - _____ / 10
G - _____ / 20
H - _____ / 10
TOTAL - _____ / 60

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