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PARABOLA
for Pre Calculus
Senior High School (STEM)
Quarter 1 / Week 2

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 FOREWORD

This Self Learning Kit (SLK) will serve as a guide in studying

the subject area Pre-Calculus. Guided by the Most Essential
Learning Competencies (MELC), it will be used as an aid in
learning the concepts of conic sections and systems of
nonlinear equation.
Moreover, it gives focus on the knowledge,
understanding, skills, and attitudes that need to be
demonstrated in this lesson.
What Happened?
This section contains pre-activities like review of the prior
knowledge and a pretest on what the learners have learned
in their previous discussions.
What I Need To Know? (Discussion)
This section contains definition of parabola, its characteristics,
derivation of the standard form of equation and real-life
example problems that clearly illustrate the applicability of a
mathematical concept.
What Have I Learned? (Evaluation/Post Test)
The exercises contained in this section are guaranteed to
build mathematical comprehension, skills, and competence.
These serve as a diagnostic tool to identify the learners’ areas
of strengths and difficulties.

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The exercises contained in this section are guaranteed to
OBJECTIVES:
buildK. mathematical
Define a parabola comprehension, skills, and competence.
These serve asthe
S. Illustrate a diagnostic
definition andtool to identify the
characteristics of alearners’
parabolaareas
of strengths
Determine and difficulties.
the standard form of equation of a parabola
A. Appreciate the concepts of parabola, its definition and
characteristics as applied to real-life situations

In this Self-Learning Kit, you will learn about parabolas. Parabolas

will be formally defined in the first part of this SLK. A discussion on the
standard form of the equation of the parabolas is also given here.

I. What Happened

PRELIMINARY ACTIVITY

Sketch the graph of 𝑓 (𝑥 ) = 2𝑥 2 + 8𝑥 + 7.

II. What You Need to Know

Graphs of quadratic equation, like the one above, is a special “U”-shaped
curve called parabola. Parabolas either open upward or downward.

We begin by giving a definition of a parabola in a more general sense

regardless of its orientation.

DEFINITION OF A PARABOLA

A parabola is the locus of all points in the plane whose distances

from a fixed point F and a fixed line l ( not passing through F ) are the same.
The fixed point is called the focus, while the fixed line is called the directrix.
(Gabriel, 2016)

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 A parabola is a set of all points P such that its distances from 𝐹 (focus) and from
l (fixed line called directrix) are the same. Note that 𝐹 is a given point in a plane,
and l is a given line not containing 𝐹.
A parabola always opens in the direction where the focus is situated (hence
the name “focus”). That is, the focus is always on the concave side (the “inside”,
the enclosing side) or, in more dramatic terms, a parabola always “devours” its
focus.
The segment having endpoints on the parabola passing through the focus (𝐹)
and parallel to the directrix l is called the parabola’s latus rectum.
The vertex (𝑉) of the parabola is where the axis always hit the parabola at
exactly one point.
The line that passes through the focus (𝐹) and is perpendicular to the directrix
l is called the axis of the parabola.
Below is the complete illustration of the terms mentioned above.

Axis of the parabola

focus
Latus rectum

vertex

V
directrix

Consider the point F (0,2) and the line l having equation 𝑦 = −2, as shown
in Figure 1. What are the distances of 𝐴(4,2) from 𝐹 and from l? (The latter is taken

as the distance of 𝐴 from 𝐴l , the point on l closest to 𝐴). How about the distances

of 𝐵(−8,8) from F and from l ( from Bl )? (Jerico, Richard, Glenn Rey, Flordeliza,
Mark Anthony 2016, 24-25).

AF = 4 and AAl = 4
BF = √(- 8 - 0)² + (8 - 2)² = 10 and BBl = 10

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 There are other points P such that PF = PP l (where P l is the closest point
on line line l ). The collection of all such points forms a shape called a parabola.

Figure 1

Let us now derive the equation for a parabola.

Consider a parabola whose focus is at 𝐹(0, 𝑎) and whose directrix is the

horizontal line 𝑦 = −𝑎. Therefore, the axis of the parabola is the y-axis, the vertex
is at the origin, and the parabola opens either upward that is if 𝑎 > 0 or downward
if 𝑎 < 0.
Applying the definition of the parabola: a point having a coordinates x and
y, that is P(x,y), is on the parabola if and only if segment 𝑃𝐹 is equal to segment

𝑃l: |PF| =|Pl| .

.
Note that since l is horizontal, |Pl | is a vertical distance, computed by

simply taking the absolute difference of the y-coordinates:|𝑦 − (−𝑎)|.

Squaring both sides of the equation will not be a problem since both sides
are non-negative expressions. After applying the Distance Formula to the left-
hand side, the equation equivalently becomes as follows:
x² + (y – a)² = |y + a|²
x² + y² - 2ay + a² = y² + 2ay + a²
x² = 4ay

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This is an equation of the parabola. (Pelias 2016,12-13)

Task:
If the focus is at 𝐹(𝑎, 0) and the directrix is the vertical line 𝑥 = −𝑎, so that the parabola
opens either to the right or to the left. Work out the details and show if quite a similar
result is obtained.

There are four orientations of parabolas that pass through the origin based
on whether their axis of symmetry is x-axis or y-axis and based on which direction
they open up.

The general form of a parabola that passes through the origin (0,0) with
focus at (𝑎, 0) and the directrix 𝑥 = −𝑎, will be in the form 𝑦² = 4𝑎𝑥.

Here are some important properties of parabola:

1. A parabola is symmetric with respect to its axis.

2. If the equation of a parabola contains y² term then the axis of

symmetry is along the x-axis and vice versa.

3. When the axis of symmetry is along the x-axis, then the parabola
opens to the left if 𝑎 < 0, or to the right if 𝑎 > 0.

4. When the axis of symmetry is along the y-axis, then the parabola
opens up if 𝑎 > 0, or down if 𝑎 < 0.

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 Parabola that opens to the right and to the
left

Parabola that opens up and down

Theorem: Equation of a vertical or Horizontal Parabola with Vertex at the

origin

An equation of a parabola having:

1. Focus at 𝐹(0, 𝑎) and directrix the line 𝑦 = −𝑎 is 𝑥² = 4𝑎𝑦.

2. Focus at 𝐹(𝑎, 0) and directrix the line 𝑥 = −𝑎 is 𝑦² = 4𝑎𝑥.

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 III. What Have I Learned
POST TEST:
I. TRUE or FALSE. Write “T” if the statement is true, and “F” if the statement is
false.

1. A latus rectum is a segment on the parabola passing through the

focus (F) and perpendicular to the directrix.
2. The focus and directrix are units above and below the vertex.
3. The distances of the point P from the focus and from the directrix are
equal.
4. The vertex is the point midway between the focus and the directrix.
5. If the parabola opens downward, the vertex is the lowest point. If the
parabola opens upward, the vertex is the highest point.
6. The directrix is c units below or above the vertex.
7. The focus is c units above or below the vertex.
8. Any point on the parabola has the same distance from the focus as
it has from the directrix.
9. The latus rectum is a line that divides the parabola into two parts that
passes through the focus which results to mirror images of each other.
10. A latus rectum is a line on the parabola passing through the focus (F)
and parallel to the directrix.

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II. Below is a table representation of the equations, graphs, and other
properties of a parabola. Complete the table by filling in the numbered
cells what is missing.

Equation Graph Focus Equation Equation

of Directrix of axis

x² = - 4ay (1) (0, -a) (2) (3)

x² = 4ay (4) (5) y = -a x=0

y² = -4ax (6) (-a, 0) (7) (8)

y² = 4ax (9) (10) y=0

III. Besides satellite dishes, and searchlights, where else do you see the
concept of parabolas are being used? Briefly state your answer.

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA, EdD

Assistant Schools Division Superintendent

MARCELO K. PALISPIS, EdD

Assistant Schools Division Superintendent

NILITA L. RAGAY, EdD

OIC - Assistant Schools Division Superintendent
CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ELISA L. BAGUIO, EdD

Division Education Program Supervisor – MATHEMATICS

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

DIDITH T. YAP
Writer

LITTIE BETH S. BERNADEZ

Lay-out Artist
_________________________________

ALPHA QA TEAM
LITTIE BETH S. BERNADEZ
RONALD TOLENTINO
DIDITH T. YAP

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA S. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY I. UMALI

ENHANCEMENT TEAM
RADHIYA A. ABABON
LITTIE BETH S. BERNADEZ
GIL S. DAEL

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible learning modality to the teachers
and learners of the Division of Negros Oriental. The contents of this module are carefully researched, chosen, and evaluated to comply with the
set learning competencies. The writers and evaluator were clearly instructed to give credits to information and illustrations used to substantiate this
material. All content is subject to copyright and may not be reproduced in any form without expressed written consent from the division.
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 SYNOPSIS AND ABOUT THE AUTHOR

This Self Learning Kit (SLK) briefly ANSWER KEY

inform the students on the definition,
characteristics, and standard equation POST TEST:
of a parabola. I.
Learners are expected to apply
1. T 6. T
the concepts of parabola to solve real-
life problems and its applications in 2. T 7. F

various real-life situations. 3. T 8. T

Let’s explore, enjoy, and discover 4. T 9. F
the beauty of Mathematics whilst being
5. F 10. T
able to understand and apply the
concepts of parabola. II.

AUTHOR
The Author: DIDITH TORRES YAP. Finished Bachelor of Science in Civil
Engineering at Silliman University in 2000. Graduated Master of Arts
in Education major in Mathematics at Foundation University,
Dumaguete City in 2019. She is currently pursuing Doctor of
Philosophy in Mathematics Education at Negros Oriental State
University Dumaguete City Campus. Currently teaching at
Manjuyod National Senior High School, the ABM Department Head
and the Senior High School District Planning Coordinator of
Manjuyod 2 District, Manjuyod Negros Oriental.

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 REFERENCES

Bacani, J., Eden, R., Estrada, G., Francisco, F., Vidallo, M. 2016. Teaching Guide
for Senior High School Pre-Calculus Core Subjects. DepEd Commission on
Higher Education.

Equation of a Parabola, n. d. Retrieved from https://www.google.com

Pelias, J. 2016. RBS Pre-Calculus. Retrieved from www.rexpublishing.com.ph

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