Pre Calculus Handouts Quarter 1 2023 2024

Precalculus
Week 1
ACLC COLLEGE OF MANDAUE

SHS DEPARTMENT
UNIT 1: Analytic Geometry

LESSON 1: Concepts of Conic Sections and Circles
INTRODUCTION
Stretching from Samar to Leyte with a

total length of more than two kilometers, the San
Juanico Bridge has served as one of the main
thoroughfares of economic and social
development in the country since its completion
in 1973. Adding picturesque effect on the whole
architecture, geometric structures are subtly
built to serve other purposes. The arch-shaped
support on the main span of the bridge helps
maximize its strength to withstand mechanical
resonance and aeroelastic flutter brought about
by heavy vehicles and passing winds.
FOR ACLC STUDENTS ONLY

LEARNING OUTCOMES:
By the end of this unit you should be able to:

(1) illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and
degenerate cases;
(2) define a circle;
(3) determine the standard form of equation of a circle;
(4) graph a circle in a rectangular coordinate system; and
(5) solve situational problems involving conic sections (circles).
LEARNING OUTLINE:
(1) Introduction of the four conic sections, along with the degenerate conics
(2) Definition of a circle
(3) Derivation of the standard equation of a circle
(4) Graphing circles
(5) Solving situational problems involving circles
1|P age Most parts of this were inspired from Garces, I.J., Eden, R.,
Teaching Guide for Senior High School: Precalculus, EC-
TEC Commercial, Commission on Higher Education, 2016
LESSON CONTENT
Analytic Geometry: Field of study
The study of geometric properties by means of algebraic

operations upon symbols defined in terms of a coordinate
system.
Lesson 1: Introduction of the four conic sections, along with the degenerate conics
1. An Overview of Conic Sections
Conic Sections - a particular class of

curves which oftentimes appear in nature
and which have applications in other fields.

CIRCLE ELLIPSE PARABOLA HYPERBOLA
When the plane When the (tilted) plane When the plane When the plane (not
is horizontal intersects only one cone intersects only one cone necessarily vertical)
to form a bounded to form an unbounded intersects both cones to form
curve curve two unbounded curves (each
called a branch of the
hyperbola)
Conic Sections
The point and lines obtained by a slicing plane through the vertex are called degenerate conic sections.
Point Single line Pair of

plane through the plane tangent to intersecting lines
vertex of the cone the cone
2. Definition and Equation of a Circle
INTRODUCTION
A circle may also be considered a

special kind of ellipse (for the special
case when the tilted plane is horizontal).
For our purposes, we will distinguish
between these two conics
❑ Point C(3, 1) is shown.

❑ The distance of A(2, 1) from C is AC = 5.
Distance Formula:
𝐷 = √(𝑋2 − 𝑋1 )2 + (𝑌2 − 𝑌1 )2
❑ By the distance formula, the distance of B(6, 5)
from C is

𝐵𝐶 = √(6 − 3)2 + (5 − 1)2 = 𝟓.
❑ There are another points P such that P C = 5.
Let C be a given point. The set of all points P having the same distance from C is called a circle. The
point C is called the center of the circle, and the common distance its radius.
❑ It has center 𝐶(ℎ, 𝑘) and radius 𝑟 > 0.

❑ A point 𝑃(𝑥, 𝑦) is on the circle if and only if
𝑃𝐶 = 𝑟
𝑃𝐶 = 𝑟
√(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
❑ This is the standard equation of the circle with
center 𝐶(ℎ, 𝑘) and radius 𝑟. If the center is the
origin, then ℎ = 0 𝑎𝑛𝑑 𝑘 = 0.
❑ The standard equation is then 𝒙𝟐 + 𝒚𝟐 = 𝒓𝟐 .
Example for Circle
I. Direction: Give the standard equation of the circle satisfying the given conditions.
❑ center at the origin, radius 4
A. 𝑥 2 + 𝑦 2 = 22 B. 𝑥 2 + 𝑦 2 = 4
C. 𝑥 2 + 𝑦 2 = 8 D. 𝑥 2 + 𝑦 2 = 16
ANSWER: D
❑ center (-4, 3), radius √7

A.(𝑥 − 4)2 + (𝑦 − 3)2=7 B. (𝑥 + 4)2 + (𝑦 − 3)2 =7
C.(𝑥 − 4)2 + (𝑦 − 3)2=√7 D.(𝑥 + 4)2 + (𝑦 − 3)2=√7
ANSWER: B
II. Direction: Given graph, find the standard equation of the circle.
❑ circle A
Solution: By inspection, the center is (2, 1) and the
radius is 4.
ANSWER:
(x + 2)2 + (y + 1)2 = 16
❑ circle B
Solution: By inspection, the center is (3,2) and the
radius is 3.
ANSWER:
(x − 3)2 + (y − 2)2 = 9

III. Direction: Give the standard equation of the circle satisfying the given conditions. Then graph it using
your graphing calculator.
❑ center (5, -6), tangent to the y-axis
ANSWER: (x − 5)2 + (y + 6)2 = 25
Your Solution:
❑ center (5, -6), tangent to the x-axis
ANSWER : (x − 5)2 + (y + 36)2 = 36
Your Solution:
Assessment
Direction: Give the standard equation of the circle satisfying the given conditions. Then graph it using your
graphing calculator. Submit your answer before the given deadline by your teacher.
1. With center at the origin, radius √11.
2. With center (6, 7), tangent to the y-axis

3. Has a diameter with endpoints A 3, 2) and B(7, 4)
3. More Properties of Circle
❑ If the equation of a circle is given in the general form

𝐴𝑥 2 + 𝐴𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0, 𝐴 ≠ 0, or 𝑥 2 + 𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0,
we can determine the standard form by completing the square in both variables.
❑ Completing the Square

✓ Completing the square in an expression like 𝑥 2 + 14𝑥 means determining the term to be added
that will produce a perfect polynomial square.
✓ Since the coefficient of 𝑥 2 is already 1, we take half the coefficient of 𝑥 and square it, and we get
49.
✓ Indeed, 𝑥 2 + 14𝑥 + 49 = (𝑥 + 7)2 is a perfect square.
Examples for Properties of Circle
Direction: Identify the center and radius of the circle with the given equation in each item. Sketch its graph,
and indicate the center.
❑ 𝑥 2 + 𝑦 2 − 6𝑥 = 7
Solution:
The first step is to rewrite each equation in standard

form by completing the square in x and in y. From the
standard equation, we can determine the center and
radius.
❑ 𝑥 2 + 𝑦 2 − 14𝑥 + 2𝑦 = −14
Solution.

❑ 16𝑥 2 + 16𝑦 2 + 96𝑥 − 40𝑦 = 315
Solution.
Assessment
Direction: Find the standard equation of the circle being described in each item. Then graph it using your
graphing calculator. Submit your answer before the given deadline by your teacher.
1. 𝑥 2 + 𝑦 2 − 5𝑥 + 4𝑦 = 46 2. 4𝑥 2 + 4𝑦 2 + 40𝑥 − 32𝑦 = 5
4. Situational Problems Involving Circles

❑ A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with radius 12 ft. How
high is the tunnel at the edge of each lane? Round off to 2 decimal places.

Solution:
❑ We draw a coordinate system with origin at the

middle of the highway, as shown.
❑ Because of the given radius, the tunnel’s
boundary is on the circle 𝑥 2 + 𝑦 2 = 122.
❑ Point P is the point on the arc just above the
edge of a lane, so its x-coordinate is 10.
❑ We need its y-coordinate. We then solve
102 + 𝑦 2 = 122 for 𝑦 > 0, giving us
𝑦 = 2√11 ≈ 6.63𝑓𝑡.
❑ A piece of a broken plate was dug up in an archaeological site. It was put on top of a grid, as shown
in figure below, with the arc of the plate passing through 𝐴(7, 0), 𝐵(1, 4) 𝑎𝑛𝑑 𝐶(7, 2). Find its
center, and the standard equation of the circle describing the boundary of the plate.
Solution:
❑ We first determine the center. It is the intersection of the perpendicular 17 bisectors of 𝐴𝐵 𝑎𝑛𝑑 𝐵𝐶 .
❑ Recall that, in a circle, the perpendicular bisector of any chord passes through the center.
❑ Since the midpoint 𝑀 𝑜𝑓 𝐴𝐵 𝑖𝑠
−7+1 0+4 4−0 1
( , ) = (−3,2)𝑎𝑛𝑑 𝑚𝐴𝐵 = ( ) = , the perpendicular bisector of AB has equation

2 2 1+7 2
y − 2 = − 2(𝑥 + 3), or equivalently, 𝑦 = −2𝑥 − 4.

1+7 4+2 2−4 1
❑ Since the midpoint N 𝑜𝑓 𝐵𝐶 𝑖𝑠 ( , ) = (4,3) 𝑎𝑛𝑑 𝑚𝐵𝐶 = ( ) = − , the perpendicular
2 2 7−1 3
bisector of 𝐵𝐶 has equation 𝑦 − 3 = 3(𝑥 − 4), or equivalently, 𝑦 = 3𝑥 − 9.
❑ The intersection of the two lines 𝑦 = 2𝑥 − 4 and 𝑦 = 3𝑥 − 9 is (1, − 6) (by solving a system of
linear equations).
❑ We can take the radius as the distance of this point from any of 𝐴, 𝐵 𝑜𝑟 𝐶 (it’s most convenient to use
B in this case).
❑ We then get 𝑟 = 10. The standard equation is thus (𝑥 − 1)2 + (𝑦 + 6)2 = 100.
End of Concepts of Conic Sections & Circle
Precalculus
Week 2

SHS DEPARTMENT

LESSON 2: Parabolas
LEARNING OUTCOMES:

(1) define a parabola;
(2) determine the standard form of equation of a parabola;
(3) graph a parabola in a rectangular coordinate system; and
(4) solve situational problems involving conic sections (parabolas).
LEARNING OUTLINE:
(1) Definition of a parabola

(2) Derivation of the standard equation of a parabola
(3) Graphing parabolas

(4) Solving situational problems involving parabolas
LESSON CONTENT
Lesson 2: Parabolas
INTRODUCTION
A parabola is one of the conic

sections. We have already seen
parabolas which open upward or
downward, as graphs of quadratic
functions. Here, we will see
parabolas opening to the left or right.
Applications of parabolas are
presented at the end.
1. Definition and equation of Parabola
A. Definition of terms
(1) vertex: origin V (0, 0)
✓ If the parabola opens upward, the vertex is the lowest point. If the parabola opens downward,
the vertex is the highest point.
(2) directrix: the line y = c or y = c
✓ The directrix is c units below or above the vertex.
(3) focus: F (0, c) or F(0, c)
✓ The focus is c units above or below the vertex.
✓ Any point on the parabola has the same distance from the focus as it has from the directrix.
(4) axis of symmetry: x = 0 (the y-axis)
This line divides the parabola into two parts which are mirror images of each other
❑ Consider the point 𝐹(0, 2) and the line 𝑙 having

equation 𝑦 = −2.
❑ What are the distances of
𝐴(4, 2)𝑓𝑟𝑜𝑚 𝐹 𝑎𝑛𝑑 𝑓𝑟𝑜𝑚 𝑙 ?
ANSWER: 𝐴𝐹 = 4 𝑎𝑛𝑑 𝐴𝐴𝑙 = 4

❑ How about the distances of
𝐵(−8, 8) 𝑓𝑟𝑜𝑚 𝐹 𝑎𝑛𝑑 𝑓𝑟𝑜𝑚 𝑙 (𝑓𝑟𝑜𝑚 𝐵𝑙 )?
ANSWER: 𝐵𝐹 = √(−8 − 0)2 + (8 − 2)2 = 10
❑ There are other 𝑝𝑜𝑖𝑛𝑡𝑠 𝑃 such that 𝑃𝐹 = 𝑃𝑃𝑙

(where 𝑃𝑙 is the closest point on 𝑙𝑖𝑛𝑒 𝑙).
❑ The collection of all such points forms a shape

called a parabola.
10 | P a g e Most parts of this were inspired from Garces, I.J., Eden, R.,
Let F be a given point, and 𝑙 a given line not containing F. The set of all points P such that its distances
from F and from 𝑙 are the same, is called a parabola. The point F is its focus and the line 𝑙 its directrix.
❑ Consider a parabola with focus 𝐹(0, 𝑐) and directrix 𝑙 having equation 𝑥 = − 𝑐

❑ The focus and directrix are 𝑐 units above and below, respectively, the origin.
❑ Let 𝑃(𝑥, 𝑦) be a point on the parabola so 𝑃𝐹 = 𝑃𝑃𝑙 , where 𝑃𝑙 is the point on 𝑙 closest to 𝑃.
❑ The point 𝑃 has to be on the same side of the directrix as the focus (if 𝑃 was below, it would be
closer to 𝑙 than it is from 𝐹).
❑ The 𝑣𝑒𝑟𝑡𝑒𝑥 𝑉 is the point midway between the focus and the directrix.
❑ This equation, 𝑥 2 = 4𝑐𝑦, is then the standard equation of a parabola opening upward with
𝑣𝑒𝑟𝑡𝑒𝑥 𝑉 (0, 0).
Types of Parabola

❑ Considering a parabola with focus ❑ Suppose the focus is 𝐹(0, − 𝑐) and
𝐹(0, 𝑐) and the directrix is 𝑥 = − 𝑐 the directrix is 𝑦 = 𝑐
𝑥 2 = 4𝑐𝑦 𝑥 2 = −4𝑐𝑦
Example for Parabola

Direction: Determine the focus and directrix of the parabola with the given equation. Sketch the graph,
and indicate the focus, directrix, vertex, and axis of symmetry.
1. 𝑥 2 = 12𝑦
2. 𝑥 2 = −6𝑦
Solution
1. 𝑥 2 = 12𝑦
❑ The vertex is 𝑉 (0, 0) and the parabola
opens upward.
❑ From 4𝑐 = 12, 𝑐 = 3.
❑ The focus, 𝑐 = 3 units above the vertex, is
𝐹(0, 3).
❑ The 𝑑𝑖𝑟𝑒𝑐𝑡𝑟𝑖𝑥, 3 units below the vertex, is
𝑦 = − 3.
❑ The axis of symmetry is 𝑥 = 0.
Solution
2. 𝑥 2 = −6𝑦
❑ The vertex is 𝑉 (0, 0) and the parabola
opens downward.
3
❑ From 4𝑐 = 6, 𝑐 = .
2
3
❑ The focus,𝑐 = units below the
2
3
vertex, is 𝐹(0, − ).
2
3
❑ The directrix, units above the vertex, is
2
3
𝑦 = .
2
❑ The axis of symmetry is 𝑥 = 0.

2. Properties of Parabolas
❑ Assume that 𝑐 > 0.
❑ The vertex is 𝑉 (ℎ, 𝑘), and it lies between the focus 𝐹 and the directrix 𝑙 .
❑ The focus 𝐹 is 𝑐 units away from the vertex 𝑉 , and the directrix is 𝑐 units away from the vertex.
Note: Any point on the parabola, its distance from the focus is the same as its distance from the directrix.
More Properties of Parabola
❑ The equations are in terms of 𝑥 − ℎ 𝑎𝑛𝑑 𝑦 − 𝑘: the vertex coordinates are subtracted from the
corresponding variable.
❑ Thus, replacing both ℎ and 𝑘 with 0 would yield the case where the vertex is the origin.
❑ For instance, this replacement applied to (𝑥 − ℎ)2 = 4𝑐(𝑦 − 𝑘) (parabola opening upward) would
yield 𝑥 2 = 4𝑐𝑦, the first standard equation we encountered (parabola opening upward, vertex at the
origin).
❑ If the x-part is squared, the parabola is “vertical”; if the y-part is squared, the parabola is “horizontal.”
❑ In a horizontal parabola, the focus is on the left or right of the vertex, and the directrix is vertical.
❑ If the coefficient of the linear (non-squared) part is positive, the parabola opens upward or to the right;
if negative, downward or to the left.
Example of Parabola
1. The figure shows the graph of parabola, with only its

focus and vertex indicated.
✓ Find its standard equation. In finding the

equation of a parabola, we just need to determine
the vertex and the value of c.
✓ What is its directrix and its axis of symmetry?

Solution
❑ The vertex is 𝑉 (5, − 4) and the focus is 𝐹(3, − 4).

❑ Given: ℎ = 5, 𝑘 = − 4, 𝑐 = 2 (the distance of the focus from the vertex).
❑ Since the parabola opens to the left, we use the template (𝑦 − 𝑘)2 = − 4𝑐(𝑥 − ℎ).
Equation: (𝑦 + 4)2 = − 8(𝑥 − 5)
❑ directrix is 𝑐 = 2 units to the right of 𝑉 which is 𝑥 = 7.
❑ Its axis is the horizontal line through 𝑉 : 𝑦 = − 4.
❑ The standard equation (𝑦 + 4)2 = −8(𝑥 − 5) from the preceding example can be rewritten as
❑ 𝑦 2 + 8𝑥 + 8𝑦 − 24 = 0 an equation of the parabola in general form.
Note: If the equation is given in the general form 𝐴𝑥 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0(A and C are nonzero) or
𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0(B and C are nonzero), we can determine the standard form by completing the
square in both variables.
Assessment
Direction: Answer the problem below, then graph it using your graphing calculator. Submit your answer
before the given deadline by your teacher.
1. Determine the vertex, focus, directrix, and axis of symmetry of the parabola with equation
𝑥 2 − 6𝑥 + 5𝑦 = − 34. Sketch the graph, and include these points and lines.
3. Situation Problems Involving Parabolas

❑ A satellite dish has a shape called a paraboloid, where each cross-section is a parabola. Since radio
signals (parallel to the axis) will bounce off the surface of the dish to the focus, the receiver should
be placed at the focus. How far should the receiver be from the vertex, if the dish is 12 ft across,
and 4.5 ft deep at the vertex?

Solution
❑ The second figure above shows a cross-section of the

satellite dish drawn on a rectangular coordinate
system, with the vertex at the origin.
❑ From the problem, we deduce that (6, 4.5) is a point
on the parabola.
❑ We need the distance of the focus from the vertex, i.e.,
the value of c in 𝑥 2 = 4𝑐𝑦.
❑ Thus, the receiver should be 2 𝑓𝑡 away from the

vertex.
❑ Cable of a suspension bridge hangs in the shape of a parabola. The towers supporting the cable are
400 ft apart and 150 ft high. If the cable, at its lowest, is 30 ft above the bridge at its midpoint, how
high is the cable 50 ft away (horizontally) from either tower?

❑ Its vertex on the y-axis 30 𝑓𝑡 above the origin.
❑ We write its equation as (𝑥 − 0)2 = 𝑎(𝑦 − 30); since we don’t need the focal distance.
❑ We use the simpler variable a in place of 4𝑐. Since the towers are 150 𝑓𝑡 high and
400 𝑓𝑡 apart, we deduce from the figure that (200, 150) is a point on the parabola.
1000
❑ The parabola has equation 𝑥 2 = (𝑦 − 30), or equivalently, 𝑦 = 0.003𝑥 2 + 30.
3
❑ For the two points on the parabola 50 𝑓𝑡 away from the towers, 𝑥 = 150 𝑜𝑟 𝑥 = − 150.
❑ If 𝑥 = 150, then 𝑦 = 0.003(1502 ) + 30 = 97.5.
❑ Thus, the cable is 97.5 𝑓𝑡 high 50 𝑓𝑡 away from either tower. (As expected, we get the same
answer from 𝑥 = − 150
End of Parabola
Precalculus
Week 3

SHS DEPARTMENT

LESSON 3: Ellipse
LEARNING OUTCOMES:

(1) define an ellipse;
(2) determine the standard form of equation of an ellipse;
3) graph an ellipse in a rectangular coordinate system; and
(4) solve situational problems involving conic sections (ellipses).
LEARNING OUTLINE:
(1) Definition of an ellipse

(2) Derivation of the standard equation of an ellipse
(3) Graphing ellipses

(4) Solving situational problems involving ellipses
LESSON CONTENT
Lesson 3: Ellipse
INTRODUCTION
Ellipse shape is a bounded curve which

looks like a flattened circle. The orbits of
the planets in our solar system around
the sun happen to be elliptical in
shape.
Also, just like parabolas, ellipses have

reflective properties that have been
used in the construction of certain
structures.
1. Definition and equation of an Ellipse
𝐿𝑒𝑡 𝑐 = √𝑎2 − 𝑏 2
(1) center: origin (0, 0)
(2) foci: 𝐹1 (−𝑐, 0) 𝑎𝑛𝑑𝐹1 (𝑐, 0)
✓ Each focus is 𝑐 units away from the center.

✓ For any point on the ellipse, the sum of its distances from the foci is 2𝑎.
(3) vertices: 𝑉1 (−𝑎, 0) 𝑎𝑛𝑑 𝑉2 (𝑎, 0)
✓ The vertices are points on the ellipse, collinear with the center and foci.
✓ If 𝑦 = 0, 𝑡ℎ𝑒𝑛 𝑥 = ± 𝑎. Each vertex is 𝑎 units away from the center.
✓ The segment 𝑉1 𝑉2 is called the major axis. Its length is 2𝑎. It divides the ellipse into two
congruent parts.
(4) covertices: 𝑊1 (0, − 𝑏) 𝑎𝑛𝑑 𝑊2 (0, 𝑏)
✓ The segment through the center, perpendicular to the major axis, is the minor axis. It meets the
ellipse at the covertices. It divides the ellipse into two congruent parts.
✓ 𝑥 = 0, 𝑡ℎ𝑒𝑛 𝑦 = ± 𝑏. Each covertex is b units away from the center.
✓ The minor axis 𝑊1 𝑊2 is 2b units long. Since 𝑎 > 𝑏, the major axis is longer than the minor

axis.
❑ Consider the points 𝐹1 (−3, 0) 𝑎𝑛𝑑 𝐹2 (3, 0).

❑ What is the sum of the distances of 𝐴(4, 2.4)
from 𝐹1 and from 𝐹2 ?
❑ How about the sum of the distances of 𝐵 (and

𝐶(0, − 4)) from 𝐹1 and from 𝐹2 ?
❑ There are other points 𝑃 such that

𝑃𝐹1 + 𝑃𝐹2 = 10. The collection of all such
points forms a shape called an ellipse.
Let 𝐹1 and 𝐹2 be two distinct points. The set of all points P, whose distances from 𝐹1 and from 𝐹2 add
up to a certain constant, is called an ellipse. The points 𝐹1 and 𝐹2 are called the foci of the ellipse.
❑ Given are two points on the x-axis, 𝐹1 (−𝑐, 0) and 𝐹2 (𝑐, 0), the foci, both c units away from
their center (0, 0).
❑ Let 𝑃(𝑥, 𝑦) be a point on the ellipse.
❑ Let the common sum of the distances be 2𝑎 (the coefficient 2 will make computations simpler).
❑ Thus, we have 𝑃𝐹1 + 𝑃𝐹2 = 2𝑎.

❑ When we let 𝑏 = √𝑎2 − 𝑐 2 , we assumed 𝑎 > 𝑐.
❑ By the Triangle Inequality, ∆𝐹1 + ∆𝐹2 > 𝐹1 𝐹2 , which implies 2𝑎 > 2𝑐, 𝑠𝑜 𝑎 > 𝑐.
𝑥2 𝑦2
❑ We collect here the features of the graph of an ellipse with standard equation + = 1, where
𝑎2 𝑏2
𝑎 > 𝑏.
Example for Ellipse
1. Give the coordinates of the foci, vertices, and

𝑥2 𝑦2
covertices of the ellipse with equation + = 1.
25 9
Sketch the graph, and include these points.
Solution
❑ With 𝑎2 = 25 and 𝑏 2 = 9, we have 𝑎 = 5, 𝑏 = 3, 𝑎𝑛𝑑 𝑐 = √𝑎2 − 𝑏 2 .
❑ foci: 𝐹1 (−4, 0), 𝐹2 (4, 0)
❑ vertices: 𝑉1 (−5, 0), 𝑉2 (5, 0)
❑ covertices: 𝑊1 (0, − 3), 𝑊1(0, 3)
2. Find the (standard) equation of the ellipse whose foci are 𝐹1 (−3, 0) and 𝐹2 (3, 0), such that for any point
on it, the sum of its distances from the foci is 10.
Solution
❑ We have 2𝑎 = 10 and 𝑐 = 3, so 𝑎 = 5 and

𝑏 = √𝑎2 − 𝑐 2 .

𝑥2 𝑦2
❑ The equation is + = 1.
25 16
Assessment
𝑥2 𝑦2
1. Give the coordinates of the foci, vertices, and covertices of the ellipse with equation + = 1.
169 25
❑ Sketch the graph, and include these points.
2. Properties of Ellipses
❑ Some ellipses have their foci aligned vertically, and some have centers not at the origin. Their
standard equations and properties are given.
3. More Properties of Ellipse
❑ In all four cases above, 𝑎 > 𝑏 𝑎𝑛𝑑 𝑐 = √𝑎2 − 𝑏 2 .
❑ The foci 𝐹1 and 𝐹2 are 𝑐 units away from the center.
❑ The vertices 𝑉1 and𝑉2 are a units away from the center, the major axis has length 2𝑎, the
covertices 𝑊1 and 𝑊2 are 𝑏 units away from the center, and the minor axis has length 2𝑏.
❑ Recall that, for any point on the ellipse, the sum of its distances from the foci is 2𝑎.
❑ In the standard equation, if the x-part has the bigger denominator, the ellipse is horizontal.
❑ If the y-part has the bigger denominator, the ellipse is vertical.
Example
Direction: Give the coordinates of the center, foci, vertices, and covertices of the ellipse with the given
equation. Sketch the graph, and include these points.
(𝑥+3)2 (𝑦−5)2
1. + =1
24 49
2. 9𝑥 2 + 16𝑦 2 − 126𝑥 + 64𝑦 = 71

Solution
(𝑥+3)2 (𝑦−5)2
1. + =1
24 49
❑ From 𝑎2 = 49 and 𝑏 2 = 24, we have 𝑎 = 7,

𝑏 = 2√6 ≈ 4.9, and 𝑐 = √𝑎2 − 𝑏 2 = 5
❑ The ellipse is vertical.
❑ center: (3, 5)
❑ foci: 𝐹1 (−3, 0), 𝐹2 (−3, 10)
❑ vertices: 𝑉1 (−3, − 2), 𝑉2 (−3, 12)
❑ covertices:
𝑊1 (−3 −2√6, 5) ≈ (−7.9, 5)
𝑊2 (−3 + 2√6, 5) ≈ (1.9, 5)
Solution
2. 9𝑥 2 + 16𝑦 2 − 126𝑥 + 64𝑦 = 71
❑ We have a = 8 and b = 6.
❑ Thus, 𝑐 = √𝑎2 − 𝑏 2 = 2√7 ≈ 5.3.
❑ The ellipse is horizontal.
❑ center: (7, − 2)
❑ foci: 𝐹1 (7 − 2√7, − 2) ≈ (1.7, − 2)
𝐹2 (7 + 2√7, − 2) ≈ (12.3, − 2)
❑ vertices: 𝑉1 (−1, − 2), 𝑉2 (15, − 2)
❑ covertices: 𝑊1 (7, −8 ) , 𝑊2 (7,4)
Assessment
Direction: Answer the problem below, then graph it manually & using your graphing calculator. Submit
your answer before the given deadline by your teacher.
1. Give the coordinates of the center, foci, vertices, and covertices of the ellipse with equation 41𝑥 2 +
16𝑦 2 − 246𝑥 − 192𝑦 + 289 = 0. Sketch the graph, and include these points.

2. An ellipse has vertices (10, 4) and (6, 4), and covertices (2, 9) and (2, 1). Find its standard equation
and its foci.
3. Situational Problems Involving Ellipses

❑ A tunnel has the shape of a semi ellipse that is 15 ft high at the center, and 36 ft across at the base.
At most how high should a passing truck be, if it is 12 ft wide, for it to be able to fit through the
tunnel? Round off your answer to two decimal places.
Solution
❑ The semi ellipse on a rectangular coordinate system, with its center at the origin, an equation of the
ellipse which contains it, is
𝑥2 𝑦2
+ =1
182 252
❑ To maximize its height, the corners of the truck, as shown in the figure, would have to just touch
the ellipse.
❑ Since the truck is 12 𝑓𝑡 wide, let the 𝑝𝑜𝑖𝑛𝑡 (6, 𝑛) be the corner of the truck in the first quadrant,
where 𝑛 > 0, is the (maximum) height of the truck.
❑ Since this point is on the ellipse, it should fit the equation. Thus, we have 62
❑ The orbit of a planet has the shape of an ellipse, and on one of the foci is the star around which it

revolves. The planet is closest to the star when it is at one vertex. It is farthest from the star when
it is at the other vertex.
✓ Suppose the closest and farthest distances of the planet from this star, are 420 million kilometers
and 580 million kilometers, respectively.
✓ Find the equation of the ellipse, in standard form, with center at the origin and the star at the x-
axis. Assume all units are in millions of kilometers.
Solution
❑ The orbit is drawn as a horizontal ellipse with center at the origin.

❑ From the planet’s distances from the star, at its closest and farthest points, it follows that the major
axis is 2𝑎 = 420 + 580 = 1000 (million kilometers), so 𝑎 = 500.
❑ If we place the star at the positive x-axis, then it is 𝑐 = 500 − 420 = 80 units away from the center.
❑ Therefore, we get 𝑏 2 = 𝑎2 - 𝑐 = 5002 −802 = 243600.
(𝑥+3)2 (𝑦−5)2
❑ The equation then is + =1
24 49
❑ The star could have been placed on the negative x-axis, and the answer would still be the same.
End of Ellipse
Precalculus
Week 4

SHS DEPARTMENT

LESSON 4: Hyperbola
LEARNING OUTCOMES:

(1) define a hyperbola;
(2) determine the standard form of equation of a hyperbola;
(3) graph a hyperbola in a rectangular coordinate system; and
(4) solve situational problems involving conic sections (hyperbolas).
LEARNING OUTLINE:
(1) Definition of a hyperbola

(2) Derivation of the standard equation of a hyperbola

(3) Graphing hyperbolas
(4) Solving situational problems involving hyperbolas
LESSON CONTENT
Lesson 4: Hyperbola
INTRODUCTION
A hyperbola is one of the conic sections

that you as a student have not
encountered formally before, unlike
circles and parabolas.
Its graph consists of two unbounded

branches which extend in opposite
directions. It is a misconception that
each branch is a parabola. This is not
true, as parabolas and hyperbolas have
very different features.
1. Definition and equation of a Hyperbola
𝐿𝑒𝑡 𝑐 = √𝑎2 + 𝑏 2
(1) center: origin (0, 0)
(2) foci: 𝐹1 (−𝑐, 0) 𝑎𝑛𝑑𝐹1 (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 2𝑎..
(3) vertices: 𝑉1 (−𝑎, 0) 𝑎𝑛𝑑 𝑉2 (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 𝑉1 𝑉2 is called the transverse axis. Its length is 2𝑎. (4) covertices: 𝑊1 (0, −
𝑏) 𝑎𝑛𝑑 𝑊2 (0, 𝑏)
(3) asymptotes:, the lines 𝑙1 and 𝑙2 in figure above.

✓ 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.
(𝑊𝑒 𝑛𝑒𝑒𝑑 𝑡ℎ𝑒 𝑐𝑜𝑛𝑐𝑒𝑝𝑡 𝑜𝑓 𝑙𝑖𝑚𝑖𝑡𝑠 𝑓𝑟𝑜𝑚 𝑐𝑎𝑙𝑐𝑢𝑙𝑢𝑠 𝑡𝑜 𝑒𝑥𝑝𝑙𝑎𝑖𝑛 𝑡ℎ𝑖𝑠. )
✓ An aid in determining the equations of the asymptotes: in the standard equation, replace 1
𝑥2 𝑦2

by 0, and in the resulting equation − = 0, 𝑠𝑜𝑙𝑣𝑒 𝑓𝑜𝑟 𝑦.
𝑎2 𝑏2
❑ Consider the points 𝐹1 (−5, 0) 𝑎𝑛𝑑 𝐹2 (5, 0).

❑ What is the absolute value of the difference of the
distances of 𝐴(3.75, − 3) from 𝐹1 and from 𝐹2 ?
❑ How about the absolute value of the difference of the

16
distances 𝐵(−5, )) from 𝐹1 and from 𝐹2 ?
3
❑ There are other points 𝑃 such that

|𝑃𝐹1 + 𝑃𝐹2 | = 6.
❑ The collection of all such points forms a shape called
an hyperbola, which consists of two disjoint branches.
Let 𝐹1 and 𝐹2 be two distinct points. The set of all points P, whose distances from 𝐹1 and from 𝐹2
differ by a certain constant, is called an hyperbola. The points 𝐹1 and 𝐹2 are called the foci of the
hyperbola.
❑ Given are two points on the x-axis, 𝐹1

(−𝑐, 0) and 𝐹2 (𝑐, 0), the foci, both c units
away from their midpoint (0, 0).
❑ This midpoint is the center of the hyperbola.
❑ Let 𝑃(𝑥, 𝑦) be a point on the hyperbola.
❑ Let the absolute value of the difference of
the distances of 𝑃 from 𝐹1 and 𝐹2 , be 2𝑎
(the coefficient 2 will make computations
simpler).
❑ Thus, we have |𝑃𝐹1 + 𝑃𝐹2 | = 2𝑎 and so,

❑ Algebraic manipulations allow us to rewrite this into the much simpler;
❑ When we let 𝑏 = √𝑐 2 − 𝑎2 , we assumed 𝑎 > 𝑐.
❑ Suppose that 𝑃 is closer to 𝐹2 , so 𝑃𝐹1 − 𝑃𝐹2 = 2𝑎

❑ Suppose also that 𝑃 is not on the x-axis, so ∆𝑃𝐹1 𝐹2 is formed.
❑ From Triangle Inequality 𝐹1 𝐹2 + 𝑃𝐹2 > 𝑃𝐹1 .

❑ Thus, 2𝑐 > 𝑃𝐹1 − 𝑃𝐹2 = 2𝑎 , 𝑠𝑜 𝑎 > 𝑐.
❑ Now we present a derivation. For now, assume 𝑃 is closer to 𝐹2 so 𝑃𝐹1 > 𝑃𝐹2 and 𝑃𝐹1 − 𝑃𝐹2 = 2𝑎
𝑥2 𝑦2
❑ Standard Equation: + =1
𝑎2 𝑏2
Example for Hyperbola
𝑥2 𝑦2
1. Determine the foci, vertices, and asymptotes of the hyperbola with equation − = 1. Sketch the
9 7
graph, and include these points and lines, the transverse and conjugate axes, and the auxiliary rectangle.
Solution
❑ With 𝑎2 = 9 and 𝑏 2 = 7, we have 𝑎 = 3, 𝑏 = √7,

and 𝑐 = √𝑥 2 + 𝑏 2 = 4.
❑ foci: 𝐹1 (−4, 0), 𝐹2 (4, 0)
❑ vertices: 𝑉1 (−3, 0) 𝑎𝑛𝑑 𝑉2 (3, 0)
❑ asymptotes:
√7 √7
𝑦= 𝑥 𝑎𝑛𝑑𝑦 = − 𝑥
3 3
❑ The conjugate axis drawn has its endpoints 𝑏 = √7 ≈
2.7 units above and below the center.
2. Find the (standard) equation of the hyperbola whose foci are 𝐹1 (5, 0) and 𝐹2 (5, 0), such that for any
point on it, the absolute value of the difference of its distances from the foci is 6.

Solution:
❑ We have 2𝑎 = 6 and 𝑐 = 5, so 𝑎 = 3 and

𝑏 = √𝑐 2 − 𝑎 2 = 4
❑ The hyperbola then has equation
𝑥2 𝑦2
− =1
9 16
Assessment
𝑥2 𝑦2
1. Determine foci, vertices, and asymptotes of the hyperbola with equation − = 1. Sketch
16 20
the graph, and include these points and lines, along with the auxiliary rectangle.
2. Find the equation in standard form of the hyperbola whose foci are
𝐹1 (−4√2, 0) 𝑎𝑛𝑑 𝐹2 (4√2, 0), such that for any point on it, the absolute value of the difference of
its distances from the foci is 8.
2. Properties of Hyperbolas
❑ The hyperbolas we considered so far are “horizontal” and have the origin as their centers. Some
hyperbolas have their foci aligned vertically, and some have centers not at the origin.
❑ In all four cases above, let 𝑐 = √𝑎2 + 𝑏 2 .
❑ The foci 𝐹1 and 𝐹2 are 𝑐 units away from the center.
❑ The vertices 𝑉1 and𝑉2 are 𝑎 units away from the center, The transverse axis 𝑉1 𝑉2 has length 2𝑎.
❑ The conjugate axis has length 2𝑏 and is perpendicular to the transverse axis.
❑ The transverse and conjugate axes bisect each other at their intersection point, 𝐶.
❑ Each branch of a hyperbola gets closer and closer to the asymptotes, in the direction towards which the
branch extends.
❑ The equations of the asymptotes can be determined by replacing 1 in the standard equation by 0.
❑ The asymptotes can be drawn as the extended diagonals of the auxiliary rectangle determined by the
transverse and conjugate axes.
❑ Recall that, for any point on the hyperbola, the absolute value of the difference of its distances from the
foci is 2𝑎.
❑ In the standard equation, aside from being positive, there are no other restrictions on 𝑎 and 𝑏. In fact,
𝑎 and 𝑏 can even be equal.
❑ The orientation of the hyperbola is determined by the variable appearing in the first term (the positive
term): the corresponding axis is where the two branches will open.
❑ For example, if the variable in the first term is 𝑥, the hyperbola is “horizontal”: the transverse axis is
horizontal, and the branches open to the left and right in the direction of the x-axis.
Example
Direction: Give the coordinates of the center, foci, vertices, and asymptotes of the hyperbola with the
given equation. Sketch the graph, and include these points and lines, the transverse and conjugate axes,
and the auxiliary rectangle.
(𝑦+2)2 (𝑥−7)2
1. − =1 2. 4𝑥 2 − 5𝑦 2 + 32𝑥 + 30𝑦 = 71
25 9
(𝑦+2)2 (𝑥−7)2
Solution 1: − =1

25 9
❑ From 𝑎2 = 25 and 𝑏 2 = 9, we have 𝑎 = 5, 𝑏 = 3, and

𝑐 = √𝑎2 + 𝑏 2 = √34 ≈ 5.8.
❑ The hyperbola is vertical.
(𝑦+2)2 (𝑥−7)2
❑ To determine the asymptotes, we write − =
25 9
5
0, which is equivalent to 𝑦 + 2 = ± (𝑥 − 7).
3
❑ We can then solve this for 𝑦.
❑ center: 𝐶(7, − 2)
❑ foci: 𝐹1 (7, − 2 − √34) ≈ (7, − 7.8)
𝐹2 (7, − 2 + √34) ≈ (7, 3.8)
❑ vertices: 𝑉1 (7, − 7) and 𝑉2 (7, 3)
❑ asymptotes:
5 41 5 29
❑ 𝑦= 𝑥− 𝑎𝑛𝑑 𝑦 = − 𝑥 +
3 𝑥 3 𝑥3
❑ The conjugate axis drawn has its endpoints 𝑏 = 3 units
to the left and right of the center
Solution 2
❑ center: 𝐶(−4, 3)
❑ foci: 𝐹1 (−7, 3) and 𝐹2 (−1, 3)
❑ vertices: 𝑉1 (−4 − √5, 3) ≈ (−6.2, 3)
𝑉2 (−4 + √5, 3) ≈ (−1.8, 3)
❑ asymptotes:
2 5 2 5
𝑦= 𝑥+ + 3 𝑎𝑛𝑑 𝑦 = − 𝑥− +3
√5 √5 √5 √5
❑ The conjugate axis drawn has its endpoints 𝑏 = 3
units to the left and right of the center.
Assessment
1. Give the coordinates of the center, foci, vertices, and asymptotes of the hyperbola with equation 9𝑥 2 −
4𝑦 2 − 90𝑥 − 32𝑦 = −305. Sketch the graph, and include these points and lines, along with the auxiliary
rectangle.
2. A hyperbola has vertices (1, 9) and (13, 9), and one of its foci is (2, 9). Find its standard equation.

3. Situational Problems Involving Hyperbolas
1. An explosion is heard by two stations 1200 𝑚 apart, located at 𝐹1 (600, 0) and 𝐹2 (600, 0). If the
explosion was heard in 𝐹1 two seconds before it was heard in 𝐹2 . Identify the possible locations of the
explosion. Use 340 𝑚/𝑠 as the speed of sound.
❑ Using the given speed of sound, we deduce that the sound traveled 340(2) = 680 𝑚 farther in
reaching 𝐹2 than in reaching𝐹1 .
❑ This is then the difference of the distances of the explosion from the two stations.
❑ Thus, the explosion is on a hyperbola with foci are𝐹1 and𝐹2 , on the branch closer to𝐹1 .
❑ We have 𝑐 = 600 and 2𝑎 = 680, so 𝑎 = 340 and 𝑏 2 = 𝑐 2 − 𝑎2 = 244400.
𝑥2 𝑦2
❑ The explosion could therefore be anywhere on the left branch of the hyperbola − =1
115600 244400
End of Hyperbola
SHS DEPARTMENT

LESSON : Learning More about Conic Sections
LEARNING OUTCOMES:
(1) recognize the equation and important characteristics of the different types of conic sections;
(2) solve situational problems involving conic sections.
LEARNING OUTLINE:
(1) Conic sections with associated equations in general form

(2) Problems involving characteristics of various conic sections
(3) Solving situational problems involving conic sections
LESSON CONTENT
Lesson 4: Learning More about Conic Sections

INTRODUCTION
Inspecting the equation can lead us to

the right conic section for its graph, and
set us on the right step towards
analyzing it. We will also look at
problems that use the properties of the
different conic sections, allowing us to
synthesize what has been covered so
far.
1. Identifying the Conic Section by Inspection
❑ The equation of a circle may be written in standard form 𝐴𝑥 2 + 𝐴𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0, that is, the
coefficients of 𝑥 2 and 𝑦 2 are the same. However, it does not follow that if the coefficients of 𝑥 2 and
𝑦 2 are the same, the graph is a circle.
❑ For a circle with equation (x − ℎ)2 + (y − 𝑘)2 = r 2 , we have r 2 > 0. This is not the case for the
standard equations of (𝐴) and (𝐵).
❑ In (𝐴), because the sum of two squares can only be 0 if and only if each square is 0, it follows that
1 3 1 3
𝑥− = 0 and 𝑦 + = 0. The graph is thus the single point ( , − ).
2 2 2 2
❑ In (𝐵), no real values of 𝑥 and 𝑦 can make the nonnegative left side equal to the negative right side.
The graph is then the empty set.
❑ recall the general form of the equations of the other conic sections. We may write the equations of
conic sections we discussed in the general form 𝐴𝑥 2 + 𝐴𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0
❑ Some terms may vanish, depending on the kind of conic section.
Conic Section: Circle

❑ Circle: both 𝑥 2 and 𝑦 2 appear, and their coefficients are the same 𝐴𝑥 2 + 𝐴𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0
Example: 18𝑥 2 + 18𝑦 2 − 24𝑥 + 48𝑦 − 5 = 0

❑ Degenerate cases: a point, and the empty set
Conic Section: Parabola
❑ Parabola: exactly one of 𝑥 2 or 𝑦 2 appears
𝐴𝑥 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 (𝐷 ≠ 0, opens upward or downward)
𝐵𝑦 2 + 𝐶𝑥 + 𝐷𝑦 + 𝐸 = 0 (𝐶 ≠ 0, opens to the right or left)

❑ Examples:
3𝑥 2 − 12𝑥 + 2𝑦 + 26 = 0 (opens downward)
−2𝑦 2 + 3𝑥 + 12𝑦 − 15 = 0 (opens to the right)
Conic Section: Ellipse
❑ Ellipse: both 𝑥 2 and 𝑦 2 appear, and their coefficients 𝐴 and 𝐵 have the same sign and are unequal
❑ Examples:
2𝑥 2 + 5𝑦 2 + 8𝑥 − 10𝑦 − 7 = 0 (horizontal major axis)
4𝑥 2 + 𝑦 2 − 16𝑥 − 6𝑦 + 21 = 0 (vertical major axis)
❑ If 𝐴 = 𝐵, we will classify the conic as a circle, instead of an ellipse.

❑ Degenerate cases: a point, and the empty set.
Conic Section: Hyperbola
❑ Hyperbola: both 𝑥 2 and 𝑦 2 appear, and their coefficients 𝐴 and 𝐵 have different signs
❑ Examples:
5𝑥 2 − 3𝑦 2 − 20𝑥 − 18𝑦 − 22 = 0 (horizontal transverse axis)
−4𝑥 2 + 𝑦 2 + 24𝑥 + 4𝑦 − 36 = 0 (vertical transverse axis)

❑ Degenerate case: two intersecting lines
Note:
Identifying a Conic Section by Its General Equation

It is only after transforming a given general equation to standard form that we
can identify its graph either as one of the degenerate conic sections (a point,
two intersecting lines, or the empty set) or as one of the non-degenerate conic
sections (circle, parabola, ellipse, or hyperbola).
End of Conic Sections
Precalculus
Week 5

SHS DEPARTMENT

LESSON 5: System on Equation & Inequalities
LEARNING OUTCOMES:

(1) illustrate systems of nonlinear equations;
(2) determine the solutions of systems of nonlinear equations using techniques such as
substitution, elimination, and graphing; and
(3) solve situational problems involving systems of nonlinear equations.
LEARNING OUTLINE:
(1) Review systems of linear equations

(2) Solving a system involving one linear and one quadratic equation

(3) Solving a system involving two quadratic equations
(4) Applications of systems of nonlinear equations
LESSON CONTENT
Lesson 5: System on Equation & Inequalities
INTRODUCTION
In this lesson, the equations are

restricted to linear and quadratic types,
although it is possible to adapt the
methodology so systems with other
types of equations.
We focus on quadratic equations for

two reasons: to include a graphical
representation of the solution and to
ensure that either a solution is obtained
or it is determined that there is no
solution.
1. Review in Techniques in Solving Systems of Linear Equations
A. Solving systems of equations: Graphing
❑ Put the y-intercept on the coordinate system.
❑ Starting from the y-intercept, use the slope to locate one more point on the coordinate system.
❑ Draw a line between the y-intercept and the other point.
❑ Slope Intercept Form: 𝑦 = 𝑚𝑥 + 𝑏

❑ Point-Slope Intercept Form: 𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 )
𝑦2 −𝑦1
❑ Point-Point Intercept Form: 𝑦 − 𝑦1 = (𝑥- 𝑥1 )
𝑥2 −𝑥1
B. Solving systems of equations: Substitution
❑ Solve one of the equations for one variable in terms of the

other.
❑ Substitute the expression in Step 1 into the other equation
to obtain an equation in one variable.
❑ Solve the equation obtained in Step 2.
❑ Back substitute the value obtained in Step 3 into the
expression obtained in Step 1to find the value of the other
variable.
❑ Check that the solution satisfies each of the original
equations.
SOLUTION

Solve for 𝑦
Substitute 6 − 4𝑥 for 𝑦
Combine like terms then
isolate the 𝑥
Substitute 2 for 𝑥 from

Equation 1
C. Solving systems of equations: Elimination

❑ Multiply each equation by a suitable number so that
the two equations have the same leading coefficient.
❑ Subtract the equation 2 from the equation 1.
❑ Solve the new equation for 𝑦 in Step 2.
❑ Substitute the value of 𝑦 into either Equation 1 or
Equation 2 and solve for 𝑥.
SOLUTION
Eliminate variable x by
multiplying -2
Add the resulting equation

to
Then isolate the y
Substitute 2 for 𝑥 from

Equation 1
Note: Note:
When to use the graphing method? When to use the substitution method?
❑ Graphing is the best method to use when ❑ Substitution gives that advantage of having an
introducing to solving systems of two equations equation already written for the second variable
in two variables, because it gives you a visual to when you find the first one.
recognize what you are looking for.
❑ Substitution is best used when one (or both) of
❑ However, it is less exact and often takes more

the equations is already solved for one of the
time than the other methods. Graphing is variables. It also works well if one of the
recommended in finding a solution if the variables has a coefficient of 1.
problem comes with a graph already drawn and
the intersection appears to be on an exact
coordinate.
Note:
When to use the elimination method?
❑ Elimination is best used when both equations
are in standard form (𝐴𝑥 + 𝐵𝑦 = 𝐶).
❑ Elimination is also the best method to use if all
of the variables have a coefficient other than 1
but only if the equations can be added together
to make one of the variables disappear.
Examples
Direction: Use either substitution or elimination method to solve the system, and sketch the graphs in one
Cartesian plane showing the point of intersection.
𝑥 − 3𝑦 = 5 5𝑥 + 3𝑦 = 4
1. { 2. {
2𝑥 + 5𝑦 = −1 3𝑥 + 5𝑦 = 9
Solution 1: Solution 2:
❑ 𝑥 = −2 ❑ 𝑥 = −2
❑ 𝑦 = +1 ❑ 𝑦 = +1
❑ point (2, −1) ❑ point (2, −1)
2. Solving Systems of Linear Equations: involving one linear equation and one quadratic equation
1. Method of Substitution

❑ Solve for y in terms of 𝑥 in the first equation.
❑ Then substitute the expression to the second equation.
SOLUTION
Solve for 𝑦
and
Substitute 𝑥 + 2 for 𝑦
Separate the (+)and (−)
Graphical Representation:
❑ The first equation represents a line with 𝑥-intercept

2 and 𝑦-intercept2, while the second equation
represents a parabola with vertex at (0,1) and
which opens upward.
2. Method of Elimination
❑ Expand the equation 2.
❑ Eliminate the variable x by adding the new equation
and equation 1.
❑ Substitute the value of y from the equation 3 in
equation 2.
❑ Then, solve for x.
❑ Checking your answer.
SOLUTION 1
Expand Equation 2

and
Eliminate the variable x by adding

the new equation and equation 1
(−1,7) 𝑎𝑛𝑑 (−1, −1)
Substitute value of y from the

new equation.
Solve for x.
3. Method of Completing the Square
SOLUTION 2
Change into standard form by
using Completing the Square,
and
Substitution or Transitive
Property of Equality (−1,7) 𝑎𝑛𝑑 (−1, −1)
Substitute the value of x

in equation 2
Graphical Representation
❑ In elimination, there is another different way to solve

the example above, using by Completing the Square.

Assessment
Direction: Solve each system, and sketch the graphs in one Cartesian plane showing the point(s) of
intersection. You can use your graphing calculator. Submit your answer before the given deadline by your
teacher.
𝑥 2 + 𝑦 2 = 16 (𝑥 − 3)2 + (𝑦 − 5)2 = 10
1. { 2. {
𝑥−𝑦 =4 𝑥 2 + (𝑦 + 1)2 = 25
3. Solving System of Equation

1. Substitution Method
𝑥 2 + 𝑦 2 = 16 ❑ Solving for x in the equation 2, we get 𝑥 = 𝑦 + 4.

{
𝑥−𝑦=4 ❑ Substitute the new expression into the equation 1.
Isolate for 𝑥
Substitute y + 4 in equation 1
Combine same terms
Solve for 𝑦
SOLUTION: (4,0) 𝑎𝑛𝑑 (0, −4)
2. Elimination Method
(𝑥 − 3)2 + (𝑦 − 5)2 = 10 ❑ Expanding both equations.

{ ❑ Subtracting these two equations.
𝑥 2 + (𝑦 + 1)2 = 25
❑ We can substitute 𝑥 = 8 − 2𝑦 to either the first equation
or the second equation.
Standard Form Equation,

then subtract
SOLUTION

Use the difference to solve for 𝑥
and
Substitute 𝑥 = 8 − 2𝑦 in (4,2) 𝑎𝑛𝑑 (0,4)

Equation 2
Solve for 𝑦
❑ The graphs of both equations are circles.

❑ One has center (3,5) and radius √10, while
the other has center (0,1) and radius 5.
❑ The graphs with the points of intersection are
shown.
4. Applications of Systems of Nonlinear Equations
1. The screen size of television sets is given in inches. This indicates the length of the diagonal. Screens of
the same size can come in different shapes. Wide-screen TV’s usually have screens with aspect ratio 16: 9,
indicating the ratio of the width to the height. Older TV models often have aspect ratio 4: 3. A 40-inch LED
TV has screen aspect ratio 16: 9. Find the length and the width of the screen.
Solution
❑ Let 𝑤 represent the width and ℎ the height of the

screen. Then, by Pythagorean Theorem, we have
the system.
❑ Therefore, a 40 − 𝑖𝑛𝑐ℎ TV with aspect ratio
16 : 9 is about 35.86 𝑖𝑛𝑐ℎ𝑒𝑠 𝑤𝑖𝑑𝑒 and
19.61 𝑖𝑛𝑐ℎ𝑒𝑠 high
End of Linear & Nonlinear Equations
Precalculus
Week 6

SHS DEPARTMENT
UNIT 2: Mathematical Induction

LESSON 1: Review of Sequences and Series
INTRODUCTION
Listed as one of the UNESCO World

Heritage sites since 1995, the two-millenniumold
Rice Terraces of the Philippine Cordilleras by the
Ifugaos is a living testimony of mankind’s
creative engineering to adapt with physically-
challenging environment in nature. One of the five
clusters of terraces inscribed in the UNESCO list
is the majestic Batad terrace cluster (shown
above), which is characterized by its
amphitheater-like semi-circular terraces with a
village at its base.

LEARNING OUTCOMES:

(1) illustrate a series; and
(2) differentiate a series from a sequence.
LEARNING OUTLINE:
(1) Sequences and series

(2) Different types of sequences and series (Fibonacci sequence, arithmetic and geometric
sequence and series, and harmonic series)
(3) Difference between sequence and series
LESSON CONTENT
LESSON 1: Review of Sequences and Series
INTRODUCTION
❑ Observe the following images.

❑ Describe these using creative
minds.
Sequences
❑ A sequence is a function whose domain is the set of positive integers or the set {1,2,3,...,n}.
❑ A sequence is a list of numbers (separated by commas),
❑ The sequence with nth term an is usually denoted by{an}, and the associated series is given by
𝑆 = 𝑎1 + 𝑎2 + 𝑎3 +…+ 𝑎𝑛 .
Examples: {1, 2, 4, 8, 16, 32, … }, {3, 5, 7, 9, 11, 13, … }, {𝑎, 𝑏, 𝑐, 𝑑, 𝑒}

Series
❑ A series represents the sum of the terms of a sequence.

❑ If a sequence is finite, we will refer to the sum of the terms of the sequence as the series associated with
the sequence.
❑ If the sequence has infinitely many terms, the sum is defined more precisely in calculus.
❑ A sequence is a list of numbers (separated by commas).
1 1 1 1 1 1 1 1 1
Examples: { + + + … = 1}, { + + + … = }
2 4 8 16 4 16 64 256 3
Assessment:
Direction: Determine the First Five terms of each defined sequence, and give their associated series.
Submit your answer before the given deadline by your teacher.
1. {2 − 𝑛} 2. {1 + 2𝑛 + 3𝑛2 }
3. {(−1)𝑛 } 4. {1 + 2 + 3 + ⋯ + 𝑛}
Special Sequences
1. Arithmetic Sequence
❑ An arithmetic sequence is a sequence in which each term after the first is obtained by adding a constant
(called the common difference) to the preceding term.
❑ If the 𝑛𝑡ℎ term of an arithmetic sequence is an and the common difference is d, then 𝑎𝑛 =𝑎1 (𝑛 − 1)𝑑
𝑛(𝑎1 +𝑎𝑛 ) 𝑛(2𝑎1 +(𝑛−1)𝑑)
❑ The associated arithmetic series with n terms is given by 𝑆𝑛 = =
2 2
2. Geometric Sequence
❑ A geometric sequence is a sequence in which each term after the first is obtained by multiplying the
preceding term by a constant (called the common ratio).
❑ If the nth term of a geometric sequence is an and the common ratio is r, then 𝑎𝑛 =𝑎1 𝑟 𝑛−1 .
𝑛𝑎1 𝑖𝑓𝑟 = 1
❑ The associated geometric series with n terms is given by 𝑆𝑛 = {𝑎1 (1−𝑟 𝑛) .
𝑖𝑓 𝑟 ≠ 1
(1−𝑟)
1
NOTE: If {𝑎𝑛 } is an arithmetic sequence, then the sequence with nth term 𝑏𝑛 = an is a harmonic
𝑎𝑛
sequence.
Assessment
A. Direction: Write SEQ if the given item is a sequence, and write SER if it is a series.
1. 1,2,4,8, … 2. 2,8,10,18, … 3. −1 + 1 − 1 + 1
1 2 3 4
4. + + + , … 5. 1 + 2 + 22 + 23 + 24
2 3 4 5

B. Direction: Write A if the sequence is arithmetic, G if it is geometric, and O if it is not one of the
mentioned types.
1 1 1 1 1
1. 2,4,9,16,25, . .. 2. , , , , … 3. √3, √4, √5, √6, …
5 9 13 17 21
4. 0.1,0.01,0.001,0.0001, … 5. 4,6,10,16,26, …
C. Direction: Determine the First Five terms of each deFIned sequence, and give their associated series.
1. {1 + 𝑛 − 𝑛2 } 2. {1 − (−1)𝑛+1 }
End of Sequence & Series
Precalculus
Week 6

SHS DEPARTMENT

LESSON 2: Sigma Notation
LEARNING OUTCOMES:
By the end of this unit you should be able to the student is able to use the sigma notation to
represent a series.
LEARNING OUTLINE:
(1) Definition of and writing in sigma notation

(2) Evaluate sums written in sigma notation
(3) Properties of sigma notation
(4) Calculating sums using the properties of sigma notation
LESSON CONTENT

LESSON 2: Sigma Notation
INTRODUCTION
The sigma notation is a shorthand for

writing sums.
In this lesson, we will see the power of this
notation in computing sums of numbers
as well as algebraic expressions.
Mathematicians use the sigma notation
to denote a sum. The uppercase Greek
letter ⌃ (sigma) is used to indicate a
“sum.” The notation consists of several
components or parts.
1. Writing and Evaluating Sums in Sigma Notation
❑ Let 𝑓(𝑖) be an expression involving an integer 𝑖.

❑ The expression 𝑓(𝑚) + 𝑓(𝑚 + 1) + 𝑓(𝑚 + 2) +··· + 𝑓(𝑛) can be compactly written in sigma
notation, and we write it as ∑𝑛𝑖=𝑚 𝑓(1) which is read “the summation of 𝑓(𝑖) from 𝑖 = 𝑚 to 𝑛. ” Here,
𝑚 and 𝑛 are integers with 𝑚 𝑛, 𝑓(𝑖) is a term (or summand) of the summation, and the letter 𝑖 is
the index, 𝑚 the lower bound, and 𝑛 the upper bound.
Examples:
A. Direction: Expand each summation, and simplify if possible.
1. ∑4𝑖=2(2𝑖 + 3) 2. ∑5𝑖=0 2𝑖
Solutions:
1.
2.
B. Direction: Write each expression in sigma notation.

1 1 1 1
1. 1 + 2 + 3 + 4 + ⋯ + 100 2. 1 + 23 + 45 + 67 + 89 +··· 25
Solutions:

1. 2.
Assessment
A. Direction: Expand each summation, and simplify if possible. Submit your answer before the given
deadline by your teacher.
√𝑛
1. ∑𝑛
𝑖=1 𝑎𝑖 2. ∑6𝑛=1
𝑛+1
B. Direction: Write each expression in sigma notation.

1 1 1 1 1 1 1 1
1. 𝑎2 + 𝑎4 +𝑎6 + 𝑎8 +… 𝑎20 2. 1 + 2 + 4 + 6 + 8 + 16 + 32 + 64 + 128
2. Properties of Sigma Notation
𝑛 𝑛
∑ 𝑐𝑓(𝑖) = 𝑐 ∑ 𝑓(𝑖), 𝑐 𝑎𝑛𝑦 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟

𝑖=𝑚 𝑖=𝑚
𝑛 𝑛 𝑛
∑[𝑓(𝑖) + 𝑔(𝑖) = ∑ 𝑓(𝑖) + ∑ 𝑔(𝑖)

𝑖=𝑚 𝑖=𝑚 𝑖=𝑚
∑ 𝑐 = 𝑐(𝑛 − 𝑚 + 1)

𝑖=𝑚
A special case which you 𝑛

might encounter more ∑ 𝑐 = 𝑐𝑛
often is the following: 𝑖=1
𝑇𝑒𝑙𝑒𝑝𝑜𝑟𝑡𝑖𝑛𝑔 𝑆𝑢𝑚
𝑛
∑[𝑓(𝑖 + 1) − 𝑓(𝑖) = 𝑓(𝑛 + 1) − 𝑓(𝑚)

𝑖=𝑚
Assessment
Direction: Evaluate the following Sigma Notation. Submit your answer before the given deadline by your
teacher.
30
1.Evaluate. ∑ 4𝑖 − 5
𝑖=1
1 1 1 1
2. Evaluate. + + + ⋯+
1⋅2 2⋅3 3⋅4 99 ⋅ 100
30
2
3. Derive a formula for ∑ 𝑖 using a telescoping sum with terms 𝑓(𝑖) = 𝑖 3 .
𝑖=𝑖
End of Sigma Notation
Precalculus
Week 7

SHS DEPARTMENT

LESSON 3: Mathematical Induction
LEARNING OUTCOMES:

(1) illustrate the Principle of Mathematical Induction; and
(2) apply mathematical induction in proving identities.
LEARNING OUTLINE:
(1) State the principle of mathematical induction

(2) Prove summation identities using mathematical induction
(3) Prove divisibility statements using mathematical induction
(4) Prove inequalities using mathematical induction

LESSON CONTENT
LESSON 3: Mathematical Induction
INTRODUCTION
We have derived and used formulas for

the terms of arithmetic and geometric
sequences and series.
These formulas and many other

theorems involving positive integers can
be proven with the use of a technique
called mathematical induction.
1. Proving Summation Identities
Principle of Mathematical Induction
❑ Let 𝑃(𝑛) be a property or statement about an integer 𝑛.

❑ Suppose that the following conditions can be proven:
(1) 𝑃(𝑛0 ) is true (that is, the statement is true when 𝑛 = 𝑛0 ).
(2) If 𝑃(𝑘) is true for some integer 𝑘 ≥ 𝑛0 , then 𝑃(𝑘 + 1) is true (that is, if the statement is true for
𝑛 = 𝑘, then it is also true for 𝑛 = 𝑘 + 1).
❑ Then the statement 𝑃(𝑛) is true for all integers 𝑛 ≥ 𝑛0 .
Principle of Mathematical Induction

❑ The Principle of Mathematical Induction is often
compared to climbing an infinite staircase.
❑ First, you need to be able to climb up to the first step.
❑ Second, if you are on any step (𝑛 = 𝑘), you must be able
to climb up to the next step (𝑛 = 𝑘 + 1).
❑ If you can do these two things, then you will be able to
climb up the infinite staircase.
The Infinite Staircase

The Domino Effect
❑ Another analogy of the Principle of Mathematical

Induction that is used is toppling an infinite line of
standing dominoes.
❑ You need to give the first domino a push so that it
falls down.
❑ Also, the dominoes must be arranged so that if the
kth domino falls down, the next domino will also
fall down.
❑ These two conditions will ensure that the entire
line of dominoes will fall down.
1. Proving Summation Identities
𝑛(𝑛 + 1)
1. Using mathematical induction, prove that 1 + 2 + 3 +··· + 𝑛 = for all positive integers 𝑛.
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛. We need to establish the two conditions stated in the Principle of Mathematical Induction.
𝑃𝑎𝑟𝑡 1. Prove that the identity is true for 𝑛 = 1.

❑ The left-hand side of the equation consists of one term equal to 1.
1(1 + 1) 2
❑ The righthand side becomes = = 1.
2 2
❑ Hence, the formula is true for 𝑛 = 1.
𝑘(𝑘 + 1)
𝑃𝑎𝑟𝑡 2. Assume that the formula is true for 𝑛 = 𝑘 ≥ 1:1 + 2 + 3 +··· + 𝑘 =
2
❑ We want to show that the formula is true for 𝑛 = 𝑘 + 1; that is,

(𝑘+1)(𝑘+1 + 1)
1 + 2 + 3 +··· + 𝑘 + (𝑘 + 1) = .
2
❑ Using the formula for 𝑛 = 𝑘 and adding 𝑘 + 1 to both sides of the equation, we get
❑ Therefore, the formula is true for all positive integers n.
2. Use mathematical induction to prove the formula for the sum of a geometric series with n terms:
𝑎1 (1 − 𝑟 𝑛 )

𝑆𝑛 = , 𝑟≠1
(1 − 𝑟)
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛. Let an be the nth term of a geometric series. Recall, we know that 𝑎𝑛 = 𝑎1 𝑟 𝑛−1 .
𝑎1 (1−𝑟 1 )
𝑃𝑎𝑟𝑡 1. Prove that the formula is true for n = 1. (1−𝑟)
=
𝑎1 = 𝑆1 . The formula is true for 𝑛 = 1.
𝑃𝑎𝑟𝑡 2. Assume that the formula is true for 𝑛 = 𝑘 ≥ 1:

𝑎1 (1−𝑟 𝑘)
𝑆𝑘 =
(1−𝑟)
❑ We want to show that the formula is true for

𝑎1 (1−𝑟 𝑘+1 )
𝑛 = 𝑘 + 1; that is, 𝑆𝑘+1 = .
(1−𝑟)
❑ By the Principle of Mathematical Induction, we have
𝑎1 (1−𝑟 𝑛)
proven that 𝑆𝑛 = for all positive integers 𝑛.
(1−𝑟)
❑ We know that:
2. Proving Divisibility Statements
1. Use mathematical induction to prove that, for every positive integer 𝑛, 7𝑛 − 1 is divisible by 6.
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛. Similar to what we did in the previous session, we establish the two conditions stated in the
Principle of Mathematical Induction.
𝑃𝑎𝑟𝑡 1
❑ 7𝑛 − 1 = 6 = 6 ∙ 1
❑ 7𝑛 − 1 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 6.
𝑃𝑎𝑟𝑡 2. Assume: 7𝑘 − 1 is divisible by 6.

❑ To show: 7𝑘+1 − 1 is divisible by 6.
7𝑘+1 − 1
= 7 ∙ 7𝑘 − 1
= 6 ∙ 7𝑘 + 7𝑘 − 1
= 6 ∙ 7𝑘 + (7𝑘 − 1)
❑ By definition of divisibility, 6 ∙ 7𝑘 is divisible by 6.
❑ Also, by the hypothesis (assumption), 7𝑘 − 1 is divisible by 6. Hence, their sum (which is equal to
7𝑘+1 − 1) is also divisible by 6.
❑ Therefore, by the Principle of Math Induction, 7𝑛 − 1 is divisible by 6 for all positive integers 𝑛.
Reminder:

1. Note that 70 − 1 = 1 − 1 = 0 = 6 is also divisible by 6.
2. Hence, a stronger and more precise result in the preceding example is: 7𝑛 − 1 is
divisible by 6 for every nonnegative integer 𝑛.
3. It does not make sense to substitute negative values of 𝑛 since this will result in non-
integer values for 7𝑛 − 1.
2. Use mathematical induction to prove that, for every nonnegative integer 𝑛, 7𝑛 − 𝑛 + 3 is divisible by
3.
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: We again establish the two conditions in the Principle of Mathematical Induction.
𝑃𝑎𝑟𝑡 1: Note that claim of the statement is that it is true for every nonnegative integer n. This means that
Part 1 should prove that the statement is true for n = 0.
❑ 03 − 0 + 3 = 3 = 3(1)
❑ 03 − 0 + 3 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 3 .
𝑃𝑎𝑟𝑡 2. We assume that 𝑘 3 − 𝑘 + 3 is divisible by 3. By definition of divisibility, we can write 𝑘 3 − 𝑘 +
3 = 3𝑎 for some integer 𝑎.
❑ To show: (𝑘 + 1)3 − (𝑘 + 1) + 3 is divisible by 3.
❑ Since 𝑎 + 𝑘 2 + 𝑘 is also an integer, by definition of divisibility, (𝑘 + 1)3 − (𝑘 + 1) + 3 is divisible

by 3.
❑ Therefore, by the Principle of Math Induction, 𝑛3 − 𝑛 + 3 is divisible by 3 for all positive integers n.
3. Proving Inequalities
1. Use mathematical induction to prove that 2𝑛 > 2𝑛 for every integer 𝑛 ≥ 3.
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛. Just like the previous example, we establish the two conditions in the Principle of
Mathematical Induction.
𝑃𝑎𝑟𝑡 1
❑ 23 = 8 > 6 = 2(3)
❑ This confirms that 23 > 2(3).

𝑃𝑎𝑟𝑡 2. Assume: 2𝑘 > 2𝑘 where 𝑘 is an integer with 𝑘 ≥ 3 .
❑ To show: 2𝑘+1 > 2(𝑘 + 1) = 2𝑘 + 2 .
𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑣𝑒 1: We double both sides.
𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑖𝑣𝑒 2: We increase both sides by 2.

➢
➢
➢
2. Use mathematical induction to prove that 3𝑛 < (𝑛 + 2)! for every positive integer 𝑛. Can you refine
or improve the result?
❖ Recall that 0! = 1 and, for every positive integer 𝑛, 𝑛! = 1 · 2 · 3 ··· 𝑛. The factorial also
satisfies the property that (𝑛 + 1)! = (𝑛 + 1) · 𝑛!.
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛. We proceed with the usual two-part proof.

𝑃𝑎𝑟𝑡 1:
➢
➢
𝑃𝑎𝑟𝑡 2.
➢

➢
➢
➢
Assessment
Direction: Prove the following items using mathematical induction below. Submit your answer before the
given deadline by your teacher.
𝑛(𝑛 + 1)(2𝑛+7)
1. Using mathematical induction, prove that 1 ⋅ 3 + 2 ⋅ 4 + 3 ⋅ 5 +··· + 𝑛(𝑛 + 2) = .
6
2. Use mathematical induction to prove each divisibility statement for all nonnegative integers n. 72𝑛 −
3 ∙ 5𝑛 + 2 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 12.
3. Use mathematical induction to prove that 2𝑛 + 3 < 2𝑛 𝑓𝑜𝑟 𝑛 ≥ 4.
End of Mathematical Induction
Precalculus
Week 8

SHS DEPARTMENT

LESSON 4: Binomial Theorem
LEARNING OUTCOMES:

(1) Illustrate Pascal’s Triangle in the expansion of (𝑥 + 𝑦)𝑛 for small positive integral values of
𝑛;
(2) Prove the Binomial Theorem;
(3) Determine any term in (𝑥 + 𝑦)𝑛 , where 𝑛 is a positive integer, without expanding; and
(4) Solve problems using mathematical induction and the Binomial Theorem .
LEARNING OUTLINE:
(1) Expand (𝑥 + 𝑦)𝑛 for small values of n using Pascal’s Triangle

(2) Review the definition of and formula for combination
(3) State and prove the Binomial Theorem
(4) Compute all or specified terms of a binomial expansion
(5) Prove some combination identities using the Binomial Theorem
LESSON CONTENT
LESSON 4: Binomial Theorem
INTRODUCTION
In this lesson, we study two ways to expand

(a + b)n, where n is a positive integer. The
first, which uses Pascal’s Triangle, is
applicable if n is not too big, and if we want
to determine all the terms in the expansion.
The second method gives a general formula
for the expansion of (a + b)n for any positive
integer n.
1. Pascal’s Triangle and the Concept of Combination
❑ Consider the following powers of 𝑎 + 𝑏: ❑ We list down the coefficients of each

expansion in a triangular array as follows:
❑ The preceding triangular array of numbers is part of what is called the 𝑃𝑎𝑠𝑐𝑎𝑙’𝑠 𝑇𝑟𝑖𝑎𝑛𝑔𝑙𝑒. Named
after the French mathematician 𝐵𝑙𝑎𝑖𝑠𝑒 𝑃𝑎𝑠𝑐𝑎𝑙 (1623 − 1662), some properties of the Triangle are the
following:
(1) Each row begins and ends with 1.

(2) Each row has 𝑛 + 1 numbers.
(3) The second and second to the last number of each row correspond to the row number.
(4) There is symmetry of the numbers in each row.
(5) The number of entries in a row is one more than the row number (or one more than the number of entries
in the preceding row).
(6) Every middle number after first row is the sum of the two numbers above it.

❑ Recall that 𝐶(𝑛, 𝑘) or (𝑛𝑘) counts the number of ways of choosing 𝑘 objects from a set of 𝑛 objects. It
is also useful to know some properties of 𝐶(𝑛, 𝑘):
❑ Recall also the general formula for the number of combinations of 𝑛 objects taken 𝑘 at a time:
where 0! = 1 and, for every positive integer 𝑛, 𝑛! = 1 · 2 · 3 ··· 𝑛.
Assessment
Direction: Simplify the following expressions using Pascal’s Triangle. Submit your answer before the given
1. Use Pascal’s Triangle to expand the expression (2𝑥 − 3𝑦)5 .
2. Use Pascal’s Triangle to expand the expression (𝑎 + 𝑏)8.
3. Compute (53) and (85).
2. The Binomial Theorem
1. Pascal’s Identity
2. The Binomial Theorem 𝑛

𝑛
(𝑎 + 𝑏)𝑛 = ∑ ( ) 𝑎𝑛−𝑖 𝑏 𝑖
𝑖
𝑖=0
3. Terms of a Binomial Expansion: applying the Binomial Theorem in different examples.
1.Use the Binomial Theorem to expand (𝑥 + 𝑦)6 .
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
2. Find the fifth term in the expansion of (2𝑥 − √𝑦)20 .

𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: The fifth term in the expansion of a fifth power corresponds to 𝑘 = 4.
𝑥
3. Find the middle term in the expansion of ( + 3𝑦)6.
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: Since there are seven terms in the expansion, the middle term is the fourth term (𝑘 = 3),
which is
4. Approximation and Combination Identities

Example:
(1) Approximate (0.8)8 by using the first three terms in the expansion of (1 − 0.2)8 . Compare your
answer with the calculator value.
(2) Use 5 terms in the binomial expansion to approximate (0.8)8 . Is there an improvement in the
approximation?
Solutions:
3. Use the Binomial Theorem to prove that, for any positive integer n, ∑𝑛𝑘=0(𝑛𝑘) = 2𝑛 .
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: Set 𝑎 = 𝑏 = 1 in the expansion of ( 𝑎 + 𝑏)𝑛 . Then
4. Use the Binomial Theorem to prove that

𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛:
❑ Let 𝑎 = 1 and 𝑏 = 1 in the expansion of ( 𝑎 + 𝑏)100 . Then.
❑ If 𝑘 is even, then (−1)𝑘 = 1. If 𝑘 is odd, then (−1)𝑘 = −1. Hence, we have
❑ Therefore, after transposing the negative terms to other side of the equation, we obtain
Assessment
Direction: Solve the items below in terms of Binomial Theorem. Submit your answer before the given
1. Approximate ( 1.9)10 using the first three terms in the expansion of ( 2 − 0.1)10 , and find its error
compared to the calculator value.
2. Prove that, for any positive integer 𝑛: ∑𝑛𝑘=0(𝑛𝑘)3𝑘 = 4𝑛
End of Binomial Theorem

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Precalculus

ACLC COLLEGE OF MANDAUE

UNIT 1: Analytic Geometry

Stretching from Samar to Leyte with a

FOR ACLC STUDENTS ONLY

By the end of this unit you should be able to:

Analytic Geometry: Field of study

The study of geometric properties by means of algebraic

Conic Sections - a particular class of

FOR ACLC STUDENTS ONLY

Point Single line Pair of

A circle may also be considered a

❑ Point C(3, 1) is shown.

FOR ACLC STUDENTS ONLY

❑ It has center 𝐶(ℎ, 𝑘) and radius 𝑟 > 0.

√(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟

❑ center (-4, 3), radius √7

FOR ACLC STUDENTS ONLY

❑ center (5, -6), tangent to the y-axis

ANSWER: (x − 5)2 + (y + 6)2 = 25

ANSWER : (x − 5)2 + (y + 36)2 = 36

1. With center at the origin, radius √11.

2. With center (6, 7), tangent to the y-axis

FOR ACLC STUDENTS ONLY

3. More Properties of Circle

❑ If the equation of a circle is given in the general form

❑ Completing the Square

The first step is to rewrite each equation in standard

FOR ACLC STUDENTS ONLY

4. Situational Problems Involving Circles

FOR ACLC STUDENTS ONLY

❑ We draw a coordinate system with origin at the

FOR ACLC STUDENTS ONLY

y − 2 = − 2(𝑥 + 3), or equivalently, 𝑦 = −2𝑥 − 4.

End of Concepts of Conic Sections & Circle

ACLC COLLEGE OF MANDAUE

UNIT 1: Analytic Geometry

By the end of this unit you should be able to:

(1) Definition of a parabola

FOR ACLC STUDENTS ONLY

A parabola is one of the conic

❑ Consider the point 𝐹(0, 2) and the line 𝑙 having

ANSWER: 𝐴𝐹 = 4 𝑎𝑛𝑑 𝐴𝐴𝑙 = 4

FOR ACLC STUDENTS ONLY

ANSWER: 𝐵𝐹 = √(−8 − 0)2 + (8 − 2)2 = 10

❑ There are other 𝑝𝑜𝑖𝑛𝑡𝑠 𝑃 such that 𝑃𝐹 = 𝑃𝑃𝑙

❑ The collection of all such points forms a shape

❑ Consider a parabola with focus 𝐹(0, 𝑐) and directrix 𝑙 having equation 𝑥 = − 𝑐

FOR ACLC STUDENTS ONLY

Example for Parabola

FOR ACLC STUDENTS ONLY

1. The figure shows the graph of parabola, with only its

✓ Find its standard equation. In finding the

✓ What is its directrix and its axis of symmetry?

FOR ACLC STUDENTS ONLY

❑ The vertex is 𝑉 (5, − 4) and the focus is 𝐹(3, − 4).

3. Situation Problems Involving Parabolas

FOR ACLC STUDENTS ONLY

❑ The second figure above shows a cross-section of the

❑ Thus, the receiver should be 2 𝑓𝑡 away from the

FOR ACLC STUDENTS ONLY

ACLC COLLEGE OF MANDAUE

UNIT 1: Analytic Geometry

By the end of this unit you should be able to: