CLASSROOM RULES

 Come to class prepared to learn.

 Raise your hand before speaking.
 Listen to others and participate in class
discussions.
 Observe One Mouth Rule.
 Be Respectful of others.
 Maintain the cleanliness of your surroundings.
 Sanitize your hand frequently.
 Always do your very best to learn.
 PRECALCULUS
“GRAPHING PARABOLA IN A
RECTANGULAR COORDINATE
SYSTEM”
 LETTER STRUGGLE
XVERTEX
VETRE X AAXIS
I S FO M M SYYE T R
OF SYMMETRY

UFOCUS
SOCF XD RIETCIR
DIRECTRIX
L OFOCAL
A C F LENGTH
GHNTLE
A S LATUS
T U L RECTUM
UMCTRE
 LETTER STRUGGLE
VERTEX It is the lowest or the highest point on the parabola.
It is a fixed point used to define a parabola. This point is located
FOCUS
inside the parabola.
FOCAL LENGTH The length between the vertex and the focus.

LATUS RECTUM
It is the chord passing through the focus of the parabola and is
perpendicular to the axis of the parabola.

DIRECTRIX It is a line that is perpendicular to the axis of the parabola and

does not touch the parabola.
AXIS OF It is a line that divides the parabola into two congruent halves. It
SYMMETRY always passes through the vertex of the parabola.
LABEL THE PARTS OF THE PARABOLA
LABEL THE PARTS OF THE PARABOLA
LABEL THE PARTS OF THE PARABOLA
LABEL THE PARTS OF THE PARABOLA
 LESSON OBJECTIVES
At the end of the lesson, the learners shall be able
to:

• Identify the steps in graphing parabola.

• Graph a parabola in the rectangular coordinate
system.
• Solve real-life problems involving parabola.
 ACTIVITY NO. 1
“GOOD JOB, LET’S GRAPH IT
UP!”
 ACTIVITY NO. 1
Identify the different parts of parabola by completing the table
below. Using the data in the table, graph each equation. State the
GOAL process by making sentences. It can be in numbered form or in a
flowchart.

ROLE You will assume the role of a writer, and a presenter.

Your output will be presented in front of your classmates and

AUDIENCE teacher.
 ACTIVITY NO. 1
Identifying and graphing a parabola is one of the key concepts of
SITUATIO conic sections. You truly understand the concept if you can put the
N process into sentences and can explain it thoroughly. In addition,
be mindful of the correct grammar, usage and spelling.

The expected output of this activity is the identified parts of the

PRODUCT parabola given an equation, it’s graph and the step-by-step
process of graphing the parabola.

STANDARD Your output will be evaluated using the following scoring

S rubrics.
 PROCESS OF GRAPHING A
PARABOLA
Express the equation of Identify/tabulate the
parabola in standard parts of the parabola
form. based from the Plot the
equation. vertex and
endpoints of
latus rectum
Plot the other parts Draw a smooth curve in the
such as the focus, the that passes through the Cartesian
directrix and the axis of endpoints of the latus plane.
symmetry. rectum and the vertex.

END
NEXT
EXAMPLE:

(
(
(

STANDARD FORM: (

BACK
STANDARD FORM (
VERTEX (2,-4)
FOCUS (2,-5)
DIRECTRIX y = -3
AXIS OF SYMMETRY x=2

ENDPOINTS OF
LATUS RECTUM (0,-5), (4,-5)

BACK
BACK
BACK
BACK
 THINKING TIME!

Observe the graph, how

can you determine the
opening of the parabola?
 THINKING TIME!

How is the focus

related to its directrix?
WHAT DO YOU THINK
ARE THE IMPORTANCE GAME
OF PARABOLA?
 What are the things/situations/
instances that you can relate with
regard to the lesson about the
parabola?
Considering your philosophical views,
how will you relate the terms/ content/
process of the lesson in real-life
situations/instances/scenario?
SUMMARY OF THE LESSON

PROCESS OF GRAPHING A PARABOLA

SUMMARY OF THE LESSON

REAL-LIFE APPLICATION OF A
PARABOLA
 What are your
learning insights?
 THE END
“THANK YOU”