Grade

School 11
Level
Learning STEM
Teacher Pre-
Area Calculus
Time & Date (WEEK 7, Session 1 and 2) Quarter FIRST
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of key
concepts of conic sections and systems of
nonlinear equations
B. Performance The learners shall be able to model situations
Standard appropriately and solve problems accurately using
conic sections and systems of nonlinear equations
C. Learning The learners illustrate systems of nonlinear
Competencies equations (STEM_PC11AG-If-1)
Objectives (Write the LC At the end of the session, at least 80% of the
Code for Each) students are expected to:
1. Illustrate systems of nonlinear equations
2. Describe graphs involved in a system of
nonlinear equations
3. Identity the possible number of points where a
line meets a conic section
II. CONTENT Systems of Nonlinear Equations and its Graphs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pp.67-70
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
Portal
5.
B. Other Learning Prepared Graphs of Conics and Lines, Strips of
Resources paper, Board Compass, Whiteboard Marker

https://drive.google.com/drive/folders/1dtCukIOYcU
Lxwn-_3SXSdaqBgl8bBgHV?usp=sharing

IV. PROCEDURE Advance Learners Average Learners

A. Reviewing Conduct a review on Locating the Epicenter of an
previous lesson Earthquake.
or presenting the (Use the prepared “TarPapel Visual Material, use
new lesson the Google Drive Link)

Present images of seismographs and earthquake

bulletin used by PHILVOCS.
Explain to the students how they are used in
 finding the epicenter.

In-Class Activity 1: Find the Epicenter!

1. Present the diagram according to a scale to

show the given conditions in the problem.
2. Use the diagram to estimate the possible
coordinates of the stations and epicenter.
3. Ask a student on how we can compute the
distance of each stations to the epicenter

(5mins)
A. Establishing a Ask the following:
purpose for a lesson
Guide Questions:

1. What does the circles in the given diagram

represent?
2. How did the graph help you identify the possible
epicenter of the earthquake in the given sample?
3. Can we write the equation of each circle in
standard form?

(3 mins)

Note: The learners should have a clear

understanding that the solutions to systems on
nonlinear equations are the points of intersection/s.
B. Presenting Using the example as guide. Ask the students what
examples/instances is the solution to the given situation.
of the new lesson
Define a system of nonlinear equations.

A system of nonlinear equations is a system of

two or more equations in two or more variables
containing at least one equation that is not linear.
Recall that a linear equation can take the
 form  Ax+ By+C=0 or Ax+ By+C=0. Any equation
that cannot be written in this form in nonlinear.
( Lumen Learning)

C. Discussing new As a primer, Ask the students, “In how many points
concepts and can a line and a conic meet?”
practicing new skills
#1 Activity 1: When Lines Meet Conics

Think-Pair-Share Activity:

Discuss with a partner as you work on the

following.
1. In your notebook, draw diagrams to show the
different ways in which each of the four conics can
intersect a line.
a) circle
b) parabola
c) ellipse
d) hyperbola

2. State the different number of points in which a

line and each conic can meet.

Analysis:
1. What is the number of intersection points
possible when a line meets each basic conic?

2. How would you know the actual number of

points where a line intersects a conic?

Note: Use prepared instructional material to

facilitate the analysis. (Use the Google Drive Link)
D. Discussing new Activity 2: Its so Conics!
concepts and
practicing new skills Find out: In how many ways can the basic conics
#2 intersect one another?

COLLOBORATIVE ACTIVITY:

Divide the class into 4 groups namely: So Circle!,

Parabulous!, Ellipses it! And HyperBoleros!

1. On the materials provided, draw diagrams to

show the different ways in which the conics
assigned to each group can intersect the following:
a) circle
b) parabola
c) ellipse
d) hyperbola

2. State the different number of points in which a

conic and other conic can meet.

Analysis:
1. What is the number of intersection points
possible when a conic meets another conic?

2. How would you know the actual number of

points where a conic intersects another conic?

Note: Use prepared instructional material to

facilitate the analysis. (Use the Google Drive Link)
E. Developing mastery Without sketching, Without sketching,
(leads to formative classify the graphs in classify the graphs in
assessment 3) each system of equations each system of
and state the possible equations and state
number of real solutions. the possible number of
real solutions.
¿
x 2 +10 y=0 x2 y2
{4 x 2 +9 y 2=25 16 9
+ =1

¿ x + y=2
y=2 x+ 5
{x2 + y 2=25
4 y 2−9 x 2=36
{( x−2 )2+( y + 4)2=5

Note:
1. Circle. When x and y are both squared and
the coefficients on them are the same —
including the sign.
2. Parabola. When either x or y is squared —
not both.
3. Ellipse. When x and y are both squared and
the coefficients are positive but different.
4. Hyperbola. When x and y are both squared,
and exactly one of the coefficients is egative
and exactly one of the coefficients is
positive.
F. Finding practical Pedro wants to make a Benjamin wants a
 applications of circular seating area with flower garden on his
concepts and skills in a two additional parallel land and its area will
daily living beams for additional be in the shape of a
seating area. circle.
If we let the center of the Let (0,0) be the center
circle at (0,0). What is the of the circle. The line
equation of the two lines? contains the points (50,
Assuming that they meet 0) and (0,80) where
the circle at a point. Given each unit is measured
that the first line intersect in meters. Assuming
the circle at (-3,4) and the that line meets the
second line at (3,-4). circle at one point (that
is, at the gate), write
the system of
equations that will
represent the situation.

3 25
Answer: y= x ±
4 4

Answer:
Circle x 2+ y 2=18
Line: 8 x +5 y=40

G. Making 1. A system of non-linear equations is a system of

generalizations and equations consisting of at least one linear equation.
abstractions about 2. A linear-quadratic system of equations is a type
the lesson of non-linear system consisting of a linear equation
and a quadratic equation. The solutions of this
system of equations may be represented by the
intersection of a line and a conic.
3. A line may intersect any of the four basic conics
at no point, on point, or two points.
4. Conics can intersect other conics at no point,
one point, two points, three points and four points
H. Evaluating learning 1. Give your own example Identify the type of
to the following system of graph each system of
non-linear equations. nonlinear equation and
a) Parabola and a Line state the possible
b) Ellipse and A Circle number of points that
c) Hyperbola and a Line the two graphs may
(Assume that none of the meet.
conics is degenerate) 1. ( x +1 )2=2 ( y−1 )
2. State the possible x + y−2=0
number of points that the 2. 9 y 2 + x 2=9
 two graphs may meet. x 2+ y 2=16
x2 y 2
3. − =1
4 16
1
y= x−3
2
Answer:
1. Parabola and Line
2. Ellipse and Circle
3. Hyperbola and
Line
I. Additional activities Assignment
for application or Study illustrative examples 1.6.1 and 1.6.2 in the
remediation Learner’s Material, pp. 68 – 70

Remediation:

Enrichment: Study illustrative examples 1.6.1 and

1.6.2 in the Learner’s Material, pp. 68 - 70

V. REMARKS
VI. REFLECTION
VII. OTHERS
A. No. of learners who earned 80% on the formative assessment
B. No. of learners who require additional activities for
remediation
C. Did the remediation lessons work? No of learners who have
caught up with the lesson.
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did it
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized material/s did I use/discover
which I wish to share with other teachers?
References:

Prepared by:
CHAD LOWE V. VILLARROYA
Teacher III, Gubat National High School
Appendix:

Activity 1: When Conics meet Lines

Tasks:
THINK:
1. Reflect on the question, “In how many points can a line and a conic
meet?”
PAIR
2. Discuss with a partner as you work on the following.

On your notebook, draw diagrams to show the different ways in which

each of the four conics can intersect a line.
a) circle
b) parabola
c) ellipse
d) hyperbola
SHARE
3. Share to the class your findings
a. What is the number of intersection points possible when a
conic meets a line?

Activity 2: So Conics

Team: __________________
Tasks:
1. On the materials provided, draw diagrams to show the different ways
in which the conics assigned to each group can intersect the
following:
a. circle
b. parabola
c. ellipse
d. hyperbola
2. Answer the following questions:
a. What is the number of intersection points possible when a
conic meets another conic?
b. How would you know the actual number of points where a
conic intersects another conic?
MOTIVATION:
How do we identify the Epicenter of an earthquake?
Scientists use triangulation to find the epicenter of an earthquake. When
seismic data is collected from at least three different locations, it can be used to
determine the epicenter by where it intersects. Every earthquake is recorded on
numerous seismographs located in different directions. Each seismograph records
the times when the first (P waves) and second (S waves) seismic waves arrive. From
that information, scientists can determine how fast the waves are traveling. Knowing
this helps them calculate the distance from the epicenter to each seismograph.

To determine the direction each wave traveled, scientists draw circles around the
seismograph locations. The radius of each circle equals the known distance to the
epicenter. Where these three circles intersect is the epicenter.

Photo Courtesy: Google Maps

QUIZ (Average
Learners)
I. Identify the
QUIZ (Advanced Learners)
type of
graph each 1. Give your own example to the following system of non-linear
system of equations.
nonlinear a) Parabola and a Line
equation b) Ellipse and A Circle
and state c) Hyperbola and a Line
the possible
(Assume that none of the conics is degenerate)
number of
2. State the possible number of points that the two graphs may
points that
the two meet.
graphs may
meet.
1. ( x +1 )2=2 ( y−1 )
x + y−2=0
2. 9 y 2 + x 2=9
x 2+ y 2=16
x2 y 2
3. − =1
4 16
1
y= x−3
2