PRECALCULUS

A Self-Learning Module for STEM 11 

MODULE 1

Jay Cabrera Jamin, M.Eng., LPT 
BAYAWAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL  | Villareal, Bayawan City 6220, Negros Oriental 

  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1    
 
   Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1    
 
 PRECALCULUS:
A Self-Learning Module for STEM 11

Module 1:
Introduction to Conic Sections and the Circle Conics

JAY C. JAMIN, M.Eng., LPT

Bayawan National High School – Senior High School

  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1    
 
Printed 2020

Department of Education
Schools Division Office – Bayawan City
Bayawan National High School – Senior High School Department
Brgy. Villareal, Bayawan City 6221, Negros Oriental

Every effort has been made to acknowledge original sources and to comply
with copyright law. If cases are identified where this has not been done, please
notify Bayawan NHS-SHS. Errors or omissions will be corrected in a future
edition. Sincere thanks to the authors, artists, and publishers who allowed
their original material to be used.

Any websites referenced in this document are subject to change without

notice.

The graphs in this document were created using GeoGebra.

All other illustrations in this module are digitally sketched by the author.

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 MODULE 1 CONTENTS
 

INTRODUCTION .............................................................................................................................. 1 
GENERAL CONTENT OF THE COURSE ................................................................................... 1 
ABOUT THE CURRENT MODULE ............................................................................................... 2 
LEARNING OBJECTIVES ............................................................................................................ 2 
PRE-ASSESSMENT ........................................................................................................................ 3 
PRELIMINARIES.............................................................................................................................. 6 
NUMBERS AND VARIABLES ....................................................................................................... 6 
The Concept of Real Numbers ................................................................................................ 6 
Variable, Constant & Coefficient ............................................................................................ 7 
BASIC MATH RULES ..................................................................................................................... 7 
Rule of Signs ............................................................................................................................... 7 
Combining Like Terms .............................................................................................................. 8 
Summary of the Formal Rules of Algebra ........................................................................... 8 
Completing the Square ........................................................................................................... 12 
GRAPHS, POINTS AND DISTANCE FORMULAS .................................................................. 13 
The Cartesian Coordinate System ....................................................................................... 13 
Distance Between Two Points .............................................................................................. 14 
Midpoint Formula ..................................................................................................................... 15 
LESSON 1: INTRODUCTION TO CONIC SECTIONS .................................................... 16 
ACTIVITY M1–1.1: Curves on Cones ....................................................................................... 16 
AN OVERVIEW OF CONIC SECTIONS .................................................................................... 19 
Standard Conic Sections ........................................................................................................ 19 
Degenerate Conic Sections ................................................................................................... 20 
LESSON 2: CIRCLE CONICS ................................................................................................... 21 
ACTIVITY M1–2.1: Measure Me! ................................................................................................ 21 
THE CIRCLE CONIC ..................................................................................................................... 22 
GRAPHING CIRCLES CENTERED OUTSIDE ORIGIN.......................................................... 24 
ACTIVITY M1–2.2: Let’s Practice!............................................................................................. 32 
GRAPHING CIRCLES CENTERED AT THE ORIGIN ............................................................. 32 
ACTIVITY M1–2.3: Let’s Practice More! .................................................................................. 33 
TRANSFORMING GENERAL EQUATION TO CENTER-RADIUS FORM .......................... 33 
SELF PRACTICE ............................................................................................................................ 35 
EXERCISE M1–2.1 ........................................................................................................................ 35 
KEY IDEAS ....................................................................................................................................... 35 

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WORDS TO PONDER .................................................................................................................. 36 
POST-ASSESSMENT................................................................................................................... 36 
ENRICHMENT ................................................................................................................................ 37 
REFERENCES ................................................................................................................................ 37 
ANSWER KEYS ............................................................................................................................. 38 
 

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 INTRODUCTION

GENERAL CONTENT OF THE COURSE

 
Welcome to Precalculus: Self-Learning Modules for STEM 11 (Science, Technology,
Engineering and Mathematics for Grade 11)! This course is a continuation of the
concepts you have studied in previous years, as well as an introduction to new topics. It
builds upon the foundational knowledge on algebra, geometry and trigonometry that you
have acquired in the previous years. You will put to use many of the skills that you have
already learned to solve problems and learn new skills along the way. This course helps
you develop the skills, ideas, and confidence you will need to continue studying STEM
courses in the future.

Problem solving, communication, reasoning, and mental math are some of the themes
you will discover in each module. You will engage in a variety of activities that promote
the connections between symbolic math ideas and the world around you.

There are three main areas that you will be exploring: Analytic Geometry in Two
Dimensions, Discrete Mathematics, and Trigonometry.

The division of this course are organized as follows:

Part I: Analytic Geometry in Two Dimensions

• Module 1. Introduction to Conic Sections and the Circle Conics
• Module 2. Conic Section: Parabola
• Module 3. Conic Section: Ellipse
• Module 4. Conic Section: Hyperbola
• Module 5. Situational Problems Involving Conic Sections

Part II: Discrete Mathematics

• Module 6. Systems of Nonlinear Equations
• Module 7. Situational Problems Involving Systems of Nonlinear Equations
• Module 8. Sequences and Series
• Module 9. Mathematical Induction and the Binomial Theorem

Part II: Trigonometry

• Module 10. Linear and Angular Measures
• Module 11. Standard Position and Coterminal Angles
• Module 12. Reference Angles and Circular Functions
• Module 13. Domain and Range of Circular Functions
• Module 14. Situational Problems Involving Circular Functions
• Module 15. Identity and Conditional Equations
• Module 16. Trigonometric Identities
• Module 17. Situational Problems Involving Trigonometric Identities
• Module 18. Inverse Trigonometric Identities and Equations

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 ABOUT THE CURRENT MODULE
 
This module is the 1st of the series of 18 Precalculus modules that will be given to you
throughout the semester. In this module, you will be introduced to the different types of
conic sections.

You will take the pre-assessment test at the start of this module to see how much
background information and knowledge you have in mathematics.

This module is self-instructional. You can read, analyze concepts and ideas presented,
and reflect on them. Activities will help you assess how you progress as you go through
the module. Should you need help and further clarification, you can ask the assistance
of your subject teacher.

Write your answers and solutions (if applicable) to the pre-assessment, activities and
exercises on a notebook dedicated to precalculus (you may call it Precalculus Formative
Assessment Notebook). This notebook will be submitted to your subject teacher as part
of your formative evaluation (to be submitted once on midterm, and again on finals).

DO NOT WRITE ANYTHING ON THIS MODULE. YOUR ANSWERS SHOULD BE

WRITTEN ON AN ANSWER SHEET PROVIDED BY THE SUBJECT TEACHER (IN
CASE NO ANSWER SHEETS ARE PROVIDED, ASK THE SUBJECT TEACHER FOR
FURTHER INSTRUCTIONS).

LEARNING OBJECTIVES

At the end of the lesson, you will be able to:

□ Illustrate the different types of conic sections;
□ Define a circle;
□ Determine the standard form of equation of a circle;
□ Graph the circle in a rectangular coordinate system; and
□ Solve problems involving circle conic.

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 PRE-ASSESSMENT

Instructions: Read the questions carefully and choose the best answer.
1. How many types of conic section exist?
a. 1
b. 2
c. 3
d. 4
2. The conic section with a semi-major and semi-minor axis is the _____.
a. Ellipse
b. Hyperbola
c. Circle
d. Parabola
3. Which conic section is formed by cutting a cone diagonally by not cutting through the
base?
a. Ellipse
b. Hyperbola
c. Circle
d. Parabola
4. Which conic section is formed by cutting a cone parallel to the base?
a. Ellipse
b. Hyperbola
c. Circle
d. Parabola
5. Which conic section is formed by cutting a double cone perpendicularly?
a. Ellipse
b. Hyperbola
c. Circle
d. Parabola
6. Which conic section is formed by cutting a cone diagonally through base?
a. Ellipse
b. Hyperbola
c. Circle
d. Parabola
7. Which of the following is the standard equation of a circle?
a. 𝑦 ℎ 𝑥 𝑘 𝑟
b. 𝑦 ℎ 𝑥 𝑘 𝑟
c. 𝑥 ℎ 𝑦 𝑘 𝑟
d. 𝑥 ℎ 𝑦 𝑘 𝑟
8. Find the center of the circle with the following equation: 𝑥 3 𝑦 .
a. (0, -3)
b. (-3, 0)
c. (0, 3)
d. (3, 0)

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 9. What is the exact radius of the circle in Question No. 8?
a.
b.
c.
d.
10. What is the equation of the circle in standard form that has center (0, 0) and passes
through (-3, 4)?
a. 𝑥 ℎ 𝑦 𝑘 25
b. 𝑥 ℎ 𝑦 𝑘 25
c. 𝑥 𝑦 25
d. 𝑥 𝑦 25
11. Give the coordinates of the center of circle 𝑥 2 𝑦 9 1.
a. (9, -2)
b. (-9, 2)
c. (-2, 9)
d. (2, -9)
12. The equation of a circle in standard form is 𝑥 11 𝑦 9 16 . What is the
equation of the circle in general form?
a. 𝑥 𝑦 22𝑥 18𝑦 186 0
b. 𝑥 𝑦 22𝑥 18𝑦 186 0
c. 𝑥 𝑦 22𝑥 18𝑦 218 0
d. 𝑥 𝑦 22𝑥 18𝑦 186 0
13. The equation of a circle in standard form is 𝑥 2.5 𝑦 .35 10 . What is the
equation of the circle in general form?
a. 𝑥 𝑦 5𝑥 7𝑦 8.5 0
b. 𝑥 𝑦 5𝑥 7𝑦 8.5 0
c. 𝑥 𝑦 5𝑥 7𝑦 28.5 0
d. 𝑥 𝑦 5𝑥 7𝑦 8.5 0
14. Find the equation of the circle graphed below:

a. 𝑥 𝑦 4
b. 𝑦 𝑥 4
c. 𝑥 𝑦 16
d. 𝑦 𝑥 16

15. Graph the following equation:

𝑥 18 𝑦 9

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 a. b.

c. d.

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 PRELIMINARIES

Many of you, if not all, already have a very strong mathematical foundation. However, some
students who enrolled in this course may still find advance math topics challenging. This is
mainly due to lack of understanding on the fundamental elements of mathematics. Hence, this
section is dedicated to those learners. Here, we go back in time to review some basic math
concepts. This review is divided into four parts: Real Numbers & Functions, Basic Math
Operations, The Cartesian Coordinate System and Points & Lines. Note that this section
contains math topics that has been extensively taught throughout elementary and junior high
schools. If you are confident that you have enough understanding on basic mathematics, you
may skip this part and proceed to Lesson 1 in the next section.

NUMBERS AND VARIABLES

The Concept of Real Numbers

Throughout history, algebra was used to represent problems with symbols (algebraic
models) and solve them by reducing the solution to algebraic manipulation of symbols.
A number is defined as an arithmetical value, expressed by a word, symbol, or figure,
representing a particular quantity and used in counting and making calculations and for
showing order in a series or for identification. Real numbers , as shown in Figure 1.1,
are any number that can be written as a decimal and are represented by symbols such
as -8, 0, 1.75, 2.333…, 0.36, 8/5, √3, √16, e and  (Demana, Waits, Foley, & Kennedy,
2011). A summary of number descriptions is shown in Table 1.1.

Table 1.1 Types of numbers and its description.

Type of Number Description
Real Numbers Nearly any number you can think of is a real number
Whole Numbers A number without fractions.
Examples: 0, 1, 2, 3, 4, 5, etc.
Integer A whole number that can be positive, negative or zero
Examples: …-3, -2, -1, 0, 1, 2, 3…
Rational Numbers A real number that is made by dividing two integers (fraction
form – there is a numerator and a denominator), a/b, where “a”
is the numerator and “b” is the denominator, and b ≠ 0.
Example: ¾, 0.125, 0.333…, 1.1, etc.
Irrational Numbers A real number that cannot be written as a fraction.
Example: , √2, etc.

None-Real Numbers
Imaginary Numbers Example: √ 1
Complex Numbers Two numbers, a real and an imaginary number, added
together.
Example: 1 √ 1
Infinity (∞) Infinity (both negative and positive) is not a number. It is just an
idea (or a concept) that there is are numbers beyond the
biggest/largest number that we can comprehend.

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 Figure 1.1 The “real number” line.
 

Variable, Constant & Coefficient

A variable is a symbol for a number we don’t know yet. It is usually a letter like x or y. A
constant is a fixed numerical value. On the other hand, a coefficient is a number used
to multiply a variable. See Figure 1.2 for illustration.

Figure 1.2 Variable, coefficient and constant.

BASIC MATH RULES

Rule of Signs

As shown in Figure 1.1, numbers can either be positive or negative. This section is
included because most of the errors that students tend to make during calculations can
be attributed to the lack of knowledge on how to combine numbers with opposite signs
(positive and negative). If you are one of those students and want to avoid committing
mistakes on your future calculations, just remember two things: (1) two like signs
becomes a positive sign and (2) two unlike signs become a negative number.

Table 1.2 Rule of signs.

Rule Example
+(+) 3+(+2) = 3 + 2 = 5
-(-)
Two like signs become a positive sign + 6−(−3) = 6 + 3 = 9
P+(-) Two unlike signs become a negative 7+(−2) = 7 − 2 = 5
-(+) sign - 8−(+2) = 8 − 2 = 6

Source: Pierce (Adding and Subtracting Positive and Negative Numbers, 2020).

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 Combining Like Terms

This is another aspect in mathematics where some students tend to overlook when they
do computations. “Like terms” are terms whose variables (and their exponents) are the
same (Pierce, Like Terms, 2020). Consider the table below for illustration.

Table 1.3 Like terms and Unlike terms

Sample Terms Remarks
13x, x, -5x, x/7,
𝒙 These are like terms because the variables are
all x.
𝟑𝒙𝒚𝟐 These are like terms because the variables are
(1/4)xy2, -4xy2, 9xy2, 5xy2/3,
all xy2.
These are unlike terms, xy, y, and y3 are all
-18xy, 5y, y3
different.
These are unlike terms, the variable xy4 in the
3xy4, first term is in the numerator whereas the xy4 in
𝒙𝒚𝟒
the second term is in the numerator.

Source: Pierce (Like Terms, 2020).

Summary of the Formal Rules of Algebra

Rule 1 Axioms of Equality

a=a Reflexive or Identity
If a = b, then b = a Symmetry
If a = b and b = c, then a = c Transitivity

Rule 2 Commutative Rules

a+b=b+a Addition
a⋅b=b⋅a Multiplication

Rule 3 Associative Rules

(a + b) + c = a + (b + c) Addition
(a × b) × c = a × (b × c) Multiplication

Rule 4 Identity Elements

a+0=0+a 0 is the Identity Element for Addition

a⋅1=1⋅a 1 is the Identity Element for Multiplication

Rule 5 Additive Inverse

a + (–a) = –a + a = 0 The additive inverse of a is -a

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 Rule 6 Multiplicative Inverse
1 𝑎 The product of a number and its
𝑎 1 reciprocal is 1
𝑎 𝑎

Two numbers are called reciprocals of one another if their product is 1. 1/a and a are
reciprocal to each other.
The reciprocal of p/q is q/p.

Rule 7 Algebraic Definition of Subtraction

a – b = –a + (–b) Algebraically speaking, subtraction is

defined as addition of the inverse.

Rule 8 Algebraic Definition of Division

𝑎 1
𝑎 𝑏 𝑎 ,𝑏 0
𝑏 𝑏

In algebra, division is defined as multiplication by reciprocal. Hence, algebra has two

fundamental operations: addition and multiplication

Rule 9 Inverse of the Inverse

– (–a) = a

Rule 10 Relationship of b – a and a - b

b – a = – (a – b)

Rule 11 Rule of Signs

a(–b) = –ab; (–a)b = –ab; (–a)( –b) =
ab;
𝑎 𝑎 𝑎 𝑎 𝑎
𝑎𝑛𝑑
𝑏 𝑏 𝑏 𝑏 𝑏

Rule 12 Rules for 0

a⋅0=0⋅a=0

0 𝑎
𝑖𝑓 𝑎 0, 𝑡ℎ𝑒𝑛 , 𝑏𝑢𝑡 𝑖𝑠 𝑛𝑜𝑡 𝑑𝑒𝑓𝑖𝑛𝑒𝑑
𝑎 0

Rule 13 Multiplying/Factoring

m(a + b) = ma + mb The distributive rule/common factor

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 Rule 14 Same Operation on Both Sides of an Equation

If a = b, then a + c = b + c
If a = b, then ac = bc

We may add the same number to both sides of an equation.

We may multiply both sides by the same number

Rule 15 Changing Signs on Both Sides of the Equation

If –a = b, then a = –b

We may change every sign on both sides of an equation

Rule 16 Changing Signs on Both Sides of an Inequality

 
If a < b, then –a > –b

When we change the signs on both sides of an inequality, we must change the
direction of the inequality sign.

Rule 17 Forms of Equations and their Inverses

If x + a = b, then x = b – a
If x – a = b, then x = a + b
If ax = b, then x = b/a
If x/a = b, then x = ab

Rule 18 Change of Sense when Solving Inequalities

If –ax < b, then x > –b/a

Rule 19 Multiplication of Fractions

𝑏 𝑎𝑏
𝑎 Multiplying a number to a fraction
𝑐 𝑐
𝑎 𝑏 𝑎𝑏 Multiplying fractions with the same
𝑐 𝑐 𝑐 denominators
𝑎 𝑐 𝑎𝑐 Multiplying fractions with different
denominators
𝑏 𝑑 𝑏𝑑 (General Rule)

Rule 20 Division of Fractions

𝑏 𝑎𝑏
𝑎 Multiplying a number to a fraction
𝑐 𝑐

𝑎 𝑏 𝑎𝑏 Multiplying fractions with the same

𝑐 𝑐 𝑐 denominators

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 Rule 20 Division of Fractions (continued)
𝑎 𝑐 𝑎𝑐 Multiplying fractions with different
𝑏 𝑑 𝑏𝑑 denominators
(This is the General Rule, note that notations
a, b, c and d, are used to represent numbers
and equations/functions)

Rule 21 Addition/Subtraction of Fractions

𝑎 𝑏 𝑎 𝑏
With the same denominators
𝑐 𝑐 𝑐
𝑎 𝑐 𝑎𝑑 𝑏𝑐 With different denominators
𝑏 𝑑 𝑐𝑑 (This is the General Rule, note that notations
a, b, c and d, are used to represent numbers
and equations/functions)

Rule 22 Power and Exponents

Let n be a natural number, then

𝑎 𝑎 𝑎 𝑎 … 𝑎

Here, n is called the exponent (or power, or index) and a the is base. n is the
number of factors of base a (the number of times you multiplied the base a to itself).

Laws of Exponents Examples

R22-01. 𝑥 𝑥 3 3
R22-02. 𝑥 1 8 1
R22-03. 1 1
𝑥 9
𝑥 9
R22-04. 𝑥 𝑥 𝑥 𝑥 𝑥 𝑥 𝑥
R22-05. 𝑥 𝑥
𝑥 𝑥 𝑥
𝑥 𝑥
R22-06. 𝑥 𝑥 𝑥 𝑥 𝑥
R22-07. 𝑥𝑦 𝑥 𝑦 𝑥𝑦 𝑥 𝑦
R22-08. 𝑥 𝑥 𝑥 𝑥
𝑦 𝑦 𝑦 𝑦
R22-09. 1 1
𝑥 𝑥
𝑥 𝑥

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 Rule 22 Power and Exponents (continued)

Laws of Fractional Exponents Examples

R22-10. 𝑥 √𝑥 𝑥 √𝑥
R22-11. ⁄
𝑥 𝑥 𝑥 𝑥

Rule 23 Order of Operations

1st Parenthesis
Simplify any expressions inside the parenthesis
2nd Exponents
Work out any exponents
3rd Multiplication and Division
Solve all multiplications and divisions, working from left to right
4th Addition and Subtraction
These are done last, from left to right.

When factoring or simplifying terms, always remember the following mnemonic:

“PEMDAS”

Completing the Square

Consider expanding the following binomial:

𝑥 𝑐

We get,

𝑥 𝑐
𝑥 𝑐
𝑥 𝑐𝑥
𝑐𝑥 𝑐
𝑥 2𝑐𝑥 𝑐

That is,

𝑥 𝑐 𝑥 2𝑐𝑥 𝑐

Where 𝑥 2𝑐𝑥 𝑐 is the trinomial form of the binomial 𝑥 𝑐 .

If we let 2𝑐 𝑏, then,

𝑥 𝑐 𝑥 𝑏𝑥 𝑐

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 Writing 𝑐 in terms of 𝑏, we get 𝑐 , hence,

𝑏 𝑏
𝑥 𝑥 𝑏𝑥
2 2

The relationship above is particularly essential in understanding the concept of

completing the square. Completing the square is a technique for factoring quadratic
equations. Consider the following equation:

𝑥 8𝑥 5

We can transform the equation above into the form 𝑥 𝑏𝑥 by completing the

square. Here, 𝑏 8 , so 4 and 16. To complete the square simply add

to both left and right terms, this way, the overall value of the entire equation remains the
same, that is,

𝑏 𝑏
𝑥 8𝑥 5
2 2

Note that 16, then,

𝑥 8𝑥 16 5 16
𝑥 8𝑥 16 11

Here 𝑥 8𝑥 16 is in the form 𝑥 2𝑐𝑥 𝑐 . So,

𝑥 8𝑥 4 11

Since 𝑥 𝑐 𝑥 2𝑐𝑥 𝑐 , factoring the left term of the equation above we get,

𝑥 4 11

You will soon learn the application of this method in Lesson 2 of this module.

GRAPHS, POINTS AND DISTANCE FORMULAS

The Cartesian Coordinate System

Many of you, if not all, are already familiar with the Cartesian coordinate system. This
topic has been extensively taught to you since junior high school (possibly even in
elementary). However, some students still find it hard to graph a given function
(equation) using the x and y coordinates. Hence in this section, we look back into the
fundamental concept of the Cartesian coordinate system.
In the simplest words, a Cartesian Coordinate System can be used to locate where a
point or points are in a map or a graph. The position of a point/s on a cartesian plane is
represented by referring to it in terms of a horizontal distance and a vertical distance.
These distances are called x-axis and y-axis, respectively. The point of intersection of
the x-axis and y-axis is termed as the origin. The position of any point on the Cartesian

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 plane is commonly described variables x and y, written as (x, y), that are called
coordinates. The first variable x describes the horizontal position of a certain point (P)
from the origin known as the x-coordinate. On the other hand, variable other hand,
variable y describes the vertical position of a certain point (P) from the origin known as
the y-coordinate. The coordinates are arranged in specific order, that is (x, y), known as
ordered pairs.

In
Figure 1.3, the ordered pair for
point P is (5, 3). These
numbers indicate that point P
is 5 units to the right of the
origin along the x-axis and 3
units above the origin in the
direction of the y-axis. Hence,
we can say that the x-
coordinate of point P is 5 and
the y coordinate of P is 3, or
simply the coordinates of
point P are (5, 3). Points on
graphs are usually denoted by
capital letters.

Figure 1.3 The Cartesian coordinate system

Distance Between Two Points

Consider two points, A and B, which lie on the Cartesian xy-plane (see Figure 1.4).
Points A and B has coordinates (xA, yA) and (xB, yB), respectively. Horizontally, the
distance between points xA and xB, 𝐴𝐶 , is actually the difference between the same
points, that is
xB – xA. Vertically, the distance between points yA and yB, 𝐵𝐶 , is actually the difference
between the same points, that is yB – yA. Notice that the 𝐴𝐵 , 𝐵𝐶 and 𝐴𝐶 form a right
triangle. Hence, we use the Pythagorean theorem to solve for distance d of 𝐴𝐶 . That is:

𝑑 𝐴𝐵 𝐴𝐶 𝐵𝐶

In Figure 1.4, we see that:

𝐴𝐶 𝑥 𝑥

𝐵𝐶 𝑦 𝑦
Then,

𝑑 𝑥 𝑥 𝑦 𝑦

14    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Therefore, the distance d between any two points in the coordinate plane with is:

𝑑 𝑥 𝑥 𝑦 𝑦

Figure 1.4 The distance between two points

Generally, for any two points with coordinates P1(x1, y1) and P2(x2, y2), the distance
formula is written in the following standard form:

𝑑 𝑥 𝑥 𝑦 𝑦

Midpoint Formula

When all the coordinates of two points on a Cartesian plane are known, we simply take
the average of these coordinates to find the midpoint (Pmid) of the aforementioned
points. That is,

𝑥 𝑥 𝑦 𝑦
𝑃 ,
2 2
 

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 LESSON 1: INTRODUCTION TO CONIC
SECTIONS

ACTIVITY M1–1.1: Curves on Cones

Activity M1–1.1: Curves on Cones

Materials needed

1. Paper 4. Ruler
2. Scotch/masking tape 5. Compass or string
3. Scissor/utility knife (cutter) 6. Pen/pencil

Part 1: Preparing the Cone

Instructions:
Make five paper cones. Follow the following steps on how to make each paper
cone:

Step 1. Locate the center of your paper (you can do this by folding both sides of
the paper in half, the intersecting crease is your center).

Step 2. Draw a circle of at least 4 inches in radius.

Step 3. Make a paper disk by cutting out the circle using a scissor.
Step 4. Draw two 45 degrees triangular wedges as shown.
Step 5. Cut out the one of the triangular wedges.
Step 6. Bring the one of the cut sides of your paper disk together to form a cone.
Make sure the one of the cut side aligns with the marked line you’ve made
in Step 4. Ensure that the lower ridge of both sides overlap evenly.
Step 7. Tape the cut sides together, both the inside and outside.
Step 8. Repeat the process four more times.

16    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Part 1: Preparing the Cone (continued)

Part 2: Slicing the Cone

Instructions:
Make five paper cones. Follow the following steps on how to make each paper
cone:

Step 1. Rest the first cone on the table. Using your scissor (or utility knife), slice the
cone in half parallel to the surface of the table as shown:

Step 2. Rest the second cone on the table. Using your scissor (or utility knife), slice
the cone diagonally towards the bottom edges of the cone as shown:

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 Part 2: Slicing the Cone (continued)

Step 3. Rest the third cone on the table. This time, using your scissor (or utility
knife), slice the cone diagonally without cutting though the bottom of the
cone as shown:

Step 4. Rest the fourth cone on the table. Using your scissor (or utility knife), slice
the cone vertically towards the bottom edges of the cone as shown:

Step 5. Repeat Step 4 on the fifth cone. This time, orient the fourth and fifth cone
as shown:

18    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Activity M1–1.1 Questions

Describe the shape of the cross-section produced from slicing the:

1. First cone
2. Second Cone
3. Third Cone
4. Fourth cone
5. Fourth and fifth cone combined.

AN OVERVIEW OF CONIC SECTIONS

 

Standard Conic Sections

 
(a) (b)

        
(c) (d)
Figure 1.5 Standard conic sections.
 

Conic sections are a particular class of curves which oftentimes appear in nature and
has various applications in many fields (Bacani, Eden, Estrada, Francisco, & Vidallo,
2016). By definition, a conic section or conic, is a cross section of a cone – the
intersection of a plane with a right circular cone (Demana, Waits, Foley, & Kennedy,
2011). There are three standard conic sections; the parabola, the ellipse and the

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 hyperbola. You were able to produce these conics in Activity 1.1. The section that was
produced from slicing the first cone is a circle conic. A circle conic is a special kind of
ellipse (this will be discussed in detail in Module 3). Slicing the second cone diagonally
parallel to the slope of the cone towards the bottom edges produces a parabola. The
third cone produces an ellipse when sliced diagonally but not cutting through the bottom
edges of the cone. Lastly, the fourth and fifth cone produces a hyperbola when sliced
vertically altogether (and diagonally as well, as long as the slope of the plane slicing
through does not match the side slopes of the cone. The following are descriptions for
each conic in terms of the planes that cuts through two nappes – two cones placed apex
to apex (see Figure 1.5-a):
 Circle (Figure 1.5-b) – when the plane is horizontal (perpendicular to the axis).
 Ellipse (Figure 1.5-b) – when the diagonal plane intersects only on one nappe to
form a bounded curve.
 Parabola (Figure 1.5-c) – when the plane parallel to the side slope of the cone
intersects only on one nappe to form an unbounded curve.
 Hyperbola (Figure 1.5-d) – when a diagonal or vertical plane intersects both
nappes and form two unbounded curves.

Degenerate Conic Sections

       
(a) (b) (c)
Figure 1.6 Degenerate conic sections.

There are also some atypical conics which are called degenerate conic sections as
shown in Figure 1.6. A circle for example is not a standard conic section, instead it is
considered a degenerate ellipse because it lacks some features usually associated with
ellipses (again, this will be discussed in detail in Module 3). Other degenerate conics are
as follows:
 Point (Figure 1.6-a) – If you move the horizontal plane (perpendicular to the
cones’ axis) to the intersection of points (vertex) of the nappes you won’t be able
to produce a circular section anymore. In this position the horizontal plane cuts
through a ‘point – the intersection of both upper and lower nappe apexes.
 Single line (Figure 1.6-b) – when the diagonal plane is tangent to the cone (plane
just touches the outer surfaces of the nappes.
 Intersecting lines (Figure 1.6-c) – when a plane intersects both nappes along the
cones’ axis.

20    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 LESSON 2: CIRCLE CONICS

ACTIVITY M1–2.1: Measure Me!

Activity M1-2.1: Measure Me!

Instructions:
Measure the distance between the red dot and any of the black dots in the figure
given below. Record the measurements on your activity notebook in tabular form
as shown in Activity Table 2.1-1.

Activity 1.1 Questions

1. Table 2.1-1. Record your measurements on a table like this:

Distance from red dot (choose either in or cm)
Dot
Inches (in) Centimeter (cm)
A
B
C
D
E
F
G

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 Activity M1–2.1 Questions (continued)

2. Is there any significant difference between the measured values?

3. What is the average distance?
4. If you are to mark more black dots (use a marker, if not available, pen or pencil
will do) using the average distance from the red dot until all spaces between the
black dots are gone, what familiar shape will be formed?
5. In your own words, how would you describe the way the shape was formed?
6. Do you think the same shape will be formed if the distances from the red dot to
each of the black dots are different?

THE CIRCLE CONIC

In Activity 2.1, you have created a circular shape out of dots. Mathematically speaking,
a circle is defined as the set of all points on a plane that are a fixed distance from a
center.

Figure 1.7 Parts of a circle.

Let point C with coordinates (h, k) be the center of the circle and let P with coordinates
(x, y) be any point on the circle (Figure 1.7). The distance between points C and P is the
radius r. Note that the term radius is both used to refer to a segment from the center C
to a point P on the circle and the length of the same segment. Now let us derive the
standard equation of the circle using the distance formula given in the first section of this
module. Recall that the standard distance formula between two points is:

𝑑 𝑥 𝑥 𝑦 𝑦

Where (x1, y1) are the coordinates of the first point P1 and (x2, y2) are the coordinates of
the second point P2 (see Figure 1.4). Applying this concept to our circle, d, P1 and P2
becomes r, C and P, respectively. Likewise, P1(x1, y1) and P2(x2, y2) becomes C(h, k)
and P(x y), respectively. Since all points on the circle is equidistant from a center, for
any such points, its coordinates should satisfy the following:

22    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 𝑟 𝑥 ℎ 𝑦 𝑘
or
𝑥 ℎ 𝑦 𝑘 𝑟 Equation 1.1

The equation above is the standard equation of a circle with center C(h, k) and radius
r. This is also called as the center-radius form (Sterling, 2019). If we expand Equation
1.1, we get:

𝑥 2ℎ𝑥 ℎ 𝑦 2𝑘𝑦 𝑘 𝑟

Equating the term to zero, we get:

𝑥 𝑦 2ℎ𝑥 2𝑘𝑦 ℎ 𝑘 𝑟 0

Note that h, k and r are constants, hence we let:

𝐴 (coefficient
𝐵 of x2)
𝐶 2ℎ (coefficient of y2)
𝐷 2𝑘 (coefficient of x)
𝐸 ℎ 𝑘 𝑟 (coefficient of y)
(sum of all
constants)

Hence, the general equation of a circle is written as:

𝐴𝑥 𝐵𝑦 𝐶𝑥 𝐷𝑦 𝐸 0 Equation
1.2

Example M1–2.1
Give the standard equation of a circle having center at (-4, 3) and radius 4.

Solution:
Step 1. Identify the given values
C(h, k) = C(-4, 3)
h = -4
k=3
r= 4
Step 2. Substitute given values to Equation 1.1.
𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 4 𝑦 3 4
𝑥 4 𝑦 3 16

Step 3. Final answer:

𝑥 4 𝑦 3 16

Example M1–2.2
Give the general equation of a circle having center at (-4, 3) and radius 4.
Solution:
Step 1. Identify the given values
C(h, k) = C(-4, 3)
h = -4

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 k=3
r= 4

Step 2. Substitute given values to Equation 1.1.

𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 4 𝑦 3 4
𝑥 4 𝑦 3 16
Step 3. Expand terms with exponents
𝑥 4 𝑦 3
𝑥 4 𝑦 3
𝑥 4𝑥 𝑦 3𝑦
4𝑥 16 3𝑦 9
𝑥 8𝑥 16 𝑦 6𝑦 9
Step 4. Simplify
𝑥 8𝑥 16 𝑦 6𝑦 9 16
𝑥 8𝑥 16 𝑦 6𝑦 9 16 0
𝑥 𝑦 8𝑥 6𝑦 16 9 16 0
𝑥 𝑦 8𝑥 6𝑦 9 0
Step 5. Final answer:
𝑥 𝑦 8𝑥 6𝑦 9 0

GRAPHING CIRCLES CENTERED OUTSIDE ORIGIN

It is relatively easy to graph circles with center away from the origin when its equations
appear in center-radius form. Simply plot the center of the circle at (h, k), count or
measure from the center r units in several directions, then connect those points to form
a circle. It is important not to forget to switch the signs of h and k in the standard equation.
Consider the following example: 

Example M1–2.3
Graph/plot the circle with equation 𝑥 3 𝑦 1 25.

Solution:
Step 1. Identify the given values. Always keep in mind that the coordinates for
center of any circle is at (h, k) and the center-radius form is 𝑥 ℎ
𝑦 𝑘 𝑟 . Your goal is to match the equation given in the problem to
the standard equation form. To do this, we transform 𝑥 3
𝑦 1 25 to
𝑥 3 𝑦 1 5 . This way, we will be able to clearly see the
values of h , k and r, that is:

C(h, k) = C(3, -1)

Where,
h=3
k = -1
And,
r =5.

Step 2. Plot points on the coordinate plane that are radius away from the center
( Figure 1.10).

24    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Step 3. Connect the dots to graph the circle using a smooth round curve (Figure
1.11).

Figure 1.8 Figure 1.9

Example M1–2.4
Graph/plot and give the general & standard equations of the circle having center at
(4, -6) and radius √7.

Solution: y 
Step 1. Identify the given values
C(h, k) = C(4, -6) x 
h=4
k = -6
r = √7.
Step 2. To plot the circle, simply
locate the coordinates of
the center in the
Cartesian plane. Using
a compass or string,
draw a circle that is √7
(approximately 2.65)
units away from the
center ( Figure 1.10).

Figure 1.10

Step 3. Substitute given values to Equation 1.1.

𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 4 𝑦 6 √7
𝑥 4 𝑦 6 7
Step 4. Expand terms with exponents
𝑥 4 𝑦 6
𝑥 4 𝑦 6
𝑥 4𝑥 𝑦 6𝑦
4𝑥 16 6𝑦 36
𝑥 8𝑥 16 𝑦 12𝑦 36

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 Step 5. Simplify
𝑥 8𝑥 16 𝑦 12𝑦 36 7
𝑥 8𝑥 16 𝑦 12𝑦 36 7 0
𝑥 𝑦 8𝑥 12𝑦 16 36 7 0
𝑥 𝑦 8𝑥 12𝑦 45 0
Step 6. Final answers:
𝑥 4 𝑦 6 7 (Standard equation)
𝑥 𝑦 8𝑥 12𝑦 45 0 (General equation)

Example M1–2.5
Give the standard and general equations of the circles A and B in Figure 1.11.

y 

x 

Figure 1.11

Solution:
Step 1. Identify the given values
For circle A:
C(h, k) = C(-3, 2)
h = -3
k=2
r= 3

For circle B:
C(h, k) = C(2, 1)
h=2
k=1
r= 4
Step 2. Substitute given values to Equation 1.1.
For circle A:
𝑥 ℎ 𝑦 𝑘 𝑟

26    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 𝑥 3 𝑦 2 3
𝑥 3 𝑦 2 9
For circle B:
𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 2 𝑦 1 4
𝑥 2 𝑦 1 16

Step 3. Expand terms with exponents

For circle A:
𝑥 3 𝑦 2
𝑥 3 𝑦 2
𝑥 3𝑥 𝑦 2𝑦
3𝑥 9 2𝑦 4
𝑥 6𝑥 9 𝑦 4𝑦 4

For circle B:
𝑥 2 𝑦 1
𝑥 2 𝑦 1
𝑥 4𝑥 𝑦 𝑦
4𝑥 4 𝑦 1
𝑥 4𝑥 4 𝑦 2𝑦 1

Step 4. Simplify
For circle A:
𝑥 6𝑥 9 𝑦 4𝑦 4 9
𝑥 6𝑥 9 𝑦 4𝑦 4 9 0
𝑥 𝑦 6𝑥 4𝑦 9 4 9 0
𝑥 𝑦 6𝑥 4𝑦 4 0

For circle B:
𝑥 4𝑥 4 𝑦 2𝑦 1 16
𝑥 4𝑥 4 𝑦 2𝑦 1 16 0
𝑥 𝑦 4𝑥 2𝑦 4 1 16 0
𝑥 𝑦 4𝑥 2𝑦 11 0

Step 5. Final answers:

Circle A:
SE: 𝑥 3 𝑦 2 9; GE: 𝑥 𝑦 6𝑥 4𝑦 4 0
Circle B:
SE: 𝑥 2 𝑦 1 16; GE: 𝑥 𝑦 4𝑥 2𝑦 11 0

Example M1–2.6
Give the standard and general equations of a circle having center at (5, -6) and is
tangent to the y-axis.

Solution:
Step 1. Identify the given values
C(h, k) = C(5, -6)
h=5
k = -6
Step 2. Graph the circle based on the given values and information.
Notice that the radius is not given in the current problem. However,
another information is provided – that “the circle is tangent to the y-axis”.
This means that a point on the circle just touches the y-axis.

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 Figure 1.12

Step 3. Measure the radius graphically in Figure 1.12.

r= 5
Step 4. Substitute the known values to Equation 1.1.
𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 5 𝑦 6 5
𝑥 5 𝑦 6 25
Step 5. Expand terms with exponents
𝑥 5 𝑦 6
𝑥 5 𝑦 6
𝑥 5𝑥 𝑦 6𝑦
5𝑥 25 6𝑦 36
𝑥 10𝑥 𝑦 12𝑦
25 36
Step 6. Simplify
𝑥 10𝑥 25 𝑦 12𝑦 36 25
𝑥 10𝑥 25 𝑦 12𝑦 36 25 0
𝑥 𝑦 10𝑥 12𝑦 25 36 25 0
𝑥 𝑦 10𝑥 12𝑦 36 0

Step 7. Final answer:

SE: 𝑥 5 𝑦 6 25; GE: 𝑥 𝑦 10𝑥 12𝑦 36 0

Example M1–2.7
Give the standard and general equations of a circle having center at (5, -6) and is
tangent to the x-axis.

Solution:
Step 1. Identify the given values
C(h, k) = C(5, -6)
h=5
k = -6
Step 2. Graph the circle based on the given values and information. Notice that
the radius is not given in the current problem. However, another
information is provided – that “the circle is tangent to the y-axis”. This
means that a point on the circle just touches the y-axis.

28    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Figure 1.13

Step 3. Measure the radius graphically in Figure 1.13.

r= 6
Step 4. Substitute the known values to Equation 1.1.
𝑥 ℎ 𝑦 𝑘 𝑟
𝑥 5 𝑦 6 6
𝑥 5 𝑦 6 36
Step 5. Expand terms with exponents
𝑥 5 𝑦 6
𝑥 5 𝑦 6
𝑥 5𝑥 𝑦 6𝑦
5𝑥 25 6𝑦 36
𝑥 10𝑥 25 𝑦 12𝑦 36
Step 6. Simplify
𝑥 10𝑥 25 𝑦 12𝑦 36 36
𝑥 10𝑥 25 𝑦 12𝑦 36 36 0
𝑥 𝑦 10𝑥 12𝑦 25 36 36 0
𝑥 𝑦 10𝑥 12𝑦 25 0

Step 7. Final answer:

SE: 𝑥 5 𝑦 6 36; GE: 𝑥 𝑦 10𝑥 12𝑦 25 0

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 Example M1–2.8
Give the standard and general equations of a circle having that has a diameter with
endpoints A(-1, 4) and B(4,2).

Solution:
Step 1. Identify the given values
A(x1, y1) = C(5, -6)
x1 = 5
y1 = -6
B(x2, y2) = C(5, -6)
X2 = 5
y2 = -6
Step 2. Note that radius is half of the diameter. To determine the coordinates of
the center C(h, k) we will use the midpoint formula discussed in the review
section (see Figure 1.14).
𝑥 𝑥 𝑦 𝑦
𝑃 , 𝐶 ℎ, 𝑘
2 2
𝑥 𝑥 𝑦 𝑦
𝐶 ,
2 2
1 4 4 2
𝐶 ,
2 2
3 6
𝐶 ,
2 2
3
𝐶 , 3
2
Step 3. Compute the radius using distance formula:

Option 1: Option 2:
Use Diameter to compute for Determine radius by calculating
radius (distance between points A for the distance between point C
and B divided by two) to either point A or point B

Consider distance from A to C:

𝑑 𝑥 𝑥 𝑦 𝑦 𝑑 𝑟 ℎ 𝑥 𝑘 𝑦
𝑑 4 1 2 4 𝑟 ℎ 𝑥 𝑘 𝑦
𝑑 4 1 2 4 3
𝑑 5 2 𝑟 1 3 4
2
𝑑 √25 4
𝑑 √9 3
𝑟 1 1
2
𝑑
𝑟 3 2
2 𝑟 1
2 2
√29
𝑟 5 25
2 𝑟 1 1
2 4

25 4 29 √29
𝑟
4 4 4 2

30    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Figure 1.14

Step 4. Substitute the calculated values to Equation 1.1.

𝑥 ℎ 𝑦 𝑘 𝑟
3 √29 29
𝑥 𝑦 3
2 2 2
3 29
𝑥 𝑦 3 𝑜𝑟 𝑥 1.5 𝑦 3 7.25
2 4
Step 5. Expand terms with exponents
𝑥 1.5 𝑦 3
𝑥 1.5 𝑦 3
𝑥 1.5𝑥 𝑦 3𝑦
1.5𝑥 2.25 3𝑦 9
𝑥 3𝑥 2.25 𝑦 6𝑦 9
Step 6. Simplify
𝑥 3𝑥 2.25 𝑦 6𝑦 9 7.25
𝑥 3𝑥 2.25 𝑦 6𝑦 9 7.25 0
𝑥 𝑦 3𝑥 6𝑦 2.25 9 7.25 0
𝑥 𝑦 3𝑥 6𝑦 4 0

Step 7. Final answer:

SE: 𝑥 𝑦 3 𝑜𝑟 𝑥 1.5 𝑦 3 7.25
GE: 𝑥 𝑦 3𝑥 6𝑦 4 0

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 ACTIVITY M1–2.2: Let’s Practice!

Activity M1–2.2: Let’s Practice!

Find the standard and general equations of the circle being described below:
1. Center at C(-1, -9) with radius √7.
2. Center at C(-6, 7), tangent to the y-axis.
3. Has a diameter with endpoints A(-3, 2) and B(7, 4).
4. Center at the origin with radius √29.

GRAPHING CIRCLES CENTERED AT THE ORIGIN

The center of the circle given in item number 4 of Activity 2.2 is located at the origin
– C(0, 0). In general, for circles with center at the origin, the standard equation becomes:

𝑟 𝑥 0 𝑦 0
𝑟 𝑥 𝑦
𝑟 𝑥 𝑦  
or  
𝑥 𝑦 𝑟 Equation
1.3

Note that in Equation 1.3 Cx and Dy are equal to 0, hence, the general equation for
circles with center at the origin becomes:

𝐴𝑥 𝐵𝑦 𝐶𝑥 𝐷𝑦 𝐸 0
𝐴𝑥 𝐵𝑦 0 0 𝐸 0
𝐴𝑥 𝐵𝑦 𝐸 0 Equation
1.4

Circles with center at the origin are the simplest to graph. Just follow these steps:

1. Keep in mind that the circle is centered at the origin (0, 0). Make it a habit to
place a point there and mark it C or C(0, 0).
2. Calculate the radius by solving for r.
3. If a compass or string is available, use it to draw the circle of radius r at C(0, 0).
Otherwise, proceed to steps 4 and 5.
4. Plot radius points on the coordinate plane.
5. Connect the dots to graph the circle using a smooth and round curve.

Example M1–2.9
Graph the circle 𝑥 𝑦 16.

Solution:
Step 1. Mark a point at the origin
Step 2. Calculate the radius
Since 𝑥 𝑦 𝑟 , then 𝑟 16, hence 𝑟 √16 4.
Step 3. Plot points on the coordinate plane that are radius away from the center
(Figure 1.15).

32    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 Step 4. Connect the dots to graph the circle using a smooth round curve
(Figure 1.16).

Figure 1.15 Figure 1.16

 
 

ACTIVITY M1–2.3: Let’s Practice More!

Activity M1–2.3: Let’s Practice More!

Identify the center and radius of the circle with the given equation. Sketch its graph and
indicate the center

𝑥 𝑦 5𝑥 4𝑦 46 0

TRANSFORMING GENERAL EQUATION TO CENTER-RADIUS FORM

In some cases, you will be presented with problems such as the one given in Activity
2.3. It’s reasonably difficult to distinguish the coordinates of the center and how much is
the radius of the circle when it’s given in general equation form. Such cases will be
discussed in this section. The key to solve such problems is to manipulate the equation
by transforming it into an equation that is easy to work with. This can be achieved by
completing the square in order to transform the equation of the circle from general
equation to center-radius form (see “Completing the Square” in the review section). The
following are steps to guide you on how to re-write equations in center-radius form:

1. Regroup the variables together and move all constants to the right side of the
equation.
2. Complete the square then factor the trinomials.

  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1  33 
 
 Example M1–2.10
Give the radius, center and the standard equation of the circle 𝑥 𝑦 4𝑥 6𝑦
23 0. Graph the circle.

Solution:
Step 1. Regroup and move all constants to the right side
𝑥 𝑦 4𝑥 6𝑦 23 0
𝑥 𝑦 4𝑥 6𝑦 23
𝑥 4𝑥 𝑦 6𝑦 23
Step 2. Complete the square and factor the trinomials.
𝑥 4𝑥 𝑦 6𝑦 23
𝑥 4𝑥 ___ 𝑦 6𝑦 ___ 23 ___ ___

Binomial
To complete Trinomial Form
𝑏 𝑏 Form
𝑏 𝑏 𝑏
𝑥 𝑏𝑥 2 2 𝑥 𝑏𝑥 𝑏
2 2 𝑥
2
4
𝑥 4𝑥 ___ +4 2 2 4 𝑥 4𝑥 4 𝑥 2
2
6
𝑦 6𝑦 ___ -6 3 3 9 𝑦 6𝑦 9 𝑦 3
2

𝑥 4𝑥 4 𝑦 6𝑦 9 23 4 9
𝑥 2 𝑦 3 23 13
𝑥 2 𝑦 3 36

Step 3. Locate the center

𝑥 2 𝑦 3 36
𝑥 2 𝑦 3 6
𝐶 2, 3

Step 4. Solve for radius

𝑟 36
𝑟 √36
𝑟 6

Step 5. Graph/Plot the circle

(Figure 1.17)
 

Figure 1.17

34    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 SELF PRACTICE

EXERCISE M1–2.1

Exercise M1–2.1

A. Identify the center and radius of the circle from the given equation. Graph the circle and
indicate its center.
1. 𝑥 𝑦 49
2. 𝑥 𝑦
3. 𝑥 𝑦 8𝑥 9𝑦 6 0
4. 2𝑥 2𝑦 14𝑥 18𝑦 7
5. 9𝑥 9𝑦 42𝑥 84𝑦 65 0
B. Find the standard and general equations of the circle which satisfies the given
conditions.
6. Center at the origin, radius 2√2.
7. Center at (15, -20), radius 9.
8. Center at (5, 6), passing through (9, 4). What is its radius?
9. Center at (-2, 3), tangent to the x-axis. What is its radius?
10. Center at (-2, 3), tangent to the line 𝑦 8. What is its radius?

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

KEY IDEAS

 Circle – the set of all points on a plane which are equidistant from a fixed point called
the center.
 Radius – the distance between each point on the circle and the circle’s center.
 Diameter – the distance between two points on a circle passing through the center.
 Standard Equation Form of a Circle
𝑥 ℎ 𝑦 𝑘 𝑟
 General Equation Form of a Circle
𝐴𝑥 𝐵𝑦 𝐶𝑥 𝐷𝑦 𝐸 0

  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1  35 
 
 WORDS TO PONDER

LIFE is a CIRCLE of happiness, sadness, hard times, and good times. We

may go through hard times, but have faith, good times are always on the way
after.

- Unknown

POST-ASSESSMENT

Instructions:
Answer the following questions. Your solutions should be shown and written clearly on a
short bond paper or graphing paper. Box your final answer/s at the end of each calculations.
Please answer honestly.

Grading:
Answers: 40%
Solutions: 40%
Graphs: 20%

A. Identify the center (2 pts.) and radius (2 pts.) of the circle from the given equation. Graph the
circle and indicate its center (1 pt.).
1. 4𝑥 4𝑦 25
2. 𝑥 𝑦 12𝑥 10𝑦 12
3. 𝑥 𝑦 10𝑥 12𝑦 12 0
4. 4𝑥 4𝑦 20𝑥 40𝑦 5
5. 2𝑥 2𝑦 10𝑥 2𝑦 7
B. Find the standard (3 pts.) and general (3 pts.) equations of the circle which satisfies the given
conditions. Graph the circle (2 pts.) and indicate its center.
6. Center at (-2, 3), tangent to the y-axis. What is its radius? (2 pts.)
7. Center at (-2, 3), tangent to the line 𝑥 10. What is its radius? (2 pts.)
8. Center in the third quadrant, tangent to both the x-axis and y axis and radius is 7. Where
is the center located? (2 pts.)
9. A diameter with end points (-9, 2) and (15, 12). Where is the center located (1 pt.) and
what is its radius (1 pt.)?
10. Radius is 7 and concentric (shares the same center) with 𝑥 𝑦 2𝑥 4𝑦 5. Find
the center. (2 pts.)

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

36    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 ENRICHMENT
 

1. Give the standard equation and radius of the circle with center at C(3, 4), tangent to the line
𝑦 𝑥 .
2. Give the standard equation and radius of the circle with center at C(-4, 3), tangent to the line
𝑦 4𝑥 30.

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

 
 

REFERENCES
 

Bacani, J. B., Eden, R. B., Estrada, G. A., Francisco, F. F., & Vidallo, M. J. (2016). Teaching Guide for 
Senior High School: Precalculus ‐ Core Subject. (M. Q. Aberin, F. F. Francisco, & R. M. 
Marcelo, Eds.) Quezon City, Philippines: Commision on Higher Education. 

Demana, F. D., Waits, B. K., Foley, G. D., & Kennedy, D. (2011). Precalculus: Graphical, Numerical, 
Algebraic. Boston, MA: Pearson Education, Inc. 

Pierce, R. (2018, Feb 2018). Cartesian Coordinates. Retrieved Jul 18, 2020, from Math Is Fun: 
http://www.mathsisfun.com/data/cartesian‐coordinates.html 

Pierce, R. (2018, May 1). Definition of Variable. Retrieved Jul 22, 2020, from Math Is Fun: 
http://www.mathsisfun.com/definitions/variable.html 

Pierce, R. (2018, Jun 15). What is a Function. Retrieved Jul 20, 2020, from Math Is Fun: 
http://www.mathsisfun.com/sets/function.html 

Pierce, R. (2019, Aug 28). Real Numbers. Retrieved Jul 20, 2020, from Math is Fun: 
http://www.mathsisfun.com/numbers/real‐numbers.html 

Pierce, R. (2020, Jun 3). Adding and Subtracting Positive and Negative Numbers. Retrieved Jul 21, 
2020, from Math Is Fun: http://www.mathsisfun.com/positive‐negative‐integers.html 

Pierce, R. (2020, Jun 16). Like Terms. Retrieved Jul 21, 2020, from Math Is Fun: 
http://www.mathsisfun.com/algebra/like‐terms.html 

Sterling, M. (2019). Pre‐Calculus for Dummies (3rd ed.). New Jersey: John Wiley & Sons, Inc. 

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  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1  38 
 
Pre-Assessment Activity M1–2.2
1. c 1. SE: 𝑥 1 𝑦 9 7
2. a GE: 𝑥 𝑦 2𝑥 18𝑦 75 0
3. a 2. SE: 𝑥 6 𝑦 7 36
4. c GE: 𝑥 𝑦 12𝑥 14𝑦 49 0
5. b 3. SE: 𝑥 2 𝑦 3 26
6. d GE: 𝑥 𝑦 4𝑥 6𝑦 13 0
7. c 4. SE: 𝑥 𝑦 29
8. b GE: 𝑥 𝑦 29 0
9. a
10. c Activity M1–2.3
11. d 𝑟 6
12. d 𝐶 2, 3
13. b SE: 𝑥 𝑦 29
14. c
15. a
Activity M1–1.1
1. Circular or circle
2. U-shaped (Advance answer: Parabolic or
parabola)
3. Oblong or distorted circle (Advance
answer: Elliptical or ellipse)
4. Stretched-out U-shape
5. Stretched-out U-shape (Advance answer:
Hyperbolic or hyperbola)
Activity M1–2.1
1. Your answers should be similar to the
following values (± 0.2 acceptable error):
Dot Distance
in mm
Exercise M1–2.1
A 2.0 5.0 1. 𝐶 0, 0 , 𝑟 7
B 2.0 5.0
C 2.0 5.0
D 2.0 5.0
E 2.0 5.0
F 2.0 5.0
G 2.0 5.0
2. No
3. 2in or 5cm
4. Circle/circular
5. A circle can be drawn using many dots of
the same distance from a common point.
6. No
 
ANSWER KEYS
  
39    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
Exercise M1–2.1 (continued) Exercise M1–2.1 (continued)
2. 𝐶 , , 𝑟 5. 𝐶 , , 𝑟 2√5
3. 𝐶 4, , 𝑟 6. SE: 𝑥 𝑦 8
GE: 𝑥 𝑦 8 0
7. SE: 𝑥 15 𝑦 20 81
GE: 𝑥 𝑦 30𝑥 40𝑦 544 0
8. SE: 𝑥 5 𝑦 6 20
GE: 𝑥 𝑦 10𝑥 12𝑦 41 0
𝑟 2√5
9. SE: 𝑥 2 𝑦 3 9
GE: 𝑥 𝑦 4𝑥 6𝑦 4 0
𝑟 3
10. SE: 𝑥 2 𝑦 3 25
GE: 𝑥 𝑦 4𝑥 6𝑦 12 0
𝑟 5
4. 𝐶 , , 𝑟 6
Graph of circle for M1-2.1 item 10.
ANSWER KEYS (continued)
  
  Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1  40 
 
 
Post-Assessment Post-Assessment (continued)
1. 𝐶 0, 0 , 𝑟 4. 𝐶 , 5 , 𝑟 √30 5.47723
2. 𝐶 6, 5 , 𝑟 7 5. 𝐶 , , 𝑟 √10 3.16228
3. 𝐶 5, 6 , 𝑟 7 6. SE: 𝑥 2 𝑦 3 4
GE: 𝑥 𝑦 4𝑥 6𝑦 9 0
𝑟 2
ANSWER KEYS (continued)
  
41    Jamin, J.C. | Precalculus: A Self‐Learning Module for STEM 11 | Module 1 
 
 
 
Post-Assessment (continued) Post-Assessment (continued)
7. SE: 𝑥 2 𝑦 3 64 9. SE: 𝑥 3 𝑦 7 169
GE: 𝑥 𝑦 4𝑥 6𝑦 51 0 GE: 𝑥 𝑦 6𝑥 14𝑦 111 0
𝑟 8 𝑟 13, 𝐶 3, 7
8. SE: 𝑥 7 𝑦 7 49 10. SE: 𝑥 1 𝑦 2 49
GE: 𝑥 𝑦 14𝑥 14𝑦 49 0 GE: 𝑥 𝑦 2𝑥 4𝑦 44 0
𝐶 7, 7 𝐶 1, 2
Enrichment
1. SE: 𝑥 3 𝑦 4 10
𝑟 √10 3.16228
2. SE: 𝑥 4 𝑦 3 17
𝑟 √17 4.12311
ANSWER KEYS (continued)