PRECALCULUS:

A Self-Learning Module for STEM 11

Module 2:
Conic Section - Parabola

JAY C. JAMIN, M.Eng., LPT

Bayawan National High School – Senior High School
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 2 CONTENTS
 

INTRODUCTION .................................................................................................................................... iii 
GENERAL CONTENT OF THE COURSE ......................................................................................... iii 
MODULE CONTENT ............................................................................................................................. iii 
ABOUT THE CURRENT MODULE .................................................................................................... iv 
REMINDERS IN USING THIS MODULE ............................................................................................ v 
WHAT I NEED TO KNOW? ................................................................................................................ 1 
WHAT I KNOW? ..................................................................................................................................... 1 
WHAT’S IN? ............................................................................................................................................. 4 
WHAT’S NEW? ....................................................................................................................................... 4 
ACTIVITY M2–1.1: Measure Me! ....................................................................................................... 4 
WHAT IS IT? ........................................................................................................................................... 5 
WHAT’S MORE? .................................................................................................................................. 13 
ACTIVITY M2–1.2: Try Me ................................................................................................................. 13 
ACTIVITY M2–1.3: The Reverse ...................................................................................................... 13 
WHAT’S I HAVE LEARNED? .......................................................................................................... 14 
WHAT’S I CAN DO? ........................................................................................................................... 15 
ASSESSMENT ...................................................................................................................................... 15 
ADDITIONAL ACTIVITY .................................................................................................................. 15 
ANSWER KEYS .................................................................................................................................... 16 
REFERENCES ....................................................................................................................................... 19 
 

ii  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2

 
 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

MODULE CONTENT
 
This module has the following main parts:

WHAT I NEED TO KNOW? This will give you an idea of the skills or competencies you are expected
to learn in the module.

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 WHAT I KNOW? This part includes an activity that aims to check what you already know
about the lesson to take. If you get all the answers correct (100%), you
may decide to skip this module.

WHAT’S IN? This is a brief drill or review to help you link the current lesson with the
previous one.

WHAT’S NEW? In this portion, the new lesson will be introduced to you in various ways
such as a story, a song, a poem, a problem opener, an activity or a
situation.

WHAT IS IT? This section provides a brief discussion of the lesson. This aims to help
you discover and understand new concepts and skills.

WHAT’S MORE? This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.

WHAT I HAVE LEARNED? This includes questions or blank sentence/paragraph to be filled in to

process what you learned from the lesson.

WHAT I CAN DO? This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.

ASSESSMENT This is a task which aims to evaluate your level of mastery in achieving
the learning competency.

ADDITIONAL ACTIVITIES In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.

ANSWER KEY This contains answers to all activities in the module.

REFERENCES This is a list of all sources used in developing this module.

ABOUT THE CURRENT MODULE

 
This module is the 2nd 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 the current topic.

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).

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REMINDERS IN USING THIS MODULE
 
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction/s carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

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 WHAT I NEED TO KNOW?

This module was designed and written with you in mind. It is here to help you master the key
concepts of conic sections – specifically on parabolas. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the course.

After going through this module, you will be able to:

□ Define a parabola;
□ Determine the standard form of equation of a parabola;
□ Graph the parabola in a rectangular coordinate system;
□ Graph a parabola given an equation in vertex form; and
□ Solve problems involving parabolas.

WHAT I KNOW?

Instructions: Choose the letter of the best answer. Write the chosen letter on your Precalculus
Formative Assessment Notebook. If applicable, show your solutions as well.
1. Which of the following best defines a parabola?
a. A curve where all points are at an c. A curve where any point is at an equal
equal distance form two fixed points. distance form a fixed point and a fixed
straight line.
b. A curve where a point is at an equal d. A curve where all points are at varied
distance form a fixed point and a fixed distance form a fixed point and a fixed
straight line. straight line.

2. What is the name of the line and the point that a parabola is created from?
a. The line is the directrix and the point is c. The line is the mirror and the points are
the focus the locus
b. The line is the asymptote and the point d. The line is the axis and the point is the
is the focus pin

3. Which of the following equations represents a parabola that opens up?

a. 𝑦 𝑥 c. 𝑥 𝑦
b. 𝑦 𝑥 d. 𝑥 𝑦

4. Which of the following equations represents a parabola that opens down?

a. 𝑦 𝑥 c. 𝑥 𝑦
b. 𝑦 𝑥 d. 𝑥 𝑦

5. Which of the following equations represents a parabola that opens right?

a. 𝑦 𝑥 c. 𝑥 𝑦
b. 𝑦 𝑥 d. 𝑥 𝑦

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6. Which of the following equations represents a parabola that opens left?
a. 𝑦 𝑥 c. 𝑥 𝑦
b. 𝑦 𝑥 d. 𝑥 𝑦

7. Which of the following could be the graph of 𝑓 𝑥 5𝑥 3?

a. c.

b. d.

8. Describe the orientation of a parabola with the following equation: 𝑦 2𝑥 5

a. Facing up c. Facing left
b. Facing down d. Facing right

9. Describe the orientation of a parabola with the following equation: 𝑦 𝑥 4𝑥 5

a. Facing up c. Facing left
b. Facing down d. Facing right

10. Find the vertex of the following parabola: 𝑦 𝑥 3𝑥 5

3 9
a. , c. 3, 2
2 4
13 3 29
b. 3, d. ,
2 2 4

11. Find the equation of the axis of symmetry: 𝑥 2 𝑦

a. 𝑥 0 c. 𝑦 0
b. 𝑥 2 d. 𝑦 2

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12. Find the location of the vertex of the following parabola: 𝑦 5𝑥 25𝑥 10
a. 2.5, 21.25 c. 2.5, 21.25
b. 0, 0 d. 2.5, 41.25

13. Find the vertex and the equation of the axis of symmetry for 𝑦 1 2𝑥
a. Vertex at: 1, 2 c. Vertex at: 1, 0
Axis of symmetry: 𝑥 1 Axis of symmetry: 𝑥 0
b. Vertex at: 0, 1 d. Vertex at: 1, 1
Axis of symmetry: 𝑥 0 Axis of symmetry: 𝑥 1

14. Find the axis of symmetry and the vertex of the parabola given by the following equation:
𝑦 2𝑥 28𝑥 6
a. Vertex at: 7, 92 c. Vertex at: 7, 92
Axis of symmetry: 𝑥 7 Axis of symmetry: 𝑥 7
b. Vertex at: 7, 92 d. Vertex at: 7, 92
Axis of symmetry: 𝑥 7 Axis of symmetry: 𝑥 7

15. Express the following equation for a parabola in standard form: 𝑦 7

7 𝑥 6𝑥 1
a. 𝑦 c. 𝑦 𝑥 2𝑥 7
3 3
1
7
b. 𝑦 3 𝑥 2𝑥 7 d. 𝑦 𝑥 2𝑥 7
3

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 Lesson
CONIC SECTION: PARABOLA
M2-1

WHAT’S IN?

In the previous module you have learned that 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). The
parabola is one of the three standard conic sections.
It is formed when you cut a plane on the cone parallel
to its side slope and intersects only on one nappe to
form an unbounded curve (Figure 2.1). You will need
a background knowledge on the following before
moving through this module:

 Distance formula
   Rules for adding, subtracting, multiplying and
dividing fractions and algebraic expressions,
Figure 2.1
real numbers

WHAT’S NEW?

ACTIVITY M2–1.1: Measure Me!

Measure Me!

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 Measure Me! (continued)

Instructions:
Measure distances A and B for each marked point (color blue) using a ruler (with unit’s
cm or mm). Record the measurements on your activity notebook in tabular manner as
shown in Activity Table M2.1-1.

Definition:
Distance A The vertical distance, perpendicular to the stationary line,
between the marked points (color blue) and the red dots on
the stationary line.
Distance B The distance between the marked points (color blue) to the
fixed-point F.
Marked Points Points marked from 0 – 10 (color blue).

Guide Questions

1. Table M2.1-1. Record your measurements on a table like this:

Note: You don’t need to supply all the measurements both in cm and mm.
Marked It’s up to you which of these units (cm or mm) you are going to use.
Point Distance in cm Distance in mm
Distance A Distance B Distance A Distance B
0
1
2
3
4
5
6
7
8
9
10

2. What can you say about the recorded measurements of Distance A and Distance
B at each marked point?
3. How would you describe the shape of the curve if you are to connect or trace the
marked points?

WHAT IS IT?

From Activity M2-1.1, we can define a parabola as a curve where all set of points in a
plane is at an equal distance from a fixed point (FOCUS) and a fixed line (DIRECTRIX).
The line through the focus and perpendicular to the directrix is called the AXIS of the
parabola, and the point where the parabola crosses its axis is called the VERTEX. The
chord drawn through the focus and perpendicular to the axis of the parabola is called the
LATUS RECTUM. The AXIS OF SYMMETRY is the line divides the parabola into two
parts which are mirror images of each other. (see Figure 2.2).

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 Figure 2.2 Anatomy of a parabola

Figure 2.3 Significant coordinates of a parabola (vertex at the origin)

Let us derive the formula of a parabola that is facing upward with vertex at the origin as shown in
Figure 2.3. Always keep in mind that by definition, a parabola is a set of all points P(x, y) which
are equidistant from a fixed-point F(0, a) and a fixed line D(x, -a). Note that “a” is that distance
from the focus F to vertex V, and vertex V to the directrix D. From the figure, PF = PD = d. Using
distance formula, we get:

𝑥 0 𝑦 𝑎 𝑥 𝑥 𝑦 𝑎 Step 1. Equate PF and PD

𝑥 𝑦 𝑎 0 𝑦 𝑎 Step 2. Cancel radicals

𝑥 𝑦 2𝑎𝑦 𝑎 𝑦 2𝑎𝑦 𝑎 Step 3. Expand terms

𝑥 𝑦 𝑦 2𝑎𝑦 2𝑎𝑦 𝑎 𝑎 Step 4. Combine like terms

𝑥 4𝑎𝑦 Step 5. Evaluate

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 Table 2.1 List of standard equations and properties of parabola based on specific conditions.
CASE FORMULA OPENING FOCUS ENDS OF LATUS RECTUM DIRECTRIX
CONDITION 1: Vertex at the origin, V(0, 0)
1 𝑥 4𝑎𝑦 Upward (0, a) (–2a, a) & (2a, a) y = –a
2 𝑥 4𝑎𝑦 Downward (0, -a) (–2a, –a) & (2a, –a) y=a
3 𝑦 4𝑎𝑥 To the right (a, 0) (a, –2a) & (a, 2a) x = –a
4 𝑦 4𝑎𝑥 To the left (-a, 0) (–a, –2a) & (–a, 2a) x=a
CONDITION 2: Vertex not on the origin, V(h, k)
5 𝑥 ℎ 4𝑎 𝑦 𝑘 Upward (h, k + a) (h – 2a, k + a) & (h + 2a, k + a) y=k–a
6 𝑥 ℎ 4𝑎 𝑦 𝑘 Downward (h, k – a) (h – 2a, k – a) & (h + 2a, k – a) y=k+a
7 𝑦 𝑘 4𝑎 𝑥 ℎ To the right (h + a, k) (h + a, k – 2a) & (h + a, k + 2a) x=h–a
8 𝑦 𝑘 4𝑎 𝑥 ℎ To the left (h – a, k) (h – a, k – 2a) & (h – a, k + 2a) x=h+a

Example M2–1.1
Which of the following equations represents a parabola that opens up?
a. 𝑦 𝑥 c. 𝑥 𝑦
b. 𝑦 𝑥 d. 𝑥 𝑦
Answer: a

Explanation:
Refer to
Table 2.1. Note that there are only two cases for a parabola that opens upward, these are
Cases 1 and 5. For a parabola to face upward the x-variable in the equation is always
squared, hence, the most viable choices in this example are a and b. Another thing to
consider is the sign associated with the y variable. Note that for all cases where a parabola
is facing upwards, the y-variable is always positive.

Best Choice Standard Equation: Case 1

𝑦 𝑥 𝑥 4𝑎𝑦

Our best choice and the standard equation on which we will base our final answer may seem
different at first glance. But if we rewrite the best choice in the following manner:

Best Choice Standard Equation: Case 1

𝑥 𝑦 𝑥 4𝑎𝑦

Notice that the final answer now closely resembles the standard equation. Note that in this
particular problem, 4a = 1. Therefore, the correct answer is letter a.

Example M2–1.2
Find the properties of the following parabola. Then draw the figure.
𝑥 8𝑦

Solution:
Step 1. Rewrite the given expression into standard equation form (for this
particular problem, we don’t need to do so).

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 Step 2. Identify “4a”
Given: Standard form (case 1)
𝑥 8𝑦 𝑥 4𝑎𝑦
Hence,
4𝑎 8
Step 3. Solve for “a”
4𝑎 8
8
𝑎
4
𝑎 2
Step 4. Refer to Table 2.1.
Opening: Upward
Vertex, V: 0, 0
Focus, F: 0, 𝑎 , therefore
0, 2
Ends of 2𝑎, 𝑎 and 2𝑎, 𝑎 , therefore
LT: 2 2 , 2 and 2 2 , 2
4, 2 and 4, 2
Directrix: 𝑦 𝑎, therefore
𝑦 2
Step 5. Graph

Example M2–1.3
Find the properties of the following parabola. Then draw the figure.
𝑥 12𝑦

Solution:
Step 1. Rewrite the given expression into standard equation form (for this
particular problem, we don’t need to do so).
Step 2. Identify “4a”
Given: Standard form (case 2)
𝑥 12𝑦 𝑥 4𝑎𝑦
Hence,
4𝑎 12
Step 3. Solve for “a”
4𝑎 12
12
𝑎
4
𝑎 3

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 Step 4. Refer to Table 2.1.
Opening: Downward
Vertex, V: 0, 0
Focus, F: 0, 𝑎 , therefore
0, 3
Ends of 2𝑎, 𝑎 and 2𝑎, 𝑎 , therefore
LT: 2 3 , 3 and 2 3 , 3
6, 3 and 6, 3
Directrix: 𝑦 𝑎, therefore
𝑦 3
Step 5. Graph

Example M2–1.4
Find the properties of the following parabola. Then draw the figure.
𝑦 3𝑥 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
Tip: Keep all squared terms on the left side and move the remaining
terms to the right side of the equation.
𝑦 3𝑥 0
𝑦 3𝑥
Step 2. Identify “4a”
Given: Standard form (case 3)
𝑦 3𝑥 𝑦 4𝑎𝑥
Hence,
4𝑎 3
Step 3. Solve for “a”
4𝑎 3
3
𝑎
4
Step 4. Refer to Table 2.1.
Opening: To the right
Vertex, V: 0, 0
Focus, F: 𝑎, 0 , therefore
3
,0
4

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 Ends of 𝑎, 2𝑎 and 𝑎, 2𝑎 , therefore
LT: , 2 and ,2
, and ,
Directrix: 𝑥 𝑎, therefore
3
𝑥
4

Step 5. Graph

Example M2–1.5
Find the properties of the following parabola. Then draw the figure.
𝑦 4𝑥 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
Tip: Keep all squared terms on the left side and move the remaining
terms to the right side of the equation.
𝑦 4𝑥 0
𝑦 4𝑥
Step 2. Identify “4a”
Given: Standard form (case 4)
𝑦 4𝑥 𝑦 4𝑎𝑥
Hence,
4𝑎 4
Step 3. Solve for “a”
4𝑎 4
𝑎 1
Step 4. Refer to Table 2.1.
Opening: To the left
Vertex, V: 0, 0
Focus, F: 𝑎, 0 , therefore
1, 0
Ends of 𝑎, 2𝑎 and 𝑎, 2𝑎 , therefore
LT: 1, 2 1 and 1, 2 1
1, 2 and 1, 2
Directrix: 𝑥 𝑎, therefore
𝑥 1

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 Step 5. Graph

Example M2–1.6
Find the properties of the following parabola. Then draw the figure.

𝑦 6𝑦 4𝑥 5 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
Tip: Keep all squared terms (including the single variable similar to the
one being squared) on the left side and move the remaining terms to
the right side of the equation.
𝑦 6𝑦 4𝑥 5 0
𝑦 6𝑦 4𝑥 5
Step 2. Completing the square (review your notes on Module 1).
6 6
𝑦 6𝑦 4𝑥 5
2 2
𝑦 6𝑦 3 4𝑥 5 3
𝑦 6𝑦 9 4𝑥 5 9
Step 3. Evaluate and factor
𝑦 6𝑦 9 4𝑥 4
𝑦 3 4 𝑥 1
Step 4. Identify “4a”
Given: Standard form (case 7)
𝑦 3 4 𝑥 1 𝑦 𝑘 4𝑎 𝑥 ℎ
Hence,
4𝑎 4
Step 5. Solve for “a”
4𝑎 4
𝑎 1
Step 6. Refer to Table 2.1
Opening: To the right
Vertex, V: 1, 3
Focus, F: ℎ 𝑎, 𝑘 , therefore
1 1, 3
0, 3
Ends of ℎ 𝑎, 𝑘 2𝑎 and ℎ 𝑎, 𝑘 2𝑎 , therefore
LT: 1 1, 3 2 1 and 1 1, 3 2 1
0, 5 and 0, 1

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 Directrix: 𝑥 ℎ 𝑎, therefore
𝑥 1 1
𝑥 2
Step 7. Graph

Example M2–1.7
Find the properties of the following parabola. Then draw the figure.

𝑥 4𝑦 8𝑥 4 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
Tip: Keep all squared terms (including the single variable similar to the
one being squared) on the left side and move the remaining terms to
the right side of the equation.
𝑥 4𝑦 8𝑥 4 0
𝑥 8𝑥 4𝑦 4
Step 2. Completing the square (review your notes on Module 1).
8 8
𝑥 8𝑥 4𝑦 4
2 2
𝑥 8𝑥 4 4𝑦 4 4
𝑥 8𝑥 16 4𝑦 4 16
Step 3. Evaluate and factor
𝑥 8𝑥 16 4𝑦 12
𝑥 4 4 𝑦 3

Step 4. Identify “4a”

Given: Standard form (case 6)
𝑥 4 4 𝑦 3 𝑥 ℎ 4𝑎 𝑦 𝑘
Hence,
4𝑎 4
Step 5. Solve for “a”
4𝑎 4
𝑎 1
Step 6. Refer to Table 2.1.
Opening: Downward
Vertex, V: 4, 3
Focus, F: ℎ, 𝑘 𝑎 , therefore
4, 3 1
4, 2
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 Ends of ℎ 2𝑎, 𝑘 𝑎 and ℎ 2𝑎, 𝑘 𝑎 , therefore
LT: 4 2 1 , 3 1 and 4 2 1 , 3 1
6, 2 and 2, 2
Directrix: 𝑦 𝑘 𝑎, therefore
𝑦 3 1
𝑦 4
Step 7. Graph

WHAT’S MORE?

ACTIVITY M2–1.2: Try Me

Try Me

Directions: 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 12𝑦
2. 𝑥 6𝑦 0

ACTIVITY M2–1.3: The Reverse

The Reverse

1. Find the standard equation of the parabola with focus F(0, -1.5) and directrix y=1.5.
2. Find the standard equation of the parabola with focus F(-3.5, 0) and directrix x=3.5.

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2 13

 
 WHAT’S I HAVE LEARNED?

Directions: Answer what is asked. Write your answers on your activity notebook.
1. Give the definition of the following:
a. Parabola
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b. Axis of symmetry
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c. Latus rectum
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d. Focus
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e. Vertex
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f. Directrix
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2. Write down the steps in determining the properties of the following parabola:
𝑦 6𝑦 4𝑥 17 0
3. Write down the indications/descriptions on how a parabola is oriented based on its
equation.
Upward Downward To the right To the left

14  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2

 
 WHAT’S I CAN DO?

Directions: Solve the following. Write your answers and solutions on your activity notebook.

A. Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the given
equation. Sketch the graph, and include these points and lines.
1. 𝑥 4𝑦
2. 𝑥 6𝑥 8𝑦 7
3. 𝑦 5 𝑥
B. Find the standard equation of the parabola which satisfies the given conditions.
1. Vertex (1, -9), Focus (-3, -9)
2. Vertex (-8, 3), Directrix x = –10.5
3. Vertex (-4, 2), Focus (-4, -1)

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

ASSESSMENT

Directions: Solve the following. Write your answers and solutions on your activity notebook.

A. Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the given
equation. Sketch the graph, and include these points and lines.
1. 3𝑦 24𝑥
2. 𝑦 12𝑥 8𝑦 40
3. 16𝑥 72𝑥 112𝑦 221
B. Find the standard equation of the parabola which satisfies the given conditions.
1. Focus (7, 11), Directrix x = 1
2. Focus (7, 11), Directrix y = 4
3. Vertex (-5, -7), vertical axis of symmetry, through point P(7, 11)

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

ADDITIONAL ACTIVITY

Directions: Solve the following. Write your answers and solutions on your activity notebook.

1. A Satellite dish shaped like a paraboloid, has diameter 2.4 ft and depth 0.9 ft. If the
receiver is placed at the focus, how far should the receiver be from the vertex?

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

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2 15

 
  
Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2 16 
  
What I Know Activity M2–1.2: Try Me (Graph)
1. c 1.  
2. a
3. a
4. b
5. d
6. c
7. b
8. b
9. a
10. d
11. a
12. d
13. b
14. a
15. b 2.
Activity M2–1.1: Measure Me
1. Your answers should be similar to the
following values (± 0.2 acceptable error):
Marked Distance
Point cm mm
A B A B
0 5 5 50 50
1 4 4 40 40
2 3 3 30 30
3 2 2 20 20
4 1.25 1.25 12.5 12.5
5 1 1 10 10
6 1.25 1.25 12.5 12.5
7 2 2 20 20 Activity M2–1.3: The Reverse
8 3 3 30 30 1. 𝑥 6𝑦
9 4 4 40 40
10 5 5 50 50
2. More or less the same or equal at each
point
3. U-shaped curve facing upward
Activity M2–1.2: Try Me (Properties)
1. V(0, 0)
Opens upward
a=3
F(0, 3)
Directrix: y = -3
Axis of symmetry: x = 0 2. 𝑥 14𝑦
2. V(0, 0)
Opens downward
a = 3/2
F(0, -3/2)
Directrix: y = 3/2
Axis of symmetry: x = 0
ANSWER KEYS
  
17 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2
  
Activity M2–1.3: The Reverse (continued) WHAT I CAN DO (continued)
2. 𝑦 14𝑥 A.
3. V(4.5, -2.5)
F(3.25, -2.5)
Directrix: x = 5.75
Axis of Symmetry: y = -2.5
WHAT I CAN DO
A.
1. V(0, 0)
F(0, -1) B.
Directrix: y = 1 1. 𝑦 9 16 𝑥 1
Axis of Symmetry: x = 0 2. 𝑦 3 10 𝑥 8
3. 𝑥 4 12 𝑦 2
ASSESSMENT
A.
1. V(0, 0)
F(2, 0)
Directrix: x = -2
Axis of Symmetry: y = 0
2. V(-3, 2)
F(-3, 0)
Directrix: y = 4
Axis of Symmetry: x = -3
ANSWER KEYS (continued)
  
Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2 18 
  
ASSESSMENT (continued)
A.
2. V(2, -4)
F(5, -4)
Directrix: x = -1
Axis of Symmetry: y = -4
3. V(-2.25, 1.25)
F(-2.25, 3)
Directrix: y = -0.5
Axis of Symmetry: x = -2.25
B.
1. 𝑦 11 12 𝑥 4
2. 𝑥 7 14 𝑦 7.5
3. 𝑥 5 8 𝑦 7
ADDITIONAL ACTIVITY
1. 0.4 ft
ANSWER KEYS (continued)
 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. 

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 2 19