PRECALCULUS:

A Self-Learning Module for STEM 11

Module 4:
Conic Section - Hyperbola

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.

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 i

 MODULE 4 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 M4–1.1: Measure Me! ...................................................................................................... 4
WHAT IS IT? .......................................................................................................................................... 5
WHAT’S MORE? ................................................................................................................................. 16
ACTIVITY M4–1.2: Try Me................................................................................................................ 17
ACTIVITY M4–1.3: The Reverse ..................................................................................................... 17
WHAT I HAVE LEARNED? ............................................................................................................. 17
WHAT I CAN DO? .............................................................................................................................. 18
ASSESSMENT ..................................................................................................................................... 19
ANSWER KEYS .................................................................................................................................. 20
REFERENCES ..................................................................................................................................... 23

ii Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 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 III: 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.

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 iii

 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 4th of the series of 18 Precalculus modules that will be given to you
throughout the semester. In this module, you will be introduced to another type of conic
section – the hyperbola.

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).

iv Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

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.

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 v

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

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 hyperbola?
a. A point in plane such that the absolute c. A locus of points in plane such that the
value of the difference of its distances absolute value of the difference of its
from two fixed points is a constant distances from two fixed points is a
constant.
b. A point in plane such that the absolute d. A locus of points in plane such that the
value of the sum of its distances from absolute value of the sum of its
two fixed points is a constant distances from two fixed points is a
constant

2. The two points where each curve of a hyperbola makes its sharpest turn are on the
_________.
a. Foci b. Vertices

3. The line that passes through the foci on a hyperbola is called the ___________
a. Major axis c. Principal axis
b. Minor axis

4. The line that goes through the vertices and foci of a hyperbola is called the _________.
a. Origin c. Locus
b. Focus d. Axis of symmetry

5. __________ shows where the curve of the hyperbola would go if continued indefinitely in
each of the four directions.
a. The asymptote c. The cone
b. The nappe d. The limits

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 1

6. Find the equation in standard form of the hyperbola whose foci are �−4√2, 0� and �4√2, 0�,
such that for any point on it, the absolute value of the difference of its distances from the foci
is 8.
a. 𝑥𝑥 2 𝑦𝑦 2 c. 𝑥𝑥 2 𝑦𝑦 2
+ =1 + =1
16 16 4 4
b. 𝑥𝑥 2 2 2 2
𝑦𝑦 d. 𝑥𝑥 𝑦𝑦
− =1 − =1
16 16 4 4

7. Which of the following could be the graph of the ellipse described in the previous question?

a. b.

(𝑥𝑥−3)2 (𝑦𝑦+1)2
8. Find the foci of the hyperbola − =1
144 169
a. (14.69, 1), (−20.69, 1) c. (14.69, 1), (20.69, −1)
b. (−14.69, − 1), (−20.69, 1) d. (−14.69, − 1), (20.69, −1)

(𝑥𝑥−3)2 (𝑦𝑦+1)2
9. The major axis of the hyperbola − = 1 is along _________.
144 169
a. The x-axis b. The y-axis

(𝑥𝑥−3)2 (𝑦𝑦+1)2
10. The center of the hyperbola − = 1 is at _______.
144 169
a. (3, 1) c. (1, 3)

b. (3, −1) d. (1, −3)

(𝑥𝑥−3)2 (𝑦𝑦+1)2
11. Which of the following is not a vertex of the hyperbola + = 1:
144 169
a. (−9, −1) c. (12, −1)
b. (15, −1)

(𝑦𝑦−2)2 (𝑥𝑥+1)2
12. Find the foci of the hyperbola − =1
9 25
a. (−1, −3.83), (−1, 7.83) c. (1, −3.83), (1, 7.83)
b. (−1, 3.83), (−1, 7.83) d. (1, 3.83), (1, 7.83)

(𝑦𝑦−2)2 (𝑥𝑥+1)2
13. The major axis of the hyperbola − = 1 is along _________.
9 25
a. The x-axis b. The y-axis

2 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 (𝑥𝑥−3)2 (𝑦𝑦+2)2
14. How far away are the foci of the hyperbola − = 1?
16 9
a. 5 c. 4
b. 10 d. 8

15. Express the following equation for a hyperbola in standard form:

4𝑥𝑥 2 − 5𝑦𝑦 2 + 32𝑥𝑥 + 30𝑦𝑦 − 1 = 0
2 2
(𝑥𝑥 + 4) (𝑦𝑦 − 3) (𝑥𝑥 + 4)2 (𝑦𝑦 − 3)2
a. − =1 c. − =1
5 4 25 16
(𝑥𝑥 + 4)2 (𝑦𝑦 − 3)2
− =1 (𝑥𝑥 + 4)2 (𝑦𝑦 − 3)2
b. 4 5 d. − =1
16 25

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 3

 Lesson
CONIC SECTION: HYPERBOLA
M4-1

WHAT’S IN?

In Module 1 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). A
hyperbola is one of the three standard conic
sections. It is formed when you cut a plane on the
cone vertically or diagonally and intersects both
nappes to form two unbounded curves (Figure 4.1).
You will need a background knowledge on the
following before moving through this module:

 Distance formula
 Rules for adding, subtracting, multiplying and
dividing fractions algebraic expressions, and
Figure 4.1
real numbers.

WHAT’S NEW?

ACTIVITY M4–1.1: Measure Me!

Measure Me!

Left Curve Right Curve

4 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 Measure Me! (continued)

Instructions:
Make 5 measurements on any point on the left curve from F1 and F2 (similar to what
you did on the ellipse). Do the same on the right curve. Record the measurements on
your activity notebook in tabular manner as shown in Activity Table M4.1-1.

Guide Questions

1. Table M4.1-1. Record your measurements on a table like this:

Measured
Point Note: You may use cm, mm or inch as base unit.
(Its up to you
where on the
d1 d2
curve you will Absolute difference
(distance from F1 to (distance from F2 to
make your |d1 - d2|
any point on the curve) any point on the curve)
measurements)
Left Curve
1
2
3
4
5
Right curve
6
7
8
9
10

2. Does measurements d1 and d2 vary?

3. What can you say about the absolute deference of d1 and d2 for all the measured
points?

WHAT IS IT?

From Activity M4-1.1, we can define hyperbola as a locus of points in plane such that the
absolute value of the difference of its distances from two fixed points is a constant. The
fixed points are called FOCI (plural for focus). The two points where each curve makes its
sharpest turn are the VERTICES. The line that passes through the foci is called the
PRINCIPAL AXIS and the line segment whose extremities are the vertices of the
hyperbola is called the TRANSVERSE AXIS, and its length is 2a. The line segment
perpendicular to the transverse axis is called the CONJUGATE AXIS, and its length is 2b.
The intersection of the transverse and conjugate axes is called the CENTER. The line that
goes through the vertices and foci is the AXIS OF SYMMETRY. The diagonal dashed lines
of the auxiliary rectangle are the ASYMPTOTES which are not part of the hyperbola, but
they show where the curve would go if continued indefinitely in each of the four directions.
This auxiliary rectangle will be a great aid in drawing the graph of a hyperbola. The
eccentricity (e) of a hyperbola is always greater than 1. The focal parameter (p) is the

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 5

 distance from the focus to the corresponding directrix of the hyperbola. Refer to Figure 4.1
and Figure 4.1.

Figure 4.2 Main parts of a hyperbola

Figure 4.3 Anatomy of a hyperbola

6 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

Let us now derive the formula of an ellipse that with major axis along the x-axis and center at the
origin as shown in Figure 4.3. Always keep in mind that by definition, an ellipse is a set of all points
P(x, y) whose sum of the its distances from two fixed points, the foci, is constant. This means that
no matter where you are on an ellipse’s curve (that is if you move point P along the ellipse’s curve),
the sum of distances PF1 and PF2 will always be the same for that particular ellipse.

Before we proceed, let us first define the following properties to graph an ellipse:

𝑎𝑎  The distance between the center to any of the two vertices along
the major axis – this is also the longest distance between a, b and
c.
2𝑎𝑎  The length of the transverse axis
𝑏𝑏  Represents the distance perpendicular to the transverse axis from
the vertex to the asymptote line(s)
2𝑏𝑏  The length of the conjugate axis
𝑐𝑐  The distance from the center to any of the foci.
𝑏𝑏 2 = 𝑐𝑐 2 − 𝑎𝑎2  The relationship between a, b and c.

Figure 4.4 Significant coordinates of an ellipse (vertex at the origin)

From the Figure 4.3, we let (−𝑐𝑐, 0) and (𝑐𝑐, 0) be the foci of a hyperbola centered at the origin. The
hyperbola is the set of all points 𝑃𝑃(𝑥𝑥, 𝑦𝑦) such that the difference of the distances from 𝑃𝑃(𝑥𝑥, 𝑦𝑦) to
the foci is constant. If (−𝑎𝑎, 0) is a vertex of the hyperbola, the distance from (−𝑐𝑐, 0) to (−𝑎𝑎, 0) is
−𝑎𝑎 − (−𝑐𝑐) = −𝑎𝑎 + 𝑐𝑐. The distance from (𝑐𝑐, 0) to (−𝑎𝑎, 0) is 𝑐𝑐 − (−𝑎𝑎) = 𝑐𝑐 + 𝑎𝑎. The absolute
difference of the distances from the foci to the vertex is

|(−𝑎𝑎 + 𝑐𝑐) − (𝑐𝑐 + 𝑎𝑎)| = |−𝑎𝑎 + 𝑐𝑐 − 𝑐𝑐 − 𝑎𝑎| = |−𝑎𝑎 − 𝑎𝑎 + 𝑐𝑐 − 𝑐𝑐 | = |−2𝑎𝑎| = 2𝑎𝑎

If (𝑎𝑎, 0) is a point on the hyperbola, the following variables:

𝑑𝑑1 = distance from (−𝑐𝑐, 0) to (𝑥𝑥, 𝑦𝑦)

𝑑𝑑2 = distance from (𝑐𝑐, 0) to (𝑥𝑥, 𝑦𝑦)

From the given definition of a hyperbola, |𝑑𝑑2 − 𝑑𝑑1 | is constant at any point 𝑃𝑃(𝑥𝑥, 𝑦𝑦) on its curves.
The difference of these distances has been derived as 2𝑎𝑎 for the vertex (−𝑎𝑎, 0). The same is true
that |𝑑𝑑2 − 𝑑𝑑1 | = 2𝑎𝑎 for any point on the hyperbola. From this relationship, we can now derive the
equation of a hyperbola.

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 |𝑑𝑑2 − 𝑑𝑑1 | = 2𝑎𝑎
𝑑𝑑2 − 𝑑𝑑1 = 2𝑎𝑎
�(𝑥𝑥 − (−𝑐𝑐) + (𝑦𝑦 − 0) − �(𝑥𝑥 − 𝑐𝑐) + (𝑦𝑦 − 0)2
2 2 2 = 2𝑎𝑎
�(𝑥𝑥 + 𝑐𝑐)2 + 𝑦𝑦 2 − �(𝑥𝑥 − 𝑐𝑐)2 + 𝑦𝑦 2 = 2𝑎𝑎
�(𝑥𝑥 + 𝑐𝑐)2 + 𝑦𝑦 2 = 2𝑎𝑎 + �(𝑥𝑥 − 𝑐𝑐)2 + 𝑦𝑦 2
𝑥𝑥 + 𝑐𝑐 𝑥𝑥 + 𝑐𝑐
𝑥𝑥 + 𝑐𝑐 𝑥𝑥 + 𝑐𝑐
𝑥𝑥 2 + 𝑐𝑐𝑐𝑐 𝑥𝑥 2 + 𝑐𝑐𝑐𝑐
𝑐𝑐𝑐𝑐+𝑐𝑐 2 𝑐𝑐𝑐𝑐+𝑐𝑐 2
𝑥𝑥 + 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2
2 𝑥𝑥 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2
2

�(𝑥𝑥 2 + 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 ) + 𝑦𝑦 2 = 2𝑎𝑎 + �(𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 ) + 𝑦𝑦 2

2
𝑥𝑥 2 + 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = �2𝑎𝑎 + �𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 �
2𝑎𝑎 + �𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
2𝑎𝑎 + �𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
4𝑎𝑎2 + 2𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
2
+2𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 + ��𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 �

4𝑎𝑎2 + 4𝑎𝑎�𝑥𝑥 2 + 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 + (𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 )

𝑥𝑥 2 + 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = 4𝑎𝑎2 + 4𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 + 𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2

2𝑐𝑐𝑐𝑐 = 4𝑎𝑎2 + 4𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 − 2𝑐𝑐𝑐𝑐
2𝑐𝑐𝑐𝑐 + 2𝑐𝑐𝑐𝑐 = 4𝑎𝑎2 + 4𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
4𝑐𝑐𝑐𝑐 = 4𝑎𝑎2 + 4𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
𝑐𝑐𝑐𝑐 = 𝑎𝑎2 + 𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2
𝑎𝑎�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = 𝑐𝑐𝑐𝑐 − 𝑎𝑎2
𝑐𝑐𝑐𝑐 − 𝑎𝑎2
�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 =
𝑎𝑎
𝑐𝑐𝑐𝑐
�𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = − 𝑎𝑎
𝑎𝑎
𝑐𝑐𝑐𝑐 2
𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = � − 𝑎𝑎�
𝑎𝑎
𝑐𝑐 2 𝑥𝑥 2
𝑥𝑥 2 − 2𝑐𝑐𝑐𝑐 + 𝑐𝑐 2 + 𝑦𝑦 2 = − 2𝑐𝑐𝑐𝑐 + 𝑎𝑎2
𝑎𝑎2
𝑐𝑐 2 𝑥𝑥 2
𝑥𝑥 2 + 𝑐𝑐 2 + 𝑦𝑦 2 = + 𝑎𝑎2
𝑎𝑎2
Note:
The relationship between a, b and c is: 𝑏𝑏 2 = 𝑐𝑐 2 − 𝑎𝑎2
Where 𝑐𝑐 2 = 𝑎𝑎2 + 𝑏𝑏 2
(𝑎𝑎2 + 𝑏𝑏 2 )𝑥𝑥 2
𝑥𝑥 2 + (𝑎𝑎2 + 𝑏𝑏 2 ) + 𝑦𝑦 2 = + 𝑎𝑎2
𝑎𝑎2
𝑎𝑎2 𝑥𝑥 2 𝑏𝑏 2 𝑥𝑥 2
𝑥𝑥 2 + 𝑎𝑎2 + 𝑏𝑏 2 + 𝑦𝑦 2 = + 2 + 𝑎𝑎2
𝑎𝑎2 𝑎𝑎
2 𝑥𝑥 2
𝑏𝑏
𝑥𝑥 2 + 𝑏𝑏 2 + 𝑦𝑦 2 = 𝑥𝑥 2 + 2
𝑎𝑎
𝑏𝑏 2 𝑥𝑥 2
𝑏𝑏 2 + 𝑦𝑦 2 =
𝑎𝑎2
𝑎𝑎2 (𝑏𝑏 2 + 𝑦𝑦 2 ) = 𝑏𝑏 2 𝑥𝑥 2
𝑎𝑎2 𝑏𝑏 2 + 𝑎𝑎2 𝑦𝑦 2 ) = 𝑏𝑏 2 𝑥𝑥 2
𝑎𝑎2 𝑏𝑏 2 = 𝑏𝑏 2 𝑥𝑥 2 − 𝑎𝑎2 𝑦𝑦 2

8 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 𝑏𝑏 2 𝑥𝑥 2 − 𝑎𝑎2 𝑦𝑦 2 𝑎𝑎2 𝑏𝑏 2
=
𝑎𝑎2 𝑏𝑏 2 𝑎𝑎2 𝑏𝑏 2
𝑏𝑏 2 𝑥𝑥 2 𝑎𝑎2 𝑦𝑦 2
− = 1
𝑎𝑎2 𝑏𝑏 2 𝑎𝑎2 𝑏𝑏 2
𝑥𝑥 2 𝑦𝑦 2
− = 1
𝑎𝑎2 𝑏𝑏 2

Table 4.1 List of standard equation forms of a hyperbola

CASE FORMULA DESCRIPTION
𝑥𝑥 2 𝑦𝑦 2
1 − =1 Center at the origin and major axis along the x-axis
𝑎𝑎2 𝑏𝑏2
𝑦𝑦 2 𝑥𝑥 2
2 − =1 Center at the origin and major axis along the y-axis
𝑎𝑎2 𝑏𝑏2
(𝑥𝑥 − ℎ)2 (𝑦𝑦 − 𝑘𝑘)2 Center, C(h, k), not on the origin and major axis along the
3 − =1
𝑎𝑎2 𝑏𝑏2 x-axis

(𝑦𝑦 − 𝑘𝑘)2 (𝑥𝑥 − ℎ)2 Center, C(h, k), not on the origin and major axis along the
4 − =1
𝑎𝑎2 𝑏𝑏2 y-axis

Example M4–1.1
Write the equation for a horizontal that is centered at the origin, has a transverse axis that
is 8 units long and a conjugate axis that is 6 units long
a. 𝑥𝑥 2 𝑦𝑦 2 c. 𝑥𝑥 2 𝑦𝑦 2
− =1 − =1
4 3 9 16
b. 𝑥𝑥 2 𝑦𝑦 2 d. 𝑥𝑥 2 𝑦𝑦 2
− =1 − =1
3 4 16 9
Answer: d

Explanation (Refer to Table 4.1):

The problem states that the ellipse is centered at the origin, hence, this is either case 1 or
case 2. It also states that this particular hyperbola is horizontal. We can now deduce that
this is a case 1 hypebola. Another clue given are the lengths of the transverse axis (2𝑎𝑎) and
the conjugate axis (2𝑏𝑏). Therefore,
2𝑎𝑎 = 8 2𝑏𝑏 = 6
8 6
𝑎𝑎 = 𝑏𝑏 =
2 2
𝑎𝑎 = 4 𝑏𝑏 = 3

Using the formula in case 1,

𝑥𝑥 2 𝑦𝑦 2
− =1
𝑎𝑎2 𝑏𝑏 2
𝑥𝑥 2 𝑦𝑦 2
− =1
42 32
𝑥𝑥 2 𝑦𝑦 2
− =1
16 9
Therefore, the answer is d.

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 9

Example M4–1.2
Graph example M4-1.1.

Solution:
Step 1. To graph an ellipse, first identify its properties. In the previous
example, a and b were already determined. From this, the variable c
can be calculated
𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏 2
= �42 + 32
= √16 + 9
𝑐𝑐 = √25 = 5
Step 2. Now you will be able to identify the foci and the vertices.
Center:
𝐶𝐶(0, 0)
Foci:
𝐹𝐹1 (−𝑐𝑐, 0) = 𝐹𝐹1 (−5, 0)
𝐹𝐹2 (𝑐𝑐, 0) = 𝐹𝐹2 (5, 0)
Vertices along major axis:
𝑉𝑉1 (−𝑎𝑎, 0) = 𝑉𝑉1 (−4, 0)
𝑉𝑉2 (𝑎𝑎, 0) = 𝑉𝑉2 (4, 0)

Step 3. Graph

Example M4–1.3
(𝑥𝑥−3)2 (𝑦𝑦+1)2
Find the foci and the vertices of the ellipse − = 1.
144 169

Solution:
Step 1. Rewrite the given expression into standard equation form.
(𝑥𝑥 − 3)2 (𝑦𝑦 + 1)2
− =1
144 169
(𝑥𝑥 − 3)2 (𝑦𝑦 + 1)2
− =1
122 132

Step 2. Among the advantages of rewriting an equation into its standard form
is it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶𝐶(3, −1)
For problems involving hyperbolas, “a” is always associated with the
first term (minuend, the first number or term in a subtraction) and “b”

10 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 is always on the second term (subtrahend, the number or term to be
subtracted). It is important to note that the orientation of a hyperbola
can be identified through the minuend of its standard equation. If the
variable in the minuend is “x”, then the hyperbola is horizontal,
otherwise – if it is “y”, then it is vertical. Hence this particular problem
is a horizontal hyperbola and we get:
𝑎𝑎 = 12 𝑏𝑏 = 13

Step 3. Solve for “c”

𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏 2
= �122 + 132
= √313
𝑐𝑐 ≈ 17.69181

Step 4. Solve for the foci and vertices.

Foci:
𝐹𝐹1 (ℎ − 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹1 (3 − 17.69, −1) = 𝐹𝐹1 (−14.69, −1)
𝐹𝐹2 (ℎ + 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹2 (3 + 17.69, −1) = 𝐹𝐹2 (3, 20.69, −1)
Vertices:
𝑉𝑉1 (ℎ − 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉1 (3 − 12, −1) = 𝑉𝑉1 (−9, −1)
𝑉𝑉2 (ℎ + 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉2 (3 + 12, −1) = 𝑉𝑉2 (15, −1)

Step 5. Graph (optional)

Example M4–1.4
(𝑥𝑥+1)2 (𝑦𝑦−2)2
Find the foci and the vertices of the ellipse − = 1.
25 9

Solution:
Step 1. Rewrite the given expression into standard equation form.
(𝑥𝑥 + 1)2 (𝑦𝑦 − 2)2
− =1
25 9
(𝑥𝑥 + 1)2 (𝑦𝑦 − 2)2
− =1
52 32

Step 2. Among the advantages of rewriting an equation into its standard form is
it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶𝐶(−1, 2)
For problems involving hyperbolas, “a” is always associated with the first
term (minuend, the first number or term in a subtraction) and “b” is

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 11

 always on the second term (subtrahend, the number or term to be
subtracted). It is important to note that the orientation of a hyperbola can
be identified through the minuend of its standard equation. If the variable
in the minuend is “x”, then the hyperbola is horizontal, otherwise – if it is
“y”, then it is vertical. Hence this particular problem is a horizontal
hyperbola and we get:
𝑎𝑎 = 5 𝑏𝑏 = 3

Step 3. Solve for “c”

𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏 2
= �52 + 32
= √34
𝑐𝑐 ≈ 5.83095

Step 4. Solve for the foci and vertices.

Foci:
𝐹𝐹1 (ℎ − 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹1 (−1 − 5.83, 2) = 𝐹𝐹1 (−6.83, 2)
𝐹𝐹2 (ℎ + 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹2 (−1 + 5.83, 2) = 𝐹𝐹2 (−4.83, 2)
Vertices:
𝑉𝑉1 (ℎ − 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉1 (−1 − 5, 2) = 𝑉𝑉1 (−6, 2)
𝑉𝑉2 (ℎ + 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉2 (−1 + 5, 2) = 𝑉𝑉2 (4, 2)

Step 5. Graph (optional)

Example M4–1.5
Find the center, vertices and foci. Then sketch the graph.
36𝑦𝑦 2 − 25𝑥𝑥 2 = 900

Solution:
Step 1. Rewrite the given expression into standard equation form. To do this,
divide both sides with 900.
36𝑦𝑦 2 − 25𝑥𝑥 2 = 900
36𝑦𝑦 2 − 25𝑥𝑥 2 900
=
900 900
36𝑦𝑦 2 25𝑥𝑥 2
+ =1
900 900
𝑦𝑦 2 𝑥𝑥 2
+ =1
25 36
2 2
𝑦𝑦 𝑥𝑥
2 + 2=1
5 6

12 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 Step 2. Among the advantages of rewriting an equation into its standard form
is it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶𝐶(0, 0)
For problems involving hyperbolas, “a” is always associated with the
first term (minuend, the first number or term in a subtraction) and “b”
is always on the second term (subtrahend, the number or term to be
subtracted). It is important to note that the orientation of a hyperbola
can be identified through the minuend of its standard equation. If the
variable in the minuend is “x”, then the hyperbola is horizontal,
otherwise – if it is “y”, then it is vertical. Hence this particular problem
is a vertical hyperbola and we get:
𝑎𝑎 = 5 𝑏𝑏 = 6

Step 3. Solve for “c”

𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏 2
= �52 + 62
𝑐𝑐 = √61 ≈ 7.81025

Step 4. Solve for the foci and vertices.

Foci:
𝐹𝐹1 (ℎ, 𝑘𝑘 − 𝑐𝑐) = 𝐹𝐹1 �0, 0 − √61� = 𝐹𝐹1 �0, −√61�
𝐹𝐹2 (ℎ, 𝑘𝑘 + 𝑐𝑐) = 𝐹𝐹2 �0, 0 + √611� = 𝐹𝐹2 �0, √61�
Vertices:
𝑉𝑉1 (ℎ, 𝑘𝑘 − 𝑎𝑎) = 𝑉𝑉1 (0, 0 − 5) = 𝑉𝑉1 (0, −5)
𝑉𝑉2 (ℎ, 𝑘𝑘 + 𝑎𝑎) = 𝑉𝑉2 (0, 0 + 5) = 𝑉𝑉2 (0, 5)

Step 5. Graph (optional)

Example M4–1.6
Find the center, vertices and foci. Then sketch the graph.
25𝑥𝑥 2 − 81𝑦𝑦 2 − 150𝑥𝑥 − 324𝑦𝑦 − 2124 = 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
For this type of problem, your first task is to move all constants to the
right side of the equation and then arrange all similar terms,
25𝑥𝑥 2 − 81𝑦𝑦 2 − 150𝑥𝑥 − 324𝑦𝑦 − 2124 = 0

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 13

 25𝑥𝑥 2 − 150𝑥𝑥 − 81𝑦𝑦 2 − 324𝑦𝑦 = 2124

Step 2. Factor and complete the square (review your notes on Module 1).
(25𝑥𝑥 2 − 150𝑥𝑥) − (81𝑦𝑦 2 + 324𝑦𝑦) = 2124
25(𝑥𝑥 2 − 6𝑥𝑥) − 81(𝑦𝑦 2 + 4𝑦𝑦) = 2124
Keep in mind that in this case there is a constant outside the terms to
whom you are to complete the square. Do not forget to include these
factors when you add terms on the right side.
6 2 4 2
25 �𝑥𝑥 2 − 6𝑥𝑥 + � � � − 81 �𝑦𝑦 2 + 4𝑦𝑦 + � � �
2 2
6 2 4 2
= 2124 + 25 � � − 81 � �
2 2
25(𝑥𝑥 2 − 6𝑥𝑥 + 32 ) − 81(𝑦𝑦 2 + 4𝑦𝑦 + 22 ) = 2124 + 25(3)2 − 81(2)2

Step 3. Evaluate and factor

25(𝑥𝑥 2 − 6𝑥𝑥 + 32 ) − 81(𝑦𝑦 2 + 4𝑦𝑦 + 22 ) = 2124 + 25(3)2 − 81(2)2
25(𝑥𝑥 − 3)2 − 81(𝑦𝑦 + 2)2 = 2124 + 25(9) − 81(4)
25(𝑥𝑥 − 3)2 − 81(𝑦𝑦 + 2)2 = 2124 + 225 − 324
25(𝑥𝑥 − 3)2 − 81(𝑦𝑦 + 2)2 = 2025
25(𝑥𝑥 − 3)2 81(𝑦𝑦 + 2)2 2025
− =
2025 2025 2025
(𝑥𝑥 − 3)2 (𝑦𝑦 + 2)2
− =1
81 25
(𝑥𝑥 − 3) 2 (𝑦𝑦 + 2) 2
− =1
92 52

Step 4. From the equation above, we can see that the center is located at:
𝐶𝐶(3, −2)
For problems involving hyperbolas, “a” is always associated with the
first term (minuend, the first number or term in a subtraction) and “b”
is always on the second term (subtrahend, the number or term to be
subtracted). It is important to note that the orientation of a hyperbola
can be identified through the minuend of its standard equation. If the
variable in the minuend is “x”, then the hyperbola is horizontal,
otherwise – if it is “y”, then it is vertical. Hence this particular problem
is a horizontal hyperbola and we get:
𝑎𝑎 = 9 𝑏𝑏 = 5

Step 5. Solve for “c”

𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏 2
= �92 + 52
𝑐𝑐 = √106 ≈ 10.29563

Step 6. Solve for the foci and vertices.

Foci:
𝐹𝐹1 (ℎ − 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹1 �3 − √106, −2�
𝐹𝐹2 (ℎ + 𝑐𝑐, 𝑘𝑘) = 𝐹𝐹2 �3 + √106, −2�
Vertices along major axis:
𝑉𝑉1 (ℎ − 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉1 (3 − 9, −2) = 𝑉𝑉1 (−6, −2)
𝑉𝑉2 (ℎ + 𝑎𝑎, 𝑘𝑘) = 𝑉𝑉2 (3 + 9, −2) = 𝑉𝑉2 (12, −2)

14 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 Step 7. Graph (optional)

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 15

 WHAT’S MORE?
Table 4.2 Summary of formulas to determine the properties of a hyperbola
NAME/ DESCRIPTION FORMULA

HORIZONTAL HYPERBOLA
(x − h)2 (y − k)2
− =1
𝑎𝑎2 𝑏𝑏2
Center 𝐶𝐶(ℎ, 𝑘𝑘)
Vertices 𝑉𝑉1 (ℎ − 𝑎𝑎, 𝑘𝑘) 𝑉𝑉2 (ℎ + 𝑎𝑎, 𝑘𝑘)
Distance from center to focus (c) 𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏2
Foci 𝐹𝐹1 (ℎ − 𝑐𝑐, 𝑘𝑘) 𝐹𝐹2 (ℎ + 𝑐𝑐, 𝑘𝑘)
𝑏𝑏𝑏𝑏 𝑏𝑏ℎ 𝑏𝑏𝑏𝑏 𝑏𝑏ℎ
Asymptotes 𝑦𝑦 = − + 𝑘𝑘 𝑦𝑦 = − + + 𝑘𝑘
𝑎𝑎 𝑎𝑎 𝑎𝑎 𝑎𝑎

Eccentricity √𝑎𝑎2 + 𝑏𝑏2 𝑐𝑐

𝑒𝑒 = =
𝑎𝑎 𝑎𝑎
𝑏𝑏2
Focal Parameter 𝑝𝑝 =
√𝑎𝑎2 + 𝑏𝑏2
VERTICAL HYPERBOLA
(y − k)2 (x − h)2
− =1
a2 b2
Center 𝐶𝐶(ℎ, 𝑘𝑘)
Vertices 𝑉𝑉1 (ℎ, 𝑘𝑘 − 𝑎𝑎) 𝑉𝑉2 (ℎ, 𝑘𝑘 + 𝑎𝑎)
Distance from center to focus (c) 𝑐𝑐 = �𝑎𝑎2 + 𝑏𝑏2
Foci 𝐹𝐹1 (ℎ, 𝑘𝑘 − 𝑐𝑐) 𝐹𝐹2 (ℎ, 𝑘𝑘 + 𝑐𝑐)
𝑎𝑎𝑎𝑎 𝑎𝑎ℎ 𝑎𝑎𝑎𝑎 𝑎𝑎ℎ
Asymptotes 𝑦𝑦 = − + 𝑘𝑘 𝑦𝑦 = − + + 𝑘𝑘
𝑏𝑏 𝑏𝑏 𝑏𝑏 𝑏𝑏
√𝑎𝑎2 − 𝑏𝑏2 𝑐𝑐
Eccentricity 𝑒𝑒 = =
𝑎𝑎 𝑎𝑎
𝑏𝑏2
Focal Parameter 𝑝𝑝 =
√𝑎𝑎2 + 𝑏𝑏2

16 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

ACTIVITY M4–1.2: Try Me

Try Me

Directions: Give the coordinates of the center, foci, vertices, eccentricity, focal parameter
and asymptotes of a hyperbola with the given equation. Sketch the graph and include these
points.
x2 y2
1. − =1
9 7
2. 4𝑥𝑥 2 − 5𝑦𝑦 2 + 32𝑥𝑥 + 30𝑦𝑦 − 1 = 0

ACTIVITY M4–1.3: The Reverse

The Reverse

1. The vertices of a hyperbola are at (-9, -2) and (3, -2). For any point on the hyperbola,
the difference of its distances from the foci is 12. Find the standard equation of the
hyperbola.
2. A hyperbola has vertices (−6, −5) and (10, −5). For any point on the hyperbola, the
difference of its distances from the foci is 16. Find its standard equation and its foci.

WHAT I HAVE LEARNED?

Directions: Answer what is asked. Write your answers on your activity notebook.
1. Give the definition of the following:
a. Hyperbola
___________________________________________________________________
___________________________________________________________________
b. Vertices
___________________________________________________________________
___________________________________________________________________
c. Center
___________________________________________________________________
___________________________________________________________________
d. Foci
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
e. Transverse Axis
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
f. Asymptote
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 17

 2. Write down the steps in determining the properties of the following hyperbola:
(x + 2)2 (y + 4)2
− =1
64 25
3. Write down the indications/descriptions on how a hyperbola is oriented based on its
equation.
Horizontal Vertical

WHAT I CAN DO?

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

A. Give the coordinates of the center, foci, vertices, and asymptotes of the hyperbola with the
given equation. Sketch the graph, and include these points and lines, the transverse and
conjugate axes, and the auxiliary rectangle.
(𝑦𝑦+2)2 (𝑥𝑥−7)2
1. + =1
25 9
2. 4𝑥𝑥 2 − 5𝑦𝑦 2 + 32𝑥𝑥
+ 30𝑦𝑦 = 1
B. Find the standard equation of the ellipse which satisfies the given conditions.
1. The foci of a hyperbola are (-5, -3) and (9, -3). For any point on the hyperbola, the
absolute value of the difference of its of its distances from the foci is 10. Find the
standard equation of the hyperbola.
2. A hyperbola has vertices (-4, -5) and (-4, -9), and one of its foci is at (-4, 2 - √65). Find
its standard equation.

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

18 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4

 ASSESSMENT

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

A. Give the coordinates of the center, foci, vertices, and the asymptotes of the hyperbola with
the given equation. Sketch the graph, and include these points and lines.
(𝑦𝑦+2)2 (𝑥𝑥+3)2
1. − =1
15 10
2. 25𝑥𝑥 2
− 39𝑦𝑦 2
+ 150𝑥𝑥 + 390𝑦𝑦 + 225 = 0
B. Find the standard equation of the hyperbola which satisfies the given conditions.
1. Foci at (-4, -3) and (-4, 13), the absolute value of the difference of distances at any point
is 14.
2. Vertices at (-2, 8) and (8, 8), a focus at (12, 8).

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

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 19

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 20
What I Know Activity M4–1.2: Try Me (continued)
1. c
2. b
2. 𝐶𝐶(−4, 3)
3. c
𝐹𝐹1 (−7, 3)
4. d
𝐹𝐹2 (−1, 3)
5. a
6. b
𝑉𝑉1 �−4, −√5, 3�
7. a
𝑉𝑉2 �−4, +√5, 3�
8. d
𝑎𝑎 = √5
9. a
𝑏𝑏 = 2
10. b
𝑐𝑐 = 3
11. c
𝑐𝑐 3√5
12. a
𝑒𝑒 = =
13. b

𝑎𝑎 5
4
14. b Asymptotes:
𝑝𝑝 =
15. a

3
2√5𝑥𝑥 8√5
Activity M4–1.1: Measure Me
5 5
𝑦𝑦 = + +3
2√5𝑥𝑥 8√5
1. Your answers may vary depending on the
5 5
𝑦𝑦 = − − +3
base unit you are using.
2. Yes
3. The same (or equal) or almost the same (if
there are errors in the measurement)
Activity M4–1.2: Try Me
1. 𝐶𝐶(0, 0)
𝐹𝐹1 (−4, 0)
𝐹𝐹2 (4, 10)
𝑉𝑉1 (−3, 0)
𝑉𝑉2 (3, 0)
𝑎𝑎 = 3
Activity M4–1.3: The Reverse (SE)
𝑏𝑏 = √7
1.
𝑐𝑐 = 4
𝑐𝑐 4 (x+3)2 (y+2)2
2.
36 49
𝑒𝑒 = = − =1
(x−2)2 (y+5)2
𝑎𝑎 3
7
61 36
Asymptotes:
𝑝𝑝 = − =1
4
√7𝑥𝑥
3
𝑦𝑦 =
√7𝑥𝑥
3
𝑦𝑦 = −
ANSWER KEYS
21 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4
Activity M4–1.3: The Reverse (Graph) WHAT I CAN DO (continued)
1. A.
2. 𝐶𝐶(−4, 3)
𝐹𝐹1 (−7, 3)
𝐹𝐹2 (−1, 3)
𝑉𝑉1 (−6.24, 3)
Asymptotes:
𝑉𝑉2 (−1.76, 3)
2𝑥𝑥 8
√5 √5
𝑦𝑦 = + + 3
2𝑥𝑥 8
√5 √5
𝑦𝑦 = − − +3
2.
B.
1.
(x−2)2 (y+3)2
25 24
− =1
WHAT I CAN DO
A.
1. 𝐶𝐶(7, −2)
𝐹𝐹1 (7, −7.8)
𝐹𝐹2 (7, 3.8)
𝑉𝑉1 (7, −7)
Asymptotes:
𝑉𝑉2 (7, 3)
5𝑥𝑥 41
3 3
𝑦𝑦 = −
2.
5𝑥𝑥 29
𝑦𝑦 = − +
3 3 (𝑦𝑦−2)2 (𝑥𝑥+4)2
49 16
− =1
ANSWER KEYS (continued)
Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 4 22
ASSESSMENT (continued)
A.
1. 𝐶𝐶(−3, −2)
𝐹𝐹1 (−3, −7)
𝐹𝐹2 (−3, 3)
𝑉𝑉1 �−3, −2 + √15�
Asymptotes:
𝑉𝑉2 �−3, −2 − √15�
3 3
2 2
𝑦𝑦 = ±� 𝑥𝑥 ± 3� − 2
2. 𝐶𝐶(−3, 5)
𝐹𝐹1 (−3, −3)
𝐹𝐹2 (−3, 13)
𝑉𝑉1 (−3, 0)
Asymptotes:
𝑉𝑉2 (−3, 10)
5 15
√39 √39
𝑦𝑦 = ± 𝑥𝑥 ± +5
B.
1.
(y−5)2 (x+4)2
2.
49 15
− =1
(x−3)2 (y−8)2
25 56
− =1
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 4 23