Pre-Calculus

Quarter 1 - Module 1:
Introduction to Conic Sections
and Circle
Pre-Calculus
Alternative Delivery Mode
Quarter 1 - Module 1: Introduction to Conic Sections and Circle
First Edition, 2020

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 Pre-Calculus
Quarter 1 - Module 1:
Introduction to Conic Sections
and Circle
Introductory Message
For the facilitator:

Welcome to the Pre-Calculus Alternative Delivery Mode (ADM) Module on

Introduction to Conic Sections and Circle!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the Pre-Calculus Alternative Delivery Mode (ADM) Module on

Introduction to Conic Sections and Circle!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

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.

iii
 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.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some 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 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.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master
Pre-Calculus. 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. But the order in
which you read them can be changed to correspond with the textbook you are now
using.

The module is divided into three lessons, namely:

 Lesson 1 – Introduction to Conic Section and Circle
 Lesson 2 – Definition of Circle
 Lesson 3 – Graph of a circle given an equation in center-radius form

After going through this module, you are expected to:

1. Illustrate the different types of conic sections;
2. define circle;
3. determine the standard form of equation of a circle;
4. graph a circle in a rectangular coordinate system; and
5. solve situational problems involving conic sections (circle).

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Find the equation of the circle graphed below.

A. x2 + y2 = 16 C. x2 + y = 16
B. x2 + y2 = 1 D. y2 = x2 + 16

2. Find the standard form of the equation of the parabola with the given
characteristic and vertex at the origin. focus: (0, 7)
A. y2 = 7x C. x2 = 28y
B. x2 = –7y D. x2 = 7y

2
3. Identify the graph, center, and radius of the circle with the given equation.

x2 + y2 – 5x +4y = 46

A. C.

5
center = ( 2
, 2) ; radius = 7.5 center = (5, -4) ; radius = 7

B. D.

7 3 13
center =( , ) ; radius = center = (-5, -6) ; radius = 7
4 4 4

4. Identify the conic by writing the equation in standard form.

4x2 + 4y2 40x + 16y +40 = 0

A. (x + 5)2 + (y + 2)2 = 19 ; circle

B. (x + 5)2 + (y + 2)2 = 39 ; circle
(x + 5)2 (y + 5)2
C. 11 + 11 = 1; ellipse
4 4
(x + 5)2 (y + 5)2
D. 11 + 11 = 1; hyperbola
4 4

5. A circle has center at the focus of the parabola y2 +16x + 4y = 44, and its
tangent to the directrix of this parabola. Find the standard equation.
A. (x + 2)2 + (y + 1)2 = 64
B. (x + 5)2 + (y + 2)2 = 19
C. (x + 1)2 + (y + 2)2 = 64
D. (x + 1)2 + (y + 2)2 = 32

3
 Lesson
Introduction to Conic
1 Sections and Circle

By definition, a conic section is a curve obtained by intersecting a cone with a

plane. In Algebra II, we work with four main types of conic sections: circles, parabolas,
ellipses, and hyperbolas. Each of these conic sections has different characteristics and
formulas that help us solve various types of problems.

There are a lot of sites and textbooks with illustrations on how we can derive
various curves through sectioning. There are lots of books and webpages which offer
the history of conics, how they derived and prove formulas, and how they are applied.

This lesson, and the conic-specific lessons to which this page links, will focus
on: finding curves, given points and other details; finding points and other details,
given curves; and setting up and solving conics equations to solve typical word
problems.

commons.wikimedia.org

While we evaluate the parabola and hyperbola, ellipse, and circle which is a
special type of ellipse although it is sometimes called the fourth type of a conic section
separately, we should also consider that these are all a second degree curves. This can
be presented in a case of analytic equation, such as:

x2 + x2 + Ay +Bx + C = 0

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Circle – a set of all points on a plane which are equidistant from one another from a
fixed point on a plane. The fixed point is called the center and the distance from
the center to any points in the circle is called the radius.

Ellipse – a set of all points in a plane, the sum of its distances from two fixed points
is constant. The fixed point is called the foci of the ellipse. The line through
them is sometimes called focal axis. The points where the ellipse crosses its
focal axes is called vertices, while the line segment joining the two vertices is
called the major axis. The chord of an ellipse passing through the center and
perpendicular to the major axis is what we call minor axis. While the
eccentricity of the ellipse is from 0 to 1 that is 0 < e < 1.

Parabola – a parabola is a set of all points in a plane equidistant from a fixed point
and a fixed line in the same plane. The fixed point is called focus of the parabola
and the fixed line is called directrix. The point where the parabola intersect its
axis is called vertex, while the latus rectum is the chord drawn through the
focus and perpendicular to the axis of the parabola.

Hyperbola – a set of all points and the difference of whose distance from two fixed
points is constant and the line passing through the foci is called transverse
axis, while the line passing through the center perpendicular to the transvers
axis is called conjugate axis.

What’s In

The Circle
A. Center at the Origin

(0,0 r (r,0)
)

A circle with its center (0,0) and radius r has the equation: x2 + y2 = r2

5
This means that any point (x, y) on the circle will square the radius when substituted
to the equation of a circle.

r
(a,b)

The circle with its center (h,k) and radius r has the equation:
(x – a)2 + (y – b)2 = r2

B. General Form of a Circle

Walking through from general form to standard form, knowing that we have the
equation in general form:

x2 + y2 + Ax +By + C = 0 (a)

How can we change it to standard form such as this?

(x – a)2 + (y – b)2 = r2 (b)

It is by completing the square!

Notes to the Teacher

Students should have mastered completing the square for them to
be able to simplify and plot the coordinates. This will help the
learners to solve the equation of a circle by completing the square
for them to graph the position of a circle.

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 What’s New

Completing the Square

You will now learn how to solve equations using the method known as completing
the square, it is where we consider the Quadratic Equation. This method involves
changing the left side of a ax2 + bx + c = 0

Consider the equation: x2 + 8x + 7 = 0

Since the given equation is not a perfect square, transpose the constant to the other
side of the equation. We will get:
x2 + 8x = -7 note that the coefficient of x is 8.
To make the left side a perfect square, we need to add 16 to both sides, it is the
square of the half of the coefficient of x, this will give us:
x2 + 8x + 16 = -7 +16
(x + 4)2 = 9
(x + 4) = ±√9
x+4=3 or x + 4 = -3
∴ x = 3 – 4 or x = -3 - 4
x = -1 or x = -7
This process is what we call completing the square.

What is It

For you to clearly understand the standard form and general form of a circle,
consider some problems involving center of a circle and radius and vice versa.

Example 1: Find the standard form of the equation of the circle whose center is at
(2,1) and the radius is 2.
Substituting to the equation
(x – a)2 + (y – b)2 = r2 ( x – 2)2 + ( y – 1)2 = 22

(x – 2)2 + (y – 1)2 = 4

C(2,1)

Figure shows a circle with center at 2,1 and radius 2.

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Example 2. Complete the square to find the center and radius of the circle given the
equation 4x2 + 4y2 -16x + 24y – 36 = 0
Given the equation, and since all the coefficients are even number and all are divisible
by 4, we could possibly use 4 to simplify. Whatever you will introduce to the right will
also be introduced to the left. The equation will be:

4𝑥 2 + 4𝑦 2 − 16𝑥 + 24𝑦 − 36 0
=
4 4

x2 + y2 - 4x + 6y – 9 = 0
we can rearrange the equation in such a way that x will be right after each other and
y will be after the other. So we have:
x2 -4x + y2 +6y = 9
We can group them together in a parenthesis, so that:
(x2 – 4x +4) + ( y2 + 6y + 9) = 9 + 4 + 9
(x – 2)2 + (y + 3)2 = 22
The center of a circle is (2, -3)

The radius is √22

To sketch the graph

8
 c

What’s More

Activity on Circle
A. Find the standard form of the circle at (1,-1) and diameter 4. Sketch the circle.
Solution:
1 1
Let C(a, b) = (-1, 1) and r = 2 𝑑 = 2 (4) = 2 (note: diameter of a circle is twice the length
of its radius)

by substitution:
(x - a)2 + (y - k)2 = r2
(x - 1)2 + (y - 1)2 = 22
(x - 1)2 + (y - 1)2 = 4
to sketch the circle:

B. A ferris wheel is elevated 1 m above ground. When a car reaches the highest
point on the ferris wheel, its altitude from ground level is 31 m. How far away
from the center, horizontally, is the car when it is at an altitude of 25 m?

Solution.
The ferris wheel, as shown below, is drawn 1 unit above the x axis (ground level),
center on the y axis, and highest point at y = 31. The diameter is thus 30, and
the radius is 15. We locate the center at (0, 16), and write the equation of the
circle as x2 + (y - 16)2 = 152. If y = 25, we have x2 + (25 - 16)2 = 152, so x2 = 152 - 92
= 144, and x = ±12. (Clearly, there are two points on the ferris wheel at an altitude
of 25 m.) Thus, the car is 12 m away, horizontally, from the center.

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Assessment: Conic Section and Circle
A. Determine the equation of a circle given the center and its radius.
1. Find the equation of a circle whose center is at (-2, 3) and its radius 5.
2. Find the equation of a circle whose center is at the origin and radius 3.
Sketch the circle.
3. Find the equation of a circle whose center is at (2, 1) and its radius 3.

B. Determine the center and the radius of the circle given the equation.
1. Find the center and the radius of the circle given the equation x 2 + 4x + y2
– 8y = 5.
2. x2 + y2 = 49
3. 4x2 + 4y2 = 2

What I Have Learned

The conic section lesson started with

 Conic section is a curve obtained by intersecting a cone with a plane

 Completing the squares

 Conic sections are obtained when a cone is sliced on a certain angle

 Circle is a special case of ellipse

 We know that if the center of the circle is the origin, then the coordinates
will fit perfectly.

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 (0,0 r (r,0)
)

What I Can Do

A circle may also be considered a special kind of

ellipse. For our purposes, we will distinguish
between these two conics. See Figure 1.7, with the
point C(3, 1) shown. From the figure, the distance
of A(-2, 1) from C is AC = 5. By the distance formula,
the distance of B(6, 5) from C is BC =
√(6 − 3)2 + (5 − 1)2 = 5. There are other points P,
such that P C = 5. The collection of all such points
which are 5 units away from C, forms a circle.

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 Assessment

I. Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. Sketch the circle x2 + y2 = 9

A. C.

B. D.

2. Find the center and the radius of the equation (x2 – 2) + (y2 – 3) = 16.
A. (2,3), radius 4 C. (4,3), radius 2
B. (3,2), radius 4 D. (4,2), radius 3

3. Sketch the circle of the equation (x + 4)2 + (y – 5)2 = 36.

A. C.

B. D.

4. Find the center and radius of the circle given the equation x2 + y2 +8x + 6y = 0
A. (4,-3), radius 5 C. (4, 3), radius 5
B. (-4, 3), radius 5 D. (-4,-3), radius 5

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 3 5
5. Find the equation of the circle with center ( , 2) and radius
2 2
3
A. ( 𝑥 − 2)2 + (𝑦 − 2)2 = 25
3 5
B. ( 𝑥 + 2)2 + (𝑦 − ( −2))2 = (2)2
3 5
C. (𝑥 − 2)2 + (𝑦 + 2)2 = (2)2
3
D. ( 𝑥 + 2)2 + (𝑦 − 2)2 = 25

6. Determine the center and radius of the circle 3𝑥 2 + 3𝑦 2 − 12𝑥 + 4 = 0.

8 8
A. (2,0), radius √3 C. (0,2), radius √3
8 8
B. (0,0), radius √3 D. (-2,0), radius √3

7. Find the equation of a circle whose center is at the point (-2, 3) and its
diameter has a length of 10.
A. (x 2 + 4x) + (y 2 - 8y) = 5 C. (x + 4) 2 + (y - 4) 2 = 16
B. (x + 2)2 + (y - 3)2 = 25 D. (x + 4) 2 + (y - 4) 2 = 4

8. Give the coordinates of the circle's center and it radius.

(x – 4)2 + (y + 7)2 = 3
3
A. (4, -7), radius 3 C. (2, 2), radius 9
B. (8, -14), radius 3 D. (7,4), radius 3

9. Identify the center and the radius of the circle given the equation
x2 + y2 – 6x = 7
A. (x + 4) + (y - 4) = 16
2 2 C. (x 3)2 + y2 = 16
B. (x 7) + (y + 1) = 36
2 2 D. x2 + y2 5x + 4y = 46

10. Identify the center and radius of the circle with the given equation
4x2 + 4y2 - 20x + 40y = 5
A. (4, 4.5), radius 13 C. (3.5, 4.5), radius 6
B. (2.5, 5), radius √30 D. (-4, 3), radius 5

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 Additional Activities

I. Solve the following problems. Show your working solution.

A. Identify the center and radius of the circle with the given equation in each item.
Sketch its graph and indicate the center.
1. x2 + y2 - 5x + 4y = 46
2. 4x2 + 4y2 + 40x - 32y = 5
3. x2 + y2 - 14x + 2y = 14

B. Give the standard equation of the circle satisfying the given conditions.
1. center (-4, 3), radius √7
2. center at the origin, radius √11

14
 15
Additional Activities
A.
5
1. (2 , −2) , r = 7.5 What I Know
2. (-5, 4), r = 6.5 1. A
2. C
3. (7, -1) , r = 6 3. A
4. A
B. 5. C
1. (x + 4)2 + (y – 3)2 = 7
2. x2 + y2 = 11
Assessment
1. B
What's More 2. A
3. D
A. 4. D
1. (x + 2)2 + (y-3)2 = 25 5. C
2. x2 + y2 = 9 6. A
3. (x -2)2 + (y – 1)2 = 9 7. B
8. A
9. C
B. 10.B
1. (-2, 4), r = 5
2. (0, 0), r = 7
Answer Key
5
3. (0, 0), r =
2
References
http://commons.wikimedia.org/wiki/User:Magister_Mathematicae

https://www.intmath.com/downloads/Linear.pdf
https://www.analyzemath.com/college_algebra/college_algebra_questions_and_problems_on_equat
ions_circle.html
https://www.murrieta.k12.ca.us/cms/lib5/CA01000508/Centricity/Domain/1705/Conic%20Sections%
20Practice%20Test.pdf
https://www.intmath.com/plane-analytic-geometry/3-circle.php#general
STEM_Precalculus_TG.pdf

16
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