Department of

Education •
Republic of the
Philippines
PRE-CALCULUS FIRST
THE HYPERBOLA

4th STEM_PC11AG-Id-1 ; STEM_PC11AG-Id-2

Senior High School

Pre-Calculus
Quarter 1 – Module 4
The Hyperbola
 Department of Education • Republic of the Philippines
Pre-Calculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 4: The Hyperbola
First Edition, 2020

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11

Pre-Calculu
s Quarter41 – Module
The Hyperbola

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education at [email protected].

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Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:
Welcome to the Pre-Calculus – Grade 11 Alternative Delivery Mode (ADM)
Module on The Hyperbola!
This module was made to help learners in the Modular Approach under the
new modality of learning in the School Year 2020-2021.
This learning module aims to help learners to be guided in studying lessons
under Pre-Calculus.
This learning resource hopes to engage the learners in 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.
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 learning. Furthermore, you are expected to encourage
and assist the learners as they do the tasks included in the module.
For the learner:
Welcome to the Pre-Calculus Grade 11 Alternative Delivery Mode (ADM)
Module on The Hyperbola!
The hand is one of the most symbolized parts 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
LearnedThis 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
ActivitiesIn 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.

6
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. 7.
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 a deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the different types of conic sections. 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.
After going through this module, you are expected to:
1. define a hyperbola (STEM_PC11AG-Id-1)
2. determine the standard form of equation of a hyperbola (STEM_PC11AG-Id-2)
 What I Know
Choose the correct answer in the following questions. Write your
answer on a separate sheet of paper.
1. It is a locus of a point which moves so that the difference of its distances from
two fixed point is constant, that is, 2a.
a. circle b. ellipse c. parabola d. hyperbola 2. The axis where the foci
and the vertices of a hyperbola lie is called ______. a. major axis b. minor axis
c. transverse axis d. conjugate axis 3. It is a line where the graph draws closer
and closer to it but will never meet. a. directrix b. latus rectum c. conjugate
axis d. asymptote 4. Which of the following equations is a hyperbola?
a. ��²－4�� = 0 c.－24�� + 4��² + 8�� + 4��² + 2 = 0 b. 9��²
+ 16��²－18�� + 48�� = 125 d. 4��2 + 4�� − 9��²－6�� + 2
=0
5. How long is the transverse axis of the hyperbola (��+2)2
(��−7)2
25−

9= 1?
a. 3 b. 5 c. 6 d. 10
6. What is the center of (��+2)2
(��−7)2
25−

9= 1?
a. (2, −7) b. (7, −2) c. (−2, 7) d. (−7, 2)
For numbers 7-10, refer to the given equation of the hyperbola:
������－������－���� –
������－���� = ��
7. What is the orientation of the hyperbola?
a. vertical b. horizontal c. right d. left 8. What is its center?
a. (1, －3) b. (－3, 1) c. (－1, 3) d. (3,－1) 9. What is the distance from
the center to a focus?
a. 2 b. √12 c. 2√7 d. 14 10. Which of the following is one of its
vertices?
a. (1, －3) b. (5,－3) c. (1, －3 − 2√3) d. (1 + 2√3, －3)
8
Lesso The Hyperbola
n 4
What’s In
Just like ellipse, a hyperbola is one of the conic sections that most students
have not encountered formally before. Its graph consists of two unbounded
branches which extend in opposite directions. It is a misconception that each
branch is a parabola. This is not true, as parabolas and hyperbolas have very
different features.
Hyperbolas can be used in so-called “trilateration”, or positioning problems.
It is possible to locate the place from which a sound, such as gunfire, emanates.
Long Range Aid to Navigation (LORAN for short) system, of ship or aircraft utilizes
hyperbolas.
Definition and Equation of a Hyperbola
Given two distinct points ��1 and ��2 in the plane and a fixed distance ��, a
hyperbola is the set of all points (��, ��) in the plane such that the absolute value
of the difference of each of the distances from ��1 and ��2 to (��, ��) is ��. The
points ��1 and ��2 are called the foci of the hyperbola.

In the figure above: the distance of ��1 to (��1, ��1) − distance of ��2 to
(��1, ��1) = �� And the distance of ��2 to (��2, ��2) − distance of ��1 to (��2,
��2) = ��.

9
Suppose we wish to derive the equation of a hyperbola. For simplicity, we
shall assume that the center is (0, 0), the vertices are (��, 0) and (−��, 0) and the
foci are (��, 0) and (−��, 0). We label the endpoints of the conjugate axis (0, ��)
and (0, −��). (Although �� does not enter into our derivation, we will have to
justify this choice as you shall see later.) As before, we assume ��, ��, and �� are
all positive numbers. Schematically, we have
 Since (��, 0) is on the hyperbola, it must satisfy the conditions of hyperbola.
That is, the distance from (−��, 0) to (��, 0) minus the distance from (��, 0) to
(��, 0) must equal the fixed distance ��. Since all these points lie on the x-axis, we
get
distance from (−��, 0) to (��, 0) − distance from (��, 0) to (��, 0) = ��
(�� + ��) − (�� − ��) = ��

2�� = ��

In other words, the fixed distance �� from the definition of the hyperbola is
actually the length of the transverse axis! (Where have we seen that type of
coincidence before?) Now consider a point (��, ��) on the hyperbola. Applying the
definition, we get
distance from (−��, 0) to (��, ��) − distance from (��, 0) to (��, ��) = 2��

√
(�� − (−��))2+ (�� − 0)2 − √(�� − ��)2 + (�� − 0)2 = 2�� Use the distance formula

√(�� + ��)2 + ��2 − √(�� − ��)2 + ��2 = 2�� Simplify

(√(�� + ��)2 + ��2)2= (2�� + √(�� − ��)2 + ��2)2Square both

sides (�� + ��)2 + ��2 = 4��2 + 4��√(�� − ��)2 + ��2 + (�� −

��)2 + ��2 Simplify

10
�� + 2���� + �� + �� = 4�� + 4��√(�� − ��)2 + ��2 + ��2 − 2���� + ��2 +
2 2 2 2

��2 Expand both sides 4���� = 4��2 + 4��√(�� − ��)2 + ��2 Combine like

terms (���� − ��2)2 = (��√(�� − ��)2 + ��2)2Divide by 4 and square again

both sides ��2��2 − 2��2���� + ��4 = ��2(��2 − 2���� + ��2 + ��2)

Expand both sides ��2��2 − 2��2���� + ��4 = ��2��2 − 2��2���� +

��2��2 + ��2��2 Distribute common factor ��2��2 − ��2��2 − ��2��2 =

��2��2 − ��4 Combine like terms and simplify (��2 − ��2)��2 − ��2��2 =

��2(��2 − ��2) Factor out the common factor ��2��2 − ��2��2 = ��2��2

Replace (��2 − ��2) with ��2 since ��2 = ��2 − ��2

2
��
 2
�� −��2
2
�� = 1 Divide both sides by �� �� and simplify
2 2

What’s New
Activity 4.1
Materials Needed:
Patty Paper, Ruler, Sharpie, Pencil, Compass, Colored Paper, Tape, or Glue Stick
As you do each of the following steps, be careful not to smudge your work.
For any step that includes the use of a Sharpie, wait about 30 seconds after
marking before you do any folding.
1. Using a Sharpie, draw a point near the center of your wax paper.
2. Label this point ��.
3. Using a pencil and a compass, draw a circle of radius 4 cm, using the point you
drew in step 1 as the center.

11
4. Using a Sharpie, draw another point somewhere outside your circle. Where you
put the point will affect the final result. Don’t put your point too close to the edge of
the paper or too close to the circle, or it will be difficult to do the rest of the activity.
Try to arrange it in different positions from their circle.
5. Label this point ��.
6. Fold the paper so that the point �� lands on the circle (or the circle lands on
��). 7. Crease the paper.
8. “Slide” the point along the circle just a little bit so that a different place on the
circle is over the point .
9. Crease again.
10. Keep sliding, folding and creasing the paper so that different places on the
circle land on the point. The closer together your creases are, the more refined your
shape will be.
11. Keep doing this until you have gone all the way around the circle.
12. Unfold your paper. Do you see a definitive shape?
13. Carefully darken the outline of your shape with a Sharpie. You’ve just drawn a
hyperbola!
14. Tape or glue the edges of your patty paper to a piece of colored paper.
15. Write “The Hyperbola” and your name at the top of the colored paper.

12

What is It
Definition and Equation of a Hyperbola
We collect here the features of the graph of a hyperbola with standard equation.

2
ℓ ℓ1

(1) center: origin (0, 0)

(2) foci: ��1(−��, 0) and ��2(��, 0)
• Each focus is �� units away from the center.
• For any point on the hyperbola, the absolute value of the difference of its
distances from the foci is 2a.
(3) vertices: ��1(−��, 0) and ��2(��, 0)
• The vertices are points on the hyperbola, collinear with the center and foci.
• If �� = 0, then �� = ±��. Each vertex is �� units away from the center. •
The segment ��1��2 is called the transverse axis. Its length is 2a.
(4) asymptotes: �� =������ and �� = −������, the lines ℓ1 and ℓ2 in the figure above.
• The asymptotes of the hyperbola are two lines passing through the center
which serve as a guide in graphing the hyperbola: each branch of the hyperbola gets
closer and closer to the asymptotes, in the direction towards which the branch
extends. (We need the concept of limits from calculus to explain this.)
13
• An aid in determining the equations of the asymptotes: in the standard equation,
replace 1 by 0 and in the resulting equation ��2
2
�� −��2
2
�� = 0, solve for ��.

• To help us sketch the asymptotes, we point out that the asymptotes ℓ1 and ℓ2 are
the extended diagonals of the auxiliary rectangle drawn in the figure. This
rectangle has sides 2�� and 2�� with its diagonals intersecting at the center ��.
Two sides are congruent and parallel to the transverse axis ��1��2. The other two
sides are congruent and parallel to the conjugate axis, the segment shown which
is perpendicular to the transverse axis at the center, and has length 2��.
14
 15
Example 1. 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.
1. (��+2)2
(��−7)2
25−

9= 1 2. 4��2 − 5��2 + 32�� + 30�� = 1

Solutions:
1. From ��2 = 25 and ��2 = 9, we have �� = 5, �� = 3, and �� = √��2 + ��2 = √34 ≈
5.8. The hyperbola is vertical. To determine the asymptotes, we write (��+2) 2

(��−7)2
25−
9= 0, which
is equivalent to �� + 2 = ±53(�� − 7). We can then solve this for ��.
Center: (7, −2)
Foci: ��1(7, −2 + √34) ≈ (7, 3.8)
��2(7, −2 − √34) ≈ (7, −7.8)

Vertices: ��1(7, 3) ; ��2(7, −7)

Asymptotes: �� =53�� −413 and �� = −53�� +293
The conjugate axis drawn has its endpoints �� = 3 units to the left and
right of the center.

16
2. We first change the given equation to standard form.
4��2 − 5��2 + 32�� + 30�� = 1

4(��2 + 8�� + __) − 5(��2 − 6�� + __) = 1 + __ − __

4(��2 + 8�� + 16) − 5(��2 − 6�� + 9) = 1 + 4(16) − 5(9)

4(�� + 4)2 − 5(�� − 3)2 = 20

(�� + 4)2
2
5−(�� − 3)
 4= 1

We have �� = √5 ≈ 2.2 and �� = 2. Thus, �� = √��2 + ��2 = 3. The hyperbola is

horizontal. To determine the asymptotes, we write (��+4) 2

(��−3)2
5−
�� − 3 = ±2√5(�� + 4), and solve for ��2(−4 − √5, 3) ≈ (−6.24, 3)
��. Center: (−4, 3)
4= 1, which is equivalent to
Foci: ��1(−7, 3) ; ��2(−1, 3)
Vertices: ��1(−4 + √5, 3) ≈ (−1.76, 3)

Asymptotes: �� =2√5�� +8√5+ 3 and �� = −2√5�� −8√5+ 3

The conjugate axis drawn has its endpoints �� = 2 units above and below
the center.

17

What’s More
Activity 4.2: Let Me Try!
Let us find out if you really understood the discussed concept by answering
these follow-up exercises. Write your answers on a separate sheet of paper. Use
graphing paper for items that require you to graph.
1. Reduce each of the following equations of hyperbolas in standard form.
a. 4��2 − ��2 + 2�� − 5 = 0 c. 25��2 − 49��2 − 200�� + 98�� −
874 = 0 b. 36��2 − 8��2 + 24�� + 328 = 0 d. 28��2 − 64��2 − 28��
− 128�� − 505 = 0

2. Determine the foci, vertices, and asymptotes of the hyperbola with equation ��
2

��2
16−
33= 1. Sketch the graph and include these points and lines, the transverse and
conjugate axes, and the auxiliary rectangle.
3. For each equation of the hyperbola, find the center, foci, vertices, endpoints of
conjugate axis. Determine the equation of the asymptotes and sketch the graph.
a. (��+6)2
(��−4)2
25−

39= 1 b. 9��2 + 126�� − 16��2 − 96�� + 153 = 0

What I Have Learned

Let me check your knowledge by filling in the blanks with correct symbols,
letters or terms in order to complete the following statements. Use separate sheet of
paper to answer the following.
1. A hyperbola is the set of all points in the plane for which the ________ of the
distances from two fixed points ��1 and ��2 is constant. The points ��1 and ��2
are called the ________of the hyperbola.
2. The graph of the equation �� 2

2
�� −��2
2
�� = 1 with �� > 0, �� > 0 is a hyperbola with vertices
(___,___) and (___,___) and foci (±��, 0), where �� = ________. So the graph of
��2 2
4

−��2

2
3 = 1 is
a hyperbola with vertices (___,___) and (___,___) and foci (___,___) and (___,___).
3. The graph of the equation �� 2

2
�� −��2
2
�� = 1 with �� > 0, �� > 0 is a hyperbola with vertices
(___,___) and (___,___) and foci (0, ±��), where c= ________. So the graph of
��2 2
4
 −��2

2
3 = 1 is
a hyperbola with vertices (___,___) and (___,___) and foci (___,___) and (___,___).
18
4. Label the vertices, foci, and asymptotes on the graphs given for the hyperbola.
a. �� 2

2
4 −��2
2
3 = 1 b.
��2

2
4 −��2
2
3 =1

What I Can Do
DISCOVERY ∎ DISCUSSION ∎ WRITING
1. Light from a Lamp. The light from a lamp forms a lighted area on a wall, as
shown in the figure. Why is the boundary of this lighted area a hyperbola? How can
one hold a flashlight so that its beam forms a hyperbola on the ground? Explain
your
answer thoroughly.
 19

Assessment
Choose the correct answer in the following questions. Write your answer on
a separate sheet of paper.
1. The axis where the foci and the vertices of a hyperbola lie is called
______. a. major axis b. minor axis c. transverse axis d. conjugate axis 2.
Hyperbola is a locus of a point which moves so that the _______ of its
distances from two fixed point is constant, that is, 2a.
a. sum b. difference c. product d. quotient 3. It is a line where the
graph draws closer and closer to it but will never meet.
a. directrix b. latus rectum c. conjugate axis d. asymptote 4.
Which of the following equations is a hyperbola?
a. ��²－4�� = 0 c.4��²－24�� + 8�� + 4��² + 2 = 0 b. 9��2 −
16��²－18�� + 48�� = 125 d. 4��2 + 4�� + 9��²－6�� + 2 = 0

5. How long is the transverse axis of the hyperbola (��+2)2

(��−7)2
36−
a. 12 b. 10 c. 6 d. 5 6. What is 25= 1?

the center of (��−1) 2

(��+3)2
25−

9= 1?

a. (1, −3) b. (−1, 3) c. (−3, 1) d. (3, −1)

For numbers 7-10, refer to the given equation of the hyperbola:

������ − ������ − ������ + ������ − �� = ��
7. What is the orientation of the hyperbola?
a. vertical b. horizontal c. right d. left 8. What is its center?
a. (2, 4) b. (−2, −4) c. (－4, −2) d. (4, 2) 9. What is the distance
from the center to a focus?
a. 3 b. 2√3 c. 2√7 d. √21 10. Which of the following is one of
its vertices?
a. (4, 2 + 2√3) b. (4 − 2√3, 2) c. (2, 4 − 2√3) d. (2 + 2√3, 4)

20

Additional Activities
Try this!

An explosion was heard by two stations 1200 �� apart, located at ��1(−600,

0) and ��2(600, 0). If the explosion was heard in ��1 two seconds before it
was heard in ��2, identify the possible locations of the explosion. Use 340
��/�� as the speed of sound.
21

Answer Key
 6−
39 √
39 √

20 −�� 5 ± =��
��2
What I Can Do
the hyperbola Asymptotes:
) 6 −, 2. 2 −( ; ) 6 −, 2. 10 (
Endpoints of Conjugate
244400 Axis: ) 11 −, 4( ; ) 1 −, 4( ) 6 −, 4( Center:
1 = ��2
Vertices: ) 14 −, 4( ; ) 2, a.
115600
− Answers may vary. 4( Foci: .3
therefore be anywhere on the left branch of
. The 2 �� −
explosion �� =
could
244400 =
2 ��2
and 340 =�� so ,
680 =��2 and 600
=�� have We
1= 25 − c.
49
1 the explosion is on a ) 1−��(
. , on the branch closer to Fhyperbola with foci are 2
2 1 of the explosion from the two
and F F stations. Thus, 4
4
 1= 1
− a.
) 4−��( 2
�� ) 1−��(
. This is then of the ��
1 ± =��
the difference distances F
3 4(
2 reaching Using the given speed of
than in reaching Foci:
F farther in �� 680
= )2( 340 deduce that the sound, we can Additional
sound traveled Vertices: a.
4.
2
Activities D 9.
Asymptotes: ) 0, 5 −( ; ) 0, 5( ) 0, 4 −( ; ) 0, What’s More
2
1.
) 5 −, 0( ; ) difference ; foci
5, 0(
) 4 −, 0( ; ) What I Have Learned
4, 0(
�� √ =��
A 7. +2 ��2 D 10. 5. D C 9. D
A 5. ) �� −, 0( ; 4. 8. A D 3.
D 3.
A 1.
) ��, 0(
3. B 7. A 2. B 6. D 1.
Assessment What I Know
1.

22
References
Camilon, M.G.,et.al. 2017. Precalculus for Senior High School. Quezon
City: Educational Resources Publication.
Carl Stitz, Ph.D. , Jeff Zeager, Ph.D.,
July 4, 2013 Lakeland Community College Lorain County Community
College Precalculus Corrected Edition
Fajardo, Ira A., Marquez, Romel L., Ringor, Rebecca S., and Gerardo, Elsa F., PhD.
Analytic Geometry (Worktext) 2003 edition
Khan, Sal. 2001. Intro to Conic Sections. Accessed July 8, 2020.
https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:coni
c s/x9 e81a4f98389efdf:conics-intro/v/introduction-to-conic-sections.
Precalculus Philippine Edition
2016 JO-ES Publishing House Inc
Sirug, W. S.,. 2016. Pre-Calculus forSenior High School STEM Specialized Subject.
Manila City: Mindshapers Corporation., Inc.
Stewart, J., et.al. 2010. Prcalculus -Mathematics for Calculus.
Tolentino, M.A.,et.al. 2016. Precalculus Learner's Material. Quezon City.
Vilanueva, T, et.al. 2017. Pre-calculus Analysis and Applications. Valenzuela City:
Tru-Copy Publishing House, Inc.
2010. http://mathispower4u.wordpress.com/. July 22. Accessed 9 2020,
July. https://www.youtube.com/watch?v=auD46ZWZxQo.
 2017. http://bit.ly/ProfDaveSubscribe. November 2017. Accessed July 9,
2020. https://www.youtube.com/watch?v=JUvo3GrgWHk.
n.d. Conic Sections. Accessed July 8, 2020.
file:///C:/Users/admin/Desktop/conic- sections.pdf .

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For inquiries or feedback, please write or

call: Department of Education – (Bureau/Office)

(Office Address)

Telefax:

Email Address:
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