SDO ALBAY

SMILE LEARNING PACKETS DEVELOPMENT TEAM

FOR PRE-CALCULUS

NORMA B. SAMANTELA, CESO VI Schools Division Superintendent

MA. JEANY T. ABAYON, Ed. D. Assistant Schools Division Superintendent

LAURO B. MILLANO Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

SANCITA B. PEÑARUBIA
Chief Education Supervisor, CID

FELMA A. BONITO
PSDS/Division Mathematics Coordinator, Chairperson, TWG

PRE-CALCULUS FOR QUARTER 1 WRITERS:

Jenalyn T. Cardaño Myla R. Lelis

Edward B. Pescuela Princess Verniece Siano Nobleza
Nessa S. Loveres Angelica M. Lolor
Eduardo B. Basmayor Marvin Rinon
Shaira S. Patula Nedie B. Sevilla
Joyce B. Sanchez

TEAM LEADER Jenalyn T. Cardaño

EVALUATORS Eddie L. Ferrer

Eduardo B. Basmayor
Ma. Salve Rosal

LAYOUT ARTIST Anne Beatrice M. Belisario

TECHNICAL SUPPORT Alec Jordan T. Buencamino

 CONTENT

Week No. Learning Competencies Page No.

Illustrating Different Types of Conic Sections and

1 1
Degenerate Conics

1 Determining the Standard Form of Equation of a Circle 9

Defining a Parabola and Determining the Standard Form

2 18
of Its Equation
Defining an Ellipse and Determining Its Standard Form of
3 27
Equation

4 Defining a Hyperbola and Determining Its Equation 39

5 Recognizing the Equation and Important Characteristics

49
of the Different Types of Conic Sections

6 Solving Situational Problems Involving Conic Sections 55

7 Illustrating a Series 66

8 Differentiating a Series from a Sequence 71

9 Using the Sigma Notation to Represent a Series 79

9 Applying the Use of Sigma Notation in Finding Sums 85

 STUDENT NAME: GRADE/SECTION:
_________________________________________ ____________________
TEACHER: DATE SUBMITTED:
_________________________________________ ____________________

PRE-CALCULUS Grade 11 Week 1

Illustrating Different Types of Conic Sections and

Degenerate Conics

Conic sections or conics are

particular class of curves that
oftentimes appear in nature and in other
fields. It has numerous applications in
science and technology, including
optics, astronomy, and even
architecture.

When considering conic

sections geometrically, a cone is
thought of as having two nappes
extending in both directions. A right
circular cone of two nappes is shown in
the figure at the right.

A cone has two identically shaped parts called nappes. One nappe is what most people
The fixed line is called the axis of the cone.
The point shared by both cones is called vertex. The lines that pass through the vertex and
form the cones are the generators.

Circle Parabola Ellipse Hyperbola

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 1

 Conic sections are generated by the intersection of a plane with a cone. If the plane is
perpendicular to the axis of revolution, the conic section is a circle. If the plane is parallel to
the generating line, the conic section is a parabola. If the plane intersects one nappe at an
angle to the axis (other than 90o), then the conic section is an ellipse. If the plane is parallel
to the axis of revolution (the y-axis), then the conic section is a hyperbola.
Each conic section will look different from the other, but they still share common parts
that can be used to identify them, such as their focus, directrix, and eccentricity. The focus of
a conic refers to the point where the conic section is constructed and is defined. The directrix
of a conic refers to the line that we use to construct a particular conic section.
Eccentricity is a parameter associated with every conic section, and can be thought
of as a measure of how much the conic section deviates from being circular. The eccentricity
of a conic section is defined to be the distance from any point on the conic section to its
focus, divided by the perpendicular distance from that point to the nearest directrix. The value
of can be used to determine the type of conic section. If it is a parabola, if , it is
an ellipse, and if , it is a hyperbola.

Take a look at these three conics and notice how the directrix and foci (plural of focus)
behave in a parabola, ellipse, and hyperbola.

packets.
be able to learn how to draw the graph of each conic sections and find their equations.

Ellipses, circles, hyperbolas, and parabolas are sometimes called the nondegenerate
conic sections, in contrast to the degenerate conic sections, which are shown below. A
degenerate conic result when a plane intersects the double cone and passes through the
apex. Depending on the angle of the plane, three types of degenerate conic sections are
possible: a point, a line,
or two intersecting lines.
These conics do not
have the usual
properties of a conic. It
cannot be written in
graphing form.

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 2

 Illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and
degenerate cases. (STEM_PC11AGIa-1)

Activity 1: Word Search: Search and shade all terms related to conic sections. There are ten
(10) words.

Activity 2: Determine if each of the statements is True or False. Write your answer on the
space provided.
_________1. A cone sliced parallel to the base creates a cross section that is a circle.
_________2. It takes two cones sliced simultaneously for a cross section of a
hyperbola.
_________3. All four of the conic sections are functions.
_________4. All four of the conic sections are created from cross sections of cones.
_________5. A parabola has an eccentricity greater than 1.
_________6. Parabola is formed when the plane intersects only one cone to form an
unbounded curve.
_________7. A directrix is a line used to construct and define a conic section.
_________8. Ellipse has two foci and two directrices.
_________9. The eccentricity of a circle is zero.

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 3

 _________10. A conic section which does not fit the standard form of equation is called
degenerate conics.

Activity 3: Tell whether the following are conic or degenerate conic. Write your answer on
the space provided before each number.

_________________1. Lines
_________________2. Parabola
_________________3. Hyperbola
_________________4. Point
_________________5. Two Intersecting lines
_________________6. Ellipse
_________________7. Circle

Activity 4: Label the part of the cone. Please use another sheet of paper for your answers.

Activity 5: Complete the table by identifying the conic sections described in a real-life
application and illustrate them in the last column of the table. Number 1 is already given for
your reference.

Real Life Application of Conic Section Illustration

Conic Sections

1. The stretched arc of a

rocket launch Parabola

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 4

 2. A tumbler of water is tilted

3. Gear Transmission

4. Satellite systems, Radio

systems

5.Orbit of electrons in the

atom around the nucleus

6. Circular motion of certain

objects

Activity 6: Performance Task: Create a collage of pictures illustrating conic sections.

Task: Create a collage of pictures illustrating all four conic sections (circles, ellipses,
parabolas and hyperbolas) found in nature (leaves, flowers, body parts, etc), architecture
(bridges, doorways, etc) and everyday items (appliances, logos, furniture, etc)

The collage must contain:

a. Pictures of the entire object where the conic section is found;

b. Five different examples of each of the conic sections (no repeat pictures are
allowed);

c. Trace the conic in each picture;

d. Creative title for the collage;

e. Short description/explanation.

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 5

 Category 4 3 2 1
Variety and 15-20 different 10-14 different 5-9 different 0 4 different
Number of pictures pictures pictures pictures
pictures
Pictures are Pictures are Pictures are No attention
trimmed to an trimmed to an trimmed to an was given in
appropriate appropriate appropriate designing the
size and size and size but the college.
Design arranged well. arranged well. arrangement is
The pictures The collage not good and
are balanced does not the collage
across the appear to be does not
collage. balanced. appear to be
balanced.
The title is catchy A title is provided Title and No title or
Collage Title and and creative and that relates to explanation are explanation.
Explanation related to the the collage. The incomplete and
collage. The explanation partially relate to
explanation describes the the collage.
provides insight purpose and
to the process of
purpose/meaning creating the
and design of the collage.
collage; 1
paragraph or
more.

Shade your feelings today!

I feel like I am still learning the lesson. I have some questions and
unsure sometimes. I need to practice more!

I have lots of questions. I am not sure what to do most of the time. I

need help!

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 6

Introduction to Conic Section. Retrieved July 30, 2021 from
https://www.emathzone.com/tutorials/geometry/introduction-to-conic
section.html#ixzz71VBxxItF

Introduction to Conic Section. Retrieved July 30, 2021 from

https://courses.lumenlearning.com/boundless-algebra/chapter/introduction-to-conic-
sections/

Conic Sections Types, Properties and Examples. Retrieved July 30, 2021 from
https://www.storyofmathematics.com/conic-sections

Pre- sion on Higher Education

Pre-Calculus ADM Modules (Quarter 1-Module 1: Analytic Geometry). Department of
Education Division of Cagayon De Oro

6. axis
5. Lower nappe 4. Vertex 3. Generator 1. generator 2. Upper nappe
Activity 4.
7. Conic 5. Degenerate conic 6. Conic
4. Degenerate conic 3. Conic 1. Degenerate conic 2. Conic
Activity 3:

10. True 9. True 8. False 7. True 6. True

5. False 4. True 3. False 2. True 1. True
Activity 2:

Activity 1:

ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1 7

 8 ROV_Pre-Calculus_Grade 11_Q1_Wk 1_LP1
San Jose National High School
JENALYN T. CARDANO
Activity 6: Sample Prepared by:
Activity 5
Real Life Application of Conic Section Illustration
Conic Sections
2. A tumbler of water is tilted Ellipse
Hyperbola
3. Gear Transmission
4. Satellite systems, Radio Hyperbola
systems
5.Orbit of electrons in the
atom around the nucleus Ellipse
6. Circular motion of certain Circle
objects
 STUDENT NAME: GRADE/SECTION:
__________________________________________ ________________________
TEACHER: DATE SUBMITTED:
___________________________________________ ________________________

PRE-CALCULUS - GRADE 11 - Week 1

Determining the Standard Form of Equation of a Circle

A circle is a set of points in a plane that lies in a fixed distance, called the radius, from
a given point, called the center. The diameter is the length of a line segment passing through
the center whose endpoints are on the circle. In addition, a circle can be formed by the
intersection of a cone and a plane that is perpendicular to the axis of the cone:

To derive the equation of a circle whose center C is at the point (0,0) and with radius
r, let P(x,y) be one of the points on the circle.
See the figure at the right, where a circle is drawn. It has
center C(h, k) and radius r > 0.
A point P(x, y) is on the circle if and only if PC = r. For any
such point then, its coordinates should satisfy the following.

This is the standard equation of the circle with center C(h, k) and radius r. If the center
is the origin, then h = 0 and k = 0. The standard equation is then

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 9
For example, given the equation we have,

In this case, the center is and .

The graph of a circle is completely determined by its center and radius.

To draw the graph of a circle, simply plot the center and draw the circle using a pair of
compasses with its opening length equal to the radius.

Draw the graph of

Written in this form you can see that the center is and that the radius units.
From the center mark points 4 units up and down as well as 4 units left and right.

Then, draw in the circle through these four points.

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 10
 Example 1:
Given the center and radius of a circle, you can find its equation.

Draw the graph the circle with radius units centered at . Give its equation in
standard form.

Solution:
Given that the center is and the radius is , sketch the graph as follows:

Substitute , and to find the equation in standard form. Since = and

you have,
=

The Circle in General Form of the Equation

You have seen that the graph of a circle is completely determined by the center and
radius which can be read from its equation in standard form. However, the equation is not
always given in standard form. It can also be expressed in general form as follows:

Here c, d, e are real numbers. The steps for graphing its equation in general form are
indicated for each of the examples.

Example 2:
Draw the graph of
Solution:
Begin by writing the equation in standard form.
Step 1: Group the terms with the same variables and move the constant to the right side.
In this case, subtract 13 on both sides and group the terms involving x and the terms
involving y as follows:

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 11
 Step 2: Complete the square for each grouping. The idea is to add the value that completes
the square, , to both sides for both groupings, then factor. For the terms involving x use
= and for the terms involving y, use = = 16.

Step 3: Determine the center and radius from the equation in standard form. In this case,
the center is (-3,4) and the radius r = = .
Step 4: From the center, mark the radius vertically and horizontally and then, sketch the
circle through these points.

Answer:

Example 3:

Write the equation of a circle in general form with center at

Solution:
By squaring the binomials,

Therefore, the equation of a circle in general form with center at and radius 8 is

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 12
 Example 4:
Identify the center and radius of the circle with the given equations.

1.
2.
3. +

Solution. The first step is to rewrite each equation in standard form by completing the
square in x and in y. From the standard equation, determine the center and radius.
1. =7 Given
Adding 9 both sides
Simplify right side of the equation
Factoring into perfect square binomial

2. Given
Rearrange by terms
Adding 49 and 1 both sides
Simplify right side of the equation
Factoring into perfect square binomial

Center (7, -1), radius = 6

3. + Given
Rearrange by terms
Applying common monomial factor
y) = )
Adding 16(9) and 16 both sides
= 484 Simplify and factor into perfect square
binomial
. Multiplying both sides

Simplify

Center (-3, ), radius = or 5.5

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 13
 Example 5:
In each item, give the standard equation of the circle satisfying each condition.

Figure 1.4

1. center at the origin, radius 4

2. center , radius
3. circle A in Figure 1.4
4. circle B in Figure 1.4
5. center , tangent to the y-axis
6. center , tangent to the x-axis
7. it has a diameter with endpoints A and B

Solution:
1. Since the center of the circle is the origin, then and , the standard
equation of the circle given that the radius is 4 is
2. Since the center of the circle is not the origin, use the standard equation.

=
=

3. The center is and the radius is . The equation .

4. Similarly, by inspection, you have .
5. The center is 5 units away from the y-axis, so the radius is . The equation is
.
6. The center is 6 units away from the x-axis, the equation is
.

The center C is the midpoint of diameter = The

radius is then, r = AC = = . The circle has an equation

+ =

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 14
 1. Define a circle. (STEM_PC11AGIa-2)
2. Determine the standard form of equation of a circle. (STEM_PC11AGla-3)

Activity 1.
A. Determine the standard form of equation of the circle given its center and radius
1.
2.
3.
4.
5.

B. Write the equation of a circle in general form given its center and radius.
1.
2.
3.
4.
5.

Activity 2.
Determine the center and radius of each circle in general form.
1. 3.

2.

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 15
 Did you have fun learning?

Did you meet the objectives?

Did you feel comfortable or do you need

more help?

Agot, Mar V. and Acedera, Alex M. (2020). Precalculus Quarter 1-Module 1 Analytic Geometry.
Department of Education Division of Cagayan de Oro City

Comandante Jr., Felipe. (2008). Calculus Made Easy for High School Students. Mandaluyong
City: National Bookstore
Orines, Fernando B. (2016). Next Century Mathematics Precalculus. Quezon City. Phoenix
Publishing House, Inc.

Equation of a Circle Standard Form Equation of a Circle. Retrieved July 30, 2021 from
https://www.mathwarehouse.com/geometry/circle/equation-of-a-circle.php

Intermediate Algebra v.10 Circles. Retrieved July 27, 2021 from

https://saylordotorg.github.io/text_intermediate-algebra/s11-02-circles.html

Completing the Square Circle Equations. Retrieved July 27, 2021 from
https://www.purplemath.com/modules/sqrcircle.htm

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 16
 5. 20 5.
4. 4.
3. C(5, 6), r= 8 3. 3.
2. C(2, 1), r= 3 2. 2.
1. C(7, -1), r=6 1. 1.
C. B. A.

Prepared by:

MYLA R. LELIS
San Jose National High School

ROV_Pre-Calculus_Grade 11_Q1_Wk1_LP2 17
STUDENT NAME: GRADE/SECTION:
___________________________________________ __________________________
TEACHER: DATE SUBMITTED:
___________________________________________ __________________________

PRE-CALCULUS Grade 11 Week 2

Defining a Parabola and Determining the Standard Form

of Its Equation

The 2020 Summer Olympics, officially the Games of the XXXII Olympiad also named
as Tokyo 2020, is an international multi-sport event that was held last 23 July to 8 August
2021 in Tokyo, Japan as Hidilyn Francisco
Diaz of the Philippines stood triumphantly atop the Olympic podium in Tokyo, having won the
gold medal in the 55-kilogram category of women's weightlifting - a big first for our country.
But, did you know the origin of the Olympic games?
The Olympic torch is lit several months before
the start of the games. The ceremonial method for
lighting the flame is the same as in ancient times. The
ceremony takes place at the Temple of Hera in
Olympia, Greece, and is rooted in Greek mythology,
paying tribute to Prometheus, who stole fire from Zeus
to give to all humans. One of eleven acting priestesses
places the torch at the focus of a parabolic mirror
(Figure 1), which focuses light rays from the sun to Figure 1. The Olympic torch concludes its
ignite the flame. Parabolic mirrors (or reflectors) are journey around the world when it is used to light
the Olympics cauldron during the opening
able to capture energy and focus it to a single point. ceremony. (credit: Ken Hackman, U.S. Air
The advantages of this property are evidenced by the Force)
vast list of parabolic objects we use every day: satellite
dishes, suspension bridges, telescopes, microphones, spotlights, and car headlights, to name
a few. Parabolic reflectors are also used in alternative energy devices, such as solar cookers
and water heaters, because they are inexpensive to manufacture and need little maintenance.
Knowing the vast application of parabola around us, have you ever asked yourself,
what really is a parabola? How do we derive its equation when plotted in a cartesian plane?

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 18
 A parabola is a set of all points in a plane equidistant from a fixed point and a fixed
line in that plane. The fixed point is called the focus
of the parabola and the fixed line is called the
directrix. The line through the focus and
perpendicular to the directrix is called the axis of
symmetry of the parabola, and the point where the
parabola crosses its axis of symmetry is called the its
vertex. The chord drawn through the focus and
perpendicular to the axis of the symmetry of the
parabola is called the latus rectum.
Now, if you know the equation of the directrix
of the parabola and the coordinates of its focus, the
equation and graph of the parabola can easily be
determined. In this activity, you will study on the
parabola with vertex at the origin and vertex ,a
point anywhere at the coordinate plane and either Figure 2. Key Features of a Parabola
opening to the right, opening to the left, opening
upward, or opening downward.

Parabola with Vertex at the Origin

Derivation of the Standard Equation of a Parabola Centered at the Origin

Parabola Opening Upward Parabola Opening to the Right

Locate a point in a parabola which is Take the vertex of a parabola at

, and equate the distance from the and the focus at , where a is any
focus to the point and the distance from positive number. Then the axis of the
parabola is along the x-axis, and the
the directrix and the point . That is:
directrix is the line . If is any
point on the parabola, then by its definition
you get
Using the distance formula
=
Squaring both sides and squaring binomials,
=
=

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 19
 The graph extends indefinitely far into The graph extends indefinitely far into
the first and third quadrants, and the axis of the first and fourth quadrants, and the axis
the parabola is the positive . of the parabola is the positive .
The length of the latus rectum is in the line The length of the latus rectum is in the
; therefore, the intersection of the line line x ; therefore, the intersection of the
and the parabola will be the latus re line and the parabola will be the latus
endpoints, re
By substituting to the equation of By substituting to the equation of
the parabola, , you get the parabola, , you get

Thus, the coordinates of the latus rectum Thus, the coordinates of the latus
are and . This makes the rectum are and . This
length of . makes the length of .

Extend your Knowledge!

What do you think will happen to the What could be the equation of the
graph when the focus or , and it opens parabola when and it opens to the
downward? What will be its standard left? What will be its standard equation?
equation?

Answer Box: Answer Box:

Examples:

1. Determine the focus and directrix of the

parabola with the equation . Sketch
the graph, and indicate the focus, directrix,
vertex, and axis of symmetry.

Solution:

The vertex is and the parabola

opens upward. From , . The
focus units above the vertex, is .
The directrix, 3 units below the vertex, is
. The axis of symmetry is .

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 20
 2. Determine the focus and directrix of
the parabola with the equation .
Sketch the graph, and indicate the focus,
directrix, vertex, and axis of symmetry.
Solution:
The vertex is and the
parabola opens downward. From ,
. The focus units below the
vertex, is . The directrix, units
above the vertex, is . The axis of
symmetry is .

3. Sketch and discuss . 4. Find the equation of the parabola

having its focus at , and directrix
Solution: . Then, find the length of the latus
The equation is a parabola rectum. Sketch its graph.
with vertex at the origin. The focus of the Solution:
parabola can be found in the following Since the directrix is , and
manner: focus is at , we conclude that the
vertex of the parabola is at the origin
Thus, the focus is at the point . opening to the left. The parabola is in
The directrix is the line . While standard position so its equation has the
the length of the latus rectum is equal to form . Hence,
, that is,
The length of the latus rectum
is

Parabola with Vertex at

The types of parabolas we have considered in the previous discussion are quite
limited, since we have assumed that the vertex is at the origin and the directrix is parallel to
one of the coordinate axes. Now, we will consider the parabolas with vertex at and
whose axes is parallel to, but not on, the coordinate axes.

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 21
 Thus, the standard forms of the equations of a parabola with vertex at can be
written in any of the following four cases.

Case I. If the axis of symmetry is parallel to Case III. If the axis of symmetry is parallel to
the and the parabola opens to the the and the parabola opens
right, then the equation is upward, then the equation is

where the focus is on the line and is where the focus is on the line x and is
units to the right of the vertex at . units above the vertex at .
Case II. If the axis of symmetry is parallel to Case IV. If the axis of symmetry is parallel to
the and the parabola opens to the the and the parabola opens
left, then the equation is downward, then the equation is

where the focus is on the line and is where the focus is on the line x and is
units to the left of the vertex at . units above the vertex at .

Examples:

1. Find the equation of the parabola with vertex at

and focus at . Sketch the graph.
Solution:
The focus is to the right of the vertex, so the
parabola opens to the right. From , you get
, and .
The horizontal distance from and is
unit, so that the length of the latus rectum is
.
Substituting these values into the standard
form of the equation of a parabola, you get

2. The figure shows the graph of parabola, with only

its focus and vertex indicated. Find its standard
equation. What is its directrix and its axis of
symmetry?

Solution:
The vertex is and the focus is
. Therefore, , , (the
distance of the focus from the vertex). Since the
parabola opens to the left, use the standard
equation, . The equation is,

Its directrix is units to the right of V,

which is .

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 22
 Its axis is through the horizontal line through V: .
The standard equation from the preceding example can be
rewritten as , an equation of the parabola in general form.

3. Given the parabola having the equation , find the vertex, focus, and the
length of the latus rectum. Sketch the graph.

Solution:
The equation
represents a parabola because y appears linearly
and x quadratically. The graph can easily be drawn
if we reduce first the equation to a standard form.
By completing the square,

Thus, the vertex is at . Since and

, the focus is at below the vertex, so
the parabola opens downward. The length of the
latus rectum is
.

4. Find the standard equation of the parabola with vertex at , axis parallel to the
y-axis, and passing through . Sketch the graph.

Solution:
The parabola opens upward and its
equation is in the form .
From the vertex , , and
, so that .
Since the parabola passes through the
point , let and . Substituting
these values into (2),

Substituting into , the desired equation is

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 23
 1. Define a parabola. (STEM_PC11AGIa-5)
2. Determine the standard form of the equation of a parabola.
(STEM_PC11AGIb-1)

Activity 1. Define me!

Complete the given statement below and write your answer on the space provided for
each item.
A (1)____________ is a set of all points in a plane equidistant from a fixed point
and a fixed line in that plane. The fixed point in a parabola is called (2) __________ and the
fixed line is called (3) _____________. The line through the focus and perpendicular to the
directrix is called the (4) ___________ of the parabola, and the point where the parabola
crosses its axis of symmetry is called the (5) ___________. The chord drawn through the
focus and perpendicular to the axis of the parabola is called the (6) ______________.

Activity 2. Solve Me!

A. Find the standard form of the equation of the parabola. Determine its vertex, directrix,
focus, and the length of the latus rectum of the parabola.
1. Answer: Standard Equation:__________________
Vertex: ___________________________
Directrix: _________________________
Focus: ___________________________
Length of LR: ______________________
2. Answer: Standard Equation:__________________
Vertex: ___________________________
Directrix: _________________________
Focus: ___________________________
Length of LR: ______________________

Activity 3. Apply Me to Life! Solve the given problem then write your solution on a separate
sheet. Enclose your final answer using a box. Your answers
will be scored based on the rubric that follows.

An APEC cable suspended between two posts that

are the same height and 10 meters apart has a sag of 1
meter. If the cable hangs in the form of a parabola, find its
equation, taking the lowest point at the origin.
https://www.atcllc.com/blog/why-do-power-lines-sag-
on-hot-days/

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 24
 Satisfactory Needs
Criterion Excellent (4) Good (3)
(2) Improvement(1)
The student The student
has The student
has an
has The student did
Completeness completely incomplete
and completely not get the
and Accuracy solution but
accurately answered the correct answer.
answered the has a correct
problem.
problem. answer.

Problems involving parabola can be solved using different and alternative ways just
ing your
best to learn and adapt on our current situation.

What do you like most about the lesson?

_________________________________________________________________________
_________________________________________________________________________

Along the way while doing the activities from this lesson, what difficulty have you encountered?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
What are your plans to overcome those difficulties?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Department of Education (2016). Precalculus. Teachers Guide

Comandante Jr., Felipe. (2009). Analytic Geometry with Solid Mensuration Made.
Mandaluyong City: National Bookstore.
Abraham, J (2021). The Parabola. Mathematics Libretext. OpenStax CNX. Retrieved from
https://math.libretexts.org/Bookshelves/Algebra/Book%3A_Algebra_and_Trigonometr
y_(OpenStax)/12%3A_Analytic_Geometry/12.03%3A_The_Parabola

ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3 25
26 ROV_Pre-Calculus_Grade 11_Q1_Wk2_LP3
EDWARD B. PESCUELA
Prepared by:
Extend Your Knowledge! Activity 1
1. Parabola
Left Box: 2. Focus
3. Directrix
Right box: 4. Axis of Symmetry
5. Vertex
6. Latus Rectum
Activity 2 Activity 3
1. Standard Equation:
Vertex:
Directrix:
Focus:
Length of LR:
2. Standard Equation:
Vertex:
Directrix:
Focus:
Length of LR:
STUDENT NAME: GRADE/SECTION:

TEACHER: DATE SUBMITTED:

PRE-CALCULUS Grade 11 Week 3

Defining an Ellipse and Determining Its Standard Form of

Equation

Background Information for Learners

In the previous discussions, you have learned about the conic sections. In this activity
packet, you will learn about one of the conic sections ellipse. Like what you have learned with
the conic sections, circle and parabola, you will also define an ellipse and learn about its
standard equation.
The ellipse is one of the conic Perspective views Top view
sections. If you cut a double right circular
cone with a plane in a slanted manner
without passing through any of the bases,
you will be able to make an ellipse. The
figure on the right shows how to form an
ellipse.

Ellipse is a set of points whose distances from two fixed points called the foci add up
to a certain constant.
An ellipse when plotted on a rectangular coordinate system have two orientations: the
horizontal ellipse and the vertical ellipse. Using a horizontal ellipse, the parts are the following:
y

W1

a
V1
F1 C F2 V2 x
b
W2

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 27
Center: Origin (0, 0)

Foci: 1 , 0) and 2( , 0)
The distance from the center to any of the foci is units.
For any point of the ellipse, the sum of its distances to the foci is .

Vertices: 1 , 0) and 2( , 0)
The distance between the center to any of the vertices is units.
Points on the ellipse that are collinear with the foci and the center.
The distance between 1 to 2 is equal to . This segment is called the major axis.
The foci and the vertices are on the major axis.

Co vertices: 1 (0, ) and 2 (0, )

The distance between the center to any of the co vertices is units. The
distance between 1 to 2 is . This segment is called the minor
axis.

Using the parts of an ellipse, you are now ready to learn about its standard equations.
There are four equations you need to learn. Each equation caters to a different orientation of
the ellipse and the location of its center.

Standard Equations of Ellipse with Center at the Origin:

Ellipse Equation
Horizontal with center at (0,0):
Clue:
Notice that is under the
variable (horizontal
+ =
major axis).

Clue:
Vertical with center at (0,0): Notice that is under the
variable (vertical major
axis).
+ =

Wherein: =

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 28
Example 1: What is the standard equation of an ellipse with center at the origin, foci at (±4, 0)
and vertices at (±6, 0)?
Steps Solutions
1. Sketch the ellipse and identify the Given:
orientation of the given ellipse. Foci at and Vertices at and
Identify the appropriate standard
equation to use for substitution of
values.

V1 V2
F1 F2

Needed Equation:

+ =

2. Identify the values of and then = 6 units and = 4 units

solve for the value of . =

= 2 2

= 62 42

16

= 20 units or

= 2 5 units
3. Substitute the values of and
+ =
to the equation.

+ =
( )

+ =

4. Answer The standard equation of an ellipse with center at

the origin, foci at (±4, 0) and vertices at (±6, 0) is

+ =

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 29
Example 2: Determine the standard equation of an ellipse with foci at (0, ±3) such that for
any point on it, the sum of its distances from the foci is 10.

Steps Solutions
1. Sketch the ellipse and identify the Given:
orientation of the given ellipse. The foci are on the major axis and the foci are
Identify the appropriate standard located at (0,3) and .
equation to use for substitution of
values.

F1

F2

Needed Equation:

+ =

2. Identify the values of and , then Note: The sum of distances is equal to
solve for the value of . = 10 units, therefore = 5 units and = 3 units
=

= 2 2

= 52 32

= 16
= 4 units
3. Substitute the values of and
+ =
to the equation.

+ =

+ =

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 30
4. Answer The standard equation of an ellipse with foci at
such that for any point on it, the sum of its
distances from the foci is 10 is

Standard Equations of Ellipse with Center at ( , ):

Note: ) are the coordinates of the center of the ellipse.
Ellipse Equation
Horizontal with center at ):

Clue:
Notice that is always
with and is always
with . is still under
if the ellipse is
horizontal and is
Vertical with center at ): under if the ellipse is
vertical.

( ) ( )
+ =

Wherein: =
and >

Example 3. Determine the standard equation of an ellipse with foci at and and
vertices at and .

Steps Solutions
1. Sketch the ellipse and Given:
identify the orientation of Foci at and
the given ellipse. Identify Vertices at and .
the appropriate standard
equation to use for
substitution of values.

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 31
 The sketch revealed a vertical ellipse.
You can also find the orientation of the ellipse through
inspection. From the given coordinates of the foci and
vertices, notice that only the y-coordinate varies in
value, therefore, the major axis is vertical.
Needed Equation:
( ) ( )
+ =

2. Identify the coordinates of For the coordinates of the center, ) Solve for the
the center of the ellipse midpoint of the foci, and .
and the values of , and Note: the center is the midpoint of the foci and also the
. midpoint of the vertices.
3+
= = = 3
2 2
0 + 10 10
= = =5
2 2
( , )
For the value of : Note that it is the distance from vertex
to center. One vertex is at ) and center is at ( 3,
5).
=| | = | 7| = 7 units
For the value of : Note that is the distance from the
center to any of the foci. One of the foci is and
center is at ( 3, 5).

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 32
 =| | = | 5| = 5 units
For the value of :
=

= 2 2

= 72 52

= 24 units or 2 6 units

3. Substitute the values of , ( ) ( )

+ =
, and to the equation.

( )) ( )
+ =
( )

( + ) ( )
+ =

4. Answer The standard equation of an ellipse with foci at and

and vertices at and is
( + ) ( )
+ =

Example 4. Find the standard equation of an ellipse with one focus at , 6), vertex at

and center at
Steps Solutions
1. Sketch the ellipse and Given:
identify the orientation of
the given ellipse. Identify
the appropriate standard the value of the x-coordinate varies. This means the
equation to use for ellipse is horizontal. You can use these given to sketch
substitution of values. the ellipse.
The graph is
shown at the
right.

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 33
 Needed Equation:
( ) ( )
+ =

2. Identify the coordinates of The coordinates of the center are already given:
the center of the ellipse For the value of : Use the coordinates of center
and the values of , and . and vertex . (Or you can count the distance
between them with the use of your sketch of the ellipse).
=| | = | 1 + 5| = |4| = 4 units
For the value of : Use the coordinates of center
and the foci , 6). (Or you can count the distance
between them with the use of your sketch of the ellipse.)
=| )| = | 1 + | = | | = units
For the value of :

3. Substitute the values of ,

, and to the equation.

4. Answer Then, the standard equation of an ellipse with one focus

at , 6), vertex at and center at is

Learning Competency with code

The learners will be able to:

1. Define an ellipse (STEM_PC11AGIc-1); and
2. Determine the standard form of equation of an ellipse. (STEM_PC11AGIc-2)

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 34
 Activities

Activity 1: Identify Me!

Directions. Identify the properties of the ellipse and its equation based on the given graph of
the ellipse by completing the table below.

Graph Properties
1.
a. Center: , =
=
b. Foci: and , =
c. Vertices: and , =
d. Co vertices: _ and , =
e. Equation of the ellipse:

2.
a. Center: , =
=
b. Foci: and , =
c. Vertices: and , =
d. Co vertices: _ and , =
e. Equation of the ellipse:

3. a. Center: , =
=
b. Foci: and , =
c. Vertices: and , =
d. Co vertices: _ and , =
e. Equation of the ellipse:

4.
a. Center: , =
=
b. Foci: and , =
c. Vertices: and , =
d. Co vertices: _ and , =
e. Equation of the ellipse:

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 35
Activity 2: Decode the Message
Directions. Write the standard form of the equation given the information about the ellipse.
Find the matching equation and word in the answer bank and then write the word in the
corresponding box below to decode the given message.
1) 2) 3) 4)
5) 6) 7) 8)
9) 10) 11) 12)
8) 13) 10)

1. Vertices ( 7, 3) and (13, 3); and foci ( 5, 3) and (11, 3)

2. Foci at (±2,0) and vertex at ,0)
3. Foci at (0, ±7) such that for any point on it, the sum of its distances from the foci is 16
4. Foci at (0, 7) and (0,3) and vertices at (0,5) and (0, 9).
5. it, the sum of its distances from the foci is 8.
6. .

7. Center at (7,6), vertices at (7,9) and (7,3) and = 5

8. Center at the ,0) and a vertex at ,0).
9. Vertices at (0, ±3) and foci at (0, ±2).
10. One vertex at (4, 3), foci at 3) and (3, 3)
11. Center at (0,0), focus at (0,3) and vertex at (0,5)
12.
13. The foci are at and , and = 5.

ANSWER BANK
TREAT BUT POLITENESS

AND KINDNESS GENEROSITY

EVERYONE NICE ARE

WITH THEY NOT

ALWAYS BECAUSE YOU

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 36
 Reflection

1. In this activity, I learned that

2. The easiest part of this activity for me is

3. The difficult part of this activity for me is

4. To enhance my knowledge and skills in mathematics, I need to

Reference

(First Edition). Sunshine Interlinks Publishing House, Inc.. Quezon City, Philippine

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 37
Prepared by:

PRINCESS VERNIECE SIANO NOBLEZA

San Agustin Integrated School

ROV_Pre-Calculus_Grade11_Q1_Wk3_LP4 38
STUDENT NAME: GRADE/SECTION:

___________________________________________ __________________________

TEACHER: DATE SUBMITTED:

___________________________________________ __________________________

PRE-CALCULUS Grade 11 Week 4

Defining a Hyperbola and Determining Its Equation

Previously, you have learned about the ellipse and its standard
equation. In this lesson, you will learn about another conic section obtained
when vertically cutting a double cone. This is called a hyperbola.
Hyperbola is an unbounded curve which many would think has no obvious
importance. But this has few properties that play a significant role in the
real world. Many fields use hyperbolas in their designs, like satellite and
radio systems, to predict certain phenomena.
A hyperbola, like an ellipse, is determined by a constant and two
fixed points, called foci. If in ellipse, the sum of the distances from the foci
is constant, in hyperbola, the absolute value of the difference of the
distances from the foci is constant.

Definition:
Given two distinct points and in the plane, 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 and to
is constant. The points and are called the foci of the
hyperbola.

Remember: Each branch of a hyperbola is NOT a parabola. Parabola and hyperbola

have very different features.

ROV_Pre-Calculus_Grade 11_Q1_Wk 2_LP 5 39

 All hyperbolas share common features. A
hyperbola consists of two curves, each with a vertex and
a focus. The principal axis is the straight line through the
two foci. The two points of the hyperbola that lie on the
principal axis are called the vertices. The transverse
axis joins these two vertices where the midpoint is called
the center of the hyperbola. The center is units away
from a vertex and units away from a focus.
The segment perpendicular to the transverse axis
is called the conjugate axis. This segment joins the co-
vertices of the hyperbola which are units away from the
center. The variables , and are all positive real
numbers and are related according to the equation, . Take note that it is possible
that or , that is, the transverse axis may be longer or shorter than the conjugate
axis.

be used to form a rectangle, with the vertices at the centers of two opposite sides and the
corners on the asymptotes.
To write the standard form of the equation of a hyperbola, be guided by the table below.

Standard Form of the Equation of a Hyperbola

Center Opening Equation
Horizontal
(Opens to the right/left)
Vertical
(Opens upward/downward)
Horizontal
(Opens to the right/left)
Vertical
(Opens upward/downward)

Note that the signs of the variables and determine the opening of the hyperbola. If
the variable is positive while the is negative, then the hyperbola opens horizontally.
On the other hand, if the variable is negative, and the is positive, then the hyperbola
opens vertically. For better understanding, consider the following examples.

Example 1: Find the coordinates of the center, vertices, and foci of the equation
, and describe the graph of the hyperbola.
Solution. By observing the sign of the variables, and , you can say that the
hyperbola opens vertically, since is positive while is negative. Therefore, you should use
the equation . You can then have the following information:
To find the coordinates of the center:

Center:

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 40
 To find the coordinates of the vertices:
To find the coordinates of the vertices, use the value for .
Since the hyperbola is vertical (or it opens upward and
downward), therefore, the vertices should be 4 units above and
below the center. This means that you should add and subtract
units to the y-coordinate of the center. This will yield
) and . Therefore, the vertices are
and

To find the coordinates of the foci:

Since the hyperbola is vertical, therefore, the foci should be
units above and below the center. This means that you should
add and subtract units to the y-coordinate of the center. This
will yield and . Therefore, the
coordinates of the foci are and

Example 2: Find the coordinates of the center, vertices, foci of the hyperbola whose
equation is and describe the graph.
Solution. By observing the equation, you can say that the hyperbola opens
horizontally, since is positive. Therefore, use the equation .
To find the coordinates of the center:

Center:

To find the coordinates of the vertices:

Since the hyperbola opens horizontally (or it opens to the right
and left), therefore, the vertices should be 6 units to the right and left
of the center. This means that you should add and subtract units to
the -coordinate of the center. This will yield ) and
. Therefore, the vertices are and
.

To find the coordinates of the foci:

Since the hyperbola is horizontal, therefore, the foci should
be units to the left and right of the center. This means that you
should add and subtract units to the -coordinate of the center.
This will yield and Therefore the
coordinates of the foci are and

Example 3: Write the standard equation for the hyperbola with vertices: and
; co-vertices: and .

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 41
 Solution: Observe that the given coordinates of the vertices have the same
-coordinate. This means that when these points are plotted on a cartesian plane, the points
will form a vertical transverse axis. Therefore, the graph of the hyperbola should be vertical.
You can then use the form to solve for the standard equation of the
hyperbola.
To find the coordinates of the center:
Remember that the center is the midpoint of the vertices. Therefore, to solve
this, apply the midpoint formula for the given vertices, and .
Applying midpoint formula:

To find the value of :

Recall that the value of is the distance between the vertex and the center.
Therefore, apply the distance formula to one of the vertices, and the center,
.

To find the value of :

Recall that the value of is the distance between the co-vertex and the center.
Therefore, apply the distance formula to one of the co-vertices, and the center,
.

Putting together, the standard form of the equation of the hyperbola is:

Example 4: Find the standard equation of the hyperbola which satisfies the given
conditions: vertices and , a focus ( ).
Solution: Since the given coordinates of the vertices and focus have the same
-coordinate, the points will form a horizontal transverse axis. Hence, the graph of the
hyperbola should be horizontal. You can then use the form to solve for the
standard equation of the hyperbola. However, you still need the coordinates of the center, and
the values for and . To solve this, follow the steps below:

To find the coordinates of the center:

Solve for the midpoint of the vertices, and . Applying midpoint
formula:

To find the value of :

Since the value of is the distance between the vertex and the center, apply

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 42
 distance formula to one of the vertices, and the center, to find .

To find the value of :

Solve for the value of or the distance of the focus, to the center,
. That is,

Now, solve for b using the formula, .

;
Putting together, the standard form of the equation of the hyperbola is:

Example 5: Find the standard equation of the hyperbola with vertices at and
which passes through the point .
Solution:
To find the coordinates of the center:
Solve for the midpoint of the vertices, and . Applying midpoint
formula:

To find the value of :

Solve for the value of by getting the distance between one of the vertices,
, and the center, .

To find the standard form of the equation of the hyperbola:

Since the coordinates of the vertices have the same -coordinate, the points
will form a horizontal transverse axis. Hence, use the form to solve
for the standard equation. As stated in the given, the graph passes through the point
, therefore, you can use the coordinates to substitute for . Substituting the
values, you have:

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 43
 Now that you have the values for and , you can write the standard
form of the equation of the hyperbola:

1. Define a hyperbola (STEM_PC11AGId-1)

2. Determine the standard form of equation of a hyperbola
(STEM_PC11AGId-2)

Activity 1. Wax Paper Hyperbola

Directions: You will need a compass, pencil, marker, and wax paper (parchment paper or
Japanese paper as an alternative) and follow the steps below.

1. Using a marker draw a point near the center of the wax paper.
Label it point .
2. Using a compass and a pencil, draw a circle of radius 3 cm having
point as its center.
3. Using a marker, draw another point outside the circle. Label
it point . The point should not be too close to the circle nor
too close to the edge of the paper.

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 44
 4. Using a pencil, draw 32 points on the circle.

5. Fold the paper so that point lands on one point of the circle. Crease the paper.

6. Repeat the same folding and creasing process with the remaining 31 points. You
may work in a clockwise direction to be systematic.
7. Unfold your paper. Do you see a definitive shape?
8. Carefully darken the outline of your shape with a marker.
9. Tape or glue the edges of your wax paper to a piece of colored paper with your
and label the foci and vertices.

Activity 2. True or False Emoji

Directions: Put a smiling face if the statement about the given hyperbola is TRUE, if

FALSE put a sad face .

_______1. The equation has foci coordinates of and with center

at .
_______2. The foci distance of the hyperbola given by the equation is 5.

_______3. The hyperbola has center at .

_______4. The vertex coordinates of the hyperbola with equation are

and
_______5. The hyperbola has a conjugate axis length of 6 units.
_______6. The terms and should not be equal in the standard equation for a hyperbola.
_______7. The vertical hyperbola defined by the equation has co-vertices at
and
_______8. The hyperbola has vertices at and

_______9. The conic section represented by the equation is a vertical

parabola with vertex at
_______10. A hyperbola is the set of all points in a plane such that the absolute value of the
difference of the distances from two fixed points, called the vertices, is constant.

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 45
Activity 3. Determine the Standard Equation
Directions: Write the standard equation for the hyperbola with the given characteristics.

1. vertices: and ; co-vertices: and

__________________________________________________________________
2. vertices: and ; foci: and

__________________________________________________________________

3. center: ; vertices: and ; co-vertices: and

__________________________________________________________________

4. center: ; vertices: and ; co-vertices and

__________________________________________________________________

5. Vertices: , ; passes through the point

__________________________________________________________________

Teacher shall use this rubric to rate Activity 1.

Needs
Satisfactory
Criterion Excellent (4) Good (3) Improvement
(2)
(1)
The student The student
The student
has has
has completely
completely completely Student did not
Completeness followed the
and accurately followed all complete the
and Accuracy steps with
followed all directions with task given.
several notable
directions in few errors or
errors.
the activity. slips.
The completed
The completed The completed The completed
output is
output is neat output has output is
incredibly neat
Neatness with few several disorderly with
with no
smudges and smudges and many smudges
smudges and
tears. tears. and tears.
tears.

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 46
Teacher shall use this rubric to score Activity 3.
DESCRIPTION
Points
The stude
attempted to solve the problem 1

arrived at a correct value of 1

arrived at a correct value of 1

arrived at the correct standard equation of the hyperbola 2

TOTAL 5 pts

TEMPERATURE CHECK.
How are you feeling after learning about hyperbola and answering the
learning activity sheet? Do a temperature check and share why you feel so.

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________

Agot, M. V., & Acedera, A. M. (2020). Pre-Calculus Quarter 1 Module 1-Analytic Geometry.
Department of Education.
Bacani, Jerico B. et. al, (2016). Teaching Guide for Senior High School Precalculus Core
Subject. pp. 49-62.Commission on Higher Education
Dellomas, I. A. (2020). Pre-Calculus Quarter 1 Week 4. Division of City Schools-Manila.
Math is Fun (2020). Hyperbola.https://www.mathsisfun.com/geometry/hyperbola.html

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 47
Prepared by:

NESSA S. LOVERES
Pariaan National High School

ROV_Pre-Calculus_Grade 11_Q1_Wk4_LP 5 48
STUDENT NAME: GRADE/SECTION:

TEACHER: DATE SUBMITTED:

PRE-CALCULUS Grade 11 Week 5

Recognizing the Equation and Important Characteristics
of the Different Types of Conic Sections

In the previous lesson, you learned about the conic sections and their properties. In
this learning packet, you will learn how to recognize the equation and important characteristics
of the conic sections given the general form of their equation.

Recall the general form of the equations of the conic sections. You may write the
equations of conic sections discussed in the general form

The table below shows the characteristics of each conic based on their general
equation. Note that some terms may not be present, depending on the kind of conic section.

Conic Degenerate Characteristics/

General Form
Section Case Conditions
both and appear;
a point, or an
Circle coefficients are equal
empty set
( )
Parabola a.
opens upward/downward)
exactly one of or
appears
b.
opens to the right/left)
both and appear;
a point, or an coefficients have the
Ellipse
empty set same sign and unequal
( )

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 49
 two both and appear;
Hyperbola intersecting coefficients have opposite
lines signs

Identifying a Degenerate or Non-degenerate Conic Section

Always transform a given general equation to standard form to identify whether the
graph is a degenerate conic section (a point, two intersecting lines, or an empty set) or a non-
degenerate (circle, parabola, ellipse or hyperbola).

Example 1: The graphs of the following equations are (nondegenerate) conic sections.
Identify the conic section by inspection.
a.
b.
c.
d.

Solution:
a. Since only appears, the graph is a parabola.
b. Since the coefficients of and have opposite signs, the graph is a hyperbola.
c. Since the coefficients of and are not equal ( ) but have the same signs,
the graph is an ellipse.
d. Since the coefficients of and are equal, the graph is a circle.

Example 2: The graphs of the following equations are degenerate conic sections.
Identify the conic section by using completing the square method.

a.

Solution:

Since the right-hand side is 0, the graph is a point (the point is ( )).

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 50
 b.
Solution:

Since the right-hand side is negative, the graph is the empty set.

c.
Solution:

Since the right-hand side is zero, the graph is a pair of intersecting lines; these are
.

Example 3: Determine whether each of the following equation represents a degenerate

or nondegenerate conic section.
a.
Solution:
Since the coefficients of and are equal, the graph is a circle, a point or the
empty set. Completing the squares, we get

Since the right-hand side is negative, the graph is a degenerate conic (empty set).

b.
Solution:

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 51
 By inspection, the graph is a parabola. The equation represents a nondegenerate
conic.

c.
Solution:
Since the coefficients of and have opposite signs, the graph is a hyperbola, or
a pair of intersecting lines. Completing the squares, you get

or

The equation represents a nondegenerate conic (hyperbola).

Recognize the equation and important characteristics of the different types of conic
sections. (STEM_PC11AG-Ie1)

Activity 1. Directions: By inspection, determine the type of (nondegenerate) conic section

each equation represents. Write C for circle, P for parabola, E for ellipse or H for hyperbola.

1. Answer:_______
2. Answer:_______
3. Answer:_______
4. Answer:_______
5. Answer:_______

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 52
Activity 2. Directions: Determine whether each equation represents a degenerate or
nondegenerate conic by transforming it into its standard form. Write DC if it is a degenerate
conic, and NDC if it is a nondegenerate conic. If the equation represents a nondegenerate
conic, identify it as circle, parabola, ellipse, or hyperbola. Write your solution on a separate
sheet.

1. Answer:_______
2. Answer:_______
3. Answer:_______
4. Answer:_______
5. Answer:_______

Rubric for Activity 2:

POINTS CRITERIA
3 Solution is complete and arrived at the correct answer.
Solution contains minimal error but arrived at the correct
2
answer.
Solution contains observable errors and arrived at the wrong
1
answer.
0 No answer and calculation performed.

1. Which task was the easiest for you? Why?

_________________________________________________________________________
_________________________________________________________________________.
2. Which task was the most difficult for you and how were you able to accomplish it?
_________________________________________________________________________
_________________________________________________________________________.
3. What is the most important learning you gained from this activity?
_________________________________________________________________________
_________________________________________________________________________.

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 53
Department of Education (2016). Basic Calculus. Teachers Guide

Orines, Fernando B. (2016). Next Century Mathematics Precalculus. Quezon City. Phoenix
Publishing House, Inc.

3. DC

ellipse 2. NDC
ellipse 5. NDC

4. DC
1. NDC hyperbola
Activity 2
5. C
4. P
3. H
2. C
1. P
Activity 1

Prepared by:

Angelica M. Lolor
Daraga National High School

ROV_Pre-Calculus_Grade11_Q1_Wk5_LP6 54
 GRADE/SECTION:
_________________________ ___________________
TEACHER: DATE SUBMITTED:
_________________________ ___________________

PRE-CALCULUS Grade 11- Week 6

Solving Situational Problems Involving Conic Sections

The circle, parabola, ellipse and hyperbola are called conic sections, or simply
conics. They are named conic sections because each can be
illustrated as an intersection of a plane with a right circular cone of two
nappes, each extending indefinitely far. The Greek mathematician,
Apollonius of Perga, before his death in 190 BC, is said to have made
a thorough investigation of conic sections.

The previous discussions dealt with the standard forms of

equations of each conic section, the parts and the important
characteristics of the different types of conic sections. In this learning packet, you will be
introduced to some of the various situational problems involving conic sections.

Conic shapes are widely seen in nature and in man-made works and structures.
They are beneficially used in electronics, architecture, food, automobile and medical fields.
Illustrated below are some of the many real-life applications of conics.

A. Circles
1. A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with
radius 12 ft. How high is the tunnel at the edge of each lane? Round off to 2 decimal
places.

Solution: tunnel
a. Draw a coordinate system with origin at the middle
of the highway, as shown.
Street
boundary is on the circle .
c. Point P is the point on the arc just above the edge of
a lane, so its x-coordinate is 10. Point P has
coordinates
d. You need its y-coordinate. Then, solve

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 55
 for y, giving 6.63.

Thus, the tunnel is approximately high at the edge of each lane.

2. Noel built a semi-circular patio next to the family room of his home. The patio
spanned a distance of 18 feet adjacent to his house. Write an equation of the circle
that models the patio shape. What is the area of the semi-circular patio to the
nearest hundredths? (Use )
Solution: Equation of the circle: ; Area

ft2

3. A ferris wheel is elevated 1 meter above the ground. When a car reaches the
highest point on the ferris wheel, its altitude from the ground level is 51 m. How far
away from the center, horizontally, is the car when it is at an altitude of 30 m?

Solution:

24.68 m

B. Parabola

4. A satellite dish has a shape called a paraboloid, where each cross-section is a

parabola. Since radio signals (parallel to the axis) will bounce off the surface of the
dish to the focus, the receiver should be placed at the focus. How far should the
receiver be from the vertex, if the dish is 12 ft across, and 4.5 ft deep at the vertex?

Solution: focus
a. The figure at the right shows a cross-section of the
satellite dish drawn on a rectangular coordinate system,
with the vertex at the origin.
b. From the problem, it is given that is a point on
the parabola.
c. You need the distance of the focus from the vertex,
i.e., the value of c in =
vertex

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 56
 c=
Thus, the receiver should be 2 ft away from the vertex.

5. The cable of a suspension bridge hangs in the shape of a parabola. The towers
supporting the cable are apart and high. If the cable, at its lowest, is
above the bridge at its midpoint, how high is the cable away (horizontally)
from either tower?

Solution:
a. Refer to the figure at the right, where the parabolic cable is drawn with its vertex on the
y-axis above the origin.
b. The equation is
Since you use
the simpler variable a in place of 4c.
c. Since the towers are high and apart,
we deduce from the figure that (200, 150) is a point on
the parabola

The parabola has an equation , or equivalently, . For the

two points on the parabola away from the towers, . If ,
then,
.

Thus, the cable is high at the distance of from either tower.

6. If an automobile head light reflector is cut by a plane through its axis, the section
is a parabola having the light as the focus. If the light is 18 mm from the vertex, and
the diameter of the light is 250 mm, find the depth of the headlight.

Solution:

Equation: Depth of the headlight:

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 57
7. The cables of a horizontal suspension bridge are supported by two towers 120 m
apart and 40 m high. If the cable is 10 m above the floor of the bridge at the center and
using the midpoint of the bridge as the origin, compute the elevation of the cable at a
point 30 m from the center of the bridge.

Solution:

Equation of parabola: Elevation of cable at

from center of bridge:

when

8.A parabolic arch has a span of 48 m and has a height of 20 m at a distance 16 m

from the center of the span. (a) What is the height of the parabolic arch? (b) What is
the height of the parabolic arch at a distance of 8 m from the center of the span?

Solution:

a. Height of the parabolic b. To find the height of parabolic

arch arch at 8 m from center of arch:

Find the equation of the parabola

when
Thus, the equation of the
parabola is

when
When , the value of

Simplifying, you will get

(height of
the arch)

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 58
C. Ellipse

9. A tunnel has the shape of a semi-ellipse that is 15 ft high at the center, and 36 ft
across at the base. At most how high should a passing truck be, if it is 12 ft wide, for
it to be able to fit through the tunnel? Round off your answer to two decimal places.

Solution:

Refer to the figure at the right. If you draw the semi-

ellipse on a rectangular coordinate system, with its center
at the origin, an equation of the ellipse which contains it is

To maximize its height, the corners of the truck, as shown in the figure, would have to just
touch the ellipse. Since the truck is wide, let the point be the corner of the truck
in the first quadrant, where , is the (maximum) height of the truck. Since this point is
on the ellipse, it should fit the equation. Thus, we have
+

(1 - )
10

10. The arch of a bridge over a two-lane highway is in the shape of a semi-ellipse. The
distance from the base of the arch on one side of the road to the base on the other is
50 ft. The height of the arch at the center is 20 ft. Can a container van that is 14 ft high
and 10 ft wide pass under the bridge without going over the centerline of the bridge? 10

Solution:
The equation of the ellipse is + ,
where .
The truck will be able to pass under the
bridge without going over the centerline of the bridge
if .
(Note: is the width of the truck)
At the point when (the height of the truck),
+

=
Solving for x, you will get

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 59
 This shows that the road is about wide from the centerline to the point where
the height of the bridge is The truck will be able to pass under the bridge without going
over the centerline of the bridge.

11. An Earth satellite has an apogee of 40,000 km and a perigee of 6,600 km.
Assuming the radius of the Earth as 6,400 km, what will be the eccentricity of the
elliptical path described by the satellite with the center of the Earth as one of the
foci?

Note: Apogee is the point in the orbit of an object orbiting the Earth (such as satellite) that is
at the greatest distance from the center of the Earth; while perigee is the point in the orbit of
a satellite closest to the center of the Earth.

Solution:

12. The major axis of the elliptical path in which the Earth moves around the sun is
approximately 186 000 000 miles and the eccentricity of the ellipse is Determine
the apogee of the Earth.

Solution:

Apogee

13
distance of the sun from the Earth is 105.50 million km and the nearest distance of
the sun from the Earth is 78.25 million km, find the eccentricity of the ellipse.

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 60
Solution:
0 (Eq. 1)
(Eq. 2)
Substitute in Eq. 2, you get

Add Eq. 1 and Eq. 2, to get

D. Hyperbola
14. An explosion is heard by two stations 1200 m apart, located at F1(-600, 0) and
F2 (600, 0). If the explosion was heard in F1 two seconds before it was heard in F2,
identify the possible locations of the explosion. Use 340 m/s as the speed of sound.

Solution:
Using the given speed of sound, we deduce that the
sound traveled farther in reaching F2
than in reaching F1. This is then the difference of the
distances of the explosion from the two stations. Thus,
the explosion is on a hyperbola with foci F1 and F2, on
the branch closer to F1.
We have and , so and
. The explosion could therefore
be anywhere on the left branch of the hyperbola
-

15. Find the equation of the hyperbola with vertices at and and foci at
( ) and

Solution:
i. The coordinates of the center is at

b=
=
=
ii. The standard equation of the hyperbola
is
-

- 1

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 61
 16. Two ground stations are located by their coordinates as A(0,0) and B(0,5), the
unit being 1 km. An airplane pilot conducting a reconnaissance survey knows from
radar that at a certain instant he is 3 km nearer to B than A. (a) What is the equation
of the curve that defines this data? Compute the eccentricity and the length of the
latus rectum.

Solution:
a. Equation of the curve b. Eccentricity of the curve

c. Length of the latus rectum

- -

Solves situational problems involving conic sections (STEM_PC11AG-le2)

ACTIVITY 1. IDENTIFY ME
Match each phrase or sentence under the left column with the corresponding word or expression
under the right column.
___ 1. A set S of all points in R2 that are at a fixed distance r from a fixed point a. directrix
C. b. vertex
___ 2. A set of points that are equidistant from a fixed point and a fixed line. c. center
___ 3. A set of points the sum of whose distances from two fixed points is a d. circle
constant. e. eccentricity
2
___ 4. A set of points in R such that the absolute value of the difference of f. ellipse
their distance from two fixed points is a constant. g. focus
___ 5. The fixed point referred to in all types of conics sections. h. focal distance
___ 6. The fixed line that is perpendicular to the line containing the vertices of a i. latus rectum
conic. j. axis of

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 62
___ 7. The chord through the focus and perpendicular to the axis of a conic symmetry
section. k. hyperbola
___ 8. The line through the vertex and perpendicular to the directrix. l. parabola
___ 9. The point midway between the focus and the directrix.
___ 10. The ratio of two undirected distances (distance from enter to a focus
and distance from center to a vertex).

ACTIVITY 2.

WHAT DOES A FOOT DOCTOR DO?

Solve the problems below. Find the solution in the answer box and notice the letter next to it.
Write this letter in each box that contains the number of the exercise.

1. A window has a shape of a parabola with vertex at the top and axis vertical. It is 2 meters wide
at the base and 4 meters high. How wide is it halfway?

2. The arch of an underpass is a semi-ellipse 6 meters wide and 2 meters high. Find the clearance
at the edge of a lane if the edge is 2 meters from the middle.

3. A parabolic arch has a height of 24 meters and a width of 32 meters at the base. If the vertex of
the parabola is at the top of the arch, at which height above the base is it 16 meters wide?

4. A parabolic arch has a span of 20 m and a height of 10 m. How high is the arch 4 m from the
center of the span? (Choose the x-axis along the base of the span with the origin at the center of
the base.)

5. An arch in the form of semi-ellipse has a spun of 10 m. and a central height of 4 m. Find the
height of the arch at a point 3 m from the semi-minor axis.

6. The lengths of the major and minor axes of an ellipse are 10m and 8m, respectively. Find the
distance between the foci.

7. The arch of an underpass is a semi-ellipse 20 meters wide and 5 meters high. Find the
clearance at edge of a lane if the edge is 5 meters from the middle.

8. Two radio signaling stations at A and B lie on the East-West line, with A 100 miles west of B. A
is flying west on a line 50 miles north of the line AB. Radio signals are sent (travelling at 0.2
miles/microsecond) simultaneously from A and B, and the one sent from B arrives at the plane
400 microsecond before the one sent from A. Where is the plane?

ANSWER BOX
H - 8.4 m U - 18 m Y - A -

O - R - 27.75 E E - 6 L - 3.2 m
50 N of B

What does a foot doctor do?

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 63
4 6 1 5 2 7 3 8 4 6 6 5

For each item included in Activity 2, the following rubric for scoring may be used:
Indicators:
a. Shows a clear solution/strategy to solve the problem.
b. Labels correctly the given facts and answer.
c. Gives the correct answer to the problem.
No. of Description
Points
4 If three of a, b, and c, are satisfied
3 If only two of a, b, and c are satisfied
2 If only one of a, b, and c is satisfied
1 If none of a, b, c, and d is satisfied but there is an attempt to answer the
problem
0 If there is no attempt to answer the problem

1. In this learning packet, I learned that:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. The most challenging part/s of this learning packet is/are:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. I need further discussions on these topics:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. To enhance my knowledge and skills in Mathematics, I need to

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 64
Commission on Higher Education and Philippine Normal University (2016). Precalculus
Teaching Guide for Senior High School. Quezon city, Commission on Higher
Education
Pinoy Math Teacher. (youtube.com/watch?v=j5N82bPikDy)
Besavilla, VI Jr. (1997). Engineering Mathematics, Vol. 1. Cebu City, VIB Publisher
De Las Penas, ML. Francisco, F. & Marcelo, R. (2006).Precalculus. Quezon City, Ateneo
de Manila University Math Dept.

Feliciano, F. & Uy, F. (1994) Modern Analytic Geometry. Mla., Phils, Merriam and
Webster Bookstore, Inc.

Tiong, J.R. (2008). 1001 Solved Problems in Engineering Mathematics (3rd Ed.). Cebu
City, First Benchmark Publisher, Inc

Comandante F.L. (2000). Analytic and Solid Geometry Made Easy. Mandaluyong City,
National Bookstore

50 mi North of B 10. e 5. g
8. 27.75 mi East 4. 8.4 m 9. b 4. k
7. 3. 18 m 8. J 3. f
6. 94 550 000 2. 2. l 7. I
5. 3.2 m 1. 1. d 6. a
ACTIVITY 2 ACTIVITY I

Prepared by:

EDUARDO B. BASMAYOR
Tiwi Agro-Industrial School

ROV_Pre-Calculus_Grade 11_Q1_Wk6_LP7 65
STUDENT NAME: GRADE/ SECTION:
________________________________ ___________________________
TEACHER: DATE SUBMITTED:
________________________________ ___________________________

PRE-CALCULUS - Grade 11 Week 7

Illustrating a Series

Patterns abound in the natural world, from petals in flowers, pine cones and even in
the manner of reproduction of animals like rabbits. In previous math courses, you have dealt
with patterns as reflected in graphs. In this regard, patterns also appear in lists of numbers.
When a pattern appears in a list of numbers, it is called a sequence. The manner in which the
value of a car depreciates or how real estate and other investments earn interest or gain in
value are according to a specific sequence.
In this lesson, you will learn how to illustrate a series. A series is closely related to a
sequence. But before we delve into this relationship, consider the two situations presented
below:

A MAPEH teacher asked his student to perform a series of sit-ups. The

number of sit-ups that a student must do for every level is presented in the table
below.
Level 1 2 3
No. of sit-ups 5 9 13
What level is a student on if he performed 33 sit-ups? How were you able to
identify the level?
How many sit-ups has a student done in all if he reached this level? What
mathematical term did you apply in solving this problem?

What is a sequence? How does it differ from a series? A sequence is a list of numbers
-

A sequence is a function whose domain is the set of positive integers or the set
.
On the other hand, a series represents the sum of the terms of a sequence.

ROV_Pre-Calculus_Grade 11_Q1_Wk7_LP8 66
 If a sequence is finite, the sum of the terms of the sequence is referred to as the series
associated with the sequence. If the sequence has infinitely many terms, the sum is
defined more precisely in calculus.

Example:
Sequence :
Associated Series :

The sequence with the th term is usually denoted by , and the associated
series is given by

In the problem presented earlier, the list of sit-ups that a student needs to perform
per level, represented by {5, 9, 13, 17, 21, 25, 29, 33} illustrates a sequence. This means
that the student is on level 8 when he does 33 sit-ups.
This sequence becomes a series when it is represented by 5 + 9 + 13 + 17 + 21 + 25
+ 29 + 33. Therefore, the associated series is 152. In other words, the student has done 152
sit-ups in all when he reached level 8.

Examples:

Directions: Determine the first five terms of each defined sequence, and give their associated
series.

1.
2.
3.
4.

Example 1:

Solution:
First five terms:

Associated Series:

Example 2:

Solution:
First five terms:

Associated Series:

ROV_Pre-Calculus_Grade 11_Q1_Wk7_LP8 67
Example 3:

Solution:
First five terms:

Associated Series:

Example 4:

Solution:
First five terms:

Associated Series:

Illustrate a series. (STEM_PC11SMI-Ih1).

I. Directions: Write SEQ if the given item is a sequence, and write SER if it is a series. Write
your answers on a sheet of paper.

1.
2.
3.
4.
5.
6.

ROV_Pre-Calculus_Grade 11_Q1_Wk7_LP8 68
II. Directions: Determine the first five terms of each defined sequence, then illustrate their
associated series. Write your solutions and answers on a sheet of paper.

1.
2.
3. and for
4.

III. Directions: Answer the following problems.

1. After knee surgery, your trainer tells you to return to your jogging program slowly. He
suggests jogging for 12 minutes for the first week. Each week thereafter, he suggests
you increase that time by 6 minutes. Your trainer schedules your jogging program for
9 weeks. Illustrate the series that represents your jogging time.
2. Twelve days before Christmas, Maria planned to give her mother Christmas gifts. On
the first day, she sent one gift, on the second day, she sent two gifts, on the third day,
three gifts and so on. Illustrate this situation as a series. How many gifts did Maria give
her mother in all?

10pts All the problems were answered correctly with complete solution.
7pts Four of the problems were answered correctly with complete solution.
5pts Two problems were answered correctly with complete solution.
3pts No correct answer was given but shows effort by solving the problems.
1pt No correct answer but identified the necessary information for the solutions.

What topic did you like the most?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What did you learn from the discussion?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

ROV_Pre-Calculus_Grade 11_Q1_Wk7_LP8 69
Garces, I. L., et. al. (2016). Teaching Guide for Senior High School PRECALCULUS
Specialized Subject Academic STEM, (pp.76-81). Quezon City Philippines.

Material (pp. 81-86). Pasig City Philippines.

http://aspirantszone.com/difficult-number-series-questions-and -answers/

Department of Education Region IVA Calabarzon (2020). Pre-Calculus Grade 11, Pivot 4A
45). Calabarzon, Philippines.

2.

III. 1.

Associated series:

4.

171 Associated series:

3.

Associated series:

2.

Associated series:

1.

II.
Prepared by:
6. SER 3. SER
5. SER 2. SEQ
MARVIN RINON 4. SEQ 1. SEQ
Macabugos High School I.

ROV_Pre-Calculus_Grade 11_Q1_Wk7_LP8 70
 STUDENT NAME: GRADE/SECTION:

____________________________________ ___________________
TEACHER: DATE SUBMITTED:

____________________________________ ___________________

PRE CALCULUS Grade 11 Week 8

Differentiating a Series from a Sequence

Background Information for Learners

In the previous discussion, you have learned how to illustrate a series from a given
sequence. In this learning activity, you will learn the difference between series and sequence
and the different types of sequences and series which arise frequently in everyday life.
The concept of sequence and series is an important mathematical idea that has varied
applications. As a basic concept, it plays a vital role in more advanced mathematics. Review
first the difference of series from a sequence.

A sequence is a function whose domain is the set of positive integers or the set

A series represents the sum of the terms of a sequence.

If a sequence is finite, we will refer to the terms of the sequence as the series associated
with the sequence. If the sequence has infinitely many terms, the sum is defined more
precisely in calculus.

A sequence is a list of numbers (separated by commas), while a series is a sum

- is a sequence, and
is its associated series.

The sequence with nth term is usually denoted by { }, and the associated
series is given by

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 71
Here are the Different Types of Sequence

An arithmetic sequence is a sequence in which each term after the first is obtained by
adding a constant (called the common difference) to the preceding term.

If the nth term of an arithmetic sequence is and the common difference is d,

then

The associated arithmetic series ( ) with the n terms is given by

Where:

First Term
Last Term
n Number of Terms
d Common Difference

Examples:
1. If the first three terms of the arithmetic sequence are 3,7,11, what is the 40th
term?
Solution:
The common difference as determined by the first three terms is 4. It is also
given that the first term , and Substituting these values in the given formula
for arithmetic sequence, we obtain

Answer

2. Find the sum of all even integers from 2 to 2222.

Solution:
Since the even integers form an arithmetic sequence with
, we can compute for n.

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 72
 Substitute the value of n to get the sum,

Answer

A geometric sequence is a sequence in which each term after the first is obtained by
multiplying the preceding term by a constant (called the common ratio).

If the nth term of a geometric sequence is and the common ratio is r, then

The associated geometric series with n terms is given by

When , the infinite geometric series

has a sum, and it is given by

Examples:

1. The third term of a geometric sequence is 25, while the common ratio is
find the first and second term.
Solution:

Since the last term is given, and common ratio is with the
number of terms using the formula to get the first and second term, we obtain

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 73
 Answer

Answer

2. Find the sum of the nine terms of a geometric sequence whose first term is 2
and the common ratio is -3.
Solution:
The given are: thus

Answer

If { } is an arithmetic sequence, then the sequence with nth term is a harmonic

sequence .

Example:
1. What is the 20th term of a harmonic sequence if the first and third terms are
respectively.

Solution:
Convert the harmonic sequence into its corresponding arithmetic sequence and
find its 20th term. The first and third terms of the arithmetic sequence are To
find d, we have,

Therefore,

Then, the 20th term of the arithmetic sequence should be,

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 74
 The reciprocal of the 20th term of arithmetic sequence is the 20th term of the
harmonic sequence. Hence,

Fibonacci sequence is a sequence of numbers in which each number is the sum of the
two preceding numbers.

To illustrate the Fibonacci Sequence, try the following example.

Examples:

1.
Solution:
You are now going to add the two preceding numbers to check if what the
Fibonacci Series states is true.

and so forth
2. Use the Fibonacci sequence up to the 10th term in the sequence
Solution:

The Fibonacci sequence is

Learning Competency with code

Differentiate a series from a sequence. (STEM_PC11SMI-lh2)

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 75
 Activities

ACTIVITY 1
Directions: Write A if the sequence is arithmetic, G if it is geometric, F if Fibonacci and O if it
is not one of the mentioned types. Use separate sheet of paper for your answer.
____ (1) ____ (6)

____ (2) ____ (7)

____ (3) ____ (8)

____ (4) ____ (9)

____ (5) ____ (10)

ACTIVITY 2
Directions: Identify the given if it is a series or not. Write SERIES if it is a series and write
NOT, otherwise. Then determine the sum of each given. Write NO SUM if it cannot be summed
up.

____ (1) ____ (6)

____ (2) ____ (7)

____ (3) ____ (8)

____ (4) ____ (9)

____ (5) ____ (10)

ACTIVITY 3
Directions: Read the problem carefully then solve. Use a separate sheet of paper for your
solutions and answers.
(1) Find the sum of the first 100 positive integers.
(2) Ara saves Php 1,000.00 in the first year. On the following year, she saves Php 550.00
more than in the previous year. How much will Ara save at the end of 10 years?
(3) Joanne saved Php 20.00 in January. Supposing she had saved twice the amount in the
previous month, how much will she save at the end of one year?

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 76
(4) One of the guidelines set by the Inter-Agency Task Force (IATF) in the Enhanced
Community Quarantine is the ban of liquor. However, there were still violators on the said
guideline. The penalty of a violator for the first offense is Php 1,500.00, third is Php 3,375.00.
Suppose the penalty follows an arithmetic sequence:
(a) How much will the violator pay in the fifth offense?
(b) How much will the violator spend if he will commit 10 offenses?

Rubric for Scoring

For Activity 3

Needs
Criterion Excellent (5) Good (3) Satisfactory (2) Improvement
(1)
The student has The student has
The student has
completely and an incomplete The student did
Completeness completely
accurately solution but has not get the
and Accuracy answered the
answered the a correct correct answer.
problem. problem.
answer.

Reflection

Complete this statement.

I have learned in the activity _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.

References

Commission on Higher Education. Teaching Guide for Senior High School, Pre Calculus,
2016
Sarmiento, Felipe M., De Castro, Wilfredo N. Pre-Calculus. 2017
Limuco, Maria Antonette L. Intermediate Algebra. 2004

R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9 77
78 R0V_Pre-Calculus_Grade 11_Q1_Wk8_LP9
Buga National High School
SHAIRA S. PATULA
Prepared by:
ACTIVITY 1
1. A 6. F
2. O 7. O
3. G 8. G
4. O 9. F
5. A 10. G
ACTIVITY 2
1. SERIES, 442 6. NOT, NO Sum
2. SERIES, 7. SERIES,
3. SERIES, 8. SERIES, 6
4. SERIES, 144 9. SERIES,
5. SERIES, 12.5 10. SERIES,
ACTIVITY 3
1.
2.
3.
4. (a)
(b)
Answer Key
STUDENT NAME: GRADE/SECTION:
_________________________________________ ____________________
TEACHER: DATE SUBMITTED:
_________________________________________ ____________________

PRE CALCULUS Grade 11 Week 9

Using the Sigma Notation to Represent a Series

Mathematicians use the sigma notation to denote a sum. The uppercase

Greek letter several
components or parts.

Let f(i) be an expression involving an integer i. The expression

can be compactly written in sigma notation, and write it as

f(i) from i = m to n. m and n are integers

with f(i) is a term (or summand) of the summation, and the letter i is the
index, m the lower bound, and n the upper bound.

Example 1. Expand each summation, and simplify if possible.

Solution:

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 79
 Solution:

Solution:

Example 2. Write each expression in sigma notation.

a.

By inspection, you will see that the denominator increases by one for each
term and the upper limit is 100. So, you will have

Solution:

b.
Based on the given series, the absolute value of each term increases by 1 but
it has alternating sign. So, you will have

Solution:

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 80
 c.

The denominator of the series is a product of the power of 2, so you will have
. You will also notice that the first term is 1, and the total number of terms is
7. To arrive at 1 as the first term, you will have 0 as the lower bound and 7 as
the upper bound. Thus,

Solution:

Use the sigma notation to represent a series. (STEM_PC11SMI-lh3)

ACTIVITY 1
Directions: Expand each summation, and simplify if possible. Use separate sheet of paper
for your solutions and answers.

ACTIVITY 2
Directions: Write each expression in sigma notation. Use separate sheet of paper for your
solutions and answers.

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 81
ACTIVITY 3
Directions: Read the problems carefully then solve. Use separate sheet of paper for your
solutions and answers.
1. Sam is laying out patio stones in a triangular pattern. The first row has 2 stones
and each row has 2 additional stones. Using sigma notation with 1 as the lower
bound and 11 as the upper bound, how many stones are needed in the triangular
patio?
2. Ms. Annie Espineda owns a basketball stadium. The corner section of the
stadium has 12 seats in the first row and 20 rows in all. Each successive row
contains two additional seats. Use sigma notation to determine the number of
seats in this section.

This rubric will be used for Activity 3.

Needs
Criterion Excellent (5) Good (3) Satisfactory (2)
Improvement(1)
The student has The student has
The student has
completely and an incomplete The student did
Completeness completely
accurately solution but has not get the
and Accuracy answered the
answered the a correct correct answer.
problem. problem.
answer.

Complete this statement.

I have learned in this lesson _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________.

Commission on Higher Education. Teaching Guide for Senior High School, Pre Calculus,
2016
Department of Education (Bureau of Learning Resources) Pre- Material.
Lexicon Press Inc., Philippines, 2016

Sirug, W. Pre-Calculus for Senior High School STEM Specialized Subject. Manila:
Mindshapers Co., Inc.

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 82
 5.

4.

3.

2.

1.

ACTIVITY 1

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 83
 seats

2.

ACTIVITY 3

ACTIVITY 2

Prepared by:

NEDIE B. SEVILLA
Buga NHS, Libon

ROV_Pre-Calculus_Grade 11_Q1_Wk9_LP10 84
 STUDENT NAME: GRADE / SECTION:

_____________________________________ _______________________________

TEACHER: DATE SUBMITTED:

_____________________________________ _______________________________

PRE CALCULUS Grade 11 Week 9

Applying the Use of Sigma Notation in Finding Sums

In the previous lesson, you learned how to use sigma notation to represent a series.
In this learning packet, you will learn how to apply the properties of sigma notation and
summation formulas in finding sums.
To learn more about sigma notation, here are some important properties of sums
expressed in summation notation.

PROPERTIES OF SIGMA NOTATION

Properties Examples

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 85
 SUMMATION FORMULAS

Formulas Examples

Appropriate if the value of the upper limit is large

Appropriate if the value of the upper limit is small

Appropriate if the value of the upper limit is large

Appropriate if the value of the upper limit is small

Appropriate if the value of the upper limit is large

Appropriate if the value of the upper limit is small

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 86
 TELESCOPING SUM

Evaluate:
Solution:

Example 1: Evaluate the following summation notation.

Solution: Applying the property:

Applying the property:

Solution:

Solution: Applying the property:

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 87
 Applying the
summation formula:
Solution:

Applying the summation

formula:
Solution:

Solution:
Applying the summation
formula:

Solution:

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 88
Example 2: Solve the following word problems. Apply the properties of sigma notation to find
the sum.
(1) Determine the seating capacity of an auditorium with 35 rows of seats, if there are 25
seats in the first row, 29 seats in the second row, 33 seats in the third row and so on.

Solution:

There are 25 seats in the first row, 29 seats in the second row, 33 seats in the
third row and so on. The number of seats in every row follows a sequence 25, 29,
Therefore, the seating capacity of the auditorium is given by:

To get the sum, apply the use of sigma notation

Therefore, the seating capacity of an auditorium is 2520.

(2)
strike a day?
Solution:
Thus starts
from 1 and ends in 12. This can be represented by . Hence the summation notation
is

To find the sum, apply the use of sigma notation

Therefore, the clock will strike 156 times in a day.

(3) A gardener plans to construct a trapezoid-shaped structure in his garden. The longer
side of the trapezoid needs to start with a row of 97 bricks. Each row must be
decreased by 2 bricks on each end and the construction should stop at 25th row. How
many bricks does he need to buy?

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 89
 Solution:
The longer side of the trapezoid-shaped garden contains 97 bricks and each
row must be decreased by 4. The construction must be stopped when it reaches the
25th row. If you observe the get

Hence, the summation notation is

Evaluate the sigma notation to find the sum.

So, the gardener needs bricks.

Apply the use of sigma notation in finding sums

Activity 1. Solve Me!

Direction: Use the properties of sigma notation and summation formulas to evaluate the
following summations.

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 90
 Activity 2. Problem Solving
Directions: Answer each problem. Write your solution on a separate sheet of paper.

1. A sari-sari store owner sells Php 1 000.00 worth of products during the first week of
store operation. He has set a goal of increasing his weekly sales by Php 500.00 each
week for 4 weeks. If you assume that this goal met, find the total sales during the first
of 5 weeks of this store is in operation.
2. Find the seating capacity of a movie house with 40 rows of seats if there are 25 seats
in the first row, 28 seats in the second row, 31 in the third row, and so on.
3. Michael saved Php 50.00 in January. Suppose he saves twice the amount he saved
the previous month. How much would he save at the end of one year?

Criteria 4 3 2 1 0
Basic
No
understanding Limited
Complete understanding
of the understandin
understanding problem-uses of the
g of the
of the problem-
mostly correct problem-
problem-uses misuses or
appropriate mathematical uses some
fails to use
terms and mathematical No
Mathematical mathematical mathematical
terms and notations, may terms and answer
Knowledge terms and
notation, or may not notations, attempted
labels answer contain minor notations,
computation
is necessary, flaws and may computation
is incomplete
computation and is
or may not and may give
is complete incorrect,
and accurate. have an an incorrect
attempts an
accurate answer.
answer.
computation.
Identifies all
Identifies most Identifies few
elements of Identifies
the problem, elements of elements of
some the
more than the problem, the problem,
elements of No
Strategies one more than one focuses on
the problem, attempt
appropriate appropriate irrelevant
strategy is incomplete or
strategy is information,
shown that inappropriate
shown with and little
would

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 91
 correctly possible minor strategy is evidence of
solve the flaws. shown. strategy is
problem. shown.

The solution The solution The solution

The solution is
is systematic, is a bit is
organized with No
Organization well- organized unorganized
very few minor attempt
organized and with some and
easy to follow. flaws.
flaws. unsystematic.

Rate yourself. For each parameter, please put a check on the column that shows how
much you understand the lesson.

Parameters
Need Confused Confident
Support
1. I can apply the use of sigma notation
in finding sums.
2. I can solve word problems using
properties of sigma notation.

You Tube, n.d.

https://www.youtube.com/watch?v=0yYPBrhatXs
Real Life Problems involving Arithmetic . Accessed August 6, 2021
https://www.onlinemath4all.com/real-life-problems-involving-arithmetic-series.html
Department of Education (2016). Precalculus. Learner s Material.
Oronce, Orlando A. and Mendoza, Marilyn O. (2015). E-Math Worktext in Mathematics 10.
Quezon City. Rex Book Store, Inc.
Orines, Fernando B. (2016). Next Century Mathematics Precalculus. Quezon City. Phoenix
Publishing House Inc.

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 92
 Activity 2 Activity 1

Prepared by:

JOYCE B. SANCHEZ
San Jose National High School

ROV_Pre-Calculus_Grade11_Q1_Wk9_LP11 93