ADAPTIVE TEACHING GUIDE Template

MET # _____ Lesson # _____ (Name of the Lesson/topic)

_____________________________________

Prerequisite Content-knowledge:
 Illustrate the quadratic equation
 Define the intercepts, axis of symmetry and vertex of a parabola
Prerequisite Skill:
 Describe the direction of the opening of the parabola
 Graph the quadratic functions

Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment
and Use a separate sheet for the copy of a full-blown assessment.)

 Plotting of point in Cartesian coordinate plane

 Finding the distance between the points with the given coordinates

Pre-lesson Remediation Activity: (Describe the activities and Use a separate sheet for
the copy of a full-blown assessment.)

1. For Students with an Insufficient Level of Prerequisite Content-knowledge

and/or Skill(s):
 Reading materials or watching videos regarding terms and definition
 of essential concepts
Video Presentation: https://www.youtube.com/watch?y=mU76dOpPoFw
2. For Students with a Fairly Sufficient Level of Prerequisite Content-
knowledge and/or Skill(s):
 Ask to give another on how they will apply the concept into real-life
situation.
Instruction: Copy and paste three images you find in the internet that represent
parabola shape in real-life. A simple google search should suffice.

Introduction:
This part must articulate the following:
In this chapter, we explore the relationship between geometric and algebraic
descriptions of conic sections (or simply conics) we use the distance formula and
rectangular coordinates to obtain their equations. We begin by recall key
formulas which we need to be familiar with: Distance Formula, Midpoint Formula,
Point of Division Formula, and Slope. After this, we will study on how to describe
the in words the shape and size of the locus of a moving point under one or more
conditions. We present the conic sections, a particular class of curves which
sometimes appear in nature and which have applications in other fields. In this
lesson, we first illustrate how each of these curves is obtained from the
intersection of a plane and a cone.
Time frame a student is expected to finish learning the lesson 1.5 hours
The knowledge (RUA) the student is expected to gain from learning the
topic/lesson
 Remembering- Define a hyperbola; Determine the standard from of
equation of a hyperbola
 Understanding- Graph a hyperbola in a rectangular coordinate
system
 Application- Solve situational problems involving hyperbola
Apply their learning about the parabola and improve their knowledge about the
properties of hyperbola to widen their knowledge on geometry. Moreover, teacher
can apply the content and activities in teaching students with the same topic.
Overview of the Lesson
We introduce the conic sections, a particular class of curves which oftentimes
appear in nature and which have applications in other fields. Just like ellipse, a
hyperbola is one of the conic sections that most students have not encountered
formally before. Its graph consists of two unbounded branches which extend in
opposite directions. It is a misconception that each branches is a parabola. This is
not true, as parabolas and hyperbolas have very different features. An application
of hyperbolas in basic location and navigation schemes are presented in an
example and some exercises.

We can draw these conic sections (also called conics) on a rectangular coordinate
plane and find their equations. To be able to do this, we will present equivalent
definitions of these conic sections in subsequent sections, and use these to find
the equations.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy.
Number of chunking of topics will be dependent on the teacher’s
plan.)

Chunk 1: Define a hyperbola

Formative question
1. What is
hyperbola?
Let F 1∧F2 be two

distinct points. The set

of all points P whose
distances from F 1∧¿ F2
differ by a certain
constant, is called a
hyperbola. The points
F 1∧F2 are called the
foci of the hyperbola. In
the figure, given are two
points on the x-axis,
F 1(−c ,0) and F 2(c , 0), the foci, both c units away from their midpoint (0,0). This
midpoint is the center of the hyperbola. Let P(x,y) be a point on the hyperbola,
and let the absolute value of the difference of the distances of P from F 1∧F2, be a
2a ( the coefficient 2 will make computations simpler). Algebraic manipulations
allow us to rewrite this into the much simpler.
2 2
x y
− 2 =1, where b=√ c −a
2 2
2
a b

Chunk 2: Graph a hyperbola in a rectangular coordinate system

Formative question
 1. What are the points of hyperbola?
2. What is the illustrative example of the graph of a hyperbola?
(1). Center : origin (0,0)

(2) Foci: F 1 (−c , 0 )∧F 2 (c , 0)

 Each focus is c units away from the center

 For any point on the hyperbola, the absolute value of the difference of its
distances from the foci is 2a.

(3). Vertices V 1 (−a , 0 )∧V 2(a , 0)

 The vertices are points on the hyperbola, collinear with the center and foci
 If y=0 ,then x=± a. Each vertex is a units away from the center.
 The segment V 1 V 2 is called the transverse axis. Its length is 2a.

b
(4). Asymptotes: y= a , the lines l 1∧l 2
x
 The asymptotes of the hyperbola are two lines passing through the center
which serve as a guide in graphing the hyperbola: each branch of the
hyperbola gets closer and closer to the asymptotes, in the direction
towards which the branch extends
Activity: More properties of Hyperbola
The hyperbolas we considered so far are “horizontal” and have the origin as their
centers. Some hyperbolas have their foci aligned vertically, and some have
centers not at the origin. Their standard equations and properties are given in the
box. The derivation are more involved, but are similar to the one above, and so
are not shown anymore.

Chunk 4: Solve situational problems involving hyperbola

 Formative question

Chunk 2: Define a Circle

A circle may also be considered a special kind of ellipse (for the special case
when the tilted plane is horizontal). As we get to know more about a circle, we
will also be able to distinguish more between these two conics.

A Circle is a set of points in the xy-plane that are fixed distance r from a fixed
point (h,k). The fixed distance r is called the radius, and the fixed point (h,k) is
called the center of the circle. The term radius is both used to refer to segment
from the center C to a point P on the circle, and the length of this segment.
See the figure , where a circle is drawn. It has center C(h,k) and radius r>0. A
point P (x,y) is one 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, the
center is the origin, then h=0 and k=0. The standard equation is then x 2+ y 2+ ¿ r 2.

Examples: In each item, give the standard equation of the circle satisfying the
given conditions.
(1) Center at the origin, radius 4
(2) Center (-4,3), radius √7
 (3) Circle A in Figure 1.9
(4) Circle B in Figure 1.9

Solutions:

(1). x 2+ y 2=16

(2). (x +4 )2+( y−3)2=7

(3). The center is (3,1) and the radius is 5, so the equations is ( x−3)2 +( y−1)2 =25

(4) By inspection, the center is (-2, -1) and the radius is 4. The equation is
2 2
(x +2) +( y +1) =16
More Properties of Circles
If the equation of a circle is given in the general form
2 2
Ax + Ay +Cx + Dy+ E=0 , A ≠ 0
We can determine the standard form by completing the square in both variables.
Completing the square in an expression is like x 2+ 14 x means determining the
term to be added that will produce a perfect polynomial square. Since the
coefficient is x 2 is already 1, we take half the coefficient of x and square it, and
we get 49. Indeed, x 2+ 14 x+ 49=( x +7)2 is a perfect square.

Example 1.2. Identify the center and radius of the circle with given equation in
each item.

(1). x 2+ y 2−6 x=7

(2) x 2+ y 2−14 x +2 y=−14

Solution 1.2. The first step is to rewrite each equation in standard form by
completing the square in x and in y. From the standard equation, we can
determine the center and radius.

(1). x 2−6 x + y 2=7

2 2
x −6 x +9+ y =7 +9
2 2
(x−3) + y =16

Center (3,0), r=4, Figure 1.10

(2) x 2−14 x + y 2 +2 y=−14
2 2
x −14 x +49+ y + 2 y +1=−14+ 49+1
2 2
(x−7) +( y+ 1) =36
Center (7, -1), r=6, Figure 1.11

In the standard equation (x−h)2 +( y−k )2=r 2, both

the two squared terms on the left side have coefficient 1. This is
the reason why in the preceding example, we divided by 16 in the
last equation.

Formative question
Instruction: Identify the center and radius of the circle with the given equation in
each item. Sketch its graph, and indicate the center.

2 2 1
1. x + y =
4
2 2
2. 5 x +5 y =125
3. x 2−4 x+ y 2−4 y −8=¿0
4. Center at the origin, radius 12
5. Center at (17,5), radius 9
6. What is the relevance of the Conic Circle in modern architectural design?
Synthesis
A conic circle, or simple a circle in the context of conic sections, is one of the
types of conic sections formed by the intersection of a plane with a cone. In
particular, a circle is formed when the plane intersects the cone parallel to its
base. Mathematically , a circle can be described as the set of all points in a plane
that are equidistant from a fixed point, known as the center. The standard form of
the equation of a circle with center at (h,k) and radius r is (x−h)2 +¿. In
coordinate plane, this equation can be derived from the general form of a conic
section equation: Ax2 + Bxy+Cy 2 + Dx+ Ey + F=0. For a circle, the conditions are
A=C and B=0, with the other terms adjusting for the center and radius.
Geometrically, the circle is symmetric about its center, and every point on the
circle is at a fixed distance from the center, making it unique among the conic
sections for its constant radius.

RUA of a Student’s Learning:

Post-lesson Remediation Activity: (Describe the activity and use a separate sheet for the
copy of a full-blown activity.)