SHS Pre-Calculus

11
Pre-Calculus
First Quarter
LEARNING ACTIVITY SHEETS
i
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Learning Activity Sheet in Pre-Calculus
Grade 11
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ii
Table of Contents
Competency Page Number
Illustrate the different types of conic sections: parabola, ellipse,

circle, hyperbola and degenerate cases 1
Define, determine and graph the standard form of equation of
A circle 6
Define, determine and graph the standard form of equation of
A parabola 11
Define, determine and graph the standard form of equation of 17
an ellipse
Define, determine and graph the standard form of equation of a
hyperbola in a rectangular coordinate system 23
Recognize the equation and important characteristics of the
different types of conic sections and solve situational problems
involving conic sections 34
Illustrate a series 44
Differentiate a series from a sequence 47
Use the sigma notation to represent a series 53
Illustrate the Principle of Mathematical Induction 57
Apply mathematical induction in proving identities 60
illustrate Pascal’s Triangle in the expansion of (𝑥 + 𝑦)𝑛 for small
positive integral values of n 66
Prove the Binomial theorem 70
Determine any term in (𝑥 + 𝑦)𝑛 , where n is a positive integer, 72
without expanding
Solve problems using mathematical induction and the Binomial
Theorem 75
iii
PRE-CALCULUS
Name of Learner: _____________________ Grade Level: _____________________
Section: _____________________________ Date: ________________________
LEARNING ACTIVITY SHEET

ILLUSTRATE THE DIFFERENT TYPES OF CONIC SECTIONS:
PARABOLA, ELLIPSE, CIRCLE, HYPERBOLA AND DEGENERATE
CASES
Background Information for Learners

Considering Figure 1, circle is formed when the cutting plane cuts either the upper or
lower cones or the plane intersects every generator horizontally and is perpendicular to the axis
of the cone. Parabola in Figure 2 is generated when the plane intersects either cones and is
parallel to the generator. Ellipse in Figure 3 is determined by a cutting plane (slanted) that
intersects every generator but not perpendicular to the axis of the cone and hyperbola in Figure
4 is formed when the cutting plane cuts both nappes and which does not pass through the vertex.
On the other hand, if the cutting plane passes through the vertex, degenerate conics
exists. Such cases include point, a line and two intersecting lines.
Figure 1 Figure 2 Figure 3 Figure 4
1
Example 1. Classify the following objects as to which type of conics they represent.
Answer
1. A Hill - Parabola
2. A wheel - Circle
3. An imaginary orbit - Ellipse
4. An hourglass - Hyperbola
5. An athletic field - Ellipse
Learning Competency
Illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola and
degenerate cases (STEM_PC11AG-Ia-1)
EXERCISE 1
Directions: Identify the appropriate type of conics that each picture represents.
[1 point each]
1. 3. 5.
_______________ _______________ _______________
2. 4. 6.
_______________ _______________ _______________
2
7. 8. 9.
_______________ _______________ _______________
10.
_______________
EXERCISE 2
Directions: Write down the unique characteristics of each conics using the format below.
[12 points]
• 1. • 2.
Circle Parabola
Ellipse Hyperbola
• 3. • 4.
3
EXERCISE 3
Directions: List down five (5) objects for each type of conics. Use the format below
[ 1 point each]
Ellipse Parabola Circle Hyperbola
CONIC SECTIONS
Reflection:
What have you learned from this topic?
___________________________________________________________________________
___________________________________________________________________________
References:
https://www.google.com/search?q=hyperbola+real+objects&rlz=1C1CHBF_enSG814SG814
&source=lnms&tbm=isch&sa=X&ved=2ahUKEwinyovyvvPpAhVGE4gKHavtCy8Q_AUo
AXoECA8QAw&biw=1298&bih=582#imgrc=gRNrW7-JomH2oM
https://www.google.com/search?q=parabola+objects&rlz=1C1CHBF_enSG814SG814&sour
ce=lnms&tbm=isch&sa=X&ved=2ahUKEwjn2NLrxvPpAhVUfd4KHTS-
ABwQ_AUoAXoECA8QAw&biw=1366&bih=657#imgrc=XXT44Z0FTxF2gM
https://www.google.com/search?q=ellipse+shaped+objects&tbm=isch&ved=2ahUKEwi60cf
7vvPpAhVXAqYKHQfqAYsQ2cCegQIABAA&oq=ellipse&gs_lcp=CgNpbWcQARgBMg
QIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQIABBDMgQ
IABBDMgQIABBDMgQIABBDOgYIABAIEB46BQgAELEDOgIIADoHCAAQsQMQQ1
CZu2xYiuNsYKnubGgAcAB4BIAB3wGIAfYRkgEGMC4xMi4ymAEAoAEBqgELZ3dzL
Xdpei1pbWewAQA&sclient=img&ei=1tneXrqOIdeEmAWH1IfYCA&bih=582&biw=1298
&rlz=1C1CHBF_enSG814SG814#imgrc=mzNJMy6Zv-FCeM
4
ANSWER KEY
Exercise 1
1. Hyperbola 6. Parabola
2. Ellipse 7. Circle
3. Hyperbola 8. Parabola
4. Ellipse 9. Circle
5. Hyperbola 10. Circle
Exercise 2
Answers may vary
Exercise 3
Answers may vary
5
PRE-CALCULUS
Name of Learner: _____________________ Grade Level: __________________
Section: _____________________________ Date: ________________________

DEFINE, DETERMINE AND GRAPH THE STANDARD FORM OF
EQUATION OF A CIRCLE
Let C be a fixed point, the set of all points P equidistant from C is called the
Circle. This fixed point is the center and the fixed distance is the radius of the
circle.
Remember:
𝒙𝟐 + 𝒚𝟐 = 𝒓𝟐 for Center Origin
(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐 for Center (h, k)
The general form of the equation of the circle is written as 𝒙𝟐 + 𝒚𝟐 + 𝑪𝒙 + 𝑫𝒚 +
𝑬 = 𝟎. Furthermore, we can consider the following cases on the existence of a
circle.
a). If 𝒓𝟐 > 𝟎 , then the graph is circle with center.
b). If 𝒓𝟐 = 𝟎, then the graph is a single point.
c). If 𝒓𝟐 < 𝟎, then the graph is a null set.
Example 1. Determine whether the graph of the equation is a circle, a point or the null set.
1. 𝑥 2 + 𝑦 2 = 25
2. (𝑥 + 1)2 + (𝑦 − 2)2 = −5
Solution:
1. Circle since the radius is 5 and is greater than 0
2. Null since the radius is negative.
6
Example 2. Express the general equation of the circle in center-radius form.
1. 𝑥 2 + 𝑦 2 − 4𝑥 − 8𝑦 − 29 = 0
Solution.
Use completing the square in x and y variables.
(𝑥 2 − 4𝑥 + 4) + (𝑦 2 − 8𝑦 + 16) = 29 + 4 + 16
(𝑥 − 2)2 + (𝑦 − 4)2 = 49 ----The center is (2,4) and radius is 7.
Learning Competency
Define, determine and graph the standard form of equation of a circle (STEM_PC11AG-Ia-
2-4)
Exercise 1.
Directions. Determine whether the graph of the equation is a circle, a point or the null set.
[1 point each]
___________ 1. 𝑥 2 + 𝑦 2 = 16
___________ 2. 𝑥 2 + 𝑦 2 + 5 = 0
___________ 3. 𝑥 2 + 𝑦 2 + 8𝑦 = −16
___________ 4. 𝑥 2 − 4𝑥 + 𝑦 2 − 6𝑦 + 9 = 0
___________ 5. 𝑥 2 + 𝑦 2 − 10𝑥 − 8𝑦 + 32 = 0
___________ 6. (𝑥 + 5)2 + (𝑦 − 7)2 = −4
___________ 7. (𝑥 − 4)2 + (𝑦 + 3)2 = 0
For numbers 8-10, find the values of k so that the graph of 𝒙𝟐 + 𝒚𝟐 + 𝟖𝒙 − 𝟏𝟐𝒚 = 𝒌 + 𝟑
is [1 point each]
___________ 8. a circle
___________ 9. a point
___________ 10. a null set.
7
Exercise 2.
A. Directions. Express the following general equations of the circle in center-radius form.
[1 point each]
____________1. 𝑥 2 + 𝑦 2 − 4𝑥 − 8𝑦 + 18 = 0
____________2. 𝑥 2 + 𝑦 2 − 4𝑥 − 6𝑦 + 8 = 0
____________3. 2𝑥 2 + 2𝑦 2 + 6𝑥 − 8𝑦 + 12 = 0
____________4. 𝑥 2 + 𝑦 2 + 10𝑥 − 14𝑦 − 70 = 0
____________5. 𝑥 2 + 𝑦 2 + 18𝑥 = 0
B. Directions. Write down the equation of the circle in Standard Form satisfying the given
conditions. [1 point each]
____________1. Center at (0, 0), radius 16
____________2. Center at (−1, 2), radius √5

____________3. Center at (4, 8), radius 12
____________4. Passing through the (-1, 1) and the point (1, 3), center on the x axis
____________5. Center at (4, 3) passing through the point (8, 7)
Exercise 3.
Directions. Sketch the graph of the given circles. [3 points each]
1. 𝑥 2 + 𝑦 2 = 25
2. (𝑥 − 2)2 + (𝑦 + 1)2 = 16
Exercise 4.
Directions. Solve the problems as stated below. Show your complete solutions.
[3 points each]
1. A cellphone tower services a radius of 16 km. You stop jogging 5 km east and 12 km
north of the site. Is it possible to receive a signal from the site? Show your solution.
2. Find the center of the circle with radius 4√2 𝑐𝑚 that can be inscribed in the parabola
𝑦 = 𝑥 2 − 16𝑥 = 128
3. An arch, in the shape of circular arc, supports a pipeline AB across a river 20 meters
wide. Midway, the suspending cable CD is 5 meters long. Find the radius of the arc.
8
Reflection:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References:
Bacani, J.B, et.al (2016). Precalculus. Quezon City, Manila
Alferez, G. S. (2014). Introduction to Calculus. Quezon City, Manila
Uy, F. (2010). Modern Analytic Geometry. Manila
Buenavante, M.C. (2001). Workbook in Analytic Geometry
9
ANSWER KEY
EXERCISE 1
1. Circle 6. Null
2. Null 7. Point
3. Point 8. K > -55
4. Circle 9. K = -55
5. Circle 10. K < -55
EXERCISE 2
A. B.
1. (𝑥 − 2)2 + (𝑦 − 4)2 = 2 1. 𝑥 2 + 𝑦 2 = 256
2. (𝑥 − 2)2 + (𝑦 − 𝑤)2 = 5 2. (𝑥 + 1)2 + (𝑦 − 2)2 = 5
3 2 1
3. (𝑥 + 2) + (𝑦 − 2)2 = 4 3. (𝑥 − 4)2 + (𝑦 − 8)2 = 144
4. (𝑥 + 5)2 + (𝑦 − 7)2 = 144 4. (𝑥 − 2)2 + 𝑦 2 = 10

5. (𝑥 + 9)2 + 𝑦 2 = 81 5. (𝑥 − 4)2 + (𝑦 − 3)2 = 32
EXERCISE 3.
.1. 2.
10
EXERCISE 4.
1. Yes, since 52 + 122 = 169 < 256
2. (70, 96.3)
3. 12.5
11
PRE-CALCULUS
Section: _____________________________ Date: ________________________

EQUATION OF A PARABOLA
Let F be a fixed point, and l a fixed line not containing F. The set of all points P equidistant
from a fixed line l and a fixed point F not on a line is called a parabola. The fixed point F is
its focus and the fixed line l its directrix
For further guidance, you may refer on the table.

Opening Vertex (0,0) Vertex (h, k)
Right 𝑦 2 = 4𝑝𝑥 (𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ)
Left 𝑦 2 = −4𝑝𝑥 (𝑦 − 𝑘)2 = −4𝑝(𝑥 − ℎ)
Upward 𝑥 2 = 4𝑝𝑦 (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)
Downward 𝑥 2 = −4𝑝𝑦 (𝑥 − ℎ)2 = −4𝑝(𝑦 − 𝑘)
Example 1. Given the equation of the parabola, determine the Vertex, Focus, Directrix and
Axis of Symmetry. Sketch the graph and indicate its corresponding features.
a. 𝑦 2 = 16𝑥
Solution.
a. The equation satisfies the formula which opens to the right, 𝑦 2 = 4𝑐𝑥 and vertex,
𝑉(0, 0). Equating 4c and 16, that is, 4c = 16, c = 4. This implies that the focus, 4 units
to the right of the vertex, is 𝐹(4, 0) and similarly the equation of the directrix, 4 units
to the left of the vertex, is 𝑥 = −4. The axis of the parabola is 𝑦 = 0. The endpoints
of the latus rectum are 𝐿 (4, 8) 𝑎𝑛𝑑 𝑅(4, −8)
12
𝑳(𝟒, 𝟖)
𝑽(𝟎, 𝟎) 𝑭(𝟒, 𝟎)
𝒚=𝟎
𝑹(𝟒, −𝟖)
𝒙 = −𝟒
Example 2. Reduce the equation 𝑦 2 − 8𝑥 + 6𝑦 + 17 = 0 to the standard form, find the points
of the vertex, focus, endpoints of the latus rectum, equation of the directrix and the axis of
symmetry. Sketch the curve.
Solution: To reduce the equation to standard form, we apply completing the square in y. Then,
identify the vertex (h, k) and the value of c.
𝑦 2 + 6𝑦 + 9 = 8𝑥 − 17 + 9
(𝑦 + 3)2 = 8𝑥 − 8
(𝑦 + 3)2 = 8(𝑥 − 1), 𝑘 = −3 𝑎𝑛𝑑 ℎ = 1 (𝟑, 𝟏)
Solving for 4c = 8, 𝑐 = 2
Since, the y part is squared and c > 0, then
the parabola opens to the right with vertex
(𝑉(1, −3), the focus point is given by (h +
c, k) = 𝐹 (1 + 2, −3) = 𝐹 (3, −3), the (𝟏, −𝟑) (𝟑, −𝟑)
endpoints of the latus rectum are (ℎ + 𝒚 = −𝟑
𝑐, 𝑘 ± 2𝑐 ) = (1 + 2, −3 ± 2(2)) =
𝐿(3, 1) 𝑎𝑛𝑑 𝑅(3, −7). The equation of the
directrix is 𝑥 = ℎ − 𝑐 = 1 − 2 = −1 and
the axis of the parabola is 𝑦 = −3. (𝟑, −𝟕)
𝒙 = −𝟏
Learning Competency
Define, determine and graph the standard form of equation of a parabola (STEM_PC11AG-
Ia-5 & Ib-1-2)
13
Exercise 1.
Directions. Complete the table below. [ 1 point each]
Equation Vertex Focus Directrix Axis of Ends of

Symmetry Latus
Rectum
1. 𝑦 2 = 24𝑥
2. 𝑥 2 = 30𝑦
3. 𝑦 2 + 8𝑥 + 4𝑦 + 12 =
0
4.𝑥 2 + 6𝑥 − 16𝑦 + 25 =
0
Exercise 2
Directions. Sketch the graph of the parabola given the equations with vertex at the origin.
Label all the features. [ 1 point each]
1. 𝑥 2 = 30𝑦 2. 𝑦 2 + 8𝑥 + 4𝑦 + 12 = 0
Exercise 3.
Directions. Write the equation of the parabola satisfying the given conditions. [ 1 point
each]
_____________ 1. Focus (-6, 0), directrix: x = 6
3 3
_____________ 2. Focus (0, 2), directrix: y = − 2
_____________ 3. Endpoints of the Latus Rectum (3, −10) & (3, 10)
______________4. Axis y = 2, passing through (0, 4) and (3, −2)
______________5. Passes through (1, 1) and 𝑉(4, −1), axis horizontal.
14
Exercise 4.
Directions. Solve the problems below. Sketch the illustration . [ 5 points
each]
1. A parabolic reflector has a diameter of 20 cm and its depth is 5 cm. Find the focus.
2. An engineer designs a cable of a suspension bridge that hangs in the form of a parabola, the
towers supporting the cable are 360 meters apart. The cable passes over the supporting towers
at a height of 80 meters above the roadway and the lowest point of the cable is 10 meters above
the roadway. Find the lengths of the vertical supporting rods from the cable to the roadway at
intervals 60 meters from the center of the bridge to a supporting tower.
Reflection:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References:
Buenavente, M.C, (2001). Workbook on Analytic Geometry
15
ANSWER KEY
EXERCISE 1.
Equation Vertex Focus Directrix Axis of Ends of
Symmetry Latus
Rectum
1. 𝑦 2 = 24𝑥 (0,0) (6,0) X= -6 x-axis (0, ±12)
2. 𝑥 2 = 30𝑦 (0, 0) (0, 15/2) Y= -15/2 y-axis (±15, 15/2)
3. 𝑦 2 + 8𝑥 + 4𝑦 + 12 = 0 (-1, -2) (-3, -2) X= 1 Parallel to (-3, 2)
x-axis (-3, -6)
4.𝑥 2 + 6𝑥 − 16𝑦 + 25 = (-3, 1) (-3, 5) Y=-3 Parallel to (-11, 5)

0
y-axis (5, 5)
EXERCISE 2.
1.
16
2.
EXERCISE 3.
1. 𝑦 2 = −24𝑥
2. 𝑥 2 = 6𝑦
3. 𝑦 2 = 20(𝑥 + 2)
4. (𝑦 − 2)2 = 4(𝑥 + 1)
9
5. (𝑥 − 4)2 = 2 (𝑦 + 1)
EXERCISE 4.
1. Focus (5, 0)
2. at first interval, 60 m away from the center, the height is 17.78 m. and at 120 m away from
the center, the height is 41.11 m.
17
PRE-CALCULUS

Section: _____________________________ Date: ________________________

EQUATION OF AN ELLIPSE
Let 𝐹1 𝑎𝑛𝑑 𝐹2 be two distinct points. The set of all points P in a plane such that the sum of
its distances from two fixed points is a constant. The fixed points 𝐹1 𝑎𝑛𝑑 𝐹2 are the Foci.
Consider the equations of the ellipse in different Major Axes.

Major Axis Center (0,0) Center (h, k)
x-axis 𝒙𝟐 𝒚𝟐
+ 𝒃𝟐 = 𝟏 (𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
𝒂𝟐 + =𝟏
𝒂𝟐 𝒃𝟐
y-axis 𝒙𝟐 𝒚𝟐
+ 𝒂𝟐 = 𝟏 (𝒙 − 𝒉)𝟐 (𝒚 − 𝒌)𝟐
𝒃𝟐 + =𝟏
𝒃𝟐 𝒂𝟐
Example1
Find the coordinates of the foci, vertices of the major and minor axes, endpoints of the LR,
eccentricity and equation of the directrices. Sketch the graph.
𝒚𝟐 𝒙𝟐
a. + =𝟏
𝟐𝟓 𝟗
18
Solution:
𝒚𝟐 𝒙𝟐
We use the standard form with foci at the y-axis, 𝒂𝟐 + 𝒃𝟐 = 1 , since the larger number is the
denominator of the y term.
𝑎2 = 25; 𝑎 = 5
𝑏2 = 9; 𝑏 = 3
𝑏2 = 𝑎2 − 𝑐 2 : 9 = 25 − 𝑐 2 ; 𝑐 = 4
Foci (0, ±𝑐 ) : 𝐹1 (0, −4) and 𝐹2 (0, 4)
Major Axis (0, ±𝑎 ) : 𝑉1 (0, −5) and
𝑉2 (0, 5)
Minor axis (±𝑏 , 0) : 𝐵1 (−3, 0) and
𝐵2 (3, 0)
𝑏2 9
Ends of LR (± , ±𝑐) : 𝐿1 (5 , 4) and
𝑎
9
𝐿2 (− 5 , 4)
9 9
𝑅1 (− , − 4) and 𝑅2 ( , − 4)
5 5
𝑐 4
Eccentricity: 𝑒 = = = 0.8
𝑎 5
𝑎2 25
Directrices: 𝑦 = ± :𝑦 = ± = ±6.25
𝑐 4
Example 2
Express the equation to the standard form. Determine the coordinates of the center, foci,
vertices, major and minor axes, ends of LR, eccentricity and equation of the directrices. Sketch
the curve.
9𝑥 2 + 25𝑦 2 − 72𝑥 + 100𝑦 + 19 = 0
By completing the square in both x and y, we obtain:
9𝑥 2 − 72𝑥 + 25𝑦 2 + 100𝑦 + 19 = 0
9(𝑥 2 − 8𝑥 + 𝟏𝟔) + 25(𝑦 2 + 4𝑦 + 𝟒) = −19 + 9(𝟏𝟔) + 25(𝟒)
9(𝑥 − 4)2 + 25(𝑦 2 + 2)2 = 225
Diving both sides by 225, we reduce the equation to standard form:
(𝑥 − 4)2 (𝑦 + 2)2
+ =1
25 9
19
Since the larger number is the denominator of x, then the major axis is parallel to x – axis.
Hence, we apply
(𝒙 − 𝒉) 𝟐 (𝒚 − 𝒌 ) 𝟐
+ =𝟏
𝒂𝟐 𝒃𝟐 Center (4, −2)
ℎ = 4 𝑎𝑛𝑑 𝑘 = −2 Foci 𝐹1 (0, −2) 𝑎𝑛𝑑 𝐹2 (8, −2)
𝑎2 = 25; 𝑎 = 5 Vertices 𝑉1 (9, −2) 𝑎𝑛𝑑 𝑉2 (−1, −2)

Major axis 𝑉1 (−1, −2) 𝑎𝑛𝑑 𝑉2 (9, −2)
𝑏2 = 9; 𝑏 = 3
Minor axis 𝐵1 (4, −5) 𝑎𝑛𝑑 𝐵2 (4, 1)
𝑐 = √25 − 9 = 4
Ends of LR 𝐿1 (8, −0.2) 𝑎𝑛𝑑 𝐿2 (8, −3.8)
𝑅1 (0, −0.2) 𝑎𝑛𝑑 𝑅2 (0, −3.8)
Eccentricity (e) = 0.8
Equation of directrices x = 4 ± 6.25; 𝑥 = 10.25 𝑎𝑛𝑑 𝑥 = −2.25
Learning Competency
Define, determine and graph the standard form of equation of an ellipse (STEM_PC11AG-
Ic-1-3)
Exercise 1.
Directions. Find the points of the foci, vertices, minor axis, ends of latera recta, equation of
the directrices, and eccentricity. Sketch the graph. [ 10 points each]
𝑦2 𝑥2
1. 100 + =1
36
20
2. 𝑥 2 + 6𝑥 + 8𝑦 2 − 16𝑦 + 1 = 0
Exercise 2.
Directions. Write the equation of the ellipse with center at the origin and determined by the
given condition. [ 2 points each]
_______________ 1. Foci (6, 0) 𝑎𝑛𝑑 (−6, 0) , length of major axis 18
_______________ 2. lengths of the two foci 10 at y-axis, minor axis 24
_______________ 3. Vertex (0, 3), one endpoint of minor axis (2,0), center origin
_______________ 4. Vertices (3, −1)𝑎𝑛𝑑 (3, 5); minor axis 4
_______________ 5. Endpoints of minor axis (4, 2)𝑎𝑛𝑑 (12, 2); semi-major axis 5
Exercise 3.
Directions. Solve the following problems. [5 points each]

1. A semi-elliptical tunnel has a span of 10 meters and a central height of 4 meters. What is
the height of the tunnel 2.5 meters from the center?
2. A whispering chamber is designed following the shape of a dome. Its dimensions are 50 feet
wide by 100 feet long. Assume that the chamber represents a horizontal ellipse with center at
(0, 0). What is the standard form of the equation of the ellipse representing the outline of the
dome? If two performers standing at the foci of this room can hear each other whisper, how far
apart are the performers? Round to the nearest foot.
3. An athletic field is defined by the parametric equations 𝑥 − 2 = 6 sin 𝑡 𝑎𝑛𝑑 𝑦 + 1 =

4 cos 𝑡, find:
a. Center
b. Endpoints of minor and major axes and its length
c. Foci
21
Reflection:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________
References:
22
ANSWER KEY
EXERCISE 1
1. Foci (0, ±8), Vertices (0, ±10), Major axis (0, ±10), ELR (±3.6, ±8), Directrix 𝑦 =
±12.5
4
Eccentricity 𝑜𝑟 0.80
5
2. Foci (−3 ± √14, 1), Vertices (−3 ± 4,1), Major axis (−3 ± 4,1), ELR (−3 ± √14, 1 ±
8√14 √14
1/2), Directrix 𝑥 = −3 ± , eccentricity 𝑜𝑟 0.9
7 4
EXERCISE 2
23
𝑥2 𝑦2 𝑦2 𝑥2 𝑦2 𝑥2
1. 81 + 45 = 1 2. 169 + 144 = 1 3. + =1
9 4
(𝑦−2)2 (𝑥−3)2 (𝑦−2)2 (𝑥−8)2

4. + =1 5. + =1
9 4 25 16
EXERCISE 3
1. y = 2√3 meters, height of the tunnel 2.5 m away from the center
𝑥2 𝑦2
2. a. 2500 + 675 = 1 b. focus (25√3, 0), and the distance of two performers is
2(25√3) 𝑜𝑟 50√3 m.
(𝑥−2)2 (𝑦+1)2
3. Equation: + =1
36 16
a. Center ------ (2,-1)

b. Endpoints of minor axis (2, -5) & (2, 3), length 8
and major axis (8, -1) & (-4, -1), length 12
c. Foci ----(2±2√5, −1)
24
PRE-CALCULUS
Name of Learner: ________________________________ Grade Level: _________

Section: ________________________________________ Score: ______________

THE HYPERBOLA
Standard equation of the hyperbola with center at the origin and foci on the x – axis.
𝒙𝟐 𝒚𝟐
− =𝟏
𝒂𝟐 𝒃𝟐
Standard equation of the hyperbola with center at the origin and foci on the y – axis.
𝒚𝟐 𝒙𝟐
− =𝟏
𝒂𝟐 𝒃𝟐
The points V1 and V2 are the vertices of the hyperbola. The segment joining these vertices is
the Transverse Axis and where the foci is located, its length is 2a. The semi-transverse axis is the
distance from the center to either vertices and has length, a. On the other hand, the segment B 1B2 is the
Conjugate Axis which passes through the center and perpendicular to the transverse axis, its length is
2b. The semi-conjugate axis has length, b.
The latus rectum is a chord through the focus and perpendicular to transverse axis. By
replacing 𝑥 = 𝑐 and 𝑐 2 = 𝑎2 + 𝑏 2 in the equation, the endpoints of the LR can be derived and whose
𝟐𝒃𝟐
length is . In addition, the graph of a hyperbola consists of asymptotes which are the extended
𝒂
diagonals of the fundamental rectangle. The rectangle has dimension 2a-by-2b bearing the vertices
(𝒂, 𝒃), (−𝒂, 𝒃), (−𝒂, −𝒃) 𝒂𝒏𝒅 (𝒂, −𝒃) .
Example
Find the coordinates of the vertices, foci, ends of LR and its length, and vertices of the
fundamental rectangle, length of the transverse and conjugate axes and its points, eccentricity
and equations of the asymptotes. Sketch the graph.
𝑥2 𝑦2
− =1
16 9
25
Solution
Since x is positive, the transverse axis coincides with the x -axis. Thus, we use the form
𝒙𝟐 𝒚𝟐
− = 1. 𝑎2 = 16; 𝑎 = 4, 𝑏 2 = 9; 𝑏 = 3 𝑎𝑛𝑑 𝑐 = √16 + 9 = 5 .
𝒂𝟐 𝒃𝟐
a) Transverse axis (±𝑎, 0); 𝑉1 (−4, 0) & 𝑉2 (4, 0) and its length 2𝑎 = 2(4) = 8
b) Conjugate axis (0, ±𝑏); 𝐵1 (−3, 0) & 𝐵2 (3, 0) and its length 2𝑏 = 2(3) = 6
c) Foci (±𝑐, 0); 𝐹1 (−5, 0) & 𝐹2 (5, 0)
𝑏2 9 9 9 9
d) Ends of Latus Rectum (±𝑐, ± 𝑎 ); (5, 4), (5, − 4), (−5, 4) & (−5, − 4)
2𝑏2 2(9) 9
e) length of Latus Rectum = =2
𝑎 4
𝑐 5
f) Eccentricity (e) =
𝑎 4
g) Vertices of Fundamental Rectangle (±a, ±b); (4, 3), (−4, 3), (−4, −3)& (4, −3)
𝑏 3 3
h) Equations of the asymptotes 𝑦 = ± 𝑥; 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = − 𝑥
𝑎 4 4
𝟑 𝟑
𝒚=− 𝒙 𝒚 𝒚= 𝒙
𝟒 𝟒
Hyperbola with Center at (h, k)

Example
Reduce the equation to the standard form. Determine the center, vertices, foci, ends transverse
and conjugate axes and its length, ends of the latus rectum and its length, points of the
fundamental rectangle, eccentricity, directrices and asymptotes. Sketch the curve.
49𝑥 2 − 686𝑥 − 25𝑦 2 + 200𝑦 + 776 = 0
26
Solution: Completing the square in x and y, then simplifying,
49(𝑥 2 − 14𝑥 + 49) − 25(𝑦 2 − 8𝑦 + 16) = −776 + 2401 − 400
49(𝑥 − 7)2 − 25(𝑦 − 4)2 = −776 + 2401 − 400
49(𝑥 − 7)2 − 25(𝑦 − 4)2 = 1225
(𝒙−𝟕)𝟐 (𝒚−𝟒)𝟐
− =𝟏
𝟐𝟓 𝟒𝟗
Since x is positive, then the hyperbola has transverse on x – axis.
ℎ = 7, 𝑘 = 4, 𝑎2 = 25; 𝑎 = 5, 𝑏 2 = 49; 𝑏 = 7, 𝑐 = √25 + 49 = √74
a. Center (ℎ, 𝑘) = (7,4)
b. Vertices (ℎ ± 𝑎, 𝑘) = (7 ± 5,4) = 𝑉1 (12, 4) & 𝑉2 (2, 4)
c. Foci (ℎ ± 𝑐, 𝑘) = (7 ± √74, 4) = 𝐹1 (7 + √74, 4) & 𝐹(7 − √74, 4)
d. Transverse axis (ℎ ± 𝑎, 𝑘) = (7 ± 5,4) = (12, 4) & (2, 4), length 2𝑎 = 10
e. Conjugate axis (ℎ, 𝑘 ± 𝑏) = (7,4 ± 7) = 𝐵1 (7, 11) & 𝐵2 (7, −3), length 2𝑏 = 14
𝑏2 49
f. Latus Rectum (ℎ ± 𝑐, 𝑘 ± ) = (7 ± √74, 4 ± ) = 𝐿1 (7 + √74, 13.8),
𝑎 5
𝐿2 (7 + √74, −5.8), 𝑅1 (7 − √74, 13.8) & 𝑅2 (7 − √74, −5.8),
2𝑏2
length = 2(9.8) = 19.6
𝑎
Fundamental Rectangle (ℎ ± 𝑎, 𝑘 ± 𝑏)
g. (7 ± 5, 4 ± 7) = 𝑃1 (12, 11), 𝑃2 (12, −3), 𝑃3 (2, 11) & 𝑃4 (2, −3)
𝑐 √74
h. Eccentricity 𝑒 = = = 1.72
𝑎 5
𝑎2 25
i. Directrices 𝑥 = ℎ ± ,𝑥 = 7 ±
𝑐 √74
𝑏 7
j. Asymptotes (𝑦 − 𝑘) = ± (𝑥 − ℎ), (𝑦 − 4) = ± (𝑥 − 7)
𝑎 5
𝑹𝟏 𝑳𝟏
𝑩𝟏
𝑭𝟐 𝑽𝟐 𝑽𝟏 𝑭𝟏
𝑪(𝟕, 𝟒)
𝑩𝟐
𝑹𝟐 𝑳𝟐
25 25
𝑥 =7− 𝑥 =7+
√74 √74 27
Learning Competency with code
The learners (a) defines a hyperbola; (b) determines the standard form of equation of a
hyperbola; (c) graphs a hyperbola in a rectangular coordinate system (STEM_PC11AG-Id-1-
3_Quarter 1)
Directions/Instructions:
A. Given the standard equations of the hyperbola with center (0,0), find the vertices, foci,
ends of LR and its length, and vertices of the fundamental rectangle, length of the
transverse and conjugate axes and its points, eccentricity and equations of the
asymptotes. Sketch the graph.
1. 𝑥 2 − 𝑦 2 = 49
16𝑦 2 4𝑥 2
2. − =1
81 49
3. 4𝑦 2 − 𝑥 2 = 64
2𝑥 2 2𝑦 2
4. − =1
3 3
5. 64𝑥 2 − 16𝑦 2 − 1024 = 0
B. Given the properties of the hyperbola at center origin, write the necessary equation in
standard form.
__________ 1. 𝑎 = 12, 𝑏 = 4; transverse axis is the x-axis.
__________ 2. Focus (√32, 0), ends of the conjugate axis (0, ±√3).
__________ 3. Foci (0, ± 6), length of transverse axis is 8
__________ 4. Transverse on the x-axis and passing through (4, 6) and (1, −3)
__________ 5. Vertex (0, 4) and focus (0, 12)
C. Determine the center, vertices, foci, ends transverse and conjugate axes and its length,
ends of the latus rectum and its length, points of the fundamental rectangle, eccentricity,
and asymptotes of the hyperbola. Sketch the curve.
1. 9𝑥 2 − 16𝑦 2 + 144𝑥 − 64𝑦 = 64

28
2. 9𝑦 2 + 36𝑦 − 4𝑥 2 + 32𝑥 = 64
3. 𝑥 2 − 𝑦 2 + 6𝑥 + 12𝑦 − 36 = 0
(𝑦−1)2 (𝑥−2)2
4. − =1
9 4
(𝑥+3)2 (𝑦−2)2
5. − =1
100 64
D. Write the equation of the hyperbola with center (ℎ, 𝑘) and satisfying the given
properties.
___________________ 1. Ends of the transverse axis (4, −4)𝑎𝑛𝑑 (−12, −4), passes through (6, 0)
___________________ 2. Equation of the transverse axis is 𝑥 = −2,
9
the asymptotes y + 4 = ± (x+2).
7
5
___________________ 3. Equation of the transverse axis is 𝑦 = −4, the asymptote y + 3 = (x+4),
12
vertex (9, −4)

___________________ 4. Foci (−5, 7 ± 5√13), endpoint of conjugate axis (1, 7)
___________________ 5. Focus (5, 2), vertex (5, 0) and center (5, −4)
E. Solve the following problems.
1. An explosion was heard by two Police 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.
2. Find the standard equation of the hyperbola one branch of which has focus and vertex
that are the same as those of 𝑥 2 − 6𝑥 + 8𝑦 = 23, and whose conjugate axis is on the
directrix of the same parabola.
29
Reflection
Complete this statement.

What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Department of Education. Precalculus Teacher’s Guide.2016
Comandante,Felipe L. Analytic and Solid Geometry. National Bookstore.2006
Feliciano, Florentino T., Uy, Faustino B. Modern Analytic Geometry. Merriam Webster
Bookstore. 1994
30
Answer Key
A
1. 𝑥 2 − 𝑦 2 = 49
a) Transverse axis (±𝑎, 0); 𝑉1 (−7, 0) & 𝑉2 (7, 0)
b) Foci (±𝑐, 0); 𝐹1 (−7√2, 0) & 𝐹2 (7√2, 0)
𝑏2
c) Ends of Latus Rectum (±𝑐, ± 𝑎 ); (7√2, 7), (7√2, − 7), (−7√2, 7) & (−7√2, − 7)
2𝑏2 2(49)
d) length of Latus Rectum = = 14
𝑎 7
𝑐 7√2
e) Eccentricity (e) = = √2
𝑎 7
𝑏
f) Equations of the asymptotes 𝑦 = ± 𝑥; 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = −𝑥
𝑎
16𝑦 2 4𝑥 2
2. − =1
81 49
9 9
a) Transverse axis 𝑉1 (0, − ) & 𝑉2 (0, )
4 4
√277 √277
b) Foci 𝐹1 (0, ) & 𝐹2 (0, − )
4 4
14 √277 14 √277 14 √277 14 √277
c) Ends of Latus Rectum ( 9 , 4
) , (−
9
,
4
),( ,−
9 4
) , (− , −
9 4
)
49
2𝑏2 2( ) 98
4
d) length of Latus Rectum = 9 =
𝑎 9
4
√277
𝑐 4 √277
e) Eccentricity (e) = 9 =
𝑎 9
4
9 9
f) Equations of the asymptotes 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = − 𝑥
14 14
3. 4𝑦 2 − 𝑥 2 = 64
a) Transverse axis 𝑉1 (0, −4) & 𝑉2 (0,4)
b) Foci 𝐹1 (0,4√5) & 𝐹2 (0, −4√5)
c) Ends of Latus Rectum
(2,4√5), (−2,4√5), (2, −4√5), (−2, −4√5)
2𝑏2
d) length of Latus Rectum = 32
𝑎
𝑐
e) Eccentricity (e) = √5
𝑎
1 1
f) Equations of the asymptotes 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = − 𝑥
2 2
31
2𝑥 2 2𝑦 2
4. − =1
3 3
√6 √6
a) Transverse axis ( , 0) & 𝑉2 (− , 0)
2 2
b) Foci (±𝑐, 0); 𝐹1 (−√3, 0) & 𝐹2 (√3, 0)
6 √6 √6
c) Ends of Latus Rectum (√3, √2 ) , (−√3, ) , (√3, − )
2 2
√6
, (−√3, − )
2
2𝑏2
d) length of Latus Rectum = √6
𝑎
𝑐
𝑎
f) Equations of the asymptotes 𝑦 = 𝑥 𝑎𝑛𝑑 𝑦 = −𝑥
5. 64𝑥 2 − 16𝑦 2 − 1024 = 0
a) Transverse axis 𝑉1 (−4, 0) & 𝑉2 (4, 0)

b) Foci 𝐹1 (−4√5, 0) & 𝐹2 (4√5, 0)
c) Ends of Latus Rectum
(4√5, 16), (−4√5, 16), (4√5, −16), (−4√5, −16)
2𝑏2
d) length of Latus Rectum = 32
𝑎
𝑐
𝑎
f) Equations of the asymptotes 𝑦 = 2𝑥 𝑎𝑛𝑑 𝑦 = −2𝑥
B.
𝑥2 𝑦2
1. − 16 = 1
144
𝑥2 𝑦2
2. − =1
29 3
𝑥2 𝑦2
3. 16
− 20 = 1
7𝑥 2 𝑦2
4. − 12 = 1
4
𝑦2 𝑥2
5. − 128 = 1
16
C
1.
a) Center (ℎ, 𝑘) = (−8, −2)
b) Vertices (ℎ ± 𝑎, 𝑘) = (−8 ± 8, −2) = 𝑉1 (0, −2) & 𝑉2 (−16, −2)
c) Foci (ℎ ± 𝑐, 𝑘) = (−8 ± 10, −2) = 𝐹1 (2, −2) & 𝐹2 (−16, −2)
d) Transverse axis (ℎ ± 𝑎, 𝑘) = (−8 ± 8, −2) = (0, −2) & (−16, −2), length 2𝑎 = 16
e) Conjugate axis (ℎ, 𝑘 ± 𝑏) = (−8, −2 ± 6) = 𝐵1 (−8,4) & 𝐵2 (−8, −8), length 2𝑏 = 12
32
𝑏2 9
f) Latus Rectum (ℎ ± 𝑐, 𝑘 ± ) = (−8 ± 10, −2 ± ) = 𝐿1 (2,2.5),
𝑎 2
2𝑏2
𝐿2 (2, −6.5), 𝑅1 (−18,2.5) & 𝑅2 (−18, −6.5), length =9
𝑎
Fundamental Rectangle (ℎ ± 𝑎, 𝑘 ± 𝑏)
g) (−8 ± 8, −2 ± 6) = 𝑃1 (0, 4), 𝑃2 (0, −8), 𝑃3 (−16,4) & 𝑃4 (−16, −8)
𝑐 5
h) Eccentricity 𝑒 = =
𝑎 4
𝑏 3
i) Asymptotes (𝑦 − 𝑘) = ± (𝑥 − ℎ), (𝑦 + 2) = ± (𝑥 + 8)
𝑎 4
3 3
𝑦 = 𝑥 + 4 𝑎𝑛𝑑 𝑦 = − 𝑥 − 8
4 4
2.
a) Center (4, −2)
b) Vertices 𝑉1 (4, 0) & 𝑉2 (4, −4)
c) Foci 𝐹1 (4, −2 + √13) & 𝐹2 (4, −2 − √13)
a) Transverse axis(4, −2 + √13) & (4, −2 − √13), length 2𝑎 = 4
b) Conjugate axis 𝐵1 (7, −2) & 𝐵2 (1, −2), length 2𝑏 = 6
c) Latus Rectum 𝐿1 (8.5, −2 + √13), 𝐿2 (8.5, −2 − √13), 𝑅1 (−0.5, −2 +
2𝑏2
√13) & 𝑅2 (−0.5, −2 − √13), length 𝑎 = 9
d) Fundamental Rectangle 𝑃1 (0, 4), 𝑃2 (0, −8), 𝑃3 (−16,4) & 𝑃4 (−16, −8)
𝑐 √13
e) Eccentricity 𝑒 = =
𝑎 2
2𝑥 14 2𝑥 2
f) Asymptotes 𝑦 = 3
− and
3
𝑦=−
3
+
3
33
3.
a) Center (−3,6)
b) Vertices 𝑉1 (0, 6) & 𝑉2 (−6,6)
c) Foci 𝐹1 (−3 + 3√2, 6) & 𝐹2 (−3 − 3√2, 6)
d) Transverse axis (0, 3) & (−6, 3), length 2𝑎 = 6
e) Conjugate axis (ℎ, 𝑘 ± 𝑏) = (−3,6 ± 3) = 𝐵1 (−3,9) & 𝐵2 (−3, 3), length 2𝑏 = 6
f) Latus Rectum 𝐿1 (−3 + 3√2, 10.5), 𝐿2 (−3 + 3√2, 2.5), 𝑅1 (−3 −
2𝑏2
3√2, 10.5) & 𝑅2 (−3 − 3√2, 2.5), length =6
𝑎
g) Fundamental Rectangle (0, 9), 𝑃2 (0, 3), 𝑃3 (−6,9) & 𝑃4 (−6, 3)
𝑐
h) Eccentricity 𝑒 = = √2
𝑎
i) Asymptotes 𝑦 = 𝑥 + 9 𝑎𝑛𝑑 𝑦 = −𝑥 + 3
4.
a) Center (2,1)
b) Vertices 𝑉1 (2, 4) & 𝑉2 (2, −2)
c) Foci 𝐹1 (2,1 + √13) & 𝐹2 (2, 1 − √13)
d) Transverse axis (4,1 ) & (2,1), length 2𝑎 = 6
e) Conjugate axis 𝐵1 (4,1) & 𝐵2 (0,1), length 2𝑏 = 4
10 10 2 2
f) Latus Rectum 𝐿1 ( , 1 + √13) , 𝐿2 ( , 1 − √13 ) , 𝑅1 ( , 1 + √13) & 𝑅2 ( , 1 −
3 3 3 3
2𝑏2 8
√13), length =
𝑎 3
g) Fundamental Rectangle (5,3), 𝑃2 (5, −1), 𝑃3 (−1,3) & 𝑃4 (−1, −1)
𝑐 √13
𝑎 3
3 3
i) Asymptotes 𝑦 = 𝑥 − 2 𝑎𝑛𝑑 𝑦 = − 𝑥+4
2 2
34
5.
a) Center (−3, 2)
b) Vertices 𝑉1 (7, 2) & 𝑉2 (−13,2)
c) Foci 𝐹1 (−3 + 2√41, 2) & 𝐹2 (−3 − 2√41, 2)
d) Transverse axis (7,2 ) & (−13,2 ), length 2𝑎 = 20
e) Conjugate axis 𝐵1 (−3,10) & 𝐵2 (−3, −6), length 2𝑏 =
16
42
f) Latus Rectum 𝐿1 (−3 + 2√41, ) , 𝐿2 (−3 −
5
42 22
2√41, ) , 𝑅1 (−3 + 2√41, − ) & 𝑅2 (−3 −
5 5
22 2𝑏2 64
2√41, − ), length =
5 𝑎 5
g) Fundamental Rectangle (7, 10), 𝑃2 (7, −6), 𝑃3 (−13,10) & 𝑃4 (−13, −6)
𝑐 √41
𝑎 5
4 4 2
i) Asymptotes 𝑦 = 𝑥 + 225 𝑎𝑛𝑑 𝑦 = − 𝑥 −
5 5 5
D.
(𝑥+4)2 9(𝑦+4)2
1. − =1
64 256
(𝑦+4)2 (𝑥+2)2
2. − =1
81 49
(𝑥+4)2 (𝑦+3)2
3. − =1
144 25
(𝑦−7)2 (𝑥+5)2
4. − =1
36 289
(𝑦+4)2 (𝑥−5)2
5. − =1
16 20
E
𝑥2 𝑦2
1. The explosion is anywhere on the left branch of the hyperbola − =1
115600 244400
(𝑦−6)2 (𝑥−3)2
2. − =1
4 12
35
PRECALCULUS
Name of Learner: ________________________________ Grade Level: _________

Section: ________________________________________ Score: ______________

SYSTEMS OF NONLINEAR EQUATIONS
When one thinks about system of equation, he/she simply recalls a set of many equations. These
equations could be a combination of at least one equation that is not linear and is called a nonlinear
system. Similar with solving system of linear equations, the technique used to solve nonlinear equations
also involves substitution, elimination and graphical.
Example 1
By Substitution Method, solve the system:
𝑥2 + 𝑦 = 5
{
𝑥 − 𝑦 = 15
Solution
Express the second equation by isolating the variable y and substitute it to the first equation.
𝑦 = 𝑥 − 15
𝑥 2 + (𝑥 − 15) = 5
𝑥 2 + 𝑥 − 20 = 0
(𝑥 + 5)(𝑥 − 4) = 0
𝑥 = −5 𝑜𝑟 𝑥 = 4
If 𝑥 = −5, upon substitution to any of the two equations, we get 𝑦 = −20. Meanwhile, if 𝑥 = 4,
𝑦 = −11
As a result, the solution set of the system is {(−5, −20), (4, −11)}.
36
Example 2
Solve the system by Elimination Method

𝑥 2 + 𝑦 2 = 34
{
−2𝑥 2 + 𝑦 2 = 7
Solution:
We simply eliminate 𝑦 2 by multiplying first the integer -1 to the any of the equations but here we choose
the first equation.
(−1)(𝑥 2 + 𝑦 2 ) = (34)(−1)
−𝑥 2 − 𝑦 2 = −34
We then add the product to the second equation
−𝑥 2 − 𝑦 2 = −34
−2𝑥 2 + 𝑦 2 = 7
2
−3𝑥 = −27
𝑥 = ±3
To eliminate 𝑥 2 , we multiply 2 to the first equation
(2)(𝑥 2 + 𝑦 2 ) = (34)(2)
2𝑥 2 + 2𝑦 2 = 68
We then add the product to the second equation
2𝑥 2 + 2𝑦 2 = 68
2𝑥 2 + 𝑦 2 = 7
3𝑦 2 = 75
𝑦 = ±5
Or when 𝑥 = ±3,
𝑥 2 + 𝑦 2 = 34
(±3)2 + 𝑦 2 = 34
𝑦 2 = 25
𝑦 = ±5
Therefore, the solution set of the given system is {(−3, − 5), (3, − 5), (−3, 5), (3, 5)}.
37
Example 3
By Graphical Method, solve the system:
(𝑥 − 3)2 + (𝑦 − 5)2 = 10
{
𝑥 2 + (𝑦 + 1)2 = 25
The center of the first circle is (3, 5), the second circle (0, −1). Using table of values, we can be able
to determine the intersection points of both circles which are the solution set of the given system.
Using the equation, (𝑥 − 3)2 + (𝑦 − 5)2 = 10
x 4 3 2 1 0
y 2 1.84 2 2.55 4
Using the equation, 𝑥 2 + (𝑦 + 1)2 = 25
x 4 3 2 1 0
y 2 3 3.58 3.9 4
Notice that the two circles intersect at points (4, 2) 𝑎𝑛𝑑 (0, 4). Hence, the solution set is {(4, 2), (0, 4)}.
Applications of Systems of Nonlinear Equations
The sum of two integers is 24 and the sum of their squares is 306. Find the integers.
Let x and y be the two integers. Thus, +𝑦 = 24 𝑎𝑛𝑑 𝑥 2 + 𝑦 2 = 306. To find x and y, we solve
𝑥 + 𝑦 = 24
the nonlinear system { 2
𝑥 + 𝑦 2 = 306
Using the substitution method, 𝑥 + 𝑦 = 24

𝑦 = −𝑥 + 24
Thus, 𝑥 2 + (−𝑥 + 24)2 = 306
𝑥 2 + 𝑥 2 − 48𝑥 + 576 = 306
2𝑥 2 − 48𝑥 + 270 = 0
𝑥 2 − 24𝑥 + 135 = 0
(𝑥 − 15)(𝑥 − 9) = 0
38
𝑥 = 15 𝑜𝑟 𝑥 = 9
If 𝑥 = 15 then y = 9 and if 𝑥 = 9 then y = 15. Therefore, the two integers are 9 and 15.
Learning Competency with code
The learner is able to (a) illustrate systems of nonlinear equations;(b) determine the solutions
of systems of nonlinear equations using techniques such as substitution, elimination, and
graphing (STEM_PC11AG-If-1-2_Quarter 1) and (c) solve situational problems involving
systems of nonlinear equations (STEM_PC11SMI-Ih-1_Quarter 1)
Directions/Instructions:
A. State if the point/s given is a solution of the system of equations.

𝑦 = 𝑥 2 + 3𝑥 − 2
1. {
5𝑥 − 𝑦 = 3
Point (2, 7)
𝑥 2 + 𝑦 2 + 12𝑥 − 10𝑦 − 60 = 0
2. { 2
𝑥 + 𝑦 2 − 2𝑥 − 10𝑦 + 10 = 0
Point (5, 5)
𝑦 = 𝑥 2 + 2𝑥 − 2
3. {
𝑦 = 𝑥 + 10
Point (3, 13)
𝑥 2 + 𝑦 = 2𝑥 + 7
4. {
2𝑥 + 𝑦 = 2
Points (5, −8), (1, −4)
3𝑥 2 − 12𝑥 = 2𝑦 + 2
5. {
3𝑥 2 + 3𝑦 2 − 12𝑥 = −22𝑦 − 19
Points (2, −7), (−1, −2), (−5, −2)
3𝑥 2 − 2𝑦 2 + 5 = 0
6. {
2𝑥 2 − 𝑦 2 + 2 = 0
Points (−1,2), (1,2), (−1, −2), (1, −2)
𝑥 2 − 3𝑥𝑦 + 2𝑦 2 = 0
7. {
𝑥 2 + 𝑥𝑦 =6
Points (−2, −1), (2,1), (2, −1), (−1,2)
𝑦2 + 𝑦 + 𝑥2 − 𝑥 − 2 = 0
8. { 𝑥−2
𝑦+1+ =0
𝑦
Points (0,1), (0,2), (2, −1), (2,0)
5𝑥 2 + 4𝑥𝑦 + 3𝑦 2 = 36
9. {
𝑥 2 + 𝑥𝑦 + 𝑦 2 = 9
Points (−3,3), (3, −3), (−1.73,1.73)
39
(𝑥 + 1)2 + (𝑦 − 1)2 = 4
10. {
𝑦 2 − 2𝑦 − 𝑥 + 2 = 0
Points (−1,3), (−3,1), (2,0), (0,1)
B. Solve the given system and sketch the graph in one Cartesian plane illustrating the points of
intersection.
𝑥 2 + 𝑦 2 = 25
1. {
−𝑥 + 𝑦 = 1
𝑦 + 2𝑥 = 1
2. { 2
𝑥 + 4𝑥 = 6 − 2𝑦
1
𝑦 = 3 (𝑥 − 3)2 − 3
3. {
(𝑥 − 3)2 + (𝑦 + 1)2 = 4
𝑥 2 + (𝑦 − 1)2 = 1
4. {
2𝑦 + 1 = 0
𝑦 2 = 2𝑥
5. { 1
𝑥 =𝑦−2
𝑦 = 𝑥 2 − 4𝑥 + 4
6. {
𝑥+𝑦 = 2
𝑦 = 2𝑥 2 + 4𝑥
7. {
𝑦 = 𝑥 2 − 3𝑥 − 10
𝑦 = −2𝑥 2 + 4
8. {
𝑦 = 𝑥2 − 𝑥 + 2
𝑥 + 𝑦 = 24
9. {
𝑥 + 𝑦 2 = 306
2
(𝑥 − 3)2 − 𝑦 = 0
10. {
(𝑥 − 3)2 + (𝑦 − 9)2 = 9
40
C. Solve the word problems.
1. Find two numbers which are reciprocals of each other and whose sum is 5.
2. To greet the 2020 SHS Graduates, a tarpaulin is to be set up along the national highway.
35 27
If the area of the tarp is to be 4 m2 and its perimeter 2 meters, what should be the
dimensions of the tarpaulin?
3. The perimeter of a rectangular platform is 24m. The length of a similarly shaped plastic
sheet needed to cover it is 2 m more than that of the platform while the width is 5m less
16
than twice that of the platform. What are the dimensions of the platform if its area is 33
that of the plastic sheet?
4. Evan bought a small 25” TV for her multimedia classroom. The size of the TV is
determined by the length of its diagonal. The area of the TV screen is found 300 in 2,
what is the dimension of the small TV?
5. The square of a particular number exceeds twice the square of another number by
1 1
. Also, the sum of their squares is 2. Find possible pairs of numbers satisfying these
4
conditions.
6. An open rectangular box is to be formed by cutting identical squares, each of side 2 in,
one from each corner of a rectangular piece of cardboard, and then turning up the ends.
If the area of the piece of cardboard is 216 in² and the box is to have volume 224 in³,
what should have been the dimensions of the cardboard used?
7. The figure shows a square floor plan with a smaller square area that will accommodate
a combination fountain and pool. The floor with the fountain-pool area removed has an
area of 21 square meters and a perimeter of 24 meters. Find the dimensions of the floor
and the dimensions of the square that will accommodate the pool.
y y
x y x
41
Reflection
Complete this statement.

What I have learned in this activity
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References:
Department of Education Precalculus (Learner’s Material).2016
Alferez, Merle S., Duro, Ma. Cecilia A., Tupza, Karla Katrina L.MSA Advanced Algebra. MSA
Publishing House.2008
Murray, Andrew V. High School Subjects for Self Study. Academy of Successful
Achievement.2004
42
Answer Key
A
1. Yes
2. Yes
3. Yes
4. No
5. No
6. Yes
7. No
8. No
9. N0
10. No
B
1.{(−4, −3), (3,4)}
2. {(−2,5), (2, −3)}
3. {(3, −3), (3 + √3, −2), (3 − √3, −2)}
43
4. no point of intersection
1
5. {(2 , 1)}
6. {(1,1)(2,0)}
7. {(−2,0)}
8. {(−0.67,3.11), (1,2)}
44
9. {(9,15), (15,9)}
10. {(3 + 2√2,8), (3 − 2√2,8), (0,9), (6,9)}
C
5+√21 5−√21
1. 𝑎𝑛𝑑
2 2
7
2. 4 𝑚 𝑏𝑦 5𝑚
3. 4𝑚 𝑏𝑦 8𝑚
4. 15𝑖𝑛 𝑏𝑦 20𝑖𝑛
1 1 1 1 1 1 1 1
5. {(− 2 , − 2) , (− 2 , 2) , (2 , − 2) , (2 , 2)}
6. 12𝑖𝑛 𝑏𝑦 18𝑖𝑛
7. 5𝑚 𝑏𝑦 5𝑚, 2𝑚 𝑏𝑦 2𝑚
45
PRE-CALCULUS
Name of Learner:________________________ Grade Level & Section: ________________

Date:__________________________________ Score: _____________________________
Learning Activity Sheet

Series

This activity sheet was crafted to let the learners understand series.
A series represents the sum of the terms of a function whose domain is the set of positive
integers. It is usually given by S=a1+a2+a3+…+an where S is series and a1, a2, a3,…an are the terms in
the domain of the function.
Learning Competency:
The learners illustrate a series (STEM_PC11SMI-Ih-1)
Activity 1-Simple but Meaningful

Directions: Read each problem and answer what is being asked.
1. Part of a popular Christmas carol is “On the 12 th day of Christmas my true love gave to me
12 drummers drumming 6 geese-a-laying
11 pipers piping 5 golden rings
10 lords-a-leaping 4 calling birds
9-ladies dancing 3 French hens
8 maids-a-milking 2 turtle doves, and
7-swans-a-swimming a partridge in a pear tree.”
How many gifts did the true love give on the 12 th day of Christmas?
Answer:
2. According to President Rodrigo Duterte, face-to-face learning modality will not be allowed in
DepEd if vaccines are not available. Suppose the president will allow those places with no
Covid-19 cases to have the face-to-face mode but they have to observe social distancing. How
many learners can be accommodated in a classroom having 4 rows, with 4 seats in the front
row and 1 more seat in each row thereafter?
Answer:
46
Activity 2- Am I a Series Composer?
Directions: Compose either a song, a poem or a story that illustrates series. Make it brief but substantial.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Rubrics for Scoring

3 points 2 points 1 point 0 point
Amount of Learner solved Learner solved 1 Learner failed to Learner failed
Work both problems problem finish solving 1 to solve any
problem problem
Comprehension Learner Learner Learner answered Learner failed
answered both answered 1 1 problem to answer and
problems problem correctly and present
correctly and correctly and failed to present solution
presented presented solutions
solutions solutions
Activity 2- Am I Series Composer?

Organization of Learner Learner Learner presented Learner failed
ideas presented a presented a quite any idea to show any
well-organized organized flow idea
flow of ideas of ideas
Comprehension Learner wrote Learner wrote a Learner failed to Learner failed
a poem, a story poem, a story or depict series in to write a
or a song that a song that quite his/her poem, poem, a story
clearly depicts depicts series story or song or a song
series
Reflection
Share your learnings in the activity
References
Dynamic Math Third Year Textbook.(1999). Diwa Scholastic Press Inc.
Sharon L. Senk et al. UCSMP Advanced Algebra. Second Edition.(2002). Pearson Education Inc
Pre-Calculus Learner’s Material. First Edition (2016)
47
Answer Key
1. 78
2. 22
Activity 2- Am I Series Composer?

➢ Answer may vary
48
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

Sequences and Series
This activity sheet was designed to let the learners explore on the difference of a series from a
sequence. This would also facilitate their understanding on the different types of sequence as well as on
solving some problems that would somehow lead them to become critical problem solvers.
A sequence is a function whose domain is the set of positive integers. It is a list of numbers that
is usually separated by commas while a series is the sum of those listed numbers in a sequence. 1, 3, 5,
7, 9 is an example of a sequence while the sum of 1,3,5, 7, 9 (1+3+5+7+9) which is 25 is its associated
series. To elaborate further, consider the given example.
Example: Write the first four terms of {3-n} and find its associated series
Solution: Since a sequence has a domain of set of positive integers, then the values of n should be 1, 2,
3, 4, … Hence, the first four numbers are a1=3-1=2, a2=3-2=1, a3=3-3=0, a4=3-4=-1 and its associated
series is 2+1+0-1=2
A sequence has different types. These are arithmetic sequence, geometric sequence, harmonic
sequence and Fibonacci sequence. An arithmetic sequence is a sequence in which each term after the
first is obtained by adding the common difference which is constant to the preceding term while a
geometric sequence is a sequence in which each term after the first is obtained by multiplying the
common ratio which is also constant to the preceding term. On the other hand, harmonic sequence is a
sequence having the reciprocal of each term of the arithmetic sequence while Fibonacci sequence is
defined by 𝑎𝑛 = 𝑎𝑛−1 + 𝑎𝑛−2 for n ≥ 3 where 𝑎1 = 𝑎2 = 1. To illustrate these types of sequence, study
the given examples.
Examples:
1. -1, 1, 3, 5, 7, 9 is an arithmetic sequence because there is a common difference equal to 2
-1+2=1, 1+2=3, 3+2=5, 5+2= 7, 7+2=9
2. 2, 4, 8, 16, 32, 64 is a geometric sequence because there is a common ratio equal to 2
2∙2=4, 4∙2=8, 8∙2=16, 16∙2 =32, 32∙2=64
1 1 1 1
3. -1, 1, , , , is a harmonic sequence because the terms are the reciprocals of the arithmetic
3 5 7 9
sequence, -1, 1, 3, 5,7,9
1 1 1 1 1 1 1 1 1 1
. = −1, = 1, = , = , = , =
−1 1 3 3 5 5 7 7 9 9
4. 1, 1, 2, 3, 5, 8 is a Fibonacci sequence because the terms are defined by 𝑎𝑛 = 𝑎𝑛−1 + 𝑎𝑛−2 for
n ≥ 3 where 𝑎1 = 𝑎2 = 1
. 𝑎1 = 1, 𝑎2 = 1, 𝑎3 = 𝑎3−1 + 𝑎3−2 = 𝑎2 + 𝑎1 = 1 + 1 = 2,
𝑎4 = 𝑎4−1 + 𝑎4−2 = 𝑎3 + 𝑎2 = 2 + 1 = 3, 𝑎5 = 𝑎5−1 + 𝑎5−2 = 𝑎4 + 𝑎3 = 3 + 2 = 5,
𝑎6 = 𝑎6−1 + 𝑎6−2 = 𝑎5 + 𝑎4 = 5 + 3 = 8
49
Arithmetic and geometric are the most common and popular sequences. To find the nth term of
an arithmetic sequence, the formula 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 is being used where an is nth term, a1 is first
term, n is the number of terms and d is the common difference. The associated arithmetic sequence with
𝑛 (𝑎1 +𝑎𝑛 ) 𝑛[2𝑎1 +(𝑛−1)𝑑]
n terms is given by the formula, 𝑆𝑛 = = . On the other hand the nth term of a
2 2
𝑛−1
geometric sequence can be solved by the formula, 𝑎𝑛 = 𝑎1 𝑟 where an is nth term, a1 is first term, n
is the number of terms and r is the common ratio. The associated series of geometric sequence is given
𝑛𝑎1 𝑖𝑓 𝑟 = 1
by 𝑆𝑛 = { 𝑎1(1−𝑟 𝑛 ) . To illustrate the given formulas, study and analyze the given
𝑖𝑓 𝑟 ≠ 1
(1−𝑟)
examples.
Examples:
1. How many terms are there in an arithmetic sequence with first term 4, common difference -3
and last term -17? What is the sum of the eight terms?
Given: a1=4, d=-3, an=-17
𝑛 (𝑎1 +𝑎𝑛 )
Solution: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑 𝑆𝑛 =
2
8(4+(−17))
-17 = 4 + (n-1) (-3) 𝑆8 =
2
8(−13))
-17 = 4 -3n +3 𝑆8 =
2
−104
-17-7= -3n 𝑆8 =
2
-24 = -3n 𝑆8 = −52
8=n
2. The 3rd term of a geometric sequence is 12 and the sixth term is -96. Find the fourth term and
the sum of the fifteen terms.
Given: a3= 12, a6=-96
Solution: 𝑎𝑛 = 𝑎1 𝑟 𝑛−1
𝑎3 = 𝑎1 𝑟 3−1 −96 = 𝑎1 𝑟 6−1
2
12 = 𝑎1 𝑟 −96 = 𝑎1 𝑟 5
12
= 𝑎1
𝑟2
Substitute the value of 𝑎1 to the equation, −96 = 𝑎1 𝑟 5 , then simplify and solve for r
12
−96 = ( 2 )𝑟 5
𝑟
−96 = 12𝑟 3
-8 =𝑟 3 , -2=r
To find the 4th term, first term should be solved first
−96 = 𝑎1 𝑟 5 𝑎4 = 3(−2)4−1
−96 = 𝑎1 (−2)5 𝑎4 = 3(−2)3
−96
=𝑎1 𝑎4 = 3(−8)
−32
3=𝑎1 𝑎4 = −24
𝑎1 (1−𝑟 𝑛 )
Since r≠1, the formula in finding the sum of terms is 𝑆𝑛 =
(1−𝑟)
3(1−(−2)15 )
𝑆15 =
(1−(−2))
3(1−(−32768 ))
𝑆15 =
(1+2)
3(1+32768 )
𝑆15 =
(1+2)
3(32769 )
𝑆15 =
3
𝑆15 = 32769
50
The learners differentiate a series from a sequence (STEM_PC11SMI-Ih-2)
Activity 1- The Terms in a Sequence and the Series of a Sequence

Directions: Determine the first six terms of the following and find their associated series. Show your
solutions.
1. {2n-3}
First six terms:
Associated series:
2. {3+n-n2}
First six terms:
Associated series:
3. { (-2)n}
First six terms:
Associated series:
4. {1+2+3…+n}
First six terms:
Associated series:
5. {(3)n-1}
First six terms:
Associated series:
Activity 2- Map out the Right Sequence

Directions: Analyze the given sequences. Decide what type of sequence is illustrated in each item. If
there is a sequence that its type cannot be determined, write neither. Find also the associated series of
the given sequences.
1. 2, -1, -4, -7, -10
Type: _________________________
Associated series: _______________
3 3 3 3 3
2. 3, , , , ,
2 4 8 16 32
Type: _________________________
3. 1, 1, 2, 4, 6, 10
Type: _________________________
1 1 1
4. 1, -1, − , − , −
3 5 7
Type: _________________________
1 1 1
5. , , 1 ,
8 4 2
Type: _________________________
1 5 7
6. , 1, , , 3
3 3 3
51
Type: _________________________
4 2 4
7. 4, 1, , ,
7 5 13
Type: _________________________
Activity 3- A Sequence and a Series in a Pandemic

Directions: Read, analyze and solve the following problems. Show your solutions.
1. Due to Covid-19 pandemic, many of the places in the Philippines are observing the community
quarantine. Some places were put into Enhanced Community Quarantine (ECQ), while others
were placed under the General Community Quarantine (GCQ) or Modified General
Community Quarantine (MGCQ). Because of this, Mark who is 17 years old is not allowed to
gallivant anywhere. To ease his boredom, he decided to construct a file cabinet made up of
bamboo. He placed 32 strips of bamboo in the bottom layer, 20 strips in the third layer, 22 strips
in the fourth layer, and so on.
a. How many layers are there in the filing cabinet?
b. How many strips of bamboo should Mark do to construct the file cabinet?
Solution:
2. 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.
Suppose the penalty of a violator for the first offense is 1,500.00, third offense is 3,375.00.
a. How much will the violator pay in the fifth offense?
b. How much will the violator spend if he will commit 10 offenses?
c. Suppose the government will impose this penalty, do you think there will be no more
violators on liquor ban? Why?
Solution:
Rubrics for Scoring

Understanding Learner Learner Learner identified Learner failed
identified all identified many some of the terms to identify the
the terms and of the terms and and found some of terms and
found all the found many of the associated failed to find
associated the associated series the associated
series series series
Amount of Learner Learner Learner answered Learner failed
Work answered all answered 3-4 1-2 problems to answer any
the problems problems of the problems
52
One point is given to the learner when he/she gets a correct answer

Amount of Learner solved Learner solved Learner solved at Learner failed
Work both problems at least one least a part of the to solved any
problem problem problem
answered the answered the one problem to show correct
problems problems correctly answers
correctly and correctly but
used the failed to use the
formulas formulas
Reflection
Share your learnings on this activity
References
Dynamic Math Third Year Textbook.(1999). Diwa Scholastic Press Inc.
Sharon L. Senk et al. UCSMP Advanced Algebra. Second Edition.(2002). Pearson Education
Inc
53
Answer Key
1. First six terms: -1, 1, 3, 5, 7, 9
Associated series: 24
2. First six terms: 3, 1, -3, -9, -17, -27
Associated series: -52
3. First six terms: -2, 4, -8, 16, -32, 64
4. First six terms: 1, 3, 6, 10, 15, 21
5. First six terms: 1, 3, 9, 27, 81, 243

1. Type: Arithmetic Sequence
Associated Series: -20
2. Type: Geometric Sequence
29
Associated Series: 5 32
3. Type: neither
Associated Series: 24
4. Type: Harmonic sequence
71
Associated Series: 105
5. Type: Geometric sequence

7
6. Type: Arithmetic sequence
1
7. Type: Harmonic sequence
127

1.a. 9
b. 216
2.a. 7,593.75
b. 169,995.12
c. answers my vary
54
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

Sigma Notation

This activity sheet was designed to let the learners explore on the use of sigma notation in
representing a series. In addition, this would also enhance the problem solving skills of learners.
Sigma notation is used to indicate a sum and usually denoted by the uppercase Greek letter
sigma (∑). The expression, 𝑓(𝑚) + 𝑓(𝑚 + 1) + 𝑓(𝑚 + 2) + ⋯ + 𝑓(𝑛) can be compactly written is
sigma notation and it is written as ∑𝑛𝑖=𝑚 𝑓(𝑖) which is read as “the summation of f(i) from i=m to n”
where m and n are integers with m≤n, m is the lower bound and n is the upper bound. The letter i is the
index and f(i) is a term or summand. Study the examples below.
Example 1: Expand the following summations and simplify.

a. ∑5𝑖=1 (3𝑖 − 2)
Solution: ∑5𝑖=1 (3𝑖 − 2) = [3(1)-2]+ [3(2)-2]+ [3(3)-2]+ [3(4)-2]+ [3(5)-2]
= [3-2]+ [6-2]+ [9-2]+ [12-2]+ [15-2] = 1+4+7+10+13=35
2𝑖
b. ∑4𝑖=0
𝑖+2
2𝑖 20 21 22 23 24
Solution: ∑4𝑖=0 =( )+( )+( )+( )+( )
𝑖+2 0+2 1+2 2+2 3+2 4+2
1 2 4 8 16 1 2 8 8 13
= + + + + = + + 1+ + =6
2 3 4 5 6 2 3 5 3 30
Example 2: Write the following expressions in sigma notation.

1 1 1 1
a. 1+ + + +… +
2 3 4 20
1 1 1 1 1
Solution: 1+ + + +… + =∑20 𝑖=1 𝑖
2 3 4 20
b. 𝑥3 + 𝑥6 + 𝑥9 +…+ 𝑥21
Solution: 𝑥3 + 𝑥6 + 𝑥9 +…+ 𝑥21 = ∑7𝑖=1 𝑥3𝑖
Sigma notation can be evaluated using the different properties. Among the properties are:
1. ∑𝑛𝑖=𝑚 𝑐𝑓(𝑖) = 𝑐 ∑𝑛𝑖=𝑚 𝑓(𝑖) where c is a real number
2. ∑𝑛𝑖=𝑚 [𝑓(𝑖) + 𝑔(𝑖)] = ∑𝑛𝑖=𝑚 𝑓(𝑖) + ∑𝑛𝑖=𝑚 𝑔(𝑖)
3. ∑𝑛𝑖=𝑚 𝑐 = 𝑐(𝑛 − 𝑚 + 1)
𝑛(𝑛+1)
4. ∑𝑛𝑖=𝑚 𝑖 =
2
𝑛(𝑛+1)(2𝑛+1)
5. ∑𝑛𝑖=𝑚 𝑖 2 =
6
6. ∑𝑛𝑖=𝑚 [𝑓(𝑖 + 1) − 𝑓(𝑖)] = 𝑓(𝑛 + 1) − 𝑓(𝑚), called the telescoping sum
Below are examples on how to evaluate sums using the properties.
Example 3: Evaluate the following:

55
a. ∑5𝑖=1 (3𝑖 − 2)
Solution: ∑5𝑖=1 (3𝑖 − 2) = ∑5𝑖=1 3𝑖 − ∑5𝑖=1 2

= 3 ∑5𝑖=1 𝑖 − [2(5-1 +1)]
5(5+1)
= {3[ ]-[2(5)]
2
5(6)
= {3[ ]}-10
2
= [3(15)]-10 = 45-10 =35
b. ∑6𝑖=0(𝑖 + 3) (2𝑖 − 1)
Solution: ∑6𝑖=0(𝑖 + 3) (2𝑖 − 1) = ∑6𝑖=0(2𝑖 2 − 𝑖 + 6𝑖 − 3)
= ∑6𝑖=0(2𝑖 2 + 5𝑖 − 3)
= ∑6𝑖=0 2𝑖 2 + ∑6𝑖=0 5𝑖 − ∑6𝑖=0 3
= 2 ∑6𝑖=0 𝑖 2 + 5 ∑6𝑖=0 𝑖 − ∑6𝑖=0 3
6 (6+1)[2(6)+1] 6(6+1)
=2{ }+ 5[ ]-[3(6-0+1)]
6 2
6(7)(13) 6(7)
=2[ ] + 5[ ] –[3(7)]
6 2
546
= 2( ) + 5(21) −21
6
= 182+105-21 =266
The learners use the sigma notation to represent a series (STEM_PC11SMI-Ih-3)
Activity 1- Expand and Condense

Directions: Read and analyze the following problems. Simplify all answers.
1. Expand the following sums and simplify

a. ∑6𝑖=2 (𝑖 3 − 2𝑖)
Solution:
√𝑖
b. ∑3𝑖=0
𝑖−4
Solution:
c. ∑5𝑖=2 (𝑖 2−𝑖 )(3𝑖)
Solution:
2. Write the following in sigma notation

1 2 3 9
a. 2 + 2 + 2 +… + 2
2 3 4 10
Solution:
b. 1𝑐1 + 2𝑐2 + 3𝑐3 +… + 8𝑐8

Solution:
c. (𝑥 + 2) + (𝑥 + 4)2 + (𝑥 + 6)3 + (𝑥 + 8)4 + (𝑥 + 10)5

Solution:
Activity 2- Evaluating Sums

Directions: Evaluate the following sums. Use the different properties.
1. ∑10 2
𝑖=2 (𝑖 − 3𝑖)
56
Solution:
2. ∑62
𝑖=0 (𝑖 − 2)(2𝑖 + 1)
Solution:
3. ∑90
𝑖=1 𝑖(𝑖 − 4)
Solution:
4. ∑150
𝑖=0 7(𝑖 − 1)(𝑖 + 1)
Solution:
Rubrics for Scoring

Amount of Learner solved Learner solved Learner solved at Learner failed
Work all problems at least three- least half of the to solved any
fourths of the problems problem
problem
answered all answered 4-5 at least one to show correct
the problems problems problem correctly answers
correctly correctly

Amount of Learner solved Learner solved Learner solved 1 Learner failed
Work all problems 2-3 problems problem to solved any
problem
Understanding Learner Learner Learner answered Learner failed
answered all answered 2-3 at least one to show correct
the problems problems problem correctly answers
correctly and correctly and
used the used the
properties of properties of
sigma notation sigma notation
Reflection
Sum up the things you have learned in this activity
References
https://www.mathsisfun.com/algebra/sigma-notation.html
57
Answer Key
1.a. 400
−2−3√2 −6√3
b. 6
87
c. 9 100
𝑖
2.a. ∑9𝑖=1 (𝑖+1)(𝑖+1)
b. ∑8𝑖=1 𝑖𝑐𝑖
c. ∑5𝑖=1 (𝑥 + 2𝑖)𝑖

(10)(11)(21) 110
1. ∑10 2 10 2 10
𝑖=2 (𝑖 − 3𝑖) = ∑𝑖=2 𝑖 − 3 ∑𝑖=2 𝑖 = [ ] − [3( )] = 385 − 165 =
6 2
220
2. ∑62 62 2 62 2 62
𝑖=0 (𝑖 − 2)(2𝑖 + 1) = ∑𝑖=0 (2𝑖 − 3𝑖 − 2) = 2 ∑𝑖=0 𝑖 − 3 ∑𝑖=0 𝑖 − ∑𝑖=0 2 =
62
62(63)(125) (62)(63)
2[ ] − 3[ 2 ] − [2(62 − 0 + 1)] = 162,750 − 5,859 − 126 =
6
156,765
90(91)(181) 90(91)
3. ∑90 90 2 90
𝑖=1 𝑖(𝑖 − 4) = ∑𝑖=1 𝑖 − 4 ∑𝑖=1 𝑖 = [ 6
] − 4[ 2 ] = 247,065 −
16,380 = 230,685
4. ∑150 150 150 2
𝑖=0 7(𝑖 − 1)(𝑖 + 1) = ∑𝑖=0 7(𝑖 − 1)(𝑖 + 1) = ∑𝑖=0 7(𝑖 − 1) = 7 ∑𝑖=0 𝑖 −
150 2
150(151)(301)
∑150
𝑖=0 7 = 7 [ ] − [7(150 − 0 + 1)] = 7,953,925 − 1,057 = 7,952,868
6
58
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

Mathematical Induction

This activity sheet was designed to help the learners enrich their understanding on the
Principle of Mathematical Induction. In addition, this would also develop the critical thinking
skills of learners.
The Principle of Mathematical Induction is often compared to climbing an infinite

staircase. An individual can only climb an infinite staircase when he/she starts with the first
step. When he/she is in any step (n=k), then he/she can now climb the next step (n=k+1) of the
staircase.
Another way of illustrating the Principle of Mathematical Induction is the toppling of

an infinite line of standing dominoes. Once a push is given to the first domino, the next domino
will also fall down. These two conditions ensures the falling of the entire line of dominoes.
59
The learners illustrate the Principle of Mathematical Induction (STEM_PC11SMI-Ih-4)
Activity- Scenarios in Mathematical Induction

Directions: Give and explain 5 situations/scenarios that illustrate the Principle of Mathematical
Induction. Attach pictures if possible.
3. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
4. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
5. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
6. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
7. _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
Rubrics for Scoring

Amount of Learner Learner Learner presented Learner failed
Work presented 5 presented 3-4 1-2 scenarios to present a
scenarios scenarios scenario
Understanding Learner Learner Learner presented Learner failed
presented & presented & & explained 1-2 to present
explained 5 explained 3-4 scenarios that scenarios that
scenarios that scenarios that illustrate the illustrate the
illustrate the illustrate the Principle of Principle of
60
Principle of Principle of Mathematical Mathematical
Mathematical Mathematical Induction Induction
Induction Induction
Reflection
Describe your feelings when you are doing this activity.
References
https://www.mathsisfun.com/algebra/mathematical-induction.html
https://mathstudy.home.blog/2019/01/20/mathematical-induction/
61
Answer Key
Possible Scenarios
➢ Schooling
➢ Spread of Covid-19
➢ Reaching the rung of a ladder
➢ Tricks
➢ Communicable Disease
62
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

Principle of Mathematical Induction

This activity sheet was developed to help the learners enhance their understanding on
the application of mathematical induction in proving some identities. This would also improve
the problem solving skills of learners.
The Principle of Mathematical Induction states that “If P(n) is a property or statement
about an integer n, then the statement P(n) is true for all integers n ≥ 𝑛0 if the following
conditions can be proven:
1. P(𝑛0 ) is true (that is, the statement is true when n=𝑛0 ).
2. If P(k) is true for some integer k≥ 𝑛0, then P(k+1) is true (that is, if the statement is true
for n=k, then it is also true for n=k+1).
It can be used to prove the summation identities, divisibility statements and inequalities.
Below is a sample on how to use mathematical induction in proving a summation identity
Example : Using mathematical induction, prove the following summation identities:

𝑛(𝑛+1)
a. 1+2+3+…+n = 2
Solution:
𝑛(𝑛+1)
Part 1. Prove that 1+2+3+…+n = 2 is true for n=1.
The left-hand side of the equation consists of one term equal to 1. That’s
1(1+1) 2
why the right-hand side becomes 2 = 2 = 1. Therefore, the formula is true for
n=1.
Part 2. Assume that the formula is true for n=k ≥ 1.
𝑘(𝑘+1)
1+2+3+…+k = 2
Let us show that the formula is true for n=k+1; that is,
(𝑘+1)[(𝑘+1)+1]
1+2+3+…+k+(k+1) = 2
𝑘(𝑘+1)
Get the formula for n=k, that is, 1+2+3+…+k = , then add both sides
2
of the equation by k+1 and simplify
𝑘(𝑘+1)
1+2+3+…+k +(k+1) = 2 + (𝑘 + 1)
𝑘(𝑘+1)+2(𝑘+1)
= 2
(𝑘+1)(𝑘+2)
= 2
(𝑘+1)+[(𝑘+1)+1]
= 2
Based from the solution, we have proven that the formula is true for n=k+1.
63
We have proven the two conditions stated in the Principle of Mathematical
𝑛(𝑛+1)
Induction. Hence the formula, 1+2+3+…+n = 2 is true for all positive
integers n.
The learners apply mathematical induction in proving identities (STEM_PC11SMI-Ih-i-1)
Activity 1- Fill in the Proof

Directions: Complete the solutions of the following problems using the principle of
mathematical induction. Write your answer on the space provided.
𝑎1 (1−𝑟 𝑛)
1. 𝑆𝑛 = , r≠ 1
1−𝑟
Solution:
𝑎1 (1−𝑟 𝑛 )
Part 1: Prove that 𝑆𝑛 = , r≠ 1 is true for n=1
1−𝑟
𝑎 (1−𝑟 1)
𝑆1 = 1 , r≠ 1
1−𝑟
(1.)__________________
The given formula is (2.)__________ for n=1
𝑎 (1−𝑟 𝑛)
Part 2: Assume that 𝑆𝑛 = 1 , r≠ 1 is true for n=k ≥ 1. That is, (3.)
1−𝑟
_______________
To facilitate the proving of the formula if it is true for n=k+1, rewrite the formula
in this form, 𝑆𝑘+1 = 𝑎1 + 𝑎2 + ⋯ + 𝑎𝑘 + 𝑎𝑘+1 (Take note that in series, the sum
of the terms is simply adding all the terms)
𝑆𝑘+1 = 𝑎1 + 𝑎2 + ⋯ + 𝑎𝑘 + 𝑎𝑘+1
𝑆𝑘
= 𝑆𝑘 + 𝑎𝑘+1
= (𝟒. )_____________________ (Substitute the formula for 𝑆𝑘 and 𝑎𝑘+1 )
𝑎 (1−𝑟𝑘 )+ 𝑎 𝑟𝑘 (1−𝑟)
= 1 1
1−𝑟
= (5.)________________
= (6.)________________
We have proven that the formula is (7.)______ for n=k+1.
The two conditions in the Principle of Mathematical Induction were met.

Hence,
𝑎 (1−𝑟 𝑛)
𝑆𝑛 = 1 1−𝑟 , r≠ 1 is (8.)_______for all positive integers n.
2. 6𝑛 − 1 is divisible by 5
Solution:
Part 1: Prove that 6𝑛 − 1 is divisible by 5 is true for n=1
(9.)___________
64
5 =5
𝑛
Hence, 6 − 1 is divisible by 5 is (10.)_______ for n=1
Part 2: Assume that 6𝑛 − 1 is divisible by 5 for n=k ≥ 1

6𝑘 − 1 is divisible by 5
6𝑘+1 − 1 is divisible by 5
6𝑘+1 − 1 = (𝟏𝟏. )_________ = [(6 − 1) ∙ 6𝑘 ] + (6𝑘 − 1) =
(𝟏𝟐. )____________
By divisibility definition, 5 ∙ 6𝑘 and 6𝑘 − 1 are divisible by 5. Therefore,

their sum is also divisible by 5.
The given divisibility statement, 6𝑛 − 1 is divisible by 5, has satisfied the two

conditions of the (13.)________________. Hence, 6𝑛 − 1 is divisible by 5 for all
positive integers n
3. 2𝑛 > 2𝑛 for every integer n ≥ 3
Solution:
Part 1: The claim of the statement, 2𝑛 > 2𝑛 for every integer n ≥ 3. Hence,
n=(14.)___
2𝑛 > 2𝑛 = (𝟏𝟓. )_______________ = 8 > 6
Therefore, the statement is true when (16.)___________
Part 2: Assume that 2𝑛 > 2𝑛 for every integer n ≥ 3 for n=k ≥ 1

2𝑘 > 2𝑘 can be written as (𝟏𝟕. )____________ by Multiplication property of
inequality
2𝑘+1 > 2(𝑘 + 1)

2𝑘 ∙ 21 > 2(𝑘 + 1)
(18.)________________
The inequality is (19.)_________ for n ≥ 3 and (20.)_______ for n ≤ 3. This

illustrates the necessity of Part 1 of the proof to establish the result. However, the result
above can be modified to 2𝑛 > 2𝑛 for all nonnegative integers n
Activity 2- Show the Proof

Directions: Use the principle of mathematical induction to prove the given statements.
𝑛(𝑛+3)
1. ∑𝑛𝑖=1 −(𝑖 + 1) = − 2
Solution:
Part 1:
Part 2:
65
Solution:
Part 1:
Part 2:
3. 𝑛2 > 2𝑛 𝑓𝑜𝑟 𝑛 ≥ 5
: Solution:
Part 1:
Part 2:
Rubrics for Scoring

Amount of Learner shown Learner shown Learner shown the Learner failed
Work the proof of 3 the proof of 2 proof of 1 to show a proof
statements statements statement of a statement
Understanding Learner Learner Learner presented Learner failed
presented a presented an an incomplete and to present a
complete and incomplete but irrelevant proof of proof
relevant proof relevant proof of the statement
of the the statement
statement
Reflection
Share your feelings/emotions while doing the activity
References
https://www.mathsisfun.com/algebra/mathematical-induction.html
https://mathstudy.home.blog/2019/01/20/mathematical-induction/
66
Answer Key

𝑎 (1−𝑟)
1. 𝑆1 = 11−𝑟 = 𝑎1
2. Tru𝑒
𝑎1 (1−𝑟𝑘 )
3. 𝑆𝑘 =
1−𝑟
𝑎1 (1−𝑟 𝑘 )
4. + 𝑎1 𝑟 𝑘
1−𝑟
𝑎1 (1−𝑟 𝑘 + 𝑟 𝑘 −𝑟𝑘+1 )
5. 1−𝑟
𝑎1 (1−𝑟 𝑘+1 )
6. 1−𝑟
7. True
8. True
9. 61 − 1 = 5
10. True
11. (6 ∙ 6𝑘 ) − 1
12. 5 ∙ 6𝑘 + (6𝑘 − 1)
13. Principle of Mathematical Induction
14. 3
15. 23 > 2(3)
16. n=3
17. 2 ∙ 2𝑘 > 2 ∙ 2𝑘
18. 2 ∙ 2𝑘 > 2(𝑘 + 1)
19. True
20. False

𝑛(𝑛+3)
1. ∑𝑛𝑖=1 −(𝑖 + 1) = − 2
Solution:
𝑛(𝑛+3)
Part 1. Prove that ∑𝑛𝑖=1 −(𝑖 + 1) = − 2 is true for n=1.
𝑛(𝑛+3)
∑𝑛𝑖=1 −(𝑖 + 1) = −
2
𝑛(𝑛+3)
−(1 + 1) +[−(2 + 1)]+… +[−(𝑛 + 1)] = − 2
1(1+3)
−2 − 3 −… −(𝑛 + 1)= − 2
1(4)
-2 = − 2
-2 = -2
Hence, the formula is true for n=1.
Part 2. Assume that the formula is true for n=k ≥ 1.
𝑘(𝑘+3)
−2 + (−3) +… +(−𝑘 − 1)= − 2
Let us show that the formula is true for n=k+1; that is,
(𝑘+1)[(𝑘+1)+3]
−2 + (−3) +… + − (𝑘 + 1) + −[(𝑘 + 1) + 1]= − 2
(𝑘+1)(𝑘+4)
−2 + (−3) +… + − (𝑘 + 1) + −(𝑘 + 2) =− 2
𝑘(𝑘+3)
−2 − 3 −… −(𝑘 + 1) − [(𝑘 + 1) + 1] = − + −(𝑘 + 2)
2
67
−[𝑘(𝑘+3)]+[−2(𝑘+2)]
= 2
−𝑘 2 −3𝑘−2𝑘−4
= 2
−𝑘 2 −5𝑘−4
= 2
−(𝑘 2 +5𝑘+4)
= 2
(𝑘+1)(𝑘+4)
=− 2
Based from the solution, we have proven that the formula is true for n=k+1.
We have proven the two conditions stated in the Principle of Mathematical Induction.
𝑛(𝑛+3)
Hence the formula, ∑𝑛𝑖=1 −(𝑖 + 1) = − 2 is true for all positive integers n.
Solution:
Part 1: Prove that 11𝑛 − 6 is divisible by 5 is true for n=1
111 − 6 = 5
5 =5
𝑛
Hence, 11 − 6 is divisible by 5 is true for n=1
Part 2: Assume that 11𝑛 − 6 is divisible by 5 for n=k ≥ 1

11𝑘 − 6 is divisible by 5
11𝑘+1 − 6 is divisible by 5
11𝑘+1 − 6 = (11 ∙ 11𝑘 ) − 6 = [(11 − 6) ∙ 11𝑘 ] + (11𝑘 − 6) = 5 ∙ 11𝑘 +
(11𝑘 − 6)
By divisibility definition, 5 ∙ 11𝑘 and 11𝑘 − 6 are divisible by 5. Therefore,

their sum is also divisible by 5.
The given divisibility statement has satisfied the two conditions of the Principle
of Mathematical Induction. Hence, 11𝑛 − 6 is divisible by 5 for all positive integers n
3. 𝑛2 > 2𝑛 𝑓𝑜𝑟 𝑛 ≥ 5
Solution:
Part 1: The claim of the statement, 𝑛2 > 2𝑛 𝑓𝑜𝑟 𝑛 ≥ 5. Hence, n=5.
52 > 25 = 25 > 32
Therefore, the statement is false when n=5
Part 2: Assume that 𝑛2 > 2𝑛 𝑓𝑜𝑟 𝑛 ≥ 5 for n=k ≥ 1

𝑘 2 > 2𝑘 can be written as 2 ∙ 𝑘 2 > 2 ∙ 2𝑘 = 2𝑘 2 > 2𝑘+1 by Multiplication
property of inequality
2(𝑘 + 1)2 > 2(𝑘+1)+1

2(𝑘 + 1)2 > 2𝑘+2
Based from the solution, the statement is false for n=k+1. Hence the inequality
𝑛 > 2𝑛 is not true for all positive integers n.
2
68
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

The Pascal’s Triangle and the Concept of Combination

This activity sheet was crafted to help the learners enrich their understanding on
Pascal’s triangle. In addition, this would also develop the critical thinking skills of learners.
Pascal’s triangle is used in expanding (𝑎 + 𝑏)𝑛 , where n is a small positive integer. It

is also used to determine all the terms in the expansion. Below is a sample on how to use the
Pascal’s Triangle.
Example: Use Pascal’s Triangle to expand the expression (3𝑥 + 𝑦)4 .

Solution: Use the fourth row of the Pascal’s Triangle
(3𝑥 + 𝑦)4 = (3𝑥)4 + 4(3𝑥 )3 (𝑦) + 6(3𝑥)2 (𝑦 2 ) + 4(3𝑥 )(𝑦 3 ) + 𝑦 4
= 81𝑥 4 + 108𝑥 3 𝑦 + 54𝑥 2 𝑦 2 + 12𝑥𝑦 3 + 𝑦 4
The learners illustrate Pascal’s Triangle in the expansion of (𝑥 + 𝑦)𝑛 for small positive
integral values of n (STEM_PC11SMI-Ii-2)
Activity 1- Trace the Pascal’s Triangle

Direction: Fill in the blanks with the necessary numbers to complete the given Pascal’s
Triangle.
1 1
1 2 1
1 ___ ___
1
1 4 ___
___ 1
1 ___ 10 10 ___ 1
1 6 ___ 20 ___ ___ 1
1 ___ 21 ___ ___ 21 ___ 1
1 8 ___ 56 ____ 56 ___ 8 1
1 ___ 36 ___ ___ 126 ___ 36 ___ 1
1` 10 ___ ___ 210 ____ 210 ____ ___ 10 1
1 11 ___ 165 ___ 462 ___ 330 ___ 55 ___ 1
1 ___ ___ 220 495 ____ ____ 792 495 ___ ___ 12 1
Activity 2- The Mystery in Combinations
69
Directions: Find the value of the following combinations in the Pascal’s Triangle. Write your
answer before each number.
𝟒
1. (𝟑)
𝟓
2. (𝟐)
𝟕
3. (𝟒)
𝟏𝟎
4. ( 𝟗 )
𝟏𝟏
5. (𝟏𝟏)
𝟗
6. (𝟐)
𝟖
7. (𝟑)
𝟔
8. (𝟒)
Activity 3- Expand the Binomial Expression

Direction: Use Pascal’s Triangle to expand the following expressions.
1. (2𝑎 + 𝑐)5
Answer:
2. (𝑥 − 2𝑦)7
Answer:
3. (5𝑑 − 3𝑒)9
Answer:
4. (7𝑥 + 4𝑦)4
Answer:
5. (2𝑓 − 5𝑔)8
Answer:
Rubrics for Scoring
70
Activity 1 & 2

Amount of Learner Learner Learner expanded Learner failed
Work expanded all expanded 3-4 1-2 binomial to expand any
the binomial binomial expressions binomial
expressions expressions expression
Understanding Learner used Learner used the Learner used the Learner failed
the Pascal’s Pascal’s triangle Pascal’s triangle in to use the
triangle in in expanding 3-4 expanding 1-2 Pascal’s
expanding all binomial binomial triangle in
the binomial expressions expressions expanding the
expressions expressions
Reflection
Share your technique/s in doing the activity.
References
https://www.mathsisfun.com/pascals-triangle.html
71
Answer Key
Activity 1- Trace the Pascal’s Triangle
1 1
1 2 1
1 3 3 1
1 4 6 4 1
1 5 10 10 5 1
1 6 15 20 15 6 1
1 7 21 35 35 21 7 1
1 8 28 56 70 56 28 8 1
1 9 36 84 126 126 84 36 9 1
1` 10 45 120 210 252 210 120 45 10 1
1 11 55 165 330 462 462 330 165 55 11 1
1 12 66 220 495 792 924 792 495 220 66 12 1
Activity 2- The Mystery in Combinations

1. 4
2. 10
3. 35
4. 10
5. 1
6. 36
7. 56
8. 15

1. (2𝑎 + 𝑐)5 = (2𝑎)5 + 5 (2𝑎)4 (𝑐 ) + 10(2𝑎)3 (𝑐 2 ) + 10(2𝑎)2 (𝑐 3 ) + 5(2𝑎)(𝑐 4 ) + 𝑐 5
= 32𝑎5 + 80𝑎4 𝑐 + 80𝑎3 𝑐 2 + 40𝑎2 𝑐 3 + 10𝑎𝑐 4 + 𝑐 5
2. (𝑥 − 2𝑦) = 𝑥 7 + 7 (𝑥 6 )(−2𝑦) + 21(𝑥 5 )(−2𝑦)2 + 35(𝑥 4 )(−2𝑦)3 +
7
35(𝑥 3 )(−2𝑦)4
+ 21(𝑥 2 )(−2𝑦)5 + 7(𝑥 )(−2𝑦)6 + (−2𝑦)7
= 𝑥 7 − 14𝑥 6 𝑦 + 84𝑥 5 𝑦 2 − 280𝑥 4 𝑦 3 + 560𝑥 3 𝑦 4 − 672𝑥 2 𝑦 5 + 448𝑥𝑦 6
−128𝑦 7
3. (5𝑑 − 3𝑒)9 = (5𝑑)9 + 9 (5𝑑)8 (−3𝑒) + 36(5𝑑)7 (−3𝑒)2 + 84(5𝑑)6 (−3𝑒)3
+ 126(5𝑑)5 (−3𝑒)4 + 126 (5𝑑 )4 (−3𝑒)5 + 84(5𝑑)3 (−3𝑒)6
+ 36(5𝑑)2 (−3𝑒)7 + 9(5𝑑)(−3𝑒)8 + (−3𝑒)9
= 1,953,125𝑑 9 − 10,546,875𝑑 8 𝑒 + 25,312,500𝑑 7 𝑒 2 −
6 3
35,437,500𝑑 𝑒
+31,893,750𝑑 5 𝑒 4 − 19,136,250𝑑 4 𝑒 5 + 7, 654,500𝑑 3 𝑒 6
+ 1,968,300𝑑 2 𝑒 7 + 295,245𝑑𝑒 8 − 19,683𝑒 9
4. (7𝑥 + 4𝑦)4 = (7𝑥)4 + 4 (7𝑥 )3 (4𝑦) + 6(7𝑥)2 (4𝑦)2 + 4(7𝑥)(4𝑦)3 + (4𝑦)4
= 2,401𝑥 4 + 5,488𝑥 3 𝑦 + 4,704𝑥 2 𝑦 2 + 1,792𝑥𝑦 3 + 256𝑦 4
5. (2𝑓 − 5𝑔)8 = (2𝑓)8 + 8 (2𝑓)7 (−5𝑔) + 28(2𝑓)6 (−5𝑔)2 + 56(2𝑓)5 (−5𝑔)3
+ 70(2𝑓)4 (−5𝑔)4 + 56 (2𝑓 )3 (−5𝑔)5 + 28(2𝑓)2 (−5𝑔)6
+8(2𝑓)(−5𝑔)7 + (−5𝑔)8
72
= 256 𝑓 8 − 5,120𝑓 7 𝑔 + 44,800𝑓 6 𝑔2 − 20,000𝑓 5 𝑔3 + 700,000𝑓 4 𝑔4
− 1,400,000𝑓 3 𝑔5 + 1,750,000𝑓 2 𝑔6 − 1,250,000𝑓𝑔7 + 390,625𝑔8
73
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

The Binomial Theorem

This activity sheet was developed to enhance the learners’ understanding on Binomial
Theorem. In addition, this would also improve the critical thinking skills of learners.
In expanding binomial expressions with large value of n, the most appropriate method
to use is the Binomial Theorem.
The learners prove the Binomial theorem (STEM_PC11SMI-Ii-3)
Activity-The Proof of Binomial Theorem

Directions: Prove the Binomial Theorem by supplying the correct data to its proof. Use
Mathematical Induction
Proof:
Part 1: ∑1𝑖=0(1𝑖) 𝑎1−𝑖 𝑏𝑖 = (10) 𝑎1 𝑏0 + (𝟏. )__________________
= (2.)_____________
Thus, the formula is true for n=1

Part 2: Assume that (𝑎 + 𝑏)𝑘 = ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖 𝑏𝑖
Show that (3.)__________________________
(𝑎 + 𝑏)𝑘+1 = (4. )______________________________

= (𝑎 + 𝑏) ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖 𝑏𝑖
= (5. )_______________________________
= ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖+1 𝑏𝑖 + ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖 𝑏𝑖+1
= (𝑘0)𝑎𝑘 𝑏𝑖 + ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘+1−𝑖 𝑏𝑖+1 + (6. )____________ + (𝑘1)𝑎𝑘−1 𝑏2
+ (𝑘2)𝑎𝑘−2 𝑏3 + ⋯ + (7. )____________ + (𝑘𝑘)𝑎0 𝑏𝑘+1
= 𝑎𝑘+1 + ∑𝑘𝑖=1(𝑘𝑖) 𝑎𝑘+1−𝑖 𝑏𝑖 + ∑𝑘𝑖=1(𝑖−1𝑘
) 𝑎𝑘+1−𝑖 𝑏𝑘+1
= (𝑘+1
0
)𝑎𝑘+1 𝑏0 + (8.)________________________+ (𝑘+1 𝑘+1
)𝑎0 𝑏𝑘+1
= (9. )_______________________________
Therefore, by the Principle of Mathematical Induction, (𝑎 + 𝑏)𝑛 = (10. )____________________

74
Rubrics for Scoring
Two points is given to the learner when he/she gets a correct answer
Reflection
What have you learned in this activity?
References
https://amsi.org.au/ESA_Senior_Years/SeniorTopic1/1c/1c_2content_6.html#:~:text=Proof%
20of%20the%20binomial%20theorem
75
Answer Key
1. (11)
𝑎 𝑏 0 1
2. a+b
𝑘+1
3. (𝑎 + 𝑏)𝑘+1 = ∑𝑘+1
𝑖=0 ( 𝑖 ) 𝑎
𝑘+1−𝑖 𝑖
𝑏
4. (𝑎 + 𝑏)(𝑎 + 𝑏)𝑘
5. 𝑎 ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖 𝑏𝑖 + 𝑏 ∑𝑘𝑖=0(𝑘𝑖) 𝑎𝑘−𝑖 𝑏𝑖
6. (𝑘0)𝑎𝑘 𝑏1
𝑘
7. (𝑘−1 )𝑎1 𝑏𝑘
8. ∑𝑘𝑖=1[(𝑘𝑖) + (𝑖−1𝑘
)]𝑎𝑘+1−𝑖 𝑏𝑖
𝑘+1 𝑘+1−𝑖 𝑖
9. ∑𝑘+1
𝑖=0 ( 𝑖 )𝑎 𝑏
𝑛
10. ∑𝑛𝑖=1 ( 𝑖 )𝑎𝑛−𝑖 𝑏𝑖
76
PRE-CALCULUS
Date:__________________________________ Score: _____________________________

Terms of a Binomial Expansion

This activity sheet was crafted to let the learners understand the terms of a binomial
expansion. . This would also improve the critical thinking skills of learners.
The combination (𝑛𝑘) is the coefficient of the term involving 𝑏𝑘 that would allow
everyone to compute any particular term without expanding (𝑎 + 𝑏)𝑛 and without listing all
the other terms.
The learners determine any term in (𝑥 + 𝑦)𝑛 , where n is a positive integer, without expanding
(STEM_PC11SMI-Ij-1)
Activity 1- Specify the Term without Expanding

Directions: Without expanding completely, find the indicated value/s in the expansion of the
following. Show your solutions.
1. (𝑥 + 2)8 , 5th term
Solution:
2. (1 − 3𝑥 2 )11 , two middle terms

Solution:
3. (𝑥 + 𝑦 2 )25, last three terms

Solution:
1
4. ( + 2)12, middle term
√𝑝
Solution:
2𝑦 4 𝑥5
5. ( 𝑥3 + 2𝑦)18, last term
Solution:
1
6. ( 2 − 𝑥 2 )15, 1st term
2𝑥
Solution:
77
7. (1 − 2𝑥)6 , coefficient of x3
Solution:
1 1
8. (1 − 2𝑦2⁄3 )30 , coefficient of 𝑦2
Solution:
9. (√𝑥 − 3)8 , coefficient of 𝑥 7⁄2

Solution:
10. (√𝑥 + 2)6 , coefficient of 𝑥 3⁄2

Solution:
Activity 2- Sum It Up!

Directions: Write briefly the procedures you have followed in order to find the term/s in the
expansion without fully expanding the expressions.
1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
Rubrics for Scoring

Activity 1 & 2
Two points is given to the learner when he/she gets a correct answer
Reflection
Write your technique/s in doing the given activity.
References
https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/using-the-binomial-
theorem-to-find-a-single-term/
78
Answer Key
Activity 1- Specify the Term without Expanding
1. (84)(𝑥 20−4) ∙ (2)4 = 70𝑥 16 ∙ 16 = 1,120𝑥 16
2. (115
)(111−5 ) ∙ (−3𝑥 2 )5 = 462 ∙ 16 ∙ (−243𝑥 10 ) = −112,266 𝑥 10
(11
4
)(111−4 ) ∙ (−3𝑥 2 )4 = 330 ∙ 17 ∙ (81𝑥 8 ) = 26,730 𝑥 8
3. (2523
)(𝑥 25−23) ∙ (𝑦 2 )23 = 300 ∙ 𝑥 2 ∙ 𝑦 46 = 300 𝑥 2 𝑦 46
(25
24
)(𝑥 25−24) ∙ (𝑦 2 )24 = 25 ∙ 𝑥 ∙ 𝑦 48 = 25𝑥𝑦 48
(25
23
)(𝑥 25−25) ∙ (𝑦 2 )25 = 1 ∙ 1 ∙ 𝑦 50 = 𝑦 50
1 1 59,136
4. (12
6
)( )12−6 ) ∙ (2)6 = 924 ∙ ( )6 ∙ 64 =
𝑝 √ 𝑝 √ 𝑝3
4
2𝑦 18−18 5
𝑥 18 𝑥 90 𝑥 90
5. (18
18
)( 3 ) ∙ ( ) = 1 ∙ 1 ∙ 18 =
𝑥 2𝑦 262,144 𝑦 262,144 𝑦 18
1 1 1
6. (15
0
)( 2)15−0 ∙ (−𝑥 2 )0 = ( 2 )15 ∙ 1 =
2𝑥 2𝑥 32,768 𝑥 30
6
7. (3)(1 ) ∙ (−2𝑥 ) = 20 ∙ 1 ∙ (−8𝑥 ) = −160 𝑥 3 = −160
6−3 3 3 3
1 3 1 1015 1015
8. (30
3
)(1 30−3
) ∙ ( 2 ⁄3 ) = 4060 ∙ 127 ∙ (8𝑦2) = 2𝑦2 = 2
2𝑦
9. (81)(√𝑥)8−1 ∙ (−3)1 = 8 ∙ (𝑥 1⁄2 )7 ∙ (−3) = −24 𝑥 7⁄2 = −24
10. (63)(√𝑥)6−3 ∙ (2)3 = 20 ∙ (𝑥 1⁄2 )3 ∙ (8) = 160 𝑥 3⁄2 = 160
Activity 2- Sum it Up!

1. Determine the value of k-1 (k-1 is the value where the term is located)
𝑛
2. Substitute the values on the kth term of expansion which is given by (𝑘−1 )(𝑎)𝑛−𝑘+1 ∙
(𝑏)𝑘−1
3. Simplify
79
PRE-CALCULUS
Date:__________________________________ Score: _____________________________


This activity sheet was developed to deepen the understanding of learners on
Mathematical Induction and Binomial Theorem specifically in problem solving. This would
also improve the problem solving skills of learners.
Mathematical induction and Binomial Theorem are essential in proving formulas. The
Binomial theorem for instance is used to expand expressions and is given below.

For any positive integer n,
𝑛
𝑛
(𝑎 + 𝑏) = ∑ ( ) 𝑎𝑛−1 𝑏 𝑖
𝑛
𝑖
𝑖=0
The learners solve problems using mathematical induction and the Binomial Theorem
(STEM_PC11SMI-Ij-2)

Directions: Use the Binomial Theorem to expand the following. Show your solutions.
11. (2𝑥 − 𝑦)6

Solution:
12. (2𝑎2 − 3𝑦 2 )3
Solution:
1
13. ( + 3𝑦)4
√𝑝
Solution:
2𝑦 4 𝑥5
14. ( 𝑥3 + 2𝑦)5
Solution:
80
15. (√𝑥 − 3)7
Solution:
Activity 2- Show Me the Proof

Direction: Use the Binomial Theorem to prove the following. Show your solutions.
1. ∑𝑛𝑖=0 (𝑛𝑘) = 2𝑛 , where n is a positive integer
Solution:
2. ∑𝑛𝑖=0 (−1)𝑘 (𝑛𝑘) 3𝑛−𝑘 = 2𝑛

Solution:
Rubrics for Scoring
Activity 1-Expand the Binomial Expression

Amount of Learner Learner Learner expanded Learner failed
Work expanded all expanded 3-4 1-2 binomial to expand any
the binomial binomial expressions binomial
expressions expressions expression
Understanding Learner used Learner used Learner used Learner failed
Binomial Binomial Binomial Theorem to use the
Theorem in Theorem in in expanding 1-2 Binomial
expanding all expanding 3-4 binomial Theorem in
the binomial binomial expressions expanding the
expressions expressions expressions
Activity 2-Show Me the Proof

Amount of Learner Learner Learner presented Learner failed
Work presented the presented the a part of the proof to prove any
proofs of both proof of 1 of 1 problem problem
problems problem
Understanding Learner used Learner used Learner used Learner failed
Binomial Binomial Binomial Theorem to use the
Theorem in Theorem in in proving a part of Binomial
proving both proving 1 the problem Theorem in
problems problem proving the
problem
Reflection
Write your technique/s in doing the given activity.
References
https://www.purplemath.com/modules/binomial.htm
81
Answer Key
11. (2𝑥 − 𝑦)6 = ∑6𝑖=0(2𝑥)6−𝑖 (−𝑦)𝑖
= (60) (2𝑥)6−0 (−𝑦)0 + (61)(2𝑥)6−1 (−𝑦)1 + (62)(2𝑥)6−2 (−𝑦)2
+(63)(2𝑥)6−3 (−𝑦)3 + (64)(2𝑥)6−4 (−𝑦)4 + (65)(2𝑥)6−5 (−𝑦)5
+ (66)(2𝑥)6−6 (−𝑦)6
= (1)(2𝑥 )6 (1) + (6)(2𝑥 )5 (−𝑦) + (15)(2𝑥 )4 (𝑦 2 ) +(20)(2𝑥 )3 (−𝑦 3 )
+(15)(2𝑥 )2 (𝑦 4 ) + (6)(2𝑥)(−𝑦 5) + (1)(1)(𝑦 6 )
= 64𝑥 6 − 192𝑥 5 𝑦 + 240𝑥 4 𝑦 2 − 160𝑥 3 𝑦 3 + 60𝑥 2 𝑦 4 − 12𝑥 4 𝑦 5 + 𝑦 6
12. (2𝑎2 − 3𝑦 2 )3 = ∑3𝑖=0(2𝑎2 )3−𝑖 (−3𝑦 2 )𝑖

= (30) (2𝑎2 )3−0 (−3𝑦 2 )0 + (31) (2𝑎2 )3−1 (−3𝑦 2)1 +
(32) (2𝑎2 )3−2 (−3𝑦 2 )2
+(33) (2𝑎2 )3−3 (−3𝑦 2 )3
= (1)(2𝑎2 )3 (1) + (3) (2𝑎2 )2 (−3𝑦 2 ) + (3) (2𝑎2 )(9𝑦 4 )
+(1)(1)(−27𝑦 6 )
= 8𝑎6 − 36𝑎4 𝑦 2 + 54𝑎2 𝑦 4 − 27𝑦 6
1 1
13. ( 𝑝 + 3𝑦)4 = ∑4𝑖=0( 𝑝)4−𝑖 (3𝑦)𝑖
√ √
1 4−0 1 1
= (0) ( ) (3𝑦)0 + (41) ( )4−1 (3𝑦)1 + (42) ( )4−2(3𝑦)2
4
√ 𝑝 √ 𝑝 √𝑝
4 1 4−3 3 4 1 4−4 4
+ (3) ( 𝑝) (3𝑦) + (4) ( 𝑝) (3𝑦)
√ √
1 4 1 3 1 2
= (1) ( 𝑝) (1) + (4) ( 𝑝) (3𝑦) + (6) ( 𝑝) (9𝑦 2 ) +
√ √ √
1
( 4) ( 𝑝)(27𝑦 3 )
√
+ (1) (1)(81𝑦 4 ) )
1 12𝑦 54𝑦2 108𝑦3
= 𝑝2 + 𝑝 + + 81𝑦 4+
𝑝 √ 𝑝√𝑝
2𝑦 4 𝑥5 5 2𝑦 4 𝑥5
14. ( 𝑥3 + ) = ∑5𝑖=0( 3 )5−𝑖 ( )𝑖
2𝑦 𝑥 2𝑦
2𝑦 4 5−0 𝑥 5 0 2𝑦 4 𝑥5 2𝑦 4 𝑥5
= (0) ( 𝑥3 ) (2𝑦) + (51) ( 𝑥3 )5−1 (2𝑦)1 + (52) ( 𝑥3 )5−2(2𝑦)2
5
2𝑦 4 𝑥5 2𝑦 4 𝑥5 2𝑦 4 𝑥5
+ (53) ( 𝑥3 )5−3(2𝑦)3 + (54) ( 𝑥3 )5−4(2𝑦)4 + (55) ( 𝑥3 )5−5(2𝑦)5
5 4 3
2𝑦 4 2𝑦 4 𝑥5 2𝑦 4 𝑥 10
= (1) ( 𝑥3 ) (1) + (5) ( 𝑥3 ) (2𝑦) + (10) ( 𝑥3 ) (4𝑦2) +
2
2𝑦 4 𝑥 15
(10) ( 𝑥3 ) (8𝑦 3 )
2𝑦 4 𝑥 20 𝑥 25
+ (5)( 𝑥3 ) (16𝑦 4) + (1)(1) (32𝑦5 )
32𝑦 20 5𝑥 17 𝑥 25
= + 40𝑥 2 𝑦 7 + 20𝑥𝑦 10 + 5𝑥 9 𝑦 5 + + 32𝑦 5
𝑥 15 8
15. (√𝑥 − 3)7 = ∑7𝑖=0(√𝑥)7−𝑖 (−3)𝑖
=(70)(√𝑥)7−0(−3)0 + (71)(√𝑥)7−1 (−3)1 + (72)(√𝑥)7−2(−3)2
(73)(√𝑥)7−3 (−3)3 + (74)(√𝑥)7−4(−3)4 + (75)(√𝑥)7−5 (−3)5
(76)(√𝑥)7−6 (−3)6 + (77)(√𝑥)7−7(−3)7
82
7 6 5 4
=(1)(√𝑥) (1) + (7)(√𝑥) (−3) + (21)(√𝑥) (9) + (35)(√𝑥) (−27)
3 2
+(35)(√𝑥) (81) + (21)(√𝑥) (−243) + (7)(√𝑥)(729) +
(1)(1)(−2,187)
= 𝑥 3 √𝑥 − 21𝑥 3 + 189𝑥 2 √𝑥 − 945𝑥 2 + 2,835 𝑥√𝑥 − 5,103𝑥 +
5103√𝑥 − 2,187
Activity 2- Show Me the Proof

1. ∑𝑛𝑘=0 (𝑛𝑘) = 2𝑛
Solution: set a=b=1 in the expansion of (𝑎 + 𝑏)𝑛
2𝑛 = (1 + 1)𝑛 = ∑𝑛𝑘=0 (𝑛𝑘) 1𝑛−𝑘 1𝑘 = (𝑛0)1𝑛−0 10 = ∑𝑛𝑘=0 (𝑛𝑘)
2. ∑𝑛𝑖=0 (−1)𝑘 (𝑛𝑘) 3𝑛−𝑘 = 2𝑛

Solution: set a=3, b=-1 in the expansion of (𝑎 + 𝑏)𝑛
.2𝑛 = (3 − 1)𝑛 = ∑𝑛𝑘=0 (𝑛0) 3𝑛−𝑘 (−1)𝑘 = (𝑛0)3𝑛−0 (−1)0 = ∑𝑛𝑖=0 (−1)𝑘 (𝑛𝑘) 3𝑛−𝑘
83

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11

LEARNING ACTIVITY SHEETS

Content Editor : ALJON S. BUCU, PhD

Focal Persons : INOCENCIO T. BALAG, Division EPS- Mathematics, ISABELA

Printed in DepEd Regional Office No. 02

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Illustrate the different types of conic sections: parabola, ellipse,

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Figure 1 Figure 2 Figure 3 Figure 4

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Ellipse Parabola Circle Hyperbola

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____________2. Center at (−1, 2), radius √5

4. (𝑥 + 5)2 + (𝑦 − 7)2 = 144 4. (𝑥 − 2)2 + 𝑦 2 = 10

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For further guidance, you may refer on the table.

Equation Vertex Focus Directrix Axis of Ends of

2. 𝑥 2 = 30𝑦 (0, 0) (0, 15/2) Y= -15/2 y-axis (±15, 15/2)

3. 𝑦 2 + 8𝑥 + 4𝑦 + 12 = 0 (-1, -2) (-3, -2) X= 1 Parallel to (-3, 2)

x-axis (-3, -6)

4.𝑥 2 + 6𝑥 − 16𝑦 + 25 = (-3, 1) (-3, 5) Y=-3 Parallel to (-11, 5)

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Consider the equations of the ellipse in different Major Axes.

ℎ = 4 𝑎𝑛𝑑 𝑘 = −2 Foci 𝐹1 (0, −2) 𝑎𝑛𝑑 𝐹2 (8, −2)

𝑎2 = 25; 𝑎 = 5 Vertices 𝑉1 (9, −2) 𝑎𝑛𝑑 𝑉2 (−1, −2)

_______________ 2. lengths of the two foci 10 at y-axis, minor axis 24

_______________ 4. Vertices (3, −1)𝑎𝑛𝑑 (3, 5); minor axis 4

Directions. Solve the following problems. [5 points each]

3. An athletic field is defined by the parametric equations 𝑥 − 2 = 6 sin 𝑡 𝑎𝑛𝑑 𝑦 + 1 =

(𝑦−2)2 (𝑥−3)2 (𝑦−2)2 (𝑥−8)2

a. Center ------ (2,-1)

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Hyperbola with Center at (h, k)

49𝑥 2 − 686𝑥 − 25𝑦 2 + 200𝑦 + 776 = 0

5. 64𝑥 2 − 16𝑦 2 − 1024 = 0

__________ 3. Foci (0, ± 6), length of transverse axis is 8

__________ 5. Vertex (0, 4) and focus (0, 12)

1. 9𝑥 2 − 16𝑦 2 + 144𝑥 − 64𝑦 = 64

vertex (9, −4)

E. Solve the following problems.

Complete this statement.

Department of Education. Precalculus Teacher’s Guide.2016

Comandante,Felipe L. Analytic and Solid Geometry. National Bookstore.2006

5. 64𝑥 2 − 16𝑦 2 − 1024 = 0

a) Transverse axis 𝑉1 (−4, 0) & 𝑉2 (4, 0)

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By Substitution Method, solve the system:

Solve the system by Elimination Method

By Graphical Method, solve the system:

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Name of Learner: ________________________ Grade Level: _

Name of Learner: ________________________ Grade Level: _

Name of Learner:________ Grade Level & Section:

The inequality is (19.)___ for n ≥ 3 and (20.)_ for n ≤ 3. This