SPSTEM1 Course Module 2024-2024

Table of Content
Module 1 - Conic Sections

Lesson 1: Circle …………………………………………………………………………………………….…...3
Lesson 2: Parabola……………………………………………………………………………………………..15
Lesson 3: Ellipse………………………………………………………………………………………………...26
Lesson 4: Hyperbola………………………………………………………………………………………..…37
Module 2 - Circular Functions

Lesson 5: Radian and Degree Measures……………………………………………………………....50
Lesson 6: Linear ang Angular Measures of Central Angle………………………………….…..59
Lesson 7: Unit Circle…………………………………………………………………………………………..65
Lesson 8: Circular Functions…………………………………………………………………..……..……80
Module 3: Trigonometry
Lesson 9: Fundamental Trigonometric Identities………………………………………….……..90
1
Course Pack
SP-STEM1 – Pre-Calculus
SY 2024-2025
Course Overview
Precalculus is a course that combines reviews of algebra, geometry, and functions into a
preparatory course for Calculus. The course focuses on the mastery of critical skills and exposure to
new skills necessary for success in subsequent math course. At the end of the course, the students
must be able to apply concepts and solve problems involving conic sections, circular and
trigonometric functions, and trigonometric identities.
Course Objectives
 model situations appropriately and solve problems accurately using conic sections
 formulate and solve accurately situational problems (like sound and light waves) involving
circular functions
 apply appropriate trigonometric identities in solving situational problems
 formulate and solve accurately situational problems (using indirect measurements)
involving appropriate trigonometric functions
Course Outline
Module 1 – Conic Sections

 Lesson 1 – Circle
 Lesson 2 – Parabola
 Lesson 3 – Ellipse
 Lesson 4 – Hyperbola
Module 2 – Circular Functions

 Lesson 5 – Radian and Degree Measure
 Lesson 6 – Unit Circle
 Lesson 7 – Circular Functions
Module 3 – Trigonometry
 Lesson 8 – Fundamental Trigonometric Identities
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The focus of this module is to explain the key concepts of conics and their graphs as
well as the many real-world applications of conics.
Lesson 1: Circle
Objectives
At the end of the lesson, you should be able to:
 Define a circle
 Determine the standard and general form of equation of a circle
 Graph the equation of the circle in a rectangular coordinate system
 Solve real-life problems involving circles
Introduction
Conic section was an interesting subject among ancient Greek mathematicians. It
was Apollonius of Perga, the great Greek geometer, studied the curves formed by the
intersection of a plane and a double right circular cone, and discovered many properties of
these curves. These curves were later known as conic sections.
Activating Prior Knowledge
A plane is made to cut two inverted right circular cones connected in their vertices. The
cones are called nappes. The four basic conics shown on the figure above are formed in such
a way that the intersecting plane does not pass through the vertex of the cones.
 If the plane cut one nappe parallel to the side of a cone, the figure formed is a parabola.
 If the plane cuts one nappe perpendicular to the cone axis, the figure formed is a circle.
 If the plane cuts one nappe at an angle with the cone axis, the resulting figure is an ellipse.
 If the plane intersects both nappes and is parallel to the cone axis, the figure formed is a
hyperbola.
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Analysis
Notice that the planes that cut through the double-napped cone do not pass through
the vertex of the cone. But when these planes pass through the vertex, the conics formed
are said to be degenerate.
Thus, we see that a degenerate conic is either a point, a line, or a pair of intersecting lines.
Acquiring New Knowledge
Of all conics, circle is the most known. This shape can be seen everywhere
that can even a small child can identify this basic geometric figure without any
difficulty.
Definition of Terms
 Circle – is the set of all points (𝑥, 𝑦) in a plane that are
equidistant from the fixed point.
 Center – fixed point of the circle (ℎ, 𝑘)
 Radius –the distance from the center to any point on the
circle
Standard Form of the Equation of a Circle
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
 The point (ℎ, 𝑘) is the center of the circle
 The positive number 𝑟 is the radius of the circle
The standard form of the equation of a circle helps you easily identify
its center and radius.
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Example
A. Determine the standard form of equation of the circle given its center and
radius.
1. center 𝐶(0,0) and radius 4

Solution:
(𝑥 − 0)2 + (𝑦 − 0)2 = 42 -------> Substitute the value of h, k, and r in the standard form
𝒙𝟐 + 𝒚𝟐 = 𝟏𝟔 -------> Simplify
2. center 𝐶(−1,2) and radius 7

Solution:
[𝑥 − (−1)]2 + (𝑦 − 2)2 = 72 -------> Substitute the value of h, k, and r in the standard form
(𝒙 + 𝟏)𝟐 + (𝒚 − 𝟐)𝟐 = 𝟒𝟗 -------> Simplify
3. center 𝐶(3,5) and radius 2

Solution:
(𝑥 − 3)2 + (𝑦 − 5)2 = 22 -------> Substitute the value of h, k, and r in the standard form
(𝒙 − 𝟑)𝟐 + (𝒚 − 𝟓)𝟐 = 𝟒 -------> Simplify
4. center 𝐶(0, −2) and radius 5

Solution:
(𝑥 − 0)2 + [(𝑦 − (−2)]2 = 52 -------> Substitute the value of h, k, and r in the standard form
𝒙𝟐 + (𝒚 + 𝟐)𝟐 = 𝟐𝟓 -------> Simplify
5. center 𝐶(−2, −4) and radius √6

Solution:
[(𝑥 − (−2)]2 + [(𝑦 − (−4)]2 = (√6)2 -------> Substitute the value of h, k, and r in the standard form
(𝒙 + 𝟐)𝟐 + (𝒚 + 𝟒)𝟐 = 𝟔 -------> Simplify
B. Given the standard form of the equation, determine the coordinates of the
center and the radius of the following circles. Draw its graph.
1. (𝑥 − 5)2 + (𝑦 + 1)2 = 36
Solution:
(𝑥 − 5)2 + [𝑦 − (−1)]2 = 62 -------> Substitute the value of h, k, and r in the standard form
Center: (𝟓, −𝟏) -------> obtain the opposite sign of −5 and 1
Radius: 6 -------> take the square root of 36
Steps on how to graph a circle in the Cartesian Plane

1. Locate the center of the circle and plot it in the
Cartesian Plane. 𝐶(5, −1)
2. Determine your radius. 𝑟 = 6 𝑢𝑛𝑖𝑡𝑠
3. Count 6 units in all four directions from the
center: left, right, up, and down.
4. Connect the points.
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1 2
2. (𝑥 + ) + 𝑦 2 = 12
2
Solution:
1
[𝑥 − (− )]2 + (𝑦 − 0)2 = (2√3)2 -------> Substitute the value of h, k, and r in the standard form
2
𝟏
Center: (− 𝟐 , 𝟎) -------> obtain the opposite sign of ½ and 0
Radius: 𝟐√𝟑 -------> take the square root of 12. Since 12 is not a perfect
square, find factors of 12 in which one factor is a perfect square like 4 and 3.
3. (𝑥 − 3)2 + (𝑦 − 4)2 = 15
Solution:
(𝑥 − 3)2 + (𝑦 − 4)2 = (√15)2 -------> Substitute the value of h, k, and r in the standard form
Center: (𝟑, 𝟒) -------> obtain the opposite sign of −3 and −4
Radius: √𝟏𝟓 ≈ 𝟑. 𝟖𝟕 -------> take the square root of 15. Since 15 is not a perfect
square and is a prime number, then √15 is the final answer or can be in
decimal form (round off to the nearest hundredths).
You can use different software/applications to graph equations and functions. Here is the
links for Symbolab, Desmos, and Geogebra for your reference.
Symbolab: https://www.symbolab.com/graphing-calculator
Desmos: https://www.desmos.com/calculator
Geogebra: https://www.geogebra.org/graphing?lang=en
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General Form of the Equation of the Circle
The equation of a circle can be written in another form by expanding the binomials
on the left side of the equation and then combining similar terms. Thus,
(x − h)2 + (y − k)2 = r2
x2 − 2hx + h2 + y2 − 2ky + k2 − r2 = 0
x2 + y2 − 2hx − 2ky + h2 + k2k − r2 = 0
The last equation can be written in the general form of the equation of a circle, that is,
𝐱 𝟐 + 𝐲 𝟐 + 𝐃𝐱 + 𝐄𝐲 + 𝐅 = 𝟎
Example
A. Write the equation of the circle in general form given the following
conditions. Then sketch the graph.
1. Center: (-1,2) ; radius: 2

Solution
[𝑥 − (−1)]2 + (𝑦 − 2)2 = 22 -----> Substitute h, k, and r in the standard form
(𝑥 + 1)2 + (𝑦 − 2)2 = 4 -----> Simplify
(𝑥 2 + 2𝑥 + 1) + (𝑦 2 − 4𝑦 + 4) = 4 -----> Expand the square of binomial using FOIL method
𝑥 2 + 𝑦 2 + 2𝑥 − 4𝑦 + 1 + 4 − 4 = 0 -----> Rearrange the terms in order and equate to 0
𝒙𝟐 + 𝒚𝟐 + 𝟐𝒙 − 𝟒𝒚 + 𝟏 = 𝟎 -----> Simplify
Steps on how to graph a circle in the Cartesian Plane

1. Locate the center of the circle and plot it in the
Cartesian Plane. 𝐶(−1,2)
2. Determine your radius. 𝑟 = 2 𝑢𝑛𝑖𝑡𝑠
3. Count 2 units in all four directions from the
center: left, right, up, and down.
4. Connect the points.
2. Center: (3,7) ; radius: 5

Solution
(𝑥 − 3)2 + (𝑦 − 7)2 = 52 -----> Substitute h, k, and r in the standard form
(𝑥 − 3)2 + (𝑦 − 7)2 = 25 -----> Simplify
(𝑥 2 − 6𝑥 + 9) + (𝑦 2 − 14𝑦 + 49) = 25 -----> Expand the square of binomial using FOIL method
𝑥 2 + 𝑦 2 − 6𝑥 − 14𝑦 + 9 + 49 − 25 = 0 -----> Rearrange the terms in order and equate to 0
𝒙𝟐 + 𝒚𝟐 − 𝟔𝒙 − 𝟏𝟒𝒚 + 𝟑𝟑 = 𝟎 -----> Simplify
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3. Center: (2,-2) ; point on the circle: (-1,4)
Solution
Note: The radius of the circle is the distance from (2, −2) and (−1,4).
𝑟 = √(−1 − 2)2 + [4 − (−2)]2 -----> Use distance formula

𝑟= √(−3)2 + 62 -----> Simplify
𝑟 = √45 ≈ 6.71 -----> Radius
The equation of the circle in general form with center at (2, −2) and has a radius of √45 is:
(𝑥 − 2)2 + [𝑦 − (−2)]2 = (√45)2 -----> Substitute h, k, and r in the standard form
(𝑥 − 2)2 + (𝑦 + 2)2 = 45 -----> Simplify
(𝑥 2 − 4𝑥 + 4) + (𝑦 2 + 4𝑦 + 4) = 45 -----> Expand the square of binomial using FOIL method
𝑥 2 + 𝑦 2 − 4𝑥 + 4𝑦 + 4 + 4 − 45 = 0 -----> Rearrange the terms in order and equate to 0
𝒙𝟐 + 𝒚𝟐 − 𝟒𝒙 + 𝟒𝒚 − 𝟑𝟕 = 𝟎 -----> Simplify
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4. Center: (2,3) ; point on the circle: (5,-1)
Solution
𝑟 = √(5 − 2)2 + (−1 − 3)2 -----> Use distance formula
𝑟= √32 + 42 -----> Simplify
𝑟=5 -----> Radius
The equation of the circle in general form with center at (2,3) and has a radius of 5 is:
(𝑥 − 2)2 + (𝑦 − 3)2 = 52 -----> Substitute h, k, and r in the standard form
(𝑥 − 2)2 + (𝑦 − 3)2 = 25 -----> Simplify
(𝑥 2 − 4𝑥 + 4) + (𝑦 2 − 6𝑦 + 9) = 25 -----> Expand the square of binomial using FOIL method
𝑥 2 + 𝑦 2 − 4𝑥 − 6𝑦 + 4 + 9 − 25 = 0 -----> Rearrange the terms in order and equate to 0
𝒙𝟐 + 𝒚𝟐 − 𝟒𝒙 − 𝟔𝒚 − 𝟏𝟐 = 𝟎 -----> Simplify
B. Given the general equation of the circle, identify its center and radius.
1. 𝑥 2 + 𝑦 2 + 8𝑥 + 2𝑦 + 8 = 0
Solution
(𝑥 2 + 8𝑥 + ? ) + (𝑦 2 + 2𝑦 + ? ) = −8 ----->Group the terms
(𝑥 2 + 8𝑥 + 16) + (𝑦 2 + 2𝑦 + 1 ) = −8 + 16 + 1 ----->Complete the squares
(𝑥 + 4)2 + (𝑦 + 1)2 = 9 ----->Write in standard form
Center: (−𝟒, −𝟏)
Radius: √𝟗 = 𝟑
2. 𝑥 2 + 𝑦 2 + 6𝑥 − 12𝑦 + 41 = 0
Solution
(𝑥 2 + 6𝑥 + ? ) + (𝑦 2 − 12𝑦 + ? ) = −41 ----->Group the terms
(𝑥 2 + 6𝑥 + 9) + (𝑦 2 − 12𝑦 + 36 ) = −41 + 9 + 36 ----->Complete the squares
(𝑥 + 3)2 + (𝑦 − 6)2 = 4 ----->Write in standard form
Center: (−𝟑, 𝟔)
Radius: √𝟒 = 𝟐
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3. 𝑥 2 + 𝑦 2 − 10𝑥 − 6𝑦 + 25 = 0
Solution
(𝑥 2 − 10𝑥 + ? ) + (𝑦 2 − 6𝑦 + ? ) = −25 ----->Group the terms
(𝑥 2 − 10𝑥 + 25) + (𝑦 2 − 6𝑦 + 9 ) = −25 + 25 + 9 ----->Complete the squares
(𝑥 − 5)2 + (𝑦 − 3)2 = 9 ----->Write in standard form
Center: (𝟓, 𝟑)
Radius: √𝟗 = 𝟑
Here is a quick link on how to do Completing the Square

http://www.mesacc.edu/~scotz47781/mat120/notes/quadratics/comp_square_a_i
s_1.html
Word-Problems Involving Circles
1. A cell phone tower in a village is designed to service a 15-kilometer

radius. The tower is located at the center of the village.
a. What is the general equation of the outer boundary of
the region serviced by the tower?
Given: 𝑟 = 15
𝐶(0,0) ----> based on the problem, the tower is located at the center
Solution:
(𝑥 − 0)2 + (𝑦 − 0)2 = 152 ----->Substitute h,k, and r in the standard form
𝑥 2 + 𝑦 2 = 225 ----->Simplify
𝒙𝟐 + 𝒚𝟐 − 𝟐𝟐𝟓 = 𝟎 ----->General form of the equation
b. Is a cell phone user at 𝑃(13,12) within the service range? Explain.

Note: Use distance formula to determine if the user is within the service range
Solution:
𝑑 = √(13 − 0)2 + (12 − 0)2 ----->Plug in the values to the formula
𝑑 = √169 + 144 ----->Simplify
𝑑 = √313 ≈ 17.69 kilometers ----->Distance of the user from the tower
Explanation:
The cell phone user is outside the service range. The distance
from the center to the cell phone is larger than the radius of the coverage
area (17.69 km vs. 15 km).
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2. A seismological station is located at (0,-3), 3 km away from a straight
shoreline where the x-axis runs through. The epicenter of an earthquake
was determined to be 6 km away from the station. Find the equation of the
curve in general form that contains the possible location of the epicenter.
Given: 𝑟 = 6 𝑘𝑚 ; 𝐶(0, −3)
Solution
(𝑥 − 0)2 + [𝑦 − (−3)]2 = 62
𝑥 2 + (𝑦 + 3)2 = 36
𝑥 2 + (𝑦 2 + 6𝑦 + 9) = 36
𝑥 2 + 𝑦 2 + 6𝑦 + 9 − 36 = 0
𝒙𝟐 + 𝒚𝟐 + 𝟔𝒚 − 𝟐𝟕 = 𝟎
APPLICATION
A. Determine the standard form of the equation of the circle given its center and radius.
Draw its graph.
1. 𝐶(4, −1) ; 𝑟 = 3 2. 𝐶(−4,0) ; 𝑟 = 4
3. 𝐶(2, 2) ; 𝑟 = 5 4. 𝐶(0,3) ; 𝑟 = 2
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5. 𝐶(−1, −1) ; 𝑟 = 5
B. Write the equation of the circle in general form given its center and radius.
1. 𝐶(−4, −2) ; 𝑟 = 6 4. 𝐶(8, −4) ; 𝑟 = 5
2. 𝐶(3, −2) ; 𝑟 = 2 3 5
5. 𝐶 (4 , − 4) ; 𝑟 = 2√3
3. 𝐶(0, −5) ; 𝑟 = 4
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C. Determine the center and radius of each circle in general form.
1. 𝑥 2 + 𝑦 2 − 6𝑥 + 8𝑦 + 9 = 0
2. 𝑥 2 + 𝑦 2 + 8𝑥 + 2𝑦 − 8 = 0
3. 𝑥 2 + 𝑦 2 − 4𝑥 − 4𝑦 − 1 = 0
4. 𝑥 2 + 𝑦 2 − 10𝑥 + 12𝑦 + 12 = 0
5. 𝑥 2 + 𝑦 2 + 12𝑥 − 6𝑦 + 9 = 0
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D. Problem Solving
Semicircles are commonly known used shapes in building viaducts of

railroads, especially when the railroad passes over a body of water. An example of
this is the Rockville Bridge at Rockville, Pennsylvania, which is considered the world’s
longest stone masonry arch railroad viaduct. It has 48 semicircular arches, each with
a span of approximately 21.34 meters (70 feet). Use the given figure to determine the
centers, radii, and general equations that model each of the first two arches.
“Life is a circle of happiness, sadness, hard times, and good times. If you are going through hard times,
have faith that good times are on the way.”
-Anonymous
14
The focus of this module is to explain the key concepts of conics and their graphs as
well as the many real-world applications of conics.
Lesson 2: Parabola
Objectives

 Define a parabola
 Determine the standard form of equation of a parabola
 Graph the parabola in a rectangular coordinate system
 Solve real-life problems involving parabola
Introduction
In this lesson, we will study parabolas from a geometric rather than

algebraic point of view. An image of parabola can be formed if a right
circular cone cut by a plane is parallel to one and only one generator.
Curves followed by projectiles are considered as parabolic designs, which are commonly
used in water slides. Parabolic concepts are applied in lights and sounds designs. Several famous
landmarks around the world are in the form of parabola.
Analysis
Here are some objects that is in parabolic design.
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The dish antenna and automobile headlight reflectors use parabolic shape so that light rays
and sound waves are all reflected in parallel ways, thus creating stronger more focused signal.
A. Definition of Terms
 Parabola – is the set of all points (x,y) in a
plane whose distance from a fixed point is
equal to the distance from a fixed line.
 Focus – fixed point
 Directrix – fixed line
 Axis of symmetry – the line perpendicular
to the directrix and passing through the
focus
 Latus rectum – chord that passes through
the focus and perpendicular to the axis of symmetry
 Vertex – point on the parabola midway between the latus rectum and directrix.
The vertex and the endpoints of the latus rectum are used on sketching the
graph of a parabola.
B. Standard Form of the Equation of a Parabola

For the parabola with vertex at (ℎ, 𝑘), the following characteristics can be derived:
Vertex: (ℎ, 𝑘) Parabola with horizontal Parabola with vertical

axis of symmetry axis of symmetry
Equation (𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ) (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)
Coordinates of Focus (ℎ + 𝑝, 𝑘) (ℎ, 𝑘 + 𝑝)
Opening of Parabola If 𝑝 < 0, parabola opens to If 𝑝 < 0, parabola opens

the left. downward.
If 𝑝 > 0, parabola opens to If 𝑝 > 0, parabola opens
the right. upward.
Latus Rectum Equation: 𝑥 = ℎ + 𝑝 Equation: y= 𝑘 + 𝑝

Direction: Vertical Direction: Horizontal
Length: |4𝑝| Length: |4𝑝|
Endpoints: (ℎ + 𝑝, 𝑘 ± 2𝑝) Endpoints: (ℎ ± 2𝑝, 𝑘 + 𝑝)
Axis of Symmetry Equation: 𝑦 = 𝑘 Equation: 𝑥 = ℎ

Direction: Horizontal Direction: Vertical
Directrix Equation: 𝑥 = ℎ − 𝑝 Equation: 𝑦 = 𝑘 − 𝑝

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C. Example
Given the equation of the parabola, find the following and sketch the graph.
1. 𝒚𝟐 = 𝟐𝟖𝒙
Opening of the parabola: Opens to the right
_____________________________
Vertex: _____________________________
(0,0)
Focus: (7,0)
_____________________________
Latus Rectum: (7,14) 𝑎𝑛𝑑 (7, −14)
_____________________________
Axis of Symmetry: 𝑦=0
_____________________________
Directrix: 𝑥 = −7
_____________________________
Solution:
4𝑝 = 28 -----> Compute for p
𝒑=𝟕 -----> Simplify. Since 𝑝 > 0, the parabola opens to the right
Note: Transform the equation into standard form to determine easily the vertex (h,k)
Vertex: (𝑦 − 𝟎)2 = 28(𝑥 − 𝟎) -----> 𝑽(𝟎, 𝟎)

Focus: (ℎ + 𝑝, 𝑘) ⟹ (0 + 7, 0) -----> 𝑭(𝟕, 𝟎)
Latus rectum: (ℎ + 𝑝, 𝑘 + 2𝑝) ⟹ (0 + 7,0 + (2 ∗ 7)) -----> 𝑳𝟏 (𝟕, 𝟏𝟒)
(ℎ + 𝑝, 𝑘 − 2𝑝) ⟹ (0 + 7,0 − (2 ∗ 7)) -----> 𝑳𝟐 (𝟕, −𝟏𝟒)
Axis of Symmetry: 𝑦 = 𝑘 -----> 𝒚 = 𝟎
Directrix: 𝑥 = ℎ − 𝑝 ⟹ 𝑥 = 0 − 7 -----> 𝒙 = −𝟕
𝐿1 (7,14)
𝑥 = −7
𝑉(7,0) 𝐹(7,0)
𝐿2 (7, −14)
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2. 𝒙𝟐 − 𝟔𝒙 − 𝟏𝟐𝒚 − 𝟓𝟏 = 𝟎
Opening of the parabola: Opens upward
_____________________________
Vertex: (3. −5)
_____________________________
Focus: (3, −2)
_____________________________
Latus Rectum: (9, −2) 𝑎𝑛𝑑 (−3, −2)
_____________________________
Axis of Symmetry: 𝑥=3
_____________________________
Directrix: 𝑦 = −8
_____________________________
Note: Since the given equation is in general form, transform the equation first into
standard form to easily determine the vertex, (h,k), and the value of p.
Solution:
𝑥 2 − 6𝑥 − 12𝑦 − 51 = 0 -----> Given
(𝑥 2 − 6𝑥+ ? ) = 12𝑦 + 51 -----> Group the variables
(𝑥 2 − 6𝑥 + 9) = 12𝑦 + 51 + 9 -----> Use completing the square
(𝑥 − 3)2 = 12𝑦 + 60 -----> Factor the trinomial as a square of binomial
(𝒙 − 𝟑)𝟐 = 𝟏𝟐(𝒚 + 𝟓) ----->Standard form
4𝑝 = 12 -----> Compute for p

𝒑=𝟑 -----> Simplify. Since 𝑝 > 0, the parabola opens upward
Vertex: (𝑥 − 𝟑)2 = 12(𝑦 + 𝟓) -----> 𝑽(𝟑, −𝟓)

Focus: (ℎ, 𝑘 + 𝑝) ⟹ (3, −5 + 3) -----> 𝑭(𝟑, −𝟐)
Latus rectum: (ℎ + 2𝑝, 𝑘 + 𝑝) ⟹ (3 + 2(3), −5 + 3) -----> 𝑳𝟏 (𝟗, −𝟐)
(ℎ − 2𝑝, 𝑘 + 𝑝) ⟹ (3 − 2(3), −5 + 3) -----> 𝑳𝟐 (−𝟑, −𝟐)
Axis of Symmetry: 𝑥 = ℎ -----> 𝒙 = 𝟑
Directrix: 𝑦 = 𝑘 − 𝑝 ⟹ 𝑦 = −5 − 3 -----> 𝒚 = −𝟖
𝐹(3, −2)
𝐿2 (−3, −2) 𝐿1 (9, −2)
𝑉(3, −5)
𝑦 = −8
18
3. (𝒚 − 𝟑)𝟐 = −𝟖(𝒙 + 𝟐)
Opening of the parabola: Opens to the left
_____________________________
Vertex: (−2,3)
_____________________________
Focus: (−4,3)
_____________________________
Latus Rectum: (−4, −1) 𝑎𝑛𝑑 (−4,7)
_____________________________
Axis of Symmetry: 𝑦=3
_____________________________
Directrix: 𝑥=0
_____________________________
Note: Since the given equation is in standard form already, then it will be effortless for you to
determine coordinates and equations.
Solution:
4𝑝 = −8 -----> Compute for p
𝒑 = −𝟐 -----> Simplify. Since 𝑝 < 0, the parabola opens to the left
Vertex: (𝑦 − 𝟑)2 = −8(𝑥 + 2) -----> 𝑽(−𝟐, 𝟑)

Focus: (ℎ + 𝑝, 𝑘) ⟹ (−2 − 2, 3) -----> 𝑭(−𝟒, 𝟑)
Latus rectum: (ℎ + 𝑝, 𝑘 + 2𝑝) ⟹ (−2 − 2, 3 + 2(−2)) -----> 𝑳𝟏 (−𝟒, −𝟏)
(ℎ + 𝑝, 𝑘 − 2𝑝) ⟹ (−2 − 2, 3 − 2(−2)) -----> 𝑳𝟐 (−𝟒, 𝟕)
Axis of Symmetry: 𝑦 = 𝑘 -----> 𝒚 = 𝟑
Directrix: 𝑥 = ℎ − 𝑝 ⟹ 𝑥 = −2 − (−2) -----> 𝒙 = 𝟎
𝑥=0
𝐿2 (−4,7)
V(−2,3)
F(−4,3)
𝐿1 (−4, −1)
19
4. 𝑥 2 + 12𝑥 + 3𝑦 + 3 = 0
Opening of the parabola: Opens downward
_____________________________
Vertex: _____________________________
(−6.11)
(−6, 41⁄4)
Focus: _____________________________
(−15⁄𝟐 , 41⁄4) 𝑎𝑛𝑑 (−9⁄𝟐 , 41⁄4)
Latus Rectum: _____________________________
Axis of Symmetry: 𝑥 = −6
_____________________________
Directrix: 𝑦 = 47⁄4
_____________________________
Note: Since the given equation is in general form, transform the equation first into
standard form to effortlessly find the vertex, (h,k), and the value of p.
Solution:
𝑥 2 + 12𝑥 + 3𝑦 + 3 = 0 -----> Given
(𝑥 2 + 12𝑥 + ? ) = −3𝑦 − 3 -----> Group the variables
(𝑥 2 + 12𝑥 + 36) = −3𝑦 − 3 + 36 -----> Use completing the square
(𝑥 + 6)2 = −3𝑦 + 33 -----> Factor the trinomial as a square of binomial
(𝒙 + 𝟔)𝟐 = −𝟑(𝒚 − 𝟏𝟏) -----> Standard form
4𝑝 = −3 -----> Compute for p

𝟑
𝒑= −𝟒 -----> Simplify. Since 𝑝 < 0, the parabola opens downward
Vertex: (𝑥 + 𝟔)2 = −3(𝑦 − 𝟏𝟏) -----> 𝑽(−𝟔, 𝟏𝟏)

3 𝟒𝟏
Focus: (ℎ, 𝑘 + 𝑝) ⟹ (−6, 11 − ) -----> 𝑭(−𝟔, )
4 𝟒
3 3 𝟏𝟓 𝟒𝟏
Latus rectum: (ℎ + 2𝑝, 𝑘 + 𝑝) ⟹ (−6 + 2(− ), 11 − ) -----> 𝑳𝟏 (− , )
4 4 𝟐 𝟒
3 3 𝟗 𝟒𝟏
(ℎ − 2𝑝, 𝑘 + 𝑝) ⟹ (−6 − 2(− 4), 11 − 4) -----> 𝑳𝟐 (− 𝟐 , 𝟒 )
Axis of Symmetry: 𝑥 = ℎ -----> 𝒙 = −𝟔
3 𝟒𝟕
Directrix: 𝑦 = 𝑘 − 𝑝 ⟹ 𝑦 = 11 − (− 4) -----> 𝒚 = 𝟒
47
𝑦=
4
𝑉(−6,11)
15 41 9 41
𝐿1 (− , ) 𝐿2 (− , )
2 4 41 2 4
𝐹(−6, )
4
20
Write the equation of the parabola in general form that satisfies the given
condition.
1. The vertex is at (4,2) and the focus is at (2,2).
Solution:
The vertex and the focus are on the axis of symmetry, 𝑦 = 2
Hence, the equation in standard form is (𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ).
𝒉 = 𝟒, 𝒌 = 𝟐 -----> Given 𝑉(ℎ, 𝑘)
ℎ+𝑝 =2 -----> Solve for p.
4+𝑝 = 2 -----> Substitute the value of h
𝑝=2−4 -----> Transpose 4
𝒑 = −𝟐 -----> Simplify
(𝑦 − 2)2 = 4(−2)(𝑥 − 4) -----> Plug in the value of h, k, and p

(𝑦 2 − 4𝑦 + 4) = −8(𝑥 − 4) -----> Expand the square of binomial
(𝑦 2 − 4𝑦 + 4) = −8𝑥 + 32 -----> Distribute 8
𝑦 2 + 8𝑥 − 4𝑦 + 4 − 32 = 0 -----> Equate to 0
𝒚𝟐 + 𝟖𝒙 − 𝟒𝒚 − 𝟐𝟖 = 𝟎 -----> Simplify
2. The vertex is at (4, −4) and the directrix is 𝑦 + 5 = 0.

Solution:
The directrix 𝑦 + 5 = 0 is horizontal.
Hence, the equation in standard form is (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)
𝒉 = 𝟒, 𝒌 = −𝟒 -----> Given 𝑉(ℎ, 𝑘)
𝑘 − 𝑝 = −5 -----> Solve for p.
−4 − 𝑝 = −5 -----> Substitute the value of k
−𝑝 = −5 + 4 -----> Transpose −4
𝒑=𝟏 -----> Simplify
(𝑥 − 4)2 = 4(1)(𝑦 + 4) -----> Plug in the value of h, k, and p

(𝑥 2 − 8𝑥 + 16) = 4(𝑦 + 4) -----> Expand the square of binomial
(𝑥 2 − 8𝑥 + 16) = 4𝑦 + 16 -----> Distribute 4
𝑥 2 − 8𝑥 − 4𝑦 + 16 − 16 = 0 -----> Equate to 0
𝒙𝟐 − 𝟖𝒙 − 𝟒𝒚 = 𝟎 -----> Simplify
3. The vertex is at (−7,4), the axis of symmetry is 𝑥 + 7 = 0, the length of the

latus rectum is 6, and 𝑝 is negative.
Solution:
The axis of symmetry, 𝑥 + 7 = 0, is vertical.
Hence, the equation of ins standard form is (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)
𝒉 = −𝟕, 𝒌 = 𝟒 -----> Given 𝑉(ℎ, 𝑘)
4𝑝 = 6 -----> Solve for p.
3
𝑝 = −2 -----> Simplify. (Note: p is negative)
21
3
(𝑥 + 7)2 = 4(− 2)(𝑦 − 4) -----> Plug in the value of h, k, and p
(𝑥 2+ 14𝑥 + 49) = −6(𝑦 − 4) -----> Expand the square of binomial
(𝑥 2+ 14𝑥 + 49) = −6𝑦 + 24 -----> Distribute −6
2
𝑥 + 14𝑥 + 6𝑦 + 49 − 24 = 0 -----> Equate to 0
𝒙𝟐 + 𝟏𝟒𝒙 + 𝟔𝒚 + 𝟐𝟓 = 𝟎 -----> Simplify
Problem solving
1. The parabolic reflector in a flashlight concentrates the light emitted by the

bulb, located at the focal point. If the bulb is 1.6cm from the vertex of the
reflector, write the equation for a cross-section of the reflector with its focus
on the positive x-axis.
Solution:
Coordinate of vertex: (0,0)
Coordinate of focus: (1.6,0)
𝑝 = 1.6
(𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ)
(𝑦 − 0)2 = 4(1.6)(𝑥 − 0)
𝒚𝟐 = 𝟔. 𝟒𝒙
2. A natural stone bridge in Algeria displays an arched

parabolic shape. The height of the arch from the
ground level is 50 feet. The base width at the ground
level is 30 feet. Using the base as the x-axis, write an
equation to model this arch.
Solution:
Position the y-axis so that the vertex will be (0,50).
The x-intercepts will be (15,0) and (-15,0).
Opening downward means “p” is negative.
(𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘) -----> Standard form

(15 − 0)2 = 4𝑝(0 − 50) -----> Plug in the values of (h,k) and (x,y) to solve p
225 = −200𝑝 -----> Simplify
9
𝑝=− -----> Value of p
8
(𝑥 − 0)2 = 4(− 9⁄8)(𝑥 − 50) -----> Substitute the value oh (h,k) and p
𝟐 𝟗
𝒙 = − 𝟐 (𝒙 − 𝟓𝟎) -----> Simplify
Parabolic reflectors are used to collect energy from a distant source (for example sound
waves or incoming star light). Since the principles of reflection are reversible, parabolic
reflectors can also be used to focus radiation from an isotropic source into a narrow
beam.
22
Application
A. Find the equation of the parabola described in each of the following items. Then, sketch the
graph.
1. Vertex at (−3,1) and focus at (4,1)
2. Vertex at the origin, the length of the latus rectum is 8, and the parabola opens
upward.
3. Vertex at (−2,1) and the directrix is 𝑥 = −1
B. Reduce the following equations of the parabola to standard form and find the following:
4. 𝑥 2 − 6𝑥 + 16𝑦 + 41 = 0
Standard form: _________________________________
Opening of the parabola: _________________________________
Vertex: _________________________________
Focus: _________________________________
Latus Rectum: _________________________________
Axis of Symmetry: _________________________________
Directrix: _________________________________
23
5. 𝑦 2 + 2𝑥 + 8𝑦 + 33 = 0
Standard form: _________________________________
Vertex: _________________________________
Focus: _________________________________
Latus Rectum: _________________________________
Axis of Symmetry: _________________________________
Directrix: _________________________________
6. 𝑥 2 − 6𝑥 + 5𝑦 + 19 = 0
Standard form: _________________________________
Vertex: _________________________________
Focus: _________________________________
Latus Rectum: _________________________________
Axis of Symmetry: _________________________________
Directrix: _________________________________
7. 𝑦 2 = 25𝑥
Standard form: _________________________________
Vertex: _________________________________
Focus: _________________________________
Latus Rectum: _________________________________
Axis of Symmetry: _________________________________
Directrix: _________________________________
24
C. Problem Solving
8. A bridge is designed with an arch in the shape of a parabola. It is to be constructed

over a 120-feet (35.58 meters) wide river. The maximum height of the arch is
approximately 50 feet (15.24 meters). Write the equation of the parabolic arch in
standard form.
9. A cross-section of a flashlight reflector is a parabola. The bulb is located at the

focus. Suppose the bulb is located 3cm from the vertex of the reflector. Model a
cross-section of the reflector by writing an equation of a parabola that opens
upward and has its vertex at the origin.
“Along a parabola life like a rocket flies, mainly in darkness, now and then on a rainbow.”
-Andrei Voznesensky
25
The focus of this module is to explain the key concepts of conics and their graphs as well as
the many real-world applications of conics.
Lesson 3: Ellipse
Objectives

 Define an ellipse
 Determine the standard form of equation of an ellipse
 Graph the equation of the ellipse in a rectangular coordinate system
 Solve real-life problems involving ellipse
Introduction
When you cut a cone at an angle, observe that you can form a closed curve, which
is oval or looks like a squished circle. This shape is known as an ellipse. Notice that as
you rotate the plane, you can form various ellipses.
The principle of elliptical is used in astronomy. Planets pass

around elliptical orbits. Johannes Kepler discovered that a planet’s
orbit around the sun is an ellipse with the sun as one of its focal points.
Analysis
The Earth orbits almost circularly the sun as Pluto travels along an elliptical course.
The concept of ellipse is also used in engineering designs, architectural designs, arts, and in
medicine.
26
 Ellipse – is the set of all points in the plane such that the sum of the its distances
from the two fixed points is constant.
 Foci – fixed points
 Major axis – the longer axis that contains the foci
 Major axis – the shorter axis
 Center – the intersection of the two axes; midpoint of the foci and the vertices
 Vertices – the endpoints of the major axis
 Co-vertices – the points where the curve crosses the minor axis
 Eccentricity – the ratio of the center-to-focus distance to the center-to-vertex
distance
B. Standard Form of the Equation of the Ellipse
Center: (ℎ, 𝑘) Horizontal Major Axis Vertical Major Axis

Equation (𝑥 − ℎ) 2
(𝑦 − 𝑘) 2
(𝑥 − ℎ)2 (𝑦 − 𝑘)2
2
+ =1 + =1
𝑎 𝑏2 𝑎2 𝑏2
where where
𝑐 = √𝑎2 − 𝑏2 and 𝑎 > 𝑏 𝑐 = √𝑏2 − 𝑎2 and 𝑎 < 𝑏
Vertices (ℎ ± 𝑎, 𝑘) (ℎ, 𝑘 ± 𝑏)
Co-vertices (ℎ, 𝑘 ± 𝑏) (ℎ ± 𝑎, 𝑘)
Foci (ℎ ± 𝑐, 𝑘) (ℎ, 𝑘 ± 𝑐)
Major Axis Equation: 𝑦 = 𝑘 Equation: 𝑥 = ℎ
Length: 2𝑎 Length: 2𝑏
Endpoints: (ℎ ± 𝑎, 𝑘) Endpoints: (ℎ, 𝑘 ± 𝑏)
Minor Axis Equation: 𝑥 = ℎ Equation: 𝑦 = 𝑘
Length: 2𝑏 Length: 2𝑎
Endpoints: (ℎ, 𝑘 ± 𝑏) Endpoints: (ℎ ± 𝑎, 𝑘)
Eccentricity 𝑐 𝑐
𝑒= 𝑒=
𝑎 𝑏
27
C. Example
Given the equation of the ellipse, find the following coordinates then sketch the graph.
𝑥2 𝑦2
1. 4
+ 36 = 1
Center: 𝐶(0,0)
__________________________________________
Vertices: 𝑉1 (0,6)
__________________________________________
𝑎𝑛𝑑 𝑉2 (0, −6)
Co-vertices: (2,0)
__________________________________________
𝐶𝑉1 𝑎𝑛𝑑 𝐶𝑉2 (−2,0)
Foci: 𝐹1 (0,5.66) 𝑎𝑛𝑑 𝐹2 (0, −5.66)
__________________________________________
Eccentricity: __________________________________________
𝑒 = 0.94
Solution:
(𝑥−0)2 (𝑦−0)2
4
+ 36
= 1 ----->Get the square root of 4 and 36 to determine the values of a and b
(𝑥−0)2 (𝑦−0)2
+ = ----->Therefore, 𝒂 = 𝟐 and 𝒃 = 𝟔
(2)2 (6)2
Since 𝑎 < 𝑏, the major axis is vertical, and the minor axis is horizontal.
𝑐 = √62 − 22 ----->Compute the value of c
𝒄 = √𝟑𝟐 ≈ 𝟓. 𝟔𝟔 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(0,0)

Vertices: (ℎ, 𝑘 ± 𝑏) ⟹ (0,0 ± 6) -----> 𝑉1 (0,6) 𝑎𝑛𝑑 𝑉2 (0, −6)
Co-vertices: (ℎ ± 𝑎, 𝑘) ⟹ (0 ± 2,0) ----->𝐶𝑉1 (2,0) 𝑎𝑛𝑑 𝐶𝑉2 (−2,0)
Foci: (ℎ, 𝑘 ± 𝑐) ⇒ (0,0 ± 5.66) -----> 𝐹1 (0,5.66) 𝑎𝑛𝑑 𝐹2 (0, −5.66)
𝑐 5.66
Eccentricity: 𝑒 = ⟹ ----->𝑒 = 0.94
𝑏 6
𝑉1 (0,6)
𝐹1 (0,5.66)
𝐶𝑉2 (0 − ,2) 𝐶(0,0) 𝐶𝑉1 (0,2)
𝐹2 (0, −5.66)
𝑉2 (0, −6)
28
(𝑥+1)2 (𝑦−2)2
2. 25
+ 9 =1
Center: 𝐶(−1,2)
__________________________________________
Vertices: 𝑉1 (4,2) 𝑎𝑛𝑑 𝑉2 (−6,2)
__________________________________________
Co-vertices: __________________________________________
𝐶𝑉 1 (−1,5) 𝑎𝑛𝑑 𝐶𝑉2 (−1, −1)
Foci: 𝐹1 (3,2) 𝑎𝑛𝑑 𝐹2 (−5,2)
__________________________________________
Eccentricity: __________________________________________
𝑒 = 0.94
Solution:
(𝑥+1)2 (𝑦−2)2
25
+ 9
= 1 ----->Given. Get the square root of 25 and 9 to determine the values of a and b
(𝑥+1)2 (𝑦−2)2
(5)2
+ (3)2
= ----->Therefore, 𝒂 = 𝟓 and 𝒃 = 𝟑
Since 𝑎 > 𝑏, the major axis is horizontal, and the minor axis is vertical.
𝒄=𝟒 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(−1,2)

Vertices:(ℎ ± 𝑎, 𝑘) ⟹ (−1 ± 5,2) -----> 𝑉1 (4,2) 𝑎𝑛𝑑 𝑉2 (−6,2)
Co-vertices: (ℎ, 𝑘 ± 𝑏) ⟹ (−1,2 ± 3) ----->𝐶𝑉1 (−1,5) 𝑎𝑛𝑑 𝐶𝑉2 (−1, −1)
Foci: (ℎ ± 𝑐, 𝑘) ⇒ (−1 ± 4,2) -----> 𝐹1 (3,2) 𝑎𝑛𝑑 𝐹2 (−5,2)
𝑐 4
Eccentricity: 𝑒 = 𝑎 ⟹ 5 ----->𝑒 = 0.80
𝐶𝑉1 (−1,5)
𝐹2 (−5,2) 𝐹1 (3,2)
𝑉2 (−6,2) 𝐶(−1,2) 𝑉1 (4,2)
𝐶𝑉2 (−1, −1)
29
3. 36𝑥 2 + 81𝑦 2 − 2916 = 0
Center: 𝐶(0,0)
__________________________________________
__________________________________________
Co-vertices: __________________________________________
𝐶𝑉 1 (0,6) 𝑎𝑛𝑑 𝐶𝑉2 (0, −6)
Foci: 𝐹1 (6.71,0)
__________________________________________
𝑎𝑛𝑑 𝐹2 (−6.71,0)
𝑒 = 0.75
Eccentricity: __________________________________________
Solution:
36𝑥 2 81𝑦 2 2916
2916
+ 2916 = 2916 ----->Divide the terms of the equation by 2196 to express the equation in
standard form
𝑥2 𝑦2
+ =1 ----->Simplify
81 36
𝑥2 𝑦2
+ 2 ----->Get the square root of 81 and 36 to determine the values of a and b
(9)2 (6) =1
Since 𝒂 = 𝟗, 𝒃 = 𝟔 and 𝑎 > 𝑏, then the major axis is horizontal, and the minor axis
is vertical.

𝒄 = √𝟒𝟓 ≈ 𝟔. 𝟕𝟏 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(0,0)

Vertices:(ℎ ± 𝑎, 𝑘) ⟹ (0 ± 9,0) -----> 𝑉1 (9,0) 𝑎𝑛𝑑 𝑉2 (−9,0)
Co-vertices: (ℎ, 𝑘 ± 𝑏) ⟹ (0,0 ± 6) ----->𝐶𝑉1 (0,6) 𝑎𝑛𝑑 𝑉2 (0, −6)
Foci: (ℎ ± 𝑐, 𝑘) ⇒ (0 ± 6.71,0) -----> 𝐹1 (6.71,0) 𝑎𝑛𝑑 𝐹2 (−6.71,0)
𝑐 6.71
Eccentricity: 𝑒 = 𝑎 ⟹ 9 ----->𝑒 = 0.75
𝐶𝑉1 (0,6)
𝑉2 (−9,0) 𝐹2 (−6.71,0) 𝑉1 (9,0)

𝐶(0,0) 𝐹1 (6.71,0)
𝐶𝑉2 (0, −6)
30
4. 5𝑥 2 + 4𝑦 2 − 20𝑥 + 8𝑦 − 76 = 0
Center: 𝐶(2, −1)
__________________________________________
__________________________________________
𝑎𝑛𝑑 𝑉2 (2, −6)
1 (6.47,
Co-vertices: __________________________________________
𝐶𝑉 −1) 𝑎𝑛𝑑 𝐶𝑉2 (−2.47, −1)
Foci: 𝐹1 (2,1.24) 𝑎𝑛𝑑 𝐹2 (2, −3.24)
__________________________________________
Eccentricity: __________________________________________
𝑒 = 0.49
The given equation is in general form, transform the equation into standard form to
easily determine the coordinates.
Solution
5𝑥 2 + 4𝑦 2 − 20𝑥 + 8𝑦 − 76 = 0 ----->Given
(5𝑥 2 − 20𝑥) + (4𝑦 2 + 8𝑦) − 76 = 0 ----->Group all x and y terms and
factor our greatest common factor
5(𝑥 2 − 4𝑥 + ? ) + 4(𝑦 2 + 2𝑦 + ? ) = 76 ----->Transpose 76 to the right side of
the equation
5(𝑥 2 − 4𝑥 + 4) + 4(𝑦 2 + 2𝑦 + 1) = 76 + 20 + 4 ----->Complete the square on x and y
5(𝑥 − 2)2 + 4(𝑦 + 1)2 = 100 ----->Express the x and y terms as a
square of binomial. Then simplify the
right side of the equation
5(𝑥−2)2 4(𝑦+1)2 100
100
+ 100
= 100 ----->Divide the terms by 100 to
express the equation in standard form
(𝑥−2)2 (𝑦+1)2
20
+ 25
=1 ----->Simplify
Since 𝒂 = 𝟐√𝟓 ≈ 𝟒. 𝟒𝟕, 𝒃 = 𝟓, and 𝒃 > 𝒂, the major axis is vertical, and the minor
axis is horizontal.
𝑐 = √52 − (2√5)2 ----->Compute the value of c
𝒄 = √𝟓 ≈ 𝟐. 𝟐𝟒 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(2, −1)
Vertices: (ℎ, 𝑘 ± 𝑏) ⟹ (2, −1 ± 5) -----> 𝑉1 (2,4) 𝑎𝑛𝑑 𝑉2 (2, −6)
Co-vertices: (ℎ ± 𝑎, 𝑘) ⟹ (2 ± 4.47, −1) ----->𝐶𝑉1 (6.47, −1) 𝑎𝑛𝑑 𝐶𝑉2 (−2.47, −1)
Foci: (ℎ, 𝑘 ± 𝑐) ⇒ (2, −1 ± 2.24) -----> 𝐹1 (2,1.24) 𝑎𝑛𝑑 𝐹2 (2, −3.24)
𝑐 2.44
Eccentricity: 𝑒 = 𝑏 ⟹ 5 ----->𝑒 = 0.49
𝐹1 (2,1.24)
𝐶𝑉2 (−2.47, −1) 𝐶(2, −1) 𝐶𝑉1 (6.47, −1)
𝐹2 (2, −3.24)
31
Write the equation of the ellipse in standard form that satisfies the given conditions.
1. Center at the origin, foci have coordinates at (0,4) and (0, −4), and vertex at (0, −5).
The foci and the vertex lie on the y-axis. Thus, the ellipse the principal axis is vertical.
Given: 𝒃 = 𝟓 𝒉 = 𝟎
𝒄=𝟒 𝒌=𝟎
𝑎 = √𝑏 2 − 𝑐 2 ----->Compute for a
𝑎 = √52 − 42 ----->Substitute
𝒂=𝟑 ----->Simplify
𝒙𝟐 𝒚𝟐
Therefore, the equation of the ellipse is + =𝟏
𝟗 𝟐𝟓
2. Center at (3,4), a focus at (3, −1), and the length of the major axis is 26.
Since the center and the focus is on the vertical axis then the major axis is vertical.
The center is at (3,4). Thus 𝒉 = 𝟑 and 𝒌 = 𝟒
Since the focus is at (3, −1) and 𝑘 = 4, then, 𝑘 − 𝑐 = −1, and 𝒄 = 𝟓
The length of the major axis is 26. Thus 2𝑏 = 26, and 𝒃 = 𝟏𝟑
𝑎 = √𝑏 2 − 𝑐 2 ----->Compute for a
𝑎 = √132 − 52 ----->Substitute
𝒂 = 𝟏𝟐 ----->Simplify
(𝒙−𝟑)𝟐 (𝒚−𝟒)𝟐
Therefore, the equation of the ellipse is + =𝟏
𝟏𝟒𝟒 𝟏𝟔𝟗
3. Center at (2,4), a vertex at (−11,4), and the length of the minor axis is 24.
Since the center and vertex is on the same horizontal line, then the major axis is
horizontal.
The center is at (2,3). Thus 𝒉 = 𝟐 and 𝒌 = 𝟒
A vertex is at (−11,4) and ℎ = −2, then ℎ − 𝑎 = −22, and 𝒂 = 𝟏𝟑
The length of the minor axis is 24. Thus 2𝑏 = 24, and 𝒃 = 𝟏𝟐
(𝒙−𝟐)𝟐 (𝒚−𝟒)𝟐
Therefore, the equation of the ellipse is 𝟏𝟔𝟗
+ 𝟏𝟒𝟒
=𝟏
When the bigger number a is under x, the ellipse is horizontal; when the bigger
number is under y, it is vertical.
32
Problem Solving
The orbit of a planet has a shape of an ellipse, and on one of the foci is the star
around which it revolves. The planet is closest to the star when is at one vertex. It is
farthest from the star when it is at the other vertex. Suppose the closest and farthest
distances of the planet from this star are 420million kilometers and 580 million
kilometers, respectively. Find the equation of the ellipse, in standard form with center
at the origin and the star at the x-axis. Assume all units are in millions of kilometers.
Solution:
Note: To make it easier, draw the
horizontal ellipse in the cartesian plane
with center at the origin. From the
illustration, we can effortlessly
determine some points.
Given: 𝐶(0,0)
𝑐 = 80
a=500
From the planet’s distances from the star, at its closest and farthest points, it
follows that the major axis is 2𝑎 = 420 + 580 = 1000 (million kilometers),
thus 𝑎 = 500.
𝑏 = √𝑎2 − 𝑐 2 ----->Compute for b

𝑏 = √5002 − 802 ----->Substitute the values of a and c
𝑏 = 20√609 ----->Simplify
(𝑥−ℎ)2 (𝑦−𝑘)2
𝑎 2 + 𝑏2
= 1 ----->Standard form
(𝑥−0) 2 (𝑦−0) 2
5002
+ (20 609)2 = 1 ----->Substitute the values of h, k, a, and b
√
𝒙𝟐 𝒚𝟐
𝟐𝟓𝟎𝟎𝟎𝟎
+ 𝟐𝟒𝟑𝟔𝟎𝟎 = 𝟏 ----->Simplify
33
Application
A. Express each equation in standard form. Then give coordinates of the center, vertices,
co-vertices, and foci. Draw the ellipse.
1. 25𝑥 2 + 16𝑦 2 − 150𝑥 + 32𝑦 − 159 = 0
2. 16𝑥 2 + 9𝑦 2 − 144 = 0
3. 25𝑥 2 + 4𝑦 2 + 100𝑥 − 24𝑦 + 36 = 0
4. 𝑥 2 + 4𝑦 2 − 6𝑥 + 16𝑦 − 39 = 0
5. 9𝑥 2 + 25𝑦 2 + 54𝑥 − 144 = 0
34
B. Write the equation of the ellipse in standard form given the following conditions.
6. Center at (2, −1), a focus at (3,1), and a vertex at (−1,1).
7. The vertices (−2,3) and (8,3) and a focus at (6,3).
8. Center at (−4,5), the length of the vertical major axis is 10, and the length of the
minor axis is 5.
9. Center at the origin, one vertex is at (0, √13), and an endpoint of the minor axis is
(−4,0).
10. The vertices are at (4, −2) and (4,4) and the length of the minor axis is 7.
35
C. Problem Solving.
11. The Statuary Hall in the Capitol Building in Washington, D.C. is a whispering
chamber. Its dimensions are 46 feet wide by 96 feet long as shown below.
a. What is the standard form of the equation of the ellipse representing the outline
of the room? Hint: assume a horizontal ellipse and let the center of the room be
the point (0,0).
b. If two senators standing at the foci of this room can hear each other whisper, how
far apart are the senators? Round to the nearest foot.
12. An arch in the shape of the upper half of an ellipse is used to support a bridge that is
to span a river 20 meters wide. The center of the arch is 6 meters above the center
of the river. Determine the eccentricity and the equation for the ellipse in which the
x-axis coincides with the water level and the y-axis passes through the center of the
arch.
“Mankind is not a circle with a single center but an ellipse with two focal points of which facts
are one and ideas the other.”
-Victor Hugo
36
The focus of this module is to explain the key concepts of conics and their graphs as well as
the many real-world applications of conics.
Lesson 4: Hyperbola
Objectives

 Define a hyperbola
 Determine the standard form of equation of a hyperbola
 Graph the equation of the hyperbola in a rectangular coordinate system
 Solve real-life problems involving hyperbola
Introduction
Also, a hyperbola appears like two mirrored parabolas whose vertices lie on the
same horizontal or vertical line and the graphs open opposite. An image of a hyperbola
can be formed if a plane cuts both halves of the double right circular cone but does not pass
through the apex of the cone.
Models of hyperbola occur in science, business, and economics. In science, hyperbola explains
graphically some physical laws such as the Boyle-Mariotte Law for Ideal Gas and the Ohm’s Law on
Current-Voltage Relationship. Images of hyperbola can be found also around the places of human
activities.
Analysis
Here are some examples of hyperbola in real-life.
37
 Hyperbola – is a set of all coplanar points such that the difference of its
distances from two fixed points is constant
 Foci – the two fixed points
 Center – the intersection of the two axes of symmetry and the midpoint
between two foci
 Vertices – line through the foci intersects the hyperbola at two points
 Transverse axis – the axis that contains the foci, center, and vertices
 Conjugate axis – the line segment passing through the center and
perpendicular to the transverse axis
 Asymptotes – pair of lines that intersect at the center of hyperbola
Hyperbola with horizontal focal axis
Hyperbola with vertical focal axis
38
B. Standard Form of the Equation of Hyperbola
Center: (ℎ, 𝑘) Hyperbola with Hyperbola with vertical
horizontal focal axis focal axis
Equation (𝑥 − ℎ)2 (𝑦 − 𝑘)2 (𝑦 − 𝑘)2 (𝑥 − ℎ)2
− =1 − =1
𝑎2 𝑏2 𝑎2 𝑏2
where where
𝑐 = √𝑎2 + 𝑏 2 𝑐 = √𝑎2 + 𝑏 2
Vertices (ℎ ± 𝑎, 𝑘) (ℎ, 𝑘 ± 𝑎)
Foci (ℎ ± 𝑐, 𝑘) (ℎ, 𝑘 ± 𝑐)
Transverse Axis Equation: 𝑦 = 𝑘 Equation: 𝑥 = ℎ

Length: 2𝑎 Length: 2𝑏
Endpoints: (ℎ ± 𝑎, 𝑘) Endpoints: (ℎ, 𝑘 ± 𝑎)
Conjugate Axis Equation: 𝑥 = ℎ Equation: 𝑦 = 𝑘

Length: 2𝑏 Length: 2𝑎
Endpoints: (ℎ, 𝑘 ± 𝑏) Endpoints: (ℎ ± 𝑏, 𝑘)
Asymptotes 𝑏 𝑎
𝑦 = 𝑘 ± (𝑥 − ℎ) 𝑦 = 𝑘 ± (𝑥 − ℎ)
𝑎 𝑏
C. How to Sketch a Hyperbola
1. Sketch the auxiliary rectangle. This is the rectangle centered at the origin, with
sides parallel to the axes, that crosses one axis at ±𝑎 and the other ±𝑎.
2. Sketch the asymptotes. These are the lines obtained by extending diagonals of the
auxiliary rectangle.
3. Plot the vertices. These are the points located at the transverse axis.
4. Sketch the hyperbola. Start at a vertex, and sketch a branch of the hyperbola,
approaching the asymptotes. Sketch the other branch in the same way.
Hyperbolae were discovered by Menaechmus in his investigations of the

problem of doubling the cube but were then called sections of obtuse cones.
Example
Given the equation of the hyperbola, find the following coordinates then sketch the
graph.
𝑥2 𝑦2
1. 64
− 36 = 1
Center: 𝐶(0,0)
__________________________________________
__________________________________________
Endpoints of Conjugate axis: __________________________________________
𝐶𝐴1 (0,6) 𝑎𝑛𝑑 𝐶𝐴2 (0, −6)
Foci: 𝐹1 (10,0) 𝑎𝑛𝑑 𝐹2 (−10,0)
__________________________________________
Asymptotes: 𝑦1 = 3𝑥⁄4 𝑎𝑛𝑑 𝑦2 = − 3𝑥⁄4
__________________________________________
39
Solution:
(𝑥−0)2 (𝑦−0)2
64
− 36
= 1 ----->Get the square root of 64 and 36 to determine the values of a and b
(𝑥−0)2 (𝑦−0)2
(8)2
− (6)2
= ----->Therefore, 𝒂 = 𝟖 and 𝒃 = 𝟔
𝑐 = √82 + 62 ----->Compute the value of c

𝒄 = 𝟏𝟎 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(0,0)

Vertices: (ℎ ± 𝑎, 𝑘) ⟹ (0 ± 8,0) -----> 𝑉1 (8,0) 𝑎𝑛𝑑 𝑉2 (−8,0)
Conjugate Axis: (ℎ, 𝑘 ± 𝑏) ⟹ (0,0 ± 6) ----->𝐶𝐴1 (0,6) 𝑎𝑛𝑑 𝐶𝐴2 (0, −6)
Foci: (ℎ ± 𝑐, 𝑘) ⇒ (0 ± 10,0) -----> 𝐹1 (10,0) 𝑎𝑛𝑑 𝐹2 (−10,0)
𝑏 8
Asymptote: 𝑦 = 𝑘 ± (𝑥 − ℎ) ⟹ 0 ± (𝑥 − 0) -----> 𝑦1 = 3𝑥⁄4 𝑎𝑛𝑑 𝑦2 = − 3𝑥⁄4
𝑎 6
𝑦2 = − 3𝑥⁄4 𝑦1 = 3𝑥⁄4
𝐶𝐴1 (0,6)
𝐹2 (−10,0) 𝑉2 (−8,0) 𝑉1 (8,0)
𝐶(0,0) 𝐹1 (10,0)
𝐶𝐴2 (0, −6)
(𝑦+1)2 (𝑥−2)2
2. 25
− 9 =1
_______________________________________________
Vertices: 𝑉1 (2,4) 𝑎𝑛𝑑 𝑉2 (2, −6)
_______________________________________________
Endpoints of conjugate axis: _______________________________________________
𝐶𝐴 1 (5, −1) 𝑎𝑛𝑑 𝐶𝐴2 (−1, −1)
Foci: 𝐹1 (2,4.83)
_______________________________________________
𝑎𝑛𝑑 𝐹2 (2, −6.83)
5⁄ (𝑥 − 2)𝑎𝑛𝑑 𝑦 = −1 − 5⁄ (𝑥 − 2)
Asymptotes: _______________________________________________
𝑦1 = −1 + 3 2 3
Solution:
(𝑥+1)2 (𝑦−2)2
25
− 9
= 1 ----->Given. Get the square root of 25 and 9 to determine the values of a and b
(𝑥+1)2 (𝑦−2)2
− = ----->Therefore, 𝒂 = 𝟓 and 𝒃 = 𝟑
(5)2 (3)2

𝒄 = √𝟑𝟒 ≈ 𝟓. 𝟖𝟑 ----->Simplify
40
Center: (ℎ, 𝑘) -----> 𝐶(2, −1)
Vertices:(ℎ, 𝑘 ± 𝑎) ⟹ (2, −1 ± 5) -----> 𝑉1 (2,4) 𝑎𝑛𝑑 𝑉2 (2, −6)
Conjugate axis: (ℎ ± 𝑏, 𝑘) ⟹ (2 ± 3, −1) ----->𝐶𝐴1 (5, −1) 𝑎𝑛𝑑 𝐶𝐴2 (−1, −1)
Foci: (ℎ, 𝑘 ± 𝑐) ⇒ (2, −1 ± 5.83) -----> 𝐹1 (2,4.83) 𝑎𝑛𝑑 𝐹2 (2, −6.83)
Asymptotes: 𝑦 = 𝑘 ± 𝑎𝑏 (𝑥 − ℎ) ⟹ −1 ± 53 (𝑥 − 2)----->𝑦1 = −1 + 53 (𝑥 − 2)𝑎𝑛𝑑 𝑦2 = −1 − 53 (𝑥 − 2)
5
5 𝐹1 (2,4.83) 𝑦1 = −1 + (𝑥 − 2)
3
𝑦2 = −1 − (𝑥 − 2)
3
𝑉1 (2,4)
𝐶(2, −1)
𝐶𝐴2 (−1, −1) 𝐶𝐴1 (5, −1)
𝑉2 (2, −6)
𝐹2 (2, −6.83)
3. 16𝑥 2 − 25𝑦 2 − 64𝑥 − 336 = 0

Center: 𝐶(2,0)
__________________________________________
__________________________________________
𝑎𝑛𝑑 𝑉2 (−3,0)
Endpoint of conjugate axis: __________________________________________
𝐶𝐴 1 (2,4) 𝑎𝑛𝑑 𝐶𝐴2 (2, −4)
Foci: (8.40,0)
__________________________________________
𝐹1 𝑎𝑛𝑑 𝐹2 (−4.40,0)
𝑦1 = 4⁄5 (𝑥 − 2) 𝑎𝑛𝑑 𝑦2 = − 4⁄5 (𝑥 − 2)
Asymptotes: __________________________________________
Solution:
16𝑥 2 − 25𝑦 2 − 64𝑥 − 336 = 0 ----->Given
(16𝑥 2 − 64𝑥) − (25𝑦 2 ) − 336 = 0 ----->Group all x and y terms and
factor our greatest common factor
16(𝑥 2 − 4𝑥 + ? ) − (25𝑦 2 ) = 336 ----->Transpose 336 to the right side
of the equation
16(𝑥 2 − 4𝑥 + 4) − (25𝑦 2 ) = 336 + 64 ----->Complete the square on x and y
16(𝑥 − 2)2 − (25𝑦 2 ) = 400 ----->Express the x and y terms as a
square of binomial. Then simplify the
right side of the equation
16(𝑥−2)2 25𝑦 2 400
400
− 400
= 400 ----->Divide the terms by 400 to
express the equation in standard form
41
(𝑥−2)2 𝑦2
25
− 16 = 1 ----->Simplify
(𝑥−2)2 𝑦2
− 42 = 1 ----->Take the square of 25 and 16
52
to determine the values of a and b,
respectively. Thus, 𝒂 = 𝟓 and 𝒃 = 𝟒.

𝒄 = √𝟒𝟏 ≈ 𝟔. 𝟒𝟎 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(2,0)

Vertices:(ℎ ± 𝑎, 𝑘) ⟹ (2 ± 5,0) -----> 𝑉1 (7,0) 𝑎𝑛𝑑 𝑉2 (−3,0)
Conjugate axis: (ℎ, 𝑘 ± 𝑏) ⟹ (2,0 ± 4) ----->𝐶𝐴1 (2,4) 𝑎𝑛𝑑 𝐶𝐴2 (2, −4
Foci: (ℎ ± 𝑐, 𝑘) ⇒ (2 ± 6.40,0) -----> 𝐹1 (8.40,0) 𝑎𝑛𝑑 𝐹2 (−4.40,0)
𝑏 4 4 4
Asymptotes: 𝑦 = 𝑘 ± 𝑎 − ℎ) ⟹ 0 ± 5 (𝑥 − 2) ----->𝑦1 = 5 (𝑥 − 2)𝑎𝑛𝑑 𝑦2 = − 5 (𝑥 − 2)
(𝑥
4 4
𝑦2 = − (𝑥 − 2) 𝑦1 = (𝑥 − 2)
5 5
𝐶𝑉1 (2,4)
𝐹2 (−4.40,0) 𝑉1 (7,0) 𝐹1 (8.40,0)

𝑉2 (−3,0)
𝐶(2,0)
𝐶𝑉2 (2, −4)
4. 12𝑦 2 − 4𝑥 2 + 16𝑥 + 72𝑦 + 44 = 0

________________________________________________
Vertices: 𝑉1 (2, −1) 𝑎𝑛𝑑 𝑉2 (2, −5)
________________________________________________
Endpoints of Conjugate axis: ________________________________________________
𝐶𝐴 1 (5.46, −3) 𝑎𝑛𝑑 𝐶𝐴2 (−1.46, −3)
Foci: 𝐹1 (2,1)
________________________________________________
𝑎𝑛𝑑 𝐹2 (2, −7)
2 2
𝑦 = −3 + (𝑥 − 2) 𝑎𝑛𝑑 𝑦 = −1 − (𝑥 − 2)
Asymptotes: ________________________________________________
1
2√3
2
2√3
The given equation is in general form, transform the equation into standard form to
easily determine the coordinates.
Solution
12𝑦 2 − 4𝑥 2 + 16𝑥 + 72𝑦 + 44 = 0 ----->Given
(12𝑦 2 + 72𝑦) − (4𝑥 2 − 16𝑥) + 44 = 0 ----->Group all x and y terms and
42
factor our greatest common
factor
12(𝑦 2 + 6𝑦 + ? ) − 4(𝑥 2 − 4𝑥 + ? ) = −44 ----->Transpose 76 to the right side
of the equation
12(𝑦 2 + 6𝑦 + 9) − 4(𝑥 2 − 4𝑥 + 4) = −44 + 108 − 16 ----->Complete the square on x and y
12(𝑦 + 3)2 − 4(𝑥 − 2)2 = 48 ----->Express the x and y terms as a
square of binomial. Then simplify
the right side of the equation
12(𝑦+3)2 4(𝑥−2)2 48
− = ----->Divide the terms by 48 to
48 48 48
express the equation in standard
form
(𝑦+3)2 (𝑥−2)2
− =1 ----->Simplify
4 12
(𝑦+3)2 (𝑥−2)2
− =1 ----->Take the square of 4 and 12 to
(2)2 (2√3)2
determine the values of a and b,
respectively. Thus, 𝒂 = 𝟐 and 𝒃 = 𝟐√𝟑.
𝑐 = √22 + (2√3)2 ----->Compute the value of c

𝒄=𝟒 ----->Simplify
Center: (ℎ, 𝑘) -----> 𝐶(2, −3)

Vertices: (ℎ, 𝑘 ± 𝑎) ⟹ (2, −3 ± 2) -----> 𝑉1 (2, −1) 𝑎𝑛𝑑 𝑉2 (2, −5)
Conjugate axis: (ℎ, 𝑘 ± 𝑏) ⟹ (2 ± 3.46, −3) ----->𝐶𝐴1 (5.46, −3) 𝑎𝑛𝑑 𝐶𝐴2 (−1.46, −3)
Foci: (ℎ, 𝑘 ± 𝑐) ⇒ (2, −3 ± 4) -----> 𝐹1 (2,1) 𝑎𝑛𝑑 𝐹2 (2, −7)
Asymptotes: 𝑦 = 𝑘 ± 𝑎𝑏 (𝑥 − ℎ) ⟹ −3 ± 2√3
2
(𝑥 − 2) ----->𝑦1 = −3 + 2√3
2
(𝑥 − 2) 𝑎𝑛𝑑 𝑦2 = −1 −
2
2√3
(𝑥 − 2)
𝐹1 (2,1)
2 2
𝑦2 = −1 − (𝑥 − 2) 𝑉1 (2, −1) 𝑦1 = −3 + (𝑥 − 2)
2√3 2√3
𝐶𝐴2 (−1.46, −3) 𝐶(2, −3) 𝐶𝐴1 (5.46, −3)
𝑉2 (2, −5)
𝐹2 (2, −7)
43
Write the equation of the hyperbola in standard form that satisfies the given conditions.
1. Center at the origin, foci have coordinates at (±√5, 0) and vertex at (1,0).
Solution
The foci and the vertex lie on the x-axis. Thus, the equation is in the form of
(𝑥−ℎ)2 (𝑦−𝑘)2
𝑎2
− 𝑏2
= 1.
Given: 𝒂 = 𝟏 𝒉 = 𝟎
𝒄 = √𝟓 𝒌=𝟎
𝑏 = √𝑐 2 − 𝑎2 ----->Compute for b
𝑏 = √(√5)2 − 12 ----->Substitute
𝒃=𝟐 ----->Simplify
(𝑥−0)2 (𝑦−0)2
12
− 22 =1 ----->Substitute the values of a, b, and (h,k)
𝑦2
𝑥2 − 4 = 1 ----->Simplify
𝒚𝟐
Therefore, the equation of the hyperbola is 𝒙𝟐 − 𝟒
=𝟏
2. Center at (−5,5), a vertex at (−5, −1), and focus at (−5,5 + 6√2).

Solution
Since the center, vertex, and focus are on the same vertical line 𝑥 = −5, then the
(𝑦−𝑘)2 (𝑥−ℎ)2
equation of the hyperbola is in the form of 𝑎2
− 𝑏2
= 1.
Given: 𝐶(−5,5) -----> Thus, 𝒉 = −𝟓 and 𝒌 = 𝟓

𝑉(−5, −1) -----> Since (ℎ, 𝑘 ± 𝑎) and 𝑘 = 5, then 𝑘 + 𝑎 = 1. Thus, 𝒂 = −𝟔
𝐹(−5,5 + 6√2) -----> Since (ℎ, 𝑘 ± 𝑐) and 𝑘 = 5, then 𝑘 + 𝑐 = 5 + 6√2. Thus, 𝒄 = 𝟔√𝟐
𝑏 = √(6√2)2 − (−6)2 ----->Substitute
𝒃=𝟔 ----->Simplify
(𝑦−5)2 (𝑥+5)2
− =1 ----->Substitute the values of a, b, and (ℎ, 𝑘)
(−6)2 62
(𝑦−5)2 (𝑥+5)2
36
− 36
=1 ----->Simplify
(𝒚−𝟓)𝟐 (𝒙+𝟓)𝟐
Therefore, the equation of the hyperbola is 𝟑𝟔
− 𝟑𝟔
=𝟏
44
3. The foci are at (−3, −1) and (7, −1). The length of the transverse axis is 8.
Solution
Since the foci are on the horizontal line y=-1, then the equation of the hyperbola is in
(𝑥−ℎ)2 (𝑦−𝑘)2
the form of 𝑎2
− 𝑏2
= 1. Also, the midpoint of foci is the center.
𝑥1 +𝑥2 𝑦1 +𝑦2
𝑀( 2
, 2 ) ----->Use midpoint formula to determine the center of the hyperbola
−3+7 −1+(−1)
𝑀( 2 , 2 ) ----->Substitute
𝑀(2,0) ----->Simplify.
The center is at (2, −1). Hence, 𝒉 = 𝟐 and 𝒌 = −𝟏

Since ℎ = 2 and (ℎ ± 𝑐, 𝑘), then ℎ − 𝑐 = −3. Thus, 𝒄 = 𝟓
Since the length of the transverse is 8 and 2𝑎, then 𝒂 = 𝟒
𝑏 = √52 − 42 ----->Substitute
𝒃=𝟑 ----->Simplify
(𝑥−2)2 (𝑦+1)2
42
− 32
=1 ----->Substitute the values of a, b, and (ℎ, 𝑘)
(𝑥−2)2 (𝑦+1)2
16
− 9
=1 ----->Simplify
(𝒙−𝟐)𝟐 (𝒚+𝟏)𝟐
Therefore, the equation of the hyperbola is 𝟏𝟔
− 𝟗
=𝟏
4. The center is at the origin, and endpoint of a conjugate axis is at (0,4), and the vertices have
coordinates of (±3,0).
Solution
The vertices lie on the x-axis. Thus, the equation of the hyperbola is in the form of
(𝑥−ℎ)2 (𝑦−𝑘)2
𝑎2
− 𝑏2
= 1.
Given: 𝐶(0,0) ----->Thus, 𝒉 = 𝟎 and 𝒌 = 𝟎

𝐶𝐴(0,4) ----->𝑆𝑖𝑛𝑐𝑒 𝑘 = 0 and 𝑘 + 𝑏 = 4, then 𝒃 = 𝟒
𝑉(±3,0) ----->Since ℎ = 0 and ℎ + 𝑎 = 3, then 𝒂 = 𝟑
(𝑥−0)2 (𝑦−0)2
− =1 ----->Substitute the values of a, b, and (ℎ, 𝑘)
32 42
𝑥2 𝑦2
9
− 16 = 1 ----->Simplify
𝒙𝟐 𝒚𝟐
Therefore, the equation of the hyperbola is 𝟗
− 𝟏𝟔 = 𝟏
45
Problem Solving
An architect designs two houses that are shaped and positioned like a part of the
branches of the hyperbola whose equation 625𝑦 2 − 400𝑥 2 = 250000 is where 𝑥and 𝑦
are in meters. How far apart are the houses at their closest point?
Solution
The design of the two houses is an up-down facing hyperbola whose

transverse axis is vertical. To determine the distance between the two houses,
compute the length of the transverse axis.
625𝑦 2 − 400𝑥 2 = 250000 ----->Given

625𝑦 2 400𝑥 2 250000
250000
− 250000 = 250000
----->Divide each term by 250000 to express the equation in
standard form
𝑦2 𝑥2
400
− 625
=1 ----->Simplify
𝑦2 𝑥2
202
− 252 = 1 ----->Take the square root of 400 and 625. Thus, 𝒂 = 𝟐𝟎 and 𝒃 = 𝟐𝟓
Since the length of the transverse axis is 2𝑏 and 𝑏 = 25, then the two houses are 50
meters apart at their closest point.
The orbit of a spacecraft can sometimes be a hyperbola. A spacecraft can use the
gravity of a planet to alter its path and propel it at high speed away from the
planet and back out into space using a technique called "gravitational slingshot".
If this happens, then the path of the spacecraft is a hyperbola.
46
Application
A. Express each equation in standard form. Then give coordinates of the center, vertices,
foci, endpoints of conjugate axis, and the equation of asymptotes. Draw the ellipse.
1. 16𝑥 2 − 4𝑦 2 − 64𝑥 − 24𝑦 − 36 = 0
2. 25𝑦 2 − 𝑥 2 − 2𝑥 + 200𝑦 + 374 = 0
3. 9𝑦 2 − 4𝑥 2 − 54𝑦 + 8𝑥 − 67 = 0
4. 4𝑥 2 − 𝑦 2 + 40𝑥 − 6𝑦 + 87 = 0
5. 49𝑥 2 − 9𝑦 2 − 196𝑥 − 245 = 0
47
B. Write the equation of the hyperbola in standard form given the following conditions.
6. Center at the origin, a focus at (3,0), and a vertex at (5,0).
7. The vertices (−1,3) and (−7,3) and a focus at (−10,3).
8. The length of the conjugate axis is 7, the center is at (2, −1) and a vertex at (2,5).
1
9. Center at the origin, one vertex is at (0,4), and asymptotes of 𝑦 = ± 3 𝑥
10. The center is at (−2, −3), the length of the vertical transverse axis is 20, the distance
between the foci is 24.
48
C. Problem Solving.
11. A hyperbolic mirror can be used to take panoramic photographs. A camera is
pointed toward the vertex of the mirror and is positioned so that the lens is at one
𝑦2 𝑥2
focus of the mirror. An equation for the cross section of the mirror is 16 − 16 = 1
where the x and y are measured in inches. How far from the mirror is the lens?
12. The diagram at the right side shows the hyperbolic cross section of
a sculpture located at the Fermi National Accelerator Laboratory in
Batavia, Illinois.
a. Write an equation in standard form that models the curved
sides of the sculpture.
b. At a height of 5 feet, how wide is the sculpture? (Each unit represents 1 foot)
“Mathematics may not teach us how to add love or minus hate. But it gives us every reason to
hope that every problem has a solution.”
-Anonymous
49
Module 2 – Circular Function
Circular functions are widely used in the field of science. In geology and engineering, these
functions are used as mathematical models to perform calculations for rock formation-related
quantities.
Lesson 5: Radian and Degree Measure
Objectives
 Illustrate angles in standard position, coterminal angles, and reference angles
 Convert the measure of angles from degrees to radians, and vice versa
Introduction
As derived from the Greek language, the word trigonometry means “measurement of
triangles.” Initially, trigonometry dealt with relationships among the sides and angles of triangles and
was used in the development of astronomy, navigation, and surveying.
In Junior Highschool, you were introduced different types of angles. Each angle is classified
based on its degree measure. These are acute angle, obtuse angle, right angle, straight angle, and
reflex angle. In 5-10 minutes, measure the following angles using a protractor and determine the type
of angle.
50
Analysis
In geometry, an angle is defined as the union of two noncollinear rays with a

common endpoint. The definition restricts the angle measures between 0° and
180°, exclusive.
In trigonometry, angles will be discussed in a

different perspective. Angles will be thought of as any
amount of rotation generated when a ray is rotated about its endpoint,
hence the necessity to label the sides of an angle.
A. Angles in Standard Position

Angles can exist anywhere in the coordinate plane where two rays share a common
vertex. If this vertex is at the origin of the plane and the initial side lies along the positive
𝑥 − 𝑎𝑥𝑖𝑠, then the angle is said to be in standard position.
Definition of Terms
 Initial side – the starting position of the ray; fixed ray
 Terminal side – the position of the ray at the end of its
rotation; rotated ray
 Degree –common unit of measurement for angles
The direction of rotation of a ray also affects angle measure.

 If the rotation of the ray is counterclockwise, a positive angle is formed.
 If the rotation of the ray is clockwise, a negative angle is formed.
Counterclockwise Rotation Clockwise Rotation
When terminal side of an angle in standard position coincides with one ray of
either the 𝑥 − 𝑎𝑥𝑖𝑠 or the 𝑦 − 𝑎𝑥𝑖𝑠, the angle is said to be a quadrantal angle,
and its measure is an integral of 90°
51
The following diagrams are examples of Angles in Standard Position.
150°
B. Coterminal Angles
Coterminal Angles are angles who share the same initial side and terminal sides.
Finding coterminal angles is as simple as adding or subtracting 360° or 2π to each angle,
depending on whether the given angle is in degrees or radians. There are an infinite
number of coterminal angles that can be found.
52
The following diagrams are example of Coterminal Angles.
C. Reference Angles
A reference angle is the smallest angle that the terminal side of a given angle
makes with the x-axis. Basically, and angle on the coordinate system has a reference angle,
which is always between 0° and 90°. The diagram below shows the reference angle when
the terminal side lies in the first, second, third, or fourth quadrants.
53
The following diagrams are example of Reference Angles in different quadrants.
Regardless of which quadrant we are in, the reference angle is always made
positive.
The table below shows how to compute the measure of the reference angle of
an angle in standard position.
Terminal side in Quadrant I Quadrant II Quadrant III Quadrant IV

Reference angle 𝜃 180° − 𝜃 𝜃 − 180° 360° − 𝜃
(𝜃 𝑖𝑛 𝑑𝑒𝑔𝑟𝑒𝑒𝑠)
Refence angle 𝜃 𝜋−𝜃 𝜃−𝜋 2𝜋 − 𝜃
(𝜃 𝑖𝑛 𝑟𝑎𝑑𝑖𝑎𝑛𝑠)
Note: If the measure of the 𝜃 (read as “theta”) is negative, replace it with a coterminal
angle with a positive measure.
54
Example: Find the reference angle of the following angles:
1. 42° ____________________________
𝟒𝟐°
Solution
Since 42° is an acute angle, then the reference angle is itself.
2. 211° ____________________________
𝟒𝟏°
Solution
Since the terminal side of 211° is in Q3, subtract as many factors of 180.
221° − 180° = 41°
3. 113° ____________________________
𝟔𝟕°
Solution
Since the terminal side of 113° is in Q2, subtract the given angle from 180
180° − 113° = 67°
4. −410° ____________________________
𝟓𝟎°
Solution
Since the terminal side of −410° is in Q4 and has a negative value, add one
full revolution or 360 to the given angle and get the absolute value.
|−410 + 360°| = 50°
D. Radian and Degree Measure

Definition of Terms
 Radian – is a unit of measure for angles; it is defined
by the angle whose arc length us equal to the length of
the radius
 Degree – another unit in measuring angles denoted by the symbol °
The length of the arc is equal to the radius of the circle. Because of
this the radian is a fixed size no matter what the size of the circle is.
Conversions Between Degrees and Radians
 To convert degrees to radians measure, multiply the number of degrees by

𝜋
180°
, then simplify
 To convert radians to degrees measure, multiply the number of radians by
180°
𝜋
, then simplify
55
Example: Convert each degree measure to radian measure.
1. 85°
Solution
𝜋 𝜋
85° = 85° ∙ 180°
----->Multiply by
180°
85𝜋
= ----->Cancel degree sign
180
𝟏𝟕𝝅
= rad ----->Simplify
𝟑𝟔
2. −160°
Solution
𝜋 𝜋
−160° = −160° ∙ 180°
----->Multiply by
180°
160𝜋
=− ----->Cancel degree sign
180
𝟖𝝅
= − 𝟗 rad ----->Simplify
3. 225°
Solution
𝜋 𝜋
225° = 225° ∙ 180°
----->Multiply by
180°
225𝜋
= 180
----->Cancel degree sign
𝟓𝝅
=− rad ----->Simplify
𝟒
4. 15.5°
Solution
𝜋 𝜋
15.5° = 15.5° ∙ ----->Multiply by
180° 180°
15.5𝜋
= ----->Cancel degree sign
180
𝟑𝟏𝝅
= rad ----->Simplify
𝟑𝟔𝟎
The Babylonians developed the degree measure at around 2000 B.C. It

was based on a sexagesimal numeration system.
56
Example: Convert each radian measure to degree measure.
5𝜋
1. 6
Solution
5𝜋 5𝜋 180° 180°
= ∙ ----->Multiply by
6 6 𝜋 𝜋
5(180°)
= 6 ----->Cancel 𝜋
= 𝟏𝟓𝟎° ----->Simplify
4𝜋
2. − 3
Solution
4𝜋 4𝜋 180° 180°
− =− ∙ ----->Multiply by
3 3 𝜋 𝜋
4(180°)
= ----->Cancel 𝜋
3
= 𝟐𝟒𝟎° ----->Simplify
9𝜋
3. 20
Solution
9𝜋 9𝜋 180° 180°
20
= 20 ∙ 𝜋
----->Multiply by
𝜋
9(180°)
= ----->Cancel 𝜋
20
= 𝟖𝟏° ----->Simplify
25𝜋
4. −
24
Solution
25𝜋 25𝜋 180° 180°
− 24
=− 24
∙ 𝜋 ----->Multiply by
𝜋
25(180°)
= ----->Cancel 𝜋
24
= −𝟏𝟖𝟕. 𝟓° ----->Simplify
Apart from degrees and radians, there is another unit for measuring angles,
called gradians. In this system, the right angle is divided into 100 gradians. Gradians
are used by surveyors, but not commonly used in mathematics. However, you will
see a "grad" mode on most calculators.
57
Application
A. Find the coterminal angle between 0° and 360°
1. 287° ______________________
2. −139° ______________________
3. −395° ______________________
4. 930° ______________________
5. 454° ______________________
B. Find the measure of the reference angle.

6. −312° ______________________
7. 203° ______________________
8. −105° ______________________
9𝜋
9. 11
______________________
11𝜋
10. − 4
______________________
C. Convert each degree measure to radian measure.

11. 235° _______________________
12. −126° _______________________
13. 336° _______________________
14. −145° _______________________
15. 815° _______________________
D. Convert each radian measure to degree measure.

25𝜋
16. − 3
_______________________
13𝜋
17. _______________________
3
7𝜋
18. − 5
_______________________
15𝜋
19. − 4
_______________________
12𝜋
20. _______________________
7
“Creativity arises from our ability to see things from many different angles.”
-Keri Smith
58
quantities.
Lesson 6: Linear and Angular Measures of Central Angle
Objectives

 Illustrate the relationship between linear and angular measures of a central
angle in a circle
 Solve problems involving linear and angular measures of a central angle in a
circle
Introduction
In this lesson, the velocity of a particle traveling on a circular path will be examined. Two
different perspectives for measuring a particle's motion are its angular velocity and its linear velocity.
During this lesson, we will assume that our objects are moving in uniform circular motion, that is,
they are moving along a circular path at a constant speed which is neither increasing nor decreasing.
In science and engineering, radians are more convenient than degrees. It is often used instead
of degrees when measuring angles. In degrees, a complete revolution of a circle is 𝟑𝟔𝟎°, however
in radian, it is 𝟐𝝅. Radian measure and arc length can be applied to the study of circular motion. In
physics the average is defined as:
To find the length of the circle’s arc of radius 𝑟 and a central angle 𝜃 in radian is
𝒔 = 𝒓𝜽.
59
Suppose that you were driving a car with the steering wheel turned in
such a manner that your car followed the path of a perfect circle with a constant
radius. And suppose that as you drove, your speedometer maintained a
constant reading of 10 mi/hr. In such a situation as this, the motion of your car
could be described as experiencing uniform circular motion. Uniform circular
motion is the motion of an object in a circle with a constant or uniform speed.
Analysis
Linear speed and angular velocity are two different concepts. With linear speed, 𝑣, the
object is deemed to progress along a straight line. With angular velocity, 𝜔 (𝑜𝑚𝑒𝑔𝑎), the object
moves in circular motion and the angle it moves through as it goes around the circle, radius, 𝑟. There
are instances in real life when we need to determine these speeds, such as in machines involving
gears and pulleys, and the wheels of a vehicle turning while the vehicle is in motion.
Consider a particle moving at a constant speed along a circular arc of radius 𝑟. If the length
of the arc traveled in time 𝑡, then the linear speed of the particle is
𝒂𝒓𝒄 𝒍𝒆𝒏𝒈𝒕𝒉 𝒔
𝐥𝐢𝐧𝐞𝐚𝐫 𝐬𝐩𝐞𝐞𝐝 𝒗 = =
𝒕𝒊𝒎𝒆 𝒕
Moreover, if 𝜃 is the angle (in radian measure) corresponding to the arc length 𝑠, then the
angular speed 𝜔 (lowercase Greek letter omega) of the particle is
𝒄𝒆𝒏𝒕𝒓𝒂𝒍 𝒂𝒏𝒈𝒍𝒆 𝜽
𝐚𝐧𝐠𝐮𝐥𝐚𝐫 𝐬𝐩𝐞𝐞𝐝 𝝎 = 𝒕𝒊𝒎𝒆
= 𝒕
60
Linear speed measures how fast the particle moves, and angular speed measures how fast
the angle changes. Since the length 𝑠 of the arc cut off by a central angle 𝜃 in a circle of radius 𝑟, we
see that
𝒔 𝒓𝜽 𝜽
𝒗= = = ∙𝒓
𝒕 𝒕 𝒕
So that we get the following relation between linear and angular speed:
𝒗 = 𝝎𝒓
Linear Speed
1. A car travels at a constant speed around a circular track that has a circumference of 4
kilometers. If the car completes 8 laps in 10 minutes, what is the linear speed of the car
in kph?
Solution
Given: 𝐶 = 4 𝑘𝑚
𝑡 = 10 minutes
𝑣 =?
4kilometers
8 laps ∙ 1 lap
= 32 kilometers ----->Calculate the distance that the car travels Hence, 𝒔 = 𝟑𝟐.
1 hour 1
10 minutes ∙ 60 minutes = 6 hours ----->Since the required unit for time is hr, convert min to hrs.
𝟏
Thus, 𝒕 = hours.
𝟔
𝑠
𝑣= ----->Formula for linear speed
𝑡
32 𝑘𝑚
𝑣= 1 ----->Substitute
ℎ𝑟
6
𝒗 = 𝟏𝟗𝟐 𝒌𝒑𝒉 ----->Simplify
Therefore, the linear speed of the car is 192 kph.
2. A Ferris Wheel rotates 3 times each minute. The passengers sit in seats
that are 25 ft from the center of the wheel. What is the linear velocity
of the passengers in the seats?
Solution
Given: 𝑟 = 25 𝑓𝑡 ----->distance from the center to the seats
6𝜋 𝑟𝑎𝑑
𝜃 = 𝑚𝑖𝑛 ---->Since 1𝑟𝑒𝑣 = 2𝜋 and the Ferris Wheel rotates 3 times, then (3)(2𝜋) = 6𝜋
𝑣 =?
𝜃𝑟
𝑣= 𝑡
----->Formula for linear speed
(6𝜋)(25 𝑓𝑡)
𝑣= 1 𝑚𝑖𝑛
----->Substitute
150𝜋 𝑓𝑡 471 𝑓𝑡
𝑣= ≈ ---->Simplify
𝑚𝑖𝑛 𝑚𝑖𝑛
Therefore, the linear speed of the Ferris Wheel is 471 ft per min.
61
3. The blades of a wind turbine are 116 feet long. The propeller rotates
at 15 revolutions per minute. Find the linear speed of the tips of the
blade.
Solution
Given: 𝑟 = 116 𝑓𝑡
30𝜋 𝑟𝑎𝑑
𝜃= 𝑚𝑖𝑛
----->Convert rev to rad. Thus, 𝜃 = (15)(2𝜋) = 30𝜋 𝑟𝑎𝑑
𝑣 =?
𝜃𝑟
𝑣= 𝑡
----->Formula for linear speed
(30𝜋)(116 𝑓𝑡)
𝑣= 1 𝑚𝑖𝑛
----->Substitute
3480𝜋 𝑓𝑡 10,933 𝑓𝑡
𝑣= 𝑚𝑖𝑛
≈ 𝑚𝑖𝑛
---->Simplify
Therefore, the linear speed of the tips of the blade is 10,933 ft per min.
Angular Speed
1. A boy rotates a stone in a 3-ft-long sling at the rate of 20 revolution

every 10 seconds. Find the angular velocity of the stone.
Solution
Given: 𝑡 = 10 𝑠𝑒𝑐𝑠
𝜃 = 40𝜋 rad ----->Convert rev to rad. Thus, 𝜃 = (20)(2𝜋) = 40𝜋 𝑟𝑎𝑑
𝜔 =?
𝜃
𝜔= 𝑡
----->Formula for angular speed
40𝜋 𝑟𝑎𝑑
𝜔= 10 𝑠𝑒𝑐
----->Substitute
𝜔 = 4𝜋 rad per sec ----->Simplify
Therefore, the angular velocity of the stone is 𝟒𝝅 𝐫𝐚𝐝 𝐩𝐞𝐫 𝐬𝐞𝐜.
2. A calesa with wheels, whose diameter is 1.5 m, is travelling at 24kph. Find the angular
velocity of the wheel in revolutions per minute.
Solution
Given: 𝑣 = 24 kph
𝑑 = 1.5 𝑚
Since half of the diameter is radius and 𝑑 = 1.5, then the 𝒓 = 𝟎. 𝟕𝟓𝒎.
1 km
r = 0.75 m ∙ = 0.00075 km ----->Convert m to km to make the unit same with velocity
1000 m
𝑣 = 𝜔𝑟 ----->Formula for linear velocity

𝑣 𝜔𝑟
𝑟
= 𝑟 ----->Divide both sides by 𝑟 to derive the formula for 𝜔
𝑣
𝜔=𝑟 ----->Simplify.
62
𝐯
Hence, the Formula to be used to compute the angular velocity is 𝛚 = 𝐫
𝑣
𝜔=𝑟 ----->Derived formula from the formula of linear velocity
24 𝑘𝑝ℎ
𝜔= ----->Substitute
0.00075 𝑘𝑚
𝑟𝑒𝑣
𝜔 = 32,000 ℎ𝑟
----->Simplify
𝑟𝑒𝑣 1 ℎ𝑟
𝜔 = 32,000 ∙
ℎ𝑟 60 𝑚𝑖𝑛𝑠
----->Convert hr to min as ask in the problem
𝜔 ≈ 533 rev/min ----->Simplify
Therefore, the angular velocity of the wheel is 533 rev/min.
3. A car with tires 50 cm in diameter travels 10 meters in 1 second. What

is the angular speed of the car’s tires in radian per second?
Solution
Given: 𝑑 = 50 cm
𝑣 = 10 𝑚/𝑠
Since half of the diameter is radius and 𝑑 = 50𝑚, then the 𝒓 = 𝟐𝟓𝒎.
𝑣
𝜔=𝑟 ----->Derived formula from the formula of linear velocity
10 𝑚/𝑠
𝜔= 25 𝑚
----->Substitute
𝜔 = 0.40 rad per sec ----->Simplify
Therefore, the angular velocity of the car’s tires is 0.40 rad/sec.
Application
Solve each problem.
1. A railroad toy is laid out in circular form. What diameter should be used if the track
is to change direction by 32° at a distance of 50 cm?
2. The wheels on a racing bicycle gave a radius of 13 in. How fast is the cyclist traveling
in miles per hour, if the wheels are turning at 300 rpm?
63
3. A man was jogging on an oval track with a radius of 89m. If the man was jogging at a
speed of 25m/min, what was the central angle generated by the man after 5
minutes?
4. A car runs around the circular runway at 45 revolutions per hour. Find the angular
speed in radians per minute the car runs.
5. Find the radius of a pulley that is driven at 100 rev/min by a belt moving at 12 m/s?
“Find your speed, maintain your velocity, keep it up, keep it consistent, and stay in the pocket.”
-Sonny Barger
64
quantities.
Lesson 7: Unit Circle
Objectives

 Illustrate the unit circle
 Locate trigonometric points on the Cartesian coordinate system
Introduction
While measuring angles in degrees may be familiar, doing so often complicates matters since
the units of measure can get in the way of calculations. For this reason, another measure of angles is
commonly used. This measure is based on the distance around the unit circle.
The unit circle is a commonly used tool in trigonometry because it helps the user to remember
the special angles and their trigonometric functions. The unit circle is a circle drawn with its center
at the origin of a graph (0,0), and with a radius of 1. All angles are measured starting from the x-axis
in quadrant one and may go around the unit circle any number of degrees.
It can be helpful to know some of the frequently encountered angles in one rotation of a circle.
Multiples of 30°, 45°, 60°, and 90° angles are commonly encountered in many trigonometric
applications. These angles are shown below. Becoming familiar with these angles and understanding
how they relate to one another will be useful as we study the properties associated with them.
65
The unit circle is an essential tool used to solve for the sine, cosine, and
tangent of an angle.
Analysis
Just as we listed some frequently encountered angles in degrees on a circle, we should also
list the corresponding radian values for the common measures of a circle corresponding to degree
multiples of 30, 45, 60, and 90 degrees. As with the degree measurements, it would be helpful to
become familiar with these angles in radians and understand how they relate to one another.
The unit circle provides a visual way to think about trigonometry and trigonometric
functions. The unit circle concept takes any equivalence class of similar right triangles and represents
the class using a single triangle with a hypotenuse of one.
A unit circle is a circle whose center is at the origin and with a radius of 1 unit. Every point
on the circle satisfies the equation 𝑥 2 + 𝑦 2 = 1.
66
A. Points on the Unit Circle
The equation 𝑥 2 + 𝑦 2 = 1, shows that the points lying on the unit

circle must have coordinates (x- and y-values) that, when you square each of
them and then add those values together, equal 1. The coordinates for the
points lying on the unit circle and on the axes are (1,0), (–1,0), (0,1), and
(0, – 1). These four points are called intercepts.
Example: Determine whether the following points are inside, outside, or on the unit
circle
1 √3
1. (− , )
2 2
Solution
𝑥2 + 𝑦2 = 1 ----->Equation of the unit circle
1 √3
(− )2 + ( )2 =1 ----->Substitute the values of x and y
2 2
1=1 ----->Simplify
𝟏 √𝟑
Since the result is equal to 1, then the point (− , ) is on the circle.
𝟐 𝟐
3 √2
2. (2 , − 5
)
Solution
3 √2
(2)2 + (− 5 )2 =1 ----->Substitute the values of x and y
2.33 > 1 ----->Simplify
𝟑 √𝟐
Since the result is greater than 1, then the point ( , − ) is outside the circle.
𝟐 𝟓
√2 √2
3. (− ,− )
2 2
Solution
√2 √2
(− 2 )2 + (− 2 )2 =1 ----->Substitute the values of x and y
1=1 ----->Simplify
√𝟐 √𝟐
Since the result is equal to 1, then the point (− 𝟐
, − 𝟐 ) is on the circle.
√6 1
4. ( 3 , 4)
Solution
√6 1
( 3 )2 + (4)2 =1 ----->Substitute the values of x and y
0.80 < 1 ----->Simplify
√𝟔 𝟏
Since the result is less than 1, then the point ( 𝟑 , 𝟒) is inside the circle.
67
B. Trigonometric Points Corresponding to Quadrantal Angles
The coordinates of a trigonometric point corresponding to a quadrantal angle are
readily seen from the unit circle.
For instance,
𝑃(0) = (1,0)
𝜋
𝑃 ( ) = (0,1)
2
𝑃(𝜋) = (−1,0)
3𝜋
𝑃( ) = (0, −1)
2
𝑃(2𝜋) = (1,0)
𝜋
𝑃 (− ) = (0, −1)
2
𝑃(−𝜋) = (−1,0)
3𝜋
𝑃 (− ) = (0,1)
2
Coordinates of Quadrantal Trigonometric Points

For any integer n,
i. 𝑃([2𝑛]𝜋) = (1,0)
ii. 𝑃([2𝑛 + 1]𝜋) = (−1,0)
1
iii. 𝑃 ([2𝑛 + 2] 𝜋) = (0,1)
3
iv. 𝑃 ([2𝑛 + ] 𝜋) = (0, −1)
2
Example: Determine the coordinate of each trigonometric point.

1. 𝑃(51𝜋)
Solution
𝑃([2𝑛 + 1]𝜋) = 𝑃(51𝜋) ----->Since 𝑃(51𝜋) is in the form of 𝑃([2𝑛 + 1])
𝑃([2(25) + 1]𝜋) = 𝑃(51𝜋) ----->Simplify
Thus, 𝑷(𝟓𝟏𝝅) = (−𝟏, 𝟎)
68
43𝜋
2. 𝑃( 2
)
Solution
3 43𝜋 43𝜋
𝑃 ([2𝑛 + 2] 𝜋) = 𝑃( 2
) ----->Since 𝑃(
2
) is in the form of 𝑃([2𝑛 + 32] 𝜋)
40 3 43𝜋
𝑃 ([ + ] 𝜋) = 𝑃( ) ----->Simplify
2 2 2
3 43𝜋
P ([20 + 2]𝜋) = 𝑃( 2 ) ----->Simplify
3 43𝜋
𝑃 ([2(10) + 2] 𝜋) = 𝑃( 2 ) ----->Simplify
𝟒𝟑𝝅
Thus, 𝑷 ( ) = (𝟎, −𝟏)
𝟐
3. 𝑃(5,162𝜋)
Solution
𝑃([2𝑛]𝜋) = 𝑃(5,162𝜋) ----->Since 𝑃(5,162𝜋) is in the form of 𝑃([2𝑛]𝜋)
𝑃([2(2,581)𝜋) = 𝑃(5,162𝜋) ----->Simplify
Thus, 𝑷(𝟓, 𝟏𝟐𝟔𝝅) = (𝟏, 𝟎)
117𝜋
4. 𝑃( )
2
Solution
1 117𝜋 43𝜋
𝑃 ([2𝑛 + 2] 𝜋) = 𝑃( 2
) ----->Since 𝑃(
2
) is in the form of 𝑃([2𝑛 + 12] 𝜋)
116 1 117𝜋
𝑃 ([ + ] 𝜋) = 𝑃( ) ----->Simplify
2 2 2
1 117𝜋
P ([58 + 2]𝜋) = 𝑃( 2 ) ----->Simplify
1 117𝜋
𝑃 ([2(29) + 2] 𝜋) = 𝑃( 2 ) ----->Simplify
𝟏𝟏𝟕𝝅
Thus, 𝑷 ( 𝟐
) = (𝟎, 𝟏)
𝝅
C. Trigonometric Points in Corresponding to 𝟒 and its Multiples
The illustration below shows the location of the trigonometric points

𝝅
corresponding to the special real value of 𝟒 and its multiples.
69
𝜋
The coordinates of the trigonometric point 4
and its multiples are all the same,
𝜋
except the signs of the coordinates. If a perpendicular segment through 𝑃( ) to the x-axis
4
𝜋
is drawn, an isosceles right triangle is determined. Since 𝑃 ( 4 ) = (𝑥, 𝑦) is on the unit
circle, it satisfies the equation 𝑥 2 + 𝑦 2 = 1, then the values of 𝑥 and 𝑦 are the legs of the
triangle. But an isosceles right triangle has equal legs hence, 𝑥 = 𝑦.
𝒙𝟐 + 𝒚𝟐 = 𝟏
𝒙𝟐 + 𝒙𝟐 = 𝟏
𝟐𝒙𝟐 = 𝟏
𝟏
𝒙𝟐 =
𝟐
√𝟐
𝒙=±
𝟐
𝜋 𝜋 √2 √2
Since 𝑃 ( 4 ) 𝑖𝑠 𝑖𝑛 𝑄𝑢𝑎𝑑𝑟𝑎𝑛𝑡 𝐼, then 𝑃 ( 4 ) = ( 2 , 2
)
3𝜋 3𝜋 √2 √2
Since 𝑃 ( 4 ) 𝑖𝑠 𝑖𝑛 𝑄𝑢𝑎𝑑𝑟𝑎𝑛𝑡 𝐼𝐼, then 𝑃 ( 4 ) = (− 2 , 2 )
5𝜋 5𝜋 √2 √2
Since 𝑃 ( 4 ) 𝑖𝑠 𝑖𝑛 𝑄𝑢𝑎𝑑𝑟𝑎𝑛𝑡 𝐼𝐼𝐼, then 𝑃 ( 4 ) = (− 2 , − 2 )
7𝜋 7𝜋 √2 √2
Since 𝑃 ( ) 𝑖𝑠 𝑖𝑛 𝑄𝑢𝑎𝑑𝑟𝑎𝑛𝑡 𝐼𝑉, then 𝑃 ( ) = ( , − )
4 4 2 2
𝝅
Coordinates of Trigonometric Point 𝟒 and its Multiples
For any integer n,
1 √2 √2
i. 𝑃 ([2𝑛 + 4]𝜋) = ( 2 , 2
) -----> Quadrant I
3 √2 √2
ii. 𝑃 ([2𝑛 + 4]𝜋) = (− , )
2 2
-----> Quadrant II
5 √2 √2
iii. 𝑃 ([2𝑛 + 4]𝜋) = (− 2
,− 2 ) -----> Quadrant III
7 √2 √2
iv. 𝑃 ([2𝑛 + 4]𝜋) = ( 2 , − 2
) -----> Quadrant IV
Example: Give the coordinates of each trigonometric point and determine its
quadrant.
9𝜋
1. 𝑃( 4 )
Solution
9𝜋 8+1 9𝜋
𝑃 ( 4 ) = 𝑃( 4
𝜋) ----->𝑃( ) is in the form of
4
8 1
= 𝑃 ([4 + 4] 𝜋) ----->Separate the 2 terms having the same denominator
1
= 𝑃([2(1) + 4] 𝜋) ----->Simplify
𝟗𝝅 √𝟐 √𝟐
Thus, 𝑷 ( 𝟒 ) = ( 𝟐 , 𝟐 ) located in Quadrant I.
70
31𝜋
2. 𝑃( 4
)
Solution
31𝜋 24+7 31𝜋 7
𝑃( 4
) = 𝑃([ 4
] 𝜋) ----->𝑃(
4
) is in the form of 𝑃([2𝑛 + ] 𝜋)
4
24 7
= 𝑃([ 4 + 4] 𝜋) ----->𝑆𝑒𝑝𝑎𝑟𝑎𝑡𝑒 the 2 terms having the same denominator
7
= 𝑃([6 + 4 𝜋]) ----->Simplify
7
= 𝑃([2(3) + 4] 𝜋) ----->Simplify
𝟑𝟏𝝅 √𝟐 √𝟐
Thus, 𝑷 ( 𝟒
) = ( 𝟐 ,− 𝟐
) located in Quadrant IV.
51𝜋
3. 𝑃(− 4
)
Solution
51𝜋 −56+5 −51𝜋 5
𝑃 (− 4
) = 𝑃([ 4
] 𝜋) ----->𝑃(
4
4
−56 5
5
= 𝑃([−14 + 4 𝜋]) ----->Simplify
5
= 𝑃([2(−7) + 4] 𝜋) ----->Simplify
−𝟓𝟏𝝅 √𝟐 √𝟐
Thus, 𝑷 ( 𝟒
) = (− 𝟐
, − 𝟐 ) located in Quadrant III.
21𝜋
4. 𝑃(− )
4
Solution
21𝜋 −24+3 21𝜋 3
𝑃 (− 4
) = 𝑃([4
] 𝜋) ----->𝑃(−
4
4
−24 3
3
= 𝑃([−6 + 4 𝜋]) ----->Simplify
3
= 𝑃([2(−3) + 4] 𝜋) ----->Simplify
𝟐𝟏𝝅 √𝟐 √𝟐
Thus, 𝑷 (− 𝟒
) = (− , ) located
𝟐 𝟐
in Quadrant II.
To use the unit circle effectively, you will need to memorize the most
common angles (in both degrees and radians) as well as their
corresponding x- and y-coordinates.
71
𝝅
D. Trigonometric Points Corresponding to 𝟑 and its Multiples

𝝅
corresponding to the special real values of 𝟑 and its multiples
𝜋
The coordinates of the trigonometric point 3
and its multiples are all the same,
𝜋
except the signs of the coordinates. If a perpendicular segment through 𝑃( ) to the x-axis
4
is drawn, a 30° − 60° − 90° triangle is determined. The length of the hypotenuse is 1 since
1
it is the radius of the unit circle. Thus, 𝑥 = 2.
𝒙𝟐 + 𝒚𝟐 = 𝟏
𝟏
( )𝟐 + 𝒚𝟐 = 𝟏
𝟐
𝟏
+ 𝒚𝟐 = 𝟏
𝟒
𝟏
𝒚𝟐 = 𝟏 −
𝟒
𝟐
𝟑
𝒚 =
𝟒
√𝟑
𝒚=±
𝟐
𝜋 𝜋 1 √3
Since 𝑃( ) is in Quadrant I, then 𝑃 ( ) = ( , )
3 3 2 2
2𝜋 2𝜋 1 √3
Since 𝑃( 3 ) is in Quadrant II, then 𝑃 ( 3 ) = (− 2 , 2 )
4𝜋 4𝜋 1 √3
Since 𝑃( 3 ) is in Quadrant III, then 𝑃 ( 3 ) = (− 2 , − 2 )
5𝜋 5𝜋 1 √3
Since 𝑃( 3 ) is in Quadrant IV, then 𝑃 ( 3 ) = (2 , − 2 )
72
𝝅
Coordinates of Trigonometric Point 𝟑 and its Multiples
For any integer n,
1 1 √3
i. 𝑃 ([2𝑛 + 3]𝜋) = (2 , 2
) -----> Quadrant I
2 1 √3
ii. 𝑃 ([2𝑛 + 3]𝜋) = (− 2 , 2 ) -----> Quadrant II
4 1 √3
iii. 𝑃 ([2𝑛 + 3]𝜋) = (− 2 , − 2 ) -----> Quadrant III
5 1 √3
iv. 𝑃 ([2𝑛 + 3]𝜋) = (2 , − 2 ) -----> Quadrant IV
Example: Give the coordinates of the following trigonometric points and determine
its quadrant.
13𝜋
1. 𝑃( 3
)
Solution
13𝜋 12+1 13𝜋 1
𝑃( ) = 𝑃([ ] 𝜋) ----->𝑃( ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
3 3 3 3
12 1
= 𝑃([ 3 + 3] 𝜋) ----->Separate the 2 terms having the same denominator
1
= 𝑃([4 + ] 𝜋) ----->Simplify
3
1
= 𝑃([2(2) + ] 𝜋) ----->Simplify
3
𝟏𝟑𝝅 𝟏 √𝟑
Therefore, 𝑷 ( ) = (𝟐 , ) located in Quadrant I.
𝟑 𝟐
49𝜋
2. 𝑃(− )
3
Solution
49𝜋 −54+5 49𝜋 5
𝑃 (− ) = 𝑃([ ] 𝜋) ----->𝑃(− ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
3 3 3 3
−54 5
5
= 𝑃([−18 + 3] 𝜋) ----->Simplify
5
= 𝑃([2(−9) + 3] 𝜋) ----->Simplify
𝟒𝟗𝝅 𝟏 √𝟑
Therefore, 𝑷 (− ) = (𝟐 , − ) located in Quadrant IV.
𝟑 𝟐
The unit circle and trigonometry date back to the 2nd millennium BC
to Egyptian mathematics and Babylonian mathematics.
73
76𝜋
3. 𝑃( 3
)
Solution
76𝜋 72+4 76𝜋 1
𝑃( ) = 𝑃([ ] 𝜋) ----->𝑃( ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
3 3 3 3
72 4
4
= 𝑃([24 + 3] 𝜋) ----->Simplify
4
= 𝑃([2(12) + 3] 𝜋) ----->Simplify
𝟕𝟔𝝅 𝟏 √𝟑
Therefore, 𝑷 ( 𝟑
) = (− 𝟐 , − 𝟐
) located in Quadrant I.
112𝜋
4. 𝑃(− 3
)
Solution
13𝜋 −114+2 112𝜋 2
𝑃( ) = 𝑃([ ] 𝜋) ----->𝑃(− ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
3 3 3 3
−114 2
2
= 𝑃([−38 + 3] 𝜋) ----->Simplify
2
= 𝑃([2(−19) + 3] 𝜋) ----->Simplify
𝟏𝟏𝟐𝝅 𝟏 √𝟑
Therefore, 𝑷 (− 𝟑
) = (− 𝟐 , 𝟐
) located in Quadrant II.
𝝅
E. Trigonometric Points Corresponding to 𝟔 and its Multiples

𝜋
corresponding to the special real value of and some of its multiples.
6
𝜋
2
5𝜋 𝜋
6 6
𝜋 0,2𝜋
7𝜋 11𝜋
6 6
3𝜋
2
74
𝜋
The coordinates for the trigonometric point 6
and some of its multiples are the
𝜋
same except for the signs of the coordinates. If a perpendicular segment through 𝑃( 6 )
to the 𝑥 − 𝑎𝑥𝑖𝑠 is draw, a 30° − 60° − 90° triangle is determined. The values of a and
y are the lengths of the triangle. The shorter leg is one-half the hypotenuse and the
1
length of the hypotenuse is 1, thus 𝑦 = .
2
𝒙𝟐 + 𝒚𝟐 = 𝟏
𝟏
𝒙𝟐 + ( )𝟐 = 𝟏
𝟐
𝟐
𝟏
𝒙 + =𝟏
𝟒
𝟏
𝒙𝟐 = 𝟏 −
𝟒
𝟑
𝒙𝟐 =
𝟒
√𝟑
𝒙=±
𝟐
𝜋 𝜋 √3 1
Since 𝑃( 6 ) is in Quadrant I, then 𝑃 ( 6 ) = ( 2 , 2)
5𝜋 5𝜋 √3 1
Since 𝑃( ) is in Quadrant II, then 𝑃 ( ) = (− , )
6 6 2 2
7𝜋 7𝜋 √3 1
Since 𝑃( 6 ) is in Quadrant III, then 𝑃 ( 6 ) = (− 2 , − 2)
11𝜋 11𝜋 √3 1
Since 𝑃( ) is in Quadrant IV, then 𝑃 ( ) = ( , − )
6 6 2 2
𝝅
Coordinates of Trigonometric Point 𝟔 and its Multiples
For any integer n,
1 √3 1
i. 𝑃 ([2𝑛 + ]𝜋) = ( , ) -----> Quadrant I
6 2 2
5 √3 1
ii. 𝑃 ([2𝑛 + 6]𝜋) = (− , )
2 2
-----> Quadrant II
7 √3 1
iii. 𝑃 ([2𝑛 + 6]𝜋) = (− 2
, − 2) -----> Quadrant III
11 √3 1
iv. 𝑃 ([2𝑛 + ]𝜋) =( ,− ) -----> Quadrant IV
6 2 2
The unit circle is used to understand sines and cosines of angles found
in right triangles.
75
Example: Give the coordinates of the following trigonometric points and its
quadrant.
17𝜋
1. 𝑃( 6
)
Solution
17𝜋 12+5 17𝜋 5
𝑃( 6
) = 𝑃 ([ 6
] 𝜋) ----->𝑃( ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
6 6
12 5
5
= 𝑃([6 + 6] 𝜋) ----->Simplify
5
= 𝑃([2(3) + 6] 𝜋) ----->Simplify
𝟏𝟕𝝅 √𝟑 𝟏
Thus, 𝑷 ( ) = (− , ) located in Quadrant II.
𝟔 𝟐 𝟐
55𝜋
2. 𝑃( 6
)
Solution
55𝜋 48+7 55𝜋 7
𝑃( ) = 𝑃 ([ ] 𝜋) ----->𝑃( ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
6 6 6 6
48 7
7
= 𝑃([8 + ] 𝜋) ----->Simplify
6
7
= 𝑃([2(4) + ] 𝜋) ----->Simplify
6
𝟓𝟓𝝅 √𝟑 𝟏
Thus, 𝑷 ( 𝟔 ) = (− 𝟐 , − 𝟐) located in Quadrant III.
121𝜋
3. 𝑃(− 6
)
Solution
121𝜋 −132+11
𝑃 (−
6
) = 𝑃 ([
6
] 𝜋) ----->𝑃(− 121𝜋
6
11
) is in the form of 𝑃 ([2𝑛 + ]𝜋)
6
−132 11
= 𝑃([ 6 + 6 ] 𝜋) ----->Separate the 2 terms having the same denominator
11
= 𝑃([−22 + 6 ] 𝜋) ----->Simplify
11
= 𝑃([2(−11) + 6 ] 𝜋) ----->Simplify
𝟏𝟐𝟏𝝅 √𝟑 𝟏
Thus, 𝑷 (− 𝟔 ) = ( 𝟐 , − 𝟐) located in Quadrant IV.
83𝜋
4. 𝑃(− )
6
Solution
83𝜋 −84+1 83𝜋 1
𝑃 (− ) = 𝑃 ([ ] 𝜋) ----->𝑃(− ) is in the form of 𝑃 ([2𝑛 + ]𝜋)
6 6 6 6
−84 1
1
= 𝑃([−14 + 6] 𝜋) ----->Simplify
1
= 𝑃([2(−7) + 6] 𝜋) ----->Simplify
𝟖𝟑𝝅 √𝟑 𝟏
Thus, 𝑷 (− 𝟔 ) = ( 𝟐 , 𝟐) located in Quadrant I.
76
The table below will be helpful in determining the location of nonspecial
trigonometric points.
Positive Quadrant Negative

𝜋 I 3𝜋
0<𝜃< −2𝜋 < 𝜃 < −
2 2
𝜋 II 3𝜋
<𝜃<𝜋 − < 𝜃 < −𝜋
2 2
3𝜋 III 𝜋
𝜋<𝜃< −𝜋 < 𝜃 < −
2 2
3𝜋 IV 𝜋
< 𝜃 < 2𝜋 − <𝜃<0
2 2
Example: Locate the following trigonometric points.
1. 𝑃(11.2)
Solution
Approximately
𝜋 3𝜋
= 1.57 𝜋 = 3.14 = 4.71 2𝜋 = 6.28
2 2
3𝜋
Since 2(4.71) < 11.2 < 2.68, then < 11.2 < 2𝜋.
2
Thus, 𝑷(𝟏𝟏. 𝟐) is in Quadrant IV
2. 𝑃(−√2)
Solution
−√2 = −1.41. ----->Convert to decimal
−1.57 < −1.41 < 0

Therefore, 𝑷(−√𝟐) is in Quadrant IV
79
3. 𝑃( 5 )
Solution
79
Since 𝑃 ( 5 ) = 𝑃(15.8) ----->Convert to decimal
4(3.14) < 15.8 < 4(4.71) ----->Divide each term by 4 (GCF)

3𝜋
𝜋 < 3.95 < ----->Simplify
2
Then, P(3.95) is in Quadrant III.
Quick Link: Math Tricks on How to Remember Unit Circle by Hand

https://sites.google.com/site/theunitcirclejorge/left-hand-trick
77
Application
A. Determine whether each point lies on, in or outside the unit circle.
√2 √2
1. (− ,− )
2 2
9 12
2. (− 15 , 15)
1
3. ( , 1)
2
9 40
4. (41 , − 41)
5. (0.6,0.8)
B. Determine the quadrant of the following trigonometric points on the Cartesian

coordinate plane.
6. 𝑃(9.5)
33𝜋
7. 𝑃(− 7
)
115
8. 𝑃( 8
)
5𝜋
9. 𝑃( 8 )
10. 𝑃(−19.9)
78
C. Give the coordinates and quadrant of the following trigonometric point.
11. 𝑃(32𝜋)
141𝜋
12. 𝑃(− )
3
5𝜋
13. 𝑃( 6 )
11𝜋
14. 𝑃(− 3
)
41𝜋
15. 𝑃(− 2
)
16. 𝑃(−843𝜋)
67𝜋
17. 𝑃( 4
)
28𝜋
18. 𝑃( 6
)
23𝜋
19. 𝑃(− )
2
82𝜋
20. 𝑃( )
4
“Everybody’s got a different circle of competence. The important thing is not how big the circle
is. The important thing is staying inside the circle.”
-Warren Buffet
79
quantities.
Lesson 8: Circular Function
Objectives

 Illustrate the different circular functions
 Use reference angles to find exact values of circular functions
 Graph the six circular functions (a) amplitude, (b)period, and (c) phase shift
 Solve problems involving circular functions
Introduction
Circular functions are part of the set of trigonometric functions. Whereas trigonometric
functions consist of domains that are sets of angles and ranges that are real numbers, circular
functions have domains that are sets of numbers that correspond to the angles of the trigonometric
functions (in radians). Circular trigonometric functions can be applied to situations in physical,
biological, and social sciences involving data that follows a pattern that is not linear. Many of
those patterns are periodic, and can be modeled by approximations of sine, cosine, or other
functions.
80
Recall that the unit circle in the plane is the circle of radius 1 and center at the origin. This
circle is described by the equation 𝑥 2 + 𝑦 2 = 1. Given the illustration below, write the measures in
degree and in radian, as well as its corresponding coordinates.
Analysis
̅̅̅̅ which joins 𝑃 to the

Let P(𝑥, 𝑦) be a point which lies on the circle. Draw the line segment 𝑂𝑃
origin. Let 𝜃 be the measure of the angle formed by this segment with positive ray of the x-axis, as
shown in the figure below:
𝜋 𝜋 𝜋 𝜋
Real number, such as 𝜋, 2 , 3 , 4 , 6 or any value of 𝜃 is
associated with ordered pairs (𝑥, 𝑦). a function 𝜃 may be
𝑷
defined in terms of 𝑥 and 𝑦.
𝑃(𝜃) → (𝑥, 𝑦) read as “𝑃 𝑡𝑎𝑘𝑒𝑠 𝑖𝑛𝑡𝑜 (𝑥, 𝑦)”
To simplify a rather inconvenient manner of associating
real number with ordered pairs, two circular functions
𝑶
are defined as follows:
cos 𝜃 → 𝑥
sin 𝜃 → 𝑦
The etymology of trigonometry comes from the Greek words "trigonon"

(triangle) and "metron" (measure).
81
The Six Circular Functions
Observe that if we consider the right triangle in the figure above whose legs are
denoted by 𝑥 and 𝑦, whose hypotenuse is 1, then the side opposite the angle 𝜽 is 𝒚, and the
adjacent side is 𝒙. Thus,
𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒 𝑦 𝑎𝑑𝑗𝑎𝑐𝑒𝑛𝑡 𝑠𝑖𝑑𝑒 𝑥

sin 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
=1=𝑦 cos 𝜃 = ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒
=1=𝑥
The other four circular functions can now be defined in terms of sine and cosine
functions, as shown below:
sin 𝜃 𝑦 cos 𝜃 𝑥
tan 𝜃 = = cot 𝜃 = =
cos 𝜃 𝑥 sin 𝜃 𝑦
1 1 1 1
sec 𝜃 = cos 𝜃
= 𝑥
csc 𝜃 = sin 𝜃 = 𝑥
Example: Give the value of the six circular functions of each special real number.
13𝜋
1. 4
Solution
13𝜋 √2 √2
𝑃( 4
) = (− 2
,− 2 ) ----->Determine the coordinates of the given angle
√𝟐 √𝟐
Hence, 𝒙 = − 𝟐
and 𝒚=− 𝟐
13𝜋 √2
cos =𝑥=− ----->Substitute x
4 2
13𝜋 √2
sin 4 = 𝑦 = − 2 ----->Substitute y
√2
13𝜋 −
2
tan 4
= √2
=1 ----->Substitute x and y
−
2
13𝜋 1 1
sec 4
=𝑥= √2
= −√2 ----->Substitute x. Then, simplify to its lowest term
−
2
13𝜋 1 1
csc 4
=𝑦= √2
= −√2 ----->Substitute y. Then, simplify to its lowest term
−
2
√2
13𝜋 −
2
cot 4
= √2
=1 ----->Substitute x and y. Then, simplify to its lowest term
−
2
Sine was introduced Aryabhata in India (476-550). From India it

penetrated to the Muslim world, where several astronomers developed
trigonometry further.
82
7𝜋
2. − 6
Solution
7𝜋 √3 1
𝑃 (− 6
) = (− , )
2 2
----->Determine the coordinates of the given angle
√𝟑 𝟏
Hence, 𝒙 = − 𝟐
and 𝒚 =𝟐
7𝜋 √3
cos − =𝑥=− ----->Substitute x
6 2
7𝜋 1
sin − 6 = 𝑦 = − 2 ----->Substitute y
1
7𝜋 𝑦 2 √3
tan − 6
=𝑥= √3
=− 3
----->Substitute x and y. Then, simplify to its lowest term.
−
2
7𝜋 1 1 −2√3
sec − 6
=𝑥= √3
= 3
----->Substitute x. Then, simplify to its lowest term.
−
2
7𝜋 1 1
csc − 6
=𝑦= 1 =2 ----->Substitute y. Then, simplify to its lowest term
2
√3
7𝜋 𝑥 −
2
cot − 6
=𝑦= 1 = −√3 ----->Substitute x and y. Then, simplify to its lowest term.
2
Hint: Use rationalizing technique to eliminate radicals in the denominator.
Using Calculator in Finding the Values of Circular Functions
Example: Use scientific calculator to find the values of each function in four decimal
places
Note: For items 1-5, the function mode of the calculator must be DEG since the
following angles are in degree measures.
1. sin 8° -----> 0.1392
2. tan √7 ° -----> 0.0462
√3
3. sec(− 2
)° -----> 1.0000
4. cos 63° -----> 0.4540
5. csc(49°15′27′′) -----> 1.3199
Note: For items 6-10, the function mode of the calculator must be RAD since the
following angles are in radian measures.
𝜋
6. sec -----> 1.4142
4
2𝜋
7. sin − -----> −0.9511
5
𝜋
8. tan 7 -----> 0.4816
3𝜋
9. cot − 8 -----> −2.4142
5𝜋
10. cos 9 -----> −0.1736
83
Graph of Circular Functions
Below are the graphs of the six trigonometric functions: sine, cosine, tangent,
cosecant, secant, and cotangent. On the 𝑥 − 𝑎𝑥𝑖𝑠 are values of the angle in radians,
and on the 𝑦 − 𝑎𝑥𝑖𝑠 is 𝑓 (𝑥), the value of the function at each given angle.
One must have noticed the repetitive nature of the circular functions.
Functions whose values are cyclical or repetitive are called periodic functions.
The values of periodic functions repeat after a certain interval.
There are at least six more trigonometric functions that at one time were
considered worth naming. These are versine, haversine, coversine,
hacoversine, exsecant, and excosecant. All of these can be expressed
simply in terms of more familiar trig functions.
84
Graphing Sine Functions
Recall that the sine and cosine functions relate real number values to the 𝑥
and 𝑦 coordinates of a point on the unit circle. So, what do they look like on a graph
on a coordinate plane? Let’s start with the sine function, 𝑦 = 𝑠𝑖𝑛𝑥. We can create a
table of values and use them to sketch a graph. Below are some of the values for the
sine function on a unit circle, with the 𝑥 − coordinate being the angle in radians and
the 𝑦 − coordinate being sin 𝑥:
𝒙 0 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝜋
6 4 3 2 3 4 6
𝒚 0 1 √2 √3 1 √3 √2 1 0
2 2 2 2 2 2
If more points will be plotted in both directions of 𝜃 − 𝑎𝑥𝑖𝑠 the following

properties will become obvious:
Properties of Sine Functions

 The domain of the sine function is {𝜃|𝜃 ∈ ℝ}, and the range is
{𝑦|−1 ≤ 𝑦 ≤ 1}.
 The maximum value of sine function is 1 and the minimum value is −1.
𝜋
 The maximum value of sine function occurs when 𝜃 = 2𝑛𝜋 + 2 , where 𝑛
is an integer.
3𝜋
 The minimum value of sine function occurs when 𝜃 = 2𝑛𝜋 + 2
, where 𝑛
is an integer.
 The sine function is a continuous function. It has no break, gap, or hole in
its graph.
 The sine function is periodic. Its period is 2𝜋
85
Graphing Cosine Functions
The same procedure in sine function will be applied in graphing cosine function.
𝒙 0 𝜋 𝜋 𝜋 𝜋 2𝜋 3𝜋 5𝜋 𝜋
6 4 3 2 3 4 6
𝒚 1 √3 √2 1 0 1 √2 √3 −1
− − −
2 2 2 2 2 2
Properties of Cosine Functions

 The domain of the cosine function is {𝜃|𝜃 ∈ ℝ}, and the range is
{𝑦|−1 ≤ 𝑦 ≤ 1}.
 The maximum value of sine function is 1 and the minimum value is −1.
 The maximum value of sine function occurs when 𝜃 = 2𝑛𝜋, where 𝑛 is
an integer.
 The minimum value of sine function occurs when 𝜃 = 2𝑛𝜋 + 𝜋, where 𝑛
is an integer.
 The sine function is a continuous function. It has no break, gap, or hole in
its graph.
 The sine function is periodic. Its period is 2𝜋
Amplitude, Period and Phase Shift of Sine and Cosine Functions
 Amplitude - is the height from the center line to the peak (or to the trough).
Or we can measure the height from highest to lowest points and divide that
by 2.
 Period - goes from one peak to

the next (or from any point to
the next matching point)
86
 Phase Shift - is how far the function is
shifted horizontally from the usual position.
 Vertical Shift - is how far the function is

shifted vertically from the usual position.
To summarize the effect of a factor or a term of 𝑦 = 𝑏 + 𝑎 cos(𝑐𝜃 + 𝑑) or 𝑦 =

𝑏 + 𝑎 sin(𝑐𝜃 + 𝑑) on the graphs of the function 𝑦 = cos 𝜃 and 𝑦 = sin 𝜃,
respectively, refer to the table below.
Real number of Effect on the function 𝒚 = 𝐜𝐨𝐬 𝜽 and

𝒚 = 𝒃 + 𝒂 𝐜𝐨𝐬(𝒄𝜽 + 𝒅) 𝒚 = 𝐬𝐢𝐧 𝜽
Or
𝒚 = 𝒃 + 𝒂 𝐬𝐢𝐧(𝒄𝜽 + 𝒅)
𝑎 The amplitude is multiplied by |𝑎|.
If 𝑎 < 0, the graph is reflected about the 𝑥 −axis.
𝑏 2𝜋
The graph is moved |𝑏| units up if 𝑏 > 0.
2𝜋
The graph is moved |𝑏| units down if 𝑏 < 0
𝑐 1
The period is multiplied by |𝑐|
If 𝑐 < 0, the graph is reflected about the 𝑦 −axis.
𝑑 𝑑
The graph is moved |𝑐| units to the left if 𝑑 > 0.
𝑑
The graph is moved |𝑐| units to the right if 𝑑 < 0.
Example: Without graphing, find the amplitude and period of each function.
1
1. 𝑦 = 3 sin 2 𝜃
Solution:
1
Since 𝑎 = 3 and 𝑐 = then,
2
The amplitude is |3| = 3.
2𝜋
The period is 1 = 4𝜋
| |
2
3
2. 𝑦 = − 4 cos 2𝜃
Solution:
3
Since 𝑎 = − 4 and 𝑐 = 2 then,
3 3
The amplitude is |− 4| = 4
2𝜋
The period is |2| = 𝜋
87
Application
A. Find the values of the six circular functions of the given angles.
15𝜋 11𝜋
1. 3. 2
4
17𝜋 10𝜋
2. − 4.
6 3
B. Using scientific calculator, find the value of the following. (Round off to 4 decimal
places)
6𝜋
5. sin(√0.4) 10. sin (− )
5
6. sec(−23°) 11.
𝜋
cot (− 9 )
7. cos 18°25 ′
12.
𝜋
csc 6
𝜋
8. tan(−1.32) 13. sec 5
9. csc(−50°27 9.04′′) ′
14.
2𝜋
cos(− )
7
C. Without graphing, determine the amplitude and period of each function.

3
15. 𝑦 = 2 cos (5 𝑥 − 3)
3 1
16. 𝑦 = 4 sin (2 𝑥 + 2) − 8
3 2
17. 𝑦 = − 5 cos(− 3 𝑥) + 2
18. 𝑦 = 6 sin(3𝑥 − 1)
1
19. 𝑦 = −3 sin(2 𝑥)
88
D. Problem Solving.
20. Many of the activities of living organisms are periodic.
The graph below shows the time that a certain
nocturnal animal begins its evening activity.
a. Find the amplitude.
b. Find the period.
c. When they are most active?
21. The height of a bungee jumper, ℎ meters, above a pool of water at any time, 𝑡
seconds, after jumping is described by the function:
𝝅𝒕
𝒉 = 𝟏 + 𝟎. 𝟔 𝐜𝐨𝐬 ( )
𝟐
a. Find the maximum height of the swing.
b. Find the height after 3 second.
“Life is like a sine wave; you have to go through many ups and downs to move forward!”
-Tanvi Purohit
89
Module 3 – Trigonometry
Trigonometry is one of the earliest branches of mathematics to evolve. In ancient Egypt,

without knowing that they were already applying the basic principles of trigonometry. Ancient
Egyptians used them to establish land boundaries after the perennial overflowing of the Nile River.
Lesson 9: Fundamental Trigonometric Identities
Objectives

 Determine whether an equation is an identity or conditional equation
 Derive the fundamental identities
 Simplify trigonometric expressions
 Solve problem involving trigonometric identities
Introduction
The Greeks were the ones who started to organize trigonometry as a body of knowledge. They
coined the words trigon which means triangle, and metron which means measurement, to form the
word trigonometry. The choice of the term, perhaps, is due to the fact that early trigonometry was
simply a study of relationships among parts of triangles.
In Grade 9, you were introduced to equations involving the trigonometric ratios which are
true for all values of the variable, which in this case is the angle 𝜃. These equations are known as the
trigonometric identities and obtained from the definition of the circular functions.
90
Analysis
Nowadays, trigonometric principles, identities and equations are extensively used in

surveying, navigation, engineering, electricity, optics, music, medicine, criminology, and many other
fields of disciplines.
The first trigonometric table was apparently compiled by Hipparchus of Nicaea (180
– 125 BCE), who is now consequently known as "the father of trigonometry."
An equation that is true for all values of the variables for which every term of the
equation is defined is called an identity. Otherwise, the equation is referred to as a conditional
equation.
For instance, the equation (𝑥 + 𝑦)(𝑥 − 𝑦) = 𝑥 2 − 𝑦 2 is an identity because it is true
to all possible values of 𝑥 and 𝑦.
On the other hand, the equation 2𝑥 − 5 = 9 is a conditional equation because it is true
only for 𝑥 = 7. Restrictions are placed on the variable of conditional equations.
The Eight Fundamental Identities
Trigonometric identity is an equation involving trigonometric functions or

combination of trigonometric functions, which is valid for all values of the variable for which
the function is defined.
91
The Tan-Sin-Cos Hexagon
The fundamental identities can be summarized in an organizer or mnemonic called

Tan-Sin-Cos Hexagon.
A. Reciprocal Identities
From the vertex of the hexagon using its diagonal, reciprocal identities can
be read easily.
1 1
sin 𝜃 = csc 𝜃 =
csc 𝜃 sin 𝜃
1 1
cos 𝜃 = sec 𝜃 =
sec 𝜃 cos 𝜃
1 1
tan 𝜃 = cot 𝜃 =
cot 𝜃 tan 𝜃
Nurses interpret graphs during CAT and MRI scans, can use trigonometry
to detect tumors, and to determine heart rate.
92
B. Quotient Identities
From one vertex to the hexagon using consecutive edges, quotient identities can
be read easily.
sin 𝜃 cos 𝜃
tan 𝜃 = cot 𝜃 =
cos 𝜃 sin 𝜃
cos 𝜃 sec 𝜃
sin 𝜃 = csc 𝜃 =
cot 𝜃 tan 𝜃
tan 𝜃
cot 𝜃 sec 𝜃 =
cos 𝜃 = sin 𝜃
csc 𝜃
C. Pythagorean Identities
From the two top vertices of a triangle, add the squares of the vertices. Its sum is
the square of the third vertex.
𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃 = 1
𝑡𝑎𝑛2 𝜃 + 1 = 𝑠𝑒𝑐 2 𝜃
1 + 𝑐𝑜𝑡 2 𝜃 = 𝑐𝑠𝑐 2 𝜃
Example: Simplify each of the following trigonometric expressions.
1. csc 𝜃 − csc 𝜃 𝑐𝑜𝑠 2 𝜃

Solution:
csc 𝜃 − csc 𝜃 𝑐𝑜𝑠 2 𝜃 = csc 𝜃 (1 − 𝑐𝑜𝑠 2 𝜃) ----->Factor out 𝑐𝑠𝑐 𝜃
= csc 𝜃(𝑠𝑖𝑛2 𝜃) ----->Pythagorean Identities
1
= sin 𝜃
(𝑠𝑖𝑛2 𝜃) ----->Reciprocal Identities
= 𝐬𝐢𝐧 𝜽 ----->Simplify
cot 𝜃
2. cos 𝜃
Solution:
cos 𝜃
cot 𝜃 sin 𝜃
cos 𝜃
= cos 𝜃
----->Quotient Identities
cos 𝜃 1
= ∙ ----->Rewrite complex fraction
sin 𝜃 cos 𝜃
1
= sin 𝜃 ----->Simplify. Cancel out 𝑐𝑜𝑠 𝜃
= 𝐜𝐬𝐜 𝜽 ----->Reciprocal Identity
93
3. 𝑐𝑜𝑡 2 𝜃 − 𝑐𝑠𝑐 2 𝜃
Solution:
𝑐𝑜𝑡 2 𝜃 − 𝑐𝑠𝑐 2 𝜃 = (𝑐𝑠𝑐 2 𝜃 − 1) − 𝑐𝑠𝑐 2 𝜃 ----->Pythagorean Identities
= −𝟏 ----->Simplify
4. csc 𝜃 cos 𝜃
Solution:
1
csc 𝜃 cos 𝜃 = sin 𝜃 ∙ cos 𝜃 ----->Reciprocal Identities
cos 𝜃
= ----->Simplify
sin 𝜃
= 𝐜𝐨𝐭 𝜽 ----->Quotient Identities
tan 𝜃
5.
sec 𝜃
Solution:
sin 𝜃
tan 𝜃 cos 𝜃
= 1 ----->Quotient Identities and Reciprocal Identities
sec 𝜃
cos 𝜃
sin 𝜃 cos 𝜃
= cos 𝜃 ∙ 1
----->Simplify complex fraction
= 𝐬𝐢𝐧 𝜽 ----->Cancel out 𝑐𝑜𝑠 𝜃
Right Triangle
Trigonometric identities are equations that are true for Right Angled
Triangles. Each side of a right triangle has a name:
 Adjacent side (adj) – the side next to the angle 𝜃

 Opposite side (opp) – the side opposite to the angle 𝜃
 Hypotenuse (hyp) – the longest side; opposite side of the right angle
94
Let 𝜃 be an acute angle of a right triangle. The six trigonometric functions of the
angle 𝜃 are defined as follows. (Note that the functions in the second row are the
reciprocals of the corresponding functions in the first row.)
𝑜𝑝𝑝 𝑎𝑑𝑗 𝑜𝑝𝑝

sin 𝜃 = ℎ𝑦𝑝 cos 𝜃 = ℎ𝑦𝑝 tan 𝜃 = 𝑎𝑑𝑗
ℎ𝑦𝑝 ℎ𝑦𝑝 𝑜𝑑𝑗
csc 𝜃 = sec 𝜃 = cot 𝜃 =
𝑜𝑝𝑝 𝑎𝑑𝑗 𝑜𝑝𝑝
The mnemonic SOHCAHTOA can be used to aid in remembering which

function to use in what circumstance - SOH stands for Sine is opposite over
hypotenuse; CAH stands for Cosine is adjacent over hypotenuse; and TOA stands for
Tangent is opposite over adjacent.
Example: Use the triangle below to find the values of the six trigonometric
functions.
𝜃
Solution:
Since the length of the hypotenuse is unknown, use Pythagorean Theorem.
𝑎2 + 𝑏 2 = 𝑐 2 ----->where a and b are the legs of the triangle

(3)2 + (4)2 = 𝑐 2 ----->Substitute
9 + 16 = 𝑐 2 ----->Simplify
25 = 𝑐 2 -----> Simplify
𝑐=5 -----> Take the square root of 25
Hence, the length of the hypotenuse is 5.
𝑜𝑝𝑝 3 ℎ𝑦𝑝 5
sin 𝜃 = = csc 𝜃 = =
ℎ𝑦𝑝 5 𝑜𝑝𝑝 3
𝑎𝑑𝑗 4 ℎ𝑦𝑝 5
cos 𝜃 = = sec 𝜃 = =
ℎ𝑦𝑝 5 𝑎𝑑𝑗 4
𝑜𝑝𝑝 3 𝑜𝑑𝑗 4
tan 𝜃 = = cot 𝜃 = =
𝑎𝑑𝑗 4 𝑜𝑝𝑝 3
Sextants are used to measure the angle of the sun or stars with respect
to the horizon. Using trigonometry and a marine chronometer, the
position of the ship can be determined from such measurements.
95
Angles of Elevation and Depression
The angle of elevation is the angle between a horizontal line

from the observer and the line of sight to an object that is above
the horizontal line. The angle of elevation is always measured from
the ground up. It is an upward angle from a horizontal line. It is
always inside the triangle.
The angle of depression is the angle between a horizontal

line from the observer and the line of sight to an object that is below
the horizontal line. The angle of depression is always OUTSIDE the
triangle. It is never inside the triangle. It is a downward angle from
a horizontal line.
How to solve word problems that involve angle of elevation or depression?

Step 1: Draw a sketch of the situation.
Step 2: Mark in the given angle of elevation or depression.
Step 3: Use trigonometry to find the required missing length
Problem Solving
1. A staircase has an angle of elevation of 28° and covers a total distance of 17 feet.
What is the horizontal length covered by the staircase?
Solution:
𝑎𝑑𝑗
28° = ----->Determine the relationship of the angle to the side
ℎ𝑦𝑝
𝑥
cos 28° = ----->Substitute
17
𝑥 = cos 28° (17) ----->Cross-multiply
𝑥 ≈ 15.01 ----->Simplify. Use a scientific calculator.
Hence, the horizontal length covered by the staircase is 15.01m.
2. A nursery plants a new tree and attaches a guy wire to help support the tree while
its roots take hold. An eight-foot wire is attached to the tree and to a stake in the
ground. From the stake in the ground the angle of elevation of the connection with
the tree is 42°. Find to the nearest tenth of a foot, the height of the connection
point on the tree.
Solution:
𝑜𝑝𝑝
42° = ℎ𝑦𝑝 ----->Determine the relationship of the angle to the side
𝑥
sin 42° = 8 ----->Substitute
𝑥 = sin 42° (8) ----->Cross-multiply
𝑥 ≈ 5.4 ----->Simplify. Use a scientific calculator.
Hence, the height of the connection point on the tree is 5.4ft.
96
3. From the top of a fire tower, a forest ranger sees his partner on the ground at an
angle of depression of 40º. If the tower is 45 feet in height, how far is the partner
from the base of the tower, to the nearest tenth of a foot?
Solution:
𝑜𝑝𝑝
40° = 𝑎𝑑𝑗 ----->Determine the relationship of the angle to the side
45
tan 40° = 𝑥 ----->Substitute
𝑥 ∙ tan 40° = 45 ----->Cross-multiply
45
𝑥 = tan 40° ----->Divide both sides by 𝑡𝑎𝑛 40°
𝑥 ≈ 53.6 ----->Simplify
Hence, the partner is 53.6ft away from the base of the tower.
4. A ladder leans against a brick wall. The foot of the ladder is 6 feet from the wall.
The ladder reaches a height of 15 feet on the wall. Find to the nearest degree, the
angle the ladder makes with the wall.
Solution:
𝑜𝑝𝑝
𝑥° = 𝑎𝑑𝑗 ----->Determine the relationship of the angle to the side
6
tan 𝑥° = 15 ----->Substitute
tan 𝑥° = 0.4 ----->Simplify

𝑥 ≈ 22° ----->press shift tan then 0.4 ⟹ 𝑡𝑎𝑛−1 (0.4)
Hence, the angle the ladder makes with the wall is 𝟐𝟐°.
Combining your skills with similar triangles, trigonometry, and the

Pythagorean Theorem, you are ready to tackle problems that are connected to
more real-world scenarios.
97
Application
A. Simplify the expressions given in the left column and match them with the functions given
on the right column. Write the letters of your answers in the boxes above the
corresponding lower-case letter of the expression. You may use it more than once. If you
get all correct answers, the letters combined will give you the time it took a Japanese
named Akira Haraguchi to recite the value of 𝜋 up to 100,000 decimal places in 2006.
a. 𝑐𝑠𝑐 2 𝜃 − 𝑐𝑜𝑡 2 𝜃 sec 𝜃 E

b. 𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃 + 𝑡𝑎𝑛2 𝜃 𝑡𝑎𝑛2 𝜃 H
c. (𝑡𝑎𝑛2 𝜃 − 𝑠𝑒𝑐 2 𝜃)(𝑠𝑖𝑛2 𝜃 + 𝑐𝑜𝑠 2 𝜃) csc 𝜃 N
d. (csc 𝜃 + 1)(csc 𝜃 − 1) 𝑠𝑖𝑛2 𝜃 O
e. csc 𝜃 tan 𝜃 1 S
f. cos 𝜃 (1 + 𝑡𝑎𝑛2 𝜃) 𝑐𝑜𝑡 2 𝜃 T
g. sin 𝜃 + cos 𝜃 cot 𝜃 −1 X
h. 𝑠𝑒𝑐 2 𝜃 − 𝑐𝑜𝑠 2 𝜃𝑠𝑒𝑐 2 𝜃 sin 𝜃 U
i. sin 𝜃 csc 𝜃 − 𝑐𝑜𝑠 2 𝜃 cos 𝜃 R
j. (csc 𝜃 + cot 𝜃)(1 − cos 𝜃) 𝑠𝑒𝑐 2 𝜃 I
k. sec 𝜃 − sin 𝜃 tan 𝜃
sin 𝜃
l. cos 𝜃 tan 𝜃
Write the capital letters of your answers in the given boxes:
a b c d e f g h i j k l
B. Find the six trigonometric functions of 𝜃.
1.
2.
98
C. Problem Solving
1. Find the shadow cast by a 10-foot lamp post when the angle of elevation of the sun is
58º. Find the length to the nearest tenth of a foot.
2. You are hiking and come to a cliff at the edge of a ravine. In the distance you can see
your campsite at the base of the cliff, on the other side of the ravine. You know that
the distance across the ravine is 500 meters, and the angle between your horizontal
line of sight and your campsite is 25°. How high is the cliff? (Assume you are five feet
tall.)
3. A man who is 2 m tall stands on horizontal ground 30 m from a tree. The angle of
elevation of the top of the tree from his eyes is 28˚. Estimate the height of the tree.
“Keep your mindset strong, your heart pure, your intentions kind and your dreams big.”
-Nikki Rowe
99
References
Larson, D., Stewart, J., Redlin, L., & Watson, S. (2016). Precalculus. #388 McArthur Highway
Dalandanan, Valenzuela: JO-ES Publishing House, Inc.
Lim, Y., Nocon, R., Nocon, E., & Ruivivar, L. (2016). Math for Engaged Learning Precalculus. Quezon
City: Sibs Publishing House, Inc.
Orines, F. B. (2016). Next Century Mathematics Precalculus. 927 Quezon Ave., Quezon City: Phoenix
Publishing House, Inc.
https://www.superprof.co.uk/resources/academic/maths/analytical-
geometry/conics/equation-of-a-circle-problems.html
https://mathbitsnotebook.com/Algebra2/Quadratics/QDParabolaApplied.html
https://www.cliffsnotes.com/study-guides/algebra/algebra-ii/conic-sections/parabola
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/equations-of-
hyperbolas/
https://courses.lumenlearning.com/waymakercollegealgebra/chapter/equations-of-
ellipses/
https://www.mathopenref.com/printellipse1.html
https://www.onlinemathlearning.com/math-trick-unit-circle.html
https://www.mathwarehouse.com/unit-circle/graph-and-formula-unit-circle.php
100
101

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Table of Content

Module 1 - Conic Sections

Module 2 - Circular Functions

Module 1 – Conic Sections

Module 2 – Circular Functions

Activating Prior Knowledge

Acquiring New Knowledge

Standard Form of the Equation of a Circle

1. center 𝐶(0,0) and radius 4

2. center 𝐶(−1,2) and radius 7

3. center 𝐶(3,5) and radius 2

4. center 𝐶(0, −2) and radius 5

5. center 𝐶(−2, −4) and radius √6

Steps on how to graph a circle in the Cartesian Plane

1. Center: (-1,2) ; radius: 2

Steps on how to graph a circle in the Cartesian Plane

2. Center: (3,7) ; radius: 5

𝑟 = √(−1 − 2)2 + [4 − (−2)]2 -----> Use distance formula

Here is a quick link on how to do Completing the Square

Word-Problems Involving Circles

1. A cell phone tower in a village is designed to service a 15-kilometer

b. Is a cell phone user at 𝑃(13,12) within the service range? Explain.

1. 𝐶(4, −1) ; 𝑟 = 3 2. 𝐶(−4,0) ; 𝑟 = 4

1. 𝐶(−4, −2) ; 𝑟 = 6 4. 𝐶(8, −4) ; 𝑟 = 5

Semicircles are commonly known used shapes in building viaducts of

At the end of the lesson, you should be able to:

In this lesson, we will study parabolas from a geometric rather than

Activating Prior Knowledge

Acquiring New Knowledge

B. Standard Form of the Equation of a Parabola

Vertex: (ℎ, 𝑘) Parabola with horizontal Parabola with vertical

Equation (𝑦 − 𝑘)2 = 4𝑝(𝑥 − ℎ) (𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘)

Coordinates of Focus (ℎ + 𝑝, 𝑘) (ℎ, 𝑘 + 𝑝)

Opening of Parabola If 𝑝 < 0, parabola opens to If 𝑝 < 0, parabola opens

Latus Rectum Equation: 𝑥 = ℎ + 𝑝 Equation: y= 𝑘 + 𝑝

Axis of Symmetry Equation: 𝑦 = 𝑘 Equation: 𝑥 = ℎ

Directrix Equation: 𝑥 = ℎ − 𝑝 Equation: 𝑦 = 𝑘 − 𝑝

Vertex: (𝑦 − 𝟎)2 = 28(𝑥 − 𝟎) -----> 𝑽(𝟎, 𝟎)

4𝑝 = 12 -----> Compute for p

Vertex: (𝑥 − 𝟑)2 = 12(𝑦 + 𝟓) -----> 𝑽(𝟑, −𝟓)

Vertex: (𝑦 − 𝟑)2 = −8(𝑥 + 2) -----> 𝑽(−𝟐, 𝟑)

4𝑝 = −3 -----> Compute for p

Vertex: (𝑥 + 𝟔)2 = −3(𝑦 − 𝟏𝟏) -----> 𝑽(−𝟔, 𝟏𝟏)

(𝑦 − 2)2 = 4(−2)(𝑥 − 4) -----> Plug in the value of h, k, and p

2. The vertex is at (4, −4) and the directrix is 𝑦 + 5 = 0.

(𝑥 − 4)2 = 4(1)(𝑦 + 4) -----> Plug in the value of h, k, and p

3. The vertex is at (−7,4), the axis of symmetry is 𝑥 + 7 = 0, the length of the

1. The parabolic reflector in a flashlight concentrates the light emitted by the

2. A natural stone bridge in Algeria displays an arched

(𝑥 − ℎ)2 = 4𝑝(𝑦 − 𝑘) -----> Standard form

3. Vertex at (−2,1) and the directrix is 𝑥 = −1

8. A bridge is designed with an arch in the shape of a parabola. It is to be constructed

9. A cross-section of a flashlight reflector is a parabola. The bulb is located at the

At the end of the lesson, you should be able to:

Activating Prior Knowledge

The principle of elliptical is used in astronomy. Planets pass

B. Standard Form of the Equation of the Ellipse

Center: (ℎ, 𝑘) Horizontal Major Axis Vertical Major Axis

Center: (ℎ, 𝑘) -----> 𝐶(0,0)

𝐶𝑉2 (0 − ,2) 𝐶(0,0) 𝐶𝑉1 (0,2)