Senior High School

Precalculus
Quarter 1 – Module 4
HYPERBOLA

Kagawaran ng Edukasyon ● Republika ng Pilipinas

Pre-calculus – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1: Analytic Geometry
First Edition, 2020

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ii
 Pre Calculus
Quarter 1 – Module 4:
Hyperbola

This instructional material was collaboratively developed and reviewed

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

We value your feedback and recommendations.

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FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only. Borrowed materials
(i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are
owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership
over them. Sincerest appreciation to those who have made significant contributions to this module.

iii
Introductory Message

For the facilitator:

Welcome to the Precalculus-Grade 11 Alternative Delivery Mode (ADM) Module 7 on

Hyperbola!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that will help you in guiding
the learners.

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner: Welcome to the Precalculus-Grade 11 Alternative Delivery Mode

(ADM) Module 7 on Hyperbola!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

iv
This module has the following parts and corresponding icons:

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
Knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

v
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.

If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone. We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module will focus on defining a hyperbola. It includes hyperbolas

position on a Cartesian plane, its properties and equations and its standard
form of equation. In this module varied activities have been prepared for you
to be able master the competency required of the course.

After going through this module, you are expected to:

1. Define a hyperbola.
2. Identify the form of the hyperbola.
3. Determine and understand the characteristics of a hyperbola.
4. Appreciate the application oh hyperbola in real world

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 What I Know
Pre-Test
Directions: Read and understand each item carefully; choose the letter of the best
answer and write your answers on a separate sheet of paper.
Multiple Choice:
1. A smooth curve on a plane curve on a plane consisting of two separate branches
that are image of each other.
a. Circle b. Parabola c. Ellipse d. Hyperbola
2. It is the intersection of the two axes of symmetry.
a. Center b. Focus c. Vertex d. Asymptotes
3. The two points that a hyperbola intersects the focal axis.
a. Foci b. Center c. Vertices d. Asymptotes
4. What is the length of the transverse axis of a hyperbola with foci on the y axis?
a. 2c b. 2b c. 2a d. 4a
5. This axis ends at the two vertices.
a. focal axis c. conjugate axis
b. principal axis d. transverse axis
6. The two fixed points of a hyperbolas is called:
a. Asymptotes b. Foci c. Center d. Vertices
7. It intersects at the center of the hyperbola, a pair of lines that are closely related
to but not part of a hyperbola.
a. Center b. Foci c. Asymptotes d. Vertices4
8. The standard form of equation of a hyperbola with vertical focal axis and with
center at the origin is
𝑥2 𝑦2 (𝑥−ℎ)2 (𝑦−𝑘)2
a. − 2 =1 c. − =1
𝑎2 𝑏 𝑎2 𝑏2

𝑦2 𝑥2 (𝑦−ℎ)2 (𝑥−𝑘)2
b. − 2 =1 d. − =1
𝑎2 𝑏 𝑎2 𝑏2

9. What is the equation of a transverse axis of a hyperbola with horizontal focal

axis?
a. y=k b. y=h c. x=k d. x=h
10. What is the location of the transverse axis of a hyperbola with foci on the y axis
and with center at the origin?
a. On the y axis c. On the origin
b. On the x axis d. Cannot be determined

1
 LESSON
The Hyperbola
4

What’s In

Just like ellipse, a hyperbola is one of the conic sections that most students
have not encountered formally before. Its graph consists of two unbounded branches
which extend in opposite directions. It is a misconception that each branch is a
parabola. This is not true, as parabolas and hyperbolas have very different features.

Hyperbolas can be used in so-called “trilateration”, or positioning problems. It is

possible to locate the place from which a sound, such as gunfire, emanates. Long
Range Aid to Navigation (LORAN for short) system, of ship or aircraft utilizes
hyperbolas.

Definition and Equation of a Hyperbola

Given two distinct points F1 and F2 in the plane and a fixed distance d, a
hyperbola is the set of all points (x,y) in the plane such that the absolute value of
the difference of each of the distances from F1 and F2 to (x,y) is d. The points F1 and
F2 are called the foci of the hyperbola.

In the figure above: the distance of F1 to (x1,y1) - distance of F2 to (x1,y1) = d

And the distance of F2 to (x2,y2) - distance of F2 to (x2,y2) = d.
Suppose we wish to derive the equation of a hyperbola. For simplicity, we shall
assume that the center is (0, 0), the vertices are (a, 0) and (−a, 0) and the foci are (c,
0) and (−c, 0). We label the endpoints of the conjugate axis (0, b) and (0, −b).
(Although b does not enter into our derivation, we will have to justify this choice as you
shall see later.) As before, we assume a, b, and c are all positive numbers.
Schematically we have

2
 Since (a, 0) is on the hyperbola, it must satisfy the conditions of hyperbola. That
is, the distance from (−c, 0) to (a, 0) minus the distance from (c, 0) to (a, 0) must equal
the fixed distance d. Since all these points lie on the x-axis, we get

distance from (−c, 0) to (a, 0) − distance from (c, 0) to (a, 0) = d

(a + c) − (c − a) = d

2a = d

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

distance from (−c, 0) to (x, y) − distance from (c, 0) to (x, y) =2a

(x − (− c ))2 + (y − 0)2 − (x − c )2 + (y − 0)2 = 2a
(x + c )2 + y 2 − (x − c )2 + y 2 = 2a
(x + c )2 + y 2 = 2a + (x − c )2 + y 2 , Transpose the second radical to the right
2 2
 (x + c )2 + y 2  =  2a + (x − c )2 + y 2  , Square both sides of the equation
   
x 2 + 2cx + c 2 + y 2 = 4a 2 + 4a x 2 − 2cx + c 2 + y 2 + x 2 − 2cx + c 2 + y 2 , Cancel like terms
4cx = 4a 2 + 4a x 2 − 2cx + c 2 + y 2 , Combine like terms and divide the Eq. by 4

cx − a 2 = a (x − c )2 + y 2 , Transpose a 2 to the left side of the Eq.

(cx − a )
2
=  a (x − c ) + y 2  , Square again both sides of the equation
2 2 2

 
2 4 2 2
( )
c x − 2a cx + a = a x − 2cx + c 2 + y 2 , Distribute a 2 to the quantity
2 2

c 2 x 2 − a 2 x 2 − a 2 y 2 = a 2 c 2 − a 4 , Factor out the common term

(c 2
) ( )
− a 2 x 2 − a 2 y 2 = a 2 c 2 − a 2 , Regroup the terms
( )
b 2 x 2 − a 2 y 2 = a 2 b 2 ,Replace c 2 − a 2 with b 2 since b 2 = c 2 − a 2
2 2
x y
2
− 2 = 1, Divide both sides of the Eq. by a 2 b 2
a b
3
 What’s New
Activity 1
You’ll need: Patty paper Ruler Sharpie Compass Colored paper Tape or glue
stick As you do each of the following, be careful not to smudge your work. For any
step that includes the use of a Sharpie, wait about 30 seconds after marking
before you do any folding.
1. Using a Sharpie, draw a point near the center of your wax paper.
2. Label this point 𝑂.
3. Using a pencil and a compass, draw a circle of radius 4 cm†, using the
point you drew in step 1 as the center.
4. Using a Sharpie, draw another point somewhere outside your circle. Where
you put the point will affect the final result. Don’t put your point too close to the edge
of the paper or too close to the circle, or it will be difficult to do the rest of the activity.
Try to arrange it so that everyone in your group has their point at different distances
and in different positions from their circle.
5. Label this point 𝐹.
6. Fold the paper so that the point 𝐹 lands on the circle (or the circle lands on
𝐹).
7. Crease the paper.
8. “Slide” the point along the circle just a little bit so that a different place on the
circle is over the point 𝐹.
9. Crease again.
10. Keep sliding, folding and creasing the paper so that different places on
the circle land on the point. The closer together your creases are, the more
refined your shape will be.
11. Keep doing this until you have gone all the way around the circle.
12. Unfold your paper. Do you see a definitive shape?
13. Carefully darken the outline of your shape with a Sharpie. You’ve just
drawn a hyperbola!
14. Tape or glue the edges of your patty paper to a piece of colored paper.
15. Write “The Hyperbola” and your name at the top of the colored paper.

4
 What is It

We collect here the features of the graph of a hyperbola with standard

equation.

(1) center : origin (0, 0)

(2) foci : F1(−c, 0) and F2(c, 0)
• Each focus is c units away from the center.
• For any point on the hyperbola, the absolute value of
the difference of its distances from the foci is 2a.

(3) vertices: V1(−a, 0) and V2(a, 0)

• The vertices are points on the hyperbola, collinear with

the center and foci.
• If y = 0, then x = ±a. Each vertex is a units away from the center.
• The segment V1V2 is called the transverse axis. Its length is 2a.

(4) asymptotes: y =ab x and y = −ab x, the lines ℓ1 and ℓ2 in the figure
• The asymptotes of the hyperbola are two lines passing through the center
which serve as a guide in graphing the hyperbola: each branch of the
hyperbola gets closer and closer to the asymptotes, in the direction towards
which the branch extends. (We need the concept of limits from calculus to
explain this.)
• An aid in determining the equations of the asymptotes: in the standard
𝑥2 𝑦2
equation, replace 1 by 0 and in the resulting equation 𝑎2
− 𝑏2 = 0, solve
for y.

5
• To help us sketch the asymptotes, we point out that the asymptotes ℓ1 and ℓ2
are the extended diagonals of the auxiliary rectangle drawn in Figure 1.45.
This rectangle has sides 2a and 2b with its diagonals intersecting at the
center C. Two sides are congruent and parallel to the transverse axis
V1V2.The other two sides are congruent and parallel to the conjugate axis,
the segment shown which is perpendicular to the transverse axis at the
center, and has length 2b.

6
7
Activity 2

8
9
10
 Example 3

Give the coordinates of the center, foci, vertices, and asymptotes of the hyperbola
with the given equation. Sketch the graph, and include these points and lines, the
transverse and conjugate axes, and the auxiliary rectangle.
(y + 2) (x − 7)
2

−
2

=1
1.) 2. ) 4x 2 − 5y 2 + 32x + 30y = 1
25 9
Solution: 1.) From a2 = 25, and b2 = 9, we have a = 5, b = 3, and

c = a2 + b2 = √34 , 𝑐 ≈ 5.8. The hyperbola is vertical. To determine

the asymptotes, we write

(y + 2) (x − 7)
2

−
2

= 0 , which is equivalent to
25 9
y + 2 =  (x − 7). We can then solve for y.
5
3
center: C(7, -2) foci: F1 (7,−2 − 34 )  (7,−7.8) and F2 (7,−2 + 34 )  (7,3.8)
5 41 5 29
asymptotes: y = x − and y = − x +
3 3 3 3

The conjugate axis drawn has its endpoints b = 3 units to the left and right
of the center.

11
Solution 2.) We first change the given equation to standard form.
( )
4 x 2 + 8 x − 5( y 2 − 6 y ) = 1
4(x 2
)
+ 8 x + 16 − 5( y 2 − 6 y + 9) = 1 + 4(16) − 5(9)
4( x + 4) − 5( y − 3) 2 = 20
2

(x + 4)2 − (y − 3)2 =1
5 4

We have a = 5  2.2 and b = 2. Thus, c = a + b = 3. The hyperbola is horizontal.

2 2

(x + 4)2 − (y − 3)2 = 0
To determine the asymptotes, we write 5 4 which is equivalent

to y - 3 = 
2
(x + 4), and solve for y.
5
center: c(-4,3)

foci: F1(-7,3) and F2(-1,3)

(
vertices: V1(−4 − 5,3)  (− 6.2,3) and V2 − 4 + 5,3  (− 1.8,3) )
2 8 2 8
asymptotes: y = x + + 3 and y = − x − +3
5 5 5 5

The conjugate axis drawn has its endpoints b = 2 units above

and below the center.

12
 What’s More

Let us find out if you really understood the concept about hyperbola by
answering these exercises.

A. Reduce each of the following equations of hyperbolas in

standard form.
1.) 4 x 2 − y 2 + 2y − 5 = 0
2.) 36x 2 − 81y 2 + 24x + 328 = 0
3.) 49x 2 − 25y 2 + 98x + 200y + 874 = 0
4.) 28x 2 − 64y 2 − 28x − 128y − 505 = 0

B. Determine the foci, vertices, and asymptotes of the hyperbola with

x2 y2
equation - = 1. Sketch the graph, and include these points and
16 33
lines, the transverse and conjugate axes, and the auxillary rectangle.

C. For each equation of the hyperbola, find the center, foci, vertices, endpoints of

conjugate axis. Determine the equation of the asymptotes and sketch the graph.

1.)
(y + 6)2 −
(x − 4)2 =1 2.) 9 x 2 + 126x − 16y 2 − 96y + 153 = 0
25 39

What I Have Learned

Let me check your knowledge by filling the blanks with a correct

symbols/letter or terms in order to complete the statement/s.

1. A hyperbola is the set of all points in the plane for which the ________ of the
distances from two fixed points F1 and F2 is constant. The points F1 and F2 are
called the _______ of the hyperbola.

13
 𝑥2 𝑥2
2. The graph of the equation − 𝑎2 = 1 with a>0,b>0 is a hyperbola with vertices
𝑎2
(___,___) and (__,__) and foci(±𝑐, 0) where c= ________. So the graph of
𝑥2 𝑦2
− 32 = 1 is a hyperbola with vertices (___, ___) and (___,___) and foci
42
(___,___) and (___,___).

𝑦2 𝑥2
3. The graph of the equation − 𝑎2 = 1 with a>0,b>0 is a hyperbola with vertices
𝑎2
𝑦2
(___,___) and (___,___) and foci (0,±𝑐), where c= ________. So the graph of −
42
𝑥2
= 1 is a hyperbola with vertices (__,__) and (___,__) and foci (___,___) and
32
(___,___).

4 Label the vertices, foci, and asymptotes on the graphs given for the hyperbola.
𝑥2 𝑦2 𝑦2 𝑥2
a.
42
− 32 = 1 b.
42
− 32 = 1

14
 What I can Do

DISCOVERY∎ DISCUSSION∎ WRITING

1. Light from a Lamp. The light from a lamp forms a lighted area on a wall,
as shown in the figure. Why is the boundary of this lighted area a
hyperbola? How can one hold a flashlight so that its beam forms a
hyperbola on the ground?

Online connect! For additional knowledge and information about the topics
please visit the links/url indicated below.

Hyperbola (Part 1) - Conic Sections Class 11 CBSE

https://www.youtube.com/watch?v=WEyYaIWIUp0

Hyperbola (Part 2) - Conic Sections Class 11 CBSE

https://www.youtube.com/watch?v=Ni0gjU8-Pn4

15
 Assessment
Post Test

Directions: Read, analyze and understand each item carefully. Choose the letter of
the best answer. Write your answers on a separate sheet of paper.

1. What best define a hyperbola?

a. A smooth curve on a plane curve on a plane consisting of two
separate branches that are image of each other.
b. A set of points whose distances from a fixed point are in constant
c. ratio to their distances from a fixed line that is not passing
through the fixed point.
d. A set of coplanar points such that the distance from a fixed point
is constant.
e. A set of all coplanar points that are equidistant from a fixed line
and a fixed point not on the fixed line.
2. It is the axis that contains the foci, the center and the vertices of a hyperbola.
a. Conjugate axis b. Transverse axis c. Focal axis d. Vertex axis
3. A segment passing thru a focus of the hyperbola that is perpendicular to the
focal axis.
a. Foci b. Vertices c. Center d. Latus rectum
4. The foci of a hyperbola which are on the x axis and with center at (0,0).
a. (c,0) b. (±𝑐, 0) c. (0, ±𝑐) d. (0,c)
5. What is the equation of the transverse axis of a hyperbola with foci on the y
axis?
a. x=0 b. y=0 c. x=a d. y=b
6. What is the location of the conjugate axis of a hyperbola with foci on the y axis
and with center at the origin?
a. On the y axis c. On the origin
b. On the x axis d. Cannot be determined
7. What is the length of the transverse axis of a hyperbola with vertical focal axis
and with center at (h, k)?
a. 2a b. 2b c. 2b2 d. 2a2
(𝑦−𝑘)2 (𝑥−ℎ)2
8. − = 1 is the standard form of equation of:
𝑎2 𝑏2
a. Hyperbola with foci on the x axis with center at (0,0)
b. Hyperbola with foci on the y axis with center at (0,0)
c. Hyperbola with horizontal focal axis with center at (h,k)
d. Hyperbola with vertical focal axis with center at (h,k

16
9. “The length of the latus rectum of a hyperbola is 2𝑏 2 𝑎 is the same to all
classification or type of hyperbola.”
a. True statement
b. False statement
c. Neither true or false
d. Either true or false
10. Which of the following real-life applications best represent by a
hyperbola?
a. Linings of the shadow cast on a wall by a cylindrical
lampshade.
b. Engineering designs such as elliptical roads, architectural
designs such as ceilings of churches and galleries.
c. The dish antenna and the automobile headlight reflectors.
d. Arts such as logo designs, and in medicine such as medical
equipment (lithrotripter).

References

Camilon, M.G.,et.al. 2017. Precalculus for Senior High School. Quezon City:
Educational Resources Publication.

Carl Stitz, Ph.D. , Jeff Zeager, Ph.D.,

July 4, 2013 Lakeland Community College Lorain County Community College
Precalculus Corrected Edition

Dan's Pre-algebra Review

November 30, 2012

Fajardo, Ira A., Marquez, Romel L., Ringor, Rebecca S., and Gerardo, Elsa F., PhD.
Analytic Geometry (Worktext) 2003 edition

Khan, Sal. 2001. Intro to Conic Sections. Accessed July 8, 2020.

https://www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:conics/x9
e81a4f98389efdf:conics-intro/v/introduction-to-conic-sections.

Precalculus Philippine Edition

2016 JO-ES Publishing House Inc

Sirug, W. S.,. 2016. Pre-Calculus forSenior High School STEM Specialized Subject.
Manila City: Mindshapers Corporation., Inc.

Stewart, J., et.al. 2010. Prcalculus -Mathematics for Calculus.

17
Tolentino, M.A.,et.al. 2016. Precalculus Learner's Material. Quezon City.

Vilanueva, T, et.al. 2017. Pre-calculus Analysis and Applications. Valenzuela City:

Tru-Copy Publishing House, Inc.

2010. http://mathispower4u.wordpress.com/. July 22. Accessed 9 2020, July.

https://www.youtube.com/watch?v=auD46ZWZxQo.

2017. http://bit.ly/ProfDaveSubscribe. November 2017. Accessed July 9, 2020.

https://www.youtube.com/watch?v=JUvo3GrgWHk.

n.d. Conic Sections. Accessed July 8, 2020. file:///C:/Users/admin/Desktop/conic-

sections.pdf .

Pinoybix.org
Pinoybix Engineering Copyright © 2020

Hyperbola (Part 1) - Conic Sections Class 11 CBSE

https://www.youtube.com/watch?v=WEyYaIWIUp0
November 20, 2019

Hyperbola (Part 2) - Conic Sections Class 11 CBSE

https://www.youtube.com/watch?v=Ni0gjU8-Pn4
November 22, 2019

Jeff Eicher
8.6 Conic Sections - Word Problems
https://www.youtube.com/watch?v=1eVzYUEi93o
March 9, 2020

Study Force
Solve a word problem involving parabolas
https://www.youtube.com/watch?v=oXKkgIRnfEU
28 Aug 2018

For inquiries or feedback, please write or call:

Department of Education – Alternative Delivery Mode (DepEd-ADM)

Office Address: Masterson Avenue, Upper Balulang, Zone 1, Cagayan de Oro City,
Cagayan de Oro, Lalawigan ng Misamis Oriental
Telefax:
Email Address: [email protected]

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