ADAPTIVE TEACHING GUIDE Template

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

_____________________________________

Prerequisite Content-knowledge:
 Apply the midpoint formula
 Understand the concept of locus
 Describe the locus of points with algebraic equations
Prerequisite Skill:
 Plotting of point in Cartesian Coordinate Plane
 Derivation of Formula

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

 Plotting of point in Cartesian coordinate plane

 Finding the distance between the points with the given coordinates

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

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

and/or Skill(s):
 Reading materials or watching videos regarding terms and definition
of essential concepts
Video Presentation: https://www.youtube.com/watch?y=mU76dOpPoFw
2. For Students with a Fairly Sufficient Level of Prerequisite Content-
knowledge and/or Skill(s):
 Ask to give another example of the problem to check the
understanding
 Ask to give another on how they will apply the concept into real-life
situation.

Introduction:
This part must articulate the following:
In this chapter, we explore the relationship between geometric and algebraic
descriptions of conic sections (or simply conics) we use the distance formula and
rectangular coordinates to obtain their equations. We begin by recall key
formulas which we need to be familiar with: Distance Formula, Midpoint Formula,
Point of Division Formula, and Slope. After this, we will study on how to describe
the in words the shape and size of the locus of a moving point under one or more
conditions. We present the conic sections, a particular class of curves which
sometimes appear in nature and which have applications in other fields. In this
lesson, we first illustrate how each of these curves is obtained from the
intersection of a plane and a cone.
1. time frame a student is expected to finish learning the lesson (and where to
contact the teacher when concerns arise)
2. the knowledge (RUA) the student is expected to gain from learning the
topic/lesson
3. Context where the student is going to apply their learning (In what PAA/EFAA
and personal use?)
Overview of the Lesson
We introduce the conic sections, a particular class of curves which oftentimes
appear in nature and which have applications in other fields. One of the first
shapes we learned, a circle, is a conic. When you throw a ball, the trajectory it
takes is a parabola. The orbit taken by each planet around the sun is an ellipse.
Properties of hyperbola have been use in the design of certain telescopes and
navigation systems. We will discuss circles in this lesson, leaving parabolas,
ellipses, and hyperbola for subsequent lessons.
 Circle (Figure 1.2)- when the plane is horizontal
 Ellipse (Figure 1.3)- when the (titled) plane intersects only one cone to
form a bounded curve
 Parabola (1.1)- when the plane intersects only one cone to form an
unbounded curve
 Hyperbola (1.4)- when the plane (not necessarily vertical) intersects both
cones to form two unbounded curves (each called a branch of the
hyperbola)

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

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

Chunk 1: Illustrate the different types of conic sections: Circle, Parabola, Ellipse
and Hyperbola and degenerate cases.

Formative question

Chunk 2: Define a Circle

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

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

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

Solutions:

(1). x 2+ y 2=16

(2). (x +4 )2+( y−3)2=7

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

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

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

(1). x 2+ y 2−6 x=7

(2) x 2+ y 2−14 x +2 y=−14

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

(1). x 2−6 x + y 2=7

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

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

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

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

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

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

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

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