Department of Education

10 National Capital Region

SCHOOL S DIVISION OFFICE
MARIK INA CITY

ANALYTIC GEOMETRY
Quarter 3: Module 5
Identification of Conics

Writer: Rinalyn M. Salamat (MSHS)

Cover Illustrator: Joel J. Estudillo (SNNHS)

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
Identification of Conic Sections. The scope of this module is to identify if the graph of a general
second-degree equation and to determine whether the graph is degenerate or nondegenerate conic
or if there is no graph at all.

Conic sections are formed when a plane intersects two right circular cones aligned tip to tip and
extending infinitely far in opposite directions, which we also call a nappe. The way the cone is sliced
will determine the type of conic section formed at the intersection. As stated in Quarter 2 Module 1, a
circle is formed by slicing a cone with a plane perpendicular to the axis of symmetry of the cone. An
ellipse is formed by slicing a single cone with a slanted plane not perpendicular to the axis of symmetry.
A parabola is formed by slicing the plane through the top or bottom of the double-napped cone, whereas
a hyperbola is formed when the plane slices both the top and bottom of the cone.

Ellipses, circles, hyperbolas, and parabolas are sometimes called the nondegenerate conic
sections, in contrast to the degenerate conic sections. A degenerate conic results when a plane
intersects the double cone and passes through the apex. Depending on the angle of the plane, three
types of degenerate conic sections are possible: a point, a line, or two intersecting lines.

This module is consisting of one (1) lesson which is entitled The Discriminant and
Degenerate Conic Section. This will tackle how to identify conics based on its general equation of
second-degree equations and how to determine the degenerate conics.

After going through this module, you are expected to:

1. identify if the graph of a general second-degree equation is an ellipse, parabola, or
hyperbola;
2. determine whether the graph of a general second-degree equation is a degenerate or
nondegenerate conic or if there is no graph.

What I Know
Read and understand each question. Write the correct answer in the space provided.

__________1. Which of the following is used to determine the type of nondegenerate conics?
A. quadratic formula C. simplification
B. discriminant D. completing the square

2
__________2. Which of the following is used to test the degenerate of conics?
A. quadratic formula C. simplification
B. discriminant D. completing the square
__________3. If the discriminant of the equation of a conic section is greater than 0, then the conic
is identified as .
A. circle B. parabola C. ellipse D. hyperbola
__________4. When the discriminant of 3x + 3 y − 6 x + 9 y + 18 = 0 is evaluated, the given equation
2 2

is classified as a/an .
A. circle B. parabola C. ellipse D. hyperbola
__________5. The graph of 6 x + 12 x − y + 15 = 0 is a/an
2
.
A. circle B. parabola C. ellipse D. hyperbola
__________6. If 3x − 12 x + 4 y − 8 y + 16 = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________7. If 16 x − 96 x − 9 y + 18 y + 135 = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________8. If 2 x + 9 xy = −14 y is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. intersecting lines
B. line D. pair of parallel lines
__________9. If 5 x + 4 xy + 8 y = −36 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. no graph
__________10. If 6 x + 13xy + 6 y = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines

What’s In
Use GeoGebra or Desmos applications on graphing and determining the type of conic in each
second-degree general equation.
1. 5 x 2 + 4 xy + 8 y 2 − 36 = 0
y

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 2. 2 x 2 + 3xy − 2 y 2 − 25 = 0
y

3. 16 x 2 − 24 xy + 9 y 2 + 60 x + 80 y − 100 = 0
y

What’s New
Determine the discriminant of each quadratic equation. Show the solutions in each given and
describe the nature of the solutions.

1. 6 p 2 − 2 p − 3 = 0 2. 9n2 − 3n − 8 = −10 3. −10n2 − 3n − 9 = −2n

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 What is It
From the previous modules, the identification of the conic is done by using the GeoGebra
and Desmos applications. Also, as stated in Quarter 2 Module 1, the graph, if any, of the general
second-degree equation, Ax 2 + Bxy + Cy 2 + Dx + Ey + F = 0 , can be determined immediately when
the equation is reduced to one of the simplified forms. The identification can be also made from
the coefficients of the general equation. To show that this is true, assume that the graph of
Ax 2 + Bxy + Cy 2 + Dx + Ey + F = 0 is a parabola, an ellipse, or a hyperbola. Then applying the
rotation formulas, A ' x '2 + B ' x ' y '+ C ' y '2 + D ' x '+ E ' y '+ F ' = 0 is obtained, where
A ' = A cos 2  + B sin  cos  + C sin 2 
B ' = B cos 2 − ( A − C ) sin 2
C ' = A 'sin 2  − B sin  cos  + C cos 2  .

If the expressions for A ' , B ' , and

C ' are substituted in B '2 − 4 A ' C ' and
simplified, the result is
B '2 − 4 A ' C ' = B 2 − 4 AC . This relation
among coefficients of the original
equation and the transformed equation
holds for any translation or rotation. For
this reason, B 2 − 4 AC , the discriminant,
is called an invariant. If  is chosen so
that B ' = 0 in the transformed equation,
A ' x '2 + B ' x ' y '+ C ' y '2 + D ' x '+ E ' y '+ F ' = 0 ,
then the equation becomes
−4 A ' C ' = B − 4 AC . Therefore, the
2

original equation can be determined from

the signs of A ' and C ' .

The conic is an ellipse if A ' and

C ' have like signs, and a hyperbola if the
signs are different. It either A ' or C ' is Figure 1.
zero, the conic is a parabola. These The Degenerate Conics
relations of A ' and C ' , in the order
named, would make −4 A ' C ' negative, positive, or zero. Hence, an important theorem is stated
below.

Theorem
Let the coefficients of the equation

be such that the graph is nondegenerate conic. Then the graph is an

1. an ellipse if
2. a hyperbola if
3. a parabola if

This theorem is based on the condition that the equation has a graph, and that graph is
not a degenerate conic. The degenerate conics, as mentioned earlier in Quarter 2 Module 1, consist
of two intersecting lines, two parallel lines, one line, and a single point as shown in Figure 1.
Consequently, to use the theorem with certainty, we need to know how to detect exceptional cases.

Example 1: Determine the type of conic section that each general equation describes.
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 a. 4 x 2 + 4 xy + y 2 + 8 x + 24 y + 36 = 0
b. 4 x 2 + 6 xy + 2 y 2 − 4 x − 2 y + 43 = 0
Solutions: Determine the values of A, B, and C in each equation. Then solve for the value of
B2 − 4 AC and interpret the results based on the theorem provided.
a. 4 x 2 + 4 xy + y 2 + 8 x + 24 y + 36 = 0
A = 4, B = 4, C = 1
B 2 − 4 AC = ( 4 ) − 4 ( 4 )(1) = 16 − 16 = 0
2

Since the discriminant is equal to 0 , then the conic section described by the
given is a parabola.
b. 4 x 2 + 6 xy + 2 y 2 − 4 x − 2 y + 43 = 0
A = 4, B = 6, C = 2
B 2 − 4 AC = ( 6 ) − 4 ( 4 )( 2 ) = 36 − 32 = 4
2

Since the discriminant is greater than 0 , then the conic section is a hyperbola.

Example 2: Determine the nature of the graph, if any, of the equation

2 x + 7 xy + 3 y + x − 7 y − 6 = 0 .
2 2

Solution: Determine the discriminant of the given equation. Identify the values of A, B, and C
the substitute to the discriminant formula.
A = 2 , B = 7 , and C = 3
B 2 − 4 AC = ( 7 ) − 4 ( 2 )( 3) = 49 − 24 = 25
2

The discriminant is greater than the value of 0 . However, this positive result does
not tell us that the graph is a hyperbola. To make the identification, treat the
equation as a quadratic in x and apply the quadratic formula. Thus, getting,
2 x 2 + ( 7 y + 1) x + ( 3 y 2 − 7 y − 6 ) = 0 . Determine the coefficients, a = 2 , b = 7 y + 1 , and
−b  b 2 − 4ac
c = 3 y 2 − 7 y − 6 . Substitute these values to the quadratic formula, x = ,
2a
resulting to,
−b  b 2 − 4ac
x=
2a
− ( 7 y + 1)  ( 7 y + 1) − 4 ( 2 ) ( 3 y 2 − 7 y − 6 )
x=
2 ( 2)
−7 y − 1  25 y 2 + 70 y + 49
x=
4
−7 y − 1  ( 5 y 2 + 7 )
x=
4
−y +3
Hence, x = and x = −3 y − 2 are the solutions. This means that the given
2
equation may be presented in the factored form,
( 2 x + y − 3)( x + 3 y + 2 ) = 0 .
If the coordinates of a point make one of these factors equal to zero, they make the
product equal to zero and therefore satisfy the original equation. Hence, the graph
consists of the two lines whose equations are
2 x + y − 3 = 0 and x + 3 y + 2 = 0

Example 3: Test the equation, y 2 − 4 xy + 4 x 2 − 2 x + y − 12 = 0 .

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Solution: Solving the equation for y in terms of x , we find the equations
y − 2 x − 3 = 0 and y − 2 x + 4 = 0
Hence, the graph of the given equation consists of two parallel lines.

Example 4: Test the equation 4 x 2 − 12 xy + 9 y 2 + 20 x − 30 y + 25 = 0 .

Solution: We can make the test by solving for one variable in terms of the other. Scrutinizing
the equation, though, we see that the first group is a perfect square trinomial and
can be easily factored. Thus, finding,
4 x 2 − 12 xy + 9 y 2 + 20 x − 30 y + 25 = 0
( 4x 2
− 12 xy + 9 y 2 ) + ( 20 x − 30 y ) + 25 = 0

( 2 x − 3 y ) + 10 ( 2 x − 3 y ) + 25 = 0
2

( 2 x − 3 y + 5)( 2 x − 3 y + 5) = 0
The graph is a line with an equation of 2 x − 3 y + 5 = 0 .

Example 5: Determine the graph, if any, of the equation, x 2 + y 2 − 4 x + 2 y + 6 = 0 .

Solution: Treat the equation as a quadratic in x and apply the quadratic formula. Thus,
getting,
( )
x 2 − 4 x + y 2 + 2 y + 6 = 0 . Determine the coefficients, a = 1 , b = −4 , and

−b  b 2 − 4ac
c = y 2 + 2 y + 6. Substitute these values to the quadratic formula, x = ,
2a
resulting to,
−b  b 2 − 4ac
x=
2a
− ( −4 )  ( −4 ) − 4 (1) ( y 2 + 2 y + 6 )
2

x=
2 (1)
4  16 − 4 y 2 − 8 y − 24
x=
2
4  −4 y 2 − 8 y − 8
x=
2
4  4 ( − y2 − 2 y − 2)
x=
2
42 (− y 2
− 2 y − 2)
x=
2
x = 2  −y − 2y − 22

The radicand is negative for all real values of y , and this means that x is
imaginary. Consequently, the given equation has no graph.

Example 6: Determine if the x 2 + 3xy + 3 y 2 − x + 1 = 0 has a graph.

Solution: Identify the coefficients of a, b, and c .
x 2 + 3xy + 3 y 2 − x + 1 = 0
x 2 + ( 3xy − x ) + ( 3 y 2 + 1) = 0
x 2 + ( 3 y − 1) x + ( 3 y 2 + 1) = 0

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 Hence, a = 1 , b = 3 y − 1 , and c = 3 y 2 + 1 . Solving the equation for x using the
quadratic formula gives
−b  b 2 + 4ac
x=
2a
− ( 3 y − 1)  ( 3 y − 1) − 4 (1) ( 3 y 2 + 1)
2

x=
2 (1)

1− 3y  ( 3 y − 1) − 12 y 2 − 4
2

x=
2
1 − 3 y  −3 y − 6 y − 3
2
x=
2
1 − 3 y  −3 ( y + 1)
2

x=
2
1 − 3 y  ( y + 1) −3
x=
2
As we see, x will be imaginary if y has any real value except y = −1 . For this value
of y , the value of x is 2 . Hence the graph of the given equation consists of a single
point ( 2,1) .

If the squared terms are missing in a general second-degree equation, divide the given
equation with the coefficient of xy and express the equation as xy + Dx + Ey + F = 0 .

The procedure for the testing in this case is to translate the axes so that the new equation
will have no x ' or y ' term. The transformed equation will be x ' y '+ ( F − DE = 0 ) . Clearly, the graph
is a hyperbola if F − DE  0 and it is equally evident that the graph consists of two intersecting
lines if F − DE = 0 .

We have pointed out the five ways in which Ax 2 + Bxy + Cy 2 + Dx + Ey + F = 0 will not
represent a conic. It is important to understand that the equation represents a conic, provided
that it does not conform to one of these exceptional cases. The discriminant, B 2 − 4 AC , of the given
theorem is applicable.

What’s More
I. Assuming that the given represent nondegenerate conics, classify each by computing the
discriminant.
1. 2 x 2 − 4 xy + 8 y 2 + 7 = 0 2. 3x 2 + xy + x − 4 = 0

8
 3. 2 xy − x + y = 3 4. x 2 + 5 xy + 15 y 2 = 1

II. Test each equation and tell whether the graph is a conic or a degenerate conic, or there is
no graph. Give the equation/s of any degenerate graph.
1. 6 x 2 − xy − 2 y 2 + 2 x + y = 0 2. y 2 − 8 y + 17 x 2 + 4 = 0

3. x 2 + 2 xy + y 2 − 2 x − 2 y = 0 4. y 2 + 2 xy + x 2 − 2 x + 1

What I Have Learned

Complete the mind map. Fill in the empty spaces by explaining and elaborating how to determine
the type of conic section based on the discriminant of the given second-degree equation.

Identification
of Conics

9
 What I Can Do
Scrapbook

Create a traditional or electronic scrapbook where it will compose of 4 examples of determining if

a given second-degree equation is a degenerate or nondegenerate conic. Solutions and further
explanation of identifying the conic shall be included. Give the equation/s of any degenerate graph.

Rubric for grading:

Fairly Needs
Excellent Satisfactory
Criteria Satisfactory Improvement
4 pts 3 pts
2 pts 1 pt
Completeness The scrapbook is The scrapbook is The scrapbook is The scrapbook is
composed of 4 composed of 3 composed of 2 composed of only
second-degree second-degree second-degree 1 second-degree
general general general general equation.
equations. equations. equations.
Content Information is Information is Information is Information
very organized organized with organized but appears to be
with well- well-constructed with solutions disorganized.
constructed solutions and/or and/or
solutions and/or explanations. explanations
explanations. that are not well-
constructed.
Attractiveness The scrapbook The scrapbook The scrapbook The scrapbook's
has has has formatting and
exceptionally attractive well-organized organization of
attractive formatting information. material is
formatting and well- confusing to the
and well- organized reader.
organized information.
information.
Demonstrated The scrapbook The scrapbook The scrapbook The scrapbook
Learning & demonstrates a demonstrates a demonstrates demonstrates no
Understanding thorough good some understanding of
understanding of understanding of understanding of the identification
the identification the identification the identification of degenerate or
of degenerate or of degenerate or of degenerate or non-degenerate
non-degenerate non-degenerate non-degenerate conics.
conics. conics. conics.

Assessment
Read and understand each question. Write the best answer in the space provided.

__________1. Which of the following is the graph of 3x 2 − 4 xy + 3 y 2 = 10 ?

A. circle B. parabola C. ellipse D. hyperbola
__________2. When 27 x 2 + 48 xy − 9 y 2 − 25 = 0 is sketched on a Cartesian plane, a is
graphed.
A. circle B. parabola C. ellipse D. hyperbola
__________3. When 5x + 2 3xy + 3 y − 4 x + 4 3 − 12 = 0 is sketched on a Cartesian plane, a
2 2

is graphed.
A. circle B. parabola C. ellipse D. hyperbola
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__________4. If x 2 − 3xy + 2 y 2 = 0 is graphed in a cartesian plane, the result is a/an
.
A. a point C. pair of intersecting lines
B. line D. no graph
__________5. If 2 x + 9 xy + 14 y = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines

Additional Activities
I. Assuming that the given represent nondegenerate conics, classify each by computing the
discriminant.
1. x 2 + 5 xy + 15 y 2 = 1 2. x 2 − 2 xy + y 2 + 3x = 0

II. Test each equation and tell whether the graph is a conic or a degenerate conic, or there is
no graph. Give the equation/s of any degenerate graph.
1. y 2 − 4 xy + 4 x 2 + 4 x + 1 = 2 y 2. y 2 − 2 xy + 2 x 2 + 1 = 0

SUMMATIVE TEST
Read and understand each question. Write the best answer in the space provided.

__________1. Which of the following is used to determine the type of nondegenerate conics?
C. quadratic formula C. simplification
D. discriminant D. completing the square
__________2. Which of the following is used to test the degenerate of conics?
C. quadratic formula C. simplification
D. discriminant D. completing the square
__________3. If the discriminant of the equation of a conic section is greater than 0, then the conic
is identified as .
B. circle B. parabola C. ellipse D. hyperbola

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__________4. When the discriminant of 3x 2 + 3 y 2 − 6 x + 9 y + 18 = 0 is evaluated, the given equation
is classified as a/an .
B. circle B. parabola C. ellipse D. hyperbola
__________5. The graph of 6 x + 12 x − y + 15 = 0 is a/an
2
.
A. circle B. parabola C. ellipse D. hyperbola
__________6. Which of the following is the graph of 3x − 4 xy + 3 y = 10 ?
2 2

A. circle B. parabola C. ellipse D. hyperbola

__________7. When 27 x + 48 xy − 9 y − 25 = 0 is sketched on a Cartesian plane, a
2 2
is
formed.
A. circle B. parabola C. ellipse D. hyperbola
__________8. If 3x − 12 x + 4 y − 8 y + 16 = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________9. If 16 x − 96 x − 9 y + 18 y + 135 = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________10. If 2 x + 9 xy = −14 y is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________11. If 5 x 2 + 4 xy + 8 y 2 = −36 is graphed in a cartesian plane, the result is a/an
.
A. a point C. pair of intersecting lines
B. line D. pair of no graph
__________12. If 6 x + 13xy + 6 y = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________13. If x − 3xy + 2 y = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of no graph
__________14. If 2 x + 9 xy + 14 y = 0 is graphed in a cartesian plane, the result is a/an
2 2

.
A. a point C. pair of intersecting lines
B. line D. pair of parallel lines
__________15. When 5x + 2 3xy + 3 y − 4 x + 4 3 − 12 = 0 is sketched on a Cartesian plane, a
2 2

is graphed.
A. circle B. parabola C. ellipse D. hyperbola

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References:
Feliciano, Florentino T. and Uy, Fausto B. (1994). Modern Analytic Geometry. Manila: Merriam &
Webster Bookstore Inc.
Quirino, Dean Demetrio A. and Mijares, Jose M. (1964) Plane and Solid Analytic Geometry. Quezon
City, Philippines: Royal Publishing House, Inc.
Riddle, Douglas R. (2013). Analytic Geometry 6th Edition. Ortigas Avenue, Pasig City: Cengage
Learning Asia Pte Ltd (Philippine Branch).
Sirug, Winston S. (2015). Analytic Geometry. Intramuros, Manila, Metro Manila: Mindshapers
Co., Inc.
Rotation of Axes. Retrieved from
https://math.libretexts.org/Bookshelves/Algebra/Map%3A_College_Algebra_(OpenStax)/08%3A
_Analytic_Geometry/8.05%3A_Rotation_of_Axes. May 7, 2021.
Identifying Conics without Rotating Axes. Retrieved from
https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/identifying-conics-without-
rotating-axes/. May 7, 2021.
Degenerate Conics. Retrieved from https://flexbooks.ck12.org/cbook/ck-12-precalculus-
concepts-2.0/section/9.6/primary/lesson/degenerate-conics-pcalc. May 6, 2021.
Degenerate Conics. Retrieved from https://www.ck12.org/book/ck-12-college-
precalculus/section/11.7/. May 6, 2021.
Conic Section. Retrieved from https://artofproblemsolving.com/wiki/index.php/Conic_section.
May 6, 2021.
Conic Section. Retrieved from https://s3-us-west-2.amazonaws.com/oa2/docfiles/2a2d0b02-
2187-4f16-abb0-5adb5d3ac157/2a2d0b02-2187-4f16-abb0-5adb5d3ac157.pdf. May 6, 2021.

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 Development Team of the Module

Writer: Rinalyn M. Salamat (MSHS)

Editor: Analyn C. Santos (MSHS)
Internal Reviewer: Maria A. Nicolas (OIC Principal, MSHS)
Dominador J. Villafria (Education Program Supervisor-Mathematics)
Cover Illustrator: Joel J. Estudillo (SNNHS)
Management Team:
Sheryll T. Gayola
Assistant Schools Division Superintendent
OIC, Office of the Schools Division Superintendent

Elisa O. Cerveza
Chief, CID
OIC, Office of the Assistant Schools Division Superintendent

Dominador J. Villafria
Education Program Supervisor-Mathematics

Ivy Coney A. Gamatero

Education Program Supervisor– LRMS

For inquiries or feedback, please write or call:

Schools Division Office- Marikina City

Email Address: sdo.marikina@deped.gov.ph

191 Shoe Ave., Sta. Elena, Marikina City, 1800, Philippines

Telefax: (02) 682-2472 / 682-3989

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