Write down the equation for a circle (*aka “All the Points Equidistant from a Given Point”) with center (–3,–6) and radius 9. (Although the wording is different, this is exactly like the problems you did on the in-class assignment.)
Now, let’s take it the other way.
(
x
–
4
)
2
+
(
y
+
8
)
2
=
49
(
x
–
4
)
2
+
(
y
+
8
)
2
=49 is the equation for a circle.
- a. What is the center of the circle?
- b. What is the radius?
- c. Draw the circle.
- d. Find two points on the circle (by looking at your drawing) and plug them into the equation to make sure they work. (Show your work!)
2
x
2
+
2
y
2
+
8
x
+
24
y
+
60
=
0
2
x
2
+2
y
2
+8x+24y+60=0 is also the equation for a circle. But in order to graph it, we need to put it into our canonical form
(
x
–
h
)
2
+
(
y
–
k
)
2
=
r
2
(
x
–
h
)
2
+
(
y
–
k
)
2
=
r
2
. In order to do that, we have to complete the square… twice! Here’s how it looks.
Table 1
|
2
x
2
+
2
y
2
+
8
x
+
24
y
+
60
=
0
2
x
2
+2
y
2
+8x+24y+60=0 |
The original problem. |
|
x
2
+
y
2
+
4
x
+
12
y
+
30
=
0
x
2
+
y
2
+4x+12y+30=0 |
Divide by the coefficient of
x
2
x
2
and
y
2
y
2
|
|
(
x
2
+
4
x
)
+
(
y
2
+
12
y
)
=
–30
(
x
2
+4x)+(
y
2
+12y)=–30 |
Collect
x
x and
y
y terms together, and bring the number to the other side. |
|
(
x
2
+
4
x
+
4
)
+
(
y
2
+
12
y
+
36
)
=
–30
+
4
+
36
(
x
2
+4x+4)+(
y
2
+12y+36)=–30+4+36 |
Complete the square in both parentheses. |
|
(
x
+
2
)
2
+
(
y
+
6
)
2
=
10
(
x
+
2
)
2
+
(
y
+
6
)
2
=10 |
Done! The center is (–2,–6) and the radius is
1010. |
Got it? Now you try!
3
x
2
+
3
y
2
+
18
x
+
30
y
–
6
=
0
3
x
2
+3
y
2
+18x+30y–6=0
- a. Complete the square—as I did above—to put this into the form:
(
x
–
h
)
2
+
(
y
–
k
)
2
=
r
2
(
x
–
h
)
2
+
(
y
–
k
)
2
=
r
2
.
- b. What are the center and radius of the circle?
- c. Draw the circle.
- d. Find two points on the circle (by looking at your drawing) and plug them into original equation to make sure they work. (Show your work!)
"This is the "main" book in Kenny Felder's "Advanced Algebra II" series. This text was created with a focus on 'doing' and 'understanding' algebra concepts rather than simply hearing about them in […]"