GRADE 10 School PAMBUJAN NATIONAL HIGH SCHOOL Grade Level 10
DAILY LESSON LOG Teacher ZALDY N. CERBITO Learning Area MATHEMATICS
Teaching Dates Oct. 2, 2018. 8:15-9:15, 9:30-10:30, 1:00-2:00, 2:00-300 Quarter SECOND
G-10 Descartes, Euclid, Fibonacci,
and Time
Pythagoras
Tuesday
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles and coordinate geometry.
2. Performance The learner is able to formulate and find solutions to changing situations involving circles and other related terms in different
Standards disciplines through appropriate and accurate representations.
The learner is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane with
perseverance and accuracy
3. Learning The learner illustrates the center-radius form of the equation of a circle. (M10GE-lIh-1)
Competencies
a. Transform the general equation of a circle to center-radius form of a circle.
b. Give the center and radius of a circle.
c. Appreciate the use of the equation of a circle in finding solutions to real life problems and decision making.
Objectives
II. CONTENT The Equation of a Circle
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 221-234
2. Learner’s Materials pp. 252-271
3. Textbook Work Text in Advanced Algebra Trigonoetry and Statistics,Ferdinand Malapascua, pages 193-196
Advanced Algebra with Trigonometry and Statistics, Efren L. Valencia, pages 36-37
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Grade 10 LCTGs by DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation
Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
Mrs Santos surprised her class by bringing pizza pie from Dexters. To the enjoyment of everybody she challenges each one of them
to determine the center and radius of the pie. If you are one of the students how will you do that?
B. Establishing a purpose for Purpose Setting Activity
the lesson On a grid map of Northern Samar, the coordinates that corresponds to the location of a cellular phone tower is at the (-6, 3) and it
can transmit signal up to 12 km radius. Also the coordinates of some towns in Northern Samar are shown.
1.
How far is the town of San roque from the Tower? Town of Catubig? Town of Lao ang?
2.
How were you able to determine the distance of one town to the tower?
3.
In which town can the tower transmit signal? In which town the tower cannot transmit signal? Why?
4.
From the activities you have done, can you give the equation that represents the transmission boundaries of the tower to any
town? Are you ready to learn about the equation of a circle?
C. Presenting The Standard Form of the Equation of a Circle
examples/Instances of the new The standard equation of a circle with center at (h, k) and a radius of r units is . The values of h and k indicate that the circle is
lesson translated h units horizontally and k units vertically from the origin.
The general form of the equation of circle is Ax2 + Ay2 +Dx +Ey +F= 0
If the center of the circle is at the origin, the equation of the circle is x 2 + y2 = r2.
If the center of the circle is at the (h,k), the equation of the circle is (x-h)2 + (y-k)2 = r2.
Circle with center at (h,k) Circle with center at the origin
Illustrative Example:
Reduce 4x2 + 4y2 + 4x -12y + 1= 0 to standard form of the equation of a circle.
Step 1: Reduce the coefficients of the second degree terms by dividing each term by 4(or multiplying each term by 1/4)
Step 2: Transpose the constant to the right side of the equation.
Step 3: Perform completing the square in x (or y), we add and subtract the square of the half the coefficient of x (or y) to both sides
of the equation then factor the expression.
D. Discussing new concepts Group activity: Complete the steps in reducing the general equation of a circle to center-radius form of a circle.
and practicing new skills # 1
Prob. 9x2 + 9y2 -12x -24y -5= 0
group 1 group 2 group 3
Step 1: Reduce the coefficients of the Step 2: Transpose the constant to the Step 3: Perform completing the square in
second degree terms by dividing each right side of the equation. x (or y), we add and subtract the square
term by 9(or multiplying each term by of the half the coefficient of x (or y) to
1/9) both sides of the equation then factor the
expression
E. Discussing new concepts Group presentation and discussion
and practicing new skills # 2
F. Developing mastery (leads Choose from the following equations the correct center-radius form of the given general form of a circle
to Formative Assessment 3) x2 + y2 - 2x + 4y = -1.
a. (x-1)2 + (y+2)2 = 4
b. (x-2)2 + (y+1)2 = 4
c. (x-1)2 + (y+1)2 = 4
G. Finding practical
application of concepts and
skills in daily living
Suppose you bought a buko tart from Rowena’s pasalubong. She was surprise that there was something written inside the box. In
order to eat the buko tart, one must following the direction stated in the box.
Direction: Reduce the general form of the circle to its center-radius form.
a) x2 + y2 -6x + +16 = 0
b) x2 + y2 +2x - 4y + 1= 0
H. Making generalizations and Steps in reducing the general equation of a circle to center-radius form of a circle.
abstractions about the lesson
Ax2 + Ay2 +Dx +Ey +F= 0
Step 1: Reduce the coefficients of the second degree terms by dividing each term by 9(or multiplying each term by 1/9)
Step 2: Transpose the constant to the right side of the equation.
Step 3: Perform completing the square in x (or y), we add and subtract the square of the half the coefficient of x (or y) to both sides
of the equation then factor the expression.
I. Evaluating learning Transform the following general equation of a circle to center-radius form of a circle.
1. x2 + y2 -2x + 4y +1 = 0
2. x2 + y2 +2x -6y +5= 0
J. Additional activities for A. Give at least three general equations of circle then reduce it to center-radius form.
application or remediation B. How will you find the center and radius of a circle given the center-radius form of a circle.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 47 out of 57 students have earned 82% on the evaluation
80% in the evaluation
B. No. of learners who require 10 out of 57 students needs additional activities for remediation
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons none
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching the teaching strategy that worked well was the group work activity, for it was address the multiple intelligences of my students
strategies worked well? Why
did these work?
F. What difficulties did I Some of my students are slightly hesitant in expressing their ideas.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or i think for me, the worth sharing localization materials i been used is that.., by citing location such that integrated to the different
localized materials did I problem in which the students also known or they are also familiar.
use/discover which I wish to
share with other teachers?
OBJECTIVE MEANS OF VERIFICATION DESCRIPTION OF THE MOV ANNOTATION
PRESENTED
11.) Monitored and evaluated Formative/summative assessment
learner progress and achievement tools with TOS and frequency of
using learner attainment data errors with identified least
mastered skills
Class record?grading sheets
Lesson plans/modified DLLs
showing index of mastery
Prepared by:
ZALDY N. CERBITO
Subject Teacher Checked by:
LESLIE G. LOBOS
MT-II, Mathematics Department Head
Noted:
ALBERTO M. LIM
Secondary School Principal
