#Make Every Learner Love Math | i

#MakeEveryLearnerLoveMath
 SDO ALBAY SUPERINTENDENCY
NORMA B. SAMANTELA, CESO VI Schools Division Superintendent
MA. JEANY T. ABAYON, Ed.D. Assistant Schools Division Superintendent
LAURO B. MILLANO, CESE Assistant Schools Division Superintendent

DIVISION EVALUATION TEAM

SANCITA B. PEÑARUBIA, Ed.D.
Chief Education Supervisor
Curriculum and Implementation Division

FELMA A. BONITO, PhD

Public Schools District Supervisor
Division Math Coordinator
Chairperson, TWG

WRITERS
RYAN M. ANDRES CHANNEL MONIQUE R. RESOCO
ROWENA R. PARADO MARY ANN A. PANDAY
MARK JOSEPH O. POBLETE MELODY P. ELAURZA
LEAH L. AVILA MARY JANE REGINALDO
CEEJAY T. CAÑEBA CRISTINE C. PEDIMATO
RICALYN S. DAMOT MARIA C. RABE
ABELARDO C. ARIENDA JR.

TEAM LEADERS
Leonora B. Orejo | Abelardo C. Arienda Jr.

CONTENT EDITORS
Leonora B. Orejo| Salvacion R. Raquid | Maria Vergin Andes
Maria Rabe | Arnel B. Velasco

LANGUAGE EDITOR
Kaypee R. Alamares

TECHNICAL SUPPORT
Christine Joy A. Clerigo

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Week No. COMPETENCIES Page No.

Illustrates Polynomial Functions 1-4

Understands, Describes and Interpret the Graphs Polynomial

1-2 5-10
Functions

Solves Problems Involving Polynomial Functions 11-16

Derives Inductively the Relations Among Chords, Arcs, Central

17-21
Angles, And Inscribed Angles
3-4
Proves Theorems Related to Chords, Arcs, Central Angles and
22-29
Inscribed Angles

Illustrates Secants, Tangents, Segments and Sectors of a Circle 30-34

5-6 Proves Theorems on Secants, Tangents and Segments 35-42

Solves Problems on Circles 43-47

Applies the Distance Formula to Prove Some Geometric

7 48-53
Properties

Illustrates the Center-Radius Form of the Equation of a Circle 58

8
Determines the Center and Radius of a Circle Given its
58-61
Equation and Vice Versa

Graphs and solves problems involving circles and other

9 62-66
geometric figures on the coordinate

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 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 1 (a) Quarter 2

ILLUSTRATING POLYNOMIAL FUNCTIONS

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as your self-learning guide. It facilitates lesson comprehension as
it specifically aims to illustrate polynomial functions.
To illustrate polynomial functions, you must have a clear understanding on the following:
• The word polynomial is derived from Greek words “poly” which means many and
“nominal” which means terms, so polynomial means many terms.
• Polynomials are composed of constants (numbers), variables (letters) and exponents
such as 2 in x2. The combination of numbers, variables and exponents is called terms.
Example: 4𝑥3+𝑥2+1
There are three (3) terms in this expression: 4𝑥3, 𝑥2 & 1, where 1 is the constant, x is the
variable and 3 and 2 are the exponents.
This knowledge will help you understand the formal definition of polynomial function.
A polynomial function is a function of the form 𝑃(𝑥)= 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 +𝑎𝑛−2 𝑥 𝑛−2 +⋯+𝑎1 𝑥+𝑎0 ,
𝑎𝑛≠0, where 𝑛 is a nonnegative integer, 𝑎0 , 𝑎1 ,, …, 𝑎𝑛 are real numbers called coefficients (numbers
that appear in each term), 𝒂𝒏 𝒙𝒏 is the leading term, 𝑎𝑛 is the leading coefficient, and 𝑎0 is the constant
term (number without a variable). The highest power of the variable of 𝑃(𝑥) is known as its degree.
There are various types of polynomial functions based on the degree of the polynomial. The most
common types are:
• Constant/Zero Polynomial Function (degree 0): 𝑃(𝑥)=𝑎𝑥0=𝑎
• Linear Polynomial Function (degree 1): 𝑃(𝑥)=𝑎𝑥1+𝑏=𝑎𝑥+𝑏
• Quadratic Polynomial Function (degree 2): 𝑃(𝑥)=𝑎𝑥2+𝑏𝑥+𝑐
• Cubic Polynomial Function (degree 3): 𝑃(𝑥)=𝑎𝑥3+𝑏𝑥2+𝑐𝑥+𝑑
• Quartic Polynomial Function (degree 4): 𝑃(𝑥)=𝑎𝑥4+𝑏𝑥3+𝑐𝑥2+𝑑𝑥+𝑒
where 𝑎, 𝑏, 𝑐, 𝑑 and 𝑒 are constants.
Other than 𝑃(𝑥), a polynomial function can be written in different ways, like the following:
𝑓(𝑥)=𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 +⋯+ 𝑎1 𝑥+ 𝑎0 ,
𝑦=𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 +⋯+𝑎1 𝑥 + 𝑎0 ,

A function is NOT polynomial if:

1) the variable is under the radical sign,
2) the exponent of the variable is negative and non-integral; and,
3) there is a variable in the denominator.

ILLUSTRATIVE EXAMPLES:
A. Identifying Polynomials Functions

1. P(x) = x5 + x4 – x + 2 Polynomial Function

1
2. P(x) = + 3 Not Polynomial Function
4𝑥
2𝑥+2
3. F(x) = Polynomial Function
3
4. P(x) = √𝑥 + 3x2 Not Polynomial Function
5. F(x) = x-9 Not Polynomial Function

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 B. Illustrating Polynomial Functions in terms of Degree, Leading Term, Leading Coefficient,
Constant term and types of Function.
LEADING LEADING CONSTANT TYPE OF
POLYNOMIAL FUNCTION DEGREE
TERM COEFFICIENT TERM FUNCTION
P(x) = 7 0 7 7 7 Constant
P(x) = 3x – 2 1 3x 3 -2 Linear
P(x) = 4x2 – 3x – 5
2 4x2 4 -5 Quadratic
P(x) = x3 + 4x2 + 5x – 3
3 x3 1 -3 Cubic
P(x) = x4 + 3x3 – 2x2 + 5x + 2
4 x4 1 2 Quartic

Writing Polynomial Function in Standard Form

Standard form means that you write the terms by decreasing exponents.
Here are what to do:
1. Write the term with the highest exponent first.
2. Write the terms with lower exponents in descending order.
3. Remember that a variable with no exponent has an understood exponent of 1.
4. A constant term always comes last.

Example: Write the following polynomial functions in standard form.

𝑦 = 1 + 2𝑥 + 𝑥5 − 4𝑥3 + 5𝑥2
Solution:

Term with Term/s with lower

highest exponents in descending Constant term Standard form
exponent order
𝑥5 −4𝑥3, 5𝑥2, 2𝑥 1 𝒚=𝒙𝟓 −𝟒𝒙𝟑+𝟓𝒙𝟐+𝟐𝒙+𝟏

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Illustrating Polynomial Function M10AL-IIa-1

III. ACTIVITIES:

ACTIVITY I. Glad to Know Me!

Directions: Identify whether the following is a polynomial function or not. Write PF if it is a polynomial
function and NPF if it is not a polynomial function.

1. 2. P(x) = 𝑥−3
P(x) = 𝑥5−𝑥4−𝑥+2 𝑥+2

Ans: ______ Ans: ______

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 3. 4.
P(x) = √𝑥 + 3𝑥 2 P(x) = 10 – 5x2

Ans: ______ Ans: ______

ACTIVITY II. Complete Me!

Directions: Complete the table below.
Leading Leading Constant Type of
Polynomial Function Degree
Coefficient Term Term Function
1.) F(x) = 2 – 11x + 2x2 – 5x4
2.) P(x) = 5x3 – 4 + 2x2 + x
3.) P(x) = x2 + x + 4
4.) F(x) = x + 2

ACTIVITY III. Make Me New!

Directions: Write the standard form of the polynomial functions as illustrated in the following natural
occurrences.
1. The intensity of light emitted by a firefly can be determined by 𝐿(𝑡)=10 + 0.3𝑡 + 0.4𝑡2 − 0.01𝑡3.
2. The total number of hexagons in a honeycomb can be modeled by the function 𝑓(𝑟)=1 + 3𝑟2 − 3𝑟.

IV.RUBRICS (To be used by the Teacher on Activity 3)

MATHEMATICS PROBLEM SOLVING RUBRIC for ACTIVITY III

POINTS DESCRIPTION
4 No errors on the solution. It clearly demonstrates well understanding and accuracy in solving.
3 There is a little mistake in the solution. Satisfactorily demonstrate understanding of the topic. A
term was still misplaced.
2 Two to three terms were still misplaced.
1 No written solution.

V.REFLECTION:
Complete the statement below.

1. Illustrating polynomial function is important to learn because

_______________________________________________________________________
_______________________________________________________________________.

2. Put a heart shape inside the box that BEST describes your rate of feelings in this learning
activity sheets.

Wonderful! I’m Happy! I’m Sad! I’m Worried! I never learn!

#Make Every Learner Love Math | 3

 #Make Every Learner Love Math | 4
Polangui General Comprehensive High School
RYAN M. ANDRES
Prepared by:
ACTIVITY I. GLAD TO KNOW ME!
1. PF 2. NPF 3. NPF 4. PF
ACTIVITY II. COMPLETE ME!
Leading Leading Constant Type of
Polynomial Function Degree
Coefficient Term Term Function
1.) F(x) = 2 – 11x + 2x2 – 5x4 4 -5 -5x4 2 Quartic
2.) P(x) = 5x3 – 4 + 2x2 + x 3 5 5x3 -4 Cubic
3.) P(x) = x2 + x + 4 2 1 x2 4 Quadratic
4.) F(x) = x + 2 1 1 x 2 Linear
ACTIVITY III. MAKE ME NEW!
1.) 𝐿(𝑡)= − 0.01𝑡3 + 0.4𝑡2 + 0.3𝑡 + 10
2.) 𝑓(𝑟)=3𝑟2 − 3𝑟 + 1
GUIDE QUESTIONS
(Answers may vary depending upon the opinion of the learner.)
VII.ANSWER KEY:
Mathematics 10 Learner’s Module
Inc.
Callanta, Melvin M, et.al. DepEd, Mathematics – Grade 10. Learner’s Module, Rex Bookstrore,
VI.REFERENCES:
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 1 (b) Quarter 2

UNDERSTANDING, DESCRIBING AND INTERPRETING THE GRAPH OF POLYNOMIAL FUNCTIONS

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet will help you understand, describe, and interpret the graphs of
polynomial functions. It consists of self-learning guide lesson with examples that will help you
understand the lesson.

DEFINITION OF TERMS
ZEROS OF POLYNOMIAL FUNCTIONS are all the values of x that make the polynomial equal to zero. It is
also the x- intercept (the point where the graph crosses/touches the x- axis) of the graph of a polynomial
function.
TURNING POINT OF THE GRAPHS OF POLYNOMIAL FUNCTIONS is a point of the graph where the graph
changes from increasing to decreasing (rising to falling) or decreasing to increasing (falling to rising). A
polynomial of degree n will have at most n-1 turning points. Example: in the polynomial function y = x 4
– 3x3 + 2x2 – 5x + 5 the degree is 4 and the number of turning points is n – 1 = 4 – 1 = 3

ILLUSTRATIVE EXAMPLES:
CASE 1:
The graph below is defined by y = 2x3-7x2-7x+12 or in factored form y= (2x+3) (x-1) (x-4).

From the graph:

- the zeros are -3/2, 1 and 4
-the leading coefficient is 2
-the degree of the polynomial is 3 (odd)
-the number of turning points is 2
-the behavior of the graph falls to the left and rises to the right

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CASE 2:
The graph below is defined by y= -x5+3x4+ x3- 7x2+ 4 or in factored form y = -(x + 1)2(x-1) (x -2)2.

From the graph;

- the zeros are -1(multiplicity 2), 1 and 2(multiplicity 2)
-the leading coefficient is -1
-the degree of the polynomial is 5(odd)
-the number of turning points is 4
-the behavior of the graph rises to the left and falls to the right
CASE 3:
The graph below is defined by y = x4- 7x2+ 6x or in factored form, y = x (x +3) (x-1) (x-2).

From the graph;

- the zeros are 0, -3, 1, and 2
-the leading coefficient is 1
-the degree of the polynomial is 4(even)
-the number of turning points is 3
-the behavior of the graph rises to the left and rises to the right

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CASE 4:
The graph below is defined by y = -x4+5x2- 4 or in factored form y = -(x2- 1) (x2- 4).

From the graph;

- the zeros are -2, -1, 1 and 2
-the leading coefficient is -1
-the degree of the polynomial is 4(even)
-the number of turning points is 3
-the behavior of the graph falls to the left and falls to the right

SUMMARY: The table below summarizes the properties and characteristics of the graphs of
polynomial functions shown in the 4 cases.

Leading Degree: Behavior of the Graph:

Sample Polynomial
Coefficient: Even or Rising or Falling Possible sketch
Functions
n>0 or n<0 Odd Left hand Right hand

1. y = 2x3-7x2-7x+12 n>0 odd falling Rising

2. y= -x5+3x4+ x3-
n<0 odd rising falling
7x2+ 4

3. y = x4- 7x2+ 6x n>0 even rising rising

falling
4. y = -x4+ 5x2- 5 n<0 even falling

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 II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

Understanding, Describing and Interpreting the Graph of
2 M10AL-IIa-1
Polynomial Functions

III. ACTIVITIES:

Activity 1: Matching Type

Directions: Match each polynomial function with its graph below. Use what you know about its end
behavior. Write the letter of the correct answer.

1. y = 2x4-4x2+ 3x -8 3. y = x5- 8x3+ 2x -6

2. y = -4x3+ 4x2+ 3x -8 4. y = -8x6+ 12x5-4x3- 3x +6

a.) b.) c.) d.)

Activity II. Fill Me Up!

Directions: Complete the table. In the last column, draw a possible graph for the function showing
how the function behaves. (You do not need to place your graph on the x and y plane.)

Leading Degree: Behavior of the Graph:

Possible
Polynomial Functions Coefficient: Even or Rising or Falling
sketch
n>0 or n<0 Odd Left hand Right hand

1. y = x3+ 5x2- 9x -45

2. y= -5x4+ 7x2-x + 9

3. y = - x7- 3x4+3x2-4

4. y = x4- 9x

IV. GUIDE QUESTIONS:

Directions: Answer the following questions to determine what you have learned and how did you
understand the topic.
1.) What did you observe about the end behaviors of the graph of polynomial function if:
a. Its degree is odd and the leading coefficient is positive?

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 ___________________________________________________________________________
___________________________________________________________________________
b. Its degree is even and the leading coefficient is positive?
___________________________________________________________________________
___________________________________________________________________________
c. Its degree is odd and the leading coefficient is negative?
___________________________________________________________________________
___________________________________________________________________________
d. If its degree is even and the leading coefficient is negative?
___________________________________________________________________________
___________________________________________________________________________
2.) What particular situation in your life can you relate the behavior and characteristics of the
graph of polynomial functions?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V.REFLECTION:

DIRECTIONS: Shade with yellow the part of the inverted pyramid which best describes your learning in
this activity.

I understand it. I could teach this to

someone else.

I understand it.

I think I’m getting it but still

a little confused.

I don’t
understand
it. I need
help.

#Make Every Learner Love Math | 9

 VI. REFERENCES:

Callanta, Melvin M, et.al. DepEd, Mathematics – Grade 10. Learner’s Module, Rex
Bookstrore, Inc.
Mathematics 10 Learner’s Module

VII. ANSWER KEY:

ACTIVITY 2

4. B
3. C
2. A
1. D
ACTIVITY 1
ANSWER KEY:

Prepared by:
ROWENA R. PARADO
Polangui General Comprehensive High School

#Make Every Learner Love Math | 10

 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Weeks 1-2 Quarter 2

SOLVING PROBLEMS INVOLVING POLYNOMIAL FUNCTIONS

I. BACKGROUND INFORMATION FOR LEARNERS:

Your previous lesson has defined Polynomial Function as a function of the form
𝑷(𝒙) = 𝒂𝒏 𝒙𝒏 + 𝒂𝒏−𝟏 𝒙𝒏−𝟏 + … + 𝒂𝟏 𝒙 + 𝒂𝟎 where 𝒂𝒏 are real numbers called coefficients and
𝒏 is a positive integer, and 𝒂𝒏 𝒙𝒏 is the leading term, 𝒂𝒏 is the leading coefficient, 𝒂𝟎 is the constant
term and 𝒂𝒏 ≠ 𝟎.
The following examples are problems involving polynomial functions that are discussed and
solved systematically.

Example 1. A windmill generates 60 kiloWatts of power that can supply electricity to small barangay.
𝒔𝟒
This is represented by the polynomial function 𝑃(𝒔) = , where 𝒔 represents the speed of the wind
𝟏𝟎𝟎𝟎
in kilometers per hour. If the wind speed is 15 kilometers per hour, how many units of power 𝑷(𝒔) can
the windmill generate? Is it enough to sustain the power consumption of a small barangay?

Solution:
𝒔𝟒
Step 1 𝑷(𝒔) = ,𝒔 = 𝟏𝟓𝒌𝒑𝒉 Rewrite the given
𝟏𝟎𝟎𝟎
Identify what is asked on the problem.
You have 𝑃 (15) since it is asking on how
Step 2 Find 𝑷(𝟏𝟓)
many units of power can the windmill
generate if the wind speed is 15𝑘𝑝ℎ
(𝟏𝟓)𝟒 Replace all the variable 𝑠 with 15, since
Step 3 𝑷(𝟏𝟓) =
𝟏𝟎𝟎𝟎 𝑠 = 15 based on the given
𝟓𝟎𝟔𝟐𝟓 Simplify the equation. Remember that
Step 4 𝑷(𝟏𝟓) =
𝟏𝟎𝟎𝟎 (15)4 = (15)(15)(15)(15) = 50625
By dividing 50625 by 1000, we arrive on the
Step 5 𝑷(𝟏𝟓) = 𝟓𝟎. 𝟔𝟐𝟓
result 50.625

Answer: The windmill can generate 50.625 units of power if the wind speed is
15 kilometers per hour hence, it is not enough to supply a small barangay.

Example 2. The demographer in Alabangpuro, Pioduran, Albay said that the area can accommodate 30
000 residents. He predicts that the population 𝑵 of the barangay 𝒕 years from now can be modeled by
the function 𝑵(𝒕) = 𝟕𝒕𝟒 – 𝟒𝒕𝟑 + 𝟏𝟓𝟎𝒕 + 𝟏𝟕𝟓𝟎𝟎. What will be the population of the barangay
three (𝟑) years from now? Can Alabangpuro, Pioduran, Albay still accommodate the number of
residents after 3 years?

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Solution:
𝑵(𝒕) = 𝟕𝒕𝟒 – 𝟒𝒕𝟑 + 𝟏𝟓𝟎𝒕 + 𝟏𝟕𝟓𝟎𝟎
Step 1 Rewrite the given
𝒕 = 𝟑 𝒚𝒆𝒂𝒓𝒔
Identify what is asked on the problem.
We have 𝑁 (3) since it is asking on how
Step 2 Find 𝑵(𝟑) many citizens will be residing at Barangay
Alabangpuro after 3 years.

𝑵(𝟑) = 𝟕(𝟑)𝟒 – 𝟒(𝟑)𝟑 + 𝟏𝟓𝟎(𝟑) Replace all the variable 𝑡 with 3, since 𝑡 = 3
Step 3
+ 𝟏𝟕𝟓𝟎𝟎 based on the given
Simplify the equation. Remember that (3)4 =
𝑵(𝟑) = 𝟕(𝟖𝟏) – 𝟒(𝟐𝟕) + 𝟏𝟓𝟎(𝟑)
Step 4 (3)(3)(3)(3) = 81 and
+ 𝟏𝟕𝟓𝟎𝟎
(3)3 = (3)(3)(3) = 27
Simplify each term.
This is by multiplying 7 by 81 which is equal to
Step 5 𝑵(𝟑) = 𝟓𝟔𝟕 – 𝟏𝟎𝟖 + 𝟒𝟓𝟎 + 𝟏𝟕𝟓𝟎𝟎
567, 4(27) = 108, and
150(3) = 450
Simplify all values to get the final result. Thus,
Step 6 𝑁(3) = 18, 409 567 – 108 + 450 + 17 500 is equal to
18 409
Answer: After 3 years there will be 𝟏𝟖 𝟒𝟎𝟗 residents residing at Barangay Alabangpuro. Yes, it can still
accommodate the number of residents after 3 years.
The previous examples tell us how to solve problems involving polynomial functions through
evaluation. Now, you will solve the problems using other method, but the difference is the problems
below are more on solving for the value of the independent variable given the value of the dependent
variable. You are going to discuss and solve problems together systematically using the lessons you
have learned in the previous days.
Example 3: A windmill generates power based on the speed of the wind. This is represented by the
polynomial function 𝑷(𝒔) = 𝒔𝟐 − 𝟓𝒔, where 𝒔 represents the speed of the wind in kilometers per
hour. If the windmill generated 𝟓𝟎 units of power, what is the speed of the wind?

Solution:
Step 1 𝑷(𝒔) = 𝒔𝟐 − 𝟓𝒔, 𝑷(𝒔) = 𝟓𝟎 𝒖𝒏𝒊𝒕𝒔 Rewrite the given

Step 2 Find 𝒔 when 𝑷(𝒔) = 𝟓𝟎. Identify what is asked on the problem

Replace 𝑃(𝑠) with 50 since it is given that

Step 3 𝟓𝟎 = 𝒔𝟐 − 𝟓𝒔
𝑃(𝑠) = 50
Add – 50 on both sides so that the other side
Step 4 𝟎 = 𝒔𝟐 − 𝟓𝒔 − 𝟓𝟎
is equal to zero.
Then solve the equation using factoring. You
Step 5 𝟎 = (𝒔 − 𝟏𝟎)(𝒔 + 𝟓) could use also quadratic equation on solving
for the value of 𝒔.
Equate each factor by zero using zero –
𝒔 – 𝟏𝟎 = 𝟎
Step 6 product property and to solve for the value of
𝒔 + 𝟓 = 𝟎
𝒔.
By solving each linear equation, 𝒔 = 𝟏𝟎 and
𝒔 = − 𝟓, but you are going to reject −5 since
Step 7 𝒔 = 𝟏𝟎, 𝒔 = −𝟓
there is no negative speed of the wind. You
get 𝒔 = 𝟏𝟎
Answer: The speed of the wind should be 𝟏𝟎 kilometers per hour to generate 50 units of power.

#Make Every Learner Love Math | 12

Example 4. A sculptor uses ice blocks to carve the wings of a dragon for an exhibit. The volume, 𝑉 (in
cubic centimeters), of a block of ice can be modeled by the 𝑽(𝒕) = 𝒕 𝟑 + 𝟖𝒕𝟐 – 𝟖𝟑𝒕, where 𝒕
represents the thickness of the block of ice in centimeters. How thick is the block of ice with a volume
of 𝟔𝟑𝟎 𝒄𝒎𝟑 ? If the organizers of the exhibit only require 9-centimeter-thick ice, is it okay to use a
block of ice with a volume of 𝟔𝟑𝟎 𝒄𝒎𝟑 ?

Solution:
𝑽(𝒕) = 𝒕 𝟑 + 𝟖𝒕𝟐 – 𝟖𝟑𝒕
Step 1 Rewrite the given
𝑽(𝒕) = 𝟔𝟑𝟎 𝒄𝒎𝟑

Step 2 Find 𝒕 when 𝑽(𝒕) = 𝟔𝟑𝟎. Identify what is asked on the problem

Replace 𝑉(𝑡) with 630 since it is given

Step 3 𝟔𝟑𝟎 = 𝒕 𝟑 + 𝟖𝒕𝟐 – 𝟖𝟑𝒕
that 𝑉(𝑡) = 630
Add – 630 on both sides so that the other
Step 4 𝟎 = 𝒕𝟑 + 𝟖𝒕𝟐 − 𝟖𝟑𝒕 − 𝟔𝟑𝟎
side is equal to zero.

𝟗 𝟏 𝟖 − 𝟖𝟑 − 𝟔𝟑𝟎 Using Rational Zero Theorem, you will be

able to determine the possible roots.
𝟗 𝟏𝟓𝟑 𝟔𝟑𝟎
Now, solve the equation using synthetic
𝟏 𝟏𝟕 𝟕𝟎 𝟎 division.

Step 5
𝒕𝟐 + 𝟏𝟕𝒕 + 𝟕𝟎 = 𝟎 Equate each factor by zero using zero –
(𝒕 + 𝟕)(𝒕 + 𝟏𝟎) = 𝟎 product property and to solve for the
value of 𝒕.
𝒕+𝟕=𝟎
𝒕 + 𝟏𝟎 = 𝟎
You got 𝒕 = −𝟕, 𝒕 = −𝟏𝟎 and 𝒕 = 𝟗, but
𝒕=𝟗
you are going to reject – 7 and – 10 since
Step 6 𝒕 = −𝟕
there is no negative measurement for
𝒕 = −𝟏𝟎
thickness. Thus, you get 𝒕 = 𝟗.
Answer: The block of ice is 𝟗 centimeters thick. Yes, it is okay to use the block of ice with a volume of
630 cubic centimeters.

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Solves Problems involving Polynomial Functions M10AL-IIb-2

#Make Every Learner Love Math | 13

 III. ACTITIVIES:

Activity I. What I Can Do

Read and understand the questions below. Select the best answer to each item. Write your
answer in a sheet of paper.
For Item numbers 1 – 3, refer to the problem below.
A sculptor uses ice blocks for his masterpiece. The volume, 𝑽 (𝑖𝑛 𝑐𝑢𝑏𝑖𝑐 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠), of a
block of ice can be modeled by the 𝑽(𝒕) = 𝟒𝒕𝟑 − 𝟏𝟓𝒕𝟐 – 𝟖𝟏𝒕 − 𝟓, where 𝒕 represents the thickness
of the block of ice in centimeters.
1. Based on the problem 𝑉(𝑡) represents __________.
A. the thickness of a block of ice in centimeters.
B. the thickness of a block of ice, which is 65 𝑐𝑚3 .
C. the dimensions of a block of ice.
D. the volume of a block of ice.
2. Based on the problem 𝑡 represents __________.
A. the thickness of a block of ice in centimeters.
B. the thickness of a block of ice, which is 65 cm3.
C. the dimensions of a block of ice.
D. the volume of a block of ice.
3. How thick is the block of ice with a volume of 65𝑐𝑚3 ? (Show your solution)
A. 6 𝑐𝑚 B. 7 𝑐𝑚 C. 8 𝑐𝑚 D. 9 𝑐𝑚

Activity II. Replace Me!

Solve the following problems. Write your complete solutions in a sheet of paper.
1. A company will decide to continue to sell a certain brand of energy drink if they earned at least
𝑃ℎ𝑝 3, 000 in 6 days. The profit 𝑷(𝒊𝒏 𝒑𝒆𝒔𝒐𝒔) in a day is represented by the polynomial function
𝑷(𝒅) = 𝟓𝒅𝟑 + 𝟐𝟎𝒅𝟐 – 𝟑𝟎𝒅– 𝟐𝟒𝟎 where 𝒅 is the number of days. How much is the profit after 6 days?
Will the company continue to sell the energy drink?

2. A windmill generates 60 kiloWatts of power that can supply electricity to small barangay. This is
𝒔𝟓
represented by the polynomial function 𝑃(𝒔) = , where 𝑠 represents the speed of the wind in
𝟏𝟎𝟎𝟎
kilometers per hour. If the wind speed is 10 kilometers per hour, how many units of power 𝑷(𝒔) can
the windmill generate? Is it enough to sustain the power consumption of a small barangay?

3. A drugstore needs to earn at least 𝑃ℎ𝑝 150 000 in selling a certain brand of Vitamin C in 10 months.
Their profit 𝑷 can be modeled by the polynomial function 𝑷(𝒂) = −𝟓𝟎𝒂𝟑 + 𝟐𝟒𝟎𝟎𝒂𝟐 – 𝟐𝟎𝟎𝟎, where
𝒂 is the number of months. What is the profit if 𝑎 = 10? Did the drug store earn the minimum amount
in 10 months?

#Make Every Learner Love Math | 14

Activity III. Let’s Work!

Solve the following problems. Write your complete solutions in a sheet of paper.
1. Pablo’s Restaurant in Albay needs to have at least 600 customers in 4 months to continue their
business. If the number of customers can be modeled by the function 𝑪(𝒎) = 𝟓𝒎𝟒 – 𝟏𝟎𝒎𝟑 + 𝟐𝒎 +
𝟓, where 𝑪(𝒎) is the number of customers and 𝒎 is the number of months. How many customers
visited Pablo’s Restaurant in 4 months? Did they reach the required number of customers?

2. A courier only accepts a box with a dimension of at least 7 inches for small parcel. The customer has
a box with a volume of 𝟓𝟖 𝒊𝒏𝟑 . The volume (in cubic inches) of the box can be expressed as the product
of its three dimensions which can be represented by the function 𝑉(𝑤) = 𝑤 3 – 𝑤 2 – 33𝑤– 5, where 𝒘
is the measure of its width in inches. What is the width of the box? Will the courier accept the box of
the customer?

3. A certain company is required to sell 40 bicycles per week. The 𝑝𝑟𝑜𝑓𝑖𝑡 generated by selling 𝒏 bicycles
per week is given by the function 𝑷(𝒏) = −𝟓𝒏𝟐 + 𝟒𝟎𝟎𝒏– 𝟔𝟎𝟎. If the company earned 𝑃ℎ𝑝 5,400 in
a week, how many bicycles did they sell? Did the company sell the required number of bicycles per
week?

IV. GUIDE QUESTIONS:

1. What new learnings do you have about solving word problems involving
polynomial functions?
2. How can these learnings be applied in real life?

V.RUBRICS

SCORE DESCRIPTION
Complete understanding of the problem. Appropriate mathematical concepts were
4
used in the solution and the correct final answers were obtained.
Complete understanding of the problem. Appropriate mathematical concepts were
3
partially used in the solution and the correct final answers were obtained.
Part of the problem misunderstood or misinterpreted. Incomplete solution but the correct
2
final answers were obtained.
The problem was misunderstood or misinterpreted. Incorrect solution and incorrect final
1
answers were obtained.
0 no attempt to solve the problem

VI.REFLECTION:

How do you feel after completing the activities? Choose an emoticon to express your feelings and tell
why?
Feelings Chart

HAPPY EXCITE SURPRISE

D D
#Make Every Learner Love Math | 15
VII. REFERENCES:

Callanta, Melvin M., [et.al.]. Mathematics - Grade 10 Learner’s Module. Manila City: Rex
Book Store, Inc., 2015.
Cabral, Emmanuela A., [et.al.]. Precalculus. Quezon City: Ateneo de Manila University Press,
2010.
Oronce, Orlando A., and Marilyn O. Mendoza. E-math: Worktext in Mathematics 10. Manila
City: Rex Book Store, Inc., 2015.

VIII. ANSWER KEY:

number of bicycles per week.

3. 20 𝑏𝑖𝑐𝑦𝑐𝑙𝑒𝑠. No because the company sold less than the required
2. 7 𝑖𝑛𝑐ℎ𝑒𝑠. Yes
number of customers in 4 months.
1. 653 𝑐𝑢𝑡𝑜𝑚𝑒𝑟𝑠. Yes, Pablo’s Restaurant reached the required
Activity III.
3. 𝑃ℎ𝑝188, 000. Yes
barangay.
is 10 kilometers per hour hence, it is enough to supply a small
2. The windmill can generate 𝟏𝟎𝟎 𝒖𝒏𝒊𝒕𝒔 of power if the wind speed
1. 𝑃ℎ𝑝 1380. No
Activity II

3. B
2. A
1. D

Activity I.

Prepared by:
MARK JOSEPH O. POBLETE
San Vicente Grande High School

#Make Every Learner Love Math | 16

 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 3-4 Quarter 2

DERIVING INDUCTIVELY THE RELATIONS AMONG CHORDS, ARCS, CENTRAL ANGLES, AND INSCRIBED
ANGLES

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity serves as a self-learning guide. It facilitates lesson comprehension as it specifically

aims for students’ mastery of deriving inductively the relations among chords, arcs, central angles and
inscribed angles.
To derive the relation among chords, arcs, central angles and inscribed angles you have to take
note of the following:

Figure 1: ➢ A Chord is a line segment which endpoints are on

given circle.
Ex. Line segment AC or AC is a chord of ꙨB.
➢ Arcs is a part of a circumference of a circle. It is named
by its endpoints and can be read clockwise or counter-
clockwise. The symbol for arc is
Ex. The curve from point D to point A is an arc.
Which can be read as “arc DA or DA.
➢ Semicircle is an arc with a measure equal to one-half
the circumference of the circle. Its measure is 1800. It
is named using two or three endpoints of the arc.
Ex. ACE and AFE
➢ Minor Arc it is an arc that measures less than a
semicircle or 1800. It is named using two endpoint of
the arc or three endpoint as long as it measures less
than 1800
Ex. AF and DE
➢ Major Arc it is an arc that measures greater than the
semicircle. It measures greater than 1800 but less than
3600. To indicate the major arc, you must include the
point between the endpoint of the arc.
E x. 𝐴𝐶𝐷 𝑜𝑟 𝐴𝑍𝐷 𝑜𝑟 𝐷𝑍𝐴 𝑜𝑟 𝐷𝐶𝐴
𝐴𝐹𝐶 𝑜𝑟 𝐴𝐷𝐶 𝑜𝑟 𝐴𝑍𝐶 𝑜𝑟 𝐶𝑍𝐴 𝑜𝑟 𝐶𝐷𝐴 𝑜𝑟 𝐶𝐹𝐴
Figure 2: ➢ Intercepted arc is an arc that lies in the interior of an
inscribed angle and has endpoint in the angle.
Ex. AC is the intercepted arc of ∠CEA.
➢ Inscribed angle is an angle whose vertex is on the circle
and sides contains chords of the circle.
Ex. ∠CEA is the inscribed angle of the figure.
➢ A central angle is an angle whose vertex is the center
of the circle. The sides of the angle contain two radii
of the circle.
Ex.∠ABD and ∠BDE are the central angles of circle B.
➢ The measure of the central angle is equal to its
intercepted arc.
Ex. If m∠ABD =80, then AD = 80o.

#Make Every Learner Love Math | 17

 ➢ The degree measure of a minor arc is equal to the measure of the
central angle which intercepts it

m AC =m∠𝐴𝐵𝐶
Ex. If the measure of AC is 1200, then measure ∠𝐴𝐵𝐶 = 1200.

➢ The degree measure of a major arc is equal to 3600 minus the

measure of the minor arc or central angle.
mADC =3600 -m∠𝐴𝐵𝐶
= 3600 - m𝐴𝐶
Ex.
If the measure of the minor arc of central angle is 1200, then what would
be the measure of the major arc?
Solution:
mADC=3600 – m ∠𝐴𝐵𝐶
= 3600 -X
3 =3600 – 120
1
2 mADC =2700

➢ A semicircle is always equal to half of the circle’s circumference. Its

measure is 1800.
Ex. ADE = 1800

➢ Arc addition postulate

The measure of the arc formed by two adjacent arcs is the sum of the
measures of these two arcs.
Example A:
EC + CA = ECA
Example B:
If EC =600 and CA = 1200, then ECA =600 + 1200 =1800

➢ The sum of the measures of the central angles of a circle with no

common interior points is 360 degrees.
In mathematical symbol:
m∠1 + m∠2 + m∠3 = 3600

➢ Circles are congruent if their radii are congruent.

➢ In a circle or congruent circles, congruent arcs congruent arcs have

congruent measures.
Ex.
In circle B, ∠DBE ≅ ∠EBC then DE ≅ EC

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

Derives inductively the relations among chords, arcs, central
2 M10GE-IIc-1
angles and inscribed angles.

#Make Every Learner Love Math | 18

 III. ACTIVITIES:

Activity 1: Find Me!

Refer to the color wheel figure below to find the measures of the following:

1. m QPT

2. m UT

3. m RS

4. m PR

5. m QR

Activity 2: True or False!

Write T if the statement is correct and write F if the statement is false and state your reasons. Write
your answer on your answer sheet.

_____1. In the figure, segment AE is greater than segment CE.

_____2. A radius of a circle is a chord of a circle.

_____3. If segment AB = 15cm which is the radius of the circle,

therefore the diameter is equal to 40cm.

_____4. m ∠𝐴𝐶𝐷 < m AD.

_____5. Segment AE = m ADE.

Activity 3: Guess Me!

Write T if the statement is correct and write F if the statement is false and state your reasons. Write
your answer on your answer sheet.
Look at the pizza slices and each statement below, find the reason at the box that will make the
statement correct. Write the letter in the box provided to solve the trivia given.
TRIVIA: What flavor is COINTREAU?

1. Measure of ∠𝐶𝐷𝑇 is equal to 400.

2. The sum of the measurement of ∠𝑇𝑂𝑈 and

∠𝑈𝑂𝐷 is equal to 1800.

3. m∠𝐵𝑂𝐷 = m BD.

4. ̅̅̅̅
𝑂𝑈 < ̅̅̅̅
𝑇𝐷.

5. ̅̅̅̅
𝑇𝐷 = TUD

6. m TUD = m TCD

#Make Every Learner Love Math | 19

 All central angle is equal to its intercepted arc.
A
Diameter of a circle is equal to twice of its radius.
N
All central angles are equal to its intercepted arcs, therefore
R ∠𝑇𝑂𝑈 is equal to arc TU and ∠𝑈𝑂𝐷 is equal to arc UD, thus
m TU + mUD = 1800.
All semicircles are equal.
E
The measure of ∠𝐶𝐷𝑇 is half of its intercepted arc which is
O arc TC, therefore ∠𝐶𝐷𝑇 is equal to 200.
G A semicircle is always equal to half of the circle’s
circumference, therefore semicircle and diameter both
measures 1800.

IV. GUIDE QUESTIONS:

1. How did you derive the relation among chords, arcs, central angle and inscribed angle?

2. How do you describe the radius, diameter, and a chord? How about the semicircle, major
arc, minor arc? Inscribed angle and central angle?

3. Name an object that you know where chord, central angles, arcs and inscribed angles are
present.

V. REFLECTION:

Complete the following phrases:

My learnings from this lesson are ________________________________________________
__________________________________________________________________________________
________________________________. What I appreciate most in this lesson is _________________
___________________________________________________________________. However, I have
difficulty in __________________________________________. So, what I suggest is _____________
_________________________________________________________ in order to _______________
__________________________________________________________________.

#Make Every Learner Love Math | 20

VI. REFERENCES:

Eureka Math. (n.d.). Lesson 8: Arcs and Chords. Google search. Retrieved October 26, 2021,
from https://www.google.com/search?q=deriving%2Bchords%2Barcs%2Bactivities&amp;
oq=deriving&amp;aqs=chrome.2.69i57j35i39l2j0i512l2.3196j0j9&amp;client=ms-android-
oppo-rev1&amp;sourceid=chrome-mobile&amp;ie=UTF-8. https://hobbylark.com/party-
games/FreeFun100QuestionQuiz

VII. ANSWER KEY:

5. T 5. 600
4. 7.6 meters 4. 2100
3. T 3. 600
2. Half of diameter 2. 600
ORANGE 1. T 1. 1800
Activity#3: Activity#2: Activity#1:

Prepared by:
LEAH L. AVILA
San Vicente Grande High School

#Make Every Learner Love Math | 21

 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 3-4 (b) Quarter 2

PROVING THEOREMS RELATED TO CHORDS, ARCS, CENTRAL ANGLES AND INSCRIBED ANGLES

I. BACKGROUND INFORMATION FOR LEARNERS:

Good day Young Mathematician! Today, you are going to learn about proving theorems related
to chords, arcs, central angles and inscribed angles. As you go through this activity sheet, you will find
the importance of these concepts in the field of transportation, industries, sports, navigation, carpentry
and many more in daily life. Have fun and enjoy learning Mathematics!

Theorems on Central Angles, Arcs and Chords

Theorem 1: In a circle or in congruent circles, two minor arcs are congruent if and only if their
corresponding central angles are congruent.

In ʘE below, ∠JET ≅ ∠LEO. Since the two central angles are congruent, the minor arcs they
intercept are also congruent. Hence, JT ≅ LO.

If ʘE ≅ ʘI and ∠JET ≅ ∠LEO ≅ ∠BIG, then JT ≅ LO ≅ BG.

Proof of the Theorem: Part 1. Given are two congruent circles and a central angle from each
circle which are congruent. The two-column proof below shows that their corresponding intercepted
arcs are congruent.
Given: ʘE ≅ ʘI
∠JET ≅ ∠BIG

Prove: JT ≅ BG

#Make Every Learner Love Math | 22

 Statements Reasons
1. ʘE ≅ ʘI 1.Given
2. JT is the intercepted arc of ∠JET 2.Definition of intercepted arc
3. m∠JET = 𝑚∠BIG 3. Given
4. mJT=mBG 4.From 2 & 3, substitution
5. JT ≅ BG 5.From 4, definition of congruent arcs.
Proof of the Theorem: Part 2. Given are two congruent circles and intercepted arcs from `each
circle which are congruent. The two-column proof below shows that their corresponding
angles are congruent.
Given: ʘE ≅ ʘI
JT ≅ BG

Prove: ∠JET ≅ ∠BIG

Statements Reasons
1. ʘE ≅ ʘI 1.Given
JT ≅ BG
2. In ʘE, mJT=m∠JET 2.The degree measure of a minor arc is the measure
In ʘI, mBG =m∠BIG of the central angle which intercepts the arc
3. mJT=mBG 3.From 1, definition of congruent arcs
4. m∠JET = 𝑚∠BIG 4.From 2 & 3, substitution
5. ∠JET ≅ ∠BIG 5.From 4, definition of congruent angles
Combining parts 1 & 2, the theorem is proven.
Theorem 2: In a circle or in congruent circles, two minor arcs are congruent if and only if their
corresponding chords are congruent.
In ʘA, on the right, DE ≅ BC, Since the two chords
are congruent, then DE ≅ BC.
If ʘA≅ ʘF, and DE ≅ BC ≅ GH, then DE ≅ BC ≅ GH

Proof of the Theorem: Part 1. Given two congruent circles ʘA≅ ʘF and two congruent
corresponding chords DE and GH, the two-column proof on the next page shows that the
corresponding minor arcs DE and GH are congruent.
Given: ʘA ≅ ʘF
DE ≅ GH
Prove: DE ≅ GH

#Make Every Learner Love Math | 23

Proof:

Statements Reasons
1. ʘA ≅ ʘF 1.Given
DE≅GH
2. AD ≅ AE ≅ FG ≅ FH 2.Radii of the same circle or of congruent circles are
congruent.
3. ∆EAD ≅ ∆HFG 3.SSS Postulate
4. ∠EAD ≅ ∠HFG 4.Corresponmding Parts of Congruent Triangles are
Congruent (CPCTC)
5. DE ≅ GH 5. From the previous theorem, “In a circle or in congruent
circles, two minor arcs are congruent if and only if their
corresponding central angles are congruent.

Proof of the Theorem: Part 2. Given two congruent circles ʘA≅ ʘF and two congruent
corresponding minor arcs DE and GH, the two-column proof below shows that the
corresponding chords DE and GH are congruent.
Given: ʘA≅ ʘF
DE ≅ GH

Prove: DE≅GH

Proof:

Statements Reasons
1. ʘA ≅ ʘF
1.Given
2. DE≅GH
3. mDE=mGH 2.Definition of congruent arcs
4. ∠EAD and ∠HFG are
3.Definition of central angles
central angles

#Make Every Learner Love Math | 24

 5. m∠EAD =mDE 4.The degree measure of a minor arc is the measure of the
m∠HFG =mGH central angle that intercepts the arc
6. m∠EAD = m∠HFG 5. From 2 and 4, Substitution
6. Radii of the same circle or of congruent circles are
7. AD ≅ AE ≅ FG ≅ FH
congruent.
8. ∆EAD ≅ ∆HFG 7.SAS Postulate
8. Corresponding Parts of Congruent Triangles are
9. DE≅GH
Congruent (CPCTC)
Combining parts 1 and 2, the theorem is proven.
Theorem 3: In a circle, a diameter bisects a chord and an arc with the same endpoints if and only if it is
perpendicular to the chord.
In ʘA on the right, ON is a diameter and KR is a chord.
If ON ꓕ KR, then KE ≅ RE and KO≅RO.

Given: ON is a diameter of ʘA; ON bisects GN at E and the

minor arc KR.
Prove: ES ꓕ GN

Proof:

Statements Reasons
1. ON is a diameter of ʘA; ON bisects GN at Given
E and the
minor arc KR.
2. KE ≅ RE Definition of bisector
KO ≅ RO
3. AE ≅ AE Reflexive/Identity Property
4. AK ≅ AR Radii of the same circles are congruent
5. ∆KEA≅ ∆ REA SSS Postulate
6. ∠AEK ≅ ∠AER CPCTC
7. ∠AEK ≅ ∠AER are right angles. Angles which form a linear pair and are congruent
are right angles
8. EA ꓕ KR Definition of perpendicular lines
9. ON ꓕ KR EA is on ON

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Proves theorems related to chords, arcs, central angles and M10GE-IIc-d-1

inscribed angles.

#Make Every Learner Love Math | 25

 III. ACTIVITIES:

ACTIVITY 1: It’s My Theorem…

Directions: Given illustration of circle in each item, determine the Theorem on inscribed angle
and intercepted arc that represents it.
1. 2.

3. 4.

ACTIVITY 2: Prove Me Right!

Directions: Complete the proof of the given theorem.
Theorem 4: If an angle is inscribed in a circle, then the measure of the angle equals one-
half the measure of its intercepted arc (or the measure of the intercepted arc is twice the
measure of the inscribed angle).
Given: ∠PET is inscribed in ʘO
1
Prove: m∠PET = PT
2

To Prove: draw a Diameter EN

#Make Every Learner Love Math | 26

Proof:

ACTIVITY 3: Prove me right 2.0!

Directions: Write a two-column proof of the given theorem below.
Theorem 5: If two inscribed angles of a circle (or congruent circles) intercept congruent
arcs or the same arc, then the angles are congruent.
Given: In ʘA, LT and RB are the intercepted arcs
of ∠LET and ∠ROB, respectively.
LT ≅ RB
Prove: ∠LET ≅ ∠ROB

Proof:

#Make Every Learner Love Math | 27

 IV. GUIDE QUESTIONS:

1. How do you prove theorems related to chords, arcs, central angles and inscribed
angles?
2. What do you think is the importance of understanding these theorems in real life?

V. REFLECTION:
Given the Circles of Satisfaction, choose one circle that best describe your level of
interest going through this activity sheet then color it with your favorite color.

Not that Very

Interesting
Interesting Interesting

VI. REFERENCES:
Deped, Mathematics- Grade 10, Learner’s Module, First Edition 2015, Rex Book Store, Inc.
Ramon B. Cristobal et. Al, Math World (2015), C & E Publishing Inc. Circles

VII. ANSWER KEY:

ACTIVITY 1:

ACTIVITY 2:

#Make Every Learner Love Math | 28

ACTIVITY 3:

Prepared by:
CEEJAY T. CAÑEBA
San Agustin Integrated School

#Make Every Learner Love Math | 29

 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 5-6 (a) Quarter 2

ILLUSTRATING SECANTS, TANGENTS, SEGMENTS AND SECTORS OF A CIRCLE

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as your guide and focuses on illustrating secants, tangents, segments,
and sectors of a circle.
TERMS/ DISCUSSIONS FIGURES
CONCEPTS
1. Sector of a - It is the region bounded by an arc of the
circle circle and the two radii to the endpoints of
the arc.

• In the given figure, the shaded region

bounded by ∠𝑆𝑈𝑁 is the sector of ⨀ 𝑈
2. Segment of a - The region bounded by an arc and the
circle segment joining its endpoint

• In the given figure, the shaded region

bounded by AE is the segment of ⨀ 𝐶
3. Tangent Line - is a line coplanar with the circle and
intersects it in one and only one point.
- The point of intersection of the line and
the circle is called Point of tangency.
In the given figure,

#Make Every Learner Love Math | 30

4. Secant Line It is a line that intersects a circle at exactly two
points and contains a chord of a circle.

5. Secant - It is a segment with one endpoint on a

Segment circle, one endpoint outside the circle, and
one point between these points that
intersects the circle.

External Secant - It is the part of the secant segment outside

Segment the circle.
- the external secant segment in the figure is

Note: Use any straight edge device in illustrating secants, tangents, segments and sectors of a circle.

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Illustrate secants, tangents, segments and sectors of a circle. M10AL-Ie-1

#Make Every Learner Love Math | 31

III. ACTIVITIES:

Activity 1: All in One!

Directions: From the given illustration, name the following:
1. tangent line
2. point of tangency
3. secant Line
4. secant segment
5. external secant segment
6. sector of a circle
7. segment of a circle

Activity 2: Draw Me Up!

Directions: Illustrate the following:
1. Tangent line LO intersects ⨀𝑬 at point V.
2. Secant line RN intersects ⨀𝑼
3. Tangent line AR intersects ⨀𝑶 at point M and is perpendicular to radius OM
4. Sector or region of ⨀𝑰 is bounded by the ∠𝑳𝑬𝑺
5. Segment or region of ⨀𝑬 is bounded by DB

Activity 3: Take It, Draw It!

Directions: Read, understand, and illustrate each problem below.
1. A traffic policeman waves his arm in the air. His shoulder is at point O, which serves as
the center point of a circle and the region bounded is the movement of his arm from W
to F which forms an angle.
2. Ashley wanted to plant three different colors of roses on the outer rim of her circular
garden. She stretched two strings from a point M which is external to the circular garden
wherein the first string intersects at point B and T, and the other string intersects point
C to see how the circular rim can be divided into 3 portions.
3. Freddie makes a circular table and divides it into 6 equal regions with the same length of
segment bounded to it.

#Make Every Learner Love Math | 32

 IV. GUIDE QUESTIONS:

In what scenario in your everyday living does the tangent, secant, sector, and segment of a
circle can be applied? How can it help you as a person?

V. REFLECTION:
Directions: Put a check (√) mark before the emoticon that best describes how you feel after
accomplishing the activities given to you.

This is cool! I feel excited and I will be looking for some more
_____ ACTIVITIES!

This is fairly ok! I just need a quick run through the

_____ discussions and I will be able to perfect it next time!

_____ I am ok but I need a little help here! Any volunteer?

I think I’m going to have a headache unless someone discusses

_____ this topic to me face-to-face.

VI. REFERENCES:

DepEd, Mathematics – Grade 10, Learner’s Module, First Edition 2015, Rex
Book Store, Inc.
Online Math Help And Learning Resources (video lessons, worksheets, examples and
solutions). (n.d.). Retrieved from http://www.onlinemathlearning.com/

#Make Every Learner Love Math | 33

VII. ANSWER KEY:

Prepared by:
RICALYN S. DAMOT
San Agustin Integrated School

#Make Every Learner Love Math | 34

 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 5-6 (b) Quarter 2

PROVING THEOREMS ON SECANTS, TANGENTS AND SEGMENTS OF A CIRCLE

I. BACKGROUND INFORMATION FOR LEARNERS:

Hello students! Welcome to this lesson. You will be working this activity sheet as your self – learning
guide about geometric relationships involving tangents, secants and segments.
Here are the concepts that you should know:

A tangent to a circle is a line coplanar with the circle and intersects it in one and only one point. The
point of intersection of the line and the circle is called the point of tangency.
⃡ is a tangent line and O is the point of tangency.
In circle A, YU Y O U

A secant is a line that intersects a circle at exactly two points. A secant contains a
chord of a circle. A Y
M
N
In circle A, ⃡MN is a secant line.

An external secant segment is the part of a secant segment that is outside a circle.

In circle A, 𝑁𝑌 is an external secant segment.

THEOREMS ON TANGENT LINE

THEOREM 1 B
If a line is tangent to a circle, then it is perpendicular A If ⃡𝐵𝑅 is tangent to Q, then it
Q ̅̅̅̅.
is perpendicular to radius 𝑄𝐴
to the radius drawn to the point of tangency. R

THEOREM
2
If a line is perpendicular to a radius of a circle at its C If ⃡𝐶𝑅 is perpendicular to radius
T ̅̅̅̅
𝑇𝐴, then it is tangent to T.
endpoint that is on the circle, then the line is A
tangent to the circle.

THEOREM
3 B
A
If two segments from the same exterior point are
tangent to a circle, then the two segments are Q
̿̿̿̿ and 𝐴𝐵
If 𝐴𝑅 ̅̅̅̅ are tangent to
congruent. R Q, then 𝐴𝐵̅̅̅̅ ≅ 𝐴𝑅̅̅̅̅.

#Make Every Learner Love Math | 35

 THEOREMS ON ANGLES FORMED BY TANGENTS AND SECANTS

THEOREM 4
If two secants intersect in the exterior of a circle, then the measure of the angle formed is one – half
the positive difference of the measures of the intercepted arcs.

Proof:
Given: Secants ⃡𝑋𝑌 and ⃡𝑋𝑍 Y
1
̂ − 𝑚𝑊𝑉
Prove: 𝑚∠𝑋 = (𝑚𝑌𝑍 ̂) 2 W
2
3 1

V X
Statements Reasons Z
1.Draw VY Two points determine a line
2. m∠1 + 𝑚∠2 = 𝑚∠3 Exterior Angle Theorem
3. m∠1 = 𝑚∠3 − 𝑚∠2 Addition Property
1 Inscribed Angle Theorem
̂
4. m∠3 = 𝑚𝑌𝑍
2
1 Inscribed Angle Theorem
̂
5. m∠2 = 𝑚𝑊𝑉
2
1 Law of Substitution
6. 𝑚∠1 = ̂
(𝑚𝑌𝑍 ̂)
− 𝑚𝑊𝑉
2
Y
̂ = 140 and m𝑊𝑉
For example, if m𝑌𝑍 ̂ = 30,
What is the measure of m∠YXZ ?
1 W
then, m∠YXZ = (140 − 30)
2
1
= (110) V X
2
Z
m∠YXZ = 55
THEOREM
5
If a secant and a tangent intersect in the exterior of a circle, then the measure of the angle formed
is one – half the positive difference of the measures of the intercepted arcs.

Proof:
⃡ and 𝐶𝐷
Given: Secants 𝐴𝐵 ⃡ intersects outside the circle
1
Prove: 𝑚∠𝐴𝐸𝐶 = (𝑚𝐴𝐶 ̂ − 𝑚𝐵𝐷̂)
2

Statements Reasons
1.Secant AB & CD intersects outside Given
the circle B E
2. Draw AD Two points determine a line D
A
1 Inscribed angles measures ½
3. m∠𝐴𝐷𝐶 = ̂
𝑚𝐴𝐶
2 the measure of its intercepted
arc
1 Inscribed angles measures ½
C
̂
4.m∠𝐷𝐴𝐵 = 𝑚𝐵𝐷
2 the measure of its intercepted
arc
5. m∠𝐴𝐷𝐶 = 𝑚∠DAB + 𝑚∠DAB Exterior angle of a triangle
equals the sum of the other two
adjacent angles
6. m∠𝐴𝐸𝐶 = 𝑚∠𝐴𝐷𝐶 − 𝑚∠DAB Subtraction property
1 1 Law of Substitution
̂ − 𝑚𝐵𝐷
7. m∠𝐴𝐸𝐶 = 𝑚𝐴𝐶 ̂
2 2
1 ̂ Simplify
8. m∠𝐴𝐸𝐶 = ̂
(𝑚𝐴𝐶 − 𝑚𝐵𝐷)
2
#Make Every Learner Love Math | 36
 ̂ = 186 and m𝑇𝐷
For example, if m𝑇𝑅𝐵 ̂ = 70,
1
then, 𝑚∠𝑇𝑃𝐵 = (186 − 70)
2
1
= (116)
2
𝑚∠𝑇𝑃𝐵 = 58
THEOREM
6
If two tangents intersect in the exterior of a circle, then the measure of the angle formed is
one – half the positive difference of the measures of the intercepted arcs.

Proof:

Given: Tangent ̅̅̅̅

𝐴𝐵 and𝐵𝐶̅̅̅̅ intersect in the exterior of the circle;
Points A & C are points of tangency
1 B
̂ − 𝑚𝐴𝐶
Prove: m∠𝐴𝐵𝐶 = (𝑚𝐴𝐷𝐶 ̂) A
2
E
Statements Reasons
1. Tangents AB & BC intersecting Given C
outside a circle and A & C are D
points of tangency
2. Draw BD Two points determine a line.
1
3. ∠𝐴𝐵𝐷 = 𝑚𝐴𝐷 ̂ − 1 𝑚𝐴𝐸̂ 1
Tangent & secant ∠= (larger –
2 2 2
smaller arc)
1 1 1
4. ∠𝐷𝐵𝐶 = ̂
𝑚𝐷𝐶 − ̂
𝑚𝐸𝐶 Tangent & secant ∠= (larger –
2 2 2
smaller arc) J K
5. ∠𝐴𝐵𝐶 = ∠𝐴𝐵𝐷 + ∠𝐷𝐵𝐶 Angle addition property
1 1 Substitution property
̂ − 𝑚𝐴𝐸
6. ∠𝐴𝐵𝐶 = ( 𝑚𝐴𝐷 ̂)+
2 2 Q
1
̂ − 1 𝑚𝐸𝐶
( 𝑚𝐷𝐶 ̂) H
2 2
1 Subtraction Property
7. ∠𝐴𝐵𝐶 = (𝑚𝐴𝐷 ̂ + 𝑚𝐷𝐶
̂)−
2
1
̂ + 𝑚𝐸𝐶
(𝑚𝐴𝐸 ̂) Q
2
1
̂ − 𝑚𝐴𝐶̂) Simplify K
8. ∠𝐴𝐵𝐶 = (𝑚𝐴𝐷𝐶
2 For E
̂ = 230 and m𝐾𝐻
example, if m𝐾𝐽𝐻 ̂ = 130,
1
then, 𝑚∠𝐾𝑄𝐻 = (230 − 130)
2
1 H
= (100) J
2
𝑚∠𝐾𝑄𝐻 = 50

THEOREM
7
If two secants intersect in the interior of a circle, then the measure of an angle formed is one
– half the sum of the measures of the arc intercepted by the angle and its vertical angle.

̂ = 120 and m𝐴𝐶

For example, if m𝐵𝐷 ̂ = 100, A C
1 2
then, 𝑚∠1 = (120 + 100)
2
1 3 1
= (220)
2 D
𝑚∠1 = 110 B
#Make Every Learner Love Math | 37
 THEOREM 8
If a secant and a tangent intersect at the point of tangency, then the measure of each angle
formed is one – half the measure of its intercepted arc.

̂ = 220
For example, if m𝑄𝑇𝑅
1
then, 𝑚∠1 = (220)
2
𝑚∠1 = 110

THEOREM ON TWO INTERSECTING CHORDS

THEOREM 9 EXAMPLE
If two chords of a circle intersect, then the product of the
measures of the segments of one chord is equal to the Find VI.
product of the measures of the segments of the other chord. CV ⋅ VD = OV ⋅ VI
C C
6 I 6 ⋅ 2 = 3 ⋅ VI
I V
V 12 =
CV ⋅ VD = OV ⋅ VI O
3 2 D 3(VI)
O D
12 = 3(VI)

Proof:
̅̅̅̅& 𝐶𝐷
Given: Chords 𝐴𝐵 ̅̅̅̅ intersecting at E
̅̅̅̅ ∙ 𝐵𝐸
Prove: 𝐴𝐸 ̅̅̅̅ = 𝐶𝐸
̅̅̅̅ ∙ 𝐷𝐸

Statement Reason C
̅̅̅̅& 𝐶𝐷
1. Chords 𝐴𝐵 ̅̅̅̅ intersecting at E Given
2. Draw AC and BD Two points determine a line
E B
3. ∠𝐴𝐸𝐶 ≅ ∠𝐵𝐸𝐷 Vertical angles are ≅ A
1 1
4. 𝑚∠𝐴𝐶𝐷 = 𝑚∠𝐴𝐵𝐷 = 𝑚𝐴𝐷 ̂ Inscribed ∠𝑠 measures of
2 2
its intercepted arc
5. AEC ~ DEB AA Similarity D
̅̅̅̅
𝐴𝐸 ̅̅̅̅
𝐷𝐸 CP Proportionality
6. = ̅̅̅̅
𝐶𝐸 𝐵𝐸
̅̅̅̅ ∙ 𝐵𝐸
7. 𝐴𝐸 ̅̅̅̅ = 𝐶𝐸
̅̅̅̅ ∙ 𝐷𝐸 Cross multiply

#Make Every Learner Love Math | 38

 THEOREMS ON SECANT SEGMENTS, TANGENT SEGMENTS, AND
EXTERNAL SECANT SEGMENTS

10
THEOREM
EXAMPLE
If two secant segments are drawn to a circle from an
exterior point, then the product of the lengths of one Find x.
secant segment and its external secant segment is equal to
the product of the lengths of the other secant segment and Y MY ⋅ TY = AY ⋅ HY
its external secant segment. (18+6) ⋅ 8 = (x + 8)⋅8
6
8 24 ⋅ 8 = 8x + 64
T
M 192 = 8x + 64
T Y
18
192 – 64 = 8x
MY ⋅ TY = AH ⋅ HY x 128 = 8x
H 8 = 8
M
A 16 = x
A

Proof:

Given: Secants ⃡𝐴𝐵 & ⃡𝐶𝐷 intersecting outside the circle at E.

Prove: ̅̅̅̅
𝐴𝐸 ∙ ̅̅̅̅
𝐵𝐸 = ̅̅̅̅
𝐶𝐸 ∙ 𝐷𝐸

Statement Reason
⃡ & 𝐶𝐷
1. Secants 𝐴𝐵 ⃡ intersecting Given
outside the circle at E.
2. Draw AB and BC Two points determine a line D
3. ∠𝐸 ≅ ∠𝐸 Reflexive angles are ≅
4. ∠𝐴𝐷𝐶 ≅ ∠𝐴𝐵𝐶 ≅ ∠𝐵𝐴𝐶 Transitive inscribed angle
theorem
5. AED ~ CEB AA Similarity
̅̅̅̅
𝐴𝐸 ̅̅̅̅
𝐶𝐸 CP Proportionality
6. = ̅̅̅̅
𝐷𝐸 𝐵𝐸
7. ̅̅̅̅
𝐴𝐸 ∙ ̅̅̅̅
𝐵𝐸 = ̅̅̅̅
𝐶𝐸 ∙ 𝐷𝐸 Cross multiply

THEOREM
11 EXAMPLE
If a tangent segment and a secant segment are drawn to a C
circle from an exterior point, then the square of the length x
Find x. A
of the tangent segment is equal to the product of the
lengths of the secant segment and its external secant 3 9 E
R
segment.
C
(AC)2 = AE ⋅ AR
A (𝑨𝑪)𝟐 = 𝑨𝑬 ⋅ 𝑨𝑹 x2 = (9+3) ⋅ 3
R E x2 = 12 ⋅ 3
x2 = 36
√x2 = √36
x = 6

#Make Every Learner Love Math | 39

 II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Proves theorems on secants, tangents, and segments. M10GE-IIe-f-1

III. ACTIVITIES:

Activity: Prove It!

Directions: Complete the proof of the given theorems.

1. If two secants intersect in the interior of a circle, then the measure of an angle formed is
one – half the sum of the measures of the arc intercepted by the angle and its vertical angle.
Proof:
A C
⃡ and 𝐶𝐷
Given: 𝐴𝐵 ⃡ intersect in the interior of the circle 2

1
̂ + 𝑚𝐴𝐶
̂) 3 1
Prove: m∠1 = (𝑚𝐵𝐷 D
2
B
Statements Reasons
1. Draw AB
2. m∠1 = 𝑚∠2 + 𝑚∠3
1
3. ̂ ; 𝑚∠3 = 1 𝑚𝐴𝐶
m∠2 = 𝑚𝐵𝐷 ̂
2 2
1
4. ̂ + 1 𝑚𝐴𝐶
m∠1 = 𝑚𝐵𝐷 ̂
2 2
1 ̂
5. ̂ + 𝑚𝐴𝐶)
m∠1 = (𝑚𝐵𝐷
2

2. If a secant and a tangent intersect at the point of tangency, then the measure of each angle
formed is one – half the measure of its intercepted arc.

Proof:
⃡ where Y is the point of tangency.
Given: Chord 𝑌𝑋and tangent 𝐵𝑊
1
̂)
Prove: m∠XYB = (𝑚𝑋𝑌
2

Statements Reasons
1. Chord 𝑌𝑋 and tangent ⃡𝐵𝑊 where
Y is the point of tangency.
2. Draw AY ⊥ YW intersecting A at
Y.
1
3. m∠𝑋𝑌𝑆 = 𝑚𝑋𝑆 ̂
2
4. m∠𝑋𝑌𝐵 = 𝑚∠𝑆𝑌𝐵 − 𝑚∠𝑋𝑌𝑆
1 1
5. m∠𝑋𝑌𝐵 = ̂
𝑚𝑆𝑋𝑌 ̂
− 𝑚𝑋𝑆
2 2
1 ̂
6. m∠𝑋𝑌𝐵 = ̂
(𝑚𝑆𝑋𝑌 − 𝑚𝑋𝑆)
2
1
̂)
7. m∠XY𝐵 = (𝑚𝑋𝑌
2

#Make Every Learner Love Math | 40

 3. If a tangent segment and a secant segment are drawn to a circle from an exterior point, then
the square of the length of the tangent segment is equal to the product of the lengths of the
secant segment and its external secant segment.
Given: Secant ⃡𝐶𝐷 and tangent ⃡𝐴𝐵, where A is the point of tangency.
̅̅̅̅)2 = ̅̅̅̅
Prove: (𝐵𝐴 𝐵𝐷 ∙ ̅̅̅̅
𝐵𝐶 B
A D

Statement Reason
1. Secant ⃡𝐶𝐷 and tangent ⃡𝐴𝐵,
where A is the point of tangency.
C
2. Draw AC and AD
3. ∠𝐵 ≅ ∠𝐵
1
̂
4. ∠𝐶 = 𝑚𝐴𝐷
2

1
̂
5. ∠𝐵𝐴𝐷 = 𝑚𝐴𝐷
2

5. ∠𝐵𝐴𝐷 = ∠𝐶
6. BDA ~ BAC
̅̅̅̅
𝐵𝐷 ̅̅̅̅
𝐵𝐴
6. = ̅̅̅̅
𝐵𝐴 𝐵𝐶

7. (𝐵𝐴) = ̅̅̅̅
̅̅̅̅ 2 𝐵𝐷 ∙ ̅̅̅̅
𝐵𝐶

IV. REFLECTION:
Rate your feeling towards today’s lesson by putting a check on the emojis
below.

.
V. REFERENCES:
wlfountainjr. (2012, March 17). Proof: A radius is perpendicular to a tangent line at its point of
tangency. YouTube. Retrieved October 28, 2021, from
https://www.youtube.com/watch?v=Ro_3jCCVbU0.
Wlfountainjr. (2012, April 05). Proof: Theorem angle of two tangent lines to a circle equal half the
delta of the arcs. Retrieved from https://www.youtube.com/watch?v=vbMgerBRLLI
(n.d.). Retrieved from https://www.youtube.com/watch?v=hvFQxb$o6H0
(n.d.). Retrieved from https://www.youtube.com/watch?v=hvFQxb$o6H0
2021. [online] Available at:
<http://jwilson.coe.uga.edu/emt668/EMAT6680.2003.fall/Nichols/6690/Webpage/Day%201.ht
m#:~:text=1ST%20Theorem%3A%20If%20a,is%20tangent%20to%20the%20circle.> [Accessed
28 October 2021].
Mathematics 10 Learner’s Module pages 178 – 208
Conceptual Math & Beyond 10

#Make Every Learner Love Math | 41

 #Make Every Learner Love Math | 42
Buga National High School
CHANNEL MONIQUE R. RESOCO
Prepared by:
1.
Statements Reasons
1. Draw AB Two points determine a line
2. m∠1 = 𝑚∠2 + 𝑚∠3 Exterior Angle Theorem
1 Inscribed Angle Theorem
3. m∠2 = 𝑚𝐵𝐷 ̂
̂ ; 𝑚∠3 = 1 𝑚𝐴𝐶
2 2
1 Law of Substitution
4. m∠1 = 𝑚𝐵𝐷 ̂
̂ + 1 𝑚𝐴𝐶
2 2
1 ̂ Distributive Property
̂ + 𝑚𝐴𝐶)
5. m∠1 = (𝑚𝐵𝐷
2
2.
Statements Reasons
⃡ where
1. Chord 𝑌𝑋 and tangent 𝐵𝑊 Given
Y is the point of tangency.
2. Draw AY ⊥ YW intersecting A at Y. A radius is ⊥to a tangent at a point
of tangency.
1 Inscribed Angle Theorem
̂
3. m∠𝑋𝑌𝑆 = 𝑚𝑋𝑆
2
4. m∠𝑋𝑌𝐵 = 𝑚∠𝑆𝑌𝐵 − 𝑚∠𝑋𝑌𝑆 Angle Addition Postulate
1 1 Law of Substitution
5. m∠𝑋𝑌𝐵 ̂
= 𝑚𝑆𝑋𝑌 − ̂
𝑚𝑋𝑆
2 2
1 ̂ Common Factor
6. m∠𝑋𝑌𝐵 = (𝑚𝑆𝑋𝑌
̂ − 𝑚𝑋𝑆)
2
1 Arc Addition Postulate
̂)
7. m∠XYB = 2 (𝑚𝑋𝑌
3.
VI. ANSWER KEY:
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 5-6(c) Quarter 2

SOLVING PROBLEMS ON CIRCLES

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet serves as a guide for learners. It facilitates lesson comprehension as if it
focuses on the student’s mastery of solving problems involving circles.
Here are some of the concepts that may guide you in solving problems involving circles.

• The measure of the central angle is equal to the measure of its intercepted arc.
• The measure of an arc formed by two adjacent arcs is the sum of the measures of the two arcs.
• The measure of an arc formed by two adjacent non-overlapping arcs is the sum of the measures
of those two arcs.
• The measure of an inscribed angle is half the measure of its intercepted arc.
• The measure of the angle formed by two secants intersecting at the interior of the circle is half the
sum of the measures of the intercepted arcs.
• The inscribed Angle Theorem states that the measure of an inscribed angle is half the measure of
its intercepted arc.
• The measure of the angle formed by two secants intersecting at the exterior of the circle is half the
positive difference of the measures of the intercepted arcs.
• The measure of the angle formed by a secant and a tangent to a circle that intersects at the exterior
of the circle is half the positive difference of the measures of the intercepted arcs.
• The formula for the area of a circle is A = πr2, where r is the radius of the circle.
• The Circumference (or) perimeter of a circle = 2πr where r is the radius of the circle.
𝜃
• The Area of the Sector A = ( ) 𝜋r2.
360

Example 1:

Assume you are a member of a construction crew.

As shown in the figure at the right, there is already
a road that runs through a forest and over a
circular lake. You want to construct another road
tangent to the circular lake that connects to
existing road

#Make Every Learner Love Math | 43

As it turns out, the road you will be creating and the road it'll connect to are
both named after aspects of a circle. This road that already exists is called a
x
secant segment of the circular lake, and the road that you will be building is
called tangent segment of the circular lake. Furthermore, the portion of
the road that already exists that is outside the lake is called the external secant segment.

Suppose the bridge portion of the road is 5 kilometers, and the portion of the
road from the bridge to where the new road will be is 4 kilometers. How long is
the new road to be constructed? 𝑥 represents the distance of the new road to
be constructed.

Apply Secant-Tangent Product Theorem to solve this problem which states that the product of the
length of the whole secant segment and the length of the external segment is equal to the length of the
tangent segment squared.

(𝑆𝑒𝑐𝑎𝑛𝑡 𝑆𝑒𝑔𝑚𝑒𝑛𝑡) (𝐸𝑥𝑡𝑒𝑟𝑛𝑎𝑙 𝑆𝑒𝑐𝑎𝑛𝑡 𝑆𝑒𝑔𝑚𝑒𝑛𝑡) = (𝑇𝑎𝑛𝑔𝑒𝑛𝑡 𝑆𝑒𝑔𝑚𝑒𝑛𝑡)2

(5 + 4) (4) = 𝑥2
36 = 𝑥 2 (take the square root of both sides)
±6 = 𝑥 ( since we are dealing with distance so
disregard the negative option)

The length of the road you will be building will be 6 kilometers

Example 2:
Your camera has a 90° filed of vision and you want to photograph the front of a
statue. You move to a spot where the statue is the only thing captured in your picture as
shown on the right. You want to change your position, where else can you stand so that
the statue is perfectly framed in this way?

Solution

You know that if a right triangle is inscribed in a circle, then the hypotenuse of the triangle is a diameter of
the circle. So, draw the circle that has the front of the statue as a diameter. The statue fits perfectly within
your camera’s 90° field of vision from any point on the semicircle in front of the statue.

#Make Every Learner Love Math | 44

 II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

2 Solves Problems on Circles M10AL-IIf-1

III. ACTIVITIES:

Directions: Read, analyze and solve the following problems on circles. Use a separate sheet for
your answers and solutions.

1 My Real World

1. A surveillance camera is mounted on a corner of a building. It

rotated clockwise and counterclockwise continuously between
Wall A and Wall B. What is the measure of the arc surveyed by
the camera?

2. A park maintainer person stands 18 meters from a circular monument. If you assume his lines of sight
form tangents to the monument and make an angle of 40°, what is the measure of the arc of the
monument that her line of sight intersects?

2 Understand me

1.The figure at the right represents a circular park with center at

point A. There are two entrances to get in. One of the entrances is
located at N, the other one is at B. Suppose the person at C wanted
to go to the way that he believes is shorter to get in the park.
Which is the shorter route, from points C to N? or from points C to
B? Why?

2. A revolving water sprinkler sprays the garden in all directions to a distance of 25ft. If the area of the
garden is 2000 ft2, would all the plants be watered?

3. In the diagram at the right, television cameras are positioned at A and

B to record what happens on the stage. The stage is an arc of ⨀A
measuring 80°. You would like Camera B to have 30° view of the stage.
Should you move the camera closer or further away from the stage?

#Make Every Learner Love Math | 45

 V.RUBRICS (To be used by the Teacher on Activity 2)

Criteria No Beginning Developing Capable Strong

Respons 1 2 3 4
e
0
Understandin Respons No Limited Basic Complete
g e does understandin understanding of understanding understandin
not fit g of the the problem – of the problem g of the
the given problem identifies a few – identifies problem –
task elements of the most elements identifies all
problem and may of problem and elements of
give incorrect may/may not problem and
answer. give the gives correct
correct answer. answer.
Interpretation No Totally Unclear/incomplet Understandabl Clear and
attempt incorrect e interpretation e concise
interpretation interpretation interpretation

VI.REFLECTION:

Circle the emoticon that correspond to what you felt for each statement:

1. I find the activities easy to answer.

Strongly Disagree Neutral Agree Strongly
Disagree Agree

2. I enjoyed answering each activity.

Strongly Disagree Agree Strongly
Disagree Agree

VII.REFERENCES:

Garces, A.V., Robes, C.E., Simplified Mathematics, Grade 10, Copyright 2015, St. Augustine
Publications, Inc.

Sir EJ. 2020, August 4. Grade 10 Math - Quarter 2 - Lesson 13 - Solving Problems Involving
Circles. https://www.youtube.com/watch?v=kHNpUx6f9Xs

JM Pads. 2021, May 18. Chords and Tangents to a Circle Part 3 More Word Problems,
Module 3 Quarter 4, MSHS, Grade 8 Geometry.
https://www.youtube.com/watch?v=GadCwv6-EQE

#Make Every Learner Love Math | 46

#Make Every Learner Love Math | 47
Buga National High School
MARY ANN A. PANDAY
Prepared by:
Activity 1:
1. 270°
2. 140°
Activity 2:
1. None, by applying the theorem about two segments with a common point and
tangent to the same circle, you can conclude that the routes from points C to N and
points C to B are the same.
2. No, because the water sprinkler will only cover the area 1963.5 𝑓𝑡 2 of the garden.
3. The camera will move closer to the stage to cover the 30° view of the stage
VIII.ANSWER KEY:
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 7 Quarter 2

APPLYING THE DISTANCE FORMULA TO PROVE SOME GEOMETRIC PROPERTIES

I. BACKGROUND INFORMATION FOR LEARNERS:

Good day!
This learning activity sheet shall serve as your guide to faciltate learning as it focuses on how
to apply the distance formula in proving some geometric properties particularly in the
different kinds of triangles and quadrilaterals.
Let us first define the distance formula:

Distance Formula: Given the two points (x1, y1) and (x2, y2), the distance d between these points is
given by the formula:

Distance Formula: 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

The different properties of triangles and quadrilaterals in terms of their sides that are useful for
proving its properties applying the distance formula.

A triangle is a polygon with 3 sides and 3 angles. The following are the different kinds of
triangles according to its sides.

No sides are congruent.

All sides are congruent. At least two sides are
congruent.

A quadrilateral is a polygon with 4 sides and 4 angles. The following are some of the different
types of quadrilaterals.

2 pairs of parallel
2 pairs of parallel 4 sides are
opposite sides are 4 sides are congruent.
opposite sides are congruent.
congruent.
congruent.

#Make Every Learner Love Math | 48

Example 1:
Triangle DEF has coordinates D(1,1), E(-3,5) and F(1,5). Show that ∆DEF is isosceles triangle applying
the distance formula.
Solution:
Find the distance between D and E → D( 1, 1) and E ( -3, 5 )
X1 , Y1 X2 , Y2

d =√(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐

DE=√(−𝟑 − 𝟏)𝟐 + (𝟓 − 𝟏)𝟐

DE =√(−𝟒)𝟐 + (𝟒)𝟐
DE =√𝟏𝟔 + 𝟏𝟔
DE =√𝟑𝟐 =√𝟏𝟔 ∗ 𝟐
DE =𝟒√𝟐

Find the distance between E and F → E ( -3, 5 ) and F( 1, 5 )

X1 , Y1 X2 , Y2

d =√(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
EF =√(𝟏 − (−𝟑))𝟐 + (𝟓 − 𝟓)𝟐
EF =√(𝟏 + 𝟑)𝟐 + (𝟎)𝟐
EF =√(𝟒)𝟐 + (𝟎)𝟐
EF =√𝟏𝟔 + 𝟎
EF =√𝟏𝟔
EF = 4 units
Find the distance between D and F → D( 1, 1) and F( 1, 5)
X1 , Y1 X2 , Y2

DF =√(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
DF =√(𝟏 − 𝟏)𝟐 + (𝟓 − 𝟏)𝟐
DF =√(𝟎)𝟐 + (𝟒)𝟐
DF =√𝟎 + 𝟏𝟔
DF =√𝟏𝟔
DF = 4 units
As you can see in the solutions, if EF = 4 units and DF = 4 units then EF ≅ DF. Therefore, you
can conclude that triangle DEF is isosceles since it has two congruent sides.
To verify if triangle DEF is isosceles you can plot the coordinates and connect it, and then count
the distance between EF and DF and you will find that if EF = 4 units and DF =4 units then
EF ≅ 𝐷𝐹, therefore, it can be concluded that triangle DEF is isosceles since it was shown in the
solutions.

#Make Every Learner Love Math | 49

Example 2: Prove that quadrilateral A( 4, 4 ), B( 3, 1), C( -2, -1 )and D( -1, 2 ) is a parallelogram
applying the distance formula.
Solution:
Find the distance between A and B → A( 4, 4) , B( 3, 1)
X1 , Y1 X2 , Y2
2
AB =√(𝒙𝟐 − 𝒙𝟏 ) + (𝒚𝟐 − 𝒚𝟏 )𝟐
AB=√(𝟑 − 𝟒)𝟐 + (𝟏 − 𝟒)𝟐
AB =√(−𝟏)𝟐 + (−𝟑)𝟐
AB =√𝟏 + 𝟗 =√𝟏𝟎 units

Find the distance between B and C → B( 3, 1 ) , C( -2, -1 )

X1 , Y1 X2 , Y2

)𝟐
BC =√(𝒙𝟐 − 𝒙𝟏 + (𝒚𝟐 − 𝒚𝟏 )𝟐
BC =√(−2 − 3)𝟐 + (−𝟏 − 𝟏)𝟐
BC =√(−𝟓)𝟐 + (−𝟐)𝟐
BC =√𝟐𝟓 + 𝟒 = √𝟐𝟗 units

Find the distance between C and D → C ( -2, -1 ) , D( -1, 2 )

X1 , Y1 X2 , Y2

)𝟐
CD=√(𝒙𝟐 − 𝒙𝟏 + (𝒚𝟐 − 𝒚𝟏 )𝟐
CD =√(−𝟏 − (−𝟐))𝟐 + (𝟐 − (−𝟏))𝟐
CD =√(−𝟏 + 𝟐)𝟐 + (𝟐 + 𝟏)𝟐
CD =√(𝟏)𝟐 + (𝟑)𝟐
CD =√𝟏 + 𝟗 =√𝟏𝟎 units

Find the distance between A and D → A( 4, 4) , D( -1, 2)

X1 , Y1 X2 , Y2

AD =√(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐 − 𝒚𝟏 )𝟐
AD =√(−𝟏 − 𝟒)𝟐 + (𝟐 − 𝟒)𝟐
AD =√(−𝟓)𝟐 + (−𝟐)𝟐
AD =√𝟐𝟓 + 𝟒 = √𝟐𝟗 units
As you can see in the solution, if AB = √10 units and CD= √10 then AB ≅ CD and since AB and
CD is one pair of opposite side then they must be congruent . If BC =√29 units and AD =√29 units, then
BC ≅ AD and since BC and AD is another pair of opposite side then they must also be congruent .
Therefore, you can conclude that quadrilateral ABCD is parallelogram since its opposite sides are equal.
To verify if quadrilateral ABCD is really a parallelogram, you can plot the coordinates and
connect it, and then you can conclude that quadrilateral ABCD is a parallelogram based on the above
solutions that AB ≅ CD and BC ≅ AD since opposite sides are congruent.

#Make Every Learner Love Math | 50

 II. LEARNING COMPETENCY:
QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE
Applies the distance formula to prove some geometric
2 M10GE-IIg-2
properties

III. ACTIVITIES:

Activity 1: Prove Me, But Keep Distance.

Use the distance formula in proving geometric properties.

1. Triangle PQR whose coordinates are P (-3,-2), Q (-1,3) and R (1, -2), prove that it is an
isosceles triangle.
2. Quadrilateral HOPE whose coordinates are H(-2,1), O (3,6), P (4,-1) and E (-1,-6), prove that
HOPE is a rhombus.

Activity 2 :HELP ME FIND MY WAY, FROM A DISTANCE :

Study and understand the figure below,
From the point of origin, Jane’s is located at 1 meter east and 5 meters north. Mark’s house
is 4 meters east and 5 meters north. Albert’s house is located at 1 meter west and 1 meter
north and Marian’s house is 2 meters east and 1 meter north.
1. How far is the houses of:
a. Albert to Jane
b. Jane to Mark
c. Mark to Marian
d. Marian to Albert
2. Who amoning the Jane, Mark, Albert and Marian are the farthest from each other?

IV.RUBRICS

Criteria 0 1 2 3 4
No response Beginning Developing Capable Strong
Understanding Response No Limited Basic Complete
does not fit understanding understanding understanding understanding
the given of the of the problem of the problem- of the
problem/task. problem – identifies a identifies most problem-
few elements of elements of identifies all
the problem problem and elements of
and may give may/may not problem and
incorrect give the correct gives correct
answer. answer. answer.
Computation No answer Computation Computation is Computation is All
is incorrect. incomplete. correct but may computation
contain minor is complete
errors and correct
Interpretation No attempt Totally Unclear/ Understandable Clear and
incorrect incomplete interpretation concise
interpretation interpretation interpretation

#Make Every Learner Love Math | 51

 V.REFLECTION:

Given the lyrics from the song “From a Distance”, by Bettle Midler, color the phrase of the
song that best describes your feelings while doing the activities.

From a distance From a distance From a distance

The ocean meets the stream you all have enough I just cannot comprehend
And the eagle takes to flight And no one is in need What all this fighting’s for

VI.REFERENCES:

Slideshare.net. 2021. DISTANCE FORMULA (GRADE 10 MATH). [online] Available at:

<https://www.slideshare.net/daisyree2792/distance-formula-grade-10-math> [Accessed 28
October 2021].

VII.ANSWER KEY:

we can conclude that triangle PQR is isosceles since it has two congruent sides.
As you can see in the solution, if PQ = √𝟐𝟗 units and QR = √𝟐𝟗 units then PQ ≅ QR. Therefore,
PR = 4 units
PR =√𝟏𝟔
PR =√(𝟒)𝟐 + (0)𝟐
PR =√(1 − (−3))𝟐 + (−2 − (−2))𝟐
Find the distance of PR

QR=√𝟐𝟗 units
QR=√4 + 25
QR =√(2)𝟐 + (−𝟓)𝟐
QR=√(1 − (−𝟏))𝟐 + (−𝟐 − 𝟑)𝟐
Find the distance of QR
PQ =√𝟐𝟗 units
PQ =√4 + 25
PQ =√(−1 − (−3))𝟐 + (3 − (−2))𝟐 PQ=√(−2)𝟐 + (5)𝟐
1. Find the distance of PQ
Activity 1:

#Make Every Learner Love Math | 52

 #Make Every Learner Love Math | 53
San Pascual National High School
MELODY P. ELAURZA
Prepared by:
Activity 2:
Let:
A → 𝑨𝒍𝒃𝒆𝒓𝒕′ 𝒔 𝒉𝒐𝒖𝒔𝒆 (-1,1) J → 𝑱𝒂𝒏𝒆’s house (1,5) 𝑴𝟏 → 𝑴𝒂𝒓𝒌’s house (4,5) 𝑴𝟐 → 𝑴𝒂𝒓𝒊𝒂𝒏’s house (2,1)
Solution: Find the distance between J and 𝑴𝟏
Find the distance between A and J J𝑴𝟏=√(4 − 1)𝟐 + (5 − 5)𝟐
AJ =√(1 − (−1))𝟐 + (5 − 1)𝟐 𝑱𝑴𝟏=√(−3)𝟐 + (0)𝟐
AJ =√(2)𝟐 + (4)𝟐 𝑱𝑴𝟏=√9 + 0
AJ =√4 + 16 𝑱𝑴𝟏 = √𝟗 = 3 units
AJ = √𝟐𝟎 = √𝟒 ∗ 𝟓
AJ =2√𝟓 units
Find the distance between 𝑴𝟏 and 𝑴𝟐 Find the distance between M2 and A
𝑴𝟏 𝑴𝟐 =√(2 − 4)𝟐 + (1 − 5)𝟐 M2 A =√(−1 − 2) 𝟐 + (1 − 1)𝟐
𝑴𝟏 𝑴𝟐 =√(−2)𝟐 + (−4)𝟐 M2 A =√(3)𝟐 + (0)𝟐
𝑴𝟏 𝑴𝟐 =√4 + 16 M2 A =√9
𝑴𝟏 𝑴𝟐 = √𝟐𝟎 = √𝟒 ∗ 𝟓 = 2√𝟓 units M2 A = 𝟑 units
2. Farthest: Mark and Albert
Activity 1:
2.
Find the distance of HO Find the distance of OP
HO =√(𝟑 − (−𝟐)𝟐 + (𝟔 − 𝟏))𝟐 HO=√(𝟓)𝟐 + (𝟓)𝟐 OP=√(𝟒 − 𝟑)𝟐 + (−𝟏 − 𝟔)𝟐
HO =√𝟐𝟓 + 𝟐𝟓 OP =√(𝟏)𝟐 + (−𝟕)𝟐
HO =√𝟓𝟎 OP =√𝟏 + 𝟒𝟗
HO = 𝟓√𝟐 units OP =√𝟓𝟎
OP = 𝟓√𝟐 units
Find the distance of PE Find the distance of EH
PE =√(−𝟏 − 𝟒))𝟐 + (−𝟔 − (−𝟏))𝟐 EH =√(−𝟐 − (−𝟏))𝟐 + (𝟏 − (−𝟔))𝟐
PE =√(−𝟓)𝟐 + (−𝟓)𝟐 EH =√(−𝟏)𝟐 + (𝟕)𝟐
PE =√𝟐𝟓 + 𝟐𝟓 EH =√𝟏 + 𝟒𝟗
PE = √𝟓𝟎 EH = √𝟓𝟎
PE = 𝟓√𝟐 units EH = 𝟓√𝟐 units
As you can see in the solution, if HO = 𝟓√𝟐 units, OP= 𝟓√𝟐 units , PE= 𝟓√𝟐 units and EH
= 𝟓√𝟐 units then HO ≅ OP ≅ PE ≅ EH and since all the four sides are congruent, therefore, we can
conclude that quadrilateral HOPE is a rhombus since all the four sides are equal.
To verify if it is really a rhombus, since we all know that a square also has 4 equal sides, you can plot
the points, hence, we can conclude that quadrilateral HOPE is a rhombus based on the solutions
above.
 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 8 (a) Quarter 2

ILLUSTRATING THE CENTER-RADIUS FORM OF THE EQUATION OF A CIRCLE

I. BACKGROUND INFORMATION FOR LEARNERS:

This activity sheet will serve as your guide in showing your skill and mastery in
illustrating the center-radius form of the equation of a circle.
DEFINITION OF TERMS:

A circle is the set of all points(𝑥, 𝑦) in a plane that are equidistant from a fixed point in the plane.
A radius is the fixed distance from the center to any point on the circle.
The center is a fixed point in the middle of the circle; usually given the general coordinates (ℎ, 𝑘) .
A diameter is a line segment from one point on the circle to another point on the circle that passes
through the center and twice the radius in length.
EQUATION OF A CIRCLE
A circle can be represented by two different forms of equations, the general form and standard form
(center-radius form). This lesson will focus on the center-radius form.

Figure 1 shows that the center is at the Figure 2 shows that the center is at the point (ℎ, 𝑘) and
origin (0,0). If the center of the circle is at a radius r units. The standard equation of a circle with
the origin of the coordinate plane, the center (ℎ, 𝑘) is (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 . The values of
equation of the circle is 𝑥 2 + 𝑦 2 = 𝑟 2 , h and k indicate that the center is translated h units
𝑤ℎ𝑒𝑟𝑒 𝑟 𝑖𝑠 𝑡ℎ𝑒 𝑟𝑎𝑑𝑖𝑢𝑠. horizontally and k units vertically from the origin.

Figure 1: Figure 2:

CENTER-RADIUS FORM (STANDARD FORM)

The equation of a circle with center 𝐶(ℎ, 𝑘) and radius 𝑟 is (x − h)2 + (y − k)2 = r 2 . In particular,
when C = (0,0), the equation of circle with center at the origin and with radius r is x 2 + y 2 = r 2 .

#Make Every Learner Love Math | 54

Illustrative Examples:

1. Draw the graph of a circle whose center is at (0,0) and whose radius is 3 units long. Then,
write the equation of the circle using the given center and radius.
Solution: 𝑦
To draw a circle, first locate the center of the
circle which is at (0,0). Then, from the center,
count 3 units away from the center. Then, label
the center and a point on the circle.
(0,0) (3,0) 𝑥
The distance between (0,0) and a point (𝑥, 𝑦)
on the circle is 3 units. Substituting the value of 𝑟,
to the center-radius form of the equation of circle,
you have

𝑥 2 + 𝑦 2 = 32
𝑥2 + 𝑦2 = 9
The equation of the circle is 𝑥 2 + 𝑦 2 = 9.
2. Draw the graph of the circle whose equation is (𝑥 + 1)2 + (𝑦 − 3)2 = 16.
Solution:
Rewrite the equation in the form: 𝑦
(𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
(𝑥 + 1)2 + (𝑦 − 3)2 = 16 4
2
(𝑥 − (−1)) + (𝑦 − 3)2 = 16 (−1,3)
Therefore, ℎ = −1, 𝑘 = 3, and 𝑟 = 4. 𝑥

The center is at (−1,3), and the radius is 4 units long.

3. Write the equation of the circle in center-radius form with the center at (−4, −2) and
radius 5.
Solution:
The center-radius form is (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2 , where the center is (ℎ, 𝑘) and
the radius is 𝑟. By substitution, the equation of the circle is
2 2
(𝑥 − (−4)) + (𝑦 − (−2)) = 52
(𝑥 + 4)2 + (𝑦 + 2)2 = 25

#Make Every Learner Love Math | 55

 II. LEARNING COMPETENCY:
QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE
2 Illustrates the center-radius form of the equation of a circle. M10AL-IIh-1

III. ACTIVITIES:

ACTIVITY 1: Draw a circle given its center and radius on the coordinate plane below.

Materials Needed: compass, pencil,

1. 𝑐𝑒𝑛𝑡𝑒𝑟 (−2, −6), 𝑟 = 4 𝑢𝑛𝑖𝑡𝑠

2. 𝑐𝑒𝑛𝑡𝑒𝑟 (1, −5), 𝑟 = 3 𝑢𝑛𝑖𝑡𝑠

0 1
3. 𝑐𝑒𝑛𝑡𝑒𝑟 (0,0), 𝑟 = 5 𝑢𝑛𝑖𝑡𝑠

4. 𝑐𝑒𝑛𝑡𝑒𝑟 (0,0), 𝑟 = 6 𝑢𝑛𝑖𝑡𝑠

ACTIVITY 2: Write the equation of the circle in center-radius from the given data below:

1. 𝑐𝑒𝑛𝑡𝑒𝑟 (0,0), 𝑟 = 2 _________________________________

2. 𝑐𝑒𝑛𝑡𝑒𝑟 (0,0), 𝑟 = 8 ________________________________
3. 𝑐𝑒𝑛𝑡𝑒𝑟 (7, −2), 𝑟 = 7 ________________________________
4. 𝑐𝑒𝑛𝑡𝑒𝑟 (−12, −8), 𝑟 = 4 ________________________________

ACTIVITY 3: Read and analyze the situations below then answer the questions that follow.

1. The Mayon Volcano at (0,0) has started to erupt. People living or residing near the area are
told to leave the 6-km permanent danger zone. Suppose your home is located at 3 km east
and 4 km north…
a. What is the distance from the location of the Mt. Mayon to your home?
b. Is your home within the danger zone? What will be your immediate action or response?
2. A particular cellphone tower is designed to service a 12-mile radius. The tower is located at
(−3, 5) on a coordinate plane whose units represent miles.
a. What is the standard equation (center-radius form) of the outer boundary of the region
serviced by the tower?
b. Is a cellphone user at (8,0) within the range? Explain.

IV. GUIDE QUESTIONS:

How do you illustrate the center-radius form of the equation of circle?

____________________________________________________________________

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 V. REFLECTION:

Circles are perfectly round figures. We must strive hard for perfection in our daily work.
Do you always aim for perfection in everything that you do? Why or why not?
_________________________________________________________________________

VI. REFERENCES:

Bernabe, J., et al. (2013). Our World of Math. Vibal Publishing, Inc. Araneta Ave, Quezon City
Tolentino, J.et al.(2017). Realistic Mathematics Grade 10. Sibs Publishing, Inc. Phonenix
Bldg.,927 Quezon Avenue, 1104 Quezon City
Grade 10, Learner’s Module, First Edition 2015., REX Book Store, Inc.
Circle: Center-Radius Equation (softschools.com)
https://mathbitsnotebook.com/

VII. ANSWER KEY:

cellphone is larger than the radius of the coverage area ( 12.08 mi. vs. 12mi.)
b. The cellphone user is outside the service range. The distance from the center (tower) to the
(𝑥 + 3)2 + (𝑦 − 5)2 = 144
2. a. The center-radius form of the outer boundary of the region serviced by the tower is
b. Yes, it is inside the 6-km danger zone. The family needs to leave or evacuate the place.
1. a. The home is located at 5 kilometers away from the volcano.
Activity 3:
4. (𝑥 + 12)2 + (𝑦 + 8)2 = 42 𝑜𝑟 (𝑥 + 12)2 + (𝑦 + 8)2 = 16
3. (𝑥 − 7)2 + (𝑦 + 2)2 = 72 𝑜𝑟 (𝑥 − 7)2 + (𝑦 + 2)2 = 49
2. 𝑥 2 + 𝑦 2 = 82 𝑜𝑟 𝑥 2 + 𝑦 2 = 64
1. 𝑥 2 + 𝑦 2 = 22 𝑜𝑟 𝑥 2 + 𝑦 2 = 4
Activity 2:

4. 3. 2. 1.

Activity 1.

Prepared by:
CRISTINE C. PEDIMATO
Polangui General Comprehensive High School
MARY JANE M. REGINALDO
San Vicente National High School

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 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 8 (b) Quarter 2

DETERMINING THE CENTER AND THE RADIUS OF A CIRCLE GIVEN ITS EQUATION AND VICE-VERSA

I. BACKGROUND INFORMATION FOR LEARNERS:

In your previous lesson, you were able to illustrate the center – radius forms of the equation of a
circle, which are:
a. x2 + y2 = r2 where the center of a circle is at origin (0, 0) and the radius r units
b. (x – h)2 + (y – k)2 = r2 where the center of a circle is at (h, k) and the radius r units

This time, you will be dealing with an activity that would help you determine the center and
the radius of a circle out of its equation and vice-versa.

ILLUSTRATIVE EXAMPLES

Example 1. Find the center and the radius of a circle with the equation x 2 + y2 = 9.
Solution:
Since x2 + y2 = 9 is in the form x2 + y2 = r2, therefore, the center is at (0,0).
To find the radius,
2
𝑟 = 9
√𝑟 2 = ±√9 Take the square root on both sides
r=3
So, the center is at (0, 0) and r = 3 units.

Example 2. Find the center and radius of the circle with the equation (x – 1)2 + (y + 2)2 = 25.
Solution:
Rewrite the equation in the form:
(x – h)2 + (y – k)2 = r2
(x – 1)2 + (y + 2)2 = 25
(x – 1)2 + (y – (-2))2 = 25
Therefore, h= 1 and k = -2
For the radius,
𝑟 2 = 25
√𝑟 2 = ±√25 Take the square root on both sides
r=5
So, the center is at (1, -2) and r = 5 units.

Example 3. Find the center and radius of the circle with the equation x2 + y2 – 6x – 4y + 12 = 0.
Solution:
x2 + y2 – 6x – 4y + 12 = 0
(x2 – 6x) + (y2 – 4y) = -12 (Group together the terms with x and y and transpose the constant term)
(x2 – 6x + 9) + (y2 – 4y + 4) = -12 + 9 + 4 (Complete the squares in x and y and reflect also the
numbers added on the right side of the equation)
(x – 3)2 + (y – 2)2 = 1 Express each trinomial as a square of a binomial and simplify the constants

Therefore, the center is at (3,2) and r = 1 unit, since the square root of 1 is 1.

Example 4: Find the equation of the circle whose center is at (0, 0) and whose radius is 4 units long.

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Solution:
Since the center is at (0,0), use the equation
x2 + y2 = r2
x2 + y2 = 42 By substitution
x2 + y2 = 16

Example 5. Find the equation in center – radius form of the circle whose center is at (-4, -2) and radius
7 units.
Solution:
The center – radius form is (x – h)2 + (y – k)2 = r2, where the center is at (h,k) and the radius is r.
(x – h)2 + (y – k)2 = r2
(x – (-4))2 + (y – (-2))2 = 72 By Substitution
(x + 4)2 + (y + 2)2 = 49 Simplify

II. LEARNING COMPETENCY:

QUARTER MOST ESSENTIAL LEARNING COMPETENCIES K-12 CG CODE

Determining the center and radius of a circle given its

2 M10GE-IIh-2
equation and vice-versa.

III. ACTIVITIES:

Activity 1: Find the center and the radius of the circle given the following equations.
1. x2 + y2 = 100
2. x2 + y2 = 50
3. (x – 1)2 + y2 = 64
4. (x + 5)2 + (y – 3)2 = 27
5. X2 + y2 + 4x – 8y + 19 = 0

Activity 2: Write the equation of the circle in center – radius form given the center C and radius r.
1. C (0, 0), r = 6 units
2. C (0, 0), r = 2√3 uints
3. C (7, -2), r = 8 units
4. C (0, 5), r = ½ unit
5. C (-8, 0), r = 11 units

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Activity 3: Let’s Explore!
Find the center and the radius of the circle then write its equation in center – radius form.

1. 2.

3. 4.

IV. GUIDE QUESTIONS:

Answer the following questions to determine what have you learned and how you
understand the topic.
1. How did you find the center and radius of the circle given its equation?
2. When do you say that the center of the circle is at (0,0)? At (h,k)?

3. When the given is the graph of the circle, how do you determine the center and radius and its
equation in center – radius form?

V.RUBRICS (To be used by the Teacher for Activity 3)

POINTS DESCRIPTION
4 No errors in the solution. Excellently demonstrates depth understanding of the topic and
accuracy in the solution.
3 There is a minimal error in the solution. Satisfactorily demonstrates understanding of the
topic.
2 Unclear solutions.
1 Attempts to answer but leaves undone.

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 VI.REFLECTION:

1. If you were to compare yourself to a circle, what would you be? A circle with center at (0, 0)? A
circle which is shifted to the right? A circle shifted to the left? A circle shifted upward? or A circle
shifted downward? Why?
_______________________________________________________________________________
_______________________________________________________________________________
2. If you are the center of the circle, how long would you like your radius to be? Why?
_______________________________________________________________________________
_______________________________________________________________________________

VII.REFERENCES:

Our World of Math by Bernabe, Corpuz, Crisostomo, Dilao, Lee, Padua, Quiming, pp. 170-175
Mathematics Learner’s Module for Grade 10, pp 252 – 266
www.geogebra.org

VIII.ANSWER KEY:

(x + 4)2 + (y – 2)2 = 4
C(-4, 2) ; r = 2 units
4.
(x + 2)2 + (y + 1)2 = 16
3. C(-2, -1) ; r = 4 units
(x – 4)2 + (y – 3)2 = 25
2. C(4, 3) ; r = 5 units
x2 + y2 = 9
1. C(0, 0) ; r= 3 units
Activity 3: Let’s Explore!

5. (x + 8)2 + y2 = 121 5. C (-2, 4) ; r = 1 unit

4. x2 + (y – 5)2 = ¼ 4. C (-5, 3) ; r = 3√3 units
3. (x – 7)2 + (y + 2)2 = 64 3. C (1, 0) ; r = 8 units
2. x2 + y2 = 12 2. C(0, 0) ; r = 5√2 units
1. x2 + y2 = 36 1. C(0, 0) ; r = 10 units
Activity 2: Activity 1:
TRY THIS!

Prepared by:
MARIA C. RABE
Malilipot National High School

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 MATHEMATICS 10

Name: ________________________ Section: _____________ Date: ___________ Score: _________

LEARNING ACTIVITY SHEET |Week 9 Quarter 2

GRAPHING AND SOLVING PROBLEMS INVOLVING CIRCLES AND OTHER GEOMETRIC FIGURES ON
THE COORDINATE PLANE

I. BACKGROUND INFORMATION FOR LEARNERS:

In this activity sheet, you will further deepen your understanding about circles and other
geometric figures by graphing and solving more problems.
GRAPHING THE STANDARD FORM OR CENTER-RADIUS FORM
Example. Suppose Labo, Camarines Norte was hit by an earthquake, and it can be felt up to 50 miles
from its epicenter. The epicenter can be represented using the equation of the circle which is

𝑥 2 + 𝑦 2 = 2500.
If each unit on the coordinate plane is equivalent to 1 mile, can the earthquake be felt in case you live
at Tabaco City, Albay with coordinates 60 miles east, 55 miles south from the epicenter? What would
you do if there is an earthquake?

To solve this problem, we need to GRAPH OF THE CIRCLE

graph the given circle with center at
(0, 0).

How do you graph a circle given its

standard form?

Here are the easy steps to graph a

circle

Step 1.Plot the center of the circle

on the Cartesian Plane

Step 2. Count r(radius) units from

the center of the circle in the 4
directions

Step 3. Connect the four points to

form circle with a round, smooth
curve T (60, -55)

Answer
The Earthquake was not felt in Tabaco City, Albay because it is located outside the circle. When
there is an earthquake, go to an open place and don’t panic.

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 GRAPHING THE GENERAL FORM OF THE CIRCLE

Example. The Provincial Disaster and Risk Reduction Management Committee (PDRRMC) of Albay
advised the residents living within 8 km radius danger zone to evacuate due to eminent eruption of
Mayon Volcano. The location of the volcano summit can be represented using the equation

𝑥 2 + 𝑦 2 − 4𝑥 − 10𝑦 − 35 = 0
If each unit on the coordinate plane is equivalent to 1 km and you live at Barangay Buyoan, Legazpi
City, Albay with coordinates at 3 km East, 5 km South from the crater. Would you follow the advice of
the PDRRMC to evacuate? Why?

To solve this problem, we need to GRAPH OF THE CIRCLE

graph the given circle
How do you graph a circle given its
general form?
Here are the easy steps to graph a
circle:
Step 1.Find the center and the radius
by transforming the equation into
Standard Form
Step 2. Plot the center and count
r(radius) units from the center of the
circle in the 4 directions.
Step 3. Connect the four points to
form circle with a round, smooth
curve.

ANSWER:
After graphing the circle, residents living at Barangay Buyoan, Legazpi City, Albay must
leave and evacuate because the place in the 8 km radius danger zone.

Graphing the OtherOTHER

GRAPHING Geometric Figures
GEOMETRIC FIGURES

The following steps will be useful to graph other geometric figures like triangles and quadrilaterals on
the coordinate plane

Example. If the vertices of triangle ABE are A (1,4),

B (-2,5), and E (-1,2), then what classification of triangle according

to sides is ∆𝐴𝐵𝐸 ?

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Step 1. Plot the points in the coordinate plane

Step 2. Use the distance formula to find the lengths of the sides of the polygon

The distance formula is d = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

̅̅̅̅: A (1, 4) B( −2, 5)
Length of 𝐴𝐵 ̅̅̅̅ : B(−2 , 5) E(−1, 2)
Length of 𝐵𝐸
𝑥1 𝑦1 𝑥2 𝑦2 𝑥1 𝑦1 𝑥2 𝑦2

AB = √(−2 − 1)2 + (5 − 4)2 BE = √(−1 + 2)2 + (2 − 5)2

= √(−3)2 + (1)2 = √(1)2 + (−3)2
= √9 + 1 = √10 = √1 + 9
Length of ̅̅̅̅
𝐴𝐸: A(1 , 4 ) E(−1, 2) = √10
𝑥1 𝑦1 𝑥2 𝑦1
= √10
AE = √(−1 − 1)2 + (2 − 4)2

= √(−2)2 + (−2)2

= √4 + 4

= √8 = 2√2

Step 3. Classify the triangle or the polygons according to sides.

The two sides
= 2√2of the triangle are equal; therefore, the triangle is isosceles.

II. LEARNING COMPETENCY:

Quarter Competency Code
2 Graphing and solving problems involving circles and other M10GE-IIi-1
geometric figures on the coordinate

III. ACTIVITIES:

Activity 1 Graph each equation of a circle using a square grid paper

1. 𝑥 2 + 𝑦 2 = 25. 2. (𝑥 − 3)2 + (𝑦 + 4)2 = 49 3. (𝑥 + 7)2 + (𝑦 − 3)2 = 36

4. 𝑥 2 + 𝑦 2 − 2𝑥 − 8𝑦 − 47 = 0 5. 𝑥 2 + 𝑦 2 + 10𝑥 + 4𝑦 − 7 = 0

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 Activity 2 Solve the following problems

1. Suppose a signal from a HINA telecommunication transmitter tower can receive up to 150 miles
away from the tower. The telecommunication company uses a grid to plot the reach of the signal.
Each grid corresponds to 1 mi. Three best friends are having their vacation separately and use the
same HINA simcard. Their individual locations are as follows:
Macario is at 120mi 𝐸, 20mi 𝑁
Julio is at 105mi 𝐸, 120mi 𝑁
Roberto is at 40mi 𝐸, 140mi 𝑁
Who among the three best friends will not be able to receive a text message?
2. A spotlight is positioned on top of the stage illuminating a circular area. Using a Coordinate Plane,
three (3) actors are plotted as follows:
Ana is at 3m 𝐸, 2m N from the origin
Maria is at 4m 𝐸, 1m N from the origin
Martin is at 1m 𝐸, 3m N from the origin
The illuminated area is represented by the equation 𝑥 2 + 𝑦 2 = 16 and its center is located on the
origin of the plane. Who among the actors are within the illuminated area?
3. To boost her immune system, Tina participated a “Bike for a Cause”. The organizers used a grid to
plot the triangular course. Each grid corresponds to 1 km. The starting and ending point is at (3,1).
The points (1, 3) and (0,0) are the corners of the triangular course, there are water stations to make
sure the bikers stay hydrated. What is the total distance traveled by Tina in the whole duration of
her biking?
Activity 3 PERFORMANCE TASK

For Modular Class: Make a 2-paragraph news report/ article showing real-life applications of graph
of a circle and other geometric figures (Hint: about earthquake, air traffic etc.)
For Online Class: Come up with a 2-minute News Report Video showing how graph of a circle and
other geometric figures can be applied in real-life situations.
Please visit this link for an example ( https://www.youtube.com/watch?v=xkZyoxAUgiM )

IV. REFLECTION
Self -Evaluation: Choose the color that represents your feelings on your learning journey
on Graphing and Solving Problems Involving Circles and other Geometric Figures on the Coordinate
Plane.

RED: I found this tough. I need someone to help me.

AMBER: I understand most of it but need more practice.

GREEN: I understood! I am ready for the next lesson.

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 V. RUBRICS
Score Descriptors
5 The news report is complete, accurate and logically presented. It includes facts involving
graph of a circle.
4 The news report contains almost all of the information and the presentation reflects
understanding of graph of a circle. Minor inaccuracies do not affect the overall results.
3 The news report contains minimal information and the presentation lacks application of
graph of a circle.
2 The news report contains major inaccuracies and significant errors in some parts.
1 There is no news report made.

VI. REFERENCES:
Grade 10 Mathematics Learners Module pages 221-269
New Grade 10 Next Century Mathematics pages 317-332

VII.ANSWER KEY

Prepared by:
ABELARDO C. ARIENDA JR.
Malinao National High School

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