Grade 10 Daily Lesson Log Quarter 2

Secondary Education Mathematics (Eastern Samar State University)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Downloaded by Jonard Dagohoy ([email protected])
 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of polynomial function.
2. Performance The learner is able to conduct systematically a mathematical investigation involving polynomial functions
Standards in different fields.
3. Learning Competencies The learner illustrates Graphs polynomial functions. The learner graphs Graphs polynomial
polynomial functions. (M10AL-IIa-1) polynomial function. functions. (M10AL-Ia-
(M10AL-IIa-1) (M10AL-IIa-b-1) b-1)

a. Identify a. Find the x-intercept a. Describe the a. Sketch the

Objectives polynomial of a polynomial behavior of the graph of
functions. function. graph using the polynomial
b. Illustrate b. Find the y-intercept Leading function.
polynomial of a polynomial Coefficient Test. b. Value
functions. function. b. Identify the accumulated
c. Value c. Value accumulated number of turning knowledge as
accumulated knowledge as means points and the means of new
knowledge as means of new behavior of the understanding.
of new understanding. graph based on the
understanding. multiplicity of
zeros.
c. Value accumulated
knowledge as means
of new
understanding.

Finding x and y Graphs of

Graphs of Polynomial
II. CONTENT Illustrating Polynomial intercepts of Polynomial Polynomial
Functions
Functions Functions Functions

III. LEARNING
RESOURCES

Downloaded by Jonard Dagohoy ([email protected])

 A. References
1. Teacher’s Guide pp. 86-90 pp. 90-92 pp. 93-105 pp. 93-105
2. Learner’s pp. 106-108 pp. 108-111 pp. 112-121 pp. 112-121
Materials
3. Textbook
4. Additional
Materials from
https://www.google.com/m aps
Learning Resources
(LR)
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources DepEd Cavite DepEd Cavite DepEd Cavite DepEd Cavite
Mathematics 2016 Mathematics 2016 Mathematics 2016 Mathematics 2016
Power point PPT, Laptop, Television, Power point presentation, Power point
presentation, monitor, activity notebook Graphing Board or presentation,
show me board, laptop Cartesian Plane Graphing Board or
Cartesian Plane
IV. PROCEDURES
A. Reviewing previous FACT or BLUFF Pass the Message Find your Match Polynomial Dance
lesson or presenting the new Group students to Group the class into 5.
lesson Write FACT if the five. The student seated in Give each group a Describe the behavior
expression being shown is polynomial function. Have of each polynomial
front will solve the given
a polynomial, otherwise them match the assigned function through
write BLUFF. 1. problem and will pass the function to them to the different dance moves.
2. answer to his members until given graphs on the 1. = 3 + 32 –
3. it reach the last person in the board. –3
4. group. The group that gets The group who got the 2. = (2 + 3) ( −
5. correct answer earns 5 1)( − 4)
the most
number of correct answers points.
wins the game.

Factor the following

polynomials:
1. y = x3 + 3x2 – x – 3
2. y = x2 – x – 2

Downloaded by Jonard Dagohoy ([email protected])

 3. y = x3 + x2 – 12x
4. y = –x4 + 16
5. y = x2 + 8x+12

B. Establishing a purpose for Using the polynomial Aside from the Intercepts, Think-Pair-Share
the lesson function there are many other things
to consider when we draw Find the x- and y-
How many terms are there? the graph of a polynomial intercepts of the
What is the degree of the function. polynomial function
polynomial? These are some other things
What is the leading that we need to take into ()=(+1)2(+2)
coefficient? Motivational Activity : consideration; a. (−2)(−3)
How about the constant Are you familiar with the multiplicity of roots. b.
term? place shown in the map? behavior of the graph c. 1. Sketch the
number of turning points graph of the
polynomial
The map shows the western
using the
part of Cavite, taken from
result.
Google Earth. When we take
a closer look at the coast
lines, this will be the picture: 2. In graphing the
polynomial,
where did you
find
difficulties?

3. Are the
intercepts enough
information to
sketch the graph?

Downloaded by Jonard Dagohoy ([email protected])

Downloaded by Jonard Dagohoy ([email protected])
 In the study of the Graph of
a Polynomial Function, the
points where the graph
passes through the axes are
very important, these are the
x- and y- intercepts.

C. Presenting Illustrative examples: Illustrative Examples: Illustrative Examples: The polynomial in

examples/Instances of the new a. Find the intercepts of y 1. Describe the behavior factored form is
lesson a. The polynomial function = x3 – x2 – 10x – 8 of the graph of =(−1)(+1)(−2)(+ 2)
() = + f() = ( + 1)2 ( + 2)( − 2)( − 3). The roots(x-intercepts) are 1,−1,
+ has 3 terms. The Solution: The y-intercept is 4
highest power of its terms To find the x-intercept/s, y a. x- and y-intercepts: There are no roots of
is 3. Therefore the degree = x3 – x2 – 10x – 8 x-intercepts:−2,−1,−1,2, 3 even multiplicity
of the polynomial is 3. The y = (x + 1)(x + 2)(x – y-intercept: 12 n=1, n>0,
leading coefficient is 6 and 4) The graph will intersect =4 and is even Since is
the constant term is 6. Factor completely 0 the x-axis at (−2,0), even and
(−1,0),(2,0), (3,0) and n>0, then the graph
= (x + 1)(x + 2)(x –
b. The polynomial function the y-axis at (0,12). comes down from the
3)
= + − extreme left and goes
Equate to zero
+ has 4 terms. The b. multiplicity up to the extreme right.
polynomial function can If is a zero of odd There are 3 turning
Then equate each factor to
be written in the standard multiplicity, the graph points.
0 and solve for x of () crosses the x-
form = − + The graph will follow
+ + .The x+1=0 ; x = -1 axis at r.x = 4 the pattern:
x+2=0 ; x = -2
x – 4 = 0 ;

Downloaded by Jonard Dagohoy ([email protected])

 The x-intercepts are –1, –2, and 4. This
means the graph will pass If is a zero of even
through (–1, 0), (–2, 0), multiplicity, the graph
and (4, 0). of () is tangent to the x-
axis at .
t x = 0 in the
In finding the y-intercept, Le Since the root -1 is of Describe or determine
given polynomial. even multiplicity 2, the following, then
That is, then the graph of the sketch
y = x3 – x2 – 10x – 8 polynomial is tangent to the graph of
y = 03 – 02 – 10(0) – 8 y the x-axis at -1. y = -x3 – x2 + x + 1
leading term is −44 , a. leading term
and the degree of the =–8
c. behavior of the graph: b. behavior of the grap h
polynomial is 4. The
leading coefficient is −4 The y-intercept is – 8. The following c. x-intercepts
and the constant term is 3. This means the graph will characteristics of d. multiplicity of roots
also pass through (0, – 8). polynomial functions e. y-intercept
c. Polynomials may also will give us additional f. number of turning p oints
be written in factored form b. Find the intercepts of y information. g. sketch
and as a product of = x4 + 6x3 – x2 – 6x The graph of a
irreducible factors, that is polynomial function: Solution:
a factor can no longer be Solution: i. comes down from the =−3 −2 + + 1
factored using coefficients For the x-intercept(s), find extreme left and goes up a. leading term: -1
that are real x when y = 0. to the extreme right if n b. behavior of the
numbers. The function Use the factored form. That is even and > 0 graph: the graph
is, comes down from th e extreme
= 4 + 23 − 132 − 10
in factored form is y = x4 + 5x3 – 4x2 – 20x y ii. comes up from the down to the extreme ( right
= x(x + 5)(x + 2)(x – 2) extreme left and goes up is odd and n<0)
= ( − 5)( + 1)( + 2). to the extreme right if n
0 = x(x + 5)(x + 2)(x – 2) c. x-intercepts:
is odd and > 0 −1,−1 and 1
Again equate each the polynomial in
factor to zero and solve iii. comes up from the factored form is
extreme left and goes
for x =−(+1)2(−1)
down to the extreme
x= x+5= x+2= d. multiplicity of
right if n is even and
0 0 0 <0 roots:
x = –5 x = –2 -1 is of even
iv. comes down from multiplicity 2, therefore
Again, finding the the extreme left and the graph is tangent to
y-intercept simply requires us the x-axis at (−1,0)
to set x = 0 in the given

Downloaded by Jonard Dagohoy ([email protected])

 polynomial. That is, goes down to the e. y-intercept: 1
extreme right if n is odd f. number of turning
4 3 2
y = x + 5x – 4x – 20x and < 0 points: 2
4 3 2
y = (0) + 5(0) – 4(0) – 20(0 ) (for the graph to
y=0 For additional help, we intersect the
can summarize this in the computed
The y-intercept is 0. This figure: x-intercept and
means the graph will also y-intercept, and a
pass through (0,0). n is even n is odd tangent to (−1,0) there
should be 2 turning
points)
g. sketch:

an>0

an<0

If the polynomial
function
() = ( + 1)2( + 2)(
– 2)( − 3) is written in the
standard form then
we have
() = 5 − 4 − 93 +
2
+ 20 + 12

We can easily see that

Downloaded by Jonard Dagohoy ([email protected])

 this is a 5th degree
polynomial. Thus, is odd.
The leading term is 5,
= 1 and > 0.

Therefore the graph of

the polynomial comes up
from the extreme left
and goes up to the
extreme right if n is odd
and > 0

d. number of turning points:

Remember that the

number of turning points
in the graph of a
polynomial is strictly less
than the degree of the
polynomial.
Also, we must note that;
i.Quartic Functions: have
an odd number of turning
points; at most 3 turning
points ii.Quintic
functions: have an even
number of turning points,
at most 4 turning points
iii.The number of turning
points is at
most ( − 1)

For our graph to pass through

the intercepts

Downloaded by Jonard Dagohoy ([email protected])

 (−2,0), (2,0), (3,0) and
tangent at (−1,0), there
will be 4 turning points.

2. Describe the
behavior of the graph
of
= 4 − 52 + 4

a. x- and y-intercepts
The polynomial in
factored form is
= ( − 1)( + 1)
( − 2)( + 2)
The roots(x-intercepts)
are 1,−1, 2 and −2. The
y-intercept is 4

The graph will intersect

the x-axis at (−2,0),
(−1,0),(2,0), (1,0) and
the y-axis at (0,4).

b. multiplicity
There are no roots of even
multiplicity.

c. behavior of the
graph:
= 4 and is
even
Since is even
and > 0, then the graph
comes
down from the extreme
left and goes up to the
extreme right.

Downloaded by Jonard Dagohoy ([email protected])

 d. turning points There
are 3 turning points.

D. Discussing new concepts Fix and Move Them, then 1. Are the intercepts
and practicing new skills # 1 Fill Me Up enough
Direction: Consider the information for us
to graph
given polynomial
polynomials?
functions and fill in the
table below. 2. How can we
Polynomi S D L C describe the
al t C T
1. How do you find
1. In graphing behavior of the the activity?
Function a graph of a
polynomial function, 2. What are the things
n polynomial
d what is the to identify to sketch the
importance of the x- function? graph of polynomial
a
r and y- intercepts? functions?
d 3. Is it possible for the 3. How do we sketch
2. What are the steps in degree of function to
F the graph of
finding the intercepts? be less than the
o polynomial functions?
r number of turning
m points?

E. Discussing new concepts Analysis: Sketch the graph of p(x)

and practicing new skills # 2 1. When are Determine the intercepts of the Find the following then = 2x3 – 7x2 – 7x+ 12
functions graphs of the following describe the behavior of the
polynomials? polynomial functions: graph of () = 3 − a. leading term:
2
2. How can we 1. y = (x + 2)(x + 3)(x + 5) − 8 + 12
determine the Given:
degree of a Factor completely: a. leading term:
polynomial Equate y to 0: b. behavior of the graph: b. behavior of the

Downloaded by Jonard Dagohoy ([email protected])

 function? Then equate each factor to graph:
3. In a polynomial zero and solve for x: ( is odd and > 0)
function, which is ( ) ( ) ( ) ( is odd and >0)
the leading =0 =0 =0 c. x-intercepts: c. x-intercepts:
coefficient? = = =
Constant term? the polynomial in _
Let x = 0 factored form is d. multiplicity of
= ( − 2)2( + 3)
y = (0 + 2)(0 + 3)(0 + 5) roots:
y= d. multiplicity _
x-intercepts: of roots: e. y-
intercept:
y-intercept: e. y-intercept: _
f. number of turning
points: 2
f. number of turning g. sketch:
2
2. y = x (x – )(x + 1)(x – 1) points:
Given:
2 Factor completely: Equate
=0 ( ) ( ) ( )
y to 0:
= =0 =0 =0
Then equate each factor to
= = = zero and solve for x
Let x = 0
y = 02 (0 – 2)(0 + 1)(0 – 1)
y=
x-intercepts:
y-intercept:

3.y = x3 + x2 – 14x – 24
Given:
Factor completely:
Equate y to 0:
Then equate each factor to zero
and solve for x
( ) ( ) ( )
=0 =0 =0
x= x= x=
_
_
Downloaded by Jonard Dagohoy ([email protected])
 Let x= 0
y = 03 + 02 – 14(0) – 24
y=
x-intercepts:

y-intercept:

F. Developing mastery Tell whether the Determine the intercepts of Describe the graph of the Sketch the graph of
(leads to Formative following is a polynomial the graphs of the following following polynomial the polynomial function
Assessment 3) function or not. Give the polynomial functions: functions: =(+2)2 (−3) (+1)
degree and the number of 1. = 3 + 32 − − 3
terms for polynomial 1. P(x) = x2 + 8x + 15 2. = −3 + 22 +
functions. 2. P(x) = x3 – 2x2 – 4x + 8 11 - 12
3. P(x) = x4 – 2x2 + 1
4. P(x) = (x + 2)(x + 5)
(x – 3)(x – 4)
5.P(x) = x(x – )(x + 4)
(x – 1)

Downloaded by Jonard Dagohoy ([email protected])

G. Finding practical Use all the numbers in the GROUP ACTIVITY
application of concepts and box once as coefficients Determine the Intercepts of Sketch the graph of the
skills in daily living or exponents to form as the polynomial functions Describe the graph of polynomial function
may polynomial functions represented by the following the following = −(x + 2)(x + 1)2
of x as you can. Write graphs: polynomial functions: (x − 3)
your polynomial function
in standard form 1. = 3 − 2 − + 1
2. = (2 + 3)( − 1)
1 -2 2 3 ( − 4)

H. Making generalizations A polynomial function is Solving for the x- and Things to consider before To sketch the graph of
and abstractions about the a function in the form y- intercepts is an important we draw the graph of a a polynomial function
lesson () = + −− + step in graphing a polynomial function. we need to consider
− + ⋯+ the following:
−
+ polynomial function.
, a. x- and y- intercepts a. leading term
These intercepts are used to b. multiplicity of roots b. behavior of the
where is determine the points where If is a zero of odd graph
a nonnegative integer, n the graph intersects or multiplicity, the graph of c. x-intercepts
as a positive integer touches the x-axis and the y- () crosses the x- axis at r.
d. multiplicity of roots
implies that: If is a zero of even
axis. e. y-intercept
a. n is not negative multiplicity, the graph of
() is tangent to the f. number of turning
b. n is not zero points
To find the x-intercept of a xaxis at .
c. n is not a fraction
polynomial function: c. behavior of the graph
d. n is not a radical, and
The following
e. n is not imaginary a. Factor the
characteristics of
polynomial completely polynomial functions
are real numbers called b. Let y be equal to
coefficients, is the
zero

Downloaded by Jonard Dagohoy ([email protected])

leading term, is the c. Equate each factor to will give us additional
leading coefficient, zero and solve for x information.
and is the constant The graph of a
term. To find the y-intercept: polynomial function:
i. comes down from the
a. Let x be equal to zero extreme left and goes up
and simplify to the extreme right if n
is even and > 0

ii. comes up from the

extreme left and goes up
to the extreme right if n
is odd and > 0

iii. comes up from the

extreme left and goes
down to the extreme right
if n is even and
<0

iv. comes down from the

extreme left and goes
down to the extreme right
if n is odd and < 0
For additional help, we
can summarize this in the
figure:
n is even n is odd an

>0

a
n<0

d. number of turning

Downloaded by Jonard Dagohoy ([email protected])

 points:
Remember that the
number of turning points
in the graph of a
polynomial is strictly less
than the degree of the
polynomial.
Also, we must note that;
i.Quartic Functions:
have an odd number of
turning points; at most 3
turning points ii.Quintic
functions:
have an even number of
turning points, at
most 4 turning points
iii.The number
of turning points is
at
most ( − 1)
I. Evaluating learning Direction: Identify the Find the x- and y-intercepts of For the given Sketch the graph of the
polynomial functions the following polynomial polynomial function polynomial function
from the given set of functions: = −( + 2) ( + 1)4(− y = x6 + 4x5 + 4x4 –
functions. Give your 1) 3, describe or determine 2x3 – 5x2 – 2x
reasons. 1. y = x3 + 3x2 – x – 3 the following.
2. y = x3 – 7x + 6 a. leading term
3. y = x4 – x2 + 2x3 – 2x b. behavior of the graph
4. y = x3 – 4x2 + x + 6 c. x-intercepts
5. y = –x(x – 2)(x – ) d. multiplicity of roots e.
(x – 3) y-intercept
f. number of turning
points
J. Additional activities for A. Follow Up 1. Follow Up A. Follow Up 1. Follow Up
application or remediation A doll company can Are the Intercepts enough For the given Sketch the graph of: y
make a doll at a cost of information for us to graph polynomial function = = x4 and y = x5
6
P35 per doll. If the selling + 45 + 44 − 23−52
polynomial functions?
of the doll is – 2, describe or 2. Study
Are there other things we

Downloaded by Jonard Dagohoy ([email protected])

 pesos and the number of need to consider? What are determine the following: Applying the concepts
dolls sold per month is those? of polynomial
500 − , 2. Study: a. leading term functions in answering
Behavior of the Graph of a b. behavior of the graph real life problems
a. Express the monthly c. x-intercepts G10 Mathematics LM
profit in pesos as a Polynomial, Table of Signs,
d. multiplicity of roots pages 122 – 123
function of . Multiplicity
e. y-intercept
LM pages 112-120
b. If the selling price of f. number of turning
the doll is P85, points
determine the monthly g. sketch
profit. Use the result in
letter a. B. Study:
Graph of the
function = 6 + 45 + 44 −
B. Study The 23−52 − 2
graph of a
Polynomial Function, LM
pages 108 – 120

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

Downloaded by Jonard Dagohoy ([email protected])

 encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other
teachers?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON Teaching Dates and Time Quarter SECOND
LOG

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of polynomial function.
2. Performance Standards The learner is able to conduct systematically a mathematical investigation involving polynomial functions in different fields.

3. Learning Competencies The learner solves The learner solves The learner solves The learner solves
problems involving problems involving problems involving problems involving
polynomial functions. polynomial functions. polynomial functions. polynomial functions.
(M10AL-IIa-b-1) (M10AL-IIa-b-1) (M10AL-IIa-b-1) (M10AL-IIa-b-1)

a. Evaluate polynomial a. Evaluate polynomial a. Evaluate polynomial a. Evaluate polynomial

Downloaded by Jonard Dagohoy ([email protected])

 Objectives functions. functions. functions. functions.
b. Solve problems involving b. Solve problems involving b. Solve problems involving b. Solve problems involving
first degree polynomial second degree polynomial second degree polynomial second degree polynomial
functions. functions. functions. functions.
c. Realize the importance c. Realize the importance of c. Realize the importance of c. Realize the importance of
of polynomial functions polynomial functions in polynomial functions in polynomial functions in
in solving real-life solving real-life problems. solving real-life problems. solving real-life problems.
problems.

Solving Problems Solving Problems Solving Problems Solving Problems

II. CONTENT Involving Polynomial Involving Polynomial Involving Polynomial Involving Polynomial
Functions Functions Functions Functions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 59-63 pp. 59-63 pp. 59-63 pp. 59-63
2. Learner’s
pp. 122-124 pp. 122-124 pp. 122-124 pp. 122-124
Materials
3. Textbook Mathematics III: Concepts, Mathematics III: Concepts, Mathematics III: Concepts,
Structures and Methods for Structures and Methods for Structures and Methods for
High School by Oronce, High School by Oronce, High School by Oronce,
Orlando, et.al., pp. 509 – 511 Orlando, et.al., pp. 509 – 511 mOrlando, et.al.,
pp. 512–516

4. Additional https://www.mathsisfun. http://newsinfo.inquirer.net/ https://encrypted- https://braingenie.ck12.or g

Materials from com/algebra/degree- 567965/name-play-with- tbn2.gstatic.com/images?
Learning Resources expression.html maragondon- peaks q=tbn:And9
(LR) portal http://www.weatherwizki GcTDtmvLno6Yae_NrVU1
ds.com/weather- W=K8fyDZUXzWWsd4FhA
thunderstorms.htm E-Bqg9PZUzr9Q

B. Other Learning Worksheets, and Grade 10 Worksheets, and Grade 10 Worksheets, and Grade 10 Worksheets, and Grade 10
Resources LCTGs by DepEd Cavite LCTGs by DepEd Cavite LCTGs by DepEd Cavite LCTGs by DepEd Cavite
Mathematics 2016 Mathematics 2016 Mathematics 2016 Mathematics 2016

IV. PROCEDURES
A. Reviewing previous lesson Determine the degree and Identify whether the given Activating Prior Knowledge Divide the class into groups
or presenting the the type of relation below is a with 3 members
new lesson polynomial function. function, and if it is Alfonso, Cavite is one of the each. The group will be
Downloaded by Jonard Dagohoy ([email protected])
 quadratic by writing a ✓, best producers of tablea in the given 5 minutes to decode
and ✗ if NOT. province of Cavite. the message by evaluating
Tablea is described as each given polynomial
roasted, ground and molded function.
nibs of fermented pure cacao
beans which is also called The name
chocolate tablet. Maragondon was derived
Mang Boy, a tablea from Tagalog word
manufacturer, determines that madagundong or
its profit, P, in thousands of maugong, meaning much
pesos per month, can be
sound. The word
modeled by the polynomial
madagundong not being
function P(x)= 0.00005x3 + x
pleasant to the ear, the
- 1,
where x represents the number people had it changed to
of boxes of tableas sold. Using Marigundong in honor of the
the given polynomial function, town’s paron saint Nuestra
identify the following: Señora Maria Asuncion
1. leading coefficient (Our Lady of the
2. leading term Assumption).
3. degree of the polynomial A committee is
4. constant term created to investigate and
revise the names of
Philippine towns and
provinces. Soon after the
American regime, the name
of Marigundong was
changed to Maragondon
which is definitely more
pleasing to the ear, the
present name of the town.
What is the name of
the person who is an authority
on Tagalog language who
recommended changing
Marigundong to

Downloaded by Jonard Dagohoy ([email protected])

 Maragondon?

B. Establishing a purpose for How were you able to How were you able to identify What is P(1) if P(x)= What is P(1) if P(x)=
the lesson determine the degree of if the given is a function? 0.00005x3 + x – 1? 0.00005x3 + x – 1?
the given polynomials? Is How were you able to identify How did you determine the How did you determine the
a linear function a if the given is a quadratic answer? answer?
polynomial? function?

C. Presenting Think-Pair-Share Mt. Pico de Loro, also 1. Teaching/Modeling The demographer in Bayan
examples/Instances of the new Solve the following known as the “Parrot’s Illustrative Examples: ni Juan predicts that the
lesson problem: Peak”, is a popular Given the polynomial population P of the town t
“Lightning and destination for mountaineers function in our activity, years from now can be
Thunder” throughout the country. answer the following: modeled by the function
In the Many people are curious to a. What is the profit of a. What will be the population
Philippines, witness for themselvesthe Mang Boy if he sold fifty of the town five (50 years
the Habagat (southwest iconic rock peak.Mt. Pico de (50) boxes? Solution: from now? Solution:
monsoon) occurs in May- Loro is the highest point in a. P(50) a. P(t) = 6t4 - 5t3 + 200t +
October. It’s the wet Cavite. One day, Ezra and 12000
season and typhoon her friends went mountain P(x)= 0.00005x3 + x – 1 P(5) = 6(5)4 - 5(5)3 +
season. A thunderstorm is climbing. When she reached P(50) = 0.00005(50)3 + 50 200(5) +12000
a storm with lightning and the top of the famous peak, –1 P(5) = 17 375
thunder. she dropped a rock from he P(50) = 0.00005(125000) + 50 The population of the town
Thunder is the height of 664 meters. –1 5 years from now is 17 375.
sound produced by The height of where the rock P(50) = 6.25 + 50 – 1
lightning. Because light was dropped can be modeled P(50) = 55.25
travels faster than sound, by the function h(t)=-4.9t2+ The profit of Mang Boy is
during a thunderstorm we 664 where h(t) is the height Php 55,250.
see lightning before we and t is time

Downloaded by Jonard Dagohoy ([email protected])

 hear thunder. The farther (in seconds).
away the storm, the more
time there will be a. How high was the rock
between seeing the after 2 seconds? Solution:
lightning and hearing the h(t)=-4.9t2+ 664
thunder. substitute t = 2 s h(2)=
The formula -4.9(2)2+ 664
describes approximately simplify
the distance, in h(2) = 654.2 m
kilometers, of the storm’s
center if it takes t seconds b. How high was the rock
to hear thunder after after 10 seconds? Solution:
seeing lightning. h(t)=-4.9t2+ 664
1. What kind of substitute t = 10 s h(10)=
polynomial function is -4.9(10)2+ 664
represented by simplify
? h(10) = 174 m

D. Discussing new concepts 2. If there was 30 Using the same problem,

Using the same problem,
and practicing new skills # 1 seconds between the Suppose that the cost C(x) b. What will be the population
b. What will be the
time you saw the of producing x shirts in a of the town five (50 years
population of the town five
lightning and when you garments factory in EPZA from now? Solution:
(50 years from now?
heard the thunder, is given by . P(t) = 6t4 - 5t3 + 200t +
Solution:
approximately, how far a. How much is the 12000
P(t) = 6t4 - 5t3 + 200t +
away did the lightning production cost if 100 P(5) = 6( )4 - 5( )3
12000
strike? 10 s? 60 s? pieces of shirts are + 200t + 12000
P(5) = 6( )4 - 5( )3
3. If a lightning strike is produced? P(5) =
+ 200t + 12000
800 m away, how many b. How much is the
P(5) =
seconds would pass production cost if 1 000 The population of the town
before you are able to pieces of shirts are 50 years from now is
The population of the town
hear it? produced? .
50 years from now is .
E. Discussing new concepts Solve the following March is the “National Fire b. Using the same problem, Using the same problem,
and practicing new skills # 2 problem: “Counting Prevention Month”. In how many boxes did he sell b. In how many ways will
Cricket Chirps” firefighting, a good water if he earned a profit of the population of the town
The speed at which stream can be modeled by Php 149,000? be 936 000?
where is the water’s Solution:

Downloaded by Jonard Dagohoy ([email protected])

 crickets (kuliglig) chirp is horizontal distance traveled b. P(x) = 0.00005x3 + x – 1 b. P(t) = 6t4 - 5t3 + 200t
based on the temperature. (in feet) and y is its +12000
The following function is corresponding height (in 149 = 0.00005x3 + x – 1 936000 = 6t4 - 5t3 + 200t
a pretty good measure of feet). If a firefighter is aiming 0 = 0.00005x3 + x – 1 – + 12000
the number of chirps per a good water stream, at a 149 0=6t4 - 5t3 + 200t +
minute depending on the building’s window 25 feet 0 = 0.00005x3 + x – 150 12000-
temperature: above the ground, at what 0 = 0.00005(x3 + 20000x – 0=6t4 - 5t3 + 200t -
where represents the two distances can the fire 3000000) 0=( )(6t3 + 115t2 +
temperature in degrees fighter stand from the 0 = x3 + 20000x – 3000000 2300t + 46 200)
Fahrenheit and represents building? 0 = (x – 100)(x2 + 100x + Using Factored form
the number of cricket 30000) Using Factored t=
chirps per minute. Form The population of the town
When the value of is x = 100 will be 936000 years from
60, the value of ? now.
Solution: Mang Boy sold 100 boxes to
earn a profit of Php149,000.
substitute t
simplify

The temperature is
o
F if the number of
chirps of a cricket is 60.

F. Developing mastery (leads During the barangay Indang is famous for One of the projects of the You are the newly hired
to Formative Assessment 3) elections in San Miguel, growing and selling Dragon YES-O Club is to make an accountant of 7Eleven
Mr. Manalo, a barangay Fruit. The number of dragon MRF (Material Recovery convenience store in Indang.
fruits sold everyday for the Facility) in the shape of a Your task is to analyze its
captain candidate, gave a
month of March can be rectangular prism. The revenue for the past 10 years
speech outlining his modeled by the function volume of the MRF is of its operation. Its annual
platforms. He tasked his where is the number of expressed as the function . revenue R (in millions) can
campaign manager to dragon fruits sold and is the What are the dimensions of be approximated by the
record the number of number of days. the said MRF if the volume is function
people listening by a. How many dragon fruits 90 cubic feet? R(t) = 0.0001(-t4 + 12t3 – 77t2
counting how many both are sold when t=3? Solution: + 600t + 13,650)
b. How many dragon fruits substitute 90 to where t is the number of
stayed in their seats and
v(x)

Downloaded by Jonard Dagohoy ([email protected])

remained awake. The are sold when t=25? apply APE years since the store
following function was factor opened.
created to describe the solve for x a. What is the revenue of
0=(x+ )(x2+ x+ ) the store on its 5th year of
number of listeners:
only x= is the real operation?
where m represents the root. b. In which year(s) was
number of minutes that Since x = height of the MRF, the revenue Php1.5
Congressman Babble therefore the dimensions of million.
was speaking, and the MRF is
represents the number of x x meters.
listeners.
1. Complete the table of
values.
M 0 6 10 15
L(m)
2. Ms. Lucero, his
contender is challenging
Mr. Manalo. She wanted
to bring reporters to Mr.
Manalo’s speech exactly
when no one was left
listening. If the speech
began at 10:00 a.m., at
what time should she have
walked in with the
reporters? Show how you
reached your answer.
3. How many persons
were there before the
speech started in the
venue based on the
given linear function?
4. Is (22, 270) a solution

to this function? Explain

why or why not.
Downloaded by Jonard Dagohoy ([email protected])
G. Finding practical Before the invention of A certain plant grows from a Solve the following problem: The number of tourists who
application of concepts and mechanical clocks, candles bulb to a plant with flowers in A heifer is a young cow that visited Maragondon can be
skills in daily living were sometimes used to just a few weeks. The has not yet had calves. To modeled by the function
measure the passage of function for the height (cm) determine whether a heifer’s v(t)=2t4-10t3+2t+5 where
time. The formula for the of the said plant in each week height is normal, a v(t) is the number of visitors
height of such candle as a (t) is given by . If this plant veterinarian can use the cubic and t is the number of
function of time is given continues to grow at the same functions months.
by where represents the rate, how tall would it be a. How many visitors
height of the candle in after 15 days? 20 visited Maragondon on
centimeters and represents days? 30 days? where L is the minimum the 5th month?
the time in hours that the normal height (in inches), H b. How many visitors
candle has been burning. is the maximum normal visited Maragondon on
1. What does 10 in the height (in inches), and t is the 12th month?
formula represent? the age (in months).
2. What is the height of a. What is the normal
the candle after 1 hour? height range for an 18-
3. What is the height of month old heifer?
the candle after 1 hour? b. Suppose a veterinarian
4. How many hours have heifer that an examines heifer
elapsed if the height of that is 43 inches tall. About
the candle is 5 cm? how old do you think the cow
is?

H. Making generalizations A linear function is a How is a quadratic function Solve the following problem: A polynomial function is
and abstractions about the polynomial function of different from a linear a function of the form P(x)
lesson first degree. function? Villa Filomena is a booming = anxn + an-1xn-1 + an- 2xn-2
A linear function is a What mathematical process natural spring resort in + …+ a1x + a0, an ≠0
function of the form did you use in order to solve Indang, Cavite. It has three where n is a nonnegative
f(x)=mx+b where m and b all the given problems? swimming pools beside a integer, a0, a1 ,…,an are real
a real numbers and m≠0. river. The owner is planning numbers called
to construct a new swimming coefficients, anxn is the
pool with a maximum leading term, an is the
capacity of 2000 leading coefficient, and
a0 is the constant term.
cubic feet of water. If the Real-life problems can be
volume of the water in the modeled with polynomial
swimming pool can be functions.
Downloaded by Jonard Dagohoy ([email protected])
 modeled by using the
function V(t) = t3 + 40t2 +
175t where t is the number of
hours it takes to fill the
swimming pool,
a. what is the volume of the
water after one hour?
b. How long will it take to
reach its maximum
capacity?
I. Evaluating learning The number of words in a A key was accidentally How were you able to solve You are the newly hired
child’s vocabulary is dropped by a student from the problems involving manager of Lolo Claro’s.
function of the child’s age. the 2nd floor of a 4 storey polynomials of third degree? You want to know the sales
The formula for the size of building. The height of of the restaurant since it
vocabularies of typical where the key was dropped opened it’s branch in Naic.
children between ages of can be modeled by the Its daily sales can be
20 months and 50 months function approximated by the
is h(t)=-16t2+2t+48 where h(t) function
is the height in ft and t is time S(t) = -0.002t4 + 3t3 – 5t2 + 4t
where represents the (in seconds). + 10000
child’s age in months and a. How high was the rock where t is the number of days
represents the number of after 2 seconds? since the store opened.
words that the child uses b. How high was the rock a. How much is the sales
correctly. after 5 seconds? of Lolo Claro’s after 5 days
1. How many words does c. When will the rock hit of opening?
a typical 25-month- old the ground? b. How much is the sales
child know? of Lolo Claro’s after 5
2. How many words does days of opening?
a typical 50-month- old
child know?
3. Will the formula work
for a 20-month old child?
Explain.
J. Additional activities for 1. Follow-up 1. Follow-up 1. Follow up 1. Study: Circles
application or remediation Solve the following Study third degree Solve the problem below: a. Define the following

Downloaded by Jonard Dagohoy ([email protected])

 problem. polynomial functions. The volume of a computer
A student qualified for room in Zeki’s, an internet terms:
WCSU. One of the cafe in Indang, Cavite, is 1. Circle
uniforms provided for expressed in the polynomial 2. Radius
them is a cap. A person’s function V(x) = 6x3 + 9x2 – 3. Diameter
cap size is based on the 24x + 36 where x is the width 4. Arc
head circumference (in of the room in meters. If the 5. Minor arc
inches). For head volume is 45 cubic meter, 6. Major arc
circumference 20 to 25 what is the width of the 7. Central Angle
iches, cap size s can be room? 8. Inscribed Angle
modeled by the function b. Bring the following
a. If you wear a cap size materials:
7, what is your head 1. ruler
circumference? 2. compass
b. What is your cap size if 3. protractor
your head circumference 4. two pieces of bond
is 22 inches? paper
5. colored pens/pencils

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I

Downloaded by Jonard Dagohoy ([email protected])

encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other
teachers?

Downloaded by Jonard Dagohoy ([email protected])

 GRADE 10 School QUINAPONDAN NAT’L HIGH SCHOOL Grade Level 10
Teacher JEROME L. CAMPO Learning Area MATHEMATICS
DAILY LESSON Teaching Dates and Time Quarter SECOND
LOG

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles.
2. Performance The learner is able to formulate and find solutions to challenging situations involving circles and other related terms
Standards in different disciplines through appropriate and accurate representations.
3. Learning Competencies The learner derives The learner derives The learner derives The learner derives inductively the
inductively the relations inductively the relations inductively the relations relations among chords, arcs, central
among chords, arcs, among chords, arcs, among chords, arcs, angles, and inscribed angles. (M10GE-
central angles, and central angles, and central angles, and IIc-1)
inscribed angles. inscribed angles. inscribed angles.
(M10GE-IIc-1) (M10GE-IIc-1) (M10GE-IIc-1) a. Identify inscribed angles of a
Objectives circle.
a. Identify the chords, a. Explore the chords, a. Illustrate the chords, b. Find the measures of inscribed
arcs, central angles arcs, central angles arcs, central angles angles of a circle.
and inscribed angles and inscribed angles and inscribed angles c. Appreciate accumulated
of a circle. of a circle. of a circle. knowledge as means of new
b. Name the chords, arcs, b. Define the chords, b. Find the chords, arcs, understanding.
central angles, and arcs, central angles, central angles, and
inscribed angles of a and inscribed angles inscribed angles of a
circle. of a circle. circle.
c. Value accumulated c. Appreciate c. Appreciate
knowledge as means of accumulated accumulated
new understanding. knowledge as means of knowledge as means of
new understanding. new understanding.

II. CONTENT Circles Circles Circles Circles

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 126-154 pp. 126-154 pp. 126-154 pp. 126-154
2. Learner’s pp. 127-177 pp. 127-177 pp. 127-177 pp. 127-177
Materials

Downloaded by Jonard Dagohoy ([email protected])

 3. Textbook Exploring Mathematics 10 Exploring Mathematics 10 Exploring Mathematics E – Mathematics 10 by Orlando A.
by Elisa s. Baccay, by Elisa s. Baccay, 10 by Elisa s. Oronce and Marilyn O.
Myla B. Esperanza, Myla B. Esperanza, Baccay, Myla Mendoza; pp.172 - 178
Allan S. Reyes; pp.144 Allan S. Reyes; pp.144 B. Esperanza,
– 150 – 150, 166 Allan S. Reyes;
Next Generation Math 10 pp.168
by Erist A. Capul, - 173
Hasmin T. Ignacio,
Elsie M. Pacho, et. al.
pp. 140 – 141
Next Century Mathematics
10 by Mirla S.
Esparrago, Nestor V.
Reyes, Jr and Catalina
B. Manalo, pp. 174 -
191
4. Additional
Materials from
Learning Resources
(LR)
portal
B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Cavite
Resources DepEd Cavite Cavite Mathematics 2016, Cavite Mathematics 2016, Mathematics 2016, Worksheets and
Mathematics 2016, Worksheets and PowerPoint Worksheets and PowerPoint PowerPoint presentation
Worksheets and presentation presentation
PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous Motivational Activity: 4 Review: Review: Review:
lesson or presenting the new Pics – One Word Guess Use the figure to identify a With a convenient radius, Use the 3 circles below to complete
lesson the missing word radius, a diameter, a chord construct a circle. the table. Use a protractor to find the
using the pictures below: or a secant of the circle • Label the center measure if the indicated inscribed
with center O. • With the center as angles.
1. NT vertex, draw an angle
2. QK such that the sides
3. QK intersect the circle.
4. NO
5. NT

Downloaded by Jonard Dagohoy ([email protected])

B. Establishing a purpose for Which of the following are What is a circle? There are other sets of Compare the measure of the
the lesson good physical models of a • Sketch a circle. points that we can inscribed angle and its intercepted arc.
circle? On the circle on the consider on a circle. Compare your observations with those
right, identify the of your classmates.
A
following. Complete: The measure of an
B C inscribed angle in a circle is
C
D .
B D
A P
Given a circle with center
E B. Let us consider
<ABC. Let us consider
• Center of the circle points A, C, and D on the
• Radius circle.
• Diameter
• Chord
• Inscribed angle
C. Presenting 1. Teaching/Modeling 1. Teaching/Modeling 1. Teaching/Modeling 1. Teaching/Modeling Illustrative
examples/Instances of the new Illustrative Examples: Use Illustrative Examples: Illustrative Examples: Examples:
lesson the figure below to Use the figure, give the a. If the radius of a Find the measures of the missing
identify and name the missing measurements of circle is 12 cm, how angles. Use the figure on the right.
following terms related ʘ H: long is an arc of
to ʘ O: 225°?
1. a radius Solution:
2. a diameter We replace the
terms in the
equation. So, L
1. m GHF = 30°, = •π•r
m GF L = • π • 12
2. m GF = m FE = 30°, L = cm
m GHF b. What is the radius of a Solution:
3. m AHB = 45°, circle if the length

Downloaded by Jonard Dagohoy ([email protected])

 of a 72° arc is 6π? Use m<a = 180 – 72
m BEA
3. a chord Solution: m<a = 108
4. m BHC = 90°,
4. a semicircle L= •π•r r m<b = 180 – 90
m CHE
5. a minor arc = m<b = 90
5. m AHB = 45°, r=
6. a major arc m AE
7. 2 central angles r=
6. m GF = m FE = 30°, r = 15
8. 2 inscribed angles m AHB = 45°;
m AHG
Solution:
Radius: O, ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ C, O,̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ Solution:
Diameter: ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ , ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ 1. 30°
̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ 2. 30° + 30° = 60°
Chord: ,̅̅̅̅̅̅̅̅̅̅̅̅̅ ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅
Semicircle: ACB, ADB 3. 360° - 45° = 315°
Minor Arc: 4. 180° - 90° = 90°
CB,BD,DA,AC 5. 180° - 45° = 135°
Major Arc: ACD, CBA, 6. 180° - 60° -45° = 75°
BDC, DAB
Central Angle: AOC,
BOC, DOA, DOB
Inscribed Angle: ACO,
OAC, BDO, DBO
D. Discussing new concepts 1. How did you find the 1. How did you find the In the figure, T is the center • What are the measures of the
and practicing new skills # 1 activity? activity? of the circle. following inscribed angles?
2. How did you identify 2. How did you get the m<AFB =
the radius, diameter, and measure of an arc given m<ADB =
chord of a circle? the other? m<AEB =
3. What is the difference 3. How did you get the m<ACB =
between the three lines? measure of an angle
4. How did you identify given measures of
the minor and major arcs different angles? 1. Name a chord that is
of the circle? 4. What characteristics not a diameter.
5. What is the difference of a circle can you 2. What is mRQS? • What is the common in the
between the minor and define? 3. What is m<RQS? four inscribed angles?
major arcs of the circle? 5. Differentiate different 4. If m<PTS = 68, what
6. How did you identify parts of a circle in your is mPQS?
the central angle and own words. 5. If mPS = 70, what is
inscribed angle of the m<PTQ?

Downloaded by Jonard Dagohoy ([email protected])

 circle?
7. What is the difference
between central angle and
inscribed angle of a circle?
8. How did you name
chords, arcs and angles of
a circle?

E. Discussing new concepts Use ʘP below to identify In the adjoining figure, P In the given figure, E is In the figure, C-H-A, S-N-I, and
and practicing new skills # 2 and name the following: is the center of the circle. the center of the circle. m<CSN = 100. Find x.
1. 2 radii 1. <B is inscribed in
2. a diameter arc .
3. 2 chords 2. If m<AED = 110, mAD
4. 2 semicircles = .
5. 2 minor arcs 1. If the diameter is 20, 3. The angle inscribed in
6. 2 major arcs then PQ = DAB is . Solution:
7. 2 central angles 2. If PR = 11, then PQ 4. If mCD = 70, then Connect H and N. a
8. 2 inscribed angles = m<A = . + m<CSN = 180 a
Solution: 3. If PS ┴ QR at S and 5. mAB + mBC = . + = 180
1. 2 Radii (any segment QR = 24 6. mAD + = mACB. a=
joining the center to a then QS = 7. mADC – mAD =
point on the circle) 4. If PS ┴ QR at s and a + b = 180
, SR = 9, + b = 180
2. Diameter (a chord then QR = b=
passing through the 5. If QS = RS, then SP
center) QR. b + x = 180
3. 2 Chords (a segment ° + x = 180
joining any two points on x=
the circle) ,
4. 2 Semicircles (one
half of a circle and
measures 1800)
,
5. 2 Minor Arcs (less
than a semicircle)
,
6. 2 Major Arcs (greater
than a semicircle)
,
Downloaded by Jonard Dagohoy ([email protected])
 7. 2 Central Angles
(angle whose vertex is
the center of the circle
and whose sides are
radii of the circle)
,
8. 2 Inscribed Angles (an
angle whose vertex is on a
circle and whose sides
contain chords of the
circle) ,
F. Developing mastery (leads Use ʘ O below to identify Answer the following Answer the following Refer to the figure on the right to
to Formative Assessment 3) and name the using the figure below. using the figure below. answer the following.
following: F A F A

O G B O G B

1. If AG =E 24 c mC, E C
what is AC? 1. If AG = 24 cm, what
2. If AC = 38 cm, what is AC? A. Name the angles that intercept
1. radius is CG? 2. If AC = 38 cm, what AP
2. diameter 3. If CG = 42 cm, what is CG? B. Name the angles that intercept
3. chord is AC? 3. If CG = 42 cm, what EV
4. semicircle 4. If OG = 5 cm and OC is AC? C. Name the arc that is
5. minor arcs = 13 cm, 4. If OG = 5 cm and OC intercepted by <PAE.
6. major arcs what is AG? = 13 cm, what is AG? D. Name the arc that is
5. If OA = 5 cm and OG 5. If OA = 5 cm and intercepted by <EVP.
7. central angles
= 3 cm, what is CG? OG = 3 cm, what is E. If <PEA = 48, mAP , and
8. inscribed angles
CG? m<AVP = .

G. Finding practical Using the map below of Answer the following Solve these problems. Show Refer to the given figures below.
application of concepts and Paradizoo in Tagaytay using the figure below. your solutions. Find the value of x.
skills in daily living City, identify and name 1. If AC = 96 cm, what is 1. The diameter of a circle
the following: AG? is 20. How long is an
arc of 210°? 1. 2. 3.

Downloaded by Jonard Dagohoy ([email protected])

 2. The radius of a circle
is 15. How long is an
arc of 60°?
3. What is the radius of a
circle if the length of a 4. 5.
45° arc is 3π?
4. If the diameter of a
circle is 18, how long
2. If OG = 6 cm and AC is an arc of 118°?
= 16 cm, what 5. Find the diameter of a
1. radius is BG? circle if the length of
2. diameter 3. If BG = 2 cm, and OC a 100° arc is 4π.
3. chords = 10 cm, what
4. semicircle is AG?
5. minor arcs 4. If <OAC = 30 and OA
6. major arcs = 12 cm,
7. central angles what is BG?
8. inscribed angles 5. If <OCA = 30 and
radius OC = 9 cm,
what is OG?
H. Making generalizations A circle is the set of all A circle is the set of all The length of an arc is The measure of an inscribed angle is
and abstractions about the points on a plane at a given points on a plane at a given different from its degree one half the measure of its
lesson distance from a fixed point distance from a fixed point measure. intercepted arc.
called the called the The length L of an arc is
center. A circle is named by center. A circle is named by equal to
its center, Ex. ʘ A. its center, Ex. ʘ A. • π • radius.
A radius (plural, radii) is A radius (plural, radii) is On the plane of a circle with m<A = m BC
any segment joining the any segment joining the center B, if C is a point of
center to a point on the center to a point on the arc AD, then mACD = The intercepted arc is twice the
circle. circle. mAC + mCD. measure of any inscribed angle whose
A chord is a segment A chord is a segment sides pass through the end points of
joining any two points on joining any two points on the arc.
the circle. the circle.
A diameter is a chord A diameter is a chord m BC = 2m<A
passing through the center. passing through the center.
An arc is a part of a An arc is a part of a
circle between two circle between two

Downloaded by Jonard Dagohoy ([email protected])

points on the circle. points on the circle.
A semicircle is one half A semicircle is one half
of a circle and measures of a circle and measures
1800. A diameter divides 1800. A diameter divides
the circle into two the circle into two
semicircles. semicircles.
A minor arc is less than a A minor arc is less than a
semicircle. semicircle.
A major arc is greater than A major arc is greater than
a semicircle. a semicircle.
A central angle of a A central angle of a
circle is an angle whose circle is an angle whose
vertex is the center of the vertex is the center of the
circle and whose sides are circle and whose sides are
radii of the circle. radii of the circle.
An inscribed angle of a An inscribed angle of a
circle is an angle whose circle is an angle whose
vertex is on a circle and vertex is on a circle and
whose sides contain chords whose sides contain chords
of the circle. of the circle.
The arc that lies in the The arc that lies in the
interior of an inscribed interior of an inscribed
angle and has endpoints on angle and has endpoints on
the angle is called the the angle is called the
intercepted arc of the intercepted arc of the
angle. angle.

Downloaded by Jonard Dagohoy ([email protected])

I. Evaluating learning Use ʘ O below to Determine whether the Determine whether the Refer to the given figures below.
identify and name the following statements are following statements are Find the value of x.
following: true or false. always true, sometimes 1. 2. 3.
true, or never true. Use the
P
figure below. Points A, B,
X
C, and D are on the circle.
O Q A 4. 5.
Y B
R O
C
D
1. radius 1. If OX ┴ PQ , OY ┴ RQ
2. diameter and OX = OY, then
3. chord QX = RY 1. If AB = DC, then
4. semicircle 2. If y is the midpoint of
<AOB = <DOC.
5. minor arcs RQ,
then OY ┴ RQ. 2. If <AOB = <DOC,
6. major arcs
7. central angles 3. If PX = QX, then then DC = AB.
<OXP is a right angle. 3. If <BOA = <COD,
8. inscribed angles
4. If PQ = RQ, then then AB = CD.
OX = OY. 4. If AD = CD, then
5. If XQ = YQ, then
mAB = mCD.
XP = YR.
5. If mAB = mDC, then
Δ ABO = Δ DCO.

J. Additional activities for 1. Follow Up Use the following figure. Find the value of x.
In circle E, AB = CD.
application or remediation Label the figure below. 1. If m<CED = 105,
Identify and name the what is mAB?
following:
3. chord 2. If m<BAE
what is x? = 3x – 40
4. semicircle 1. If circle A = circle B, 3. If m<AEB = 4x + 20
5. minor arcs CE = FH, DA = 2x + and
6. major arcs 5, and GB = x + 10, m<CED = 5x, what is x?
what is x?
Downloaded by Jonard Dagohoy ([email protected])
 7. central angles 2. If circle A = circle B,
8. inscribed angles CE = FH, GB = 4x +
15, and DA = 5x +
10, what is x?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish

to share with other teachers?

Downloaded by Jonard Dagohoy ([email protected])

 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles.
2. Performance The learner is able to formulate and find solutions to challenging situations involving circles and other
Standards related terms in different disciplines through appropriate and accurate representations.
3. Learning Competencies Proves theorems related to The learner proves theorems The learner proves The learner proves
chords, arcs, central related to theorems related to theorems related to

Downloaded by Jonard Dagohoy ([email protected])

 angles, and inscribed angles. chords, arcs, central angles, chords, arcs, central angles, chords, arcs, central
( M10GE-IIc-d-1) and inscribed angles. and inscribed angles. angles, and inscribed
( M10GE-IIc-d-1) ( M10GE-IIc-d-1) angles.
( M10GE-IIc-d-1)
a. Proves theorems 1 on a. Proves theorem 2 on
Objectives central angles, arcs and central angles, arcs and a. Proves theorem 3 on a. State theorems on
chords of a circle. chords of a circle. central angles, arcs and inscribed angles.
b. Use the theorems in b. Use the theorems in chords of a circle. b. Use these theorems in
finding the measure of finding the measure of b. Use the theorems in finding the measures of
central angles, arcs and central angles, arcs and finding the measure of the inscribed angles of a
chords of a circle. chords of a circle. central angles, arcs and circle.
c. Develop perseverance in c. Develop perseverance in chords of a circle. c. Develop
doing the tasks. doing the tasks. c. Develop perseverance in perseverance in doing
doing the tasks. the tasks.

Theorems on Central Theorems on Central Theorems on

II. CONTENT Angles, Arcs, and Angles, Arcs, and Theorems on Central Inscribed Angles
Chords ( Theorem 1 ) Chords ( Theorem 2 ) Angles, Arcs, and
Chords ( Theorem 3 )
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 132 - 135 pp. 132 - 135 pp. 132 - 135 pp. 144 - 153
2. Learner’s pp. 142 - 144 pp. 144 - 146 pp. 146, 153-154 pp. 165 – 174
Materials
3. Textbook
4. Additional
Materials from
Learning Resources
(LR) portal

B. Other Learning Laptop Laptop Laptop Laptop

Resources
IV. PROCEDURES
A. Reviewing previous Use ʘO below to identify Think… Think…Think Let’s Play! Term Relay
lesson or presenting the new and name the following: During school days, Mechanics: Mechanics:
lesson time is very important. We 1. Group yourselves into a) All members of the

Downloaded by Jonard Dagohoy ([email protected])

 need to budget our time not two – Boys group and Girls group should
to be late. The most crucial group. participate in the
time is 7:00am which is the 2. Construct a human game.
start of classes. Looking at figure illustrating the b) A representative
the short and long hands of a theorems learned. should draw a number
clock which forms angles, Theorem 1 for boys and that will determine the
1.radius what are the measures of theorem 2 for girls. group’s order
2.diameter each? What are the measures 3. Assign a member to c) Each group should
3.chord of its corresponding arc? interpret your output. give a term related to
4.semicircle 4. The group who best circles orally. One
5.minor arcs interpret the theorem will term, one group at a
6.major arcs be declared winner. time in correct order.
7.central angles 5. Each member of the d) The term given by
8.inscribed angles winning group will be one group should not
9.intercepted arc of given an additional be repeated.
‫ ے‬VLE 5points in the next quiz. e) The group who gave
10. intercepted arc of the most number of
‫ ے‬LOV terms shall be declared
winner and get a prize.

B. Establishing a purpose for Terms related to circle Theorem 1 on central Theorem 2 on central Circle involves
the lesson are measured. These angles, arcs and angles, arcs and several terms. Each term
measurements are chords of a circle had been chords of a circle had been corresponds to a
governed by some stated, analyzed, proved and stated, analyzed, proved and quantity. Every quantity
theorems. applied in finding the applied in finding the suggests measurement.
In this lesson, these measures of central angles measures of central angles Finding these measures
theorems are to be and its corresponding arcs. and its corresponding arcs. requires some rules.
enumerated whose proof will Now, we are ready to learn Now, we are ready to These rules could be in
be presented and will be the second theorem. learn the third and the last the form of theorems.
used in finding theorem. For today’s lesson,
measurements. we will discuss the
theorems on inscribed
angles.

C. Presenting Read and Analyze: Read and Analyze: Read and analyze: Let us consider the
examples/Instances of the new following situations.
lesson 1.

Downloaded by Jonard Dagohoy ([email protected])

 2.

3.

4.

D. Discussing new Try this… Try this… Try this… Try this…
concepts and practicing new A. Given are two
skills # 1 congruent circles and a

Downloaded by Jonard Dagohoy ([email protected])

central angle from each
circle which are congruent.
Their corresponding
intercepted arcs are
congruent.

Complete the table to

show that bisects and the
minor arc

Downloaded by Jonard Dagohoy ([email protected])

E. Discussing new concepts 1. How do you find doing 1. How do you find doing 1. How do you find doing 1. How do you find
and practicing new skills # 2 the activity? the activity? the activity? doing the activity?
2. Were you able to 2. Were you able to 2. Were you able to 2. Were you able to
complete the proof? complete the proof? How? complete the proof? identify the inscribed
How? 3. What theorem related to How? angles and their
3. What theorem related chords, arcs, and central 3. What theorem related intercepted arcs
to chords, arcs, and central angles was proven?. to chords, arcs, and central including their degree
angles was angles was measure?

Downloaded by Jonard Dagohoy ([email protected])

 proven? proven? 3. Were you able to apply
the theorems on arcs and
inscribed angles?

F. Developing mastery (leads Do more… Do more… Do more… Check yourself…

to Formative Assessment 3) Given are two
congruent circles and
intercepted arcs from each
circle which are congruent.
Their corresponding angles
are congruent.

Complete the table to

show that () ⊥ () .

G. Finding practical Applying the learned Applying the learned Applying the learned Applying the learned
application of concepts and theorem, answer the theorem, answer the theorem, answer the theorem, answer the
skills in daily living following: following: following: following:

Downloaded by Jonard Dagohoy ([email protected])

 Find Me

H. Making generalizations Theorem 1 on central Theorem 2 on central angles, Theorem 3 on central Theorems on
and abstractions about the angles, arcs and chords arcs and chords of a circle angles, arcs and chords of a Inscribed Angles
lesson of a circle states that: states that: circle states that: 1. If an angle is
In a circle or in In a circle or in congruent In a circle, a diameter inscribed in a circle, then
congruent circles, two circles, two minor arcs are bisects a chord and an arc the measure of the angle
minor arcs are congruent if congruent if and only if their with the same endpoints if equals one- half the
and only if their corresponding chords are and only if it is measure of its
corresponding central congruent. perpendicular to the chord. intercepted arc ( or the
angles are congruent. measure of the
intercepted arc is twice
the measure of the
inscribed angle)
2. If two inscribed
angles of a circle ( or
congruent circles)
intercept congruent
arcs or the same arc,

Downloaded by Jonard Dagohoy ([email protected])

 then the angles are
congruent.
3. If an inscribed angle
of a circle intercepts a
semicircle, then the
angle is a right angle.
4. If a quadrilateral is
inscribed in a circle,
then its opposite angles
are supplementary.

I. Evaluating learning From the figure at the From the figure at the right In O given below, Answer the following:
right find the measure of find the measure of the determine the measures of
the unknown angles and unknown angles and arcs.
the unknown quantity:
arcs. Given: ‫ ے‬CAD = 150⁰
Given: = 15 units
Given: ‫ ے‬UER = 130⁰ Chords
= 6 units
1. ‫ ے‬UER = 160⁰
2. ‫ ے‬UER
3.
4.
5.

1. 4.

2. 5. ‫ ے‬BAC
1.
3. 2.
3.
4.
5.

J. Additional activities for A. Follow Up A. Follow Up A. Follow Up A. Follow Up Answer

application or remediation Give your own example Give your own example Give your own example in your exercises
illustrating the learned illustrating the learned illustrating the learned notebook:
theorem. theorem. theorem. Activity 7, numbers 1 –

Downloaded by Jonard Dagohoy ([email protected])

 4, LM p. 169
B. State theorem 2 on central B. State theorem 3 on central B. Study the 4 theorems
angles, arcs and chords of a angles, arcs and chords of a on inscribed angles of a B. What are the
circle. circle. circle. formulas in finding
sector and segment of a
circle.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other teachers?

Downloaded by Jonard Dagohoy ([email protected])

 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles
2. Performance The learner is able to formulate and find solutions to challenging situations involving circles and other

Downloaded by Jonard Dagohoy ([email protected])

 Standards related terms in different discipline through appropriate and accurate representations.
3. Learning Competencies The learner illustrates The learner proves The learner proves The learner proves
secants, tangents, segments, theorem on tangents. theorem on tangents. theorem on segments
and sector of the circle. (M10GE-IIe-f-1) (M10GE-IIe-f-1) (M10GE-IIe-f-1)
(M10GE-IIe-1)
Objectives
a. Identify the secants,
tangents, segments a. Use two-column proofs a. Use two-column a. Use two-column
and sectors of a in proving theorems proofs in proving proofs in proving
circle. related to tangents and theorems related to theorems related
b. Name the secants, secants. tangents to segments.
tangents, segments, b. Determine the reasons to b. Determine the reasons to b. Determine the
and sectors of a circle support the given support the given reasons to support
c. . Value accumulated statements in a two- statements in a two- the given statements
knowledge as means of column proof of theorem column proof of a in a two-column
new understanding. on tangents and secants. theorem on tangent. proof of theorem on
c. Appreciate the c. Appreciate the segments.
importance of geometric importance of geometric c. Appreciate the
relationships involving relationships involving importance of
tangents and secants in tangents in making wise geometric
making wise decisions. decisions relationships
involving segments
of circle in making
wise
decisions.

PROVES THEOREM ON
II. CONTENT TANGENTS AND TANGENTS AND PROVES THEOREM ON PROVES THEOREMS
SECANTS OF A SECANT TANGENT SEGMENT ON OTHER
CIRCLE RELATED
SEGMENTS
III. LEARNING
RESOURCES
A. References

Downloaded by Jonard Dagohoy ([email protected])

1. Teacher’s Guide pp.178- 198 pp. 164-171,177-179,191- pp. 173 – 189 155 - 172
192
2. Learner’s pp. 155-172 pp. 178 - 209 pp. 199 – 210 178 - 197

Downloaded by Jonard Dagohoy ([email protected])

 Materials
Geometry III by Soledad Jose Interactive Mathematics
3. Textbook pp. 202 – 205 IV by Orlando Oronce
et. al
pp. 185-191
4. Additional
Materials from https://sophia.org LCTGs by DepEd Cavite http://www.onlinemathlear LCTGs by DepEd Cavite
Learning Resources http://www.mathwarehouse ning.com/tangent-
(LR) portal .com/geometry/circle/tange circle.html
nts-secants-arcs- angles.php
https://sophia.org

B. Other Learning Illustrations, activity sheets, Illustrations, activity Illustrations, activity Illustrations, activity
Resources Grade 10 LCTGs by DepEd sheets, sheets, Guided Exercises, sheets, Practice
Cavite Mathematics 2016 Grade 10 LCTGs by Ruler, Compass, pencil Exercises
DepEd Cavite and paper. 2016 LCTGs by
Mathematics 2016 Grade 10 LCTGs by DepEd DepEd Cavite
Cavite Mathematics 2016 Mathematics 2016

IV. PROCEDURES

Pre-Assessment
Preliminary Activity Motivational Activity Pre-Assessment FIND
A. Reviewing previous a. Identify all the Find My X
lesson or presenting the new MY LENGTH
tangent lines on the
lesson
circle Use the figure and the given Find the length of the
information to answer the unknown segment (x)
questions that follow. in each of the following
Explain how you arrived at figures.
your answer. Answer the question that
follows.
b. Give the secants 1. If m ADC = 160 and m
EF = 80,
on the given circle find m ABC

Downloaded by Jonard Dagohoy ([email protected])

 2. If m LGC = 149 and
m LSC = 39, what is m
c. List all the MC?
external secant
segments of the circle

Questions:

a. How did you find the

length of the unknown
segment?

What geometric
relationship or
theorems did you
apply to come up with
your answer?
d. Give one tangent
segment of the circle

e. Identify which of
the two figures shows
1. sector of the circle
and

2. segment of the circle

Downloaded by Jonard Dagohoy ([email protected])

 In the figure below, KL, In the accompanying figure, Perform the following
B. Establishing a purpose for KN, MP and ML intersect m UV = 80, m VT=130, and activity by a square group. Square Group
the lesson ʘ Q at some points. Use m TS = 20. State your reason. Activity
the figure to answer the Find the measure of each. Explain how you arrived
following at your answer. What is true about my
a. TVS b. R
questions: chords?
c. TWS d. VUW Given: EM and EL are
tangent to S at M and Procedure:
L, respectively. 1. In the givenS circle L
below, draw two
intersecting
chords BT and
MN

a. Which lines are

tangent to the circle? •
Why?

b. Which lines are

secants? Why?
2. Mark and label the
c. What point does each If MS, LS, and ES point of intersection
secant intersect the Is drawn What reason of two chords as A.
circle? How about can you give to prove 3. With a ruler,
tangents? that EM is congruent to measure the
EL. lengths of the
d. Which angles are segments formed
formed by two 1. MS is congruent to LS. by the intersecting
secants by two 2. EL is perpendicular LS
secant lines? Two

Downloaded by Jonard Dagohoy ([email protected])

 tangents? A tangent chords.
and a secant? What are the lengths of
the following
segments?
e. If angle KQM is a. BA
bounded by a region, c. MA
how do we call it? If b. TA
arc NK and arc PM is d. NA
bounded by a region, and EM is perpendicular
how do we call it? MS 4. Compare the
3. ES is congruent to ES product of BA and
4. △ ESM is congruent to TA with the
△ ESL product of MA and
5. EM is congruent to EL NA.
5. Repeat # 1 to # 4
using other pairs
of chords of
different lengths.

What conclusion can

you make?

Illustrative Example Use Illustrative Example The following examples Illustrative example
C. Presenting the figure below to show a two-column proof
examples/Instances of the new identify and name the Theorem: of theorems on tangent of Theorem
lesson following terms related to a circle.
If a secant and a tangent If two chords of a
Illustrative Example.
ʘ O: intersect in the exterior of Theorem: . circle intersect, then the
1. tangent line a circle, then the measure product of the measures
2. secant of the angle formed is one- of the segments of one
3. external secant half the positive difference Given: chord is equal to the
segment of the measures of the CP is tangent to F to B product of the measures
4. tangent segment Prove: ⊥ of the segments of the
intercepted arcs.
To prove: Draw Assume other chords.
Solution:
is not perpendicular to
Given: is a secant Given AB and DE
and
and is a tangent
Solution:

Downloaded by Jonard Dagohoy ([email protected])

 U

Intersecting in the are chords of C

Tangent Line: ̅̅̅̅̅̅̅̅̅̅̅̅̅̅̅ Secant exterior of O at S.
Line TR, CB External Prove: m Intersecting at M.
Secant Segment: SR
Tangent Segment: QU, QP To Prove: Draw Prove: AM • BM =
5. Sector of a circle DM •
6. Segment of a circle EM

Solution:
7. Sector of a circle:
region bounded <BEA
8. Segment of a circle:
region bounded by CD

Do these with a partner

D. Discussing new concepts Do these: In figure below, LU tangent Given: DP and DS are
Given:
and practicing new skills # 1 is to I. Why? secant segments of T
Identify and name the draw from exterior
PR and QS are secant How about SC?
following: point D.

Downloaded by Jonard Dagohoy ([email protected])

 intersecting in the interior of Justify your Answer
1. tangent line V at T. Prove: DP • DQ = DS
2. secant • DR
3. external secant PS and QR are intercepted
segment L To prove: Draw PR
arcs of PTS and QTR
4. tangent segment 3 35 and QS
5. sector of a circle I
U •
segment of a circle Prove: m PTS = (m PS–
A
m QR ) 6 4
To prove: Draw RS S 8 C

Proof:

E. Discussing new concepts Discussion: What other definitions, a. In a two-column How did you find this
and practicing new skills # 2 postulates, or theorems can proof what are activity? What other
1. How did you find the you give as reason? written on the left- definitions, postulates,
activity? hand side? or theorems can you
2. Which lines are
b. How about on the give as reason?
tangent to the circle?
right-hand side?
Why?
3. Which lines are c. State what are the Supply the missing
secants? Why? given. What are to parts of the solution to
4. How did you identify prove? prove the following
the tangent lines, d. What is a tangent? theorems.
secants, segments and
sectors of a Guided Exercises

Downloaded by Jonard Dagohoy ([email protected])

 circle? If two chords of a circle
5. What is the Do these with your intersect, then the
difference between seatmate product of the measures
the tangent and If two segments of the segments of one
secant lines? from the same exterior
chord is equal to the
6. How about the point are tangent to a
product of the measures
difference between circle, then the two
the segments and segments are congruent. of the segments of the
sectors of a circle? other chord.
7. How will you
describe tangent Solution:
lines, secants, Given: and are
segments and chords of D
sectors of a circle? Intersecting at O.
Prove: CO • OS =
Do these
RO • OH
Stateme
nt
Reason Task
Use ʘS below to identify
Copy the and name the following: To Prove: Draw
given
_ and
Radii o Indicate 6. tangent line
the same which radii
_ circle are are 7. secant
congrue congruent. 8. external secant
nt.
segment
9. tangent segment
⊥ Indicate
_ the 10. sector of a circle
and
property segment of a circle
⊥ that
BM justifies
Hypoten the
use- statement D
Leg Name the
Congru congruent
ence triangles

Write the
_ reason why
they
become
congruent.

E Downloaded by Jonard Dagohoy ([email protected])

 • External Secant
Segment: (part
of the secant segment
that is outside the circle)
• Tangent Segment:
(part of the
tangent line)
• Sector of the circle:
(the region
bounded by an arc of
the circle and the two
radii to the endpoints
of the arc)
• Segment of the
circle is the region
bounded by an arc and
the segment joining its
endpoints.

Exercises Use a two-column proof to Use a two-column proof to

Use ʘM below to prove the following prove this theorem. Given: KL and KM is
F. Developing mastery (leads identify and name the theorems. tangent and secant
to Formative Assessment 3) following: Given: is tangent to
If two secants segment respectively of
1. tangent line T at A.
intersect in the exterior of O drawn from
2. secant Is tangent to T at U.
3. external secant a circle, then the measure exterior point K.
of the angle formed is one- is the diameter of T.
segment KM intersects O at
4. tangent segment half the positive difference L
N
5. sector of a circle of the

Downloaded by Jonard Dagohoy ([email protected])

 6. segment of a circle measures of the Prove: KM • KN =
intercepted arc. Given: KL 2
and are secants
To prove: Draw
Prove: PR and QS •
Prove: m

G. Finding practical SQUARE GROUP Given: Theorem: If two secant

application of concepts and ACTIVITY If a line is tangent segments are drawn to
skills in daily living AC is a secant that to a circle, then it is a circle from an
Label the given figure passes through T at A perpendicular to the exterior point, then the
below. Identify and give and B radius at its outer product of the lengths
one example for each: EC is a secant that passes endpoint Given: of one secant segment
1. tangent line A with a and its external secant
through T at E and D AC
2. secant
3. external secant and EC intersect at exterior line l tangent to the segment is equal to the
point C. circle at B product of the lengths
segment of the other secant
4. tangent segment (Draw the figure to Prove that AB l segment and its
5. sector of a circle illustrate the given)
external secant
6. segment of a circle A segment.
Prove: m ACE= (m •
AE – m BD) Given: and are
To prove: Draw AD and secant segments
BE B C
intersecting outside
Statement T at S
a.Let C be any point

Downloaded by Jonard Dagohoy ([email protected])

 on l distinct from
B. Prove:  =

b. C is in the exterior
of A

c. AC > AB
d. AB is the shortest
segment from A to
l
e. AB l.

State your reason

a.
b.
c.
d.

e.

H. Making generalizations Remember that: Remember that: Remember that: Remember that
and abstractions about the a. If two chords of a
lesson circle intersect, then
• Tangent Line is a line a. If two tangents a. If two segments
the product of the
which is coplanar with intersect in the exterior of a from the same
measures of the
the circle and intersects circle, then the measure of exterior point are
segments of one
it in at most one point the angle formed is one- tangent to a circle, chord is equal to the
• Secant is a line that half the positive difference then the two product of the
of the measures of the segments are measures of the
intersects a circle at
intercepted arcs. congruent. segments of the
exactly two points
other chord.
b. If a line is a b. If two secant

Downloaded by Jonard Dagohoy ([email protected])

 and contains a chord b. If two secants tangent to a circle, segments are drawn
of a circle intersect in the exterior of a it is perpendicular to circle from an
circle, then the measure of to the radius drawn exterior point, then
the angle formed is one- at the point of the product of the
half the positive difference contact lengths of one
of the measures of the secant segment and
intercepted arc. its external secant
segment is equal to
c. If two secants the product of the
intersect the interior point lengths of the other
of a circle, then the measure secant segment and
of an angle formed is one – its external secant
segment.
half the sum of the measure
• External Secant c. If a tangent
o the arcs intercepted by an
segment and a
Segment is a part of angle and its vertical line.
secant segment are
the secant segment drawn to a circle
that is outside the d. If a secant and a from an exterior
circle. tangent intersect in the point, then the
• Tangent Segment is a exterior of a circle, then the square of the length
part of a tangent line. measure of the angle of the tangent
formed is one-angle the segment is equal to
positive difference of the the product of the
lengths of the
measures of the intercepted
secant segment and
arcs its external secant
segment.
• Sector of the Circle e. If secant and a
of the tangent intersect at the
circle is a region point of tangency, then
bounded by the measure of each
an arc of the circle and angle formed
the two is one- half the measure of
radii to endpoints of the its intercepted arc
arc.
• Segment of the

Downloaded by Jonard Dagohoy ([email protected])

 circle is the region
bounded by an arc and
the segment joining its
endpoints.

Write the reasons to

Write the letter of the complete the proof of the Use a two-column proof Given: Chords AB and
I. Evaluating learning correct answer: following theorem. If two to prove the following CD intersect at K
secants intersect in the theorems.
interior of a circle, then the Prove: AK • BK = CK
1. Given the figure, • DK
the following are measure of an angle formed
tangent lines is one-half the sum of the
except: measures of the arcs Given RS is a radius of
intercepted by the angle and
its vertical angle.
S PQ, I RS
Given: and are
secants Intersecting Prove: PQ is tangent to To prove:
S at R
in the interior of . Draw AD and BC
B
2. Which of the Prove: To prove: Draw QS
following illustrates an C
external secant K
segment?

D
A

Downloaded by Jonard Dagohoy ([email protected])

 3. How many secant
lines are there in the
given circle?

i. 1
ii. 0
iii. 2
iv. D.4

4. Which of the following

is an example of a tangent
segment of the circle?

5. Which of the following

figures illustrates a sector
of the circle?

J. Additional activities for 1. Follow - Up Follow up

application or remediation Follow Up Given circle P with BD Follow Up
and AC as secant a. PQ is tangent
intersecting a point X BXC Given AC is tangent to segment and AQ
Illustrate the following circle O at A. is a secant
intercept BC, and
segment
using the given circle AXD intercept arc AD Prove: OA AC

Downloaded by Jonard Dagohoy ([email protected])

 below:
1. tangent line Prove: m BXA = (m Prove: PQ2 = AQ • BQ To
2. secant CD + m AB ) prove: Draw AP and BP
3. external secant m CXD = (m
segment CD + m AB ) •
4. tangent segment
5. sector of a circle
6. segment of a circle

2.Study: Theorems on
Tangents, Secants and
Segments of a Circle
Bring the following
materials:

1. ruler
2. compass
3. protractor
4. two pieces of bond
paper
5. colored
pens/pencils

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

Downloaded by Jonard Dagohoy ([email protected])
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content
Standards The learner demonstrates understanding of key concepts of circles.

Downloaded by Jonard Dagohoy ([email protected])

 2. Performance The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in
Standards different disciplines through appropriate and accurate representation.
3. Learning The learner solves The learner solves The learner solves The learner solves problems on
Competencies problems on circles problems on circles problems on circles circles (M10GE-llf-2)
(M10GE-llf-2) (M10GE-llf-2) (M10GE-llf-2)

a. Determine the a. Solve problems a. Determine the a. Solve problems involving

Objectives tangents and involving tangents and tangents segments tangents segments and
secants of a circle secants of a circle. and secants segments secants segments of a
b. Apply theorems in b. Formulate problems of a circle circle.
solving problems on tangents and b. Apply theorems in b. Apply the concepts of
involving tangents secants circles with solving problems tangent and secant
and secants of solution. tangents segments segments in solving
circles. c. Show patience in and secants segments problems.
c. Appreciate the solving problem. of a circle of circles. c. Value the presence of circle in
importance of circles c. Realize the our daily life.
in real life. importance of the
topic into real-life
situation.

Solve Problems on Solve Problems on Solve Problems on

Solve Problems on Tangent
II. CONTENT Tangents and Secants Tangents and Secants Tangent Segments and
Segments and Secant
of Circles of Circles Secant Segments of
Segments of Circles
Circles
III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 163,172,175,179- pp. 163,172,175,179-180 pp. 163,172,175,179-180 pp. 163,172,175,179-180
Guide 180
2. Learner’s pp. 193,197-198, 201- pp. 193,197-198, 201- pp. 193,197-198, 201- pp. 193,197-198, 201- 202,
Materials 202, 208- 211 202, 208- 211 202, 208- 211 208- 211
3. Textbook
4. Additional http://www.s1expeditions.c http://www.s1expeditions.co http://www.s1expeditions.co http://www.s1expeditions.com/201
Materials om/2013/07/088-kaybiang- m/2013/07/088-kaybiang- m/2013/07/088-kaybiang- 3/07/088-kaybiang-
from

Downloaded by Jonard Dagohoy ([email protected])

 Learning tunneloperational.html
tunneloperational.html tunneloperational.html
Resource http://www.onlinemathlear tunneloperational.html
http://www.onlinemathlearn http://www.onlinemathlearn
s (LR) ning.com/tangent- http://www.onlinemathlearning.co
ing.com/tangent-circle.html ing.com/tangent-circle.html
portal circle.html m/tangent-circle.html
http://gallery.yopriceville.co http://gallery.yopriceville.co
http://gallery.yopriceville.co http://gallery.yopriceville.com/
m/ m/
m/ http://www.nlpanthers.org/Downlo
http://www.nlpanthers.org/ http://www.nlpanthers.org/
http://www.nlpanthers.org/ ads/chap149.pdf
Downloads/chap149.pdf Downloads/chap149.pdf
Downloads/chap149.pdf
B. Other Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by DepEd Cavite
Learning DEPED Cavite DepEd Cavite DepEd Cavite Mathematics 2016, Worksheets and
Resources Mathematics 2016 Mathematics 2016, Mathematics 2016, PowerPoint presentation
Activity Sheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation
IV. PROCEDURES
A. Reviewing Motivational Activity Investigate Me! My Segments What is my value?
previous lesson or
presenting the new What is the measure of In the figure below, C is Use the figure below to Solve the following equations.
lesson the angle from the path of the center of the circle. Use Answer the questions that follow.
answer the following
the object ball to the the figure to answer the
pocket? questions that follow. questions.
1. 3x = 27
2. 4x = 20
3. 6x = (3)(12)
4. 63 =7x
5. (8)(15) = 10x

Questions:
a. How did you find the value
of x in each equation?
b. What mathematical
concepts or principles did
you apply in solving the
1. Which of the lines or equations?
In billiards, the
tangent line is the natural 1. Which lines intersect line segments is a
direction a sliding cue ball circle C at two points. tangent? secant?
takes after contacting How about the lines that chord? Name these
an intersect the circle lines or line

Downloaded by Jonard Dagohoy ([email protected])

object ball. It is at exactly one point? segments.
perpendicular to a line 2. What are the angles 2. AT intersects LN at E.
drawn through the object having A as the vertex? What are the different
ball and cue ball at the C as the vertex? D as the segments formed?
point of contact. This is a vertex? G as the vertex? Name these segments.
90 degree angle from Make a list of these 3. What other segments
the path of the object ball angles, and then describe can be seen in the
to the pocket. On all shots each. figure? Name these
the cue ball will travel this 3. What arc/s does each segments.
path unless it is shot with angle intercept? 4. SJ and LJ intersect at
follow or draw. 4. Which angles intercept point J. How would you
the same arc? describe point J in
Can you give other real life 5. Using a protractor, find relation to the given
illustrations of tangents the measures of the circle?
and secants of circles? angles identified in item
#2? Was it easy for you to
6. How would you identify the tangent and
determine the
secant lines and chords and
measures of the arcs
intercepted by the to name all the segments?
angles? Give the degree
measure of each arc.
7. Compare the
measures of 3DCE and
DAE. How about the
mDE and m3DAE?
Explain your answer.
8. How is the mAD
related to the m3DAB?
How about mEFA and
m3EAG?
9. What relationship
exists among mAD,
mAF, and m3BGD?

Were you able to

measure the different angles
Downloaded by Jonard Dagohoy ([email protected])
 and arcs shown in the
figure? Were you able to
find out the different
relationships among
these angles and arcs?
B. Establishing a Measure, then Find Out by Yourself What is true about my Find My Length!
purpose for the lesson Compare! chords?
Prepare the following Find the length of the
Perform the following materials, and then perform unknown segment (x) in each of
Perform the following
the activity that follows. the following figures. Answer the
activity. Answer every activity.
Answer every question questions that follow.
question that follows. asked.
Procedure: 1.
Procedure: Materials: 1. In the given circle
1. Use a compass to Circular cardboard with below, draw two
draw circle S. radius 6 cm that is equally intersecting chords
2. Draw line m such that divided into 72 arcs so that BT and MN.
it intersects circle S at each arc measures 5°
exactly one point. Label 2 pieces of string, each
the point of intersection measures about 40 cm
as T. self-adhesive tape
cardboard or any flat
3. Connect S and T with
surface
a line segment. What is
TS in the figure drawn? 1. Attach the endpoints of
4. Mark four other points the strings to the cardboard 2.
on line m such that two or any flat surface using 2. Mark and label the
of these points are on self- adhesive tape to form point of
the left side of T and the an angle of any convenient intersection of the
other two points are on measure. Label the angle as two chords as A.
the right side. Label RST.
these points as M, N, P, 3. With a ruler,
and Q, respectively. measure the
<MTS, < NTS, <PTS, lengths of the
and <QTS. How do the What is the length
measures of the four angles of each of the Questions:

Downloaded by Jonard Dagohoy ([email protected])

compare? following segments?
a. How did you find the
6. Repeat steps 2 to 5. a. BA c. MA length of the unknown
This time, draw line n b. TA d. NA segment? What
such that it intersects the geometric relationships or
circle at another point. 4. Compare the theorems did you apply to
What statement can you product of BA and come up with your answer?
TA with the product b. Compare your answers
make about the measures
of MA and NA. with those of your
of angles in item #5 and 5. Repeat #1 to #4 classmates. Did you arrive
2. Locate the center of the
those in item #6? using other pairs of at the same answer?
circular cardboard. Slide it
7. Draw MS, NS, PS, underneath the strings until chords of different Explain.
and QS. its center coincides with lengths.
8. Using a ruler, find the their point of intersection,
lengths of TS, MS, NS, S. What conclusion
can you make?
PS, and QS. How do the
lengths of the five Were you able to
segments compare? What determine the
do you think is the shortest relationship that
segment from the center of exists among
a circle to the line that segments formed by
intersects it at exactly one intersecting chords
point? Explain your of a circle?
answer.

If the edge of the

In the activity you circular cardboard
have just done, were you represents a circle, what is
able to compare the RST in relation to the
measures of different circle?

What are the

Downloaded by Jonard Dagohoy ([email protected])

angles drawn? Were you measures of RST and RT?
able to determine the Explain how you arrived at
shortest segment from the your answer.
center of a circle to the
line that intersects it at 3. Slide the circular
exactly one point? cardboard so that RS
intersects the circle at S and
ST intersects the circle at
two points, S and T.

4. Find the measure of

ST using the circular
cardboard.

How would you compare

the measure of
RST with that of ST?

5. Slide the circular

cardboard so that S is in
the exterior of the circle
and RS and ST
intersect the circle at

Downloaded by Jonard Dagohoy ([email protected])

 R and T, respectively.
Mark and label another
point V on the circle.

6. Find the measures of

RVT and RT.

Is there any relationship

among the measures of
RST, RVT, and RT?
Describe the relationship, if
there is any.

7. Slide the circular

cardboard so that S is in
the exterior of the
circle, ST intersects the
circle at T, and RS
intersects the circle at
two points, R and N.

Downloaded by Jonard Dagohoy ([email protected])

 8. Find the measures of
RT and NT.

Is there any relationship

among the measures of
RST, RT, and NT?
Describe the relationship, if
there is any.

9. Slide the circular

cardboard so that S is in
the exterior of the
circle, RS intersects the
circle at points N and
R, and ST intersects the
circle at points M and
T.

10. Find the measures of

RT and MN.

Downloaded by Jonard Dagohoy ([email protected])

 Is there any
relationship among the
measures of
RST, RT, and MN?
Describe the relationship,
if there is any.

11. Slide the circular

cardboard so that S is in
the interior of the circle,
NT intersects the circle
at points N and T, and
MR intersects the circle
at points M and R.

12. Find the measures of

RT and MN.

Is there any relationship

among the measures of
RST, RT and MN?
Describe the relationship, if
there is any.

Downloaded by Jonard Dagohoy ([email protected])

 QUESTIONS:

1. Was the activity

interesting?
2. Were you able to come
up with some
relationships involving
angles formed by lines
and their intercepted
arcs?

C. Presenting Secants, tangents and Illustrative Example 1: Illustrative Example 1:

examples/Instances of segments of circles have Secants, tangents, and
the new lesson many applications in real segments of circles have
life. Here are some many applications in real The figure below shows a
examples and how to life. Here are some sketch of a circular children’s park
solve them. examples and how to solve and the different pathways from
them. the main road. If the distance from
Illustrative Example 1: the main road (represents K) to
Illustrative Example 1: Gate 2 (represents N) is 70 m and
In circle O below, the length of the pathway from
A bicycle chain fits
suppose that ∠ P has Gate 2 to the Exit (represents M)
tightly around two gears. is 50 m, about how far from the
measure 25° and arc AD
The smaller gear has a main road is Gate 1 (represents
has measure 70°.
radius of 4 cm and the L)?
bigger one has a radius of 8
What is the measure of
cm. Find the distance
arc CB?
between the centers of the
two gears.

Solution:

Given line segment CD is a

common tangent to both
circles A and B whose In the given tiles design
We must have there are three tangents Solution:
length is 43 cm.
The radius of ⊙A or AC = namely SR, ER and IR. IR
4cm and the radius of ⊙B is tangent to

Downloaded by Jonard Dagohoy ([email protected])

which gives us or BD = 8 cm. both circles T and K at I. 1. Label/ name the
SR is tangent to circle T at segments and its value
Draw line segment AE S, and ER is tangent to
parallel to line segment CD circle K at E. Main Road – K
such that ED= 4 cm. Gate 1 – L Gate
△AEB is a right triangle, by If SR = 10x + 7 and ER = 2–N
Pythagorean Theorem 8x + 17, find the lengths of Exit - M
(AB) 2 = (AE) 2 + (BE)2 SR, ER, and IR.
(AB) 2 = (43) 2 + (4)2 KN = 70
AB = √1849+16 Solution: KM = N +
AB = √1865 M
AB = 43.19 cm If two segments from KM = 70 + 50 = 120
the same exterior point are
tangent to a circle, then the 2. Identify what theorem
two segments are could be to formulate the
congruent. formula to be used.

If a tangent segment and a

SR ≅IR ≅ ER. SR secant segment are drawn
= ER to a circle from an exterior
10x + 7 = 8x + 17 point, then the square of
2x = 10 the length of the tangent
X=5 segment is equal to the
product of the lengths of
SR = 10 (5) + 7 = 57 the secant segment and its
ER = 8 (5) + 17 = 57 external secant segment.
IR = 57
3. What is the formula to be
used.
(KL)2 = (KM)(KN)

4. Substitute the given from

the formula
(KL)2 = (KM)(KN)
(KL)2 = (120)(70)
5. Perform the indicated
operation by extracting
the square root.

Downloaded by Jonard Dagohoy ([email protected])

 (KL)2 = 8400
KL = √8400
KL = 91.65 m

D. Discussing new Group Activity:

concepts and Complete the solution to Complete the solution to Complete the solution to each
practicing new skills From the main entrance each problem by following each problem by following problem by following the task
#1 of a park, there are two
the task given the task given on the right given on the right column.
pathways where visitors
can walk along going to on the right column. column.
the circular garden. The
pathways are both tangent
to the garden whose center
is 40 m away from the
main entrance. If the area
of the garden is about
706.5 m2, how long is
each pathway?

2. Josielin cooked puto (steamed

1. Josielin cooked puto 1. Aling Baby’s cassava rice muffin) for her friends.
(steamed rice muffin) cake in Binakayan is She cut it into rectangular
for her friends. She known for its delicious pieces so that everyone can
cut it into rectangular taste. If you will put it have their share. She separates
pieces so that in a special triangular the portion with the most
everyone can have box such that the number of pieces
their share. She three sides are represented by ∠UJT. If the
separates the portion tangent to the measure of UJ =12, JO = 6, JT
with the most number cassava cake, what = x and PJ = 8, what is the
of pieces represented will be the perimeter measure of x?
by UJT. If the of the triangular box?
measure of arc UT is
Solution: Solution:

Downloaded by Jonard Dagohoy ([email protected])

 110°and the measure of BI = Based on
arc PO is 50°, what is the
the measure of _ illustration and Name the two
UJT? NG = what are intersecting
the secant segments.
KA = measures of
Solution: the Where is the
Name the segments the circle point of
and two on the left intersection?
intersecting column? (UJ)(JO) = Complete the
secant If two Complete (PJ)(JT) equation that
segments. segmen the theorem we can apply
Where is the ts from that we can to solve the
the point of the same apply to problem.
circle intersection solve the
? _ point problem. If two chords
m∠UJT Complete are of a circle
= 12 the equation intersect, then
( + that we can to a the product of
) apply to circle, the measures
solve the then the of the
problem. two segments of
segmen ts one chord is
= 12 Substitute are equal to the
( + the values. . product of the
) measures of
= 12 Solve. BI = Using the the segments
( ) NI = theorem of the other
m∠UJT which chord.
= KG = segments (UJ)(JO) = Substitute the
are equal? (PJ)(JT) values.
(12)(6) =
BN = BI Complete (8)(X)
+ NI the 72 = 8X
NK = equation. 8X/8 = Solve.
+ 72/8
X=9

Downloaded by Jonard Dagohoy ([email protected])

 BK =
+

The Substitute
perimet the values
er of the and find the
triangul sum of the
ar box = three sides.
BN +
NK +
BK
= +
+

=
E. Discussing new What are the steps in What are the steps in solving What are the steps in solving
concepts and solving real life problems real life problems involving real life problems involving
practicing new skills involving tangents and tangents and secants of tangents and secants of What are the steps in solving real
#2 secants of circles? circles? circles? life problems involving tangent
segments and secant segments of
What is a common tangent? What is a common tangent? Name other theorems or circles?
Name other theorems or Pythagorean Theorem? properties that can be applied
properties that can be Name other theorems or to solve related problems. Name other theorems or
applied to solve related properties that can be applied properties that can be applied to
problems. to solve related problems. What is the importance of solve related problems.
understanding the
What is the importance of What is the importance of mathematical concepts or How do the relationships
understanding the understanding the principles in solving real among tangent and secant
mathematical concepts or mathematical concepts or life problems? segments facilitate finding
principles in solving real principles in solving real solutions to real-life problems
life problems? life problems? and making decisions?

F. Developing mastery Understand Me More….. Solve the following problems.

(leads to Formative Solve the following Solve the following problems
Assessment 3) problems. Jurene and Janel are
both Grade 10

Downloaded by Jonard Dagohoy ([email protected])

 1. The map below students of Bagbag National
shows that the waters High and they were asked to
within ARC, a 250° arc, find the distance from main
are dangerous for shipping .
gate
vessels. In the diagram,two
lighthouses are located at (E) to the principal’s office
points A and C and points (D), to the accounting
P, R, and S are the office (C) to their room (B)
locations of the ship at a up to the library (A). So
certain time, respectively. far, they have come up
a. What are the possible with result as in the figure
measures of 3P, 3R, and
below. The following are
3 S? 1. Serena, Joy, and Charity are
b. If you were the their solutions. practicing their skills in throwing
1. The chain and gears of
captain of a ship, how bicycles or motorcycles or darts. They throw three darts S, J,
would you make sure that belt around two pulleys are Jurene: 7x = 9*10 Janel : and C respectively that hit the
your ship is some real-life illustrations 7(x+7)= 9(9+10) outer edge of the dart board.
in safe water? of tangents and circles. The fourth dart thrown by Joy
Using these real-life objects (L) landed on the wall. How far is
or similar ones, formulate it from the dart thrown by Serena
problems involving (S) when LJ = 9 inches and JC =
tangents, then solve. 16 inches.

Who do you think would

arrive at the correct answer?
Show your complete
solution.
Explain your answer.

G. Finding practical Use the situation below Solve the following problems.
application of Solve the following Solve the following to answer the questions

Downloaded by Jonard Dagohoy ([email protected])

concepts and skills in problems. that follow.
daily living
1. You are in a hot air
In circle O below, balloon and your eye
secants are drawn level is 60 meters
from point P, mXY = 150 over the ocean.
problems.
and mMN = 30. What is m3 Suppose your line of
XPY? sight is tangent to
the radius of the 1. Kaybiang Tunnel located in the
earth like the Ternate- Nasugbu area is said to be
illustration shown the longest underground tunnel in
below. the Philippines. It has a length of
about 300 meters, and a ertical
distance of 4.85 meters. Using the
picture, formulate a problem
involving tangent and/or secant and
solve it.
.

1. The picture below

shows a bridge in the
form of an arc. It also
shows how secant is
illustrated in real life.
Using the bridge in the 1. How far away is the
picture and other real farthest point you
life objects, formulate can see over the
problems involving ocean if the radius of
secants, then solve the earth is
them. approximately 6378
kilometers?
2. What mathematics
concepts would you
apply to find the
distance from
where you are to any
point on the horizon?

Downloaded by Jonard Dagohoy ([email protected])

H. Making The true application The true application of The true application The true application of
generalizations and of mathematics is in mathematics is in solving of mathematics is in mathematics is in solving real
abstractions about the solving real life real life problems. You solving real life life problems. You must read
lesson problems. You must read must read and understand problems. You must read and understand the problem, draw
and understand the the problem, draw a and understand the problem, a diagram if necessary and label it,
problem, draw a diagram diagram if necessary and draw a diagram if necessary determine the theorems to be used,
if necessary and label it, label it, determine the and label it, determine the write the equation and then solve.
determine the theorems to theorems to be used, write theorems to be used, write
be used, write the the equation and then solve. the equation and then solve. Here are some theorems
equation and then solve. on secant segments tangent
Here are some Here are some segments of circles that can be
Here are some theorems on secants theorems on secant applied in solving real-life
theorems on secants and tangent of circles segments tangent problems involving circles.
and tangent of circles that can be applied in segments of circles that
that can be applied in solving real-life problems can be applied in solving If two segments from the
solving real-life involving circles. real-life problems same exterior point are tangent to a
problems involving involving circles. circle, then the two segments are
circles. If two tangents congruent.
intersect in the exterior of a If two secant
If two tangents circle, then the measure of segments are drawn to a If two secant segments are
intersect in the exterior of the angle formed is one-half circle from an exterior drawn to a circle from an exterior
a circle, then the measure the positive difference of point, then the product of point, then the product of the
of the angle formed is one- the measures of the the lengths of one secant lengths of one secant segment and
half the positive difference intercepted arcs. segment and its external its external secant segment is equal
of the measures of the secant segment is equal to to the product of the lengths of the
intercepted arcs. If two secants the product of the lengths of other secant segment and its
intersect in the interior of a the other secant segment external secant segment.
If two secants circle, then the measure of and its external secant
intersect in the interior of a an angle formed is one-half segment. If a tangent segment and a
circle, then the measure of the sum of the measures of secant segment are drawn to a
an angle formed is one-half the arcs intercepted by the If a tangent segment circle from an exterior point, then
the sum of the measures of angle and its vertical angle. and a secant segment are the square of the length of the
the arcs intercepted by the drawn to a circle from an tangent segment is equal to the
angle and its vertical angle. If a secant and a exterior point, then the product of the lengths of the secant
square of the length of the segment and its external secant
tangent segment is equal to segment.
the product of

Downloaded by Jonard Dagohoy ([email protected])

 tangent intersect in the the lengths of the secant
If a secant and a exterior of a circle, then the segment and its external If two chords of a circle
tangent intersect in the measure of the angle formed secant segment. intersect, then the product of the
exterior of a circle, then is one-half the positive measures of the segments of one
the measure of the angle difference of the measures chord is equal to the product of the
formed is one-half the of the intercepted arcs. measures of the segments of the
positive difference of the other chord.
measures of the intercepted If two secants
arcs. intersect in the exterior of a
circle, then the measure of
If two secants the angle formed is one-half
intersect in the exterior of the positive difference of
a circle, then the measure the measures of the
of the angle formed is one- intercepted arcs.
half the positive difference
of the measures of the If a secant and a
intercepted arcs. tangent intersect at the point
of tangency, then the
If a secant and a measure of each angle
tangent intersect at the formed is equal to the
point of tangency, then the product of the lengths of the
measure of each angle secant segment and its
formed is equal to the external secant segment is
product of the lengths of one-half the measure of
the secant segment and its its
external secant segment is intercepted arc.
one- half the measure of its
intercepted arc.

I. Evaluating learning Solve the problem below. Solve the problem below. Solve the problem below.
Show your complete Show your complete Show your complete Solve the problem below. Show
solutions. solutions. solutions. your complete solutions.

1. In circle O below, 1. Using the picture 1. A portion of a cake is 1. Anton used strings to hang
angle P is x – 10, formulates a problem sliced in such a way that two small light balls on the
arc CD is involving angle the dedication is ceiling as shown in the

Downloaded by Jonard Dagohoy ([email protected])

55, and arc AD is 3x. formed by secant and not cut. The edge of the figure on the right. The broken
What is the measure tangent of a circle, then board is tangent to the line represents the distance
of angle P? solve. cake at E. What is the from the point of tangency of
length of the sliced the two light balls to the
cake represented by CA ceiling.
if AK = 3 inches and
EK
= 6 inches.

a. Suppose the diameter of

each light ball is 10 cm
and the length of the string
used to hang it is 40 cm.
How far is the point of
tangency of the two light
balls from the ceiling?

b. Suppose Anton hangs 40

pairs of light balls on the
ceiling of a hall in
preparation for an event.
How long is the string that
he needs to hang these light
balls if each has a diameter
of 12 cm and the point of
tangency of each pair of
balls is 30 cm from the
ceiling?

Downloaded by Jonard Dagohoy ([email protected])

J. Additional Follow Up: Follow Up
activities for
application or Take a picture of real Make a design of an
remediation objects that shows tangents arch bridge that would
or secants of circles. connect two places which
Formulate a problem and Follow up: are separated by a river, Study: The Distance Formula
show your solution. 20 m wide. Indicate on the
Formulate problems on design the different a. What is the Distance
tangent segments and measurements of the parts Formula?
secant segments on circles of the bridge. Out of the b. How do you determine the
with solution. design and the distance between two points on a
measurements of its parts, coordinate plane?
formulate problems
involving tangent and
secant segments, and then
solve. Use the rubric
provided to rate your work.

V. REMARKS

VI. REFLECTION

A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
E. Which of my
teaching strategies
worked well? Why
did these work?

Downloaded by Jonard Dagohoy ([email protected])

F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with
other teachers?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Downloaded by Jonard Dagohoy ([email protected])

 Session 1 Session 2 Session 3 Session 4
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 solve problems involving geometric figures on the rectangular
Standards coordinate plane with perseverance and accuracy.
3. Learning Competencies The learner derives the The learner derives the The learner applies the The learner applies the
distance formula. distance formula. distance formula to prove distance formula to
(M10GE-IIg-1) (M10GE-IIg-1) some geometric properties. prove some geometric
(M10GE-IIg-2) properties. (M10GE-
IIg-2)
Objectives
a. derive the distance a. Determine the coordinates a. Apply a coordinate a. Draw geometric
formula. of the midpoint of a line proof. figures in the
b. Find the distance segment on a coordinate b. Apply the distance Cartesian Plane.
between a pair of points plane using the midpoint formula to prove some b. Apply the distance
on the coordinate plane. formula. geometric properties. formula to prove some
c. Appreciate how the b. Find the other endpoint of c. Appreciate the geometric properties.
distance formula a line segment when the significance of the distance c. Appreciate the
facilitates finding midpoint and one endpoint formula and the midpoint significance of the
solutions to real-life are given. formula in writing a distance formula and
problems. c. Appreciate the importance coordinate proof. the midpoint formula
of the midpoint formula in in writing a coordinate
making wise decisions. proof.

The Distance Formula The Midpoint Formula The Coordinate Proof The Coordinate
II. CONTENT Proof
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 207 – 212 pp. 212 – 216 pp. 217 – 220 pp. 217 – 220
2. Learner’s pp. 229 – 247 pp. 238 - 246 pp. 239 - 249 pp. 239 – 249
Materials
3. Textbook Geometry by Holt, Geometry by Holt, Addison-Wesley Addison-Wesley

Downloaded by Jonard Dagohoy ([email protected])

 Rinehart and Winston, Rinehart and Winston, pp. Geometry by Stanley R. Geometry by Stanley
pp. 347-352 347-352 Clemens, et al, pp. 552- R. Clemens, et al, pp.
555 552-555
Analytic and Solid Analytic and Solid
Geometry made easy Metric Geometry made easy Metric Analytic and Solid Geometry Analytic and Solid
Edition by Felipe Edition by Felipe L. made easy Metric Edition by Geometry made easy
L. Comandante, Jr., pages Comandante, Jr., pages 4 Felipe Metric Edition by
4 -12 -12 L. Comandante, Jr., Felipe L. Comandante,
pages 4 -12 Jr.,
pages 4 -12
4. Additional https://www.mathsisfun. https://www.mathsisfun.co http://www.onlinemathlear http://www.onlinemat
Materials from com/algebra/line- m/algebra/line- midpoint.html ning.com/coordinate- proof- hlearning.com/coordi
Learning Resources midpoint.html http://passyworldofmathem hsg-gpe4.html nate-proof-hsg-
(LR) portal http://passyworldofmath atics.com/midpoint- between- http://ghitelman.pbworks. gpe4.html
ematics.com/midpoint- two-points/ com/f/COORDINATE+GE http://ghitelman.pbwo
between-two-points/ https://www.sophia.org/con OMETRY++PROOFS.pdf rks.com/f/COORDINA
https://www.sophia.org/c cepts/applying-the- midpoint- TE+GEOMETRY+
www.sophia.org/tutorials/
oncepts/applying-the- formula +PROOFS.pdf
coordinate-proofs
midpoint-formula http://gopixdatabase.com/g
http://www.regentsprep.or www.sophia.org/tutori
http://gopixdatabase.co allery/plane+going+around
g/Regents/math/geometr als/coordinate-proofs
m/gallery/plane+going+a +the+world/3
round+the+world/3 y/GCG4/indexGCG4.htm http://www.regentspre
http://www.123rf.com/stoc p.org/Regents/math/g
k-photo/filipinoflag.html eometry/GCG4/index
GCG4.htm
http://www.bdpoolandspa.
com/fiberglass/rectangle. http://www.123rf.com/
html stock-
photo/filipinoflag.html
http://jwilson.coe.uga.edu
/emt668/EMAT6680.2002 http://www.bdpooland
/Bauers/6690%20Instructi spa.com/fiberglass/re
onal ctangle.html
%20Unit/5.7/5.7%20Proo fs http://jwilson.coe.uga.
%20Coor edu/emt668/EMAT66
%20Geom.html 80.2002/Bauers/6690
%20Instructional
%20Unit/5.7/5.7%20
Proofs%20Coor

Downloaded by Jonard Dagohoy ([email protected])

 %20Geom.html
B. Other Learning Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Grade 10 LCTGs by
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, DepEd Cavite
Worksheets and PowerPoint Worksheets and PowerPoint Worksheets and PowerPoint Mathematics 2016,
presentation presentation presentation Worksheets and
PowerPoint presentation

IV. PROCEDURES
A. Reviewing previous As Quick As You Yes I Can! Plot each point on the What Figure am I?
lesson or presenting the new Can! Give the difference in each coordinate plane. Plot each set of points
lesson Give the difference in each pair of integers the divide by 1. A(6,11), on the coordinate
pair of integers. 2. 2. B( 6,4), plane.
1. -7 and -4 1. -8 and - 10 3. C(-1 4) Then connect the
2. 12 and - 14 2. 12 and - 17 4. D(-2,1), consecutive points by a
3. -24 and 11 3. -24 and 14 5. E(8,1), line segment and give
4. 9 and -19 4. 7 and -19 6. F(3,9) the kind of figure
5. 21 and 5 5. 21 and 15 7. G(-3, 10), formed.
8. H(11,6), 1. A(6,11), B( 6,4),
9. I(9,5) C(-1 4)
10. J(7, -8) 2. D(-2,1), E(8,1),
F(3,9)
3. G(-3, 10),
H(11,6), I(9,5)
B. Establishing a purpose for Along Aguinaldo A plane flying between two Put a check mark ( ✓ ) in Put a check mark (
the lesson Highway are the houses of cities cannot stop mid-air to the box with the correct ✓ ) in the box with the
four Grade 10 students ascertain its position. If you answer. The column that correct answer. The
are the pilot and the plane has the most number of column that has the
namely Jose, Emilio,
gets some engine damage, correct answers reveals the most number of correct
Gabriella and Antonio. will you go back or head on answer to the question. answers reveals the
Their teacher’s house is to the final destination? What When was answer to the question.
some blocks away from factor would you consider in the first
Gabriella’s house as making a decision? unfurling of
illustrated below the
Philippine
flag?

Downloaded by Jonard Dagohoy ([email protected])

 When was the
Cartesian Plane
invented?

What is the distance

between Emilio’s house and
Gabriella’s house? What is
the distance between their
teacher’s house and
Gabriella’s house?

C. Presenting Many geometric Prove that the line

examples/Instances of the new properties can be proven by segment joining the
lesson using a coordinate plane. A midpoints of two sides
proof that uses figures on a of a triangle has length
coordinate plane to prove half that of the third
geometric properties is side.
called a coordinate proof. Solution:
To prove geometric
properties using the methods
of coordinate geometry,
consider the following
P and Q are endpoints of guidelines for
1. Use line segments to

Downloaded by Jonard Dagohoy ([email protected])

connect the points a line segment. placing figures on a
representing the houses of Point M is called the coordinate plane.
Emilio (E), their teacher midpoint and it divides line 1. Use the origin as
(T), and Gabriella (G). segment PQ into two equal vertex or center of a
What kind of triangle is parts. figure.
formed? The x-coordinate of M is 2. Place at least one
the average of the x- side of a polygon on an
2. Give the coordinates coordinates of P and Q, while axis.
of points E, T, and G. the y-coordinate of M is the 3. If possible, keep the
average of the y- coordinates figure within the first
3. Using the coordinates, of P and Q. Illustrative quadrant. Given:
how do you determine the Example 1: 4. Use coordinates that Triangle PQR and T
horizontal distance from E The coordinates of the make computations simple are midpoints of and
to G or G to E? How do endpoints of are (1, -5) and easy. , respectively.
you determine the vertical and (7, 4) respectively. What Sometimes, using Prove: ST = PR
distance from T to G or G are the coordinates of its coordinates that are multiples To prove:
to T? midpoint M? of two would make the Place PQR on a
Solution: computation easier. coordinate plane.
4. Use the Pythagorean Let x1 = 1, y1 = -5, x2 = Illustrative Example 1: Label the coordinates
Theorem to find the 7, and y2 =4 Prove that the line using variables as shown
distance between the Substitute these values in segments joining the below
teacher’s house and the midpoint formula midpoints of the successive
Emilio’s house. M= sides of any rectangle form
= a rhombus.
5. What is the formula =
to find the distance M=
between two points? The coordinates of the
midpoint of are.
Illustrative Example 2:
If P (-1, 2) is the midpoint
ofand one endpoint R has
coordinates (7, -8), find the
coordinates of the other
endpoint J. Use the midpoint
Solution: formula to find the
Let x = -1, y = 2, x1 = 7, coordinates of S and T.
and y1 = -8 S= =

Downloaded by Jonard Dagohoy ([email protected])

 Substitute these T= =
values in the midpoint Use the distance
formula formula to find the
(x, y) = lengths of ST and PR.
(-1, 2) = ST
Equate the coordinates, then
solve. =
X= y= PR
-1 = 2=
-2 = 7 + x2 4 = -8+ y2 =a
x2 = -9 y2 = 12 Since = (a)
The coordinates of the Therefore, ST = PR.
other endpoint J are (-9, 12).

Given: ABCD is a
rectangle.
E, F, G, and H are
the midpoints of the sides
of the rectangle.
Prove: Quadrilateral
EFGH is a rhombus.
Solution:
To prove:
Place ABCD on a
coordinate plane. Label the
coordinates using variables
as shown below

Downloaded by Jonard Dagohoy ([email protected])

 Use the distance formula to
find the lengths of , , , and .

Since = = =, therefore
ABCD is a
rhombus.

D. Discussing new concepts 1. Find the distance Solve each problem. Write the complete solution. Prove that the midpoint
and practicing new skills # 1 between the points E(1, 2. Strike and Chezka are 1.Show that the triangle with of the hypotenuse of a
1) and T(4, 5). having their vacation in vertices right triangle is
2. Find the distance two different islands in the (-7, 5), ( -3, -2), and (4, 2) equidistant from the
between the points is an isosceles right three vertices.
(4,-5) and (-7, 4). Philippines as illustrated
below. They

Downloaded by Jonard Dagohoy ([email protected])

 decided to meet at a point triangle. Solution
halfway between their 2.Show that the triangle with
locations to save travel vertices
(-4, -3) , ( , - ), and (4,3)
time. Find the exact
is equilateral.
coordinates of the midpoint
between the two islands
where they will meet.

2. Find the midpoint M of a

line segment whose endpoints
are A (-3, 5) and
F (6, 1).
3. The midpoint of a line
segment is (4, 7). If one
endpoint is (-6, 9), what is the
other endpoint?

E. Discussing new concepts 1. What would be the 1. Name the endpoints of the 1. What is a coordinate 1. What is a coordinate
and practicing coordinates of K? given line segment. proof? proof?

Downloaded by Jonard Dagohoy ([email protected])

new skills # 2 2. What expression 2. Name the point on line 2. How do we position the 2. How do we position
represents the horizontal segment PQ that divides it geometric figure in the the geometric figure in
distance between E and into two equal parts. coordinate plane? the coordinate plane?
G? the vertical distance 3. What is the relation of the 3. Which quadrant should 3. Which quadrant
between T and G? x-coordinate of M with the we place the figure if should we place the
3. What equation will you x-coordinates of P and Q? possible? figure if possible?
use to find the distance 4. Why do we need to 4. Why do we need to
How about their y-
between E and T? assign variables as the assign variables as the
coordinates?
3. How do you find the coordinates of the coordinates of the
distance between any pair 4. How do you determine vertices? vertices?
of points on the coordinate the coordinates of the 5. What formula can we 5. What formula can
plane? use to prove that the we use to prove that
midpoint of a line segment?
segments are equal? to the segments are
find the midpoint of the equal? to find the
side of a triangle? midpoint of the side
6. What formula can we of a triangle?
use in writing a 6. What formula can
coordinate proof? we use in writing a
coordinate proof?

F. Developing mastery (leads Determine the distance A. Find the midpoint of Prove that the lengths of the Write a coordinate proof
to Formative Assessment 3) between the following the line segment with the diagonals of an isosceles of the problem.
pairs of points. given endpoints. trapezoid are congruent.
1. S(5, -1) and T(5,7) 1. P (-1, -6) and R (-6, 5) The segment
2. R(0,3) and F(1,4) 2. W (-1.2, 1.0) and A Solution: joining the midpoint
3. L(2,6) and B(-3,6) (5.2, -5.3) of consecutive sides of
3. A(-3,1) and M(2,2) 3. C (2, -1) and T (-6, 0) an isosceles trapezoid
4. P(4,-3) and Q(-1,4) B. Find the other form a rhombus.
endpoint of the line
segment with the given
endpoint and midpoint.
1. Endpoint: (2, 5)
Midpoint: (5, 1)
2. Endpoint: (-1, 9)
Midpoint: (-9, -10)

Downloaded by Jonard Dagohoy ([email protected])

 Given: Isosceles
trapezoid MATH with
,
L, O, V, and E are the
midpoints of the sides
of the trapezoid.
Prove: Quadrilateral
LOVE is a rhombus

Downloaded by Jonard Dagohoy ([email protected])

G. Finding practical The map below shows Solve the following Write a coordinate proof to Solve:
application of concepts and various landmarks in a problems by using the prove this. Tenten claims that
skills in daily living town. Find the distance midpoint formula. The medians to the legs the triangle on the
between the given pairs 1. Sheena and her friend of an isosceles coordinate plane is

Downloaded by Jonard Dagohoy ([email protected])

of landmarks by using the Ryan would like to work on triangle are congruent an equilateral triangle.
distance formula. Write the their math project. They Giancarlo says that it
corresponding letters in the decided to meet each other is an isosceles
box to answer the at a point halfway between triangle. Who do you
question. their houses with coordinates think is correct? Write
(-14, 60) and a coordinate proof to
(2,100) respectively. Should justify your answer.
they meet in the park
represented by the
coordinates (-8, 70)? Or in
the coffee shop represented
by the coordinates (-6, 80)?
Justify your answer. Given:
Isosceles triangle PQR with
2. While designing his ≅.
garden, Raymond created a and are the medians.
grid representing his Prove:
backyard. He already has
one lamp post in the garden
at coordinates (6, 20). He
wants to add another one so
that the center of the
W. E. T. Tirona fishpond which is at
Memorial National High coordinates (5,
School and Kalayaan -10) would be the midpoint
Hospital of the two lamp posts.
I. Island Cove and Where should the second lamp
Binakayan Public Market post be placed?
N. St. Mary
Magdalene School and
Municipal Hall
K. Aguinaldo Shrine
and Binakayan Public
Market
A. Save More and
Fire Station

Downloaded by Jonard Dagohoy ([email protected])

 T. Water Camp and
Island Cove

H. Making generalizations The Distance Formula The Midpoint Formula is a A proof that uses figures on A proof that uses
and abstractions about the is an equation that can be formula that can be used to a coordinate plane to prove figures on a coordinate
lesson used to find the distance find the coordinates of the geometric properties is plane to prove
between any pair of points midpoint of a line segment called a coordinate geometric properties is
on the coordinate plane. on the coordinate plane. proof. called a coordinate
The distance formula is The midpoint of P (x1, y1) To prove geometric proof.
d = or and Q (x2, y2) is . properties using the methods To prove geometric
PQ = of coordinate geometry, properties using the
if P ( and Q ( are points on consider the following methods of coordinate
a coordinate plane. guidelines for placing figures geometry, consider the

Downloaded by Jonard Dagohoy ([email protected])

 Sometimes, using 4. Use coordinates that
coordinates that are multiples make computations
of two would make the simple and easy.
computation easier. Sometimes, using
Once the figure is coordinates that are
placed in the coordinate multiples of two would
plane you can use make the computation
coordinates of the vertices, easier.
the distance formula, and Once the figure is
the midpoint formula to placed in the coordinate
prove some geometric plane you can use
relationships. coordinates of the
vertices, the distance
formula, and the
midpoint formula to
prove some geometric
relationships.

I. Evaluating learning Use the distance formula Use the midpoint formula to Solve the problem. Write a coordinate
to solve the following. solve the following Paul and Derek are proof of the problem.
1. What is the distance 1. Which of the following swimming in a rectangular Given: MID is
between the points M (3,- pairs of points have a pool. Paul claims that the isosceles, with .
midpoint with coordinates diagonals of a rectangle are W, A, and
6) and P (-4, 1)?
(0, 0)? equals. They decided to Y are the midpoints of
2. Find the length of the a. (1, 1) and (-1, 0) compete MI, ID, and
line segment whose b. (-3, 0) and (3, 0) MD respectively.
endpoints are (3,-12) 2. Find the midpoint Prove: WA Y is an
and (-2, 8). between (1.53, -0.2) and (- isosceles tri angle.
1.33, 2.0).
3. Which will give the 3. Given the endpoint (2,
correct distance between 8) and midpoint (4, 4), what
R (1, 9) and J is the other endpoint?
(9, 1)? 4. While on a hunting trip
Jose created a map grid. He and swim along each of the
a. RJ = determined that a mountain diagonals. Write a
could have the coordinates coordinate proof to show
(425, 1800) that Paul is correct.

Downloaded by Jonard Dagohoy ([email protected])

 b. RJ = and that his current position
is at (173, 254). If a nipa hut
4. Nidora wants to go to a is located exactly midway
computer shop for her between Jose and the
assignment. There are two mountain, what coordinates
shops that are at should represent the nipa
coordinates A (4, 3) and hut’s location?
B(-5,-2). Her sister
Tinidora suggested that
she should go to computer
shop A because it is nearer
their house which is at (-1,
2). Is Tinidora correct?
Justify your answer.

J. Additional activities for A. Follow Up A. Follow Up A .Follow Up A .Follow Up

application or remediation 1. Use the following Write a coordinate proof to To be a right
Solve the following
diagram and find the prove that the diagonals of a triangle, the midpoint
problem. midpoint of each side parallelogram bisect each of the hypotenuse must
1. Strike knows that the of the triangle. other. be equidistant from the
distance between two three vertices. Show
points is 2units. If one of that the points (5,0), (-
the points has coordinates 3,4)
(3, 0) and the x-coordinate and (3, -2) are the
of the second point is -1, vertices of a right
what is the y-coordinate of triangle.
the second point? There
are two possible answers. B. Study: The Equation
B. Study: The Midpoint of a Circle
Formula 1. What is the
standard form of the
1. What is the Midpoint Given: Quadrilateral equation of a circle?
Formula? Study: The Coordinate MARK,
MR and AK are 2. What is the general
Proof
equation of a
1. Define coordinate proof.

Downloaded by Jonard Dagohoy ([email protected])

 2. How do you determine 2. How do you determine the diagonals. circle?
the coordinates of the missing coordinates of the I is the
midpoint of a line vertices of geometric intersection of MR and
segment? figures? AK.
Prove: MI = MR
IK = AK
B. Study: The Equation of
a Circle
1. What is the standard
form of the equation of a
circle?
2. What is the general
equation of a circle?
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or

Downloaded by Jonard Dagohoy ([email protected])

localized materials did I
use/discover which I wish to
share with other teachers?

GRADE 10 School Grade Level 10

Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles and coordinate geometry.
2. Performance StandardsThe learner is able to formulate and find solutions to changing situations involving circles and other related terms in
different 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 Competencies The learner illustrates the The learner illustrates the The learner determines the The learner determines
center-radius form of the center-radius form of the center and radius of a circle the center and radius of
equation of a circle. equation of a circle. given each equation and a circle given each
(M10GE-lIh-1) (M10GE-lIh-1) vice versa. (M10GE-lIh-2) equation and vice versa.
Objectives (M10GE-lIh-2)
a. Transform the general a. Transform the general a. Determine the center
equation of a circle to equation of a circle to and radius of a circle given a. Determine the center
center-radius form of a center-radius form of a each equation and vice and radius of a circle
circle. circle. versa. given each equation and
b. Give the center and b. Give the center and b. Transform the general vice versa.
radius of a circle. radius of a circle. equation of a circle to b. Transform the
c. Appreciate the use of c. Appreciate the use of the center-radius form of a
the equation of a circle equation of a circle in

Downloaded by Jonard Dagohoy ([email protected])

 in finding solutions to finding solutions to real life circle. general equation of a
real life problems and problems and decision c. Appreciate the use of the circle to center-radius
decision making. making. equation of a circle in form of a circle.
finding solutions to real life c. Appreciate the use of
problems and decision the equation of a circle
making. in finding solutions to
real life problems and
decision making.

II. CONTENT The Equation of a The Equation of a Circle The Equation of a Circle The Equation of a
Circle Circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 221-234 pp. 221-234 pp. 223-230 pp. 223-230
2. Learner’s Materials pp. 252-271 pp. 252-271 pp. 256-262, pp. 256-262,
3. Textbook Work Text in Advanced
Algebra Trigonoetry and Work Text in Advanced
Work Text in Advanced
Statistics,Ferdinand Work Text in Advanced Algebra Trigonoetry and
Algebra Trigonoetry and
Malapascua, pages 193- Algebra Trigonoetry and Statistics,Ferdinand
Statistics,Ferdinand
196 Statistics,Ferdinand Malapascua, pages 193-
Malapascua, pages 193-
Advanced Algebra with Malapascua, pages 193- 196
196
Trigonometry and Statistics, 196 Advanced Algebra with
Advanced Algebra with
Efren L. Valencia, pages Advanced Algebra with Trigonometry and
Trigonometry and Statistics,
36-37 Trigonometry and Statistics, Statistics, Efren L.
Efren L. Valencia, pages 36-
Efren L. Valencia, pages 36- Valencia, pages 36-37
37
E-Math Geometry, 37
Orlando A. Orence, pages E-Math Geometry,
E-Math Geometry,
445-446 E-Math Geometry, Orlando Orlando A. Orence,
Orlando A. Orence,
A. Orence, pages 445-446 pages 445-446
Geometry, Holt, Rinehart pages 445-446
and Winston, page 729
4. Additional Materials
from Learning
Resources (LR)
portal

B. Other Learning Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by

Downloaded by Jonard Dagohoy ([email protected])

 Resources DepEd Cavite Mathematics DepEd Cavite DepEd Cavite DepEd Cavite
2016, Worksheets and Mathematics 2016, Mathematics 2016, Mathematics 2016,
PowerPoint presentation Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint
presentation
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the new
lesson Activity: Think Deeply!
Make It Perfect: (Pair- Do concentric circles
Share) have same center and
Determine the number that radius?
must be added to make each
of the following a perfect
square trinomial. Then
express each as a square of
a binomial.
Mrs Santos surprised her
1. x2 + 6x +
Imagined that you live on class by bringing pizza pie
2. n2 – 10n +
this two dimensional from Dexters. To the
3. y2 – 5y +
surface. As you move enjoyment of everybody she
4. p2 + 9p +
outward from the center, challenges each one of them
5. s2 + s +
everything gets smaller-- to determine the center and
including yourself. radius of the pie. If you are
Would you ever reach the one of the students how will
edge of your “universe”? you do that?

Downloaded by Jonard Dagohoy ([email protected])

B. Establishing a purpose Draw coordinates axes on Purpose Setting Activity On Determine which of
for the lesson grid paper. Using a a grid map of Cavite the following
compass construct a circle province, the coordinates that equations describe a
circle and which do
with center at (0,0) and corresponds to the location
not. Justify your
with radius equal to 10 of a cellular phone tower is answer.
units. at the (-6, 3) and it a. x2 + y2 + 2x – 4y +
(x,y) x2+y2 Is can transmit signal up to 12 10 = 0
(x,y) km radius. Also the b. x2 + y2 – 6x – 8y +
on coordinates of some towns in 24 = 0
the c. x2 – y2 – 5x – y + 21
Cavite are shown.
circle =0
?
(-6,8)

(10,0)

(8,6) General Aguinaldo (-6, 7)

(-5,7) Maragondon (-2,
5)
(6,8)
Naic (7, 3)

Tower (-6, 3)

1. How far is the town of

Naic from the Tower?
Town of General
Aguinaldo? Town of
Maragondon?
2. Refer to your 2. How were you able to
graph. Complete determine the distance of
the table at the one town to the tower?
right. 3. In which town can the
3. Use your results in

Downloaded by Jonard Dagohoy ([email protected])

 question 2 to tower transmit signal?
complete this In which town the tower
statement. If a cannot transmit signal?
point (x,y) is on a Why?
circle with center 4. From the activities you
at (0,0) and with have done, can you give
radius , the equation that
2 2
then x +y = represents the
transmission boundaries
4. Complete the of the tower to any
statement in town? Are you ready to
question 3 for a learn about the equation
circle with radius of a
5. circle?
C. Presenting The Standard Form The equation of the circle What is the center and
examples/Instances of the new of the Equation of a x2+y2-6x-10y+18=0 is the radius of the circle
lesson Circle written in general form. 4x2 + 4y2 – 4x – 20y =
The standard equation of To determine its center 10?
a circle with center at (h, k) and radius, write the Solution: 4x2 + 4y2 – 4x
and a radius of r units is equation in the form (x- – 20y = 10is an equation
. The values of h and k h)2+(y-k)2=r2. of a circle that is written
indicate that the circle is X2+y2-6x-10y+18=0 → in general form. To
translated h units x2-6x+y2-10y=-18 determine its center and
horizontally and k units Add to both sides of the radius, write the
If the center of the circle vertically from the origin. equation x2 - 6x + y2 - 10y equation in the form
is at the origin, the The general form of = -18 the square of one half (x – h)2 + (y – k)2 = r2.
equation of the circle is the equation of circle is Ax2 the coefficient of x and the 4x2 + 4y2 – 4x – 20y =
x2 + y2 = r2. + Ay2 +Dx +Ey +F= 0 square of one- half the 10
Illustrative Example: If the center of the circle is at coefficient of y. 1/2(-6)=-3; 4x2 + 4y2 – 4x – 20y –
Write the equation of a the origin, the equation of the (-3)2=9 1/2(- 10 = 0
circle in standard form. circle is x2 + y2 = r2. If the 10)=-5; (-5)2=25 Divide both sides of
Example : The equation center of the circle is at the Simplify x2 - 6x + 9 + y2 - the equation by 4
of a circle with center at (h,k), the equation of the 10y + 25 = -18 + 9 + 25. x2 + y2 – x – 5y -2 = 0
the origin and a radius circle is (x-h)2 + (y-k)2 = r2. x2-6x+9+y2-10y+25= 16 rearrange the terms
of 4 units is x2 + y2 = 42 (x2-6x+9)+(y210y+25)=16 Complete the square
Rewriting , we obtain

Downloaded by Jonard Dagohoy ([email protected])

 Circle with center at
(h,k) Circle with center at
the origin
Illustrative Example: Reduce
4x2 + 4y2 + 4x
-12y + 1= 0 to standard form
by adding to both sides
of the equation of a circle.
of the equation the
square of one-half the
coefficient of x and
Step 1: Reduce the
square of one-half the
coefficients of the second
coefficient of y
or x2 + y2 = 16. Example : degree terms by dividing
(x-3)2+(y-5)2=16 or Simplify
The equation of a circle each term by 4(or
(x-3)2+(y-5)=42 x2 – x + + y2 – 5y - 2 =
with center at the origin multiplying each term by
The center of the circle is at ( + )( + )
and a radius 1/4)
(3,5) and its radius is 4 (x2 – x + ) + (y2 – 5y
of 15 units is x2 + y2 = or
units. + ) = (x – )2 +
x2 + y2 = 225. Step 2: Transpose the
(y______)2 = 9
constant to the right side
(x – )2 + (y______)2
of the equation.
= 32
Step 3: Perform completing The center of the circle
the square in x (or y), we add is at ( , ) and its radius
and subtract the square of the is 3 units.
half the coefficient of x (or
y) to both sides of the
equation then factor the
expression.

D. Discussing new concepts Dexter’s Pizza shop offers Complete the steps in Activity: Don’t Treat This Find the coordinates of
and practicing new skills # 1 3 different sizes of reducing the general as a Demolition! the center and the
pizza. Supposed the equation of a circle to The general equation of a length of the radius of a
coordinate of the center center-radius form of a circle is given, Transform the circle with each given
circle. equation in standard form equation.
and the measure of the
then, give the coordinates of x2+(y-5)2=12
radius of each pizza are
9x2 + 9y2 -12x -24y -5= 0 the center and the radius. (x-3)2+y2=81
as follows. 8. x2+y2+8y-84=0 x2+y2+8x-6y=-4
Write the equation of a Step 1: Reduce the 9. 4x2+4y2-20x+12y-2=0 x2+y2=289
circle in standard form. coefficients of the second

Downloaded by Jonard Dagohoy ([email protected])

 degree terms by dividing
each term by 9(or
multiplying each term by
1/9)

Sizes Cente Radi

Step 2: Transpose the
r us
constant to the right side of
the equation.
Small (0,0) 5
units
Medium (0,0) 10
units
Large Origin 15 Step 3: Perform completing
units 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.

E. Discussing new 1. Write the equation of Reduce the following Determine the center and Determine the center
concepts and practicing new a circle with the center at general equation of a circle radius of each circles given and radius of each circles
skills # 2 the origin and a radius of to center-radius form of a its equation. given its equation.
9 units? circle. a. Given: x2 + y2 = 36 1. Given: x2 + y2 = 100
Solution: Solution: Solution:
Given: center ( , ); 6. x2 + y2 -2x + 4y = -5 a. Given: (x + 5)2 + (y –
radius = h = 7. 2x2 + 2y2 -3x +5y 6)2 = 121
k = -4= 0 Solution: Write in x2 + y2 = r2
x2 + y2 = r2 x2 Center ( , );
+ y2 = 2
radius =
2
x +y = 2
Write in (x – h)2 + (y – k)2 2. Given: (x -3)2 + (y
2. Write the equation of a = r2 +5)2 = 144
circle with the center at Center ( , ); radius = Solution:
the origin and a radius of
units? b. Given: x2 + y2 – 2x – 6y
Solution: – 15 = 0
Given: center ( , ); Solution: Write in the Write in (x – h)2 + (y –
Downloaded by Jonard Dagohoy ([email protected])
radius = h= form (x – h)2 + (y – k)2 = k)2 = r2
k= r22 Center ( , );
x2 + y2 = r2 x – 2x + y2 – 6y = radius =
x2 + y2 = 2
3. Given: 5x2 + 5y2 +
x2 + y2 = 20x – 30y – 15 = 0
Solution:
5x2 + 5y2 + 20x – 30y
=
x2 + y2 + x– y=
Divide
both side by 5
x2 + x + y2 - y=

rearrange the
terms
Complete the square
by adding to both
sides of the equation
the square of one-half
the coefficient of x and
square of one-half the
coefficient of y.
Simplify
x2 + x+ + y2 –
y+ =3+
+
(x2 + x +____) + (y2
– y+ )=
factor
(x + )2 + ( y______)2
=
equation in
standard form
or (x + )2 + ( y –
)2 = 2

Center ( , );

Downloaded by Jonard Dagohoy ([email protected])

 radius =
F. Developing mastery Answer the given Choose from the following Find the center and the Find the center and the
(leads to Formative problem: equations the correct center- radius of the circle given radius of the circle
Assessment 3) What is the equation of a radius form of the its equation given its equation
circular table whose given general form of a
center lies at (0,0) and circEleEquqautaiotino
which passes through (- Ce
RRaa
2 i n g2en ni en ra l
x4ynt+=ey-1d.diuiu - 2 x +
3,5)? 4. gfeon
2 (rxme-r12 a)l22 + (eyr+2)2s=s 4
a5. x f +o (xrym- 2=) +
2 2
.6a. (y+1)2 = 4 x 6+(4xy-1
b . )= + (y+1) = 4 (x –
2 2

821)2 +
. b (y(x+ –7)72 )=2
. +1(2y +
c x7 )+2 =y26+4
2

. c 4x –x25+= 0
G. Finding practical Answer the following. d. x (2 y++2y )2 2–= Think-Pair-Share Matching Type Find
application of concepts What is the equation of . 4x –126y Find the center and the center and
and skills in daily living the circle in standard –d radius. radius of each circle
2 2
form? x +
11 = 0 y 6. The equation that
given its equation by
d. The center of a circle + represent he transmission
is at the origin and its e. 2x42x +–42y=2 boundaries of the tower is matching column
radius is 12 units. . 1
+ 8 x +0 0 x2+y2+4x- 16y-76=0. A( Barangay in
What is the equation e 1x2 y+ –y6 - =
2 2
7. The equation of a Tagaytay) with column
of the circle? . 10y0+25 circle that defines the B(Their famous Tourist
e. The diameter of a =36 boundary up to which the Spot)
circular garden in Suppose Liza bought a buko messages can be transmitted
Tagaytay City tart from Rowena’s.She was by a radio signal is (x+2)2+
Science National surprise that there was (y-7)2=25.
something written inside
the box. In order to eat the
High School is 8 buko tart, one must b) x2 + y2 +2x - 4y + 1= 0 C
meters and its center following the direction
is at (0,0). Write the stated in the box.
equation of the Direction: Reduce the
circular garden. general form of the circle to
its center-radius form.
a) x2 + y2 -6x + +16 = 0
Downloaded by Jonard Dagohoy ([email protected])
x2 + y2 = 25 COLUMN
B

SKY RANCH

center: (2,3);

Downloaded by Jonard Dagohoy ([email protected])

 radius: 46

KAYBAG
PEOPLES
AL
PARK
SOUTH
(x2 - 2) + center: (-
(y2 - 3) = 5,-2);
16 radius: 4

DAPDAP PUZZLE
EAST MANSION
x2 + y2 + center: (-
10x + 4y - 2,2);
3= radius: 6

PICNIC
ASISAN
GROVE
x2 + y2 + center:
4x - 4y = (0,0);
28 radius: 54

H. Making generalizations The equation of a center at Steps in reducing the general Determine the Center and Determine the Center and
and abstractions about the the origin and a radius of equation of a circle to the Radius of a Circle the Radius of a Circle
lesson length r is x2+y2=r2. center-radius form of a Given the Equation To find Given the Equation
circle. the center and radius of the To find the center and
circle given its equation in radius of the circle given
Ax2 + Ay2 +Dx +Ey +F= 0 general form, write the its equation in general
equation form, write the
Step 1: Reduce the in the form (x – h)2 + (y –

Downloaded by Jonard Dagohoy ([email protected])

 coefficients of the second k)2 = r2. Rearrange the equation in the form (x
degree terms by dividing terms and complete the – h)2 + (y – k)2 = r2.
each term by 9(or square by adding to both Rearrange the terms
multiplying each term by sides of the equation the and complete the
1/9) square of one-half the square by adding to
Step 2: Transpose the coefficient of x and both sides of the
constant to the right side square of one-half the equation the square of
of the equation. coefficient of y. Then one-half the coefficient
Step 3: Perform factor the left side of the of x and square of
completing the square in x equation. You can now one-half the coefficient
(or y), we add and subtract determine the center and of y. Then factor the
the square of the half the the radius of the circle. left side of the
coefficient of x (or y) to equation. You can now
both sides of the equation determine the center
then factor the expression. and the radius of the
circle.
I. Evaluating learning Give the coordinates of Reduce the following general General equation of a circle
the center and radius of equation of a circle to is given, transform the Answer the following
the following: center-radius form of a equation in standard form question.
circle. and then give the 5. The end points of
• x2+y2=49 coordinates of the center the diameter of a
• x2+y2=54 6. x2 + y2 -2x + 4y +1 = and radius. circle are (-3,-2)
• x2+y2=125 0 a) x2 + y2 – 4 = 0 and (9,-6). What is
• x2+y2=300 7. x2 + y2 +2x -6y +5= b) x2 + y2 – 16x + 39 = 0 the length of the
• x2+y2=225 0 c) x2 + y2 + 2x – 2y – 16 radius of a circle?
=0 6. What is the center
d) x2 + y2 – 14x + 6y + of a circle x2+y2-
48 = 0 4x+6y-36=0?
e) 3x2 + 3y2 – 5x + y – 6
=0

J. Additional activities for A. Follow up A. Give at least three Find the center and the radius Solve.
application or remediation 1. Write the equation general equations of of a circle. 1. The equation that
of a circle in circle then reduce it 6. x2+y2=121 represents the
2 2
standard form with to center- radius 7. 2x +2y =12 transmission
the following form. 8. (x-3)2+(y-5)2=1 boundaries of a
center and B. How will you find the 9. 9x2+9y2-12x-6y-

Downloaded by Jonard Dagohoy ([email protected])

 radius.
center and radius of a cellular phone
d. (0,0), r= 6units
circle given the tower is x2+y2-
e. (0,0) and passes 31=0
center-radius form of 10x+2y-199=0.
through (-5,3)
a circle.
B. How do you write the
equation of a circle given
the radius if the center is
not at the origin?

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation

B. No. of learners who require

additional activities
for remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught
up with the lesson
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Downloaded by Jonard Dagohoy ([email protected])

 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMAT
DAILY LESSON LOG
ICS
Teaching Dates and Time Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of circles and coordinates geometry.
2. Performance StandardsThe learner is able to formulate and find solutions to changing situations involving circles and other related terms in
different 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 Competencies The learner graphs a circle The learner graphs a circle The learner graphs a circle The learner graphs a
and other geometric and other geometric figures and other geometric figures circle and other
figures on the coordinate on the coordinate plane. on the coordinate plane. geometric figures on
plane. (M10GE-lIi-1) (M10GE-lIi-1) (M10GE-lIi-1) the coordinate plane.
(M10GE-lIi-1)
Objectives a. Determines the center
and radius of a circle given a. Determines the center and a. Determines the center a. Determines the
its equation; radius of a circle given its and radius of a circle given center and radius of a
equation; its equation; circle given its
b. Graphs a circle on the equation;
coordinate plane;c. b. Graphs a circle on the b. Graphs a circle on the
Appreciate the use of coordinate plane; coordinate plane; b. Graphs a circle on
equation of a circle in c. Appreciate the use of c. Appreciate the use of the coordinate plane;
finding solutions to real- equation of a circle in equation of a circle in c. Appreciate the use of
life problems and decision finding solutions to real-life finding solutions to real- equation of a circle in
making. problems and decision life problems and finding solutions to
making. decision making. real-life problems and
decision making.
The Equation of a The Equation of a Circle The Equation of a Circle The Equation of a

Downloaded by Jonard Dagohoy ([email protected])

II. CONTENT Circle Circle
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 221-234 pp. 221-234 pp. 221-234 pp. 221-234
2. Learner’s
pp. 252 – 271 pp. 252 – 271 pp. 252 – 271 pp. 252 – 271
Materials
3. Textbook
4. Additional http://www.geobaby.com http://www.geobaby.com/fo http://www.geobaby.com/f http://www.geobaby.co
Materials from /forum/thread117906.ht ml rum/thread117906.html orum/thread117906.html m/forum/thread117906
Learning Resources .html
(LR) portal

B. Other Learning Grade 10 LCTGs by DepEd Grade 10 LCTGs by Grade 10 LCTGs by Grade 10 LCTGs by
Resources Cavite Mathematics 2016, DepEd Cavite DepEd Cavite DepEd Cavite
Worksheets and PowerPoint Mathematics 2016, Mathematics 2016, Mathematics 2016,
presentation Worksheets and Worksheets and Worksheets and
PowerPoint presentation PowerPoint presentation PowerPoint presentation

IV. PROCEDURES

Downloaded by Jonard Dagohoy ([email protected])

A. Reviewing previous Let us sing the “The Pig GRAPH ME A CIRCLE Match the following graphs Fill in the blanks with
lesson or presenting the new Song” PICTURE! with the correct equations: then correct answer.
lesson Link: On your graph paper, you Equations: The equation of a circle
http://www.geobaby.com must create a picture using 1. 1.x2 + (y - 2)2= 9 is given below. (x -
/forum/thread117906.ht ml circles. You must use at least 2. (x - 1)2 + (y + 1)2 = 4 13.4)2 + (y + 2.6)2
small circle, small circle 4 circles in your picture. On 3. x2 + y2 = 4 = 100
big circle (eyes n face) another piece of paper, you 4.(x +)2 + y2 = 16 What is its center?? (
small circle, small circle must also provide the 5.(x - 4)2 + (y + 3)2 = 16 , )
big circle (two small holes equations of your circles. Graphs: What is its center?
and a bigger circle to make Example is given below: units
up the snout) this is the
boat we're going to ride on
(a smiling mouth)
here's mama, here's

Downloaded by Jonard Dagohoy ([email protected])

 A.
B.

papa (half circles for ears)

waving goodbye (make
small half circles inside
each ear)
six times six (one six and
an opposite facing six to
make the arms) is thirty
six (fingers on the hand)
six times six (one six and
an opposite facing one)
makes magic (the ^ that
connects these sixes) C.

D.
E.

Downloaded by

Jonard Dagohoy (jonard.dagohoy.15@gm ail.com)

B. Establishing a purpose for Illustrative Example:
the lesson Determine the center and the
radius of the circle x2 Illustrative Example:
+ y2 + 10x – 8y – 8 = 0, Determine the center and
then draw the graph. the radius of the circle,
Solution: Write the equation then draw the graph. (x –
Perfect Math in the form (x – h)2 + (y – k)2 1.3 )2 + (y
Find the center and Illustrative Example:
Determine the center and the = r2. +4.5)2 =25.
radius of each circle 1. x2 + y2 + 10x – 8y – 8 Solution: Write the
given its equation by radius of the circle (x – 3)2 +
(y + 2)2 = 16, then =0 equation in the form (x
matching Column A (the 2. x2 + 10x + y2 – 8y = 8 – h)2 + (y – k)2 = r2.
municipalities in Cavite) draw the graph.
Solution: 3. x2 + 10x + 25 + y2 – Determine the center and
with Column B (their 8y + 16 = 8 + 25 + radius.
famous product). The center of the circle is (3,
-2) and its radius is 4 units. 16 . (x –1.3 )2 + (y +4.5)2
COLUMN A COLUMN B 4. (x2 + 10x + 25) + (y2 – =25.
The graph is shown
below. 8y + 16) = 49 Center : ( 1.30, -4.5)
5. (x + 5)2 + (y – 4)2 = Radius: 5
49 The graph is shown
(x + 5)2 + (y – 4)2 = 72 below:

The center of the circle is (-

5, 4) and its radius is 7. The
graph is shown below.

C. Presenting Illustrative Example: Determine the center and Determine the center and Determine the center and
examples/Instances of the new Determine the center and radius of the circle that is radius of the circle that is radius of the circle that is
lesson radius of the circle x2 + y2 defined by the following defined by the following defined by the following
= 4, then draw equations. Then graph equations. Then graph equations.

Downloaded by Jonard Dagohoy ([email protected])

 the graph. each circle in the each circle in the coordinate Then graph each circle
Solution: coordinate plane (or use plane (or use GeoGrebra to in the coordinate plane
The center of the circle is GeoGrebra to graph each). graph each). (or use GeoGrebra to
(0,0) and its radius is 2 Given: Given: x2 + y2 – 6x – 8y + 9 graph each).
units. The graph is shown (x – 6)2 + (y + 1)2 = 49 =0 3x2 + 3y2 +4x – 6y - 4
below. Solution: Solution: =0
Center ( , ); radius = Write in the form (x–h)2 + Solution: Write the
(y–k)2 = r2 equation in the form (x
– h)2 + (y – k)2 = r2.

Center ( , ); radius =
Determine the center and
radius.
Center :

Radius:

Graph:

D. Discussing new concepts Determine the center and Watch Me Circle Graph Calculator: Circle Graph
and practicing new skills # 1 radius of the circle that is Watch the video Using the equation x2 Calculator:
defined by the following entitled “Circles in the + y2 – 6x – 8y + 9 = 0. Using the equation
equations. Cartesian Plane” Recheck your work using 3x2 + 3y2 +4x – 6y - 4
Then graph each circle in Link:https://www.youtube.c circle graph calculator, visit = 0. Recheck your work
the coordinate plane (or om/watch? v=AHkQ_1bXJS0 the link below: using circle graph
use GeoGrebra to graph Link: calculator, visit the link
each). http://www.webmath.com/ below:
x2 + y2 = 25 gcircle.html Link:
Solution: http://www.webmath.c
Center ( , ); radius om/gcircle.html
=

Downloaded by Jonard Dagohoy ([email protected])

E. Discussing new concepts Guide Questions:
Guide Questions: Guide Questions: Guide Questions:
and practicing new skills # 2 a. How did you
a. How did you a. How did you determine a. How did you determine
determine the center
determine the center the center and the radius of the center and the radius of
and the radius of the
and the radius of the the circle? the circle?
circle?
circle? b. How do you graph b. How do you graph
b. How do you graph
b. How do you graph circles that are defined by circles that are defined by
circles that are defined
circles that are defined by equations of the form (x – equations of the form x2 +
by equations of the form
equations of the form x2 + h)2 + (y – k)2 = r2? y2 + Dx + Ey + F = 0?
x2 + y2 + Dx + Ey
y2 = r2? + F = 0?
F. Developing mastery (leads Determine the center and Determine the center and Determine the center and Determine the center and
to Formative Assessment 3) radius of the circle that is radius of the circle that is radius of the circle that is radius of the circle that is
defined by the following defined by the following defined by the given defined by the equations.
equations. equations. Then graph each equation. Then graph the Then graph its circle in
Then graph each circle in circle in the coordinate circle in the coordinate the coordinate plane (or
the coordinate plane (or plane (or use GeoGrebra to plane (or use GeoGrebra to use GeoGrebra to graph
use GeoGrebra to graph graph each). graph each). each).
each). (x + 7)2 + (y – 6)2 = 49 x2 + y2 + 4x + 8y – 80 = 0 x2 + y2 +5x – y - 6 = 0
x2 + y2 -144=0
Solution:
Center ( , ); radius
=

Downloaded by Jonard Dagohoy ([email protected])

G. Finding practical Draw Me Graphing Circles with Think-Pair- Share Answer Challenge yourself
application of concepts and Draw the circles with the Emojis the following questions: Graph the circle and
skills in daily living center at the origin and Draw the following 1) Identify the coordinates write the standard
identify the radius given the circles given the following of the center and the length equation of a circle with
following conditions: conditions. Draw the assigned of the radius in the circle the diameter with
a. circle with point (5, emoji inside the circle. below (X − 5)2 + ( y+ 2) 2 endpoints (-2, -3) and
0) on the circle =4 (-1, 5)
b. circle with point (0, radius:
4) on the circle Center: ( , )
Center at (2, 3) 2) Graph a circle
and radius 5. centered at (5,1) with a
Center at (-1,3) radius of 5
radius 3 3) What is the equation of
Center at (-3, -5) the circle pictured below
radius 4
Center at (-
3, 8)
radius 2

Downloaded by Jonard Dagohoy ([email protected])

H. Making generalizations Graphing a Circle in a
Graphing a Circle in a Graphing a Circle in a Graphing a Circle in a
and abstractions about the Cartesian Plane
Cartesian Plane Cartesian Plane Cartesian Plane
lesson To graph a circle in a
To graph a circle in a To graph a circle in a To graph a circle in a
Cartesian plane given
Cartesian plane given its Cartesian plane given its Cartesian plane given
its equation, determine
equation, determine first equation, determine first the its equation, determine
first the coordinates of
the coordinates of the coordinates of the center and first the
the
center and the radius. If the radius. If the equation of coordinates of the center
center and the radius. If
the equation of the circle is the circle is in the general and the radius. If the
the equation of the
in the general form, form, transform it to the form equation of the circle is in
circle is in the general
transform it to the form x2 (x - h)2 + (y – k)2 = r2. Then the general form, transform
form, transform it to the
+ y2 = r2. Then draw the draw the graph. it to the form (x
form (x - h)2 + (y – k)2 =
graph. - h)2 + (y – k)2 = r2. Then
r2. Then draw the graph.
draw the graph.
I. Evaluating learning Find the center and radius Find the center and radius of Find the center and radius Graph the circle and write
of each circle given its each circle given its equation of each circle given its the standard equation of a
equation and draw the and draw the graph. equation and draw the circle given the following
graph. a. (x + 7)2 + (y – 5)2 = 144 graph. conditions:
a. x2 + y2 = 36 b. (x -37)2 + (y – 2)2 = 36 a. x2 + y2 – 4y – 45 = 0 circle with the diameter
b. x2 + y2 = 144 b. 5x2 + 5y2 – 10x – 30y with endpoints (-1, 4)
c. x2 + y2 -169 = 0 – 75 = 0 and
(2, -2)
with general equation 4x2
+ 4y2 +8x – 4y - 11
=0

J. Additional activities for Follow-up Follow-up Follow-up A. Follow-up

Downloaded by Jonard Dagohoy ([email protected])

application or remediation Draw the graph of each Give at least two Draw the graph of each circle Draw the graph of each
circle given its equation: equations of circle in given its equation: circle given its
a. x2 + y2 = 25 center-radius form then a. 3x2 + 3y2 – 6x – 6y= equation:
b. x2 + y2 -4 = 0 graph. 0 a. x2+y2-18x+15y-18=0
c. 10x2 + 5y2 – 10x – b. 2x2 + 2y2 – 8x –
30y – 75 = 0 12y-8= 0

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other
teachers?

Downloaded by Jonard Dagohoy ([email protected])

 GRADE 10 School Grade Level 10
Teacher Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time Quarter SECOND

Session 1

Session 2

Session 3

Session 4

I. OBJECTIVES

Downloaded by Jonard Dagohoy ([email protected])

 1. Content Standards

The learner demonstrates understanding of key concepts of circles and coordinate geometry.

2. Performance Standards

The learner is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane with perseverance and accuracy.

3. Learning Competencies

Objectives

The learner solves a. Write the standard

problems involving form of the equation of a
The learner
geometric figures on the circle
solves problems coordinate plane. b. Analyze and solve
involving (M10GE-Ili-j-1) problems involving
geometric equation of a circle
figures on the coordinate plane. c. Appreciate the use of
equation of a circle in
(M10GE-Ili-j-1) finding solutions to
real-life problems and decision
making.
a. Write the general form
of the equation of a circle
b. Analyze and solve
The learner solves problems involving problems involving
equation of a circle geometric figures on the coordinate plane.
(M10GE-Ili-j-1) c. Appreciate the use of
equation of a circle in
finding solutions to real-life
problems and decision
making.

Downloaded by Jonard Dagohoy ([email protected])

 a. Determine the equation
of a circle given its radius
The learner solves problems involving geometric figures on the coordinate plane. and point of tangency with
the given line
(M10GE-Ili-j-1) b. Analyze and solve
problems involving
equation of a circle
a. Determine the c. Appreciate the use of
equation of a circle equation of a circle in
finding solutions to
II. with a given center real-life problems and decision
and a tangent line. making.
b. Analyze and solve
problems involving
equation of a circle;
c. Appreciate the use CONTENT
of equation of a circle in
finding solutions to Standard Form Of The Equation Of The Circle
General real-life problems and
decision making. Form Of The Equation Of The Circle

Equation Of The Circle Given Its Radius And Point Of

Tangency

Equation Of The Circle With a Given Center And a tangent Line

III. LEARNING RESOURCES

A. References

Downloaded by Jonard Dagohoy ([email protected])

 1. Teacher’s Guide

pp. 221 - 234

pp. 221 – 234

pp. 221 - 234

pp. 221 - 234

2. Learner’s Materials

pp. 252 - 271

pp. 252 – 271

pp. 252 - 271

pp. 252 - 271

3. Textbook

Geometry by Pastor B. Malaborbor, Leticia E. Sabangan pp. 344 – 348

Geometry by Pastor B. Malaborbor, Leticia E. Sabangan pp. 344 - 348

4. Additional Materials from Learning Resources (LR) portal

Downloaded by Jonard Dagohoy ([email protected])

 www.slideshare.net

www.slideshare.net

www.slideshare.net

www.slideshare.net

B. Other Learning Resources

Grade 10 LCTGs by DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation Grade 10

LCTGs by DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation Grade 10 LCTGs

by DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation Grade 10 LCTGs by

DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation

IV. PROCEDURES

Downloaded by Jonard Dagohoy ([email protected])

A. Reviewing previous lesson or presenting the new lesson

Find the equation of the circle whose center is the origin and the radius is

a. r = 3

b. r = 2

Find the equation of the circle whose radius is 5 and the center is

a. (5 ,3 )

b. ( -2, 6 )

Summer is the hottest season of the year. People take advantage of the warmer temperatures by spending more time outdoor during summer. Cavite province
has more to offer when it comes to summer activities.

You and your friends want to have an extra ordinary Summer Adventure by exploring different resorts here in Cavite. Your goal is to find the coordinates of
the center and the length of the radius and finally find the equation of each circular pool.

Downloaded by Jonard Dagohoy ([email protected])

a. What are the center, radius and equation of the two circular pool?
b. How were you able to find your answer?
c. Can you give the equation of each pool in another form? Find

the radius and the center of the circle given its equation

1. x 2 + y 2 – 4x – 6y -12

=0

2. x 2 + y 2 + 6x – 2y + 6

=0

3. x 2 + y 2 - 36 = 0

4. ( x – 2 ) 2 + ( y – 4 ) 2

= 25

5. x 2 + y 2 - 6x – 10y

Downloaded by Jonard Dagohoy ([email protected])

 + 18 = 0

Find the equation in general form of the circle that satisfies the given conditions.

1. The center is

( -2, -7 ) and is tangent to the x-axis.

2. The center is

( 5, -4 ) and is tangent to the y-axis.

B. Establishing a purpose for the lesson

a. How do you write the equation a circle, given its radius, if the center is at the origin?

b. How about if the center is not at (0,0)?

c. What is the standard form of the equation of the circle?

a. What is the general form of the equation of the circle?

Downloaded by Jonard Dagohoy ([email protected])

a. How would you connect this to real life? How would you use this in making wise decisions?

b. How do you write the equation a circle, given its radius and point of tangency?

Downloaded by Jonard Dagohoy ([email protected])

a. What new realizations do you have about the equation of a circle?

b. How do you write the equation a circle with given center and tangent line?

C. Presenting examples/Instances of the new lesson

The standard form of

the equation of the
circle with center at
( h, k ) and radius r is
(x–h 2+(y–k)2=r2
The standard form of
the equation of the
circle with center at (0,0)
and radius r is
x 2+ y 2=r2

Downloaded by Jonard Dagohoy ([email protected])

 Illustrative Example:

Patio Buendia

1. Find the standard form of the equation of the circular pool of Patio Buendia whose center is at the origin and has a radius 5 meters. Solution:

Given: Center (0,0); r = 5 Write

in standard form

x2+y2=r2

x 2 + y 2 = 52

x 2 + y 2 = 25

x 2 + y 2 – 25 = 0

Answer: x 2 + y 2 – 25 =

0 is the standard form of the equation of the circular pool of Patio Buendia Resort with the center (0, 0) and radius of 5 m.

Downloaded by Jonard Dagohoy ([email protected])

b. Find the standard form of the equation of the ferris wheel of Sky Ranch Tagaytay whose center is at (4 , -1) and has a radius 7 meters.

Solution:

Given: Center (4 , -1);

r=7

(x – h) 2 + (y – k) 2 = r 2 Write in standard form

(x – 4) 2 + [y – (-1)] 2 =72

(x – 4) 2 + (y + 1) 2 = 49

Answer :

(x – 4) 2 +(y + 1) 2 = 49 is the standard form of the equation of the ferris wheel with the center (4, -1)

and radius of 7 m.

The General Equation of a Circle

The general equation of a circle is x2 + y2 + Dx + Ey + F = 0, where D, E, and F are real numbers. This equation is obtained by expanding the standard
equation of a circle (x – h)2 + (y – k) 2 = r 2.

Downloaded by Jonard Dagohoy ([email protected])

Illustrative Example:

a. Find the general equation of the circular pool of Hardin ng Postema whose center is at the origin and has a radius 5 meters. Solution:

Given: Center (0,0); r = 5

x2+y2=r2 Write in standard form

x 2 + y 2 = 52

x 2 + y 2 = 25 Write in the form

x 2 + y 2 – 25 = 0 x2+y 2
+ Dx + Ey + F = 0

Answer: x 2 + y 2 – 25 = 0 is the general equation of the circular pool of Hardin ng Postema Resort with the center (0, 0) and

radius of 5 m. In the equation, D = -8, E = 2, and F = -32.

b. Find the general equation of the circular pool of Watercamp Resort whose center is at (4 , -1) and has a radius 7 meters.

Solution:

Given: Center (4 , -1); r = 7

(x – h) 2 + (y – k) 2 = r 2 Write in standard form

(x – 4) 2 + [y – (-1)] 2 = 7 2

(x – 4) 2 + (y + 1) 2 = 49 Expand the standard equation

X 2 – 8x + 16 + y 2 + 2y + 1 = 49 of a circle by finding the square of the binomials x2 +

y2 – 8x + 2y + 16 + 1

Downloaded by Jonard Dagohoy ([email protected])

– 49 = 0

Write in the form

x 2 + y 2 + Dx + Ey + F = 0

x2 + y2 – 8x + 2y – 32 = 0

Answer:

x2 + y2 – 8x + 2y – 32 = 0 is the general equation of the circular pool of Watercamp Resort with the center C(4 , -1) and radius of 7 m. In the equation, D = -
8, E = 2, and F = -32.

Illustrative Example :

Find the equation of a circle whose center is at ( 4, 2 ) and is tangent to y – axis Solution:

Sketch the figure

Downloaded by Jonard Dagohoy ([email protected])

Since the circle is tangent to y-axis, the radius of the circle is perpendicular to y-axis. It also means that the length of the radius is also the length of the
perpendicular segment from the center of the circle to y-axis. From the figure, you can determine that the point of tangency is at ( 0,2 ). To find the length of
the radius, use the distance formula.

r = 2 + (2 – 2) 2

2
=

= 4

To solve for the equation, use the coordinates of the center ( 4, 2 ) and the computed length of radius r = 4 ( x – h ) 2

+ ( y – k ) 2 = r 2 ( x – 4 ) 2 +( y – 2 ) 2 = 4 2

x 2 – 8x + 16 + y 2 – 4y

+ 4 = 16

x 2 + y 2 – 8x – 4y + 4 = 0

answer:

Downloaded by Jonard Dagohoy ([email protected])

The equation of a circle whose center is at ( 4,

2 ) and is tangent to

y – axis is

x 2 + y 2 – 8x – 4y + 4 = 0

Illustrative Example

Find the equation of a circle tangent to the line 3x- 4y = 24 with center at

Downloaded by Jonard Dagohoy ([email protected])

( 1, 0 )

Solution:

Sketch the figure

The radius of the circle is equal to the distance of the center

Downloaded by Jonard Dagohoy ([email protected])

( 1, 0 ) from the line 3x – 4y = 24

To find the distance from a point to a line, we use the formula d =

A x1 + B y 1 + C

Where A and B are the coefficients of x and y, and C is the constant in the equation of line. X1 and Y1 are the coordinates of the point. Therefore in the

given,

A = 3, B= - 4, and C = - 24, X1 = 1 and

Y2=0

r = 3( 1) +(- 4) (0) - 24

r = 3 + 0 – 24

r= – 25

r = - 21

-5

r = 21

Downloaded by Jonard Dagohoy ([email protected])

The equation of the circle with center at (

1,0 ) and radius

r = 21/5 is

(x–1)2+y2 =(

21/5) 2

( x – 1 ) 2 + y 2 = 441/ 25

D. Discussing new concepts and practicing new skills # 1

Answer the following by completing the missing part of the solution.

a. Write the standard form of the equation of a circle with the center at (1, -6 ) and a radius of 2 units?

Solution:

Given: Center (1 , -6 ); radius = 2 (x

– h) 2 + (y – k) 2 = r 2

(x – )2 + (y_____)2 = 2

Downloaded by Jonard Dagohoy ([email protected])

(x – 1)2 + (y + )2 =

Answer:

b. Write the standard form of the equation of a circle with the center at origin and a radius of 4 units?

Solution:

Given: center (0 , 0); radius = 4

X2+y2=r2

X2+y2= 2

X2+y2=

Answer:

c. Write the standard form of the equation of the circle whose center is (3 , 0) and radius is 2 units

Solution:

Given: center (3 , 0); radius = 2 (x

–h)2+y2=r2

(x_____) 2 + y 2 = 2

(x – )2+y2=

Answer the following by completing the missing part of the solution.

Downloaded by Jonard Dagohoy ([email protected])

a. Write the general equation of a circle with the center at (1 ,

-6) and a radius of 2 units

Solution:

Given: Center (1 , -6); radius = 2 (x

– h) 2 + (y – k) 2 = r 2

(x – )2 + (y_____)2 = 2

(x – 1)2 + (y + )2 =

X2 – 2x + 1 + y2 + y+

X2 + y2 – 2x +____y + 1

+ – =0

Answer:

D= E= F=

b. Write the general equation of a circle with the center at origin and a radius of 4 units?

Solution:

Given: center (0 , 0); radius = 4 X2

+ y2 = r 2

X2 + y2 = 2

X2 + y2 =

Downloaded by Jonard Dagohoy ([email protected])

Answer:

D= E= F=

c. Write the general equation of the circle whose center is (3 , 0) and radius is 2√2 units

Solution:

Given: center (3 , 0); radius =2 √2 (x

– h)2 + y2 = r2

(x_____)2 + y2 = 2

(x – )2 + y2 =

X2 – x+ + y2 =

X2 + y2 – x +________= 0

Answer:

D= E=

F=

Answer the following by completing the missing part of the solution.

a. Write the equation of the circle where ( 10, 8 ) and ( 4, - 2 ) are the endpoints of the diameter.

Solution:

Sketch:

Downloaded by Jonard Dagohoy ([email protected])

 In a circle, the radius is one-half of the diameter. Since the given are the endpoints of the diameter, then the center of the circle is the midpoint of the
diameter.

M = [ ( x1 + X2) ,( y1 + y2 )]

M =[( + ), ( _ + _ )

M = ( , )

The next step is to get the length of the radius. Since the radius is one-half of the circle, so get the distance from the center to one of the endpoint of the
diameter. Any endpoint will d

r =(_ - _)2
=

To find the equation of the line use c ( , ) and r =

(x-h)2(y–k)2=r2

( x -____) 2 ( y – _ ) 2 = 2

Downloaded by Jonard Dagohoy ([email protected])

Equation of the circle :

Answer the following by completing the missing part of the solution.

a. Find an equation of the circle given the center at ( -3, 5 ) and tangent to the line 12 x + 5y = 4

Solution:

Sketch:

To find the distance from a point to a line, we use the formula d =

A x1 + B y 1 + C

Where A and B are the coefficients of x and y, and C is the constant in the equation of line. X1 and Y1 are the coordinates of the point. Therefore in the

given,

A= , B= , and

C= , X1 = and Y2=

r = ( )( ) + ( ) ( ) + ( )

r= + +

Downloaded by Jonard Dagohoy ([email protected])

 -

r=

The equation of the circle with center at ( - 3 , 5 ) and radius r =

is

E. Discussing new concepts and practicing new skills # 2 Find

the equation of the circle with center at

(1, 5 ) and radius of 3 units.

a. What is the standard form of the equation of a circle?

b. Did the mathematics concept and principles from you previously learned help you in transforming the equation?

Find the equation of the circle whose center is at the point ( -4,6 ) and passes through the point (1, 2).

a. What is the general equation of a circle?

b. How to write the general equation of a circle?
c. Did the mathematics concept and principles from you previously learned help you in transforming the equation?

Downloaded by Jonard Dagohoy ([email protected])

Find an equation of the circle whose center is at the point ( - 3, 4 ) and is tangent to the x –axis

a. How to write the general equation of a circle given the radius its radius and point of tangency with the given line ?

b. Did the mathematics concept and principles from you previously learned help you in transforming the equation?

Find the equation of the circle that is tangent to the line whose equation is given by x - y = 3 and has its center at ( 4, -2 ).

a. How to write the general equation of a circle with a given center and a tangent line?

b. Did the mathematics concept and principles from you previously learned help you in transforming the equation?

F. Developing mastery (leads to Formative Assessment 3)

Answer the following:

1. The diameter of a circle is 18 units and its center is at (-3,8). What is the standard form of the equation of the circle?

2. Find the equation of the circle with radius 3 and center ( 2, -5 )

Downloaded by Jonard Dagohoy ([email protected])

Answer the following:

1. Find the general equation of the circle with center at ( 2, -3 ) and radius of 5 units.

2. Find the equation of the circle whose center is at the point ( -2, 3 ) and its diameter has a length of 10.

Solve the following problems. Sketch the figure. Show the complete solution.

1. Write the equation of the circle with center at (

3, -1 ) and tangent to the x-axis.

2. Find the equation of the circle that is tangent to both x and y axes, with a radius of 4 and whose center is located in second quadrant.

Solve the following problems. Show the complete solution.

1. Find the equation of the circle that is tangent to the line whose equation is given by x + y = 2 and has its center at ( 3, 5 ).

Downloaded by Jonard Dagohoy ([email protected])

G. Finding practical application of concepts and skills in daily living

The Provincial Disaster and Risk Reduction Management Committee (PDRRMC) advised the residents living within the 10 km radius critical area to evacuate
due to eminent eruption of volcano. On the map that is drawn on the coordinate plane, the coordinates corresponding to the location of the volcano is ( 3,4 ).

a. If each unit on the coordinate plane is equivalent to 1 km, what is the equation of the circle enclosing the critical

area?
b. Suppose you live at point (11, 6). Would you follow the advice of the PDRRMC? Why?
THINK-PAIR-SHARE
Cellular phone networks use towers to transmit calls to a circular area. On a grid of a province, the coordinates that respond to the location of the towers and the
radius each covers are as follows: Wise tower is at ( -5, -3 ) and covers a 9 km radius; Global tower is at ( 3, 6 ) and covers a 4 km radius; and Star tower is at
(12,-3) and covers a 6 km radius.

a. What equation represents the transmission boundaries of each tower?

Downloaded by Jonard Dagohoy ([email protected])

b. Which tower transmits calls to phone located at (
12,2)? ( -6, -7)? ( 2,8 )?
( 1,3)?
Solve the following problems. Sketch the figure. Show the complete solution
1. Find an equation of the circle whose center is at the point ( 2, -5 ) and is tangent to the x –axis.
2. Calculate the equation of the circle that has its center at ( 2, -
3 ) and has x-axis as a tangent.
3. Determine the equation of the circle with center at ( 2 , 3 ) and tangent to the y-axis

Solve the following problems. Show the complete solution

1. Determine the equation of the circle which has its center at
( 3 , 1 ) and a tangent to the line whose equation is given by 3x – 4y + 5 = 0.
2. Find the equation of a circle tangent to the line 3x- 4y -10 = 0 with center at ( 4, 2 ).

Downloaded by Jonard Dagohoy ([email protected])

H. Making generalizations and abstractions about the lesson

The standard form of the equation of the circle with center at

Downloaded by Jonard Dagohoy ([email protected])

( h, k ) and radius r is
( x – h ) 2 +( y – k ) 2 = r2
The standard form of the equation of the circle with center at (
0, 0 ) and radius r is
x 2+ y 2=r2

The General Equation of a Circle

The general equation of a circle is x2 + y2 + Dx + Ey + F = 0, where D, E, and F are real numbers. This equation is obtained by expanding the standard
equation of a circle

(x – h) 2 + (y – k) 2 = r 2.

Downloaded by Jonard Dagohoy ([email protected])

If the circle is tangent to y-axis, the radius of the circle is perpendicular to y-axis. It means that the length of the radius is also the length of the perpendicular segment
from the center of the circle to y-axis.

If the circle is tangent to x-axis, the radius of the circle is perpendicular to x-axis. It means that the length of the radius is also the length of the perpendicular segment
from the center of the circle to x- axis.

If the circle is tangent to both axes, therefore the center of the circle is at equal distance from both x and y axes.

To find the distance from a point to a line, we use the formula

d = A x1 + B y 1 + C

Downloaded by Jonard Dagohoy ([email protected])

I. Evaluating learning

Answer the following:

1. Find the equation of a circle with center at (

2,-3) and radius of 5 units.

2. You don’t know how to swim so you decided to buy a “salbabida” in SM Palapala. There are three available sizes. One has a center at the origin with 6
in. radius. The other has 7 in. radius and a center at

( 0,-6 ).And the last one,with 9 in. radius and center at ( 5, -2 ). Write the equation of each salbabida.

3. A line passes through the center of a circle and intersects it at points ( 2,3 )

and ( 8, 7 ).What is the equation of the circle?

Write the letter of the answer that matches the problem.

1. Find the equation of a circle whose center is at ( 5, -1) and radius 3.

2. Find the equation of a circle that has a diameter with the endpoints given by the points A( -4,-2 ) and B ( 4,2 ).

3. Find the equation of a circle whose center is at ( 4, -5) and radius 9.

4.Find the equation of a circle whose center is at ( 4, -7) and radius 6.

5.Find an equation of the circle whose diameter has endpoints at ( -5, 6) and ( 7, - 4 ).

Downloaded by Jonard Dagohoy ([email protected])

A. x 2 + y 2 - 20= 0

B. x 2 + y 2 – 2x – 2y + 63

=0

C. x 2 + y 2 – 10x + 2y

+ 17 = 0

D. x 2 + y 2 – 8x + 14y

+ 29 = 0

E. x 2 + y 2 – 8x + 10y - 40

=0

Find an equation of the circle whose diameter has endpoints at ( -5, 2) and ( 3, 6 ).

Solve the following problems. Sketch the figure. Show the complete solution.
1. Determine the equation of the circle with center at ( 4 , - 2 ) and tangent to the y-axis.

2. Find an equation of the circle that is tangent to both the x and y axes, with a radius of 4 and whose center is located in the second quadrant.
3. Find an equation of the circle whose center is at the point ( 2, -
5 ) and tangent to the x- axis.

Solve the following problems. Show the complete solution.

Downloaded by Jonard Dagohoy ([email protected])

J. Additional activities for application or remediation 1. Determine the equation
1. Follow-up of the circle which has its
center at
What is the equation of the circular plate whose center lies at ( 2,2 ( 2, -3 ) and a tangent to the line whose equation is given by 6x +
6y = 18.
) and which passes through ( -3, 1) ?
2. Find the equation of a
2. Study the general equation of the circle circle tangent to the line
12x- 5y - 40 = 0 with
center at ( 2, 2 ).

1. Follow-up

What is the general equation of the circular plate whose center lies at ( 4, 8 )
and which passes through ( - 6, - 4 ) ?

2. Study the equation of a circle given its radius and point of tangency with the given line.

1. Follow-up

Find the equation of a circle that tangent to both x and y axes, with radius 3 and its center in the fourth quadrant.

2. Study the equation of a circle with a given center and a tangent line.

Downloaded by Jonard Dagohoy ([email protected])

1. Follow-up

Find the equation of a circle tangent to the line 2x + 2y + 2 = 0 with center at (- 4, 2 ).

2. Study the permutations

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

Downloaded by Jonard Dagohoy ([email protected])

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

Downloaded by Jonard Dagohoy ([email protected])

G. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Downloaded by Jonard Dagohoy ([email protected])