Grade 10 SCHOOL STO.

DOMINGO GRADE LEVEL 10

LESSON PLAN INTEGRATED
SCHOOL
TEACHER JINREY V. LEARNING MATHEMATICS
ELLANA AREA 10
DATE NOVEMBER QUARTER 2ND
2024

I-
OBJEC
TIVES
At the end of the lesson the students are expected to:

1. Define terms related to circle;

2. illustrate circle and its part;
3. show appreciation of the significance of quadratic equation in real-life.

II- TERMS RELATED TO CIRCLE

SUBJECT
MATER
A. Mathematics Learner’s Material, Intermediate Algebra patterns and Practicalities
REFERENC CUE MATH,
ES
https://ph.images.search.yahoo.com/search/images;_ylt=Awrx_R2Qeepm2IoaHfmzRwx.;_ylu
B. =Y29sbwNzZzMEcG9zAzEEdnRpZAMEc2VjA3BpdnM-?p
INTEGRA TLE, MAPEH It can unleash the student’s capability to Illustrate Circle by using
TION industrial/art materials.

C.
STRAT Cooperative Learning, Lecture, Demonstration, Experiential Learning, Think – Pair Share
EGY

D.
MATER Pictures, Visual aids, Measuring devices, Chart.
IALS

III- PROCEDURE ACTIVITIES ANNOTATIONS

A. PREPERATORY a. Prayer This illustrates Indicator #4:
ACTIVITIES (The teacher will call one of his Establish safe and secure learning
students to lead the prayer) environments to enhance learning
through the consistent
implementation of policies,
Before you take your seat, please guidelines, and procedures.
pick up all the trash under your
chair and throw it in the garbage
can, and arrange your chair.

b. Greetings
good morning students! How are
you today?

“ Very good”
 c. Checking of attendance
“Is there any absent today? “

d. Setting of Classroom Rules

1. Listen carefully
2. Sit properly
3. Observe silence
Raise your hand if you want to
speak.

B. MOTIVATION KRA#1- Apply knowledge

Direction: Consider you’re selves a drafts man, of content within and
draw a figure to illustrate Mrs. Llantinino’s across the curriculum
wanted. teaching areas.

Mr. Llantino of Grade 10 Gemini adviser asked Indicator #9: Design,

a drafts man to make an illustration of a figure select, organize, and use
he wanted. diagnostic, formative
assessment strategies
This are the characteristics of the figure he wanted. consistent with curriculum
requirements.
1. it has an internal angle.
2. it has a chord. The motivation is effective
3. it has a segment. in engaging students in the
4. it has a diameter. lesson on illustrate
5. it has radius. quadratic equation.
6. it has a center.
7. it has a circumference. With KRA #1 by actively
applying knowledge across
curriculum teaching areas.
ANSWER : CIRCLE. It also corresponds well
with the observable
indicator by incorporating a
practical approach to
reinforce understanding in
quadratic equation.
C. PRESENTATION Class, base on that activity, what do you think is
our lesson for today?

The student’s response (CIRCLE sir!).

Very good!

D. DISCUSSION CIRCLE- A collection of all points in a plane that KRA#1 ( Apply knowledge
are at a given constant distance from a given fixed of content within and
point in the plane. across curriculum teaching
areas)

Indicators #6 (maintain
Radius learning environments that
It is a segment drawn from the center of the nurture and inspire learners
circle to any point on the circle. to participate, cooperate,
collaborate, in continued
Diameter learning).

It is a segment whose endpoints are on the In this discussion, the use

circle and it passes through the center of the circle. of pictures charts
It is the longest chord. effectively supplements the
Chord It is a segment joining any two points on lesson on Regular and
the circle. Irregular polygons,
enhancing visual and
Circumference auditory learning.
The perimeter of a circle is called its
circumference. The circumference of a circle of
radius r is 2πr.
Secant
A line that intersects a circle in two points.

Tangent
It is a straight line which touches the
circle at only one point. This point is called the The activity effectively
point of tangency. engages students in lesson
Semicircle on terms related to circle ,
It is an arc measuring one- with KRA #1 (apply
half of the knowledge of content
circumference of a circle. within and across
Minor circle It is an arc of a circle that curriculum teaching areas).
measures less than a semicircle. And observable
The degree measure of a minor arc is the same as
the degree measure of its central angle. Indicator #9 (Design,
Major arc select, organize, and use
It is an arc of a circle that measures diagnostic, formative, and
summative assessment
greater than a semicircle. strategies consistent
The degree measure of a major arc is 360 minus the curriculum requirements)
degree measure of the minor.

Central angle
It is an angle whose vertex
is at the center of the
circle and with two radii as its sides.
Inscribed angle

It is an angle whose vertex is on a circle and whose

sides contain chords of the circle.

Intercepted arc
It is an arc whose endpoints lie on a
different ray of an angle and whose other point lie
in the interior of the angle.
ACTIVITY Activity (Fact or Bluff) KRA #6 ( Maintain
learning environments that
nurture and inspires
learners to participate,
Direction: Tell me FACT if the statement is cooperate, collaborate in
true, and BLUFF if the statement is false. continued learning) and
observable
1. All circles has radius.
Indicator #8 (select,
2. Some circles do not have diameter. develop, organize and use
appropriate teaching and
3. The sum of two radius is equal to diameter. learning resources
4. semicircle is larger than major arc including ICT, to address
learners’ goals).
5.minor arc is smaller than semicircle.
6. The secant is passes thru one point.
7. Circle is a set of all points in a plane
8.Tangent is a line that passes thru one point.
9. Secant is a line that passes thru two points.
10.Diameter is also considered as chord.
ANSWER KEY:
1. FACT
2. BLUFF
3. FACT
4. BLUFF
5. FACT
6. BLUFF
7. FACT
8. TRUE
9. TRUE
10. TRUE

Group 1 This group activity

APPLICATION promotes collaborative
DREAM HOUSE MAKING learning and differentiation
 by providing students with
Activity Description: Ask students to draw their varied tasks related to
dream using circle as design. illustrate quadratic
equation, fostering
engagement and catering
to diverse learning styles.
GROUP 2
CREATING A POEM

Activity Description: Let the student create a

POEM that is related to Circle.

GROUP 3
MAKING A SONG

Let the students make a song that is related to

Circle.

Each group will be graded using rubrics. KRA# 1 It aligns with the
broader objectives of
language, education
enabling students to
understand and use verbs
accurately within different
temporal contexts.
What are the components of circle?
- Radius Indicator #6
- Diameter Furthermore, the lesson
GENERALIZATIO - Chord encourages an interactive
N - Tangent and cooperative learning
- Semicircle environment, promoting
- Minor arc students’ engagement and
- Major Arc comprehension.

VALUING

1. why is it very important to learn the parts of a

circle?

Answer: So that we can identify the Part of a Circle.

2. Why do we need to appreciate usefulness of a

circle

Answer: So that we can fully embrace that circle is

useful in our daily lives such as, Projectiles,
finance, sports, and construction.
IV. EVALUATION Direction: Illustrate the parts of the circle given below. This activity help the
1. Chord students to further
2. Radius strengthen their
3. Diameter understanding by drawing
 4. Tangent regular and irregular
5. Secant polygons aligning with
KRA #1 (apply knowledge
ANSWER KEY of content within and
across curriculum teaching
areas) and observable

Indicator #9 ( design,
select, organize, and use
diagnostic, formative, and
summative assessment
strategies consistent with
curriculum requirements)
by incorporating
illustrating /drawing
activity, will help the
students think critically on
the characteristics of
regular and irregular
polygons

V. ASSIGNMENT

Prepared by:
JINREY V. ELLANA
TEACHER 1

Noted by:
ERCOL C. PAÑARES Jr.
HEAD TEACHER 1
GENERAL ANOTATION

1. Start with Definitions

 Learn the key terms: center, radius, diameter, chord, circumference, arc, sector, segment, tangent,
and secant.
 Use visual aids such as diagrams to see how each part relates to the others.

2. Explore Relationships

 Understand formulas and their derivations:

o Circumference: C=2πrC = 2\pi rC=2πr or πd\pi dπd
o Area: A=πr2A = \pi r^2A=πr2
o Diameter-Radius relationship: d=2rd = 2rd=2r
 Observe how parts interact, e.g., a diameter is a special type of chord.

3. Practice with Examples

 Solve problems involving:

o Calculations of area and circumference.
o Identifying chords, arcs, and sectors in diagrams.
o Application of tangents and secants in geometric proofs.

4. Engage in Hands-On Learning

 Draw circles and label their parts.

 Use tools like a compass, ruler, and protractor to create and measure different sections of a circle.

5. Connect to Real-Life Applications

 Recognize circles in everyday life, such as wheels, coins, and clocks.

 Discuss practical uses like calculating distances (e.g., circumferences of circular tracks).

Tips for Effective Learning

1. Visualize: Use diagrams and models to enhance comprehension.

2. Relate Concepts: Relate parts of the circle to broader mathematical ideas like symmetry, angles, and
coordinate geometry.
3. Use Mnemonics: Create memory aids for recalling terms and formulas.
4. Apply in Context: Solve real-world problems to understand the practical significance of circle
properties.

Outcome

Mastering the parts of a circle enables students to develop spatial reasoning, solve geometric problems, and
build a foundation for advanced mathematics and science concepts.
Prepared by: JINREY V. ELLANA Checked by: ERCOL C. PAÑARES JR.
Teacher 1 Head Teacher

Analytic Rubric for Creating for drawing

(GROUP 1)

Analytic Rubric for Drawing

Needs Improvement
Criteria Excellent (4) Good (3) Satisfactory (2)
(1)
Well-organized, Organized and Fair composition; Poor composition;
balanced, and visually balanced, with a clear some parts feel lacks balance, clarity,
Composition
pleasing with effective focal point and space crowded or or effective use of
use of space. used well. unbalanced. space.
Clear, confident lines; Lines are mostly clear Lines are
variety in line and confident; some inconsistent or lack Lines are unclear,
Line Quality
thickness and texture is variety in thickness confidence; minimal shaky, or inconsistent.
used effectively. and texture. texture variety.
Excellent use of
proportion and Good use of Some proportional Proportions and
Proportion &
anatomy, creating a proportion; anatomy errors or anatomical anatomy are
Anatomy
realistic and believable is mostly accurate. inaccuracies. significantly off.
image.
Good color use;
Masterful use of color; Color is used, but
creates some mood or Poor or no use of
Use of Color (if creates mood and depth lacks depth or
depth, with adequate color; lacks harmony
applicable) with harmony and effective contrast;
harmony and or contrast.
contrast. minimal mood.
contrast.
Shading and texture Shading is
Good shading and Little to no shading or
Shading & add depth and realism, inconsistent or
texture; light source texture; no clear light
Texture with attention to light poorly executed;
mostly consistent. source.
source. lacks depth.
Highly creative and Creative and original, Some creative Lacks creativity or
Creativity & original, with a unique but some parts may elements, but largely originality; overly
Originality approach to the feel familiar or less derivative or lacks simplistic or copied
subject. inspired. originality. ideas.
Neat, polished, and Mostly neat and Presentation is okay, Unfinished or messy
Overall visually professional; polished; few but shows signs of appearance with
Presentation no smudges or rough smudges or rough carelessness or rough visible smudges or
edges. edges. edges. rough edges.
Analytic Rubric for Creating a Poem

(GROUP 2)

Needs
Criteria Excellent (4) Proficient (3) Satisfactory (2)
Improvement (1)
The poem conveys a
The poem conveys The poem has a theme, The poem lacks a clear
clear, deep, and
Content and a clear theme, but but the ideas are theme, and ideas are
meaningful theme with
Theme the depth of ideas is underdeveloped or poorly developed or
well-developed ideas.
somewhat limited. unclear. missing.
The poem follows a
The poem follows a
consistent structure or
structure or form, The poem has some
form (e.g., rhyme The poem lacks any
but it may be form, but it is
Structure scheme, stanza recognizable structure or
inconsistent or inconsistent or lacks
and Form arrangement), form, making it difficult
detract from the impact on the overall
enhancing the poem's to follow.
flow. composition.
impact.

The poem shows

The poem demonstrates creativity, though
exceptional creativity, some ideas or The poem is somewhat The poem lacks
Creativity
with fresh ideas, vivid expressions may be creative but relies on creativity and relies on
and
imagery, and original familiar or common ideas or clichéd or unoriginal
Originality
expression. predictable. expressions. ideas.

The poem uses

The poem uses precise,
appropriate The language is weak,
evocative, and The language is basic
Language language, though vague, or inappropriate,
imaginative language or lacks variety, with
and Word some words may be making it hard to
that enriches the few moments of
Choice less effective or convey meaning or
meaning and emotional powerful expression.
evocative. emotion.
impact.
The poem evokes
The poem evokes The poem attempts to The poem lacks
some emotion but
Emotional strong, clear emotions evoke emotion but is emotional depth and
lacks depth or fails
Impact and effectively connects inconsistent or only does not engage the
to fully engage the
with the reader. mildly impactful. reader emotionally.
reader.

Total Points: ___ / 20

Performance Levels:

 16-20: Excellent
 11-15: Proficient
 6-10: Satisfactory
 1-5: Needs Improvement
Analytic Rubric for Creating a Song

(GROUP 3)

Needs
Criteria Excellent (4) Proficient (3) Satisfactory (2)
Improvement (1)
The lyrics are
meaningful, clear, The lyrics lack a
The lyrics convey a The lyrics attempt to
and convey a strong, coherent theme, and
Lyrics and clear message or theme, convey a theme, but it
well-developed ideas are poorly
Theme though some ideas may is vague or lacks
theme or message. expressed or
be underdeveloped. clarity.
disconnected.

The melody is
original, engaging,
The melody is pleasant
and enhances the The melody is simple
and mostly fits the The melody is weak,
mood and theme of and somewhat fitting,
Melody and theme, though it may unoriginal, or fails to
the song. It but lacks creativity or
Musicality lack originality or full match the mood and
complements the full engagement with
integration with the message of the song.
lyrics well. the song’s message.
lyrics.

The song follows a

clear, effective
The song has a The song has a basic
structure (e.g., verse, The song lacks a clear
recognizable structure, structure, but it is
Song chorus, bridge) that structure, making it
though some sections inconsistent or fails to
Structure supports the flow and difficult to follow or
may lack flow or feel support the overall
progression. engage with.
disjointed. flow.

The song is highly

creative, with fresh
The song shows The song has some The song lacks
ideas, unique lyrics,
Creativity creativity, though some creative elements, but creativity and
and an original
and aspects (lyrics, melody, relies heavily on originality, relying on
melody that stands
Originality or arrangement) may be common ideas or clichés or common
out.
familiar or predictable. generic structures. tropes.

The song evokes The song lacks

strong emotions and The song evokes some The song attempts to emotional depth,
Emotional effectively connects emotion but may lack evoke emotion but is making it difficult to
Impact with the listener, depth or fail to fully inconsistent or only connect with the
leaving a lasting engage the listener. mildly impactful. listener on an emotional
impression. level.

Total Points: ___ / 20

Performance Levels:

 16-20: Excellent
 11-15: Proficient
 6-10: Satisfactory
 1-5: Needs Improvement