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G10 DLP Q2 Week 5 Day 2

The document provides a mathematics resource package for grade 10 students on the topic of circles and coordinate geometry. It includes the content standards, performance standards, competencies, lesson objectives, content, learning resources, and procedures for a lesson on illustrating secants, tangents, segments, and sectors of a circle. The lesson asks students to work in groups to draw various circles with secants, tangents, and points of tangency/intersection and measure the angles formed and their intercepted arcs.

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0% found this document useful (0 votes)
127 views10 pages

G10 DLP Q2 Week 5 Day 2

The document provides a mathematics resource package for grade 10 students on the topic of circles and coordinate geometry. It includes the content standards, performance standards, competencies, lesson objectives, content, learning resources, and procedures for a lesson on illustrating secants, tangents, segments, and sectors of a circle. The lesson asks students to work in groups to draw various circles with secants, tangents, and points of tangency/intersection and measure the angles formed and their intercepted arcs.

Uploaded by

RT MIAS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MATHEMATICS RESOURCE PACKAGE

QUARTER II

Subject: MATH Grade Level: 10


Date: __________________ Week 5 Day 2
The learner should be able to demonstrate understanding
Content Standard
of key concepts of circles and coordinate geometry.
The learner is able to formulate and find solutions to
challenging situations involving circles and other related
terms in different disciplines through appropriate and
accurate representations.
Performance Standard
The learner is able to formulate and solve problems
involving geometric figures on the rectangular coordinate
plane with perseverance and accuracy.
Competency 24. Illustrates secants, tangents, segments,
Competency and sectors of a circle (M10GE-IIe-1)

I. OBJECTIVES
Knowledge  Recalls central angles, intercepted arcs, tangents
and secants of a circle
Skills  Illustrates and solve angles formed by tangents
and secants using protractor and the formula of
the stated theorem.
Attitude  Participates actively and cooperatively in the
given activity involving angles formed by
tangents and secants of a circle
II. CONTENT Geometry

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 10, pp. 162
Pages
2. Learner’s Materials Learner’s Module (LM)in Math 10, pp. 185-191
Pages
3. Textbook Pages
4. Additional
Materials
5. Learning Resources
(LR) portal
B. Other Learning
Resources

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

IV. PROCEDURES
A. Reviewing or
presenting the new Activity 1. Arrange the JUMBLED LETTERS to form the
lesson correct mathematical terms in GEOMETRY.

1. CLEICR------CIRCLE
2. CEPRETTEDIN RACS----INTERCEPTED ARCS
3. CANTES AND GNTENAT LNIES-----SECANT AND
TANGENT LINES
4. TOINP FO ERCTNOITSIEN----- POINT OF
INTERSECTION
5. TGINCESTNIER SLINE-----INTERSECTING LINES
6. OINPT FO ENGCYTAN -----POINT OF TANGENCY
7. TREXELAN ADN RIORINTE NPOITS-----EXTERNAL
AND INTERIOR POINTS
8. CALRTVEI GLESNA-------VERTICAL ANGLES
9. RONIM DNA ORJAM CRAS------MINOR AND
MAJOR ARCS
10. NTARLEC EALGNS-------CENTRAL ANGLES

Review on the previous lesson about central angles, secants


and tangents of a circle.

Given a circle P, how do we call LMLN? What is the


intercepted arc of LMLN?
If the measure of an arc MN is 120?
What is the measure of the central angle?

• L
M M

•K

Arc Addition Postulate:


m^
MN + m ^ NKM = 360

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

A
B
line m

C Line n

Line m is secant line to a circle while line n is a tangent line.


Point C is the point of tangency.

B. Establishing a purpose
for the lesson How do tangents and secants relate to a circle?
What is the relationship of the angle formed from secants and
tangent lines to its intercepted arc?

C. Presenting examples Given circle J, answer the following questions below.


of the new lesson
•R
O •

S
•J
• E
Z•

• L

•N

What can you say about the lines?


What central angle intercepted arc OZL? LOJL
Arc SL? LSJL
What is the name of the angle formed? LREN
^ and ^
What are its intercepted arcs? OZL SL

D. Discussing new (The teacher give an activity sheet to every group)


concepts and
practicing new skills In the given sheet of bondpaper, do the following instruction
using compass, protractor, pencil and a ruler.
#1
Group 1
1. Draw a circle X with a radius of 3.5 cm
2. Put point R external to the circle

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

3. Make two secant lines intersecting point R


4. Label the points of intersection in the first secant line as
points A and B and points C and D in the other secant
line to the circle, respectively
5. Make two central angles in relation to the intercepted
arcs of the angle formed by two secant lines intersecting
at external point of the circle
6. Find the measure of the angle formed and the two
central angles
Group 2
1. Draw a circle M with a radius of 3.5 cm
2. Put point G external to the circle
3. Make a secant line and tangent line intersecting point G
4. Label the points of intersection in a secant line and
tangent line as points E and F and point H as point of
tangency, respectively
5. Make two central angles in relation to the intercepted
arcs of the angle formed by a secant line and tangent line
intersecting at external point of the circle
6. Find the measure of the angle formed and the two
central angles
Group 3
1. Draw a circle Y with a radius of 3.4 cm
2. Put point J external to the circle
3. Make two tangent lines intersecting point J
4. Label the points of the tangency as
points S and T, respectively
5. Make another point on the circle and mark it as A such
that it will make a major arc SAT
6. Make two central angles in relation to the intercepted
arcs of the angle formed by two tangent lines
7. Find the measure of the angle formed and the two
central angles
Group 4
1. Construct a circle Z with a radius of 3.5 cm
2. Put point W inside the circle
3. Make two secant lines intersecting point W
4. Label the points of intersection in the first secant line as
points A and B and points C and D in the secant line to
the circle, respectively
5. Make two central angles in relation to the intercepted
arcs of the angle formed by two secant lines
6. Find the measure of the angle formed and the two
central angles

Group 5
1. Construct a circle I with a radius of 3.5 cm
2. Put point P on the circle as point of tangency
3. Make a secant line NP and tangent line SQ intersecting
point P
4. Make two central angles in relation to the intercepted
arcs of the angle formed by a secant and tangent lines
intersecting at point of tangency
5. Mark point T on the circle such that it will form an arc

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

NTS
6. Find the measure of the angle formed and the two
central angles

What is the relationship between the angle formed by two


intersecting lines of the circle to its intercepted arcs?

E. Discussing new
concepts and
practicing new skills
#2
F. Developing Mastery GROUP ACTIVITY: Divide the class in 5 groups.

1. If m ^
XY = 140 and ^
MN = 30, what is mLXPY?

2. If m ^
LEC = 186 and m ^
LG = 70, what is mLLMC?

3. If m ^
HJK = 250 and m ^
LG = 70, what is mLLMC?

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

4. ^ = 100 and m ^
a. If mWR XS = 120, what is mL1?
^ = 80 and m ^
b. If mWX RS = 60, what is mL2?

5. ^ = 170, what is mLQSR?


a. If mQS
^ = 190, what is mLQSW?
b. If mQTS

G. Finding practical Mr. Soriano wanted to plant three different colors of roses on
applications of the outer rim of a circular garden. He stretched two strings
concepts and skills in from a point external to the circle to see how the circular rim
daily living can be divided into three portions as shown in the figure
below.

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

What is the arc measure between rose A and rose B?


H. Making What is the relationship between the angle formed by two
Generalizations and intersecting lines of the circle to its intercepted arcs?
abstractions about the
lesson 1. If two secants intersect in the exterior of a circle, then the
measure of the angle formed is one-half the positive
difference of the measures of the intercepted arcs.

2. If a secant and a tangent intersect in the exterior of a circle,


then the measure of the angle formed is one-half the positive
difference of the measures of the intercepted arcs.

3. If two tangents intersect in the exterior of a circle, then the


measure of the angle formed is one-half the positive difference
of the measures of the intercepted arcs.

4. If two secants intersect in the interior of a circle, then the


measure of the angle formed is one-half the sum of the arcs
intercepted by the angle and its vertical angle.

5. If a secant and a tangent intersect at the point of tangency,


then the measure of the angle formed is one-half the
measure of its intercepted arc.

How these geometric relationships involving tangents and


secants of a circle facilitate finding solutions to real-life
problems and making wise decisions.

a. Evaluating learning Answer Activity 5: Solve the following. (Individual Output)

1.

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

2.

3.

4.

b. Additional Activities
for application or
remediation
V. REMARKS

VI. REFLECTION

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

A. No. of learners who


earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS: Mathematics Learners Module 10,


pp. 147-155

B. BOOKS AND OTHER REFERENCES


Geometry III, 2013, pp. 197-207

Prepared by: JOJEL R. ZERNA


TAMBO NHS
MATHEMATICS RESOURCE PACKAGE

Prepared by: JOJEL R. ZERNA


TAMBO NHS

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