GRADE SCHOOL CONCEPCION INTEGRATED SCHOOL – SL GRADE LEVEL 10

TEACHER CIPRIANO C. DE LEON LEARNING AREA Mathematics

10
January 04 – 06, 2023
DAILY
10 – Proficient (6:00 – 7:00 MTThF)
LESSON TEACHING
DATES & 10 – Prayerful (8:00 – 9:00 MTWF) QUARTER SECOND
LOG TIME
10 – Respectful (9:00 – 10:00 MTWTh)

10 – Prolific (10:20 – 11:20 MTWF)

I. OBJECTIVES

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

B. Performance Standard 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.

The learners is able to formulate and solve problems involving geometric figures on
the rectangular coordinate plane with perseverance and accuracy.
C. Learning
Competencies/Objectives  Illustrates secants, tangents, segments, and sectors of a circle. (M10AL-IIe-1)
 Prove theorems on tangents and secants. (M10AL-IIc-d-1)
Write LC code for each

II. CONTENT
Segments, Sectors, Tangents, and Secants of a Circle

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials SDO Marikina’s SLM Module 5 (pages 1 – 26)

pages

3. Textbook’s pages

4. Additional Materials
from LR portal

B. Other Learning Video lessons:

Resources
 Segments, Sectors, Tangents, and Secants of a Circle
 https://youtu.be/Jo-kfTLIyjg
 https://youtu.be/LLltAfnDjPs
 https://youtu.be/g0LUn_fHdzk
 https://youtu.be/y8rP868T83o
 https://youtu.be/dUwH-LshKZA
 https://youtu.be/x6oUKJka_f
 E-Libro Grade 10 Mathematics
 https://sites.google.com/depedmarikina.ph/elibroproject/emodules_pages/
emodules_learners_grade-10
IV. PROCEDURES

DAY 1 (GUIDED CONCEPT EXPLORATION/INDIRECT INSTRUCTION)

A. Reviewing previous PRELIMINARIES:

lesson or presenting
 the new lesson 1. Greetings
2. Prayer
3. Checking of Attendance

Activity 1: RECAP
Directions: Use the given figure to identify the given
segments, arcs, and angles. Choose the letter of
your answer from the choices below. A number
may have more than choices.
1. OC
2. CD
3. CBE
4. ^
CBE
5. ^
EC
Choices:
A. Radius D. Minor Arc G. Inscribed Angle
B. Diameter E. Major Arc H. Tangent
C. Chord F. Central Angle I. Secant
Note: After the activity, the students will give the definition of each terms from the
box of choices.
B. Establishing a purpose Activity 2: Think – Pair - Share
for the lesson
Directions: You and your friends went out for pizza after going to the Marikina
library to research about Math lessons. You ordered a medium size pizza which
contains 8 slices and the diameter is 12 inches.
1. What fraction does one slice represent?
1
2. If the total number of degress in a cricel is 360, what is of 360?
8
3. How would you find the area of 1 slice of pizza?
4. How woulf you find the area of 5 slices of pizza?
5. Can you use the degree measure of the central angle to fnd the area? How?
6. If you take a slice and you eat it, will you eat everything? Why or why not?
7. What is the shape of the piece that you will throw away in this pizza?

Sector of a Circle

 A sector of a circle is the region bounded by an arc of the circle and the two

radii to the endpoints of the arc.

 To find the area of a sector of a circle, get the product of the ratio
measire of the arc
and the area of the circle. The sector of a circle is similar
360
to one slice of pizza. See illustration:
 Segment of a Circle

 A segment of a circle I the region bounded by an arc and segment joining its
endpoints.
 It is a portion of the circle with the radii connected at their endpoints and
the central arc. (The crust of the pizza slice.)
 The area of a segment is equal to the area of the sector minus the rea of a
triangle. See illustration.

Activity 3:
Directions: Using the same partner, find the area of the following.
1. If θ is 30° and radius is 5 cm, what is the area of the sector?
2. A circle has a diameter of 40 m. calculate the area of a sector when the
angle made by the radii is 60°.
3. Find the area of a segment of a circle whose radius is 15 cm and a central
angle of 90°.
4. Given: ϴ = 25° and r = 14 inches, find the area of the segment
5. Given: ϴ = 54° and r = 21 inches, find the area of the segment

DAY 2 (GUIDED CONCEPT EXPLORATION/INDIRECT INSTRUCTION)

C. Presenting Activity: Count ME.
examples/instances of
the new lesson Directions: Determine how many times does the following lines/segments intersect
ʘA. Refer to Figure 1.
1. D́I

´
2. HG

´
3. JK

´
4. DE

5. BC
 Figure 1

Activity: Group Time!

Directions: Each students will group the following figures into two to form a
phrase. Write the name of the circle in the boxes below. After each of
the students done in grouping the circles, they will discuss among their
classmates in their respective rows their basis on how they group each
of the circles. The teacher will choose randomly at least three students
who will explain they answers inform of the class.

D. Discussing new Tangent Lines

concepts and practicing
new skills #1  A tangent to a circle is a line on the plane which intersects the circle at
 exactly one point.
 The point of intersection is called the point of tangency.
 Tangent may refer to a line, a ray, or a segment it lies on the line tangent to
the circle and contain the point of tangency.

Tangent Circles are circles that are tangent ti

the same line at same point.

Theorems on Tangent Lines

1. If a line is tangent to a circle, then it is perpendicular to the radius drawn to
the point of tangency.

In the figure AB ⊥ CD because CD is tangent to ⊙ 𝐴.

2. If a line is perpendicular to a radius of a circle at its endpoint on the circle,

then the line is tangent to the circle.
 If EF ⊥ GH , then GH is tangent to ʘ E.

3. If two segments from the same exterior

point are tangent to a circle, then the two
segments are congruent.

If IJ ⊥ KJ are tangents to ʘ L, then

IJ ≅ KJ .

Postulate on Tangent Line

 At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
 In circle O, if A is point on the circle, then one and only one line can be
drawn that is tangent to circle O at A.

Secants Lines

 A secant to a circle is line on the plane

which intersects the circle at exactly two points.
 A secant contains a chord of a circle.
 ´ is a secant line because it intersects the circle at points M and
In ʘ O, MN
N.
M

N
O

Activity:
 The students will be group according to their respectively rows.
 They will solves each problems below.
 The teacher will roam around to check, facilitate and guide the students work.
 After 15 minutes, each group will present their outputs in the class.

1. In the ʘ P, ⃗
QR is tangent to ʘ P at Q. if PR=15 cm and QR=10 cm , find the
radius of the circle.

2. In ʘ V, the radius of the circle is 9 inches and

SU =12 inches. Find the:
a. distance of S from the center of the circle;
and
b. measure of ST .

3. In ʘ P, if AB=10 cm , find AC .
DAY 3 (EXPERIENTIAL AND INTERACTIVE INSTRUCTION)
E. Discussing new Activity:
concepts and practicing
new skills #2 Directions: Determine whether the
given line/segment is a tangent or
a secant.
1. NE
2. IJ
3. HI
4. DE
5. PQ

Activity
During this time, we are
experiencing an epidemic. Caution is
very important. Everyone's participation
is needed. To help prevent the spread of
Covid-19, what two words mean staying
home and away from others as much as
possible?

To answer this question, identify

the angle formed by the intersection of
the given line/segment. Use their middle letters and arrange them to form the two
words.

1. FG and AB 9. CE and OG
2. DJ and DJ 10. AH and AB
3. DC and AB 11. AS and AL
4. FG and PG 12. CD and DJ
5. CD and FG 13. CD and AH
6. PG and AH 14. SI and LO
7. KM and QN 15. CO and CI
8. CD and CE 16. OI and CE

Angles Formed Outside the Circle

- If two secants, two tangents or 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 arc.
 Angles Formed Inside the Circle
- If two secants intersect in the interior of a circle, then the measure of an
angle formed is one-half the sum of the measures of the arcs intercepted by
the angle and its vertical angle.

Angles Formed On the Circle

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

F. Developing mastery Exercises:

(Leads to formative
assessment 3) ´ and BC
1. In ʘ O, AB ´ are two secants intersecting at B. fid the measure of ABC.

2. In ʘ R, lines BE and CD
intersect at A. Give the
measure of BAC.

3. In ʘ L, lines AB and CD
intersect at A. Give the
measure of BAD.
B. Finding practical Group Activity
applications of
concepts and skills in Directions: Read and analyze the situation below. Then answer the questions
daily living that follow.

After the outbreak of Covid-19 and all the people were allowed to go
out already, local officials devised a way to alleviate the stress of the people.
You, as an engineer were assigned to design and build a Ferris wheel. Social
distancing, face mask and face shield are still required, you are tasked to
design it with those in mind.
1. Draw a design for your Ferris wheel using a diameter of 60 ft. and a
height of 62 feet from the ground.
2. How many cabins will you make? Why?
3. Find the measure of the arc of each cabin from the next cabin.
4. Find the measure of the angle formed by the cabin from the 2 cabins
adjacent to it.
5. Draw a line from an observer standing on the ground to the highest
cabin. Draw also a line from the same observer to the lowest cabin.
Find the measure of the angle formed.

C. Making generalizations Using the same group, students will discuss and reflect using the quadrant
and abstractions about below the things that have learned about the lesson. (5 mins.)
the lesson

Added Information
Subtracted misconceptions

Learnings that can be Divided Thoughts

multiplied

 The teacher will let the students reflect on the things that they have learned
 from the topic about sectors, segments, tangents, and sectors of a circle.
 They will enumerate the different definitions, theorems and postulates that
they have encountered during the discussion.

DAY 4 (LEARNER-GENERATED OUTPUT)

D. Evaluating learning Activity: Sum It Up! (Individual)
A. Find the area of the shaded region.

B. Use the give figure to

answer the questions.
1. If AB=12 cm and
BP=10 cm, find
AP.
2. If AP=20∈¿, AB=15∈¿, EC =EP, find EC .

C. Find the value of x.

A. Additional activities for For Reinforcement:
application or
Do the Additional Activities (No. 1) of Module 5 Lesson 1 – 3 (pages 8, 15, and 24). (if
remediation
necessary)

For Remediation:

1. Students may watch the following video lesson link as reference related to
Segments, Sectors, Tangents, and Secants of a Circle

https://youtu.be/Jo-kfTLlyjg

https://youtu.be/LLltAfnDjPs

https://youtu.be/g0LUn_fHdzk

https://youtu.be/y8rP868T83o

https://youtu.be/dUwH-LshKZA

https://youtu.be/x6oUKJka_fY

2. Task: Answer the Assessment part of Module 5 Lesson 1 – 3 (pages 8, 14 – 15, and
23)

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

D. No. of learners who continue to require remediation

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

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

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

Prepared by: CIPRIANO C. DE LEON Checked by: LORNA M. ELEMENTO

Mathematics 10 Teacher Head Teacher III - Mathematics