Teachers/Demonstrators:

Instructor:
Subject: Mathematics
Quarter: 1st Quarter
Topic: Inscribed Angles and Intercepted Arc.
No. of Session: 1
Time Allotments: 60 mins.

Detailed Lesson Plan in Mathematics 10

Learning Competence:

 Demonstrate understanding on finding the measurement of Inscribed Angles and

Intercepted Arc.
I. Objectives
At the end of the lesson, students must be able to:
a. (Cognitive) Explain the process of measuring the Inscribed Angles and
Intercepted Arc;
b. (Affective) manifest the value of cooperation; and
c. (psychomotor) measure angles of given object.
II. Subject Matter
Topic: Inscribed Angles and Intercepted Arc
Reference: Contemporary High School Mathematics, Revised Edition, Domingo
Litong and Agripina Maribbay, Pp. 36-40.
Materials: Charts, Filt Tip Pen
Strategy/ies: Collaborative, Inductive
Model: 4As (Activity, Analysis, Abstraction and Application)
III. Procedure
Teacher’s Activity Student Activity
A. Preliminary Activities
a. Greetings
Good morning class Good morning too ma’am/sir.
b. Prayer
May I request Kyle to
lead the prayer. (Praying…)
c. Checking of Attendance
Class monitor, kindly check the
attendance.

d. Setting of Standards
Arrange your chairs class, set properly
and eyes on front.
e. Review
Class, who among you here can (raising their hands)
recall our last topic?
Yes, Rey John? It is all about chords of
a circle.
Very good! Most of you still
remember our last topic then,
what is the chord of a circle Abel? A chord of a circle is
any segment joining any
two points of a circle.
Very good! Class you’ve prove that
Have a sharp memory.
f. Motivation
“Saving Nemo”
Dory has a problem class. She wants to
save Nemo in jail of letters. In order to save
Nemo, we will be dancing together. After
dancing one of you will receive a key,
outside the key is a word you have to find
in jail of letters. After you find those words,
the jail of letters will be unlock and Nemo
will be save. To those who will not participate
well given a consequence. They will be the
one to find the word. Am I understood class? Yes ma’am/sir
Are you ready to save Nemo class? Yes ma’am/sir

(Playing a Dance Video) (dancing)

Did you enjoy dancing class? Yes ma’am/sir

Mariel. Janriel, Kyle, Christian and
Rey John because you’re not
participating you will be the one to
face the consequence, I will give you
key and you will be the one to find the
 words in jail of letters.
Are all of you ready? Yes ma’am/sir
(finding the words in jail)
Congratulations!! You’ve find the
words and jail is now unlock.
Nemo is now free.
g. Presentation of New Lesson
Based on the activity we had, what do
you think is our topic for today? (raising their hands)
Yes, Rosanna? I think our topic for today is
all about Inscribed Angles
and Intercepted Arc.
Very good! Rosanna.
So here are our objectives in todays class. Objectives
1. Explain the process of
measuring the Inscribed
Angles and Intercepted
Arc;
2. Manifest the value of
cooperation; and
3. measure angles of given
object.

(Let us now proceed to the lesson proper.)

B. Lesson Proper
a. Activity
B

A C

In this circle class? What is the

inscribed angle?
Yes EJ? ˂BAC
Very good!
 When can we say that the angle
is inscribed class?
Yes, Leovy? An angle is inscribed
in an arc if it’s sides contain
the end points of the arc and
its vertex is a point on the
circle but not an end point of
the arc.
Very good! With the same figure class,
what do you think is the intercepted arc?
Yes, Sunshine? BC
Very good!
When can we say that it is the
intercepted arc?
Yes, Marvin? Intercepted arcs are
arcs that lies in the interior
of an inscribed angle and has
end points on the angle.
Very good!
This time class, I will group you
into four. The base of your group will be
the color of your nametags. Color will
represent as your team. White team
stay here, pink team stay here, blue team
stay at the back of white team and lastly
yellow team at the back of pink team.
I will be giving a chart and a
factsheets each team. All you have to do
is to discuss within the group the theorems
and later on choose a representative to share
what you have discuss in the class. You will
be graded based on the given criteria. Please read…
(see attachment for the criteria)
Am I clear class? Yes ma’am/sir
Very good! You may now start.
(after a few minutes)
Are you ready to present class? Yes ma’am/sir
Very good! Let’s start with the
white team. The measure of an

B 49° 98°

J I

80°

40°

G H

inscribed angle is equal to

one-half of the intercepted
 arc. In this figure 1 <ABC is
an inscribed angle
intercepting arc. Since AC=
98°, then <ABC= ½ (98°)=
49°.
An angle inscribed
angle in a semi-circle is right
angle. In the figure 2, DF is a
diameter and DF is a semi-
circle. Since DF=180° the
<DEF= ½(180°)= 90°.
Angle inscribed in the same arc are congruent. < JIG & <JHG
intercept the same arc.
Hence, <JIG ≡ < JHG.

Very good! Let’s give five claps for

the white team. Let us now proceed to pink
team, blue team prepare.
The opposite angles
of a quadrilateral inscribed in
a circle are supplementary.
In figure 1, quadrilateral
A B ABCD is inscribed in a circle.
By the above statement, <A +
<C= 180° and <B + <D =180°.
The measure of angle
D C formed by two secants of a
circle intersecting at a point
in the interior of the circle is
one-half the sum of the

C M

A K
https://
 measures of the arcs
intercepted by the angle and
it’s vertical pair. In figure 2,
<AKB ≡ <CKD because they
are vertical angles formed by
secants m & n intersecting at
the interior point K. the
measure of <AKB is
determined thus.
<AKB= ½ (AB + CD)
= ½ (80° +60°)
=1/2 (140°)
=70°
Very nice presentation pink team.
Class let us give them 5 claps.
Blue team start now.

The measure of an
angle formed by two secants
of a circle intersecting at a
point on the exterior of the
circle is one-half of the
E M
difference of the measures of
0 D its intercepted arcs. In figure
60° 110° 1, secants m & n intersects at
F 0 on the exterior of the
circle. <DOF is the angle
G N formed by secants m & n.
using the statements above,
we find the measures of
<DOF as follows.
<DOF= ½ (EG - OF)
= ½ (110°-60°)
H
= ½ (50°)
= 25°
162°
 The measure of an
angle formed by a secant and
a tangent at the point of
tangency is equal to one-half
the measure of the
intercepted arc. In figure 2,
m is a tangent line at I while
n is a secant intersecting the
circle at I and h forming <HIJ.
The measure of <HIJ is one-
half the intercepted arc HI.
That is <HIJ = ½ HI
= ½ (162°)
= 81°

Excellent work blue team.

And now let’s have yellow team.

The measure of an
angle formed by a secant and
a tangent that intersect on
the exterior of a circle is one-
half the difference of the
measures of the intersected
arcs. In figure 1, q is the
tangent at k while p is a
secant intersecting the circle
K 182°
at m and n. the lines
80° intersect at l, a point on the
P L M N exterior of the circle. The
measure of <KLM is
Q determined thus
<KLM= ½ (KN- KM)
= ½ (182°-80°)
= ½ (102°)

A
 = 51°
The measure of an
angle formed by two
intersecting tangent is one-
half of the measure of the
difference of the intercepted
arcs. In the figure 2, m and n
are tangent lines to the circle
at a and b, repectively
forming <APB. To find the
measure of <APB, we have
<APB= ½ (ADB-AB)
= ½ (240°-120°)
= ½ (120°)
= 60°

Very nice work! Yellow team

b. Analysis
Give your own illustration of secant and (Provide answer.)
tangent line and the angles involve.

Improve this part.

c. Abstraction/ Generalization
What have you learned today class?
Yes, Nilbert? I learned today on
how to find the
measurement of
inscribed angles and
intercepted arcs with
different theorems.
Thank you Nilbert, how about Juan what
Did you learn in your group?
Sir, it is very
important to work
very well in a group
 or to help each other
in the group.
That’s a good observation. Indeed collaboration
is very important in real life works.

d. Application
I have here an amazing tree. The fruit
of these trees are the real-life application of our
topic today. So class, who wants to pick the fruit?
Yes Facto and Jay-an.

Marvin open the fruit and share it to the

class the real-life application. A real life application
is a sniper target grid.
Very good, how about you Jay-An?
Share to the class. In a real life situation,
you can use inscribing
a figure in a circle to
help inscribe a photo
into a circular key
chain. In this
situation, say you
want a picture of
your family on a key
chain if you have it
inscribed the picture
can be whatever size
and all you would
have to do is take it
to the shop have it
inscribe and you
would have key chain
with your family.
Very good! Jay-An.
IV. Evaluation
Class, if you really understand our topic.
 Get ½ crosswise.

Direction: Use the figure below to measure the

following. (for 1-4). Illustrate the given problem
(for 5)
Y N
M X 25°
Z
120°
P

1. XP
2. MX
3. XZ
4. MXP
5. An angle formed by two radii intercepts an arc equal to 66°. Find the measure to the
angle.
V. Assignment
Directions: Make an advance study about the circular functions.