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DLP-Kristan Jamorawon (Edited)

The document outlines a lesson plan for a 10th-grade mathematics class focused on inscribed angles of a circle. It includes objectives, learning resources, procedures for the lesson, and various activities to engage students in understanding the concepts. The lesson aims to help students derive relations among chords, arcs, central angles, and inscribed angles through interactive learning methods.

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0% found this document useful (0 votes)
10 views7 pages

DLP-Kristan Jamorawon (Edited)

The document outlines a lesson plan for a 10th-grade mathematics class focused on inscribed angles of a circle. It includes objectives, learning resources, procedures for the lesson, and various activities to engage students in understanding the concepts. The lesson aims to help students derive relations among chords, arcs, central angles, and inscribed angles through interactive learning methods.

Uploaded by

rufomyra84
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name of School CNCHS Grade level 10

Name of Kristan P. Jamorawon Learning Area MATHEMATICS


Teacher (Practice Teacher)
Teaching Date November 11,2024 Quarter 2nd Quarter

I. OBJECTIVES
A. Content The learner demonstrates understanding of key
Standard concepts of circles.

B. Performance The learner is able to formulate and find solutions to


Standard challenging situations involving circles and other
related terms in different disciplines through
appropriate and accurate representations.
C. Learning The learner derives inductively the relations among
Competency/O chords, arcs, central angles, and inscribed angles.
bjectives (M10GE-IIc-1)

Objectives:
a. Identify inscribed angles of a circle.
b. Find the measures of inscribed angles of a
circle.
c. Appreciate accumulated knowledge as means of
new understanding.
II. CONTENT INSCRIBED ANGLES OF A CIRCLE
III. LEARNING
RESOURCES
References pp. 126-154
Materials Materials:
PowerPoint Chalk and Board
Laptop Eraser
Manila Paper
IV. PROCEDURES Teacher’s Activity Learner’s Activity

A. Preliminary
Activities
 Prayer (30 secs) “May I request everyone to [Ms. Ronalyn will lead
please stand-up for a the prayer and everyone
prayer. Ms. Ronalyn, can prays]
you please lead the
prayer?”
 Greetings “Good afternoon class! Good afternoon, Sir
How’s your day?” we’re doing great.

 Checking of “Is anyone absent today? [The students raise their


attendance (1 Let me check the hands and respond to
min) attendance first to see if the teacher as their
someone is absent. Please name is called]
raise your hand and say
‘present’ if you’re here.”
[The students check
their classmates if all
*The teacher starts to check are around]
the attendance of the
students* Sir, _____ is absent

“Okay, it seems that we


only have one absent in the
class”
 Classroom “Before we proceed to our Yes, Sir!
management (30 discussion today, I want all
secs) of your undivided attention
and I am also expecting
your 100% full cooperation
and participation.
Understood?

“But first, please pick up


the pieces of papers under
your chair”
Last meeting, we discussed
 Review (2 mins) about the definitions of
circle. Let’s recall our topic
last time by showing this
figure.

From the figure, what do


you call line DC? Why?
Secant, because it is a
line that intersects into
How about segment AF and the circle at two points.
segment AH?
Radii/Radius, it is a line
segment from the center
Segment DG ang Segment to the outer rim of the
DC? radius.

Line BJ? Chord

Point H? Tangents

Point A? Point of Tangency

Segment HF Center

Diameter
 Motivation (5 Guess the Gibberish
mins)
“Before
we dive
into our
lesson,
let's
have a
game. I know some of you
might know this already.
This is called “Guess the
Gibberish.”

For the game mechanics,


we will display words or
phrases that are translated
into gibberish words. Raise
your hand if you want to
guess. The first person to
guess the word correctly
will receive a reward. Take
note, if guessed the correct
word once, you are not
allowed to participate for
the succeeding gibberish
words for other to have
their chance. ARCS
CHORD
ARKS CIRCLE
KHORD INSCRIBED ANGLE
SHERKOL INTERCEPTED ARC
NSCRIVE ANGL
NTRCEPTD ARK

B. Activity (Lesson
Proper)
 Presentation “This time we are going to Intended Learning
of the Lesson discuss the topic but I want Outcome (ILO)
(20 mins) you all to read first our
learning objectives.”
At the end of lesson, the
students should be able
to:
a. Demonstrates
understanding of key
concepts of circles.
b. Formulate and find
solutions to challenging
situations involving circles
and related terms.
c. Derive relations among
chords, arcs, central angles,
and inscribed angles
(M10GE-IIc-1).

Lesson Proper

Use the 3 circles below to


[Students listen
complete the table. Use a attentively]
protractor to find the
measure if the indicated
inscribed angles.
Compare the measure of
the inscribed angle and its ”The measure of an
intercepted arc. inscribed angle is half
the measure of the
intercepted arc”
Complete: The measure of
an inscribed angle in a “The measure of an
circle is _____________. inscribed angle in a
circle is half the
measure of the
Before we proceed to our
intercepted arc”
lesson proper, let’s define
first what is inscribed
angle and intercepted arc.

Ms. Ronalyn, kindly read


the definition of inscribed
angle.
” Inscribed angle – It is
an angle in a circle is
Thank you, Ms. Ronalyn formed by two chords
that have a common
end point on the circle.”
Example:

Ms. Flexie, kindly read the


definition of intercepted
arc.

Example:
” Intercepted arc - It
is formed when two
lines go through the
circumference of the
circle and share a
common point, or
vertex”

Find the measures of the


missing angles. Use the
figure on the right.

[Students listen
attentively]

Solution:
Use m<a = 180 – 72
m<a = 108
m<b = 180 – 90
m<b = 90
 What are the measures
of the following
inscribed angles?
m<AFB =
m<ADB =
m<AEB =
m<ACB =

 What is the common in


the four inscribed angles?

“Each angle has a


common chord A and B.”

In the figure, C-H-A, S-N-


I, and m<CSN = 100.
Find x.
[Students listen
attentively]

Solution:
Connect H and N.
a + m<CSN = 180 Solution:
a + ___ = 180 Connect H and N.
a = ___ a + m<CSN = 180
a + 100 = 180
a + b = 180 a = 80
__ + b = 180
b = ___ a + b = 180
b + x = 180 80 + b = 180
___° + x = 180 b = 100
x = ___ b + x = 180
100° + x = 180
x = 80

 Learning Refer to the figure on the


Activity (5 right to answer the
mins) following:

A. Name the angles that A. <AEP and <AVP


intercept AP
B. <EAV and < EPV
B. Name the angles that
intercept EV C. Arc PE
C. Name the arc that is
intercepted by <PAE. D. Arc EV
D.Name the arc that is
intercepted by <EVP. If <PEA = 48, mAP=
If <PEA = 48, mAP___, 96, and m<AVP = 48
and m<AVP = ____.
D. Abstraction (3 “Now, to end our
mins) discussion, let us have first
a short recap on what we
have discussed today.
Again, ” Sir, it is inscribed
If an angle in a circle is angle”
formed by two chords that
have a common end point
on the circle, then it is
_____________

Very Good!
“Sir, it is intercepted
If two lines form and go
arc”
through the circumference
of the circle and share a
common point, or vertex,
then it is _______________

Exactly!

The measure of an inscribed


angle is one half the
measure of its intercepted
arc.

1
m<A = m BC
2

The intercepted arc is twice


the measure of any
inscribed angle whose sides
pass through the end points
of the arc.

m BC = 2m<A

E. Application Now, let’s have an activity, I (Leader will go in the


want one member of the front to get the activity)
group to proceed here in
front to get your next
activity.

{Students will do the


Refer to the given figures task}
below.
Find the value of x.

1. 2. 3. {Students may answer


vary}

1. 52.5°
2. 142°
3. 148°
4. 5. 4. 81°
5. 70°

I will give you 5 minutes to


do the task. If you’re done,
then pass it to me.

G. Evaluation (5 Refer to the given


mins) figures below.
Find the value of x. {Students may answer
vary}
1. 2. 3.

1. 36°
2. 65°
4. 5. 3. 108°
4. 100°
5. 104°

H. Assignment Find the value of x.

V. REMARKS
VI. REFLECTION

Prepared by:

Kristan P. Jamorawon
Pre- Service Teacher

Noted:

Jesson V. Nablo
Resource Teacher

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