Lesson Plan

School Bacong NHS Grade Level 10

Teacher Larry M. Orcio Learning Area Mathematics
Week and Day Week 7-Day 2 Quarter Second

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
key concepts of circles and coordinate geometry.
B. Performance Standards The learner is able to formulate and solve
problems involving geometric figures on the
rectangular coordinate plane with perseverance and
accuracy.
C. Learning Competencies The learner solves problems on circles.
/Objectives Pre-requisite Skill: Proving theorems on secants,
tangents, and segments.
II. CONTENT Solving Problems on Circles
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 201-211
2. Learner’s Material pages 175-180
3. Textbook pages
4. Additional Materials from Learning
Resources (LR Portal)
B. Other Resources Mathematics 10 - Quarter 2 – Module 9: Problems on
Circles
IV. PROCEDURES
Teacher’s Activity Students’ Activity/Teacher’s Note
Preliminaries: Prayer, COB, checking of
attendance, and other important class
agreements.
A. Reviewing previous lesson or presenting the
new lesson:
*Some members of the class with
Try: (CLA - Triad) Use the situation below to reading difficulty and poor socialization
answer the questions that follow. skill will be grouped together and the
You are in a hot air balloon and your eye teacher will closely monitor them
level is 60 meters over the ocean. Suppose your throughout the activity.
line of sight is tangent to the radius of the earth like
the illustration shown below. *The teacher frames the lesson
with mathematical modeling, problem-
based, and inquiry-based approaches.

*The learners recall the steps in

solving a given math problem and the
teacher lets one pair from the class to
answer the motivational activity on the
board.

GQ: How far away is the farthest point you can

see over the ocean if the radius of the earth is
approximately 6378 kilometers?
B. Establishing a purpose for the lesson:
GQ: What mathematical concepts would you *The learners will be asked in this part the
apply to find the distance from where you are to application of the concept in navigation.
any point on the horizon?

Title of the lesson: Solving Problems on Circles

Lesson’s Objective: The learner solves problems
on circles.
C. Presenting examples/ instances of the new *The students will be given 2-3 minutes to
lesson: read and analyze the problem.

*We can apply the theorems on secants, tangents,

and segments in solving mathematical problems
through modeling. Consider the following problems;

Ex. 1. Problem Stem: Janel works for a realtor. (Business Math and Architecture
One of her jobs is to take photographs of houses concepts)
that are for sale. She took a photograph of a house
two months ago using a camera with 40° field of
view line the one shown below. She has returned to *Students possible answer:
the house to update the photo, but she has
forgotten her lens. Now, she only has a telephoto
lens with 80° field of view.

* Therefore, using a telephoto lens

(Science concept) with 80° field of view is
still possible for Janel. She has to position
nearer the house and in the center of the
imaginary circle.

This problem can be solved using Secant-

Tangent Power Theorem
Note also that 𝐽𝐶 = 16 𝑖𝑛𝑐ℎ𝑒𝑠 is given,
instead of the value of CL. But we know by
Guide Question:
Betweenness of Points Postulate that
From what location/s could Janel take a
JC+LJ = CL. So,
photograph of the house with the telephoto lens, so
that the entire house stills fill the width of the
CL = 16 + 9
picture?
CL = 25
Substituting all the values, we have:
D. Discussing new concept and practicing new *The teacher has already established
skills: classroom routines when conducting
(C-L-A): Boys vs Girls Cooperative Learning Activity (e.g.
*The problem will be posted on the board with style in groupings, selecting the
illustration. leaders, scribes, presenters, and
Directions: Solve the given problem. Provide all group’s moderator).
pertinent solutions and present it to the class. Be
guided by the rubrics. *Each group will be given the chance
to draw the task card.

*The teacher reiterates to each group

the essence of reading the problem
comprehensively for better analysis.

Rubrics:
Criteria Points
Presentation of Sol’n 5
Content of Solution 10
Total 15
E. Application:
*The practical application of the concept must be
evident in each part of the procedures since
mathematical modeling, problem-based, and
inquiry-based approaches serve as frames of the
lesson.
F. Generalization: Summarize the key concepts of the
lesson.
*Enumerate and explain the steps in solving
problems involving circles.
G. Evaluation:
 The figure shows a circular children’s park
in a mini forest and the different pathways from the
main road. The distance from the main road to gate
2 is 125 m and the distance of the exit from gate 2
which passes through the center of the park is 100
m.

Guide Questions:
1. If you enter in gate 2 and your friends are
taking snacks at the center of the park, how far will
you walk to reach them?
2. About how far is gate 3 from the main
road?
A. 50 m B. 50√5 m C. 100 m
3. Some of your friends took gate 1 and
gate 3 as the entrance. Sage who took gate 1
suggests that it’s the nearest path to the main road,
while Emy insists that gate 3 from the main road
has the shortest distance. What will you tell them?

H. Additional Activity:
Directions: Make a design of an arch bridge that
would connect two places which are separated by a
river, 20-meter wide. Indicate on the design the
different measurements of the parts of the bridge.
Out of the design and the measurements of its
parts, formulate problems involving tangent and
secant segments, and then solve. Use the rubric
provided to rate your work.

Reflection:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Prepared by:

LARRY M. ORCIO
Teacher