GRADES 10 School TMCNHS- HUGO PEREZ EXTENSION Grade Level 10

DAILY LESSON LOG

Teacher ROBIN B. FRIAS Learning Area MATHEMATICS
Teaching Date and Time January 5, 2023 Quarter SECOND

Teaching Day and Time 12:45 – 1:30 2:00 – 3:00 4:05 – 4:50 4:50 – 5:35

Grade Level Section DIMASALANG PINGKIAN RIO ALMA PLARIDEL

Thursday

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of circles and coordinate geometry.

2. Performance Standards The learner:

1. is able to formulate and find solutions to challenging situations involving circles and other related terms in different
disciplines through appropriate and accurate representations.
2. is able to formulate and solve problems involving geometric figures on the rectangular coordinate plane with perseverance
and accuracy.

3. Learning Competencies Derives the distance formula. (Enabling Competency)

Applies the distance formula to prove some geometric properties.
Objectives
The learner will be able to:
a. Compute the distance between two points.
b. Use distance formula or Pythagorean formula to prove geometric properties.
c. Participate in activities that involves the application of distance formula in real-life situation.
II. CONTENT Distance Between Two Points

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide pp. 207 – 220

2. Learner’s Materials pp. 229 - 249

3. Textbook Algebra 2 with Trigonometry by Bettye C. Hall, et. al, pages 464 – 474
Skill book in Math IV (BEC) by Modesto G. Villarin, Ed.D., et. al, pages 80- 81

4. Additional Materials from http://www.mathsisfun.com/algebra/polynomials-division-long.html

Learning Resource (LR) http://www.youtube.com/watch?v=dd-T-dTtnX4
portal http://purplemath.com/modules/polydiv2.htm
B. Other Learning Grade 10 LCTGs by DepEd Cavite Mathematics 2016, Worksheets and PowerPoint presentation
Resources

APPROACH CONSTRUCTIVIST APPROACH – Activity Based – 3A’s (Activity, Analysis, Application)

IV. PROCEDURES

A. Reviewing previous Ang MATH-kalipas ay Ibabalik natin…

lesson or presenting the What formula do you remember when you see a right triangle?
new lesson
INDICATOR 1
INDICATOR 2 Applied knowledge of
Used a range of Grade 9 Mathematics
content within and
MECL 39
teaching strategies across curriculum Proves the Pythagorean Formula
that enhance learner teaching area.
achievement in literacy Answer: c2 = a2 + b2
and numeracy.
Pythagorean Theorem was formulated by Pythagoras a Greek Philosopher, he proved that the sum of the squares of two
sides of a right triangle is equal to the square of the longest of the right triangle, side which is the hypotenuse.

B. Establishing a purpose Derivation of Distance Formula:

for the lesson If were going to find the distance between point R and L.
We could create a right triangle, then use the Pythagorean formula:
c2 = a2 + b2
Let c = d, then a = x2 – x1, and b = y2 – y1
Substitute to the formula of
c2 = a2 + b2
(d)2 = (x2 – x1)2 + (y2 – y1)2
Extract the square root:
√
d = (x 2 – x 1)2 +( y 2 – y 1)2
C. Presenting examples/ ACTIVITY:
instances of the lesson Compute the distance between two points: (You can use Pythagorean formula or Distance Formula)
5 minutes

D. Discussing new concepts ANALYSIS:

and practicing new skills #1 1. Did you find it easy?
2. What did you use to compute the distance between two points?
INDICATOR 3
Applied a range of teaching 3. Which of the two methods is easier to use? The Pythagorean formula or Distance formula?
strategies to develop critical Using Distance Formula:
and creative thinking, as well d = √ (x 2 – x 1)2 +( y 2 – y 1)2
as other higher-order thinking
skills. √
= (4−1)2 +(0−4)2
= √ (3)2 +(−4)2
= √ 9+16
= √ 25
d = 5 units

Which was the same if you use Pythagorean formula.

E. Discussing new concepts BOARD WORK!
and practicing new skills #2 LOOK for a PARTNER!
Prove that the Triangle WXY is isosceles Triangle.

What is the isosceles triangle?

- An isosceles triangle is triangle whose two sides are congruent. The two sides are called legs and other side is the
base.
- To prove that triangle WXY is an isosceles, using distance formula or Pythagorean prove that WY = WX.
F. Developing mastery INDEPENDENT PRACTICE!
(Leads to Formative Prove that Quadrilateral SIDE is an isosceles Trapezoid.
Assessment 3) Given that Segment SI is parallel to ED.
What is Isosceles Trapezoid?
- Isosceles Trapezoid is a quadrilateral with 1 pair of
opposite side are parallel and 1 pair of opposite side
are congruent.
- To prove that Quadrilateral SIDE is an isosceles
Trapezoid, using distance formula or Pythagorean
prove that SE = ID.
G. Finding practical
applications of concepts
INDICATOR 1
and skills in daily living
Applied knowledge of
content within and Conversion of units
across curriculum (Science 7 and TLE)
teaching area.
INDICATOR 2
Used a range of teaching
strategies that enhance APPLICATION:
learner achievement in
Solve the problem below:
literacy and numeracy.
“Pang-Al was observing the top of Bangkal Tree, He was trying to get the fresh leaves at the top of it. The fresh leaves were
exactly at the point (-1, 6) and Pang-Al was observing at exactly point (7,0). Find the observation distance? Given that 1 unit
is equivalent to 1 meter.
Note that:
The Leaves of Bangkal Tree
INDICATOR 8
use to cure Tumor and Boil,
Adapted and used culturally
then the broth of it use by
appropriate teaching
Aeta’s for diarhea and
strategies to address the
needs of the learners from
tootache.
indigenous group.

H. Making generalizations 1. Who can give the formula for Distance and Pythagorean?
and abstractions about the 2. Which is better to use distance formula or Pythagorean?
lesson 3. Can we apply distance formula or Pythagorean in real-life situation?
J. Evaluating learning INDIVIDUAL
Choose the best answer.
1. Which of the following is correct formula for Distance between two points?
a. c2 = a2 + b2
√
b. d = (x 2 – x 1)2 +( y 2 – y 1)2
c. d = √ (x + x ) −( y + y )
2 1
2
2 1
2

d. d = √ (x – x ) +( y – y )
2 1
3
2 1
3

2. Prove that Quadrilateral LOVE is an Isosceles Trapezoid. Given that Segment LO is parallel to segment EV. Using
Distance Formula or Pythagorean prove that LE = OV. Which of the following is/are correct statement?
I. LE = 10 and OV = 10 then,
LE is congruent to OV.
Therefore,
LOVE is Isosceles
Trapezoid.
II. LO is parallel EV, then LE = OV.
Therefore, LOVE is
Isosceles
Trapezoid.
III. LO is parallel to EV, then LE is
also parallel to OV. Therefore,
LOVE is isosceles Trapezoid.

a. I only
b. I and II
c. II and III
d. III only

3. Find the distance between points x

and y.

a. 5
b. 12
c. 13
d. 15
H. Additional activities for In 1 whole graphing paper, make an art that uses right
application or remediation triangle, distance formula, or Pythagorean formula,
expresses/symbolized your language, cultural, socio-
economic, and religious backgrounds.
INDICATOR 7 (The teacher will provide an example for learners.)
Established a learner-
centered culture by using
teaching strategies that
responds to their linguistic,
cultural, socio-economic,
and religious backgrounds.

V. REMARKS

VI. REFLECTION

1.Additional activities for

application or remediation

2. No. of learners who

require additional activities
for remediation.
 3. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.

4. No. of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well?
Why did this work?

6. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

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

Prepared by: Noted by:

ROBIN B. FRIAS CECILIA F. SIERRA

T-III-Mathematics Key Teacher OIC-School Head