Department of Education

Region IX, Zamboanga Peninsula

DIVISON OF ZAMBOANGA CITY
Baliwasan Chico, Zamboanga City

LESSON EXEMPLAR IN MATHEMATICS 10

SECOND QUARTER

Date: _____________
Time Allotment: 1 hour (60 minutes)

I. CURRICULUM STANDARD

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

B. Performance Standard
The learner should be able to formulate and find solutions to challenging
situations involving circles and other related terms in different discipline through
appropriate and accurate representation.

C. Learning Competency
Proves theorems related to chords, arcs, central angles, and inscribed angles.
(M10GE-IIc-d-1)

Unpacked Competency
Proves theorems related to inscribed angle (Unpacked competency);

Learning Objectives:
At the end of the session, the learners are expected to attain the following:
a. Proves theorems related to inscribed angle; and
b. develop team work in doing the tasks.

II. SUBJECT MATTER

Proves theorems related to inscribed angle

A. Concepts:
Intercepted Arcs
The intercepted arc is a section of the circumference of a circle. It
is encased on either side by two different chords or line segments that
meet at one point, called a vertex, on the other side of the circle or in the
middle of the circle

Inscribed Angle
An inscribed angle is the angle formed in the interior of a circle
when two secant lines (or, in a degenerate case, when one secant line
and one tangent line of that circle) intersect on the circle. It can also be
defined as the angle subtended at a point on the circle by two given
points on the circle.
 Semicircle
A semicircle is a one-dimensional locus of points that forms half
of a circle. The full arc of a semicircle always measures 180°. It has only
one line of symmetry.

Right Angle
A right angle is an angle of exactly 90°, corresponding to a quarter
turn.

Supplementary Angles
Two Angles are Supplementary when they add up to 180
degrees. Notice that together they make a straight angle. But the angles
don't have to be together.

Quadrilateral
A quadrilateral is a polygon with four edges (or sides) and four
vertices or corners.

Theorem 1 on Inscribed angle

If an angle is inscribed in a circle, then the measure of the angle
equals one-half the measure of its intercepted arc. ( or the
measure of the intercepted arc is twice the measure of the
inscribed angle)

Theorem 2 on Inscribed angle

If two inscribed angles of a circle or congruent circles intercept
congruent arcs or the same arc, then the angles are congruent.

Theorem 3 on Inscribed angle

If an inscribed angle of a circle intercept a semicircle, then the
angle is a right angle.

Theorem 4 on Inscribed angle

If a quadrilateral is inscribed in a circle, then its opposite angles
are supplementary.

B. Strategies
4 A’s APPROACH
In this lesson exemplar, the 4 A’s approach was used. It consist of
Activity, Analysis, Abstraction and Application format. In the Activity, this will
bring understanding to what the learners already know and clarity to what
learners should learn further. At this early stage, the student should already
have a retrospect of what they will be learning through the activity that will be
presented. In the analysis, a more in-depth understanding of the lesson, it is
another phase where the students will process and classify what is valid and
not. The teacher on this part will ask further questions and will also lead as a
facilitator rather than mere lecturing and sharing facts and ideas. The students
now gains a wider view of the lesson. In the abstraction – The teacher will ask
more lead questions to lead the students in reinforcing what they know and
should know more. The student here starts to feel more the importance of the
lesson to her and see the necessity of it to his/her life. And In the application,
it will bring the student to a more practical way of using, how are they going to
use what they have learned and thinking of new ways on how it can be
improve further. Purposely, It also acknowledges the past schemes of the
student and integrating it to a new one so most likely this approach will bring
out what has been in stored and what is missing will be filled in eventually
towards a deeper knowledge of the lesson to the students.

C. Materials
Picture of a clock, Activity Sheets, Pens and Papers, Protractor,
Compass, bond papers, markers and Power Point Presentation/
Manila papers.

D. References
Callanta et. al. (2015), Mathematics - Grade 10 Teacher’s Module
First Edition, pages 132-135
Callanta et. al. (2015), Mathematics - Grade 10 Learner’s Module
First Edition, pages 144-154
Sabangan, Leticia E. (2005), New Integrated Approach in Math-Geometry,
pages 243-253

E. Values Integration
Patience, Honesty, Team work, Cooperation and Perseverance

F. Integration of other learning areas

ESP-The students will show patience, honesty, team work, cooperation

and perseverance before, during and after the class activity and class
discussion.

MAPEH- Soccer or football provides us an example of inscribed angle.

Imagine a player running towards the goal, in a line perpendicular
to it. Assume this is a drill, and there is no one guarding the goal.
Assume also the player is so strong that distance from the goal is
not an issue. At any given time, the player is at the vertex of a
shooting angle, with the sides of the angle passing through the
goalposts. If he (or she) shoots within the angle, he will make the
goal. Outside, he will miss. Clearly, a bigger angle is better.

Science- The concept about circular motion can be introduced. Circular

motion is common to almost all sporting events. Whether it is
sports car racing or track and field, baseball running or ice-
skating, the motion of objects in circles is a common observation
of sports viewers around the world. Like any object moving in a
circle, the motion of these objects that we view from the stadium
bleachers or watch upon the television monitor are governed by
Newton's laws of motion.
III. PROCEDURE

Preliminaries
 Prayer, greetings and groupings
 In grouping the students, the teacher should have a prepared list of names
of the group members. As much as possible the groupings should be
heterogeneous group with 5 members each.

Motivation:

 The teacher will ask the students to go to their respective group and
distribute a clean bond paper as their answer sheet before presenting the
problem.
 After presenting the problem, the students will be given 3 minutes to
answer the Guide Questions.
 The teacher will have 5 minutes to discuss and consolidate the answer of
the students and introduce the subject matter.

Term Relay Mechanics:

a) All members of the group should participate in the game.

b) A representative should draw a number that will determine the group’s
order
c) Each group should give a term related to circles orally. One term, one
group at a time in correct order.
d) The term given by one group should not be repeated.
e) The group who gave the most number of terms shall be declared
winner and get a prize.

ACTIVITY

Before the Activity

Directions:
 The teacher will distribute the activity sheet for activity 1, 2, 3 and 4to each
group.
Note: Each group will just carry out 2 activity. So, half of the group in the class
will perform Activity 1 and 2, and the other group will do the 3 rd and 4th activity.
 The students will be given 5 minutes to answer the given activities. While the
students are answering the teacher should facilitate and if possible give some
hints to allow students to get the answer faster and correctly.
During the Activity

Activity 1: Try this.

Directions: Read and analyze the problem given and supply the missing
reasons in the proof.

If an angle is inscribed in a circle, then the measure of the angle equals

one-half the measure of its intercepted arc (or the measure of the intercepted
arc is twice the measure of the inscribed angle).

Activity 2: One More Time.

Directions: Read and analyze the problem given and supply the missing
reasons in the proof.

If two inscribed angles of a circle (or congruent circles) intercept

congruent arcs or the same arc, then the angles are congruent.

Activity 2: Am I Right.
Directions: Read and analyze the problem given and supply the missing
reasons in the proof.

If an inscribed angle of a circle intercepts a semicircle, then the angle is

a right angle.

Activity 2: Complete Me.

 Directions: Read and analyze the problem given and supply the missing
reasons in the proof.

If two inscribed angles of a circle (or congruent circles) intercept

congruent arcs or the same arc, then the angles are congruent.

After the Activity

Directions:
 After completing the task, the students will post their output on the board.
 The teacher will have 10 minutes to discuss and check the answers of each
group.

Answer of activity 1:

Answer of activity 2:

Answer of activity 3:

Answer of activity 4:
ANALYSIS

 The teacher will call students to answer orally the following

questions that is based on Activity 1, 2, 3 and 4, and it is expected
to finish it in 8 minutes. ( 2-3 students per question)

Guided Questions:

1. How do you find doing the activities?

(Possible Answer: The activities are all based on critical thinking,

in which we need to prove theorems related to arcs.)

2. Were you able to complete the proof in Activity 1? How?

How about in Activity 2? How? In activity 3? How? And in
activity 4? How?

(Possible Answer: Yes, by applying the different properties of equalities

and defining radius, isosceles triangle, and congruent triangles.)

(Possible Answer: Yes, by applying theorem 1 on inscribed angle,

substitution method, properties of equalities and CPCTC.)

(Possible Answer: Yes, by applying theorem 1 on inscribed angle,

substitution method, definition of right angle and semicircle.)
(Possible Answer: Yes, by applying the arc addition postulate and
definition of congruent arc.)

3. Did you encounter any difficulty/difficulties while doing the

activities?

(Possible Answer: NONE)

4. What theorem related to inscribed angle was proven?

(Possible Answer:
Theorem 1 on Inscribed angle
If an angle is inscribed in a circle, then the measure of the angle
equals one-half the measure of its intercepted arc. ( or the
measure of the intercepted arc is twice the measure of the
inscribed angle)

Theorem 2 on Inscribed angle

If two inscribed angles of a circle or congruent circles intercept
congruent arcs or the same arc, then the angles are congruent.
 Theorem 3 on Inscribed angle
If an inscribed angle of a circle intercept a semicircle, then the
angle is a right angle.

Theorem 4 on Inscribed angle

If a quadrilateral is inscribed in a circle, then its opposite angles
are supplementary. )

ABSTRACTION

Directions:
 After answering activities, followed by discussing the guided
questions. The teacher will proceed to abstraction by giving them
problems related to arcs. The students will use their knowledge
about the theorems discussed to prove the following problem.
 The students will be given a piece of paper as their answer sheet.
 The students will have the same group during the activity. The
students are expected to finish their task in 5 minutes.
 After completing the task, the students will post their answers on
the board.
 The teacher will have 5 minutes to discuss and check the answer of
each group.

Activity 1: Prove It

1. If an angle is inscribed in a circle, then the measure of the angle equals

one-half the measure of its intercepted arc (or the measure of the
intercepted arc is twice the measure of the inscribed angle).

Answer Key:
 APPLICATION

Directions:

 Individually, the students will answer the given problem on their

notebook.
 The students will be given 5 minutes to answer and 5 minutes to
check and discuss the problem.

Prove to Me if You Can!

´ ∧ AC
1. MT ´ are chords of ⨀ D . If MC
´ ≅ AT
´ , prove that △ CHM ≅ △ THA

ANSWER KEY:
IV. EVALUATION

Directions: Read each item carefully. Blacken the letter of the correct answer.

For item 1- 5. Refer to the Proof below.

Read and analyze the problem given and supply the missing reasons in the
proof.

1.

2.

3.

4.

5.

1. A. The measure of an inscribed angle is one-half the

measure of its intercepted arc.
B. Addition Property
C. Supplementary Angle
D. Substitution

2. A. The measure of an inscribed angle is one-half the

measure of its intercepted arc.
B. Addition Property
 C. Supplementary Angle
D. Substitution

3. A. m∠ KLN +m ∠ MLN =m ∠ KLM

^+m ^
B. m KN MN =m ^
KM
^
C. m∠ KLM =m KM
1
D. m∠ KLM = m ^KM
4

4. A. m∠ KLN +m ∠ MLN =m ∠ KLM

^+m ^
B. m KN MN =m ^
KM
^
C. m∠ KLM =m KM
1
D. m∠ KLM = m ^KM
2

5. A. The measure of an inscribed angle is one-half the

measure of its intercepted arc.
B. Addition Property
C. Supplementary Angle
D. Substitution

For item 1- 5. Refer to the Proof below.

Read and analyze the problem given and supply the missing reasons in the
proof.

6.

7.

8.

9.

10.

6. A. Reflexive Property
B. Definition of Semicircle
 C. Definition of right triangle
D. Inscribed angle intercepting a semicircle measure 90 o

7. A. Reflexive Property
B. Definition of Semicircle
C. Definition of right triangle
D. Inscribed angle intercepting a semicircle measure 90 o

8. A. Reflexive Property
B. Definition of Semicircle
C. Definition of right triangle
D. Inscribed angle intercepting a semicircle measure 90 o

9. A. Reflexive Property
B. Definition of Semicircle
C. Definition of right triangle
D. Inscribed angle intercepting a semicircle measure 90 o

10. A. LL Congruence Theorem

B. LA Congruence Theorem
C. HyL Congruence Theorem
D. HyA Congruence Theorem

ANSWER KEY

1. A 6. A
2. B 7. B
3. A 8. D
4. B 9. C
5. D 10. D

V. ASSIGNMENT
Directions: Prove the given problem.
ANSWER KEY:

Prepared by:

GENESIS V. LALUNA
SST – I
Pasonanca National
High School
November 2019