III. Circles

III.
Circles
Diagram B F C
A
B
D
1. Which of the following is tangent to circle O based on the illustration given?
a. CD c. FE
b. AB d. OC
2. If the measure of the given diameter in the illustration on the circle is 14 cm, what will be
the radius?
a. 28 cm c. 7 cm
b. 15 cm d. 5 cm
3. Based on the illustration, what is the chord of the circle O?
a. CD c. OE
b. AB d. BC
O B
4. In the figure above, what do you call AB?

a. Center Arc c. Major Arc
28
b. Semi Arc d. Minor Arc
5. In the given ∡ AOB is central angle. If ∡ AOB=83º, then AB= 83º. What is the measure of
∡ BCA given that the complete revolution is 360º?
a. 83º c. 277º
b. 267º d. 287º
29
A Brief Lesson Plan in Mathematics VII
I. Objectives:
At the end of the intervention and brief discussion of the lesson, students would
be able to:
A. classify angles whether they are obtuse, right, acute, or straight.
B. solve simple problems involving the concept of different kinds of angles.
C. value the importance of the concept of different kinds of angles.
II. Subject Matter:
A. Topic: Angles
B. Sub-topic: Kinds of Angles
C. Reference: Oronce, O. A., Mendoza, M. Q. (2015). E-Math Worktext in

Mathematics. P. Florentino St., Sta. Mesa Heights, Quezon City: Rex Printing
Company, Inc.
D. Materials: Construction paper, double- sided tape, manila paper, marker
E. Subject/s Integrated: Values Education and Language
F. Values Integrated: Cooperation and Unity
III. Intervention: “Tic Tac Time”
A. Instructions:
1. Group yourselves with members of ten (10).
2. There are 3 stations. Assign 4 members in station 1, 3 members for

stations 2 and 3.
3. The task of the members of each group in station 1 is to answer the given
questions (work collaboratively). While members assigned in station 2
will illustrate or will make different angles based on the answers given by
their group mates in station 1by using the materials provided. Angles
formed by each group’s members in station 2 will be sent to those
members who are assigned in station 3.
30
4. Station 3 members will classify each angle formed by labeling each angle
whether it is right, obtuse, acute or straight.
5. If station 3 members are done classifying each angle, group should shout
“Tic Tac Time”
B. Game Proper
IV. Lesson Proper
Teacher’s Activity Students’ Activity

Based on the activity we had, what are the
kinds of angles? Yes, James!
Obtuse, right, acute and straight angle.
Very good, James!
If an angle measures exactly 90º, how will
you classify this angle? Yes, Janica!
Sir, this angle is a right angle.
Very good! Now, if the given angle is an
obtuse angle, what would be its measure?
Sir, it measures greater than 90º but less
than 180º.
Okay, very good! What if an angle
measures greater than 0º but less than 90º?
What is its classification?
Sir, it’s acute angle.
Great! Now, what can you say about the
measure of straight angle?
The measure of straight angle is exactly
180º.
Very good class! You have really learned
how to classify different kinds of angles by
finding out first their measurements. Any
question class?
None, Sir!
Okay, very good, goodbye class!
Goodbye Sir!
31
A Brief Lesson Plan in Mathematics VII
I. Objectives:
At the end of the intervention and brief discussion of the lesson, students would
be able to:
A. identify what kind of polygon the illustration shows.
B. construct different kinds of polygons by means of puzzle.
C. relate the concept of polygons in real-life situations.
II. Subject Matter:
A. Topic: Polygons
B. Sub-topic: Kinds of Polygons
C. Reference: Oronce, O. A., Mendoza, M. Q. (2015). E-Math Worktext in

Mathematics. P. Florentino St., Sta. Mesa Heights, Quezon City: Rex Printing
Company, Inc.
D. Materials: Construction paper, double- sided tape, manila paper, marker
E. Subject/s Integrated: Values Education and Language
F. Values Integrated: Cooperation and Unity
III. Intervention: "Fix me, I'm broken polygon!
A. Instructions:
1. Group yourselves into five (5).
2. Each group must form a circle to perform the task.
3. The task of each group is to form the puzzle into any kind of polygon.
4. After that, attach the formed polygon in the manila paper according to the
number of sides with the corresponding name of the polygon.
32
Example:
Triangle Quadrilateral
5. If done, the group will say "Fixed".
IV. Lesson Proper:
Teacher's Activity Student's Activity
Based on the activity, how can you define a

polygon?
Ma'am!
Yes, Anna?
Polygon is a plane figure with at least three

sides and angles.
Very good! Who can give the different

kinds of polygon in consecutive manner?
Yes, Mae?
The different kinds of polygons are

triangle, quadrilateral, pentagon, hexagon,
heptagon, octagon, nonagon, decagon,
undecagon and dodecagon.
Very well, Mae!
Who can give the name of the polygon

having 11 sides?
Yes, Jas?
Undecagon, Ma'am!
Good!
Since you already knew the different kinds

of polygons, how can you relate this
concept in your living?
33
Polygon can be compared to us, humans.
We are all different from each other. Our
characteristics and traits serve as our
Very well said, Jas. identity to be remembered by other people.
Have you enjoyed the activity?
Have you learned something? Yes, Ma'am!
Okay, very good class! Thank you and Yes, Ma'am!

goodbye!
Goodbye, Ma'am!
34
A Brief Lesson Plan in Mathematics 7
I. Objectives:
At the end of the intervention and the brief discussion of the lesson,
students would be able to:
A. classify and define the different parts of the circle.
B. construct circle and identify its parts
C. value the importance of the concept of the circle
II. Subject Matter
A. Topic: Circle
B. Subtopic: Parts of the Circle
C. Reference:
 http://www.emathzone.com/tutorial/geometry/the-circle-and-
parts-of-a-circle.html
 http://www. math-play.com/Interactive-Math-Games.html
D. Materials: paper plate, straws, double-sided tape, manila paper,
colored paper, paper chips and board marker
E. Subject/s Integrated: Values, Language
F. Values Integrated: Cooperation
III. Intervention
A. Instructions:
1. Group yourselves into ten (10)
2. Each group must form a circle to perform the task.
3. The task of each group is to attach the different parts of the
improvised circle following the instruction that will be given.
Group No: ______

1. The circle is named as P.
2. Line AC is tangent to circle P which has B as point
of tangency.
3. DE is the diameter of the circle P.
4. A line joints the points D and F.
5. Through a line segment, points P and F connect.
4. After that, label the different parts of the circle (i.e. tangent,
point of tangency, diameter, radius, chord, secant, major and
minor arcs, semicircles and central angles.
5. If done, the group will clap their hands.
B. Game Proper
35
IV. Lesson Proper
Teacher’s Activity Students’ Activity

Based on the activity that we have
done, again what are the parts of
the circle. Tangent, point of tangency, radius,
diameter, chord, secant, major arc,
minor arc, central angle and
semicircle.
Very good! Based on what you did,
who can now define tangent and
point of tangency? Yes, Sarah!
Sir, a tangent is a line which passes
to the circle through exactly one
point and this point is called the
Very well said, Sarah! What about point of tangency.
radius and diameter?
Radius is half of the diameter and a

diameter is a line segment which
passes through the center of a circle
and whose endpoints are points on a
circle. Thus, it could be considered
Correct, Jermalit! What about as the longest chord of a circle.
secant and chord? Who can define
the two terms? Yes, Karren!
Chord is a straight line joining two

points on the circumference points
of a circle. While, secant is a line
Alright! How about the semicircle? which contains a chord and extends.
Yes, Daniel?
Semicircle is an arc which is half of

Very good! Now, who can the circle.
differentiate minor and major arc?
Yes, Jessa!
Minor arc is an arc of a circle
having measure less than to 180ᵒ
and the major arc is an arc of a
circle having measure greater than
Alright! How about central angle 180ᵒ.
and semicircle, who can define?
Yes, Mark!
Central Angle is an angle whose
vertex is the center of a circle and
36
whose legs are radii intersecting the
circle in two distinct points while
semicircle is a one-dimensional
locus of points that forms half of a
Ok, very good! circle and it always measures 180ᵒ.
Have you learned something about
our topic this afternoon?
Alright! Yes, Sir

That’s all for today, class.
Goodbye!
Goodbye, Sir!!
37
APPENDIX “C”
STATISTICAL COMPUTATION
Pretest
Frequency Percent Valid Percent Cumulative Percent
3.00 1 3.2 3.3 3.3
4.00 3 9.7 10.0 13.3
5.00 3 9.7 10.0 23.3
6.00 2 6.5 6.7 30.0
Valid 7.00 8 25.8 26.7 56.7
8.00 9 29.0 30.0 86.7
9.00 2 6.5 6.7 93.3
10.00 2 6.5 6.7 100.0
Total 30 96.8 100.0

Missing System 1 3.2
Total 31 100.0
Posttest
Frequency Percent Valid Percent Cumulative Percent
1.00 1 3.2 3.3 3.3
5.00 1 3.2 3.3 6.7
6.00 3 9.7 10.0 16.7
7.00 4 12.9 13.3 30.0
8.00 5 16.1 16.7 46.7
9.00 3 9.7 10.0 56.7

Valid
10.00 3 9.7 10.0 66.7
11.00 1 3.2 3.3 70.0
12.00 2 6.5 6.7 76.7
13.00 6 19.4 20.0 96.7
14.00 1 3.2 3.3 100.0
Total 30 96.8 100.0

Missing System 1 3.2
Total 31 100.0
38
39
APPENDIX “D”
TABLE OF LESSER IMPORTANCE
Time Frame
The researchers followed the time frame specified below in conducting
their study. Each of the sessions was done in one hour covering pre-test and post-test,
lectures and the conduct of different interactive math games.
Day Date Activity
1 November 11, 2015 Pre-test
2 November 18, 2015 Lesson 1:
 Angles
3 November 25, 2015 Lesson 2:
Polygons
4 December 2, 2015 Lesson 3:
 Circles
5 December 9, 2015 Post-test
40
Appendix “E”
TEMPLATES
41
42
CURRICULUM VITAE
43
CURRICULUM VITAE
Personal Information
Name: Daniel P. Enriquez
Address: San Roque 2, San Jose, Occidental Mindoro
Date of Birth: January 26, 1996
Place of Birth: Murtha, San Jose, Occidental Mindoro
Sex: Male
Civil Status: Single
Religion: Iglesia Ni Cristo
Father’s Name: Alfonso Politico
Occupation: Deceased
Mother’s Name: Lyde P. Enriquez
Occupation: Buy & Sell
Educational Background
Elementary Education
Name of School: San Roque 2 Elementary School
Address of School: San Roque 2, San Jose, Occidental Mindoro
Year Graduated: 2008-2009
Secondary Education
Name of School: San Jose National High School
Address of School: Bagong Sikat, San Jose, Occidental Mindoro
College Education
Degree: Bachelor of Secondary Education
Name of School: Occidental Mindoro State College
Address of School: Quirino Street, San Jose, Occidental Mindoro
Eligibilities: None
Trainings and Seminars Attended:

Title Date Conducted/ Venue
Sponsored by
SPECIAL TOPIC 1 – October 2, 2015 Veronica C. Ferrer,Occidental
Seminar on Mother EdD Mindoro State
Tounge- Based College
Multilingual Education Main Campus
Dynamic Leadership August 15, 2015 Supreme Student Occidental
towards the Diversified Government Mindoro State
Challenges of College
Globalization Main Campus
Empowered Pre-Service January 22-23, 2016 Gloria L. Pascua Occidental
Teacher: Excelling PreSeT Coordinator Mindoro State
Towards ASEAN College
Integration Main Campus
44
CURRICULUM VITAE
Name: Jermalit B. Dumdum
Address: San Roque 2, San Jose, Occidental Mindoro
Date of Birth: October 8, 1996
Place of Birth: Batasan, San Jose, Occidental Mindoro
Sex: Female
Religion: Roman Catholic
Father’s Name: Jerry D. Dumdum
Occupation: Deceased
Mother’s Name: Emma B. Dumdum
Occupation: Housewife
Name of School: Batasan Elementary School
Address of School: Batasan, San Jose, Occidental Mindoro
Secondary Education
Name of School: Looc National High School
Address of School: Laguna, Calamba City
College Education
Eligibilities: None

Sponsored by
45
CURRICULUM VITAE
Name: Karren Mae L. Herrera
Address: Mapaya 1, San Jose, Occidental Mindoro
Date of Birth: September 2, 1997
Place of Birth: Tondo, Manila
Sex: Female
Religion: Roman Catholic
Father’s Name: Crizaldy G. Herrera
Occupation: Laborer
Mother’s Name: Lorena L. Herrera
Occupation: Housewife
Name of School: Mapaya 1 Elementary School
Address of School: Mapaya 1, San Jose, Occidental Mindoro
Secondary Education
Name of School: Magsaysay National High School – Mapaya Annex
Address of School: Mapaya 1, San Jose, Occidental Mindoro
College Education
Eligibilities: None

Sponsored by
46

III. Circles

Uploaded by

Copyright:

Available Formats

You might also like

III. Circles

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

III. Circles

Uploaded by

Copyright:

Available Formats

III.

1. Which of the following is tangent to circle O based on the illustration given?

3. Based on the illustration, what is the chord of the circle O?

4. In the figure above, what do you call AB?

A. classify angles whether they are obtuse, right, acute, or straight.

B. solve simple problems involving the concept of different kinds of angles.

C. value the importance of the concept of different kinds of angles.

II. Subject Matter:

B. Sub-topic: Kinds of Angles

C. Reference: Oronce, O. A., Mendoza, M. Q. (2015). E-Math Worktext in

D. Materials: Construction paper, double- sided tape, manila paper, marker

E. Subject/s Integrated: Values Education and Language

F. Values Integrated: Cooperation and Unity

III. Intervention: “Tic Tac Time”

2. There are 3 stations. Assign 4 members in station 1, 3 members for

IV. Lesson Proper

Teacher’s Activity Students’ Activity

A. identify what kind of polygon the illustration shows.

B. construct different kinds of polygons by means of puzzle.

C. relate the concept of polygons in real-life situations.

II. Subject Matter:

B. Sub-topic: Kinds of Polygons

C. Reference: Oronce, O. A., Mendoza, M. Q. (2015). E-Math Worktext in

D. Materials: Construction paper, double- sided tape, manila paper, marker

E. Subject/s Integrated: Values Education and Language

F. Values Integrated: Cooperation and Unity

III. Intervention: "Fix me, I'm broken polygon!

1. Group yourselves into five (5).

2. Each group must form a circle to perform the task.

5. If done, the group will say "Fixed".

IV. Lesson Proper:

Teacher's Activity Student's Activity

Based on the activity, how can you define a

Polygon is a plane figure with at least three

Very good! Who can give the different

The different kinds of polygons are

Who can give the name of the polygon

Since you already knew the different kinds

Have you enjoyed the activity?

Have you learned something? Yes, Ma'am!

Okay, very good class! Thank you and Yes, Ma'am!

Group No: ______

Teacher’s Activity Students’ Activity

Radius is half of the diameter and a

Chord is a straight line joining two

Semicircle is an arc which is half of

Alright! Yes, Sir

3.00 1 3.2 3.3 3.3

4.00 3 9.7 10.0 13.3

5.00 3 9.7 10.0 23.3

6.00 2 6.5 6.7 30.0

Valid 7.00 8 25.8 26.7 56.7

8.00 9 29.0 30.0 86.7

9.00 2 6.5 6.7 93.3

10.00 2 6.5 6.7 100.0

Total 30 96.8 100.0

1.00 1 3.2 3.3 3.3