GRADES 1 to 12 School President Diosdado Macapagal High School Grade Level Grade 10

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
Teacher Ms. Cristine C. Capila Learning Area Mathematics
Sept. 16 - 20, 2019
6:00 – 6:55 FARADAY(M, T, W, TH, F)
6:55 – 7:50 BERNOULLI (T,W,TH,F)
Teaching Date and Time Quarter 2nd Quarter
7:50 – 8:45 GALILEO (M,T,W,F)
8:45 – 9:40 MICHELSON ( T,W,TH,F)
10:00 – 10:55 OHM ( T,W,TH,F)
Day 1 Day 2 Day 3 Day 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and
accurate representations.

C. Learning Competencies / M10GE-IIe-1 M10GE-IIe-1

illustrates secants, tangents, illustrates secants, tangents, segments, M10GE-IIe-1 M10GE-IIc-1
Objectives
segments, and sectors of a circle. and sectors of a circle. illustrates secants, tangents, derives inductively the relations
Write the LC code for
each segments, and sectors of a circle. among chords, arcs, central angles,
and inscribed angles.
ARC LENGTH Lesson 1B: ARCS and INSCRIBED
II. CONTENT SECTOR and SEGMENT of a CIRCLE QUIZ # 3
ANGLE
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.

A. References
1. Teacher’s Guide Not Applicable Not Applicable Not Applicable Pages: 126-127
pages
2. Learner’s Materials Pages: 147 - 148 Page: 149 Pages: 147 - 149 Pages: 135-142
pages
3. Textbook pages Not Applicable Not Applicable Not Applicable Not Applicable
4. Additional Materials
from Learning Not Applicable Not Applicable Not Applicable Not Applicable
Resource (LR) portal
B. Other Learning
Not Applicable Not Applicable Not Applicable Not Applicable
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous 1. How can you say that 2 circles are 1. What is a sector of circle? 1. What is a sector of circle? 1. What is an arc length?
lesson or presenting the congruent? 2. What are the steps in solving the 2. What are the steps in solving the 2. What do we need in order to
new lesson 2. How can you say that 2 arcs are area of sector of circle? area of sector of circle? identify the length of an arc of a
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 congruent? circle?
B. Establishing a purpose Answer: Activity 1: My angles and
for the lesson Intercepted Arcs page: 161

Activity 4: page: 164

C. Presenting examples/
instances of the new
lesson

D. Discussing new
concepts and practicing SECTOR and SEGMENT of a CIRCLE
new skills #1
Sector of a circle is the region
bounded by an arc of the circle and
the two radii to the endpoints of the
arc. To find the area of a sector of a
circle, get the product of the ratio
The length of an arc can be determined
A ι
by using the proportion = ,
36 0 2 πr
where A is the degree measure pf the
arc, r is the radius of the circle, and ι is
the arc length.
Example: An arc of a circle measures
45˚. If the radius of the circle is 6cm,
what is the length of the arc?
INSCRIBED ANGLE is an angle
whose vertex is on a circle and
whose sides contain chords of the
circle. The arc that lies in the interior
of an inscribed angle and has
endpoints on the angle is called the
intercepted arc of the angle.

Solution:
A = 45 and r = 6cm
A ι
=
360 2 πr

45 l THEOREMS on INSCRIBED ANGLE

=
360 2 π (6)
1. If an angle is inscribed in a
1 L circle, then the measure of the angle
=
8 12 π equals one-half the measure of its
12 π intercepted arc or the measure of the
=l intercepted arc is twice the measure of
8 the inscribed angle.
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 4.71≈ l
2. If two inscribed angles of a
circle intercept congruent arcs or the
same arc, then the angles are
congruent.

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

Segment of a circle is the region 4. If a quadrilateral is inscribed

bounded by an arc and the segment in a circle, then its opposite angles are
joining its endpoints. supplementary.
To find the area of the shaded
segment in the figure, subtract the
area of a triangle from the area of a
sector.

See example page: 148

E. Discussing new Not Applicable Not Applicable Not Applicable Not Applicable
concepts and practicing
new skills #2
F. Developing mastery Not Applicable Not Applicable Not Applicable Not Applicable
(Leads to Formative
Assessment 3)
G. Finding practical Not Applicable Not Applicable Not Applicable Not Applicable
applications of concepts
and skills in daily living
H. Making generalizations 1. What is a sector of circle? 2. What is an arc length? Not Applicable 1. What is an inscribed angle?
and abstractions about 2. What are the steps in solving the 3. What do we need in order to identify 2. What are the theorems of an
the lesson area of sector of circle? the length of an arc of a circle? inscribed angle?
Answer: Activity 11 #’s 1 – 3 page: Answer: Activity 10 page: 155 QUIZ #3 Answer: Activity 5 pages: 167 - 168
I. Evaluating learning
155
J. Additional activities for Answer: Activity 11 #’s 4 - 6 page: Answer: Activity 6 pages: 168
application or 156
remediation
V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned Faraday: Faraday: Faraday: Faraday:
80% in the evaluation Bernoulli: Bernoulli: Bernoulli: Bernoulli:
Galileo: Galileo: Galileo: Galileo:
Michelson: Michelson: Michelson: Michelson:
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 Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

B. No. of learners who require Bernoulli: Bernoulli: Bernoulli: Bernoulli:
additional activities for Galileo: Galileo: Galileo: Galileo:
remediation who scored Michelson: Michelson: Michelson: Michelson:
below 80% Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

C. Did the remedial lesson Bernoulli: Bernoulli: Bernoulli: Bernoulli:
work? No. of learners who Galileo: Galileo: Galileo: Galileo:
have caught up with the Michelson: Michelson: Michelson: Michelson:
lesson Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

Bernoulli: Bernoulli: Bernoulli: Bernoulli:
D. No. of learners who Galileo: Galileo: Galileo: Galileo:
continue to require Michelson: Michelson: Michelson: Michelson:
remediation Ohm: Ohm: Ohm: Ohm:

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

MS. CRISTINE C. CAPILA MS. MARIANE C. WILLIS

Subject Teacher Mathematics Coordinator

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