GRADE SCHOOL CONCEPCION INTEGRATED SCHOOL – SL GRADE LEVEL 10

TEACHER CIPRIANO C. DE LEON LEARNING AREA Mathematics

10
November 21 – December 02, 2022
DAILY
10 – Proficient (6:00 – 7:00 MTThF)
LESSON TEACHING
DATES & 10 – Prayerful (8:00 – 9:00 MTWF) QUARTER SECOND
LOG TIME
10 – Respectful (9:00 – 10:00 MTWTh)

10 – Prolific (10:20 – 11:20 MTWF)

I. OBJECTIVES

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

B. Performance Standard The learner is able to:

1. Formulate and find solutions to challenging situations involving circles and other
related terms in different disciplines through appropriate and accurate
representations.
2. Formulate and solve problems involving geometric figures on the rectangular
coordinate plane with perseverance and accuracy.
C. Learning  Derives inductively the relations among chords, arcs, central angles and inscribed
Competencies/Objectives angles. (M10AL-IIc-1);
Write LC code for each  Prove theorems related to chards, arcs, central angles and inscribed angles;
(M10AL-IIc-d-1)

a. Illustrate and identify chords, arcs, central angles, and inscribed angles.

b. Derive inductively the relations among chords, arcs, central angles, and inscribed
angles; and

c. Prove theorems related to chords, arcs, central angles, and inscribe angles.

II. CONTENT
Chords, Arcs and Angles

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pages

2. Learner’s Materials SDO Marikina’s SLM Module 3 (pages 1 – 25)

pages

3. Textbook’s pages

4. Additional Materials
from LR portal

B. Other Learning Video lessons:

Resources
DepEd TV Grade 10 Mathematics | The Relation Among Chords, Arcs, Central Angles, and Inscribed
Angles. https://youtu.be/Kd8YCjStW64

https://youtu.be/xwtBzz-Td9w

https://youtu.be/U9tHPtF0uWQ

https://youtu.be//R6iq07mWX_s

IV. PROCEDURES
DAY 1 (GUIDED CONCEPT EXPLORATION/INDIRECT INSTRUCTION)

A. Reviewing previous PRELIMINARIES:

lesson or presenting
the new lesson 1. Greetings
2. Prayer
3. Checking of
Attendance

Activity 1: WORD
HUNT!
Encircle 10
geometric terms in
the table below. You can find the word across and down only. After finding the
words, the students will use their mobile phones or dictionaries to search for the
definition of the words they have found.
After the activity, the teacher will give additional information about the words
that they found from the box.

Activity 2: GUESS ME!

1. The students will identify what is being describe by the following statement
below.
a. I always practice social distancing of equal measures with those surrounds
me.
b. I am the totality of a whole circle.
c. I am the distance from the center.
d. I pass through the center to reach the other point on the circle.
e. I measure the angles of the circle.
2. After the activity, the students will give the illustration of each word that
describe each statements.
B. Establishing a purpose Activity 3: WHAT AM I?
for the lesson
1. The students will be group into five.
2. Each group will identify what parts
related to ʘA are named.
a) AJ , AE , AN
b) JE
c) ¿ , JE , EN
d) ^
JNE, ^
JLE
e) ^ ^ , ¿^ , ^
LJ , ln EN
f) ^
LEN , ^ ^,^
LNJ , JLN NLE , ^
LNE
g) ∠JAN, ∠NAE
h) A
i) ^ ^ in relation to ∠LEN
JN in relation to ∠A and ∠JEN, ln
DAY 2 (GUIDED CONCEPT EXPLORATION/INDIRECT INSTRUCTION)
C. Presenting Think – Pair – Share
examples/instances of
the new lesson Activity 1:

 The teacher will give examples for the following terms below:
- Arc
- Semi – Circle
- Minor Arc
- Major Arc
- Central Angle
- Intercepted Arc
- Sum of Central Angle
- Arc Addition Postulate

 The students, together with their pair, will discuss among themselves their
ideas about the terms based form the examples given.
 After they collaborate with their pairs, the teacher will select among the
students who will share their to the class about their ideas about the terms
presented.
 The teacher will provide support to their ideas given and give additional
information if necessary.
D. Discussing new Activity 3: Intercepts, Arcs, and Angles
concepts and practicing
new skills #1 Identify what is being asked in the given item.
Refer to ʘC.
 1. ^.
The angle intercepting GA
2. The angle intercepting ^
DH .
3. The arc intercepted by ∠ACH.
4. The angle intercepting ^
FA .
5. The arc intercepted by ∠ECI.

Activity 4: Arc and Angle Measure

Determine the measures of the given arcs and angles. Refer to ʘC to the right.
All the other points are points on the circle.
1. Measure of ∠PCR.
2. Measure of ^
PR .
3. ^
Measure of PO .
4. Measure of ∠4.
5. Measure of ∠8.

What can you say about the activity? Have

you discovered the relationship among arcs and
central angles?

DAY 3 (EXPERIENTIAL AND INTERACTIVE INSTRUCTION)

E. Discussing new Activity 1: Read and Draw
concepts and practicing
new skills #2 1. The class will be divided into five group.

2. Each group will follow the instructions below:

- Name the circle ʘA. On the circle, locate a point and name it X. locate two
more points, Y and Z, on the circle such that
when you connect points X, Y, and Z, they will
from an equilateral triangle inside the circle.

3. Each group will present their work in the class.

4. After each presentation, the teacher will give

examples of inscribed angles.

Inscribed Angle – is an angle whose vertex lies on the

circle and the sides contain chords of the circle. Using ʘA, ∠Y intercepts ^
XZ , ∠X
^ ^
intercepts YZ , and ∠Z intercepts XY .

There are three different ways or cases in which an angle can be inscribed in a circle:

1. The center of the circle is on one side of the inscribed angle.

2. The center of the circle is in the interior of the inscribed angle.
3. The center of the circle is on the exterior of the inscribed angle.

Arc and Angle Measure

 - The measure of central angle is equal to its intercepted arc.
- The measure of an inscribed angle is equal to one – half the measure of its
intercepted arc.

F. Developing mastery Arcs and Angles

(Leads to formative
assessment 3) Study these examples.
Given ʘC.
a. ^
HD is intercepted by ∠HFD.
b. ^
AB is intercepted by ∠AGB.
c. ^
HA is intercepted by ∠HFA.
d. ∠DGF intercepts ^ DF .
e. ∠HFG intercepts ^ HG .

Activity 2: What’s My Measure!

In ʘC, m∠ACD = 100, find:
1. Measure of ^
AD .
2. Measure of ∠AED.
3. Measure of ∠ABD.

G. Finding practical Activity 3: Picture Me!

applications of
concepts and skills in Capture or cut out pictures that show the concepts of chords, arcs, and central
daily living angles in real life. Explain why you believe these concepts were used in those
situations. Paste the three pictures in one long bond paper only.

Every picture taken with its respective description will be scored using the rubrics
that follow.
H. Making generalizations Using the same group, students will discuss and reflect using the quadrant
and abstractions about below the things that have learned about the lesson. (5 mins.)
the lesson

Added Information Subtracted misconceptions

Learnings that can be

multiplied
Divided Thoughts

Guide Questions:
1. How are arcs and central angles related to each other?
2. What is the relationship between arcs and inscribed angles of a circle?

DAY 4 (LEARNER-GENERATED OUTPUT)

I. Evaluating learning Activity: Sum It Up! (Individual)
I. Answer the Summative Test in Module
3 page 24 and the Activity below.
II. Decide if the statement is correct or not.
Write TRUE if it is correct and FALSE if it
is incorrect. Refer to circle at the right.
1. ∠AGF intercepts ^ AHF .
2. ^ AB is intercepted by ∠AFD.
3. ∠AFD and ∠AGD intercept ^ AD.
^
4. HAF is intercepted by ∠HGF.
5. ∠DGF intercepts ^ DF .
III. In ʘC, m∠ = 164, find the measure of:
1. ^ XY
2. ∠XWY
3. ∠XZY

B. Additional activities for For Reinforcement:

application or
Do the Additional Activities of Module 3 Lesson 2 (page 13). (if necessary)
remediation
 For Remediation:

1. Students may watch the video lesson – DepEd TV Grade 10 Mathematics | The
Relation Among Chords, Arcs, Central Angles, and Inscribed Angles.
https://youtu.be/Kd8YCjStW64

https://youtu.be/xwtBzz-Td9w

https://youtu.be/U9tHPtF0uWQ

2. Focus on how to solve problems involving polynomial functions.

3. Task: Answer the problem below.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation who scored below 80%

C. Did the remedial lessons work? No. of learners who have caught up with the lesson

D. No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why did these work?

What difficulties did I encounter which my principal or supervisor can help me solve?

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

Prepared by: CIPRIANO C. DE LEON Checked by: LORNA M. ELEMENTO

Mathematics 10 Teacher Head Teacher III - Mathematics