Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Lesson 2
Intersecting Secants and Tangents

Table of Contents

Learning Competencies 2
Learning Objectives 2
Suggested Time Frame 2
Essential Questions 3
Prerequisite Skills and Topics 3
Lesson Proper 4
- A. Introduction 4
- B. Discussion 7
- C. Practice and Feedback 13
Performance Assessment 21
Synthesis 30
Bibliography 30

1
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Unit 11 | Parts of a Circle II: Secants, Tangents,

Segments, and Sectors
Lesson 2: Intersecting Secants and Tangents

Learning Competencies

The learner
• proves theorems on secants, tangents, and segments [M10GE-IIe-f-1]; and
• solves problems on circle [M10GE-IIf-2].

Learning Objectives

At the end of this lesson, the learner should be able to

• correctly determine the properties of angles and segments formed by intersecting
tangent and secant lines;
• accurately solve for the missing angle measures and segment lengths in problems
involving intersecting tangents and secants; and
• correctly solve word problems involving intersecting secants and tangents.

Suggested Time Frame

3 hours1

1
Suggested time frame is based on the DepEd calendar for A.Y. 2018-2019 and the curriculum guide for mathematics (August
2016 version).

2
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Essential Questions

At the end of this lesson, the student should be able to answer the following questions:
• What are the relationships of the angles formed by intersecting tangent and secant
and its intercepted arcs?
• What are the properties of segments formed by intersecting tangent and secant?
• How do we solve for the unknown angle measures of segment lengths formed by
intersecting tangent and secant lines?

Prerequisite Skills and Topics

Skills:
• Solving linear equations in one variable
• Solving quadratic equations
• Solving for measures of right triangles using the Pythagorean theorem
• Solving for lengths of tangent segments

Topics:
• Math 7 Unit 9: Linear Equations and Inequalities in One Variable | Lesson 2: Solving
Linear Equations in One Variable
• Math 9 Unit 1: Quadratic Equations | Lesson 3: Solving Quadratic Equations by
Factoring
• Math 9 Unit 8: Similarity | Lesson 6: Proving Similar Triangles and Pythagorean
Theorem
• Math 10 Unit 11: Parts of a Circle: Secant, Tangents, Segments, and Sectors | Lesson
1: Common Tangent and Tangent Segments

3
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Lesson Proper

A. Introduction

Suggested Warm-up Activities

Choose from any of the following warm-up activities. These warm-up activities should
either stimulate recall of previous lesson or introduce the lesson and not already used
in the study guide.

Activity 1: Duration: 10 minutes

Whole, Exterior,
TWOngent! Materials Needed: ruler, pen and paper

Methodology:
This activity will let the
students explore the
relationships of the
segments formed by the
intersection of tangent and
secant.
1. Instruct the students to draw three circles of
different sizes.
2. From a point outside of each circle, instruct the
students to draw one tangent segment and one
secant segment to the circle. They may choose any
point outside the circle.
3. Measure the entire tangent segment. Then,
measure the entire secant segment and the
exterior part of the secant segment. Organize the
measurements using the table below.

Exterior
Entire Entire
Part of the
Tangent Secant
Secant
Segment Segment
Segment

4
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

4. Observe what happens when you multiply the

measure of the entire secant segment to its
exterior part and how it is related to the measure
of the entire tangent segment.

Expected Results:
Results may vary.
The students are expected to see that the product of the
measures of entire secant segment and its exterior is
equal to the square of the measure of the tangent
segment.

Guide Questions:
1. What did you observe with the product of the
measures of the secant segment and its exterior
part?
2. How does the product relate to the measure of the
tangent segment?
3. If you are given the measures of the secant
segment and its exterior part, how will you
determine the measure of the tangent segment?

Activity 2: Duration: 10 minutes

Let’s Measure so we can
Explore! Materials Needed: protractor, compass, pen and paper,

Methodology:
This activity will let the 1. Divide the class into groups with four members
students discover the each.
properties of angles formed 2. Instruct each group to follow the steps below.
by intersecting tangents. a. Construct a circle using your compass.
b. Choose a point outside the circle and from
that point, draw two distinct segments that
are tangent to the circle.

5
Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

c. Draw a central angle using the points of

tangency and the center of the circle.
d. Using a protractor, measure the central
angle and the angle found in the exterior of
the circle formed by the two tangent
segments.
e. Find the measure of the intercepted arcs
(major and minor arcs) of the angle formed
outside the circle. Hint: the measure of the
central angle is equal to the measure of its
intercepted arc and the degree measure of the
whole circle is 360.
f. Subtract the measure of the minor arc from
the major arc then divide the difference by
2.
g. Construct another circle with different
radius and follow the previous steps.
h. Note any significant observations about the
result. Report your findings in class.

Expected Results:
Results may vary.
The students are expected to notice that the half of the
difference of measures of the major arc and the minor arc
is equal to the angle measure of the angle formed outside
the circle.

Guide Questions:
1. How were you able to find the measure of the
major and minor arcs intercepted by the angle
outside the circle?
2. What have you observed with the measure of the
angle formed outside the circle and the measures
of the intercepted arcs?
3. Using your observation from the activity, how will

6
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

you find for the measure of the angle formed by

the intersection of two tangents if the measures of
the intercepted arcs are given?

Teacher’s Notes
A suggested warm-up activity with ICT integration is available in the presentation file
that you can download through this link: http://bit.ly/2LXueVN

B. Discussion

Teacher’s Notes
An alternative way of presenting the following discussion is through the video lecture
included in your Quipper Video subscription package. Just log in to your teacher account
at http://link.quipper.com/ and assign your students the corresponding video lecture
which they can watch either at home or in the classroom.

Suggested Instructional Flow

1. Define and Discover

The following terms/concepts will be included in this lesson:

• Angle formed by Intersecting Secants

The angle formed by two intersecting secants is one-half the difference between
the two intercepted arcs.

Example:
1
If the given figure, 𝑚∠𝐸 = (120° − 40°) = 40°
2

7
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

• Angle Formed by Intersecting Tangents

The angle formed by intersecting tangents is half the difference of the measures
of the intercepted major arc and the intercepted minor arc.

Example:
1
In the given figure below, 𝑚∠𝐶 = (240° − 120°) = 60°.
2

• Intersecting Secant Segments

The product of the length of a secant segment and the length of its external
segment is equal to the product of the length of the other segment and the
length of its external segment.

Example:
In the given figure, 𝐴𝐸 ∙ 𝐵𝐸 = 𝐶𝐸 ∙ 𝐷𝐸.

8
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
• Intersecting Secant and Tangent Segments
When a tangent and a secant intersect at the exterior of a circle, the square of
the length of the tangent segment is equal to the product of the length of the
secant segment and the length of its external segment.

Example:
In the given figure below, 𝐶𝐵 ∙ 𝐷𝐵 = 𝐴𝐵2

2. Develop and Demonstrate

The following examples may be used in the discussion.

Teacher’s Notes
Use the Try It! slides of the corresponding presentation file to present the worked
examples. You may also refer to the worked examples provided in the study guide for
varieties.

Example 1: Consider circle 𝐴 below.

a. Suppose 𝐴𝐶 = 7 and 𝐴𝐷 = 25. Find 𝐵𝐷 and 𝐶𝐷.
b. Suppose 𝑚 𝐵𝐸𝐶
⏜ = 250°. Find 𝑚∠𝐵𝐷𝐶.

9
Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Solution/Explanation: a. Find 𝐵𝐷 and 𝐶𝐷.

1. Consider the right triangle ∆𝐴𝐶𝐷. We can use
the Pythagorean Theorem to obtain the length
of the missing side of the right triangle. That
is, (𝐴𝐶)2 + (𝐶𝐷)2 = (𝐴𝐷)2 .

(𝐴𝐶)2 + (𝐶𝐷)2 = (𝐴𝐷)2

72 + (𝐶𝐷)2 = 252
49 + (𝐶𝐷)2 = 625
(𝐶𝐷)2 = 576
√(𝐶𝐷)2 = √576
𝐶𝐷 = 24

2. Since 𝐶𝐷 and 𝐵𝐷 are congruent, we can say

that 𝐶𝐷 = 24. Therefore, 𝐶𝐷 = 𝐵𝐷 = 24.

b. Find 𝑚∠𝐵𝐷𝐶.
1. Solve for the measure of 𝐵𝐶
⏜.

⏜ = 360° − 250°
𝑚 𝐵𝐶
⏜ = 110°
𝑚 𝐵𝐶

2. Using the formula for the angle formed by

intersecting tangents, we have

1
⏜ − 𝑚 𝐵𝐶
𝑚∠𝐵𝐷𝐶 = (𝑚 𝐵𝐸𝐶 ⏜)
2
1
𝑚∠𝐵𝐷𝐶 = (250° − 110°)
2
1
𝑚∠𝐵𝐷𝐶 = (140°)
2
𝑚∠𝐵𝐷𝐶 = 70°

Therefore, 𝑚∠𝐵𝐷𝐶 = 70°.

10
Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Example 2: Consider circle 𝐴 below.

a. Suppose 𝑚 𝐵𝐶 ⏜ = 110° and 𝑚 𝐸𝐶
⏜ = 90°. Find 𝑚∠𝐷.
b. Find the length of segment 𝐸𝐷 if the tangent
segment 𝐶𝐷 = 6 and 𝐵𝐷 = 9.

Solution/Explanation: a. Find 𝑚∠𝐷.

Using the formula for the angle formed by
intersecting secant and tangent, we have

1
⏜ − 𝑚 𝐸𝐶
𝑚∠𝐷 = (𝑚 𝐵𝐶 ⏜)
2
1
𝑚∠𝐷 = (110° − 90°)
2
1
𝑚∠𝐷 = (20°)
2
𝑚∠𝐷 = 10°

Therefore, 𝑚∠𝐷 = 10°.

b. Find 𝐸𝐷.
Using the formula for intersecting secant and
tangent, we have

(𝐶𝐷)2 = 𝐵𝐷 ∙ 𝐸𝐷
(6)2 = (9)(𝐸𝐷)
36 = (9)(𝐸𝐷)
4 = 𝐸𝐷

Therefore, 𝐸𝐷 = 4.

11
Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Example 3: Consider circle 𝐴 below.

a. Suppose 𝑚 𝐵𝐹 ⏜ = 150° and 𝑚 𝐸𝐶
⏜ = 70°. Find 𝑚∠𝐷.
b. Find the length of segment 𝐸𝐷 if 𝐵𝐸 = 14, 𝐶𝐷 =
12, and 𝐹𝐶 = 8.

Solution/Explanation: a. Find 𝑚∠𝐷.

Use the formula for the angle formed by
intersecting secants.

1
⏜)
⏜ − 𝑚 𝐸𝐶
𝑚∠𝐷 = (𝑚 𝐵𝐹
2
1
𝑚∠𝐷 = (150° − 70°)
2
𝑚∠𝐷 = 40°

Therefore, 𝑚∠𝐷 = 40°.

b. Find 𝐸𝐷.
1. Let 𝑥 be the length of 𝐸𝐷. From the figure,
𝐹𝐷 = 𝐹𝐶 + 𝐶𝐷 = 8 + 12 = 20 and
𝐵𝐷 = 𝐵𝐸 + 𝐸𝐷 = 14 + 𝑥.

2. To solve for the value of 𝑥, we apply the rule

for intersecting secants.

12
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

𝐹𝐷 ∙ 𝐶𝐷 = 𝐵𝐷 ∙ 𝐸𝐷
(20)(12) = (14 + 𝑥)(𝑥)
240 = 𝑥 2 + 14𝑥
2
𝑥 + 14𝑥 − 240 = 0
(𝑥 − 10)(𝑥 + 24) = 0
𝑥 = 10; 𝑥 = −24

Since we are looking for the length of a segment, we take

the positive root. Therefore, the length of 𝐸𝐷 is 10 units.

C. Practice and Feedback

Teacher’s Notes
Use the Let’s Practice! slides of the corresponding presentation file to present the
questions for practice. You may also refer to the Try It Yourself! questions provided in
the study guide for varieties.

For individual practice

1. Ask the students to answer the following problem items individually using pen and
paper.
2. Give students enough time to answer the problem items.
3. Call a random student to show his or her work on the board afterward.
4. Let the student share how he or she comes up with his or her solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, lead the student to the right direction to find
the correct answer.

13
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Problem 1: Consider circle 𝐴 below.

a. Suppose 𝐸𝐴 = 6 and 𝐴𝐷 = 14. FInd 𝐵𝐷 and 𝐶𝐷.
b. Suppose 𝑚 𝐵𝐸𝐶
⏜ = 300°. Find 𝑚∠𝐶𝐷𝐵.

Solution/Explanation: a. Find 𝐵𝐷 and 𝐶𝐷.

1. Consider the right triangle ∆𝐴𝐵𝐷. We can use the
Pythagorean Theorem to obtain the length of the
missing side of the right triangle. That is,
(𝐴𝐵)2 + (𝐵𝐷)2 = (𝐴𝐷)2. Also, in the given figure,
𝐸𝐴 = 𝐴𝐵 = 6 because they are both radii of circle 𝐴.
So,

(𝐴𝐵)2 + (𝐵𝐷)2 = (𝐴𝐷)2

62 + (𝐵𝐷)2 = 142
36 + (𝐵𝐷)2 = 144
(𝐵𝐷)2 = 108
√(𝐵𝐷)2 = √108
𝐵𝐷 = 6√3

2. Since 𝐶𝐷 and 𝐵𝐷 are congruent, we can say that

𝐶𝐷 = 𝐵𝐷 = 6√3.

b. Find 𝑚∠𝐶𝐷𝐵.
1. Solve for the measure of 𝐵𝐶
⏜.
⏜ = 360° − 300°
𝑚 𝐵𝐶
⏜ = 60°
𝑚 𝐵𝐶

14
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

2. Using the formula for the angle formed by

intersecting tangents, we have

1
⏜ − 𝑚 𝐵𝐶
𝑚∠𝐶𝐷𝐵 = (𝑚 𝐵𝐸𝐶 ⏜)
2
1
𝑚∠𝐶𝐷𝐵 = (300° − 60°)
2
1
𝑚∠𝐶𝐷𝐵 = (240°)
2
𝑚∠𝐶𝐷𝐵 = 120°

Therefore, 𝑚∠𝐶𝐷𝐵 = 120°.

Problem 2: Consider circle 𝐴 below.

a. Suppose 𝑚 𝐸𝐵𝐹⏜ = 200° and 𝑚 𝐸𝐶 ⏜ = 80°. Find 𝑚∠𝐷.
b. Find the length of segment ̅̅̅̅
𝐹𝐷 if the tangent segment
𝐸𝐷 = 8 and 𝐶𝐷 = 4.

Solution/Explanation: a. Find 𝑚∠𝐷.

Using the formula for the angle formed by
intersecting secant and tangent, we have

1
⏜ − 𝑚 𝐸𝐶
𝑚∠𝐷 = (𝑚 𝐸𝐵𝐹 ⏜)
2
1
𝑚∠𝐷 = (200° − 80°)
2
1
𝑚∠𝐷 = (120°)
2
𝑚∠𝐷 = 60°

Therefore, 𝑚∠𝐷 = 60°.

15
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

b. Find 𝐹𝐷.

Using the formula for intersecting secant and tangent,

we have

(𝐸𝐷)2 = 𝐹𝐷 ∙ 𝐶𝐷
(8)2 = (𝐹𝐷)(4)
64 = (𝐹𝐷)(4)
16 = 𝐹𝐷

Therefore, 𝐹𝐷 = 16.

Problem 3: Consider circle 𝐴 below.

a. Suppose 𝑚∠𝐷 = 70° and 𝑚 𝐸𝐵 ⏜ = 50°. Find 𝑚 𝐸𝐶
⏜.
b. Find the length of segment ̅̅̅̅
𝐸𝐷 if the segment
𝐶𝐵 = 15 and 𝐷𝐵 = 5.

Solution/Explanation: a. Find 𝑚 𝐸𝐶
⏜.

Using the formula for the angle formed by

intersecting secant and tangent, we have

16
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
1
𝑚∠𝐷 = (𝑚 𝐸𝐶 ⏜ − 𝑚 𝐸𝐵
⏜)
2
1
70° = (𝑚 𝐸𝐶⏜ − 50°)
2
⏜ − 50°
140° = 𝑚 𝐸𝐶
⏜
140° + 50° = 𝑚 𝐸𝐶
⏜
190° = 𝑚 𝐸𝐶

Therefore, 𝑚 𝐸𝐶
⏜ = 190°.

b. Find 𝐸𝐷.
1. Find 𝐶𝐷.

𝐶𝐷 = 𝐶𝐵 + 𝐷𝐵
𝐶𝐷 = 15 + 5
𝐶𝐷 = 20

2. Using the formula for intersecting secant and

tangent, we have

(𝐸𝐷)2 = 𝐶𝐷 ∙ 𝐷𝐵
(𝐸𝐷)2 = (20)(5)
(𝐸𝐷)2 = 100
𝐸𝐷 = 10

Therefore, 𝐸𝐷 = 10.

For group practice

1. Ask the students to form a minimum of 2 groups to a maximum of 5 groups.
2. Each group will answer problem items 4 and 5. These questions are meant to test
students’ higher-order thinking skills by working collaboratively with their peers.
3. Give students enough time to analyze the problem and work on their solution.
4. Ask each group to assign a representative to show their solution on the board and
discuss as a group how they come up with their solution.
5. Inform the student the accuracy of his answer and solution, and in the case when
there is some sort of misconception, give the student opportunity to work with

17
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
his/her peers to re-analyze the problem, and then lead them to the right direction to
find the correct answer.

Problem 4: Consider circle 𝐴 below.

a. Suppose 𝑚 𝐵𝐹 ⏜ = 110° and 𝑚∠𝐷 = 30°. Find 𝑚 𝐸𝐶
⏜.
b. Find the length of segment 𝐶𝐷
̅̅̅̅ if 𝐵𝐸 = 15, 𝐸𝐷 = 3,
and 𝐹𝐶 = 3.

Solution/Explanation: a. Find 𝑚 𝐸𝐶
⏜.

Use the formula for the angle formed by intersecting

secants.

1
𝑚∠𝐷 = (𝑚 𝐵𝐹 ⏜)
⏜ − 𝑚 𝐸𝐶
2
1
30° = (110° − 𝑚 𝐸𝐶⏜)
2
⏜
40° = 110° − 𝑚 𝐸𝐶
⏜ = 110° − 60°
𝑚 𝐸𝐶
⏜ = 50°
𝑚 𝐸𝐶

Therefore, 𝑚 𝐸𝐶
⏜ = 50°.

b. Find 𝐶𝐷.
1. Let 𝑥 be the length of 𝐶𝐷. From the figure,
𝐵𝐷 = 𝐵𝐸 + 𝐸𝐷 = 15 + 3 = 18 and
𝐹𝐷 = 𝐹𝐶 + 𝐶𝐷 = 3 + 𝑥.

18
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

2. To solve for the value of 𝑥, we apply the rule for

intersecting secants.

𝐹𝐷 ∙ 𝐶𝐷 = 𝐵𝐷 ∙ 𝐸𝐷
(3 + 𝑥)(𝑥) = (18)(3)
3𝑥 + 𝑥 2 = 54
2
𝑥 + 3𝑥 − 54 = 0
(𝑥 − 6)(𝑥 + 9) = 0
𝑥 = 6; 𝑥 = −9

Since we are looking for the length of a segment,

we take the positive root. Therefore, the length of
𝐶𝐷 is 6 units.

Problem 5: A garden is in a circular form. From the main entrance of the

garden, there are two pathways that guests can walk along to
reach the garden. The pathways are both tangent to the
garden whose center is 100 meters away from the main
entrance. If the radius of the garden is 60 meters, how long is
each pathway?

Solution/Explanation: 1. Draw a diagram to represent the problem.

2. Since ̅̅̅̅
𝐵𝐸 and 𝐸𝐶
̅̅̅̅ are tangents to circle 𝐴, the radii 𝐴𝐵
and 𝐴𝐶 are perpendicular to the tangent segments.
Then, consider the right triangle ∆𝐴𝐵𝐸. We can use the
Pythagorean Theorem to obtain the length of the
missing side of the right triangle.

19
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

(𝐴𝐵)2 + (𝐵𝐸)2 = (𝐴𝐸)2

602 + (𝐵𝐸)2 = 1002
3 600 + (𝐵𝐸)2 = 10 000
(𝐵𝐸)2 = 6 400
√(𝐵𝐸)2 = √6 400
𝐵𝐸 = 80

Since the two pathways are congruent, both of them are 80

meters long.

Web Box

To illustrate the concepts in this lesson using a dynamic online tool, access the
following Geogebra applets:

• “Intersecting Secants.” Geogebra. Retrieved 1 May 2019 from

https://www.geogebra.org/m/n2hbjjtc

• “Intersecting Tangents.” Geogebra. Retrieved 1 May 2019 from

https://www.geogebra.org/m/eJD8tUxs

• “Access: Secants and Tangents.” Geogebra. Retrieved 1 May 2019 from

https://www.geogebra.org/m/VGWB8Pe7

Using these tools, try to verify the rules or properties discussed in this lesson by
moving the different points in the tool and applying the rule or properties discussed.

20
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Performance Assessment

This performance assessment serves as formative assessment, divided into three sets
based on student’s level of learning. See next pages for separate printable worksheets.
• Worksheet I (for beginners)
• Worksheet II (for average learners)
• Worksheet III (for advanced learners)

Teacher’s Notes
For a standard performance assessment regardless of the student’s level of learning,
you may give the problem items provided in the Check Your Understanding section of
the study guide.

21
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
Worksheet I

A. Refer to the figure on the right to answer the items below. (10 points)

1. If 𝑚 𝐵𝐺𝐶
⏜ = 300°, what is the measure of ∠𝐵𝐸𝐶?
2. If 𝑚 𝐵𝐺𝐶
⏜ = 260°, what is the measure of ∠𝐵𝐸𝐶?
3. If 𝑚 𝐵𝐺𝐶
⏜ = 210°, what is the measure of ∠𝐵𝐸𝐶?
4. If 𝑚 𝐹𝐺
⏜ = 80° and 𝑚 𝐴𝐷
⏜ = 10°, what is 𝑚∠𝐴𝐸𝐷?
5. If 𝑚 𝐹𝐺
⏜ = 60° and 𝑚 𝐴𝐷
⏜ = 20°, what is 𝑚∠𝐴𝐸𝐷?
6. If 𝐺𝐸 = 8 and 𝐷𝐸 = 2, what is the measure of ̅̅̅̅
𝐸𝐶 ?
7. If 𝐺𝐸 = 9 and 𝐷𝐸 = 4, what is the measure of 𝐸𝐶
̅̅̅̅ ?
8. If 𝐺𝐸 = 16 and 𝐷𝐸 = 4, what is the measure of ̅̅̅̅
𝐸𝐶 ?
9. If 𝐺𝐸 = 10, 𝐷𝐸 = 6, and 𝐴𝐸 = 4, what is the measure of ̅̅̅̅
𝐹𝐸 ?
10. If 𝐺𝐸 = 9, 𝐷𝐸 = 6, and 𝐴𝐸 = 3, what is the measure of ̅̅̅̅
𝐹𝐸 ?

B. Find the value of the indicated angle measure in each of the following figure. (6 points)

1. Given that 𝑚 𝐵𝐺𝐶

⏜ = 210°, find 𝑚∠𝐸. 2. Given that 𝑚 𝐴𝐵
⏜ = 200° and 𝑚 𝐵𝐶
⏜ = 70°,
find 𝑚∠𝐸.

3. Given that 𝑚 𝐴𝐵
⏜ = 80° and
⏜ = 15°, find 𝑚∠𝐸.
𝑚 𝐶𝐷

22
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
C. Solve the following problem. (4 points)

The top view of a commercial building is in a circular form. The distance from the center
of the building to a point outside the building is 30 meters. From the same point, a road
acts as a tangent line to the building. Find the length of the road from the point outside
the building to the point of tangency if the radius of the building is 16 meters.

23
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
Worksheet II

A. Refer to the figure on the right to answer the items below. (10 points)

1. If 𝑚 𝐹𝐵𝐴
⏜ = 216° and 𝑚 𝐹𝐷
⏜ = 70°, what is the measure of ∠𝐹𝐸𝐷?
2. If 𝑚 𝐹𝐵𝐴
⏜ = 320° and 𝑚 𝐹𝐷
⏜ = 20°, what is the measure
of ∠𝐹𝐸𝐷?
3. If 𝑚 𝐵𝐴
⏜ = 80° and 𝑚 𝐶𝐷
⏜ = 16°, what is 𝑚∠𝐴𝐸𝐵?
4. If 𝑚 𝐵𝐴
⏜ = 100° and 𝑚 𝐶𝐷
⏜ = 12°, what is 𝑚∠𝐷𝐸𝐶?
5. If 𝑚 𝐹𝐴
⏜ = 150° and 𝑚 𝐹𝐷
⏜ = 50°, what is 𝑚∠𝐷𝐸𝐹?
6. If 𝐴𝐷 = 10 and 𝐷𝐸 = 5, what is the measure of ̅̅̅̅
𝐹𝐸 ?
7. If 𝐵𝐶 = 18 and 𝐶𝐸 = 6, what is the measure of ̅̅̅̅
𝐹𝐸 ?
8. If 𝐴𝐷 = 6 and 𝐷𝐸 = 9, what is the measure of 𝐹𝐸 ?
̅̅̅̅
9. If 𝐵𝐶 = 12, 𝐶𝐸 = 8, and 𝐷𝐸 = 10, what is the measure of 𝐴𝐷
̅̅̅̅?
10. If 𝐹𝐸 = 10 and 𝐷𝐸 = 5, what is the measure of ̅̅̅̅
𝐴𝐷?

B. Find the value of the indicated angle measure in each of the following figure. (6 points)

1. Given that 𝑚 𝐵𝐺𝐶

⏜ = 300°, find 𝑚∠𝐸. 2. Given that 𝑚 𝐴𝐵
⏜ = 150° and
⏜ = 100°, find 𝑚∠𝐸.
𝑚 𝐴𝐶

3. Given that 𝑚 𝐴𝐵
⏜ = 70° and
𝑚∠𝐸 = 20°, find 𝑚 𝐷𝐶
⏜.

24
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

C. Solve the following problem. (4 points)

A theater is in a semi-circle form. A viewer is seated on an aisle 20 meters away from the
center of the theater. If the aisle serves as a tangent segment to the circle and the stage
has a radius of 8 meters, what is the distance from the seat of the viewer to the point of
tangency made by the aisle?

25
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
Worksheet III

A. Refer to the figure on the right to answer the items below. (10 points)

1. If 𝑚 𝐹𝐷
⏜ = 120° and 𝑚 𝐴𝐷
⏜ = 60°, what is the measure of ∠𝐹𝐸𝐷?
2. If 𝑚∠𝐹𝐸𝐷 = 80° and 𝑚 𝐹𝐷
⏜ = 60°, what is the measure
of 𝐹𝐵𝐴
⏜?
3. If 𝑚 𝐵𝐴
⏜ = 70° and 𝑚∠𝐶𝐸𝐷 = 12°, what is 𝑚 𝐶𝐷
⏜?
4. If 𝑚 𝐵𝐴
⏜ = 100° and 𝑚 𝐶𝐷
⏜ = 12°, what is 𝑚∠𝐷𝐸𝐶?
5. If 𝑚 𝐹𝐵
⏜ = 120° and 𝑚 𝐹𝐶
⏜ = 30°, what is 𝑚∠𝐶𝐸𝐹?
6. If 𝐴𝐷 = 20 and 𝐷𝐸 = 6, what is the measure of ̅̅̅̅
𝐹𝐸 ?
7. If 𝐵𝐸 = 27 and 𝐹𝐸 = 18, what is the measure of 𝐵𝐶
̅̅̅̅ ?
8. If 𝐹𝐸 = 12 and 𝐴𝐷 = 10, what is the measure of ̅̅̅̅
𝐷𝐸?
9. If 𝐵𝐸 = 9, 𝐵𝐶 = 4, and 𝐷𝐸 = 3, what is the measure of 𝐴𝐷?
10. If 𝐹𝐸 = 20 and 𝐴𝐷 = 42, what is the measure of 𝐴𝐸
̅̅̅̅ ?

B. Find the value of the indicated angle measure in each of the following figure. (6 points)

1. Given that 𝑚 𝐵𝐺𝐶

⏜ = 210°, if 𝑚∠𝐸 = 2𝑥, 2. Given that 𝑚 𝐴𝐶
⏜ = 160° and 𝑚∠𝐸 = 25°,
what is the value of 𝑥? find 𝑚 𝐴𝐵
⏜.

3. Given that 𝑚 𝐵𝐶𝐷

⏜ = 190°, 𝑚 𝐴𝐷𝐶
⏜ = 80°,
and 𝑚 𝐴𝐵
⏜ = 150°, find 𝑚∠𝐸.

26
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
C. Solve the following problem. (4 points)

A space satellite is 40 000 km from the center of the Earth. From the satellite, if two
tangent lines will be drawn to Earth, the angle formed measures 126°. Solve for the
following:

1. If the radius of the earth is around 6 400 km, what is the distance from the satellite
to the point of tangency?

2. What are the measures of the angles intercepted by the satellite?

27
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
Answer Key

Worksheet I
A. 1. 120°
2. 80°
3. 30°
4. 35°
5. 20°
6. 4
7. 6
8. 8
9. 15
10. 18

B. 1. 30°
2. 65°
3. 32.5°

C. 25.38 meters

Worksheet II
A. 1. 73°
2. 150°
3. 32°
4. 44°
5. 50°
6. 5√3
7. 12
8. 3√15
9. 6
10. 15

B. 1. 120°
2. 20°
3. 30°

28
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10
C. 4√21 meters

Worksheet III

A. 1. 30°
2. 220°
3. 46°
4. 44°
5. 45°
6. 2√39
7. 15
8. 8
9. 12
10. 50

B. 1. 𝑥 = 15
2. 125°
3. 45°

C. 1. 39 484.68 km
2. 306° and 54°

29
 Unit 11: Parts of a Circle II: Secants, Tangents, Segments, and Sectors • Grade 10

Synthesis

Wrap-up To summarize the lesson, ask students the following

questions:
1. What are the properties of the angles and segments
formed by intersecting tangent and secant segments?
2. How do we solve for an unknown angle or segment
measures formed by intersecting tangent and secant
lines?

Application and Values To integrate values and build connection to the real world,
Integration ask students the following questions:
1. What are the difficulties that you encountered in this
lesson? How did you overcome those difficulties?
2. In what real-life applications can we use the concepts
of intersecting tangent and secant segment?

Bridge to the Next Topic To spark interest for the next lesson, ask students the
following questions:
1. What are cyclic quadrilaterals?
2. What are the relationships of arc lengths, segments,
and sectors?

Bibliography
Pierce, Rod. "Angle of Intersecting Secants Theorem" Math Is Fun. Retrieved 30 Apr 2019
from http://www.mathsisfun.com/geometry/circle-intersect-secants-angle.html

Pierce, Rod. "Intersecting Secants Theorem" Math Is Fun. Retrieved 30 Apr 2019 from
http://www.mathsisfun.com/geometry/circle-intersect-secants-line.html

Roberts, D. “Rules for Chords, Secants, and Tangents in Circles”. Math Bits Notebook.
Retrieved 1 May 2019 from https://mathbitsnotebook.com/Geometry/Circles/
CRSegmentRules.html

30