2022 JHS INSET Template for Modular/Online Learning

Subject: Mathematics 10 Grade Level: 10

Unit Topic: Circles Quarter: 2nd

UNIT STANDARDS AND COMPETENCIES DIAGRAM

The learner in their own and in the long run will be able to
apply the key concepts of circles, geometrically and
analytically, in solving real-world problems through research

Research Paper

The learner
a.is able to formulate and
find solutions to challenging
situations involving circles
and other related terms in
different disciplines through
appropriate and accurate
representations.
1. illustrates secants, b. is able to formulate and
EQ: How can problems
tangents, segments, and solve problems involving involving uniform circular
sectors of a circle. geometric figures on the motion be solved?
2. illustrates the center- rectangular coordinate plane EU: The students will
radius form of the with perseverance and
accuracy. understand that problems
equation of a circle. involving uniform circular
3. solves problems on motion be solved using basic
circles. The learner key concepts of the circles.
4. determines the center demonstrates
and radius of a circle understanding of key
given its equation and concepts of circles and
vice versa. coordinate geometry.
5. graphs and solves
problems involving
circles
LEARNING PLAN

EXPLORE

This unit is about demonstrating understanding of key concepts of circles and

coordinate geometry. The learners are able to formulate and find solutions to
challenging situations involving circles and other related terms in different
disciplines through appropriate and accurate representations.

Consider these questions:

● Can I identify segments and lines related to circles?

● Can I use the properties of tangents, arcs and chords to problem solve with
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 a circle?
● Can I use properties of central and inscribed angles to problem solve?
● How do you find the measures of angles formed by chords, tangents and
secants?
● How can the key concept of circles geometrically and analytically be
applied in problems through research?

Map of Conceptual Change:

KWHL Chart

Directions:
Fill in the KWHL Chart below. On the first column, write what you know about
concepts of circles and coordinate geometry viewed, on the second column write
what you want to know, and on the third column write how you find out what you
want to learn about the topic. In the last column, write what you have learned, it
will be filled in at the end of the lesson.

Key Concepts about Circles

K W H L

What do you What do you How can we find What did you
know about want to find out out what we learn about
circles? about circles? want to learn circles?
about circles?

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 Attributes or Characteristics we expect to use:

A. ____________________

B. ____________________

C. ____________________

D. ____________________
LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC 1: Activity 1: MODIFIED TRUE OR FALSE:
Enumerate inductively
Instructions:
the relations among
chords, arcs, central Write A if the statement is always true, S if it is sometimes true and
angles, and inscribed if it is never true.
angles.
1. A segment joining any two points on a circle is a diameter. S
2. Every diameter of a circle is a secant of the circle. A
3. A chord of a circle is also a diameter of the circle. S
4. The measure of an arc is equal to the measure of its central angle. A
5. Congruent circles have equal radii. A

Activity 2 True or False:

Instructions: Write TRUE if the statement is true. Otherwise, write FALSE.
1. If a line is perpendicular to a radius of a circle, then the line is tangent to
the circle. TRUE
2. Two tangents at the endpoints of a diameter are perpendicular. FALSE
3. In a circle, angles inscribed in the same arc are congruent. TRUE
4. If two arcs have the same measure, then they have the same length. TRUE
5. An arc which is greater than a quadrant is a semicircle. FALSE
LC 2: Prove theorems Activity 3:
related to chords, arcs,
Make a two-column proof to show that the two chords are congruent.
central angles, and
inscribed angles.

Learning Targets:
I can make a two column
proof showing that the
two chords are congruent
when a segment drawn
from the center is
perpendicular to the
chord.

I can apply the theorems

previously proved to
show that the chords,
arcs or angles are
congruent.

Proof:
Statements Reasons

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 Possible solution:

Scaffold for TRANSFER 1

Activity 4

Instructions:
Create two-word problems involving any or a combination of the following
concepts on circles: arcs and chords. The problems should be of increasing
difficulty level and must involve real-life situations.

Activity 5

Instructions:
Create two non-routine problems applying the theorems on secants,tangents
and chord lengths.

Scaffold for TRANSFER 2

Activity 6

Instructions:
Create a puzzle or tangram using circles, sectors and segments. Specify
measures and other conditions in finding their areas.

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3: Create a paragraph Instructions:
proof for the problem Now that you validate your understanding, you are ready for more challenging
activities. The next three activities will help you develop your understanding of the
Learning Targets: concepts and importance of the lesson.
I can ___________
I can ___________ Click the links below to answer the three activities.

GUIDED GENERALIZATION TABLE

LC 4: Differentiate Essential Text 1 Text 2 Text 3
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 secant, tangents, Question
segments, and sectors Answer: Answer: Answer:
of a circle.

Supporting Texts: Supporting Texts: Supporting Texts:

Learning Targets:
I can ____________ Reason: Reason: Reason:
I can ____________
Common Ideas in Reasons:

Enduring Understanding/Generalization:

C-E-R Questions:
1.
2.
3.
4. EQ:
Prompt for Generalization:
1.
2.
3.

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)
Text 1:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 2:
Link: (Online Application/WEB 2.0 for Text Annotation)

Text 3:
Link: (Online Application/WEB 2.0 for Text Annotation)

Instructions:

Holistic Rubric for Guided Generalization:

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 Scaffold for Transfer 3:

Map of Conceptual Change

ACTIVITY: Revisiting the KWHL Chart

Directions:
Fill in the KWHL Chart below. On the first column, write what you know about
concepts of circles and coordinate geometry viewed, on the second column write
what you want to know, and on the third column write how you find out what you
want to learn about the topic. In the last column, write what you have learned, it
will be filled in at the end of the lesson.
Key Concepts about Circles

K W H L

What do I KNOW What do I WANT How can I LEARN What I LEARNED

about circles? to find out about MORE about about circles?
circles? circles?

Attributes or Characteristics we used:

A. ____________________

B. ____________________

C. ____________________

D. ____________________

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD: The students on their own and in the long run will be able to make a design
The learner is able to proposal using key concepts of circles and use it to be a basis for decision making.
formulate and find
solutions to challenging
situations involving SITUATION:
circles and other related 1. A group in a theater company needs a design plan for the best locations of
terms in different the actors.
disciplines through
appropriate and accurate 2. A theater has to identify the best location for a cameraman.
representations. 3. A garden park has to identify the best location for their lawn sprinklers.

GOAL:
To design a plan for best locations
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 Learning Targets:
I can _____________ ROLE:
I can _____________ Theater Engineer
Landscape Architect

PRODUCT CHOICES:
Stage Design Plan

AUDIENCE:
Stage Director/Manager
Theater Manager
Municipality Mayor

STANDARDS:
Mathematical Justification, Accuracy, Practicality, Presentation

Use of Web 2.0 App for Output:

GEOGEBRA
Voki.com

Analytic Rubric:

CRITERIA 4 3 2 1

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Mathematical The The The The

Justification
recommendatio recommendation recommendati recommendation
n shows the shows on shows did not use the
effective and appropriate use some key concepts of
appropriate use of the key appropriate circles.
of the key concepts of use of the key
concepts of circles as concepts of
circles as evidenced by an circles.
evidenced by accompanied
an explanation.
accompanied
explanation.

Accuracy The The Some Most of the

computations computations computations computations
used as basis used as basis for used as a used as a basis
for recommendation basis for for
recommendatio are correct in all recommendati recommendation
n are detailed details. on are s are incorrect in
and correct in incorrect in details.
all details. some details.

Practicality The location The location The location The location

considers and considers the considers does not
specifies the different some consider the
different conditions of the conditions of different
conditions of target area with the target area conditions of the
the target area clear supporting with clear area.
with clear and evidence. supporting

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 detailed evidence.
supporting
evidence.

Presentation The The presentation Some parts of Most parts of the

presentation is is convincing. the presentation
clear and Multimedia used presentation were unclear and
convincing. The is pleasing and were not erroneous.
multimedia attractive. convincing. Multimedia used
used is Multimedia does not
pleasing, used is enhance the
attractive and is pleasing but delivery of the
effective in does not message.
delivering the enhance the
message. delivery of the
message.

TOTAL

Self-Assessment:

Learning Targets I understand the I understand the I am struggling

idea, do problems idea and do with the topic and
I can… with it and problems with it cannot do
confident that I problems with it
can teach this to
others

…illustrate the
circle and the
terms related to
it: center, radius,
diameter, secants,
tangents,
segments and
sectors of a circle

…determine the
center and radius
of a circle given
the equation and
vice versa

…graphs and solve

problems
involving circles

…prove theorems
on secants,
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 tangents and
segments

…Create a two-
column proof or a
paragraph proof
for the problem
on circles

Value Integration:

Life goes on and on like a circle. Just like a wheel is circular in shape, life is full of
ups and downs. There are instances in which we are on top and enjoying the
things in life. But there are also instances in which we are at the bottom part when
we are dealing with a lot of problems. We must always keep in mind that what we
experience is brought about by the environment we live in and how we live our
lives. Like the love of God is everlasting and endlessly.

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 CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
1 2 3 4 5
Conduct the Firm Up: Firm Up: Firm Up: Firm Up:
Pretest Activity 1 Activity 2 Activity 3 Activity 4
Explore: Modified True or True or False
KWHL Chart False
WEEK 2
MON TUE WED THU FRI
6 7 8 9 10
Firm Up: Firm Up: Firm Up: Firm Up: Firm Up:
Activity 5 Activity 6 Activity 7 Activity 8 Activity 9
WEEK 3
MON TUE WED THU FRI
11 12 13 14 15
Deepen: Deepen: Deepen: Deepen: Transfer:
Activity 10 Activity 11 Activity 12 Activity 13 Activity 17
WEEK 4
MON TUE WED THU FRI
16 17 18 19 20
Transfer: Transfer: Transfer: Transfer: Conduct
Activity 15 Activity 16 Activity 17 Activity 18 the Posttest
Performance Task Performance Task Performance Task Revisiting the
KWHL Chart

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 TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT

Grade/Subject: ____________________________
Topic Objectives/Learning Competencies No. of No. of Levels of Performance % of
Days/ Items Items
Hours Remem- Under- Analy- Applying Evalua- Creating
The learner at the end of the bering standing zing ting
lesson will be able to:
enumerate inductively the
relations among chords,
arcs, central angles, and
inscribed angles.

prove theorems related to

chords, arcs, central
angles, and inscribed
angles.
illustrate secants,
tangents, segments, and
sectors of a circle.

prove theorems on
secants, tangents, and
segments.

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 UNIT ASSESSMENT SAMPLES
1. FORMATIVE ASSESSMENT: KNOW-SHOW

LEARNING COMPETENCY:(A) Illustrates tangent lines and tangent circles.

KNOW SHOW

Direction:Write what you KNOW Direction: To SHOW what I KNOW about tangent lines and
about tangent lines and tangent circles tangent circles, I can illustrate and label names in tangent lines and
tangent circles

A tangent line is a line that intersects a

circle at one point.

If a line is tangent to a circle, then it is

perpendicular to the radius drawn to the
point of tangency

Two circles are tangent to each other if

and only if they are coplanar and are
tangent to the same line at the same
point.

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 FORMATIVE CONSTRUCTED CHECKLIST ITEMS
RESPONSE TYPE

1. The learning target or competency is stated. “Students are able to

KNOW-SHOW illustrate tangent lines and tangent circles.”
2. A table with 2 columns is provided with the left for KNOW and
the right for SHOW.
3. Instructions are given to students in each column on how to
answer KNOW and SHOW.
a. KNOW: Here is what I know about the competency. (The
KNOW column may be answered or left blank.)
b. SHOW: I can show what I know about the competency
by…
4. A minimum number of answers under each column is stated.

2. SELECTED RESPONSE TEST ITEMS:

LEARNING COMPETENCY (A) TEST ITEM

Derive inductively the relationships among center, radius, chord and Hooking of Ideas
diameter.

Derive inductively the relations among chord, central angles and inscribed Small group discussion
angle.

Illustrate tangent lines and tangent circles. Labeling

Illustrate and prove theorems on tangents and secants Journals

Illustrate and prove theorems related to products of lengths and segments Fill in the blanks
associated with circles.

Illustrate the segment and the sector of a circle. Graphic Organizer

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3. CLAIM-EVIDENCE-REASONING TABLE:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

QUESTION:

YOUR CLAIM:

Cite from the article two evidences that support your claim:

EVIDENCE 1:

EVIDENCE 2:

Explain how your evidence supports your claim.

REASONING:

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE
An article or problem is given to the student to read
and analyze.
Question(s) related to the Make Meaning competency
are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that a student can use to
begin his or her answer.

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4A. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT BOARD:

LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

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4B. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER SHEET:

NAME_____________________________ GRADE ____________ SUBJECT ____________

DIRECTIONS: You are required to answer the center question no. 5. After answering, select 2 more to
form a straight row or column like in a tic tac toe game (e.g., horizontal for Questions 4, 5 and 6; vertical for
Questions 2, 5 and 8; or diagonal left for Questions 1, 5 and 9 or diagonal right for Questions 3, 5 and 7).
Whatever straight line you choose, you will be answering only 3 questions.
Write the number of the questions you are answering. Then proceed to complete the CLAIM-EVIDENCE-
REASONING for each question. For evidence, you have to refer to the article.

QUESTION NO. 5:
CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

QUESTION NO. ___:

CLAIM: My answer to the question is

EVIDENCE: The statement in the article that supports my answer is…

REASONING: The evidence I chose supports my answer because…

4C. CLAIM-EVIDENCE-REASONING TIC TAC TOE ASSESSMENT ANSWER KEY:

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 LEARNING COMPETENCY: (M)

ARTICLE:

Q1 Q2 Q3

Q4 Q5 Q6

Q7 Q8 Q9

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING 1. An article or problem is given to the student to
TIC TAC TOE ASSESSMENT BOARD, ANSWER read and analyze.
SHEET AND ANSWER KEY 2. Question(s) are given in line with Make Meaning
competency for students to answer in the form of a
tic tac toe board.
3. Students have to answer Q5 at the center of the
board. The Q5 question is directly related to
competency.
4. Students have to select 2 other questions to form a
10. straight line either horizontal, vertical or diagonal.
In the students’ Answer sheet, a table for the
students’ answers to selected questions is provided.
5. The table contains a part for Question No., another
for Claim, another for Evidence and a final part for
Reasoning. Each part may have prompts that
10. students can begin their answer. Students have to
11. refer to articles to provide Evidence.
6. In the Answer Key, the Make Meaning type of
Learning Competency is stated.
7. The Evidence or supporting text in the article is
stated below each question.

5. OPEN BOOKS TEST ITEM:

LEARNING COMPETENCY: (M)

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 NAME______________ GRADE __________ SUBJECT:
DIRECTIONS: Below are articles about…. Read the selections and select which is the best….After the third ar
You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are NOT a
relatives or any other adult. Before submitting, make sure you have followed the instructions on how to answer.

ARTICLE 1:

ARTICLE 2:

ARTICLE 3:

DIRECTIONS: After reading the three articles, decide which of the three best … . Discuss your choice and support yo
article.
ANSWER:
Article no. ______ about the _________________ is the best because…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

OPEN BOOKS 1. The Make Meaning competency is stated.
2. Three selections related to the Make Meaning
competency are given to the student to read and
analyze.
3. Directions ask the student to determine which
selection is the best in line with the Make .
Meaning-type of learning competency. Students
are also asked to support answers by citing
important parts of the selection.
10. 4. Directions also contain permission to the student to
11. use references and the Internet. Directions also
12. clearly state persons or materials the student is not
13. allowed to consult.
14. 5. The length and readability of the selections are
15. developmentally appropriate. As much as possible,
16. the selections are contextualized in the Philippine
17. setting.
6. A table is given for students to discuss their
choice. A prompt on how to begin the answer may
or may not be found.
7. Students have to do C-E-R in their answers. They
make a claim on which is the best. They have to
give Evidence citing texts and Reason to justify
their choice.

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6A. PERFORMANCE TASK (1 PRODUCT)

PERFORMANCE STANDARD: The learner is able to formulate and find solutions to challenging
situations involving circles and other related terms in different disciplines through appropriate and accurate
representations.

SITUATION:
1. A group in a theater company needs a design plan for the best locations of the actors.
2. A theater has to identify the best location for a cameraman.
3. A garden park has to identify the best location for their lawn sprinklers.

GOAL:

To design a plan for best locations

ROLE:

Theater Engineer

Landscape Architect

PRODUCT CHOICES:
Stage Design Plan

AUDIENCE:

Stage Director/Manager

Theater Manager

Municipality Mayor

STANDARDS:

Mathematical Justification, Accuracy, Practicality, Presentation

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
criteria). The STANDARDS are consistent with the Unit Performance Standard.

7. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 6A-D)

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 CRITERIA 4 3 2 1 RATING

OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

Mathematical The The The The

Justification recommendation recommendation recommendation recommendation
shows the effective shows appropriate shows some did not use the
and appropriate use use of the key appropriate use key concepts of
of the key concepts concepts of circles of the key circles.
of circles as as evidenced by an concepts of
evidenced by an accompanied circles.
accompanied explanation.
explanation.

Accuracy The computations The computations Some Most of the

used as basis for used as basis for computations computations
recommendation recommendation used as a basis used as a basis
are detailed and are correct in all for for
correct in all details. recommendation recommendation
details. are incorrect in s are incorrect in
some details. details.

Practicality The location The location The location The location

considers and considers the considers some does not
specifies the different conditions conditions of the consider the
different conditions of the target area target area with different
of the target area with clear clear supporting conditions of the
with clear and supporting evidence. area.
detailed supporting evidence.
evidence.

Presentation The presentation is The presentation is Some parts of the Most parts of
clear and convincing. presentation the presentation
convincing. The Multimedia used is were not were unclear
multimedia used is pleasing and convincing. and erroneous.
pleasing, attractive attractive. Multimedia used Multimedia
and is effective in is pleasing but used does not
delivering the does not enhance enhance the
message. the delivery of delivery of the
the message. message.

TOTAL

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