DETAILED LESSON PLAN

STUDENT TEACHER FRANCIS REY T. RANOLA SCHOOL NATO NATIONAL HIGH SCHOOL
COURSE PROGRAM BACHELOR OF SECONDARY EDUCATION QUARTER THIRD
SPECIALIZATION MATHEMATICS GRADE 10 STUDENTS
DATE FEBRUARY 28, 2024 SECTION APHRODITE
TIME FRAME 45 MINUTES 12:00 – 12:45

A. CONTENT STANDARDS The learner demonstrates understanding of key concepts of circles

B. PERFORMANCE STANDARDS
C. LEARNING COMPETENCIES
I. LEARNING OUTCOME
and coordinates geometry.
1. 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.
2. The learner is able to formulate and solve problems
involving geometric figures on the rectangular coordinate
plane with perseverance and accuracy.
The learner derives inductively the relations among chords, arcs,
central angles, and inscribed angles.
M10GE-IIc-1-d-1
At the end of the lesson, the student will be able to:
a. Proves theorems 2 on chords, arcs, and central angle of a
circle.
b. Use the theorems in finding the measure of chords, arcs,
and central angle of a circle.
c. Develop perseverance in doing the tasks.

II. SUBJECT MATTER

TOPIC Chords, Arcs, and Central Angle (Theorem 2)

TIME DURATION (45 minutes)
REFERENCES Mathematics Learner’s Module 10 pp. 144-146
First Edition 2016
Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I.
Chua, Jerry D. Cruz, Maris S. Esparago, Elino S. Garcia, Aries N.
Magnaye, Fernando B. Oriones, Rowena S. Perez and Concepcion
S. Fernida.
Printed in the Philippines by REX Book Store, Inc. 5th Floor
Mabini Building ,Deped Complex Meralco Avenue, Pasig City
Philippine 1600
VISUAL AID/S Book, Manila Paper, Chalk/Green Board
VALUES INTEGRATION Mathematics is important; it helps to solve some real-world
problems. (This topic is an wherein you apply the good values that
they should apply for example performing the line using real life
how to measure in the home design.)
SKILLS Enhance the ability of the learners to relate the topic in solving
real-world problems.
III. LEARNING METHODOLOGY/PROCEDURE

LESSON PROCEDURE TEACHER’S ACTIVITY LEARNER’S ACTIVITY

A. INTRODUCTION (PRELIMINARY ACTIVITIES)

GREETINGS Good morning class Good morning Sir

Please arrange your seats properly and kindly pick
up the papers below your chairs.
PRAYER Who is assign to lead the prayer for today? Student: Me Sir,

Ok, lead the prayer. Student:

Classmates please stand and
let us pray.
(the students stand-up)
In the name of the Father . .
CHECKING OF Who is absent for today? Nothing Sir,
ATTENDANCE
CHECKING OF Did I give you an assignment last time? No Sir,
ASSIGNMENT
Ok, let’s proceed now with our new topic.

B. MOTIVATION AND REVIEW

THINK…
During school days, time is very important. We Students:
need to budget our time not to be late. The most To determine the measures
crucial time is 7:00am which is the start of classes. of the angles formed by the
Looking at the short and long hands of a clock short and long hands of a
which forms angles, what are the measures of clock at 7:00, we can use
each? What are the measures of its corresponding the following formulas:
arc?0 1. The angle formed by
the hour hand from
12 0’clock position
is given by:
Hour hand angle
260
=( ) x current hour
12
Plugging in the values for
7:00, we get:
Hour hand angle
= (3609
12 )x7+(
360
12 x 6
)
Hour hand angle = 2100
 2. The angle formed by
the munite hand
from 12 0’clock
position is given by:
Minute hand angle
360
=( ) x current minute
60
Plugging in the value for
7:00, we get:
360
Minute hand angle ( )x
60
0
Minute hand angle = 00

Therefore, at 7:00 the

measure of the angle formed
by the hour hand is 210, and
the measure of the angle
formed by the minute hand
is 0.

C. LESSON PROPER

ACTIVITY/IES
Theorem 1 on central angles, arcs and chords of a
circle had been stated, analyzed, proved and
applied in finding the measures of central angles
and its corresponding arcs.

Now, we are ready to learn the second theorem.

ANALYSIS
ABSTRACTION
TRY THIS…

Students:
1. Given
2. Radii of the same
circle or of
 congruent circles are
congruent.
3. SSS Postulate.
4. Corresponding Parts
of Congruent
Triangles are
Congruent (CPCTC)
5. From the previous
theorem, “In a circle
or in congruent
circles, two minor
arcs are congruent if
and only if their
corresponding
central angles are
congruent.”

DO MORE…

Students:
1. Given
2. Definition of
congruent arcs.
3. Definition of central
 angles.
4. The degree measure
of a minor arc is the
measure of the
central angle which
intercepts the arc.
5. From 2, 4,
substitution.
6. Radii of the same
circle or of
congruent circles are
congruent.
7. SAS Postulate
8. Corresponding Parts
of Congruent
Triangles are
Congruent (CPCTC)

APPLICATION
 Applying the learned theorem, answer the
following:

FIND ME…

Students:
1. ‫ے‬JSN ≅ ‫ے‬OSI
because they both
same measure of the
arc and angles
inscribed in the same
arc.
2.
a. 1130
b. 670
c. 670
3. Yes, both of them is
congruent.
4. ‫ے‬JO and ‫ے‬NI
5.
a. 2
b. 1130
c. 670
d. 670
e. 670
f. 670
6. mJI and mON

D. SUMMARY

Theorem 2 on central angles, arcs and chords of a

circle states that:

In a circle or in congruent circles, two minor arcs

are congruent if and only if their corresponding
chords are congruent.
IV. ASSESSMENT TASK
From the figure at the right find the measure of the unknown angles and arcs.
Given: ‫ ے‬CAD = 150⁰
Chords ^BC ≅ ^
ED
^
1. CD
2. ^
DE
^
3. BE
4. ^
BC
5. ‫ ے‬BA
V. ASSIGNMENT
A. Follow Up
Give your own example illustrating the learned theorem.
B. State theorem 3 on central angles, arcs and chords of a circle.

Prepared By: Checked:

FRANCIS REY T. RANOLA MARIVIC T. MENDOZA

Student Teacher Cooperating Teacher

Noted: Approved:

BABY LIZA T. FRIAS FELOMINA C. VERGARA

Head Teacher II Principal II