LESSON PLAN IN MATH 10

Prepared by: Sheena C. Oñate

I. OBJECTIVES:
Within a 60-minute period, students would be able to:
1. define the different types of arcs: semicircle, minor arc and major arc;
2. identify and name the different types of arcs using illustrations; and
3. appreciate the lesson by citing real-life applications where you can apply the different types of
arcs.

II. SUBJECT MATTER:

A. Topic: DIFFERENT TYPES OF ARCS: SEMICIRCLE, MINOR ARC, and MAJOR ARC
(M10GE-IIe-1: Illustrates secants, tangents, segments and sectors of a circle.)
B. Concept:
DIFFERENT TYPES OF ARCS:
1. Arc - it refers to a part or a portion of a circle; the symbol for arc is:
2. Semicircle - a type of arc that measures exactly half of a circle.
3. Minor arc - a type of arc that measures less than half of a circle.
4. Major arc - a type of arc that measures more than half of a circle.

1. 1 Using circle N on the left:

S V

C 1. TCV, TSV, and TOV are the semicircles.

N
2. TC, CS, SV, VO, and OT are minor arcs.
T O
3. VSO, SCO, VOS and VTS are major arcs.
C. Process Skills: defining, identifying, naming, enumerating, citing situations
D. Value Focus: Life problems may compare to arcs: some problems are easy to handle (minor), some
problems are big challenges (major), and all of these problems are equally proportioned, its either we
win or lose (semicircle).
E. Materials: Power point presentation, chalkboard, module, visual aids, illustrations, projector/smart
television
F. References: Mathematics Learners Module Grade 10, Callanta, M. et.al., p. 141
Geometry III, Dilao, J. et.al., pp. 187-188
https://youtube.com/search?q=different+types+of+arcs

III. METHODOLOGY
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY INDICATOR /
ANNOTATIONS /
TEACHER’S
ADDITIONAL
NOTES
A. PRELIMINARY
ACTIVITIES
1. Prayer

2. Greetings Good morning class! Good Morning Ma’am!

3. Reminders on Before we start with our

safety class, I want you to be
protocols reminded of the following
things class:
- How do you feel today?
Have you eaten your
breakfast already?
- Always take note class that
if ever you’re not feeling
well, you must stay in your
home, rest assured that you
will be excused from the
class and will be given the
modules for the lessons
missed.
- You may also wear your
face mask and sanitize
yourselves using your own
sanitizers / alcohol, if you
have.
4. Checking of Let the class
attendance Secretary checked
the attendance.

Teacher will
consider those
students who are
living in far-flung
areas especially
those who belong
to indigenous
groups and can’t
go to school
because of
weather conditions
and will ensure
them that they will
be provided
another set of
activities to cope
up what they have
 missed in actual
class discussion.
(Adapted and used
culturally
appropriate
teaching strategies
to address the
needs of learners
from indigenous
groups.
(INDICATOR 8)

5. Checking of Check and collect

assignment the papers if there
are any
assignment.

6. Review Today class is another day

for a new lesson, but before
that let’s have first a sort of
review. So last time, we’ve
discussed about the different
parts of circles, am I right? Yes Ma’am.

So we all knew already Remind students

about center, radius, chord, to participate
diameter, secant and actively during
tangent. Correct? Yes Ma’am. class discussion.
For example:
X
V R
W

Y S

U T
Z
S

Using the illustration

above, name the following:
1. Center 1. ∙ Y Students will write
2. Radius / radii 2. YX , YZ , YW their answers on
3. Chord/s 3. XZ ,VU the board.
4. Diameter 4. XZ
5. Secant 5. VU´
6. Tangent 6. RT´

Very good! So it seems

that you have mastered our
past lesson, let’s proceed to a
new one.

7. Motivation But before that, let’s play a Illustration will be

 game! The title of our game provided for the
is “4-Pics-1-Word students to
(Mathematics Edition)!” awaken their
interest toward the
The mechanics of the game lesson.
is I want you to guess the 1
word that corresponds to the
4 pictures in just 10 seconds.
So are you all ready? Yes, Ma’am!

(Students will have their

guess; answers may vary)

1. CIRCLE Choosing pictures

where they can
relate into. For
example, instead
of using the ball for
softball, use for
2. ARC basketball instead,
for lifesaver’s to
float, use the tire
of motorcycle since
here in DSB,
children are very
3. HALF familiar with the
tires they are
using.

Established a
learner centered
4. MINOR culture by using
teaching strategies
that respond to
their linguistic,
socio-economic
and religious
5. MAJOR backgrounds.
(INDICATOR 7)

Did you enjoy our game

class? Don’t you know that
the words we got are related
to our today’s topic? So do
you have an idea what will be
our lesson for this day? (Students will have their
guess; answers may vary)

8. Presentation Our lesson for today is all

 of Lesson about the “DIFFERENT TYPES
OF ARCS”.

So to start with, may I

request everybody to read
our today’s objectives? (Students will read the
objectives aloud.)

9. Unlocking of Arc – is just a part or a Providing

Difficulties portion of a circle. The definitions of
symbol for arc is: important terms
Example: H that will help the
students to
understand easily
S E the lesson to be
S discussed.

Using ⊙S above, HE, ES and

HS are arcs that can be found
on the circle.

A. ACTIVITY PROPER To help you understand our Used range of

today’s lesson, I do prepare teaching strategies
here an activity. that enhance
1. Setting of Standards: learner
1.1 Our today’s activity is a achievement in
group activity having 4-5 literacy and
members (Leader, Secretary, numeracy skills.
Reporter/s, Time Keeper) per (INDICATOR 2)
group.
1.2 I will be providing you an Adapted and used
activity sheet with all the culturally
materials needed and a piece appropriate
of paper that will serve as teaching strategies
your answer sheet. to address the
1.3 Read the instructions needs of learners
very carefully and give what from indigenous
is being asked/required. groups.
1.4 This activity will only be (INDICATOR 8)
good for 10 minutes.

Are all instructions clear? Yes Ma’am!

ACTIVITY: “Division of Pieces” Teacher will highly

 emphasized that
INSTRUCTIONS: (Students will read and teamwork and
1. Each group will be given an follow the instructions cooperation is
illustration of pizza/pie to be provided on their activity highly encouraged
divided. sheets.) during the conduct
2. Divide the illustration into of group activities.
the following parts:
A. 2 equal parts
B. 4 equal parts
C. 8 equal parts
B. ANALYSIS
Guide Questions: Applied a range of
Part I: teaching strategies
1. Using the first illustration (Students will guess; answers to develop critical
(divided by 2 equal parts), may vary) and creative
get the half part and measure thinking as well as
the remaining part using your other higher order
protractor. thinking skills.
A. What is the measure of (INDICATOR 3)
the half part of the
illustration? Teacher will
monitor her
2. Using the second (Students will guess; answers students’
illustration, (divided by 4 may vary) performance by
equal parts): roaming around
A. Get the 1/4 part and and check their
measure it. work if they truly
B. Get the half part and understand the
measure it. instructions
C. Get the 3/4 part and provided in their
measure it. activity.

3. Using the third illustration, (Students will guess; answers

(divided by 8 equal parts): may vary)
A. Get the 3/8 part and
measure it.
B. Get the half part and
measure it.
C. Get the 7/8 part and
measure it.

Part II: Try to answer the Applied a range of

following questions:
1. What have you notice with
the illustrations that you
have every time you will
divide it into equal parts?
2. Do you have any idea what
do you call those parts of
circle that are exactly half of
the circle?
3. Do you have any idea what
teaching strategies
(Students will guess; answers to develop critical
may vary) and creative
thinking as well as
other higher order
(Students will guess; answers thinking skills.
may vary) (INDICATOR 3)
(Students will guess; answers
 do you call those parts of may vary)
circle that are less than 180
degrees or less than half of
the circle (like the 1/4 and
3/8 parts)?
4. Do you have any idea what (Students will guess; answers
do you call those parts of may vary)
circle that are more than 180
degrees or more than half of
the circle (like the 3/4 and
7/8 parts)?
C. ABSTRACTION /
GENERALIZATION To summarize our today’s Participation and
lesson, I want you to consider cooperation are
this illustration: highly expected
A
from the students.
F

D E
C E

Based on your activity a while

ago:

- What are the different types

of arcs of a circle? (Students will guess)

Great. There are 3 types of Used strategies for

arcs of a circle: semicircle, providing timely,
minor arc and major arc. accurate and
constructive
- Who can describe now what feedback to
is a semicircle? (Answers may vary) improve learner
performance.
Very good! Semicircle is an (INDICATOR 9)
arc that measures exactly
half of a circle. Now, you try
to give a semicircle on ⊙D. (Answers may vary)

- Who can describe now what

is a minor arc? (Answers may vary)

Good! Minor arc is an arc

that measures less than half
of a circle. Now, you try to
give minor arc on ⊙D. (Answers may vary)

- Who can describe now what

 is a major arc? (Answers may vary)

Great! Major arc is an arc

that measures more than half
of a circle. Now, you try to
give major arc on ⊙D. (Answers may vary)

D. APPLICATION Are all terms clear class? Any

questions? None, Ma’am!

Using the circle below, name

the following:
B

E
R

Z
1. Semicircle/s
2. Minor Arc/s
3. Major Arc/s
(The students will answer
So, it seems that you now and will write it in the board.)
all know what are the
different parts of the circle
and how to name each one
D. VALUING of them, I want you to
consider this situation first:

Fhebe is a Grade 10 student Established a

with an allowance of P80 a learner centered
day. Then one day, the whole culture by using
class where she belongs were teaching strategies
tasked to make a budget plan that respond to
of their everyday expenses. their linguistic,
She uses circle graph to make socio-economic
her expenses. She divides the and religious
circle into parts according to backgrounds.
the amount she allotted (INDICATOR 7)
every day. If you were Fhebe,
how would you make your
own circle graph with the
(Answers may vary, let a
division of parts?
student draw his/her circle
graph on the board and
explain the expenses.)

Job well done! Now, using Applied knowledge

 the illustration that you of content within
drawn, do you think we can and across
apply the concept of arcs in curriculum
presenting your expenses? Yes, Maam! teaching areas.
What do you buy half of your (INDICATOR 1)
daily allowance (semicircle)? (Answers may vary)
How about those who only
has a little amount (minor
arc)? (Answers may vary)
Learning
Very good! Yes, we can apply Competency to
our today’s lesson class not across curriculum:
only in Math but also in your Natataya ang
AP, the way you budget your kahalagahan ng
allowance. ekonomiks sa
pang-araw- araw
na
pamumuhay ng
bawat pamilya at
ng lipunan.
(AP 9, 1st Quarter,
AP9MKE-Ia-2)
Are all things understood? Yes, Ma’am!

Now, its time to check

whether you’ve truly learned
something. I want you to get
1/2 crosswise and let’s have
your quiz.

IV. EVALUATION / ASSESSMENT

In a 1/2 crosswise, answer the following questions.
Test I. Write the CAPITAL LETTER of your choice. (1 point each)
1. It refers to a part or just a portion of a circle.
A. Secant B. Arc C. Radius
2. Which of the following describes a minor arc?
A. It is an arc that measures more than half of a circle.
B. It is an arc that measures exactly half of a circle.
C. It is an arc that measures less than half of a circle.
3. Which of the following is TRUE about semicircle?
A. It is an arc that measures more than half of a circle.
B. It is an arc that measures exactly half of a circle.
C. It is an arc that measures less than half of a circle.
4. Which of the following refers to a type of arc that measures more than half of a circle?
A. Semicircle B. Major Arc C. Minor Arc
Test II. Identify and name the different types of arcs using the illustration provided below: (1 point each)
 Z 1. ) 2 semicircles
J 2. ) 1 major arc
3. ) 1 minor arc
Q H

V. ASSIGNMENT
Research on objects that can be seen and use in our daily lives having the different types of arcs. You may
draw/print it in a short bond paper. (15 points)

REFLECTION:
Grade and Total Total Number of Number of Mastery Instructional
Section Number of Number of Students Students that Level Decision
Students in Students who Got Needs
Class who Took 75% and Remediation
the Test Above

Prepared by:

SHEENA C. OÑATE, MEd

Teacher I
Sofronio Carmona MNHS