2021 JHS INSET Template for Modular/Online Learning
Subject: Mathematics Grade Level: 10
Unit Topic: Circles Quarter: 2
UNIT STANDARDS AND COMPETENCIES DIAGRAM
LEARNING PLAN
EXPLORE
This unit is about Circles
In this lesson, you will learn the concepts of chords, arcs, and angles which are used
in many situations. You will also learn different relationships and theorems related
to these lessons which are useful in solving real world problems. You will also
gather ideas to answer the question “How can real-life problems involving circles
be solved?” These concepts will also help you visualize situations and create
solutions to the problems that you encounter. Answers to the question above will
also help you do your performance task.
Consider this question: How can real-life problems involving circles be solved?
Map of Conceptual Change:
In the table below, write your answers on the initial part for the question.
How can real-life problems involving circles be solved?
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LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)
A1: Derive inductively Activity 1 Small Group Discussion
the relationships
Instructions: Differentiate circles and other geometric figures, and the definitions of
among center, radius,
center, radius, chord and diameter.
chord and diameter.
Clickable Links :
https://www.liveworksheets.com/worksheets/en/Math/Circle/SOL_5.10_Circles_As
sessment_gp1599785hi
Screenshot of Online Resource:
Activity 2 Classroom Discussion
Instructions:Discuss parts of a circle, degree measures of parts of a circle, and the
arc addition postulate including the examples
A2. Derives
inductively the
relations among chord,
central angles and
inscribed angle.
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M10GE-IIc-1
A3.Illustrates tangent Activity 3 Geometry Circles Relationships
lines and tangent
Instructions: : Using Kahoot! (click the link provided below), choose the best
circles.
answer
M10GE-IIe-1
Clickable Links : https://create.kahoot.it/details/geometry-circle-relationships-
math/c7576755-b622-4f4d-8288-b01704608493
Screenshot of Online Resource:
A4. Illustrates and
proves theorems on
tangents and secants
Activity 4 Circles
Instructions: Using quizizz (click the link provided below), choose the best answer
Clickable Links :
https://quizizz.com/admin/quiz/5a5244599c63661000693d34/circles-and-tangent-
lines
Screenshot of Online Resource:
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A5. Illustrates and
proves theorems
related to products of
lengths and segments
associated with circles.
Activity 5 Pair Activity
Instructions: Ask each pair to analyse the proofs of theorems
Clickable Links :
(https://quizizz.com/admin/quiz/5b29dc0c79288400191ac6d7/circle-theorems)
Screenshot of Online Resource:
A6. Illustrates the
segment and the sector
of a circle. Activity 6 (Mini Quiz Bee)
Instructions: (Using quizizz (click the link provided below), choose the best answer)
M10GEef-1
Clickable Links :
(https://quizizz.com/admin/quiz/57155b3a81b1d3bf676ae1d9/chapter-12:-circles,-
sectors,-arc-length,-segments)
Screenshot of Online Resource:
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Map of Conceptual Change
In the table below, write your answers on the revised part of the question.
How can real-life problems involving circles be solved?
LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
Instructions: Now that you validate your understanding, you are ready for more
M1. Proves theorems challenging activities. The next three activities will help you develop your
related to chords, arcs, understanding of the concepts and importance of the lesson.
central angles, and
inscribed angles. Click the links below to answer the three activities.
M10GE-IIc-d-1
GUIDED GENERALIZATION TABLE
M2. Proves the theorem https://app.wizer.me/learn/2NHN5A
on tangent lines and
tangent circles. Essential Question Text 1 Text 2 Text 3
How can real-life You are a You are a A surveillance
M3. Constructs the problems landscape professional camera is
tangent to; a given circle involving circles designer. Three photographer. mounted on a
at a given point on the be solved? bushes are Your camera has corner of a
circle and; a given circle arranged in a a 90% field of building. It
from appoint in the garden as shown. vision and you rotates clockwise
exterior of the circle. Where should you want to and
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place a sprinkler photograph the counterclockwise
M4. Constructs an so that it is the front of a statue. continuously
inscribed circle in a same distance You move to a between Wall A
given triangle. from each bush? spot where the and Wall B at a
statue is the only rate of 10 per
thing captured in minute as
your picture, as illustrated in the
shown. You want figure. How long
to change your does it take the
position. Where camera to survey
else can you stand the entire area at
so that the statue once. Justify your
is perfectly answer.
framed?
Answer: Answer: Answer:
Supporting Texts: Supporting Texts: Supporting Texts:
Reason: Reason: Reason:
Common Ideas in Reasons:
Enduring Understanding/Generalization:
Students will understand that appropriate use of theorems and postulates involving
circles determine solutions to a certain real-life problems
C-E-R Questions:
1. How did you answer the problem above?
2. What concepts did you use to answer the problem?Show your
solution/justification:
3. What might happen if you can't respond to the given situation?
Complete the statement: Problems in real life(specify) can be analyzed and
solved by
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
4. EQ: How can real-life problems involving circles be solved?
Prompt for Generalization:
1. Directed
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2. Open
3. Guided
ASYCHRONOUS ONLINE LEARNING MATERIALS
WIZER.ME
https://app.wizer.me/learn/2NHN5A
Text 1:
Link: https://app.wizer.me/learn/2NHN5A
Text 2:
Link: https://app.wizer.me/learn/2NHN5A
Text 3:
Link: https://app.wizer.me/learn/2NHN5A
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Holistic Rubric for Guided Generalization:
Map of Conceptual Change
In the table below, write your answers on the final part of the question.
How can real-life problems involving circles be solved?
Learning Competency TRANSFER
PERFORMANCE Transfer Goal:
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STANDARD: The
learner is able to
The students on their own and in the long run will be able to make a design
formulate and find
proposal using key concepts of circles and use it to be a basis for decision making.
solutions to
challenging situations (Differentiated Products)
involving circles and
SITUATION:
other related terms in
different disciplines 1. A group in a theater company needs a design plan for the best locations of
through appropriate the actors.
and accurate
representations. 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
Event Setup Design Plan
Garden Water System Design Plan
AUDIENCE:
Stage Director/Manager
Theater Manager
Municipality Mayor
STANDARDS:
Accuracy and precision
Use of Web 2.0 App for Output (Ex. InShot, etc)
GEOGEBRA
Voki.com
Analytic Rubric:
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(Attached Below)
Self-Assessment:
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.
CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI
A1. A1. A2. A2.
Small Group Picture Analysis, Classroom Summative
Discussion, Formative Discussion, Assessment
Concept Map
Classroom Assessment Conceptual
Discussion, Circles (Seatwork) Understanding
Online Check
(Hooking of Ideas)
(Hooking of Ideas)
WEEK 2
MON TUE WED THU FRI
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A3. A3. A4. A4.
Classroom Describe Me, Lets Classroom Representations Summative
Discussion, Model (Graphic Discussion, Circles and Modeling Assessment
Organizer) Quizziz
KAHOOT (Math Journals)
(Geometry Circles
Relationships)
WEEK 3
MON TUE WED THU FRI
A5. A6. A6. M1. M1.
Paired Activity, Classroom Labeling Exercise Group work, Concept Analysis
Seatwork Discussion, Mini
Watch and Learn (Guided
Quiz Bee (Kahoot)
Circle Theorems Generalization)
Quizziz
WEEK 4
MON TUE WED THU FRI
M2. M3/M4. M3/M4. T1.
Paired Activity Writing Picture/Video Scaffold 1 and 2
Conclusions Analysis
(Guided Performance Task
Generalization) (Problem Solving
with C.E.R)
M3. Summative
Assessment
Making
Exit Slips
Illustrations
(Problem Solving
with C.E.R)
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TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT
Grade/Subject: 10 - Mathematics
Topic Objectives/Learning Competencies No. of No. of Levels of Performance % of
Days/ Items Items
Hours
Remem- Under- Analy- Applying Evalua- Creating
bering standing zing ting
Relationships Derives inductively the 2 5 WW WW 10%
among center, relationships among center, radius,
radius, chord chord and diameter.
and diameter
Relations Derives inductively the relations 2 5 WW WW 10%
among chord, among chord, central angles and
central angles inscribed angle.
and inscribed
angle
Tangent Lines Illustrates tangent lines and tangent 2 5 WW WW 10%
and Tangent circles.
Circles
Theorems on Illustrates and proves theorems on 2 5 WW WW 10%
Tangents and tangents and secants.
Secants
Theorems Illustrates and proves theorems 1 5 WW WW 10%
related to related to products of lengths and
products of segments associated with circles.
lengths and
segments
associated with
circles
Segment and Illustrates the segment and the 2 5 WW WW 10%
the sector of sector of a circle.
circle
Theorems Proves theorems related to chords, 2 5 WW 15%
related to arcs, central angles, and inscribed
chords, arcs, angles.
central angles,
and inscribed
angles
Theorem on 1 5 WW 15%
tangent lines Proves the theorem on tangent lines
and tangent and tangent circles.
circles
Constructing 1 5 WW 15%
tangent Constructs the tangent to; a given
circle at a given point on the circle
and; a given circle from appoint in
the exterior of the circle.
Constructing an 1 5 WW 15%
inscribed circle Constructs an inscribed circle in a
in a given given triangle.
triangle
Solving Solves problems involving chords, 5 10 Performance Task 20%
problems arcs, central angles, and inscribed
involving angles of circles.
chords, arcs,
central angles,
and inscribed
angles of
circles.
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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 about tangent lines and Direction: To SHOW what I KNOW about tangent lines
tangent circles and 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.
FORMATIVE CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS
KNOW-SHOW 1. The learning target or competency is stated.
“Students are able to 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. KNOW: Here is what I know about
the competency. (The KNOW column may be
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answered or left blank.)
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, Hooking of Ideas
radius, chord and diameter.
Derive inductively the relations among chord, Small group discussion
central angles and inscribed angle.
Illustrates tangent lines and tangent circles. Labeling
Illustrates and proves theorems on tangents Journals
and secants
Illustrates and proves theorems related to Fill in the blanks
products of lengths and segments associated
with circles.
Illustrates the segment and the sector of a Graphic Organizer
circle.
3. CLAIM-EVIDENCE-REASONING TABLE:
LEARNING COMPETENCY: (M) Proves theorems related to chords, arcs, central angles, and inscribed
angles.
INSTRUCTIONS: Read the given article. Then answer the questions that follow:
ARTICLE/PROBLEM: You are a professional photographer. Your camera has a 90 field of vision
and you want to photograph the front of a statue. You move to a spot where the statue is the only
thing captured in your picture, as shown. You want to change your
position.
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QUESTION: Where else can you stand so that the statue is perfectly framed?
YOUR CLAIM:
Cite from the article two evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
Explain how your evidences 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 student can use to
begin his or her answer.
4. OPEN BOOKS TEST ITEM:
LEARNING COMPETENCY: (M) Proves the theorem on tangent lines and tangent circles.
NAME______________ GRADE Grade 10_ SUBJECT: Mathematics
DIRECTIONS: Below are articles about tangent lines and tangent circles. Read the selections and select
which is the best article. After the third article, write your answer in the given table.
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You are allowed to refer to your module or available references (e.g. textbook) and the Internet. You are
NOT allowed to ask help from your classmates, parents, guardians, relatives or any other adult. Before
submitting, make sure you have followed the instructions on how to answer.
ARTICLE 1: https://www.ck12.org/book/ck-12-interactive-geometry-for-ccss/section/8.7/
ARTICLE 2: https://www.sparknotes.com/math/geometry1/circles/section3/
ARTICLE 3: https://geometryhelp.net/category/circles/tangent-lines/
DIRECTIONS: After reading the three articles, decide which of the three best. Discuss your choice and
support your answer with quotations or statements from the chosen 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. Student is also asked to support answer by citing
important parts of the selection.
4. Directions also contain permission to the student to use
references and the Internet. Directions also clearly state persons
or materials the student is not allowed to consult.
5. The length and readability of the selections are developmentally
appropriate. As much as possible, the selections are
contextualized in the Philippine 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 answer. They make a claim
on which is the best. They have to give Evidence citing texts
and Reason to justify their choice.
5B. PERFORMANCE TASK (DIFFERENTIATED PRODUCTS):
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
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ROLE:
Theater Engineer
Landscape Architect
PRODUCT CHOICES:
1. Stage Design Plan
2. Event Setup Design Plan
3. Garden Water System Design Plan
AUDIENCE:
Stage Director/Manager
Theater Manager
Municipality Mayor
STANDARDS:
Accuracy and precision
PERFORMANCE TASK GRASPS CHECKLIST (DIFFERENTIATED PRODUCTS)
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 possible ROLES in answering the need or goal or solving the
problem. The student may choose 1 of the given roles.
5. The student is asked to select in line with his or her role the output or PRODUCT from those that are
mentioned. The student will work on the chosen PRODUCT. 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 applicable to the different products. The STANDARDS are consistent with
the Unit Performance Standard.
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6. PERFORMANCE TASK ANALYTIC RUBRIC: (applies to nos. 5A-C)
CRITERIA1 4 3 2 1 RATING
OUTSTANDING SATISFACTOR DEVELOPING BEGINNING
Y
Mathematical The The The The
Justification recommendatio recommendatio recommendatio recommendatio
n shows the n shows n shows some n did not use
effective and appropriate use appropriate use the key
appropriate use of the key of the key concepts of
of the key concepts of concepts of circles.
concepts of circles as circles.
circles as evidenced by an
evidenced by an accompanied
accompanied explanation.
explanation.
Accuracy The The Some Most of the
computations computations computations computations
used as basis for used as basis for used as basis for used as basis for
recommendatio recommendatio recommendatio recommendatio
n are detailed n are correct in n are incorrect ns are incorrect
and correct in all details. in some details. in details.
all details.
Practicality The location The location The location The location
considers and considers the considers some does not
specifies the different conditions of consider the
different conditions of the target area different
conditions of the target area with clear conditions of
the target area with clear supporting the area.
with clear and supporting evidence.
detailed evidence.
supporting
evidence.
Presentation The The Some parts of Most parts of
presentation is presentation is the presentation the presentation
clear and convincing. were not were unclear
convincing. The Multimedia convincing. and erroneous.
multimedia used is pleasing Multimedia Multimedia
used is pleasing, and attractive. used is pleasing used does not
attractive and is but does not enhance the
effective in enhance the delivery of the
delivering the delivery of the message.
message. message.
TOTAL
1
Criteria in column 1 should be the same as the Standards mentioned in tables in nos. 5A-C.
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