ST VINCENT FERRER SEMINARY
JUNIOR HIGH SCHOOL
#104 Seminario St. Jaro, Iloilo City
GRADE 10 LEARNING MODULE- MATHEMATICS
THIRD QUARTER
Quarter No. 3 Module 4: GEOMETRY OF THE CIRCLE Time frame: meetings
Big Idea:
The learner demonstrates understanding of key
Content Standard:
concepts of circles and coordinate geometry.
Circles
Big Idea:
The learner is able to formulate and find solutions
to challenging situations involving circles and other
Performance Standard:
related terms in different disciplines through
Solve
appropriate and accurate representations.
There are problems in life that can be represented and solved by
Essential Understanding: concepts of circles.
Essential Question(s): What is the usefulness of learning the concepts of circles in our life?
Students will be able to independently use their learning to apply
Transfer Goal:
knowledge and skills of circles in solving real-life problems.
You are a geometry teacher and you want to impress your students on the
enormous and interesting applications of the concepts of circle in geometry
specifically in astronomy, optics, engineering, and other disciplines. After
formulating different challenging real-life situations, you will present these
Transfer Task: problems to your students with the necessary data and appropriate and
accurate representations to solve the problems.
The real-life situations to presented must be challenging and interesting
and should include concepts of circles and other related terms.
The Learner…
1. derives inductively the relations among chords, arcs, central angles, and
inscribed angles.
2. proves theorems related to chords, arcs, central angles, and inscribed
angles.
3. illustrates secants, tangents, segments, and sectors of a circle.
Learning
4. proves theorems on secants, tangents, and segments.
Competencies:
5. solves problems on circles.
6. derives the distance formula.
7. applies the distance formula to prove some geometric properties.
8. illustrates the center-radius form of the equation of a circle.
9. determines the center and radius of a circle given its equation and vice
versa.
Grade10-Mathematics
Prepared by: Joemar Steve B. Pano Page 1
ASSESSMENT EVIDENCES
Product/ Performance
Evidence at the level of understanding Evidence at the level of
Task
The learner should be able to demonstrate performance
understanding of the key concepts of sets and Assessment of the application of
(Mentioned in the
real numbers using the six facets of circles in real-life situation is
learning plan)
understanding: based on the following suggested
criteria:
Learners will formulate
Explaining Empathy
real life problems
Interpreting Self-knowledge Learner can solve accurately the
involving circles and
Applying real-life situations involving
solve the problem set
Perspective circles.
given to them.
ANALYTIC RUBRIC
ADVANCED PROFICIENT DEVELOPING BEGINNING Percent
CRITERIA
4 3 2 1 age
The problem is The problem is The problem is The problem is
CONTENT 90%-100% 85%-89% correct 75%-84% correct. 75% or below 40%
error-free. correct.
The presentation The presentation is The presentation The
PRESENTATION is exceptionally generally clear, lacks clarity, presentation is
clear, thorough, thorough, supported by some unclear and
fully supported supported with the data to solve the lacks data to
with the necessary data to problem with solve the
necessary data, solve the problem errors that affect problem. 30%
and appropriate with minimal error. the result or
and accurate solution.
representations
to solve the
problem.
The real-life The real-life The real-life The real-life
SITUATION situation is very situation is situation is situation is not
challenging and somehow interesting and is reflective of
interesting, fully challenging and reflective of some what is learned.
30%
supported with interesting, and is of what is learned.
concepts of supported by some
circles and other concepts of circles
related terms. and other related
terms.
LEARNING PLAN
I. EXPLORE Lesson No. 1 Parts of a Circle
Explore: The Circle
Have them work on the Explore activity on page 165. This activity will lead the students to the concepts
of a circle.
Grade10-Mathematics
Prepared by: Joemar Steve B. Pano Page 2
From the Explore activity, let the students define basic terms in a circle. Use examples 1-5 to illustrate
the following: the center, the circle, a radius, chord, diameter, tangent, point of tangency, and secant.
Emphasize that a circle is named after its center.
Deepen
Let them answer Try This to check understanding of the lesson.
To further enrich their skills about the parts of circle, let them use Geogebra. Refer to Techno Link on
page 168.
Transfer
Reflection Entry No. 1
The Circle of Life is a song from Disney’s film “The Lion King”. Look for its lyrics. What does this mean?
Some say it is nature’s way of taking and giving back life to earth. A similar idea is conveyed in the song
“Lupa” by Asin. Have you listened to the song? Choose part of its lyrics and explain what it means to you.
Let the students answer the Exercises on pages 172-177 to check their understanding.
Lesson No. 2 TANGENTS
Explore: Why are wheels in the shape of a circle?
Let them study the Explore activity on page 178. This will help the students derive inductively the
relations among tangents, radii, diameters, and chords.
Firm Up
Help the understand the following Theorems:
Theorem 1: If a line in the plane of a circle is perpendicular to a radius at its endpoint on the circle, then the
line is tangent to the circle.
Theorem 2: The Radius-Tangent Theorem
If a line is tangent to a circle, then the line is perpendicular to the radius at the point of tangency.
Lead them into a meaningful understanding by asking them to work on the Investigative Activity on pages
181-182. This activity will help them discover that:
Corollary 1: Two tangent segments from a common external point are congruent.
Corollary 2: The two tangent rays from a common external point determine an angle that is bisected by the
ray from the external point to the center of the circle.
Transfer
Reflection Entry No. 2
A tangent line touches a circle at a point. Who had touched and made a difference in your life? How did
that person make a difference in your life?
Have the class answer Exercises on pages 185-191.
Lesson No. 3 ANGLES and ARCS
Grade10-Mathematics
Prepared by: Joemar Steve B. Pano Page 3
Explore
Let them work on the Explore activity on page 192. This will prepare them in defining semicircles, major
arcs, and minor arcs.
Firm Up
From the activity, help them discover that each part of the roulette is defined by an angle whose vertex
is the center of the circle and such angle is called a central angle.
Also, explain to them that the circumference of the circle is separated into arcs by the central angle and
this is called the intercepted arc of the angle.
Discuss the table on page 193 in relation to the Explore activity.
Deepen
To help them critically, ask them to answer Think About This on page 196.
Transfer
Reflection Entry No. 3
Who is the center of your life? Explain. In what way can you live a Christ-centered life?
Let them answer Exercises on pages 197-200.
Lesson No. 4 INSCRIBED ANGLES
Explore
To explore the relationship between an inscribed angle and a central angle, let them work on the Explore
activity on pages 201-202. Guide them as they answer the questions.
Firm Up
Tell the students that the activity will help them distinguish between a central angles and an inscribed
angle when both intercept the same arc.
Have them discover the different theorems by presenting them different cases.
Deepen
Encourage students to study the examples given in the book and ask clarifying questions.
Transfer
Let the students answer the Exercises on page 210-214.
ANGLES AND SEGMENTS FORMED BY TANGENTS, SECANTS, AND
Lesson No. 5
CHORDS
Explore
Have them work on the Explore activity on page 215. The findings in the activity will lead them to the
Tangent-Secant Theorem. Present the derivation of this theorem as presented on page 215.
Firm Up
Present the Tangent-Secant Theorem.
Illustrate the theorem using Example 1. As a skill drill, let them answer Try This on page 216.
Let them work on the Explore activity on page 216. Let them discover that “if two chords intersect within
Grade10-Mathematics
Prepared by: Joemar Steve B. Pano Page 4
a circle, then the measure of the angle formed is equal to half the sum of the measures of the intercepted
arcs”. Use Example 2 to illustrate this theorem.
Deepen
Provide illustrative examples to help students understand different theorems.
Encourage students to study the examples given in the book and ask clarifying questions.
Transfer
Reflection Entry No. 5
Angles are formed by the intersection of chords, tangents, and secants. Their measures can be obtained
by their intercepted arcs.
Likewise, each individual’s character is formed by the people surrounding him: his family, close
relatives, friends, teachers, and classmates. What character is added to or subtracted from you? Whose
influence does this character come from?
Let them answer Exercises on pages 224-232.
Lesson No. 6 THE DISTANCE FORMULA
Explore
As a springboard in presenting the distance formula, ask the students to work on the Explore activity on
page 233. This will serve as a review on distance between two points which will be applied layer in
deriving the distance formula.
Firm Up
Tell the class to study Example 1 on page 234. Ask them to discover on how the Distance Formula can be
derived. Explain further the steps in deriving the Distance Formula as presented in the textbook,
Deepen
Provide more illustrative examples to ensure mastery of the lesson.
Encourage students to study the examples given in the book and ask clarifying questions.
Transfer
Reflection Entry No. 6
At this time when communicating with loved ones at a distance is so easy, in what ways do you express
your love and concern to your loved ones?
Let them answer exercises on pages 236-240.
IV. TRANSFER PERFORMANCE TASK
You are a geometry teacher and you want to impress your students on the enormous and interesting
applications of the concepts of circle in geometry specifically in astronomy, optics, engineering, and other
disciplines. After formulating different challenging real-life situations, you will present these problems to your
students with the necessary data and appropriate and accurate representations to solve the problems.
The real-life situations to presented must be challenging and interesting and should include concepts of
circles and other related terms.
END
Grade10-Mathematics
Prepared by: Joemar Steve B. Pano Page 5
