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Mathematics
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Teachers Guide
Unit 2
Department of Education
Republic of the Philippines
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Mathematics Grade 10
Teachers Guide
First Edition 2015
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Layout Artists: Aro R. Rara, Jose Quirovin Mabuti, and Ronwaldo Victor Ma.
A. Pagulayan
Management and Specialists: Jocelyn DR Andaya, Jose D. Tuguinayo Jr.,
Elizabeth G. Catao, Maribel S. Perez, and Nicanor M. San Gabriel Jr.
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Introduction
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We hope that this Teachers Guide will provide the teachers with the
necessary guide and information to be able to teach the lessons in a more
creative, engaging, interactive, and effective manner.
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Table of Contents
Curriculum Guide: Mathematics Grade 10
Unit 2
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Activity 1 ....................................................................................................88
Activity 2 ....................................................................................................89
Activity 3 ....................................................................................................90
Activity 4 ....................................................................................................90
Activity 5 ....................................................................................................91
Activity 6 ....................................................................................................91
Activity 7 ....................................................................................................92
Activity 8 ....................................................................................................94
Activity 9 ....................................................................................................99
Activity 10 ................................................................................................100
Activity 11 ................................................................................................101
Activity 12 ................................................................................................102
Activity 13 ................................................................................................106
Activity 14 ................................................................................................107
Summary/Synthesis/Generalization ...................................................................108
Summative Test .......................................................................................................109
Glossary of Terms ...................................................................................................114
References Used in This Module ........................................................................115
Activity 1 ..................................................................................................127
Activity 2 ..................................................................................................128
Activity 3 ..................................................................................................129
Activity 4 ..................................................................................................130
Activity 5 ..................................................................................................131
Activity 6 ..................................................................................................132
Activity 7 ..................................................................................................132
Activity 8 ..................................................................................................132
Activity 9 ..................................................................................................133
Activity 10 ................................................................................................136
Activity 11 ................................................................................................136
Activity 12 ................................................................................................137
Activity 13 ................................................................................................138
Summary/Synthesis/Generalization ...................................................................139
Activity 1 ..................................................................................................140
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Activity 2 ..................................................................................................141
Activity 3 ..................................................................................................142
Activity 4 ..................................................................................................143
Activity 5 ..................................................................................................144
Activity 6 ..................................................................................................145
Activity 7 ..................................................................................................145
Activity 8 ..................................................................................................146
Activity 9 ..................................................................................................148
Activity 10 ................................................................................................151
Activity 11 ................................................................................................153
Activity 12 ................................................................................................154
Summary/Synthesis/Generalization ...................................................................154
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Activity 1 ..................................................................................................155
Activity 2 ..................................................................................................159
Activity 3 ..................................................................................................160
Activity 4 ..................................................................................................161
Activity 5 ..................................................................................................162
Activity 6 ..................................................................................................163
Activity 7 ..................................................................................................164
Activity 8 ..................................................................................................172
Summary/Synthesis/Generalization ...................................................................172
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Activity 1 ..................................................................................................173
Activity 2 ..................................................................................................174
Activity 3 ..................................................................................................174
Activity 4 ..................................................................................................175
Activity 5 ..................................................................................................175
Activity 6 ..................................................................................................176
Activity 7 ..................................................................................................176
Activity 8 ..................................................................................................177
Activity 9 ..................................................................................................179
Activity 10 ................................................................................................180
Summary/Synthesis/Generalization ...................................................................180
Summative Test .......................................................................................................181
Glossary of Terms...................................................................................................189
List of Theorems and Postulates on Circles....................................................191
References and Website Links Used in This Module ....................................193
Activity 1 ..................................................................................................208
Activity 2 ..................................................................................................208
Activity 3 ..................................................................................................209
Activity 4 ..................................................................................................210
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Activity 5 ..................................................................................................212
Activity 6 ..................................................................................................212
Activity 7 ..................................................................................................213
Activity 8 ..................................................................................................215
Activity 9 ..................................................................................................216
Activity 10 ................................................................................................217
Activity 11 ................................................................................................220
Summary/Synthesis/Generalization ...................................................................221
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Activity 1 ..................................................................................................221
Activity 2 ..................................................................................................222
Activity 3 ..................................................................................................223
Activity 4 ..................................................................................................225
Activity 5 ..................................................................................................226
Activity 6 ..................................................................................................227
Activity 7 ..................................................................................................227
Activity 8 ..................................................................................................228
Activity 9 ..................................................................................................228
Activity 10 ................................................................................................229
Summary/Synthesis/Generalization ...................................................................230
Summative Test .......................................................................................................231
Glossary of Terms ...................................................................................................237
References and Website Links Used in This Module ....................................238
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Module 3:
Polynomial Functions
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of
polynomial functions.
Performance Standard:
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1.
2.
3.
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Lesson:
Illustrating Polynomial
Functions, Graphs of
Polynomial Functions and
Solutions of Problems
Involving Polynomial
Functions
Learning Competencies
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Subject: Mathematics 10
Writer:
Essential
Understanding:
Essential
Question:
Students will
understand that
polynomial
functions are
useful tools in
solving reallife
problems and in
making decisions
given certain
constraints.
How do the
mathematical
concepts help
solve reallife
problems that can
be represented
as polynomial
functions?
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Transfer Goal:
Students will be able to apply the key
concepts of polynomial functions in
finding solutions and making decisions
for certain life problems.
B. Planning for Assessment
Product/Performance
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Assessment Map
TYPE
PreAssessment/
Diagnostic
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
PERFORMANCE
Part I
Part I
Part I
Part II
Illustrating
polynomial
functions
(Recalling the
definition of
polynomial
functions and
the terms
associated
with it)
Illustrating
polynomial
functions
(Recalling
the definition
of polynomial
functions and
the terms
associated
with it)
Graphing
polynomial
functions
(Describing the
properties of
graphs of
polynomial
functions)
Products and
performances
related to or
involving
quadratic
functions
(Solving area
problems)
Graphing
polynomial
functions
(Describing
the
properties of
graphs of
polynomial
functions)
83
Solving problems
involving
polynomial
functions
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PROCESS/
SKILLS
UNDERSTANDING
Quiz 1:
Quiz 2:
Quiz 3:
Illustrating
polynomial
functions
(Writing
polynomial
functions in
standard form
and in
factored form)
Graphing
polynomial
functions
(Preparing table
of signs)
Quiz 4:
Graphing
polynomial
functions
(Finding the
intercepts of
polynomial
functions)
(Finding
additional
points on the
graph of a
polynomial
function)
Quiz 5:
Graphing
polynomial
functions
Graphing
polynomial
functions
(Identifying
the number of
turning points
and the
behavior of
the graph
based on
multiplicity of
zeros)
(Sketching
the graph of
polynomial
functions
using all
properties)
Solving problems
involving
polynomial
functions
PERFORMANCE
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(Describing the
behavior of the
graph using the
Leading
Coefficient Test)
Quiz 6:
(Solving reallife
problems that
apply polynomial
functions)
Formative
KNOWLEDGE
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TYPE
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Solving
problems
involving
polynomial
functions
Summative
Assessment
(Sketching the
graph of
polynomial
functions
using all
properties)
Part I
Illustrating
polynomial
functions
(Recalling the
definition of
polynomial
functions and
the terms
associated
with it)
Part I
Part I
Part II
Illustrating
polynomial
functions
(Recalling
the definition
of polynomial
functions and
the terms
associated
with it)
Graphing
polynomial
functions
(Describing the
properties of the
graph of
polynomial
functions)
Products and
performances
related to or
involving
polynomial
functions
(Solving
problems
related to
volume of an
open
rectangular box)
Graphing
polynomial
functions
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Solving problems
involving
polynomial
functions
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SelfAssessment
(optional)
KNOWLEDGE
PROCESS/
SKILLS
Product/
Performance
30%
Part I items 1, 2,
and 3
Illustrate polynomial
functions.
Graph polynomial
functions
Solve problems
involving polynomial
functions
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Understanding
30%
Paper and
Pencil Test
The learner
demonstrates
understanding of key
concepts of
polynomial functions.
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Process/Skills
25%
How will I
assess?
Knowledge 15%
PERFORMANCE
(Describing
the
properties of
the graphs of
polynomial
functions)
Journal Writing:
Expressing understanding of polynomial functions, graphing
polynomial functions, and solving problems involving polynomial
functions
UNDERSTANDING
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TYPE
Part I items 4, 5,
6, 7, and 8
Part I items 9,
10, 11, 12, 13,
and 14
Part II
(6 points)
Solve problems
involving polynomial
functions.
85
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Objectives:
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After the learners have gone through this module, they are expected
to:
1. illustrate polynomial functions;
2. graph polynomial functions; and
3. solve problems involving polynomial functions.
PREASSESSMENT:
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Answer Key
Part I:
1. B
2. C
3. A
4. D
5. A
6. D
7. C
8.
9.
10.
11.
12.
13.
14.
B
A
A
D
D
A
A
Part II.
(Use the rubric to rate students work/output)
Solution to the problem
Since P 2l 2w , then 36 2l 2w or 18 l w , and
w 18 l .
The lot area can be expressed as A(l ) l (18 l ) or
A(l ) 18l l 2 .
A(l ) (l 2 18l )
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What to KNOW
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1. polynomial
2. not polynomial
sign
3. polynomial
4. not polynomial
numbers
5. not polynomial
6. polynomial
7. not polynomial
number
8. polynomial
9. not polynomial
10. polynomial
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P( x ) an x n an 1x n 1 an 2 x n 2 ... a1x a0 ,
an 0,
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Answer Key
Degree
Leading
Coefficient
Constant
Term
2
3
5
3
y x 3 5x
4. y x( x 3)( x 3)
y x 3 9x
1
y x 4 3x 3 5x 2 3x 4
Polynomial Function
1. f ( x ) 2 11x 2x 2
3
2. f ( x ) 2x 5 15x
3
3
2
3. y x( x 5)
Polynomial Function in
Standard Form
f ( x ) 2x 2 11x 2
f (x)
2x 3
5
15x
3
3
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7 3 1 2
x x 2x
4
6
1
7 2
5. f ( x ) x 3
x 2x
6
4
1
7
6. f ( x ) x 3 2x 2
x
6
4
4. f ( x )
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1. f ( x ) 2x 3
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In this section, the students need to revisit the lessons and their
knowledge on evaluating polynomials, factoring polynomials, solving
polynomial equations, and graphing by pointplotting.
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1. ( x 1)x 3( x 2)
6.
y x( x 3)( x 4)
2.
7.
y ( x 2)( x 2)( x 2 4)
8.
9.
3.
x 3x 2( x 3)( x 3)
(2x  3) x 1 (x  3)
4. ( x 2)( x 2)( x 3)
5. (2x 3)( x 1)( x 2)( x 3)
90
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0, 4, 3
2, 1, 3
1, 1, 3
2, 2
0, 1, 1, 3,
x
y
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1.
2.
3.
4.
5.
5
144
3
24
0
24
2
24
4
144
3
, 2, 4
2
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2. xintercepts: 5,
yintercept: 90
x
y
6
720
4
240
0.5
101.2
3
72
3. xintercepts: 6, 0,
yintercept:
0
x
y
5
390
3
, 0), (0.5, 101.2),
2
4
3
7
175
3
117
1
7
2
32
4
,0),
3
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(2,32)
4. xintercepts: 3, 1, 0, 1, 3
yintercept: 0
x
y
4
1680
2
60
0.5
1.64
0.5
1.64
2
60
4
1680
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ordered pairs: (4,1680), (3, 0), (2, 60), (1, 0), (0.5, 1.64),
(0, 0), (0.5, 1.64), (1, 0), (2, 60), (3, 0), (4, 1680)
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Answer Key
Value
of y
Relation of yvalue to
0:
y 0, y 0, or y 0 ?
5
144
y 0
4
3
0
24
y=0
on the x  axis
below the xaxis
2
0
0
24
y=0
on the x  axis
above the xaxis
1
2
0
24
y=0
on the x  axis
below the xaxis
3
4
0
144
y=0
on the x  axis
above the xaxis
Value
of x
y 0
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y 0
y 0
y 0
Show the students how to prepare a simpler but similar table, the
table of signs.
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Example:
The roots of the polynomial function y ( x 4)( x 2)( x 1)( x 3)
are x = 4,  2, 1, and 3 . These are the only values of x where the graph
will cross the xaxis. These roots partition the number line into intervals.
Test values are then chosen from within each interval.
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x 3
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Test Value
x4
x2
x 1
x 4
5
Intervals
4 x 2 2 x 1 1 x 3
3
0
2
+
+
+
+
+
above
below
above
below
x 3
4
+
+
+
+
+
above
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3
, 1, 4
2
(b)
3
x ,
2
3
x 1, 1 x 4 ,
2
x4
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1.
(c)
Test Value
2x 3
x 1
x4
3
x 1
2
1 x 4
x4
0
+
+
2
+
+
5
+
+
+
+
below
above
below
above
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2
3
2
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Intervals
(d)
2. y x 3 2x 2 11x 12
(a)
3, 1, 4
(b)
x 3 ,
or
y ( x 3)( x 1)( x 4)
3 x 1, 1 x 4 ,
94
x4
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(c)
x 3
Test Value
4
+
x 3
x 1
x4
y ( x 3)( x 1)( x 4)
position of the curve
relative to the xaxis
below
x4
5
+
+
+

above
below
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above
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(d)
Intervals
3 x 1
1 x 4
0
2
+
+
+
+
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3. y x 4 26x 2 25
or
5 x 1,
1 x 1,
1 x 5 ,
x 5
(c)
Test Value
x 5
x 1
x 1
x 5
y x 26x 2 25
position of the
curve relative to
the xaxis
x 5
Intervals
5 x 1 1 x 1 1 x 5
x 5
6
+
2
+
0
+
+
+
2
+
+
+
6
+
+
+
+
+
above
below
above
below
above
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4. y x 4 5x 3 3x 2 13x 10
or
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5 x 2 ,
(c)
x 5
x 5
6

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x2
2 x 1,
( x 1)2
y ( x 5)( x 2)( x 1)
position of the curve
relative to the xaxis
x 1
Intervals
5 x 2
2 x 1
3
0
+
+
+
Test Value
PY
(d)
x 1
2
+
+
below
above
below
below
Note: Observe that there is one more factor, 1, that affects
the final sign of y. For example, under x 5 , the
sign of y is negative because ()()(+) =  . .
(d)
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5. y x 2 ( x 3)( x 1) 4 ( x 1)3
(a) 3, 1, 0, 1
(b) x 3 ,
3 x 1,
1 x 0 ,
0 x 1,
x 1
(c)
Intervals
x 3
4
3 x 1
2
1 x 0
0.5
0 x 1
0.5
x 1
x2
x 3
( x 1) 4
( x 1)3
+
+
+
+
+
+
+
+
+
+
+
+
+
+
above
below
below
below
above
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(d)
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Test Value
3
x 1 and x 4
2
(ii) x
3
, then the
2
3
and 1 x 4
2
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b. odd degree
Case 2:
a. negative
b. odd degree
Case 3:
a. positive
b. even degree
Case 4:
a. negative
b. even degree
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Summary table:
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Case 1:
a. positive
Leading
Coefficient:
n0
or
n0
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3
2
1. y 2x 7x 7x 12
5
4
3
2
2. y x 3x x 7x 4
4
2
3. y x 7 x 6x
4
3
2
4. y x 2x 13x 14x 24
Degree:
Even
or Odd
Behavior of
the Graph:
Rising or
Falling
LeftRighthand
hand
n0
odd
falling
rising
n0
odd
rising
falling
n0
even
rising
rising
n0
even
falling
falling
99
Possible
Sketch
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is
is
is
is
C
O
PY
2
1
1
2
2
3
4
1
Multiplicity
even
odd
even
odd
EP
E
Root or
Zero
Characteristic
of
Multiplicity:
Odd or even
tangent to xaxis
crosses the xaxis
tangent to xaxis
crosses the xaxis
100
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Polynomial
Function
Number
of
Degree
Turning
Points
1. y x 4
PY
Sketch
C
O
EP
E
2. y x 4 2x 2 15
3. y x
4. y x 5 x 3 2x 1
x
101
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5. y x 5 5 x 3 4x
PY
C
O
EP
E
c. xintercepts:
points on xaxis:
d. multiplicity of roots:
2x 4
rises to the left, falls to the right
3, 1,
5
2
(3,0), (1,0), (
5
,0)
2
5
has multiplicity 1
2
e. yintercept:
point on yaxis:
f. no. of turning points:
15
(0,15)
1 or 3
102
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PY
g. expected graph:
C
O
d. multiplicity of roots:
x7
falls to the left, rises to the right
5 , 1, 5 , 2
EP
E
has
multiplicity 3
e. yintercept:
40
point on yaxis:
(0, 40)
f. no. of turning points: 2 or 4 or 6
g. expected graph:
103
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C
O
PY
EP
E
4. y x 2 ( x 2 7)(2x 3)
a. leading term:
b. end behaviors:
c. xintercepts:
d. multiplicity of roots:
e. yintercept:
0
point on the yaxis:
f. no. of turning points:
2x 5
falls to the left, rises to the right
3
, 0, 7
2
3
( 7 , 0), ( , 0), (0, 0), ( 7 , 0)
2
3
7 has multiplicity 1, has
2
7,
(0, 0)
2 or 4
104
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PY
g. expected graph:
2x 4
rises to the left, rises to the right
c. xintercepts:
2, 2 ,
points on xaxis:
C
O
y ( x 2 2)(2x 7)( x 2)
a. leading term:
b. end behaviors:
EP
E
7
, 0)
2
2 has multiplicity 1,
7
has multiplicity
2
28
(0, 28)
1 or 3
e. yintercept:
point on yaxis:
f. no. of turning points:
g. expected graph:
7
2
d. multiplicity of roots:
2,
105
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C
O
PY
1. a. 50%
b. The value given by the table is 23.7%. The polynomial gives a
value of 26.3%. The given polynomial is the cubic polynomial
that best fits the data. We expect it to give a good
approximation of the forest cover but it may not necessarily
produce the exact values.
c. The domain of the function is [0,98]. Since year 2100
corresponds to x = 200, we cannot use the function to predict
forest cover during this year. Moreover, if x = 200, the
polynomial predicts a forest cover of 59.46%. This is very
unrealistic unless major actions are done to reverse the trend.
You can find other data that can be modelled by a
polynomial. Use the regression tool in MS Excel or GeoGebra
to determine the best fit polynomial for the data.
EP
E
18
18  2x
x
x
x
24  2x
106
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Solution:
Let x
18 2x
24 2x
PY
(24 2x )(18 2x )x V ( x )
(24 2x )(18 2x )x 560
4x 3 84x 2 432x 560
4x 3 84x 2 432x 560 0
x 3 21x 2 108x 140 0
( x 2)( x 5)( x 14) 0
C
O
EP
E
Encourage the students to write their insights. Let them show their
appreciation of polynomial functions. The following questions might be
helpful for them: Were you surprised that polynomial functions have
real and practical uses? What mathematical concepts do you need to
solve these kinds of problems?
What to TRANSFER
The goal of this section is to check if the students can appl y polynomial
functions to reallife problems and produce a concrete object that
satisfies the conditions given in the problem.
Activity 14: Make Me Useful, Then Produce Something
Answers to the Questions
Solution:
Let x be the side of the square base of the pyramid. So,
area of the base (B):
B x2
height of the pyramid (h):
h x 2
Working Equation: V
1
Bh
3
107
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V (x)
1 2
x ( x 2)
3
1 2
x ( x 2)
3
75 x 3 2x 2
25
x 3 2x 2 75 0
( x 5)( x 2 3x 15) 0
C
O
Summary/Synthesis/Generalization:
PY
Students outputs may vary depending on the materials used and in the
way they consider the criteria.
EP
E
108
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SUMMATIVE TEST
Part I
Choose the letter that best answers each question.
A.
B.
C.
1
4
D.
PY
2.
2 3
B. f ( x ) x 1
3
C
O
1.
1
5
D. f ( x ) x 2x 2
4.
EP
E
3.
1
x x 2 11x 4 2x 3 be
2
5.
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6.
x
x
A.
C.
y
PY
y
x
C
O
B.
D.
If you will draw the graph of y x 2 ( x 1) , how will the graph behave
at the xaxis?
A. The graph crosses both (0, 0) and (1, 0).
B. The graph crosses (0, 0) and is tangent to the xaxis at (1, 0).
C. The graph crosses (1, 0) and is tangent to the xaxis at (0, 0).
D. The graph is tangent to the xaxis at both (0, 0) and (1, 0).
8.
EP
E
7.
y
1
5
4
3
2
6
1
5
4
A.
3
1
6
5
4
3
6
2
5
1
4
3
1 x 2
1
1 x
1
1
1
1 x
2
1
B.
C.
2
D.
2
1
9.
3 n
3
3
5
D.5
6
6
7
A.
3
3
B.
4
33
7
C.
4
3
7
7
3
5
5
110
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10. If you were to choose from 2, 3, and 4, which pair of values for a
and n would you consider so that y = ax n could define the graph
below?
y
A.
B.
C.
D.
6
5
4
3
2
1
=
=
=
=
2
3
2
3
,
,
,
,
n
n
n
n
=
=
=
=
3
2
4
3
1
C
O
PY
5
12. Your friend Aaron
Marielle asks your help in drawing a rough sketch
of the graph of y ( x 2 1)(2x 4 3) by means of the Leading
6
Coefficient Test. How will you explain the behavior of the graph?
A. The graph is falling to the left and rising to the right.
B. The graph is rising to both left and right.
C. The graph is rising to the left and falling to the right.
D. The graph is falling to both left and right.
EP
E
7
A.
B.
C.
D.
8
a
a
a
a
a
a
a
a
=
=
=
=
3 ,
3 ,
6 ,
1 ,
n = 2
n=6
n=3
n=6
111
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PY
Read and analyze the situation below. Then, answer the questions or
perform the required task.
(a) Write a function that represents the volume V of the new box.
(b) Find the dimensions of the new box.
(c) Using hard paperboard, make the two boxes  one with the
original dimensions and another with the new dimensions.
(d) On one face of the bigger box, write your mathematical
solution in getting the new dimensions.
EP
E
Task:
C
O
Additional guidelines:
Descriptor
Polynomial function is correctly presented as model,
appropriate mathematical concepts are used in the solution,
and the correct final answer is obtained.
Polynomial function is correctly presented as model,
appropriate mathematical concepts are partially used in the
solution, and the correct final answer is obtained.
Polynomial function is not correctly presented as model,
other alternative mathematical concepts are used in the
solution, and the final answer is incorrect.
112
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Part II.
(Use the rubric to rate students work/output)
C
O
EP
E
Part I:
1. B
2. D
3. B
4. C
5. B
6. A
7. C
8. C
9. A
10. B
11. B
12. D
13. D
14. C
PY
113
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Glossary of Terms
Constant Function a polynomial function whose degree is 0
Cubic Function a polynomial function whose degree is 3
Evaluating a Polynomial the process of finding the value of the
polynomial at a given value in its domain
PY
C
O
Leading Coefficient Test  a test that uses the leading term of the
polynomial function to determine the righthand and the lefthand
behaviors of the graph
Linear Function  a polynomial function whose degree is 1
EP
E
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References
Alferez, M. S., Duro, MC.A., & Tupaz, KK. L. (2008). MSA Advanced
Algebra. Quezon City, Philippines: MSA Publishing House
Berry, J., Graham, T., Sharp, J., & Berry, E. (2003). Schaums AZ
Mathematics.
London,
United
Kingdom:
Hodder
&Stoughton
Educational.
PY
C
O
EP
E
115
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Module 4: Circles
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of circles.
Performance Standard:
PY
2.
3.
LESSONS:
1. A. Chords, Arcs, and
Central Angles
B. Arcs and Inscribed
Angles
2. A. Tangents and
Secants
of a Circle
B. Tangent and Secant
Segments
1.
Learning Competencies
Derive inductively the relations among
chords, arcs, central angles, and inscribed
angles
Illustrate segments and sectors of circles
Prove theorems related to chords, arcs,
central angles, and inscribed angles
Solve problems involving chords, arcs,
central angles, and inscribed angles of
circles
Illustrate tangents and secants of circles
Prove theorems on tangents and secants
Solve problems involving tangents and
secants of circles
C
O
Subject: Mathematics 10
EP
E
4.
Writer:
Concepcion S. Ternida
5.
6.
7.
Essential
Understanding:
Essential
Question:
Students will
understand that the
concept of circles has
wide applications in real
life and is a useful tool
in problemsolving and
in decision making.
How do geometric
relationships
involving circles
help solve reallife
problems that are
circular in nature?
116
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Transfer Goal:
Students will be able to apply the key
concepts of circles in finding solutions and
in making decisions for certain reallife
problems.
B. Planning for Assessment
Product/Performance
3.
4.
5.
6.
7.
PY
C
O
2.
EP
E
Assessment Map
1.
The following are products and performances that students are expected
to come up with in this module.
Objects or situations in real life where chords, arcs, and central angles of
circles are illustrated
A circle graph applying the knowledge of central angles, arcs, and sectors
of a circle
Sketch plans or designs of a stage with circular objects that illustrate the
use of inscribed angles and arcs of a circle
Sketch plans or designs of an arch bridge that illustrate the applications of
secants and tangents
Deriving geometric relationships involving circles
Proof of theorems and other geometric relationships involving circles
Formulated and solved reallife problems
TYPE
PreAssessment/
Diagnostic
KNOWLEDGE
PROCESS/
SKILLS
PreTest:
Part I
PreTest:
Part I
Identifying
inscribed angle
Finding the
length of an arc
of a circle given
its radius
Identifying the
external secant
segment
Describing the
opposite angles
of a quadrilateral
inscribed in a
circle
Identifying the
sum of the
measures of the
central angles of
a circle
Finding the
measure of a
central angle
given its
intercepted arc
UNDERSTANDING
PERFORMANCE
PreTest:
Part I
Part II
Solving problems
involving the key
concepts of
circles
Finding the
lengths of
segments
formed by
intersecting
chords
117
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KNOWLEDGE
PROCESS/
SKILLS
Describing the
inscribed angle
intercepting a
semicircle
Finding the
measure of the
angle formed by
two secants
Determining the
number of line
that can be
drawn tangent to
the circle
Finding the
length of a chord
that is
perpendicular to
a radius
Finding the
length of a
secant segment
PERFORMANCE
C
O
UNDERSTANDING
PY
TYPE
Finding the
measure of a
central angle
given its
supplement
EP
E
Finding the
measure of an
angle of a
quadrilateral
inscribed in a
circle
Finding the
measure of an
inscribed angle
given the
measure of a
central angle
intercepting the
same arc
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
Planning the
design of a
garden
Illustrating every
part or portion of
the garden
including their
measurements
and accessories
Explaining how to
prepare the
designs of the
garden
Making designs
of gardens
118
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Determining the
mathematics
concepts or
principles
involved in the
design of the
garden
Formative
PROCESS/
SKILLS
KNOWLEDGE
Quiz:
Lesson 1A
Identifying and
describing terms
related to circles
UNDERSTANDING
PERFORMANCE
Formulating
problems that
describe the
situations
Solving the
problems
formulated
Quiz:
Lesson 1A
Quiz:
Lesson 1A
Solving the
degree measure
of the central
angles and arcs
Explaining why
an arc is a
semicircle
C
O
Finding the
length of the
unknown
segments in a
circle
Justifying why
angles or arcs are
congruent
PY
TYPE
EP
E
Determining the
reasons to
support the
given
statements in a
twocolumn
proof of a
theorem
Solving the
length of an arc
of a circle given
its degree
measure
Explaining how to
find the degree
measure of an
arc
Explaining how to
find the center of
a circular garden
Solving reallife
problems
involving the
chords, arcs, and
central angles of
circles
Quiz:
Lesson 1B
Quiz:
Lesson 1B
Identifying the
inscribed angles
and their
intercepted arcs
Finding the
measure of an
inscribed angle
and its
intercepted arc
Explaining why
the inscribed
angles are
congruent
119
Proving theorems
on inscribed
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KNOWLEDGE
PROCESS/
SKILLS
Determining the
measure of an
inscribed angle
that intercepts a
semicircle
Determining the
reasons to
support the
given
statements in a
twocolumn
proof of a
theorem
UNDERSTANDING
angles and
intercepted arcs
using twocolumn
proofs
Proving
congruence of
triangles using
the theorems on
inscribed angles
Solving reallife
problems
involving arcs and
inscribed angles
Quiz:
Lesson 2A
Identifying
tangents and
secants
including the
angles they form
Determining the
measures of the
different angles,
arcs, and
segments
Proving theorems
on tangents and
secants using
twocolumn
proofs
EP
E
C
O
Quiz:
Lesson 2A
Explaining the
kind of
parallelogram that
can be inscribed
in a circle
Quiz:
Lesson 2A
Explaining how to
find the measure
of an angle given
a circle with
tangents
Quiz:
Lesson 2B
Quiz:
Lesson 2B
Solving reallife
problems
involving tangents
and secants of a
circle
Quiz:
Lesson 2B
Identifying the
external secant
segment in a
circle
Finding the
length of the
unknown
segment in a
circle
Proving theorems
on intersecting
chords, secant
segments, and
tangent segments
PERFORMANCE
PY
TYPE
Explaining why
the solution for
finding the length
120
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UNDERSTANDING
Drawing a circle
with appropriate
labels and
description
of a segment is
correct or
incorrect
PreTest:
Part I
PreTest:
Part I
Identifying an
inscribed angle
Finding the
measure of an
arc intercepted
by a central
angle
PreTest:
Part I
Part II
Identifying a
tangent
Describing the
angles of a
quadrilateral
inscribed in a
circle
Finding the
length of an arc
Finding the
lengths of
segments
formed by
intersecting
chords
EP
E
Identifying the
sum of the
measures of the
central angles of
a circle
Describing the
inscribed angle
intercepting a
semicircle
Determining the
number of lines
that can be
drawn tangent to
the circle
PERFORMANCE
Solving reallife
problems
involving tangent
and secant
segments
PostTest:
Part III A and B
PY
Summative
PROCESS/
SKILLS
KNOWLEDGE
Solving problems
involving the key
concepts of
circles
C
O
TYPE
Finding the
measure of the
angle formed by
a tangent and a
secant
Preparing
sketches of the
different
formations to be
followed in the
field
demonstrations
including their
sequencing and
presentation on
how each will be
performed
Formulating and
solving problems
involving the key
concepts of
circles
Finding the
measure of an
inscribed angle
given the
measure of a
central angle
intercepting the
same arc
Finding the
length of a
secant segment
Finding the area
of a sector of a
circle
121
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TYPE
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
PERFORMANCE
Finding the
measure of a
central angle
given its
supplement
Finding the
length of a chord
that is
perpendicular to
a radius
C
O
SelfAssessment
PY
Finding the
measure of an
angle of a
quadrilateral
inscribed in a
circle
Journal Writing:
Expressing understanding of the key concepts of circles
EP
E
Levels of
Assessment
Knowledge
15%
Process/Skills
25%
Understanding
30%
122
How will I
assess?
How Will I
Score?
Part I items 1, 3, 4,
6, 7, and 10
1 point for
every correct
response
Part I items 2, 5, 8,
9, 11, 12, 13, 14,
15, and 16
1 point for
every correct
response
1 point for
every correct
response
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Rubric on
Problem
Solving
(maximum of
4 points for
each
problem)
Part III A
Rubric for
Sketches of
the Different
Formations
(Total Score:
maximum of
6 points )
PY
Part III B
Rubric on
Problems
Formulated
and Solved
(Total Score:
maximum of
6 points )
C
O
Product/
Performance
30%
EP
E
123
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PY
C
O
EP
E
In all the lessons, the students are given the opportunity to use their
prior knowledge and skills in learning circles. They are also given varied
activities to process the knowledge and skills learned and further deepen
and transfer their understanding of the different lessons.
124
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PY
Objectives:
C
O
After the learners have gone through the lessons contained in this
module, they are expected to:
1. identify and describe terms related to circles;
2. use the relationship among chords, arcs, central angles, and
inscribed angles of circles;
3. find the area of segments and sectors of circles;
EP
E
PREASSESSMENT:
Check students prior knowledge, skills, and understanding of
mathematics concepts related to circles. Assessing these will facilitate
teaching and students understanding of the lessons in this module.
125
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Answer Key
11. A
12. A
13. B
14. A
15. A
16. A
17. A
18. C
19. B
20. C
C
O
PY
Part I
1. B
2. A
3. D
4. D
5. C
6. C
7. C
8. B
9. A
10. D
EP
E
126
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5. JL , JN , EN , EL
6. LEN , LJE , ENL , JLN , LNJ
7. JAN , NAE
8. LEJ , JEN
PY
Questions:
a. Recall the definition of the terms related to circles.
EP
E
C
O
127
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Answer Key
C
O
PY
Show the students the right triangles with different measures of sides
and let them find the missing side. Give focus on the mathematics concepts
or principles applied to find the unknown side particularly the Pythagorean
theorem.
EP
E
c 10 units
c 17.49 units
c 12.73 units
a 12 units
b 4 units
b 12.12 units
1.
2.
3.
4.
5.
6.
Questions:
128
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PY
d. 90
e. 30
C
O
1. a. 105
b. 75
c. 60
2. a. 105
b. 75
c. 60
EP
E
3.
4.
5.
6.
7.
d. 90
e. 30
Measure
Intercepted Arc
1. FAB
105
FB
2. BAC
75
BC
3. CAD
60
CD
4. EAD
90
ED
5. EAF
30
EF
Central Angle
129
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a. 60 ; 60
b. Evaluate students responses
PY
Answer Key
What to PROCESS
C
O
Before proceeding to the next activities, let the students give a brief
summary of what they have learned so far. Provide them with an opportunity
to relate or connect their responses in the activities given to this lesson. Let
the students read and understand some important notes on chords, arcs, and
central angles. Tell them to study carefully the examples given.
EP
E
In this section, let the students apply the key concepts of chords, arcs,
and central angles. Tell them to use the mathematical ideas and the
examples presented in the preceding section to answer the activities
provided.
Ask the students to perform Activity 5. In this activity, the students will
identify and name arcs and central angles in the given circle and explain how
they identified them.
130
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Minor Arcs
Major Arcs
JK
KMJ
PY
2.
KL
KGL
LM
LJM
MG
JH
HKG
C
O
HG
MKG
JMH
Note: There are many ways of naming the major arcs. The given
answers are just some of those ways.
EP
E
Questions:
a. A semicircle is an arc with measure equal to onehalf of the
circumference of a circle and is named by using the two endpoints
and another point on the arc.
A minor arc is an arc of a circle that measures less than the
semicircle. It is named by using the two endpoints on the circle.
A major arc is an arc of a circle that measures greater than the
semicircle. It is named by using the two endpoints and another point
on the arc.
A central angle is an angle whose vertex is the center of the circle
and with two radii as its sides.
b. Yes. A circle has an infinite set of points. Therefore, a circle has
many semicircles, arcs, and central angles.
131
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90
48
138
42
132
6.
7.
8.
9.
10.
PY
90
48
150
42
132
Answer Key
C
O
1. JSO and NSI ; JSN and OSI . They are vertical angles.
2. a. 113
b. 67
c. 67
3. Yes. Yes. Opposite sides of rectangles are congruent.
4. JO and NI ; JN and OI . The central angles that intercept the arcs
are congruent.
5. a. 67
d. 113
b. 113
e. 180
c. 67
f. 180
EP
E
6. NJO ; NIO ; JOI ; JNI . The arcs measure 180. Each arc or
semicircle contains the endpoints of the diameter.
Activity 8: Get My Length
Answer Key
5. 39 6.24 units
6. 8 units
7. 2 7 5.29 units
8. 4 7 10.58 units
1. 8 units
2. 2 units
3. 5 units
4. 39 6.24 units
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N
I
U
Prove: 1. NI GI
PY
2. EN EG
3. NS GS
C
O
Answer Key
Proof of Part 1: We will show that ES bisects GN and the minor arc GN.
Given
Reasons
EP
E
2.
3.
4.
1.
Statements
U with diameter ES and chord
GN ; ES GN
GIU and NIU are right angles.
GIU NIU
UG UN
133
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Answer Key
Proof:
Statements
Reasons
Reflexive/Identity Property
HyL Theorem
Corresponding parts of congruent
triangles are congruent (CPCTC).
5. UI UI
6. GIU NIU
7. GI NI
8. ES bisects GN .
9. GUI NUI
PY
From 6, CPCTC
mEN mNUE
EP
E
C
O
E, I, U are collinear.
10. GUI and GUE are the
same angles.
NUI and NUE are the same
angles.
From 9, 10, definition of congruent
11. mGUE mNUE
angles
17. ES bisects GN .
134
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Given: ES is a diameter of
U; ES bisects GN
E
N
PY
Answer Key
EP
E
GE NE
3. UI UI
4. UG UN
GN.
2. GI NI
C
O
5. GIU NIU
6. UIG UIN
7. UIG and UIN are right
angles.
8. IU GN
9. ES GN
Reasons
Definition of bisector
Reflexive/Identity Property
Radii of the same circle are
congruent.
SSS Postulate
CPCTC
Angles which form a linear pair and
are congruent are right angles.
Definition of perpendicular lines
IU is on ES
135
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3.925 units
5.23 units or 5.23 units
7.85 units
10.46 units or 10.47 units
8.29 units
C
O
PY
Questions:
a. The area of each shaded region was determined by using the
A
l
proportion
where A = degree measure of the arc,
360 2r
l = length of the arc,
r = radius of the circle. Use the formula for
finding the area of a segment and the area of a triangle.
A
l
b. The proportion
, area of a segment and the area of a
360 2r
triangle were used and so with substitution and the division
property.
1.
2.
3.
4.
5.
6.
EP
E
Answer Key
Questions:
a. The area of the sector is equal to the product of the ratio
measure of the arc
and the area of the circle.
360
Subtract the area of the triangle from the area of the sector.
b. Area of a circle, area of a triangle, ratio, equilateral triangle, and
regular pentagon
136
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PY
EP
E
C
O
Answer Key
1. a. 72
b. 3.768 cm
c. regular pentagon
2. Yes. There are two pairs of congruent central angles/vertical angles
formed and they intercept congruent arcs.
3. a. Yes. because the arcs are intercepted by the same central angle.
b. No. Even if the two circles have the same central angles, the
lengths of their intercepted arcs are not equal because the 2
circles have different radii.
4. 60. (Evaluate students explanations. They are expected to use the
A
l
proportion
to support their explanations.)
360 2r
5. Draw two chords on the garden and a perpendicular bisector to
each of the chords. The intersection of the perpendicular bisectors
to the chord is the center of the circular garden.
6. a. Education, because it has the highest budget which is
Php12,000.00
Savings & Utilities, because they have the lowest budget which
is Php4,500.00
b. Education. It should be given the greater allocation because it is
a very good investment.
c. Education 120
Food 90
Utilities 45
Savings 45
Other expenses 60
d. Get the percentage for each item by dividing the allotted budget
by the monthly income, then multiply it by 360.
137
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e.
Item
Education
Food
Utilities
Savings
Other expenses
Sector
654.16 cm2
490.625 cm2
245.3125 cm2
245.3125 cm2
327.083 cm2
Arc Length
52.3 cm
39.25 cm
19.625 cm
19.625 cm
26.16 cm
PY
Before the students move to the next section of this lesson, give a
short test (formative test) to find out how well they understood the lesson. Ask
them also to write a journal about their understanding of chords, arcs, and
central angles. Refer to the Assessment Map.
C
O
What to TRANSFER
EP
E
138
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Summary/Synthesis/Generalization:
This lesson was about chords, arcs and central angles of a circle, area
of a segment and a sector, and arc length of a circle. In this lesson, the
students determined the relationship between the measures of the central
angle and its intercepted arc.
PY
They were also given the opportunity to apply the different geometric
relationships among chords, arcs, and central angles in solving problems,
complete the proof of a theorem related to these concepts, find the area of a
segment and the sector of a circle, and determine the length of an arc.
C
O
Moreover, the students were asked to name objects and cite reallife
situations where chords, arcs, and central angles of a circle are illustrated and
the relationships among these concepts are applied.
What to KNOW
EP
E
139
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MSC
MC
CSD
CD
MSD
MD
PY
Angles
MGC
MC
DGC
MD
C
O
MGD
CD
Determine two radii of the circle. The two radii are the sides of the angle
and the center of the circle is the vertex.
EP
E
Determine the arc that lies in the interior of the angle with endpoints on
the same angle.
2. There are 6 angles and there are also 6 arcs that these angles
intercept.
140
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C
O
PY
1.
3.
mWEL 60 ;
mLW 60
EP
E
4. mLDW 30
141
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Answer Key
7. Draw other inscribed angles of the circle. Determine the measures of
these angles and the degree measures of their respective intercepted
arcs. (Check students drawings.)
The measure of an inscribed angle is onehalf the degree measure
of its intercepted arc.
PY
C
O
2.
1.
EP
E
Answer Key
3.
5. a. mMOT 90
4.
b. mMUT 90
c. mMNT 90
The measures of the three angles are equal. Each angle measures 90.
The measure of an inscribed angle intercepting a semicircle is 90.
The measures of inscribed angles intercepting the same arc are equal.
142
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Develop students understanding of the lesson by relating it to a reallife situation. Ask them to determine the mathematics concepts that they can
apply to solve the problem presented in Activity 4.
Activity 4: One, Two,, Say Cheese!
Answer Key
EP
E
C
O
PY
1.
80
40
New location where Janel
could photograph the entire
house with the telephoto lens
2. Relationship between the central angle or inscribed angle and the arc
that the angle intercepts.
3. Go farther from the house until the entire house is seen on the eye
piece or on the LCD screen viewer of the camera.
143
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Before proceeding to the next section of this lesson, let the students
give a brief summary of the activities done. Provide them with an opportunity
to relate or connect their responses in the activities given to their new lesson,
Arcs and Inscribed Angles. Let the students read and understand some
important notes on the different geometric relationships involving arcs and
inscribed angles and let them study carefully the examples given.
What to PROCESS
PY
C
O
Answer Key
EP
E
d. mLE 128
144
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a. x 5
b. mBDC 26
c. mBC 52
d. mBAC 26
1.
Answer Key
PY
5.
a. x 7
b. mABD 38
C
O
4.
a. mOA 150
4.
EP
E
b. mOG 50
c. mGOA 80
d. mGAO 25
3.
b. mFAI 82
5.
a. mCAR 65
b. mACR 57.5
c. mARC 57.5
2.
a. mTIA 105
a. mTM 116
b. mMA 64
c. mAE 116
d. mAC 115
d. mMEA 32
e. mAR 115
e. mTAM 58
a. mRDM 35
b. mDRM 55
c. mDMR 90
d. mDM 110
e. mRD 180
145
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PY
Problem:
S and
PQ is a diameter.
1
mPR
2
Prove: mPQR
C
O
Case 1:
x
S
EP
E
146
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Answer Key
Statements
1. PQR inscribed in
and PQ is a diameter.
Reasons
Given
2. QS RS
3. QRS is an isosceles .
4. PQR QRS
PY
5. mPQR mQRS
7. mPSR 2x
Transitive Property
EP
E
9. mPR 2x
8. mPSR mPR
Substitution
Multiplication Property of Equality
11. mQRS
C
O
6. mQRS x
147
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O.
1
mKM
2
Proof:
Reasons
1
1
mKN and mMLN mMN
2
2
1
1
mKN mMN or
2
2
1
mKLN mMLN mKN mMN
2
mKLN mMLN mKLM
EP
E
mKLN mMLN
The measure of an
inscribed angle is onehalf
the measure of its
intercepted arc (Case 1).
Addition Property
C
O
mKLN
Statements
PY
Answer Key
1. Case 3
Given: SMC inscribed in
Prove: mSMC
A.
1
mSC
2
148
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Proof:
mPMS
Statements
Reasons
1
1
mPS and mPMC mPC
2
2
The measure of an
inscribed angle is onehalf
the measure of its
intercepted arc (Case 1).
Angle Addition Postulate
1
1
mPC mPS or
2
2
1
mPMC mPMS mPC mPS
2
1
mSMC mSC
2
Substitution
2. Given:
By Subtraction
C
O
mPMC mPMS
PY
PR AC
PQR ABC
EP
E
Prove:
Proof:
Statements
Reasons
Given
PR AC
mPR mAC
1
mPQR mPR and
2
1
mABC mAC
2
mPQR
1
mAC
2
Substitution
mPQR mABC
Transitive Property
PQR ABC
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3. Given:
In C, GML intercepts
semicircle GEL.
GML is a right angle.
Proof:
Statements
Reasons
mGEL 180
1
mGEL
2
1
mGML 180 or mGML 90
2
GML is a right angle.
4. Given:
C
O
mGML
Given
The degree measure of a
semicircle is 180.
The measure of an inscribed
angle is onehalf the measure
of its intercepted arc.
Substitution
PY
Prove:
EP
E
Statements
Reasons
Substitution
150
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Answer Key
Statements
mDWI
Reasons
1
1
mDNI and mDNI mDWI
2
2
1
1
mDNI mDWI or
2
2
1
mDWI mDNI mDNI mDWI
2
1
mDWI mDNI 360 or
2
mDWI mDNI 180
mDWI mDNI
PY
mW mI mN mD 360
mI mD 180 360
mI mD 180
Substitution
Definition of supplementary
angles
The sum of the measures of
the angles of a quadrilateral
is 360.
Substitution
Addition Property
Definition of supplementary
angles
C
O
By Addition
EP
E
Answer Key
1. Given:
Prove:
Proof
D
H
A
Reasons
Statements
D.
Given
Definition of inscribed angle
Inscribed angles intercepting the
same arc are congruent.
ASA Congruence Postulate
151
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Answer Key
2. Given:
DV IV
Proof:
RVD RVI
V
D
Statements
Reasons
1. RV is a diagonal that
passes through the center of
the circle
2. RV RV
3. DRV VRI
Given
PY
Prove:
C
O
Reflexive Property
Inscribed angles intercepting the
same arc are congruent.
EP
E
7. RVD RVI
Definition of semicircle
3. Given:
Proof:
A, SE NE and SC NT .
S
CSE TNE
Prove:
In
HypotenuseAngle Congruence
Theorem
Statements
Given
1. SE NE and SC NT
N
Reasons
2. SE NE and SC NT
3. mSE mNE and
mSC mNT
4. mSE mSC mEC and
mEN mNT mET
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Answer Key
Statements
Substitution
1. mEC mET
Reasons
Definition of Congruence
2. EC ET
3. Draw chord CT .
4. ECT ETC
PY
Answer Key
C
O
1. a. 72
b. 36. The measure of an inscribed angle is onehalf the measure of
its intercepted arc.
EP
E
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Before the students move to the next section of this lesson, give a
short test (formative test) to find out how well they understood the lesson. Ask
them also to write a journal about their understanding of arcs and inscribed
angles. Refer to the Assessment Map.
What to TRANSFER
C
O
PY
EP
E
Summary/Synthesis/Generalization:
This lesson was about arcs and inscribed angles of a circle. In this
lesson, the students were given the opportunity to determine the geometric
relationships that exist among arcs and inscribed angles of a circle, apply
these in solving problems, and prove related theorems. Moreover, they were
given the chance to formulate and solve reallife problems involving these
geometric concepts out of the product they were asked to come up with as a
demonstration of their understanding of the lesson.
154
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C
O
PY
Answer Key
S.
EP
E
155
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PY
4. Mark four other points on line m such that two of these points are on
the left side of T and the other two points are on the right side. Label
these points as M, N, P, and Q, respectively.
C
O
EP
E
6. Repeat step 2 to 5. This time, draw line n such that it intersects the
circle at another point. Name this point V.
The four angles, AVS , BVS , DVS , and EVS have equal
measures. Each angle measures 90.
156
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C
O
PY
7. Draw MS , NS , PS , and QS .
EP
E
The shortest segment from the center of a circle to the line that
intersects the circle at exactly one point is the segment
perpendicular to the line. Whereas, the other segments become the
hypotenuses of the right triangles formed. Recall that the
hypotenuse is the longest side of a right triangle.
157
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PY
C
O
5. If two tangents intersect in the exterior of a circle, then the measure of the
angle formed is onehalf the positive difference of the measures of the
intercepted arcs.
EP
E
158
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PY
How about the lines that intersect the circle at exactly one point? BG
EP
E
C
O
DAB AD
DAE DE
DAG DEA
EAG EFA
ADF AF
4.
DCE DE
ACD AD
ACF AF
ECF EF
AGD AF and AD
5. mDAE 34.43
mEAG 90
mDAB 55.57
mDAG 124.43
mACD 111.14
mACG 68.87
mECF 111.14
mDCE 68.87
mADG 34.43
mAGD 21.13
159
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Answer Key
6. Determine the measure of the central angle that intercepts the same
arc. The measure of the central angle is equal to the measure of its
intercepted arc.
mEFA= 180
mDE= 68.86
mEF= 111.14
mDEA= 248.86
mAF= 68.86
8.
mAD 2mDAB
mEFA 2mEAG
9.
mBGD
PY
mDCE 2mDAE
mDE 2mDAE . Since mDCE mDE ,
then mDE 2mDAE .
C
O
7.
mAD= 111.14
1
mAD mAF
2
2.
EP
E
Answer Key
4. mRST
S.
1
mST
2
1
mRVT mRT
2
8. Yes. mRST
1
mRT mNT
2
1
mRT mMN
2
1
mRT mMN
2
6. Yes. mRST
160
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Let the students give their realizations of the activities done before
proceeding to the next activities. Provide them with an opportunity to relate or
connect their responses to the activities given in their lesson, tangents and
secants of a circle. Let the students read and understand some important
notes on tangents and secants of a circle and study carefully the examples
given.
What to PROCESS
PY
In this section, let the students use the geometric concepts and
relationships they have studied and the examples presented in the preceding
section to answer the succeeding activities.
C
O
Present to the students the figure given in Activity 4. In this activity, the
students should be able to identify the tangents and secants in the figure
including the angles that they form and the arcs that these angles intercept.
They should be able to determine also the unknown measure of the angle
formed by secants intersecting in the exterior of the circle. Give emphasis to
the geometric relationship the students applied in finding the measure of the
angle. Provide them opportunities to compare their answers and correct their
errors, if there are any.
EP
E
Answer Key
1. KL and LM. Each line intersects the circle at exactly one point.
2. KN and MP. Each line intersects the circle at two points.
161
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C
O
7. mPQO 61
mPQR 119
8. a. mPW 125
b. mRPW 27.5
c. mPRW 62.5
d. mWRE 27.5
e. mWER 62.5
f. mWER 62.5
9. PQ 6 4 5
10. a. x 6
b. ST 19
c. RT 19
d. AT 19
EP
E
1. mABC 40
2. mMQL 40
3. mPTR 47
mRTS 133
4. a. x 10
b. mCG 65
c. mAR 55
5. mMC 71
6. OR 4 85
RS 24
KS 4 85 24
PY
Answer Key
Let the students think deeply and test further their understanding of the
different geometric relationships involving tangents and secants of circles by
doing Activity 6. In this activity, they will apply these geometric relationships in
solving problems.
162
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2. LU is tangent to
I.
EP
E
4.
I. SC is also tangent to
C
O
3.
PY
1.
5. 5 55 m
6.
a. mP 55
mR 55
mS 55
b. The angle that I will make with the lighthouse must be less than
55.
163
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AB is tangent to
C at D.
AB CD
PY
To prove: a. Draw AC
b. Assume AB is not perpendicular
to CD and AB AC
Proof:
Statement
AB is not perpendicular
to CD and AB AC .
C
O
Assumption
Ruler Postulate
EP
E
DA AE
CAE CAD
AC AC
CDA CEA
CD CE
Reason
CD CE
D and E are on C.
D and E are the points of intersection
of tangent line AB and
C is not true.
AB CD
2. Given: RS is a radius of
PQ RS
Prove: PQ is tangent to
S.
S at R.
To prove: Draw QS .
164
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Answer Key
Statement
RS is a radius of
Reason
S and PQ RS .
QS >RS
Q is not on
S.
PQ is tangent to
S at R.
Given
The shortest segment from the
center of a circle to a line tangent
to it is the perpendicular
segment.
No other point of a tangent line
other than the point of tangency
lies on a circle.
A tangent intersects the circle at
exactly one point.
Prove: EM EL
C
O
PY
Proof:
EP
E
Proof:
Statement
Reason
Radii of the same circle are
congruent.
A line tangent to a circle is
perpendicular to the radius.
Reflexive Property
HypotenuseLeg Congruence
Theorem
CPCTC
MS LS
EL LS and EM MS .
ES ES
ESM ESL
EM EL
165
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Prove:
mRST
1
mTQR mTR
2
V at R and T, respectively,
S.
PY
a. Given:
C
O
4.
EP
E
Statement
SVR SVT
mRVS mRSV 90 and
mTVS mTSV 90
mRVS mTVS mRVT
mRVT 90 x 90 x
180 2x
mTR 180 2x
mTQR 180 2x
mRSV mTSV mRST
mRSV mTSV x x
Reason
(Proven)
Acute angles of a right
triangle are complementary.
Angle Addition Postulate
Substitution
The measure of a central
angle is equal to the
measure of its intercepted
arc.
The degree measure of a
circle is 360.
Substitution and Addition
Property of Equality
Angle Addition Postulate
By Substitution and Addition
2x
mRST 2x
Transitive Property
By Substitution and
Subtraction
166
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Answer Key
By Substitution
Multiplication Property
O at K.
C
O
PY
O at M and N.
1
mNPK mMK
2
mKLN
EP
E
Prove:
Proof:
mNMK
Statement
Reason
The measure of an
inscribed angle is onehalf
the measure of its
intercepted arc.
The measure of the
exterior angle of a triangle
is equal to the sum of the
measures of its remote
interior angles.
The measure of a central
angle is equal to the
measure of its intercepted
arc.
1
mNPK
2
mKOM mKM
167
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mKOM 2x
mKM 2x
Transitive Property
1
mKM
2
mNLK
1
mNPK mKM
2
By Substitution
c. Given:
By Subtraction
C
O
1
mNPK 1 mKM mNMK mMKL
2
2
mMKL mNLK mMKL
mNLK
Multiplication Property
PY
mMKL mMKO 90
EP
E
Prove:
mACE
1
mAE mBD
2
168
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Answer Key
Proof:
Statement
1
mAE and
2
1
mDAB mBD
2
1
mAE 1 mBD mADE mDAB
2
2
mADE mDAC mACE
1
1
mACE mAE mBD or
2
2
1
mACE mAE mBD
2
By Subtraction
C
O
mADE
PY
Reason
The measure of the
exterior angle of a
triangle is equal to the
sum of the measures of
its remote interior
angles.
The measure of an
inscribed angle is onehalf the measure of its
intercepted arc.
Transitive Property
EP
E
5. Given:
Addition Property
1
mPS mQR
2
To prove: Draw RS .
Prove: mPTS
169
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Proof:
Statement
Reason
The measure of an
inscribed angle is onehalf
the measure of its
intercepted arc.
1
mPS and
2
1
mQSR mQR
2
mQTR mPRS mQSR
mPRS
PY
1
mPS 1 mQR or
2
2
1
mQTR mPS mQR
2
mQTR mPTS
mQTR
C
O
EP
E
6. Given:
1
mPS mQR
2
mPTS
Substitution
1
mMP and
2
1
mLMP mMKP
2
mNMP
Prove:
170
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Answer Key
Statement
mMOP mMP
mNMP mOMP 90
mOMP mOPM mMOP 180
mMOP 2x
Reason
The measure of a central
angle is equal to the
measure of its intercepted
arc.
The sum of the measures
of complementary angles
is 90.
The sum of the measures
of a triangle is 180.
Addition Property
PY
Proof:
Transitive Property
mMP 2x
Substitution
C
O
mMP 2mNMP
1
mNMP mMP
2
Multiplication Property
mMKP 360 2x
EP
E
mMKP 2180 x
mLMP 90 90 x or
mLMP 180 x
mMKP 2mLMP
1
mLMP mMKP
2
Multiplication Property
Before the students move to the next section of this lesson, give a
short test (formative test) to find out how well they understood the lesson. Ask
them also to write a journal about their understanding of tangents and secants
of a circle. Refer to the Assessment Map.
171
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What to TRANSFER
Give the students opportunities to demonstrate their understanding of
the different geometric relationships involving tangents and secants of circles
by doing a practical task. Let them perform Activity 8. You can ask the
students to work individually or in a group. In this activity, the students will
formulate and solve problems involving tangents and secants of circles as
illustrated in some reallife objects.
PY
C
O
Summary/Synthesis/Generalization:
EP
E
172
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PY
Find out how much students have learned about the different
mathematics concepts previously studied and their skills in performing
mathematical operations. Checking these will facilitate teaching and students
understanding of the geometric relationships involving tangent and secant
segments. Tell them that as they go through this lesson, they have to think of
this important question: How do geometric relationships involving tangent and
secant segments facilitate solving reallife problems and making decisions?
C
O
EP
E
Answer Key
1. x 9
2. x 5
6. x 5
7. x 8
8. x 2 3
3. x 6
4. x 9
9. x 3 5
10. x 4 5
5. x 12
Questions:
a. Applying the Division Property of Equality and Extracting Square
Roots
b. Division Property of Equality and Extracting Square Roots
Present to the students the figure in Activity 2. Then, let them identify
the tangent and secant lines and the chords, name all the segments they can
see, and describe a point in relation to the circle. This activity has something
to do with the lesson. Let the students relate this to the succeeding activities.
173
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Activity 2: My Segments
Answer Key
1.
2.
3.
4.
C
O
PY
EP
E
Answer Key
12.
3. a. BA = 2.8 units
c. MA = 1.95 units
b. TA = 2.8 units
d. NA = 4.02 units
4. The product of BA and TA is equal to the product of MA and NA .
5. If two chords of a circle intersect, then the product of the measures
of the segments of one chord is equal to the product of the measures
of the segments of the other chord. (Emphasize this idea.)
Present to the students a situation that would capture their interest and
develop their understanding of the lesson. Let them perform Activity 4. In this
activity, the students will determine the mathematics concepts or principles to
solve the given problem.
174
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PY
C
O
EP
E
IM and IL
TS and DS
OS
IR
LF and WE
IH , FG , IJ , EF , AK , DC
1.
2.
3.
4.
5.
6.
175
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Have the students apply the different theorems involving chords and
tangent and secant segments to find the unknown lengths of segments on a
circle and solve related problems. Ask the students to perform Activity 6 and
Activity 7.
Activity 6: Find My Length!
Answer Key
x 8 units
x 8 units
x 9 units
x 5 units
x 6.64 units
6.
7.
8.
9.
10.
x 10.5 units
x 4.8 units
x 15 units
x 2 10 6.32 units
x 4 units
PY
1.
2.
3.
4.
5.
EP
E
C
O
Questions:
a. The theorems on two intersecting chords, secant segments, tangent
segments, and external secant segments were applied.
b. Evaluate students responses.
Answer Key
1. Possible answer:
2. a. VU = 4.57 units
b. XU = 8 units
176
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Answer Key
Prove:
C
O
1. Given:
PY
AM BM DM EM
Proof:
Statement
EP
E
1
mBE and
2
1
mBDE mBE
2
Reason
The measure of an inscribed
angle is onehalf the
measure of its intercepted
arc.
Inscribed angles intercepting
the same arc are congruent.
AA Similarity Theorem
Lengths of sides of similar
triangles are proportional.
mBAE
BAE BDE
AME ~ DMB
EM BM
AM DM
AM BM DM EM
Multiplication Property
177
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Answer Key
2. Given:
Prove:
DP DQ DS DR
Proof:
Statement
DQS ~ DRP
DP DS
DR DQ
DP DQ DS DR
Multiplication Property
EP
E
3. Given:
Reason
Inscribed angles
intercepting the same arc
are congruent.
Supplements of congruent
angles are congruent
AA Similarity Theorem
Lengths of sides of similar
triangles are proportional.
C
O
DQS DRP
PY
KM intersects
KM KN KL
Prove:
O at N.
178
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Answer Key
Proof:
Statement
Reason
The measure of an inscribed
angle is onehalf the measure
of its intercepted arc.
1
mLN and
2
1
mLMN mLN
2
mNLK mLMN
mNLK
PY
NLK LMN
mLNK mNLM mLMN
EP
E
KM KN KL
MKL ~ LNM
KM KL
KL KN
C
O
Transitive Property
Angles with equal measures
are congruent.
The measure of the exterior
angle of a triangle is equal to
the sum of the measures of its
remote interior angles.
Substitution
Angle Addition Postulate
Transitive Property
Angles with equal measures
are congruent.
AA Similarity Theorem
Lengths of sides of similar
triangles are proportional.
Multiplication Property
Answer Key
1. Janel. She used the theorem If two secant segments are drawn to a
circle from an exterior point, then the product of the lengths of one
secant segment and its external secant segment is equal to the product
of the lengths of the other secant segment and its external secant
segment.
2. Gate 1 is 91.65 m from the main road.
3. a. The point of tangency of the two light balls from the ceiling is about
44.72 cm.
b. Anton needs about 1967.53 cm of string.
179
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Find out how well the students understood the lesson by giving a short
test (formative test) before proceeding to the next section. Ask them also to
write a journal about their understanding of tangent and secant segments.
Refer to the Assessment Map.
What to TRANSFER
PY
Answer Key
C
O
In Activity 10, the students will make a design of an arch bridge that
would connect two places which are separated by a river, 20 m wide. Tell
them to indicate on the design the different measurements of the parts of the
bridge. The students are expected to formulate and solve problems involving
tangent and secant segments out of the design and the measurements of its
parts.
EP
E
Summary/Synthesis/Generalization:
180
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SUMMATIVE TEST
Part I
Choose the letter that you think best answers each of the following questions.
EP
E
2. In
A.
B.
C.
D.
C
O
PY
A. DE
B. AG
C. BD
D. AE
181
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B. I and III
C. II and III
PY
5. An arc of a circle measures 72. If the radius of the circle is 6 cm, about
how long is the arc?
A. 1.884 cm
B. 2.4 cm
C. 3.768 cm
D. 7.54 cm
C
O
6. What is the total measure of the central angles of a circle with no common
interior points?
A. 480
B. 360
C. 180
D. 120
7. What kind of angle is the inscribed angle that intercepts a semicircle?
A. straight
B. obtuse
C. right
D. acute
EP
E
9. Line AB is tangent to
mABF ?
A. 44
B. 61
C. 88
D. 122
182
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10. How many line/s can be drawn through a given point on a circle that is
tangent to the circle?
A. four
B. three
C. two
D. one
PY
U
R
C
O
EP
E
A. 18 cm
B. 20 cm
C. 22.5 cm
D. 24.5 cm
A. 6 cm 2
C. 10 cm 2
45
B. 8 cm 2
D. 12 cm 2
183
8 cm
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14. In the circle on the right, what is the measure of SRT if AST is a
semicircle and mSRA 74 ?
A. 16
S
B. 74
C. 106
D. 154
A
PY
S. If mLUC 96 and
U
96
77
C
O
EP
E
17. A circular garden has a radius of 2 m. Find the area of the smaller
segment of the garden determined by a 90 arc.
A. 2 m2
B. 2 m2
C. m2
D. 4 2 m2
184
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30
PY
19. Mang Jose cut a circular board with a diameter 80 cm. Then, he divided
the board into 20 congruent sectors. What is the area of each sector?
A. 80 cm2 B. 320 cm2
C. 800 cm2
D. 1 600 cm2
Part II
C
O
EP
E
2. A rope fits tightly around two pulleys. What is the distance between the
centers of the pulleys if the radii of the bigger and smaller pulleys are
10 cm and 6 cm, respectively, and the portion of the rope tangent to the
two pulleys is 50 cm long?
185
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2
Used an
appropriate
strategy but
came up with an
entirely wrong
solution that led
to an incorrect
answer
C
O
1
Attempted to
solve the problem
but used an
inappropriate
strategy that led
to a wrong
solution
PY
4
Used an
appropriate
strategy to come
up with a correct
solution and
arrived at a
correct answer
Role:
Audience:
Situation:
EP
E
Goal:
186
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Products:
Part III B
2
The sketches of
the different
formations are not
accurately made
but the
sequencing is
systematic.
1
The sketches of
the different
formations are
made but not
accurate and the
sequencing is not
systematic.
PY
3
The sketches of
the different
formations are
accurately made
and the
sequencing is
systematic but not
presentable.
C
O
4
The sketches of
the different
formations are
accurately made,
presentable, and
the sequencing is
systematic.
EP
E
187
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Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows indepth comprehension of the pertinent concepts and/or
processes, and provides explanations wherever appropriate.
EP
E
C
O
PY
Answer Key
11. A
12. C
13. B
14. C
15. D
16. D
17. A
18. D
19. A
20. B
Part I
1. B
2. B
3. D
4. A
5. D
6. B
7. C
8. D
9. A
10. D
188
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GLOSSARY OF TERMS
Arc a part of a circle
Arc Length the length of an arc which can be determined by using the
A
l
=
proportion
, where A is the degree measure of an arc, r is the
360 2 r
radius of the circle, and l is the arc length
PY
Central Angle an angle formed by two rays whose vertex is the center of
the circle
C
O
EP
E
Congruent Arcs arcs of the same circle or of congruent circles with equal
measures
Congruent Circles circles with congruent radii
Degree Measure of a Major Arc the measure of a major arc that is equal
to 360 minus the measure of the minor arc with the same endpoints.
Degree Measure of a Minor Arc the measure of the central angle which
intercepts the arc
External Secant Segment the part of a secant segment that is outside a
circle
Inscribed Angle an angle whose vertex is on a circle and whose sides
contain chords of the circle
Intercepted Arc an arc that lies in the interior of an inscribed angle and has
endpoints on the angle
189
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PY
Secant a line that intersects a circle at exactly two points. A secant contains
a chord of a circle
Sector of a Circle the region bounded by an arc of the circle and the two
radii to the endpoints of the arc
C
O
EP
E
Tangent to a Circle a line coplanar with the circle and intersects it at one
and only one point
190
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PY
Theorems:
C
O
1. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding central angles are congruent.
2. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding chords are congruent.
3. In a circle, a diameter bisects a chord and an arc with the same endpoints
if and only if it is perpendicular to the chord.
EP
E
191
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10. If two segments from the same exterior point are tangent to a circle, then
the two segments are congruent.
11. If two secants intersect in the exterior of a circle, then the measure of the
angle formed is onehalf the positive difference of the measures of the
intercepted arcs.
PY
12. If a secant and a tangent intersect in the exterior of a circle, then the
measure of the angle formed is onehalf the positive difference of the
measures of the intercepted arcs.
C
O
13. If two tangents intersect in the exterior of a circle, then the measure of
the angle formed is onehalf the positive difference of the measures of
the intercepted arcs.
14. If two secants intersect in the interior of a circle, then the measure of an
angle formed is onehalf the sum of the measures of the arcs intercepted
by the angle and its vertical angle.
EP
E
15. If a secant and a tangent intersect at the point of tangency, then the
measure of each angle formed is onehalf the measure of its intercepted
arc.
16. If two chords of a circle intersect, then the product of the measures of
the segments of one chord is equal to the product of the measures of the
segments of the other chord.
17. If two secant segments are drawn to a circle from an exterior point, then
the product of the lengths of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant
segment and its external secant segment.
18. If a tangent segment and a secant segment are drawn to a circle from an
exterior point, then the square of the length of the tangent segment is
equal to the product of the lengths of the secant segment and its
external secant segment.
192
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PY
References:
Bass, L. E., Charles, R.I., Hall, B., Johnson, A., & Kennedy, D. (2008). Texas
Geometry. Boston, Massachusetts: Pearson Prentice Hall.
C
O
Bass, L. E., Hall B.R., Johnson A., & Wood, D.F. (1998). Prentice Hall
Geometry Tools for a Changing World. NJ, USA: PrenticeHall, Inc.
Boyd, C., Malloy, C., & Flores. (2008). McGrawHill Geometry. USA: The
McGrawHill Companies, Inc.
EP
E
Chapin, I., Landau, M. & McCracken. (1997). Prentice Hall Middle Grades
Math, Tools for Success. Upper Saddle River, New Jersey: PrenticeHall, Inc.
Cifarelli, V. (2009) cK12 Geometry, Flexbook Next Generation Textbooks.
USA: Creative Commons AttributionShare Alike.
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Rich, B. and Thomas, C. (2009). Schaums Outlines Geometry (4th ed.) USA:
The McGrawHill Companies, Inc.
Smith, S. A., Nelson, C.W., Koss, R. K., Keedy, M. L., & Bittinger, M. L.
(1992) AddisonWesley Informal Geometry. USA: AddisonWesley
Publishing Company, Inc.
PY
C
O
EP
E
Houghton Mifflin Harcourt. Cliffs Notes. Arcs and Inscribed Angles. (2013).
Retrieved from http://www.cliffsnotes.com/math/geometry/circles/arcsandinscribedangles
Houghton Mifflin Harcourt. Cliffs Notes. Segments of Chords, Secants, and
Tangents. (2013). Retrieved from
http://www.cliffsnotes.com/math/geometry/circles/segmentsofchordssecantstangents
194
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PY
C
O
EP
E
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Formulas for Angles in Circles Formed by Radii,
Chords, Tangents, Secants. (2012). Retrieved from
http://www.regentsprep.org/Regents/math/geometry/ GP15/CircleAngles.htm
195
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PY
Schmidt, Larry. Angles and Arcs Formed by Tangents, Secants, and Chords.
(2013). Retrieved from http://www.youtube.com/watch?v=IRyXI7h1bM
C
O
Cherry Valley Nursery and Landscape Supply. Seasonal Colors Flowers and
Plants. (2014). Retrieved from http://www.cherryvalleynursery.com/
EP
E
eBay Inc. Commodore Holden CSA Mullins pursuit mag wheel 17 inch
genuine  4blok #34. (2014). Retrieved from
http://www.ebay.com.au/itm/CommodoreHoldenCSAMullinspursuitmagwheel17inchgenuine4blok34/221275049465
Fort Worth Weekly. Facebook Fact: Cowboys Are Worlds Team. (2012) .
Retrieved from http://www.fwweekly.com/2012/08/21/facebookfactcowboysnowworldsteam/
196
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Piatt, Andy. Dreamstime.com. Rainbow Stripe Hot Air Balloon. Retrieved from
http://thumbs.dreamstime.com/z/rainbowstripehotairballoon788611.jpg
Regents of the University of Colorado. Nautical Navigation. (2014). Retrieved
from http://www.teachengineering.org/view_activity.php?url=
collection/cub_/activities/cub_navigation/cub_navigation_lesson07_activity1.x
ml
Sambhav Transmission. Industrial Pulleys. Retrieved from
http://www.indiamart.com/sambhavtransmission/industrialpulleys.html
PY
C
O
EP
E
197
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Module 5:
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of
coordinate geometry.
Performance Standard:
PY
Learning Competencies
C
O
Subject:
Mathematics 10
Quarter: Second
Quarter
Topic: Plane
Coordinate Geometry
Writer:
EP
E
Lessons:
1. The Distance
Formula
2. The Equation of a
Circle
Melvin M. Callanta
Essential
Understanding:
Essential
Question:
198
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Transfer Goal:
Students will be able to apply with perseverance and
accuracy the key concepts of plane coordinate
geometry in formulating and solving problems involving
geometric figures on the rectangular coordinate plane.
B. Planning for Assessment
Product/Performance
EP
E
C
O
PY
The following are products and performances that students are expected to
come up with in this module.
1. Ground Plan drawn on a grid with coordinates
2. Equations and problems involving mathematics concepts already learned
such as coordinate plane, slope and equation of a line, parallel and
perpendicular lines, polygons, distance, angles, etc
3. Finding the distance between a pair of points on the coordinate plane
4. Determining the missing coordinates of the endpoints of a segment
5. Finding the coordinates of the midpoint of the segment whose endpoints
are given
6. Describing the figure formed by a set of points on a coordinate plane
7. Determining the missing coordinates corresponding to the vertices of
some polygons
8. Solutions to problems involving the distance and the midpoint formulas
9. Coordinate Proofs of some geometric properties
10. Sketch of a municipal, city, or provincial map on a coordinate plane with
the coordinates of some important landmarks
11. Formulating and solving reallife problems involving the distance and the
midpoint formula
12. Finding the radius of a circle drawn on a coordinate plane
13. Determining the center and the radius of a circle given the equation
14. Graphing a circle given the equation
15. Writing the equation of a circle given the center and the radius
16. Writing the equation of a circle from standard form to general form and
viceversa
17. Determining the equation that describes a circle
18. Solutions to problems involving the equation of a circle
19. Formulating and solving reallife problems involving the equation of a
circle
199
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Assessment Map
PROCESS/
SKILLS
UNDERSTANDING
PreTest:
Part I
PreTest:
Part I and Part II
Identifying the
distance
formula
Determining the
distance
between a pair
of points
Solving problems
involving the
Distance Formula
including the
Midpoint Formula,
and the Equation
of a Circle
Illustrating the
distance
between two
points on the
coordinate
plane
Illustrating the
midpoint
formula
Illustrating the
midpoint of a
segment
Defining
coordinate
proof
Determining the
coordinates of
the midpoint
and the
endpoints of a
segment
Describing the
figure formed by
a set of points
Determining the
coordinates of
the vertex of a
geometric figure
EP
E
Identifying an
equation of a
circle
Determining the
coordinate of a
point given its
distance from
another point
PY
PreTest:
Part I
PERFORMANCE
C
O
PreAssessment/
Diagnostic
KNOWLEDGE
TYPE
Finding the
length of the
radius of a circle
given the
endpoints of a
diameter
Finding the
center of a circle
given the
equation
Finding the
equation of a
circle given the
endpoints of a
radius
200
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Formative
PROCESS/
SKILLS
KNOWLEDGE
PERFORMANCE
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
PreTest:
Part III
Situational
Analysis
Determining
the
mathematics
concepts or
principles
involved in a
prepared
ground plan
Illustrating the
locations of
objects or
groups
Explaining how to
prepare the ground
plan for the Boy
Scouts Jamboree
Making a
ground plan for
the Boy Scouts
Jamboree
Writing the
equations that
describe the
situations or
problems
Solving reallife
problems
Quiz:
Lesson 1
Finding the
distance
between each
pair of points on
the coordinate
plane
Finding the
coordinates of
the midpoint of
a segment given
the endpoints
EP
E
Identifying the
figures formed
by some sets
of points
Identifying
parts of some
geometric
figures and
their properties
Formulating
equations,
inequalities, and
problems
PY
Solving
equations
Quiz:
Lesson 1
Identifying the
coordinates of
points to be
substituted in
the distance
formula and in
the midpoint
formula
UNDERSTANDING
C
O
TYPE
Plotting some
sets of points on
the coordinate
plane
Naming the
missing
coordinates of
the vertices of
some geometric
figures
Quiz: Lesson 1
Explaining how to
find the distance
between two
points
Explaining how to
find the midpoint of
a segment
Describing figures
formed by some
sets of points
Explaining how to
find the missing
coordinates of
some geometric
figures
Solving reallife
problems involving
the distance
formula and the
midpoint formula
Using coordinate
proof to justify
claims
201
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TYPE
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
PERFORMANCE
Writing a
coordinate proof to
prove geometric
properties
Quiz:
Lesson 2
Quiz: Lesson 2
Identifying the
equations of
circles in
centerradius
form or
standard form
and in general
form
Determining the
center and the
radius of a circle
Explaining how to
determine the
center of a circle
Graphing a
circle given the
equation written
in centerradius
form.
Explaining how to
graph circles given
the equations
written in centerradius form and
general form
C
O
PY
Quiz:
Lesson 2
Writing the
equation of a
circle given the
center and the
radius
EP
E
Writing the
equation of a
circle from
standard form to
general form
and viceversa
Explaining how to
write the equation
of a circle from
standard form to
general form and
viceversa
Solving problems
involving the
equation of a circle
PostTest:
Part I
PostTest:
Part I
PostTest:
Part I and Part II
PostTest:
Part III A and B
Identifying the
distance
formula
Determining the
distance
between a pair
of points
Solving problems
involving the
Distance Formula,
including the
Midpoint Formula,
and the Equation
of a Circle
Preparing
emergency
measures to be
undertaken in
times of natural
calamities and
disasters
particularly
typhoons and
floods
Summative
Explaining how to
write the equation
of a circle given
the center and the
radius
Illustrating the
distance
between two
points on the
coordinate
plane
Determining the
coordinate of a
point given its
distance from
another point
202
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PROCESS/
SKILLS
KNOWLEDGE
Illustrating the
midpoint
formula
Illustrating the
midpoint of a
segment
Determining the
coordinates of
the midpoint
and the
endpoints of a
segment
Describing the
figure formed by
a set of points
Determining the
coordinates of
the vertex of a
geometric figure
Finding the
length of the
radius of a circle
given the
endpoints of a
diameter
PERFORMANCE
Preparing a grid
map of a
municipality
Formulating and
solving problems
involving the key
concepts of
plane coordinate
geometry
C
O
Defining
coordinate
proof
Identifying an
equation of a
circle
UNDERSTANDING
PY
TYPE
Finding the
center of a circle
given the
equation
EP
E
Finding the
equation of a
circle given the
endpoints of a
radius
Journal Writing:
Expressing understanding of the distance formula, midpoint formula,
coordinate proof, and the equation of a circle.
SelfAssessment
203
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Process/Skills
25%
Part I items 1, 3,
4, 7, 8, and 13
Part I items 5, 6,
9, 10, 11, 12, 14,
16, 18, and 19
Part I items 2,
15, 17, and 20
Part II items 1
and 2
Rubric on Problem
Solving (maximum of 4
points for each
problem)
Part III A
Product/
Performance
30%
EP
E
Understanding
30%
The learner
demonstrates
understanding of key
concepts of plane
coordinate geometry.
Derive the distance
formula.
Apply the distance
formula to prove some
geometric properties.
Illustrate the centerradius form of the
equation of a circle.
Determine the center
and radius of a circle
given its equation and
vice versa.
Graph a circle and
other geometric
figures on the
coordinate plane.
Solve problems
involving geometric
figures on the
coordinate plane.
The learner is able to
formulate and solve
problems involving
geometric figures on the
rectangular coordinate
plane with perseverance
and accuracy.
How will I
assess?
Paper and
Pencil Test
PY
Knowledge
15%
C
O
Levels of
Assessment
Part III B
204
Rubric on Problems
Formulated and Solved
(Total Score: maximum
of 6 points )
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PY
C
O
The second lesson is about the equation of a circle. In this lesson, the
students will illustrate the centerradius form of the equation of a circle,
determine the center and the radius given its equation and viceversa, and
show its graph on the coordinate plane (or by using the computer freeware,
GeoGebra). More importantly, the students will solve problems involving the
equation of a circle.
EP
E
In learning the equation of a circle, the students will use their prior
knowledge and skills through the different activities provided. This is to
connect and relate those mathematics concepts and skills that students
previously studied to their new lesson. They will also perform varied learning
tasks to process the knowledge and skills learned and to further deepen and
transfer their understanding of the different lessons in reallife situations.
205
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PY
Objectives:
C
O
After the learners have gone through the lessons contained in this module,
they are expected to:
EP
E
206
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PREASSESSMENT:
2.
3.
4.
5.
C
B
B
B
12. A
13. A
14. B
15. C
6.
7.
8.
9.
10.
D
B
D
A
C
16. C
17. C
18. B
19. D
20. B
2.
PY
11. D
x 42 y 92 9
1. C
C
O
Part I
EP
E
Lesson 1: The Distance Formula, the Midpoint Formula, and the Coordinate
Proof
What to KNOW
207
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they used the coordinates of points in finding each length. Emphasize in this
activity the relationships among the segments based on their lengths, the
distance between the endpoints of segments whose coordinates on the number
line are known, and the significance of these to the lesson.
Activity 1: How long is this part?
Answer Key
PY
4 units
4 units
6 units
2 units
3 units
1 unit
a. Counting the number of units from one point to the other point using
the number line or finding the absolute value of the difference of the
coordinates of the points
b. Yes. By counting the number of units from one point to the other
point using the number line or finding the absolute value of the
difference of the coordinates of the points
c. AB BC , AC CE , CD DG , AB EG . The two segments
have the same lengths.
d. d.1) AB + BC = AC;
d.2) AC + CE = AE
e. Yes. The absolute values of the difference of their coordinates are
equal.
AD = 10 4 = 14
EP
E
C
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1.
2.
3.
4.
5.
6.
DA = 4 10 = 14
BF = 6 9 = 15
FB = 9 6 = 15
5 units
12 units
12 units
2 13 units 7.21 units
208
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PY
C
O
EP
E
4.
5.
6. By finding the absolute value of the difference of the coordinates of the
points corresponding to Emilios house and the City Hall and Joses house
and the Gasoline Station, respectively
Answer: 9 km
Answer: 9 km
The distances of the houses of Jose, Emilio, and Diego from each other
can be determined by applying the Pythagorean Theorem.
Joses house 0,0 to Emilios house 9,4
209
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4 2 9 2 c 2 ; c = 97 km 9.85 km
Joses house 0,0 to Diegos house 3,12
6 2 8 2 c 2 ; c = 10 km
PY
Answer Key
C
O
2.
EP
E
1.
x
y
210
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5. C x1,y 2
AC = x1 x 2 or x 2 x1
BC = y1 y 2 or y 2 y1
2
2
2
AB = x 2 x1 y 2 y1
x2 x12 y 2 y12
PY
AB =
What to PROCESS
C
O
Before proceeding to the next activities, let the students give a brief
summary of the activities done. Provide them an opportunity to relate or connect
their responses in the activities given to their new lesson. Let the students read
and understand some important notes on the distance formula and the midpoint
formula and in writing coordinate proofs. Tell them to study carefully the
examples given.
EP
E
In this section, let the students apply the key concepts of the Distance
Formula, Midpoint Formula, and Coordinate Proof. Tell them to use the
mathematical ideas and the examples presented in the preceding section to
answer the activities provided.
Ask the students to perform Activity 5. In this activity, the students will
determine the distance between two points on the coordinate plane using the
Distance Formula. They should be able to explain how to find the distance
between points that are aligned horizontally, vertically, or neither.
211
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Answer Key
1.
2.
3.
4.
5.
8 units
15 units
11.4 units
13 units
6.4 units
6. 13 units
7. 10.3 units
8. 11.66 units
9. 13.6 units
10. 12.81 units
PY
Moreover,
the
C
O
EP
E
b. The Distance Formula can be used to find the distance between two
points on a coordinate plane.
Let the students apply the Midpoint Formula in finding the coordinates of
the midpoint of a segment whose endpoints are given by doing Activity 6. This
activity will enhance their skill in proving geometric relationships using coordinate
proof and in solving reallife problems involving the midpoint formula.
Answer Key
3.
9,9
7,8
4,4
4.
4,1
1.
2.
6.
7.
8,9
5,4
15 15
8. ,
2 2
9. 8,7
3 5
5. ,
2 2
10. 5,4
212
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2.
C
O
1.
PY
Answer Key
EP
E
3.
4.
y
x
x
213
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5.
6.
y
7.
8.
PY
C
O
9.
EP
E
10.
y
214
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C
O
PY
a. The figures formed in #1, #2, and #3 are triangles. Each figure has three
sides.
The figures formed in #4, #5, #6, #7, #8, and #9 are quadrilaterals. Each
figure has four sides.
The figure formed in #10 is a pentagon. It has five sides.
b. ABC and FUN are isosceles triangles. GOT and FUN are right
triangles.
c. ABC and FUN are isosceles because each has two sides congruent or
with equal lengths.
GOT and FUN are right triangles because each contains a right angle.
d. Quadrilaterals LIKE and LOVE are squares.
Quadrilaterals LIKE, DATE, LOVE and SONG are rectangles.
Quadrilaterals LIKE, DATE, LOVE, SONG, and BEAT are parallelograms.
Quadrilateral WIND is a trapezoid.
e. Quadrilaterals LIKE and LOVE are squares because each has four sides
congruent and contains four right angles.
Quadrilaterals LIKE, DATE, LOVE, and SONG are rectangles because
each has two pairs of congruent and parallel sides and contains four right
angles.
Quadrilaterals LIKE, DATE, LOVE, SONG, and BEAT are parallelograms
because each has two pairs of congruent and parallel sides and has
opposite angles that are congruent.
Quadrilateral WIND is a trapezoid because it has a pair of parallel sides.
EP
E
Answer Key
1. O a b, c
2. V a, b
3. V 3a,0
M 3a, b
4. W b, c
5. A a,0
D a, d
E b, c
6. S 0,0
P a, b
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Ask the students to take a closer look at some aspects of the Distance
Formula, the Midpoint Formula, and the Coordinate Proof. Provide them with
opportunities to think deeply and test further their understanding of the lesson by
doing Activity 9. In this activity, the students will solve problems involving these
mathematics concepts and explain or justify their answers.
Activity 9: Think of This Over and Over and Over Again!
Answer Key
The values of x were obtained
EP
E
C
O
PY
based
on
the
solutions
3. 7,4
presented.
4. 99 km
5. Luisa and Grace are both correct. If the expressions are evaluated,
Luisa and Grace will arrive at the same value.
6. a. Possible answer: To become more accessible to students coming
from both buildings.
b. 90,70
c. The distance between the two buildings is about 357.8 m.
Since the study shed is midway between the two school buildings,
then it is about 178.9 m away from each. This is obtained by dividing
357.8 by 2.
7. a. 100 km
b. 5 hours
8. No. The triangle is not an equilateral triangle. It is actually an isosceles
triangle. The distance between A and C is 2a while the distance
between A and B or B and C is a 2 .
c a2 b d 2
9. a. Yes. FS
and AT
a c 2 b d 2 .
2
2
Since a c c a , then FS = AT.
b. Rectangle; The quadrilateral has two pairs of opposite sides that are
parallel and congruent and has four right angles.
216
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Answer Key
1. Show that PR QS .
If PR QS , then PR QS .
PR
b a2 c 02
b2 2ab a2 c 2
QS
PY
PR a2 2ab b2 c 2
b a2 c 02
b a2 c 02
C
O
b2 2ab a2 c 2
QS a2 2ab b2 c 2
1
LG .
2
2
2
a
MC 0 0
2
EP
E
2. Show that MC
MC
LG
a2 b2
4
4
a2 b 2
0 a2 b 02
a2 b 2
1
LG
2
a2 b 2
2
1
LG . Hence, the median to the hypotenuse of a right
2
triangle is half the hypotenuse.
Therefore, MC
217
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3. Show that PQ QR RS PS .
2
2
b a
c
PQ 0
c
2
2
2
2
b a
c
2
2
b 2 2ab a2 c 2
2
PY
PQ
2
2
ba
QR
0 0
2
QR
b2 2ab a2 c 2
2
2
2
b a
c
2
2
C
O
2
2
b a
c
2
2
2
2
b a
c
RS 0
0
2
2
RS
b 2 2ab a2 c 2
2
EP
E
2
2
b a
c
PS 0
c
2
2
2
2
b a
c
2
2
PS
b2 2ab a2 c 2
2
218
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4. Show that BT CS .
If BT CS , then BT CS .
2
b
a
BT a
0
2
2
a
b
a 0
2
2
9a2 b 2
2
C
O
BT
PY
2
2
3a
b
2
2
2
2
a
b
CS a 0
2
2
9a2 b 2
2
EP
E
CS
2
2
3a
b
2
2
Therefore, BT CS and BT CS .
Hence, the medians to the legs of an
isosceles triangle are congruent.
AC BD
b a2 c 02 a b 02 c 02
b2 2ab a2 c 2 a2 2ab b2 c 2
b2 2ab a2 c 2 a2 2ab b2 c 2
2ab 2ab
4ab 0
Since a > 0, then b = 0. And that A is along the y axis. Also, B is along the
line parallel to the yaxis. Therefore, ADC is a right angle and ABCD is a
rectangle.
219
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6. Show that CG
LE
1
LE
2
b 02 c 02
LE b2 c 2
2
2
ab a
c
CG
0
2
2
2
b2 c 2
2
Therefore, CG
1
LE .
2
C
O
CG
PY
2
2
b
c
2
2
EP
E
What to TRANSFER
Before the students move to the next section of this lesson, give a short
test (formative test) to find out how well they understood the lesson. Ask them
also to write a journal about their understanding of the distance formula, midpoint
formula, and the coordinate proof. Refer to the Assessment Map.
Answer Key
Evaluate students answers. You may use the rubric.
220
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Summary/Synthesis/Generalization:
PY
This lesson was about the distance formula, the midpoint formula, the use
of coordinate proofs, and the applications of these mathematical concepts in real
life. The lesson provided the students with opportunities to derive the distance
formula, find the distance between points, determine the coordinates of the
midpoint of a segment, name the missing coordinates of the vertices of some
geometric figures, write a coordinate proof to prove some geometric relationships,
and solve problems involving the different concepts learned in this lesson. Moreover,
the students were given the opportunities to formulate then solve problems
involving the distance formula, the midpoint formula, and the coordinate proof.
Lesson 2: The Equation of a Circle
What to KNOW
C
O
Find out how much the students have learned about the different
mathematics concepts previously studied and their skills in performing
mathematical operations. Checking these will facilitate teaching and students
understanding of the equation of a circle. Tell them that as they go through this
lesson, they have to think of this important question: How does the equation of a
circle facilitate finding solutions to reallife problems and making decisions?
EP
E
Answer Key
x 22
2
25; t 5
2
49; r 7
121; r 112
2
324; x 18
1. 4;
2.
3.
4.
5.
221
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Answer Key
9
81
6.
; w
2
4
1
1
9.
; s
6
36
2
7.
11
121
; x
4
2
8.
25
625
; v
4
2
10.
9 3
; t
64 8
C
O
PY
EP
E
Answer Key
1. 50 km
2. When x = 5, y = 49.75 or y = 49.75.
When x = 10, y = 48.99 or y = 48.99.
When x = 15, y = 47.7 or y = 47.4
When x = 15, y = 47.7 or y = 47.4
When x = 20, y = 45.83 or y = 45.83.
When x = 30, y = 40
or y = 40.
Answers Key
3. No. It is not possible for the plane to be at a point whose x coordinate
is 60 because its distance from the air traffic controller would be
greater than 50 km.
4. The path is circular. x 2 y 2 2500
222
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Answer Key
y
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1. 8 units
2. Yes, the circle will pass through
0,8 , 8,0 , and 0,8 because
the distance from these points to
the center of the circle is 8 units.
x
3. No, because the distance from point
M 4,6 to the center of the circle
is less than 8 units.
No, because the distance from point
N 9,2 to the center of the circle is
more than 8 units.
4. 8 units; 8 0 = 8
5. If a point is on the circle, its distance from the center is equal to the
radius.
6. Since the distance d of a point from the center of the circle is
d x 2 y 2 and is equal to the radius r, then r x 2 y 2 or
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x2 y 2 r 2 .
223
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B.
Answer Key
61 units or approximately 7.81 units
4.
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1.
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5. If the center of the circle is not at the origin, its radius can be
determined by using the distance formula,
d x2 x12 y 2 y12 . Since the distance of the point from
the center of the circle is equal to the radius r, then
Before proceeding to the next activities, let the students give a brief
summary of the activities they have done. Provide them with an opportunity to
relate or connect their responses in the activities given to their new lesson,
equation of a circle. Let the students read and understand some important notes
on equation of a circle. Tell them to study carefully the examples given.
What to PROCESS
Let the students use the mathematical ideas they have learned about the
equation of a circle and the examples presented in the preceding section to
perform the succeeding activities.
224
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In Activity 4, the students will determine the center and the radius of each
circle, given its equation. Then, the students will be asked to graph the circle. Ask
them to explain how they determined the center and the radius of the circle.
Furthermore, tell them to explain how to graph a circle given its equation in
different forms. Strengthen students understanding of the graphs of circles
through the use of available mathematics freeware like Geogebra.
Activity 4: Always Start at This Point!
Answer Key
3. Center: 0,0
Radius: 10 units
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1. Center: 0,0
Radius: 7 units
y
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2. Center: 5,6
Radius: 9 units
4. Center: 7,1
Radius: 7 units
225
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Answer Key
5. Center: 4,3
Radius: 8 units
6. Center: 5,8
Radius: 11 units
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Ask the students to perform Activity 5. This time, the students will write the
equation of a circle given the center and the radius. Ask them to explain how to
determine the equation of a circle whether or not the center is the origin.
Answer Key
2
1. x y 144
2.
3.
4.
5.
x 22 y 62 81
x 72 y 22 225
x 42 y 52 50
x 102 y 82 27
form x h y k r where h, k is
the center and r is the radius of the circle.
b. No, because the two circles have different
radii.
2
226
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6.
x 2 y 2 14x 15 0
2. x 2 y 2 8 x 18y 47 0
7.
x 2 y 2 4y 45 0
3. x 2 y 2 12x 2y 44 0
8.
x 2 y 2 4 x 96 0
9.
x 2 y 2 10x 10y 23 0
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1. x 2 y 2 4x 8y 16 0
5. x 2 y 2 10y 11 0
Note: Evaluate students explanations.
10. x 2 y 2 8 x 8y 0
x 12 y 42 64
Center: 1,4
4. x 2 y 4 100
x 22 y 22 36
5. x
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1.
Answer Key
Radius: 8 units
2.
x 5
2
1
y 4
3
3
2 1
Center: ,
3 3
Radius: 2 units
Radius: 6 units
3.
Center: 0,4
Radius: 10 units
Center: 2,2
5
3
6. x y 9
2
2
5 3
Center: ,
2 2
y 2 32
2
Center: 5,2
Radius: 4 2 units
Radius: 3 units
227
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PY
Ask the students to have a closer look at some aspects of the equation of
a circle. Provide them with opportunities to think deeply and test further their
understanding of the equation of a circle by doing Activities 8 and 9. Give more
focus on the reallife applications of the equation of a circle.
Activity 8: A Circle? Why not?
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Answer Key
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x 32 y 82 81
x 102 y 72 36 or x 102 y 52 36
1.
2.
3. 3x 5y 7
4.
5.
x 52 y 52 13
2
2
a. x 3 y 4 100
b. Yes, because point 11,6 is still within the critical area.
c. Follow the advice of PDRRMC.
d. (Evaluate students responses/explanations.)
228
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Answer Key
6. a. Wise Tower  x 5 y 3 81
2
Global Tower  x 3 y 6 16
2
Star Tower  x 12 y 3 36
2
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What to TRANSFER
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Before the students move to the next section of this lesson, give a short
test (formative test) to find out how well they understood the lesson. Ask them
also to write a journal about their understanding of the equation of a circle. Refer
to the Assessment Map.
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In Activity 10, the students will paste some small pictures of objects on
grid paper and position them at different coordinates. Then, the students will
draw circles that contain these pictures. Using the pictures and the circles drawn
on the grid, they will formulate problems involving the equation of the circle, and
then solve them.
Answer Key
Evaluate students answers. You may use the rubric.
229
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Summary/Synthesis/Generalization:
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This lesson was about the equation of circles. The lesson provided the
students with opportunities to illustrate the centerradius form of the equation of a
circle, determine the center and the radius of a circle given its equation and vice
versa, write the equation of a circle from standard form to general form and viceversa, graph circles on the coordinate plane, and solve problems involving the
equation of circles. Moreover, they were given the opportunity to formulate and
solve reallife problems involving the equation of a circle through the practical task
performed. Their understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate their learning of other related
mathematics concepts.
230
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SUMMATIVE TEST
Part I
Choose the letter that you think best answers the question.
1. Which of the following is NOT a formula for finding the distance between two
points on the coordinate plane?
C. d
x2 x12 y 2 y12
B. d y 2 y1
D. d
x2 x12 y 2 y12
PY
A. d x2 x1
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If the coordinates of M and N are 5,7 and 5,4 , which of the following
would give the distance between the two points?
A. 7 4
B. 7 5
C. 4 7
D. 4 5
D. ST 2 QS QT
5. The distance between points M x ,5 and C 5,1 is 10 units. What is the xcoordinate of M if it lies in the second quadrant?
A. 7
B. 3
C. 1
D. 13
231
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x 22 y 32 252
x 22 y 32 52
C.
D.
x 32 y 22 252
x 22 y 32 52
C
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PY
8. Which of the following would give the coordinates of the midpoint of P(6,13)
and Q(9,6)?
6 13 9 6
6 13 9 6
,
,
A.
C.
2
2
2
2
6 9 13 6
6 9 13 6
,
,
B.
D.
2
2
2
2
9. The endpoints of a segment are (5,2) and (9,12), respectively. What are the
coordinates of its midpoint?
A. (7,5)
B. (2,7)
C. (7,5)
D. (7,2)
10. The coordinates of the vertices of a rectangle are W 2,6 , I 10,6 ,
A. 7.5
B. 9
D. 15
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11. The coordinates of the vertices of a triangle are G 4,2 , O5,1 , and
T 10,8 . What is the length of the segment joining the midpoint of GT and
O?
A. 2 10
B.
58
C. 3 10
D.
106
12. The endpoints of a diameter of a circle are E 6,8 and G4,2 . What is the
length of the radius of the circle?
B. 5 2
C. 2 10
D.
A. 10 2
10
13. What proof uses figures on a coordinate plane to prove geometric properties?
A. Indirect Proof
C. Coordinate Proof
B. Direct Proof
D. TwoColumn Proof
14. What figure is formed when the points K(2,10), L(8,8), M(6,2), and N(4,4)
are connected consecutively?
A. Trapezoid
B. Parallelogram C. Square
D. Rectangle
232
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15. Three speed cameras were installed at different points along an expressway.
On a map drawn on a coordinate plane, the coordinates of the first speed
camera are (2,4). Suppose the second camera is exactly between the other
two and its coordinates are (12,8). What are the coordinates of the third speed
camera?
A. (26,12)
B. (26,16)
C. (22,12)
D. (22,16)
16. In the equilateral triangle below, what are the coordinates of P?
A. 0,2a
B. 2a,0
0,a 2
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D.
PY
C. 0,a 3
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17. Jose, Andres, Emilio, and Juan live in different barangays of Magiting town as
shown on the coordinate plane below.
Andres
Jose
Town Hall
Juan
Emilio
Who lives the farthest from the Town Hall if it is located at the origin?
A. Jose
B. Andres
C. Emilio
D. Juan
233
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C.
B. x 1 y 2 50
D.
2
2
x 42 y 32 50
x 42 y 32 50
C.
2
2
B. x 2 y 7 5
D.
x 22 y 72 25
x 22 y 72 5
C
O
2
2
A. x 2 y 7 25
PY
20. A radio signal can transmit messages up to a distance of 5 km. If the radio
signals origin is located at a point whose coordinates are (2,7). What is the
equation of the circle that defines the boundary up to which the messages
can be transmitted?
Part II
Directions: Solve each of the following problems. Show your complete solutions.
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1. A tracking device that is installed in a mobile phone indicates that its user is
located at a point whose coordinates are (18,14). In the tracking device, each
unit on the grid is equivalent to 7 km. If the phone user came from a place
whose coordinates are (2,6)? How far has he travelled?
2. The equation that represents the transmission boundaries of a cellular phone
tower is x 2 y 2 10x 2y 199 0 . What is the greatest distance, in
kilometers, can the signal of the tower be transmitted?
Used an
appropriate
strategy to come
up with correct
solution and
arrived at a
correct answer
Used an
appropriate
strategy to come
up with a solution,
but a part of the
solution led to an
incorrect answer
Used an
appropriate
strategy but came
up with an entirely
wrong solution
that led to an
incorrect answer
234
1
Attempted to solve
the problem but
used an
inappropriate
strategy that led to
a wrong solution
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Role:
Audience:
Situation:
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Goal:
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Products:
Standards:
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2
The emergency
measures are
clearly presented
but not relevant to
the situation and
not systematic.
2
The grid map is
not accurately
made but
appropriate.
1
The grid map is
not accurately
made and not
appropriate.
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4
The grid map is
accurately made,
appropriate, and
presentable.
1
The emergency
measures are not
clearly presented,
not relevant to the
situation, and not
systematic.
PY
4
The emergency
measures are
clearly presented,
relevant to the
situation, and
systematic.
Part III B
Use the prepared grid map of the municipality in Part III A in formulating
problems involving plane coordinate geometry, then solve.
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Descriptors
Poses a more complex problem with 2 or more correct
possible solutions and communicates ideas unmistakably,
shows indepth comprehension of the pertinent concepts
and/or processes, and provides explanations wherever
appropriate.
Poses a more complex problem and finishes all significant
parts of the solution and communicates ideas unmistakably,
shows indepth comprehension of the pertinent concepts
and/or processes.
Poses a complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows indepth comprehension of the pertinent concepts and/or
processes.
Poses a complex problem and finishes most significant parts
of the solution and communicates ideas unmistakably, shows
comprehension of major concepts although neglects or
236
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Score
Descriptors
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
solution and communicates ideas unmistakably but shows
gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
being able to develop an approach.
2
1
Answer Key
Part II (Use the rubric to rate students works/outputs)
1. 56 5 km
2. 15 km
Glossary of Terms
PY
11. A
12. B
13. C
14. B
15. A
16. C
17. C
18. C
19. C
20. C
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Part I
1. C
2. C
3. C
4. A
5. B
6. D
7. D
8. B
9. B
]10. D
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x2 x12 y2 y12
or PQ
x2 x12 y2 y12 ,
if P x1, y1 and
Horizontal Distance (between two points) the absolute value of the difference
of the xcoordinates of two points
Midpoint a point on a line segment that divides the same segment into two
equal parts.
Midpoint Formula a formula that can be used to find the coordinates of the
midpoint of a line segment on the coordinate plane. The midpoint of P x1, y1
x x2 y1 y 2
,
and Qx2 , y 2 is 1
.
237
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x h 2 y k 2 r 2 .
x h y k
2
r 2.
PY
Vertical Distance (between two points) the absolute value of the difference of
the ycoordinates of two points.
DepEd INSTRUCTIONAL MATERIALS THAT CAN BE USED AS ADDITIONAL
RESOURCES:
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Bass, L. E., Charles, R. I., Hall, B., Johnson, A., & Kennedy, D. (2008) Texas
Geometry. Boston, Massachusetts: Pearson Prentice Hall.
Bass, L. E., Hall, B.R., Johnson, A., & Wood, D. F. (1998) Prentice Hall
Geometry Tools for a Changing World. NJ, USA: PrenticeHall, Inc.
Boyd, C., Malloy, C. & Flores. (2008) Glencoe McGrawHill Geometry. USA: The
McGrawHill Companies, Inc.
Callanta, M. M. (2012) Infinity, Worktext in Mathematics III. Makati City: EUREKA
Scholastic Publishing, Inc.
238
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Chapin, I., Landau, M. & McCracken. (1997) Prentice Hall Middle Grades Math,
Tools for Success. Upper Saddle River, New Jersey: PrenticeHall, Inc.
Cifarelli, V. (2009) cK12 Geometry, Flexbook Next Generation Textbooks. USA:
Creative Commons AttributionShare Alike.
Clemens, S. R., ODaffer, P. G., Cooney, T. J., & Dossey, J. A. (1990) AddisonWesley Geometry. USA: AddisonWesley Publishing Company, Inc.
Clements, D. H., Jones, K. W., Moseley, L.G., & Schulman, L. (1999) Math in my
World. New York: McGrawHill Division.
PY
C
O
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Smith, S. A., Nelson, C.W., Koss, R. K., Keedy, M. L., & Bittinger, M. L. (1992)
AddisonWesley Informal Geometry. USA: AddisonWesley Publishing
Company, Inc.
239
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
C
O
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved from
http://www.regentsprep.org/Regents/ math/geometry/GCG2/ Lmidpoint.htm
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Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved from
http://www.regentsprep.org/Regents/math/geometry/GCG3/ Ldistance.htm
Stapel, Elizabeth. "Conics: Circles: Introduction & Drawing." Purplemath.
Retrieved from http://www.purplemath.com/modules/ circle.htm
Website Links for Videos:
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ ccgeometrycircles/equationofacircle/v/equationforacircleusingthepythagoreantheorem
Khan Academy. Completing the square to write equation in standard form of a
circle. Retrieved from https://www.khanacademy.org/math/ geometry/ccgeometrycircles/equationofacircle/v/completingthesquaretowriteequationinstandardformofacircle
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ ccgeometrycircles/equationofacircle/v/equationforacircleusingthepythagoreantheorem
240
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Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ ccgeometrycircles/equationofacircle/v/equationforacircleusingthepythagoreantheorem
Ukmathsteacher. Core 1 Coordinate Geometry (3) Midpoint and distance
formula and Length of Line Segment. Retrieved from
http://www.youtube.com/watch?v=qTliFzj4wuc
PY
C
O
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Sloan, Chris. Current "1991" Air Traffic Control Tower at Amsterdam Schiphol
Airport 2012. (2012). Retrieved from http://airchive.com/html/airplanesandairports/amsterdamschipolairportthenetherlands/current1991airtrafficcontroltoweratamsterdamschipholairport2012/25510
wordfromthewell.com. Your Mind is Like an Airplane. (2012). Retrieved from
http://wordfromthewell.com/2012/11/14/yourmindislikeanairplane/
241
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