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Dokumen - Tips - Math10 TG U2 PDF
Dokumen - Tips - Math10 TG U2 PDF
Mathematics
Teacher’s Guide
Unit 2
Department of Education
Republic of the Philippines
Mathematics – Grade 10
Teacher’s Guide
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
We hope that this Teacher’s 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.
Table of Contents
Curriculum Guide: Mathematics Grade 10
Unit 2
Module 3: Polynomial Functions................................................................ 82
Learning Outcomes ..............................................................................................82
Planning for Assessment ......................................................................................83
Planning for Teaching-Learning ...........................................................................86
Pre-Assessment ...................................................................................................87
Learning Goals and Targets .................................................................................87
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
A. Learning Outcomes
Content Standard:
Performance Standard:
82
Transfer Goal:
Product/Performance
The following are products and performances that students are
expected to come up with in this module.
1. Write polynomial functions in standard form
2. List all intercepts of polynomial functions written in both standard and
factored forms
3. Make a list of ordered pairs of points that satisfy a polynomial function
4. Make a table of signs for polynomial functions
5. Make a summary table of properties of the graph of polynomial functions
(behavior, number of turning points, location relative to the x-axis)
6. Formulate and solve real-life problems applying polynomial functions
7. Sketch plans or designs of objects that illustrate polynomial functions
g. Create concrete objects as products of applying solutions to problems
involving polynomial functions (e.g. rectangular open box, candle mold)
Assessment Map
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Pre- Part I Part I Part I Part II
Assessment/
Diagnostic Illustrating Illustrating Graphing Products and
polynomial polynomial polynomial performances
functions functions functions related to or
(Recalling the (Recalling (Describing the involving
definition of the definition properties of quadratic
polynomial of polynomial graphs of functions
functions and functions and polynomial (Solving area
the terms the terms functions) problems)
associated associated
with it) with it) Solving problems
involving
Graphing polynomial
polynomial functions
functions
(Describing
the
properties of
graphs of
polynomial
functions)
83
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Formative Quiz 1: Quiz 2: Quiz 3:
84
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
(Describing
the
properties of
the graphs of
polynomial
functions)
Self- Journal Writing:
Assessment Expressing understanding of polynomial functions, graphing
(optional) polynomial functions, and solving problems involving polynomial
functions
Illustrate polynomial
Process/Skills functions. Part I items 4, 5, 1 point for every
25% 6, 7, and 8 correct response
Graph polynomial
functions
Part I items 9, 1 point for every
Understanding 10, 11, 12, 13, correct response
30% Solve problems
involving polynomial and 14
functions
85
C. Planning for Teaching-Learning
Introduction
Lastly, you may prepare your own related activities if you feel
that the activities suggested here are not appropriate to the level and
contexts of students (for examples, slow/fast learners, and localized
situations/examples).
86
As an introduction to the main lesson, show the students the
picture mosaic below, then ask them the question that follows:
Objectives:
After the learners have gone through this module, they are expected
to:
PRE-ASSESSMENT:
87
Answer Key
Part I: Part II.
1. B 8. B (Use the rubric to rate students’ work/output)
2. C 9. A Solution to the problem
3. A 10. A Since P 2l 2w , then 36 2l 2w or 18 l w , and
4. D 11. D w 18 l .
5. A 12. D The lot area can be expressed as A(l ) l (18 l ) or
6. D 13. A A(l ) 18l l 2 .
7. C 14. A
A(l ) (l 2 18l )
A(l ) (l 2 18l 81) 81
A(l ) (l 9) 2 81, in vertex form.
Therefore, l 9 meters and w 18 l 18 9 9
meters, yielding the maximum area of 81 square
meters.
What to KNOW
Answer Key
1. polynomial
2. not polynomial because the variable of one term is inside the radical
sign
3. polynomial
4. not polynomial because the exponents of the variable are not whole
numbers
5. not polynomial because the variables are in the denominator
6. polynomial
7. not polynomial because the exponent of one variable is not a whole
number
8. polynomial
9. not polynomial because the exponent of one variable is negative
10. polynomial
88
Let this activity be the starting point of defining a polynomial
function as follows:
Other notations:
Answer Key
1. f ( x ) 2 11x 2x 2 f ( x ) 2x 2 11x 2 2 2 2
3
2x 3 2 5
2. f ( x ) 2x 5 15x f (x) 15x
5
3
3 3 3 3 3 3
3. y x( x 5)
2
y x 3 5x 3 1 0
4. y x( x 3)( x 3) y x 3 9x 3 -1 0
5. y ( x 4)( x 1)( x 1)2 y x 4 3x 3 5x 2 3x 4 4 1 4
89
Activity 3: Be a Polynomial Function Architect
Answer Key
7 2 1 7 3 1 2
1. f ( x ) 2x 3 x x 4. f ( x ) x x 2x
4 6 4 6
1 7 1 7 2
2. f ( x ) 2x 3 x 2 x 5. f ( x ) x 3 x 2x
6 4 6 4
7 3 1 1 7
3. f ( x ) x 2x 2 x 6. f ( x ) x 3 2x 2 x
4 6 6 4
What to PROCESS
In this section, the students need to revisit the lessons and their
knowledge on evaluating polynomials, factoring polynomials, solving
polynomial equations, and graphing by point-plotting.
Answer Key
1. ( x 1)x 3( x 2) 6. y x( x 3)( x 4)
2. x 3x 2( x 3)( x 3) 7. y ( x 2)( x 2)( x 2 4)
3. (2x - 3) x -1 (x - 3) 8. y 2( x 1)( x 1)( x 1)( x 3)
4. ( x 2)( x 2)( x 3) 9. y x( x 1)( x 1)( x 3)( x 3)
5. (2x 3)( x 1)( x 2)( x 3) 10. y (2x 3)( x 1)( x 2)( x 3)
90
Activity 5: Seize Me and Intercept Me
Answer Key
1. x-intercepts: 0, -4, 3
2. x-intercepts: 2, 1, -3
3. x-intercepts: 1, -1, -3
4. x-intercepts: 2, -2
5. x-intercepts: 0, 1, -1, -3, 3
Answer Key
1. x-intercepts: -4, -2, 1, 3
y-intercept: 24
x -5 -3 0 2 4
y 144 -24 24 -24 144
3
2. x-intercepts: -5, , 2, 4
2
y-intercept: -90
x -6 -4 -0.5 3 5
y -720 240 -101.2 72 -390
3
ordered pairs: (-6, -720), (-5, 0), (-4, 240), ( , 0), (-0.5, 101.2),
2
(2, 0), (3, 72), (4, 0), (5, -390)
4
3. x-intercepts: -6, 0,
3
y-intercept: 0
x -7 -3 1 2
y 175 -117 7 -32
4
ordered pairs: (-7,175), (-6,0), (-3,-117), (0,0), (1,7), ( ,0),
3
91
(2,-32)
x -4 -2 -0.5 0.5 2 4
y 1680 -60 1.64 1.64 -60 1680
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)
Answer Key
Show the students how to prepare a simpler but similar table, the
table of signs.
92
Example:
Intervals
x 4 4 x 2 2 x 1 1 x 3 x 3
Test Value -5 -3 0 2 4
x4 – + + + +
x2 – – + + +
x 1 – – – + +
x 3 – – – – +
y ( x 4)( x 2)( x 1)( x 3) + – + – +
position of the curve
above below above below above
relative to the x-axis
93
Activity 8: Sign on and Sketch Me
Answer Key
(d)
94
(c)
Intervals
x 3 3 x 1 1 x 4 x4
Test Value -4 0 2 5
x 3 - + + +
x 1 - - + +
x4 - - - +
y ( x 3)( x 1)( x 4) + - + -
position of the curve
above below above below
relative to the x-axis
Note: Observe that there is one more factor, -1, that
affects the final sign of y. For example, under
x 3 , the sign of y is positive because
-(-)(-)(-) = + .
(d)
Test Value -6 -2 0 2 6
x 5 - + + + +
x 1 - - + + +
x 1 - - - + +
x 5 - - - - +
y x 26x 2 25
4
+ – + – +
position of the
curve relative to above below above below above
the x-axis
95
(d)
4. y x 4 5x 3 3x 2 13x 10 or
96
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 3 x 1 1 x 0 0 x 1 x 1
Test Value -4 -2 -0.5 0.5 2
x2 + + + + +
x 3 - + + + +
( x 1) 4 + + + + +
( x 1)3 - - - - +
y x 2 ( x 3)( x 1)4 ( x 1)3 + – – – +
position of the curve
above below below below above
relative to the x-axis
(d)
97
2. For y x 3 2x 2 11x 12 or y ( x 3)( x 1)( x 4)
a. Since there is no other x-intercept to the left of -3, then the
graph rises to the left continuously without end.
b. (i) x 3 and 1 x 4 (ii) 3 x 1 and x 4
c. Since there is no other x-intercept to the right of 4, then the
graph falls to the right continuously without end.
d. leading term: x 3
e. leading coefficient: -1, degree: 3
98
Activity 9: Follow My Path!
Answer Key
Case 1:
a. positive b. odd degree c. falling to the left
rising to the right
Case 2:
a. negative b. odd degree c. rising to the left
falling to the right
Case 3:
a. positive b. even degree c. rising to the left
rising to the right
Case 4:
a. negative b. even degree c. falling to the left
falling to the right
Summary table:
Leading Behavior of
Coefficient: the Graph:
Degree:
Rising or Possible
Sample Polynomial Function n0 Even
Falling Sketch
or or Odd
Left- Right-
n0 hand hand
3 2
1. y 2x 7x 7x 12 n0 odd falling rising
5 4 3 2
2. y x 3x x 7x 4 n0 odd rising falling
4 2
3. y x 7 x 6x n0 even rising rising
4 3 2
4. y x 2x 13x 14x 24 n0 even falling falling
99
Synthesis: (The Leading Coefficient Test)
Answer Key
Characteristic
Behavior of Graph Relative
Root or of
Multiplicity to x-axis at this Root:
Zero Multiplicity:
Crosses or is Tangent to
Odd or even
-2 2 even tangent to x-axis
-1 3 odd crosses the x-axis
1 4 even tangent to x-axis
2 1 odd crosses the x-axis
100
Activity 11: Count Me In
Answer Key
Number
Polynomial of
Sketch Degree
Function Turning
Points
1. y x 4 4 1
x
y
x
2. y x 4 2x 2 15 4 3
x
3. y x 5
5 0
4. y x 5 x 3 2x 1 5 2
x
101
y
5. y x 5 5 x 3 4x x
5 4
Answer Key
1. y ( x 3)( x 1)2 (2x 5)
a. leading term: 2x 4
b. end behaviors: rises to the left, falls to the right
5
c. x-intercepts: -3, -1,
2
5
points on x-axis: (-3,0), (-1,0), ( ,0)
2
d. multiplicity of roots: -3 has multiplicity 1, -1 has multiplicity 2,
5
has multiplicity 1
2
e. y-intercept: 15
point on y-axis: (0,15)
f. no. of turning points: 1 or 3
102
g. expected graph:
103
3. y x 3 2x 2 2x 4 or in factored form y ( x 2 2)( x 2)
a. leading term: x3
b. end behaviors: rises to the left, falls to the right
c. x-intercept: 2
point on x-axis: (2, 0)
d. multiplicity of root: -2 has multiplicity 1
e. y-intercept: 4
point on y-axis: (0, 4)
f. no. of turning points: 0 or 2
g. expected graph:
4. y x 2 ( x 2 7)(2x 3)
a. leading term: 2x 5
b. end behaviors: falls to the left, rises to the right
3
c. x-intercepts: 7, , 0, 7
2
3
points on the x-axis: ( 7 , 0), ( , 0), (0, 0), ( 7 , 0)
2
3
d. multiplicity of roots: 7 has multiplicity 1, has
2
multiplicity 1, 0 has multiplicity 2, 7
has multiplicity 1
e. y-intercept: 0
point on the y-axis: (0, 0)
f. no. of turning points: 2 or 4
104
g. expected graph:
e. y-intercept: 28
point on y-axis: (0, 28)
f. no. of turning points: 1 or 3
g. expected graph:
105
Activity 13: Investigate Deeper and Decide Wisely
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.
24
x x
x x
18 18 - 2x
x x
x x
24 - 2x
106
Solution:
Let x be the height of the box
18 – 2x be the width of the box
24 – 2x be the length of the box
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 real-life problems and produce a concrete object that
satisfies the conditions given in the problem.
Solution:
1
Working Equation: V Bh
3
107
1 2
V (x) x ( x 2)
3
1 2
25 x ( x 2)
3
75 x 3 2x 2 x 3 2x 2 75 0
( x 5)( x 2 3x 15) 0
Students’ outputs may vary depending on the materials used and in the
way they consider the criteria.
Summary/Synthesis/Generalization:
108
SUMMATIVE TEST
Part I
B. f ( x ) x 1 D. f ( x ) x 2x 2
5
3
1
4. How should the polynomial function f ( x ) x x 2 11x 4 2x 3 be
2
written in standard form?
1
A. f ( x ) 11x 4 2x 3 x x 2
2
1
B. f ( x ) x 2 x 2x 3 11x 4
2
1
C. f ( x ) 11x 4 2x 3 x 2 x
2
1
D. f ( x ) x x 2 2x 3 11x 4
2
5. Which polynomial function in factored form represents the given
graph?
y
A. y (2x 3)( x 1)2
B. y (2x 3)( x 1)2
C. y (2x 3)2 ( x 1)
D. y (2x 3)2 ( x 1)
109
6. Which of the following could be the graph of y x 4 5 x 2 4 ?
y
y
x
x
A. C.
y y
x
x
B. D.
7. If you will draw the graph of y x 2 ( x 1) , how will the graph behave
at the x-axis?
A. The graph crosses both (0, 0) and (1, 0).
B. The graph crosses (0, 0) and is tangent to the x-axis at (1, 0).
C. The graph crosses (1, 0) and is tangent to the x-axis at (0, 0).
D. The graph is tangent to the x-axis at both (0, 0) and (1, 0).
1 -6 -5 -4 -3 -6 -2 -5 -1 -4 O -3 1 x -2 -1 O 1 x
-5 -4 -3 -2 -1 O 1 x -1 -1
-6 -5 -4 -3 -2 -1 O 1 x
A. B. C. D.
-2 -2
-1
-1
-3 -3
3 n 2
9. Given that f ( x ) 7 x x , what value should be assigned to n to
-2
7 3-3 3 7
-3
A. B. C. D.-5
3 7 7 3
-5
-4
-4 -6 -6
-5
-5
110
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. a = 2 , n = 3
2 B. a = 3 , n = 2
C. a = 2 , n = 4
1
D. a = 3 , n = 3
-8 -7 -6 -5 -4 -3 -2 -1 O x
-1
11. A car manufacturer determines that its profit, P, in thousands of
pesos, can be modeled
-2 by the function P(x) = 0.001 25x 4 + x – 3,
where x represents the number of cars sold. What is the profit at
x =150? -3
13. Lein Andrei is tasked to choose from the numbers –2, –1, 3, and 6 to
form a polynomial function in the form y = ax n. What values should
he assign to a and n so that the function could define the graph
below?
y
x
A. a = 3 , n = -2
B. a = 3 , n=6
C. a = 6 , n=3
D. a = -1 , n=6
111
where x is the amount spent on advertising (in thousands of pesos).
An advertising agency provides four (4) different advertising
packages with costs listed below. Which of these packages will
yield the highest revenue for the company?
A. Package A: Php 8,000.00
B. Package B: Php 16,000.00
C. Package C: Php 32,000.00
D. Package D: Php 48,000.00
Part 2
Read and analyze the situation below. Then, answer the questions or
perform the required task.
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.
Additional guidelines:
1. The boxes should look presentable and are durable enough to
hold any dry material such as sand, rice grains, etc.
2. Consider the rubric below.
Point Descriptor
Polynomial function is correctly presented as model,
3 appropriate mathematical concepts are used in the solution,
and the correct final answer is obtained.
Polynomial function is correctly presented as model,
2 appropriate mathematical concepts are partially used in the
solution, and the correct final answer is obtained.
Polynomial function is not correctly presented as model,
1 other alternative mathematical concepts are used in the
solution, and the final answer is incorrect.
112
Criteria for Rating the Output (Box):
Each box has the needed dimensions.
The boxes are durable and presentable.
Point/s to be Given:
3 points if the boxes have met the two criteria
2 points if the boxes have met only one criterion
1 point if the boxes have not met any of the criteria
113
Glossary of Terms
Leading Coefficient Test - a test that uses the leading term of the
polynomial function to determine the right-hand and the left-hand
behaviors of the graph
114
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). Schaum’s A-Z
Mathematics. London, United Kingdom: Hodder &Stoughton
Educational.
115
Module 4: Circles
A. Learning Outcomes
Content Standard:
Performance Standard:
116
Transfer Goal:
Product/Performance
The following are products and performances that students are expected
to come up with in this module.
1. Objects or situations in real life where chords, arcs, and central angles of
circles are illustrated
2. A circle graph applying the knowledge of central angles, arcs, and sectors
of a circle
3. Sketch plans or designs of a stage with circular objects that illustrate the
use of inscribed angles and arcs of a circle
4. Sketch plans or designs of an arch bridge that illustrate the applications of
secants and tangents
5. Deriving geometric relationships involving circles
6. Proof of theorems and other geometric relationships involving circles
7. Formulated and solved real-life problems
Assessment Map
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Pre- Pre-Test: Pre-Test: Pre-Test:
Assessment/ Part I Part I Part I
Diagnostic Part II
Identifying Finding the
inscribed angle length of an arc Solving problems
of a circle given involving the key
Identifying the its radius concepts of
external secant circles
segment Finding the
measure of a
Describing the central angle
opposite angles given its
of a quadrilateral intercepted arc
inscribed in a
circle Finding the
lengths of
Identifying the segments
sum of the formed by
measures of the intersecting
central angles of chords
a circle
117
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Finding the
length of a
secant segment
Finding the
measure of a
central angle
given its
supplement
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
118
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Determining the
mathematics Formulating
concepts or problems that
principles describe the
involved in the situations
design of the
garden Solving the
problems
formulated
Formative Quiz: Quiz: Quiz:
Lesson 1A Lesson 1A Lesson 1A
119
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Determining the angles and
measure of an intercepted arcs
inscribed angle using two-column
that intercepts a proofs
semicircle
Proving
Determining the congruence of
reasons to triangles using
support the the theorems on
given inscribed angles
statements in a
two-column Solving real-life
proof of a problems
theorem involving arcs and
inscribed angles
Explaining the
kind of
parallelogram that
can be inscribed
in a circle
Quiz: Quiz: Quiz:
Lesson 2A Lesson 2A Lesson 2A
Explaining how to
find the measure
of an angle given
a circle with
tangents
Solving real-life
problems
involving tangents
and secants of a
circle
Quiz: Quiz: Quiz:
Lesson 2B Lesson 2B Lesson 2B
Explaining why
the solution for
finding the length
120
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Drawing a circle of a segment is
with appropriate correct or
labels and incorrect
description
Solving real-life
problems
involving tangent
and secant
segments
Finding the
length of a
secant segment
121
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Finding the
measure of a
central angle
given its
supplement
Finding the
measure of an
angle of a
quadrilateral
inscribed in a
circle
Finding the
length of a chord
that is
perpendicular to
a radius
Self- Journal Writing:
Assessment Expressing understanding of the key concepts of circles
122
5. Illustrate tangents and Part II items 1 and Rubric on
secants of circles 2 Problem
6. Prove theorems on Solving
tangents and secants (maximum of
7. Solve problems 4 points for
involving tangents and each
secants of circles problem)
123
The concepts about arcs and inscribed angles of a circle are
contained in Lesson 1B. In this lesson, the students will 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 will formulate and solve real-life problems involving these
geometric concepts.
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
Have you imagined yourself pushing a cart or riding a bus having
wheels that are not round? Do you think you can move heavy objects
from one place to another easily or travel distant places as fast as you
can? What difficulty do you think would you experience without circles?
Have you ever thought of the importance of circles in the field of
transportation, industries, sports, navigation, carpentry, and in your daily
life?
Entice the students to find out the answers to these questions and
to determine the vast applications of circles through this module.
Objectives:
After the learners have gone through the lessons contained in this
module, they are expected to:
1. identify and describe terms related to circles;
PRE-ASSESSMENT:
125
Answer Key
What to Know
Ask the students to identify, name, and describe the terms related to circles
by doing Activity 1. Let them explain how they arrived at their answers. Also,
ask them to describe and differentiate these terms.
126
Activity 1: Know My Terms and Conditions…
Answer Key
1. AN , AJ , AE 5. JL , JN , EN , EL
2. EJ 6. LEN , LJE , ENL , JLN , LNJ
3. EL , EJ 7. JAN , NAE
4. JNE , JLE 8. LEJ , JEN
Questions:
a. Recall the definition of the terms related to circles.
127
Answer Key
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.
Answer Key
1. c 10 units
2. c 17.49 units
3. c 12.73 units
4. a 12 units
5. b 4 units
6. b 12.12 units
Questions:
a. Using the equation a2 b2 c 2 .
b. Pythagorean theorem
128
Provide the students with an opportunity to derive the relationship
between the measures of the central angle and the measure of its intercepted
arc. Ask them to perform Activity 3. In this activity, students will measure the
angles of the given figures using a protractor. Ask them to get the sum of the
angles in the first figure as well as the sum of the central angles in the second
figure. Ask them also to identify the intercepted arc of each central angle.
Emphasize that the sum of the angles formed by the coplanar rays with
common vertex but with no common interior points is equal to the sum of the
central angles formed by the radii of a circle with no common interior points.
Answer Key
1. a. 105 d. 90
b. 75 e. 30
c. 60
2. a. 105 d. 90
b. 75 e. 30
c. 60
1. FAB 105 FB
2. BAC 75 BC
3. CAD 60 CD
4. EAD 90 ED
5. EAF 30 EF
129
Present a real-life situation to the students to develop their
understanding of arcs and central angles of circles. In this activity, ask them
to find the degree measure of each arc of the wheel and also the angle
formed at the hub. Ask them further the importance of the spokes of the
wheel.
Answer Key
a. 60 ; 60
b. Evaluate students’ responses
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.
What to PROCESS
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
Activity 5: Identify and Name Me
Answer Key
1. LMH (or LGH ) and LKH (or LJH ); JKM (or JLM ) and
JGM (or JHM )
2.
Minor Arcs Major Arcs
JK KMJ
KL KGL
LM LJM
MG MKG
HG HKG
JH JMH
Note: There are many ways of naming the major arcs. The given
answers are just some of those ways.
Questions:
a. A semicircle is an arc with measure equal to one-half 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
Activity 6: Find My Degree Measure
Answer Key
1. 90 6. 90
2. 48 7. 48
3. 138 8. 150
4. 42 9. 42
5. 132 10. 132
Answer Key
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
6. NJO ; NIO ; JOI ; JNI . The arcs measure 180°. Each arc or
semicircle contains the endpoints of the diameter.
Answer Key
132
Activity 9: Make Me Complete!
Prove: 1. NI GI U
2. EN EG
3. NS GS S
Answer Key
Proof of Part 1: We will show that ES bisects GN and the minor arc GN.
Statements Reasons
1. U with diameter ES and chord Given
GN ; ES GN
2. GIU and NIU are right angles. Definition of perpendicular lines
3. GIU NIU Right angles are congruent.
4. UG UN Radii of the same circle are
congruent.
133
Answer Key
Proof:
Statements Reasons
5. UI UI Reflexive/Identity Property
6. GIU NIU HyL Theorem
7. GI NI Corresponding parts of congruent
triangles are congruent (CPCTC).
8. ES bisects GN . Definition of segment bisector
9. GUI NUI From 6, CPCTC
10. GUI and GUE are the E, I, U are collinear.
same angles.
NUI and NUE are the same
angles.
11. mGUE mNUE From 9, 10, definition of congruent
angles
Degree measure of an arc
12. mEG mGUE
mEN mNUE
From 11, 12, substitution
13. mEN mEG
14. mGUS mNUS From 11, definition of
supplementary angles, angles that
are supplementary to congruent
angles are congruent.
Degree measure of an arc
15. mGS mGUS
mNS mNUS
From 14, 15, substitution
16. mNS mGS
Definition of arc bisector
17. ES bisects GN .
134
E
Given: ES is a diameter of U; ES bisects GN
N
at I and the minor arc GN. I G
Answer Key
GE NE
3. UI UI Reflexive/Identity Property
4. UG UN Radii of the same circle are
congruent.
5. GIU NIU SSS Postulate
6. UIG UIN CPCTC
7. UIG and UIN are right Angles which form a linear pair and
angles. are congruent are right angles.
8. IU GN Definition of perpendicular lines
9. ES GN IU is on ES
Have the students apply the knowledge and skills they have learned
about arc length, segment, and sector of a circle. Ask the students to perform
Activity 10 and Activity 11.
135
Activity 10: Find My Arc Length
Answer Key
1. 3.925 units
2. 5.23 units or 5.23 units
3. 7.85 units
4. 10.46 units or 10.47 units
5. 8.29 units
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.
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
What to REFLECT on and UNDERSTAND
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
e.
Item Sector Arc Length
Education 654.16 cm2 52.3 cm
Food 490.625 cm2 39.25 cm
Utilities 245.3125 cm2 19.625 cm
Savings 245.3125 cm2 19.625 cm
Other expenses 327.083 cm2 26.16 cm
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.
What to TRANSFER
Answer Key
138
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.
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.
Moreover, the students were asked to name objects and cite real-life
situations where chords, arcs, and central angles of a circle are illustrated and
the relationships among these concepts are applied.
What to KNOW
139
Activity 1: My Angles and Intercepted Arcs
Answer Key
140
Activity 2: Inscribe Me!
Answer Key
Possible Responses
1. 2.
3. mWEL 60 ;
mLW 60
4. mLDW 30
141
Answer Key
Answer Key
1. 2.
3. 4.
142
Develop students’ understanding of the lesson by relating it to a real-
life situation. Ask them to determine the mathematics concepts that they can
apply to solve the problem presented in Activity 4.
Answer Key
1.
80°
40°
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
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
Answer Key
144
Activity 6: Half, Equal or Twice As?
Answer Key
Answer Key
1. 4.
a. mOA 150 a. mTIA 105
b. mOG 50 b. mFAI 82
c. mGOA 80
d. mGAO 25
2. 5.
a. mCAR 65 a. mTM 116
b. mACR 57.5 b. mMA 64
c. mARC 57.5 c. mAE 116
d. mAC 115 d. mMEA 32
e. mAR 115 e. mTAM 58
3.
a. mRDM 35
b. mDRM 55
c. mDMR 90
d. mDM 110
e. mRD 180
145
In Activity 8, ask the students to complete the proof of the theorem on
inscribed angle and its intercepted arc. This activity would further develop
their skills in writing proofs which they need in proving other geometric
relationships.
Case 1:
Q
Given: PQR inscribed in S and x
PQ is a diameter.
S
1
Prove: mPQR mPR
2
R
P
Draw RS and let mPQR x .
146
Answer Key
Statements Reasons
1. PQR inscribed in S
and PQ is a diameter. Given
1
11. mQRS mPR Multiplication Property of Equality
2
Provide the students with opportunities to think deeply and test further
their understanding of the lesson. Let them prove the different theorems on
arcs and inscribed angles of a circle and other geometric relationships by
performing Activity 9 and Activity 10. Moreover, ask the students to solve the
problems in Activity 11 for them to realize the wide applications of the lesson
in real life.
147
Activity 9: Prove It or Else …!
Answer Key
1. Case 2
Given: KLM inscribed in O.
1
Prove: mKLM mKM
2
Proof:
Statements Reasons
1 1 The measure of an
mKLN mKN and mMLN mMN inscribed angle is one-half
2 2
the measure of its
intercepted arc (Case 1).
1 1 Addition Property
mKLN mMLN mKN mMN or
2 2
1
mKLN mMLN mKN mMN
2
mKLN mMLN mKLM Angle Addition Postulate
Arc Addition Postulate
mKN mMN mKM
1 Substitution
mKLM mKM
2
Answer Key
1. Case 3
Given: SMC inscribed in A.
1
Prove: mSMC mSC
2
148
Proof:
Statements Reasons
1 1 The measure of an
mPMS mPS and mPMC mPC inscribed angle is one-half
2 2
the measure of its
intercepted arc (Case 1).
mPMS mSMC mPMC or
Angle Addition Postulate
mSMC mPMC mPMS
Proof:
Statements Reasons
Given
PR AC
Congruent arcs have equal
mPR mAC measures.
1
mPQR mPR and The measure of an inscribed
2
1 angle is one-half the measure
mABC mAC of its intercepted arc.
2
1 Substitution
mPQR mAC
2
mPQR mABC Transitive Property
Angles with equal measures
PQR ABC
are congruent.
149
3. Given: In C, GML intercepts
semicircle GEL.
Proof:
Statements Reasons
GML intercepts semicircle GEL. Given
The degree measure of a
mGEL 180 semicircle is 180.
The measure of an inscribed
1 angle is one-half the measure
mGML mGEL
2 of its intercepted arc.
1 Substitution
mGML 180 or mGML 90
2
GML is a right angle. Definition of right angle
Proof:
Statements Reasons
The sum of the measures
mWYI mIYN mNYD mDYW 360 of the central angles of a
circle is 360.
The measure of a central
mWYI mWI , mIYN mIN , angle is equal to the
measure of its intercepted
mNYD mND , and mDYW mDW arc.
150
Answer Key
Statements Reasons
1 1 The measure of an inscribed
mDWI mDNI and mDNI mDWI angle is one-half the
2 2
measure of its intercepted
arc.
1 1
mDWI mDNI mDNI mDWI or By Addition
2 2
1
mDWI mDNI mDNI mDWI
2
1
mDWI mDNI 360 or
2 Substitution
mDWI mDNI 180
Definition of supplementary
W and N are supplementary.
angles
The sum of the measures of
mW mI mN mD 360 the angles of a quadrilateral
is 360.
mI mD 180 360 Substitution
mI mD 180 Addition Property
Definition of supplementary
I and D are supplementary.
angles
Answer Key C
Proof A
Statements Reasons
1. MT and AC are chords of
Given
D and MC AT .
2. MCA , ATM , CMT , and
Definition of inscribed angle
CAT are inscribed angles.
3. MCA ATM and Inscribed angles intercepting the
CMT CAT same arc are congruent.
4. CHM THA ASA Congruence Postulate
151
Answer Key
E
Proof: N
Statements Reasons
1. SE NE and SC NT Given
If two arcs are congruent, then
2. SE NE and SC NT the chords joined by their
respective endpoints are also
congruent.
3. mSE mNE and Congruent arcs have equal
mSC mNT measures.
4. mSE mSC mEC and Arc Addition Postulate
mEN mNT mET
152
Answer Key
Statements Reasons
Substitution
1. mEC mET
Definition of Congruence
2. EC ET
3. Draw chord CT . Definition of chord of a circle
4. ECT ETC Inscribed angles intercepting
congruent arcs are congruent.
5. CET is an isosceles triangle. Definition of isosceles triangle.
6. CE TE The legs of an isosceles triangle are
congruent.
7. CSE TNE SSS Congruence Postulate
Answer Key
1. a. 72°
b. 36°. The measure of an inscribed angle is one-half the measure of
its intercepted arc.
4. Mang Ador has to draw two inscribed angles on the circle such that
each measures 90°. Then, connect the other endpoints of the sides of
each angle to form the diameter. The point of intersection of the two
diameters is the center of the circle.
153
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
Answer Key
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 real-life 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
Lesson 2A: Tangents and Secants of a Circle
What to KNOW
Assess students’ prior mathematical knowledge and skills that are
related to tangents and secants of a circle. This would facilitate teaching and
guide the students in understanding the different geometric relationships
involving tangents and secants of a circle.
Answer Key
2. Draw line m such that it intersects S at exactly one point. Label the
point of intersection as T.
155
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.
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
7. Draw MS , NS , PS , and QS .
What do you think is the shortest segment from the center of a circle
to the line that intersects it at exactly one point? Explain your
answer.
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
Provide the students with opportunities to investigate relationships
among arcs and angles formed by secants and tangents. Ask them to perform
Activity 2 and Activity 3. Let the students realize the following geometric
relationships:
1. If two secants intersect on a circle, then the measure of the angle formed
is one-half the measure of the intercepted arc. (Note: Relate this to the
relationship between the measure of the inscribed angle and the measure
of its intercepted arc.)
4. If two secants intersect in the exterior of a circle, then the measure of the
angle formed is one-half the positive difference of the measures of the
intercepted arcs.
5. If two tangents intersect in the exterior of a circle, then the measure of the
angle formed is one-half the positive difference of the measures of the
intercepted arcs.
158
Activity 2: Investigate Me!
Answer Key
How about the lines that intersect the circle at exactly one point? BG
159
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.
mAD= 111.14 mEFA= 180
8. mAD 2mDAB
mEFA 2mEAG
1
9. mBGD mAD mAF
2
Answer Key
4. mRST
1
mST
2
1
6. Yes. mRST mRVT mRT
2
1
8. Yes. mRST mRT mNT
2
1
10. Yes. mRST mRT mMN
2
1
12. Yes. mRST mRT mMN
2
160
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
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.
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.
Answer Key
1. KL and LM. Each line intersects the circle at exactly one point.
4. There are other angles formed but only these are considered.
KOM is formed by two secant lines.
KLM is formed by two tangent lines.
LMP, LKN, PMR, and NKS. Each is formed by a secant and a
tangent.
6. mKLM 50 ; mNP = 30
161
In Activity 5, provide the students with opportunities to apply the
different geometric relationships in finding the measures of the angles formed
by tangents and secants and the arcs that these angles intercept. Let them
also determine the lengths of segments tangent to circle/s and other
segments drawn on a circle. Ask them to support their answers by stating the
geometric relationships applied.
Answer Key
1. mABC 40 7. mPQO 61
2. mMQL 40 mPQR 119
3. mPTR 47 8. a. mPW 125
mRTS 133 b. mRPW 27.5
4. a. x 10 c. mPRW 62.5
b. mCG 65 d. mWRE 27.5
c. mAR 55 e. mWER 62.5
5. mMC 71 f. mWER 62.5
6. OR 4 85 9. PQ 6 4 5
RS 24 10. a. x 6
KS 4 85 24 b. ST 19
c. RT 19
d. AT 19
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
Activity 6: Think of These Relationships Deeply!
Answer Key
1.
a. mRON 90 ; mRON 90 . The radius of a circle is
perpendicular to a tangent line at the point of tangency.
b. NRO NUD
c. mNRO 59
d. mNDU 41; mDUO 131
e. RO 5 ; DN 12 ; DU 6 3
NRO is not congruent to DUN . The lengths of their sides are
not equal.
3.
a. RL LI . If two segments from the same exterior point are tangent
to a circle, then the two segments are congruent.
b. LTR LTI by HyL Theorem.
c. mILT 38 ; mITL 52 ; mRTL 52
d. TL 26 ; LI 24 ; AL 16
4.
a. SZ 6
b. DZ 3
c. CX 7.5
d. CY 7.5
If two segments from the same exterior point are tangent to a circle,
then the two segments are congruent.
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
Activity 7: Is this true?
Answer Key
1. Given: AB is tangent to C at D.
Prove: AB CD
To prove: a. Draw AC
b. Assume AB is not perpendicular
to CD and AB AC
Proof:
Statement Reason
AB is not perpendicular Assumption
to CD and AB AC .
2. Given: RS is a radius of S.
PQ RS
Prove: PQ is tangent to S at R.
To prove: Draw QS .
164
Answer Key
Proof:
Statement Reason
RS is a radius of S and PQ RS . Given
The shortest segment from the
QS >RS center of a circle to a line tangent
to it is the perpendicular
segment.
No other point of a tangent line
Q is not on S. other than the point of tangency
lies on a circle.
PQ is tangent to S at R. A tangent intersects the circle at
exactly one point.
Prove: EM EL
Proof:
Statement Reason
MS LS Radii of the same circle are
congruent.
EL LS and EM MS . A line tangent to a circle is
perpendicular to the radius.
ES ES Reflexive Property
ESM ESL Hypotenuse-Leg Congruence
Theorem
EM EL CPCTC
165
4.
a. Given: RS and TS are tangent to V at R and T, respectively,
and intersect at the exterior S.
1
Prove: mRST mTQR mTR
2
Proof:
Statement Reason
SVR SVT (Proven)
mRVS mRSV 90 and Acute angles of a right
mTVS mTSV 90 triangle are complementary.
mRVS mTVS mRVT Angle Addition Postulate
mRVT 90 x 90 x
Substitution
180 2x
The measure of a central
mTR 180 2x angle is equal to the
measure of its intercepted
arc.
The degree measure of a
mTQR mTR 360 circle is 360.
Substitution and Addition
mTQR 180 2x
Property of Equality
mRSV mTSV mRST Angle Addition Postulate
mRSV mTSV x x By Substitution and Addition
2x
mRST 2x Transitive Property
166
Answer Key
By Substitution
mTQR mTR 2mRST
1 Multiplication Property
mRST mTQR mTR
2
b. Given:KL is tangent to O at K.
1
Prove: mKLN mNPK mMK
2
Proof:
Statement Reason
The measure of an
1 inscribed angle is one-half
mNMK mNPK the measure of its
2
intercepted arc.
The measure of the
exterior angle of a triangle
mNMK mMKL mNLK is equal to the sum of the
measures of its remote
interior angles.
The measure of a central
mKOM mKM angle is equal to the
measure of its intercepted
arc.
167
The sum of the
mMKL mMKO 90 measures of
complementary angles is
90.
The sum of the
mKMO mMKO mKOM 180 measures of the interior
angle of a triangle is 180
mKOM 2x Addition Property
mKM 2x Transitive Property
1
2mMKL mKM or mMKL mKM Multiplication Property
2
1
mNPK 1 mKM mNMK mMKL
2 2
mMKL mNLK mMKL By Subtraction
mNLK
1 By Substitution
mNLK mNPK mKM
2
1
Prove: mACE mAE mBD
2
168
Answer Key
Proof:
Statement Reason
The measure of the
exterior angle of a
mADE mDAC mACE triangle is equal to the
sum of the measures of
its remote interior
angles.
1 The measure of an
mADE mAE and inscribed angle is one-
2
1 half the measure of its
mDAB mBD intercepted arc.
2
1
mAE 1 mBD mADE mDAB By Subtraction
2 2
mADE mDAC mACE Addition Property
1 1
mACE mAE mBD or
2 2
1 Transitive Property
mACE mAE mBD
2
1
Prove: mPTS mPS mQR
2
To prove: Draw RS .
169
Proof:
Statement Reason
1 The measure of an
mPRS mPS and inscribed angle is one-half
2
1 the measure of its
mQSR mQR intercepted arc.
2
mQTR mPRS mQSR The measure of the
exterior angle of a triangle
is equal to the sum of the
measures of its remote
interior angles.
1
mQTR mPS 1 mQR or
2 2
1 Substitution
mQTR mPS mQR
2
mQTR mPTS The measures of vertical
angles are equal.
1 Transitive Property
mPTS mPS mQR
2
1
Prove: mNMP mMP and
2
1
mLMP mMKP
2
170
Answer Key
Proof:
Statement Reason
The measure of a central
mMOP mMP angle is equal to the
measure of its intercepted
arc.
The sum of the measures
mNMP mOMP 90 of complementary angles
is 90.
The sum of the measures
mOMP mOPM mMOP 180
of a triangle is 180.
Addition Property
mMOP 2x
mMP 2x Transitive Property
1 Multiplication Property
mLMP mMKP
2
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
What to TRANSFER
Answer Key
Summary/Synthesis/Generalization:
172
Lesson 2B: Tangent and Secant Segments
What to KNOW
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 real-life problems and making decisions?
Ask the students to explain how they arrived at the solutions and how
they applied the mathematics concepts or principles in solving each
mathematical sentence.
Answer Key
1. x 9 6. x 5
2. x 5 7. x 8
3. x 6 8. x 2 3
4. x 9 9. x 3 5
5. x 12 10. x 4 5
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
Activity 2: My Segments
Answer Key
Answer Key
1-2.
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
Activity 4: Fly Me to Your World
Answer Key
1. d = 27.67 km
2. External secant segment, tangent, Pythagorean theorem
What to PROCESS
Answer Key
1. IM and IL
2. TS and DS
3. OS
4. IR
5. LF and WE
6. IH , FG , IJ , EF , AK , DC
175
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.
Answer Key
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
What to REFLECT on and UNDERSTAND
Answer Key
Prove: AM BM DM EM
Proof:
Statement Reason
1
mBAE mBE and The measure of an inscribed
2 angle is one-half the
1 measure of its intercepted
mBDE mBE
2 arc.
Inscribed angles intercepting
BAE BDE
the same arc are congruent.
AME ~ DMB AA Similarity Theorem
EM BM Lengths of sides of similar
triangles are proportional.
AM DM
AM BM DM EM Multiplication Property
177
Answer Key
Prove: DP DQ DS DR
Proof:
Statement Reason
Inscribed angles
QPR RSQ and PQS SRP intercepting the same arc
are congruent.
Supplements of congruent
DQS DRP
angles are congruent
DQS ~ DRP AA Similarity Theorem
DP DS Lengths of sides of similar
triangles are proportional.
DR DQ
DP DQ DS DR Multiplication Property
KM intersects O at N.
2
Prove: KM KN KL
178
Answer Key
Proof:
Statement Reason
1 The measure of an inscribed
mNLK mLN and angle is one-half the measure
2
1 of its intercepted arc.
mLMN mLN
2
mNLK mLMN Transitive Property
Angles with equal measures
NLK LMN
are congruent.
The measure of the exterior
angle of a triangle is equal to
mLNK mNLM mLMN
the sum of the measures of its
remote interior angles.
mLNK mNLM mNLK Substitution
mKLM mNLM mNLK Angle Addition Postulate
mLNK mKLM Transitive Property
Angles with equal measures
LNK KLM
are congruent.
MKL ~ LNM AA Similarity Theorem
KM KL Lengths of sides of similar
triangles are proportional.
KL KN
2
KM KN KL 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
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
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.
Answer Key
Summary/Synthesis/Generalization:
180
SUMMATIVE TEST
Part I
Choose the letter that you think best answers each of the following questions.
A. DE
B. AG
C. BD
D. AE
181
4. Quadrilateral ABCD is inscribed in a circle. Which of the following is true
about the angle measures of the quadrilateral?
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
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
182
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
E
H
183
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 T
R
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
18. Karen has a necklace with a circular pendant hanging
from a chain around her neck. The chain is tangent to
the pendant. If the chain is extended as shown in the
diagram on the right, it forms an angle of 30° below
the pendant. What is the measure of the arc at the
bottom of the pendant?
A. 60°
B. 75°
30°
C. 120°
D. 150°
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
1. Mr. Jaena designed an arch for the top part of a subdivision’s main gate.
The arch will be made out of bent iron. In the design, the 16 segments
between the two concentric semicircles are each 0.7 meter long. Suppose
the diameter of the outer semicircle is 8 meters. What is the length, in
whole meters, of the shortest iron needed to make the arch?
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
Rubric for Problem Solving
4 3 2 1
Used an Used an Used an Attempted to
appropriate appropriate appropriate solve the problem
strategy to come strategy to come strategy but but used an
up with a correct up with a came up with an inappropriate
solution and solution, but a entirely wrong strategy that led
arrived at a part of the solution that led to a wrong
correct answer solution led to an to an incorrect solution
incorrect answer answer
Audience: The school principal, your teacher, and your fellow students
186
Products: Sketches of the different formations to be followed in the field
demonstrations including the order and manner on how each
will be performed
4 3 2 1
The sketches of The sketches of The sketches of The sketches of
the different the different the different the different
formations are formations are formations are not formations are
accurately made, accurately made accurately made made but not
presentable, and and the but the accurate and the
the sequencing is sequencing is sequencing is sequencing is not
systematic. systematic but not systematic. systematic.
presentable.
Part III B
187
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-
6 depth 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,
5 shows in-depth 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 in-
4 depth 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
3 comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows
gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1 being able to develop an approach.
Source: D.O. #73 s. 2012
Answer Key
188
GLOSSARY OF TERMS
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
Central Angle – an angle formed by two rays whose vertex is the center of
the circle
Common Tangent – a line that is tangent to two circles on the same plane
Congruent Arcs – arcs of the same circle or of congruent circles with equal
measures
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
Intercepted Arc – an arc that lies in the interior of an inscribed angle and has
endpoints on the angle
189
Major Arc – an arc of a circle whose measure is greater than that of a
semicircle
Minor Arc – an arc of a circle whose measure is less than that of a semicircle
Point of Tangency – the point of intersection of the tangent line and the
circle
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
Tangent to a Circle – a line coplanar with the circle and intersects it at one
and only one point
190
List of Theorems And Postulates On Circles
Postulates:
2. At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
Theorems:
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.
191
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 one-half the positive difference of the measures of the
intercepted arcs.
12. If a secant and a tangent intersect in the exterior of a circle, then the
measure of the angle formed is one-half the positive difference of the
measures of the intercepted arcs.
13. If two tangents intersect in the exterior of a circle, then the measure of
the angle formed is one-half 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 one-half the sum of the measures of the arcs intercepted
by the angle and its vertical angle.
15. If a secant and a tangent intersect at the point of tangency, then the
measure of each angle formed is one-half 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
DEPED INSTRUCTIONAL MATERIALS THAT CAN BE USED AS
ADDITIONAL RESOURCES FOR THE LESSON ON CIRCLES:
References:
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: Prentice-Hall, Inc.
Boyd, C., Malloy, C., & Flores. (2008). McGraw-Hill Geometry. USA: The
McGraw-Hill Companies, Inc.
Chapin, I., Landau, M. & McCracken. (1997). Prentice Hall Middle Grades
Math, Tools for Success. Upper Saddle River, New Jersey: Prentice-
Hall, Inc.
Clements, D. H., Jones, K.W., Moseley, L. G., & Schulman, L. (1999). Math in
My World. Farmington, New York: McGraw-Hill Division.
193
Rich, B. and Thomas, C. (2009). Schaum’s Outlines Geometry (4th ed.) USA:
The McGraw-Hill Companies, Inc.
Smith, S. A., Nelson, C.W., Koss, R. K., Keedy, M. L., & Bittinger, M. L.
(1992) Addison-Wesley Informal Geometry. USA: Addison-Wesley
Publishing Company, Inc.
Houghton Mifflin Harcourt. Cliffs Notes. Arcs and Inscribed Angles. (2013).
Retrieved from http://www.cliffsnotes.com/math/geometry/circles/arcs-and-
inscribed-angles
194
Math Open Reference. Chord. (2009). Retrieved from
http://www.mathopenref.com/chord.html
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
Website Links for Videos:
Schmidt, Larry. Angles and Arcs Formed by Tangents, Secants, and Chords.
(2013). Retrieved from http://www.youtube.com/watch?v=I-RyXI7h1bM
Cherry Valley Nursery and Landscape Supply. Seasonal Colors Flowers and
Plants. (2014). Retrieved from http://www.cherryvalleynursery.com/
eBay Inc. Commodore Holden CSA Mullins pursuit mag wheel 17 inch
genuine - 4blok #34. (2014). Retrieved from
http://www.ebay.com.au/itm/Commodore-Holden-CSA-Mullins-pursuit-mag-
wheel-17-inch-genuine-4blok-34-/221275049465
Fort Worth Weekly. Facebook Fact: Cowboys Are World’s Team. (2012) .
Retrieved from http://www.fwweekly.com/2012/08/21/facebook-fact-cowboys-
now-worlds-team/
HiSupplier.com Online Inc. Shandong Sun Paper Industry Joint Stock Co.,Ltd.
Retrieved from http://pappapers.en.hisupplier.com/product-66751-Art-
Boards.html
196
Piatt, Andy. Dreamstime.com. Rainbow Stripe Hot Air Balloon. Retrieved from
http://thumbs.dreamstime.com/z/rainbow-stripe-hot-air-balloon-788611.jpg
197
Module 5: Plane Coordinate Geometry
A. Learning Outcomes
Content Standard:
Performance Standard:
Essential Essential
Writer: Understanding: Question:
198
Transfer Goal:
Product/Performance
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 real-life 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
vice-versa
17. Determining the equation that describes a circle
18. Solutions to problems involving the equation of a circle
19. Formulating and solving real-life problems involving the equation of a
circle
199
Assessment Map
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Pre- Pre-Test: Pre-Test: Pre-Test:
Assessment/ Part I Part I Part I and Part II
Diagnostic
Identifying the Determining the Solving problems
distance distance involving the
formula between a pair Distance Formula
of points including the
Illustrating the Midpoint Formula,
distance Determining the and the Equation
between two coordinate of a of a Circle
points on the point given its
coordinate distance from
plane another point
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
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Solving
equations
Formative Quiz: Quiz: Quiz: Lesson 1
Lesson 1 Lesson 1
Using coordinate
proof to justify
claims
201
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Writing a
coordinate proof to
prove geometric
properties
Solving problems
involving the
equation of a circle
202
PROCESS/
TYPE KNOWLEDGE UNDERSTANDING PERFORMANCE
SKILLS
Finding the
center of a circle
given the
equation
Finding the
equation of a
circle given the
endpoints of a
radius
203
Assessment Matrix (Summative Test))
204
C. Planning for Teaching-Learning
205
Look around! What geometric figures do you see in your classroom,
school buildings, houses, bridges, roads, and other structures? Have you
ever asked yourself how geometric figures helped in planning the
construction of these structures?
Objectives:
After the learners have gone through the lessons contained in this module,
they are expected to:
7. determine the center and radius of a circle given its equation and vice versa;
8. write the equation of a circle from standard form to general form and vice
versa;
9. graph a circle and other geometric figures on the coordinate plane; and
206
PRE-ASSESSMENT:
Assess students’ prior knowledge, skills, and understanding of mathematics
concepts related to the Distance Formula, the Midpoint Formula, the
Coordinate Proof, and the Equation of a Circle. These will facilitate teaching
and students’ understanding of the lessons in this module.
Answer Key
Lesson 1: The Distance Formula, the Midpoint Formula, and the Coordinate
Proof
What to KNOW
Check students’ knowledge of the different mathematics concepts
previously studied and their skills in performing mathematical operations. These
will facilitate teaching and students’ understanding of the distance formula and
the midpoint formula and in writing coordinate proofs. Tell them that as they go
through this lesson, they have to think of this important question: How do the
distance formula, the midpoint formula, and the coordinate proof facilitate finding
solutions to real-life problems and making decisions?
Let the students start the lesson by doing Activity 1. Ask them to use the
given number line in determining the lengths of segments. Let them explain how
207
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.
Answer Key
1. 4 units
2. 4 units
3. 6 units
4. 2 units
5. 3 units
6. 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
DA = 4 10 = 14
BF = 6 9 = 15
FB = 9 6 = 15
Answer Key
1. 5 units
2. 12 units
3. 12 units
4. 2 13 units 7.21 units
208
5. 4 5 units 8.94 units
6. 2 63 units 15.87 units
The length of the unknown side of each right triangle is obtained by
applying the Pythagorean theorem.
Answer Key
1. 10 km. By applying the Pythagorean theorem. That is, 6 2 8 2 c 2 ; c = 10
km.
2. 3 km. distance from City Hall 0,4 to Plaza 3,4 = 0 3 = 3
9 km. distance from City Hall 0,4 to Emilio’s house 9,4 = 0 9 = 9
3. 9 km. distance from Jose’s house 0,0 to Gasoline Station 9,0 = 0 9 = 9
4. 0,0 – Jose’s house 3,12 – Diego’s house
9,4 – Emilio’s house 3,4 – Plaza
5. 0,4 – City Hall 9,0 – Gasoline Station
6. By finding the absolute value of the difference of the coordinates of the
points corresponding to Emilio’s house and the City Hall and Jose’s house
and the Gasoline Station, respectively
The distances of the houses of Jose, Emilio, and Diego from each other
can be determined by applying the Pythagorean Theorem.
Jose’s house 0,0 to Emilio’s house 9,4
209
4 2 9 2 c 2 ; c = 97 km 9.85 km
Jose’s house 0,0 to Diego’s house 3,12
3 2 122 c 2 ; c = 153 km 12.37 km
Emilio’s house 9,4 to Diego’s house 3,12
6 2 8 2 c 2 ; c = 10 km
Answer Key
y y
1. 2.
x x
y
3. C 8,1 . By determining the coordinates
of the point of intersection of the
two lines
AC = 6 units
BC = 8 units
210
y
5. C x1,y 2
AC = x1 x 2 or x 2 x1
BC = y1 y 2 or y 2 y1
AB = x 2 x1 y 2 y1
2 2 2
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.
What to PROCESS
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
Activity 5: How far are we from each other?
Answer Key
1. 8 units 6. 13 units
2. 15 units 7. 10.3 units
3. 11.4 units 8. 11.66 units
4. 13 units 9. 13.6 units
5. 6.4 units 10. 12.81 units
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 real-life problems involving the midpoint formula.
Answer Key
1. 9,9 6. 8,9
2. 7,8 7. 5,4
15 15
3. 4,4 8. ,
2 2
4. 4,1 9. 8,7
3 5
5. , 10. 5,4
2 2
212
Provide the students opportunity to relate the properties of some
geometric figures to the new lesson by performing Activity 7. Ask them to plot
some set of points on the coordinate plane. Then, connect the consecutive points
by a line segment to form a figure. Tell them to identify the figures formed and
use the distance formula to characterize or describe each. Emphasize to the
students the different properties of these geometric figures for they need this in
determining the missing coordinates of each figure’s vertices.
Answer Key
1. 2.
y
y
x
x
3. 4.
y y
213
5. 6.
y y
x
x
7. 8.
y y
x
x
9. 10.
y
y
214
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. ΔABC and ΔFUN are isosceles triangles. ΔGOT and ΔFUN are right
triangles.
c. ΔABC and ΔFUN are isosceles because each has two sides congruent or
with equal lengths.
ΔGOT and ΔFUN 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.
Answer Key
1. O a b, c 5. A a,0
For questions a-d, evaluate
2. V a, b D a, d students’ responses.
3. V 3a,0 E b, c
M 3a, b 6. S 0,0
4. W b, c P a, b
215
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.
Answer Key
The values of x were obtained
1. y = 15 or y = -9; by using the distance formula
2. a. x = 21 – if N is in the first quadrant and the coordinates of the
midpoint were determined by
x = -3 – if N is in the second quadrant using the midpoint formula.
5 Students may further give
b. 3, explanations to their answers
2
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 .
9. a. Yes. FS c a2 b d 2 and AT a c 2 b d 2 .
Since a c c a , then FS = AT.
2 2
b. Rectangle; The quadrilateral has two pairs of opposite sides that are
parallel and congruent and has four right angles.
216
Activity 10: Prove that this is True!
Answer Key
1. Show that PR QS .
If PR QS , then PR QS .
PR b a2 c 02
b2 2ab a2 c 2
PR a2 2ab b2 c 2
QS b a2 c 02
b a2 c 02
b2 2ab a2 c 2
QS a2 2ab b2 c 2
1
2. Show that MC LG .
2
2 2
a b
MC 0 0
2 2
a2 b2
4 4
a2 b 2
MC
2
LG 0 a2 b 02
a2 b 2
1 a2 b 2
LG
2 2
1
Therefore, MC LG . Hence, the median to the hypotenuse of a right
2
triangle is half the hypotenuse.
217
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
PQ
2
2 2 2 2
ba c b a c
QR 0 0 RS 0 0
2 2 2 2
2 2 2 2
b a c b a c
2 2 2 2
b2 2ab a2 c 2 b 2 2ab a2 c 2
QR RS
2 2
2 2
b a c
PS 0 c
2 2
2 2
b a c
2 2
b2 2ab a2 c 2
PS
2
218
4. Show that BT CS .
If BT CS , then BT CS .
2 2
a b
BT a 0
2 2
2 2
a b
a 0
2 2
2 2
3a b
2 2
9a2 b 2
BT
2
2 2 Therefore, BT CS and BT CS .
a b
CS a 0 Hence, the medians to the legs of an
2 2
isosceles triangle are congruent.
2 2
3a b
2 2
9a2 b 2
CS
2
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 y-axis. Therefore, ADC is a right angle and ABCD is a
rectangle.
219
1
6. Show that CG LE
2
LE b 02 c 02
LE b2 c 2
2 2
ab a c
CG 0
2 2 2
2 2
b c
2 2
b2 c 2
CG
2
1
Therefore, CG LE .
2
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.
What to TRANSFER
Answer Key
Evaluate students’ answers. You may use the rubric.
220
Summary/Synthesis/Generalization:
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.
What to KNOW
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 real-life problems and making decisions?”
Answer Key
1. 4; x 22 a. Add the square of one-half the
25; t 5
2
2. coefficient of the linear term.
b. Factor the perfect square trinomial.
49; r 7
2
3. c. Use the distributive property of
4. 121; r 112 multiplication or FOIL Method.
324; x 18
2
5.
221
Answer Key
2 2
81 9 1 1
6. ; w 9. ; s
4 2 36 6
2 2
121 11 9 3
7. ; x 10. ; t
4 2 64 8
2
625 25
8. ; v
4 2
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
Activity 3: How far am I from my point of rotation?
A.
Answer Key
y
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
x2 y 2 r 2 .
223
B.
Answer Key
y
1. 61 units or approximately 7.81 units
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
r x2 x12 y2 y12 or x2 x12 y2 y12 r 2 . If
P x , y is a point on the circle and C h ,k is the center, then
x2 x12 y2 y12 r 2 becomes x h2 y k 2 r 2 .
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
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.
Answer Key
y y
x x
y y
225
Answer Key
5. Center: 4,3 6. Center: 5,8
Radius: 8 units Radius: 11 units
y y
Answer Key
a. Write the equation in the
2 2 2 2 2
1. x y 144 form x y r where the origin is the
2. x 22 y 62 81 center and r is the radius of the circle.
Write the equation in the
3. x 72 y 22 225 form x h y k r where h, k is
2 2 2
226
Activities 6 and 7 provide students opportunities to write equations of
circles from center-radius form or standard form to general form and vice-versa.
At this point, ask them to explain how to transform the equation of a circle from
one form to another form and discuss the mathematics concepts or principles
applied. Furthermore, challenge them to find a shorter way of transforming
equation of a circle from general form to standard form and vice-versa.
Answer Key
1. x 2 y 2 4x 8y 16 0 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
4. x 2 y 2 16x 14y 112 0 9. x 2 y 2 10x 10y 23 0
5. x 2 y 2 10y 11 0 10. x 2 y 2 8 x 8y 0
Note: Evaluate students’ explanations.
Answer Key
1. x 12 y 42 64 4. x 2 y 4 100
2
227
b. Completing the square, Addition Property of Equality, Square of a
Binomial
c. Using the values of D, E, and F in the general equation of a circle,
x 2 y 2 Dx Ey F 0 , to find the center (h,k) and radius r. The
GeoGebra freeware can also be used for verification.
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 real-life applications of the equation of a circle.
Answer Key
1. No. x 2 y 2 2x 8y 26 0 can be written as x 12 y 42 9 .
Notice that -9 cannot be expressed as a square of another number.
2. Yes. x 2 y 2 9 4x 10y can be written as x 22 y 52 20 .
3. No. x 2 y 2 6x 8y 32 is not an equation of a circle. Its graph is not
also a circle.
4. No. x 2 y 2 8x 14y 65 0 is merely a point. The radius must be
greater than 0 for a circle to exist.
Answer Key
1. x 32 y 82 81
2. x 102 y 72 36 or x 102 y 52 36
3. 3x 5y 7
4. x 52 y 52 13
a. x 3 y 4 100
2 2
5.
b. Yes, because point 11,6 is still within the critical area.
c. Follow the advice of PDRRMC.
d. (Evaluate students’ responses/explanations.)
228
Answer Key
6. a. Wise Tower - x 5 y 3 81
2 2
Global Tower - x 3 y 6 16
2 2
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.
What to TRANSFER
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
229
Summary/Synthesis/Generalization:
This lesson was about the equation of circles. The lesson provided the
students with opportunities to illustrate the center-radius 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 vice-
versa, graph circles on the coordinate plane, and solve problems involving the
equation of circles. Moreover, they were given the opportunity to formulate and
solve real-life 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
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?
A. d x2 x1 C. d x2 x12 y 2 y12
B. d y 2 y1 D. d x2 x12 y 2 y12
2. A map is drawn on a grid where 1 unit is equivalent to 2 km. On the same
map, the coordinates of the point corresponding to San Rafael is (1,4).
Suppose San Quintin is 20 km away from San Rafael. Which of the following
could be the coordinates of the point corresponding to San Rafael?
A. (17,16) B. (17,10) C. (9,10) D. (-15,16)
3. Let M and N be points on the coordinate plane as shown in the figure below.
y
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
5. The distance between points M x ,5 and C 5,1 is 10 units. What is the x-
coordinate of M if it lies in the second quadrant?
A. -7 B. -3 C. -1 D. 13
231
6. What is the distance between points D(-10,2) and E(6,10)?
A. 16 B. 20 C. 10 2 D. 8 5
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)
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?
A. 10 2 B. 5 2 C. 2 10 D. 10
13. What proof uses figures on a coordinate plane to prove geometric properties?
A. Indirect Proof C. Coordinate Proof
B. Direct Proof D. Two-Column 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
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)
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
18. What is the center of the circle x 2 y 2 4x 6y 36 0 ?
A. (9,-3) B. (3,-2) C. (2,-3) D. (2,-10)
19. A radius of a circle has endpoints 4,3 and 1 , 2 . What is the equation
that defines the circle if its center is at the second quadrant?
A. x 1 y 2 50 x 42 y 32 50
2 2
C.
B. x 1 y 2 50 x 42 y 32 50
2 2
D.
20. A radio signal can transmit messages up to a distance of 5 km. If the radio
signal’s 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?
A. x 2 y 7 25 x 22 y 72 25
2 2
C.
B. x 2 y 7 5 x 22 y 72 5
2 2
D.
Part II
Directions: Solve each of the following problems. Show your complete solutions.
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?
4 3 2 1
Used an Used an Used an Attempted to solve
appropriate appropriate appropriate the problem but
strategy to come strategy to come strategy but came used an
up with correct up with a solution, up with an entirely inappropriate
solution and but a part of the wrong solution strategy that led to
arrived at a solution led to an that led to an a wrong solution
correct answer incorrect answer incorrect answer
234
Part III A: GRASPS Assessment
235
Rubric for the Prepared Emergency Measures
4 3 2 1
The emergency The emergency The emergency The emergency
measures are measures are measures are measures are not
clearly presented, clearly presented clearly presented clearly presented,
relevant to the and relevant to but not relevant to not relevant to the
situation, and the situation but the situation and situation, and not
systematic. not systematic. not systematic. systematic.
4 3 2 1
The grid map is The grid map is The grid map is The grid map is
accurately made, accurately made not accurately not accurately
appropriate, and and appropriate made but made and not
presentable. but not appropriate. appropriate.
presentable.
Part III B
Use the prepared grid map of the municipality in Part III A in formulating
problems involving plane coordinate geometry, then solve.
Score Descriptors
Poses a more complex problem with 2 or more correct
6 possible solutions and communicates ideas unmistakably,
shows in-depth comprehension of the pertinent concepts
and/or processes, and provides explanations wherever
appropriate.
Poses a more complex problem and finishes all significant
5 parts of the solution and communicates ideas unmistakably,
shows in-depth comprehension of the pertinent concepts
and/or processes.
Poses a complex problem and finishes all significant parts of
4 the solution and communicates ideas unmistakably, shows in-
depth comprehension of the pertinent concepts and/or
processes.
Poses a complex problem and finishes most significant parts
3 of the solution and communicates ideas unmistakably, shows
comprehension of major concepts although neglects or
236
Score Descriptors
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows
gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1
being able to develop an approach.
Source: D.O. #73, s. 2012
Answer Key
Glossary of Terms
Distance Formula – an equation that can be used to find the distance between
any pair of points on the coordinate plane. The distance formula is
d x2 x12 y2 y12 or PQ x2 x12 y2 y12 , if P x1, y1 and
Qx2 , y 2 are points on a coordinate plane.
Horizontal Distance (between two points) – the absolute value of the difference
of the x-coordinates 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 , .
2 2
237
The General Equation of a Circle – the equation of a circle obtained by
expanding x h 2 y k 2 r 2 . The general equation of a circle is
x 2 y 2 Dx Ey F 0 , where D, E, and F are real numbers.
The Standard Equation of a Circle – the equation that defines a circle with
x h y k
2 2
center at (h, k) and a radius of r units. It is given by r 2.
Vertical Distance (between two points) – the absolute value of the difference of
the y-coordinates of two points.
References:
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: Prentice-Hall, Inc.
Boyd, C., Malloy, C. & Flores. (2008) Glencoe McGraw-Hill Geometry. USA: The
McGraw-Hill Companies, Inc.
238
Chapin, I., Landau, M. & McCracken. (1997) Prentice Hall Middle Grades Math,
Tools for Success. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Clemens, S. R., O’Daffer, P. G., Cooney, T. J., & Dossey, J. A. (1990) Addison-
Wesley Geometry. USA: Addison-Wesley Publishing Company, Inc.
Clements, D. H., Jones, K. W., Moseley, L.G., & Schulman, L. (1999) Math in my
World. New York: McGraw-Hill Division.
Rich, B. & Thomas, C. (2009) Schaum’s Outlines Geometry Fourth Edition. USA:
The McGraw-Hill Companies, Inc.
Smith, S. A., Nelson, C.W., Koss, R. K., Keedy, M. L., & Bittinger, M. L. (1992)
Addison-Wesley Informal Geometry. USA: Addison-Wesley Publishing
Company, Inc.
239
Website Links as References and Sources of Learning Activities:
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
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
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometry-
circles/equation-of-a-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometry-
circles/equation-of-a-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
240
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometry-
circles/equation-of-a-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
Sloan, Chris. Current "1991" Air Traffic Control Tower at Amsterdam Schiphol
Airport – 2012. (2012). Retrieved from http://airchive.com/html/airplanes-and-
airports/amsterdam-schipol-airport-the-netherlands-/current-1991-air-traffic-
control-tower-at-amsterdam-schiphol-airport-2012-/25510
241