Math 10 Worksheets PDF

Adam A.
Aniñon
(Liburon National High School)
Fatima L. Briones
(Valencia National Vocational High School)
Lilian B. Debulosan goo.gl/bNTXch
(Ocaña National High School)
Jessica A. Endangan
(Can-asujan National High School)
Novem P. Lapiña
(Maximino Noel Memorial National High School)
Maria Leah P. Orat

(Carcar Central National High School)
Archie C. Regodon
(Gelacio C. Babao Sr. Memorial National High School)
Eva Irish V. Amazona

(Carcar Central Elementary School)
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TABLE OF CONTENTS
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FIRST QUARTER
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PATTERNS AND ALGEBRA
LC 1 Generating Patterns -------------------------------------------------------------------------2
LC 2 Illustrating, Defining and Gaphing An Arithmetic Sequence------------------------6
LC 3 Determining Arithmetic Means and nth Term Of An Arithmetic Sequence-----11
LC 4 Finding the sum Of The Terms Of A Given Arithmetic Sequence----------------16
LC 5 Illustrating A Geometric Sequence-------------------------------------------------------22
LC 10 Illustrating Other Types Of Sequences (e.g., harmonic, Fibonacci)-------------27
LC 12 Performs Division of Polynomials Using Long Division-----------------------------33

And Synthetic Division
LC 14 Factors Polynomials -------------------------------------------------------------------------38
LC 16 Proving Rational Root Theorem --------------------------------------------------------43
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SECOND QUARTER
PATTERNS AND ALGEBRA
LC 19 Illustrating Polynomial Functions--------------------------------------------------------50
Geometry
LC 22 Deriving Inductively The Relations Among Chords, Arcs,------------------------54

Central Angles, and Inscribed Angles
LC 23 Proving Theorems Related To Chords, Arcs, Central Angles,

and Inscribe Angles
LESSON A: Arcs and Central Angles--------------------------------------------------62
LESSON B: Arcs and Inscribed Angles----------------------------------------------- 77
LC 24 Illustrating Secants, Tangents, Segments, and Sectors Of A Circle------------93

LC 25 Proving Theorems Of Secants, Tangents, and Segments------------------------115
LC 28 Applying The Distance Formula To Prove Some Geometric Properties------123
LC 29 Illustrating The Center-Radius Form Of The Equation Of A Circle-------------130
LC 31 Graphing A Circle and Other Geometric Figures On The Coordinate Plane
LESSON A--------------------------------------------------------------------------------------135
LESSON B--------------------------------------------------------------------------------------142 vi
THIRD QUARTER
STATISTICS AND PROBABILITY
LC 33 Illustrating The Permutation Of Objects-----------------------------------------------155

LC 34 Deriving The Formula For Finding The Number
Of Permutations Of n Objects and r At A Time
LC 35 Solving Problems Involving Permutations--------------------------------------------166
LC 36 Illustrating The Combination Of Objects----------------------------------------------174

LC 38 Deriving The Formula For Finding The Number Of Combinations Of n
Objects Taken r At A Time
LC 39 Solving Problems Involving Permutations and Combinations-------------------182
LC 40 Illustrating Events, and Union and Intersection Of Events------------------------188

LC 41 Illustrating The Probability Of A Union Of Two Events
LC 42 Finding The Probability (AUB)
vii
FOURTH QUARTER
STATISTICS AND PROBABILITY
LC 45 Illustrating The Following Measures Of Position :-----------------------------195

Quantities, Deciles and Percentiles
LC 46 Calculating A Specified Measures Of Position
LC 47 Interpreting Measures Of Position
LC 48 Solves Problems Involving Measures Of Positions
LC 49 Formulating Statistical Mini-Research-------------------------------------------200
LC 50 Using Appropriate Measures Of Position and---------------------------------202

Other Statistical Methods In Analyzing and Interpreting Research Data
viii
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1
Code: LEARNING
M10-AL-Ia-1
COMPETENCY
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1
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GENERATING PATTERNS
CONCEPT:
A sequence is a function whose domain is the finite set {1,2,3,…,n} or the
infinite set {1,2,3,…}
Example 1:
n (position) 1 2 3 4
a(n) -2 -6 -10 -14
This finite sequence has 5 terms. We may use the notation 𝑎1, 𝑎2, 𝑎3, … , 𝑎𝑛, to denote
a(1), a(2), a(3) ,…,a(n) , respectively.
Example 2:
n (position) 1 2 3 4 ,…
a(n) 4 7 10 13 ,…
The above sequence is an infinite sequence where , 𝑎𝑛, = 3𝑛 + 1 is the nth term of the
given sequence.
Example 3:
Find the next 5 terms of the sequence below:
-2, -6, -10, -14,…
Solution:
If you get -18,-22, -26, -30 and -34, then you are correct. Notice that a constant number ,
-4, is added to each term to get the next term.
2
COLLABORATIVE LEARNING
Name: ______________________________Date:____Score:______
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Skill: Generating Patterns
Directions: Find the next number in the sequences and write the letter to the
corresponding box below to answer the question,” Why policemen are strong?”
A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

B 2, 4, 16, __ O 20, 19, 17, __
C 7, 13, 19, __ P 2, 3, 5, 7, 9, 11, 13, 15, __
D 19, 16, 13, __ R 13, 26, 39, __
E 4, 8, 20, 56, __ S 5, 7, 13, 31, __
F 2, 2, 4, 6, 10, 16, __ T 1, 1, 2, 4, 7, 13, 24, __
H 1, 1, 2, 4, 7, 13, __ U 1, 1, 1, 2, 3, 4, 6, 9, 13, __
I 3, 6, 12, 24, __ Y 1, 2, 2, 4, 3, 6, 4, 8, 5, 10, __
L 10, 11, 9, 12, 8, __
256 164 25 47 19 85 164 44 24 164 6 25 47 162
24 14 13 10 19 17 44 52 47 26 26 48 25
3
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
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Skill: Determining the next few terms of the sequence.
Directions: Complete each sequence below and determine the number to be added or
multiplied to get the next term.
1. 3 , 6 , ___ , 12, ___ , 18
2. ___, 8 , 15 , 22 , ___
3. 2 , ___ , 18 , 54 , ___
1 1
4. 1 , , 4 , ___ , ___
2
5. 0 , ___ , ___ , 15 , 20
6. -2 , 4 , ___ , ___ , -32
7. ___ , ___ , 5 , 7 , 9
8. 24 , 16 , 8 , ___ , ___
9. -4 , ___ , -16 , ___ , -64
5
10. 40 , 20 , ___ , ___ ,
2
4
INDEPENDENT LEARNING
Name: ________________________________Date:____Score:______
Skill: Formulating the nth term of the sequence.
Directions: A. Given the nth term, give the first terms of each sequences.
1. 𝑎𝑛 = 𝑛 + 4 ________,________,________,________,________
2. 𝑎𝑛 = 2𝑛 − 1 ________,________,________,________,________
3. 𝑎𝑛 = 12 − 3𝑛 ________,________,________,________,________
4. 𝑎𝑛 = 3𝑛 + 2 ________,________,________,________,________
1
5. 𝑎𝑛 = 2 𝑛 + 1 ________,________,________,________,________
B. Given the following sequences, determine the nth term.
1. 3,4,5,6,7,… ___________________________
2. 3,5,7,9,11,… ___________________________
3. 2,4,6,8,10,… ___________________________
4. -1,-3,-5,-7,-9… ___________________________
1 −1
5. 1,2, 0, ,− 1,… ___________________________
2
5
Code: LEARNINNG
M10-AL-Ib-1 COMPETENCY
2
k
ILLUSTRATING AN
ARITHMETIC SEQUENCE
CONCEPT:
A sequence where each succeeding term is obtained by adding a fixed
number is called an arithmetic sequence. This fixed number is the
common difference d between any two succeeding terms.
The sequence: 1, 4, 7, 10, 13, 16, . . . is an arithmetic sequence since the difference
between consecutive terms is always 3.
The sequence: 8, 6, 4, 2, 0, -2, -4, . . . is an arithmetic sequence since the difference
between consecutive terms is always -2.
In order to identify if a pattern is an arithmetic sequence you must examine the
consecutive terms. If all consecutive terms have a common difference, then you can
conclude that the sequence is arithmetic.
Consider the sequence: 4, 11, 18, 25, 32, . . .
Since:
11 - 4 = 7
18 - 11 = 7
25 - 18 = 7
32 - 25 = 7
To get the common difference, we subtract the first term from the second term. From
the pattern above, the sequence is arithmetic. We can continue to find subsequent terms by
adding 7.
Therefore, the sequence continues: 39, 46, 53,…
The terms (a) of the sequence can then be expressed as,
Any arithmetic sequence is defined by the equation given as

an = a1 + (n –1)d
where an is the last term

a1 is the first term
n is the number of terms and
d is the common difference
6
Examples:
1. Find the nth term of the arithmetic sequence1,8,15,22,29,…

Solution:
The nth term of arithmetic sequence is defined as: 𝑎𝑛 = 𝑎1 + (𝑛 − 1)𝑑
We need the 1st term (𝑎1 ), and the common difference (d) to find the nth
term. From the given sequence 𝑎1 =1 . Then, solve for d.
d= 𝑎𝑛 –𝑎𝑛−1
d= 8 – 1 = 7
d= 15 – 8 = 7
d= 22 – 15 = 7
d= 29 – 22 = 7
Therefore the common difference(d) is 7.
The nth term of the arithmetic sequence is

an = a1 + (n-1)d
an = 1 + 7(n-1)
Simplify:
an = 1 + 7n - 7
an = 7n - 6
2. Give the first five terms of the arithmetic sequence for which the first term is 9 and the
common difference is 7.
By using the equation an = a1 + (n – 1)d
Since a1 = 9, n = 5, d = 7
a5 = 9 + (5 – 1)7
a5 = 9 + (4)7 = 9 + 28 = 37
3. Find the 100th term of item #2 using the equation.

a1 = 9, n = 100, d = 7
a5 = 9 + (100 – 1)7
a5 = 9 + (99)7 = 9 + 693 = 702
4. The sequence 2, 5, 8, 11, 14 is an arithmetic sequence with the common difference of 3.

The defining equation of the sequence is y=3x-1 with the domain {1,2,3,4,5}. Since the
domain consists of positive integers 1 up to 5, we call this finite sequence.
If all the positive integers comprise the domain, then the sequence is infinite. The infinite
sequence 7, 2, -3, -8, -13,… is an arithmetic sequence with the common difference -5 and
the defining equation is y = 12 - 5x.
7
Name: ______________________________Date:____Score:______
Skill: Solving the unknown term and common difference of the arithmetic
sequence
Directions: Complete the table below by solving the missing terms.
𝒂𝟏 n d 𝒂𝒏 Other terms
1.) 15 64 𝑎4 = 15
2.) 25 6 𝑎12 = −7
3.) 3 15 𝑎3 = 9
4.) 2⁄ 31⁄ 𝑎3 = 5⁄3
3 6
5.) 9 -9 𝑎4 = 3
6.) 16 ⅚ 91 𝑎6 =?
7.) 24 6 99 𝑎10 =?
8.) 2 1⁄ 8 2⁄3 𝑎3 =?
3
9.) -1 6 11 𝑎2 =?
10.) 4 16 𝑎2 = 8
Solutions:
1.) 2.) 3.) 4.) 5.)
6.) 7.) 8.) 9.) 10.)
8
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skills: Generating nth term of the Arithmetic Sequence
Directions: Find the nth term of the arithmetic sequence.
1) 2, 4, 6, … an =__________________________
2) 99, 88, 77, 66, … an =__________________________
3) 10, 4, -2, -8, … an =__________________________
4) 3, 7, 11, 15,… an = __________________________
5) 25, 34, 43, 52, … an =__________________________
6) 0, -4, -8, -12,… an = __________________________
7) 10, 4, -2, -8, … an =___________________________
1 3
8) ,1, ,2,... an = __________________________
2 2
9) _1_, _1_, _3_, _1_, … an =___________________________

8 4 8 2
10) √3 , 2√3 , 3√3 , 4√3 , … an =___________________________
9
Name: _________________________________Date:____Score:______
Skill: Constructing arithmetic sequence given few terms of the sequence
Directions: Determine the arithmetic sequence to the nth term that satisfies the given
conditions.
1. 1st term is 8 and 5th term is 32
Example:
𝑎1 = 8, 𝑎5 =32 , d= ?
Solution:
8,_,_,_,32
d=(32-8)/4=24/4=6 To find the other terms . We have,
𝑎2 = 𝑎1 + 𝑑 = 8 + 6 = 14
𝑎𝑛 = 𝑎1 + (n-1) d 𝑎3 = 𝑎2 + 𝑑 = 14 + 6 = 20
𝑎5 = 8 + (5-1) d 𝑎4 = 𝑎3 + 𝑑 = 20 + 6 = 26
32 = 8 + (5-1) d 𝑎5 = 𝑎4 + 𝑑 = 26 + 6 = 32
32 = 8 + 4d
32 – 8 = 4d 𝑎𝑛 = 𝑎1 + (𝑛 − 1)
24 = 4d 𝑎𝑛 = 8 + (𝑛 − 1)6
d=6 𝑎𝑛 = 6𝑛 − 6 + 8
𝑎𝑛 = 6𝑛 +2
Sequence: 8,14,20,26,32,…(6n+2)
2. 6th term is 5 and 15th term is -13.
Sequence:____________________________
3. 1st term is 2⁄3 and the common difference is 1⁄6.
Sequence:____________________________
4. 5th term is 20 and 12th term is 41
Sequence:____________________________
5. 7th term is 35 and 12th term is 60
Sequence:____________________________
6. 1st term is 15 and last term is 75.
Sequence:____________________________
7. 1st term is 3 and 7th term is 15.
Sequence:____________________________
8. 34th term is -39 and 50th term is -61.
Sequence:____________________________
9. 10th term is 31 and 20th term is 71.
Sequence:____________________________
10. numbers which are less than 400 but are greater than 10 and are divisible by 7
Sequence:____________________________
10
Code: LEARNING
M10-AL-Ib-c-1
COMPETENCY
3
DETERMINING ARITHMETIC
MEANS AND nth TERM OF AN
ARITHMETIC SEQUENCE
CONCEPT:
In an arithmetic sequence, the term(s) between any two terms is (are) called
arithmetic mean(s) between two terms.
Examples:
1. Find the two arithmetic means between 2 and 8.
Given two terms plus two terms means there are four terms in all. Assume that
a1 = 2 and a4 = 8. Let’s have the diagram of the sequence.
2 , __ , __ , 8
a1 , a2 , a3 , a4
an = a1 + (n – 1)d
8 = 2 + (4 – 1)d
8 = 2 + 3d
8 – 2 = 3d
6 = 3d
d=2
Hence, 𝑎2 = 2 + (2 – 1)2
𝑎2 = 2 + (1) (2)
𝑎2 = 2 + 2 = 4
𝑎3 = 2 + (3 – 1)2
𝑎3 = 2 + (2) (2)
𝑎3 = 2 + 4 = 6
The numbers 4 and 6 are the two arithmetic means between 2 and 8.
2. Insert five arithmetic means between 5 and 47.

Given two terms plus five terms means there are seven terms in all. Assume that
a1 = 5 and a7 = 47. Let’s have the diagram of the sequence.
5 , ___, ___, ___, ___, ___, 47

a1 , a2 , a3 , a4 , a5 , a6 , a7
𝑎7 = 𝑎1 + (n – 1)d 47 = 5 + 6d
𝑎7 = 𝑎1 + (7 – 1)d 47 – 5 = 6d
47 = 5 + (7 – 1)d 42 = 6d
d=7 11
a2 = 5 + (2 – 1)7; a2 = 5 + 7 = 12
a3 = 5 + (3 – 1)7; a3 = 5 + 14 = 19
a4 = 5 + (4 – 1)7; a4 = 5 + 21 = 26
a5 = 5 + (5 – 1)7; a5 = 5 + 28 = 33
a6 = 5 + (6 – 1)7; a6 = 5 + 35 = 40
The numbers 12, 19, 26, 33, and 40 are the five arithmetic means between 5 and 47.
3. Insert six arithmetic means between 2 and 16. Also show that their sum is 6 times the
arithmetic mean between 2 and 16.
2 , ___ , ___ , ___ , ___ , ___ , ___ , 16

a1 , a2 , a3 , a4 , a5 , a6 , a7 , a8
Let a1 , a2 , a3 , a4 , a5 , a6 be the six arithmetic means between 2 and 16. Then, by

definition, 2, a1, a2, ..., a6, 16 are in arithmetic progression.
Let d be the common difference, and the 8th term is 16.
an = a1 + (n – 1)d
a8 = 2 + (8 – 1)d
16 = 2 + (8 – 1)d
16 = 2 +7d
16 – 2 = 7d
14_ = d
7
d=2
Hence, the six arithmetic means are: 4, 6, 8, 10, 12, 14.
To get the sum of the arithmetic mean:

Solution 1: Solution 2:
2+16 4+6+8+10+12+14
=9 =9
2 2
So, the arithmetic mean is 9.
Thus,
4 + 6 + 8 + 10 + 12 + 14 = 54
12
Name: ______________________________Date:____Score:______
Skill: Solving arithmetic sequence to determine the indicated term
Directions: Determine the term indicated in each of the following arithmetic sequences.
Answer
1) 2, 4, 6, … 15th term ______
2) 13, 16, 19, 22, … 25th term ______
3) 99, 88, 77, 66, … 18th term ______
4) _1_, _1_, _3_, _1_, … 20th term ______

8 4 8 2
5) 99, 87, 75, 63, … 12th term ______
6) -8, -3, 2, 7, … 23rd term ______
7) 91, 84, 77, 70,… 17th term ______
_ _ _ _
8) √3 , 2√3 , 3√3 , 4√3 , … 14th term ______
9) 25, 34, 43, 52, … 10th term ______
10) 10, 4, -2, -8, … 22nd term ______
13
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Finding the arithmetic means
Directions: Solve for the unknown in each question.
1. Insert four arithmetic means between -1 and 14.
2. Insert five arithmetic means between 14 and 86.
3. Insert three arithmetic means between -18 and 4.
4. Insert four arithmetic means between 12 and -3
5. Insert one arithmetic mean between 24 and 68. Such a number is called
the arithmetic mean of the two numbers.
6. Find the arithmetic mean of 7 and -15.
7. Find the four arithmetic means between 7 and -15.
8. Find the arithmetic mean of _3_ and _5_.

5 3
9. Insert 5 arithmetic means between -2 and 10. Show that their sum is 5
times the arithmetic mean between -2 and 10.
10. Insert 10 arithmetic means between -5 and 17 and show that their sum is 10
times the arithmetic mean between -5 and 17.
14
Name: ________________________________Date:_____Score:______
Skill: Producing an arithmetic sequence using the concept of arithmetic mean
Directions: Answer the following questions.
1. Form an arithmetic sequence whose 1st term is 3 and 7th term is 15.
2. Find the arithmetic sequence whose 34th term is -39 and 50th term is -61.
3. Find the arithmetic sequence whose 10th term is _31_ and 20th term is _71.
4 4
4. How many numbers which are less than 400 but are greater than 10 and are
divisible by 7?
5. Find the 29th to the 35th terms of the resulting sequence in item #4.
6. What are the first five terms of an arithmetic sequence whose 9 th term is 16 and 40th
term is 47?
7. The 18th and 52nd terms of an arithmetic sequence are 3 and 173, respectively. Find
the 25th term.
8. Find x if the sequence x-5, x+2, and 2x+1 is arithmetic.Write the the first five terms
of the sequence.
9. Find the value of k so that k+5, 3k, 5k-2 will form an arithmetic sequence. Write the
first 5 terms of the sequence.
10. Find the value of m so that 8m + 4, 6m – 2, and 2m – 7 will form an arithmetic

sequence. Write the first 5 terms of the sequence.
15
Code:
M10-AL-Ic-2 LEARNING
COMPETENCY
4
FINDING THE SUM OF THE TERMS

OF A GIVEN ARITHMETIC
SEQUENCE
CONCEPT:
Arithmetic series is an indicated sum of the first n terms of an arithmetic

sequence. The sum of n terms is denoted by Sn.
The formula in finding arithmetic series is defined by,
n
Sn  (a1  an ) or
2
n
Sn  [2a1  (n  1)d ]
2
Examples:
1. Find the sum of the first 30 terms of the arithmetic sequence -15, -13, -11,…
n
Since a1 = -15, d = 2, and n = 30 then we can use the formula Sn  [2a1  (n  1)d ]
2
30
Sn  [2(15)  (30  1)(2)]
2
𝑆30 = 15 [ -30 + 2(29) ]

𝑆30 = 15 [ -30 + 58 ] = 15 (28)
S30 = 420
2. Find the sum of the first 50 terms of arithmetic sequence 26, 31, 36, 41, …
n
We have a1 = 26, d = 5, and n = 50 so we can use the formula Sn  [2a1  (n  1)d ]
2
50
S50  [2(26)  (50  1)5]
2
𝑆50 = 25 [ 52 + 5(49) ]
𝑆50 = 25 [ 52 + 245 ] = 25 (297
S50 = 7,425
16
n
We can also use the formula Sn  (a1  an ) if we have an.
2
a50 = 26 + (50 -1)5 = 26 + (49)(5)

a50 = 271
S50 = _50_ ( 26 + 271) = 25(297)
2
S50 = 7,425
3. What is the sum of all positive integers less than 300 that are multiples of 7?
The multiples of 7 form an arithmetic sequence such that the first term is 7,
and d = 7. To get the sum, let’s first find the number of multiples of 7 that are less than 300.
300 is not a multiple of 7. Try 299 ÷ 7 = 42.71, 299 is not a multiple of 7. Try another
number 297 ÷ 7 = 42.43 … until you reach 294 ÷ 7 = 42
So, 294 = an
294 = 7 + (n – 1)7
n = 42
Therefore, S42 _42_ (7 + 294) = 21 (301)

2
S42 = 6, 321
17
Name: ______________________________Date:____Score:______
Skill: Solving arithmetic series
Directions:
A. Determine the sum of the indicated terms of the arithmetic series.
1) 4 + 1 + -2 + -5 + … 40 terms
Solution:
2) 6 +12 +18 +24 + … 15 terms

Solution:
3) 10 + 7 + 4 + 1 + … 35 terms
Solution:
4) 13 + 12 +11 + … 50 terms
Solution:
5) 2 + 9 +16 + 23+ … 25 terms

Solution:
B. Find the missing term using the given values.

𝒂𝒏 𝒂𝟏 n d 𝑺𝒏
1. ) 45 27 9
Solution:
2.) 79 7 3
Solution:
3.) −3⁄ 8 3⁄
4 4
Solution:
4.) -11 7 -5
Solution:
5.) 88 -8 10
Solution:
18
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Organizing the given to solve for the sum of the arithmetic series
Directions: Solve each problem.
1. Find the sum of the first 150 counting numbers.
2. Find the sum of the first 50 odd natural numbers.
3. Find the sum of all even integers from 200 to 500.
4. Find the sum of all positive two-digit even integers.
5. Find the sum of all integers divisible by 7 between 1 and 100.
6. Find the sum of all the even integers from 12 to 864.
7. Find the sum of all the odd integers from 27 to 495.
8. How many numbers between 10 and 200 are exactly divisible by 7? Find their sum.
9. How many numbers between 25 and 400 are exactly divisible by 11? Find their sum.
10. Find the sum of all positive integers between 29 and 210 that are divisible by 4?
19
Name: _________________________________Date:____Score:______
Skill: Designing strategies to solve problems using the concept of arithmetic series
1.) If a clock strikes the appropriate number of times on each hour, how many times will it
strike in one day? In one week?
2.) A group of hikers has a trek of 6 days to reach Camari Hills. They traveled 15 km on the
1st day, 13 km on the 2nd day, 11 on the 3rd day, and so on. How many kilometers did they
travel to reach Camari Hills?
3.) Luis applied for scholarship and was given battery of test. He made a score of 68 on
his first test. The passing average score is 75. Would he make it after four tests if he did 6
points better on each succeeding test? What was his score on the fourth test? What was
his average score of the four tests?
4.) If Judith saves ₱15.00 on the 1st week and adds ₱8.00 in each succeeding weeks, how
much will she have saved on the last week of the 5th month? [assume that there are 4
weeks in a month.]
5.) Jasper invested ₱15,000 at a simple interest rate of 15 % annually. How much will this
money be after 5 years?
20
6.) Ann received one gift from her boyfriend 15 days before Valentine’s Day. She again
received two gifts on the second day, three gifts on the third day and so on. How many gifts
will she have received on the day before Valentine’s Day?
7.) An auditorium contains 20 seats in the first row and one additional seat in each
succeeding rows. How many seats are there in the auditorium if it has 25 rows in all?
8.) The Boy Scouts of Carcar City has a journey of 140 km to make. They go 26 km the first
day, 24 the second, 22 the third, and so on. How many days do they take for the journey?
21
Code: M10-AL-Id-1
M10-AL-Id-2 LEARNING
COMPETENCY
5-6
5. ILLUSTRATING A GEOMETRIC
SEQUENCE
6. DIFFERENTIATING A
GEOMETRIC SEQUENCE
FROM AN ARITHMETIC
SEQUENCE
CONCEPT:
A geometric sequence is a sequence where each term after the
first is obtained by multiplying the preceding term by a nonzero constant called
the common ratio denoted by r.
The common ratio, r, can be determined by dividing any term in the sequence by
the term that precedes it. Thus, in the geometric sequence 5, 10, 20, 40,…, the common
10 20
ratio is 2 since = 2 and = 2.
5 10
Another example: 32, 16, 8, 4, 2,…

1 16 1 8 1
This geometric sequence has a common ratio of since = and = .
2 32 2 16 2
For the general formula of geometric sequence, we use: an = a1  r n-1 , where

an --- is the nth term of the sequence
a1 --- is the first term of the sequence
r --- is the common ratio
n --- is the number of terms in the sequence
More examples:
Consider the sequence 3, 12, 48, 144,…
The first term in the sequence is 3 and the common ratio is 4.
Therefore, the general formula.
an = a1  r n-1
an = 3  4 n-1
Remember:
Do not multiply the 3 and 4 together. The order of operations tells us that exponents
are done before multiplication. So, 4 must be raised to the power as a separate operation
from the multiplication.
So, the general formula for the geometric sequence is a n = 3  4 n-1.
22
Notice that the an and n terms do not have numeric values. To solve for the 10th term
of the sequence, we would use n = 10.
To find the 10th term of any geometric sequence, use an = 3  4 n-1 and let n = 10.
This will give us:
an = 3  4 n-1
a10 = 3  4 10 -1
a10 = 3  4 9
a10 = 3  262, 144
a10 = 786, 432
Therefore, the tenth term of the geometric sequence is 786, 432.
Another example:
Find the 9th term of the sequence: 4, 16, 64, 256,…
Use the general formula an = 4  4 n-1 and let n = 9.
an = 4  4 n-1
a9 = 4  4 9 -1
a9 = 4  4 8
a9 = 4  65 536
a9 = 262 144
Therefore, the ninth term of the geometric sequence is 262, 144
23
Name: ______________________________Date:____Score:______
Skill: Differentiating geometric sequence from other sequence
Directions: Determine whether each sequence is geometric or not. If it is geometric, then

find the common ratio, r.
Geometric or Not Geometric _r_
1) 1, -2, 4, -8,… _____________ ___
2) 1, 5, 25, 125, … _____________ ___
3) 5, -10, -2, 14,… _____________ ___
4) 5, 15, 3, 19,… _____________ ___
5) 5, 20, 80, 320,… _____________ ___
6) 6, 18, 54, 162,… _____________ ___
7) 4, 10, 16, 22,… _____________ ___
8) 625, 125, 25, 5,… _____________ ___
9) 1, 1, 2, 3, 5, 8,… _____________ ___
10) -1296, 216, -36, 6 _____________ ___
24
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Determining the next few terms of the sequence
Directions: Find the first 4 terms given the geometric sequence formula.
First four terms
1) an = 3  4 n-1 ___________________
2) an = 4  2 n-1 ___________________
3) an = 4  - 6 n-1 ___________________
4) an = 2  3 n-1 ___________________
5) an = -2  5 n-1
___________________
6) an = 5  5 n-1 ___________________
7) an = 8  (½)n-1 ___________________
8) an = 2  4 n-1 ___________________
9) an = -1  3 n-1 ___________________
10) an = 3  - 4 n-1 ___________________
25
Name: ________________________________Date:_____Score:______
Skill: Formulating the nth term of the sequence
Directions: Given the first term and common ratio, find the nth term.
1) a1 = 3, r = 6, n = 8 ___________________________
2) a1 = 1, r = 6, n = 6 ___________________________
3) a1 = 4, r = 2, n = 2 ___________________________
4) a1 = 5, r = 4, n = 4 ___________________________
5) a1 = 2, r = -3, n = 3 ___________________________
6) a1 = -3, r = 2, n = 7 ___________________________
7) a1 = 6, r = 2, n = 5 ___________________________
8) a1 = 4, r = 3, n = 6 ___________________________
9) a1 = -3, r = -1 , n =10 ___________________________
10) a1 = 3, r = 4, n = 3 ___________________________
26
LEARNING
Code: COMPETENCY
M10AL-IF-1
10
ILLUSTRATING OTHER TYPES OF

SEQUENCES
(e.g., Harmonic, Fibonacci)
CONCEPT:
HARMONIC SEQUENCE
If a1, a2, a3, …, an are terms in an arithmetic sequence, then the sequence of
1 1 1 1
reciprocal of these terms, , , ,..., is called a harmonic sequence.
a1 a2 a3 an
Examples:
1. Insert two harmonic means between 1 and 1.
4 8
Get the reciprocal of _1_ 4
4
and _1_ 8
8
4, ___, ___, 8
a1 , a2 , a3 , a4
Use the formula of arithmetic mean.

an = a1 + (n – 1)d to find d.
8 = 4 + (4 – 1) d
8–4 = 3d
4 = 3d
_4_ = d
3
add d to a1:
4 + _4_ = 12 + 4 = _16_ then get the reciprocal:
3 3 3
a2 = _3_
16
Solve for a3 :
16 + _4_ = _20_ then get the reciprocal:
3 3 3
a3 = _3_
27
20
To verify : The reciprocals of the terms form an arithmetic sequence.
The harmonic sequence is: The arithmetic sequence:

_1_ , _3_ , _3_ , _1_ 4 , _16_ , _20_ , 8
4 16 20 8 3 3
The common difference is 4.
3
3 3
Hence, the two harmonic sequence are , .
16 20
2. Find the 15th term of the harmonic sequence -1, 1, _1_ , _1_ , …
3 5
Get the reciprocal and the corresponding arithmetic sequence is -1, 1, 3, 5, …
Find d using the first and the fourth terms
a4 = a1 + 3d
5 = -1 + (4 – 1)d
5 + 1 = 3d
6 = 3d
_6_ = d
3
d=2
Find the 15th term using a1 = -1, d = 2 and n = 15

a15 = -1 + ( 15 – 1)2
a15 = -1 + (14)2
a15 = 27
1
Hence, the 15th term of the harmonic sequence is .
27
FIBONACCI SEQUENCE
1 1 2 3 5 8 13
This sequence is called the Fibonacci sequence. Its first two terms are 1 and each
successive term is the sum of the preceding pair of terms.
1 1
1+1=2
1+2=3
2+3=5
3+5=8
5 + 8 = 13 …
28
Examples:
1. Write the first 13 terms in the Fibonacci sequence.
Solution:
To find each new term in the sequence simply add the previous two terms.
1 1 2 3 5 8 13 21 34 55 89 144 223
+ + +
2. Generate some Fibonacci -like sequence by starting with two numbers that
are not both 1. Write the first 15 terms of the sequence whose first two terms
are 1, 3, … .
Solution:
Since each new term in a Fibonacci sequence can be obtained by adding
its two preceding terms, then the first 15 terms of the sequence whose first two
terms are 1, 3,… is
1 3 4 7 11 18 29 47 76 123 199 322 521 843 1364
29
Name: ______________________________Date:____Score:______
Skill: Identifying the sequences either arithmetic, geometric, harmonic and

Fibonacci sequence
Directions: State whether the given sequence is arithmetic, geometric ,harmonic or

Fibonacci. Give your reasons on the space provided below.
1. 3, 3, 6, 9, 15, 24, 39, …

Reason: ___________________________________________________________
2. 5, 11, 17, 23, 29, 35, 41, …
Reason : __________________________________________________________
3. 1/6, 1/ 18, 1/54, 1/162, …
Reason :___________________________________________________________
4. 3125, 625, 125, 25,…
Reason :___________________________________________________________
5. 1/3, 2/11, 1/8, 2/21, 1/13, …
Reason:___________________________________________________________
6. 3x, 5x, 8x, 13x, 21x, 34x, …

Reason:___________________________________________________________
7. 7, -21, 63, -189, 567, …

Reason;___________________________________________________________
8. 1/37, 1/31, 1/25, 1/19, …

Reason:___________________________________________________________
9. 4, 5, 9, 14, 23, 37, 60, …

Reason:___________________________________________________________
10. 7/13, 7/19, 7/25, 7/31, …

Reason:___________________________________________________________
30
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Solving for the next term of the arithmetic, geometric, harmonic and Fibonacci
sequences
Directions: Find the missing term in each sequence. Tell whether the sequence is an
arithmetic, geometric, harmonic or Fibonacci and write your answer on the
space provided before the number.
________________1.) 5/8, 1/2, ____, ¼, 1/8
________________2.) 4, 4, 8, 12, 20, 32,___
________________3.) -1024, ____, -64, 16, …
________________4.) ____, 10√3, 17√3, 24√3, …
________________5.) 5/23, 5/16, ___, 5/2, …
________________6.) 5y, 5y, 10y, 15y,25y, ___
________________7.) 3 4 , 33 8 , 34 16 , 35 32 ,___
________________8.) -25, __, -7, 2, 11, …
________________ 9.)
9 .)
6 x 11x 16x 21x , ___

2
,,
2
,,
2
,,
2
2 2 2 2
________________10.) ___,  , ,2, ,
9 5 3 7
31
Name: _______________________________Date:_____Score:______
Skill: Creating a real life problem that illustrate the harmonic sequence or Fibonacci
sequence
Directions: Construct a real life problem that illustrates the harmonic sequence or
Fibonacci sequence. Solve and show your solution.
32
Code:
M10-AL-Ig-1
COMPETENCY
12
PERFORMING DIVISION OF
POLYNOMIALS USING LONG DIVISION
AND SYNTHETIC DIVISION
CONCEPT:
A polynomial expression P(x) is an expression of the form
𝒂𝒏 𝒙𝒏 + 𝒂𝒏−𝟏 𝒙𝒏−𝟏 + 𝒂𝒏−𝟐 𝒙𝒏−𝟐 + … + 𝒂𝟏 𝒙 + 𝒂𝟎 , 𝒂𝒏 ≠ 𝟎. Where the nonnegative integer
n is called the degree of the polynomial and coefficients a0, a1, ..., an are real numbers.
The terms of a polynomial may be written in any order. However, it is conventional
to write the terms in decreasing powers of the variable in x so that the polynomial is in
its standard form.
Example 1: Identify if the given expression is a polynomial or not. If it is a polynomial,

determine its degree.
Expression Polynomial / Degree of Reason if

Not Polynomial Polynomial not a
polynomial
1. f(x) = x3 – 3x2 + 4x – 12 Polynomial of degree 3 _____________
2. p(x) = x4 – 4x3 – 13x2 + 3x + 18 Polynomial of degree 4 _____________
3. f(x) = x-3 + 4x2 + 2x + 1 Not a polynomial There is a negative
exponent or n < 0.
4. f(x) = 4x – 2x + 5x –
5 3 1 Not a polynomial There is a variable x
x
in the denominator.
Division of Polynomials can be performed using two methods:
(a) Long Division Method and
(b) Synthetic Division.
33
Example 2: Divide the polynomial (– x2 + 3x3 - 8x + 5) by (x + 2) using the Long Division
Method.
Dividend Divisor Steps

2 3
1.) (– x + 3x - 8x + 5) by (x + 2) 1. Arrange the terms of the dividend and divisor
(3x3 - x2 - 8x + 5) by (x + 2) according to degree.
3x2
x + 2 3x - x2 - 8x + 5
3
2. Divide the first term of the dividend by the first
3x2 term of the divisor to get the first term of the
x + 2 3x - x2 - 8x + 5
3
quotient.
3x3 + 6x2
3x2 -7x 3. Multiply the result in step 2 by the divisor.
x + 2 3x - x2 - 8x + 5
3
3x3 + 6x2 4. Subtract the result from step 3. Bring down the
- 7x2 - 8x next term of the dividend.
3x2 - 7x + 6
x + 2 3x – x2 - 8x + 5
3
5. Repeat the entire process using the result in
3x3 + 6x2 step 4 as the new dividend.
- 7x2 - 8x
- 7x2 -14x 6. Express the result as:
6x + 5
Reminder 6x +12 dividend = quotient + remainder
-7 divisor divisor
3x3 – x2 - 8x + 5 = 3x2 – 7x + 6 + -7
x+2 x+2
The quotient of – x2 + 3x3 - 8x + 5 divided by x + 2 is 3x2 – 7x + 6 and the remainder is -7.
Example 3: Find the quotient and the remainder using the steps in synthetic division. Write your
answer in the form P(x) = Q(x) D(x) + R where, P(x) is the dividend, Q(x) is the quotient,
D(x) is the divisor, and R is the remainder.
Steps to follow in dividing polynomials by synthetic division:
1. Arrange the terms of the dividend in descending order of exponent.

2. Write the numerical coefficient in a row, with 0 representing any missing term.
3. Write the constant term c of the divisor x - c at the left hand side of the coefficient.
4. Bring down the leading coefficient of the dividend. Multiply it by c and add to the second
column.
5. Multiply the sum obtained in step 4 by c and adds to the 3rd column. Repeat this process
until you reach the last column.
6. The 3rd rows of numbers are numerical coefficient of the quotient. The degree is one less
than that of the dividend. The right member is the remainder.
1. P(x) = (– x2 + 3x3 - 8x + 5) by (x + 2)
(3x3 - x2 - 8x + 5) by (x + 2)
3 -1 -8 5 x = -2
-2 -6 14 -12
3 -7 6 -7
Since Q(x) = 3x2 - 7x + 6 and R = -7, then
P(x) = (3x2 - 7x + 6) (x + 2) - 7 in the form P(x) = Q(x) D(x) + R
34
Name: ______________________________Date:____Score:______
Skills:
1.) Identifying polynomial expressions
2.) Determining the degree of a polynomial expression
3.) Transforming polynomial expression into its standard form
Directions: Complete the table below.
Expression Polynomial Reasons Standard Degree

Expression or Not For Not Form
Polynomial Polynomial
Expression
1.) p(x) = 2x3 + x4 + 2x + 1
2.) f(x) = x4 + x5 + 2x3 - 3x2 + 4x – 12
3.) p(x) = x-4 + 8x3 – x2 + 2x + 8
4.) f(x) = 2 x4 + x
5.) f(x) = 7x2 – 9x3 + 5x –2
6.) f(x) = x3 + 6x2 + 11x –6
7.) g(x) = 7x-2 – x2 - 10x –8
8.) p(x) = x3 + 2x2 - 23x – 60
9.) f(x) = 2x4 – 4x2 - 3x3 + 3x +2
10.) q(x) = -2x2 + x3 + 23x + 15
35
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Solving for the quotient of the following polynomials using (a) Long Division
Method, (b) Synthetic Division Method
Directions: Find the quotient of the following polynomials using (a) Long Division Method
and (b) Synthetic Division Method and compare their results.
Given Long Division Method Synthetic Division Method
1.) (3x3 – x2 - 8x + 5) ÷ (x + 2)
2.) (4x2 +15x + 10) ÷ (x – 2)
3.) (x3 - 2x2 + 6x + 3) ÷ (x – 3)
4.) (2x3 – 4x2 – 5x +3) ÷ (x + 3)
5.) (2x3 + 11x + 12) ÷ (x + 4)
36
Name: ________________________________Date:_____Score:______
Skill: Creating polynomials expressions and solve using the (a) Long Division
Method and (b) Synthetic Division Method
Directions: Construct at least five (5) polynomial expressions and solve them
using your most convenient method. Show your solutions.
Quotient
Polynomial Expressions Long Method Synthetic Division Method
1.)
2.)
3.)
4.)
5.)
Solutions:
37
Code:
M10AL-lh-1 COMPETENCY
14
FACTORS POLYNOMIALS
CONCEPT:
Factoring Polynomials
Factoring is the process of writing as product as product of its factors. Polynomials
are said to be factored completely when each of its factor is prime.
There is no standard method of factoring polynomials. However, there are some guidelines
that you can follow such as:
 look for common factors among the terms of the polynomial

 recognize if the expression takes special polynomial forms
 factor by trial and error
 factor by grouping
Example 1: Factor the polynomial 2x5−8x3−90x completely.
Solutions:
Step 1: Look for the common factor among the terms then factor it out. All the terms of 2x5 -
8x3 − 90x has a variable x, so it can be factored out as well as 2 since all the coefficients are
even. So, 2x5−8x3−90x = 2x (x4−4x2−45)
Step 2: Inspect if the factors can still be broken down into simpler factors. Apply necessary
factoring technique such as recognizing if the expression takes a special polynomial pattern,
factoring by trial and error or by grouping. (x4+4x2−45) can still be factored. However, this
expression does not take any special polynomial pattern nor this cannot be factored by
grouping since there are only three terms. Factor this the way you factor a trinomial.
Step 3: Get the factors of the first term and the last term. Check if your factors are correct by
multiplying the outer and inner terms by FOIL method. (x4−4x2−45) = (x2−9) (x2+5). Notice
that (x2−9) can be expressed as (x−3)(x+3) since it is a difference of two squares. Thus, the
factorization of 2x5 - 8x3−90x is 2x (x−3)(x+3)(x2+5).
38
Example 2: Determine if (x + 4) is a factor of the polynomial P(x) = x 4 + 3x3 - 4x2 using
synthetic division.
Solution:
1. P(x) = x4 + 3x3 - 4x2 by x + 4
-4 1 3 -4 0 0
-4 4 0 0
1 -1 0 0 0
This shows that the remainder R when P (x) is divided by (x + 4) is 0, then it is a factor.
39
Name: ______________________________Date:____Score:______
Skills: Finding the factors of a polynomials
Directions: Factor the following polynomials completely.
1.) 4x2 – 4x – 8 _______________
2.) 2y3 – 6y2 – 20y + 60 _______________
3.) x2 – 3x + 4 _______________
4.) 2x2 – 2x – 10 _______________
5.) x3 – 4x2 – 10x + 20 _______________
6.) – x4 – x3 + x – 5 _______________
7.) x4 + 16 _______________
8.) x2 – x – 42 _______________
9.) x3 – 8 _______________
10.) x3 + 4x2 + x – 6 _______________
40
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Finding the factors of a polynomial using synthetic division
Directions: Given one factor, find the missing factor in each of the following using synthetic
division.
1.) x3 – 8 = (x – 2) (__________)
2.) 2x3 + x2 – 23x + 20 = (x + 4) (__________)
3.) 3x3 + 2x2 – 37x + 12 = (x – 3) (__________)
4.) x3 – 2x2 – x + 2 = (x - 2) (__________)
5.) 2x3 – x2 – 2x + 1 = (2x – 1) (_________)
6.) x3 - 4x2 + 4x – 3 = (x – 3) (__________)
7.) x3 + 2x2 - 11x + 20 = (x + 5) (__________)
8.) 3x3 – 17x2 + 22x – 60 = (x – 5) (__________)
9.) 4x3 + 20x2 – 47x + 12 = (2x – 3) (_________)
10.) 4x4 – 2x3 – 4x2 + 16x – 7 = (2x – 1) (_________)
41
Name: ________________________________Date:_____Score:______
Skill: Create polynomials expressions and factor them completely
Directions: Construct at least five (5) of your own polynomial expressions and factor them
completely. Show your compete solutions.
Polynomials Factors
1.)
2.)
3.)
4.)
5.)
Solutions:
42
Code: COMPETENCY
M10AL-li-2
16
PROVING RATIONAL ROOT

THEOREM
Concept:
If the polynomial f ( x)  a x n  a x n1  ...  a x  a has integer coefficients, then
n n1 1 0
𝑝
every rational root of f(x) is of the form
𝑞
where p is a factor of the constant coefficient a0
where q is a factor of the leading coefficient an
Finding the Rational Zeroes of a Polynomial
Step 1: List Possible Zeroes. List all possible rational zeroes using Rational Zeroes
Theorem
Step 2: Divide. Use Synthetic division to evaluate the polynomial at each of the candidates
for the rational zeroes that we found in Step 1. When the remainder is 0, note the quotient
we have obtained.
Step 3: Repeat. Repeat Steps 1 and 2 for the quotient. Stop when we reach a quotient that
is quadratic or factors easily, and use the quadratic formula or factors easily, and use the
quadratic formula or factor to find the remaining zeroes.
Examples:
1. Listing all the potential rational roots of the given polynomial function
Because f(x) has integer coefficients , we may use the Rational Root Theorem. First, we list
all the integers p that are factors of the constant term a  6 and all the integers q that
0
are factors of the leading coefficient a3  2
p : 1, 2, 3, 6
q : 1, 2
43
𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 6
Now, we form all possible values of p , which is of the form .
q
p 1 2 3 6 1 2 3 6
:  , , , , , , , .
q 1 1 1 1 2 2 2 2
Simplifying the fractions and eliminating duplicates, we get the following list of possible
values of p 1 3
: 1, 2, 3, 6,  ,  .
q 2 2
If f(x) has a rational zero, it will be found in this list, which contains 12 possibilities.
2. Determining factors of the polynomial that uses the Rational Root Theorem.
Example: Factor the polynomial f ( x)  3x3  8 x 2  3x  2.
Solution:
By the Rational Root Theorem, if is a zero of f ( x) , then p is a factor of 2 and q is a factor
of 3, so p is of the form .
q
Thus, the possible values of p are p 1 2 1 2
:  , , , .
q q 1 1 3 3
Test each possible zeroes by substituting them, one at a time, into the polynomial 𝑓(𝑥) until
we find one that makes 𝑓(𝑥) = 0.
We have
f (1)  3(1)3  8(1)2  3(1)  2  0 1 𝑖𝑠 𝑎 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑓(𝑥)
1 1
3
1
2
1 1/3 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑓(𝑥)
f    3   8    3   2  0
 3  3  3  3
Since x=1 is a zero of f(x) , it follows that x-1 is a factor of f(x). Using the synthetic division ,
we obtain the following factorization:
f ( x)  3 x 3  8 x 2  3 x  2
 ( x  1)(3x 2  5x  2)
 ( x  1)( x  2)(3x  1)
44
3. Find all the roots of the given polynomial using Rational Root Theorem.
Example: Find all x such that f ( x)  x 4  5 x3  5 x 2  23x  10  0.
Solution:
The leading coefficient 𝑎4 of f(x) is 1, so the rational zeroes are integers, they are the
factors of the constant term 𝑎0 = 10. Thus, the possible candidates are 1, 2, 5, 10.
Synthetic Division can be used to test whether these numbers are zeroes. Trying x=1
and x=2, we find that the remainder is not zero and they are therefore not zeroes. Trying
x=5, we have
5 1 -5 -5 23 10
5 0 -25 -10
1 0 -5 -2, 0
which demonstrates that 5 is a zero. Similarly,
-2 1 -5 -5 23 10
-2 14 -18 -10
1 0 -5 -2, 0
Hence,
f ( x)  x 4  5x3  5x 2  23x  10  ( x  5)( x  2)( x 2  2 x  1)
Now, we use the quadratic formula to obtain the two remaining zeroes of f(x):
2  (2)2  4(1)(1)
x  1 2
2
Therefore, the zeroes of 𝑓(𝑥) 𝑎𝑟𝑒 5, −2, 1 + √2 𝑎𝑛𝑑 1 − √2.
4. Find all the roots of f ( x)  x3  4 x 2  x  6 .
Solution:
A. Step 1: List Possible Zeroes.
Using the Rational Root Theorem, the possible roots are,
𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑡𝑒𝑟𝑚 (𝑝) 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 6
=
𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑒𝑎𝑑𝑖𝑛𝑔 𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡(𝑞) 𝑓𝑎𝑐𝑡𝑜𝑟𝑠 𝑜𝑓 1
Hence, p 1 3 2 6
:  , , , .
q 1 1 1 1
Then the possible values, 1, 3, 2, 6
45
B. Step 2: Divide. Use Synthetic division to evaluate the polynomial at each of
the candidates for the rational zeroes that we found in Step 1.
Test whether 1 is a root of the polynomial. Then divide f ( x)  x3  4 x 2  x  6 by 𝑥 − 1
By Synthetic Division we obtained,

1 1 -4 1 6
1 -4 -3
1 -4 -3, 3
Test whether -1 is a root of the polynomial. Then divide f ( x)  x3  4 x 2  x  6 by 𝑥 + 1
By Synthetic Division we obtained,

-1 1 -4 1 6
-1 5 -6
1 -5 6, 0
Then the quotient is
x2  5x  6
Then the depressed equation,
f ( x)  ( x  1)( x 2  5 x  6)
C. Step 3: Repeat.
Factoring further,
f ( x)  ( x  1)( x  3)( x  2)
Equate each factor to zero to determine x,
𝑥 + 1 = 0 𝑜𝑟 𝑥 − 3 = 0 𝑜𝑟 𝑥 − 2
𝑥−1 𝑥=3 𝑥=2
Therefore, the roots of f ( x)  x3  4 x 2  x  6 are −1, 3 𝑎𝑛𝑑 2.
46
Name: ______________________________Date:____Score:______
Skills: Using Rational Root Theorem to determine all the possible root of the
polynomial function
Directions: List the potential rational roots of each polynomial function. Do not attempt to
find the zeroes.
1. f ( x)  x3  8
Solution/s:
Potential Root/s:
2. f ( x)  x3  2 x 2  x  2
Solution/s:
Potential Root/s:
3. f ( x)  4 x3  x 2  x  2
Solution/s:
Potential Root/s:
4. f ( x)  2 x3  x 2  2 x  1
Solution/s:
Potential Root/s:
47
5. f ( x)  x3  2 x 2  11x  20
Solution/s:
Potential Root/s:
6. f ( x)  4 x3  20 x 2  47 x  12
Solution/s:
Potential Root/s:
7. f ( x)  3x 4  3x3  x 2  x  1
Solution/s:
Potential Root/s:
8. f ( x)  x5  x 4  2 x 2  3
Solution/s:
Potential Root/s:
9. f ( x)  x5  6 x 2  9 x  3
Solution/s:
Potential Root/s:
10. f ( x)  2 x5  3x3  4 x 2  8
Solution/s:
48
Potential Root/s:
49
LEARNING
Code: COMPETENCY
M10AL-IIa-1
goo.gl/CqYdFu
19
goo.gl/6aXQp
ILLUSTRATING POLYNOMIAL
FUNCTIONS
CONCEPT:
A Polynomial Function is a function denoted by
P(x) = anxn + an-1xn-1+ an-2xn-2 + … + a1x + a0 , where n is a nonnegative
interger, a0, a1, … , an are real numbers called coefficients, but an ≠ 0, anxn
is the leading term, an is the leading coefficient, and a0 is the constant term.
goo.gl/KuO8eQ
Examples:
Degree Leading Leading Constant
term Coeficient term
4 X4 1 -56
1. y = x4 + 2x3 – 3x2 + 14x - 56
2. f(x) = 2x3 – 5x2 + x – 32 3 2x3 2 -32
2x 2 5 ⅚ 2x 2 2 5
3. f(x) = + 15x -
3 3 3 3 3
A Polynomial in Standard Form is any polynomial whose terms are arranged

in decreasing power of x.
Examples:
a. y = x4 + 2x3 – x2 + 14x – 56
b. y = x4 + 2x3 – 13 x2 - 10x
c. y = 6x3 + 45x2 + 66x – 45
d.f(x) = x3 + x2 + 18
e. f(x) = 2x3 + 5x2 + 7x - 5
50
Name: ______________________________Date:____Score:______
Skill: Determining whether each of the following is a polynomial expression or not
Directions: Determine whether each of the following is a polynomial expression or not.

Give your reasons.
Polynomial or Not Reason
1. 14x ______________ __________________________

2. 5x3 -4√2𝑥 + x ______________ __________________________
3. -2014c ______________ __________________________
4. x¾ + 3x¼ + 7 ______________ __________________________

1 2 3
5. + - ______________ __________________________
2𝑥3 3𝑥4 4𝑥5
6. 𝜋 ______________ __________________________
7. 3x 3 + 3 x2 + 9x – 2 ______________ __________________________
8. x3 + 2x + 1 ______________ __________________________
9. – 4x-100 + 4x100 ______________ __________________________
10. 1 – 16x2 ______________ __________________________
51
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Constructing a polynomial function
Directions: Use all the numbers in the box once as coefficients or exponents to form 10
polynomial functions of x in standard form. Identify the degree, leading coefficient and the
constant term.
5 1
-1 2 3 1
4 2
Polynomial Function in Leading

Standard Form Degree Constant Term
Coefficient
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
52
Name: ________________________________Date:____Score:______
Skill: Identifying the properties of polynomial function
Directions: Consider the given polynomial functions and fill in the table below.
Polynomial
Leading Constant
Polynomial Function Function in Degree
Coefficient Term
Standard Form
1. f(x) = 2 – 11x + 2x2
3
2. f(x) = 2 x + 5 + 15x
3 3
3. y = x (x2 - 5)
4. y = - x ( x + 3 )( x – 3 )
5. y= ( x + 4)( x + 1 ) ( x - 1)2
6. f(x)= -( x -2)( x+2) (x2+4)
7. f(x)= -7x2 + 6x + x4
8. f(x)= 12 + 2x3 – 7x – 7x2
9. y = ( x -1)2 ( x+5) (x+2)
10. y = x4 + 25 – 26x2
53
LEARNING
Code: COMPETENCY
M10GE-IIc-1
22
DERIVING INDUCTIVELY
THE RELATIONS AMONG
CHORDS, ARCS, CENTRAL
ANGLES AND INSCRIBED
ANGLES
CONCEPT:
A circle is defined as the set of all points that are the same distance
from a given point is plane. The fixed given point is called the center. The circle is
named after its center. Hence in the figure, given is a circle O.
The set of points on the plane containing the circle is divided into
3, (1)the circle, (2)the set of points outside the circle and (3)the
̅̅̅̅ , 𝑂𝐵
set of points inside the circle. 𝑂𝐶 ̅̅̅̅ and 𝑂𝐴
̅̅̅̅ are segment whose
endpoints are the center of the circle and a point on the circle.
These three segments are called radii of the circle.
Radius of a circle is a segment whose endpoints are the center on
the circle. In the figure, ̅̅̅̅
𝐴𝐷 is a segment whose endpoints are points on the circle.
̅̅̅̅ is called chord of the circle. ̅̅̅̅
𝐴𝐷 𝐴𝐵 is a segment whose endpoints are points on
the circle and it passes through the center. ̅̅̅̅
𝐴𝐵 is called diameter of a circle.
Diameter of a circle is a chord that passes through the center.
Lines on the plane containing the circle may intersect at one point or two
points or not at all.
Fig.1 line a does not Fig.2 line b intersect Fig.3 line c intersect
intersect circle O. circle O at point X circle at two
points R and S
goo.gl/ACf8Vb
54
In figure 2, line b is tangent to the circle, and in figure 3, line c is a secant. Hence, we
can use the following definitions.
Tangent is a line that intersect a circle at one point. Secant is a line that intersect a
circle at two points.
Some theorems in circle show relationship between chord and radius. One of them is
this theorem:
Theorem: If a radius is perpendicular to a chord, then it bisects the chord.

Theorem 1
Proof: Consider the given circle. If radius ̅̅̅̅

𝑂𝐴 ⊥ ̅̅̅̅
𝐵𝐶 at D, then ̅̅̅̅
𝑂𝐴 bisects
̅̅̅̅ or BD = DC. One way of providing segments or angles congruent
𝐵𝐶
is by showing they are corresponding parts of congruent triangles.
Here, we must prove that ̅̅̅̅𝐵𝐷 and ̅̅̅̅𝐷𝐶 are corresponding sides of
congruent triangles. If O and B are joined, we have ΔOBD and ΔOCD.
Both of these triangles are right since ̅̅̅̅ 𝐵𝐶 and thus  OBD and  ODC are
𝑂𝐴 ⊥ ̅̅̅̅
̅̅̅̅ ̅̅̅̅
both right angles. Since 𝑂𝐵 and 𝑂𝐶 are both radii of the same circle, hence they are
̅̅̅̅ ≅ 𝑂𝐷
congruent. And finally 𝑂𝐷 ̅̅̅̅ by reflexive property. Therefore, by the HyL
Congruency for right triangles, 𝛥𝑂𝐵𝐷 ≅ ΔOCD. Since the two triangles are
congruent, then the remaining corresponding parts such as 𝐵𝐷 ̅̅̅̅ and 𝐷𝐶
̅̅̅̅ are also
congruent.
We have just proven the theorem here, only this time, instead of using thebtwo column
form we use the paragraph form.
Therefore a radius that is perpendicular to a chord bisects the chord.

Examples:
1. ̅̅̅̅
𝑂𝐵 ⊥ ̅̅̅̅
𝐷𝐸 at T, DT = 3x-7, TE = x + 15
Solution:
̅̅̅̅ ⊥ 𝐷𝐸
Since 𝑂𝐵 ̅̅̅̅ , then DT = TE
Hence,
3x – 7 = x + 15
2x = 15 + 7
2x = 22
x = 11
Substituting the value of x, we get
DT = 3(11) – 7 = 33 – 7
= 26
TE = 11 + 15 = 26
DE = 26 + 26 = 52
There are other theorems whose main idea is taken from the previously proven
theorem. The next theorem serves as the converse of the first theorem and it states that:
If a radius of a circle bisects a chord that is not a diameter, then it is perpendicular to
the chord.
If the previous theorem was proven using the HyL congruence for right triangle, the
converse is proven using the reverse process, that is two angles must be proven part of
congruent triangles and they are congruent and supplementary.
You can prove the theorem as part of your exercise. Examples on how to use these
two theorems are given below.
55
1. Illustration of the thereom.
If Circle O ≅ circle P and
OX = PY
Then ̅̅̅̅
𝐴𝐵 ≅ 𝐶𝐷̅̅̅̅
2. Given: ̅̅̅̅ ̅̅̅̅ at E.
𝐴𝐵 bisects chord 𝐶𝐷
̅̅̅̅ = 6, ̅̅̅̅
𝐶𝐷 𝐴𝐸 = 4
Find the length of the radius of the circle.
Solution: Based on the theorem, ̅̅̅̅
𝐴𝐵 ⊥ ̅̅̅̅
𝐶𝐷, thus
ΔACE ≅ ΔADE and both are right triangles.
By the Pythagorean theorem, we can solve
for the length of the radius.
In ΔACE, (AC)² = (AE)² + (CE)²
But CE = ½ CD, so
CE = ½ (6)
CE = 3
(AC)2 = (AE)2 + (CE)2
(AC)2 = 42 + 32
(AC)2 = 16 + 9 = 25
AC = 25
AC = 5
Lesson on circle is very rich with theorems and definitions, principles and postulates. Some of
those theorems and definitions will be introduced as we go along with this module.
Definitions:
 Congruent circles are circles that have congruent radii.

 Concentric circles are coplanar circles having the same center
a) b)
Circle A is congruent to circle B if and These two circles are

only if ̅̅̅̅
𝐴𝑋 ≅ ̅̅̅̅
𝐵𝑌 concentric circles
Theorem:
If chords of a circle or of congruent circle are equidistant from the center(s), then the chords
are congruent.
56
Name: ______________________________Date:____Score:______
Skill: Demonstrating understanding of key concepts of circle and coordinate

geometry
Directions: Identify the different geometric figures found on the circles. Determine the
measure of the line segment from the figure.
1. The center of the two circles _____, _____
2. The minor arc: small circle: _____, _____
big circle _____, _____
3. The major arc: small circle _____, _____, _____, _____, _____
big circle _____, _____, _____, _____, _____
4. The radius: small circle _____, _____, _____
big circle _____, _____, _____, _____
5. The diameter: small circle _____
big circle _____
6. The semi-circle: small circle _____, _____,
big circle _____, _____,

57
7. The chord: big circle _____
8. The central angle: small circle _____, _____, _____
big small _____, _____, _____
9. The inscribed angle: big circle _____
10. If AD is 5 units give the following measures
a. AH _______ b. AC ______ c. AE ______
11. If BF is 3 units give the following measures
a. BG _______ b. BE ______
12. Using conditions 10 and 11, determine the following
a. DC _______ d. AB ______
b. AF _______ e. DB ______
c. DG _______ f. DE ______
58
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Demonstrating key concepts of circles and coordinate geometry
Directions: A. Using the given figure, name the following:
1. the circle _________________________________

2. 2 diameters _________________________________
3. 2 chords which are not diameters _________________________________
4. 2 secants _________________________________
5. a tangent _________________________________
B. Given: In circle A, AB  CD at E,
CD is 10 cm long. How far is CD

from the center if the length of the
radius is
1. 13 cm = ______ 5. 12 cm = ______
2. 7 cm = ______ 6. 10 cm = ______
3. 14 cm = ______ 7. 5 2 cm = ______
4. 8 cm = ______ 8. 3 6 cm = ______
59
C. Given: CD is 20 cm long. How long is the radius of the
circle if the distance of CD from the center is

A
1. 7 cm = ______ 5. 5 cm = ______
2. 10 cm= ______ 6. 21 cm= ______
C D
3. 13 cm= ______ 7. 5 5 cm= ______ E
4. 8 cm = ______ 8. 4 6 cm= ______ B
D. AC is 12 cm long. How long is chord CD if its distance from the center is
1. 10 cm = ______ 5. 9 cm = ______
2. 6 cm = ______ 6. 23 cm = ______
3. 8 cm = ______ 7. 2 11 cm= ______
4. 5 cm = ______ 8. 4 5 cm = ______
E. Solve the following problems.

In circle O,
1. ON  MP O
ME = 7x + 5
M P
E
PE = 4x + 20
N
Solve for ME,PE and MP
Solution:
60
Name: ______________________________Date:____Score:______
Skill: Demonstrating key concepts of circles and coordinate geometry
Directions: A. Refer to the figure below to name each of the following.
1. The centers of the four circles ________, _______, _______, _______

2. The radius (radii) of
a. Small Circle F _________ c. Circle C ________
b. Big Circle F _________ d. Circle B ________
3. The diameter of
a. Small Circle F _________ c. Circle C ________
b. Big Circle F _________ d. Circle B ________
4. A point of tangency of the circles
a. Circles B and C _________ c. Circles C and F ________
b. Circles B and F _________
5. Chords found within
a. Circle B _______, _______ c. Small Circle F _______, _____
b. Circle C _______ d. Big Circle F ________
6. All secant lines _______, _______
7. The tangent line _______
61
LEARNING
COMPETENCY
Code:
M10GE-IIc-d-1 23
Lesson A
PROVING THEOREMS
RELATED TO CHORDS,
ARCS, CENTRAL ANGLES,
AND INSCRIBED ANGLES
CONCEPT:
Demonstrates understanding of key concepts of circles
and coordinate geometry.
A. Arcs and Central Angles

A part of a circle between any two points is an arc. In the A B
figure, the set of points from A to B is an arc. A circle is in itself
an arc. Arc of a circle is measured in terms of degrees.
The whole arc making up the circle measures 360°.

Any arc of a circle can be any of these three groups.
a. minor arc – an arc whose measure is between 0 and 180°.
b. semicircle – an arc whose measure is exactly 180°
c. major arc – an arc whose measure is between 180° and 360°
A
In the given figure, AB is a diameter, hence ACB represents

a semicircle, AC is minor arc and ABC is a major arc.
O● C
Aside from AC, another minor arc in the figure is BC.
ACB also represents a semicircle.
Angles in a circle are formed by radii, chords, secants and
B
tangents. Determination of the measures of the angles formed by
these lines depend upon the measure of the intercepted arcs Note:
of the given angles.
*By conventions, minor
arcs are named by 2
points on the circle.
Examples:
*Semi-circle and major
In a circle some angles formed by chords and arcs are named by 3
radii are shown. Each of the angles intercepts points on the circle.
an arc defined by the endpoints contained on the
sides of the angle.
62
 AEB intercepts AB A
B
 BOC intercepts BC
O
 COD intercepts CD
C
 EOD intercepts ED E
D
 AEB intercepts AB
At this point we will discuss in detail the kinds of angles formed in a circle, their
characteristics and how to get their measures from the measures of the intercepted arcs. We
will start with the angle formed by two radii.
A
Central angle is an angle formed by two radii
and the vertex is the center of the circle. In the B
figure,  AOB,  BOD and  DOC are all O
examples of central angles. Each of these angles c
has its own intercepted arc.  AOB intercepts AB,
D
 BOD intercepts BD and  DOC intercepts DC. C
The measure of a central angle is numerically B

equal to its intercepted arc.
In the figure,  BAC is a central angle and AA 83°
 BAC intercepts BC. Since mBC = 83, then D

m  BAC = 83, mBDC = 277°. C
In the study of geometry, every new topic or concept is always associated with study
of postulates, theorems and definitions. In the study of arcs and angles in a circle, we will
discuss many theorems that will help us solve problems involving the said concepts. We will
start with the simplest postulate in the chapter.
Like any measure, measure of an arc is also a unique real number and as such, we
can perform the four fundamental operations on those measure. So the first postulate is the
Arc Addition Postulate: The measure of an arc formed by two adjacent non-
overlapping arcs is the sum of the measures of the two arcs.
In the given circle, m AC = m AB + m BC

B
•
A●
•C
·
63
Examples:
1. DG is a diameter. Find the measure of the · E
following arcs. 60°

O ●
DEG, DE, DF, GE, DGF · 70°

G
Solution:
Since DG is a diameter, then DEG is a semicircle.
Therefore,
m DEG = 180
m DE = 180 – (60 + 70)
= 180 – 130
= 50
m DF = m DE + m EF
= 50 + 60
= 110
m GE = m GF + m FE
= 70 + 60
= 130
m DGF = m DG + m GF
= 180 + 70
= 250
Definitions:
In the same circle or in congruent circles, arcs which have the same measure
are congruent.
64
Example: 1. In the figure, m DC = 60, m BC = 60 D
60°
m AB = 60 .
C
Therefore, DC  BC  AB 60°
2. Since every semicircle measures 180°, 60°

then all semicircles are congruent. A
Theorem 1: If two minor arcs of a circle or of congruent circles are congruent,

then the corresponding chords are congruent.
Examples: 1. Given: AB  BC B
A
Since AB subtends AB and
C
·
BC subtends BC then
AB  BC
A
2. Circle O  circle M. X
If AB  XY, then AB  XY O• B M•
Theorem 2: If two chords of a circle or of congruent circles are congruent, then

the corresponding minor arcs are congruent.
This is the converse of the previous theorem. Basically if you prove these two
theorems, the steps will be just the reverse of the other. Instead of proving them, showing
examples will be more beneficial to you.
P
In circle A, if RS  PQ
R
then RS  PQ A •
Q
S
Theorem 3: If two central angles of a circle or of congruent circles are congruent,

then the corresponding minor arcs are congruent.
M
Example: In circle O,  MOP   BOA P
Therefore, MP  AB
O
B 65
A
Theorem 4: If two minor arcs of a circle or of congruent circles are congruent, then
the corresponding central angles are congruent.
Example:
E
A
In circle A, BC  DE B
D
Therefore BAC  DAE`
C
Theorem 5: If two central angles of a circle or of congruent circles are congruent,

then the corresponding chords are congruent.
Given: In circle O, XOY  AOB O

X
Prove: XY  AB A
Theorem 6: If two chords of a circle or of congruent circles are congruent circles

are congruent, then the corresponding central angles are congruent.
S
Given: In circle A, PR  ST
Prove: PAR  SAT A
T
p
R
Examples:
Given: AB and CD are diameters of circle E. A
1. What is true about AED and BEC ? Why? C

2. What kind of angles are they?
3. Give as many conclusions as you can E
based on the previously discussed theorems. D
B
Answers:
1. AED  BEC . They are vertical angles and vertical angles are congruent.
2. In the circle they are central angles. Central angles are angles whose vertex is the
center of the circle.
3. a. AD  BC. If two central angles of a circle or of congruent circles are congruent,
then the corresponding arcs are congruent.
b. AD  BC
66
Likewise
1. AEC  BED
2. AC  DB
3. AC  DB
B. Sector and Segment of a Circle
A sector of a circle is the region bounded by an arc of the circle and two radii to the
endpoints of the arc.
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
To find the area of a sector of a circle, get the product of the ratio 360
and the area of the circle.
Example: ̂ = 60, what is the area of sector ACB?

The radius of ⊙ 𝐶 is 10 cm. If 𝑚𝐴𝐵
60 1
A
Solution: a) determine the ratio =6
360 600
b) area of the circle 𝐴 = 𝜋𝑟 2 C
10cm B
⟹ 𝜋(10 𝑐𝑚)2
𝐴 = 100𝜋𝑐𝑚2
c) get the product of the ratio and the area
1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐴𝐶𝐵 = (6) (100𝜋𝑐𝑚2 )
50𝜋
⟹ 𝑐𝑚2
3
50𝜋
The 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐴𝐶𝐵 = 3
𝑐𝑚2 .
A segment of a circle is the region bounded by an arc and the segment joining its
endpoints. To find the area of the shaded segment of a circle, subtract the area of the triangle
from the area of the sector.
Example: The shaded region in the figure below is a segment of ⊙ 𝑇. It is the region
̂ 𝑎𝑛𝑑 𝑃𝑄
bounded by 𝑃𝑄 ̅̅̅̅. If 𝑚𝑃𝑄
̂ = 90 and the radius of the circle is 5 cm. What is the area of
the shaded region?
Circle T
P
Q
T 5 cm
67
a b
1
Solution: a) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟𝑃𝑇𝑄 = (4) 𝜋(5𝑐𝑚)2
1
⟹ (4) (25𝑐𝑚2 )𝜋
25
⟹ 4
𝜋𝑐𝑚2
1
b) 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝑃𝑇𝑄 = 2 (5𝑐𝑚)(5𝑐𝑚)
25
⟹ 𝑐𝑚2
2
25 25
c) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠ℎ𝑎𝑑𝑒𝑑 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 𝜋− 𝑐𝑚2
4 2
25 25
Therefore 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠ℎ𝑎𝑑𝑒𝑑 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 𝜋− 𝑐𝑚2 which is
4 2
approximately 7.135 cm⅚
68
.
Name: ______________________________Date:____Score:______
Skill: Demonstrating understanding key concepts on circles and coordinate

geometry
Directions: Using the different figures determine the measures of segments, angles or
arcs. Calculate area of sector or segment of a circle.
A. AB is a diameter of circle O.
A
mAOE  82 .
E
Find the measures of: 82°
O
1. AEB ______ 4. ABE ______

2. AE ______ 5. BAE ______
B
3. BE ______
B. GE and FD are diameters of circle A. If DE = 73º, find the measures of

D
1.  DAE ______ 5. GF ______

E
2.  GAF ______ 6. DG ______ A
3.  EAF ______ 7. FDE ______ G

4.  DAG ______
F
B T
C. Given circle A. If m BY = 116,
and m = 3n, find n
Y
A m
1. m ____ 5. m  BAT ____
2. n ____ 6. m  TAY ____
3. BT ____ 7. m  BAY ____
4. TY ____
69
A
D. Given circle O. AB  BC. If mAB = 56, what is
̂ ? _______
mAOB ? ________ What is 𝑚𝐴𝐶 O
Which arcs are congruent? ________

B
A
E. A, B and C are three points on circle M.
1.If AC  AB  BC, what is the measure of each arc?
____________ ·M
C
2.What is true about the chords AC , AB, and BC ? ____________ B
̂ is 16 more than three times AC,

3. If 𝐴𝐵𝐶
̂ =______, 𝑚𝐴𝐶
find mAC, mABC. 𝑚𝐴𝐶 ̂ =_______
F. P, Q and R are three points on circle O. If the
̂ =_____, 𝑚𝑄𝑅
ratio PQ:QR:PR = 3:4:5, then 𝑚𝑃𝑄 ̂ =_____, 𝑚𝑃𝑅
̂ =_____
G. Using the figure and the given circle O, determine the

measures of:
P
Q
1. PQ =_____ 5. POQ =_____
2. QR =_____ 6.  QOR =_____ x

2x + 13
O
3. SR =_____ 7.  SOR =_____ 2x 4x + 5
S
4. PS =_____ 8.  POS =_____
H. BD and EC are diameters of circle A.

B
If mC  35 , determine the measures of
1.  B =_____ 5.  EAD =_____
̂ A
2.  E =_____ 6. 𝐵𝐶 =_____ E 35º
C
3.  D =_____ ̂
7. 𝐶𝐷 =_____
4.  BAC =_____
D
70
I. Find the area of the black region on circle C. A
B
Solution: a) determine the ratio ____________ 300
b) area of the circle 𝐴 = 𝜋𝑟 2 C 6 cm
⟹ ___________
𝐴 = ___________
c) get the product of the ratio and the area of the circle.
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐴𝐶𝐵 = ______________
⟹ _____________
The 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐴𝐶𝐵 = __________
̂ 𝑎𝑛𝑑𝑃𝑄
J. Find the area of the segment of the circle T bounded by 𝑃𝑄 ̅̅̅̅ , if ∠𝑃𝑇𝑄 = 120°.
R Q
T
Solution: a) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟𝑃𝑇𝑄 = _________________

⟹ ________________
⟹ ________________
b) 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝑃𝑇𝑄 = _________________

⟹ ________________
c) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = _________________
71
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Demonstrating understanding key concepts of circles on coordinate geometry
Directions: Using the given figure determine the measures of segments, angles or arcs.
Calculate area of sector or segment of a circle.
J O
S
Figure 1
N I
̅ 𝑎𝑛𝑑 𝑂𝑁
In the figure, 𝐽𝐼 ̅̅̅̅ are diameters of ⨀𝑆. Use the figure and the given
information to answer the following.
1. Which central angles are congruent?
a. ________________ b. ________________
Why? ________________________________________________
2. If the 𝑚∠𝐽𝑆𝑂 = 68°, then:
a. 𝑚∠𝑂𝑆𝐼 = _______ b. 𝑚∠𝐼𝑆𝑁 = _______ c. 𝑚∠𝑁𝑆𝐽 = _______
3. Which segments are congruent?
a. ________________ b. ________________
4. Which minor arcs are congruent? ________________
5. Which major arcs are congruent? ________________
6. If the 𝑚∠𝐽𝑆𝑁 = 112°, then:
̂ = _______
a. 𝑚𝐽𝑂 ̂ = _______
d. 𝑚𝑂𝐼
̂ = _______
b. 𝑚𝐽𝑁 ̂ = _______
e. 𝑚𝑁𝐽𝑂
̂ = _______
c. 𝑚𝑁𝐼 ̂ = _______
f. 𝑚𝑁𝐼𝑂
72
7. Which arcs are semicircles? (Give the correct pair according to endpoints.)
a. _______ and _______
b. _______ and _______
8. If the 𝑚∠𝐽𝑆𝑂 = 68° and ∠𝐽𝑆𝑂 will be the shaded region with 4 cm as a radius,
what will be the area of ∠𝐽𝑆𝑂? _______________
9. If the 𝑚∠𝐽𝑆𝑂 = 68° and with 4 cm as a radius, what will be the area of the
̂ 𝑎𝑛𝑑 ̅̅̅
segment of the circle bounded by 𝐽𝑂 𝐽𝑂 ? _______________
10. Refer to the Figure 2 below.

If 𝑚∠𝐿𝑀𝑂 = 4𝑥 + 5 and 𝑚∠𝐿𝑀𝑂 = 𝑚∠𝑂𝑀𝑉, then:
M
L E
1
O
V
a. 𝑚∠𝐿𝑀𝑆 = __________ ̂ = __________
f. 𝑚𝐿𝑆
b. 𝑚∠𝑂𝑀𝑉 = __________ ̂ = __________

g. 𝑚𝐿𝑂
c. 𝑚∠𝑆𝑀𝐸 = __________ ̂ = __________

h. 𝑚𝑂𝑉
d. 𝑚∠𝑂𝑀𝐸 = __________ ̂ = __________

i. 𝑚𝑂𝑉𝐸
e. 𝑚∠𝑉𝑀𝑆 = __________ ̂ = __________

j. 𝑚∠𝑆𝐿𝐸
̅̅̅̅ = 4 𝑐𝑚, then:

11. Using the same figure, if 𝐿𝑀
a. ̅̅̅̅̅
𝑀𝐸 = _________ c. ̅̅̅̅
𝑂𝑆 = _________ e. ̅̅̅̅̅
𝑀𝑉 = _________
b. ̅̅̅̅
𝐿𝐸 = _________ d. ̅̅̅̅̅
𝑂𝑀 = _________ f. ̅̅̅̅
𝑀𝑆 = _________
74
Name: ________________________________Date:____Score:______
Skill: Demonstrating understanding key concepts of circles on coordinate geometry
Directions: Using the given figure determine the measures of segments, angles or arcs.
Calculate the area of a sector or segment of a circle.
A
Fig. 1 E
X
C
B
1. Radius ̅̅̅̅ 𝐴𝐵  ̅̅̅̅

𝐶𝐸. If ̅̅̅̅
𝐶𝐸 = 8 𝑐𝑚, then
a. 𝐶𝑋̅̅̅̅ = ________
b. ̅̅̅̅
𝐸𝑋 = ________
c. If 𝐶𝑋 ̅̅̅̅ = 4𝑥 − 8 𝑐𝑚, therefore 𝑥 = ___________.
̅̅̅̅
2. If 𝐴𝑋 = 3 cm, then
a. ̅̅̅̅
𝐴𝐶 = __________
b. 𝐴𝐸 ̂ = __________
c. If 𝐴𝐶 ̅̅̅̅ = 1 𝑥 + 4 𝑐𝑚, therefore 𝑥 = ___________ .
2
3. If 𝑚∠𝐶𝐴𝐸 = 100°, then
a. 𝑚𝐶𝐸 ̂ = ___________
b. 𝑚𝐶𝐵𝐸 ̂ = ___________
c. To find the area of the sector
d. Solution: a) determine the ratio ____________
b) area of the circle 𝐴 = 𝜋𝑟 2
⟹ ___________
𝐴 = ___________
c) get the product of the ratio and the area of the circles
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐶𝐴𝐸 = ______________
⟹ _____________
The 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐶𝐴𝐸 = __________.
e. To find the area of the segment bounded by 𝐶𝐵𝐸̂ 𝑎𝑛𝑑𝐶𝐸̅̅̅̅

Solution: 1) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑐𝑡𝑜𝑟 𝐶𝐴𝐸 = _________________
⟹ ________________
⟹ ________________
2) 𝐴𝑟𝑒𝑎 𝑜𝑓 ∆𝐶𝐴𝐸 = _________________
⟹ ________________
3) 𝐴𝑟𝑒𝑎 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = _________________
75
Fig. 2
4. Using figure 2, where ∠𝑂𝐵𝑃 ≅ ∠𝑂𝐴𝑃 and 𝑚∠𝑂𝐵𝑃 = 90°, then
̅̅̅̅ = _________
a. 𝑚𝑂𝐵 ̅̅̅̅ = _________
b. 𝑚𝐵𝑃
5. The radius of circle O is _______ cm.
The radius of circle P is _______ cm.
6. The diameter of circle O is _______ cm.
The diameter of circle P is _______ cm.
7. The area of circle O is _________cm2.
The area of circle P is _________ cm2.
8. The area of the triangle OAP is __________ cm2.
The area of the triangle OBP is __________ cm2.
9. The area of the sector of circle O bounded by ̅̅̅̅

𝑂𝐴𝑎𝑛𝑑 ̅̅̅̅
𝑂𝐵 is ___________ cm2.
The area of the segment of circle O bounded by ̅̅̅̅ ̂ is ___________ cm2.

𝐴𝐵𝑎𝑛𝑑 𝐴𝐵
̅̅̅̅𝑎𝑛𝑑 𝐵𝑃
10. The area of the sector of circle P bounded by 𝐴𝑃 ̅̅̅̅ is ___________ cm2.
The area of the segment of circle P bounded by ̅̅̅̅ ̂ is ___________ cm2.

𝐴𝐵𝑎𝑛𝑑 𝐴𝐵
76
LEARNING
COMPETENCY
Code:
M10GE-IIc-d-1
23
Lesson B
PROVING THEOREMS
RELATED TO CHORDS, ARCS,
CENTRAL ANGLES, AND
INSCRIBED ANGLES
CONCEPT:
Demonstrate understanding of key concepts of circles and coordinate
geometry.
Arcs and Inscribed Angles

Another angle in a circle that is very important in the study of circle is the inscribed
angle.
Definition:
An inscribed angle is an angle whose vertex lies on the circle and the sides contain
chords of the circle.
B
D P
F
T ●
● C
●
A
S
E
Fig. 1 Fig. 2 Fig 3

Each of the angle shown above is an example of an inscribed angle. Three cases are
represented here relative to the position of the sides in relation to the center of the circle.
Case 1. the center of the circle is on one side of the inscribed angle.
Case 2, the center of the circle is in the interior of the inscribed angle.
Case 3, the center of the circle is on the exterior of the inscribed angle.
In the study of the angles in a circle and in determining their measures, it is important
to determine the intercepted arc(s) of the given angle. To understand better, let us see some
examples.
77
Intercepted arc
In the figure, the arc in the interior C
of the angle is the intercepted arc of

the angle.
●
B A
The intercepted arc of BAC is
the minor arc BC.
In the given examples of inscribed angles the following holds:
D P
F
a) In figure 1,  DEF is an inscribed angle ● T
●
 DEF intercepts arc DF
Fig.1 E
Fig.2 S
b) In figure 2,  PST is an inscribed angle, B
 PST intercepts arc PT
●
C
c) In figure 3,  BAC is an inscribed angle

A
 BAC intercepts arc BC Fig.3
Every angle whether in a circle on in any plane is associated with a unique number
defined as its measure. If the measure of a central angle is equal to the measure of its
intercepted arc, the next theorem will tell us how to find the measure of the inscribed angle.
Theorem: Inscribed angle Theorem

The measure of an inscribed angle is equal to one half the measure of its
intercepted arc.
D
It means that in the given figure,
F
O●
mDEF  12 mDF
E
Since there are three cases by which an inscribed angle can be drawn in a circle, then we
have to prove each of those cases. D
F
1 y
Case 1. One side of the angle is the diameter of the circle O●
Given: Circle O with inscribed angle DEF E 78

Use the notation in the figure for clarity.
Prove: mDEF 
1
mDF 
2
Proof:
Statements Reasons
1. Circle O with inscribed angle DEF 1. Given
2. Draw OF to form ∆FOE 2. Line determination postulate
3.  1 is an exterior angle of ∆FOE 3. Definition of exterior angle
4. m  1 = x + y 4. Exterior angle theorem
5. OF  OE 5. Radii of the same circle are congruent
6. ∆FOE is an isosceles triangle

6. Definition of isosceles triangle
7. m  x = m  y
7. Base angles of isosceles triangle are
8. m  1 = x + x = 2x equal
8. Substitution (Steps 4 and 7)
9. 2x = m  1, x = ½ m  1
9. Multiplication property of equality
10. But  1 is a central angle
10.Definition of central angle
11. m  1 = m DF
11.Measure of a central angle equals its
12. x = mDEF 
1
mDF 
2 intercepted arc.
12.Substitution (Steps 9 and 11)
So, we have proven case 1. Let us now prove case 2 of the inscribed angle theorem.
Case 2. The center of the circles lies in the interior of the inscribed angle
P
Given : Circle O with inscribed PQR
S
a ●
O
1 b
Prove: m PQR = m PR Q
2
R
79
Proof:
Statements Reasons
1. Circle O with inscribed PQR . Use the 1. Given
given notation in the figure.
2. Draw diameter QS 2. Line determination Postulate

3. m PQR = a + b 3. Angle Addition Postulate
1
4. a = 2
mPS
1 4. Inscribed angle theorem (Case 1)
b= 2
mSR
5. a + b = 1
2
mPS + 1
2
mSR = 1
2
(mPS  mSR)
5. Addition Property of Equality
6. mPR = mPS + mPR
1
7. m PQR` = (mPS + mPR) 6. Arc Addition Postulate
2
8. m PQR` = 1
2
mPR
7. Transitive Property of Equality
Case 3. The center is in the exterior of the inscribed angle
Given: BAC is an inscribed angle in circle O O

●
A a D
Use the additional notation in the figure x
Prove: mBAC  12 mBC C
Proof:
Statements Reasons
1. Draw diameter AD 1. Line determination Postulate
2. mDAC  mDAB  mBAC 2. Angle Addition Postulate
3. mBAC  mDAC  mDAB 3. Subtraction Property of Equality
4. mDAC  12 mDC 4. Inscribed angle Theorem (Case 1)
mDAB  12 mDB
80
5. mBAC  12 mDC  12 mDB = 12 (mDC-mDB) 5. Substitution
6. mDC = mDB + mBC 6. Arc Addition Postulate
7. mBC = mDC – mDB 7. Subtraction Property of Equality
8. mBAC  12 mBC 8. Substitution
From the proofs that were given, we can therefore conclude that wherever in the circle
the inscribed angle is located, it is always true that its measure is one-half its intercepted arc.
-Examples. Use the figure at the right.
1. Given: circle O. mBOD  80 0

B
Find: mBD, mBAD
O
Solution:
Since mBOD  80 0, then A D
a. mBD = 80
1
b. mBAD = 2
BD
1
= 2
(80)
= 400
2. Given: circle O. mBAD  37 0
Find: mBD , mBOD

Solution:
mBAD  37  12 mBD
mBD = 2(37) = 74
mBOD  mBD
mBOD  74 0
Like in the study of central angles and its measure, discussing inscribed angles and
its measure also involves many theorems. Each previous theorem studied is always a tool
in proving the next theorem.
81
The following theorem is one of the most useful theorem in solving problems which
involve inscribed angles.
A
Theorem: Angle in a semicircle theorem.
An angle inscribed in a semicircle is a right angle.
B ● C
O
Given: Circle O. BAC is a semicircle.

Prove: BAC is a right angle. ( mBAC  90)
Proof:
Statements Reasons
1. Draw BC passing through center O. 1. Definition of diameter
2.  ABC,  ACB, and  BAC are all inscribed 2. Definition of inscribed angles
angles.
3. mABC  12 AC , mACB  12 AB 3. Inscribed Angle Theorem
4. mBAC = mAC + mAB 4. Arc Addition Postulate
5. BAC is a semicircle 5. Given
6. mBAC = 180 6. The measure of a semicircle is 180
7. mAC + mAB = 180 7. Transitive Property of Equality
8. mABC  mACB  12 AC  12 AB = 12 ( AC  AB)

8. Addition Property of Equality (Step 3)
9. mABC  mACB = 1
2
(180) = 90
10. mABC  mACB + mBAC = 180

9. Substitution (Steps 7 and 8)
mABC  mACB = 90
10. The sum of the angles of a triangle
11. mBAC = 90
is 180.
11. Subtraction Property of Equality
12. BAC is right angle
(Step 10 – step 9)
12. Definition of a right angle
82
Theorem:
Inscribed angles subtended by the same arc are congruent.
M
Given: Circle O. MN subtends both  T and  P
 T and  P are inscribed angles T
●O
Prove:  T   P
P N
Proof:
Statements Reasons
1. In circle O, MN subtends both  T and 1. Given

 P.  T and  P are inscribed angles.
2. mT  12 mMN
2. Inscribed Angle Theorem
mP  12 mMN
3. mT  mP 3. Transitive Property of Equality
4. T  P 4. Definition of congruent angles
Definition: Polygon inscribed in a circle.

A polygon inscribed in a circle is polygon whose vertices lie on the circle.
Examples: The figures below show examples of inscribed polygon.
● ● ● ●
Inscribed triangle Inscribed Inscribed Inscribed

Quadrilateral Pentagon Hexagon
83
Theorem: Opposite angles of a inscribed quadrilateral are supplementary.
R
Given: Circle A. PRST is an inscribed quadrilateral.
Prove:  P and  S are supplementary S
A
 R and  T are supplementary P
●
Proof:
T
Statements Reasons
1. Circle A. PRST is an inscribed quadrilateral. 1. Given
2. m P = ½ mRST 2. Inscribed angle theorem
m S = ½ mRPT
m R = ½ mPTS
m T = ½ mPRS
3. m P + m S = ½ mRST + ½ mRPT 3. Addition property of equality
4. m P + m S = ½( mRST + mRPT) 4. Factoring
5. mRST + mRPT = 3600 5. The arc of the whole circle is 360º
6. m P + m S = ½(360) 6. Substitution (Steps 4 and 5)
7. m P + m S = 1800 7. Algebraic process (step 6)
8.  P and  S are supplementary 8. Definition of supplementary angles
9. m R + m S = ½ mPTS + ½ mPRS 9. Addition property of equality
10. m R + m S = ½ (mPTS + mPRS) 10. Factoring
11. mPTS + mPRS = 360 11. The arc of the whole circle is 360º
12. m R + m S = ½(360) 12. Substitution (Steps 4 and 5)
13. m R + m S = 1800 13. Algebraic process (step 6)
14.  R and  T are supplementary 14. Definition of supplementary angles
Examples:
1. Given: XY is a diameter.
a. What kind of angle is  Z? A
X Y
b. If m X = 350, what is m Y?
c. If m Y = 730, what is mXZ? What is mYZ?
Z
84
Answers:
̂ is
Since XY is a diameter, then 𝑋𝑍𝑌
a semicircle and  Z is inscribed in a semicircle.
Therefore,  Z is a right angle.
a. m  X + m  Y = 900
m  Y = 90 - m  X
m  Y = 90 – 35
m  Y = 650
c.  Y intercepts XZ.
m XZ = 2(75) = 150
m YZ = 180 – 150
m YZ = 30
2. MNOP is inscribed in circle E. If m M = 940,

what is m  O?
N
Answer: O
 M and  O are supplementary.
E
●
m  M +m  O = 1800 M
m  O = 180 - m  M
P
= 180 – 94
= 86
3. Given: Circle O. AB is a diameter

C
m 1 = 360 and m 3 = 610. 108
Find: m 2, m 4, m CBD, 72
O
m ADB, m ACB, mCBD, A ● 1 B
3 2
m CAD, mAD 61
29
58 36 4 54
D
122
85
Solution:
̂ = 2(36) = 720
m 1 = 360, m𝐴𝐶
m 3 = 610, mBD = 2(61) = 1220
m 2 = ½ AD
mAD = 180 – BD
= 180 – 122 = 58
m 2 = ½ (58)
= 290
m 4 = ½ CB
̂ = 180 – m𝐴𝐶
m𝐶𝐵 ̂
= 180 – 72
= 108
m 4 = ½ (108)
= 540
m CBD = ½(m AC + mAD)

= ½(72 + 58)
= ½(130)
= 650
m ADB = 900 (Angle in a semicircle)
m ACB = 900 (angle in a semicircle)
mCBD = mCB + mBD

= 108 + 122
= 230
m CAD = ½(mCBD)
= ½ (230)
= 1150
86
Name: ______________________________Date:____Score:______
Skill: Understanding key concepts on circles (measures of central angles, inscribed

angles, and its intercepted arcs)
Directions: Determine the measures of central angles, inscribed angles, and its intercepted
arcs.
1. AC is a diameter of circle O.
Find: A
a. m A = _________
O
b. m B = _________ ●
c. m C = _________
C B
̂ = _________
d. 𝑚𝐴𝐵
45°
̂ = _________
e. 𝑚𝐵𝐶
̂ = _________
f. 𝑚𝐶𝐴
P
2. PT is a diameter of circle Q. Find

2x
Q R
a. m PQR = _________ 3x
b. m RQT = _________
T
c. 𝑥 = ____________
A
3. ∆ABC is inscribed in circle O.

If the ratio of m A: m B: m C = 2:3:5, ●O
C
Find
̂ = _________ B
a. 𝑚𝐴𝐵
̂ = _________
b. 𝑚𝐴𝐶
̂ = _________
c. 𝑚 𝐵𝐶
d. 𝑚∠𝐴 = _____________
e. 𝑚∠𝐵 = _____________
f. 𝑚∠𝐶 = _____________
87
4 . Using the given figure, find:
a. x = ________ M Q
b. m MNQ = ________ O
. 3x
c. m MOQ = ________
N P
d. m POQ = ________
e. m M = ________
f. m MON = ________
̂
g. 𝑚𝑀𝑄 = ________
̂
h. 𝑚 𝑄𝑃 = _________
88
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Demonstrating key concepts on circles and coordinate geometry
Directions: Using the different figures below, determine the measures of angles and arcs.
A. Given: AB is a diameter of circle O.
mAC  79 .
Find:
1. m AOC = ________
2. m ABC = ________
3. m COB = ________
B. Given: Circle A., XY and BE are diameters

m XAE = 104. B
Find:
X
4. m XE = ________
A
5. m BX = ________
Y
6. m E = ________
E
7. m B = ________
8. m BXY = _______
9. m YXE = ________
89
D. BD is a diameter of circle A.
3
If m BC = 78, and m DE = 132,

find:
C
8 7
10. m CD = ____ 17. m 6 = _____
11. m BE = _____ 18. m 7 = _____ 6
B 1 9 10 ●
5 D
12. m 1 = _____ 19. m 8 = _____ 2 A
13. m 2 = _____ 20. m 9 = _____ 3
4
14. m 3 = _____ 21. m 10 = ____
E
15. m 4 = _____
16. m 5 = _____
E. PRST is inscribed in circle A. P

If m T = (5x – 4)º and m R = (4x + 13)º
find: A R
T
●
22. x = ______
23. m T = _____ S
24. m R = _____
F. ∆XYZ is inscribed in the circle.

●
If XY  XZ , prove that m X = b - a b
a
X
Z
90
Name: ________________________________Date:____Score:______
Skill: Demonstrates understanding of key concepts of circles and coordinate geometry.
Directions: Using the different figures determine the measures of angles and arcs.
1. In the figure, PR ║ ST . Using the given,

Find :
̂ = _______
a. m𝑃𝑇
̂ = _______
b. m𝑅𝑆
̂ = _______
c. m𝑃𝑅
̂ = _______
d. m𝑇𝑆
e. mRPS = _______
f. mPST = _______
2. A quadrilateral PQRS is inscribed in a circle.

If mP  103
0
g. What is mQ ? _________
h. What is mS ? _________

i. ̂ ? ________
What is the 𝑚𝑄𝑅
j. ̂ ? ________
What is the 𝑚𝑆𝑃
k. What is mR ? _________
̂ ? ________
l. What is the 𝑚𝑃𝑄
̂ ? ________
m. What is the 𝑚𝑅𝑆
91
3. Quadrilateral AITH is inscribed in ⨀𝐹
.
If 𝑚∠𝐴𝐼𝑇 = 750 and 𝑚∠𝐼𝑇𝐻 = 1100, find:
n. 𝑚∠𝐴𝐻𝑇 = ______ p. 𝑚∠𝐻𝐴𝐼 = ______

̂ = ______
m. 𝑚𝐼𝐴𝐻 ̂ = ______
q. 𝑚𝐼𝐴𝐻
̂ = ______
o. 𝑚𝐼𝐴𝐻 ̂ = ______
r. 𝑚𝐼𝐴𝐻
If 𝑚∠𝐼𝑇𝐴 = 3𝑥 + 5 while 𝑚∠𝐴𝑇𝐻 = 2𝑥 + 5, find:
s. x = ______ t. 𝑚∠𝐼𝐴𝑇 = ______
If point I and point H will be connected, find:
u. 𝑚∠𝐻𝐼𝑇 = _____ v. 𝑚∠𝑇𝐻𝐼 = ______
92
LEARNING
COMPETENCY
Code: 24
M10GE-IIe-1
ILLUSTRATING SECANTS,
TANGENTS, SEGMENTS AND
SECTORS OF A CIRCLE
CONCEPT:
Demonstrate understanding of key concepts of circles and
coordinate geometry
Circles, Tangents, Secants and Angles They Formed
A line on the same plane with a circle may or a)

may not intersect a circle. If ever a line intersects a
circle, it could be at one point or at two points.
The figures at the right showed these three instances.
Figure a shows a line that does not

intersect the circle.
b)
Figure b shows that line t intersects the
circle at only one point.
t B
Figure c shows line l intersecting the
circle at two points A and C.
c)
C
Let us focus our study on figures b and c.
A
l
In figure b, line t is called a tangent and point B
is called the point of tangency. Therefore, a tangent is a
line that intersects a circle at only one point and the point
of intersection is called the point of tangency.
In figure c, line l intersects the circle at two points A and C. Hence, line l is called
a secant. Thus, a secant is a line that intersects a circle at two points.
93
Some properties exist between tangent and circle and these will be discussed here in
detail. The first theorem is given below.
Theorem: Radius-Tangent Theorem. If a line is tangent to a circle, then it
is perpendicular to the radius at the point of tangency.
Given: Line t is tangent to circle O at A.

OA is a radius of the circle.
O
Prove: Line t  OA
t
A B
Proof:
Statements Reasons
1. Let B be another point on line t. 1. The Line Postulate
2. B is on the exterior of circle O 2. Definition of a tangent line ( A tangent
can intersect a circle at only one point .
3. OA < OB 3. The radius is the shortest segment from

the center to the circle and B is on the
exterior of the circle.
4. The shortest distance from a point to a
line is the perpendicular segment.
4. OA  t
Example:
B
In the figure, if ⃡𝐴𝐶 is tangent to
circle B, then ⃡𝐴𝐶 ⊥ ̅̅̅̅
𝐵𝐷 at D.
C D A
The converse of the theorem is also true.

Converse: The line drawn perpendicular to the radius of a circle at its end on the circle is
tangent to the circle.
B
Illustration:
If AC  BD at D, then
C D A
AC is tangent to circle B.
94
Examples:
A
GY is tangent to circle A. Y
G
1. What kind of triangle is ∆ AGY? Give reason.
2. If mA  79 , what is mY ?
Solutions:
1. ∆AGY is a right triangle because GY is tangent to circle A and tangent line is

perpendicular to the radius of the circle. Perpendicular lines make right angles between them
thus AGY is a right angle making ∆AGY a right triangle.
2. Since ∆AGY is a right triangle, then

m A + m Y = 90
79 + m Y = 90
m Y = 90 – 79
= 11
A circle is composed of infinite number of points, thus it can also have an infinite
number of tangents. Tangents of the same circle can intersect each other only outside the
circle.
At this point, we will discuss the relationship of tangents that intersect the same circle.
As such, those tangents may or may not intersect each other. Our focus here are those
tangents that intersect each other outside the circle.
Consider the given figure:
AM and AY are tangent segments

from a common external point A. What
relationship exists between AM and AY ?
The next theorem will tell us about this
relationship and other properties related to
tangent segments from a common external point.
Theorem: If two tangent segments are drawn to a circle from an external point then
a. the two tangent segments are congruent and
b. the angle between the segments and the line joining the external point and the
center of the circle are congruent.
Given: Circle A. BC and BD are two tangent segments C

from a common external point B. C and D are
the points of tangency.
A
Prove: a. BC  BD D
b. CBA  DBA Proof:

95
Statements Reasons
1. Draw AC , AD , AB 1. Line determination Postulate

2. Given
2. BC and BD are two tangent
segments from a common external point
B.
3. AC  BC , AD  BD
3. A line tangent to a circle is perpendicular to

4. ACB and ADB are right angles the radius at the point of tangency
5. ∆ACB and ∆ADB are right triangles 4. Definition of right angles

5. Definition of right triangles
6. AC  AD
7. BA  BA
6. Radii of the same circle are congruent
8. ∆ACB  ∆ADB
7. Reflexive property of Congruency
9. BC  BD
8. Hy L Congruency Postulate
10. CBA  DBA
9. Corresponding parts of congruent triangles
10. are congruent.
Examples:
a) In the figure, CB and CD are tangents

B
to circle A at B and D.
1. If CB = 10 what is CD?
A C
2. If mBAC  49 , what is mBCA ?
3. mBCD  73, what is mBCA ? mDCA
D
Solution:
1. Since CB and CD are tangents to the same circle from the same external point,
then CB  CD , and therefore, CB = CD. Thus if CB = 10 then CD = 10
2. mBAC  mBCA  90
49 + mBCA  90
mBCA  90  49
mBCA  41
96
3. mBCA  12 (mBCD)
1
= 2
(73)
= 36.5
BCA  DCA
mBCA  mDCA  36.5 P
b) PQ , QR and PR are tangents to circle A Q

at S, M and T respectively. If PS = 7, T
QM = 9 and RT = 5, what is the perimeter A
of ∆PQR? M
Solution: R
Using the figure and the given information, It is

therefore clear that PS = PT, QS = QM and
RM = RT.
PQ = PS + SQ
QR = QM + MR
PR = PT + RT
Perimeter of ∆PQR = PQ + QR + PR
= (PS + SQ) + (QM + MR) + (PT + RT)
= (PS + QM) + (QM + RT) + (PS + RT)
= 2PS + 2QM + 2RT
= 2(PS + QM + RT)
= 2( 7 + 9 + 5)
= 2 (21)
= 42
Every time tangents and secants of circles are being studied, they always come with
the study of angles formed between them. Coupled with recognizing the angles formed is
the knowledge of how to get their measures. The next section will be devoted to studying
angles formed by secants and tangents and how we can get their measures.
97
Angles formed by secants and tangents are classified into five categories. Each
category is provided with illustration.
1. Angle formed by secant and tangent intersecting G F
on the circle. In the figure, two angles of this type
are formed, FED and FEB . Each of these angles
intercepts an arc. FED intercepts EF and FEB B E D
intercepts EGF.
F
2. Angle formed by two tangents. In the figure, E is
G
formed by two tangents. The angle intercepts the E
whole circle divided into 2 arcs, minor arc FD , and

D
major arc FGD.
3. Angle formed by a secant and a tangent that D
intersect at the exterior of the circle. C is an

A
angle formed by a secant and a tangent that B C
intersect outside the circle. C intercepts two
arcs, DB and AD.
4. Angle formed by two secants that intersect in the N

M
interior of the circle. The figure shows four angles
A
formed. MAN , NAR, PAR and PAM . Each
of these angle intercepts an arc. MAN , intercepts P R
MN, NAR, intercepts NR, PAR intercepts PR
and MAP intercepts MP.
P
5. Angle formed by two secants intersecting
Q
outside the circle. E is an angle formed E
by two secants intersecting outside the R

S
circle. E intercepts two arcs namely
QR and PR
98
How do we get the measures of angles illustrated in the previous page? To
understand the answers to this question, we will work on each theorem proving how to get
the measures of each type of angle. It is therefore understood that the previous theorem can
be used in the proof of the preceding theorem.
Theorem: The measure of an angle formed by a secant and a tangent that
intersect on the circle is one-half its intercepted arc.
Given: Circle O. Secant and tangent t intersect

at E on circle O.
Prove: mCEB  12 mCE
Proof:
Statements Reasons
1. Draw diameter ED . Join DC. 1. Line determination Postulate

2. Radius-tangent theorem
2. DE  t
3. Perpendicular lines form right angles
3. DEB is a right angle
4. Angle inscribed in a semicircle is a right
angle.
4. DCE is a right angle
5. Definition of right triangle

5. ∆DCE is a right triangle
6. Acute angles of a right triangle are
6. m1 + m2  90
complementary
7. Angle addition Postulate
8. Definition of complementary angles
7. m1  mBEC  mDEB
8. m1  mBEC  90
10. Reflexive Property of Equality
9. m1  m2 = m1  mBEC
10. m1 = m1
12. Inscribed angle Theorem
11. m2 = mBEC
13. Substitution
12. m2 = 1
2
mCE
1
13. mBEC = 2
mCE 99
Illustration:
In the given figure, if mCE = 104, what is the m  BEC? What is m CEF ?
Solution:
1
mBEC = 2
mCE
1
mBEC = 2
(104)
= 52
m CEF = ½ (mCDE)
m CEF = ½ (360 – 104)
= ½ (256)
= 128
Let’s go to the next theorem.
Theorem: The measure of an angle formed by two tangents from a common

external point is equal to one-half the difference of the major arc
minus the minor arc.
B
⃡ and 𝐴𝐶
Given: Circle O. 𝐴𝐵 ⃡ are tangents X
1
Prove: mA  12 ( BXC  BC )

2
A
C
Proof:
Statements Reasons
1. Draw chord BC
1. Line determination Postulate
2. In ∆ABC, 1 is an exterior angle
2. Definition of exterior angle
3. m1 = m2 + mA
3. Exterior angle theorem
4. mA = m1 - m2
5. m1 = ½ mBXC
5. Measure of angle formed by secant and
m2 = ½ mBC tangent intersecting on the circle is one-half
the intercepted arc.
6. Substitution
6. mA = ½ mBXC - ½ mBC
7. Algebraic solution (Common monomial
7. mA = ½( mBXC – m BC) Factor)
100
Illustration:
Find the mA if mBC = 162.
Solution:
Since mA = ½( mBXC –m BC) then we have to find first the measure of
major arc BXC. To find it, use the whole circle which is 360o.
mBXC = 360 – mBC
= 360 – 162
= 198
Then we use the theorem to find the measure of A
mA = ½( mBXC –m BC)
= ½ (198 – 162)
= ½ (36)
mA = 18
We are now into the third type of angle. Angle formed by secant and tangent
intersecting on the exterior of the circle.
Theorem: The measure of an angle formed by a secant and tangent intersecting

on the exterior of the circle is equal to one-half the difference of their
intercepted arcs.
D
Given: BA is a tangent of circle O
C
O
BD is a secant of circle O
1
BA and BD intersect at B B
A
Prove: mB  12 (mAD  mAC)
Proof:
Statements Reasons
1. BA is a tangent of circle O, BD is a secant 1. Given

of circle O
2. Draw AD 2. Line determination Postulate

101
3. 1 is an exterior angle of ∆ DAB 3. Definition of exterior angle
4. m1  mB  mADB 4. Exterior angle Theorem
5. mB  m1  mADB 5. Subtraction Property of Equality
6. m1  ½m AD 6. The measure of an angle formed by

secant and tangent intersecting on the circle
equals one-half its intercepted arc.
7. Inscribed angle Theorem
7. mADB = ½ mAC 8. Substitution
8. mB = ½ mAD – ½ mAC 9. Simplifying expression
9. mB = ½ (mAD– mAC)
Illustration:
In the figure if mAD = 150, and mAC = 73, what is the measure of B ?
Solution:
mB = ½ (mAD– mAC)
= ½ (150 – 73)
= ½ (77)
mB = 38.5
The next theorem will tell us how angles whose vertex is in the interior of a circle can
be derived. Furthermore, this will employ the previous knowledge of vertical angles whether
on a circle or just on a plane.
Theorem: The measure of an angle formed by secants intersecting inside the
circle equals one-half the sum of the measures of the arc intercepted
by the angle and its vertical angle pair.
Given: ⃡𝐴𝐶 and ⃡𝐵𝐷 are secants intersecting inside A

B
circle O forming 1 with vertical angle pair
CED. (We will just work on one pair of vertical angles.) E 1
O E
Prove: m1(mAEB ) = ½ (mAB +m DC) C

D
Proof:
Statements Reasons
1. AC and BD are secants intersecting

inside circle O. 1. Given
2. Draw AD
3. Definition of exterior angle
3. 1 is an exterior angle of ∆AED
4. Exterior angle Theorem
4. m1 = mDAC + mADE 102
5. mDAC = ½ mDC 5. Inscribed Angle Theorem
mADE = ½ mAB
6. m1 = ½ mDC + ½ mAB 6. Substitution
m1 = ½ (mDC + mAB)
Illustration:
Using the figure, find the measure of 1 if mAB = 73 and mCD = 90.
Solution:
Using the formula in the theorem,
m1 = ½ (mDC + mAB)
= ½ ( 90 + 73)
= ½ (163)
= 81.5
Let us discuss how to find the measure of the angle formed by two secants intersecting
outside the circle.
Theorem: The measure of the angle formed by two secants intersecting outside
the circle is equal to one-half the difference of the two intercepted arcs.
Given: ⃡𝐴𝐵 and 𝐶𝐷

⃡ are two secants A
intersecting outside of circle O B
forming BEC outside the circle. 1 E
2 C
Prove: mBEC = ½ (mAD – mBC)
D
Proof:
Statements Reasons
1. AB and CD are secants of circle O

forming BEC outside the circle. 1. Given
2. Draw DB
3. 1 is an exterior angle of ∆ DBE
3. Definition of exterior angle of a triangle
4. m1= m2 + mBEC
4. Exterior angle Theorem
5. mBEC = m1 - m2 103
6. m1 = ½ mAD 5. Subtraction Property of Equality
m2 = ½ mBC 6. Inscribed Angle Theorem
7. mBEC = ½ mAD – ½ mBC

mBEC = ½ (mAD – mBC) 7. Substitution
Illustration:
Find the measure of  E if mAD = 150 and mBC = 80.
Solution:
Again we apply the theorem using the formula:
mBEC = ½ (mAD – mBC)
= ½ (150 – 80
= ½ ( 70)
= 35
Example 1.
In each of the given figure, find the measure of the unknown angle (x).
1. B 2. P
x 1570
1500 x
M O
A
A
3. 4.
F
Y
670
O x H E
● D
A
400
780 x
M G
P
104
1060
5. Q
380
S R
Solutions:
1. Given: AB = 1500
Find: mx
x is an angle formed by a secant and a tangent whose vertex is on the circle. x
intercepts AB.
mx = ½ AB
mx = ½ (150)
mx = 75
2. Given: m MP = 157
Find: mx
x is an angle formed by two tangents from a common external point. x intercepts
minor arc MP and major arc MNP
mx = ½ ( MNP – MP)
m MNP + mMP = 360
mMNP = 360 – m MP
= 360 – 157
mMNP = 203
mx = ½ (203 – 157)
= ½ (46)
= 23
105
3. Given: m AP = 78
AY is a diameter
Find: mx
Since AY is a diameter, then APY is a semicircle and m APY = 180. Therefore

a. m AP + m PY = 180
m PY = 180 – m AP
m PY = 180 – 78
m PY = 102
b. mx = ½ ( mPY – mAP)
= ½ ( 102 – 78)
= ½ (24)
= 12
4. Given: mFD = 67, m GE = 40

Find: mx
x is an angle formed by secants that intersect inside the circle, Hence
mx = ½ (mFD + mGE)
= ½ (67 + 40)
= ½ (107)
= 53.5
5. Given: mSR = 38, mPQ = 106

Find: mx
x is an angle formed by two secants whose vertex is outside the circle. Thus
mx = ½ (mPQ – mSR)
= ½ (106 – 38)
= ½ (68)
= 34
106
Example 2:
Find the unknown marked angles or arcs (x and y) in each figure:
P Q
y
M D
1. 2. N ●X
2450
R
210° y x
A B C
P
3. 4.
R S Q
y x
y 220
320 x 580 300
S
U
T R
5. 6.
B C D E
A F 270
350
x 370
E 110° x H
D
G
Solutions:
1. Given : mBMD = 210
Find: mx , my
mBMD + mBD = 360 (since the two arcs make the whole circle)
mBD = 360 – mBMD
= 360 – 210
= 150
a. mx = ½ mBD
= ½ (150)
= 75
107
b. my = ½ m BMD
= ½ (210)
= 105
2. Given: mPNR = 245

Find: mx , my
mPNR + mPR = 360 (since the two arcs make a whole circle)
mPR = 360 – mPNR
= 360 – 245
= 115
But mx = mPR (Central angle equals numerically its intercepted arc)
mx = 115
my = ½ (mPNR – mPR)
= ½ (245 – 115)
= ½ (130)
= 65
3. Given: mRU = 32, mST = 58

Find: mx , my
mx = ½ (mRU + mST)

= ½ (32 + 58)
= ½ (90)
= 45
mx + my = 180 Linear Pair Postulate
my = 180 - mx
my = 180 – 45
= 135
108
4. Given: mQR = 30, m1 = 22 To check;
Find : mx , y m1 = ½ (mPS + mQR)
First, find y by using m 1 = ½ (14 + 30 )
m1 = ½ ( y + 30) = ½ ( 44)
22 = ½ (y + 30) = 22
2(22) = y + 30
44 = y + 30
y = 44 – 30
y = 14
5. Given: mA = 35, mCD = 110

Find: x To check:
mA = ½ (110 – x) mA = ½ (110 – x)
110  x
35 = mA = ½ (110 – 40)
2
2(35) = 110 – x mA = ½ (70)
70 = 110 – x mA = 35
x = 110 – 70
x = 40
6. Given: mE = 27, mDH = 37

Find: x To check:
mE = ½ (x – 37) mE = ½ (x – 37)
x  37
27 = mE = ½ (91 – 37)
2
54 = x – 37 mE = ½(54)
x = 54 + 37 mE = 27
x = 91
109
Name: ______________________________Date:____Score:______
Skill: Understanding key concepts on circles (Tangents and Secants of a Circle).
Directions: Determine the measures of angles and arcs.
1. BC is tangent to circle O at A. mDE = 68

mAF = 91. Find:
B
a. mEA = _______
E
b. mDF= _______
680
c. m  BAE= _______ D ● A
O
d. m  EAD= _______
910 C
e. m DAF = _______ F
f. mFAC = _______
2. ∆DEF is isosceles with DE  DF .

m 1 = 82. Find
a. m D= _______ D
c. mDE= _______
H
c. mEF= _______ 2
1
E 3 F
d. m 2= _______ G
e. m 3= _______ B
A x
3. If x = 18 and y = 23,
1
find m1= _______ y
C
110
D
4. If mDE = 108 and m DOC = 85, find:
a. mEA= _______
b. m EAF= _______
c. m DAC= _______
d. m CAB= _______
e. m 1= _______
5. Using the given figure, find

a. x = _____ b. y = _____
600 1100
y
111
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Demonstrate understanding key concepts on circles and coordinate

geometry
Directions: Using the different figures determine the measures of segments, angles and
arcs.
1. QP is tangent to circle O at P. If mPOQ = 73,

O
then mQ = _____.
Q
P
B
2. DE , EF and DF are tangents to circle M.
If DB =- 5, EC = 7 and AF = 4, then the M
A E
perimeter of ∆DEF = ______.
3. 𝑃𝑆 and 𝑃𝑄 are secant and tangent of

A
circle A. If mRQ = 52, then mP = _____.
Q
4. Given circle E with secants ⃡𝐴𝐵 and 𝐶𝐷

⃡ .
D
If mBD = 53 and mAC = 117, then
53°
mBED is ______. A EE
B
117°
112
C
P
5-6. XY is tangent to circle at A . If mAB = 105, and

AB  BP, find: B
a. mBAP = ______
b. mPAY = ______
X A Y
7. Given circle A with secants OQ and OP . Q

R
If mRS = 32 and mQR = 2mRS, then
O
mO = _____. P S
A
⃡ ║𝐷𝐸
8-9. 𝐴𝐵 ⃡ . BE is tangent to the circle A B
at B and intersects DE at E. E
If mAB = 110 and mAD = 70, find: D C
a. mABF = ___________
b. mBEC = ___________
̂ = 60, then m𝐴𝐵

10. Using the same figure, if mBEC = 42, while m𝐵𝐶 ̂ = ______.
113
Name: ________________________________Date:____Score:______

geometry.
Directions: Using the given figures below, determine the measures of segments, angles
and arcs.
E
D
1. EC is tangent to circle O. AB is a diameter.
If mDB = 47, find

A B
̂ = _____ O
a. m𝐴𝐷 c. m∠𝐷𝑂𝐵 = _____
̂ = _____
b. m𝐴𝐵𝐷 d. m ECD = _____
C
̂
c. m𝐵𝐴𝐷 = _____ e. m AOD = _____
P
2. A polygon is said to be circumscribed about a
circle if its sides are tangent to the circle.
B
∆PRT is circumscribed about circle O. A
If PT = 10, PR = 13 and RT = 9, find:

a. AP = _____
T R
b. TC = _____ C
c. RB = _____
M
3. PT is tangent to circle O at P. 2
X
If mNP = 90, and mMXP = 186, find
N
a. m 1 = ______ 4
O
5
14 6
b. m 2 = ______ T
P
3
c. m 3 = ______
d. m 4 = ______
e. m 5 = ______
f. m 6 = ______
E
4. O is the center of the given circle.
5 D
If mBD = 122 find
1 3
a. m 1 = _____ d. m 4 = _____ 4
●
O
F 2
b. m 2 = _____ e. m 5 = _____
6
c. m 3 = _____ f. m 6 = ____ A B
3
C
114
LEARNING
COMPETENCY
Code:
M10GE-IIe-f-1 25
PROVES THEOREMS IN SECANTS,

TANGETS AND SEGMENTS
CONCEPT:
Demonstrate understanding of key concepts of circles and
coordinate geometry
Tangent and Secant Segments

Theorem on Two Intersecting Chords
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.
S
In the circle shown ̅̅̅̅
𝑆𝑁 𝑖𝑛𝑡𝑒𝑟𝑠𝑒𝑐𝑡𝑠 ̅̅̅̅
𝐷𝐿 at A.
From the theorem, ̅̅̅̅

𝑆𝐴 ∙ ̅̅̅̅
𝑁𝐴 = ̅̅̅̅
𝐷𝐴 ∙ ̅̅̅̅
𝐿𝐴.
A
N
D
External Secant Segment

An external secant segment is the part of a secant segment that is outside a circle.
⃡ 𝑎𝑛𝑑 ⃡𝑆𝑀 are secants.

In The figure, 𝐺𝑀
⃡ 𝑎𝑛𝑑 ⃡𝐸𝑀 are external secant segments.

𝐴𝑀
A
∙
S
E M
115
Theorems on Secant Segments, Tangent Segments and External Secant Segments
1. If two secant segment 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.
A
E ̅̅̅̅ 𝑎𝑛𝑑 𝑌𝐴
𝐻𝐴 ̅̅̅̅ are secant segments are drawn to a circle
from an exterior point R. From the theorem,
H
HA(EA) = YA(VA). HA (EA) = YA (VA)
∙
V
Y
2. 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.
C O
̅̅̅̅
𝐷𝑂 is a secant segment drawn to the circle from exterior
̅̅̅̅ is a tangent segment that is also drawn to the
point O. 𝐶𝑂
∙
L circle from the same exterior point O. From the theorem,
𝑪𝑶𝟐 = 𝑫𝑶(𝑳𝑶).
Examples:
Figure1
E y D To find the values of x and y
5 4(9) = 3 ( 3 + x )
B C 4
36 = 9 + 3x
.A F 3
27 = 3x
x
9=x
G 4(9) = y2
36 = y2
Figure 2 6=y
C
∙
To find the value of x 8
N O
3x(x) = 6(8) 3x x
6
3x2 = 48 I
x2 = 16 116
Name: ______________________________Date:____Score:______

geometry
Directions: Determine the measures of chords, secants and tangents of a given circle.
1.
Solution: 3𝑥 = (___)(___)
6
3𝑥 = 24
x 3
𝑥 = ________
4
2.
1 1
2 Solution: 2 𝑥 = (___)(___)
4 4
9 16 9
x 1 𝑥 = ( )( )
4 4 3 2
2 𝑥 = _________
1
5
3
3.
Solution: 𝑥 2 = (___)(___)
4 𝑥 2 = 36
𝑥 = ________
4.
5 3 Solution: 2𝑧(𝑧 + 2𝑧) = 3(3 + 5)

_______ = 3(8)
_______ = 24
𝑧 = _______
2z
z
117
5. Solution: __________ = 3(3 + 7)
_______ = 30
𝑦 = _______
7
y
5
3
6.
Solution: __________ = __________

6 __________ = __________
__________ = __________
m
7-8.
Solution for r:
_________ = __________
7
_________ = __________
6 _________ = __________
r 5
Solution for s:
s
_________ = __________
_________ = __________
_________ = __________
T
9-10.
P
A
D
If ̅̅̅̅
𝑃𝑇 = 6 𝑎𝑛𝑑 ̅̅̅̅
𝑃𝐵 = 3 𝑡ℎ𝑒𝑛 ̅̅̅̅
𝐴𝐵 = ___________.
118
If ̅̅̅̅
𝑃𝑇 = 12 𝑎𝑛𝑑 ̅̅̅̅
𝐶𝐷 = 183 𝑡ℎ𝑒𝑛 ̅̅̅̅
𝑃𝐶 = ___________.
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Demonstrate understanding of key concepts of circles and coordinate

geometry
1.
Solution: _________ = __________
16 _________ = __________
_________ = __________
x x
9
2.
Solution: ________ = __________
________ = __________
________ = __________
4
8-x x
3. Solution: _________ = __________

_________ = __________
_________ = __________
x
4 8
12
119
4.
x
6
Solution: ________= _______

________=________
________=________
5.
Solution: _______=_______
_______=_______
_______=_______
x
4
3 5
T
A
S
H
6. If ̅̅̅̅
𝐴𝑆 = 5, ̅̅̅̅
𝐻𝑆 = 4 𝑎𝑛𝑑 ̅̅̅̅̅
𝑀𝑇 = 12, 𝑡ℎ𝑒𝑛 ̅̅̅̅
𝑀𝑆 = ___________.
7. If ̅̅̅̅
𝐴𝑆 = 6, ̅̅̅̅
𝐻𝑆 = 8 𝑎𝑛𝑑 ̅̅̅̅̅
𝑀𝑇 = 16, 𝑡ℎ𝑒𝑛 ̅̅
𝑇𝑆̅̅ = ____________.
8. If ̅̅̅̅̅
𝑀𝑇 = 10, ̅̅̅̅
𝑀𝑆 = 6 𝑎𝑛𝑑 ̅̅̅̅
𝐴𝐻 = 11, 𝑡ℎ𝑒𝑛 ̅̅̅̅
𝐴𝑆 = ___________.
9. If ̅̅̅̅
𝐴𝑆 = 6, ̅̅̅̅
𝐻𝑆 = 5 𝑎𝑛𝑑 ̅̅̅̅
𝑀𝑆 = 3, 𝑡ℎ𝑒𝑛 ̅̅
𝑇𝑆̅̅ = ___________.
A C
T 10. ̅̅̅̅ ̂ ≅ 𝐶𝑁
𝐶𝐷 is a tangent. 𝐴𝑁 ̂ , 𝐴𝐶
̅̅̅̅ = 3, 𝐴𝑇
̅̅̅̅ =
I ̅̅̅ ̅̅̅
6, 𝑎𝑛𝑑 𝑇𝐼 = 10. 𝑆𝑜 𝐼𝑂 = ________.
N O
120
Name: ________________________________Date:____Score:______
Skill: Demonstrates understanding of key concepts of circles and coordinate geometry
1.
Solution: _______=_______
6 _______=_______
5 x _______=_______
10
2.
Solution:
______=______
10
______=______
______=______ x
3x
R S
J 4
T L
3. If ̅̅̅̅
𝐾𝑅 = ̅̅̅̅ ̅̅̅ = 𝐽𝑇
𝐾𝑆, 𝐽𝑅 ̅̅̅, 𝐿𝑇
̅̅̅̅ = 𝐿𝑆
̅̅̅ 𝑎𝑛𝑑 ̅̅̅ ̅ = _______________.
𝐽𝐾 = 9, 𝑡ℎ𝑒𝑛 𝐽𝐿
4. If ̅̅̅̅
𝐾𝑅 = ̅̅̅̅
𝐾𝑆, ̅̅̅
𝐽𝑅 = ̅̅̅
𝐽𝑇, ̅̅̅
𝐿𝑇̅ = ̅̅̅
𝐿𝑆 𝑎𝑛𝑑 ̅̅̅ ̅ = _______________.
𝐽𝐾 = 7, 𝑡ℎ𝑒𝑛 𝐽𝐿
121
̅̅̅̅
𝑃𝑇 is tangent to circle O and ̅̅̅̅
𝑃𝑁 intersects circle O at J.
5. The radius of the circle is _________.
6. The measure of ̅̅̅̅

𝑇𝑂 = _________.
̅̅̅ = _________.
7. The measure of 𝑂𝐽
12
T P
J
J O
J 4444 4 J
J N
J
J
J
J
8. If J̅̅̅̅
𝐹𝐻 = 5, 𝑚∠𝐻𝐼𝐸 = 60°, then ̅𝐻𝐼
̅̅̅ = __________.
J
̅̅̅̅ = 5, 𝑚∠𝐻𝐼𝐸 = 60°, then ̅̅̅
9. If J𝐹𝐻 𝐸𝐼 = __________.
J
10. If ̅̅̅̅
𝐹𝐻 = 5, 𝑚∠𝐻𝐽𝐸 = 45°, then ̅̅̅
𝐸𝐽 = __________.
J
J̅̅̅̅ ̅̅̅̅ = __________.
11. If 𝐹𝐻 = 5, 𝑚∠𝐻𝐼𝐸 = 45°, then 𝐻𝐽
J
J
J
122
LEARNING
Code: COMPETENCY
M10-GE-IIg-2
28
APPLYING THE DISTANCE

FORMULA TO PROVE SOME
GOMETRIC PROPERTIES
CONCEPT:
The Distance Formula
The distance between two points in a coordinate plane can be computed
using the distance formula. If A (x1 , y1 ) and B (x2 , y2 ) are point in the
coordinate plane, then the distance between A and B is:
AB = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Examples:
1. Find the distance between A ( 7, 8 ) and B ( -2, -4 ).
AB = √(−2 − 7)2 + (−4 − 8)2
AB = √(−9)2 + (−12)2
AB = √(81)2 + (144)2
AB = √255
AB = 15
2. Show that A ( -3, 1 ) ,B ( 3, -1 ) and C ( 1, 3) are the vertices of an isosceles triangle.

Isosceles triangle has exactly two congruent sides.
AB = √(−3 − 3)2 + (1 − (−1))2 = √36 + 4 = √40 = 𝟐 √𝟏𝟎
BC = √(3 − 1)2 + (3 − (−1))2 = √4 + 16 = √20 = 𝟐 √𝟓
AC = √(−3 − 1)2 + (1 − 3))2 = √16 + 4 = √20 = 𝟐 √𝟓
123
3. The distance between the points A ( 2, 3) and B ( 7, y ) is 13. Find y by the distance
formula:
AB = √(2 − 7)2 + (3 + 𝑦)2
AB = √(−5)2 + (9 − 6𝑦 + 𝑦 2 )
AB = √25 + 9 − 6𝑦 + 𝑦 2
AB = √𝑦 2 − 6𝑦 + 34
169 = 𝑦 2 − 6𝑦 + 34
0 = 𝑦 2 − 6𝑦 + 135
0 = ( y – 15 ) ( y + 9)
y – 15 = 0 or y+9=0
y = 15 or y=-9
The value of y can be 15 or -9.
4. A. Find the Area of the Polygon defined by the coordinate a) F (-2, 2), L (3, 2), B (3, -3),
D (-2, -3)
• Plot the point in the Cartesion Plane. • Solve for the distance of each sides to
know the type of polygon and consider
appropriate formula.
Using the distance formula:
AB = √(𝒙𝟐 − 𝒙𝟏 )𝟐 + (𝒚𝟐−𝒚𝟏 ²
Figure:
We have,
FL = √(𝟑 − (−𝟐))𝟐 + (𝟐 − 𝟐)²

• Since all sides are of equal lengths, FL = √5² = 5 units
then the polygon formed is a square. LB = √(−𝟑 − 𝟐)𝟐 + (𝟑 − 𝟑)²
• Use the formula for the Area of the LB = √(−5)² = 5 units
square, BD = √(−𝟐 − 𝟑)𝟐 + (−𝟑 − (−𝟑))²
A = 𝑆2 BD = √(−5)² = 5 units
Substitute, S = 5 FD = √(−𝟐 − (−𝟐))𝟐 + (−𝟑 − 𝟐)²
Simplify, FD = √5² = 5 units
A = (5)2
A = 25 units
Therefore, the area of triangle FLBD

is 25 square units. 124
B. J (3,6) K (8,6) L (11,2) M (0,2)
• Plot the points in the Cartesian Plane. Assumption (based on the figure)
JM = KL
√(3 − 0)² + (6 − 2)² = √(11 − 8)² + (2 − 6)²

√3² + 4² = √3² + (−4)²
√9 + 16 = √9 + 16
√25 = √25
5 units = 5 units
Through figure inspection, the height of the

Isosceles Trapezoid is 4 units.
• Solve the distance.
d = √(𝑋2 − 𝑋1 )² + (𝑌2 −𝑌1 )²

Base 1:
JK = √(8 − 3)² + (6 − 6)²
= √5²
JK = 5 units
Base 2:
ML = √(11 − 0)² + (2 − 2)²
ML = √11²
ML = 11 units
Figure here:
The figure is an isosceles trapezoid with

base ____ units, and height ____ units.
Using the formula,

A = ½ h (𝑏1 + 𝑏2 )
C
A
Substitute,
A = ½ (4) (5+11)
C= ½ 2(16)
A A= 32 sq. units
C
A
126
Name: ______________________________Date:____Score:______
Skill: Finding the distance given the two points
Directions: Find the distance between the given points.
1. ( -2, 0 ) and ( 8, -5 )
2. ( 2, 1) and ( 6, 8 )
3. ( 4, 3 ) and ( -1, 1 )
4. ( -3, -2 ) and ( 2, 3 )
5. ( 7, 2 ) and ( -2, -1)
6. ( 4, -2 ) and ( 6, 5 )
7. ( -2, 5 ) and ( 4, 1 )
8. ( 6, 5 ) and ( 7, 1 )
9. ( -7, -2 ) and ( 6, 1 )
10. ( 6, -4 ) and ( 8, -2 )
127
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Proving some geometric properties
Directions: Determine whether  ABC is scalene, isosceles or equilateral.
1. A ( 3, -2 ) , B ( -4, 7 ) , C ( 6, 2)
2. A ( 1, 2 ) , B ( 4, -1 ) , C ( 6, 4)
3. A ( 1, -4 ) , B ( 13, 2 ) , C ( 9, 8)
4. A ( 1, 1 ) , B ( -2, 5 ) , C ( 4, 5)
5. A ( 0, 0 ) , B ( 6, 0 ) , C ( 3, 3√3)
128
Name: _________________________________Date:____Score:______
Skill: Finding the distance of a given point from the origin
Directions: Determine the distance from the given point to the point of origin.
1. ( 3, 4 )
2. ( 13, -12 )
3. ( -√2, 1 )
4. ( -0.6, 0.8 )
5. ( -3, 5 )
6. ( -6, 8 )
7. ( -9, -2 )
8. ( -9, 40 )
9. ( 7, 24 )
10. ( 37, -35 )
129
LEARNING
Code:
COMPETENCY
M10GE-IIh-1
29
ILLUSTRATING THE CENTER-

RADIUS FORM OF THE
EQUATION OF A CIRCLE
CONCEPT:
The Equation of a Circle
The equation of a circle whose center is at the origin and whose
radius is r is :
x2 + y2 = r2
P (x, y)
r
The equation of a circle whose center is at (h,k) and whose radius is r is :

( x – h )2 + ( y – k ) 2 = r2
P (x, y)
C C (h, k)
r
P (x, y)
130
Examples:
1. Write an equation of a circle with center at (0,0) and radius of 4.
C - (0, 0) r=4
x2 + y2 = 42
x2 + y2 = 16
2. Write an equation of a circle with center at (-2, 3) and radius of 3.

C (-2, 3) r=3
[𝑥 − (−2)] 2 + (y - 3)2 = 32
( x + 2 )2 + ( y – 3)2 = 9
3. Find the center and the radius of a circle represented by x 2 + ( y – 3)2 = 25 and
x2 + y2 – 6x + 4y + 9 = 0.
a. The center- radius form of the equation x2 + ( y – 3)2 = 25 is ( x - 0 )2 + ( y – 3)2 = s2.

Thus, the center is (0, 3) and the radius is 5.
c. Rewriting the equation x2 + y2 – 6x + 4y + 9 = 0 in center-radius form by completing the

square:
x2 + y2 – 6x + 4y + 9 = 0
( x2– 6x ) + ( y2 + 4y ) + 9 = 0 Associative Property
( x2– 6x ) + ( y2 + 4y ) = - 9 Adding -9 on both sides
( x2– 6x + 9 ) + ( y2 + 4y + 4) = - 9 + 9 + 4 Completing the square
( x - 3 )2 + ( y + 2)2 = 4 = 22 Factoring
The last equation is in the center-radius form. Thus, the center is ( 3, -2 ), and the
radius is 2.
131
Name: ______________________________Date:____Score:______
Skill: Determining the center and radius of a circle given its equation
Directions: Find the center and radius of the circle represented by each equation.
1. x2 + y2 = 144
2. x2 + y2 = 75
3. x2 + y2 = 225
4. x2 + ( y – 2) 2 = 64
5. ( x – 5 )2 + y2 = 16
6. ( x - 8 )2 + ( y – 5 )2 = 81
7. ( x - 2 )2 + ( y – 4 )2 = 36
8. ( x - 5 )2 + ( y – 5 )2 = 27
9. ( x + 4 )2 + ( y + 4 )2 = 32
10. ( x + 2 )2 + y 2 = 100
132
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Determining the equation given center and the radius of a circle
Directions: Give the equation of the circle given the center and radius below.
1. C ( 0, 0 ) ; r=5
2. C ( 0, 0 ) ; r = 2√5
3. C ( 0, 0 ) ; r = √5
4. C ( 0, 0 ) ; r = √3
5. C ( 0, 0 ) ; r=4
6. C ( 0, 0 ) ; r=9
7. C ( 2, 6 ) ; r=9
8. C ( -7, 2 ) ; r = 15
9. C ( -4, -5 ) ; r = 5√2
10. C ( 10, - 8 ) ; r = 3√3
133
Name: ________________________________Date:____Score:______
Skill: Determining the center and radius of the circle given an equation
Directions: Find the center and radius of the circle represented by each equation.
2 2 3 2 4
1. (𝑥 − 3) + (𝑦 + 4) = 9
2 2 1 2 1
2. (𝑥 + ) + (𝑦 + ) =
3 4 25
3.
x  2 +
 y  3 = 32
2 2
4. x2 + y2 - 4y + 1 = 0
5. x2 + y2 – 6x + 4 = 0
6. x2 + y2 – 2x – 4y + 2 = 0
7. x2 + y2 – 4x – 4y - 16 = 0
8. x2 + y2– 10y - 11 = 0
9. x2 + y2 + 4y - 45 = 0
10. x2 + y2 – 14x - 15 = 0
134
LEARNING
COMPETENCY
Code: 31
M10GE-Iii-1
Lesson A
GRAPHS A CIRCLE AND OTHER

GEOMETRIC FIGURES ON THE
COORDINATE PLANE
CONCEPT:
A circle is a closed curve in the plane all points of which are
equidistant to a fixed point. The fixed point is called the center. The distance
from any point on the circle to the center is called the radius(pl. radii) of the
circle.
General form of the equation of the circle:
𝒙𝟐 + 𝒚𝟐 + 𝒂𝒙 + 𝒃𝒚 + 𝒄 = 𝟎
Standard form of the equation of the circle:

(𝒙 − 𝒉)𝟐 + (𝒚 − 𝒌)𝟐 = 𝒓𝟐
Where (h,k) is the center of the circle and r is the length of the radius of the circle.
Illustrative Examples:
Sketch the graph of the equation 𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 − 12 = 0.
Solution:
The graph of the given equation is a circle. Transform the equation first to its standard form
by completing the squares in x and y in order to identify easily the center and the radius.
𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 − 14 = 0 equation in general form
𝑥 2 + 𝑦 2 + 4𝑥 − 6𝑦 = 14 Isolate the constant
(𝑥 2 + 4𝑥) + (𝑦 2 − 6𝑦) = 14 Group the terms (x and y)
(𝑥 2 + 4𝑥 + ____) + (𝑦 2 − 6𝑦 + _____) = 14 Complete the squares
𝟒 −𝟔 𝟒 𝟐 −𝟔
(𝑥 2 + 4𝑥 + (𝟐)𝟐 ) + (𝑦 2 − 𝟔𝑦 + ( 𝟐 )2 = 14 − ((𝟐) + ( 𝟐 )2) Simplify.
(𝑥 + 2)2 + (𝑥 − 3)2 = 14 − ((22 ) + (−3)2 )

(𝑥 + 2)2 + (𝑥 − 3)2 = 14 − (4 + 9)
(𝑥 + 2)2 + (𝑥 − 3)2 = 14 − (4 + 9)
(𝑥 + 2)2 + (𝑥 − 3)2 = 1 equation in standard form
135
Hence, the center of the circle is at (-2,3) and its radius is 1 unit.
To graph the circle, determine significant points (center and the radius).
Graph:
Figure:
1. Locate the center of the circle. (h,k) → (-2,3)

2. Determine 4 significant points on the circle
through the radius. Since the radius is 1 unit
then,
Right: (h+r , k) Up: (h , k+r)

Left: (h-r , k) Down: (h , k-r )
h=2, k=3
Right: (-2+1 , 3) Up: (-2 , 3+1) → (-2 , 4)
Left: (-2-1 , 3) Down: (-2 , 3-1) → (-2 , 2)
136
Name: ______________________________Date:____Score:______
Skill: Graphing the circle in the coordinate plane given the center and the radius
Directions: Given the center and the radius graph the circle, write the standard form of the
equation and graph.
1. Center : (3,1) Radius:1 unit

Equation in standard form:
__________________________
Graph:
Center : (-1,2) Radius: 2 units

__________________________
Graph:
137
2. Center : (-1,-3) Radius: 2 units
__________________________
Graph:
3. Center : ( 3, -3) Radius: 3 units

__________________________
Graph:
4. Center : (-3,2) Radius: 2 units

__________________________
Graph:
138
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Generating the graph of the circle in the coordinate plane given the equation
in general form
Directions: Given the equation in general form, transform it to standard form, then
determine the center and the radius. Graph the circle after.
1. Equation (in general form): x2  y 2  6 x  8 y  9  0

Standard form: ___________
Center:________; radius:_________
2. Equation (in general form): 𝑥 2 + 𝑦 2 − 10𝑥 + 10𝑦 + 25 = 0

Center:________; radius:_________
139
3. Equation (in general form): 𝑥 2 + 𝑦 2 + 2𝑥 + 4𝑦 − 11 = 0
Center:________; radius:_________
4. Equation (in general form): 𝑥 2 + 𝑦 2 + 4𝑥 + 3𝑦 − 4 = 0

Center:________; radius:_________
5. Equation (in general form): 2𝑥 2 + 2𝑦 2 + 5𝑥 + 3𝑦 + 2 = 0

Center:________; radius:_________
140
Name: ________________________________Date:____Score:______
Skill: Solving problems involving the graph of circles in the coordinate plane
Directions: Answer each of the problems.
1. Sketch the graph of (𝑥 − 3)2 + (𝑦 − 5)2 = 4. Reflect the graph across the x-axis ,
and sketch the image. Write an equation for the image.
2. Sketch the graph of (𝑥 − 4)2 + (𝑦 − 2)2 = 1. Reflect the graph across the y-axis, and
sketch the image. Write an equation for the image.
3. Find the equation of the line tangent to the circle 𝑥 2 + 𝑦 2 =100 at the point (-6,8).
4. Draw a triangle with vertices at (0,0), (0,6),(8,0). Find the equation of the circle that
circumscribes the triangle.
5. A computer screen is a coordinate plane in which each pixel is one unit. A typical
computer screen measures 640 pixels horizontally and 480 pixels vertically. The
origin of the plane is the upper left corner of the screen, so all y-coordinates are
negative.
A computer programmer wants to create a circle that is as large as possible
for the typical screen. What is the equation of the circle? ( More than one
answer is possible, depending on your choice of the center.
141
LEARNING
Code: COMPETENCY
M10GE-IIi-1
31
Lesson B
GRAPHING CIRCLE AND OTHER

GEOMETRIC FIGURES ON THE
COORDINATE PLANE
CONCEPT:
1. The distance between two points A(x1, y1) and B(x2, y2) is given by the formula
AB = ( x2  x1 )2  ( y2  y1 )2
2. The midpoint of a segment is a point that divides the segment into two congruent
segments.
3. The midpoint M of a segment whose endpoints are A(x1, y1) and B(x2, y2) is given
 x  x y  y2 
by the formula M  1 2 , 1 
 2 2 
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142
Illustrative Examples:
1. Draw a triangle with vertices A(1, 5), B(3, 1), C(-3, 3). Show that ∆ABC is isosceles.
Solution: a. Plot the given points (vertices) on a Cartesian coordinate plan.
b. To show that ∆ABC is isosceles, find the length of the sides. For the triangle to
be isosceles, at least two of the sides must have the same length.
1. Find AC; A(1, 5), C(-3, 3)

x1 = 1 x2 = -3
y1 = 5 y2 = 3
AC = ( x2  x1 )2  ( y2  y1 )2
= (3  1)2  (3  5)2
= (4)2  (2)2
= 16  4
= 20
AC = 2 5
2. Find BC; B(3, 1) , C(-3, 3)

x1 = 3 x2 = -3
y1 = 1 y2 =3
BC = ( x2  x1 )2  ( y2  y1 )2
= (3  3)2  (3  1)
= (6)2  (2)2
= 36  4
= 40
BC = 2 10 143
3. Find AB; A(1, 5) B(3, 1
x1 = 1 x2 = 3
y1 = 5 y2 = 1
AB = ( x2  x1 )2  ( y2  y1 )2
= (3  1)2  (1  5)2
= (2)2  (4)2
= 4  16
= 20
AB = 2 5
Since the length of AC equals the length of AB, then AC  AB . Therefore ∆ABC is an
isosceles triangle.
2. Find the perimeter of a quadrilateral whose vertices are P(-2,2), Q(5, 2), R(4, -3) and
S(-3, -3). What kind of quadrilateral is PQRS?
Solution:
a. Find PQ; the y-coordinate of P and Q is the same
PQ = [5  (2)]2
= (5  2)2
= (7 ) 2
PQ = 7
b. Find QR
QR = (4  5)2  (3  2)2
= (1)2  (5)2
= 1 25
QR = 26 144
c. Find RS; the y-coordinate of R and S is the same
RS = (3  4)2
= (7) 2
= 49
RS = 7
d. Find PS
PS = [3  (2)]2  (3  2)2
= (1)2  (5)2
= 1 25
= 26
The perimeter of quadrilateral PQRS = PQ + QR + RS + PS
= 7+ 26 + 7 + 26
= 14 + 2 26
Based on the computed lengths of the sides, PQ = RS and QR = PS which means that the
opposite sides of the quadrilateral are congruent. Therefore, PQRS is a parallelogram.
145
Name: ______________________________Date:____Score:______
Skill: Sketching the graph of geometric figures in the coordinate plane
Directions: Sketch the graph of the polygons and give the measurements of each sides.
A. 1.(0,0,), (4,5), (2,7)
Graph: Solution:
2.(-3,-5), (-1,4), (2,1)

Graph: Solution:
B. Position each figure in the coordinate plane and give the coordinates of each vertex.
3. rectangle with the width m
and length twice the width
5. a right triangle with legs of

lengths of 1 unit and 3 units
146
6. a right triangle with lengths m and n
7. center the long side on the x-axis of the origin
8. place the long side on the y-axis centered at the origin
C. The given below are the vertices of a triangle. Sketch the image of the triangle on the
Cartesian plane provided and classify the triangle if it is scalene, isosceles or equilateral.
9. (-5,0) , (1,-1), (5,0)
Type of Triangle: ____________
10. (-2,5) , (1,-1), (4,-5)
Type of Triangle:_______________
147
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Finding the unknown using the distance formula
Directions: Given the distance (d) betwen the points D and F, graph it and determine the
missing ordinate represented by x or y.
1. d = 13, D(-4, 1), F( x, -4)

Graph: Solution:
2. d = 7, D( 5, 0), F( 1, y)
Graph: Solution:
3. d = 5, D(-4, y), F(0, -3)

Graph: Solution:
148
4. d = 5 , D(x, 4), F(3, 5)
Graph: Solution:
5. d= 17 ,D (6, 2), F(5, y)
Graph: Solution:
6. d=5 ,D(3,1), F(x,5)

Graph: Solution:
7. d= √17 , D (x,2) , F(-1,3)

Graph: Solution:
149
8. d= 2√10 , D(-6,2) , F(x,0)
Graph: Solution:
9. d= 4√2 , D(10,y) ,F(6,3)

Graph: Solution:
10. d= 7 , D(8,-2), F(1,y)

Graph: Solution:
150
Name: ________________________________Date:____Score:______
Skill: Generating graphs of geometric figures in the coordinate plane to solve the
problem

1. Three points D(-5,6) , E(2,-1) , and F(x,0) are given.
Find the value of x if DF =EF.
Solution:
2. Three points A(4,5) , B(-3,2) , and C(x,0) are given.

Find the value of AC=BC.
Solution:
3. In the figure, the vertices of quadrilateral PQRS

are P(1,5) , Q(4,-2) , R(-1,-5),and S(-6,1).
Which diagonal of quadrilateral PQRS is longer?
Solution:
151
4. Draw a triangle with vertices ( 6, 3 ), ( 2, 7 ), ( 10, 7 ).
What kind of triangle is it?
Solution:
5. Use the distance formula to show that (3, 0), (0, 4), ( 6, -4) are collinear.
Solution:
6.The distance from (5, 7) to (x, 2) is 34 .
Find all possible values for x.
Solution:
7. Find the fourth vertex S of a rectangle

whose three vertices are p(-3, 2),
Q(-3, 7) and R(2, 7).
Solution:
152
8.Use the distance formula to show that X(1, -1) is the midpoint of the segment with
endpoints A(4, 1) and B(-2, -3).
Solution:
9.Given R(5, 2), S(a, -2) and T(-3, b).
Find a and b so that S is the midpoint of RT .
Solution:
10. Show that the points (-1, -2), (2, 1) and (-3, 6)
are the vertices of a right triangle.
Use the distance formula.
Solution:
153
154
M10SP-IIIa-1 LEARNING
COMPTENCY
M10SP-IIIa-2
33 & 34
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1. ILLUSTRATING THE
PERMUTATIONS OF OBJECTS.
2. DERIVING THE FORMULA FOR
FINDING THE NUMBER OF
PERMUTATIONS On OBJECTS
TAKEN r AT A TIME.
CONCEPT:
To help you to remember,
think "Permutation ... Position"
There are basically two types of permutation:
 Repetition is Allowed: such as the lock above. It could be "333".

 No Repetition: for example the first three people in a running race. You can't be first and
second.
1. Permutations with Repetition

These are the easiest to calculate.
When a thing has n different types ... we have n choices each time!
For example: choosing 3 of those things, the permutations are:
n×n×n
(n multipled 3 times)
More generally: choosing r of something that has n different types, the permutations are:
n × n × ... (r times)
(In other words, there are n possibilities for the first choice, THEN there are n possibilites
for the second choice, and so on, multplying each time.)
Which is easier to write down using an exponent of r:
n × n × ... (r times) = nr
155
Example: in the lock above, there are 10 numbers to choose from (0,1,2,3,4,5,6,7,8,9) and
we choose 3 of them:
10 × 10 × ... (3 times) = 103 = 1,000 permutations
So, the formula is simply:

𝑛𝑟
where n is the number of things to
choose from, and we choose r of them
(Repitition allowed, order maters)
2. Permutations without Repetition

In this case, we have to reduce the number of available choices each time.
goo.gl/gzioer
For example, what order could 16 pool balls be in?

After choosing, say, number "14" we can't choose it again.
So, our first choice has 16 possibilites, and our next choice has 15 possibilities, then 14, 13,
etc. and the total permutations are:
16 × 15 × 14 × 13 × ... = 20,922,789,888,000
But maybe we don't want to choose them all, just 3 of them, so that is only:
16 × 15 × 14 = 3,360
In other words, there are 3,360 different ways that 3 pool balls could be arranged out of 16
balls.
Without repetition our choices get reduced each time.
But how do we write that mathematically? We use the "factorial function"
The factorial function (symbol: !) just means to multiply a

series of descending natural numbers. Examples:
 4! = 4 × 3 × 2 × 1 = 24
 7! = 7 × 6 × 5 × 4 × 3 × 2 × 1 = 5,040
 1! = 1
Note: it is generally agreed that 0! = 1. It may seem funny that multiplying

no numbers together gets us 1, but it helps simplify a lot of equations.
So, when we want to select all of the billiard balls the permutations are:
16! = 20,922,789,888,000
156
But when we want to select just 3 we don't want to multiply after 14. How do we do that?
There is a neat trick ... we divide by 13! ...
16 × 15 × 14 × 13 × 12 ...
= 16 × 15 × 14 = 3,360
13 × 12 ...
16!
Do you see? 13! = 16 × 15 × 14
Thus, when n objects taken

at a time, the formula is written as:
nPr = for n ≥ r
where n is the number of things to
choose from, and we choose r of them
(No repetition, order matters)
Examples:
1. Our "order of 3 out of 16 pool balls example" is:
Solution: n=16 ; r=3 Permutation : P
16 3
16! 16! 20,922,789,888,000

= = = 3,360
(16-3)! 13! 6,227,020,800
(which is just the same as: 16 × 15 × 14 = 3,360)
2. How many ways can first and second place be awarded to 10 people?
Solution: n=10 ; r=2 Permutation : 10 P2
10! 10! 3,628,800

= = = 90
(10-2)! 8! 40,320
(which is just the same as: 10 × 9 = 90)
Notation
Instead of writing the whole formula, people use different notations such as these:
157
Name: ______________________________Date:____Score:______
Skill: Evaluating permutations
Directions: Find the value of each expression.
1. 6P6 =_________ ;n=______________;r=____________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
2. c=_________ ;n=______________;r=____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
3. 10P4 =_________ ;n=______________;r=____________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
P
4. =_________ ;n=______________;r=____________
11 11
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
158
5. P =_________ ;n=______________;r=____________
15 11
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
6. P =_________ ;n=______________;r=____________
99 99
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
P2
3
7. 3 P1 =_________ ;n=______________;r=____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
P
11 11
8. ==_________ ;n=______________;r=____________
7 P7
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
P
9. 11 11
 5 P5 =_________ ;n=______________;r=____________
7 P7
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
159
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Applying permutations in solving problems
1. There are 5 roads from city A to city B and 3 roads from City B to City C. How many
routes are there from City A to City C via City B?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
2. A Kolosas store has 6 different styles of Barong Tagalog on display. Each style is
available in 2 colors. If you choose a style, you can have one of the two colors. How many
styles of the different color can you select from?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
3. If a coin is flipped once, it can come up as a tail or a head. If two coins are flipped twice,
how many possible results will there be? Illustrate.
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
160
4. How many kinds of sandwiches can you make if you have four fillings (eggs,
ham,chicken,sausage) and two choices of bread ( loaf bread, rolls)?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
5. In going to school, Rose can take any of 3 possible routes to the jeepney stop and from
there take any two possible jeepney routes. How many possible ways can she have in
going to school?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
6. If there are four routes from town A to town B and five routes from town B to town C,
how many different routes may be taken in going from town A to town C?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
7. How many different agreements of X, Y, and Z in a straight line can you make if:
a) no repetition of the letters is allowed?
n=_______________ r=________________ Permutation:___________

Solution:
Answer:__________________________________________________
161
b) repetition is allowed?
n=_______________ r=________________ Permutation:___________

Solution:
Answer:__________________________________________________
8. How many two-digit numbers can be formed from the digits 1,3,5,7,9?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
9. A license plate consists of three letters followed by a three-digit number. How many
plates are available for distribution if 0 is not allowed to appear as the first digit in the
number?
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________
10. A restaurant in Roxas Boulevard offers three choices of soup, three different fish dishes
, five different meat dishes and two different vegetable dishes. Draw a tree diagram to
identify the possible combinations of four dishes , one of each kind.
n=_______________ r=________________ Permutation:___________
Solution:
Answer:__________________________________________________ 162
Name: ________________________________Date:____Score:______
Skill: Solving problems involving permutations

Directions: Answer each item.
1. In how many ways can 5 students sit in a row of five chairs for a photograph.
Illustration:
Solution:
Answer:_________________________________________________________________
2. Eight employees are assigned to five counters assisting the public. In how many ways ca
the assignment be made?
Illustration:
Solution:
Answer:_________________________________________________________________
3. How many permutations are there of the letters in:

a) Software
b) Interest
c) Presidentiables
Illustration:
Solution:
Answer:_________________________________________________________________
163
4. How many permutations of all the letters of “trigonometry” are there?
Illustration:
Solution:
Answer:_________________________ ________________________________________
5. A certain eatery has 3 meat courses, 2 fish courses and 2 vegetable courses. In how
many different arrangements may a person avail himself of a complete meal?
Illustration:
Solution:
Answer:_________________________________________________________________
6. Pizza pies can be ordered in 3 sizes ( small,medium,large), 2 crust choices (thick,thin), 4

choices of meat toppings, (sausage only, pepperoni only,both, or neither) and 2 cheese
toppings (regular or double). How many ways can a pizza pie be ordered?
Illustration:
Solution:
Answer:_________________________________________________________________
7. In a popular lottery game,6 numbers are to be picked randomly from 1 to 42, with no
repetitions. How many ways can these 6 numbers be picked without order?
Illustration:
Solution:
Answer:_________________________________________________________________
164
8. How many different string ensembles of 2 men and 4 women can be formed from 8 men
and 6 women? How many ways can this ensemble be seated in a line?
Illustration:
Solution:
Answer:_________________________________________________________________
9. In a music award ceremony, 5 female singers are completing for the gold, silver and
Bronze awards under “ the best female singers”. How many permutations are there for the
winners in the gold, silver and bronze awards?
Illustration:
Solution:
Answer:_________________________________________________________________
10.Sandy, Yvonne , and four other friends are arrange for a group photo. How many
permutations are there?
Illustration:
Solution:
Answer:_________________________________________________________________
165
LEARNING
M10SP-IIIb-1
COMPETENCY
35
SOLVE PROBLEMS
INVOLVING PERMUTATIONS
PERMUTATION
CONCEPT:
All possible arrangements of a collection of things,
where the order is important.
1. The permutation of n objects taken r at a time is ;
n!
P(n, r )  ,n  r where n-the number of objects
(n  r )!
r- number of objects taken at a time
166
Example:
If a committee has eight members. How many ways can the committee select a
president,vice-president and secretary.
Solution:
n!
Using the Formula for n Pr 
(n  r )!
n=8 r=3
FORMULA:
n!
Pr 
(n  r )!
n
8!
P3 
(8  3)!
8
8!
P3 
(8  3)!
8
8!
8 P3
5!
8  7  6  5!
P3
5!
8
8 P 3  336
Therefore, there are 336 ways the committee can choose a president, vice president,
and secretary.
167
2. The permutation of n objects taken all at a time is:
P(n, n)  n! where the number of object taken at a time
Example:
1.How many different ways can 6 different books be arranged on a shelf?
Solution:
Using the Formula for nPn = n!
Because all six books are being arranged, n = 6.
n P n  n!
6 P6  6!
6 P6  6  5  4  3  2  1
6 P6  720
Therefore, there are six books can be arranged in 720 different

ways.
3. The number of distinguishable permutations of n objects, of which a objects are

identical, another b objects are identical, and another c objects are identical, and so
on, is
n!
P
a!b!c!
Example:
Determine the number of distinguishable arrangements for the word SASKATOON.
Solution:
In the word SASKATOON, there are two Ss, two As, and two Os. There are nine
letters altogether.
n!
P
a!b!c!
9!

2!2!2!
 45,360
Therefore,there are 45,360 distinguishable arrangements in the word

SASKATOON.
4. The circular permutation of n objects arranged in a circle is: 168
P  (n  1)!
Example:
Find the number of ways in which 5 people A, B, C, D, E can be seated at a around
table, such that
(i) A and B must always sit together.

(ii) C and D must not sit together.
Solution:
If we wish to seat A and B together in all arrangements, we can consider these two
as one unit, along with 3 others. So effectively we’ve to arrange 4 people in a circle,
the number of ways being (4-1)! or 6.Let me show you the arrangements.
But in each of these arrangements, A and B can interchange themselves places in

2 ways:Here’s what I’m talking about:
Therefore, the total number of ways will be 6 x 2= 12.
goo.gl/WUZAly
169
Name: ______________________________Date:____Score:______
Skill: Determining the P, the n and the r in the different permutations
Directions: Solve for the unknown in each item, then write the answer under the
designated places.
P(n,r) P n r
1.P(5,5)
2.P(6,r)= 360
3.P(n,3)= 210
4.P(12,5)= ___
5.P(7, r) = 840
6.P(n,3)= 990
7.P(8, 5)= ___
8.P(n, 4)= 5040
9.P(13, r)= 154440
10.P(13, 6)= ___
170
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Solving problems involving permutations with high order thinking skills
Directions: Answer each problem completely.
1. How many permutations of 3 different digits are there, chosen from the ten digits 0 to 9
inclusive? (Such as drawing ten numbered marbles from a bag, without replacement)
Answer: ________________________________________________________
2. How many permutations of 4 different letters are there, chosen from the twenty six
letters of the alphabet?
Answer:_________________________________________________________
3. How many different committees of 5 people can be chosen from 10 people?
Answer:_________________________________________________________
4. Jones is the Chairman of a committee. In how many ways can a committee of 5 be
chosen from 10 people given that Jones must be one of them?
Answer:_________________________________________________________
5. A special type of password consists of four different letters of the alphabet, where each
letter is used only once. How many different possible passwords are there?
Answer:__________________________________________________________
6. A password consists of two letters of the alphabet followed by three digits chosen from 0
to 9. Repetition is allowed. How many different possible passwords are there?
Answer:__________________________________________________________ 171
7. In how many ways can 6 people be seated at a round table?
Answer:__________________________________________________________
8. Assuming that any arrangement of letters forms a word, how many words of any length
can be formed from the letters of the word “SQUARE”?
Answer:___________________________________________________________
9. A restaurant offers 5 choices of appetizer, 10 choices of main meal and 4 choices of

dessert. A customer can choose to eat just one course, or two different courses, or all three
courses. Assuming all choices are available, how many different possible meals does the
restaurant offer?
Answer:___________________________________________________________
10. In how many ways can 3 men and 3 ladies be seated at around table such that no two
men are seated together.
Answer:___________________________________________________________
172
Name: ______________________________Date:____Score:______
Skill: Creating a real life problem that illustrate permutations
Directions: Formulate and solve problem or situation in real-life where permutation is

illustrated.
173
M10SP-IIIc-1
Competency
M10SP-IIId-1
36 & 38
1. ILLUSTRATING THE
COMBINATION OF OBJECTS
2. DERIVING FORMULA
FOR FINDING THE NUMBER
OF COMBINATIONS OF n
OBJECTS TAKEN r AT A TIME
CONCEPT:
COMBINATIONS
A collection of things, in which the order does not matter.
There are two types of combinations :
1. Repetition is Allowed: such as coins in your pocket (5,5,5,10,10)
2. No Repetition: such as lottery numbers (2,14,15,27,30,33)
Example 1: Combinations with Repetition

Let us say there are five flavors of ice cream: banana, chocolate,
lemon, strawberry and vanilla.
We can have three scoops. How many variations will there be?
goo.gl/XzNYjt
Let's use letters for the flavors: {b, c, l, s, v}. Example of selections include
 {c, c, c} (3 scoops of chocolate)

 {b, l, v} (one each of banana, lemon and vanilla) 174
 {b, v, v} (one of banana, two of vanilla)
(And just to be clear: There are n=5 things to choose from, and we choose r=3 of them.
Order does not matter, and we can repeat!)
Now, I can't describe directly to you how to calculate this, but I can show you a special
technique that lets you work it out.
Think about the ice cream being in boxes, we could say "move past the first box,
then take 3 scoops, then move along 3 more boxes to the end" and we will have
3 scoops of chocolate!
So it is like we are ordering a robot to get our ice cream, but it doesn't change anything, we
still get what we want.
We can write this down as (arrow means move, circle means scoop).
In fact, the three examples above can be written like this:
{c, c, c} (3 scoops of chocolate):
{b, l, v} (one each of banana, lemon and vanilla):
{b, v, v} (one of banana, two of vanilla):
OK, so instead of worrying about different flavors, we have a simpler question: "How many
different ways can we arrange the arrows and circles?"
Notice that there are always 3 circles (3 scoops of ice cream) and 4 arrows (we need to move
4 times to go from the 1st to 5th container).
In general, there are r + (n−1) positions, and we want to choose r of them to have circles.
This is like saying "we have r + (n−1) pool balls and want to choose r of them". In other words
it is now like the pool balls question, but with slightly changed numbers. And we can write it
like this:
where n is the number of thing to choose from, and we choose r of them

(Repetition allowed, order doesn’t matter)
Interestingly, we can look at the arrows instead of the circles, and say "we have r + (n−1)
positions and want to choose (n−1) of them to have arrows", and the answer is the same:
175
So, what about our example, what is the answer?
(3+5−1)! 7! 5040 5,040

= = = 35
3!(5−1)! 3!×4! 6×24 144
Therefore, there are 35 variation of ice cream flavors.
Example 2. Combinations without Repetition
This is how lotteries work. The numbers are drawn one at a time, and if we have the lucky
numbers (no matter what order) we win!
The easiest way to explain this is to consider the following:
 assume that the order does matter (ie permutations),

 then alter it so the order does not matter.
Going back to our pool ball example, let's say we just want to know which 3 pool balls are
chosen, not the order.
We already know that 3 out of 16 gave us 3,360 permutations.

But many of those are the same to us now, because we don't care what order!
For example, let us say balls 1, 2 and 3 are chosen. These are the possibilities:
Order does matter Order doesn't matter
123
132
213
123
231
312
321
So, the permutations will have 6 times as many possibilities.
In fact there is an easy way to work out how many ways "1 2 3" could be placed in order,
and we have already talked about it. The answer is:
3! = 3 × 2 × 1 = 6 176
(Another example: 4 things can be placed in 4! = 4 × 3 × 2 × 1 = 24 different ways, try it for
yourself!)
So we adjust our permutations formula to reduce it by how many ways the objects could be
in order (because we aren't interested in their order any more):
The other way to write this formula is written as follows.
where n is the number of things to choose r of them (No repetition, order doesn’t
matter)
Notation
As well as the "big parentheses", people also use these notations:
Just remember the formula:
n!
r!(n−r)!
Example:
So, our pool ball example (now without order) is:
16! 16! 20,922,789,888,000

= = = 560
3!(16-3)! 3!×13! 6×6,227,020,800
177
Or we could do it this way:
16×15×14 3360
= = 560
3×2×1 6
In other words choosing 3 balls out of 16, or choosing 13 balls out of 16 have the same
number of combinations.
16! 16! 16!

= = = 560
3!(16-3)! 13!(16-13)! 3!×13!
Therefore, there are 560 combinations formed from 16 pool balls in a lottery.
178
Name: ______________________________Date:____Score:______
Skill: Determining the C, the n and the r in the different combinations
Directions: Solve for the unknown in each item, then write the answer under the
designated places.
C(n,r) C n r
1.C(6,6)
2.C(6,r)= 20
3.C(n,3)= 21
4.C(13,5)= ___
5.C(9, r) =36
6.C(n,3)=15
7.C(8, 2)= ___
8.C(n, 4)= 330
9.C(13, r)=1287
10.C(15,4 )=____
179
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Solving problems involving combinations with high order thinking skills
Directions: Answer each problem completely.
1.How many combinations can the seven colors of the rainbow be arranged
into groups of three colors each?
Answer:__________________________________________________
2.10 people exchange greet ings at a business meeting. How man y
greetings are exchanged if everyone greets each other once?
Answer:__________________________________________________
3.How many lottery tickets must be purchased to complete all possible
combinations of six numbers, each with a possibility of being from 1 to 49?
Answer:__________________________________________________
4. A coach must choose five starters from a team of 12 players. How many different
ways can the coach choose the starters?
Answer:___________________________________________________________
5. 10 points are drawn in a plane such that 3 points are collinear. How many straight lines
can be drawn by joining these points?
Answer:___________________________________________________________
6.In a class of 10 students, how many ways can a club of 4 students be arranged?
Answer:___________________________________________________________
7.In how many ways can a mixed doubles tennis game be arranged from eight married
couples, if no husband and wife play in the same game?
Answer:___________________________________________________________
8.Eleven students put their names on slips of paper inside a box. Three names are going
to be taken out. How many different ways can the three names be chosen?
Answer:___________________________________________________________
9.Over the weekend, your family is going on vacation, and your mom is letting you bring
favorite video game console as well as five of your games. How many ways can you
choose the five games if you have 12 games in all?
Answer:___________________________________________________________
10.On a ABC, on side AB 5 points are marked, on side BC 4 points are marked, while on
side AC 3 points are such that none of the points thus marked are on the vertex, then
how many triangles can be drawn by joining these points?
Answer:_________________________ ______________________________ 180

Name: ______________________________Date:____Score:______
Skill: Creating a real life problem that illustrate combinations.
Directions: Formulate and solve real-life problem or situation where Combination is

illustrated.
181
LEARNING
M10SP-IIId-e-1
COMPETENCY
39
SOLVES PROBLEMS
INVOLVING
PERMUTATIONS AND
COMBINATIONS
CONCEPT:
Permutation vs. Combination
• An arrangement where order is important is called a permutation.
• An arrangement where order is not important is called combination.
Example:
Determine if the situation represents a permutation or a combination:

1. In how many ways can five books be arranged on a book-shelf in the library?
permutation
2. In how many ways can three student-council members be elected from five
candidates? combination
3. Seven students line up to sharpen their pencils. permutation
4. A DJ will play three CD choices from the 5 requests. combination
Permutation – the permutation of n objects taken r at a time is denoted by

𝒏!
𝑷(𝒏, 𝒓) = ,𝒏 ≥ 𝒓
(𝒏 − 𝒓)!
The permutation of n objects taken all at a time is 𝑷(𝒏, 𝒏) = 𝒏!
182
Example: A math debating team consists of 4 speakers.
a) In how many ways can all 4 speakers be arranged in a row for a photo?
Solution: n = 4 and r = 4. So,

4!
𝑃 (4,4) = (4−4)! = 24 or 𝑃(4,4) = 4! = 24 𝑤𝑎𝑦𝑠
b) How many ways can the captain and vice-captain be chosen?

Solution: n = 4 and r = 2. So,
4!
𝑃 (4,2) = (4−2)! = 12 ways
Combination – the combinations of n objects taken r at a time is denoted by:

𝒏!
𝑪(𝒏, 𝒓) = 𝒓!(𝒏−𝒓)! , 𝒏 ≥ 𝒓 ≥ 𝟎
Example: In how many ways can a basketball team of 5 players be chosen from 8 players?
Solution: n = 8 players (total number of players)

r = 5 players (number of players to be selected)
𝟖!
𝑪(𝟖, 𝟓) = = 𝟓𝟔 𝒘𝒂𝒚𝒔
𝟓!(𝟖−𝟑)!
183
Name: ______________________________Date:____Score:______
Skill: Identifying situations that illustrate concepts of permutations and

combinations
Directions: Classify Me! Analyze the following statements. Then identify whether it is
permutation or combination then justify.
Situations Permutation or Justification

Combination
1.) Determining the top 3 winners

in a Math Quiz Bowl.
2.) Five people posing for a
groufie picture.
3.) Seating arrangement of 7
Science Club Officers
4.) Picking a committee of 5
members from 20 students.
5.) Choosing three of your
classmates to attend your debut
6.) Forming lines from 6 given
points with no tree of which are
collinear.
7.) Picking 6 cards from a deck of
cards.
8.) Assembling a jigsaw puzzle.
9.) Choosing 2 household chores

to do before dinner.
10.) Arranging 4 different potted
plants in a row from 6 plotted
plants.
184
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skill: Solving problems involving permutations and combinations
Directions: Formulate a mathematical statement that represents the given situation then
solve for its solution.
1.) Out of 7 consonants and 4 vowels, how many words of 3 consonants and 2 vowels can
be formed?
2.) In a group of 6 boys and 4 girls, four children are to be selected. In how many different
ways can they be selected such that at least one boy should be there?
3.) In how many different ways can the letters of the word 'OPTICAL' be arranged so that
the vowels always come together?
4.) From a group of 7 men and 6 women, five persons are to be selected to form a
committee so that at least 3 men are there in the committee. In how many ways
can it be done?
5.) A coin is tossed 3 times. Find out the number of possible outcomes.
185
6.) A bag contains 2 white balls, 3 black balls and 4 red balls. In how many ways can 3 balls
be drawn from the bag, if at least one black ball is to be included in the draw?
7.) In how many ways can the letters of the word 'LEADER' be arranged?
8.) How many 3 digit numbers can be formed from the digits 2, 3, 5, 6, 7 and 9 which are
divisible by 5 and none of the digits is repeated?
9.) A box contains 4 red, 3 white and 2 blue balls. Three balls are drawn at random. Find
out the number of ways of selecting the balls of different colours?
10.) In how many different ways can 5 girls and 5 boys form a circle such that the boys and
the girls alternate?
186
Name: ______________________________Date:____Score:______
Skill: Create at least five (5) real- life situations that involve concepts of permutation
and combinations and solve them correctly
Directions: Construct at least five (5) real- life situations that involve concepts of
permutation and combination and solve them correctly.
(Expected Output: PROBLEM SET)
1.)
2.)
3.)
4.)
5.)
187
M10SP-IIIf-1
M10SP-IIIg-1 LEARNING
COMPETENCY
M10SP-IIIg-h-1
40 - 42
1. ILLUSTARTES EVENTS,
AND UNIONS, AND
INTERSECTIONS OF EVENTS
2. ILLUSTRATES THE
PROBABILITY OF A UNION
OF TWO EVENTS
3. FINDS THE PROBABILITY OF
( AUB )
CONCEPT:
The Union and Intersection of Events
goo.gl/2lWwfe 188
Activities such as rolling a die, tossing a coin, or randomly choosing a ball from a box
which could be repeated over and over again and which have well-defined results are called
experiments. The results of an experiment are called outcomes. The set of outcomes in an
experiment is called a sample space. An event is a subset of the sample space.
Example:
1.) A die is rolled once. Find the probability of obtaining: (insert picture of a die)
a.) the sample space Ans.: (1, 2, 3, 4, 5, 6)
b.) a 5 Ans.: 1/6
c.) a 6 Ans.: 1/6
d.) an odd number Ans.: 1/2
2.) The extracurricular activities in a Junior High School participated by the students
are shown in the Venn diagram below.
Campus Math
Journalism 30 & Science
Club
38 51
10
4 8
0
Sports Club
137
1.) How many students are in the senior class? Ans. 345
2.) How many students participate in the Sports Club? Ans. 159/345
3.) If a student is randomly chosen, what is the probability that the student
participates in Sports Club or Campus Journalism? Ans. 227/345
4.) If a student is randomly chosen, what is the probability that the student
participates only in Campus Journalism and Math & Science Club? Ans. 30/345
189
Name: ______________________________Date:____Score:______
Skill: Illustrating union and intersection of events.
Directions: United or Departed! Analyze the given situation and answer the questions that
follow.
If A = {1, 3, 7, 9, 10}, B = {2, 5, 7, 8, 9, 10}, C = {0, 1, 3, 10}, D = {2, 4, 6, 8, 10}, E =

{negative natural numbers} and F = {0}
Find the following:
1.) A ∪ B
2.) E ∪ D
3.) C ∪ F
4.) C ∪ D
5.) B ∪ F
6.) A ∩ B
7.) C ∩ D
8.) E ∩ D
9.) C ∩ F
10.) B ∩ F
11.) (A ∪ B) ∪ (A ∩ B)
12.) (A ∪ B) ∩ (A ∩ B)
190
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skills: 1.) Solving problems involving union and intersection of events.

2.) Finding the probability of union of two events.
Directions: Construct a Venn diagram that represent the given situations and answer the
questions that follows.
1.) Let A and B be two finite sets such that n(A) = 20, n(B) = 28 and n(A ∪ B) = 36, find
n(A ∩ B).
2.) If n(A - B) = 18, n(A ∪ B) = 70 and n(A ∩ B) = 25, then find n(B).
3.) In a group of 60 people, 27 like cold drinks and 42 like hot drinks and each person
likes at least one of the two drinks. How many like both coffee and tea?
191
4.) There are 35 students in art class and 57 students in dance class. Find the number
of students who are either in art class or in dance class.
a.) When two classes meet at different hours and 12 students are enrolled in both
activities.
b.) When two classes meet at the same hour.
5.) In a group of 100 persons, 72 people can speak English and 43 can speak French.
How many can speak English only? How many can speak French only and how
many can speak both English and French?
192
Name: ______________________________Date:____Score:______
Skill: Formulating word problems involving concepts of union and intersection of events
and solve them correctly.
Directions: Formulate at least five (5) real- life situations that involve concepts of union and
intersection of events and solve them correctly. (Note: You can also attached a Venn
diagram to facilitate in finding the solution)
1.)
2.)
3.)
4.)
5.)
193
194
M10SP-IVa-1
M10SPIVb-1
M10SP-IVc-1 LEARNING
COMPETENCY
M10SP-IVd-e-1
45-48
MEASURE OF POSITION FOR

UNGROUPED DATA
CONCEPT:
 Illustrates the following measures of position: quartiles, deciles
and percentiles.
 Calculate specified measure of position of a set of data;
 Interpret measures of position; and
 Solve problems involving measures of position.
Concept example:
A. Quartile for ungrouped data (odd):
8,2,5,4,8,5,7,1,3,6,9
First, arrange the scores in ascending order;
1,2,3,4,5,5,6,7,8,8,9
Q1 is 3. The lower quartile is the value between the middle value and the least value in the
data set.
Q2 is 5. The middle value in the data set.
Q3 is 8. The upper quartile is the value that is between the middle value and the greatest
value in the data set.
Quartile for ungrouped data (even):
7,4,8,9,3,6,7,4,5,8
First, arrange the scores in ascending order;

3,4,4,5,6,7,7,8,8,9
Q1 is 4. The lower quartile is the median data value of the lower half of the data set.
Q2 is 6.5. The second quartile is obtained by getting the average between the 5 th and the 6th
data in the set.
Q3 is 8. The upper quartile is the value that is between the middle value and the greatest
value in the data set.
195
Deciles – is any of the nine values that divide the sorted data into ten equal parts.
B. Deciles for ungrouped data:

35,42,40,28,15,23,33,20,18 and 28
First, arrange the scores in ascending order.

15,18,20,23,28,28,33,35,40,42
The deciles are nine score-points which divide a distribution into ten groups.
The deciles are denoted as D1 ,D2, D3, . . . , D9. They are computed in the same
way as the quartiles are calculated.
Position of D3 
3
n  1
10
 10  1
3
10
33

10
D3  33.3  3
D3 is the third element. Therefore, D3 = 20.
Pecentiles – are values that divided a set of observations into 100 equal parts.
C. Percentile for ungrouped data

35,42,40,28,15,23,33,20,18 and 28
First, arrange the scores in ascending order.

15,18,20,23,28,28,33,35,40,42
The percentiles are the ninety-nine score-points which divide a distribution into one hundred
equal parts, so that each part represents the data set. It is used to characterize values
according to the percentage below them.
k (n  1)
Find its P30 using the formula and round off to the nearest integer.
100
30(10  1)
Position of P30 
100
30(11)

100
P30  3.3  3
P30 is the third element. Therefore, P30 = 20.
196
Name: ______________________________Date:____Score:______
Skill: Solving the quartile, decile, and percentile of ungrouped data
Directions: Do as directed.
The sales manager made a table for the sales of the car made within 9 months.
Month Number of cars
January 10
February 12
March 12
April 11
May 8
June 12
July 12
August 9
September 13
Find the following;

1. Q1 ,Q2 ,Q3
2. D2, D5, D8
3. P25, P5
0, P75
C. EVEN DATA
A Math teacher administered the final exam to his students. Below is the list of their scores:
76, 51, 98, 25, 92, 86, 96, 91, 96, 89, 87
Find the following;

1. Q1 ,Q2 ,Q3
2. D2, D5, D8
3.P25, P50, P75 197

DEPENDENT LEARNING
Name: ______________________________Date:____Score:______
Skills: Illustrating the following measures of position: quartiles, deciles, and

percentiles; Calculate specified measure of position of a set of data;
Interpret measures of position; and
Solve problems
SOLVING AND INTERPRETING UNGROUPED DATA
Directions: Calculate the measure of positiions and interpret the results.
Data A:
The weights in kilograms of 11 basketball players:
68 66 70 67 68 65 64 68 69 66 66
Find the following;

1. Q1 ,Q2 ,Q3
2. D3, D4, D7
3. P20, P40, P60
Data B:
Ages of a group of students:
14 15 14 15 14 15 14 15 16 15 16 15
Find the following;

1. Q1 ,Q2 ,Q3
2. D3, D4, D7
3. P20, P40, P60

198
Name: ______________________________Date:____Score:______
Skills: Illustrating the following measures of position: quartiles, deciles, and

percentiles;
Calculating specified measure of position of a set of data;
Interpreting measures of position; and
Solving problems
SOLVING AND INTERPRETING UNGROUPED DATA
Directions: Identify and calculate the measures of position, and interpret the results.
Data A:
The weights in kilograms of 11 basketball players:
68 66 70 67 68 65 64 68 69 66 66
Find the following;

1. Q1 ,Q2 ,Q3
2. D3, D4, D7
3. P20, P40, P60
Data B:
Ages of a group of students:

14 15 14 15 14 15 14 15 16 15 16 15
Find the following;

1. Q1 ,Q2 ,Q3
2. D3, D4, D7
3. P20, P40, P60
199
M10SP-IVf-g-1 LEARNING
COMETENCY
49
FORMULATES STATISTICAL
MINI-RESEARCH
CONCEPT:
In this chapter, the learners are encouraged to make their own statistical
data as an application of the measures of position. They are going to make a
survey on their lived experience as basis of their project, a mini-research. In
making a mini- research, first they have to identify a certain topic in gathering
data, and then make a frequency distribution using the data being gathered. Then
make a complete table which has the following columns: class interval, tally,
frequency, lower boundaries, and less than cumulative frequency.
FREQUENCY DISTRIBUTION-is a representation in a graphical or tabular format
that displays the number of observations within a given interval.
Example:
Gather data and make a complete frequency distribution of your 30 classmates’ scores
during an exam in Science.
The scores of the 30 students in Science exam are as follows:
45 12 14 31 26
28 20 35 24 20
20 25 24 41 24
28 23 37 27 35
29 23 16 20 27
24 15 19 15 18
FREQUENCY DISTRIBUTION OF SCORES IN SCIENCE EXAM OF 30 STUDENTS
CLASS TALLY FREQUENCY LOWER LESS

INTERVAL (f) BOUNDARIES CUMULATIVE
(LB) FREQUENCY (<
cf)
41-45 II 2 40.5 30
36-40 I 1 35.5 28
31-35 III 3 30.5 27
26-30 IIIII 5 25.5 24
21-25 IIIII-III 8 20.5 19
16-20 IIIII-III 8 15.5 11
11-15 III 3 10.5 3
200
Questions:
1. What is the highest score of the students in the exam?
2. What is the lowest score of the students in the exam?
3. How many students gained a score of 11-15?
4. How many students got perfect?
5. How many students got a passing score of 38?
6. How many students garnered below 38?
Collaborative:
In a group of five, the learners are going to choose a certain topic for their mini-research
and make a complete frequency distribution.
1. A daily minimum temperature readings (in Celsius) in your area.
2. The high tide measures (in meters) for the month of February.
3. The number of siblings of your 25 classmates in your classroom.
4. The number of hours you spent in making assignment or project of 25 students.
5. The pulse rates of your 30 classmates.
6. The scores of Mathematics quarterly exam.
7. The weights of your 30 classmates.
8. The amount of water consumed by 30 students.
9. The daily allowances of your 50 classmates.
10. The ages of your teachers in school.
201
M10SP-IVh-j-1
LEARNING
COMPETENCY
50
USES APPROPRIATE MEASURES OF

POSITION AND OTHER METHODS IN
ANALYZING AND INTERPRETING
RESEARCH DATA
Example:
Using the example of the previous activity, the scores of 30 students in Science
exam, find the lower and upper quartiles of the ungrouped and grouped data.
The scores of the 30 students in Science exam are as follows:

45 12 14 31 26
28 20 35 24 20
20 25 24 41 24
28 23 37 27 35
29 23 16 20 27
24 15 19 15 18
FREQUENCY DISTRIBUTION OF SCORES IN SCIENCE EXAM OF 30 STUDENTS

(LB) FREQUENCY (<
cf)
41-45 II 2 40.5 30
36-40 I 1 35.5 28
31-35 III 3 30.5 27
26-30 IIIII 5 25.5 24
21-25 IIIII-III 8 20.5 19
16-20 IIIII-III 8 15.5 11
11-15 III 3 10.5 3
N= 30
Solution:
A. Arrange the scores in ascending order.
12 14 15 16 18 19 20 20 20 20
20 23 23 23 24 24 24 24 25 26
27 27 28 29 31 35 35 37 41 45 202
B. The scores may also be tabulated as grouped data. Usually, data in great number are
presented in a frequency distribution table.
Here are the steps in constructing frequency distribution table.
1. Find the range r. The range is the difference of the highest score minus the lowest score.
In the given data, the highest score is 45 and the lowest score is 12. The range is
R = 45- 12 = 33.
2. Decide on the number of classes. A class is a grouping or category. Statisticians said
that the ideal number of classes is between 5 and 15.
For the above data, assume that the desired number of classes is 7.
3. Determine the class interval i. Class Interval , or simply interval, is the size of each class.
For convenience, intervals are rounded to the nearest integer. In the example above,
𝑟𝑎𝑛𝑔𝑒 33
i= 𝑑𝑒𝑠𝑖𝑟𝑒𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑙𝑎𝑠𝑠𝑒𝑠 = = 4.7 or 5
7
4. Determine the classes starting with the highest score. Make sure that the class size is
divisible by the highest score of the class interval. The lowest class should contain the
lowest score.
5. Determine the class frequency by counting the tally. The column for the tally is optional.
6. Class boundaries. They are often described as the true limits because these are more
precise expressions of class limits. The lower boundary of a class is 0.5 less than its lower
limit, and its upper boundary is 0.5 more than its upper limit.
In the class 16-20, the lower boundary is
16 – 0.5 = 15.5
And the upper boundary is
20 + 0.5 = 20.5
7. Cumulative frequency. There are two kinds of cumulative frequency for a class. The less
than cumulative frequency of a class is found by adding the frequency of the class and the
frequencies of the lower classes.
Quartiles – are values that divide a list of numbers into quarters.
Calculate the Q1, Q2and Q3 of the Scores of the 30 students.

where N is the frequency
𝑁 30
Q1 class: 4 = 4 = 7.5
This means we need to find the class interval where the 7.5 score is contained.
(LB) FREQUENCY
(< cf)
41-45 II 2 40.5 30
36-40 I 1 35.5 28
31-35 III 3 30.5 27
26-30 IIIII 5 25.5 24 ( 19th – 24th score) Q3 class
21-25 IIIII-III 8 20.5 19 ( 12th – 19th score) Q2 class

16-20 IIIII-III 8 15.5 11 ( 4th – 11th score) Q1 class
11-15 III 3 10.5 3
Note that the 4th-11th scores belong to the class interval: 16-20. So, the 7.5th score is
also within the class interval. 203
The Q1 class is class interval is 16-20.
LB = 15.5 N = 30 cfb = 3 fQ1 = 8 i= 5
𝑁
−𝑐𝑓𝑏
4
Q1 = LB + 𝑓𝑄1
i
7.5 −3
Q1 =15.5 + 5
8
Q1 = 18.31
Therefore, 25% of the students have a score less than or equal to 18.31.
2𝑁 2(30) 60
Q2 class : = = = 15
4 4 4
This means we need to find the class interval where the 15th score is contained. Note
that the 12th – 19th score belong to the class interval : 21-25. So, the 15th score is also
within the class interval.
The Q2 class is the class interval 21-25.
LB = 20.5 N = 30 cfb = 11 fQ2 = 8 i= 5
2𝑁
−𝑐𝑓𝑏
4
Q2 = LB + i
𝑓𝑄2
15 −11
Q2 = 20.5 + 5
8
Q2 = 23
Therefore, 50% of the students have a score less than or equal to 23.
3𝑁 3(30)
Q3 class : = = 90/ 4 = 22.5
4 4
This means that we need to find the class interval where the 22.5 th score is
contained.
Note that the 19th- 24th score belong to the class interval: 26-30. So, the 22.5th score is also
within the class interval. The Q3 class is class interval 26-30.
LB = 22.5 N = 30 cfb = 19 fQ3 = 5 i=5
3𝑁
− 𝑐𝑓𝑏
4
Q3 = LB + i
𝑓𝑄3
22.5 −19
Q3 = 22.5 + 5
5
Q3 = 26
204
Therefore, 75% of the students have a score less than or equal to 26. The
third quartile 26 falls within the class boundaries of 26-30 which is (25.5-30.5).
Deciles
Calculate the 7th decile of the scores of the 30 students.
7𝑁 7(30)
D7 class : = = 210/ 10 = 21
10 10
This means we need to find the class interval where the 21 st score is contained. Note
that the 20th-24th scores belong to the class interval: 26-30. So, the 21st score is also within
the class interval.
The D7 class is the class interval 26-30.

(LB) FREQUENCY
(< cf)
41-45 II 2 40.5 30
36-40 I 1 35.5 28
31-35 III 3 30.5 27
26-30 IIIII 5 25.5 24 ( 20th – 24th score) D7 class
21-25 IIIII-III 8 20.5 19
16-20 IIIII-III 8 15.5 11
11-15 III 3 10.5 3
LB = 25.5 N = 30 cfb = 19 fD7 = 5
7𝑁
− 𝑐𝑓𝑏
10
D7 = LB + i
𝑓𝐷7
21−19
D7 = 25.5 + 5
5
D7 = 27.5
Therefore, the 7th decile is equivalent to the 70th percentile. Therefore, 70% of the students
got a score less than or equal to 27.5.
Percentile
Calculate the 65th percentile of the scores of the scores.
65𝑁 65(30)
P65 class: = = 19.
100 100
205
(LB) FREQUENCY
(< cf)
41-45 II 2 40.5 30
36-40 I 1 35.5 28
31-35 III 3 30.5 27
26-30 IIIII 5 25.5 24 ( 19th – 24th score) P65 class
21-25 IIIII-III 8 20.5 19
16-20 IIIII-III 8 15.5 11
11-15 III 3 10.5 3
This means we need to find the class interval where the 19.5th score is contained.
Note that the 19th- 24th scores belong to the class interval: 26-30. So, the 19.5 score is also
within the class interval.
The P65 class is the class interval 26-30.
LB = 25.5 N = 30 cfb = 19 fP65 = 5 i=5
65𝑁
− 𝑐𝑓𝑏
100
P65 = LB + i
𝑓𝑃65
19.5 −19
P65 = 25.5 + 5
5
P65 = 26
Therefore, 65% of the students got a score less than or equal to 26-30.
206
Name______________________________Date:____Score:______
Skill: Measuring position and other methods in analyzing and interpreting

research data
Directions: Complete the frequency distribution below. Calculate 𝑄1, 𝑄2 and 𝑄3 and
interpret the data.
Frequency distribution of the Height of Teachers in St. Joseph School.
Height in cm Frequency Lower Less than

Boundaries Cumulative
Frequency
(<cf)
175-179 3
170-174 5
165-169 8
160-164 11
155-159 21
150-154 14
145-149 14
140-144 3
N= 75
207
DEPENDENT LEARNING
Name: ______________________________Date:____Score:______

research data.
Directions: Complete the frequency distribution. Calculate the 75th percentile.
FREQUENCY DISTRIBUTION OF THE SERIES IN UNIT TEST IN MATH I.

Scores Frequency Lower Boundaries Less than
Cumulative
Frequency (<cf)
21-25 2
26-30 7
31-35 14
36-40 8
41-45 8
46-50 1
N = 40
208
Name: ______________________________Date:____Score:______

research data.
Directions: Complete the frequency distribution below. Calculate the 8th decile and
interpret.
FREQUENCY DISTRIBUTION OF THE SCORES OR IN THE

FORTY STUDENTS MIDYEAR ACHIEVEMENT TEST
Scores Frequency Lower Boundaries Less than
Cumulative
Frequency (cf)
41-45 1
36-40 8
31-35 8
26-30 14
21-25 7
16-20 2
N=40
209

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Adam A.

Lilian B. Debulosan goo.gl/bNTXch

(Ocaña National High School)

Maria Leah P. Orat

Eva Irish V. Amazona

PATTERNS AND ALGEBRA

LC 1 Generating Patterns -------------------------------------------------------------------------2

LC 2 Illustrating, Defining and Gaphing An Arithmetic Sequence------------------------6

LC 3 Determining Arithmetic Means and nth Term Of An Arithmetic Sequence-----11

LC 4 Finding the sum Of The Terms Of A Given Arithmetic Sequence----------------16

LC 5 Illustrating A Geometric Sequence-------------------------------------------------------22

LC 10 Illustrating Other Types Of Sequences (e.g., harmonic, Fibonacci)-------------27

LC 12 Performs Division of Polynomials Using Long Division-----------------------------33

LC 14 Factors Polynomials -------------------------------------------------------------------------38

LC 16 Proving Rational Root Theorem --------------------------------------------------------43

PATTERNS AND ALGEBRA

LC 19 Illustrating Polynomial Functions--------------------------------------------------------50

LC 22 Deriving Inductively The Relations Among Chords, Arcs,------------------------54

LC 23 Proving Theorems Related To Chords, Arcs, Central Angles,

LC 24 Illustrating Secants, Tangents, Segments, and Sectors Of A Circle------------93

LC 29 Illustrating The Center-Radius Form Of The Equation Of A Circle-------------130

LC 31 Graphing A Circle and Other Geometric Figures On The Coordinate Plane

STATISTICS AND PROBABILITY

LC 33 Illustrating The Permutation Of Objects-----------------------------------------------155

LC 35 Solving Problems Involving Permutations--------------------------------------------166

LC 36 Illustrating The Combination Of Objects----------------------------------------------174

LC 39 Solving Problems Involving Permutations and Combinations-------------------182

LC 40 Illustrating Events, and Union and Intersection Of Events------------------------188

STATISTICS AND PROBABILITY

LC 45 Illustrating The Following Measures Of Position :-----------------------------195

LC 49 Formulating Statistical Mini-Research-------------------------------------------200

LC 50 Using Appropriate Measures Of Position and---------------------------------202

Skill: Generating Patterns

A 2, 5, 11, 23, __ N 2, 6, 18, 54, __

256 164 25 47 19 85 164 44 24 164 6 25 47 162

Skill: Determining the next few terms of the sequence.

1. 3 , 6 , ___ , 12, ___ , 18

6. -2 , 4 , ___ , ___ , -32

9. -4 , ___ , -16 , ___ , -64

Skill: Formulating the nth term of the sequence.

B. Given the following sequences, determine the nth term.

Consider the sequence: 4, 11, 18, 25, 32, . . .

The terms (a) of the sequence can then be expressed as,

Any arithmetic sequence is defined by the equation given as

where an is the last term

1. Find the nth term of the arithmetic sequence1,8,15,22,29,…

Therefore the common difference(d) is 7.

The nth term of the arithmetic sequence is

By using the equation an = a1 + (n – 1)d

3. Find the 100th term of item #2 using the equation.

4. The sequence 2, 5, 8, 11, 14 is an arithmetic sequence with the common difference of 3.

Directions: Complete the table below by solving the missing terms.

1.) 2.) 3.) 4.) 5.)

6.) 7.) 8.) 9.) 10.)

Skills: Generating nth term of the Arithmetic Sequence

Directions: Find the nth term of the arithmetic sequence.

2) 99, 88, 77, 66, … an =__________________________

3) 10, 4, -2, -8, … an =__________________________

4) 3, 7, 11, 15,… an = __________________________

5) 25, 34, 43, 52, … an =__________________________

6) 0, -4, -8, -12,… an = __________________________

7) 10, 4, -2, -8, … an =___________________________

9) _1_, _1_, _3_, _1_, … an =___________________________

A 2, 5, 11, 23, N 2, 6, 18, 54,

1. 3 , 6 , _ , 12, _ , 18

6. -2 , 4 , _ , _ , -32

9. -4 , _ , -16 , _ , -64

5 , _, _, _, _, ___, 47

2 , _ , _ , _ , _ , _ , _ , 16

1) 1, -2, 4, -8,… ___________ _

2) 1, 5, 25, 125, … ___________ _

3) 5, -10, -2, 14,… ___________ _

4) 5, 15, 3, 19,… ___________ _

5) 5, 20, 80, 320,… ___________ _

6) 6, 18, 54, 162,… ___________ _

7) 4, 10, 16, 22,… ___________ _

8) 625, 125, 25, 5,… ___________ _

9) 1, 1, 2, 3, 5, 8,… ___________ _

10) -1296, 216, -36, 6 ___________ _