10

MATHEMATICS
Learning Activity Sheets
Quarter 2
Week 5 - 8

DIVISION OF ANGELES CITY

 MATHEMATICS 10

Quarter 2 – Module 5:
Tangent and Secant Lines

Name:____________________________ Week 5
Section:___________________________ Date ____________

What’s New
For an observer at a point O above Earth, the
horizon is the place where Earth appears to “meet the sky”.
The higher above Earth’s surface the observer is, the farther
away the horizon appears to be. It may surprise you to learn
that you can calculate the distance to the horizon by
applying the knowledge that you will be learning on this
module.

What is It
PART I. TANGENT LINES
This part of the module discusses postulate and theorems related to tangent lines.

Recall that a tangent to a circle is a line coplanar with the circle

and intersects it in one and only one point. The point of intersection of
the line and the circle is called the point of tangency.

⃖$$$$⃗ intersects circle C at point A. Thus, 𝑃𝑄

In the figure at the right, 𝑃𝑄 ⃖$$$$⃗ is
a tangent line and A is the point of tangency.

Postulate. At a given point on a circle, one and only one line can be
drawn that is tangent to the circle.

Theorem 11. If a line is tangent to a circle, then it is perpendicular to

the radius drawn to the point of tangency.
⃖$$$$⃗ is tangent to circle Q at R, then 𝐴𝐵
If 𝐴𝐵 ⃖$$$$⃗ ⊥ 𝑄𝑅
****
Note that ⊥ is read as “is perpendicular to”.

Proof using Contradiction

Given: Line k is tangent to circle M at N.
*****
Prove: 𝑘 ⊥ 𝑀𝑁

Assume that k is not perpendicular to *****

𝑀𝑁. Then the perpendicular
segment from M to k intersects at other point, O. Since k is a
tangent, O cannot be in the interior of
circle M. Thus, 𝑀𝑂 > 𝑀𝑁. But 𝑀𝑂***** is a
*****
perpendicular segment from M to k, so 𝑀𝑂 is the shortest segment from
M to k, for instance 𝑀𝑂 < 𝑀𝑁. But this is a contradiction since 𝑀𝑂
cannot be greater than or less than 𝑀𝑁. Hence, the assumption that k
and *****
𝑀𝑁 are not perpendicular must be false. Therefore, 𝑘 ⊥ *****
𝑀𝑁.

2
Theorem 12. If a line is perpendicular to a radius of a circle at its endpoint that is on the circle,
then the line is tangent to the circle.
If ⃖$$$⃗ **** at L, then ⃖$$$⃗
𝐶𝑆 ⊥ 𝐿𝑇 𝐶𝑇 is a tangent to T.

Proof using Contradiction

Given: Line k is in the plane of circle M and 𝑘 ⊥ *****
𝑀𝑁 at N.
Prove: Line k is tangent to circle M.

Assume that line k is not tangent to circle M, that is, there is

another point X on k that is also on circle M (k is possibly a
secant). Since X is on circle M, then 𝑀𝑁 = 𝑀𝑋 (both are radius).
But the perpendicular segment from M to k is the shortest
segment, so 𝑀𝑋 > 𝑀𝑁. This is a contradiction, since 𝑀𝑋 cannot be both equal to and greater
than 𝑀𝑁. Thus, the original assumption is false. Therefore, k is tangent to circle M.

Theorem 12. If two segments from the same exterior point are
tangent to a circle, then the two segments are congruent.
***** and 𝐺𝑊
If 𝐷𝑊 ***** are tangent to circle E, then 𝐷𝑊
***** ≅ 𝐺𝑊
*****.

Proof

Given: *****
𝐴𝑀 is tangent to circle C at A and *****
𝐵𝑀 is tangent to circle
C at B.
Prove: ***** ***** .
𝐴𝑀 ≅ 𝐵𝑀

Statements Reasons
***** *****
𝐴𝑀 and 𝐵𝑀 are tangent to circle C Given
*****
𝐴𝑀 ⊥ ****
𝐴𝐶 and *****
𝐵𝑀 ⊥ ****
𝐵𝐶 Theorem 11 on tangent line
𝐴𝐶 = 𝐵𝐶 Definition of radius
****
𝐴𝐶 ≅ ****
𝐵𝐶 Definition of congruence
*****
𝐶𝑀 ≅ *****
𝐶𝑀 Reflexive Property
∆𝐶𝐴𝑀 ≅ ∆𝐶𝐵𝑀 Hypotenuse-Leg (HL) congruence theorem
***** *****
𝐴𝑀 ≅ 𝐵𝑀 CPCTC (corresponding parts of congruent
triangles are congruent)
Example 1: 𝑨𝑪$$$$$⃗ is tangent to circle B at C. How long is BC?
Since $$$$$⃗
𝑨𝑪 is a tangent, then 𝐴𝐶 **** ⊥ 𝐵𝐶
**** and a right triangle is
formed. So, Pythagorean theorem is applicable.

(ℎ𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒)! = (𝑠ℎ𝑜𝑟𝑡𝑒𝑟 𝑙𝑒𝑔)! + (𝑙𝑜𝑛𝑔𝑒𝑟 𝑙𝑒𝑔)!

13! = 𝐵𝐶 ! + 12! substitute the given
169 = 𝐵𝐶 ! + 144 simplify
!
169 − 144 = 𝐵𝐶 add -144 both sides
!
𝐵𝐶 = 25 simplify and use symmetric property
𝐵𝐶 = 5 square root both sides

3
Example 2: In the diagram below, 𝑨𝑩 = 𝑩𝑫 = 𝟓 and 𝑨𝑫 = 𝟕. Is *****
𝑩𝑫 tangent to circle C?
****
If BD tangent to circle C, then 𝐴𝐷 = 𝐴𝐵 + 𝐵𝐷! .
! !

7! = 5! + 5! substitute the given

49 = 25 + 25 is false. Therefore, ****
BD is not a tangent.

**** is tangent to circle C. Calculate the radius r.

Example 3: 𝑨𝑩
𝐴𝐶 ! = 𝐵𝐶 ! + 𝐴𝐵! use Pythagorean theorem
! !
(𝑟 + 8) = 𝑟 + 12 !
substitute the given
! !
𝑟 + 16𝑟 + 64 = 𝑟 + 144 expand and simplify
! !
𝑟 + 16𝑟 − 𝑟 = 144 − 64 apply addition property of equality
16𝑟 = 80 simplify
𝑟=5 divide 16 both sides

Example 4: Find the perimeter of ∆𝑨𝑩𝑪.

To find the perimeter of ∆𝐴𝐵𝐶, AD and BD must be computed first.
𝐶𝐸 = 𝐹𝐶 = 11.2 use theorem 12
𝐵𝐸 = 𝐵𝐶 − 𝐶𝐸 = 23.2 − 11.2 = 12 apply segment addition
postulate
𝐵𝐷 = 𝐵𝐸 = 12 utilize theorem 12
𝐴𝐷 = 𝐴𝐹 = 10.5 apply theorem 12
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 10.5 + 10.5 + 11.2 + 11.2 + 12 + 12 = 67.4 𝑢𝑛𝑖𝑡𝑠

Another concept to be learned is about common tangent. A common tangent is a line

that is tangent to two circles in the same plane.

Example 5: Line c and line d are common internal tangents.

Common internal tangents intersect the segment joining the centers

of two circles.

Example 6: Line t and line s are common external tangents.

Common external tangents do not intersect the segment

joining the centers of two circles.

4
PART II. THEOREMS ON SECANT SEGMENTS, TANGENT SEGMENTS, AND EXTERNAL
SECANT SEGMENTS

Theorem 13. 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.
𝑨𝑴 ∙ 𝑩𝑴 = 𝑫𝑴 ∙ 𝑬𝑴
Proof

**** and ****

Given: 𝑨𝑩 𝑪𝑫 are chords that intersect at E

Prove: 𝑨𝑬 ∙ 𝑬𝑩 = 𝑪𝑬 ∙ 𝑬𝑫

Statements Reasons
**** and 𝐴𝐶
Draw 𝐵𝐷 **** Through any two points there is exactly one line
∠𝐶 ≅ ∠𝐵 Theorem 5 (they intersect the same arc)
∠𝐶𝐸𝐴 ≅ ∠𝐵𝐸𝐷 Vertical angle theorem
∆𝐴𝐸𝐶~∆𝐷𝐸𝐵 AA similarity postulate
𝐴𝐸 𝐶𝐸 CPSTP (Corresponding parts of similar
=
𝐸𝐷 𝐸𝐵 triangles are proportional)
𝐴𝐸 ∙ 𝐸𝐵 = 𝐶𝐸 ∙ 𝐸𝐷 Cross product Property

****.
Example 7: Find the measure of 𝑮𝑺
𝐿𝑆 ∙ 𝐺𝑆 = 𝐴𝑆 ∙ 𝐹𝑆 apply theorem 13
3𝑥 = 4(6) substitute the given
3𝑥 = 24 simplify
𝑥 = 8 𝑜𝑟 𝐺𝑆 = 8 𝑢𝑛𝑖𝑡𝑠 divide both side by 3

Example 8: Find 𝑼𝑾.

𝐶𝑈 ∙ 𝐶𝑊 = 𝐶𝑇 ∙ 𝐶𝑉 apply theorem 13
12(2𝑥 + 5) = 14(2𝑥 + 2) substitute the given
24𝑥 + 60 = 28𝑥 + 28 use distributive property
60 − 28 = 28𝑥 − 24𝑥 add −24𝑥 and −28 both sides
32 = 4𝑥 simplify
8 = 𝑥 𝑜𝑟 𝑥 = 8 divide both side by 4 and use symmetric p.
𝑈𝑊 = 12 + 2𝑥 + 5 = 12 + 2(8) + 5 = 12 + 16 + 5 = 33 𝑢𝑛𝑖𝑡𝑠

5
Theorem 14. If two secant segments are drawn to a circle from an
exterior point, then the product of the lengths of one secant segment
and its external secant segment is equal to the product of the lengths
of the other secant segment and its external secant segment.
𝑨𝑹 ∙ 𝑰𝑹 = 𝑵𝑹 ∙ 𝑬𝑹
Proof

**** and ****

Given: 𝑩𝑬 𝑫𝑬 are secant segments

Prove: 𝑬𝑩 ∙ 𝑬𝑨 = 𝑬𝑫 ∙ 𝑬𝑪

Statements Reasons
**** and 𝐵𝐶
Draw 𝐴𝐷 **** Through any two points there is exactly one line
∠𝐵 ≅ ∠𝐷 Theorem 5 (they intersect the same arc)
∠𝐸 ≅ ∠𝐸 Reflexive property
∆𝐷𝐴𝐸~∆𝐵𝐶𝐸 AA similarity postulate
𝐸𝐴 𝐸𝐷 CPSTP (Corresponding parts of similar
=
𝐸𝐶 𝐸𝐵 triangles are proportional)
𝐸𝐵 ∙ 𝐸𝐴 = 𝐸𝐷 ∙ 𝐸𝐶 Cross product Property

Example 9: Calculate 𝑨𝑵
𝐴𝑆 ∙ 𝐴𝑁 = 𝐴𝐽 ∙ 𝐴𝐸 apply theorem 14
12𝑥 = (4 + 11)(4) substitute the given
12𝑥 = 60 simplify
𝑥 = 5 𝑜𝑟 𝐴𝑁 = 5 𝑢𝑛𝑖𝑡𝑠 divide both sides by 12

Example 10: How long is ****

𝑵𝑳?
𝑁𝐿 ∙ 𝐿𝑀 = 𝑆𝐿 ∙ 𝐾𝐿 apply theorem 14
(𝑥 − 8 + 4)(4) = (𝑥 − 5 + 3)(3) substitute the given
(𝑥 − 4)(4) = (𝑥 − 2)(3) simplify
4𝑥 − 16 = 3𝑥 − 6 use distributive property
4𝑥 − 3𝑥 = −6 + 16 add −3𝑥 and +16 both sides
𝑥 = 10 simplify
𝑁𝐿 = 𝑥 − 8 + 4 = 10 − 8 + 4 = 6 𝑢𝑛𝑖𝑡𝑠

Theorem 15. 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.
(𝑪𝑶)𝟐 = 𝑶𝒀 ∙ 𝑶𝑵

6
Proof

Given: ****
𝑨𝑬 is a tangent segment and ****
𝑫𝑬 are secant
segments

Prove: (𝑬𝑨)𝟐 = 𝑬𝑫 ∙ 𝑬𝑪

Statements Reasons
**** and ****
Draw 𝐴𝐶 𝐴𝐷 Through any two points there is exactly one line
1 Theorem 4 (measures of inscribe angle is half
𝑚∠𝐴𝐷𝐸 = 𝑚𝐴𝐶 x
2 of its intercepted arc)
1 Theorem 9
𝑚∠𝐶𝐴𝐸 = 𝑚𝐴𝐶 x
2
𝑚∠𝐴𝐷𝐸 = 𝑚∠𝐶𝐴𝐸 Transitive property
∠𝐴𝐷𝐸 ≅ ∠𝐶𝐴𝐸 Definition of congruency
∠𝐸 ≅ ∠𝐸 Reflexive Property
∆𝐷𝐴𝐸~∆𝐴𝐶𝐸 AA similarity postulate
𝐸𝐴 𝐸𝐶 CPSTP (Corresponding parts of similar
=
𝐸𝐷 𝐸𝐴 triangles are proportional)
(𝐸𝐴)! = 𝐸𝐷 ∙ 𝐸𝐶 Cross product Property

Example 11: Compute for OS.

(𝑂𝑆)! = 𝑂𝑅 ∙ 𝐴𝑂 apply theorem 15
𝑥 ! = (9 + 16)(9) substitute the given
𝑥 ! = 225 simplify
𝑥 = 15 𝑜𝑟 𝑂𝑆 = 15 𝑢𝑛𝑖𝑡𝑠 square root both sides

Example 12: How long is *****

𝑮𝑯?
(𝐺𝐻)! = 𝐸𝐺 ∙ 𝐹𝐺 apply theorem 15
(𝑥 + 8)! = (12 + 15)(12) substitute the given
𝑥 ! + 16𝑥 + 64 = 324 simplify
𝑥 ! + 16𝑥 − 260 = 0 add −324 both sides
Method A: Factoring
Recall that to factor a trinomial, find two factors of −260 that when added gives a result of +16.
−260 = (+26)(−10) and (+26) + (−10) = +16
(𝑥 + 26)(𝑥 − 10) = 0 factor the trinomial
𝑥# + 26 = 0 𝑜𝑟 𝑥! − 10 = 0 zero-product property
𝑥# = −26 (𝑓𝑎𝑙𝑠𝑒 𝑟𝑜𝑜𝑡 𝑠𝑖𝑛𝑐𝑒 𝑡ℎ𝑒𝑟𝑒 𝑖𝑠 𝑛𝑒𝑔𝑎𝑡𝑖𝑣𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 )
𝑥! = 10 apply addition property of equality
𝐺𝐻 = 𝑥 + 8 = 10 + 8 = 18 𝑢𝑛𝑖𝑡𝑠

7
Method B: Quadratic formula
Another way to calculate the root of a quadratic equation is through quadratic formula.
𝑥 ! + 16𝑥 − 260 = 0 gives 𝑎 = 1, 𝑏 = 16, 𝑐 = −260
−𝑏 ± √𝑏! − 4𝑎𝑐
𝑥=
2𝑎
−16 ± ƒ16! − 4(1)(−260) −16 ± √256 + 1040 −16 ± √1296 −16 ± 36
𝑥= = = = = −8 ± 18
2(1) 2 2 2
𝑥# = −8 + 18 = 10 𝑢𝑛𝑖𝑡𝑠 𝑎𝑛𝑑 𝑥! = −8 − 18 = −26 (𝑓𝑎𝑙𝑠𝑒 𝑟𝑜𝑜𝑡)
𝐺𝐻 = 𝑥 + 8 = 10 + 8 = 18 𝑢𝑛𝑖𝑡𝑠

What I Need to Know

Illustrate secants, tangents, segments, and sectors of a circle (M10GE-IIe-1)

Prove theorems on secants, tangents, and segments (M10GE-IIe-f-1)
Solve problems on circle (M10GE-IIf-2)

General Instruction
Write your solutions and answers on a clean sheet of paper.

What I Know

Multiple choice. Encircle the letter of the correct answer.

****?
⃖$$$$⃗ is tangent to circle C. Find radius AC. 2. What is the length of 𝐴𝐵
1. 𝐴𝐵

A. 6 units A. 5 units
B. 8 units B. 7 units
C. 14 units C. 17 unit
D. 16 units D. 25 units

3. How long is the radius of the given circle 4. Calculate the perimeter of given triangle.
below?
A. 10 units A. 78.8 units
B. 14 units B. 77.8 units
C. 18 units C. 73.4 units
D. 20 units D. 67.4 units

5. Which is the correct way to solve for x? ****?

6. How long 𝐴𝐶

A. 8x = 12 A. 32 units
B. 12x = 8 B. 24 units
C. 8(x + 8) = 12 C.18 units
D. 12! = 8(𝑥 + 8) D. 5 units

8
 7. Determine the length of ****
𝐿𝐾. 8. Calculate the
**** .
measure of 𝐶𝐸
A, 5 units
B. 8.66 units A. 7 units
C. 10 units B. 12 units
D. 20 units C. 16 units
D. 24 units

9. Mariz is standing at C which is 8 feet from 10. The figure below shows a sketch of a
a silo. Her distance to a point of tangency is circular children’s park and the different
16 feet. What is the radius of the silo? pathways from the main road. If the distance
from the main road to Gate 2 is 70 m and the
length of the pathway from Gate 2 to the Exit
is 50 m, about how far from the main road is
Gate 1?

A. 16 ft. B. 14 ft.
C. 12 ft. D. 10 ft.
A. 59.16 m B. 77.46 m
C. 80.55 m D. 91.65 m

What’s In

Matching type. Match column B with column A. Write the letter of the correct answer.

Column A Column B
𝜽 A. Area of segment
____1. 𝒍 = 𝝅𝒓 ∙ 𝟏𝟖𝟎
𝟏 B. Arc length
____2. 𝒎∠𝑨 = 𝟐 (𝒂𝒓𝒄𝟏 + 𝒂𝒓𝒄𝟐 )
𝜽 C. Area of sector
____3. 𝑨 = 𝝅𝒓𝟐 ∙ 𝟑𝟔𝟎
# D. Measure of angle formed when two
____4. 𝑚∠𝐴 = (𝑙𝑎𝑟𝑔𝑒𝑟 𝑎𝑟𝑐 − 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 𝑎𝑟𝑐)
!
secants intersect inside the circle
____5. 𝑨 = 𝑨𝒔𝒆𝒄𝒕𝒐𝒓 − 𝑨𝒕𝒓𝒊𝒂𝒏𝒈𝒍𝒆 E. Measure of angle formed when two
tangents intersect outside the circle
F. Measure of angle formed when a secant
and a tangent intersect on the circle.

9
II. Solve each of the following.

9.𝑚∠𝐴𝐵𝐶 10. value of x

______________ __________________
6. Area of sector ACB 8. Area of the
__________________ shaded region.
_________________
x
7. Length of 𝐴𝐵
__________________

What’s More

Encircle the correct solution for each problem.

Problem JC’s Solution Maia’s Solution
****
1. How long is tangent 𝐴𝐶 ?
𝐴𝐶 = 𝐵𝐶 𝐴𝐶 = 𝐵𝐷
8𝑥 − 2 = 7𝑥 + 1 8𝑥 − 2 = 3
𝑥=3 8𝑥 = 5
∴ 𝐴𝐶 = 3 𝑢𝑛𝑖𝑡𝑠 5
𝑥=
8
5
∴ 𝐴𝐶 = 𝑢𝑛𝑖𝑡𝑠
8

**** is a tangent.
2. Determine if 𝐴𝐵
10! = 8! + 6! 10! = 8! − 6!
100 = 64 + 36 100 = 64 − 36
100 = 100 100 ≠ 28
**** 𝑖𝑠 𝑎 𝑡𝑎𝑛𝑔𝑒𝑛𝑡.
∴ 𝐴𝐵 **** 𝑖𝑠 𝑎 𝑛𝑜𝑡 𝑡𝑎𝑛𝑔𝑒𝑛𝑡.
∴ 𝐴𝐵

3. How long is secant *****

𝑀𝐾?
(𝑀𝑁)! = 𝑀𝐿 ∙ 𝐿𝐾 (𝑀𝑁)! = 𝑀𝐾 ∙ 𝐿𝐾
(𝑥 + 3)! = (𝑥 − 3)(16) (𝑥 + 3)! = (𝑥 + 13)(𝑥 − 3)
𝑥 ! + 6𝑥 + 9 = 16𝑥 − 48 𝑥 ! + 6𝑥 + 9 = 𝑥 ! + 10𝑥
𝑥 ! − 10𝑥 + 57 = 0 − 39
(𝑥 − 3)(𝑥 − 19) = 0 9 + 39 = 10𝑥 − 6𝑥
𝑥 = 3 𝑜𝑟 19 48 = 4𝑥
𝑀𝐾 = 𝑥 − 3 + 16 𝑥 = 12
∴ 𝑀𝐾 = 16 𝑜𝑟 32 𝑢𝑛𝑖𝑡𝑠 𝑀𝐾 = 𝑥 − 3 + 16
∴ 𝑀𝐾 = 25 𝑢𝑛𝑖𝑡𝑠

10
 *****
4. Determine the measure of 𝑊𝑆
𝑊𝑆 ∙ 𝑄𝑊 = 𝑅𝑊 ∙ 𝑃𝑊 𝑊𝑆 ∙ 𝑄𝑊 = 𝑅𝑊 ∙ 𝑃𝑊
6𝑥(12𝑥) = (8)(9) 6𝑥(12𝑥) = (8)(9)
72𝑥 ! = 72 18𝑥 = 17
𝑥! = 1 17
𝑥=
𝑥=1 18
−1 𝑖𝑠 𝑎 𝑓𝑎𝑙𝑠𝑒 𝑟𝑜𝑜𝑡. 17
𝑆𝑊 = 6𝑥 = 6( )
𝑆𝑊 = 6𝑥 = 6(1) 18
17
∴ 𝑆𝑊 = 6 𝑢𝑛𝑖𝑡𝑠 ∴ 𝑆𝑊 = 𝑢𝑛𝑖𝑡𝑠
3
****?
5. What is the measure of 𝐼𝐻
𝐻𝑆 ∙ 𝐼𝐻 = 𝐹𝑇 ∙ 𝐼𝐹 𝐼𝑆 ∙ 𝐼𝐻 = 𝐼𝑇 ∙ 𝐼𝐹
(16 − 𝑥)𝑥 = (10)(8) 16𝑥 = (18)(8)
16𝑥 − 𝑥 ! = 80 16𝑥 = 144
0 = 𝑥 ! − 16𝑥 + 80 𝑥=9
(𝑥 − 20)(𝑥 + 4) = 0 ∴ 𝐼𝐻 = 9 𝑢𝑛𝑖𝑡𝑠
𝑥 = −4 𝑖𝑠 𝑎 𝑓𝑎𝑙𝑠𝑒 𝑟𝑜𝑜𝑡
𝑥 = 20
∴ 𝐼𝐻 = 20 𝑢𝑛𝑖𝑡𝑠

What I Can Do

Answer the following.

1. As you know, the moon orbits the earth. At a

particular time, the moon is 238,857 miles from
Beijing, China. On the same line, Yukon is 12,451
miles from Beijing. Drawing another line from the
moon to Cape Horn (the southernmost point of
South America), we see that Jakarta, Indonesia is collinear. If the distance from Cape Horn to
Jakarta is 9849 miles, what is the distance from the moon to Jakarta?

2. Earth’s radius is approximately 3,960 miles. A GPS

satellite orbits 12,500 miles above Earth. Because GPS
signals cannot travel through Earth, a satellite can transmit
signals only as far as points A and C from point B. How far
is point B from point A?

11
3. Bahz used strings to hang two small light balls on the ceiling as shown
in the figure on the right. The broken line represents the distance from
the point of tangency of the two light balls to the ceiling. If the diameter
of each light ball is 10 cm and the length of the string used to hang it is
40 cm. How far is the point of tangency of the two light balls from the
ceiling?

Assessment
Answer the following.

⃖$$$$⃗ is tangent to circle C. Find radius AC.

1. 𝐴𝐵 ****?
2. What is the length of 𝑋𝑌

A. 5 units A. 7 units
B. 10 units B. 9 units
C. 15 units C. 10 unit
D. 20 units D. 29 units

3. How long is the radius of the given circle 4. Calculate the perimeter of given square.
below?
A. 3 units
B. 5 units A. 78.8 units
C. 6 units B. 77.8 units
D. 8 units C. 73.4 units
D. 67.4 units

5. Which is the correct way to solve for x? ****?

6. How long is 𝐴𝑂

A. (4𝑥 + 2)(4𝑥) = 9(8) A. 18.5 units

B. (4𝑥 + 2)(9) = 4𝑥(8) B. 15 units
C. 4𝑥 + 10 = 4𝑥 + 9 C. 10.5 units
D. (4𝑥 + 2)(8) = 4𝑥(9) D. 8 units

7. Determine the 8. Solve for x.

*****.
length of 𝐾𝑀
A. 12 units
A, 8 units B. 10 units
B. 10 units C. 4 units
C. 12 units D. 2 units
D. 14 units

12
9. A skydiver, S, jumps from a plane at an 10. Ms. Gonzales used
altitude of 3 km. The radius of Earth is strings to hang two small
approximately 6400 km. How far is the light balls on the ceiling as
horizon, H, from the skydiver when she
shown in the figure on the
leaves the plane?
right. The broken line
A. 150 km represents the distance from
B. 195.98 km the point of tangency of the
C. 6403 km two light balls to the ceiling.
D. 9,050.97 km She needs to hang 40 pairs of light balls on
the ceiling of a hall in preparation for an
event. How long is the string that she needs
to hang these light balls if each has a
diameter of 11 cm and the point of tangency
of each pair of balls is 30 cm from the
ceiling?
A. 25 cm B. 36 cm
C. 2,000 cm D. 2,880 cm

Additional Activities
Answer the following.

1. Is ****
𝐴𝐵 a tangent? 2. Solve for x. 3. Calculate the perimeter of
the given triangle.

In circle P, OX = 3, VE = 8 In circle P, CE = 6, CD = 14, In circle P, AC = 3, BC = 5,

and EX = 4. Determine the and AE = 12. Find the and AD = 2. Calculate the
measurement of each. measurement of each. measurement of each.

4. LO = _______ 8. PD = _________
9. ED = _________
5. LX =________ 6. EB =________ 10. PB = _________
7. AB = _______

13
Answer Key
What I know What’s In What’s More Assessment Additional
1. B 1. B 1. JC 1. C Activity
2. C 2. D 2. JC 2. D 1. No
3. D 3. C 3. Maia 3. A 2. 7
4. C 4. E 4. JC 4. B 3. 43 units
5. D 5. A 5. Maia 5. D 4. 13 units
6. A !" 6. A 5. 16 units
6. #
𝜋 yd2 or
7. C What I Can Do 7. A 6. 4 units
117.8 yd2
8. C $" 1. ≈ 240,128.4 8. D 7. 16 units
7. 𝜋 yd or
9. C # Miles 9. B 8. 5 units
10. D 23.6 yd 2. ≈ 15, 976.54 10. C 9. 10 units
8. 270.9 cm2 Miles 10. 5 units
9. 60o 3. ≈ 44.7 cm
10. 27
References

Department of Education, Mathematics 10, Learner’s Module pp. 183-184, 199-209

“Segments of Tangents and Secants”. Accessed on August 26, 2020.
http://jwilson.coe.uga.edu/EMT668/EMAT6680.2003.fall/Nichols/6690/Webpage/Day%209.htm.
“Segment Lengths in Circles”. Accessed on August 26, 2020.
https://cdn.kutasoftware.com/Worksheets/Geo/11 Segment%20Lengths%20in%20Circles.pdf
”Tangents to Circles”. Accessed on August 26, 2020. https://cdn.kutasoftware.com/Worksheets/Geo/11-
Tangents%20to%20Circles.pdf
“Properties of Tangents”. Accessed on August 26, 2020.
https://www.murrieta.k12.ca.us/cms/lib5/CA01000508/Centricity/Domain/1830/T11.2.pdf
“Segments of Chords, Secants, and Tangents”. Accessed on August 26, 2020.
https://www.ck12.org/book/ck-12-geometry-second-edition/section/9.6/

Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera/ Lovelyn P. Bautista/ Mary Cristine L. Dizon
Angeles City National High School

14
 MATHEMATICS 10

Quarter 2 – Module 6:
Distance and Mid-point Formula and Coordinate Proofs

Name ____________________________ Week 6

Section _____________________ Date ____________

Background Information

What’s New
The scenario below will give you an idea on what this module is all about.
Scenario 1: “Pisambang Maragul” or Holy Rosary Parish Church is located along Sto. Rosario St.
beside Holy Angel University in Angeles City. If the said church is the reference point going to
one of the central elementary schools in the city, Sto. Rosario Elementary School, located at 200
meters due south and 300 meters due east. How far (actual distance not the route going to the
school) is the said school from the church? The coordinates of the school maybe represented as
(3,-2), Note: 1 unit corresponds to 100 meters.
Figure 1:

Since one of the points is the origin, the distance may be obtained by using the formula:
𝑑 = ƒ𝑥 ! + 𝑦 ! and we just substitute the coordinates (3,-2) in it.

𝑑 = ƒ(3)! + (−2)! = √9 + 4 = √13 ≈ 3.61. Therefore, the actual distance from the church to
the school is approximately 361 meters.

15
 What is it
Distance Between Two Points:
The distance between two point is the length of the segment that connects them.
Consider the Figure 2 below.

Figure 2

Question 1: How far is point A to point B?________________

Answer: 5 units
How did you get your answer? _________________________________________
Answer: by simply counting the number of units from A going to B.
Question 2: What is the distance from C to D?__________
Explain your answer here:_____________________________________________
Now, suppose there are two points on the plane, say E(2,2) and say F(-3,-1). Please plot
the two points on the plane of Figure 2. Connect points E and F to form a segment.
Question 3: What do you think is the distance between E and F?___________.
Were you able to find the distance by just following the method we did in Questions 1 and
2?_______
To find the distance between two points, that are not horizontal (like segment AB) or
vertical (like segment CD), we use the distance formula.

𝑑 = ƒ(𝑥! − 𝑥# )! + (𝑦! − 𝑦# )! 𝑜𝑟 ƒ(𝑦! − 𝑦# )! + (𝑥! − 𝑥# )!

where: d- distance
Point 1 or 𝑃1 (𝑥# , 𝑦# ) and Point 2 or 𝑃2 (𝑥! , 𝑦! )
For horizontal segment: 𝑑 = |𝑥! − 𝑥# | ---- absolute value of 𝑥! − 𝑥# (distance is always +)
For vertical segment: 𝑑 = |𝑦! − 𝑦# | ----- absolute value of 𝑦! − 𝑦# (distance is always +)

16
Example 1: Let us solve the distance of segment EF in Question 3 using the formula. Take note,
that the assignment of P1 and P2 is arbitrary, meaning point E may be assigned as either P1 or
P2. But for uniformity, we assign P1 to the first point we encounter and P2 to the second point.
(But you may still interchange them if you wish).
Solution 1: In this example, P1 is E(2,2) and P2 is F(-3,-1).

𝑑 = ƒ(𝑥! − 𝑥# )! + (𝑦! − 𝑦# )! ----- substitute the variables from E, 𝑥# = 2 𝑎𝑛𝑑𝑦# = 2

and from F, 𝑥! = −3 𝑎𝑛𝑑 𝑦! = −1

𝑑 = ƒ(−3 − 2)! + (−1 − 2)! ----- be careful in your substitution; then simplify the
expression

𝑑 = ƒ(−5)! + (−3)!

𝑑 = √25 + 9 = √34 ≈ 5.83 𝑢𝑛𝑖𝑡𝑠

Midpoint Formula:
Midpoint is the point mid-way between two points. If A(𝑥# , 𝑦# ) and B(𝑥! , 𝑦! ) and M be the
D ED
midpoint of points A and B, then M has the coordinates (𝑥C , 𝑦C ) where 𝑥C = ! ! "
F! EF"
and 𝑦C = .
!

Example 2: Find the coordinates of the midpoint M of P(7,-3) and S(-1,-5). Solve the distance
from M to S.
Solution 2: We just need to substitute in the formula of the midpoint to find M.
D! ED" F! EF"
𝑥C = !
𝑦C = !
. ----- 𝑥# = 7, 𝑦# = −3; 𝑥! = −1, 𝑦! = −5,
where did we get these values?____________________
GE(I#) IJE(IK)
𝑥C = 𝑦C = ----- substitute and simplify
! !
L IM
𝑥C = ! 𝑦C = !

𝑥C = 3 𝑦C = −4 Therefore, the midpoint is M(3, −4). Now the distance from

M to S.

𝑑 = ƒ(𝑥! − 𝑥# )! + (𝑦! − 𝑦# )! ----- fill in the blanks: 𝑓𝑜𝑟 𝑆 𝑥# = _____, 𝑦# = ________

for M: 𝑥! = _____, 𝑦! = ________

Substitute in the formula and solve the distance please.

Answer: 𝑑 = √17 ≈ 4.12 𝑢𝑛𝑖𝑡𝑠

17
Coordinate Proofs:
Many geometric properties can be proven by using the coordinate plane. A proof that uses
figures on the Cartesian plane to prove geometric properties is called a coordinate proof.
To prove geometric properties using the methods of coordinate geometry, here are some
guides:

• place the figures on the coordinate plane in such a way that it makes the use of algebra
possible.
• use the origin as vertex or center or part of the figure for easy reference.
• place part or parts of the figure on the axes (one part may lie on the x-axis or y-axis ; or
one part may lie on the x-axis and the other part may lie on the y-axis as the case maybe
for convenience purposes and also easy reference).
• if possible, keep the figure on the first quadrant (it is easier to treat positive variables).
• use coordinates that will make computations simple and easy. Sometimes using
coordinates that are multiples of two would make computations easier (if necessary).
• in some proofs, we apply our previous knowledge about geometric figures, our new
knowledge like the distance and midpoint and most especially our skill in algebra.

Example 3: Prove that the diagonals of a rectangle are congruent using coordinate geometry.

Solution 3: Given: ABCD with diagonals AC and BD

Prove: AC ≅ BD

18
 To prove segment AC is congruent to segment BD, we follow some guides mentioned
above. Notice that there were no exact values/numbers used, since we will use letters/variables
in proving this. Two of the sides of the rectangle were placed on the axes and the origin was
included as one of the vertices. The coordinates will be based on the location of the points on the
plane. For D, (0,0) since it is on the origin. C is (c,0) since it is located “c” units to the right and no
movement upward (or downward). A is (0,a) since no movement on the abscissa and “a” units
upward. While B is (c,a) because it is located “c” units to the right then “a” units upward. We now
show that the distance of segment AC is equal to the distance of segment BD.
distance of segment AC: A(0,a) and C(c,0)

𝑑 = ƒ(𝑥! − 𝑥# )! + (𝑦! − 𝑦# )! ----- fill in the blanks: for A: 𝑥# = _____

𝑦# = _____: for C: 𝑥! = _____, 𝑦! = ______

𝑑 = ƒ(𝑐 − 0)! + (0 − 𝑎)! ----- substitute the variables in the formula

then simplify

𝑑 = √𝑐 ! + 𝑎! this is the distance of segment AC

distance of segment BD: B(c,a) and D(0,0)

𝑑 = ƒ(𝑥! − 𝑥# )! + (𝑦! − 𝑦# )! ----- solve the distance of segment

BD
Were you able to find the distance of segment BD?__________

Answer: 𝑑 = √𝑐 ! + 𝑎!

Since the d of segment AC= √𝑐 ! + 𝑎! and d of segment BD = √𝑐 ! + 𝑎! by substitution

AC = BD. Therefore, the diagonals of the rectangle are congruent, AC ≅ BD .

End of proof.

19
 What I Need to Know
Applies the distance formula to prove some geometric properties(M10GE-IIg-2)
General Instruction
Write your solutions and answers on a clean sheet of paper.

What I Know
“Truth and Nothing but the Truth”:

TRUE OR FALSE: Write T if the statement is true and F if otherwise.

_____1. Distance is the measure around a figure.
_____2. Midpoint divides a line segment in two equal parts.
_____3. Isosceles triangles have 3 congruent sides.
_____4. A square is a special type of rectangle.
_____5. The point (-x, y) is found in the IV Quadrant.

What’s In
“Try solving Me”:
Solve the following:
1. Use the distance formula to find the length between the points J (0,2) and E(5,5).
2. Find the coordinates of the midpoint N of segment YS for Y(7,-3) and S(-1,-5).
3. A segment has midpoint R(3,4) and one endpoint F(-5, 3). What are the coordinates
of A, the other endpoint?
4. The vertices of a triangle are J(6,0), A(2,6) and K(-2,2). Show if the triangle is
isosceles.

What’s More
“I Missed you, But Now I Found You”
Name the missing coordinates in terms of the given variables. Answer
1. A parallelogram

20
2. LOV is a right triangle with right angle at angle LVO. E is the midpoint of segment LO.

3. VOLTES is a regular hexagon

What I Can Do

A study shed will be constructed midway between two school buildings. On a school
map drawn on a coordinate plane, the coordinates of the first building are (10, 30) and the
coordinates of the second building are (170, 110).

a. Why do you think the study shed will be constructed midway between the two school
buildings?
b. What are the coordinates of the point where the study shed will be constructed?
c. If each unit on the coordinate plane is equivalent to 2m, what is the distance between
the two buildings?

21
 Assessment

Find out how much you already know about the topics in this module. Choose the letter
that you think best answer the question.

1. What is the length of the segment MA whose coordinates are (5, -3) and (6, 2)?
a. 1.41 b. 2 c. 5.01 d. 5.10
2. What is the distance between the points T(-1, -4) and H(3, -4)?
a. 2 b. 4 c. 8.25 d. 8.94
3. The endpoints of a diameter of a circle are A(-6, -5) and B(6, 15). What are the
coordinates of the center of the circle C?
a. (0, 5) b. (6, 10) c. (0, 10) d. (-6, 10)
4. If a segment has midpoint M (3, 2) and one endpoint is T (11, -18), then what are the
coordinates of point H, the other endpoint?
a. (7, -8) b. (7, -10) c. (-5, 22) d. (4, -8)
5. The vertices of a triangle are T(0, -4), R(-5, -3) and Y(-1, 4). What kind of triangle is
formed?
a. scalene triangle b. isosceles triangle c. scalene triangle d. right triangle

Additional activities
The length of MN = 15 units. Suppose the coordinates of M are (9, -7) and the
coordinates of N are (x, 2)
a. What is the value of x if N lies on the first quadrant? second quadrant? Explain your
answer.
b. What are the coordinates of the midpoint of MN if N lies in the second quadrant? Explain
your answer.

22
 Answer Key

What I Know
1. F
2. T
3. F
4. T
5. F
What’s In
1. 5.83
2. (3, -4)
3. (11, 5)
4. JA = 7.21, AK = 5.66, JK = 8.25; since there are no two congruent sides, therefore the
triangle is not isosceles.

What’s More
1. (a+b, c)
2. E(a, b)
3. O(a, d), L(b, c), E(-a, 0)

What I Can Do
a. To become more accessible to students coming from both buildings.
b. (90, 70)
c. 357.8 m

Assessment

1. d
2. b
3. a
4. c
5. b
Additional Activities

a. x = 21, if N is in the first quadrant and x = -3 if it is in the second quadrant. The values of x
were obtained by using the distance formula.
"
b. (3, − # ) or (3, -2.5). The coordinates of the midpoint were determined by using the midpoint
formula.
References
Department of Education. Curriculum Guide:

Department of Education. Mathematics 10: Teacher’s Guide

Department of Education. Mathematics 10: Learner’s Module

Nivera, Lapinid. Grade 10 Mathematics: Patterns and Practicalities.(Makati City: Don Bosco Press, Inc.,
2015)

Orlando A. Aronce and Marilyn O. Mendoza(2007). Worktext in Mathematics for Third Year High School
e-math Geometry.Manila. Rex Book Store Inc.

Ponsones, Ocampo et.al. Math Ideas and Life Applications 10.(Quezon City: Abiva Publishing House Inc.,
2013)

Prepared by:
Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije
Anna L. Caisip/ Harriett P. Rivera/ Lovelyn P. Bautista/ Mary Cristine L. Dizon
Angeles City National High School
23
 MATHEMATICS 10

Quarter 2 – Module 7:
Equations of a Circle
Name ____________________________ Week 7

Section _____________________ Date ____________

Background Information

What’s New
In Angeles City, a rotonda (round about) located at the heart of the city, is the center of
business establishments like fast foods, groceries, drugstores and the like. The said rotonda
covers approximately a 20-meter “no loading and unloading” radius zone. If a certain public
utility jeep waits for passengers at 15 meters east and 20 meters south of the rotonda, is the
jeep within or outside the “no loading and unloading zone” of the round about?
The reference point for the rotonda is the elevated traffic office and we assign its
location as (0,0). The jeep is located 15 m east and 20 m south of the rotonda. Using the
distance formula, how far is the jeep from the office?
Answer: 25 meters
Since the distance of the jeep from the office is 25 meters, it is greater than the radius
zone of the roundabout. Therefore, the jeep is outside the radius zone.

2
 What is it
A circle on a coordinate plane can be described using an equation that can be written in
different forms.
I. Equation of a circle in Standard Form: (Center-radius form)
a. Center at (0,0) b. Center at (h,k)
𝑥! + 𝑦! = 𝑟! (𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 !

II. General Form of the Equation of a Circle:

𝑥 ! + 𝑦 ! + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0,
𝑤ℎ𝑒𝑟𝑒 𝐴 = 𝐵 𝑎𝑛𝑑 𝑏𝑜𝑡ℎ 𝑎𝑟𝑒 𝑛𝑜𝑡 𝑧𝑒𝑟𝑜; 𝐷, 𝐸 𝑎𝑛𝑑 𝐹 𝑎𝑟𝑒 𝑟𝑒𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟𝑠
Writing equation of a circle in standard form given its center and radius:
Example 1: Write the equation of a circle whose center is the origin and radius of 6 units.
Solution 1: Since the center is at the origin we use Equation I.a from above and substitute the
radius, 𝑟 = 6 and simplify.
𝑥! + 𝑦! = 𝑟! 𝑥 ! + 𝑦 ! = (6)! Answer: 𝑥 ! + 𝑦 ! = 36
Example 2: What is the equation of a circle whose center is at (3,4) and with radius of 4 units?
Solution 2: We use Equation I.b since the center is not at the origin. Then substitute (h,k) taking
into consideration the changing of signs and the radius, then simplify the radius.

(𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 !

(𝑥 − 3)! + (𝑦 − 4)! = (4)! ----- note that h = 3, k = 4 and r = 4

Answer: (𝑥 − 3)! + (𝑦 − 4)! = 16

3
Example 3: What is the center and radius of the circle whose equation is 𝑥 ! + (𝑦 − 2)! = 40?
Solution 3: From the equation, we see that it is of the form (𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 ! . To get h, we
look at 𝑥 ! , hence h=0. To get k, we look at (𝑦 − 2)! , hence 𝑘 = 2. Therefore, the center is

at (0,2). Now for the radius, the right member of the standard form is 𝑟 ! , equate it with 40 then
solve for r.

𝑟 ! = 40 ----- extract square root of both sides

√𝑟 ! = √40 ----- you may leave your answer in radical form or approximate it to 2
decimal places (nearest hundredths)

𝑟 = √40 = G4(10) = 2√10 ≈ 6.32 𝑢𝑛𝑖𝑡𝑠

Writing equation of a circle from standard form to general form:

To write the equation of a circle in standard form to the general form, we just expand the
standard form using the square of a binomial (a2 +2ab+b2) or by “FOIL” method, then simplify until
it is written in general form.
Example 4: Write the equation of a circle in general form: (𝑥 + 1)! + (𝑦 − 4)! = 20. Identify the
center and radius of the circle.
Solution 4: We start by getting the center and radius since it is evident in the standard form.

The center is (-1,4) and 𝑟 = √20 = 4.47 𝑢𝑛𝑖𝑡𝑠. We now find the equation in general form.

(𝑥 + 1)! + (𝑦 − 4)! = 20 ----- use “FOIL” method for (𝑥 + 1)! and (𝑦 − 4)!
(𝑥 ! + 2𝑥 + 1) + (𝑦 ! − 8𝑦 + 16) = 20 ----- remove the grouping symbols and add -20 on
both sides of the equation (Addition Property of
Equality)

𝑥 ! + 2𝑥 + 1 + 𝑦 ! − 8𝑦 + 16 − 20 = 0 ----- simplify the expression

Answer: 𝑥 ! + 𝑦 ! + 2𝑥 − 8𝑦 − 3 = 0
Example 5: Write the general equation of a circle whose center A(4,-1) and a radius of 7 units.
Identify D, E and F in the equation.
Solution 5: We are given the center and radius of the circle; we write it first in standard form before
we get the general equation.
(𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 ! ----- use the standard form where the center is at (h,k)

(𝑥 − 4)! + (𝑦 − (−1))! = 7! ----- substitute h=4, k= - 1 and r=7

(𝑥 − 4)! + (𝑦 + 1)! = (7)! ----- notice the changing of sign from (h,k) to the equation
(𝑥 ! − 8𝑥 + 16) + (𝑦 ! + 2𝑦 + 1) = 49 ----- expand and simplify

𝑥 ! + 𝑦 ! − 8𝑥 + 2𝑦 + 17 − 49 = 0

Answer: 𝑥 ! + 𝑦 ! − 8𝑥 + 2𝑦 − 32 = 0
D= -8, E= 2, F= -32

4
Writing equation of a circle from general form to standard from (center-radius form):
We now do the reverse; we write the general equation in standard form. We will be
applying completing the square in this part of the lesson.
Example 6: Write the standard form of the equation: 𝑥 ! + 𝑦 ! − 6𝑥 − 10𝑦 + 18 = 0. Identify the
center and the radius of the circle.
Solution 6: At this point, we cannot yet give the center and radius immediately, we need to find
the standard form and the procedures are as follows.

𝑥 ! + 𝑦 ! − 6𝑥 − 10𝑦 + 18 = 0

(𝑥 ! − 6𝑥 + _______) + (𝑦 ! − 10𝑦 + _______) = −18 ----- group together the x’s and y’s; add -18
both sides (APE)
Note: Use completing the square to make a perfect square trinomial for x and y. Apply the
"
formula: (!)! , where b is coefficient of the linear term for x and y.
#$
Completing the square for x: b= -6, ( )! = (−3)! = 9, this will be added on the blank
!
together with the group of x and on the other side (APE).
#%& !
Completing the square for y: b= -10, ( !
) = (−5)! = 25, this will be added on the blank
together with the group of y and on the other side (APE).
(𝑥 ! − 6𝑥 + 9) + (𝑦 ! − 10𝑦 + 25) = −18 + 9 + 25 ----- factor the perfect square trinomials in x
and in y; simplify the right member

𝐴𝑛𝑠𝑤𝑒𝑟: (𝑥 − 3)! + (𝑦 − 5)! = 16 ----- this is the general equation

C(3,5) , 𝑟 = 4 ----- the center and radius of the circle

Example 7: What is the standard form of the equation: 4𝑥 ! + 4𝑦 ! + 12𝑥 − 4𝑦 − 90 = 0?

Solution 7: Notice that 𝑥 ! 𝑎𝑛𝑑 𝑦 ! have the same coefficient of 4. We divide all the terms by “4”
before completing the squares for x and y.

!" Q #!$ Q #%&"'!$()*

----- divide both sides by 4; add 90 on both sides (MPE)
!
'&
𝑥 ! + 𝑦 ! + 3𝑥 − 𝑦 = (
'&
(𝑥 ! + 3𝑥 _______) + (𝑦 ! − 𝑦 _______) = (
----- you may complete the square at this point

" ! ) '
Complete the square for x: ( ) = (!)! = (
!
" ! % %
Complete the square for y: ( ) = ( )! = (
! !
' % '& ' %
(𝑥 ! + 3𝑥 + () + R𝑦 ! − 𝑦 + (S = (
+ ( + ( -----add the results of the completing the squares on
both sides
) % ! %&&
(𝑥 + !)! + R𝑦 − !S = (
----- factor the left side and add the fractions on the
right
) ! % !
Answer: (𝑥 + ) + R𝑦 − S = 25
! !

5
 What I need to know

Illustrates the center-radius form of the equation of a circle (M10GE-IIh-1)

Determines the center and radius of a circle given its equation and vice versa (M10GE-IIh-2)

General Instruction
Write your solutions and answers on a clean sheet of paper.

What I Know

A. Captain, oh captain! Where is my center?

Given the standard equation of a circle, determine its center and radius.

1. (𝑥 + 3)! +(𝑦 + 5)! = 9

2. (𝑥 − 8)! +(𝑦 + 6)! = 49
3. (𝑥 − 7)! +(𝑦 − 11)! = 196
4. (𝑥 + 1)! +(𝑦 − 2)! = 5

B. Turn Me into a General!

Write each equation of a circle in general form. Show your solutions completely.

5. (𝑥 + 2)! +(𝑦 − 5)! = 16

6. (𝑥 − 4)! +(𝑦 − 6)! = 25
7. (𝑥 − 3)! +(𝑦 + 10)! = 49

C. Don’t Treat This as a Demotion!

In numbers 8, 9 and 10, a general equation of a circle is given. Transform the equation
to standard form, then give the coordinates of the center and the radius.
8. 𝑥 ! + 𝑦 ! + 6x + 20y - 12 = 0

9. 𝑥 ! + 𝑦 ! + 4x - 14y - 28 = 0

10. 𝑥 ! + 𝑦 ! - 2x - 8y + 16 = 0

What’s In

A. Determine the number that must be added to make each of the following a
perfect square trinomial. Then, express each as a square of a binomial.
Example: x2 + 6x + 9 = (x+3)2

1. x2+ 12x+ _____ =

2. y2 + 18y + _____ =
3. z2 + 20z + _____ =
4. a2 – 3a + _____ =
5. b2 – 5b + _____ =

6
 B. Consider the given general equation of the circle and fill in the table below.
GENERAL EQUATION CENTER RADIUS STANDARD EQUATION
x2 +y2 – 196 = 0 1.__________ 2_________ x2 +y2 = 196
2 2
x +y + 10x + 4y – 71 = 0 3__________ 4._________ 5.___________________
x2 +y2 – 6x - 14y - 6 = 0 (3, 7) 8 units 6.___________________
_
x2 +y2 + 2y - 8 = 0 (0, -1) 7._________ 8.___________________
4x2 +4y2 +4x - 4y - 2 = 0 9__________ 10.________ (x + 1/2) 2+(y - 1/2) 2= 1
___ _

What’s More
Write the general equation of each of the following circles given the center and the radius.

center Radius
1 origin 1 unit
2 (4, 7) 9 units
3 ( -8, 5) 13 units
4 (0, -9) 16 units
5 (12, 0) 5√2 units

What I Can Do
On a grid map of a province, the coordinates that correspond to the location of a cellular
phone tower is (-2, 8) and it can transmit signals up to a 12km radius. What is the equation that
represents the transmission boundaries of the tower?

Assessment

A. True or False: Write True if the statement is correct and False if the statement is
incorrect.

__________ 1. The length of the radius can be obtained by getting the distance between a point
on the circle and the center.
__________ 2. In x2 + y2 = 4, the radius is 4.
__________ 3. The equation of a circle with center at the origin and radius r is x2 + y2 = r2.
__________ 4. The equation of a circle with center at the origin and radius of 15 is x2 + y2 = 125.
__________ 5. The center of the circle whose equation is x2 +y2 = 25 is at (5,0).

B. Multiple Choice: Encircle the of the correct answer.

1. What is the set of all points equidistant from a fixed-point center called?
a. Circle b. Triangle c. Parabola d. Ellipse

2. What is the center of the circle whose equation is x2 + y2 = 4?

a. (0, -4) b. (0,4) c. (h,k) d. (0,0)

7
 3. What is the general form of (𝑥 + 1)! +(𝑦 − 3)! = 49?

a. 𝑥 ! +𝑦 ! +2x-6y+39=0 b. 𝑥 ! +𝑦 ! +2x-6y-39=0

c. 𝑥 ! +𝑦 ! -2x-6y-39=0 d. 𝑥 ! +𝑦 ! -2x+6y-39=0

4. Given the center (2, 7) and radius of 8 units. What is the standard form of the circle?

a. (𝑥 + 2)! +(𝑦 − 7)! = 64 b. (𝑥 + 2)! +(𝑦 + 7)! = 64

c. (𝑥 − 2)! +(𝑦 − 7)! = 64 d. (𝑥 − 1)! +(𝑦 + 7)! = 64

5. In the equation (𝑥 + 4)! +(𝑦 − 8)! = 49, what is the center and radius of the circle?

a. ( -4, 8) ; 7 units b. ( 4 , 8 ) ; 7 units

c. (4, -8) ; 7 units d. ( - 4, -8) ; 7 units

Additional activities

Look at the graph of the circle below and answer the questions that follow:

1.What is the center and radius of the figure?

2. Write the standard form of the equation of the circle.

3. Give the general form of the equation of the circle.

8
 Answer Key

What I Know:
A. 1. C( -3,-5) ; r = 3 B. 5. x2+y2+4x-10y+13 = 0 C. 8. C(-3,-10); r= 11
2. C( 8,-6) ; r = 7 6. x2+y2-8x-12y+27 = 0 9. C(-2, 7); r= 9
3. C( 7,11) ; r = 14 7. x2+y2- 6x+20y+60 = 0 10. C(1, 4); r= 1
4. C( -1,2) ; r = √5

What’s In What I Can Do

A. C(-2,8) r =12
1. x2+ 12x+ 36 = (x+6)2 (x+2)2+ (y-8)2 = 144
2. y2 + 18y + 81= (y+9)2
3. z2 + 20z + 100= (z+10)2 x2+y2+4x-16y-76 = 0
) ,
4. a2 – 3a + ! = (a- &)2
&- -
5. b2 – 5b + = (b- )2
! &
B. Assessment
1. C(0,0) 2. r = 14 A. 1. True B. 1. a
3. C(-5, -2) 4. r = 10 2. False 2. d
5. (x+5)2+ (y+2)2 = 100 3. True 3. b
6. (x-3)2+ (y-7)2 = 64 4. False 4. c
7. r = 3 5. False 5. a
8. x2+ (y+1)2 = 9
9. C (-½, ½) 10. r = 1

What’s More Additional Activities

1. x2+y2 -1= 0 1. C (2,-1) ; r = 3
2. 𝑥 & +𝑦 & - 8x-14y-16=0 2. (x-2)2 +(y+1)2 = 9
3. 𝑥 & +𝑦 & +16x-10y-80=0 3. 𝑥 & +𝑦 & -4x+2y-4=0
4. 𝑥 & +𝑦 & +18y-175=0
5. 𝑥 & +𝑦 & -24x+94=0

References

Department of Education. Curriculum Guide:

Department of Education. Mathematics 10: Teacher’s Guide

Department of Education. Mathematics 10: Learner’s Module

Nivera, Lapinid (2015). Grade 10 Mathematics: Patterns and Practicalities. Makati City: Don Bosco Press,
Inc.

Ponsones, Ocampo et.al (2013). Math Ideas and Life Applications 10. Quezon City: Abiva Publishing
House Inc.

Acelajado, Maxima J. (2016). Equals: Worktext in Mathematics 10. Manila: Dreambooks Publication

Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera/ Lovelyn P. Bautista/ Mary Cristine L. Dizon
Angeles City National High School

9
 MATHEMATICS 10

Quarter 2 – Module 8:
Graphs and Problems Involving Circles
Name ____________________________

Section _____________________

Background Information

What’s New
In this module you will be needing graphing materials like graphing papers, pencil, eraser
and a compass (tool used in drawing circles).
Activity 1: “Draw Me!”
Using the cartesian plane below, use a compass whose center is at the origin and passes
through point A(0,4).

Reminder: “Be careful in using the compass because it has sharp and pointed part.”
Guide in using the compass: Put the pointed part on the origin and adjust the other end with
pencil on the point (0,4). Then rotate slowly to make a complete rotation to from a circle.
Were you able to draw the circle?
Questions:
1) Does the circle pass through the point (4,0)? How about (-4,0) and (0,-4)?___________
Explain your answer : _______________________________________________________
2) Now, plot the point J(4,3) on the plane above. Is J a point on the circle?_________________
Why?_______________________________________________________________________
3) What do you think is the radius of the circle? Answer: 4 units

4) What is the equation of the circle in standard form? Answer: 𝑥 ! + 𝑦 ! = 16

10
 What is it
Activity 2: “Pass through Me!”
Using a compass, draw a circle with center at A(2,-1) and passes through B(4,1).
Were you able to draw the circle?

Answer questions 1 to 3 using Activity 2.

Question 1) How far is point A to point B?
Solution 1: Drawing the segment from A to B will give us the distance between these two points
using the distance formula. This is also the radius of the circle.

𝑑 = G(𝑥! − 𝑥% )! + (𝑦! − 𝑦% )! ----- substitute in the distance formula where A (2,-1)

and B(4,1)

𝑑 = G(4 − 2)! + (1 − (−1))! ----- simplify the expression

𝑑 = G(2)! + (2)!

Answer: 𝑑 = √8 = 2√2 ≈ 2.83 𝑢𝑛𝑖𝑡𝑠, the radius is also √8.

Question 2) What is the equation of the circle in standard form?

Solution 2: Since we already know the center of the circle, (2,-1) and its radius is √8, we can now
find its equation in standard form.

(𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 ! ----- substitute in the equation the center and radius

(𝑥 − 2)! + (𝑦 + 1)! = (√8)!

Answer: (𝑥 − 2)! + (𝑦 + 1)! = 8

11
Question 3) Are the points P(0,1) and S(4,2) on the circle?
Solution 2: To know if a certain point lies on the graph of a circle (or any function or figure on the
plane with equation), we simply substitute the coordinates of the point in the equation of the circle
(or equation of the figure).
Using P(0,1) and the equation from question 2, substitute the coordinates in the equation where
x=0 and y=1 and simplify.

(𝑥 − 2)! + (𝑦 + 1)! = 8

(0 − 2)! + (1 + 1)! = 8
8 = 8, since the expression is equal, we conclude that point P(0,1) is on the circle.
Try using S(4,2). Is the expression equal?___________ Answer: No
What is your conclusion about point S?______________________________________________
Answer: Point S is not on the circle.
Recall: When you were in lower grade, you encountered equation of a line in slope-intercept form
𝑦 = 𝑚𝑥 + 𝑏, where m is the slope (ratio of rise over run) and b is the y-intercept. A line that rises
from left to right has “positive” slope and a line that rises from right to left has a “negative” slope.
You also learned that perpendicular lines have slopes that are “negative reciprocals” of each
other. For example, if a certain line has a slope of 3, then the line perpendicular to it has a slope
%
of − .
)

Example 1) Write an equation of a circle with center at (1, -2) and tangent to the line 2𝑥 − 𝑦 = 9.
Solution 1: To determine the equation of a circle, we need the center and radius. We already have
the center and we need to find the radius by applying some concepts you learned from lower
grade. The equation of the tangent line is 2𝑥 − 𝑦 = 9, we need to write this in slope-intercept form.
2𝑥 − 𝑦 = 9 ----- apply APE by adding +y and -9 both sides
2𝑥 − 9 = +𝑦 or 𝑦 = 2𝑥 − 9 ----- from this equation of the tangent line, we have the slope
which is 2 (m=2)
If a line is tangent to a circle, then the radius is perpendicular to the tangent line. Since
the line containing the radius is perpendicular to the given tangent line, its slope is the negative
%
reciprocal of the tangent line, that is, the slope of the line containing the radius is − !, because
the slope of the given line is 2. Next is applying the point-slope form to find the equation of the
%
line containing the radius. The point to be used is the center (1, -2), the slope is 𝑚 = − !. Substitute
in the point-slope formula.
𝑦 − 𝑦% = 𝑚(𝑥 − 𝑥% ) ----- the point-slope form; substitute (1, -2) where
%
𝑥% = 1 𝑎𝑛𝑑 𝑦% = −2; 𝑚 = − !
%
𝑦 + 2 = − (𝑥 − 1) ----- simplify the expression by applying the properties of
!
equality
2(𝑦 + 2) = −1(𝑥 − 1)
2𝑦 + 4 = −𝑥 + 1 ----- write in general form equation of a line

𝑥 + 2𝑦 = −3, this is the equation of the tangent line containing the radius.

12
 Now we have two lines, the given line: 2𝑥 − 𝑦 = 9 and the tangent line: 𝑥 + 2𝑦 = −3. The
point of tangency between the circle and the given line, is the intersection of the given line and
the tangent line containing the radius. We solve for the systems of equation using the two
equations of a line.
2𝑥 − 𝑦 = 9 ----- we make one variable with the same numerical
𝑥 + 2𝑦 = −3 coefficient, let us eliminate y by addition.
2(2𝑥 − 𝑦 = 9) 4𝑥 − 2𝑦 = 18
𝑥 + 2𝑦 = −3 𝑥 + 2𝑦 = −3
5𝑥 = 15
x=3
Solve for y using any of the 2 equations, let use 2𝑥 − 𝑦 = 9 and substitute x by 3.
2(3) − 𝑦 = 9 6−𝑦 =9 6−9=𝑦 −3 = 𝑦
We now have the coordinates of the point of tangency, (3,-3). The next step now is to
determine the distance between the center and the point of tangency using the distance formula.
This is also the measure of the radius of the circle.
center (1, -2) and point of tangency (3,-3)

𝑑 = G(𝑥! − 𝑥% )! + (𝑦! − 𝑦% )!

What is the distance between the two points?____________ Answer:√5

Now we can write the equation of the circle in standard form:
Answer: (𝑥 − 1)! + (𝑦 + 2)! = 5
Graph of Example 1:

Guide in graphing Example 1: Draw the circle using the center D(1,-2) the point of tangency
A(3,-3). Next we need to draw the tangent line. From the point of tangency, A(3,-3), we will use
the slope to find another point for us to draw a line. Since the slope of the tangent line is +2, the
line will rise from left to right. From point A(3,-3), count two units upward then 1 unit to the right
(that will be point B). Connect the two points and draw the line.

13
 What I Need to know
Graphs and solves problems involving circles and other geometric figures on the
coordinate plane
General Instruction
Write your solutions and answers on a clean sheet of paper.

What I Know
Encircle the letter of the answer that corresponds to your answer:
1) Which of the following is the distance formula?

a. 𝑑 = G(𝑥! − 𝑥% )! − (𝑦! − 𝑦% )! b. 𝑑 = G(𝑥! − 𝑥% )! + (𝑦! − 𝑦% )!

c. 𝑑 = G(𝑥! − 𝑥% ) − (𝑦! − 𝑦% ) d. 𝑑 = G(𝑥! − 𝑥% ) + (𝑦! − 𝑦% )

2) What is the sign of the slope of a line that rises from right to left?
a. positive b. negative c. no slope d. undefined
3) What is the equation of a circle in standard form whose center is the origin?
a. 𝑥 ! + 𝑦 ! = 𝑟 ! b. (𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 !
c. 𝑥 ! + 𝑦 ! + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0 d. 𝑦 = 𝑚𝑥 + 𝑏
4) What do you call the intersection between a tangent line and a circle?
a. origin b. axes c. point of tangency d. slope
5) What do you call the segment of a circle which is one-half the diameter?
a. center b. secant c. tangent d. radius
What’s In
On a graphing paper, draw the following circles given its center and radius.
1. center at origin and r = 2 units
2. center at A(-3,0), radius is 5 units

3. center at B(-4,-3) and its radius is √12

What’s More
Here are some more exercises for your practice to see if you fully understood the topics
in this module.
1) The diameter of a circle is 18 units and its center is at M(-3,8). What is the equation of the
circle?
2) Write an equation of a circle with radius of 6 units and is tangent to the line y=1 at (10,1).
Note: the line y=1 is a horizontal line one unit above the x-axis.
3) A line passes through the center of a circle and intersects it at points (2,3) and (8,7). What is
the equation of the circle?

14
 What I Can Do

Answer the problem below.

Cellular networks use towers to transmit calls in a circular area. On a grid of a province,
the coordinates that corresponds to the location of the towers and the radius each covers as
follows: Wise Tower is at (-5,-3) and covers a 9 km radius; Global Tower is at (3,6) and covers 4
km radius; and Star Tower is at (12,-3) and covers a 6 km radius.

a. What is the equation representing the transmission boundaries of each tower?

b. If your home is located at the coordinates (1,3), which network will you subscribe?

Assessment

Encircle the letter that corresponds to your answer:

1) If the center of the circle is given and another point on the circle is also given, what will you
use to find the length of the radius?

a. distance formula b. mid-point formula

c. standard form of a circle d. general form of a circle

2) Which of the following shows a line tangent to a circle?

a. b.

c. d.

3) What do you call a line that intersects the circle in exactly 1 point?

a. radius b. diameter c. secant d. tangent

15
4) Which of the following is the graph of 𝑥 ! + 𝑦 ! = 1

a. b.

c. d.

5) What is the equation of the circle given its graph?

a. (𝑥 − 2)! + (𝑦 − 2)! = 4 b. (𝑥 + 2)! + (𝑦 − 2)! = 4

c. (𝑥 + 2)! + (𝑦 + 2)! = 4 d. (𝑥 − 2)! + (𝑦 + 2)! = 4

Additional activities
Graph the 3 items under “What’s More” using graphing paper or GeoGebra, if possible
(or any other graphing application). You may send the pictures or have them printed or submit
them together with your module.

16
 Answer Key
What I Know
1. B 2. B 3. A 4. C 5. D
What’s In (graphs were generated using GeoGebra)
1. 2.

What’s More
3.
1. (𝑥 + 3)! + (𝑦 − 8)! = 81
2. (𝑥 − 10)! + (𝑦 − 7)! = 36 or
(𝑥 − 10)! + (𝑦 − 5)! = 36
3. (𝑥 − 5)! + (𝑦 − 5)! = 13
What I Can Do
a. Wise Tower- (𝑥 + 5)! + (𝑦 + 3)! = 81
Global Tower- (𝑥 − 3)! + (𝑦 − 6)! = 16
Star Tower- (𝑥 − 12)! + (𝑦 + 3)! = 36
b. Wise Tower and/or Global Tower
Assessment
1. A 2. A 3. D 4. D 5. B
Additional Activities

1. 2.

3.

References

Department of Education. Curriculum Guide:

Department of Education. Mathematics 10: Teacher’s Guide

Department of Education. Mathematics 10: Learner’s Module

Nivera, Lapinid. Grade 10 Mathematics: Patterns and Practicalities. (Makati City: Don Bosco Press, Inc., 2015)

Ponsones, Ocampo et.al. Math Ideas and Life Applications 10. (Quezon City: Abiva Publishing House Inc.,2013)

Prepared by:

Patricio Francisco B. Sayson/ Lito P. Pineda/ Joselito C. Cabije

Anna L. Caisip/ Harriett P. Rivera/ Lovelyn P. Bautista/ Mary Cristine L. Dizon
Angeles City National High School

17