GRADE 10 School Grade Level 10

Teacher Learning Area

DAILY LESSON LOG
Teaching Dates and Time Quarter

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of circles.
Standards
2. Performance The learner is able to formulate and find solutions to challenging situations involving circles and other related
Standards terms in different disciplines through appropriate and accurate representations.
3. Learning The learner proves The learner proves The learner solves The learner solves
Competencies theorem on tangents. theorem on segments problems on circles problems on circles
(M10GE-IIe-f-1) (M10GE-IIe-f-1) (M10GE-llf-2) (M10GE-llf-2)

Objectives a. Determine the a. Solve problems

a. Use two-column proofs a. Use two-column proofs tangents and involving tangents
in proving theorems in proving theorems secants of a circle and secants of a
related to tangents and related to segments. b. Apply theorems in circle.
secants. b. Determine the reasons solving problems b. Formulate
b. Determine the reasons to support the given involving tangents problems on
to support the given statements in a two- and secants of tangents and
statements in a two- column proof of circles. secants circles with
column proof of theorem on segments. c. Appreciate the solution.
theorem on tangents c. Appreciate the importance of circles c. Show patience in
and secants. importance of in real life. solving problem.
c. Appreciate the geometric relationships
importance of geometric involving segments of
relationships involving circle in making wise
tangents and secants in decisions.
making wise decisions.
 PROVES THEOREM ON Solve Problems on Solve Problems on
II. CONTENT TANGENTS AND PROVES THEOREMS ON Tangents and Secants Tangents and
SECANT OTHER RELATED of Circles Secants of Circles
SEGMENTS

III. LEARNING
RESOURCES
A. References
1. Teacher’s pp. 164-171,177-179,191- 155 – 172 pp. 163,172,175,179- pp. 163,172,175,179-
Guide 192 180 180
2. Learner’s pp. 178 - 209 178 – 197 pp. 193,197-198, 201- pp. 193,197-198, 201-
Materials 202, 208- 211 202, 208- 211
3. Textbook Geometry III by Soledad Interactive Mathematics IV
Jose pp. 202 – 205 by Orlando Oronce et. al
pp. 185-191
4. Additional http://www.s1expeditions
http://www.s1expeditions.
Materials from LCTGs by DepEd Cavite LCTGs by DepEd Cavite .com/2013/07/088-
com/2013/07/088-
Learning http://www.mathwarehouse kaybiang-
kaybiang-
Resources .com/geometry/circle/tange tunneloperational.html
tunneloperational.html
(LR) portal nts-secants-arcs- http://www.onlinemathle
angles.php http://www.onlinemathlear
arning.com/tangent-
ning.com/tangent-
circle.html
circle.html
http://gallery.yopriceville.
http://gallery.yopriceville.c
com/
om/
http://www.nlpanthers.or
http://www.nlpanthers.org
g/Downloads/chap149.pd
/Downloads/chap149.pdf
f
B. Other Learning Illustrations, activity Illustrations, activity Grade 10 LCTGs by Grade 10 LCTGs by
Resources sheets, sheets, Practice Exercises DEPED Cavite DepEd Cavite
Grade 10 LCTGs by 2016 LCTGs by DepEd Mathematics 2016 Mathematics 2016,
DepEd Cavite Cavite Mathematics 2016 Activity Sheets and Worksheets and
Mathematics 2016 PowerPoint PowerPoint
presentation presentation
IV. PROCEDURES
A. Reviewing previous Motivational Activity Investigate Me!
lesson or presenting the Preliminary Activity
new lesson
Use the figure and the
given information to
answer the questions that
follow. Explain how you
arrived at your answer.
Pre-Assessment
What is the measure In the figure below,
FIND MY LENGTH of the angle from the C is the center of the
path of the object ball to circle. Use the figure to
Find the length of the the pocket? answer the questions
unknown segment (x) in that follow.
each of the following
figures. Answer the
question that follows.

1. If m ADC = 160 and

m EF = 80,
find m ABC
A
D E
B
F
C
In billiards, the
2. If m LGC = 149 and tangent line is the
m LSC = 39, what is m natural direction a 1. Which lines intersect
MC? sliding cue ball takes circle C at two
L
after contacting an points. How about
object ball. It is the lines that
M perpendicular to a line
G Questions: intersect the circle at
S drawn through the exactly one point?
C a. How did you find the object ball and cue ball 2. What are the angles
length of the unknown at the point of contact. having A as the
segment? This is a 90 degree vertex? C as the
angle from the path of vertex? D as the
What geometric the object ball to the vertex? G as the
relationship or theorems pocket. On all shots the vertex? Make a list
did you apply to come up cue ball will travel this of these angles, and
with your answer? path unless it is shot then describe each.
with follow or draw. 3. What arc/s does
 each angle
Can you give other real intercept?
life illustrations of 4. Which angles
tangents and secants of intercept the same
circles? arc?
5. Using a protractor,
find the measures of
the angles identified
in item #2?
6. How would you
determine the
measures of the
arcs intercepted by
the angles? Give the
degree measure of
each arc.
7. Compare the
measures of DCE
and DAE. How
about the mDE and
mDAE? Explain
your answer.
8. How is the mAD
related to the
mDAB? How about
mEFA and mEAG?
9. What relationship
exists among mAD,
mAF, and mBGD?

Were you able to

measure the different
angles and arcs shown
in the figure? Were you
able to find out the
 different relationships
among these angles
and arcs?
B. Establishing a In the accompanying Measure, then Find Out by
purpose for the lesson figure, m UV = 80, m Square Group Activity Compare! Yourself
VT=130, and m TS = 20.
Find the measure of each. What is true about my Perform the following Prepare the
chords? activity. Answer every following materials,
a. TVS b. R
question that follows. and then perform the
c. TWS d. VUW Procedure: activity that follows.
1. In the given circle Procedure: Answer every question
below, draw two 1. Use a compass to asked.
intersecting chords BT draw circle S.
and MN 2. Draw line m such that Materials:
it intersects circle S at Circular cardboard
exactly one point. Label with radius 6 cm that is
the point of intersection equally divided into 72
as T. arcs so that each arc
3. Connect S and T with measures 5°
• a line segment. What is 2 pieces of string,
TS in the figure drawn? each measures about
4. Mark four other points 40 cm
2. Mark and label the on line m such that two self-adhesive tape
point of intersection of of these points are on cardboard or any
two chords as A. the left side of T and the flat surface
3. With a ruler, measure other two points are on
the lengths of the the right side. Label 1. Attach the endpoints
segments formed by these points as M, N, P, of the strings to the
the intersecting chords. and Q, respectively. cardboard or any flat
What are the lengths of 5. Using a protractor, surface using self-
the following segments? find the measures of adhesive tape to form
a. BA c. <MTS, < NTS, <PTS, an angle of any
MA and <QTS. How do the convenient measure.
b. TA d. measures of the four Label the angle as
NA angles compare?

4. Compare the product
of BA and TA with the
product of MA and NA.
5. Repeat # 1 to # 4 using
other pairs of chords of
different lengths.
What conclusion can you
make?
6. Repeat steps 2 to 5. RST.
This time, draw line n
such that it intersects
the circle at another
point.
What statement can you
make about the
measures of angles in
item #5 and those in
item #6?
7. Draw MS, NS, PS,
and QS.
8. Using a ruler, find the
lengths of TS, MS, NS,
2. Locate the center of
PS, and QS. How do the circular cardboard.
the lengths of the five Slide it underneath the
segments compare? strings until its center
What do you think is the coincides with their
shortest segment from point of intersection, S.
the center of a circle to
the line that intersects it
at exactly one point?
Explain your answer.
In the activity you
have just done, were
you able to compare the
measures of different
angles drawn? Were
you able to determine
the shortest segment
from the center of a
If the edge of the
circle to the line that
circular cardboard
intersects it at exactly represents a circle,
one point? what is RST in
relation to the circle?

What are the

measures of RST
and RT? Explain how
you arrived at your
answer.

3. Slide the circular

cardboard so that RS
intersects the circle at
S and ST intersects
the circle at two points,
S and T.

4. Find the measure

of ST using the
circular cardboard.

How would you

compare the measure
of RST with that of
ST?
5. Slide the circular
cardboard so that S
is in the exterior of
the circle and RS
and ST intersect
the circle at R and
T, respectively.
Mark and label
another point V on
the circle.

6. Find the measures

of RVT and RT.

Is there any
relationship among the
measures of RST,
RVT, and RT?
Describe the
relationship, if there is
any.
7. Slide the circular
cardboard so that S
is in the exterior of
the circle, ST
intersects the circle
at T, and RS
intersects the circle
at two points, R and
N.

8. Find the measures

of RT and NT.

Is there any
relationship among the
measures of RST,
RT, and NT?
Describe the
relationship, if there is
any.

9. Slide the circular

cardboard so that S
is in the exterior of
 the circle, RS
intersects the circle
at points N and R,
and ST intersects
the circle at points
M and T.

10. Find the measures

of RT and MN.

Is there any
relationship among
the measures of
RST, RT, and
MN? Describe the
relationship, if there
is any.

11. Slide the circular

cardboard so that S
is in the interior of
the circle, NT
intersects the circle
 at points N and T,
and MR intersects
the circle at points
M and R.

12. Find the measures

of RT and MN.

Is there any
relationship among the
measures of RST,
RT and MN? Describe
the relationship, if
there is any.

QUESTIONS:

1. Was the activity

interesting?
2. Were you able to
come up with some
relationships
involving angles
formed by lines and
their intercepted
 arcs?

C. Presenting Illustrative Example Illustrative example Secants, tangents Illustrative Example 1:

examples/Instances of and segments of circles
the new lesson Theorem: Theorem have many applications
If a secant and a in real life. Here are
tangent intersect in the If two chords of a circle some examples and
exterior of a circle, then intersect, then the product how to solve them.
the measure of the angle of the measures of the
formed is one-half the segments of one chord is Illustrative Example 1:
positive difference of the equal to the product of the
measures of the measures of the segments In circle O below,
A bicycle chain fits
intercepted arcs. of the other chords. suppose that ∠ P has
tightly around two
measure 25° and arc
gears. The smaller
Given AB and DE are AD has measure 70°.
gear has a radius of 4
chords of C
cm and the bigger one
What is the measure
Intersecting at M. has a radius of 8 cm.
of arc CB? 
Find the distance
between the centers of
Prove: AM • BM = DM • the two gears.
Solution: EM
Solution:
Given: is a secant
and is a tangent
Given line segment CD
Intersecting in the
We must have is a common tangent
exterior of O at S.
to both circles A and B
Prove: m
whose length is 43 cm.
The radius of ⊙A or
To Prove: Draw which gives us
AC = 4cm and the
radius of ⊙B or BD = 8
cm.

Draw line segment AE

parallel to line segment
 CD such that ED= 4
cm.
△AEB is a right
triangle, by
Pythagorean Theorem
(AB) 2 = (AE) 2 + (BE)2
(AB) 2 = (43) 2 + (4)2
AB = √1849+16
AB = √1865
AB = 43.19 cm

D. Discussing new Do these with a partner Group Activity:

concepts and practicing Given: Given: DP and DS are Complete the solution
new skills # 1 secant segments of T From the main to each problem by
draw from exterior point D. entrance of a park, following the task given
PR and QS are secant there are two pathways on the right column.
intersecting in the interior Prove: DP • DQ = DS • DR where visitors can walk
of V at T. along going to the
To prove: Draw PR and circular garden. The
PS and QR are intercepted QS pathways are both
arcs of PTS and QTR tangent to the garden
whose center is 40 m
away from the main
1 entrance. If the area of
Prove: m PTS = (m
2 the garden is about
PS– m QR ) 706.5 m2, how long is
To prove: Draw RS Proof: each pathway?

1. Josielin cooked
puto (steamed rice
muffin) for her
 friends. She cut it
into rectangular
pieces so that
everyone can have
their share. She
separates the
portion with the
most number of
pieces represented
by UJT. If the
measure of arc UT
is 110°and the
measure of arc PO
is 50°, what is the
measure of UJT?

Solution:
____ Name the
and two
____ intersecting
secant
segments.
______ Where is
the the point of
circle intersection
?
m∠UJT Complete
= 12 the
(___ + equation
___ ) that we can
apply to
solve the
problem.
= 12 Substitute
(___ + the values.

E. Discussing new
concepts and practicing What other definitions, How did you find this
new skills # 2 postulates, or theorems activity? What other
can you give as reason? definitions, postulates, or
theorems can you give as
reason?
Supply the missing parts
of the solution to prove
the following theorems.
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.
Solution:
Given: and are
chords of D
Intersecting at O.
Prove: CO • OS = RO •
OH
To Prove: Draw and
___)
= 12 Solve.
( ___ )
m∠UJT
= ___
What are the steps in
solving real life
problems involving
tangents and secants of
circles?
What are the steps in
What is a common solving real life
tangent? Name other problems involving
theorems or properties tangents and secants
that can be applied to of circles?
solve related problems.
What is a common
What is the importance tangent? Pythagorean
of understanding the Theorem?
mathematical concepts Name other theorems
or principles in solving or properties that can
real life problems? be applied to solve
related problems.
What is the importance
of understanding the
mathematical concepts
or principles in solving
real life problems?
F. Developing mastery Use a two-column proof
(leads to Formative to prove the following Given: KL and KM is Solve the following Solve the following
Assessment 3) theorems. tangent and secant problems. problems
If two secants segment respectively of
intersect in the exterior O drawn from exterior
of a circle, then the point K. 1. The map below
measure of the angle KM intersects O at N shows that the waters
formed is one-half the within ARC,L a 250° arc,
Prove: KM • KN = KL 2
positive difference of the are dangerous for .
To prove: Draw PR shipping vessels. In the
measures of the and QS •
intercepted arc. diagram, two
lighthouses are located
Given: and
at points A and C and
are secants points P, R, and S are
the locations of the ship
Prove: m at a certain time,
respectively.
a. What are the possible
measures of P, R, 1. The chain and gears
and  S? of bicycles or
b. If you were the motorcycles or belt
captain of a ship, how around two pulleys are
would you make sure some real-life
that your ship is illustrations of tangents
in safe water? and circles. Using
these real-life objects
or similar ones,
 formulate problems
involving tangents,
then solve.

G. Finding practical
application of concepts Given: If two secant Solve the following Solve the following
and skills in daily living segments are drawn to a problems. problems.
AC is a secant that circle from an exterior
passes through T at A point, then the product of
and B the lengths of one secant In circle O below,
EC is a secant that passes segment and its external secants are drawn
through T at E and D secant segment is equal to from point P, mXY =
the product of the lengths 150 and mMN = 30.
AC and EC intersect at
of the other secant What is m XPY?
exterior point C.
segment and its external
(Draw the figure to
secant segment.
illustrate the given)
Given: and are .
1
Prove: m ACE= (m secant segments
2 intersecting outside T at 1. The picture below
AE – m BD) S shows a bridge in
To prove: Draw AD the form of an arc.
and BE It also shows how
secant is illustrated
in real life. Using
the bridge in the
picture and other
real life objects,

H. Making
generalizations and Remember that:
abstractions about the
lesson a. If two tangents
intersect in the exterior of
a circle, then the
measure of the angle
formed is one-half the
positive difference of the
measures of the
intercepted arcs.
b. If two secants
intersect in the exterior of
a circle, then the
measure of the angle
formed is one-half the
positive difference of the
measures of the
intercepted arc.
c. If two secants
intersect the interior point
of a circle, then the
measure of an angle
formed is one – half the
Prove:  = 
formulate problems
involving secants,
then solve them.
The true application The true application
Remember that of mathematics is in of mathematics is in
a.If two chords of a circle solving real life solving real life
intersect, then the problems. You must problems. You must
product of the read and understand read and understand
measures of the the problem, draw a the problem, draw a
segments of one chord diagram if necessary diagram if necessary
is equal to the product and label it, determine and label it, determine
of the measures of the the theorems to be the theorems to be
segments of the other used, write the equation used, write the
chord. and then solve. equation and then
b.If two secant segments solve.
are drawn to circle from Here are some
an exterior point, then theorems on secants Here are some
the product of the and tangent of circles theorems on secants
lengths of one secant that can be applied in and tangent of circles
segment and its solving real-life that can be applied in
external secant problems involving solving real-life
segment is equal to the circles. problems involving
product of the lengths circles.
of the other secant If two tangents
segment and its intersect in the exterior If two tangents
external secant of a circle, then the intersect in the exterior
segment. measure of the angle of a circle, then the
c. If a tangent segment formed is one-half the measure of the angle
and a secant segment positive difference of the formed is one-half the
are drawn to a circle measures of the positive difference of
sum of the measure o the
arcs intercepted by an
angle and its vertical line.
d. If a secant and a
tangent intersect in the
exterior of a circle, then
the measure of the angle
formed is one-angle the
positive difference of the
measures of the
intercepted arcs
e. If secant and a
tangent intersect at the
point of tangency, then
the measure of each
angle formed
is one- half the measure
of its intercepted arc
from an exterior point, intercepted arcs. the measures of the
then the square of the intercepted arcs.
length of the tangent If two secants
segment is equal to the intersect in the interior If two secants
product of the lengths of a circle, then the intersect in the interior
of the secant segment measure of an angle of a circle, then the
and its external secant formed is one-half the measure of an angle
segment. sum of the measures of formed is one-half the
the arcs intercepted by sum of the measures
the angle and its vertical of the arcs intercepted
angle. by the angle and its
vertical angle.
If a secant and a
tangent intersect in the If a secant and a
exterior of a circle, then tangent intersect in the
the measure of the exterior of a circle,
angle formed is one-half then the measure of
the positive difference of the angle formed is
the measures of the one-half the positive
intercepted arcs. difference of the
measures of the
If two secants intercepted arcs.
intersect in the exterior
of a circle, then the If two secants
measure of the angle intersect in the exterior
formed is one-half the of a circle, then the
positive difference of the measure of the angle
measures of the formed is one-half the
intercepted arcs. positive difference of
the measures of the
If a secant and a intercepted arcs.
tangent intersect at the
point of tangency, then If a secant and a
the measure of each tangent intersect at the
angle formed is equal to point of tangency, then
 the product of the the measure of each
lengths of the secant angle formed is equal
segment and its to the product of the
external secant lengths of the secant
segment is one-half the segment and its
measure of its external secant
intercepted arc. segment is one-half
the measure of its
intercepted arc.

I. Evaluating learning Write the reasons to Solve the problem Solve the problem
complete the proof of the Given: Chords AB and CD below. Show your below. Show your
following theorem. If two intersect at K complete solutions. complete solutions.
secants intersect in the
interior of a circle, then the Prove: AK • BK = CK • DK 1. In circle O 1. Using the picture
measure of an angle below, angle P is formulates a
formed is one-half the sum x – 10, arc CD is problem involving
of the measures of the 55, and arc AD is angle formed by
arcs intercepted by the 3x. What is the secant and tangent
angle and its vertical measure of a circle, then
angle. of angle P? solve.
To prove:
Given: and are Draw AD and BC
secants Intersecting
B
in the interior of .
Prove:
C
K

D
A
J. Additional activities Follow Up:
for application or 1. Follow - Up Follow up
remediation Given circle P with BD Take a picture of real
and AC as secant a. PQ is tangent objects that shows
intersecting a point X segment and AQ is a tangents or secants of
secant segment
BXC intercept BC, and circles. Formulate a
Follow up:
AXD intercept arc AD Prove: PQ2 = AQ • BQ
problem and show your
To prove: Draw AP and BP solution.
1 Formulate problems
Prove: m BXA = on tangent segments
2
and secant segments
(m
on circles with solution.
CD + m AB )
1
m CXD = (m
2
CD + m AB )

V. REMARKS Classes were suspended Proving geometric A little continuation from I gave the time for the
on this day because of the properties has really been the previous day and student teachers to
 nationwide transport strike.
This lesson was fused with
the lesson the next day.
VI. REFLECTION
challenging even to fast the lesson for this day continue the lesson
learner students. So the was not completed. from the previous day.
lesson took some time to Since the topic today
be learned and even more was just related to the
so when it was fused with lesson the other day,
the lesson from the they could just use this
previous day. as the continuation.
However, due to the
program, student-
teachers complained
that their students did
not want to listen. They
were distracted. So I
might need to reteach.

A. No. of learners who 45 129 90

earned 80% in the
evaluation
B. No. of learners who 209 125 164
require additional
activities for remediation
who scored below 80%
C. Did the remedial Yes. 100 Yes. 112 I will know next
lessons work? No. of meeting.
learners who have
caught up with the
lesson
E. Which of my teaching Re-teaching Tell-Guide-Act The student-teachers
strategies worked well? used lecture method
Why did these work? but I will know next
meeting if it was
effective. However,
due to the program, I
could already guess it
 didn’t work.
F. What difficulties did I The Content of the lesson As usual, worded When students do not
encounter which my was really complicated and problems written in the take the student-
principal or supervisor the coverage was really English language. I teachers seriously,
can help me solve? long. need to rephrase and/or they could not teach
use the vernacular. well.
G. What innovation or none None None
localized materials did I
use/discover which I
wish to share with other
teachers?