10

Mathematics
Modules
Quarter 2 – Weeks 1 – 4
10
Mathematics
Quarter 2 – Module 1:
Polynomial Functions
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 2 - Module 1: Polynomial Functions
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Jhuneliza M. Delavin

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of Polynomial Function. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to correspond with
the textbook you are now using. The module is focused on concepts of Polynomial
Function. After going through this module, you are expected to:
1. illustrate polynomial functions; and
2. understand, describe, and interpret the graphs of polynomial functions.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. At what point will the graph of 𝑃(𝑥) = 𝑥 3 + 11𝑥 2 + 35𝑥 + 32

crosses the 𝑦-axis?
A. (0, 32) C. (32, 0)
B. (0, 35) D. (0, 11)

2. If you will draw the graph of 𝑃(𝑥) = 𝑥 2 (𝑥 − 4), how will the graph behave at the
𝑥-axis?
A. The graph crosses both (0, 0) and (4, 0)
B. The graph crosses (4, 0) and is tangent to the 𝑥-axis at (0, 0)
C. The graph is tangent to the 𝑥-axis at both (0, 0) and (4, 0)
D. The graph crosses (0, 0) and is tangent to the 𝑥-axis at (4, 0)

3. Your friend Eliza asks your help in drawing rough sketch of the graph of
𝑃(𝑥) = −(𝑥 − 1)(𝑥 + 3)2 by means of the Leading Coefficient Test. How will you
explain the behavior of the graph?
A. The graph is falling to the left and rising to the right.
B. The graph is rising to both left and right.
C. The graph is rising to the left and falling to the right.
D. The graph is falling to both left and right.

4. Which polynomial function in factored form represents

the given graph?
A. 𝑃(𝑥) = (2𝑥 − 3)(𝑥 + 1)2
B. 𝑃(𝑥) = −(2𝑥 − 3)2 (𝑥 + 1)
C. 𝑃(𝑥) = −(2𝑥 − 3)(𝑥 + 1)2
D. 𝑃(𝑥) = (2𝑥 − 3)2 (𝑥 + 1)

5. Which of the following could be the graph of 𝑃(𝑥) = 𝑥 4 − 5𝑥 2 + 4?

A. B. C. D.

3
 Lesson
Polynomial Function
1
A Polynomial Function of degree 𝑛 is a function of the form
𝑃(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + ⋯ + 𝑎1 𝑥 + 𝑎0
where 𝑛 is a non-negative integer and 𝑎𝑛 ≠ 0.
When the polynomial function is written in standard form,
 the leading term is 𝑎𝑛 𝑥 𝑛 ,
 the leading coefficient is 𝑎𝑛 ,
 the degree of the polynomial function is 𝑛.

What’s In

State the degree and leading coefficient of each Polynomial Function. If it is not
a Polynomial Function, explain why.
Degree Leading Polynomial Function or
Given
𝐧 Coefficient Not Polynomial Function

1. 𝑃(𝑥) = 6x 2 + 5x 3 + 7 − x 5

1
2. 𝑃(𝑥) = x 2 − x + 1

3. 𝑃(𝑥) = 4√x − 3
1
4. 𝑃(𝑥) = 2 x 3 − 2x 2 + √3 x − 4

5. 𝑃(𝑥) = 3x −2 − x + 6

Have you noticed that only numbers 1 and 4 are Polynomial Functions?
 𝑃(𝑥) = 6𝑥 2 + 5𝑥 3 + 7 − 𝑥 5 , when written in Standard Form is
𝑃(𝑥) = −𝑥 5 + 5𝑥 3 + 6𝑥 2 + 7, where the degree 𝑛 is 5 and the leading coefficient is -1
1
 𝑃(𝑥) = 2 𝑥 3 − 2𝑥 2 + √3 𝑥 − 4 is already arranged in Standard Form, where the degree
1
𝑛 is 3 and the leading coefficient is 2.
Did you know that numbers 2, 3, and 5 are Not Polynomial Functions?
1
 𝑃(𝑥) = 𝑥 2 − 𝑥 + 1, and 𝑃(𝑥) = 3𝑥 −2 − 𝑥 + 6 are Not Polynomial Functions since the
1
exponent in the variable 𝑥 in 𝑥 (or 𝑥 −1 ), and 3𝑥 −2 are negative integers.
 𝑃(𝑥) = 4√𝑥 − 3 is Not Polynomial Function since the exponent in the variable 𝑥 in √𝑥
1
(or 𝑥 2 ) is not an integer.

Common Polynomial Functions

Degree
Type Standard Form Example
𝐧
0 Constant 𝑃(𝑥) = a0 𝑃(𝑥) = −9

4
 2
1 Linear 𝑃(𝑥) = a1 x + a0 𝑃(𝑥) = x + 7
3
2 Quadratic 𝑃(𝑥) = a2 x 2 + a1 x + a0 𝑃(𝑥) = 2x 2 + x − 1
3 Cubic 𝑃(𝑥) = a3 x 3 + a2 x 2 + a1 x + a0 𝑃(𝑥) = −x 3 + 3x 2 + x + √3
𝑃(𝑥) = a4 x 4 + a3 x 3 + a2 x 2 + a1 x
4 Quartic 𝑃(𝑥) = x 4 − 4x 3 + x 2 − 5x + 9
+ a0

Let’s focus on graphs of Quadratic Function.

How many turning point (vertex) does a parabola has?
What do you think is the relation of the degree to the number of turning point?

𝑃(𝑥) = 𝑥 2 − 4 𝑃(𝑥) = −𝑥 2 + 4 𝑃(𝑥) = 𝑥 2 + 4𝑥 + 4 𝑃(𝑥) = −𝑥 2 − 4𝑥 − 4

 A Quadratic Function is a polynomial function of degree 2. Its graph is a U-

shaped curve called a parabola, which has 1 turning point known as vertex.
 A polynomial function of degree n has at most 𝑛 – 1 turning points.

Also, notice that:

 In 𝑷(𝒙) = 𝒙𝟐 − 𝟒 and 𝑷(𝒙) = 𝒙𝟐 + 𝟒𝒙 + 𝟒, the degree of the polynomial is even (2)
and the leading coefficient is POSITIVE, the graph is rising to both left and right.
 In 𝑷(𝒙) = −𝒙𝟐 + 𝟒 and 𝑷(𝒙) = −𝒙𝟐 − 𝟒𝒙 − 𝟒, the degree of the polynomial is even
(2) and the leading coefficient is NEGATIVE, the graph is falling to both left and
right.
 Both 𝑷(𝒙) = 𝒙𝟐 − 𝟒 and 𝑷(𝒙) = −𝒙𝟐 + 𝟒 has zeros +2, (odd multiplicity), their
graph crosses the x-axis at (-2, 0) and (2, 0).
 Both 𝑷(𝒙) = 𝒙𝟐 + 𝟒𝒙 + 𝟒 and 𝑷(𝒙) = −𝒙𝟐 − 𝟒𝒙 − 𝟒 has zeros -2 multiplicity of 2,
(even multiplicity). Their graph bounced off the x-axis, or is tangent to the
x-axis at (-2, 0).

What’s New

Key Points in Sketching Graphs of Polynomial Function

1. Determine the left end and the right end behavior by examining the leading
coefficient and the degree of the polynomial.

The Leading Coefficient Test

If the degree of the If the degree is even and

polynomial is even and
the leading coefficient is
positive, the graph is
rising to both left and
right.
the leading coefficient is
negative, the graph is
falling to both left and
𝑷(𝒙) = 𝑥 2 right. 𝑷(𝒙) = −𝑥 2

5
If the degree is odd and If the degree is odd and
the leading coefficient is the leading coefficient is
positive, the graph is negative, the graph is
falling to the left and rising to the left and
rising to the right. falling to the right.
𝑷(𝒙) = 𝑥 3 𝑷(𝒙) = −𝑥 3

2. Find the y-intercept.

 To find the y-intercept, evaluate the function when 𝑥 = 0, or 𝑃(0).
 Write the y-intercept in the form (0, __)
 Plot the point.
3. Find any x-intercepts.
 The x-intercepts of the function are also known as zeros of the function. To
find the x-intercepts, evaluate the function when 𝑦 = 0, or 𝑃(𝑥) = 0.
 Write the x-intercepts in the form (__, 0)
 Plot these points
4. Use the x-intercepts (zeros) to divide the x-axis into intervals and choose a test
point in each interval to determine the sign of all function values in that interval.
5. Use the multiplicities of the zeros to
determine the behavior of the polynomial at
the x-intercepts.
Zero
 The graph of a polynomial will cross the with Odd
x-axis at a zero with odd multiplicity. multiplicity
 The graph of a polynomial will touch Zero
and bounce off the x-axis at a zero with with Even
even multiplicity. multiplicity

6. If necessary, find additional points to draw an accurate graph.

What is It

Polynomial Functions and their graphs

Given:
Standard Form
Leading Coefficient
Degree
Maximum No. of turning
pts. (degree 𝑛 − 1)
Behavior of the Graph
𝐏(𝐱) = −𝟑𝐱 + 𝐱 𝟑 − 𝟐𝐱 𝟐 𝐏(𝐱) = −𝟑𝐱 − 𝐱 𝟑 − 𝟓𝐱 𝟐 + 𝟗
P(x) = x 3 − 2x 2 − 3x P(x) = −x 3 − 5x 2 − 3𝑥 + 9
1 -1
3 3
2 2
Since the degree is odd (3) Since the degree is odd (3)
and the leading coefficient is and the leading coefficient is
positive, negative,
the graph is falling to the the graph is rising to the
left and rising to the right. left and falling to the right.

P(0) = 03 − 2(0)2 − 3(0) P(0) = −(0)3 − 5(0)2 − 3(0)

+9
y-intercept P(0) = 0 P(0) = 9
The graph will pass The graph will pass
through (0, 0) through (0, 9)

6
 By Synthetic Division:

-3 -1 -5 -3 9
3 6 -9
-1 -2 3 0
By factoring: -3 3 -3
x 3 − 2x 2 − 3x = 0 -1 1 0
𝑥(x 2 − 2x − 3) = 0 1 -1
𝑥(𝑥 − 3)(x + 1) = 0 -1 0
The zeros are 1 and
x-intercepts/Zeros -3 multiplicity of 2
The zeros are 0, 3, and -1.
Multiplicities of Zeros
Zeros with ODD
multiplicity:

Zeros with ODD The graph will pass

multiplicity: through (1, 0)

The graph will pass Zeros with EVEN

through (0, 0), (3, 0), (-1, 0) multiplicity:

The graph will touch and

bounce off at (-3, 0)
Factored Form 𝑃(𝑥) = 𝑥(𝑥 − 3)(x + 1) 𝑃(𝑥) = (𝑥 + 3)2 (x − 1)

Sketch of graph

Given: 𝐏(𝐱) = 𝟒 − 𝟑𝐱 𝟐 − 𝟒𝐱 𝟑 + 𝟒𝐱 − 𝐱 𝟒 𝐏(𝐱) = 𝟖 − 𝟏𝟎𝐱 𝟐 + 𝟐𝐱 𝟒

Standard Form P(x) = −x 4 −4x 3 − 3x 2 + 4x + 4 P(x) = 2x 4 − 10x 2 + 8

Leading Coefficient -1 2

Degree 4 4
Maximum No. of turning
3 3
pts (degree 𝑛 − 1)
Since the degree is even (4) Since the degree is even (4)
and the leading coefficient is and the leading coefficient is
Behavior of the Graph negative, positive,
the graph is falling to both the graph is rising to both
left and right. left and right.
P(0) = −(0)4 −4(0)3 − 3(0)2 P(0) = 2(0)4 − 10(0)2 + 8
+ 4(0) + 4 P(0) = 8
y-intercept P(0) = 4

The graph will pass The graph will pass

through (0, 4) through (0, 8)
By Synthetic Division:
x-intercepts / Zeros
1 -1 -4 -3 4 4

7
 -1 -5 -8 -4 By factoring:
-1 -5 -8 -4 0
Multiplicities of Zeros -1 1 4 4 2(x 4 − 5x 2 + 4) = 0
-1 -4 -4 0 2(x 4− x 2 − 4x 2 + 4) = 0
-2 2 4 2(x (x − 1) − 4(x 2 − 1)) = 0
2 2
-1 -2 0
2(x 2 − 1)(x 2 − 4) = 0
-2 2
2(𝑥 + 1)(𝑥 − 1)(𝑥 + 2)(𝑥 − 2) = 0
-1 0
The zeros are +1 and +2
The zeros are +1 and
-2 multiplicity of 2.
Zeros with ODD
multiplicity:

The graph will pass Zeros with ODD

through (1, 0) and (-1, 0) multiplicity:

The graph will pass

through
Zeros with EVEN (-2, 0), (-1, 0), (1, 0), (2, 0)
multiplicity:

The graph will touch and

bounce off at (-2, 0)
Factored Form 𝑃(𝑥) = −(𝑥 + 2)2 (𝑥 + 1) (𝑥 − 1) 𝑃(𝑥) = 2(𝑥 + 2) (𝑥 + 1)(𝑥 − 1)(𝑥 − 2)

Sketch of graph

What’s More

Identify the number of turning points, y-intercepts, behavior of the graph, and the zeros
for each function.

No. of
behavior of the
turning y-int. zeros
graph
pt.

1. 𝑃(𝑥) = 4x 3 + 4x 2 − 5x − 3

2. 𝑃(𝑥) = 4x 3 − 15x 2 + 8x + 3

3. 𝑃(𝑥) = 4x 4 − 13x 2 + 9

4. 𝑃(𝑥) = −x 4 − 6x 3 + 9x 2 + 94x + 120

5. 𝑃(𝑥) = −4x 3 + 4x 2 + 5x − 3

8
 What I Have Learned

 Graphs of Polynomial Functions of degree 2 or more are smooth and

continuous.
 Completely factor the polynomial function to find all real zeros and their
multiplicities.
 The multiplicity of a zero determines how the graph behaves at the x-
intercept.
 The graph of a polynomial will cross the x-axis at a zero with odd
multiplicity.
 The graph of a polynomial will touch and bounce off the x-axis at a
zero with even multiplicity.
 The end behavior of a polynomial function depends on the leading term.
 The graph of a polynomial function changes direction at its turning points.
 A polynomial function of degree n has at most 𝑛 – 1 turning points.

What I Can Do

Based on the graphs shown, determine its degree, zeros, then write the Polynomial
Function in Factored Form.

1. 2. 3.

Degree: ______________ Degree: ______________ Degree: ______________

Zeros: _______________ Zeros: _______________ Zeros: _______________

𝑃(𝑥) = _______________ 𝑃(𝑥) = _______________ 𝑃(𝑥) = _______________

Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. If the graph of polynomial function has three turning points, what is its least
possible degree?
A. 2 B. 3 C. 4 D. 5

9
2. Which of the following graphs illustrates Polynomial Functions?

A. C.

B. D.

3. If the graph will extend its right part, at what point will the
graph of 𝑃(𝑥) = −𝑥 3 − 11𝑥 2 − 35𝑥 − 32 cross the 𝑦-axis?
A. (-32, 0)
B. (0, -32)
C. (32, 0)
D. (0, 32)

4. Which polynomial function in factored form represents the

given graph?
A. 𝑃(𝑥) = (2𝑥 + 3)(𝑥 − 1)2
B. 𝑃(𝑥) = −(2𝑥 − 3)(𝑥 + 1)2
C. 𝑃(𝑥) = (2𝑥 − 3)2 (𝑥 + 1)
D. 𝑃(𝑥) = −(2𝑥 + 3)(𝑥 − 1)2

5. Jun drew the graph of the polynomial function 𝑃(𝑥) = (𝑥 + 1)2 (𝑥 − 1)2 . Which of
the following graphs could be his work?
A. B C. D.
.

10
10
Mathematics
Quarter 2 – Module 2:
Solving Word Problems Involving
Polynomial Functions
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 2 - Module 2: Solving Word Problems Involving Polynomial Functions
Second Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from their respective copyright
owners. The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Leobert T. Rebancos

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

Printed in the Philippines by the Schools Division Office of Makati City through the
support of the City Government of Makati (Local School Board)

Department of Education - Schools Division Office of Makati City

Office Address: Gov. Noble St., Brgy. Guadalupe Nuevo

City of Makati, Metropolitan Manila, Philippines 1212
Telefax: (632) 882 5861 / 882 5862
E-mail Address: makati.city@deped.gov.ph

2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master polynomial functions. The scope of this module permits it to be used in many
different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.
The module is about the applications of Polynomial Functions.

After going through this module, you are expected to solve word problems
involving polynomial functions.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate paper.
1. The volume of the box is given by 𝑉(𝑥) = 2𝑥 3 + 7𝑥 2 + 3𝑥. If the length and height
measure 𝑥 + 3 cm and 𝑥 cm, respectively. Which expression represents the width?
A. 𝑥 + 1 B. 2𝑥 + 1 C. 𝑥 + 2 D. 2𝑥 + 3

2. A fireworks company has two types of rockets called Zinger 1 and Zinger 2. The
polynomial −16𝑡 2 + 150𝑡 gives the height in feet of Zinger 1 at 𝑡 seconds after launch.
The polynomial −16𝑡 2 + 165𝑡 gives the height of Zinger 2 at 𝑡 seconds after launch. If
the rockets are launched at the same time and both exploded at 6 seconds after
launch, how much higher is Zinger 2 than Zinger 1 when they exploded?
A. 414 ft B. 990 ft C. 90 ft D. 324 ft

3. Given the dimensions of a pool: height = 𝑥 – 2 meters, length = 2𝑥 + 5 meters, and

width = 2𝑥 – 1 meter. If the volume of the pool is 182 cubic meters, what is the value
of 𝑥?
A. 2 B. 3 C. 4 D. 5

4. The volume of 𝑉(𝑥) of a rectangular container is a function of its width 𝑥. If its height
is 10 cm shorter than its width and its length is 15 cm longer than its width, what
is the domain of this function?
A. [0, 15] B. [−15, 0] C. [0, 10] D. (10, +∞)

5. The total profit of Niclop Print and Graphic Center in printing tarpaulin is 𝑃(𝑥) =
𝑥 3 + 10𝑥 2 + 500𝑥, where 𝑥 is the number of ordered tarpaulins. What is the profit of
the printing shop if it printed 20 tarpaulins?
A. ₱4 000.00 B. ₱22 000.00 C. ₱12 000.00 D. ₱28 000.00

3
 Lesson
Solving Problems Involving
1 Polynomial Functions

Polynomial functions are mathematical models used to represent situations that

are more complicated. For instance, economists use combinations of polynomial
functions to perform cost analyses. They also use this kind of function to model stock
market trends and predict how stocks change over a period of time. In other fields, like
engineering, they use polynomials to graph curves of some of the different structures,
like bridges and roller coasters. In physics, polynomial functions describe the course of
a projectile.
These are just some applications of polynomial functions in real-life. Let us learn
about this concept more in this module.

What’s In

Let us try this: Dexie wants to use a 30 cm by 24 cm cardboard to make a box where
she can store her computer accessories. What are the possible dimensions of the box
that she can create?

This problem requires some concepts on geometry and algebra. In particular, the area,
volume, and dimensions of a box and rectangle.
Suppose this is the 30 cm by 24 cm cardboard, we need to cut 30 cm
x
squares of same dimensions from each corner of the board and x
then fold the edges to make the box. 24 cm
We can find for the list of possible dimensions by increasing the
dimensions of the squares to be cut and doing the process above repeatedly.

Dimensions of square Dimension of the box created after cutting the squares
to be cut in each
Height (cm) Length (cm) Width (cm)
corner
1 cm by 1 cm 1 28 22
2 cm by 2 cm 2 26 20
⋮ ⋮ ⋮ ⋮
10 cm by 10 cm 10 10 4
11 cm by 11 cm 11 8 2

4
 What’s New

From the activity above, if Dexie measured her computer accessories and found out that
she needed a box that can occupy a space of 1400 𝑐𝑚3 . How large a square should be
cut from each corner?
If this is the case, it would be impractical and time-consuming to look for the volume of
each box on the list of all possible dimensions. It would be best to use the concept of
polynomial function to solve this problem.
Since we want to know that measure of the square to be removed, then we let 𝑥 be the
side of the square (to be cut) in cm. The volume, 𝑦 = 𝑓(𝑥) of the box is the product of the
height, length, and width. In symbols,

𝑦 = 𝑓(𝑥) = 𝑥(30 − 2𝑥)(24 − 2𝑥)

𝑓(𝑥) = 720𝑥 − 108𝑥 2 + 4𝑥 3

The height 𝑥 that will give a volume of 1400 cubic cm is the solution of the equation
1400 = 720𝑥 − 108𝑥 2 + 4𝑥 3
Solving for 𝑥, we find that 𝑥 = 5 𝑐𝑚. To check, see if 𝑓(5) = 1400. Thus, the answer to the
problem is a square with side 5 cm long must be cut from the four corners of the
cardboard to form the required box.

The volume 𝑦 is a function of the height 𝑥 in 𝑦 = 𝑓(𝑥) = 720𝑥 − 108𝑥 2 + 4𝑥 3 . This is an

example of a polynomial function. In this module, we will be using the concepts from
Module 1 to solve world problems involving polynomial functions.

What is It

The word problems in this section are common applications of polynomial functions.
These problems are of different varieties but the mastery of the skills and concepts you
have studied in the previous modules are needed.

Example 1: The distance traveled by a moving object from the ground is given by 𝑑(𝑠) =
𝑠 3 − 5𝑠 2 + 8𝑠 − 4, where 𝑠 is the travel time in seconds and 𝑑 is measured in feet. After
how many seconds is the object back on the ground?
Solution:
Step 1: Identify what is asked and what are given in the problem.
After how many seconds is the object back on the ground?
The distance travelled is 𝑑(𝑠) = 𝑠 3 − 5𝑠 2 + 8𝑠 − 4.

5
Step 2: Analyze the action to be performed.
The problem requires us to find where 𝑑(𝑠) = 0 or what should be the value of
𝑠 that will make the distance be equal to 0.

Step 3: Solve the equation or the problem.

From the given polynomial function, 𝑑(𝑠) = 𝑠 3 − 5𝑠 2 + 8𝑠 − 4
Use Rational Root Theorem to find for the possible real roots of the function:
𝑎𝑛 = 1 Factors of 𝑎𝑛 : ±1 𝑎0 = 4 Factors of 𝑎0 : ± 1, ±2, ±4
Possible real roots: ±1, ±2, ±4
Use Descartes’ Rule of Signs to reduce more the values that we need to try in
the function: Number of positive real roots: 𝑑(𝑠) = 𝑠 3 − 5𝑠 2 + 8𝑠 − 4
It has 3 or 1 positive real roots.
1 2 3
Number of negative real roots: 𝑑(𝑠) = 𝑠 − 5𝑠 + 8𝑠 − 4
3 2

𝑑(−𝑠) = (−𝑠)3 − 5(−𝑠)2 + 8(−𝑠) − 4

𝑑(−𝑠) = −𝑠 3 − 5𝑠 2 − 8𝑠 − 4
The terms have no change in signs, thus, there are no negative real roots.
Since there are 3 or 1 positive real roots, then, we will only try the positive values
1, 2, and 4 using synthetic division.
1 1 −5 8 −4 Dividing the given function by 1 gives a
1 −4 4 remainder of 0. This means that 1 is a zero of
1 −4 4 0 the function.

2 1 −4 4 Dividing the quotient in the previous by 2 gives a

remainder of 0. This means that 2 is also a zero of the
2 −4
function.
1 −2 0 Since we are only left with 𝑥 − 2, then, this means that
the other zero of the function is 𝑥 = 2. Therefore, the
zeroes of the function are 1, 2 multiplicity of 2.
Thus, the object returns to the ground after 1 second, and then again after 2
seconds from the time it starts moving.

Example 2: Cardo has a block of wood with dimensions 3 ft by 4 ft by 5 ft. He wants to

reduce its size by chopping the same amount from the length, width, and height of the
block. Suppose he wants to have a block which has a volume of 24 cubic ft.:
a. Find a polynomial function that models the volume of the block of wood after
shaving off 𝑥 feet from each of the dimensions.
b. How much should Cardo remove from each of the dimensions to obtain a block
with a volume of 24 𝑓𝑡 3 ?

Solution:

Step 1: Set up the polynomial function.

Note that the volume of a rectangular prism is the product of its length, width,
and height. The volume 𝑉(𝑥) of the block of wood after 𝑥 feet has been removed
from each of the dimensions is given by
𝑉(𝑥) = (5 − 𝑥)(4 − 𝑥)(3 − 𝑥)
𝑉(𝑥) = −𝑥 3 + 12𝑥 2 − 47𝑥 + 60

Step 2: Identify the equation to be used.

If removing 𝑥 feet from each of the dimensions results in a block that has a
volume of 24 𝑓𝑡 3 , then the value of 𝑥 can be obtained by solving the equation
−𝑥 3 + 12𝑥 2 − 47𝑥 + 60 = 24.

6
Step 3: Solve for the possible values of 𝑥. By the Rational Root Theorem, we have
𝑎0 : ±1, ±2, ±3, ±4, ±6, ±9, ±12, ±18, ±36
𝑎𝑛 : ±1
Possible real roots: ±1, ±2, ±3, ±4, ±6, ±9, ±12, ±18, ±36
When 𝑥 = 1, 𝑉(1) = −(1)3 + 12(1) − 47(1) + 36 = 0. 1 −1 12 −47 36
This implies that 𝑥 = 1 is a root of the polynomial. We −1 11 −36
then divide the polynomial by 𝑥 − 1 to reduce its −1 11 −36 0
degree.

We obtain the quadratic polynomial −𝑥 2 + 11𝑥 − 36. Using the Quadratic

Formula in solving the equation, −𝑥 2 + 11𝑥 − 36 = 0. Then we have the values of
−11±𝑖√23
𝑥= . Thus, the solutions to the equation −𝑥 3 + 12𝑥 2 − 47𝑥 + 60 = 24 are
−2
−11+𝑖√23 −11−𝑖√23
𝑥= 1, 𝑥 = −2
and 𝑥 = −2
. We only take 𝑥 = 1 since the two other roots
are complex numbers.
Therefore, Cardo must remove 1 foot from each of the dimensions.

Example 3: The number of cable television units sold by a company from 1995 to 2015
can be modeled by the polynomial function 𝑃(𝑥) = −43𝑡 3 + 1343𝑡 + 790, where 𝑡 is the
number of years since 1995. Graph the function for the years 2005 to 2015. What trend
does the graph suggest?
Solution:
Step 1: Make a table of values to identify the points in the graph. The year 2005 is 10
years from 1995, 2006 is 11 years from 1995, and so on until 2015 which is 20 years
from 1995
Step 2: Plot and connect the points to form the graph.
Observe that sales are at maximum from 2010 to 2011, and gradually decreasing from
that point.

Year 𝑡 𝑃(𝑡)
2005 10 9920
2006 11 10360
2007 12 10714
2008 13 10982
2009 14 11164
2010 15 11260
2011 16 11270
2012 17 11194
2013 18 11032
2014 19 10784
2015 20 10450

Quipper Philippines, 2018. Grade 10 1st Semester

Unit 9 Study Guide on Polynomial Functions, Page
33 [Graph]. Accessed June 2020

7
 What’s More

Solve the following problems. Write your complete solutions.

1 3
1. Suppose the equation 𝑚(𝑡) = 2 𝑡 4 + 2 𝑡 3 − 100𝑡 2 + 300𝑡 models the amount (in
milligrams) of a certain medication in a patient’s blood stream 𝑡 hours after the
medication are ingested. How many milligrams of medicine will be in the bloodstream
at 3:00 PM if it was ingested at 12:00 noon?

2. When a certain type of plastic is cut into identical pieces, the length of each piece
determines its strength. The polynomial function 𝑃(𝑥) = 𝑥 4 − 14𝑥 3 + 69𝑥 2 − 140𝑥 +
100 describes the relative strength of a piece of plastic that has a length of 𝑥 feet.
Pieces of plastic that are 𝑥 feet long with 𝑃(𝑥) = 0 are said to be extremely weak.
Which length/s 𝑥 will make the plastic pieces extremely weak?

3. Find a polynomial 𝑃(𝑥) of least degree with zeros 1, 2, 3, such that 𝑃(0) = 6.

8
 What I Can Do

Problem Solving: Answer the following and write your complete solutions.

1. A ball is thrown vertically upward from the ground. The movement of the ball is
given by the function 𝑠 = −16𝑡 2 + 64𝑡, where 𝑠 is the displacement in feet after 𝑡
seconds. When will the ball return to the ground?

2. The length of a “kariton klasrum”, a trolley or cart, is twice as long as its width.
Its height is 2 dm shorter than its width. Find its dimensions if its capacity (or
volume) is 1600 𝑑𝑚3 .

1 2
3. Find the polynomial of least degree with zeros 2 , 3, and 8, such that 𝑃(0) = 8.

4. An intricate number coded lock will only be unlocked if the zeros of 𝑃(𝑥) = 𝑥 5 +
3𝑥 4 − 26𝑥 3 − 78𝑥 2 + 25𝑥 + 75 are keyed in from highest to lowest. What is the
lock’s key code?

5. The product of the roots of the polynomial, 𝑓(𝑥) = 𝑥 3 − 2𝑥 2 − 𝑛𝑥 + 2𝑛 is −50. Find

their sum.

9
 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. The annual profit of a company, in thousands of pesos, is given by the function

𝑓(𝑥) = −𝑥 4 + 11𝑥 2 − 10𝑥 + 400. What is the highest estimated profit that the
company has earned?
A. 250 B. 325 C. 450 D. 625

2. Find the sum of the roots of the polynomial, 𝑥 3 + 4𝑥 2 − 4𝑥 − 16.

A. −4 B. 4 C. −2 D. 0

3. A company calculates its expected profits as a function of the quantity of the

items it can sell. How much is their expected profits if the company’s profit
function is 𝑃(𝑞) = 𝑞 3 − 2000𝑞 + 500 and their current sales quantity, 𝑞, is 60?
A. 204 500 B. 115 900 C. 96 500 D. 7 900

4. The workers want to know the concrete slab needed to build the rectangular
3
garden whose volume is cubic meters. The length is 1 m longer than the width.
8
The height and width have the same length. What is the width of the rectangular
garden?
A. 1.5 B. 1 𝑚 C. 0.75 𝑚 D. 0.5 𝑚

5. The number of tablets sold by a shop can be modeled by the expression 𝑁(𝑡) =
7𝑡 + 25 and price per tablet is modeled by an expression 𝑃(𝑡) = 𝑡 2 + 𝑡 + 12, where
𝑡 is the number of months in a year. If we use this model, what is the total amount
of revenue generated by the shop at the end of the year?
A. 277 B. 18312 C. 19142 D. 27700

10
10
Mathematics
Quarter 2 – Module 3:
Relations Among Chords, Arcs,
Central Angles, and Inscribed
Angles
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 2 - Module 3: Relations Among Chords, Arcs, Central Angles, and Inscribed
Angles
Second Edition, 2021

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2
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master Relations Among Chords, Arcs, Central Angles, and Inscribed Angles. The scope
of this module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read them can
be changed to correspond with the textbook you are now using.

This module focuses on the Lesson: Relations Among Chords, Arcs, Central
Angles, and Inscribed Angles.

After going through this module, you are expected to derive inductively the
relations among chords, arcs, central angles, and inscribed angles.

What I Know

A. Fill in the blanks to complete each postulate or theorem.

1. In a circle or congruent circles, congruent central angles have congruent

______________.
2. In a circle or congruent circles, congruent __________ have congruent arcs.
3. The measure of an arc formed by two ____________ arcs is the sum of the
measures of the two arcs.
4. In a circle or congruent circles, congruent arcs have congruent ____________.
5. In a circle, if the____________ is perpendicular to a chord, then it bisects the chord
and its arc.

B. Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

𝑇𝑃 is a diameter. What is the measure of ̅̅̅̅

1. In ʘA, ̅̅̅̅ 𝑇𝑂̂ if m∠OAP = 65º?
A. 65° B. 115º C. 130º D. 230º

2. Find the degree measure of the arc of the sector whose area is 8π of a circle and
whose radius is 6cm.
A. 80˚ B. 90˚ C. 180˚ D. 360˚

3. Given ⨀O with diameter ̅̅̅̅ ̅̅̅̅ ∥ 𝐶𝐷

𝐶𝐷. 𝐴𝐵 ̅̅̅̅ and 𝑚 𝐴𝐵
̂ = 80°. Find 𝐶𝐴. O
C D
A. 50˚ B. 55˚ C. 60˚ D. 65˚
A B

80o
4. Which of the following statements is NOT true about an inscribed angle?
A. An angle inscribed in a semicircle is an obtuse angle.
B. The measure of an inscribed angle is equal to one-half the measure of its
intercepted arc.
C. If two inscribed angles intercept at the same arc or congruent arcs, then
the angles are congruent.
D. An inscribed angle is an angle whose vertex lies on the circle and whose
sides contain chords of the circle.

3
 5. If ̅̅̅̅
𝐴𝐵 = 3x – 11, and ̅̅̅̅
𝐷𝐶 = x + 9, what is the value of x?
A. 10
B. 23
C. 34
D. 181

Lesson Relations Among Chords,

1 Arcs, Central Angles, and
Inscribed Angles

What’s In

A. Determine which term best describes each of the following parts of circle with
center J.

_____________1. KG
⃡
_____________2. 𝐹𝐻
̅̅̅̅
_____________3. 𝐾𝐻
_____________4. K
_____________5. ̅̅̅
𝐽𝐺
̅̅̅̅
_____________6. 𝐻𝐺
_____________7. What is the longest chord in any circle?

Use the graph below to answer the following questions.

_____________8. Find the radius of each circle.

_____________9. Are there any circles which are
congruent? How do you know?
̅̅̅̅
_____________10. Find the length of 𝐶𝐸

B. Determine if the arcs below are a minor arc, major arc, or semicircle of ⨀G. ̅̅̅̅
𝐸𝐵 is
a diameter.

̂
_____________1. 𝐴𝐵
̂
_____________2. 𝐴𝐵𝐷
̂
_____________3. 𝐵𝐶𝐸
̂
_____________4. 𝐶𝐴𝐸
̂
_____________5. 𝐸𝐴𝐵
_____________6. Are there any congruent arcs? If so, list them.
̂ = 48∘, find the measure of 𝐶𝐷
_____________7. If measure of 𝐵𝐶 ̂.
̂
_____________8. Using #7, find the measure of 𝐶𝐴𝐸 .

4
 What’s New

From the activities done above, you were able to recall and describe the terms related to
circles. You were able to find out how circles are illustrated in real-life situations. But
how do the relationships among chords, arcs, and central angles of a circle facilitate
finding solutions to real-life problems and making decisions?

Real World Connection - Farming the Arc

For much of American history, farmers planted
their crops in straight lines. America suffered a
long drought. Winds during dust storms swept up
the dry earth in the Great Plains, turning soil into
more dust. This phenomenon became known as
the Dust Bowl. It devastated agriculture, and it
became impossible to live in much of the country.
Scientists needed to find a way to ensure that
America never suffered another Dust Bowl.

Adopting the Arc

Researchers found that one of the main causes of
the Dust Bowl was soil erosion. Scientists decided
that planting the crops in straight lines was part
of the problem. They instructed the farmers to
start planting their crops in arcs along the sides of
hills. The arcs caught rainwater and kept it from
washing the soil away, allowing more water to soak
into the soil instead. Crops grew taller, and the soil
was less dry. The practice of planting crops in
curves along a hill is referred to as contour
farming.

What is It

Arcs and Chords

A
In the figure, circle O has radii OA, OB, OC, and OD. If B
chords ̅̅̅̅
𝐴𝐵 and ̅̅̅̅
𝐶𝐷 are of equal length, it can be shown that 1
O
Δ AOB ≅ Δ DOC. This would make m ∠1 = m ∠2, which in 2 C
̂ = mCD
turn would make mAB ̂ . This is stated as a theorem.
D

Theorem: In a circle, if two chords are Theorem: In a circle, if two minor

equal in measure, then their arcs are equal in measure, then
corresponding minor arcs are equal in their corresponding chords are
measure. equal in measure.

5
Example 1: Determine the following:
(a) If ̅̅̅̅
AB = ̅̅̅̅ ̂ = 60°, find m 𝐶𝐷
CD, and AB ̂ . m CD
̂ = 60°
(b) If m EF ̂ and ̅̅̅̅
̂ = m GH ̅̅̅̅.
𝐸𝐹 = 8, find 𝐺𝐻 ̅̅̅̅ = 8
𝐺𝐻

Theorem: If a diameter is perpendicular to a chord, A

E
then it bisects the chord and its arcs. B

C
Theorem: In a circle, if two chords are equal in
measure, then they are equidistant from the center. O
F
Theorem: In a circle, if two chords are equidistant G
from the center of a circle, then the two chords are D
equal in measure. H

Example 2: Use Figure to find x. Example 3: Use the

figure, in which B C
mAĈ = 115°,
mBD̂ = 115°, and
40° 8
̅̅̅̅.
̅̅̅̅ = 10, to find AC
𝐵𝐷
A
D
x = 40° 8 ̅̅̅̅
𝐴𝐶 = 10
x
Example 4: Use the figure in which ̅̅̅̅ AB = 10, ̅̅̅̅
OA = 13, and m ∠AOB = 55°, to
̅̅̅̅̅ ̂
find OM, mAT and mSB . ̂
̅̅̅̅ ⊥ 𝐴𝐵
So, 𝑆𝑇 ̅̅̅̅, and 𝑆𝑇
̅̅̅̅ is a diameter. Theorem 80 says that AM ̅̅̅̅̅ = BM ̅̅̅̅ = 10,
̅̅̅̅. Since 𝐴𝐵
̅̅̅̅̅ ̅̅̅̅ ̅̅̅̅̅
then AM= 5. Now, consider right triangle AMO. Since OA = 13 and AM = 5, OM can be ̅̅̅̅̅
found by using the Pythagorean Theorem
S
̅̅̅̅̅
𝑂̂𝑀2 + ̅̅̅̅̅𝐴𝑀2 = ̅̅̅̅𝐴𝑂̂2
̅̅̅̅̅ 2
𝑂̂𝑀 + 25 = 169
O ̅̅̅̅̅2 = 144
𝑂̂𝑀
̅̅̅̅̅
𝑂̂𝑀 = √144
M ̅̅̅̅̅ = 12
𝑂̂𝑀
A B
T
̂ = mTB
Also, Theorem says that mAT ̂ and mAŜ = mSB̂ Since m ∠ AOB = 55°, that would
̂ ̂ ̂ ̂ = 152 ½°.
make mAB = 55° and mASB = 305°. Therefore, mAT = 27 ½ and mSB

Central Angles and Chords

A central angle for a circle is an angle which has

vertex at the center of the circle and sides as the
radii of the circle.

In the circle, A is the center and ∠BAC is a

central angle. Each of circle portions is called
an arc. The smaller arc (blue below) is called
the minor arc and is considered the arc that
is intercepted by the central angle. The larger
arc (red below) is called the major arc.

In general, the degree measure of a minor arc is

equal to the measure of the central angle that
intercepts it. Because there are 360∘ in a circle,
the sum of the measures of a minor arc and its
corresponding major arc will be 360∘.

6
The table below shows some of the relationships among arcs, chords, and central
angles.

Words Diagram

A minor arc is equal to the measure of its

central angle.

A major arc is equal to 3600 minus the

measure of its central angle.

The measure of an arc formed by two adjacent

arcs is the sum of the measures of the two
arcs.

Congruent central angles have congruent

chords.

Congruent chords have congruent arcs.

Congruent arcs have congruent central

angles.

Answer the following.

1. The measure of a central angle is 60°. What is the measure of its minor arc?
__________________
2. What will be the sum of a central angle’s minor arc and major arc?
__________________
3. Congruent __________________ have congruent chords.

Arc Length, Area of a Sector, Area of a Segment

area of sector central angle θ arc length

= =
area of whole circle 3600 circumference

Example 1: Answer:
central angle θ
In circle O, the radius is 8 inches arc length = ⦁ circumference
3600
and minor arc AB is intercepted
1100
by a central angle of 110°. Find arc length = ⦁ 2π(8)
3600
the length of minor arc AB to
the nearest integer. ≈ 15.35889742
≈ 15 inches

7
 Example 2: Answer:
Find the area of a sector with an 𝑠
arc length of 30 cm and a radius 𝐴 = ⦁ 𝜋𝑟 2
2𝜋𝑟
of 10cm. 30
𝐴 = ⦁ 𝜋(10)2
2𝜋(10)
𝐴 = 𝟏𝟓𝟎 sq. cm.

Example 3: Answer:
Find the area of a segment of a Start by finding the area of the
circle with a central angle of 120 sector.
degrees and a radius of 8 cm. 120
Express answer to the nearest 𝐴 = ⦁ 𝜋(8)2
360
integer.
1
= 𝜋(64)
3
64
= 𝜋
3

≈ 67.0206432

Now, find the area of the triangle. Using the 30-60-90 , find the altitude,
which is 4, and the other leg, which is 4√3 or 6.92820323.

1
𝐴∆ = 2
𝑏ℎ
1
𝐴∆ = (2)(6.92820323)(4)
2
= 27.71281292

𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 𝐴𝑠𝑒𝑐𝑡𝑜𝑟 − 𝐴𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒

𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 67.0206432 − 27.71281292
𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 39.30783036
𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 39 𝑠𝑞. 𝑐𝑚.

Inscribed Angle Theorem

An inscribed angle is an angle whose vertex is on

a circle and whose sides contain chords of a circle.
Inscribed Angle Theorem states that the measure
of an inscribed angle is half the measure of the
intercepted arc.

8
 What’s More

In the circle, ̅̅̅̅ 𝐸𝐷 are diameters, ̅̅̅̅

𝐶𝐵 and ̅̅̅̅ 𝐴𝐺 bisects ∠EAB, m∠DAB=50∘ and m∠CAF=20∘.

1. ̂ . ____________________________
Find m𝐹𝐸
2. ̂ . ____________________________
Find m𝐶𝐷
3. Find m∠EAG. _________________________
4. Find m∠DEB. _________________________
5. ̂ related to ̅̅̅̅
How is 𝐸𝐵 𝐴𝐺 ? ______________

In the circle below with center A, AB=12 and DE=16.

6. Find DF. _____________________________
7. Find AC. _____________________________
8. Find AF. _____________________________
9. Find CF. _____________________________
̂ . _________________________
10. Find m𝐶𝐷𝐵

What I Have Learned

Arc - is a section of the circumference of a circle.

Arc Length - In a circle, the length of an arc is a portion of the circumference.
The letter "s" is used to represent arc length.
Arc Measure - In a circle, the degree measure of an arc is equal to the measure of
the central angle that intercepts the arc.
Central Angle - is an angle with its vertex at the center of the circle.
Inscribed Angle - is an angle whose vertex is on a circle and whose sides
contain chords of a circle.
Sector of a circle – is the portion of a circle enclosed by two radii and an arc. It
resembles of a “pizza” slice.
Segment of a Circle - is the region bounded by a chord and the arc subtended by
the chord.

What I Can Do

Find the value of the variable for nos. 1-4.

9
 3. 4.
(4x − 6)o O
N

Q
5. Find m∠PTQ.
40o
R
T
60o
P

S
o
120

Assessment
Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. ̅̅̅̅̅ ̂ is 120°,
AB is the diameter of circle O. If the measure of BC
what is the measure of ∠ABC?
A. 120° C. 30°
B. 60° D. 90
2. What is the sum of the measurements of the central angles of a circle with no
common interior points?
A. 90° B. 180° C. 270° D. 360°

̂ = 45 and the length of the radius is 8cm. What is

3. In circle O, mHT
the area of the shaded region in terms of 𝜋.
A. 6 𝜋 cm2 C. 10 𝜋 cm2
B. 8 𝜋 cm2 D. 12 𝜋 cm2

4. AC is a diameter. Determine the value of AXB.

A. 220 C. 70
B. 110 D. 35
5. Therese designed a pendant. It is a regular hexagon set in a circle. Suppose line
segments connect the opposite vertices and meet at the center of the circle. What
is the measurement of each angle formed at the center?
A. 22.5° B. 60° C. 45° D. 72°
B. Complete the statement.
1. A ___________ for a circle is an angle with its vertex at the center of the circle and
sides as the radii of the circle.
2. The measurement of an ___________ is half the measurement of the intercepted
arc.
3. In a circle, the sum of the measurements of a minor arc and its corresponding major
arc will be ___________.
4. In a circle, if two chords are equal in measure, then they are __________ from the
center.
5. If a diameter is __________ to a chord, then it bisects the chord and its arcs.

10
10
Mathematics
Quarter 2 – Module 4:
Relationships Among Arcs,
Chords, Central and Inscribed
Angles of Circles
Mathematics - Grade 10
Alternative Delivery Mode
Quarter 2 - Module 4: Relationships Among Arcs, Chords, Central and Inscribed Angles of
Circles
Second Edition, 2021

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Published by the Department of Education

OIC-Schools Division Superintendent: Carleen S. Sedilla CESE
OIC-Assistant Schools Division Superintendent: Jay F. Macasieb DEM, CESE

Development Team of the Module

Writer: Michael R. Lee

Editor: Patricia Ulynne F. Garvida

Reviewer: Michael R. Lee

Layout: Ma. Fatima D. Delfin and Michiko Remyflor V. Trangia

Management Team: Neil Vincent C. Sandoval

Chief, Curriculum Implementation Division

Michael R. Lee
Education Program Supervisor, Mathematics

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2
 What I Need to Know

In this module, learners build their skills and competencies in discovering the
relationships among chords, arcs, central and inscribed angles. After going through this
module, you are expected to have mastery on the following objectives:
1. identify and describe relationships among inscribed angles, radii, and chords;
and
2. prove theorems related to chords, arcs, central and inscribed angles.

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What is the angle in a circle with a vertex located around the circle?
A. Angle C. Inscribed Angle
B. Central Angle D. Chord

2. What is the angle in a circle with a vertex on the center of the circle?
A. Angle C. Inscribed Angle
B. Central Angle D. Chord

3. In the figure below, points A, B, C, and D are on the circle. The measure of
arc AB = 80° and the measure of arc BC is 90°. What is m∠ADC?
A. 170° B. 80° C. 90° D. 85°

4. In the figure below, ΔABC is inscribed in the circle (meaning that each angle of
ΔABC is inscribed in the circle). If m∠A = 70° and m∠C = 50°, what is the measure
of arc AC?
A. 60° B. 80° C. 120° D. 70°

5. In the figure below, points A, B, and C are on ⊙O and m∠AOB = 138°. What is
m∠ACB?
A. 42° B. 138° C. 69° D. 85°

3
 Lesson
Chords, Arcs, Central and
1 Inscribed Angles

Given ⊙ 𝐴 ≅ ⊙ 𝑃 and ∠𝐴 ≅ ∠𝑃. If 𝐵𝐶 = 20, what is the length of 𝑄𝑅? How do you know?
How can you use congruent triangles to help with this one?

A P

B R

What’s In

Theorem: If ∠𝐴𝑂𝐵 ≅ ∠𝐶𝑂𝐷, then ̅̅̅̅

𝐴𝐵 ≅ ̅̅̅̅
𝐶𝐷.
Within a circle or in congruent circles, D
C
congruent central angles have
congruent chords.
O
Converse:
B
Within a circle or in congruent circles,
congruent chords have congruent A
central angles.
If ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐶𝐷, then ∠𝐴𝑂𝐵 ≅ ∠𝐶𝑂𝐷.

Theorem:
D
In a given circle or in congruent circles, C

congruent central angles have

congruent arcs. O
B
Converse:
Within a circle or in congruent circles, A
congruent arcs have congruent central
angles ̂ ≅ 𝐶𝐷
If ∠𝐴𝑂𝐵 ≅ ∠𝐶𝑂𝐷, then 𝐴𝐵 ̂.
̂ ≅ 𝐶𝐷
If 𝐴𝐵 ̂ , then ∠𝐴𝑂𝐵 ≅ ∠𝐶𝑂𝐷.

4
 Theorem: Q
A
Within a circle or in congruent circles,
congruent chords have congruent arcs. P

Converse:
Within a circle or in congruent circles, R
congruent arcs have congruent chords. B

If ̅̅̅̅ ̅̅̅̅, then 𝐴𝐵

𝐴𝐵 ≅ 𝑄𝑅 ̂ ≅ 𝑄𝑅
̂.
̂ ̂ ̅̅̅̅
If 𝐴𝐵 ≅ 𝑄𝑅, then 𝐴𝐵 ≅ 𝑄𝑅̅̅̅̅

THEOREM HYPOTHESIS CONCLUSION

If a line is tangent to a
circle, then it is
perpendicular to the ̅̅̅̅
ℓ ⊥ 𝐴𝐵
radius drawn to the point
of tangency.

ℓ is tangent to ⊙ 𝐴

In a circle, if a radius (or

diameter) is perpendicular ̅̅̅̅ is ⊥ bisector ̅̅̅̅
𝐶𝐷 𝐸𝐹 .
to a chord, then it bisects ̅̅̅̅ bisects ̅̅̅̅
𝐶𝐷 𝐸𝐹 and 𝐸𝐹 ̂
C
the chord and its arc.
E F
̅̅̅̅ ⊥ ̅̅̅̅
𝐶𝐷 𝐸𝐹

Inscribed Angle Theorem

The measure of an inscribed angle is half the measure of its intercepted arc.

A A
A C
C
C
x
x x
B
B B
case 1 case 2 case 3

Proof:
̅̅̅̅ .
From the figure, ∠𝐴𝐵𝐶 is an inscribed angle at ⊙ 𝑄 and point 𝑄 lies on the diameter 𝐵𝐶
1
We will prove that 𝑚∠𝐴𝐵𝐶 = 𝑚𝐴𝐶 ̂.
2

Let us denote ∠𝐴𝐵𝐶 = 𝑥 ° . Since ̅̅̅̅ ̅̅̅̅ are both radii of ⊙ 𝑄 then 𝑄𝐴
𝑄𝐴 and 𝑄𝐵 ̅̅̅̅ ≅ 𝑄𝐵
̅̅̅̅ because
̅̅̅̅ ̅̅̅̅
all radii are congruent. If 𝑄𝐴 ≅ 𝑄𝐵, then ∆𝑄𝐴𝐵 is an isosceles triangle with

5
 A
∠𝐴𝐵𝐶 and ∠𝑄𝐵𝐴 as the base angles. By Isosceles Triangle
Theorem, ∠𝐴𝐵𝐶 ≅ ∠𝑄𝐵𝐴 = 𝑥 ° . By using the Exterior Angle Theorem,
x B
∠𝐴𝑄𝐶 = ∠𝐴𝐵𝐶 + ∠𝑄𝐵𝐴 X
C Q
∠𝐴𝑄𝐶 = 𝑥 ° + 𝑥 °

∠𝐴𝑄𝐶 = 2𝑥 °

Since 𝑚∠𝐴𝑄𝐶 = 2𝑥 ° is a central angle of ⊙ 𝑋, therefore the measure of the corresponding

̂ is equal to 2𝑥 ° . In symbols 𝑚𝐴𝐶
arc 𝐴𝐶 ̂ = 2𝑥 ° .
1
Dividing both sides by 2, we have ̂
𝑚𝐴𝐶 = 𝑥 ° . Notice that ∠𝐴𝐵𝐶 = 𝑥 ° is an inscribed angle
2
1
̂. ∎
at ⊙ 𝑋, it follows that ∠𝐴𝐵𝐶 = 𝑚𝐴𝐶
2

Semicircle Theorem A
The Angle in a Semicircle Theorem states that the angle subtended
by a diameter of a circle at the circumference is a right angle. An
alternative statement of the theorem is the angle inscribed in a
B
semicircle is a right angle.
C
B is a right angle if and only if AC
is a diameter of the circle.

Proof: B

To show that ∠𝐵 is a right angle. Draw radius 𝐷𝐵̅̅̅̅. This makes two a
b
isosceles triangles. Since they are isosceles, the measures of the
base angles are equal. Let the measures of these angles be as
b  2a  a
shown. ∠CDB is an exterior angle of △ABD. By Exterior Angle C A
Theorem, its measure must be the sum of the other two remote D
interior angles whose measure is 2𝑎 ∘ . By Triangle Sum Theorem,
the sum of the interior angles of △BCD is equal to 180∘ .

𝑏 ∘ + 𝑏 ∘ + 2𝑎 ∘ = 180∘
2𝑏 ∘ + 2𝑎∘ = 180∘
2(𝑏 ∘ + 𝑎∘ ) = 180∘

𝑎∘ + 𝑏 ∘ = 90∘
Since ∠𝐵 = 𝑎∘ + 𝑏 ∘ = 90∘ , it follows that ∠𝐵 is a right angle.∎

6
 What’s New

Due to the COVID pandemic, chairs in the movie house were arranged consecutively
with social distancing and following an arc of a circle. Lito, Mike, and Jervin entered the
movie to watch as shown below.

screen
A B

Lito 43 Jervin

C
Mike

Let A and B be the ends of the movie screen and C be one of the seats. The angle ∠𝐴𝐶𝐵
is called the viewing angle of the person seated located at C. Suppose the viewing angle
of Mike measures 43 degrees. What are the measures of the viewing angles of Lito and
Jervin? Explain your answer.

What is It

Based on the figure, Mike, Lito, and Jervin have a viewing angle which are
intercepted to a common chord 𝐴𝐵 ̅̅̅̅ and common arc 𝐴𝐵̂ . From the theorem which was
discussed, a circle or in congruent circles with congruent arcs have congruent chords.
Since three of them shared a common intercepted arc, therefore the measure of each
viewing angle is equal to 43∘ .

In the activity that you have done, were you able to apply the theorems on arcs
and inscribed angles? I am sure you were! In the next activity, you will still apply the
theorems you have studied in this lesson.

7
 What’s More

A. Fill in the blanks.

1. An angle inscribed in semicircle measures _____.

2. Two inscribed angles that intercept the same arc are _____.
3. The sides of an inscribed angle are called _____.
4. Draw inscribed angle ∠𝐽𝐾𝐿 in ⊙ 𝑀. Then draw central angle ∠𝐽𝑀𝐿. How do the
two angles related? _____.

B. Find the value of 𝑥. Diagrams are not drawn to scale.

̅̅̅̅ , 𝑄𝑅
C. In ⨀O, 𝑃𝑄 ̅̅̅̅, 𝑅𝑆
̅̅̅̅, 𝑄𝑆,
̅̅̅̅̅ and 𝑃𝑅
̅̅̅̅ are chords. Use the given information below to
answer the following questions. P

1. Which inscribed angles are congruent? Explain your answer.

̂?
2. If 𝑚∠𝑅𝑄𝑆 = 64, what is the measure of 𝑅𝑆
O S
̂ = 85, what is the measure of ∠𝑃𝑅𝑄?
3. If 𝑚𝑃𝑄
T
Q
4. If 𝑚∠𝑃𝑄𝑆 = 5𝑥 + 3 and 𝑚∠𝑆𝑅𝑃 = 4𝑥 + 10, find:
a. the value of 𝑥 c. 𝑚∠𝑆𝑅𝑃 R

b. 𝑚∠𝑃𝑄𝑆 ̂
d. 𝑚𝑃𝑆

8
 What I Have Learned

What I Can Do

Connecting to the Real World!

A
Answer the following questions.

A five-pointed star circular garden paths is shown on the

right. B E
a. Determine the measure of an arc intercepted
by an inscribed angle formed by the star in the
garden.
b. What is the measure of an inscribed angle in a
garden with a five-pointed star? Explain.
C D

9
 Assessment

Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What is the angle in a circle with a vertex located around the circle?
A. Angle C. Inscribed Angle
B. Central Angle D. Chord

2. What is the angle in a circle with a vertex on the center of the circle?
A. Angle C. Inscribed Angle
B. Central Angle D. Chord
A
D A
55
70
60
C
B
B
C 85

For item 3 For item 4

3. In the figure above, points A, B, C, and D are on the circle. The measure of
arc AB = 70° and the measure of arc BC is 85°. What is m∠ADC?
A. 155° C. 70°
B. 77.5° D. 85°

4. In the figure above, ΔABC is inscribed in the circle (meaning that each angle of
ΔABC is inscribed in the circle). If m∠A = 55° and m∠C = 60°, what is the
measure of arc AC?
A. 65° C. 120°
B. 80° D. 130°

5. In the figure on the right, find the measure of x. (4x-6)

A. 37° C. 69°
B. 138° D. 85°
71

10