LEARNING PLAN

MATHEMATICS 10 Dates covered: Nov 21-25, 2017

Unit Topic:Arcs and Inscribed Angles and Circles, Tangents, Secants and Angles They Formed
Learning Targets: I can … Learning Materials:
1. identify central angle and inscribed angle. Graphing paper, Internet video
2. discover the relationship between the measures of central angle References:
and inscribed angle and their intercepted arcs. MCA-NCLC Book Module
3. Define and illustrate tangents and secants. DepEd Module Unit 1
OHSP Online Lesson
I. Preliminaries
Start Lesson 3 of this module by checking your prior mathematical knowledge and skills that will help you
in understanding the relationships among arcs and inscribed angles of a circle. As you go through this lesson,
think of this important question: How are the relationships among arcs and inscribed angles of a circle used in
finding solutions to real-life problems and in making decisions? To find the answer, perform each activity. If
you find any difficulty in answering the exercises, seek the assistance of your teacher or peers or refer to the
modules you have studied earlier. You may check your work with your teacher’s guidance.
II. Explore
Activity 4: My Angles and Intercepted Arcs
Name the angles and their intercepted arcs
in the figure below. Answer the questions that follow.

Angles Arc That the Angle Intercepts

Questions:
1. How did you identify and name the angles in the figure? How about the arcs that these angles intercept?
2. How many angles did you identify in the figure? How about the arcs that these angles intercept?
3. When do you say that an angle intercepts an arc?
Were you able to identify and name the angles and their intercepted arcs? I am sure you were! This time, find
out the relationships that exist among arcs and inscribed angles of a circle by doing the next activity.
III. Firm Up
Activity 5: Inscribe Me!
Perform the following activity by group. Answer every question that follows.
Procedure:
1. Use a compass to draw a circle. Mark and label the center of the circle as point E.
2. Draw a diameter of the circle. Label the endpoints as D and W.
3. From the center of the circle, draw radius EL.
Using a protractor, what is the measure of ? angle LEW
How about the degree measure of arc LW? Why?
4. Draw angle LDW by connecting L and D with a line segment.
Using a protractor, what is the measure of ? angle LDW
5. angleLDW is an inscribed angle.
How do you describe an inscribed angle?
6. arcLW is the intercepted arc of angle LDW.
Compare the measure of angle LDW with the degree measure of arcLW. What statements can you make?
7. Draw other inscribed angles in the circle. Determine the measures of these angles and the degree
measures of their respective intercepted arcs.

How does the measure of each inscribed angle compare with the degree measure of its intercepted arc?

What conclusion can you make about the relationship between the measure of an inscribed angle and the
measure of its intercepted arc?

Were you able to determine the relationship between the measure of an inscribed angle and the measure of
its intercepted arc? If yes, then you are now ready to determine the relationship that exists when an inscribed
angle intercepts a semicircle by performing the next activity.
Activity 6: Intercept Me so I Won’t Fall!

Perform the following activity by group. Answer every question that follows.

Procedure:
1. Draw a circle whose radius is 3 cm. Mark the center and label it C.
2. Extend the radius to form a diameter of 6 cm. Mark and label the endpoints of the diameter with M and T.
3. On the semicircle, mark and label three points O, U, and N.
4. Draw three different angles whose vertices are O, U, and N, respectively, & whose sides contain M and T.
5. Find the measure of each of the following angles using a protractor.
a. angle MOT b. angle MUT c. angle MNT
What can you say about the measures of the angles?
What statements can you make about an inscribed angle intercepting a semicircle?
How would you compare the measures of inscribed angles intercepting the same arc?
Were you able to determine the measure of an inscribed angle that intercepts a semicircle? For sure you
were able to do it. In the next activity, you will find out how inscribed angles are illustrated in real-life situations
II: Deepen
Discussion of Arcs and Central Angles pp.19 -27Do the Time to Think activity pp.27-29

LESSON 4 – Circles, Tangents, Secants and Angles They Formed

I. Preliminaries
Start Lesson 4 of this module by assessing your knowledge of the different mathematical concepts previously
studied and other mathematical skills learned. These knowledge and skills will help you understand the
different geometric relationships involving tangents and secants of a circle. As you go through this lesson,
think of this important question: How do the different geometric relationships involving tangents and secants
of a circle facilitate finding solutions to real-life problems and making wise decisions? To find the answer,
perform each activity. If you find any difficulty in answering the exercises, seek the assistance of your teacher
or peers or refer to the modules you have studied earlier. You may check your work with your teacher.
II. Explore
Activity 7: Measure, then compare!
Perform the following activity. Answer every question that follows. Procedure:
1. Use a compass to draw circle S.
2. Draw line m such that it intersects circle S at exactly one point. Label the point of intersection as T.
3. Connect S and T with a line segment. What is TS in the figure drawn? 4. Mark four other points on line m
such that two of these points are on the left side of T and the other two points are on the right side. Label
these points as M, N, P, and Q, respectively.
5. Using a protractor, find the measures of ,angle MTS ,angleNTS , angle PTS and angle QTS. How do the
measures of the four angles compare?
6. Repeat steps 2 to 5. 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 , PS , and QS . How do the lengths of the five segments
compare?
What do you think is the shortest segment from the center of a circle to the line that intersects it at exactly one
point? Explain your answer.
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 circle to the line that intersects it at exactly
one point? I know you were! The activity you have done has something to do with your new lesson. Do you
know why? Find this out in the succeeding activities!
III. Firm Up
Activity 8: Investigate Me!
In the figure below, C is the center of the circle.
Use the figure to answer the questions that follow.

1. Which lines intersect circle C at two points? How about the lines that
intersect the circle at exactly one point?
2. What are the angles having A as the vertex? C as the vertex? D as the vertex? G as the vertex? Make a list
of these angles, then describe each.
3. What arc/s does each angle intercept?4. Which angles intercept the same 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 angle DCE and angle DAE. How about the measure of arc DE and measure of
angle DAE? Explain your answer.
8. How is the measure of arc AD related to the measures of angleDAB? How about measures of arc EFA and
measure of angle EAG?
9. What relationship exists among measures of arc AD, measure of AF, and measure of angle 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? Learn more about these relationships in the succeeding
activities.
IV. Deepen
Discussion of Tangents Angles pp.29 – 46Do the Time to Think activity pp.28 – 45
Prepared by: Checked by:

MR. MARIO B. GAMBOA MRS. LIZABETH SD IBARBIA

Subject Teacher Principal