GRADES 1 to 12 School President Diosdado Macapagal High School Grade Level Grade 10

DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
Teacher Ms. Cristine C. Capila Learning Area Mathematics
Oct. 14 - 18, 2019
6:00 – 6:55 FARADAY(M, T, W, TH, F)
6:55 – 7:50 BERNOULLI (T,W,TH,F)
Teaching Date and Time Quarter 2nd Quarter
7:50 – 8:45 GALILEO (M,T,W,F)
8:45 – 9:40 MICHELSON ( T,W,TH,F)
10:00 – 10:55 OHM ( T,W,TH,F)
Day 1 Day 2 Day 3 Day 4
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lesson.
Weekly objectives shall be derived from the curriculum guide.
The learner demonstrates understanding of key concepts of sequences, polynomials and polynomial equations.
The learner is able to formulate and solve problems involving sequences, polynomials and polynomial equations in different disciplines through appropriate and
accurate representations.

C. Learning Competencies M10GE-IIh-1

M10GE-IIg-1
/ Objectives illustrates the center-radius form of
derives the distance formula.
Write the LC code for the equation of a circle.
each
Distance between two points and
II. CONTENT Lesson 2: The equation of a Circle PERIODICAL TEST PERIODICAL TEST
Midpoint Formula
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on
RESOURCES learning promotes concept development.

A. References
1. Teacher’s Guide Not Applicable Not Applicable Not Applicable Not Applicable
pages
2. Learner’s Materials Pages: 231 - 240 Pages: 252 - 264 Pages: 199 - 209 Pages: 231 - 237
pages
3. Textbook pages Not Applicable Not Applicable Not Applicable Not Applicable
4. Additional Materials
from Learning Not Applicable Not Applicable Not Applicable Not Applicable
Resource (LR) portal
B. Other Learning
Not Applicable Not Applicable Not Applicable Not Applicable
Resources
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous 1. What is an external secant? 1. What is the distance between 2
lesson or presenting 2. What are the theorems on secant points?
the new lesson segments, tangent segments, and 2. What is the distance formula?

Page 1 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ

 external secant segments?
B. Establishing a Answer: Pre-assessment pages: 223
purpose for the lesson - 226
C. Presenting examples/ Answer: Activity 3 pages: 231 - 232
instances of the new
lesson
D. Discussing new The distance between two points is
concepts and practicing always nonnegative, whether or not
new skills #1 they are aligned horizontally or
vertically, can be determined using
the distance formula.
Examples: Find the distance
between:
1. P(1,3) and Q (7, 11)
2. A(1, 6) and B (5 , -2)
MIDPOINT FORMULA
If L (x1, y1) and N (x2, y2) are the
endpoints of a segment and M is the
midpoint, then the coordinates of M
Example:
Page 2 of 5
3. What is the midpoint formula?
Answer: Activity 1 page: 252
Activity 2 page: 253
The standard form of the equation of
a circle
The standard equation of a circle
with the center at (h,k) and a radius
of r units is (x-h)2 + (y-k)2 = r2. The
values of h and k indicate that the
circle is translated h units horizontally
and k units vertically from the origin.
If the center of the circle is at the
origin, the equation of the circle is x 2
+ y2 = r2.
Example:
1.The equation of a circle with the
center (2,7) and radius of 6 units.
(x-2)2 + (y-7)2 = 36
2. The equation of a circle with the
center (-5,3) and radius of 12 units.
(x+5)2 + (y-3)2 = 144
3. The equation of a circle with center
at the origin and a radius of 4 units is
x2 + y2 = 42 or x2 + y2 = 16.
The General Equation of a Circle
The general equation of a circle is x 2
+ y2 + Dx + Ey + F = 0 where D, E
and F are real numbers. This equation
is obtained by expanding the standard
equation of a circle (x-h)2 + (y-k)2 =
r2.
Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ
 E. Discussing new Not Applicable Not Applicable Not Applicable Not Applicable
concepts and practicing
new skills #2
F. Developing mastery Not Applicable Not Applicable Not Applicable Not Applicable
(Leads to Formative
Assessment 3)
G. Finding practical Not Applicable Not Applicable Not Applicable Not Applicable
applications of
concepts and skills in
daily living
1. What is the distance between 2 What is the standard form and
H. Making generalizations
points? general form of a circle?
and abstractions about
2. What is the distance formula?
the lesson
3. What is the midpoint formula?
Answer: Activity 5 page: 241 Answer Activity 4 and 5 pages: 263 -
I. Evaluating learning
265
J. Additional activities for Answer: Activity 7 page: 242 Answer Activity 6 page 265
application or
remediation

Page 3 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ

 V. REMARKS
Reflect on your teaching and asses yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
VI. REFLECTION supervisors can provide for you so when you meet them, you can ask them relevant questions.
Faraday: Faraday: Faraday: Faraday:
Bernoulli: Bernoulli: Bernoulli: Bernoulli:
A. No. of learners who Galileo: Galileo: Galileo: Galileo:
earned 80% in the Michelson: Michelson: Michelson: Michelson:
evaluation Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

B. No. of learners who Bernoulli: Bernoulli: Bernoulli: Bernoulli:
require additional Galileo: Galileo: Galileo: Galileo:
activities for remediation Michelson: Michelson: Michelson: Michelson:
who scored below 80% Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

C. Did the remedial lesson Bernoulli: Bernoulli: Bernoulli: Bernoulli:
work? No. of learners Galileo: Galileo: Galileo: Galileo:
who have caught up with Michelson: Michelson: Michelson: Michelson:
the lesson Ohm: Ohm: Ohm: Ohm:

Faraday: Faraday: Faraday: Faraday:

Bernoulli: Bernoulli: Bernoulli: Bernoulli:
D. No. of learners who Galileo: Galileo: Galileo: Galileo:
continue to require Michelson: Michelson: Michelson: Michelson:
remediation Ohm: Ohm: Ohm: Ohm:

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

MS. CRISTINE C. CAPILA MS. MARIANE C. WILLIS

Subject Teacher Mathematics Coordinator

Page 4 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ

Page 5 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ