GRADES 1 to 12 School PRES.

DIOSDADO MACAPAGAL HIGH SCHOOL Grade Level Grade 10

DAILY LESSON LOG Teacher Ms. Cristine C. Capila Learning Area Mathematics
Sept. 2 - 6, 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
I. OBJECTIVES 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 circles and coordinate geometry.
A. Content Standards

The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines through appropriate and
B. Performance
accurate representations.
Standards
C. Learning M10GE-llc-1 M10GE-llc-1 M10GE-IIc-d-1
M10GE-IIe-1
Competencies / Derives inductively the relations among Derives inductively the relations proves theorems related to chords,
illustrates secants, tangents, segments,
Objectives chords, arcs, central angles, and inscribe among chords, arcs, central angles, arcs, central angles, and inscribed
and sectors of a circle.
Write the LC code for angles. and inscribe angles. angles.
each
Lesson 1A: Chords, Arcs, and Lesson 1A: Chords, Arcs, and Congruent Circles and Congruent SECTOR and SEGMENT of a CIRCLE
II. CONTENT
Central Angles Central Angles Arcs, Theorems on Central Angles
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 learning
RESOURCES promotes concept development.

A. References
1. Teacher’s Guide Pages: 126-127 Not Applicable Not Applicable Not Applicable
pages
2. Learner’s Materials Pages: 135-142 Pages: 129 - 132 Pages: 142 - 146 Pages: 147 - 149
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 a circle? 1. What is a central angle? 1. How can you say that 2 circles are
lesson or presenting 2. What are the parts of a circle? What is the measure of a central congruent?
the new lesson angle? How can you say that 2 arcs are
Page 1 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ
 3. How will you differentiate chord congruent?
to diameter?

B. Establishing a purpose Answer: Activity 1: Know my Terms and Answer: Activity 1: Know my
for the lesson Conditions…. Page: 135 Terms and Conditions…. Page: 135
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and SECTOR and SEGMENT of a CIRCLE
Central Angle and Arcs
practicing new skills
Central Angle of a circle is an
#1
angle formed by two rays whose Sector of a circle is the region bounded
vertex is the center of the circle. by an arc of the circle and the two radii
Congruent Circles are circles with
to the endpoints of the arc. To find the
congruent radii.
area of a sector of a circle, get the
Two circles are congruent if they
product of the ratio
have the same size. The size can be
measured as the radius, diameter or
circumference. They can overlap.

Sum of Central Angles:

The sum of the measures of the
central angles of a circle with no
common interior points is 360˚.

Arcs of a Circle
An Arc is a part of a circle. A
semicircle is an arc with a measure
equal to one-half the circumference
Congruent Arcs are arcs of the
of a circle.
same circle or of congruent circles
with equal measures.
Degree Measure of an arc
1. The degree measure of a
minor arc is the measure of
the central angle which
intercepts the arc.
2. The degree measure of a
major arc is equal to 360˚
minus the measure of the Segment of a circle is the region
minor arc with the same bounded by an arc and the segment
endpoints. joining its endpoints.
3. The degree measure of a To find the area of the shaded segment
semicircle is 180˚. in the figure, subtract the area of a
triangle from the area of a sector.

Page 2 of 5 Annex1B to DepEd Order No. 42, s. 2016 DLL_Mathematics_Grade10_SY2017-18/LGQ

 See example page: 148

Not Applicable Discuss Proof of the Theorem pages: Not Applicable

E. Discussing new 143 - 146
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 a circle? 1. What is a central angle? 1. How can you say that 2 circles are Not Applicable
2. What are the parts of a circle and its 2. What is the measure of a central congruent?
H. Making generalizations description? angle? 2. How can you say that 2 arcs are
and abstractions about 3. What is the different between tangent congruent?
the lesson line and secant line?
4. What is a central angle?

I. Evaluating learning Answer: Activity 5 page: 150 and Answer the following using the Answer: Activity 7 page: 151 Answer: Activity 11 #’s 1 – 3 page: 155
Activity 6: page: 151 given circle:

1. m EAF 6. m
EDC
2. m EAD 7. m EB
3. m DAC 8. m
EBC
4. m EF 9. m EBF
5. m ED 10.m
DBF

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

 J. Additional activities Not Applicable Answer Activity 6: Find My Degree Answer: Activity 11 #’s 4 - 6 page: 156
for application or Measure
remediation Page: 151
Not Applicable
V. REMARKS
VI. REFLECTION Discussion first, then activity is also found out to be very effective since students in this generation has a very limited attention span.
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:

C. Did the remedial lesson

work? No. of learners
who have caught up
with the lesson
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

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

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