Professional Documents
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Mathematics
Learner’s Module
Unit 2
Department of Education
Republic of the Philippines
Mathematics – Grade 10
Learner’s Module
First Edition 2015
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
Module 1 – Sequences
Module 2 – Polynomials and Polynomial Equations
Module 3 – Polynomial Functions
Module 4 – Circles
Module 5 – Plane Coordinate Geometry
Module 6 – Permutations and Combinations
Module 7 – Probability of Compound Events
Module 8 – Measures of Position
With the different activities provided in every module, may you find this
material engaging and challenging as it develops your critical-thinking and
problem-solving skills.
Table of Contents
Unit 2
Module 3: Polynomial Functions ............................................................ 99
Lessons and Coverage ........................................................................ 100
Module Map ......................................................................................... 100
Pre-Assessment .................................................................................. 101
Learning Goals and Targets ................................................................ 105
Activity 1 .................................................................................... 106
Activity 2 .................................................................................... 107
Activity 3 .................................................................................... 108
Activity 4 .................................................................................... 108
Activity 5 .................................................................................... 110
Activity 6 .................................................................................... 111
Activity 7 .................................................................................... 112
Activity 8 .................................................................................... 115
Activity 9 .................................................................................... 115
Activity 10 .................................................................................. 118
Activity 11 .................................................................................. 119
Activity 12 .................................................................................. 121
Activity 13 .................................................................................. 122
Activity 14 .................................................................................. 123
Summary/Synthesis/Generalization ........................................................... 125
Glossary of Terms ...................................................................................... 125
References Used in this Module ................................................................. 126
You are now in Grade 10, your last year in junior high school. In
this level and in the higher levels of your education, you might ask the
question: What are math problems and solutions for? An incoming college
student may ask, “How can designers and manufacturers make boxes
having the largest volume with the least cost?” And anybody may ask: In
what other fields are the mathematical concepts like functions used? How
are these concepts applied?
Look at the mosaic picture below. Can you see some mathematical
representations here? Give some.
99
II. LESSON AND COVERAGE
Illustrations of Polynomial
Functions
Graphs of Polynomial
Functions
100
III. PRE-ASSESSMENT
Part 1
Let us find out first what you already know related to the content of this
module. Answer all items. Choose the letter that best answers each
question. Please take note of the items/questions that you will not be able
to answer correctly and revisit them as you go through this module for
self-assessment.
y y y
y
x
x x
A. B. C. D.
101
6. From the choices, which polynomial function in factored form
represents the given graph?
A. y ( x 2)( x 1)( x 1)
B. y ( x 1)( x 1)( x 2)
C. y x( x 2)( x 1)( x 1)
D. y x( x 1)( x 1)( x 2)
7. If you will draw the graph of y x( x 2)2 , how will you sketch it with
respect to the x-axis?
x x
x x
A. B. C. D.
102
10. Your classmate Linus encounters difficulties in showing a sketch of
the graph of y 2x 3 3x 2 4x 6. You know that the quickest
technique is the Leading Coefficient Test. You want to help Linus in
his problem. What hint/clue should you give?
A. The graph falls to the left and rises to the right.
B. The graph rises to both left and right.
C. The graph rises to the left and falls to the right.
D. The graph falls to both left and right.
11. If you will be asked to choose from -2, 2, 3, and 4, what values for a
and n will you consider so that y = axn could define the graph below?
A. a = 2 , n = 3
B. a = 3 , n = 2
C. a = - 2 , n = 4
D. a = - 2 , n = 3
103
Currently, the company spends Php 2,000,000.00 for advertisement.
If you are the company manager, what best decision can you make
with this business circumstance based on the given function with its
restricted domain?
Part 2
Read and analyze the situation below. Then, answer the question and
perform the tasks that follow.
Suppose you are a member of the club, what will you suggest to Karl
Benedic if you want a maximum lot area? You must convince him through a
mathematical solution.
104
Rubric for Rating the Output:
Score Descriptors
The problem is correctly modeled with a quadratic function,
4 appropriate mathematical concepts are fully used in the
solution, and the correct final answer is obtained.
The problem is correctly modeled with a quadratic function,
3 appropriate mathematical concepts are partially used in the
solution, and the correct final answer is obtained.
The problem is not properly modeled with a quadratic function,
2 other alternative mathematical concepts are used in the
solution, and the correct final answer is obtained.
The problem is not totally modeled with a quadratic function, a
1
solution is presented but has incorrect final answer.
The additional two (2) points will be determined from the illustrations
made. One (1) point for each if properly drawn with necessary labels.
105
Start this module by recalling your knowledge on the concept of
polynomial expressions. This knowledge will help you understand the
formal definition of a polynomial function.
Activity 1:
1. 14x 6.
2. 5x 3 4 2x x 7. 3x 3
3x 2 9x 2
3. 2014x 8. x 3 2x 1
3 1
4. x 4 3x 4 7 9. 4x 100 4x 100
1 2 3
5. 10. 1 – 16x2
2x 3
3x 4
4x 5
Did you answer each item correctly? Do you remember when an
expression is a polynomial? We defined a related concept below.
P x
an x n an 1x n 1 an 2x n 2 ... a1x a0 , an 0,
106
f ( x) an x n an 1x n 1 an 2 x n 2 ... a1x a0
or
y an x n an 1x n 1 an 2 x n 2 ... a1x a0
Activity 2:
Consider the given polynomial functions and fill in the table below.
Polynomial
Leading Constant
Polynomial Function Function in Degree
Coefficient Term
Standard Form
1. f ( x ) = 2 – 11x + 2x2
2x 3 5
2. f ( x) 15x
3 3
3. y = x (x2 – 5)
x x 3 x 3
4. y
107
Activity 3:
Use all the numbers in the box once as coefficients or exponents to form as
many polynomial functions of x as you can. Write your polynomial functions in
standard form.
7 1
1 –2 2 3
4 6
How many polynomial functions were you able to give? Classify each
according to its degree. Also, identify the leading coefficient and the constant
term.
In this section, you need to revisit the lessons and your knowledge
on evaluating polynomials, factoring polynomials, solving polynomial
equations, and graphing by point-plotting. Your knowledge of these
topics will help you sketch the graph of polynomial functions manually.
You may also use graphing utilities/tools in order to have a clearer view
and a more convenient way of describing the features of the graph. Also,
you will focus on polynomial functions of degree 3 and higher, since
graphing linear and quadratic functions were already taught in previous
grade levels. Learning to graph polynomial functions requires your
appreciation of its behavior and other properties.
Activity 4:
Factor each polynomial completely using any method. Enjoy working with
your seatmate using the Think-Pair-Share strategy.
1. (x – 1) (x2 – 5x + 6)
2. (x2 + x – 6) (x2 – 6x + 9)
3. (2x2 – 5x + 3) (x – 3)
4. x3 + 3x2 – 4x – 12
5. 2x4 + 7x3 – 4x2 – 27x – 18
Did you get the answers correctly? What method(s) did you use? Now,
do the same with polynomial functions. Write each of the following polynomial
functions in factored form:
108
6. y x 3 x 2 12x
7. y x 4 16
8. y 2x 4 8 x 3 4 x 2 8 x 6
9. y x 5 10x 3 9x
10. y 2x 4 7x 3 4x 2 27x 18
The preceding task is very important for you since it has something to
do with the x-intercepts of a graph. These are the x-values when y = 0,
thus, the point(s) where the graph intersects the x-axis can be determined.
Solution:
To find the x-intercept/s, set y = 0. Use the factored form. That is,
y = x3 – 4x2 + x + 6
y = (x + 1)(x – 2)(x – 3) Factor completely.
0 = (x + 1)(x – 2)(x – 3) Equate y to 0.
The x-intercepts are –1, 2, and 3. This means the graph will pass
through (-1, 0), (2, 0), and (3, 0).
y = x3 – 4x2 + x + 6
y = 03 – 4(0)2 + 0 + 6
y=6
The y-intercept is 6. This means the graph will also pass through (0,6).
109
b. Find the intercepts of y x 4 6x 3 x 2 6x
Solution:
For the x-intercept(s), find x when y = 0. Use the factored form.
That is,
y = x4 + 6x3 – x2 – 6x
Factor completely.
y = x(x + 6)(x + 1)(x – 1)
0 = x(x + 6)(x + 1)(x – 1) Equate y to 0.
The x-intercepts are -6, -1, 0, and 1. This means the graph will pass
through (-6,0), (-1,0), (0,0), and (1,0).
The y-intercept is 0. This means the graph will pass also through (0,0).
You have been provided illustrative examples of solving for the x- and
y- intercepts, an important step in graphing a polynomial function. Remember,
these intercepts are used to determine the points where the graph intersects
or touches the x-axis and the y-axis. But these points are not sufficient to
draw the graph of polynomial functions. Enjoy as you learn by performing the
next activities.
Activity 5:
1. y = x3 + x2 – 12x
2. y = (x – 2)(x – 1)(x + 3)
3. y = 2x4 + 8x3 + 4x2 – 8x – 6
4. y = –x4 + 16
5. y = x5 + 10x3 – 9x
You have learned how to find the intercepts of a polynomial function.
You will discover more properties as you go through the next activities.
110
Activity 6:
Work with your friends. Determine the x-intercept/s and the y-intercept of
each given polynomial function. To obtain other points on the graph, find the
value of y that corresponds to each value of x in the table.
1. y = (x + 4)(x + 2)(x – 1)(x – 3) x-intercepts: __ __ __ __
y-intercept: __
x -5 -3 0 2 4
y
List all your answers above as ordered pairs.
x -6 -4 -0.5 3 5
y
List all your answers above as ordered pairs.
x -7 -3 1 2
y
List all your answers above as ordered pairs.
x -4 -2 -0.5 0.5 2 4
y
List all your answers above as ordered pairs
111
In the next activity, you will describe the behavior of the graph of a
polynomial function relative to the x-axis.
Activity 7:
Given the polynomial function y = (x + 4)(x + 2)(x – 1)(x – 3), complete the
table below. Answer the questions that follow.
Location of the point (x, y):
Value of Value of Relation of y value to 0:
above the x-axis, on the
x y y > 0, y = 0, or y < 0?
x-axis, or below the x-axis?
-5 144 y 0 above the x-axis
-4
-3
-2 0 y=0 on the x - axis
0
1
2
3
4
Questions:
1. At what point(s) does the graph pass through the x-axis?
2. If x 4 , what can you say about the graph?
3. If 4 x 2 , what can you say about the graph?
4. If 2 x 1, what can you say about the graph?
5. If 1 x 3 , what can you say about the graph?
6. If x 3 , what can you say about the graph?
Now, this table may be transformed into a simpler one that will instantly
help you in locating the curve. We call this the table of signs.
The roots of the polynomial function y = (x + 4)(x + 2)(x – 1)(x – 3) are
x = –4, –2, 1, and 3. These are the only values of x where the graph will cross
the x-axis. These roots partition the number line into intervals. Test values are
then chosen from within each interval.
112
The table of signs and the rough sketch of the graph of this function
can now be constructed, as shown below.
The Table of Signs
Intervals
x 4 4 x 2 2 x 1 1 x 3 x 3
Test value -5 -3 0 2 4
x 4 – + + + +
x 2 – – + + +
x 1 – – – + +
x 3 – – – – +
y ( x 4)( x 2)( x 1)( x 3) + – + – +
Position of the curve
above below above below above
relative to the x-axis
We can now use the information from the table of signs to construct a
possible graph of the function. At this level, though, we cannot determine the
turning points of the graph, we can only be certain that the graph is correct
with respect to intervals where the graph is above, below, or on the x-axis.
The arrow heads at both ends of the graph signify that the graph
indefinitely goes upward.
113
Here is another example: Sketch the graph of f ( x ) x( x 2)(3x 4)
4
Roots of f(x): -2, 0,
3
Table of Signs:
Intervals
4 4
x 2 2 x 0 0x x
3 3
Test value -3 -1 1 2
–x + + – –
x+2 – + + +
3x – 4 – – – +
f(x) = –x(x + 2)(3x – 4) + – + –
Position of the curve
above below above below
relative to the x-axis
Graph:
114
Activity 8:
Now, the big question for you is: Do the leading coefficient and degree
affect the behavior of its graph? You will answer this after an investigation in
the next activity.
Activity 9:
After sketching manually the graphs of the five functions given in Activity 8,
you will now be shown polynomial functions and their corresponding graphs.
Study each figure and answer the questions that follow. Summarize your
answers using a table similar to the one provided.
115
Case 1
y
The graph on the right is defined by
y = 2x3 – 7x2 – 7x + 12
or, in factored form,
y = (2x + 3) (x – 1) (x – 4).
Questions: x
a. Is the leading coefficient a positive or a
negative number?
b. Is the polynomial of even degree or odd
degree?
c. Observe the end behaviors of the graph on
both sides. Is it rising or falling to the left or to
the right?
Case 2
y
The graph on the right is defined by
y x 5 3x 4 x 3 7x 2 4
or, in factored form,
y ( x 1)2 ( x 1)( x 2)2 .
Questions:
a. Is the leading coefficient a positive or a
negative number?
b. Is the polynomial of even degree or odd x
degree?
c. Observe the end behaviors of the graph
on both sides. Is it rising or falling to the
left or to the right?
Case 3
y
The graph on the right is defined by
y x 4 7x 2 6x or, in factored form,
y x( x 3)( x 1)( x 2) .
Questions: x
a. Is the leading coefficient a positive or a
negative number?
b. Is the polynomial of even degree or odd
degree?
c. Observe the end behaviors of the graph
on both sides. Is it rising or falling to the
left or to the right?
116
Case 4
y
The graph on the right is defined by
y x 4 2x 3 13x 2 14x 24
or, in factored form,
y ( x 3)( x 1)( x 2)( x 4) .
x
Questions:
a. Is the leading coefficient a positive or a
negative number?
b. Is the polynomial of even degree or odd
degree?
c. Observe the end behaviors of the graph
on both sides. Is it rising or falling to the
left or to the right?
Now, complete this table. In the last column, draw a possible graph for
the function, showing how the function behaves. (You do not need to place
your graph on the xy-plane). The first one is done for you.
2. y
x 5 3x 4 x 3 7x 2 4
3. y x 4 7x 2 6x
4. y
x 4 2x 3 13x 2 14x 24
Summarize your findings from the four cases above. What do you observe
if:
117
Congratulations! You have now illustrated The Leading Coefficient
Test. You should have realized that this test can help you determine the end
behaviors of the graph of a polynomial function as x increases or decreases
without bound.
Recall that you have already learned two properties of the graph of
polynomial functions; namely, the intercepts which can be obtained from the
Rational Root Theorem, and the end behaviors which can be identified using
the Leading Coefficient Test. Another helpful strategy is to determine whether
the graph crosses or is tangent to the x-axis at each x-intercept. This strategy
involves the concept of multiplicity of a zero of a polynomial function.
Multiplicity tells how many times a particular number is a zero or root for the
given polynomial.
The next activity will help you understand the relationship between
multiplicity of a root and whether a graph crosses or is tangent to the x-axis.
Activity 10:
Given the function y ( x 2)2 ( x 1)3 ( x 1)4 ( x 2) and its graph, complete the
table below, then answer the questions that follow.
y
Behavior of Graph
Characteristic
Relative to x-axis at this
Root or Zero Multiplicity of Multiplicity:
Root:
Odd or Even
Crosses or Is Tangent to
-2
-1
1
2
118
Questions:
a. What do you notice about the graph when it passes through a root of
even multiplicity?
b. What do you notice about the graph when it passes through a root of
odd multiplicity?
This activity extends what you learned when using a table of signs to
graph a polynomial function. When the graph crosses the x-axis, it means the
graph changes from positive to negative or vice versa. But if the graph is
tangent to the x-axis, it means that the graph is either positive on both sides
of the root, or negative on both sides of the root.
In the next activity, you will consider the number of turning points of the
graph of a polynomial function. The turning points of a graph occur when the
function changes from decreasing to increasing or from increasing to
decreasing values.
Activity 11:
Complete the table below. Then answer the questions that follow.
Number of
Polynomial Function Sketch Degree Turning
Points
y
1. y x 4
y
x
2. y x 4 2x 2 15
3. y x 5 x
119
Number of
Polynomial Function Sketch Degree Turning
Points
y
4. y x 5 x 3 2x 1
x
5. y x 5 5 x 3 4x x
Questions:
a. What do you notice about the number of turning points of the quartic
functions (numbers 1 and 2)? How about of quintic functions (numbers
3 to 5)?
b. From the given examples, do you think it is possible for the degree of a
function to be less than the number of turning points?
c. State the relation of the number of turning points of a function with its
degree n.
In this section, you have encountered important concepts that can help
you graph polynomial functions. Notice that the graph of a polynomial
function is continuous, smooth, and has rounded turns. Further, the
number of turning points in the graph of a polynomial is strictly less than the
degree of the polynomial.
Use what you have learned as you perform the activities in the
succeeding sections.
120
The goal of this section is to help you think critically and creatively
as you apply the techniques in graphing polynomial functions. Also, this
section aims to provide opportunities to solve real-life problems involving
polynomial functions.
Activity 12:
For each given polynomial function, describe or determine the following, then
sketch the graph. You may need a calculator in some computations.
a. leading term
b. end behaviors
c. x-intercepts
points on the x-axis
d. multiplicity of roots
e. y-intercept
point on the y-axis
f. number of turning points
g. sketch
In this activity, you were given the opportunity to sketch the graph of
polynomial functions. Were you able to apply all the necessary concepts and
properties in graphing each function? The next activity will let you see the
connections of these mathematics concepts to real life.
121
Activity 13:
1. Look at the pictures below. What do these tell us? Filipinos need to take
the problem of deforestation seriously.
The table below shows the forest cover of the Philippines in relation to
its total land area of approximately 30 million hectares.
O 10 20 30 40 50 60 70 80 90 x
-10
122
Questions/Tasks:
a. Using the graph, what is the approximate forest cover during the year
1940?
b. Compare the forest cover in 1987 (as given in the table) to the forest
cover given by the polynomial function. Why are these values not
exactly the same?
c. Do you think you can use the polynomial to predict the forest cover in
the year 2100? Why or why not?
Question/Task:
Suppose you are chosen as the leader and you are tasked to lead
in solving the problem. What will you do to meet the specifications needed
for the box? Show a mathematical solution.
Were you surprised that polynomial functions have real and practical
uses? What do you need to solve these kinds of problems? Enjoy learning as
you proceed to the next section.
Activity 14:
Read the problem carefully and answer the questions that follow.
You are designing candle-making kits.
Each kit contains 25 cubic inches of candle wax
and a mold for making a pyramid-shaped candle
with a square base. You want the height of the
candle to be 2 inches less than the edge of the
base.
123
Questions/Tasks:
Point Descriptor
The problem is correctly modeled with a polynomial function,
4 appropriate mathematical concepts are used in the solution,
and the correct final answer is obtained.
The problem is correctly modeled with a polynomial function,
3 appropriate mathematical concepts are partially used in the
solution, and the correct final answer is obtained.
The problem is not properly modeled with a polynomial
2 function, other alternative mathematical concepts are used in
the solution, and the correct final answer is obtained.
The problem is not properly modeled with a polynomial
1 function, a solution is presented but the final answer is
incorrect.
Point/s to Be Given:
124
SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about polynomial functions. You learned how to:
GLOSSARY OF TERMS
Intercepts of a Graph - points on the graph that have zero as either the x-
coordinate or the y-coordinate
Leading Coefficient Test - a test that uses the leading term of the
polynomial function to determine the right-hand and the left-hand behaviors of
the graph
Multiplicity of a Root - tells how many times a particular number is a root for
the given polynomial
125
Quartic Function – a polynomial function whose degree is 4
Alferez, M.S., Duro, MC.A. & Tupaz, KK.L. (2008). MSA Advanced Algebra.
Quezon City, Philippines: MSA Publishing House.
Berry, J., Graham, T., Sharp, J. & Berry, E. (2003). Schaum’s A-Z
Mathematics. London, United Kingdom: Hodder & Stoughton
Educational.
Cabral, E. A., De Lara-Tuprio, E.P., De Las Penas, ML. N., Francisco, F. F.,
Garces, IJ. L., Marcelo, R.M. & Sarmiento, J. F. (2010). Precalculus.
Quezon City, Philippines: Ateneo de Manila University Press.
Marasigan, J. A., Coronel, A.C. & Coronel, I.C. (2004). Advanced Algebra
with Trigonometry and Statistics. Makati City, Philippines: The
Bookmark, Inc.
126
I. INTRODUCTION
Have you imagined yourself pushing a cart or riding in a bus having
wheels that are not round? Do you think you can move heavy objects from
one place to another easily or travel distant places as fast as you can?
What difficulty do you think would you experience without circles? Have
you ever thought of the importance of circles in the field of transportation,
industries, sports, navigation, carpentry, and in your daily life?
Find out the answers to these questions and determine the vast
applications of circles through this module.
127
In these lessons, you will learn to:
Lesson 1A
derive inductively the relations among chords, arcs,
central angles, and inscribed angles;
illustrate segments and sectors of circles;
Lesson 1B prove theorems related to chords, arcs, central angles,
and inscribed angles; and
solve problems involving chords, arcs, central angles,
and inscribed angles of circles.
Lesson 2A
illustrate tangents and secants of circles;
prove theorems on tangents and secants; and
Lesson 2B solve problems involving tangents and secants of
circles.
Here is a simple map of the lessons that will be covered in this module:
Circles
Chords, Arcs,
and Central
Relationships among Angles
Chords, Arcs, Central
Angles, and Inscribed
Angles Arcs and
Inscribed
Angles
Applications of
Circles
Tangents and
Secants
Tangents and
Secants of Circles
Tangent and
Secant
Segments
128
III. PRE-ASSESSMENT
Part I
Find out how much you already know about the topics in this module.
Choose the letter that you think best answers each of the following
questions. Take note of the items that you were not able to answer
correctly and find the right answer as you go through this module.
2. An arc of a circle measures 30°. If the radius of the circle is 5 cm, what
is the length of the arc?
A. 2.62 cm B. 2.3 cm C. 1.86 cm D. 1.5 cm
A. CO C. NO
B. TI D. NI
6. What is the sum of the measures of the central angles of a circle with
no common interior points?
A. 120 B. 240 C. 360 D. 480
129
7. Catherine designed a pendant. It is a regular hexagon set in a circle.
Suppose the opposite vertices are connected by line segments and
meet at the center of the circle. What is the measure of each angle
formed at the center?
A. 22.5 B. 45 C. 60 D. 72
9. At a given point on the circle, how many line/s can be drawn that is
tangent to the circle?
A. one B. two C. three D. four
11. In the figure on the right, mXY = 150 and mMN = 30.
What is mXPY ? P
A. 60 N
B. 90 M
C. 120 X
D. 180
130
13. In O given below, what is PR if NO = 15 units and ES = 6 units?
A. 28 units E R
B. 24 units
C. 12 units P S
D. 9 units
O
15. Mr. Soriano wanted to plant three different colors of roses on the outer
rim of a circular garden. He stretched two strings from a point external
to the circle to see how the circular rim can be divided into three
portions as shown in the figure below.
192°
A
20°
M
B
What is the measure of minor arc AB?
A. 64° B. 104° C. 168° D. 192°
S T
Y
L
E
131
17. In C below, mAB = 60 and its radius is 6 cm. What is the area of
the shaded region in terms of pi ( )?
A. 6 cm 2 C. 10 cm 2 A
60°
B. 8 cm 2 D. 12 cm 2
C B
6 cm
D Y
A
132
Part II
Solve each of the following problems. Show your complete solutions.
1. Mr. Javier designed an arch made of
bent iron for the top of a school’s main
entrance. The 12 segments between
the two concentric semicircles are
each 0.8 meter long. Suppose the
diameter of the inner semicircle is 4
meters. What is the total length of the
bent iron used to make this arch?
0.8 m 4m
2. A bicycle chain fits tightly around two gears. What is the distance between the
centers of the gears if the radii of the bigger and smaller gears are 9.3 inches
and 2.4 inches, respectively, and the portion of the chain tangent to the two
gears is 26.5 inches long?
Part III
Read and understand the situation below, then answer the questions and
perform what is required.
The committee in-charge of the Search for the Cleanest and Greenest
School informed your principal that your school has been selected as a regional
finalist. Being a regional finalist, your principal would like to make your school
more beautiful and clean by making more gardens of different shapes. He
decided that every year level will be assigned to prepare a garden of particular
shape.
In your grade level, he said that you will be preparing circular,
semicircular, or arch-shaped gardens in front of your building. He further
encouraged your grade level to add garden accessories to make the gardens
more presentable and amusing.
133
1. How will you prepare the design of the gardens?
2. What garden accessories will you use?
3. Make the designs of the gardens which will be placed in front of your
grade level building. Use the different shapes that were required by your
principal.
4. Illustrate every part or portion of the garden including their measurements.
5. Using the designs of the gardens made, determine all the concepts or
principles related to circles.
6. Formulate problems involving these mathematics concepts or principles,
then solve.
Rubric for Design
Score Descriptors
4 The design is accurately made, presentable, and appropriate.
3 The design is accurately made and appropriate but not presentable.
2 The design is not accurately made but appropriate.
1 The design is made but not accurate and appropriate.
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with two or more correct possible
solutions, communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts of
5 the solution, communicates ideas unmistakably, and shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes all significant parts of the
4 solution, communicates ideas unmistakably, and shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of the
solution, communicates ideas unmistakably, and shows
3
comprehension of major concepts although neglects or misinterprets
less significant ideas or details.
Poses a problem and finishes some significant parts of the solution
2 and communicates ideas unmistakably but shows gaps on theoretical
comprehension.
Poses a problem but demonstrates minor comprehension, not being
1
able to develop an approach.
Source: D.O. #73, s. 2012
134
Start Lesson 1A of this module by assessing your knowledge of the
different mathematical concepts previously studied and your skills in
performing mathematical operations. These knowledge and skills will
help you understand circles. As you go through this lesson, think of this
important question: “How do the relationships among chords, arcs, and
central angles of a circle facilitate finding solutions to real-life problems
and 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.
Activity 1:
Use the figure below to identify and name the following terms related to A.
Then, answer the questions that follow.
J
1. a radius 5. a minor arc
2. a diameter 6. a major arc L
A N
3. a chord 7. 2 central angles
4. a semicircle 8. 2 inscribed angles
E
s
135
Questions:
a. How did you identify and name the radius, diameter, and chord?
How about the semicircle, minor arc, and major arc? inscribed angle
and central angle?
b. How do you describe a radius, diameter, and chord of a circle?
How about the semicircle, minor arc, and major arc? inscribed angle
and central angle?
1. radius
2. diameter
3. chord
4. semicircle
5. minor arc
6. major arc
7. central angle
8. inscribed angle
Were you able to identify and describe the terms related to circles?
Were you able to recall and differentiate them? Now that you know the
important terms related to circles, let us deepen your understanding of
finding the lengths of sides of right triangles. You need this mathematical
skill in finding the relationships among chords, arcs, and central angles
as you go through this lesson.
136
Activity 2:
In each triangle below, the length of one side is unknown. Determine the
length of this side.
1. 4. b = 16
c=?
a=6 a=?
c = 20
b=8
2. 5.
c=? c=5
a=9 b=?
b = 15 a=3
3. 6. b=?
c=?
a=9
a=7
c = 14
b=9
Questions:
a. How did you find the missing side of each right triangle?
b. What mathematics concepts or principles did you apply to find each
missing side?
In the activity you have just done, were you able to find the missing
side of a right triangle? The concept used will help you as you go on with
this module.
137
Activity 3:
B
P
T OO Q F A
C
S E
R
D
Figure 1 Figure 2
b. POQ e. SOT
c. QOR
b. BAC e. EAF
c. CAD
How about the sum of the measures of FAB, BAC, CAD, EAD,
and EAF in Figure 2?
138
5. In Figure 1, what is the sum of the measures of the angles formed by
the coplanar rays with a common vertex but with no common interior
points?
6. In Figure 2, what is the sum of the measures of the angles formed by
the radii of a circle with no common interior points?
8. What do you think is the sum of the measures of the intercepted arcs
of FAB, BAC , CAD , EAD, and EAF ? Why?
9. What can you say about the sum of the measures of the central angles
and the sum of the measures of their corresponding intercepted arcs?
Were you able to measure the angles accurately and find the sum
of their measures? Were you able to determine the relationship between
the measures of the central angle and its intercepted arc? For sure you
were able to do it. In the next activity, you will find out how circles are
illustrated in real-life situations.
Activity 4:
139
Questions:
a. What is the degree measure of each arc along the rim?
How about each angle formed by the spokes at the hub?
b. If you were to design a wheel, how many spokes will you use to divide
the rim? Why?
How did you find the preceding activities? Are you ready to learn
about the relations among chords, arcs, and central angles of a circle? I
am sure you are!!! From the activities done, 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? You will find these
out in the activities in the next section. Before doing these activities, read
and understand first some important notes on this lesson and the
examples presented.
140
Arcs of a Circle
141
Congruent Circles and Congruent Arcs
Example: MA is a radius of A. M
TH is a radius of T. H
If MA TH , then A T.
T
Congruent arcs are arcs of the same circle or of
congruent circles with equal measures. T
Example: In I, TM KS . M 65°
I
If I E, then TM NW N
and KS NW . 65° S
K 65°
W
E
1. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding central angles are congruent.
142
Proof of the Theorem
The proof has two parts. Part 1. Given are two congruent circles and a
central angle from each circle which are congruent. The two-column proof
below shows that their corresponding intercepted arcs are congruent.
G
B
Given: E I
SET BIG
I
Prove: ST BG
S E
T
Proof:
Statements Reasons
1. E I
1. Given
SET BIG
2. The degree measure of a minor arc is
2. In E , mSET mST .
the measure of the central angle
In I , mBIG mBG. which intercepts the arc.
3. mSET mBIG 3. From 1, definition of congruent angles
Part 2. Given are two congruent circles and intercepted arcs from each
circle which are congruent. The two-column proof on the next page shows
that their corresponding angles are congruent.
G
B
Given: E I
ST BG I
S E
Prove: SET BIG
143
Proof:
Statements Reasons
1. E I
1. Given
ST BG
2. In E, mST mSET . 2. The degree measure of a minor arc is
the measure of the central angle
In I , mBG mBIG. which intercepts the arc.
3. mST mBG 3. From 1, definition of congruent arcs
C
If T N and BA CH OE , then
BA CH OE . N
O
E
144
Proof of the Theorem
The proof has two parts. Part 1. Given two congruent circles
T N and two congruent corresponding chords AB and OE , the two-
column proof below shows that the corresponding minor arcs AB and OE are
congruent.
Given: T N
A
AB OE
E
T
N
B
Prove: AB OE
O
Proof:
Statements Reasons
1. T N
1. Given
AB OE
2. Radii of the same circle or of
2. TA TB NO NE congruent circles are congruent.
3. ATB ONE 3. SSS Postulate
4. Corresponding Parts of Congruent
4. ATB ONE Triangles are Congruent (CPCTC)
5. From the previous theorem, “In a
circle or in congruent circles, two
minor arcs are congruent if and only
5. AB OE
if their corresponding central angles
are congruent.”
Part 2. Given two congruent circles T and N and two congruent minor
arcs AB and OE , the two-column proof on the next page shows that the
corresponding chords AB and OE are congruent.
A
Given: T N
AB OE T E
B N
Prove: AB OE
O
145
Proof:
Statements Reasons
1. T N
1. Given
AB OE
2. mAB mOE 2. Definition of congruent arcs
3. BTA and ONE are
3. Definition of central angles
central angles.
4. The degree measure of a minor arc is
4. mBTA mBA
the measure of the central angle
mONE mOE
which intercepts the arc.
5. mBTA mONE 5. From 2, 4, substitution
6. Radii of the same circle or of
6. TA TB NO NE congruent circles are congruent.
7. ATB ONE 7. SAS Postulate
8. Corresponding Parts of Congruent
8. AB OE Triangles are Congruent (CPCTC)
3. In a circle, a diameter bisects a chord and an arc with the same endpoints
if and only if it is perpendicular to the chord.
146
Arc Addition Postulate
L
The measure of an arc formed by two adjacent arcs
is the sum of the measures of the two arcs.
O
Example: Adjacent arcs are arcs with exactly one
E
point in common. In E, LO and OV
are adjacent arcs. The sum of their
measures is equal to the measure of
LOV. V
A
Solution: To find the area of sector ACB:
a. Determine first the ratio 60°
measure of the arc
. C B
360 10 cm
2
b. Find the area (A) of the circle using the equation A = r ,
where r is the length of the radius.
2
A = r
= 10 cm2
= 100 cm2
147
measure of the arc
c. Get the product of the ratio and the
360
area of the circle.
1
Area of sector ACB = 100 cm2
6
50
= cm2
3
50
The area of sector ACB is cm2 .
3
1
In the same figure, the area of ΔPTQ = 5 cm5 cm or
2
25
ΔPTQ = cm2 .
2
25 25
The area of the shaded segment, then, is equal to cm2
4 2
which is approximately 7.135 cm2.
148
Arc Length
Example: An arc of a circle measures 45°. If the radius of the circle is 6 cm,
what is the length of the arc?
http://www.cliffsnotes.com/math/geometry/
circles/central-angles-and-arcs
http://www.mathopenref.com/arc. html
http://www.mathopenref.com/chord.html
Learn more about Chords, http://www.mathopenref.com/circlecentral. html
Arcs, Central Angles,
http://www.mathopenref.com/arclength.html
Sector, and Segment of a
Circle through the WEB. http://www.mathopenref.com/arcsector.html
You may open the http://www.mathopenref.com/segment.html
following links. http://www.math-worksheet.org/arc-length-and-
sector-area
149
Your goal in this section is to apply the key concepts of chords,
arcs, and central angles of a circle. Use the mathematical ideas and the
examples presented in the preceding section to answer the activities
provided.
Activity 5:
Use A below to identify and name the following. Then, answer the questions
that follow.
K L
1. 2 semicircles in the figure
3. 4 central angles
H
G
Questions:
Were you able to identify and name the arcs and central angles in
the given circle? In the next activity, you will apply the theorems on arcs
and central angles that you have learned.
150
Activity 6:
In A below, mLAM 42, mHAG 30, and KAH is a right angle. Find the
following measure of an angle or an arc, and explain how you arrived at your
answer.
1. mLAK 6. mLK K L
2. mJAK 7. mJK
3. mLAJ 8. mLMG J M
A
4. mJAH 9. mJH
Activity 7:
In the figure, JI and ON are diameters of S. Use the figure and the given
information to answer the following. J
1. Which central angles are congruent? Why? O
b. mNSI
c. mJSO N
I
3. Is OJ IN ? How about JN and OI ? Justify your answer.
4. Which minor arcs are congruent? Explain your answer.
5. If mJSO 67 , find:
a. mJO d. mIO
b. mJN e. mNJO
c. mNI f. mNIO
6. Which arcs are semicircles? Why?
151
Were you able to apply the relationship among the chords, arcs and
central angles of a circle? In Activity 8, you will use the theorems on
chords in finding the lengths of chords.
Activity 8:
1. AM 5. DS
A
2. KL 6. MP C
3. MD 7. AK
M 6
4. CD 8. KP L
K
3 2 7
D
B
S
Were you able to find the length of the segments? In the next
activity, you will complete the proof of a theorem on central angles, arcs,
and chords of a circle.
Activity 9:
U
Prove: 1. NI GI
2. EN EG
3. NS GS S
152
Proof of Part 1: Show that ES bisects GN and the minor arc GN.
Statements Reasons
1. U with diameter ES and chord Two points determine a line.
GN; ES GN
2. GIU and NIU are right angles. Given
Lines that are perpendicular tm
3. GIU NIU
right angles.
4. UG UN Radii of a circle are congruent.
5. UI UI Reflexive Property of Congruence.
6. GIU NIU
Corresponding parts of congruent
7. GI NI triangles are congruent.
Corresponding parts of congruent
8. ES bisects GN .
triangles are congruent
In a circle, congruent central angles
9. GUI NUI
intercept congruent arcs.
10. GUI and GUE are the same Two angles that form a linear pair
angles. are supplementary.
NUI and NUE are the same
angles.
Supplements of congruent angles
11. mGUE mNUE
are congruent.
In a circle, congruent central angles
12. mEG mGUE intercept congruent arcs.
mEN mNUE
13. mEN mEG
14. mGUS mNUS
153
Given: ES is a diameter of U; ES bisects GN E
at I and the minor arc GN. N
I G
S
S
Proof of Part 2: Show that ES GN .
Statements Reasons
1. U with diameter ES , ES bisects Two points determine a line.
GN at I and the minor arc
GN.
2. GI NI Given
GE NE
3. UI UI
4. UG UN Radii of a circle are congruent.
5. GIU NIU Reflexive Property of Congruence.
6. UIG UIN
7. UIG and UIN are right Corresponding parts of congruent
angles. triangles are congruent.
8. IU GN
9. ES GN
Was the activity interesting? Were you able to complete the proof?
You will do more of this in the succeeding lessons. Now, use the ideas
you have learned in this lesson to find the arc length of a circle.
154
Activity 10:
The radius of O below is 5 units. Find the length of each of the following
arcs given the degree measure. Answer the questions that follow.
Q
1. mPV = 45; length of PV = ________
P
2. mPQ = 60; length of PQ = ________
Questions:
Were you able to find the arc length of each circle? Now, find the
area of the shaded region of each circle. Use the knowledge learned
about segment and sector of a circle in finding each area.
Activity 11:
Find the area of the shaded region of each circle. Answer the questions that
follow.
1. A 2. 3.
135°
90° Q X
45°
B S 12 cm R
C 6 cm Z 8 cm Y
155
B J S
4. 5. 6.
100°
E
S T
W 5 cm M X 4 cm
6 cm
Y O R
A
Questions:
a. How did you find the area of each shaded region?
b. What mathematics concepts or principles did you apply to find the area
of the shaded region? Explain how you applied these concepts.
How was the activity you have just done? Was it easy for you to find
the area of segments and sectors of circles? It was easy for sure!
In this section, the discussion was about the relationship among
chords, arcs, and central angles of circles, arc length, segment and
sector of a circle, and the application of these concepts in solving
problems.
Go back to the previous section and compare your initial ideas with
the discussion. How much of your initial ideas are found in the
discussion?
Now that you know the important ideas about this topic, let us go
deeper by moving on to the next section.
156
Your goal in this section is to take a closer look at some aspects of the
topic. You are going to think deeper and test further your understanding of
circles. After doing the following activities, you should be able to answer this
important question: “How do the relationships among chords, arcs, and
central angles of a circle facilitate finding solutions to real-life problems and
making decisions?”
Activity 12:
1. Five points on a circle separate the circle into five congruent arcs.
c. Suppose the points are connected consecutively with line segments. How
do you describe the figure formed?
2. Do you agree that if two lines intersect at the center of a circle, then the lines
intercept two pairs of congruent arcs? Explain your answer.
3. In the two concentric circles on the right,
C
CON intercepts CN and RW. R
a. Are the degree measures of CN and RW
equal? Why? O W N
157
6. The monthly income of the Soriano family is Php36,000.00. They spend
Php9,000.00 for food, Php12,000.00 for education, Php4,500.00 for
utilities, and Php6,000.00 for other expenses. The remaining amount is for
their savings. This information is shown in the circle graph below.
Soriano Family’s
Monthly Expenses
a. Which item is allotted with the highest budget? How about the least?
Explain.
b. If you were to budget your family’s monthly income, which item would
you give the greater allocation? Why?
e. Suppose the radius of the circle graph is 25 cm. What is the area of
each sector in the circle graph? How about the length of the arc of
each sector?
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
158
Your goal in this section is to apply your learning to real-life
situations. You will be given a practical task which will demonstrate your
understanding of circles.
Activity 13:
Answer the following. Use the rubric provided to rate your work.
1. Name 5 objects or cite 5 situations in real life where chords, arcs, and
central angles of a circle are illustrated. Formulate problems out of these
objects or situations, then solve.
2. Make a circle graph showing the different school fees that students like
you have to pay voluntarily. Ask your school cashier how much you would
pay for the following school fees: Parents-Teachers Association,
miscellaneous, school paper, Supreme Student Government, and other
fees. Explain how you applied your knowledge of central angles and arcs
of a circle in preparing the graph.
3. Using the circle graph that you made in number 2, formulate at least two
problems involving arcs, central angles, and sectors of a circle, then solve.
Score Descriptors
4 The circle graph is accurately made, presentable, and appropriate.
The circle graph is accurately made and appropriate but not
3
presentable.
2 The circle graph is not accurately made but appropriate.
1 The circle graph is not accurately made and not appropriate.
159
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts of
5 the solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of the
solution and communicates ideas unmistakably, shows
3
comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the solution
2 and communicates ideas unmistakably but shows gaps on
theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1
being able to develop an approach.
Source: D.O. #73, s. 2012
SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about the relationships among chords, arcs, and central
angles of a circle, area of a segment and a sector, and arc length of a circle. In
this lesson, you were asked to determine the relationship between the measures
of the central angle and its intercepted arc. You were also given the opportunity
to apply the different geometric relationships among chords, arcs, and central
angles in solving problems, complete the proof of a theorem related to these
concepts, find the area of a segment and the sector of a circle, and determine the
length of an arc.
Moreover, you were asked to name objects and cite real-life situations
where chords, arcs, and central angles of a circle are illustrated and applied. Your
understanding of this lesson and other previously learned mathematics concepts
and principles will facilitate your learning of the next lesson, Arcs and Inscribed
Angles of Circles.
160
Start Lesson 1B 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.
Activity 1:
Name the angles and their intercepted arcs in the figure below. Answer the
questions that follow.
C
M
S
Angles Arc That the Angle Intercepts
161
Questions:
1. How did you identify and name the angles in the figure?
How about the arcs that these angles intercept?
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.
Activity 2:
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.
162
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?
Activity 3:
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.
163
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.
Activity 4:
Questions:
1. From what location(s) could Janel take a photograph of the house with
the telephoto lens, so that the entire house still fills the width of the
picture? Use an illustration to show your answer.
2. What mathematics concept would you apply to show the exact location
of the photographer?
3. If you were the photographer, what would you do to make sure that the
entire house is captured by the camera?
164
How did you find the preceding activities? Are you ready to learn
about the relations among arcs and inscribed angles of a circle? I am
sure you are! From the activity done, you were able to find out how
inscribed angles are used in real-life situations. But how does the
concept of inscribed angles of a circle facilitate finding solutions to real-
life problems and making decisions? You will find these out through the
activities in the next section. Before doing these activities, read and
understand first some important notes on this lesson and the examples
presented.
O I L
Figure 1 Figure 2
P
T S E
I L M P
D M
E
A
166
http://www.cliffsnotes.com/math/geometry/circles/arc
s-and-inscribed-angles
http://www.ck12.org/book/CK-12-Geometry-Honors-
Concepts/section/8.4/
Learn more about Arcs and
Inscribed Angles of a Circle http://www.math-worksheet.org/inscribed-angles
through the WEB. You may http://www.mathopenref.com/circleinscribed.html
open the following links. http://www.onlinemathlearning.com/circle-
theorems.html
Your goal in this section is to apply the key concepts of arcs and
inscribed angles of a circle. Use the mathematical ideas and the
examples presented in the preceding section to answer the activities
provided.
Activity 5:
9
E
7
8
167
3. If mLE = 124, what is the measure of each of the following angles?
a. 1 d. 4 g. 7
b. 2 e. 5 h. 8
c. 3 f. 6 i. 9
a. CL c. AE
b. AC d. LE
Were you able to identify the inscribed angles and their intercepted
arcs including their degree measures? In the next activity, you will apply
the theorems on arcs and inscribed angles that you have learned.
Activity 6:
In the activity you have just 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.
168
Activity 7:
c. mARC
C
E
d. mAC
e. mAR
130° R
70°
M R
3. DR is a diameter of O. If mMR 70 , find:
a. mRDM d. mDM
b. mDRM e. mRD O
c. mDMR
F
4. Quadrilateral FAIT is inscribed in H.
If mAFT 75 and mFTI 98 , find: 75°
A
a. mTIA H
98°
b. mFAI T
169
5. Rectangle TEAM is inscribed in B. If mTE 64 and mTEM 58 , find:
a. mTM
E
b. mMA T
c. mAE
d. mMEA B
e. mTAM A
How was the activity you have just done? Was it easy for you to
apply the theorems on arcs and inscribed angles? It was easy for sure!
Activity 8:
Complete the proof of the theorem on inscribed angle and its intercepted arc.
Case 1: Q
Given: PQR inscribed in S and x
PQ is a diameter. S
1
Prove: mPQR mPR
2
R
P
Draw RS and let mPQR x .
170
Statements Reasons
1. PQR is inscribed in S and
PQ is a diameter.
2. QS RS
3. QRS is an isosceles .
4. PQR QRS
5. mPQR mQRS
6. mQRS x
7. mPSR 2x
8. mPSR mPR
9. mPR 2x
Were you able to complete the proof of the first case of the theorem? I
know you did!
In this section, the discussion was about the relationship among arcs
and inscribed angles of a circle.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need modification?
Now that you know the important ideas about this topic, let us go
deeper by moving on to the next section.
171
Your goal in this section is to take a closer look at some aspects of the
topic. You are going to think deeper and test further your understanding of
the relationships among inscribed angles and their intercepted arcs. After
doing the following activities, you should be able to answer this important
question: How are the relationships among inscribed angles and their
intercepted arcs applied in real-life situations?
Activity 9:
Case 2: L
Given: KLM inscribed in O.
1 O
Prove: mKLM mKM
2 K
Case 3: M
A
1 C
Prove: mSMC mSC
2
172
2. If two inscribed angles of a circle (or congruent circles) intercept congruent
arcs or the same arc, then the angles are congruent.
A
Given: In T, PR and AC are the
intercepted arcs of PQR C
and ABC , respectively. P
PR AC T
G
Given: In C, GML intercepts E
semicircle GEL.
C
M
Prove: GML is a right angle.
L
W N
Prove: 1. W and N are supplementary. Y
173
Were you able to prove the theorems on inscribed angles and
intercepted arcs? In the next activity, you will use these theorems to
prove congruence of triangles.
Activity 10:
A
2. Quadrilateral DRIV is inscribed in E. RV is a diagonal
that passes through the center of the circle. If DV IV ,
prove that RVD RVI. R
E I
3. In A, SE NE and SC NT .
Prove that CSE TNE .
C
D V
S T
A
E
N
174
Activity 11:
Joanna Juliana
380
F
Clarissa
Let E and G be the ends of the screen and F be one of the seats. The
angle formed by E, F, and G or EFG is called the viewing angle of the
person seated at F. Suppose the viewing angle of Clarissa in the above
figure measures 38°. What are the measures of the viewing angles of
Joanna and Juliana? Explain your answer.
175
5. Ramon made a circular cutting board by
sticking eight 1- by 2- by 10-inch boards
together, as shown on the right. Then, he
drew and cut a circle with an 8-inch
diameter from the boards.
a. In the figure, if PQ is a diameter of the
circular cutting board, what kind of
triangle is PQR ?
b. How is RS related to PS and QS ?
Justify your answer. M R
c. Find PS, QS, and RS.
d. What is the length of the seam of the
cutting board that is labeled RT ? How P Q
about MN ? S
N T
In this section, the discussion was about your understanding of
inscribed angles and how they are used in real life.
What new realization do you have about inscribed angles? How would
you connect this to real life?
Now that you have a deeper understanding of the topic, you are ready
to do the tasks in the next section.
Activity 12:
Make a design of a stage where a special event will be held. Include in the
design some circular objects that illustrate the use of inscribed angles and arcs of
a circle. Explain how you applied your knowledge of inscribed angles and
intercepted arcs of a circle in preparing the design. Then, formulate and solve
problems out of this design that you made. Use the rubric provided to rate your
work.
176
Rubric for a Stage’s Design
Score Descriptors
4 The stage’s design is accurately made, presentable, and appropriate.
The stage’s design is accurately made and appropriate but not
3
presentable.
2 The stage’s design is not accurately made but appropriate.
1 The stage’s design is not accurately made and not appropriate.
In this section, your task was to design a stage, formulate, and solve
problems where inscribed angles of circles are illustrated.
How did you find the performance task? How did the task help you realize
the importance of the topic in real life?
SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about arcs and inscribed angles of a circle. In this lesson,
you were given the opportunity to determine the geometric relationships that exist
among arcs and inscribed angles of a circle, apply these in solving problems, and
prove related theorems. Moreover, you were given the chance to formulate and solve
real-life problems involving these geometric concepts. Your understanding of this
lesson and other previously learned mathematics concepts and principles will facilitate
your learning of the next lesson, Tangent and Secant Segments.
177
Start Lesson 2A 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.
Activity 1:
178
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!
Activity 2:
In the figure below, C is the center of the circle. Use the figure to answer the
questions that follow.
179
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.
8. How is the mAD related to the m DAB ? How about mEFA and m EAG ?
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.
Activity 3:
Prepare the following materials, then perform the activity that follows. Answer
every question asked.
self-adhesive tape
Procedure:
180
2. Locate the center of the circular R
2.
cardboard. Slide it underneath the
strings until its center coincides with
their point of intersection, S. S
T
What are the measures of RST and RT? Explain how you
arrived at your answer.
How would you compare the measure of RST with that of ST?
R
5. Slide the circular cardboard so that S is
in the exterior of the circle and RS and
S V
ST intersect the circle at R and T,
respectively. Mark and label another
point V on the circle. T
181
8. Find the measures of RT and NT.
Was the activity interesting? Were you able to come up with some
relationships involving angles formed by lines and their intercepted arcs?
Are you ready to learn about tangents and secants and their real-life
applications? I am sure you are! “How do the different geometric
relationships involving tangents and secants of a circle facilitate finding
solutions to real-life problems and making wise decisions?” You will find
these out in the activities in the next section. Before doing these
activities, read and understand first some important notes on tangents
and secants and the different geometric relationships involving them.
Understand very well the examples presented so that you will be guided
in doing the succeeding activities.
182
Tangent Line
P
Postulate on Tangent Line
At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
A
To illustrate, consider V on the right. If
U is a point on the circle, then one and only one U
line can be drawn through U that is tangent to the
circle.
V
If AB is tangent to Q at R, then it is A
perpendicular to radius QR. Q
If CS is perpendicular to radius LT at T
L, then it is tangent to T. C
183
3. If two segments from the same exterior point are tangent to a circle, then
the two segments are congruent.
D
If DW and GW are tangent to E,
then DW GW . E
W G
Common Tangent
c d
t
D N
E M
s
n
Segments and rays that are contained in the tangent or intersect the
circle in one and only one point are also said to be tangent to the circle.
N
M
In the figure on the right, MN
and QR are tangent to S. S
R
Q
184
A secant is a line that intersects a circle at exactly two points. A secant
contains a chord of a circle.
1. 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 arcs.
1
mXPY mXY mMN
2
N
For example, if mXY = 140 P
M X
and mMN = 30, then
1
mXPY 140 30
2
1
110
2 Y
mXPY 55
185
In the figure below, CM is a secant and LM is a tangent intersecting
outside the circle at point M. LEC and LG are the two intercepted arcs of
LMC .
1
mLMC mLEC mLG M
2
L
For example, if mLEC = 186 G
3. 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.
1
mKQH mHJK mHK
2
J
For example, if mHJK = 250
186
In the figure below, WS and RX are two secants intersecting inside the
circle. WR and XS are the two intercepted arcs of 1 while WX and RS
are the two intercepted arcs of 2 .
1 1
m1 mWR mXS m2 mWX mRS
2 2
1 1 Q
mQSR mQS mQSW mQTS
2 2
For example, For example,
if mQS = 170, then if mQTS = 190, then R
1
mQSR 170 mQSW 190
1
T S
2 2
mQSR 85 mQSW 95
W
187
http://www.regentsprep.org/Regents/math/geometry/
GP15/CircleAngles.htm
http://www.math-worksheet.org/secant-tangent-
angles
Learn more about Tangents http://www.mathopenref.com/tangentline.html
and Secants of a circle http://www.ck12.org/book/CK-12-Geometry-Honors-
through the WEB. You may Concepts/section/8.7/
open the following links. http://www.ck12.org/book/CK-12-Geometry-
Honors-Concepts/section/8.8/
Activity 4:
In the figure below, KL, KN, MP, and ML intersect Q at some points. Use
the figure to answer the following questions.
1. Which lines are tangent to the
circle? Why? S
2. Which lines are secants? Why? K
188
Were you able to identify the tangents and secants in the figure,
including the angles that they form? Were you able to identify the arcs
that these angles intercept? Were you able to determine the unknown
measure of the angle? I am sure you were! In the next activity, you will
further apply the different ideas learned about tangents and secants in
finding the measures of angles, arcs, and segments in some geometric
figures.
Activity 5:
Use the figure and the given information to answer the questions that follow.
Explain how you arrived at your answer.
1. If mADC = 160 and mEF = 80, 2. If mMKL = 220 and mML = 140,
what is mABC ? what is mMQL ?
D E
B
C F
T E R
C
Q S
A
189
5. If mLGC = 149 and mLSC 39 , 6. OK is tangent to R at C.
What is mMC? Suppose KC OC , OK = 56,
and RC = 24. Find: OR, RS,
L and KS.
M
G R
S
C S
K C O
W E
N
P P
Q
O R
S
A B
190
10. AT is tangent to both circles K and J at A. ST
is tangent to K at S and RT is tangent to T
J at R. If ST 2x 7 and
RT 3x 1, find:
a. x c. RT
S
b. ST d. AT
K
A
R
J
How was the activity you have just done? Was it easy for you to
determine the measures of the different angles, arcs, and segments? It
was easy for sure!
Now that you know the important ideas about this topic, let us go
deeper and move on to the next section.
Your goal in this section is to think deeper and test further your
understanding of the different geometric relationships involving tangents
and secants of a circle. After doing the following activities, you should be
able to find out how the different geometric relationships involving
tangents and secants of a circle facilitate finding solutions to real-life
problems and making wise decisions.
191
Activity 6:
S 8 C
192
4. In the figure on the right, ∆CDS is circumscribed C
about M. Suppose the perimeter of ∆CDS is
33 units, SX = 6 units, and DY = 3 units. What
are the lengths of the following segments? Explain
how you arrived at your answer.
a. SZ c. CX
X Y
b. DZ d. CY M
D
Z
S
5. From the main entrance of a park, there are two pathways where visitors
can walk along going to the circular garden. The pathways are both
tangent to the garden whose center is 40 m away from the main entrance.
If the area of the garden is about 706.5 m2, how long is each pathway?
Garden
Main
Entrance
6. The map below shows that the waters within ARC, a 250° arc, is
dangerous for shipping vessels. In the diagram, two lighthouses are
located at points A and C and points P, R, and S are the locations of the
ship at a certain time, respectively.
A
a. What are the possible measures of P,
R, and S ?
R C
193
How was the activity you have just performed? Did you gain better
understanding of the lesson? Were you able to use the mathematics
concepts and principles learned in solving problems? Were you able to
realize the importance of the lesson in the real world? I am sure you
were! In the next activity you will be proving geometric relationships
involving tangents and secants.
Activity 7:
Given: AB is tangent to C at D. A
Prove: AB CD D
C
B
Given: RS is a radius of S.
P
PQ RS S
Prove: PQ is tangent to S at R.
R
194
3. If two segments from the same exterior
point are tangent to a circle, then the two L
segments are congruent. S
Prove: EM EL
E
4. If two tangents, a secant and a tangent, or 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 arcs.
b. Given: KL is tangent to O at K.
K
NL is a secant that passes
through O at M and N. P
O L
KL and NL intersect at the
exterior point L. M
N
Prove: mKLN
1
mNPK mMK
2
1
Prove: mACE mAE mBD
2
195
5. If two secants intersect in the interior of a circle, then the measure of an
angle formed is one-half the sum of the measures of the arcs intercepted
by the angle and its vertical angle.
1
Prove: mPTS mPS mQR R
2
196
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
Activity 8:
Answer the following. Use the rubric provided to rate your work.
1. The chain and gears of bicycles or motorcycles or belt around two pulleys are
some real-life illustrations of tangents and circles. Using these real-life objects
or similar ones, formulate problems involving tangents, then solve.
2. The picture below shows a bridge in the form of an arc. It also shows how
secant is illustrated in real life. Using the bridge in the picture and other real-
life objects, formulate problems involving secants, then solve them.
197
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts
of the solution and communicates ideas unmistakably, shows in-
5
depth comprehension of the pertinent concepts and/or
processes.
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of
the solution and communicates ideas unmistakably, shows
3
comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows gaps
on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1
being able to develop an approach.
Source: D.O. #73, s. 2012
How did you find the performance task? How did the task help you
realize the importance of the topic in real life?
SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about different geometric relationships involving
tangents and secants and their applications in real life. The lesson provided
you with opportunities to find the measures of angles formed by secants and
tangents and the arcs that these angles intercept. You also applied these
relationships involving tangents and secants in finding the lengths of segments
in some geometric figures. You were also given the opportunities to formulate
and solve real-life problems involving tangents and secants of a circle. Your
understanding of this lesson and other previously learned mathematics
concepts and principles will facilitate your learning in the succeeding lessons.
198
Start Lesson 2B of this module by assessing your knowledge of the
different mathematical concepts previously studied and mathematical
skills learned. These knowledge and skills will help you understand the
relationships among tangent and secant segments. As you go through
this lesson, think of this important question: “How do the relationships
among tangent and secant segments facilitate finding solutions to real-
life problems and 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.
Activity 1:
Were you able to find the value of x in each equation? Were you
able to recall how the equations are solved? The skill applied in the
previous activity will be used as you go on with the module.
199
Activity 2:
Was it easy for you to identify the tangent and secant lines and
chords and to name all the segments? I am sure it was! This time, find
out the relationships among tangent, and secant segments, and external
secant segments of circles by doing the next activity.
Activity 3:
Procedure:
1. In the given circle below, draw two intersecting chords BT and MN.
200
2. Mark and label the point of intersection of the two chords as A.
3. With a ruler, measure the lengths of the segments formed by the
intersecting chords.
b. TA d. NA
Activity 4:
You are in a hot air balloon and your eye level is 60 meters over the
ocean. Suppose your line of sight is tangent to the radius of the earth like the
illustration shown below.
1. How far away is the farthest point you can see over the ocean if the radius
of the earth is approximately 6378 kilometers?
201
2. What mathematics concepts would you apply to find the distance from
where you are to any point on the horizon?
How did you find the preceding activities? Are you ready to learn
about tangent and secant segments? I am sure you are! From the
activities done, you were able to find out how tangent and secant
segments of circles are illustrated in real life. But how do the
relationships among tangent and secant segments of circles facilitate
finding solutions to real-life problems and making decisions? You will find
these out in the activities in the next section. Before doing these
activities, read and understand first some important notes on tangent and
secant segments of circles and the examples presented.
202
Theorems on Secant Segments, Tangent Segments,
and External Secant Segments
1. If two secant segments are drawn to a circle from an exterior point, then
the product of the lengths of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant segment
and its external secant segment.
I
R
A
AR and NR are secant segments drawn
to the circle from an exterior point R. From E
the theorem, AR IR NR ER.
N
2. If a tangent segment and a secant segment are drawn to a circle from an
exterior point, then the square of the length of the tangent segment is
equal to the product of the lengths of the secant segment and its external
secant segment.
C O
YO is a secant segment drawn to the
circle from exterior point O. CO is a
N
tangent segment that is also drawn to
the circle from the same exterior point
O. From the theorem, CO
YO NO.
2
http://www.regentsprep.org/Regents/math/geom
etry/GP15/CircleAngles.htm
http://www.cliffsnotes.com/math/geometry/circle
s/segments-of-chords-secants-tangents
Learn more about Tangent
and Secant Segments of a http://www.mathopenref.com/secantsintersecting.
Circle through the WEB. html
You may open the http://www.ck12.org/book/CK-12-Geometry-
following links. Honors-Concepts/section/8.8/
http://www.math-worksheet.org/tangents
203
Your goal in this section is to apply the key concepts of tangent and
secant segments of a circle. Use the mathematical ideas and the
examples presented in the preceding section to answer the given
activities.
Activity 5:
Y
I
L L
2. 5. O
M
L
T
C F
W
D
S E
R
3. 6.
J
O H G
I F
S
J E
K D
E A B C
Were you able to identify the external secant segments in the given
circles? In the next activity, you will apply the theorems you have learned
in this lesson.
204
Activity 6:
Find the length of the unknown segment (x) in each of the following figures.
Answer the questions that follow.
1. L 6. R
A
3 12 x
6 4 A
F S N
5
x 8 7
O 5
M
2. G 7.
G
J U
D 4 x
x T
12 E 5 6
4 U E
6 5 N
5 I
3. 8. S
16
S
H x
I x
8
10 F5 O R
9 A 16
M
T
A 4
4. E 4 9.
x 5 S
x
11
5 N 12 6
J
C
T
S
5. 10.
6 M
x A
L
G 25
6 5
I O
8 x
C
V
5
E 10
205
Questions:
a. How did you find the length of the unknown segment?
What geometric relationships or theorems did you apply to come up with
your answer?
b. Compare your answers with those of your classmates. Did you arrive at
the same answer? Explain.
In the activity you have just done, were you able to apply the theorems
you have learned? I am sure you were! In the next activity, you will use the
theorems you have studied in this lesson.
Activity 7:
Now that you know the important ideas about this topic, let us go
deeper by moving on to the next section.
206
Your goal in this section is to take a closer look at some aspects of the
topic. You are going to think deeper and test further your understanding of
tangents and secant segments. After doing the following activities, you
should be able to answer this important question: How do tangents and
secant segments of circles facilitate finding solutions to real-life problems
and making decisions?
Activity 8:
1. 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.
A
Given: AB and DE are chords of C
intersecting at M.
D C
Prove: AM BM DM EM M E
2. If two secant segments are drawn to a circle from an exterior point, then
the product of the lengths of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant segment
and its external secant segment.
P
Given: DP and DS are secant
segments of T drawn Q
from exterior point D.
T
R D
Prove: DP DQ DS DR S
207
3. If a tangent segment and a secant segment are drawn to a circle from an
exterior point, then the square of the length of the tangent segment is
equal to the product of the lengths of the secant segment and its external
secant segment.
L
Given: KL and KM are tangent
and secant segments,
respectively, of O drawn
from exterior point K.
O
KM intersects O at N. K
N M
Prove: KL KM KN
2
Let us find out more about these theorems and their applications.
Perform the next activity.
Activity 9:
1. Jurene and Janel were asked to find the length of AB in the figure below.
The following are their solutions.
A
Jurene: 7x 9 10
x
B
E 7
Janel: 7 x 7 9 9 10 10
D 9 C
Who do you think would arrive at the correct answer? Explain your
answer.
208
2. The figure below shows a sketch of a circular children’s park and the
different pathways from the main road. If the distance from the main road
to Gate 2 is 70 m and the length of the pathway from Gate 2 to the Exit is
50 m, about how far from the main road is Gate 1?
Gate 1
Gate 2
Exit Main Road
Gate 3
How did you find the activity? Were you able to find out some real-
life applications of the different geometric relationships involving tangents
and secant segments? Do you think you could cite some more real-life
applications of these? I am sure you could. Try doing the next activity.
209
In this section, the discussion was about your understanding of
tangent and secant segments and how they are used in real life.
What new realizations do you have about tangent and secant
segments? How would you connect this to real life?
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
Activity 10:
Make a design of an arch bridge that would connect two places which are
separated by a river, 20 m wide. Indicate on the design the different
measurements of the parts of the bridge. Out of the design and the
measurements of its parts, formulate problems involving tangent and secant
segments, and then solve. Use the rubric provided to rate your work.
Score Descriptors
The bridge’s design is accurately made, presentable, and
4
appropriate.
The bridge’s design is accurately made and appropriate but not
3
presentable.
2 The bridge’s design is not accurately made but appropriate.
1 The bridge’s design is made but not appropriate.
210
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6 comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts
of the solution and communicates ideas unmistakably, shows in-
5 depth comprehension of the pertinent concepts and/or
processes.
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of
the solution and communicates ideas unmistakably, shows
3 comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows gaps
on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1 being able to develop an approach.
Source: D.O. #73, s. 2012
How did you find the performance task? How did the task help you
realize the importance of the topic in real life?
SUMMARY/SYNTHESIS/GENERALIZATION
211
GLOSSARY OF TERMS
Arc Length – the length of an arc which can be determined by using the
A l
proportion , where A is the degree measure of this arc, r is the
360 2r
radius of the circle, and l is the arc length
Central Angle – an angle formed by two rays whose vertex is the center of
the circle
Common Tangent – a line that is tangent to two circles on the same plane
Congruent Arcs – arcs of the same circle or of congruent circles with equal
measures
Degree Measure of a Major Arc – the measure of a major arc that is equal
to 360 minus the measure of the minor arc with the same endpoints
Degree Measure of a Minor Arc – the measure of the central angle which
intercepts the arc
Intercepted Arc – an arc that lies in the interior of an inscribed angle and has
endpoints on the angle
212
Minor Arc – an arc of a circle whose measure is less than that of a semicircle
Point of Tangency – the point of intersection of the tangent line and the
circle
Secant – a line that intersects a circle at exactly two points. A secant contains
a chord of a circle
Sector of a Circle – the region bounded by an arc of the circle and the two
radii to the endpoints of the arc
Segment of a Circle – the region bounded by an arc and the segment joining
its endpoints
Tangent to a Circle – a line coplanar with the circle and intersects it at one
and only one point
Postulates:
2. At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
Theorems:
1. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding central angles are congruent.
2. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding chords are congruent.
3. In a circle, a diameter bisects a chord and an arc with the same endpoints
if and only if it is perpendicular to the chord.
213
5. If two inscribed angles of a circle (or congruent circles) intercept congruent
arcs or the same arc, then the angles are congruent.
10. If two segments from the same exterior point are tangent to a circle, then
the two segments are congruent.
11. 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 arcs.
12. If a secant and a tangent 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.
13. 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.
14. If two secants intersect in the interior of a circle, then the measure of an
angle formed is one-half the sum of the measures of the arcs intercepted
by the angle and its vertical angle.
15. If a 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.
16. 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.
214
17. If two secant segments are drawn to a circle from an exterior point, then
the product of the lengths of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant segment
and its external secant segment.
18. If a tangent segment and a secant segment are drawn to a circle from an
exterior point, then the square of the length of the tangent segment is
equal to the product of the lengths of the secant segment and its external
secant segment.
References:
Bass, Laurie E., Randall, I. Charles, Basia Hall, Art Johnson, and Kennedy,
D. Texas Geometry. Pearson Prentice Hall, Boston, Massachusetts
02116, 2008.
Bass, Laurie E., Rinesmith Hall B., Johnson A., and Wood, D. F. Prentice Hall
Geometry Tools for a Changing World. Prentice-Hall, Inc., NJ, USA,
1998.
215
Clemens, Stanley R., Phares G. O’Daffer, Thomas J. Cooney, and John A.
Dossey. Addison-Wesley Geometry. Addison-Wesley Publishing
Company, Inc., USA, 1990.
Smith, Stanley A., Charles W. Nelson, Roberta K. Koss, Mervin L. Keedy, and
Marvin L. Bittinger. Addison-Wesley Informal Geometry. Addison-
Wesley Publishing Company, Inc., USA, 1992.
216
Website Links as References and Sources of Learning Activities:
CK-12 Foundation. cK-12 Inscribed Angles. (2014). Retrieved June 29, 2014,
from http://www.ck12.org/book/CK-12-Geometry-Honors-Concepts/
section/8.7/
CK-12 Foundation. cK-12 Secant Lines to Circles. (2014). Retrieved June 29,
2014, from http://www.ck12.org/book/CK-12-Geometry-Honors-Concepts/
section/8.8/
Math Open Reference. Arc. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arc.html
Math Open Reference. Arc Length. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arclength.html
Math Open Reference. Central Angle. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/circlecentral.html
Math Open Reference. Central Angle Theorem. (2009). Retrieved June 29,
2014, from http://www.mathopenref.com/arccentralangletheorem.html
Math Open Reference. Chord. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/chord.html
Math Open Reference. Inscribed Angle. (2009). Retrieved June 29, 2014,
from http://www.mathopenref.com/circleinscribed.html
217
Math Open Reference. Sector. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arcsector.html
Math Open Reference. Segment. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/segment.html
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Formulas for Angles in Circles Formed by Radii,
Chords, Tangents, Secants. (2012). Retrieved June 29, 2014, from
http://www.regentsprep.org/Regents/math/geometry/ GP15/CircleAngles.htm
Schmidt, Larry. Angles and Arcs Formed by Tangents, Secants, and Chords.
(2013).Retrieved June 29, 2014, from http://www.youtube.com/watch?v=I-
RyXI7h1bM
218
Website Links for Images:
Cherry Valley Nursery and Landscape Supply. Seasonal Colors Flowers and
Plants. (2014). Retrieved June 29, 2014 from http://www.cherryvalleynursery.com/
eBay Inc. Commodore Holden CSA Mullins pursuit mag wheel 17 inch
genuine - 4blok #34. (2014). Retrieved June 29, 2014, from
http://www.ebay.com.au/itm/Commodore-Holden-CSA-Mullins-pursuit-mag-
wheel-17-inch-genuine-4blok-34-/221275049465
Fort Worth Weekly. Facebook Fact: Cowboys Are World’s Team. (2012) .
Retrieved June 29, 2014 from http://www.fwweekly.com/2012/08/21/
facebook-fact-cowboys-now-worlds-team/
HiSupplier.com Online Inc. Shandong Sun Paper Industry Joint Stock Co.,Ltd.
Retrieved June 29, 2014, from http://pappapers.en.hisupplier.com/product-
66751-Art-Boards.html
219
Sambhav Transmission. Industrial Pulleys. Retrieved June 29, 2014 from
http://www.indiamart.com/sambhav-transmission/industrial-pulleys.html
Tidwell, Jen. Home Sweet House. (2012). Retrieved June 29, 2014 from
http://youveneverheardofjentidwell.com/2012/03/02/home-sweet-house/
220
I. INTRODUCTION
Find out the answers to these questions and determine the vast
applications of plane coordinate geometry through this module.
221
II. LESSONS AND COVERAGE:
In this module, you will examine the questions asked in the preceding
page when you take the following lessons:
Lesson 1 – The Distance Formula, The Midpoint,
and The Coordinate Proof
Lesson 2 – The Equation of a Circle
Here is a simple map of the lessons that will be covered in this module:
222
III. PRE-ASSESSMENT
Part I
Find out how much you already know about this module. Choose the letter
that you think best answers each of the following questions. Take note of
the items that you were not able to answer correctly and find the right
answer as you go through this module.
223
7. Which of the following equations describe a circle on the coordinate
plane with a radius of 4 units?
x 4 y 4 x 2 y 2
2 2 2 2
A. 22 C. 42
x 2 y 2 x 4 y 4
2 2 2 2
B. 42 D. 162
224
13. What figure is formed when the points A(3, 7), B(11, 10), C(11, 5), and
D(3, 2) are connected consecutively?
A. parallelogram C. square
B. trapezoid D. rectangle
14. In the parallelogram below, what are the coordinates of Q?
P(a, c) Q
S(0, 0) R(b, 0)
Diana
Patricia
225
17. Point F is 5 units from point D whose coordinates are (6, 2). If the
x-coordinate of F is 10 and lies in the first quadrant, what is its
y-coordinate?
A. -3 B. -1 C. 5 D. 7
18. The endpoints of a diameter of a circle are L(–3, –2) and G(9, –6).
What is the length of the radius of the circle?
A. 10 B. 2 10 C. 4 10 D. 8 10
19. A radius of a circle has endpoints (4, –1) and (8, 2). What is the
equation that defines the circle if its center is at the fourth quadrant?
x 8 y 2 x 8 y 2
2 2 2 2
A. 25 C. 100
x 4 y 1 x 4 y 1
2 2 2 2
B. 100 D. 25
Part II
Solve each of the following problems. Show your complete solutions.
226
Part III
Read and understand the situation below, then answer the question or
perform what are asked.
The Scout Master of your school was informed that the Provincial Boy
Scouts Jamboree will be held in your municipality. He was assigned to
prepare the area that will accommodate the delegates from 30 municipalities.
It is expected that around 200 boy scouts will join the jamboree from each
municipality.
1. Suppose you are the Scout Master, how will you prepare the ground
plan of the Boy Scouts jamboree?
2. Prepare the ground plan. Use a piece of paper with a grid and
coordinate axes. Indicate the scale used.
3. On the grid paper, indicate the proposed locations of the different
delegations, the jamboree headquarter, medics quarter, walkways and
roads, security posts, and the boy scouts event ground.
4. Determine all the mathematics concepts or principles already learned
that are illustrated in the prepared ground plan.
5. Formulate equations and problems involving these mathematics
concepts or principles, then solve.
Score Descriptors
The ground plan is accurately made, appropriate, and
4
presentable.
The ground plan is accurately made and appropriate but not
3
presentable.
2 The ground plan is not accurately made but appropriate.
1 The ground plan is not accurately made and not appropriate.
227
Rubric for Equations Formulated and Solved
Score Descriptors
4 All equations are properly formulated and solved correctly.
All equations are properly formulated but some are not solved
3
correctly.
All equations are properly formulated but at least 3 are not solved
2 correctly.
1 All equations are not properly formulated and solved.
228
Start Lesson 1 of this module by assessing your knowledge of the
different mathematical concepts previously studied and your skills in
performing mathematical operations. These knowledge and skills will
help you understand the distance formula. As you go through this lesson,
think of this important question: How do the distance formula, the
midpoint formula, and the coordinate proof 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.
Activity 1:
Use the number line below to find the length of each of the following
segments and then answer the questions that follow.
A B C D E F G
Q
1. AB 4. DE
2. BC 5. EF
3. CD 6. FG
Questions:
1. How did you find the length of each segment?
2. Did you use the coordinates of the points in finding the length of each
segment? If yes, how?
3. Which segments are congruent? Why?
4. How would you relate the lengths of the following segments?
d.1) AB , BC , and AC d.2) AC , CE , and AE
229
5. Is the length of AD the same as the length of DA ? How about BF and
FB ? Explain your answer.
Were you able to determine the length of each segment? Were you
able to come up with relationships among the segments based on their
lengths? What do you think is the significance of this activity in relation to
your new lesson? Find this out as you go through this module.
Activity 2:
The length of one side of each right triangle below is unknown. Determine the
length of this side. Explain how you obtained your answer.
1. 4.
? ?
3 4
4 6
2. 5.
15 12
9 8
? ?
3. 6.
13 ? 24
5
? 18
In the activity, you have just done, were you able to determine the
length of the unknown side of each right triangle? I know you were able
to do it! The mathematics principles you applied in finding each unknown
side is related to your new lesson, the distance formula. Do you know
why? Find this out in the succeeding activities!
230
Activity 3:
Jose lives 5 km away from the plaza. Every Saturday, he meets Emilio
and Diego for a morning exercise. In going to the plaza, Emilio has to travel
6 km to the west while Diego has to travel 8 km to the south. The location of
their houses and the plaza are illustrated on the coordinate plane as shown
below.
y
Diego’s
house
Plaza
Emilio’s
City Hall house
Jose’s
house x
Gasoline
Station
1. How far is Emilio’s house from Diego’s house? Explain your answer.
2. Suppose the City Hall is 4 km north of Jose’s house. How far is it from
the plaza? from Emilio’s house? Explain your answer.
3. How far is the gasoline station from Jose’s house if it is km south of
Emilio’s house? Explain your answer.
4. What are the coordinates of the points corresponding to the houses of
Jose, Emilio, and Diego? How about the coordinates of the point
corresponding to the plaza?
231
5. If the City Hall is km north of Jose’s house, what are the coordinates
of the point corresponding to it? How about the coordinates of the point
corresponding to the gasoline station if it is km south of Emilio’s
house?
6. How are you going to use the coordinates of the points in determining
the distance between Emilio’s house and the City Hall? Jose’s house
and the gasoline station? The distances of the houses of Jose, Emilio,
and Diego from each other? Explain your answer.
Did you learn something new about finding the distance between
two objects? How is it different from or similar with the methods you have
learned before? Learn about the distance formula and its derivation by
doing the next activity.
Activity 4:
1. Plot the points A(2,1) and B(8,9) on the coordinate plane below.
y
232
4. Connect A and B by a line segment.
How about the expression that represents the distance between B and
C?
What equation will you use to find the distance between A and B?
Explain your answer.
How did you find the preceding activities? Are you ready to learn
about the distance formula and its real-life applications? I am sure you
are! From the activities done, you were able to find the distance between
two points or places using the methods previously learned. You were
able to derive also the distance formula. But how does the distance
formula facilitate solving real-life problems and making wise decisions?
You will find these out in the activities in the next section. Before doing
these activities, read and understand first some important notes on the
distance formula including the midpoint formula and the coordinate proof.
Understand very well the examples presented so that you will be guided
in doing the succeeding activities.
233
Distance between Two Points
y
Solution: Q
P
Solution:
234
The Distance Formula
The distance between two points, whether or not they are aligned
horizontally or vertically, can be determined using the distance formula.
Consider the points P and Q whose coordinates are (x1, y1) and
(x2, y2), respectively. The distance d between these points can be determined
x x 1 y 2 y 1 or
2 2
using the distance formula d 2
x x1 y 2 y1 .
2 2
PQ 2
Q(x2, y2)
PQ
P(x1, y1)
x x1 y 2 y1 .
2 2
PQ 2
235
3. Solve the resulting equation.
AB 5 12 2 62
Simplify.
AB 5 12 2 62
42 82
16 64
80
16 5
AB 4 5 or AB 8.94
236
Solution: Let x 1 2 , y 1 2 , x 2 6 , and y 2 8. Then substitute these
x x1 y 2 y1 .
2 2
values into the distance formula d 2
6 2 8 2
2 2
d
6 2 8 2
2 2
d
4 6
2 2
16 36
52
d 2 13 units or d 7.21 units
Since 1 unit on the coordinate plane is equivalent to 6 units,
multiply the obtained value of d by 6 to get the distance between
Sta. Lucia town and Mabini City.
7.216 43.26
The distance between Sta. Lucia town and Mabini City is
approximately 43.26 km.
237
The Midpoint Formula
y
N x 2, y 2
x1 x 2 y1 y 2
M ,
2 2
L x 1, y 1
3 8 2 9 5 7
M , or M ,
2 2 2 2
5 7
The coordinates of the midpoint of LG are , .
2 2
238
Using the Distance Formula in Proving Geometric Properties
D C
Prove: AC BD
To prove:
B C
A D
239
2. Label the coordinates as shown below.
B(0, b) C(a, b)
A(0, 0) D(a, 0)
a 0 b 0
2 2
AC
AC a 2 b 2
a 0 0 b
2 2
BD
BD a 2 b 2
240
http://www.regentsprep.org/Regents/math/
geometry/GCG2/indexGCG2.htm
http://www.cliffsnotes.com/math/geometry/
coordinate-geometry/midpoint-formula
Learn more about the http://www.regentsprep.org/Regents/math/
Distance Formula, the geometry/GCG3/indexGCG3.htm
Midpoint Formula, and the
http://www.cliffsnotes.com/math/geometry/
Coordinate Proof through
coordinate-geometry/distance-formula
the WEB. You may open the
following links. http://www.regentsprep.org/Regents/math/
geometry/GCG4/indexGCG4.htm
Your goal in this section is to apply the key concepts of the distance
formula including the midpoint formula and the coordinate proof. Use the
mathematical ideas and the examples presented in the preceding section
to perform the given activities.
Activity 5:
Find the distance between each pair of points on the coordinate plane.
Answer the questions that follow.
Questions:
a. How do you find the distance between points that are aligned
horizontally? vertically?
b. If two points are not aligned horizontally or vertically, how would
you determine the distance between them?
241
Were you able to use the distance formula in finding the distance
between each pair of points on the coordinate plane? In the next activity,
you will be using the midpoint formula in determining the coordinates of
the midpoint of the segment whose endpoints are given.
Activity 6:
Find the coordinates of the midpoint of the segment whose endpoints are
given below. Explain how you arrived at your answers.
5. P(–5, –1) and Q(8, 6) 10. P(–3, 10) and T(–7, –2)
Activity 7:
Plot each set of points on the coordinate plane. Then connect the consecutive
points by a line segment to form the figure. Answer the questions that follow.
1. A(6, 11), B(1, 2), C(11, 2) 6. L(–4, 4), O(3, 9), V(8, 2), E(1, –3)
2. G(5, 14), O(–3, 8), T(17, –2) 7. S(–1, 5), O(9, –1), N(6, –6),
G(–4, 0)
3. F(–2, 6), U(–2, –3), N(7, 6) 8. W(–2, 6), I(9, 6), N(11, –2),
D(–4, –2)
4. L(–2, 8), I(5, 8), K(5, 1), E(–2, 1) 9. B(1, 6), E(13, 7), A(7, –2),
T(–5, –3)
5. D(–4, 6), A(8, 6), T(8, –2), 10. C(4, 12), A(9, 9), R(7, 4), E(1, 4),
E(–4, –2) S(–1, –9)
242
Questions:
a. How do you describe each figure formed? Which figure is a triangle?
quadrilateral? pentagon?
b. Which among the triangles formed is isosceles? right?
c. How do you know that the triangle is isosceles? right?
d. Which among the quadrilaterals formed is a square? rectangle?
parallelogram? trapezoid?
e. How do you know that the quadrilateral formed is a square? rectangle?
parallelogram? trapezoid?
Did you find the activity interesting? Were you able to identify and
describe each figure? In the next activity, you will be using the different
properties of geometric figures in determining the missing coordinates.
Activity 8:
Name the missing coordinates in terms of the given variables. Answer the
questions that follow.
V(?, ?)
x
E(0, 0) M(a, 0)
x
T(0, 0) S(2a, 0)
243
3. ∆MTC is an isosceles triangle 4. WISE is an isosceles trapezoid.
and V is the midpoint of CT .
y
y
W(?, ?) I(b, c)
M(?, b)
x
x E(-a, 0) S(a, 0)
C(0, 0) V(?, ?) T(6a, 0)
T(–a, b) P(?, ?)
B(–b, c) E(?, ?)
x x
A(?, ?) F(a, 0) S(?, ?)
Questions:
a. How did you determine the missing coordinates in each figure?
b. Which guided you in determining the missing coordinates in each
figure?
c. In which figure are the missing coordinates difficult to determine?
Why?
d. Compare your answers with those of your classmates. Do you have
the same answers? Explain.
244
How was the activity you have just done? Was it easy for you to
determine the missing coordinates? It was easy for sure!
In this section, the discussion was about the distance formula, the
midpoint formula, and the use of coordinate proof.
Now that you know the important ideas about this topic, you can
now move on to the next section and deepen your understanding of
these concepts.
Your goal in this section is to think deeper and test further your
understanding of the distance formula and the midpoint formula. You will
also write proofs using coordinate geometry. After doing the following
activities, you should be able to answer this important question: How
does the distance formula facilitate finding solutions to real-life problems
and making wise decisions.
Activity 9:
1. The coordinates of the endpoints of ST are (-2, 3) and (3, y), respectively.
Suppose the distance between S and T is 13 units. What value/s of y
would satisfy the given condition? Justify your answer.
2. The length of MN 15 units. Suppose the coordinates of M are (9, –7) and
the coordinates of N are (x, 2).
245
4. A tracking device attached to a kidnap victim prior to his abduction
indicates that he is located at a point whose coordinates are (8, 10). In the
tracking device, each unit on the grid is equivalent to 10 kilometers. How
far is the tracker from the kidnap victim if he is located at a point whose
coordinates are (1, 3)?
5. The diagram below shows the coordinates of the location of the houses of
Luisa and Grace.
y
Luisa
(-7, 4)
Grace
(11, 1)
x
Luisa says that the distance of her house from Grace’s house can
be determined by evaluating the expression 11 7 1 4 . Grace
2 2
does not agree with Luisa. She says that the expression
7 112 4 12
gives the distance between their houses. Who do
you think is correct? Justify your answer.
6. A study shed will be constructed midway between two school buildings.
On a school map drawn on a coordinate plane, the coordinates of the first
building are (10, 30) and the coordinates of the second building are
(170, 110).
a. Why do you think the study shed will be constructed midway between
the two school buildings?
b. What are the coordinates of the point where the study shed will be
constructed?
c. If each unit on the coordinate plane is equivalent to 2 m, what is the
distance between the two buildings?
How far would the study shed be from the first building? second
building? Explain your answer.
246
7. A Global Positioning System (GPS) device shows that car A travelling at
a speed of 60 kph is located at a point whose coordinates are (100, 90).
Behind car A is car B, travelling in the same direction at a speed of
80 kph, that is located at a point whose coordinates are (20, 30).
y
Car A
Car B
x
A(–a, 0) C(a, 0)
9. F a,d , Ac ,d , Sc ,b , and T a,b are distinct points on the coordinate
plane.
a. Is FS AT ? Justify your answer.
b. What figure will be formed when you connect consecutive points by a
line segment? Describe the figure.
247
How was the activity you have just performed? Did you gain better
understanding of the lesson? Were you able to use the mathematics
concepts learned in solving problems? Were you able to realize the
importance of the lesson in the real world? I am sure you were! In the
next activity you will be using the distance formula and the coordinate
proof in proving geometric relationships.
Activity 10:
Prove: PR QS
S R
1 M
Prove: MC LG
2
C G
248
4. The medians to the legs of an isosceles triangle are congruent.
A
Given: Isosceles triangle ABC with AB AC.
BT and CS are the medians.
Prove: BT CS T S
C B
5. If the diagonals of a parallelogram are congruent, then it is a rectangle.
A B
Given: Parallelogram ABCD
AC BD
E M
G
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
249
Your goal in this section is to apply your learning to real-life
situations. You will be given a practical task which will demonstrate your
understanding of the distance formula, the midpoint formula, and the use
of coordinate proofs.
Activity 11:
Perform the following activities. Use the rubric provided to rate your work.
1. Have a copy of the map of your municipality, city, or province then
make a sketch of it on a coordinate plane. Indicate on the sketch some
important landmarks, then determine their coordinates. Explain why
the landmarks you have indicated are significant in your community.
Write also a paragraph explaining how you selected the coordinates of
these important landmarks.
2. Using the coordinates assigned to the different landmarks in item #1,
formulate then solve problems involving the distance formula, midpoint
formula, and the coordinate proof.
250
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate
Poses a more complex problem and finishes all significant parts
of the solution and communicates ideas unmistakably, shows in-
5
depth comprehension of the pertinent concepts and/or
processes
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes
Poses a complex problem and finishes most significant parts of
the solution and communicates ideas unmistakably, shows
3
comprehension of major concepts although neglects or
misinterprets less significant ideas or details
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows gaps
on theoretical comprehension
Poses a problem but demonstrates minor comprehension, not
1
being able to develop an approach.
Source: D.O. #73, s. 2012
SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about the distance formula, the midpoint formula, and
coordinate proofs and their applications in real life. The lesson provided you
with opportunities to find the distance between two points or places, prove
geometric relationships using the distance formula, and formulate and solve
real-life problems. Your understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate your learning of the next lesson,
Equation of a Circle.
251
Start Lesson 2 of this module by relating and connecting previously
learned mathematical concepts to the new lesson, the equation of a
circle. As you go through this lesson, think of this important question:
“How does the equation 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.
Activity 1:
Determine the number that must be added to make each of the following a
perfect square trinomial. Then, express each as a square of a binomial.
Answer the questions that follow.
1. x 2 4x _________ 6. w 2 9w _________
Questions:
a. How did you determine the number that must be added to each
expression to produce a perfect square trinomial?
b. How did you express each resulting perfect square trinomial as a
square of a binomial?
c. Suppose you are given a square of a binomial. How will you
express it as a perfect square trinomial? Give 3 examples.
252
Was it easy for you to determine the number that must be added to
the given terms to make each a perfect square trinomial? Were you able
to express a perfect square trinomial as a square of a binomial and vice-
versa? Completing the square is a prerequisite to your lesson, Equation
of a Circle. Do you know why? Find this out as you go through the
lesson.
Activity 2:
Airplane
253
1. Suppose the plane is located at a point whose coordinates are (30, 40)
and each unit on the air traffic controller’s grid is equivalent to 1 km.
How far is the plane from the air traffic controller? Explain your answer.
2. What would be the y-coordinate of the position of the plane at a
particular instance if its x-coordinate is 5? 10? 15? -20? -30? Explain
your answer.
3. Suppose that the pilot strictly follows the advice of the air traffic
controller. Is it possible for the plane to be at a point whose x-
coordinate is 60? Why?
4. How would you describe the path of the plane as it goes around the
airport? What equation do you think would define this path?
Were you able to describe the path of the plane and its location as it
goes around the air traffic controller’s position? Were you able to
determine the equation defining the path? How is the given situation
related to the new lesson? You will find this out as you go through this
lesson.
Activity 3:
A. On the coordinate plane below, use a compass to draw a circle with center
at the origin and which passes through A(8, 0).
y
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1. How far is point A from the center of the circle? Explain how you
arrived at your answer.
2. Does the circle pass through (0, 8)? How about through (–8, 0)?
(0, –8)? Explain your answer.
3. Suppose another point M(–4, 6) is on the coordinate plane. Is M a
point on the circle? Why?
How about N(9, –2)? Explain your answer.
4. What is the radius of the circle? Explain how you arrived at your
answer.
5. If a point is on the circle, how is its distance from the center related to
the radius of the circle?
6. How will you find the radius of the circle whose center is at the origin?
B. On the coordinate plane below, use a compass to draw a circle with center
at (3, 1) and which passes through C(9, –4).
y
1. How far is point C from the center of the circle? Explain how you
arrived at your answer.
2. Does the circle pass through (–2, 7)? How about through (8, 7)?
(–3, –4)? Explain your answer.
3. Suppose another point M(–7, 6) is on the coordinate plane. Is M a
point on the circle? Why?
4. What is the radius of the circle? Explain how you arrived at your
answer.
5. How will you find the radius of the circle whose center is not at the
origin?
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Were you able to determine if a circle passes through a given
point? Were you able to find the radius of a circle given the center? What
equation do you think would relate the radius and the center of a circle?
Find this out as you go through the lesson.
How did you find the preceding activities? Are you ready to learn
about the equation of a circle? I am sure you are!
From the activities you have done, you were able to find the square
of a binomial, a mathematics skill that is needed in understanding the
equation of a circle. You were also able to find out how circles are
illustrated in real life. You were also given the opportunity to find the
radius of a circle and determine if a point is on the circle or not. But how
does the equation of a circle help in solving real-life problems and in
making wise decisions? You will find these out in the succeeding activities.
Before doing these activities, read and understand first some important
notes on the equation of a circle and the examples presented.
If the center of the circle is at the origin, the equation of the circle is
x y2 r 2.
2
y y
x h y k
2 2
r2
x y r
2 2 2
P x , y
Qx , y
r
r
(h,k)
x x
(0,0)
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Example 1: The equation of a circle with center at (2, 7) and a radius
x 2 y 7
2 2
of 6 units is 62 or
x 2 y 7 36 .
2 2
x 5 y 3
2 2
144 .
Example 3: The equation of a circle with center at (–4, –9) and a
radius of 8 units is x 4 y 9 82 or
2 2
x 4 y 9
2 2
64 .
x h y k
2 2
r2 x 2
2hx h 2 y 2 2ky k 2 r 2
x 2 2hx h 2 y 2 2ky k 2 r 2
x 2 y 2 2hx 2ky h 2 k 2 r 2
x 2 y 2 2hx 2ky h 2 k 2 r 2 0
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Example: Write the general equation of a circle with center C(4, –1) and a
radius of 7 units. Then determine the values of D, E, and F.
x h y k x 4 y 1
2 2 2 2
r2 72
Simplify x 4 y 1 72 .
2 2
x 4 y 1
2 2
72 x 2
8x 16 y 2 2 y 1 49
x 2 8x 16 y 2 2y 1 49
x 2 y 2 8x 2y 17 49
x 2 y 2 8x 2y 17 49 0
x 2 y 2 8x 2y 32 0
Finding the Center and the Radius of a Circle Given the Equation
The center and the radius of a circle can be found given the equation.
To do this, transform the given equation to its standard form
x h y k r 2 if the center of the circle is h ,k , or x y r if
2 2 2 2 2
the center of the circle is the origin. Once the center and the radius of the
circle are found, its graph can be shown on the coordinate plane.
Example 1: Find the center and the radius of the circle x 2 y 2 64,
and then draw its graph.
258
Solution: The equation of the circle x 2 y 2 64 has its center at
the origin. Hence, it can be transformed to the form.
x2 y2 r 2.
x 2 y 2 64 x 2 y 2 82
The center of the circle is (0, 0) and its radius is 8 units.
Its graph is shown below. y
r=8
x 2 y 4 x 2 y 4
2 2 2 2
25 52
r=5
259
Example 3: What is the center and the radius of the circle
x 2 y 2 6x 10y 18 0 ? Show the graph.
1 1
2
6 3 ; 3 9
2
2
10 5 ; 5 2 25
x 2 6x 9 y 2 10y 25 16
x 2
6x 9 y 2 10y 25 16
Rewriting, we obtain x 3 y 5 16 or
2 2
x 3 y 5
2 2
42
r=4
260
Example 4: What is the center and the radius of the circle
4x2 + 4y2 + 12x – 4y – 90 = 0? Show the graph.
4x 2 4y 2 12x 4y 90 0 or 4x 2 4y 2 12x 4y 90
4x 2 4 y 2 12x 4 y 90
4x 2 4y 2 12x 4y 90
4 4
90
x 2 y 2 3x y
4
90
Add on both sides of the equation x 2 y 2 3x y
4
the square of one-half the coefficient of x and the square
of one-half the coefficient of y.
2 2
1 3 3 9 1 1 1 1
2
3 ;
2 2 4 2
1 ;
2 2 4
9 1 90 9 1
Simplify x 2 3x y2 y .
4 4 4 4 4
100
4
9 1
x 2 3x y 2 y 25
4 4
2 2
3 1
Rewriting, we have x y 25 .
2 2
261
2 2
3 1
Write the equation x y
25 in the form
2 2
2 2
3 1
x h y k
2 2
r , that is x y
2
52
2 2
3 1
The center of the circle is at , and its radius is
2 2
5 units.
r=5
http://www.mathopenref.com/coordbasiccircle.html
http://www.mathopenref.com/coordgeneralcircle.html
https://www.khanacademy.org/math/geometry/cc-
Learn more about the geometry-circles/equation-of-a-circle/v/equation-for-
Equation of a Circle through a-circle-using-the-pythagorean-theorem
the WEB. You may open the http://www.math-worksheet.org/using-equations-of-
following links. circles
262
Your goal in this section is to apply the key concepts of the equation
of a circle. Use the mathematical ideas and the examples presented in
the preceding section to perform the activities that follow.
Activity 4:
Determine the center and the radius of the circle that is defined by each of the
following equations. Then graph each circle on a coordinate plane (or use
GeoGebra to graph each). Answer the questions that follow.
x 5 y 6
2 2
1. x 2 y 2
49 2. 81
y y
x x
263
3. x 2 y 2 100 x 7 y 1 49
2 2
4.
y
y
x
x
5. x 2 y 2 8x 6y 39 0 6. x 2 y 2 10x 16y 32 0
y
y
\
x
x
Questions:
a. How did you determine the center of each circle? How about the
radius?
b. How do you graph circles that are defined by equations of the form
x h y k
2 2
x2 y2 r 2? r 2?
x 2 y 2 Dx Ey F 0 ?
264
How was the activity? Did it challenge you? Were you able to
determine the center and the radius of the circle? I am sure you were! In
the next activity, you will write the equation of the circle as described.
Activity 5:
Write the equation of each of the following circles given the center and the
radius. Answer the questions that follow.
Center Radius
1. origin 12 units
2. (2, 6) 9 units
3. (–7, 2) 15 units
4. (–4, –5) 5 2 units
5. (10, –8) 3 3 units
Questions:
a. How do you write the equation of a circle, given its radius, if the
center is at the origin?
b. How about if the center is not at (0, 0)?
c. Suppose two circles have the same center. Should the equations
defining these circles be the same? Why?
Were you able to write the equation of the circle given its radius and
its center? I know you were! In the next activity, you will write the
equation of a circle from standard to general form.
Activity 6:
x 2 y 4 x 7 y 2
2 2 2
1. 36 6. 64
x 4 y 9 x 2 y 2
2 2 2
2. 144 7. 49
x 6 y 1 x 2 y 2
2 2 2
3. 81 8. 100
x 8 y 7 x 5 y 5
2 2 2 2
4. 225 9. 27
x 2 y 5 x 4 y 4
2 2 2
5. 36 10. 32
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How did you find the activity? Were you able to write all the
equations in their general form? Did the mathematics concepts and
principles that you previously learned help you in transforming the
equations? In the next activity, you will do the reverse. This time, you will
transform the equation of a circle from general to standard form, then
determine the radius and the center of the circle.
Activity 7:
Questions:
a. How did you write each general equation of a circle to standard
form?
b. What mathematics concepts or principles did you apply in
transforming each equation to standard form?
c. Is there a shorter way of transforming each equation to standard
form? Describe this way, if there is any.
Were you able to write each equation of a circle from general form
to standard form? Were you able find a shorter way of transforming each
equation to standard form?
In this section, the discussion was about the equation of a circle, its
radius and center, and the process of transforming the equation from one
form to another.
Go back to the previous section and compare your initial ideas with
the discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need modification?
Now that you know the important ideas about this topic, let us
deepen your understanding by moving on to the next section.
266
Your goal in this section is to test further your understanding of the
equation of a circle by solving more challenging problems involving this
concept. After doing the following activities, you should be able to find
out how the equations of circles are used in solving real-life problems
and in making decisions.
Activity 8:
How was the activity? Were you able to determine which are circles
and which are not? In the next activity, you will further deepen your
understanding about the equation of a circle and solve real-life problems.
Activity 9:
1. The diameter of a circle is 18 units and its center is at (–3, 8). What is
the equation of the circle?
2. Write an equation of the circle with a radius of 6 units and is tangent to
the line y 1 at (10, 1).
3. A circle defined by the equation x 6 y 9
2 2
34 is tangent to a
line at the point (9, 4). What is the equation of the line?
4. A line passes through the center of a circle and intersects it at points
(2, 3) and (8, 7). What is the equation of the circle?
5. The Provincial Disaster and Risk Reduction Management Committee
(PDRRMC) advised the residents living within the 10 km radius critical
area to evacuate due to eminent eruption of a volcano. On the map
that is drawn on a coordinate plane, the coordinates corresponding to
the location of the volcano is (3, 4).
267
a. If each unit on the coordinate plane is equivalent to 1 km, what is
the equation of the circle enclosing the critical area?
b. Suppose you live at point (11, 6). Would you follow the advice of
the PDRRMC? Why?
c. In times of eminent disaster, what precautionary measures should
you take to be safe?
d. Suppose you are the leader of a two-way radio team with 15
members that is tasked to give warnings to the residents living
within the critical area. Where would you position each member of
the team who is tasked to inform the other members as regards the
current situation and to warn the residents living within his/her
assigned area? Explain your answer.
6. Cellular phone networks use towers to transmit calls to a circular area.
On a grid of a province, the coordinates that correspond to the location
of the towers and the radius each covers are as follows: Wise Tower is
at (–5, –3) and covers a 9 km radius; Global Tower is at (3, 6) and
covers a 4 km radius; and Star Tower is at (12, –3) and covers a 6 km
radius.
a. What equation represents the transmission boundaries of each
tower?
b. Which tower transmits calls to phones located at (12, 2)? (–6, –7)?
(2, 8)? (1, 3)?
c. If you were a cellular phone user, which cellular phone network will
you subscribe to? Why?
Did you find the activity challenging? Were you able to answer all
the questions and problems involving the equations of circles? I am sure
you were!
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
268
Your goal in this section is to apply your learning to real-life situations.
You will be given a practical task which will demonstrate your understanding of
the equation of a circle.
Activity 10:
On a clean sheet of grid paper, paste some small pictures of objects such that
they are positioned at different coordinates. Then, draw circles that contain these
pictures. Using the pictures and the circles drawn on the grid, formulate and
solve problems involving the equation of the circle, then solve them. Use the
rubric provided to rate your work.
Rubric for a Scrapbook Page
Score Descriptors
4 The scrapbook page is accurately made, presentable, and appropriate.
3 The scrapbook page is accurately made and appropriate.
2 The scrapbook page is not accurately made but appropriate.
1 The scrapbook page is not accurately made and not appropriate.
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts of
5 the solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of the
solution and communicates ideas unmistakably, shows
3
comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the solution
2 and communicates ideas unmistakably but shows gaps on
theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not being
1
able to develop an approach.
Source: D.O. #73, s. 2012
269
In this section, your task was to formulate problems involving the equation
of a circle using the pictures of objects that you positioned on a grid.
How did you find the performance task? How did the task help you realize
the importance of the topic in real life?
SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about the equations of circles and their applications in
real life. The lesson provided you with opportunities to give the equations of
circles and use them in practical situations. Moreover, you were given the
chance to formulate and solve real-life problems. Understanding this lesson and
relating it to the mathematics concepts and principles that you have previously
learned is essential in any further work in mathematics.
GLOSSARY OF TERMS
x x y y or PQ x 2 x 1 y 2 y 1 , if P x 1, y 1
2 2 2 2
d 2 1 2 1
Midpoint – a point on a line segment and divides the same segment into two
equal parts
Midpoint Formula – a formula that can be used to find the coordinates of the
midpoint of a line segment on the coordinate plane. The midpoint of
x x 2 y1 y 2
P x 1, y 1 and Q x 2 , y 2 is 1 , .
2 2
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The Standard Equation of a Circle – the equation that defines a circle with
x h y k
2 2
center at (h, k) and a radius of r units. It is given by r 2.
Vertical Distance (between two points) – the absolute value of the difference
of the y-coordinates of two points
References:
Bass, Laurie E., Randall I. Charles, Basia Hall, Art Johnson, and Dan
Kennedy. Texas Geometry. Pearson Prentice Hall, Boston,
Massachusetts 02116, 2008.
Bass, Laurie E., Basia Rinesmith Hall, Art Johnson, and Dorothy F. Wood.
Prentice Hall Geometry Tools for a Changing World. Prentice-Hall,
Inc., NJ, USA, 1998.
271
Cifarelli, Victor, et al. cK-12 Geometry, Flexbook Next Generation Textbooks,
Creative Commons Attribution-Share Alike, USA, 2009.
Clements, Douglas H., Kenneth W. Jones, Lois Gordon Moseley, and Linda
Schulman. Math in my World, McGraw-Hill Division, Farmington, New
York, 1999.
Smith, Stanley A., Charles W. Nelson, Roberta K. Koss, Mervin L. Keedy, and
Marvin L. Bittinger. Addison-Wesley Informal Geometry. Addison-
Wesley Publishing Company, Inc., USA, 1992.
272
Math Open Reference. Equation of a Circle, General Form (Center
anywhere). (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/coordgeneralcircle.html
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved June
29, 2014, from http://www.regentsprep.org/Regents/ math/geometry/GCG2/
Lmidpoint.htm
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved June
29, 2014, from http://www.regentsprep.org/Regents/math/geometry/GCG3/
Ldistance.htm
273
Khan Academy. Equation for a circle using the Pythagorean Theorem.
Retrieved June 29, 2014, from https://www.khanacademy.org/math/geometry/
cc-geometry-circles/equation-of-a-circle/v/equation-for-a-circle-using-the-
pythagorean-theorem
Sloan, Chris. Current "1991" Air Traffic Control Tower at Amsterdam Schiphol
Airport – 2012. (2012). Retrieved June 29, 2014, from
http://airchive.com/html/airplanes-and-airports/amsterdam-schipol-airport-the-
netherlands-/current-1991-air-traffic-control-tower-at-amsterdam-schiphol-
airport-2012-/25510
274