DETAILED LESSON PLAN

Grade: Ten Subject Area: Mathematics Date: January 04,2022

Content Standard The learner demonstrates understanding of key concepts of

coordinate geometry.
The learner is able to formulate and solve problems involving
Performance Standard geometric figures on the rectangular coordinate plane with
perseverance and accuracy.
Learning Competency The learner derives and applies the distance formula to
prove some geometric properties.

Assessment Plan The learners will be evaluated through Seatwork. (see

Assessment)
At the end of the lesson, the students will be able to:
a. Derive the distance formula.
Learning Objectives b. Apply the distance formula in proving some geometric
properties.
c. Solve real-life problems involving the distance formula.
Lesson/ Subject Matter
The Distance Formula

Experiential Mathematics 10, page 151-156.

Reference(s)
https://www.slideshare.net/bobbietolentino/mathematics-10-
learning-modules-quarter-2
Learning Materials Used
Power Point Presentation, laptop, Whiteboard marker

LEARNING TASKS
Teacher’s Activity Student’s Activity
PRIMING
A. Daily Routines
Prayer
“ Okay class, let us pray” (Student A will lead the prayer)
“Student A can you lead us the prayer?

Greetings
“Good morning class!” “Good morning ma‟am! Good morning
classmates!”
Classroom Management
“Kindly open your camera and mute your
microphone, you may raise your hand if (The students will open their camera and
you‟re going to answer or if you have to ask mute their microphone.)
and clarify something.”

Checking of attendance
“ For your attendance, let‟s take a picture “Okay Ma‟am!”
later after our discussion”
B. Review & Motivation

“Alright class, before we start to our new

lesson who can tell what was our lesson last (Students raised their hand.)
time?”

“Yes, Student B?” “Ma‟am our topic last time was all about
Segments and Sectors of a Circle.”

“Very Good”

“Who can differentiate segments and sectors (Students raised their hand.)
of a circle?”

“Yes, Student C?” Ma‟am segment of a circle is the area

enclosed by a chord or secant and its
intercepted arc while sector of a circle is the
area enclosed by a central angle of the circle
and its intercepted arc.

“Excellent”

How about the properties of segments and (Students raised their hand.)
sectors of a circle? Can you enumerate it?

“Yes, Student D?” Ma‟am the properties of segments and

sectors of a circle are sector area, sector arc
length, segment chord length and segment
area.

“That‟s right!”

“Seems that you already understand our Yes Ma‟am!

lesson last time. Are all of you now ready for
our new topic today?”
ACTIVITY

“Alright class, let‟s have an activity, the title is

Let Me Formulate!

“In your graphing paper, perform the

following in 2 minutes.

“First, plot the points A (2,1) and B (8,9) on (Students will perform the instructions.)
the coordinate plane.”
“Second, draw a horizontal line passing
through A and a vertical line containing B.”
“Next, mark and label the point of
intersection of the two lines as C.”
“Lastly, connect A and B by a line segment.”

“Okay, it seems that you‟re done with it, (Students raised their hand.)
here‟s the question, what are the coordinates
of point C?

“Yes, Student F?” “Ma‟am the coordinates of point C is (8,1)”

“ That‟s Right”

“How about the distance between point A (Students raised their hand.)
and point C?”

“Yes, Student G?” “6 units Ma‟am”

“You‟ve got it right”

“How about the distance between B and C?” (Students raised their hand.)

“Yes, Student H?”

“ Very Good” “8 units Ma‟am”

“What kind of triangle is formed by A, B, C?” (Students raised their hand.)

“Yes, Student I?” “Right triangle ma‟am, since AC

perpendicular to BC.
“Yes , it is a right triangle”

“How will you find the distance between A (Students raised their hand)
and B?”

“Yes, Student J?” Ma‟am, by applying the Pythagorean

theorem.

“That‟s „it”

“So, what is the distance between point A (Students raised their hand)
and point B?”

“Yes, Student K?” “10 units ma‟am, by applying Pythagorean

Theorem ,
√ , therefore AB = 10 units.
“Excellent!”
ANALYSIS

“What have you observed in our activity?” (Students raised their hand)

“Yes, Student L?” “I observed that the activity is all about

finding the distance between two points.

“Exactly right”
(Students raised their hand)
“How did we find the distance between the
two points?”
“Ma‟am, we can find the distance between
“Yes, Student M?” two points by counting the number of units
from one point to another point or by
applying Pythagorean theorem”

“Excellent”

“Do you think we can use Pythagorean

(Students raised their hand)
Theorem to derive another formula in finding
the distance between two points?”

“Yes, Student N?” “Maybe ma‟am.”

“Based on what we did, do you have any (Students raised their hand)
idea what is our topic for today?”

“Maybe our topic for today is about Distance

“Yes, Student O?”
Formula ma‟am!”
ABSTRACTION
“Our lesson for today is about Distance
Formula.”

The Distance Formula

The Distance Formula gives the distance
between two points and on
(Students will listen attentively and
the Cartesian plane. The equation for the
Distance formula is participate when the teacher asks them.)
√ derived formula
from Pythagorean Theorem.
 √

Example 1: Find the distance between (2,6)

and (-2,9).
√
√
√
√
√
units

Example 2: Applications of Distance

Formula

Daryl is about to make the last shot of their

basketball game, but he can only shoot
accurately from a distance of 15 ft or less. If
he is at (13, -5) and the basket is at (25, 0),
can Daryl make a successful shot? All
Coordinates are given in feet.

√
√
√
√
√
ft

This means that Daryl is 13 ft from the

basket, and he can make a successful shot.
APPLICATION
(The teacher will present a situation
illustrated on the coordinate plane in the
class and conduct group activity.)
The Distance Between Us!
Joshua and Jayselle are grade ten students
of Dawn Amadis Christian School. They live
near at Vista Mall Tanza and Carissa Homes
Basketball Court. Every Saturday, they meet
at Vista Mall to play games and watch
Cinema, while every Sunday they play
basketball in Basketball Court. The location
of their houses, School, Mall, and Basketball
court are illustrated on the coordinate plane
shown in the presentation.

“Student L, can you read the given situation (Student L read the given situation in
in the presentation? presentation.)

“Thank you student L.”

(The teacher will divide the class into 4 (Students will listen carefully to the
groups and assign each group to find the instructions.)
distance between two locations using the
distance formula in 2 minutes. The group
who got the correct answer will receive 4
points.)

Group 1: Joshua‟s house and Jayselle‟s

house.
Group 2: Dawn Amadis Christian School and
Jayselle‟s house.
Group 3: Jayselle‟s house and Vista Mall
Tanza.
Group 4: Vista Mall Tanza and Carissa
Homes, Basketball Court.

(The teacher will instruct each group to share (Each group will do the task and explain their
and explain their answers in the class.) answers in the class.)
ASSESSMENT
(The teacher will present the following
activity in the class and instruct students to
answer and check their work.)

Use the Distance Formula to calculate the (Students will do the task.)
distances between pairs of points.

A (6,3) B ( 9, -1) C (13,2)

ASSIGNMENT

“Class for your assignment, read and study “Noted ma‟am!”

about the Equation of a Circle in your book
pg.157.”

Prepared: Checked:

JO MYCA P. UBALEZ MS. LORAINE OBLIPIAS

Student-Teacher Cooperating Teacher