Rizal High School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level 7
Teacher MARK ANGELO T. ALLAUIGAN Learning Area Mathematics
Teaching Dates & March 28 - 29, 2023 Quarter III
Time 8:00 AM – 2:00 PM
March 28, 2023
a. Identify the parts of circle and its arcs.
b. Name the parts of circle and its arcs.
c. Value accumulated knowledge as means of new understanding.
The learner demonstrates understanding of key concepts of geometry of shapes and sizes, and geometric
relationships.
The learner is able to formulate and find solutions to challenging situations involving circles and other
related terms in different disciplines through appropriate and accurate representations.
The learner illustrates a circle and the terms related to it: radius, diameter chord, center, arc, chord,
central angle, and inscribed angle. (M7GE-IIIg-1)
CIRCLES (Parts of Circle and its Arcs)
Self-learning Module 14 “Circle”
Powerpoint Presentation, Board.
 https://youtu.be/2e0StGfjzVk
 https://youtu.be/Oba0iqbzqX0
 https://thirdspacelearning.com/gcse-maths/geometry-and-measure/parts-of-a-circle/
 https://www.nagwa.com/en/explainers/819158139295/
 https://flexbooks.ck12.org/cbook/ck-12-cbse-math-class-9/section/10.3/related/lesson/inscribed-angles-in-
circles-bsc-geom/
 https://calcworkshop.com/circle/arc/
 https://www.cliffsnotes.com/study-guides/geometry/circles/central-angles-and-arcs
 http://www.mathguide.com/lessons2/CentralAngles.html
Teacher’s Activity Student’s Activity
Daily Routine A. Greetings
“Let’s start our class with prayer, anyone who wants (Student who will volunteer will lead the
to volunteer?” prayer.)
“Classmates, let’s all stand up and pray.”
“Good day class.”
“Good day Sir!”
B. Classroom Management
“Before taking your seat kindly align your chair first,
and pick-up a piece of waste underneath your chair
please.”

“Alright class, you may now take your seat”

“Thank you, Sir”
C. Checking of Attendance
“Group leaders may I know who are absent for
today?” (Group leaders will report the attendance of
“Thank you, leaders!” their group.)

A. Reviewing previous lesson or “From the activity that we have done what do
presenting the new lesson you think is our lesson for today? Anyone?” Student: “It’s about circle Sir.”

“Great idea! Yes, you’re right, our topic is about

circle. Few parts of the circle have been stated to
the song, but of course let’s discuss some parts
furtherly.”

“Since the invention of the wheel, circles have been

extremely important to all humanity. In fact, we
probably see circles almost everywhere you turn.
But mathematically, what is circle?”
B. Establishing a purpose for the “In geometry, a circle is defined as the set of all
lesson points that are equidistant from another single
point, and the best way to understand it is to see it
in action.”

(Teacher will illustrate a circle using point in board/

will flash the figure below)

“Do you see what’s happening? The more

equidistant points we add, the more pattern looks
like a circle. That’s why a circle is defined as the set
of points that are equidistant from a center point.

“But of course, we usually don’t see it as a set of

points because there are infinitely many of them,
so they form a continuous circle.”

“Now let’s quickly recall the parts that make up a

circle.”
C. Presenting examples/instances of
the new lesson

Center – A fixed point from which all points on the

boundary of the circle are equidistant.
Radius – Line segment whose endpoints are the
center of a circle and any point on the circle
Diameter –  The distance across the circle going
through the center.
Circumference –  The distance once around the
circle.
Arc –  A part of the circumference.
Chord –  A line segment going from one point of
the circumference to another but does not go
through the center.
Segment –  A section of the circle created by a
chord.
Secant: A line that goes through the circle at two
points.
Tangent: A straight line that touches the circle at
a single point only.
Sector: –  A section of the circle created by two
radii.
“At this point, as we recall to the different parts of
a circle, let’s emphasize more in arcs, central and
D. Discussing new concepts and
practicing new skills #1
“Circles, no doubt, are playing a huge part in our
day-to-day lives. Circles are interesting. Unlike
other shapes, these do not contain edges, but form
arcs and angles. Let’s discuss first the ARCS on a
circle.
Let’s visualize different types of arcs by looking to
the example figure ⊙Y or can be read as circle with
center Y.”
You will see an Arc in a section of the
circumference of the circle between two radii.
Different types of an Arc
Major arc –  A major arc is greater than half the
circumference.
Degree measure of a major arc: is always
more than half of the circumference. Greater
than 180°.
Minor arc – A minor arc is less than half the
circumference.
Degree measure of a minor arc: Its length is
always less than half of the circumference. Less
than 180°.
Semicircle – A semicircle arc is half of
circumference
Degree measure of a semicircle:  This is
180°. Its unit length is half of the circumference
 of the circle.

E. Discussing new concepts and THE ARC ADDITION POSTULATE

practicing new skills #2 “The measure of the arc formed by two adjacent
arcs is the sum of the measures of the two arcs.”

Example:

“From the given figure, it shows that the arc FG is

the sum of arc FT and arc TG. This can be denoted
as”

CONGRUENT CIRCLES AND CONGRUENT

ARCS
“Congruent circles are circles with congruent
radii.”

Example:

“Congruent Arcs are arcs of the same circle or of

congruent circles with equal measures.”
F. Developing mastery (Leads to
Formative Assessment) “To further enhance your knowledge, let’s do some
more examples.”

Use the figure to name each of the following Students might answer:
given. 1. ⊙A
1. Name of circle
2. A Radii 2. AN, JA, AE
3. A Diameter
4. A chord 3. JE
5. A semicircle
6. A minor arc 4. JE, LE
7. A major arc
8. 2 central angles 5. JNE or JE
9. 2 inscribed angles
6. NE, JN, LJ
“You all did a great job class! Now that we’ve got
to familiarized all of the parts of the circle let’s 7. LJNE
enhance our knowledge more with an activity.”
8. NAE, NAJ

G. Finding practical applications of
concepts and skills in daily living
9. JEN, LEJ
“But class before we proceed to our activity, can
anyone sight any experience of yours on how
circles are used in our daily lives?” (Students who wants to share will raise their
hands)
“That was great! Anyone who has another idea to
share?” (Students continue to share their insights)
“Thank you, class, for sharing, and yes all of your
ideas were really great. In fact, as what I said a
while ago, wherever we turn, we can encounter
circle, this special shape gives a huge impact to our
lives most specially to our transportation, imagine
life without a wheel? Also, in making space such as
court, houses, establishments and even the oval
here in school; circle is one of the necessary things
to be considered. What difficulty do you think you
would experience without circle?”
(Student will share their idea about how
“Yes, you all are right, thank you for sharing.” difficult life is without circle)
“Now that you came up to appreciate circle’s
existence, you are going to apply what you have
learned to real-life situations. We will have another
activity.”
“I have here a problem: An electronic and
communication engineer designed a circular disk to
be put up in a call center building. Before he
installs the disk, he let his men check the disk and
its parts. Supposed, I am the engineer and you are
my working men, what are now the parts of the
circular disk? Identify the radius, chord, diameter,
secant and tangent given the figure.”

H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning
“You will be only given 5 minutes to do the task. Student’s possible answer:
Your time starts now.”
Rad Chord Diamet Seca Tange
“Okay time is up, any volunteer who wants to play ii s er nt nt
their answer in front?” AH DG
HF BD BJ
AF HF
“Very Good! Anyone who has the same answer to
(Student who will volunteer will explain
the one who explained in front were all correct.”
his/her answer in front of class)
“So, who will give now the recap of the things that “It’s all about the parts of a circle, we have
we have discussed today?” been discussed the relationship of arcs and
angles in a circle furtherly though. Also, how
“Exactly, we focused more with its relationship circle gives a huge impact to our lives as well.”
because with familiarizing with those parts we can
be able to proceed to the new topic that is really
connected to our lesson today, also we talked about
how important circle is specially in our daily lives.”
“Now that we achieved the objectives for today, so I
believe you all are ready to do a task?”
I.
II.

Illustrate a circle based on the given label

 J. Additional activities for application
or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
PREPARED BY: MARK ANGELO T. ALLAUIGAN CRITIQUED BY: MRS. RONELDA F. FABABIER
Pre-service Teacher Resource Teacher