School: Tonggo Integrated School Grade Level: 10

GRADE 10 Teacher: Rhea B. Diadula Learning Area: Mathematics

DAILY LESSON LOG Teaching Dates and
Time: December 4-8, 2023 Quarter: 2 Week 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of key concepts of circles.
B. Performance Standards: The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines
through appropriate and accurate representations.
C. LearningCompetencies/ The learner illustrates The learner proves theorem The learner proves theorem The learner proves theorem Holiday
Objectives: secants, tangents, segments, on tangents. on tangents. on segments
Write the LC Code for each and sector of the circle. (M10GE-IIe-f-1) (M10GE-IIe-f-1) (M10GE-IIe-f-1)
(M10GE-IIe-1)

a. Identify the secants,

tangents, segments and
sectors of a circle.
b. Name the secants,
tangents, segments, and
sectors of a circle
c. . Value accumulated
knowledge as means of
new understanding.
a. Use two-column proofs in
proving theorems related
to tangents and secants.
b. Determine the reasons to
support the given
statements in a two-
column proof of theorem
on tangents and secants.
c. Appreciate the
importance of geometric
relationships involving
tangents and secants in
making wise decisions.
a. Use two-column proofs in
proving theorems related
to tangents
b. Determine the reasons to
support the given
statements in a two-
column proof of a
theorem on tangent.
c. Appreciate the
importance of geometric
relationships involving
tangents in making wise
decisions
a. Use two-column proofs in
proving theorems related
to segments.
b. Determine the reasons to
support the given
statements in a two-
column proof of theorem
on segments.
c. Appreciate the importance
of geometric relationships
involving segments of
circle in making wise
decisions.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
PROVES THEOREM ON
II. CONTENT TANGENTS AND SECANTS TANGENTS AND SECANT PROVES THEOREM ON PROVES THEOREMS ON
OF A CIRCLE TANGENT SEGMENT OTHER RELATED
SEGMENTS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
 1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
E. Other Learning
Resources
IV.PROCEDURES
A. Reviewing Previous Lesson
or Presenting the New
Lesson
pp.178- 198 pp. 164-171,177-179,191- pp. 173 – 189 155 - 172
192
pp. 155-172 pp. 178 - 209 pp. 199 – 210 178 - 197
Geometry III by Soledad Jose Interactive Mathematics IV
pp. 202 – 205 by Orlando Oronce et. al pp.
185-191
https://sophia.org LCTGs by DepEd Cavite http:// LCTGs by DepEd Cavite
http:// www.onlinemathlearning.co
www.mathwarehouse.com/ m/tangent-circle.html
geometry/circle/tangents-
secants-arcs-angles.php https://sophia.org
Illustrations, activity sheets, Illustrations, activity sheets, Illustrations, activity sheets, Illustrations, activity sheets,
Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Guided Exercises, Ruler, Practice Exercises
Cavite Mathematics 2016 Cavite Mathematics 2016 Compass, pencil and paper. 2016 LCTGs by DepEd
Grade 10 LCTGs by DepEd Cavite Mathematics 2016
Cavite Mathematics 2016
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Pre-Assessment
Preliminary Activity Motivational Activity Pre-Assessment
a. Identify all the Find My X
tangent lines on the circle FIND MY LENGTH
Use the figure and the given Find the length of the
information to answer the unknown segment (x) in each
questions that follow. of the following figures.
Explain how you arrived at Answer the question that
b. Give the secants on your answer. follows.
the given circle
1. If m ADC = 160 and
m EF = 80,
find m ABC
c. List all the external
secant segments of the circle
2. If m LGC = 149 and
 m LSC = 39, what is m
MC?

Questions:

d. Give one tangent a. How did you find the

segment of the circle length of the unknown
segment?

What geometric
relationship or theorems did
you apply to come up with
your answer?

e. Identify which of the

two figures shows
1. sector of the circle and

2. segment of the circle

B. Establishing a Purpose for
the Lesson
In the figure below, KL, KN,
MP and ML intersect ʘ Q at
some points. Use the figure
to answer the following
questions:
In the accompanying figure, Perform the following
m UV = 80, m VT=130, and activity by a square group.
m TS = 20. Find the measure State your reason.
of each. Explain how you arrived
at your answer.
a. TVS b. R
c. TWS d. VUW Given: EM and EL are
tangent to S at M and
L, respectively.
Square Group Activity
What is true about my
chords?
Procedure:
1. In the given circle below,
draw two intersecting
chords BT and MN

a. Which lines are tangent

 to the circle? Why?

b. Which lines are secants?

Why?

c. What point does each

secant intersect the
circle? How about 2. Mark and label the point
tangents? of intersection of two
If MS, LS, and ES chords as A.
d. Which angles are formed Is drawn What reason can 3. With a ruler, measure
by two secants by two you give to prove that EM the lengths of the
secant lines? Two is congruent to EL. segments formed by the
tangents? A tangent and intersecting chords.
a secant? 1. MS is congruent to LS. What are the lengths of the
2. EL is perpendicular LS following segments?
e. If angle KQM is bounded and EM is perpendicular a. BA c.
by a region, how do we MS MA
call it? If arc NK and arc 3. ES is congruent to ES b. TA d.
PM is bounded by a 4. △ ESM is congruent to △ NA
region, how do we call it? ESL
5. EM is congruent to EL 4. Compare the product of
BA and TA with the
product of MA and NA.
5. Repeat # 1 to # 4 using
other pairs of chords of
different lengths.

What conclusion can you

make?

C. Presenting Illustrative Example Illustrative Example The following examples Illustrative example
Examples/Instances of the Use the figure below to show a two-column proof of
Lesson identify and name the Theorem: theorems on tangent of a Theorem
following terms related to ʘ If a secant and a tangent circle.
O: intersect in the exterior of Illustrative Example. If two chords of a circle
1. tangent line a circle, then the measure Theorem: . intersect, then the product of
2. secant of the angle formed is one- the measures of the
3. external secant half the positive segments of one chord is
segment difference of the Given: equal to the product of the
4. tangent segment measures of the CP is tangent to F to B measures of the segments of
intercepted arcs. the other chords.
Prove: ⊥
Solution: To prove: Draw Given AB and DE are
Solution: Given: is a secant Assume is not chords of C
U
 Tangent Line: 𝑈𝑃̅ and is a tangent perpendicular to and Intersecting
Secant Line TR, CB Intersecting in the at M.
External Secant Segment: exterior of O at S.
SR Prove: m
Tangent Segment: QU, QP Prove: AM • BM = DM • EM
5.Sector of a circle
6.Segment of a circle To Prove: Draw

Solution:
7. Sector of a circle: region
bounded <BEA
8. Segment of a circle: region
bounded by CD

D. Discussing New Concepts Do these with a partner

and Practicing New Skills Do these: Given: In figure below, LU tangent is Given: DP and DS are secant
#1 to I. Why? segments of T draw from
Identify and name the PR and QS are secant exterior point D.
How about SC? Justify
following:
intersecting in the interior of your Answer
Prove: DP • DQ = DS • DR
V at T.
 1. tangent line
2. secant PS and QR are intercepted To prove: Draw PR and QS
3. external secant arcs of PTS and QTR
segment
4. tangent segment
5. sector of a circle 1
segment of a circle Prove: m PTS = (m PS–
2
m QR )
Proof:
To prove: Draw RS

E. Discussing New Concepts

and Practicing New Skills Discussion: What other definitions, a. In a two-column proof How did you find this
#2 postulates, or theorems can what are written on activity? What other
1. How did you find the you give as reason? the left-hand side? definitions, postulates, or
activity? b. How about on the theorems can you give as
right-hand side? reason?
2. Which lines are tangent c. State what are the
to the circle? Why? given. What are to Supply the missing parts
3. Which lines are secants? prove? of the solution to prove the
Why? d. What is a tangent? following theorems.
4. How did you identify the
tangent lines, secants, Guided Exercises If two chords of a circle
segments and sectors of a intersect, then the product of
circle? Do these with your the measures of the
5. What is the difference seatmate segments of one chord is
between the tangent and If two segments from equal to the product of the
secant lines? the same exterior point are measures of the segments of
tangent to a circle, then the the other chord.
6. How about the difference
two segments are congruent.
between the segments
Solution:
and sectors of a circle?
Given: and are
7. How will you describe chords of D
tangent lines, secants, Intersecting at O.
segments and sectors of a
Prove: CO • OS = RO • OH
 circle?
To Prove: Draw and
Do these State Reaso Task
Use ʘS below to identify ment n
and name the following: ______ ______ Copy
______ ______ the
6. tangent line _ given
7. secant ______ Radii o Indicate
8. external secant ______ the which
segment _ same radii are
9. tangent segment circle congrue
10. sector of a circle are nt.
segment of a circle congru
ent.
⊥ Indicate
______ the
and ______ property
⊥ _ that
BM justifies
the
stateme
nt
Hypote Name
______ nuse- the
 External Secant ______ Leg congrue
Segment: _____ (part of Congr nt
the secant segment that is uence triangles
outside the circle) Write
 Tangent Segment: ______ ______ the
______ reason
(part of the tangent line)
_ why
 Sector of the circle: _____ they
(the region bounded by an become
arc of the circle and the congrue
two radii to the endpoints nt.
of the arc)
 Segment of the circle is
the region bounded by an
arc and the segment
joining its endpoints.
F. Developing Mastery Exercises
(Leads to Formative Use ʘM below to identify and
Assessment ) name the following:
1. tangent line
2. secant
3. external secant
segment
4. tangent segment
5. sector of a circle
6. segment of a circle
Use a two-column proof to
prove the following
theorems.
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 arc.
Given: and
are secants
Prove: m
Given: KL and KM is tangent
and secant segment
respectively of O drawn
Use a two-column proof to from exterior point K.
prove this theorem. KM intersects O at N
Prove: KM • KN = KL 2
Given: is tangent to T To prove: Draw PR and
at A. QS
Is tangent to T at U.
is the diameter of T.
Prove:

G. Finding Practical
Applications of Concepts SQUARE GROUP ACTIVITY
and Skills in Daily Living
Label the given figure below.
Identify and give one example
for each:
1. tangent line
2. secant
3. external secant
segment
4. tangent segment
5. sector of a circle
6. segment of a circle
Given: Theorem: If two secant segments
AC is a secant that passes If a line is tangent to are drawn to a circle from an
through T at A and B a circle, then it is exterior point, then the
perpendicular to the product of the lengths of one
EC is a secant that passes
radius at its outer secant segment and its
through T at E and D endpoint external secant segment is
AC and EC intersect at equal to the product of the
Given: A with a line
exterior point C. l tangent to the circle lengths of the other secant
(Draw the figure to illustrate at B segment and its external
the given) secant segment.
Prove that AB l
1 Given: and are
Prove: m ACE= (m
2 A secant segments intersecting
AE – m BD) • outside T at S
To prove: Draw AD and
BE Statement
a. Let C be any point on
B fromCB.
l distinct

b. C is in the exterior of

H. Making Generalizations and
Abstractions about the Remember that:
Lesson
 Tangent Line is a line
which is coplanar with the
circle and intersects it in at
most
one point
 Secant is a line that
intersects a circle at
exactly two points and
contains a chord of a
circle
 External Secant Segment
is a part of the secant
segment that is outside the
circle.
 Tangent Segment is a part
of a tangent line.
Remember that:
a. 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.
b. 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 arc.
c. If two secants
intersect the interior point
of a circle, then the
measure of an angle formed
is one – half the sum of the
measure o the arcs
intercepted by an angle and
its vertical line.
A Prove:  = 
c. AC > AB
d. AB is the shortest
segment from A to l
e. AB l.
State
a. your reason
b.
c.
d.
e.
Remember that: Remember that
a. If two chords of a circle
a. If two segments intersect, then the
from the same product of the measures
exterior point are of the segments of one
tangent to a circle, chord is equal to the
then the two product of the measures
segments are of the segments of the
congruent. other chord.
b. If two secant segments
b. If a line is a tangent are drawn to circle from
an exterior point, then
to a circle, it is
perpendicular to the product of the lengths
of one secant segment
the radius drawn at
and its external secant
the point of contact
segment is equal to the
product of the lengths of
the other secant segment
and its external secant
segment.
c. 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

 Sector of the Circle of
the
circle is a region
bounded by
an arc of the circle and
the two
radii to endpoints of the
arc.
 Segment of the circle is
the region bounded by an
arc and the segment
joining its endpoints.
d. If a secant and a secant segment.
tangent intersect in the
exterior of a circle, then the
measure of the angle
formed is one-angle the
positive difference of the
measures of the intercepted
arcs
e. If 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

I. Evaluating Learning Write the reasons to

Write the letter of the
correct answer:
1. Given the figure, the
following are tangent
lines except:
complete the proof of the Use a two-column proof to Given: Chords AB and CD
following theorem. If two prove the following intersect at K
secants intersect in the theorems.
interior of a circle, then the Prove: AK • BK = CK • DK
measure of an angle formed
is one-half the sum of the B
measures of the arcs Given RS is a radius of
intercepted by the angle and C
its vertical angle. K
S PQ, I RS
Given: and are
secants Intersecting Prove: PQ is tangent to S D
at R
in the interior of . To prove: A
Prove: To prove: Draw QS
Draw AD and BC

2. Which of the following

illustrates an external
 secant segment?

3. How many secant lines

are there in the given circle?

i. 1
ii. 0
iii. 2
iv. D.4

4. Which of the following is

an example of a tangent
segment of the circle?

5. Which of the following

figures illustrates a sector of
the circle?

J. Additional Activities for

Application or Remediation
Follow Up
Illustrate the following using
the given circle below:
1. tangent line
2. secant
1. Follow - Up
Given circle P with BD and
AC as secant intersecting a
point X
BXC intercept BC, and
AXD intercept arc AD
Follow up
Follow Up
a. PQ is tangent
Given AC is tangent to circle segment and AQ is a
O at A. • secant segment
Prove: OA AC
Prove: PQ2 = AQ • BQ
To prove: Draw AP and BP
 3. external secant segment 1
4. tangent segment Prove: m BXA = (m
2
5. sector of a circle CD + m AB )
6. segment of a circle
1
m CXD = (m
2
CD + m AB )

2.Study: Theorems on
Tangents, Secants and
Segments of a Circle
Bring the following materials:

1. ruler
2. compass
3. protractor
4. two pieces of bond paper
5. colored pens/pencils

IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
V. REFLECTION to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies work well? Why did
___ Games ___ Games ___ Games ___ Games
this work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises

F. What difficulties did I
encounter which my principal
or supervisor can help me
solve
G. What innovations or localized
materials did I used/discover
which I wish to share with
other teachers?
Prepared by:
RHEA B. DIADULA
Teacher I
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
Checked by:
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__local poetical composition
others please specify:
ARBEN P. AÑABEZA
Head Teacher II