DAILY LESSON LOG OF M10GE-IIc-1 (Week Three-Day One)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and
Quarter Second
Time
I. OBJECTIVES
A. Content
The learner demonstrates understanding of key concepts of circles and coordinate geometry.
Standards
B. Performance The learner is able to formulate and find solutions to challenging situations involving circles
Standards and other related terms in different disciplines through appropriate and accurate
representations.
Learning Competency: Derives inductively the relations among chords, arcs, central angles
and inscribed arcs (M10GE-IIc-1).
C. Learning
Learning Objectives:
Competencies/
1. Define chords, arcs, central angles and inscribed angles of a circle;
Objectives
2. derive the relationship between central angles and their intercepted arcs; and
3. Solve for the measures of central angles or their intercepted arcs;
II. CONTENT Relations among chords, arcs, central angles, and inscribed angles
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide 140 - 143
2. Learner’s
161-164
Materials
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous
lesson or
presenting the
new lesson
B. Establishing a
purpose for the A. Presentation of Lesson Objectives
lesson B. Follow – up questions for the opening activity:
1. How did you identify and name the radius, diameter, and chord?
2. How about the semicircle, minor arc, and major arc? inscribed angle
and central angle?
3. How do you describe a radius, diameter, and chord of a circle?
4. How about the semicircle, minor arc, and major arc? inscribed angle
and central angle?
C. Formally defining of terms
(Learners’ Module, page 136)
D. Presenting Activity 3: Measure Me and You will See…
examples/ (Learners Module, page 138)
instances of the
new lesson
 Key:

The teacher will allow the students to tabulate their data from the activity3:

Key:
E. Discussing new
concepts and
practicing new
skills #1

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?

F. Discussing new
concepts and
practicing new
skills #2

Key: 1. 120 degrees; 2. 123 degrees

What mathematical concepts did you use to solve the missing arc and angle?
The measure of the central angle is equal to the measure of its intercepted arc
 The teachers asks the student to solve for the measure of x:

G. Developing
mastery (leads
to formative
assessment 3)

KEY:
1. 60; 2. -3
Think, Pair and Share:
Activity 4: Travel Safely
(LM, page 139)

H. Finding practical
applications of
concepts and
skills in daily
living

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?

I. Making The teacher asks the following guide questions to the students to arrive at the
generalizations desired conclusion:
 1. What is a central angle?
2. What is the sum of the measures of the central angles of a circle
with no common interior points?
3. What is an intercepted arc?
4. What is the relationship between the central angle and its
intercepted arc?
5. How do you solve for the degree measure of an arc?
6. What mathematical concepts did you use to solve the activities
given above?

Conclusion:
and abstractions
1. The Central angle of a circle is an angle formed by two rays whose vertex is the
about the lesson
center of the circle. Each ray intersects the circle at a point, dividing it into arcs.
2. 180 degrees
3. An intercepted arc is an arc that lies in the interior of an inscribed angle and has
endpoints on the angle
4. The degree measure of the intercepted angle is equal to the measure of the
central angle that intercepts it.
5. The degree measure of the intercepted angle is equal to the measure of the
central angle that intercepts it.
6. Answers may vary

Assuming all segments in the circle are diameters, solve for the x:

J. Evaluating
Learning

KEY: 1) x = 5; 2) x = 8
Solve the problem:

K. Additional Erica designed a pendant. It is a regular hexagon set in a circle. Suppose the opposite vertices
activities or are connected by line segments and meet at the center of the circle. What is the measure of
remediation each angle formed at the center?

ANSWER: 60 degrees
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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:
CATHERINE B. MERTADO
Faculty, Jagobiao NHS