Republic of the Philippines

Department of Education
REGION I
SCHOOLS DIVISION OF LAOAG CITY
GABU NATIONAL HIGH SCHOOL
Laoag City

STANDARD-BASED ONLINE LEARNING PLAN

LEARNING PLAN INFORMATION:

School: Gabu National High School Topic: Angles Formed by Secants and Tangents Quarter: II
Subject: MATH Week: 6
Teacher: Carolyn A. Daquioag Grade 10
:
No. of Days: 4 Date and Time of Implementation: February 8 – 12, 2021

Learning Plan Topic Introduction:

It contains a detailed discussion on tangents and secants. It helps develop learner's understanding of the relationship between a tangent and the radius of the
circle; and how secant and tangent in a circle create other properties particularly on angles that they form.
Unit Grade Level/Content and Performance Standards Addressed

Content Standard/s: The learner understands…

1. key concepts of circles

Performance Standard: The learner…

1. is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines through appropriate and accurate
representations.
.
Performance Task: Formulate and find solutions to a given real life problems.
Learning Activity No. 1
Competencies: Watch a video about tangent lines and common tangent to two circles
By the end of (Augmentation) Website Title
the lesson, you URL: https://www.youtube.com/watch?v=z-YxfG42P2M
will be able to Other Materials
do the Teacher-made PPT, mobile phones, provided link, laptop/computer unit
following:
(KNOW) Procedures:
1. illustrates
secants, Access: Click the provided link below:
tangents, a. discussion on the Illustration of secants, tangents, segments, and sectors of a circle
8:30-9:30 MATH 10 Beryl
segments,
https://us02web.zoom.us/j/86305386107?pwd=ZDA4a0ZIY2Q3S01MU0pCSUFRV01qQT09
and sectors of
a circle Process:
(M10GE-IIe-1) 1. After watching the video in Activity 1, let the student define and illustrate secants, tangents, segments, and sectors of a circle based on
the video presented.
2. Present and discuss the theorems related to Tangents.
A. The Tangent Line Theorem
 If a line is tangent to a circle, then it is perpendicular to the radius drawn to the point of tangency.
B. The Line Tangent Theorem
 If a line is perpendicular to a radius of a circle at its endpoint that is on the circle, then the line is tangent to the circle.
C. The Tangent Segments Theorem
 If two segments from the same exterior point are tangent to a circle, then the two segments are congruent.

Question to Answer:
 How do geometric concepts relate to one another?
Checking what you Know: (Formative)
 This is a link on interactive quiz related to the concept of inscribed right angle.
https://www.ixl.com/math/geometry/angles-in-inscribed-right-triangles

Quiz: (Type)
 Identification/Problem Solving
https://forms.gle/yFStoAQwP9dG6Ftx5

(UNDERSTAND) Activity No. 2

: Lecture Discussion on the Angles Formed by Tangents and Secants
1. Proves (Modification): Website Title
theorems on Website URL:
secants,  https://us02web.zoom.us/j/83512745942?pwd=NG9YVnRnM1dRK3d4R0x4YmxKdzQ1dz09
tangents, and
segments. Other Materials:
(M10GE-IIe-f- Teacher-made PPT, mobile phones, provided link, laptop/computer unit
1) Procedures:

Access: Click the link below for the online discussion.

 https://us02web.zoom.us/j/83512745942?pwd=NG9YVnRnM1dRK3d4R0x4YmxKdzQ1dz09
Process:
1. Show a figure to the students and let them identify the different terms related to circle as a review/recall of the previous lesson.
2. Present the lesson on Angls formed by Tangents and Secants through an activity on classifying the figures based on the vertices of the
given angles as a springboard to the leson.
 3. Use the result of the activity to discuss the five theorems formed by secants and tangents which are classified based on the position of
their intersection.
a. The Intersecting Tangent and Secant – On the Circle Theorem 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.
b. The Intersecting Tangents Theorem – 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 measure of the intercepted arcs.
c. The Intersecting Tangent and Secant – Exterior Theorem – 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 measure of the intercepted arcs.
d. The Intersecting Secants - Exterior Theorem – An angle formed by two secants intersecting outside a circle equals half the
difference of the measure of the intercepted arcs.
e. The Intersecting Secants - Interior Theorem – 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.

NOTE: Each Theorem is given an explanation through an illustrative example.

Question to Answer:
1. How can you use those relationships/theorems in real life problems?

Checking what you Know: (Formative)

 Picture Analysis

Quiz: (Type)
True/False and Problem Solving
 https://forms.gle/kRKbyRAsa4VTApwz5
(DO): Activity No. 3
1. Solves (Performance Task)
problems on Problem Solving in the Real World
circles.
(Redefinition): Website Title:
(M10GE-IIf-2) Website URL:

Other Materials (Rubric)

Paper and pen, mobile phones, rubric
Procedures:

Access: Refer to the Google Classroom for the instruction of the task.

Create:
(Scaffold Process)
1. Explain the performance task given.
2. Present and discuss the scoring guide.
3. Perform the given task.

Communicate/Send: Take a picture while doing the activity and the final output and send it in the Google Classroom.

Checking what you Know: (Rubric)

RUBRIC FOR PROBLEM SOLVING

Criteria
Mathematical Concepts
Mathematical Errors
Composition
Diagrams and Sketches
4 3 2 1
Explanation shows Explanation shows Explanation shows Explanation shows very
complete substantial some understanding of limited understanding
understanding of the understanding of the the mathematical of the underlying
mathematical concepts mathematical concepts concepts needed to concepts needed to
used to solve the used to solve the solve the problem(s). solve the problem(s)
problem(s). problem(s). OR is not written.
90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
and solutions have no the steps and solutions steps and solutions steps and solutions
mathematical errors have no mathematical have no mathematical have mathematical
errors errors. errors.
All problems are All but one of the All but two of the Several of the
completed. problems are problems are problems are not
completed. completed. completed.
Diagrams and/or Diagrams and/or Diagrams and/or Diagrams and/or
sketches are clear and sketches are clear and sketches are somewhat sketches are somewhat
greatly add to the easy to understand. difficult to understand. difficult to understand
reader’s understanding or are not used.
of the procedure(s).
 Neatness and The output is neat, The output is neat, The output is organized The output is sloppy
Organization clear, organized and organized and quite and hard to read at and unorganized.
readable. readable. times.

Prepared by: Checked and reviewed:

CAROLYN A. DAQUIOAG MARI SAILANI G. DE LEON

Teacher III School Principal IV

Recommending Approval: Approved:

LOURDES B. ARUCAN VILMA D. EDA, CESO V

Chief Education Program Supervisor Schools Division Superintendent