Instructional Planning

(The process of systematically planning, developing, evaluating, and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

DLP No.: Learning Area: Grade Level: Quarter: Duration: Date:

Mathematics 10 2 60 minutes January 18, 2023

Code:
Learning Competency/ies: illustrates secants, tangents, segments, and sectors of a circle
(Taken from the Curriculum Guide)
M10GE-IIe-1
Key Concepts / Understandings to
Secants, tangents, segments, and sectors of a circle
be Developed
Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)

Knowledge Remembering
The fact or condition of
knowing something with
familiarity gained through Understanding Identify secants, tangents, segments, and sectors of a circle
experience or association

     

Skills Applying illustrate secants, tangents, segments, and sectors of a circle

The ability and capacity
acquired through deliberate,
systematic, and sustained Analyzing
effort to smoothly and
adaptively carryout complex
activities or the ability, Evaluating
coming from one's
knowledge, practice,
aptitude, etc., to do
something
Creating

     

Responding to
Attitude demonstrate cooperation in doing learning activities
Phenomena
Receiving
Values manifest patience and perseverance in doing learning activities
Phenomena

2. Content Illustrating Secants, Tangents, Segments, and Sectors of a Circle

Geometry, Textbook for Third Year, page 211
3. Learning Resources Math10 SLHT, Q2, Wk5, M10GE-IIe-1
Exploring Mathematics Geometry
4. Procedures
Review of the previous lesson:
The students will be asked to identify the name of the circle, chords, arcs, central angles, and inscribed angles
that can be found from the given circle.

4.1 Introductory Activity

10 minutes

Activity: JUMBLED LETTERS

4.2 Activity The students will be asked to guess the word from the jumbled letters.
5 minutes ANGTENT CANTES
ENTMGES FO A ELCCIR OTCERS FO A CIRELC
 Using the terms obtained in the activity, the students will be asked to answer the following questions.
1. What is a line intersecting a circle at two distinct points?
2. What is a line, a ray, or a segment in the plane of the circle intersecting a circle at exactly one point?
3. What do you call the region bounded by an arc and the chord of the arc?
4. What do you call the region bounded by an arc of a circle and the two radii to endpoints of the arc?
4.3 Analysis
8 minutes A secant is a line which intersects the circle at two distinct points.
A tangent to a circle is a line, a ray, or a segment in the plane of the circle which intersects the circle at exactly
one point. This point is called the point of tangency.
A segment of a circle is the region bounded by the arc and the chord of the arc.
A sector of a circle is the region bounded by the arc of the circle and the two radii to endpoints of the arc.
The students will be given illustrative examples to further discuss the topic.

Illustrative Examples:
1. In the figure, KL ´ , KN ´ , MP ´ , and ḾL intersect ⊙ Q
at some points.
a. Which lines are tangent to the circle? KL ´ and ḾL
Why? They intersect the circle at exactly one point.
b. Which lines are secants? KN ´ and MP ´
Why? They intersect the circle at two distinct points.
c. What point does each secant intersect the circle?
KN ´ intersects the circle at points K and N, while MP´ intersects the circle at points M and P.
4.4 Abstraction How about tangents? KL ´ intersects the circle at point K, while ḾL intersects the circle at point M.
15 minutes d. Which angles are formed by two secant lines? ∠ KOM or ∠ NOP or ∠O
Two tangents? ∠ KLM or ∠ L
A tangent and a secant? ∠ NKL and ∠ PML
e. If ∠ KQM is bounded by a region, how do we call it? Sector of a circle
If ^
NK and ^ PM is bounded by a region, how do we call it? Segment of a circle
2. Do the following.
a. Draw circle M with two radii.
b. tangent AG ´ intersects ⊙ M at point A
c. secant AE ´
d. shade the segment of the circle
e. shade the sector of the circle
The students will answer this activity in pairs.

Given the figure, answer the following questions.

1. Which lines are tangent to the circle? Why?
4.5 Application 2. Which lines are secants? Why?
10 minutes 3. What point does each secant intersect the circle?
How about tangents?
4. Which is the sector of the circle?
5. Which are the segments of the circle?

The students will do this activity individually.

Illustrate the following.

1. Draw ⊙ A with two radii.

4.6 Assessment Analysis of Learners'

2. ´ intersects ⊙
tangent CF A at point C
10 minutes Products 3. ´
secant TC
4. ´
tangent FG
5. ´
secant BG
6. shade the segment of the circle
7. shade the sector of the circle
4.7 Assignment Enriching / inspiring the day’s
0 minutes lesson
The students will be given a quotation by Edward Bulwer-Lytton.
4.8 Concluding Activity
“The circle of life is cut up into segments. All lines are equal if they are drawn from the center and touch the
2 minutes circumference.”
5.      Remarks  
6.      Reflections  
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who
   
evaluation. have caught up with the lesson.
B.   No. of learners who require additional
  D.  No. of learners who continue to require remediation.  
activities for remediation.
E.   Which of my learning 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:

Name: SHAINA MARIE L. MARAÑON School: CALIONGAN NATIONAL HIGH SCHOOL

Position/
Designation:
SPECIAL SCIENCE TEACHER 1 Division: CEBU PROVINCE
Contact
Number:
09214266410 Email address: shainamarie.maranon@deped.gov.ph