School ALIA NATIONAL HIGH SCHOOL Grade Level Grade 10

Teacher CRISTOPHER BRYAN N. MAGAT Learning Area Mathematics

Teaching Date and Time JAN 3 – 5 , 2024 Quarter Second
Section Hydrogen / Oxygen
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives
I. 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 and coordinate geometry.
B. Performance 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
Standards representations.
Learning Competency: Solves problems on circles. Learning Competency: Derives the distance formula Learning Competency: Applies the distance formula
(M10GE-IIf-2) (M10GE-IIg-1) to prove some geometric Properties (M10GE -11g-
Learning Objectives: 1. Determine the distance between two points or objects in a
2).
1. Recall the tangents and secants on a circle Cartesian plane;
2. Solve problems involving tangents and secants of 2. Derive the distance formula; and Learning Objectives:
circles 3. Work cooperatively in deriving distance formula. 1. Define coordinate proof.
C. Learning
Competencies/
3. Show perseverance in solving the given problems 2. Find the distance between 2 points using the
Objectives distance formula.
3. Identify what figure is formed after plotting
the given points on a Cartesian plane.
Demonstrate cooperation with a partner in solving their
assigned task

II. CONTENT Circles The Distance Formula, the Midpoint Formula, and the Using The Distance Formula in Proving Geometric
Coordinate Proof Properties
III. LEARNING teacher’s guide, learner’s module, teacher’s guide, learner’s module
RESOURCES
A. References Math 10 LM
1. Teacher’s
Guide
Pages 116-180 Page 208-211 212 -214
2. Learner’s
Materials
Pages 127-210 Pages 229-237 239 - 242
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the
pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice
IV. PROCEDURES
the 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.
 Review previous lesson by letting the students answer the The teacher asks the students : The teacher says:
following activity: a. Do you know how to plot points in the Cartesian plane? 1.Who can give the distance between points (5,2) and
b. Who can plot the following points on the board: A(-
(11,2)?
5,0),B(-1,0) and C(5,0) ?
c. How far is the distance from point A to point B? How 2.What about the distance between points (3,2) and (3,-
about from point A 5)?
to point C? The teacher asks:
d. How did you find the distance between two points? What’s the difference between these 2 statements?
The 1st statement involves distance
Answer Key:
bet
a. Yes ween 2horizontal points ,while
the
c. 4units 2nd statement involves
10units dist
d. by counting the units or by using the concept of absolute
ance between 2 vertical points.
value
How do we solve for the distance for each of these
statements?

1.Get the absolute value of the difference of the x-

values of the 2 coordinates
A. Review previous
D =/5-11/ = 6
lesson or
presenting the new 2. Get the absolute value of the difference of the y-
lesson values of the 2 coordinates
D = /2-(-5)/ = 7
Can you say, it’s easy to find the distance these 2 cases?
Yes.

What are the indications that the points are horizontally

or vertically positioned?

Vertically positioned if the x- values are the same;

horizontally positioned if the y- values are the
same.

What if, the points are not horizontally nor vertically

positioned, how are we going to solve for the distance?
Find the distance between F(3,4) and Q(9,8).

We need to use the formula d= √(x2- x1)2+ (y2-y1)2

d= 2√13 = 7.21
B. Establishing a The teacher lets the students realize that identifying the tangent and secant lines and segments of a circle is necessary to solve problems on circles.
purpose for the
lesson
The teacher lets the students, in groups of three, do Activity by pair. Lets the student answer the Activity 1 The teacher asks:
Activity 4. “How long Is This Part? on page 229 of your LM. How do call that proof that uses figures on a coordinate
plane to prove geometric
Answer Key: Properties? Coordinate Proof
1. 4 units
2. 4 units
3. 6 units
4. 2 units
5. 3 units
6. 1 unit
a. Counting the number of units from one point to the
other point using the
number line or finding the absolute value of the
C. Presenting difference of the coordinates
examples/ of the points.
instances of the b. Yes. By counting the number of units from one point to
new lesson the other point using
the number line or finding the absolute value of the
difference of the
coordinates of the points.
c. AB ≅ BC, AC≅ CE , CD ≅ DG , AB ≅ EG. The two
segments have the same
lengths.
d. d.1) AB + BC = AC d.2) AC + CE = AE
e. Yes. The absolute values of the difference of their
coordinates are equal.
AD = -10 – 4 = 14
DA = 4 – (-10) = 14
BF = -6 – 9 = 15
FB = 9 – (-6) = 15
D. Discussing new The teacher discusses with the students the process of The teacher lets the students, in group of 3, perform the The teacher here discusses the guidelines in proving
concepts and answering activity 4.Let the students answer the questions Activity to be written in a graphing paper. The activity geometric properties using the methods of coordinate
practicing new that follow:
sheet and graphing paper are provided for them. geometry and the example found on page 239 to240 of
skills #1
(See attached activity sheet on the last page) the learner’s module.
Answer Key:
1-2. Plotting of points in a Cartesian plane
3.C(8,1)
Questions:
AC= 6 units BC= 8 units
1. How did you find the preceding activity?
 2. What mathematical concept is used in finding the 4. Right triangle. Pythagorean Theorem can be applied. AB=
relationship among tangent and secant of a circle? 10 units
5. C(X1,Y2)
Varied Answers drawn from the students
AC= ¿ x1 – x2 / or / x2 – x1 / BC= ¿ Y1 – Y2 / or / Y2 – Y1 /
/AB/2= ( x2 – x1 )2 + ( Y2 – Y1 )2
AB = ( x2 – x1 )2 + ( Y2 – Y1 )2
The teacher lets the students, in pair, answer the following The teacher lets the students answer activity 7,”What
Figure Am I” page 242 of LM, numbers 1,3,4,7, and 8
using a graphing paper with a partner.
Answer key:
Refer to teacher’s guide pages 213 to 214.

E. Discussing new
concepts and
practicing new
skills #2

The teacher asks at least 3 pairs randomly to present their

answers to the class.
Answer:

F. Developing mastery Working in pairs, the teacher lets the students answer the Lets the students answer individually the Activity 3 “Let’s Teacher then ask the following questions:
(leads to formative following exercise. Exercise! on page 231 of your LM. 1.How do you describe each figure formed? Which
assessment 3)
Answer Key: figure is triangle? Quadrilateral?
1. 10km 2.How do you know that it is a triangle? A square? A
2. 3km rectangle?
3. 9km
4. (0,0)- Jose’s house (3,12) – Diego’s House
(9,4) – Emilio’s house (3,4) - Plaza
(0,4) – City hall (9,0) – Gasoline
Station

Answer:
 Gate 1 is 91.65 m from the road.

The teacher lets the students cite some more real-life The teacher summarizes the mathematical skills used to How do we find the distance between 2 points?
applications of different geometric relationships involving determine the distance between two points or objects and What are the guidelines in placing the figures on a
G. Finding practical tangents and secants.
emphasizes the distance formula. coordinate plane?
applications of
Distance Formula What helps you identify the figure you formed after
concepts and skills
in daily living d = ( x2 – x 1 ) 2 + ( Y 2 – Y 1 ) 2 plotting the points on the coordinate plane?
d= ¿ x1 – x2 / or / x2 – x1 / d= ¿ Y1 – Y2 / or / Y2 – Y1 / Answer key: The distance formula.

The teacher summarizes the mathematical skills or The teacher asks:

principles used to solve problems involving tangents and What do you think is the importance of our knowledge
H. Making secants of circles
in finding the distance between
generalizations and The teacher asks the following questions.
abstractions about 1. How did you arrive at the answer? 2 points or locations in our daily life?
the lesson 2. Find some real life applications of different geometric Possible answer:
relationships involving tangents and secants. It makes finding the location of a certain place or thing,
Answers shall be drawn from the students. easy.
The teacher lets the students answer individually the The teacher lets the students answer individually the The teacher lets the students answer the following
formative assessment. formative assessment. questions.
Solve the following problems.
Determine the distance from one point to other point in a 1.What type of triangle is formed by the vertices P(-
Cartesian plane. 2,1),Q(3,2), R(0,-2)?
B C D Answer Key:
Scalene Triangle

A-6-5-4-3-2-1 1 2 3 4 5 6 7 8 9 10 E

I. Evaluating Learning
1. AB? Answer Key:
2. BC? 1. 5 units
3. CD? 2. 11 units
4. DE? 3. 5 units
5. AE? 4. 5 units
Answer: 5. 16 units

Assignment:
J. Additional activities
or remediation
Answer activity 8 “I Missed You, But Now I Found You”
page 243 to 244 of LM.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students’ progress. What works? What
 else needs to be done to help the pupils/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% 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: CRISTOPHER BRYAN N. MAGAT CHECKED BY: JOY V. LUAYON

Teacher I Principal I