MODULE 1

This module was designed and written with you in mind. It is here to help you
understand polynomial functions. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

• illustrate polynomial functions
• express polynomial functions in factored form
• identify the degree and leading coefficient of a polynomial function
• identify the y-intercept of the polynomial function
• find the corresponding roots of polynomial functions
• graph the polynomial function

Lesson Polynomial Function and its

1 Graph

SKETCH MY GRAPH…
Draw the graph of the polynomial function:
P(x) = (𝑥 + 1)(𝑥 + 3)(𝑥 − 2)(𝑥 − 1)

a. Identify the degree of the polynomial function.

The degree of the function is the highest exponent, and it could be found by
multiplying all the terms with x if P(x) is in factored form.
(𝑥)(𝑥)(𝑥)(𝑥) = 𝑥 4
Therefore, the degree is 4 (even) because the exponent of x is 4.

b. Identify the y-intercept of the function.

The y-intercept is the constant term of the function, and it could be done
when we set x to 0.
𝑦 = (0 + 1)(0 + 3)(0 − 2)(0 − 1)
𝑦 = (1)(3)(−2)(−1)
𝑦 = 6, hence the y-intercept is 6.

3
 This means that the graph will pass through the point
(0,6).
c. Determine the zeros/roots of the function.
The zeros of the function are also called the x-intercepts of the polynomial
functions. These are the numbers in the x-axis where the graph of the
function intersects the x-axis

To find the zeros, equate each factor of the function to 0.

𝑥+1=0 𝑥+3 = 0 𝑥−2=0 𝑥−1 =0

𝑥 = −1 𝑥 = −3 𝑥=2 𝑥=1

Therefore,
This means thegraph
that the zeros will
of the function
pass throughare
the -1, -3, 2,
points and(-3,0),
(-1,0), 1 (2,0),
and (1,0).

d. Determine which way the ends of the graph points.

• We will use the handy test called the Leading Coefficient Test,
• which helps you figure out how the polynomial begins and ends.
• The degree and leading coefficient of a polynomial always explain the
end behavior of its graph.
➢ If the degree of the polynomial is even and the leading
coefficient is positive, both ends of the graph point up.

It is sometimes called “The graph

rises in both directions.”

➢ If the degree is even and the leading coefficient is negative,

both ends of the graph point down.

It is sometimes called “The

graph falls in both directions.”

➢ If the degree is odd and the leading coefficient is positive, the

left side of the graph points down, and the right side points up.

It is sometimes called “The

graph falls to the left and rises
to the right.”

➢ If the degree is odd and the leading coefficient is negative, the

left side of the graph points up, and the right side points down.

It is sometimes called “The

graph rises to the left and falls
to the right.”

e. Illustrate how to make use of the Table of Signs to determine if the

graph lies above or below the x-axis.
𝐏(𝐱) = (𝒙 + 𝟏)(𝒙 + 𝟑)(𝒙 − 𝟐)(𝒙 − 𝟏)

4
 zeros -3 -1 1 2
intervals 𝑥 < −3 −3 < 𝑥 < −1 −1 < 𝑥 < 1 1<𝑥<2 𝑥>2
Test value -4 -2 0 1.5 3

Mark a • in each vertical line after each zeros in each factor

Substitute the test value to x in each factor, and just write the sign
𝑥+1 − − • + + +
𝑥+3 − • + + + +
𝑥−2 − − − − +
𝑥−1 − − − • + +
Take note that the signs before the critical point are all negative, and all
the signs after the critical point are all positive
P(x) + − + − +
To determine the signs in P(x), multiply all the signs in each column.
Position of above below above
the curve below the x- above the
relative to
the x- the x- the x-
axis x-axis
the x-axis axis axis axis

f. Sketch the graph.

Note:

Since the degree is even and the

leading coefficient is positive, then
both ends point upward or rises on
both directions.

Example #2: Sketch the graph of 𝑃(𝑥) = −𝑥 3 + 3𝑥 2 + 4𝑥 − 12

Degree = 3 (odd)
Leading coefficient = negative
y-intercept = -12
To find the factors, then, make 𝑃(𝑥) = −𝑥 3 + 3𝑥 2 + 4𝑥 − 12 equal to

𝑃(𝑥) = −(𝑥 3 − 3𝑥 2 − 4𝑥 + 12)

use synthetic division to find the zeros and the factors:
1 -3 -4 12
2
2 -2 -12

1 -1 -6 0
3
3 6

-2 1 2 0
-2

1 0

5
 𝑃 (𝑥 ) = −𝑥 3 + 3𝑥 2 + 4𝑥 − 12
𝑃 (𝑥 ) = −(𝑥 3 − 3𝑥 2 − 4𝑥 − 12)
𝑃 (𝑥 ) = −(𝑥 − 2)(𝑥 − 3)(𝑥 + 2)
Zeros/roots = 2, 3, and -2

Table of Signs:
𝑃 (𝑥 ) = −𝑥 3 + 𝑥 2 + 4𝑥 − 12
𝑃(𝑥 ) = −(𝑥 − 2)(𝑥 − 3)(𝑥 + 2)
ZEROS -2 2 3
𝑥 < −2 −2 < 𝑥 < 2 2<𝑥<3 𝑥>3
−(𝑥 − 2) + + • − −
(𝑥 − 3) − − − • +
(𝑥 + 2) − • + + +
P(x) + − + −
Position of the
above the x- below the x- above the x- below the x-
curve relative
to the x-axis axis axis axis axis

Note:

Since the degree is odd and the

leading coefficient is negative,
then the left-side of the graph
points up and the right-side
points down or the graph rises to
the left but falls to the right.

Example #3: Sketch the graph of 𝑃(𝑥) = (𝑥 + 1)3 (𝑥 − 1)2 (2 − 𝑥)

Degree = 6 (even)
Leading coefficient = negative
y-intercept = (0 + 1)3 (0 − 1)2 (0 − 2) = (1)(1)(−2) = −2
zeros: 𝑡ℎ𝑟𝑒𝑒 − 1; 𝑡𝑤𝑜 1; 𝑎𝑛𝑑 3 or the correct way of writing this is:
-1 of multiplicity 3; 1 of multiplicity 2; and 3

Table of Signs: 𝑃(𝑥) = (𝑥 + 1)3 (𝑥 − 1)2 (𝑥 − 3)

-1 1 4
(𝑥 + 1)3 − • + + +
(𝑥 − 1)2 + + • + +
(𝑥 − 2) − − − • +
P(x) + − − +
Position of the
above the below the below the above the
curve relative
to the x-axis x-axis x-axis x-axis x-axis

6
 Note:

Since the degree is even and the

leading coefficient is negative, both
ends point downward or falls on both
directions.

SHOW ME WHAT YOU KNOW…

For each polynomial function, determine the following:

a. degree
b. leading coefficient What do you notice about the signs
c. y-intercept when it passes through a root of odd
d. zeros/roots multiplicity? Is it the same if the
exponent of the factor is only 1?
e. sketch of the graph
How about when it passes through a
1. 𝑦 = (𝑥 − 1)(𝑥 + 2)(𝑥 − 3) root of even multiplicity? Did the
2. 𝑦 = −(𝑥 − 1)(𝑥 − 2)(𝑥 + 3)(𝑥 + 4) graph cross the x-axis?
3. 𝑦 = (2 − 𝑥)(𝑥 − 1)(𝑥 + 2)2
What do you notice about the signs
4. 𝑦 = (𝑥 + 2)3 (𝑥 − 1)4
when it passes through a root of odd
multiplicity? Is it the same if the
exponent of the factor is only 1?

How about when it

7
 MODULE 2

This module was designed and written with you in mind. It is here to help
you understand about sequences. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module contains 1 lesson namely:
● Applications of Polynomial Functions
After going through this module, you are expected to:
1. solve problems involving Polynomial Functions.
2. realize the importance of Polynomial Functions in solving real life problems.

8
 Lesson Applications of Polynomial
2 Functions

A polynomial function is a function of the form

𝑃(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 + ⋯ + 𝑎1 𝑥 + 𝑎0 and 𝑎𝑛 ≠ 0
where: n is a non-negative integer
𝑎0 , 𝑎1 , … , 𝑎𝑛 are real numbers and called coefficients
𝑎𝑛 𝑥 𝑛 is the leading coefficient
𝑎0 is the constant term
The following Steps will be helpful in solving problems involving Polynomial
Functions:
1. READ and ANALYZE the problem carefully and explore what the problem is
about.
● Identify the given information.
● Identify what you are asked to find.
● Choose a variable to represent one of the unspecified values in the
problem.
2. PLAN the solution.
● Find a word, a phrase or a sentence that contains a clue on how to
solve the problem.
● Formulate an equation based on that clue.

3. SOLVE the problem.

● To simplify, follow the order of operation.

4. EXAMINE the solution.

● Check if the conclusion agrees with the problem or satisfies all
conditions to rework the problem.
Example 1:
The volume of a rectangular prism is given by V(x)= 𝑥 3 + 3𝑥 2 -36x+32. Find the
missing measure.

?
x-4

The volume of a rectangular prism is lwh

You know that one measure is x-4, so x-4 is a factor of V(x)

By using synthetic division,

9
The quotient is 𝑥 2 + 7x -8 also known as “depressed polynomial”.

Use this to factor V(x)

V(x) = 𝑥 3 + 3𝑥 2 -36x+32 Polynomial Function

V(x) = (x-4) ( 𝑥 2 + 7x -8) Factor

= (x-4) (x+8) (x-1) Factor the trinomial 𝑥 3 + 3𝑥 2 -36x+32

Therefore, the missing measures of the prism are x+8 and x-1.
Example 2:
The Demographer in Navotas predicts that the population of the city t years from
now can modeled by the function,
P (t) = 20𝑡 5 +12𝑡 4 -𝑡 3 -𝑡 2 +12t+200,000
What will be the population of the town 5 years from now?
Solution:
Given: P (t) = 20𝑡 5 +12𝑡 4 -𝑡 3 -𝑡 2 +12t+200,000
t=5
P (5) = 20(5)5 + 12(5)4 -53 -52 +12(5) + 200,000
P (5) = 20(3125) + 12(625)-125-25+60+200,000
P (5) = 62,500+ 7500-125-25+60+200,000
P (5) = 269,910
Therefore, the population of Navotas after 5 years will be 269,910

ACTIVITY 4
PROBLEM SOLVING WORKMAT

Directions: Given the problem below, complete the Problem-Solving work mat
that follows:

Adrian will make a box for his math project with a volume given by the
polynomial function V(x)= x³-7x+6. Find the missing dimension of the box, if
one of the dimensions is equal to x-2.

x-2

?
?

10
 What do I know? Solve it!
(Given) (Solution)

What do I need to find

out?
(Unknown)

Mathematical Equation
to be use
My Answer:

ACTIVITY 6 I’M A LITTLE BUSINESSMAN

Imagine that you are now a businessman and solve this…

You are a Patis manufacturer in Navotas, you determine that your profit, P, in
thousands of pesos per month can be modeled by the Polynomial function:
P(x)= 0.00006x³ + x-1, where x represents the number of boxes of Patis sold. Using
the given polynomial function, what will be your profit if you sold 50 boxes?

11
 MODULE 3

This module was designed and written with you in mind. It is here to help
you assess your knowledge of the different mathematical operations. This
knowledge will help you understand circles. The scope of this module permits it to
be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

In this module, you will learn more about the chords, arcs, and central angles

After going through this module, you are expected to:

• derive inductively the relations among chords, arcs, central angles,
and inscribed angles.

Lesson Chords, Arcs, Central and

3 Inscribed Angles

A circle is the set of all points that are the same distance from a fixed point called
the center. The segment from the center to a point on a circle is a radius of the
circle. When two radii are drawn from the center of a circle, an angle is formed, and
a portion of the circle is intercepted.

Central angle and Arcs

A central angle of a circle is an angle whose vertex is the

center of the circle. Each ray intersects the circle at a point,
dividing into arcs.

In the figure, ∠𝐴𝐶𝐵 is a central angle of the circle with center C,

which is ⊙C

Definition: Sum of Central Angles

The sum of the measures of the central angles of a circle with no common
interior points is 360 degrees.

12
Arcs of a Circle

An arc is a portion of the circle

consisting of two endpoints and all the points
on the circle between these two endpoints. An
arc is denoted by the symbol " ” placed
above the endpoints that form the arc.

A semicircle is an arc whose endpoints

are the endpoints of a diameter. A semicircle is
named using three points. The first and third
points are the endpoints of the diameter, and
the second point is any point on the circle
between these endpoints.

An arc is a portion of the circle consisting of two

endpoints and all the points on the circle between these
two endpoints. An arc is denoted by the symbol “ ”
placed above the endpoints that form the arc.
A semicircle is an arc whose endpoints are the
endpoints of a diameter. A semicircle is named using
three points. The first and third points are the endpoints
of the diameter, and the second point is any point on the
circle between these endpoints.

A minor arc is an arc that is shorter than a

semicircle. A minor arc is named using only two points,
which are the two endpoints of the arc.

A major arc is an arc that is longer than a semicircle. A major arc is named using
three points in the same way that we name a semicircle

Degree Measure of an arc

1. The degree measure of a minor arc is the
measure of the central angles which intercept
the arc.
Example: ∠GEO is a central angle. It
intercepts ⊙E at points G and O. The
measure of 𝐺𝑂̂ is equal to the measure of
∠GEO. If m∠GEO = 118, then m𝐺𝑂 ̂ =118.

2. The degree measure of a major arc is

equal to 360 minus the measure of the
minor arc with the same endpoints.
Example:
If m𝐺𝑂
̂ = 118, then m𝑂𝑀𝐺
̂ = 360 - m𝐺𝑂
̂ . That is, m𝑂𝑀𝐺
̂ = 360 – 118 = 242.

3. The degree measure of a semicircle is 180°.

13
Theorems on Central Angles, Arcs and Chords
1. In a circle or in congruent circles, two minor arcs are congruent if and only if
their corresponding central angles are congruent.
2. In a circle or in congruent circles, two minor arcs are congruent if and only if
their corresponding chords are congruent.
3. In a circle, a diameter bisects a chord and an arc with the same endpoints if
and only if it is perpendicular to the chord.

Arc Addition Postulate - The measure of an arc formed by two adjacent arcs is the
sum of the measure of two arcs.

Name my Parts
In the figure at the right, point P is the center of the circle with W and X as
endpoints of a diameter.

1. Name three central angles.

2. Name four minor arcs.
3. Name two major arcs.
4. Name a semicircle

Major, Minor, or Semi?

In ⊙O, PY and 𝑋𝐹 are diameters. Determine whether each arc is a minor arc, a
major arc, or a semicircle.

1. ̂
𝑃𝑊
2. ̂
𝑋𝑌𝐹
3. ̂
𝑊𝑌
4. ̂
𝑋𝑌𝑊
5. ̂
𝑃𝑋𝐹
6. ̂
𝐹𝑃
7. ̂
𝑌𝐹𝑃
8. ̂
𝑌𝑋
9. ̂
𝐹𝑃𝑋
10. ̂
𝐹𝑌

14
Find my degree measure

In ⊙A below, 𝑚∠𝐿𝐴𝑀 = 42, 𝑚∠𝐻𝐴𝐺 = 30, ∠𝐾𝐴𝐻 𝑖𝑠 𝑎 𝑟𝑖𝑔ℎ𝑡 𝑎𝑛𝑔𝑙𝑒. Find the following
measure of an angle of an arc.

1. 𝑚∠𝐿𝐴𝐾 ̂
6. 𝑚𝐿𝐾
2. 𝑚∠𝐽𝐴𝐾 ̂
7. 𝑚𝐽𝐾
3. 𝑚∠𝐿𝐴𝐽 ̂
8. 𝑚𝐿𝑀𝐺
4. 𝑚∠𝐽𝐴𝐻 ̂
9. 𝑚𝐽𝐻
5. 𝑚∠𝐾𝐴𝑀 ̂
10. 𝑚𝐾𝐿𝑀

MODULE 4

This module was designed and written with you in mind. It is here to help you
assess your knowledge of the different mathematical operations. This knowledge
will help you understand circles. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
In this module, you will learn more about the chords, arcs, and central angles
After going through this module, you are expected to:
• prove theorems related to chords, arcs, central angles, and inscribed
angles.

Lesson
Arcs and Inscribed Angles
4

An inscribed angle is an angle whose vertex lies on the circle

and whose sides are chords of the circle.

15
In ⊙O, ∠ABC is an inscribed angle that intercepts (AC) ̂. Arc AC is called the
intercepted arc of ∠ABC.

The relationship between the measures of an inscribed angle and its

intercepted arc is stated in the following theorem.

Theorems on Inscribed Angle

1. The measure of an inscribed angle is half the measure of its

intercepted arc.

Example:

In the figure at the right, ∠ACT is an inscribed angle

and (AT) ̂ is an intercepted arc.
̂ ) = 120°, the m∠ACT = 60°
If m(𝐴𝑇

2. Inscribed angles that intercept the same arc or congruent

arcs are congruent.

Example:

In the figure at the right, ∠PIO and ∠PLO intercept (𝑃𝑂̂ ). Since ∠PIO and
∠PLO intercept the same arc, the two angles are congruent.

3. An angle inscribed in a semicircle is a right angle.

Example:

In the figure, ∠NTE intercepts (𝑁𝑆𝐸̂ ) . If (𝑁𝑆𝐸

̂) is a
semicircle, then ∠NTE is a right angle.

4. If a quadrilateral is inscribed in a circle, then its opposite angle is

supplementary.

Example:

Quadrilateral DPEA is inscribed in ⊙M

m∠PDA + m∠PEA = 180°

m∠DAE + m∠DPE = 180°

16
 ACTIVITY 6
A. Find my intercepted arcs
Identify the intercepted arc of each inscribed angles.

Inscribed Angles Intercepted Arcs

∠MAN
∠MPD
∠NDP
∠MDP
∠DMP

B. Find my measure
In ⊙C, ▁KL is a diameter, m∠NLK = 40° and m(KS) ̂ = 70°. Find the measure of
the angles or arc.

1. m∠KLS
̂
2. m𝐾𝑁
̂
3. m𝑁𝐿
4. m∠NKL

5. M∠KNL

Directions: Complete the diagram below by supplying the needed information

17
 MODULE 5

This module was designed and written with you in mind. It is here to help you
master basic parts and terms related to circles. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

The module is divided into two lessons, namely:

● Lesson 5.1 – Tangents, Secants, Segments, and Sectors

● Lesson 5.2 – Theorems on Angles Formed Tangents and Secants

After going through this module, you are expected to:

1. illustrate secants, tangents, segments, and sectors of a circle.

2. prove theorems on tangents, secants, and segments: and
3. solve problems in circles.

Lesson Tangents, Secants, Segments,

5.1 and Sectors
In your previous geometry classes, you learned that a circle is a closed curve
formed by a set of points on a plane that is equidistant to the center. That distance
is called the radius of the circle. The diameter of a circle is a line segment that
passes through the center and has endpoints on the circle. This module will
discuss in detail the characteristics of a circle as well as the segments and lines
associated with it.

Consider the following figure:

b
a O O
P
M
Q

fig. 1: line a intersects fig. 2: line b intersects

circle O at point M circle O at points P and Q

18
In figure 1, line a is a tangent, and in figure 2, line b is a secant. Using these
examples, we can have the following definitions.

Tangent
A tangent to a circle is a line coplanar with the circle and intersects it in
one and only one point. The point of intersection of the line and the circle is called
the point of tangency.

Example:
fig. 3
Given circle at the left, is a
tangent with point as the
a O point of tangency.
P
M

Postulate: At a given point on a circle, one and only one line can be drawn that
is tangent to the circle.
⃡ is the only tangent line of the circle O in point M.
In fig. 3, 𝑃𝑆

Secant
A secant is a line that intersects a circle at exactly two points. A secant
contains a chord of a circle.

Example:

b
P
Given circle P at the right,
U
line b is a secant line.

V
fig. 4
Sector
A sector of a circle is the region bounded by an arc of the circle and two radii to
the endpoints of the arc.

Example:

Given circle Q, the shaded region is a sector.

fig. 5
To find the area of a sector of a circle, multiply the area of the circle and
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
the ratio .
360

19
Segment
A segment of a circle is the region bounded by an
arc and the segment joining its endpoints.

Example:

Given circle Y at the right (fig. 6), the shaded region

is a segment.

To find the area of a segment, subtract the area of

the triangle 𝑋𝑌𝑍 from the area of the sector. fig. 6

Common Tangents
A common tangent is a line that is tangent to each of two coplanar circles.

A common internal tangent is a common tangent that intersects the

segment joining the centers of two circles.
A common external tangent is a common tangent that does not intersect
the segment joining the centers of two circles.

fig. 7

Tangent Circles
Two circles are tangent to each other if and only if they are coplanar and are
tangent to the same line at the same point.

Two circles are externally tangent if and only if each lies in the exterior of
the other except for the point of tangency.
Two circles are internally tangent if and only if one of them lies in the
interior of the other except for the point of tangency.

fig. 8

20
Theorems on Tangent Line
Theorem 1.1
If a line is a tangent to a circle, then it is perpendicular to the radius drawn

to the point of tangency.

A

In fig. 9, ⃡𝐴𝐷 is tangent to circle C, thus, ⃡𝐴𝐷 B

is perpendicular to 𝐶𝐵 at the point of
tangency B. D
C

fig. 9

Theorem 1.2
If a line is perpendicular to a radius at its outer endpoint, then it is tangent
to the circle.
In fig. 9, if is perpendicular to at the point of tangency B, then is
tangent to circle C.
Theorem 1.3 (Two-Tangent Theorem)
If two segments from the same external point are tangent to a circle, then
the two segments are congruent.

If 𝐶𝐷 and 𝐶𝐵 are tangents to the circle A fig. 10

from point C, then 𝐶𝐷=𝐶𝐵 .

Proof of this theorem will be left as a student exercise.

Example 1
̅̅̅̅̅
𝐵𝐴 is tangent to circle O at A. If BA = 8 and OA = 6, find OB.

Solution:
∆𝑂𝐴𝐵 is a right triangle since ∠𝑂𝐴𝐵 is a right angle based on the Theorem 1.1.

(𝑂𝐵)2 = (𝑂𝐴)2 + (𝐵𝐴)2

= (6)2 + (8)2 A
B
= 36 + 64
(𝑂𝐵)2 = 100
O
𝑂𝐵 = √100 = 10
fig. 11

21
Example 2
̅̅̅̅̅
𝐴𝐶 is tangent to circle O at C. If AB = 18, and AC = 30, find the length of OC.
Solution:

Since ̅̅̅̅̅
𝐴𝐶 is tangent to circle O, then ∆𝐴𝑂𝐶 is a
right triangle. Thus,
(𝐴𝑂)2 = (𝐴𝐶)2 + (𝑂𝐶)2

Let x be the radius,

(𝑥 + 18)2 = (30)2 + (𝑥)2

fig. 12 𝑥 2 + 36𝑥 + 324 = 900 + 𝑥 2

36𝑥 = 900 − 324

36𝑥 = 576

𝑥 = 16
Example 3

If CD = 6x – 5, and CB = 55, what is the value of x?

Solution:
CD = CB

6x – 5 = 55

6x = 55 + 5
fig. 13
6x = 60

x = 10

Name the following

In the diagram at the right,

1. Name all the tangents to the circle and the point of tangency of each tangent.
2. Name all the secants.

22
Problem Solving
Using the diagrams below, analyze and answer each problem.

1. In circle A, if AB = 5 and BC = 8, find AC.

2. Find x.

3. Find x.

Lesson Theorems on Angles Formed by

5.2 Tangents and Secants
Going through lesson 5.1 of this module, you learned the definitions of a
tangent, secant, sector, and segment. You also learned and proved some theorems
related to tangent and secant and used them to solve problems. In this lesson, you
will encounter different sets of theorems related to tangents and secants,
particularly theorems on which tangents and secants form angles.

Theorem 2.1
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
arcs.
Example 1:

Find the measure of x.

Solution:
1 98°
𝑥 = (125° − 27°) = = 49°
2 2

23
Theorem 2.2
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 measures of
the intercepted arcs.

Example 2:

Find the measure of x.

Solution:
1 88°
𝑥 = (120° − 32°) = = 44°
2 2

Theorem 2.3
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.
Example 3:
Find the measure of x and y.

Solution:

Solve first for y, then solve for x.

𝑦 = 360° − 117° = 243°

1 126°
𝑥 = (243° − 117°) = = 63°
2 2

Theorem 2.4
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.

Example 4:

Find the measure of x.

Solution:
1 136°
𝑥 = (90° + 46°) = = 68°
2 2

Theorem 2.5
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.

24
Example 5:
̂ = 212, what is 𝑚∠𝑃𝑄𝑅?
If 𝑚𝑃𝑀𝑄
Solution:
̂ = 360° − 𝑚𝑃𝑀𝑄
𝑚𝑃𝑄 ̂ = 360° − 212° = 148°
1
̂ = 1 (148°) = 74°
𝑚∠𝑃𝑄𝑅 = 𝑚𝑃𝑄
2 2

Activity Finding Measures of Angles and Arcs

Find the value of the unknowns.

1. 2.

5.

3.
4.

Activity 2.6: Math Challenge!

Answer the problem below using the diagram at the
right.

In the diagram, regular pentagon 𝐴𝐵𝐶𝐷𝐸 is

inscribed in circle 𝑂. Chords ̅̅̅̅̅
𝐸𝐶 and ̅̅̅̅̅
𝐷𝐵 intersect at
𝐹, chord ̅̅̅̅̅
𝐷𝐵 is extended to 𝐺 and tangent 𝐺𝐴̅̅̅̅̅ is
drawn. What is 𝑚𝐴𝐺𝐷? A

25
 MODULE 6

This module was designed and written with you in mind. It is here to help you
master basic parts and terms related to circles. The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module contains a lesson, namely:
● Lesson 6 – Power Theorems
After going through this module, you are expected to:
1. prove theorems on tangents, secants, and segments
2. solve problems in circles.

Lesson
Power Theorems
6

Lesson 5.2 discussed theorems on tangents and secants related to the angles
formed when tangents and secants intersect a circle. In this lesson, you will be
learning different sets of theorems on tangents and secants, focusing on solving the
lengths of these segments, whether they intersect outside or inside the circle.

The following theorems, which deal with products of lengths of segments

related to circles, are called power theorems.

Theorem on Two Intersecting Chords

If two chords intersect in the interior of a circle,
then the product of the lengths of the segments of one
chord equals the product of the lengths of the segments
of the other chord.

Given a point P in the interior of a circle, two lines

̅̅̅̅ and ̅̅̅̅
𝐴𝐷 𝐵𝐶 intersects at P. Then 𝐴𝑃 ⋅ 𝐷𝑃 = 𝐵𝑃 ⋅ 𝐶𝑃.

26
Proof:

Statements Reasons
Two lines ̅̅̅̅̅
𝐴𝐷 and 𝐵𝐶 ̅̅̅̅̅ intersects at P Given
̅̅̅̅̅and 𝐶𝐷
Draw 𝐴𝐵 ̅̅̅̅̅ Two points determine a line.
If two inscribed angles intercept the
∠𝐵𝐴𝐷 ≅ ∠𝐷𝐶𝐵 same arc or congruent arcs, then the
angles are congruent.
∠𝐴𝑃𝐵 ≅ ∠𝐶𝑃𝐷 Vertical angles are congruent.
∆𝐴𝑃𝐵 ≅ ∆𝐶𝑃𝐷 AA Similarity
𝐴𝑃 𝑃𝐵 Corresponding sides of similar triangles
= are proportional.
𝐶𝑃 𝑃𝐷

Products of extremes equal to the

𝐴𝑃 ⋅ 𝐷𝑃 = 𝐵𝑃 ⋅ 𝐶𝑃 product of the means.

Theorem on Two
Intersecting Secant
If two secants intersect in
the exterior of a circle, then the
product of the lengths of one
secant segment and its external
part equals the product of the
lengths of the other secant segment
and its external part.
̅̅̅̅̅̅and ̅̅̅̅̅̅
In the circle, 𝑀𝑂 𝑀𝑄 are secants that intersect at point M.
So, 𝑀𝑁 ⋅ 𝑀𝑂 = 𝑀𝑃 ⋅ 𝑀𝑄.

Proof:

Statements Reasons
̅̅̅̅̅̅
𝑀𝑂 and ̅̅̅̅̅̅
𝑀𝑄 are secants that intersect at
Given
point 𝑀
Draw ̅̅̅̅̅
𝑁𝑄 and 𝑃𝑂 Two points determine a line.
If two inscribed angles intercept the same
∠𝑁𝑄𝑀 ≅ ∠𝑃𝑂𝑀 arc or congruent arcs, then the angles
are congruent.
∠𝑀 ≅ ∠𝑀 Reflexive Property

∆𝑁𝑄𝑀 ≅ ∆𝑃𝑂𝑀 AA Similarity

𝑀𝑁 𝑀𝑄 Corresponding sides of similar triangles

= 𝑀𝑂
𝑀𝑃 are proportional.

Product of the extremes is equal to the

𝑀𝑁 ⋅ 𝑀𝑂 = 𝑀𝑃 ⋅ 𝑀𝑄
product of the means

27
Theorem on Tangent and
Secant Segment
If a tangent and a secant
segment intersect in the exterior of a
circle, then the square of the length of
the tangent segment is equal to the
product of the lengths of the entire
secant segment and its external part.

̅̅̅̅̅is a tangent and 𝑈𝑌

In the circle, 𝑈𝑉 ̅̅̅̅̅ is a secant. They intersect at point 𝑈.

So, 𝑼𝑽𝟐 = 𝑼𝑿 ⋅ 𝑼𝒀

Proof of this theorem will be left as a student exercise.

Example 1: Example 2:
Solve for x. Solve for x.

Solution: Solution:
3(x) = (6)(4) 8(8+6) = 7(x+7)
3x = 24 112 = 7x + 49

x=8 x=9
Example 3:

Solve for x.

Solution:
x2 = 4(16)
x2 = 64
x=8

Finding Missing Lengths

Find the length of the unknown segment in each of the following figures.

1. 2. 3.

28
 4. 5. 5.

Activity 3.5: Problem Solving

Draw the following circles being described and answer the following using power
theorems.
̅̅̅̅̅ and𝐴𝐷
1. A circle has two secants 𝐴𝐵 ̅̅̅̅̅, intersecting at 𝐴. Given that 𝐴𝐸 = 3 cm,
𝐸𝐷 = 5 cm, and 𝐴𝐵 = 9 cm, find the length of𝐵𝐶 ̅̅̅̅̅.
⃡ and a secant 𝐴𝐷
2. A circle has a tangent 𝐴𝐵 ⃡ that cut the circle at 𝐶. Given that
𝐴𝐵 = 7 cm and 𝐴𝐶 = 5 cm, find the length of ̅̅̅̅̅ 𝐶𝐷 .
̅̅̅̅̅ ̅̅̅̅̅
3. A circle 𝑀 has a diameter 𝐵𝐷 and a chord 𝐴𝐶 that intersect at 𝐸. Given that
𝐴𝐸 = 2 cm, 𝐶𝐸 = 3 cm, and 𝐵𝐸 = 1 cm, find the radius of the circle.
̅̅̅̅̅and 𝐵𝐷,
4. A circle has two chords, 𝐴𝐶 ̅̅̅̅̅ interesting at 𝐸. Given that 𝐴𝐸 = 2 cm,
𝐶𝐸 = 4 cm, and 𝐷𝐸 = 3 cm, find the length of 𝐵𝐷 ̅̅̅̅̅.
̅̅̅̅̅ ̅̅̅̅̅
5. A circle has two chords, 𝐴𝐶 and 𝐵𝐷, interesting at 𝐸. Given that 𝐴𝐸 ∶ 𝐵𝐸 = 1 ∶
3 and 𝐶𝐸 = 6 cm, find the length of ̅̅̅̅̅
𝐷𝐸 .

MODULE 7

This module was designed and written with you in mind. It is here to help you
understand the Distance Formula. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:
• Lesson 7.1 – Distance Formula
• Lesson 7.2 – Midpoint Formula
After going through this module, you are expected to:
1. illustrate the distance formula and the midpoint formula;
2. apply the distance formula and the midpoint formula in solving some
geometric properties.

29
 Lesson
Distance Formula
7.1
This lesson provides an activity which will lead you to the key concepts of
distance formula and its use in solving problems involving geometric figures in a
coordinate plane.

LESSON 1: THE DISTANCE FORMULA

You already know the horizontal and vertical distance between two points.

REMEMBER:

• The distance between two points is always non - negative.

• The distance between two points is zero if two points are the same.
• If P and Q are two points, then the distance from P to Q is the same as
the distance from Q to P. That is ̅̅̅̅
𝑃𝑄 = ̅̅̅̅
𝑄𝑃.

You can use the Pythagorean Theorem in determining the diagonal distance
between two points. The following steps will
lead you to the Distance Formula.

Step 1: Plot point A (𝑥1 , 𝑦1 ) and B (𝑥2 , 𝑦2 ) on a

Cartesian plane.

Step 2: Construct the vertical and horizontal

segments passing through each of the given
points such that they meet at a 90º angle. Name
the intersection C and determine the coordinates

30
Step 3: Connect point A and point B to make a right
triangle.

̅̅̅̅ )
Step 4: Find the distance between the horizontal (𝐴𝐶
̅̅̅̅ ) distance.
and the vertical (𝐵𝐶

Step 5: The distance between A and B is the

hypothenuse of the right triangle. Solve for the
distance formula by applying the Pythagorean
Theorem.

Thus, 𝐴𝐵 = √(̅̅̅̅ ̅̅̅̅ )2 .

𝐴𝐶 )2 + (𝐵𝐶

The Distance Formula (d) is √(𝒙𝟏 − 𝒙𝟐 )𝟐 + (𝒚𝟏 − 𝒚𝟐 )𝟐

Illustration 1
Find the distance between C(8, 9) and D(2, 1).
Solutions:
Let C(8, 9) be (𝑥1 , 𝑦1 ) and D(2, 1) be (𝑥2 , 𝑦2 ).
Applying the distance formula, we have
̅̅̅̅ = √(𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2
𝐶𝐷
̅̅̅̅ = √(8 − 2)2 + (9 − 1)2
𝐶𝐷
̅̅̅̅
𝐶𝐷 = √(6)2 + (8)2
̅̅̅̅
𝐶𝐷 = √36 + 64
̅̅̅̅
𝐶𝐷 = √100
̅̅̅̅
𝐶𝐷 = 10 units

31
Lesson
Midpoint Formula
7.2
The midpoint is defined as the middle of the line segment that joins the two
points. It is equidistant from the two points.

If the endpoints of a line segment are (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ), then the midpoint
𝒙𝟏 +𝒙𝟐 𝒚𝟏 +𝒚𝟐
(m)of the line segment is 𝒎=( , )
𝟐 𝟐

Illustration 2

Find the midpoint between (7,3) and (-9, -9)

Solutions:
Let (6, 4) be (𝑥1 , 𝑦1 ) and (-8, -8) be
(𝑥2 , 𝑦2 ).

Applying the midpoint formula, we have

𝑥1 + 𝑥2 𝑦1 + 𝑦2
𝑚=( , )
2 2
6 + (−8) 4 + (−8)
𝑚=( , )
2 2
−2 −4
𝑚=( , )
2 2
𝑚 = (−1, −2)

32
KEEP THE DISTANCE
Compute the distance between the given two points and determine the coordinates
of the midpoint.

Item Points Distance between Coordinate of the

the two points midpoint
1 A(4, 3) and B(3, 0)
2 C(3, 2) and D(5, -2)
3 E(12, 0) and F(0, 5)
4 G(5, 4) and H(3, 2)
5 I(0, 6) and J(2, 2)

WE BELONG
Answer the following problems.

1. The coordinates of the endpoints of ̅̅̅

𝐽𝐾 are (8, 9) and (x, 6). Suppose the
distance between J and K is 5 units. What is the value of x that would
satisfy the given condition?

2. A segment has a midpoint (8, -3), and one endpoint is (-6, -1). What are
the coordinates of the other endpoint?

3. The coordinates of the diameter of Circle P are (0, 8) and (0, -4). What is
the coordinate of the center of the circle? Compute for the area of the
circle.

33
 MODULE 8

This module was designed and written with you in mind. It is here to help you
master the nature of Biology. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module contains a lesson, namely:
● Lesson 8 – The Equation of a Circle
After going through this module, you are expected to:
1. illustrate the center-radius form of the equation of a circle;
2. determine the center and radius of a circle given its equation and vice versa;
3. graph circle on the coordinate plane; and
4. solve problems involving circles on the coordinate plane

Lesson
The Equation of a Circle
8

This section provides activities that will introduce you to the key concepts of
the equation of a circle.

A circle is a set of all points in a plane that are a fixed distance, called the radius,
and from a point called the center.
Equation of a circle: The distance formula can be used to find the equation of a
circle. Let the center of the circle be represented by the ordered pair (h, k) and the
radius of the circle by r. Every point (x, y) is r units from (h, k).

r = √(𝑥 − ℎ)2 + (𝑦 − 𝑘)2

r2 = (x – h)2 + (y – k)2 This is the standard equation for a circle.

34
 If the center of a circle is (h, k) and the radius of the circle is r units, then the
equation for the circle is (x – h)2 + (y – k)2 = r2

If the center of the circle is the origin, then the standard equation of the circle is

x2 + y2 = r2
Standard Equation of a Circle:
Example 1: Write an equation of the circle.

The radius is 4, and the center is at the origin.

x2 + y2 = r2 Write an equation of a circle with center at the origin.

x2 + y2 = 42 Substitute 4 for r.

x2 + y2 = 16 Simplify.
Answer: An equation of the circle is x2 + y2 =
16

Example 2: Write an equation of the circle.

(x – h)2 + (y – k)2 = r2

(x – 0)2 + (y + 0)2 = 22 C(0,0); r = 2

x2 + y 2 = 4
Answer: An equation of the circle is x2 + y2 = 4

General Equation of a Circle:

x2 + y2 + Dx + Ey + F = 0, where D, E, F are real numbers. This equation is

obtained by expanding the standard equation of a circle (x – h)2 + (y – k)2 = r2

Example 1: Write the standard equation of the circle with center (2, -1) and
radius 3.

Solution:
(x – h)2 + (y – k)2 = r2 Write the standard equation of a circle

(x – 2)2 + (y – (-1))2 = 32 Substitute 2 for h, -1 for k, and 3 for r.

(x – 2)2 + (y + 1)2 = 9 Simplify

The standard equation of the circle is (x -2)2 + (y + 1)2 = 9

35
Example 2: Find the radius and the coordinate of the center of the circle with the
given equation.

x2 + y2 – 4x + 6y – 12 = 0
(x2 – 4x + __) + (y2 + 6y + __) = 12

(x2 – 4x + 4) + (y2 + 6y + 9) = 12 + 4 + 9

(x – 2)2 + (y + 3)2 = 25 center: (2, -3), radius: 5

To change an equation of a circle from general form to standard form, completing
the square process must be used.

The following steps were used to convert above from general to standard.
1. Divide each squared term so that the coefficients are 1.
2. Arrange the x terms together and the y terms together and move the
constant to the other side.
3. Complete the square for the x's and for the y's. Balance the equation by
adding the numbers found to the other side as well.
4. Write each binomial squared and combine the numbers.

Graphing Time!
Identify the center and radius of each. Then sketch the graph.
1. (x – 1)2 + (y +3)2 = 4 2. (x – 2)2 + (y + 1)2 = 16

3. (x – 1)2 + (y + 4)2 = 9 4. x2 + (y – 3)2 = 14 5. -9 = -y2 – x2

36
Activity 1.5 Find Me…
Find the center and radius of the given equation.

1. x2 + y2 – 16x = 0 3. x2 + y2 – 4x – 2y = -1

C (___, ___); r: ___ C (___, ___); r: ___

2. x2 + y2 + 8x – 4y = -4 4. x2 + (y + 1)2 = 4
C (___, ___); r: ___ C (___, ___); r: ___
i. 5. x2 – 6x + y2 + 4y = 3
C(___, ___ ); r: ___

MODULE 9

This module was designed and written with you in mind. It is here to help
you master the concepts of graphing and solving problems involving
circles and other geometric figures on the coordinate plane. The scope of
this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with
the textbook you are now using.

The module contains a lesson, namely:

• Lesson 9 – Graphs of Circles and Other Geometric Figures

After going through this module, you are expected to:

Graphs and solves problems involving circles and other geometric figures
on the coordinate plane.

37
Lesson Graphs of Circles and Other
9 Geometric Figures
During this pandemic, Wi-Fi is very useful, especially to those
working at home. When you use Wi-Fi, a tower transfers data from a
wired connection to the Internet, the coverage of the Wi-Fi tower can
describe using an equation of a circle.
In this lesson, you will learn more about the equation of a circle
and how to graph using its center and radius. You will also learn how to
solve problems involving circles and other geometric figures on the coordinate
plane.

Graphs of Circles
The equation of a circle can be written into two forms: Standard Form of the
Equation of a Circle ((x-h)2 + (y-k)2 = r2) and General Form (x2 + y2 + Dx + Ey +
F = 0) of the Equation of a Circle. Center and radius are needed to graph a
circle given any of the two forms.

Steps in Graphing a Circle in Coordinate Plane:

1. Determine the center and radius of a circle defined by the given equation.
2. Draw a coordinate plane and locate the center of a circle.
3. From the center of a circle, move to four directions (up, down, left, right).
The number of movements will depend on the radius of the circle.

Example 1: Find the center and the radius of a circle x 2 + y2 = 36, and draw its
graph.
Solution:

*Step 1: Determine the center and radius of a circle defined by the given
equation.
The equation of the circle x2 + y2 = 36 has its center at the
origin. It can be written in the form x 2 + y2 = r2.
x2 + y2 = 36 x2 + y2 = 62
The center of the circle is (0, 0), and its radius is 6 units.
*Step 2: Draw a coordinate plane and locate the
center of a circle.

Center = (0, 0)

38
 *Step 3: From the center of a circle,
move to four directions (up,
down, left, right). The number
of movements will depend on
the radius of the circle.

Center = (0, 0)

Radius = 6 units

Example 2: Determine the center and radius of a circle (x-3)2 + (y-2)2 = 9, and draw
its graph.

Solution:

*Step 1: Determine the center and radius of a circle defined by the given
equation.

The equation of the circle (x-3)2 + (y-2)2 = 9 can be written in

the form
(x-h)2 + (y-k)2 = r2.

(x-3)2 + (y-2)2 = 9 (x-3)2 + (y-2)2 = 32

The center of the circle is (3,2), and its radius is 3 units.

*Step 2: Draw a coordinate plane and locate

the center of a circle.

Center = (3, 2)

*Step 3: From the center of a circle, move Center = (3, 2)

to four directions (up, down, left,
right). The number of
movements will depend on the
radius of the circle.

Centre = (3, 2)

Radius = 3 units

38
Example 3: Draw the graph of the equation of a circle x 2 + (y+1)2 = 25.

Solution:

*Step 1: Determine the center and radius of a circle defined by the given
equation.

The equation of the circle x2 + (y+1)2 = 25 can be written in the

form
(x-h)2 + (y-k)2 = r2.

x2 + (y+1)2 = 25 x2 + (y+1)2 = 52

The center of the circle is (0,-1), and its radius is 5 units.

*Step 2: Draw a coordinate plane and locate the center of a circle.

Center = (0,-1)

*Step 3: From the center of a circle, move to four directions (up,

down, left, right). The number of movements will depend
on the radius of the circle.

Center = (0,-1)

Radius = 5 units

40
Example 4: Given the general form of the equation of a circle, graph
x2 + y2 - 4x + 2y – 4 = 0.

Solution:

*Step 1: Determine the center and radius of a circle defined by the given
equation.

The equation of the circle x2 + y2 - 4x + 2y – 4 = 0 can be

written in the form x2 + y2 + Dx + Ey + F = 0.

Transform into a standard form of the equation of a circle.

x2 + y2 - 4x + 2y – 4 = 0 (x-2)2 + (y+1)2 = 32

The center of the circle is (2,-1), and its radius is 3 units.

*Step 2: Draw a coordinate plane and locate

the
center of a circle.

Center = (2,-1)

*Step 3: From the center of a circle, move to four directions (up,

down, left, right). The number of movements will depend
on the radius of the circle.

Center = (2,-1)

Radius = 3 units

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It's Your Turn to Shine.

Directions: Determine the center and the radius of the circle and
then graph using the Coordinate Plane.

1. x2 + y2 = 16 2. (x+3)2 + (y-2)2 = 9

3. (x-5)2 + y2 = 4 4. x2 + y2 - 2x + 6y + 1 = 0

5. x2 + y2 + 4y = 0

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 Activity 4: Around the House
Directions: Use the situation below to answer the questions that
follow.

A new school year has begun. You and your two siblings have the same
schedule for online classes. Since you do not have an internet
connection at home, you decided to buy a load for your cellular phone
and register it to a 2GB data promo.

During your online classes, you open your personal hotspot and share
your data with your siblings.

Suppose you are in your room and it is located at (-5, 7). Your personal
hotspot only reaches 6 meters in radius.

Answer the following questions:

1. What is the equation of a circle representing the area reached by
your personal hotspot in standard form? In general form?
2. Show the graph of your equation.
3. If two siblings are in the living room and located at (0,-4), do you
think that your personal hotspot can reach them? Why or why
not?

POST TEST
Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. Using the figure at the right, which is an inscribed angle?
A) ∠CAB C) ∠DAB
B) ∠ADO D) ∠BOD

2. In the figure below, 𝑋𝑌 and 𝑋𝑍are tangent to ⨀𝑂 at points 𝑌 and 𝑍, respectively.

̂ in degrees?
What is 𝑚𝑌𝑂𝑍

A.) 130 C) 250

B) 230 D) 360

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3. Using the power theorem, find the value of x in the figure on the right.

A) 1 C) 3
B) 2 D) 4

4. Identical squares are cut off from each corner of 5-inches by 9 inches
rectangular piece of cardboard. The sides are folded up to form an open box. If the
volume of the resulting box is 21 cubic inches, which of the following equations will
represent the given problem?

A) 𝑥(𝑥 − 5)(𝑥 − 9) = 21 C) 𝑥(5 − 2𝑥)(9 − 2𝑥) = 21

B) 𝑥(2𝑥 − 5)(2𝑥 − 9) = 21 D) 𝑥(5 − 𝑥)(9 − 𝑥) = 21

5. Which of the following represents the distance (d) between the two points
(𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 )?

A) 𝑑 = √(𝑥2 + 𝑥1 )2 − (𝑦2 + 𝑦1 )2 C) 𝑑 = √(𝑥2 + 𝑥1 )2 + (𝑦2 + 𝑦1 )2

B) 𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2 D) 𝑑 = √(𝑥2 − 𝑥1 )2 − (𝑦2 − 𝑦1 )2

6. Write the standard equation of the circle with the given center and radius; center
(0, 0) and radius 3.

A) x2 + y2 = 3 C) x2 + y2 = 9
B) x2 + y2 = 6 D) x2 – y2 = 3

7. Find the coordinates of the endpoints of a segment if the other endpoint is at

(3, 2) and the midpoint is at (4, 4).
A) (-2, 1) B) (4,4) C) (-2,-6) D) (5,6)

8. Which of the following is NOT an example of a polynomial function?

A) 𝑦 = 3𝑥 2 + 4𝑥 − 5 C) 𝑦 = 𝑥 −3 + 2𝑥 2 − 5𝑥 − 4

B) 𝑦 = −𝑥 5 + 1 D) 𝑦 = 3𝑥 − 6 + 5𝑥 3 − 2𝑥 2

9. Quadrilateral SMIL is inscribed in ⊙E. If 𝑚∠𝑆𝑀𝐼 = 78 and𝑚∠𝑀𝑆𝐿 = 95, find

𝑚∠𝑀𝐼𝐿?
A) 78° C) 95°
B) 85° D) 102

10. In the equation (x - 3)2 + (y – 2)2 = 16, what is the center of the circle?
A) (3, 2) B) (-3,-2) C) (-2,-3) D) (2,3)

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