Dr. Maria D.
Pastrana National High School(Grades 7-12)
Detailed Lesson Plan
Grade 10 – Mathematics
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of circles
and coordinate geometry.
B. Performance Standards 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 representations.
C. Learning Competencies/ M10GE-IIe-f-1
Objectives. Write the LC
code for each. At the end of the lesson, the students should be able to:
1. determine the tangents segments and secants segments of a circle
2. apply theorems in solving problems tangents segments and secants
segments of a circle of circles.
3. realize the importance of the topic into real-life situation.
II. CONTENT
A. Topic Tangent and Secant Segments
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Guide pages Pages 199-205
3. Textbook pages
4. Additional Materials
B. Other learning Resources
IV. PROCEDURE
A. Reviewing previous My Segment
lesson or presenting the Use the figure below to answer the following questions.
new lesson
1. Which of the lines or line segments is
a tangent? secant? chord? Name
these lines or line segments.
2. AT intersects LN at E. What are the
different segments formed? Name
these segments.
3. What other segments can be seen in
the figure? Name these segments.
4. SJ and LJ intersect at point J. How
would you describe point J in
relation to the given circle?
Answers: 5.
1. Tangent: JL ; Secant: JS ; chord: NL , AT and AS
2. AE, ET, NE and LE.
3. SA, AJ
4. Exterior point
Was it easy for you to identify the tangent and secant lines and
chords and to name all the segments?
B. Establishing a purpose for What is true about my chords?
the lesson
Perform the following activity.
Procedure:
1. In the given circle below, draw two intersecting chords BT and MN.
2. Mark and label the point of intersection of the two chords as A.
3. With a ruler, measure the lengths of the segments formed by the
intersecting chords.
What is the length of each of the following segments?
a. BA c. MA
b. TA d. NA
4. Compare the product of BA and TA with the product of MA and NA.
5. Repeat #1 to #4 using other pairs of chords of different lengths.
What conclusion can you make?
BA * TA = MA*NA
Were you able to determine the relationship that exists among segments
formed by intersecting chords of a circle?
BA * TA = MA*NA
C. Presenting examples/ Secants, tangents, and segments of circles have many applications in real
instances of the new lesson life. Here are some examples and how to solve them.
Illustrative Example 1:
In the given tiles design there are
three tangents namely SR̅̅̅̅̅̅̅̅̅̅̅̅ , ER̅̅̅̅̅̅̅̅̅̅̅̅ and
IR̅̅̅̅ . IR ̅̅̅̅ is tangent to both circles T
and K at I. SR̅̅̅̅̅̅̅̅̅̅̅̅ is tangent to circle T
at S, and ER̅̅̅̅̅̅̅̅ is tangent to circle K
at E. If SR̅̅̅̅̅̅̅̅ = 10x + 7 and ER̅̅̅̅̅̅̅̅ = 8x
+ 17, find the lengths of SR̅̅̅̅̅̅̅̅̅̅̅̅ , ER̅̅̅̅̅̅̅̅̅̅̅̅ ,
and IR̅̅̅̅ .
Solution:
If two segments from the same exterior point are tangent to a circle,
then the two segments are congruent.
SR̅̅̅̅̅̅̅̅̅̅̅̅ ≅IR̅̅̅̅ ≅ ̅̅̅̅ER̅̅̅̅̅̅̅̅̅̅̅̅ .
SR ̅̅̅̅= ER̅̅̅̅̅̅̅̅
10x + 7 = 8x + 17
2x = 10
X=5
SR̅̅̅̅̅̅̅̅ = 10 (5) + 7 = 57
ER̅̅̅̅̅̅̅̅̅̅̅̅ = 8 (5) + 17 = 57
IR̅̅̅̅ = 57
D. Discussing new concepts
and practicing new skills #
1 Jurene and Janel are both Grade 10 students of Bagbag National High and
they were asked to find the distance from main gate (E) to the principal’s
office (D), to the accounting office (C) to their room (B) up to the library
(A). So far, they have come up with result as in the figure below. The
following are their solutions.
Jurene: 7x = 9*10
Janel : 7(x+7)= 9(9+10)
Who do you think would arrive at the correct
answer?
Janel arrived at the correct answer using the
theorem AC* AB = EC * DC
E. Discussing new concepts
and practicing new skills #
2 Serena, Joy, and Charity are practicing
their skills in throwing darts. They throw
three darts S, J, and C respectively that
hit the outer edge of the dart board.
The fourth dart thrown by Joy (L) landed
on the wall. How far is it from the dart
thrown by Serena (S) when LJ = 9
inches and JC = 16 inches?
Using theorem wherein
(LS)2 = CL * JL , we can solve the
problem.
(LS) 2 = 25 * 9
(LS) 2= 225
LS = 15
F. Developing Mastery If we have these three illustration what theorem should we use in it to get
(Leads to formative the missing value?
Assessment 3) 1. If we have OJ= 8, JU=13 and JT= 26
what is the measure of PJ?
PJ*JT = OJ * UJ
2. S is the location of a student, N is the
location of the room of nobel, what would
be the distance of the student to the room
of Nobel if SE= 6 SC= 21 and SA=9?
SC*SE = SN*SA
3. A portion of a cake is sliced in such
a way that the dedication is not cut. The
edge of the board is tangent to the cake
at E. What is the length of the sliced
cake represented by CA if AK = 3
inches and EK = 6 inches?
(EK)2 = CK *AK
G. Finding Practical Use the situation below to answer the questions that follow.
application of concepts and
skills in daily living 1. You are in a hot air balloon and your eye level is 60 meters over the
ocean. Suppose your line of sight is tangent to the radius of the earth
like the illustration shown below.
1. How far away is the farthest point you can see over the ocean if the
radius of the earth is approximately 6378 kilometers?
2. What mathematics concepts would you apply to find the distance from
where you are to any point on the horizon?
H. Making generalizations
and abstractions The true application of mathematics is in solving real life problems. You
must read and understand the problem, draw a diagram if necessary and
label it, determine the theorems to be used, write the equation and then
solve.
Here are some theorems on secant segments tangent segments of
circles that can be applied in solving real-life problems involving circles.
If two secant segments are drawn to a circle from an exterior point, then
the product of the lengths of one secant segment and its external secant
segment is equal to the product of the lengths of the other secant segment
and its external secant segment.
If a tangent segment and a secant segment are drawn to a circle
from an exterior point, then the square of the length of the tangent
segment is equal to the product of the lengths of the secant segment and
its external secant segment
I. Evaluating learning The students will be grouped into three and each group will pick their
problem based on their previous activity and answer it individually but can
draw information from their groupmates.
1. If we have OJ= 8, JU=13 and JT= 26
what is the measure of PJ?
PJ*JT = OJ * UJ
PJ * 26 = 8* 13
26 PJ = 104
PJ = 4
2.S is the location of a student, N is the
location of the room of nobel, what would
be the distance of the student to the room
of Nobel if SE= 6units SC= 21units and
SA=9units?
SC*SE = SN*SA
21 * 6 = SN *9
126 = 9SN
SN = 14 units
3.A portion of a cake is sliced in such a way
that the dedication is not cut. The edge of
the board is tangent to the cake at E. What
is the length of the sliced cake represented
by CA if AK = 3 inches and EK = 6 inches?
(EK)2 = CK *AK
(6)2 = (CA +3) * 3
36 = 3CA + 9
27 = 3CA
CA= 9
J. Additional activities for Follow Up
application of remediation
Make a design of an arch bridge that would connect two places
which are separated by a river, 20 m wide. Indicate on the design the
different measurements of the parts of the bridge. Out of the design and the
measurements of its parts, formulate problems involving tangent and
secant segments, and then solve. Use the rubric provided to rate your work
V. REMARKS
VI. REFLECTION
Prepared by:
Checked by: Noted:
ARJANE BALITIAN
Math - Teacher EVELYN P. MANAOG_ ELMER C. RAVINA_
Department Chairperson Principal II
