10

Mathematics
Quarter 1 – Module 5:
Geometric Sequences vs.
Arithmetic Sequences
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 5: Geometric sequences vs. Arithmetic Sequences
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials form their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer’s Name: Jess Mitts M. Belingon

Editor’s Name: Aiza R. Bitanga
Reviewer’s Name: Bryan A. Hidalgo
Management Team:
May B. Eclar, PhD
Benedicta B. Gamatero
Carmel F. Meris
Marciana M. Aydinan, PhD
Ethielyn E. Taqued
Edgar H. Madlaing
Lydia I. Belingon

Printed in the Philippines by:

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 WHAT I NEED TO KNOW

This module was designed and written with you in mind. It is here to help
you identify the common ratio and the r term of a geometric sequence and
to distinguish a geometric sequence from an arithmetic sequence. The scope
of this module permits it to be used in many different learning situations.
The lessons are arranged to follow the standard sequence of the course but
the pacing in which you read and answer this module will depend on your
ability.
After going through this module, the learner should be able to:
a. determine a geometric sequence;
b. identify the common ratio of a geometric sequence;
c. find the missing term of a geometric sequence;
d. determine whether a sequence is geometric or arithmetic; and
e. explain inductively the difference between arithmetic sequence and
geometric sequence using real life-situations.

What I Know

Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write the CAPITAL letter
of the correct answer on a separate sheet of paper.
_____ 1. What operation is used in obtaining the next terms in a geometric
sequence?
A. Addition C. Division
B. Multiplication D. Subtraction
_____ 2. What operation is used in obtaining the succeeding terms in an
arithmetic sequence?
A. Addition C. Division
B. Multiplication D. Subtraction
_____ 3. Which of the following terms is closely related to a geometric
sequence?
A. Common Ratio C. Both A & B
B. Common Difference D. None of these.

1
_____ 4. Which of the following terms is closely associated to an arithmetic
sequence?
A. Common Ratio C. Both A & B
B. Common Difference D. None of these.
_____ 5. Which of the following sequences is arithmetic?
ࠀ t
A. 12, 12, 12, 12, … C. 12, , 13, ,…
B. 32, 8, 2, ,… D. 1, 2, 3, 5, 8, …

_____ 6. Which of the following presents a geometric sequence?

ࠀ t
A. 12, 12, 12, 12, … C. 12, , 13, ,…
B. 32, 8, 2, ,… D. 1, 2, 3, 5, 8, …

_____ 7. What is the common difference in the sequence 1, , 0, , 1, …?

A. 1 C. 0
B. D.

_____ 8. What is the common ratio in the sequence 1, , , , …?

A. 1 C. 0
B. D.

For items 9 to 15, determine whether the given situation presents an

arithmetic sequence, a geometric sequence, or neither. Write A for
arithmetic, G for geometric, and N for neither.
_____ 9. An amount of money invested in a bank that offers an interest rate
of 6% compounded annually
_____ 10. Saving ₱5 in your piggy bank daily
_____ 11. Pushing a swing with a constant force

_____ 12. 1, 2, 1, 3, 2, …

_____ 13. Half-life of Carbon

_____ 14. Graph of a linear function
_____ 15. A car running with a constant speed

2
 WHAT’S IN

It was discussed to you earlier that sequences are arrangements of objects

or terms which follow a certain pattern. Look around you, can you cite
situations, figures, or even routines which follow a certain pattern?
Before going to school, are their sequenced routines that you follow? When
performing something, do you follow sequential actions? These are just a few
of many situations where we can see the applications of sequences. The
patterns or sequences we follow are results of the choices we pick and the
decisions that we make. Just like us, humans, different sets of numbers
follow different sequences or patterns, too.
Let us review what you have already learned on arithmetic sequences from
the preceding modules. Accomplish the activity that follows.
AM I ARITHMETIC OR NOT?
Identify whether the given sequence is arithmetic or not. Write AS if it is an
arithmetic sequence, otherwise, write NA.

Hint: For item number 1, the

succeeding terms are obtained by
adding the common difference, 6, to
the preceding terms. Therefore, it is
an arithmetic sequence.

________ 1. 5, 11, 17, 23, …

________ 2. 3, 9, 27, 81, …

________ 3. 12, 9, 6, 3, …

________ 4. 1, , , , …

t
________ 5. 8, , 9, , …

How were you able to identify if the sequence is arithmetic or not? If some of
the examples above are not arithmetic, what kind of sequence are they?
Let’s discover another type of sequence through this module.

3
Lesson

1 Geometric Sequences

WHAT’S NEW

Arithmetic sequences were presented to you in the previous modules using

situations that involve entrepreneurship, salary, savings, seats in a hall,
health using a doctor’s advice, construction, and even through the song
Twelve Days of Christmas. This goes to show that mathematical concepts
are not just applied in mathematical scenarios but are also being used in
other fields. In this lesson, you will again be exposed to some more
circumstances where mathematics is used.

Look at the pictures shown below. Have you ever wondered how plants grow?
In your Facebook account, how would you know how many likers/reactors
will you have in a couple of minutes if a certain pattern is observed? When
saving your money in the bank, have you realized how much will it increase
monthly, quarterly or yearly? These are just but situations that will help you
arrange or organize things accurately and make wise decisions.

4
 WHAT IS IT

Consider yourself depositing an amount of money in a local bank which

offers 8% interest rate compounded annually. If you deposited ₱10,000.00
in that bank, how much will you earn after a year? 2 years? 3 years?

Let us compute for the simple interest which is only paid

on the initial principal amount.

(principal amount) + (interest earned) = (end of the year balance) interest

i i i i rate

How much will you earn in two years?

i i i i

How much will you earn in three years?

i i i i ࠀ ti

From the given situation, the principal amount you have is ₱10,000.00.
Then, after a year of investing, you had a remaining balance of ₱10, 800.00.
After the second year, you obtained a remaining balance of ₱11,664.00, and
₱12,597.12 after the third year.
The figure shows the remaining balance you obtained for three years.

5
 From the figure, can you predict the next
terms?
Consider the principal amount as the first term, then the second term will
be the remaining balance after a year, then the third term will be the
remaining balance after two years, and so on. The terms were obtained by
multiplying a constant value (1.08) from the preceding term. The constant
value is referred to as the common ratio ( ) and the terms can be denoted
by where, refers to the placement of the term. This sequence is an
example of geometric sequence.
Therefore, the fifth term of the sequence
can be obtained by:
How will you obtain the
common ratio?
fourth term common ratio = fifth term
ࠀ
The common ratio is obtained by :
ࠀ ti i ࠀ
em iām e
or or ...
e

࢛ ࢋ ࢋ
ࢋ ࢋ

e
where ...
e

WHAT’S MORE

ACTIVITY 1: GENERATE THAT PATTERN!

1. Find the next three terms of the geometric sequence 3, 21, 147, …
Solution: To find the next three terms of the sequence:

a. First, identify the common ratio ( ).

6
 b. Afterwards, multiply the obtained common ratio ( ) to the
preceding term to get the next term.

3 147 7 1 029
3 7 21 ࠀ 1 029 7 7 203
21 7 147 7 203 7 50 421
Therefore, the next three terms of the geometric sequence are 1 029, 7 203,
and 50 421.
2. You are planning to buy a new blouse which costs ₱300.00 as a
present to your mother this Christmas season. You started saving money on
the first week of November and doubled the amount to be saved every week.
If you started saving ₱5.00 on the first week, will you be able to buy the
blouse at the end of the second week of December? What is the sequence
obtained?
To solve the problem, you must have to analyze accurately the given
situation. The amount to be saved is doubled every week. Therefore, you
must multiply the preceding terms by two (2) in order to obtain the
succeeding terms. The initial amount saved is ₱5.00 while your target
amount at the end of the second week of December is ₱300.00.
To represent the situation:

₱5.00

initial amount saved in the first

week of November

₱300.00

target total savings at the end of

the second week of December

There are six weeks from the first week of November up to the second week
of December.
Week Total
Number
1 2 3 4 5 6 Savings
i i i
ࠀi ࠀi i
Weekly
Savings
₱e i
i .00 m

7
Adding all your savings from the 1st week up to 6th week will enable you to
identify if it’s possible for you to buy the blouse for your mother. From the
table, the amount obtained is 315.00, therefore, you will be able to buy the
blouse at the end of second week of December.
The geometric sequence obtained is 5, 10, 20, 40, 80, 160, …
If you do this scheme of saving from the first week of the year until the very
last week with i as the initial amount to be saved, how much will you be
able to save for a year? What will you do with such earning?

ASSESSMENT 1. IT’S YOUR TURN!

A frog jumped 20 centimeters away from a door and then jumps again 15
centimeters away from the 20-centimeter point. The frog reaches three-
fourths of its preceding distance each time it jumps.
Complete the table of values showing the relationship between the number
of jumps and distance covered by the frog per jump. Then, write the
geometric sequence formed and answer the question that follows.
Number of
1 2 3 4 5 6 7
Jumps
Distance e em
Covered
20 15
m m m

Geometric Sequence: __________________________

If the frog jumped following a straight path, what is the linear distance of
the frog from the door after jumping seven times? __________________________

ACTIVITY 2: WHO’S ON DECK?

Sets of geometric sequences are provided below. Identify the value of the
missing term that will satisfy the given geometric sequences.
1. 3, 12, 48, ___ 2. ___ , 32, 64, 128

The missing term is a succeeding The missing term is a preceding

term and comes after 48. term and comes before 32.
The common ratio is 4. The common ratio is 2.

To obtain the missing term, To obtain the missing term,

multiply 48 to 4. divide 32 by 2.

Therefore, the missing term in the Therefore, the missing term in

geometric sequence is 192. the geometric sequence is 16.

8
 Remember

To identify the missing term:

First, you must have to find the common ratio.
If the unknown value is a succeeding term, then
multiply the preceding term to the common ratio.
If the unknown value is a preceding term, then
divide the succeeding term by the common ratio.

ASSESSMENT 2. MISSING IN ACTION

Identify the value of the missing term in each geometric sequence.

1. ______ , 32, 16, 8

2. 100, 50, 25, ______

3. 2, 12, ______ , 432

4. 4, ______ , 64, 256

5. 32, 2, , ______

9
 WHAT I HAVE LEARNED

ACTIVITY 1: SHADE THAT GEOMETRIC

Identify whether the given sequence is geometric or not.
SHADING THE BOXES

1. Prepare a crayon of any shade you want.

2. Color the boxes that contain geometric sequences.

2, 6, 18, 100, 50, 0,

3, 2, 4, 5 2, 1, , , , 1, 2
54 50

ࠀ ࠀ
0, 12, 24, 36 5, 15, 45, 135 2, 4, 8, 16 3, 6, 12, 24 15, 5, ,

ࠀ ࠀ ࠀ
5, , , 7, 3, 4, 1 3, 2, 4, 7 15, 20, 25, 30 108, 36, 12, 4

ࠀ ࠀ
1, 2, 3, 4 65, 13, 90, 30, 10 15, 5, 1, , 2,
ࠀ

2, 6, 18, ࠀ
10, 20, 30, 40 10, 20, 40, 80 5, 50, 500 20, 10, 5,
54

10
ACTIVITY 2: A THOUGHT TO PONDER
A message is hidden in the boxes. Follow these steps to decode the message.
Step 1. Identify the common ratio of each of the geometric sequences found
in the Question Box.
Step 2. Match the answers that you got with those found in the Answer Box
by writing the word/punctuation that corresponds with the correct common
ratio in the Answer Box.

QUESTION BOX

TO NOT PERSON PRAY FOR

1, 4, 16 12, 6, 3 2, 8, 32 7, 14, 28 , ,

; AN A BE STRONG

, , 100, 20, 4 2, 2, 2, 2 , ,1 2, 40, 800

ࠀ ࠀ
PRAY EASY INSTEAD LIFE

2, , , 1,2 , 1, 3 32, 8, 2 10, 10, 10

ANSWER BOX

2 –2
ࠀ

1 3 –3 4

5 –1 20 –4

MESSAGE : ______________________________________________________________

11
 WHAT I CAN DO

PUSH IT!
A child on a swing is pushed by his father until the swing reached a
maximum height of 4 feet. Then, the father released the swing and observed
that the maximum height reached by the swing decreases by 15% on each
successive swing.
1. If the swing is pushed once by the father, what will be the height
reached on the third swing? on the fourth swing? on the sixth
swing?
2. Complete the table of values to present the answers to the
questions in item 1.

Number of Swings 1 2 3 4 5 6
ā ᤶ ᤶ e
Height Reached 4 2.089 1.775

Lesson
Arithmetic Sequences vs.
2 Geometric Sequences

WHAT’S NEW

HOW TO GENERATE SEQUENCES

Determine the pattern being followed by the terms or numbers in each of the
following sequences.

__________________________ 1. 1, 2, 3, 4, …

__________________________ 2. 7, 14, 28, 56, …

__________________________ 3. 12, 6, 3, , …

__________________________ 4. 7, 12, 17, 22, …

12
 __________________________ 5. 13, 7, 1, 5, …

WHAT IS IT

If you are going to observe the given sequences in What’s New, there is
always a constant value that is being added or multiplied to obtain the
terms in the sequence. Let us re-discover these concepts through this lesson.
Look at the two sequences below, what can you say about the pattern that is
being followed by the terms or numbers in each sequence? What pattern do
you observe in sequence 1? How about in sequence 2?

1 5, 12, 19, 26, 33, … 2 3, 12, 48, 192, …

In the first example, the first term, denoted as , is 5. It is followed by the

second term ( ) 12, then the third term ( ) 19, the fourth term ( ) 26, and
so on. You can observe that in order to obtain the second term, you add 7 to
the first term, and to obtain the third term, you add 7 to the second term.
So, the pattern is 7 is being added to the preceding terms to obtain the
next terms. The number that is being added to the preceding term to get
the next term is referred to as the common difference h of an arithmetic
sequence.

5+7, 12+7, 19+7, 26+7, 33, … Common Difference h

The common difference is obtained by:

or e or e …

succeeding term – preceding term

where

An arithmetic sequence is a sequence obtained by

adding a common difference ( ) to the preceding terms
in order to obtain the next terms.
13
In the second example, 3 is the first term, 12 is the second term, 48 is the
third term, and so on. The first term ( ) is multiplied to 4 to get the second
term ( ). The third term ( ) is obtained by multiplying 4 to and is
multiplied to 4 to get . So, the pattern is 4 is being multiplied to the
preceding terms to obtain the next terms. The number that is being
multiplied to the preceding term to get the succeeding number is called the
common ratio of a geometric sequence.

3x4, 12x4, 48x4, 192,… Common Ratio

The common ratio is obtained by :

e
or or ...
e

࢛ ࢋ ࢋ
ࢋ ࢋ
where
e
...
e

WHAT’S MORE

ACTIVITY: ARITHMETIC OR GEOMETRIC!

Determine whether the sequence is geometric or arithmetic.

__________________________ 1. 12, 15, 18, 21, …

__________________________ 2. 10, 5, 0, 5, …
__________________________ 3. 5, 15, 45, 135, …
__________________________ 4. 24, 12, 6, 3, …

14
Example 1.) 12, 15, 18, 21, …
First, let’s investigate if a common ratio or a common difference exists.
Using the first three terms 12, 15, and 18:
ࠀ m m
and but
ࠀ

We got the ratios of two pairs of consecutive terms but, we failed to obtain a
common ratio. So, the sequence is not a geometric sequence.
Now, let’s try to obtain a common difference by using the first three terms
12, 15, 18.
ࠀ e and ࠀ e and e e
We performed subtraction in two pairs of consecutive terms and, we were
able to obtain the common difference, 3. Therefore, we can conclude that the
sequence is an arithmetic sequence.
Let us do the same for examples 2 to 4 to find out if the sequence is
arithmetic or geometric.

Example 2.) 10, 5, 0, -5, …

ࠀ is not equal to 0. Thus, the
= = and = = 0
ࠀ
sequence is not geometric.

a2 – a1 = 5 – 10 = 5 and There is a common difference

a3 – a2 = 0 – 5 = 5 of – 5. Therefore, the sequence
is arithmetic.

Example 3.) 5, 15, 45, …

ࠀ
= ࠀ
= 3 and There is a common ratio of 3.
Therefore, the sequence is
ࠀ geometric.
= ࠀ
= 3

Example 4.) 24, 12, 6, 3, …

= = and There is a common ratio of .

Therefore, the sequence is
= = geometric.

15
ASSESSMENT 1. WHICH IS WHICH?
Determine if the following sequence is arithmetic, geometric, or neither.
Write JUST for arithmetic, DO for geometric, and IT for neither.

16
ASSESSMENT 2. THEY NEED HELP
Read and analyze the situation carefully. Then, provide what is being asked
for.
SITUATION:
Your classmates Ruben and Nathaniel are arguing during your Math subject.
You found out that they are arguing about the examples of sequences
presented by your teacher.

A. Saving 5 pesos in your B. An amount of money deposited in

piggy bank daily a bank that is compounded yearly
at an interest rate of 6%

Ruben is telling that example A is an arithmetic sequence while example B

is a geometric sequence. On the other hand, Nathaniel is defending that
example A is a geometric sequence while example B is an arithmetic
sequence.
Since you are knowledgeable about the issue, who among your classmates
will you agree with?
Answer: ___________
What explanation(s) will you provide to your classmates for them to
understand clearly the difference between an arithmetic sequence and a
geometric sequence?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Your explanation(s) will be scored using this rubric.
8 points 6 points 4 points 2 points
Argument gives Argument gives
Argument is very Argument is
some new no new
informative, somewhat
information but information and
accurate, and informative and
is poorly is poorly
well organized. organized.
organized. organized.

17
 WHAT I HAVE LEARNED

SEE THE DIFFERENCE!

What is the main difference that you observed between the two sequences
below? Justify your answer.

t
A. 12, 4, , , ,… B. 13, , 14, , 15, …
t

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

Your justification(s) will be rated using this rubric.

8 points 6 points 4 points 2 points
Correct answer Correct answer Correct answer
An answer is
with informative with informative with well
provided but
and well but not well organized but not
without
organized organized informative
justification
justification justification justification

WHAT I CAN DO

INVESTIGATE AND CONCLUDE

Read and analyze the situation below.
Consider yourself depositing an amount of money in a local bank which
offers 5% interest rate compounded annually. If you deposited ₱10,000.00
in that bank, how much will you earn after 3 years?
1. What kind of sequence is illustrated in the above situation?
2. If it shows an arithmetic sequence, then what is the common difference?
On the other hand, if it shows a geometric sequence, then what is the

18
 common ratio? Provide a justification for your answer using any method.

ASSESSMENT

Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write the CAPITAL letter
of the correct answer on a separate sheet of paper.
_____ 1. This refers to the number that is being multiplied to obtain a
geometric sequence.
A. Number of Terms C. Common Difference
B. Common Denominator D. Common Ratio
_____ 2. Which of the following statements is true to all geometric sequences?
A. If the common ratio is negative, then the sequence is increasing.
B. If the common ratio is negative, then all the terms of the sequence
is also negative.
C. If the common ratio is less than one, then the sequence is
decreasing.
D. If the common ratio is less than one, then the sequence is
increasing.
_____ 3. If the common ratio of a sequence is –3 and the first term is 3, then
the fourth term is ___.
A. 27 B. 27 C. – 81 D. 81
_____ 4. Which of the following is an example of a geometric sequence?

A. 2, 4, 6, 8, … C. , , 1, 2, …

B. 12, 8, 4, 0, … D. 1, , , , ….

_____ 5. Supply the missing term in the sequence 1, ____, , , … to make it

a geometric sequence.

A. 2 B. C. 3 D.

_____ 6. Which of the following statements will let you obtain the common
difference of an arithmetic sequence?
A. Divide the first term by the second term of the sequence.
B. Subtract the first term from the second term of the sequence.
C. Subtract the second term from the first term of the sequence.

19
 D. Divide the second term by the first term of the sequence.

_____ 7. What is the common difference in the sequence 1, , 0, , 1, …?

A. 1 B. C. 0 D.

_____ 8. Which of the following is NOT an arithmetic sequence?

A. 1, 0, 1, 2, 3, 4, 5, … C. 0, 2, 5, 9, 14, ...
ࠀ
B. , , ,… D. , , , ,…
_____ 9. What term fits on the blank in the sequence ____ , 0, 3, 6, …?
A. 3 B. 0 C. 3 D. 6
For items 10 to 15, determine whether the given situation is an arithmetic
sequence, a geometric sequence, or neither. Write A for arithmetic, G for
geometric, and N for neither.
_____ 10. Growth of bacteria on a petri dish
_____ 11. 15, 10, 5, 0, 5, 10, …
_____ 12. Doubling your weekly savings
_____ 13. The number of people watching a viral video within an hour
_____ 14. Playing the stacking cups game
_____ 15. The taxi fare a passenger pays per kilometer traveled

ADDITIONAL ACTIVITY

Ben is planning to visit his friend Albert who is suffering from colds and
headache. Ben uses his car to travel to Albert’s house. The initial speed of
Ben’s car is 20 mph, then constantly increasing one-fourth of its preceding
speed.
1. If the constant increase of its speed is done every 10 minutes, what
will be the speed of his car for the first 30 minutes?
2. Construct a table of values which shows the relationship between
the speed of the car for the first hour if the constant increase is of
the preceding speed for every 20 minutes.
3. What is the common ratio obtained by the sequence based from the
table of values?

20
 21
What I Know
1. B 6. B 11. G
2. A 7. D 12. N
3. A 8. B 13. G
4. B 9. G 14. A
5. C 10. A 15. G
What’s In
1. AS 2. NA 3. AS 4. NA 5. AS
LESSON 1
What’s More
Assessment 1: (in centimeters)
Number of
1 2 3 4 5 6 7
Jumps
Distance
20 15
Covered
e em
m m m
The sequence is 20, 15, , , , ,
ࠀ ࠀ ࠀ ࠀ ࠀ
ࠀ
The frog is 69.32 centimeters away from the door.
Assessment 2:
1. 64 2. 3. 72 4. 16 5.
ࠀ
What I have Learned
Activity 1:
ANSWER KEY
 Activity 2: 22
MESSAGE : Pray not for an easy life; instead pray to be a strong person.
What I can Do (in feet)
Number of Swings 1 2 3 4 5 6
Height Reached 4 2.089 1.775
ā ᤶ ᤶ e
LESSON 2
What’s New
1. Add 1 to the preceding terms.
2. Multiply 2 to the preceding terms.
3. Multiply to the preceding terms.
4. Add 5 to the preceding terms.
5. Add 6 to the preceding terms.
What’s More
Assessment 1: Assessment 2:
1. DO 1. I will agree with Ruben’s claim.
2. DO 2. Saving ₱5 in a piggy bank daily shows
3. IT a constant number that is being added
4. DO on the preceding days. Therefore, it
5. IT shows an arithmetic sequence. On the
6. JUST other hand, depositing an amount in a
7. JUST bank acquires an interest depending
8. JUST on a constant value that is being
9. DO multiplied to the preceding amount.
10. DO Therefore, a geometric sequence is
obtained.
 23
days-of-xmas-new-years-resolutions-3-0/
https://firstpriority.net/152-qa-with-coach-phil-december-31-2019-12-
https://katiegard.wordpress.com/tag/interpretations/
https://www.pngwave.com/png-clip-art-aiuru
Incorporated, 2004.
Series,Algebra II. Araneta Avenue,Quezon City: Vibal Publishing House
Cabral,Josephine,Bernabe,Julieta,and Valencia,Efren.New Trends in Math
www.yumpu.com/en/document/read/35995428
www.VectorStock.com/15088776
REFERENCES
What I have Learned
The numbers in set A present a geometric sequence while the ones in set B show an
arithmetic sequence. The common ratio , in set A, is multiplied to every preceding term to
obtain each succeeding term. The common difference , in set B on the other hand, is added to
every preceding term to obtain each succeeding term.
What I can Do
1. It shows a geometric sequence.
2. The common ratio is or 1.05.
ࠀ
The initial deposit is ₱10,000 which is compounded annually with a rate of 5%. To
obtain the second term, multiply the initial deposit by 5%. Then the obtained value is
the second term, so, divide the second term by the first term to get the common ratio.
Assessment
1. D 6. B 11. A
2. C 7. B 12. G
3. C 8. C 13. N
4. C 9. A 14. A
5. B 10. G 15. A
Additional Activity
1. 39. 0625 mph
1. Table of values (the speed of the car is in mph)
20-minute Intervals 0 20 40 60
Speed of the
20 26.67 35.56 47.41
Car
2. The common ratio ( ) is 1. 3333333.
10
Mathematics
Quarter 1 – Module 6:
Finding the 댰∥ Term of a
Geometric Sequence and
Geometric Means
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 6: Finding the nth Term of a Geometric Sequence and
Geometric Means

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer’s Name: Jess Mitts M. Belingon

Editor’s Name: Vic Jomar M. Laderas
Reviewer’s Name: Bryan A. Hidalgo
Management Team:
May B. Eclar, PhD
Benedicta B. Gamatero
Carmel F. Meris
Marciana M. Aydinan, PhD
Ethielyn E. Taqued
Edgar H. Madlaing
Lydia I. Belingon

Printed in the Philippines by:

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

This module aims to provide the material necessary to introduce the

mathematical concept of geometric sequences to Grade – 10 students. This
module will discuss the procedures in finding the nth term of geometric
sequences and identifying geometric means. It also includes interesting
activities which will help learners understand well the derivation of formulas
for nth term of geometric sequences and geometric means.

After going through this module, the learner should be able to:

a. familiarize the formulas in finding terms of geometric sequence,

b. find the 䫐∥ term of a geometric sequence, and
c. determine the geometric mean/s of a geometric sequence.

What I Know

A. Multiple Choice. Read and analyze the following items and determine
the letter of the correct answer from the given choices. Write your
answer on a separate sheet of paper.
_____ 1. What expression is same as th
A. _ t t C. a4 b2
B. a2 b2 D. 8ab

_____ 2. What is the common ratio of the sequence 36, 12, 4, …?

A. 3 C.
B. – 3 D. –
_____ 3. The first term of a geometric sequence is 5, and the second term is
10, what is the sixth term?
A. 160 C. 320
B. 80 D. 640
_____ 4. The common ratio of a geometric sequence is , and the fourth term
is _
. What is the third term of the sequence?
A. 1 C. _
B. D.

1
_____ 5. The common ratio of a geometric sequence is . Find the first three
terms if the fifth term is 1.
_
A. , , C. _
, ,
_
B. , , D. 2, 1,

For items 6 – 10, find the specified term of the following geometric
sequences.
__________ 6.) 3, 6, 12, … find a7
__________ 7.) 10, 5, , … find a6
__________ 8.) 1, 3, 9, … find a9
__________ 9.) 2, – 1 , , … find a10
__________ 10.) 100, 20, 4, … find a8

For items 11 – 15, insert geometric means in each geometric sequence.

.t 3, ____, 8
.t , _____,
.t 7, _____, _____, 56
_.t 36, _____, _____, _____, _
.t – 1, _____, – 9 , _____, – 81

Lesson
Finding the 댰∥ term of a
1 Geometric Sequence

What’s In

In the previous modules, you learned about geometric sequences and how to
find the next terms of geometric sequences.

Look at the sequences below.

5, 10, 20,…

36, 12, 4,…

2
If you are asked to find the next three terms of the geometric sequences,
what method are you going to use?

Basically, you are going to multiply the common ratio to obtain the next
terms as taught in the previous modules.

The sequence 5, 10, 20… is a geometric sequence with a common ratio of 2.

Therefore, the next three terms are 40, 80 and 160.

The same is through with the sequence 36, 12, 4, …with a common ratio of .
_ _ _
Therefore, the next three terms are , , and .

Essential Question:
What if I am going to ask for the 10th term, 20th term and 100th
respectively? Are you going to use the same method?

Using the same method (multiplying the common ratio) to identify the 10th
term, 20th term and 100th is such a waste of time. Don’t worry! This module
will solve this problem.

What’s New

THE RIGHT TERM

Use any method to find the 䫐∥ term of the given geometric sequences.

1. What is the 7th term of the sequence 5, 10, 20, …? _______________

Since you obtained already the common ratio of this sequence which
is 2 and the next three terms are 40, 80, and 160, you can easily
identify the 7th term. By multiplying 160 by 2, you will obtain the 7th
term which is 320.
Now, what is the 10th term? 20th term?

3
 Here is another representation:

First term: 5
Second term: 5 x 2 = 10
Third term: 10 x 2 = 20
Fourth term: 20 x 2 = 40 This method seems to be
Fifth term: 40 x 2 = 80 time – consuming and
Sixth term: 80 x 2 = 160 impractical, so, let us try
Seventh term: 160 x 2 = 320 to derive a shorter and a
Eighth term: 320 x 2 = 640 more accurate formula.
Ninth term: 640 x 2 = 1 280
Tenth term: 1 280 x 2 = 2 560

Therefore, the 10th term is 2 560.

What is It

Using the geometric sequence: 5, 10, 20, … you are asked to find for the 10th
term.

Let us now derive a formula which may help us find an unknown term of a
geometric sequence.

We obtained the 10th term of the sequence by using the representation.

can be written as

1st term (a1) 5 5

2nd term(a2) 5 x 2 = 10 5x2
3rd Term(a3) 10 x 2 = 20 5x2x2
4th Term(a4) 20 x 2 = 40 5x2x2x2
5th Term(a5) 40 x 2 = 80 5x2x2x2x2
6th Term(a6) 80 x 2 = 160 5x2x2x2x2x2
7 Term(a7) 160 x 2 = 320
th
5x2x2x2x2x2x2
8th Term(a8) 320 x 2 = 640 5x2x2x2x2x2x2x2
9th Term(a9) 640 x 2 = 1 28 5x2x2x2x2x2x2x2x2
10th Term(a10)1 280 x 2 = 2 560 5x2x2x2x2x2x2x2x2x2

4
Looking at the illustration, we can derive a pattern that is being followed by
the sequence. Let us consider the first five terms.

(a1) = 5 5 x 20
(a2) = 5 x 2 = 10 5 x 21
(a3) = 10 x 2 = 20 5 x 22 Common
(a4) = 20 x 2 = 40 5 x 23 Ratio
(a5) = 40 x 2 = 80 5 x 24 denoted by
r
First Term of the
sequence denoted by a1

Let’s try to change the numbers to variables.

Recall: In the laws of
exponents
can be written as a3,
and any non-zero
number raised to
zero (0) is always
equal to 1. Hence,
_ a0 = 1.

What can you observe

from the exponent of r
and the subscript of a ?

The exponent of r is less than one of the subscript of a. The subscript

of a refers to the placement of the term which is denoted by n.
Therefore, using these variables, we derived the formula

GENERAL IDEA. The formula in finding the 䫐∥ term of a geometric

sequence is

Wherein: = nth term

a1 = first term
r = common ratio
n = number of terms

5
Using the sequence: 5, 10, 20, …, we identified the 7th term and the 10th
term, which are 320 and 2,560 respectively. Now, let us use the derived
formula to check if we are at the right track.

For the term ht

th

For the th
term t
Given: h
Given:

h
h t
t
h t
t
h t
t

h h h

What’s More

ACTIVITY 1. THE 댰∥ TIME

Find the specified term of the given geometric sequence.

1. , 2, 8,…; find

To solve for the unknown term, identify first the given values. The first term
is ½, and the unknown term is the sixth term, so, the value of n is equal to
6. To find common ratio:

6
The given values will then be substituted to the formula in finding the 䫐∥
term of a geometric sequence.

Given: _ Unknown =

ASSESSMENT 1. FIND OUT!

Find the specified term of the given geometric sequences. Show your
complete solutions.

1.)
2.)
3.) _

ACTIVITY 2. FIND ME!

1. What is the seventh term of a geometric sequence whose fourth term is

128 and common ratio equal to 4?
To begin with the problem, you must have to analyze carefully what does it
ask for. The problem is asking for the 7th term but the first term was not
given.

First, identify the given values and the unknown variable/s.

Given: Fourth Term ( a4 ) = 128
Common Ratio ( r ) = 4

There are two unknowns, we have a1 and a7.

Let’s have the formula

There are two unknowns in the problem and to solve , we need to solve
first.

7
Since the given term is the fourth term, which is 128, we can use it to solve
for the value of a1. Substitute the value of a4, which is 128, n which is 4,
and r, which is 4 in the formula .

Afterwards, identify the unknown term which is .

h t

a7 = 8,192

ASSESSMENT 2. FIND OUT!

Answer the problem completely.

1. The third and eighth term of a geometric sequence are 8 and _

respectively. What is the first term and the common ratio of the
sequence?

8
 What I have Learned

FILL IN THE TABLE

Directions. Find the specified term of the geometric sequences given the first
term and the common ratio.

Given

1.

2.

3.

What I Can Do 䫐
Note:
A - final amount
P – initial principal balance
Solve for what is asked in the problem. Show your
r - interest rate
solutions.
n - number of times interest
Warren deposited his P12, 000. 00 in a local bank applied per time period
in 2019. t – number of time periods
elapsed
1. If the bank offers 5% interest rate
compounded annually, how much will be in his bank account in 2028?

2. Suppose he will withdraw the principal in 2028 and will leave the
interest in his account, how much will the interest earn after 5 years?

9
Lesson

2 Geometric Means

What’s In

In the previous lesson in this module, you were able to derive the formula in
finding the nth term of geometric sequences.

To review what you have already learned on finding the nth term of a
geometric sequence, accomplish the following activity.

WHAT’S THAT TERM?

Find the specified term of the following geometric sequence.

_________ 1. th
term

_________ 2. _ ... th
term

_________ 3.

_________ 4. _

Were you able to answer items 3 and 4? How did you come up with your
answers?

Using the formula in finding the nth term of a geometric sequence to supply
the unknown term in Items 3 and 4, will really let you experience a difficulty.

Through this module, let us discover a shorter way to identify the unknown
term/s in between terms of geometric sequences.

10
 What’s New

Look at the problem below, can you determine what must be placed on the
blank to form a geometric sequence?

12, ____,3
You might use the formula in finding the nth term of geometric sequence to
supply the middle term.

We’re stuck in here!

Let’s discover how to answer his problem.

What is It

How can we solve this problem?

extremes

12, ____,3

Geometric mean
The given terms are the first and last terms. These terms are called the
extremes, and the term/s in between the extremes are called geometric
mean/s. In the geometric sequence, 2, 4, 8, 16, the numbers 4 and 8 are the
geometric means of the extremes, 2 and 16.

11
Let us derive the formula:

The common ratio refers to the ratio of two consecutive terms,

⺁ 䫐∥ 耀∥ h 䫐∥⺁ ⺁‫ݎ‬ ⺁ ⺁ ⺁香耀 䫐⺁

This can be our basis in finding geometric means.

Let’s go back to the problem, 12, ____, 3. The first term is 12 and the last
term is 3. Now, let us substitute.

t = 36

a2 = 6

To insert terms, let us identify first the common ratio by using the formula:

ༀ
ༀ
Where: n = number of terms
k = 1, since it is the first term placement
r = common ratio

12
 What’s More

ACTIVITY 1. MEET ME HALFWAY

Find the missing term/s in the following geometric sequences.

1) 3, _____ , 45
To insert a geometric mean, let us first identify the extremes and number of
terms. By substitution,

t
= or

Therefore,
2) 2, _____, _____ , 250
There are two geometric means needed in this problem. Let us identify first
the extremes and the number of terms. The extremes are 2 and 250, and
there are 4 terms in the sequence.
ༀ
ༀ

Therefore, the sequence is 2, 10, 50, 250…

13
ASSESSMENT 1. HALFWAY

Find the geometric mean of the given extremes.

Given Geometric Mean

1. 3 and 8

2. 100 and 25

3. and

4. 3 and

5. x and x7

ASSESSMENT 2. IN BETWEEN

Insert geometric means in each geometric sequence.

1.) 2, _____, _____, 686

2.) _____, 24, _____, _____, _
3.) _____, _____, _____, 4, 8
4.) _____, _ , , _____
5.) 81, _____, _____, _____, _____,

14
 What I have Learned

SHADE THAT TERM OF MINE

The table contains terms of a geometric sequence. Identify whether the

terms in the right columns are geometric means or term of the sequence.
Use any shade to color the geometric means or terms.

Geometric Sequence Terms

1.) 1, ___, ___, ___, 81 30 9 27 3
2.) ___, 3, ___, ___, 1 6 9

3.) 24, ___, ___, ___, 1 2 3 4

4.) 2, ___, , ___, 1 4 2
_
5.) ___, , 1 2 4
_

What I Can Do

SALARY SCHEME

Angelie is working for a year as a clerk in a certain department. Her

employer promised her that she will be having a salary increase every after 3
months. Assume that her basic salary is P10,000.00 and there is a constant
rate of increase on her salary every after 3 months.

Your task is to construct/write a salary scheme for Angelie that determines

her salary in the first up to the last quarter of the year.

Cycle of Salary
1 2 3 4
Increase
Salary Received

15
 Assessment

A. Multiple Choice. Read and analyze the following items and determine
the letter of the correct answer from the given choices. Write your answer on
a separate sheet of paper.
_____ 1. What expression is same as th
A. 15ab C. a3 b
B. a5 b3 D. 5a3b

_____ 2. What is the common ratio of the sequence , 1, 7, …?

A. 7 C.
B. – 7 D. –

_____ 3. The first term of a geometric sequence is 2, and the second term is
10, what is the fifth term?
A. 250 C. 500
B. 100 D. 750

_____ 4. The common ratio of a geometric sequence is , and the fourth term
_
is . What is the third term of the sequence?
A. 1 C. _
B. D.

_____ 5. Find the 12th term of the geometric sequence 1, 2, 4,...

A. 512 C. 2 048
B. 1 024 D. 1 112

For items 6 – 10, find the specified term of the following geometric
sequences.

__________ 6.) 6, 12, 24, … find a7

__________ 7.) 20, 10, 5, … find a6
__________ 8.) 7, - 14, 28, … find a8
__________ 9.) a1 = 2, r = 3 find a10
__________ 10.) a1 = 0, r = find a8

For items 11 – 15, insert geometric means in each geometric sequence.

.t 3, ____, 27
.t , _____,
.t , _____, _____,
_.t
.t
16
 18
What I Know
ASSESSMENT
1. C
2. C
1. B
3. A
2. A
4. B
3. D
5. A
4. D
6. 192
5. C
6. 384 7.
7. 8. 6 561
8. What I have Learned 9. –
9. 39,366 10.
10. 0 1. 243, 218,
_
11. 9 19,683 11. 2
2. 32, 128, 512 12.
12.
3. – 648, 162 13. 14, 28
_
13. 25,
_
14. 9, ,
14. – 3, 3, - 3
_ .
15. 5, 625 3, 27
_
15.
Answer Keys
 19
Algebra II. Quezon City: Vibal Publishing House Incorporated.
Cabral, J., Bernabe, J., & Valencia, E. (2004). New Trend in Math Series,
www.yumpu.com/en/document/read/35995428
www.VectorStock.com/15088776
REFERENCES
What I Have Learned
Geometric Sequence TERMS
1.) 1, ___, ___, ___, 81 30 9 27 3
2.) ___, 3, ___, ___, 1 6 9
3.) 24, ___, ___, ___, 1 2 3 4
4.) 2, ___, , ___, 1 4 2
5.) ___, , 1 2 4
_
_
What’s More. Assessment 2
What’s More.
1. 2, 14, 98, 686
Assessment 2
2. 192, 24, 3, ,
3. , 1, 2, 4, 8
_
r=
4. = 32
5. 81, 27, 9, 3, 1,
, _, , 1
What’s More.
Assessment 1 What’s More.
What’s In
Assessment 1
1.
1. 729
2. 50 1. 192
2. 64
3. 6 2.
4. 6, 18 4. 1
_
.
_ 3. _
.
LESSON 2 LESSON 1
10
Mathematics
Quarter 1 – Module 7
Geometric Series
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 7: Geometric Series - M10AL-Ie-2
First Edition, 2019

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer’s Name: Jess Mitts M. Belingon

Editor’s Name: Vic Jomar M. Laderas
Reviewer’s Name: Bryan A. Hidalgo
Management Team:
May B. Eclar, PhD
Benedicta B. Gamatero
Carmel F. Meris
Marciana M. Aydinan, PhD
Ethielyn E. Taqued
Edgar H. Madlaing
Lydia I. Belingon

Printed in the Philippines by :

Department of Education – Cordillera Administrative Region

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

This module aims to provide the material necessary to introduce the

mathematical concept of geometric sequences to Grade – 10 students. This
module will discuss the formula in finding the sum of finite and infinite
geometric series. It also includes interesting activities which will help
learners understand well geometric series.
After going through this module, the learner should be able to:

a. find the sum of terms of a finite geometric sequence, and

b. find the sum of terms of infinite geometric sequence.

What I Know

A. Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write your answer on
a separate sheet of paper.
_____ 1. This refers to the sum of the terms of a geometric sequence.
A. Series C. Continuity
B. Limit D. All of these

_____ 2. Find the sum of the first six terms of a geometric sequence whose
first term is 2 and common ratio of .
h
A. C.
h th h
ht
B. D.
h h

_____ 3. Find the sum of the first five terms of the geometric sequence 4, 6,
9, …
h
A. C.
h
h
B. D.
h

_____ 4. Find the sum of the first five terms of the geometric sequence 2, 8,
32, 128, …
A. 243 C. 679
B. 682 D. 743

1
_____ 5. Find the sum of the terms of the infinite geometric sequence 45, 15,
5, …
A. 68 C.
h
B. D. 69

For items 6 – 10, find specified geometric series of the following geometric
sequences:
____________ 6.)   ht
____________ 7.)  t t
____________ 8.)   
____________ 9.) First term and common ratio h h; find
____________ 10.) First term and common ratio h ; find

For items 11 – 15, find the geometric series of each infinite geometric
sequence.

___________ 11.)  t 
___________ 12.)   
___________ 13.)   
___________ 14.)   
h
___________ 15.)   

2
Lesson

1 Finite Geometric Series

What’s In

In the previous module, we derived the formula in finding the nth term
of a geometric sequence. This formula allows you to accurately identify the
nth term of any geometric sequence.

We shall now proceed on discussing how to find the sum of the terms
of geometric sequences.

Consider the geometric sequence 3, 6, 12, 24, … If I let you find the
sum of the first five terms of the geometric sequence, maybe, you’ll simply
generate the five terms then add them. For example,

Essential Question:
What is the sum of the first 10 terms? First 15 terms? First 20
terms?

How will you be able to answer the above question? Will you do the
same of adding the terms one by one to find the sum? How long will it take
you to answer the question?

This module will discuss to you on how to find the sum of the terms of
finite and infinite geometric sequence without going through the process of
adding the terms one by one.

3
 What’s New

PLUS FACTOR

Find the sum of the first five terms of the following geometric sequences.

1.) h h t 4.)  t t
2.)   ht 5.) h t t
3.)   

Basically, you will identify first the common ratio of the sequence to
generate the next terms of the sequence. For Item number 1, the common
h
ratio ( r ) is equal to = 2. Therefore, the first five terms of the sequence are
h
7, 14, 28, 56, and 112. Then, add the terms to find the sum.

What Is It

Consider item number 1 on your activity, the sum of the first five terms
obtained is 217. You were able to find the sum by generating all the terms
and then adding them. But, how about the sum of the first 20 terms? Are
you still going to generate all the terms?

Geometric Series

Geometric Series
refers to the sum of
the terms of a
geometric sequence.

4
Here is the formula in finding the sum of the first n terms of a finite
geometric series:

h
h
Where: = the sum of the first n terms
= first term
n = number of terms
r = common ratio
Let’s try to use the formula.

Find the sum of the first five terms of the geometric series h h t

Solution: = 7, n = 5, r= = =2

Let’s substitute the given values in the formula:

h
h

h
h
h
h
h
h

Using the formula, it gives the same answer.

5
 What’s More

ACTIVITY 1. SUM IT UP

1. Find the sum of the first seven terms of a geometric sequence whose
first term is 3 and common ratio is 4.
Solution :  

Substitute these values in the formula:

h
h
h
h
h 
h
h 
h
h 
h


6
2. Find the sum of the first 6 terms of geometric series h   

Solution: = , n = 6, r= = =2

Substitute these values in the formula:

h
h

h
h

h
h

h
h

h
h

ASSESSMENT 1. PLUS IT!

1. Find the sum of the first 6 terms of a geometric sequence whose first
term is 2 and common ratio is .

2. What is the sum of the first 10 terms of the geometric sequence 4, 2, 1?

7
 What I Have Learned

COMPLETE ME!

Fill in the blanks.

1. ________________ is the sum of the terms of a geometric sequence.

2. To find finite geometric series, use the formula _________________.
For numbers h , use the sequence t  Determine
3. 䇅䇅䇅䇅䇅䇅䇅䇅䇅䇅
4. 䇅䇅䇅䇅䇅䇅䇅䇅䇅
5. 䇅䇅䇅䇅䇅䇅䇅䇅䇅䇅

What I Can Do

Illustrative Example:
Joey saves an amount in his bamboo bank each week. To make it fun, he
doubles whatever amount is inside the bank next week. On the first week,
he saves 1 peso. On the 10th week, how much will be in the bamboo bank in
all?

Second Third Fourth

First Week
Week Week Week
Amount h t

The total savings can be computed by

h t t
  t t

h
h
t
h
t
h
t t

8
Therefore, Joey has a total savings of t after ten weeks.

Problem: Solve completely.

Suppose Rico saves P100.00 in January and each month thereafter he

manages to save one-half more than what he saved in the previous month.
How much is Rico’s savings after 10 months? Round off your final answer to
two decimal places.

Lesson

2 Infinite Geometric Series

What’s In

In the previous lesson, you have learned about finding the sum of the terms
of a finite geometric series using a formula. Since the sequence is finite, we
can easily find the sum. But, what if the sequence has no last term? Can
you possibly find the sum?

This module will discuss to you how to find the sum of terms of infinite
geometric sequences.

9
 What’s New

INFINI-TERM

Task: Find the sum of the terms of the geometric sequence 1, , h, t, t

, ...

You might be wondering how you can get the sum of the terms of the
geometric sequence because its terms are infinite. By the way, is it even
possible?

If you want to know the answer to that question, you continue learning the
next lesson.

What Is It

Consider a 1 by 2 rectangular figure. Divide the figure into various portions

as shown below.

t
t

10
The rectangle was divided into various portions such as 1 unit, unit, unit,
h
unit, unit and so on. The rectangle can still be divided into smaller
t t
rectangles up to infinity.

If the areas of all rectangles are added this will give a sum of 2 square units.
This scenario indicates that you can still find the sum of the terms of an
infinite geometric sequence.

In a mathematical statement, we can write the sum of the areas of the

rectangles as follows:
Sum of terms of an
infinite geometric
sequence
1+ +
h
+ +
t t
+ …=2
Ellipsis is a set of
three dots that
indicates infinity.

Based from this example, we can have the formula:

h
Where: sum to infinity
= first term
= common ratio

Let us test if the formula is correct:

1+ +
h
+ +
t t
+ + … =2

Solution:

11
Let us substitute these values in the formula:

We tested it right!

TAKE NOTE

This formula is applicable only to infinite geometric series

when the common ratio is lesser than 1 but greater than -1.

What’s More

ACTIVITY 1. SUM UP TO INFINITY

1. Find the sum of the terms of the infinite geometric sequence 3, 1, ,…

Solution: a1 = 3, r=
Substitute these values in the formula:

12
2. Find the sum of an infinite geometric sequence whose first term is 5
and common ratio is h.

Solution : a1 = 5, r=
h
Substitute these values in the formula:

ASSESSMENT 1. INFINITY

Solve for the specified geometric series. Show your complete solutions.

1. ) Find the sum of the terms of an infinite geometric sequence whose

first term is 4 and common ratio is .

2. ) Given the sequence 9, 3, 1,… , find

13
 What I Have Learned

COMPLETE ME!

Fill in the blanks.

1. ________________ is a set of three dots that indicates infinity.

2. To find infinite geometric series, use the formula ______________.
3. In an infinite geometric series, h 䇅䇅䇅䇅 i .
For numbers h h , use the sequence    Determine
4. 䇅䇅䇅䇅䇅䇅䇅䇅䇅䇅
5. 䇅䇅䇅䇅䇅䇅䇅䇅䇅䇅

What I Can Do

Illustrative Example:
A ball tossed to a height of 8 meters rebounds to its previous height. Find
the distance the ball has travelled when it comes to rest.

Note: 1) The distance travelled going up is the same as the distance travelled
going down.
2) When the ball is at rest, the distance is zero.

1st 2nd 3rd

Direction Tossing
Rebound Rebound Rebound
Up t h
Down t h
Total t t h t h

14
The total distance can be written as
t h or t h

  t

Therefore, the total distance the ball has travelled when it comes to
rest is .

Problem: Solve completely.

A ball tossed to a height of 6 meters rebounds to its previous height. Find
the distance the ball has travelled when it comes to rest.

Assessment

A. Multiple Choice. Read and analyze the following items and determine the
letter of the correct answer from the given choices. Write your answer on a
separate sheet of paper. USE CAPITAL LETTERS ONLY.
_____ 1. How can you indicate infinite geometric sequences?
A. Use an ellipsis C. Use a bar line above the sequence
B. Use an arrowhead D. All of these

_____ 2. Find the sum of the first six terms of a geometric sequence whose

first term is 2 and common ratio is .

ht
A. C.
h h
h
B. D.
h th h

15
_____ 3. Find the sum of the first five terms of the geometric sequence 4, 6,
9…
h
A. C.
h
h
B. D.
h

_____ 4. Find the sum of the terms of the infinite geometric sequence 45, 15,
5,…
A. 68 C.
h
B. D. 69

_____ 5. Find the sum of the first five terms of the geometric series 2, 8, 32,
128,…
A. 682 C. 679
B. 243 D. 743

For items 6 – 10, find the specified geometric series of the following
geometric sequences:
____________ 6)   ht
____________ 7)  t t
____________ 8)   
____________ 9) First term and common ratio h h; find
____________ 10) First term and common ratio h ; find

For items 11 – 15, find the sum of the terms of each of the following infinite
geometric sequences:
___________ 11)  t 
___________ 12)   
___________ 13)   
___________ 14)   
h
___________ 15)   

16
 Additional Activity

Answer completely.

When a ball is tossed to a height of 4 meters above the ground, it always

rebounds to 40% of its previous height until it stops. Find the total distance
that the ball has covered when it strikes the ground for the fifth time.

REFERENCES

www.VectorStock.com/15088776

www.yumpu.com/en/document/read/35995428

Cabral, J., Bernabe, J., & Efren, V. (2004). New Trends in Math Series,
Algebra II. Quezon City: Vibal Publishing House Incorporated.

17
 18
WHAT’S NEW
1. 217
2. 1 023
3.
hh
4. 1 555
h
5.
h
What I Know
1. A
2. B
3. B
What I Can Do 4. B
5. C
6. 16 383
7. 728

8.
ht t
9. – 26 214
t
10. –
11. 24
12.
t
What I Have Learned 13.
h
14.
h
1. geometric series 4.
h
15. 3
2. 5.
a h rn
3.
hr
Sn
LESSON 1
Answer Keys
 19
What I Can Do
t
What’s More.
Assessment 1
ASSESSMENT
1.
16. A 2.
h
17. A t
18. D
19. C
20. A
21. 16 383
22. 728
23.
24. – 26 214

What I Have Learned
26. 24 What’s More:
1. Ellipsis

25. h
27. Assessment 1
2.
t
a
28.
h
3. 1. 5
hr
S
29. 4. 2.
h
h h
30. 3 5. 4
LESSON 2
Answer Keys
 10
Mathematics
Quarter 2 – Module 19:
The Relations among Chords,
Arcs, Central Angles and
Inscribed Angles

0
CO_Q2_Mathematics 10_Module 19
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 19: The Relations among Chords, Arcs, Central Angles and
Inscribed Angles
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: John Denver B. Pinkihan
Content Editor: Aiza R. Bitanga
Reviewer: Bryan A. Hidalgo
Layout Artist: Daniel C. Tabinga, Jr.
Management Team:
May B. Eclar, PhD
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region (CAR)

Office Address: Wangal, La Trinidad, Benguet

Telefax: (074) – 422 4074
E-mail Address: [email protected]
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
define, identify, name, and illustrate the parts of a circle and derive inductively the
relations among chords, arcs, central angles, and inscribed angles. 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 and
answer this module is dependent on your ability.
After going through this module, you are expected to derive inductively the
relations among chords, arcs, central angles, and inscribed angles.

What I Know

Directions: Read and analyze each item very carefully. Write the letter of the correct
answer on your answer sheet.

1. Which angle has its vertex on a circle and has sides that contain chords of the
circle?
A. central angle C. inscribed angle
B. circumscribed angle D. intercepted angle

2. A circle with a 5 𝑐𝑚-radius has an arc that measures 30°. What is the measure
of its arc length? Note: 𝜋 = 3.14
A. 2.62 𝑐𝑚 B. 2.3 𝑐𝑚 C. 1.86 𝑐𝑚 D. 1.5 𝑐𝑚

3. What is the sum of the measures of the central angles of a circle with no
common interior points?
A. 120° B. 240° C. 360° D. 480°

4. What do you call the shaded region of circle A?

A. area C. sector
B. pi D. segment

1 CO_Q2_Mathematics 10_Module 19
 ̂ if 𝐷𝑌
5. Given circle 𝐴, what kind of arc is 𝐷𝑀𝑌 ̅̅̅̅ is a diameter?
A. circle C. minor arc
B. major arc D. semicircle

̂ and 𝑚∠𝑆𝐴𝐷 = 70, what

6. Given circle 𝐴 with semicircle 𝑌𝑆𝐷 M
is the measure of ∠𝑆𝐴𝑌?
A. 20⁰ C. 110⁰

B. 70⁰ D. 150⁰

7. Which of the following is NOT a measure of a minor arc?

A. 180⁰ B. 179⁰ C. 150⁰ D. 100⁰

̂ = 95°, what must be added to its measure to make a semicircle?

8. Suppose 𝑅𝑆
A. 60⁰ B. 75⁰ C. 80⁰ D. 85⁰

9. In the Arc Addition Postulate, which of the following is true about the measure
of an arc formed by two adjacent non-overlapping arcs?
A. It is equal to the difference of the measures of these two arcs.
B. It is equal to the sum of the measures of these two arcs.
C. It is equal to the quotient of the measures of these two arcs.
D. It is equal to the product of the measures of these two arcs.

10. Which of the following statements is true about the intercepted arcs of a
central angle?
A. The measure of the intercepted are is equal to the measure of the central
angle.
B. The measure of the intercepted arc is less than the measure of the central
angle.
C. The measure of the intercepted arc is greater than the sum of the measures
of its central angles.
D. The measure of the intercepted arc is equal to the sum of the measure of
its central angles.

11. Which of the following statements is true about the radii of congruent
circles?
A. They are similar. C. They are equal.
B. They are congruent. D. They are equivalent.

2 CO_Q2_Mathematics 10_Module 19
12. Under what condition can two minor arcs of two congruent circles be
congruent?
A. If and only if their corresponding intercepted arcs are congruent.
B. If and only if their corresponding adjacent angles are congruent.
C. If and only if their corresponding central angles are congruent.
D. If and only if their corresponding adjacent arcs are congruent.

13. In what condition can a diameter or a radius bisect a chord and its arc?
A. When the diameter or radius is equal/congruent to the chord
B. When the diameter or radius is parallel to the chord
C. When the diameter or radius is perpendicular to the chord
D. When the diameter or radius is collinear to the chord

14. Which part is used to name a circle?

A. center B. chord C. diameter D. tangent

15. Which angle has a vertex on the center of the circle and sides that are radii
of that circle? ____ angle.
A. acute B. central C. inscribed D. intercepted

3 CO_Q2_Mathematics 10_Module 19
 Lesson
Chords, Arcs, and
1 Central Angles

What’s In

Start this module by reviewing some of the terms related to circle for you to
be able to go on with the activities. Read the given terms and definitions.

Gallery of Knowledge

A circle is a set of all points with the same

distance from a fixed point called the center. The
center is used to name a circle. J
Example: circle A or ⊙A
A radius of a circle is a segment whose N
endpoints are the center and a point on the L A

diameter
circle. It is the distance from the center to any
point on the circle.
Example: ̅̅̅ 𝐴𝐽, ̅̅̅̅
𝐴𝑁, ̅̅̅̅
𝐴𝐸
A chord of a circle is a line segment that has its
endpoints on the circle. S
E
Example: ̅̅̅̅
𝐿𝐸 , ̅̅̅
𝐽𝐸 , ̅̅̅̅
𝐸𝑁
A diameter of a circle is a chord that passes
through the center of the circle. It is the longest
chord of a circle and its length is twice as long as its radius.
Example: ̅̅̅
𝐽𝐸
A tangent is a line, a segment, or a ray that intersects a circle at exactly one
point, and the point of intersection is called the point of tangency.
Example: line s with point L as the point of tangency
A secant is a line, a segment, or a ray that intersects a circle at exactly two points.
⃡ or 𝑁𝐸
Example: 𝑁𝐸 ̅̅̅̅ or 𝑁𝐸

The prior knowledge and skills you have on circle will help you
understand it even more. As you undergo with the lesson, be guided by the
question: “How do the relationships among chords, arcs, and central angles of a
circle facilitate finding solutions to real-life problems and develop skills in
decision making?” To find the answer, perform each activity. You may refer to
the modules you have studied or to other references.

4 CO_Q2_Mathematics 10_Module 19
 What’s New

Identify what parts related to ⊙A are named.

̅̅̅, 𝐴𝐸
1. 𝐴𝐽 ̅̅̅̅ , 𝐴𝑁
̅̅̅̅

2. ̅̅̅
𝐽𝐸

3. ̅̅̅̅ ̅̅̅ ,𝐸𝑁

𝐿𝐸 ,𝐽𝐸 ̅̅̅̅

̂ or 𝐽𝐿𝐸
4. 𝐽𝑁𝐸 ̂

̂ , 𝐿𝑁
5. 𝐿𝐽 ̂ , 𝐿𝐸
̂ , 𝐸𝑁
̂

̂ , 𝐿𝑁𝐽
6. 𝐿𝐸𝑁 ̂ , 𝐽𝐿𝑁
̂ , 𝑁𝐿𝐸
̂ , 𝐿𝑁𝐸
̂

7. ∠𝐽𝐴𝑁, ∠𝑁𝐴𝐸
8. A
̂ in relation to ∠𝐴 and ∠𝐽𝐸𝑁 , 𝐿𝑁
9. 𝐽𝑁 ̂ in relation to ∠𝐿𝐸𝑁

What is It

An arc is a part of a circle between any

two points. It is measured in terms of degrees.
A circle is in itself an arc that measures 360°.
Arcs can be classified as minor, semicircle,
and major. The symbol ̂ is used to denote an
arc.

A semicircle is an arc which is 𝑜𝑛𝑒-

ℎ𝑎𝑙𝑓 of a circle. It measures exactly 180°. A
minor arc is less than a semicircle and its
measure is between 0° and 180° while a major
arc is greater than a semicircle which
measures between 180° and 360°.

5 CO_Q2_Mathematics 10_Module 19
 A minor arc is named using the two endpoints of the arc. A semicircle is named
using three points. The first and the third points are the endpoints of the diameter
and the middle point is any point of the arc between the endpoints. In cases where
there are only two points given on a circle, the semicircle is named using the two
points. Lastly, a major arc is named using three points. The first and the third are
the endpoints and the middle point is any point on the arc between the endpoints.
Using ⊙A,

̂ and 𝐽𝐿𝐸
𝐽𝑁𝐸 ̂ are semicircles;
̂ is a minor arc; and
𝐽𝑁
̂ and 𝑁𝐸𝐿
𝐽𝐿𝑁 ̂ are major arcs.

A central angle of a circle is an angle formed by two radii and its vertex is the
center of the circle. Using ⊙A,

∠𝐽𝐴𝑁, ∠𝑁𝐴𝐸 and ∠ 𝐽𝐴𝐸 are central angles.

An intercepted arc is created when lines or subsets of a line cuts across a

section of the circumference of a circle. The intersection of the lines or subsets of it
are on the circle, thus forming an inscribed angle. Using ⊙A,

̂ is a minor arc intercepted by inscribed ∠LEN and

𝐿𝑁
̂ is a minor arc intercepted by ∠JEN and ∠JAN.
𝐽𝑁

Sum of Central Angles

The sum of the measures of the central
angles of a circle with no common interior points is
360°. In the figure, ∠1, ∠2, ∠3, and ∠4 are examples
of central angles without common interior points.
Thus,

𝑚∠1 + 𝑚∠2 + 𝑚∠3 + 𝑚∠4 = 360.

The examples below show the relationship

between the central angle intercepting the arc of a circle.
Using ⊙C, the following can be shown:

central ∠FCG intercepts 𝐹𝐺̂;

̂
central ∠ECI intercepts 𝐸𝐼 ;
̂;
central ∠ACG intercepts 𝐺𝐵𝐴
̂
𝐴𝐼 is intercepted by central angle ∠ACI; and
̂ is intercepted by central angle ∠FCH.
𝐹𝐷𝐻

6
CO_Q2_Mathematics 10_Module 19
Arc Addition Postulate
The measure of an arc formed by two adjacent non-
overlapping arcs (arcs that share exactly one point) is equal 60o
to the sum of the measures of these two arcs. Using ⊙D,
90o
̂ = m𝐴𝐵
m𝐴𝐶 ̂ + m𝐵𝐶
̂
̂ = 60 + 90
m𝐴𝐶
̂ = 150
m𝐴𝐶

Example: Determine the measures of the given arcs

and angles. Refer to the figure that follows. 𝐶 is the
center of the circle while the other points are points
on the circle.

1
1. m∠2 or m∠LCM
Solution: The measure of ∠2 is 45°.
5
̂
2. mLM
̂ is 45° because
Solution: The measure of LM
̂ is
the measure of ∠LCM that intercepts LM
45°.
̂
3. measure of XQ
̂ is 30°. ∠XCQ and ∠RCO are vertical angles and a pair of vertical
Solution: XQ
angles are congruent. It follows that their intercepted arcs also are congruent.
̂
4. measure of LN
Solution: The measure of LN ̂ is 90°. The intercepted arc of ∠LCM is 45°.
Through the Arc Addition Postulate, we can say that the sum of the measures
̂ and MN
of LM ̂ is equal to the measure of LN
̂.

What’s More

Activity 1. Intercepts, Arcs, and Angles

Identify what is being asked in the given items. Refer to ⊙𝐶 .

7
CO_Q2_Mathematics 10_Module 19
_____________1. The ̂
angle intercepting 𝐺𝐴
_____________2. The ̂
angle intercepting 𝐷𝐻
_____________3. The arc intercepted by ∠𝐴𝐶𝐻
_____________4. The ̂
angle intercepting 𝐹𝐴
_____________5. The arc intercepted by ∠𝐸𝐶𝐼

Activity 2. Arc and Angle Measures

Determine the measures of the given arcs and
angles. Refer to ⊙𝐶 to the right. All the other points
are points on the circle.
________________1. Measure of ∠PCR 1
̂
________________2. Measure of 𝑃𝑅
̂
________________3. Measure of 𝑃𝑂
5
________________4. Measure of ∠4
________________5. Measure of ∠8

What can you say about the activity? Have

you discovered the relationship among arcs and
central angles?

What I Have Learned

You are now going to wrap up your learning by answering the question:

How are arcs and central angles related to each other?

Your output will be evaluated using the rubric below.

Score Descriptors
4 The organization of the ideas is clear. There is coherent connection
with each idea.
3 The organization of the ideas is clear but there is no coherent
connection with each idea.
2 The organization of the ideas is slightly unclear. There is no
coherent connection with each idea.
1 The organization of the ideas is unclear and there is no coherent
connection with each idea.

8
CO_Q2_Mathematics 10_Module 19
 What I Can Do

To find out how you can apply in real life the concepts you have just learned,
do the task described below.

Capture or cut out pictures that show the concepts of chords, arcs, and
central angles in real life. Explain why you believe these concepts were used in those
situations. Paste the three pictures in one long bond paper only.

Every picture taken with its respective description will be scored using the
rubrics that follow.

Score Descriptors for the Content

5 The explanation is correct, substantial, specific, and convincing.

4 The explanation is correct, substantial, and specific but not convincing.

3 The explanation is correct and substantial but not specific and convincing.

2 The explanation is correct but not substantial, specific, and convincing.

1 There is explanation but it is not correct, substantial, specific, and

convincing.

Score Descriptors for the Picture

5 The picture taken is appropriate to the concept. The concept is clearly

presented. The entirety of the picture is seen and is not blurred or cloudy.

4 The picture taken is appropriate to the concept. The concept is clearly

presented. The entirety of the picture is seen but is blurred or cloudy.

3 The picture taken is appropriate to the concept. The concept is clearly

presented. Some parts of the picture are unseen and are blurred or cloudy.

2 The picture taken is appropriate to the concept. The concept is not clearly
presented. Some parts of the picture are unseen and are blurred or cloudy.

1 Pictures are presented but not appropriate to the concept.

9
CO_Q2_Mathematics 10_Module 19
 Lesson
Chords, Arcs,
2 and Inscribed Angle

In Lesson 1, we talked about the relationships among chords, arcs, and central
angles. We learned that the measure of a central angle is equal to the measure
of its intercepted arc. Conversely, the degree measure of an arc is equal to the
measure of the central angle that intercepted it.
In Lesson 2, we will be dealing about the relationships among chords, arcs, and
inscribed angles. As you go through this lesson, be guided by the question “How
are the relationships among arcs and inscribed angles of a circle used in finding
solutions to real-life problems and in making decisions?” In order to find the
answers, perform the succeeding activities. You may refer to the other modules
studied earlier or to other references.

What’s New

Read and Draw

Read the instructions carefully and do what are being asked for.

Name the circle ⊙𝐴. On the circle, locate a point and name it 𝑋. Locate two
more points, 𝑌 and 𝑍, on the circle such that when you connect points 𝑋, 𝑌, and 𝑍
they will form an equilateral triangle inside the circle.

10
CO_Q2_Mathematics 10_Module 19
 What is It

In the activity that you have just done you were able to illustrate examples of
inscribed angles.

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

and the sides contain chords of the circle. Using ⊙𝐴, ∠𝑌
̂ , ∠𝑋 intercepts 𝑌𝑍
intercepts 𝑋𝑍 ̂ , and ∠𝑍 intercepts 𝑋𝑌
̂.

There are three different ways or cases in which an angle can be inscribed in
a circle.

The center of the circle is The center of the circle is The center of the circle is
on one side of the in the interior of the on the exterior of the
inscribed angle. inscribed angle. inscribed angle.
Image credits to https://slideplayer.com/slide/7315628/

Arcs and Angles

Study these examples.

Given ⊙𝐶:

̂ is intercepted by ∠𝐻𝐹𝐷;
𝐻𝐷

̂ is intercepted by ∠𝐴𝐺𝐵;
𝐴𝐵

̂ is intercepted by ∠𝐻𝐹𝐴;
𝐻𝐴

̂ ; and
∠𝐷𝐺𝐹 intercepts 𝐷𝐹

̂.
∠𝐻𝐹𝐺 intercepts 𝐻𝐺

11
CO_Q2_Mathematics 10_Module 19
Arc and Angle Measure

The measure of an inscribed angle is equal to

𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 the measure of its intercepted arc.

Example: In ⊙𝐶, m∠ACD = 100, find

̂;
a. measure of 𝐴𝐷

b. measure of ∠𝐴𝐸𝐷;

c. measure of ∠𝐴𝐵𝐷.

Solution:

̂ . Thus, mAD
a. The measure of central ∠ACD is equal to its intercepted arc AD ̂ =
m∠ACD = 100.

̂.
b. The inscribed ∠AED intercepts AD
1 1
̂
So, m∠AED = mAD = (100) = 50.
2 2

̂ . Since ∠AED
c. Both ∠ABD and ∠AED are inscribed angles to intercepted arc AD
measures 50°, then ∠ABD also measures 50°.

What’s More

Activity 1. Arcs and Angles

Decide if the statement is correct or not. Write

TRUE if it is correct and FALSE if it is incorrect.

̂.
__________1. ∠𝐴𝐺𝐹 intercepts 𝐴𝐻𝐹
̂ is intercepted by ∠𝐴𝐹𝐷.
__________2. 𝐴𝐵
̂.
__________3. ∠𝐴𝐹𝐷 and ∠𝐴𝐺𝐷 intercept 𝐴𝐷
̂ is intercepted by ∠𝐻𝐺𝐹.
__________4. 𝐻𝐴𝐹
̂.
__________5. ∠𝐷𝐺𝐹 intercepts 𝐷𝐹

12
CO_Q2_Mathematics 10_Module 19
Activity 2. Arc and Angle Measure

In ⊙𝐶, m∠𝑋𝐶𝑌 = 164, find the measure of:

̂
__________1. 𝑋𝑌
__________2. ∠𝑋𝑊𝑌
__________3. ∠𝑋𝑍𝑌

What I Have Learned

Doing the series of activities, you are now to wrap up your learning by
answering the question that follows:

What is the relationship between arcs and inscribed angles of a circle?

Your output will be evaluated using the rubric that follows.

Score Descriptors
4 The organization of the ideas is clear. There is coherent connection
with each idea.
3 The organization of the ideas is clear but there is no coherent
connection with each idea.
2 The organization of the ideas is slightly unclear. There is no
coherent connection with each idea.
1 The organization of the ideas is unclear and there is no coherent
connection with each idea.

13
CO_Q2_Mathematics 10_Module 19
 What I Can Do

Read the selection and help Mr. Cruz come up with a logical and correct
solution to his problem.

Mr. Cruz would like to place a fountain in his circular garden. He wants the
pipe, where the water will pass through, to be located at the center of the garden.
Mr. Cruz does not know where it is. Suppose you were asked by Mr. Cruz to find the
center of the garden, how would you do it?

The output will be evaluated using the rubrics below.

Score Descriptors
5 Used an appropriate strategy with the correct solution, arrived at a
correct answer and with clear presentation
4 Used an appropriate strategy with the correct solution, arrived at a
correct answer but with minor unclear presentation
3 Used an appropriate strategy with the correct solution, arrived at a
correct answer but with unclear presentation
2 Used an appropriate strategy but the solution and the answer are
incorrect and the presentation is not clear
1 Tried to solve the problem but used an inappropriate strategy that
led to an incorrect solution and answer

14
CO_Q2_Mathematics 10_Module 19
 Assessment

Directions: Read and analyze each item very carefully. On your answer sheet, write
the letter of the correct answer.

1. Which refers to a set of points that are with the same distance from a fixed
point?
A. center B. circle C. radius D. secant

Refer to ⊙E for items 2 to 8.

̂ if ∠𝐴𝐸𝐶 = 180°?
2. What part of ⊙E is 𝐴𝐹𝐶
A. central angle C. minor arc
B. major arc D. semicircle

3. What part of ⊙E is ∠𝐴𝐸𝐹?

A. central angle C. intercepted arc
B. inscribed angle D. right angle

4. In ⊙E, 𝐴𝐷̂ is a/an ____ of ∠𝐷𝐶𝐴.

A. central angle C. intercepted arc
B. inscribed angle D. right angle

̂?
5. What is the measure of 𝐴𝐷𝐵
A. between 0° and 180° C. between 180° and 360°
B. exactly 180° D. exactly 360°

̂ = 115°?
6. What is the measure of ∠𝐹𝐸𝐶 if 𝐹𝐶
A. 230° B. 115° C. 57.5° D. 28.75°

̂ if ∠𝐵𝐶𝐷 = 73°?
7. What is the measure of 𝐷𝐴𝐵
A. 36.5° B. 73° C. 146° D. 292°

̂ if ∠𝐷𝐶𝐴 = 10° and ∠𝐴𝐸𝐹 = 40°

8. What is the measure of 𝐷𝐹
A. 60° B. 40° C. 20° D. 10°

15
CO_Q2_Mathematics 10_Module 19
Refer to ⊙A for items 9 to 12.

̂ is a semicircle and
9. What is the measure of ∠𝐷𝐴𝑆 if 𝐷𝑆𝑌
∠𝑌𝐴𝑆 = 110°?
A. 20° C. 110°
B. 70° D. 150°

10. Suppose the measures of all the arcs in ⊙A are given. Which of the following
̂ in ⊙A?
concepts should be used to get the measure of 𝐷𝑌𝑆
A. Arc Addition Postulate C. Sum of Central Arcs
B. Intercepted Angle Postulate D. Sum of Inscribed Angles

11. What is the measure of the biggest arc in ⊙A?

A. between 0° and 180° C. between 180° and 360°
B. exactly 180° D. exactly 360°

̂?
12. Which of the following is true about the measures of ∠SAY and 𝑆𝑌
A. The measure of ∠SAY is equal to the measure of 𝑆𝑌̂.
B. The measure of ∠SAY is less than the measure of 𝑆𝑌̂.
C. The measure of ∠SAY is greater than the measure of 𝑆𝑌̂.
D. The sum of their measures is equal to the circumference of the circle.

13. What is the relationship between the measure of an inscribed angle to the
measure of its intercepted arc?
A. The measure of the inscribed angle is 𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 of the measure of its
intercepted arc.
B. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑡ℎ𝑖𝑟𝑑 of the measure of its
intercepted arc.
C. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑓𝑜𝑢𝑟𝑡ℎ of the measure of its
intercepted arc.
D. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑓𝑖𝑓𝑡ℎ of the measure of its
intercepted arc.

Refer to ⊙C for items 14 and 15.

̂?
14. What is the measure of 𝑋𝑊𝑌
A. 60° C. 120°
B. 80° D. 240° 120°

15. What is the measure of ∠𝑋𝑍𝑌?

A. 60° C. 120°
B. 80° D. 240°

16
CO_Q2_Mathematics 10_Module 19
 Additional Activities

More on Circles Please

1. Arc Length – The length of an arc can be determined by using the proportion
𝐴 𝑙
= , where 𝐴 is the degree measure of the arc, 𝑙 is the arc length, and 𝑟 is the
360 2𝜋𝑟
radius of the circle.

Example: What is the length of a 60° arc of ⊙𝐴 whose radius is 5 𝑐𝑚 long?

𝐴 𝑙
=
360 2𝜋𝑟
60 𝑙
=
360 2 × 3.14 × 5
1 𝑙
=
6 31.4
31.4 × 1
𝑙= 6

𝑙 = 5.23 𝑐𝑚

2. Sector of a Circle – A sector of a circle is the region bounded by an arc of the

circle and the two radii or radiuses to the endpoints of the arc. In finding the area
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
of a sector, we multiply the and the area of the circle.
360

Example: The area of ⊙A is 78.5 𝑠𝑞𝑢𝑎𝑟𝑒 𝑐𝑚. What is the area of sector BAC, the
shaded region of ⊙A?
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 = × 𝐴𝑟𝑒𝑎𝑐𝑖𝑟𝑐𝑙𝑒
360
60
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 = × 78.5
360
1
𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 = × 78.5
6

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 = 13.08 𝑠𝑞𝑢𝑎𝑟𝑒 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠

17
CO_Q2_Mathematics 10_Module 19
3. Segment of a Circle – A segment of a circle is the region bounded by an arc and
the segment/chord joining its endpoints. To find the area of a sector, we subtract
the area of the triangle formed by the radii and the chord from the area of the
whole sector where the segment of the circle is found.

Example: What is the area of the segment/ shaded

region in ⊙A? ̅̅̅̅
𝐵𝐶 = 5 𝑐𝑚 and the area of △ 𝐵𝐴𝐶 =
5.41 𝑠𝑞. 𝑐𝑚.

𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 𝐴𝑠𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 − 𝐴△𝐵𝐴𝐶

𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 13.08 𝑠𝑞. 𝑐𝑚 − 5.41 𝑠𝑞. 𝑐𝑚
𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 = 7.67 𝑠𝑞𝑢𝑎𝑟𝑒 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠

4. All radii of the same circle are congruent.

5. In a circle or in congruent circles, two minor arcs are congruent if and only if their
corresponding central angles are also congruent.

6. In a circle or in congruent circles, two minor arcs are congruent if and only if their
corresponding chords are also congruent.

7. In a circle, a diameter bisects a chord and an arc sharing the same endpoints if
and only if the diameter is perpendicular to the chord.

It’s your turn.

Answer the following questions. You will be rated using the rubric in What I Can Do.

1. Five points on a circle separate the circle into five congruent arcs.
a. What is the degree measure of each arc?

b. If the radius of the circle is 3 𝑐𝑚, what is the length of each arc?

c. Suppose the points are connected consecutively with line segments. How
do you describe the figure formed?

2. Do you agree that if two lines intersect at the center of the circle, then the lines
intercept two pairs of congruent arcs? Explain your answer.
3. The length of an arc of a circle is 6.28 𝑐𝑚. If the circumference of the circle is
36.68 𝑐𝑚, what is the degree measure of the arc? Explain how you arrived at your
answer.

18
CO_Q2_Mathematics 10_Module 19
CO_Q2_Mathematics 10_Module 19
19
Lesson 1. Lesson 1.
What I Know
What’s New What’s More
1. C
1. radiuses/radii Assessment 1
2. A
2. a diameter 1. angle GCA
3. C 3. chords
4. semicircles 2. angle DCH
4. C
5. minor arcs
6. major arcs 3. arc AH
5. D
7. central angles 4. angle FCA
6. C 8. the center
9. intercepted arcs 5. arc EI
7. A
Assessment 2
8. D
1. 15 degrees
9. B
2. 15 degrees
10. A
3. 45 degrees
11. B
4. 45 degrees
12. C
5. 45 degrees
13. C
14. A
15. B
Lesson 1.
Lesson 1.
What I Have Learned
What I can Do
The measure of a central angel and
The outputs will be scored
the arc it intercepts are equal. If the measure
using the rubrics
of the central angle is between zero and 180
presented.
degrees, then the intercepted arc is a minor
arc. Furthermore, if the measure of the
central angle is 180 degrees, then the arc it
intercepts is a semicircle and it measures
exactly 180 degrees. Moreover, if the
measure of the central angle is between 180
and 360 degrees, then the arc it intercepts is
a major arc.
Answer Key
CO_Q2_Mathematics 10_Module 19
20
Lesson 2. Lesson 2. Lesson 2.
What’s New What’s More What I Have Learned
The illustration is Assessment 1 The measure of
similar to this. an inscribed angle is
1. FALSE one-half the measure of
2. FALSE the arc it intercepts.
3. TRUE
4. TRUE
5. TRUE
Assessment 2
1. 164 degrees
2. 82 degrees
3. 82 degrees
Lesson 2. Assessment Additional Activities
What I can Do 1. B 1. a. 72 degrees
Draw two chords 2. D b. 3.768 centimeters
on the garden. The
3. A c. regular pentagon
center of the
perpendicular 4. C 2. Yes. There are two
bisector to the pairs of congruent central
chords is the center 5. C
angles/vertical angles
of the circular 6. B formed and they intercept
garden. congruent arcs.
7. C
3. 61.64 degrees.
8. A
(Evaluate students’
9. B explanations. They are
expected to use the
10. A 𝐴 𝑙
proportion = to
360 2𝜋𝑟
11. D support their
explanations.)
12. A
13. A
14. A
15. C
References

Nivera, Gladys C.,Ph.D.and Minie Rose C. Lapinid, Ph.D.. 2015. Grade 10

Mathematics Patterns and Practicalities. SalesianaBooks. Makati City.
Don Bosco Press, Inc.

Callanta, M.M. Et.Al. Mathematics- Garde 10 Learners Module, 2015, REX

Bookstore, Inc. Pasig City. November 6, 2019.

2015. "Circles." In Mathematics Learner's Module for Grade 10, by

Department of Education, 127 to 177. Pasig City: REX Book Store,
Inc.

https://www.cliffsnotes.com/study-guides/geometry/circles/central-angles-
and-arcs. Retrieved October 31, 2020.

https://slideplayer.com/slide/7315628/. Retrieved November 4, 2020.

https://www.cliffsnotes.com/study-guides/geometry/circles/central-angles-
and-arcs. Retrieved October 31, 2020.

EASE Module 1: Circles page 8

21
CO_Q2_Mathematics 10_Module 19
 10
Mathematics
Quarter 2 – Module 20:
Proving Theorems Related to
Chords, Arcs, Central Angles and
Inscribed Angles

CO_Q2_Mathematics 10_Module 20
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 20: Proving Theorems Related to Chords, Arcs, Central Angles and
Inscribed Angles
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: John Denver B. Pinkihan
Editors: Aiza R. Bitanga
Reviewers: Bryan A. Hidalgo
Illustrator: John Denver B. Pinkihan
Layout Artist: Edgardo D. Pamugas III
Management Team: May B. Eclar, PhD, CESO V
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region
Office Address: DepEd-CAR Complex, Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
prove theorems related to chords, arcs, central angles, and inscribed angles. 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 and answer
this module is dependent on your ability.

This module contains Lesson 1: Theorems Related to Chords, Arcs, and Central
Angles and Lesson 2: Theorems Related to Chords, Arcs, and Inscribed Angles. After
going through this module, you are expected to prove theorems related to chords, arcs,
central angles, and inscribed angles.

1
CO_Q2_Mathematics 10_ Module 20
 What I Know

Directions: Read and analyze each item very carefully. On your answer sheet, write
the letter of the choice that corresponds to the correct answer.

1. Which of the following illustrations do NOT show congruence?

a. c.

𝑟 = 8.25 𝑖𝑛 𝑟 = 8.25 𝑖𝑛 𝑟 = 7.25 𝑖𝑛 𝑑 = 14.50 𝑖𝑛

The two circles are congruent. The two circles are congruent.

𝐹
b. 𝐴
d.

90°
𝐵 𝐸
𝐷 𝐻

𝐶
𝐺

̂ ≅ 𝐶𝐷
𝐴𝐵 ̂ ̂ ≅ 𝐹𝐻
𝐸𝐹 ̂

2. An inscribed angle is a right angle if it intercepts a __________.

a. whole circle b. semicircle c. minor arc d. major arc
̂
3. Consider ⊙ 𝐴 with 𝐸𝐹 = 155°. Which of the following statements is always true?
a. In ⊙ 𝐴, ∠𝐸𝐴𝐹 = 77.5°.
̂ = 155° if and only if 𝐸𝐹
b. 𝐵𝐶 ̂ = 155°. 𝐸
̂ ≅ 𝐹𝐶
c. 𝐸𝐵 ̂ if and only if ̅̅̅̅ ̅̅̅̅ .
𝐸𝐵 ≅ 𝐹𝐶
𝐹
̂ = 155°.
d. ∠𝐸𝐴𝐹 ≅ ∠𝐵𝐴𝐹 if and only if 𝐵𝐶𝐹 𝐴
𝐵
𝐶
Refer to ⊙ 𝐺 for items 4 to 6.
̅̅̅̅ is a diameter that is perpendicular to chord
4. In ⊙ 𝐺, 𝐾𝐿 𝐾
𝐻𝐼. Which of the following is true?
a. ̅̅̅̅
𝐾𝐿 ≅ ̅𝐻𝐼
̅̅̅
b. 𝐻𝐾̂ ≅ 𝐿𝐼 ̂
𝐻 𝐼
̅̅̅̅ ≅ 𝐺𝐿
c. 𝐾𝐺 ̅̅̅̅ 𝐺
̅̅̅̅ ≅ 𝐺𝐼
d. 𝐻𝐺 ̅̅̅

2
CO_Q2_Mathematics 10_ Module 20
 ̅̅̅̅ = 15 and 𝐼𝐾𝐻
5. Suppose 𝐻𝐼 ̂ = 120°, then ____.
̅̅̅̅ = 15, 𝐺𝐼
a. 𝐻𝐺 ̅̅̅ = 15, 𝐾𝐼
̂ = 120°, and 𝐾𝐻
̂ = 120°
̅̅̅̅ = 7.5, 𝐺𝐼
b. 𝐻𝐺 ̅̅̅ = 7.5, 𝐾𝐼
̂ = 60°, and 𝐾𝐻
̂ = 60°
̅̅̅̅ ̅̅̅̅ ̂
c. 𝐾𝐺 = 7.5, 𝐺𝐿 = 7.5, 𝐻𝐿 = 60°, and 𝐿𝐼 ̂ = 60°
d. Insufficient data, answer cannot be determined.

̂ = 240°, find the measure of 𝐾𝐻

6. Suppose 𝐻𝐿𝐼 ̂.
a. 240° b. 120° c. 60° d. 30°

7. What is the measure of the arc intercepted by inscribed

𝑁
angle ∠𝑁𝑀𝑂 if ∠𝑁𝑀𝑂 = 85°?
̂ = 170°
a. 𝑁𝑂 ̂ =42.5°
c. 𝑁𝑀𝑂 𝑂
̂
b. 𝑁𝑀𝑂 = 170° ̂ = 42.5°
d. 𝑁𝑂
𝑀

8. What phrase correctly completes the theorem, “If a quadrilateral is

_______________, then its opposite angles are supplementary.”?
a. inscribed in a circle c. inscribed in a semicircle
b. circumscribed about a circle d. circumscribed about a semicircle

9. In ⊙ 𝑄, 𝑀𝑆̂ ≅ 𝑃𝐸
̂ and 𝑀𝑆 ̂ = 40°. Which of the following
statements is NOT true?
a. ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 both measure 20°. 𝑄
̂ and 𝑃𝐸
b. 𝑀𝑆 ̂ both measure 40°.
c. ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 both measure 40°.
d. ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 intercepts arcs 𝑀𝑆 and 𝐸𝑃 respectively.

̂ is a semicircle and m∠𝑆𝐴𝐷 =

10. In ⊙ 𝐴, what is the measure of ∠𝑆𝐴𝑌 if 𝐷𝑆𝑌
50?
a. 130° c. 100°
b. 110° d. 50°

11. Quadrilateral 𝑆𝑀𝐼𝐿 is inscribed in ⊙ 𝐸.

If m∠𝑆𝑀𝐼 = 78 andm∠𝑀𝑆𝐿 = 95, find m∠𝑆𝐿𝐼.
a. 78° c. 95°
b. 85° d. 102°

12. The ________________ angles of a quadrilateral inscribed in a circle are

supplementary.
a. adjacent b. obtuse c. opposite d. vertical

3
CO_Q2_Mathematics 10_ Module 20
13. All of the following parts from two congruent circles guarantee that two minor
arcs from congruent circles are congruent except for one. Which one is it?
a. Their corresponding congruent chords.
b. Their corresponding central angles.
c. Their corresponding inscribed angles.
d. Their corresponding intercepted arcs.

Refer to ⊙O for items 14 and 15.

𝑃𝑅 if ̅̅̅̅
14. In ⊙O, what is ̅̅̅̅ 𝑁𝑂 = 10 units and ̅̅̅̅
𝐸𝑆 = 4 units?
a. 64 units c. 16 units
b. 32 units d. 8 units

̂ = 40?
15. In ⊙O, what is the measure of arc 𝑃𝑅 if 𝑚𝑃𝐸
a. 20° c. 60°
b. 40° d. 80°

4
CO_Q2_Mathematics 10_ Module 20
 Lesson
Theorems Related to Chords,
1 Arcs, and Central Angles

What’s In

Before we start, let us first have a recap on some parts of a circle.

Directions: Rearrange the jumbled letters to come up with a word that corresponds
to the given definition. Write your answers on a separate sheet of paper.

1) C A R – A part of a circle between any two points and is measured in terms of

degrees.
2) R O D C H – A line segment that has its endpoints on the circle.
3) E T E R M A D I – A chord that passes through the center of the circle.
4) L A R T N E C G A N E L – It is angle whose vertex is at the center of a circle
and whose sides are radii of a circle.
5) B C D E I I N R S N E G A L – It is an angle whose vertex lies on the circle and
its sides contain chords of the circle.

What’s New

If and Then
Read the following 𝐼𝑓-𝑡ℎ𝑒𝑛 statements. State whether you agree with the
statement or not. Justify your answer.

1. If an arc measures 180°, then it is a semi-circle.

2. If all radii of a figure are congruent, then the figure is a circle.

3. If an angle is inscribed in a circle, then its measure is 𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 the

measure of its intercepted arc.

The activity that you just have done posed situations where a premise is
presented and a conclusion is made. You shall be seeing more of these in lessons 1
and 2 where we will be proving theorems.

5
CO_Q2_Mathematics 10_ Module 20
 What is It

In the next set of activities, you are tasked to prove theorems you used in the
previous module. We are going to review some of them and then provide the proofs to
these theorems.

We will start with the following concepts. While doing so, note that all images
are NOT drawn to scale.

Congruent Circles and Congruent Arcs

Congruent circles are circles with congruent radii.

̅̅̅̅ is a radius of ⊙ 𝑌.
Example: 𝑋𝑌
̅̅̅̅ is a radius of ⊙ 𝐴.
𝐴𝐵
̅̅̅̅, then ⊙ 𝑌 ≅ ⊙ 𝐴.
̅̅̅̅ ≅ 𝐴𝐵
If 𝑋𝑌

Congruent arcs are arcs of the same circle or of congruent circles with equal
measures.

̂ ,then 𝑇𝑀
̂ = 𝑚𝐾𝑆
Example: In ⊙ 𝐼, if 𝑚𝑇𝑀 ̂.
̂ ≅ 𝐾𝑆

If ⊙I ≅⊙X and 𝑚𝑇𝑀 ̂ = 𝑚𝑌𝑍

̂ = 𝑚𝐾𝑆 ̂ , then 𝑇𝑀 ̂ ≅ 𝑌𝑍
̂ ≅ 𝐾𝑆 ̂.

6
CO_Q2_Mathematics 10_ Module 20
Theorems on Central Angles, Arcs, and Chords

Theorem 1. In a circle or in congruent circles, two minor arcs are congruent

if and only if their corresponding central angles are congruent.

̂ ≅ 𝑀𝐿
a. In ⊙𝑃,since ∠𝐿𝑃𝑀 ≅ ∠𝑂𝑃𝑁, then 𝑁𝑂 ̂.
̂ ≅ 𝐴𝐵
̂ ≅ 𝑂𝑁
b. If ⊙ 𝑃 ≅ ⊙ 𝐶 and ∠𝐿𝑃𝑀 ≅ ∠𝑂𝑃𝑁 ≅ ∠𝐴𝐶𝐵, then 𝐿𝑀 ̂.

Proof of the Theorem

Use a two-column proof to prove that the intercepted arcs of two corresponding
congruent angles from two congruent circles are congruent.

Given: ⊙ 𝑈 ≅⊙ 𝐾 and ∠𝑊𝑈𝑆 ≅ ∠𝐿𝐾𝑀

̂ ≅ 𝐿𝑀
Prove: 𝑊𝑆 ̂

Proof:

Statement Reason
1. ⊙ 𝑈 ≅⊙ 𝐾 1. Given
∠𝑊𝑈𝑆 ≅ ∠𝐿𝐾𝑀
a

̂ 2. The measure of a central angle is

2. In ⊙ 𝑈, m∠𝑊𝑈𝑆 = 𝑚𝑊𝑆
̂ equal to the degree measure of its
In ⊙ 𝐾, m∠𝐿𝐾𝑀 = 𝑚𝐿𝑀
intercepted arc.
3. 𝑚∠𝑊𝑈𝑆 = 𝑚∠𝐿𝐾𝑀 3. Congruent angles have equal
measures.
̂ = 𝑚𝐿𝑀
̂ 4. Substitution Property of Equality
4. 𝑚𝑊𝑆
̂ ≅ 𝑳𝑴
̂ 5. Two arcs are congruent if they have
5. 𝑾𝑺
equal measures.

7
CO_Q2_Mathematics 10_ Module 20
 Theorem 2. In a circle or in congruent circles, two minor arcs are congruent
if and only if their corresponding chords are congruent.

a. In ⊙ 𝑇, ̅̅̅̅
𝐵𝐴 ≅ ̅̅̅̅ ̂ ≅ 𝐶𝐻
𝐶𝐻. Since the two chords are congruent, then 𝐵𝐴 ̂.
b. If ⊙ 𝑇 ≅⊙ 𝑁 and𝐵𝐴 ̅̅̅̅ ≅ ̅̅̅̅
𝐶𝐻 ≅ ̅̅̅̅ ̂ ≅ 𝐶𝐻
𝑂𝐸 , then 𝐵𝐴 ̂ ≅ 𝑂𝐸
̂.

Proof of the Theorem

Given that ⊙ 𝑇 ≅ ⊙ 𝑁 and ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅ ̂ and 𝑂𝐸
𝑂𝐸, use a two-column proof to prove that 𝐴𝐵 ̂
are congruent.

Given: ⊙ 𝑇 ≅ ⊙ 𝑁
̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝑂𝐸
̂ ̂
Prove: 𝐴𝐵 ≅ 𝑂𝐸

Proof:

Statement Reason
1. ⊙ T ≅⊙ N, 𝐴𝐵 ̅̅̅̅ ≅ ̅̅̅̅
𝑂𝐸 1. Given
̅̅̅̅ ≅ 𝑇𝐵
2. 𝑇𝐴 ̅̅̅̅ ≅ ̅̅̅̅
𝑁𝑂 ≅ 𝑁𝐸 ̅̅̅̅ 2. Radii of the same circle or of congruent circles are
congruent.
3. ∆𝐴𝑇𝐵 ≅ ∆𝑂𝑁𝐸 3. SSS Postulate
4. ∠𝐴𝑇𝐵 ≅ ∠𝑂𝑁𝐸 4. Corresponding Parts of Congruent Triangles are
Congruent (CPCTC)
̂
̂ ≅ 𝑶𝑬
5. 𝑨𝑩 5. In a circle or in congruent circles, two minor arcs
are congruent if and only if their corresponding central
angles are congruent.

8
CO_Q2_Mathematics 10_ Module 20
 Theorem 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.

3 𝑐𝑚
40°

Q M R

3 𝑐𝑚
40°

T
̂ since 𝑄𝑅
In ⊙ 𝑀, diameter 𝑄𝑅 bisects chord 𝑆𝑇 and𝑆𝑇 ̅̅̅̅ ⊥ 𝑆𝑇
̅̅̅̅.

Proof of the Theorem

Use a two-column proof to prove that segments and

arcs are congruent by showing that ̅̅̅̅
𝐴𝑍 bisects ̅̅̅̅
𝐽𝑀 and
̂
𝐽𝑀.

Given: In ⊙W, ̅̅̅̅

𝐴𝑍 is a diameter. ̅̅̅̅
𝐴𝑍 ⊥ ̅̅̅̅
𝐽𝑀 at T.
̅̅̅̅
Prove: 1.𝐴𝑍 bisects 𝐽𝑀̅̅̅̅
̅̅̅̅ bisects𝐽𝑀
2.𝐴𝑍 ̂

Proof:
Statements Reasons
1. ⊙W with diameter ̅̅̅̅
𝐴𝑍 ⊥ chord ̅̅̅̅
𝐽𝑀 1. Given
2. ∠𝐽𝑇𝑊 and ∠𝑀𝑇𝑊 are right angles. 2. Definition of Perpendicular Lines
3. ∠𝐽𝑇𝑊 ≅ ∠𝑀𝑇𝑊 3. Right angles are congruent.
4. ̅̅̅̅
𝑊𝐽 ≅ ̅̅̅̅̅̅
𝑊𝑀 4. Radii of the same circle are congruent.
̅̅̅̅̅ ≅ 𝑊𝑇
5. 𝑊𝑇 ̅̅̅̅̅ 5. Reflexive/Identity Property of Equality
6. ∆𝐽𝑇𝑊 ≅ ∆𝑀𝑇𝑊 6. HyL Theorem
̅̅̅ ≅ 𝑀𝑇
7. 𝐽𝑇 ̅̅̅̅̅ 7. Corresponding Parts of Congruent
Triangles are Congruent (CPCTC)
̅̅̅̅ bisects 𝑱𝑴
8. 𝑨𝒁 ̅̅̅̅ 8. Definition of Segment Bisector
9. ∠𝐽𝑊𝐴 ≅ 𝑚∠𝑀𝑊𝐴 9. CPCTC
10. 𝑚∠𝐽𝑊𝐴 = 𝑚∠𝑀𝑊𝐴 10. Congruent angles have equal
measures.
̂ = 𝑚∠𝐽𝑊𝐴
11. 𝑚𝐴𝐽 11. The degree measure of an arc and the
̂ = 𝑚∠𝑀𝑊𝐴
𝑚𝐴𝑀 central angle that intercepts it are equal.
̂ = 𝑚𝐴𝐽
12. 𝑚𝐴𝑀 ̂ 12. Substitution Property of Equality
̂ ≅ 𝐴𝐽
13. 𝐴𝑀 ̂ 13. Definition of Congruent Arcs
̅̅̅̅ bisects 𝑱𝑴
14. 𝑨𝒁 ̂ Definition of Segment Bisector

9
CO_Q2_Mathematics 10_ Module 20
 What’s More

Activity 1. Prove Me Right

Complete the two-column proof to prove that the central angles intercepting
two corresponding congruent minor arcs from corresponding congruent circles are
congruent. Be guided by the statements and reasons already provided for you.

̂ ≅ 𝐿𝑀
Given: ⊙ 𝑈 ≅ ⊙ 𝐾 and 𝑊𝑆 ̂
Prove: ∠𝑊𝑈𝑆 ≅ ∠𝐿𝐾𝑀

Proof:

Statement Reason
1. 1. Given

̂ = 𝑚∠𝑊𝑈𝑆.
2. In ⊙ 𝑈, 𝑚𝑊𝑆 2.
̂ = 𝑚∠𝐿𝐾𝑀.
In ⊙ 𝐾, 𝑚𝐿𝑀
3. 3. Definition of Congruent Arcs
4. 𝑚∠𝑊𝑈𝑆 = 𝑚∠𝐿𝐾𝑀 4.
5. ∠𝑾𝑼𝑺 ≅ ∠𝑳𝑲𝑴 5.

Activity 2. Minor Arcs and Chords

Complete the two-column proof to prove that the chords from congruent
circles with corresponding congruent minor arcs are congruent. Be guided by the
statements and reasons already provided for you.

Given: ⊙ 𝑇 ≅⊙ 𝑁
̂ ≅ 𝑂𝐸
𝐴𝐵 ̂

̅̅̅̅ ≅ ̅̅̅̅
Prove: 𝐴𝐵 𝑂𝐸

10
CO_Q2_Mathematics 10_ Module 20
Proof:
Statement Reason
1. 1. Given

̂ = 𝑚𝑂𝐸
2. 𝑚𝐴𝐵 ̂ 2.
̂ = 𝑚∠𝐴𝑇𝐵 and
3. 𝑚𝐴𝐵 3.
̂ = 𝑚∠𝑂𝑁𝐸
𝑚𝑂𝐸
4. 4. Substitution Property of Equality
5. ∠𝐴𝑇𝐵 ≅ ∠𝑂𝑁𝐸 5.
̅̅̅̅ ≅ 𝑇𝐵
6. 𝑇𝐴 ̅̅̅̅ ≅ ̅̅̅̅ ̅̅̅̅
𝑁𝑂 ≅ 𝑁𝐸 6.
7. 7. SAS Postulate
̅̅̅̅ ≅ ̅̅̅̅
8.𝑨𝑩 𝑶𝑬 8.

Activity 3. Diameter Bisects Chords.

Complete the two-column proof to prove that the two chords are perpendicular if the
diameter bisects the other chord. Be guided by the statements and reasons already
provided for you.

̅̅̅̅
Given: ⊙𝑈 with diameter 𝐸𝑆
̅̅̅̅ ̅̅̅̅
𝐸𝑆 bisects 𝐺𝑁 at I
̅̅̅̅ ̂ at 𝐸
𝐸𝑆 bisects 𝐺𝑁
̅̅̅̅ ⊥ 𝐺𝑁
Prove : 𝐸𝑆 ̅̅̅̅

Proof:
Statement Reasons
1. 1. Given
̅̅̅ ≅ 𝑁𝐼
2. 𝐺𝐼 ̅̅̅̅ 2.
̂ = 𝑁𝐸
𝐺𝐸 ̂
̅̅̅ ≅ 𝑈𝐼
3. 𝑈𝐼 ̅̅̅ 3.
4. 4. Radii of the same circle are
congruent.
5. ∆𝐺𝐼𝑈 ≅ ∆𝑁𝐼𝑈 5.
6. ∠𝑈𝐼𝐺 ≅ ∠𝑈𝐼𝑁 6.
7. ∠𝑈𝐼𝐺 and ∠𝑈𝐼𝑁 are right angles. 7. Angles which form a linear pair and
are congruent are right angles.
8. 𝐼𝑈 ⊥ ̅̅̅̅
̅̅̅ 𝐺𝑁 8.
9. ̅̅̅̅
𝐸𝑆 ⊥ ̅̅̅̅
𝐺𝑁 𝐼𝑈 is on ̅̅̅̅
9. ̅̅̅ 𝐸𝑆

11
CO_Q2_Mathematics 10_ Module 20
 What I Have Learned

To summarize what you have learned, fill in the blanks with the correct terms.
1. If the radii of the two circles are ___________, then the circles are
congruent.

2. Congruent arcs are arcs of the same circle and of congruent circles with
___________.

3. Minor arcs of congruent circles having corresponding congruent

___________ are congruent.

What I Can Do

On your birthday, your godparent gave you a thousand Pesos as a gift and
told you to spend it wisely. Show, through a budget pie graph, how you would allocate
this amount then answer the questions that follow. Your responses to the questions
and your graph will be scored according to the given rubrics.
1. In which entry was the highest budget allocated? Why did you allot this item
with the highest amount?
2. In which entry was the least budget allocated? Why did you allot this item
with the least amount?
3. What is the degree measure of every entry in your pie graph?
4. How is the measure of the central angles related to the budget you have
allocated for your entries?

Score Descriptors for the Content

5 The justification is correct, substantial, specific, and convincing.
4 The justification is correct, substantial, and specific but not
convincing.
3 The justification is correct and substantial but not specific and
convincing.
2 The justification is correct but not substantial, specific, and
convincing.
1 There is justification but it is not correct, substantial, specific, and
convincing.

12
CO_Q2_Mathematics 10_ Module 20
 Score Descriptors for the Pie Graph
Criteria: a. The budgeting is logical and appropriate.
b. The pie graph is accurately divided.
c. The pie graph comes with clear and readable descriptions.
d. The sum of the amounts in all the entries is ₱1,000.
5 The four criteria were met.
4 Three criteria were met.
3 Two criteria were met.
2 One criterion was met.
1 A pie graph is presented but none of these criteria were met.

Lesson Theorems Related

2 to Arcs, Chords, and Inscribed

Angles

What’s New

If and Then
Read the following 𝐼𝑓-𝑡ℎ𝑒𝑛 statements. State whether you agree with the
statement or not. Justify your answer.

1. If the circle is intercepted by a diameter, then the arc measures 180⁰.

2. If a square is inscribed in a circle, then it divides the circle into four
congruent arcs.

The activity that you just have done posed situations where a premise (the if
clause) is presented and a conclusion (the then clause) is made.

What is It

In the next set of activities, you are tasked to prove theorems you used in the
previous module. We are going to review some of them and then provide the proofs to
these theorems.

13
CO_Q2_Mathematics 10_ Module 20
 We will start with the following concepts.

An inscribed angle is an angle whose vertex is on the circle and whose sides contain
chords of the circle. The arc that lies in the interior of an inscribed angle and has
endpoints on the angle is called the intercepted arc of the angle.
An inscribed angle may contain the center of the circle in its interior, may have the
center of the circle on one of its sides, or the center of the circle may be at the exterior
of the circle.
Example:

∠𝐿𝐴𝑃, ∠𝑇𝑂𝑃, and ∠𝐶𝐺𝑀 are inscribed angles. Their respective vertices,𝐴, 𝑂 and
𝐺 are points on the circumference of the circles. Their respective sides, ̅̅̅̅ 𝐴𝐿 and ̅̅̅̅
𝐴𝑃,
̅̅̅̅ and 𝑂𝑃
𝑂𝑇 ̅̅̅̅, and 𝐺𝐶
̅̅̅̅ and 𝐺𝑀
̅̅̅̅̅, contain chords of the circles.
̂ , 𝑇𝑃
𝐿𝑃 ̂ , and 𝐶𝑀̂ lie in the interior of inscribed angles∠𝐿𝐴𝑃, ∠𝑇𝑂𝑃, and ∠𝐶𝐺𝑀,
respectively. Thus, 𝐿𝑃 ̂ , 𝑇𝑃
̂ , and 𝐶𝑀 ̂ are the intercepted arcs of these inscribed angles.

Theorems on Inscribed Angles

Theorem 1. If an angle is inscribed in a circle, then the measure of the

angle is equal to𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 the measure of its intercepted arc.

 ̂ is its
In the figure, ∠𝐴𝐶𝑇 is an inscribed angle and 𝐴𝑇
intercepted arc.

 ̂ is equal to 120⁰, then the measure of

If the measure of𝐴𝑇
∠𝐴𝐶𝑇 is equal to 60⁰.

Proof of the Theorem

Given : ∠𝑃𝑄𝑅 is inscribed in ⊙𝑆 and ̅̅̅̅

𝑃𝑄 is a diameter.
1
Prove: 𝑚∠𝑃𝑄𝑅 = 𝑚𝑃𝑅 ̂
2

14
CO_Q2_Mathematics 10_ Module 20
Proof:

Draw ̅̅̅̅
𝑃𝑄 and let 𝑚∠𝑃𝑄𝑅 = 𝑥

Statement Reasons
1. ∠𝑃𝑄𝑅 is inscribed in ⊙𝑆 1. Given
and 𝑃𝑄̅̅̅̅ is a diameter.
̅̅̅̅ ≅ 𝑅𝑆
2. 𝑄𝑆 ̅̅̅̅ 2. Radii of a circle are congruent.
3. ∆QRS is an isosceles ∆. 3. Definition of Isosceles Triangle
4. ∠𝑃𝑄𝑅 ≅ ∠𝑄𝑅𝑆 4. The base angles of an isosceles triangle are
congruent.
5. 𝑚∠𝑃𝑄𝑅 = 𝑚∠𝑄𝑅𝑆 5. The measures of congruent angles are equal.
6. 𝑚∠𝑄𝑅𝑆 = 𝑥 6. Transitive Property of Equality (If 𝑚∠𝑃𝑄𝑅 = 𝑥 and
𝑚∠𝑃𝑄𝑅 = 𝑚∠𝑄𝑅𝑆, then 𝑚∠𝑄𝑅𝑆 = 𝑥.
7. 𝑚∠𝑃𝑆𝑅 = 2𝑥 7. The measure of an exterior angle of a triangle is
equal to the sum of the measures of its remote
interior angles.
8. The measure of a central angle is equal to the
8. 𝑚∠𝑃𝑆𝑅 = 𝑚𝑃𝑅 ̂a measure of its intercepted arc.
9. Transitive Property of Equality (from 7 & 8)
9. 𝑚𝑃𝑅 ̂ = 2𝑥 a
10. Substitution Property of Equality (from 5 & 6)
a
̂ = 2(𝑚∠𝑃𝑄𝑅)
10. 𝑚𝑃𝑅
𝟏
̂a
11. 𝒎∠𝑷𝑸𝑹 = 𝒎𝑷𝑹
11. Multiplication Property of Equality
𝟐

Theorem 2. If two inscribed angles of a circle (or of congruent circles)

intercept congruent arcs or the same arc, then the angles are congruent.

In figure 1 , ∠𝑃𝐼𝑂 and ∠𝑃𝐿𝑂 intercept 𝑃𝑂̂ . Since

∠𝑃𝐼𝑂 and ∠𝑃𝐿𝑂 intercept the same arc, then∠𝑃𝐼𝑂 ≅
∠𝑃𝐿𝑂.

In figure 2,∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 intercept 𝑆𝑀̂ and 𝐸𝑃 ̂,

̂ is congruent to 𝐸𝑃
respectively. If 𝑆𝑀 ̂ , then∠𝑆𝐼𝑀 ≅
∠𝐸𝐿𝑃.

The proof of the theorem is given as an exercise in

activity 1 of what’s more.

15
CO_Q2_Mathematics 10_ Module 20
Example1. ∆GOA is inscribed in ⊙𝐿. If the measurement of ∠𝑂𝐺𝐴 = 75 and the
̂ is 160°, find:
measure of 𝐴𝐺
̂
a. 𝑚𝑂𝐴
1
𝑚∠𝑂𝐺𝐴 = ̂
𝑚𝑂𝐴
2
1
75 = ̂
𝑚𝑂𝐴
2
̂
150 = 𝑚𝑂𝐴
̂ = 150
𝑚𝑂𝐴
b. m∠𝐺𝑂𝐴
1
𝑚∠𝐺𝑂𝐴 = ̂
𝑚𝐴𝐺
2
1
𝑚∠𝐺𝑂𝐴 = 2
(160)
𝑚∠𝐺𝑂𝐴 = 80

Theorem 3. If an inscribed angle of a circle intercepts a semicircle,

then the angle is a right angle.
.

In ⊙𝑂, ∠𝑁𝑇𝐸 intercepts 𝑁𝑆𝐸̂ . If 𝑁𝑆𝐸

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

Proof of the Theorem

Given: in circle O, ∠𝑁𝑇𝐸 intercepts a semicircle 𝑁𝑆𝐸
Prove: ∠𝑁𝑇𝐸 is a right angle
Proof:
Statements Reasons
1. ∠𝑁𝑇𝐸 intercepts a semicircle 𝑁𝑆𝐸 Given
The degree measure of a semicircle is
̂ = 180°
2. 𝑚𝑁𝑆𝐸
180°.
The degree measure of an inscribed
3. ∠𝑁𝑇𝐸 = 90° angle is one-half the degree measure of
its intercepted arc.
If angle measures 90°, then it is a right
4. ∠𝑁𝑇𝐸 is a right angle
angle.

16
CO_Q2_Mathematics 10_ Module 20
 Theorem 4. If a quadrilateral is inscribed in a circle, then its opposite
angles are supplementary.
.

If Quadrilateral 𝐷𝑅𝐸𝐴 is inscribed in ⊙𝑀, then

 𝑚∠𝑅𝐷𝐴 + 𝑚∠𝑅𝐸𝐴 = 180.
 𝑚∠𝐷𝑅𝐸 + 𝑚∠𝐷𝐴𝐸 = 180.

The proof of the theorem is given as an exercise in activity 1 of what’s more.

Example 2.Quadrilateral 𝐹𝐴𝐼𝑇 is inscribed in ⊙𝐻. If 𝑚∠𝐴𝐹𝑇 = 75 and 𝑚∠𝐹𝑇𝐼 = 98,

find:

a. 𝑚∠𝑇𝐼𝐴
180⁰ = 𝑚∠𝐴𝐹𝑇 + 𝑚∠𝑇𝐼𝐴
180⁰ = 75⁰ + 𝑚∠𝑇𝐼𝐴
180⁰ − 75⁰ = 𝑚∠𝑇𝐼𝐴
1050 = 𝑚∠𝑇𝐼𝐴
𝑚∠𝑇𝐼𝐴 = 105

b. 𝑚∠𝐹𝐴𝐼
180⁰ = 𝑚∠𝐹𝑇𝐼 + 𝑚∠𝐹𝐴𝐼
180⁰ = 98⁰ + 𝑚∠𝐹𝐴𝐼
180⁰ − 98⁰ = 𝑚∠𝐹𝐴𝐼
82⁰ = 𝑚∠𝐹𝐴𝐼
𝑚∠𝐹𝐴𝐼 = 82

What’s More

Activity 1. Prove me right. Write a proof for each of the following theorems.

a) If two inscribed angles of a circle (or of congruent circles)

intercept congruent arcs or the same arc, then the angles
are congruent.
Given: In the circle at the right, 𝑆𝑀̂ and 𝑃𝐸 ̂ are the
intercepted arcs of ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 respectively.
̂ ≅ 𝑃𝐸
𝑆𝑀 ̂

Prove: ∠𝑆𝐼𝑀 ≅ ∠𝐸𝐿𝑃

17
CO_Q2_Mathematics 10_ Module 20
b) If a quadrilateral is inscribed in a circle, then its
opposite angles are supplementary.
Given: Quadrilateral DREA is inscribed in ⊙ 𝑀.
Prove: ∠𝑅𝐷𝐴 and ∠𝑅𝐸𝐴 are supplementary.

Activity 2. Read and Analyze

̅̅̅̅ ̂ = 70, find:
𝐷𝑅 is a diameter of ⊙𝑂. If 𝑚𝑀𝑅
a. 𝑚∠𝑅𝐷𝑀
b. 𝑚∠𝐷𝑅𝑀
c. 𝑚∠𝐷𝑀𝑅
̂
d. 𝑚𝐷𝑀
̂
e. 𝑚𝑅𝐷

Activity 3. A Quad!
̂ = 64 and
Rectangle 𝑇𝐸𝐴𝑀 is inscribed in ⊙𝐵. If 𝑚𝑇𝐸
𝑚∠𝑇𝐸𝑀 = 58, find:

̂
a. 𝑚𝑇𝑀 ̂
b. 𝑚𝑀𝐴 ̂
c. 𝑚𝐴𝐸

d. 𝑚∠𝑀𝐸𝐴 e. 𝑚∠𝑇𝐴𝑀

How did you do in the activity? What did you find out? I believe you learned
something and discovered or proved that you are able to provide correct conclusions
backed up by valid reasons.

18
CO_Q2_Mathematics 10_ Module 20
 What I Have Learned

After doing the activities, summarize what you have learned by filling in the
blanks with the correct terms.

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

2. ___________ of an inscribed quadrilateral are supplementary.

What I Can Do

In the previous activities, you have done proving using the two-column proof.
Based on your daily activities, cite a situation with a justification, where the theorems
on inscribed angles are applied.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Score Descriptors for each Situation

4 The situation is correct with substantial, specific, and convincing
justification.
3 The situation is correct with substantial and specific but not convincing
justification.
2 The situation is correct with substantial but not specific and not convincing
justification.
1 A situation is presented.

19
CO_Q2_Mathematics 10_ Module 20
 Assessment

Read and analyze each item very carefully. On your answer sheet, write the
letter of the choice that corresponds to the correct answer.

1. Which of the following illustrations do NOT show congruence?

a. c.

𝑟 = 7.25 𝑖𝑛 𝑟 = 7.25 𝑖𝑛 𝑟 = 7.25 𝑖𝑛 𝑑 = 14.25 𝑖𝑛

The two circles are congruent. The two circles are congruent.

𝐹
b. 𝐴
d.

90°
𝐵 𝐸
𝐷 𝐻

𝐺
̂ ≅ 𝐶𝐷
𝐴𝐵 ̂ ̂
̂ ≅ 𝐺𝐻
𝐸𝐹

2. If an inscribed angle of a circle intercepts a semicircle, the angle is ____.

a. acute b. obtuse c. right d. straight

̂ = 125°. Which of the following statements is NOT always

3. Consider ⊙ 𝐴 with 𝐸𝐹
true?
a. In ⊙ 𝐴, ∠𝐸𝐴𝐹 = 125°. 𝐸
̂ ̅̅̅̅ ̅̅̅̅
b. 𝐵𝐶 = 125° if and only if 𝐸𝐹 ≅ 𝐵𝐶 .
𝐹
̂ ≅ 𝐵𝐹
c. 𝐸𝐹 ̂ if and only if ∠𝐸𝐴𝐹 ≅ ∠𝐵𝐴𝐹. 𝐴
d. ∠𝐸𝐴𝐹 ≅ ∠𝐵𝐴𝐹 if and only if 𝐸𝐹 ̂ = 125°. 𝐵
𝐶

Refer to ⊙ 𝐺 for items 4 to 6.

𝐾

4. Which of the following best describes the

illustration involving ⊙ 𝐺 ?
𝐻 𝐼
̅̅̅̅ is bisected at 𝐺.
a. 𝐾𝐿 𝐺
̅̅̅̅ is bisected at 𝐺.
b. 𝐻𝐼
c. Any two intersecting diameters are
perpendicular. 𝐿
d. When diameters are perpendicular, they
intersect at the center of the circle.

20
CO_Q2_Mathematics 10_ Module 20
 ̅̅̅̅ = 14.5 and 𝐼𝐾𝐻
5. Suppose 𝐻𝐼 ̂ = 105°, then ____.
̅̅̅̅ = 7.25, 𝐺𝐼
a. 𝐻𝐺 ̅̅̅ = 7.25, 𝐾𝐼
̂ = 52.5°, and 𝐾𝐻
̂ = 52.5°
̅̅̅̅ = 14.5, 𝐺𝐼
b. 𝐻𝐺 ̅̅̅ = 14.5, 𝐾𝐼
̂ = 105°, and 𝐾𝐻
̂ = 105°
̅̅̅̅ ̅̅̅̅ ̂ ̂
c. 𝐾𝐺 + 𝐺𝐿 = 29 and 𝐻𝐼 + 𝐿𝐼 = 255°.
d. Insufficient data, answer cannot be determined.

̂ = 200°, find the measure of 𝐾𝐻

6. Suppose 𝐻𝐿𝐼 ̂.
a. 360° b. 200° c. 160° d. 80°

7. What is the measure of the arc intercepted by inscribed

𝑁
angle ∠𝑁𝑀𝑂 if ∠𝑁𝑀𝑂 = 60°?
̂ = 30°
a. 𝑁𝑂 ̂ =120°
c. 𝑁𝑀𝑂 𝑂
̂
b. 𝑁𝑀𝑂 = 30° ̂ = 120°
d. 𝑁𝑂
𝑀
8. What phrase correctly completes the theorem, “If two inscribed angles of a
circle _____, then the angles are congruent”?
a. inscribe congruent arcs c. inscribed congruent angles
b. intercept congruent arcs d. intercept congruent angles

̂ ≅ 𝑃𝐸
9. In ⊙ 𝑄, 𝑀𝑆 ̂ and 𝑀𝑆 ̂ = 30°. Which of the following
statements is correct?
a. ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 both measure 15°. 𝑄
b. ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃 both measure 30°.
̂ and 𝑃𝐸
c. 𝑀𝑆 ̂ inscribe ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃.
̂ and 𝑃𝐸
d. 𝑀𝑆 ̂ intercept ∠𝑆𝐼𝑀 and ∠𝐸𝐿𝑃.

̂ is a semicircle
10. In ⊙ 𝐴, what is the measure of ∠𝑆𝐴𝑌 if 𝐷𝑆𝑌
and m∠𝑆𝐴𝐷 = 70?
a. 20° c. 110°
b. 70° d. 150°

11. Quadrilateral 𝑆𝑀𝐼𝐿 is inscribed in ⊙ 𝐸.

If m∠𝑆𝑀𝐼 = 78 andm∠𝑀𝑆𝐿 = 95, find m∠𝑀𝐼𝐿.
a. 78° c. 95°
b. 85° d. 102°

12. The opposite angles of a quadrilateral inscribed in a circle

are ____.
a. complementary b. obtuse c. right d. supplementary

13. All of the following parts from two congruent circles guarantee that two minor
arcs from congruent circles are congruent except for one. Which one is it?
a. Their corresponding congruent chords.
b. Their corresponding central angles.
c. Their corresponding inscribed angles.
d. Their corresponding intercepted arcs.

21
CO_Q2_Mathematics 10_ Module 20
Refer to ⊙O for items 14 and 15.
14. In ⊙O, what is 𝑃𝑅 if 𝑁𝑂 = 15 units and 𝐸𝑆 = 6 units?
a. 28 units c. 12 units
b. 24 units d. 9 units

15. In ⊙O, what is the measure of ∠𝑃𝑆𝑁?

a. 45° c. 90°
b. 80° d. 180°

References
Nivera, Gladys C., Ph.D. and Minie Rose C. Lapinid, Ph.D.. 2015. Grade 10
Mathematics Patterns and Practicalities. SalesianaBooks. Makati City. Don
Bosco Press, Inc.
Callanta, M.M. Et.Al. Mathematics- Grade 10 Learners Module, 2015, REX
Bookstore, Inc. Pasig City. November 6, 2019.

2015. "Circles." In Mathematics Learner's Module for Grade 10, by Department of

Education, 127 to 177. Pasig City: REX Book Store, Inc.

22
CO_Q2_Mathematics 10_ Module 20
 Additional Activity

If -then Statement
Compose three original 𝐼𝑓-𝑡ℎ𝑒𝑛 statements. Make sure that your statements
are realistic and acceptable.

1. __________________________________________________________________
__________________________________________________________________
2. __________________________________________________________________
__________________________________________________________________
3. __________________________________________________________________
__________________________________________________________________

Every 𝐼𝑓-𝑡ℎ𝑒𝑛 statement will be scored according to the rubric below.

Score Descriptors

3 The premise is valid and the conclusion is correct/acceptable.

2 The premise is valid but the conclusion is incorrect/unacceptable.

1 The premise and the conclusion do not match.

23
CO_Q2_Mathematics 10_ Module 20
CO_Q2_Mathematics 10_ Module 20 24
What I Know What’s In Lesson 1.
1. d 9. c a. ARC
2. b 10. a What’s New
3. c 11. d b. CHORD
a. Yes, definition of
4. d 12. c c. DIAMETER semicircle.
5. b 13. d
6. c 14. c d. CENTRAL b. Yes because all radii of
7. a 15. d ANGLE the same circle are
congruent.
8. a
e. INSCRIBED
c. Need to be investigated
ANGLE
Lesson 1. What’s More
Activity 1
What I Know What's More Assessment
1. A 1. A 1. A
2. B 2. B 2. B
Activity
3. C2 3. C 3. C
4. D 4. D 4. D
5. A 5. A 5. A
Answer Key
CO_Q2_Mathematics 10_ Module 20 25
Lesson 1. What’s More
Activity 3
Lesson 1. What I Lesson 1. What I Lesson 2. What’s New
Have Learned can Do
a. Yes because a diameter divides the circle
1. congruent The varied outputs into two equal parts called semicircles.
from the students will
2. equal measures. b. Yes because a square has four congruent
be evaluated using the
vertices and these cut the circle into four
given rubrics.
3. central angles congruent arcs.
Lesson 2. What ‘s More
Activity 1.a
CO_Q2_Mathematics 10_ Module 20 26
Lesson 2. What’s More
Activity 1.b
Lesson 2. Lesson 2.
What’s More What I have Learned
Activity 2 Activity 3 1. intercepted arc
a. 35 a. 116 2. Opposite angles
b. 55 b. 64
c. 90 c. 116
d. 110 d. 32
e. 180 e. 58
Lesson 2. Assessment Additional
What I can Do Activity
1. c 6. d 11. c
The varied outputs from
2. c 7. d 12. d The varied outputs
the students will be
3. d 8. b 13. d from the students
evaluated using the
4. b 9. a 14. b will be evaluated
given rubric.
5. a 10. c 15. c using the given
rubric.
 10
Mathematics
Quarter 2 – Module 21:
Illustrating and Proving
Theorems on Secants, Tangents,
Segments, and Sectors of a
Circle

CO_Q2_Mathematics10_ Module 21
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 21: Illustrating and Proving Theorems on Secants, Tangents,
Segments, and Sectors of a Circle
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer’s Name: John Denver B. Pinkihan
Co-Writer’s Name: Heather G. Banagui
Reviewer’s Name: Bryan A. Hidalgo
Layout Artist: Leomar G. Paracha
Management Team:
May B. Eclar, PhD, CESO V
Benedicta B. Gamatero,
Carmel F. Meris,
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by Department of Education – REGION III

Office Address: Matalino St., Diosdado Macapagal Government Center,

Maimpis, City of San Fernando (P)
Telefax: (045) 598-8580 to 89
E-mail Address: [email protected]
 What I Need to Know

This module contains activities, discussions and practice exercises on

secants, tangents, segments and sectors of a circle.
After going through this module, you are expected to:
 Illustrate secants, tangents, segments, and sectors of a circle,
 Identify secant, tangents, segments, and sectors given an illustration,
 Proves theorems on secants, tangents and segments, and
 Find an unknown measurement of an angle and segments formed when
secants and tangents intersect in a point inside, on and outside a circle.

What I Know

Direction: Read each item carefully and write the letter of the correct answer
on a separate sheet of paper.

1. Which of the following line segments intersects a circle at exactly two

points?

A. line C. secant
B. ray D. tangent

2. Which of the following is the region bounded by two radii of the circle and
their intercepted arc?

A. area C. sector
B. circumference D. semicircle

1 CO_Q2_Mathematics10_ Module 21
3. How many pairs of common tangents can be drawn from the circles in
Figure 1?

Figure 1

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

For items 4-8. In Figure 2, ̅̅̅̅

𝐴𝐵 , ̅̅̅̅
𝐴𝐷, and ̅̅̅̅
𝐹𝐺 are tangent segments of ⊙C

Figure 2

4. Which of the following are the intercepted arcs of ∠𝐷𝐹𝐺?

A. DG and DBG C. BG and EB

B. EB and DG D. DG and BG

5. If 𝑚∠𝐷𝐴𝐵=84, then what is the 𝑚∠𝐷𝐴𝐶=_______.

A. 16° C. 42°
B. 31° D. 168°

̅̅̅̅ is 12. Which of the following is the

6. In the given figure, if measure of AB
measurement of ̅̅̅̅
AD?
A. 3 C. 8
B. 6 D. 12

7. Find the measurement of ∠F given that mDG =78.

A. 39° C. 141°
B. 102° D. 156°

2 CO_Q2_Mathematics10_ Module 21
8. Which of the following is the m∠𝐴𝐵𝐶?
A. 100° C. 60°
B. 90° D. 45°

For items 9-13. Refer to Figure 3.

Figure 3

9. If ̅̅̅̅
BC = 12 and ̅̅̅̅
GC = 6, then which of the following is the length of ̅̅̅̅
EG?
A. 12 C. 24
B. 18 D. 72

10. If ̅̅̅̅ FB = 6, and ̅̅̅̅

AF = 8, ̅̅̅̅ ̅̅̅̅?
FG= 2, then which of the following is EF
A. 10 C. 16
B. 12 D. 24

11. If m∠𝐴𝐹𝐺 = 70 and m AG = 80, then which of the following is m BE ?

A. 60° C. 80°
B. 70° D. 220°

12. If m AB = 110 , m AG = 60 , and m BE = 100, then m∠𝐶=____.

A. 100° C. 50°
B. 75° D. 25°

13. If m AB = 110, then which of the following is the 𝑚∠𝐴𝐵𝐶?

A. 55° C. 110°
B. 90° D. 220°

14. The following statement is a theorem on two tangents intersecting outside

a circle.

3 CO_Q2_Mathematics10_ Module 21
 If two tangents intersect in the exterior of a circle, then the measure
of the angle formed is one-half the difference of the measures of the
intercepted arcs.

Which of the following is needed to show to prove the theorem?

A. ∠BAE is an angle formed by ⃡𝐴𝐵 and ⃡𝐴𝐸 outside the circle.
B. ∠BAE intercepts BE and EDB.
C. mBE < m EDB
1
D. ∠BAE = (m EDB- mBE)
2

15. Which of the following describes a major sector of a circle?

A. A region bounded by two radii and an arc of the circle.

B. A region bounded by two radii and an arc which measures 90°
C. A region bounded by two radii and an arc which measures 180°
D. A region bounded by two radii and an arc which measure 200°.

Did you answer all the items correctly? Don’t worry if you did not get them
correctly, but do remember them so that in the end of the module you will be
able to get them right. Now you are to start with the lesson.

What’s In

Before we proceed to our lesson, we need to review related concepts

discussed in your Math 8 and concepts discussed in the previous modules.
Activity 1 is a review on the Properties of Equality and Congruence, and
Activity 2 is a review on chords, arcs, central angles, and inscribed angles.

4 CO_Q2_Mathematics10_ Module 21
Activity 1: Match Me

Match the mathematical statement in Column A by drawing an arrow to the

corresponding property of equality or congruence in Column B. You can
match more than one mathematical statement to one property. Write the
correct answer on a separate sheet of paper.

Mathematical Statements Property of Equality or Congruence

1. 𝑚AB̅̅̅̅ = 𝑚AB ̅̅̅̅ a. Addition Property of Equality

̅̅̅̅≅𝐴𝐵
2. 𝐴𝐵 ̅̅̅̅
̅̅̅̅ ≅ 𝐶𝐷
3. If 𝐴𝐵 ̅̅̅̅ , then b. Subtraction Property of
̅̅̅̅ + 𝐸𝐹
𝐴𝐵 ̅̅̅̅ ≅ 𝐶𝐷̅̅̅̅ + 𝐸𝐹
̅̅̅̅ Equality
4. If ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅𝐶𝐷, then c. Transitive Property
̅̅̅̅
𝐴𝐵 - 𝐸𝐹 ≅ ̅̅̅̅
̅̅̅̅ 𝐶𝐷 - ̅̅̅̅
𝐸𝐹
5. If ∠A ≅ ∠B and ∠B ≅ ∠C d. Substitution Property
then ∠A≅∠C
e. Symmetric Property
6. If m∠A = m∠B and m∠B = m∠C
then m∠A=m∠C
f. Reflexive Property
7. If 𝑚𝐴𝐵̅̅̅̅ = 𝑚𝐷𝐶̅̅̅̅ + 𝑚𝐸𝐹̅̅̅̅ and
𝑚𝐸𝐹̅̅̅̅ = 𝑚𝑀𝑁
̅̅̅̅̅ then
𝑚𝐴𝐵̅̅̅̅ = 𝑚𝐷𝐶̅̅̅̅ + 𝑚𝑀𝑁̅̅̅̅̅

Activity 2: Can you illustrate me?

In each item, draw a circle illustrating the following parts. Label and thicken
the indicated part. You can use a colored pencil, crayon or marker. Do it on a
separate sheet of paper.

1. Central angle A
2. Inscribed angle B
3. Points C and D on a circle
4. Points E and F outside a circle
5. Intercepted arc by a central angle G
6. Intercepted arc by an inscribed angle H

5 CO_Q2_Mathematics10_ Module 21
 What’s New

Activity 3: Touch or Divide?

Do you think tangent lines and secant lines are the same? To answer this
question, consider the following illustrations of tangent lines and secant lines.

In the figures, ʘA and ʘB are intersected by tangent lines while ʘC and ʘD

are intersected by secant lines. Do you think there are similarities on tangent
and secant lines? How about their differences?

Tangent Line

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.

6 CO_Q2_Mathematics10_ Module 21
 Figure 4

⃡ intersects ⊙C at A only. Based on the definition of

Example: In Figure 4, 𝑃𝑄
tangent line, ⃡𝑃𝑄 is a tangent line and A is the point of tangency.

Secant

A secant is a line or segment or ray that intersects a circle at exactly two

points. A secant contains chord of a circle.

Figure 5

⃡
Example: In Figure 5, 𝑀𝑁 is a secant line of ʘA. It intersects the circle at two
points. I

7 CO_Q2_Mathematics10_ Module 21
 What is It

The following is the summary of what to be discussed in this section:

1. Definition of Terms
2. Postulate on Tangent Line
3. Theorems on Tangent Line
4. Theorems on Angles formed by Tangent Lines and Secant Lines
5. Theorems on Segments formed by Tangent Segments and Secant
Segments

Common Tangent

A common tangent is a line or segment or ray that is tangent to two

circles in the same plane.

a. Common internal tangents intersect the segment joining the centers of

the two circles.

Figure 6

Example: In Figure 6, 𝑐 and 𝑑 are both common internal tangents of ʘD and

ʘE. Notice that they intersect the line connecting the center of ʘD
and ʘE.

8 CO_Q2_Mathematics10_ Module 21
b. Common external tangents are lines or rays or segment that do not
intersect the segment joining the centers of the two circles.

Figure 7

Example: In Figure 7,𝑡 and 𝑠 are common external tangents. Note that they do
not intersect the line connecting the centers of ʘM and ʘN.

External Secant Segment

An external secant segment is the part of a secant segment that is outside

of a circle.

Figure 8

Example: In Figure 8, secant segments are illustrated outside ʘC and ʘD. In

̅̅̅̅ is a segment of secant line ℎ and it is outside the circle. In
ʘC. AB
ʘD, ̅̅̅̅
ECand ̅FC ̅̅̅are segments of secant line 𝑓 and secant line 𝑘
respectively outside the circle. For these reasons, ̅̅̅̅
AB, ̅̅ ̅̅ and ̅FC
EC ̅̅̅
are external secant segments.

9 CO_Q2_Mathematics10_ Module 21
Activity 4: Tangent or Secant

To check your understanding on tangent and secant lines, supply what is

being asked in the problems that follows.

1. In each figure, identify if the figure illustrates a tangent line, secant

line, or neither.

a. d.

b. e.

c.

10 CO_Q2_Mathematics10_ Module 21
2. In the circle, name which lines are tangent and which lines are secant.

3. In each figure, identify if common internal tangents, common

external tangents or neither are being illustrated.

a. c.

b. d.

11 CO_Q2_Mathematics10_ Module 21
 4. In ʘC, identify which segments are external secant segment.

In item number 1, lines in letters a and d are tangent lines since they
intersect or touch a circle at only one point

a. d.

Lines in letters b and c are secant lines since each intersects a circle
at two points.

b. c.

12 CO_Q2_Mathematics10_ Module 21
 Line in letter e is neither a tangent line nor a secant line since it does
not touch any point on a circle.

e.

In item number 2, the only tangent line is ⃡𝐽𝐿 while the secant lines
⃡ , 𝑁𝐿
are 𝑆𝐽 ⃡ .
⃡ and 𝐴𝑇

In item number 3, letter d illustrates lines that are common internal

tangents,

d.

13 CO_Q2_Mathematics10_ Module 21
letter b illustrates lines that are common external tangents,

b.

and letter a and letter e are both neither illustrate common internal tangents
nor common external tangents.

a. e.

In item 4, ̅̅̅̅
AE is only the external secant line. ̅̅̅̅
𝐀𝐅, and ̅̅̅
𝐉𝐄 are segments
outside ʘC. Thus, the external segments of a secant line are ̅̅̅̅ 𝐀𝐅, and ̅̅̅
𝐉𝐄.

14 CO_Q2_Mathematics10_ Module 21
Postulate on Tangent Line

At a given point on a circle, one and only one line can be drawn that
is tangent to the circle.

Figure 9

To illustrate, consider ⊙R in Figure 9. If C is a point on the circle, then

̅̅̅̅
AB is the only line that can be drawn through C that is tangent to ʘR.

Theorems on Tangent Line

1. If a line is tangent to a circle, then it is perpendicular to the radius

drawn to the point of tangency.

Figure 10

In Figure 10, ̅̅̅̅

AB is tangent to ʘR, at C. If we connect C to R, then ̅̅̅̅
CR⊥̅̅̅̅
AB

2. If a line is perpendicular to the radius of a circle at its endpoint on the

circle, then the line is tangent to the circle.

Figure 11

ʘQ in Figure 11, ̅̅̅̅

DC⊥QE̅̅̅̅and ̅̅̅̅
QE is a radius of circle Q. Therefore, ̅̅̅̅
DC is tangent
to ʘQ.

15 CO_Q2_Mathematics10_ Module 21
 3. If two segments from the same exterior point are tangent to a circle,
then the two segments are congruent.

Figure 12

In Figure 12, ̅̅̅̅

DC and ̅̅̅̅
BC are tangent to circle A at D and B, respectively,
from the common external point, C. From the theorem, ̅̅̅̅
BC ≅ ̅̅̅̅
DC.

Theorems on Angles Formed by Tangents and Secants

1. If two tangents intersect in the exterior of a circle, then the measure of the
angle formed is one-half the difference of the measures of the intercepted
arcs.

Figure 13

⃡ and tangent ⃡𝐴𝐸 intersect outside ʘC at point A.

In Figure 13, tangentBA
BE and EDB are the two intercepted arcs of ∠BAE. The theorem states that:
1
m ∠BAE = 2 (𝑚 EDB − 𝑚 BE)

2. 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.

16 CO_Q2_Mathematics10_ Module 21
 O

Figure 14

In Figure 14, ⃡𝑁𝑋 and ⃡𝑀𝑌 are two secants intersecting outside the circle at
point P. XY and MN are the two intercepted arcs of ∠𝑋𝑃𝑌. The theorem
states that:
1
𝑚 ∠𝑋𝑃𝑌=2 (𝑚𝑋𝑌 − 𝑚𝑀𝑁)

3. If a secant and a tangent intersect in the exterior of a circle, then the

measure of the angle formed is one-half the difference of the measures of
the intercepted arcs.

Figure 15

In Figure 15, secant ⃡NL and tangent ⃡LO intersect outside the circle at point
L. OMN and QO are the two intercepted arcs of ∠NLO. The theorem states
that:

1
m ∠NLO = 2 (𝑚 OMN − 𝑚 QO)

17 CO_Q2_Mathematics10_ Module 21
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.

Figure 16

⃡
In Figure 16,𝑊𝑆 and ⃡𝑅𝑋 are two secants intersecting inside the circle.
WR and XS are the two intercepted arcs of ∠1 while XW and RS C are the
two intercepted arcs of ∠2. The theorem states that:
1 1
𝑚 ∠1=2 (𝑚 WR + 𝑚 XS) 𝑚 ∠2=2 (𝑚 XW + 𝑚 RS)

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.

Figure 17

In Figure 17, ⃡ZP is tangent at the circle at Y. Secant ⃡QY and tangent ⃡ZP
intersectat Y. QY is the intercepted arc of ∠ZYQ while YXQ is the intercepted
arc of ∠QYP. The theorem states that:

1 1
m ∠ZYQ= 2m QY m ∠QYP = 2m YXQ

18 CO_Q2_Mathematics10_ Module 21
Theorems on Secant Segments, Tangents Segments, and External
Segments
1. 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.

Figure 18

In ʘA of Figure 18, BC ̅̅̅̅ and DC

̅̅̅̅ are secant segments from external point C.
̅̅
EC is the external secant segment of ̅̅̅̅
̅̅ BC and ̅FC
̅̅̅ is the external secant
segment ofDC̅̅̅̅. The theorem states that:

̅̅̅̅)•(EC
(BC ̅̅̅̅)= (DC
̅̅̅̅)• (FC
̅̅̅̅)

2. 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.

Figure 19
In ʘA of Figure 19, ̅̅̅̅
EC and ̅̅̅̅
DC are tangent segment and secant segment
respectively from external point C. ̅̅̅̅
GC is the external secant segment of
̅̅̅̅
DC. The theorem states that:
̅̅̅̅)•(GC
(EC)2 = (DC ̅̅̅̅)

3. If two secant lines intersect inside the circle, the product of the lengths
of segments formed inside the circle are equal.

Figure 20

19 CO_Q2_Mathematics10_ Module 21
In Figure 20, secant lines ⃡𝐺𝐴 and ⃡𝐶𝑅 intersect inside the circle. ̅̅̅̅
𝐺𝐸 , ̅̅̅̅
𝐸𝐴, ̅̅̅̅
𝑅𝐸
̅̅̅̅
and 𝐸𝐶 are the segments formed inside the circle. Thus,
̅̅̅̅ )• (𝐸𝐴
(𝐺𝐸 ̅̅̅̅) = (𝑅𝐸 ̅̅̅̅ )
̅̅̅̅ )• (𝐸𝐶

Activity 5: Match Me

Match illustrations in column A with the relationship about its angles formed,
tangent segment, and secant segments in column B. An illustration in column
A can be matched to more than one relationship in column B. Or more than
one illustration in column A can be match to one relationship in column B.
In addition, any line segment that looks like a tangent line is tangent, any line
segment that looks like secant line is secant and a point that looks like a point
of tangency is really the point of tangency.

Column A Column B
1.
̅̅̅̅)2 = (FC
a. (DC ̅̅̅̅)(HC
̅̅̅̅)

̅̅̅̅)(JC
b. (DC ̅ ) = (FC
̅̅̅̅)(HC
̅̅̅̅)

2.
c. ̅̅̅̅
DC≅FC̅̅̅̅

d. If ̅̅̅̅
BC is tangent to ʘA at D, then ̅̅̅̅
BC⊥AD̅̅̅̅

3.
e. In ʘA, if ̅̅̅̅
BC⊥AD̅̅̅̅, then ̅̅̅̅
BC is tangent to
the circle at D

1
f. m ∠BCE = 2 (𝑚 FGD − 𝑚 DF)

4.
1
g. m ∠BCE = 2 (𝑚 FGD − 𝑚 JH)

5. 1
h. m ∠BCE = 2 (𝑚 FGD − 𝑚 DH)

̅̅̅̅ )• (𝐹𝐸
i. (𝐷𝐹 ̅̅̅̅ ) = (𝐵𝐹 ̅̅̅̅ )
̅̅̅̅ )• (𝐹𝐶

20 CO_Q2_Mathematics10_ Module 21
Did you answer the Match Me activity correctly?

After illustrating the theorems, we consider the proof of some in the

next discussions.

Proof

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.

Step 1: To prove the theorem, if would be easier to transform to an equivalent

if-then statement using Figure 20.

Figure 21

⃡ and 𝑀𝑌
Step 1: If-then: If 𝑁𝑋 ⃡ are two secants intersecting outside the circle
at point P, XY and MN are the two intercepted arcs of ∠𝑋𝑃𝑌 then
1
𝑚 ∠𝑋𝑃𝑌=2 (𝑚𝑋𝑌 − 𝑚𝑀𝑁)

Step 2: Identify the given and what to prove. In the if- then statement, the if
statement is the given and the then statement is the conclusion.

Step 2:
Given:
⃡𝑁𝑋 and ⃡𝑀𝑌 are two secants intersecting outside the circle at point P,
XY and MN are the two intercepted arcs of ∠𝑋𝑃𝑌
1
Need to Show: 𝑚 ∠𝑋𝑃𝑌=2 (𝑚𝑋𝑌 − 𝑚𝑀𝑁)

21 CO_Q2_Mathematics10_ Module 21
 Step 3: Prove now the theorem
Statement Reason
1. Connect N and Y, and M By construction
and X
2. ∠XMY is an exterior angle of Definition of an exterior angle of a triangle.
ΔPXM.
3. m∠XMY=m∠XPY+m∠NXM The measure of the exterior angle of a
triangle is equal to the sum of the
measures of its remote interior angles.
4. MN is intercepted by Definition of intercepted arc
inscribed ∠NXM and
XY is intercepted by inscribed
∠XMY
5.m∠NXM = 2mMN
1
The measure of an inscribed angle is one
1 half the measure of its intercepted arc.
m∠XMY = 2 mXY
1
6. mXY =m∠XPY+ mMN
1
Substitution from statements 3 to 5
2 2
1
7.2 mXY -
1
mMN =m∠XPY Subtraction Property
2
8.m∠XPY =
1
(mXY − mMN) By factoring
2

2. 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.

Following the steps given in example 1,

Figure 22

22 CO_Q2_Mathematics10_ Module 21
Step 1: If,

 ⃡ is tangent to ʘO at Y, and
ZP
 ⃡ and tangent ZP
Secant QY ⃡ intersectat Y then

1 1
m ∠ZYQ= 2m QY and m ∠QYP = 2m YXQ

Step 2:
Given:
⃡ is tangent to ʘO at Y
ZP
⃡ and tangent ZP
Secant QY ⃡ intersect at Y
Need to Show:
1 1
m ∠ZYQ= 2m QY and m ∠QYP = 2m YXQ

Proof: Since we need to show two relationships, the proof of the theorem shall
1
be divided into two. The first part of the proof is to show that m ∠ZYQ= 2m QY.
Consider the proof that follows:

Statement Reasons
1.Connect O to Q and O to Y By construction
forming ̅̅̅̅
OQ and ̅̅̅̅
OY
2. YQ is intercepted by Definition of intercepted arc.
∠YOQ
3. m∠YOQ=mYQ The measure of a central angle is equal to the
measure of its intercepted arc.
⃡ is tangent to the circle at Given
4. ZP
Y
If a line is tangent to a circle, then it is
5. ̅̅̅̅
OY⊥ZP⃡ perpendicular to the radius drawn to the
point of tangency.
6.m∠ZYO = 90 Perpendicular lines form a 90° angle.
7. ∠ZYQ + ∠QYO= ∠ZYO Whole part postulate
8.m ∠ZYQ = m ∠ZYO- m Subtraction Property
∠QYO
9.m ∠ZYQ = 90- m ∠QYO Substitution from statements 6 to 8
10. m ∠QYO = 90 - m ∠ZYQ Addition property of equality
̅̅̅̅ and 𝑂𝑄
11. 𝑌𝑂 ̅̅̅̅ are radii of ʘO Definition of radius of a circle
̅̅̅̅
12. 𝑌𝑂 = 𝑂𝑄̅̅̅̅ Radii of a circle are equal
13. ΔYOQ is an isosceles At least two sides of an isosceles triangle are
triangle equal
14.m ∠QYO= m ∠OQY Angles opposite the equal sides of an
isosceles triangles are equal.

23 CO_Q2_Mathematics10_ Module 21
 15.m ∠QYO+ m ∠OQY + The sum of the interior angles of a triangle is
m∠YOQ= 180 180

16.m ∠QYO+ m ∠QYO + Substitution from statements 14 to 15

m∠YOQ= 180
17.2m ∠QYO+ m∠YOQ= 180 Simplification
18.2(90 - m∠ZYQ) + m∠YOQ= Substitution from statements 10 to 17
180
19. 180 - 2 m∠ZYQ + Distributive Property
m∠YOQ= 180
20. - 2 m∠ZYQ + m∠YOQ = 0 Subtraction Property
21. m∠YOQ = 2 m∠ZYQ Addition Property

22.
1
m∠YOQ = m ∠ZYQ Division Property
2

23. m∠YOQ = mYQ A central angle is equal to its intercepted arc.

24.
1
mYQ= m ∠ZYQ Substitution from statements 23 to 22
2

The first part is done for you, prove the second part of the theorem.

Activity 6: Can You Complete by Proof?

The other theorems will be left for you to prove.
The last concept we need to discuss is about sectors of a circle.

Sector of a Circle

Figure 23

The region of the circle bounded by radii and an arc are called sectors,
as illustrated by the circles in Figure 23. The shaded region in the center circle
is a minor sector since it is bounded by a minor arc and radii. While the
shaded region in the right most figure is a major sector since it is bounded by
two radii and a major arc.

24 CO_Q2_Mathematics10_ Module 21
 What’s More

Activity 7. Apply the different theorems discussed to solve for the unknown
in the following exercises.

1. If mMKL = 220° , what is m∠MQL?

2. Suppose mCG = 6x + 5, mRA = 4x + 15, and m∠AEC = 120, Find

A. x B. mCG C. mRA

3. If mQNO = 238°, what is m∠PQO? m∠PQR?

25 CO_Q2_Mathematics10_ Module 21
 What I Have Learned

In the previous activities that you have done, were you able to apply the
theorems you have learned? In the next activity you are to summarize now your
understanding about the theorems.

I think I do!

Answer the following questions. Do it on a separate sheet of paper.

1. What is the relationship of two secants intersecting in the exterior of a circle

to the measures of its intercepted arcs?

2. What is the relationship of a secant and a tangent intersecting in the

exterior of a circle to its intercepted arcs?

3. What is the relationship of two secants intersecting in the interior of a circle

to the measures of the intercepted arcs and its vertical angles?

4. What is the relationship among the segments formed inside a circle when
two secant lines intersect in the interior of a circle?

5. How are the two secants segments drawn from the exterior point to the
circle related to their external secant segments?

6. How about if a tangent segment and a secant segment are drawn to the
circle from an exterior point, what will be its relationship to its segments
formed?

What I Can Do

Did you know that the tire of a car touches the road at a point when
running? Or in other words, a tire is tangent on the road. What do you think
is the reason?
Can you cite 5 other situations where tangent line or secant line is
applied around us?

26 CO_Q2_Mathematics10_ Module 21
 Assessment

Directions: Read carefully each item and write the letter of the correct answer
on a separates sheet of paper

1. Which of the following line segments intersects a circle at exactly two

points?
A. line C. secant
B. ray D. tangent

2. Which of the following is the region bounded by two radii of the circle and
their intercepted arc?
A. area C. semicircle
B. circumference D. sector

For items 3-7. Refer to the figure at the right.

̅̅̅̅
𝐴𝐵 , ̅̅̅̅
𝐴𝐷, and ̅̅̅̅
𝐹𝐺 are tangent segments of ⊙C.

3. Which of the following is the intercepted arcs of ∠𝐴𝐹𝐺?

A. DG and DBG C. BG and EB

B. EB and DG D. DG and BG

4. If 𝑚∠𝐷𝐴𝐵=84, then 𝑚∠𝐷𝐴𝐶=_______.

A. 16° C. 51°
B. 42° D. 168°

5. In the figure given that ̅̅̅̅

AB is 12. Which of the following is the measurement
̅̅̅̅
of AD?
A. 3 C. 12
B. 6 D. 24

6. Find the measurement of ∠F given m DG =78.

A. 39° C. 141°
B. 102° D. 156°

27 CO_Q2_Mathematics10_ Module 21
7. Which of the following is the m∠𝐴𝐵𝐶?
A. 100° C. 60°
B. 90° D. 45°

For items 8-15. Refer to the figure at the right.

8. If ̅̅̅̅
BC = 12 and ̅̅̅̅
GC = 6, then which of the following is the
̅̅̅̅
length of EG?
A. 12 C. 24
B. 18 D. 72

̅̅̅̅ = 8, FB
9. If AF ̅̅̅̅= 2, then which of the following is EF
̅̅̅̅ = 6, and FG ̅̅̅̅?
A. 10 C. 16
B. 12 D. 24

10. If m∠𝐴𝐹𝐺 = 70 and m AG = 80, then which of the following is the m BE ?

A. 60° C. 80°
B. 70° D. 220°

11. If m AB = 110 , m AG = 60 , and m BE = 100, then m∠𝐶=____.

A. 100° C. 50°
B. 75° D. 25°

12. If m AB = 110, then which of the following is the 𝑚∠𝐴𝐵𝐶?_.

A. 55° C. 110°
B. 90° D. 220°
13. Which of the following arcs is an intercepted arc of ∠𝐸𝐹𝐴?

A. EA C. BG
B. AGB D. BEA
14. In the figure which of the following represents a tangent?
̅̅̅̅
A. 𝐵𝐶 ̅̅̅̅
C. 𝐵𝐴
̅̅̅̅
B. 𝐸𝐶 ̅̅̅̅
D. 𝐵𝐹
15. In the figure which of the following represents a secant?
̅̅̅̅
A. 𝐵𝐶 C. ̅̅̅̅
𝐵𝐴
̅̅̅̅
B. 𝐸𝐶 D. ̅̅̅̅
𝐵𝐹

28 CO_Q2_Mathematics10_ Module 21
 Additional Activities

Mathematical Reasoning
Investigate and explain what is wrong with the student’s solution below.

𝑥 4
1. Solution: =4
2

4𝑥 = 4(2)
𝑥=2

2. Solution: 𝑥 2 = 4(10)
𝑥 2 = 40

𝑥 = √40

𝑥 = 2√10

29 CO_Q2_Mathematics10_ Module 21
CO_Q2_Mathematics10_ Module 21 30
Assessment
1. C
2. D
Additional Activity 3. A
1. From the theorem 4. B
when two secants 5. C
intersect inside the 6. B
circle, 7. B
2(x) = 4 (4) thus 8. B
x=8 9. D
10. A
2. From the theorem, 11. D
when two secants 12. A
intersect outside the 13. A
circle, 14. A
x2=4(16) thus 15. B
x= 8
What’s More
Activity 7
1. m∠MQL = 21 ( MKL – ML)
1 What’s It : What’s In What I Know
= ( 220-140)
2 Activity 5
= 40 Activity 1 1. C
1. d,e 1. f 2. D
2. ∠ AEC and ∠CEG form a 2. c,f
Linear Pair. It is given that m 2. f 3. B
∠AEC is 120 then m∠CEG is 3. a, h 3. a 4. A
60. In addition, 4. b,g 4. b 5. C
1 5. i 5. c 6. D
m∠CEG = (𝑚 arc CG + m arc RA ).
2 6. c 7. B
Substituting the given and 7. d 8. B
m∠CEG, then x=10, CG = 65 9. B
and AR =55. 10. D
11. A
3. m∠PQO =61° 12. D
13. A
∠PQR= 119° 14. D
15. D
Answer Key
References

Nivera, Gladys C., Ph.D. and Minie Rose C. Lapinid, Ph.D.. 2015. Grade 10
Mathematics Patterns and Practicalities. SalesianaBooks. Makati City.
Don Bosco Press, Inc.
Callanta, M.M. Et.Al. Mathematics- Garde 10 Learners Module, 2015, REX
Bookstore, Inc. Pasig City. November 6, 2019.
Ulpina, Jisela N., and Razon, Larida-M E, 2015. Grade 10 Math Builders
New Enhanced Edition. Mc Arthur Highway, Dalandan, Valenzuela
City.Jo-Es Publishing House Inc.
Oronce, Orlando and Mendoza, Marilyn O. 2015. RBS Mathematics. E- Math
10. Nicanor Reyes St. Sampaloc, Manila. Rex Books Store, Inc

31 CO_Q2_Mathematics10_ Module 21
 10
Mathematics
Quarter 2 – Module 22:
Applying the Distance Formula
to Prove Some Geometric
Properties

CO_Q2_Mathematics 10_ Module 22

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 22: Applying the Distance Formula to prove Some Geometric
Properties
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Cerion T. Camhit
Editors: Laila T. Kiw-isen
Reviewers: Bryan A. Hidalgo
Layout Artist: Edgardo D. Pamugas III
Management Team: May B. Eclar, PhD, CESO V
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region
Office Address: DepEd-CAR Complex, Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

This module focuses generally in applying distance formula in proving

properties of some geometric figures.

After going through this module, you are expected to:

1. find the distance between two points using the Distance Formula; and
2. apply Distance Formula in proving properties of some geometric figures.

1
CO_Q2_Mathematics 10_ Module 22
 What I Know

Direction: Choose the letter of the correct answer and write it on a separate sheet of
paper.

1. In the Cartesian plane, what is the distance of the point (2, -3) from the origin?

A) √5 B) √13 C) 5 D) 13
2. What is the distance between point A (3, 4) and point B (10, 4)?

A) 4 B) 5 C) 6 D) 7

3. Which of the following should be the value of x so that the distance between
the points (x, −2) and (12, −2) is 7?

A) 2 B) 3 C) 4 D) 5
4. Which of the following equation describes the distance formula?
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

5. What is the distance between two points with coordinates (4, 3) and (1,7)?
A) 25 B) 16 C) 5 D) 2
6. What is the distance between point A (4a, 4a) and point C (0, a)?
A) 3a B)5a C) 9a D)12a
7. Both points D and U are on the fourth quadrant. If the distance between point
D and U is 3 units and D is at (2,-1), which of the following are the coordinates
of point U?
A) (2,- 4) B) (1, -6) C) (4,-1) D) (2,-5)
8. What is the perimeter of an equilateral triangle if two of its vertices have
coordinates (0,2) and (0,5)?
A) 3 B) 6 C) 9 D) 12
9. What kind of triangle is formed when its vertices (0,4), (-4,-2) and (4,-2) are
plotted on the Cartesian plane?
A) equilateral B) isosceles C) right D) scalene
10. What type of quadrilateral is formed by the given vertices C(0,0), A(a,0), R(a,a)
and E(0,a)?
A) kite B) parallelogram C) rectangle D) square

2
CO_Q2_Mathematics 10_ Module 22
11. In Quadrilateral LOVE, what is the distance of point O
from the origin?
A) √𝑎 + 𝑏 C) √𝑎2 + 𝑏 2
B) √𝑎 − 𝑏 D) √𝑎2 − 𝑏 2

12. What are the coordinates of point L in

isosceles trapezoid LIVE?
A) (d-c, e) C) (d-c,0)
B) (c-d,e) D) (e-c,d)

13. If GIVE is a square, what is the distance between the

points V and G?
A) 𝑎 C) 2√(𝑎 + 𝑏)
B) 2𝑎 D) 2√(𝑎 – 𝑏)

14. To prove that quadrilateral RICE is a rectangle, which

of the following should be proven congruent?
𝑅𝐼 ≅ ̅̅̅
A) ̅̅̅ 𝐼𝐶 , ̅̅̅
𝐼𝐶 ≅ ̅̅̅̅
𝐶𝐸 C) ̅̅̅
𝐼𝐶 ≅ ̅̅̅̅
𝐶𝐸 , ̅̅̅̅
𝑅𝐶 ≅ ̅̅̅
𝐼𝐸
̅̅̅̅ ̅̅̅̅ ̅̅̅
B) 𝑅𝐸 ≅ 𝐼𝐶, 𝑅𝐼 ≅ 𝐶𝐸 ̅̅̅̅ D) 𝑅𝐶 ≅ 𝐼𝐸 , 𝑅𝐸 ≅ ̅̅̅
̅̅̅̅ ̅̅̅ ̅̅̅̅ 𝐼𝐶
15. To prove that triangle ABC is a scalene triangle which of the following should
be proven?
𝐴) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐴 B) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐶 ≅ ̅̅̅̅
𝐴𝐶 C) ̅̅̅̅
𝐴𝐵 ≅ ̅̅̅̅
𝐵𝐶 D) ̅̅̅̅
𝐴𝐵 ≇ ̅̅̅̅
𝐵𝐶 ≇ ̅̅̅̅
𝐴𝐶

3
CO_Q2_Mathematics 10_ Module 22
 Lesson

1 Distance Formula

What’s In

In your previous lessons, you have learned how to plot points and name the
coordinates of the points on the Cartesian plane. Examine the situation below.

https://www.dreamstime.com/illustration/classroom-cartoon.html
The picture above depicts a classroom with 9 seats arranged in 3 rows and 3
columns. During their Mathematics class, the teacher asked Juan and Juana to
describe their location.

If you were Juan and Juana,

 How would you describe your location? What mathematical concepts can
you use to describe your location?
 How far are you from each other? How will you determine your distance
from each other?

4
CO_Q2_Mathematics 10_ Module 22
Now let us visualize the situation in the Cartesian plane.

Using the illustration above, the location of Juan and Juana can be determined by
naming the point of their location in the Cartesian plane. Remember that the
coordinates of a point are always written as an ordered pair of the form (x, y). The
first number corresponds to the x −coordinate and the second is the y-coordinate.
Hence, Juan is at point (1, 1) and Juana is at point (3, 2).

Now, it’s your turn!

Activity 1.
A) Write the coordinates of each given
point:
a) D _______
b) I _______
c) S _______ 𝟗
d) T _______ 𝟖 I
D 𝟕
𝟔
B) Plot the following points on the
𝟓
Cartesian plane: 𝟒
𝟑
e) A (8, 3) 𝟐
f) N (−6, 4) −𝟗 −𝟖−𝟕−𝟔−𝟓−𝟒−𝟑−𝟐−𝟏
𝟏

g) C (−5, −7) −𝟏 𝟏 𝟐 𝟑 𝟒 𝟓 𝟔 𝟕 𝟖 𝟗
h) E (4, −9) −𝟐
T
−𝟑
−𝟒
−𝟓
S −𝟔
−𝟕
−𝟖
−𝟗

5
CO_Q2_Mathematics 10_ Module 22
 What’s New

Using the situation of Juan and Juana, find the distance between them if the
students in the class were seated 1 meter from each other.

The distance between two points in the coordinate plane is the length of the
segment that joins the two points. Hence, to find the distance between Juan and
Juana, draw a segment joining the points of their location. The figure below
demonstrates that the distance between Juan and Juana can be found by forming a
right triangle in which their distance is the hypotenuse, while the horizontal and the
vertical segments are the legs of the right triangle.

Recall the Pythagorean

Theorem: The square of
the hypotenuse of a
right triangle is equal to
the sum of the squares
of its two legs.

vertical distance (a)

horizontal
distance (b)

We will apply the Pythagorean Theorem to solve for the distance between Juan
and Juana. Let c be their distance. The vertical distance and the horizontal distance
which are the legs of the triangle are 1 meter and 2 meters, respectively. Hence,

𝑐 2 = 12 + 22
𝑐2 = 1 + 4
𝑐2 = 5
𝑐 = √5 ≈ 2.24
Therefore, the distance between Juan and Juana is √5 or approximately 2.24
meters.

6
CO_Q2_Mathematics 10_ Module 22
 What is It

Let us derive the distance formula to find the distance between two points in
the coordinate plane. Consider the figure below, let d be the distance between point
𝑃1 and point 𝑃2 with coordinates (𝑥1 , 𝑦1 ) 𝑎𝑛𝑑 (𝑥2 , 𝑦2 ), respectively. It is also shown from
the figure that the horizontal distance, b, is 𝑥2 − 𝑥1 and the vertical distance, a, is
𝑦2 − 𝑦1 .

Using the Pythagorean Theorem, we have:

𝑑 2 = 𝑎2 + 𝑏 2

𝑑2 = (𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

Taking the square roots of both sides of the equation:

√𝑑2 = √(𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

𝑑 = √(𝑦2 − 𝑦1 )2 + (𝑥2 − 𝑥1 )2

The Distance Formula

The distance, 𝑑, between points 𝐴(𝑥1 , 𝑦1 ) and 𝐵(𝑥2 , 𝑦2 ) may be found

using the formula:

𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

7
CO_Q2_Mathematics 10_ Module 22
Example 1. Plot and solve the distance between the points E (1, 1) and R (2,4) in the
coordinate plane.

Solution:
A) Graph: B) Distance:
Let P1 (x1, y1) be equal to E (1, 1) and P2 (x2, y2) be
equal to R(2,4). Hence,
x1 = 1 and y1 = 1; and
x2 = 2 and y2 = 4

Substitute the coordinates of points E and R in the

formula:
𝐝 = √(𝐱𝟐 − 𝐱𝟏 )𝟐 + (𝐲𝟐 − 𝐲𝟏 )𝟐
d = √(2 − 1)2 + (4 − 1)2
Simplify it further:
d = √(1)2 + (3)2
d = √1 + 9
d = √10
Therefore the distance between points E and R is
√10.

Example 2. Show that the figure formed when points L (-4, 4), O (3, 9), V (8, 2), E
(1,-3) are connected consecutively is a square, then find its perimeter.

Solution:
1. Plot the points L (-4, 4), O (3, 9), V (8, 2), E (1,-3) on the coordinate plane.

8
CO_Q2_Mathematics 10_ Module 22
2. To show that the figure formed is a square, we need to show that all the
sides are equal in length and all angles are right angles.

̅̅̅̅, 𝑂𝑉
A) Show that the lengths of 𝐿𝑂 ̅̅̅̅, 𝑉𝐸
̅̅̅̅ and̅̅̅̅
𝐸𝐿 are congruent.
i) to solve the length of LO, we will use the points L (-4, 4) & O (3, 9)
𝐿𝑂 = √(3 − −4)2 + (9 − 4)2 = √74
ii) to solve for the length of OV, use O (3, 9) & V (8, 2)

𝑂𝑉 = √(8 − 3)2 + (2 − 9)2 = √74

iii) to solve for the length of VE, use V (8, 2) &E (1,-3)

𝑉𝐸 = √(1 − 8)2 + (−3 − 2)2 = √74

iv) to solve for the length of EL, use E (1,-3)& L (-4, 4)
𝑉𝐸 = √(−4 − 1)2 + (4 − −3)2 = √74
Thus, LO=OV=VE=EL.
B) Show that all angles L, O, V, & E are right angles. Note that if two lines
are perpendicular, then they formed a right angle and their slopes are
negative reciprocal of each other. Hence, we need to find the slope of
each side.

Recall: Slope of a line

The slope of a line, m¸ given two points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ) is
𝑦2 − 𝑦1
𝑚=
𝑥2 − 𝑥1

i) The slope of LO, use the points L (-4, 4) & O (3, 9)

9−4 5
𝑚𝐿𝑂 = =
3 − (−4) 7
ii) The slope of OV, use O (3, 9) & V (8, 2)
2−9 7
𝑚𝑂𝑉 = =−
8−3 5
iii) The slope of VE, use V (8, 2) & E (1,-3)
−3 − 2 5
𝑚𝑉𝐸 = =
1−8 7
iv) The slope of EL, use E (1,-3) & L (-4, 4)
4 − (−3) 7
𝑚𝐸𝐿 = =−
−4 − 1 5

C) Based from the computed slopes of each segment, we can conclude the
following:
i. The slopes of LO and OV are negative reciprocals of each other,
then angle O is a right angle.

9
CO_Q2_Mathematics 10_ Module 22
 ii. The slopes of OV and VE are negative reciprocals of each other,
then angle V is a right angle.
iii. The slopes of VE and EL are negative reciprocals of each other,
then angle E is a right angle.
iv. The slopes of EL and LO are negative reciprocals of each other,
then angle L is a right angle.

3. Since all the sides of the figure are congruent and all the angles are right
angles, then quadrilateral LOVE is a square.

4. To solve for the perimeter, use the formula for the perimeter of square.
𝑃 = 4𝑠 = 4(√74) ≈ 34.409 𝑢𝑛𝑖𝑡𝑠

Example 3. Find the coordinates (in terms of a and

𝑮(−𝒂, ? ) 𝑶(? , 𝒃)
b) of points G, O, L, and D in the figure at the right.
(Remember that the coordinate of points on the same
vertical line share the same x – coordinate while
points on the same horizontal line share the same y –
coordinate.)

𝑫(? , ? ) 𝑳(𝒂, ? )
Solution:
a) finding the coordinates of G:
Since G and O lie on the same horizontal line, it implies that they have the
same 𝑦 – coordinate. Thus, the coordinate of G is (−𝑎, 𝑏)
b) finding the coordinates of O:
Since O and L lie on the same vertical line, it implies that they have the
same 𝑥 – coordinate. Thus, the coordinate of O is (𝑎, 𝑏).
c) finding the coordinates of L:
Since L lies on the 𝑥-axis, it means that its 𝑦 – coordinate is 0. Thus, the
coordinate of L is (𝑎, 0).
d) finding the coordinates of D:
Since D lies on the 𝑥 – axis, it means that its 𝑦- coordinate is 0. D also lies
on the same vertical line with G which means that they have the same 𝑥 –
coordinate. Thus, the coordinates of D is(−𝑎, 0).
e) Therefore, the coordinates are 𝐺(−𝑎, 𝑏), 𝑂 (𝑎, 𝑏), 𝐿 (𝑎, 0) & 𝐷(−𝑎, 0).

Example4. Prove that the two sides of an isosceles triangle are congruent.

̅̅̅̅̅, 𝐼𝐵
Given: ∆ABI with sides 𝐴𝐵 ̅̅̅
̅̅̅̅,𝐼𝐴
̅̅̅̅̅ ≅ ̅̅̅̅
Prove: 𝐴𝐵 𝐼𝐵

Prov

10
CO_Q2_Mathematics 10_ Module 22
To prove:
1. Place ∆ABI on the coordinate plane and label the
coordinate points as shown below:

2. Find the distance between A(-a,0) and B(0,b).

Substitute –a and 0 to x2 and x1, respectively, and 0 and b to y2 and y1,
respectively.

AB = √(−a − 0)2 + (0 − b)2

AB = √a2 + b 2

3. Find the distance between I(a,0) and B (0,b). Substitute a and 0 to x2 and
x1 respectively, and 0 and b to y2 and y1, respectively.

IB = √(a − 0)2 + (0 − b)2

IB = √a2 + b 2

4. Since AB = √a2 + b 2 and IB = √a2 + b 2 , by substitution we can say that

AB = IB.
∴ ̅̅̅̅ ̅ . The two sides of an isosceles triangle are congruent.
AB ≅ IB

Here are some suggestions to help you place figures for your proofs.
1. Use the origin of the coordinate plane as vertex or center of the figure.
2. Place at least one side of the figure on a coordinate axis, either the x or
y- axis.
3. Keep the figure within the first quadrant if possible.
4. Use coordinates that make computations as simple as possible.

11
CO_Q2_Mathematics 10_ Module 22
 What’s More

Activity 2:
The coordinates of points C and R are (2, 5) and (7, 2), respectively. Plot these
points on the coordinate plane and find their distance.

Activity 3. Use the given to answer each question.

A) Show that the figure formed when the points F (-2, 6), U (-2, -3), N (7, 6) are
connected consecutively is an isosceles right triangle and find its area.

B) Supply the missing coordinates of the points of each figure below without
introducing new letters.

(0, r)

(g, 0)

3. EQUILATERAL TRIANGLE

12
CO_Q2_Mathematics 10_ Module 22
C) Prove using coordinate plane that the diagonals of an isosceles trapezoid are
congruent.

What I Have Learned

1) The Distance Formula

The distance, 𝑑, between points 𝐴(𝑥1 , 𝑦1 ) and 𝐵(𝑥2 , 𝑦2 ) may be found

using the formula:
𝑑 = √(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2

2) With the use of the coordinate plane, distance formula is very helpful in
proving properties of some geometric figures. However, the geometric figure
must be placed properly on the coordinate axes so that it will be easier to
prove. Here are some of the appropriate ways of placing geometric figures on
the coordinate plane.

SO=OI=SL=LI

13
CO_Q2_Mathematics 10_ Module 22
 What I Can Do

Activity 4. Answer the following problems:

1) Lieutenant Santos orders an air strike in the battlefield targeting the enemy at a
coordinate (2, 5). If he is positioned at a coordinate (-14, -12), how far is he from
the target area? If the danger zone is within the 10 km radius from the strike
point, is Lt. Santos safe? (Let 1 unit = 1 km)

2) Chester and his father stood on their newly-bought rectangular lot whose length
and width are 60 and 40 meters, respectively. His father told him that the place
they are standing at is one of the four boundary points of their lot. He then told
Chester that they are going to put a marker on each of the four boundary points.
Help Chester to locate the coordinates of the 3 boundary points using the
Cartesian coordinate plane if the coordinates of their location is at (-30, 20). (Let
1 unit = 1 meter)

14
CO_Q2_Mathematics 10_ Module 22
 Assessment

Direction: Choose the letter of the correct answer. Write it on a separate sheet of
paper.

1. In the Cartesian plane, what is the distance of the point (-5, 6) from the origin?

A) 61 B) 11 C)√61 D) 11
2. What is the distance between point A(−3, 1) and point B (11, 1)?
A) 11 B) 12 C) 13 D) 14
3. Which of the following should be the value of y so that the distance between the
points (2, −2) and (2, y) is 7?
A) 2 B) 3 C) 4 D) 5
4. Which of the following describes the distance formula?

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

5. What is the distance between two points whose coordinates are (4,−3) and (−4,3)?
A) 4 B) 6 C) 8 D) 10
6. What is the distance between point A(3a, 2a) and point D(−a, −6a)?

A) 2a√10 B) 4a√5 C)5a D) 8a

7. What is the area of a triangle whose vertices are (0,2), (0,0) (5,0)?
A) 5 square unit B) 8 square unit C) 10 square unit D)12 square unit
8. What kind of triangle is formed when the vertices (−3, 5),(−3, 1) and (2, 1) are
plotted on the Cartesian plane?
A) equilateral B) isosceles C) right D) scalene
9. What type of quadrilateral is formed by the given vertices C(0,0), A(1,2), R(4,2)
and E(3,0)?
A) kite B) parallelogram C) rectangle D) square
10. In Quadrilateral LOVE, what is the length
of the diagonal ̅̅̅̅
𝐿𝑉.

A) √𝑎2 + 𝑏 2

B) √𝑎2 − 𝑏 2

C) √𝑎 + 𝑏
D) 𝑎2 + 𝑏 2

15
CO_Q2_Mathematics 10_ Module 22
11. What is the distance of point I
from the origin in Trapezoid LIVE?

A) √𝑐 − 𝑒 C) √𝑐 2 − 𝑒 2

B) √𝑐 + 𝑒 D) √𝑐 2 + 𝑒 2

12. GIVE is a square. Find its

perimeter.
A) 4(𝑎 + 𝑏)

B)4√𝑎 + 𝑏
C) 4(𝑎2 + 𝑏 2 )

D) 4√𝑎2 + 𝑏 2

13. To prove that triangle CER is a right triangle, C

which of the following should be proven?

𝐸𝑅 = ̅̅̅̅
A) ̅̅̅̅ 𝑅𝐶 + ̅̅̅̅
𝐶𝐸
E
B) ̅̅̅̅ 𝐸𝑅 + ̅̅̅̅
𝑅𝐶 = ̅̅̅̅ 𝐶𝐸
̅̅̅̅ 2 + 𝐶𝐸
̅̅̅̅ 2 = 𝑅𝐶
C) 𝐸𝑅 ̅̅̅̅ 2
R
D) ̅̅̅̅ 𝐸𝑅 2 + ̅̅̅̅
𝑅𝐶 2 = ̅̅̅̅ 𝐶𝐸 2

14. To prove that the diagonals of rectangle RICE are congruent which of the
following should be proven?
𝑅𝐼 ≅ ̅̅̅
A) ̅̅̅ 𝐼𝐶 ̅̅̅ ≅ ̅̅̅̅
B)𝐼𝐶 𝐶𝐸 ̅̅̅̅ ≅ ̅̅̅̅
C)𝑅𝐶 𝐸𝐶 ̅̅̅̅ ≅ ̅̅̅
D)𝑅𝐶 𝐼𝐸

15. To prove that triangle ABC is an equilateral triangle which of the following
should be proven?
A) 𝐴𝐵 ≅ 𝐵𝐴 B)𝐴𝐵 ≅ 𝐵𝐶 ≅ 𝐴𝐶 C)𝐴𝐵 ≅ 𝐵𝐶 D)𝐴𝐵 ≇ 𝐵𝐶 ≅ 𝐴𝐶

16
CO_Q2_Mathematics 10_ Module 22
 Additional Activity

Direction: Answer the following problems on a separate sheet of paper.

1. Draw segment 𝑀𝑅 whose endpoints are M(-1,5) and R(2, -4) on the Cartesian
plane.
a) Find the length of segment 𝑀𝑅.
b) If point S(x, −1)lies on segmentMR and the length of segment SR is √10,
what is x?

2. Refer to Figure 1. Solve the distance d in terms of a and b.

𝑦

𝑎 𝑥

Figure 1

3) The vertices of a quadrilateral are R(0,0) , U(a,0), D(a,b), Y(0,b) .

a) Illustrate the quadrilateral in the coordinate plane.
b) Find the length of each diagonal.
c) Compare the lengths of the diagonals.

4) Refer to Figure 2. The x-coordinate of D is the mean of the x-coordinates of

the vertices of triangle ABC and itsy-coordinate is the mean of the y-
coordinates of the vertices of triangle ABC. Find the distance between points
A and D.

Figure 2

17
CO_Q2_Mathematics 10_ Module 22
CO_Q2_Mathematics 10_ Module 22 18
What I Know Activity 1 Activity 2
1) B A) 𝑑 = √34
2) D a) (-4, 7)
3) D b) (7, 8)
4) A c) (-7, -6)
5) C d) (2, -2)
6) B
7) A B)
8) C
9) B
10) D
11) C
12) A N
A
13) B
14) B
15) D
C
E
Activity 3 Activity 4 Assessment
A) 40.5 square units 1) 1) C
B) a) √545 ≈ 23.35 𝑘𝑚 2) D
1) B (b+a, c) b) Yes 3) D
O (0, 0) 2) 4) A
2) T (g, r) a) (30, 20) 5) D
S (0, 0) b) (-30, -20) 6) B
3) W(2a, 0) c) (30, -20) 7) A
O (0, 0) 8) C
4) S (-a, b) 9) B
T (-a, 0) 10) A
D) (a, 0) 11) D
12) D
13) D
14) D
15) B
Additional Activity 3.a) 3.b) 𝑅𝐷
̅̅̅̅ = √𝑎2 + 𝑏 2
1) ̅̅̅̅ = √𝑎2 + 𝑏 2
𝑌𝑈
a) 3√10 3.c) equal
b) 𝑥 = 1 𝑏𝑌 𝐷
(𝑏+𝑎)2 +𝑐 2
2) 𝑑 = √𝑎2 + 𝑏 2 4) 𝑑 = ට
9
𝑅 𝑎𝑈
Answer Key
References

Callanta, Melvin., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D.,Esparrago,
Mirla S., Garcia, Elino S., Magnaye, Aries N., Orines, Fernando B., Perez Rowena
S..,Ternida, Conception S. Mathematics-Grade 10 Learner’s Module, Meralco
Avenue, Pasig City: REX Bookstore, Inc. and Department of Education, 2015

Larson, R. Precalculus with Limits. Boston, MA: Houghton Mifflin Co., 2006

Nivera, Gladys C., Ph.D. and Lapinid, Minie Rose C., Ph.D. Grade10 Mathematics-
Patterns and Practicalities., Makati City:DonBosco Press, 2015

Young, C. Precalculus. Hoboken, N.J.: Wiley, 2010

19
CO_Q2_Mathematics 10_ Module 22
 10
Mathematics
Quarter 2 – Module 23:
Solving Problems on Circles

CO_Q2_Math 10_ Module 23

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 23: Solving Problems on Circles (M10GE-IIf-2)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Esther B. Guitobon
Content Editor: Heather G. Banagui
Reviewer: Bryan A. Hidalgo
Layout Artist: Jecson L. Oafallas
Management Team:
May B. Eclar, PhD, CESO V
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region
Office Address: DepEd-CAR Complex, Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

Concepts on circles are useful in many fields such as construction,

landscaping and engineering; these are some of the fields where applications
about concepts of circles are basic necessity. Lines and its subsets are
corollary to the discussion about circles. These different types of lines either
touch or intersect circles. These lines have unique properties and relationship
to a circle. Specifically, in this module, we will be applying previously learned
concepts on chords, arcs, central angles, inscribed angles, secants, tangents,
segments and sectors of a circle.
At the end of this module, you will be able to solve problems involving
circles. Specifically, you will be able to:
1. Solve problems involving chords, arcs, central angles, and inscribed
angles of circles; and
2. Solve problems involving tangents and secants of circles.

1
CO_Q2_Math 10_ Module 23
 What I Know

Description:
This section will test how much you already know about problems
involving circles and its chords, arcs, central angles, inscribed angles, tangent
lines and secant lines. If you will be able to correctly answer all of the items,
then you can skip this module and proceed to the next. If not, then you will
have to proceed and learn from this module.

Instruction: Read each item carefully and choose the letter of your answer and
write it on your answer sheet.

1.Which of the following is the measure of the angle determined by the hands
of a clock at five o’clock?
a. 90° b. 120° c. 150° d. 180°
2. A circle is divided into 6 equal arcs. Which of the following is the degree
measure of each arc?
a. 30° b. 60° c. 90° d. 120°
3. A wheel has 30 spokes which are evenly spread. Which of the following is
the measure of each central angle formed by the spokes?
a. 12° b. 15° c. 24° d. 30°
4. In a pie chart showing the expenditures of the Lopez family, the measure
of the central angle corresponding to their food expenses is 120°. If their
monthly income is Php 35,000.00, how much of it spent for food?
a. Php 11,666.67 c. Php 5,666.67
b. Php 17,500.00 d. Php 12,000.00
5. Catherine designed a pendant. It is a regular hexagon
set in a circle. Suppose the vertices are connected by line
segments and meet at the center of the circle as shown
in the figure. Which of the following is the measure of
each of the smallest angle formed at the center?
a. 22.5° b. 45° c. 60° d. 72°
6. A dart board has a diameter of 40 cm and is divided into 20 congruent
sectors. Which of the following is the area of one of the sectors?
a. 20 cm2 b. 40 cm2 c. 80 cm2 d. 800 cm2
7. Mr. Alex designed a semicircle arch made of bent iron for their gate’s
entrance. Suppose the diameter of the semicircle is 3 meters, which of the
following is the length of the iron before bending to avoid wastage?
a. 1.5𝜋 m b. 3𝜋 m c. 6 𝜋 m d. 9𝜋 m

2
CO_Q2_Math 10_ Module 23
8. A circular garden has pathways which are tangent to the garden whose
center is 10 meters away from the entrance as shown in the figure below.
If the radius of the circular garden is 5 meters, how long is each pathway?

a. 3√5m b. 5√3m c. 25m d. 75m

9. A family tied a pair of ropes to their circular pool to serve as guide for their
children who are practicing how to swim. If the ropes intersect at the
interior of the pool as shown below with the corresponding segment
measures, find the missing segment measure of the rope in meters.

a. 5m b. 6m c. 7m d. 8m

10. A circular medallion is hung such that the strings are tangent to the circle
as shown in the figure. If the major arc measures 230°, find the degree
measure of the angle formed by the strings.

a. 40° b. 50° c. 130° d. 230°

3
CO_Q2_Math 10_ Module 23
 Lesson

1 Solving Problems on Circles

What’s In

Let us have a review what you have already learned about arcs, central
angles, inscribed angles, tangents and secants of circles by doing the following
activities.

Half, equal, or twice as?

In the figure that follows, A, R, O, L and Pare points on circle ʘC. Fill in
the blanks with the word half, equal or twice to show the relationship of the
degree measures of arcs, central angles and inscribed angles formed.

̂.
1. The measure of central angle ∠𝑂𝐶𝑅is _______ to the degree measure of𝑂𝑅
̂ is ________to the measure of central angle∠𝐿𝐶𝑂.
2. The degree measure of 𝐿𝑂
3. The measure of inscribed angle ∠𝑂𝑃𝑅 is ___ the measure of central
angle∠𝑂𝐶𝑅.
4. The measure of central angle ∠𝑃𝐶𝐴 is ____ the measure of inscribed
angle∠𝑃𝑂𝐴.
5. The measure of inscribed angle ∠𝑃𝑅𝐿 is ____ the measure of central
angle∠𝑃𝐶𝐿.

4
CO_Q2_Math 10_ Module 23
Sum or Difference?
In the figure that follows, K, M, P, and N are points on ʘQ. Fill in the
blanks with the word sum, difference or one-half to show the relationship of
angles formed by intersecting tangents and secants.

1. The measure of ∠𝑁𝑂𝑃 formed by intersecting secants 𝑂𝐾 ̅̅̅̅ and ̅̅̅̅̅

𝑂𝑀 outside
the circle is equal to one-half the ____________ of the degree measure of arcs
̂ and 𝑁𝑃
𝐾𝑀 ̂.

2. The measure of angle ∠𝐾𝐿𝑀 formed by intersecting tangents ̅̅̅ 𝑆𝐿 and ̅𝑇𝐿
̅̅̅
outside the circle is equal to one-half the ____________ of the degree measure
̂ and 𝐾𝑀.
of arcs𝐾𝑁𝑀 ̂

3. The measure of angle ∠𝑁𝑅𝐾 formed by intersecting secants ̅̅̅̅̅ 𝑁𝑀 and

̅̅̅̅
𝑃𝐾 inside the circle is equal to one-half the ____________ of the degree
measure of arcs 𝑁𝐾̂ and 𝑃𝑀 ̂.

4. The measure of angle ∠𝐾𝑅𝑀 formed by intersecting secants ̅̅̅̅̅ 𝑁𝑀 and

̅̅̅̅
𝑃𝐾 inside the circle is equal to one-half the ____________ of the degree
measure of arcs 𝐾𝑀 ̂ and 𝑁𝑃̂.

5. The measure of angle ∠𝑃𝑀𝑇 formed by intersecting secant ̅̅̅̅̅

𝑂𝑀 and
̅̅̅̅
tangent 𝐿𝑇on the circle is equal to ____________ the measure of the
̂
intercepted arc 𝑃𝑀.

5
CO_Q2_Math 10_ Module 23
 What’s New

In the following tasks, you are going to solve word problems involving
the segments formed by tangents and secants of a circle.

How Long!
As illustrated in the figure that follows, there are two pathways from
the main entrance where visitors can choose to walk going to the circular
garden. The pathways are both tangent to the garden whose center is 40
meters away from the main entrance. If the area of the garden is about 706.5
m2, how long is each pathway?

Guide Questions

Step 1: Understand the Problem

 What are you trying to find?
 In the illustration, what are the geometric figures involved? What are
the given? What are the unknowns?
 What previously learned concepts on circles can be applied in the
situation?
Step 2: Devising a Plan
 After reviewing the concepts related to circles and the given, what steps
should be undertaken to solve for the unknowns?
 Do we need additional markings in the given figure? Do we need to
introduce variables to be used in the solution?
 What are the equations to be used to lead to the solution of the
problem?
 How will the given values be used or manipulated in order to formulate
the equation?
Step 3: Carrying Out the Plan
 Implement the strategy and perform calculations
 Keep an accurate record of your work
Step 4: Looking Back
 Check the results in the original problem. Do you think the answer fits
in what is being asked? Does the computed value realistic or acceptable
in real life situation?
 Don’t forget to review your solution.
Good luck!

6
CO_Q2_Math 10_ Module 23
 What Is It

Let’s Discuss

Were you able to answer the given word problem? If not, do not worry.
The procedures that follow will lead us to the step by step solution of the
problem.

Step 1: Understand the Problem

We are asked to solve for the length of the pathway which is the tangent
segment to the circle. To solve, we use the given area of the circle and the
distance of the center of the circle to the main entrance which is the endpoint
of the tangent outside the circle.
Remember that a tangent is a line or a segment that crosses a circle
only once at a point called the point of tangency. A theorem on tangent line
also states that: “If a line is tangent to a circle, then it is perpendicular to the
radius drawn to the point of tangency.”

Step 2: Devising a Plan

After understanding and reviewing the concepts involved in solving our
problem, let us put the given markings or available information in the figure
and define variables.

Let:
r- radius
u- unknown
d - distance from the
center to the main
entrance of the garden
A - Area of the circular
garden

In the figure, a right triangle is formed; r and u are perpendicular

since a tangent is perpendicular to the radius that crosses the circle at the
point of tangency. Guided with this, the angle between r and u is a right
angle forming a right triangle. In the right triangle, d is the hypotenuse,
while r and u are the legs.

To solve for u, the Pythagorean Theorem states that: “The sum of the
squares of the legs of a right triangle is equal to the square of its hypotenuse”

7
CO_Q2_Math 10_ Module 23
is helpful. Using the defined variables, the Pythagorean theorem can be
written asr 2 + 𝑢2 = d2 .
Reviewing the given, there is another data that can be used to know the
value of r. To solve, we can use the area of the garden since formula is
A = πr 2
Step 3: Carrying Out the Plan
Pursue our plan, we have
A = πr 2
Using the area of a Circle
706.5 = πr 2 Substitute the given
706.5 = πr 2 Dividing both sides of the equation by π or
3.14π π
225 = r 2

√225 = √r 2 Extracting the square root both sides of the equation

15 = 𝑟

Having the value or r, we can now solve for the length of the pathway,
u using the Pythagorean Theorem.
r 2 + u2 = d2 Extracting the square root in both sides of the
equation
. √d2 − 𝑟 2 = u
√402 − 152 = u Substitute the known values
√(40 + 15)( 40 − 15) = u Values inside the radical sign can be factored
as sum and difference of two squares
√(55)(25) = u Simplifyeach factor

√1,375 = u Further simplifying

37.08 = u
Step 4: Looking Back
To check our answer, we can substitute first the given and the obtained
value in r 2 + u2 = d2 .
r 2 + u2 = d2 Substitute the obtained value and the given.
2 2
15 + 37.08 = 40 2
Simplify
1600 = 1600
Next is to check the given and the computed value in A = πr 2 .
A = πr 2 Substitute the computed value and the given.
706.5= (3.14) (15 )
2 Simplify
706.5= 706.5

Therefore, the length of each pathway is about 37.08 meters.

8
CO_Q2_Math 10_ Module 23
 What’s More

Activity 1: Round and round you go!

Word Problem 1:
Each central angle formed by consecutive spokes
of a Ferris wheel measures 15°. What is the seating
capacity if two seats are anchored to each spoke in the
Ferris wheel?

Step 1: Understand the Problem https://search.creativecommons.org/photo

s/d84903cf-49a9-43d0-a2df-b31274d4b609

In the problem, the angles formed in between consecutive spokes can

be considered as central angles of circles. We are asked to determine the
seating capacity of the Ferris wheel if a central angle formed by consecutive
spokes measures 15°.
To solve the problem, we must remember that the sum of the central
angles of a circle with no common interior points is 360˚
Step 2: Devising a Plan
We need to find how many spokes are there in the Ferris Wheel. Since
the central angle formed by consecutive spokes measures 15° and -whole
revolution is 360° hence we need to get the quotient between 360° and 15°.
After which, we will multiply the number by two since there are two seats in
each spoke.
Step 3: Carrying out the Plan
360°÷15°= 24 Getting the quotient of 360° and 15° to find the
number of spokes
24 × 2= 48 This product is to get the number of seating capacity.
Step 4: Looking Back
To check whether there are really 48 seating capacity, we need to solve
the problem backwards. We need to verify first that that the product of 24 and
2 is really equivalent to 48. Next step is to verify the product of 24 and 15° is
really equivalent to 360°. The two steps are easily verified; thus, we can
conclude that our answer is correct.
Therefore, there are 48 seating capacity.

9
CO_Q2_Math 10_ Module 23
Word Problem 2:
There are circular gardens having paths in the
shape of a regular star pentagon like the one shown
in the figure.
a. Determine the measure of an arc intercepted by
an inscribed angle formed when the vertices of the
star are connected.
b. What is the measure of an inscribed angle in a
garden with a five-pointed star?

Step 1: Understand the Problem A

In the garden having paths in the shape of a

regular star pentagon, connect each vertex to the
other vertices as shown in the figure at the right. The
figure also shows the intercepted arcs of the inscribed
angle formed by two consecutive dotted lines. For
example, inscribed angle, ∠𝐴 is intercepted by 𝐶𝐵̂ . In
the problem, we need to find the measure of the
B C
inscribed angles and intercepted arcs.

Step 2: Devising a Plan

Remember that it is given that the star pentagon formed is regular and
the measure of arc of one complete circle is 360˚. Thus, to find the measure
of each intercepted arc, we just find the quotient of 360˚ and the number of
intercepted arcs.
To find the measure of an inscribed angle, we will use the theorem that
states that “If an angle is inscribed in a circle, then the measure of the angle
is equal to one-half the measure of its intercepted arc.”
Step 3: Carrying out the Plan
360°÷5= 72˚ Getting the quotient of 360° and 5 to find the degree
measure of an intercepted arc. Thus, the measure of
each intercepted arc of the 5 angles of the regular
star pentagon is 72˚.
72˚ ÷ 2= 36˚ Getting the half of the degree measure of an
intercepted arc since inscribed angle is one-half of its
intercepted arc. This results to one inscribed angle
equal to 36°.

10
CO_Q2_Math 10_ Module 23
Step 4: Looking Back
Twice the measure of an inscribed angle is equal to the measure of an
intercepted arc and if five times the degree measure of an intercepted arc is
360˚.Therefore, the measure of an arc intercepted by an inscribed angle
formed when the vertices of the star are connected is 72˚. In addition, the
measure of an inscribed angle in a garden with a five-pointed star is 36°.

Word Problem 3:
A dart board has a diameter of 40 cm and is
divided into 20 congruent sectors. What is the area of
one of the sectors?

Step 1: Understand the Problem

Considering the dart board at the right, the
portion shaded in black is a sector of the circular dart
board. The area of one sector is what the problem
intends to find. To find its area, we get the product of
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
the area of the circle and the .
360
https://search.creativecommons.org/photos
/5f793352-f1c4-458a-a3b0-3da0d205cd45

Step 2: Devising a Plan

From the given, to find the area of a sector of the circle, we need to find
first the measure of the arc which corresponds to a sector. We can find it by
dividing 360 degrees, which is the degree measure of a circle, by 20 sectors.

The area (A) of the circle can be computed using𝐴 = 𝜋𝑟 2 . Since the given
is the diameter, we will divide it by two to get the radius which is needed in
the solution.
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
Finally, we will get the product of and the area of
360
the circle to determine the area of each sector of the dart board.

11
CO_Q2_Math 10_ Module 23
Step 3: Carrying out the Plan
From our plan, we will follow the following steps to find the area of each
sector of the dart board
a. Find the measure of each arc by getting the quotient of 360˚and 20.
360˚ ÷ 20 = 18˚
b. Find the radius of the dart board.
40 ÷ 2 = 20 cm. is the length of the radius
c. Find the ratio of the measure of an arc to 360˚,
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
Ratio= 360

18
=
360
1
=
20
d. Find the area (A) of the circle using the equation 𝐴 = 𝜋𝑟 2
𝐴 = 𝜋(20)2 Substitute the radius from letter b
𝐴 = 400cm2 Simplify Exponents
e. Finally, find the area of each sector by getting the product of the ratio
in step c and the area in step d.
1
Area of each sector = ∙ 400𝜋
20
= 20𝜋 Substitute 3.14 to 𝜋
= 62.83 cm2
Step 4: Looking Back
To check the computed area of each sector
a. Start with 20 𝜋. Multiply it by the number of sectors which is 20.
1
b. Multiply the result of a by 20
c. Divide the answer in b by 𝜋. After which, extract the square root.
d. Multiply the result of c by 2. The product should be 40. If you obtain
a different answer, go back to step a.
e. Finally get the product of 18 and 20. The obtained answer should be
equivalent to 360.

12
CO_Q2_Math 10_ Module 23
Word Problem 4:
Mr. Celso designed an arch made of
bent iron for the top of a school’s main
entrance as shown in the figure at the
right. The 12 segments between the two
concentric semicircles are each 0.8 meter
long. Suppose the diameter of the inner
semicircle is 4 meters. What is the total
length of the bent iron used to make this
arch?
Step 1: Understand the Problem
The problem involves arc lengths. We are asked to determine the total
length of the bent iron used to make the arch given that the diameter of the
inner circle is 4meters and that each of the 12 segments joining the inner and
outer circle measures 0.8 meter.
Step 2: Devising a Plan
In the problem, to solve for the total bent iron used to make the arch,
we need to add the inner arc length and outer arc length. In solving for each
arc length, we must remember that the length of an arc can be determined by
𝑑𝑒𝑔𝑟𝑒𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐 𝑎𝑟𝑐 𝑙𝑒𝑛𝑔𝑡ℎ
using the proportion = where r is the radius
360° 2𝜋𝑟
of the circle. Multiply 2𝜋r both sides of the proportion then simplify we obtain
(𝑑𝑒𝑔𝑟𝑒𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐)(2𝜋𝑟)
arc length = 360°

In the given, the radius of the inner arc length is 2m and the radius of
the outer arc length is the sum of 2m and 0.8 m. While both the inner arc
length and outer arc length measures 180° since they are both semicircles.
Step 3: Carrying out the Plan
In our solution, we solve separately the inner and outer arc length then
get their sum. Therefore, the solution is as follows:
a. Finding the Arc length of the inner arc:
(𝑑𝑒𝑔𝑟𝑒𝑒 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐)(2𝜋𝑟)
arc length = 360°
(180°)(2𝜋)(2)
= Substituting the arc length of a
360°
semicircle and the radius of the
inner arc
= 2𝜋 Simplifying

=6.28m Substituting 3.14 for 𝜋

13
CO_Q2_Math 10_ Module 23
 b. Finding the Arc length of outer arc:
(degree measure of the arc)(2πr)
arc length = 360°
(180°)(2π)(2.8)
= Substituting the arc length of a
360°
semicircle and the radius of the
outer arc which is the sum of 2 and
0.8
5.6π
= Simplifying
2
=8.79m Substituting 3.14 for 𝜋 and further
simplifying

After obtaining the length of the inner and outer arcs, we get the sum
to finally obtain the total length of the bent iron used to make the arch as
follows:
6.28 + 8.79= 15.07 m

Step 4: Looking Back

To check if our solution is correct, we can solve backwards. Start with
the measure of the length of each arc then solve backwards until the radii is
obtained. The solution could be as follows:
5.6𝜋
a. Radius of the outer arc, starting from 2
5.6𝜋 360°
We need to multiply by . Our obtained value should be
2 (180°)(2𝜋)
2.8. If not, we need to check what went wrong in our solution.

b. Radius of the inner arc starting from 2𝜋

360°
We need to multiply 2𝜋 by (180°)(2𝜋). Our obtained value should be
2. If not, we need to check our solution.

Assessment 1: It’s Your Turn!

Apply the concepts learned in the previous activities to be able to solve

the following problems.

1. Rowel is designing a motorcycle wheel. He decided to put 6 spokes

which divide the rim into 6 equal parts. What is the degree measure of
each angle formed by the spokes at the hub?

14
CO_Q2_Math 10_ Module 23
2. Find the degree measure of the angle formed by
the hands of a clock at 5:00 in the afternoon.

3. A circular garden is
designed such that it
circumscribes a regular 6-
pointed star as shown in
the figure. Find the degree
measure of each
intercepted arc and the
measure of an inscribed
angle.

4. A fruit pie is divided into 3 equal parts forming

central angles. Find the area of each sector formed if
the fruit pie has a radius of 6 inches.

5. Mr. Alex designed a semicircle arch made of bent iron for the door of
his garage. Suppose the diameter of the semicircle is 3 meters, how long
should the iron be before bending to avoid wastage?

15
CO_Q2_Math 10_ Module 23
Rubrics: To guide you with your solution, please refer to the following:

Score per Descriptors

item
5 All the steps to answer word problem are followed and each
step is presented accurately.
3 The steps to answer word problem are followed but the
answer provided is incomplete.
1 The answer is incorrect

Activity 2: Secants, Tangents!

Word Problem 1:
In a circular board, an elastic
band is tied to different points of the
circle namely points S and E. The
band is then stretched to a certain
point outside the circle forming
secants SY and EY. If SY= 15cm,
TY= 6cm, and LY= 7cm, what is the
length of secant EY? Refer to the
figure at the right.

Step 1: Understand the Problem

The given word problem deals with secant segments. We are given the
length of secant SY and the length of its external secant TY. The length of
external secant LY is also given. Thus we are tasked to find the length of
secant EY.

Step 2: Devising a Plan

In solving this problem, we will use the following theorem: 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. Applying the theorem in the figure, we have,

SY ∙ TY = EY ∙ LY

16
CO_Q2_Math 10_ Module 23
Step 3: Carrying out the Plan

a. We review the given measurements.

SY=15 cm
TY=6 cm
LY=7cm
b. Substitute the given in the theorem to solve the unknown segment EY
SY ∙ TY = EY ∙ LY
(15)(6) = (EY) (7) Substituting the given measurements
90= 7(EY) Simplifying
90 = 7(EY) Dividing both sides of the equation by 7
7 7
EY= 12.86 cm. Simplify to obtain 12.86 cm. is the length of EY

Step 4: Looking Back

To check if we have a correct solution, we substitute the given and
computed value in the theorem SY ∙ TY = EY ∙ LY as follows
(15)(6) = (12.86)(7) Substituting the values.
90=90 Simplify. Since we obtain 90 on both sides of
the equation, thus our solution is correct.

Word Problem 2:

An old circular table was repaired by nailing

two wooden strips on its back, forming
intersecting chords. Find the length of the second
piece of wood LG if the dimensions of the chords
are as follows:

FS=6ft
SA=4ft
LS=3ft

Step 1: Understand the Problem

The given word problem involves intersecting chords of a circle. We are

given the length of segment LS, FS and segment SA. Segments FS and SA
formed chord FA. Using the given and concepts of secant segments, we are
asked to find for the length of segment LG.

Step 2: Devising a Plan

Since we are dealing with intersecting chords of a circle, we will use the
following theorem: If two chords of a circle intersect, then the product of the
measures of the segments of one chord is equal to the product of the measures
of the segments of the other chord. In symbols, FS ∙ SA = LS ∙ SG

17
CO_Q2_Math 10_ Module 23
Step 3: Carrying out the Plan

a. From the problem, the following are the given measurements:

FS=6 ft
SA=4 ft
LS=3 ft
LG is unknown

b. To solve for LG, we start with the theorem.

FS∙ SA = LS ∙ SG Substituting the given values
(6)(4) = 3(SG) Getting the product
24 = 3(SG) Divide both sides by 3
3 3
SG = 8ft Simplifying. Therefore, SG is equal to 8 feet.
c. To finally solve for LG,
LG= LS + SG
LG = 3 + 8 Substituting the given value of LS and the
obtained value of SG
LG = 11 Simplifying. Therefore, LG is equal to 11 feet

Step 4: Looking Back

To check if we had a correct answer, we don’t need to start checking the

obtained value of LG since we can easily identify that 3 + 8 is really equivalent
to 11. Thus, to check our answer, we start with the value of SG. We can
substitute the obtained value and the given to the theorem FS ∙ SA = LS ∙ SG
(6)(4) = (3)(8) Substituting the values
24 = 24 Obtaining equal values on both sides of the
equation, thus we obtain a correct value of SG

Assessment 2: Solve my length!

Apply the concepts learned to solve for the given word problems. Use the
following guide questions to help you in presenting your solution.

Guide Questions:
 What are the problems all about?
 What theorems or concepts can you use to solve the problems?
 How can you formulate equations based from the theorems or
concepts?
 How will you use the equations to solve for the unknowns?
 Did you check your answer?

18
CO_Q2_Math 10_ Module 23
 1. A family tied a pair of ropes to their
circular pool to serve as guide for their
children who are practicing how to
swim. The ropes intersect at the interior
of the pool with three segments formed
measuring 5m, 6m, and 12 m as
illustrated in the figure at the right.
Find the missing segment measure of
the rope in meters.

2. A circular frame is supported with sticks

on its backside in the following manner.
Find the unknown measure of the
external secant segment x.

Rubrics: To guide you with your solution, please refer to the following

Score per Descriptors

item
5 All steps to answer word problem are followed and each step
is presented accurately.
3 The steps to answer word problem are followed but the
answer provided is incomplete.
1 The answer is incorrect

19
CO_Q2_Math 10_ Module 23
 What I Have Learned

Fill in the blanks with your learning or insights regarding solving problems
on circles.

I have learned that ________________________________________________.

I have discovered that _____________________________________________.

I have found out that ______________________________________________.

What I Can Do

The Huge Ceiling Ball!

Ronnie used a golden string to hang a huge circular light ball in the
middle of their living room. The string measures 50 centimeters and it reaches
until the center of the circular light ball. Suppose the tangent line from the
ceiling where the string is hoisted to the circular light ball is 30 cm, what is
the radius of the circular light ball?
Rubrics: Your output will be rated as follows
Score Descriptors
20 The diagram was well illustrated and with correct label. All
computations are accurate and the final answer is expressed
correctly in a complete sentence.
15 The diagram is illustrated. The computations are correct but
the final answer is not clearly expressed.
10 Some parts of the diagram are missing. Some computations
are not accurate.
5 A diagram is present and an answer is identified though
incorrect.

20
CO_Q2_Math 10_ Module 23
 Assessment

Instruction: Read carefully each item. Choose the letter of your answer and
write it on your answer sheet.

1. Which of the following is the measure of the angle determined by the

hands of a clock at four o’clock?
a. 90° b. 120° c. 150° d. 180°
2. Which of the following is the degree measure of an arc formed when a
circle is divided into 5 equal arcs?
a. 30° b. 60° c. 72° d. 144°
3. A wheel has 12 spokes which are evenly spread. Which of the following
is the measure of each central angle formed?
a. 12° b. 15° c. 24° d. 30°
4. In a pie chart showing the expenditures of the Lopez family, the
measure of the central angle corresponding to their food expenses is
120°. If their monthly income is Php 35,000.00, which of the following
cost corresponds to their food expenses?
a. Php 11,666.67 c. Php 5,666.67
b. Php 17,500.00 d. Php 12,000.00
5. Angel wants to draw a pie chart that shows how she spent her 30-day
vacation. If she used six days of it practicing her piano recital, which of
the following degree measure of a central angle does corresponds to its
sector?
a. 22.5° b. 45° c. 72° d. 90°
6. A dart board has a diameter of 30 cm. and is divided into 15 congruent
sectors. Which of the following is the area of one of the sectors?
a. 15𝜋 cm2 b. 20 cm2 c. 80 cm2 d. 800 cm2
7. Mr. Alex designed a semicircle arc made of bent iron for their gates
entrance. Suppose the diameter of the semicircle is 3 meters, how long
should the iron be before bending to avoid wastage? (Round off answer
to two decimal places)
a. 4.71 m b. 5. 71 m c. 9.42 m d. 10.55 m
8. A circular garden has pathways which are both tangent to the garden
whose center is 10 meters away from the entrance as shown in the
figure below. If the radius of the circular garden is 5 meters, which of
the following is the length of each pathway?

21
CO_Q2_Math 10_ Module 23
 a. 3√5m b. 5√3m c. 25m d. 75m

9. A circular weaved winnower is supported by a pair of sturdy rattan that

intersects at its back as shown in the figure. Which of the following
choices is the missing length?

a. 5 in b. 10 in c. 12 in d. 15 in

10. A circular mirror is hung such that the strings are tangent to the circle
as shown in the figure. If the major arc measures 240°, which of the
following is the degree measure of the angle formed by the strings.

a. 60° b. 80° c. 130° d. 230°

22
CO_Q2_Math 10_ Module 23
 Additional Activity

Guess What!

Mario is looking at a circular garden having pathways tangent to the

circle from an exterior point as shown in the sketch below. If the angle formed
by the tangent pathways in the exterior of the circle is 50°, what are the degree
measures of the major arc and the minor arc intercepted by the tangents in
the circle? Explain how you arrived at your answer.

Rubrics:

Score Descriptors
20 The answer is accurate and explanation is well expressed
supported by solution.
15 The answer is accurate but the explanation is not well
supported by a solution.
10 The answer is inaccurate though the explanation contains
valid points.
5 The explanation is not valid resulting to an inaccurate
answer.

You can do it!

23
CO_Q2_Math 10_ Module 23
CO_Q2_Math 10_ Module 23
24
ADDITIONAL ASSESSMENT
ACTIVITY 1. b
2. c
3. d
The major arc is equal 4. a
to 230 degrees and 5. c
the minor arc is 130 6. a
7. a
degrees.
8. b
9. b
10. a
What I Can Do What’s More :
Assessment 1
1. 60 degrees
2. 150 degrees
3. 60 degrees, 60 degrees
4. 37.68 square inches
5. 4.71 meters
Assessment 2
1. 10 meters
2. 5 inches
The radius of the ball is 40 cm.
What’s In What I Know
1. equal 1. difference 1. c
2. b
2. equal 2. difference 3. a
3. half 3. sum 4. a
4. twice 4. sum 5. c
6. a
5. twice 5. One-half 7. a
8. b
9. d
10. b
Answer Key
References
Callanta, Melvin M., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D.,
Esparrago, Mirla S., Garcia, Elino S., Magnaye, Aries N., Orines, Fernando B.,
Perez, Rowena S., Ternida, Conception S.2015. Mathematics-Grade 10
Learner’s Module, Meralco Avenue, Pasig City: REX Book Store, Inc.
https://search.creativecommons.org/photos/5f793352-f1c4-458a-a3b0-
3da0d205cd45
https://search.creativecommons.org/photos/d84903cf-49a9-43d0-a2df-
b31274d4b609

www.dreamstime.com

www.gettyimages

www.study.com

www.thriftyfun.com

25
CO_Q2_Math 10_ Module 23
 10
Mathematics
Quarter 2 – Module 24:
Writing the Equation of a Circle
and Determining the Center and
Radius of a Circle

CO_Q2_Math10_Module 24
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 24: Writing the Equation of a Circle and Determining the
Center and Radius of a Circle
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Esther B. Guitobon and Cerion T. Camhit
Content Editor: Melchor B. Ticag
Reviewer: Bryan A. Hidalgo
Layout Artist: Mark R. Delatina
Management Team:
May B. Eclar
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region

Office Address: WANGAL, LA TRINIDAD, BENGUET

Telefax: 0744427819
E-mail Address: [email protected]
 What I Need to Know

This module contains activities, discussions and practice exercises on

how to determine the center and radius of a circle given its equation and vice
versa. This particular topic is essential in Coordinate Geometry.
Understanding coordinate geometry has important applications like mapping
in aeronautics and navigation, finding the distance and midpoints between
points and many more in other different fields. Thus, it is important for you
to know how to determine the center and radius of circles given its equation
and vice versa.

At the end of this module, you will be able to achieve the following
objectives:
1. illustrate the center-radius form of the equation of a circle, and
2. determine the center and radius of a circle given its equation and
vice versa.

What I Know

Directions: Let us determine how much you already know about the equation
of a circle. Read and understand each item, then choose the letter
of your answer and write it on your answer sheet.

1. Which equation represents a circle in standard form?

A. 𝑥𝑥 + 𝑦𝑦 = 7 C. 𝑥𝑥 2 + 4x + 2 = 0
B. 𝑥𝑥 + 𝑦𝑦 2 = 8 D. 𝑥𝑥 2 + 𝑦𝑦 2 = 25

2. Which of the following represents an equation of a circle in the general

form?
A. 𝑥𝑥 2 + 2𝑥𝑥 − 4𝑦𝑦 + 5 = 0 C. 𝑥𝑥 2 + 𝑦𝑦 2 + 4x − 4y − 28 = 0
B. 𝑦𝑦 2 − 3𝑥𝑥 + 𝑦𝑦 + 5 = 0 D. none of these

3. A circle defined by 𝑥𝑥 2 + 𝑦𝑦 2 = 9 has a graph whose center is at ___________.

A) origin B) quadrant I C) quadrant II D) quadrant III

1
CO_Q2_Math10_Module 24
4. A circle with an equation defined by (𝑥𝑥 − 5)2 + (𝑦𝑦 + 3)2 = 9 has a graph
whose center is located at ___________.
A. quadrant I B. quadrant II C. quadrant III D. quadrant IV

5. What is the center of the circle defined by (𝑥𝑥 + 5)2 + (𝑦𝑦 + 3)2 = 36?
A. (5,3) B. (−5,3) C. (−5, −3) D. (5, −3)

6. What is the center of the circle 𝑥𝑥 2 + 𝑦𝑦 2 − 4𝑥𝑥 + 10𝑦𝑦 + 13 = 0?

A. (2,5) B. (−2,5) C. (2, −5) D. (−2, −5)

7. What is the radius of the circle 𝑥𝑥 2 + 𝑦𝑦 2 − 4𝑥𝑥 + 10𝑦𝑦 + 13 = 0?

A. 3 B. 4 C. 5 D. 6

8. What is the equation of the circle whose center is at (0,5) and has a radius
of 5?
A. 𝑥𝑥 2 + (𝑦𝑦 − 5)2 = 25 C. 𝑥𝑥 2 + (𝑦𝑦 − 5)2 = 5
B. 𝑥𝑥 2 + 𝑦𝑦 2 = 25 D. (𝑥𝑥 − 5)2 + 𝑦𝑦 2 = 25

9. What is the general form of the equation of a circle whose center is at (3,0)
and the radius is 4?
A. 𝑥𝑥 2 + 𝑦𝑦 2 − 4𝑥𝑥 + 10𝑦𝑦 + 13 = 0 C. 𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 − 7 = 0
B. 𝑥𝑥 2 + 𝑦𝑦 2 − 10𝑥𝑥 + 10𝑦𝑦 + 16 = 0 D. 𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 + 7 = 0

10. Given the equation of the circle, 𝑥𝑥 2 + 𝑦𝑦 2 + 4𝑥𝑥 − 4𝑦𝑦 − 28 = 0, what is its
center-radius form?
A. (𝑥𝑥 + 2)2 + (𝑦𝑦 − 2)2 = 36 C. (𝑥𝑥 − 2)2 + (𝑦𝑦 + 2)2 = 36
B. (𝑥𝑥 − 2)2 + (𝑦𝑦 − 2)2 = 36 D. 𝑥𝑥 2 + 𝑦𝑦 2 = 36

What’s In

Your previous lessons on circles and the use of distance formula are
both significantly relevant skills for you to understand the next lesson. Let’s
have a short recall of these topics.

Circle
A circle is the set of all points, (𝑥𝑥, 𝑦𝑦), on a plane having the same distance
from a fixed point called the center of the circle. The distance between the
center of the circle and any point on the circle is called the radius,𝑟𝑟, of the
circle.

2
CO_Q2_Math10_Module 24
Distance Formula

Supposing the coordinates of point 𝐴𝐴 is (𝑥𝑥1 , 𝑦𝑦1 ) and point 𝐵𝐵 is (𝑥𝑥2 , 𝑦𝑦2 ), then
the distance, 𝑑𝑑, between point 𝐴𝐴 and point 𝐵𝐵 is

𝑑𝑑 = �(𝑥𝑥2 − 𝑥𝑥1 )2 + (𝑦𝑦2 − 𝑦𝑦1 )2

What’s New

Before you proceed to the lesson proper, it is important that you know
how to use the distance formula in finding the measure of the radius of a
circle. The following activity will also help you understand the lesson.

Activity 1: Radius of a Circle

Directions: Given the graph of each circle, find the length of the radius 𝑟𝑟 using
the distance formula.

1) 2)

(2, 2)

𝑟𝑟

(1, 2)
(0,0) 𝑟𝑟
(−2, 1)

Solution: Solution:

Answer: ________________________ Answer: ________________________

3
CO_Q2_Math10_Module 24
 You did a good job in performing the given tasks! Now, it’s your time to
check your own work. If you answered both items correctly, you may proceed
to the next part of this module. If not, please try again.

2) √10 1) 2√2
Check your answers

What is It

You’ve learned already how to find the measure / length of the radius
of a circle using the distance formula hen given the coordinates of the center
and a point on the circle. This time you will be learning about the different
forms of the equation of a circle.

A. Circle with center at the origin.

Given the circle with center at (0,0).

To draw its radius (𝑟𝑟), connect the
center to any point on the circle like
point 𝑃𝑃(𝑥𝑥, 𝑦𝑦).

Then using the distance formula, we

can find the equation of the circle.

We find the distance between the

center(0,0) and 𝑃𝑃(𝑥𝑥, 𝑦𝑦), which is the
length of the radius(𝑟𝑟) of the circle.

From the distance formula, let 𝑃𝑃1 (0,0), 𝑃𝑃2 (𝑥𝑥, 𝑦𝑦), and 𝑟𝑟 be the distance.

𝑑𝑑 = �(𝑥𝑥2 − 𝑥𝑥1 )2 + (𝑦𝑦2 − 𝑦𝑦1 )2

𝑟𝑟 = �(𝑥𝑥 − 0)2 + (𝑦𝑦 − 0)2 Substitute 𝑃𝑃1 ,𝑃𝑃2 and 𝑟𝑟 in the formula.

𝑟𝑟 = �𝑥𝑥 2 + 𝑦𝑦 2 Simplify.

𝑟𝑟 2 = 𝑥𝑥 2 + 𝑦𝑦 2 Square both sides of the equation.

Thus, the equation of a circle with center at the origin is 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝒓𝒓𝟐𝟐 .

4
CO_Q2_Math10_Module 24
B. Circle with center NOT at the
origin.

Notice that the center of the circle is not

on the origin but rather at point (ℎ, 𝑘𝑘).
At point 𝑃𝑃(𝑥𝑥, 𝑦𝑦) on the circle, the radius
𝑟𝑟 is drawn connecting the two points.

We find the distance between the center

(ℎ, 𝑘𝑘) and 𝑃𝑃(𝑥𝑥, 𝑦𝑦), which is the length of
the radius (𝑟𝑟) of the circle.
From the distance formula, let 𝑃𝑃1 (ℎ, 𝑘𝑘),
𝑃𝑃2 (𝑥𝑥, 𝑦𝑦), and 𝑟𝑟 be the distance.
𝑑𝑑 = �(𝑥𝑥2 − 𝑥𝑥1 )2 + (𝑦𝑦2 − 𝑦𝑦1 )2

𝑟𝑟 = �(𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘 )2 Substitute 𝑃𝑃1 and 𝑃𝑃2 in the formula.

𝑟𝑟 2 = (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 Square both sides of the equation.
Thus, the equation of a circle with center not on the origin, at any point(ℎ, 𝑘𝑘)
is (𝒙𝒙 − 𝒉𝒉)𝟐𝟐 + (𝒚𝒚 − 𝒌𝒌)𝟐𝟐 = 𝒓𝒓𝟐𝟐 .

Center-Radius Form (Standard Form) of the Equation of a Circle

Let 𝑟𝑟 be the radius of a circle, the equation of a circle in center-radius form is:
(a) 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 = 𝒓𝒓𝟐𝟐 with center at the origin (0,0)
(b) (𝒙𝒙 − 𝒉𝒉)𝟐𝟐 + (𝒚𝒚 − 𝒌𝒌)𝟐𝟐 = 𝒓𝒓𝟐𝟐 with center not on the origin at (ℎ, 𝑘𝑘)

Examples:
1. 𝑥𝑥 2 + 𝑦𝑦 2 = 9
2. (𝑥𝑥 − 3)2 + (𝑦𝑦 + 1)2 = 4

Expanding the standard form, we will arrive at the general form of the
equation of a circle.

Expand: (x − h)2 + (y − k)2 = r 2

Solution: x 2 − 2hx + h2 + y2 − 2ky + k2 − r 2 = 0

x 2 + y2 + (−2h)x + (−2k)y + h2 + k2 − r 2 = 0
*let C = −2h, D = −2k and E = h2 + k2 − r 2
x 2 + y2 + Cx + Dy + E = 0

5
CO_Q2_Math10_Module 24
 General Form of the Equation of a Circle

Thus, the equation of a circle in general form is 𝐱𝐱 𝟐𝟐 + 𝐲𝐲𝟐𝟐 + 𝐂𝐂𝐂𝐂 + 𝐃𝐃𝐃𝐃 + 𝐄𝐄 = 𝟎𝟎

where 𝐶𝐶, 𝐷𝐷 and 𝐸𝐸 are real numbers.

The following are examples of equations of circle in general form:

1. 𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 − 10𝑦𝑦 + 18 = 0
2. 𝑥𝑥 2 + 𝑦𝑦 2 − 8𝑥𝑥 = 0
3. 𝑥𝑥 2 + 𝑦𝑦 2 + 2𝑦𝑦 − 3 = 0
4. 4𝑥𝑥 2 + 4𝑦𝑦 2 − 16𝑥𝑥 + 24𝑦𝑦 − 36 = 0

Note: The numerical coefficients of 𝑥𝑥 2 and 𝑦𝑦 2 are both equal to 1, and the
value of the radius (𝑟𝑟) shall always be positive. Moreover, the numerical
coefficients of 𝑥𝑥 2 and 𝑦𝑦 2 can be possibly not equal to 1 but they must be equal
and cannot be equal to zero. See example 4 above.
After learning the concepts on equations of a circle particularly in
relation to its center and radius, this time you will learn how to determine the
center and radius of a circle given the equation, and to write the equation of
a circle given its center and radius.

Example 1: Find the center and radius of the circle 𝑥𝑥 2 + 𝑦𝑦 2 = 25.

Solution: The given equation is in the form 𝑥𝑥 2 + 𝑦𝑦 2 = 𝑟𝑟 2 .

This means that the center of the circle is at the origin.
To find the radius, get the square root of 25, which is 5.
Note: Since 𝑥𝑥 2 + 𝑦𝑦 2 = 25 is in the form of 𝑥𝑥 2 + 𝑦𝑦 2 = 𝑟𝑟 2, then 𝑟𝑟 2 = 25.
By extracting the square roots, 𝑟𝑟 = 𝟓𝟓.

Therefore, the center of the circle is at (𝟎𝟎, 𝟎𝟎) and the radius is 5 units.

Example 2: Find the center and radius of the circle 𝑥𝑥 2 + (𝑦𝑦 − 4)2 = 16.

Solution: The given equation is in the form (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 .
This means that the center of the circle is at (ℎ, 𝑘𝑘).
𝑥𝑥 2 + (𝑦𝑦 − 4)2 = 16 Given.

(𝑥𝑥 − 0)2 + (𝑦𝑦 − 4)2 = 42 Write as (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 .

ℎ = 0, 𝑘𝑘 = 4, 𝑟𝑟 = 4 Identify the values of ℎ, 𝑘𝑘, and 𝑟𝑟.

Therefore, the center of the circle is at (𝟎𝟎, 𝟒𝟒) and the radius is 4 units.

6
CO_Q2_Math10_Module 24
Example 3: Find the center and radius of the circle whose equation is
represented by 𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 − 10𝑦𝑦 + 18 = 0.

Solution: Since the equation is written in general form, we need to

transform the equation to its standard form to determine its
center and radius.

𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 − 10𝑦𝑦 + 18 = 0 Given.

(𝑥𝑥 2 − 6𝑥𝑥 ) + (𝑦𝑦 2 − 10𝑦𝑦) + 18 = 0 Group the terms with the same variable.

(𝑥𝑥 2 − 6𝑥𝑥 ) + (𝑦𝑦 2 − 10𝑦𝑦) = −18 Addition Property of Equality.

(𝑥𝑥 2 − 6𝑥𝑥 + __) + (𝑦𝑦 2 − 10𝑦𝑦 + __) = −18 + __ + __ Completing the squares.
6 2 10 2
(𝑥𝑥 2 − 6𝑥𝑥 + 9) + (𝑦𝑦 2 − 10𝑦𝑦 + 25) = −18 + 9 + 25 � � = 9,
2
� � = 25
2

2 2
(𝑥𝑥 − 3) + (𝑦𝑦 − 5) = 16 Factoring perfect square trinomial.

(𝑥𝑥 − 3)2 + (𝑦𝑦 − 5)2 = 42 Write as (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 .

ℎ = 3, 𝑘𝑘 = 5, 𝑟𝑟 = 4 Identify the values of ℎ, 𝑘𝑘, and 𝑟𝑟.

Therefore, the center of the circle is at (𝟑𝟑, 𝟓𝟓) and the radius is 4 units.

Example 4: Find the center and radius of the circle whose equation is
4𝑥𝑥 2 + 4𝑦𝑦 2 − 16𝑥𝑥 + 24𝑦𝑦 − 36 = 0.

Solution: Since the numerical coefficients of 𝑥𝑥 2 and 𝑦𝑦 2 are both not equal
to 1, divide both sides of the equation by 4 (the common
coefficient of
𝑥𝑥 2 𝑎𝑎𝑎𝑎𝑎𝑎 𝑦𝑦 2 .

4𝑥𝑥 2 +4𝑦𝑦 2 −16𝑥𝑥+24𝑦𝑦−36 0

4
=4 Divide each term by 4.

𝑥𝑥 2 + 𝑦𝑦 2 − 4𝑥𝑥 + 6𝑦𝑦 − 9 = 0
(𝑥𝑥 2 − 4𝑥𝑥) + (𝑦𝑦 2 + 6𝑦𝑦) − 9 = 0 Group the terms with the same variable.

(𝑥𝑥 2 − 4𝑥𝑥) + (𝑦𝑦 2 + 6𝑦𝑦) = 9

(𝑥𝑥 2 − 4𝑥𝑥 + __) + (𝑦𝑦 2 + 6𝑦𝑦 + __) = 9 + __ + __ Completing the squares.
(𝑥𝑥 2 − 4𝑥𝑥 + 4) + (𝑦𝑦 2 + 6𝑦𝑦 + 9) = 9 + 4 + 9
(𝑥𝑥 − 2)2 + (𝑦𝑦 + 3)2 = 22 Write in the form of (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2

ℎ = 2, 𝑘𝑘 = −3, 𝑟𝑟 = √22 Get the value of h, k, and r. Note that from

𝑟𝑟 2 = 22, 𝑟𝑟 = √22

Therefore, the center of the circle is at (𝟐𝟐, −𝟑𝟑) and the radius is √𝟐𝟐𝟐𝟐 units.

7
CO_Q2_Math10_Module 24
Example 5. Write the equation of the circle in center-radius form whose
center is at (6,7) and contains the point (2,5).

Solution: Step 1: Find the radius using the distance formula.

𝑑𝑑 = �(𝑥𝑥2 − 𝑥𝑥1 )2 + (𝑦𝑦2 − 𝑦𝑦1 )2 Let 𝑃𝑃1 (6,7) and 𝑃𝑃2 (2,5)

𝑟𝑟 = �(2 − 6)2 + (5 − 7)2 Substitute 𝑃𝑃1 , 𝑃𝑃2 and 𝑟𝑟.

𝑟𝑟 = �(−4)2 + (−2)2 Perform the operations.

𝑟𝑟 = √16 + 4 Square each term.

𝑟𝑟 = √20 = 2√5 Simplify.

Step 2: Write the equation in center-radius form with

𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑖𝑖𝑖𝑖 𝑎𝑎𝑎𝑎 (6, 7); therefore, h = 6, 𝑘𝑘 = 7.

(𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2 Use the center-radius form.

2
(𝑥𝑥 − 6)2 + (𝑦𝑦 − 7)2 = �2√5� Substitute the values of ℎ, 𝑘𝑘, and 𝑟𝑟.

(𝑥𝑥 − 6)2 + (𝑦𝑦 − 7)2 = 20 Simplify.

Therefore, the equation of the circle in center-radius form is (𝒙𝒙 − 𝟔𝟔)𝟐𝟐 +

(𝒚𝒚 − 𝟕𝟕)𝟐𝟐 = 𝟐𝟐𝟐𝟐.

Example 6: Write the equation of the circle in general form with center at
(−5, −4) and radius of 3 units.

Solution: Given: h = −5, k = −4, r = 3

[x − (−5)]2 + [y − (−4)]2 = 32 Substitute the given in (𝑥𝑥 − ℎ)2 + (𝑦𝑦 − 𝑘𝑘)2 = 𝑟𝑟 2.
(𝑥𝑥 + 5)2 + (𝑦𝑦 + 4)2 = 9 Simplify.

𝑥𝑥 2 + 10𝑥𝑥 + 25 + 𝑦𝑦 2 + 8𝑦𝑦 + 16 = 9 Expand by squaring the binomial.

𝑥𝑥 2 + 𝑦𝑦 2 + 10𝑥𝑥 + 8𝑦𝑦 + 32 = 0 Write in General Form: 𝑥𝑥 2 + 𝑦𝑦 2 + 𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 + 𝐶𝐶 = 0.

Therefore, the equation of the circle in general form is 𝒙𝒙𝟐𝟐 + 𝒚𝒚𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏 + 𝟖𝟖𝟖𝟖 +
𝟑𝟑𝟑𝟑 = 𝟎𝟎.

8
CO_Q2_Math10_Module 24
 What’s More

Activity: Pair them Up

Directions: Match the given parts of the circle to its corresponding equation.
Use the letters of your answer to decode the message below.

Item Given Equation

1 Center (0,5) 𝑟𝑟 =6 N.(x – 2)2+(y – 4)2=36
2 Center (8, −7) 𝑟𝑟 = 15 R.(x+4)2+ (y – 9)2=144
3 Center (6,1) 𝑟𝑟 =9 A.(x – 6)2+ (y – 1)2= 81
4 Center (−4,9) 𝑟𝑟 = 12 E.(x – 8)2+ (y+7)2= 225
5 Center (2,4) 𝑟𝑟 =6 L.x2+(y – 5)2= 36
6 Center (−4, −4) 𝑟𝑟 = 4√2 H.(x – 7)2+ y2= 64
7 Center (5,5) 𝑟𝑟 = 3√3 T.x2+ (y+2)2= 49
8 Center (−2,0) 𝑟𝑟 = 10 M. (x+2)2+ y2= 100
9 Center (0, −2) 𝑟𝑟 =7 G.(x – 5)2+ (y – 5)2= 27
10 Center (7,0) 𝑟𝑟 =8 I.(x+4)2+ (y+4)2= 32
11 Center (−2,2) 𝑟𝑟 = 4√2 F. x2+y2 – 6x – 10y+18=0
12 Center (3,0) 𝑟𝑟 =4 Y. x2+y2 – 6x – 7=0
13 Center (3,5) 𝑟𝑟 =4 S. x2+y2+4x – 4y – 24=0
14 Center (0,0) 𝑟𝑟 =5 O. (x – 3)2+(y – 3)2= 20
15 Center (3,3) 𝑟𝑟 = 2√5 U. x2+y2= 25

15 10 1 2 3 4 5 6 5 7 8 3 9 10

6 11 4 2 3 1 1 12 13 14 5 !

What I Have Learned

Directions: Complete the statements below:

I have learned that …

1. when the center of a circle is at the origin, the equation to be used is
______________________________.
2. when the center of a circle is at any other point (ℎ, 𝑘𝑘), the equation to be
used is ______________________________.

9
CO_Q2_Math10_Module 24
3. a circle can also be represented in its general form which is written as
______________________________.
4. for a circle to exist, radius is_________________________and coefficients of
𝑥𝑥 2 and 𝑦𝑦 2 should not be equal to_________________________.
5. given the coordinates of the center and any other point on the circle, the
length of the radius can be computed by using the
_________________________.
6. to write the equation of a circle, the two necessary parts must be obtained:
(a) ___________________________ and (b) ___________________________.

What I Can Do

Word Problem:
Mang Cardo tied his carabao to a peg in the field. In the evening, dark clouds
began to form and the weather turned bad. Consecutive lightning and thunder
frightened the carabao causing it to run in circles straining its rope.
In the morning when the weather calmed down, Mang Cardo sent his Grade
10 son to untie the carabao. His son was surprised to see a perfectly formed circle
around the carabao’s peg.

If the circle formed by the carabao’s footprints is given by the equation 𝑥𝑥 2 +

2
𝑦𝑦 − 6𝑥𝑥 + 8𝑦𝑦 − 119 = 0, how long is the carabao’s rope if the scale used is 1 meter is
to 2 units?

Illustration: Solution:

Conclusion:

10
CO_Q2_Math10_Module 24
 Assessment

Directions: Read and understand each item, then choose the letter of your
answer and write it on your answer sheet.

1. What is the center-radius form of a circle defined by 𝑥𝑥 2 + 𝑦𝑦 2 − 2𝑥𝑥 + 4𝑦𝑦 − 1 =

0?
A. (𝑥𝑥 + 1)2 + (𝑦𝑦 − 2)2 = 6 C. (𝑥𝑥 + 1)2 + (𝑦𝑦 − 2)2 = 8
B. (𝑥𝑥 − 1)2 + (𝑦𝑦 + 2)2 = 6 D. (𝑥𝑥 − 1)2 + (𝑦𝑦 + 2)2 = 8

2. Which of the following is NOT an equation of a circle in general form?

A. 2𝑥𝑥 2 + 2𝑦𝑦 2 − 12𝑥𝑥 − 20𝑦𝑦 + 36 = 0 C. 𝑥𝑥 2 + 𝑦𝑦 2 + 10𝑦𝑦 + 9 = 0
B. 𝑥𝑥 2 + 𝑦𝑦 2 − 6𝑥𝑥 − 7 = 0 D. 𝑥𝑥 2 + 5𝑥𝑥 − 6𝑦𝑦 + 6 = 0

3. Where is the location of the center of a circle define by (𝑥𝑥 + 6)2 + (𝑦𝑦 + 4)2 =
9?
A. Quadrant I B. Quadrant II C. Quadrant III D. Quadrant IV

4. What is the equation of the circle whose center is at (4,0) and the radius is
3?
A. 𝑥𝑥 2 + 𝑦𝑦 2 − 8𝑥𝑥 + 4𝑦𝑦 + 7 = 0 C. 𝑥𝑥 2 + 𝑦𝑦 2 − 8𝑥𝑥 + 7 = 0
2 2
B. 𝑥𝑥 + 𝑦𝑦 + 8𝑥𝑥 − 4𝑦𝑦 − 7 = 0 D. 𝑥𝑥 2 + 𝑦𝑦 2 − 8𝑦𝑦 + 7 = 0

5. What is the measure of the radius of a circle defined by 𝑥𝑥 2 + 𝑦𝑦 2 + 8𝑥𝑥 + 8 =

0?
A. 2√2 B. 4√2 C. 4 D. 8

6. The center of a circle is at (7, −2) and the radius is 5 units. What is the
equation of the circle?
A. (𝑥𝑥 + 7)2 + (𝑦𝑦 − 2)2 = 25 C. (𝑥𝑥 + 7)2 + (𝑦𝑦 − 2)2 = 5
2 2
B. (𝑥𝑥 − 7) + (𝑦𝑦 + 2) = 25 D. (𝑥𝑥 − 7)2 + (𝑦𝑦 + 2)2 = 5

For items 7 – 8. Consider the circle defined by 3𝑥𝑥 2 + 3𝑦𝑦 2 − 6𝑥𝑥 − 6𝑦𝑦 + 3 = 0.

7. What is the center-radius form of the equation of the circle?

A. (𝑥𝑥 − 1)2 + (𝑦𝑦 − 1)2 = 1 C. (𝑥𝑥 + 1)2 + (𝑦𝑦 − 1)2 = 1
2 2
B. (𝑥𝑥 + 1) + (𝑦𝑦 + 1) = 1 D. (𝑥𝑥 − 1)2 + (𝑦𝑦 + 1)2 = 1

8. What is the center of the circle?

A. (−1,1) B. (−1, −1) C. (1, −1) D. (1,1)

9. What is the equation of a circle whose radius is √13 units and its center is
at the origin?
A. 𝑥𝑥 2 + 𝑦𝑦 2 = √13 C. (𝑥𝑥 + 1)2 + (𝑦𝑦 + 1)2 = 13
B. 𝑥𝑥 2 + 𝑦𝑦 2 = 13 D. (𝑥𝑥 + 1)2 + (𝑦𝑦 + 1)2 = √13

11
CO_Q2_Math10_Module 24
10. What is the radius of the circle given by the equation 𝑥𝑥 2 + 𝑦𝑦 2 − 8𝑥𝑥 + 2𝑦𝑦 −
32 = 0?
A. 5 B. 6 C. 7 D. 8

Additional Activity

Directions: Match the figure with the corresponding equation that represents
it. Write the letter on each item.

1 2

3 4

A. (x – 6)2 + (y – 7)2 = 20

B. (x + 3)2 + y2 = 169

C. x2 + y2 = 64
5
D. (x – 4)2 + (y – 4)2 = 16

E. (x – 5)2 + y2 = 16

12
CO_Q2_Math10_Module 24
 Answer Key

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

ADDITIONAL ACTIVITY

10) C 8) D 6) B 4) C 2) D
9) B 7) A 5) A 3) C 1) B

ASSESSMENT

The carabao’s rope measures 6 meters.

What Can I Do

Message: OH LEARNING MATH IS REALLY FUN!

15) N 12) Y 9) T 6) I 3) A
14) U 11) S 8) M 5) N 2) E
13) F 10) H 7) G 4) R 1) L

What’s More (Activity 2)

10) A 8) A 6) C 4) D 2) C
9) C 7) B 5) C 3) A 1) D

What I Know

References

Callanta, Melvin M., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D.,
Esparrago, Mirla S., Garcia, Elino S., Magnaye, Aries N., Orines,
Fernando B., Perez, Rowena S., Ternida, Conception S.2015.
Mathematics-Grade 10 Learner’s Module, Meralco Avenue, Pasig City:
REX Book Store, Inc.

Nivera, Gladys C., and Lapinid, Minie Rose C.,Grade 10 Mathematics

Patterns and Practicalities. Chino Roces Avenues, Makati City: Don
Bosco Press

Boyd, Cindy J., 1998,Glencoe Geometry-Integration,

Application,Connections, Westerville, OH USA, The McGraw-Hill
Companies, Inc.

13
CO_Q2_Math10_Module 24
 10
Mathematics
Quarter 2 – Module 25:
Graphing and Solving Problems
Involving Circles and Other
Geometric Figures on the
Coordinate Plane

CO_Q2_Math 10_ Module 25

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 25: Graphing and Solving Problems Involving Circles and Other
Geometric Figures on the Coordinate Plane
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Esther B. Guitobon
Content Editor: Heather G. Banagui
Reviewer: Bryan A. Hidalgo
Layout Artist: Jecson L. Oafallas
Management Team:
May B. Eclar, PhD
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
Edgar H. Madlaing
Marciana M. Aydinan
Lydia I. Belingon

Printed in the Philippines by ________________________

Department of Education – Cordillera Administrative Region
Office Address: DepEd-CAR Complex, Wangal, La Trinidad, Benguet
Telefax: (074) 422-4074
E-mail Address: [email protected]
 What I Need to Know

This module was designed and written with you in mind. It is here to
help you graph and solve 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 pacing in which you read and answer
this module is dependent on your ability.

After going through this module, you are expected to:

1. graph a circle and other geometric figures on the coordinate plane;
and
2. solve problems involving circles and other geometric figures.

What I Know

Direction: Let us determine how much you already know about the graphs
and problems involving circles and other geometric figures on the coordinate
plane. Read and understand each item, choose the letter of your answer and
write it on your answer sheet.

1. Which part of a circle is NOT needed to sketch its graph?

a) Center b) Radius c) Radius point d) Chord

2. Given an equation of a circle, what is the first step to sketch its graph?
a) Connect points to draw the circle
b) Determine the center and radius
c) Locate the center on the coordinate plane
d) None of these

3. What is the center of a circle given the equation (x − 4)2 + (𝑦 + 1)2 = 100?
a) (−4,1) b) (4, 1) c) (4, −1) d) (1, 4)

4. What is the length of the radius of a circle given the equation 𝑥 2 + 𝑦 2 = 8?

a) 8 units b) 2√2 units c) 64 units d) 2√8 units

1
CO_Q2_Math 10_ Module 25
5. Which of the following equations represents the smallest circle?
a) 𝑥 2 + 𝑦 2 = 4 c) 𝑥 2 + 𝑦 2 = 1
b) 𝑥 + 𝑦 = 9
2 2
d) 𝑥 2 + 𝑦 2 = 16

6. Which point is NOT on the graph of the circle (x + 2)2 + (y − 1)2 = 9?

a) (−1, 2) b) (1, 1) c) (−2,4) d) (−5,1)

7. If the center of a circle is located at (2, 2) and it passes through the point
(0, 2), what is the length of its radius?
a) 1unit b) 2 units c) 3 units d) 4 units

8. What is the center of a circle if the endpoints of its diameter are at (1, 3)
and (1, −3)?
a)(1, 0) b) (1, 1) c) (0, 0) d) (0, 1)

9. Which of the circles has a center located at the second quadrant of the
coordinate plane?
a) 𝑥 2 + (𝑦 + 4)2 = 4 c) (x + 5)2 + (y + 3)2 = 1
b) (x − 3)2 + (y − 1)2 = 9 d) (x + 3)2 + (y − 2)2 = 4

10. Which of the circles has a center located at the y-axis?

a) 𝑥 2 + (𝑦 + 4)2 = 4 c) (x + 5)2 + (y + 3)2 = 1
b) (x − 3) + y = 9
2 2
d) (x + 3)2 + (y − 2)2 = 4

For items 11 – 12. A radio signal can transmit messages given by the equation
x 2 + y 2 + 2x − 4y − 11 = 0.

11. If one unit is equal to one kilometer, how far can the signal reach from
the center?
a) 3 km b) 4 km c) 5 km d) 6 km

12. What is the location of the signal’s origin?

a) (−1, 2) b) (−1, −2) c) (−2, −1) d) (−2, 1)

13. A map is drawn on a grid where 1 unit is equivalent to 1km. The land
area of San Mateo is in a circular form with its center located at (4, 9). If
the boundaries are located at 13 km radius, which point is not within the
boundaries?
a) (−9, 9) b) (4, 22) c) (−10,13) d) (17, 9)

14. The Mayon Volcano is a tourist attraction in Albay, famous for its near
perfect cone shape. When it threatens to erupt, residents within the eight-
kilometer radius danger zone are advised to evacuate. Should a resident
at 6km East and 7km South of the volcano evacuate? Why or why not?
a) Yes, because the resident is inside the danger zone.
b) Yes, because others are evacuating.
c) No, because the resident is outside the danger zone.
d) No, because others are not evacuating.

2
CO_Q2_Math 10_ Module 25
15. A new transmission tower will be put up midway between two existing
towers. On a map drawn on a coordinate plane, the coordinates of the
first existing tower are (−5, −3) and the coordinates of the second
existing tower are (9,13). What are the coordinates of the point where the
new tower will be placed?
a) (2, 10) b) (7, 8) c) (2, 5) d) (14, 16)

Lesson Graphing and Solving Problems

Involving Circles and Other
1 Geometric Figures on the Coordinate
Plane

What’s In

You have learned from the previous module how to determine the center
and radius of a circle given the equation, and how to write the equation of a
circle given its center and radius. ConsiderʘC below to determine the
equation of a circle. Then, use the guide questions to do the tasks. Do not
attempt to look at the solution below unless you are done with your
work.

Guide Questions:
1. What is the coordinate of the center?
2. Is it possible to determine the length of A
the radius using the coordinates of A
point A and point C?
If YES, what is the length of the radius?
If NO, how do we determine its length? C

3. What is the equation of the circle in

standard form?
4. What is the equation of the circle in
general form?

3
CO_Q2_Math 10_ Module 25
Solution:

The equation of the circle in

 standard form is (𝑥 − 3)2 + (𝑦 − 2)2 = 25
 general form is 𝑥 2 + 𝑦 2 − 6𝑥 − 4𝑦 − 12 = 0
If your answer is CORRECT, you may proceed to What’s New Section. If NOT,
please study the solutions for each question shown in the next box.

Center (3,2), Radius = 5 𝑢𝑛𝑖𝑡𝑠 Using (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2

You may verify the length of the radius Where ℎ = 3, 𝑘 = 2, 𝑟 = 5
using the distance formula.
(x − 3)2 + (y − 2)2 = 52
𝑑 = ඥ(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
(𝐱 − 𝟑)𝟐 + (𝐲 − 𝟐)𝟐 = 𝟐𝟓
Let 𝑃1 = (3, 2) and 𝑃2 (6, 6)

𝑑 = ඥ(6 − 3)2 + (6 − 2)2 𝑥 2 − 6x + 9 + y 2 − 4y + 4 = 25

𝑑 = ඥ(3)2 + (4)2 𝑥 2 + y 2 − 6x − 4y + 13 = 25

𝑑 = √9 + 16 = √25 = 𝟓 𝒙𝟐 + 𝐲 𝟐 − 𝟔𝐱 − 𝟒𝐲 − 𝟏𝟐 = 𝟎

What’s New

Have you tried playing tops?

A top is an almost spherical device made of plastic or wood attached to

a nail used as a toy by spinning it using a string. At the start of the game, a
wide circle is constructed on the ground by using the top’s nail and the string.
After deciding on the sequence of players, the tops are placed at the center of
the constructed circle. Players then aim to hit the bunch of tops to put them
outside.

Based from this situation, what does the string represent in a circle?
How about the point where the bunch of tops are placed? How about the
ground where the game is played?

To answer the aforementioned questions, match the game terminologies

in column A with the terms related to circle in column B.

Column A Column B
String Coordinate plane
Point where the bunch of tops are placed Radius of the circle
Playing ground Center of the circle

4
CO_Q2_Math 10_ Module 25
 After writing the equation of a circle given its graph, your target now is
to learn to graph a circle given its equation. In order to graph a circle, you
have to consider the lists below.

Graphing a Circle

1. Know the equation of the circle.

 standard form with center at the origin: 𝑥 2 + 𝑦 2 = 𝑟 2
 standard form with center at (ℎ, 𝑘): (𝑥 − ℎ)2 + (𝑦 − 𝑘)2 = 𝑟 2
 general form: 𝑥 2 + 𝑦 2 + 𝐴𝑥 + 𝐵𝑦 + 𝐶 = 0
2. Determine the center and the radius of the circle.
3. Plot the center of the circle on the coordinate plane.
4. Plot the radius points on the coordinate plane. From the center, extend
the length of the radius in four directions: left, right, up, and down.
5. Connect the dots using smooth curve to draw the circle.

What is It

Examples 1 and 2 in this section will illustrate how to graph a circle in

a coordinate plane given its equation.
Example 1. Sketch the graph of the circle defined by the equation 𝑥 2 + 𝑦 2 = 25.

Solution:
Step 1. Determine the center and the radius.
Center = (0, 0)
Radius = √25 = 5
Step 2. Construct a coordinate plane then plot the center which is at the origin
(0, 0).Label it as Point C.
Step 3. Plot the radius points. The radius points are located using the length
of the radius from the center. Extend the length of the radius in four
directions: left, right, up, and down. Since the radius is 5 units and
the center has coordinates (0,0), 5 radius points could be obtained by
 Counting5 units to the left from (0,0), or subtracting 5 from the
x-coordinate and carry the y-coordinate of the center. We let
this radius point as A. The coordinates of A is (-5,0).
 Counting5 units to the right from (0,0), or adding 5 from the x-
coordinate and carry the y-coordinate of the center. We let this
radius point as B. The coordinates of B is (5,0).

5
CO_Q2_Math 10_ Module 25
  Counting5 units upward from (0,0), or adding 5 from the y-
coordinate of the center and carry the x-coordinate of the
center. We let this radius point as D. The coordinates of D is
(0,5).
 Counting5 units downward from (0,0), or subtracting 5 from
the y-coordinate of the center and carry the x-coordinate of the
center. We let this radius point as E. The coordinates of E is
(0,-5).

Step 4. Connect the radius points to sketch the graph of the circle.

The figure that follows illustrate Steps 1 – 4.

x
(0,0)

Example 2. Show the graph of the circle whose equation is given by

(x + 3)2 + (y + 5)2 = 25. Then identify two other points (ordered
pairs) that lie on the circle.
Solution:
Step 1. Determine the center and the radius.
Center = (h, k) = (−3, −5)
Radius = √25 = 5
Step 2. Construct a coordinate plane then plot the center which is at
(−3, −5).
Step 3. Plot the radius points. The radius points are located using the length
of the radius from the center. Extend the length of the radius in four
directions: left, right, up, and down. Since the radius is 5 units and
the center has coordinates (-3,-5), 5 radius points could be obtained
by
 Counting5 units to the left from (-3,-5), or subtracting 5 from
the x-coordinate and carry the y-coordinate of the center. We
let this radius point as H. The coordinates of H is (-8,-5).

6
CO_Q2_Math 10_ Module 25
  Counting5 units to the right from (-3,-5), or adding 5 from the
x-coordinate and carry the y-coordinate of the center. We let
this radius point as J. The coordinates of J is (2,-5).
 Counting5 units upward from (-3,-5), or adding 5 from the y-
coordinate of the center and carry the x-coordinate of the
center. We let this radius point as F. The coordinates of F is (-
3,0).
 Counting5 units downwards from (-3,-5), or subtracting 5 from
the y-coordinate of the center and carry the x-coordinate of the
center. We let this radius point as G. The coordinates of G is (-
3,-10).
Step 4. Connect the radius points to sketch
X the graph of the circle.

Y
(x + 3)² + (y + 5)² = 25

(- 3, -5)

Step 5. Based from the graph, identify two exact points (ordered pairs) on the
circle. From the illustration in Step 4, possible answers are(0, −9) and
(−6, −1). To verify if these points are on the circle, check if each point
satisfy the equation. Let us check (0,-9).
(x + 3)2 + (y + 5)2 = 25
(0 + 3)2 + (−9 + 5)2 = 25 Substitute the coordinates in the
equation of the circle.
(3)2 + (−4)2 = 25 Simplify
25 = 25 Since (0, −9) satisfies the equation,
hence the point is on the circle.

(-6,-1) also satisfies the equation, thus it also a point on the circle. Can you
show it?

Examples 3 and 4 are problems how to find the equation of a circle

given certain conditions.

7
CO_Q2_Math 10_ Module 25
Example 3. The ends of the diameter of ʘC are points A(−5, 3) and B(3, 1).
What is the equation of this circle in general form?
Solution:

(-5,3)

(3, 1)

Step 1. Find the length of the diameter, 𝑑 using the distance formula.
𝑑 = ඥ(𝑥2 − 𝑥1 )2 + (𝑦2 − 𝑦1 )2
Let A be 𝑃1 (−5,3) and B be 𝑃2 (3,1)

𝑑 = ඥ[3 − (−5)]2 + (1 − 3)2

𝑑 = ඥ(8)2 + (−2)2
𝑑 = √64 + 4
𝑑 = √68
𝑑 = 2√17

Step 2. Find the length of the radius, 𝑟.

𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟
𝑟=
2
2√17
=
2
= √17

Step 3. The center of a circle is the midpoint of a diameter. Thus to find the
coordinates of the center given the endpoints of a diameter, use the
midpoint formula.
𝑥1 + 𝑥2 𝑦1 + 𝑦2
𝑀𝑖𝑑𝑝𝑜𝑖𝑛𝑡 = ( , )
2 2

𝑃1 (−5,3) and 𝑃2 (3,1)

−5 + 3 3 + 1
𝐶𝑒𝑛𝑡𝑒𝑟 = ( , )
2 2

8
CO_Q2_Math 10_ Module 25
 −2 4
𝐶𝑒𝑛𝑡𝑒𝑟 = ( , )
2 2
𝐶𝑒𝑛𝑡𝑒𝑟 = (−1, 2)

Step 4. Write the equation of the circle.

h= −1, k = 2, r = √17
(x − h)2 + (y − k)2 = r 2
2
[𝑥 − (−1)]2 + (y − 2)2 = (√17)
(𝑥 + 1)2 + (y − 2)2 = 17
𝑥 2 + 2𝑥 + 1 + 𝑦 2 − 4𝑦 + 4 = 17
𝑥 2 + 𝑦 2 + 2𝑥 − 4𝑦 + 5 = 17
𝑥 2 + 𝑦 2 + 2𝑥 − 4𝑦 − 12 = 0

Therefore, the equation of the circle in general form is 𝒙𝟐 + 𝒚𝟐 + 𝟐𝒙 − 𝟒𝒚 −

𝟏𝟐 = 𝟎.

Example 4
Write in standard form the equation of the circle that has its center at (1,-4)
and tangent to the x-axis.
Solution:
Step 1: Illustrate the given.
A circle tangent to the x-axis is the same with a circle tangent to a line.
It means that if a circle is tangent to the x-axis, then the circle touches the x-
axis at exactly one point. In the illustration, let the center of the circle as A
and the point of intersection of the circle with the x-axis as B.

(1,-4)

Step 2: Find the radius.

The radius with one endpoint at B is parallel to the y-axis since it is
perpendicular to the tangent line which is the x-axis. With this, the length of
the radius is the vertical distance from the center to the x-axis. The radius is
equivalent to 4.

9
CO_Q2_Math 10_ Module 25
Step 3: Substitute the coordinates of the center and the length of the radius
in the equation of the circle in standard form.
(x-1)2 + (y+4)2 = 16

Example 5 is a problem on a geometric figure in a coordinate system.

Example 5
A triangle has vertices S(-2, 5), U(3,8), and N(8, 5). Find the area of the
triangle.
Solution:
Step 1: Illustrate the given

Step 2: Solve for the Area

To solve for the area of a triangle, we can use the formula
1
Area= 2 (𝑏𝑎𝑠𝑒)(ℎ𝑒𝑖𝑔ℎ𝑡)
Base and height can be identified by counting the number of units as
shown in the illustration.

Height= 3 units

Base = 10 units

1
Area= 2 (10)(3)
= 15 units2
The area of the triangles is 15 square units.

Examples 6 and 7 are word problems about situations around us. We

will use the concepts in the previous examples.

10
CO_Q2_Math 10_ Module 25
Example 6
The Mayon Volcano is a tourist attraction in Albay, famous for its near
perfect cone shape. When it threatens to erupt, residents within the eight-
kilometer radius danger zone are advised to evacuate. Should a resident at
8km East and 9km South of the volcano evacuate? Why or why not?
Solution:
Let the Mayon Volcano be located at the point of origin and let 1 km
distance be 1 unit. Draw a circle with center at the point of origin and 8 units
radius to show the eight- kilometer radius danger zone, as illustrated in the
figure that follows. This means that any resident inside and on the circle is
within the danger zone.
To answer the problem, plot 8km East and 8 km South in the Cartesian
Plane. Follow the direction of East and South on a map, 8 km East is
equivalent to 8 units to the right and 9 km South is equivalent to 9 units
downward as shown in the figure that follows. In the illustration, the location
of the resident is represented by the house and it is outside the circle. This
indicates that the resident is not within the 8 km. danger zone. Thus, the
resident is not advised to evacuate.

8 km East

9 km
South

We can also solve the problem algebraically as follows:

Step 1: The danger zone is within the eight-kilometer radius and let Mayon
Volcano be at the point of origin. This means that the 8 km. danger
zone is represented by the following inequality.
𝑥 2 + 𝑦 2 ≤ 82
Step 2: 8 km East is equivalent to 8 units right from the origin and 9km South
is equivalent to 9 units downward from the origin thus it is located at
point equivalent to (8, -9). Substitute the point (8,-9) to identify if it will
satisfy the inequality in Step 1.
𝑥 2 + 𝑦 2 ≤ 82
82 + (−9)2 ≤ 64
64 + 81 ≤ 64
145 ≤ 64

11
CO_Q2_Math 10_ Module 25
 The derived inequality is incorrect, thus a resident located 8 km East
and 9 km South from the Mayon Volcano is not located within the danger
zone. He/she does not need to evacuate.

Example 7:
Telecommunication towers can be used to transmit cellular phone calls. A
graph with units measured in kilometers shows towers at points (0,0), (0,5),
and (6,3) . These towers have a range of about 3 kilometers.
a. Sketch a graph and locate the towers.
b. Are there any locations that may receive calls from more than one
tower? Explain your reasoning.

Solution:
a. Sketch the graph and locate the towers. Let 1 km equivalent to 1 unit
in the coordinate plane and the towers are illustrated by the points.

b. Are there any locations that may receive calls from more than one
tower? Explain your reasoning.

From the given, each telecommunication tower has a range of about 3

km. In the graph, draw a circle of radius 3 units in each center to show the
coverage of each tower. We can see that there are two circles with overlapping

12
CO_Q2_Math 10_ Module 25
regions. This means that those located within the overlapping regions can
transmit calls using the signals from 2 towers.

What’s More

Activity 1: Round and Round You Go!

In a graphing paper, perform each task.

A. Sketch the graph of the circle defined by the equation𝑥 2 + 𝑦 2 + 2𝑥 + 6𝑦 +

9 = 0. To be guided in your sketch, answer first the following questions.
1) Write the equation in the standard form.
2) What are the coordinates of the center?
3) What is the length of the radius?
4) Identify four radius points using what you obtained in items 2 and 3.
What are the coordinates of the four radius points?
5) At what quadrant does the graph lies on the coordinate plane?

B. Given the graph of circle A that follows, answer the questions that follow.

1) What are the coordinates of the center of the circle?

2) What is the length of the radius?
3) Identify the coordinates of the four radius points.
4) After knowing the center and the radius of the circle, write the
equation of the circle in the standard from.
5) Write the equation of the circle in general form.

13
CO_Q2_Math 10_ Module 25
Activity 2: Problem Solving

Solve each problem. Show the solutions and necessary illustration.

1) Write in general form the equation of the circle that has its center at (−1,4)
and tangent to the y-axis.
2) Find the equation of the circle in standard form which is
concentric to the circle with equation x 2 + y 2 − 6x + 2y − 6 =
0, and passes through the point (−3,4).

*Concentric circles are circles having a common center.

What I Have Learned

Fill Me In!

Fill in the blanks with the correct words.

A (1)__________ is the set of all points with the same distance from a
fixed point called (2)__________. The (3)__________ is the distance from the fixed
point to any point on the circle.
The (4)__________ of a circle can be written in two forms: (5)__________
and (6)__________. A circle whose center on the (7)__________ is written in the
form 𝑥 2 + 𝑦 2 = 𝑟 2 . On the other hand, a circle whose center is at (ℎ, 𝑘), it is
written in the form (8)__________.
An ordered pair of numbers is a (9)__________ to the equation of a circle
when it passes through the(10)__________ of the circle.

Sequence Me!
Arrange chronologically the steps in graphing a circle by writing the
number on the blank. Use numbers 1 to 5.
_____ Measure the radius from the center to another point on the circle.
_____ Locate the center of the circle.
_____ Construct a coordinate plane.
_____ Identify the center and radius of the circle.
_____ Draw the circle with the use of a compass.

14
CO_Q2_Math 10_ Module 25
 Reflection

1. I am doing well in ______________________________________________

____________________________________________________________

2. I still need help in ______________________________________________

____________________________________________________________

3. I am really confused in __________________________________________

____________________________________________________________

4. I am proud of myself for _________________________________________

____________________________________________________________

What I Can Do

Task 1. Danger Zone

During a typhoon, the NDRRMC declared that a certain mountain top

is at high risk of landslide. In order to prevent casualties, the NDRRMC
declared the force evacuation of all residents living within a 6 km radius of
the mountain top. Suppose the mountain top is located at the origin on the
cartesian plane and that 1 unit is equal to 1 km. Is there a need for a family
to evacuate if their house is located at a coordinate of (6,5)?
Applying what you have learned in this module, do you consider the
location of the family as part of the danger zone? What will you advice to the
family? Show necessary solution to back up your advice to the family.

Task 2. Be an Artist

Elmo, an artist wants to sketch Mount Mayon on a Cartesian Plane. Mt.

Mayon is known for its almost perfect conical shape. He wants to make sure
that the base of the drawing is a perfect circle at the center of the Cartesian
plane. He decides that the diameter of the circle is 12 units and its altitude
from the center is 10 units.

1. Show the sketch of the drawing of Elmo in the Cartesian plane and label
the parts appropriately.
2. Elmo wants to put a rectangular tower exactly 2 units away from the Mt.
Mayon’s base. If the tower has a dimension of exactly 3 by 6 units, show
also the sketch of the tower in your drawing.

15
CO_Q2_Math 10_ Module 25
Rubrics:
Score Descriptors
20 Details from the given are accurately and neatly graphed.
Also, details are properly labelled.
15 Details from the given are accurately and neatly graphed.
However, some details are not properly labelled.
10 Details from the given are not accurately graphed.
5 Incorrect graph.

Assessment

DIRECTION: Read and understand each item, then choose the letter of your
answer and write it on your answer sheet.

1. What is the center of a circle if the endpoints of its diameter are at (1, 3)
and (3, −3)?
a) (2, 0) b) (2,2) c) (0, 0) d) (0, 2)

2. Which of the circles has a center located at the y-axis?

a) 𝑥 2 + (𝑦 + 2)2 = 4 c) (x + 3)2 + (y + 4)2 = 1
b) (x − 4) + y = 9
2 2
d) (x + 6)2 + (y − 1)2 = 4

3. Which point is on the graph of the circle (x + 2)2 + (y − 1)2 = 2?

a) (−1, 2) b) (1, 1) c) (−2,4) d) (−5,1)

4. What is the center of a circle given the equation (x + 4)2 + (𝑦 + 1)2 = 100?
a) (−4,1) b) (4, 1) c) (−4, −1) d) (1, 4)

5. Given an equation of a circle, what is the first step to sketch its graph?
a) Connect points to draw the circle c) Locate the center on the
coordinate plane
b) Determine the center and radius d) None of these

6. What is the length of the radius of a circle given the equation 𝑥 2 + 𝑦 2 = 12?
a) 12 b) 2√3 c) 144 d) 2√12

7. Which part of a circle is not needed to sketch its graph?

a) Center b) Radius c) Radius point d) Chord

8. Which of the circles has a center located in the third quadrant of the
coordinate plane?
a) 𝑥 2 + (𝑦 + 4)2 = 4 c) (x + 5)2 + (y + 3)2 = 1
b) (x − 3)2 + (y − 1)2 = 9 d) (x + 3)2 + (y − 2)2 = 4

16
CO_Q2_Math 10_ Module 25
9. Which of the following equations represents the biggest circle?
a) 𝑥 2 + 𝑦 2 = 4 c) 𝑥 2 + 𝑦 2 = 1
b) 𝑥 + 𝑦 = 9
2 2
d) 𝑥 2 + 𝑦 2 = 16

10. A new transmission tower will be put up midway between two existing
towers. In a map drawn on a coordinate plane, the coordinates of the first
existing tower are (−5, −3) and the coordinates of the second existing tower
are (9,13). What are the coordinates of the point where the new tower will
be placed?
a) (2, 10) b) (7, 8) c) (2, 5) d) (14, 16)

11. If the center of a circle is located at (3, 2) and it passes through the point
(0, 2), what is the length of its radius?
a) 1 unit b) 3 units c) 6 units d) 9 units

12. A map is drawn on a grid where 1 unit is equivalent to 1km. The land area
of San Mateo is in a circular form with its center located at (4, 9). If the
boundaries are located at 14 km radius, which point is within the
boundaries?
a) (−9, 9) b) (11, 22) c) (−10,13) d) (17, 19)

For items 13 – 14. A radio signal can transmit messages given by the equation
x 2 + y 2 − 6x − 4y − 12 = 0.

13. If one unit is equal to one kilometer, how far can the signal reach from the
center?
a) 4 km. b) 5 km. c) 6 km. d) 7 km.

14. What is the location of the signal’s center?

a) ( −2, −3) b) (−3, −2) c) (3, 2) d) (2, 3)

15. As a photographer, Mr. P wants to take the best picture of the Mayon
Volcano in Albay for its near perfect cone shape. Since there is no
imminent magmatic eruption, he intends take his shot 6 kilometers from
the volcano. His basis for the distance is the advisory of DOST-PHILVOCS
that the Permanent Danger Zone is 6 kilometer radius. Is Mr P. safe to shot
his pictures? Why or why not?
a) Yes, because Mr. P is not inside the Permanent Danger Zone
b) Yes, because there is no imminent magmatic eruption
c) No, because 6 kilometers from the volcano is still within the Permanent
Danger Zone.
d) No, because all areas in Albay no matter how far from the Mayon
Volcano is in danger.

17
CO_Q2_Math 10_ Module 25
 Additional Activity

Future Architect, Help Me!

Carlos is a Grade 10 student who dreams to be an architect someday.

After watching the movie entitled “Hobbits” he was inspired to design a house
similar to that of the lodgings found in the movie. Hobbits are fictional
characters who are small in nature and whose houses are circular. Carlos
then designed a house whose doors and windows are made of circles. Help
Carlos by plotting the graph of the given equations. Plot and connect also the
given coordinates to complete his design.

Door: (x+7)2+(y+3)2=9

Windows: (x – 2)2+(y – 4)2=4

(x – 8)2+(y–4)2=4
Other points to be connected: (-12,-7), (-12, 9) (0,12), (12,9), (12,-7)

References
Baguiwen, Odaney. (2020). Floor Plan (Illustration). Baguio City
Callanta, Melvin M., Canonigo, Allan M., Chua, Arnaldo I., Cruz, Jerry D.,
Esparrago, Mirla S., Garcia, Elino S., Magnaye, Aries N., Orines,
Fernando B., Perez, Rowena S., Ternida, Conception S.2015.
Mathematics-Grade 10 Learner’s Module, Meralco Avenue, Pasig City:
REX Book Store, Inc.

18
CO_Q2_Math 10_ Module 25
 Answer Key

What I Know
1) d 4) b 7) b 10) a 13) c
2) b 5) c 8) a 11) b 14) a
3) c 6) a 9) d 12) a 15) c

What’s More
Activity 1 (A) - Graph Activity 1(A) Activity 1 (B)
1) (𝑥 + 1)2 + (𝑦 + 3)2 = 1 1) (1, 0)
2) (−1, −3) 2) 4 units
3) 1 unit 3) (5,0); (1,4);
4) (0, −3); (−1, −2); (−3,0); (1, −4)
(−2, −3); (−1, −4) 4) (x − 1)2 + y 2 = 16
5) Quadrant III 5) x 2 + y 2 − 2x − 15 = 0
Activity 2
(1) x 2 + y 2 + 2x − 8y + 16 = 0 (2) (x − 3)2 + (𝑦 + 1)2 = 61

What I Have Learned

Fill Me In Sequence Me!
1) circle 6) standard / general 4
2) center 7) origin or (0, 0) 3
3) radius 8) (x − h)2 + (y − k)2 = 𝑟 2 2
4) equation 9) solution 1
5) standard / general 10) graph 5

What I Can Do
Task 1 – see figure 1 below
Based from the 6 km radius danger zone, the location at (6, 5) is not included for force evacuation.
However, it is still advisable that the family may join the evacuation because their location is near the
danger zone.

Assessment
1) a 4) c 7) d 10) c 13) b
2) a 5) b 8) c 11) b 14) c
3) a 6) b 9) d 12) a 15) c

Figure 1 Figure 2

Additional
Activity

19
CO_Q2_Math 10_ Module 25