DETAILED LESSON PLAN IN GRADE 10 MATHEMATICS

CONTENT STANDARD: The learner demonstrates the understanding of

circles and coordinate geometry.
PERFORMANCE STANDARD:
1. The learner is able to formulate and find solutions to
challenging situations involving circles and other related terms
in different disciplines through appropriate and accurate
representation.
2. The student is able to formulate and solve problems involving geometric
figures on the rectangular coordinate plane with perseverance and
accuracy.
MELCS: The learner applies the distance formula to prove some geometric
properties
M10GE-IIg-2
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Identify the components of the distance formula.
2. Efficiently calculate distances using the distance formula.
3. Develop a sense of teamwork and collaboration when working on group
activities involving the distance formula.
II. SUBJECT MATTER:
A. Topic: Distance Formula.
B. Reference(s):
https://www.youtube.com/watch?v=adCeOWWOQF0&t=351s
C. Materials to be used: Instructional board, Visual aids,
Powerpoint, Laptop, TV, Chalk and eraser.
III. PROCEDURE:
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. PREPARATORY ACTIVITIES

Before we start, anyone who can lead the

prayer?
(One Student will lead the
Before you take your seat, kindly pick up the prayer)
pieces of paper and trash around you and
arrange your chairs properly. (Students will pick up pieces of
paper and trash and arrange their
You may now all be seated. chair)
I will now check your attendance Secretary?
Are there any absentees for today? (Class Secretary will tell if
there are any absentees for
today)

Let us proceed
B. REVIEW/RECALL

What is our lesson last meeting? (the students will raise their
hands)

Sir, last time we talked about

Tangent and Secant
What about tangent and secant?
(the students will raise their
hands)

If they intersect on the exterior of

the circle, we will subtract the
intercepted arcs then divide it
into 2. But if it intersects on the
interior of the circle, we will add
the intercepted arcs then divide it
into 2. And lastly, if the secant
intersects on the point of
tangency, we will divide the
intercepted arc by 2.

Very Good, class! And now before we

proceed with our discussion, let’s play a
game!

C. MOTIVATION

Integration of subject: MAPEH/AP

(social studies)
Let`s have a short role play just like one of
the episodes of Dora the Explorer. Do you
know who is Dora the explorer?
Yes, Sir!
We are going on an adventure using our
imagination.
First let’s call on somebody in the class to
play as our Dora, Boots, and Swiper. What Swiper, no swiping
will we say if we see swiper

Now who wants to be Dora? Then (the students will raise their
hands)
who wants to be Boots? (the students will raise their
hands)
And lastly, who wants to be Swiper? (the students will raise their
hands)
And the rest of the class will be the ones
to help our main characters by shouting
words that they ask you to say. Let’s
start our role play.

In a clean and silent municipality of

Marilao, there lives a diligent,
adventurous, kind, good looking, and (the student acting as Dora
smart kid named Dora. will enter)

Together with her friend boots, they (the student acting as Boots
explore a lot of places. Traveling distance will enter)
and encountering adventures.

But in their adventures and exploration,

there’s this mischievous fox that always (the student acting as Swiper will
tries to take their items and run away with enter)
it, his name is Swiper.

Everybody, do you see swiper? (the student will answer)

Where is he? (the student will answer)

To make Swiper go away, we need to

shout “swiper no swiping” until he is (the student will follow)
gone.

Everybody, say “Swiper, no swiping!”

twice.

On a sunny day, Boots and Dora decided

to go on a trip from Prenza National
Highschool to SM Marilao.

To get to SM Marilao, we will pass 3

checkpoints. The Divine Mercy Shrine,
The Stinky River of Marilao, and The
Uneven Road of Lubacan.

To get to the first checkpoint which is 5

efforts away, we need to stomp our feet 2
times and take 3 steps forward. (the students will stomp their feet
and will take 3 steps)
Everyone, let’s stand up and help our
characters to stomp 2 times and take 3 steps
forward. (the student will answer)

Can you now see the Divine Mercy Shrine?

Now that we are in the Divine Mercy

Shrine, we must move to our next
destination before we encounter Swiper,
and that is the Stinky River of Marilao that
have the distance of 2 spins to the left of
the shrine.

Everyone, please stand up together with

Dora and boots let us spin 2 times to the
left! (the students will spin 2 times)

Can you now see the Stinky River of

Marilao? (the students will agree)
Just when Dora and Boots get to the 2 nd
checkpoint, they hear the laughing sound
of a fox. It is Swiper!

Do you see swiper? Where is he? (the students will point to

swiper)
Let`s help them shoo him away,
everybody say “swiper, no swiping!” (the student will say “Swiper, no
twice. swiping!” twice)

Swiper left unlucky, saying “ow man” (the student playing as swiper will
while moving away. walk away)

Now that swiper is gone, Dora and

Boots can now safely continue their
adventure to the last checkpoint.

The Uneven Road of Lubacan and it`s

distance is 2 efforts away from the
Stinky River of Marilao, to get there,
they must clap their hands twice and
jump three times.

Everyone let us help Dora and Boots!

Clap our hands twice and jump three (the students will clap their hands
times. twice and jump three times)

(the students will agree)

Do you now see The Uneven Road of
Lubacan?

Lastly, from The Uneven Road of

Lubacan, our main characters only need
to hop forward once. (the students will hop forward)

Everybody, let us hop forward once! Do

you now see the SM Marilao? (the students will agree)

And finally, Dora and Boots is now in

SM Marilao! (the students will celebrate)

(the students will raise their

Observing our activity, what do you think hands)
is our lesson for today?
About distance

What made you think that our lesson for Because Dora and Boots travel
today is about distance? within a specific distance.
D. LESSON PROPER

Our lesson for today is about getting the

distance from one point to another point (the students will raise their
using the distance formula, can anyone hands)
from the class read the definition?
The distance formula is used to
calculate the distance between
two points in a coordinate plane.
It's derived from the Pythagorean
theorem.

In simpler terms, the distance formula is

the formula that we use in getting the
distance between two points in the plane,
it is derived from Pythagorean Theorem, or
this formula basically came from the
Pythagorean theorem which is c2 = a2 + b2.

The distance formula is

d = √[(x₂ − x₁)² + (y₂ − y₁)²]

d = √[(x₂ − x₁)² + (y₂ − y₁)²]

Everybody read our formula!

Where:
• d is the distance between the two points
• (x₁, y₁) are the coordinates of the first
point
• (x₂, y₂) are the coordinates of the second
point

Remember class that the first or the 2nd

point are interchangeable, that means we
can take either of the 2 points as our first
or second point. Why is that?
Because if you travel from Prenza to
divine, and let’s say the distance is 5km,
will the distance of 5km change if you
travel from divine to Prenza?

Therefore, the first or the 2nd point is

interchangeable.

To use this formula, we have 6 steps to

(the students will raise their
follow, anyone please read
hands)

1. Identify the coordinates of

the two points.
 2. Substitute the values into
the formula.
3. Calculate the differences
between the x-coordinates and
the y-coordinates.
4. Square the differences.
5. Add the squared differences.
6. Take the square root of the
sum.
Now let us proceed with our examples.

Find the distance between the points

(2, 3) and (5, 7).

Let us follow the 6 steps in getting the

(the students will raise their
distance. First, Identify the coordinates
hands)

x₁ = 2
y₁ = 3
x₂ = 5
y₂ = 7

(the students will raise their

And then we are going to substitute it to our
hands)
formula
d = √[(5 − 2)² + (7 − 3)²]

(the students will raise their

Very good. And for the 3rd step? hands)

Sir, we are going to calculate the

differences. We will have
d = √[3² + 4²]

you`re correct! And then what’s the next (the students will raise their
step? hands)
Very good! That’s right. And for the 5th
step? We will square the differences. d
= √(9 + 16)

(the students will raise their

hands)
Sir, we will add the squared
differences and we`ll have d = √25

Very good! And for the last step? (the students will raise their
hands)

We are going to take the

square root, and our final
answer is d = 5 units.

(the students will agree)

That`s correct! Does everyone understand
our lesson clearly?

Let us have our 2 nd example. Find the

distance between the points (2, -3) and (10,
-3).

(the students will raise their

hands)

Identify coordinates:
• (x₁, y₁) = (2, -3)
• (x₂, y₂) = (10, -3)
Substitute into the formula:
d = √[(10 − 2)2 + (−3 − ( −3))²
Calculate differences: d
= √[(8)² + (0)²]

Square differences: d
= √[64 + 0]

Add squared differences: d

= √64
Take the square root:

d = 8 units.
And for our last example. Find the
distance between the points (3, -7) and (3,
8)

(the students will raise their

hands)

Identify coordinates:
• (x₁, y₁) = (3, -7)
• (x₂, y₂) = (3, 8)
Substitute into the formula:
2
d = √[(3 − 3)2 + (8 − (−7)) ]
Calculate differences:
d = √[(0)2 + (15)2]
Square differences:
d = √(0 + 225) [
Add squared differences:
d = √225
Take the square root:
d = 15 units.

Now that everyone seems to have a

grasp on getting the distance, let us have
a group activity.
E. APPLICATION

Let us apply what we have learn and play

the game called
RUSH N’ CODE

Direction:
1. The class will be divided into 4 groups
and each group will be given a chalk and a
mini black board.
2. There will be 4 rounds, each round the
students will solve one problem in 1 minute.
After the given time, they will raise their
answers for checking. For every correct
answer, the group members will receive a
recitation chip.
3. They will solve math problem using the
distance formula and decode using the
“alphabet-number decoder” and their answer
will have a corresponding letter.

4. After the class solved all of the given

problems there will be a word form from the
answers, they decoded using the “alphabet-
number decoder”.
5. At the end of this activity, one
representative from each group will relate the
words that they get in this activity to today`s
meeting.

First let us have a practice example.

Find the distance between the points (2, 1) and

(2, 11).
answer: 10 J

1. Find the distance between the Puregold

Loma De Gato (1, 2) and Muzon Central
Terminal (4, 2).
answer: 3 C
2. Find the distance between the Patubig
(2, 3) and Tabing Ilog(3, 3).
answer: 1 A
3. Find the distance between Prenza court (5,
8) and Philippine Arena (-7, 8).
answer: 12 L
4. Find the distance between Hidden
sanctuary (-3, 2) and Divine Mercy Shrine (9,
7).
answer: 13 M (the students will raise their
hands)
What is the word that is formed?
CALM

How do we relate the word CALM to our

discussion today?
(the students will raise their
hands)

To solve problems involving

distance formula, we should remain
calm and be cold headed so we can
follow the 6 steps and solve it
correctly.
F. GENERALIZATION

Let’s have a brief recall about what

we’ve discussed and have a summary.

Very good! And in using the distance

formula, we follow 6 steps. What are
those steps?
(the students will raise their
hands)

In solving for the distance of one

point to another point, we are
using a formula called the
distance formula.
d = √[(x₂ − x₁)² + (y₂ − y₁)²]

(the students will raise their

hands)

1. Identify the coordinates of

the two points.
2. Substitute the values into
the formula.
3. Calculate the differences
between the x-coordinates and
the y-coordinates.
4. Square the differences.
5. Add the squared differences.
Take the square root of the
We will follow those steps to solve the sum.
 distance and to get the right answer that is
being asked, just like in our everyday life
we follow rules and orders that help us to
get through on our day and helps us finish
and accomplish tasks properly. We follow
rules in schools as a student, abide laws as
a productive community member, and we
listen to the elderly as a respectful person.

Now that we recall everything that we

discussed, everyone kindly bring out ½
crosswise paper and we will have our
seatwork!

IV. EVALUATION
Direction: On ½ crosswise, solve for the distance of the given problem using
the distance formula. d = √[(x₂ − x₁)² + (y₂ − y₁)²]

1. (-3, 2) and (9, 7)

2. (2, 3) and (14, 8)

ANSWER:
1. d = 13
2. d = 13

V. ASSIGNMENT
1. Solve for the distance of Marilao wet market (-5/2, 4) and Trina`s café (3/2,
4) using the distance formula.
2. Read and study the next lesson “Midpoint formula”.