School: Tonggo Integrated School Grade Level: 10

GRADE 10 Teacher: Rhea B. Diadula Learning Area: Mathematics

DAILY LESSON LOG Teaching Dates and
Time: December 4-8, 2023 Quarter: 2 Week 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of key concepts of circles.
B. Performance Standards: The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines
through appropriate and accurate representations.
C. LearningCompetencies/ The learner illustrates The learner proves theorem The learner proves theorem The learner proves theorem Holiday
Objectives: secants, tangents, segments, on tangents. on tangents. on segments
Write the LC Code for each and sector of the circle. (M10GE-IIe-f-1) (M10GE-IIe-f-1) (M10GE-IIe-f-1)
(M10GE-IIe-1)

a. Identify the secants,

tangents, segments and a. Use two-column proofs in a. Use two-column proofs in a. Use two-column proofs in
sectors of a circle. proving theorems related proving theorems related proving theorems related
b. Name the secants, to tangents and secants. to tangents to segments.
tangents, segments, and b. Determine the reasons to b. Determine the reasons to b. Determine the reasons to
sectors of a circle support the given support the given support the given
statements in a two- statements in a two- statements in a two-
c. . Value accumulated
column proof of theorem column proof of a column proof of theorem
knowledge as means of
on tangents and secants. theorem on tangent. on segments.
new understanding.
c. Appreciate the c. Appreciate the c. Appreciate the importance
importance of geometric importance of geometric of geometric relationships
relationships involving relationships involving involving segments of
tangents and secants in tangents in making wise circle in making wise
making wise decisions. decisions decisions.

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or
two.
PROVES THEOREM ON
II. CONTENT TANGENTS AND SECANTS TANGENTS AND SECANT PROVES THEOREM ON PROVES THEOREMS ON
OF A CIRCLE TANGENT SEGMENT OTHER RELATED
SEGMENTS
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a
RESOURCES mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
 1. Teacher’s Guide Pages pp.178- 198 pp. 164-171,177-179,191- pp. 173 – 189 155 - 172
192
2. Learner’s Materials Pages pp. 155-172 pp. 178 - 209 pp. 199 – 210 178 - 197

3. Textbook Pages Geometry III by Soledad Jose Interactive Mathematics IV

pp. 202 – 205 by Orlando Oronce et. al pp.
185-191
4. Additional Materials from
Learning Resource (LR) https://sophia.org LCTGs by DepEd Cavite http:// LCTGs by DepEd Cavite
portal http:// www.onlinemathlearning.co
www.mathwarehouse.com/ m/tangent-circle.html
geometry/circle/tangents-
secants-arcs-angles.php https://sophia.org

E. Other Learning Illustrations, activity sheets, Illustrations, activity sheets, Illustrations, activity sheets, Illustrations, activity sheets,
Resources Grade 10 LCTGs by DepEd Grade 10 LCTGs by DepEd Guided Exercises, Ruler, Practice Exercises
Cavite Mathematics 2016 Cavite Mathematics 2016 Compass, pencil and paper. 2016 LCTGs by DepEd
Grade 10 LCTGs by DepEd Cavite Mathematics 2016
Cavite Mathematics 2016
MONDAY TUESDAY WEDNESDAY THURSDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
IV.PROCEDURES learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways
to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson Pre-Assessment
or Presenting the New Preliminary Activity Motivational Activity Pre-Assessment
Lesson a. Identify all the Find My X
tangent lines on the circle FIND MY LENGTH

Use the figure and the given Find the length of the
information to answer the unknown segment (x) in each
questions that follow. of the following figures.
Explain how you arrived at Answer the question that
b. Give the secants on your answer. follows.
the given circle
1. If m ADC = 160 and
m EF = 80,
find m ABC

c. List all the external

secant segments of the circle
2. If m LGC = 149 and
 m LSC = 39, what is m
MC?

Questions:

d. Give one tangent a. How did you find the

segment of the circle length of the unknown
segment?

What geometric
relationship or theorems did
you apply to come up with
your answer?

e. Identify which of the

two figures shows
1. sector of the circle and

2. segment of the circle

B. Establishing a Purpose for In the figure below, KL, KN, In the accompanying figure, Perform the following
the Lesson MP and ML intersect ʘ Q at m UV = 80, m VT=130, and activity by a square group. Square Group Activity
some points. Use the figure m TS = 20. Find the measure State your reason.
to answer the following of each. Explain how you arrived What is true about my
questions: at your answer. chords?
a. TVS b. R
c. TWS d. VUW Given: EM and EL are Procedure:
tangent to S at M and 1. In the given circle below,
L, respectively. draw two intersecting
chords BT and MN

a. Which lines are tangent

 to the circle? Why?

b. Which lines are secants?

Why?

c. What point does each

secant intersect the
circle? How about 2. Mark and label the point
tangents? of intersection of two
If MS, LS, and ES chords as A.
d. Which angles are formed Is drawn What reason can 3. With a ruler, measure
by two secants by two you give to prove that EM the lengths of the
secant lines? Two is congruent to EL. segments formed by the
tangents? A tangent and intersecting chords.
a secant? 1. MS is congruent to LS. What are the lengths of the
2. EL is perpendicular LS following segments?
e. If angle KQM is bounded and EM is perpendicular a. BA c.
by a region, how do we MS MA
call it? If arc NK and arc 3. ES is congruent to ES b. TA d.
PM is bounded by a 4. △ ESM is congruent to △ NA
region, how do we call it? ESL
5. EM is congruent to EL 4. Compare the product of
BA and TA with the
product of MA and NA.
5. Repeat # 1 to # 4 using
other pairs of chords of
different lengths.

What conclusion can you

make?

C. Presenting Illustrative Example Illustrative Example The following examples Illustrative example
Examples/Instances of the Use the figure below to show a two-column proof of
Lesson identify and name the Theorem: theorems on tangent of a Theorem
following terms related to ʘ If a secant and a tangent circle.
O: intersect in the exterior of Illustrative Example. If two chords of a circle
1. tangent line a circle, then the measure Theorem: . intersect, then the product of
2. secant of the angle formed is one- the measures of the
3. external secant half the positive segments of one chord is
segment difference of the Given: equal to the product of the
4. tangent segment measures of the CP is tangent to F to B measures of the segments of
intercepted arcs. the other chords.
Prove: ⊥
Solution: To prove: Draw Given AB and DE are
Solution: Given: is a secant Assume is not chords of C
U
 Tangent Line: 𝑈𝑃̅ and is a tangent perpendicular to and Intersecting
Secant Line TR, CB Intersecting in the at M.
External Secant Segment: exterior of O at S.
SR Prove: m
Tangent Segment: QU, QP Prove: AM • BM = DM • EM
5.Sector of a circle
6.Segment of a circle To Prove: Draw

Solution:
7. Sector of a circle: region
bounded <BEA
8. Segment of a circle: region
bounded by CD

D. Discussing New Concepts Do these with a partner

and Practicing New Skills Do these: Given: In figure below, LU tangent is Given: DP and DS are secant
#1 to I. Why? segments of T draw from
Identify and name the PR and QS are secant exterior point D.
How about SC? Justify
following:
intersecting in the interior of your Answer
Prove: DP • DQ = DS • DR
V at T.
 1. tangent line
2. secant PS and QR are intercepted To prove: Draw PR and QS
3. external secant arcs of PTS and QTR
segment
4. tangent segment
5. sector of a circle 1
segment of a circle Prove: m PTS = (m PS–
2
m QR )
Proof:
To prove: Draw RS

E. Discussing New Concepts

and Practicing New Skills Discussion: What other definitions, a. In a two-column proof How did you find this
#2 postulates, or theorems can what are written on activity? What other
1. How did you find the you give as reason? the left-hand side? definitions, postulates, or
activity? b. How about on the theorems can you give as
right-hand side? reason?
2. Which lines are tangent c. State what are the
to the circle? Why? given. What are to Supply the missing parts
3. Which lines are secants? prove? of the solution to prove the
Why? d. What is a tangent? following theorems.
4. How did you identify the
tangent lines, secants, Guided Exercises If two chords of a circle
segments and sectors of a intersect, then the product of
circle? Do these with your the measures of the
5. What is the difference seatmate segments of one chord is
between the tangent and If two segments from equal to the product of the
secant lines? the same exterior point are measures of the segments of
tangent to a circle, then the the other chord.
6. How about the difference
two segments are congruent.
between the segments
Solution:
and sectors of a circle?
Given: and are
7. How will you describe chords of D
tangent lines, secants, Intersecting at O.
segments and sectors of a
Prove: CO • OS = RO • OH
 circle?
To Prove: Draw and
Do these State Reaso Task
Use ʘS below to identify ment n
and name the following: ______ ______ Copy
______ ______ the
6. tangent line _ given
7. secant ______ Radii o Indicate
8. external secant ______ the which
segment _ same radii are
9. tangent segment circle congrue
10. sector of a circle are nt.
segment of a circle congru
ent.
⊥ Indicate
______ the
and ______ property
⊥ _ that
BM justifies
the
stateme
nt
Hypote Name
______ nuse- the
 External Secant ______ Leg congrue
Segment: _____ (part of Congr nt
the secant segment that is uence triangles
outside the circle) Write
 Tangent Segment: ______ ______ the
______ reason
(part of the tangent line)
_ why
 Sector of the circle: _____ they
(the region bounded by an become
arc of the circle and the congrue
two radii to the endpoints nt.
of the arc)
 Segment of the circle is
the region bounded by an
arc and the segment
joining its endpoints.
F. Developing Mastery Exercises Use a two-column proof to
(Leads to Formative Use ʘM below to identify and prove the following Given: KL and KM is tangent
Assessment ) name the following: theorems. and secant segment
1. tangent line If two secants respectively of O drawn
2. secant intersect in the exterior of Use a two-column proof to from exterior point K.
3. external secant a circle, then the measure prove this theorem. KM intersects O at N
segment of the angle formed is one- Prove: KM • KN = KL 2
4. tangent segment half the positive difference Given: is tangent to T To prove: Draw PR and
5. sector of a circle of the measures of the
6. segment of a circle at A. QS
intercepted arc.
Is tangent to T at U.
Given: and
is the diameter of T.
are secants
Prove:
Prove: m

G. Finding Practical
Applications of Concepts SQUARE GROUP ACTIVITY Given: Theorem: If two secant segments
and Skills in Daily Living AC is a secant that passes If a line is tangent to are drawn to a circle from an
Label the given figure below. through T at A and B a circle, then it is exterior point, then the
Identify and give one example perpendicular to the product of the lengths of one
EC is a secant that passes
for each: radius at its outer secant segment and its
1. tangent line through T at E and D endpoint external secant segment is
2. secant AC and EC intersect at equal to the product of the
Given: A with a line
3. external secant exterior point C. l tangent to the circle lengths of the other secant
segment (Draw the figure to illustrate at B segment and its external
4. tangent segment the given) secant segment.
Prove that AB l
5. sector of a circle
6. segment of a circle
1 Given: and are
Prove: m ACE= (m
2 A secant segments intersecting
AE – m BD) • outside T at S
To prove: Draw AD and
BE Statement
a. Let C be any point on
B fromCB.
l distinct

b. C is in the exterior of
 A Prove:  = 
c. AC > AB
d. AB is the shortest
segment from A to l
e. AB l.

State
a. your reason

b.
c.
d.

e.
H. Making Generalizations and
Abstractions about the Remember that: Remember that: Remember that: Remember that
Lesson a. If two chords of a circle
 Tangent Line is a line a. If two tangents a. If two segments intersect, then the
which is coplanar with the intersect in the exterior of a from the same product of the measures
circle and intersects it in at circle, then the measure of exterior point are of the segments of one
most the angle formed is one-half tangent to a circle, chord is equal to the
one point the positive difference of then the two product of the measures
 Secant is a line that the measures of the segments are of the segments of the
intersects a circle at intercepted arcs. congruent. other chord.
exactly two points and b. If two secant segments
b. If a line is a tangent are drawn to circle from
contains a chord of a b. If two secants an exterior point, then
circle intersect in the exterior of a to a circle, it is
perpendicular to the product of the lengths
circle, then the measure of of one secant segment
the angle formed is one-half the radius drawn at
and its external secant
the positive difference of the point of contact
segment is equal to the
the measures of the product of the lengths of
intercepted arc. the other secant segment
and its external secant
c. If two secants segment.
intersect the interior point c. If a tangent segment and
of a circle, then the a secant segment are
 External Secant Segment measure of an angle formed drawn to a circle from an
is a part of the secant is one – half the sum of the exterior point, then the
segment that is outside the measure o the arcs square of the length of
circle. intercepted by an angle and the tangent segment is
 Tangent Segment is a part its vertical line. equal to the product of
of a tangent line. the lengths of the secant
segment and its external
 d. If a secant and a secant segment.
tangent intersect in the
exterior of a circle, then the
measure of the angle
 Sector of the Circle of formed is one-angle the
the positive difference of the
circle is a region measures of the intercepted
bounded by arcs
an arc of the circle and
the two e. If secant and a
radii to endpoints of the tangent intersect at the
arc. point of tangency, then the
 Segment of the circle is measure of each angle
the region bounded by an formed
arc and the segment is one- half the measure
joining its endpoints. of its intercepted arc

I. Evaluating Learning Write the reasons to

Write the letter of the complete the proof of the Use a two-column proof to Given: Chords AB and CD
correct answer: following theorem. If two prove the following intersect at K
secants intersect in the theorems.
1. Given the figure, the interior of a circle, then the Prove: AK • BK = CK • DK
following are tangent measure of an angle formed
is one-half the sum of the B
measures of the arcs Given RS is a radius of
intercepted by the angle and C
its vertical angle. K
S PQ, I RS
lines except: Given: and are
secants Intersecting Prove: PQ is tangent to S D
at R
in the interior of . To prove: A
Prove: To prove: Draw QS
Draw AD and BC

2. Which of the following

illustrates an external
 secant segment?

3. How many secant lines

are there in the given circle?

i. 1
ii. 0
iii. 2
iv. D.4

4. Which of the following is

an example of a tangent
segment of the circle?

5. Which of the following

figures illustrates a sector of
the circle?

J. Additional Activities for

Application or Remediation 1. Follow - Up Follow up
Follow Up Given circle P with BD and Follow Up
AC as secant intersecting a a. PQ is tangent
point X Given AC is tangent to circle segment and AQ is a
Illustrate the following using BXC intercept BC, and O at A. • secant segment
the given circle below: AXD intercept arc AD Prove: OA AC
1. tangent line Prove: PQ2 = AQ • BQ
2. secant To prove: Draw AP and BP
 3. external secant segment 1
4. tangent segment Prove: m BXA = (m
2
5. sector of a circle CD + m AB )
6. segment of a circle
1
m CXD = (m
2
CD + m AB )

2.Study: Theorems on
Tangents, Secants and
Segments of a Circle
Bring the following materials:

1. ruler
2. compass
3. protractor
4. two pieces of bond paper
5. colored pens/pencils

IV.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
V. REFLECTION to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
strategies work well? Why did
___ Games ___ Games ___ Games ___ Games
this work? ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
 ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
F. What difficulties did I __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
encounter which my principal
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
or supervisor can help me __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
solve Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
G. What innovations or localized __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality
materials did I used/discover
__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used
which I wish to share with as Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials
other teachers? __local poetical composition __local poetical composition __local poetical composition __local poetical composition
others please specify: others please specify: others please specify: others please specify:

Prepared by: Checked by:

RHEA B. DIADULA ARBEN P. AÑABEZA

Teacher I Head Teacher II