GRADE 10 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG Teacher CRISELDA C. ANDADOR Learning Area MATHEMATICS

Nov. 4-8, 2024
6:00-6:45 – C. Aquino – G 302
6:45-7:30 - G. Arroyo – G 305
7:30-8:15 – F. Marcos – D 202
Quarter SECOND – Week 6
9:00 -9:45- E. Quirino – G 303
Teaching Dates and Time 10:50-11:35 – F. Ramos – G 301

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
1. Conte The learner demonstrates understanding of key concepts of circles.
nt
Stand
ards

2. Perfor The learner is able to formulate and solve problems involving sequences, polynomials, and polynomial equations in
manc different disciplines through appropriate and accurate representations.
e
Stand
ards

3. Learn Proves theorems on Proves theorems on Proves theorems on Solves problems on Solves problems on
ing secants, tangents, and secants, tangents, and secants, tangents, and circles. (M10GE-IIf-2) circles. (M10GE-IIf-2)
Comp segments. (M10NS-IIe-f- segments. (M10NS-IIe- segments.(M10NS-IIe-f-
1) f-1) 1)
etenci
es /
Objec
tives

4. Objec proves and applies the proves and applies the Proves and applies the Solves word problems Solves word problems
tive: theorem on the angles theorem on angles theorem on the angles involving relationships involving relationships
formed by the formed by the formed by the of central angles, of tangents, secants,
intersection of two intersection of a intersection of two inscribed angles, angles, arcs, and
secants in the exterior tangent and a secant in secants in the exterior chords, arcs and sectors chords of a circle.
of the circle the exterior of the of the circle. of a circle.
circle. Find an unknown
measurement of an

Gitna St. Bignay, Valenzuela City

(02) 8932-7981/(02) 8939-2576
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 angle and segments
formed when secants
and tangents intersect
in a point inside, on and
outside a circle.
II. CONTENT Theorems on Theorems on Theorems on SOLVES PROBLEMS
SOLVES PROBLEMS
Secants, Tangents, Secants, Tangents, Secants, Tangents, ON CIRCLES
ON CIRCLES
and Segments and Segments and Segments
III. LEARNING
RESOURCES

 Refer
ences

1. Teacher’s Guide Teacher’s Guide (TG) Teacher’s Guide Teacher’s Guide (TG) Teacher’s Guide (TG) Teacher’s Guide
in Mathematics 10: p. (TG) in Mathematics in Mathematics 10: in Mathematics 10: p. (TG) in
178-198 10: p.178-198 p.178-198 208-210 Mathematics 10,
pp.208-210
2. Learner’s Learner’s Module Learner’s Module Learner’s Module Learner’s Module Mathematics
Materials (LM)in Math 10: pp. (LM)in Math 10: (LM)in Math 10: pp. (LM)in Math 10: pp. Learner’s Materials
142-144 pp.144-146 146-153-154 155-172 Pages 26-27
3. Textbook

4. Additional
Materials from
Learning Resource
(LR) portal

 Other
Learn
ing
Reso
urces

IV. PROCEDURES

A. Reviewing ENGAGE: ENGAGE: ENGAGE: ENGAGE: ENGAGE:

previous Illustrate Me! GROUP ACTIVITY .
Activity 1: Do Activity 9 :
lesson or
The students will draw Activity 3: Find Out by Understand Me
presenting What is my value? On a circle with proper Yourself on pages 180- More…
the new

31/03/2024 RBCORTEJOS
 lesson page 199 label and line 182 Page 208
(tangent,secant,chord)
B. Establishin GUIDE QUESTIONS
ga Guide Questions
How did you find the
purpose value of x in each What is a tangent?
for the equation?
lesson What is secant?
What mathematics
C. Presenting concepts or principles What is chord? GUIDE QUESTION
examples/ did you apply in solving
instances the equations? Who do you think
would arrive at the
of the
correct answer?
lesson Explain your answer

Gitna St. Bignay, Valenzuela City

(02) 8932-7981/(02) 8939-2576
[email protected]
 D. Discussing EXPLORE EXPLORE EXPLORE EXPLORE EXPLORE
new Discuss theorem on two Discuss theorems on Sum or Difference? In
Were you able to
concepts intersecting chords and tangent segments and the figure that follows,
theorems on secant external secant K, M, P, and N are answer the given
and word problem? If not,
segments segments points on ʘQ. Fill in the
practicing blanks with the word do not worry. The
new skills sum, difference or one- procedures that
#1 half to show the follow will lead us to
relationship of angles the detailed solution
formed by intersecting of the problem.
tangents and secants Step 1: Understand
the Problem
Step 2: Devising a
Plan
Step 3: Carrying Out
the Plan
Step 4: Looking Back
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?

E. Discussing How Long! As illustrated

new in the figure that
concepts follows, there are two
and pathways from the
practicing main entrance where
new skills visitors can choose to
#2 walk going to the
circular garden. The
pathways are both
tangent to the

31/03/2024 RBCORTEJOS
F. Developin EXPLAIN: EXPLAIN: EXPLAIN: EXPLAIN: EXPLAIN:
g mastery GROUP ACTIVITY From the main entrance
(Leads to Activity 2: My Segments of a park, there are two
Formative page 200 pathways where visitors
Assessme can walk along going to
nt 3) the circular garden. The
pathways are both
tangent to the garden
whose center is 40m
away from the main
entrance. If the area of
the garden is about
706.5 sq.m. how long is
each pathway?

G. Finding ELABORATE: ELABORATE: ELABORATE: ELABORATE: ELABORATE:

practical THINK-PAIR-SHARE THINK-PAIR-SHARE GUIDE QUESTIONS Guide Questions: Guide Questions:
Activity 4: Fly Me To Activity 6: Find My What are the theorems ✓ What are the ✓ What are the
application
Your World on page 201 Length page 205 nos. on angles formed by problems all about? problems all about?
s of ✓ What theorems or
What mathematics 1-5 tangents and secants? ✓ What theorems or
concepts concepts did you apply Explain the theorem on concepts can you use to concepts can you use
and skills in the previous activity? two intersecting solve the problems?
to solve the
in daily ✓ How can you
chords, external secant problems?
living formulate equations
segments ✓ How can you
based from the
H. Making theorems or concepts? formulate equations
generalizat ✓ How will you use the based from the
ions and equations to solve for theorems or
abstraction the unknowns? concepts?
s about ✓ Did you check your ✓ How will you use
answer? the equations to solve
the lesson
for the unknowns?
✓ Did you check your
answer?

Gitna St. Bignay, Valenzuela City

(02) 8932-7981/(02) 8939-2576
[email protected]
 I. Evaluating EVALUATE: EVALUATE EVALUATE: EVALUATE: EVALUATE:
learning Activity: Am I away THINK-PAIR-SHARE
from you? Numbers 1-3 Do Activity 6: Think of
These Relationship
Deeply nos. 3-4 on page
192

J.
Additional ELABORATE: ELABORATE: ELABORATE: ELABORATE: ELABORATE:
activities Activity: Am I away from Do Activity 6: Find My THINK-PAIR-SHARE
you? Numbers 4-6 Length page 205 nos.
for Do Activity 6: Think of
6-10
application These Relationship
or Deeply nos. 3-4 on page
remediatio 192
n
V. REMARKS

VI. REFLECTION

1. No.of learners who earned

80% on the formative
assessment

2. No.of learners who require

additional activities for
remediation.

3. Did the remedial lessons

work? No.of learners who
have caught up with the
lesson.

4. No.of learners who

continue to require
remediation

5. Which of my teaching
strategies worked well? Why
did these work?

31/03/2024 RBCORTEJOS
6. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

7. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by:

CRISELDA C. ANDADOR
Teacher II

Checked by:

GRACE R. GARAIS BELINDA D. ORTEGA

Master Teacher I Head Teacher III
Noted by:

RUDY F. FALCUNITIN, Ph.D

Principal IV

Gitna St. Bignay, Valenzuela City

(02) 8932-7981/(02) 8939-2576
[email protected]