DAILY LESSON LOG IN M10GE-IIc-d-1 ( DAY 3)

School Grade Level Grade 10

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES
assessed 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 and formulates real-life
problems involving these concepts, and solve these using a variety of strategies.
B. Performance The learner is able to formulate and find solutions to challenging situations involving circles
Standards and other relate terms in different appropriate and accurate representations.
Learning Competency: Proves theorems related to chords, arcs, central angles, and
inscribed angles ” (M10GE-Iic-d-1)

Learning Objectives:
C. Learning
Competencies/ Objectives 1. Complete the proof of theorem on chord perpendicular to a diameter (or radius)
2. Solve problems related to the theorem on chord perpendicular to a diameter (or radius)
3. Display appreciation of the theorem on diameter that is perpendicular to a chord by
actively participating in every activity where the concept of the theorem learned can be
applied.
II. CONTENT Circles
III. LEARNING RESOURCES teacher’s guide, learner’s module, reference books
1. References
2. Teacher’s Guide pages Page 133-135
3. Learner’s Materials pages Pages 146, 152
4. Textbook pages
5. Additional Materials from
Learning Resource (LR) portal
6. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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. As a review the teacher lets the students recall the meaning of and explain the following:
A. Review previous lesson or 1. bisect or bisector
presenting the new lesson 2. perpendicular

The teacher lets the students understand that the concepts of the theorem on chord
B. Establishing a purpose for
perpendicular to a diameter (or radius) could help them solve problems involving chords of
the lesson
a circle.
C. Presenting examples/ A. The teacher will introduce the the theorem which states that “In a circle, a diameter (or
instances of the new lesson radius) bisects a chord and an arc with the same endpoints if and only if it is perpendicular to
the chord”. Ask the class to analyze the given illustrative example. The students may work in
pair. Ask a pair of students to explain the theorem in front using the given illustrative
example.
B.The teacher lets the students analyze the given proof of the theorem stated a
while ago. They will do it by pair. The teacher asks a pair of students who will
explain the proof in front of the class. The teacher must guide the class to supply for
the missing data.

1. Proof of number 1 shows that ES bisects GN

STATEMENTS REASONS
1.Circle U with diameter ES and chord GN: 1. Given
ES ¿ GN
2. ∠ GIU and ∠ NIU are right angles 2.Definition of perpendicular lines
3. ∠ GIU ¿ ∠ NIU 3.Right angles are congruent
4. UG ¿ UN 4.Radii of the same circle are congruent
5. UI ¿ UI 5. Reflexivity
6. NIU and GIU are right tringles 6. Defn. Of right triangles

7. NIU ¿ GIU 7. HyL Theorem

8. NI ¿ GI 8. CPCTC

1. Proof of number 2 shows that ES bisects GN

STATEMENTS REASONS
1.Circle U with diameter ES and chord GN: 1.Given
ES ¿ GN
 2. ∠ GIU and ∠ NIU are right angles 2.Definition of perpendicular lines
3.∠ GIU ¿ ∠ NIU 3.Right angles are congruent
4.UG ¿ UN 4.Radii of the same circle are congruent
5. UI ¿ UI 5. Reflexivity
6. NIU and GIU are right triangles 6. Defn. Of right triangles

7. NIU ¿ GIU 7. HyL Theorem

8. NI ¿ GI 8. CPCTC

9. ∠ NUI and ∠ NUE are the same angles 9.U, I, and E are collinear
∠ GUI and ∠ GUE are the same angles
10. ∠ NUE ¿ ∠ NUE 10.From 7and9, definition of congruent
angles
11. ∠ NUE and ∠ NUE are central angles 12. Definition of central angles
13. Arc GE ¿ arc NE 12. Corresponding chords of congruent
central angles are congruent

A. The teacher give illustrative examples as application of the theorem

The capiz lantern maker would like to make a pattern
in order to create a good product. The pattern he makes
Looked like the figure below.

If the diameter GH is 30 inches long

And chord KM is 22 inches long, what
must be the length of JL?

Solutions:
Step 1

Step 2
 A. Guide Question for Item A.
1. Did you understand the flow of the two-column proof presented?
2. If you are to prove it yourself, can you possibly do it?
3. What are the prerequisite knowledge you need in order to make a two-column proof just
presented?
D. Discussing new concepts
and practicing new skills #1 Possible Answers:
1. Yes
2. Yes and No
3. All the different geometric theorems that had been discussed, properties of different
geometric figures

B. Guide Questions for Item B

1. How long is JK in the figure? Why?
2. How long is KL? Why?
In what way we can find JL?
E. Discussing new concepts
Answers:
and practicing new skills #2
1. JK = 15 inches since JK is a radius and the diameter is 30 inches long
2. KL = 11 inches since diameter GH bisects KM and KM = 22 inches
3. By Pythagorean Theorem

The teacher asks the students to work in pair and answer the following. The teacher calls
somebody to show his answer on the board after seeing to it that almost everybody already
got the answer.

F. Developing mastery (leads

to formative assessment 3)

Answer: 9. 22

G. Finding practical The teacher lets the students realize that the concept of the theorem of chords
applications of concepts and perpendicular to the diameter (or a radius) would help them solve word problems involving
skills in daily living circles or even problem in real life situation.

The teacher will call somebody from the class and ask or let the student answer the
H. Making generalizations
following:
and abstractions about the
1. State the theorem that we just discussed a while ago.
lesson
2. Cite a situation where the theorem learned can be applied

I. Evaluating Learning The teacher gives the formative assessment

A. Complete the two-column proof below to show that
arc NE ¿ arc IG and that segment NI ¿ segment GI

STATEMENTS REASONS
 1.Circle U with diameter ES and chord GN: 1.Given
ES ¿ GN
2. ∠ GIU and ∠ NIU are right angles 2.Definition of perpendicular lines
3.∠ GIU ¿ ∠ NIU 3.Right angles are congruent
4.UG ¿ UN 4.Radii of the same circle are congruent
5. UI ¿ UI 5. Reflexivity
6. NIU and GIU are right triangles 6. Defn. Of right triangles

7. NIU ¿ GIU 7. HyL Theorem

8. NI ¿ GI 8. CPCTC

14. ∠ NUI and ∠ NUE are the same 9.U, I, and E are collinear
angles
∠ GUI and ∠ GUE are the same angles
15. ∠ NUE ¿ ∠ NUE 10.From 7and9, definition of congruent
angles
16. ∠ NUE and ∠ NUE are central angles 17. Definition of central angles
18. Arc GE ¿ arc NE 13. Corresponding chords of congruent
central angles are congruent

B. Answer the problem below:

Answer: 24

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
VI. REFLECTION else needs to be done to help the pupils/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%
of the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
B. Did the remedial lesson work?
No. of learners who have caught up
with the lesson.
C. No. of learners who continue to
require remediation

D. Which of my teaching strategies

worked well? Why did these work?

E. What difficulties did I encounter

which my principal or supervisor
can help me solve?
F. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers

Prepared by:
RUTHEL O. YUPTE
Paknaan NHS