LESSON LOG OF M10GE-IIi-j-1 (Week Ten-Day Two)

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 teacher demonstrates understanding of key concepts of coordinate
geometry.
B. Performance Standards The learner is able to formulate and solve problems involving geometric figures
on the rectangular coordinate plane with perseverance and accuracy.
Learning Competency: Solve problems involving geometric figures on the
coordinate plane. (M10GE-IIi-j-1)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Determine whether the equations describe a circle or not.
2. Apply the concepts of circles in solving real-life problems.
3. Demonstrate disaster risk management.
II. CONTENT Coordinate Geometry – Solving Problems involving Circles
III. LEARNING RESOURCES teacher’s guide, learner’s module, compass
A. References
1. Teacher’s Guide Pages 228-229
2. Learner’s Materials Pages 267-268
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B .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.
Use Activity 8: A Circle? Why Not? On page 267 of LM
Determine which of the following equations describe a circle and which do not.
1. x2 + y2 + 2x - 8y + 26 = 0
2. x2 + y2 + 9 = 4x -10y
3. x2 – y2 -6x -8y -32 = 0
4. x2 + y2 + 8x + 14y + 65 = 0
A. Review previous lesson or Answers:
presenting the new lesson 1. No. x2 + y2 + 2x - 8y + 26 = 0 can be written as (x +1)2 = y- 4)2 = -9. Notice that
-9 cannot be expressed as a square of another number.
2. Yes. x2 + y2 + 9 = 4x -10y can be written as (x – 2)2 + (y + 5)2 = 20
3. No. x2 – y2 - 6x - 8y -32 = 0 is not an equation of a circle. Its graph is not also a
circle.
4. No. x2 + y2 + 8x + 14y + 65 = 0 is merely a point. The radius must be greater than
0 for a circle to exist.
Ask the students to have a closer look at some aspects of the equation of a circle.
B. Establishing a purpose for
The next item in the discussion will focus on the real-life applications of the
the lesson
equation of a circle.
C. Presenting examples/ Use Activity 9: Find Out More! Item # 5 on page 267 of LM as example.
instances of the new lesson 5. The Provincial Disaster and Risk Reduction Management Committee
(PDRRMC) advised the residents living within the 10 km radius critical area to
evacuate due to eminent eruption of a volcano. On the map that is drawn on a
coordinate plane, the coordinates corresponding to the location of the volcano is
(3, 4).
a. If each unit of the coordinate plane is equivalent to 1 km, what is the equation
of the circle enclosing the critical area?
b. Suppose you live at a point (11, 6). Would you follow the advice of the
PDRRMC? Why?
 c. In times of eminent disaster, what precautionary measures should you take to
be safe? Answers:
5. a. ( x-3)2 + (y – 4)2 = 100
b. Yes, because point (11, 6) is still within the critical area.
c. Follow the advice of PDRRMC.
Practice: By pair.
Suppose you are the leader of a two-way radio team with 15 members that is
tasked to give warnings to the residents living within the critical area. Where
D. Discussing new concepts
would you position each member as regards the current situation and to warn
and practicing new skills #1
the residents living within his/her assigned area? Explain your answer.
Answer:
d. (Evaluate students’ responses/explanations.)
E. Discussing new concepts
and practicing new skills #2
The teacher asks the students what conditions must be met to determine that
F. Developing mastery (leads
the given equation represents a circle?
to formative assessment 3)
G. Finding practical Let students formulate a problem involving circles.
applications of concepts and
skills in daily living
The teacher guides the students to come up with the following:
x2 + y 2 = r2 standard form of the equation of a circle with center at (0,0)
H. Making generalizations and
(x-h)2 + (y-k)2 = r2 standard form of the equation of the circle with center
abstractions about the lesson
at (h,k)
x2 + y2 + Dx + Ey + F = 0 general equation of the circle
Let the students answer item 6 of Activity 9: Find Out More! On page 268 of LM
6. Cellular phone networks use towers to transmit calls to a circular area. On a
grid of a province, the coordinates that correspond to the location of the towers
and the radius each covers are as follows: Wise Tower is at (-5, -3) and covers a 9
km radius; Global Tower is at (3, 6) and covers a 4 km radius; and Star Tower is at
(12, -3) and covers a 6 km radius.
a. What equation represents the transmission boundaries of each tower?
b. Which tower transmits calls to phones located at (12, 2)? (-6, -7)? (2, 8)?
(1, 3)?
I you were a cellular phone user, which cellular phone network will you subscribe
I. Evaluating Learning
to? Why?
Answers:
6 a. Star Tower: (x + 5)2 + (y+ 3)2 = 81
Global Tower: (x – 3)2 + (y – 6)2 = 16
Star Tower: ( x- 12)2 + (y + 3)2 = 36
b. (12, 2) – Star Tower
(-6, -7) – Wise Tower
(2, 8) – Global Tower
(1, 3) – Wise and Global Tower
c. Many possible answers. Evaluate students’ responses.
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 else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION 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%
C. Did the remedial lesson 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
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers