DETAILED LESSON PLAN

STUDENT TEACHER FRANCIS REY T. RANOLA SCHOOL NATO NATIONAL HIGH SCHOOL
COURSE PROGRAM BACHELOR OF SECONDARY EDUCATION QUARTER THIRD
SPECIALIZATION MATHEMATICS GRADE 10 STUDENTS
DATE FEBRUARY 26, 2024 SECTION APHRODITE
TIME FRAME 45 MINUTES 12:45 – 1:30

A. CONTENT STANDARDS The learner demonstrates understanding of key concepts of circles

and coordinates geometry.
B. PERFORMANCE STANDARDS 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 representations.
2. The learner is able to formulate and solve problems
involving geometric figures on the rectangular coordinate
plane with perseverance and accuracy.
C. LEARNING COMPETENCIES The learner derives inductively the relations among chords, arcs,
central angles, and inscribed angles.
M10GE-IIc-1-d-1
I. LEARNING OUTCOME At the end of the lesson, the student will be able to:
a. Proves theorems 1 on chords, arcs, and central angle of a
circle.
b. Use the theorems in finding the measure of chords, arcs,
and central angle of a circle.
c. Develop perseverance in doing the tasks.

II. SUBJECT MATTER

TOPIC Chords, Arcs, and Central Angle (Theorem 1)

TIME DURATION (45 minutes)
REFERENCES Mathematics Learner’s Module 10 pp. 142-144
First Edition 2016
Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I.
Chua, Jerry D. Cruz, Maris S. Esparago, Elino S. Garcia, Aries N.
Magnaye, Fernando B. Oriones, Rowena S. Perez and Concepcion
S. Fernida.
Printed in the Philippines by REX Book Store, Inc. 5th Floor
Mabini Building ,Deped Complex Meralco Avenue, Pasig City
Philippine 1600
VISUAL AID/S Book, Manila Paper, Chalk/Green Board
VALUES INTEGRATION Mathematics is important; it helps to solve some real-world
problems. (This topic is an wherein you apply the good values that
they should apply for example performing the line using real life
how to measure in the home design.)
SKILLS Enhance the ability of the learners to relate the topic in solving
real-world problems.
III. LEARNING METHODOLOGY/PROCEDURE

LESSON PROCEDURE TEACHER’S ACTIVITY LEARNER’S ACTIVITY

A. INTRODUCTION (PRELIMINARY ACTIVITIES)

GREETINGS Good morning class Good morning Sir

Please arrange your seats properly and kindly pick
up the papers below your chairs.
PRAYER Who is assign to lead the prayer for today? Student: Me Sir,

Ok, lead the prayer. Student:

Classmates please stand and
let us pray.
(the students stand-up)
In the name of the Father . .
CHECKING OF Who is absent for today? Nothing Sir,
ATTENDANCE
CHECKING OF Did I give you an assignment last time? No Sir,
ASSIGNMENT
Ok, let’s proceed now with our new topic.

B. MOTIVATION AND REVIEW

Use ʘO below to identify and name the following:

1. Radius Students:
2. Diameter 1. A line segment from
3. Chord O to any point on the
circle.
4. Semicircle
2. A line segment
5. minor arcs through O with
6. major arcs endpoints on the
7. central angles circle.
8. inscribed angles 3. A line segment with
9. intercepted arc of ‫ ے‬VLE both endpoints on
10. intercepted arc of ‫ ے‬LOV the circle.
4. Half of the circle
divided by a
diameter.
5. Arcs less than half
the circle.
6. Arcs more than half
the circle.
7. Angles with vertex
O and sides as radii.
8. Angles with vertex
on the circle and
sides as chords.
 9. The arc inside
‫ے‬VLE with
endpoints on the
angle.
10. The arc inside
‫ے‬LOV with
endpoints on the
angle.

C. LESSON PROPER

ACTIVITY/IES
Terms related to circle are measured. These
measurements are governed by some theorems.

In this lesson, these theorems are to be enumerated

whose proof will be presented and will be used in
finding measurements.

Theorems on Central Angles, Arcs, and Chords

In a circle or in congruent circles, two minor arcs

are congruent if and only if their corresponding
angles are congruent.

In ʘ E below, ‫ے‬SET ≅ ‫ے‬NEO. Since the two

central angles are congruent, the minor arcs they
intercept are also congruent. Hence, ST ≅ NO.

If ʘ E ≅ ʘ I and ‫ے‬SET ≅ ‫ے‬NEO ≅ ‫ے‬BIG, then

ST ≅ NO ≅ BG.

ANALYSIS
Given are two congruent circles and a central
angle from each circle which are congruent. Their
corresponding intercepted arcs are congruent.
 Students:
1. Given
2. The degree measure
of minor arc is the
measure of the
central angle which
intercepts the arc.
3. From 1, definition of
congruent angles.
4. From 2 & 3,
substitution.
5. From 4, definition of
congruent arcs.
ABSTRACTION
Students:
1. How do you find doing the activity? 1. It seems like you’re
working on a
geometry activity
related to congruent
angles and arcs
within circles. I can
assist you with
understanding the
steps and concepts
involved.
2. Were you able to complete the proof?
2. To complete the
How?
proof, you need to
show that the
measures of the
corresponding arcs
and angles are equal
based on the given
information about
congruent angles
3. What theorem related to chords, arcs, and and arcs.
central angles was proven? 3. The theorem related
to chords, arcs, and
Do more… central angles that
Given are two congruent circles and
was proven is likely
intercepted arcs from each circle which are
congruent. Their corresponding angles are the congruent arcs
congruent. theorem, which
states that if two arcs
 of a circle are
congruent, then their
corresponding
central angles are
congruent as well.

Students:
1.
2.
3. From 1, definition of
congruent arcs.
4. From 2 & 3,
substitution.
5.

APPLICATION
Applying the learned theorem, answer the
following:
Students:
1. 480
2. 450
3. 1380
4. 450
5. 1350
6. 930
7. 450
8. 1470
9. 450
10. 1350

D. SUMMARY

Theorem 1 on central angles, arcs and chords of a

circle states that:

In a circle or in congruent circles, two minor arcs

 are congruent if and only if their corresponding
central angles are congruent.
IV. ASSESSMENT TASK
From the figure at the right find the measure of the unknown angles and arcs.
Given: ‫ ے‬UER = 130⁰

1. ‫ ے‬UER
2. ‫ ے‬UER
^
3. CU
^
4. UR
5. ^
RCU
V. ASSIGNMENT
a. Follow Up
Give your own example illustrating the learned theorem.
b. State theorem 2 on central angles, arcs and chords of a circle.

Prepared By: Checked:

FRANCIS REY T. RANOLA MARIVIC T. MENDOZA

Student Teacher Cooperating Teacher

Noted: Approved:

BABY LIZA T. FRIAS FELOMINA C. VERGARA

Head Teacher II Principal II