COT-MATH 10 DISTANCE FORMULA

Brenda I.
Pugong
Teacher Second Quarter
Teaching October 22, 2024
Dates and Time G10
DAILY LESSON LOG (11:00 AM – 12:00 NN)
(S.Y. 2024- 2025) Learning
Grade Level TEN (10) Area MATH
The learner demonstrates understanding of key concepts of circles and
A. Content Standards
coordinate geometry
The learner is able to formulate and find solutions to challenging
B. Performance Standards situations involving circles and other related terms in different disciplines
through appropriate and accurate representations.
The learners applies the distance formula to prove some geometric

C. Learning Competencies properties. (M10GE-IIG-2)
Students are able to;

a. Derive the distance formula.
b. Apply the distance formula to find the solutions to real-life
I. Objectives problems in an Ifugao community; and
c. Solve the distance between two points in an Ifugao community
using the distance formula.
II. CONTENT
Applying distance formula to prove some geometric properties.
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages pp. 86-90
2. Learner's Materials pages
3. Textbook pages pp. 106-108
Mathematics Learner’s Module Grade 10, pp. 373 - 375
4. Additional Materials
from Learning Resource Grade 10 LCTGs by DepEd Cavite Mathematics 2016
(LR) portal Power point presentation, monitor, show me board, laptop
B. Other Learning Resources
Math Open Reference
IV. PROCEDURES
A. Reviewing previous lesson or PRELIMINARY ACTIVITIES

presenting the new lesson 1. Greetings
2. Checking Attendance
3. Ensuring the classroom is clean/House rules
REVIEW OF THE PREVIOUS DISCUSSION
Instruction: Write the coordinates of each given point:
1) D _______
2) I _______
3) S _______
4) T _______
B. Establishing a purpose for How important is learning distance formula class? Who can share idea?
the lesson
C. Presenting examples /
instances of the new lesson
In your previous lessons, you have learned how to plot points and name
the coordinates of the points on the Cartesian plane. Examine the
situation below.
The picture above depicts a classroom with 9 seats arranged in 3
rows and 3 columns. During their Mathematics class, the teacher asked
Juan and Juana to describe their location.
If you were Juan and Juana,
 How would you describe your location? What mathematical

concepts can you use to describe your location?
 How far are you from each other? How will you determine your
distance from each other?
Now let us visualize the situation in the Cartesian plane.
Using the illustration above, the location of Juan and Juana can be
determined by naming the point of their location in the Cartesian plane.
ordered pair of the form (x, y). The first number corresponds to the x
Remember that the coordinates of a point are always written as an
−coordinate and the second is the y-coordinate.

Hence, Juan is at point (1, 1) and Juana is at point (3, 2).
Using the situation of Juan and Juana, find the distance between them if
the students in the class were seated 1 meter from each other.
The distance between two points in the coordinate plane is the

length of the segment that joins the two points. Hence, to find the
distance between Juan and Juana, draw a segment joining the points of
their location. The figure below demonstrates that the distance between
Juan and Juana can be found by forming a right triangle in which their
distance is the hypotenuse, while the horizontal and the vertical
segments are the legs of the right triangle.
We will apply the Pythagorean Theorem to solve for the distance
between Juan and Juana. Let c be their distance. The vertical distance
and the horizontal distance which are the legs of the triangle are 1
meter and 2 meters, respectively. Hence,
𝑐2 = 12 + 22
𝑐2 = 1 + 4
𝑐2 = 5
𝑐
Therefore, the distance between Juan and Juana is √5 or

approximately 2.24 meters.
D. Discussing new concepts and

Practicing new skills #1
Try me!
Direction: Read the problem carefully and answer what is being asked.
E. Discussing new concepts

and practicing new skills #2
F. Developing mastery Find Me!

(Leads to Formative
Assessment 3)
Direction: Read and understand the statement carefully, answer what is being
asked.
One day, Dulnuan instructed his son Ayudoc to go to their field and
“munpi’pi’ hinan fonong di payaw” in order to be ready to plant rice
“mun fhogay”. How far will they walk to go to their field if it’s at D (3, -7)
and their house is at C (3,8)?
C (3,8)
D (3,-7)
G. Finding practical The Reasons Behind My Actions!
applications of
concepts and skills
Direction: Understand the statement carefully, and solve the distance
in daily living. between the two given points.
Activity # 4
The Aliggoy family decided to harvest their rice in the field, so they invited
their neighbor and other family members to help them in “munfhoto’
harvest the rice. Aliggoy commanded his son to go carry their rice
“munfhutagwer” in the field and bring it home. how far will they have to go
to collect their rice from the field to their home if their field is at B (2, -3)
and their house is at A (10, -3)?
A (10,-3)
B (2,-3)
Answer the following problems:

1. What proper behavior is required of the Aliggoy family in order for them
to accomplish the job as soon as possible?
2. What is the significance of cooperation within a family or barangay?
3. What is the application of our lesson in our daily lives?
The distance, 𝑑, between points 𝐴(𝑥1, 𝑦1) and 𝐵(𝑥2,𝑦2) may be

H. Making 1) The distance formula
generalizations and
abstractions about
the lesson found using the formula:
𝑑 = √(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1)2
2) With the use of the coordinate plane, distance formula is very helpful in
proving properties of some geometric figures. However, the geometric
figure must be placed properly on the coordinate axes so that it will be
easier to prove.
I. Evaluating learning Direction: Read and analyze the problem carefully, then choose the letter of
the correct answer. (The students answered using classpoint)
-Aiko, Francis, and Jimmy live in three different places. The location of
their houses are shown on a coordinate plane now.
1. How far is Aiko’s house from Francis’ house?

a. 7. 62 km c. 9.84 km
b. 8. 94 km d. 11. 40 km
2. How far is Francis’ house from Jimmy’s house?
a. 7. 62 km c. 9. 84 km
b. 8. 94 km d. 11. 40 km
3. How far is Aiko’s house from Jimmy’s house?
a. 7. 62 km c. 9. 84 km
b. 8. 94 km d. 11. 40 km
4. What geometric figure is formed?
a. Triangle c. trapezoid
b. Square d. parallelogram
5. What kind of triangle is formed?
a. Isosceles triangle c. equilateral triangle
b. Scalene triangle d. right triangle
J. Additional activities Assignment
for application or
remediation Direction: Illustrate the following in the coordinate plane, and answer the
questions that follow. (Do it in a 1 whole pad paper)
1. When PAG-ASA announced that there is an approaching severe
tropical storm, Hanna went to an evacuation area at E(3, 3), to
secure a place for here family. She went back to her house at H(5,7)
packed her things and went to her cousin’s house at C(8,6), to inform
her to evacuate.
a. How far is the evacuation center from Hanna’s house?
b. What is the distance travelled by Hanna’s going to her cousin’s house?
c. How many kilometers did they travel to reach the evacuation center from
her cousin’s house?
2. Draw segment 𝑀𝑅 whose endpoints are M(-1,5) andR(2, -4) on the

d. What figure is formed in the route of Hanna?
Cartesian plane.
a. Find the length of segment 𝑀𝑅.
b. If point S(x, −1)lies on segment MR and the length of segment

SR is √10, what is x?
3. Refer to Figure 1. Solve the distance d in terms of a and b.

�
𝑏
�
𝑎 𝑥
Figure 1
V. REMARKS
VI. REFLECTION
A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional activities
for
remediation who scored below

80%
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 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?
Prepared by: Noted by:
BRENDA I. PUGONG IAN JAKE B. CUMALDI

Math 10 Teacher Master Teacher 1

COT-MATH 10 DISTANCE FORMULA

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Brenda I.

The learners applies the distance formula to prove some geometric

Students are able to;

A. Reviewing previous lesson or PRELIMINARY ACTIVITIES

If you were Juan and Juana,

 How would you describe your location? What mathematical

−coordinate and the second is the y-coordinate.

The distance between two points in the coordinate plane is the

Therefore, the distance between Juan and Juana is √5 or

D. Discussing new concepts and

E. Discussing new concepts

F. Developing mastery Find Me!

Answer the following problems:

The distance, 𝑑, between points 𝐴(𝑥1, 𝑦1) and 𝐵(𝑥2,𝑦2) may be

𝑑 = √(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1)2

1. How far is Aiko’s house from Francis’ house?

2. Draw segment 𝑀𝑅 whose endpoints are M(-1,5) andR(2, -4) on the

b. If point S(x, −1)lies on segment MR and the length of segment

3. Refer to Figure 1. Solve the distance d in terms of a and b.

A. No. of learners who

remediation who scored below

D. No. of learners who continue

F. What difficulties did I

G. What innovation or localized

Prepared by: Noted by:

BRENDA I. PUGONG IAN JAKE B. CUMALDI

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