Detailed Lesson Plan in Mathematics 10
I.
Objectives
At the end of the lesson, the students are expected to:
1. identify the terms related to a given circle,
2. describe the terms related to a given circle; and
3. differentiate the radius, diameter and chord of a circle.
II.
Subject Matter
Topic: Chord, Arcs, and Central Angles.
Materials: PowerPoint presentations, TV, Laptop, Chalk, and Board
Reference: Grade 10 Mathematics Learner’s Module
Values Infused: Activeness, Attentiveness, Courage and Cooperation
Skills Learned: Critical thinking, Creativity, and Problem-solving
III.
PROCEDURE
Teacher’s Activity
Students’ Activity
A. Preliminary Activities
1. Prayer
May I request everyone to please (The students will stand up for a prayer)
stand up for our prayer, and may I Our Father … Amen.
request the prayer leader to lead us.
2. Greetings
Good morning, class!
Good morning, sir.
Before you take your seat, please
(Students pick up pieces of paper and
pick up the pieces of paper under
arrange their chairs)
your chair. Then, kindly arrange
your chair properly.
Thank you, class and you may now
take your seats.
3. Checking of Attendance
Class, may I know who are absent
None, sir.
for today?
4. Setting of Classroom Standards
(Reminds classroom rules)
Is it clear to you class?
Yes po, sir.
B. Lesson Proper
1. Review
Before we proceed to our next topic
let us first have a quick review of
our previous lesson. So, what was
our previous lesson all about?
(Expected answer.)
Last meeting, our topic is all about
Polynomial functions.
Yes, thank you!
So, last meeting you discuss about
Polynomial functions.
Any question about your topic last
meeting, class?
None, sir.
Okay, very good!
2. Motivation
Before we proceed to our discussion,
let’s play a game first. The games
called solve theguess the word.
(Telling them the mechanics of the
game.)
Are you all ready?
You may now guess the word:
1. SCIRCEL
2. DROCHS
3. CRAS
4. ANGELS
Yes, ma’am.
(Students will start guessing.)
1. CIRCLES
2. CHORDS
3. ARCS
Based on our activity we had, who
can guess what is our topic this
morning?
4. ANGLES
(Expected answer.)
I think, our lesson for today is all about
Circle: Chords, Arcs and Central Angles
Exactly, we will discuss about parts
of a Circle: Chords, Arcs and Central
Angles.
3. Developmental Activities
a. Teach
But before we go further, let’s
have our objectives first.
At the end of the lesson, the
students are expected to:
1. identify the terms related to a (Students will read it loudly.)
given circle,
2. describe the terms related to a
given circle; and
3. differentiate radius, diameter
and chord of a circle.
Yes, sir.
Now, are ready to begin with
our topic this afternoon?
(The student will answer.)
Alright, do you know the parts
of the circle?
Other hands, please?
Ricky
Radius sir
Is radius a part of a circle?
Yes, or no?
Yes po, sir.
When we say radius, it is a line
from the center of a circle to
any point of a circle.
(Students pay attention to the teacher.)
Another part is the diameter.
Do you have any idea what is
diameter?
Diameter is a straight line across the circle
that passes through the center which also
contains two radii.
Alfred
Very good Alfred.
When we say diameter, it is a
straight line across the circle
that passes through the center
which also contains two radii.
Another part of a circle is the
chord.
When we say chord, it is a line
from a point of a circle to any
point within the circle.
Diameter could also be called as
a chord by its definition.
Now we already have
diameter and a chord.
a
If we add another radius that
forms a 90º degree angle, a right
triangle will be formed.
How about we will put a value
on two sides of a right triangle?
Who can solve for the length of
the
hypotenuse?
Gumarao, solve on the board
and explain your work.
(Gumarao will solve and explain his work
to the whole Class)
Very good1
It’s called a major arc because it measures
How about 5, what is the place 180º
value?
Kyle
Very good.
But the question is, how will we
convert it into fraction?
What is the place value of the
last digit?
Nika
Okay hundredths. Very good!
To convert 0.75 into fraction we
have to multiply it by 100/100
because the last digit is in
hundredths place.
0.75 ×100/100 =75/100 or ¾.
(Listen to the mechanics.)
Another example:
Convert 0.234 to fraction
(The teacher give solution on
the board vice versa process)
Any questions/clarifications?
b. Practice
(Representative/s will go on the board and
start solving.)
Now, let’s have our first activity.
I will divide you into four. This
will be the group one, two, three,
and four.
(Another representative/s will go on the
board and start solving.)
(Telling them the mechanics.)
The following are the problems: Yes, ma’am
Changing fraction to decimal.(1
minute only)
1.
2.
3.
4.
7
4
2
5
1
9
3
2
Changing Decimal to fraction.
(For only 1 minute.)
1.
2.
3.
4.
0.75
0.625
2.35
0.333
Did you get it, class?
(Start answering.)
7
1. D; 20
2. F;
3. F;
183
4. D; 100
c. Apply
“Try Me!”
5. F;
Instructions: Please get ½
crosswise and answer the
following individually. I will
give you 5 minutes to answer Yes, Ma’am.
this.
Directions:
(Start answering)
Write F if it is a fraction and D if
it is decimal. Then, convert the
decimals into fractions. I will
give 5 minutes to answer.
1. 0.35
2.
3.
20
8
3
5
4. 1.83
5.
7
(Pass their papers.)
20
Any question before we proceed
in
the
next
activity?
C. Evaluation
Instructions: Please get ½ crosswise and
answer the following problem. This is good
Yes po, ma’am.
for 5 minutes only.
1. 1.75 give the fraction
9
Good bye, ma’am. Thank you for teaching
2. 25 give the decimal
us today.
3. 1.54 give the fraction
4.
3
16
give the decimal
Alright, time is up! Please pass your papers
forward.
D. Assignment
For your assignment, give five (5) examples
each of the fraction and decimal.
(Note do not give me the same of what I
have given).
Is there any clarification regarding our topic
today??
Okay, let’s call it a day.
Good bye, class!
Prepared by: Mark Anthony B. Cadungog
BSED-MATH 4
Checked by: _______________________