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: _______________________