Grade 10 Q2 MATH LAS

10
MATHEMATICS
Second Quarter
Learning Activity Sheets

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
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Learning Activity Sheet in Mathematics
Grade 10
Copyright © 2020
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TABLE OF CONTENTS

Competency Page
Number
illustrates polynomial functions (M10AL–IIa–1). 1
Understands, describes and interprets the graphs of polynomial functions; and 8
solves problems involving polynomial functions (M10AL–IIb–1 and M10AL–
IIb-2).
Derives inductively the relations among chords, arcs, central angles and inscribed 27
angles (M10GE IIc-1).
proves theorems related to chords, arcs, central angles and inscribed angles 34
(M10GE IIc-d-1).
Illustrate secants, tangents and sectors of a circle (M10GE-IIe-1). Illustrate 45
secants, tangents and sectors of a circle (M10GE-IIe-1).
proves theorems on secants, tangents and segments of a circle (M10GE-IIe-f-1) 54
Solves problems on circles (M10GE-IIf-2). 64
Applies the distance formula to prove some geometric properties (M10GEIIg1 - 72
2).
illustrates the center-radius form of the equation of a circle (M10GE-lIh-1) and 83
determines the center and the radius of a circle given its equation and vice versa
(M10GE-lIh-2).
Graphs and solves problems involving circles and other geometric figures on 96
the coordinate plane. (M10GE-IIi-1 and M10GE-IIi-j-1)

MATHEMATICS 10
Name: ____________________________ Grade Level: ________
Date: _____________________________ Score: _____________
LEARNING ACTIVITY SHEET

IS THAT A POLYNOMIAL FUNCTION?
Background Information for Learners
This activity sheet is developed to serve as a learning guide for Grade 10 learners. It
will help you understand polynomial functions better.
The concepts of polynomial functions are applied in real-life situation. Some of these
are suspension bridges, roller coasters and even shapes formed by ropes or wires. Identifying
and illustrating polynomial functions is one of the basic competencies that Grade 10 students
need to acquire in High School Mathematics. To help you attain this goal, you need to recall
the definition of polynomials and others concepts related to it. As you go through the activities
in this learning material, it is expected that you are able to define and illustrate polynomial
functions and relate this to real life.
Let us then be inspired as we begin to explore polynomial functions.
Learning Competency
The learner illustrates polynomial functions (M10AL–IIa–1).
Practice Personal Hygiene Protocols at all times

1
Directions
This learning resource contains series of activities that are specifically designed for you
to accomplish independently. Complete all the activities so that you will be able to define and
illustrate polynomial functions. You may use other references or browse the internet if there
are concepts or terminologies that are not familiar to you for better understanding. You may
also contact your teacher if necessary.
Let’s Recall:
A POLYNOMIAL is a monomial or a sum of
monomials.
A POLYNOMIAL IN ONE VARIABLE is a
polynomial that contains only one variable.
Example: 7x2 + 3x – 5
A Polynomial Function is defined by:

p( x) = a n x n + a n -1 x n -1 + a n - 2 x n - 2 + ... + a 2 x 2 + a1 x + a0 where
an , an-1 , an-2 , ... a2 , a1 , and a0 are real numbers, an ¹ 0 and n is a nonnegative integer.
From the definition, the following are implied:

i. Each exponent is a whole number
ii. Denominators contain no variable in x.
iii. No variable is under the radical sign,
For this polynomial function, an is the leading coefficient, a0 is the constant term,
and n is the degree of the polynomial function.
A polynomial function written with its terms arranged according to descending
powers of x is said to be in STANDARD FORM.
The value of n in p(x) determines the DEGREE of the polynomial.
The LEADING COEFFICIENT is the coefficient of the term with the highest
degree.
Example:
1. f(x) = 5x3 – 2x2-+ 7x – 4
The polynomial function is in standard form
The degree is 3, the leading coefficient is 5 and it has 4 terms
2. g(x) = x3 – 2x5 + 6 – 4x2 + x4

3. The polynomial function is NOT in standard form. It is written in standard
form as g ( x) = -2 x 5 + x 4 + x 3 - 4 x 2 + 6
The degree is 5, the leading coefficient is – 2 and it has 5 terms

2
ACTIVITY 1: Polynomial Function or Not?
Determine whether the following are polynomial functions or not. On the space
provided before each item, write PF if it is a polynomial function and NPF if it is not a
polynomial function.
_____ 1. 𝑓(𝑥) = 13𝑥

_____ 2. 𝑔(𝑥) = 5𝑥 ! − 3√2𝑥 + 𝑥
_____ 3. ℎ(𝑥) = 𝑥 " + 2𝑥 ! + 8𝑥 − 10
! #
_____ 4. 𝐹(𝑥) = 𝑥 " + 3𝑥 " + 6
_____ 5. 𝐺(𝑥) = −4𝑥 #$%! + 4𝑥 $%%
ACTIVITY 2: Just Give The Reason!
Identify which of the given set of functions are NOT polynomial functions and state
your reasons. Write your answers in the box.
1. 𝑓(𝑥) = 2 − 𝑥 + 3𝑥 ! − 4𝑥 &
2. 𝑃(𝑥) = √5𝑥 ' + 2𝑥 " − 𝑥
3. 𝑦 = (3𝑥 ! + 2𝑥)!
4. 𝑓(𝑥) = √5𝑥 + 3
5. 𝑦 = −4𝑥 ! + 2𝑥 #$
Not Polynomial Functions Reasons
ACTIVITY 3: Tell Me More About Poly!

Determine if the given polynomial function is in standard form then determine its
degree, leading coefficient and number of terms. Write your answers in the appropriate column.
Is it in Standard Leading Number of

Polynomial Function Degree
form? (Yes/No) Coefficient terms
1. 𝑦 = 2𝑥4 − 5𝑥2 + 4
2. y = x2 + x3 – 12x
3. y = x2 + 8x + 12
4. y = 6𝑥 " + 4𝑥 ! + 6
5. y= 𝒙𝟐 + 𝟐𝒙𝟑 − 𝒙𝟒 + 𝟑

3
Polynomial functions may also be written in factored form
or as a product of irreducible factors, that is, a factor can no longer
be factored using coefficients that are real numbers.
Examples:
Factored form
2
1. P(x) = x + 3x + 2 P(x) = (x + 2) (x + 1)
2. g(x) = x2 – 9 g(x) = (x + 3) (x – 3)
3. f(x) = x3 – x2 – 10x – 8 f(x) = (x + 1)(x + 2)(x – 4)
4. h(x) = x3 + 3x2 + 2x h(x) = x (x + 2) (x + 1)
ACTIVITY 4: Tell Me!

What is the name of the mountain that serves as municipal boundary between
the towns of Bagabag, Solano and Villaverde in Nueva Vizcaya?
Match the following polynomial functions with their corresponding factored form to
find out the answer to question above. Write the letter of your answers on the space provided
before each item and above the corresponding numbers below.
A B
3 2
____ 1. P(x) = x + 4x + x – 6 A. x (x + 2) (x – 2) (x + 3) (x – 3)
3 2
____ 2. P(x) = x – 4x + x + 6 G. (x + 1) (x – 1) (x + 2) (x – 2)
4 2
____ 3. P(x) = x – 5x + 4 I. (x + 5) (x +1) (x – 1)
____ 4. P(x) = x3 + 5x2 – x – 5 N. (x + 1) (x – 2) (x – 3)
5 3
____ 5. P(x) = x – 13x + 36x O. x (x – 2) (x – 2) (x + 3) (x + 3)
S. (x + 2) (x – 1) (x + 3)
ANSWER:
___ ___ ___ ___ ___ ___ ___
1 4 2 3 4 5 2
EVALUATING POLYNOMIAL FUNCTIONS
To evaluate a polynomial function, substitute the given value of x in the function then
solve for the value of f(x).
Illustrative Example:
Evaluate the polynomial function f(x) = 3x3 + 2x2 – 5x + 30 for f(-2) and f(3)
Solution:
1. f(x) = 3x3 + 2x2 – 5x + 30 2. f(x) = 3x3 + 2x2 – 5x + 30
f(-2) = 3(-2)3 + 2(-2)2 – 5(-2) + 30 f(-2) = 3(3)3 + 2(3)2 – 5(3) + 30
= 3(-8) – 2(4) + 10 + 30 f(-2) = 3(27) + 2(6) – 15 + 30
= –24 – 8 + 10 + 30 = 81 + 12 – 15 + 30
= –32 + 40 = 93 – 15 + 30
f(-2) = 8 = 78 + 30
f(3) = 108

4
ACTIVITY 5: Evaluate Me!
Evaluate the given polynomial functions given the values of x.
1. P(x) = x3 + 4x2 + x – 6: P(2) =

2. P(x) = x3 – 4x2 + x + 6: P (-2)=
3. P(x) = x4 – 5x2 + 4 P(-1) =
4. P(x) = x3 + 5x2 – x – 5 P (-2) =
5. P(x) = x5 – 13x3 + 36x P(-1) =
ROOTS AND ZEROS OF POLYNOMIAL FUNCTIONS
Definition: If P(x) is a polynomial function and c is a number such that P(c) = 0, then we say
that c is a zero of P(x), x – c is a factor and x = c is a root of P(x). The following
are equivalent ways of saying the same thing.
Examples:
1. c is a zero of P(x) 4. If x – 5 is a factor, x = 5 is a root, 5 is a zero

2. x = c is a root of the function if P(c) = 0 5. If x + 3 is a factor, x = -3 is a root, -3 is a zero
3. x − c is a factor of P(x)
When we graph a polynomial function, we are able to find the roots of the polynomial
function through the x-intercepts of the graph. Moreover, we can easily graph a polynomial
function through it roots, zeros or x – intercepts. To do this, we factor first the polynomial and
then use the Zero-Product Property.
Example: Find the zeros of the polynomial function P(x) = x3 + 4x2 + x – 6:
Solution:
Step 1: First we must factor P(x) to get

[Note: use factor theorem in finding the factors of P(x)]
P(x) = x3 + 4x2 + x – 6 Factors: (x+3)(x+2) and (x-1)
Step 2: Since x + 3 is a factor of P(x), then x = – 3 is a root and – 3 is a zero

Since x + 2 is a factor of P(x), then x = – 2 is a root and – 2 is a zero
Since x – 1 is a factor of P(x), then x = 1 is a root and 1 is a zero
ACTIVITY 6: CAN YOU FIND MY ROOTS AND ZEROS?
Find the zeros and roots of the following polynomial functions
1. h(x) = x2 – x – 6 3. f(x) = x3 – 4x2 + x + 6

2. g(x) = x2 – 49 4. P(x) = x4 – 5x2 + 4

5
Think about it!
1. When do we say that functions are polynomials?
2. How can we determine the degree of a polynomial function?
3. In a polynomial function, which is the leading coefficient? Constant term?
Closure
• A POLYNOMIAL is a monomial or a sum of monomials.
• A Polynomial Function is defined by:
p( x) = a n x n + a n -1 x n -1 + a n - 2 x n - 2 + ... + a 2 x 2 + a1 x + a0 where
an , an-1 , an-2 , ... a2 , a1 , and a0 are real numbers, an ¹ 0 and n is a nonnegative integer.
• Polynomial functions may also be written in factored form or as a product of
irreducible factors.
Reflection
I have learned that ____________________________________

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________
References
Callanta, Melvin M. 2015, Mathematics – Grade 10 Learner’s Module, Quezon City,

Philippines, REX Book Store Inc.
https://www.google.com/search?q=polygon+with+nine+sides&source=lnms&tbm=isch&sa=
X&ved=2ahUKEwim0MbfqMLpAhUJEqYKHdWNA2oQ_AUoAXoECA4QAw&biw
=1042&bih=722#imgrc=BJfq7YToKJZDBM
https://www.cleveland.com/resizer/_YPmd_RooeZau0c7-
CeolK5gnmc=/1280x0/smart/advancelocal-adapter-image-
uploads.s3.amazonaws.com/image.cleveland.com/home/cleve-
media/width2048/img/travel_impact/photo/millennium-force-rated-worlds-best-steel-
coaster-44eddb9398b84ae8.jpg
https://www.pngitem.com/pimgs/m/8-88347_roller-coaster-png-image-clipart-roller-coaster-
clipart.png

6
https://upload.wikimedia.org/wikipedia/commons/f/f1/Akashi_Bridge.JPG
Answer Key
Activity 1 Activity 2
1. 1. Polynomial function
2. 2. Polynomial function
3. Polynomial function
3.
4. Not, there is a variable inside the radical sign
4. 5. Not, there is a negative exponent
5.
Activity 3
Polynomial Function Is it in Degree Leading Number
Standard Coefficient of terms
form? Yes/No
1. 𝑦 = 2𝑥4 − 5𝑥2 + 4 YES 4 2 3
2. f(x) = x2 + x3 – 12x NO 3 1 3
3. p(x) = x + 8x+12
2 YES 2 1 3
4. g(x) = 6𝑥 " + 4𝑥 ! + 6 YES 3 6 3
5. h(x) = 𝒙𝟐 + 𝟐𝒙𝟑 − 𝒙𝟒 + 𝟑 NO 4 –1 4
Activity 4 ACTIVITY 5: Evaluate Me!

1. S 1. P(2) = 20
2. N 2. P(-2)= – 20
3. G 3. P(-1) = 0
4. I
4. P (-2) = 9
5. A
5. P(-1) = –24
S I N G I A N
1 4 2 3 4 5 2
ACTIVITY 6: CAN YOU FIND MY ROOTS AND ZEROS?

1. roots = x = 3 and x = –2
zeros = 3 and –2
2. roots = x = 7 and x = –7
zeros = 7 and –7
3. roots = x = –1, x = 2 and x = 3
zeros = -1, 2 and 3
4. roots = x = –1, x = 1, x = 2 and x = –2
zeros = -1, 1, 2 and –2
Writer/Illustrator:
FELIPE R. ILLESES
Teacher III
Bagabag National High School

7
MATHEMATICS 10
Name: ____________________________ Grade Level: ________
Date: _____________________________ Score: _____________

UNDERSTANDING GRAPHS OF POLYNOMIAL FUNCTION
Graphs of Polynomial Functions

Graphs of Polynomial functions are continuous and smooth everywhere. A continuous
function means that it can be drawn without picking up your pencil. There are no jumps or
holes in the graph of a polynomial function. A smooth curve means that there are no sharp turns
(like an absolute value) in the graph of the function. The y-intercept of the polynomial is the
constant term a0.
Smooth turning points

Correct Graphing Incorrect Graphing
Leading Coefficient Test (Right end behavior of the graph)
1. If the leading coefficient, an, of the polynomial is positive, then the right-hand side of
the graph will rise towards + infinity.
2. If the leading coefficient, an, of the polynomial is negative, then the right-hand side of
the graph will fall towards - infinity.
Degree of the Polynomial (Left end behavior of the graph)

1. If the degree, n, of the polynomial is even, the left end side will do the same as the right
end side.
both ends have the same trend

2. If the degree, n, of the polynomial is odd, the left end side will do the opposite of the
right end side.
rising
ends have opposite trend

falling

8
Zeros of a Polynomial Function
An nth degree polynomial in one variable has at most n real zeros. There are exactly n real
or complex zeros. An nth degree polynomial in one variable has at most n-1 turns in the graph.
Real Zeros
If f(x) is a polynomial function in one variable, then the following statements are
equivalent:
x = a is a zero or root of the function f.
x = a is a solution of the equation f(x) = 0.
(x – a) is a factor of the function f.
(a,0) is an x-intercept of the graph of f(x).
The claim is made that there are at most n real zeros. There is no claim made that they
are all unique (different). Some of the roots may be repeated. These are called repeated
roots. Repeated roots are tied to a concept called multiplicity. The multiplicity of a root is
the number of times a root is an answer. The easiest way to determine the multiplicity of a
root is to look at the exponent on the corresponding factor.
Consider the following

f(x) = (x – 3)2 (x+5) (x+2)4
The roots of f(x) are x = 3 with multiplicity 2,

x = – 5 (It is unnecessary to write, a multiplicity of 1)
x = – 2 with multiplicity 4.
And the beautiful thing is ...

Ø The multiplicity of a root, and likewise the exponent on the factor, can be used to determine
the behavior of the graph at that zero.
Ø If the multiplicity is odd, the graph will cross the x-axis at that zero. That is, it will change
sides, or be on opposite sides of the x-axis.
x-axis x-axis
the root with multiplicity

Ø If the multiplicity is even, the graph will touch the x-axis at that zero. That is, it will stay
on the same side of the axis.
x-axis
x-axis
the root with multiplicity
Learning Competency
The learner understands, describes and interprets the graphs of polynomial functions;
and solves problems involving polynomial functions (M10AL–IIb–1 and M10AL–IIb-2).

9
Directions
This learning resource contains series of activities that are specifically designed for you
to accomplish independently. Complete all the activities so that you will be able to graph,
understand, describe and interpret the graphs of polynomial functions. You may use other
references or browse the internet if there are concepts or terminologies that are not familiar to
you for better understanding. You may also contact your teacher if necessary.
Graphing Polynomial functions by using table of values
Example: Graph f(x)= x2 – x – 2
Step 1: construct table of values

x -2 -1 0 1 2 3
y
Step 2: solve for the values of y or f(x) using the x values in the table
f(-2) = (-2)2 – (–2) – 2 =4+2–2 =6–2 =4
2
f(-1) = (-1) – (–1) – 2 =1+1–2 =2–2 =0
f(0) = (0)2 – (0) – 2 =0+0–2 = –2
f(1) = (1)2 – (1) – 2 =1–1–2 =0–2 = –2
f(2) = (2)2 – (2) – 2 =4 –2–2 =2–2 =0
f(3) = (3)2 – (3) – 2 =9 –3–2 =6–2 =4
Step 3: complete the values in the table

(Note: f(x) is the same as Y)
x -2 -1 0 1 2 3
y 4 0 -2 -2 0 4
Step 4: Convert the table to ordered pairs

(-2,4) (-1,0) (0,-2) (2,0) (3,4)
Step 5: Graph by plotting the points and

connecting it using smooth lines
(refer to the graph at the right)
ACTIVITY 1: About Your Xs and Ys!
Graph the following polynomial functions by completing the table of values, give its
properties then answer the guide questions that follow. (Please use smooth curve on turning
point/s of the graph)
1. f(x) = 2x + 1 2. f(x) = x2 + 2x – 3
x -2 -1 0 1 2 3 x -4 -3 -2 -1 0 1 2
y y

10
Degree: Degree:
x-intercept: x-intercepts:
y-intercept: y-intercept:
Number of turning points: Number of turning points:
Factors: Factors:
Domain: Domain:
Range: Range:
3. f(x) = x3 – 2x2 – 5x + 6 Reminder: You may use Synthetic

x -3 -2 -1 0 1 2 3 4 division and Factor Theorem to find
y factors of higher degree polynomial.
You may use the freeware app

DESMOS GRAPHING
CALCULATOR available in
Google Play Store or App Store
to assist you in graphing
Degree: Number of turning points:

x-intercepts: Factors:
y-intercept:
Remember: Ø A zero-degree polynomial function is a CONSTANT FUNCTION

Ø A first-degree polynomial function is a LINEAR FUNCTION
Ø A second-degree polynomial function is a QUADRATIC FUNCTION
Ø A third-degree polynomial function is a CUBIC FUNCTION
Ø A fourth-degree polynomial function is a QUARTIC FUNCTION
Ø A fifth-degree polynomial function is a QUINTIC FUNCTION and so on.

11
Guide Questions:
In your First Activity above,

1. Which one is a linear function?
2. Which one is a quadratic function?
3. Which one is a cubic function?
Remember:
Ø A first-degree polynomial function has 1 X-INTERCEPT
Ø A second-degree polynomial function has at most 2 X-INTERCEPTS
Ø A third-degree polynomial function has at most 3 X-INTERCEPTS
Ø A fourth-degree polynomial function has at most 4 X-INTERCEPTS
Ø A fifth-degree polynomial function has at most 5 X-INTERCEPTS.
In the previous activity you have understood the graph and properties of a 1st, 2nd
degree and 3rd degree polynomial function. Now, let us see what happens with the graph
of a 4th, 5th and 6th degree polynomial functions.
ACTIVITY 2: Sketched, Inspected!
Use the graphs and equations of the following higher degree polynomial functions to
give what is asked in each item. Write your answers on the space provided.
A. f(x) = x4 – 10x + 9
factored form: f(x) = (x + 3) (x + 1) (x – 1) (x – 3)
1. What is the degree of the

Turning Points
polynomial function? ______
2. How many factors does it
have: ___________________
3. How many x-intercepts does
it have? _________________
4. How are the factors related to
its x-intercepts? __________
________________________
5. What is the left-end trend of
the graph? Is it falling or
rising? ______________
x-intercepts
y-intercept ________________________
6. How about the right end
trend? __________________
7. How many turning points
does the graph have? ______

12
B. f(x) = x5 – 20x + 64x
factored form: f(x) = x (x + 4) (x + 2) (x – 2) (x – 4)

Right end polynomial function? ______
have: ___________________
it have? _________________
4. How are the factors related its
x-intercepts? _____________
________________________
the graph? Is it falling or
rising? ______________
________________________
Left end
trend? __________________
C. f(x) = x6 – 35x4 – 254x2 – 225
factored form: f(x) = (x + 5) (x + 3) (x+1) (x – 1) (x – 3) (x – 5)

have: ___________________
it have? _________________
________________________
the graph? Is it rising or
falling? ______________
trend? __________________

13
D. f(x) = – x4 + 10x – 9
factored form: f(x) = (x + 3)( – x – 1 )(x – 1)(x – 3)
have: ___________________
it have? _________________
________________________
the graph? Is it increasing or
decreasing? ______________
trend? __________________
Now compare the graphs of item A and item D

1. Do the polynomial functions in items A and D have the same degree? ____
2. Do the polynomial functions in items A and D have the same or different shape of
graph?_____________________________________________________________
In what way are they the same? _________________________________________
___________________________________________________________________
In what way are they different? _________________________________________
__________________________________________________________________
3. What is the leading coefficient of the polynomial function in item A? ________
4. What is the leading coefficient of the polynomial function in item D? ____
5. How does a negative leading coeficient affect the left-end or right-end trend of the
graph? ____________________________________________________________
__________________________________________________________________
6. What do you think will happen to the graph of the polynomial function in item B if its
leading coefficient will be negative? ___________________________________
___________________________________________________________________
___________________________________________________________________
ACTIVITY 3: You Complete Me

Now that you have analyzed graphs of polynomial functions from 1st to 6th degree. Let’s
try to make a summary table of polynomial functions including its properties. To do this, give
what is asked from the given table below. The first three items and other parts are done for you
as an example.

14
Maximum Possible Possible
Maximum sketch of sketch of
No. of No. of
No. of graph if the graph if the
Polynomial Function Degree Turning
possible
possible leading leading
Points x- coefficient is coefficient is
factors
intercepts positive negative
1. f(x) = ax + b 1 0 1 1
2. f(x) = ax2 + bx + c 2 1 2 2
3. f(x) = ax3 +bx2 + cx + d 3 2 3 3
4. f(x) = ax4 +bx3 + cx2 + dx + e
5. f(x) = ax5 +bx4 + cx3 + dx2 + ex + f
6. 6
7. 7
8. 8
9. 9
10. 10
For further reference on this topic, you may visit the link below:
https://www.youtube.com/watch?v=CHEtGgTexHI
ACTIVITY 4: Multi-Tasking
Given the graphs and equations of the following higher degree polynomial functions with
multiplicity of factors, give what is asked from the questions after each graph. Write your
answers on the space provided.
(x – 1) is a factor
A. f(x) = x3 – x2 – x + 1
(1 is a zero) with multiplicity 2
factored form: f(x) = (x + 1) (x – 1)2
1. What is the degree of the function?

______________________________
2. Based from your table in activity 3,
how many x-intercepts should it
have? _________________________
3. What is the actual number of x-
intercept in this graph? ___________
4. What happened to the graph at x=1
where the zero has a multiplicity of 2?
___________________________

15
B. f(x) = x4 – 2x3 = 2x - 1
factored form: f(x) = (x + 1) (x – 1)3
(x – 1) is a factor (1 is a zero) with
multiplicity 3
1. What is the degree of the function?

______________________________
2. Based from your table in activity 3,
how many x-intercepts should it
have? _________________________
3. What is the actual number of x-
intercept in this graph? ___________
4. What happened to the graph at x=1
where the zero has a multiplicity of
3?____________________________
______________________________
When a graph of a polynomial function passes at an x-intercept where the zero has a
multiplicity of 2, 4, 6, 8 or so on (even numbers), this happens:
OR
Notice that the part of the graph of the polynomial function only touches the x-axis at the
identified zero but it did cross it.
When a graph of a polynomial function passes at an x-intercept where the zero has a
multiplicity of 3, 5, 7, 9 or so on (odd numbers), this happens:
OR
In this case, the part of the graph of the polynomial function crosses the x-axis at the
identified zero.
These concepts will be needed when you will be sketching graphs of polynomial functions
in the next activity.

16
ACTIVITY 5: Sketch Me, Please!
Based from the concepts you have learned in activity 3 and 4, draw or sketch the graph
of the following polynomial functions. Use the cartesian coordinate plane below each item.
1. f(x) = (x2 – 4) 2. f(x) = x3

factored form: f(x) = (x + 2) (x – 2) factored form: f(x) = (x) (x) (x)
3. f(x) = (x + 1)2 (x – 2)3 4. f(x) = (x + 5) (x + 2) (x – 1)2
Solving Problems Involving Polynomial Functions
Word problems are just a jumble of words and numbers. However, you can develop
skills in solving word problems through constant practice and diligence in answering
mathematical word problems. As you go and try more, you will appreciate the sense of these
problems by understanding the problem-solving processes. Indeed, as you move forward in

17
your mathematical learning, you will realize that you just need to apply problem-solving
processes to more and more complex situations so you become ready in any problem-solving
situation in the future. Goodluck and congratulations for reaching the last activity in this
Learning Activity Sheet.
There are variety of tools for solving problems on polynomial functions. Becoming
good at it entails constant practice and patience. Let’s try to answer some worded problems.
Study the following examples:
1. Give the standard form of the polynomial function h(x) with x intercepts at 5, -1 and 3.
To solve this type of problem we must express first the x-intercepts as factors.
If 5 is an x-intercept, x – 5 is a factor
If – 1 is an x-intercept, x + 1 is a factor
If 3 is an x-intercept, x – 3 is a factor
Thus, the polynomial function in factored form will be h(x) = (x – 5)(x+1)(x – 3).
Multiplying the factors, we get h(x) = x3 – 7x2 +7x + 15. This is now the standard form
of the polynomial function with x intercepts at 5, -1 and 3.
2. Find the dimension of the largest rectangular lot that can be enclosed by 100m of wire.
Solution: We are looking for the largest rectangular lot that can be enclosed by 100m of
wire. If we let the side of the rectangular lot be x and y, 2L + 2W =100, since the
perimeter of a rectangular lot is 100.
But since we are looking for the lot with maximum area, we use trial and error:
W= 24 23 25
L = 26 27 25
Perimeter: Perimeter: Perimeter:
2L + 2W 2L + 2W 2L + 2W
2(26) + 2(24) = 100 2(27) + 2(23) = 100 2(25) + 2(25) = 100
Area = L x W Area =LxW Area =LxW

= 26 x 24 = 27 x 23 = 25 x 25
= 624 = 621 = 625
This dimension has the
Answer: 25m x 25m Largest area

18
3. The number of eggs (N) of a female moth as a function of her abdominal with (w)in
millimeters (mm) is modeled by the polynomial function N(w) = 5w3 – 17w2 – 16w + 34.
How many eggs does the month have if its abdominal with is 10mm?
Solution:
The function is N(w) = 5w3 – 17w2 – 16w + 34 represents the model for the number of eggs
(N) of a moth where w in mm is the abdominal width of the month. We are trying to find the
number of eggs the month have if its abdominal width is 10mm.
N(w) = 5w3 – 17w2 – 16w + 34

N(10) = 5(10)3 – 17(10)2 – 16 (10) + 34
= 5 (1000) – 17(100) – 160 + 34
= 5000 – 1700 – 160 + 34
= 3300 – 160 + 34
= 3140 + 34
= 3,174 eggs
ACTIVITY 6: Problem Solver!
Solve the following problems. Write your complete solutions in a sheet of paper.
1. Give the standard form of the polynomial function f(x) whose factors are
(x – 5) and (x +2).
2. Give the standard form of the polynomial function g(x) with x intercepts at -3, -1 and 2.
3. Find the dimension of the largest rectangular lot that can be enclosed by 80m of wire.
4. Bagabag, Nueva Vizcaya is one of the best producers of pineapples in the Region 2.
Bagabag pineapples are so popular because of its high quality and sweet taste. Mang
Ramon, a pineapple farmer, determines that its profit (P) in thousands of pesos per harvest
can be modeled by the polynomial function P(x)= 0.00005x3 + x - 1, where x represents
the number of pineapples harvested and sold. Using the given polynomial function,
identify and solve the following:
a. leading coefficient
b. leading term
c. degree of the polynomial
d. constant term
e. compute the profit of Mang Ramon after harvesting 1000 pcs of pineapples.
5. PLT resort is a booming wellness and mountain resort in Solano, Nueva Vizcaya. It has
three swimming pools besides a mountain. The owner is planning to construct a new
swimming pool with a maximum capacity of 5000 cubic feet of water. If the volume of
the water in the swimming pool can be modeled by using the function V(t) = t3 + 40t2 +
175t where t is the number of hours it takes to fill the swimming pool.
a. What is the volume of the water after 3 hours?

b. How long will it take to reach its maximum capacity of 5000 cubic feet of water?

19
6. The number of tourists who visited Kapissaan Cave in Malabing Valley, Kasibu can be
modeled by the function v(m) = 5m4 – 10m3 + 2m + 5 where v(m) is the number of visitors
and m is the number of months.
a. How many tourists visited Kapissaan Cave in 4 months?

b. How many tourists visited Kapissaan Cave in 1 year?
For further reference, you may visit the links below:

1. https://www.youtube.com/watch?v=fmu6DJrUB98
2. https://www.youtube.com/watch?v=Zr4vGI0pN2o
Rubric in Scoring the Guide Questions

Per Item Outstanding Excellent Very Good Good Fine
Points 5 4 3 2 1
Manner of Shows clear Shows clear Shows broad Shows broad Shows poor
Answering understanding understanding understanding understanding understanding
the of concepts of concepts of concepts of concepts of concepts
questions and direct to but not direct and not direct and almost and incorrect
the point to the point to the point correct answers
correct correct correct answers
answers answers answers
Rubric in Scoring the Activity 6 and 7

Points 10 8 7 6 5
Manner of Shows clear Shows clear Shows broad Shows broad Shows needs
Answering understanding understanding understanding understanding improvement
the of concepts of concepts of concepts of concepts understanding
questions and direct to but not direct and not direct and almost of concepts
the point to the point to the point correct and incorrect
solutions of solutions of solutions of solutions of solutions of
correct correct correct answer answers
answers answers answers
Closure
1. What have you observed with the end behaviors of the graphs of polynomial function
with even degree? _____________________________________________
_____________________________________________________________________
2. How about the end behaviors of the graphs of polynomial function with odd
degree?______________________________________________________________
_____________________________________________________________________
3. How can you determine if the left-end behavior of a polynomial function is rising or
falling? ______________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

20
4. How can you describe the behavior of the graph of a polynomial function at its x-
intercept with even number of multiplicities? _________________________________
_____________________________________________________________________
_____________________________________________________________________
5. How can you describe the behavior of the graph of a polynomial function at its x-
intercept with odd number of multiplicities? __________________________________
6. To draw a rough sketch of the graph of a polynomial function, what do you need to
consider? _____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Reflection
I have learned _____________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
References
Callanta, M., et. al., (2015). Mathematics Learner’s Module for Grade10: Rex Book Store,
Inc. Pasig City
https://www.cleveland.com/resizer/_YPmd_RooeZau0c7-
CeolK5gnmc=/1280x0/smart/advancelocal-adapter-image-
uploads.s3.amazonaws.com/image.cleveland.com/home/cleve-
media/width2048/img/travel_impact/photo/millennium-force-rated-worlds-best-steel-
coaster-44eddb9398b84ae8.jpg
https://www.pngitem.com/pimgs/m/8-88347_roller-coaster-png-image-clipart-roller-coaster-
clipart.png
https://upload.wikimedia.org/wikipedia/commons/f/f1/Akashi_Bridge.JPG

21
Answer Key
Activity 1
1. 2.
x -2 -1 0 1 2 3 x -4 -3 -2 -1 0 1 2
y -3 -1 1 3 5 7 y 5 0 -3 -4 -3 0 5
0
Degree: 1 Degree: 2
x-intercept: (-1/2,0) x-intercepts: (-3.0) and ((1,0)
y-intercept: (0,1) y-intercept: (0,-3)
Number of turning points: 0 Number of turning points: 1
Factors: (2x+1) Factors: (x+3)(x-1)
Domain: any real number Domain: any real number
Range: any real number Range: {y/ y≥ - 4}
3. f(x) = x3 – 2x2 – 5x + 6
x -3 -2 -1 0 1 2 3 4
y -30 0 8 6 0 -4 0 18
Degree:3
x-intercepts: (-2,0) (1,0) and (3,0)
y-intercept: (0,6)
Number of turning points: 2
Factors: (x+2) (x-1) (x-3)
Domain: any real number
Range: any real number

22
Guide Questions
1. function 1
2. function 2
3. function 3
Activity 2
A. 1. 4
2. 4
3. 4
4. The number of factors is the same as the number of x intercepts
5. rising
6. rising
7. 3
B. 1. 5
2. 5
3. 5
4. The number of factors is the same as the number of x intercepts
5. falling
6. rising
7. 4
C. 1. 6
2. 6
3. 6
4. The number of factors is the number of x intercepts
5. rising
6. rising
7. 5
D. 1. 4
2. 4
3. 4
4. The number of factors is the number of x intercepts
5. falling
6. falling
7. 3
Guide Questions
1. Yes
2. Same graph as m but the other one is inverted m
3. Positive 1
4. Negative 1
5. A negative coefficient makes the left end trend in decreasing trend.
6. It will be the reflection of the graph along y=0 or it wil be inverted with respect to the
line y=0.

23
Activity 3
Possible
Maximum Possible sketch
Maximum sketch of
No. of No. of of graph if the
No. of graph if the
Polynomial function Degree Turning possible leading
possible leading
Points x- coefficient is
factors coefficient is
intercepts negative
positive
4. f(x) = ax + b 1 0 1 1
5. f(x) = ax2 + bx + c 2 1 2 2
6. f(x) = ax3 +bx2 + cx + d 3 2 3 3
4. f(x) = ax4 +bx3 + cx2 + 4 3 4 4

dx + e
5. f(x) = ax5 +bx4 + cx3 + 5 4 5 5
dx2 + ex + f
6. f(x) = ax6 +bx5 + cx4 + 6 5 6 6
dx3 + ex2 + fx + g
7. f(x) = ax7 +bx6 + cx5 + 7 6 7 7
dx4 + ex3 + fx2 + gx +h
8. f(x) = ax8 +bx7 + cx6 + 8 7 8 8
dx5 + ex4 + fx3 + gx2 +hx
+i
9. f(x) = ax9 +bx8 + cx7 + 9 8 9 9
dx6 + ex5 + fx4 + gx3 +hx2
+ ix +j
10. f(x) = ax10 +b9 + cx8 + 10 9 10 10
dx7 + ex6 + fx5 + gx4 +hx3
+ ix2 +jx + k
Activity 4
A.
1. 3
2. 3
3. 2
4. The graph turns immediately at x = 1
B.
1. 4
2. 4
3. 2
4. The graphs has three turns or like a flattened s at x = 1

24
Activity 5
1. 2.
3. 4.
Guide Questions:
1. They are either both rising or both falling, they have the same direction
2. If left end is rising the other end is falling and vice versa
3. For even degree functions, both end is rising if the leading coefficient is positive and
both is falling if it is negative. While for odd degree functions, the left-end is falling
while right-end is rising if the leading coefficient is positive and the other way around
if the leading coefficient is negative
4. It becomes a turning point.
5. The graph passes the point at a shape of flattened s.
6. We need the x-intercepts, the degree of the function, the number of factors and their
multiplicity, the sign of the leading coefficient.

25
ACTIVITY 6
1. f(x) = x2 – 3x – 10
2. g(x) = f(x) = x3 + 2x2 – 5x – 6
3. 20m x 20m
4. a. 0.00005
b. 0.00005x3
c. 3
d. – 1
e. 50,999
5. a. 912 cubic feet
b. 8.6 hours
6. a. 653 visitors
b. 86,429 visitors
Prepared by:
FELIPE R. ILLESES
Teacher III
Bagabag National High School
Writer/Illustrator

26
MATHEMATICS 10
Name: Grade & Section:
Date: Score:
LEARNING ACTIVITY SHEETS

Chords, Arcs, Central and Inscribed Angles
Background Information
What happens when an angle is drawn in a circle? How can an angle be drawn in
a circle? Let’s find out as we go through the series of learning activities in this learning
material. But before we proceed, let’s have a recall first on some basic terms related to
circles.
A circle is the set of all points in the plane that are the same distance away from a
specific point, called the center. An arc is a portion of the circumference of a circle and a
chord is formed when a straight line is drawn between the end points of the arcs. Segments
drawn within, through, or tangent to the circle create angles which we can define and
measure. An angle formed by two radii with the vertex at the center of the circle is called
central angle while an angle with its vertex "on" the circle, formed by two intersecting
chords is known as inscribed angle.
Circles are present in real life, both in the natural world and in man-made creations.
One great example of circle that you can find in real life is a Ferris wheel. All the points
along the outer rim of the wheel are equidistant from the center. Find out more about the
importance of a circle as you deal with the different learning activities in this material.
Learning Competency
The learner derives inductively the relations among chords, arcs, central angles and
inscribed angles (M10GE IIc-1).
Directions
Given are series of activities. Perform the activities to be able to identity figures,
determine relations among segments, angles and arcs, and find their measures as well. Each
correct answer is equivalent to 1 point. You may contact your teacher if you encounter
problems in doing the activities.

27
Let’s Recall
A circle is the set of all points in the plane that are the same
distance away from a specific point, called the center. The center of the
circle below is point A. We call this circle “circle A,” and it is labeled
⨀A.
Some Parts of a Circle
Radius: The distance from the center of the circle to its outer rim.
Chord: A line segment whose endpoints are on a circle.
Diameter: A chord that passes through the center of the circle. The
length of a diameter is two times the length of a radius.
Secant: A line that intersects a circle in two points.
Tangent: A line that intersects a circle in exactly one point.
Point of Tangency: The point where a tangent line touches the
circle.
Recall that lines or line segments can be drawn on a circle and when that happens
angles and arcs are formed. The 3 segments that could be drawn on a circle are the radius, the
chord and the diameter. The radius connects the center to any point on the circle, the chord
connects any two points on the circle while the diameter is a chord that passes through the
center.
ACTIVITY 1: Inter-Connected
Based on the figure given at the right, match column A with that of column B by
connecting them with a line.
Column A Column B
1. Radius a) B͞D
2. Chord b) B͡D
3. Diameter c) B͞C
4. Minor arc d) B͡C
5. Major arc e) AB
6. Semicircle f) DBC

28
ACTIVITY 2: Stay Connected!
Give what is asked in each item below. Write your answers on the space provided.
1. In the figure at the right, what is point A in relation to

the circle?
2. Connect point A to points B and C. What figure is
formed?
3. How are segments AB and AC related to the circle?
4. After connecting point A to points B and C, a central angle of the circle is formed.
What is the vertex? What are the sides of the central angle?
Vertex: Sides:
5. Considering the vertex and the sides of the angle, define a central angle.
ACTIVITY 3: The Interception

Examine the figure at the right. When an angle is drawn in a
circle, say ∠ABC on circle B, notice that the sides of the angle,
segments AB and BC separate the circle into arcs – minor arc AC and
major arc ADC. The arc located in the interior of the angle that is arc
AC which is also called as the intercepted arc of the angle.
From the next figure, give what is asked in each item below. Write your
1. What is the intercepted arc of ∠COA?
2. What arc is intercepted by ∠EAR?
3. What angle intercepts C͡E?

29
ACTIVITY 4: Relate Much!
Determine the measures of the central angle and its intercepted arc. Use a protractor to
measure angles. Write the measures on the space provided for.
1. One complete rotation on a circle is 360⁰. If the circle

is divided equally into 4 arcs as shown in the figure at the
right, what is the measure of one of the arcs? Q͡R =
2. Construct the central angle ∠QOR and find its measure using a
protractor. m∠QOR =
3. Compare the measures of ∠QOR and Q͡R.

How are they related?
4. Write a statement relating the measures of a central angle and its

intercepted arc.
_____________________________________________________________________
___
ACTIVITY 5: Inscribed, Described!
Another angle that could be drawn in a circle is the inscribed angle. It is an angle formed
by two chords intersecting in the circle. Remember that a chord is a segment that connects any
two points in the circle. Give what is asked in each item below. Write your answers on the
space provided.
1. Which figure illustrates an inscribed angle? ________
For numbers 2 – 5, refer to the figure at the right:
2. How many inscribed angles are formed in the figure?

________
3. What inscribed angle intercepts a semi-circle?
__
4. Name the intercepted arc of ∠HMT
5. What arc is intercepted by ∠T?

30
ACTIVITY 6: Relationship Goals!
Study the given figure below and give what is asked in each item to discover the
relationship between the measures of an inscribed angle and its intercepted arc. Write your
1. What angle is inscribed in the circle?

_
2. Name the intercepted arc of the inscribed angle.
___________________
3. Suppose ∠HOP in the given figure is a right angle, what is
the
measure of the intercepted arc of the inscribed angle?
_______
4. Using a protractor, measure the inscribed angle. What is the
measure?
5. Compare the measure of the inscribed angle and the measure

of its intercepted arc. How are they related?
ACTIVITY 7: Be Measurable!
Apply the concepts you have learned from the previous activities to find the measures
of angles and arcs in the given figure. Write your answers on the space provided.
Given: m ∠BAE = 110° and m E͡D = 80°.

Find:
1. m B͡E = ________ 6. m ∠BCA = ________
2. m B͡C = ________ 7. m ∠ECD = ________
͡
3. m CD = ________ 8. m ∠BCD = ________
4.m BED = ________ 9. m ∠E = ________
5.m ∠BAC = ________ 10. m ∠D = ________
Closure
1. Not all angles located in the interior of the circle are central angles. Central Angles are
those whose vertex is the center of the circle and the sides are radii. Also, not all angles
whose vertex is on the circle are inscribed, only those whose sides are both chords of
the circle.
2. The measure of an angle on a circle can be determined based on its intercepted arc or
vice versa.

31
Reflection
After performing the activities, I feel that
Through the activities, I learned that
References
https://www.onlinemathlearning.com/diameter-of-circle.html
https://www.ck12.org/geometry/parts-of-circles/lesson/Parts-of-Circles-BSC-GEOM/
BEATRIZ G. RASOS
Bintawan National High School
Writer
Answers Key
ACTIVITY 1 ACTIVITY 2

32
A B 1. Center
1. a.) 2. Angle or Central Angle
2. b.) 3. Radii
3. c.) 4. Vertex: A; Sides: AB and AC
4. d.) 5. Central angle is an angle whose vertex is
5. e.) the center and whose sides are radii of a circle.
6. f.)
ACTIVITY 3 ACTIVITY 4
1. A͡C 1. 90 ͦ
2. E͡R 2. 90 ͦ
3. ∠ COE 3. their measures are equal or the same measurements
4. the measure of a central angle is equal to the measure
of its intercepted arc.
ACTIVITY 5
1. C
2. 3
3. ∠MHT
4. H͡T
5. M͡H
ACTIVITY 6
1. ∠E
2. H͡P
3. 90 ͦ
4. 45 ͦ
5. The measure of an inscribed angle is half the measure of its intercepted arc.
ACTIVITY 7
1. 110° 6. 55°
2. 70° 7. 40°
3. 100° 8. 95°
4. 190° 9. 50°
5. 70° 10. 90°
BEATRIZ G. RASOS
Writer

33
MATHEMATICS 10
Date: Score:
LEARNING ACTIVITY SHEETS

Theorems on Chords, Arcs, Central Angles and Inscribed Angles
Background information
Theorems are very useful in solving problems in Geometry. But before they can
be used, they should be proven first. One way of proving is the two-column proof which
you have used in proving triangle congruence in Mathematics 9.
In the series of activities contained in this learning material, you will be

formulating proofs of theorems related to chords, arcs and angles on a circle. To be able
to do so, you need to recall definitions of basic terms, mathematical properties,
postulates and theorems like the SSS theorem, SAS, HyL, etc.
Learning Competency
The learner proves theorems related to chords, arcs, central angles and inscribed angles
(M10GE IIc-d-1).
Directions
Study and analyze each theorem well, illustrate them, identify the givens and what is to
be proven then formulate the proofs following the directions given in each activity. Given are
series of activities. You may contact your teacher if you encounter problems in doing the
activities.
Let’s Recall
Before we proceed to the activities, let us first recall important points in formulating
logical proofs.
In the logical proof, we can always start from deriving a statement from the given which
could be its consequence. The next statement should be a follow up of the preceding statement
leading to the proof. Each statement should correspond to a reason which could be a definition,
a postulate, a theorem or a mathematical property.

34
Example
Prove the given theorem: In a circle or congruent circles, 2 minor arcs are congruent
if and only if their corresponding central angles are congruent.
To prove the theorem, represent it first through illustration then determine the given
needed in proving.
C
It is stated in the theorem that if the given circles are congruent
A (ʘA ≅ ʘO), 2 minor arcs are also congruent (C͡T ≅ D͡G) if and only
T if their corresponding central angles are congruent (∠A ≅ ∠O). Thus,
we need to prove that the intercepted arcs of the angles are congruent
to prove that the theorem is true. Using the symbols in the illustrations,
D G the statement can be written as:
Given: ʘA ≅ ʘO
O ∠A ≅ ∠O
Prove: C͡T ≅ D͡G
Study the logical proof of the theorem in the table below with the proper sequencing of
the statements and their corresponding reasons.
Logical Proof
Statement Reasons
1. ʘA ≅ ʘO 1. Given
∠A ≅ ∠O
2. m∠A = m∠O 2. Congruent angles have equal measures
3. m∠A = m C͡T 3. The measure of a central angle equals the measure of its intercepted
m∠O = m D͡G arc.
4. mC͡T = m D͡G 4. Substitution rule
5. ∴ C͡T ≅ D͡G 5. Arcs with equal measures are congruent.
As recalled above, the first statement should be taken from the given. Thus, the
corresponding reason is Given. Since it is given that ∠A ≅ ∠O, the consequence is m∠A =
m∠O (statement 2). In the figure, ∠A and ∠O are central angles and they intercept arcs C͡T
and D͡G. This leads to statement 3 and the corresponding reason explains it. Since m∠A =
m∠O and m∠O = mD͡G, then mC͡T = mD͡G (statement 4). This explains the Substitution Rule.
Since mC͡T = m D͡G, therefore C͡T ≅ D͡G and the reason is they have equal measures.
So, as you see, there should be proper sequencing of the statements from the given up
to what is to be proven. The corresponding reasons explain the “why” of the statements. Now,
try to prove the next theorems.

35
ACTIVITY 1: Fill Me Logically
Study the given theorem and fill up the logical proofs with logically arranged statements
with their corresponding reasons to come up with the logical proofs of the theorem. You may
choose your answers from the given statements and reasons below each table.
A. Theorem: If 2 central angles of a circle are congruent then their corresponding minor arcs
are congruent.
FIGURE:

Given: ∠BOA ≅ ∠COD
Prove: AS B ≅ CS D
Logical Proof
Statement Reasons
m∠BOA ≅ mAB Given

m∠COD ≅ mCD Substitution Rule
mAB ≅ mCD The measure of a central angle equals the measure of its
∠BOA ≅ ∠COD intercepted arc.
A͡B ≅ C͡D Arcs with equal measures are congruent.
B. Theorem: If two chords of a circle or congruent circles are congruent then their
corresponding minor arcs are congruent.
Figure:
Given; A͞B ≅ D͞C
Prove; A͞B ≅ D͞C

36
Logical Proof
Statement Reasons
Radii of the same circle are congruent.

A͞B ≅ D͞C
SSS Congruence (if 3 sides of a Δ are ≅ to 3 sides of another
ΔAOB ≅ ΔCOD
Δ, then the 2 Δs are ≅)
∠BOA ≅ ∠COD
Given
A͞O ≅ OC
Corresponding parts of congruent Δs are congruent.
OB ≅ D͞O
If 2 central angles are congruent then their corresponding
A͡B ≅ D͡C
minor arcs are congruent.
ACTIVITY 2: You Are The Reason!
Study the theorem below and prove it using logical proof by completing the given
table. Prove that the given statements are true by choosing the corresponding reasons listed
below the table. Write the reasons in the appropriate column.
Theorem: In congruent circles, 2 minor arcs are congruent if and only if their corresponding
chords are congruent.
B Z
Illustrations: Given: ʘC ≅ ʘZ
A
Y A͞B ≅ X͞Y
C Z Prove: A͡B ≅ X͡Y

37
Logical Proof
Statement Reasons
1. ʘC ≅ ʘZ 1.
A͞B ≅ X͞Y
2. A͞C ≅ X͞Z 2.
B͞C ≅ Y͞Z
3. ΔACB ≅ ΔXZY 3.
4. ∠C ≅ ∠Z 4.
5. m∠C = m∠Z 5.
6. m∠C = mA͡B 6.
m∠Z = m X͡Y
7. mA͡B = m X͡Y 7.
8. ∴A͡B ≅ X͡Y 8.
A. Radii of congruent circles are congruent.

B. SSS theorem. (if the 3 sides of a Δ are congruent respectively to the 3 sides of another
Δ then the 2 triangles are congruent)
C. Given
D. Corresponding parts of a congruent triangle are congruent.
E. The measure of a central angle equals the measure of its intercepted arc.
F. Congruent angles have equal measures
G. Substitution from #3,5 and 6
H. Arcs with equal measures are congruent.
ACTIVITY 3: Choose Wisely!

In this activity, you will provide the statement of the given reasons to prove the given
theorem. Arrange the statements listed below the table and complete the table of Logical Proof.
Write the statements in their proper places in the table.
Theorem: In a circle, a radius bisects a chord and an arc with the same endpoints if and only if
the radius is perpendicular with the chord.
B
Illustration: A C Given: A͞C ꓕ B͞D
E
Prove: A͞E ≅ E͞C

38
Logical Proof
Statement Reasons
1. 1. Given
2. 2. Perpendicular lines form right angles
3. 3. Triangles with right angles are right triangles
4. 4. Radii of the same circle are congruent
5. 5. A line segment is congruent to itself
6. 6. HyL congruent (hypotenuse- Leg)
7. 7. Corresponding parts of congruent triangles are congruent.
Statements:
a. A͞D ≅ D͞C e. ∠AED and ∠CED are right angles
b. E͞D ≅ E͞D f. ΔAED and ΔCED are right triangles
c. A͞C ꓕ B͞D g. ∴A͞E ≅ E͞C
d. ΔAED ≅ ΔCED
ACTIVITY 4: Prove Me Right!

A. Formulate the proof of the given theorem through the table of logical proof.
Theorem: Inscribed angles intercepting the same arc are congruent.
A
Illustration: C Given: ∠B and ∠D intercept A͡C
O Prove: ∠B ≅ ∠D
B D
Logical Proof
Statement Reasons
1. 1.
2. 2.
3. 3.
4. 4.
B. Illustrate the theorem then prove it through the table of logical proof.
Theorem: An inscribed angle that intercepts a semicircle is a right angle.

39
Illustration:
Given:
Prove:
Logical Proof
Statement Reasons
1. 1.
2. 2.
3. 3.
4. 4.
C. Formulate the logical proof of the theorem
Theorem: If 2 central angles of a circle or congruent circles are congruent then their
corresponding chords are congruent.
Figure:
Given: ∠BOA ≅ ∠COD

Prove: A͞B ≅ D͞C

Logical Proof
Statement Reasons
1.
2.
3.
4.

40
ACTIVITY 5: Prove it More!
Illustrate each of the given theorems and corollaries below and prove them by
constructing tables of logical proofs. Write your answers on a separate sheet of paper.\
A. Theorems
1. If two minor arcs of a circle or of congruent circles are congruent, then the
corresponding central angles are congruent.
2. If two chords of a circle or of congruent circles are congruent, then the
corresponding central angles are congruent
B. Corollaries
1. Opposite angles of an inscribed quadrilateral are supplementary.
CLOSURE
In this Learning Activity Sheet, it is proven that:

ü In a circle or congruent circles, if central angles are congruent, corresponding chords as
well as
ü corresponding minor arcs are congruent.
ü Inscribed angles intercepting congruent arcs are congruent
ü Inscribed angles intercepting semicircles are right angles
ü In a circle, if a radius is perpendicular to a chord the radius bisects not only the chord
but also
ü the minor arc.
REFLECTION
After performing the activities, I feel that
Through the activities, I learned that
REFERENCES

https://www.ck12.org/book/ck-12-geometry-concepts-honors/section/8.3/

41
ANSWER KEY
ACTIVITY 1
A. Logical Proof
Statement Reasons
1. ∠BOA ≅ ∠COD Given

2. m∠BOA ≅ mAB The measure of a central angle equals the measure of its
m∠COD ≅ mCD intercepted arc
3. mAB ≅ mCD
Substitution Rule
4. AS B ≅ C& D Arcs with equal measures are congruent
B. Logical Proof
Statement Reasons
1. A͞B ≅ D͞C Given

2. ͞AO ≅ O͞C Radii of the same circle are congruent
OB ≅ D͞O
3. ΔAOB ≅ ΔCOD SSS Congruence (if 3 sides of a Δ are ≅ to 3 sides of another
4. ∠BOA ≅ ∠COD Δ then the 2 Δs are ≅)
5. A͡B ≅ D&C If 2 central angles are congruent then their corresponding
minor arcs are congruent
ACTIVITY 2
Reasons
1. Given
2. Radii of congruent circles are congruent
3. SSS theorem
4. Corresponding parts of congruent triangles are congruent
5. Congruent angles have equal measure
6. The measure of a central angle equal the measure of its intercepted arc
7. Substitution
8. Arcs with equal measures are congruent
ACTIVITY 3
Statements
1. A͞C ꓕ B͞D
2. ∠AED and ∠CED are right angles
3. ΔAED and ΔCED are right triangles
4. A͞D ≅ D͞C
5. E͞D ≅ E͞D
6. ΔAED ≅ ΔCED
7. A͞E ≅ E͞C

42
ACTIVITY 4
A.
Statement Reasons
1. ∠B and ∠D intersect A͞C 1. Given
2. m∠B = ½ mA͡C 2. Measure of inscribed angle is half the measure
m∠D = ½ mA͡C of its intersected arc.
3. m∠B = m∠D 3. Transitive property
4. ∴ ∠B =͂ ∠D 4. Angles with the same measures are congruent.
B.
Given: A͡C is a semicircle

Prove: ∠B is a right angle
Logical Proof
Statement Reasons
1. A͡C is a semicircle 1. Given
2. mA͡C = 180 ͦ 2. Definition of semicircle
3. m∠B = 90 ͦ 3. The measure of inscribed angle is half the
4. ∴∠B is a right angle measure of its intercepted arc.
4. An angle whose measure is 90 ͦ is a right angle.
C. Logical Proof
Statement Reasons
1. ∠BOA ≅ ∠COD
Given
2. m∠BOA ≅ mAB
Measure of central angles equal the measure of their
m∠COD ≅ mCD intercepted arcs
3. mAB ≅ mCD Substitution rule
4. AS B ≅ C& D Arcs with equal measures are congruent
Activity 5
A. 1. Figure:
Given: A͡B ≅ C͡D

Prove: ∠AOB ≅ ∠COD
Statements Reasons
1. A͡B ≅ C͡D 1. Given
2. m∠AOB = m A͡B 2. The measure of a central angle equals
m∠COD = m C͡D the measure of its intercepted arc
3. m∠AOB = m∠COD 3. Substitution Rule
4. ∴ ∠AOB ≅ ∠COD 4. Angles of equal measures are
congruent

43
2. Figure:
Given: A͞M ≅ H͞T

Prove: ∠MOA ≅ ∠HOT
Logical Proof
Statements Reasons
1. ͞AM ≅ H͞T 1. Given
2. A͞O ≅ O͞H 2. Radii of the same circle are
M͞O ≅ Od T
͞ congruent.
3. ΔAOM ≅ ΔHOT 3. SSS Congruence
4. ∴ ∠AOM ≅ ∠HOT 4. Corresponding parts of congruent
triangles are congruent.
B. 1. Figure:
Given: ABCD is inscribed in circle O

Prove: m∠B + m∠D = 180°
Logical Proof
Statements Reasons
1. ABCD is inscribed in circle O 1. Given
2. mA͡B + mB͡C + mC͡D + mA͡D = 2. One complete rotation on a
360° circle is 360°.
3. The measure of an inscribed
3. m∠D =
()**+,(+*- angle is half the measure of its
! intercepted arc.
(-*. , ()*.
m∠B = !
4. Cross multiplication
4. 2 m∠D = mASS B + mBS C
2 m∠B = mC͡D + mA͡D 5. Applying substitution in
5. 2 m∠D + 2 m∠B = 360° statements 2 & 4.
6. Factoring
$
6. 2 (m∠D + m∠B) = 360° 7. Multiplying the equation by !
7. ∴ m∠D + m∠B = 180°
Prepared by
BEATRIZ G. RASOS
Writer

44
MATHEMATICS 10
Date: Score:

Secants, Tangents and Sectors of a Circle
A circle is defined as a set of all points in a given plane which lie at a fixed distance
from a fixed point in the plane. This fixed point is called the center of the circle and the fixed
distance is called the radius of the circle. Which between the two objects below is a concrete
example of a circle?
A B
You are right if your answer is option B. Many students are a bit confused in visualizing
a circle. In simpler understanding, it’s a circular figure which is hollow inside. The set of all
points mentioned in the definition is found at the rim of the ring.
Related terms of a circle are the following: center, radius,

diameter, chords, arcs, secants and tangents. Some of these were
already presented in your lower mathematics grade. So, we will
just be focusing on tangents, secants and sectors of a circle.
A tangent is a line coplanar with the circle and intersects

it at exactly one point. The point of intersection is called the point
of tangency. A secant is a line that intersects a circle at exactly
two points and contains a chord of the circle.
Sector of a circle is the region bounded by an arc of the

circle and the two radii to the endpoints of the arc.
Learning Competency with Code
Illustrate secants, tangents and sectors of a circle (M10GE-IIe-1).

45
Directions
The following are activities that will help you better understand secants, tangents and
sectors of a circle. Perform each activity and certain point is given to each correct answer. You
may contact your teacher if you encounter problems in doing the activities.
Activity 1: You Are My Only One
What to do?
Tell whether each of the lines in the given figures illustrates tangent line/s. Write Yes
in the second column if the line/s illustrate/s tangent line/s while No if it/they does/do not.
Write your reasons in the third column to explain your answers.
Why Yes or Why Not? (2

Given Yes/No (1 point)
points)
1.
2.
3.
4.

46
Why Yes or Why Not? (2
Given Yes/No (1 point)
points)
5.
Guide Questions:
1. How many point(s) of intersection does a tangent line and a circle have? ______
2. Does a tangent contain a chord on the circle? Yes or No. ______
3. How will you define “tangent”? ________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 2: Two Points Everywhere
What to do?
Tell whether each of the lines in the given figures illustrates secant line/s. Write Yes in
the second column if the line/s illustrate/s secant line/s while No if it/they does/do not. Write
your reasons in the third column to explain your answers.
Yes/No Why Yes or Why Not?

Given
(1 point) (2 points)
1.
2.

47
Yes/No Why Yes or Why Not?
Given
(1 point) (2 points)
3.
4.
5.
Guide Questions:
1. How many point(s) of intersection does a secant line and a circle have? ______
2. Does a secant contain a chord on the circle? Yes or No. ______
3. How will you define “secant”? ________________________________________
___________________________________________________________________
___________________________________________________________________
Activity 3: Secant Vs. Tangent!
What to do?
Name the secant and the tangent line present in each figure. Write your answers in the
corresponding column. You will be given 1 point for each identified tangent and secant.
Given Tangent Secant
1.

48
Given Tangent Secant
2.
3.
4.
B
A
C
D
Activity 4. A Bounded Love
What to do?
Tell whether the shaded region is a sector of a circle or a segment of a circle. Just write
Yes in the appropriate column if it is present in the given figure while No if not. You will be
given 1 point for every correct answer. Refer to the given examples.
Given Sector of a Circle Segment of a Circle

Examples:
1.
YES NO
2.
NO YES
3.

49
Given Sector of a Circle Segment of a Circle
4.
5.
6.
Guide Questions:
1. What do we call the region bounded by an arc of the circle and the two radii to
endpoints of the arc? _____________________
2. What do we call the region bounded by an arc and the segment joining its endpoints?
____________________________________________________________________
Activity 5. It’s All About Me!
What to do?
Identify and name a secant, external secant segment, tangent, tangent segment, sector
of a circle and segment of a circle in the figure below. Write your answers in the appropriate
columns in the given table.
Answers
Secant
External
Secant
Segment
Tangent
Tangent
Segment
Sector of a
circle
Segment of a
circle

50
Activity 6. What Am I?
What to do?
Identify the appropriate terms to describe the given symbols illustrated in ʘX. Write
your answers on the space provided.
C
A
E
N
S M
T
1. CT __________________________________
2. ST __________________________________
3. SN __________________________________
4. SC __________________________________
5. SN __________________________________
6. ST __________________________________
7. SE __________________________________
8. CE __________________________________
9. TC __________________________________
10. CA __________________________________
11. SB __________________________________

51
Closure
1. A tangent is a line in the plane of the circle that intersects the circle at exactly one point.
A tangent segment is a part of a tangent line.
2. A secant is a line in the plane of the circle that intersects the circle at exactly two points
and contains a chord of the circle. The part of the secant segment found outside the circle
is called external secant segment.
3. Sector of a circle is a region bounded by an arc of the circle and the two radii to
endpoints of the arc.
4. Segment of a circle is the region bounded by an arc and the segment joining its
endpoints.
Reflection
In this activity, I learned that ___________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
References for learners
Project Ease

Kuta Software
www.mathworksheets4kids.com
https://www.chegg.com/homework-help/definitions/sectors-and-segments-63
Prepared by:
JIMBO M. TABERNA
Tuao High School

52
Answer Key
Activity 1
1. Yes, 2. No, 3. No, 4. Yes, 5. No
Line intersects the circle at exactly one point.
Activity 2
1. No, 2. Yes, 3. No, 4. No, 5. Yes
Line intersects the circle at two points.
Activity 3
Tangent Secant
1. AC AB
2. DA & DC
3. AB & CD
4. BC AE & BD
Activity 4
3. Yes No
4. No Yes
5. Yes No
6. Yes No
Activity 5
External
Tangent Sector of a Segment of
Secant Secant Tangent
Segment circle a circle
Segment
KJ, KL KC, KD AL AL JL CJ, DL
Activity 6
1. Secant 6. Tangent segment
2. Tangent Segment 7. Tangent segment
3. Secant 8. Tangent segment
4. Tangent 9. Secant
5. Secant Segment 10. External Secant Segment
11. External Secant Segment
Prepared by:
JIMBO M. TABERNA
Tuao High School

53
MATHEMATICS 10
Date: Score:

Theorems on Secant and Tangent Segments

In the preceding topic, you were able to learn the relationship among angles formed by
two intersecting tangents with respect to their intercepted arcs; two intersecting secants with
respect to their intercepted arcs; and intersecting tangent and a secant with respect to their
intercepted arcs.
For this activity sheet, you will get acquainted with the relationships among tangent
and secant segments and how this concept facilitates finding solutions to real-life problems and
making decisions.
Learning Competency with code
The learner proves theorems on secants, tangents and segments of a circle (M10GE-IIe-f-
1).
Directions
Below are activities that will help you better understand the relationships among
tangent and secant segments. Perform each activity and a point will be awarded to you for every
correct answer. You may contact your teacher if you encounter problems in doing the activities.
Good luck!
Activity 1 What Is My Value?
Solve the following equations. Answer the questions that follow.
1. 3x =27 6. x2 =25
2. 4x = 20 7. x2 = 64
3. 6x = 3(12) 8. x2 = 12
4. 63 = 7x 9. x2 = 45
5. (8)(15) = 10x 10. x2 = 80

54
Guide Questions
1. How did you find the value of x in each equation?
2. What mathematics concepts or principles did you apply in solving the equations?
Activity 2 That’s My Line!
Use the figure below to answer the following questions.
S
N
T
E
A
•
Questions Answers
1. Which of the lines or line segments are tangents or

tangent segments?
2. Which of the lines or line segments are secants or

scant segments?
3. Which line segments are chords of the circle?
4. AT intersects LN at E. What are the different

segments formed?
5. What other segments can be seen in the figure?
6. ⃖ll⃗
𝑆𝐽and ⃖ll⃗
𝐿𝐽 intersect at point J. How would you
describe point J in relation to the given circle?

55
Activity 3 What is true about My Chord?
Perform the following activity.
Procedure:
1. In the given circle below, draw two intersecting chords BT and MN.
2. Mark and label the point of intersection of the two chords as A.

3. With a ruler, measure the lengths of the segments formed by the intersecting chords.
__________________________________________________________________
4. What is the length of each of the following segments?
a. BA b. TA c. MA d. NA
5. Repeat procedures 1- 4 using other pairs of different lengths.
6. What conclusion can you make about the relationship that exists among segments
formed by intersecting chords of a circle? _________________________________
__________________________________________________________________
Activity 4 Am I Away from You?

Name the external secant segments in each of the following figures.
M
E
M T
• •
I Y C
L S
D
J
O
G
I
• S • R
E L

56
O H G
L I F
J E
F
•
W
K D
E
R A B C
Questions:
1. How did you arrive with your answers? _________________________________
_________________________________________________________________
2. What are the things that you have considered in naming the external secant
segment present in each figure? _______________________________________
_________________________________________________________________
3. How will you define an external secant segment? _________________________
_________________________________________________________________
Activity 5 Prove Me Right!
Show a proof of each of the following theorems.
1. If two chords of a circle intersect, then the product of the measures of the segments of
one chord is equal to the product of the measures of the segments of the other chord.
Given: AB and DE are chords of ʘC intersecting at M.
Prove: AM • BM = DM • EM
A
•C E
D M
B
Statement Reason
1. m∠BAE = ½ (mBE) and m∠
BDE = ½ (mBE)
2. BAE ≅LBDE
3. ∆AME≅ ∆DMB
4. EM/AM = BM/DM
5. AM • BM = DM • EM

57
2. If two secant segments are drawn to a circle from an exterior point, then the product of
the lengths of one secant segment and its external secant segment is equal to the product
of the lengths of the other secant segment and its external secant segment.
Given: DP and DS are secant segments of ʘT drawn from exterior point D

Prove: DP • DQ = DS• DR P
Q
•T
D
S R
Statement Reason
1.∠QRP ≅ ∠RSQ and ∠PQS≅∠SRP
2. ∠DQS ≅ LDRP
3. ∆DQS ~∆DRP
4. DP/DR = DS/DQ
5. DP • DQ = DS • DR
3. If a tangent segment and a secant segment are drawn to a circle from an exterior point,
then the square of the length of the tangent segment is equal to the product of the lengths
of the secant segment and its external secant segment.
Given: KL and KM are tangent and secant segments, respectively, of ʘO drawn from
exterior point K.
L
•O
K M
N
Statement Reason
1. m∠NLK = ½ (mLN) and
2. m∠LMN = ½ (mLN)
3. m∠NLK = m∠LMN

58
4. ∠NLK ≅ ∠LMN
5. m∠LNK = m∠NLM + m∠LMN
6. m∠LNK = m∠NLM + m∠NLK
7. m∠KLM = m∠NLM + m∠NLK
8. m∠LNK = m∠KLM
9. ∠LNK ≅LKLM
10. ∆MKL ~∆LNM
11. KM/KL = KL/KN
12. KM • KN = |KL|2
Activity 6 Find My Length!
Find the length of the unknown segment (x) in each of the given figures. You
may apply the theorems on chords, secant and tangent to find the answer. The first item is done
for you as an example.
Given Solution Answer

1. L
3
4 A S͞G●L͞S = S͞A●F͞S
6 S
3(x) = (4)(6)
F • 8 units
3x = 24
x 3x = 24
3 = 3
x=8
G
2.
G
D
x
12
•
4 U
6

59
3. 16
S
H x
• 8 I
10 F
T
4.
S
x •
O R
9 A 16
5. M 4
S
x 6
C T
•
Closure
Consider the following in proving theorems on secants, tangents and segments of a circle.
Measure of the segment Illustration

Cases
formed
1. Two chords of a circle L
S
intersect Product of the measures of
A •
the segments of one chord is
equal to the product of the D
N
measures of the segments of SA•NA = DA• LA
the other chord.
2. Two secant segments are R
drawn to a circle from an Product of the lengths of one I
exterior point secant and its external secant A • E
segment is equal to the
product of the lengths of the
other secant segment and its N
AR•IR = NR• ER
external secant segment.

60
3. A tangent segment and a C O
secant segment are drawn to Square of the length of the
a circle from an exterior tangent segment is equal to N
•
point the product of the lengths of
the secant segments and its
external secant segment. Y (CO)2 = YO • NO
Reflection
In this activity, I learned that ___________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Project Ease

Kuta Software

61
Answer Key
Activity 1: What is My Value?

1. 9 6. +5
2. 2. 5 7. +8
3. 3. 6 8. +2√3
4. 4. 9 9. +3√5
5. 5. 12 10. +4√5
a. Applying the Division Property of Equality and Extracting Square Roots.
b. Division Property of Equality and Extracting Square Roots.
Activity 2: My Segments
1. JL – tangent; JS – secant; AS; AT; LN – chords
2. NE; ET; AE; EL
3. AS; AJ; JL
4. A point outside the circle
Activity 3: What is True about My Chords?

1-2. M T
A•
B
N
3. a. BA = 2.8 units c. MA = 1.95 units
b. TA = 2.8 units d. NA = 4.02 units
4. The product of BA and TA is equal to the product of MA and NA.
5. if the chords of a circle intersect, then the product of the measures of the segments of one chord is
equal to the product of the measures of the other chord.
Activity 4: Am I Away from You?

1. IM and IL
2. TS and DS
3. OS
4. IR
5. LF and WE
6. IH, FG, IJ, EF, AK, DC
Activity 5: Prove Me Right!

1.
Statement Reason
mLBAE = ½ (mBE) and The measure of an inscribed angle is one-half the
mLBDE = ½ (mBE) measure of its intercepted arc.
LBAE ≅LBDE Inscribed angles intercepting the same arc are
congruent.
∆AME≅ ∆DMB AA Similarity Theorem
EM/AM = BM/DM Lengths of sides of similar triangles are proportional
AM • BM = DM • EM Multiplication Property
2.
Statement Reason
LQRP ≅LRSQ and LPQS≅LSRP Inscribed angles intercepting the same arc are
congruent.

62
LDQS ≅ LDRP Supplements of congruent angles are congruent
∆DQS ~∆DRP AA Similarity Theorem

DP/DR = DS/DQ Lengths of sides of similar triangles are proportional
DP • DQ = DS • DR Multiplication property
3.
Statement Reason
mLNLK = ½ (mLN) and The measure of an inscribed angle is one-half the
mLLMN = ½ (mLN) measure of its intercepted arc
mLNLK = mLLMN Transitive Property
LNLK ≅LLMN Angles with equal measures are congruent
mLLNK = mLNLM + mLLMN The measure of the exterior angle of a triangle is
equal to the sum of the measures of its remote
interior angles
mLLNK = mLNLM + mLNLK Substitution
mLKLM = mLNLM + mLNLK Angle Addition Postulate
mLLNK = mLKLM Transitive Property
LLNK ≅LKLM Angles with equal measures are congruent
∆MKL ~∆LNM AA Similarity Theorem
KM/KL = KL/KN Lengths of sides of similar triangles are proportional
KM • KN = |KL|2 Multiplication Property
Activity 6: Find My Length!

1. 8 units, 2. 8 units, 3. 9 units 4. 15 units 5. 2√10 units
Prepared by:
JIMBO M. TABERNA
Tuao High School

63
MATHEMATICS 10
Date: Score:

Problems Involving Circles
Problem solving is probably the most mind-numbing and tiring part in learning
mathematics. But do you know that this can be also the most exciting part for you will
be challenged to solve even the most difficult one? The accomplishment after solving
such gives feeling of joy and satisfaction.
This activity sheet will focus on different problems involving secant, tangent and
other related concepts on circles. It will provide you with opportunities to formulate and
solve real life problems that may prepare you in battling different issues in the
community. Enjoy answering all the problems and be a certified Math Solver!
Learning Competency
The learner solves problems on circles (M10GE-IIf-2).
Directions
The following are activities that will challenge your capability in solving problems
involving circles. The learning activities are designed for you to accomplish them all
independently. Try not to skip one activity for each will help you answer the other. You may
contact your teacher if you encounter problems in doing the activities. Good luck!

64
Remember
Before you proceed, the following concepts might be useful in dealing with the activities.
Here are some theorems on secants and tangent of circles that can be applied in solving real
life problems involving circles.
1. If two tangents intersect in the exterior of a circle, then the measure of the angle formed
is one-half the positive difference of the intercepted arcs.
2. If two secants intersect in the interior of a circle, then the measure of an angle is one-
half the sum of the measures of the arcs intercepted by the angle and its vertical angle.
3. If a secant and a tangent intersect in the exterior of a circle, then the measure of the
angle formed is one-half the positive difference of the measures of the intercepted arcs
4. If two secants intersect in the exterior of a circle, then the measure of the angle formed
is one-half the positive difference of the measures of the intercepted arcs.
5. If a secant and a tangent intersect at the point of tangency, then the measure of each
angle formed is equal to the product of the lengths of the secant segment and its external
secant segment is one-half the measure of its intercepted arc.
6. If two segments from the same exterior point are tangent to a circle, then the two
segments are congruent.
7. If two secant segments are drawn to a circle from an exterior point, then the of the
lengths of one secant segment and its external secant segment is equal to the product
of the lengths of the other secant segment and its external secant segment.
8. If a tangent segment and a secant segment are drawn to a circle from an exterior point,
then the square of the length of the tangent segment is equal to the product of the
lengths of the secant segment and its external secant segment.
9. If two chords of a circle intersect, then the product of the measures of the segments of
one chord is equal to the product of the measures of the segments of the other chord.
Activity 1 The Simpler, The Better!
Solve the problem below by answering the guide questions. Write your
complete solution and answers in the appropriate places.
Problem: A bicycle chain fits tightly around two Graphical Representation:
gears. The smaller gear has a radius of 4 cm and
the bigger one has a radius of 8 cm. One side of
the chain attaching the gears has a length of 43 cm.
Find the distance between the centers of the two
gears.
(You may write your own solution here)

65
Guide Questions: Answers
1. What related parts on circles are mentioned in
the problem?
2. If you are going to illustrate the figure for
better understanding on the problem, then how
would it be? Will the figure be the same as
shown below?
43
8
x
4 • •
3. What geometric figures are illustrated from the

problem?
4. What mathematical theorem/concept would

you apply to answer the problem?
5. If you are asked to provide the solution using Given:

GRESA, then what is…
(You may use this part for computation)
Required:
Solution:
Equation:
Answer:
6. What learning experiences have you learned

from the activity?
Activity 2 It’s Complicated!
Work in pairs to solve the problem below. You may choose a classmate
who is residing near you as your partner. You may contact your chosen partner through phone
calls, messaging or video calls. Write your complete solution in the space provided.

66
Problem: The figure at the right shows a
sketch of a circular children’s park and the Gate 1
different pathways from the main road. If the
distance from the main road to gate 2 is 70
meters and the length of the pathway from
gate 2 to the exit is 50 meters, then about Exit
Gate 2 Main
how far from the main road is gate 1. road
(You may write your own solution here)
Gate 3
Guide Questions Answers

1. What related parts on circles are
mentioned in the problem?
2. If you are going to illustrate the figure for

better understanding on the problem, then
how would it be?
3. What mathematical theorem/concept

would you apply to answer the problem?
4. If you are asked to provide the solution Given:

using GRESA, then what is…
(You may use this part for computation)
Required:
Solution:
Equation:
Answer:
5. What learning experience have you

learned from the activity?

67
Activity 3 Getting Challenged!!
Work in group with 5 members to solve the following problems. You may
choose your classmates who is residing near you as groupmates. You may contact your chosen
groupmates through phone calls, messaging or video calls. Write your complete solution in the
space provided.
Problem: The map at the right shows that the

waters within ARC, a 250o arc, is dangerous
for shipping vessels. In the diagram, two
lighthouses are located at points A and C.
Points P, R and S are the locations of the ship
A
at a certain time, respectively.
(You may write your own solution here) shore
P
C
R
Guide Questions Answers

1. What are the possible measures of LP, LR
and LS?
2. If you were the captain of the ship, how

would you make sure that your ship is in
safe water?
3. What learning experience have you learned

from the activity?

68
Activity 4 I Dare to Solve!
Solve the problem below applying concepts that you have learned in solving
problems on circles. Write your complete solution and answer in the box.
Problem: Anton used strings to hang two

small light balls on the ceiling as shown in
the figure on the right. The broken line
represents the distance from the point of
tangency of the two light balls to the ceiling.
Suppose the diameter of each light ball is
10cm and the length of the string used to
hang it is 40cm, how far is the point of
tangency of the two light balls from the
ceiling?
(Write your solution and answer here)
Activity 5 No Problem!
Solve each given problem below applying concepts that you have learned
in solving problems on circles, then encircle the letter of your answer. Write your complete
solutions in a separate sheet if necessary.
1. The wheel of a scooter has diameter 140 cm. How many revolutions per minute must the
wheel make so that the speed of the scooter is kept at 132 km per hour?
Write your solution here:
A. 1100
B. 500
C. 250
D. 1000

69
2. In the figure AC and BC are radii of circles. The length of AB is 8. If AC = 4, what is BC?
(BC is tangent to the circle with center A.)
Write your solution here:
A. 5
B. 5/2
C. 4√3
D. 3
3. The tire of a car has a radius of 10.5 inches. How many revolutions does the tire need to
make for the car to travel 13,200 inches? Use 22/7 as an approximation for π.
A. 66 Write your solution here:

B. 200
C. 220
D. 2,000
Rubric in Scoring
Points 5 4 3 2 1
Manner of Shows clear Shows clear Shows broad Shows broad Shows poor
Answering understanding of understanding of understanding of understanding of understanding of
the questions concepts and concepts but not concepts and not concepts and concepts and
direct to the point direct to the point direct to the point almost correct incorrect answers
correct answers correct answers correct answers answers
Reflection
After the activities, I learned that ________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Project Ease
Kuta Software
https://www.hitbullseye.com/Circle-Problems.php

70
Answer Key
Activity 1. Evaluate student’s product. You may use the rubric provided.
Activity 2. Gate 1 is 91.65m from the main gate.
Activity 3. a. mLP = 55o, mLR = 55o , mLS = 55o, The
Activity 4. a. the point of tangency of the two light balls from the ceiling is about 44.72 cm.
b. Anton needs about 1967.53 cm of string.
Activity 5
1. Option B (Distance travelled by wheel in one revolution = circumference of wheel =
22/7 × 140 = 440 cm. Speed of scooter = 132 km/hr = 132 × 1000 × 100/60 cm/min =
220,000 cm/min. The wheel has therefore got to travel 220,000 cm in 1 min i.e. it has
to perform 220,000/440 revolution in 1 min i.e. 500 revolutions)
2. Option A (Since PR is tangent to circle with centre O or is perpendicular to PR. Δ ORP
is right angled triangle. So, BC = √(AB2 – AC2) = √(82) – 42) = √48 = 4√3).
3. The tire needs to make approximately 200 revolutions to travel 13,200 inches.
Prepared by:
JIMBO M. TABERNA
Tuao High School

71
MATHEMATICS 10
Date: Score:

The Coordinate Proof
In seventeenth century, a French mathematician named Rene Descartes applied

algebra principles to geometric situations. This combination of algebra and geometry is
referred to as analytic geometry. Since this process often involves placing geometric figures
in a coordinate plane, it is commonly known as coordinate geometry. Coordinate geometry
proofs utilize the use of formulas such as the Slope Formula, the Midpoint Formula and the
Distance Formula, as well as postulates, theorems and definitions.
This learning material will focus on

the application of distance formula to prove
some geometric properties. Try not to skip any
of the activity for each will give you insights
on how to answer the other.
v
Learning Competency
The learner applies the distance formula to prove some geometric properties (M10GE-
IIg1 - 2).
Directions
The following are activities that will help you better understand the application of
distance formula in proving some geometric properties. Perform each activity and a point will
be awarded to you for every correct answer.

72
Activity 1 Let Me Formulate!
Perform the given task and give what is asked in each item. Write your
answers in the appropriate places.
Tasks Answer
1. Plot the points A(2,1) and B(8,9) on
the coordinate plane at the right.
2. Draw a horizontal line passing through

A and a vertical line passing through
B.
3. Mark and label the point of

intersection of the two lines as C.
4. What are the coordinates of C?

Explain how you obtained your
answer.
5. What is the distance between A and C?
6. What is the distance between B and C?

7. Connect A and B by a line segment.
What kind of triangle is formed by A,
B and C? Explain your answer.
8. What is the distance from A to B or
AB?
9. How did you find the distance of AB?

10. Replace the coordinates of A by (x1,
y1) and B (x2, y2). What would be the
resulting coordinates of C?
11. What expression represents the
distance between A and C or AC?
12. How about the expression that
represents the distance between B and
C or BC?
13. What equation will you use to find
the distance between A and B?
Explain your answer.
The Distance Formula:

73
Activity 2 How far are we from each other?
Find the distance between each pair of points on the coordinate plane. Then
answer the questions that follow. You may use a graphing paper or any application in your
phone or computer to sketch the graph accurately.
Given Answer
1. M(2, -3) and N(10, -3)
2. P(3, -7) and Q(3, 8)
3. C(-4, 3) and D(7,6)
4. A(2, 3) and B(14, 8)
5. X(-3, 9) and Y(2,5)
6. C(-3, 2) and D(9,7)
7. S(-4, -2) and S(1, 7)
8. K(3,-3) and L(-3, 7)
9. E(7, 1) and F(-6, 5)
10. R(4,7) and S(-6, -1)
Guide Questions:
1. How do you find the distance
between points that are aligned
horizontally? vertically?
2. If two points are neither aligned
horizontally nor vertically, how
would you determine the
distance between them?
Activity 3 Meet Me Halfway!
Find the coordinates of the midpoint of the segment whose endpoints are
given below and answer the given question. Write your answers in the appropriate column.
Given Answer
1. A(6, 8) and B(12, 10)
2. C(5, 11)and D(9, 5)
3. K(-3, 2) and L(11, 6)
4. R(-2, 8) and S(10, -6)
5. P(-5 , -1) and Q(8, 6)
6. M(-9, 15) and N(-7, 3)
7. Q(0,8) and R(-10, 0)
8. D(12, 5) and E(3, 10)
9. X(-7, 11) and Y(-9, 3)
10. P(-3, 10) and T(-7, -2)
Guide Question:
How did you find your answer in each
item?

74
The Midpoint Formula:
Activity 4 What figure am I?
Plot each set of points on a coordinate plane. Then connect the consecutive
points by a line segment to form a figure and answer the guide questions that follow. You may
use a separate sheet if necessary.
1. A (6, 11), B (1,2), C (11,2) 6. L (-4, 4), O (3,9), V (8, 2), E (1, -3)
2. G (5, 14), O (-3, 8), T (17, -2) 7. S (-1, 5), O (9, -1), N (6, - 6), G (-4, 0)
3. F (-2, 6), U (-2, -3), N (7, 6) 8. W (-2, 6), I (9, 6), N (11, -2), D (-4, -2)
4. L (-2, 8), I (5, 8), K (5, 1), E (-2, 1) 9. B (1, 6), E (13, 7), A (7, -2), T (-5, -3)
5. D (-4, 6), A (8, 6), T (8, -2), E (-4, -2) 10. C (4, 12), A (9,9), R (7, 4), E (1, 4), S (-1, -9)
Guide Questions Answer

1. How do you described each figure
formed? Quadrilateral? Pentagon?
2. Which figure is a triangle?
3. Which figure formed an isosceles
triangle? Why?

75
4. Which figure formed right triangle?
Why?
5. Which figure is a quadrilateral?
6. Which among the quadrilateral
formed is a square? Why?
formed is a rectangle? Why?
formed is a trapezoid? Why?
9. Which figure is a pentagon?
10. Suppose one vertex of each figure is
missing, how will you determine it?
Activity 5 I Missed You, But Now I Found You!

Name the missing coordinates in terms of the given variables then answer
the question that follows. Write your answers in the box.
1. COME is a parallelogram 2. ∆RST is a right triangle with right
y LRTS. V is the midpoint of RS.
y
C(b, c) O( ?, ? )
R(0, 2b)
V( ?, ? )
x
E(0, 0) M(a, 0) x
T(0, 0) S(2a,0)
3. ∆𝑀𝑇𝐶 is an isosceles triangle and V 4. WISE is an isosceles trapezoid.

is the midpoint of CT. y
y W(?, ?) l(b, c)
M( ?, b)
x E(-a, 0) S(a,0)
C( 0, 0) V( ?, ?) T(6a, 0)

76
5. ABCDEF is a regular hexagon. 6. TOPS is a square.
y
A(-a,d) D(?, ?) O(0, d)
P(?, ?)
B(-b, c) E(?, ?) T(-a, b)
A(?, ?) F(a, 0)
S(?, ?)
Guide Questions Answer
1. How did you determine the missing
coordinates in each figure?
2. Which guided you in determining the

missing coordinates in each figure?
3. In which figure you encountered

difficulty in finding the missing
coordinates? Why?
Activity 6 Prove Your Point!
Study the coordinate proofs of geometric properties with the given theorems
below then do the learning tasks that follow.
Theorem 1. Triangle Midsegment Theorem. The line segment connecting the midpoints of
two sides of a triangle is parallel to and one-half the third side.
Given:
Let P(0,0), Q (b,c) and R(a,0).

77
Prove: XY is parallel to PR $
Prove: XY = !PR
a.) Using the midpoint formula, the

a.) Find the measure of XY.
coordinates of the midpoints X and
Y are 2,0 0
XY= !
− !
%,0 %,1 0 1
Xt !
, !
u = X t ! , !u 2 $
XY = ! or ! 𝑎
2,0 %,1 2,0 1
Yt !
, !
u = Yt !
, !u
b.) Show that slope of PR is 0. b.) Find the measure of PR.

P (0,0) and R (a,0).
3 #3 %#% %
PR = 𝑎 – 0
Slope(m) = 4 $# 4# = 2#% =2 = 0 PR = 𝑎
$ #
c.) Show that slope of XY is 0. Since PR= 𝒂, then by substitution

0 1 2,0 1
X t! , !u 𝑎𝑛𝑑 Yt ! , !u 𝟏
XY = 𝟐PR
% %
3 #3 # %
Slope(m)= 4 $# 4# = y&'(
$ $
(z = & = 0
$ # # $
$ $
Since the slopes of PR and XY are both 0,

then, these two sides of the triangle are
parallel.
Theorem 2. The diagonals of a square are perpendicular to each other.
Given: ABCD is a square.
B(0,a) C(a,a)
x
A(0,0) D(a,0)
Prove: AC BD
T

78
Proof:
3$ #3#
Use the slope formula m = 4$ # 4#
to find the slope of diagonals AC and BD.
2#% 2
ACm = 2#% = 2 = 1
%#2 #2
BDm = 2#% = 2
= -1
Since the slopes of the diagonals are negative reciprocals, then AC and BD are
perpendicular. Hence, diagonals of a square are perpendicular.
Tasks: Prove the following theorems using coordinate proof.
Theorem: The diagonals of rectangle are Theorem: The diagonals of a

congruent. parallelogram bisect each other.
Graphical Representation: Graphical Representation:
Proof: Proof:

79
Closure
A proof that uses figures on the coordinate plane to prove geometric properties is called
a coordinate proof. To prove geometric properties using the methods of coordinate geometry,
consider the following guidelines for placing figures on a coordinate plane.
1. Use the origin as vertex or center of a figure.
2. Place at least one side of a polygon on an axis.
3. If possible, keep the figure within the first quadrant.
4. Use coordinates that make computations simple and easy.
Reflection
In this activity, I learned that _____________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Project Ease

Kuta Software

80
Answer Key
Activity 1. Let Me Formulate
3. C(8, 1). By determining the coordinates of the point of intersection of the two lines AC = 6
units; BC = 8 units.
4. Right Triangle. BC I AC. Hence, the triangle contains a 90-degree angle. Pythagorean
Theorem can be applied AB = 10 units
5. C(x1, y2)
AC = |x1 – x2| or |x2 – x1|
BC = |y1 – y2| or |y2 – y1|
|AB|2 = (x2 – x1)2 + (y2 – y1)2
AB = '(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1)2
Activity 2. How far are we from each other?
1. 8 units 2. 15 units 3. 11.4 units 4. 13 units 5. 6.4 units

6. 13 units 7. 10.3 units 8. 11.66… units 9. 13.6 units 10. 12.81 units
a. Regardless of whether points are aligned vertical or horizontal, the distance d between these
points can be determined using the Distance Formula,
d = '(𝑥2 − 𝑥1)2 + (𝑦2 − 𝑦1)2. Moreover, the following formulas can also be used.
a.1) d = |x2 – x1|, for the distance d between two points that are aligned horizontally.
a.2) d = |y2 – y1|, for the distance d between two points that are aligned vertically.
b. The distance Formula can be used to find the distance between two points on a coordinate
plane.
Activity 3. Meet Me Halfway!
1. (9,9) 6. (-8,9)
2. (7,8) 7. (-5, 4)
3. (4,4) 8. (15/2, 15/2)
4. (4,1) 9. (-8,7)
5. (3/2, 5/2) 10. (-5, 4)
Activity 4. What figure am I?
a. The figures formed in #1, 2 and 3 are triangles. Each figure has three sides.
The figures formed in #4,5,6,7,8 and 9 are quadrilaterals. Each figure has four sides
The figure formed in #10 is a pentagon. It has five sides.
b. ∆ABC and ∆ FUN are isosceles triangles. ∆GOT and ∆FUN are right triangles.
c. ∆ABC and ∆ FUN are isosceles triangles because each has two sides congruent or with
equal lengths.
d. Quadrilaterals LIKE and LOVE are squares.
Quadrilaterals LIKE, DATE, LOVE and SONG are rectangles.
Quadrilaterals LIKE, DATE, SONG, LOVE, and BEAT are parallelograms.
Quadrilateral WIND is a trapezoid
e. Quadrilaterals LIKE and LOVE are squares because each has four sides congruent and
contains four right angles.
Quadrilaterals LIKE, DATE, LOVE and SONG are rectangles because each has two
pairs of congruent and parallel sides and contains four right angles

81
Quadrilaterals LIKE, DATE, SONG, LOVE, and BEAT are parallelograms because
each has two pairs of congruent and parallel sides and has opposite angles are
congruent.
Quadrilateral WIND is a trapezoid because it has a pair of parallel sides.
Activity 5. I Missed You But Now I Found You!
1. O(a + b, c) 4. W(-b , c)
2. V(a, b) 5. A(-a, 0), D(a, d), E(b, c)
3. V(3a, 0), M(3a , b) 6. S(0,0), P(a,b)
Activity 6. Prove your point!

Answers may vary
Prepared by:
JIMBO M. TABERNA
Tuao High School

82
MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: __________
Section: _________________________________________ Date: ________________

The Equation of a Circle

This learning activity will help you find the equation of a circle and determine its center
and its radius.
A circle is the set of all points on a plane at a given distance from a fixed point. The
fixed point is called the center, and the segment from the center to any point on the circle is
called the radius.
Using the distance formula to the endpoints of a radius shown in each circle below, the
center-radius form (or standard form) of the equation of the circle is derived.
The general form of the equation of a circle is obtained by expanding the center-radius
form of the equation.
Learning Competencies : The learner illustrates the center-radius form of the equation of a
circle. (M10GE-lIh-1)
: The learner determines the center and the radius of a circle given
its equation and vice versa. (M10GE-lIh-2)

83
Directions: Study well the activities with the given examples, then, answer the exercises that
follow.
Activity 1: My Distance from the Center

Determine the center and the radius of each of the following circles.
Example
Center (𝒙, 𝒚) : (-2, 1)

Radius : 𝟑 𝒖𝒏𝒊𝒕𝒔
1. 3.
Center (𝑥, 𝑦) : (___, ___) Center (𝑥, 𝑦) : (___, ___)

Radius : _______ Radius : _______
2. 4.
Center (𝑥, 𝑦) : (___, ___) Center (𝑥, 𝑦) : (___, ___)

Radius : _______ Radius : _______

84
Activity 2: My Center-radius Name
Determine the equation of each circle given the center and the radius. Write your answer in
simplified form.
Examples:
1. Center (0, 0) and radius = 2 𝑢𝑛𝑖𝑡𝑠 3. Center (2, 3) and radius = 4 𝑢𝑛𝑖𝑡𝑠
• 𝑥 ! + 𝑦 ! = (2)! • (𝑥 − 2)! + (𝑦 − 3)! = (4)!
• 𝒙𝟐 + 𝒚𝟐 = 𝟒 • (𝒙 − 𝟐)𝟐 + (𝒚 − 𝟑)𝟐 = 𝟏𝟔
2. Center (0, 0) and radius = √2 𝑢𝑛𝑖𝑡𝑠 4. Center (−1, 5) and radius = 3√2 𝑢𝑛𝑖𝑡𝑠
• 𝑥 ! + 𝑦 ! = (√2)! • [𝑥 − (−1)]$ + (𝑦 − 5)$ = (3√2)$
• 𝒙𝟐 + 𝒚𝟐 = 𝟐 • (𝑥 + 1)! + (𝑦 − 5)! = (√18)!

• (𝒙 + 𝟏)𝟐 + (𝒚 − 𝟓)𝟐 = 𝟏𝟖
Try!
1. Center (0, 0) and radius = 1 𝑢𝑛𝑖𝑡
2. Center (0, 0) and radius = √3 𝑢𝑛𝑖𝑡𝑠
3. Center (2, 3) and radius = 5 𝑢𝑛𝑖𝑡𝑠
4. Center (−4, 3) and radius = 2√3 𝑢𝑛𝑖𝑡𝑠
Guide Questions:
1. From the activity above, what are needed in finding the equation of a circle?
Ø
2. What is the center-radius form of the equation of a circle?

Ø
3. What do you observe about the form of the equation of any circle whose center is at the
point of origin or (0, 0)?
Ø
4. What are the steps in finding the equation of a circle given the center and the radius of
the circle?
Ø

85
Exercises
A. Determine the center and the radius of each of the following circles. Then, write the center-
radius form of the equation of each circle. (Refer to the activity 1 and activity 2.)
1. 4.
Center : Center :
Radius : Radius :
Equation : Equation :
2. 5.
Center : Center :
Radius : Radius :
Equation : Equation :
3.
Center :
Radius :
Equation :

86
B. Write the equation of each circle in center-radius form.
No. Center Radius Equation

1. origin 12
2. (-1, -2) 5
3. (5, -3) 4
4. (0, -6) √10
5. (-4, -5) 5√2
Activity 3: Square Me Please!

The square of a binomial is equal to the sum of the square of the first term, twice the product
of the first and the second terms, and the square of the second term.
Examples:
1. (𝑥 + 3)!
square the first term double the product of the 2 terms square the second term
(𝑥)! 2(𝑥)(3) (3)!
↓ ↓ ↓
𝑥! 6𝑥 9
Therefore: (𝒙 + 𝟑)𝟐 = 𝒙𝟐 + 𝟔𝒙 + 𝟗
2. (𝑦 − 5)!
square the first term double the product of the 2 terms square the second term
(𝑦)! 2(𝑦)(−5) (−5)!
↓ ↓ ↓
𝑦! −10𝑦 25
Therefore: (𝒚 − 𝟓)𝟐 = 𝒚𝟐 − 𝟏𝟎𝒚 + 𝟐𝟓
Now, are you ready to expand the following? If so, try these:
1. (𝑥 + 4)! 3. (𝑥 − 7)!
$ !
2. (𝑦 + 6)! 4. t𝑦 − "u

87
Activity 4: Transform Me to General
Transform the equation of a circle into its general form.
Examples:
Try also on your own by simply filling-up the missing terms and following the steps correctly.
1. (𝑥 + 3)! + (𝑦 − 5)! = 49 $ !
2. (𝑥 + 4)! + t𝑦 + !u = 36
(_____ + 6𝑥_____) + (𝑦 ! _____ + 25) = 49 (𝑥 ! _____ + 16) + (𝑦 ! + 𝑦_____) = 36
𝑥 ! + 𝑦 ! + 6𝑥 − 10𝑦 + 9 + 25_____ = _____ $

𝑥 ! + 𝑦 ! + 8𝑥 + 𝑦 + 16 + & _____ = 0
𝒙𝟐 + 𝒚𝟐 _____ − 𝟏𝟎𝒚_____ = 𝟎
_____(𝑥 ! + 𝑦 ! + 8𝑥 + 𝑦_____ = 0)
_____ + _____ + 𝟑𝟐𝒙_____ − 𝟕𝟗 = 𝟎
Exercises
Write each equation of a circle in general form. Show the process completely.
1. 𝑥 ! + 𝑦 ! = 121 3. (𝑥 − 8)! + (𝑦 + 7)! = 225
2. (𝑥 + 7)! + 𝑦 ! = 25 4. $ ! 7 ! 8
t𝑥 + &u + t𝑦 − !u = $9

88
Activity 5: Complete and Express Me as a Squared Binomial
Give the number to be added to complete the perfect square trinomial. Then, express it as a
square of a binomial.
Examples:
Try!
1. 𝑥 ! + 4𝑥 + _____ ð 2. 𝑥 ! − 8𝑥 + _____ ð
!
𝑦
3. 𝑦 ! − 7𝑦 + _____ ð 4. 𝑦 −
2
+ _____ ð
Activity 6: Turn Me Back to Standard

Transform the equation of a circle in general form into its center-radius form.

89
Do you already know how to transform the general equation of a circle into its center-radius
form? If so, try the following items. Show the process completely.
1. 𝑥 ! + 𝑦 ! + 6𝑥 + 8𝑦 + 14 = 0 2. 2𝑥 ! + 2𝑦 ! + 8𝑥 + 4𝑦 − 3 = 0
Exercises
Transform the general form of each equation of a circle to center-radius form.
General Form Center-radius Form
1. 𝑥 ! + 𝑦 ! − 15 = 0
2. 𝑥 ! + 𝑦 ! − 8𝑥 = 0
3. 𝑥 ! + 𝑦 ! + 4𝑥 − 4𝑦 − 28 = 0
4. 4𝑥 ! + 4𝑦 ! − 20𝑥 + 12𝑦 − 2 = 0

90
Activity 7: My Center and My Radius
Determine the center and the radius of each of the following circles.
Examples:
1. (𝑥 − 2)! + (𝑦 − 7)! = 25 3. 𝑥 ! + 𝑦 ! − 8𝑥 + 6𝑦 − 24 = 0
Center : (𝟐, 𝟕) Standard : (𝒙 − 𝟒)𝟐 + (𝒚 + 𝟑)𝟐 = 𝟒𝟗
Radius : 𝟓 𝒖𝒏𝒊𝒕𝒔 Center : (𝟒, −𝟑)
Radius : 𝟕 𝒖𝒏𝒊𝒕𝒔
2. (𝑥 + 3)! + (𝑦 − 6)! = 18 4. 2𝑥 ! + 2𝑦 ! − 20𝑥 − 8 = 0

Center : (−𝟑, 𝟔) Standard : (𝒙 − 𝟓)𝟐 + 𝒚𝟐 = 𝟐𝟗
Radius : 𝟑√𝟐 𝒖𝒏𝒊𝒕𝒔 Center : (𝟓, 𝟎)
Radius : √𝟐𝟗 𝒖𝒏𝒊𝒕𝒔
Try!
Center Radius
1. 𝑥 ! + 𝑦 ! = 36
2. (𝑥 − 4)! + (𝑦 − 6)! = 64
3. (𝑥 + 2)! + (𝑦 + 7)! = 27
4. 𝑥 ! + 𝑦 ! − 10𝑥 + 12𝑦 + 16 = 0
Guide Questions:
1. How did you determine the center and the radius of a circle given the equation in center-
radius form?
Ø
2. How did you determine the center and the radius of a circle given the equation in general
form?
Ø
3. Is there a shorter or easier way to determine the center and the radius of a circle given
the equation in general form? Explain.
Ø

91
Exercises
A. Find the center and the radius of each of the following circles by matching column A with
column B. Write the letter of your answer on the circle provided.
1. What province celebrates the well-known festival?
2. Where can you find the tourist spot?
B. Show the complete process of solving the equations from Exercises A that correspond to
your province.
1. 2.

92
Rubrics for Scoring
Point/s Description
1 The learner shows answer only.
2 The learner shows partial process.
3 The learner shows partial process with answer.
4 The learner shows complete process with correct answer.
* For activities and exercises asking for complete process.
Closure
Ø A circle is the set of all points on a plane at a given distance from a fixed point. The
fixed point is called the center, and the segment from the center to any point on the
circle is called the radius.
Ø The center-radius/ standard form of the equation of a circle is generally written in the
form, (𝑥 − ℎ)! + (𝑦 − 𝑘)! = 𝑟 ! , where the values of ℎ and 𝑘 are the coordinates
(ℎ, 𝑘) of the center of a circle and 𝑟 is the length of the radius. If the center of a circle
is at the origin, then it is written in the form, 𝑥 ! + 𝑦 ! = 𝑟 ! .
Ø The general form of the equation of a circle that is written in the form,
𝐴𝑥 ! + 𝐵𝑦 ! + 𝐷𝑥 + 𝐸𝑦 + 𝐹 = 0, where 𝐴, 𝐵, 𝐷, 𝐸 and 𝐹 are real numbers, and 𝐴 and
𝐵 are always equal.
Reflection
After doing all the activities in this lesson, I learned that ________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
References for Learners

Callanta, M. M. et.al. Mathematics – Grade 10 Learner’s Module (First Editon). Pasig
City, Philippines. Department of Education. 2015
Natividad, E. B. Jr. et.al., Math Made Easy for Grade 10. Makati City, Philippines.
Salinlahi Publishing House, Inc. 2017

93
Answer Key
Activity 1: My Distance from the Center
1. Center : (0, 0) 3. Center : (3, 0)
Radius : 2 𝑢𝑛𝑖𝑡𝑠 Radius : 5 𝑢𝑛𝑖𝑡𝑠
2. Center : (−3, −4) 4. Center : (0, −1)
Activity 2: My Center-radius Name

1. 𝑥 ! + 𝑦 ! = 1 3. (𝑥 − 2)! + (𝑦 − 3)! = 25
2. 𝑥! + 𝑦! = 3 4. (𝑥 + 4)! + (𝑦 − 3)! = 12
Exercises
A.
1. Center : (0, 0) 4. Center : (0, 3)
Equation : 𝑥 ! + 𝑦 ! = 25 Equation : 𝑥 ! + (𝑦 − 3)! = 9
2. Center : (3, 2) 5. Center : (−1, 0)
Equation : (𝑥 − 3)* + (𝑦 − 2)* = 25 Equation : (𝑥 + 1)! + 𝑦 ! = 16
3. Center : (−4, 4)
Radius : 6 𝑢𝑛𝑖𝑡𝑠
Equation : (𝑥 + 4)* + (𝑦 − 4)* = 36
B.
1. 𝑥 ! + 𝑦 ! = 144 4. 𝑥 ! + (𝑦 + 6)! = 10
2. (𝑥 + 1)! + (𝑦 + 2)! = 25 5. (𝑥 + 4)! + (𝑦 + 5)! = 50
3. (𝑥 − 5)! + (𝑦 + 3)! = 16
Activity 3: Square Me Please!

1. 𝑥 ! + 8𝑥 + 16 3. 𝑥 ! − 14𝑥 + 49
! $
2. 𝑦 ! + 12𝑦 + 36 4. 𝑦! − " 𝑦 + 8
Activity 4: Transform Me to General

1. (𝑥 + 3)! + (𝑦 − 5)! = 49 $ !
2. (𝑥 + 4)! + t𝑦 + !u = 36
(𝒙𝟐 + 6𝑥 + 𝟗) + (𝑦 ! − 𝟏𝟎𝒚 + 25) = 49
𝟏
𝑥 ! + 𝑦 ! + 6𝑥 − 10𝑦 + 9 + 25 − 𝟒𝟗 = 𝟎 (𝑥 ! + 𝟖𝒙 + 16) + t𝑦 ! + 𝑦 + 𝟒u = 36
𝑥 ! + 𝑦 ! + 𝟔𝒙 − 10𝑦 − 𝟏𝟓 = 0 $
𝑥 ! + 𝑦 ! + 8𝑥 + 𝑦 + 16 + & − 𝟑𝟔 = 0
𝟕𝟗
𝟒 t𝑥 ! + 𝑦 ! + 8𝑥 + 𝑦 − 𝟒
= 0u
𝟒𝒙𝟐 + 𝟒𝒚𝟐 + 32𝑥 + 𝟒𝒚 − 79 = 0

94
Exercises
1. 𝑥 ! + 𝑦 ! − 121 = 0 3. 𝑥 ! + 𝑦 ! − 16𝑥 + 14𝑦 − 112 = 0
2. 𝑥 ! + 𝑦 ! + 14𝑥 + 24 = 0 4. 4𝑥 ! + 4𝑦 ! + 2𝑥 − 20𝑦 + 23 = 0
Activity 5: Complete and Express Me as a Squared Binomial

&8 ' !
1. 4 ; (𝑥 + 2)! 3. ; t𝑦 − !u
&
$ $ !
2. 16 ; (𝑥 − 4)! 4. ; t𝑦 − &u
$9
Activity 6: Turn Me Back to Standard

$"
1. (𝑥 + 3)! + (𝑦 + 4)! = 11 2. (𝑥 + 2)! + (𝑦 + 1)! = !
Exercises
1. 𝑥 ! + 𝑦 ! = 15 3. (𝑥 + 2)! + (𝑦 − 2)! = 36
7 ! " !
2. (𝑥 − 4)! + 𝑦 ! = 16 4. t𝑥 − !u + t𝑦 + !u = 9
Activity 7: My Center and My Radius

1. 𝐶(0, 0) 𝑟=6 3. 𝐶(−2, −7) 𝑟 = 3√3
2. 𝐶(4, 6) 𝑟=8 4. 𝐶(5, −6) 𝑟 = 3√5
Exercises
A.
1. C 2. I
N C
I Q
Q N
B B
B. (varied answers)
Prepared by:
JAIME ACE B. ACOSTA

Writer

95
MATHEMATICS 10
Name of Learner: _________________________________ Grade Level: __________
Section: _________________________________________ Date: ________________

Graphs and Problems Involving Circles and Other Geometric Figures

This learning activity will guide you in analysing and in solving word problems
involving circles and other geometric figures through graphs. The previously learned concepts
on coordinate geometry especially on equations of a circle are needed in this lesson.
Learning Competency : The learner graphs and solves problems involving circles and other
geometric figures on the coordinate plane. (M10GE-IIi-1 and
M10GE-IIi-j-1)

96
Directions: Study well the activities with the given examples, then, answer the exercises that
follow. Activity numbers 1and 2 deals with graphing circles; activity numbers 3
to 8 contain problems involving circles and other geometric figures on the
coordinate plane.
Activity 1: Graph Me Accurately!

Graph the circle on a coordinate plane.
Example 1:
Given: Center(−2, −4) and radius = 5 𝑢𝑛𝑖𝑡𝑠
Try!
1. 𝐶(3, 1) ; 𝑟 = 7 𝑢𝑛𝑖𝑡𝑠 2. 𝐶(4, −2) ; 𝑟 = 6 𝑢𝑛𝑖𝑡𝑠
Example 2:
2(𝑥 − 2)! + 2(𝑦 − 3)! = 72
Step 1: Simplify.
(𝑥 − 2)! + (𝑦 − 3)! = 36
Step 2: Find the center and the radius.
Center :(2,3)
Step 3: Graph the circle.

97
Try!
3. 𝑥 ! + 𝑦 ! = 49 4. 2(𝑥 − 3)! + 2(𝑦 − 5)! = 50
Activity 2: Draw My Circle!

Given the equation in general form, graph the circle on a coordinate plane.
Example:
3𝑥 ! + 3𝑦 ! − 42𝑥 − 30𝑦 + 195 = 0

Step 1: Simplify.
𝑥 ! + 𝑦 ! − 14𝑥 − 10𝑦 + 65 = 0
Step 2: Find the center and the radius.
Center :(7, 5)
Step 3: Graph the circle.
Try!
1. 𝑥 ! + 𝑦 ! + 6𝑦 − 40 = 0 2. 3𝑥 ! + 3𝑦 ! + 30𝑥 + 30𝑦 + 75 = 0

98
Exercises
Determine the place of origin of each of the following epics in the country by simply
determining the graph of each equation. Write your answer on top of the given. Show the
complete process on a separate sheet of paper.
PHILIPPINE EPIC
PLACE OF ORIGIN
Bicol Region Ifugao Province Mindanao
Sulod in Central Panay Ilocos Region
Activity 3: Know Me Better as a Circle

Box CIRCLE contains equations of circles while box NOT does not contain any equation of a
circle. Opposite each equation is a description of each graph and an explanation.

99
Can you now determine equation of a circle? If so, encircle the letters that define circles.
A. (𝑥 + 5)! + (𝑦 + 2)! = 36 C. 𝑥 ! + 𝑦 ! − 4𝑥 + 2𝑦 + 4 = 0
B. (𝑥 − 7)! + (𝑦 − 3)! = −2 D. 2𝑥 ! + 2𝑦 ! + 2𝑥 + 2𝑦 + 2 = 0
Exercises
Identify each of the following equations as CIRCLE or NOT. If NOT, why?
1. (𝑥 − 2√5)! + (𝑦 + √3)! = −16 3. 𝑥 ! + 𝑦 ! + 10𝑥 − 12𝑦 + 61 = 0
2. 5(𝑥 − 7)! + 5𝑦 ! = 45
Activity 4: My Equation Given My Center and Diameter

Find the equation of the circle given its center and its diameter.
Example:
Try! (No need to graph the circle.)

1. …with center (3, 5) and diameter 8 units.
Standard: _________________________ General: _________________________
2. …with center (−6, 4) and diameter 2 units.

Standard: _________________________ General: _________________________

100
Activity 5: My Equation Given My Center and a Point
Find the equation of a circle given its center and a point on it. Show the process completely.
Example:
What is the equation of the circle with center at (3, 4) and passing through the origin?
Steps Illustrations
𝑟 = (𝑥 − ℎ)! + (𝑦 − 𝑘)!
!
𝑟 ! = (0 − 3)! + (0 − 4)!
𝑟 ! = (3)! + (4)!
1. Solve the radius of the circle.
𝑟 ! = 9 + 16
𝑟 ! = 25
𝒓 = 𝟓 𝒖𝒏𝒊𝒕𝒔
2. Write the equation in center-radius form. (𝒙 − 𝟑)𝟐 + (𝒚 − 𝟒)𝟐 = 𝟐𝟓
3. Write the equation in general form. 𝒙𝟐 + 𝒚𝟐 − 𝟔𝒙 − 𝟖𝒚 = 𝟎
Try!
Find the equation of circle 𝐶 that passes through point 𝑃.

1. 𝐶(3, 4), 𝑃(−1, 1) 2. 𝐶(−4, −2), 𝑃(1, 0)
Exercises
Answer the following problems. Show the process completely.
1. What is the standard form of the equation of a circle with center at the origin and a diameter
of 10 units?
2. Write the general equation of a circle with center at (−5, −1) and passing through the
origin.

101
Activity 6: My Equation Using my Endpoints
Find the equation of a circle given the endpoints of each diameter. (Refer to the circle A below.)
To solve the problem, answer the following questions.
1. What do we call 𝐴?
˜˜˜˜ ? 𝐴𝐵
2. What do we call 𝐵𝐶 ˜˜˜˜? 𝐴𝐶
˜˜˜˜ ?
3. What is 𝐵𝐶? 𝐴𝐵 or 𝐴𝐶? (Hint: Use the Distance Formula)
4. How long is the radius of the circle?
5. What are the coordinates of the center of the circle? (Hint: Use the Midpoint Formula)
6. What is equation of the circle in center-radius form? general form?
Activity 7: It Touches at a Point

Solve the following problems by answering the questions that follow.
Problem 1: Line l is tangent to circle 𝐴 at point 𝐵 and is parallel to the 𝑦-axis as shown in
the illustration. What is the equation of the circle?
a. What are the coordinates of the center of the
circle?
b. What are the coordinates of 𝐵?
c. How long is the radius of the circle?
d. What is equation of the circle in center-radius

form? general form?

102
Problem 2: Circle 𝐵 is defined by the equation (𝑥 + 3)! + (𝑦 − 2)! = 16 and is tangent to
a line at point 𝐶 as shown in the illustration. What is the equation of the line?
a. What are the coordinates of the center of the
circle?
b. What is the slope (m) of the ˜˜˜˜

𝐵𝐶 ?
4 #4
t𝐻𝑖𝑛𝑡: 𝑚 = 3$ #3$ u
$ $
˜˜˜˜ ? (horizontal, vertical or

c. How do we describe 𝐵𝐶
slanting)
d. What is the relationship between ˜˜˜˜

𝐵𝐶 and line l?
e. How do we describe line l? (horizontal, vertical or slanting)
f. What is the equation of line l?
Exercises
A. Answer the following problems given the following conditions. Show the process
completely.
1. What is the equation of the circle in center-radius form and general form given (5, −1)
and (−7, −5) as the endpoints of the diameter? (Refer to activity 6.)
2. What is equation of the circle in center-radius form given the center at (−3, 2) and
tangent to the line 𝑥 = 1? (Refer to activity 7 Problem 1.)
3. What is equation of the circle in general form center at (3, 4) and touching the y-axis?
(Refer to activity 7 Problem 1.)

103
B. Find the equation of the line given the following conditions. Show the process completely.
1. …the equation of a circle is (𝑥 + 1)! + (𝑦 − 2)! = 36 and tangent to a line at (5, 2).
2. …the equation of a circle is 𝑥 ! + 𝑦 ! − 10𝑥 + 10𝑦 − 14 = 0 and tangent to a line at

(−3, −5).
Activity 8: Am I in, on or off?

Analyze the problem and answer the questions that follow.
The Provincial Disaster and Risk

Reduction Management Committee (PDRRMC)
of Batangas advised the residents living within
the 10 𝑘𝑚 radius critical area to evacuate due to
eminent eruption of the Taal Volcano. The
coordinate plane shows the location of the
volcano and of the residents (A, B, C, D and E).
1. What are the coordinates of the location of
the volcano?
2. According to PDRRMC, how far is the

critical area to be affected by the eruption of
the volcano?
3. What is the equation of the circle based on the critical area to be affected by the volcano?
4. Give the coordinates of the location of each resident.
5. Who among the residents need to evacuate?

104
Exercises
Answer the following.
The school Wifi router is located at the administration building and its signal can reach a radius
until the English LRC.
1. What is the equation of the circle that
defines the boundary of the Wifi signal?
2. Is the location of Mathematics LRC within

the service range? Why?
3. Is the location of MAPEH LRC within the

service range? Why?
Something More!
Analyze and answer the following problems.
1. People within a certain radius of a strong typhoon are advised to evacuate. The unsafe area
as informed by the PAGASA weather forecast is defined by (𝑥 + 6)! + (𝑦 − 2)! = 1600.
a. Where is the eye of the typhoon on the coordinate plane?
b. Do you need to be evacuated when you are at point (40, 40)? Why?
2. People within the area of a circle defined by the equation 𝑥 ! + 𝑦 ! + 14𝑥 − 6𝑦 + 49 = 0,

felt the magnitude of an earthquake.
a. At what point is the epicenter of the earthquake?
b. Will you be able to feel the earthquake if you are located at point (−6, 2)? Why?
3. The transmission boundaries of a tower is represented in the equation

𝑥 ! + 𝑦 ! − 10𝑥 + 2𝑦 − 199 = 0. What is the greatest distance, in kilometres, can the
signal of the tower be transmitted?

105
Rubrics for Scoring
Point/s Description
1 The learner shows answer only.
2 The learner shows partial process.
3 The learner shows partial process with answer.
4 The learner shows complete process with correct answer.
* For activities and exercises asking for complete process.
Closure
This lesson was about the graphs and problems involving circles and other geometric
figures.
Reflection
After doing all the activities in this lesson, I learned that ________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
References for Learners

Callanta, M. M. et.al. Mathematics – Grade 10 Learner’s Module (First Editon). Pasig
City, Philippines. Department of Education. 2015
Natividad, E. B. Jr. et.al. Math Made Easy for Grade 10. Makati City, Philippines.
Salinlahi Publishing House, Inc. 2017

106
Answer Key
Activity 1: Graph Me Accurately! DAY 1
1. 2.
3. 4.
Activity 2: Draw My Circle!

1. 2.
Exercises

107
Activity 3: Know Me Better as a Circle DAY 2
!
A. (𝑥 + 5) + (𝑦 + 2) = 36 ! ! !
C. 𝑥 + 𝑦 − 4𝑥 + 2𝑦 + 4 = 0
Exercises
1. NOT. Because −16 cannot be 3. NOT. Because the radius must be
expressed as a square of any real greater than 0 for a circle to exist.
number.
2. CIRCLE
Activity 4: My Equation Given My Center and Diameter

1. Standard: (𝑥 − 3)! + (𝑦 − 5)! = 16 2. Standard: (𝑥 + 6)! + (𝑦 − 4)! = 1
General: 𝑥 $ + 𝑦 $ − 6𝑥 − 10𝑦 + 18 = 0 General: 𝑥 ! + 𝑦 ! + 12𝑥 − 8𝑦 + 51 = 0
Activity 5: My Equation Given My Center and a Point

1. Standard: (𝑥 − 3)! + (𝑦 − 4)! = 25 2. Standard: (𝑥 + 4)! + (𝑦 + 2)! = 29
General: 𝑥 $ + 𝑦 $ − 6𝑥 − 8𝑦 = 0 General: 𝑥 ! + 𝑦 ! + 8𝑥 + 4𝑦 − 9 = 0
Exercises
1. 𝑥 $ + 𝑦 $ = 25 2. 𝑥 $ + 𝑦 $ + 10𝑥 + 2𝑦 = 0
Activity 6: My Equation Using my Endpoints DAY 3

1. Point 𝐴 is the center of the circle.
2. ˜˜˜˜ is a diameter on the circle while ˜˜˜˜
𝐵𝐶 ˜˜˜˜ are radii.
𝐴𝐵 and 𝐴𝐶
3. 𝐵𝐶 is 2√5 units while 𝐴𝐵 and 𝐴𝐶 are both √5 units.
4. The radius of the circle is √5 units.
5. The coordinates of the center of the circle are (2, 1).
6. The center-radius form of the circle is (𝑥 − 4)! + (𝑦 − 2)! = 5 and its general equation
is 𝑥 ! + 𝑦 ! − 8𝑥 − 4𝑦 + 15 = 0.
Activity 7: It Touches at a Point

Problem 1 Problem 2
a. (1, 2) a. (−3, 2)
b. (−3, 2) b. Undefined
c. 4 𝑢𝑛𝑖𝑡𝑠 c. Vertical
d. Standard: (𝑥 − 1)! + (𝑦 − 2)! = 16 d. They are perpendicular.
General:𝑥 $ + 𝑦 $ − 2𝑥 − 4𝑦 − 11 = 0 e. Horizontal
f. 𝑦 = −2 or 𝑦 + 2 = 0

108
Exercises
A.
1. Standard: (𝑥 + 1)! + (𝑦 + 3)! = 40 3. 𝑥 $ + 𝑦 $ − 6𝑥 − 8𝑦 + 16 = 0
General: 𝑥 $ + 𝑦 $ + 2𝑥 + 6𝑦 − 30 = 0
2. (𝑥 + 3)! + (𝑦 − 2)! = 16
B.
1. 𝑥 = 5 or 𝑥 − 5 = 0 2. 𝑥 = −3 or 𝑥 + 3 = 0
Activity 8: Am I in, on or off? DAY 4

1. The location of the volcano is at (3, 4).
2. The critical area has a radius 10 𝑘𝑚.
3. The center-radius form of the circle is (𝑥 − 3)! + (𝑦 − 4)! = 100 and its general
equation is 𝑥 ! + 𝑦 ! − 6𝑥 − 8𝑦 − 75 = 0.
4. Resident Coordinates
𝐴 (3, 9)
𝐵 (−7, 4)
𝐶 (−4, −4)
𝐷 (4, −6)
𝐸 (9, −4)
5. The residents who need to evacuate are 𝐴, 𝐵 and 𝐸.
Exercises
1. The center-radius form of the circle is (𝑥 + 2)! + (𝑦 + 5)! = 50 and its general equation
is 𝑥 ! + 𝑦 ! + 4𝑥 + 10𝑦 − 21 = 0.
2. No. The distance of the Mathematics LRC from the administration building is 2√13 𝑘𝑚.
and is greater than the required radius.
3. No. The distance of the Mathematics LRC from the administration building is 2√29 𝑘𝑚.
and is greater than the required radius.
Something More!
1. a. The eye of the typhoon is located at (−6, 2).
b. No. My distance from the eye of the typhoon is 2√890 𝑘𝑚. and is greater than the
required radius.
2. a. The epicentre of the epicenter of the earthquake is at (−7, 3).
b. Yes. My distance from the epicentre of the earthquake is √2 𝑘𝑚. and is lesser than
the required radius
3. The greatest distance the signal of the tower be transmitted is 15 𝑘𝑚.
Prepared by:
JAIME ACE B. ACOSTA

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Grade 10 Q2 MATH LAS

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10

Learning Activity Sheets

Printed by DepEd Regional Office No. 02

LEARNING ACTIVITY SHEET

Background Information for Learners

Let us then be inspired as we begin to explore polynomial functions.

The learner illustrates polynomial functions (M10AL–IIa–1).

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A Polynomial Function is defined by:

From the definition, the following are implied:

2. g(x) = x3 – 2x5 + 6 – 4x2 + x4

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_____ 1. 𝑓(𝑥) = 13𝑥

ACTIVITY 2: Just Give The Reason!

Not Polynomial Functions Reasons

ACTIVITY 3: Tell Me More About Poly!

Is it in Standard Leading Number of

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ACTIVITY 4: Tell Me!

EVALUATING POLYNOMIAL FUNCTIONS

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Evaluate the given polynomial functions given the values of x.

1. P(x) = x3 + 4x2 + x – 6: P(2) =

ROOTS AND ZEROS OF POLYNOMIAL FUNCTIONS

1. c is a zero of P(x) 4. If x – 5 is a factor, x = 5 is a root, 5 is a zero

Example: Find the zeros of the polynomial function P(x) = x3 + 4x2 + x – 6:

Step 1: First we must factor P(x) to get

P(x) = x3 + 4x2 + x – 6 Factors: (x+3)(x+2) and (x-1)

Step 2: Since x + 3 is a factor of P(x), then x = – 3 is a root and – 3 is a zero

ACTIVITY 6: CAN YOU FIND MY ROOTS AND ZEROS?

Find the zeros and roots of the following polynomial functions

1. h(x) = x2 – x – 6 3. f(x) = x3 – 4x2 + x + 6

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I have learned that ____________________________________

Callanta, Melvin M. 2015, Mathematics – Grade 10 Learner’s Module, Quezon City,

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Activity 4 ACTIVITY 5: Evaluate Me!

ACTIVITY 6: CAN YOU FIND MY ROOTS AND ZEROS?

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LEARNING ACTIVITY SHEET

Background Information for Learners

Graphs of Polynomial Functions

Smooth turning points

Leading Coefficient Test (Right end behavior of the graph)

Degree of the Polynomial (Left end behavior of the graph)

both ends have the same trend

ends have opposite trend

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Consider the following

The roots of f(x) are x = 3 with multiplicity 2,

And the beautiful thing is ...

the root with multiplicity

the root with multiplicity

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Graphing Polynomial functions by using table of values

Example: Graph f(x)= x2 – x – 2

Step 1: construct table of values

Step 3: complete the values in the table

Step 4: Convert the table to ordered pairs

Step 5: Graph by plotting the points and