LP 6
LP 6
LP 6
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competency
The learner derives inductively the relations among chords, arcs, central
angles, and inscribed angles. (M10GE-IIc-1)
D. Instructional Objectives
By the end of this lesson, at least 85% of the learners should be able to:
a. Define and identify minor arcs, major arcs, inscribed angles, central angles.
B. Calculate arcs given an angle inside the circle and vice-versa.
III. PROCEDURE
A. Preliminary Activities
1. Greetings
2. Checking of Attendance
3. Recall of previous lesson
B. Motivation
Before proceeding with the lesson, the teacher will first group the
class consisting of 5-6 members. Afterwards, the game will continue. The
teacher will do a spin the wheel color game. The game’s mechanics
consists of a wheel with different colors, once it stops with a color, the
students shall bring an item which corresponds to the color selected.
C. Activity:
4 Pics 1 Word (Geometry edition)
The class will still be in their respective groupings. Those who can answer
first gets the point for their group.
1.
2.
3.
4.
D. Analysis
1. How do you measure arcs?
2. How do you solve for the angles inside the circle?
3. What do you think distinguishes a major arc from a minor arc
4. Is a semicircle a major arc or a minor arc?
E. Abstraction
Arcs
Minor Arc - an arc that is smaller than a semicircle or measures less than 180°
Major Arc - an arc whose measure is greater than 180° or bigger than a semicircle
Example)
∠BAD, ∠CAD
Inscribed Angle
∠BCD
∠BCE
^ =?
mCD
The measure of the central angle is equal to the measure of its intercepted
arc.
^ , mCD
m∠CAD = mCD ^ = 120
m∠DAB = ?
m∠DAB = 60
m^
DCB = ?
m^
DCB = 300
What is m ^
BEC ?
m^
BEC = 180
m∠Z = 20
F. Application
TRY THIS!
1. 39°
2. 78°
3. 282°
4. 360°
IV. EVALUATION
3. What is m ^
AYB?
4. Find the given angle.
Answer: 59
5. What is m ^
FE
Answer: 54
V. AGREEMENT
The teacher will once again engage audience with questions to reinforce their
understanding such as asking follow-up questions like "Can anyone explain the
difference between a minor arc and a major arc?" or "How does an inscribed angle differ
from a central angle?". Afterwards the teacher will create a connection between the
previously discussed topics and the new ones. For example: "Now that we have a solid
understanding of arcs and angles, we can delve deeper into how these concepts relate to
certain theorems in geometry." On the next meeting the teacher will proceed to discuss
about the theorems underlying the properties of the circle and its parts.