Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Laguna
District of Los Baños
MAYONDON NATIONAL HIGH SCHOOL
Mayondon, Los Baños, Laguna

DEMONSTRATION TEACHING IN MATHEMATICS GRADE 10 S.Y. 2018-2019

RPMS PPST CLASSROOM OBSERVATION

March 27, 2019

(Tuesday, 8:00-9:00 at Grade 10 – Mt. Halcon)
OBSERVER: MRS. PAULINA C. DIMASAPIT, Head Teacher III

I. STANDARDS / COMPETENCIES
A. CONTENT STANDARDS: The learner demonstrates understanding of key concepts of
circles and coordinate geometry.
B. PERFORMANCE STANDARDS: The learner is able to formulate and find solutions to
challenging situations involving circles and other related terms in different disciplines
through appropriate and accurate representations.
C. LEARNING COMPETENCY:
1. The learner derives inductively the relations among chords, arcs, central angles and
inscribed angles. (M10GE-IIc-1)
2. The learner proves theorems related to chords, arcs, central angles and inscribed
angles. (M10GE-IId-1)

D. LEARNING OBJECTIVES: At the end of the lesson, the students should be able to:
1. Define central angles and inscribed angles.
2. Identify if an angle is central angle or inscribed angle.
3. Solve problems involving the measurement of central angle and inscribed angle in
relation with its intercepted arc.

II. CONTENT: Lesson: Circles: Central Angle and Inscribed Angle

III. LEARNING RESOURCES

1. TEACHERS’ GUIDE PAGES 145-151
2. LEARNER’S MATERIALS PAGES 165-170

IV. PROCEDURES
A. Classroom Management
B. Reviewing previous lesson or presenting new lesson
Review the parts of a circle using the interactive educational mobile game “Kahoot”.
Allow the students to use their mobile phones in playing the game.

C. Establishing a purpose for the lesson

Now that they are familiar with the parts of a circle. Ask them to name the following terms
related to circle A.
1. a radius 5. a minor arc
2. a diameter 6. a major arc
3. a chord 7. a tangent
4. a semicircle 8. a secant
D. Presenting Examples / instances of the new lesson
Part 1. Instruct some students to form an angle using a rubber band and the teacher-
made instructional material. Let them describe the angle and ask them the following
questions:
1. What parts of a circle were used in each angle?
2. What is the difference between the two angles?

Part 2: Using the angles formed by the students, allow them to identify the measurement
of the portion of the circumference of a circle in which the angle intersects. Ask them the
following questions:
1. What is the measurement of the portion of the circumference of a circle in which
the angle intersects? What do you call this portion of the circumference of the
circle?
2. What is the measurement of the angle? (Allow them to use protractor to identify
the measurement of the angle.)
3. What do you think is the relationship between the measurements of the angles
and its intercepted arcs?

Discuss the following theorems:

1. If an angle is inscribed in a circle, then the measure of the angle equals one-half the
measure of its intercepted arc. (or the measure of the intercepted arc is twice the
measure of inscribed angle)
2. If an angle is a central angle, then the measure of the angle equals the measure of the
intercepted arc. (or the measure of the intercepted arc is equals the measure of the
central angle)

As part of the discussion, the teacher will illustrate the relationships of circle and angles
in the given figures. Find the measurement of the unknown arcs and angles.

1. What is the measurement of the portion of

the circumference of the cake in which the

20° angle intersects?

2. What is the measurement of the portion of

the circumference of the cake in which the
45° angle intersects?
E. Finding practical applications:
GROUP ACTIVITY: Group the class into five, let them answer the following problems. Ask
them to determine what angle is shown in the figure. Present their work in the class.

1.
What is the measurement of EKF if J measures
145°?

2. In degree measure, what is the

distance between two seats in a
Ferris wheel if the angle formed
measures 20°?

C
60°

3. A

What is the measurement of B?

B O
M

4.
What is the measurement of
MO? 58°

5.

What is the measurement of

RTQ?
Q
T

70°

NOTE: 1 point will be given for every correct measurements of angle or arc. Another 1
point will be given if the group can identify if the angle is a central angle or inscribed
angle correctly.
 F. Making generalizations and abstractions about the lesson
1. To generalize the lesson, ask the students to enumerate 3 things that they have
learned for the day.

G. Evaluating Learning
Answer the problem below:

1. The moon orbits the Earth once every 27.322 days. The phases of the moon are
shown below:

D B
45°

A
E M

F
H
G

A. If the central angle measures 45°. Determine the following:

1. The degree measure of Arc DC

2. The degree measure of the arc from the last quarter phase of the moon to the waxing
crescent phase of the moon.
3. The degree measure of the arc from the waning crescent of the moon to the full phase
of the moon.
4. The degree measure of the arc from the waning gibbous phase of the moon to the new
phase of the moon.
5. The degree measure of DHC.

 
V. REMARKS
____ out of ____ students reached 75% of mastery level
____ out of ____ students needs remediation

Prepared by:

RUSTOM T. QUILLOY
Teacher I
Corroborated by:

PEDRITA P. NAVALES KIRBY B. ESCOBIN

Teacher III Teacher I

JELLYN B. MOLLENO MERWIN A. LANDASAN

Teacher I Teacher I

Observed by:

PAULINA C. DIMASAPIT
Head Teacher III