MATH10 2nd Quarter
MATH10 2nd Quarter
MATH10 2nd Quarter
Mathematics G10
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Mathematics
Grade 10
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead
Ephraim L. Gibas
IT & Logistics
What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.
After going through this lesson, you are expected to illustrate polynomial
functions, understand, describe and interpret the graph of polynomial functions;
and solve problems involving polynomial functions.
Do you remember when an expression is a polynomial? Which of the given
expressions are polynomial? What makes the expressions not a polynomial?
In this lesson, you need to revisit the lessons and your knowledge on
evaluating and factoring polynomials necessary in graphing linear and quadratic
functions. Your knowledge and familiarity of these topics will help you sketch the
graph of polynomial functions manually. The use of graphing utilities/tools might
help you to view a clearer graph that will lead you to understand, describe and
interpret the properties of the graph.
D
Learning Task 1: Write and answer the following in your answer sheet.
1. Evaluate the following polynomials in your answer sheet.
a. at
b. at
c. find .
Illustrative Example 2
Graph of P(x)
1. The graph of any type of function must pass the
vertical line test.
2. Every polynomial function with real coefficients
has the set of real numbers as its domain; hence it
is continuous function. This means that the
graph of a polynomial function has no breaks,
holes or gaps.
3. A polynomial equation of the nth degree cannot
have more than n roots. This only means that the This is not graph of P(x)
graph cannot intersect the x-axis more than n
times.
4. A graph of a polynomial function has only smooth,
rounded turns. A polynomial function cannot
have a sharp turn.
Therefore, the zeros are . These are the x-intercepts. And the y-
intercept is -3.
The degree of the function is 3, the graph has 2 turning points.
Multiplicities of Zeroes
The multiplicity of a zero is the number of times the real root of a
polynomial functions results in . Suppose r is a zero of even multiplicity.
Then the graph touches the x-axis at r and bounces at r or is tangent to point (r,
0). Suppose r is a zero of odd multiplicity. Then the graph crosses the x-axis at r.
Regardless of whether a multiplicity is even or odd, the graph tends to flatten out
near zeros with a multiplicity greater than one.
Illustrative Example 4
Solve for the zeroes of , then show the graph.
x- 3 = 0 x- 6 = 0 x+ 2 = 0
x = 3 x = 6 x = -2
E
Learning Task 2: In your answer sheet, copy and answer the following.
1. Describe the properties of the graph of the given polynomial functions.
A.) and
B.) as to the following:
a. Standard form
b. Leading term
c. x-intercepts and its multiplicities
d. y-intercepts
e. number of turning points
f. possible graph with end behavior
2. Sketch the graph of the polynomial functions given in Part A.
3. Find two numbers whose difference is 16 and the product is 720.
Learning Task 3: In your answer sheet, write the letter of the correct answer.
1. Which is a polynomial function?
A. C.
B. H (x) = 4x1/2 + 3x -4 D. F (x) = 2x3 – 5x + 3
3x2
2. What are the zeroes of ?
A. C.
B. D.
4. What are the three consecutive positive integers such that the sum of their
squares is 149?
A. 5,6,7 B. 6,7, 8 C. 7,8,9 D. 8,9,10
A. B. C. D.
For numbers 7-16, identify the value of the leading coefficient and the degree of
the polynomial function. Then, describe the end behavior of the graph of the
following polynomials.
7-11.
7. ( __________________________________
8. degree (odd or even) ______________________________
9. end behavior of the graph _________________________
10-11. Sketch the graph
12-16.
12. ( __________________________________
13. degree (odd or even) ______________________________
14. end behavior of the graph _________________________
15-16. sketch the graph
A
In your journal notebook, reflect and answer the questions.
D
Learning Task 1: In your answer sheet, use the figure at the right to identify the
following:
1. Center
2. Chords
3. Radii
4. Diameter
5. Tangent Lines
6. Secant Lines
7. Central Angles
8. Semi-Circle
9. Intercepted arcs
10. Inscribed Angles
Illustrative Example 1:
m LPEO = m PO
m LPHO = 1 m LPEO
2
m LPHO = 1 (80)
2
m LPHO = 40
1. In a circle or in congruent circles, two minor arcs are congruent if and ony if
their corresponding central angles are congruent.
Illustrative Example 4
STATEMENTS REASONS
Given
1. and are right triangles
at A
From 1, definition of right triangle
2. and are right angles
All right angles are congruent
3.
From 3, definition of congruent angles
4.
The central angle and the intercepted
5. m arc have the equal measure
=m
From 4 and 5, by substitution
6. m =m
From 6, definition of congruent arcs
7.
2. In a circle or in congruent circles, two minor arcs are congruent if and only if
their corresponding chords are congruent
Illustrative Example 5
Given:
Prove:
STATEMENTS REASONS
Given
1.
By construction and definition of trian-
2. Construct gles
From 2 and definition of radius
3. , , , are radii of
Radii of the same cirle are congruent
4. , , , are congruent
By SSS Congruence Postulate
5.
CPCTC
6.
Definition of congruent angles
7.
The measure of central is equal to the
8. measure of its intercepted arc.
Illustrative Example 6
Given:
Prove : bisects
bisects
STATEMENTS REASON
Given
1.
By construction and definition of radi-
2. Construct radii and us
Radii of the same circle are congruent
3.
Reflexive Property
4.
Definition of perpendicular segments
5. and OHD are right angles
Definition of right triangles
6. and OHD are right trian-
HL Congruence Postulate
7. OHD
CPCTC
8.
Definition of segment bisector
9. bisects
CPCTC
10. HOF
Congruent central angles intercept
11. congruent arcs
From 11, definition of arc bisector
12. bisects
So, m =
=
m = 800
6. If two chords intersect within a circle, then the measure of the angle formed is
equal to half the sum of the measures of the intercepted arcs.
Illustrative Example 8
Given: Chords and intersecting within
Prove: m =
STATEMENTS REASON
Given
1. Chords and intersecting
within
By construction and definition of
2. Construct chords and chords
Definition of an exterior angle and its
3. is an exterior angle of ; remote interior angles
Illustrative Example 9
Find the missing measure.
a. m and m
m
b. m and m
m
Solution:
a. m =
=
m
b. m =
E
Learning Task 3: In your answer sheet, copy and answer.
Given : is inscribed in D
Prove : is a right angle
STATEMENT REASON
1. (1) Given
2. m +m = 3600 (2)
3. is diameter of D (3)
The diameter divides the circle into
3. m =m = 1800 semicircle
(4)
4. = m
Learning Task 5: In your answer sheet, prove the theorem, using the given below.
A
In your journal notebook, reflect and answer the questions.
1. When two chords of a circle are parallel, are the arcs they intercept be
congruent? How about the arcs they cut off? Explain.
2. How do you determine the measure of the angle formed by the intersection of
two chords? two secant segments intersecting at the point in the exterior of the
circle?
D
Learning Task 1: Use the figure below to match the definition in Column A with
what its description in Column B. Copy and answer this in your answer sheet.
Column A Column B
A.
1. A line segment, a line a ray that intersects a circle at
Illustrative Example 1
Find the area of the sector of radius 6 cm
and its central angle is 700 . Note that the measure of the central angle is equal to
its intercepted arc.
= sq. in.
= 21.99 sq. cm.
Segment of a Circle
A segment of a circle is the region bounded
by an arc and its chord.
To find the area of the shaded segment,
subtract the area of triangle from the area of a
sector.
Illustrative Example 2
Solve the area of the shaded region.
Solution:
= 5.78 sq. m.
Arc Length
In the given proportion, 360 is the degree measure of the whole circle, while is
the circumference.
Illustrative Example 3
If and the radius is 6 cm, what is the length of arc
intercepted by the angle.
Solution:
= 9.42 cm.
21 PIVOT 4A CALABARZON Math G10
Theorems on Secant and Tangent Segments of A Circle
Illustrative Example 4
Theorem on Two Intersecting Chords
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.
Proof:
Statement Reason
AM BM = DM EM 5. Multiplication Property
Illustrative Example 5
Theorem on Two Secant Segments
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.
Prove: DP DQ = DS DR
Statement Reason
Proof:
1. Inscribed angles intercepting the
∠QPR ∠ RSQ and ∠PQS
same arc are congruent.
CO2 = YO * NO
=
MG = 95.39
Learning Task 2: In your answer sheet, copy and find the area of the shaded
intersects ʘO at N.
Prove: (KL)2 = KM KN
Draw and so that we formed two similar triangles. Then show the
proof using the Two-Column Proof.
Proof:
Statement Reason
m∠NLK = (m ) and
(1)
m∠LMN = (m )
m∠NLK = m∠LMN (2)
KM KN = 2 (10)
PIVOT 4A CALABARZON Math G10 24
Learning Task 4.
2. Given:
Prove:
A
In your journal notebook, reflect and answer the questions.
1. How can you determine the lengths of the segments formed by intersect-
ing two chords?
2. How are the segments formed by intersecting two secants at an external
point related? A secant and a tangent at an external point related?
D
Learning Task 1. In your answer sheet, copy and answer.
or PQ = .
Illustrative Examples:
Find the distance between the
points with coordinates (-3, 4)
and (5, -2).
Solution:
Using the distance formula, we get
d=
=
= 10
PIVOT 4A CALABARZON Math G10 26
The distance formula is used even if two points are on the same horizontal
or vertical line. Take note that if one point is the origin, the formula for distance
is simply
d=
d=
=
=5
D C
Given: A B C D with
diagonals AC and BD.
Prove: AC ≅ BD
To prove:
1. Place ABCD on a coordinate plane.
AC =
AC =
BD =
BD =
E
Learning Task 2. In your answer sheet, name the missing coordinates in terms
of the given variables.
1. MIND is a parallelogram. 2. FARM is an isosceles
5. Parallelogram 6. Trapezoid
A
In your journal notebook, reflect and answer the questions.
How do you apply the distance formula in proving some geometric properties?
Circle is set of all points (x, y) in a plane that are equidistant from a fixed
center point. Let us test your learning by doing the first activity.
D
Learning Task 1: In the plane below, identify the coordinates of the center of each
circle and the measure of its radii. Answer this on your activity sheet.
Illustrative Example 1
Write the equation of the circle whose radius is 5 and the center is at the
origin.
2 + 2 = 2 Write an equation of a circle
with center at the origin
2 + 2 = 52 Substitute 5 for
2 + 2 = 25 Simplify
An equation of the circle is 2 + 2 = 25.
Simplify,
(x + 5)2 + (y − 3)2 = 144
Illustrative Example 3
For the equation (x-2)2 + (y-1)2 = 52, where the center is h=2 and k=1.
These are coordinates of the center point (2,1). Remember, if h and k are
confusing, the number with x is the x coordinate. The number in parentheses
with y is the y coordinate of the center.
The other important part of this graph is the radius. In this case, the
radius r = 5. To draw this graph, we will start at the center point and use the
radius to mark points up, down, left, and right. In this case, we start at the
point (2,1) and move up 5 units. Mark that point. Go back to the center and
move down 5 units. Do the same by starting at the center and going left and
right 5 units. Use these 4 points, seen below, as a guide as you draw your circle.
2 + 2 −4 −8 −5=0
2 + 2 −4 −8 −5+5 =5 add 5 to both sides of the equation
( 2 −4 )+( 2 −8 ) = 5 group them by its common variable
2 −4 +4+ 2 − 8 + 16 = 5 + 4 + 16 then use completing the square
( 2 − 4 + 4) + ( 2 − 8 + 16) = 25 rewrite the perfect square trinomial into
( − 2)2 + ( − 4)2 = 25 square of binomial
( − 2)2 + ( − 4)2 = 52
1.Write the standard form of the equation of a circle with center at the origin and
radius 9. __________________________________________
2. Write the standard form of the equation of a circle with center at (-5,6) and is
tangent to the x-axis. ________________________________________
3. What is the center and radius of the circle defined by the equation
Center_________, radius________
Learning Task 3 : In your answer sheet, copy and answer. Identify the center
and radius of each equation. Then sketch a graph.
1. (x + 1)2 + (y - 2)2 = 9 4. x2 + y2 + 8x - 6y - 39 = 0
a. (2 points)
b. (2 points)
3. Write the standard equation of a circle with the given center and radius.
a. (0, 0); radius = 7 (2 points)
b. (-4, 4); radius = 5 (2 points)
3. Write the equation in standard form that describes the boundary of the
circular region to be covered by the sprinkler?
A
In your journal notebook, reflect and answer the questions.
1. How will you determine the center and radius given the equation of the circle
in standard form? in general form?
2. How will you determine the equation of the circle given the center and radius?
- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.
Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, ie. If the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.