GENERAL SANTOS HOPE CHRISTIAN SCHOOL

Block 5, Dadiangas Heights General Santos City, Philippines

GEOMETRY Year Level HS 3 Lesson Topic: Length of Lesson:

George L. Lim Circles 22 Sessions

Stage 1 - Desired Results 1. Students use the concept of circles in determining distances and lengths in real life situation.

Understanding(s)/goals: Students will understand: * that techniques of indirect measurement are used in many fields. Scientists use them to determine information both about distant planets and about microscopically small particles. Archeologists employ related methods to reconstruct objects from the past.

Stage 2 - Assessment Evidence Essential Question(s): What is indirect measurement? How do we employ indirect measurement in determining lengths or distances?

Student will know * circles and sphere and their related segments. * properties of tangents * central angles and inscribed angles

Student will be able to * define a circle, a sphere, and terms related to them. * recognize circumscribed and inscribed polygons and circles. * identify concentric circles and inscribed angles. * prove and apply theorems relating tangents and radii and theorems about chords of a circle. * define and apply properties of arcs and central angles. * solve problems and prove statements about inscribed angles and angles formed by chords, secants and tangents. * prove and apply theorems relating lengths of chords, secant segments, and tangent segments.

Performance Task(s):

Stage 2 - Assessment Evidence Other Evidence: Oral report in class of the results of the performance task. Seatwork/Homework

Group Activity 1 Page 382 and 385 Investigation Have students work in groups to solve the problems.

Quizzes/ Mastery test

Rubric:

4 - Excellent, 3 - Good,

2 - Competent,

1 - Needs Improvement 0 - Needs Help

Level 4: Shows full understanding in writing formal proof with correct justification. Shows proficiency in knowledge of circles. Solutions are correct. Logic terms are used correctly. Level 3: Shows understanding in writing formal proof but with few mistakes. Shows proficiency in knowledge of circles. Solutions contain minor flaws. Logic terms are used correctly with a few exceptions. Level 2: Shows partial understanding in writing formal proof with lots of mistakes. Lacks proficiency in knowledge of circles. Solutions contain some errors. Logic terms are not always used appropriately. Level 1: Lacks understanding in writing formal proof and lacks proficiency in knowledge of circles. Solutions contain major errors. Logic terms are used incorrectly. Level 0: Confused. Does not know how to start writing a formal proof. Poor knowledge of circles Major elements are incomplete or missing. Stage 3 - Learning Plan Learning Activities: 9.1 Circles, Segments and Congruency Point out that although the Earth is not a perfect sphere, it provides a reasonable model to one. Emphasize that when a sphere and a plane intersect in more than one point, the intersection is a circle. Student should practice using a compass to draw a circle, and to draw congruent and concentric circles. Have students compare and contrast special lines and parts of lines associated with circles. Seatwork/Quiz 9.2 Properties of Tangents Ask students to rewrite Theorem 9.1 and 9.2 as an if-and-only-if statement. Point out that the proofs of Theorem 9.1 and 9.2 illustrate once again the usefulness of indirect proofs. Students may confuse the various kinds of common tangents. Ask students to draw two circles with: exactly one common tangent two common tangents three common tangents four common tangents Have them identify each case as to types of tangents, and tell whether the circles are tangent and, if so, in which way. Seatwork/Quiz

Session 1/Session 2

Session 3 Session4/Session 5

Session 6

9.3 Arcs, Chords and Central Angles

Introduce the concepts of semicircle, minor arc, and major arc. Ask students to generalize the definition of measure for a minor arc, in order to define measure for semicircles and major arcs. Involve students in discussions of Plans for proofs of the theorems. Have student do the extended investigation in groups. Seatwork/Quiz 9.4 Inscribed Angles Direct students to use an auxiliary line to determine the relationship between the measures of an inscribed angle and the intercepted arc. After discussing Theorem 9.9, introduce Corollary 2 by drawing a quadrilateral inscribed in a circle. Ask students what they can deduce about the angles. It may be necessary to ask them to focus on opposite angles. Seatwork/Quiz 9.5 Tangents, Secants and Angles Discuss Theorem 9.10, 9.11, and 9.12. Show ample examples how these theorems are used to solve problems and prove statements involving angles formed by chords, secants, and tangents. Seatwork/Quiz 9.6 Strategy: Use an Auxiliary Figure Remind students that proofs of many theorems are facilitated by using auxiliary segment; this has been particularly true of the proofs involving circles and segments and angles associated with them. Briefly review segments that might be useful in proving theorems about circles (for example, radii, chords, tangents, secants, internal or external tangents) and also review theorems that highlight relationships among segments, angles, and arcs in circles. Seatwork/Quiz 9.7 Circles and Segment Lengths point out that Theorem 9.13 and 9.14 ca be thought of as one statement: If A, B, C, and D are points of a circle, and line AC and BD intersect at a point P that is in the interior or exterior of a circle, then APPC = BPPD. When quadratic equations are involve consider only the positive solution. Seatwork/Quiz Mastery Test

Session 7/Session 8

Session 9 Session 10/Session 11

Session 12 Session 13/Session 14

Session 15 Session 16

Session 17 Session 18/Session 19

Session 20 Session 21/Session 22

George L. Lim

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