g10 Gbs Mat g2 Part 2 Hawsmade

NOT
FOR SALE
$0.1*-&%
Instructional Materials
For K12
COMPILED FOR EDUCATIONAL PURPOSES ONLY
Instructional Support Network (ISN)
isncompiler@gmail.com
10
STREAMLINED AND OPTIMIZED
MATHEMATICS
SAO-MAT10-G2-WK11-19-B
Start Lesson 2A of this module by assessing your knowledge of the
different mathematical concepts previously studied and other mathematical
skills learned. These knowledge and skills will help you understand the
different geometric relationships involving tangents and secants of a circle.
As you go through this lesson, think of this important question: How do
the different geometric relationships involving tangents and secants of a
circle facilitate finding solutions to real-life problems and making wise
decisions? To find the answer, perform each activity. If you find any
difficulty in answering the exercises, seek the assistance of your teacher
or peers or refer to the modules you have studied earlier. You may check
your work with your teacher.
Activity 1:
Perform the following activity. Answer every question that follows.

Procedure:
1. Use a compass to draw S.
2. Draw line m such that it intersects S at exactly one point. Label the point
of intersection as T.
3. Connect S and T with a line segment. What is TS in the figure drawn?

4. Mark four other points on line m such that two of these points are on the
left side of T and the other two points are on the right side. Label these
points as M, N, P, and Q, respectively.
5. Using a protractor, find the measures of MTS, NTS, PTS, and QTS .
How do the measures of the four angles compare?
6. Repeat steps 2 to 5. This time, draw line n such that it intersects the circle
at another point.
What statement can you make about the measures of angles in item #5
and those in item #6?
7. Draw MS, NS, PS , and QS .
178
8. Using a ruler, find the lengths of TS , MS , NS , PS , and QS .
How do the lengths of the five segments compare?
What do you think is the shortest segment from the center of a circle to the
line that intersects it at exactly one point? Explain your answer.
In the activity you have just done, were you able to compare the
measures of different angles drawn? Were you able to determine the
shortest segment from the center of a circle to the line that intersects it at
exactly one point? I know you were! The activity you have done has
something to do with your new lesson. Do you know why? Find this out
in the succeeding activities!
Activity 2:
In the figure below, C is the center of the circle. Use the figure to answer the
questions that follow.
1. Which lines intersect circle C at two points?

How about the lines that intersect the circle at exactly one point?
2. What are the angles having A as the vertex? C as the vertex?

D as the vertex? G as the vertex? Make a list of these angles, then
describe each.
3. What arc/s does each angle intercept?
179
4. Which angles intercept the same arc?
5. Using a protractor, find the measures of the angles identified in item #2?
6. How would you determine the measures of the arcs intercepted by the
angles? Give the degree measure of each arc.
7. Compare the measures of DCE and DAE .

How about the mDE and m DAE ? Explain your answer.
8. How is the mAD related to the m DAB ? How about mEFA and m EAG ?
9. What relationship exists among mAD, mAF, and m BGD ?
Were you able to measure the different angles and arcs shown in
the figure? Were you able to find out the different relationships among
these angles and arcs? Learn more about these relationships in the
succeeding activities.
Activity 3:
Prepare the following materials, then perform the activity that follows. Answer
every question asked.
Materials: Circular cardboard with radius 6 cm that is equally divided into

72 arcs so that each arc measures 5
2 pieces of string, each measures about 40 cm
self-adhesive tape
cardboard or any flat surface
Procedure:
1. Attach the endpoints of the strings to R

the cardboard or any flat surface
using self-adhesive tape to form an
S
angle of any convenient measure.
Label the angle as RST. T
180
2. Locate the center of the circular R
2.
cardboard. Slide it underneath the
strings until its center coincides with
their point of intersection, S. S
T
If the edge of the circular cardboard represents a circle, what is

RST in relation to the circle?
What are the measures of RST and RT? Explain how you
arrived at your answer.
3. Slide the circular cardboard so that RS R

intersects the circle at S and ST S
intersects the circle at two points, S T
and T.
4. Find the measure of ST using the circular cardboard.
How would you compare the measure of RST with that of ST?
R
5. Slide the circular cardboard so that S is
in the exterior of the circle and RS and
S V
ST intersect the circle at R and T,
respectively. Mark and label another
point V on the circle. T
6. Find the measures of RVT and RT.
Is there any relationship among the measures of RST , RVT,

and RT? Describe the relationship, if there is any.
7. Slide the circular cardboard so that S is R
in the exterior of the circle, ST intersects N
the circle at T, and RS intersects the S

circle at two points, R and N. T
181
8. Find the measures of RT and NT.
Is there any relationship among the measures of RST , RT, and

NT? Describe the relationship, if there is any.
9. Slide the circular cardboard so that S is R

in the exterior of the circle, RS N
intersects the circle at points N and R,
S
and ST intersects the circle at points M M
and T. T
10. Find the measures of RT and MN.

MN? Describe the relationship, if there is any.
11. Slide the circular cardboard so that S

N R
is in the interior of the circle, NT
intersects the circle at points N and T, S
and MR intersects the circle at points M T
M and R.
12. Find the measures of RT and MN.

MN? Describe the relationship, if there is any.
Was the activity interesting? Were you able to come up with some
relationships involving angles formed by lines and their intercepted arcs?
Are you ready to learn about tangents and secants and their real-life
applications? I am sure you are! How do the different geometric
relationships involving tangents and secants of a circle facilitate finding
solutions to real-life problems and making wise decisions? You will find
these out in the activities in the next section. Before doing these
activities, read and understand first some important notes on tangents
and secants and the different geometric relationships involving them.
Understand very well the examples presented so that you will be guided
in doing the succeeding activities.
182
Tangent Line
A tangent to a circle is a line coplanar with the circle and intersects it

in one and only one point. The point of intersection of the line and the circle is
called the point of tangency.
Example: In the figure on the right, PQ

intersects C at A. PQ is a Q
C
tangent line and A is the point of
tangency. A
P
Postulate on Tangent Line
At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
A
To illustrate, consider V on the right. If
U is a point on the circle, then one and only one U
line can be drawn through U that is tangent to the
circle.
V
Theorems on Tangent Line

B
1. If a line is tangent to a circle, then it is perpendicular
to the radius drawn to the point of tangency. R
If AB is tangent to Q at R, then it is A
perpendicular to radius QR. Q
2. If a line is perpendicular to a radius of a circle at its endpoint that is on the

circle, then the line is tangent to the circle.
If CS is perpendicular to radius LT at T
L, then it is tangent to T. C
183
3. If two segments from the same exterior point are tangent to a circle, then
the two segments are congruent.
D
If DW and GW are tangent to E,
then DW GW . E
W G
Common Tangent
A common tangent is a line that is tangent to two circles in the same

plane.
Common internal tangents Common external tangents do

intersect the segment joining not intersect the segment joining
the centers of the two circles the centers of the two circles.
c d
t
D N
E M
s
n
Lines c and d are Lines s and t are

common internal tangents. common external tangents.
tangents. tangents.
Tangent and Secant
Segments and rays that are contained in the tangent or intersect the
circle in one and only one point are also said to be tangent to the circle.
N
M
In the figure on the right, MN
and QR are tangent to S. S
R
Q
184
A secant is a line that intersects a circle at exactly two points. A secant
contains a chord of a circle.
In circle A, MN is a secant line. A

N
M
Theorems on Angles Formed by Tangents and Secants
1. 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.
In the figure below, NX and MY are two secants intersecting outside

the circle at point P. XY and MN are the two intercepted arcs of XPY .
1
m XPY mXY mMN
2
N
For example, if mXY = 140 P
M X
and mMN = 30, then
1
m XPY 140 30
2
1
110
2 Y
m XPY 55
2. 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.
185
In the figure below, CM is a secant and LM is a tangent intersecting
outside the circle at point M. LEC and LG are the two intercepted arcs of
LMC .
1
m LMC mLEC mLG
2 M
L
For example, if mLEC = 186 G
and mLG = 70, then

1 E
m LMC 186 70
2
1
116 C
2
m LMC 58
3. If two tangents intersect in the exterior of a circle, then the measure of the
intercepted arcs.
In the figure below, QK and QH are two tangents intersecting outside

the circle at point Q. HJK and HK are the two intercepted arcs of KQH .
1
m KQH mHJK mHK
2
J
For example, if mHJK = 250
and mHK = 110, then K

1
m KQH 250 110
2
1
140 H
2 Q
m KQH 70
4. If two secants intersect in the interior of a circle, then the measure of an

angle formed is one-half the sum of the measures of the arcs intercepted
by the angle and its vertical angle.
186
In the figure below, WS and RX are two secants intersecting inside the
circle. WR and XS are the two intercepted arcs of 1 while WX and RS
are the two intercepted arcs of 2.
1 1
m 1 mWR mXS m 2 mWX mRS
2 2
For example, For example,

W
if mWR = 100 and if mWX = 80 and
R
mXS = 120, then 1 mRS = 60, then
1 2 1
m 1 100 120 m 2 80 60
2 X 2
S
1 1
220 140
2 2
m 1 110 m 2 70
5. If a secant and a tangent intersect at the point of tangency, then the

measure of each angle formed is one-half the measure of its intercepted
arc.
In the figure below, QS is a secant and RW is a tangent intersecting at

S, the point of tangency. QS is the intercepted arc of QSR while QTS is
the intercepted arc of QSW .
1 1 Q
m QSR mQS m QSW mQTS
2 2
For example, For example,
if mQS = 170, then if mQTS = 190, then R
1 1
m QSR 170 m QSW 190 T S
2 2
m QSR 85 m QSW 95
W
187
http://www.regentsprep.org/Regents/math/geometry/
GP15/CircleAngles.htm
http://www.math-worksheet.org/secant-tangent-
angles
Learn more about Tangents http://www.mathopenref.com/tangentline.html
and Secants of a circle http://www.ck12.org/book/CK-12-Geometry-Honors-
through the WEB. You may Concepts/section/8.7/
open the following links. http://www.ck12.org/book/CK-12-Geometry-
Honors-Concepts/section/8.8/
Your goal in this section is to apply the key concepts of tangents

and secants of a circle. Use the mathematical ideas and the examples
presented in the preceding section to answer the activities provided.
Activity 4:
In the figure below, KL, KN, MP, and ML intersect Q at some points. Use
the figure to answer the following questions.
1. Which lines are tangent to the
circle? Why? S
2. Which lines are secants? Why? K
3. At what points does each secant N

intersect the circle? Q
O L
P
How about the tangents?
4. Which angles are formed by two M

secant lines? two tangents? a R
tangent and a secant?
5. Name all the intercepted arcs in the figure. Which angles intercept
each of these arcs?
6. Suppose m KOM 50 and m KQM 130, what is m KLM equal
to? How about mNP?
188
Were you able to identify the tangents and secants in the figure,
including the angles that they form? Were you able to identify the arcs
that these angles intercept? Were you able to determine the unknown
measure of the angle? I am sure you were! In the next activity, you will
further apply the different ideas learned about tangents and secants in
finding the measures of angles, arcs, and segments in some geometric
figures.
Activity 5:
Use the figure and the given information to answer the questions that follow.
Explain how you arrived at your answer.
1. If mADC = 160 and mEF = 80, 2. If mMKL = 220 and mML = 140,
what is m ABC ? what is m MQL ?
D E
B
C F
3. If mPR = 45 and mQS = 49, 4. Suppose mCG = 6x + 5,

what is m PTR ? m RTS ? mAR = 4x + 15, and
m AEC 120 .
Find: a) x b) mCG c) mAR
P
G
R
T E R
C
Q S
A
189
5. If mLGC = 149 and m LSC 39 , 6. OK is tangent to R at C.
What is mMC? Suppose KC OC , OK = 56,
and RC = 24. Find: OR, RS,
L and KS.
M
G R
S
C S
K C O
7. If mQNO = 238, what is 8. PR is a diameter of O and

m PQO ? m PQR ? mRW = 55. Find:
a. mPW d. m WRE
O b. m RPW e. m WER
c. m PRW f. m EWR
W E
N
P P
Q
O R
9. Circles P and Q are tangent to each other at point S.

AB is tangent to both P and Q at S. Suppose
AB = 16, AP = 12, and AQ = 10. What is the length P
of PQ if it bisects AB ?
S
A B
190
10. AT is tangent to both circles K and J at A. ST
is tangent to K at S and RT is tangent to T
J at R. If ST 2x 7 and
RT 3x 1, find:
a. x c. RT
S
b. ST d. AT
K
A
R
J
How was the activity you have just done? Was it easy for you to
determine the measures of the different angles, arcs, and segments? It
was easy for sure!
In this section, the discussion was about the different geometric

relationships involving tangents and secants of a circle.
Now that you know the important ideas about this topic, let us go
deeper and move on to the next section.
Your goal in this section is to think deeper and test further your
understanding of the different geometric relationships involving tangents
and secants of a circle. After doing the following activities, you should be
able to find out how the different geometric relationships involving
tangents and secants of a circle facilitate finding solutions to real-life
problems and making wise decisions.
191
Activity 6:
Answer the following.
1. In the figure on the right, RO and DN are tangent to U at O and N

respectively. R O
a. What is the measure of RON ? DNO ?
Explain how you arrived at your answer.
U
b. Suppose ONR NDU . Which angle is
congruent to NRO ? Why?
c. If m ONR 31, what is m NRO ?

N D
d. If m DUN 49, what is m NDU ? How about m DUO ?
e. Suppose OU = 6, RN = 13, and DN ON , what is RO equal to? How

about DN? DU?
Is NRO DUN ? Justify your answer.

L
2. In the figure on the right, is LU tangent 3 5
to I? Why? 3 I
U
How about SC ? Justify your answer.
6 A
4
S 8 C
3. LR and LI are tangents to T from an external point L.

a. Is RL congruent to LI ? Why?
b. Is LTR congruent to LTI? Justify R

your answer.
T
c. Suppose m RLT 38. What is
m ILT equal to? A
How about m ITL ? m RTL ? I L
d. If RT 10 and RL 24 , what is the length of TL ?
How about the length of LI ? AL ?
192
4. In the figure on the right, CDS is circumscribed C
about M. Suppose the perimeter of CDS is
33 units, SX = 6 units, and DY = 3 units. What
are the lengths of the following segments? Explain
how you arrived at your answer.
a. SZ c. CX
X Y
b. DZ d. CY M
D
Z
S
5. From the main entrance of a park, there are two pathways where visitors
can walk along going to the circular garden. The pathways are both
tangent to the garden whose center is 40 m away from the main entrance.
If the area of the garden is about 706.5 m2, how long is each pathway?
Garden
Main
Entrance
6. The map below shows that the waters within ARC, a 250 arc, is
dangerous for shipping vessels. In the diagram, two lighthouses are
located at points A and C and points P, R, and S are the locations of the
ship at a certain time, respectively.
A
a. What are the possible measures of P,
R, and S ?
b. If you were the captain of a ship, how shore

would you make sure that your ship is P
in safe water?
R C
193
How was the activity you have just performed? Did you gain better
understanding of the lesson? Were you able to use the mathematics
concepts and principles learned in solving problems? Were you able to
realize the importance of the lesson in the real world? I am sure you
were! In the next activity you will be proving geometric relationships
involving tangents and secants.
Activity 7:
Show a proof of the following theorems involving tangents and secants.
1. If a line is tangent to a circle, then it is perpendicular to the radius drawn to

the point of tangency.
Given: AB is tangent to C at D. A
Prove: AB CD D
C
B

Given: RS is a radius of S.
P
PQ RS S
Prove: PQ is tangent to S at R.
R
194
3. If two segments from the same exterior
point are tangent to a circle, then the two L
segments are congruent. S
Given: EM and EL are tangent to

S at M and L, respectively.
M
Prove: EM EL E
4. If two tangents, a secant and a tangent, or 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.
a. Given: RS and TS are tangent to V R

at R and T, respectively, and
intersect at the exterior point S.
V
1 Q S
Prove: m RST mTQR mTR
2
T
b. Given: KL is tangent to O at K.
K
NL is a secant that passes
through O at M and N. P
O L
KL and NL intersect at the
exterior point L. M
N
1
Prove: m KLN mNPK mMK
2
c. Given: AC is a secant that passes

through T at A and B. A
B
EC is a secant that passes
T
through T at E and D. C
D
AC and EC intersect at the E
exterior point C.
1
Prove: m ACE mAE mBD
2
195
Given: AC and EC are secants P

intersecting in the interior
of V at T.
PS and QR are the intercepted V

arcs of PTS and QTR.
S T Q
1
Prove: m PTS mPS mQR R
2

arc.
K
Given: MP and LN are secant and
tangent, respectively, and
intersect at C at the point
of tangency, M. O
P
L
1
Prove: m NMP mMP and
2 M
N
1
m LMP mMKP
2
Were you able to prove the different geometric relationships

involving tangents and secants? Were you convinced that these
geometric relationships are true? I know you were! Find out by yourself
how these geometric relationships are illustrated or applied in the real
world.
In this section, the discussion was about your understanding of the

different geometric relationships involving tangents and secants and how
they are illustrated in real life.
What new realizations do you have about the different geometric
relationships involving tangents and secants? How would you connect
this to real life? How would you use this in making wise decisions?
196
Now that you have a deeper understanding of the topic, you are
ready to do the tasks in the next section.
Your goal in this section is to apply your learning to real-life

situations. You will be given a practical task which will demonstrate your
understanding of the different geometric relationships involving tangents
and secants.
Activity 8:
Answer the following. Use the rubric provided to rate your work.
1. The chain and gears of bicycles or motorcycles or belt around two pulleys are
some real-life illustrations of tangents and circles. Using these real-life objects
or similar ones, formulate problems involving tangents, then solve.
2. The picture below shows a bridge in the form of an arc. It also shows how
secant is illustrated in real life. Using the bridge in the picture and other real-
life objects, formulate problems involving secants, then solve them.
197
Rubric on Problems Formulated and Solved
Score Descriptors
Poses a more complex problem with 2 or more correct possible
solutions and communicates ideas unmistakably, shows in-depth
6
comprehension of the pertinent concepts and/or processes and
provides explanations wherever appropriate.
Poses a more complex problem and finishes all significant parts
of the solution and communicates ideas unmistakably, shows in-
5
depth comprehension of the pertinent concepts and/or
processes.
Poses a complex problem and finishes all significant parts of the
4 solution and communicates ideas unmistakably, shows in-depth
comprehension of the pertinent concepts and/or processes.
Poses a complex problem and finishes most significant parts of
the solution and communicates ideas unmistakably, shows
3
comprehension of major concepts although neglects or
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
2 solution and communicates ideas unmistakably but shows gaps
on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
1
being able to develop an approach.
Source: D.O. #73, s. 2012
In this section, your task was to formulate then solve problems

involving the different geometric relationships involving tangents and
secants.
How did you find the performance task? How did the task help you
realize the importance of the topic in real life?
SUMMARY/SYNTHESIS/GENERALIZATION:
This lesson was about different geometric relationships involving
tangents and secants and their applications in real life. The lesson provided
you with opportunities to find the measures of angles formed by secants and
tangents and the arcs that these angles intercept. You also applied these
relationships involving tangents and secants in finding the lengths of segments
in some geometric figures. You were also given the opportunities to formulate
and solve real-life problems involving tangents and secants of a circle. Your
understanding of this lesson and other previously learned mathematics
concepts and principles will facilitate your learning in the succeeding lessons.
198
Start Lesson 2B of this module by assessing your knowledge of the
different mathematical concepts previously studied and mathematical
skills learned. These knowledge and skills will help you understand the
relationships among tangent and secant segments. As you go through
this lesson, think of this important question: How do the relationships
among tangent and secant segments facilitate finding solutions to real-
life problems and making decisions? To find the answer, perform each
activity. If you find any difficulty in answering the exercises, seek the
assistance of your teacher or peers or refer to the modules you have
studied earlier. You may check your work with your teacher.
Activity 1:
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. x 2 12
2
4. 63 7x 9. x 45
2
5. 8 15 10x 10. x 80
a. How did you find the value of x in each equation?

b. What mathematics concepts or principles did you apply in
solving the equations?
Were you able to find the value of x in each equation? Were you
able to recall how the equations are solved? The skill applied in the
previous activity will be used as you go on with the module.
199
Activity 2:
Use the figure below to answer the following questions.

1. Which of the lines or line segments is a tangent? secant? chord?
Name these lines or line segments.
S
N
2. AT intersects LN at E. What are the
different segments formed? Name these T
segments. A E
3. What other segments can be seen in the J

figure? Name these segments.
L
4. SJ and LJ intersect at point J. How would you describe point J in relation

to the given circle?
Was it easy for you to identify the tangent and secant lines and
chords and to name all the segments? I am sure it was! This time, find
out the relationships among tangent, and secant segments, and external
secant segments of circles by doing the next activity.
Activity 3:
Perform the following activity.
Procedure:
1. In the given circle below, draw two intersecting chords BT and MN.
200
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.
What is the length of each of the following segments?

a. BA c. MA
b. TA d. NA
4. Compare the product of BA and TA with the product of MA and NA.
5. Repeat #1 to #4 using other pairs of chords of different lengths.
What conclusion can you make?
Were you able to determine the relationship that exists among

segments formed by intersecting chords of a circle? For sure you were
able to do it. In the next activity, you will see how tangent and secant
segments are used in real-life situations.
Activity 4:
Use the situation below to answer the questions that follow.
You are in a hot air balloon and your eye level is 60 meters over the
ocean. Suppose your line of sight is tangent to the radius of the earth like the
illustration shown below.
1. How far away is the farthest point you can see over the ocean if the radius
of the earth is approximately 6378 kilometers?
201
2. What mathematics concepts would you apply to find the distance from
where you are to any point on the horizon?
How did you find the preceding activities? Are you ready to learn
about tangent and secant segments? I am sure you are! From the
activities done, you were able to find out how tangent and secant
segments of circles are illustrated in real life. But how do the
relationships among tangent and secant segments of circles facilitate
finding solutions to real-life problems and making decisions? You will find
these out in the activities in the next section. Before doing these
activities, read and understand first some important notes on tangent and
secant segments of circles and the examples presented.
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.
S L
In the circle shown on the right, SN
intersects DL at A. From the theorem,
SA NA DA LA . A
D
External Secant Segment
An external secant segment is the part of a secant segment that is

outside a circle.
G
In the figure, GM and SM are secants.

AM and EM are external secant A
segments.
S
E
M
202
Theorems on Secant Segments, Tangent Segments,
and External Secant Segments
1. 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.
I
R
A
AR and NR are secant segments drawn
to the circle from an exterior point R. From E
the theorem, AR IR NR ER.
N
2. 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.
C O
YO is a secant segment drawn to the
circle from exterior point O. CO is a
N
tangent segment that is also drawn to
the circle from the same exterior point
2
O. From the theorem, CO YO NO.
http://www.regentsprep.org/Regents/math/geom
etry/GP15/CircleAngles.htm
http://www.cliffsnotes.com/math/geometry/circle
s/segments-of-chords-secants-tangents
Learn more about Tangent
and Secant Segments of a http://www.mathopenref.com/secantsintersecting.
Circle through the WEB. html
You may open the http://www.ck12.org/book/CK-12-Geometry-
following links. Honors-Concepts/section/8.8/
http://www.math-worksheet.org/tangents
203
Your goal in this section is to apply the key concepts of tangent and
secant segments of a circle. Use the mathematical ideas and the
examples presented in the preceding section to answer the given
activities.
Activity 5:
Name the external secant segments in each of the following figures.

1. 4.
E G
I
M R
Y
I
L L
2. 5. O
M
L
T
C F
W
D
S E
R
3. 6.
J
O H G
I F
S
J E
K D
E A B C
Were you able to identify the external secant segments in the given
circles? In the next activity, you will apply the theorems you have learned
in this lesson.
204
Activity 6:
Find the length of the unknown segment (x) in each of the following figures.
Answer the questions that follow.
1. L 6. R
A
3 12 x
6 4 A
F S N
5
x 8 7
O 5
M
2. G 7.
G
J U
D 4 x
x T
12 E 5 6
4 U E
6 5 N
5 I
3. 8. S
16
S
H x
I x
8
10 F5 O R
9 A 16
M
T
A 4
4. E 4 9.
x 5 S
x
11
5 N 12 6
J
C
T
S
5. 10.
6 M
x A
L
G 25
6 5
I O
8 x
C
V
5
E 10
205
Questions:
a. How did you find the length of the unknown segment?
What geometric relationships or theorems did you apply to come up with
your answer?
b. Compare your answers with those of your classmates. Did you arrive at
the same answer? Explain.
In the activity you have just done, were you able to apply the theorems
you have learned? I am sure you were! In the next activity, you will use the
theorems you have studied in this lesson.
Activity 7:
1. Draw and label a circle that fits the following descriptions.

a. has center L
b. has secant segments MO and QO
c. has external secant segments NO and PO
d. has tangent segment RO
S
2. In the figure on the right, SU and X 12

WU are secant segments and XU is 5
a tangent segment. If WU 14 , T W
ST 12 , and TU 4 , find: V
a. VU 4
b. XU 5
U 14
5
How was the activity you have just done? Was it easy for you to apply
the theorems on secant segments and tangent segments? It was easy for
sure!
In this section, the discussion was about tangent and secant segments
and their applications in solving real-life problems.
Go back to the previous section and compare your initial ideas with the
discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need modification?
Now that you know the important ideas about this topic, let us go
deeper by moving on to the next section.
206
Your goal in this section is to take a closer look at some aspects of the
topic. You are going to think deeper and test further your understanding of
tangents and secant segments. After doing the following activities, you
should be able to answer this important question: How do tangents and
secant segments of circles facilitate finding solutions to real-life problems
and making decisions?
Activity 8:
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
A
Given: AB and DE are chords of C
intersecting at M.
D C
Prove: AM BM DM EM M E
P
Given: DP and DS are secant
segments of T drawn Q
from exterior point D.
T
R D
Prove: DP DQ DS DR S
207
secant segment.
L
Given: KL and KM are tangent
and secant segments,
respectively, of O drawn
from exterior point K.
O
KM intersects O at N. K
N M
2
Prove: KL KM KN
Were you able to prove the theorems on intersecting chords, secant

segments, and tangent segments? I am sure you did!
Let us find out more about these theorems and their applications.
Perform the next activity.
Activity 9:
Answer the following questions.
1. Jurene and Janel were asked to find the length of AB in the figure below.
The following are their solutions.
A
Jurene: 7x 9 10
x
B
E 7
Janel: 7 x 7 9 9 10 10
D 9 C
Who do you think would arrive at the correct answer? Explain your
answer.
208
2. The figure below shows a sketch of a circular childrens park and the
different pathways from the main road. If the distance from the main road
to Gate 2 is 70 m and the length of the pathway from Gate 2 to the Exit is
50 m, about how far from the main road is Gate 1?
Gate 1
Gate 2
Exit Main Road
Gate 3
3. 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.
a. Suppose the diameter of each light ball is
10 cm and the length of the string used to
hang it is 40 cm. How far is the point of
tangency of the two light balls from the
ceiling?
b. Suppose Anton hangs 40 pairs of light balls on the ceiling of a hall in

preparation for an event. How long is the string that he needs to hang
these light balls if each has a diameter of 12 cm and the point of
tangency of each pair of balls is 30 cm from the ceiling?
How did you find the activity? Were you able to find out some real-
life applications of the different geometric relationships involving tangents
and secant segments? Do you think you could cite some more real-life
applications of these? I am sure you could. Try doing the next activity.
209
In this section, the discussion was about your understanding of
tangent and secant segments and how they are used in real life.
What new realizations do you have about tangent and secant
segments? How would you connect this to real life?

understanding of tangent and secant segments.
Activity 10:
Make a design of an arch bridge that would connect two places which are
separated by a river, 20 m wide. Indicate on the design the different
measurements of the parts of the bridge. Out of the design and the
measurements of its parts, formulate problems involving tangent and secant
segments, and then solve. Use the rubric provided to rate your work.
Rubric for the Bridges Design
Score Descriptors
The bridges design is accurately made, presentable, and
4
appropriate.
The bridges design is accurately made and appropriate but not
3
presentable.
2 The bridges design is not accurately made but appropriate.
1 The bridges design is made but not appropriate.
210
Score Descriptors
6 comprehension of the pertinent concepts and/or processes, and
5 depth comprehension of the pertinent concepts and/or
processes.
3 comprehension of major concepts although neglects or
on theoretical comprehension.
1 being able to develop an approach.
Source: D.O. #73, s. 2012
In this section, your task was to formulate problems where tangent

and secant segments of circles are illustrated.
SUMMARY/SYNTHESIS/GENERALIZATION
This lesson was about the geometric relationships involving tangent

and secant segments. In this lesson, you were able to find the lengths of
segments formed by tangents and secants. You were also given the opportunity
to design something practical where tangent and secant segments are
illustrated or applied. Then, you were asked to formulate and solve problems
out of this design. Your understanding of this lesson and other previously
learned mathematics concepts and principles will facilitate your learning of the
succeeding lessons in mathematics.
211
GLOSSARY OF TERMS
Arc a part of a circle
Arc Length the length of an arc which can be determined by using the
A l
proportion , where A is the degree measure of this arc, r is the
360 2 r
radius of the circle, and l is the arc length
Central Angle an angle formed by two rays whose vertex is the center of
the circle
Common External Tangents tangents which do not intersect the segment

joining the centers of the two circles
Common Internal Tangents tangents that intersect the segment joining

the centers of the two circles
Common Tangent a line that is tangent to two circles on the same plane
Congruent Arcs arcs of the same circle or of congruent circles with equal
measures
Congruent Circles circles with congruent radii
Degree Measure of a Major Arc the measure of a major arc that is equal
to 360 minus the measure of the minor arc with the same endpoints
Degree Measure of a Minor Arc the measure of the central angle which
intercepts the arc
External Secant Segment the part of a secant segment that is outside a

circle
Inscribed Angle an angle whose vertex is on a circle and whose sides

contain chords of the circle
Intercepted Arc an arc that lies in the interior of an inscribed angle and has
endpoints on the angle
Major Arc an arc of a circle whose measure is greater than that of a

semicircle
212
Minor Arc an arc of a circle whose measure is less than that of a semicircle
Point of Tangency the point of intersection of the tangent line and the
circle
Secant a line that intersects a circle at exactly two points. A secant contains
a chord of a circle
Sector of a Circle the region bounded by an arc of the circle and the two
radii to the endpoints of the arc
Segment of a Circle the region bounded by an arc and the segment joining
its endpoints
Semicircle an arc measuring one-half the circumference of a circle
Tangent to a Circle a line coplanar with the circle and intersects it at one
and only one point
LIST OF THEOREMS AND POSTULATES ON CIRCLES
Postulates:
1. Arc Addition Postulate. The measure of an arc formed by two adjacent

arcs is the sum of the measures of the two arcs.
2. At a given point on a circle, one and only one line can be drawn that is
tangent to the circle.
Theorems:
1. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding central angles are congruent.
2. In a circle or in congruent circles, two minor arcs are congruent if and only
if their corresponding chords are congruent.
3. In a circle, a diameter bisects a chord and an arc with the same endpoints
if and only if it is perpendicular to the chord.
4. 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 the inscribed angle).
213
5. If two inscribed angles of a circle (or congruent circles) intercept congruent
arcs or the same arc, then the angles are congruent.
6. If an inscribed angle of a circle intercepts a semicircle, then the angle is a

right angle.
7. If a quadrilateral is inscribed in a circle, then its opposite angles are

supplementary.
8. If a line is tangent to a circle, then it is perpendicular to the radius drawn to

the point of tangency.

10. If two segments from the same exterior point are tangent to a circle, then
the two segments are congruent.
11. If two secants intersect in the exterior of a circle, then the measure of the
intercepted arcs.
12. 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.
13. If two tangents intersect in the exterior of a circle, then the measure of the
intercepted arcs.
arc.
16. 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
214
secant segment.
DepEd Instructional Materials That Can Be Used as Additional

Resources
1. Basic Education Assistance for Mindanao (BEAM) Learning Guide, Third

Year Mathematics. Module 18: Circles and Their Properties.
2. Distance Learning Module (DLM) 3, Modules 1 and 2: Circles.
REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
References:
Bass, Laurie E., Randall, I. Charles, Basia Hall, Art Johnson, and Kennedy,
D. Texas Geometry. Pearson Prentice Hall, Boston, Massachusetts
02116, 2008.
Bass, Laurie E., Rinesmith Hall B., Johnson A., and Wood, D. F. Prentice Hall
Geometry Tools for a Changing World. Prentice-Hall, Inc., NJ, USA,
1998.
Boyd, Cummins, Malloy, Carter, and Flores. Glencoe McGraw-Hill Geometry.

The McGraw-Hill Companies, Inc., USA, 2008.
Callanta, Melvin M. Infinity, Worktext in Mathematics III. EUREKA Scholastic

Publishing, Inc., Makati City, 2012.
Chapin, Illingworth, Landau, Masingila, and McCracken. Prentice Hall Middle

Grades Math, Tools for Success, Prentice-Hall, Inc., Upper Saddle
River, New Jersey, 1997.
Cifarelli, Victor, et al. cK-12 Geometry, Flexbook Next Generation Textbooks,

Creative Commons Attribution-Share Alike, USA, 2009.
215
Clemens, Stanley R., Phares G. ODaffer, Thomas J. Cooney, and John A.
Dossey. Addison-Wesley Geometry. Addison-Wesley Publishing
Company, Inc., USA, 1990.
Clements, D. H., Jones, K. W., Moseley, L. B., and Schulman, L. Math in My

World, McGraw-Hill Division, Farmington, New York, 1999.
Department of Education. K to 12 Curriculum Guide Mathematics,

Department of Education, Philippines, 2012.
Gantert, Ann Xavier. AMSCOs Geometry. AMSCO School Publications, Inc.,

NY, USA, 2008.
Renfro, Freddie L. Addison-Wesley Geometry Teachers Edition. Addison-

Wesley Publishing Company, Inc., USA, 1992.
Rich, Barnett and Christopher Thomas. Schaums Outlines Geometry Fourth

Edition. The McGraw-Hill Companies, Inc., USA, 2009.
Smith, Stanley A., Charles W. Nelson, Roberta K. Koss, Mervin L. Keedy, and
Marvin L. Bittinger. Addison-Wesley Informal Geometry. Addison-
Wilson, Patricia S., et al. Mathematics, Applications and Connections, Course

I, Glencoe Division of Macmillan/McGraw-Hill Publishing Company,
Westerville, Ohio, 1993.
216
Website Links as References and Sources of Learning Activities:
CK-12 Foundation. cK-12 Inscribed Angles. (2014). Retrieved June 29, 2014,
from http://www.ck12.org/book/CK-12-Geometry-Honors-Concepts/
section/8.7/
CK-12 Foundation. cK-12 Secant Lines to Circles. (2014). Retrieved June 29,
2014, from http://www.ck12.org/book/CK-12-Geometry-Honors-Concepts/
section/8.8/
CK-12 Foundation. cK-12 Tangent Lines to Circles. (2014). Retrieved June

29, 2014, from http://www.ck12.org/book/CK-12-Geometry-Honors-Concepts/
section/8.4/
Houghton Mifflin Harcourt. CliffsNotes. Arcs and Inscribed Angles. (2013).

Retrieved June 29, 2014, from http://www.cliffsnotes.com/math/geometry/
circles/arcs-and-inscribed-angles
Houghton Mifflin Harcourt. CliffsNotes. Segments of Chords, Secants, and

Tangents. (2013). Retrieved June 29, 2014, from
http://www.cliffsnotes.com/math/geometry/circles/segments-of-chords-
secants-tangents
Math Open Reference. Arc. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arc.html
Math Open Reference. Arc Length. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arclength.html
Math Open Reference. Central Angle. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/circlecentral.html
Math Open Reference. Central Angle Theorem. (2009). Retrieved June 29,
2014, from http://www.mathopenref.com/arccentralangletheorem.html
Math Open Reference. Chord. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/chord.html
Math Open Reference. Inscribed Angle. (2009). Retrieved June 29, 2014,
from http://www.mathopenref.com/circleinscribed.html
Math Open Reference. Intersecting Secants Theorem. (2009). Retrieved June

29, 2014, from http://www.mathopenref.com/secantsintersecting.html
217
Math Open Reference. Sector. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/arcsector.html
Math Open Reference. Segment. (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/segment.html
math-worksheet.org. Free Math Worksheets. Arc Length and Sector Area.

(2014). Retrieved June 29, 2014, from http://www.math-worksheet.org/arc-
length-and-sector-area
math-worksheet.org. Free Math Worksheets. Inscribed Angles. (2014).

Retrieved June 29, 2014, from http://www.math-worksheet.org/inscribed-
angles
math-worksheet.org. Free Math Worksheets. Secant-Tangent Angles. (2014).

Retrieved June 29, 2014, from http://www.math-worksheet.org/secant-
tangent-angles
math-worksheet.org. Free Math Worksheets. Tangents. (2014). Retrieved

June 29, 2014, from http://www.math-worksheet.org/tangents
OnlineMathLearning.com. Circle Theorems. (2013). Retrieved June 29, 2014,

from http://www.onlinemathlearning.com/circle-theorems.html
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Formulas for Angles in Circles Formed by Radii,
Chords, Tangents, Secants. (2012). Retrieved June 29, 2014, from
http://www.regentsprep.org/Regents/math/geometry/ GP15/CircleAngles.htm
Website Links for Videos:
Coach, Learn. NCEA Maths Level 1 Geometric reasoning: Angles Within

Circles. (2012). Retrieved June 29, 2014, from
http://www.youtube.com/watch?v=jUAHw-JIobc
Khan Academy. Equation for a circle using the Pythagorean Theorem.

Retrieved June 29, 2014, from
https://www.khanacademy.org/math/geometry/cc-geometry-circles
Schmidt, Larry. Angles and Arcs Formed by Tangents, Secants, and Chords.
(2013).Retrieved June 29, 2014, from http://www.youtube.com/watch?v=I-
RyXI7h1bM
Sophia.org. Geometry. Circles. (2014). Retrieved June 29, 2014, from

http://www.sophia.org/topics/circles
218
Website Links for Images:
Cherry Valley Nursery and Landscape Supply. Seasonal Colors Flowers and
Plants. (2014). Retrieved June 29, 2014 from http://www.cherryvalleynursery.com/
eBay Inc. Commodore Holden CSA Mullins pursuit mag wheel 17 inch
genuine - 4blok #34. (2014). Retrieved June 29, 2014, from
http://www.ebay.com.au/itm/Commodore-Holden-CSA-Mullins-pursuit-mag-
wheel-17-inch-genuine-4blok-34-/221275049465
Fort Worth Weekly. Facebook Fact: Cowboys Are Worlds Team. (2012) .
Retrieved June 29, 2014 from http://www.fwweekly.com/2012/08/21/
facebook-fact-cowboys-now-worlds-team/
GlobalMotion Media Inc. Circular Quay, Sydney Harbour to Historic Hunter's

Hill Photos. (2013). Retrieved June 29, 2014 from http://www.everytrail.com/
guide/circular-quay-sydney-harbour-to-historic-hunters-hill/photos
HiSupplier.com Online Inc. Shandong Sun Paper Industry Joint Stock Co.,Ltd.
Retrieved June 29, 2014, from http://pappapers.en.hisupplier.com/product-
66751-Art-Boards.html
Kable. Slip-Sliding Away. (2014). Retrieved June 29, 2014, from

http://www.offshore-technology.com/features/feature1674/feature1674-5.html
Materia Geek. Nikon D500 presentada officialmente. (2009). Retrieved June

29, 2014 from http://materiageek.com/2009/04/nikon-d5000-presentada-
oficialmente/
Piatt, Andy. Dreamstime.com. Rainbow Stripe Hot Air Balloon. Retrieved

June 29, 2014, from http://thumbs.dreamstime.com/z/rainbow-stripe-hot-air-
balloon-788611.jpg
Regents of the University of Colorado. Nautical Navigation. (2014). Retrieved

June 29, 2014, from http://www.teachengineering.org/view_activity.php?url=
collection/cub_/activities/cub_navigation/cub_navigation_lesson07_activity1.xml
219
Sambhav Transmission. Industrial Pulleys. Retrieved June 29, 2014 from
http://www.indiamart.com/sambhav-transmission/industrial-pulleys.html
shadefxcanopies.com. Flower Picture Gallery, Garden Pergola Canopies.

Retrieved June 29, 2014, from http://www.flowerpicturegallery.com/v/halifax-
public-gardens/Circular+mini+garden+with+white+red+flowers+and+
dark+grass+in+the+middle+at+Halifax+Public+Gardens.jpg.html
Tidwell, Jen. Home Sweet House. (2012). Retrieved June 29, 2014 from
http://youveneverheardofjentidwell.com/2012/03/02/home-sweet-house/
Weston Digital Services. FWR Motorcycles LTD. CHAINS AND

SPROCKETS. (2014). Retrieved June 29, 2014 from
http://fwrm.co.uk/index.php?main_page=index&cPath=585&zenid=10omr4he
hmnbkktbl94th0mlp6
220
I. INTRODUCTION
Look around! What geometric figures do you see in your classroom,

school buildings, houses, bridges, roads, and other structures? Have you
ever asked yourself how geometric figures helped in planning the
construction of these structures?
In your community or province, was there any instance when a

stranger or a tourist asked you about the location of a place or a
landmark? Were you able to give the right direction and how far it is? If
not, could you give the right information the next time somebody asks you
the same question?
Find out the answers to these questions and determine the vast
applications of plane coordinate geometry through this module.
221
II. LESSONS AND COVERAGE:
In this module, you will examine the questions asked in the preceding
page when you take the following lessons:
Lesson 1 The Distance Formula, The Midpoint,
and The Coordinate Proof
Lesson 2 The Equation of a Circle
In these lessons, you will learn to:

derive the distance formula;
apply the distance formula in proving some geometric
Lesson 1 properties;
graph geometric figures on the coordinate plane; and
solve problems involving the distance formula.
illustrate the center-radius form of the equation of a circle;
determine the center and radius of a circle given its
Lesson 2 equation and vice versa;
graph a circle on the coordinate plane; and
solve problems involving circles on the coordinate plane.
Here is a simple map of the lessons that will be covered in this module:
Plane Coordinate Geometry
The Distance Formula

The Midpoint Formula
Coordinate Proof Problems Involving
Geometric Figures
on the Coordinate
Plane
The Equation and

Graph of a Circle
222
III. PRE-ASSESSMENT
Part I
Find out how much you already know about this module. Choose the letter
that you think best answers each of the following questions. Take note of
the items that you were not able to answer correctly and find the right
answer as you go through this module.
1. Which of the following represents the distance d between the two

points x 1, y 1 and x 2 , y 2 ?
2 2 2 2
A. d x 2 x1 y 2 y1 C. d x 2 x1 y 2 y1
2 2 2 2
B. d x 2 x1 y 2 y1 D. d x 2 x1 y 2 y1
2. Point L is the midpoint of KM . Which of the following is true about the

distances among K, L, and M?
A. KL KM C. KL LM
B. LM KM D. 2 KM KL LM
3. A map is drawn on a grid where 1 unit is equivalent to 1 km. On the

same map, the coordinates of the point corresponding to San Vicente
is (4, 9). Suppose San Vicente is 13 km away from San Luis. Which of
the following could be the coordinates of the point corresponding to
San Luis?
A. (-13, 0) B. (16, 4) C. (4, 16) D. (0, 13)
4. What is the distance between the points M(-3,1) and N(7,-3)?

A. 6 B. C. 14 D.
5. Which of the following represents the midpoint M of the segment

whose endpoints are x 1, y 1 and x 2 , y 2 ?
x1 x 2 y1 y 2 x1 y1 x 2 y2
A. M , C. M ,
2 2 2 2
x1 x 2 y1 y 2 x1 y1 x 2 y2
B. M , D. M ,
2 2 2 2
6. What are the coordinates of the midpoint of a segment whose

endpoints are (-1, -3) and (11, 7)?
A. (2, 5) B. (6, 5) C. (-5, -2) D. (5, 2)
223
7. Which of the following equations describe a circle on the coordinate
plane with a radius of 4 units?
2 2 2 2
A. x 4 y 4 22 C. x 2 y 2 42
2 2 2 2
B. x 2 y 2 42 D. x 4 y 4 162
8. P and Q are points on the coordinate plane as shown in the figure

below.
y
If the coordinates of P and Q are 2,5 and 8,5 , respectively, which

of the following would give the distance between the two points?
A. 2 5 B. 8 5 C. 8 2 D. 2 8
9. A new transmission tower will be put up midway between two existing

towers. On a map drawn on a coordinate plane, the coordinates of the
first existing tower are (5, 3) and the coordinates of the second
existing tower are (9,13). What are the coordinates of the point where
the new tower will be placed?
A. (2, 5) B. (7, 8) C. (4, 10) D. (14, 16)
10. What proof uses figures on a coordinate plane to prove geometric
properties?
A. indirect proof C. coordinate proof
B. direct proof D. two-column proof
11. The coordinates of the vertices of a square are H(3, 8), I(15, 8),
J(15, 4), and K(3, 4). What is the length of a diagonal of the square?
A. 4 B. 8 C. 12 D. 12 2
12. The coordinates of the vertices of a triangle are T(1, 3), O(7, 5), and
P(7, 2). What is the length of the segment joining the midpoint of OT
and P?
A. 5 B. 4 C. 3 D. 7
224
13. What figure is formed when the points A(3, 7), B(11, 10), C(11, 5), and
D(3, 2) are connected consecutively?
A. parallelogram C. square
B. trapezoid D. rectangle
14. In the parallelogram below, what are the coordinates of Q?
P(a, c) Q
S(0, 0) R(b, 0)
A. (a, b+c) B. (a+b,c) C. (a-b,c) D. (a,b-c)

15. Diana, Jolina, and Patricia live in three different places. The location of
their houses are shown on a coordinate plane below.
y
Jolina
Diana
Patricia
About how far is Jolinas house from Dianas house?

A. 10 units B. 10.58 units C. 11.4 units D. 12 units
16. What is the center of the circle x 2 y 2 4x 10y 13 0 ?

A. (2, 5) B. (2, 5) C. (2, 5) D. (2, 5)
225
17. Point F is 5 units from point D whose coordinates are (6, 2). If the
x-coordinate of F is 10 and lies in the first quadrant, what is its
y-coordinate?
A. -3 B. -1 C. 5 D. 7
18. The endpoints of a diameter of a circle are L(3, 2) and G(9, 6).
What is the length of the radius of the circle?
A. 10 B. 2 10 C. 4 10 D. 8 10
19. A radius of a circle has endpoints (4, 1) and (8, 2). What is the
equation that defines the circle if its center is at the fourth quadrant?
2 2 2 2
A. x 8 y 2 25 C. x 8 y 2 100
2 2 2 2
B. x 4 y 1 100 D. x 4 y 1 25
20. On a grid map of a province, the coordinates that correspond to the

location of a cellular phone tower is (2, 8) and it can transmit signals
up to a 12 km radius. What is the equation that represents the
transmission boundaries of the tower?
A. x 2 y 2 4x 16y 76 0 C. x 2 y 2 4x 16y 76 0
B. x 2 y 2 4x 16y 76 0 D. x 2 y 2 4x 16y 76 0
Part II
Solve each of the following problems. Show your complete solutions.
1. A tracking device in a car indicates that it is located at a point whose

coordinates are (17, 14). In the tracking device, each unit on the grid is
equivalent to 5 km. How far is the car from its starting point whose
coordinates are (1, 2)?
2. A radio signal can transmit messages up to a distance of 3 km. If the radio
signals origin is located at a point whose coordinates are (4, 9), what is
the equation of the circle that defines the boundary up to which the
messages can be transmitted?
Rubric for Problem Solving
Score Descriptors
Used an appropriate strategy to come up with a correct solution
4
and arrived at a correct answer.
Used an appropriate strategy to come up with a solution. But a
3
part of the solution led to an incorrect answer.
Used an appropriate strategy but came up with an entirely wrong
2
solution that led to an incorrect answer.
Attempted to solve the problem but used an inappropriate
1
strategy that led to a wrong solution.
226
Part III
Read and understand the situation below, then answer the question or
perform what are asked.
The Scout Master of your school was informed that the Provincial Boy
Scouts Jamboree will be held in your municipality. He was assigned to
prepare the area that will accommodate the delegates from 30 municipalities.
It is expected that around 200 boy scouts will join the jamboree from each
municipality.
To prepare for the event, he made an ocular inspection of the area

where the jamboree will be held. The area is rectangular in shape and is large
enough for the delegates to set up their tents and other camping structures.
Aside from these, there is also a provision for the jamboree headquarter,
medics quarter in case of emergency and other health needs, walkways, and
roads, security posts, and a large ground where the different boy scouts
events will be held.
Aside from conducting an ocular inspection, he was also tasked to

prepare a large ground plan to be displayed in front of the camp site. Copies
of the ground plan will also be given to heads of the different delegations.
1. Suppose you are the Scout Master, how will you prepare the ground
plan of the Boy Scouts jamboree?
2. Prepare the ground plan. Use a piece of paper with a grid and
coordinate axes. Indicate the scale used.
3. On the grid paper, indicate the proposed locations of the different
delegations, the jamboree headquarter, medics quarter, walkways and
roads, security posts, and the boy scouts event ground.
4. Determine all the mathematics concepts or principles already learned
that are illustrated in the prepared ground plan.
5. Formulate equations and problems involving these mathematics
concepts or principles, then solve.
Rubric for Ground Plan
Score Descriptors
The ground plan is accurately made, appropriate, and
4
presentable.
The ground plan is accurately made and appropriate but not
3
presentable.
2 The ground plan is not accurately made but appropriate.
1 The ground plan is not accurately made and not appropriate.
227
Rubric for Equations Formulated and Solved
Score Descriptors
4 All equations are properly formulated and solved correctly.
All equations are properly formulated but some are not solved
3
correctly.
All equations are properly formulated but at least 3 are not solved
2 correctly.
1 All equations are not properly formulated and solved.

Score Descriptors
solutions and communicates ideas unmistakably, shows in-
processes, and provides explanations wherever appropriate
Poses a more complex problem and finishes all significant
parts of the solution and communicates ideas unmistakably,
5 shows in-depth comprehension of the pertinent concepts
and/or processes
Poses a complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows in-
processes
3 comprehension of major concepts although neglects or
misinterprets less significant ideas or details
2 solution and communicates ideas unmistakably but shows
gaps on theoretical comprehension
1 being able to develop an approach
Source: D.O. #73, s. 2012
IV. LEARNING GOALS AND TARGETS:
After going through this module, you should be able to demonstrate

understanding of key concepts of plane coordinate geometry particularly the
distance formula, equation of a circle, and the graphs of circles and other
geometric figures. Also, you should be able to formulate and solve problems
involving geometric figures on the rectangular coordinate plane.
228
Start Lesson 1 of this module by assessing your knowledge of the
different mathematical concepts previously studied and your skills in
performing mathematical operations. These knowledge and skills will
help you understand the distance formula. As you go through this lesson,
think of this important question: How do the distance formula, the
midpoint formula, and the coordinate proof facilitate finding solutions to
real-life problems and making wise decisions? To find the answer,
perform each activity. If you find any difficulty in answering the exercises,
seek the assistance of your teacher or peers or refer to the modules you
have studied earlier. You may check your work with your teacher.
Activity 1:
Use the number line below to find the length of each of the following
segments and then answer the questions that follow.
A B C D E F G
Q
1. AB 4. DE
2. BC 5. EF
3. CD 6. FG
Questions:
1. How did you find the length of each segment?
2. Did you use the coordinates of the points in finding the length of each
segment? If yes, how?
3. Which segments are congruent? Why?
4. How would you relate the lengths of the following segments?
d.1) AB , BC , and AC d.2) AC , CE , and AE
229
5. Is the length of AD the same as the length of DA ? How about BF and
FB ? Explain your answer.
Were you able to determine the length of each segment? Were you
able to come up with relationships among the segments based on their
lengths? What do you think is the significance of this activity in relation to
your new lesson? Find this out as you go through this module.
Activity 2:
The length of one side of each right triangle below is unknown. Determine the
length of this side. Explain how you obtained your answer.
1. 4.
? ?
3 4
4 6
2. 5.
15 12
9 8
? ?
3. 6.
13 ? 24
5
? 18
In the activity, you have just done, were you able to determine the
length of the unknown side of each right triangle? I know you were able
to do it! The mathematics principles you applied in finding each unknown
side is related to your new lesson, the distance formula. Do you know
why? Find this out in the succeeding activities!
230
Activity 3:
Jose lives 5 km away from the plaza. Every Saturday, he meets Emilio
and Diego for a morning exercise. In going to the plaza, Emilio has to travel
6 km to the west while Diego has to travel 8 km to the south. The location of
their houses and the plaza are illustrated on the coordinate plane as shown
below.
y
Diegos
house
Plaza
Emilios
City Hall house
Joses
house x
Gasoline
Station
1. How far is Emilios house from Diegos house? Explain your answer.
2. Suppose the City Hall is 4 km north of Joses house. How far is it from
the plaza? from Emilios house? Explain your answer.
3. How far is the gasoline station from Joses house if it is km south of
Emilios house? Explain your answer.
4. What are the coordinates of the points corresponding to the houses of
Jose, Emilio, and Diego? How about the coordinates of the point
corresponding to the plaza?
231
5. If the City Hall is km north of Joses house, what are the coordinates
of the point corresponding to it? How about the coordinates of the point
corresponding to the gasoline station if it is km south of Emilios
house?
6. How are you going to use the coordinates of the points in determining
the distance between Emilios house and the City Hall? Joses house
and the gasoline station? The distances of the houses of Jose, Emilio,
and Diego from each other? Explain your answer.
Did you learn something new about finding the distance between
two objects? How is it different from or similar with the methods you have
learned before? Learn about the distance formula and its derivation by
doing the next activity.
Activity 4:
Perform the following activity. Answer every question that follows.
1. Plot the points A(2,1) and B(8,9) on the coordinate plane below.
y
2. Draw a horizontal line passing through A and a vertical line containing

B.
3. Mark and label the point of intersection of the two lines as C.
What are the coordinates of C? Explain how you obtained your
answer.
What is the distance between A and C?
How about the distance between B and C?
232
4. Connect A and B by a line segment.
What kind of triangle is formed by A, B, and C? Explain your answer.
How will you find the distance between A and B?
What is AB equal to?
5. Replace the coordinates of A by (x1, y1) and B by (x2, y2).
What would be the resulting coordinates of C?
What expression represents the distance between A and C?
How about the expression that represents the distance between B and
C?
What equation will you use to find the distance between A and B?
Explain your answer.
about the distance formula and its real-life applications? I am sure you
are! From the activities done, you were able to find the distance between
two points or places using the methods previously learned. You were
able to derive also the distance formula. But how does the distance
formula facilitate solving real-life problems and making wise decisions?
You will find these out in the activities in the next section. Before doing
these activities, read and understand first some important notes on the
distance formula including the midpoint formula and the coordinate proof.
Understand very well the examples presented so that you will be guided
in doing the succeeding activities.
233
Distance between Two Points
The distance between two points is always nonnegative. It is positive

when the two points are different, and zero if the points are the same. If P and
Q are two points, then the distance from P to Q is the same as the distance
from Q to P. That is, PQ = QP.
Consider two points that are aligned horizontally or vertically on the
coordinate plane. The horizontal distance between these points is the
absolute value of the difference of their x-coordinates. Likewise, the vertical
distance between these points is the absolute value of the difference of their
y-coordinates.
Example 1: Find the distance between P(3, 2) and Q(10, 2).
y
Solution: Q
P
Since P and Q are aligned horizontally, then PQ 10 3

or PQ 7.
Example 2: Determine the distance between A(4, 3) and B(4, 5).

y
Solution:
Points A and B are on the same vertical line. So the

distance between them is AB 3 5 . This can be
simplified to AB 3 5 or AB 8.
234
The Distance Formula
The distance between two points, whether or not they are aligned
horizontally or vertically, can be determined using the distance formula.
Consider the points P and Q whose coordinates are (x1, y1) and
(x2, y2), respectively. The distance d between these points can be determined
2 2
using the distance formula d x 2 x1 y 2 y1 or
2 2
PQ x 2 x1 y 2 y1 .
y
Q(x2, y2)
PQ
P(x1, y1)
Example 1: Find the distance between P(1, 3) and Q(7, 11).
Solution: To find the distance between P and Q, the following

procedures can be followed.
1. Let x1, y1 = (1, 3) and x2 , y 2 = (7, 11).
2. Substitute the corresponding values of

x 1, y 1, x 2 , and y 2 in the distance formula
2 2
PQ x 2 x1 y 2 y1 .
235
3. Solve the resulting equation.
PQ 7 12 11 3 2
62 82
36 64
100
PQ 10
The distance between P and Q is 10 units.
Example 2: Determine the distance between A(1, 6) and B(5, 2).
Solution: Let x1 1 , y1 6 , x2 5 , and y 2 2. Then substitute
2 2
these values in the formula AB x2 x1 y 2 y1 .
2 2
AB 5 1 2 6
Simplify.
2 2
AB 5 1 2 6
2 2
4 8
16 64
80
16 5
AB 4 5 or AB 8.94
The distance between A and B is 4 5 units or

approximately 8.94 units.
The distance formula has many applications in real life. In particular, it

can be used to find the distance between two objects or places.
Example 3: A map showing the locations of different municipalities

and cities is drawn on a coordinate plane. Each unit on
the coordinate plane is equivalent to 6 kilometers.
Suppose the coordinates of Mabini City is (2, 2) and Sta.
Lucia town is (6, 8). What is the shortest distance
between these two places?
236
Solution: Let x 1 2 , y1 2 , x2 6 , and y 2 8. Then substitute these
2 2
values into the distance formula d x2 x1 y2 y1 .
2 2
d 6 2 8 2
Simplify the expression.

2 2
d 6 2 8 2
2 2
4 6
16 36
52
d 2 13 units or d 7.21 units
Since 1 unit on the coordinate plane is equivalent to 6 units,

multiply the obtained value of d by 6 to get the distance between
Sta. Lucia town and Mabini City.
7.21 6 43.26
The distance between Sta. Lucia town and Mabini City is

approximately 43.26 km.
237
The Midpoint Formula
If L x 1, y 1 and N x 2 , y 2 are the endpoints of a segment and M is the

x1 x 2 y1 y 2
midpoint, then the coordinates of M = , . This is also referred
2 2
to as the Midpoint Formula.
y
N x 2, y 2
x1 x 2 y1 y 2
M ,
2 2
L x 1, y 1
Example: The coordinates of the endpoints of LG are 3, 2 and

(8, 9), respectively. What are the coordinates of its
midpoint M?
Solution: Let x1 3 , y1 2 , x2 8 , and y 2 9 . Substitute

x1 x 2 y1 y 2
these values into the formula M , .
2 2
3 8 2 9 5 7
M , or M ,
2 2 2 2
5 7
The coordinates of the midpoint of LG are , .
2 2
238
Using the Distance Formula in Proving Geometric Properties
Many geometric properties can be proven by using a coordinate plane.

A proof that uses figures on a 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.
Sometimes, using coordinates that are multiples of two would make
the computation easier.
In some coordinate proofs, the Distance Formula is applied.
Example: Prove that the diagonals of a rectangle are

congruent using the methods of coordinate geometry.
A B
Solution:
D C
Given: ABCD with diagonals AC and BD
Prove: AC BD
To prove:
1. Place ABCD on a coordinate plane.
B C
A D
239
2. Label the coordinates as shown below.
B(0, b) C(a, b)
A(0, 0) D(a, 0)
a. Find the distance between A and C.
Given: A(0,0) and C(a, b)
2 2
AC a 0 b 0
AC a2 b2
b. Find the distance between B and D.
Given: B(0, b) and D(a, 0)

2 2
BD a 0 0 b
BD a2 b2
Since AC a 2 b 2 and BD a 2 b 2 , then

AC BD by substitution.
Therefore, AC BD . The diagonals of a rectangle are

congruent.
240
http://www.regentsprep.org/Regents/math/
geometry/GCG2/indexGCG2.htm
http://www.cliffsnotes.com/math/geometry/
coordinate-geometry/midpoint-formula
Learn more about the http://www.regentsprep.org/Regents/math/
Distance Formula, the geometry/GCG3/indexGCG3.htm
Midpoint Formula, and the
http://www.cliffsnotes.com/math/geometry/
Coordinate Proof through
coordinate-geometry/distance-formula
the WEB. You may open the
following links. http://www.regentsprep.org/Regents/math/
geometry/GCG4/indexGCG4.htm
Your goal in this section is to apply the key concepts of the distance
formula including the midpoint formula and the coordinate proof. Use the
mathematical ideas and the examples presented in the preceding section
to perform the given activities.
Activity 5:
Find the distance between each pair of points on the coordinate plane.
1. M(2, 3) and N(10, 3) 6. C(3, 2) and D(9, 7)
2. P(3, 7) and Q(3, 8) 7. S(4, 2) and T(1, 7)
3. C(4, 3) and D(7, 6) 8. K(3, 3) and L(3, 7)
4. A(2, 3) and B(14, 8) 9. E(7, 1) and F(6, 5)
5. X(3, 9) and Y(2, 5) 10. R(4, 7) and S(6, 1)
Questions:
a. How do you find the distance between points that are aligned
horizontally? vertically?
b. If two points are not aligned horizontally or vertically, how would
you determine the distance between them?
241
Were you able to use the distance formula in finding the distance
between each pair of points on the coordinate plane? In the next activity,
you will be using the midpoint formula in determining the coordinates of
the midpoint of the segment whose endpoints are given.
Activity 6:
Find the coordinates of the midpoint of the segment whose endpoints are
given below. Explain how you arrived at your answers.
1. A(6, 8) and B(12,10) 6. M(9, 15) and N(7, 3)
2. C(5, 11) and D(9, 5) 7. Q(0, 8) and R(10, 0)
3. K(3, 2) and L(11, 6) 8. D(12, 5) and E(3, 10)
4. R(2, 8) and S(10, 6) 9. X(7, 11) and Y(9, 3)
5. P(5, 1) and Q(8, 6) 10. P(3, 10) and T(7, 2)
Was it easy for you to determine the coordinates of the midpoint of

each segment? I am sure it was. You need this skill in proving geometric
relationships using coordinate proof, and in solving real-life problems
involving the use of the midpoint formula.
Activity 7:
Plot each set of points on the coordinate plane. Then connect the consecutive
points by a line segment to form the figure. Answer the questions that follow.
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), 10. C(4, 12), A(9, 9), R(7, 4), E(1, 4),
E(4, 2) S(1, 9)
242
Questions:
a. How do you describe each figure formed? Which figure is a triangle?
quadrilateral? pentagon?
b. Which among the triangles formed is isosceles? right?
c. How do you know that the triangle is isosceles? right?
d. Which among the quadrilaterals formed is a square? rectangle?
parallelogram? trapezoid?
e. How do you know that the quadrilateral formed is a square? rectangle?
parallelogram? trapezoid?
Did you find the activity interesting? Were you able to identify and
describe each figure? In the next activity, you will be using the different
properties of geometric figures in determining the missing coordinates.
Activity 8:
Name the missing coordinates in terms of the given variables. Answer the
questions that follow.
1. COME is a parallelogram. . RST is a right triangle with right

RTS . V is the midpoint of RS .
y
y
C(b, c) O(?, ?) R(0, 2b)
V(?, ?)
x
E(0, 0) M(a, 0)
x
T(0, 0) S(2a, 0)
243
3. MTC is an isosceles triangle 4. WISE is an isosceles trapezoid.
and V is the midpoint of CT .
y
y
W(?, ?) I(b, c)
M(?, b)
x
x E(-a, 0) S(a, 0)
C(0, 0) V(?, ?) T(6a, 0)
5. ABCDEF is a regular hexagon. 6. TOPS is a square.

y
O(0, d)
y
C(a, d) D(?, ?)
T(a, b) P(?, ?)
B(b, c) E(?, ?)
x x
A(?, ?) F(a, 0) S(?, ?)
Questions:
a. How did you determine the missing coordinates in each figure?
b. Which guided you in determining the missing coordinates in each
figure?
c. In which figure are the missing coordinates difficult to determine?
Why?
d. Compare your answers with those of your classmates. Do you have
the same answers? Explain.
244
How was the activity you have just done? Was it easy for you to
determine the missing coordinates? It was easy for sure!
In this section, the discussion was about the distance formula, the
midpoint formula, and the use of coordinate proof.
Now that you know the important ideas about this topic, you can
now move on to the next section and deepen your understanding of
these concepts.
Your goal in this section is to think deeper and test further your
understanding of the distance formula and the midpoint formula. You will
also write proofs using coordinate geometry. After doing the following
activities, you should be able to answer this important question: How
does the distance formula facilitate finding solutions to real-life problems
and making wise decisions.
Activity 9:
1. The coordinates of the endpoints of ST are (-2, 3) and (3, y), respectively.
Suppose the distance between S and T is 13 units. What value/s of y
would satisfy the given condition? Justify your answer.
2. The length of MN 15 units. Suppose the coordinates of M are (9, 7) and

the coordinates of N are (x, 2).
a. What is the value of x if N lies on the first quadrant? second quadrant?

Explain your answer.
b. What are the coordinates of the midpoint of MN if N lies in the second

quadrant? Explain your answer.
3. The midpoint of CS has coordinates (2, 1). If the coordinates of C are

(11, 2), what are the coordinates of S? Explain your answer.
245
4. A tracking device attached to a kidnap victim prior to his abduction
indicates that he is located at a point whose coordinates are (8, 10). In the
tracking device, each unit on the grid is equivalent to 10 kilometers. How
far is the tracker from the kidnap victim if he is located at a point whose
coordinates are (1, 3)?
5. The diagram below shows the coordinates of the location of the houses of
Luisa and Grace.
y
Luisa
(-7, 4)
Grace
(11, 1)
x
Luisa says that the distance of her house from Graces house can
2 2
be determined by evaluating the expression 11 7 1 4 . Grace
does not agree with Luisa. She says that the expression
2 2
7 11 4 1 gives the distance between their houses. Who do
you think is correct? Justify your answer.
6. A study shed will be constructed midway between two school buildings.
On a school map drawn on a coordinate plane, the coordinates of the first
building are (10, 30) and the coordinates of the second building are
(170, 110).
a. Why do you think the study shed will be constructed midway between
the two school buildings?
b. What are the coordinates of the point where the study shed will be
constructed?
c. If each unit on the coordinate plane is equivalent to 2 m, what is the
distance between the two buildings?
How far would the study shed be from the first building? second
building? Explain your answer.
246
7. A Global Positioning System (GPS) device shows that car A travelling at
a speed of 60 kph is located at a point whose coordinates are (100, 90).
Behind car A is car B, travelling in the same direction at a speed of
80 kph, that is located at a point whose coordinates are (20, 30).
y
Car A
Car B
a. What is the distance between the two cars?

b. After how many hours will the two cars be at the same point?
8. Carmela claims that the triangle on the coordinate plane y

shown on the right is an equilateral triangle. Do you B(0, a)
agree with Carmela? Justify your answer.
x
A(a, 0) C(a, 0)
9. F a,d , A c ,d , S c ,b , and T a,b are distinct points on the coordinate

plane.
a. Is FS AT ? Justify your answer.
b. What figure will be formed when you connect consecutive points by a
line segment? Describe the figure.
247
How was the activity you have just performed? Did you gain better
understanding of the lesson? Were you able to use the mathematics
concepts learned in solving problems? Were you able to realize the
importance of the lesson in the real world? I am sure you were! In the
next activity you will be using the distance formula and the coordinate
proof in proving geometric relationships.
Activity 10:
Write a coordinate proof to prove each of the following.
1. The diagonals of an isosceles trapezoid are congruent.
Given: Trapezoid PQRS with PS QR P Q
Prove: PR QS
S R
2. The median to the hypotenuse of a right triangle is half the hypotenuse.
Given: LGC is a right triangle with rt. LCG L

and M is the midpoint of LG .
1 M
Prove: MC LG
2
C G
3. The segments joining the midpoints of consecutive sides of an isosceles

trapezoid form a rhombus.
H P O
Given: Isosceles trapezoid HOME
with HE OM
P, Q, R, and S are the S Q
midpoints of the sides
of the trapezoid.
E R M
Prove: Quadrilateral PQRS is a rhombus.
248
4. The medians to the legs of an isosceles triangle are congruent.
A
Given: Isosceles triangle ABC with AB AC.
BT and CS are the medians.
Prove: BT CS T S
C B
5. If the diagonals of a parallelogram are congruent, then it is a rectangle.
A B
Given: Parallelogram ABCD
AC BD
Prove: Parallelogram ABCD is

a rectangle.
D C
6. If a line segment joins the midpoints of two sides of a triangle, then its
length is equal to one-half the length of the third side.
L
Given: Triangle LME
C and G are midpoints of
LM and EM , respectively.
C
1
Prove: CG LE
2
E M
G
In this section, the discussion was about the applications of the

distance formula, the midpoint formula, and the use of coordinate proofs.
What new realizations do you have about the distance formula, the
midpoint formula, and the coordinate proof? In what situations can you
use the formulas discussed in this section?
249
understanding of the distance formula, the midpoint formula, and the use
of coordinate proofs.
Activity 11:
Perform the following activities. Use the rubric provided to rate your work.
1. Have a copy of the map of your municipality, city, or province then
make a sketch of it on a coordinate plane. Indicate on the sketch some
important landmarks, then determine their coordinates. Explain why
the landmarks you have indicated are significant in your community.
Write also a paragraph explaining how you selected the coordinates of
these important landmarks.
2. Using the coordinates assigned to the different landmarks in item #1,
formulate then solve problems involving the distance formula, midpoint
formula, and the coordinate proof.
Rubric for the Sketch of a Map

Score Descriptors
The sketch of the map is accurately made, presentable, and
4
appropriate.
The sketch of the map is accurately made and appropriate but
3
not presentable.
2 The sketch of the map is not accurately made but appropriate.
The sketch of the map is not accurately made and not
1
appropriate.
Rubric for the Explanation of the Significance of the Landmarks

Score Descriptors
The explanations are clear and coherent and the significance of
4
all the landmarks are justified.
The explanations are clear and coherent but the significance of
3
the landmarks are not well justified.
The explanations are not so clear and coherent and the
2
significance of the landmarks are not well justified.
The explanations are not clear and coherent and the significance
1
of the landmarks are not justified.
250
Score Descriptors
6
comprehension of the pertinent concepts and/or processes, and
provides explanations wherever appropriate
5
depth comprehension of the pertinent concepts and/or
processes
comprehension of the pertinent concepts and/or processes
3
misinterprets less significant ideas or details
on theoretical comprehension
1
being able to develop an approach.
Source: D.O. #73, s. 2012
In this section, your task was to make a sketch of a map on a

coordinate plane and determine the coordinates of some important
landmarks. Then using the coordinates assigned to the different landmarks,
you were asked to formulate, then, solve problems involving the distance
formula and the midpoint formula.
This lesson was about the distance formula, the midpoint formula, and
coordinate proofs and their applications in real life. The lesson provided you
with opportunities to find the distance between two points or places, prove
geometric relationships using the distance formula, and formulate and solve
real-life problems. Your understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate your learning of the next lesson,
Equation of a Circle.
251
Start Lesson 2 of this module by relating and connecting previously
learned mathematical concepts to the new lesson, the equation of a
circle. As you go through this lesson, think of this important question:
How does the equation of a circle facilitate finding solutions to real-life
problems and making wise decisions? To find the answer, perform each
activity. If you find any difficulty in answering the exercises, seek the
assistance of your teacher or peers or refer to the modules you have
studied earlier. You may check your work with your teacher.
Activity 1:
Determine the number that must be added to make each of the following a
perfect square trinomial. Then, express each as a square of a binomial.
1. x 2 4x _________ 6. w 2 9w _________
2. t 2 10t _________ 7. x 2 11x _________
3. r 2 14r _________ 8. v 2 25v _________

1
4. r 2 22r _________ 9. s 2 s _________
3
3
5. x 2 36x _________ 10. t 2 t _________
4
Questions:
a. How did you determine the number that must be added to each
expression to produce a perfect square trinomial?
b. How did you express each resulting perfect square trinomial as a
square of a binomial?
c. Suppose you are given a square of a binomial. How will you
express it as a perfect square trinomial? Give 3 examples.
252
Was it easy for you to determine the number that must be added to
the given terms to make each a perfect square trinomial? Were you able
to express a perfect square trinomial as a square of a binomial and vice-
versa? Completing the square is a prerequisite to your lesson, Equation
of a Circle. Do you know why? Find this out as you go through the
lesson.
Activity 2:

An air traffic controller (the person who tells the pilot where a plane
needs to go using coordinates on the grid) reported that the airport is
experiencing air traffic due to the big number of flights that are scheduled to
arrive. He advised the pilot of one of the airplanes to move around the airport
for the meantime to give way to the other planes to land first. The air traffic
controller further told the pilot to maintain its present altitude or height from
the ground and its horizontal distance from the origin, point P(0, 0).
Airplane
Air Traffic Controller
253
1. Suppose the plane is located at a point whose coordinates are (30, 40)
and each unit on the air traffic controllers grid is equivalent to 1 km.
How far is the plane from the air traffic controller? Explain your answer.
2. What would be the y-coordinate of the position of the plane at a
particular instance if its x-coordinate is 5? 10? 15? -20? -30? Explain
your answer.
3. Suppose that the pilot strictly follows the advice of the air traffic
controller. Is it possible for the plane to be at a point whose x-
coordinate is 60? Why?
4. How would you describe the path of the plane as it goes around the
airport? What equation do you think would define this path?
Were you able to describe the path of the plane and its location as it
goes around the air traffic controllers position? Were you able to
determine the equation defining the path? How is the given situation
related to the new lesson? You will find this out as you go through this
lesson.
Activity 3:
Perform the following activities. Answer the questions that follow.
A. On the coordinate plane below, use a compass to draw a circle with center
at the origin and which passes through A(8, 0).
y
254
1. How far is point A from the center of the circle? Explain how you
2. Does the circle pass through (0, 8)? How about through (8, 0)?
(0, 8)? Explain your answer.
3. Suppose another point M(4, 6) is on the coordinate plane. Is M a
point on the circle? Why?
How about N(9, 2)? Explain your answer.
4. What is the radius of the circle? Explain how you arrived at your
answer.
5. If a point is on the circle, how is its distance from the center related to
the radius of the circle?
6. How will you find the radius of the circle whose center is at the origin?
B. On the coordinate plane below, use a compass to draw a circle with center
at (3, 1) and which passes through C(9, 4).
y
1. How far is point C from the center of the circle? Explain how you
2. Does the circle pass through (2, 7)? How about through (8, 7)?
(3, 4)? Explain your answer.
3. Suppose another point M(7, 6) is on the coordinate plane. Is M a
point on the circle? Why?
4. What is the radius of the circle? Explain how you arrived at your
answer.
5. How will you find the radius of the circle whose center is not at the
origin?
255
Were you able to determine if a circle passes through a given
point? Were you able to find the radius of a circle given the center? What
equation do you think would relate the radius and the center of a circle?
Find this out as you go through the lesson.
about the equation of a circle? I am sure you are!
From the activities you have done, you were able to find the square
of a binomial, a mathematics skill that is needed in understanding the
equation of a circle. You were also able to find out how circles are
illustrated in real life. You were also given the opportunity to find the
radius of a circle and determine if a point is on the circle or not. But how
does the equation of a circle help in solving real-life problems and in
making wise decisions? You will find these out in the succeeding activities.
Before doing these activities, read and understand first some important
notes on the equation of a circle and the examples presented.
The Standard Form of the Equation of a Circle
The standard equation of a circle with center at (h, k) and a radius of r

2 2
units is x h y k r 2 . The values of h and k indicate that the circle
is translated h units horizontally and k units vertically from the origin.
If the center of the circle is at the origin, the equation of the circle is
x 2
y2 r 2.
2 2 y y
x h y k r2
x 2
y 2
r 2
P x ,y
Q x ,y
r
r
(h,k)
x x
(0,0)
Circle with center at (h, k) Circle with center at the origin
256
Example 1: The equation of a circle with center at (2, 7) and a radius
2 2
of 6 units is x 2 y 7 62 or
2 2
x 2 y 7 36 .
Example 2: The equation of a circle with center at (5, 3) and a

2 2
radius of 12 units is x 5 y 3 122 or
2 2
x 5 y 3 144 .
Example 3: The equation of a circle with center at (4, 9) and a
2 2
radius of 8 units is x 4 y 9 82 or
2 2
x 4 y 9 64 .
Example 4: The equation of a circle with center at the origin and a

radius of 4 units is x 2 y 2 42 or x 2 y 2 16 .
Example 5: The equation of a circle with center at the origin and a

radius of 15 units is x 2 y 2 152 or x 2 y 2 225 .
The General Equation of a Circle
The general equation of a circle is x 2 y 2 Dx Ey F 0 , where D,

E, and F are real numbers. This equation is obtained by expanding the
2 2
standard equation of a circle, x h y k r 2.
2 2
x h y k r2 x 2 2hx h2 y 2 2ky k2 r2
x 2 2hx h 2 y 2 2ky k2 r2
x 2 y 2 2hx 2ky h2 k 2 r2
x2 y 2 2hx 2ky h2 k 2 r 2 0
If D 2h , E 2k , and F h 2 k 2 r 2 , the equation

x 2 y 2 2hx 2ky h 2 k 2 r 2 0 becomes
x 2 y 2 Dx Ey F 0.
257
Example: Write the general equation of a circle with center C(4, 1) and a
radius of 7 units. Then determine the values of D, E, and F.
The center of the circle is at (h, k), where h = 4 and k = 1.

Substitute these values in the standard form of the equation of a
acircle together with the length of the radius r which is equal to 7
units.
2 2 2 2
x h y k r2 x 4 y 1 72
2 2
Simplify x 4 y 1 72 .
2 2
x 4 y 1 72 x 2 8x 16 y 2 2y 1 49
x 2 8x 16 y 2 2y 1 49
x2 y 2 8x 2y 17 49
x2 y 2 8x 2y 17 49 0
x2 y 2 8x 2y 32 0
Answer: x2 y 2 8x
2y 32 0 is the general equation
of the circle with center C(4, 1) and radius of 7
units. In the equation, D = 8, E = 2, and F = 32.
Finding the Center and the Radius of a Circle Given the Equation
The center and the radius of a circle can be found given the equation.
To do this, transform the given equation to its standard form
2 2
x h y k r 2 if the center of the circle is h ,k , or x 2 y2 r 2 if
the center of the circle is the origin. Once the center and the radius of the
circle are found, its graph can be shown on the coordinate plane.
Example 1: Find the center and the radius of the circle x 2 y2 64,
and then draw its graph.
258
Solution: The equation of the circle x 2 y 2 64 has its center at
the origin. Hence, it can be transformed to the form.
x2 y2 r 2.
x2 y2 64 x2 y2 82
The center of the circle is (0, 0) and its radius is 8 units.
Its graph is shown below. y
r=8
Example 2: Determine the center and the radius of the circle

2 2
x 2 y 4 25, and draw its graph.
2 2
Solution: The equation of the circle x 2 y 4 25 can be
2 2
written in the form x h y k r 2.
2 2 2 2
x 2 y 4 25 x 2 y 4 52
The center of the circle is (2, 4) and its radius is 5 units.

Its graph is shown below.
y
r=5
259
Example 3: What is the center and the radius of the circle
x 2 y 2 6x 10y 18 0 ? Show the graph.
Solution: The equation of the circle x 2 y 2 6x 10y 18 0 is

written in general form. To determine its center and
radius, write the equation in the form
2 2
x h y k r 2.
x2 y 2 6x 10y 18 0 x 2 6x y 2 10y 18
Add to both sides of the equation

x 2 6x y 2 10y 18 the square of one-half the
coefficient of x and the square of one-half the coefficient
of y.
1 2 1 2
6 3; 3 9 10 5; 5 25
2 2
Simplify x 2 6x 9 y 2 10y 25 18 9 25 .
x 2 6x 9 y 2 10y 25 16
x 2 6x 9 y 2 10y 25 16
2 2
Rewriting, we obtain x 3 y 5 16 or
2 2
x 3 y 5 42
The center of the circle is at (3, 5) and its radius is 4

units. y
r=4
260
Example 4: What is the center and the radius of the circle
4x2 + 4y2 + 12x 4y 90 = 0? Show the graph.
Solution: 4x2 + 4y2 + 12x 4y 90 = 0 is an equation of a circle

that is written in general form. To determine its center
and radius, write the equation in the form
2 2
x h y k r 2.
4x 2 4y 2 12x 4y 90 0 or 4x 2 4y 2 12x 4y 90
Divide both sides of the equation by 4.
4x 2 4 y 2 12x 4y 90
4x 2 4y 2 12x 4y 90
4 4
90
x2 y 2 3x y
4
90
Add on both sides of the equation x 2 y 2 3x y
4
the square of one-half the coefficient of x and the square
of one-half the coefficient of y.
2 2
1 3 3 9 1 1 1 1
3 ; 1 ;
2 2 2 4 2 2 2 4
9 1 90 9 1
Simplify x 2 3x y2 y .
4 4 4 4 4
100
4
9 1
x 2 3x y2 y 25
4 4
2 2
3 1
Rewriting, we have x y 25 .
2 2
261
2 2
3 1
Write the equation x y 25 in the form
2 2
2 2
2 2 3 1
x h y k r , that is x
2
y 52
2 2
3 1
The center of the circle is at , and its radius is
2 2
5 units.
r=5
http://www.mathopenref.com/coordbasiccircle.html
http://www.mathopenref.com/coordgeneralcircle.html
https://www.khanacademy.org/math/geometry/cc-
Learn more about the geometry-circles/equation-of-a-circle/v/equation-for-
Equation of a Circle through a-circle-using-the-pythagorean-theorem
the WEB. You may open the http://www.math-worksheet.org/using-equations-of-
following links. circles
262
Your goal in this section is to apply the key concepts of the equation
of a circle. Use the mathematical ideas and the examples presented in
the preceding section to perform the activities that follow.
Activity 4:
Determine the center and the radius of the circle that is defined by each of the
following equations. Then graph each circle on a coordinate plane (or use
GeoGebra to graph each). Answer the questions that follow.
2 2
1. x 2 y2 49 2. x 5 y 6 81
y y
x x
263
2 2
3. x 2 y2 100 4. x 7 y 1 49
y
y
x
x
5. x 2 y 2 8x 6y 39 0 6. x2 y 2 10x 16y 32 0
y
y
\
x
x
Questions:
a. How did you determine the center of each circle? How about the
radius?
b. How do you graph circles that are defined by equations of the form
2 2
x2 y2 r 2? x h y k r 2?
x2 y 2 Dx Ey F 0?
264
How was the activity? Did it challenge you? Were you able to
determine the center and the radius of the circle? I am sure you were! In
the next activity, you will write the equation of the circle as described.
Activity 5:
Write the equation of each of the following circles given the center and the
radius. Answer the questions that follow.
Center Radius
1. origin 12 units
2. (2, 6) 9 units
3. (7, 2) 15 units
4. (4, 5) 5 2 units
5. (10, 8) 3 3 units
Questions:
a. How do you write the equation of a circle, given its radius, if the
center is at the origin?
b. How about if the center is not at (0, 0)?
c. Suppose two circles have the same center. Should the equations
defining these circles be the same? Why?
Were you able to write the equation of the circle given its radius and
its center? I know you were! In the next activity, you will write the
equation of a circle from standard to general form.
Activity 6:
Write each equation of a circle in general form. Show your solutions

completely.
2 2 2
1. x 2 y 4 36 6. x 7 y2 64
2 2 2
2. x 4 y 9 144 7. x2 y 2 49
2 2 2
3. x 6 y 1 81 8. x 2 y2 100
2 2 2 2
4. x 8 y 7 225 9. x 5 y 5 27
2 2 2
5. x 2 y 5 36 10. x 4 y 4 32
265
How did you find the activity? Were you able to write all the
equations in their general form? Did the mathematics concepts and
principles that you previously learned help you in transforming the
equations? In the next activity, you will do the reverse. This time, you will
transform the equation of a circle from general to standard form, then
determine the radius and the center of the circle.
Activity 7:
In numbers 1 to 6, a general equation of a circle is given. Transform the

equation to standard form, then give the coordinates of the center and the
radius. Answer the questions that follow.
1. x 2 y 2 2x 8y 47 0 4. x2 y 2 8y 84 0
2. x 2 y2 4x 4y 28 0 5. 9x 2 9y 2 12x 6y 31 0
3. x 2 y 2 10x 4y 3 0 6. 4x 2 4y 2 20x 12y 2 0
Questions:
a. How did you write each general equation of a circle to standard
form?
b. What mathematics concepts or principles did you apply in
transforming each equation to standard form?
c. Is there a shorter way of transforming each equation to standard
form? Describe this way, if there is any.
Were you able to write each equation of a circle from general form
to standard form? Were you able find a shorter way of transforming each
equation to standard form?
In this section, the discussion was about the equation of a circle, its
radius and center, and the process of transforming the equation from one
form to another.
Go back to the previous section and compare your initial ideas with
the discussion. How much of your initial ideas are found in the discussion?
Which ideas are different and need modification?
Now that you know the important ideas about this topic, let us
deepen your understanding by moving on to the next section.
266
Your goal in this section is to test further your understanding of the
equation of a circle by solving more challenging problems involving this
concept. After doing the following activities, you should be able to find
out how the equations of circles are used in solving real-life problems
and in making decisions.
Activity 8:
Determine which of the following equations describe a circle and which do

not. Justify your answer.
1. x 2 y 2 2x 8y 26 0 3. x2 y 2 6x 8y 32 0
2. x 2 y 2 9 4x 10y 4. x 2 y 2 8x 14y 65 0
How was the activity? Were you able to determine which are circles
and which are not? In the next activity, you will further deepen your
understanding about the equation of a circle and solve real-life problems.
Activity 9:
1. The diameter of a circle is 18 units and its center is at (3, 8). What is
the equation of the circle?
2. Write an equation of the circle with a radius of 6 units and is tangent to
the line y 1 at (10, 1).
2 2
3. A circle defined by the equation x 6 y 9 34 is tangent to a
line at the point (9, 4). What is the equation of the line?
4. A line passes through the center of a circle and intersects it at points
(2, 3) and (8, 7). What is the equation of the circle?
5. The Provincial Disaster and Risk Reduction Management Committee
(PDRRMC) advised the residents living within the 10 km radius critical
area to evacuate due to eminent eruption of a volcano. On the map
that is drawn on a coordinate plane, the coordinates corresponding to
the location of the volcano is (3, 4).
267
a. If each unit on the coordinate plane is equivalent to 1 km, what is
the equation of the circle enclosing the critical area?
b. Suppose you live at point (11, 6). Would you follow the advice of
the PDRRMC? Why?
c. In times of eminent disaster, what precautionary measures should
you take to be safe?
d. Suppose you are the leader of a two-way radio team with 15
members that is tasked to give warnings to the residents living
within the critical area. Where would you position each member of
the team who is tasked to inform the other members as regards the
current situation and to warn the residents living within his/her
assigned area? Explain your answer.
6. Cellular phone networks use towers to transmit calls to a circular area.
On a grid of a province, the coordinates that correspond to the location
of the towers and the radius each covers are as follows: Wise Tower is
at (5, 3) and covers a 9 km radius; Global Tower is at (3, 6) and
covers a 4 km radius; and Star Tower is at (12, 3) and covers a 6 km
radius.
a. What equation represents the transmission boundaries of each
tower?
b. Which tower transmits calls to phones located at (12, 2)? (6, 7)?
(2, 8)? (1, 3)?
c. If you were a cellular phone user, which cellular phone network will
you subscribe to? Why?
Did you find the activity challenging? Were you able to answer all
the questions and problems involving the equations of circles? I am sure
you were!
In this section, the discussion was about your understanding of the

equation of a circle and their applications in real life.
What new realizations do you have about the equation of a circle?
How would you connect this to real life? How would you use this in
making wise decisions?
268
Your goal in this section is to apply your learning to real-life situations.
You will be given a practical task which will demonstrate your understanding of
the equation of a circle.
Activity 10:
On a clean sheet of grid paper, paste some small pictures of objects such that
they are positioned at different coordinates. Then, draw circles that contain these
pictures. Using the pictures and the circles drawn on the grid, formulate and
solve problems involving the equation of the circle, then solve them. Use the
rubric provided to rate your work.
Rubric for a Scrapbook Page
Score Descriptors
4 The scrapbook page is accurately made, presentable, and appropriate.
3 The scrapbook page is accurately made and appropriate.
2 The scrapbook page is not accurately made but appropriate.
1 The scrapbook page is not accurately made and not appropriate.
Score Descriptors
6
comprehension of the pertinent concepts and/or processes, and
Poses a more complex problem and finishes all significant parts of
5 the solution and communicates ideas unmistakably, shows in-depth
Poses a complex problem and finishes most significant parts of the
solution and communicates ideas unmistakably, shows
3
Poses a problem and finishes some significant parts of the solution
2 and communicates ideas unmistakably but shows gaps on
theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not being
1
able to develop an approach.
Source: D.O. #73, s. 2012
269
In this section, your task was to formulate problems involving the equation
of a circle using the pictures of objects that you positioned on a grid.
How did you find the performance task? How did the task help you realize
the importance of the topic in real life?
This lesson was about the equations of circles and their applications in
real life. The lesson provided you with opportunities to give the equations of
circles and use them in practical situations. Moreover, you were given the
chance to formulate and solve real-life problems. Understanding this lesson and
relating it to the mathematics concepts and principles that you have previously
learned is essential in any further work in mathematics.
GLOSSARY OF TERMS
Coordinate Proof a proof that uses figures on a coordinate plane to prove

geometric relationships
Distance Formula an equation that can be used to find the distance

between any pair of points on the coordinate plane. The distance formula is
2 2 2 2
d x2 x1 y2 y1 or PQ x 2 x1 y 2 y 1 , if P x 1, y 1
and Q x 2 , y 2 are points on a coordinate plane.
Horizontal Distance (between two points) the absolute value of the

difference of the x-coordinates of two points
Midpoint a point on a line segment and divides the same segment into two
equal parts
Midpoint Formula a formula that can be used to find the coordinates of the
midpoint of a line segment on the coordinate plane. The midpoint of
x1 x 2 y1 y 2
P x 1, y 1 and Q x 2 , y 2 is , .
2 2
The General Equation of a Circle the equation of a circle obtained by

2 2
expanding x h y k r 2 . The general equation of a circle is
x2 y 2 Dx Ey F 0 , where D, E, and F are real numbers.
270
The Standard Equation of a Circle the equation that defines a circle with
2 2
center at (h, k) and a radius of r units. It is given by x h y k r 2.
Vertical Distance (between two points) the absolute value of the difference
of the y-coordinates of two points
DepEd Instructional Materials that can be used as additional resources:

Year Mathematics. Plane Coordinate Geometry. Module 20: Distance and
Midpoint Formulae

Year Mathematics. Plane Coordinate Geometry. Module 22: Equation of a
Circle
3. Distance Learning Module (DLM) 3, Module 3: Plane Coordinate

Geometry.
4. EASE Modules Year III, Module 2: Plane Coordinate Geometry
REFERENCES AND WEBSITE LINKS USED IN THIS MODULE:
References:
Bass, Laurie E., Randall I. Charles, Basia Hall, Art Johnson, and Dan
Kennedy. Texas Geometry. Pearson Prentice Hall, Boston,
Massachusetts 02116, 2008.
Bass, Laurie E., Basia Rinesmith Hall, Art Johnson, and Dorothy F. Wood.
Prentice Hall Geometry Tools for a Changing World. Prentice-Hall,
Inc., NJ, USA, 1998.
Boyd, Cummins, Malloy, Carter, and Flores. Glencoe McGraw-Hill Geometry.

The McGraw-Hill Companies, Inc., USA, 2008.
Callanta, Melvin M. Infinity, Worktext in Mathematics III. EUREKA Scholastic

Publishing, Inc., Makati City, 2012.
Chapin, Illingworth, Landau, Masingila and McCracken. Prentice Hall Middle

Grades Math, Tools for Success, Prentice-Hall, Inc., Upper Saddle
River, New Jersey, 1997.
271
Cifarelli, Victor, et al. cK-12 Geometry, Flexbook Next Generation Textbooks,
Creative Commons Attribution-Share Alike, USA, 2009.
Clemens, Stanley R., Phares G. ODaffer, Thomas J. Cooney, and John A.

Dossey. Addison-Wesley Geometry. Addison-Wesley Publishing
Company, Inc., USA, 1990.
Clements, Douglas H., Kenneth W. Jones, Lois Gordon Moseley, and Linda
Schulman. Math in my World, McGraw-Hill Division, Farmington, New
York, 1999.
Department of Education. K to 12 Curriculum Guide Mathematics,

Department of Education, Philippines, 2012.
Gantert, Ann Xavier. AMSCOs Geometry. AMSCO School Publications, Inc.,

NY, USA, 2008.
Renfro, Freddie L. Addison-Wesley Geometry Teachers Edition. Addison-

Rich, Barnett and Christopher Thomas. Schaums Outlines Geometry Fourth

Edition. The McGraw-Hill Companies, Inc., USA, 2009.
Smith, Stanley A., Charles W. Nelson, Roberta K. Koss, Mervin L. Keedy, and
Marvin L. Bittinger. Addison-Wesley Informal Geometry. Addison-
Wilson, Patricia S., et al. Mathematics, Applications and Connections, Course

I, Glencoe Division of Macmillan/McGraw-Hill Publishing Company,
Westerville, Ohio, 1993.
Website Links as References and Sources of Learning Activities:
CliffsNotes. Midpoint Formula. (2013). Retrieved June 29, 2014, from

http://www.cliffsnotes.com/math/geometry/coordinate-geometry/midpoint-
formula
CliffsNotes. Distance Formula. (2013). Retrieved June 29, 2014, from

http://www.cliffsnotes.com/math/geometry/coordinate-geometry/distance-
formula
Math Open Reference. Basic Equation of a Circle (Center at 0,0). (2009).

Retrieved June 29, 2014, from http://www.mathopenref.com/
coordbasiccircle.html
272
Math Open Reference. Equation of a Circle, General Form (Center
anywhere). (2009). Retrieved June 29, 2014, from
http://www.mathopenref.com/coordgeneralcircle.html
Math-worksheet.org. Using equations of circles. (2014). Retrieved June 29, 2014,

from http://www.math-worksheet.org/using-equations-of-circles
Math-worksheet.org. Writing equations of circles. (2014). Retrieved June 29, 2014,

from http://www.math-worksheet.org/writing-equations-of-circles
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved June
29, 2014, from http://www.regentsprep.org/Regents/ math/geometry/GCG2/
Lmidpoint.htm
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved June
29, 2014, from http://www.regentsprep.org/Regents/math/geometry/GCG3/
Ldistance.htm
Stapel, Elizabeth. "Conics: Circles: Introduction & Drawing." Purplemath.

Retrieved June 29, 2014, from http://www.purplemath.com/modules/
circle.htm
Website Links for Videos:

Retrieved June 29, 2014, from https://www.khanacademy.org/math/geometry/
cc-geometry-circles/equation-of-a-circle/v/equation-for-a-circle-using-the-
pythagorean-theorem
Khan Academy. Completing the square to write equation in standard form of a

circle. Retrieved June 29, 2014, from https://www.khanacademy.org/math/
geometry/cc-geometry-circles/equation-of-a-circle/v/completing-the-square-to-
write-equation-in-standard-form-of-a-circle

pythagorean-theorem
273
pythagorean-theorem
Ukmathsteacher. Core 1 Coordinate Geometry (3) Midpoint and distance

formula and Length of Line Segment. Retrieved June 29, 2014, from
http://www.youtube.com/watch?v=qTliFzj4wuc
VividMaths.com. Distance Formula. Retrieved June 29, 2014, from

http://www.youtube.com/watch?v=QPIWrQyeuYw
Website Links for Images:

asiatravel.com. Pangasinan Map. Retrieved June 29, 2014, from
http://www.asiatravel.com/philippines/pangasinan/pangasinanmap.jpg
DownTheRoad.org. Pictures of, Chengdu to Kangding, China Photo, Images,

Picture from. (2005). Retrieved June 29, 2014, from
http://www.downtheroad.org/Asia/Photo/9Sichuan_China_Image/3Chengdu_
Kangding_China.htm
Hugh Odom Vertical Consultants. eleven40 theme on Genesis Framework

WordPress. Cell Tower Development How Are Cell Tower Locations
Selected? Retrieved June 29, 2014, from http://blog.thebrokerlist.com/cell-
tower-development-how-are-cell-tower-locations-selected/
LiveViewGPS, Inc. GPS Tracking PT-10 Series. (2014). Retrieved June

29, 2014, from http://www.liveviewgps.com/gps+tracking+device+pt-
10+series.html
Sloan, Chris. Current "1991" Air Traffic Control Tower at Amsterdam Schiphol
Airport 2012. (2012). Retrieved June 29, 2014, from
http://airchive.com/html/airplanes-and-airports/amsterdam-schipol-airport-the-
netherlands-/current-1991-air-traffic-control-tower-at-amsterdam-schiphol-
airport-2012-/25510
wordfromthewell.com. Your Mind is Like an Airplane. (2012). Retrieved June

29, 2014, from http://wordfromthewell.com/2012/11/14/your-mind-is-like-an-
airplane/
274
"$,/08-&%(.&/54
Philippine K to 12 Education
(DepEd Committee Chairs, Members, and Writers)
Open Educational Resources Community
DISCLAIMER:
Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Bor
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this material are owned by their respective
copyright holders. The ISNC does not represent nor claim ownership over them.
This Material Is Not For Commercial Use!
END OF SECOND GRADING

g10 Gbs Mat g2 Part 2 Hawsmade

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

g10 Gbs Mat g2 Part 2 Hawsmade

Uploaded by

Copyright:

Available Formats

NOT

Perform the following activity. Answer every question that follows.

3. Connect S and T with a line segment. What is TS in the figure drawn?

7. Draw MS, NS, PS , and QS .

1. Which lines intersect circle C at two points?

2. What are the angles having A as the vertex? C as the vertex?

3. What arc/s does each angle intercept?

7. Compare the measures of DCE and DAE .

9. What relationship exists among mAD, mAF, and m BGD ?

Materials: Circular cardboard with radius 6 cm that is equally divided into

2 pieces of string, each measures about 40 cm

cardboard or any flat surface

1. Attach the endpoints of the strings to R

If the edge of the circular cardboard represents a circle, what is

3. Slide the circular cardboard so that RS R

4. Find the measure of ST using the circular cardboard.

6. Find the measures of RVT and RT.

Is there any relationship among the measures of RST , RVT,

7. Slide the circular cardboard so that S is R

in the exterior of the circle, ST intersects N

the circle at T, and RS intersects the S

Is there any relationship among the measures of RST , RT, and

9. Slide the circular cardboard so that S is R

10. Find the measures of RT and MN.

Is there any relationship among the measures of RST , RT, and

11. Slide the circular cardboard so that S

12. Find the measures of RT and MN.

Is there any relationship among the measures of RST , RT, and

A tangent to a circle is a line coplanar with the circle and intersects it

Example: In the figure on the right, PQ

Theorems on Tangent Line

2. If a line is perpendicular to a radius of a circle at its endpoint that is on the

A common tangent is a line that is tangent to two circles in the same

Common internal tangents Common external tangents do

Lines c and d are Lines s and t are

In circle A, MN is a secant line. A

Theorems on Angles Formed by Tangents and Secants

In the figure below, NX and MY are two secants intersecting outside

2. If a secant and a tangent intersect in the exterior of a circle, then the

and mLG = 70, then

In the figure below, QK and QH are two tangents intersecting outside

and mHK = 110, then K

4. If two secants intersect in the interior of a circle, then the measure of an

For example, For example,

5. If a secant and a tangent intersect at the point of tangency, then the

In the figure below, QS is a secant and RW is a tangent intersecting at

Your goal in this section is to apply the key concepts of tangents

3. At what points does each secant N

4. Which angles are formed by two M

3. If mPR = 45 and mQS = 49, 4. Suppose mCG = 6x + 5,

7. If mQNO = 238, what is 8. PR is a diameter of O and

9. Circles P and Q are tangent to each other at point S.

In this section, the discussion was about the different geometric

Answer the following.

1. In the figure on the right, RO and DN are tangent to U at O and N

c. If m ONR 31, what is m NRO ?

e. Suppose OU = 6, RN = 13, and DN ON , what is RO equal to? How

Is NRO DUN ? Justify your answer.

3. LR and LI are tangents to T from an external point L.

b. Is LTR congruent to LTI? Justify R

How about m ITL ? m RTL ? I L

d. If RT 10 and RL 24 , what is the length of TL ?

How about the length of LI ? AL ?

b. If you were the captain of a ship, how shore