LESSON PLANS IN SECOND YEAR

PREPARED BY: RICHARD R. RAQUEO Secondary School Teacher DepED, Division of Ilocos Sur Region I Add me on facebook: rchrd_rqn@yahoo.com Or visit http://richardraqueno.blogspot.com

Math 3

Date:______________________

I. 1. Describe the ideas of point, line and plane. 2. Define, identify and name the subsets of a line (i.e., segment, ray ) II. A. Undefined Terms B. Geometry, TX pp. 1-4 C. taut wire, clear bond paper III. A. Introduce the concept of a point, line and plane. Have you ever watched the stars at night? Draw a picture of the stars as seen in the sky at night. B. Explain that the stars in the night sky suggest the idea of a point. Observe a taut wire & give their description of it. Draw the picture of the wire on the board. Present the concept of a plane by placing a clean bond paper on the floor & ask the students to imagine the bond paper expanding on all directions. C. Tell what geometric figure is suggested by each: 1. 4 corners of a table 3. a grain of corn 2. pen 4. top of a table D. Describe the ideas of point, line and plane and name things that represent the geometric figures as stated above. IV. Solve the problems on the book # 1-16, p. 3

what figure is formed. The figure formed is called angle, and give the definition of an angle. C. Provide more examples regarding angles to ensure mastery. D. Let the students (1) define an angle and name its parts; (2) identify the interior, exterior and points of the angle; and (3) illustrate different angles using their body parts. IV. Solve problems # 6-10, TX, p. 6

Math 3

Date:______________________

I. 1. Read or determine the measure of an angle using a protractor 2. Illustrate, name, identify and define different kinds of angles: acute, right and obtuse II. A. Measure of Angles B. Geometry, TX, pp. 7-8 C. protractor, discarded clock III. A. Check and discuss the assignment. B. Call students to define angle and illustrate different angles by using their body parts. Tell the students that angles are measured in units called degrees, using a measuring device called protractor. C. Discuss the classification of angles according to their measures. Use the clock in illustrating angles. Give more examples for further understanding of the lesson. D. Name the kinds of angles and define each; illustrate acute, right and obtuse angles using their body parts. IV. Solve problems # B 1-8, TX, p. 8

Math 3

Date:______________________

I. 1. Illustrate, name, identify and define an angle 2. Name and identify the parts of an angle 3. Name and identify the interior, exterior and points of the angle II. A. Rays and Angles B. Geometry, TX, pp. 5-6 C. colored chalk, bent wire III. A. Check and discuss the assignment. B. Recall the ideas of lines and rays. Ask one student to draw two lines intersecting at the middle then cut from the middle and observe

Math 3

Date:______________________

I. 1. Identify and name a triangle 2. Define the basic and secondary parts of a triangle (e.g. vertices, sides, angles, median, angle bisector and altitude)

II. A. Triangles B. Geometry, TX, pp. 8-9 C. cut outs III. A. Brief discussion of the assignment. B. Call a student to plot 3 points, A, B, C, which do not lie on one line and connect the points. Lead them in identifying the figure, define a triangle, identify and define its basic parts. C. Draw a figure and let the students name the altitude, median, angle bisector, sides, vertices and angles. D. Define the following: median/angle bisector/altitude of a triangle. IV. Explore a triangle and give the maximum number of: medians in a triangle; angle bisectors in a triangle; and altitudes in a triangle.

Math 3

Date:______________________

I. 1. Name and identify different kinds of angles classified according to their angles. 2. Define acute, right, obtuse and equiangular triangles 3. identify and define the parts of a right triangle II. A. Classification of Triangles According to their Angles B. Geometry, TX, pp. 10-11 C. cut outs, chalkboard III. A. Check and discuss the assignment. B. Review kinds of angles: acute, right, obtuse. Let them identify the kinds of angles from a given set of illustrations or by moving the hands of the clock. Distribute the cut outs and measure the angles of the triangle. Examine the triangle and identify what kind of triangle is each one. C. What have you noticed about the measures of the angles of the triangle? What is your basis for the classification of the triangles? Give practice exercises for mastery. D. What are the kinds of triangles according to their angles? What are the parts of the right triangle? Define each. IV. Solve problems # 13-22, TX, p. 11

Math 3

Date:______________________

I. 1. Name and identify kinds of triangles according to their sides 2. Define equilateral, isosceles and scalene triangles 3. Identify and define the parts of isosceles triangle II. A. Classification of Triangles According to their Sides B. Geometry, TX, pp. 10-11 C. cut outs, chalkboard, activity sheets III. A. Check and discuss the assignment. B. Give a brief orientation on how to go about the activity. Group the students in 5s and distribute the worksheets to each group and discuss the results afterwards. C. Present the parts of isosceles triangle, namely: legs, base, vertex angle, base and angles. Lead them to the definition of these parts. D. What are the kinds of triangles classified according to their sides? Define each. What are the parts of an isosceles triangle? Define each. IV. Solve problems # 1-10, TX, p. 11

Math 3

Date:______________________

I. 1. Define and identify different kinds of polygons according to the number of sides 2. Define, identify and illustrate convex and non-convex polygons 3. Identify and define the parts of a regular polygons II. A. Kinds of Polygons B. Geometry, TX, pp. 12-14 C. activity sheets III. A. Check and discuss the assignment.

B. Show a polygon and tell them that polygons are made up of segments intersecting at their endpoints. Discuss the parts of a polygon, namely: sides, vertices, angles. Present the parts of a regular polygon and define its parts. C. Complete the table below: Polygon No. of No. of Sum of measures sides triangles of angle Triangle 3 1 (1x180) or 180 Quadrilateral 4 2 (2x180) or 360 Pentagon Hexagon Heptagon Octagon D. The sum of the measures of the interior angles of an n-gon is S=(n-2)1800, where n is the number of sides. The sum of the measures of the exterior angles of any polygon is equal to 3600. IV. Solve problems # 22-24, 27-28, 31-32, TX, p. 14

c. 2 pairs of opposite sides IV. Solve problems # 7-10, p. 16

h. 4 pairs of consecutive sides

Math 3

Date:______________________

I. 1. Illustrate, name, identify and define the different kinds of quadrilaterals II. A. Types of Quadrilaterals B. Geometry, TX, pp. 16-18 C. chalkboard, flashcards III. A. Check and discuss the assignment. B. Ask students to draw 2 lines, AB and CD, along 2 lines of the pad paper and tell them that AB and CD are parallel lines and the subsets of these lines, segments and rays, are also parallel. Explain that parallel lines do not intersect and they are equidistant. Draw a quadrilateral where (1) 1 pair of opposite sides are parallel; (2) 2 pairs of opposite sides are parallel; (3) no pair of opposite sides are parallel. Emphasize that their drawings in (1) is a trapezoid, (2) is a parallelogram and (3) is a trapezium. C. Provide more exercises for further understanding of the lesson. D. Define the following: - trapezoid - rhombus - parallelogram - isosceles trapezoid - trapezium - legs of a trapezoid - square - bases of a trapezoid - rectangle - base angles of a trapezoid IV. Solve the problems # 1-7, TX, p. 18

Math 3

Date:______________________

I. 1. Illustrate, name and define a quadrilateral and its parts II. A. Quadrilaterals B. Geometry, TX, pp. 15-16 C. chalkboard III. A. Check and discuss the assignment. B. Review the different kinds of polygons then focus on the quadrilateral and ask if the quadrilateral is convex or non-convex. Proceed to the discussion on how to name a quadrilateral. C. Sketch 3 quadrilaterals of different shapes. (Encourage the students to visualize the figure in their imagination before sketching and to be creative and neat in their sketch.) D. Sketch quadrilateral LOVE and name the following: a. vertices d. angles f. 2 pairs of opposite angles b. sides e. 2 diagonals g. 4 pairs of consecutive angles

Math 3

Date:______________________

I. 1. Determine the sum of the measures of the interior angles of a triangle, quadrilateral and polygons in general

II. A. Sum of the Measures of the Interior Angles of a Triangle, Quadrilateral and polygons in General B. Geometry, TX, p. 19 C. activity sheets III. A. Check and discuss the assignment. B. Review the students on angle measurements using the protractor. Group the students and distribute the materials for the activity and discuss the results afterwards. C. Practice exercises will be given to ensure mastery. D. How to find the sum of the measures of the interior angles of any polygon; and how to find the measure of each angle of a regular polygon. IV. Solve problems # 11-13, TX, p. 19

measure of the 4th interior angle of a quadrilateral when the measure of the three angles are given. D. Find the number of sides of the regular polygon when the measures of the exterior angle is: (1) 360 (2) 200 (3) 900 IV. Solve problems # 6-10, p. 21

Math 3

Date:______________________

Math 3

Date:______________________

I. 1. Define a circle 2. Illustrate, name, identify and define the terms related to the circle (radius, diameter, chord, secant, tangent, point of tangency, central angle, semi circle, minor arc and major arc) 3. State the relation between the lengths of the radius of a circle and its diameter II. A. Circles B. Geometry, TX, pp. 22-23 C. activity sheets, ruler, compass III. A. Check and discuss the assignment. B. Place point A on the board. Choose a certain length, say 20 cm, and let students plot several points around point A, each point is 20 cm from the point. Then let them connect all these points forming a circle. Lead the students to the definition of a circle. C. Provide the students an activity related to circle. Discuss with the students the result of the activity. D. Ask the students to define circle and the terms related to the circle; the relation between the lengths of the radius and diameter. IV. Solve problems # 25-40

I. 1. Determine the sum of the measures of the exterior angles of a polygon 2. Find the number of sides of a regular polygon when the measure of an exterior angle is given 3. Find the measure of the fourth angle of a quadrilateral II. A. Sum of the Measures of the Exterior Angles of a Polygon and Angle Sum in a Quadrilateral B. Geometry, TX, pp. 20-21 C. ruler, protractor III. A. Check and discuss the assignment. B. Present an illustration of a triangle and ask the students to extend the side at each vertex in order to name the exterior angle. Let them draw a polygon of their own and extend the side at each vertex. Ask them to come up with a conclusion regarding the sum of the measures of the exterior angles of a polygon. C. Discuss how to find the number of sides of a regular polygon when the measure of the exterior angle is given; how to find the

Math 3

Date:______________________

I. 1. Identify the common solids and their parts II. A. Space Figures B. Geometry, TX, pp. 24-26

C. models of different solids (cylinder, prism, pyramids, cone, etc.) III. A. Check and discuss the assignment. B. Show different solid figures to the students like cube, rectangular/square prism, triangular/square/rectangular pyramid, tetrahedron, cylinder, cone, sphere. Show solid one at a time and ask where they can see these kinds of solids. C. Let them give the characteristics of each solid and identify the parts and the similarities and differences. Aside from the given solids, let them give other examples related to solids they see in the environment (e.g. mountain, earth, ball, building) D. Let the students give the characteristics of the different solids and their parts. IV. Answer the problems # 11-25, TX, p. 26

D. Summarize the formulas for finding the perimeter of a triangle as the length of the side of an equilateral triangle if the perimeter is given, of the length of an isosceles or scalene triangle if the perimeter and the lengths of the other sides are given. IV. Solve problems # 5, p. 29; # 4, p. 49, TX.

Math 3

Date:______________________

I. 1. State the formulas for the perimeter of a rectangle and a square 2. Find the perimeters of a rectangle and a square 3. Find the length of a side of square if the perimeter is given, the length of a side of a rectangle if the perimeter and the length of the other side are given II. A. Perimeters of a Rectangle and a Square B. Geometry, TX, pp. 27-29 C. geoboard, rubber bands, cut outs III. A. Check and discuss the assignment. B. Show a cut out of a rectangular plane figure to the students and let them identify the length and the width. Help them recall and state the formula for the perimeter of a rectangle. Do the same with a cut out of a square plane figure. C. Help the students apply the formulas by giving examples: 1. The lengths of the sides are given and the perimeter is required; 2. The perimeter of the square is given and the length of the side is required; and 3. The perimeter of the rectangle and the length are given and the width is required or the width is given and the length is required. D. Ask them to state the formulas for the perimeters of a square and a rectangle as well as the formulas for finding the length of a side if the perimeter is given for a square or perimeter and a side are given for a rectangle. IV. Pauline wishes to fence her square patio whose side is 3 m. How long is the fence needed to surround it on all sides?

Math 3

Date:______________________

I. 1. Find the perimeter of a triangle 2. Find the length of a side of a triangle if the perimeter and the lengths of the other two sides are given II. A. Perimeter of a Triangle B. Geometry, TX, pp. 27-29 C. geoboard, rubber bands, cut outs III. A. Check and discuss the assignment. B. Show cut outs of triangles: equilateral, isosceles, scalene. Lead them to the formulation of an equation for the perimeter of the triangle if a, b and c are the lengths of the sides of a triangle. C. Solve the following: 1. Find the length of the side of equilateral triangle ABC if the perimeter is 45 cm. 2. Find the length of the base of an isosceles triangle if the length of each leg is 20 cm and the perimeter is 70 cm. 3. Find the length of a leg of an isosceles triangle if the perimeter is 56 cm and the length of the base is 18 cm.

Math 3

Date:______________________

I. 1. State and apply the formula for the circumference of a circle II. A. Circumference of a Circle B. Geometry, TX, pp. 28-29 C. circular objects, activity sheets III. A. Check and discuss the assignment. B. Review the students on the lines related to a circle (radius, diameter, chord). Group the students and distribute the activity sheets. Remind them to be accurate in measurements and to demonstrate team spirit. C. Give examples on how to apply the formula for the circumference of a circle. 1. d = 23.2 dm 3. d = 12 cm 5. r = 20.68 cm 2. r = 40 m 4. d = 18.5 cm D. State the formula for finding the circumference of a circle. IV. Find the circumference of a circular table whose diameter is 60.48 cm.

C. Find the area of the following: 1. a square whose side is 4 m 2. a square with side = 25 cm 3. a rectangle with l = 12.3 cm, w = 3.5 cm 4. a rectangle with l = 63 cm, w = 23 cm 5. a square whose side is 5.3 m D. Let the students state the formulas for the following: 1. area of a square 2. area of a rectangle 3. side of a square, if the area is given 4. length of a rectangle, if the area and width are given 5. width of a rectangle, if the area and length are given IV. A rectangular photo album is 28 cm long and 17 cm wide. What is the area of the photo album?

Math 3

Date:______________________

I. 1. State and apply the formula for the areas of parallelogram and a triangle II. A. Areas of a Parallelogram and a Triangle B. Geometry, TX, pp. 31-32 C. cut outs, activity sheets III. A. Check and discuss the assignment. B. Group the students and distribute the activity sheets. Make some clarification about the activity and discuss the results afterwards. C. Find the area of a triangle with b = 5 cm, h = 2.5 cm; and a parallelogram with b = 15 cm, h = 8 cm. D. Let the students state the formulas for the area of a triangle and the area of a parallelogram. IV. 1. A triangle has an area of 45 cm2 and a base of 5 cm. What height corresponds to this base? 2. The area of a parallelogram is 110 square units. The base is 12 units. Find its corresponding height.

Math 3

Date:______________________

I. 1. State and apply the formulas for the areas of a square and rectangle II. A. Areas of square and Rectangle B. Geometry, TX, pp. 30-31 C. geoboard, rubber bands III. A. Check and discuss the assignment. B. Review the students on the concept of area by illustrating it. Pose this question: How many square units will be used to cover a square region whose side is 3 units long? They should come up with an answer of 9 square units and they should realized that the area of a square is, A = s2. Pose another problem involving rectangle and they should come up with the formula, A = lw.

Math 3

Date:______________________

I. 1. State and apply the formula for the area of a trapezoid II. A. Area of a Trapezoid B. Geometry, TX, pp. 32-33 C. activity sheets III. A. Check and discuss the assignment. B. Review on the parts of a trapezoid: upper base (b1), lower base (b2), altitude or height (h) and the area for the formula of a parallelogram. Point out that the total length of the base when a parallelogram is formed is b1 + b2. Hence, area of the parallelogram is (b1 + b2)h. Since a trapezoid is of the whole parallelogram, then the area of the trapezoid is, A = h ( b1 + b2 ). C. Find the area of the trapezoid where: 1. b1 = 5 cm, b2 = 10 cm, h = 12 cm 2. b1 = 3.2 dm, b2 = 15 dm, h = 8.46 dm D. State the formula for the area of a trapezoid. IV. Find the area of the following trapezoid if: 1. b1 = 5 cm, b2 = 7 cm, h = 14 cm 2. b1 = 12.2 dm, b2 = 16.8 dm, h = 13.9 dm 3. b1 = 8 m, b2 = 12 m, h = 15 m

B. Use a cut out circle divided into 16 equal sections and demonstrate to the class the derivation of the formula for the area of a circle. C. Find the area of each of the following circles: 1. radius is 20 cm 3. radius is 12.5 cm 2. diameter is 8 m 4. diameter is 24 cm D. State the following formulas: 1. area of a circle in terms of the radius; 2. area of a circle in terms of the diameter IV. Solve problems # 15, p. 34 and # 3, p. 35, TX

Math 3

Date:______________________

I. 1. State and apply the formulas for the surface areas of a cube and a square prism II. A. Surface Areas of a Cube and a Square Prism B. Geometry, TX, pp. 36-37 C. models of different solids III. A. Check and discuss the assignment. B. Show models of different solids and let them count the faces of each solid ( cube, square/rectangular/triangular prism ). Then state that the area that covers all the surfaces of the cube is called surface area. Emphasize to them the formula of surface area of a cube as well as the surface area of a square prism through examples. C. Find the surface area of: 1. a cube, if s = 4 cm 2. a cube, if s = 12.4 m 3. a square prism, if side of the base is 8 m, height is 10 cm 4. a square prism, if side of the base is 12.6 m, height is 7.65 cm D. Let the students state the formulas for: a. the surface area of a cube; b. the surface area of a square prism which is not a cube; and c. the side of a cube, if the surface area is given. IV. 1. Find the length of the side of a cube if its surface area is 86 cm2.

Math 3

Date:______________________

I. 1. State and apply the formula for the area of a circle II. A. Area of Circles B. Geometry, TX, pp. 33-34 C. cut outs III. A. Check and discuss the assignment.

2. A box with a square base has a height of 40 cm and a base side of 20 cm. What is its surface area?

Math 3

Date:______________________

I. 1. State and apply the formulas for the surface areas of a rectangular prism and a triangular prism II. A. Surface Areas of Rectangular Prism and Triangular Prism B. Geometry, TX, p. 37 C. activity sheets III. A. Check and discuss the assignment. B. Show a model of rectangular prism (box of soap) and tell the students that its surface area will be explored. Group them and distribute the materials needed in the activity. Remind them to be tactful in dealing with co-members and to be accurate in measurements. Discussion of the activity will follow. C. Find the surface area of the following prisms: 1. rectangular, if l = 3 m, w = 2 m, h = 6 cm 2. triangular, if b=12.2 cm, h(altitude of base)=8.4 cm, h=20.4 cm D. Students state the formulas for the surface areas of rectangular and triangular prism. IV. Find the surface area of each of the rectangular and triangular prisms whose lengths of the parts are given in # 4, 13, 20, 24, 25, 29, TX, pp. 47-48.

B. Show a model of pyramid and ask how many faces does it have? If the figure were opened, how will it look like? This will lead to the formula of the surface area of a pyramid. It is the sum of the area of the base and areas of the triangles. C. Ask the students to measure the length and the width of the base of the square/rectangular pyramid model as well as the slant height of the triangle and solve for the surface areas. D. State the formulas for the surface areas of a square pyramid and rectangular pyramid. IV. Derive the formula for the surface area of triangular pyramid.

Math 3

Date:______________________

I. 1. State and apply the formula for the surface area of a cylinder II. A. Surface Area of a Cylinder B. Geometry, TX, pp. 38-39 C. model of cylinder (tin can), ruler III. A. Check and discuss the assignment. B. Review the parts of a cylinder, area and circumference of a circle, area of a rectangle. Show a model of a cylinder (tin can) and help them formulate an equation for its surface area by asking the following questions: 1. If we open up this can, what are the different figures that can be identified? 2. What figure is the top part of the cylinder? Bottom part? 3. What figure is the lateral face? 4. How can you compute the area of the lateral face? C. Distribute 2 different size of tin cans to each group of 5's and let them do the following: 1. measure the radius and height in centimeters of each; and 2. compute for their surface areas. D. State the formula for the surface area of a cylinder. IV. Find the surface area of a cylinder with h = 1.2 m and r = 0.5 m.

Math 3

Date:______________________

I. 1. State and apply the formulas for the surface areas of square pyramid and a rectangular pyramid II. A. Surface Areas of a Square and a Rectangular Pyramid B. Geometry, TX. pp. 37-38 C. models of pyramid III. A. Check and discuss the assignment.

Math 3

Date:______________________

IV. Find the surface area of each of the following spheres with: 1. d = 42 cm 2. R = 20.8 cm 3. r = 12 3/5 cm

I. 1. State and apply the formula for the surface area of a cone II. A. Surface Area of a Cone B. Geometry, TX, p. 39 C. models of cone III. A. Check and discuss the assignment. B. Show a model of cone and ask if they have seen that kind of figure and where. Review the parts of a cone and on how the area of a circle derived. Use the cone in the derivation of the formula for its surface area and demonstrate to them. C. Ask a student to measure the radius of the other model of a cone and its slant height and solve for its surface area. D. Students state the formula for the surface area of a cone. IV. Find the surface area of the following cones with: 1. r = 5 cm, slant height = 6 cm 2. r = 2.4 m, slant height = 8.27 m 3. r = 10 dm, slant height = 15 dm

Math 3

Date:______________________

I. 1. State and apply the formulas for the volumes of a rectangular prism, square prism and a cube. II. A. Volume of a Rectangular Prism B. Geometry, TX, p. 42 C. boxes of soap, ruler III. A. Check and discuss the assignment. B. Present the discussion on the first part which is the volume of solids to establish concept of volume. Then ask students to imagine transferring a 12-ounce soft drink from the bottle to an ice plastic container. Raise the following questions: 1. Will the volume change? 2. If the ice plastic is twisted a little, will the volume change? It should be clear that the volume does not change because the same amount of space is still occupied. Then establish the formula for the volume of a rectangular prism, V = lwh; volume of a square prism, V= s2h; and the volume of a cube, V = e3. C. Distribute a box of soap and ask them to measure the length, width and height and compute its volume. Remind them to be accurate in their measurements. D. Students state the formulas for the volumes of rectangular prism, square prism and a cube. IV. Find the volumes of the following: a. rectangular prism with l = 12 cm, w = 10 cm, h = 15 cm b. square prism with s = 4.8 m, h = 9.5 m c. cube with e = 15 dm

Math 3

Date:______________________

I. 1. State and apply the formula for the surface area of a sphere II. A. Surface Area of a Sphere B. Geometry, TX, pp. 40-41 C. models of sphere (ball), activity sheets III. A. Check and discuss the assignment. B. Show a model of sphere (ball) and have a review of its parts. Distribute the activity sheets regarding surface area of a sphere and discuss the results afterwards. C. Ask students to measure the length of the radius of the ball and let them compute for its surface area. D. Ask students the formula for the surface area of a sphere; to identify occupations where the people deal much with the surface area of solid figures.

Math 3

Date:______________________

I. 1. Recall the formula for the measurement of plane and solid figure rectangular prism 2. State and apply the formula for the measurement of plane and solid figure triangular prism II. A. Volume of Solid: Triangular Prism B. Geometry, TX, p. 43 C. activity sheets III. A. Checking of assignment. B. Try to recall the formulas for the area and volume of a rectangular prism and then ask if they can give some concrete examples of rectangular and triangular prism. C. Distribute the activity sheets and discuss the results leading to the derivation of the formula for the volume of a triangular prism. D. Ask the students in what way they were able to demonstrate accuracy and cooperation in doing their activity. State the formula for the volume of a triangular prism. IV. The base of a triangular prism measures 0.62 meter in height with a base of 68 centimeters. If the height of the prism is 0.75 meter, what is its volume?

B. Recall the formulas for the area and volume of a rectangular prism and ask if they can give some concrete examples of rectangular prism and pyramid. C. Distribute the activity sheets and discussion of the results will follow. Lead the students derive the formula for the volume of a pyramid which is exactly one-third the volume of rectangular prism of the same base and altitude. D. State the volume of a pyramid. Present three illustrations of pyramid and let them solve for the volume. IV. A pyramid has a square base whose side is 3.2 meters. If the height of the pyramid is 7.4 meters, what is its volume?

Math 3

Date:______________________

I. 1. State and apply the formula for the measurement of plane and solid figures, i.e. the volume of a cylinder II. A. Volume of a Cylinder B. Geometry, TX, p. 45 C. samples of cylinder (can of sardine) III. A. Recall a circle, its parts, formula for its area. Review the general formulas for finding volumes of rectangular prism and triangular prism which is volume = area of base x height. B. Tell the students that since the volume of the rectangular prism was really the product of the area of the base and the height of the prism, this also seems reasonable with the cylinder as well. C. A metal tube is in the form of a right circular cylinder. The radius of its base is 4 cm and its height is 9 cm. Find the volume of the metal tube. D. Let the students state the formula for the volume of a cylinder. IV. Determine the volume of a cylinder with: 1. radius = 36 cm, height = 58 cm 2. radius = 6 cm, height = 14 cm

Math 3

Date:______________________

I. 1. Recall the formula for the measurement of plane and solid figure rectangular prism 2. State and apply the formula for the measurement of plane and solid figure pyramid II. A. Volume of Solid: Pyramid B. Geometry, TX, p. 44 C. activity sheets, models of pyramid III. A. Checking of assignment.

Math 3

Date:______________________

IV. Determine the volume of a sphere with a radius of 2.4 cm.

I. 1. State and apply the formula for the measurement of plane and solid figures, i.e. the volume of a cone II. A. Volume of a Cone B. Geometry, TX, pp. 45-46 C. samples of cone III. A. Recall the formula for the area of a circle, volume of a cylinder and exponentiation, bn, (ab)n B. How is the formula for the volume of a cylinder related to the formula of a cone? Get a cylinder and a cone of congruent bases and congruent heights. Carefully fill up a cone with sand or water. Transfer its contents into a cylinder. The contents of the cone occupy only onethird of the cylinder. Hence, V = 1/3 r 2h, where r = radius and h = height. C. Find the volume of a cone with radius of 7 cm, and a height of 12 cm. D. State the formula in finding the volume of a cone. IV. How do we find the volume of a sphere? Ref. TX, pp. 46-47.

Math 3

Date:______________________

I. 1. To solve problems involving plane and solid figures II. A. Word Problems on Perimeter and Area B. Geometry, TX, pp. 49-51 C. calculator, chalkboard III. A. Recall a. conversion of units by the cancellation method b. definition of perimeter, area and units of measure c. formulas on perimeter and area B. Ask the students about the correct manner of solving word problems. Emphasize that word problems require them to apply math skills to everyday situations: 1. Read carefully and interpret what is being asked. 2. Determine what information you are given. 3. Determine what information you need to know. 4. Decide what mathematical skills or formulas you need to apply to find the answer. 5. Work out the answer. 6. Double-check to make sure the answer makes sense. 7. Sometimes, a drawing can help you understand to word problem better. C. Provide word problems involving perimeter and area for better understanding of the lesson. IV. Solve problems # 3, 4, 8, 17, 18, 20, TX, pp. 49-50

Math 3

Date:______________________

I. 1. State and apply the formula of a sphere. II. A. Volume of a Sphere B. Geometry, TX, pp. 46-47 C. models of sphere (balls), activity sheets III. A. Check and discuss the assignment. B. Have a review on the parts of the sphere and ask students other objects that represent a sphere. Then group the students and distribute the activity sheets and discuss the results with the students and they should come up with the formula for the volume of a sphere. C. Find the volume of a sphere whose radius is: a.) 2 m; b) 14.2 cm; c.) 24 1/5 m D. State the formula in finding the volume of a sphere.

Math 3

Date:______________________

I. 1. To solve problems involving plane and solid figures II. A. Word Problems on Surface Area and Volume B. Geometry, TX, pp. 49-51

C. calculator, chalkboard III. A. Recall a. some properties of exponents; b. some helpful hints when solving word problems; c. solid figures, their parts and their formulas for surface area and volume. B. Present illustrative examples on word problems involving surface area and volume and explain to the class. C. Provide more word problems involving surface area and volume for mastery of the lesson. IV. Solve problems # 22, 29, 34, 39, TX, p. 50

II. A. Congruent Segments B. Geometry, TX, pp. 60-62 C. number line, chalkboard III. A. Check and briefly discuss the assignment. B. Define congruent segments having the same length. Write the symbol to indicate that two figures are congruent. We write the symbol = to indicate two lengths or measure are the same. C. Provide more exercises for mastery. D. Two lines are congruent if and only if they have the same measure. The distance between any two points equals the absolute value of the difference of their coordinates. IV. Draw two congruent segments.

Math 3

Date:______________________ Math 3 Date:______________________

I. 1. Define and illustrate collinearity of points I. 1. Illustrate, identify and define the midpoint of a segment II. A. Betweenness and Collinearity of Points B. Geometry, TX, pp. 59-60 C. number line, chalkboard III. A. Brief discussion of the assignment. B. Show a number line and ask the students to give the coordinates of the different points. Then help the students recall how the distance between two points may be obtained. State that the truth of these equations can be explained by the idea of collinearity and betweenness. C. Provide more exercises to facilitate learning. D. Students define collinear points and betweenness. IV. Solve problems # 17-18, TX, p. 60 II. A. Midpoint of a Segment B. Geometry, TX, p. 62 C. chalkboard III. A. Checking of assignment. B. Introduce the concept of midpoint of a segment by presenting the following situation: H, G, K are 3 points on a line with coordinates -3, -8, 2 respectively. Then ask the following: 1. give the lengths of HG, GK, HK; 2. identify the point between HG and HK; 3. identify congruent segments; 4. state the relationship between HG and GK and between HK and GK. C. If A, B, C are distinct points and /AB/ + /BC/ = /AC/, what is the relationship of the 3 points? D. The midpoint of a line segment is a point on the segment that divides the segment into two congruent parts.

Math 3

Date:______________________

I. 1. Define, illustrate and identify congruent segments

IV. If A, B, C are distinct points, can AB + BC > AC be true? If not, why? If yes, what is the relationship of A, B, and C?

Math 3

Date:______________________

I. 1. Illustrate, identify and define the bisector of an angle II. A. Bisector of an Angle B. Geometry, TX, pp. 62-65 C. chalkboard III. A. Checking of assignment. Review congruent segments. B. Show diagrams of an angles to the students that describes an angle bisector and ask the students to develop the definition of an angle bisector. C. Provide more exercises regarding angle bisector to understand fully the lesson. D. Let the students formally state the definition of an angle bisector. IV. Solve problems # 1-3, 13, TX. P. 64

illustrate to them a complementary angles and stress that each angle is called the complement of each other. Explore vertical angles. C. Ask the students to complete the following table and make a conclusion about vertical angles. m 1 m 2 m 3 m 4 30 70 120 x Then state the Vertical Angle Theorem D. State the definitions of vertical, supplementary and complementary angles. IV. 1 and 2 form a linear pair. m the m 1 and m 2. 2 is three times m 1. Find

Math 3

Date:______________________

I. 1. Illustrate, identify and define congruent angles, adjacent angles and linear pair II. A. Pairs of Angles B. Geometry, TX, pp. 65-70 C. chalkboard III. A. Discussion and checking of assignment. B. Show pairs of angles on the board and state that each pair is congruent. Show another pair which are adjacent angles and another angles that form a linear pair. Illustrate each angle one by one as congruent angles, adjacent angles and linear pair. C. Ask students to look for things around them that illustrate the various kinds of congruent angles, adjacent angles, and linear pairs. D. Define congruent angles, adjacent angles, and linear pairs. IV. State whether each of the following is true or false. 1. Two adjacent right angles are supplementary.

Math 3

Date:______________________ angles,

I. 1. Illustrate, identify and define supplementary complementary angles and vertical angles 2. State and apply the linear pair postulate 3. State and apply the vertical angle theorem II. A. Pairs of Angles B. Geometry, TX, pp. 65-70 C. chalkboard

III. A. Checking of assignment. B. Present and illustrate a supplementary angles on the board. State that each angle is called the supplement of each other. Show also and

2. If one of two angles in a linear pair measures 90, then the other angle has a measure greater than 90. 3. If two angles form a linear pair, then they are supplementary. 4. If two adjacent angles are congruent and complementary, then the measure of each angle is 90. 5. All right angles are congruent.

II. A. Perpendicular Lines B. Geometry, TX, pp. 70-71 C. chalkboard, activity sheets III. A. Recall on the words bisector, perpendicular and congruent. B. Distribute the activity sheets and discuss the procedure. Illustrate and discuss the results of the activity to emphasize the perpendicular bisector of a segment. C. Provide another examples (paper folding activity) to facilitate learning. D. A perpendicular bisector of a segment is a line, segment, ray or plane that is perpendicular to the segment and bisects it. IV. Express the following algebraically: 1. The complement of an angle whose measure is x; 2x; x+2; 2x 3. 2. An angle which is its complement.

Math 3

Date:______________________

I. 1. Illustrate, identify and define perpendicularity II. A. Perpendicular Lines B. Geometry, TX, pp. 70-71 C. chalkboard III. A. Checking of assignment. Review congruent angles and interior of an angle. B. Draw intersecting lines on the board and ask the students to make observations. Give illustration for two lines, two rays, two segments or any combinations of these that are perpendicular. The small square in the interior of the angle indicates that the lines, rays or segments are perpendicular to each other. It also means that the angle formed is a right angle. C. Determine how many right angles are formed by two rays: 1. two rays with a common vertex. 2. a ray perpendicular to a line. 3. two perpendicular lines. D. A line, ray or segment is perpendicular to another line, ray or segment if and only if it intersects the other to form a right angle. IV. What is the measure of the angle if two angles with the same measure are complementary?

Math 3

Date:______________________

I. 1. Identify and illustrate the exterior and corresponding remote interior angles of a triangle. II. A. Relations Among the Angles of a Triangle B. Geometry, TX, pp. 72-74 C. chalkboard III. A. Give instances when persons may differ (peoples differences in intelligence, height, age, weight, and in other characteristics). Conclude form these that differences or inequalities are all around us. B. Present to the class segments of different lengths and angles of different measures. Show that inequalities between segments and angles are determined by their measurements. Then present the laws that govern inequalities between numbers: 1. Trichotomy Property. For every x and y, one and only one of the following conditions hold: x < y, x = y, x > y. 2. Transitive Property of Inequality. If x < y, and y < z, then x < z. 3. Addition Property of Inequality. If a < b, and x y, then a+b < b+y.

Math 3

Date:______________________

I. 1. Illustrate and identify the perpendicular bisector of a segment

4. Multiplication Property of Inequality. If x < y and 1) a > 0, then ax < ay 2) a < 0, then ax > ay. C. Provide more exercises to understand better the lesson. D. An exterior angle of a triangle forms a linear pair with the adjacent interior angle of the triangle. The two angles of the triangle that are not adjacent to the exterior angle are called the remote interior angles of that exterior angles. IV. Solve problems # 1-5, TX, p. 73

III. A. Checking and discussion of the assignment. B. Distribute the activity sheets and discuss the procedure in performing the activity. Summarize the discussions in the different groups, leading to generalization of triangle inequality. C. Give the students some exercises on the application of triangle inequality. D. Remember: the sum of the measures of two sides of triangle is greater than the measure of the third side. IV. If the measures of the two sides of a triangle are 6 and 7 respectively, what is the measure of the third side?

Math 3

Date:______________________

I. 1. Derive the relationship between the exterior and corresponding remote interior angles of a triangle. II. A. Relations Among the Angles of a Triangle B. Geometry, TX, pp. 72-74 C. activity sheets, pencil, protractor III. A. Recall the exterior and remote interior angles of a triangle; the sum of the measures of the angles of a triangle is 180 0. B. Distribute the activity and discuss the results to the class. Guide the students to see the relationship between the measures of an exterior angle and the two remote angles. C. Practice exercises will be given to ensure mastery of the lesson. D. Remember: for any triangle, the measure of an exterior angle is equal to the sum of the measures of its two remote interior angles. IV. m B is five times m A. Find m B.

Math 3

Date:______________________

I. 1. Derive the formula for the Pythagorean Theorem II. A. Pythagorean Theorem for Right Triangles B. Geometry, TX, pp. 75-81 C. activity sheets, graphing paper, pencil and scissor III. A. Recall what a triangle is. Recall its parts such as the legs and hypotenuse. Mention that there exists a relationship in a right triangle that is very important. B. Divide the class into groups and distribute the activity sheets on how to derive the Pythagorean Theorem. Wrap up the discussion. State that this relationship is only true for right triangles. C. Give an equation that can be solved to find the length of the hypotenuse of a right triangle with a 10 cm leg and a 24 cm leg. D. The sum of the squares of the lengths of the legs of a right triangle is equal to the square of the length of the hypotenuse: c2 = a2 + b2. IV. Find the length of a side of a square, given the following lengths of the diagonal: 1) 10, 2) 16 3) 20 4) 4 2 .

Math 3

Date:______________________

I. 1. Derive and apply the triangle inequality theorem II. A. Relations Among the Sides of a Triangle B. Geometry, TX, pp. 74-75 C. activity sheets

Math 3

Date:______________________

I. 1. Solve problems using the Pythagorean Theorem II. A. The Pythagorean Relation B. Geometry, TX, pp. 75-81 C. chalkboard III. A. Pythagorean Theorem is one of the most famous and useful theorems in Plane Geometry. It can be used to find the length of the third side of a right triangle when the length of the two sides are known. B. Illustrate how the Pythagorean theorem formula may be used in solving equations. Example: a = 8, b = 6; c2 = a2 + b2 c = 17, b = 15; a2 = c2 b2 c2 = 82 + 62 a2 = 172 - 152 = 64 + 36 =289 - 225 c = 10 a=8 Emphasize that the positive value must be taken because it is supposed to represent the length of a side of a triangle. C. Provide more exercises to facilitate learning. D. The Pythagorean theorem can be used to find the length of any side of a right triangle when the lengths of the other two sides are known. IV. The length of a rectangle is 24 cm and the width is 10 cm. How long is the diagonal?

III. A. Recall properties of segments and angles. Review the steps in problem solving. B. Discussion on problems involving relationships between segments and between angles. C. A TV tower is 20.5 m high. Wire braces attached to the tower are 8 m away from the base. Find the length of each wire brace. Illustrate. D. Students summarize the relationships between segments and between angles. IV. Solve problems # 21-23, TX, p. 79

Math 3

Date:______________________

I. 1. Illustrate and define parallel lines II. A. Parallel Lines B. Geometry, TX, pp. 82-86 C. chalkboard III. A. Checking of assignment. Review coplanar lines. B. Have the students look around to name objects illustrating parallel lines, then define parallel lines. C. Use models to show that each of the following statements below is false: 1. If lines t and m are not parallel, then they are not coplanar. 1. Lines t and m are coplanar, lines m and n are coplanar, therefore lines t and n are coplanar. 2. Lines t and m intersect, lines m and n intersect, therefore lines t and n intersect. D. Two lines are parallel if and only if they are coplanar and do not intersect. A line and a plane are parallel if they do not intersect. IV. Draw a rectangular solid, label its vertices and identify the parallel sides.

Math 3

Date:______________________

I. 1. Solve problems using the definitions and properties involving relationships between segments and between angles II. A. Problem Solving Involving the Relationships Between Segments and angles B. Geometry, TX, pp. 79-80 C. chalkboard, charts

Math 3

Date:______________________

I. 1. Define, identify and illustrate a transversal II. A. Angles Formed by Parallel Lines Cut by a Transversal B. Geometry, TX, pp. 82-86 C. chalkboard III. A. Presentation and checking of assignment. B. Draw different intersecting lines on the board and let the students define a transversal and they should come up with the following: a transversal is a line which intersects two or more lines at different points. C. Give more examples of transversal line and illustrate. D. Draw intersecting lines and let them identify the transversals and the lines they intersect. IV. Draw the figures: 1. Transversal t intersects lines m and n. 2. Line a is the transversal line of c and d.

C. Draw a transversal and let the students identify the corresponding angles, alternate interior angles, alternate exterior angles, vertical angles and linear pairs. D. Ask the students to name and illustrate the angles formed by a transversal with other two parallel lines. IV. Solve problems # 1-5, TX, p. 85

Math 3

Date:______________________

I. 1. To determine the relationship between pairs of angles formed by parallel lines cut by a transversal alternate interior angles alternate exterior angles corresponding angles angles on the same side of the transversal II. A. Angles Formed by Parallel Lines Cut by a Transversal B. Geometry, TX, pp. 82-86 C. activity sheets, chalkboard III. A. Help the students to recall the different angles formed when two lines are cut by a transversal. B. Distribute the activity sheets then give instructions. Tell them to work individually first, then in pairs. After a specific time, discuss the results of the activity and the following conclusions must be established: if two parallel lines are cut by a transversal, 1. corresponding angles are congruent 2. alternate interior angles are congruent 3. alternate exterior angles are congruent 4. interior angles on the same side of the transversal are supplementary 5. exterior angles on the same side of the transversal are supplementary. C. Provide more exercises for mastery. D. Emphasize the relationships between 1. corresponding angles 2. alternate interior angles

Math 3

Date:______________________

I. 1. Identify angles formed when two lines are cut by a transversal II. A. Angles Formed by Parallel Lines Cut by a Transversal B. Geometry, TX, pp. 82-86 C. chalkboard III. A. Ask the students to go outside the room and identify things representing transversal such as structures, stems, spider webs, wires, etc. B. Show to the students that when a transversal intersects a pair of parallel lines, eight angles are formed: 4 pairs of corresponding angles; 2 pairs of alternate interior angles; 2 pairs of alternate exterior angles; 2 pairs of interior angles on the same side of the transversal; and 2 pairs of exterior angles on the same side of the transversal.

3. alternate exterior angles 4. interior angles on the same side of the transversal 5. exterior angles on the same side of the transversal IV. Solve problems # 7, 9, 11, 13, 15, 17 & 19, TX pp. 85-86

II. A. Properties of Congruence B. Geometry, TX, pp. 94-99 C. cut outs of congruent triangles III. A. Checking of assignment. B. Begin by helping the students recall some properties of real numbers (Reflexive, Symmetric and Transitive property). Review the definition of congruent triangles. State that since measurements of lengths and angles are positive real numbers, then the properties for real numbers apply to them. 1. Reflexive property: m A = m A or AB = AB 2. Symmetric property: if m A = m B, then m B = m A or if AB = PQ then PQ = AB 3. Transitive property: if m A = m B, and m B = m C then m A = m C or if AB = PQ and PQ = XY, then AB = XY. C. Provide more exercises for mastery. D. State the properties of congruence. IV. Solve problems # 1-10, TX, p. 99

Math 3

Date:______________________

I. 1. Define and illustrate congruent triangles 2. Use facts carefully and make logical conclusions II. A Congruent Triangles B. Geometry, TX, pp. 91-93 C. activity sheets, coupon bond III. A. In the previous chapter, we described congruent segments and angles. In this chapter, we will be dealing with the conditions by which two triangles can be congruent. To decide whether two triangles are congruent, we need to have an understanding of the corresponding parts of two triangles. Is it possible to show that if two triangles have the same shape, they are already congruent? Lets find this out in the following activity. B. Distribute the activity sheets and explain the procedure. Discuss the results of the activity. Ask them in what way they were able to demonstrate accuracy and cooperation. Then explain the illustrative examples on the book, p. 92. C. Provide more exercises for mastery of the lesson. D. Let the students state and formalize the definition of congruent triangles. IV. Solve problems # 3-5, TX, p. 93

Math 3

Date:______________________

I. 1. Define and illustrate congruent triangles 2. Apply deductive skills to show congruence between triangles by SSS congruence II. A. SSS Congruence B. Geometry, TX, pp. 94-99 C. activity sheets III. A. Checking of assignment. B. Pose the following question: Can two triangles be shown to be congruent if fewer parts are known to be congruent? Distribute the activity sheets and explain the procedure. Lead the students see that the two triangles are congruent based on the condition that the three

Math 3

Date:______________________

I. 1. State and apply the properties of congruence ( Reflexive, Symmetric and Transitive Property ) 2. Use inductive skills to establish the conditions or correspondence sufficient to guarantee congruence between triangles

sides of one triangle are congruent to the three corresponding sides of the other triangle. Discuss the results of their activity. C. Present illustrations of congruent triangles. Have the students identify three sides Let them make similar markings on congruent parts and state the congruence between triangles. D. State the SSS Congruence theorem. IV. Solve problem # 18, TX, p. 99

2. Apply deductive skills to show congruence between triangles by ASA congruence II. A. ASA Congruence B. Geometry, TX, pp. 96-99 C. activity sheets III. A. Checking of assignment. B. Give simple exercise which will require the students to list down the corresponding congruent parts. Distribute the activity sheets and explain the procedure. Then after a few minutes, discuss the results of their activity. State the ASA Congruence postulate then give examples which will require the students to judge whether two triangles are congruent by the ASA Congruence postulate. Make sure they give the proper correspondence between two triangles. C. Practice exercises will be given to ensure mastery of the lesson. D. Lead the students make a generalization about ASA Congruence Theorem. IV. Solve problem # 21, TX, p. 99

Math 3

Date:______________________

I. 1. Define and illustrate congruent triangles 2. Apply deductive skills to show congruence between triangles by SAS congruence II. A. SAS Congruence B. Geometry, TX, pp. 95-99 C. activity sheets III. A. Checking of assignment. B. Review the definition of congruent triangles and emphasize that based on the definition, there should be six pairs of congruent parts: three pairs of congruent sides and three pairs of congruent angles. Distribute the activity sheets and explain the procedure. Discuss the results of their activity. State the SAS congruence postulate. C. Present illustrations of congruent triangles and let the students identify the two sides and the included angle. Make similar markings on congruent parts and state the congruence between triangles. D. State the SAS Congruence postulate. IV. Solve problem # 14, TX, p. 98

Math 3

Date:______________________

I. 1. Define and illustrate congruent triangles 2. Apply deductive skills to show congruence between triangles by SAA Congruence II. A. SAA Congruence B. Geometry, TX, pp. 96-99 C. manila paper III. A. Checking of assignment. B. Review the students on the different congruent postulates. Present illustrations and mark the figure to emphasize the conditions in SSS, SAS, and ASA Congruence Postulates. Pose the following question: Is it possible for two triangles to be congruent if only the three pairs of angles are congruent? C. Provide more examples to facilitate learning.

Math 3

Date:______________________

I. 1. Define an illustrate congruent triangles

D. Let the students state the SAA Congruence Theorem. IV. Solve problem # 19, TX p. 99 Math 3

C. Provide more examples to facilitate learning. D. Let the students state the converse of the isosceles triangle theorem. IV. Solve problems # 19-20, TX, p. 102

Date:______________________

I. 1. Prove congruence and inequality properties in an isosceles triangle using the congruence condition in 1.3 that congruent sides in a triangle imply that the angles opposite them are congruent II. A. Side-Angle Relations in a Triangle B. Geometry, TX, pp. 100-102 C. activity sheets III. A. Call on a student to define an isosceles triangle. In the process, review the definitions of the following terms: legs, base, base angles, and vertex angle. B. Distribute the activity sheets and explain the procedure. Discuss the results of their activity then discuss the proof of the Isosceles Triangle Theorem with the class. C. Let them answer the problems # 5-10 on the book, page 102. D. State the isosceles triangle theorem: if the two sides of a triangle are congruent, then the angles opposites them are congruent. IV. Solve problems # 14 & 18, TX, p. 102

Math 3

Date:______________________

I. 1. Prove that if two angles of a triangle are not congruent, then the opposite sides are not congruent. II. A. Inequalities in a Triangle B. Geometry, TX, pp. 103-105 C. protractor, ruler III. A. Ask the students to think about the situation where two angles in a triangle are not congruent. B. Let the students do the following activity: Draw scalene triangle ABC with the following measures: AB = 4 cm, BC = 5 cm, AC = 6 cm. Indicate the longest and the shortest sides/angles of the triangle. Discussion of the activity will follow. C. Let them answer the problems # 13-17 on the book, p. 105 D. State the inequalities in a triangle. IV. Solve the problems # 1-5, TX, p. 105

Math 3

Date:______________________ Math 3 Date:______________________

I. 1. Illustrate, prove and apply the converse of the isosceles triangle theorem II. A. Converse of the Isosceles Triangle Theorem B. Geometry, TX, pp. 101-102 C. protractor, ruler III. A. Presentation and checking of assignment. B. Ask a student to state the Isosceles Triangle Theorem. State that this theorem has its converse. Call on somebody to give the meaning of the word converse.

I. 1. Use the definition of congruent triangles and the conditions for triangle congruence to prove congruent segments and congruent angles between two triangles II. A. Congruent Segments and Congruent Angles B. Geometry, TX, pp. 106-109 C. protractor, ruler III. A. Checking of assignment and recalling the past lesson.

B. Present an example and guide students through the proof. Explain that the method commonly used in proving is the two column proof. In this method, statements are presented on one side while the reason for each statement is given on the right column. C. Practice exercises will be given to ensure mastery of the lesson. Example, given: AM BN; BM AN, prove: M N Statement Reason AM BN Given BM AN Given AB AB Reflexivity SSS ABM BAN Corresponding parts of congruent M N triangles are congruent ( CPCTC ) D. State the conditions for triangle congruence. IV. Solve problems # 5 and 7, TX, p. 107

IV. Solve problems # 4-7, TX, p. 109

Math 3

Date:______________________

I. 1. Recall previous knowledge on the different kinds of quadrilaterals and their properties (square, rectangle, rhombus, trapezoid and parallelogram) II. A. Kinds of Quadrilaterals (A Recall) B. Geometry, TX, pp. 119-121 C. cut outs, chart III. A. Use cut outs to draw out from the students the following: 1. definition of quadrilaterals 2. how quadrilaterals are named 3. types of quadrilaterals, convex and non-convex 4. examples of quadrilaterals; square, rectangle, rhombus, trapezoid and parallelogram. B. Organize the different quadrilaterals in a chart and ask the students to describe the properties of each kind of quadrilateral. Pose the following question: 1. Is a rectangle a parallelogram? Why? 2. Is a square a rhombus? Why? Ask the students to draw quadrilaterals given certain conditions and then identify the figures. C. Provide more examples for mastery. D. Use the diagram for the students to state the relationships of the quadrilaterals. IV. Determine whether each statement is true or false: 1. Every rhombus is a rectangle. 2. Every parallelogram is a square. 3. Every parallelogram is a rectangle. 4. A trapezoid is a parallelogram. 5. A trapezoid is a quadrilateral.

Math 3

Date:______________________

I. 1. Apply the properties for triangle congruence 2. Solve routine and non-routine problems II. A. Congruent Segments and Congruent Angles B. Geometry, TX, pp. 106-110 C. chalkboard III. A. Introduce routine problems on triangle congruence. Present examples for each condition for triangle congruence. B. Give examples on triangle congruence and indicate like markings. State the reason why the triangles are congruent. Give another example which requires them to prove the congruence of corresponding parts of two triangles. C. Present another example involving an isosceles triangle. In ABC, AB BC. If A = (7x)0 and C = (2x + 50)0. Find m A and m C. D. Let the students state the properties for triangle congruence SSS, SAS, ASA Congruence.

Math 3

Date:______________________

I. 1. Show that the median of a trapezoid is parallel to the bases and its length is equal to one-half the sum of their lengths 2. Apply the properties of the median of a trapezoid in solving problems II. A. Properties of Quadrilaterals (Median of a Trapezoid) B. Geometry, TX, pp. 122-123 C. tracing paper or onion skin bond paper & pencil III. A. Review the students on the midpoint of a segment and median. B. Draw a trapezoid on the board or paste a cut-out of a trapezoid and ask them to locate the midpoints of the non-parallel sides of the trapezoid. Join the points to form a segment. Identify this as the median of the trapezoid. State the definition of a median. C. Give the students an activity to show that the median of a trapezoid is parallel to the bases and its length is equal to the half the sum of the lengths of the bases. D. Give examples to illustrate the application of the theorem on median. Vary the illustrations so that the students will not be accustomed to one type of trapezoid. E. Let them generalized that the median of the trapezoid is parallel to its bases, and its length is equal to half the sum of the length of the bases. IV. Solve problems # 11-12, TX, p. 121

III. A. Call students to present their assignment on the board and at the same time check their assignment. Review them on the definition of the median of the trapezoid. B. Distribute the activity sheets and give instructions. Discuss with the class the results of the activity. C. Use isosceles trapezoid ABCD with median XY to complete each statement: 1. /AX/ = 4, /CD/ = ______ A D 2. m BAD= 65, m CDA= _____ 3./BC/=20,/XY/=32,/AD/=_____ X Y 4. /AD/=22, /BC/=10, /XY/=_____ 5. m ABC=1100,m DAB=____ B C D. In an isosceles trapezoid, the legs are congruent, the base angles are congruent and the diagonals are congruent. IV. Solve the problems # 9-10, TX, p. 123

Math 3

Date:______________________

I. 1. Derive the following properties of a parallelogram and apply these in problem solving: each diagonal of a parallelogram divides a parallelogram in two congruent triangles opposite angles are congruent opposite sides are congruent II. A. Property of Parallelogram B. Geometry, TX, pp. 124-128 C. activity sheets III. A. Briefly discuss and check the assignment. B. Ask the following questions to the students: 1. When are two triangles congruent? 2. If two triangles are congruent, how many pairs of congruent parts can be shown? Name these parts.

Math 3

Date:______________________

I. 1. Show that in an isosceles trapezoid, the legs are congruent and the base angles are congruent II. A. Properties of Quadrilaterals (Isosceles Trapezoid) B. Geometry, TX, pp. 122-123 C. worksheets

3. If the two triangles have the same shape and size, are they congruent too? Students perform the paper cutting activity to show that each diagonal of a parallelogram separates it into two congruent triangles. After the activity, discuss the results. C. Check students understanding. Give practice exercises for mastery of the lesson. D. Ask the students to summarize the lesson by emphasizing key points. IV. Solve problems # 13, 15, 21 & 23, TX, pp. 127-128

Math 3

Date:______________________

I. 1. Derive the properties of the diagonal of a rectangle 2. Solve problems involving the diagonal of a rectangle II. A. Properties of Quadrilaterals (Rectangle) B. Geometry, TX, pp. 128-129 C. activity sheets III. A. Presentation of assignment. Warm-up review, illustrate and define a rectangle. B. Begin by asking the students to name different quadrilaterals they see around. Let them identify each. Present some quadrilaterals on the board. Perform the activity to derive the properties of the diagonals of a rectangle. This can be done using paper folding and actual measurements. Help students see that the diagonals of a rectangle bisect each other. Guide them to the formal proof of these properties. C. Provide more exercises to facilitate learning. D. In a rectangle, the diagonals are congruent. IV. GWAD is a rectangle. Find the indicated measure: 1. /GX/=6, find /XW/ 2. /XA/=9, find /DW/ Math 3 Date:______________________

Math 3

Date:______________________

I. 1. Show that the diagonals of a parallelogram bisect each other II. A. Properties of Parallelogram (Diagonals of a Parallelogram) B. Geometry, TX, pp. 126-127 C. graphing paper III. A. Discuss and check the assignment. Review on midpoint, bisector and congruent segments. B. Present the following theorem to the students, The diagonals of a parallelogram bisect each other. Give the students a few minutes to read and analyze the theorem. Ask the students to draw the parallelogram, identify the facts what is to be proven. Lead the students in proving theorem using the inductive or deductive approach. C. Using a graphing paper, draw different parallelograms and their diagonals. For each figure, measure each diagonal and its proportion. Show that the diagonals bisect each other. D. Emphasize that the diagonals of a parallelogram bisect each other. IV. Solve problems # 16-19, TX, p. 128

I. 1. Derive the property of the diagonals of a square II. A. Diagonals of a Square B. Geometry, TX, p. 129 C. activity sheets III. A. Check the assignment. B. Distribute the activity sheets and discuss the procedure. Students perform the activity individually to derive the property of a square with respect to its diagonals. Discussion on the property of a square regarding its diagonals and prove this property of the square through triangle congruence. C. Provide more practice exercises for mastery.

D. In a square, the diagonals are congruent. IV. In square MARK, if /AR/=12.5, what is the perimeter of the square?

Math 3

Date:______________________

I. 1. Derive the properties of the diagonals of a rhombus 2. Apply properties of a rhombus in solving problems II. A. Diagonals of a Rhombus B. Geometry, TX, pp. 130-131 C. bond paper, scissor III. A. Presentation of assignment on the board. Recall on the properties of rectangle and square. Ask this question: what are the characteristics of special people like students who are being admired in school? B. Let the students perform the activity to derive the property of the rhombus with respect to its diagonals. Discuss the results and help the students see that the diagonals of a rhombus bisect each other and guide them prove the property through triangle congruence. C. Provide more examples to facilitate learning. D. In a rhombus, diagonals are perpendicular to each other. IV. Solve problems # 10-12, TX, p. 131

III. A. Review the students on the different properties of a parallelogram. B. Ask them to do some activities using their ruler and protractor. They will draw quadrilaterals with the following conditions. They are to determine which of the conditions will guarantee a parallelogram: 1. One pair of opposite sides is congruent. 2. Two pairs of opposite sides are congruent. 3. One pair of opposite angles is congruent. 4. Two pairs of opposite angles are congruent. 5. One pair of opposite side is both parallel and congruent. 6. One pair of opposite side is parallel and the other pair of opposite side is congruent. 7. One pair of consecutive angles is supplementary. 8. Two pairs of consecutive angles are supplementary. 9. Three pairs of consecutive angles are supplementary. 10. All pairs of consecutive angles are supplementary. 11. Diagonals bisect each other. C. Provide more examples for mastery. D. Ask students to name the conditions which will guarantee that a quadrilateral will be a parallelogram. IV. Solve problems # 11-12, TX, p. 136

Math 3

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I. 1. Apply the properties of quadrilaterals and the conditions for a parallelogram to solve problems II. A. Problem Solving on Quadrilaterals B. Geometry, TX, p. 137 C. chalkboard III. A. Recall on properties of quadrilaterals: conditions that guarantee that a quadrilateral is a parallelogram; consecutive angles, opposite angles. B. Discuss the following tips for solving word problems: 1. Read carefully and interpret what is being asked. 2. Determine what information you are given.

Math 3

Date:______________________

I. 1. Apply the conditions needed to prove that a quadrilateral is a parallelogram II. A. Conditions Which Guarantee that a Quadrilateral is a Parallelogram B. Geometry, TX, pp. 132-136 C. paper, protractor, pencil, ruler

3. Determine what information you need to know. 4. Decide what mathematical skills or formulas you need to apply to find the answer. 5. Work out the answer. 6. Double-check to make sure the answer makes sense. 7. Sometimes, a drawing can help you understand the word problem better. Present an example to the class and explain the steps. C. Provide another example and let the students solve on the board. D. In a parallelogram, opposite sides are congruent opposite angles are congruent consecutive angles are supplementary diagonal bisect each other IV. How is parallelogram used in the construction of bridges?

2. Apply the properties of the kite to solve problems II. A. The Kite (Enrichment) B. Geometry, TX, pp. 138-139 C. bond paper, pencil III. A. Check the assignment. Let the students recall the joy of kite flying. B. Draw the following figures. Let the students give a definition of a kite. Guide the students in exploring the properties of the kite. In particular, focus on the diagonals of the kite. C. Illustrate how the properties of the kite may be used to solve problems. D. Have the students describe the properties of a kite. IV. Solve problems # 5-6, TX, p. 139

Math 3 Math 3 Date:______________________ I. 1. Define and simplify ratios I. 1. Apply the properties of quadrilaterals and the conditions for a parallelogram to solve problems II. A. Problem Solving on Quadrilaterals B. Geometry, TX, p. 137 C. chalkboard III. A. Recall on the properties of quadrilaterals. B. Present illustrative examples on the book and discuss to the class. C. Provide another example to facilitate learning. D. What conditions must be satisfied to guarantee a parallelogram? IV. Solve problems # 11-13, TX, p. 137 II. A. Ratio B. Geometry, TX, p. 145 C. chalkboard

Date:______________________

Math 3

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III. A. Checking of assignment. B. Ask the students to compare the number of elements in two sets. For example; compare the number of chalk with the number of paper, or the number of erasers with the number of sticks. State that the relationship between the number of elements of two sets is called a ratio. C. Give several oral exercises to review the students on simplification of fractions. D. 1. A floor tile is 19 cm long and 16 cm wide. Find the ratio of the width to the length. 2. The measures of the three angle of a triangle are in the ratio 3 : 4 : 5. Find the measure of each angle. IV. Differentiate a ratio from a proportion. Give 3 examples each.

I. 1. Define kite and state its properties

Math 3

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D. State the fundamental law of proportion. IV. Solve problems # 1, 3, 5, 7, 9, TX, p. 146

I. 1. Define a proportion and identify its parts II. A. Proportion B. Geometry, TX, pp. 145-146 C. charts III. A. Checking of assignment. Review examples and definition of ratios. B. From the correct examples given by the students, choose two ratios and equate them. State that a proportion is defined as the equality of two ratios. When more than two ratios are equal, then it is an extended proportion. The first and last terms of a proportion are called the extremes, while the middle terms are called the means. C. Let the students give their own examples of proportions, and let them identify the terms, the means and the extremes. Make sure that students understand the difference between a ratio and a proportion. D. What is a proportion? Give two examples. Identify the terms, the means and the extremes. What is an extended proportion? Give two examples. IV. Find the value of x if x : 4 = 5 : 10.

Math 3

Date:______________________

I. 1. Define and identify proportional segments 2. Apply the definition of proportional segments to find the unknown II. A. Proportional Segments B. Geometry, TX, pp. 147-149 C. illustration board III. A. Checking of assignment. Recall the principle of proportion. B. State the theorem on proportional segments: Two segments are divided proportionally if the measures of the segments of one have the same ratio as the measures of the corresponding segments of the other. Show how the theorem on proportional segments may be used through some illustrations. C. Provide more examples to facilitate learning. D. Corresponding segments are proportional if the segments of one figure have the same ratio as the segments of the other. IV. 1. A segment 150 cm long is divided into 3 parts in the ratio 2:3:5. How long is each part? 2. A boy wishes to divide a board 28 cm long into 3 pieces in the ratio 1 : 2 : 4. Find the length of each.

Math 3

Date:______________________

I. 1. State and apply the fundamental law of proportion II. A. Proportion B. Geometry, TX, pp. 145-146 C. charts III. A. Checking of assignment. Recall ratio, its definition, notation and units of measure; proportion, its terms, means and extremes. B. Ask the students for some examples of proportion. Then state the fundamental law of proportion: The product of the means is equal to the product of the extremes. C. Provide more examples on proportion and illustrate to the class. Math 3 Date:______________________

I. 1. Define and identify similar figures 2. State and apply properties of similar polygons II. A. Similar Figures and Polygons B. Geometry, TX, pp. 149-150 C. similar shapes of different sizes III. A. Checking of assignment.

B. Introduce the concept of similarity by showing 2 leaves having the same shape, but different sizes. Ask students to give their observations leading to the definition of similar figures. Then focus on geometric figures with the same shape but different sizes. Guide the students in verifying the similarity of the polygons by measuring the angles and the lengths of the sides and comparing the measures of the corresponding parts. C. Ask the students to draw similar polygons based on the definition of similar polygons. D. Tile A is of square shape, and its side measures 20 cm. Tile B is of square shape, and its side measures 16 cm. Is tile A similar to tile B? Support your answer. IV. Are all equilateral triangles similar? Support your answer. Draw and label two examples.

Math 3

Date:______________________

I. 1. Apply the definition of similar triangles in finding the length of a side or the measure of an angle of a triangle II. A. Similar Triangles B. Geometry, TX, pp. 151-153 C. charts III. A. Checking of assignment. Recall on the definitions of similar triangles and scale factor. B. Present problems involving the similarity of triangles. Try to involve the students in working out the solutions of problems. Example: Given ABC KLM. If A=400 , B=500, what are the measures of K, L, M? C. Provide more examples for mastery of the lesson. D. Two triangles are similar if the corresponding angles are congruent and the corresponding sides are proportional. The ratio of the lengths of any pair of corresponding sides is called the ratio of similitude or scale factor. IV. State the different theorems on similarity of triangles.

Math 3

Date:______________________

I. 1. State the conditions that must be satisfied to show that triangles are similar II. A. Similarity of Triangles B. Geometry, TX, pp. 149-150 C. cut outs of similar triangles, protractor, ruler III. A. Checking of assignment. B. Present similar triangles. Let the students measure the angles and the sides of the triangles and formulate the definition of similar triangles. After formulating the definition, introduce the concept of scale factor or ratio of similitude. C. Ask the students to draw similar triangles and present the correspondence of the angles and of the sides. D. Two triangles are similar if the corresponding angles are congruent and the corresponding sides are proportional. The ratio of the lengths of any pair of corresponding sides is called the ratio of similitude or scale factor. IV. Solve problems # 6-10, TX, p. 153

Math 3

Date:______________________

I. 1. State and verify the basic proportionality theorem II. A. Basic Proportionality Theorem B. Geometry, TX, pp. 156-157 C. flashcards III. A. Drill on finding the missing term of a proportion. 1. x : 4 = 5 : 10 4. 5 : 10 = 6 : m 2. 8 : x = 4 : 9 5. 2 : x = 8 : 12 3. 4 : x = 2 : 25 B. Present the following situation: In DEF, AB//DE and AB intersects DF and EF at A and B respectively. Tell the students that this situation illustrates the Basic Proportionality Theorem.

C. Provide more exercises regarding the topic for mastery. D. State the basic proportionality theorem: If a line segment is parallel to one side of a triangle and intersects the other two sides at points except the vertex, then it divides the two sides proportionally. IV. Let the students write on their journals what the activity means to them, and how it helps them understand the lesson on basic proportionality theorem.

Math 3

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B. Ask the students to state the converse of the basic proportionality theorem. They should be able to do this knowing what converse means. C. Ask the students to think about the two theorems they have just learned and to explain the difference between the basic proportionality theorem and its converse. D. Ask the students to state which of the following A sets of data make FG//BC? 1. AB=14, AF=6, AC=7, AG=3 2. AB=12, FB=3, AC=8, AG=6 3. AF=6, FB=5, AG=9, GC=8 F G 4. AC=21, GC=9, AB=14, AF=5 5. AB=24, AC=6, AF=8, GC=4 B C IV. What values should be assigned to x such that DE//AB, given that CD = x 3, DA = 3x 9, CE = 4, EB = x - 4 D
3x-19

I. 1. State and verify the converse of the basic proportionality theorem 2. Illustrate the difference between the basic proportionality theorem and its converse 3. Apply the converse of the basic proportionality theorem in problem solving II. A Converse of the Basic Proportionality Theorem B. Geometry, TX, p. 157 C. charts III. A. Review on the basic proportionality theorem. Prepare the following table and let the students complete it. BC AB AC CD DE CE 14 16 24 10 18 12 12 26 21 16 24 33 28 21 12 16 9 15 10 18 42 12 12 30 26 24 39 6 20 28

E
x-4

Math 3

Date:______________________

I. 1. State and prove the AAA Similarity Theorem II. A. AAA Similarity Theorem B. Geometry, TX, pp. 161-163 C. coupon bond, pencil, ruler, protractor III. A. Recall on the proving of congruent triangles. In proving congruent triangles, we need to show that three parts of one are congruent to the corresponding parts of another (SAS or SSS congruence). B. Tell the students that in proving similar triangles two triangles can be proven similar without having to show that all corresponding angles are congruent and all corresponding sides are proportional. Illustrate the AAA Similarity theorem through an activity.

C. Provide more exercises for mastery of the lesson. D. Two triangles are similar if the three corresponding angles are congruent. IV. State the AA similarity theorem by heart.

D. If in two triangles, two pairs of corresponding sides are proportional and the included angles are congruent, then the triangles are similar. IV. Study the proof of the SSS similarity theorem, TX, p. 165

Math 3

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Math 3

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I. 1. State and prove the AA similarity theorem II. A. AA Similarity Theorem B. Geometry, TX, pp. 161-163 C. activity sheets III. A. Recall on the AAA similarity theorem and Angle Sum theorem. B. Present illustrative examples on the book and discuss to the class. Distribute the activity sheets and discuss the results afterwards. C. Provide more examples for mastery. D. The AA Postulate states that if two angles of one triangle are congruent to two angles of another triangle, then the two triangles are similar. IV. State the SAS Similarity theorem by heart.

I. 1. State and prove the SSS similarity theorem 2. Use the similarity theorem to prove similarities between triangles II. A. SSS Similarity Theorem B. Geometry, TX, p. 165 C. charts III. A. Brief discussion of assignment. Recall on the definition of similar triangles. B. Show the examples on the book. For each pair of triangles indicate whether the two triangles are similar. Indicate the theorem or definition used as a basis for the decision. C. Practice exercises will be given to ensure mastery of the lesson. D. If three corresponding sides are proportional, then the triangles are similar. IV. Tell the students that not all persons are born physically proportional or complete. Some are born with physical defects with have missing or short limbs. The disabled person is not to blame instead they need our respect. How do we normal ones show our respect for the disabled? Math 3 Date:______________________

Math 3

Date:______________________

I. 1. State and prove the SAS Similarity theorem II. A. SAS Similarity Theorem B. Geometry, TX, pp. 163-164 C. charts III. A. Brief discussion of the assignment. Recall AA similarity theorem. B. Ask one student to try to state the SAS similarity theorem and help them understand the proof on the book, p. 159. C. Provide more practice on p. 159 # 1-5, TX.

I. 1. Apply the properties of similar triangles to calculate the lengths of certain segments II. A. Application of the Properties of Similar Triangles B. Geometry, TX, pp. 145-165 C. charts

III. A. Have a drill on finding ratios and the missing terms in a proportion: 1. x : 3 = 3 : 7 4. 6 : x = x : 24 2. 3 : 5 = x : 10 5. 5 : 12 = x : 6 3. 4 : 5 = 12 : x 6. a : x = x : b B. Present illustrations of similar triangle on the board and ask the students to list down the relationships between the corresponding sides and the corresponding angles. Tell the students that our parents and our elders are the most important segments of our lives. Without our parents and our elders, we will not be here today. They deserve not just our respect, but our loyalty and service. What else can be given them? C. Practice exercises will be given to ensure mastery. D. Two triangles are similar if corresponding angles are equal and the corresponding sides are proportional. IV. The shadow of a tree is 20 m long and the shadow of a person 190 cm tall is 250 cm long, how tall is the tree? A 4-meter high flagpole casts a 6-meter high shadow at the same time that a nearby building casts a 24-meter shadow. How tall is the building?

formally by applying the definition of similar triangles. Give examples on how to apply the Pythagorean theorem in solving for the missing length of a side of a right triangle. C. Practice exercises will be given to ensure mastery of the lesson. D. Let the students state the Pythagorean theorem. IV. Solve problems # 2-12, TX, p. 171

Math 3

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I. 1. Derive the relationships between the sides of an isosceles triangle and between the sides of a 300-600-900 triangle using the Pythagorean theorem 2. Apply the relationships between the sides in finding the missing length of a side of an isosceles triangle or a 30 0-600-900 triangle II. A. The Isosceles Right Triangle and the 300-600-900 Triangle B. Geometry, TX, pp. 172-174 C. activity sheets III. A. Check and discuss the assignment. B. Have a short review on the properties of squares and equilateral triangles. Group the students and distribute the activity sheets. Remind them to be prompt, accurate in measurements and to cooperate in all the tasks required in the group. Discussion of the results will follow. C. Give examples on how to apply the relationships discovered in the activity. D. In an isosceles right triangle, the length of the hypotenuse is equal to the length of a leg times 2. In a 300-600-900 triangle, the length of the side opposite the 300 angle is one-half the length of the hypotenuse. In a 300-600-900 triangle, the length of the longer leg is equal to the length of the other leg times 3. IV. Solve problems # 5-10, TX, p. 174

Math 3

Date:______________________

I. 1. State and prove the Pythagorean theorem applying the definition of similar triangles 2. Apply the Pythagorean theorem in finding the missing lengths of a right triangle II. A. The Pythagorean Theorem B. Geometry, TX, pp. 169-172 C. illustration of floor tiles III. A. Show a model of right triangle made of wood or taut wire and review its parts and the Pythagorean relation. B. Have the students that the Pythagorean relation was proved by using the idea of area. Tell them that the relation can be proved

Math 3

Date:______________________

I. 1. Recall the definition of a circle, radius, diameter, chord, secant, tangent, interior and exterior of a circle 2. Identify the parts of a circle 3. Determine the relationship between the radius and diameter of a circle 4. Differentiate point in the interior of the circle from point in the exterior of the circle II. A. The Circle B. Geometry, TX, pp. 185-186 C. compass, ruler III. A. Give examples of a circular object that can be seen inside the classroom. What would happen if the wheels of the vehicles are oblong or square in shape? B. Draw a circle and ask the students to identify and define the following: center, radius, diameter, chord, secant, tangent, point in the interior/exterior of the circle. C. Practice exercises will be given to ensure mastery of the lesson. D. Let the students define a circle, radius, diameter, chord, secant, tangent, interior/exterior of the circle. IV. Write an essay about the Importance of circle to man.

B. Illustrate how a central angle is formed. Let them define an angle. Draw another circle and ask them to recall the degree measure of a circle. Emphasize proper notation of an arc, semi-circle, minor arc, major arc and define these. C. Provide more examples to facilitate learning. D. Let the students define: central angle, minor arc, major arc, semi-circle. IV. Solve problems # 5-14, TX, p. 188

Math 3

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I. 1. Determine the measure of an arc of a circle 2. Determine the measure of a central angle 3. Determine the relationship of a central angle and its intercepted arc II. A. Arcs and Central Angles B. Geometry, TX, pp. 187-189 C. circular geoboard, worksheets III. A. Check the assignment. B. Distribute the activity sheets to the group and let them perform the activity. Guide the students in using the circular geoboard. Discuss the results of the activity afterwards. C. Solve the problems # 15-20, TX, p. 188 D. State how to measure the arc of a circle and the measurement of a central angle. IV. Solve problems # 21-25, TX, p. 189

Math 3

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I. 1. Define and identify a central angle 2. Define and identify a minor and major area of a circle 3. Describe a semi-circle 4. Recall the degree measure of a circle 5. Recall how angles are formed II. A. Arcs and Central Angles B. Geometry, TX, pp. 187-189 C. compass, ruler III. A. Brief discussion of the assignment.

Math 3

Date:______________________

I. 1. Define and identify an inscribed angle 2. Differentiate an inscribed angle from a central angle II. A. Inscribed Angles and Intercepted Arc

B. Geometry, TX, pp. 189-191 C. circular geoboard III. A. Check the assignment. B. Recall the definition of a central angle. Emphasize that the sides of the central angle are the radii of the circle, and the vertex is the center of the circle. Have more activities using the circular geoboard to identify the central angle, vertex and the inscribed angle intercepted by an arc. C. Provide more exercises regarding the topic. D. Define an inscribed angle. IV. Can an inscribed angle be an obtuse angle? Is an inscribed angle that intercepts a major arc an obtuse angle? What can you say about two inscribed angles that intercept the same arc?

Math 3

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I. 1. Prove that two segments are congruent if the two segments are drawn from the same exterior point tangent to the circle 2. Find the measure of the line segments drawn from the same exterior point tangent to the circle II. A. Tangent Lines to a Circle B. Geometry, TX, pp. 192-194 C. compass, ruler III. A. Check the assignment. B. Discuss the proof of the statement with the class using the guide questions. Given: TP and XP are tangents to circle O at T and X respectively. Prove: TP XP Guide Questions Reason 1. What can you say about 1. OT=OX, radii of circle are equal OT and OX? Why? 2. What can you say about 2. OP=OP, by reflexive property OP of OTP? And OXA? Why? 3. What kind of triangles are 3. OTP and OXP are right OTP and OXP? triangles because the radii are perpendicular to the tangent segments 4. From statements 1, 2 and 4. OTP OXP by hypotenuse 3, what can you conclude? leg theorem. Therefore, TP XP by definition of congruent triangles C. AP and BP are tangents to circle O. If OA=5 and OP=13, what is the measure of AP? BP? D. Let the students state the properties of segments tangent to a circle. IV. Give examples of useful applications of tangents to circles drawn from an exterior point.

Math 3

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I. 1. Demonstrate understanding of proofs by indirect method 2. State, prove by direct method and apply the following property of a line to a circle if a line is tangent to a circle, then it is perpendicular to the radius drawn at the point of tangency II. A. Tangent Lines to a Circle B. Geometry, TX, pp. 192-194 C. compass, ruler III. A. Check the assignment. B. Start by showing three ways in which a straight line and a circle may be drawn on a plane. Involve the students in the organization of the proof. Use an indirect proof. C. Practice exercises will follow to ensure mastery of the lesson. D. State the property of a line tangent to a circle. IV. A quadrilateral ABCD has its sides AB, BC, CD and AD tangents to circle O at P, Q, R and S respectively. Explain why AQ=AP, BQ=BR, RC=SC, DS=DP.

Math 3

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I. 1. Illustrate and identify externally and internally tangent circles 2. Illustrate and identify common internal/external tangent II. A. Tangent Circles and Common Tangent B. Geometry, TX, pp. 194-195 C. compass, colored chalk III. A. Check the assignment. B. Draw two circles tangent to the same line such that one circle lies inside the other circle. Draw two circles tangent to the same line where one circle lies outside the other circle. From the various drawings on the board, ask the students to describe those circles in relation to each other and to the common tangent line. Make sure that all the four cases come up. Introduce the missing cases, if necessary. C. Present the following formal terminologies: 1. internally tangent circles 2. externally tangent circles 3. common internal tangent 4. common external tangent D. Let the students define tangent circles and common tangents. IV. Solve problems # 9-14, TX, p. 195

B. Recall the measure of a central angle is equal to the measure of its intercepted arc the measure of the angle formed by intersecting lines on the circle is equal to one-half the measure of its intercepted arc the measure of the angle by intersecting lines outside a circle is equal to one-half the difference in measure of its intercepted arcs C. Give an activity involving angles formed by intersecting tangent and secant lines. D. The measure of the angle formed by intersecting tangent and secant lines on the circle is equal to one-half the measure of its intercepted arc. The measure of the angle formed by intersecting tangent and secant lines outside a circle is equal to one-half the difference of the measures of its intercepted arcs. IV. Solve problems # 26-30, TX, p. 197

Math 3

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Math 3

Date:______________________

I. 1. Illustrate and identify angles formed by two secant lines 2. Find and apply the relationships between the measures of the angles formed by two secant lines intersecting on the circle; and outside the circle II. A. Angles Formed by Intersecting Secants B. Geometry, TX, pp. 196-197 C. geoboard, protractor, worksheets III. A. Check the assignment. B. Divide the class into groups. Make sure that every group has a circular geoboard with 100 divisions. Distribute the worksheets and ask for clarification. Let them perform the activity and discuss the results afterwards. C. Provide more exercises to facilitate learning. D. The measure of the angle formed by intersecting secants on the circle is equal to one-half the measure of its intercepted arc.

I. 1. Illustrate and identify angles formed by a tangent line and a secant line 2. Measure the angle formed by intersecting tangent and secant on the circle and outside the circle II. A. Angles Formed by Intersecting Tangent and Secant Lines B. Geometry, TX, pp. 196-197 C. compass, ruler, protractor III. A. Check the assignment.

IV. Solve problems # 13-20, TX, p. 197

D. The measure of an angle formed by two secants intersecting outside of a circle equals one-half the difference of the measures of the intercepted arcs. IV. Solve problems # 11-15, TX, p. 200

Math 3

Date:______________________

I. 1. Illustrate and identify angles formed by two secant lines 2. Measure the angles formed by two secant lines intersecting within a circle II. A. Angles Formed by Intersecting Secants B. Geometry, TX, pp. 197-200 C. circular geoboard, protractor, worksheets III. A. Check the assignment. B. Divide the class into groups. Have their own circular geoboard with 100 division. Distribute the worksheets and guide them in their activity. Discuss the results of the activity afterwards. C. Have more practice exercises to facilitate learning. D. The measure of an angle formed by two secants intersecting within a circle equals one-half the sum of the measure of the intercepted arc. IV. Solve problems # 6-10, TX, p. 200

Math 3

Date:______________________

I. . 1. Illustrate and identify angles formed by two tangent lines 2. Find and apply the relationships between the measures of the angles formed by intersecting tangents outside a circle II. A. Angles Formed by Intersecting Tangents B. Geometry, TX, pp. C. activity sheets III. A. Check the assignment. B. Divide the class into groups. Distribute the activity sheets and let the students perform the activity. Discuss with the class the results of the activity. C. Provide more practice exercises for mastery. D. The measure of the angle formed by two tangents intersecting outside a circle is equal to one-half the difference of the measures of its intercepted arcs. IV. Solve problems # 21-30, TX, p. 201

Math 3

Date:______________________

I. 1. Illustrate and identify angles form by two secant lines 2. Measure the angle formed by two secant intersecting outside a circle II. A. Angles Formed by Intersecting Secants B. Geometry, TX, pp. 197-201 C. circular geoboard, protractor, worksheets III. A. Check the assignment. B. Group the students and distribute the activity sheets. Make sure they have their circular geoboard with each group. Guide the students in performing their activity and discuss the results with the class. C. Provide more exercises for better understanding of the lesson.

Math 3 I. 1. Duplicate or copy a segment 2. Duplicate or copy an angle

Date:______________________

II. A. Copy a Line Segment; Copy an Angle B. Geometry, TX, pp. 204-205 C. compass, straight edge III. A. Check the assignment.

B. Guide student in their drawing in copying a line segment and copying an angle. C. Construct a line segment which is twice XY. Construct the angle which is equal to the given angle. D. Let the students state the steps in copying a line segment and copying an angle. IV. Construct a line segment which is twice CD. Construct an angle which is equal to E.

2. Construct the perpendicular through a point not on the line II. A. Constructing the Perpendicular through a point on the line through a point not on the line B. Geometry, TX, pp. 208-209 C. compass, ruler III. A. Check the assignment. B. Guide the students in the geometric constructions of perpendicular through a point on the line and a point not on the line using their compass and a ruler. C. Follow the steps and construct the perpendicular through a point. D. Let the students state the steps in constructing the perpendicular through a point on the line and a point not on the line. IV. In what situations of a perpendicular through a point be useful? Give your reasons or cite an example.

Math 3

Date:______________________

I. 1. Construct the perpendicular bisector and the midpoint of a segment II. A. Constructing the Perpendicular Bisector and the Midpoint of a Segment B. Geometry, TX, pp. 206-207 C. compass, straight edge III. A. Check the assignment. B. Guide the students in their drawing in the construction of perpendicular bisector and the midpoint of a segment using a compass and a ruler. C. Construct the perpendicular bisector of the line segment AB and identify the midpoint of AB. D. Let the students state the steps in constructing the perpendicular bisector and midpoint of a segment. IV. Draw an equilateral triangle. Construct the perpendicular bisector and the midpoint of each side. Will the perpendicular bisectors intersect at a common point in the interior of the triangle? Justify by drawing.

Math 3

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I. 1. Construct the bisector of an angle II. A. Constructing the Bisector of an Angle B. Geometry, TX, p. 210 C. compass, straight edge III. A. Check the assignment. B. Guide the students in constructing the bisector of an angle using their compass and a ruler. C. Practice exercises will be given to ensure mastery of the lesson. D. Give the steps in constructing the bisector of an angle. IV. What is the importance of learning how to construct the bisector of an angle? Give your reasons.

Math 3

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I. 1. Construct the perpendicular through a point on the line

Math 3

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Math 3

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I. 1. Construct parallel line to a given line through a point on a line II. A. Constructing Parallel Lines B. Geometry, TX, p. 211 C. compass, straight edge III. A. Check the assignment. B. Guide the students in their drawing on the construction of parallel lines to a given line using the ruler. C. Construct a line parallel to line m. Given point A and m. D. Let the students give the steps in constructing parallel lines. IV. Give examples of parallel lines. Why is it important to have knowledge in constructing parallel lines? Give your reasons.

I. 1. Name and describe the parts of the Cartesian plane 2. Denote points on the Cartesian plane II. A. Parts of the Cartesian Plane B. Geometry, TX, pp. 221-224 C. graphing board/paper III. A. Help the students to recall the Cartesian plane by asking them to draw the two axes on the graphing board. Ask them to label its parts. B. Begin the lesson by asking the following questions: How do we plot the abscissa? The distance of the point from the y-axis is the abscissa, and the distance from the x-axis is the ordinate. How do we plot points in the Cartesian plane given its coordinate? The point on the Cartesian plane is an ordered pair (x, y). Explain the illustrative examples on the book on page 222. C. Give a set of ordered pairs and let the students plot the given ordered pairs on the Cartesian plane using graphing paper. D. The point in the plane is an ordered pair (x, y). IV. Solve problems # 8-10, TX, p. 223

Math 3

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I.1. Perform construction exercises using the constructions in 6.1 to 6.6 II. A. Geometric Construction B. geometry, TX, pp. 212-217 C. compass, straight edge III. A. Check the assignment. B. Construct a tangent to a circle at the point of tangency using a compass and a straight edge. Ask the students the basic geometric construction skills to solve problems. C. Construct the bisector of a given arc of a circle. D. Let the students state the basic geometric construction skills learned from past lessons. IV. Solve problems # 8 (a-f), TX, p. 216

Math 3

Date:______________________

I. 1. Define slope of a line and compute for the slope given the graph of a line ( rise over run ) II. A. Slope of a Line B. Geometry, TX, pp. 225-228 C. graphing board/paper III. A. Check the assignment. B. Bring to class a prepared graph of the line y = 2x 4. Identify some points on the line, too, and show these in a table of value. Let them examine the graph and ask what they noticed with the change in

y compared to the corresponding change in x. Tell the students how to determine the slope of a line given its graph. C. Provide more examples to facilitate learning. D. Let the students define the slope of a line and ask them how to determine the slope of a line given its graph. IV. Solve problems # 1-6, TX, p. 227

Math 3 I. 1. Define linear equation II. A. Linear Equation B. Geometry, TX, pp. 229-230 C. graphing board/paper

Date:______________________

Math 3

Date:______________________

I. 1. Define slope of a line and compute for the slope given the graph of a line ( using two points ) II. A. Slope of a Line B. Geometry, TX, pp. 225-228 C. graphing board/paper III. A. Check the assignment. B. Bring to class a prepared graph of the line y = 2x. Identify some points on the line, too, and show these in a table of value. Let the students recall how to determine the slope of a line given its graph using rise and run. Tell that: 1. Slope is the measure of the steepness of a line. 2. Slope is the ratio of the rise to the run. 3. Slope is the ratio of the vertical change to the horizontal change 4. The slope may be computed using the formula y2 y1 m= x x 2 1 C. Practice exercises will be given to ensure mastery of the lesson. D. Let the students define slope of a line and ask them how to determine the slope of a line given its graph. IV. Solve problems # 21-24, TX, p. 228

III. A. Check the assignment. B. Recall how to plot points given a table of value. Let them plot the following points x -3 -2 -1 0 1 2 y -4 -2 0 2 4 6 Students will find out that these ordered pairs when plotted in the coordinate plane will consist of points that will fall on a straight line. Observe that for each value of x, there is a corresponding value of y. C. Determine whether each of the following is a linear equation: 1. 5x 3y = 5 4. 2x 3 = 1/y 2. 3y 2x = 5 5. 3x = 6 3. 3x2 = 4y D. Let the students define linear equation and ask them how to determine linear equation. Also ask them in what way they can able to demonstrate accuracy and cooperation. IV. Solve problems # 4-6, TX, p. 230

Math 3 I. 1. Define x and y-intercepts II. A. The Intercepts B. Geometry, TX, pp. 230-231 C. graphing board/paper III. A. Check the assignment.

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B. Recall how to plot points given a table of value. Plot the following points: x -3 -2 -1 0 1 2 y -4 -2 0 2 4 6 The point whose coordinates consist of a number pair (0, 2) intersects the y-axis, thus it is called the y-intercept. The point whose coordinates is (-1, 0) intersects the x-axis, thus the abscissa is called x-intercept. The x-intercept is the abscissa of the point (a, 0) where a graph intersects the x-axis. The y-intercept is the ordinate of the point (0, b) where a graph intersects the y-axis. C. Determine the x and y-intercepts of the following equations. Then check by graphing the equation: 1. 4x 2y = 8 3. 2y x = 4 2. 3x + y = 6 4. 2x + y = 6 D. Let the students define the x and y-intercepts and explain how to determine the x and y-intercepts. IV. Solve problems # 6-10, TX, p. 231

D. Let the students state how to derive the equation of a line given two points of the line. IV. Solve problems # 7-10, TX, p. 235

Math 3

Date:______________________

I. 1. Solve systems of linear equations by graphing II. A. Finding the Point of Intersection by Graphing B. Geometry, TX, pp. 235-238 C. graphing board/paper, chart ruler III. A. Ask the students the following questions: 1. At what point do the lines y = 7x 3 and y = 6x + 2 intersect? 2. What is the solution set of the system y = 7x 3 and y = 6x + 2? B. Tell the students that the two questions posed/asked have the same meaning. Help them to see that in looking for the point of intersection of the two lines, one is actually considering the two lines together. Similarly, a system of equation is a set of equations being considered simultaneously or together. 2 4 C. At what point will the lines x = 3y + 2 and y = - x + 3 3 intersect? What is the point of intersection of the lines 2x + 3y = -4 and 5x 2y = 9? D. Will this procedure always allow you to determine the point of intersection of two lines. IV. Solve problems # 4-5, TX, p. 238

Math 3

Date:______________________

I. 1. Derive the equation of a line given two points of the line II. A. Equation of a Line B. Geometry, TX, pp. 232-235 C. graphing board/paper III. A. Check the assignment. B. The concept of a slope of a line may be used in deriving the equation of a line. An equation of the form y = mx + b is the equation of a line whose slope is m and whose y-intercept is b. This is called the slope-intercept form of the equation of a line. C. Give the equation of the line passing through each pair of points: 1. (3, 5) and (4, 8) 2. (-2, -4) and ( 3, 6)

Math 3

Date:______________________

I. 1. Solve systems of linear equations by substitution method II. A. Finding the Point of Intersection by Substitution method B. Geometry, TX, pp. 237-238

C. chalkboard III. A. Check the assignment. B. Start the lesson by discussing the steps in finding the point of intersection using the substitution method. Illustrate through series of examples. C. Solve the system of equation by substitution method. 1. x + y = 4 2. x = y + 10 2x = 2 + y 2y = x 6 D. What are the steps in solving system of linear equation by substitution? IV. Solve problems # 6-8, TX, p. 238

I. 1. State and apply the definition of perpendicular lines II. A. Perpendicular Lines B. Geometry, TX, pp. 238-244 C. graphing board/paper III. A. Check the assignment. B. Explain the statement on perpendicular lines in greater details. 1. If two lines are perpendicular, the product of their slope is -1. 2. If the product of the slopes of two lines is -1, then the lines are perpendicular. C. Provide more examples for mastery. D. When do we say that two lines are perpendicular to each other? IV. Solve problems # 19 & 21, TX, p. 244

Math 3

Date:______________________ Math 3 Date:______________________

I. 1. Solve system of linear equations by using elimination method to determine the point of intersection of two lines II. A. Finding the Point of Intersection by Elimination Method B. Geometry, TX, pp. 237-238 C. chalkboard III. A. Check the assignment. B. Start the lesson by discussing the steps in finding point of intersection by elimination method. Illustrate the examples on the book. C. Work by pair to solve the equation using elimination method. 1. 3x + y = 2 2. x + 2y = 5 3x + 2y = 7 2x + y = 7 D. What are the steps in solving systems of linear equation by elimination method? IV. Solve problems # 9-11, TX p. 238

I. 1. Solve problems involving perpendicular lines II. A. Solving Perpendicular Lines B. Geometry, TX, pp. 238-244 C. chart, straight edge III. A. Check the assignment. B. Discuss the lesson by using the illustrative examples on the book. C. Find the slope of any line perpendicular to a line passing through the points (4, 3) and (-1, -2). D. What are the steps in solving problems involving perpendicular lines? IV. Solve problems # 19 & 21, TX, p. 244

Math 3

Date:______________________

Math 3

Date:______________________

I. 1. State and apply the definition of parallel lines II. A. Parallel Lines B. Geometry, TX, pp. 238-244 C. chart, protractor, ruler III. A. Check the assignment. B. Present the illustrative examples on the book and discuss. C. Practice exercises will be given to ensure mastery of the lesson. D. When do we say that two lines are parallel? IV. Solve problems # 9, 11, & 18, TX, p. 244 III. A. Review absolute values of numbers. B. Pose the activity sheets and explain the procedure. Draw from the students the distance formula for two points lying on the same horizontal or vertical line. C. Solve the given problem in the activity sheet by distance formula. Check and discuss the result of their work. Ask them in what way they were able to demonstrate accuracy and cooperation. D. State the distance formula for two points lying on the same horizontal and vertical line. IV. Determine the distance between the following points: 1. A (-2, 5) and B (4, 5) 3. E (3, 7) and F (0, 1) 2. C (5, -3) and D (-2, -3) Math 3 Date:______________________

I. 1. Find the distance between two points lying on the same horizontal or vertical line 2. Recall absolute values II. A. The Distance Formula (on the same horizontal/vertical line) B. Geometry, TX, pp. 245-248 C. activity sheets, graphing board/paper

Math 3

Date:______________________

I. 1. Solve problems using the definitions of parallel lines II. A. Problem Solving Involving Parallel Lines B. Geometry, TX, pp. 242-243 C. graphing board/paper, chart, ruler III. A. Check the assignment. B. If two lines are parallel, then they have equal slopes and if two lines have equal slopes, then they are parallel. C.1. Write an equation of the line parallel to y = 3x + 1 and passing through the point (2, -5). 2. Find the equation of a line that contains the point (-3, 3) and is parallel to the line 2x + 3y + 12 = 0. D. How did you find/write the equation of the line given the solution? IV. Show by means of slopes that the point (-4, -1), (3, 8/3), (8, 4) and (2, -9) are the vertices of a trapezoid. Recall that a trapezoid is a quadrilateral with exactly one pair of opposite sides parallel.

Math 3

Date:______________________

I. 1. Recall Pythagorean theorem 2. Derive and state the distance formula using the Pythagorean theorem II. A. Distance Formulating B. Geometry, TX, pp. 245-248 C. activity sheets, graphing board/paper III. A. Check the assignment.

B. Distribute the activity sheets and explain the procedure. Draw from the students the distance formula. Discussion will follow. C. Determine the distance between the given points. 1. A (-2, 3) and B (4, -5) 2. C (5, 2) and D (-2, -3) D. Let the students state the distance formula. IV. Solve problems # 3-5, TX, p. 247

2. State and derive the midpoint formula II. A. The Midpoint Formula B. Geometry, TX, pp. 248-250 C. activity sheets, graphing board/paper III. A. Check the assignment. B. Start with the idea of average. Recall that the average of two numbers is one-half the sum of the numbers. For example, the average of 4 and 8 is 6. Then introduce midpoint on a number line. Distribute the activity sheets and explain the procedure. C. Solve and explain the examples on the book. D. Let the students state the midpoint formula. IV. Solve problems # 4, 5, and 14, TX, p. 250

Math 3

Date:______________________

I. 1. Find the distance between two points 2. Apply the distance formula to find or verify the lengths of segments and find the unknown vertices or points II. A. The Distance Formula B. Geometry, TX, pp. 245-248 C. graphing board/paper III. A. Check the assignment. B. Show to the students a set of wooden triangles and let them classify according to their sides. Call on a student and let him state the distance formula. He should be able to state that the distance between
P P2 1 ( x2 x1 ) 2 ( y2 y1 ) 2

Math 3

Date:______________________

I. 1. Find the distance between two points 2. Apply the midpoint formula to find or verify the lengths of segments and find unknown vertices or points II. A. The Midpoint Formula B. Geometry, TX, pp. 248-250 C. graphing board/paper III. A. Check the assignment. B. Pose a problem similar to the following: An interior decorator plots a scale drawing of a rectangular room on the coordinate axes. He assigns the vertices of the rectangle as follows: A (0, 0), B (10, 0), C (10, 6), D (0, 6). If you are the designer, how can you locate the center of the ceiling to place the chandelier? What will be the coordinates of that point? C. Solve and explain the problem below: Find the length of median, AM of ABC having the vertices A (-2, 0), B (6, 5) and C (2, 11). D. Let the students state the midpoint formula. Also ask them in what way they were able to demonstrate accuracy and cooperation.

two points P1(x1, y1) and P2(x2, y2) is given by C. Solve and explain the problems on the book. D. Let the students state the distance formula. IV. Solve problems # 14-15, TX, p. 248

Math 3

Date:______________________

I. 1. 1. Find the distance between two points

IV. Find the coordinates of the midpoint of median AY, of having the vertices of A (0, 2), B (8, 7), C (4, 13)

ABC

Math 3

Date:______________________

I. 1. Place a given geometric figure in a proper position on coordinate axes 2. Supply the missing coordinates of a certain vertex of a triangle or quadrilateral II. A. Coordinate Proof B. Geometry, TX, pp. 251-252 C. graphing board/paper III. A. Checking of assignment. B. Recall the different kinds of triangles and quadrilateral and their properties. Illustrate the most common ways of placing geometric figures on the coordinate axes. Explain the examples on the book. C. Practice exercises will be given to ensure mastery of the lesson. D. Let the students tell how to place a given geometric figure in a proper position on coordinate axes and how to supply the missing coordinates of a certain vertex of a triangle or a quadrilateral. IV. Solve problems # 1-4, TX, p. 252

III. A. Checking of assignment. B. Recall how to place a given geometric figure in a proper position on coordinate axes and how to supply the missing coordinates of a certain vertex of a triangle. Illustrate the use of coordinate geometry in proving some properties of triangles. C. Guide the students in placing the figure on the coordinate axes and choosing the appropriate ordered pairs to represent the important points. D. Let the students tell the class how to verify the properties of triangles using coordinate proof. IV. Given different sets of coordinates forming geometric figures, tell the students to plot on the Cartesian plane and identify the figure formed. They must also state a property of the said polygon and prove it using coordinate geometry.

Math 3

Date:______________________

I. 1. Recall properties of quadrilaterals 2. Verify properties of quadrilaterals using coordinate proof II. A. Coordinate Proof (Quadrilaterals) B. Geometry, TX, pp. 253-256 C. graphing board/paper III. A. Check the assignment. B. Present the map of the school, placed on the Cartesian coordinate system. Place coordinates on some key locations and then ask the students to: 1. determine the distance between two given places. 2. Identify the geometric figure formed by connecting some of the places. Illustrate the use of coordinate geometry in proving some properties of quadrilaterals. C. Provide more exercises regarding the topic for mastery. D. Let the students tell the class how to verify properties of quadrilaterals using coordinate proof.

Math 3

Date:______________________

I. 1. Recall properties of triangles 2. Verify properties of triangles using coordinate proof II. A. Coordinate Proof (Triangles) B. Geometry, TX, pp. 253-256 C. graphing board/paper

IV. Solve problems # 8, 10, TX, p. 256

Math 3

Date:______________________

Math 3

Date:______________________

I. 1. Recall definition of circle 2. Derive or state the standard form of the equation of a circle with radius r and center at (0, 0) and at (h, k) II. A. The Equation of a Circle B. Geometry, TX, pp. 257-258 C. graphing board/paper, compass III. A. Checking of assignment. B. Begin by asking the students to give examples of representation of circles (plate, coin, ring, pizza pie, wheel, cake, balloon, etc.) Call on a student to define a circle. Point out to the students that based on the definition of a circle, the best answer from those given is a ring. Present the derivation of the equation of a circle with radius r and center at the origin (0, 0). Involve the students in the process. State that since a circle is a set of all points (x, y) equidistant from a fixed point called the center then we have two cases: (1) the center is at (0, 0); and (2) the center is at any point (h, k). The standard equation for a circle is, r2 = (x h)2 + (y k)2. If the center is at the origin, this standard equation is r2 = x2 + y2. C. Write the equation of the circle whose center and length of the radius are given. 1.) (0, 0); 4 2.) (-1, 2); 6 3.) (0, -2); 2 D. Let the students define again a circle and give the standard equation for a circle whose center is at origin or at any point of the Cartesian plane. IV. Solve problems # 5 & 10, TX, p. 258

I. 1. Give the equation of a circle, find its center and radius 2. Determine the equation of a circle given its radius and center II. A. The Equation of a Circle B. Geometry, TX, pp. 258-260 C. graphing board/paper, compass III. A. Checking of assignment. B. In introducing the lesson, use the problem entitled Family Circle. Seven of the eight people listed below belong to the family circle, (x h)2 + (y k)2 = 25. Who does not belong to the family? Fred (7, -3) Michael (-3, 3) Aldrin (2, 2) Aris (5, 1) Angie (6, 0) Ariane (5, -7) Andrew (2, -8) Aurea (-3, -3) C. After sufficient exposure to the standard form of the equation of a circle, introduce the students to the general form of the equation of a circle: x2 + y2 + ax + by + c = 0. Illustrate this using the examples on the book. D. Ask the students how to find the center and radius of a circle, given its equation and how to determine the equation of a circle, given its radius and center. IV. Solve problems # 5, 11, TX. p. 260