Beruflich Dokumente
Kultur Dokumente
Mathematics
Teachers Guide
Unit 2
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Department of Education
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Mathematics Grade 10
Teachers Guide
First Edition 2015
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Authors: Melvin M. Callanta, Allan M. Canonigo, Arnaldo I. Chua, Jerry D.
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Introduction
This Teachers Guide has been prepared to provide teachers of Grade
10 Mathematics with guidelines on how to effectively use the Learners
Material to ensure that learners will attain the expected content and
performance standards.
This book consists of four units subdivided into modules which are
further subdivided into lessons. Each module contains the content and
performance standards and the learning competencies that must be attained
and developed by the learners which they could manifest through their
products and performances.
The special features of this Teachers Guide are:
A. Learning Outcomes. Each module contains the content and
performance standards and the products and/ or performances
expected from the learners as a manifestation of their
understanding.
B. Planning for Assessment. The assessment map indicates the
type of assessment and categorized the objectives to be assessed
into knowledge, process/skills, understanding, and performance
C. Planning for Teaching-Learning. Each lesson has Learning
Goals and Targets, a Pre-Assessment, Activities with answers,
What to Know, What to Reflect on and Understand, What to
Transfer, and Summary / Synthesis / Generalization.
D. Summative Test. After each module, answers to the summative
test are provided to help the teachers evaluate how much the
learners have learned.
E. Glossary of Terms. Important terms in the module are defined or
clearly described.
F. References and Other Materials. This provides the teachers with
the list of reference materials used, both print and digital.
We hope that this Teachers Guide will provide the teachers with the
necessary guide and information to be able to teach the lessons in a more
creative, engaging, interactive, and effective manner.
Table of Contents
Curriculum Guide: Mathematics Grade 10
Unit 2
Module 3: Polynomial Functions..................................................
.............. 82
Learning Outcomes ..............................................................
................................82
Planning for Assessment ........................................................
..............................83
Planning for Teaching-Learning .................................................
..........................86
Pre-Assessment .................................................................
..................................87
Learning Goals and Targets .....................................................
............................87
Activity 1 .....................................................................
...............................88
Activity 2 .....................................................................
...............................89
Activity 3 .....................................................................
...............................90
Activity 4 .....................................................................
...............................90
Activity 5 .....................................................................
...............................91
Activity 6 .....................................................................
...............................91
Activity 7 .....................................................................
...............................92
Activity 8 .....................................................................
...............................94
Activity 9 .....................................................................
...............................99
Activity 10 ....................................................................
............................100
Activity 11 ....................................................................
............................101
Activity 12 ....................................................................
............................102
Activity 13 ....................................................................
............................106
Activity 14 ....................................................................
............................107
Summary/Synthesis/Generalization ...............................................
....................108
Summative Test .................................................................
......................................109
Glossary of Terms ..............................................................
.....................................114
References Used in This Module .................................................
.......................115
Module 4: Circles ..............................................................
............................. 116
Learning Outcomes ..............................................................
..............................116
Planning for Assessment ........................................................
............................117
Planning for Teaching-Learning .................................................
........................123
Pre-Assessment .................................................................
................................125
Learning Goals and Targets .....................................................
..........................126
Lesson 1A: Chords, Arcs, and Central Angles.....................................
...........126
Activity 1 .....................................................................
.............................127
Activity 2 .....................................................................
.............................128
Activity 3 .....................................................................
.............................129
Activity 4 .....................................................................
.............................130
Activity 5 .....................................................................
.............................131
Activity 6 .....................................................................
.............................132
Activity 7 .....................................................................
.............................132
Activity 8 .....................................................................
.............................132
Activity 9 .....................................................................
.............................133
Activity 10 ....................................................................
............................136
Activity 11 ....................................................................
............................136
Activity 12 ....................................................................
............................137
Activity 13 ....................................................................
............................138
Summary/Synthesis/Generalization ...............................................
....................139
Lesson 1B: Arcs and Inscribed Angles ...........................................
..................139
Activity 1 .....................................................................
.............................140
Activity 2 .....................................................................
.............................141
Activity 3 .....................................................................
.............................142
Activity 4 .....................................................................
.............................143
Activity 5 .....................................................................
.............................144
Activity 6 .....................................................................
.............................145
Activity 7 .....................................................................
.............................145
Activity 8 .....................................................................
.............................146
Activity 9 .....................................................................
.............................148
Activity 10 ....................................................................
............................151
Activity 11 ....................................................................
............................153
Activity 12 ....................................................................
............................154
Summary/Synthesis/Generalization ...............................................
....................154
Lesson 2A: Tangents and Secants of a Circle ....................................
............155
Activity 1 .....................................................................
.............................155
Activity 2 .....................................................................
.............................159
Activity 3 .....................................................................
.............................160
Activity 4 .....................................................................
.............................161
Activity 5 .....................................................................
.............................162
Activity 6 .....................................................................
.............................163
Activity 7 .....................................................................
.............................164
Activity 8 .....................................................................
.............................172
Summary/Synthesis/Generalization ...............................................
....................172
Lesson 2B: Tangent and Secant Segments .........................................
............173
Activity 1 .....................................................................
.............................173
Activity 2 .....................................................................
.............................174
Activity 3 .....................................................................
.............................174
Activity 4 .....................................................................
.............................175
Activity 5 .....................................................................
.............................175
Activity 6 .....................................................................
.............................176
Activity 7 .....................................................................
.............................176
Activity 8 .....................................................................
.............................177
Activity 9 .....................................................................
.............................179
Activity 10 ....................................................................
............................180
Summary/Synthesis/Generalization ...............................................
....................180
Summative Test .................................................................
......................................181
Glossary of Terms...............................................................
....................................189
List of Theorems and Postulates on Circles......................................
..............191
References and Website Links Used in This Module ...............................
.....193
Module 5: Plane Coordinate Geometry ............................................
...... 198
Learning Outcomes ..............................................................
..............................198
Planning for Assessment ........................................................
............................199
Planning for Teaching-Learning .................................................
........................205
Pre-Assessment .................................................................
................................207
Learning Goals and Targets .....................................................
..........................207
Lesson 1: The Distance Formula, the Midpoint Formula,
and the Coordinate Proof .......................................................
.............207
Activity 1 .....................................................................
.............................208
Activity 2 .....................................................................
.............................208
Activity 3 .....................................................................
.............................209
Activity 4 .....................................................................
.............................210
Activity 5 .....................................................................
.............................212
Activity 6 .....................................................................
.............................212
Activity 7 .....................................................................
.............................213
Activity 8 .....................................................................
.............................215
Activity 9 .....................................................................
.............................216
Activity 10 ....................................................................
............................217
Activity 11 ....................................................................
............................220
Summary/Synthesis/Generalization ...............................................
....................221
Lesson 2: The Equation of a Circle .............................................
.......................221
Activity 1 .....................................................................
.............................221
Activity 2 .....................................................................
.............................222
Activity 3 .....................................................................
.............................223
Activity 4 .....................................................................
.............................225
Activity 5 .....................................................................
.............................226
Activity 6 .....................................................................
.............................227
Activity 7 .....................................................................
.............................227
Activity 8 .....................................................................
.............................228
Activity 9 .....................................................................
.............................228
Activity 10 ....................................................................
............................229
Summary/Synthesis/Generalization ...............................................
....................230
Summative Test .................................................................
......................................231
Glossary of Terms ..............................................................
.....................................237
References and Website Links Used in This Module ...............................
.....238
Module 3:
Polynomial Functions
A. Learning Outcomes
Content Standard:
The learner demonstrates understanding of key concepts of
polynomial functions.
Performance Standard:
The learner is able to conduct systematically in different fields
a mathematical investigation involving polynomial functions.
Unpacking the Standards for Understanding
Subject: Mathematics 10
Quarter: Second Quarter
TOPIC: Polynomial
Functions
Lesson:
Illustrating Polynomial
Functions, Graphs of
Polynomial Functions and
Solutions of Problems
Involving Polynomial
Functions
Writer:
Elino Sangalang Garcia
Learning Competencies
1.
Illustrate polynomial functions
2.
Graph polynomial functions
3.
Solve problems involving
polynomial functions
Essential
Understanding:
Essential
Question:
Students will
understand that
polynomial
functions are
useful tools in
solving real-life
problems and in
making decisions
given certain
constraints.
How do the
mathematical
concepts help
solve real-life
problems that can
be represented
as polynomial
functions?
82
Transfer Goal:
Students will be able to apply the key
concepts of polynomial functions in
finding solutions and making decisions
for certain life problems.
B. Planning for Assessment
Product/Performance
The following are products and performances that students are
expected to come up with in this module.
1. Write polynomial functions in standard form
2. List all intercepts of polynomial functions written in both standard and
factored forms
3. Make a list of ordered pairs of points that satisfy a polynomial function
4. Make a table of signs for polynomial functions
5. Make a summary table of properties of the graph of polynomial functions
(behavior, number of turning points, location relative to the x-axis)
6. Formulate and solve real-life problems applying polynomial functions
7. Sketch plans or designs of objects that illustrate polynomial functions
g. Create concrete objects as products of applying solutions to problems
involving polynomial functions (e.g. rectangular open box, candle mold)
Assessment Map
TYPE
PreAssessment/
Diagnostic
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
PERFORMANCE
Part I
Part I
Part I
Part II
Illustrating
polynomial
functions
(Recalling the
definition of
polynomial
functions and
the terms
associated
with it)
Illustrating
polynomial
functions
(Recalling
the definition
of polynomial
functions and
the terms
associated
with it)
Graphing
polynomial
functions
(Describing the
properties of
graphs of
polynomial
functions)
Products and
performances
related to or
involving
quadratic
functions
(Solving area
problems)
Graphing
polynomial
functions
(Describing
the
properties of
graphs of
polynomial
functions)
83
Solving problems
involving
polynomial
functions
TYPE
Formative
Summative
Assessment
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
Quiz 1:
Quiz 2:
Quiz 3:
Illustrating
polynomial
functions
(Writing
polynomial
functions in
standard form
and in
factored form)
Graphing
polynomial
functions
(Preparing table
of signs)
Quiz 4:
Graphing
polynomial
functions
(Finding the
intercepts of
polynomial
functions)
(Finding
additional
points on the
graph of a
polynomial
function)
Quiz 5:
Graphing
polynomial
functions
Graphing
polynomial
functions
(Identifying
the number of
turning points
and the
behavior of
the graph
based on
multiplicity of
zeros)
(Sketching
the graph of
polynomial
functions
using all
properties)
Solving problems
involving
polynomial
functions
(Sketching the
graph of
polynomial
functions
using all
properties)
Part I
Illustrating
polynomial
functions
(Recalling the
definition of
polynomial
functions and
the terms
associated
with it)
PERFORMANCE
(Describing the
behavior of the
graph using the
Leading
Coefficient Test)
Quiz 6:
(Solving real-life
problems that
apply polynomial
functions)
Solving
problems
involving
polynomial
functions
Part I
Part I
Part II
Illustrating
polynomial
functions
(Recalling
the definition
of polynomial
functions and
the terms
associated
with it)
Graphing
polynomial
functions
(Describing the
properties of the
graph of
polynomial
functions)
Products and
performances
related to or
involving
polynomial
functions
(Solving
problems
related to
volume of an
open
rectangular box)
Graphing
polynomial
functions
84
Solving problems
involving
polynomial
functions
TYPE
SelfAssessment
(optional)
KNOWLEDGE
PROCESS/
SKILLS
UNDERSTANDING
PERFORMANCE
(Describing
the
properties of
the graphs of
polynomial
functions)
Journal Writing:
Expressing understanding of polynomial functions, graphing
polynomial functions, and solving problems involving polynomial
functions
Assessment Matrix (Summative Test)
Levels of
Assessment
Knowledge 15%
Process/Skills
25%
Understanding
30%
How will I
assess?
What will I assess?
Paper and
Pencil Test
The learner
demonstrates
understanding of key
concepts of
polynomial functions.
Part I items 1, 2,
and 3
Illustrate polynomial
functions.
Graph polynomial
functions
Solve problems
involving polynomial
functions
The learner is able to
conduct systematically
a mathematical
investigation involving
polynomial functions
in different fields.
Product/
Performance
30%
How Will I Score?
1 point for every
correct response
Part I items 4, 5,
6, 7, and 8
1 point for every
correct response
Part I items 9,
10, 11, 12, 13,
and 14
1 point for every
correct response
Part II
(6 points)
Rubric for the Solution
to the Problem
Criteria:
Use of polynomial
function as model
Use of appropriate
mathematical
concept
Correctness of the
final answer
Solve problems
involving polynomial
functions.
Rubric for the
Output (Open Box)
Criteria:
Accuracy of
measurement
(Dimensions)
Durability and
Attributes
85
C. Planning for Teaching-Learning
Introduction
This module is a one-lesson module. It covers key concepts of
polynomial functions. It is composed of fourteen (14) activities, three
(3) of which are for illustration of polynomial functions, nine (9) are
for graphing polynomial functions, and two (2) are for solving real-life
problems involving polynomial functions.
The lesson as incorporated in the activities is designed for the
students to:
1. define polynomial functions and the terms associated with it;
2. write polynomial functions in standard and factored form;
3. write polynomial functions in standard form given real numbers as
coefficients and exponents;
4. recall and apply the different theorems in factoring polynomials to
determine the x-intercepts;
5. determine more ordered pairs that satisfy a polynomial function;
6. investigate and analyze the properties of the graphs of polynomial
functions (like end behaviors, behaviors relative to the x-axis,
number of turning points, etc.); and
7. solve real-life problems (like area and volume, deforestation,
revenue-advertising expense situations, etc.) that apply
polynomial functions.
One of the essential targets of this module is for the students
to manually sketch the graph of polynomial functions which later on
can be verified and validated with some graphing utilities like Grapes,
GeoGebra, or even Geometers Sketchpad.
In dealing with each activity of this lesson, the students are
given the opportunity to use their prior knowledge and required skills
in previous tasks. They are also given varied activities to process the
knowledge and skills learned and further deepen and transfer their
understanding of the different lessons.
Lastly, you may prepare your own related activities if you feel
that the activities suggested here are not appropriate to the level and
contexts of students (for examples, slow/fast learners, and localized
situations/examples).
86
As an introduction to the main lesson, show the students the
picture mosaic below, then ask them the question that follows:
In this mosaic picture, can you see some mathematical
representations? Give some.
Motivate the students to find out the answers and to determine
the essential applications of polynomial functions through this
module.
Objectives:
After the learners have gone through this module, they are expected
to:
1. illustrate polynomial functions;
2. graph polynomial functions; and
3. solve problems involving polynomial functions.
PRE-ASSESSMENT:
Check students prior knowledge, skills, and understanding of
mathematics concepts related to polynomial functions. Assessing
these will facilitate your teaching and the students understanding of
the lessons in this module.
LEARNING GOALS AND TARGETS:
Students are expected to demonstrate understanding of key
concepts of polynomial functions, formulate real-life problems involving
these concepts, and solve these using a variety of strategies. They are
also expected to investigate mathematical relationships in various
situations involving polynomial functions.
87
Answer Key
Part I:
1. B
2. C
3. A
4. D
5. A
6. D
7. C
8.
9.
10.
11.
12.
13.
14.
B
A
A
D
D
A
A
Part II.
(Use the rubric to rate students work/output)
Solution to the problem
Since P 2l 2w , then 36 2l 2w or 18 l w , and
w 18 l .
The lot area can be expressed as A(l ) l (18 l ) or
A(l ) 18l l 2 .
A(l ) (l 2 18l )
A(l ) (l 2 18l 81) 81
A(l ) (l 9) 2 81, in vertex form.
Therefore, l 9 meters and w 18 l 18 9 9
meters, yielding the maximum area of 81 square
meters.
What to KNOW
The students need first to recall the concept of polynomial
expressions. These will lead them to define and illustrate mathematically
the polynomial functions.
Activity 1: Which is which?
Answer Key
1. polynomial
2. not polynomial
sign
3. polynomial
4. not polynomial
numbers
5. not polynomial
6. polynomial
7. not polynomial
number
8. polynomial
9. not polynomial
10. polynomial
because the variable of one term is inside the radical
because the exponents of the variable are not whole
because the variables are in the denominator
because the exponent of one variable is not a whole
because the exponent of one variable is negative
88
Let this activity be the starting point of defining a polynomial
function as follows:
A polynomial function is a function of the form
P( x ) an x n an 1x n 1 an 2 x n 2 ... a1x a0 ,
an 0,
where n is a nonnegative integer, a0 , a1, ..., an are real numbers called
coefficients, an x n is the leading term, an is the leading coefficient,
and a0 is the constant term.
Other notations:
f ( x ) an x n an 1x n 1 an 2 x n 2 ... a1x a0
or
y an x n an 1x n 1 an 2 x n 2 ... a1x a0 ,
Activity 2: Fix and Move Them, Then Fill Me Up
Answer Key
Degree
Leading
Coefficient
Constant
Term
2
2
2
3
2
3
5
3
y x 3 5x
3
1
0
4. y x( x 3)( x 3)
y x 3 9x
3
-1
0
5. y ( x 4)( x 1)( x 1)2
y x 4 3x 3 5x 2 3x 4
4
1
4
Polynomial Function
1. f ( x ) 2 11x 2x 2
3
2. f ( x ) 2x 5 15x
3
3
2
3. y x( x 5)
Polynomial Function in
Standard Form
f ( x ) 2x 2 11x 2
f (x)
2x 3
5
15x
3
3
89
Activity 3: Be a Polynomial Function Architect
Answer Key
7 2 1
x x
4
6
1
7
2. f ( x ) 2x 3 x 2
x
6
4
7 3
1
3. f ( x )
x 2x 2 x
4
6
1. f ( x ) 2x 3
7 3 1 2
x x 2x
4
6
1
7 2
5. f ( x ) x 3
x 2x
6
4
1
7
6. f ( x ) x 3 2x 2
x
6
4
4. f ( x )
The answers above are expected to be given by the students. In
addition, instruct them to classify each polynomial according to the
degree. Also, let them identify the leading coefficient and the constant
term.
What to PROCESS
In this section, the students need to revisit the lessons and their
knowledge on evaluating polynomials, factoring polynomials, solving
polynomial equations, and graphing by point-plotting.
Activity 4: Do you miss me? Here I Am Again
Answer Key
1. ( x 1) x 3 ( x 2)
6.
y x( x 3)( x 4)
2.
7.
y ( x 2)( x 2)( x 2 4)
8.
y 2( x 1)( x 1)( x 1)( x 3)
9.
y x( x 1)( x 1)( x 3)( x 3)
3.
x 3 x 2 ( x 3)( x 3)
(2x - 3) x -1 (x - 3)
4. ( x 2)( x 2)( x 3)
5. (2x 3)( x 1)( x 2)( x 3)
10. y (2x 3)( x 1)( x 2)( x 3)
The preceding task is very important for the students because it
has something to do with the x-intercepts of a graph. These are the xvalues when
y = 0, and, thus the point(s) where the graph intersects the
x-axis can be determined.
90
Activity 5: Seize Me and Intercept Me
Answer Key
1.
2.
3.
4.
5.
x-intercepts:
x-intercepts:
x-intercepts:
x-intercepts:
x-intercepts:
0, -4, 3
2, 1, -3
1, -1, -3
2, -2
0, 1, -1, -3,
3
Activity 6: Give Me More Companions
Answer Key
1. x-intercepts: -4, -2, 1, 3
y-intercept: 24
-5
144
x
y
-3
-24
0
24
2
-24
4
144
ordered pairs: (-5,144), (-4,0), (-3, -24), (-2,0), (0,24), (1,0),
(2-24), (3,0), (4,144)
2. x-intercepts: -5,
y-intercept: -90
x
y
3
, 2, 4
2
-6
-720
-4
240
-0.5
-101.2
3
72
ordered pairs: (-6, -720), (-5, 0), (-4, 240), (
(2, 0), (3, 72), (4, 0), (5, -390)
3. x-intercepts: -6, 0,
y-intercept:
0
x
y
5
-390
3
, 0), (-0.5, 101.2),
2
4
3
-7
175
-3
-117
1
7
2
-32
ordered pairs: (-7,175), (-6,0), (-3,-117), (0,0), (1,7), (
91
4
,0),
3
(2,-32)
4. x-intercepts: -3, -1, 0, 1, 3
y-intercept: 0
x
y
-4
1680
-2
-60
-0.5
1.64
0.5
1.64
2
-60
4
1680
ordered pairs: (-4,1680), (-3, 0), (-2, -60), (-1, 0), (-0.5, 1.64),
(0, 0), (0.5, 1.64), (1, 0), (2, -60), (3, 0), (4, 1680)
Activity 7: What is the destiny of my behavior?
Answer Key
Location of the Point
(x,y): above the xaxis, on the x-axis, or
below the x-axis?
above the x-axis
Value
of x
Value
of y
Relation of y-value to
0:
y 0, y 0, or y 0 ?
-5
144
y 0
-4
-3
0
-24
y=0
on the x - axis
below the x-axis
-2
0
0
24
y=0
on the x - axis
above the x-axis
1
2
0
-24
y=0
on the x - axis
below the x-axis
3
4
0
144
y=0
on the x - axis
above the x-axis
y 0
y 0
y 0
y 0
Answers to the Questions:
1.
2.
3.
4.
5.
6.
(-4,0), (-2,0), (1,0), and (3,0)
The graph is above the x-axis.
The graph is below the x-axis.
The graph is above the x-axis.
The graph is below the x-axis.
The graph is above the x-axis.
Show the students how to prepare a simpler but similar table, the
table of signs.
92
Example:
The roots of the polynomial function y ( x 4)( x 2)( x 1)( x 3)
are x = -4, - 2, 1, and 3 . These are the only values of x where the graph
will cross the x-axis. These roots partition the number line into intervals.
Test values are then chosen from within each interval.
Test Value
x 4
x 2
x 1
x 3
y ( x 4)( x 2)( x 1)( x 3)
position of the curve
relative to the x-axis
x 4
-5
+
above
Intervals
4 x 2 2 x 1 1 x 3
-3
0
2
+
+
+
+
+
below
above
below
x 3
4
+
+
+
+
+
above
Give emphasis that at this level, though, we cannot yet determine
the turning points of the graph. We can only be certain that the graph is
correct with respect to intervals where the graph is above, below, or on
the x-axis as shown on the next page.
93
Activity 8: Sign on and Sketch Me
Answer Key
y (2x 3)( x 1)( x 4)
1.
(a)
3
, 1, 4
2
(b)
3
x ,
2
3
x 1, 1 x 4 ,
2
x 4
(c)
x
Test Value
2x 3
x 1
x 4
y (2x 3)( x 1)( x 4)
position of the curve
relative to the x-axis
-2
3
2
Intervals
below
3
x 1
2
1 x 4
x 4
0
+
+
2
+
+
5
+
+
+
+
above
below
above
(d)
2. y x 3 2x 2 11x 12
(a)
-3, 1, 4
(b)
x 3 ,
or
y ( x 3)( x 1)( x 4)
3 x 1, 1 x 4 ,
94
x 4
(c)
x 3
Test Value
x 3
x 1
x 4
y ( x 3)( x 1)( x 4)
position of the curve
relative to the x-axis
(d)
Intervals
3 x 1
1 x 4
0
2
+
+
+
+
-4
+
above
below
x 4
5
+
+
+
-
above
below
Note: Observe that there is one more factor, -1, that
affects the final sign of y. For example, under
y is
positive because
x 3 , the sign of
-(-)(-)(-) = + .
3. y x 4 26x 2 25
or
y ( x 5)( x 1)( x 1)( x 5)
(a) -5, -1, 1, 5
(b) x 5 ,
5 x 1,
1 x 1,
1 x 5 ,
x 5
(c)
x 5
Test Value
x 5
x 1
x 1
4
x 5
y x 26x 2 25
position of the
curve relative to
the x-axis
Intervals
5 x 1 1 x 1 1 x 5
x 5
-6
+
-2
+
0
+
+
+
2
+
+
+
6
+
+
+
+
+
above
below
above
below
above
95
(d)
4. y x 4 5x 3 3x 2 13x 10
or
y ( x 5)( x 2)( x 1)2
(a) -5, -2, 1
(b) x 5 ,
5 x 2 ,
2 x 1,
x 1
(c)
x 5
Test Value
-6
-
x 5
x 2
( x 1)2
y ( x 5)( x 2)( x 1)
position of the curve
relative to the x-axis
(d)
2
Intervals
5 x 2
2 x 1
-3
0
+
+
+
x 1
2
+
+
+
+
+
+
-
+
-
-
below
above
below
below
Note: Observe that there is one more factor, -1, that affects
the final sign of y. For example, under x 5 , the
sign of y is negative because -(-)(-)(+) = - . .
96
5. y x 2 ( x 3)( x 1) 4 ( x 1)3
(a) -3, -1, 0, 1
(b) x 3 ,
3 x 1,
1 x 0 ,
0 x 1,
x 1
(c)
Intervals
x 3
-4
3 x 1
-2
1 x 0
-0.5
0 x 1
0.5
x 1
x2
x 3
( x 1) 4
( x 1)3
+
+
+
+
+
+
+
+
+
+
+
+
+
+
-
-
-
-
+
y x 2 ( x 3)( x 1)4 ( x 1)3
+
+
above
below
below
below
above
Test Value
position of the curve
relative to the x-axis
2
(d)
Broken parts of the graph indicate that somewhere below,
they are connected. The graph goes downward from (-1,0)
and at a certain point, it turns upward to (-3,0).
Answers to the Questions:
1. For y (2x 3)( x 1)( x 4)
a. Since there is no other x-intercept to the left of
graph falls to the left continuously without end.
b. (i)
3
x 1 and x 4
2
(ii) x
3
, then the
2
3
and 1 x 4
2
c. Since there is no other x-intercept to the right of 4, then the
graph rises to the right continuously without end.
d. leading term: 2x 3
e. leading coefficient: 2, degree: 3
97
2. For y x 3 2x 2 11x 12 or y ( x 3)( x 1)( x 4)
a. Since there is no other x-intercept to the left of -3, then the
graph rises to the left continuously without end.
b. (i) x 3 and 1 x 4
(ii) 3 x 1 and x 4
c. Since there is no other x-intercept to the right of 4, then the
graph falls to the right continuously without end.
d. leading term: x 3
e. leading coefficient: -1, degree: 3
3. For y x 4 26x 2 25 or y ( x 5)( x 1)( x 1)( x 5)
a. Since there is no other x-intercept to the left of -5, then the
graph rises to the left continuously without end.
b. (i) x 5 and 1 x 1
(ii) 5 x 1 and 1 x 5
c. Since there is no other x-intercept to the right of 5, then the
graph rises to the right continuously without end.
d. leading term: x 4
e. leading coefficient: 1, degree: 4
4. For y x 4 5x 3 3x 2 13x 10 or y ( x 5)( x 2)( x 1)2
a. Since there is no other x-intercept to the left of -5, then the
graph falls to the left continuously without end.
b. (i) 5 x 2
(ii) x 5 , 2 x 1 and x 1
c. Since there is no other x-intercept to the right of 1, then the
graph falls to the right continuously without end.
d. leading term: x 4
e. leading coefficient: -1, degree: 4
5. For y x 2 ( x 3)( x 1)4 ( x 1)3
a. Since there is no other x-intercept to the left of -3, then the
graph rises to the left continuously without end.
b. (i) x 3 and x 1 (ii) 3 x 1, 1 x 0, and 0 x 1
c. Since there is no other x-intercept to the right of 1, then the
graph rises to the right continuously without end.
d. leading term: x 10
e. leading coefficient: 1, degree: 10
Let the students reflect on these questions: Do the leading
coefficient and degree of the polynomial affect the behavior of its
graph? Encourage them to do an investigation as they perform the next
activity.
98
Activity 9: Follow My Path!
Answer Key
Case 1:
a. positive
b. odd degree
Case 2:
a. negative
c. falling to the left
rising to the right
b. odd degree
Case 3:
a. positive
c. rising to the left
falling to the right
b. even degree
Case 4:
a. negative
c. rising to the left
rising to the right
b. even degree
c. falling to the left
falling to the right
Summary table:
Leading
Coefficient:
Behavior of
the Graph:
Rising or
Falling
LeftRighthand
hand
or
Degree:
Even
or Odd
3
2
1. y 2x 7x 7x 12
n 0
odd
falling
rising
5
4
3
2
2. y x 3x x 7x 4
n 0
odd
rising
falling
n 0
even
rising
rising
n 0
even
falling
falling
Sample Polynomial Function
n 0
n 0
4
2
3. y x 7 x 6x
4
3
2
4. y x 2x 13x 14x 24
99
Possible
Sketch
Synthesis: (The Leading Coefficient Test)
1. If the degree of the polynomial is odd and the leading coefficient
positive, then the graph falls to the left and rises to the right.
2. If the degree of the polynomial is odd and the leading coefficient
negative, then the graph rises to the left and falls to the right.
3. If the degree of the polynomial is even and the leading coefficient
positive, then the graph rises to the right and also rises to the left.
4. If the degree of the polynomial is even and the leading coefficient
negative, then the graph falls to the left and also falls to the right.
is
is
is
is
You should also consider another helpful strategy to determine
whether the graph crosses or is tangent to the x-axis at each x-intercept.
This strategy involves the concept of multiplicity of a root of a
polynomial function, the one generalized in the next activity.
Activity 10: How should I pass through?
Answer Key
Root or
Zero
Multiplicity
-2
-1
1
2
2
3
4
1
Characteristic
of
Multiplicity:
Odd or even
even
odd
even
odd
Behavior of Graph Relative
to x-axis at this Root:
Crosses or is Tangent to
tangent to x-axis
crosses the x-axis
tangent to x-axis
crosses the x-axis
Answer to the Questions:
a. The graph is tangent to the x-axis.
b. The graph crosses the x-axis.
The next activity considers the number of turning points of the
graph of a polynomial function. The turning points of a graph occur
when the function changes from decreasing to increasing or from
increasing to decreasing values.
100
Activity 11: Count Me In
Answer Key
Polynomial
Function
Number
of
Degree
Turning
Points
Sketch
1. y x 4
4
1
4
3
5
0
5
2
x
y
x
2. y x 4 2x 2 15
y
x
3. y x
5
4. y x 5 x 3 2x 1
x
101
y
5. y x 5 5 x 3 4x
x
5
4
Answers to the Questions:
a. Quartic functions: have an odd number of turning points; at most 3
turning points
Quintic functions: have an even number of turning points; at most
4 turning points
b. No. It is not possible.
c. The number of turning points is at most (n 1).
Important: The graph of a polynomial function is continuous, smooth, and
has rounded turns.
What to REFLECT on and UNDERSTAND
Activity 12: Its Your Turn, Show Me
Answer Key
1. y ( x 3)( x 1)2 (2x 5)
a. leading term:
b. end behaviors:
c. x-intercepts:
points on x-axis:
d. multiplicity of roots:
2x 4
rises to the left, falls to the right
-3, -1,
5
2
(-3,0), (-1,0), (
5
,0)
2
-3 has multiplicity 1, -1 has multiplicity 2,
5
has multiplicity 1
2
e. y-intercept:
point on y-axis:
f. no. of turning points:
15
(0,15)
1 or 3
102
g. expected graph:
Note: At this stage, we cannot determine the exact values of all
the turning points of the graph. We need calculus for this.
For now, we just need to ensure that the graph s end
behaviors and intercepts are correctly graphed.
2. y ( x 2 5)( x 1)2 ( x 2)3
a. leading term:
b. end behaviors:
c. x-intercepts:
points on the x-axis:
d. multiplicity of roots:
x7
falls to the left, rises to the right
5 , 1, 5 , 2
( 5 ,0), (1,0), ( 5 ,0), (2,0)
5 has multiplicity 1, 1 has
multiplicity 2, 5 has multiplicity 1, 2
has
multiplicity 3
e. y-intercept:
40
point on y-axis:
(0, 40)
f. no. of turning points: 2 or 4 or 6
g. expected graph:
Note: Broken parts of the graph indicate that somewhere above,
they are connected. The graph goes upward from (1, 0) and
at a certain point, it turns downward to ( 5 , 0).
103
3. y x 3 2x 2 2x 4 or in factored form y ( x 2 2)( x 2)
a. leading term:
x3
b. end behaviors:
rises to the left, falls to the right
c. x-intercept:
2
point on x-axis:
(2, 0)
d. multiplicity of root:
-2 has multiplicity 1
e. y-intercept:
4
point on y-axis:
(0, 4)
f. no. of turning points:
0 or 2
g. expected graph:
Note: The graph seems to be flat near x = 1. However, at this stage,
we cannot determine whether there are any flat parts in the
graph. We need calculus for this. For now, we just need to
ensure that the graph s end behaviors and intercepts are
correctly graphed.
4. y x 2 ( x 2 7)(2x 3)
a. leading term:
b. end behaviors:
c. x-intercepts:
points on the x-axis:
d. multiplicity of roots:
e. y-intercept:
0
point on the y-axis:
f. no. of turning points:
2x 5
falls to the left, rises to the right
3
, 0, 7
2
3
( 7 , 0), ( , 0), (0, 0), ( 7 , 0)
2
3
7 has multiplicity 1, has
2
7,
multiplicity 1, 0 has multiplicity 2,
has multiplicity 1
(0, 0)
2 or 4
104
7
g. expected graph:
5. y 2x 4 3x 3 18x 2 6x 28 or in factored form
y ( x 2 2)(2x 7)( x 2)
a. leading term:
b. end behaviors:
2x 4
rises to the left, rises to the right
c. x-intercepts:
-2, 2 ,
2,
7
2
7
, 0)
2
points on x-axis:
(-2, 0), ( 2 , 0), ( 2 , 0), (
d. multiplicity of roots:
-2 has multiplicity 1, 2 has
multiplicity 1,
2 has multiplicity 1,
1
e. y-intercept:
point on y-axis:
f. no. of turning points:
g. expected graph:
28
(0, 28)
1 or 3
105
7
has multiplicity
2
Activity 13: Investigate Deeper and Decide Wisely
Answers to the Questions
1. a. 50%
b. The value given by the table is 23.7%. The polynomial gives a
value of 26.3%. The given polynomial is the cubic polynomial
that best fits the data. We expect it to give a good
approximation of the forest cover but it may not necessarily
produce the exact values.
c. The domain of the function is [0,98]. Since year 2100
corresponds to x = 200, we cannot use the function to predict
forest cover during this year. Moreover, if x = 200, the
polynomial predicts a forest cover of 59.46%. This is very
unrealistic unless major actions are done to reverse the trend.
You can find other data that can be modelled by a
polynomial. Use the regression tool in MS Excel or GeoGebra
to determine the best fit polynomial for the data.
2. The figure below can help solve the problem.
24
x
x
x
x
18
18 - 2x
x
x
x
x
24 - 2x
106
Solution:
Let x
18 2x
24 2x
be the height of the box
be the width of the box
be the length of the box
Working Equation: lwh V
(24 2x )(18 2x )x V ( x )
(24 2x )(18 2x )x 560
4x 3 84x 2 432x 560
4x 3 84x 2 432x 560 0
x 3 21x 2 108x 140 0
( x 2)( x 5)( x 14) 0
To meet the requirements, the height of the box is either
2 inches or 5 inches. Both will result in the volume of 560 cubic
inches. In this problem, it is impossible to produce a box if the
height is 14 inches, so x = 14 is not a solution.
Encourage the students to write their insights. Let them show their
appreciation of polynomial functions. The following questions might be
helpful for them: Were you surprised that polynomial functions have
real and practical uses? What mathematical concepts do you need to
solve these kinds of problems?
What to TRANSFER
The goal of this section is to check if the students can appl y polynomial
functions to real-life problems and produce a concrete object that
satisfies the conditions given in the problem.
Activity 14: Make Me Useful, Then Produce Something
Answers to the Questions
Solution:
Let x be the side of the square base of the pyramid. So,
area of the base (B):
B x2
height of the pyramid (h):
h x 2
Working Equation: V
1
Bh
3
107
V (x)
1 2
x ( x 2)
3
1 2
x ( x 2)
3
75 x 3 2x 2
25
x 3 2x 2 75 0
( x 5)( x 2 3x 15) 0
The only real solution to the equation is 5. So, the side of
the square base is 5 inches long and the height of the pyramid is
3 inches.
Students outputs may vary depending on the materials used and in the
way they consider the criteria.
Summary/Synthesis/Generalization:
This lesson was about polynomial functions. You learned how to :
based
on
the
solutions
3. 7, 4
presented.
4. 99 km
5. Luisa and Grace are both correct. If the expressions are evaluated,
Luisa and Grace will arrive at the same value.
6. a. Possible answer: To become more accessible to students coming
from both buildings.
b. 90,70
c. The distance between the two buildings is about 357.8 m.
Since the study shed is midway between the two school buildings,
then it is about 178.9 m away from each. This is obtained by dividing
357.8 by 2.
7. a. 100 km
b. 5 hours
8. No. The triangle is not an equilateral triangle. It is actually an isosceles
triangle. The distance between A and C is 2a while the distance
between A and B or B and C is a 2 .
9. a. Yes. FS
c a 2 b d 2
and AT
a c 2 b d 2 .
2
2
Since a c c a , then FS = AT.
b. Rectangle; The quadrilateral has two pairs of opposite sides that are
parallel and congruent and has four right angles.
Develop further students understanding of Coordinate Proof by asking
them to perform Activity 10. Ask the students to write a coordinate proof to pro
ve
the particular geometric relationship. Let them realize the significance of the
Distance Formula, the Midpoint Formula, and the different mathematics concepts
already studied in coming up with the coordinate proof.
216
Activity 10: Prove that this is True!
Answer Key
1. Show that PR QS .
If PR QS , then PR QS .
PR
b a 2 c 0 2
b2 2ab a2 c 2
PR a2 2ab b2 c 2
QS
b a 2 c 0 2
b a 2 c 0 2
b2 2ab a2 c 2
QS a2 2ab b2 c 2
Therefore, PR QS and PR QS . Hence, the diagonals of an
isosceles trapezoid are congruent.
1
LG .
2
2
2
a
b
MC 0 0
2
2
2. Show that MC
MC
LG
a2 b2
4
4
a2 b 2
2
0 a 2 b 0 2
a2 b 2
1
LG
2
a2 b 2
2
1
LG . Hence, the median to the hypotenuse of a right
2
triangle is half the hypotenuse.
Therefore, MC
217
3. Show that PQ QR RS PS .
2
2
b a
c
PQ 0
c
2
2
2
2
b a
c
2
2
PQ
b 2 2ab a2 c 2
2
2
2
b a
c
QR
0 0
2
2
2
2
b a
c
RS 0
0
2
2
2
2
b a
c
2
2
QR
2
2
b a
c
2
2
b2 2ab a2 c 2
2
RS
b 2 2ab a2 c 2
2
2
2
b a
c
PS 0
c
2
2
2
2
b a
c
2
2
PS
b2 2ab a2 c 2
2
Therefore, PQ QR RS PS and PQRS is a rhombus.
218
4. Show that BT CS .
If BT CS , then BT CS .
2
b
a
BT a
0
2
2
2
a
b
a 0
2
2
2
2
2
2
3a
b
2
2
BT
9a2 b 2
2
2
2
a
b
CS a 0
2
2
2
2
3a
b
2
2
CS
Therefore, BT CS and BT CS .
Hence, the medians to the legs of an
isosceles triangle are congruent.
9a2 b 2
2
5. Equate the lengths AC and BD to
prove that ABCD is a rectangle.
AC BD
b a 2 c 0 2 a b 0 2 c 0 2
b2 2ab a2 c 2 a2 2ab b2 c 2
b2 2ab a2 c 2 a2 2ab b2 c 2
2ab 2ab
4ab 0
Since a > 0, then b = 0. And that A is along the y axis. Also, B is along the
line parallel to the y-axis. Therefore, ADC is a right angle and ABCD is a
rectangle.
219
6. Show that CG
LE
1
LE
2
b 0 2 c 0 2
LE b2 c 2
2
2
a b a
c
CG
0
2
2
2
2
2
b
c
2
2
CG
b2 c 2
2
Therefore, CG
1
LE .
2
Before the students move to the next section of this lesson, give a short
test (formative test) to find out how well they understood the lesson. Ask them
also to write a journal about their understanding of the distance formula, midpo
int
formula, and the coordinate proof. Refer to the Assessment Map.
What to TRANSFER
Give the students opportunities to demonstrate their understanding of the
Distance Formula, the Midpoint Formula, and the use of Coordinate Proofs by
doing a practical task. Let them perform Activity 11. You can ask the students t
o
work individually or in group. In this activity, the students will make a sketch
of
the map of their municipality, city, or province on a coordinate plane. They wil
l
indicate on the map some important landmarks, and then determine the
coordinates of each. Tell them to explain why the landmarks they have indicated
are significant in their community and to write a paragraph explaining how they
selected the coordinates of these landmarks. Using the coordinates assigned to
the different landmarks, the students will formulate then solve problems involvi
ng
the distance formula and the midpoint formula. They will also formulate problems
which require the use of coordinate proofs.
Activity 11: A Map of My Own
Answer Key
Evaluate students answers. You may use the rubric.
220
Summary/Synthesis/Generalization:
This lesson was about the distance formula, the midpoint formula, the use
of coordinate proofs, and the applications of these mathematical concepts in rea
l
life. The lesson provided the students with opportunities to derive the distance
formula, find the distance between points, determine the coordinates of the
midpoint of a segment, name the missing coordinates of the vertices of some
geometric figures, write a coordinate proof to prove some geometric relationship
s,
and solve problems involving the different concepts learned in this lesson. More
over,
the students were given the opportunities to formulate then solve problems
involving the distance formula, the midpoint formula, and the coordinate proof.
Lesson 2: The Equation of a Circle
What to KNOW
Find out how much the students have learned about the different
mathematics concepts previously studied and their skills in performing
mathematical operations. Checking these will facilitate teaching and students
understanding of the equation of a circle. Tell them that as they go through thi
s
lesson, they have to think of this important question: How does the equation of a
circle facilitate finding solutions to real-life problems and making decisions?
Two of the essential mathematics concepts needed by the students in
understanding the equation of a circle are the perfect square trinomial and the
square of a binomial. Activity 1 of this lesson will provide them opportunity to
recall these concepts. In this activity, the students will determine the number
that
must be added to a given expression to make it a perfect square trinomial and
then express the result as a square of a binomial. They should be able to explai
n
how they came up with the perfect square trinomial and the square of a binomial.
Emphasize to the students that the process they have done in producing a
perfect square trinomial is also referred to as completing the square.
Activity 1: Make It Perfect!
Answer Key
x 2 2
2
25; t 5
2
49; r 7
121; r 11 2
2
324; x 18
1. 4;
2.
3.
4.
5.
a. Add the square of one-half the
coefficient of the linear term.
b. Factor the perfect square trinomial.
c. Use the distributive property of
multiplication or FOIL Method.
221
Answer Key
9
81
6.
; w
2
4
2
1
1
9.
; s
6
36
2
7.
11
121
; x
4
2
8.
25
625
; v
4
2
10.
2
9 3
; t
64 8
2
2
Provide the students opportunity to develop their understanding of the
equation of a circle. Ask them to perform Activity 2. In this activity, the stud
ents
will be presented with a situation involving the equation of a circle. Let them
find
the distance of the plane from the air traffic controller given the coordinates
of the
point where it is located and the y-coordinate of the position of the plane at a
particular instance if its x-coordinate is given. Furthermore, ask them to descr
ibe
the path of the plane as it goes around the airport. Challenge them to determine
the equation that would define the path of the plane. Let them realize that the
distance formula is related to the equation defining the planes path around the
airport.
Activity 2: Is there a traffic in the air?
Answer Key
1. 50 km
2. When x = 5, y = 49.75 or y = -49.75.
When x = 10, y = 48.99 or y = -48.99.
When x = 15, y = 47.7 or y = -47.4
When x = 15, y = 47.7 or y = -47.4
When x = -20, y = 45.83 or y = -45.83.
When x = -30, y = 40
or y = -40.
Answers Key
3. No. It is not possible for the plane to be at a point whose x coordinate
is 60 because its distance from the air traffic controller would be
greater than 50 km.
4. The path is circular. x 2 y 2 2500
Provide the students opportunity to come up with an equation that can be
used in finding the radius of a circle. Ask them to perform Activity 3. In this
activity, the students should be able to realize that the Distance Formula can b
e
used in finding the radius of a circle. And that the distance of a point from th
e
center of a circle is also the radius of the circle.
222
Activity 3: How far am I from my point of rotation?
A.
Answer Key
y
1. 8 units
2. Yes, the circle will pass through
0,8 , 8,0 , and 0, 8 because
the distance from these points to
the center of the circle is 8 units.
x
3. No, because the distance from point
M 4,6 to the center of the circle
is less than 8 units.
No, because the distance from point
N 9, 2 to the center of the circle is
more than 8 units.
4. 8 units; 8 0 = 8
5. If a point is on the circle, its distance from the center is equal to the
radius.
6. Since the distance d of a point from the center of the circle is
d x 2 y 2 and is equal to the radius r, then r x 2 y 2 or
x2 y 2 r 2 .
223
B.
Answer Key
1.
61 units or approximately 7.81 units
y
2. Yes, the circle will pass through
2,7 , 8,7 , and 3, 4 because
the distance from each of these points
to the center of the circle is 61 units
or approximately 7.81 units.
x
3. No, because the distance from point
M 7,6 to the center of the circle is
more than 7.81 units.
4.
61 units or approximately 7.81 units.
Note: Evaluate students explanations.
5. If the center of the circle is not at the origin, its radius can be
determined by using the distance formula,
d x2 x1 2 y 2 y1 2 . Since the distance of the point from
the center of the circle is equal to the radius r, then
x2 x1 2 y2 y1 2 or x2 x1 2 y2 y1 2 r 2 . If
P x , y is a point on the circle and C h ,k is the center, then
x2 x1 2 y2 y1 2 r 2 becomes x h 2 y k 2 r 2 .
r
Before proceeding to the next activities, let the students give a brief
summary of the activities they have done. Provide them with an opportunity to
relate or connect their responses in the activities given to their new lesson,
equation of a circle. Let the students read and understand some important notes
on equation of a circle. Tell them to study carefully the examples given.
What to PROCESS
Let the students use the mathematical ideas they have learned about the
equation of a circle and the examples presented in the preceding section to
perform the succeeding activities.
224
In Activity 4, the students will determine the center and the radius of each
circle, given its equation. Then, the students will be asked to graph the circle
. Ask
them to explain how they determined the center and the radius of the circle.
Furthermore, tell them to explain how to graph a circle given its equation in
different forms. Strengthen students understanding of the graphs of circles
through the use of available mathematics freeware like Geogebra.
Activity 4: Always Start at This Point!
Answer Key
1. Center: 0,0
Radius: 7 units
3. Center: 0,0
Radius: 10 units
y
y
x
x
2. Center: 5,6
Radius: 9 units
4. Center: 7, 1
Radius: 7 units
y
y
x
x
225
Answer Key
5. Center: 4,3
Radius: 8 units
6. Center: 5, 8
Radius: 11 units
y
y
x
x
a. Note: Evaluate students responses.
b. Determine first the center and the radius of the circle defined by the
equation, then graph.
If the given equation is in the form x 2 y 2 r 2 , the center is at the
origin and the radius of the circle is r.
If the given equation is in the form x h y k r 2 , the center is
2
2
at h, k and the radius of the circle is r.
If the given equation is in the form x 2 y 2 Dx Ey F 0 ,
transform it into the
form x h y k r 2 . The center is at
2
2
h, k and the radius of the circle is r.
Ask the students to perform Activity 5. This time, the students will write the
equation of a circle given the center and the radius. Ask them to explain how to
determine the equation of a circle whether or not the center is the origin.
Activity 5: What defines me?
Answer Key
2
2
1. x y 144
2.
3.
4.
5.
x 2 2 y 6 2 81
x 7 2 y 2 2 225
x 4 2 y 5 2 50
x 10 2 y 8 2 27
a. Write the equation in the
2
2
2
form x y r where the origin is the
center and r is the radius of the circle.
Write the equation in the
form x h y k r where h, k is
the center and r is the radius of the circle.
b. No, because the two circles have different
radii.
2
226
2
2
Activities 6 and 7 provide students opportunities to write equations of
circles from center-radius form or standard form to general form and vice-versa.
At this point, ask them to explain how to transform the equation of a circle fro
m
one form to another form and discuss the mathematics concepts or principles
applied. Furthermore, challenge them to find a shorter way of transforming
equation of a circle from general form to standard form and vice-versa.
Activity 6: Turn Me into a General!
Answer Key
1. x 2 y 2 4x 8y 16 0
6.
x 2 y 2 14x 15 0
2. x 2 y 2 8 x 18y 47 0
7.
x 2 y 2 4y 45 0
3. x 2 y 2 12x 2y 44 0
8.
x 2 y 2 4 x 96 0
4. x 2 y 2 16x 14y 112 0
9.
x 2 y 2 10x 10y 23 0
5. x 2 y 2 10y 11 0
Note: Evaluate students explanations.
10. x 2 y 2 8 x 8y 0
Activity 7: Dont Treat this as a Demotion!
Answer Key
1.
x 1 2 y 4 2 64
Center: 1,4
4. x 2 y 4 100
x 2 2 y 2 2 36
5. x
2
Center: 0, 4
Radius: 10 units
Radius: 8 units
2.
Center: 2,2
Radius: 6 units
3.
x 5
2
2
2
2
2
2
1
y 4
3
3
2 1
Center: ,
3 3
Radius: 2 units
5
3
6. x y 9
2
2
5 3
Center: ,
2 2
y 2 32
2
Center: 5, 2
Radius: 4 2 units
Radius: 3 units
a. Grouping the terms, then applying completing the square, addition
property of equality and factoring.
227
b. Completing the square, Addition Property of Equality, Square of a
Binomial
c. Using the values of D, E, and F in the general equation of a circle,
x 2 y 2 Dx Ey F 0 , to find the center (h,k) and radius r. The
GeoGebra freeware can also be used for verification.
What to REFLECT on and UNDERSTAND:
Ask the students to have a closer look at some aspects of the equation of
a circle. Provide them with opportunities to think deeply and test further their
understanding of the equation of a circle by doing Activities 8 and 9. Give more
focus on the real-life applications of the equation of a circle.
Activity 8: A Circle? Why not?
Answer Key
1. No. x 2 y 2 2x 8y 26 0 can be written as x 1 2 y 4 2 9 .
Notice that -9 cannot be expressed as a square of another number.
2. Yes. x 2 y 2 9 4x 10y can be written as x 2 2 y 5 2 20 .
3. No. x 2 y 2 6x 8y 32 is not an equation of a circle. Its graph is not
also a circle.
4. No. x 2 y 2 8x 14y 65 0 is merely a point. The radius must be
greater than 0 for a circle to exist.
Activity 9: Find Out More!
Answer Key
1.
x 3 2 y 8 2 81
x 10 2 y 7 2 36 or x 10 2 y 5 2 36
2.
3. 3x 5y 7
4.
5.
x 5 2 y 5 2 13
2
2
a. x 3 y 4 100
b. Yes, because point 11,6 is still within the critical area.
c. Follow the advice of PDRRMC.
d. (Evaluate students responses/explanations.)
228
Answer Key
6. a. Wise Tower - x 5 y 3 81
2
2
Global Tower - x 3 y 6 16
2
2
Star Tower - x 12 y 3 36
2
2
b. 12,2 - Star Tower
6, 7 - Wise Tower
2,8 - Global Tower
1,3 - Wise and Global Tower
c. Many possible answers. Evaluate students responses.
Before the students move to the next section of this lesson, give a short
test (formative test) to find out how well they understood the lesson. Ask them
also to write a journal about their understanding of the equation of a circle. R
efer
to the Assessment Map.
What to TRANSFER
Give the students opportunities to demonstrate their understanding of the
equation of a circle by doing a practical task. Let them perform Activity 10. Yo
u
can ask the students to work individually or in a group.
In Activity 10, the students will paste some small pictures of objects on
grid paper and position them at different coordinates. Then, the students will
draw circles that contain these pictures. Using the pictures and the circles dra
wn
on the grid, they will formulate problems involving the equation of the circle,
and
then solve them.
Activity 10: Let This be a Part of My Scrapbook!
Answer Key
Evaluate students answers. You may use the rubric.
229
Summary/Synthesis/Generalization:
This lesson was about the equation of circles. The lesson provided the
students with opportunities to illustrate the center-radius form of the equation
of a
circle, determine the center and the radius of a circle given its equation and v
ice
versa, write the equation of a circle from standard form to general form and vic
eversa, graph circles on the coordinate plane, and solve problems involving the
equation of circles. Moreover, they were given the opportunity to formulate and
solve real-life problems involving the equation of a circle through the practica
l task
performed. Their understanding of this lesson and other previously learned
mathematics concepts and principles will facilitate their learning of other rela
ted
mathematics concepts.
230
SUMMATIVE TEST
Part I
Choose the letter that you think best answers the question.
1. Which of the following is NOT a formula for finding the distance between two
points on the coordinate plane?
A. d x2 x1
C. d
x2 x1 2 y 2 y1 2
B. d y 2 y1
D. d
x2 x1 2 y 2 y1 2
2. A map is drawn on a grid where 1 unit is equivalent to 2 km. On the same
map, the coordinates of the point corresponding to San Rafael is (1,4).
Suppose San Quintin is 20 km away from San Rafael. Which of the following
could be the coordinates of the point corresponding to San Rafael?
A. (17,16)
B. (17,10)
C. (9,10)
D. (-15,16)
3. Let M and N be points on the coordinate plane as shown in the figure below.
y
x
If the coordinates of M and N are 5,7 and 5, 4 , which of the following
would give the distance between the two points?
A. 7 4
B. 7 5
C. 4 7
D. 4 5
4. Point Q is the midpoint of ST . Which of the following is true about ST?
A. ST QS QT
C. ST 2 QS QT
B. ST QS QT
D. ST 2 QS QT
5. The distance between points M x ,5 and C 5, 1 is 10 units. What is the xcoordinate
of M if it lies in the second quadrant?
A. -7
B. -3
C. -1
D. 13
231
6. What is the distance between points D(-10,2) and E(6,10)?
D. 8 5
A. 16
B. 20
C. 10 2
7. Which of the following equation describes a circle on the coordinate plane
with a center at 2, 3 and a radius of 5 units?
A.
B.
x 2 2 y 3 2 252
x 2 2 y 3 2 52
C.
D.
x 3 2 y 2 2 252
x 2 2 y 3 2 52
8. Which of the following would give the coordinates of the midpoint of P(-6,13)
and Q(9,6)?
6 13 9 6
6 13 9 6
,
,
A.
C.
2
2
2
2
6 9 13 6
6 9 13 6
,
,
B.
D.
2
2
2
2
9. The endpoints of a segment are (-5,2) and (9,12), respectively. What are the
coordinates of its midpoint?
A. (7,5)
B. (2,7)
C. (-7,5)
D. (7,2)
10. The coordinates of the vertices of a rectangle are W 2,6 , I 10,6 ,
N 10, 3 , and D 2, 3 . What is the length of a diagonal of the rectangle?
A. 7.5
B. 9
C. 12
D. 15
11. The coordinates of the vertices of a triangle are G 4,2 , O 5, 1 , and
T 10,8 . What is the length of the segment joining the midpoint of GT and
O?
A. 2 10
B.
58
C. 3 10
D.
106
12. The endpoints of a diameter of a circle are E 6,8 and G 4, 2 . What is the
length of the radius of the circle?
B. 5 2
C. 2 10
D.
A. 10 2
10
13. What proof uses figures on a coordinate plane to prove geometric properties?
A. Indirect Proof
C. Coordinate Proof
B. Direct Proof
D. Two-Column Proof
14. What figure is formed when the points K(-2,10), L(8,8), M(6,2), and N(-4,4)
are connected consecutively?
A. Trapezoid
B. Parallelogram C. Square
D. Rectangle
232
15. Three speed cameras were installed at different points along an expressway.
On a map drawn on a coordinate plane, the coordinates of the first speed
camera are (-2,4). Suppose the second camera is exactly between the other
two and its coordinates are (12,8). What are the coordinates of the third speed
camera?
A. (26,12)
B. (26,16)
C. (22,12)
D. (22,16)
16. In the equilateral triangle below, what are the coordinates of P?
A. 0,2a
B. 2a,0
0,a 2
C. 0,a 3
D.
17. Jose, Andres, Emilio, and Juan live in different barangays of Magiting town
as
shown on the coordinate plane below.
Andres
Jose
Town Hall
Juan
Emilio
Who lives the farthest from the Town Hall if it is located at the origin?
A. Jose
B. Andres
C. Emilio
D. Juan
233
18. What is the center of the circle x 2 y 2 4x 6y 36 0 ?
A. (9,-3)
B. (3,-2)
C. (2,-3)
D. (2,-10)
, 2 . What is the equation
19. A radius of a circle has endpoints 4,3 and 1
that defines the circle if its center is at the second quadrant?
A. x 1 y 2 50
C.
B. x 1 y 2 50
D.
2
2
2
2
x 4 2 y 3 2 50
x 4 2 y 3 2 50
20. A radio signal can transmit messages up to a distance of 5 km. If the radio
signals origin is located at a point whose coordinates are (-2,7). What is the
equation of the circle that defines the boundary up to which the messages
can be transmitted?
2
2
A. x 2 y 7 25
C.
2
2
B. x 2 y 7 5
D.
x 2 2 y 7 2 25
x 2 2 y 7 2 5
Part II
Directions: Solve each of the following problems. Show your complete solutions.
1. A tracking device that is installed in a mobile phone indicates that its user
is
located at a point whose coordinates are (18,14). In the tracking device, each
unit on the grid is equivalent to 7 km. If the phone user came from a place
whose coordinates are (2,6)? How far has he travelled?
2. The equation that represents the transmission boundaries of a cellular phone
tower is x 2 y 2 10x 2y 199 0 . What is the greatest distance, in
kilometers, can the signal of the tower be transmitted?
Rubric for Problem Solving
4
Used an
appropriate
strategy to come
up with correct
solution and
arrived at a
correct answer
3
Used an
appropriate
strategy to come
up with a solution,
but a part of the
solution led to an
incorrect answer
2
Used an
appropriate
strategy but came
up with an entirely
wrong solution
that led to an
incorrect answer
234
1
Attempted to solve
the problem but
used an
inappropriate
strategy that led to
a wrong solution
Part III A: GRASPS Assessment
Perform the following.
Goal:
To prepare emergency measures to be undertaken in times of
natural calamities and disasters particularly typhoons and floods
Role:
Radio Group Chairman of the Municipal Disaster and Risk
Management Committee
Audience:
Municipal and Barangay Officials and Volunteers
Situation:
Typhoons and floods frequently affect your municipality during
rainy seasons. For the past years, losses of lives and damages to
properties have occurred. Because of this, your municipal mayor
designated you to chair the Radio Group of the Municipal Disaster
and Risk Management Committee to warn the residents of your
municipality of any imminent natural calamities and disasters like
typhoons and floods. The municipal government gave your group a
number of two-way radios and antennas to be installed in strategic
places in the municipality. These shall be used as the need arises.
As chairman of the Radio Group, you were tasked to prepare
emergency measures that you will undertake to reduce if not to
avoid losses of lives and damages to properties during rainy
seasons. These include the positioning of the different two-way
radios and antennas for communication and coordination among
the members of the Radio Group. You were also asked to prepare
a grid map of your municipality showing the positions of the twoway radios and a
ntennas.
Products:
1. Emergency Measures to be undertaken in times of natural
calamities and disasters
2.
Standards:
Grid map of your municipality showing the locations of the
different two-way radios and antennas
The emergency measures must be clear, relevant, and systematic.
The grid map of the municipality must be accurate, presentable,
and appropriate.
235
Rubric for the Prepared Emergency Measures
4
The emergency
measures are
clearly presented,
relevant to the
situation, and
systematic.
3
The emergency
measures are
clearly presented
and relevant to
the situation but
not systematic.
2
The emergency
measures are
clearly presented
but not relevant to
the situation and
not systematic.
1
The emergency
measures are not
clearly presented,
not relevant to the
situation, and not
systematic.
2
The grid map is
not accurately
made but
appropriate.
1
The grid map is
not accurately
made and not
appropriate.
Rubric for Grid Map of the Municipality
4
The grid map is
accurately made,
appropriate, and
presentable.
3
The grid map is
accurately made
and appropriate
but not
presentable.
Part III B
Use the prepared grid map of the municipality in Part III A in formulating
problems involving plane coordinate geometry, then solve.
Rubric on Problems Formulated and Solved
Score
6
5
4
3
Descriptors
Poses a more complex problem with 2 or more correct
possible solutions and communicates ideas unmistakably,
shows in-depth comprehension of the pertinent concepts
and/or processes, and provides explanations wherever
appropriate.
Poses a more complex problem and finishes all significant
parts of the solution and communicates ideas unmistakably,
shows in-depth comprehension of the pertinent concepts
and/or processes.
Poses a complex problem and finishes all significant parts of
the solution and communicates ideas unmistakably, shows indepth comprehension of
the pertinent concepts and/or
processes.
Poses a complex problem and finishes most significant parts
of the solution and communicates ideas unmistakably, shows
comprehension of major concepts although neglects or
236
Score
Descriptors
misinterprets less significant ideas or details.
Poses a problem and finishes some significant parts of the
solution and communicates ideas unmistakably but shows
gaps on theoretical comprehension.
Poses a problem but demonstrates minor comprehension, not
being able to develop an approach.
2
1
Source: D.O. #73, s. 2012
Answer Key
Part I
1. C
2. C
3. C
4. A
5. B
6. D
7. D
8. B
9. B
]10. D
Part II (Use the rubric to rate students works/outputs)
1. 56 5 km
2. 15 km
11. A
12. B
13. C
14. B
15. A
16. C
17. C
18. C
19. C
20. C
Part III A (Use the rubric to rate students works/outputs)
Part III B (Use the rubric to rate students works/outputs)
Glossary of Terms
Coordinate Proof a proof that uses figures on a coordinate plane to prove
geometric relationships.
Distance Formula an equation that can be used to find the distance between
any pair of points on the coordinate plane. The distance formula is
d
x2 x1 2 y2 y1 2
or PQ
x2 x1 2 y2 y1 2 ,
Q x2 , y 2 are points on a coordinate plane.
if P x1, y1 and
Horizontal Distance (between two points) the absolute value of the difference
of the x-coordinates of two points
Midpoint a point on a line segment that divides the same segment into two
equal parts.
Midpoint Formula a formula that can be used to find the coordinates of the
midpoint of a line segment on the coordinate plane. The midpoint of P x1, y1
x x2 y1 y 2
,
and Q x2 , y 2 is 1
.
2
2
237
The General Equation of a Circle the equation of a circle obtained by
expanding
x h 2 y k 2 r 2 .
The general equation of a circle is
x 2 y 2 Dx Ey F 0 , where D, E, and F are real numbers.
The Standard Equation of a Circle the equation that defines a circle with
center at (h, k) and a radius of r units. It is given by
x h y k
2
2
r 2.
Vertical Distance (between two points) the absolute value of the difference of
the y-coordinates of two points.
DepEd INSTRUCTIONAL MATERIALS THAT CAN BE USED AS ADDITIONAL
RESOURCES:
1. Basic Education Assistance for Mindanao (BEAM) Learning Guide, Third
Year Mathematics. Plane Coordinate Geometry. Module 20: Distance and
Midpoint Formulae
2. Basic Education Assistance for Mindanao (BEAM) Learning Guide, Third
Year Mathematics. Plane Coordinate Geometry. Module 22: Equation of a
Circle
3. Distance Learning Module (DLM) 3, Module 3: Plane Coordinate Geometry.
4. EASE Modules Year III, Module 2: Plane Coordinate Geometry
References and Website Links Used in This Module:
References:
Bass, L. E., Charles, R. I., Hall, B., Johnson, A., & Kennedy, D. (2008) Texas
Geometry. Boston, Massachusetts: Pearson Prentice Hall.
Bass, L. E., Hall, B.R., Johnson, A., & Wood, D. F. (1998) Prentice Hall
Geometry Tools for a Changing World. NJ, USA: Prentice-Hall, Inc.
Boyd, C., Malloy, C. & Flores. (2008) Glencoe McGraw-Hill Geometry. USA: The
McGraw-Hill Companies, Inc.
Callanta, M. M. (2012) Infinity, Worktext in Mathematics III. Makati City: EUREK
A
Scholastic Publishing, Inc.
238
Chapin, I., Landau, M. & McCracken. (1997) Prentice Hall Middle Grades Math,
Tools for Success. Upper Saddle River, New Jersey: Prentice-Hall, Inc.
Cifarelli, V. (2009) cK-12 Geometry, Flexbook Next Generation Textbooks. USA:
Creative Commons Attribution-Share Alike.
Clemens, S. R., ODaffer, P. G., Cooney, T. J., & Dossey, J. A. (1990) AddisonWesl
ey Geometry. USA: Addison-Wesley Publishing Company, Inc.
Clements, D. H., Jones, K. W., Moseley, L.G., & Schulman, L. (1999) Math in my
World. New York: McGraw-Hill Division.
Department of Education. (2012) K to 12 Curriculum Guide Mathematics.
Philippines.
Gantert, A. X. (2008) AMSCOs Geometry. NY, USA: AMSCO School
Publications, Inc.
Renfro, F. L. (1992) Addison-Wesley Geometry Teachers Edition. USA:
Addison-Wesley Publishing Company, Inc.
Rich, B. & Thomas, C. (2009) Schaums Outlines Geometry Fourth Edition. USA:
The McGraw-Hill Companies, Inc.
Smith, S. A., Nelson, C.W., Koss, R. K., Keedy, M. L., & Bittinger, M. L. (1992)
Addison-Wesley Informal Geometry. USA: Addison-Wesley Publishing
Company, Inc.
Wilson, P. S. (1993) Mathematics, Applications and Connections, Course I.
Westerville, Ohio: Glencoe Division of Macmillan/McGraw-Hill Publishing
Company.
239
Website Links as References and Sources of Learning Activities:
CliffsNotes. Midpoint Formula. (2013). Retrieved from
http://www.cliffsnotes.com/math/geometry/coordinate-geometry/midpoint-formula
CliffsNotes. Distance Formula. (2013). Retrieved from
http://www.cliffsnotes.com/math/geometry/coordinate-geometry/distance-formula
Math Open Reference. Basic Equation of a Circle (Center at 0,0). (2009).
Retrieved from http://www.mathopenref.com/ coordbasiccircle.html
Math Open Reference. Equation of a Circle, General Form (Center anywhere).
(2009). Retrieved from http://www.mathopenref.com/coordgeneralcircle.html
Math-worksheet.org. Using equations of circles. (2014). Retrieved from
http://www.math-worksheet.org/using-equations-of-circles
Math-worksheet.org. Writing equations of circles. (2014). Retrieved from
http://www.math-worksheet.org/writing-equations-of-circles
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved from
http://www.regentsprep.org/Regents/ math/geometry/GCG2/ Lmidpoint.htm
Roberts, Donna. Oswego City School District Regents exam Prep Center.
Geometry Lesson Page. Midpoint of a Line Segment. (2012). Retrieved from
http://www.regentsprep.org/Regents/math/geometry/GCG3/ Ldistance.htm
Stapel, Elizabeth. "Conics: Circles: Introduction & Drawing." Purplemath.
Retrieved from http://www.purplemath.com/modules/ circle.htm
Website Links for Videos:
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometrycircles/equation-of-a
-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
Khan Academy. Completing the square to write equation in standard form of a
circle. Retrieved from https://www.khanacademy.org/math/ geometry/ccgeometry-cir
cles/equation-of-a-circle/v/completing-the-square-to-write-equationin-standard-f
orm-of-a-circle
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometrycircles/equation-of-a
-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
240
Khan Academy. Equation for a circle using the Pythagorean Theorem. Retrieved
from https://www.khanacademy.org/math/geometry/ cc-geometrycircles/equation-of-a
-circle/v/equation-for-a-circle-using-the-pythagorean-theorem
Ukmathsteacher. Core 1 Coordinate Geometry (3) Midpoint and distance
formula and Length of Line Segment. Retrieved from
http://www.youtube.com/watch?v=qTliFzj4wuc
VividMaths.com. Distance Formula. Retrieved from
http://www.youtube.com/watch?v=QPIWrQyeuYw
Website Links for Images:
asiatravel.com. Pangasinan Map. Retrieved from
http://www.asiatravel.com/philippines/pangasinan/pangasinanmap.jpg
DownTheRoad.org. Pictures of, Chengdu to Kangding, China Photo, Images,
Picture from. (2005). Retrieved from http://www.downtheroad.org/Asia/Photo/
9Sichuan_China_Image/3Chengdu_Kangding_China.htm
funcheap.com. globe-map-wallpapers_5921_1600[1]. Retrieved from
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