SCHOOL OF SAINT JOSEPH (NAGUILIAN, ISABELA) ,INC.

QUEZON, NAGUILIAN, ISABELA

CURRICULUM MAP IN MATHEMATICS 10

S.Y. 2019-2020
Prepared by: Yvette Marie Yaneza Nicolas, LPT

KEY STAGE STANDARD

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (sets and real numbers); measurement (conversion of units);
patterns and algebra (linear equations and inequalities in one and two variables, linear functions, systems of linear equations, and inequalities in two variables, exponents and radicals,
quadratic equations, inequalities, functions, polynomials, and polynomial equations and functions); geometry (polygons, axiomatic structure of geometry, triangle congruence, inequality and
similarity, and basic trigonometry);statistics and probability (measures of central tendency, variability and position; combinatorics and probability) as applied - using appropriate technology - in
critical thinking, problem solving, communicating, reasoning, making connections, representations, and decisions in real life.
GRADE LEVEL STANDTARD
The learner demonstrates understanding of key concepts and principles of patterns and algebra (sequences, series, polynomials, polynomial equations, and polynomial functions); geometry
(circles and coordinate geometry); and statistics and probability (combinatorics and probability, and measures of position) as applied - using appropriate technology - in critical thinking,
problem solving, reasoning, communicating, making connections, representations, and decisions in real life.
QUARTER/UNIT: 2 UNIT FRAME:
UNIT TITLE: POLYNOMIAL AND POLYNOMIAL FUNCTIONS
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrate understanding of key concepts of polynomial function The learner is able to conduct systematically a mathematical investigation involving
polynomial functions in different fields.

KEY UNDERSTANDINGS LEARNING

VALUES
LESSON KEY QUESTIONS COMPETENCIES/21ST ASSESSMENT LEARNING STRATEGIES CODE
INTEGRATION
CENTURY SKILLS
K. Polynomial The learner… K1 – K4 The importance of
Equations 1. Classroom Discussion cooperation when
K1. Illustrates polynomial doing a group work. M10L – IIi – 1
Firm up students
equations understanding of
polynomial equations M10L – IIi – 2
K2. Proves and applies the
by presenting and
Rational Theorem.
discussing example 3
K3. Solves polynomial on page 117 – 119. M10L – IIi – 3
equations. Emphasize the use
representation
technique in solving
 such type of
polynomial equations.

Present example 4 on
pages 119 – 120. In
this example,
introduce in detail
the idea of
municipality.

2. Seatwork
Provide the class seat
work
Exercise by asking the
class to work on
Written Math C 31 –
35.

3. Classroom Discussion
Present the rational
roots Theorem and its
proof.

Illustrate the theorem

using example 6 – 8
on pages 123 – 124.
Then discuss the
corollary to the
theorem.

L. Polynomial The learner… 4. Classroom Discussion The importance of

Functions Discuss the quadratic being attentive
during classroom M10AL – IIi – 4
L1. Illustrates Surd Roots Theorem
polynomial and the Complex discussion
functions. Conjugate Theorem.
 L2. Solves problems Discuss example M10AL – IIi – 5
involving polynomial number 9 on page 129
functions. and example 10 on
page 131.

5.Group work
Ask the students to the
odd numbered
exercises on page 134.

M. Graphing The learner… Discuss the Fundamental The need to be

Polynomial Theorem of Algebra and responsible during
M10AL – IIi – 6
Functions M1. Graph polynomial the Number of Zeroes classroom
functions. Theorem. Discuss discussion and
Examples 6 – 7 on page during seatwork.
143 – 144.
The need to be
1. Class Activity friendly with the
An activity which is classmate you are
the reverse of the working with is
previous task: important.
Determining the (Collaboration)
polynomial function if
zeroes are given.

Discuss example 11
and 12 on page 149.

2. Seatwork
Written Math E 46 and
47 of exercises 2.5 on
page 153.
CIRCLES Core Questions
N. Circles Students will keep
considering the following
questions:
CQ1. How is knowledge of
circles or other
related terms applied
in real life.
Core Understanding
Students will understand
that…
CU1. Since our
environment is filled
with objects that are
in the form of a circle,
the student of circles
cannot be taken for
granted.
CU2. Through knowledge
of circle is important in
architecture and even in
carpentry.
The learner… Pre – assessment N1. For Circles The importance of
N1. Derive inductively N1 – T4. Give a teacher prepared 1. Small group cooperation in
the relationships among pre – test to determine what the Discussion on the doing a given task
center, radius, chord, students already know about circles. following: with their group
and diameter. Difference mates.
between circles
Formative Assessment
N1 – T4 Processing Questions and other
Ask questions to determine geometric
whether or not students figures, and the
understand the lesson on circles definitions of
before proceeding to the next center, radius,
topic. chord and
diameter.
Elicit questions from the
students to be able to assess 2. Classroom
their thinking.
Discussion on the
proofs of
N1 – T4 Seatwork
During seatwork, move around Theorems 97 –
the class to check their work. In 101.
this way, you will know who are
doing their work and at the 3. Seatwork on the
same time, be able to know following:
whether they are ready for the Odd numbered
next lesson. exercise of
Exercise 3.1
N1 – T4. Small group task
Divide the class into small
groups. Ask each group to
analyse to proofs of the given
theorems. Encourage
discussion. Listen to what they
are discussing to gauge the
level of their mastery of the
lesson.
N1 – T4 Peer Assessment

O. Arcs, Central
O1. Derives inductively the
Angles and
relations among chord,
Inscribed arcs, central angle, and
Angles inscribed angle.
Q2. Proves theorems
related to chords, arcs,
central angles, and
inscribed angles.
After the group work, each
group will be ask to present
their work to the whole class.
The other group will assess the
presentation.
O1- O2. The importance of
M10GE – IIj – 1
N1 – T4 Math Journals 1. Classroom carefulness I
Encourage students to write Discussion proving theorems
about their learning about the Discuss the will help them
lesson. Read their journals to definitions of the think logically.
determine what they have part of a circle, M10GE – Iij – a
learned about the lesson on degree measure The importance of –2
circles. of parts of a being attentive
circle, and the arc during classroom
N1 – T4 Classroom Discussion
addition discussion.
This can be done after the
postulate
group work. Assess the
students understanding of the including the
lesson by listening carefully to examples from
their responses. pages 189 – 194.
N1 – T4 Exit Slips 2. Group work
Ask the students to write what Ask the students
they have learned and what to make the
they have not understood in proofs of the
the lesson. theorem related
to arcs, central
angles, inscribed
angles and the
exercises.
E. Tangent lines The learner… Other ways to assess students P1 – P2. Tangent Lines The importance of
and Tangent understanding of the lesson on and Tangent Circles being friendly.
M10GE – IIk – 1
Circles P1. Illustrates tangent circles.
lines and tangent 1. Pair Activity Tell the students to
treat their partners
circles. Let the students pair up
as their friends. M10AL – If – 2
1. Response to Mental Math and have them study and
P2. Proves the Exercises. prove the theorems Show picture of iron
theorems on related to tangent lines gates and windows
tangent lines and 2. Assignments using Written and tangent circles. where there are
tangent circles. Math Exercises circles and iron that
are tangent to the
3. Submitted written solutions to 2. Classroom Discussion circles.
Math Challenge Problems. Create a responsive class
by discussing examples
4. Result of Quizzes on page 240 and pages
214 – 217.
5. Periodic Tests
Q. Angles The learner… Q1. Angles Formed by The need to be
Formed by Q1. Illustrates and Tangents and Secants responsible.
Tangents and proves theorems on
Secants tangents and secants. 1. Classroom
Discussion
Create a responsive
class by discussing
the proofs of
theorems 113 –
117 and how to
apply this
theorems in
problem solving.

R. Segment R1. Illustrate and proves R1. For Segment Length The need to be
Length in Circles theorems related to in Circles cooperative
product of length and
segments associated 1. Pair Activity
with circles. Ask each pair to
analyse the proofs
of theorems 118 –
120.

2. Seatwork
Ask the students to
do Written Math
Exercises 3.5
S. Areas of The learner… S1 For Areas of Sectors Concern for others M10Gee – l - 1
Sectors and S1. Illustrates the and Segments
Segments segment and the The importance of a
sector of a circle. Classroom Discussion joint effort in doing a
Discuss the examples then task.
ask the students to do the
exercises as their seatwork.

TRANSFER GOAL:
The students will be able to independently use their learning to find solutions to challenging situations that they are encountering in their daily lives.

PERFORMANCE TASK

You are a geometry teacher and you want to impress upon your students the enormous and interesting applications of the concepts of circles in geometry specifically in astronomy,
optics, engineering, and other disciplines. After formulating different challenging real – life situations, you will present these problems to your students with the necessary data and
appropriate and accurate representations to solve the problems.

The real – life situations to be presented must be challenging and interesting and should include concepts of circles and other related terms.