I.

Objectives
At the end of the lesson, the students must be able to:
1. define and illustrate tangent lines.
2. state and apply the tangent line theorem.
3. solve problems involving theorem on tangent lines.

II. Subject Matter

Topic: Tangent
Subtopic: Tangent Lines
References: K to 12 Curriculum (Next Century Mathematics 10 pp. 214-216) and
internet
Materials: Visual Aids, PowerPoint Presentation, and Chalkboard
III. Teaching Strategy

Teacher’s Activity Student’s Activity

A. Preparation
1. Routinized Activity
a. Prayer
Class stand up.
(The students stand up.)

Will you lead us in prayer, Danver.

(Danver start the prayer)

b. Greetings
Good afternoon Class!
Good afternoon Ma’am!

Okay sit down.

c. Checking of attendance
Ms. Secretary, will you please check the
attendance.
Yes Ma’am!
 2. Review

Let’s have a review about our previous topic which

is Inscribed Angle through an activity of the day
entitled “Box Relay”. As I play the music, you will
pass the box to your classmate and once the music
stopped the one who’s holding the box will answer
the question that you will get inside the box.
Did you understand?

Yes Ma’am

Now let’s begin.

(The music will play again and once it stopped the
student will pick the question inside the box.)
(The student will read and answer the
question.)
Ma’am an inscribed angle is an angle
whose vertex lies on the circle and
whose sides contain chords of the circle.
Correct! (The music will play again and once it
stopped the student will pick the question inside the
box.)

(The student will read and answer the

question.)
Ma’am intercepted Arc is an arc that is
cut off by the sides of an angle.
.
Very good! (The music will play again and once it
stopped the student will pick the question inside the
box.)

(The student will read and answer the

question.)
Ma’am the measure of an inscribed
angle is equal to one-half the measure of
its intercepted arc.
Excellent! (The music will play again and once it
stopped the student will pick the question inside the
box.)

Ma’am 10°
Correct! (The music will play again and once it
stopped the student will pick the question inside the
box.)
(The student will read and answer the
question.)

Very good!
It seems that your still remember our previous topic
as well as the terms we have in our topic before.

3. Motivation

Okay now let’s take a look at this picture of a park.

What have you observed yes______?

Ma’am the park is round in shape.

That’s right! In addition to your answer, inside the

park there is a fountain, bench, entrance gate,
pathway, area with flowers, and road. Each of them
has special features. And what are these, yes_____?

Ma’am the fountain is exactly in the

centre of the park, and benches put
around the boundary of the park.
Very Good! Another special features have you seen,
yes___?
Ma’am the area with flowers is like an
arc, and a path which connects the
 fountain and the entrance gate is the
diameter.
Correct! How about the path which connects the
fountain and the area with flower, what is the
special feature _____?
Ma’am it’s like a radius.

Very Good! How about the road, what is the special

feature of this road in the circle? Is there anyone
who knows?
None Ma’am!

Okay, so the special feature of this road will be

discussing today.

4. Presentation

Now class observed that the road in front of the park

touches only the entrance gate of the park. So, if you
draw it in geometrical feature, the image should be
like this. (while pointing at the PowerPoint
presentation)

This line is called tangent, and that is our topic for

today. Now how can we say that this is tangent? So,
let’s define first the tangent, please read, yes_____?
Tangent is a line if it touches the circle
at exactly one point.
Thank you! So, that’s correct that the road is tangent
to the park. In addition, the word tangent comes from
the Latin word tangere which means to touch.
And the point that touches the circle is known as
point of contact/tangency. So, class in the park what
is the point of contact, yes_____?
Ma’am the entrance gate.

Good! Now how many tangents can a circle have?

Class what do you think ____?
 Ma’am 10.

Okay let’s see, but we all know that circle is made of

group of points and as we have studied that the
tangent passes only through one point in a circle. So,
a circle can have infinite number of points, and then
we can say that a circle can have infinite number of
tangents.
As you can see in the figure. (while pointing at the
PowerPoint presentation)

Is that clear class?

Yes Ma’am!

Okay, now I have here a theorem, please read,

_____?
If a line is tangent to a circle, then it is
perpendicular to the radius at its point of
tangency.
Thank you! Now let’s try to draw this theorem, if I
̅̅̅̅ is tangent to a circle O at point
have a circle O, 𝑋𝑌
̅̅̅̅
P and 𝑂𝑃 is a radius of the circle. Therefore, ̅̅̅̅𝑋𝑌 ⊥
̅̅̅̅ at V. ( teacher draw this figure)
𝑂𝑃

Is that clear Class?

Yes Ma’am!
Since, ̅̅̅̅
𝑂𝑃 ⊥ ̅̅̅̅
𝑋𝑌 at point P, then the measure of
∠OPY is equal to 90° by joining points O and Y,
we form right ∆𝑂𝑃𝑌. (the teacher draw right angle
and line which connects O and Y)

Class did you understand?

Yes Ma’am!

Now, if the radius is 4 centimeter and PY is 6

centimeter, what is the length of OY? Since, we have
already established right ∆𝑂𝑃𝑌, then we can use the
Pythagorean Theorem in solving the lengths of sides.
Anyone who can recall the formula of Pythagorean
Theorem, yes_____?
𝑐 2 = 𝑎2 + 𝑏 2

Very Good! So, c is the hypotenuse and the legs are

a and b. In ∆𝑂𝑃𝑌, what is the hypotenuse, _____?
Ma’am OY.

Correct! And the legs are OP and PY.

Now, we can solve the side of OY by the
Pythagorean Theorem.
Class, bring your mini board and try to find the
length of hypotenuse OY.
(The student will answer the problem in
the mini board.)
(𝑂𝑌)2 = (𝑂𝑃)2 + (𝑃𝑌)2
(𝑂𝑌)2 = 32 + 42
(𝑂𝑌)2 = 9 + 16
(𝑂𝑌)2 = 25
OY = √25 = 5cm
Very Good! Another problem, if the length of line
OY is 10cm and the length of PY is 8cm; find the
length of line segment OP. (The student will answer the problem in
the mini board.)
 (𝑂𝑌)2 = (𝑂𝑃)2 + (𝑃𝑌)2
(10)2 = (𝑂𝑃)2 + 82
100 = (𝑂𝑃)2 + 64
100 − 64 = (𝑂𝑃)2
36 = (𝑂𝑃)2
OP = √36 = 6 cm
Correct! Next problem, if OY = 10 and OP = 2, find
PY.
Okay, will you please solve the given problem,
_____?

(𝑂𝑌)2 = (𝑂𝑃)2 + (𝑃𝑌)2

(10)2 = 22 + (𝑃𝑌)2
100 = 4 + (𝑃𝑌)2
100 − 4 = (𝑃𝑌)2
96 = (𝑃𝑌)2
PY = √96 = √(16 ∙ 6) = 4√6 cm
5. Application

Let’s have a group activity. (The student will be

divided into six.)
Each group will be given with materials and
instructions written on it. And every group will be
given 4 minutes to answer the activity.
(After 4 minutes.)
(Each group will present their output in
the class.)
6. Generalization

Today, we discussed about tangent.

What is tangent?
How many tangents can be drawn in a circle?
What is the theorem of tangent line?
IV. Evaluation
Direction: Solve the following:
1. If OP = 5 cm, and PY = 6 cm; find the length of OY.
2. If OY = 9 cm, and PY = 7 cm; find the length of OP.

V. Assignment

Draw and solve the theorem, “if two segments from the same external point are
tangent to a circle, then two segments are congruent.”

Prepared by:

JOY M. SAPIGAO