10

Mathematics
Quarter 2 – Module 3:
The Relations among Chords,
Arcs, Central Angles and
Inscribed Angles

CO_Q2_Mathematics 10_ Module 3

Mathematics – Grade 10
Alternative Delivery Mode
Quarter 2 – Module 3: The Relations among Chords, Arcs, Central Angles and
Inscribed Angles
First Edition, 2020

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Published by the Department of Education

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Writer’s Name: John Denver B. Pinkihan
Editor’s Name: Aiza R. Bitanga
Reviewer’s Name: Bryan A. Hidalgo, RO EPS for Mathematics
Management Team:
May B. Eclar
Benedicta B. Gamatero
Carmel F. Meris
Ethielyn E. Taqued
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Lydia I. Belingon

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 10

Mathematics
Quarter 2 – Module 3:
The Relations among
Chords,
Arcs, Central Angles and
Inscribed Angles
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.

Each SLM is composed of different parts. Each part shall guide you step-
by- step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering
the tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to
Know

This module was designed and written with you in mind. It is here to help
you define, identify, name, and illustrate the parts of a circle and derive
inductively the relations among chords, arcs, central angles, and inscribed
angles. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the
course but the order in which you read and answer this module is dependent on
your ability.

After going through this module, you are expected to derive inductively
the relations among chords, arcs, central angles, and inscribed angles.

What I
Know

Directions: Read and analyze each item very carefully. Write the letter of the
correct answer on your answer sheet.

1. Which angle has its vertex on a circle and has sides that contain
chords of the circle?
A. central angle C. inscribed angle
B. circumscribed angle D. intercepted angle

2. A circle with a 5 𝑐𝑚-radius has an arc that measures 30°. What is

the measure of its arc length? Note: 𝜋 = 3.14
A. 2.62 𝑐𝑚 B. 2.3 𝑐𝑚 C. 1.86 𝑐𝑚 D. 1.5 𝑐𝑚

3. What is the sum of the measures of the central angles of a circle

with no common interior points?
A. 120° B. 240° C. 360° D. 480°

4. What do you call the shaded region of circle A?

A. area C. sector
B. pi D. segment

1 CO_Q2_Mathematics 10_ Module 3

 5. Given circle 𝐴, what kind of arc is 𝐷̂𝑀𝑌 if
̅𝐷̅𝑌̅ is a diameter?
A. circle C. minor arc
B. major arc D. semicircle

6. Given circle 𝐴 with semicircle

and 𝑚∠𝑆𝐴𝐷 = 70,
𝑌̂𝑆𝐷 what is the measure of
M

∠𝑆𝐴𝑌?
A. 20⁰ C. 110⁰
B. 70⁰ D. 150⁰

7. Which of the following is NOT a measure of a minor arc?

A. 180⁰ B. 179⁰ C. 150⁰ D. 100⁰

8. Suppose 𝑅̂𝑆 = 95°, what must be added to its measure to

make a semicircle?
A. 60⁰ B. 75⁰ C. 80⁰ D. 85⁰

9. In the Arc Addition Postulate, which of the following is true about the
measure of an arc formed by two adjacent non-overlapping arcs?
A. It is equal to the difference of the measures of these two arcs.
B. It is equal to the sum of the measures of these two arcs.
C. It is equal to the quotient of the measures of these two arcs.
D. It is equal to the product of the measures of these two arcs.

10. Which of the following statements is true about the intercepted arcs
of a central angle?
A. The measure of the intercepted are is equal to the measure of
the central angle.
B. The measure of the intercepted arc is less than the measure of
the central angle.
C. The measure of the intercepted arc is greater than the sum of the
measures of its central angles.
D. The measure of the intercepted arc is equal to the sum of the
measure of its central angles.

11. Which of the following statements is true about the radii of

congruent circles?
A. They are similar. C. They are equal.
B. They are congruent. D. They are equivalent.

12. Under what condition can two minor arcs of two congruent circles be
congruent?
A. If and only if their corresponding intercepted arcs are congruent.
B. If and only if their corresponding adjacent angles are congruent.
C. If and only if their corresponding central angles are congruent.
D. If and only if their corresponding adjacent arcs are congruent.

2 CO_Q2_Mathematics 10_ Module 3

 13. In what condition can a diameter or a radius bisect a chord
and its arc?
A. When the diameter or radius is equal/congruent to the chord
B. When the diameter or radius is parallel to the chord
C. When the diameter or radius is perpendicular to the chord
D. When the diameter or radius is collinear to the chord

14. Which part is used to name a circle?

A. center B. chord C. diameter D. tangent

15. Which angle has a vertex on the center of the circle and sides
that are radii of that circle? angle.
A. acute B. central C. inscribed D. intercepted

What’s
In

Start this module by reviewing some of the terms related to circle for you
to be able to go on with the activities. Read the given terms and definitions.

Gallery of Knowledge
A circle is a set of all points with the same
distance from a fixed point called the center.
The center is used to name a circle. J
Example: circle A or ⊙A
N
A radius of a circle is a segment whose L
endpoints are the center and a point on the A
diamete

circle. It is the distance from the center to any

Example: 𝐴̅̅̅𝐽 , ̅𝐴̅𝑁̅, ̅𝐴̅𝐸̅

point on the circle.
r

A chord of a circle is a line segment that has

S
Example: ̅𝐿̅𝐸̅ , 𝐽̅𝐸̅ , ̅𝐸̅𝑁̅
its endpoints on the circle. E

A diameter of a circle is a chord that passes through the center of the circle.

Example: 𝐽̅𝐸̅
It is the longest chord of a circle and its length is twice as long as its radius.

A tangent is a line, a segment, or a ray that intersects a circle at exactly

one point, and the point of intersection is called the point of tangency.
Example: line s with point L as the point of tangency

Example: ⃡𝑁̅𝐸̅→ or ̅𝑁̅𝐸̅ or ̅𝑁̅𝐸̅→

A secant is a line, a segment, or a ray that intersects a circle at exactly two points.

3 CO_Q2_Mathematics 10_ Module 3

 What is
It

Lesson
Chords, Arcs, and Central
1 Angles

The prior knowledge and skills you have on circle will help you understand it
even more. As you undergo with the lesson, be guided by the question:
“How do the relationships among chords, arcs, and central angles of a circle
facilitate finding solutions to real-life problems and develop skills in decision
making?” To find the answer, perform each activity. You may refer to the
modules you have studied or to other references.

What’s
New

Identify what parts related to ⊙A are named.

1. ̅𝐴̅̅𝐽, ̅𝐴̅𝐸̅ , ̅𝐴̅̅𝑁̅

2. 𝐽̅̅𝐸̅
3. ̅𝐿̅𝐸̅,𝐽̅𝐸̅,̅𝐸̅𝑁̅

4. 𝐽𝑁̂𝐸 or 𝐽̂𝐿𝐸
5. 𝐿̂𝐽, 𝐿̂𝑁, 𝐿̂𝐸, 𝐸̂𝑁
6. 𝐿̂𝐸𝑁, 𝐿̂𝑁𝐽, 𝐽̂𝐿𝑁, 𝑁̂𝐿𝐸, 𝐿̂𝑁𝐸
7. ∠𝐽𝐴𝑁, ∠𝑁𝐴𝐸
8. A

9. 𝐽̂𝑁 in relation to ∠𝐴 and ∠𝐽𝐸𝑁 , 𝐿̂𝑁 in relation to ∠𝐿𝐸𝑁

4 CO_Q2_Mathematics 10_ Module 3

An arc is a part of a circle between any
two points. It is measured in terms of
degrees. A circle is in itself an arc that
measures 360°. Arcs can be
classified as minor,
semicircle, and major. The symbol ̂ is
used to denote an arc.

A semicircle is an arc which is 𝑜𝑛𝑒-

ℎ𝑎𝑙𝑓 of a circle. It measures exactly
180°. A minor arc is less than a
semicircle and its measure is between
0° and 180° while a major arc is
greater than a semicircle which
measures between 180° and 360°.

A minor arc is named using the two endpoints of the arc. A semicircle is
named using three points. The first and the third points are the endpoints
of the diameter and the middle point is any point of the arc between the
endpoints. In cases where there are only two points given on a circle, the
semicircle is named using the two points. Lastly, a major arc is named
using three points. The first and the third are the endpoints and the

𝐽𝑁̂𝐸 and 𝐽̂𝐿𝐸 are semicircles;

middle point is any point on the arc between the endpoints. Using ⊙A,

𝐽̂𝑁 is a minor arc; and

𝐽̂𝐿𝑁 and 𝑁̂𝐸𝐿 are major arcs.

A central angle of a circle is an angle formed by two radii and its

∠𝐽𝐴𝑁, ∠𝑁𝐴𝐸 and ∠ 𝐽𝐴𝐸 are central angles.

vertex is the center of the circle. Using ⊙A,

An intercepted arc is created when lines or subsets of a line cuts across

a section of the circumference of a circle. The intersection of the lines or

𝐿̂𝑁 is a minor arc intercepted by inscribed ∠LEN and

subsets of it are on the circle, thus forming an inscribed angle. Using ⊙A,

𝐽̂𝑁 is a minor arc intercepted by ∠JEN and ∠JAN.

Sum of Central Angles
The sum of the measures of the central angles of a
circle with no common interior points is 360°. In
the figure, ∠1, ∠2, ∠3, and ∠4 are examples of 1
central angles without common interior points. 4 3 2

𝑚∠1 + 𝑚∠2 + 𝑚∠3 + 𝑚∠4 = 360.

Thus,

5 CO_Q2_Mathematics 10_ Module 3

The examples below show the relationship
between the central angle intercepting the arc of
a circle. Using ⊙C, the following can be shown:

central ∠FCG intercepts 𝐹̂𝐺;

central ∠ECI intercepts 𝐸̂𝐼;

central ∠ACG intercepts 𝐺̂𝐵𝐴;

𝐴̂𝐼 is intercepted by central angle ∠ACI; and

𝐹̂𝐷𝐻 is intercepted by central angle ∠FCH.

Arc Addition Postulate

The measure of an arc formed by two adjacent non-
overlapping arcs (arcs that share exactly one point) 60o
is equal to the sum of the measures of these two
90o
arcs.

m𝐴̂𝐶 = m𝐴̂𝐵 +
Using ⊙D,

m𝐵̂𝐶 m𝐴̂𝐶 = 60

m𝐴̂𝐶 = 150
+ 90

Example: Determine the measures of the given

𝐶 is the center of the circle while the other

arcs and angles. Refer to the figure that follows.

points are points on the circle.

1
1. m∠2 or m∠𝐿𝐶𝑀
Solution: The measure of ∠2 is 45°.
5

2. m𝐿̂𝑀
Solution: The measure of 𝐿̂𝑀 is 45° because the
measure of ∠𝐿𝐶𝑀 that intercepts 𝐿̂𝑀 is 45°.

3. measure of 𝑋̂𝑄
Solution: 𝑋̂𝑄 is 30°. ∠XCQ and ∠RCO are vertical angles and a pair of
vertical angles are congruent. It follows that their intercepted arcs also
are congruent.

4. measure of 𝐿̂𝑁
Solution: The measure of 𝐿̂𝑁 is 90°. The intercepted arc of ∠LCM is 45°.

measures of 𝐿̂𝑀 and

Through the Arc Addition Postulate, we can say that the sum of the

6 CO_Q2_Mathematics 10_ Module 3

𝑀̂𝑁 is equal to the measure of 𝐿̂𝑁.

7 CO_Q2_Mathematics 10_ Module 3

 What’s
More
Activity 1. Intercepts, Arcs, and Angles

Identify what is being asked in the given items. Refer to ⊙𝐶.

1. The angle intercepting 𝐺̂𝐴

2. The angle intercepting 𝐷̂𝐻

3. The arc intercepted by ∠𝐴𝐶𝐻

4. The angle intercepting 𝐹̂𝐴

5. The arc intercepted by ∠𝐸𝐶𝐼

Activity 2. Arc and Angle Measures

and angles. Refer to ⊙𝐶 to the right. All the other

Determine the measures of the given arcs

points are points on the circle.

1
1. Measure of ∠PCR
2. Measure of 𝑃̂𝑅 5
3. Measure of 𝑃̂𝑂
4. Measure of ∠4
5. Measure of ∠8

What can you say about the activity? Have you discovered the relationship
among arcs and central angles?

8 CO_Q2_Mathematics 10_ Module 3

 What I Have
Learned

You are now going to wrap up your learning by answering the question:

How are arcs and central angles related to each other?

Your output will be evaluated using the rubric below.

Score Descriptors
4 The organization of the ideas is clear. There is coherent connection
with each idea.
3 The organization of the ideas is clear but there is no
coherent
connection with each idea.
2 The organization of the ideas is slightly unclear. There is no
coherent connection with each idea.
1 The organization of the ideas is unclear and there is no
coherent connection with each idea.

What I Can Do

To find out how you can apply in real life the concepts you have just
learned, do the task described below.

Capture or cut out pictures that show the concepts of chords, arcs,
and central angles in real life. Explain why you believe these concepts
were used in those situations. Paste the three pictures in one long bond
paper only.

Every picture taken with its respective description will be scored

using the rubrics that follow.
9 CO_Q2_Mathematics 10_ Module 3
10 CO_Q2_Mathematics 10_ Module 3
Score Descriptors for the Content

5 The explanation is correct, substantial, specific, and convincing.

4 The explanation is correct, substantial, and specific but not convincing.

3 The explanation is correct and substantial but not specific and

convincing.
2 The explanation is correct but not substantial, specific, and convincing.

1 There is explanation but it is not correct, substantial, specific, and

convincing.

Score Descriptors for the Picture

5 The picture taken is appropriate to the concept. The concept is

clearly presented. The entirety of the picture is seen and is not blurred
or cloudy.
4 The picture taken is appropriate to the concept. The concept is
clearly presented. The entirety of the picture is seen but is blurred or
cloudy.
3 The picture taken is appropriate to the concept. The concept is
clearly presented. Some parts of the picture are unseen and are blurred
or cloudy.
2 The picture taken is appropriate to the concept. The concept is not
clearly presented. Some parts of the picture are unseen and are blurred
or cloudy.
1 Pictures are presented but not appropriate to the concept.

Lesson
Chords, Arcs,
2 and Inscribed Angle

In Lesson 1, we talked about the relationships among chords, arcs, and

central angles. We learned that the measure of a central angle is equal to
the measure of its intercepted arc. Conversely, the degree measure of an
arc is equal to the measure of the central angle that intercepted it.
In Lesson 2, we will be dealing about the relationships among chords, arcs,
and inscribed angles. As you go through this lesson, be guided by the
question “How are the relationships among arcs and inscribed angles of a
circle used in finding solutions to real-life problems and in making
decisions?” In order to find the answers, perform the succeeding activities.
You may refer to the other modules studied earlier or to other references.

11 CO_Q2_Mathematics 10_ Module 3

 What’s
New

Read and Draw

Read the instructions carefully and do what are

being asked for.

and name it 𝑋. Locate two more points, 𝑌 and 𝑍, on

Name the circle ⊙𝐴. On the circle, locate a point

the circle such that when you connect points 𝑋, 𝑌, and

𝑍 they will form an equilateral triangle inside the
circle.

What is
It

In the activity that you have just done you were able to illustrate examples of
inscribed angles.

An inscribed angle is an angle whose vertex lies on

the circle and the sides contain chords of the circle.

⊙𝐴, ∠𝑌 intercepts 𝑋̂𝑍, ∠𝑋 intercepts 𝑌̂𝑍, and ∠𝑍 intercepts

Using

𝑋̂𝑌.
There are three different ways or cases in which
an angle can be inscribed in a circle.

The center of the The center of the The center of the circle
circle is on one side of circle is in the interior is on the exterior of
the inscribed angle. of the inscribed angle. the inscribed angle.
Image credits to https://slideplayer.com/slide/7315628/

12 CO_Q2_Mathematics 10_ Module 3

Arcs and Angles
Study these examples.

Given ⊙𝐶:

𝐻̂𝐷 is intercepted by ∠𝐻𝐹𝐷;

𝐴̂𝐵 is intercepted by ∠𝐴𝐺𝐵;

𝐻̂𝐴 is intercepted by ∠𝐻𝐹𝐴;

∠𝐷𝐺𝐹 intercepts 𝐷̂𝐹; and

∠𝐻𝐹𝐺 intercepts 𝐻̂𝐺.

Arc and Angle Measure

𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 the measure of its intercepted arc.

The measure of an inscribed angle is equal to

Example: In ⊙𝐶, m∠ACD = 100, find

a. measure of 𝐴̂𝐷;

b. measure of ∠𝐴𝐸𝐷;

c. measure of ∠𝐴𝐵𝐷.

Solution:

a. The measure of central ∠𝐴𝐶𝐷 is equal to

its intercepted arc 𝐴̂𝐷. Thus, 𝑚𝐴̂𝐷 = 𝑚∠𝐴𝐶𝐷
= 100.

b. The inscribed ∠𝐴𝐸𝐷 intercepts 𝐴̂𝐷.

So, 1
𝑚𝐴̂𝐷 1
(100) = 50.
m∠𝐴𝐸𝐷 = 2
=
2

c. Both ∠𝐴𝐵𝐷 and ∠𝐴𝐸𝐷 are inscribed angles to intercepted arc 𝐴̂𝐷. Since
∠𝐴𝐸𝐷
measures 50°, then ∠𝐴𝐵𝐷 also measures 50°.

13 CO_Q2_Mathematics 10_ Module 3

 What’s
More

Activity 1. Arcs and Angles

Decide if the statement is correct or not. Write

TRUE if it is correct and FALSE if it is incorrect.

1. ∠𝐴𝐺𝐹 intercepts 𝐴̂𝐻𝐹.

2. 𝐴𝐵
̂ is intercepted by ∠𝐴𝐹𝐷.
3. ∠𝐴𝐹𝐷 and ∠𝐴𝐺𝐷 intercept 𝐴𝐷.
̂
4. 𝐻𝐴𝐹
̂ is intercepted by ∠𝐻𝐺𝐹.
5. ∠𝐷𝐺𝐹 intercepts 𝐷̂𝐹.

Activity 2. Arc and Angle Measure

In ⊙𝐶, m∠𝑋𝐶𝑌 = 164, find the measure of:

1. 𝑋̂𝑌
2. ∠𝑋𝑊𝑌
3. ∠𝑋𝑍𝑌

What I Have
Learned
Doing the series of activities, you are now to wrap up your learning by
answering the question that follows:

What is the relationship between arcs and inscribed angles of a circle?

Your output will be evaluated using the rubric that follows.

14 CO_Q2_Mathematics 10_ Module 3

 Score Descriptors
4 The organization of the ideas is clear. There is coherent connection
with each idea.
3 The organization of the ideas is clear but there is no coherent
connection with each idea.
2 The organization of the ideas is slightly unclear. There is no
coherent
connection with each idea.
1 The organization of the ideas is unclear and there is no
coherent connection with each idea.

What I Can Do

Read the selection and help Mr. Cruz come up with a logical and correct
solution to his problem.

Mr. Cruz would like to place a fountain in his circular garden. He wants the
pipe, where the water will pass through, to be located at the center of the
garden. Mr. Cruz does not know where it is. Suppose you were asked by Mr. Cruz
to find the center of the garden, how would you do it?

The output will be evaluated using the rubrics below.

Score Descriptors
5 Used an appropriate strategy with the correct solution, arrived at
a correct answer and with clear presentation
4 Used an appropriate strategy with the correct solution, arrived at
a correct answer but with minor unclear presentation
3 Used an appropriate strategy with the correct solution, arrived at
a correct answer but with unclear presentation
2 Used an appropriate strategy but the solution and the answer are
incorrect and the presentation is not clear
1 Tried to solve the problem but used an inappropriate strategy that
led to an incorrect solution and answer

15 CO_Q2_Mathematics 10_ Module 3

 Assessme
nt

Directions: Read and analyze each item very carefully. On your answer
sheet, write the letter of the correct answer.

1. Which refers to a set of points that are with the same distance
from a fixed point?
A. center B. circle C. radius D. secant

Refer to ⊙E for items 2 to 8.

2. What part of ⊙E is 𝐴̂𝐹𝐶 if ∠𝐴𝐸𝐶 = 180°?
A. central angle C. minor arc
B. major arc D. semicircle

3. What part of ⊙E is ∠𝐴𝐸𝐹?

A. central angle C. intercepted arc
B. inscribed angle D. right angle

4. In ⊙E, 𝐴̂𝐷 is a/an of ∠𝐷𝐶𝐴.

A. central angle C. intercepted arc
B. inscribed angle D. right angle

5. What is the measure of 𝐴̂𝐷𝐵?

A. between 0° and 180° C. between 180° and 360°
B. exactly 180° D. exactly 360°

6. What is the measure of ∠𝐹𝐸𝐶 if 𝐹̂𝐶 = 115°?

A. 230° B. 115° C. 57.5° D. 28.75°

7. What is the measure of 𝐷̂𝐴𝐵 if ∠𝐵𝐶𝐷 = 73°?

A. 36.5° B. 73° C. 146° D. 292°

8. What is the measure of 𝐷𝐹

̂ if ∠𝐷𝐶𝐴 = 10° and ∠𝐴𝐸𝐹 = 40°
A. 60° B. 40° C. 20° D. 10°

16 CO_Q2_Mathematics 10_ Module 3

Refer to ⊙A for items 9 to 12.

𝐷̂𝑆𝑌 is a semicircle and ∠𝑌𝐴𝑆 =

9. What is the measure of ∠𝐷𝐴𝑆 if

110°?
A. 20° C. 110°
B. 70° D. 150°

the following concepts should be used to get the measure of 𝐷̂𝑌𝑆 in

10. Suppose the measures of all the arcs in ⊙A are given. Which of

⊙A?
A. Arc Addition Postulate C. Sum of Central Arcs
B. Intercepted Angle Postulate D. Sum of Inscribed Angles

11. What is the measure of the biggest arc in ⊙A?

A. between 0° and 180° C. between 180° and 360°
B. exactly 180° D. exactly 360°

12. Which of the following is true about the measures of ∠SAY and 𝑆̂𝑌?
A. The measure of ∠SAY is equal to the measure of 𝑆̂𝑌.
B. The measure of ∠SAY is less than the measure of 𝑆̂𝑌.
C. The measure of ∠SAY is greater than the measure of 𝑆̂𝑌.
D. The sum of their measures is equal to the circumference of the circle.

13. What is the relationship between the measure of an inscribed angle

A. The measure of the inscribed angle is 𝑜𝑛𝑒-ℎ𝑎𝑙𝑓 of the measure of

to the measure of its intercepted arc?

B. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑡ℎ𝑖𝑟𝑑 of the measure

its intercepted arc.

C. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑓𝑜𝑢𝑟𝑡ℎ of the measure

of its intercepted arc.

D. The measure of the inscribed angle is 𝑜𝑛𝑒-𝑓𝑖𝑓𝑡ℎ of the

of its intercepted arc.

measure of its intercepted arc.

Refer to ⊙C for items 14 and 15.

14. What is the measure of 𝑋̂𝑊𝑌?
A. 60° C. 120°
120
B. 80° D. 240° °

15. What is the measure of ∠𝑋𝑍𝑌?

A. 60° C. 120°
B. 80° D. 240°

17 CO_Q2_Mathematics 10_ Module 3

 Additional
Activity

More on Circles Please

1. Arc Length – The length of an arc can be determined by using the

= 2𝜋 , where 𝐴 is the degree measure of the arc, 𝑙 is the

𝑙
proportion

𝑟
360

arc length, and 𝑟 is the radius of the circle.

Example: What is the length of a 60° arc of ⊙𝐴 whose radius is 5 𝑐𝑚 long?

𝐴 𝑙
= 2𝜋𝑟
360
60 𝑙
= 2 × 3.14 ×
360 5
𝑙
1
6 = 31.4

𝑙 =
31.4 × 1
6

𝑙 = 5.23 𝑐𝑚

2. Sector of a Circle – A sector of a circle is the region bounded by an

arc of the circle and the two radii or radiuses to the endpoints of the
arc. In
𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐
finding the area of a sector, we multiply the and the area
360

of the circle.
Example: The area of ⊙A is 78.5 𝑠𝑞𝑢𝑎𝑟𝑒 𝑐𝑚. What is the area of sector
BAC, the shaded region of ⊙A?

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 𝑚𝑒𝑎𝑠𝑢𝑟𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑎𝑟𝑐

× 𝐴𝑟𝑒𝑎
𝑐𝑖𝑟𝑐𝑙𝑒
𝐵𝐴𝐶 = 360

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟
𝐵𝐴𝐶 =
60
× 78.5
360

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 × 78.5

1

18 CO_Q2_Mathematics 10_ Module 3

 𝐵𝐴𝐶 =
6

𝐴𝑟𝑒𝑎 𝑜𝑓 𝑆𝑒𝑐𝑡𝑜𝑟 13.08 𝑠𝑞𝑢𝑎𝑟𝑒

𝐵𝐴𝐶 = 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠

19 CO_Q2_Mathematics 10_ Module 3

Segment of a Circle – A segment of a circle is the region bounded by an arc
and the segment/chord joining its endpoints. To find the area of a sector, we
subtract the area of the triangle formed by the radii and the chord from the area
of the whole sector where the segment of the circle is found.

Example: What is the area of the segment/

shaded region in ⊙A? 𝐵̅𝐶̅ = 5 𝑐𝑚 and the
area of
△ 𝐵𝐴𝐶 = 5.41 𝑠𝑞. 𝑐𝑚.

𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 𝐴𝑠𝑒𝑐𝑡𝑜𝑟 𝐵𝐴𝐶 − 𝐴△𝐵𝐴𝐶

=
𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡 13.08 𝑠𝑞. 𝑐𝑚 − 5.41
𝑠𝑞. 𝑐𝑚
𝐴𝑠𝑒𝑔𝑚𝑒𝑛𝑡
=
7.67 𝑠𝑞𝑢𝑎𝑟𝑒
= 𝑐𝑒𝑛𝑡𝑖𝑚𝑒𝑡𝑒𝑟𝑠

3. All radii of the same circle are congruent.

4. In a circle or in congruent circles, two minor arcs are congruent if

and only if their corresponding central angles are also congruent.

5. In a circle or in congruent circles, two minor arcs are congruent if

and only if their corresponding chords are also congruent.

6. In a circle, a diameter bisects a chord and an arc sharing the

same endpoints if and only if the diameter is perpendicular to the
chord.

It’s your turn.

Answer the following questions. You will be rated using the rubric in What I Can Do.

1. Five points on a circle separate the circle into five congruent arcs.

a. What is the degree measure of each arc?

b. If the radius of the circle is 3 𝑐𝑚, what is the length of each arc?
c. Suppose the points are connected consecutively with line segments.
How do you describe the figure formed?
2. Do you agree that if two lines intersect at the center of the circle, then the
lines intercept two pairs of congruent arcs? Explain your answer.

20 CO_Q2_Mathematics 10_ Module 3

3. The length of an arc of a circle is 6.28 𝑐𝑚. If the circumference of the circle is
36.68 𝑐𝑚, what is the degree measure of the arc? Explain how you arrived at
your answer.

21 CO_Q2_Mathematics 10_ Module 3

 Answer
Key

intercepts is a major arc.

angle is between 180 and 360 degrees, then the arc it
180 degrees. Moreover, if the measure of the central
arc it intercepts is a semicircle and it measures exactly
measure of the central angle is 180 degrees, then the
the if arc. Furthermore, is a minor arc intercepted
presented.
the then degrees, and 180 zero is between angle
rubrics the using scored
central of the measure If the equal. are intercepts
be will The outputs
The measure of a central angel and the arc it
What I can
Do What I Have
Lesson Learned
1. Lesson
1.

15. B

14. A

13. C
5. 45 degrees
12. C
4. 45 degrees
11. B
3. 45 degrees
10. A
2. 15 degrees
9. B
1. 15 degrees
8. D
Assessment 2
9. intercepted arcs 7. A
5. arc EI
8. the center 6. C
4. angle FCA 7. central angles
6. major arcs 5. D
3. arc AH
5. minor arcs
4. semicircles 4. C
2. angle DCH
3. chords 3. C
1. angle GCA 2. a diameter
Assessment 1 1. radiuses/radii 2. A

What’s 1. C
What’s New
More
Lesson What I
Lesson 1. Know
1.
22 CO_Q2_Mathematics 10_ Module 3
 15. C

14. A

13. A

12. A

11. D
support their explanations.)
= 𝑟� 0� proportion
2𝜋 36 10. A
to expect ed to use the
are � � 9. B
explanations. They students’
8. A
3. 61.64 degrees. (Evaluate
7. C
arcs.
and they intercept congruent 6. B garden.
angles/vertical angles formed
5. C circular the of center
congruent central is the the chords to
2. Yes. There are two pairs of 4. C bisector perpendicular
c. regular pentagon of the center The
3. A
the garden. on chords
b. 3.768 centimeters 2. D two Draw
1. a. 72 degrees 1. B What I can
Do
Additional Assessme Lesson
Activities nt 2.

3. 82 degrees

2. 82 degrees

1. 164 degrees

Assessment 2

5. TRUE

4. TRUE

3. TRUE

intercepts. 2. FALSE
it arc the of measure 1. FALSE
inscribed angle is one-half the similar to this.
of an The measure Assessment 1 The illustration is

What I Have What’s What’s

Learned More New
Lesson Lesson Lesson
2. 2. 2.

23 CO_Q2_Mathematics 10_ Module 3

References
Nivera, Gladys C.,Ph.D.and Minie Rose C. Lapinid, Ph.D.. 2015. Grade 10
Mathematics Patterns and Practicalities. SalesianaBooks. Makati
City. Don Bosco Press, Inc.

Callanta, M.M. Et.Al. Mathematics- Garde 10 Learners Module, 2015, REX

Bookstore, Inc. Pasig City. November 6, 2019.

2015. "Circles." In Mathematics Learner's Module for Grade 10, by

Department of Education, 127 to 177. Pasig City: REX Book Store,
Inc.

https://www.cliffsnotes.com/study-guides/geometry/circles/central-angles-
and-arcs. Retrieved October 31, 2020.

https://slideplayer.com/slide/7315628/. Retrieved November 4, 2020.

https://www.cliffsnotes.com/study-guides/geometry/circles/central-angles-
and-arcs. Retrieved October 31, 2020.

EASE Module 1: Circles page 8

24 CO_Q2_Mathematics 10_ Module 3

For inquiries or feedback, please write or call:

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Email Address: [email protected] * [email protected]