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What are some
theorems on
tangent of circles?
Learning Objective
To revise concepts on circles
To formulate theorems on tangents
Learning Outcomes
Circles
Let’s revise!
What is a
circle?
Circles
Let’s revise!
What is
point O?
 The collection of all points on a plane, which
are at a fixed distance from a fixed point on the
plane is called a circle.
O
Circles
Let’s revise!
What is
segment
OR?
 The collection of all points on a plane, which
are at a fixed distance from a fixed point on the
plane is called a circle.
 The fixed point (O) is called the centre of the
circle.
O
R
Circles
Let’s revise!
 The collection of all points on a plane, which
are at a fixed distance from a fixed point on the
plane is called a circle.
 The fixed point (O) is called the centre of the
circle.
 The fixed distance (OR) from the centre to the
circle is called the radius of the circle.
O
R
Circles
Let’s revise!
 The circle divides a plane into three parts.
O
Circles
Let’s revise!
What do
you
notice?
 The circle divides a plane into three parts:
(i) interior of the circle
O
Circles
Let’s revise!
What do
you
notice?
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
O
Circles
Let’s revise!
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
(iii) circle itself
O
Circles
Let’s revise!
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
(iii) circle itself
 The circle and its interior is called the ________
region.
O
Circles
Let’s revise!
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
(iii) circle itself
 The circle and its interior is called the circular
region.
O
Circles
Let’s revise!
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
(iii) circle itself
 The circle and its interior is called the circular
region.
 The length of the complete circle is called its
______________.
O
Circles
Let’s revise!
 The circle divides a plane into three parts:
(i) interior of the circle
(ii) exterior of the circle
(iii) circle itself
 The circle and its interior is called the circular
region.
 The length of the complete circle is called its
circumference.
O
Circles
Let’s revise!
What is
segment
AB?
O
A B
Circles
Let’s revise!
What is
segment
AB?
 The segment joining any two points on the circle is
called a chord.
O
A B
Circles
Let’s revise!
What is
segment
AB now?
 The segment joining any two points on the circle is
called a chord.
O
A B
Circles
Let’s revise!
What is
segment
AB now?
 The segment joining any two points on the circle is
called a chord.
 A chord passing through the centre of the circle
is the diameter.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the ______.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the _______ arc.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the ______ arc.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the minor arc.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the minor arc.
 The region between a chord and either of its arcs is
called the ____________.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the minor arc.
 The region between a chord and either of its arcs is
called the segment.
 The larger region is called the ________ segment.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the minor arc.
 The region between a chord and either of its arcs is
called the segment.
 The larger region is called the major segment and
the smaller region is called the ________ segment.
O
A B
Circles
Let’s revise!
 The piece of circle between two points (A and B) is
called the arc.
 The longer piece is called the major arc.
 The shorter piece is called the minor arc.
 The region between a chord and either of its arcs is
called the segment.
 The larger region is called the major segment and
the smaller region is called the minor segment.
O
A B
Circles
Let’s revise!
What is the
slice region
called?
O
M N
Circles
Let’s revise!
 The region between an arc and the two radii,
joining the center to the end points of the arc is
called a sector.
O
M N
Circles
Let’s revise!
 The region between an arc and the two radii,
joining the center to the end points of the arc is
called a sector.
 The larger region is called _________ sector.
O
M N
Circles
Let’s revise!
 The region between an arc and the two radii,
joining the center to the end points of the arc is
called a sector.
 The larger region is called major sector and the
smaller region is called _______ sector.
O
M N
Circles
 The region between an arc and the two radii,
joining the center to the end points of the arc is
called a sector.
 The larger region is called major sector and the
smaller region is called minor sector.
O
M N
Let’s revise!
Circles
Let’s revise!
O
What is
the line
called?
m
Circles
Let’s revise!
 A line touching the circle at a point is called the
tangent. O
m
Circles
Let’s revise!
 A line touching the circle at a point is called the
tangent.
 There can be only one tangent at one point of a
circle.
O
m
Circles
Let’s revise!
 A line touching the circle at a point is called the
tangent.
 There can be only one tangent at one point of a
circle.
 The tangent to a circle is a special case of the
secant, when the two end points of its corresponding
chord coincide.
O
m
Circles
O
M N
Well
done!
To revise concepts on circles
To formulate theorems on tangents
Learning Outcomes
How confident do you feel?
To revise concepts on circles
To formulate theorems on tangents
Learning Outcomes
How confident do you feel?
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Let’s
prove it!
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Why?)
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Else, XY would be secant)
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Else, XY would be secant)
⟹ OQ>OP
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Else, XY would be secant)
⟹ OQ>OP
This happens for every point on line XY, except P.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Else, XY would be secant)
⟹ OQ>OP
This happens for every point on line XY, except P.
∴ OP is the shortest distance.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Proof: We have a circle with centre O and
tangent XY at the point P on the circle.
Take a point Q (other than P) on XY and join OQ.
∴ Point Q must lie outside the circle. (Else, XY would be secant)
⟹ OQ>OP
This happens for every point on line XY, except P.
∴ OP is the shortest distance.
⟹ OP ⊥ XY.
Circles
Theorem 1. The tangent at any point of a circle is perpendicular
to the radius through the point of contact.
Hence,
proved!
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Let’s
prove it!
Proof: We have a circle with centre O and point P outside
the circle.
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Why?)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
OP = OP
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
OP = OP
∴ ∆OQP ≅ ∆ORP (Why?)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
OP = OP
∴ ∆OQP ≅ ∆ORP (RHS test)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
OP = OP
∴ ∆OQP ≅ ∆ORP (RHS test)
∴ PQ = PR (Why?)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Proof: We have a circle with centre O and point P outside
the circle. We join OP, OQ and OR.
∴ ∠OQP = ∠ORP = 90° (Theorem 1)
Also, in ∆OQP and ∆ORP,
OQ = OR
OP = OP
∴ ∆OQP ≅ ∆ORP (RHS test)
∴ PQ = PR (CPCT)
Circles
Theorem 2. The lengths of tangents drawn from an external
point to a circle are equal.
Hence,
proved!
To revise concepts on circles
To formulate theorems on tangents
Learning Outcomes
How confident do you feel?
To revise concepts on circles
To formulate theorems on tangents
Learning Outcomes
How confident do you feel?
What are some
theorems on
tangent of circles?
Learning Objective
Circles
Learning Activity
Draw a circle and two lines parallel to a given line such
that one is a tangent and the other, a secant to the
circle.
1. circles and theorems - introduction

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1. circles and theorems - introduction

  • 1. What are some theorems on tangent of circles? Learning Objective
  • 2. To revise concepts on circles To formulate theorems on tangents Learning Outcomes
  • 4. Circles Let’s revise! What is point O?  The collection of all points on a plane, which are at a fixed distance from a fixed point on the plane is called a circle. O
  • 5. Circles Let’s revise! What is segment OR?  The collection of all points on a plane, which are at a fixed distance from a fixed point on the plane is called a circle.  The fixed point (O) is called the centre of the circle. O R
  • 6. Circles Let’s revise!  The collection of all points on a plane, which are at a fixed distance from a fixed point on the plane is called a circle.  The fixed point (O) is called the centre of the circle.  The fixed distance (OR) from the centre to the circle is called the radius of the circle. O R
  • 7. Circles Let’s revise!  The circle divides a plane into three parts. O
  • 8. Circles Let’s revise! What do you notice?  The circle divides a plane into three parts: (i) interior of the circle O
  • 9. Circles Let’s revise! What do you notice?  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle O
  • 10. Circles Let’s revise!  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle (iii) circle itself O
  • 11. Circles Let’s revise!  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle (iii) circle itself  The circle and its interior is called the ________ region. O
  • 12. Circles Let’s revise!  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle (iii) circle itself  The circle and its interior is called the circular region. O
  • 13. Circles Let’s revise!  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle (iii) circle itself  The circle and its interior is called the circular region.  The length of the complete circle is called its ______________. O
  • 14. Circles Let’s revise!  The circle divides a plane into three parts: (i) interior of the circle (ii) exterior of the circle (iii) circle itself  The circle and its interior is called the circular region.  The length of the complete circle is called its circumference. O
  • 16. Circles Let’s revise! What is segment AB?  The segment joining any two points on the circle is called a chord. O A B
  • 17. Circles Let’s revise! What is segment AB now?  The segment joining any two points on the circle is called a chord. O A B
  • 18. Circles Let’s revise! What is segment AB now?  The segment joining any two points on the circle is called a chord.  A chord passing through the centre of the circle is the diameter. O A B
  • 19. Circles Let’s revise!  The piece of circle between two points (A and B) is called the ______. O A B
  • 20. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the _______ arc. O A B
  • 21. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the ______ arc. O A B
  • 22. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the minor arc. O A B
  • 23. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the minor arc.  The region between a chord and either of its arcs is called the ____________. O A B
  • 24. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the minor arc.  The region between a chord and either of its arcs is called the segment.  The larger region is called the ________ segment. O A B
  • 25. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the minor arc.  The region between a chord and either of its arcs is called the segment.  The larger region is called the major segment and the smaller region is called the ________ segment. O A B
  • 26. Circles Let’s revise!  The piece of circle between two points (A and B) is called the arc.  The longer piece is called the major arc.  The shorter piece is called the minor arc.  The region between a chord and either of its arcs is called the segment.  The larger region is called the major segment and the smaller region is called the minor segment. O A B
  • 27. Circles Let’s revise! What is the slice region called? O M N
  • 28. Circles Let’s revise!  The region between an arc and the two radii, joining the center to the end points of the arc is called a sector. O M N
  • 29. Circles Let’s revise!  The region between an arc and the two radii, joining the center to the end points of the arc is called a sector.  The larger region is called _________ sector. O M N
  • 30. Circles Let’s revise!  The region between an arc and the two radii, joining the center to the end points of the arc is called a sector.  The larger region is called major sector and the smaller region is called _______ sector. O M N
  • 31. Circles  The region between an arc and the two radii, joining the center to the end points of the arc is called a sector.  The larger region is called major sector and the smaller region is called minor sector. O M N Let’s revise!
  • 33. Circles Let’s revise!  A line touching the circle at a point is called the tangent. O m
  • 34. Circles Let’s revise!  A line touching the circle at a point is called the tangent.  There can be only one tangent at one point of a circle. O m
  • 35. Circles Let’s revise!  A line touching the circle at a point is called the tangent.  There can be only one tangent at one point of a circle.  The tangent to a circle is a special case of the secant, when the two end points of its corresponding chord coincide. O m
  • 37. To revise concepts on circles To formulate theorems on tangents Learning Outcomes How confident do you feel?
  • 38. To revise concepts on circles To formulate theorems on tangents Learning Outcomes How confident do you feel?
  • 39. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact. Let’s prove it!
  • 40. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact. Proof: We have a circle with centre O and tangent XY at the point P on the circle.
  • 41. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 42. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 43. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 44. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Why?) Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 45. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Else, XY would be secant) Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 46. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Else, XY would be secant) ⟹ OQ>OP Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 47. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Else, XY would be secant) ⟹ OQ>OP This happens for every point on line XY, except P. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 48. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Else, XY would be secant) ⟹ OQ>OP This happens for every point on line XY, except P. ∴ OP is the shortest distance. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
  • 49. Proof: We have a circle with centre O and tangent XY at the point P on the circle. Take a point Q (other than P) on XY and join OQ. ∴ Point Q must lie outside the circle. (Else, XY would be secant) ⟹ OQ>OP This happens for every point on line XY, except P. ∴ OP is the shortest distance. ⟹ OP ⊥ XY. Circles Theorem 1. The tangent at any point of a circle is perpendicular to the radius through the point of contact. Hence, proved!
  • 50. Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal. Let’s prove it!
  • 51. Proof: We have a circle with centre O and point P outside the circle. Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 52. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 53. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 54. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Why?) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 55. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 56. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 57. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 58. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR OP = OP Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 59. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR OP = OP ∴ ∆OQP ≅ ∆ORP (Why?) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 60. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR OP = OP ∴ ∆OQP ≅ ∆ORP (RHS test) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 61. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR OP = OP ∴ ∆OQP ≅ ∆ORP (RHS test) ∴ PQ = PR (Why?) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal.
  • 62. Proof: We have a circle with centre O and point P outside the circle. We join OP, OQ and OR. ∴ ∠OQP = ∠ORP = 90° (Theorem 1) Also, in ∆OQP and ∆ORP, OQ = OR OP = OP ∴ ∆OQP ≅ ∆ORP (RHS test) ∴ PQ = PR (CPCT) Circles Theorem 2. The lengths of tangents drawn from an external point to a circle are equal. Hence, proved!
  • 63. To revise concepts on circles To formulate theorems on tangents Learning Outcomes How confident do you feel?
  • 64. To revise concepts on circles To formulate theorems on tangents Learning Outcomes How confident do you feel?
  • 65. What are some theorems on tangent of circles? Learning Objective
  • 66. Circles Learning Activity Draw a circle and two lines parallel to a given line such that one is a tangent and the other, a secant to the circle.

Editor's Notes

  1. An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
  2. Measurable outcomes that students can demonstrate and self-assess against Must be written using Bloom’s taxonomy verbs Verbs based on students ability and pitch of lesson It must be clear that students understand the outcomes before moving on Make an activity of this slide: Ask students to read this aloud Ask them to paraphrase Ask that they explain what they mean Ask what they already know related to these outcomes There may be as few as 2 outcomes, or max 4
  3. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  4. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  5. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  6. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  7. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  8. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
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  14. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
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  16. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  17. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  18. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  19. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  20. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  21. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  22. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  23. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  24. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  25. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  26. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  27. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  28. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  29. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  30. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  31. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  32. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  33. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  34. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  35. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  36. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  37. Revisit the first outcome and use the polling function to allow students to privately self-assess You may feel that the students do not need privacy to self-assess and in this instance, the chat box may be used Polling must be used until you can fully assess their confidence to use the chat box and express honesty If students self-assess as a 4/5, ensure that you are fully confident in their assessment Ask questions Ask for examples Students to ask each other questions If a few students self-assesses as a 3, but others as a 4/5, discretely ask the higher ones to give examples and to explain their achievement/understanding If all students are a 3 or below, do not move on. Move to a blank page at the end of the presentation and use as a whiteboard to further explain If students are ½, go back to the beginning Always ask students what the gaps are and help them to identify these in order to promote metacognition
  38. 1. The outcome changes colour when achieved to the same colour as the objective to demonstrate the connection, progress and what happens next
  39. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  40. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  41. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  42. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  43. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  44. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  45. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  46. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  47. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  48. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  49. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  50. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  51. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  52. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  53. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  54. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  55. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  56. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  57. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  58. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  59. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  60. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  61. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  62. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge
  63. As previously.
  64. As previously.
  65. An overview of the content of the lesson Must be in the form of a question where appropriate Students should be able to answer the question at the end - either fully, partly or in a way that demonstrates they understand what gaps in their knowledge they need to address Verbs such as to understand / to know / to gain confidence / to learn Ask students to give the question a go and point out that, at the end of the lesson, they should be able to answer fully
  66. The next slides should be focused on achieving first outcome Make reference to the outcome in the teaching Fill this with thinking skills activities, peer assessment, higher-order questioning, engaging activities and challenge