Lesson #1

Circles- Pi, Circumference, Diameter,

Radius

Subject/Gra
de Level

Mathematics 7

Unit

Shape and Space (Measurement)

Date
Time
Duratio
n
Teache
r

October 8th 2014

50 min
Amber Mackintosh

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Learning Outcomes: Use direct and indirect measurement to solve problem
Demonstrate an understanding of circles by:
describing the relationships among radius, diameter and circumference
relating circumference to pi

Solving problems involving the radii, diameters and circumferences of circles.

[C, CN, PS, R, V]

LEARNING OBJECTIVES
Students will:
1. Define pi.
2. Discover the relationship between circumference, radius, diameter, and pi
3. Apply different equations of circumference and equation of pi.
4. Compare different equations of circumference.
5. Critique errors in real world calculations
6. Evaluate relationships between radius, diameter, circumference and pi in different context.

ASSESSMENTS

I will observe participation in class discussion

I will observe student engagement in pie calculation.
I will observe student responses to hypothesizing about relationship between pi and circles.
I will observe student responses to comparing calculations and errors.

I will observe student discussion through-out story.

Key Questions:

Products/Performa
nces:

What is pi? (L.O #1)

What is the equation for the circumference of a circle? (L.O. #5)
How does pi and circumference relate? (L.O. #2)
What is the relationship between radius and circumference? (L.O.#2)
What is the relationship between diameter and circumference?(L.O.#2)
How does one use equations in calculations? ( L.O. #2,3,4)
What are the errors in real world calculations? (L.O. #5)
What is the relationship between radius, diameter, circumference and pi in different context?
( L.O.#6)
Students will relate pi to circles (L.O. #1, 2)
Students will recall equations( L.O. #3)
Students will measure radius and diameter (L.O.#3)
Students will use equations in real calculations (L.O. #3)
Students will show steps involved in real calculations(L.0 #30
Students will critique and compare own errors in real world calculations. (L.O.#4, 5)
Students will be involved in class discussion of relationships through reading. (L.O.#6)

Observations:

LEARNING RESOURCES CONSULTED

http://www.education.alberta.ca/media/645594
/kto9math.pdf
http://www.coolmath.com/reference/circlesgeometry.html
http://en.wikipedia.org/wiki/Pi
http://14159265358979323846264338327950
2884197169399375105820974944592.com/
http://www.youtube.com/watch?

MATERIALS AND EQUIPMENT

Calculators (students bring)

Gluten-free mini pies (enough for class)
Rulers (enough for 2 are each table)
String (1 per table)
Smartboard
Whiteboard/markers
Sir Cumference and the Dragon of Pi by
Cindy Neuschwander.
5 different size circles all different colors (set
for each group)

v=AtgfsRH3H3U

Record Sheet (1 per group)

PROCEDURE
Prior to lesson

Set up power point. Organize circles, record sheets, rulers and string for L.A.#2. Hide gluten
free mini pies.
Introduction

Intro

Advance
Organizer/Agenda

Hook

Assessment of
Prior Knowledge

Expectations for
Learning and
Behaviour

Time

Welcome Class.
Intro Topic- Circles with respect to radius, diameter,
circumference and pi. (Students should know all what all
are but pi).

~30sec

Review Agenda:
Intro. Video.
Review Circle Dimensions
What is Pi?
Pie Calculations
Sir Cumference and the Dragon of Pi.
Exit Activity

~15 sec

Show students YouTube video

http://www.youtube.com/watch?v=AtgfsRH3H3U
Explain how pi talking about in song is not something
we eat, its a number we use in mathematics
Intro Question:
What do you think the pi is?
MORE DIFFICULT: Hypothesis What does it have to do
with circles?
Discuss at table. Fun clap to bring back.
As class talk about ideas. Write predictions on white
board
Let students know we will revisit prediction at end of class

~4min

Review Last class lesson on the dimensions of the

circle
Distance of the around circle they made by walking is
called the circumference of the circle.
Distance across center of a circle is called the diameter
of the circle.
Distance from the center of a circle to any edge of the
circle is called the radius of the circle. Note: Diameter = 2
radius
On circle on powerpoint draw all 3.

~30 sec

Students should have brought calculators, as they were

reminded last class. There is going to be a lot of group work
today so remember to be courteous of everyone in your
class.

~15sec

Transition to Body
Students to stand up and walk in 3 perfect circles. As perfect
as they can make them.

Body
Learning Activity
#1
What is Pi?
Key Questions:
What is pi? What is
the equation for the
circumference of a
circle? How does pi
and circumference
relate? What is the
relationship between
radius and
circumference?
What is the
relationship between
diameter and
circumference?
(L.O. #1 ,2 ,5)

(HAVE STUDENTS TAKE NOTES OF THIS PART)

Informing students about Pi:
Its symbol.
Pi is a constant (EXPLAIN),
3.14159265358979323846264338327950288
etc,
Pi is irrational (EXPLAIN). Note: not something
they need to remember.
Definition of pi any circle C/d
With manipulating the equation can get the
equation for the circumference of the circle. C =
pi* d and then C= 2*pi*r

~Sec

Time

~5min

ASK: With a show of hands, how many students

are familiar with this equation?

Discussion:
ASK: students to discuss at table what the
relationship is between circumference, radius,
and diameter of a circle judging by equations?
This question is meant to be deceiving. The
answer is pi.
Fun clap to bring class back.
As a class get one person from each group to tell
what they thought.

~ 3 min

Transition:
GET students to walk in a circle 3 times and repeat the
equation 3 times. And then sit back down
Teacher Notes:
Assessments/
Differentiation

It is important for students to understand that the purpose of

the questions what the relationship is between
circumference, radius, and diameter of a circle judging by
equations? is to get them thinking that pi is what relates
these dimensions of a circle. If students are having difficulty
with this, attempt to draw this out of them by asking
individual question of pi relating to each dimension by itself.

n/a

Learning Activity
#2
Pie Calculations
Key Questions:
How does one use
equations in
calculations? What
are the errors in real
world calculations?
(L.O. #2 ,3, 4, 5)

Set up:
Behaviour: Ask students to clear off tables and
get calculators out.
While students are clearing off table:
Hand out Record Sheet face down, 5-circles,
strings, and rulers in center of tables and tell
students not to touch it.

~1min

Instructions: (Steps on Smart board During activity)

When I say go, each table needs use the supplies

to very precisely measure the radius, and
diameter of your circles
STRESS TEAMWORK!
You need to record everything on given record
paper.
Afterwards, I want you to calculate your
circumference, 2 different ways and pi.
Remember show all your work in record sheet.
When you are done your calculations, I want one
of your members of your table to stick yell I love
pi!
This way I know you are done and I will come
check your work.
The team that is done the fastest, and gets their
calculations most accurate (to the thousandths
decimal place), gets a treat at end of class.
If you hear that another team is done, dont stop
working, everyones group needs to finish! OKAY
GO!
Have paper ready for checking each teams
answers
Behavior: Ask students who are done to sit at their
table quietly while everyone finishes,
Collect all supplies once team finishes.

~12 min

~4 min

Discuss answers as group and potential difference

between groups, equations of circumference and
pi answers.
Ask: Why are their differences in?
TRANSITION: Get up and spin in circle 3 times, sit back down
Teacher Notes:
Assessments/
Differentiation

Goal here is to get students using these equations. Help

students out if needed throughout activity. Walk around and
monitor group work.
It is also important for them to know and understand the
possibility measurement errors.
Teamwork is important.

n/a

Learning Activity
#3
Sir Cumference
and the Dragon of
Pi by
Cindy
Neuschwander.
Key Questions:
What is pi? What is
the relationship
between radius,
diameter,
circumference and pi
in different context?
What is the
relationship between
diameter and
circumference?
(L.O.#1, 2, 6)

Teacher Notes:
Assessments/
Differentiation

READ book.
Through-out book ask Questions/ discussion:
Pg. 13.: The Circles Measure. Re-read. Decipher
riddle with new knowledge. (middle = diameter,
circle around = circumference, divide so
number can be found = what number is that?
number the same for all because pi is a
constant)
Continue reading to see.
Pg. 17: Ask: Radius took the length of the strips
of
dough that fit across the pie or circle what
dimension is that? answer is diameter Discuss:
Number of times he used that dimensions length
to go around the pie, which is the? answer is
circumference, was 3 times plus a little extra.
Continue reading.
Pg. 28. Ask: Why do you think this author says 3
and 1/7th? What is 1/7th? Discuss: For simplicity
she is using pi as 3.142857, but is that right?
Continue reading
Activity is meant to bring all ideas together of lesson. Make
sure class is engaged in story by asking questions. If students
struggle with questions, provide a few exemplars, or illustrate
on the board.
Assess discussions and student response to questions
throughout reading.
Closure

Feedback From
Students:
Consolidation of
Learning:

Feedback To
Students
Transition To Next

Any questions?
How prediction of pi and circle relationship changed?
Hand sticky notes out to each table while talking.
Get students to write differences on Sticky
and put on board. When you are done, you
need to stick your sticky notes onto the board.
Grab mini pies- while students work, go
around handing them out. Allow students to
enjoy.
Introduce Performance Task:
As a heads up! Depending on how well everyone
understands our circle measurements this weeks
circle unit, we will be starting our performance
task next week. In partners, you will be using
your height, the formulas and skills we are
learning this week to construct a monster truck
tire. I will let you know more next week, but for
now think about how what we learnt today will
help in this task.

~16min

n/a

Time
Flex time

~3min

Thank you all for the great discussions today

~sec

Next class we will be working on a checkup sheet. The class

~ sec

Lesson

Sponge
Activity/Activities

after that we will be using our geometry sets to construct

circles with and without given radii and diameters, and
exploring sum of central angles of a circle.
Make pi cootie catchers
Outside pictures related to pi. then numbers then inside following
questions:
What is the formula for circumference?
Find C with d=6cm
Name 4 different pies
What type of number is pi?
What is radius to circumference?
What is pi?
What do you call the measurement of the perimeter of a circle?
Who was Radiuss mom is Sir Cumference and the Dragon of Pi?

Reflections from
the lesson

Record Sheet for Group:

Notes: Circumference = C, and all measurements in cm, answers to the thousandths decimal place
NAMES: _____________________________________________________________________
CIRCLES

Pink

Blue

Red

Green

Yellow

Radius(r)
Diameter(d
)

C=d

C=2 r

=C /d

Record Sheet for Group: Key

Notes: Circumference = C, and all measurements in cm, answers to the thousandths decimal
place.
NAMES: _____________________________________________________________________
CIRCLES

Pink

Blue

Red

Green

Yellow

Radius(r)

1cm

4 cm

3cm

1.5 cm

6.5cm

Diameter(d
)

2cm

8cm

6cm

3cm

13cm

C=d
C= ( 2 )
C=6.283

C=d
C= ( 8 )
C=25.132

C=d
C= ( 6 )
C=18.849

C=d
C= ( 3 )
C=9.424

C=d
C= ( 13 )
C=40.840

C=2 r
C=2 ( 1 )
C=6.283

C=2 r
C=2 ( 4 )
C=25.132

C=2 r
C=2 ( 3 )
C=18.849

C=2 r
C=2 ( 1.5 )
C=9.424

C=2 r
C=2 ( 6.5 )
C=40.840

C
d
6.283
=
2
=
3.1415

C
d
25.132
=
8
= 3.1415

C
d
18.849
=
6
= 3.1415

C
d
9.424
=
3
= 3.1413
3

C
d
40.840
=
13
= 3.141
538

C=d

C=2 r

C
d

POWERPOINT:

10

Lesson
#2

Circles Compasses and Central Angles

Subject/Gra
de Level

Mathematics 7

Unit

Shapes and Space (Measurements)

Date
Time
Duratio
n
Teache
r

October 10th 2014

50 minutes
Amber Mackintosh

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Learning Outcome: Use direct and indirect measurement to solve problems.
Demonstrate an understanding of circles by:
constructing circles with a given radius or diameter
determining the sum of the central angles
solving problems involving the radii, diameters and circumferences of circles.

LEARNING OBJECTIVES
Students will:
1. Recognize a central angle of a circle
2. Define key concept of the Sum Central Angles.
3. Integrate prior knowledge of angles into new knowledge about sum of central angles
4. Apply knowledge about the sum of central angles
5. Solve for central angles
6. Create circles with given radii and diameter without geometric tools.
7. Create circles with given radii and diameter with geometric tools
8. Identify benefits, disadvantages, and uses of methods of constructing circles.

ASSESSMENTS
Observations:

Key Questions:

Products/Performa
nces:

I will observe students responses in group discussions.

I will observe students ability to apply prior knowledge to central angles
I will observe students ability to compare methods of constructing circles
I will observe students participation in call discussions.
I will observe students demonstration of connection with key concepts of sum
of central angles and constructing circles
I will observe students ability to create circles with given radii and diameter
using different methods
I will observe students ability to calculate degree of a central angle.

What is a Central Angle? (L.O. #1)

What is the Sum of Central Angles? (L.O. # 2)
How do I calculate the degrees of a central Angle? (L.O. #2,3,4)
What are three methods of creating a circle with given radius and
diameter? (L.O. #6,7)
What are the benefits of each method? (L.O. #8)
What are the disadvantages of each method? (L.O. #8)
Where are these methods used in real life? (L.O. #8)

Students will predict and recap learnt material of lesson (L.O #

2,6,7,8)
Students will dissect the definition of central angles (L.O.#2)
Student will rephrase the key concept of sum of central angles (L.O.
#3)
Students will apply key concept of sum of central angles to solve for
central angles in 3 examples as a class, and independently (L.O. #4, 5)
Students will reflect on application of key concept of sum of central
angles
(L.O. #1,2,3,4, 5)
Students will explore all three methods of constructing circles hands
on, and record their process in booklet (L.O. #6,7)

11

Students will compare each methods benefits, and disadvantages in

chart handed out (L.O. #8)
Students will explore uses of all three methods through videos
(except method 1) (L.O. # 8)
Students will submit all handouts except comparison chart for
formative assessment.

( L.O. #6, 7, 8)

LEARNING RESOURCES CONSULTED

http://www.mathopenref.com/circlecentral.html
http://www.education.alberta.ca/media/645594
/kto9math.pdf
http://www.ed.gov.nl.ca/edu/k12/curriculum/gui
des/mathematics/grade7/grade%207%20math

%20unit%204.pdf
http://en.wikipedia.org/wiki/Central_angle

http://www.freemathhelp.com/feliz
vocabulary.html

https://www.youtube.com/watch?
v=UCtajFWsEn8

MATERIALS AND EQUIPMENT

circle objects around classroom (soup
can, Frisbee, water bottles, coffee
cups, plates, bowls etc)
Giant compass and protractor that holds
whiteboard marker
Online timer
Class names in jar
yarn/string for each student
Students to bring markers

PROCEDURE
Prior to lesson
Intro.
Advance
Organizer/Agenda

Attention Grabber

Assessment of
Prior Knowledge

Set up smart board, get handouts and strings organized, make sure that there are circle objects
obviously hidden around classroom
Introduction
Time
Welcome class
~sec
Circles - Determining Sum of Central Angles and Constructing Circles
Agenda:
Minute to Predict It!
Angles Review
Determining Sum of Central Angles
~sec
Constructing Circles Without a Compass
Constructing Circles With a Compass
Compare Methods
Minute to Recap It!
Minute to Predict It!(handout) Go to Online timer in link
http://www.online-stopwatch.com/eggtimer-countdown/full-screen/
When you hear or read the words Sum of Central Angles of a
Circle, draw what comes to mind?
~2 mins
We are going to learn three different ways of drawing circles. Can
you predict what they are?
READ aloud to students then hand out. Get students to individually work
on this. When all students complete, discuss answers as a class.
Review Angles:
Types:
Acute, Right, Obtuse, Straight, Reflex, and Complete
Naming Angles: Draw a Reflex angle with 3 points. Label as <ABC
center letter is called vertex
Ask students to identify angle type
Recall, that with reflex angles we measure the exterior angle,
not the interior angle. Make sure to point out the difference
How to measure angle with protractor
Line up bottom line (straight edge) with one of the lines on the
angle, align the vertex of the angle with the center of the
protractor and make sure you know which angle you are
measuring the interior or exterior angle.

~3
mins

12

Expectations for
Learning and
Behaviour
Transition to Body

There is going to be a lot of hands on work today, so lets remember to be

respectful of others, and our classroom. I hope everyone remembered their
geometry set.

~ secs

Lets integrate this knowledge into learning about sum of central angles.

~ secs

Body
Learning Activity
#1
Sum of Central
Angles
Key Questions:
What is a Central
Angle? (L.O.
#1)What is the Sum
of Central Angles?
(L.O. # 2)How do I
calculate the
degrees of a central
Angle? (L.O. #2,3,4)

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2
Constructing
Circles without a
Compass and
Constructing
Circles with a
Compass
Key Questions:

Lesson on Sum of Central Angles: (HAVE STUDENTS TAKE NOTES

FOR THIS PART)
What is a Central Angle?
Definition: The angle subtended at the center of a circle by two
given points on the circle. Math Open Reference
ASK: What do you think subtended means?
ASK: What is the vertex of a central angle then?
With both questions allow for class discussion
Change Slide Ask each angle if it is a central angle, and predict
the degrees
Key Concept:

The sum of the measures of a central angle of a circle with no

interior points in common is 360
Pick someone to rephrase the statement: name out of jar.
continue until someone can
Applying Concept:
Example 1: Given a circle with two central angles, one central
angle of 62 degrees. What will the second central angle be?
Example 2: Given a circle with three central angles, one central
angle of 150 degrees, and the second producing a right angle,
what is the third central angle?
Label angle trying to find. Then set up equations for each
example. Run through algebra with them
Apply to question. Think-Pair-Share.
Given a circle with three central angles, one central angle of 70
degrees, and the second central angle of 43 degrees. What is the
third central angle?
After finish put hands on head, so I can tell who is done.
Get in pairs and compare answers. If they are different see what
your partner did. (give about 1 minute for this)
If someone without pair, get them to join a pair.
clap once if you can hear me to bring class back
Assess which pairs had same answers and which didnt in class
discussion
Goal here is for students to understand and apply the key concept of sum of
central angles of a circle. Class discussions and think-pair-share will aid those
who had previously struggled with angles, as well as aid in assessing those
who may need more scaffolding during practice work sheets next day. Walk
round and monitor think-pair-share discussions.
Hand out Constructing Circles Booklet: (pick 2 students from jar to hand
out)
Let students know we will be using this booklet for the rest of the lesson.
ASK: students to bring out their geometry set
Method 1: With Objects around Class
Let class know that they are going to be given 4 minutes to find and
draw four circles with approximately the given radii and diameters
on their first page of their constructing circles.
They must record objects they found.

Time
~3
mins

~3mins

~3mins

~3mins

n/a
~30 sec

~7mins

13

What are three

methods of creating
a circle with given
radius and diameter?
(L.O. #6,7)

clap once if you can hear me to bring class back

Afterwards discuss which objects people used(answers may vary)

Method 2: With string

In pairs, students help each other figure out how to use string to draw
a circle.
One person from pair grabs string from front.
Give students 2 minutes, then a hint if some still have not got it, and
then 2 more minutes. At this point, encourage students to discuss
during discovery with each other.
clap once if you can hear me to bring class back
Discuss as class when time is up how some people used the string.
Demonstrate with volunteer helpings. (tie end of string to pencil.
make the string the length of the radius and then hold other end of
string to paper or board and rotate around board )
Method 3: With Compass
Demonstrate how to use compass (place pencil in it,
Have students individually practice in constructing circles booklet
clap once if you can hear me to bring class back

Transition:
Discuss as class who found it easier. ASK: If you found it easier to
use the compass than the first two methods? Why?
We are going to compare the methods which are more useful and
when or where we use them in real life, but first lets pass in our
booklets to the front of row (or edge of circle) for me to check up on
how you guys did with this task.
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3
Compare Methods
Key Questions:
What are the
benefits of each
method? (L.O. #8)
What are the
disadvantages of
each method? (L.O.
#8)

Teacher Notes:
Assessments/
Differentiation

Take in Booklet for formative assessment. Allowing for individual work,

partner work, group work, and class discussions involves both introverts and
extraverts. Reached students who are tactile learners, as well as gets students
moving which will keep them engaged. Make sure to walk around and
monitor students who are struggling during all three methods (especially
during string activity since it is more problem solving based)
Hand out Comparison Chart
Have students get different peoples opinions for each square of
benefits and disadvantages. Let them know if they have time, to try
to fill in uses by self. They will get 3 minutes to fill in those 6
squares.
clap once if you can hear me to bring class back
Discuss the benefits and disadvantages that people collected. (pick
name from jars)
ASK: if any students had a chances to fill out real life uses?
Whether did or not, give examples
1. no other tools availalbe
2. https://www.youtube.com/watch?v=UCtajFWsEn8 (0:00-0:21)
3. https://www.youtube.com/watch?v=UCtajFWsEn8 (0:00
0:03, and 1:59 -2:20)
This activity is to get the students thinking about how to apply geometry in
their lives, and how geometry is applied in real life. Also get them determining
the practicality of each method. Make sure to encourage discussion with

~6mins

~5mins

~2 min

n/a

~7mins

n/a

14

students who are shy during walking around activity. Getting students up and
moving and working together keeps all students engaged. Assess the
participation in peer work as well as differences in responses.
Closure
Feedback From
Students:
Consolidation of
Learning:

Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

Any Questions about what we learnt today?

Two Minutes to Recap it! (handout) ) Go to Online timer in link
http://www.online-stopwatch.com/candle-timer/full-screen/
When you hear or read the words Sum of Central Angles of a
Circle, draw what comes to mind?
We are going to learn three different ways of drawing circles. Can
you recap what they are? For each way, explain the benefits and
disadvantages of using the method.
Have students hand in as exit slip.
Thank you all for being such good peers by being respectful to all!
Just a reminder of our performance task next week. I want you everyone to
think about how what we learnt will aid in creating your monster truck tires
with the dimensions of your height. Next class we will be working on our
checkup sheet. The class after that we are going to revisit calculating
circumference and learning how to calculate area of a circle.

Time
~2mins

~3min

~secs

~30 sec

http://channel.nationalgeographic.com/channel/videos/crop-circle-artists/
CROP CIRCLES!
Who is making them?
How?

Reflections from the

lesson

15

Minute to Predict it!

Name: ___________________

1. When you hear or read the words Sum of Central Angles of a Circle, draw what
comes to mind?

2. We are going to learn three different ways of drawing circles. Can you predict what
they are?

Minute to Predict it!

Name: ___________________

1. When you hear or read the words Sum of Central Angles of a Circle, draw
what comes to mind?

16

2. We are going to learn three different ways of drawing circles. Can you predict
what they are?

17

CONSTRUCTING CIRCLES BOOKLET

NAME_____________________
DATE______________________

Method 1: Random objects.

Draw the circles with the dimensions below using objects around the classroom.
Radius = approx. 3.5cm
Object used: _________________________

Diameter = approx. 10cm

Object used:__________________________

18

Radius = approx. 7.25cm

Object used: ______________________

Diameter = approx. 3cm

Object used: ________________________

19

Method 2: Strings
Draw the circles with the dimensions below using a string.
Radius = approx. 3.5cm

Diameter = approx. 10cm

20

Radius = approx. 7.25cm

Diameter = approx. 3cm

21

Method 3: With Compass

Draw the circles using the dimensions given below with a compass.
Radius = approx. 3.5cm

Diameter = approx. 10cm

22

Radius = approx. 7.25cm

Diameter = approx. 3cm

23

Comparison Chart

Name:______________

24

METHODS

1: Objects

2 : String

3: Compass

Benefits

Disadvantage
s

Real Life
Uses

25

Minute to Recap it!

Name: __________________

1. When you hear or read the words Sum of Central Angles of a Circle, draw what comes to
mind?

2. We are going to learn three different ways of drawing circles. Can you recap what they are?
For each way, explain the benefits and disadvantages of using the method.

Minute to Recap it!

Name: __________________

1. When you hear or read the words Sum of Central Angles of a Circle, draw what comes to
mind?

2. We are going to learn three different ways of drawing circles. Can you recap what they
are? For each way, explain the benefits and disadvantages of using the method.

26

27

28

29

Lesson
#3

Circles Area and Circumference

Subject/Gra
de Level

Mathematics 7

Unit

Shape and Space (Measurement)

Date
Time
Duratio
n
Teache
r

Oct 12th 2014- Friday

50 minutes
Amber Mackintosh

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Learning Outcome: Use direct and indirect measurement to solve problems.
1. Demonstrate an understanding of circles by:
describing the relationships among radius, diameter and circumference
Solving problems involving the radii, diameters and circumferences of circles.
[C, CN, PS, R, V]
2. Develop and apply a formula for determining the area of:
triangles
parallelograms
circles.
[CN, PS, R, V]

LEARNING OBJECTIVES
Students will:
1. Define the area of a circle
2. Deconstruct prior knowledge of circumference of a circle
3. Develop connection between deconstruction of circumference, prior knowledge of area of a rectangle and area of a
circle
4. Summarize definitions and formulas of radius, diameter, circumference and area
5. Apply formula of circumference to given problems
6. Apply formula of area to given problems
7. Adapt formula of circumference to use in calculation of radius and diameter

ASSESSMENTS
Observations:

)Key Questions:

Products/Performa
nces:

I will observe student ability to apply formulas during circle bingo

I will observe student engagement in class discussion
I will observe responses to scaffolding questions throughout lesson
I will observe student ability to manipulate formulas
I will observe student response when relating prior knowledge of circumference and area of
rectangle to area of a circle
I will observe student learning styles during rap lyric activity
I will observe student responses to fill in blanks of rap lyric activity
What is the area of a circle?(L.O. #1)
What is the formula for area of a circle? (L.O. #1)
Knowing the formula for circumference and area of a rectangle, how can we manipulate
a circle to find the formula for area? (L.O. #2, 3)
What are the definitions and formulas for radius, diameter, circumference and area?
(L.O #4)
How does one use the circumference formula of a circle in a given problems?(L.O. # 5)
How does one use the area formula of a circle in a given problem? (L.O #6)
How does one manipulate the circumference formula of a circle to give radius or
diameter? (L.O. #5, 7)

Students will rephrase definition of area. (L.O. #1)

Students will deconstruct a circle( L.O. #2)
Students will apply prior knowledge of circumference and area of a rectangle to discover

30

area of a circle (L.O. #2 ,3)

Students will review circle vocabulary by listening to rap song (L.O. #4)
Students will manipulate circumference formula to calculate (L.O. #7)
Students will apply circumference and area of a circle formulas in circle bingo (L.O. # 5,
6, 7)
Students will be involved in class discussions throughout the lesson (L.O. #1, 3, 4, 5, 6, 7)

LEARNING RESOURCES CONSULTED

https://flocabulary.s3.amazonaws.com/site-static-jrev/unit-
pdfs/circles-missing-lyrics.pdf

http://www.flocabulary.com/circles/
http://opinionator.blogs.nytimes.com/2010/04/04/take-it
to-the-limit/?_php=true&_type=blogs&_r=0
http://www.flickr.com/photos/judybaxter/1472420063/in/se
t-72157601614435268/

http://www.teacherspayteachers.com/Product/Circumferen
ce-Area-and-More-A-Circle-Bundle-512525

http://www.education.alberta.ca/media/645594
/kto9math.pdf
http://teachingtreasures.com.au/maths/yr7-puzzle3.html
http://www.icoachmath.com/math_dictionary/area_of_a_ci
rcle.html

MATERIALS AND EQUIPMENT

Bingo instruction, call-papers in jar and boards
Bingo chips instead of dabbers in bags (enough bags
for each student and enough chips for each bingo
square)
Smartboard
Precut colored circles for Foldables
Names in a jar
Bucket of spare scissors
Lyrics Handout
Discovery Area handout

PROCEDURE
Prior to lesson

Attention Grabber

Set up powerpoint and have riddles on slideshow prior to class when students coming in.
Make sure you have jar of names. Set up pile of colored circles for foldables. Have student
bingo equipment in box for them to come and grab. Have call cards in jar away from box.
Introduction
Time
Go over Riddles:
Give students 30 seconds each riddle to figure them out if they
havent before class. If they all cant figure one out then leave it till
the end of the class. Revisit in sponge if needed.
Riddle 1: How many sides does a circle have?
A: inside and outside
Riddle 2: I go around in circles, but always straight ahead, never complain, no
matter where Im led. What am I?
A: A wheel
~2min
Riddle 3: Study the circles below.
Work out what number should replace the question mark.

A: 47
http://teachingtreasures.com.au/maths/yr7-puzzle3.html
Advance
Organizer/Agenda

Expectations for
Learning and
Behaviour

AGENDA:
Review Circumference and Area of a Rectangle
What is Area?
Discovery of Area
Rap Vocabulary, Definition and Formula Review
Manipulating Formulas
Circle Bingo
Closing Comments

~secs

So all these activities today are going to be very hands on, and require your
best behaviour. We all know to respect others, our classroom and ourselves.

~secs

31

Assessment of
Prior Knowledge

Transition to Body
Learning Activity
#1
Lesson on Area
and Discovery
Activity
Key Questions:
What is the area of a
circle? (L.O. #1)
What is the formula
for area of a circle?
(L.O. #1) Knowing
the formula for
circumference and
area of a rectangle,
how can we
manipulate a circle
to find the formula
for area? (L.O. #2, 3)

Circumference Review: Pick two names out of the jar

ASK: first person to state the formula of circumference
ASK: second person to state the definition of circumference
Give both an out. If they cant make sure to pick a different name
Quick Example: Given the radius of 4cm opening of a cup, how
wide is the top cup? What is the circumference of the top of the cup?
ASK: What is the first part of the question getting us to
find? Answer should be diameter. If difficulty draw the cup.
Worth through questions as class
Area of a Rectangle Review: Pick name from jar
ASK: student if they remember how to calculate the area of a
rectangle.
If they dont remember, that okay. They can popcorn to
someone else
Whether students remember or not, revisit the calculation in an
example.
Quick Example: A farmer is wondering how many m2 of corn he
has in his field. He knows his field is 30m long and 26 m wide? How
many m2 of corn does the farmer have?
We are going to be using circumference and area of rectangle to help destruct
the formula for area of a circle today.
Body
What is area of a circle? (HAVE STUDENTS TAKE NOTES ON THIS
PART)
Definition: Area of a Circle is the amount of space occupied by the
circle.
ASK: someone to rephrase the definition
Units : 2
Formula:
Let students know that they will be hearing two different
ways to write the formula for area of a circle, and you always
want them to come back to the following formula: A = * r *r
The second formula that you will hear and see is .
A = *r2
SAY: For those who dont understand what r2 means that
okay because you do not need to know it in grade 7 yet! For
now know that r2 and r*r are interchangeable in the formulas.
Lets apply this in an example and it might make more sense
Example #1: A Frisbee has a radius of 9.25cm. What is the area of
the Frisbee?
Do example as a class if time do another example.
Example #2: Crop inspector, Sam, is trying to measure how much
area of a field was ruined by a crop circle. He knows can measure the
diameter to be 28.5 m. What is the area of the crop circle?
ASSESS: With a scale of 1-5 showing me on your fingers, who
feels comfortable with using and applying this formula in this way?
Let them know that they will be getting a lot of practice in our
bingo game
Discovery Activity:
Handout- Discovering the Area of a Circle. Get 2 students to help.
ASK students to get out their scissors, and some sort of coloring
devises. If they dont have any get them to grab some from the spares
in class.
TIME THEM! Let them know they only have 30 seconds to have a
pair of scissors. If they cant find any, share with a friend

~2 mins

~2min

~secs
Time
~3 mins

~5 mins

~8mins

32

clap once if you can hear me to bring class back

Review instructions
Get students color half of the circumference one color and the
other half another color. ( DRAW THIS ON THE WHITE
BOARD)
Then get them to color the radius a completely different color
( DRAW THIS ON THE WHITE BOARD)
Let them know to begin to cut and arrange to how you drew it
on whiteboard. (Make sure one color of the circumference is
on the top, and alternate)

ASK: What does this new rearranged shape look like? Answer
should be rectangle.
ASK: And how do we get the area of a rectangle? Answer should
be Length times width
SAY: Okay lets apply this to what we know about circles.
From here scaffold the idea of the width is the radius with
reference to the color they colored the radius
Touch your nose: as assessment to see if they understand
this and can visualize this
Also scaffold the idea that we split the circumference into two
with reference to the colors their colored the circumference
Touch your nose: as assessment to see if they understand
this and can visualize this

Explain: That the area of the rectangle and the area of the circle are
the same. We did not remove any of the area, simply rearranged the
way the circle looked to get the formula for area of a circle. Thus if
the area of this rectangle is A= *r*r then so is the circles area.

Assess student understand with thumbs if they see how this works
TRANSITION: We will be using this formula in circle bingo so you will
get some practice using it later. First lets do some review of vocabulary,
definintons and formulas we learnt this week.
~secs
Teacher Notes:
Assessments/
Differentiation

The key concepts for student to take out of this part of the lesson are: what the
formula for area of circle is, and discover how we can find the formula for
area of a circle. Make formative assessments are essential in this part since it
is all the new material. Make sure that you address those who arent touching
their nose or dont have thumbs up, to find out what they dont understand. If
it is not something that is easy to explain or will single out student make sure
to let them know they you and them will independently address the confusion.

n/a

33

Learning Activity
#2
Vocabulary Review
with Rap and
Manipulating
Formulas
Key Questions:
What are the
definitions and
formulas for radius,
diameter,
circumference and
area? (L.O #4) How
does one manipulate
the circumference
formula of a circle to
give radius or
diameter? (L.O.
#5,7)

Teacher Notes:
Assessments/
Differentiation

Rap Vocabulary: (Hand out fill in lyrics sheet)

http://www.flocabulary.com/circles/
Let students know that they are to be listening to the lyrics and filling
in the lyrics sheet while that listen.
After song, give students enough time to fill in rest of blanks, and go
over blanks with students. Read allowed the lyrics
Get students to put their hands on their shoulders when you reach
each blank to assess who was able to follow along with song. Then
ASK students as class what they filled in their blank as a class.
Let student know that they can use this sheet for help during Circle
Bingo.
TRANSITION: During Circle Bingo, some time you will be asked to find
the radius or diameter from knowing the circumference. Lets go over having
to manipulate your circumference formulas to find radius or diameter.
Manipulating Formulas: (HAVE STUDENTS WRITE DOWN
EXAMPLES IN NOTES)
Run through examples with students. Do the first one as a class and
then the second one individually and discuss as a class.
Example #1: If a circle has a circumference of 23 cm, what is its
diameter? (pick name from jar to help guide you through example)
Example #2: If a circle has a circumference of 52 cm, what is its
radius? (pick name from jar for solution and another name for
process of solving)
Give students enough time to figure out.

Use five finger scale to assess comfort with manipulations

The lyrics sheet provides two ways for students to connect to the material: by
reading and by listening. Going over the sheet afterwards addresses those
students who learn better by reading since it is able to be filled out with
knowledge learnt not just from the video. Monitor and assess those students
who were able to fill in blanks on lyrics sheet (those that put their hands on
their shoulders) by listening. The example #1 is more difficult that example
#2. Picking names will aid is differentiating those who are succeeding with
applying the formula is different manner and those who struggle.

~4mins

~ secs

~5mins

n/a

Learning Activity
#3
Circle Bingo
Key Questions:
How does one use
the circumference
formula of a circle in
a given problems?
(L.O. # 5)
How does one use
the area formula of a
circle in a given
problem? (L.O #6)
How does one
manipulate the
circumference
formula of a circle to
give radius or
diameter? (L.O.
#5,7)

Circle Bingo:
ASK: 2 students (get volunteers or pick two) to help handing out
bingo materials, and get all students to take out several scrap paper to
do their work on
Write formulas on board for Bingo (about applying formula, not
memorizing formula)
Review rules with students (on instruction card)
Make sure students know not to yell out answer once they have it
only to put a chip on their board, and then put their hands on head to
show they have finished

~15mins

When time is up:

ASK: Two volunteers to clean up material and put it back in box.

34

Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Sponge
Activity/Activities

By putting their hands on their head it silently allows students who are
struggling to have the time to get an answer. Make sure you are walking
around, monitoring and helping students with calculations that need it.
Closure
Closing Comments:
Review what was learnt today: (class discussion)
ASK: What is Area?
ASK: In a quick paragraph, explain how we can discover the
formula for area of a circle?
ASK: Definition of radius, diameter, circumference and area.
(different person respond for each)
ASK: In a quick paragraph, explain how we manipulates the
formula for circumference to find radius?
Any questions about what we learnt today?
Thank you all for participating in the class discussion and being respectful
of other during circle bingo
Next week Monday we are going to do a quick review by making a foldable
for your notes and work period afterwards. Then start our performance task! I
suggest researching about the names of monster trucks over the weekend

n/a
Time

~4mins

Flex time
~secs
~secs

RIDDLES!!! If not figured out.

OR
Another round of circle bingo

Reflections from
the lesson

35

Color one half of the circumference one color, and the

other half a different color. Then color the radii all a
completely different color. Cut
circle on lines into 8 pieces.
rectangle
Rearrange as instructed by teacher.

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

Teacher

Amber Mackintosh

53

Monster Truck Tire

Redesign
Performance
Task
Overview

Materials

Mathematics 7
Subject
Topic/Focu
Circles
s

Students will construct a prototype circular tire out of paper with the diameter
as tall as them for their new Monster Truck Employers. On the paper prototype,
students will draw on spokes and indicate angles. They will them provide a
report to their new employers that addresses that following: CALCULATE the
area and circumference of your tires by APPLYING their formulas to the tires
dimensions; Apply concept of sum of central angles to CALCULATE angle of
tire spokes; INDICATE type of circle construction used; DESCRIBE the
relationship between your tires dimensions (radii, diameter, circumference).
Allow time for students to draw tires on their prototypes.

LARGE sheets of paper

Report Sheets
Coloring tools
Meter sticks

Giant Compass
Calculators
String

Learner Outcomes
General
Outcomes

Use direct and indirect

measurement to solve
problems.

Use direct and indirect

measurement to solve
problems.

Specific Outcomes

Assessment Criteria
Students provide evidence of their learning
as they

1. Demonstrate an understanding of circles

by:

describing the relationships among radius,

diameter and circumference
relating circumference to pi
determining the sum of the central angles
constructing circles with a given radius or
diameter
solving problems involving the radii,
diameters and circumferences of circles.

[C, CN, PS, R, V]

2. Develop and apply a formula for
determining the area of:
triangles
parallelograms
circles.

Describe relationship between

diameter, radius and
circumference of tire
Construction method of circle
tire with a given diameter
Apply concept sum of central
angles to calculate angle of tire
spokes
Apply formula of circumference
of circle in given problem
Calculate circumference of tires
with given diameter

Apply formula for area of circle

in given problem
Calculate area of tires

[CN, PS, R, V]

Mathematical processes are skills that are addressed at all grade levels. They are not taught as discrete skills, but
are integrated into the specific outcomes. Links to the processes identified in the Program of Studies are
indicated within square brackets after the specific outcomes.
Throughout this task, the following mathematical processes are specifically addressed:
Communication [C] communicate in order to learn and express their understanding
Connections [CN] connect mathematical ideas to other concepts in mathematics, to everyday experiences and to other
disciplines
Problem Solving [PS] develop and apply new mathematical knowledge through problem solving
Reasoning [R] develop mathematical reasoning
Visualization [V] develop visualization skills to assist in processing information, making connections and solving problems.

54

Student Task Description

Monster Truck Tire Redesign
Recently, the Monster Truck
industry has decided to
downsize their tires. They
believe that it will increase
the entertainment factor of
their shows.
Youre hired on as a
designer of these new tires.
Your employer wants you to create
a
circular tire as tall as you. Also, you get your
pick of Monster Truck to test your new tires
on.
Heres the catch, before you get to try
out your designed tire on a Monster Truck,
your employer is demanding a paper
prototype circular tire with a report on its
dimensions, how you constructed it and at
what angle you would create the tire spokes.

Thus for this activity, you will :

55

 With a Partner, you must CONSTRUCT a paper

prototype circular tire as tall as you. You may
choose to use any method of circle construction.
On paper prototype circular tires, create spokes
and indicate angle between each spoke
Provide a report for employer that shows all your
work and addresses the following:
CALCULATE the area and circumference of
your tires by APPLYING their formulas to the
tires dimensions
Apply concept of sum of central angles to
CALCULATE angle of tire spokes
INDICATE type of circle construction used
DESCRIBE the relationship between your tires
dimensions (radii, diameter, circumference)

Monster Truck Tire Redesign Report

Name _________________________ Date ________________
Name of Monster Truck
__________________________________
PART 1: CALCULATE the area and circumference of
your tires by APPLYING their formulas to the tires
dimensions

Formulas:
C=

A=

CALCULATIONS:
56

57

PART 2: Apply concept of sum of central angles to

CALCULATE angle of tire spokes

58

PART 3: INDICATE type of circle construction used

PART 4: DESCRIBE the relationship between your

tires dimensions (radii, diameter, circumference)

59

Assessment Criteria
Monster Truck Tire Redesign
Student: ____________________________________________ Date:
___________________________
Criteria

Description of Criteria

Apply formula for

area of circle

The student has

accurately applied the
formula to present to
employers

Apply the concept

sum of central
angles to calculate
angle of tire spokes

The student has

accurately applied the
concept sum of central
angles to calculate angle
of tire spokes

Apply formula of
circumference of
circle in given
problem

The student has

accurately applied
formula to present to
employers

Ye
s

No
t
Yet

Teacher Comment

60
**Continue of next page

Level
Criteria
Describe
relationship
between
diameter,
radius and
circumference
of tire

Excellent
4
Provides a
comprehensiv
e description of
relationship
between tire
dimensions

Proficient
3

Adequate
2

Limited *
1

Provides a
substantial
description of
relationship
between tire
dimensions

Provides a
simplistic
description of
relationship
between tire
dimensions

Provides a weak
description of
relationship
between tire
dimensions

A practical
method of
construction was
used to create
paper prototype
tire (which has a
given diameter)
and is addressed
in report

A feasible
method of
construction was
used to create
paper prototype
tire (which has a
given diameter)
and is addressed
in report

An unworkable
method of
construction was
used to create
paper prototype
tire (which has a
given diameter)
and is addressed
in report

Precise amount
of work shown
for calculations
of area of tire

Sufficient
amount of work
shown for
calculations of
area of tire

Partial amount of
work shown for
calculations of
area of tire

Incomplete work
shown for
calculations of
area of tire

Reaches a
correct
solution.

Reaches a
substantially
correct solution.

Reaches a partial
solution.

Reaches an
incorrect
solution.

Sufficient
amount of work
shown for
calculations of
circumference of
tire based of the
given diameter

Partial amount of
work shown for
calculations of
circumference of
tire based of the
given diameter

Incomplete
amount of work
shown for
calculations of
circumference of
tire based of the
given diameter

Reaches a
substantially
correct solution.

Reaches a partial
solution.

Reaches an
incorrect
solution.

An efficient
method of
construction
Construction was used to
method of
create paper
circle
prototype tire
tire with a
(which has a
given diameter given diameter)
and is
addressed in
report

Calculate
area of tire

Precise amount
of work shown
for calculations
of circumference
of tire based of
Calculate
circumference the given
diameter
of tire with

Insufficient/
Blank *
No score is
awarded
because
there is
insufficient
evidence of
student
performance
based on the
requirements
of the
assessment
task.

given diameter

Reaches a
correct
solution.

*When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention
to help the student improve.

61

Defense Paper
I set up my three lessons with needing to have work period following each lesson. Those work
periods would be dedicated to student continuing to apply the concepts and formulas learnt in this unit
of circles. During the work periods, I would have more time to address issues that all students that may
be having difficulty which I discover during my formative assessments in my lessons. Students would be
given practice sheets during this time. Thus, while the students work, I would help students that had the
struggled with applying concepts and formulas during the lessons. It is essential the students practice and
have the time to practice in mathematics. The work periods would give them this time to reach the
understanding that is needed for the students to say that they reached a learning outcome; for example, I
can apply the area of a circle formula for a problem about Frisbees. In other words, students may have
not reached that learning outcome yet, so the work periods provide them with more time to work
towards it. I vividly recall Rick Wormeli stating We have to do things over and over again. I know some
studies say 24 times before we get to eighty percent proficiency, (4:49 5:01) in his video on Redos,
Retakes, and Do-overs. Do-overs will be a possibility for all formative assessment sheets handed in
during the lesson and the practice sheets handed in during work periods. If the time that we spend
during the work periods is not enough to reach a learning outcome, I would push back my sequential
lesson that starts new material, and revisit the problem areas in the following lesson.
Moreover, the way I formatted my sequence of lessons and my performance task were so I could
use my performance task as an assessment of learning or summative assessment. Shepard in The Role
of Assessment in Learning Culture article explains that rote recall is an ineffective way to summative
assess. Thus, most of the work periods practice, in class practice and the performance task take into
consideration that students need to connect the new knowledge to the real world. By applying the new
knowledge in real world situations, they gain a deeper understanding with what needs to be learnt.

62

Though-out the lessons I attempt to present different strategies of teaching and assessing for each
learning objective. If the responses that I have gathered as feedback from students to move them forward
in the lesson such as, the 5-finger scale or thumbs-up are either low or thumbs-down, I would attempt to
bring in new strategy or way of teaching during lesson and tackle it right then and there These
assessments give me some insight into how comfortable the whole class is feeling with the new material.
However, if those different strategies are not reaching the particular students that are having difficult or a
mass majority of the students, which is a possibility, I would take either of the following two sets of
actions: 1) Revisit the problem areas in the work period practice sheets. 2) I would push back my
sequential lesson that starts new material, and revisit the problem areas in the following lesson.
I used many different types of formative assessment across my sequential lessons. For example,
in my first lesson I used an exit slips, sticky notes and What did we learn today? to assess individual
student understanding at the end of the lesson. The exit slips and sticky notes allowed for me to see
student understanding at a more personal level. Some students done feel comfortable speaking up in
class, so this differentiates to those students. Though, I did implement a lot of name randomizers to reach
the student that may not speak as much in class. The what did we learn today? closure encourages
students to express what their learnt verbally. It demonstrates what students individually know, even
though it is in a class discussion setting. The students that I choose to speak could be those I did not have
a chance to get around to hearing/assessing their understanding in other activities in the lesson.
Also in my first lesson, I do a lot of observational assessment through group activities, and the
reading. Here, my feedback would direct and verbal with scaffolding questions. It would be essential for
me to record immediately after my lesson which students I needed to aid. Afterwards, during the work
period, I can assess again to see these students progress with the concept(s). The same strategy applies
for during the Circle Bingo, and Discovery of Area activities in my last lesson. I could perform formative
assessment with a check list of the learning outcomes through these observational activities. I would make
my checklist learning outcome based where I would just check yes, getting there, or need work while
63

students are doing activities. I would focus on at most 5 students and beside each student check box is a
comment box for me to make the necessary comments I need. I would use this checklist to record the
progress that each student is making in my sequential lessons and work periods.
However this would not be my only way of recording and collecting evidence of learning.
Though, in my second lesson, I take a lot of their work in for formative assessment. I would keep a record
of the marks that the students received to aid me in directing students in the work period on practice
sheets. I may give them problems that are similar to those that were the most struggled with during the
lesson. These sheets would be returned and could be put in a circle unit portfolio. The portfolio type that
would fit best for this unit is a learning outcome portfolio, to be congruent with my recording sheet.
Each practice sheet from the work periods would be included in this portfolio. This portfolio would be
reviewed, along with class notes, and my recording of learning sheet before the performance task. Since
the performance task is summative and strictly based on the learning outcomes, revisiting and reviewing
these collections of evidence of learning will determine if students are able to meet the outcomes set out
for them. It is important that I do not set up my students for failure in assessment that will count for a
grade. With the amount of formative assessment that is going on I would hope that this would not happen.
As Wiggins and McTighe proclaim, its not to cover content, but rather to help learners become
thoughtful about, and productive with, content. (pg.36) Students knowing their learning outcome will tell
them what they need to take out of this unit.

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