The Circle of Life

A mathematical unit about circles

Karly Sachs
Professor Hodgkinson
Education 132
Unit Plan assignment

Karly Sachs
April 23, 2014
Professor Hodgkinson
Unit Plan Assignment

Unit Plan: The Circle of Life

The Circle of Life is a high school geometry unit on Circles. This unit should last
about four weeks and covers a wide range of topics about circles. The Circle of Life
covers all of the Common Core State Standards in the Circle Section of the High School
Geometry Portion of the Iowa Core. Some of the topics that will be covered in this unit
include estimating the area and perimeter of a random curved figure, deriving the
formulas for the area and circumference of a circle using the formula for the area of a
regular n-gon, calculating the sector area and arc length of different parts of a circle,
identifying and describing relationships among inscribed angles, central angles, radii,
diameters, chords, tangent lines and secant lines, and inscribing and circumscribing
geometric shapes amongst other shapes to prove different properties of angles.
The purpose of this unit is simple. The Circle of Life unit is suppose to teach
students all of the information in the circle section of the Common Core State
Standards so students will do well on district, state, and national assessments. Another
purpose of this unit is to get students to think critically and enhance their problem
solving skills. I wish I could distinctly say that this unit will relate to most students every
day lives, but in reality it will not. Besides being asked in a high school geometry class or
on a state or national assessment, students will rarely need to solve for an arc or chord
measure. One particular topic that does relate to this unit, though, is landscape design.
During this unit I hope to relate the topics we learn to real world examples such as

landscape design as well as have students come up with ways they can use this
information. The one aspect I really enjoy about this unit is the fact that this unit does
enhance a students ability to think critically because students are asked to prove
different theorems, derive different formulas, and determine the relationships between
different formulas as well as different parts of a circle.

Problem solving and critical

thinking skills are important to have in todays job market and in order for students to
acquire these skills they must practice using them. This is what this unit is all about!
The learning goals and learning objectives for this unit go hand in hand with the
Common Core State Standards on circles in the high school geometry portion of the
Common Core. Students will be able to approximate the area of a curved figure, find
the area of different regular n-gons, derive the area and circumference formulas of a
circle, find the exact area and circumference of a circle using the formulas they
derived, and they will be able to prove that all circles are similar by definition. Students
will also be able to find the arc length and sector area of certain sectors of a circle,
identify and name all the different parts of a circle, inscribe and circumscribe angles
and other shapes about a circle, and prove a handful of theorems relating to circles,
chords, arcs, central angles, inscribed angles, tangent lines, and secant lines.
As one can probably see, there is a lot of information that will be covered in this
unit, meaning I must be on my game when it comes to monitoring what students
actually learn during each lesson. Just because I teach something does not mean
students will learn it right away. Sometimes I will need to reteach or review past material
to enhance student learning. Some ways I will monitor student learning are by using pre,
formative, and summative assessments. Some assessments will be informal while others
will be formal. In The Circle of Life unit I will have one informal pre assessment (in class

quiz), three formal formative quizzes, three formal summative assessments (homework
quiz, study guide, unit test), and a lot of different versions of informal formative
assessments. Some examples of informal formative assessments include journal entries,
self-assessment slips, homework checks, openers, and exit slips. There are a lot more
informal formative assessment techniques I will use in this unit. They are thoroughly
described in stages two and three of the Unit Plan.
The major assessment in the The Circle of Life unit is the Unit Test at the end of
the twenty days. This assessment will cover everything we learned in this unit as well as
give students the opportunity to think critically, problem solve, and practice their writing
skills. The questions will range from level one questions to level three questions and the
points granted for each problem will reflect such levels. Students will be given TWO fiftyminute class periods to complete the unit test. The first fifty-minute period will be used
for the first part of the test and the second fifty-minute class period will be used for the
second part of the test. The first part of the test will have true/false, multiple choice, and
short answer problems. The second part of the test will be a writing portion where
students will be asked to answer TWO of the following three questions. The writing
portion of the unit test is geared to assess students problem solving skills, critical thinking
skills, and writing skills as well as assess certain standards of the Common Core. Each
writing prompt will assess writing skills, problem-solving skills, and critical thinking skills but
they will differ in what standards they cover. The topics students can choose from are 1)
arc length and sector area 2) approximating area and 3) relationships between radii,
chords, and tangent lines. If students need more time, they can turn in what they
finished and complete the rest during lunch, before school, or after school. I will also be

happy to accommodate any other student needs during this time. These are only some
of the challenges I might come across while teaching.
Some other possible challenges I might encounter while teaching include
planning too much for the day, planning not enough for the day, and the challenge
that all students are different. All students learn at different paces, have many different
learning styles, and have many different interests. Because of this I must be willing to
differentiate and scaffold my lessons whenever I see fit. This is why informal and formal
pre, formative, and summative assessments are so important. Depending on the
students prior knowledge, the different rates at which students learn, and all of the
different learning styles out there, I must stop, assess, and alter my lessons to fit the
needs of all my students. Some ways I will differentiate The Circle of Life unit are by
assessing students prior knowledge and determining if an independent study on
certain proofs need to be made for specific students, assessing students informally to
see if I need to spend more or less time on a particular topic, allowing students to work
in small and large groups, and I will give students choices! Differentiation, to me, is a
very important aspect of being a highly qualified teacher and it is essential in order to
meet the needs of all students. Stages two and three go farther into detail on the
differentiation aspect of the unit.
To gain a better understanding of The Circle of Life unit, look at the following
stages of the Unit Plan. Everything is very detailed and explicitly states what I plan to do
and why. Each day is thoroughly planned out as well.

Unit Title: The Circle of Life

Conceptual Lens: Relationships
Grade level: High School Geometry
Length of unit: about 4 weeks (20 days of this Lesson)
Stage 1 Desired Results
Meaning
Enduring Understandings/Generalizations:

The area and perimeter formulas of non-curved

figures can be used to estimate the area and
perimeter of curved figures.
The area and circumference formulas for a
circle were derived from formulas of non-curved
figures.
The length of part of a circles circumference
can be found by relating it to an angle in the
circle.
The area of parts of a circle formed by the radii
and arcs of a circle can be found when the
radius and or central angle is known.
A radius of a circle and the tangent that
intersects the endpoint of that radius on the
circle has a special relationship.
Angles formed by intersecting lines have a
special relationship to the arcs the intersecting
lines intersect. This includes (a) arcs formed by
chords that inscribe angles (b) angles and arcs
formed by lines intersecting either within or
outside of a circle and (c) intersecting chords,
intersecting secant lines, or a secant line that
intersects a tangent line

Essential Questions:

How can you find the area and perimeter of a curved

figure?
How can you use other area and perimeter formulas to
find the area and circumference of a circle?
How can you prove relationships between angles and
arcs in a circle?
When lines intersect a circle or within a circle, how do
you find the resulting measures of angles, arcs, and
segments?

Some of the enduring understandings and essential

questions were formed using this site:
http://images.pcmac.org/SiSFiles/Schools/CT/
MarineScienceMagnet/MSMHS/Uploads/
DocumentsCategories/Documents/Unit%2010%20
Circles.pdf

Knowledge & Skills Acquisition

Learning Goals from the Common Core:

Understand and apply theorems about circles

CCSS.MATH.CONTENT.HSG.C.A.1: Prove that all circles are similar.
CCSS.MATH.CONTENT.HSG.C.A.2: Identify and describe relationships among inscribed angles, radii, and
chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a
diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the
circle.
CCSS.MATH.CONTENT.HSG.C.A.3: Construct the inscribed and circumscribed circles of a triangle, and prove
properties of angles for a quadrilateral inscribed in a circle.
CCSS.MATH.CONTENT.HSG.C.A.4: Construct a tangent line from a point outside a given circle to the circle.
Find arc lengths and areas of sectors of circles
CCSS.MATH.CONTENT.HSG.C.B.5: Derive using similarity the fact that the length of the arc intercepted by an
angle is proportional to the radius, and define the radian measure of the angle as the constant of
proportionality; derive the formula for the area of a sector.
Students will know

That the area is the amount of space in a 2D

shape.
That the Circumference is the perimeter of a
circle.
The history of Pi
That the area of a circle = (Pi)*r^2
That the circumference of a circle = 2*(Pi)*r
That the area of a regular n-gon = * P * a
How to approximate area and circumference.
The definitions of apothem, circumscribe,
inscribe, arc length, sector area, central angle,
inscribed angle, circumscribed angle, arc,
chord, diameter, radius, major arc, minor arc,

Students will be able to

Students will

Approximate the area of a curved figure.

Find the area of different regular n-gons.
Derive the formulas for the Area and Circumference
of a circle.
Find the exact area and circumference of a circle
using the formulas they derived.
Prove all circles are similar.
Find the sector area and arc length of a circle using
the Area and Circumference formulas, proportions,
and other Theorems.
Identify and name the parts of a circle.

tangent and secant

Inscribe and circumscribe angles and other shapes

about a circle. They will then prove angle properties
and other theorems for said shapes and angles
Prove certain theorems related to circles.

Resources/Materials:

CME Project Geometry Textbook

Common Core State Standards
GeoGebra (an online mathematics tool that can be used for construction)

Specific Recourses/Materials for the Students:

Post It Notes of different colors
Note Cards
Compass

Protractor
String
Cans
Colored Pencils
Dixie cups for drawing circles easily in notebooks

Specific Guided Activities, Worksheets, and Handouts:

The Area and Perimeter of a Blob guided

activity
Answer Key to Homework Problems handout
Investigating Pi guided activity
Sector Area and Arc Length guided activity
Sector Area and Arc Length: Lets think a little deeper additional worksheet
Use what you know activity
Jot Chart quiz
Area and Perimeter Extra Credit assignment

Chords and Inscribed Angles mini note booklet

Part 1 Quiz
Tangents and Secants mini note booklet
Review for Quiz 2 problem packet
Review for Quiz 2 answer key
Part 2 Quiz
Chords, Secant Lines, and Tangent Lines Jot Chart handout
GeoGebra: Chords, Arcs, Central Angles, Inscribed Angles, Secants, and Tangents Activity
handout
Study Guide: Circle of Life Unit homework assignment
Chapter Five Unit Test: Circle of Life
Chapter Five Unit Test (Writing Portion): Circle of Life

Premade Notecard(s) of the Day:

Area and Perimeter or a regular n-gon
Area an Circumference of a circle

Sector Area and Arc Length

Stage 2 Evidence (Assessment)

Types of assessment: Selected-Response (tests, quizzes); Personal Communication (interview, oral exam, discussion);
Written Response (short constructed response questions, entrance/exit slips, essays); Performance Assessment (role-play,
Simulation, labs, dramatization)
Pre-assessment:

I will use a pre-assessment for this unit, but it will be pretty informal. The pre-assessment activity is going to be a
short in class quiz. The in class quiz will be graded for completion only. This assessment will be given on the same
day as the previous units homework quiz. This is approximately three days before the Circle of Life unit starts. I
will be giving it this early so I will have enough time to examine the results and figure out adjustments that need to
be made. The in class quiz will consist of twenty true/false questions dealing with new vocab and new theorems
that will be discussed and discovered in the Circle of Life unit. There will be three answer choices given for the
True/False quiz though. The choices will be 1) True 2) False 3) I do not know. I will ask the students to be honest
and to not guess on the quiz. If they do not know the answer they should mark I dont know. Some questions
might look like:
o 1) All circles are similar.
o 2) A central angle is half the measure of an inscribed angle.
o 3) An apothem is used to find the area of a regular n-gon.
o 4) Pi is a transcendental number that it used to find the area of a circle.
o Some vocabulary words that may be turned into true/false/I dont know questions include:

Apothem
Circumscribe
Inscribe
Arc length
Central Angle
Sector Area
Inscribed angle
Circumscribed angle
Arc
Chord
Diameter
Radius
Major Arc
Minor Arc
Tangent line

Secant line
Pi
Circle

After students take the quiz I will score them and examine the responses. I will make side notes to myself if
students know more information than anticipated. In fact, if students put I do not know for all of the questions, it
will be ok! If a student knows a lot more than expected, I will differentiate my lessons and activities to fit their
needs.
Some ways I can differentiate my lessons and activities are by
o Giving advanced students an independent study to focus on during part of or for the whole Circle of
Life unit. A few examples of this might look like
If a student knows a lot of the theorems that will be introduced in this unit, instead of forcing the
student to sit through a lecture where they already know the information, during this time I will ask
them to think more deeply on the theorems by having them try to prove them.
If a student knows how to find the area of a sector or the length of an arc, the day this topic is
taught, I can make a different activity where the student will be asked to relate this topic to a real
life scenario.
o Depending on the student as well as the topic they already know, different independent studies or
different mini independent studies will have to be made. In order to actually know what activities I have
to make, though, I will need to score and examine all the pre assessments and go from there.
Some other forms of pre assessment I will use during this unit are
o Thumbs up, Thumbs down
Who has heard of this topic before?
o Fist to Five

Formative Assessment:

Some ways I will assess student learning along the way are by using informal as well as formal formative
assessments.
For informal assessments I will use:
o Openers (Opening activities):
KWL (the K and W part)
Notecard(s) of the Day
Sentence Starters

o
o
o
o

o
o

Question of the Day

Fist to Five
Thumbs up, thumbs down
Think, Pair, Share
Exit Slips (Closing Activities)
321 activity
Tape sticky note to the door
KWL (the L part)
AboutPoint.
Jot Chart
Notecard(s) of the Day
Sentence Starters
Circle the Face
In class observations
Self assessments
How are you feeling about the material?
To what degree are you participating? (Taking notes? Asking Questions? Participating in small
group discussions? Participating in large group discussions? Staying on task? Responding to
thumbs up thumbs down and fist to five? Being prepared?)
Are you keeping up with the homework?
Basic journal entries
Reflect on what you learned today?
What questions do you still have about todays lesson?
How are you feeling about the material so far?
Think of a way this could be used in real life.
Homework Checks
Homework Policy:
Most nights, students will be asked to complete homework. Some days I will check the
homework at the door, but other times I will not. I will let the students know when homework
will be checked though.
Because time is limited, there is not a whole lot of time to go over homework problems in
class if students have questions; this is what the classroom blog is for. If students have

homework questions they can post them on the classroom blog and either me or other
classmates can answer the questions. If many students are having the same question,
though, I will go over that problem in class.
Students will know if they are struggling because a) they cannot solve the problem or b)
they checked their answers on the answer key and it was wrong.
Answer keys will be provided at the beginning of the unit!

o Little Games
White board game
Swat the fly
o Learning activities (graded for completion)
For formal assessments I will use:
o Quizzes
Jot chart quiz on the different formulas
Two other quizzes on material
Quiz One: Area
Quiz Two: Chords, Tangents, Secants
o Study Guide for Unit Test: Will be graded on correctness!

Based on the results on the informal and formal formative assessments I will adjust my lessons accordingly.
o If students seem to be grasping an idea more quickly than I anticipated, I will go over that topic a little
less by going over fewer examples.
o Conversely, if students seem to be having a lot of trouble with a topic, I will have to adjust my schedule
and allow more time for this topic than anticipated.
o If most students seem to be understanding a topic but it is clear that a few students are not I will have to
adjust my lesson as well. To better the understandings of the students who are confused, I can
Have those students come in for help: this would be the ideal scenario
Make a group learning activity and group the students off so a confused student is with students
who understand the topic. Maybe the students who understand the topic can explain the
material in a way the confused student will understand.
If there is time for students to work on their homework, have the confused students get help during
that time.
o If most students seem to be having a hard time with a topic but some students seem to be

understanding the topic I will have to adjust my lesson and allow more time for more of an explanation
on the confused topic. I do not want the students who understand the topic, though, to zone out or to
feel neglected so I will make a supplemental activity for them to work on during the review time.

Summative Assessment:

I will use two different summative assessments for this unit

o Homework Quiz: The homework quiz will check for two things 1) If students did their homework and 2) if
students did their homework correctly. On the quiz, ten or so problems will be selected from the list of
homework problems students were asked to complete during the entire unit. They will be asked either to
write down the answer to a certain problem or to write down the answer as well as their work in solving
the problem. This quiz is purely copying homework. If students did their homework, checked their
answers on the answer key, and asked questions in class and or came in for help on questions they were
confused about, this quiz should be an easy A. The goal of this quiz is to make sure students are
completing the homework assignments as well as trying their hardest on them. This quiz will be given two
days before the unit test. (This Quiz is more of a formative assessment, but since I am waiting until the
end of the unit for students to complete it, I put it in this section.)
o Unit Test: During the unit test I will have to assess student understanding of each of the State Standards
dealing with circles. On the unit test I will make a variety of questions that incorporate the main ideas of
the essential questions and the general understandings of this unit. I will also assess the skills acquired in
this unit. Since the essential questions, general understanding, and acquired skills are based off of the
Standards, if these three areas are covered, the standards will be too.
The Unit Test will consist of two parts; one part will be done Wednesday and one part will be
done on Thursday. The first part of the unit test will consist of true/false, multiple choice, and
short answer questions. The second part of the unit test will consist of a writing portion where
students will have to demonstrate the knowledge they acquired from the unit, critically think,
problem solve, explain their thinking, and write. Writing skills are very important to have so this is
a good way for students to practice writing in this specific content area.

Stage 3 Learning Plan

The Circle of Life

Monday

Tuesday

Wednesday
Last minute homework
questions.

Thursday

Friday

Review Activity for the

Similarity Unit

Unit Test on Similarity

Investigating Pi:

Arc Length and Sector

Area:

Homework Quiz for the

Similarity Unit
Pre Test for the Circle of
Life unit.
The Circle of Life unit begins
TODAY!
Approximating Area and
Perimeter:
1. Think, Pair, Share to the
question How can we find
the area and perimeter of a
random blob? First think to
yourself and write down some
ideas on the yellow post it
note in front of you. After two
minutes or so, turn to your
shoulder partner and discuss
your ideas. Together, write
down some ideas on the pink
post it note in front of you.
After three minutes or so, face
front and be ready to share
your pink post it note to the
class. (This activity in general

Area and Perimeter of a

Regular n-gon:
1. Notecard of the Day:
Get out a notecard and
right the following
information down on it.
Remember, sometimes
you can use notecards
on quizzes, so I suggest
you write this down. The
notecard topic for today
will be finding the area
and perimeter of a
regular n-gon. Copy the
notecard I made that is
on the Elmo. When you
are done put your
notecard in your recipe
box, sit down, and face
forward. (10 minutes in
total)

Relating A=1/2Pa to the

area and circumference
of a circle:
1. Homework Check at
the door (2 minutes)
2. Go over the
homework problems
with your tablemates.
When the timer goes off,
face forward. (8
minutes)
3. Large group
discussion on how the
area and perimeter
formulas of a regular ngon relate to the area
and circumference
formulas of a circle
(A=1/2Cr). Be sure to
inscribe and
circumscribe a regular n-

1. KW of the KWL on the

topic of the
transcendental number
Pi. Draw the KWL chart in
your journal notebook.
Fill out the K and W
columns about Pi. When
you are done, face
forward (5 minutes).
After students fill out their
tables have an informal
large group discussion to
see what the students
know and want to learn
about Pi (5 minutes).
2. Answer any
homework questions
that most students are
struggling with.
3. Introduce the topic of

1. Question of the Day:

Answer the following
questions having to do
with the Area and
Circumference of a
circle. You will have
seven minutes to answer
the questions. After those
seven minutes we will
take three minutes to go
over the answers (10
minutes in total)
2. Answer any homework
questions that most
students are struggling
with
3. Introduce the topic of
the day with an I can
statement. The I can

should take about 10 minutes)

2. Introduce the topic for the
day with an I can
statement. The I can
statement will be I can use
the box method to solve for
the area and perimeter of a
random blob. (1 Minute)
3. Pass out and explain The
Area and Perimeter of a Blob
guided activity. This activity
will guide the students on how
to find the area and
perimeter of a random blob. It
will teach the students the
box method and will show
them that as the boxes get
smaller, their estimations will
become more accurate. In
the guided activity the terms
limit, circumscribe, inscribe,
and linear approximation will
be explained. This introduces
the idea of calculus. (25 to
30 minute activity)
4. As the students work, the
teacher will walk around the
room and observe the
students. The teacher will
chime in when needed.
5. The last ten minutes of class
will be used to discuss the
overall findings of the activity.
It will also be used to
introduce the terms limit,
inscribe, circumscribe, and
linear approximation. A
thumbs up, thumbs down
activity will be done to assess

2. Answer any
homework questions
that most students are
struggling with.
3. Discuss the I can
statement for the day.
The I can statement
will be I can find the
area and perimeter of a
regular n-gon by using
the apothem and the
formula A=1/2Pa. (1
minute)
4. Today will be a
lecture/note taking day.
The lecture will a) first
show students how to
break up a regular ngon to find its area b)
define the term
apothem and c) explain
how to use the formula
A=1/2Pa. (10 minutes)
5. After the lecture I will
use the gradual release
method to solve some
practice problems. I will
first show them how to
solve one, we will then
solve one together,
students will then work
together on solving one,
and then students will
solve one alone. As
students are working I
will go around and
observe/answer any
questions that students
have. (These problems

gon about a circle to

show the relationship.
(10-12 minutes)
The actual formulas:
4. Mini lecture/note
taking on the area and
circumference formulas
of a circle (10 minutes)
5. With a partner or by
yourself solve the two
area and circumference
problems that are on the
board. You have 7
minutes to complete
them and we will go
over them as a class
soon after for 5 minutes.
Do a fist to five at the
end to see the general
consensus of
understanding.
6. Notecard of the Day:
Copy down the Area
and Circumference
Notecard that is on the
Elmo. (7 minutes)
7. For Homework:
Students will complete a
problem set in the CME
Project Geometry
Textbook. They will be
asked to complete 1, 2,
3, 4, 5, 6, and 7 on
pages 370-372. These
problems relate to
inscribing and

the day with an I can

statement. The I can
statement of the day will
be I can describe and
derive the
transcendental number
Pi. (2 minutes)
4. Investigating Pi
guided activity. This
activity will show
students how we know Pi
is 3.14 by doing a
GeoGebra activity to
discover different
patterns. Students will
then have to fill out a
table that shows these
patterns (30 minutes). If
students happen to finish
early they will be asked
to fill out another chart
to discover another
pattern. The pattern,
here, has to do with
A=1/2Cr and how area,
radius, and
circumference all relate.
5. Go over the area and
circumference formulas
of a circle again. Have
the students repeat the
formulas so they will
remember them (3
minutes).
6. Open your journals to
your KWL chart from
earlier. Fill out the L
column at this time (5
minutes)

statement of the day will

be Given a central
angle measure, I can
calculate the arc length
and sector area of a that
part of the circle. (2
minutes)
4. Explain the activity for
the day. Put an
instruction sheet on the
Elmo so students know
exactly what to do. (3
minutes)
5. Do thumbs up,
thumbs down to make
sure everyone knows
what is expected of
them.
7. Do the Sector Area
and Arc Length heavily
guided activity. This
activity has students
deriving and
investigating the formulas
for Arc Length and
Sector Area. (20 minutes)
8. If students finish early
have them complete the
Sector Area and Arc
Length: Lets Think a Litter
deeper handout. These
questions should
enhance their learning
on a deeper level by
asking them to generalize
what they have learned
from the previous activity.
9. Large Group discussion
on the students findings.

the overall knowledge for the

day.
6. For Homework: Students will
complete a problem set in
the CME Project Geometry
Textbook. They will be asked
to complete 2a, 2c, 5, 6, 7, 8,
9, and 10, and 11 on pages
362-364. (These problems all
relate to finding an
approximation of the area
and perimeter of a blob, using
the box method, and
inscribing and circumscribing
shapes. An answer key will be
given TODAY so students can
check their work and get
immediate feedback if they
were right or wrong.

are pretty lengthy so this

should take about 25
minutes. If students finish
early they will be asked
to answer the following
question: how can we
use the idea of inscribing
and circumscribing
regular n-gons to derive
the formulas for the area
and perimeter of a
circle?)
6. Sentence starters: For
the last 5 minutes of
class students will be
asked to fill out the
following sentence
starters to hand in
before they leave a) the
area formula or a
regular n-gon isand b)
I am still confused
about
7. For Homework:
Answer the following
questions a) how does
the perimeter of a
regular n-gon relate to
the perimeter of a
circle? b) How does the
area of a regular n-gon
relate to the area of a
circle? You must have
these questions
answered before you
walk into class
tomorrow!

circumscribing regular ngons about a circle to

find certain
measurements given the
radius of a circle.

7. For Homework: Using

the Area and
Circumference formulas
of a circle, solve for the
missing parts of each
diagram a) Find the
area and circumference
of a circle with a radius
of 2cm and b) Find the
radius and
circumference of a
circle with an area of
36*Pi. For both questions,
leave you answer in
terms of pi.

What did you learn?

What did you notice?
(10 minutes)
10. Notecard of the Day:
Get out a notecard and
right the following
information down on it.
Remember, sometimes
you can use notecards
on quizzes, so I suggest
you write this down. The
notecard topic for today
will be finding the Sector
Area and Arc Length of
part of the circle. Copy
the notecard I made that
is on the Elmo. When you
are done put your
notecard in your recipe
box. (5 minutes)
11. For Homework:
Students will complete a
mini problem set in the
CME Project Geometry
Textbook. They will be
asked to complete
number 2 and 3 on page
379. These problems ask
students to find the
sector area and arc
length of a circle given
the central angle
measure. It is a shorter
version on what we did in
class today.
12. For Homework:
Complete the self-

assessment handout for

class on Monday. The
self-assessment handout
will cover a) how they
are feeling about the
material thus far? b) To
what degree are they
participating (taking
notes, asking questions,
participating in small
group discussions,
participating in large
group discussions, staying
on task, responding to
thumbs up thumbs down
and fist to fives, being
prepared, keeping up
with the notecard recipe
boxes) and c) Are they
keeping up with the
homework?
The self-evaluation form
will be neatly written out
and very easy to follow.
Using What we Know:
1. Review to Self: Look over
your Area and Perimeter
notecards independently.
Just in case you do not know
which ones to look over, I will
tell you. Look over your
square, rectangle,
parallelogram, triangle,
trapezoid, regular n-gon,
circle, and sector area/arc
length area and perimeter
note cards. Do this for ten

1. Study Time: Use the

first five minutes of class
to review your notecards
and class notes for the
quiz (5 minutes).
2. Jot Chart Quiz: This
quiz will be on the area
and perimeter formulas
for all the shapes we
have learned so far.
Students will be asked to
fill in the empty blanks of
the chart. Notecards will
not be used on this quiz!

1. Homework Check at
the door (2 minutes)
2. Go over the
homework problem with
your tablemates. When
the timer goes off, face
forward. (8 minutes)
3. Large group
discussion on how to
solve the proof. (10
minutes)
4. Discuss some other
facts that are related to
this Theorem such as a) if

1. Turn in Extra Credit

Assignment that was
assigned on Tuesday (3
to 5 minutes)
Applying the Theorems
to solve for parts:
2. Introduce the topic of
the day with an I can
statement. The I can
statement of the day will
be I can use the
theorems provided to

1. Study Time: Use the first

five minutes of class to
review your notecards
and class notes for the
quiz (5 minutes).
2. The next five to ten
minutes will be used for
questions. Students will
be able to ask the
teacher questions about
the material and or the
quiz in general (5 to 10
minutes)
3. Pass out Part 1 Quiz

minutes. (10 minutes)

2. Introduce the topic of the
day with an I can
statement. The I can
statement of the day will be I
can find the area and
perimeter of the given
shaded regions (2 minutes)
3. Problem Solving Activity: in
your table groups you will be
asked to solve the following
problems. Each problem will
be written on a notecard that
is taped to each table. Since
there are six tables, you will be
asked to solve six problems.
You will have five or so
minutes to solve each
problem. When the timer
goes off (after five minutes)
each group will stand up (yes,
you have to move) and
rotate clockwise to the next
table. Write your answers and
all of your work on a sheet of
notebook paper. Be sure to
label what number each
problem is. You will be turning
in one set of problems per
group so make sure everyone
writes or no credit will be
given. Work together and
communicate! (These
problems will be asking
students to find the area and
or perimeter of the shaded
region of a particular shape.
In order to do this, students will
have to break up a complex

(15 minutes)
3. If students finish early
have them start an extra
credit assignment that
will be due on Thursday.
The extra credit
assignment will ask
students to find the area
and perimeter of certain
parts of a complex
shape.
Vocabulary Lesson:
4. Introduce the topic of
the day with an I can
statement. The I can
statement of the day will
be I can identify, label,
and define all the
different parts of a
circle. (2 minutes)
5. The rest of the class
period will be a
lecture/note-taking day.
In the lecture I will draw,
identify, and define the
following terms a)
central angle b) arc c)
chord d) diameter e)
major arc f) minor arc
and g) measure of an
arc. Students will draw,
label, and write as I go.
Colored pencils will be
provided. (20 minutes)
6. 321: In your journal
notebooks write down
three vocabulary words

OZ is the angle bisector

of <QOR, then QP and
PR are congruent b)
chords of equal lengths
are equally distant from
the center of the circle
(10 minutes)
Chords and Inscribed
Angles:
5. Introduce the topic of
the day with an I can
statement. The I can
statement of the day will
be I can use the
theorems provided to
answer questions about
inscribed angles and
chords (2 minutes)
6. The rest of the class
period will be a
lecture/note-taking day.
In the lecture I will draw,
identify, and define the
following terms a) chord
b) inscribed angle as
well as introduce the
following Theorems a) A
line through the center
of the circle bisects a
chord if it is
perpendicular to the
chord b) The center of a
circle lies on the line
perpendicular to a
chord if and only if the
lines bisects the chord c)
the measure of an

answer questions about

inscribed angles, central
angle, arcs and chords
(2 minutes)
3. Questions of the Day:
Using the Theorems
discussed thus far, solve
the following problems.
The following problems
will ask students to find
the lengths of chords,
central angles, arcs, and
inscribed angles.
Student may work with
their shoulder partners
for this activity. (25
minutes)
4. As the students work,
the teacher will observe,
help, and answer any
questions students may
have. The teacher will
clear up common
misconceptions as the
students work.
5. There will be a quiz
tomorrow so use the
next ten minutes to go
over what is going to be
on the quiz. The quiz will
cover a) sector area b)
arc length c) area of
complex figures d)
central angles e)
Inscribed angles f) arcs
g) Major and minor arcs
h) chords and i)
applying the theorems
to solve problems.

4. Go over the
instructions (3 minutes)
5. The rest of the class
period will be devoted to
taking the quiz (Over 30
minutes)
6. If students finish early
they may start their
homework in class
7. For Homework: After
the quiz, make sure to
pick up a mini note
booklet on Tangent Lines
and Secant Lines. Read
it! Come to class on
Monday with all the
Theorems written on
notecards that you will
put in your recipe box.
8. For Homework:
Complete the selfassessment handout for
class on Monday. The
self-assessment handout
will cover a) how they
are feeling about the
material thus far? b) To
what degree are they
participating (taking
notes, asking questions,
participating in small
group discussions,
participating in large
group discussions, staying
on task, responding to
thumbs up thumbs down
and fist to fives, being

shape and use what they

know about area and
perimeter to solve the
problems) (35 minutes).
4. As the students work, the
teacher will observe, help,
and answer any questions
students may have. The
teacher will clear up common
misconceptions as the
students work.
5. Hand in one set of
problems per group
6. Circle the Face: circle the
face that best resembles how
you are feeling after this
activity. Put your name on it
and turn it in on your way out.
7. For Homework: Study for
your Jot Chart quiz
tomorrow. The quiz will be on
all the area and perimeter
formulas for the shapes
mentioned in part one
(square, rectangle,
parallelogram, triangle,
trapezoid, regular n-gon,
circle, and sector area/arc
length). On this quiz you
cannot use any notecards, so
study!

and their definitions,

draw a circle and draw
and label two parts we
learned today, and write
one question you have
from todays lesson. (10
minutes)
7. For homework: Prove
the following: two
chords are congruent if
and only if their
corresponding arcs are
congruent. Remember
that this is an if and only
if statement so you
have to prove it both
ways. There will be a
homework check
tomorrow!

inscribed angle is equal

to half the measure of its
intercepted arc d)
inscribed angles are
congruent if and only if
they intercept the same
arc or congruent arcs e)
any triangle inscribed in
a semicircle is a right
triangle f) for a given
point and circle, the
products of the lengths
of the two segments
from the point to the
circle is constant along
any line through the
point and circle
(a*b=c*d) g) the
opposite angles of a
quadrilateral inscribed in
a circle are
supplementary g) (As I
go over each theorem,
a thumbs up, thumbs
down activity will be
done to see if more
explanation needs to be
given.) (20 minutes)
7. Because there are so
many Theorems in this
section, a note sheet (in
the form of a mini
booklet) will be provided
with diagrams and the
theorems.
8. Sentence Starters: The
last ten or so minutes of
class students will be
asked to fill out the

Students will be able to

use ALL of their THEOREM
notecards they have
created in the past few
days on this quiz.
Notecards will be
checked before the quiz
to make sure students
are not cheating. (10
minutes)
6. The next five or so
minutes students will be
able to ask questions
about the quiz (5
minutes)
7. Tape a Sticky to the
Door: The last five
minutes of class students
will answer the following
question on their sticky
note. On their way out
they will stick their note
to the door. The question
will be a) how confident
are you about the quiz
tomorrow? Why?
(Depending on the
responses, the quiz date
may change) (5
minutes)
8. For Homework: Study
for the Part 1 Quiz
tomorrow!

prepared, keeping up
with the notecard recipe
boxes) and c) Are they
keeping up with the
homework?
The self-evaluation form
will be neatly written out
and very easy to follow.

following sentence
starters to turn in before
they leave. They include
a) An inscribed angle
is b) Any triangle
inscribed in a semicircle
is and c) a central
angle is _______ an
inscribed angle.
9. For Homework: Write
down the following
Theorems we learned in
class today on your
notecards. Remember,
one theorem per card
and use pictures to help
you!
1. Go over Part 1 Quiz (15 to
20 minutes)
Tangent Lines and Secant
Lines:
2. Think, Pair, Share to the
questions What is a secant
line? What is a tangent line?
Compare and contrast the
two. First think to yourself and
write down some ideas on the
yellow post it note in front of
you. After two minutes or so,
turn to your shoulder partner
and discuss your ideas.
Together, write down some
ideas on the pink post it note
in front of you. After three
minutes or so, face front and

Chords, Inscribed
Angles, Secants and
Tangents
1. Answer any
homework questions
that most students are
struggling with. (5
minutes)
2. Question of the Day:
Answer the following
two questions on the
Elmo. These questions all
relate to secants and
tangents and solving for
parts. Students will have
7 to 10 minutes to solve
these problems. They
may work with their
tablemates. After 7 to 10

Review for Quiz 2

Quiz 2 Today:

1. Homework Check at
the door (2 minutes)
2. Go over the
homework problems
with your tablemates.
When the timer goes off,
face forward. (8
minutes)
3. There will be a quiz
tomorrow so use the
next ten minutes to go
over what is going to be
on the quiz. The quiz will
cover a) inscribed
angles b) central angles
c) chords d) secant lines
e) tangent lines f) secant
angles and g) all the

1. Study Time: Use the

first five minutes of class
to review your notecards
and class notes for the
quiz (5 minutes).
2. The next five to ten
minutes will be used for
questions. Students will
be able to ask the
teacher questions about
the material and or the
quiz in general (5 to 10
minutes)
3. Pass out Part 2 Quiz
4. Go over the
instructions (3 minutes)
5. The rest of the class
period will be devoted

GeoGebra Construction
Day:
1. Chords, Secant Lines,
and Tangent Lines Jot
Chart: As students walk in
the door they will be
asked to pick up and
complete the jot chart
handout on the back
table. The Jot chart will
be already made; all
students will have to do is
fill in the blanks. The jot
chart will cover all the
information that was on
Quiz Two. Students will be
asked to not use their
notecards or notes for
this informal formative

be ready to share your pink

post it note to the class. (This
activity in general should take
about 10 to 15 minutes)
3. Introduce the topic of the
day with an I can
statement. The I can
statement of the day will be I
can use the concept of
tangents and secants to solve
for parts of a circle. (2
minutes)
4. The rest of the class period
will be a lecture/note-taking
day. In the lecture I will draw,
identify, and define the
following terms a) secant line
b) tangent line c) secant
angle Students will draw,
label, and write as I go.
Colored pencils will be
provided. After we go over
the important terms for the
day we will discuss the
following theorems: a) If a line
intersects a circle in one point
(that is, the line is tangent to
the circle), it is perpendicular
to the radius drawn to the
point of contact b) A secant
angle with vertex inside a
circle is equal in measure to
half of the sum of the arcs in
intercepts c) A secant angle
with the vertex outside a
circle is equal in measure to
half of the difference of the
measures of the arc it
intercepts. (10 minutes)

minutes we will take the

next 5 to 7 minutes to go
over these problems as
a class. (14 to 20 minutes
in total)
3. Introduce the topic of
the day with an I can
statement. The I can
statement of the day will
be I can use the
concept of tangents
and secants to solve for
parts of a circle. (2
minutes)
4. Problem Solving
Activity: In your table
groups you will be asked
to solve the following
problems. Each problem
will be written on a
notecard that is taped
to each table. Since
there are six tables, you
will be asked to solve six
problems. You will have
five or so minutes to
solve each problem.
When the timer goes off
(after five minutes) each
group will stand up (yes,
you have to move) and
rotate clockwise to the
next table. Write your
answers and all of your
work on a sheet of
notebook paper. Be sure
to label what number
each problem is. You will
be turning in one set of

theorems we have
covered since the last
quiz. Students will be
able to use ALL of their
THEOREM notecards
they have created in
the past few days on this
quiz. Notecards will be
checked before the quiz
to make sure students
are not cheating. (10
minutes)
4. The next five or so
minutes students will be
able to ask questions
about the quiz (5
minutes)
5. Go over the Plan for
the day, which is a FREE
REVIEW day. Students
can a) ask the teacher
or their classmates any
questions they have
from previous homework
assignments or just
general questions b)
work on the Review for
Quiz 2 handout
independently or with a
partner c) check the
answers to the Review
for Quiz 2 handout with
the Review for Quiz 2
answer key and d) ask
any questions about the
Review for Quiz 2
activity. (2 minutes)
6. FREE REVIEW TIME (25
minutes)

to taking the quiz (Over

30 minutes)
6. If students finish early
they may start their
homework in class
7. For Homework:
Complete the selfassessment handout for
class on Monday. The
self-assessment handout
will cover a) how they
are feeling about the
material thus far? b) To
what degree are they
participating (taking
notes, asking questions,
participating in small
group discussions,
participating in large
group discussions,
staying on task,
responding to thumbs
up thumbs down and fist
to fives, being prepared,
keeping up with the
notecard recipe boxes)
and c) Are they keeping
up with the homework?
The self-evaluation form
will be neatly written out
and very easy to follow.

assessment. They are

allowed to work with their
shoulder partners though!
(10 minutes)
2. Pass out and go over
Part 2 Quiz. (20
minutes)
3. Introduce the topic of
the day with an I can
statement. The I can
statements of the day will
be I can use GeoGebra
to construct chords,
tangent lines, secant
lines, central angles
inscribed angles, and
arcs. I can use
GeoGebra to determine
the relationships amongst
these parts. (2 minutes)
4. Hand out the heavily
guided GeoGebra:
Chords, Arcs, Central
Angles, Inscribed Angles,
Secants and Tangents
Activity handout (2
minutes)
5. Discuss the overall goal
and the directions of this
activity. (The overall goal
is the I can statements)
(3 minutes)
6. Have students work on
the activity and fill out
the assignment as they
go. They may work with
their shoulder partners for
this. (15 minutes)
7. AboutPoint: Have

5. After going through the

vocab words and theorems,
we will do some practice
problems that use these
theorems to solve for certain
parts. (10 minutes)
6. Basic Journal Entry: Reflect
on what you learned today.
Write this in your journal
notebook. (5 minutes)
7. For Homework: Students will
complete a mini problem set
in the CME Project Geometry
Textbook. They will be asked
to complete numbers 1, 2, 4,
5, 6, 7, and 9 on pages 410 to
411. These problems all relate
to secant lines and tangent
lines and solving for different
parts of a circle.

problems per group so

make sure everyone
writes or no credit will be
given. Work together
and communicate!
(These problems will be
asking students to solve
for different parts of a
circle using secant lines,
tangent lines, chords,
inscribed angles and arc
measures. The main goal
of this activity is to get
students practicing using
the formulas we have
learned in the past few
days. The formulas
include a*b=c*d,
m<1=1/2 (x+y), and
m<1=1/2 (x-y).) (25
minutes)
5. As the students work,
the teacher will observe,
help, and answer any
questions students may
have. The teacher will
clear up common
misconceptions as the
students work.
6. Hand in one set of
problems per group
7. Circle the Face: circle
the face that best
resembles how you are
feeling after this activity.
Put your name on it and
turn it in on your way
out. (5 minutes)

7. Tape a Sticky to the

Door: The last five
minutes of class students
will answer the following
question on their sticky
note. On their way out
they will stick their note
to the door. The question
will be a) how confident
are you about the quiz
tomorrow? Why?
(Depending on the
responses, the quiz date
may change) (5
minutes)
8. For Homework: Study
for the Part 2 Quiz
tomorrow!
9. For Homework: Finish
the Review for Quiz 2
handout you started in
class today.

students do an About
Point In their journal
notebooks. The About
Point will be about what
they learned for the day.
(5 minutes)
8. For Homework: There is
a homework quiz
tomorrow! Be ready for it!
By be ready I mean
organize your homework
in a way you can find
problems easily and
COMPLETE all of the
assignments. Homework
will be collected when
you turn in the quiz!
Good Luck!
9. For Homework:
Complete the selfassessment handout for
class on Monday. The
self-assessment handout
will cover a) how they
are feeling about the
material thus far? b) To
what degree are they
participating (taking
notes, asking questions,
participating in small
group discussions,
participating in large
group discussions, staying
on task, responding to
thumbs up thumbs down
and fist to fives, being
prepared, keeping up

8. For Homework:
Students will complete a
mini problem set in the
CME Project Geometry
Textbook. They will be
asked to complete
numbers 6-8 on page
439. These problems all
relate to the problems
we did in class today.

1. Thumbs up, Thumbs down:

Who is ready for the
Homework Quiz?
2. Go over any last minute
homework questions (10
minutes)
3. Go over the agenda for the
day 1) Homework Quiz 2) Pre
Assessment for the NEXT Unit
3) start Study Guide packet
in class (2 minutes)
4. Pass out the Homework
Quiz and go over the
directions as well as answer
any questions (5 minutes)
5. Have students complete
the Homework Quiz (15
minutes)
6. When students turn in the
Homework Quiz, make sure
they turn in their homework
along with it. This will prevent
cheating as well as gives
students an opportunity to
show the teacher what they

1. Homework Check at
the door (2 minutes)
a) If students do not
have their homework
completed they will not
receive credit for their
homework completion
grade for the day as
well as b) will not be
able to participate in
the in class activity for
the day. Instead of
working with their
tablemates, they will be
asked to sit near my
desk and work silently on
their packets.
2. Once homework is
checked at the door the
rest of the class period
will be devoted to in the
in class review activity.
The review activity is
literally letting the
students go over each

with the notecard recipe

boxes) and c) Are they
keeping up with the
homework?
The self-evaluation form
will be neatly written out
and very easy to follow.

1. Chapter Five Unit Test:

The Circle of Life is
Today!! When students
walk in, they are allowed
to begin the test. The
room will be rearranged
in test taking mode to
prevent cheating! (50
minutes)
2. No Homework Today!

1. Chapter Five Unit Test

(Writing Portion): The
Circle of Life is Today!!
When students walk in,
they are allowed to
begin the test. The room
will be rearranged in test
taking mode to prevent
cheating! (50 minutes)
2. No Homework Today!

1. Think, Pair, Share to the

questions a) how well
do you think the test
went? b) What went
well? c) What could
have gone better? d)
What could I have done
better to be better
prepared? e) What
could Ms. Sachs have
done better to better
prepare us for this test?
First think to yourself and
write down some ideas
on the yellow post it note
in front of you. After two
minutes or so, turn to your
shoulder partner and
discuss your ideas.
Together, write down
some ideas on the pink
post it note in front of
you. After three minutes
or so, face front and be
ready to share your pink

know if they accidently

copied down the wrong
problem.
7. After students complete the
Homework Quiz, have
students pick up and
complete the NEXT Units pre
assessment in class quiz. (10
minutes)
8. Today would be a day
where students will probably
finish up at different times. If
students happen to finish up
these two quizzes before the
bell rings, have them pick up
the homework assignment
and work on it in class.
9. If students have not already
picked up the homework
assignment, have them do so
now.
10. The last ten minutes of
class will be used to discuss
the Study Guide: Circle of
Life Unit assignment. Students
should know the rules of the
assignment because we do
similar assignments before
every test, but I am going to
reiterate the rules to make
sure they know I am serious
about them. The Rules of this
assignment are as follows a)
complete the Study Guide:
Circle of Life Unit for
HOMEWORK. If you do not
complete the assignment for
HOMEWORK, you will not
participate in the in class

problem of the Study

Guide with their
tablemates to make sure
they get every problem
correct and understand
every problem. They are
allowed to change their
answers, but they do not
have to if they believe
their answer and or
thought processes are
right. This activity relies
on student
preparedness and
student communication,
because I will only help
students if I think they
truly will not understand
the concept by the end
of the class. Students
need to ask questions
and explain their
thinking to their
classmates. Participation
will be assessed at this
time. (40 minutes)
3. As students are
working, observe what is
going on as well as
return homework (not
the homework quizzes)
to the students. They will
want their homework
back to study.
4. Hand in Study Guide:
Circle of Life Unit
activity
5. Remind students that
the Circle of Life Unit

post it note to the class.

(This activity in general
should take about 10
minutes)
2. Share to the class a)
how many As b) how
many Bs c) how many
Cs, d) how many Ds and
e) how many Fs (2
minutes)
3. Share to the class a)
the class average b) the
class average compared
to their last unit test class
average and c) the
highest grade in percent
form (3 minutes)
4. Return and go over the
Circle of Life Unit Test.
(25 minutes)
5. Return the Homework
Quiz (2 minutes)

6. Introduction to the
NEW Unit

activity TOMORROW which

will probably hinder your
grade b) remember that you
will be turning this assignment
in and it will be graded for
completion and correctness.
It WILL be graded!! Because
of this be sure to write clearly,
circle your answers, and show
all of your work (10 minutes)
11. For Homework: Complete
the Study Guide: Circle of
Life Unit activity

Test is TOMORROW. It
will cover a) area and
perimeter of a blob b)
area and perimeter of a
regular n-gon c) area
and circumference of a
circle d) sector area e)
arc length f) chords g)
Inscribed angles h)
central angles I) Secant
lines and j) tangent lines.
(3 minutes)
6. Answer any questions
students have about the
test (5 minutes)
7. For Homework: Study
for the unit test
tomorrow!! Look over
your notes and your
notecards! Look over
your homework
assignments! Look over
this Study Guide!
Remember that
notecards should not be
used on Unit Tests! Good
Luck!

Name: _______________________
Chapter Five Unit Test: The Circle of Life
True/False: Mark T if the answer is True and F if the answer is False. Make sure your
answer is easy to read or it will be marked wrong. (2 points each)
__________ 1. The area of a regular n-gon is equal to half of the product of its
perimeter (P) and apothem (a).
__________ 2. Pi is the numerical value of the area of a circle with radius 1.
__________ 3. The formula for the circumference of a circle is (Pi)*(r^2).
__________ 4. The measure of an inscribed angle is equal to twice the measure of
its intercepted arc.
__________ 5. The measure of a central angle is equal to the measure of its
intercepted arc.
Multiple Choice: Circle the best answer. Then write the letter on the line. Make
sure to write clear and neat or your answer will be marked wrong. (2 points
each)
__________ 6. When finding the area and perimeter of an abstract curved figure
the best method to use is
a. The area formula of a circle
b. The area formula of a regular n-gon
c. Linear approximation
d. Both a and b
__________ 7. A(n) ______________ for a circle is an angle that has its vertex at the
center of the circle.
a. Central angle
b. Inscribed angle
c. Right angle
d. Secant angle

__________ 8. A(n) ____________ for a circle connects two points on a circle. The
center point does not need to be one of these points.
a. Arc
b. Chord
c. Diameter
d. Radius
_________ 9. A(n) __________ is an angle that has its vertex in the circle and has
sides that are chords of the circle.
a. Central angle
b. Inscribed angle
c. Right angle
d. Secant angle
_______ 10. When a line has only one intersection point with a circle, it is said to
be a
a. Secant Line
b. Parallel line
c. Perpendicular Line
d. Tangent Line

!
Short Answer: Solve each problem. Show all your work or no credit will be given.
11. Find the area and perimeter of a regular hexagon with a side length of 12
cm. Draw a picture to help you. (Dont forget your units in your answer!)(Round
your answer to 2 decimal places.) (5 points)

Area = ______________________
Perimeter = __________________

12. Solve for the following measures. The radius of the circle is 5m. (Do not forget
your units!)(Round your answers to 2 decimal places) (6 points)
a) Arc length of BC
b) Sector Area of DAE

Arc Length of BC = __________________

Sector Area of DAE = ________________
13. Find the area of the ENTIRE region (not just the triangle) using the given
information. AB is a semicircle. CA is a semicircle. Segment BC is 5in. Segment AB
is 5 in. (Round your answer to 2 decimal places)(Do not forget your units!) (6
points)

Area = ______________________

14. Using the diagram and the given information find the missing measures. (Do
not forget to put your units!)(Round to the nearest tenth.)

14a. If CG=24cm, GD=72cm, and FG=106cm, find GE. (3 points)

GE = ____________________
14b. If Arc ED is 110 degrees and Arc CF is 50 degrees, what is the measure of
angle <EGD? (4 points)

Measure of <EGD = _________________

14c. Using the information from 14b, what is the angle measure of <CGF? Why?
What is the measure of <CGE? Why? (4 points)

The measure of <CGF is ______________ because of the _______________________.

The measure of <CGE is __________________ because <CGF and <CGE are
__________________________.

15. Find the measure of A, B, C, J, K, and angle <CGE. (12 points)

A = ____________________
B = ____________________
C = ____________________
J = ____________________
K = ____________________
<CGE = ________________

Name: _______________________
Chapter Five Unit Test (Writing Portion): The Circle of Life
Pick TWO of the following problems to answer. (10 points each)
a. Essay One: Solve the problem below. After you solve it, explain in paragraph
format what steps you took and why you took them. Make sure you
Show all your work
Use complete sentences
Use correct spelling, grammar, and punctuation
Explain what you did
Explain why you took the steps you took
Steve wants to build a circular fence around his garden, as shown below.
Determine the total amount of fencing needed to put around the circular
garden to the nearest hundredth of a foot. AG = 5 ft.

b. Bill spilled paint and left the blob to the right. Describe how you would use the
grid method to estimate the area of Bills mess. Be
sure to
Write in complete sentences
Use correct spelling, grammar, and
punctuation
Use the following vocabulary terms
from this chapter
o Approximation
o Limit
o Circumscribe
o Inscribe

c. PA and PB are the tangents to a circle through P. Prove PA is congruent to PB.

When writing your proof be sure to
Show all your work
Use complete sentences
Use correct spelling, grammar, and punctuation
Explain what you did
Explain why you know this is true (state a theorem)

Name: _______________________
Chapter Five Unit Test: The Circle of Life
True/False: Mark T if the answer is True and F if the answer is False. Make sure your
answer is easy to read or it will be marked wrong. (2 points each)
__________ 1. The area of a regular n-gon is equal to half of the product of its perimeter
(P) and apothem (a). True
__________ 2. Pi is the numerical value of the area of a circle with radius 1. True
__________ 3. The formula for the circumference of a circle is (Pi)*(r^2). False, the
formula for the circumference of a circle is (2)*(Pi)*(r). The formula for the area of a
circle is (Pi)*(r^2).
__________ 4. The measure of an inscribed angle is equal to twice the measure of its
intercepted arc. False, the measure of an inscribed angle is equal to HALF the
measure if its intercepted arc.
__________ 5. The measure of a central angle is equal to the measure of its intercepted
arc. True
Multiple Choice: Circle the best answer. Then write the letter on the line. Make sure to
write clear and neat or your answer will be marked wrong. (2 points each)
__________ 6. When finding the area and perimeter of an abstract curved figure the
best method to use is
a. The area formula of a circle
b. The area formula of a regular n-gon
c. Linear approximation
d. Both a and b
__________ 7. A(n) ______________ for a circle is an angle that has its vertex at the
center of the circle.
a. Central angle
b. Inscribed angle
c. Right angle
d. Secant angle

__________ 8. A(n) ____________ for a circle connects two points on a circle. The center
point does not need to be one of these points.
a. Arc
b. Chord
c. Diameter
d. Radius
_________ 9. A(n) __________ is an angle that has its vertex in the circle and has sides
that are chords of the circle.
a. Central angle
b. Inscribed angle
c. Right angle
d. Secant angle
_______ 10. When a line has only one intersection point with a circle, it is said to be a
a. Secant Line
b. Parallel line
c. Perpendicular Line
d. Tangent Line
Short Answer: Solve each problem. Show all your work or no credit will be given.
11. Find the area and perimeter of a regular hexagon with a side length of 12 cm.
Draw a picture to help you. (Dont forget your units in your answer!)(Round your
answer to 2 decimal places.) (5 points)
Perimeter = 12 (6) = 72cm
Area = (1/2)*P*a
Area = (1/2)*72*a
Base of Triangle: 6cm
Hypotenuse of Triangle: 12cm
(a)^2+(6)^2=(12)^2
(a)^2+36=144
(a)^2=108
a=10.39

So
Area=(1/2)*P*a
Area = (1/2)*72*(10.39) = 374.04 cm^2

!
Area = 374.04cm^2
Perimeter = 72cm
!

12. Solve for the following measures. The radius of the circle is 5m. (Do not forget your
units!)(Round your answers to 2 decimal places) (6 points)
a) Arc length of BC
b) Sector Area of DAE
a) C=(2)(Pi)(r)
C=(2)(Pi)(5)
C=10(Pi)
C= 31.4m
Arc length = C*(angle measure/360)
Arc length =(31.4)*(127/360)
Arc Length = 11.08m
b) A=(Pi)(r)(r)
measure/360)
A= (Pi)(25)
A=78.5

Sector Area = A*(angle

Sector Area = (78.5)*(62/360)
Sector Area = 13.52m^2

Arc Length of BC = 11.08m

Sector Area of DAE = 13.52m^2
13. Find the area of the ENTIRE region (not just the triangle) using the given information.
AB is a semicircle. CA is a semicircle. Segment BC is 5in. Segment AB is 5 in. (Round
your answer to 2 decimal places)(Do not forget your units!) (6 points)

Area of Circle with diameter AB = (3.14)*(2.5)^2

= 19.63
Area of half of this circle
= 9.81
Area of Circle with diameter AC = (3.14)*(3.53)^2
= 39.25
Area of half of this circle
=19.63
Area of the Triangle = (b)(h)(1/2)
= (5)(5)(1/2)
= 12.5
Area of the whole shape = 12.5+19.63+9.81= 41.94

Area of the Whole Shape = 41.94 in^2

14. Using the diagram and the given information find the missing measures. (Do not
forget to put your units!)(Round to the nearest tenth.)

14a. If CG=24cm, GD=72cm, and FG=106cm, find GE. (3 points)

(CG)*(GD)=(FG)*(GE)
24*72=106*x
1728=106x
X=16.3
GE = 16.3cm
14b. If Arc ED is 110 degrees and Arc CF is 50 degrees, what is the measure of angle
<EGD? (4 points)
M(<EGD)= (1/2)(Arc ED + Arc CF)
M(<EGD) = (1/2)(110+50)
M(<EGD) = (1/2)(160)
M(<EGD) = 80

Measure of <EGD = 80 degrees

14c. Using the information from 14b, what is the angle measure of <CGF? Why? What is
the measure of <CGE? Why? (4 points)
Measure of <CGF is 80 degrees because of the vertical angle theorem.
Measure of <CGE is 100 degrees because <CGF and <CGE are supplementary angles.

15. Find the measure of A, B, C, J, K, and angle <CGE. (12 points)

Measure of A: 100(2) 99 = 101 degrees

Measure of B: 360-93-101-99= 67 degrees
Measure of C: 360-100-96-80 = 84 degrees
Measure of J: 96(2) = J+99 soJ = 93 degrees
Measure of K: K = (J+B)/2 soK=(93+67)/2 = 80 degrees
Measure of <CGE: (1/2)*(99+J-B) = (1/2)(192-67) = 62.5 degrees

A = 101 degrees
B = 67 degrees
C = 84 degrees
J = 93 degrees
K = 80 degrees
<CGE = 62.5 degrees

Name: _______________________
Chapter Five Unit Test (Writing Portion): The Circle of Life
Pick TWO of the following problems to answer. (10 points each)
a. Essay One: Solve the problem below. After you solve it, explain in paragraph format
what steps you took and why you took them. Make sure you
Show all your work
Use complete sentences
Use correct spelling, grammar, and punctuation
Explain what you did
Explain why you took the steps you took
Steve wants to build a circular fence around his garden, as shown below. Determine
the total amount of fencing needed to put around the circular garden to the nearest
hundredth of a foot. AG = 5 ft.

The amount of fencing needed for the garden is 23.55 feet.

For the rest of the problem, the students answers may vary. There are a few different
ways to go about solving this problem so as long as students get the right answer,
show their work, and thoroughly explain what they did, they should receive full credit
on this problem.

The purpose of this problem is to get students thinking about how this unit relates to the
real world. Some other purposes of this particular problem are to get students
practicing their writing skills, problem solving skills, and critical thinking skills as well as
demonstrate what they know about Arc Length.
b. Bill spilled paint and left the blob at the right. Describe how you would use the grid
method to estimate the area of Bills mess. Be sure to
Write in complete sentences
Use correct spelling, grammar, and
punctuation
Use the following vocabulary terms
from this chapter
o Approximation
o Limit
o Circumscribe
o Inscribe

The students answers will vary for this problem as well. As long as students write in
complete sentences, use correct spelling, grammar, and punctuation, use all the
vocabulary words listed above, and seem to have the right idea they will receive full
credit.
The purpose of this problem is to get students thinking about how this unit relates to the
real world. Some other purposes of this particular problem are to get students
practicing their writing skills, problem solving skills, and critical thinking skills as well as
demonstrate what they know about approximation and estimation.
c. PA and PB are the tangents to a circle through P. Prove PA is congruent to PB. When
writing your proof be sure to
Show all your work
Use complete sentences
Use correct spelling, grammar, and punctuation
Explain what you did
Explain why you know this is true (state a theorem)

The students answers will vary for this problem as well. As long as students write in
complete sentences, use correct spelling, grammar, and punctuation, use proper
vocabulary, and seem to have the right idea they will receive full credit.
The main purpose of this particular problem is to get students practicing the idea of
the proof. Some other purposes of this particular problem are to get students
practicing their writing skills, problem solving skills, and critical thinking skills as well as
demonstrate what they know about tangent lines, radii, and triangles.