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# Learning Experience Plan (Nonlinguistic Representations)

minutes

## Content Standards: Solve real life and mathematical problems involving

angle measure, area, surface area, and volume.

4. Know the formulas for the area and circumference of a circle and use them to
solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.

Literacy Standards: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.

their own views.

## Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills)
Do Now
Students will be able determine the
Worksheet
radius and diameter in circles in order
Exit Slip
to use those values to get the area and
circumference of circles.

## Students will be able to obtain the area

and circumference of circles in order to
take that a step further and get area of
certain regions of a circle.
Differentiation (What will you do to meet the needs of students at these different levels?)

## The visual Students will be working

representations will help with others to complete a Students will be told what
students who are challenging question questions to be completing
approaching the learning which they will have to on the worksheet, but
outcomes because present to the class how students will be told if they
through graphic to solve. finish before others to
organizers it will be please keep going and work
easier for these students on the more challenging
to visualize, recall, and questions that follow.
understand.

## SMA Jacobs Page 1

Curriculum Integration (Does this lesson correlate with any other content area? Describe.)

By going over the definitions of area and circumference, this brings English
Language Arts into this lesson. This is teaching students how to use the meaning
of words to understand what they are being asked to do in that particular question.
Also using pi in a formula is also found in a science classroom as found in the area
and circumference formulas.
Material Procedures/Strategies
s

## SMA Jacobs Page 2

Different Day 1 (add additional days as needed)
color
expo Sponge Activity (activity that will be done as students enter the room to get them into the
mindset of the concept to be learned)
markers

Workshe Do Now (questions students should be able to answer from the previous
et lesson):

## Big 4. If the diameter is 9 cm what is the area?

paper for These questions along with the focus questions and activating prior
students knowledge will be displayed for students on a power point presentation.
to Also students can use the free app called Circle Calculator to check
complete their work.
guided
practice Anticipatory Set (focus question/s that will be used to get students thinking about the days lesson)
What does it mean to get the area and circumference of a circle? What
are we actually doing and whats the difference?

## What is the relationship between the radius and diameter? (Students

can show with their arms this relationship)

## Activating Prior Knowledge (what information will be shared with/among students to

connect to prior knowledge/experience)

## Together as a class we will fill in 2 graphic organizers of the same

format to make sure students prior knowledge of the previous lesson
was understood:

Area Circumference

the border)

## SMA Jacobs Page 3

(these will be graphic organizers each with 3 circles, which we will fill in
together as a class, the computer is not allowing me to add in the
circles to make the graphic organizer for some reason)

## On worksheet 1, together as a class we will do questions 1-3. This is

getting the area of the shaded region of a circle and not the area of the
full circle.

## Step 2) Get the area of the rectangle

Step 3) Get the area of the shaded region (subtract the rectangles area
from the area of the full circle)

## Students will be asked independently to complete question 4 and we

will go over the correct answer which one student will put on the board
(showing all work). If they already skipped ahead to that question
students will asked to keep trying to complete more questions on the
worksheet.

## For students approaching, we will review quickly the area of

rectangles/squares/triangles as students will have to recall these
formulas to complete the questions.

Guided Practice (how students will demonstrate their grasp of new learning)

Students will be divided into four groups. Each group will be given a
challenging question which they will not only have to get the area of
the shaded region of the circle, but this question will involve students to
rotate pieces in order to be able to obtain the area of the shaded region
(spatial intelligence).

Each group will be given a large piece of paper and markers and have
to show each step of rotating the pieces and then their final answer. I
will be walking around and speaking with each group to make sure they
are on the right track. Students will have to work together and express
new ideas to one another about how to rotate these pieces to make it

## SMA Jacobs Page 4

easier to obtain the answer.

Each group will then share with the class how they were able to do this.

## Students will complete an exit ticket that is to be handed in before

leaving class. The exit ticket will just have students describe in words
what it means to get the area and circumference of a circle (if they are
struggling students will be told to think back to when we made the
graphic organizers).

## Closure (action/statement by teacher designed to bring lesson presentation to an appropriate

close)

After the students hand in the exit ticket, we will quickly go over what it
means once again to get the area and circumference of a circle (what is
the difference).

## SMA Jacobs Page 5

Below is the worksheet for the Guided Practice.