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# Karen Bowler

Assignment 3
TED 623

LESSON PLAN

DESCRIPTION
Date: June 24, 2018 Topic: Circumference of a Circle

## GOALS, OBJECTIVES & OUTCOMES

GOAL: Students will understand that the ratio of a circle’s circumference to its diameter is equal to
Pi (π). Students will discover and understand the formula for circumference and how to algebraically
manipulate the formula to solve for the missing value.

LEARNING OBJECTIVES:
 Students will be able to calculate the circumference of a circle given the diameter.
 Students will be able to calculate the circumference of a circle given the radius.
 Students will be able to find the diameter of a circle given the circumference.

STANDARDS:
 7.G.B.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.
 ELD – Nevada does not currently have written English Language Development standards. My school
district is currently in the process of developing a master plan for English Language Learners including
specific standards.

ACCOMMODATIONS FOR EL, SPED, & GIFTED STUDENTS: EL students will be paired with native
speakers for Discovery Activity. Both EL and SPED students will be given a graphic organizer to utilize and
complete (with help as needed) throughout the lesson. If needed, they will also be paired with another student
to work together on the interactive game to provide assistance. Gifted students will be offered more advanced
word problems to challenge them.

BASIC VOCABULARY:
 Diameter
 Circumference
 Chord
 Tangent
 Pi

ESSENTIAL QUESTION: What is the special name for the perimeter of a circle and how can you calculate it?

## MATERIALS & TOOLS

VISUALS: Diagram of a circle with blanks for labeling parts including a list of circle terms; Graphic organizer
for EL and SPED students.
TECHNOLOGIES:
 ELMO/Projector
 Smart board
 Student laptops

## HANDOUTS, REALIA, & MANIPULATIVES:

 Student Journals
 Several different sized cans
 String
 Rulers
 Recording sheets
 Homework worksheets

PROCEDURES

1. Opening of Class/Warm-up Activities (7-10 minutes): Students will write the Essential Question
and homework assignment in the agenda section of their journal while attendance is being taken. For
their daily warm-up, a diagram of a circle with blank lines by its parts will be displayed on the board
along with a list of circle terms. The students will copy the diagram in the warm-up section of their
journal and use their prior knowledge of circles to try to label the circle’s parts using the terms listed on
the board. While students are working, teacher will move about the room observing students and their
work. This will help in pre-assessing their knowledge of circle terms/parts. Students will be asked to
help teacher fill in the blanks on the board as we briefly discuss each part. Students will make
corrections to the diagram/parts drawn in their journal as necessary.

2. Correct and Collect Homework from Previous Day (10-12 minutes): Students will correct
homework from a key shown on ELMO. We will review some of the problems, and questions will be
answered for any specific problems on which students have questions. Homework will be collected.

3. Introduction of Lesson (2-3 minutes): Teacher will read the Essential Question aloud and have
students repeat it. Teacher will draw on students’ previous knowledge by asking for the definition of
perimeter of a rectangle/square. Students should be able to answer that the perimeter of a
rectangle/square is the sum of all of its sides. Connection to new knowledge will be made as students
are introduced to the word circumference and instructed that this is a special name for the perimeter of
a circle. Teacher will review with students the objectives and desired outcomes that they should be
able to perform at the conclusion of the lesson.

4. Discovery Activity (10-15 minutes): Students will work collaboratively in their table groups for this
activity. The teacher will model for the students what they will be doing for this activity before handing
out the supplies. Each table will be given a few different sized cans, a piece of string, a ruler, and a
recording sheet. They will be asked to find the diameter of each can by measuring with a ruler and its
circumference by using the string and ruler. They will make a ratio of the circumference to the
diameter for each can and determine the results when divided. Measurements for each can will be
recording on the recording sheet.

After students have completed the activity, we will discuss their findings. Students will be asked the
following questions:
 Table 1, what was the ratio for your largest can? When you divided the ratio, what was the
result? (Result should be 3.14….)
 Table 4, what was the ratio for your smallest can? When you divided the ratio, what was your
result? (Result should be 3.14…)
 What conclusions can you draw from these findings? (Responses might include that no
matter the size of the circle, the result of the ratio of the circumference to the diameter will
always be the same, 3.14…).

## 5. Video Presentation (8-10 minutes): https://www.youtube.com/watch?v=O-cawByg2aA

Math Antics “What is Pi” video will be shown to introduce the concept of Pi and reinforce students’
discovery.

6. Journal Notes & Examples (12-15 minutes): Students will copy notes as written by teacher over the
ELMO. Notes will include definitions of new vocabulary terms as well as the formula for calculating
circumference (C = πd). Students will be given a tip to help them remember the formula – “Cherry
pie is delicious”. A few guided examples will be worked in notes. Teacher will then write two
problems in the notes and students will work on their own for independent practice. Teacher will
walk the room and observe students completing these problems. Problems will be reviewed and
correct answers given. Students will be asked to give a “thumbs-up” or “thumbs-down” to show if they
understand the concept and are ready to move on to an independent practice activity or if they need

7. Independent Practice (10 minutes): Students will play this interactive game on their laptops
http://www.aaamath.com/geo612x4.htm to practice and reinforce the new concept. Teacher will walk
the room observing students and giving help as needed.

8. Assessment & Evaluation: Assessment will be made several times throughout the lesson through
questioning, observation, “thumbs-up, thumbs-down”, and student self-rating of 1-5 shown by holding
up the number of fingers that corresponds to their understanding level of the lesson with 5 being “I
totally get it” and 1 being “I’m lost”. The homework assignment will also serve as a post-assessment.

An evaluation opportunity in the form of a quiz will be given later in the week for this concept as well as
finding the area of a circle.

9. Closure (7-10 minutes): We will revisit the Essential Question. Teacher will call on students to give
answers to the questions. Students will then write the answer in their agenda. Teacher will ask students
to rate their level of understanding for the lesson material using the 1-5 rating scale described above.
Responses will determine if re-teaching of the concept is needed. Homework worksheet will be handed
out. Students may use any remaining time to work on homework.