Final Project 610 Laura Hickman

Part 1: Original Lesson Plan

Original Equations of Circles Lesson Plan

Grade: Geometry Unit: Circles Dates: Teacher: Hickman

Standard(s): G.GGPE.1* Understand that the standard equation of a circle is derived from the definition of a circle and the distance
*include ​Mathematical formula.
Process Standards
G.GGPE.4* Use coordinates to prove simple geometric theorems algebraically.

Technology Needed: N/A

Other Materials Needed: Paper, pencil

Description of Lesson The learner can...

Activity: ❏ Identify center and radius from the standard equation of a circle.
❏ Write equation of a circle in standard form by viewing a circle on the coordinate plane, and find the center and a point
on the circle.
❏ Sketch a graph of a circle when given the radius and a point on the circle or given the radius and the center of the
circle.

During the Lesson
1. Warmup: Prior Knowledge Brainstorm- “All you know about circles”
a. Students create a circle map listing everything they know about circles
2. Take notes: Examples 1-5 ​(Study Guide)
a. Students copy from the board, examples 1-5 in their notebook
3. Independent Practice: Study Guide Questions. # 1-8
a. Students independently complete numbers 1-8 on the study guide
4. Assign Homework: ​(Practice A)​ Even only
a. Students start homework. Complete all even problems from Practice A
5. Closure: 5 Fingers
a. Students rate how well they feel that they understand today’s material (1-Almost not at all, 5-Almost
complete mastery)

Resources Needed: Note Sheet Examples ​(Study Guide)

Practice worksheet ​(Practice A)
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Part 2: Revised Lesson Plan
Grade: Geometry
Standard(s):
*include ​Mathematical
Process Standards
ISTE Standard(s):
Standard for Students
Technology Needed:
Other Materials Needed:
The Learner Will:
During the Lesson:
Laura Hickman
New Equations of Circles Lesson Plan
Unit: Circles Dates: Teacher: Hickman
G.GGPE.1* Understand that the standard equation of a circle is derived from the definition of a circle and the distance
formula.
G.GGPE.4* Use coordinates to prove simple geometric theorems algebraically.
Digital Citizen ​2c:
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual
property.
Creative Communicator ​6c:
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as
visualizations, models or simulations.
Laptop (T), Projector (T), Chromebooks (S), internet access, Padlet, Geogebra, Desmos, Google Slides, Socrative
N/A
❏ Identify center and radius from the standard equation of a circle.
❏ Write equation of a circle in standard form by viewing a circle on the coordinate plane, and find the center and a point
on the circle.
❏ Sketch a graph of a circle when given the radius and a point on the circle or given the radius and the center of the
circle.
1. (5 min) Warmup: Real World Application of Circles Brainstorm: ​Padlet
a. Students will search the internet for pictures of real world applications of circles that require geometry.
b. Students will add at least 1 post to the padlet including their name in the title, a short description, and a
link to the source.
2. (5 min) Independent Investigation: ​Investigate Geogebra
a. Students will investigate equations of circles. Students will manipulate center and radius of circles and
observe what happens to the equation.
3. (10 min) Discovery Activity- ​Draw Circles Geogebra
 Final Project 610 Laura Hickman

a. Rally Coach Structure: In pairs, using one device, students take turns practicing and coaching
b. Given random equations for circles, students move the center point and radius control to draw the
appropriate circle that matches each equation.
4. (30 min) Application/Practice: ​Circle Patterns Desmos
a. Students follow directions on each of the 12 slides
b. Complete all questions and challenges practicing both writing equations and drawing circles on the
coordinate plane,
c. **POSSIBLE EXTENSION (Time may vary): Students follow to rubric to complete a character using a
variety of equations, create a storyline for their character, reflect on the process, add images and
backgrounds, cite all image sources, add all components to the class slide deck, present creations to the
class, and peer review each others projects. ​(RUBRIC)
(SAMPLE EXTENSION ACTIVITY)
5. (5 min) Closure: ​Socrative Reflection Exit Slip
a. Students will log in Room: HICKMAN401
b. Students will complete questions 1-3
i. How well did you understand today's material? (included)
ii. What did you learn in today's class? (included)
iii. What was the most challenging part of this assignment and why? (provided my teacher)

Resources Needed: Padlet Link

Google Classroom
GeoGebra Links
Desmos Class Code
Socrative Room
Final Project 610 Laura Hickman
Reflection:
I made many adjustments to the original lesson plan for Equations of Circles in an Honors Geometry classroom. Beginning with the warm
up, the original lesson plan suggested that students brainstorm all things that they know about circles in a circle map on a piece of papers. In order to
improve technology integration, real world application, student choice, diversity, and digital citizenship, I had students search the internet for photos
of appropriate applications of circles in the real world. They then had to paste the picture on the the class Padlet with a short description and cite
where they retrieved their photo. This allows students to benefit from not only their own brainstorm, but also what others shar. Next students were to
traditionally take notes from the teacher which I replaced with and independent investigation of circles on the coordinate plane using Geogebra.
Many times, teachers provide students with all of the information they need and the students only need to copy. Instead, we need to give the students
the opportunity to investigate on their own, with the use of some fantastic technology software programs. This way students can gain a deeper and
more meaningful understanding of the concept.
Next, students were to simply follow steps to complete problems which only proves that students can learn a process and repeat it. Following
the independent investigation, I changed the activity to have students pair up for a Rally Coach activity using Geogebra. Students now have an
opportunity to work together to practice and coach each other where they can apply what they learned in the first investigation. This activity allows
students to draw circles that match the given equation with one student working while the other student coaches and then switch roles. Integrating
pairs and technology here allows students to take ownership of their own learning and have immediate feedback so that they are not practicing a large
number of problems incorrectly. This also gives the students another opportunity to practice good digital citizenship as they work on one student’s
device. We talk about digital footprints and how anything that happens on their device is part of their digital footprint, so this is a perfect way for
students to respect their classmates device and protect their digital footprint.
At this point in the original lesson plan, the teacher would assign a bunch of homework problems that the students would start in class and
finish at home. I changed this to another technology enhanced activity. This time, students will work independently to build upon what they gained
from the previous two activities. Students follow the step by step directions on the Desmos activity with opportunities to find patterns, analyze,
answer questions, write equations, and draw circles on the coordinate plane and complete challenges . Also, the program allows students to move
around at their own pace and go back and forth among slides which helps with student choice. The questions and challenges combined create a rich
learning experience for the student that again the teacher only has to facilitate.
The last slide on the Desmos Activity, Challenge 6, provides the opportunity for a world of diversity where students can create their own
character picture . Although this is an extension activity in the lesson plan because it usually takes approximately a week, Challenge 6 give the
students an amazing opportunity to celebrate their diversity using technology and practicing good digital citizenship. In the extension activity,
students follow to rubric to complete a character using a variety of equations (including any equation from previous courses or future courses that
they have researched), create a storyline for their character, add images and backgrounds, cite all image sources, reflect on the process, add all
components to the class slide deck, present creations to the class, and peer review each others projects. . This extension activity produces some of the
best work I see from my students because they thrive when presented an opportunity to show their diversity through student choice and creativity,
create technology enhanced projects using their 21st century skills, and take ownership of their own learning as they practice good digital citizenship.
Final Project 610 Laura Hickman
The last change I made to the original lesson plan was for the lesson closure. The students were using a 5 finger quick check for
understanding, which I replaced with a more in depth reflection. The new lesson plan uses Socrative to help the students reflect on what they learned
that day. I like this method of closure because it does not take a lot of time for the students to complete, but the data collected at the end of class
through this method is valuable. The two questions that are automatically included in the Socrative Exit Slip are “How well did you understand
today's material?” and “What did you learn in today's class?” The teacher then adds the third question. I added “What was the most challenging part
of this assignment and why?” to gain a better understanding of where I may need to focus my attention or adjust the assignment in the future. The
data can then be exported and saved to review and can be used to create small group instruction for the next day.
Final Project 610 Laura Hickman
Part 3: Assessment Plan

Learning Outcomes State Content National Technology Formative and Strategies Tools
Standards Standards Summative
Assessments

❏ The learner will G.GGPE.1* 2c ❏ Homework ❏ Pre and Post ❏ Geogebra-

identify center and Understand that the Students demonstrate Questions Assessment Activity
radius from the standard equation of a an understanding of participation,
standard equation circle is derived from and respect for the ❏ Classroom ❏ Cooperative screenshots,
of a circle. the definition of a rights and obligations Quizzes Learning observations,
❏ The learner will circle and the distance of using and sharing Structures questions, and
write equation of a formula. intellectual property. ❏ Classroom Unit reflections
circle in standard Test ❏ Class Discussions
form by viewing a G.GGPE.4* Use 6c ❏ Desmos-
circle on the coordinates to prove Students communicate ❏ Classroom Unit ❏ Inquiry Based Activity
coordinate plane, simple geometric complex ideas clearly Project Activities participation,
and find the center theorems and effectively by screenshots,
and a point on the algebraically. creating or using a ❏ District ❏ Peer observations,
circle. variety of digital Benchmarks Reviews/Error questions, and
❏ The learner will objects such as Analysis reflections
sketch a graph of a visualizations, models ❏ Course Final
circle when given or simulations. Exam ❏ Immediate ❏ Socrative-
the radius and a Feedback Reflection
point on the circle Questions
or given the radius ❏ Reflections
and the center of ❏ Classwork,
the circle. homework,
classroom
observations,
quizzes