Lesson Plan

 

Lesson Information

 

Subject Area

 

Mathematics

Lesson Title

Degrees and Circle

Approximate Lesson Time

 

8:00a.m. - 9:30a.m.

SPI(s) / Common Core

 

0406.4.1

Identify the basic parts of circles.

0406.4.2

Understand the definition of degree as it relates to the circle.

 

Objective(s)

Students will identify the different parts that can be found in a circle and will use right and straight angles within a circle to show understanding of degrees.

Materials/Media

 

 

 

 

 

Paper plates – 1 for each student, 1 for each group

Problem of the day for student journal

Picture of a railroad crossing sign for each student

Pizza box

Circles flipchart

Independent practice sheet

Graphic organizer with vocabulary terms

Ticket out the door

Crayons/color pencils

 

 

 

 

 

 

 

 

 

 

Classroom Concerns

 

 

I have several boys that are in constant need of my attention due to the fact that they have a very hard time staying focused and on task.

 

I have two resource students that also need lots of one on one help.

 

Differentiation/ Knowledge of Students

 

I will incorporate learning styles in the following ways:

Visual – circles flipchart

Auditory – class discussion, teacher lecture, flipchart

Kinesthetic – paper plate activity

Grouping

 

 

 

 

 

 

Throughout the lesson, students will be working as a whole group, small groups, and with partners. Students are ability grouped within their seating arrangements. During partner work, students are also paired based an ability for math (high with low).

 

 

 

Hook/ Set

 

 

 

 

 

 

Prior Knowledge: In the past few lessons, we have been learning about shapes such as polygons, triangles, and quadrilaterals. We have also learned how to use degrees to measure angles. Today, we are going to learn about circles and degrees in a circle.

 

Connect to real life: We can look at a pizza to find real-word examples of diameter and radius. Look at the pizza which has been sliced into 8 equal parts through its center. A radius is formed by making a straight cut from the center to a point on the circle. A straight cut made from a point on the circle, continuing though its center to another point on the circle, as a diameter. As you can see, a circle has many different radii and diameters, each passing through its center.

Lesson Strategies

 

 

 

 

 

 

 

 

 

 

 

I can statement: I can identify the different parts that can be found in a circle.

 

Inquiry – Each student will be given a picture of a railroad crossing sign. They will glue into their journals along with the following question: Rafael and Felicia see this sign on their way home from school. What term best names the two black lines that pass though the center of the circle? Students will be given time to think about the question and work with their partner to try to solve. We will then discuss.

 

Interactive – Students will view the circle flipchart on the active board. Teacher and students will talk through each screen.

 

Students will then use a paper plate to show the four parts of a circle.

 

Teacher will model problems 1-4 on student worksheet.

 

Together, teacher and students will complete problems 5 through 10 on their worksheet. Teacher will monitor the students' work. When students make errors, teacher will offer suggestions on how to correct the work.

 

Students will complete independently problems 11 through 15 on student worksheet. Teacher will monitor students' work. 

 

Each group of students will be given a paper plate in which chords, radii, diameters, and a center have been drawn. Groups of students will use the plate to answer questions about the parts of a circle.

 

Students will then be given a ticket out the door to check for understanding.

Questions

 

 

 

 

 

 

What do all the radii in this circle have in common?

 

Is GH a diameter of this circle? Explain.

 

Is DC a chord of this circle? Explain.

 

How much longer is a diameter than a radius? Explain.

 

What other term besides diameter describes FJ in the drawing?

Practice and Review

 

Students will be completing independently problems 11-15. Work will be reviewed to see if re-teaching is necessary.

 

 

Closure

 

Refer back to “I can” statement.

 

Fist to 5 to check for understanding.

 

Preview tomorrow's lesson.

Assessment

 

Informal- Monitoring students' answers on practice sheet, students' oral answers

 

Formative - students' answers on independent practice, ticket out the door, paper plate group work