TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |4th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |6 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Understanding Circles |

|Lesson TOPIC: |Radius, Diameter, and Circumference of a Circle |

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|TAKS Objective: |Objective 3: The student will demonstrate an understanding of geometry and spatial reasoning |

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|FoCUS TEKS and Student Expectation: |(6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, |

| |polygons, and circles. The student is expected to: |

| |(C) describe the relationship between radius, diameter, and circumference of a circle. |

|Supporting TEKS and Student Expectations: |(13) Underlying processes and mathematical tools. The student uses logical reasoning to make |

| |conjectures and verify conclusions. The student is expected to: |

| |(B) validate his/her conclusions using mathematical properties and relationships |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Radius |A radius is a line segment with one endpoint at the center of a circle and the other endpoint on the |

| |circle. |

|Diameter |A diameter is a line segment through the center of a circle, with endpoints on the circle. |

|Circumference |Circumference is the distance around a circle. |

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| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

You will need a tape measure and several circular objects for demonstration purposes. Examples include:

• Paper Plate

• Circular clock

• Coaster

Draw a circle on the board. After students are seated, ask the class to describe the properties of a circle. Write the student answers on the board.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Tell the class that a circle is a shape with all points the same distance from the center. Draw another circle on the board and label it Circle A. Tell the class that if you measure the distance around a circle and divide it by the distance across the circle through the center, you will always come close to é. Pi is a number that goes on forever, but for calculation purposes, is sometimes shortened to 3.14. The distance around a circle is called the circumference. The distance across a circle through the center is called the diameter. Pi is the ratio of the circumference of a circle to the diameter. Teacher will next measure the circumference and the diameter of one of the circular objects and then divide the circumference by the diameter for demonstration purposes. Explain to the class that the radius of a circle is the distance from the center of a circle to any point on the circle. If you place two radii end-to-end within a circle, you have the equivalent of one diameter. Demonstrate how the diameter of a circle is twice as long as the radius. Give the class the formula for calculating the circumference of a circle in both of the following formats: C = éd or C = 2ér

Next find the circumference of the example items you brought for demonstration purposes. After demonstration, have students get out a piece of scratch paper. Place the following scenarios on the board. Have the class calculate the correct answers.

• The radius of a circle is 2 inches. What is the diameter?

• The diameter of a nickel is 2 centimeters. What is the circumference?

• The circumference of a CD is 28.26 centimeters. What is the radius?

Go over the correct answers with the class. Next begin the guided activity.

C. Guided activity or strategy

Place students in groups of 2 – 3. Give each group a Practicing with Circles Worksheet. Allow groups time to complete the problems on the worksheet. After completion, go over the correct answers with the class, demonstrating how answers were obtained.

D. Accommodations/modifications

Students requiring modifications may be place in a small group setting to complete the guided activity.

E. Enrichment

Students requiring enrichment may demonstrate the process of how to find the diameter, radius, and circumference of a circle while in a small group setting.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Understanding Circles Worksheet independently.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Understanding Circles Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Understanding Circles Worksheet Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• Why do you need to know how to find the circumference of a circle?

• What is the difference between a radius and a diameter?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how problems pertaining to circles may look in test format by placing the TAKS questions below on the board/overhead.

B. Sample TAKS questions

1. The circumference of a circle is 25.12 centimeters. Find the approximate length of the circle’s radius.

A. 4 cm

B. 5 cm

C. 8cm

D. 10 cm

2.

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3.

4.

V. Key Vocabulary

Radius, Circumference, Diameter

VI. Resources

A. Textbook

Math Advantage ~ Middle School I

Chapter 21: Measurement

• Algebra Connection ~ Circumference, pp. 416-417

Student Handbook ~ Key Skills

• Parts of a Circle, pp. H20

B. Supplementary materials

• Practicing with Circles Worksheet

• Understanding Circles Worksheet

• Understanding Circles Worksheet Answer Key and Grading Rubric

C. Technology

For additional practice, students may be taken to the computer lab to utilize the following sites:



VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

A lesson involving perimeter would be a good follow-up for this lesson.

VIII. Teacher Notes

Make sure that students use the correct length (the radius or the diameter) for the circumference formula they choose to utilize.

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