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|Lesson Title: Circles |Date: |

|Subject: Math |Grade Level(s): 6-7 |

|Teacher: |Time Frame: 60 minutes |

|Lesson Summary: |

|Students will be able to identify parts and characteristics of a circle, including calculating the circumference and the area. |

|Lesson Objectives |

| The students will know… |

|That every point on a circle is the same distance from its center. |

|How to identify a radius, chord, and diameter of a circle. |

|How to calculate the circumference and the area of a circle. |

| |

|The students will be able to… |

|Identify parts and characteristics of a circle, including calculating the circumference and the area. |

|Lesson Plan |

|Time: |Procedure: |Materials Needed: |

|5 minutes |Warm-up Exercise: |Ruler; circles cut from tag board (one per student) |

| |As the students come into class, make sure that each student gets a| |

| |circle whose radius is a whole number of inches and whose center is| |

| |labeled and a ruler. Ask each student to draw three different line | |

| |segments on their circle that have their endpoints on the circle | |

| |and pass through the center point. Ask students to measure each of | |

| |those line segments. Ask students to measure from the center to one| |

| |end of each line segment. Ask students to label these lengths on | |

| |their circle. | |

|5 minutes |Motivation (Real-world Applications): |Pencil; circles from the Warm-up Exercise |

| |Ask students to look at their circles from the Warm-up Exercise. | |

| |Ask students to trace their pencil around the edge of their paper | |

| |circle. | |

| | | |

| |Explain to the students that each of the points on the edge of | |

| |their circle is the same distance from the center point. | |

| | | |

| |Encourage students to think of where they would see circles in the | |

| |real world. | |

|20 minutes |Presentation of New Material: |Computer; projector; PowerPoint Presentation, slides 2–7 |

| |Explain that all circles have the same parts and the same | |

| |characteristics. As you work through the PowerPoint presentation | |

| |for this lesson, demonstrate examples on a circle drawn on your | |

| |chalkboard. For slides 6 and 7, remind students that 3.14 is used | |

| |as an approximation of pi. | |

|15 minutes |Guided Practice: |Paper and pencil; circles from the Warm-up Exercise; ruler; string |

| |Have pairs of students work together to use a piece of string and a| |

| |ruler to measure the circumference of their circle. Then have the | |

| |students use the radius and diameter measurements of their circle | |

| |to calculate the circumference using the two formulas. Ask students| |

| |to compare their string measurement with the formula calculations. | |

| |Then have students calculate the area of their circle using the | |

| |formula, making sure they understand that the area is measured in | |

| |square units. | |

|10 minutes |Independent Practice: |Copies of the Study Island Worksheet on Circles |

| |Have students work on the Study Island Worksheet on Circles. | |

|5 minutes |Closing Activities: | |

| |Walk around the room to get examples of circles with their parts | |

| |labeled to display in the classroom. | |

|Homework: Students should work to complete the Study Island Worksheet on Circles. |

|Differentiation: Have students needing extra support create and use flash cards for the following parts and characteristics of a circle: center, radius, diameter, |

|chord, circumference, and area. For students needing an additional challenge, assign each student a radius expressed as a fraction or a decimal. Have students draw|

|the circle on a coordinate grid and calculate the diameter, circumference, and area. |

|Teacher Reflection: |

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