- Be prepared to share your work when finished.
IV.NotesonAssessment
- When the students present their findings, listen to their reasoning.
- Challenge the others in the class to do the same thing.
- How does it support what we know about perpendicular lines and angles?
- How does it support what we have learned about arcs?
- Does the reasoning of the group make sense or is something missing?
- Is there a diagram to support their thinking?
- Did the students complete any measurements?
- Provide students with feedback on their work.
Inscribed Angles
I.SectionObjectives
- Find the measure of inscribed angles and the arcs they intercept.
II.Cross-curricular-Theater
- This is a problem that needs to be solved. It will require the students to use angle measures.
- This is picture of a seating chart for the Fichander Theater.
- This is Figure 09.05.01
- http://www.gotickets.com/venues/dc/fichandler_theatre.php
- Be sure that each student has a copy of the image.
- Show students how this is a theater in the round.
- The seating is arranged in a circle.
- The students need to use what they have learned about angles and arcs to determine which seats have the best
angle to see the stage. - Note: Students may determine right away that all of the seats are equal due to their angles. Why is this? Have
them prove their thinking.
III.TechnologyIntegration
- Students can go to the following website for a worksheet where they can practice finding the measure of
inscribed angles. - This is a great site for simple practice and drill of skills already learned.
- http://www.regentsprep.org/Regents/math/geometry/GP15/PcirclesN.htm
- Students can also go to any of several websites to find further explanation of inscribed angles and of the
measure of those angles. - Any of these sites will support students in expanding their understanding.
IV.NotesonAssessment
- Walk around and observe students as they work.
- Then have the students share their thinking about the theater problem.
- Be sure students are able to articulate their reasoning by using content from geometry.
- Diagrams are an excellent way for students to share their thinking.
3.9. Circles