- As you work through each example, have the students work through the example in their seats.
- When all have finished, ask the students to explain how they solved the problem.
- Then provide feedback.
- You can verbally check in with the students by having them raise their hands if they had the same answer. This
will give you a visual cue of how many students were successful and how many were not.
Segments of Chords, Secants and Tangents
I.SectionObjectives
- Find the lengths of segments associated with circles.
II.MultipleIntelligences
- Begin this lesson by having the students draw a circle. Then they need to use previously learned information
and their text to draw in the following. - Tangent
- Chord
- Secant
- Tangent segment
- Chord segment
- Secant segment
- Have them use color to draw in each item.
- When students are finished, explain that we are going to be using these diagrams to illustrate three different
theorems. - When working through each theorem, give students the measurements for each section of the circle, and then
have them work to figure things out. - Theorem- If two chords intersect, the product of segments of chord1 = product of segments of chord2.
- Then we create two similar triangles.
- Similar triangles- ratios
- Add in measures and solve for the missing segment length.
- Theorem- If two secants are drawn to a common point,a(a+b) =c(c+d)
- Thea[U+0080][U+0099]s= 1 stsecant
- Thec[U+0080][U+0099]s= 2 ndsecant
- Draw in two triangles inside the circle.
- Similar triangles- ratios
- Use formula to find the length of the segment of the secant.
- Theorem- tangent and secant−a(a+b) =c^2
- Thea[U+0080][U+0099]s=secant
- The c = the tangent
- Use it to find the value of the missing tangent length.
- Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, bodily- kinesthetic, intraper-
sonal.
III.SpecialNeeds/Modifications
- Review chords.
- Review tangents.
- Review secants.
Chapter 4. Geometry TE - Differentiated Instruction