- The activity to differentiate this lesson comes in the example where the circle is inscribed inside the square on
the graph paper. - The students can count the units to figure out that the length of the side of the square is also the diameter of
the square. - Here is the activity.
- Have students draw their own circle inscribed in a square.
- Exchange papers with a partner.
- Each student must label the length of the diameter.
- Find the circumference of the circle.
- Allow time for sharing when students have finished.
- Walk through the section on how to find the arc measures. Be sure that the students understand the 36060 ratio
and how it makes sense to multiply the diameter with the measure of the arc to find the arc measure. - Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal.
III.SpecialNeeds/Modifications
- Write formulas for finding the diameter and the radius of a circle on the board.
- You can even do a few examples to have students practice finding these measures.
- Write the formula for circumference on the board.
- Allow time for student questions.
IV.AlternativeAssessment
- Observe students as they work on the circle dilemma.
- Offer assistance when needed.
- Listen for how the students solved the dilemmas when the students are sharing their work after the activity.
Circles and Sectors
I.SectionObjectives
- Calculate the area of a circle.
- Calculate the area of a sector.
- Expand understanding of the limit concept.
II.MultipleIntelligences
- Teach the material in this lesson and then differentiate it with the following activity.
- Activity- have students work in pairs.
- Students begin by drawing a square on graph paper and then inscribing a circle within the square. The students
can decide how much of the square is taken up by the circle. - Have students shade in the area of the square around the circle.
- Exchange papers.
- Students work with each other’s papers.
- They need to find the area of each circle.
- Then they need to find the area of the shaded region of each circle.
- Request that students write out the steps that they did to complete this assignment.
- Allow time for students to share their work at the end of the activity.
- When working with the sectors, be sure that the students understand what is meant by a sector.
4.10. Perimeter and Area