- Use a diagram to show students a sector in a circle.
- Then show how it has an arc measure and how it also has a measure of the area of the circle.
- This will help students to make sense of the formula to find the area of the sector.
- Intelligences- linguistic, logical- mathematical, bodily- kinesthetic, visual- spatial, interpersonal, intraper-
sonal.
III.SpecialNeeds/Modifications
- Review finding the circumference of the circle.
- Review pi.
- Review the concept of the limit and how it leads to pi.
- Write out the formulas on the board. Request students write these notes in their notebooks.
IV.AlternativeAssessment
- Collect the student worksheet from the activity.
- Read all of the steps that the students wrote and check their process.
- Is there anything missing? Do the students understand where each part of the formula comes from?
- Is there higher level thinking here or are students just “using” the formula?
Regular Polygons
I.SectionObjectives
- Recognize and use the terms involved in developing formulas for regular polygons.
- Calculate the area and perimeter of a regular polygon.
- Relate area and perimeter formulas for regular polygons to the limit process in prior lessons.
II.MultipleIntelligences
- When working through this lesson, be sure to explain each formula and how it was arrived at slowly and with
detail. - I recommend beginning the lesson without the text.
- Use the text as a teacher guide and break down the information in it for the students.
- Use the board/overhead to show each step.
- Begin by labeling the regular polygon and its parts in different colors.
- You can use these colors to track through to the formulas.
- For example, if you used red for thenin the diagram, then whenever the n is presented in a formula, you can
put it in red. - Color will help the students to track the information from the diagram to the examples and back again.
- Allow plenty of time for student questions and repeat material as necessary.
- Intelligences- linguistic, logical- mathematical, visual- spatial
III.SpecialNeeds/Modifications
- Go to the simplest version of each of these formulas for the students to make sense of this unit.
- Because there is so much processing in this lesson, special needs students will have difficulty following all of
the different possible options. - Simplify it as much as possible.
Chapter 4. Geometry TE - Differentiated Instruction