Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to apply properties of central angles, inscribed angles, circumscribed angles, and right triangles to solve problems related to circles in the real world.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should understand and identify in diagrams:
- central angles
- inscribed angles
- circumscribed angles
- intercepted arcs
- lines tangent to circles
- tangent circles
They should also be able to find the circumference and area of circles, perimeter and area of triangles, apply the distance formula to find lengths of segments, and use trigonometry to find measures of angles in right triangles.
Guiding Questions: What are the guiding questions for this lesson?
How can properties of circles be applied to solve real-world problems?
Teaching Phase: How will the teacher present the concept or skill to students?
- The class will start with a warm-up (attached) followed by a class discussion of the warm-up. This activity will reinforce their knowledge of the properties of circles. Each student gets a copy of the student warm-up worksheet.
- The teacher will seat students in groups of four and distribute the worksheet for The Water Fountain Activity (attached).
- Students will proceed to discuss among themselves possible responses to the questions in activity.
- The teacher will circulate around the room, answer questions and provide guidance whenever the students need it.
Fifteen minutes into the activity, the teacher will conduct the first part of the formative assessment. The teacher will ask students to write down the answers to the first three questions. Answers will be shared and if the teacher notices that most students are answering the questions correctly, then students may proceed with the activity. Those who are having difficulty will receive one-on-one assistance.
After several more minutes, the teacher will conduct the second part of the formative assessment. The teacher will ask students to write down the answers to questions 4 - 6 and share answers. Again, if the teacher notices that most students are answering the questions correctly, then students may proceed with the activity. Those who are having difficulty will receive one-on-one assistance.
After the students complete the activity, the teacher will discuss the answers with the class and administer the summative assessment (attached). This may be done the following day, if needed.
If students finish early, they may use GeoGebra to explore similar situations. Challenge students to come up with their own modeling problem.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
The Water Fountain Activity is the guided practice.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The Summative Assessment is the independent practice.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
If time permits, have students write an "exit ticket" in which they answer the following questions:
1. List what you learned today.
2. What parts of the assignment were easy and what parts were difficult.
3. How would you change or modify this assignment?
A summative assessment (attached) will be administered to ascertain whether the student has mastered the material. Each student receives one copy of the assessment so that they may work the questions, independently.
The weight of each right answer is optional. However, one possible way to grade the assessment is to assign two points to each correct answer. If a student has the wrong answer but showed in his/her work for the question that he/she is on the right track, then you may grant partial credit.
Fifteen minutes into The Water Fountain Activity, the teacher will ask students to write the answer to questions 1, 2, and 3. A small portable white board that can be held up in the air is recommended if available. The teacher will scan answers. If the students are on the right track, then the teacher will ask the class to continue with the activity. The teacher will provide those students who are struggling with one-on-one iassistance. If the majority of the class got wrong answers, then the teacher will address the class as a whole.
After another twenty minutes, the teacher will ask students to write down the answer to questions 4, 5, and 6 and will proceed as with the first three questions.
Feedback to Students
During the activity, the teacher will provide guidance to each group on the concept with which the group is having difficulty. The teacher may provide one-to-one, group, or whole class feedback depending on the situation. Students may have difficulty getting started. The teacher may suggest that students try to work on the questions they find easy first and then move to the ones that are more complex.