
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:
 Use traditional geometric construction tools to make formal constructions, especially perpendicular bisectors of line segments.
 Create geometric construction tools from found, recycled, repurposed, or reclaimed objects.
 Appropriately use geometric construction tools (both traditional and hand crafted) to construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle; or construct a circumscribed circle for a regular triangle, quadrilateral, or hexagon.
 Express in verbal form processes used to construct an equilateral triangle, a square, or a regular hexagon such that they may be read, followed, and used by others.

Prior Knowledge: What prior knowledge should students have for this lesson?
Students should:
 Know the definition of a regular polygon.
 Know the characteristics, including interior and exterior angle measures, of regular polygons.
 Know the definition of an inscribed polygon.
 Be familiar with or introduced to a variety of tools (compass, straightedge, string, reflective devices (mirrors or MIRA), folded paper (patty paper), dynamic geometric software, etc.) used to make formal geometric constructions.
 Be familiar with or introduced to basic vocabulary and techniques used to make formal geometric constructions.

Guiding Questions: What are the guiding questions for this lesson?
 What are the similarities and differences between measurement and construction tools?
 What are the similarities and differences among sketches, drawings, and constructions?
 What are the similarities and differences between a ruler and a straightedge?
 What are the similarities and differences between a protractor and a compass?
 What are the similarities and differences between inscribed and circumscribed polygons?
 What are the characteristics of a regular polygon?
 What determines if a regular polygon tessellates?
 What tools are used in geometric constructions?
 How can geometric construction processes be written such that they are easily read, followed, and executed by others?

Teaching Phase: How will the teacher present the concept or skill to students?
The teacher will distribute and direct students to complete Crafty Circumference Challenge Activity 1.pdf. The teacher will circulate around the room and provide clarification, assistance, and praise. Discussion, debriefing, and consensus should occur. Misconceptions should be clarified.
The teacher will distribute Crafty Circumference Challenge Activity 2.pdf and either direct students complete it individually, in small groups of two or three, or as a whole class by use of attached Crafty Circumference Challenge Slides.pptx (PowerPoint). The teacher will circulate around the room and provide clarification, assistance, and praise. Discussion, debriefing, and consensus should occur. Misconceptions should be clarified.
The teacher will provide or tell students to use their own traditional geometric constructions tools (compass and straightedge) to learn/review/practice construction of a perpendicular bisector of a line segment, construction of a circle, construction of an inscribed circle for a nonregular triangle, and construction of a circumscribed circle for a nonregular triangle. The teacher will lead class through these processes and demonstrate by use of chalkboard sized tools or oneonone as needed. Verbal feedback and praise should be given as students correctly manipulate construction tools.

Guided Practice: What activities or exercises will the students complete with teacher guidance?
The teacher will distribute Crafty Circumference Challenge Activity 3.pdf and either direct students to complete it individually, or in small groups of two or three. Students will need traditional construction tools. Discussion, debriefing, and consensus should occur. Misconceptions should be clarified.
If students have special needs or require more practice, the teacher may choose to use Crafty Circumference Challenge Activity 4.pdf This is optional.

Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the lesson?
The teacher will distribute Crafty Circumference Challenge Activity 5.pdf and direct students to either work independently or in pairs/triads to complete the task.
See Crafty Circumference Challenge Example of Tools.pdf for an picture of crafty construction tools.
See Crafty Cir Chall Student Sample 1.pdf and Crafty Cir Chall Student Sample 2.pdf for samples of student constructions created with crafty tools.
Students will submit a written assignment and Crafty Circumference Challenge Rubric.pdf is used for peer assessment.

Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
The teacher will pose the question, "What is the connection between the ability of a regular polygon to tessellate (as investigated and described in Crafty Circumference Challenge Activity  1) and the ability and ease of constructing an inscribed or circumscribed circle for a regular polygon (as done in Crafty Circumference Challenge Activity  5 and Crafty Circumference Challenge  Assessment)?" Students will have "think time" and may respond in either oral or written form.

Summative Assessment
The teacher will administer assessment titled Crafty Circumference Challenge Assessment.pdf (three versions provided) where students demonstrate mastery of geometric construction techniques, appropriate vocabulary, and associated reasoning via the construction of a circumscribed circle about a given regular polygon (triangle, square, or hexagon) and write a description, explanation, or list steps for the process.
Note: This task is the converse of that required by standard MAFS.9.12.GCO.4.13, but utilizes the same skills.

Formative Assessment
The teacher will distribute Crafty Circumference Challenge Activity 1.pdf and direct students to complete it individually. The teacher should circulate around the room and provide clarification and assistance where needed. Followup with whole class discussion, debriefing, and consensus. The teacher will take note of skill gaps, misconceptions, and specific difficulties so they may be addressed throughout the lesson.
The teacher will distribute Crafty Circumference Challenge Activity 2.pdfand direct students to complete it individually or use the Crafty Circumference Challenge Slides.pptx (PowerPoint) to guide the class through the exercise. The teacher should circulate around the room and provide clarification and assistance where needed. Followup with whole class discussion, debriefing, and consensus. The teacher will take note of misconceptions so they may be addressed throughout the lesson.

Feedback to Students
Students will receive feedback via internal, oral, and written methods throughout the lesson from themselves, the teacher, and classmates as follows:
 Crafty Circumference Challenge Activity 1: self (internal) and teacher (oral) during and at completion of activity
 Crafty Circumference Challenge Activity 2: self (internal) and teacher (oral) during and at completion of activity
 Crafty Circumference Challenge Activity 3: classmate (oral) or teacher (oral) during or (written) at completion of activity
 (Optional) Crafty Circumference Challenge Activity 4: self (internal) or teacher (oral) during or (written) at completion of activity
 Crafty Circumference Challenge Activity 5: classmate (written) via rubric
 Crafty Circumference Challenge Assessment: teacher (written) at completion of assessment