Thursday, June 14, 2012

Assignment 5 - 3 Part Lesson

Unit #:Measurement Day #:1 Estimating Area and Area of a Circle
Grade 8

60 min
Math Learning Goals
Curriculum Expectations: By the end of Grade 8, students will:
·   Determine the relationships among units and measurable attributes, including the area of a circle and the volume of a cylinder.

Specific Expectations:
The students will:
Measurement Relationships
·   Measure the circumference, radius, and diameter of circular objects, using concrete materials
·   Determine, through investigation using a variety of tools and strategies, the relationships for calculating the circumference and the area of a circle, and generalize to develop the formulas
·  Smart Board
·  text book
·  circle cut-outs
·  grid chart paper
·  area of a circle video
·  Smart Notebook file

Begin with a quick refresher of the formula for calculating area of a square. Also, a reminder on how to calculate the area of a parallelogram should be explained.

Use grid chart paper and circle cut-outs with the class to determine an area when cutting out the circle to form a parallelogram.

What variables are identifiable on the parallelogram that are also on a circle?
What information do we need to determine area? What variable do we need so that we can identify the area?

Minds On…

Discuss the links between the area of a parallelogram and area of a circle.
-         What do you noticed about the radius in when it is used to build the parallelogram? What about the circumference? Can we determine a formula for the area of a circle based on this information?
Based on their knowledge of calculating circumference, guide students to identifying possible equations for area of a circle.

Show video clip   that will help identify steps in calculating area.
As a class, work together to solve some circle area problems.
As completed, take them up step-by-step to model the procedure and solidify it for the class.

Be sure to address all methods of determining area that will be necessary to complete the assessment.
-         What equation would we use for each question? What information does the question provide us with? Can we figure out the other variables? How?




 Recap the lesson by discussing the relationships between the area of a parallelogram and the area of a circle

Consolidate Debrief



Skill Drill



Home Activity or Further Classroom Consolidation
Assign questions from the text for the students to gain a firm grasp of the formula for area of a circle.

As the students work at their seats, walk the room and address any difficulties with the questions. If a question appears to be causing difficulty for numerous individuals, take it up with the class.

Continue along with more area of a circle. Focus on the different ways of manipulating the formula.


As a class, they will be directed to form a circle in the centre of the classroom after my instructions. During the instruction I will inform the students that each tile on the floor is about one foot long and one foot wide. From here, the students will estimate the radius, diameter, circumference and the area of the circle they have formed.
How can we estimate the radius? How can we estimate the diameter? Explain.   How do we estimate the area?Explain.  
Can we be more accurate if we measure?
Helps provide a visual for students who are having difficulty thinking of the concept in an abstract fashion.

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