Name: Samantha Szumigalski

Title of Unit: Geometrical Shapes

Title of Lesson: Circles
Grade Levels: Seventh Grade
Goal: To have students know the basic geometrical parts of circles, including radius,
diameter, circumference, and area of a circle as well as be able to solve equations
with variables.
Objectives
Students will be able to
identify the radius and
diameter of a circle.
Students will be able to
compute the
circumference of a circle.
Students will be able to
illustrate how to find the
area of a circle.
Students will be able to
problem solve using an
equation with one
unknown variable

Standards/Practice
Standards/NCTM
PA Core Standards
M7.C.1.1.1 Identify,
describe and/or define
diameter, radius, chord
and/or circumference in
circles

Formative Assessment
Measuring the
circumference of a
basketball
WorksheetQuestions
Spinner game
Homework- Worksheet

M7.C.1.1.2 Solve
problems involving the
relationships between the
radius and diameter of the
same circle
Standards for
Mathematical Practice
1. Make sense of problems
and persevere in solving
them
2. Reason abstractly and
quantitatively
NCTM Standards:
1. Numbers and
Operations
2. Geometry
3. Problem Solving

Prior Knowledge: Students will have a basic understanding of area. Students will
already know how to find the area of geometrical shapes such as a square or
rectangle. Students will also recognize pi and what it symbolizes. Students will be
able to problem solve equations with one unknown variable.

Content Knowledge:
Diameter
Radius
Circumference Formula C=2r
Area Formula A=r2
Solve equations when given either the diameter, radius, circumference or
area of a circle and solve for the unknown variable
Future Knowledge: Students will be able to solve more complex application
questions using diameter and radius. They will also find the measures of arcs and
angles in circles.
Procedure:
Lesson Beginning: Hello class, today we will be discussing the different parts of a
circle. We will learn how to identify the radius, diameter, as well as compute the
circumference and area of a circle. We will also be solving different equations using
these parts to find unknown variables.
We have been learning how to find the area and perimeter of squares and
rectangles using two different formulas. Please do the problem that is on the board
at your seats independently.
*See example one*
Very good! We can use this knowledge as a foundation for identifying the different
parts of circles. Just like in rectangles have lengths and widths, circles also have
their own parts. There are also specific formulas that solve for the area and
"perimeter" of a circle that we will take a look at.
*Transition to Motivation*
Motivation: With March Madness in full swing, I wanted us to use a basketball as
our example of a circle. This way we will be able to identify the different parts of a
circle. I will give each table a basketball so that we can get the measurements for
our circle. However, we do have an issue with our basketball.
Question: What shape is a basketball?
Answer: sphere
Correct, since a basketball is a sphere and we need a flat, two-dimensional circle,
we are going to use a piece of string that we can wrap around the basketball to get
our circle.
*The teacher will pass out a basketball, string, rulers, scissors, paper, and pencils to
each pod in the classroom.
*The teacher will then model how the students are to measure the circle.
As we wrap the string around the basketball, we are measuring the distance around
the circle, which is known as the circumference, just like the distance around a
rectangle is known as the perimeter. You can think of the circumference as the
"perimeter" of the circle.
Once you have your basketball measured, I want you to use your tape measurers
and measure the string.

*Teacher will ask a few students to give the measurements of the string, it is
anticipated that students will have varying answers but should be close to 29.5
inches*
The circumference of an official NBA basketball is 29.5 inches.
Question: Why do you think we have different answers?
Answer: Our measurements are not exact because of human error.
Exactly! If we had all used a formula then our answers would have been more
accurate. But first, we have to identify the different parts of circle to use in our
formulas.
Lesson Development
I am passing out a worksheet that has our circle drawn on it with the exact
circumference, this would be what our basketball would look like it if it were cut it
across the center. We will be able to look at this circle and find the other parts of the
circle and be able to make our formula.
*Teacher will project the worksheet on the overhead projector*
*See example 2*
Question: What other parts of a circle could we find?
Answer: The distance across
Very good! I want you all to take your rulers and measure the distance across the
circle.
Question: Sally, what did you get?
Answer: 9.4 inches
Very good! *Teacher draws line across the circle and labels it 9.4* Any line segment
that joins two points on the circumference of a circle is known as a chord. If the
chord passes through the center of the circle it is known as the diameter. Please
identify on our basketball a chord that does not pass through the center.
Question: What would be the longest chord on our basketball?
Answer: The diameter because it passes through the center of the circle
Correct! It is important to know the diameter of a circle because if we know this
part, we also know the circle's radius. The radius is the distance from the center of
the circle to any point on the circle.
Question: So if the diameter is the distance across the center of the circle,
and the radius is the
distance from the center to any point on the circle, what is
the relationship between the two?
Answer: The radius is half the diameter of a circle
Exactly! So if you know either the diameter or radius of a circle, you will always be
able to find the other. You can represent this by the formula D= 2r or R= D/2
Now that we have identified these two parts of a circle, we can use a formula to
accurately find the circumference of any circle.
I am going to show you a few examples of circles and you will need to identify the
radius or diameter.
*Teacher brings up three circles on the board and asks individual students to
identify the radius and/or diameter- see example three*

So, when measuring the circumference of circles, we want to be as accurate as

possible. One way we can do this is by looking at a formula. The formula for finding
the circumference of a circle is C=2r, with "r" standing for radius. *teacher will
write formula on the board* It may be useful for you to write this down in a
notebook in case you need to look back when doing your homework tonight.
Question: Who knows what stands for?
Answer: pi
Correct. Pi is an irrational number that comes in handy when dealing with circles. I
want you all to divide the circumference of our basketball we found by the diameter
that we just discovered.
Question: John what answer did you get?
Answer: 3.138297872
Very good! Now pi is an infinite decimal that never ends. So to make it easier we
can us an approximation of pi.
Question: Chris what would our number for pi look like rounded to the
second decimal place?
Answer: 3.14
Very good. So our symbol for pi will now represent 3.14. So our equation for pi
is shown as the circumference of the circle over the diameter of a circle. *teacher
will write =C/D on board*
Let's now return to our basketball example. *teacher puts the example back on the
projector*
Question: What would our equation look like using the measurements of our
basketball?
Answer: C=2 4.7
Very good! Now take out your calculators and plug this equation in. *Students
should get C29.53097094 inches* You may find that our numbers are a little
different, this is because our calculators are showing the most accurate answer
possible based on the approximation of pi. When doing these in the future, you only
have to round to the second decimal point just as you did for 3.14 with pi.
We have now discussed every part of the circle except the space inside the circle.
Just like a rectangle, the space inside the circle is known as the area. The area is the
number of square units inside that circle. We are now going to see how the area of
a circle is solved with a formula similar to the one for circumference. Write down
this formula A=r2.
I am going to pass out a circle that we are going to visualize as a pizza. Notice that
the pizza has been cut into four slices. I want you all to cut out the four slices
separately so you have four triangles. Then we can take the four slices and line
them up the so they represent a rectangle. *see example four*
Question: Now, who remembers the formula for finding the area of a
rectangle?
Answer: A= b x h
Exactly! So we would take the base of our four slices and multiply it by the height.

Question: Since we cut from the middle of the circle to get our slices, where
is the radius represented on our figure?
Answer: It is the height of our slices
Exactly! And the base would represent the circumference of our circle.
So if we take 1/2 the circumference of a circle multiplied by the radius, our equation
for finding the area of a circle would look like A=1/2C x r *teacher will write formula
on the board*
Question: Look back in our notes, what is the formula for finding the
circumference of a circle?
Answer: 2r
Very good. So our area equation would now look like A= 1/2 x (2r) x r *teacher
writes equation on the board* Based on this equation, we can see that we can
simplify it too look like the original formula I gave you A= r 2
Question: So using this equation, what would the area be of our basketball
be?
Answer: A69.39 inches2
Very good. Notice that the area is an approximation shown by instead of our
normal = symbol due to pi being an approximation. I am going to give you an
example of another circle and I want you to find the circumference and the area.
Remember the information you need in order to plug the appropriate numbers in
the equation.
*see example five*
Now that we know all the parts of circle and the formulas, we can now manipulate
the formulas to find unknown variables. Let's see how we would solve the following
problem. *teacher will put problem on board* Work with your partner to find the
answer, show all your work and remember to utilize the formulas we have just
learned.
Question: C= 24 in., find the radius
Answer: 12 inches
*teacher provides students time to solve, they will go to each pod to see and listen
to student's reasoning and method for solving the problem*
Very good class! You are going to great on your homework for tonight. Let's look at
one more before class is over.
Question: C= 112 feet, what is the area?
Answer: A998.74 ft2
*see example six*
Excellent! We have now shown how we can use both formulas to find the unknown
variables of a circle.
Lesson Ending (Conclusion, Summary)
We can now see how all of these parts of a circle are related.
Question: Suzie, explain to me the difference between a chord of a circle
and the diameter of a
circle.

Answer: The chord is any line that connects the two ends of a circle and the
diameter is the line
that goes across the middle of the circle.
Question: Jason, tell me how the diameter and radius of a circle are related.
Answer: The radius is one half the diameter of a circle.
Very good! We have also seen that if we know the diameter or radius of a circle,
then we can compute the area or circumference of a circle.
Question: Which formula represents the space inside the circle?
Answer: A=r2
Question: Why is pi an approximation and not an exact decimal?
Answer: Because it's an infinite decimal that never ends
Question: What does pi represent?
Answer: The circumference of the circle divided by the diameter. It always
equals 3.14
Very well done today class. I am going to give you a homework assignment that
asks you to find all the parts of a circle we have talked about today. Use the
formulas we have learned to help you through the different types of problems that
you will see.
*If Time Activity* Since you all did such a great job today, I want you find a
partner and we are going to play a game. I am handing out a worksheet that has
two circles on it. You will all have a paper clip that will act as a spinner on each
circle. With your partner take turns spinning the paper clip on each circle. The top
circle will tell you if you are solving for the radius, diameter or both. The second
circle will give you the numbers to use for the equations. You and your partner
should both solve the problem you spin each turn.
*see example seven*
Materials: Basketball, string, scissors, pencil, paper, tape measurers, circle
worksheet, game sheet, paper clips, overhead projector, and homework
assignment.

References:
Burrill, G., Cummins, J., Kanold, T., & Yunker, L. (1993). Parts of a Circle. In Merrill
Geometry Applications
and Connections (pp. 410-415). Columbus, Ohio:
Macmillan/McGraw-Hill.
Hake, S., & Saxon, J. (1986). Parts of a Circle. In Math 76 an Incremental
Development (pp.238-240).
Norman, Oklahoma: Grassdale Publishers Inc.
Mode: Students will be seated in pods of three to four. Students will work
individually, in groups, and as a class throughout the lesson.

Anticipated Difficulties/Errors: Students will have difficulty accurately measuring

the distance around the basketball with the string. The teacher will explain that
using an equation to find the circumference will result in a more accurate answer.
Another difficulty would be that the students do not understand what pi means,
which will cause confusion concerning the equations. The teacher will emphasize
that pi the equation that pi represents as the circumference over the diameter.
Students may also make errors when identifying the difference between the
diameter and the radius and the area and circumference of a circle. They may also
have difficulty using the correct units for circumference and area. Finally, they may
have difficulty seeing the connection between the area of a circle and its
relationship to the area of a rectangle that was previously learned.

Examples
Example 1- Will be on the board when students walk in
Find the perimeter and area of the rectangle using the formulas we learned
previously. Show your work.
Length= 12 inches
Width= 8 inches
Perimeter= 2(L + W)
2(12 + 8)= 40 inches

Area= L x W
12 x 8= 96 inches2

Example Two- Will be projected on the board, students will have this
image on a sheet of paper
Circumference= 29.5
inches
Diameter- 9.4 inches
Radius- 4.7 inches

Example Three
Find the Diameter
Radius

Find the Radius

Find the

7
fdjfsdf 7in.

Answer: 14 inches

18 in.

Answer: 9 inches

in.

Answer: 3.5 inches

Example Four - Students will cut along the lines and then arrange the pieces as
shown to the right

Example Five
Find the circumference and the area of the circle. Show your work.
d= 22 inches
r= 11 inches
C= 2r
21169.12 inches
A=r2
112 380.13 inches2

22 inches

Example Six
Find the Radius
Circumference=24 inches
C=2r
24=2r
24/=2r/
24=2r
24/2=2r=2
12 inches=r

Find the approximate Area

Circumference= 112 feet
C=2r
112=2r
112/=2r
35.65=2r
35.65/2=2r/2
17.83=r
20
A=r2
A=17.832
A998.74 feet2

C=112 feet

Radius
16

Example Seven

Diameter
10

12
14

Both