Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Circumference of Circles (Lesson #1)

Date

March 13, 2015

Subject/Grade
Level

Grade 7 Math

Time
Duration

45 min

Unit

Chapter 8 Circles

Teacher

Kathy Kawade

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Space and Shape (Measurement)

Use direct and indirect measurement to solve problems
1.1 Describe the relationships among radius, diameter, and circumference
1.2 Relate circumference to pi
1.5 Solve problems involving the radii, diameters, and circumference of circles.

LEARNING OBJECTIVES
Students will:
1. Describe the relationships between radius, diameter and circumference through
experimentation
2. Understand the relationship of pi to circumference
3. Experiment with solving circumference when given 2 out of 3 needed pieces of information

ASSESSMENTS
Observations:

Key Questions:

Products/Performances:

Did the students discover the constant relationship between the circumference and the
diameter of ANY circle?
How can we use the person at the centre of the circle to check
that the circle we made is really circular?
How many lengths of string are needed to extend all the way
across the circle while still passing through the centre?
Estimate how many lengths of our diameter string would fit
around the circumference of the circle?
Did the students discover the constant relationship between the circumference and the
diameter of ANY circle?

LEARNING RESOURCES CONSULTED

Alberta Program of Study Grade 7 Math

Learnalberta.ca
http://www.angio.net/pi/piquery (pi to 200
million)

MATERIALS AND EQUIPMENT

String
Rulers
Math Notes
Calculators

PROCEDURE
Prior to lesson
Transition to Body

Body
Learning Activity #1

Have the desks all away from the walls so students can form their human circle. Have a student
in mind to be the centre.
Introduction
Time
Let students know were going to be looking at circles.
Circles are all around us: sun, plant stems, the wheels, coins,
rings, and CDs
The circle is an important symbol in many cultures. It shows
2-3 min
how everything in life is connected. In First Nations culture, the
circle can be seen in examples such as teepee bases, medicine
wheels, and ceremonial drums.
Creating a circle:
Students position themselves around the room to form a
human circle with one student as the centre of the circle.
How can we use the person at the centre of the circle

Adapted from a template created by Dr. K. Roscoe

15-20 min

Learning Activity #2

Learning Activity #3

Lesson Plan Template ED 3501 (Version C)

to check that the circle we made is really circular?
(Discuss that one of the characteristics of a circle is that any
point on the circles edge is the same distance from the
centre of the circle.
Provide the student at the centre with a string (3m maybe?)
and have him/her give the other end to a student on the
circle. The outside student must adjust his position until the
string is tight. Have the students pass the string and
continue the process until it has been passed to all students.
The student at the centre must stay in position but may have
to turn his body with the movement of the string.
Relate the Diameter and Radius of a circle:
Introduce the term Radius as the distance from the centre of
the circle to any point on that circle (write on board). What
represents the radius in our concrete circle? Once they
understand that the string is our radius, have them predict
how many lengths of string are needed to extend all
the way across the circle while still passing through
the centre. . Now prove it. Move the string from random
student to random student on the other side of the circle,
passing through centre. Note how it is exactly 2x our radius
to get the Diameter. Diameter is the entire length across the
circle, going any direction, passing through centre (write on
board).
Write on the board that diameter = 2 x radius or d = 2r
Relating Diameter, Radius, and Circumference:
Introduce Circumference as the distance around the circle
(write on board). Estimate how many lengths of our
diameter string would fit around the circumference of
the circle? After discussion have the student in the centre
take the string and use it to measure the circumference of
the circle. (Re-make the connection that the radius is twice
the diameter.) Discuss how the circumference of circles
varies depending on the radius/diameter of the circle. (Could
prove with a smaller circle if time permits)
Relating to Pi:
Introduce the term Pi (and the symbol ) and explain that the approximate
value of pi is 3.14. This number is nonrepeating and nonterminating. Pi =
C/d (write on the board). So far it has been calculated to over 200 million
digits. Could check out http://www.angio.net/pi/piquery
Look on your calculators and see if you can find the Pi button.
5-7 min
We will be typing in 3.14 instead of using the button, as the button will give
everyone minutely different answers, depending on the number of decimal
places available on each calculator.
So
We know from all of our experiments that C = approx. 3 times (roughly pi) the
D so the formula is
C = d or C = x 2r or C = 2r (write on board).
Were going to do this chapter out of order just a bit, so please turn to page 273
in your text (ch 8.2)
Go through Example 1: Use diameter to find the circumference of a traffic
5-10 min
circle showing how to substitute the known numbers into our formula.
Go through Example 2: Use radius to find circumference of a carousel
showing how to substitute the known numbers into our formula.

Closure

Homework
Feedback From Students:

Pg 278 in Mathlinks 7 textbook. #3, 4, 7, 8

Thumbs up/Thumbs down for understanding level.

Adapted from a template created by Dr. K. Roscoe

Transition To Next Lesson

Reflections from the lesson

Lesson Plan Template ED 3501 (Version C)

Tomorrow were going to create some of our own circles so please bring your
compass with you to class.

**How will I know if they learned what I taught?**

Did the students discover the constant relationship between the circumference and the
diameter of ANY circle?

Adapted from a template created by Dr. K. Roscoe