Louisiana State University

Instructional Models

LSU Team: Kiara Ferrygood, Jennifer Lee Mentor Teacher: N/A Course: Geometry
Date to be Taught: Day 12 School: N/A Classroom Number: N/A
Time to be Taught: N/A Grade Level: 9th, 10th Lesson Topic: Circles & Similarity
Title of Lesson:
Subdivision Blueprints - Circles and Similarity
Source of Lesson:
Jennifer Lee & Kiara Ferrygood
Springboard Textbook

Description of Concepts to be Taught (include a brief summary of why the lesson is important to students):
The concepts of the lesson will include the following: circumference, diameter, sectors, and area of circle. The concepts are
important for students to learn for the following reasons. Students will be able to utilize the concepts attain in the lesson to
real-world situation, specifically construction. Furthermore, the understanding of the given geometric concepts will be necessary
for students to progress to higher level math class (Ex: Trigonometry).

Louisiana Common Core Standards

● 7.G.B.4 - Know the formulas for the area and circumference of a circle and use them to solve problems
● GM: G-CO.D.12 - Make formal geometric constructions with a variety of tools and methods, e.g., compass and straightedge, string, reflective
devices, paper folding, or dynamic geometric software.

Math Practice Standards:

● Problem Solving
● Reasoning & Proof
● Connections
● Communication

Student Learning Objectives​:

SWBAT:
- Develop and apply a formula for the circumference of a circle.
- Develop and apply a formula for the area of a circle.
Safety Precautions:
N/A
Advanced Preparations​:
● Teacher will prepare bellringer questions.
What the Teacher Will Do
The teacher will inform students of the
agenda of the day.
The teacher will direct the student’s
attention to the bell ringer questions.
- The bellringers will consists of two
problems that resemble the most
missed quiz questions.
The teacher will allow students time to
work the problems.
After students finish the bell ringer, the
teacher will ask eliciting questions about
the problems and work them out as a
class.
TRANSITION
ENGAGEMENT Approximate Time:​ 10 minutes
Eliciting Questions and ​Student
What the Students Will Do
Responses
Bell Ringer Questions​: Students will respond to the teacher’s
eliciting questions. Students will also ask
Questions & Answers will vary any questions or concerns they have
depending on student performance on related to the problem, concept, or the
the quiz. day’s agenda.
Students will work on assigned bellringer
questions.
Example: Draw an equiangular Students will work on their bell ringer
quadrilateral that is not equilateral. question for the allotted time.
- Student drawing might vary
[Students will demonstrate
appropriate shape on the obrad]
Example: If the sum of the measures of
the interior angles of a polygon is 2700,
how many sides does it have?
- 17 [Students will provide an
explanation of how the solution was
attained.]
Teacher will request that students move into assigned groups.
What the Teacher Will Do
The teacher will tell give students a
real-world problem to work in groups.
The teacher will request student document
their ideas on how to solve the problem.
The teacher will have students fill out a
chart that will ask students to find the
(Distance/Diameter) and record the ratio.
The teacher will ask students to make
suggestions about the relationship
between the circumference and the
diameter of circular objects.
TRANSITION
The teacher will ask students to return to their seats.
What the Teacher Will Do
Approximate Time:​ 15 minutes
EXPLORATION
Eliciting Questions and ​Student
What the Students Will Do
Responses
Question: Lance is inspired to create a Students will share ideas with group
garden in a circular drive in front of his members and explain using correct
office building. The architect needs Lance vocabulary to help group members
to provide the area and circumference of understand their ideas.
the proposed garden so the architect can
estimate a budget. Lance relies on the
measures of some familiar objects to help
him understand the measures of a circle.
Find the ratio of C:d. Make a conjecture
about the relationship between the
circumference and the diameter of a
circular object.
What do you think the relationship between Students will complete a handout by
the circumference and the diameter of a calculating Distance/Diameter and record
circular object is? ratio.
- Student suggestions will vary.
What formula do you believe can be used Students will participate in discussion and
to determine the circumference of a circle, share their ideas about the relationship
in terms of diameter. between the circumference and the
- d=2r ⇒ Circumference=dπ diameter of circular objects.
EXPLANATION Approximate Time:​ 25 minutes
Eliciting Questions and Student
What the Students Will Do
Responses
The teacher will work real-life problems
from explore with students. The teacher
will ask probing questions while working
the problem at every step.
The teacher will begin to provide an
explanation to clarify any misconceptions
regarding their discoveries and suggested
definitions if needed.
The teacher will provide appropriate
geometric terminology for the following
concepts:
- Circumference
- Diameter
- Sectors
- Area of Circle
TRANSITION
Teacher will ask students the driving question and sub-question to transition students to the next portion of the lesson.
Question:​ How can we design a subdivision, using the properties of geometric shapes?
Sub-Question: ​How can we calculate the area of the town circular aspects, using our knowledge of the area of circles?
What the Teacher Will Do
The teacher will give each group Real
Word Application Problems. The problems
will require students to apply their
knowledge of geometric concepts
discussed prior.
In your own words, what is the diameter
of a circle?
- The diameter is the line passing
through the center of the circle.
What does that tell us about the value of
the diameter?
- It is 2 times the radius.
In your own words, what is a sector?
- It's the space formed by two radii
and an arc.
ELABORATION
Eliciting Questions and Student
Responses
What is the area of the largest circle that
will fit in the grassy area of the subdivision
park area? (Given the necessary
dimensions)
SR:​ ​Student responses will vary
depending on their given subdivision
design.
Students will discover the geometric
terminology and write definitions in their
own words.
Students will answer the probing questions
asked by the teacher. The students will ask
questions if needed.
Students will record note using the handout
given and work practice problems from the
textbook.
Approximate Time:​ 20 minutes
What the Students Will Do
Students will apply the concepts they
discovered on the blueprints for the
subdivision for different situations.Students
will add their respective diagrams to their
subdivision poster.

TRANSITION
The teacher will tell students to return to their desk.
What the Teacher Will Do
The teacher will inform students of a
quizizz-based exit ticket.
Link:
https://quizizz.com/admin/quiz/5de4722ddc
0dc3001c9c70c6
The teacher will monitor student
progression.
If time permits, the teacher will allow
students with correct solutions to share
their solutions.
EVALUATION
Eliciting Questions and Student
Responses
Refer to link for example questions
- Student responses will vary
depending on students.
Different situations include (but are not
limited to) pool area, circular gardens,
circular driveways, and rotating sprinkler.
Approximate Time:​ 10 minutes
What the Students Will Do
The students will solve problems using
their knowledge of circumference and area
of a circle.
Students will submit answers using their
chromebooks on the Quizizz website using
the class game code.
If time permits, students, with the correct
solution, will explain their solution to a
given problem to the class.