Lesson Plan

Subject: Geometry Grade: 7 Lesson Topic: Area and Circumference of Circles

Name: Sophia Gallardo ID# 014588585

Standards, Objectives, and Assessment

Common Core State Standard:
CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve
problems; give an informal derivation of the relationship between the circumference
and area of a circle.

Mathematical Practice Standard:

MP1. Make sense of problems and persevere in solving them.
MP3. Construct viable arguments and critique the reasoning of others.
MP6. Attend to precision.

Lesson Objective:
Students will be able to find the circumference and the area of circles.

Assessment:​ By the end of the lesson students should be familiar and confident with finding the
circumference and area of circles. They will understand the difference between circumference
and area and know the formulas. They will be able to use their knowledge on circumference and
area to solve more complex problems with multiple circles.

Pre-Lesson Planning
Learning Opportunities:

● Think-Pair-Share
● Small Groups of 4
● The Cooperative Learning Model
● Cut out of a circle

Resources/Technology:

● Ruler
● Calculator
● White Board
● Circles Handout
● Eight Circles Handout
● Exit Ticket
 ● Homework Assignment
● Name Sticks

Prior Knowledge:
In previous classes we have talked about what area means. We have also discussed key terms
related to circles such as centre, radius, diameter, circumference and semicircle. Perquisite skills
necessary for this lesson include how to use a calculator, multiplication, addition, and
subtraction.

Differentiated Instruction:

● I will have visuals on the board, I will write on the board and explain out loud with my
words.
● I will provide a circle cut out that students can fold and manipulate. This will help my
visual and tactile learners.
● I will provide my ELLs or students with disabilities who need assistance to use the
Circles Handout, which contains formulas, pictures and definitions.
● I will give students time to think alone before talking to their partner or group.
● Students will work in heterogeneous groups, I will assign groups so there is at least one
overachieving student in each group.
● The handout will have an extension for students who need a challenge.

Lesson Steps
BEFORE PHASE:
Hook:
Time: ​7 minutes
1. The following problem will be posted on the board as a warm up:

1) If a circle has a diameter of 12, what is the radius?

2) If a circle has a radius of 16, what is the diameter?

2. Give students 3 minutes to answer the questions on their own.

3. Give students 1 minute to talk about their answers with their partner.
4. Go over the two questions on the board, draw out a circle with a diameter of 12, and show
how half of 12 is 6. Then draw a circle with a radius of 16, and explain that 16+16, or 16x2 = 32.
Solutions: 1) 12/2= 6 or 12-6=6
​2) 16x2= 32 or 16+16=32
Checking for Understanding:​ Call on students, to explain/define what radius and diameter
mean.
DURING PHASE:
Launch:
Time: ​12 minutes

1. Read the objective, that is written on the board. Explain how being able to find the
diameter and radius is important for today’s lesson.
2. Hand out the Eight Circles Handout. Have a student read the task aloud. Have another
student read what the students are to calculate. Explain that the task should deepen a
student's understanding of area. (use name sticks)
3. Give students two minutes to independently think about the task.
4. Encourage students to draw on the circles. Ask these questions:

-What is the formula for circumference?

-What is the formula for area of a circle?
- If you are given the radius of the small circle, how can you find the radius of the large
circle?
-How many equal parts can you split the large circle in?
- What would folding the circle at the diameter do to the circle?
5. Explain that students are going to work in groups (their desk clusters). Express that all
students are to be engaged and participating in their group. Students should use words such as
area, circumference, radius, diameter, and centre when discussing mathematics. All students fill
out their own handout.

Check for Understanding:

Before letting students work, ask students to re explain the directions. Ask if there are any
questions.

Activity: ​30 minutes

1. Students start working in their groups, on the “Eight Circles” handout.

2. Students are calculating:

a. The circumference of the large circle.

b. The area of the large circle.

c. The area of the shaded part of the figure.

3. Give students 10 minutes to complete the three calculations.
4. Circulate the classroom to check on students.
5. Based on what I noticed, select specific groups share their solutions on the board.
 2
a. C= π d b. A= π r
C=2 π r A= π (15cm)2
2
C=2 π 15 A=225 π cm
2
C=30 π A=706.86cm
C=94.25 cm

2
c. The area of the large circle is 225 π cm
2 2
The area of each small circle is π (5cm ) = 25 π cm
2 2
​The area of all the small circles together is 7X25 π cm = 175 π cm
2 2 2
225 π cm − 175π cm = 50π cm
1 2
6
X 50π cm
50π 2
6
= 26cm

6. Fill in the picture on the board, so students can visually see how we found the
diameter and radius.
7. Ask the following questions
How do you know the radius of the large circle is 15cm?
What is the diameter of the large circle?
How do you know to multiply by ⅙? Or in other words divide by 6?
How do you know the picture is symmetrical?
8. Go over that if we subtract the area of the seven small circles from the area of the
large circle, we will be left with the area of the large circle that is not contained in a small
circle.
9. Have the students notice that the exact shape of the shaded region is repeated six
times. T​he shaded region is 1/6 of the area that is contained in the large circle that is
not contained in a small circle.
10. If students finish early, they can work on the extension.
11. I anticipate some students will have a difficult time knowing where to start for c.
They need to understand the relationship between the part (shaded area) of the whole
(large circle).

Ongoing Feedback:
Encourage students to use the visual of the eight circles to help them
conceptually understand the problem.

AFTER PHASE:

Formal/Informal Assessment: ​10 minutes

1. Ask students to fill out the exit slip.
2. Collect the exit slip and the “Eight Circles” handout. Review both of these so I
know how each student felt about the lesson. Use this to adjust my next lesson.
Provide feedback on the “Eight Circles” handout and the extension problem.

Closure:​ 5 minutes
1. Have students share with the class what they learned today.
2. Explain to the students that understanding the area of circles will help find the
area of more complex figures.
3. Restate the objective. Ask students to self-assess themselves by putting their
thumb up, sideways or down.

Independent Practice:
Homework Handout
 Name:__________
Date:___________
Period:__________
​Eight Circles

Calculate:
a. The circumference of the large circle.
b. The area of the large circle.
c. The area of the shaded part of the figure.

Extension:​ Calculate a,b,c using the picture above when the diameter of the large circle is 75cm.
 Name:__________________
Date:___________________
Period:_________________

Exit Slip

Please answer the following questions in complete sentences.

1. What was one thing you learned from this lesson?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What was something you had trouble with or still do not understand?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. If you taught this lesson, what would you do differently? What would you do the same?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
 Name:_____________
Date:_______________
Period:______________
​Homework Handout “Designs”
Task

Find the area and perimeter of the colored part of each of the six figures below.

The purple, blue, orange, red, and green figures are composed of small squares with
side-length 1 unit and curves that are an arc of a circle. The squares in the yellow figure
are larger than the others and have a side-length of 2 units.
Circles Handout

Circumference- “Distance once around

the circle.”

Diameter- “Goes straight across the

circle through the center.”

Radius- “Distance from the center

outwards.”

Formula for Circumference-

C= π d or C=2 π r

Formula for Area of a Circle-

2
A= π r