Area Of A Circle

FIVE-STEP LESSON PLAN TEMPLATE Corps Member:

Amy Li

PD:

Melissa Avila

Lesson Plan Date:

1/29/09

Rough? Final?

Final

VISION-SETTING: KNOW, SO, SHOW

FIVE-STEP LESSON PLAN OBJECTIVE.

KEY POINTS.

What is your objective?

What knowledge and skills are embedded in the objective?

SWBAT calculate area of a circle and do problems involving area of a circle

1. A = πr2 2. d = 2r 3. π ≈ 3.14

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Exit slip: Find the exact area of a circle if the radius is 3. Find the approximate area of the circle if the radius is 3. Write the expression of area of the shaded region below: Find the exact area of the shaded region

Answers: 9π 28.26 36 – 9π 7.74 CONNECTION TO THE BIG GOAL. How does the objective connect to the big goal?

Substituting and simplifying algebraic expressions are concepts that will be covered on the CST. Practicing will enable us to reach our big goal of proficiency. CONNECTION TO LITERACY AND DEVELOPMENT OF CONCEPTUAL UNDERSTANDING. How will you address any prerequisite literacy skills impacting students’ ability to demonstrate mastery of the objective? How will you develop conceptual understanding so that students internalize the concept and not just a set of algorithms without their meaning?

This lesson involves comprehension of new vocabulary terms: simplify and evaluate.

DETERMINING METHODS: GO

FIVE-STEP LESSON PLAN TEMPLATE WARM UP (8 min.) Before the tardy bell rings, students are to read the instructions on the overhead and do the following: take out their Do Now worksheet, keep their homework on their desk, take out their math journal, and select problems from the homework that they want to see done on the board. When the tardy bell rings, students will complete the 3 phases of the Do Now exercise: Math Wheel (addition and multiplication), Speed Challenge (multiplication and addition), and CST Review (CST released test questions). While students are completing the Do Now, my two homework stampers are coming around to stamp homework for completion. Once time runs out on the Do Now, students answer the first two levels and I complete the CST Review question. Students will check their answers and self-assign points. 4. OPENING (8 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

Most of you know that this year you are in 6th grade math. Next year you will be in Pre-Algebra. And in 8th grade, you will be in Algebra. But what you may not know is that you have already been doing Algebra! Since the 1st grade! 7 + box = 10. In first grade, they used the box. In Algebra, instead of a box, we use a variable. Today, we are going to see how to use what we learned about integer operations (addition and subtraction) in Algebra. 3. INTRODUCTION OF NEW MATERIAL (5 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How/when will you check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

1) Let’s take out our math journals and open to the Table of Contents. We all need to write today’s date (3/11/09) and the topic, which is Area of a Circle. Turn to the first blank page in your math journal, fold down the page, and be sure to write the page number at the top. 2) Let’s review our facts: addition is adding tiles and subtraction is KCO. KCO is ONLY for subtraction. 3) New terms: evaluate and substiute. Let’s define these words. When we are asked to evaluate something, we want to simplify it to one final number. In order to do that with an expression that has a variable, we must substitute the variable with a number. Today we will be substituting and simplifying. 4) Please copy these examples: a. A = 6 b. 10 – a c. 10 – 6 d. 4 2. GUIDED PRACTICE (5 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

Let’s look at a few examples: a. b = 7, c = -2  b + c, b – c b. x = -2, y = 3  y – x, x - y 1. INDEPENDENT PRACTICE (12 min.) How will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points? How will you provide opportunities for remediation and extension? How will you clearly state and model behavioral expectations? Why will students be engaged?

We are going to use the white boards now to practice. Remember to treat these with respect and take care of them. A = 4, b = -7, c = 8 A + b, b + c, a – b, a – c

MATERIALS.

REINFORCEMENT

FIVE-STEP LESSON PLAN TEMPLATE