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The teacher will tell the students that today they are going to be learning about circles.  The teacher will begin by asking the students what they know about circles.  The students will discuss if a circle is a polygon or not.  They will also discuss the total number of degrees in a circle.  This questioning will service as a formative assessment and guide the teacher to adapt and adjust instruction as necessary.  The students will discuss 360 degrees and 180 degrees in relation to skateboarding and snowboarding.  This will help the students connect the lesson to everyday life experiences.  The teacher will tell the students that today they are going to be identifying and naming parts of a circle.  They will also be learning about the relationship between the diameter and radius of a circle. The teacher will explain that during class today the students will be creating and labeling a plethora of circles. 

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When the students enter the classroom the desks will be arranged into a circle.  This new arrangement will help to spark conversation and get the students interested into the topic of instruction- circles.  

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The students will be given the chance to participate in a bodily/kinesthetic and visual/spatial activity by creating a life-size circle in the classroom.  All of the students will be asked to stand up and form a circle.   One student will be selected to serve as the center point of the circle The teacher will explain to the students that together they form the circumference of the circle. Yarn will then be extended across the circle to create the other various parts.  Each part (radius, diameter, chord, central angle, arc, and circumference) will be created with the yarn and discussed in detail. 

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The students will return to their seats and each child will be given a paper plate, markers, and a ruler.  The students will use the paper plate to make a circle model.  The teacher will guide the students through the drawing and labeling of each part of the circle on the paper plate.  The teacher will have the students reflect on the parts of a circle.  Extension questions for higher level learning include the following:    How many diameters can a circle have (answer- infinite amount)?  Is a diameter a chord (answer- Yes, because it has both endpoints on the circle.)?    Is a chord a diameter (answer- Not always, for a chord to be a diameter it must go through the center point)? Teacher observation of student performance will serve as the formative assessment.  Based on student performance, the teacher will adjust instruction as necessary and reteach/remediate based on individual student needs.

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The students will then discuss the relationship that exists between diameter and radius of a circle.  The teacher will demonstrate that a radius is half of a diameter.   The students will measure the diameter of their paper plate (9 inches).  They will then calculate the radius of the paper plate (4.5 inches).   Illuminations circle tool http://illuminations.nctm.org/ActivityDetail.aspx?ID=116 will be used to practice calculating the radius and diameter.  Calculators will be provided to help the students with the calculations.

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To help those students who may require differentiated instruction the teacher will teach a circle song.  The song will review all of the important parts of a circle, as well as the relationship between diameter/radius.  

“Circle Song”

 (Sung to the tune of “Oh Christmas Tree”) 

Oh diameter, diameter you go the whole way across.

Oh diameter, diameter through the center point is a must.

 One half of you is a radius.

Divide by two is all you do.

Oh diameter, diameter your total amount is endless.

In addition, students needing remediation or enrichment activities may use the following website for extra practice or extension activities:  https://www.pdesas.org/module/content/resources/3165/view.ashx

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The students will practice creating and labeling the parts of a circle on a virtual circle geoboard-http://nrich.maths.org/content/id/2883/circleAngles.swf. They will also demonstrate an understanding of diameter and radius.    As a formative assessment, each child will be given an individual circle geoboard and will use it to create each of the parts of a circle (radius, diameter, chord, central angle, arc, and circumference).  The teacher will monitor the students and reteach as necessary. An additional worksheet will be used as the summative assessment to measure student performance CircleWorksheet.doc.