“Discovering the Area of a Circle” Grade Level: 8th

(To discover the area of a circle) Days 4 and 5

Standards:
2.MS.22 Create and solve problems using perimeter, area, volume, angle measurement, capacity, and
weight.
3.MS.6 Apply algebraic methods to solve a variety of real world and mathematical problems.
3.MS.7 Translate problems into mathematical equations.

Key Concepts Lesson Overview Lesson Objectives

• To find the meaning of Students will visually discover the In this lesson, students will:
the area of a circle meaning of the area of a circle.
• Form a rectangle by partitioning a
circle and relate A = bh to A =
Vocabulary π r2 .
• Pi
• Diameter
• Circumference
• Area
• Height
• Length
• Radius
• Sector

Procedures:
Motivator:
• Who could tell me how we could find the area of a circle.

Procedure/Activity:
• Discuss with students practical applications for finding the area of a circle. Explain
the problems associated with partitioning a circle into unit squares to find its area.
Elicit suggestions on how the area might be determined.
• Pass out the paper circles, scissors, rulers and colored markers or crayons.
• Have students draw a diameter (it does not need to be exact), and use two different
colors to fill in the resulting semicircles.
• Instruct students to cut the circle in half along the diameter. Then have them cut
each of the resulting semicircles into four equal sectors. There are now a total of
eight pieces, four of each color.
• Ask students to assemble the eight pieces so that they form a shape, which
resembles a rectangle. Provide them with the hint that the same colors should not
touch. (The resulting shape consists of sectors "pointing" in opposite directions,
side by side).
• Solicit suggestions as to how to make the shape more like a rectangle. (This can be
achieved by cutting each of the sectors in half, again).
• Have students cut each of the sectors in half, once more, resulting in a total of 16
equal sectors, eight of each color. Solicit suggestions as to how to make the shape
even more like a rectangle. (This can be achieved by cutting each of the sectors in
half over and over again). Note: Do not allow students to create more than 16
sectors since they can become unmanageable.
Materials
• A large, heavy-paper
or cardboard circle,
about 12" in diameter.
• Scissors.
• Rulers.
• Colored markers or
crayons.
Assessment/
Evaluation
Students will determine the
area given the radius or
diameter (see Handout)
Contributors/
Contacts
Vivian Killingbeck/
Violeta Hallegado
th
8 Grade LARM Cadre
Procedures (continued):
• Ask students to again assemble the sectors "pointing" in opposite directions, side
by side. Make sure that none of the same colors are touching.
• Ask students to equate the parts of the approximated rectangle to the parts of the
original circle. The remainder of the lesson involves the mathematical derivation of
the formula for the area of a circle.
• The base, b, of the rectangle is equivalent to half of the circumference. The height,
h, of the rectangle is equivalent to the radius, r, of the circle. Therefore, using the
formula for the area of a rectangle, A = bh, we get b = c/2 and h = r.
• So the formula for the area of the circle is now A = c/2 · r.
• However, we know that the circumference of a circle is equal to the diameter
multiplied by pi (d π) so the formula can now be written as A = dπ /2 · r.
• Since the diameter is the same thing as twice the radius (2r), the formula can now
be written as A = 2rπ /2 · r.
• Simplifying this equation, we arrive at A = r π · r or A = π r2 as the area of a circle.
Closure:
• Ask a student for the formula of the area of a rectangle. Ask who could give the
formula for the area of a circle.
Wrap-Up/Closing Activity
Students will form a rectangle by partitioning a circle and that the area of the
rectangle is equal to π r2
References/Additional Resources
http://www.mathgoodies.com/lessons/vol2/circle_area.html
http://www.education-world.com/a_tsl/archives/00-2/area_of_circle_doc.shtml