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[Cecilia Li] [Geometry] [50]

[Grade 4]

Lesson: [Plane Geometry-circle]

Unit Overview
Main Idea (Claim)
- Build basic Geometry theories
principle, use it to solve word-
problem, guide students interested
in it.
Summative Assessment
1. Test about theories and problem-
solving
2. Short Presentation about using
theories solving word-problems.

- Let students know and experience

God through this class.

Guiding Questions Objectives (know/understand/do/value)

- What is definition of circle?
- What is the radius in a circle?
- How to get area and perimeter of a
circle?
- Find out circle in the classroom
1. Students understand the definition of
the circle.
2. Students know formula of area and
perimeter of circle, and use it.

Time Instructional Procedures and Strategies

3 Beginning the Lesson:
- review: pick three students draw a square, rectangle, triangle, on the board
with specific date. Chose other three students find out the area of square,
perimeter of rectangle, are of triangle. Give reward for anticipated students.

- show the preview video to students for todays class.

248 https://www.youtube.com/watch?v=eb2au64S3Lw

Developing the Lesson

- Separate 6 students in one group.
13 - Discover: through the text book, and what we learned in last two
classes, group discover what is definition of circle, and what and
where is the center of circle, radius, diameter, arc, and the basic
idea of . In this part, teacher should anticipate discussion, answer students
question and give guide to students and lead them discover it.
5 - Five minutes presentation about the discover. (2 groups)
3 - Teacher gives supplement or summarize of the Objective 1.

a.Definition of the circle: Circle is the locus of points equidistant from a

given point, the center of the circle. The common distance from the center of
the circle to its points is called radius. Thus a circle is completely defined by
its center (O) and radius (R)
Center point, certain radius, pliable arc are three key points of a circle.
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[Cecilia Li] [Geometry] [50]
[Grade 4]

b. Radius:
A line center point to arc is radius.
c. Diameter: the length is twice than radius. A line segment from
10 one point on the arc pf the circle, through the center of the
circle, arrive to another point in the arc is diameter.
- Teacher gives formula of area and perimeter with specific
explanation and examples.
we just need remember 3.14.

Perimeter :
P= d
10 Area = r^2
- Practice individual:
1. 1. If the radius of a circle is 15.3 centimeters, then
what is the diameter?
15 2. If the diameter of a circle is 9
centimeters, then what is the area? (Do
not round. Enter your answer to three
decimal places.)
3. The distance around the wheel of a truck
is 9.42 feet. What is the diameter of the
wheel?
4. What is the circumference of a 12-inch
pizza?
5. A storm is expected to hit 7 miles in every
direction from a small town. What is the
area that the storm will affect?
- After answer the practice exercise, exchange the answer and
evaluate.

Closing the Lesson

- Assessment Time: all of students should finish the practice paper in
class time.
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[Cecilia Li] [Geometry] [50]
[Grade 4]

- Preview the next class

- Homework
- Answer the question about What did you learn? What is unclear?

Formative Assessment Differentiation

- Class presentation - If some students are still confusing
- Class practice and check in some part of what we learn, they
tablemates answer need write a small summarize
about where weakness. Teacher can
have appointment with students to
solve their confusing.
- Online video help:
https://www.youtube.com/watch?
v=eb2au64S3Lw
-

Resources

Pencil, paper, textbook, compasses

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[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment
copied from the unit plan in order to keep
the goal in mind during the writing and
implementation of the lesson plan.
Guiding Questions these questions guide the inquiry for
the lesson, leading students toward a
rich understanding of the objectives for
the lesson and ultimately, the unit.
Factual- knowledge or fact-based
questions
Conceptual- questions that enable
exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas
of ambiguity, disagreement, or tension
within the unit of study
Objectives The specific aims of the lesson. As a
result of the instruction, this is what the
students are expected to know,
understand, and be able to do. These
should align with and lead to the unit
understandings, knowledge and skills.
Time - Marks the amount of time needed for
each stage of the lesson. Enables
effective time-management for the
teacher.
Beginning the The opening or warm-up that will
Lesson engage the learner, producing creative
tension. May include review and/or
activation of prior knowledge.
Developing the The content learned and the strategies
Lesson employed towards that end
Closing the Lesson A conclusion or review of what was
learned, providing closure to the lesson.
Formative Assessment throughout the lesson that
Assessment provides feedback that can be used to plan
or alter instruction. Should prepare
students for the summative assessment.
Differentiation ways of modifying instruction to meet
the needs of diverse learners
Resources any texts, materials, technology,
people, places or other resources that
have informed the unit and learning
experiences