You are on page 1of 2

College of Education


Name: Nathaniel Rauen

Grade Level: 7th Grade Math
School: Madison Central School District
Date: 3/8/17
Time: 12:00

Reflection from prior lesson:

Last lesson we talked about the circumference of a circle. The lesson went fairly well, but
I need to work on my accuracy in speaking. I had forgotten to mention that the diameter
is a line through the center of a circle. I do think that the students grasped the concept of
what circumference is, as well as how to apply it to circles. It will be interesting to see if
their recall is with them during their last class before spring break.

Lesson Goal(s) / Standards

CCSS.MATH.CONTENT.7.G.4 - Know the formulas for the area and circumference of a
circle and use them to solve problems.

Lesson Objectives
By the end of the lesson, students will be able to calculate the area of a circle at 87%

Materials Needed:
Pizza Hut Box
One Note

Contextual Factors/ Learner Characteristics:

The class has 19 students, some of which are A-level students, while others are more in
the C range. Each day it will be a challenge to not only make a lesson that will test the
upper level students, but also move at a pace that is comfortable for the lower level

A. The Lesson (15 minutes)

1. Introduction
On the board will be box from Pizza Hut to grab attention.

Before we even talk about the box at the front of the room, we are going to have a brief
review on the circumference, diameter, and radius. I will also speak briefly on ways to
remember the difference between diameter and radius.

At this time, I will draw their attention to the Pizza Hut box and I will introduce the idea
of the lesson today.
Can anybody tell me what is at the front of the room? Response: a pizza box

At this time, I will bring up the pictures from the lesson that I have prepared with a Pizza
Hut pizza.

2. Content Delivery (30 minutes)

I will ask the class to tell me what the circumference of the pizza on the board is. I will
give them a couple of minutes to find the circumference.

I will then ask for the answer, and at this point I will ask them what the circumference of
a pizza is. Response: The crust.

Now we can move on to the actual lesson, which is the area of a circle.

We will go through the slides of pictures that I took of my circle experiment.

At each slide, I will remind the students that the radius is the length of a side of a
piece of pizza. This is where the r comes from.
I will also have them notice how the crust splits on both sides. This is where the the
r* pi comes from.

Once I get to the last slide, the students will fully understand where pi * r^2 comes from.

3. Closure (15 minutes)

I will quickly go over what they will see on the upcoming accelerated math assignments.

I will now give the students a couple of circles to find the area of the circle as an exit
ticket. Done on a notecards.

B. Assessments Used
The notecard exit ticket will let me see if the students understand the concept that I am
asking them to learn.

Throughout the lesson, I will use my observations of the class to pinpoint who is
understanding it and who might not be getting it quite yet.

C. Differentiated Instruction
This lesson will involve a decent amount of class discussion. This will allow me to walk
around the room and insert myself into conversations that I feel need it, as well as allow
the students that get it to talk to the other students that may still be struggling. I will
look for good conversations in order to call on them in front of the class. This will allow
the students that are grasping the material to use their words, and the students that may
still be struggling will have a chance to hear the thoughts of the more advanced students.