Professional Documents
Culture Documents
Inscribed Angles: Lesson Plan 2
Inscribed Angles: Lesson Plan 2
Inscribed Angles
EDC 631 Math Methods
Submitted by Wenwen DU
Lesson plan 2- Inscribed angles
Identify and use parts of circles (center, radius, chords, diameter, arcs, chords, Center
angle)
Recognize and solve problems by making circle graphs involving these parts (center,
Connections
**NCTM Standards:
Algebra – Use symbolic algebra to represent and explain mathematical relationships involving
inscribed angles of a circle; Write equivalent forms of equations and solve them with fluency-
(inscribed angles in a circle) and develop mathematical arguments about the geometric
relationships.
Problem Solving - Build new mathematical knowledge through problem solving with the
Reasoning and Proof – Recognize reasoning and proof as fundamental aspects of mathematics;
develop and evaluate mathematical arguments and proofs through the properties of inscribed
angles of a circle.
teachers, and others; analyze and evaluate the mathematical thinking and strategies of others;
Connections - Recognize and use connections among mathematics ideas through the attributes
and properties of inscribed angles of a circle; understand how mathematical ideas interconnect
and accurately.
2.12 Students understand mathematical structure concepts including the properties and
Students will use the definitions and basic properties of a circle (e.g. arcs, chords,
central angles, inscribed angles) to prove basic theorems and solve problems
Context
Before this lesson, Students have established the ability to identify parts of circles (center,
radius, chords, diameter, arcs, chords, Center angle) and solve the corresponding problems by
making circles graphs. Based on the prior knowledge, this lesson is developed to help students
to recognize the definitions of inscribed angle and intercepted arc. Students will also be asked to
understand and apply properties of inscribed angles of a circle through examples and practices.
References:
Burrill, Cummins, Kanold, Boyd, and Malloy (2001), Geometry – Integration, Applications and
Resources:
Protractor
Straightedge
Compass
Procedures
I – Warm-up
There are two options for this part. One of them is handing out a bell ringer and students
will be given five minutes to finish it. This practice will include four questions (see attachment
for detail). Two questions are designed to review prior knowledge on solving problems regarding
arcs and chords in a circle. In the other two questions, the students are asked to simplify
polynomials which actually integrated with algebra knowledge. They are nothing to do with the
lesson content. However, I think review of prior knowledge is very important in mathematics
learning. Students may still have trouble to simplify the polynomials. This short practice may
help them recall this part of knowledge. Obviously, I can put some other questions from prior
units in geometry instead of this two if I think the students are all fine with Algebra I. It really
The other options for this part could be the review of the previous homework. The time
II-Lesson development
By drawing a circle with center O (See figure 1), I will recall the measure of a minor arc (
� ) is the defined as the measure of its corresponding central angle ( �PTQ ). Then I will
PQ
describe the definition of central angles. Therefore, I will introduce them a new type of angles in
circles – inscribed angles (which is an angle whose vertex is on the circle and whose sides each
contain chords of the circle). The concept of intercepted arc will be followed (which is the arc
Figure 1
Then I will draw some angles in circles (see Fig.2) as examples to let the students
distinguish whether they are inscribed angles or not. If they are, point it out what are their
Fig 2
By giving the measure of the center angle ( m�PTQ ), Use figure 1 to get the measure of
� ) and the measure of the inscribed angel ( m�PRQ ). I will encourage the students
the arc ( mPQ
Theorem 9-4 If an angle is inscribed in a circle, then the measure of the angle equals one-half
1. The center of the circle lies on one of the sides of the angle (which actually has
Case 2 and 3 will not be proven in the class, but could be asked to prove for high-
Fig.3 Fig.4
Add an another inscribed angle ( �SPT ) in Fig.3 to obtain Fig.4 and let the students find
the measure of �SPT . This example will illustrate the second theorem between inscribed
Theorem 9-5 If two inscribed angles of a circle or congruent circles intercept congruent arcs or
� @ CD
In e O , m�DAC = 40 and BC � , find m�BEC
Fig.5
Before start 3rd theorem, an example in figure 6 will be given as following.
Fig.6
Theorem 9-6 If two inscribed angles of a circle or congruent circles intercept congruent arcs or
measures of inscribed angles by using the above three theorems. The example is also integrated
with algebra.
� @ RS
In e A , m�1 = 6 x + 11 , m�2 = 9 x + 19 , m�3 = 4 y - 25 , m�4 = 3 y - 9 , and PQ � .
Fig.7
III Closure
A handout will be given in class (see “check for understanding” in attached files) to help
the students to review what we have learned in this lesson (definitions of inscribed angles and
interpreted arcs, and three corresponding properties). We will lead a short discussion before the
class is over.
If a lot of time left (10~15 minutes), I will introduce another theorem regarding the
Theorem 9-7 If a quadrilateral is inscribed in a circle, then its opposite angles are
supplementary.
Or let students work on homework. They can work with their neighbor or ask the teacher
for help.
High: Have the students prove case 2 and 3 in theorem 9-4. If time is allowed, also ask
Low: Extra periods will be developed to work on the assignments (homework) or quiz.
These practices are necessary to help students to catch the content firmly and solve problems
mathematically. More basic information should be designed to avoid low performance students
left behind. If necessary, I will tutor students individually. Meanwhile, I may develop particular
Student Assessment
During the lecture time, some students will be asked to give their opinions on what is the
performance.
Homework will be given at the end of the class and will be collected at the beginning of
the next class and graded (see attachment for more detail).
Extra periods will be developed as practice on this part of content. Quiz, in class activity,
**Writing Prompt
In the homework (see attachment), Students will be asked to write their comments
3. Compare and contrast inscribed angles and central angles of a circle. If they intercept
4. Assess yourself write about and describe three uses of hexagonal nuts, bolts or screws
that appear at school or home. Why do your think the hexagon shape is used?
Homework