Teachers: Tatumn Cole Subject: 7 Grade Math

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Common Core State Standards: 7.G.B.4 Understand and use the formulas for the area
and circumference of a circle to solve problems; give an informal derivation of the
relationship between the circumference and area of a circle.

Objective (Explicit): Students will explain the different roles of circumference and area
within the context of a circle and be able to identify which formula to select in different
problem scenarios to calculate the area and circumference of a circle.

Evidence of Mastery (Measurable):

 The student’s mastery of the lesson objective will be assessed by seeing if students are able to
accurately use their knowledge of circumference and area of a circle to solve problems.
 The activity in which the students will demonstrate mastery will be by having students create
their own real world problem and providing the work to solve it.
 The condition is having them create their own problem and the degree is being able to solve it
 I expect to see a student created problem with a context story, and either one question on
finding the area then manipulating the area to find circumference or one question on finding the
circumference then manipulating the circumference to find area. Then the student created
problem must also be solved.

Sub-Objectives, SWBAT (Sequenced from basic to Formative Assessments: 

complex)
 
Exit Ticket:Students must turn in their self-created
problem that is solved.

 Students will explain the different roles of circumference and area within the context of a
circle.
 Students will be able to identify which formula to select in different problem scenarios.
 Students will calculate the area and circumference of a circle.
 Students will be able to manipulate the area formula to find the circle’s circumference and
vice versa.

Key vocabulary: Materials:

 Understand = explain, summarize, describe,  Paper
 Use = Utilize, operate, apply, manipulate   Pencil
 Solve = calculate, compute, find  Calculator
 Give = make, display, develop


Opening (state objectives, connect to previous learning, and make relevant to real life)
 

Students will look at pictures projected on a board of circles that might align with their
interests (pizza, basketball, etc).
 Students will be asked how all of the pictures are related
 Students will then be asked to discuss area and perimeter that has been learned
previously
 Students will then be asked to discuss how they would find area and perimeter
(circumference) of a circle
 Students will then be given the area and circumference formula to copy down and
discuss what they think the individual terms in the formula mean.
Introduction (Teacher Actions) (Student Actions)

Teacher Will: Student Will:

 Lead students through a base example
where the individual terms in the area and
circumference formulas are defined and
identified on the circle.
 Circles with defined radius and diameters
will be used in the first examples.
 Assert that students know the difference
between radius and diameter, as the two can
be mistaken for each other.
 As students are walked through example
problems they will be told that the format and
method of which was used should be
expected in future problems.
 Students will copy down each step in
their notes adding new ideas or
thoughts on the process. 
 After each step students will discuss
with the person(s) next to them what
the process was for that particular
step in their own words. 
 Students will have time to ask any
clarifying questions.

Co-Teaching Strategy

One Teach, One Observe: Main teacher teaches the beginning of the lesson while the co-teacher participates in a more
detailed observation of students.

Differentiation Strategy 

Provide students with physical objects so that they can better visualize where the diameter and radius come from to get the
area and circumference of a circle.

Guided Practice (Teacher Actions) Student Actions

Teacher Will: Student Will:

 As a whole class we will go multiple
problems together. There will be time
given to the students to work on the
problems as a group or partner set
before it is gone through as a whole
group.
 This will happen one problem at a
time.
 Ask students to walk through the steps
in which the problem would be solved,
 Students will be guiding the teacher along
and telling them what steps they should do
next
 Students can discuss together what they
would do before coming at it whole group
 Students will have the full support of the
teacher
 Students are working on the problems
 look out for any mistakes or lack of individually following the examples in the
understanding. teacher led section.
 Highlight good/bad practices while
using student explanation to solve the
problems
 Students might be picked on randomly
if no volunteers

Co-Teaching Strategy
 
One Teach, One Assist: Main teacher teaches the lesson while the co-teacher circulates through the room to provide
unobtrusive assistance

Differentiation Strategy
 
Provide students with videos of the teacher going through extra problems or youtube videos that go through examples.

Independent Practice (Teacher Actions) Student Actions

Teacher Will: Student Will:

 Students will be instructed to use the
information and processes learned in
the teacher led and guided practice
sessions to work on problems.
 If any common mistakes or questions
arise when circulating to all groups
then we will discuss them as a class.
 If students aren’t showing proficient
understanding then we will do a
problem as a class again.
 When going over problems after
individual and group efforts, exemplary
cases of understanding and mastery
will be highlighted.  other’s work to make sure that efficient
 Students will be given 3 problems to solve.
They will be given a certain amount of time
to work on the problems individually.
Towards the end of this section they will be
given time to share ideas and answers with
their peers as well as ask questions if
struggling
 Since students are using the example
problems that show expectations of work
required, students work should show
evidence of mastery.
 With partner collaboration after individual
work students are able to assess each
mastery has happened.

Co-Teaching Strategy
 
Team-teaching: Both main teacher and co-teacher deliver the same instruction at the same time so that we can have a
unified approach to the teaching of the lesson

Differentiation Strategy

Use think-pair-share. If students seem to be having a hard time have them individually think about how they would go
through a problem, then talk with their partners, and finally share their ideas as a whole class.

Closing/Student Reflection/Real-life connections:

 

Students will create their own problem and solve it.

 Student created problems should include a story/word problem that gives specific radius or
diameter measurements. They will provide two questions, a question asking for area and a
question asking for circumference. Students will then solve their self-created problems and
show their work.
 On the back of their sheet of paper with their solved problem they will reflect on the
 significance of what they learned
 Must be turned in by the end of class if time allows or turned in the next class session.