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A Story of Functions
Grade 10 Geometry Module 5
Participant Poll
• Classroom teacher
• Math trainer or coach
• Principal or school leader
• District representative / leader
• Other
Session Objectives
• Participants will understand the development of
mathematical concepts surrounding circles and line
segments that intersect circles.
Agenda
• Session 1
• Module Overview and Topic A
• Session 2
• Complete Topic A and begin Topic B
• Session 3
• Complete Topic B and the Mid-Module-Assessment
• Session 4
• Topics C and D
• Session 5
• Complete Topics D, E, and the End-of-Module Assessment
• Students develop the equation for a circle using the Pythagorean theorem and translation.
• Bring together congruence and similarity, the Pythagorean theorem, facts about triangles, and trigonometry.
Key Concepts
• Thales’ theorem, inscribed angles, an inscribed right angle subtends the
arc of a semicircle, the measure of an inscribed angle is half the measure
of the central angle that subtends the same arc, inscribed angles that
subtend the same arc have equal measures.
Opening Exercise
Paper “push” a right angle between two fixed points to find
points on a circle.
• Can we prove that all of the points (C, D, E…) lie on the circle?
Lesson 1
Exploratory Challenge
Lesson 1
Lesson 1
Exercise 2
Lesson 1
DrawE QUIDISTANT
a circle of :any radiusisand
A point saidcenter
to be .equidistant
Draw a chord
fromontwo
thedifferent
circle and label its
points andendpoints
if . and .
Points and can be replaced in the definition above with other figures (lines, etc.) as long as the distance to the figures is
Construct the perpendicular bisector of chord . What do you observe?
given meaning first. In this lesson, we will define the distance from the center of a circle to a chord. This definition will
allow us to talk about the center of a circle as being equidistant from two chords.
Draw chord on the circle and construct the perpendicular bisector of chord . What do you observe?
Lesson 2
chords.
4. In a circle, if two chords are equidistant from the center, then the two chords are congruent.
5. In a circle, congruent chords define central angles that are equal in measure.
6. In a circle, if two chords define central angles that are equal in measure, then they are congruent.
Lesson 2
Opening Exercise
Using only a compass and straight edge, follow the steps below to
find the center of a given circle.
Lesson 3
Exploratory Challenge
Construct a rectangle that is inscribed in a given circle.
• How can we use the construction in the Opening
Lesson 3
Exploratory Challenge
Construct a rectangle that is inscribed in a given circle.
Strategy #1:
• We know that the diagonals of a rectangle are equal in length and bisect
each other.
Lesson 3
Exploratory Challenge
Construct a rectangle that is inscribed in a given circle.
Strategy #2:
• A rectangle is composed of two congruent right triangles. A congruence
consisting of a 180˚ rotation about the midpoint of the hypotenuse maps one
• Rotate one of your triangles about the center of the circle 180˚.
Lesson 3
Exercises 1 – 5
Take a moment to review exercises 1 – 5. It is in these exercises
that students consider the symmetries on inscribed rectangles
across a diameter.
Lesson 3
Lesson 4
• Students recognize and use different cases of the inscribed angle theorem
embedded in diagrams. This includes recognizing and using the result that
inscribed angles that intersect the same arc are equal in measure.
This lesson covers only part of the Inscribed Angle Theorem – The Central Angle version. The case for a
central angle whose measure is greater than 180 degrees is left for lesson 7.
Opening Exercises
Lesson 5
Examples 1 and 2
Based on our observation from the Opening Exercise, the
following theorem can be developed:
Theorem: The measure of a central angle is twice the measure of any
inscribed angle that intercepts the same arc as the central angle.
Case 1: The vertex of the central angle lies on a side of the inscribed angle.
Lesson 5
Examples 1 and 2
Based on our observation from the Opening Exercise, the
following theorem can be developed:
THEOREM: The measure of a central angle is twice the measure of any inscribed
angle that intercepts the same arc as the central angle.
Case 2: The vertex of the central angle lies in the interior of the inscribed angle.
Case 3: The vertex of the central angle lies in the exterior of the inscribed angle.
Lesson 5
Opening Exercise
a circle, a chord and a diameter are extended outside of the circle to meet
In
at a point . If , and , find
Lesson 6
Exploratory Challenge
THEOREM: If , and are four points with and on the same side of line , and and
are congruent, then , and all lie on the same circle.
Lesson 6
Exploratory Challenge
THEOREM: If , and are four points with and on the same side of line , and and
are congruent, then , and all lie on the same circle.
Label the intersection of and the circle point . Angles and are inscribed
angles that intercept the same arc, so both angles have the same measure, .
Lesson 6
Exploratory Challenge
THEOREM: If , and are four points with and on the same side of line , and and
are congruent, then , and all lie on the same circle.
Lesson 6
Exploratory Challenge
THEOREM: If , and are four points with and on the same side of line , and and
are congruent, then , and all lie on the same circle.
Next let’s consider the case where lies in the interior of the circle.
Extend and marks its intersection with the circle . Angles and are both
inscribed angles that intercept the same arc, so their measures are equal, .
Lesson 6
Exploratory Challenge
THEOREM: If , and are four points with and on the same side of line , and and
are congruent, then , and all lie on the same circle.
In triangle , angle has degree measure . Using the exterior angle theorem, .
circle.
Since cannot lie outside the circle, nor can it lie inside the circle, must lie on the
Lesson 6
Key Concepts
• Properties of congruence, similarity, and isosceles triangles are applied
to proofs; congruent chords lie in congruent arcs, all circles are similar.
• Students extend the protractor axiom (angles add) to arcs.
Lesson 7
Exploratory Challenge
Prove that congruent chords have congruent arcs.
Lesson 8
Example 1
THEOREM: In a circle, arcs between parallel chords are congruent.
Prove this theorem in two ways.
Lesson 8
Example 1
Lesson 9
Example 1: Discussion
Lesson 9
Example 1: Discussion
Lesson 9
Example 2
In this example, the formula to find the area of a sector is developed.
Lesson 9
Opening Exercise
In the following figure, a cylinder is carved out from within another cylinder of
the same height; the bases of both cylinders share the same center.
a. Sketch a cross section of the figure parallel to the base.
annulus.
Lesson 10
Opening Exercise
the following figure, a cylinder is carved out from within another cylinder of
In
the same height; the bases of both cylinders share the same center.
b. Mark and label the shorter of the two radii as and the longer . Show how
to calculate the area of the shaded region, and explain the parts of the
expression.
Lesson 10
Exercises 1-13
• Take a few minutes to review and complete some of the exercises in this
lesson.
Lesson 10
Mid-Module Assessment
• Take a few moments to review the problems provided on the Mid-Module
Assessment Task.
• Choose one problem to complete in its entirety.
• Compare your response to the provided sample work.
• Compare your response to the Mastery Rubric.
• What student response(s) would demonstrate STEP 1 in mastery?
• STEP 2?
• STEP 3?
• STEP 4?
• Where do you feel your response lies?
Key Concepts
• Students continue to use properties of congruence and triangles in
general to describe relationships formed by tangent and secant lines
while incorporating recent knowledge related to inscribed angles and
intercepted arcs.
• Students prove that tangent segments from the same point are equal in
length.
Opening
• Sets the stage for Topic C and presents the vocabulary secant line, tangent
line and tangent segment.
• Students draw a circle and line, teacher groups drawings and discusses.
Lesson 11
Exploratory Challenge
• Students draw a circle and a tangent line and note the point of tangency as P.
• Draw a circle and a radius intersecting the circle at a point P.
• Construct a line through P, perpendicular to the radius.
• Students measure the angle formed by the radius and tangent and
Lesson 11
Example 1
• Students use constructions to show that tangent segments from the same
point are equal in length.
and C.
• Verify perpendicularity.
Lesson 11
Exercise 1
Lesson 11
• Students recognize and use the fact if a circle is tangent to both rays of an
angle, then its center lies on the angle bisector.
Example 1
each diagram, try to draw a circle with center that is tangent to both rays of
In
.
• Why did
What this make
is special a difference?
about (b) that was not true for (a) and (c)?
Conjecture: If a Point
circle D
is was
tangent
•
more in the
to both middle
rays of an of the angle
angle, incenter
then the (b). of the circle lies on the angle bisector.
Lesson 12
Exercise 1
Given a circle with center and tangent to and ; ; ; show .
Lesson 12
Exercise 2
An angle is show below.
a. Draw at least three different circles that are tangent to both rays of the
given angle.
b. How does the distance between the centers of the circles and the rays of the angle compare to the radius of the circle?
Lesson 12
Exercise 3
Construct as many circles as you can that are tangent to both the given angles
at the same time. You can extend the rays as needed. These two angles share
a side.
Lesson 12
Exercise 4
a triangle, let be the location where two angle bisectors meet. Must be on
In
the third angle bisector as well? Explain your reasoning.
Lesson 12
Exploratory Challenge
• Connects to Lesson 12 Problem Set about the relationship between the measure of
an arc and an angle.
• Goal of challenge is to establish and prove the following conjecture:
An inscribed angle formed by a secant and tangent line is half of the angle
measure of the arc it intercepts.
Lesson 13
Example
• Now we develop another theorem in the family of inscribed angle
theorems: the angle formed by the intersection of the tangent line and a
chord of the circle on the circle, and the inscribed angle of the same arc,
are congruent.
• The exercises that follow this example provide time for students to
angle problems.
re
Lesson 13 Click He
© 2015 Great Minds. All rights reserved. greatminds.net
N YS C O M M O N C O R E M AT H E M AT I C S C U R R I C U L U M A Story of Functions
• Students discover that the measure of an angle whose vertex lies in the
interior of a circle is equal to half the sum of the angle measures of the arcs
intercepted by it and its vertical angle.
Discussion
Draw a circle on a plain sheet of paper and draw two intersecting lines on a
clean sheet of patty paper.
Lesson 14
Exercise 1
In circle , is a radius and . Find and explain how you know.
Lesson 14
Exercise 2
In the circle shown, . Find and . Explain your answer.
Lesson 14
Example 1
SECANT ANGLE THEOREM – INTERIOR CASE: The measure of an angle whose vertex
lies in the interior of a circle is equal to half the sum of the angle measures of
the arcs intercepted by it and its vertical angle.
Lesson 14
Opening Exercise 2
Lesson 15
Opening Exercise 2
Lesson 15
Exploratory Challenge
Lesson 15
Example
Lesson 15
Lesson 15
Closing
Lesson 15
Exploratory Challenge 1
Measure the lengths of the chords in each circle (in centimeters) and record
the values in the table.
Lesson 16
Exploratory Challenge 2
Measure the lengths of the chords in centimeters and record them in the
table.
Exploratory Challenge 3
Prove mathematically why the relationships that we found in Exploratory
Challenges 1 and 2 are valid.
Lesson 16
Exploratory Challenge 3
Prove mathematically why the relationships that we found in Exploratory
Challenges 1 and 2 are valid.
Lesson 16
Exploratory Challenge 3
Let’s extend this reasoning to a tangent line.
Lesson 16
Closing
Lesson 16
Standards
• G-GPE.A.1, G-GPE.A.4: Derive the equation of a circle of given center
and radius using the Pythagorean theorem, complete the square to find
the center and radius of a circle given by an equation. Use coordinates
to prove simple geometric theorems algebraically.
Key Concepts
• Students derive the equation for a circle centered at the origin by
analyzing how to find the coordinates of points that lie on a circle.
Students extend their understanding of equations of circles whose center
is not at the origin using the rigid motion translation. Using knowledge
of slope, students write equations for lines that are tangent to a circle.
• Students write the equation of a circle given the center and radius.
Students identify the center and radius of a circle given the equation.
Example 1
If we graph all of the points whose distance from the origin is equal to 5 units,
what shape is formed?
Lesson 17
Example 2
Lesson 17
Example 2
Lesson 17
Lesson 17
Examples 1 and 2
1. The following is the equation of a circle with a radius of 5 and center (1,2).
Explain why.
Lesson 18
Example 3
Could an equation of the form represent a circle?
Lesson 18
Example 3
How do we determine if an equation of the form represents a circle?
Lesson 18
Example 3
Does the equation represent a circle? If so, identify the center and radius. If
not, explain why.
Lesson 18
• Given a circle and a point outside the circle, students find the equation of
the line tangent to the circle from that point.
Example 1
Lesson 19
Example 1
Lesson 19
Example 2
Lesson 19
Topic D
Now that you’ve seen the content of Topic D,
consider the following classroom implications:
Key Concepts
• Students prove that a quadrilateral is cyclic if the opposite angles of the
quadrilateral are supplementary. Students learn that the area of a cyclic
quadrilateral is a function of its side lengths and an acute angle formed
by its diagonals, i.e., Ptolemy’s theorem.
• Students derive and apply the area of cyclic quadrilateral ABCD as ½(AC)
(BD)(sin(w)), where w is the measure of the acute angle formed by
diagonals AC and BD.
• Students first saw this area formula in Module 2 when trigonometric functions
were introduced.
Opening Exercise
Given cyclic quadrilateral in the image below, prove that .
Lesson 20
Example 1
Prove the converse: Given a quadrilateral with one pair of opposite angles
being supplementary, prove that the quadrilateral is cyclic.
• Case 1
Lesson 20
Exercise 1
Prove the converse: Given a quadrilateral with one pair of opposite angles
being supplementary, prove that the quadrilateral is cyclic.
• Case 2
Lesson 20
Lesson 20
Exercise 3
cyclic quadrilateral has perpendicular diagonals. What is the area of the
A
quadrilateral in terms of and .
Lesson 20
Exercises 4-5
4. Show that the triangle in the diagram has area .
Lesson 20
Exercise 6
6. Show that the area of the cyclic quadrilateral shown in the diagram is .
Lesson 20
Exploratory Challenge
• A Greek mathematician Claudius Ptolemy discovered a relationship
between the side lengths and the diagonals of any quadrilateral inscribed
in a circle.
Lesson 21
End-of-Module Assessment
• Do the problems in the End-of-Module
Assessment
• As you work, think about the following:
• Which lesson(s) does this assessment item tie to?
• Is there vocabulary that students may struggle
with?
• Can this item be used as part of a quiz for Topic C or
Topic D?
Biggest Takeaway
• What is your biggest takeaway with respect to Module
5?