WVSU LESSON PLAN FORMAT (Updated 1/13)

Teacher Candidate: Jonathan Scott Stalnaker Date: March 18, 2014

School: Hurricane Middle School Grade/Subject: 7
th
Grade/Pre-Algebra
Unit Topic: Distance and Angle Lesson 1 Lesson 2 Lesson 3 (circle one)
Lesson Topic: Circles and Circumference

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
1. Students will correctly define center, diameter, radius, and chord.
2. Students will learn the mathematical representation of (pi).
3. Students will demonstrate how to calculate circumference of a circle using both formulas.

WV CSOS
M.O.7.4.1 Select and apply an appropriate method to solve (including, but not limited to, formulas)
justify the method and the reasonableness of the solution, given a real-world problem solving situation
involving: perimeter, circumference, area, surface area of prisms (rectangular and triangular), volume of
prisms and cylinders, and distance and temperature (Celsius, Fahrenheit).

NATIONAL STANDARDS
CCSS.Math.Content.7.G.B.4 Know the formulas for the area and circumference of a circle and use them
to solve problems; give an informal derivation of the relationship between the circumference and area of a
circle.

MANAGEMENT FRAMEWORK
Overall Time: 90 minutes
Time Frame: 5 minutes-Bell ringer
10 minutes-Pre Test (Unit coverage)
5 minutes- Introduction
10 minutes-PowerPoint Definitions and Explanations of center, diameter, radius, and chord
15 minutes- Group work solving for circumference, diameter, and pi using various shapes
found in everyday life/real-world.
15 minutes-Power Point Explanations of circumference and formulas to find
circumference of circles
5 minutes-Class Examples
20 minutes-Worksheet/Practice Problems
5 minutes-Recap

STRATEGIES
Teacher-led class discussion, class group activities, individual/group practice, base line testing, and
guided instruction

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Give students who learn better by observing the process, then writing it down afterwards, extra time to
copy notes.
Advanced Organizer

PROCEDURES
Introduction/ Lesson Set
Bell ringer
Administer pre-test (post-test to follow at end of unit)
Tell students we will be working with circles and circumference
Open discussion about what students already know about circles and circumference

Body & Transitions
*Part One
PowerPoint/Notes
Define the center of a circle
Define the diameter of a circle
Define the radius of a circle
Define the chord of a circle
Draw and show an example of each definition.
Advanced Organizer Examples
*Part Two
Learn the mathematical representation of (pi) in a group.
Advanced Organizer Ex. 1 and Ex. 2
*Part Three
PowerPoint/Notes
Learn the formulas for finding the circumference of a circle
Advanced Organizer Ex. 3 and Ex. 4
*Part Four
In-class worksheet involving circumference
*Part Five
Practice problems 2-44 (even)
Walk around and answer any questions
Closure
Recap what we have learned
Resolve any unclear problems

ASSESSMENT
Diagnostic: Asking what students know about area of various shapes and composite figures and
circumference of circles. Pre-test.
Formative: Questioning throughout lesson and whole class examples, walking around the room during
individual practice. Worksheets and homework will also be a formative assessment.
Summative: Recapping what we have learned at the end of class, Post-test at end of unit

MATERIALS
Whiteboard, markers, computer, PowerPoint, erasers, Pre-Algebra book, simple calculator, and ELMO

EXTENDED ACTIVITIES
If Student Finishes Early: Spiral Review Problems #34-41(odd) and Skills Review Problems #42-44(odd)
If Lesson Finishes Early: Calculator Activity
If Technology Fails: Use books instead of ELMO

Lesson Plan Reflection
Planning
I constructed the lesson to be teacher-centered, but I soon realized that it should be
student-centered. I designed the lesson for the students to interact with circles and become
familiar with finding the circumference. I know the textbook should not be the only source of
information, but when it comes to mathematics the textbooks are designed to present the material
in a structured manner. The textbook starts with the foundation and moves up increasing with
difficulty. Also, the lesson was designed for students to have peer learning. I feel peer learning
is where active learning is most prevalent. I had the students do hands-on learning by having
them determine the mathematical symbol pi using circumference and diameter of various circular
shapes found in everyday life. I followed the structure of my plan to the letter. The students met
my objectives that I set for this lesson. The students correctly defined the key terms that make
up a circle. The students demonstrated how to mathematical represent pi. The students
demonstrated how to calculate the circumference of a circle using both formulas (C=d or
C=2r).
Student Response
The students responded to the lesson with eagerness to learn more. Even though this
class is an advanced class and the students are well familiar with the topic of circumference, they
seemed to want to know more. The students activity of finding pi using circumference and
diameter of various circular shapes was a success. The students were excited to understand how
pi came to be calculated. Majority of them did not know how pi was determined. The students
response was evident while they were working on their in-class worksheet. I examined their
comprehension from walking around the room and looking at their work. I have noticed that the
girls ask more questions than the boys do. Their eagerness to learn the concepts is exceptional.
Overall, the students response to material/lesson was a success.
Strategies
The strategies that I used were adopted from every math teacher that I have ever had.
Each one of them had great techniques to implement the transfer of knowledge. I adopted Mrs.
Caldwells technique of counting to three if the students get unruly. 1 and 2 are warnings. If the
students get loud after 2, then I assign them more work to do. I learned techniques to help with
transitions from one task to another. Through this observation, I learned how to become more of
an authority figure. I used hands-on learning with the students to help demonstrate how pi came
to existence. The main strategy that I learned was to use my tone of voice to get the students in-
line. If I dont assert my authority and Im too nice, then the students will walk all over me. I
can feel the transition from being a student to becoming the teacher.
Assessment
I administered a pre-test or diagnostic test at the beginning of the lesson to gauge the
students knowledge of material before presenting it. I used the results to make calculations
(data-based decision making) to determine which of the material needs to be skimmed over and
which needs through instruction. See Figure 1.1a and Figure 1.1b for pre-test results. I used
these results to make calculated decisions as what to stress further and what to just skim over.
After the lesson, I handed out an in-class worksheet involving the material that was taught. I
made a formative assessment by walking around the room and observing the students work on
the worksheet. I plan to administer the post-test or summative assessment at the conclusion of
the unit.
Figure 1.1a

Figure 1.1b
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C.R S.D P.M S.C T.A K.F V.C E.D G.O P.S C.F W.P B.B S.S
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