West Virginia State University

Lesson Plan

Teacher Candidate: Parker Wolfe

Date:

School:
.

Grade/Subject: 8th grade Algebra

Winfield Midde School

10/8/15

Lesson Topic: Circumference of a Circle .

Instructional Objectives/Student Outcomes

Students will be define circle, center, radius, diameter, circumference, and
pi.
Students will explain the difference between the radius and the diameter of a
circle.
Students will find the circumference of a circle given the radius or diameter.

WV CSOs
M.7.G.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.

National Standards
7.G Draw, construct, and describe geometrical figures and describe the
relationships between them

Management Framework
Overall Time- 90 minutes
Time Frame- 30 min. teacher introduction and lesson
30 min. group worksheet
30 min. individual book problems

Strategies

Teacher/student led discussion

Teacher modeling/demonstration
Group practice/pair activity
Independent Practice

Differentiated Instruction/Adaptation/Intervention

For the hearing impaired, use the microphone and speakers while
delivering the lesson so that all the students will be able to hear.
For the visual learners, work out all examples during the lesson step by
step. Explain and demonstrate the concepts of finding the
circumference of a circle on the smartboard. This will help those
students visually see what is happening and give them a better
understanding of the material.
For learning disabled students, review the lesson with a small group of
students who are struggling with the concepts. Give them a print out
of all the notes and examples that we went over in the lesson. This will
give the students a chance to ask questions and get the extra help that
is required. The notes and examples from the lesson will give the
students a guideline while working on the worksheet and homework
problems. Also give them the YouTube link,
https://www.youtube.com/watch?v=jyLRpr2P0MQ, which will allow
them to be able to watch a lesson on the circumference of a circle at
their own pace.
For the slow learners, take time in explaining the new concepts. When
doing examples during the lesson, make sure to not rush, give the
students time to ask questions, and have enough time to take notes.
When transitioning into new concepts, take the time to explain in great
detail.
For students with behavior disorders, allowing the student to work with
a partner on the worksheet will help keep the learning interactive.
Make sure to check on the pair of students to make sure they are both
working and assist them if need be.
For the gifted learners, give a couple extra credit problems that
challenge them to critically think. Use the following examples; (A car
tire has a radius of five inches. How many rotations would the tire
need to make to travel a distance of one mile?), (An average basketball
court is fifty feet from one end of the court to the other. Suppose you
have a basketball that has a circumference of 9.5 inches. How many
basketballs would be required, line up next to one another, to cover
the length of a basketball court?).

Procedures
Introduction/Lesson Set

Give a brief introduction of myself and let the students know the topic
and section the lesson is going to be on.
Tell the students the objectives and student outcomes of the lesson
verbally and by writing them on the board.
Ask the students if they know the definitions of circumference,
diameter, radius, and pi.

Body and Transition

Draw a circle on the board and label the diameter and radius
Tell the students the definitions of circumference, diameter, radius, and
pi
Have the students write down all the definitions in their notebook and
explain the importance of each part.
Explain how to find the circumference of a circle by giving students the
equation circumference= (pi)*(diameter).
Do example one in the textbook which is, find the circumference of a
circle which has a diameter of three inches. Have students work
individually and then explain it by working it out on the board.
Explain to the students you can also find the circumference of a circle if
given the radius. Give the students the equation circumference=
2*(pi)*(radius).
Do example two in the textbook which is, find the circumference of a
circle that has a radius of 5.3 centimeters. Have students work
individually and then explain it by working it out on the board.
Ask the students this question. Suppose a soccer ball is 30 inches
around; what is its diameter? Have the students work individually and
then explain it by working it out on the board.
Have the students find the circumference of a circle with a diameter of
12 inches.
Have the students find the circumference of a circle with a radius of 7.1
inches.
Have the students find the diameter of a circle with a circumference of
40 meters.
Have the students find the radius of a circle with a circumference of 30
feet.
Have the students find the diameter of a circle with a radius of 4
centimeters.
Have the students find the radius of a circle with a diameter of 8.75
feet.
Ask and answer any questions the students may have.

Closure

Put students into groups of three to work on circumference of a circle

worksheet. Start from the left side of the room by having students
count off by 3, 1, 4 and get into their groups.
While students are working on handout walk around the room to assist
students and to make sure they are on task.
Once all groups are finished completing the handout go over all the
answers and explain the solutions.
Give the students the extra credit problems, and let them know it is not
required but is beneficial.
Assign problems 7-17, 19-26, 28-44 out of the textbook and have
students work individually.
Have students turn in their work once completed to assess their
understanding.

Assessment
Diagnostic:

Ask the students at the beginning of the lesson if they know the
definition for the circumference of a circle. (objectives 1,2)
Ask the students to label the radius and diameter of a circle that is on
the board. (objectives 1,2)
Ask the students what the formula is to find the circumference of a
circle. (objective 3)
Ask the students what the value of pi is rounded to the nearest
hundredth. (objective 1)
If the students do not know the information needed to understand the
material covered in the lesson, write the definitions on the board and
have them write the definitions down in their notebook. (objective
1,2,3)

Formative:

Walk around the room while students are working in groups on

completing the worksheet. (objectives 1,2,3)
Ask students if they have questions or need help figuring out solutions
to the worksheet. (objectives 1,2,3)

Summative:

Assign problems 7-17, 19-26, 28-44 out of the textbook and collect to
be grades once complete. (objectives 1,2,3)
When every student has completed the textbook problems ask the
class as a whole how to find the circumference of a circle and what is
the radius, diameter, and the value of pi. (objectives 1,2,3)

Material

Dry and erase marker

Calculator
Textbook
circumference of a circle worksheet
Measuring tape

Extended Activities
If Students Finish Early

Have the students measure circular objects throughout the room and
have them find the circumference, the diameter, and the radius.

If Lesson Finishes Early

Have the students come up with problems to quiz each other on the
material

If technology fails

Bring extra batteries for calculators incase a students calculator dies.

Post-Teaching
Reflection:
I would say that the main part of my planning was talking to the
teacher that I was observing. I checked out a teachers edition of a textbook
from the library that had a tremendous amount of information on how to
present the new material that the class was going to learn. It also gave
many great examples of all the key concepts. This textbook pretty much
shows the teacher how to teach the class. In saying this, I didnt think the
book was well written and I wouldnt teach straight out of it step by step.

Any question that I had in preparing for my lesson, my observing teacher

was there to help me through it.
Another way I prepared for presenting my lesson was to write down
word for word on a blank sheet of paper exactly what I was wanting to say
and in the exact order. I knew I wasnt going to be able to do exactly what I
wrote down, but it gave me a great outline on how I wanted my lesson to go.
I wrote down all the different examples I was going to do with the students
and worked them out multiple times so that I had the solutions in my
memory. While I was doing this, I came up with the idea of designing my
own problems that I thought would keep the students interested and
engaged in the lesson. I chose to write one of the examples to deal with
basketball because I knew many of the students were basketball players.
I plan on preparing my next lesson a bit differently. I plan on doing a
lot of research online about different ways to present the new material
because I believe it could help give me more ideas. I also plan to audio
record myself a few days in advance to play back and correct or improve on
my delivery.
The students responded very positive to the lesson. Every time I would
ask the class a question, many of the students were quick to raise their
hands. When I went over the basketball problem with them, a couple
students said that it was very interesting and said why isnt all math

problems like that. During the group activities the students stayed on task
and finished all the work.
The strategy that worked the best was teacher
modeling/demonstration. The group activity I would change. I would have
liked to have seen the students work individually so that they would raise
their hands to ask for help and I could work one on one with the student.
The students learned about the radius, diameter, and circumference of
a circle. They learned two different formulas in finding the circumference of
a circle and learned how to solve a few real life examples that involved
finding the circumference. I know this by grading their homework and group
worksheet.
I would say the main thing that I learned was to relax and be confident
in anything I say while presenting the new material. I also learned how to
prepare and deliver a lesson.

Data Based Decision Making:

I chose to create a check list to collect data of students products or
responses to the lesson objectives. Before I began the lesson, I gave the
students a diagnostic assessment to determine the students prior
knowledge and gave them a summative assessment after the lesson and
compared the results. The diagnostic and summative assessment asked the
students to define diameter, radius, circumference, and the value of pi.
Diagnostic Assessment:
5 students correctly defined all the terms

15 students correctly defined 3 out of the 4.

4 students correctly defined 2 out of the 4
1 student correctly defined 1 out of the 4
1 student did not define any of the terms.

Summative Assessment:
21 students correctly defined all the terms
4 students correctly defined 3 out of the 4.
1 student correctly defined 1 out of the 4.

Diagnostic vs Summative
30
25
20
15
10
5
0

0.75

0.5
Diagnostic

0.25

Summative

As you can see from the data, students did much better after the lesson.

I also gave each student a point value from the group worksheet and
homework problems to assess their understanding of the material and to see
if the student mastered the lesson objectives. I gave them a score of 1-5 for
each of the lesson objectives.

Student can define circle, center, radius, diameter, circumference, and

pi (5pts)
Students will explain the difference between the radius and the
diameter of a circle. (5pts)

Students will find the circumference of a circle given the radius or

diameter. (5pts)

Worksheet:
26 students received 15 pts.
All the students had the correct answer for each problem.
Homework:
25 students received 15 pts.
4 students received 10 pts.
1 student received 0 pts.
The four students that receive ten points mixed up the radius for the
diameter and the diameter for the radius.
The student that received zero points did not complete or turn in the
homework problems.

With the data that I collected from the students from the pre and posttest, worksheets, and homework problems, I have decided that the lesson
was successful. The majority of the students perfectly mastered the
objectives of the lesson. The data that I collected shows that I should have
given better examples of the radius and diameter of a circle. The four
students that mixed up radius and diameter, I would help them by going over
them again with the entire class. The student that did not turn in anything, I
would call that student back to my desk and ask what was going on. If the
student had a valid excuse, I would give that student extra time to complete
the assignment. I would rather the student learn the material instead of
giving them a zero and move on. I also learned that doing group work on
handouts is not the most effective way to assess the students. I feel like
having the students work individually is more effective. In group work
students tend to rely on other students to give them answers or simply copy
someones work. In my future lesson plans I will take in consideration if
group more will work best. I believe in some cases that group work is
effective while in other cases it may not.