0 vues

Transféré par liahliahliah

Langkah-langkah mengajarkan luas lingkaran

- Cyllender Pages 42
- s3 General Homeworks
- Calculation Sheet 0.docx
- Distributed Actor Deployment
- Maths Formulae - SSC CGL
- SSC ModelTest2
- Chapter 9 Practice TestPrina
- Icse Class 9 Syllabus
- 7th-math-comprehensive-course-guide
- Math - P6 (Circles)
- Bihar - NTSE - Stage 1 SAT Sol -2009
- Moment de Inertie Autocad
- All About Circles
- Algebra Survival Sheet
- cds_exam
- Modeling Adaptive Degraded Document Image Binarization
- SCIENCE JH1 CHAPTER 02
- paper 1 JKJK
- Well Test - 3
- Area Bounded

Vous êtes sur la page 1sur 6

Area of Circles

This lesson is based from the textbook Holt Middle School Math: Course 2.

Bennet, J.M., Chard, D.J., Jackson, A., Milgram, J., Scheer, J.K., Waits, B.K. (2004). Holt middle

school math: Course 2. Orlando: A Harcourt Education Company.

Grade Level: 7th grade

Course Title: Compacted Math

Time Allotted: 1 class period

Number of Students: 24-34 students

Extra Information About Students: None

Day 5

According to the NCTM Principles and Standards of Mathematics, the following standards are

met in this lesson:

1. To understand measurable attributes of objects and the units, systems, and processes of

measurement.

Understand relationships among units and convert from one unit to another within the same

system.

Understand, select, and use units of appropriate size and type to measure angles, perimeter,

area, surface area, and volume.

Develop and use formulas to determine the circumference of circles and the area of triangles,

parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex

shapes.

According to the NCSCOS, the following standards are met in this lesson:

1. Competency Goal 2: The learner will demonstrate an understanding and use of the properties and

relationships in geometry, and standard units of metric and customary measurement.

Goals:

For the students to understand through construction how to find the area of a circle.

For the students to see the relationships between the area and circumference of a circle.

Calculators

Rulers

Cut out circles for each group with diameter of about 12 inches

Markers/Crayons

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 1/6

10/20/2018 Area of Circles

A rect-angle

Share this with the students at the beginning of class. It is similar to when an English teacher

shares a quote at the beginning of language arts class!!

A 16 in. pizza sells for $11.99. A 10 in. pizza sells for $5.99. Which size gives you more pizza per

penny? Explain.

Give this to the students at the beginning of class and have them turn in their answers with their

unit portfolio at the end of the unit. The answer for this problem is: The larger pizza because

you get more than twice as much (64pi square inches instead of 25 pi square inches) for

about twice the price.

This problem is an introduction into the day's lesson.

The students should be able to solve this problem after today's lesson.

*NOTE: Throughout this lesson, I use pi to symbolize 3.14 and the ^ sign is used to show that

something is raise to a power. For example, r^2 means "r squared".

Motivational Activity:

The students will learn about how to find the area of circles today.

To begin with, ask the students to describe what they would need to know to plan a pizza party

for the class.

Lead the students into a discussion about how the size of the pizzas ordered affects the number

of pizzas needed to feed the class. Discuss that you can find the best deal by comparing the

unit costs per square inch of two differently sized pizzas if you can determine the area of each

pizza, a circular figure.

This is where our lesson for today comes in handy because we will be discussing how to find the

area of a circle.

Lesson Procedure:

Yesterday we learned how to find the area of triangles and trapezoids. Today we are going to discuss

how to find the area of circles. We are going to do this first by deriving the formula for the area of a

circle ourselves.

2/area_of_circle_doc.shtml.

The objective of this activity is for students to form a rectangle by partitioning a circle and relate A = bh

to A = pi r^2.

First, break students into groups of 3. Do this by their last names today - all of the last names

that begin with A are in a group, all of the last names that begin with B are in a group, and so

on. Make sure that there are no more than 3 students in each group.

Discuss with students practical applications for finding the area of a circle. Explain the problems

associated with partitioning a circle into unit squares to find its area. (It's not exact). Give

suggestions on how the area might be determined.

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 2/6

10/20/2018 Area of Circles

Have students draw a diameter (it does not need to be exact), and use two different colors to fill

in the resulting semicircles.

Instruct students to cut the circle in half along the diameter. Then have them cut each of the

resulting semicircles into four equal sectors (They should know what a sector is, but remind

them that a sector is a region enclosed by two radii and the arc joining their endpoints). There

are now a total of eight pieces, four of each color.

Ask students to assemble the eight pieces so that they form a shape which resembles a

rectangle. Provide them with the hint that the same colors should not touch. (The resulting shape

consists of sectors "pointing" in opposite directions, side by side).

Ask for suggestions as to how to make the shape more like a rectangle. (This can be achieved

by cutting each of the sectors in half, again). Give them hints to try to arrive at this answer.

Have students cut each of the sectors in half, once more, resulting in a total of 16 equal sectors,

eight of each color. Solicit suggestions as to how to make the shape even more like a rectangle.

(This can be achieved by cutting each of the sectors in half over and over again). Note: Do not

allow students to create more than 16 sectors since they can become unmanageable. This

would get too out of control.

Ask students to again assemble the sectors "pointing" in opposite directions, side by side. Make

sure that none of the same colors are touching.

Ask students to equate the parts of the approximated rectangle to the parts of the original circle.

The remainder of the lesson involves the mathematical derivation of the formula for the area of a

circle.

The base, b, of the rectangle is equivalent to half of the circumference, C. The height, h, of the

rectangle is equivalent to the radius, r, of the circle. Therefore, using the formula for the area of a

rectangle, A = bh, we get b = C/2 and h = r.

So the formula for the area of the circle is now A = C/2*r.

However, we know that the circumference of a circle is equal to the diameter multiplied by pi

(d*pi). Thus, the formula can now be written as A = (d*pi)/2 *r.

Since the diameter is the same thing as twice the radius (2r), the formula can now be written as

A = 2r*pi /2*r.

Simplifying this equation, we arrive at A = r*pi*r or A = pi*r^2 as the area of a circle.

Great job! We figured out the area of the circle ourselves. Now let's look more into this formula

and do a few examples together.

Here is a chart similar to those we looked at the past two days to help you understand how to find the

area of a circle, along with a picture to help you learn.

AREA OF A CIRCLE

is the product of A=pi*r^2

pi and the square

of the circle's radius r.

*Make sure that the students are reminded that the variable r in this formula works as a placeholder

for the actual value of the radius. Since r is squared, you must also square the value. We cannot

forget to square our value r.

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 3/6

10/20/2018 Area of Circles

*NOTE: Remind the students that pi is approximatley 3.14, thus, we will substitute 3.14 for pi when

calculating the area for circles.

A=pi*r^2

A=(3.14)(3 m^2)

A=(3.14)(9 square meters)

A= 28.26 square meters.

Note: Our units are in square units. Make sure to point this out to students and to explain that

because we do not have a specific unit of measurement to use, that we assume the

measurement to be in units.

Since the radius is 1/2 of the diameter, we can find the radius by r=d/2.

So, r=10/2=5 cm

Now let's find the area of the circle.

A=pi*r^2

A=(3.14)(5^2)

A=(3.14)(25)

A=78.5 square centimeters.

Example 3: There are circular fields located in the Wadi Rum Desert in Jordan. On these fields,

crops are grown on circular patches of irrigated land. If the radius of one irrigated field is 60 feet, what

is the area of the field? Round your answer to the nearest whole number.

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 4/6

10/20/2018 Area of Circles

A=pi*r^2

A=(3.14)(60^2)

A=11,304 square feet.

Journal: Students are asked to complete this journal entry for the day: How do you think

perimter and circumference are important in the real world? How about finding the areas of

parallelograms, areas of triangles and trapezoids, and areas or circles? Can you think of any

jobs where these mathematical concepts may be applied? Please give at least 2 examples of

where you could apply the new mathematical concepts that you have learned to the real world.

Be thorough in your examples and explain the applications of these concepts to the real world.

Extension:

If an extension activity is needed, the students can think and write responses to the following

questions:

Compare finding the area of a circle when given the radius with finding the area when given the

diameter. What is the difference?

Explain how to find the area of a circle with a diameter of 3 feet.

Give an example of a circular object in this classroom. Tell how you could estimate the area of

the object, and then estimate the are of the object. You may use a ruler if needed.

Closure:

As you can see, we have learned how to find the area of circles. We first derived this formula by

starting with a circle and manipulating the circle to see how we could find the area of the circle. We

discussed at the beginning of class the example with the pizza and how we could find the better buy

simply by finding the area of each pizza and comparing the prices. This is something that you would

use in your everyday lives. Tomorrow we are going to discuss how we can apply the concepts that we

have learned in the past week to the real world.

Assessment:

Students will complete the problem of the day. Their completion of this problem will show the

teacher whether or not they understand what they have learned in class that day. This activity

also teaches the students more about mathematical communication.

The students will also have a worksheet to complete. If the worksheet is not completed in class,

it is to be finished as homework. This worksheet will count as a homework grade.

The students are expected to participate in the activity, too. This will be part of their classwork

grade and their behavior/conduct grade.

Students are also expected to complete the journal entry for today, too. This is part of their

journal/problem of the day grade.

What would you do the same?

Was this a good lesson - why or why not?

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 5/6

10/20/2018 Area of Circles

Back to Home Page

To All Student Worksheets for this Lesson

To Answers of Student Component

https://mste.illinois.edu/courses/mat764fa04/folders/traska/MAT%20764/Final%20Unit%20Plan/area_circles.html 6/6

- Cyllender Pages 42Transféré parAKRISHNAMURTY,HEADMASTER,ZPHS(G),DOWLESWARAM
- s3 General HomeworksTransféré parknoxmaths
- Calculation Sheet 0.docxTransféré parBahiya Al-rifaii
- Distributed Actor DeploymentTransféré parManuel Tapia Urrea
- Maths Formulae - SSC CGLTransféré parDilipKumar
- SSC ModelTest2Transféré parrahman738
- Chapter 9 Practice TestPrinaTransféré parКатерина Панева
- Icse Class 9 SyllabusTransféré parDeepak R Borade
- 7th-math-comprehensive-course-guideTransféré parapi-248181772
- Math - P6 (Circles)Transféré parValerie Tan
- Bihar - NTSE - Stage 1 SAT Sol -2009Transféré parNilesh Gupta
- Moment de Inertie AutocadTransféré parStefan Rosca
- All About CirclesTransféré parnacchiar
- Algebra Survival SheetTransféré parKrešimir Ivanović
- cds_examTransféré parsanjiv41
- Modeling Adaptive Degraded Document Image BinarizationTransféré parAlex Balus
- SCIENCE JH1 CHAPTER 02Transféré parshandery
- paper 1 JKJKTransféré parRonaldo Tango
- Well Test - 3Transféré parAdi Satrio
- Area BoundedTransféré parJo Khulet
- Brain TeasersTransféré parSaurabh Jain
- Olympiad Prep - 6 Maths SynopsisTransféré paranuradhag30
- circles keyTransféré parapi-258652764
- Fourier Series ExercisesTransféré parKarim Karim
- Pier Francesco Roggero, Michele Nardelli, Francesco Di Noto - INFINITY IN MATHEMATICS AND PHYSICS.Transféré parMichele Nardelli
- The NumberTransféré parJose Alexander
- 4th Grade Math Notebook Spring Semester 2019Transféré parMatthew Grant Allen
- lessonplans4 18 16to4 22 16Transféré parapi-301893188
- taks_g10_mathTransféré parStar Craft
- Grade 4 Unit 2 Standards Clarification for Parents.docTransféré parNiki Eskew Turco

- Action as ExpressionTransféré parAlfredo Gaete
- Iit Jee Aiee Book ListTransféré parAhmad Rony
- ESDTransféré parPoonkothaiMyil
- sambodhi_4Transféré parmastorna
- 01x01 Piloto - The Big Bang TheoryTransféré pardsalinasa
- Permanent Deformation of Concrete Block Pavements Under Highway Accelerated LoadingTransféré parTung-Chai Ling
- gnuradio tutorial 3Transféré parTuan Do Trong
- Efficient Logarithmic Function ApproximationTransféré parInnovative Research Publications
- ICANN-flier 2.5Transféré pargpal.india2802
- Omega 3 and 6 in Fats Oils Nuts Seeds Meat and Seafood 2Transféré parArhip Cojoc
- Gate way laptop m360 - mx500 - m6XXXTransféré parprinter6
- Adv Drug Deliv L1 2012 2013 Part1 v3a (1)Transféré parWilliam Pearson
- Chiampi, J. T. (1992) Dante's Paradiso from Number to Mysterium.pdfTransféré parOscar Castro Garcia
- Ld Glossary of Dance TerminologyTransféré parEmlyn Ponce
- 1.MANUAL OF BUDDHISM.pdfTransféré parAtanu Datta
- Ch3 Qft-DONETransféré parsuhughes
- 01- ValvesTransféré parMahmoud Ahmed Ali Abdelrazik
- Global Ranking of Academic Subjects 20171110Transféré partonitt
- Aptitude 1Transféré parVinay Nagnath Jokare
- Metal Can Defects CFIATransféré parRichard Miranda Romero
- A Decade of Exploring the Cancer Epigenome — Biological and Translational ImplicationsTransféré parfranciscrick69
- Event Study SummaryTransféré parArvind
- 03 Aguilar PPTTransféré parNanang Dwi Ardi
- Brex Manufacturing EditedTransféré parMing Ming
- Index of Rosicrucian Monographs (Degrees 7 and 8)Transféré parSauron386
- Scattering and ReflectionTransféré parMustafa Demircioğlu
- Ostrich Feasibility in PakistanTransféré parfadee
- Basic EmulsionTransféré parFrancheska Caniones Llanes
- Taxonomy Foldable PPTTransféré parLori Simonson
- SuccubiTransféré pardigweed888