Lesson Objective by T5vwZJ


									                                              WHOSE LINE IS IT ANYWAYS?
Class/Course Title:                  Geometry
Duration/Time Frame:         Full class period or 60 min.
                             CTE/Core Standards: Geometry-Circles: MACC.912.GC.2,
                             MACC.912.GC.5 and Modeling with Geometry:
                             CTE:         06.0     Demonstrate     an    understanding       of
                       engineering principles.
                                     09.0 Build, program, and configure a robot to perform
                                     predefined tasks
Teacher:                     Michael Chase
Lesson Objective:            Students will determine which straight lines represent the
                             perimeter or circumference of given polygons and circles.
Materials:                   Various two dimensional polygons with length measurements
                             and various circles with diameter or radius measurements.
CTE/Core Benchmarks:         Core:
                             MACC.912.GC.2 Understand and apply theorems about
                             circles. Identify and describe relationships among inscribed
                             angles, radii, and chords. Include the relationship between
                             central, inscribed, and circumscribed angles; inscribed angles
                             on a diameter are right angles; the radius of a circle is
                             perpendicular to the tangent where the radius intersects the
                             MACC.912.GC.5 Find arc lengths and areas of sectors of
                             circles. Derive using similarity the fact that the length of the
                             arc intercepted by an angle is proportional to the radius, and
                             define the radian measure of the angle as the constant of
                             proportionality; derive the formula for the area of a sector.
                             MACC.912.GMG.1 Apply geometric concepts in modeling
                             situations. Use geometric shapes, their measures, and their
                             properties to describe objects (e.g., modeling a tree trunk or a
                             human torso as a cylinder).*
                             06.03- Name the six simple machines (i.e. lever, inclined
                             plane, wheel and axle, screw, wedge, and pulley) and
                             describe their application to robotics.

                                   09.05- Formulate examples of how the robot might be used or
                                   adapted for use in a manufacturing or other environment.
                                   09.06- Create and present a proposal, including drawings and
                                   specifications, describing the robot, the tasks and rationale,
                                   and the results.
Key Terms/Vocabulary:              Core: Perimeter, circumference, radius, diameter, arc, arc
                                CTE: Wheel         and   axle,   rotations,   distance,   diameter,

Anticipatory Set/Introduction:     How are the perimeter of polygons and the circumference of
                                   circles alike? How are they different? Can they ever be equal?
Exploration/Investigation:         Core: Students will try to decide what straight line matches
                                   with the perimeter of given polygons and the circumference of
                                   given circles.
Practice Problem
Solving/Applications:              Core: Students will calculate the perimeter of given polygons
                                   and calculate the circumference of given circles. These
                                   measurements will help students to make their matches.
                               CTE: Students will complete the Wheels and Distance
Check for Understanding:           Core: Students will again be asked to compare perimeter and
                                   circumference and explain their findings based on their
                                   calculations during class.

Closure/Summary:                   Core: The teacher can review the use of formulas to calculate
                                   perimeter and circumference. Students should also discuss
                                   any situations where their answers were the same

Reflections:                       Core: As a homework assignment, students can work on
                                   review questions incorporating real-world examples.

Modifications and/or
Accommodations:                    Core/CTE: Pair or group students or the calculations can be
                                   first completed as a class with students then completing the
                                   remaining calculations individually.

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