# Lesson Objective by T5vwZJ

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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:
MACC.912.GMG.1
CTE:         06.0     Demonstrate     an    understanding       of
engineering principles.
09.0 Build, program, and configure a robot to perform
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
circle.
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).*
CTE:
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.

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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
length
CTE: Wheel         and   axle,   rotations,   distance,   diameter,
circumference

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
worksheet.
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
measurement.

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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