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UNIT PLAN

Teacher Candidate: Danyelle Strehlow


Grade Level: 10th

Content Area: Secondary Math 2

Step 1 DESIRED RESULTS


A. Contextual Factors

Students: Total #: 32
Males: 20 Females: 12
Ethnicity: White: 26
Hispanic/Latino: 2 African American: 0
Native American: 0 Other: 3

Asian: 1

One student with exceptionalities in the class is a boy who is extremely disruptive. He
constantly talks to his neighbors and generally distracts the other students. I have one
student with an ileostomy and asthma, who prefers to be away from the other students.
For further information on contextual factors, see the Contextual Factors page in this
Teacher Work Sample
B. Utah State Core or Common Core Curriculum Standard

Unit 6: Circles With and Without Coordinates


Standard 1: Understand and apply theorems about circles.
G.C.1 - Prove that all circles are similar.
G.C.2 - 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.
G.C.3 - Construct the inscribed and circumscribed circles of a triangle, and
prove properties of angles for a quadrilateral inscribed in a circle.
G.C.4 - Construct a tangent line from a point outside a given circle to the
circle.
Standard 2: Find arc lengths and areas of sectors of circles- Emphasize the
similarity of all circles. Note that by similarity of sectors with the same central
angle, arc lengths are proportional to the radius. Use this as a basis for
introducing radian as a unit of measure. It is not intended that it be applied to
the development of circular trigonometry in this course.
G.C.5 - 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.
Standard 3: Translate between the geometric description and the equation
for a conic section - Connect the equations of circles and parabolas to prior
work with quadratic equations. The directrix should be parallel to a coordinate
axis.
G.GPE.1 - Derive the equation of a circle of given center and radius using the
Pythagorean Theorem; complete the square to find the center and radius of a
circle given by an equation.
G.GPE.2 - Derive the equation of a parabola given a focus and directrix.
Standard 4: Use coordinates to prove simple geometric theorems
algebraically.
Include simple proofs involving circles.
G.GPE.4 - Use coordinates to prove simple geometric theorems algebraically.
For example, prove or disprove that a figure defined by four given points in
the coordinate plane is a rectangle; prove or disprove that the point (1, 3)
lies on the circle centered at the origin and containing the point (0, 2).
Standard 5: Explain volume formulas and use them to solve problems Informal arguments for area and volume formulas can make use of the way in
which area and volume scale under similarity transformations: when one
figure in the plane results from another by applying a similarity
transformation with scale factor k, its area is k2 times the area of the first.
Similarly, volumes of solid figures scale by k3 under a similarity
transformation with scale factor k.
G.GMD.1 - Give an informal argument for the formulas for the circumference
of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use

dissection arguments, Cavalieris principle, and informal limit arguments.


G.GMD.3 - Use volume formulas for cylinders, pyramids, cones, and spheres to
solve problems.

C. Enduring Understanding/Big Idea

In this unit, students will learn basic theorems about circles that they
will then use to solve problems. In the Cartesian coordinate system,
students will be able to write the equation of a circle when given the
center and radius, and find the graph the circle when given the
equation. Students will be able to graph the equation of a parabola with
vertical axis when given an equation of its directrix and the coordinates
of its focus.
D. Essential Questions/Guiding Questions

What is a circle? Are all circles similar?


How do inscribed and central angles relate to one another? What
relationships might chords and radii have? Chords and arcs?
How could we describe a circle in math language or as an operation
using variables?
How does the volume for a prism and cylinder differ from that of a
pyramid and cone? Why might this be the case?
E. Concepts
Relationships among inscribed angles, radii, and chords.
Relationships between equations for different shapes areas and volumes.
F. Skills

Prove that all circles are similar


Identify and describe relationships among inscribed angles, radii, and
chords.
Construct the inscribed and circumscribed circles of a triangle.
Prove properties of angles for a quadrilateral inscribed in a circle.
Construct a tangent line from a point outside a given circle to the circle.
Derive the formula for the area of a sector.
Derive the equation of a circle of given center and radius using the
Pythagorean Theorem.
Change the equation of a circle in standard form to center-radius form
by completing the square
Derive the equation of a parabola given its focus and directrix and viceversa
Derive the equation of a circle given its center and radius and viceversa Complete the square to find the center and radius of a circle
given by an equation.
Use coordinates to prove simple geometric theorems algebraically.
Find volumes of cylinders, cones, pyramids, and spheres and use them
to solve problems
Step 2 ASSESSMENT EVIDENCE

1. Pre-Assessments
Pre-Test with 10 questions was given. Created using questions from the district
issued practice test. The district tests are designed to align with the Common
Core. The pre-test and its key can be found in the assessments section of this
Teacher Work Sample and Appendix B.

2. Formative Assessments/Evidence
I designed a worksheet for every lesson in the unit. These questions were
written or chosen because I felt they gave students good training in putting
the concepts they were learning into practice. Some questions were drawn
from worksheets, some from a problem generator called infinite geometry,
and some were written by myself. These worksheets can be found in the
lessons section of my Teacher Work Sample, and in Appendix B. Each
worksheet was graded on completion.

3. Summative Assessments/Evidence
My summative assessment was a post-test given at the end of the unit. It is a
district issued test with minor adjustments, and is aligned with the Common
Core. This test included 17 multiple choice questions, 2 reasoning questions,
and one construction question. The test and key can be found in the
assessments section of the Teacher Work Sample and Appendix B.

Step 3 Lesson Objectives with Instructional Strategies

Lesson 5.1 Objectives:


G.C.1 , G.C.2

Students will understand common vocabulary used with circles

Students will know and understand theorems involving inscribed and central angles

Students will apply theorems to problems


Lesson 5.1 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.2 Objectives:
G.C.2

Students will know and understand theorems involving chords and tangents

Students will apply theorems to problems


Lesson 5.2 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.3 Objectives:
G.C.5

Students will be able to convert between radians and degrees

Students will be able to calculate the area and circumference of a circle

Students will be able to calculate the area of a sector and the length of an arc
Lesson 5.3 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.4 Objectives:
G.GPE.1, G.GPE.2, G.GPE.4

Students will be able to create the equation of a circle using pythagorean theorem

Students will be able to find the equation of a circle given the center and radius

Students will be able to find the equation of a circle by completing the square

SWBAT find the equation of a parabola given the focus and directrix
Lesson 5.4 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.5 Objectives:
G.GPE.2, G.GMD.1, G.GMD.3

Students will be able to find the volume of pyramids, cylinders, cones, and spheres

SWBAT find the equation of a parabola given the focus and directrix
Lesson 5.5 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.6 Objectives:
G.GPE.6

Students will be able to find slope and length of a line

SWBAT find the parallel or perpendicular line that passes through a point to any given line

SWBAT partition a line into ratios


Lesson 5.6 Instructional Strategies:

I will introduce relevant vocabulary for the lesson

I will model a problem that will use the concepts theyre learning

I will have the students work in pairs, tables, or on their own to do the problem and I will provide
assistance and clarification when needed. If I see the same issue multiple times, I will clarify for the
entire class.
Lesson 5.7 Objectives:
G.C.3, G.C.4

Students will be able to construct the centroid, incenter, and circumcenter to any triangle

SWBAT construct the circumscribed and inscribed circle of any triangle

SWBAT construct a tangent line to a circle from any point outside the circle
Lesson 5.7 Instructional Strategies:

I will demonstrate constructions to the students

I will have the students do the constructions on their own sheet of paper for practice

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