Math Unit Plan

Math
Grade 7 Shape and Space
Measurement: Circles

Courtney Cann, Gina Loog,

Jenna Boyd, Kathryn Soares

EDUC 4902
Fall 2011

TABLE OF CONTENTS
TABLE OF CONTENTS.................................................................................................. 2
FOCUSING QUESTIONS............................................................................................... 3
RATIONALE.................................................................................................................. 3
Graphic Organizer...................................................................................................... 4
LEARNER OUTCOMES AND PROCESSES......................................................................5
ACHIEVEMENT INDICATORS........................................................................................ 5
UNIT ASSESSMENT PLAN............................................................................................ 7
Unit Formative/Summative Assessment Plan..........................................................7
UNIT SCHEDULES.................................................................................................... 8
Unit-A-Glance....................................................................................................... 8
Day-By-Day Schedule........................................................................................... 9
Resources................................................................................................................. 17
Learning Contract for Student-Directed Learning Activity.....................................17
Circle Activity........................................................................................................ 18
Circle Construction Activity................................................................................ 18
Excellent................................................................................................................ 19
Learning Contract for General Student Project......................................................20
References................................................................................................................ 21

FOCUSING QUESTIONS

1. What is the relationship between pi, diameter, circumference and radius and
how do you use them to construct a circle?
2. Why would it be useful to know how to find the area of a circle?
3. What are ways that we use circles in our everyday lives?
RATIONALE

The unit was designed to appeal to different learning styles, readiness levels and
abilities. We want all students to have the opportunity to succeed and do something
meaningful. Where possible, we tried to incorporate real-life scenarios and situations
that would interest the students. However, we would not be opposed to changing
activities to better reflect the interests of the students. When students are interested in
what they are learning and find it meaningful, they will be more engaged and remember
more. The classroom environment should be inclusive where students are able to work
independently and in groups. Not all students will be doing the same activities at all
times. Students should understand that everyone will get what they need to be
successful, but this does not mean that everyone will get the same things. Supports
have been built in to help students who are doing different activities than the rest of the
class. We are assuming that the students have access to computers in the classroom
and that they will have access to school provided iPods for quizzes.

Graphic Organizer

LEARNER OUTCOMES AND PROCESSES

General Outcome
Students will:
Use direct and indirect measurement to solve problems.
Specific Outcomes
Students will:
1.

Demonstrate an understanding of circles by:

2.

describing the relationships among radius, diameter and circumference

relating circumference to pi
determining the sum of the central angles
constructing circles with a given radius or diameter
solving problems involving the radii, diameters and circumferences of circles.
Develop and apply a formula for determining the area of:

circles.

ACHIEVEMENT INDICATORS

Illustrate and explain that the diameter is twice the radius in a given circle.

Illustrate and explain that the circumference is approximately three times the
diameter in a given circle.

Explain that, for all circles, pi is the ratio of the circumference to the diameter
and its value is approximately 3.14.

Explain, using an illustration, that the sum of the central angles of a circle is 360.

Draw a circle with a given radius or diameter, with and without a compass.

Solve a given contextual problem involving circles.

Illustrate and explain how to estimate the area of a circle without the use of a
formula.
Apply a formula for determining the area of a given circle.
Solve a given problem involving the area of triangles, parallelograms and/or
circles.

Mathematical Processes
Students are expected to:

communicate in order to learn and express their understanding

connect mathematical ideas to other concepts in mathematics, to everyday
experiences and to other disciplines
demonstrate fluency with mental mathematics and estimation
develop and apply new mathematical knowledge through problem solving
develop mathematical reasoning
select and use technologies as tools for learning and for solving problems
develop visualization skills to assist in processing information, making
connections and solving problems.

UNIT ASSESSMENT PLAN

Unit Formative/Summative Assessment Plan

Grade/Subject: Grade 7 Math
Space and Shape:Meausrements Circles
Evidence of Learning
Predominant Taxonomic Level
Cognitive Domain
Application,
Knowledge,
Analysis,
K,U,D,
Comprehension Synthesis,
Evaluation
Predominant Content

Response booklets

Describe the relationship

among radius, diameter and
circumfrence
Relate circumfrence to pi
Determine the sum of central
angles
Construct circles with a given
radius or diameter

Response
Booklets

Quiz 1 20%,
Circle Activity10%,
Pie Graph10%,
Worksheets are
formative

Final project
40%, Quiz 2
20%

Quiz 1,
Worksheet

Final project

Quiz 1,
Worksheet
Worksheet, Pie
Graph
Quiz 1, Circle
activity

Quiz 1
Quiz 2
Final project

Solve problems involving the

radii, diameters and
circumfrence of circles

Quiz 1, Final
Project

Develop and apply a formula

for determining the area of a
circle

Quiz 2, Final
Project

Subtotal

(formative)

40%

60%

UNIT SCHEDULES
Unit-A-Glance
Week
1

Lesson #1
(57 min)

Lesson #2
(57 min)
Constructing
circles
radius/diameter

Lesson #3
(57 min)
Review radius
and diameter
Circle Activity

Lesson #4
(57 min)
Relationship
btwn radius,
diameter and
circumference

Lesson #5
(57 min)
Review radius,
diameter and
circumference
Pi

Lesson #6
(57 min)
Quiz 1
Anchor
activities

Lesson #7
(57 min)
Review Quiz 1
Circle games

Lesson #8
(57 min)

Lesson # 9
(57 min)
Area of a circle
Area of pizza

Lesson #10
(57 min)

Lesson #11
(57 min)

Lesson #12
(57min)
Quiz 2
Anchor
activities

Lesson #13
(57 min)
Review Quiz 2
Introduce Final
Project Think
Tac Toe

Lesson #14
(57 min)
Do learning
contracts
Work on Final
Project

Lesson #15
(57 min)
Work on Final
Project
Anchor
activities

Lesson #16
(57 min)
Work on Final
Project
Anchor
activities

Lesson #17
(57 min)
Work on Final
Project
Anchor
activities

Lesson #18
(57 min)
Work on Fina
Project
Anchor
activities

Introduction to
Unit
Pre-assessment
Circle book
construction

Week
2

Week
3

Introduction to
Area of a circle
Find the formula
for area of a
circle

*** There are six lessons a week based on the idea that one day a week will be a
double block and two lesson will be covered or used to complete an activity.

Day-By-Day Schedule
Lesso
n
#1
(57
min)

SLOs

Content/Learning Activities

Pre-assessment (found at end of

document)
Introduction to Circle Unit have
students identify circles in their
environment. Discuss the significance
of circles to other cultures encourage
students to think of examples from
their cultural environment
Brainstorm the characteristics of
circles and how to define a circle
Make circle books
Step 1 stack 8 sheets of grid
paper, one on top of another. Then
fold them in half horizontally
Step 2 Fold the stack in half again
so that the left edge and right edge
meet. Do not crease. Instead, pinch
the top of the fold to locate the
midpoint. Open back up.
Step 3 Place the tip of a compass
at the midpoint of the top sheet.
Draw a half circle on the top sheet
Step 4 Staple the pages together.
Then cut the pile of papers to make
a half-circle foldable. Label the
cover. When opened, the pages will
be complete circles.
On the first page, have students
label it with the title Key Words. (This
will correspond with the Math Word

Teaching
Strategies

Graffiti
brainstorm of
where you
find different
circles in
their
environment
Make circle
books (in
textbook
page 267)

Assessment

Preassessment
Formative

Materials &
Equipment

Preassessme
nt for each
student
iPods for
students
who may
need them
MP3
version of
preassessme
nt loaded
onto iPod
Large
pieces of
paper
Different
coloured
markers
4 sheets of
graph
paper per
student
Stapler
and
staples
Class set
of
compasse
9

(57 min.)#2

Lesso
n

SLOs

Constructing
circles with a
given radius or
diameter
Solving
problems
involving radius,
diameter and
circumference

Wall posted in the classroom. It will

be added to as the unit moves
forward)
Have a couple of books started for
students who have difficulties
following directions or with fine motor
skills. Have them start making their
own book and trade with them as
needed.

Content/Learning Activities

Constructing circles
Add word radius and diameter to the
math word wall. Get students to add
word and copy definition into their
circle books. Get them to draw a
picture beside the definition
Math centers:
1: Have students draw a circle using
a piece of string with a loop on one
end. Get them to measure the string
and indicate if the string is the radius
or diameter
2: Post large sheets of paper around
the room with a push pin in the
center. Give them a radius (the same
length as the string) and ask how
they could make it a diameter.
3: With a compass have students
draw a circle with a radius of 4cm.
Ask them to predict the diameter of
the circle they drew. Measure the

Teaching
Strategies

Whole group
instruction
During this
lesson, the
teacher
should take
the students
aside who
have marked
that they
know
everything
and give
them the two
quizzes. This
way there is
proof of the
SLOs being
met.

Assessment

Materials &
Equipment

FormativeResponse
How are
radius and
diameter
related?

10

diameter. Were you correct? Why or

why not?

Lesso
n

SLOs

(57 min.)#3

Lesso
n

Constructing
circles with a
given radius or
diameter
Solving
problems
involving the
radii, diameters
and
circumferences
of circles

SLOs

Content/Learning Activities

Review radius vs. diameter with

elbow buddy.
Have students complete circle activity
see the handout at end of document.
Encourage students to form their
circles by using both string and a
compass.

Content/Learning Activities

Teaching
Strategies

Start the
students
who have
met all or
almost all
the SLOs,
choose a
topic relating
to circles
that theyre
interested in
or help them
expand on
an anchor or
final activity.
Set up
learning
contracts.

Teaching
Strategies

Assessment

Summative
can they
form circles

Materials &
Equipment

Assessment

Coloured
paper,
scissors,
glue,
compasse
s or string,
markers,
white
paper to
glue
circles
onto
worksheet

Materials &
Equipment
11

#4
(57
min.)

Lesso
n
#5
(57
min.)

Describing the
relationship
among radius
diameter and
circumference
Relating
Circumference
to Pi

SLOs

Solving
problems
involving the
radii, diameters
and
circumferences
of circles
Describing the
relationships
among radius,

Lesson plan and resources can be

found at:
http://www.uen.org/Lessonplan/previe
w?LPid=15436
Discuss the different parts of the circle
and how they relate

Content/Learning Activities

Move classroom furniture and have

students make a circle how many
students are around the circle =
circumference, across = diameter and
half way across = radius.
What is Pi? (Brainstorm) Tell them it is
3.14 (http://www.demotination.com/wpcontent/uploads/2010/04/mindblown.jpg)
Add words circumference and pi to

Literature in
the math
classroom

Teaching
Strategies

Direct
teaching
Kinaesthetic
opportunities
Inquiry

Response
booklet
question:
What is the
relationship
between
radius
diameter and
circumferenc
e?

Assessment
Response
booklet
question:

Soft
measuring
tapes
Various
round
objects
(cds,
cans,
buttons, lip
gloss,
coins,
plates,
cups,
coffee cup
lids, trash
can,
bottom of
yougert
container,
etc.)
Materials &
Equipment

12

Lesso
n
#6
(57
min.)

SLOs

Lesso
n

diameter and
Relating
Circumference
to Pi
circumference

Describe the
relationship
among radius,
diameter and
circumference
Relate
circumference
to pi
Construct circles
with a given
radius or
diameter
Solve problems
involving the
radii, diameters
and
circumference
of circles

SLOs

word wall. Have students add words,

definition and illustration to their circle
books.
Show youtube video (Courtneys) **
worksheet?
Content/Learning Activities

Quiz 1 in computer lab (Court, can you

elaborate on this?)
When students are finished, work on
Anchor Activities

Teaching
Strategies

Assessment

Quiz

Materials &
Equipment

Content/Learning Activities

Teaching
Strategies

Assessment

Quiz 1 for
each
student
iPods for
students
who may
need them
MP3
version of
Quiz 1
loaded
onto iPod

Materials &
Equipment
13

#7
(57
min.)

Lesson
#8
(57
min.)

SLOs

Solving
problems
involving the
radii,
diameters and
circumference
s of circles
Describing the
relationships
among radius,
diameter and
circumference
s
Develop and
apply a
formula for
determining
the area of
circles

Go over Quiz 1
Math games relating to circles anyon
ehave ideas for math games?

Content/Learning Activities

In Vancouver, they wanted new sewer

covers for their storm drains. They held a
competition. This was the winner:
http://vancouver.ca/commsvcs/oca/publicart
/artunderfoot/enlargements/378.jpg. If we
were going to hold a similar competition in
Lethbridge, we would need to be able to tell
the artists the area of the circle they had to
work within.
Part 1: On centimetre grid paper (found on
Teachers Resource cd) have students
draw circles with a radius of 3cm, 4cm, 5cm
and 6cm. Students then count the squares
to estimate the total area of the each circle
(table on page 280 of MathLinks text book).
Activity can be done individually, with
partners or as a class
Talk about estimations and techniques
artists may have used to create the
designs.
Part 2: Have students draw a circle with a
radius of 10 cm (on regular paper). Divide

Teaching
Strategies

Whole
class
instruction
Small group
work
**Some
students
may need
help with
the idea
that the
base of the
parallelogra
m is half of
the
circumferen
ce of a
circle, and
need help
to develop
the formula.

Assessment

Formative
watch
students as
they count
squares. Note
how they
count the part
squares
Response
book
question:
What is the
easiest thing
about
calculating
area? The
hardest thing?

Materials &
Equipment

Centimetre
grid paper
Class set of
compasses

14

the circle into 8 equal parts. Cut out the

wedges and put them together to form a
parallelogram-like shape. Will this
parallelogram have the same area as a
circle? Find the area of the parallelogram.
At this part, break students into small
groups to discuss the following questions:
a) How does the height of the
parallelogram relate to the radius of the
circle?
b) The base of the parallelogram is
approximately equal to the length of the
outside edge of 4 of the wedges. How does
this length relate to the circle? Write an
expression using the radius for the length
of the base of the parallelogram.
Use your answers to part a and b to write
an expression for the approximate area of
the parallelogram. How can you use this
formula to find the area of the circle? What
is the area?
How does the area of the circle compare
with the area of the parallelogram?
(MathLinks, p. 281)
Compare your groups formula with other
groups
Group more advanced students together.
As a class, review each groups formula.
Find similarities and differences in them

until reaching the formula: A =

r2
Have students work through Show You
Know on pg. 283 of both radius and
diameter.
15

Lesson
#9
(57
min.)

SLOs

Solving
problems
involving the
radii,
diameters and
circumference
s of circles
Develop and
apply a
formula for
determining
the area of
circles

Content/Learning Activities

Lesson
#10
(57
min.)

SLOs

Determining
the sum of
central angles

http://www.factmonster.com/math/knowledg
ebox/player.html?movie=sfw41560 -- divide
students into 4 groups and have them take
turns answering the questions
Tell students you are wanting to make pizza
for dinner tonight. You need to make a
pizza that feed 6 people 3 pieces of pizza
each. Since you are going to be making the
pizza, you need to know the area that will
need to cover with toppings. Have students
draw or cut out the pizza, finding the area
for the pizza.
Solve problems in small groups on page
284
Solve problems individually on page 285286

Teaching
Strategies

Content/Learning Activities

Assessment

Teaching
Strategies

Materials &
Equipment

Response
booklet
questions:
What
strategies
help you to
calculate area
of a circle?

Assessment

Materials &
Equipment

16

Lesson
#11
(57
min.)

SLOs

Lesson
#12
(57
min.)

SLOs

Lesson

Determining
the sum of
central angles

Content/Learning Activities

Determining
the sum of
central angles
Develop and
apply a
formula for
determining
the area of
circles
SLOs

Teaching
Strategies

Content/Learning Activities

Quiz 2
Anchor Activities when finished

Content/Learning Activities

Assessment

Materials &
Equipment

Assessment

Materials &
Equipment

Pi graph
activity

Teaching
Strategies

Quiz

Teaching
Strategies

Assessment

-Quiz 2 for
each student
-iPods for
students who
may need them
-MP3 version of
Quiz 2 loaded
onto iPod

Materials &
Equipment

17

#13
(57
min.)

Lesson

SLOs

Lesso
n

Content/Learning Activities

#14
(57
min.)

SLOs

Go over Quiz 2
Introduce Final Projects
Decide which activities they want to do

Project
Observation
Questioning

Teaching
Strategies

Project
Observation
Questioning

Make learning contracts with all students

Work on final project

Content/Learning Activities

Assessment

Teaching
Strategies

Assessment

-Final Project
Think Tac Toe
on board (or in
print)

Materials &
Equipment
-Printed sheets
describing
activities
students have
chosen for final
project

Materials &
Equipment

18

#15
(57
min.)

Lesso
n

SLOs

Content/Learning Activities

By end of
day, check in
with students
to see how
they are
doing with
project

Teaching
Strategies

Work on final project

#16
(57
min.)

Lesso
n

Work on final project

SLOs

Content/Learning Activities

Project
Observation
Questioning

Assessment

Materials &
Equipment

Project
Observation
Questioning

Teaching
Strategies

Assessment

Materials &
Equipment

19

#17
(57
min.)

Lesso
n
#18

SLOs

Content/Learning Activities

Project
Observation
Questioning

Teaching
Strategies

Assessment

Materials &
Equipment

Project
Observation
Questioning

20

Resources

Learning Contract for Student-Directed Learning Activity

Learner: __________________ Learning Experience: ______________________

How are you

What are
going to
you
learn it?
going to
(Resources
learn?
and
(Objectives) Strategies)

How are you

Target
going
date
to know that
for
you
completio learned it?
n
(Evidence)

Itemize what you

want
to be able to DO
or
KNOW when
completed.

When do you
plan to
complete each
task?

What do you have to

DO in
order meet each of
the
objectives defined?

What is the specific

task
that you are to
complete to
demonstrate
learning?

How are you

going to
prove
that you
learned
Teacher
it?
feedback
(Verification) (Evaluation)
Who will receive
the
product of your
learning
and how will they
evaluate it?

How well was the

task completed?
Provide an
assessment
decision.

I have reviewed and find acceptable the above learning contract.

Date: _______ Student:____________________ Teacher:_______________________________

21

Circle Activity
Circle Construction Activity
SLO: Construct circles with a given radius or diameter
Construct circles using the radius, diameter or circumference given below. Cut the
circles out of the coloured paper of your choice. Glue the circles onto another piece
paper. Use the circles to create a picture without overlapping the circles.

d= 5cm
r = 25 mm
r = 7 cm
d = 12 cm
r = 100 mm
d = Write down the length of your pinkie ___________. Use this length as your
diameter.

Checklist

All my circles have the same diameter and radius as indicated in the questions
I have labelled all my circles with the given radius and diameter
My circles have the same diameter everywhere in the circle
I have made all six circles
All six circles have been attached to the paper I am handing in
My name is on the sheet I am handing in

22

Circle Construction Activity Reading Difficulties

SLO: Construct circles with a given radius or diameter
Make circles using the radius or diameter given below.
Cut the circles out of coloured paper of your choice.

Glue the circles onto another piece paper.

Use the circles to create a picture without overlapping the circles.

d= 5cm
r = 25 mm
r = 7 cm
d = 12 cm
r = 100 mm
d = Write down the length of your pinkie ___________. Use this length as your
diameter.

Checklist

All my circles have the same diameter and radius as indicated in the questions
I have labelled all my circles with the given radius and diameter
My circles have the same diameter everywhere in the circle
I have made all six circles
All six circles have been attached to the paper I am handing in
My name is on the sheet I am handing in

23

Circle Construction Activity -- Advanced

SLO: Construct circles with a given radius or diameter
Find the radius or diameter as indicated. Construct circles using the radius or
diameter you have found. Cut the circles out of coloured paper of your choice. Glue
them onto another piece paper. Use the circles to create a picture without
overlapping the circles.

C= 44 cm Find radius
C = 75.40 cm Find radius
C = 69.12 cm Find radius
C= 38 cm Find diameter
C = 142 mm Find diameter in cm
C = Write down the length of your pinkie __________. Use this length as your
diameter. What is the circumference?

Checklist

All my circles have the same diameter and radius as in the questions
I have labelled all my circles with the given radius and diameter
My circles have the same diameter everywhere in the circle
I have made all six circles
All 6 circles have been attached to the paper I am handing in
My name is on the sheet I am handing in

24

Proficient

Adequate

Limited

Circles have the All circles have

Most circles
same radius or the given radii or have the given
diameter as
diameter
radii or diameter
indicated in the
question

Some circles
have the given
radii or diameter

Few circles
have the given
radii and
diameters

Radius and
Diameter are
labeled

Most circles
have the right
radius or
diameter labeled
on them

Some circles
have the right
radius or
diameter labeled
on them or they
are not all
labeled

Few circles
have the right
radius or
diameter
labeled on
them or they
are not
labeled.

All circles have

the same
diameter
everywhere in
the circle

Most circles
have the same
diameter
everywhere in
the circle

Some circles
have the same
diameter
everywhere in
the circle

Few circles have

the same
diameter
everywhere in
the circle

Total x 3 =

All 6 circles
have been
constructed and
attached to the
paper handed-in.

Most of the
circles have
been constructed
and attached to
paper handed-in.

Some of the
circles have
been constructed
and attached to
paper handed-in.

Few of the
circles have
been constructed
and attached to
paper handed-in.

Total x 2 =

Level

Excellent

Criteria

Circles have the

same diameter
everywhere in
the circle

Circle
Construction

All circles have

the right radius
or diameter
labeled on them

Total x 3 =
/
12

Total x 2 =
/
8

/
12

/8

/40
Total 4 =
/
10

25

Learning Contract for General Student Project

26

Lesson 1 Center #3 Activity Sheet

Instructions:
1. Draw a circle with a radius of 4 cm. If youre not sure which one is the radius,
check the definition in your circle book.

2. Predict the diameter of your circle

_______________________________________________________________
_____________________________________________________________________________________
_________________
_____________________________________________________________________________________
_________________
3. Measure the diameter of your circle. Were your correct? _____________. Explain
why or why not:
_____________________________________________________________________________________
_________________
_____________________________________________________________________________________
_________________
27

_____________________________________________________________________________________
_________________

28

References

Teacher Resources:
McAskill, B. (2007). MathLinks 7. Toronto: McGraw-Hill Ryerson.
Supplemental Resources:
Neuschwander, N. (1999). Sir Cumference and the Dragon of Pi: A Math Adventure.
Watertown, MA: Charlesburg Publishing, Inc.
Web Resources:
Assorted Websites
http://www.learnalberta.ca/content/mejhm/
Utah Lesson Plans. (2006, February 27). The Circle's Measure. Utah Education Network. Retrieved
December 2, 2011, from http://www.uen.org/Lessonplan/preview?LPid=15436

29