Lesson+Three

Unit Plan JL Lesson One Lesson Two Lesson Three Lesson Four Lesson Five

Name:___Justine Lakosky__

(Artifact: link to real world, website, book, picture, etc.) || Have the students find a rug that they would like to redecorate their room with using the website
 * **Lesson Title: ** || **Seeing Circles ** ||
 * Subject Area: || Mathematics ||
 * Grade Level: || 8th grade ||
 * Unit Title: || Pythagorean Theorem ||
 * GLCEs/ HSCE: || G.SR.08.03 Understand the definition of a circle; know and use the formulas for circumference and area of a circle to solve problems ||
 * METS-S/NETS-T || NET: 3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ||
 * Essential Questions: || How was the formula for the area of a circle created? ||
 * <span style="font-family: Calibri,sans-serif;">Objectives: || <span style="font-family: Calibri,sans-serif;">Given multiple links on filamentality, write the answers to the scavenger hunt questions, with 95% accuracy ||
 * <span style="font-family: Calibri,sans-serif;">Tools and Resources: || <span style="font-family: Calibri,sans-serif;">Computer access ||
 * <span style="font-family: Calibri,sans-serif;">Rationale: || <span style="font-family: Calibri,sans-serif;">Given a multitude of computer resources, the students are asked to answer questions to a scavenger hunt. Little hints are given along the way. They learn through interactive lessons online, how the formulas for the unit circle came to be. By using the internet, the students are more motivated to learn, because it is not from a dull textbook. ||
 * || **<span style="font-family: Calibri,sans-serif;">Sequence of Activities: **  ||
 * <span style="font-family: Calibri,sans-serif;">Anticipatory Questions/Activity: || <span style="font-family: Calibri,sans-serif;">Say you were redecorating your room and you wanted to get a circular rug. You go shopping and see one that is six feet across. Doesn’t sound too big, but how much area exactly, will that rug cover up in your room, if you were to buy it. ||
 * <span style="font-family: Calibri,sans-serif;">Body of Lesson Plan:
 * //<span style="font-family: Calibri,sans-serif;">Segment #1 //**

<span style="font-family: Calibri,sans-serif;">[|www.overstock.com]

<span style="font-family: Calibri,sans-serif;">make sure they choose one that is circular in form. To make the activity fun, ask why they chose it or what else they would do to their room. Interaction is key. || <span style="font-family: Calibri,sans-serif;">(Factual information/Vocab <span style="font-family: Calibri,sans-serif;">Includes sample feedback loop) || <span style="font-family: Calibri,sans-serif;">Using your rug pic as an example complete the following activity.
 * **//<span style="font-family: Calibri,sans-serif;">Segment #2 //**
 * <span style="font-family: Calibri,sans-serif;">Jing Tutorial for Segment 1 and 2 link is available below. **

@http://www.screencast.com/t/qABYAji5Q <span style="font-family: Calibri,sans-serif;">**Embedded image is available at the end of the lesson plan.**

<span style="font-family: Calibri,sans-serif;">Let’s see what we already know about circles. Can anybody tell the teacher <span style="font-family: Calibri,sans-serif;">Parts of the circle. Some answers may include: //<span style="font-family: Calibri,sans-serif;">Radius: the distance from the center to any edge // //<span style="font-family: Calibri,sans-serif;">Diameter: the distance from one edge to the other // <span style="font-family: Calibri,sans-serif;">How else could you find the diameter? //<span style="font-family: Calibri,sans-serif;">The diameter is also equal to 2*r or two times the radius // //<span style="font-family: Calibri,sans-serif;">The circumference is the distance around the outside of a circle // //<span style="font-family: Calibri,sans-serif;">Π is 3.14 //

<span style="font-family: Calibri,sans-serif;">Ok so what do you think I (the teacher) would need to use in order to find the area of a circle. //<span style="font-family: Calibri,sans-serif;">The circumference and the radius // <span style="font-family: Calibri,sans-serif;">Why? //<span style="font-family: Calibri,sans-serif;">If you were to section off a circle it would like pieces of pizza, and one side would have part of the circumference while two sides would be the length of the radius. //

<span style="font-family: Calibri,sans-serif;">This then gives the students the formula for the area of a circle

<span style="font-family: Calibri,sans-serif;">A=πr2

<span style="font-family: Calibri,sans-serif;">So then ask the students what they area of the rug the teacher wants would be. //<span style="font-family: Calibri,sans-serif;">D=6 ft // //<span style="font-family: Calibri,sans-serif;">R= 3ft // //<span style="font-family: Calibri,sans-serif;">R2=9ft2 // //<span style="font-family: Calibri,sans-serif;">A= π9ft2 // //<span style="font-family: Calibri,sans-serif;">=28.26 ft2 // || <span style="font-family: Calibri,sans-serif;">(Includes multiple intelligence strategy: <span style="font-family: Calibri,sans-serif;">Hands-on, small groups, reteaching strategy) || <span style="font-family: Calibri,sans-serif;">Students will then use the rug they picked out during the first part of the lesson and create a dream bedroom. Following this format
 * **//<span style="font-family: Calibri,sans-serif;">Segment #3 //**


 * <span style="font-family: Calibri,sans-serif;">The room must be established around the dimensions of the rug.
 * <span style="font-family: Calibri,sans-serif;">Create a room thats area is large enough to contain the collective area of a bed, dresser, rug, bean bag, night stand and lamp.
 * <span style="font-family: Calibri,sans-serif;">Each article must contain its given area, as well as the formula for each.

<span style="font-family: Calibri,sans-serif;">**Attached is the rubic for students to follow for given activity.**

|| <span style="font-family: Calibri,sans-serif;">(Detailed directions on how to complete activity) || <span style="font-family: Calibri,sans-serif;">Using the Filamentality Scavenger hunt provided, the students will complete the review. Answers can be typed and printed out handwritten. Students must receive a 95% in order to have completed the lesson. Resources are given at the bottom of the hunt for students to find the answers within. If some students are more advanced, they may create their own scavenger hunt for extra practice, using the same format as the teachers.
 * **//<span style="font-family: Calibri,sans-serif;">egment #4 //**

<span style="font-family: Calibri,sans-serif;">SAMPLE and ASSIGNMENT: Filamentality Scavenger Hunt || <span style="font-family: Calibri,sans-serif;"> media type="custom" key="19044532"