Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Eric
Grade Level: 4th
School: Madison (SD) Elementary School
Date: October 22, 2017
Time: ___________

Reflection from prior lesson:

For our last lesson we introduced our new Module (9), which is entitled circumference, area, and
volume.As soon as students got to class I handed them a pre-assessment, it was 10 questions and
had 2 questions from each lesson in the module (the title of the lessons in the text book). The
class average was a 4.5 answers correct out of 10 so there is room for improvement, but the
students have a relatively good grasp of the lesson. We discussed the essential question for the
unit, “How can you apply geometry concepts to solve real-world problems?” Students
brainstormed ways that they use geometry in real life and we had a fruitful discussion about it.

Lesson Goal(s) / Standards:

CCSS.MATH.CONTENT.7.G.B.4: Know the formulas for the area and circumference of a circle
and use them to solve problems; give an informal derivation of the relationship between the
circumference and area of a circle.

CCSS.MATH.CONTENT.7.G.B.4: Solve real-life mathematical problems involving angle

measure, area, surface area, and volume

CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.

CCSS.MATH.PRACTICE.MP3: Construct viable arguments and critique the reasoning of

others

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

Lesson Objectives:
Given different mathematical problems with circles, students will be able to determine the
diameter, and circumference of the circle by completing the problems correctly.

Materials Needed:

Whiteboard, Marker, Student Mathbook, Scratch Paper, Worksheet, Pencil, Calculator

Contextual Factors/ Learner Characteristics:

Students in this class are very good at math out of the 24 students, half of them are above grade
level. After that, 8 out of the other half of the class are right at grade level and the other 4
students are below grade level with 2 of them being on IEPs. This class works very well in
groups. I like to make 8 groups of 3, I call them their “Math Trio’s” and I make the groups so
that each group has students at each cognitive level so that the students who struggle don’t feel
left out and at the same get help on their math. It allows for students to work collaboratively on
their assignments. The students who are below grade level and/or on IEPs I give them more
attention and try to stay close to their groups to monitor their work.

A. The Lesson

1. Introduction (3 minutes)
● Getting Attention- Bring in two basketballs and a rim. “Okay class, which of
these items has a bigger circumference? The two basketballs, or the rim?”
● Relating to past experience and/or knowledge-“Okay, how many know how to
actually solve this type of problem?” “Not to worry, we are going to be doing
just that today!”
● Creating a need to know- “Yesterday, we learned about this unit as a whole. It
is a big unit in our class that has a lot of real life applications and I think you
guys are really going to enjoy it!”
● Sharing objective, in general terms- “Today we are going to start the unit with
circumference and how to use the formula to solve it.”

2. Content Delivery (include time allotment & instructional methodologies)

Part One: Engage, Explore, Explain (25 minutes)

Engage
 ● Write the circumference formula, and the essential question on the board:
○ What does circumference mean?
○ How do you find and use the circumference?
○ C = 2(pi)r
○ Review with the class if they know what a radius is as well as diameter
● Ask if anyone can tell you the decimal used for pi

Explore
● Put 5 circles on the board
○ One with a radius of 21 feet
○ One with a radius of 14 feet
○ One with a radius of 7.5 feet
● Have students solve these problems and write their answers on their marker boards and
cap their markers when they are done and sit with their hands on their desk
○ Give a good amount of wait time for this portion (make sure I am walking around
monitoring the student’ progress and if they are struggling help them as much as
possible).
● Go over the answers with students and how to do each problem
○ Use math talk
■ How did you find the answer?
■ Ask a student how another student found the answer
■ Ask the class if they agree or disagree with the answer and to justify their
reasoning

Explain
● Make sure students know the difference between when they are given a radius or a
diameter in a circle.
● Write three circles on the board
○ One with a diameter of 30 feet
○ One with a diameter 4 inches
○ One with a diameter of 30 inches
● Have students solve these problems on their maker boards and cap their markers when
they are done and sit with their hands on their desk
○ Give a good amount of wait time for this portion
● Go over the answers with students and how to do each problem
○ Use math talk
■ How did you find the answer?
■ Ask a student how another student found the answer
 ■ Ask the class if they agree or disagree with the answer and justify their
reasoning

Part Two: Activity (50-60 minutes):

(Students will work in their “Math Trio’s” for this assignment)

● The students will complete a worksheet from their math workbook

● Students can work together in their groups; however, they cannot split up the work they
all have to do their own worksheet
● It is a 27 question worksheet
● Students will find the circumference of circles with given radius and circumferences
● There are story problems with fill in the blank
● Problems where they have to fill in the missing measurements
● The last 5 problems have to deal with higher order thinking

3. Closure (10 minutes)

● With 10 minutes left in class I will have students go back to their desk
● Have students share what circumference, radius and diameter are with a partner
○ Then pick students to share what their partner said and ask the class if
they were right
● I will ask for one person in each group to share a problem they struggled with
and we will go over them as a class
● If they did not get done with their assignment remind the class that is due
tomorrow
● If they continue to struggle with this assignment remind them that I am there to
help and if they need to come in before or after school or during their study hall
period they are encouraged to do so.

B. Assessments Used

● Observations during Discussion: Did students get the correct answers on their
markerboards? Did they ask good questions that demontrate they are on the right track?
 Did they answer the math talk questions correctly? Did they get done with the example
problems in a good amount of time?
● Observations during Activity: Did students do the assignment in full during class? Did
they have enough time to get it done? Did the students work well in groups? Did they all
struggle with one particular part of the assignment? Did they use the formula correctly?
Did they differentiate between radius and diameter? Did they demonstrate HOTS?
● Worksheet from their workbook
● Markerboard activity

C. Differentiated Instruction

Remediation

The two students who are on IEPs I will spend a lot of time observing their groups to monitor
whether or not they are struggling with this assignment. If they are struggling I will take them
aside and work with them more individually. If the other students have questions they can still
come ask me and I will help them, but more individual attention might be needed with students
on IEPs

Enrichment

If there are students who get their assignment done quickly I will give them the “Extend
the Math” problems from the book to do for extra credit (not mandatory for homework
but they have to try it during class). These problems are:

● Activity: Suppose a piece of rope is wrapped around Earth at its equator and
that Earth’s equator is a perfect circle
○ If the equator is 25,000 miles long what is the length of the rope in feet?
○ What is the radius of the circle made by the rope in question 1?
○ Suppose the length of the rope is increased by 3 feet. What is the new
length of the rope in feet?
○ What is the radius of the circle made by the rope in question 3?
○ How far above the Earth is the new rope?
D. Resources

GO Math Middle School Grade 7 Teacher Edition