Student Response and Assessment Tools

Lesson Idea Name: Circumference Formula

Content Area: Geometry
Grade Level(s): 10th
Content Standard Addressed:

MGSE9-12. G.C.1 Understand that all circles are similar.

MGSE9-12. G.C.2 Identify and describe relationships among inscribed angles, radii, chords, tangents,
and secants. 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

Technology Standard Addressed: Empowered Learner Students leverage technology to take an active
role in choosing, achieving and demonstrating competency in their learning goals, informed by the
learning sciences. Students:

A. Articulate and set personal learning goals, develop strategies leveraging technology to achieve
them and reflect on the learning process itself to improve learning outcomes.

C. Use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

D. Understand the fundamental concepts of technology operations, demonstrate the ability to

choose, use and troubleshoot current technologies and can transfer their knowledge to explore
emerging technologies.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts:

☐ Computer ☐ Hand-held student response system (like iRespond) ☒ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☒ Evaluating ☐ Creating

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 Student Response and Assessment Tools
Universal Design for Learning (UDL): Universal Design for learning focuses on creating an environment
where all students can access the curriculum. In this instance, we provide our students with access to
the

Prior to the student response activity students will be given a warm-up. Students will be given a
series of world problems before beginning the main activity. The questions will be re lated to
real world examples such as pizzas, basketball, and pies. As the objective is to determine what
the students have learned and retained from our lessons. Students should be able to tell me the
difference between a radius and the diameter of a circle or at least explain what the two words
mean – whether that be through words or drawing a specific diagram. Upon completion of the
warm-up students will receive a prompt from the google survey to log into Kahoot and wait on
the beginning screen.

Students will be able to produce equivalent forms of algebraic equations utilizing the formulas of
circumference and area of a circle. Students will be able to make connections and engage with prior
knowledge from previous lessons -- focusing primarily on the meaning of each word (i.e. diameter,
radius, chord). Students are using a graphic organizer to learn what each of these words mean as the
understanding of the definition helps greatly with understanding how to use the formula. Students
will use this knowledge to illustrate how to rearrange a given formula to solve for a specific variable
(i.e. converting C = 2(pi)r^2 and solving for the radius”). In doing so, students will understand that the
to isolate a given variable we must conduct the opposite operation that we are seeing. “when solving
for diameter and given the equation (pi)d we must divide by (pi) because the operation being shown
is multiplication. Students will showcase this when working in groups, as well as being asked questions
through direct instruction.

Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☐ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: Direct questions will be asked about the
material. Students will be assessed on their rearrangement of a given formula and their ability
to decipher what is the most appropriate formula to use. As students, will be reading a series of
word problems from their KAHOOT game students will be asked to read through each problem
and use their graphic organizer to determine how we solve each problem.
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☐ Multiple select ☐ True/False ☒ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)

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 Student Response and Assessment Tools
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?

Describe what will happen AFTER the SRT activity?

Students will be given a riddle sheet and asked to complete each side of the worksheet.
Students will be told that they must show work on a separate piece of paper. Students will be
gauged on their ability to independently complete the worksheet and show all steps for each
given question.
How will the data be used?
Although circumference only has one formula I have often found that many students struggle greatly
remembering when a specific formula is necessary and how to apply it. For example, what if you are
given the Radius and asked to find the diameter? How would you go about doing this? I will provide
them with a graphic organizer to better aid their understanding of the material. It consists of bullet
points that signify what the exact formulas are and when we use them. It also lists the key terms we
have gone over up to this point. Providing students with a better understanding of the key terms will
allow them to understand how to utilize each formula that they are given. Upon completing the
Kahoot I will utilize the data to see which students need more assistance and if I need to incorporate
more visuals into my lessons. I would also like to provide my students with the ability to work outside
of the mundane quizzes to check their overall understanding.

Describe your personal learning goal for this activity.

As I reflect on the goal for this activity it is my hope that the students utilize their notes and helping
aids to answer the questions on the Kahoot – I want my students to take charge of their own learning
and know that they can learn this content if they put forth the effort.

Reflective Practice: If students show that they understand the material quickly I will look at each
problem and provide them with alternative examples. For instance, if a student can quickly find the
circumference of a question I will then ask them to find the radius given that the circumference is
blank.

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