The Discus

The discus throw dates back to the fifth century B.C. A sport we see played today used to be played hundreds of years ago. Today, we will use the discus to help explore inscribed, circumscribed, and central angles.

1. What can we conclude about all of the circles represented by this ancient Greek discus?

2. If we wanted to measure the discuss diameter, what information might we need first?

3. Recall the definitons of: Inscribed angle

Circumscribed angle

Central angle -

4. In your groups, complete the remainder of this assignment. I will collect one random paper from your group to represent your entire groups understanding of the topic. a. Below is the outline of a discus (or circle). Your job is to draw a design containing one circumscribed, one inscribed, and one central angle. (Note that the circumscribed angle can be made by drawing another circle inside of this shape)

5. Answer the following questions after your design has been made. a. Which angle was the most difficult to incorporate on your design? Give one sentence telling me why it was difficult to incorporate.

b. Which angle was the easiest for you to incorporate? Give one sentence telling me why it was easiest.

c. Consider central angles, how are these angles similar or different to inscribed angles? Explain your answer. (Drawing pictures may help)

d. Consider circumscribed angles, how are these angles similar or different to inscribed angles? Explain your answer. (Drawing pictures may
help)

e. Consider central angles, how are these angles similar or different to circumscribed angles? Explain your answer. (Drawing pictures may help)

Lesson Plan for The Discus

Unit: Circles Grade: 10th Grade Geometry Objective: Students will be able to describe the relationships between inscribed, circumscribed, and central angles of a circle. Standard: CCSS.MATH.CONTENT.HSG.C.A.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.

Anticipatory Set: Students will engage in a warm-up activity which is the first page of the document. These questions are review from yesterdays lesson and will help students to start thinking and reflecting on what they had learned. Also, they will be introduced to the discus, which a design will be created by each student later in the lesson. Tasks: 1. Students will receive the handout, The Discus 2. Students will complete the warm-up individually, which is the first page on this document, then discuss the answers as a class 3. Next, students will move into their collaborative groups 4. Collaborative groups will work together for the rest of the class period 5. A random group members sheet will be asked to turn-in for credit for entire group 6. Any questions not answered will be homework 7. The last five minutes will be devoted to reflecting on todays lessons and addressing any misconceptions Assessment Strategies: the warm-up activity will be a way for me to see what students already know about angles while students work in groups I will be circulating the classroom checking for understanding by asking open-ended questions to each group the final reflection will take place, this will allow me to finalize my ideas about what will come next for my students and this unit Closure: To end the lesson I will ask,

What was one piece for you that was new today? Which of the three types of angles are most similar? Why do you think this? Which of the three types of angles are most different? Why do you think this? When designing your discus, most of you claimed that the circumscribed angle was the most difficult to incorporate, why do you think this was so?