Math 7 Circles Unit Plan

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
Focusing Questions................................................................................................................. 3 Rational..................................................................................................................................... 3 Graphic Organizer .................................................................................................................... 5 Learning Outcomes and Processes ....................................................................................... 6 Achievement Indicators ............................................................................................................................ 6 Mathematical Processes ........................................................................................................................... 6 Unit Plan ................................................................................................................................... 7 Unit Formative/Summative Assessment Plan .......................................................................................... 7 Unit Schedules .......................................................................................................................................... 8 Unit-A-Glance ........................................................................................................................................ 8 Day-By-Day Schedule ............................................................................................................................ 9
Focusing Questions
1. What is the relationship between pi, radius, diameter, circumference, and area 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?
Rational
This Math 7 unit on circles is designed to take 3 weeks in a timetable that has a double block once a week for a total of 6 classes per week at 57 minutes each class. It assumes there are approximately 30 students in the class where some students are gifted and some students have exceptionalities in the area of reading. It is assumed that the teacher and students have access to the MathLinks 7 textbook by Bruce McAskill et al. and published by McGraw-Hill Ryerson, computers and iPods/iPads/something that can play audio files without students having to leave their desk. One strategy we have used for differentiation is making sure we incorporate several of the multiple intelligences into each learning concept. This is so students who may not understand one way of achieving a given outcome will have the opportunity to learn a concept in a different way that might make more sense to them. For example, students will be physically placed in a circle to look at circumference, radius and diameter. Also, students will draw circles and use the picture of the circle to estimate what the circumference will be. And, students will watch a video that shows how circumference, diameter and radius are related. We hope that by differentiating through teaching to multiple intelligences, students who learn well through physical movement will learn the concepts as well as students who learn best visually or aurally. These different learning styles will likely afford each student the opportunity to learn the concept through multiple means. Another strategy we have used for differentiation is differentiating by interest. This is particularly evident in the final project where students are given many choices to show their knowledge of each outcome. These are based not only on different interests, but different intelligences as well. By differentiating by interest students are given choices in how they will show their knowledge and how they can apply that knowledge. We used a think-tac-toe to allow students to choose how they want to demonstrate their knowledge. Students will utilize a learning contract to help keep them on track Another strategy we have used for differentiation is tiered assignments. One example of this is the Circle Activity. We also tried to add some tiring to our final project and quizzes. In the quizzes, students are allowed to choose between two different versions of a question. The two different versions are tiered. This gives students the opportunity to demonstrate their knowledge in a way that works for them. Because students are given a choice for each question it allows 3
them to answer each question in a way that best suits their ability, as opposed to having two different quizzes and forcing students answer all of one type of question without allowing for differences in different areas of content. In order to appeal to the learning styles, readiness levels and interests of all the students, we chose to focus our differentiation on giving the students many choices in how they demonstrate their knowledge (summative assessments), utilizing technology (summative assessments and lessons), creating lessons that incorporate 2-3 learning styles each, grouping students based on readiness levels in activities and individual learning contracts.
Graphic Organizer
Learning Outcomes and Processes

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

2.
Demonstrate an understanding of circles by: 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 6
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 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
Quiz 1 20%, Circle Activity10%, Pie Graph10%, Worksheets are formative
Final project 40%, Quiz 2 20%
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 Solve problems involving the radii, diameters and circumfrence of circles Develop and apply a formula for determining the area of a circle Subtotal (formative)
Quiz 1, Worksheet Quiz 1, Worksheet Worksheet, Pie Graph Quiz 1, Circle activity
Final project Quiz 1 Quiz 2 Final project Quiz 1, Final Project Quiz 2, Final Project
Response Booklets
40%
60%
Unit Schedules
Unit-A-Glance
Week 1 Lesson #1 (57 min)
Introduction to Unit Pre-assessment Circle book construction
Lesson #2 (57 min) Constructing circles radius/diamete r Lesson #8 (57 min) Review Quiz 1 Circle games
Lesson #3 (57 min) Review radius and diameter Circle Activity
Lesson #4 (57 min) Relationship btwn radius, diameter and circumference Lesson #10 (57 min) Area of a circle Area of pizza
Lesson #5 (57 min) Review radius, diameter and circumference Pi Lesson #11 (57 min) Sum of Central Angles Interpreting Pie graphs
Week 2
Lesson #7 (57 min) Quiz 1 Anchor activities
Lesson # 9 (57 min)

Introduction to Area of a circle Find the formula for area of a circle
Lesson #6 (57 min) Review for Quiz 1 Work on Anchor Activities Lesson #12 (57min) Sum of Central Angles Pie Chart Activity
Week 3
Lesson #13 (57 min) Review for Quiz 2 Work on Anchor Acitivities
Lesson #14 (57 min) Quiz 2 Anchor activities
Lesson #15 (57 min) Review Quiz 2 Introduce Final Project Think-Tac-Toe
Lesson #16 (57 min) Do learning contracts Work on Final Project
Lesson #17 (57 min) Work on Final Project Anchor activities
Lesson #18 (57 min) Present final projects to small group
*** 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
Lesson SLOs Content/Learning Activities Teaching Strategies Graffiti brainstorm of where you find different circles in their environment Make circle books (in textbook page 267) Assessment Materials & Equipment Preassessment for each student Computer verson of preassessment if needed Large pieces of paper Different coloured markers 4 sheets of graph paper per student Stapler and staples Class set of compasses
#1 (57 min)
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 (including FMNI) 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
Preassessment Formative observation
will correspond with the Math Word 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.
Lesson #2 (57 min.)
SLOs Constructing circles with a given radius or diameter Solving problems involving radius, diameter and circumference
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 Inquiry During this lesson, the teacher should take the students aside who marked that they know everything and give them the two quizzes. This way you can determine how much they already know out of the unit and
Assessment FormativeResponse booklet question: How are radius and diameter related?
Materials & Equipment Circle books Work books/spare paper String, blank papers, rulers, large sheets of paper, push pins, compasses
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diameter. Were you correct? Why or why not?
it is proof of the SLOs being met. Groups should be made based on mixed readiness level to encourage peer mentoring.
Lesson #3 (57 min.)
SLOs Constructing circles with a given radius or diameter Solving problems involving the radii, diameters and circumferences of circles
Content/Learning Activities Review radius vs. diameter with a think pair share: with elbow buddy have them share what they wrote down in their circle books from the previous lesson (what is the relationship between radius and diameter?) and to figure out how they know that based off of what they learned from the centres. Ask twothree groups to share with the class. 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. 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
Teaching Strategies Peer mentoring Readiness based worksheet formats Creating time to work with the gifted students
Assessment Summative can they form circles Formative observation, questioning, think-pairshare
Materials & Equipment Coloured paper, scissors, glue, compasse s or string, markers, white paper to glue circles onto worksheet
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an anchor or final activity. Set up learning contracts. If students finish the circle contract early, they can select an activity from the anchor activity folder.
Lesson #4 (57 min.)
SLOs Describing the relationship among radius diameter and circumference Relating Circumference to Pi
Content/Learning Activities Ask a few volunteers (students who did fairly well on the assignement) to quickly present their circle activity to the class and allow the class to ask them any questions they might still have about constucting circles. (Make sure to aske them ahead of time if they are okay to be the experts) Lesson plan and resources can be found at: http://www.uen.org/Lessonplan/preview? LPid=15436 Discuss the different parts of the circle and how they relate
Teaching Strategies Literature in the math classroom Peer mentoring Group students according to readiness in order to provide more scafolding and assistance to the students who need more help.
Assessment Response booklet question: What is the relationship between radius diameter and circumferenc e? Formative: observation
Materials & Equipment Soft measuring tapes Various round objects (cds, cans, buttons, lip gloss, coins, plates, cups, coffee cup lids, trash can, bottom of yougert container, etc.)
Lesson #5 (57
SLOs Solving problems
Content/Learning Activities Listen to the Pi song and have the students review with their elbow partner the
Teaching Strategies Direct teaching
Assessment Elbow partner
Materials & Equipment Smartboar d 12
min.)
involving the radii, diameters and circumference s of circles Describing the relationships among radius, diameter and Relating Circumferenc e to Pi circumference
relationship between diameter and circumference (they may use their circle books for help if they need). Pi song: http://www.youtube.com/watch?v=eDiSYp_5 1iY&NR=1 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 Add words circumference and pi to word wall. Have students add words, definition and illustration to their circle books. Show circumference clip and do interactive activity and worksheet (the worksheet can be done either individually or in partners): http://www.learnalberta.ca/content/mejhm/in dex.html?l=0&ID1=AB.MATH.JR.SHAP&ID2 =AB.MATH.JR.SHAP.CIRC&lesson=html/vid eo_interactives/circles/circlesInteractive.html
Kinaesthetic opportunities Inquiry
share Response booklet question: Estimate and calculate the circumferenc e of each circle: d=12.6 cm, r=20 mm
worksheet
Lesson #6 (57 min.)
SLOs Describe the relationship among radius, diameter and circumference Relate circumference to pi Construct circles with a given radius
Content/Learning Activities Review for Quiz 1 Quick review for quiz: Open this practice quiz on the smartboard. Have students break into pairs and answer each question together, but review the answers for the questions as a class. Finally give the pair 12 minutes to come up with any lasting questions they might have. Go over those questions with the class. http://ca.ixl.com/math/grade-7/circlescalculate-area-circumference-radius-and-
Teaching Strategies Individual or small group work
Assessment Formative
Materials & Equipment Anchor Activities
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or diameter Solve problems involving the radii, diameters and circumference of circles SLOs
diameter Opportunity for teacher to work with small groups of students who are having troubles with material Rest of students can be working on Anchor Activities relating to SLOs on the quiz
Lesson #7 (57 min.)
Content/Learning Activities Quiz 1 is designed to take roughly 30-60 minutes to write. The quiz should be done in the computer lab unless there is a laptop cart that can be brought into the class. Students should write their answers on a separate piece of paper or in the word document on the computer. When students are finished, they can work on individual anchor activities that they would like to complete or play math games on the computer: http://cemc2.math.uwaterloo.ca/wired_math /English/grade7/index.html or http://www.funbrain.com/ If there are gifted students who have already written the quiz, they can continue working on their chosen activities for the first half of the lesson and should be allowed to take part in playing math games for the second half if they choose.
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
Teaching Strategies Use of technology for the quiz allows for very easy differentiation. Students with visual imparements can zoom in, those with dexterity problems can keyboard their answers, those with reading difficulties can play the sound clips of the questions. Not to mention, it
Assessment Quiz Observation of computer games
Materials & Equipment Quiz 1 for each student Computers Headphones Answer sheets or loose leaf paper
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saves paper!
Lesson #8 (57 min.)
SLOs Develop and apply a formula for determining the area of circles
Content/Learning Activities Go over Quiz 1 Preview for calculating area: review how to calculate the area of a parallelogram (A=lw) using the questions on the website. Go through the questions as a class but have the students work with their elbow partner to solve each questions first.: http://ca.ixl.com/math/grade-7/area-ofrectangles-and-parallelograms Show this clip to give a quick introduction to calculating the area of a circle (it compares it to caluclating the area of a parallelogram): http://www.youtube.com/watch?v=YokKp3p wVFc
Teaching Strategies Review Peer mentoring Technology Make sure to circulate among the pair as they are coming up with their answers to see who is struggle so you can plan to make extra time for them in the next lesson or to help with creating groups.
Assessment Observation and questioning Response book question: Calculate the area of these two parallelogram s (draw a square and a rectangle on the board and give the length and width)
Materials & Equipment Smartboard
Lesson
SLOs
Content/Learning Activities
Teaching
Assessment
Materials & 15
Strategies #9 (57 min.) 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 In Vancouver, they wanted new sewer covers for their storm drains. They held a competition. This was the winner: http://vancouver.ca/commsvcs/oca/publicar t/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 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 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. 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?
Equipment Centimetre grid paper Class set of compasses
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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 BLM 8-10 worksheet
Lesson #10 (57 min.)
SLOs Solving problems involving the radii, diameters and circumference s of circles Develop and apply a
Content/Learning Activities 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
Teaching Strategies Technology
Assessment Response booklet questions: What strategies help you to calculate area of a circle?
Materials & Equipment Smartboard
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formula for determining the area of circles
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
SLOs Determining the sum of central angles
Content/Learning Activities Introduce pie charts/circle graphs as a practical method of using circles in our everyday lives. Graffiti brainstorm- have large pieces of paper around the room with questions on them about pie charts: Why would somebody need or want to use a circle graph? What have you used a pie chart for? What makes up a good circle graph? What is the sum of central angles? What is a sector? (Have a picture of a circle graph at each of the stations.) Discuss the answers as a group. Add new vocabulary to the word wall: sector, circle graph/pie chart, sum of central angles. Also, have the students add these words and their definitions to their circle books. Have then draw a diagram to help define the sum of central angles. Interpreting pie charts: Go over Discuss the Math on page 288 of the text book as a class. Then, in pairs or groups of three complete BLM 8-12. If students finish early, they can work in
Teaching Strategies Peer mentoring Discovery Learning Whole group discussion
Assessment Observation, questioning, whole class discussion after graffiti brainstorm Response booklet question: name two important things to keep in mind when creating a pie chart.
Materials & Equipment Computers worksheets
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pairs on in groups of three on a computer to learn how to create circle graphs using excel (BLM-14 in anchor activities folder)
SLOs Determining the sum of central angles
Content/Learning Activities Think-pair-share: Use response book question from previous lesson to do a quick review on circle graphs. (Explore the Math-pg 292 text) Whole group activity lead by the teacher: Survey the class to find out the number of siblings each student has. Place this data in a chart that looks like the one on the bottom of page 293 of the text book (have a template ready on Notebook. Use this data to creat a human pie chart: Have the students. For example, all students who have no sibilings will stand together and hold a colour. The same goes for those with 1, 2, 3, and more than 3 siblings. Use string to even more clearly divide the sectors. While in the human pie chart, go through how to fill in the rest of the chart based on their formation. Pie chart activity (see handout). If students finish early they can have the option of creating their circle graph using
Teaching Assessment Strategies Inquiry based Summative learning pie chart activity Kinesthetic connection Observation, activity think-pairshare, In this questioning activity, it is recommende d that the groups assigned by the teacher. Peer mentoring would be encouraged by grouping stronger students with weaker students.
Materials & Equipment Smartboard Computers Pie chart activity handout
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excel. (BLM-14)
SLOs 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 Determining the sum of central angles Develop and apply a
Content/Learning Activities Review for Quiz 2 Opportunity for teacher to work with small groups of students who are having troubles with material Rest of students can be working on Anchor Activities relating to SLOs on the quiz
Teaching Strategies Individual or small group work
Assessment Formative
Materials & Equipment Anchor Activities
Content/Learning Activities Quiz 2 is designed to take roughly 30-60 minutes to write. The quiz should be done in the computer lab unless there is a laptop cart that can be brought into the class. Students should write their answers on a
Teaching Strategies Technology
Assessment Quiz Observation One on one consultations
Materials & Equipment Quiz 1 for each student Computers Headphones Answer 20
formula for determining the area of circles
separate piece of paper or in the word document on the computer. When students are finished, they can work on individual anchor activities that they would like to complete or play math games on the computer: http://cemc2.math.uwaterloo.ca/wired_math /English/grade7/index.html or http://www.funbrain.com/ One on one consultations with those students who may be working on independent projects (and have already done this quiz). Make sure they are meeting their goals, give feedback, etc.
sheets or loose leaf paper
SLOs
Content/Learning Activities Go over Quiz 2 Introduce and explain Final Projects (Use notebook file) Decide which activities they want to do
Teaching Strategies Whole class instruction and review
Assessment Project Observation Questioning
Materials & Equipment -Final Project Think Tac Toe on board (or in print)
SLOs
Content/Learning Activities Make learning contracts with all students Work on final project
Teaching Strategies
Materials & Equipment -Printed sheets describing activities students have chosen for final project
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SLOs
Content/Learning Activities Work on final project
Teaching Strategies By end of day, check in with students to see how they are doing with project
Materials & Equipment
SLOs
Content/Learning Activities Each student will present their favourite project activity to a small group.
Teaching Strategies Observe and listen while students are presenting their project
Assessment Observation Questioning Summative Final project
Materials & Equipment
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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 FunBrain.com - The Internet's #1 Education Site for K-8 Kids and Teachers. (n.d.). FunBrain.com - The Internet's #1 Education Site for K-8 Kids and Teachers. Retrieved December 5, 2011, from http://www.funbrain.com Grade 7 Games. (n.d.). Wired Math. Retrieved December 5, 2011, from http://cemc2.math.uwaterloo.ca/wired_math/English/grade7/index.html IXL - Area of rectangles and parallelograms (Grade 7 math practice). (n.d.). IXL. Retrieved December 5, 2011, from http://ca.ixl.com/math/grade-7/area-ofrectangles-and-parallelograms IXL - Circles: calculate area, circumference, radius, and diameter (Grade 7 math practice). (n.d.). IXL. Retrieved December 5, 2011, from http://ca.ixl.com/math/grade-7/circles-calculate-area-circumference-radius-anddiameter KnowledgeBox Math Games FactMonster.com. (n.d.). Fact Monster: Online Almanac, Dictionary, Encyclopedia, and Homework Help FactMonster.com. Retrieved December 5, 2011, from http://www.factmonster.com/math/knowledgebox/player.html?movie=sfw41560 Math Interactives. (n.d.).LearnAlberta.ca. Retrieved December 5, 2011, from http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH AP&ID2=AB.MATH.JR.SHAP.CIRC&lesson=html/video_interactives/circles/circl esInteractive.html Math Interactives. (n.d.).LearnAlberta.ca. Retrieved December 5, 2011, from http://www.learnalberta.ca/content/mejh Math Interactives. (n.d.).LearnAlberta.ca. Retrieved December 5, 2011, from http://www.learnalberta.ca/content/mejh 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 brightstorm2. (n.d.). Area of a circle, how to get the formula. - YouTube .YouTube Broadcast Yourself. . Retrieved December 5, 2011, from http://www.youtube.com/watch?v=YokKp3pwVFc
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theringfilm1. (n.d.). The Pi Song - YouTube . YouTube - Broadcast Yourself. . Retrieved December 5, 2011, from http://www.youtube.com/watch?v=eDiSYp_51iY&NR=1
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Chapter 8 Self-Assessment
RED YELLOW GREEN
I have not started moving in this area. I am moving along with caution in this area. I am moving along confidently in this area.
BEFORE
DURING (What I can do if I mark yellow or red.)
AFTER (Proof that I can do this.)
8.1
I can draw a circle with a given radius. I can draw a circle with a given diameter. I can determine the diameter of a circle given its radius. I can determine the radius of a circle given its diameter.
8.2
I can estimate and calculate the circumference of a circle given its diameter or its radius. I can solve problems involving the circumference of circles. 25
8.3
I can explain how to determine the area of a circle. I can estimate and calculate the area of a circle. I can solve problems involving the area of a circle.
8.4
I can read circle graphs. I can use circle graphs to solve problems.
8.5
I can construct a circle graph with technology. I can construct a circle graph without technology.
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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
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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
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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
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Circle Contrstruction Activity Rubric

Level Criteria 4 Excellent 3 Proficient 2 Adequate 1 Limited Few circles have the given radii and diameters
Most circles Circles have the All circles have same radius or the given radii or have the given diameter radii or diameter diameter as indicated in the question Radius and Diameter are labeled All circles have the right radius or diameter labeled on them Most circles have the right radius or diameter labeled on them
Some circles have the given radii or diameter
Total x 3 = /12
Circles have the same diameter everywhere in the circle
All circles have the same diameter everywhere in the circle
Most circles have the same diameter everywhere in the circle
Some circles have the right radius or diameter labeled on them or they are not all labeled Some circles have the same diameter everywhere in the circle
Few circles have the right radius or diameter labeled on them or they are not labeled.
Total x 2 = /8
Few circles have the same diameter everywhere in the circle
Total x 3 = /12
Circle Construction
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 Total x 2 = constructed and attached to paper /8 handed-in.
/40 Total 4 = /10
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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: ____________________________________________________________________________
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Name:
Lesson #5: Circles Print Activity

Use the Video Interactive to answer the following questions:
1.
Using the slider, set the diameter as small as it can go. Click roll. Drag the diameter onto the rolled out circumference.
What do you notice?
2.
Using the slider, set the diameter as large as it can go. Click roll Drag the diameter onto the rolled out circumference.
What do you notice?
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3.
For the given circle below, choose the best approximation of the rolled out circumference.
a)
b)
c)
d)
4.
Draw a circle (including its diameter) that has the following rolled out circumference.
5.
If a circle has a diameter of 10cm, what is your approximation of the circles circumference? Explain why. 33
6.
If a cars wheel has a diameter of 80cm, how far will the car move in one rotation of the tire? Explain why.
7.
If a circle has a circumference of 100mm, what is your approximation of the circles diameter?
8.
A soup cans label has dimensions of 16cm by 32cm. 34
16cm
Ingredients: soup and water, chicken, noodles, carrots, celery, and salt.
Directions: Open can, heat up on stove, use a pot! Wait till it boils then serve! Caution: May be hot! Add crackers!
Condensed
Soup
32cm
Chicken Noodle
What is the approximate diameter, and the approximate circumference of the can that the label will fit on?
Diameter = ___________________
Ingredient s: soup and water, chicken, noodles, carrots, celery, and salt. Circumference = _______________ 35
Pie Chart Activity
SLO: Determine the sum of the central angles.
Research = Discovery
In this assignment you will be discovering information about your classmates by developing a survey question for them.
In groups of three to four, decide on a question that you would like to pose to the class. Your question should have 4-6 possible answers to choose from. Each member of the class will have the opportunity to choose the answer that best suits them by placing a tally mark beside that answer. The answers you receive from your classmates are your data.
Once your data has been collected, each member of the group must create their own pie chart to represent the findings.
Ex: What is your favourite type of ice cream from the following list?
Rocky Road
Candy Cane
Neapolitan
Mint Chocolate Chip
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Cookie Dough
Other
You can either create your pie chart by hand or on the computer if you are already familiar with how to use Excel. Make sure to include a separate piece of paper with ALL your calculations. You may use the chart that is attached if you like this method of showing your work.
Group Checklist

We have come up with a school appropriate question We have 4-6 answer options to choose from Our questions and possible answers are presented in a way that classmates can easily indicate their choice by placing a checkmark or a tally beside the answer they choose.
Individual Checklist

My pie chart has a section for each of the answer options given to the class. My pie chart is labelled, neat and easy to understand. My pie chart includes a title. I have shown ALL my work: calculating percentages, determine the equivalent decimal values, and determine the central angles. (Go to page 293 of your text book for a refresher.) I have a finished copy of my pie chart AND a separate page that shows my calculations ready to hand in for grading.
Level Criteria
3 Proficient
2 Adequate
1 Limited
Excellent
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Pie chart is ready for interpretation by others.
Titled, correctly labeled, professional looking and easy to understand.
A few minor mistakes are present, but do not inhibit being able to interpret the chart.
A few major mistakes make it difficult to interpret the chart.
The chart cannot be interpreted due to too many labelling errors and poor presentation.
Total x 1 =
/4
Correct angle calculations according to the data collected
All calculations are shown (percent of total, decimal value equivalent, central angle) and are correct.
A few calculations are missing OR a few calculations are incorrect.
Some calculations are missing AND some the calculations are incorrect.
Most calculations are missing AND most of the calculations are incorrect.
Total x 2.5 =
/10
Pie chart sectors accurately represent data findings.
All of the sectors in the chart have the correct central angles according to the data you collected.
Central angles represent the data, but are off by very small margins. (1-2 degrees)
Only about half of the central angles accurately represent the data you collected.
None of the central angles accurately represent the data you collected.
Total x 1.5 =
/6
/20
Total 2 = /10
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Answer Options (Categories) 1.
Number of Students
Percent of Total
Decimal Value Equivalent
Central Angel
2.
3.
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4.
5.
6.
Totals
40
Pie Chart Activity
SLO: Determine the sum of the central angles.
In this assignment you will be gather information about your classmates by creating a survey question.
In groups of three to four, create a research question to ask the class. Come up with 4-6 possible answers to choose from. Each member of the class will choose the answer that best suits them. The answers you receive from your classmates are your data.
Once your data has been collected, you must create your own pie chart to represent the findings.
Ex: What is your favourite type of ice cream from the following list?
Rocky Road
Candy Cane
Neapolitan 41
Mint Chocolate Chip
Cookie Dough
Other
You can either create your pie chart by hand or on the computer if you are already familiar with how to use Excel. Make sure to include a separate piece of paper with ALL your calculations. You may use the chart that is attached if you like this method of showing your work.
Group Checklist
o o o
We have come up with a school appropriate question We have 4-6 answer options to choose from Our questions and possible answers are presented in a way that classmates can easily indicate their choice by placing a checkmark or a tally beside the answer they choose.
Individual Checklist
o o o o o My pie chart has a section for each of the answer options given to the class. My pie chart is labelled, neat and easy to understand. My pie chart includes a title. I have shown ALL my work: calculating percentages, determine the equivalent decimal values, and determine the central angles. (Go to page 293 of your text book for a refresher.) I have a finished copy of my pie chart AND a separate page that shows my calculations ready to hand in for grading.
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Level Criteria
3 Proficient
2 Adequate
1 Limited The chart cannot be interpreted due to too many labelling errors and poor presentation.
Excellent
Titled, correctly labeled, professional looking and easy to understand.
Pie chart is ready for interpretation by others.
A few minor mistakes are present, but do not inhibit being able to interpret the chart.
A few major mistakes make it difficult to interpret the chart.
Total x 1 =
/4
Correct angle calculations according to the data collected
All calculations are shown (percent of total, decimal value equivalent, central angle) and are correct.
A few calculations are missing OR a few calculations are incorrect.
Some calculations are missing AND some the calculations are incorrect.
Most calculations are missing AND most of the calculations are incorrect.
Total x 2.5 =
/10
Pie chart sectors accurately represent data findings.
All of the sectors in the chart have the correct central angles according to the data you collected.
Central angles represent the data, but are off by very small margins. (1-2 degrees)
Only about half of the central angles accurately represent the data you collected.
None of the central angles accurately represent the data you collected.
Total x 1.5 =
/6
/20
Total 2 = /10 43
Answer Options (Categories) 1.
Number of Students
Percent of Total
Central Angel
2.
3.
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4.
5.
6.
45
Totals
Teacher notes:
In this activity, it is recommended that the groups assigned by the teacher. Peer mentoring would be encouraged by grouping stronger students with weaker students.
Once the students have come up with their questions, have the student tape their tally charts on the wall and allow the students to circulate around the classroom.
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Learning Contract for General Student Project

Final Project Circle Unit Name: The activities I choose for my project are: 1. Activity: 2. Activity: Date:
3: Activity
4: Activity
By the end of Thursdays class I will have activities ____________________ done. If I dont have these done, then I will ___________________________________________ ______________________________________________________________________ to make sure I have them finished for Fridays class. On Friday, I will be presenting my favourite activitie to a small group. All four activities are due Friday and they will be graded based on the rubrics. On Thursday, the teacher will check-in with me to make sure I will have done what I planned. If I need help before this, I will ask. Thursday Check-In:
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Learning Contract for Student-Directed Learning Activity

Learner: __________________ Learning Experience: ______________________
How are you What are you going to going to learn it? learn? (Resources (Objectives) and Strategies)
Itemize what you want to be able to DO or KNOW when completed. What do you have to DO in order meet each of the objectives defined?
Target date for completion

When do you plan to complete each task?
How are you going to know that you learned it? (Evidence)
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:_______________________________
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Grade 7 Math Circles Quiz 1
The following questions are designed for you to demonstrate your understanding of circles by: describing the relationships among radius, diameter and circumference relating circumference to pi constructing circles with a given radius or diameter solving problems involving the radii, diameters and circumferences of circles.
There are 6 questions to answer. Each question has two options to choose from. Option a) is green and option b) is purple. You only have to choose ONE option for each question. You do not have to choose the same colour every time. Do the one that you think you can answer the best. The quiz is designed to take between 30-60 min. You have the entire class to finish so there is no need to rush.
Q: What do you get if you divide the circumference of a jack-o-lantern by its diameter? A: Pumpkin pi.
Good luck!
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1. a) For the circle below, choose the best estimate of the rolled out circumference. (1 pt)
a) b) c) d) Why did you choose this answer? (2 pts)
b) Draw a circle (including its diameter) that has the following rolled out circumference (like the circle in the question above). You may use a ruler and a compass if you need. (1 pt)
How did you figured out the size of your circle: (2 pts)
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2. a) Without drawing the circles, determine which circle is bigger and write a sentence explaining your choice. (2 pts) Circle A: d = 32 cm Circle B: r = 18 cm
Explanation: b) Circle the answer to the following statement and write a sentence or show an example to explain your choice: (2 pts)
If the radius of a circle is tripled, then the diameter is also tripled.
always true
sometimes true
never true
Explanation:
3. a) Determine which of the following circles is the biggest and which is the smallest by figuring out their circumferences. Show your work in the spaces provided. (6 pts) A) A pizza with a radius of 8 cm B) A whoopee cushion with a diameter of 10 cm C) A Starbucks Frappaccino cup with a circumference of 25 cm (for this one, you need to calculate either the radius OR the diameter as well since you are already given the circumference) Pizza Whoopee Cushion Frappaccino
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Biggest: __________
Smallest: __________
b) Find the missing measurements for each of the circles bellow. Show your work or explain your thinking for each part in the space provided. (6 pts) a) b) c) 31.4 cm
3m 12 m
circumference: _____ diameter: ______
circumference: ______ radius: ______
diameter: _____ radius: _____
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4. a) If a circle has a diameter of 10cm, what is your best estimate of the circles circumference? Explain or illustrate your reasoning.(2 pts)
b) If a cars wheel has a diameter of 80cm, how far will the car move in one rotation of the tire? Explain or illustrate your reasoning. (2 pts)
5. a) What is the distance (in steps) across a circular lake if you know it takes 300 steps to walk around it? Show your work or explain your thinking. (3 pts)
b) A dog is tethered to a stake in a yard and can walk or run in a circle. The largest circumference of his runway is 56.52 m. What is the length of the dog's tether rope? Show your work or explain your thinking. (3 pts)
6. a) Fill in the chart: (8 pts)

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Definition/Characteristics Ex) Circle A two dimensional shape that has no corners and no edges.
Visual Representation
Pi
Radius
Diameter
Circumference
b) Describe what each of the following parts of the circle are and how they relate to each other: Pi, Radius, Diameter, Circumference.(8 pts)
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TOTAL:
/24
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Grade 7 Math Circles Quiz 1 ~KEY~
a) b) c) d) Why did you choose this answer? (2 pts) You must measure and use the diameter of the circle to determine the rolled out circumference. (1 pt) Once you know length of the diameter, you multiply it by approximately 3 (3.14/ pi) to get the length of the line. (1 pt) b) Draw a circle (including its diameter) that has the following rolled out circumference (like the circle in the question above). You may use a ruler and a compass if you need. (1 pt)
Diameter
**If the student shows a visual representation, such as the one shown to the left, that can be accepted as an explanation as well.
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How did you figured out the size of your circle: (2 pts) To find the circumference/size of the circle, you first need to find the approximate diameter by dividing the line into approximately three equal parts (or the student could be more specific and say three parts and small part that is about 1/7 of the size). The next step is to draw the diameter. Using the centre point of the diameter (the radius), draw a circle. Using a compass or a string and a pencil, etc. is accepted.
Explanation: Both of the circles are the same size (1 pt). We know this because the diameter of a circle is the same length as 2r. So, since r = 18, 2r = 2 x 18 = 32, which is the same as the diameter. Or, C = 2 r is the same as C = d, so the circles would be the same size.
b) Circle the answer to the following statement and write a sentence or show an example to explain your choice: (2 pts)
always true
sometimes true
never true
Explanation: Because the diameter is directly related to the radius (it is double what the radius is), anything that happens to the radius will also happen to the diameter. Ex: o d = 2r 57
o o o
r=2 x3 d=4 (x3) In both cases, d = 2r
r=6 d = 12
3. a) Determine which of the following circles is the biggest and which is the smallest by figuring out their circumferences. Show your work in the spaces provided. (6 pts) A) A pizza with a radius of 8 cm B) A whoopee cushion with a diameter of 10 cm C) A Starbucks Frappaccino cup with a circumference of 25 cm (for this one, you need to calculate either the radius OR the diameter as well since you are already given the circumference) Pizza
r = 8 cm (d = 2r = 2 x 8 = 16 cm) C = d or 2 r = 3.14 x 16 or 2 x 3.14 x 8 = 50.24 cm
Whoopee Cushion
(r = d/2 = 10/2 = 5cm) d = 10 cm C = d or 2 r d = C/ = 3.14 x 10 or 2 x 3.14 x 5 = 31.4 cm C = 25 cm
Frappaccino
C = d or 2 r r = C/2 = 25/(2 x 3.14) = 3.98 cm
= 25/3.14 = 7.96 cm
Biggest: pizza
Smallest: Frappaccino cup
** 5 pts for the work, 1 pt for the answers in the blanks (biggest and smallest) 58
b) Find the missing measurements for each of the circles bellow. Show your work or explain your thinking for each part in the space provided. (6 pts) a) b) c) 31.4 cm
3m 12 m
circumference: 18.84m diameter: 6m
circumference: 37.68m radius: 6m
diameter: 10cm radius: 5 cm
r = 3m d = 2r = 2 x 3 = 6m C = d or 2 r = 3.14 x 6 or 2 x 3.14 x 3 = 18.84m
r = d/2 = 12/2 = 6m d = 12m C = d or 2 r = 3.14 x 12 or 2 x 3.14 x 6 = 37.68 cm
r = C/2 or d/2 = 31.4/(2 x 3.14) or 10/2 = 5cm d = C/ = 31.4/3.14 = 10cm
C 31.4cm ** 4 pts for the work, 2 pts for the answers in the blanks (take off 0.5 for=each incorrect answer)
**For both option a and b, if the students are able to explain how they get their answers through sentences or diagrams, those answers should be accepted as well so long as they demonstrate that they understand how to use the relationships between diameter, radius and circumference to determine the missing measurements. 4. a) If a circle has a diameter of 10cm, what is your best estimate of the circles circumference? Explain or illustrate your reasoning.(2 pts) About 30cm, or just over 30cm are both acceptable answers. (1 pt) We know this because the circumference is the diameter of the circle multiplied by pi (3.14), so to find an estimate or the circumference, it is easiest to multiply the diameter by 3. (1 pt) Or,
10 cm x 3 = approx. 30cm
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10 cm
b) If a cars wheel has a diameter of 80cm, how far will the car move in one rotation of the tire? Explain or illustrate your reasoning. (2 pts) About 120cm, or just over 120cm are both acceptable answers.(1 pt) We know this because the circumference is the diameter of the circle multiplied by pi (3.14), so to find an estimate or the circumference, it is easiest to multiply the diameter by 3. (1 pt) Or,
80 cm x 3 = approx. 120cm 80 cm
d = 300 steps (knowing distance across the lake is diameter) (1 pt) C = d (knowing the relationship of diameter and circumference) (1 pt) = 3.14 x 300 = 942 steps (correct answer) (1pt)
300 steps
C = 56.52m
?
C=2 r r = C/2
56.52 m
= 56.52/(2 x 3.14)
= 9m (correct answer - 1pt, knowing that the length of the dogs rope is the radius 1pt) Visual Representation Definition/Characteristics
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Ex) Circle
A two dimensional shape that has no corners and no edges.
Pi
Just over 3 times the diameter of a circle. 3.14
See illustration for question 1b.
Radius
Half of the length of the diameter of a circle (r = d/2). A measurement for the centre point of the circle to any point of the edge of the circle.
Diameter
The greatest distance across a circle. The distance across the centre of a circle
Circumference
Just over 3x the diameter of a circle. The distance around the outer edge of a circle. The perimeter of a circle.
*1 pt is awarded for each block that is filled in with a correct answer.
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Answers to this question may vary depending on the student. One point should be awarded to correctly defining each of the parts of the circle listed above (4 pts total) and 1 point should be awarded for correctly relating each of the parts of the circle with either the circle as a whole or with another part of the circle (4 pts total). For example, radius is the distance from the centre of a circle to the outside edge (1 pt). It is also half the distance of the diameter (1 pt).
TOTAL:
/24
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Grade 7 Math Circles Quiz 1
The following questions are designed for you to demonstrate your understanding of circles by: describing the relationships among radius, diameter and circumference relating circumference to pi constructing circles with a given radius or diameter solving problems involving the radii, diameters and circumferences of circles.
There are 6 questions to answer. Each question has two options to choose from. Option a) is green and option b) is purple. You only have to choose ONE option for each question. You do not have to choose the same colour every time. Do the one that you think you can answer the best. The quiz is designed to take between 30-60 min. You have the entire class to finish so there is no need to rush.
Q: What do you get if you divide the circumference of a jack-o-lantern by its diameter? A: Pumpkin pi.
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Good luck! 7. a) For the circle below, choose the best estimate of the rolled out circumference. (1 pt)
a) b) c) d) Why did you choose this answer? (2 pts)
c) Draw a circle (including its diameter) that has the following rolled out circumference (like the circle in the question above). You may use a ruler and a compass if you need. (1 pt)
How did you figured out the size of your circle: (2 pts)
8. a) Without drawing the circles, determine which circle is bigger and write a sentence explaining 64
your choice. (2 pts) Circle A: d = 32 cm
Circle B: r = 18 cm
Explanation: b) Circle the answer to the following statement and write a sentence or show an example to explain your choice: (2 pts)
always true
sometimes true
never true
Explanation:
9. a) Determine which of the following circles is the biggest and which is the smallest by figuring out their circumferences. Show your work in the spaces provided. (6 pts) D) A pizza with a radius of 8 cm E) A whoopee cushion with a diameter of 10 cm F) A Starbucks Frappaccino cup with a circumference of 25 cm (for this one, you need to calculate either the radius OR the diameter as well since you are already given the circumference) Pizza Whoopee Cushion Frappaccino
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Biggest: __________
Smallest: __________
c) Find the missing measurements for each of the circles bellow. Show your work or explain your thinking for each part in the space provided. (6 pts) a) b) c) 31.4 cm
3m 12 m
circumference: _____ diameter: ______
circumference: ______ radius: ______
diameter: _____ radius: _____
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10. a) If a circle has a diameter of 10cm, what is your best estimate of the circles circumference? Explain or illustrate your reasoning.(2 pts)
b) If a cars wheel has a diameter of 80cm, how far will the car move in one rotation of the tire? Explain or illustrate your reasoning. (2 pts)
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Pi
Radius
Diameter
Circumference
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TOTAL:
/24
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Grade 7 Math Circles Quiz 1 ~KEY~
a) b) c) d) Why did you choose this answer? (2 pts) You must measure and use the diameter of the circle to determine the rolled out circumference. (1 pt) Once you know length of the diameter, you multiply it by approximately 3 (3.14/ pi) to get the length of the line. (1 pt) c) Draw a circle (including its diameter) that has the following rolled out circumference (like the circle in the question above). You may use a ruler and a compass if you need. (1 pt)
Diameter
**If the student shows a visual representation, such as the one shown to the left, that can be accepted as an explanation as well.
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How did you figured out the size of your circle: (2 pts) To find the circumference/size of the circle, you first need to find the approximate diameter by dividing the line into approximately three equal parts (or the student could be more specific and say three parts and small part that is about 1/7 of the size). The next step is to draw the diameter. Using the centre point of the diameter (the radius), draw a circle. Using a compass or a string and a pencil, etc. is accepted.
Explanation: Both of the circles are the same size (1 pt). We know this because the diameter of a circle is the same length as 2r. So, since r = 18, 2r = 2 x 18 = 32, which is the same as the diameter. Or, C = 2 r is the same as C = d, so the circles would be the same size.
b) Circle the answer to the following statement and write a sentence or show an example to explain your choice: (2 pts)
always true
sometimes true
never true
Explanation: Because the diameter is directly related to the radius (it is double what the radius is), anything that happens to the radius will also happen to the diameter. Ex: o d = 2r 71
o o o
r=2 x3 d=4 (x3) In both cases, d = 2r
r=6 d = 12
9. a) Determine which of the following circles is the biggest and which is the smallest by figuring out their circumferences. Show your work in the spaces provided. (6 pts) D) A pizza with a radius of 8 cm E) A whoopee cushion with a diameter of 10 cm F) A Starbucks Frappaccino cup with a circumference of 25 cm (for this one, you need to calculate either the radius OR the diameter as well since you are already given the circumference) Pizza
r = 8 cm (d = 2r = 2 x 8 = 16 cm) C = d or 2 r = 3.14 x 16 or 2 x 3.14 x 8 = 50.24 cm
Whoopee Cushion
(r = d/2 = 10/2 = 5cm) d = 10 cm C = d or 2 r d = C/ = 3.14 x 10 or 2 x 3.14 x 5 = 31.4 cm C = 25 cm
Frappaccino
C = d or 2 r r = C/2 = 25/(2 x 3.14) = 3.98 cm
= 25/3.14 = 7.96 cm
Biggest: pizza
Smallest: Frappaccino cup
** 5 pts for the work, 1 pt for the answers in the blanks (biggest and smallest) 72
c) Find the missing measurements for each of the circles bellow. Show your work or explain your thinking for each part in the space provided. (6 pts) a) b) c) 31.4 cm
3m 12 m
circumference: 18.84m diameter: 6m
circumference: 37.68m radius: 6m
diameter: 10cm radius: 5 cm
r = 3m d = 2r = 2 x 3 = 6m C = d or 2 r = 3.14 x 6 or 2 x 3.14 x 3 = 18.84m
r = d/2 = 12/2 = 6m d = 12m C = d or 2 r = 3.14 x 12 or 2 x 3.14 x 6 = 37.68 cm
r = C/2 or d/2 = 31.4/(2 x 3.14) or 10/2 = 5cm d = C/ = 31.4/3.14 = 10cm
C 31.4cm ** 4 pts for the work, 2 pts for the answers in the blanks (take off 0.5 for=each incorrect answer)
**For both option a and b, if the students are able to explain how they get their answers through sentences or diagrams, those answers should be accepted as well so long as they demonstrate that they understand how to use the relationships between diameter, radius and circumference to determine the missing measurements. 10. a) If a circle has a diameter of 10cm, what is your best estimate of the circles circumference? Explain or illustrate your reasoning.(2 pts) About 30cm, or just over 30cm are both acceptable answers. (1 pt) We know this because the circumference is the diameter of the circle multiplied by pi (3.14), so to find an estimate or the circumference, it is easiest to multiply the diameter by 3. (1 pt) Or,
10 cm x 3 = approx. 30cm
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10 cm
b) If a cars wheel has a diameter of 80cm, how far will the car move in one rotation of the tire? Explain or illustrate your reasoning. (2 pts) About 120cm, or just over 120cm are both acceptable answers.(1 pt) We know this because the circumference is the diameter of the circle multiplied by pi (3.14), so to find an estimate or the circumference, it is easiest to multiply the diameter by 3. (1 pt) Or,
80 cm x 3 = approx. 120cm 80 cm
d = 300 steps (knowing distance across the lake is diameter) (1 pt) C = d (knowing the relationship of diameter and circumference) (1 pt) = 3.14 x 300
300 steps
b) A dog is tethered to a stake in 942 steps (correct walk or(1pt) in a circle. The largest = a yard and can answer) run circumference of his runway is 56.52 m. What is the length of the dog's tether rope? Show your work or explain your thinking. (3 pts)
C = 56.52m
?
C=2 r r = C/2
56.52 m
= 56.52/(2 x 3.14) = 9m (correct answer - 1pt, knowing that the length of the dogs rope is the radius 1pt)
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Pi
Just over 3 times the diameter of a circle. 3.14
See illustration for question 1b.
Radius
Half of the length of the diameter of a circle (r = d/2). A measurement for the centre point of the circle to any point of the edge of the circle.
Diameter
The greatest distance across a circle. The distance across the centre of a circle
Circumference
Just over 3x the diameter of a circle. The distance around the outer edge of a circle. The perimeter of a circle.
*1 pt is awarded for each block that is filled in with a correct answer.
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Answers to this question may vary depending on the student. One point should be awarded to correctly defining each of the parts of the circle listed above (4 pts total) and 1 point should be awarded for correctly relating each of the parts of the circle with either the circle as a whole or with another part of the circle (4 pts total). For example, radius is the distance from the centre of a circle to the outside edge (1 pt). It is also half the distance of the diameter (1 pt).
TOTAL:
/24
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Grade 7 Math Circle Unit: FINAL PROJECT OVERVIEW As we near the end of this unit, we must look back on what we have done over the last few weeks. The following chart gives a brief overview of the different final projects you can choose from. YOU MUST CHOOSE ONE PROJECT FROM EACH ROW!!! That is to say you must choose one a, one b, one c and one d project to complete (for a total of 4 projects). Choose the ones that you find most interesting and ones that best suit your skills. Once you have reviewed the options and made your choices, you must get the worksheet. The worksheet will give you more information on how to complete the project.
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A) Describe the relationship among radius, diameter and circumference
Final Project A1) "Sir Cumference and the A2) Create a diagram or Dragon of Pi: A Math Adventure" chart that shows the is a story that describes the relationship between relationship between radius, radius, diameter and diameter, pi, and circumference. circumference. Write your own story that describes the relationship between radius, diameter, and circumference.
A3) Look at the following circle. Show the radius, diameter and circumference and explain how these pieces function together.
B) Construct circles with a given radius or diameter
B1) You are an advertising agent who has been tasked with creating a banner that will fit perfectly around a lamp post without overlapping. Using the given dimensions of the lamp post, create a banner that would form a circle. C1) Imagine you are a tattoo artist who is creating a back piece tattoo for a friend. They want it to be in a circular shape. Measure the maximum diameter of the tattoo, and calculate the circumference. Design the tattoo with the correct measurements.
B2) Use some paper to create various circles using the given radii and diameters. You will use a compass, a string, and your foot.
B3) Create a wind mobile that includes 4 different circles. Each circle must be a different size.
C) Solve problems involving the radii, diameters and circumference of circles
C2) A traditional housing unit for the First Nations people is a tipi. Sometimes larger tipis are used to hold council meetings. They are called the council lodge. Which of the following circles would be the base for the council lodge tipi and why? D2) A spotlight is a circle of light used to illuminate something on a stage. Using the given diameter, calculate the area of each spotlight. Show your work.
C3) A regular piece of paper is 8 inches by 13 inches. How many circles can you fit onto a page using the following radii, diameters and circumferences?
D) Develop and apply a formula for determining the area of a circle
D1) As an architect, you have been tasked with creating a 3 lane traffic circle. Using the given circumference, radii and diameter, determine the area of each circle.
D3) Determine your height in centimetres. Calculate the area of a circular bed that you could sleep in without touching any edge.
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FINAL PROJECT A1 During this unit, we have learnt that there are relationships between radius, diameter and circumference. The story of "Sir Cumference and the Dragon of Pi: A Math Adventure was one way in which we explored these relationships. Write your own story or script that describes the relationships between RADIUS, DIAMETER and CIRCUMFERENCE. Your story must include: Definitions of o Radius o Diameter o Circumference A description of all of the relationships
Get creative with your writing! Here are some suggestions of different ways you could present your story: Childrens book Short story Comic strip Television commercial Rap
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The following is how you will be graded

Excellent 4 Student has correctly defined all of the following terms: a) radius b) diameter c) circumference Student has clearly shown the relationships between all of the following: a)radius b)diameter c)circumference Proficient 3 Student has correctly defined two of the following terms: a)radius b) diameter c) circumference Student has clearly shown the relationship between most of the following: a) radius b) diameter c) circumference Adequate 2 Student has correctly defined one of the following terms: a) radius b) diameter c)circumference Student has vaguely shown the relationship between some of the following: a) radius b) diameter c) circumference Limited 1 Student has incorrectly defined all of the following terms: a)radius b) diameter c) circumference Student has not shown the relationships between all of the following: a) radius b) diameter c) circumference /10 Total
x2.5
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FINAL PROJECT A2 During this unit, we have learnt that there are relationships between radius, diameter and circumference. One way in which we can describe these relationships is through the use of graphic organizers or charts. Create your own graphic organizer or chart. Your graphic organizer or chart must include: Definitions of o Radius o Diameter o Circumference A description of all of the relationships
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x2.5
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FINAL PROJECT A3 During this unit, we have learnt that there are relationships between radius, diameter and circumference. Complete the following worksheet to show your knowledge. Define the following terms: Radius:
Diameter:
Circumference:
Use the space below to describe the relationships between radius, diameter, and circumference.
83

x2.5
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FINAL PROJECT B1 During this unit, we have learnt how to construct circles using a diameter as well as using a radius. There are many different jobs that require a person to construct a circle. Imagine you are an advertising agent. You have been asked to design a banner that will fit around various lampposts in the city. The banner must not overlap itself at any point. Use the following dimensions of lampposts to calculate and create a banner that will fit around each circular lamppost. Calculate the circumferences of each lamppost. Show your work. a) d= 20 cm b) r= 13cm
Use the circumferences that you calculated to create two banners on a piece of paper. You may choose between a slogan or picture as long as they are original and school appropriate. Cut out your banners and glue the ends together to create the circles that you will hand in with this sheet. Be sure that your slogan or picture does not overlap! The following is how you will be graded:
Excellent 4 Student has created all circles with the proper dimensions for the given radius Student has created all circles with the proper dimensions for the given diameter Proficient 3 Student has created most of the circles with the proper dimensions for the given radius Student has created most of the circles with the proper dimensions for the given diameter Adequate 2 Student has created some of the circles with the proper dimensions for the given radius Student has created some of the circles with the proper dimensions for the given diameter Limited 1 Student has created none of the circles with the proper dimensions for the given radius Student has created none of the circles with the proper dimensions for the given diameter /10 Total
x2.5
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FINAL PROJECT B2 During this unit, we have learnt how to construct circles using a diameter as well as using a radius. We have also learnt how to create circles using various methods. Using the following radii and diameters, create the circles on a separate piece of paper. You must use the various methods that are provided. Calculate the circumferences of the circles in the space provided. 1. r = 3 cm using a string and pencil 2. d= 4 cm using a compass
3. d = (measurement of your shoe) using a pencil
4. r = 6cm using a method of your choice
Using the circumferences that you calculated, create each circle on a piece of paper. Hand in ALL of your circles together.
Excellent 4 Student has created all circles with the proper dimensions for the given radius Student has created all circles with the proper dimensions for the given diameter Proficient 3 Student has created most of the circles with the proper dimensions for the given radius Student has created most of the circles with the proper dimensions for the given diameter Adequate 2 Student has created some of the circles with the proper dimensions for the given radius Student has created some of the circles with the proper dimensions for the given diameter Limited 1 Student has created none of the circles with the proper dimensions for the given radius Student has created none of the circles with the proper dimensions for the given diameter /10 Total
x2.5
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FINAL PROJECT B3 During this unit, we have learnt how to construct circles using a diameter as well as using a radius. Mobiles are a type of decoration that many people have at their homes. Sometimes they are placed outside to dance in the wind and other times they are placed in rooms as a simple decoration. Create your own mobile that you could hang in your room. The mobile MUST include 4 circles with the following dimensions. Calculate the circumference of each circle in the space below. r = 5 cm r = 1 cm
d = 7 cm
d = 9 cm
Using the circumferences that you calculated, create the circles and use them in your mobile. Be sure to label each circle. You may choose to use more circles or other shapes in your mobile as long as you include the 4 circles. Hand in your mobile along with this sheet.
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Excellent 4 Student has created all circles with the proper dimensions for the given radius Student has created all circles with the proper dimensions for the given diameter
Proficient 3 Student has created most of the circles with the proper dimensions for the given radius Student has created most of the circles with the proper dimensions for the given diameter
Adequate 2 Student has created some of the circles with the proper dimensions for the given radius Student has created some of the circles with the proper dimensions for the given diameter
Limited 1 Student has created none of the circles with the proper dimensions for the given radius Student has created none of the circles with the proper dimensions for the given diameter
Total
x2.5
/10
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FINAL PROJECT C1 During this unit, we learnt how to solve different problems that included calculating radius, diameter, and circumference. Solve the following problem. You are a tattoo artist who has been asked by a friend to create a tattoo for them. One thing that they really want included in their tattoo is a circle. The tattoo will be placed on their back. What is the maximum size of the circle that they could fit on their back? You must: Show the steps for determining the maximum diameter and circumference of the circle Design the tattoo
Be sure to show all your work. Hand in you calculations as well as your completed design.
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Excellent 4 Student has solved all problems correctly Proficient 3 Student has solved most problems correctly Student has shown proper use of most of the formulas to obtain a solution Adequate 2 Student has solved less than half problems correctly Student has shown proper use of some of the formulas to obtain a solution Limited 1 Student has solved none of the problems correctly Student has not shown proper use of any of the formulas to obatain a solution Total
x2.5 Student has shown proper use of all the formulas to obtain a solution
/10
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FINAL PROJECT C2 During this unit, we learnt how to solve different problems that included calculating radius, diameter, and circumference. Solve the following problem. A tipi is traditional housing unit used in First Nations cultures. It is a cone-shaped tent made from tree poles and buffalo hides. The bottom of a cone is a circle. The larger tipis are called council lodges and are used to hold council meetings (Preszler). Which of the following circles would be the base of the council lodge and why? You must show your work. Preszler, J. (2005). Tepees. Mankato, Minn.: Capstone Press. Circle 1) r= 10m Circle 2) d= 15m Circle 3) r= 15 m
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/10
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FINAL PROJECT C3 During this unit, we learnt how to solve different problems that included calculating radius, diameter, and circumference. Solve the following problem. A regular piece of paper is 8 inches by 13 inches. You can fit many complete circles onto the sheet depending on the circumference of the circle. How many complete circles can you fit onto a regular piece of paper without overlapping any circles? Use the following measurements. a) b) c) d) circles with a radius of 4 cm circles with a diameter of 2 cm circles with a radius of 5 cm circles with a diameter of 1 cm
You must: Indicate which circles are which by either: o By creating a legend o By writing the measurements in the circle o By labeling the circles Make sure that all your circles are complete and not overlapping
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/10
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FINAL PROJECT D1 During this unit, we developed a formula for calculating the area of a circle. We then used that formula to determine the areas of circles. Architects are sometimes tasked with creating traffic circles. Usually there is a concrete circle in the centre and two or more lanes around that circle. Look at the following picture. Calculate the area of each circle.
27 feet
10 feet
19 fee t
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Excellent 4 Student has correctly calculated the area of all of the circles Student has shown all of their work and correctly caluculated all portions of the formula Proficient 3 Student has correctly calculated the area of most of the circles Student has shown most of their work and correctly calculated most portions of the formula Adequate 2 Student has correctly calculated the area of some of the circles Student has shown some of their work and correctly calculated some portions of the formula Limited 1 Student has incorrectly calculated the area of all of the circles Student has shown none of their work and has incorrectly calculated all portions of the formula /10 Total
x2.5
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FINAL PROJECT D2 During this unit, we developed a formula for calculating the area of a circle. We then used that formula to determine the areas of circles. Sometimes when you watch a concert or a play, a spotlight will appear to illuminate a person or object on the stage. That circle of light needs to cover a certain area on the stage. If there was a baby grand piano on the stage that needed to be completely illuminated, what would be the area of the spotlight? A baby grand piano is approximately 6 feet long. Show your work
6 feet
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x2.5
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FINAL PROJECT D3 During this unit, we developed a formula for calculating the area of a circle. We then used that formula to determine the areas of circles. If you wanted to build your own circular bed, you would need to know the area of the mattress. Measure your height in inches. Use your height as the diameter of the circle. Calculate the area of the bed. Show your work. Your Height: inches
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x2.5
100
FINAL PROJECT RUBRICS Student Name: Final Grade: /40

Excellent 4 Proficient 3 Adequate 2 Limited 1 Total Student has correctly Student has correctly Student has correctly Student has incorrectly defined all of the following defined two of the defined one of the defined all of the terms: a) radius b) diameter following terms: following terms: a) following terms: c) circumference a)radius b) diameter c) radius b) diameter a)radius b) diameter c) circumference c)circumference circumference x2.5 Student has clearly shown Student has clearly Student has vaguely Student has not shown the relationships between shown the shown the relationship the relationships all of the following: a)radius relationship between between some of the between all of the b)diameter c)circumference most of the following: following: a) radius b) following: a) radius b) a) radius b) diameter diameter c) diameter c) c) circumference circumference circumference /10
Proficient 3 Adequate 2 Student has created Student has created most of the circles some of the circles with with the proper the proper dimensions dimensions for the for the given radius given radius Student has created Student has created most of the circles some of the circles with with the proper the proper dimensions dimensions for the for the given diameter given diameter Limited 1 Total Student has created none of the circles with the proper dimensions for the given radius x2.5 Student has created none of the circles with the proper dimensions for the given diameter /10
A) Describe the relationship among radius, diameter and circumfrence
Excellent 4 Student has created all B) Construct circles with circles with the proper a given radius or dimensions for the given diameter radius Student has created all circles with the proper dimensions for the given diameter
C) Solve problems involving the radii, diameters and circumfrence of circles
Excellent 4 Student has solved all problems correctly
Proficient 3 Student has solved most problems correctly
Adequate 2 Limited 1 Total Student has solved less Student has solved none than half problems of the problems correctly correctly x2.5
Student has shown proper Student has shown Student has shown Student has not shown use of all the formulas to proper use of most of proper use of some of proper use of any of the obtain a solution the formulas to obtain the formulas to obtain formulas to obatain a a solution a solution solution
/10
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Excellent 4 Proficient 3 Adequate 2 Limited 1 Total Student has correctly Student has correctly Student has correctly Student has incorrectly D) Develop and apply a calculated the area of all of calculated the area of calculated the area of calculated the area of all formula for determining the circles most of the circles some of the circles of the circles the area of a circle Student has shown all of Student has shown Student has shown Student has shown none their work and correctly most of their work and some of their work and of their work and has caluculated all portions of correctly calculated correctly calculated incorrectly calculated all the formula most portions of the some portions of the portions of the formula formula formula
x2.5
/10
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Circle Stories With a partner, each take on the role of one of the parts of a circle and create a dialogue with each other as those characters. For example, one might take on the role of pi and the other circumference. Your dialogue needs to show me that you understand the relationship these two parts of the circle have with each other. For example, pi is related to circumference because the circumference is approximately 3.14 times the diameter. Here are some ideas to get you started:
Characters Pi Diameter Radius Circumference Area Sum of Central Angles
Plot ideas Planning a vacation Having a debate about who is more important Solving a mystery Family gathering Meeting for the first time (maybe a blind date ) Volleyball tournament
Product Comic strip 2-3 page picture book Script Performance (to the teacher or the class)
*****You are not limited to these ideas! They are just there to spark your imagination. Be creative and have fun with it!
*****REMEMBER: MAKE SURE THAT YOU ARE SHOWING ME THAT YOU UNDERSTAND HOW THE TWO PARTS OF THE CIRCLE ARE RELATED TO EACH OTHER IN THE MATHEMATICAL SENSE!
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Crop Circles If you got to design a crop circle of your own, what would it look like? Here is your chance! Create a crop circle design that fits on a regular 8x11 sheet of paper. Here is the challenge if you choose to accept: 1. Your design may include as many circles as you like but there has to be at least 3 distinctly different sizes or circles according to the following values: a. d= 5 cm b. r= 12 mm c. C= 25 cm Make sure to pay attention to the units of measurement!!! Step One: BEFORE YOU START YOUR DESIGN, use the space provided to draw each of these circles. Show them to me before moving on to the next step.
Step Two: Time to design! If you need some ideas to get you started, you can search crop circles in Google Images. Here are a few cool designs examples:
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Design Page
Need more of a challenge??? Right now, your crop circle is still a blue print. If you were to replicate your design in an actual field, what would the area of each of the circles in your design be? Important scaling information:
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o The area of field that you will be working in is 80m x 110m. Step One: Come up with a strategy of how you might go about scaling up your design so that it will fit the given field dimensions. Brainstorm in the space provided below and see me once you have come up with an idea.
Step Two: Now that you know how you are going to scale up the size of your design, you need to come up with the scaled-up dimensions of your circles. Use the space provided to do your calculations.
Step Three: With your scaled-up values, calculate the area of the circles in your design. Use the space provided.
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Create an optical illusion Go to question 15 on page 272 of the Math Links textbook. Create an optical illusion according to the example and the guidelines given in the question. Once you have completed your circle illusion, submit it to the teacher. At the end of the Circles unit, the class will vote on their favourite illusion. Use the space provided to try out your ideas before making a final copy to submit.
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DRUMMING! Drumming is a part of many cultures across the globe. Though it is the music and the beat that initially draws us in, there is a lot of work that comes into drumming before we can actually play it. Take a look at the following link to give you an idea of how much work goes into creating a single drum. http://www.youtube.com/watch?v=weV2pElw5p8 Drum makers need to have a solid understanding of all the properties of circles. For example, circumference is needed to create the drum shell and area is needed to create the head without wasting material. This activity is designed to give you a chance to find out a bit more about a type of drum. You can choose a drum from the list bellow or choose your own. Imagine that you were hired as a drum makers apprentice and you get to make your own drum. However, it is essential that you do not waste any materials in the process. Example types of drums:
Tabla First Nations Hand Drum Steel Drums
African Drum
Bongo
Drum
drum
1. Research either the radius or diameter of the standard drum size of the type of drum you chose:
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2. With that information, first calculate the length of wood (or other material) you would need to create the drum shell (the body).
Second, calculate the amount of material you will need for the drum head (the surface area of the drum).
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Chapter 8 BLM Answers

BLM 83 Perimeter and Area 1. a) 24 cm b) 22 cm 2. a) P = 2 cm; Q = 3 cm b) P = 2 cm; Q = 5 cm 3. a) 6 squares b) 7 squares c) 5 squares 4. a) 7 squares b) 9.5 squares c) 6.5 squares 5. a) 14 cm b) 16 cm 6. a) 9 cm2 b) 12 cm2 7. 44 cm 8. Answers will vary. For example: Count 4 squares in top row and add 1 square in bottom row. Divide into 2 rectangles and count 3 in horizontal rectangle and 2 in vertical rectangle. Make one large rectangle of 8 squares and subtract 3 squares. 9. a) C. Answers will vary. For example: C has the most fingers. b) Answers will vary. For example: Measure the length of one finger and multiply by 8. c) B. Answers will vary. For example: B is a full circle. A and C may have the same diameter but have missing pieces. BLM 86 Section 8.1 Extra Practice 1. a) centre, radius, r b) diameter, d c) diameter, radius 2. Look for three concentric circles with different diameters: 4, 5, and 3 cm. BLM 88 Section 8.2 Extra Practice 1. a) circumference, C b) diameter, radius c) multiplying d) dividing 2. a) 10.4 b) 6.2 c) 137.5 d) 3045.1 3. Answers are in italics. a) 22.2, 44.4, 139.4 b) 38.5, 77, 241.8 c) 17.9, 35.7, 112 d) 237, 474, 1488.4
.BLM 821.
BLM 810 Section 8.3 Extra Practice 1. a) base, height b) r c) base d) radius e) base, height, r r = r 2 2. Answers are in italics. a) 5, 25, 10, 75 b) 8, 64, 16, 192 3. Answers are in italics. a) 11, 22, 379.9 b) 6, 12, 113.0 BLM 812 Section 8.4 Extra Practice 1. a) Hockey, soccer, basketball, baseball, volleyball. (Baseball and volleyball tied.) 25 1 b) 25% = = 100 4 c) 5% d) Look for any two sports not surveyed. 2. a) Hockey, 35% = 0.35 120 = 42 b) Soccer, 25% = 0.25 120 = 30 c) Basketball, 15% = 0.15 120 = 18 d) Baseball, 10% = 0.10 120 = 12 e) Volleyball, 10% = 0.10 120 = 12 f) Other, 5% = 0.05 120 = 6 3. a) 120. The numbers in a circle graph need to add up to 100% of the total. b) The final column should add up to 120. BLM 817 Section 8.5 Extra Practice 1. a) Answers are in italics. 6 + 11 + 5 + 2 + 1 = 25, 25 11 b) 2, 11, , 44%, 0.44, 0.44 360 = 158 25 5 3, 5, , 20%, 0.2, 0.2 360 = 72 25 2 4, 2, , 8%, 0.08, 0.08 360 = 29 25 1 5 or more, 1, , 4%, 0.04, 0.04 25 360 = 14 Totals: 25, 100%, 1.00, 359 c)
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Name: ________________________________
Date: ________________________
.BLM 82.
Chapter Opener Math Link

This worksheet will help you with the Math Link on page 266.
In many cultures, drums are used in ceremonies when people come together to share ideas. The drum is often considered a symbol of the heartbeat, and of life. Although drums come in many different shapes and sizes, often the top of the drum is in the shape of a circle. 1. What math is involved in making a drum? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. What might you need to know to design and create your own drum? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
111
Name: ________________________________
Date: ________________________
.BLM 83.
Perimeter and Area

1. Find the perimeter in centimetres of each figure. a) b)
2. In each figure, all angles are right angles. Find the missing lengths for P and Q. a) b)
3. Find the area in squares of each figure. a) b) c)
4. Find the area of each figure by counting all the unit squares and half squares. a) b) c)
112
Name: ________________________________
Date: ________________________
.BLM 84.
Circles
Use a compass and trace each circle.
113
Name: ________________________________
Date: ________________________
.BLM 85.
Drawing Circles Using a Computer and Drawing Software

Instructions for Drawing Circles Using Microsoft Paint To launch the Paint program: Press the Start button. Select All Programs. Select Accessories. Select Paint. When it opens, the program looks like this.
To draw an ellipse or circle: Select the Ellipse/Circle tool. Select a colour from the Colour Palette. Move the cursor to the workspace. Click and hold the left mouse button. Drag the mouse until the ellipse or circle is the desired size and shape. Tech Tip: To draw a perfect circle, press and hold down the SHIFT key while dragging the mouse pointer. 114
Name: ________________________________
Date: ________________________
.BLM 86.
Section 8.1 Extra Practice
1. Fill in each blank with the correct word. Use the word list to help you. centre d diameter r radius
a) The distance from the _______________ of a circle to the outside edge is called the _______________. It is represented by the variable ____. b) The distance across a circle through its centre is called the _______________. It is represented by the variable ____. c) The _______________ is twice the distance of the _______________. 2. Use a ruler and a compass to draw a circle with each radius. Use the point below as the centre for each circle. a) 4 cm b) 5 cm c) 3 cm
d) Measure the diameter of each circle you drew and complete the chart. Radius 4 cm Diameter
115
Name: ________________________________
Date: ________________________
.BLM 87.
Section 8.1 Math Link

The face of an Aboriginal hand-painted drum often tells a story or shows a relationship that is important to a family or tribe. 1. Use the circle to create a design that is important to you. Try to include at least two other circles in your design.
116
Name: ________________________________
Date: ________________________
.BLM 88.
1. Fill in each blank with the correct word. Use the word list to help you. C circumference diameter dividing multiplying radius
a) The distance around a circle is called the _______________. It is represented by the variable ____. b) The circumference of a circle is about three times the _______________ or six times the _______________. c) You can estimate the approximate circumference of a circle if you know the diameter, by _______________ the diameter by 3. d) You can estimate the approximate diameter of a circle if you know the circumference by _______________ the circumference by 3. 2. Round each value to the nearest tenth. The first one is done for you. To round to the nearest tenth, look only at the hundredths place. If the number in the hundredths place is 5 or more, move the number in the tenths place up by 1. If the number in the hundredths place is 4 or less, do not change the number in the tenths place. Decimal Number 75.5467736 a) 10.3698832 b) 6.22265757 c) 137.508221 d) 3045.08435 3. Use a calculator to help you fill in the missing values in the table. Use 3.14 as a value for . Round all answers to the nearest tenth. The first one is done for you. Radius 15.6 cm a) 22.2 cm b) ____ cm c) ____ cm d) 237 cm Diameter 31.2 cm ____ cm 77 cm ____ cm ____ cm Circumference 31.2 3.14 = 97.968 Round to 98.0 cm ____ cm ____ cm 112 cm ____ cm 117 Number to Look At The 4 after 5 tenths How to Round Rounded to the Nearest Tenth Stays the same 75.5
Name: ________________________________
Date: ________________________
.BLM 89.

The tabla is the most popular percussion instrument used in northern India. The frame for a tabla is made of wood. A single strip of wood is bent to form a circle. Example: If a drum has a diameter of 38.5 cm, what length of wood is needed to make the frame? Show your answer to the nearest tenth of a unit. Solution: I am given the diameter. I need to find the circumference. C = , d = 38.5 cm C C C C = = d 3.14 38.5 cm 120.89 120.9 cm
The length of wood needed to make the frame is 120.9 cm. 1. If a drum has a diameter of 52.5 cm, what length of wood is needed to make the frame? Show your answer to the nearest tenth of a unit. I am given the _________________. I need to find the _________________.
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Name: ________________________________
Date: ________________________
.BLM 810.
1. Fill in each blank with the correct word. Use the diagram and the word list to help you. base height radius r r2 r
a) The formula for the area of a parallelogram is _______________ _______________. b) The circumference of a circle is 2 r. Half of the circumference of a circle is _______________. c) Half of the circumference of the circle is approximately equal to the length of the _______________ of the parallelogram. d) The height of the parallelogram is approximately equal to the _______________ of the circle. e) The area of the parallelogram is the _______________, which is r, times the _______________, which is r, so the area of a circle equals __________________________. 2. Complete the table by estimating the missing values. Use 3 as an approximate value for . The first one is done for you. Hint: Do not use a calculator when estimating. Radius 20 cm a) 5 cm b) ____ cm Radius Squared 400 cm
2
Diameter 40 cm ____ cm 16 cm
2
Area 400 cm 3 = 1200 cm2 ____ cm2 ____ cm2
____ cm2 ____ cm2
3. Use a calculator to help calculate the missing values in the table. Use 3.14 as a value for . Round all answers to the nearest tenth. The first one is done for you. Radius 35 cm a) 11 cm b) ___ cm Diameter 70 cm ____ cm 12 cm Area 35 3.14 = 3846.5 cm2
2
____ cm2 ____ cm2 119
Name: ________________________________
Date: ________________________
.BLM 811.

An African talking drum is a two-headed wooden drum with loose-fitting laces connecting the two heads. The player plays the drum with a stick and at the same time, squeezes the laces under his arm to create different sounds. The drum gets its name from these many varied sounds. Example: If the diameter of an African talking drum is 20.4 cm, what is the combined area of the two playing surfaces of the drum? Solution: What information do I have? d = 20.4 cm The radius is half the diameter. What information do I need? A = ?, r = ? r = 20.4 cm 2 r = 10.2 cm The radius is 10.2 cm. Use A= A A A The the area formula. r2 3.14 10.22 3.14 10.2 10.2 326.6856 cm2 area of one playing surface is approximately 326.69 cm2.
The area of two playing surfaces would be 2 ______ = ______ 1. If the diameter of an African talking drum is 30.5 cm, what is the combined area of the two playing surfaces of the drum? What information do I have? ______________________________________ What information do I need? ______________________________________
120
Name: ________________________________
Date: ________________________
.BLM 812.

1. The grade 7s in Ms. Turners class surveyed all of the grade 7 students in Rocky Mountain Middle School. They wanted to find out which sports the grade 7s most enjoyed playing. The following circle graph shows the survey results.
a) List the favourite sports from most popular to least popular. ___________________________________________________________ b) What fraction of the students chose soccer as their favourite sport? Show your work. ___________________________________________________________ c) What percent of the students chose sports that were not listed in the survey? _____ d) Name two possible sports in the category referred to in c). _______________ and _______________ 2. Rocky Mountain Middle School has 120 grade 7 students. How many students actually chose each sport? Show your work. The first one is started. Sport a) Hockey b) Soccer c) Basketball d) Baseball e) Volleyball f) Other 3. a) What should the final column of the chart in #2 add up to? _____. Explain your thinking. _______________________________________________ ___________________________________________________________ b) Add up the final column to check.
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Calculations 35% = 0.35 120 = _____
Number Who Chose It
Name: ________________________________
Date: ________________________
.BLM 813.
Draw a Circle Graph Using a Percent Circle

A percent circle is a circle that is divided into 100 equal sectors. Each sector represents 1%.
Use a percent circle to create a circle graph to display the data in Example 1 on page 293. Internet Use (Number of Days in a Week) 0 13 4 or more Totals: Number of Students 3 9 18 30 Percent of Total 10% 30% 60% 100%
To create a circle graph using a percent circle: Count off the part of the percent circle needed to show the percent. Mark the beginning and end of the sector. Label the sector with its category and its percent. Colour or shade the sector. Complete the circle graph to display the data in the table above.
122
Name: ________________________________
Date: ________________________
.BLM 814.
Creating Circle Graphs in Microsoft Excel

The results of James milk survey are shown in the table. Create a circle graph of these data. Open Microsoft Excel. It looks like this.
Type Type of Milk. The title will appear in cell A1.
Press the Enter key. Type 2%. The data will appear in cell A2.
Continue with all data in the Type of Milk list. When you have finished, column A will look like this.
123
Name: ________________________________
Date: ________________________
.BLM 815.
Creating Circle Graphs in Corel Quattro Pro

The results of James milk survey are shown in the table. Create a circle graph of these data. Open Corel Quattro Pro. It looks like this.
Type Type of Milk. The title will appear in cell A1.
Press the Enter key. Type 2%. The data will appear in cell A2.
Continue with all data in the Type of Milk list. When you have finished, column A will look like this.
124
Name: ________________________________
Date: ________________________
.BLM 816.
Creating Circle Graphs in Appleworks 6.2

The results of James milk survey are shown in the table. Create a circle graph of these data.
Open Appleworks 6.2. It looks like this.
Type Type of Milk. Press the Enter key. The title will appear in cell A1. Type 2 %. (Include a space between the 2 and the %.) Press the Enter key. The data will appear in cell A2. Continue with all data in the Type of Milk list. When you have finished, column A will look like this.
125
Name: ________________________________
Date: ________________________
.BLM 817.
1. Mr. Fleming surveyed the size of families among students in his grade 7 class. The results are shown in the table. Number of Children Per Family 1 2 3 4 5 or more Draw a circle graph to display the data. a) Find the total number of students surveyed. 6 + 11 + ____ + ____ + ____ = ____ There were ____ students surveyed. b) Complete the following table. The first one is done for you. Number of Children Per Family 1 2 3 4 5 or more Totals: c) Complete the circle graph to display the data. Check off each step as you do it. Use a protractor to measure and draw each sector. Label each sector with its category and its percent. Colour or shade each sector. Add a title.
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Number of Students 6 11 5 2 1
Number of Students
6
Percent of Total
6 100% = 24% 25

0.24
Sector Angle
0.24 360= 86
Name: ________________________________
Date: ________________________
.BLM 818.
Chapter 8 Test
You will need a ruler and protractor for this test.
For #1 to #6, choose the letter representing the term that best matches each illustration or description. Each letter may be used more than once or not at all. 1. ____ A central angle B diameter 2. ____ approximately 3.14: 3. ____ C radius D pi E semi-circle 4. ____ F sector G circumference 5. ____ the distance around a circle: 6. ____
For #7 to #10, select the best answer. 7. Marcel stands and swings his straightened arm around in a large circle. As he traces out a circle shape, which of the following would be approximately the centre? A his hand B his elbow C his arm D his shoulder 8. What is the formula for calculating ? radius A = B = 2 radius circumference diameter circumference C = D= circumference diameter 9. What is the formula for calculating the area of a circle? A Area = 2 r B Area = r 2 2 C Area = 2 r D Area = ( r)2
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Name: ________________________________ ________________________
Date:
Chapter 8 Wrap It Up!
.BLM 819.
This worksheet will help you with the Chapter 8 Wrap It Up! on page 301. Research drum designs from a culture of your choice and design your own similar drum. Answer the following questions for the drum you design. 1. What is the diameter of the drum? ______ 2. How deep is the drum? ______ 3. How thick is the material used to make the drum? ______ 4. a) Calculate the radius of the top of the drum. b) Calculate the circumference of the top of the drum. 5. What amount of material do you need to cover the top of the drum? Hint: Consider any overlap. 6. Draw a design for your drum that includes a variety of circles.
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Name: ________________________________
Date: ________________________
.BLM 820.
Chapter 8 MathLinks 7 Student Resource Answers

8.1 Construct Circles, pages 271272 4. a) b) c)
16. Answers may vary. For example: If you use C = d, the diameter would equal the circumference divided by pi. 17. a) 70.4 mm b) 27.3 cm 18. 5.7 m 19. approximately 71 more turns 8.3 Area of a Circle, pages 285286 4. a) 2700 mm2; 3215.4 mm2 b) 3 km2; 1.5 km2 5. a) 675 cm2; 706.5 cm2 b) 27 m2; 36.3 m2 6. 113.0 m2 7. a) 1384.7 cm2 b) 0.1 m2 8. a) 551.3 cm2 b) 0.07 km2 9. a) 171.9 m2 b) 314 mm2 10. 510.4 m2 11. 9499 cm2 12. $1059.75 13. 3039.5 cm2 14. Never true. For a circle with radius 5 cm, the area is 78.5 cm2. If the radius is doubled to 10 cm, the area of the new circle would be 314 cm2. This is 4 times the area of the other circle. 15. 414.48 mm2 16. a) white button: 706.5 cm2; red: 10 977.4 cm2; white: 35 051.9 cm2; blue: 58 419.7 cm2 b) 105 155.5 cm2 17. Yes, if r2 = 2r. This will occur when the radius is 2. 18. a)c) Answers may vary depending on the size of the circles drawn in part a). d) Answers may vary. The area for the parallelogram is less than the area of the circle. As the circle is divided into even more wedges, the areas will become closer in value. 19. 12.6 cm2 20. 154 m2 8.4 Interpret Circle Graphs, pages 290291 3. a) grade 7 b) 120 students c) 30 more students 4. a) 800 books b) 2600 books c) 15% 5. a) walk b) 26 c) 468 6. a) Individual skills b) Individual Skills, Team Skills, Warm Up, Cool Down; Individual Skills, Scrimmage, Warm Up
5. a)
b)
c)
6. a) 10 cm b) 16 cm c) 190 mm 7. a) 2 cm b) 3.5 cm c) 43 mm 8. a) b) c)
9. a), b) Length AB is the radius of each circle. 10. Circle A is bigger. Circle A has a radius of 25 cm and a diameter of 50 cm. Circle B has a radius of 22.5 cm and a diameter of 45 cm. 11. Always true 12. Designs may vary. 13. a) triangle b) Answers will vary. The sides of the triangle are all radii of one or both of the 2 intersecting congruent circles. 14. Answers may vary. 15. Answers may vary. 8.2 Circumference of a Circle, pages 278279 3. 4. 5. 7. 8. 9. 11. 13. 14. 15. a) 6 km; 6.6 km b) 3 m; 2.8 m a) 90 mm; 87.9 mm b) 6 cm; 6.3 cm 9 km 6. 41 km a) 6 km; 5.0 km b) 18 m; 17.0 m a) 6 m; 6.3 m b) 120 mm; 125.6 mm 30.1 m 10. 7.5 m 56.5 m 12. 10 frames a) 144.1 m b) 24 cars Always true Answers may vary. Yes. The diameter of the hoop is 0.51 m. The basketballs have a combined diameter of 0.48 m. 0.51 0.48 = 0.03. Therefore, 2 basketballs could fit through the hoop at the same time.
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Math 7 Circles Unit Plan

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Math 7 Circles Unit Plan

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Math Unit Plan

Math Grade 7 Shape and Space Measurement: Circles

Courtney Cann, Gina Loog, Jenna Boyd, Kathryn Soares

Learning Outcomes and Processes

Final project 40%, Quiz 2 20%

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

Lesson #7 (57 min) Quiz 1 Anchor activities

Lesson # 9 (57 min)

Lesson #14 (57 min) Quiz 2 Anchor activities

Lesson #16 (57 min) Do learning contracts Work on Final Project

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

Lesson #18 (57 min) Present final projects to small group

Preassessment Formative observation

Lesson #2 (57 min.)

diameter. Were you correct? Why or why not?

Lesson #3 (57 min.)

Lesson #4 (57 min.)

SLOs Solving problems

Teaching Strategies Direct teaching

Assessment Elbow partner

Materials & Equipment Smartboar d 12

Kinaesthetic opportunities Inquiry

Lesson #6 (57 min.)

Teaching Strategies Individual or small group work

Materials & Equipment Anchor Activities

Lesson #7 (57 min.)

Assessment Quiz Observation of computer games

Lesson #8 (57 min.)

Materials & Equipment Smartboard

Equipment Centimetre grid paper Class set of compasses

Lesson #10 (57 min.)

Teaching Strategies Technology

Materials & Equipment Smartboard

formula for determining the area of circles

Lesson #11 (57 min.)

SLOs Determining the sum of central angles

Teaching Strategies Peer mentoring Discovery Learning Whole group discussion

Materials & Equipment Computers worksheets

Lesson #12 (57 min.)

SLOs Determining the sum of central angles

Materials & Equipment Smartboard Computers Pie chart activity handout

Lesson #13 (57 min.)

Teaching Strategies Individual or small group work

Materials & Equipment Anchor Activities

Lesson #14 (57 min.)

Teaching Strategies Technology

Assessment Quiz Observation One on one consultations

formula for determining the area of circles

sheets or loose leaf paper

Lesson #15 (57 min.)

Teaching Strategies Whole class instruction and review

Assessment Project Observation Questioning

Lesson #16 (57 min.)

Assessment Project Observation Questioning

Lesson #17 (57 min.)

Content/Learning Activities Work on final project

Assessment Project Observation Questioning

Materials & Equipment

Lesson #18 (57 min.)

Assessment Observation Questioning Summative Final project

Materials & Equipment

RED YELLOW GREEN

circumference: _ diameter: __

circumference: radius:

diameter: _ radius: _

circumference: _ diameter: __

circumference: radius: