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* *Reflection: Grappling with Complexity
More Eight Circles - Section 2: Explore

I walked around as students were working to discuss their strategies and help guide them toward the solutions. As they presented to the class it was interesting to hear some of the discussions that groups had. I thought it would be natural for them to find the area of the small circles and subtract that value from the larger circle. That was not the path they took, hence their frustration and the need for additional time.

*Presentation Time*

*Grappling with Complexity: Presentation Time*

# More Eight Circles

Lesson 6 of 12

## Objective: SWBAT describe how to find the area of a composite figure

*40 minutes*

#### Launch

*5 min*

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

We will start class today with a review of the exit question from the previous class (Eight Circles Lesson). I want to explore what students did with the shaded areas in the figure. How did they account for that space?

How much area does the shaded part of the figure represent? Did you account for that space in your calculations?

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#### Explore

*30 min*

We will use the class time to complete the task started in class yesterday. The goal for today is for students to present their thinking to the group. If groups used different approaches, I want them to share with their classmates to give a different perspective. It is also valuable for them to talk through their process and explain their thinking. Then, other students can ask questions for clarification. They have the option of explaining their process using the SMARTboard for display or they can put their papers under the document camera to share. Either way, I want them to give a presentation of what they did to find the solution. If every pair uses the same problem-solving process we can talk about why that was the choice. If not, we can discuss the efficiency of the differing options and why partners chose what they did.

#### Resources

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#### Landing

*5 min*

To end the class, students will respond to an exit ticket that asks them to explain how to determine the area of the composite figure. I want each student to explain his or her problem-solving process. This formative assessment will let me know whether students understand the process or may possibly need additional support.

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##### Similar Lessons

Environment: Urban

###### Perimeter of Irregular Rectilinear Shapes

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*Resources(19)*

Environment: Urban

Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Circles Pre Assesment
- LESSON 2: Circles Vocabulary
- LESSON 3: Introduction to Circles
- LESSON 4: Circumference and Area
- LESSON 5: Eight Circles
- LESSON 6: More Eight Circles
- LESSON 7: Exploring Circumference
- LESSON 8: Write It Wednesday-Circles
- LESSON 9: Circles and Parallelograms
- LESSON 10: Circles Review
- LESSON 11: Circles Post Assessment
- LESSON 12: Area of Triangles