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# Circles Vocabulary

Lesson 2 of 12

## Objective: SWBAT use vocabulary related to circles to solve problems.

*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.

**Learning Target**

The target today is for students to be able to comfortably use the vocabulary in its proper context.

The target for the day is also on the SMARTboard each day when students enter the room. To start class today we will discuss the pre assessment from the last class. Were students able to answer the questions? Did they know what all of the vocabulary words meant? Were they able to determine what each question asked them to do? I want to get their general feeling about the pre assessment. Did they feel confident? Was caused the most anxiety?

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#### Explore

*30 min*

Today we are going to work on learning the vocabulary relevant to the unit. I want student to know the difference between radius and diameter and circumference and area, specifically. These are the terms that students tend to confuse and use interchangeably. The issue with that is that they do not mean the same thing and cannot be substituted randomly into problem solving situations. The first step will be for students to predict what each of the terms meanand how it can be used. Collecting their predictions and then sharing them as a source of discussion under the document camera will be the next step. I want students to see sample predictions and spend time determining, as a group, what the actual meaning is. I don’t want to just give the students the answer because I want them to make meaning of it themselves. Just memorizing a definition does not help them learn what the meaning is and how it can be applied. Next, I want students to identify where these terms may be applicable outside of school. Can they identify a circle (a can of pop is not a circle)? Where might they see a diameter? Why would they ever need to know the diameter? The circumference? It is important for students to know how to use these terms in context for use in problem solving. For the final part of the exploration, students will work with a partner to review the terms. As they work together, I can walk around the classroom to share with students and listen to them review. If students don’t understand or cannot provide examples, I can help with them by posing additional questions, helping students make meaning for themselves and making sure they understand.

#### Resources

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#### Landing

*5 min*

To end class, students will complete a vocabulary activity on the smart board to review the vocabulary as a whole class. We can do the word match more than once to help students solidify their understanding.

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- 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