##
* *Reflection: Accountability
Chord and Tangent Group Challenge - Section 1: Group Challenge: Chord and Tangent Problems

I love doing Group Challenges with students because the participation structure really helps students to understand what is valuable about group work: sticking together so that EVERYONE can meet the learning objectives of the day. I am always impressed with the level of energy in the room—students ask each other really excellent questions to make sure that each person is prepared to explain how they know to me, the teacher.

One thing I’d like to discuss is how potentially chaotic the room can feel during a Group Challenge. There are times when it can seem like every group has their hands raised, ready to get “quizzed” on their understanding, which can feel totally overwhelming. I have managed this feeling by acknowledging the groups ready to be “quizzed,” and asking them to move onto the next level; I then quiz the group once I have a free moment. In some ways, I don’t like doing this because I have given students permission to move forward without ensuring they have mastered the learning for that level. However, the reality is that in any given classroom, a teacher can have 6-10 groups who need attention all at once. I have felt that it’s important to keep up the pace of students’ learning and to ensure that each conversation I have with a group is meaningful and effective.

*Holding Students Accountable to the Learning While Managing Chaos!*

*Accountability: Holding Students Accountable to the Learning While Managing Chaos!*

# Chord and Tangent Group Challenge

Lesson 3 of 8

## Objective: Students will be able to solve problems by applying chord and tangent properties.

In this activity, students must work together to guarantee each person can apply chord and tangent properties to solve these problems and justify how they know (**MP1**). I like using the Chord and Tangent Group Challenge to ensure that all students in a group are held accountable to the lesson’s learning objectives. When groups call me over to check in, I hold each member of the group accountable by shuffling their papers, selecting one paper at random, and quizzing that student before letting them advance to the next level.

#### Resources

*expand content*

#### Resources

*expand content*

##### Similar Lessons

###### NPR Car Talk Problem - Day 1 of 2

*Favorites(14)*

*Resources(19)*

Environment: Suburban

###### Circles are Everywhere

*Favorites(33)*

*Resources(24)*

Environment: Suburban

###### End of Year Assessment

*Favorites(1)*

*Resources(12)*

Environment: Urban

- UNIT 1: Creating Classroom Culture to Develop the Math Practices
- UNIT 2: Introducing Geometry
- UNIT 3: Transformations
- UNIT 4: Discovering and Proving Angle Relationships
- UNIT 5: Constructions
- UNIT 6: Midterm Exam Review
- UNIT 7: Discovering and Proving Triangle Properties
- UNIT 8: Discovering and Proving Polygon Properties
- UNIT 9: Discovering and Proving Circles Properties
- UNIT 10: Geometric Measurement and Dimension
- UNIT 11: The Pythagorean Theorem
- UNIT 12: Triangle Similarity and Trigonometric Ratios
- UNIT 13: Final Exam Review

- LESSON 1: Foundational Circles Vocabulary and Chord Properties
- LESSON 2: Tangent Properties
- LESSON 3: Chord and Tangent Group Challenge
- LESSON 4: Arcs and Angles: Central and Inscribed Angles
- LESSON 5: Circumference-Diameter Ratio and Arc Length
- LESSON 6: Review: Arcs, Angles, Chords, Tangents, and Proof
- LESSON 7: Prove Circles Conjectures
- LESSON 8: Circles Unit Assessment