## Tangents and Arc Measure Warm-Up - Section 1: Warm-Up

# Arcs and Angles: Central and Inscribed Angles

Lesson 4 of 8

## Objective: Students will be able to solve problems using arcs, angles, and chords.

#### Warm-Up

*15 min*

I begin today's lesson with this Tangents and Arc Measure Warm-Up to assess students' understanding of tangent properties, arcs, and angles. I give students about five minutes to work individually before comparing their work with their peers.

As students work I circulate the room to listen in on students' conversations and to encourage students to justify their reasoning. During this time, I also try to select a student to present his/her thinking with the class. ** **

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#### Resources

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I like to facilitate a quick whole-class discussion (about 5 minutes) where we discover the relationship between inscribed and central angles that intercept the arc. I pass out tracing paper during this time so students can convince themselves that the inscribed angle is half the measure of the central angle that intercepts the same arc.

After this discussion, I do a Four Corners activity, in which one person from each group goes to a corner of the room to become an "expert" on one of the big ideas about inscribed angles (**MP1**). Each expert group conducts experiments to eventually come up with a conjecture along with at least two examples that will help them convince their home group of their findings. Here are the topics for the groups to explore:

- Inscribed angles intercepting same arc
- Angles in a semicircle
- Cyclic quadrilaterals (quadrilaterals whose four vertices are located anywhere on the circle)
- Arcs intersected by parallel lines

After the expert groups finish their investigations, all students return to their home group to share out about their findings. I tell students that I expect presenters to share their conjectures and accompanying evidence and that I expect listeners to ask questions and try to make sense of what they are hearing.

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#### Group Quiz

*20 min*

During the final segment of today's lesson I give students a group quiz. I use group assessments to encourage group interdependency and positive group work behaviors. For this particular quiz, I want students to focus on showing high quality work and writing good justifications, which requires them to use precise academic and geometric vocabulary (**MP6**). I will raise this focus area with them before I handout the assessment.

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Hey Jessica,

I was thinking this would be a good concept to do a jigsaw with, so thank you for sharing. When they students are in groups exploring do they come up with their own values and numbers for their experiments or do you give them some sort of guide to follow?

Thanks,

Stephanie

| 3 months ago | Reply##### Similar Lessons

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- 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