Lesson Plan in Math
Parts of a Circle I. Learning Objectives Cognitive: Psychomotor: Affective: Identify the parts of a circle Draw a circle and show its parts Show cooperation in group activities
II. Learning Content Skills: References: Materials: Value: 1. Identifying the parts of a circle 2. Drawing a circle and showing its parts BEC-PELC III.A.1.2 textbooks in Math 4 cutouts of circles, drawing of circles, colored chalk Cooperation
III. Learning Experiences A. Preparatory Activities 1. Drill Crazy Quilt (number games)
a. Two players use one game board. The players share four crayons (any 4 colors). b. The first player picks a problem in the wheel and solves it. If the player solves the problem correctly, he or she colors in that block on the wheel. If the player calls out a wrong answer, he or she loses a turn to color and so on. c. The player who has the most colored parts wins.
2. Review Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the parallelogram by naming the parts of the house.
3. Motivation a. Present drawings of circles of different sizes. b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle. B. Developmental Activities 1. Presentation a. Present the lesson through a group activity. - What should you do if you are in a group? - Why do you think you should cooperate with one another? Group 1: Activity 1) 2) 3) 4) 5) Give the pupils cut outs of circles Ask the pupils to fold the circle into 2 equal parts. Ask the pupils to mark the center of the circle with an X. Then mark the fold A and B at both ends. Introduce the term diameter for this line segment. Guide them in giving the definition of a diameter. 6) This time, fold the circle into 4 equal parts. Mark the fold A, B, C and D. 7) Then introduce the term radius. Let them define the radius. 8) Ask the pupils to compare line segments XA, XB, XC and XD 9) What do you call the line that surrounds the circle? 10) Introduce the
II. Learning Content Skills: References: Materials: Value: 1. Identifying the parts of a circle 2. Drawing a circle and showing its parts BEC-PELC III.A.1.2 textbooks in Math 4 cutouts of circles, drawing of circles, colored chalk Cooperation
III. Learning Experiences A. Preparatory Activities 1. Drill Crazy Quilt (number games)
a. Two players use one game board. The players share four crayons (any 4 colors). b. The first player picks a problem in the wheel and solves it. If the player solves the problem correctly, he or she colors in that block on the wheel. If the player calls out a wrong answer, he or she loses a turn to color and so on. c. The player who has the most colored parts wins.
2. Review Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the parallelogram by naming the parts of the house.
3. Motivation a. Present drawings of circles of different sizes. b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle. B. Developmental Activities 1. Presentation a. Present the lesson through a group activity. - What should you do if you are in a group? - Why do you think you should cooperate with one another? Group 1: Activity 1) 2) 3) 4) 5) Give the pupils cut outs of circles Ask the pupils to fold the circle into 2 equal parts. Ask the pupils to mark the center of the circle with an X. Then mark the fold A and B at both ends. Introduce the term diameter for this line segment. Guide them in giving the definition of a diameter. 6) This time, fold the circle into 4 equal parts. Mark the fold A, B, C and D. 7) Then introduce the term radius. Let them define the radius. 8) Ask the pupils to compare line segments XA, XB, XC and XD 9) What do you call the line that surrounds the circle? 10) Introduce the
References: Materials: Value: 1. Identifying the parts of a circle 2. Drawing a circle and showing its parts BEC-PELC III.A.1.2 textbooks in Math 4 cutouts of circles, drawing of circles, colored chalk Cooperation III. Learning Experiences A. Preparatory Activities 1. Drill Crazy Quilt (number games) a. Two players use one game board. The players share four crayons (any 4 colors). b. The first player picks a problem in the wheel and solves it. If the player solves the problem correctly, he or she colors in that block on the wheel. If the player calls out a wrong answer, he or she loses a turn to color and so on. c. The player who has the most colored parts wins. 2. Review Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the parallelogram by naming the parts of the house. 3. Motivation a. Present drawings of circles of different sizes. b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle. B. Developmental Activities 1. Presentation a. Present the lesson through a group activity. - What should you do if you are in a group? - Why do you think you should cooperate with one another? Group 1: Activity 1) 2) 3) 4) 5) Give the pupils cut outs of circles Ask the pupils to fold the circle into 2 equal parts. Ask the pupils to mark the center of the circle with an X. Then mark the fold A and B at both ends. Introduce the term diameter for this line segment. Guide them in giving the definition of a diameter. 6) This time, fold the circle into 4 equal parts. Mark the fold A, B, C and D. 7) Then introduce the term radius. Let them define the radius. 8) Ask the pupils to compare line segments XA, XB, XC and XD 9) What do you call the line that surrounds the circle? 10) Introduce the term circumference. Have them give the definition of a circumference. Group 2: Act out 1) Let one half of the class stand and hold hands together. What plane figure did you form? 2) Tell one of your pupils to stand at the center. 3) Another set of pupils will form a line that passes through the center. What did the line do to the circle? What do you call this in HEKASI? (horizontal line at the center) 4) Form a line from the center point to one point of the circle. How do you describe this line? 5) How do you compare the first line to that of the second line? Which is longer? Whitt is shorter? 6) Let the pupils name these lines in connection to the parts of a circle. Group 3 1) Cut the following pieces of string/rope: a. 1 metre b. ½ of a metre c. ¼ of a metre 2) Get a metre of string/rope, put it around a pot or pail until the ends meet. What plane figure did you form? 3) Put a stone at the center. 4) Using the second piece of string (½ of a metre), place it at the center. What did this line do to the circle? If you put this line horizontally and vertically, what does it make to the circle? 5) Get the last piece of rope/string, put it anywhere on the circle, what can you say about it? Which one is longer? Shorter? 2. Guided Practice (At this point, remind the pupils the importance of cooperation in group work) a. Group the pupils. b. Ask each group to draw a circle with 0 as the center point. c. Name the diameter RS. d. Name the radii: radius OR, radius OS, radius OP and radius OY. e. Post the circle on the board. 3. Fixing Skills a. Study this circle. Write the parts of this circle. b. Use the same circle. Answer the following questions: • What is the diameter of the circle? • What are its radii? c. Draw a circle. Show its diameter, radii and circumference. 4. Generalization What is a diameter? A diameter divides the circle into 2 equal parts. What is a radius? A radius is a line segment from the center of the circle to any part of the circumference. What is a circumference? Circumference is a line that surrounds the circle. C. Application Using the circle below, name: 1. The center 2. 5 radii IV. Evaluation A. Using the same circle, tell what is named in each number below. Write the diameter or radius. 1. ON = _____ 2. OR = _____ 3. PR = _____ 4. OK = _____ 5. OP = _____ B. Draw a circle showing the following. 1. S as the center 2. ST as a diameter 3. SY as a radius 4. SX as a radius 5. SO as a radius V. Assignment 1. If the radius of a circle is 10 cm, how long is its diameter? 2. How long are the radii? 3. Show that circle by means of a drawing.