Lynn Douville

Lesson Plan

Subject: Math
Level: Cycle 3 - grade 6

Date: April 5th

Time: 45 minutes

Objectives: At the end of this lesson students will be able to...

Identify the radius, diameter, and circumference of a circle

Understand that half the diameter is the radius
Understand that the circumference is the distance around the circle

Topic/Theme:
The topic of this lesson is circles. Students will be learning about the radius,
diameter, and circumference of a circle.

Expectations:

Students will be expected to remain in their seat during the lesson.

Students will be expected to raise their hand if they have a question or
need help.
Students will be expected to work co-operatively with their peers.

Materials:

Smart Board
Worksheet 45
Circle kits 12
Activity sheet 45
Yarn
Rulers
YouTube video

Activities:

Warm-up/ Introduction

I will start by asking students to remove everything off their desk and only
keep their pencil case. I will ask them to take out their math notebook. On the
Smart Board I will display a circle with a center point. I will give each student
a circle to glue into their notebook. This circle will be used to label the parts
of the circles I will go over on the Smart Board. I will then explain that to find
the area and circumference of a circle you need to know the diameter of the
circle. I will then add a line across the circle and write diameter. As an
example I will write 10 cm. I will then explain the definition of the diameter
and write it down on the Smart Board. I will then explain that half the
diameter is called the radius. I will then draw half of a line across the circle
using a different color. I will label it as 5 cm. Students will add the same label
to their notebook. I will then ask a student to explain what a diameter is.
Afterwards, I will ask another student to explain what a radius is. I will then
explain that the circumference is the distance around the circle. Students will
also write this in their notebook. I will then show students a YouTube video on
circles.

Development

After the video, I will show students the kits of circles. I will explain to
students that they will be measuring the diameter and radius of these circles
using a ruler. I will demonstrate how to do so. I will then show them the piece
of yarn they will be receiving. I will explain that they will place the rope
around the circle, mark where the circle ends, and then place the rope along
their ruler to find the circumference. On their worksheet they will have each
letter written along with empty fields for the diameter, radius, and
circumference for each circle. Students will work in pairs to complete the
activity and worksheet. Students will work with the person beside them and
share a kit of circles. While students are working on their worksheet, I will
circulate and help those who need help.

Wrap-Up/ Conclusion

When students have completed the worksheet, we will get together as a class
and go over each question. Students will correct their work as we go over it.
Once we have corrected the circle kit activity, if time permits, students will be
given a worksheet to complete covering diameter and radius.

Extra activity:

If time permits, we will complete the worksheet.

Multi-Level Adaptations:

Slower Students: Since students are paired with another student, they
should be able to keep pace with the others.

Faster Students: If a group finishes fast, I will ask them to quietly read their
book while we wait for the others to finish.

Anticipated Problems and Proposed Solutions:

 - Students may not have a ruler, therefore, I will have extra rulers.
- If there is an uneven number of students due to absences, I will make a
group of 3 students.

Post-Lesson Self-Assessment

What worked well? What did not work well? Were instructions clear? Were
there sufficient examples?
Did activities correspond to objectives:

Were activities well sequenced:

What should be done differently next time:

Math Competencies

COMPETENCY 2 T O REASON USING MATHEMATICAL CONCEPTS AND

PROCESSES

To define the elements of the mathematical situation

To mobilize mathematical concepts and processes appropriate to the
given situation
To apply mathematical processes appropriate to the given situation
To justify actions or statements by referring to mathematical concepts
and processes

COMPETENCY 3 TO COMMUNICATE BY USING MATHEMATICAL LANGUAGE

To become familiar with mathematical vocabulary

To interpret or produce mathematical messages