Lesson Planning Sheet Title: Problems Involving the Circumference of a Circle Learning Objectives: By the end of the lesson:

All students should be able to calculate the circumference of a circle. Most students should be able to calculate the perimeter or circumference of circular shapes. Some students should be able to calculate the radius or diameter when given the circumference. Key words: Circumference, Circle, Semi-circle, Perimeter , Diameter, Radius, Compound Learning Activities Starter/Introduction The starter is intended to place the need to solve problems involving circles and their circumferences in a real world context. The class could work in pairs or small groups to break the problem down. Students may need guidance in considering the Lowest Common Multiple. Have solutions presented on mini-whiteboards for assessment and feedback. It maybe necessary for a quick review for calculating the circumference of a circle at the very start. Development The first few examples are intended to guide the students through basic application for calculating the circumference and perimeter. Students could present their solutions as multiples of and as rounded approximations then discuss a suitable range of accuracy. Discuss the difference between circumference and perimeter. It is important to break each problem, especially the compound shapes, down into smaller chunks, clearly showing the working out. To calculate the radius and diameter when given the circumference it is important to manipulate the formula. Depending on the ability of the class it maybe necessary to change the subject of the formula through the use of function machines although using the balance method should be the preference. Students could work independently through the questions on the third slide. Have the class sketch the circles for every question and present their workings adjacent. Feedback the answers progressively throughout to maintain pace and challenge. Plenary The plenary is provides a somewhat abstract problem that intended to challenge the students. Encourage the class to sketch the diagram on a mini-whiteboard and break it down into single or half circumferences. Students may benefit from working in pairs for peer support. Have the solution presented on mini-whiteboards for assessment and feedback. Differentiation More able: Students could look into calculating the arc length for quarter or three quarter circles. Rearranging the formula to calculate the radius or diameter consolidates algebraic manipulation skills. Less Able Students may need to stick with whole circles where the diameter is given. Students could use pi as 3.14 to avoid problems with rouding. Resources: Mini-whiteboards Calculators