protractor
Question
What are the relationships between angles and circles?
Launch
For the circle shown, use a straight edge to draw a central angle making sure the sides of
the angle intersect on the tick marks. Measure your angle.
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Investigation:
The tick marks below are in 10o increments. Draw an angle that has its vertex on
the circle and has sides that intersect the circle through tick marks. This angle is
said to be inscribed. Use your protractor to measure the angle.
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Draw two chords that are not diameters but intersect inside the circle (make sure the
endpoints fall on tick marks). Use your protractor to measure one of the angles. What is
the measure of the intercepted arc? Look at the vertical angle. What is the measure of
that intercepted arc?
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Draw two secant segments that intersect outside the circle (make each secant
segment intersects two tick marks). Use your protractor to measure one of the
angles. What is the measure of the larger intercepted arc? What is the measure
of the smaller intercepted arc?
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Draw, as best as you can, a tangent to the circle. Draw a chord from the point of tangency to a
tick mark. Use your protractor to measure the acute angle. What is the measure of its
intercepted arc?
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mAC = 116
C
B
C
C
B
Using this knowledge, describe a way to find the center of any circle.
Closure
The relationships between angles and circles depend on where the vertex is. If the vertex
is on the circle, m ________. If the vertex is inside the circle, m _____________. If the
vertex is outside the circle, m _____________.
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Exercises
1. If the chord of a circle intersects a tangent to the circle at the point of tangency, what is
the relationship formed between the angles formed and the intercepted arcs?
11.
110
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12.
13.
16.
15.
m1
17. Find x.
uuu
r
18. In the diagram at the right, PL is tangent to the
circle and KJ is a diameter. What is the range
of possible angle measures of LPJ ? Explain.
78
30
x
y
170
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Standards Addressed
(Though this is a Mathematics II unit, Mathematics I standards are included)
MM1G2. Students will understand and use the language of mathematical argument and
justification.
a. Use conjecture, inductive reasoning, deductive reasoning, counterexamples,
and indirect proof as appropriate.
b. Understand and use the relationships among a statement and its converse,
inverse, and contrapositive.
MM1P1. Students will solve problems (using appropriate technology).
d. Monitor and reflect on the process of mathematical problem solving.
MM2G3. Students will understand the properties of circles.
a. Understand and use properties of chords, tangents, and secants as an
application of triangle similarity.
b. Understand and use properties of central, inscribed, and related angles.
d. Justify measurements and relationships in circles using geometric and
algebraic properties.
MM2P2. Students will reason and evaluate mathematical arguments.
b. Make and investigate mathematical conjecture.
MM2P3. Students will communicate mathematically.
a. Organize and consolidate their mathematical thinking through communication.
b. Communicate their mathematical thinking coherently and clearly to peers, teachers,
and others.
c. Analyze and evaluate the mathematical thinking and strategies of others.
d. Use the language of mathematics to express mathematical ideas precisely.
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Teacher Notes:
before the lesson, students should be familiar with the
following: central angle, measure of an arc, biconditional
statements/definitions, chord, tangent, tangent segment, secant,
and secant segment.
In the discovery part of this lesson, students are asked to
compare their results. If this is not feasible, draw a table on the
board and compare several classmates results or have the
students do more than one investigation for each circle.
10