Topic: Introduction to Theorem

19

Year Group: 3rd Year HL

 For the lesson on 25th February2016
AT Coolmine Community School
Teacher: Micheál Gaffey
Lesson plan developed by: Deirdre Kelly, Joanna Garry, Orla Skelley, Micheál Gaffey

Title of the Lesson:

The introduction of Theorem 19

Brief description of the lesson:

To help the students realize that the angle at the centre of a circle standing on a given arc is
twice the angle at any point on the circle standing on the same arc. Students should also
discover the conditions in which this is not the case.

Aims of the Lesson:

That students understand the relationship between the angle at the centre of a circle and the
angle on the circle standing on the same arc.

Long-range/thematic goals:

I’d like my students to appreciate that by drawing and measuring geometric shapes that they
can discover mathematical rules.
I’d like my students to recognise that there are different ways to tackle a given problem.
I’d like my students to appreciate that mistakes are part of the learning process and that they
are not a negative thing.
I’d like to foster my students to become independent learners.
I’d like my students to become more creative in developing connections in Maths.
I’d like my students to find their maths lessons engaging, stimulating and challenging.
I’d like my students to understand that discussing ideas is an important part of Mathematics.
I’d like to build my students’ enthusiasm for the subject by engaging them with stimulating
activities
I’d like my students to connect and review the concepts that we have studied already

Lesson specific aims

I’d like my students to be able to measure an angle using a protractor.

I’d like my students to become fluent in the terminology and keywords used with regards to a
circle.
I’d like my students to be able to learn from each other by working in pairs.
I’d like my students to discover that the angle at the center of a circle standing on a given arc
is twice the angle at any point on the circle standing on the same arc.

Learning Outcomes:

As a result of studying this topic students will be able to:

Understand the meaning of:
• An angle at the centre of the circle
• An angle on the circle
Understand the relationship between these two angles
Understand fully the conditions under which this relationship exists.
Understand fully the conditions under which this relationship does not exist.

Background and Rationale

This theorem has many corollaries so we really feel that this approach is fundamental to their
understanding of the geometry of a circle. By giving the students an opportunity to discover,
we are allowing students to understand the geometry of the circle. Theorem 19. The angle at
the centre of a circle standing on a given arc is twice the angle at any point of the circle
standing on the same arc. Proof. There are several cases for the diagram. It will be sufficient
for students to examine one of these. The idea, in all cases, is to draw the line through the
centre and the point on the circumference, and use the Isosceles Triangle Theorem, and then
the Protractor Axiom (to add or subtract angles, as the case may be).
Research

We intend to build on student’s knowledge with regards to triangles, simple isosceles and
equilateral triangles, the angles within, and exterior angles. Furthermore, students should
build on prior knowledge of the properties of the circle, knowing the terminology - centre;
radius; arc (major and minor/small and big), etc. Finally, students will be invited to use their
geometry sets independently to measure angles. Our lengthy discussions have led us to settle
on the discovery approach to interpret concept and relationship between the angle at the
centre of the circle and the angle on the circle standing on the same arc. The students will
discover logical steps to aid in the proof of this theorem. We intend to use Geogebra to
facilitate visual interpretation of the theorem and angles on the arc and to support teaching
and learning in the lesson.
About the Unit and the Lesson

To start the lesson students will be presented with a simple task: identification of the circle
and associated properties. Students will be invited to engage in a simple exercise in
identification of the properties of a triangle which sits on the diameter. Students will then be
invited to identify, through discover-led learning, the relationship between the angle at the
centre of the circle and on the arc.

Flow of the Unit:

Lesson # of lesson periods

1 Introduction to Theorem 19 1 x 40min

Flow of the Lesson

Teaching Activity Points of Consideration

1. Introduction
Teacher will use classroom whiteboard and Pupils may be able to explain the
Geogebra to recap on prior knowledge of properties of circles and triangles
circles, radii and angles. displayed on the whiteboard.

2. Posing the Task How do we know if students understand

the task?
1. Invite students to draw 2 radii on a prepared
worksheet with a series of blank circles
Can students draw a series of radii on a
2. Direct students to identify those circles circle and understand a series of different
they have created where the two radii form an possibilities exist?
acute and obtuse angle. Students will measure
and mark in the relevant measured in degrees. Can students identify the circles where
acute and obtuse angles may be measured?
3. Direct students to identify and mark the Have they correctly measured the angles.
minor (“little/small”) arc on the circle on which
the two radii sit. Do students identify that there are two
possible arcs? Can they correctly mark and
4. Students will now be directed to draw label the minor arc?
two lines to form an angle on the circle. They
will be directed to start each line from the point Do students recognize they can create an
at which the radius meets the arc and to direct angle using the two points that the radii
lines away from the arc (examples given on create where they meet the circle?
Geogebra).

5. Students now use their protractors to

measure all of the angles they have just created
and are asked to consider any relationship they
may have discovered. Can students determine that there is a
relationship between the two angles when
one occurs on the circle as opposed to
6. Students are now directed to repeat this inside/outside?
process, however they should not allow the
angle formed to meet the circle in this second
instance. Students are firstly directed to form an Can students repeat process to create
angle outside the circle and subsequently to angles within/outside the circle.
form an angle inside the circle.

3. Anticipated Student Responses Use of Geogebra and whiteboard in

Students should find the activity engaging as it combination with pre-prepared posters are
is based on prior knowledge and involves them of great benefit in this activity as they
solving some basic problems. Most students allow the teacher to monitor the progress
should find the task fairly straightforward. of every student in the class. The teacher
Some students might find it difficult to correctly can target particular students for additional
draw angles on the circle. Some students may help or to share their thinking accordingly.
find it difficult to draw alternative radii/identify
major/minor arcs. Some students might find it
difficult to explain their reasoning for drawing
radii in specified locations. Some students will
come up with their own language for describing
how they created arc.

4. Comparing and Discussing Students are asked to reflect on their

Teacher identifies which student solutions completed activities throughout the lesson
should be shared with the class in order for and determine the relationship between the
students to compare their work. Teacher selects angle on the circle and that one the arc.
students whose work closely aligns with the Students can establish the same
anticipated responses developed in our pre- relationship does not exist when the angle
prepared posters. This activity follows the order is not on the circle.
of the lesson. Teacher posed open question at Student feedback and participation will
end of the lesson: “What have you noticed by indicate that students are benefiting from
doing these activities?” the discussion.

5. Summing up It is anticipated that students will prepare

Ask the students to write a sentence or two on sentences which demonstrate their newly
what they have learned today. Give the acquired knowledge of theorem 19.
homework sheet and briefly explain the content
of it.

Evaluation
 • Student work will be recorded in observation sheets and photographed throughout the
class
• Three observing teachers will not interact with students, all instructions and direction
will come directly from teacher, Micháel Gaffey. Three observing teachers will
quietly photograph and record observations as class proceeds.
• Teacher will deal with any questions posed by students.
• Teachers will focus on engagement with task, peer to peer cooperation, pair work and
feedback.
• Students’ work will be gathered at close of lesson and statements evaluated for
evidence of learning.

Classroom Layout

Board Plan
Board As The Lesson Progressed
Examples of Students Work

Some examples of where students misunderstood the verbal instructions

Task 1 (on the circle) - Some examples of students work
Task 2 (inside the circle) - Some examples of students work
Task 3 (outside the circle) - Some examples of students work
Post-lesson reflection

• It was observed that students immediately engaged in task with enthusiasm, picking
up pencils and rulers and drawing radii. Some students, working in pairs, drew just a
single radius and required additional teacher instruction. This was a factor at lesson
outset but students became very comfortable at a later stage; having completed the
task once, they continued with ease and confidence. Having all equipment readily
available on the students desks (pre-prepared worksheets, protractors, rulers, pencils
etc) lent itself to successful and immediate engagement with task

• A number of students immediately copied example of triangle on diameter as

presented on whiteboard. However, subsequent circles were composed of angles
originating from radii in different locations. A significant improvement in confidence
was observed. Evidence of peer to peer collaboration was strong and reaffirming.
However, classroom layout could have been readjusted to allow the strong student
support the weaker one.

• In highlighting minor arcs, many students instead shaded entire sectors or radius.
Some intervention required by teacher. In addition many chords were drawn and lines
drawn originating from the radius to meet the circumference. Again, correction by
teacher was required.

• Verbal instruction was an issue for some students, the inquiry-led approach left some
students unsure or lacking confidence in precisely how to proceed with the task. The
teacher tackled this by using whiteboard and Geogebra visual aids to redirect students.

Students were also invited, as the lesson proceeded, to consider if any relationship
between the angles formed was evolving. Teacher encouraged students to take a step
back and note their observations as they proceeded.

• As the lesson involved repetition of tasks to include minor modifications (angle

formed within or outside circle), a huge increase in attainment of learning objectives
was observed as lesson progressed.
The activities designed to provoke learning greatly assisted students and it was
observed that a recap of information gained in this lesson should be immediate in
subsequent lesson.

• A small increase in available time would have been welcome.

 Appendices
A: Class worksheet
B: Homework sheet 1
C: Homework sheet 2
A

B
C