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Circles Geometry 1

The document outlines steps for understanding and applying theorems about circles. It includes 5 geometry common core standards relating to identifying relationships between circles, radii, chords, arcs and angles. Students need to understand definitions of circles and angles, and be able to construct inscribed and circumscribed circles of triangles as well as tangent lines. They must also be able to prove properties of angles for quadrilaterals inscribed in circles and derive formulas for arc lengths and sector areas using similarity and radian measure. Common misconceptions include confusing inscribed and central angles or segment theorems.

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100 views

Circles Geometry 1

The document outlines steps for understanding and applying theorems about circles. It includes 5 geometry common core standards relating to identifying relationships between circles, radii, chords, arcs and angles. Students need to understand definitions of circles and angles, and be able to construct inscribed and circumscribed circles of triangles as well as tangent lines. They must also be able to prove properties of angles for quadrilaterals inscribed in circles and derive formulas for arc lengths and sector areas using similarity and radian measure. Common misconceptions include confusing inscribed and central angles or segment theorems.

Uploaded by

api-527486511
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Steps 1 and 2:

Understand and apply theorems about circles


MGSE9-12.G.C.1 ​Understand​ that all ​circles​ are ​similar​.
MGSE9-12.G.C.2 ​Identify ​and ​describe​ relationships among ​inscribed angles, radii, chords, tangents, and secants​. Include the
relationship between​ ​central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a
circle is perpendicular to the tangent where the radius intersects the circle​.
MGSE9-12.G.C.3 ​Construct​ the​ inscribed ​and ​circumscribed circles of a triangle​, and ​prove ​properties of ​angles for a quadrilateral
inscribed in a circle.
MGSE9-12.G.C.4 ​Construct ​a ​tangent line​ from a point outside a given circle to the circle. ​Find​ ​arc lengths​ and ​areas of sectors of
circles
MGSE9-12.G.C.5 ​Derive​ using similarity the fact that the l​ength of the arc intercepted by an angle is proportional to the radius​, and
define​ the r​adian measure of the angle​ as the constant of proportionality; ​derive​ the​ formula for the area of a sector​.

Step 3:
Identify the Learning Targets included in the standard.

Knowledge Targets Reasoning Targets Performance Targets Product Targets,


​ o
What ​knowledge d What ​reasoning What ​performance/process What ​products​ (if any) do
students need? proficiencies (if any) do skills ​(if any) do students students need to practice
students need? need? creating?

Definition of: circle, inscribed Understand Construct: inscribed and Prove properties of angles for
angles, radii, chords, tangents, Identify circumscribed circles of a quadrilateral inscribed circles
secants, circumscribed circles Construct triangle, tangent line from a Inscribed and Circumscribed
of a triangle, angles for a Describe point outside a given circle circles of a triangle
quadrilateral inscribed in a Derive Tangent line from a point
circle, measure of the angle, Relationships between central, outside a given circle
area of a sector, radian inscribed, and circumscribed
measure of the angle, constant angles.
of proportionality How to prove properties of
angles for quadrilateral
inscribed circles

Step 4:
What academic language do students need to know?
Understand and apply knowledge of circles and it’s angles.

Step 5:
Which type of learning target best represents the level of rigor required by the standard:

Knowledge Reasoning Performance Skill Product

Common student misconceptions related to the standard:


Students sometimes confuse inscribed angles and central angles. For example they will assume that the
inscribed angle is equal to the arc like a central angle. 2. Students may confuse the segment theorems. For
example, they will assume that the inscribed angle is equal to the arc like a central angle. 3. Students will
conclude that because lengths are longer on larger circles, circles are not similar.

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