standard_description: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
problem_activity: Activity
The purpose of this activity is for students to apply the formula for area of a circle to solve a problem in context. The diameter of the circle is given, so students must first determine the radius.
Launch
Display this image of table top for all to see. Ask students, “What do you notice? What do  you wonder?”
[IMG]
Quiet work time followed by a whole-class discussion.
Student Facing
Elena wants to tile the top of a circular table. The diameter of the table top is 28 inches. What is its area?
Student Response
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Student Facing
Are you ready for more?
A box contains 20 square tiles that are 2 inches on each side. How many boxes of tiles will Elena need to tile the table?
Student Response
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Anticipated Misconceptions
Students may square the diameter, forgetting that they need to determine the radius first.
Activity Synthesis
Invite students to share their strategies for finding the area of the tabletop. After 3 students have shared their strategies, ask the class what formula all of the students used for finding the area of a circle. Record and display this formula,
\(A = \pi r^2\)
, for all to see. Here,
\(A\)
is the area of the circle, and
\(r\)
is the radius of the circle.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because….”, “I noticed _____ so I….”, “Why did you...?”, and “I agree/disagree because….”
Supports accessibility for: Language; Social-emotional skills


aligns: no