options: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.
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
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
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
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
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


correct_option_index: 1