The Geometry of a Circle - By: Dennis Kapatos
The Geometry of a Circle - By: Dennis Kapatos
The Geometry of a Circle - By: Dennis Kapatos
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<strong>The</strong> <strong>Geometry</strong> <strong>of</strong> a <strong>Circle</strong><br />
<strong>Geometry</strong> (Grades 10 or 11)<br />
A 5 day Unit Plan using Geometers Sketchpad, graphing calculators,<br />
and various manipulatives (string, cardboard circles, Mira’s, etc.).<br />
<strong>Dennis</strong> <strong>Kapatos</strong><br />
I2T2 Project<br />
12/1/05
Unit Overview<br />
Unit Objectives:<br />
Students will learn a broad range <strong>of</strong> skills and content knowledge. In addition to all the<br />
theorems in each section, students will be able to make observations and conjectures and to test<br />
these conjectures using the technology and manipulatives at their disposal. Students will also be<br />
able to work cooperatively with other group members to investigate the properties <strong>of</strong> geometric<br />
figures (circles more specifically) and prove theorems. In addition to these, students will be able<br />
to recognize applications <strong>of</strong> circles and their related parts in the world around them.<br />
NCTM Standards:<br />
Number and Operation<br />
Students judge the reasonableness <strong>of</strong> numerical computations and their results.<br />
Algebra<br />
Students draw reasonable conclusions about a situation being modeled.<br />
<strong>Geometry</strong><br />
Students explore relationships (including congruence and similarity) among<br />
classes <strong>of</strong> two- and three-dimensional geometric objects, make and test<br />
conjectures about them, and solve problems involving them.<br />
Students establish the validity <strong>of</strong> geometric conjectures using deduction, prove<br />
theorems, and critique arguments made by others.<br />
Students use Cartesian coordinates and other coordinate systems, such as<br />
navigational, polar, or spherical systems, to analyze geometric situations.<br />
Students use geometric ideas to solve problems in, and gain insights into, other<br />
disciplines and other areas <strong>of</strong> interest.<br />
Measurement<br />
Students make decisions about units and scales that are appropriate for problem<br />
situations involving measurement.<br />
Problem Solving<br />
Students build new mathematical knowledge through problem solving.<br />
Students solve problems that arise in mathematics and in other contexts.<br />
Reasoning and Pro<strong>of</strong><br />
Students make and investigate mathematical conjectures.<br />
Students develop and evaluate mathematical arguments and pro<strong>of</strong>s.<br />
Students select and use various types <strong>of</strong> reasoning and methods <strong>of</strong> pro<strong>of</strong>.<br />
Communication<br />
Students organize and consolidate their mathematical thinking through<br />
communication.<br />
Connections<br />
Students recognize and apply mathematics in contexts outside <strong>of</strong> mathematics.<br />
New York State Standards:<br />
G.PS.6 Use a variety <strong>of</strong> strategies to extend solution methods to other problems.<br />
G.PS.8 Determine information required to solve a problem, choose methods for obtaining<br />
the information, and define parameters for acceptable solutions.<br />
G.CM.5 Communicate logical arguments clearly, showing why a result makes sense and<br />
why the reasoning is valid.
G.CN.7 Recognize and apply mathematical ideas to problem situations that develop<br />
outside <strong>of</strong> mathematics.<br />
G.R.1 Use physical objects, diagrams, charts, tables, graphs, symbols, equations, or<br />
objects created using technology as representations <strong>of</strong> mathematical concepts.<br />
G.R.3 Use representation as a tool for exploring and understanding mathematical ideas.<br />
G.G.27 Write a pro<strong>of</strong> arguing from a given hypothesis to a given conclusion.<br />
G.G.29 Identify corresponding parts <strong>of</strong> congruent triangles.<br />
G.G.49 Investigate, justify, and apply theorems regarding chords <strong>of</strong> a circle.<br />
G.G.50 Investigate, justify, and apply theorems about tangent lines to a circle.<br />
G.G.51 Investigate, justify, and apply theorems about the arcs determined by the rays <strong>of</strong><br />
angles formed by two lines intersecting a circle.<br />
G.G.52 Investigate, justify, and apply theorems about arcs <strong>of</strong> a circle cut by two parallel<br />
lines.<br />
G.G.53 Investigate, justify, and apply theorems regarding segments intersected by a<br />
circle.<br />
Materials and Equipment:<br />
Resources:<br />
Geometer’s Sketchpad<br />
Computers<br />
Projector<br />
Graphing Calculators<br />
Compasses<br />
Mira’s<br />
Rulers<br />
Protractors<br />
String<br />
Cardboard <strong>Circle</strong>s<br />
Empty Cans<br />
Textbook: “New York Math A/B: An Integrated Approach – Volume 2”<br />
Bass, Hall, Johnson, and Wood. “New York Math A/B: An Integrated Approach –<br />
Volume 2.” Teacher’s Edition. Prentice Hall, 2001. Chapter 12. Pages 584-631.<br />
Bennett, Dan. “Exploring <strong>Geometry</strong> with <strong>The</strong> Geometer’s Sketchpad.” 4 th Edition. Key<br />
Curriculum Press, 2002. Chapter 6. Pages 117 – 130.<br />
Unit Description:<br />
This unit is designed to cover chapter 12 sections one through five. Although the chapter<br />
has 6 sections, this remaining section could be covered similar to the previous five. <strong>The</strong> five<br />
lessons are intended to be inquiry based, though some <strong>of</strong> the teacher’s instructions may not seem<br />
so. <strong>The</strong> teacher should give only as much help as is needed to get the students thinking through a<br />
situation. Also, GSP is used throughout the unit; sometimes as a worksheet in which students fill<br />
in answers while looking at problems, sometimes as a tool for experimenting and conjecturing,<br />
and other times for modeling and solving problems. Additionally, most lessons start with a<br />
problem that leads into the lesson so that students see how the need for more sophisticated ways<br />
<strong>of</strong> thinking arise from real life problems. (Note: Although the theorems are stated on the last page
<strong>of</strong> this document, the lessons will make more sense if you have a copy <strong>of</strong> the textbook to look at<br />
in front <strong>of</strong> you.)<br />
Lesson Summaries:<br />
Lesson 1<br />
In this lesson, though the worksheet is interactive, students will use GSP merely<br />
to type in answers to questions which should lead them into discovering the<br />
general equation for a circle. <strong>By</strong> doing the work on GSP, students also become<br />
more familiar with it for future activities. It is not as inquiry-based as the other<br />
lesson, but this is because it is developing a somewhat difficult concept.<br />
Lesson 2<br />
This lesson starts with a problem, involving satellites, in which students first gain<br />
a grasp <strong>of</strong> it though the use <strong>of</strong> manipulatives and measurement (circles, strings,<br />
protractors, etc.). <strong>The</strong>y then move on to GSP to explore the situation though<br />
inquiry and discovery. <strong>The</strong> initial questions leads the students thorough all the<br />
theorems they must learn, and at the end, the students apply these theorems to<br />
find the exact answer to the original problem.<br />
Lesson 3<br />
In this lesson, students again start with manipulatives (a Mira, compass, ruler,<br />
and can (for circle tracing)) to explore a problem and then move on to GSP to<br />
discover more theorems about chords and arcs.<br />
Lesson 4<br />
This lesson begins with a problem that is not as clearly related to the real world<br />
as the others. An interest in problem is developed however because <strong>of</strong> the<br />
surprising results <strong>of</strong> inscribing a quadrilateral in a circle. Students again switch to<br />
GSP to do more investigating and they are eventually able to understand and<br />
prove the results <strong>of</strong> the question after discovering some new theorems.<br />
Lesson 5<br />
This lesson’s theorems are shown in a way that they build directly <strong>of</strong>f <strong>of</strong> the ones<br />
from the previous lesson. Even so, the theorem that the students are trying to<br />
formalize isn’t easy. Students begin the class using GSP this time. <strong>The</strong> students<br />
eventually use GSP’s very unique graphing capabilities to provide another model<br />
for discovering the relationship between the different parts <strong>of</strong> the problem.
Lesson 1: Introduction to <strong>Circle</strong>s<br />
Discovering the Equation <strong>of</strong> a <strong>Circle</strong><br />
Name: <strong>Dennis</strong> <strong>Kapatos</strong><br />
Grade: 11<br />
Subject: <strong>Geometry</strong><br />
Materials and Handouts:<br />
Teacher’s Computer with GSP<br />
Projector<br />
Student’s Computers with GSP<br />
GSP Worksheet File: “Problem with Watering Crops”<br />
Textbooks<br />
Graphing Calculators<br />
Lesson Objectives:<br />
● Students will be able to write and apply the two general equation <strong>of</strong> circle, one centered<br />
at the origin and one at any point (h,k) (<strong>The</strong>orem 12.1).<br />
● Students will be able to state where the two general equations come from and derive them<br />
using this knowledge.<br />
● Students will be able to graph a circle on their graphing calculators.<br />
Anticipatory Set:<br />
1. Teacher will have review questions on the board including what the distance formula is and<br />
some examples to apply it to.<br />
2. Teacher will go over the answers with the students where the distance formula comes from.<br />
Developmental Activity:<br />
3. Teacher will talk about the farming industry in this country and how more food is needed from<br />
less land using less labor.<br />
4. Students will log onto their computers and open the GSP worksheet file: “Problem with<br />
Watering Crops” and begin working on it by themselves.<br />
5. Students will work until they finish question 10.<br />
6. Teacher will go over and discuss the answers the students came up with.<br />
7. Students will continue working until the finish question 15.<br />
8. Again the teacher will go over and discuss the answer the students came up with paying special<br />
attention to question 14 (it can be confusing).<br />
9. <strong>The</strong> students will complete the rest <strong>of</strong> the worksheet.<br />
10. Again the teacher will go over and discuss the students’ answers<br />
11. <strong>The</strong> students will submit the completed worksheet to the teacher using the computer.<br />
12. <strong>The</strong> students will complete the reflection questions to be added to their notebooks.<br />
13. Finally, the teacher will show the students how to use their graphing calculators to graph<br />
circles and discuss why a positive and negative form <strong>of</strong> the same equation are necessary to get<br />
both halves <strong>of</strong> the circle. Teacher will give an example <strong>of</strong> a system <strong>of</strong> equations to show how this<br />
is useful.<br />
Homework:<br />
On page 589 <strong>of</strong> the textbook, questions 1-18, 21-30, 32, 34, and 42
Problems with Watering Crops<br />
Name: ________________<br />
Date: _________________<br />
Answers in Boxes<br />
in Red<br />
Farmer Bob is using a new high-tech watering system which uses a computer and many<br />
high powered sprinklers to water his crops for him. To organize his land, Bob decides to<br />
divide his entire field into 100 meter square sections. Sprinklers are placed strategically<br />
in order to water as much <strong>of</strong> the land as possible without overlap (see figure).<br />
1) What do you notice about this arrangement <strong>of</strong> sprinklers?<br />
Some areas don’t get watered.<br />
<strong>The</strong> property line for<br />
Bob’s Land is in Red.<br />
<strong>The</strong> 100 meter square<br />
sections are in blue.<br />
<strong>The</strong> red dots are the<br />
sprinkler heads with<br />
their spraying area<br />
shown in green.<br />
2) Estimate: About what percent <strong>of</strong> Bob’s fields do you think are not getting any water?<br />
Responses Vary.
Notice that some areas <strong>of</strong> Bob’s field get no water at all. <strong>The</strong> computer uses the center<br />
sprinkler as the origin, that is, it assigns it the coordinates, (0,0). All other points on<br />
Bob’s field, such as the point (100,0), are measured from this point.<br />
(0,0)<br />
(100,0)<br />
Notice that that this<br />
point, (90,60), isn’t<br />
getting any water.<br />
3) A water sensor placed in the ground tells Bob that the coordinates <strong>of</strong> one <strong>of</strong> the points<br />
which is not receiving water are (90,60). Fortunately, the sprinklers can be programmed<br />
to spray different distances. What distance should Bob tell the sprinkler at point (0,0) to<br />
spray in order for it to reach this point? Obviously you could set the sprinkler to spray a<br />
much larger area then needed, but his would waste water. What is the exact distance from<br />
the sprinkler to the dry point? (Show all work.)<br />
d = √( (90-0) 2 + (60-0) 2 ) ≈ 108 meters<br />
4) <strong>The</strong>re are other points in this area as well. What distance should Bob tell the sprinkler<br />
to spray in order to water any given point (x,y)?<br />
√( (x) 2 + (y) 2 )<br />
Distance = _____________<br />
5) Bob’s computer refers to distance as the letter r and it doesn’t like square root signs<br />
either. How could you rewrite the equation above so Bob can enter the distance into the<br />
computer?<br />
__________=___________________<br />
r 2 = (x) 2 + (y) 2 r = 5, cntr = (0,0)<br />
<strong>The</strong> above equation will give the sprinkler a new spraying radius that will reach any point<br />
(x,y) on the coordinate grid. It is the general equation <strong>of</strong> a circle with its center located at<br />
the point (0,0) and with a radius <strong>of</strong> r.<br />
6) What is the radius and center <strong>of</strong> the circle formed by the equation 5 2 = x 2 + y 2 ?<br />
7) What are they for the circle 36 = x 2 + y 2 ?<br />
r = 6, cntr = (0,0)<br />
8) What is the equation <strong>of</strong> a circle with center (0,0) and radius 10? With radius 4?<br />
100 = x 2 + y 2 16 = x 2 + y 2
9) What is the equation <strong>of</strong> the circle for the sprinkler at (0,0), before it’s setting was<br />
changed?<br />
100 2 = x 2 + y 2<br />
10) Name 4 points that lay on the edge <strong>of</strong> this circle.<br />
(100,0), (0,100), (-100,0), (0,-100)<br />
Bob decides that changing the range <strong>of</strong> all the sprinklers will create too much overlap and<br />
thus waste too much water (water is expensive in this part <strong>of</strong> the country), so he decides<br />
to install a new sprinkler at the point (100,58).<br />
(0,0)<br />
(100,0)<br />
11) If this new sprinkler can exactly reach point (100,43) then what is its spraying radius?<br />
Use the distance formula and show your work.<br />
r = √( (100-100) 2 + (58-43) 2 ) = 15 meters<br />
12) If this new sprinkler can exactly reach point any point (x,y) then what is its spraying<br />
radius? (Note: This will be an equation in terms <strong>of</strong> r, x, and y.)<br />
√( (100 - x) 2 + (58- y) 2 )<br />
r = __________________________<br />
r 2 = (100 - x) 2 + (58- y) 2<br />
Now rewrite this without a square root sign: ______________________________<br />
13) Inside the pair <strong>of</strong> parentheses <strong>of</strong> this equation should be minus signs. If the x or y<br />
come after the minus sign then switch them with the other number. Write this equation.<br />
__________________________________<br />
r 2 = (x - 100) 2 + (y - 58) 2<br />
14) What is this the same as doing and why is it allowed in this case? That is, why<br />
doesn’t it change the validity <strong>of</strong> the equation in this case? Convince yourself that this<br />
doesn’t change anything before moving on.<br />
Reversing the order is the same as multiplying everything<br />
inside the parentheses by a -1, which, because the result is<br />
squared afterwards, doesn’t effect the equation.<br />
(a - b) 2 = (-1 (a - b)) 2 = (-a + b) 2 = (b – a) 2
15) Fill in the blank: <strong>The</strong> equation in #14 is the general equation <strong>of</strong> a circle with its center<br />
located at the point _________ and with a radius <strong>of</strong> r<br />
(100,58)<br />
16) Bob wants to install a lot <strong>of</strong> these new sprinklers in all the other dry areas as well.<br />
What is the equation for a circle that is centered at any given point (h,k) and that can<br />
reach any point (x,y)? (Again make sure that the x and y come first.)<br />
r 2 = (x - h) 2 + (y - k) 2<br />
__________________________________<br />
Now with this form <strong>of</strong> the equation, you can write the equation <strong>of</strong> any circle you could<br />
possibly imagine.<br />
17) What is the radius and center <strong>of</strong> the circle 7 2 = (x-1) 2 + (y-1) 2 ?<br />
18) What are they for the circle 4 = (x+3) 2 + (y-1) 2 ?<br />
19) What is the equation <strong>of</strong> a circle with center (4,-5) and radius 9?<br />
r = 7, cntr = (1,1)<br />
r = 2, cntr = (-3,1)<br />
81 = (x - 4) 2 + (y + 5) 2<br />
20) What is the equation <strong>of</strong> a circle with center (-1,0) that passes through the point (3,2)<br />
20 = (x + 1) 2 + y 2
Reviewing Major Ideas: “Problem with Watering Crops”<br />
Because this is a reflection it<br />
is for the students’ use only.<br />
Also responses will vary<br />
_<br />
1) Describe how the distance formula and the equation <strong>of</strong> a circle centered at the origin<br />
are related? Why does this intuitively make sense?<br />
2) Will farmer Bob ever get this entire field watered without any overlapping areas? Why<br />
or why not?<br />
3) Write the general equations that you found below for future reference.<br />
THM 12.1 General Equation <strong>of</strong> <strong>Circle</strong> with Radius r Centered at the Origin:__________________<br />
THM 12.2 General Equation <strong>of</strong> <strong>Circle</strong> with Radius r and Center (h,k): ______________________<br />
4) How did you determine the first equation? What did you do?<br />
5 How did you determine the second equation? What did you do?<br />
6) It’s easy to make mistakes when first encountering applying these formulas. What<br />
mistakes did you make in questions 6-8 and 17-20 (such as squaring r, making h<br />
negative, etc)? What things can you think <strong>of</strong> that will help you remember not to make<br />
them again?
Lesson 2: Tangents<br />
Discovering and Applying Tangents to Real Life Situations<br />
Materials and Handouts:<br />
Teacher’s Computer with GSP<br />
Projector<br />
Student’s Computers with GSP<br />
Textbooks<br />
Calculators<br />
String<br />
Measuring Tape<br />
Rulers<br />
Protractor<br />
Pre-measured Cardboard <strong>Circle</strong>s<br />
Name: <strong>Dennis</strong> <strong>Kapatos</strong><br />
Grade: 11<br />
Subject: <strong>Geometry</strong><br />
Lesson Objectives:<br />
● Students will be able to write/describe and prove <strong>The</strong>orems 12.2 through 12.4.<br />
● Students will be able to model problem situations using circles, tangents, radii, and other<br />
lines drawn to a circle.<br />
● Given a geometric figure with missing measurements, students will be able to apply<br />
properties <strong>of</strong> circles, radii, and tangents to find them.<br />
● Students will be able to work cooperatively to find an estimate to a given geometric<br />
problem.<br />
Reviewing Homework:<br />
1. Answers to the homework questions will be shown with the projector. Students will correct<br />
their own homework.<br />
2. Teacher will go over any problems the majority <strong>of</strong> the students had difficulty with.<br />
Developmental Activity:<br />
3. Teacher will present today’s problem situation involving satellites on white board.<br />
4. Teacher will discuss with the class how they might solve this problem. <strong>The</strong>y will decide to first<br />
do a rough scale model using a cardboard circles and string and take a more sophisticated<br />
approach later.<br />
5. Teacher will split class into groups <strong>of</strong> 5. <strong>The</strong>re will be a 2 people to hold the ends <strong>of</strong> the<br />
tangent strings (though they won’t call it that, yet), 1 satellite person to hold the two strings<br />
together at the proper distance, 1 person to measure the central angle, and 1 person to record the<br />
data.<br />
6. Each group will find their own measurement and the class will share their findings afterwards.<br />
7. In order to find a more exact answer, Teacher will ask the class to break up their groups and go<br />
to their computers to draw the situation on GSP.<br />
8. Teacher will talk the students through how to create the drawing using the teacher’s<br />
instructions below. Teacher will ask questions when indicated.
9. Teacher will tell students to enter the 3 new theorems into their notes as they go, they’ll prove<br />
12.4 for homework.<br />
10. After experimenting with GSP, teacher will work with student to solve original question (they<br />
will have to identify a right triangle and use some right angle trigonometry.<br />
11. Teach will have student’s summarize what they’ve learned (the three theorems) and how they<br />
used the theorems to get an exact answer.<br />
Homework:<br />
Read pro<strong>of</strong> <strong>of</strong> <strong>The</strong>orem 12.2 on page 594, prove <strong>The</strong>orem 12.4, and on page 596 <strong>of</strong> the textbook<br />
questions 1-8, 14-16, and 22
Satellites<br />
<strong>The</strong>re are thousands <strong>of</strong> satellites circling the Earth right<br />
now tens <strong>of</strong> thousands <strong>of</strong> miles from the surface. <strong>The</strong>y<br />
are used for any from relaying cell phone calls and<br />
televisions programming, to tracking weather systems<br />
and locating ships using GPS (global positioning<br />
systems). <strong>The</strong>y can only see a portion <strong>of</strong> the earth’s<br />
surface at a time but the higher a satellite’s altitude, the<br />
more it can see.<br />
How far can the satellite see around the Earth (in<br />
degrees) from an altitude <strong>of</strong> 22,236 miles? (Note: <strong>The</strong><br />
radius <strong>of</strong> the Earth is 3960 miles.)<br />
<strong>The</strong> above altitude puts the satellite at a<br />
geosynchronous orbit, how much could it see if it had a higher orbit?<br />
Satellite<br />
Earth<br />
Altitude = 2.72 cm<br />
Visible Area = 5.17 cm<br />
Can a satellite see half-way around the earth, that’s 180 degrees, if it has a high enough<br />
orbit? Why?
Words in () are what the students should be<br />
guided to conjecture. <strong>The</strong>y should not be told<br />
to them.<br />
Teacher’s Instructions<br />
Instructions (say aloud):<br />
Construct a circle AB<br />
Construct line AC through the center <strong>of</strong> circle AB;<br />
hold down shift to make it vertical<br />
Construct point D on line AC<br />
Construct ray DE and ray DF as shown<br />
Hide points B and C and line AC<br />
Construct segment DA<br />
Construct point G, the intersection <strong>of</strong> segment DA and<br />
circle A<br />
Swing rays DE and DF till they exactly touch the<br />
circle, like you did with the string<br />
Construct radius AH and AI to the points where it<br />
looks like the rays touch the circle, make sure<br />
H and I are on the rays, not the circle<br />
Questions:<br />
Does this seem like a very accurate way <strong>of</strong><br />
constructing this? What do you notice about the<br />
radii and rays? (they almost look perpendicular)<br />
Check this, measure angle AID and angle AHD,<br />
what did people get? Let’s explore this further<br />
Instructions:<br />
Construct a new circle to the right<br />
Construct a radius<br />
Select it and its endpoint and construct a perpendicular line<br />
Questions:<br />
What happens when you move the point around? This line is called a tangent because it<br />
intersects the circle at exactly one point. That point is called the point <strong>of</strong> tangency. What<br />
should our definition <strong>of</strong> a tangent be? This is <strong>The</strong>orem 12.2 and 12.3. From any one<br />
point outside the circle, what how many different tangents can be drawn to one circle?<br />
Instructions:<br />
Construct a line through the center <strong>of</strong> the circle like you did for the other circle<br />
Double click it to mark it as a mirror line<br />
Select the point <strong>of</strong> tangency, the tangent, and the radius and reflect them<br />
Hide the mirror line and it’s point<br />
Construct the intersection <strong>of</strong> these 2 tangents.<br />
Hide the 2 tangent lines<br />
Construct the tangent segments<br />
Construct the center segment and the point where it intersects the circle as<br />
shown<br />
Move the first point <strong>of</strong> tangency that you made around<br />
Questions:<br />
What do you notice about the lengths <strong>of</strong> the two tangent segments? (they’re<br />
always the same length) Check this, measure them. Now move them around.<br />
does this conjecture check? This is <strong>The</strong>orem 12.4. Now getting back to our<br />
question, we know all we need to in order to solve this question.<br />
E<br />
B<br />
C<br />
D<br />
A<br />
m ! A H D = 92.06 ° G<br />
m ! A ID = 93.00 °<br />
E<br />
H<br />
D<br />
A<br />
V<br />
I<br />
W<br />
M<br />
F<br />
F<br />
U<br />
O
Lesson 3: Properties <strong>of</strong> Chords and Arcs<br />
Using Properties <strong>of</strong> Chords and Arcs to Solve Problems<br />
Materials and Handouts:<br />
Teacher’s Computer with GSP<br />
Projector<br />
Student’s Computers with GSP<br />
GSP Worksheet Files<br />
Textbooks<br />
Graphing Calculators<br />
Compasses<br />
Rulers<br />
Mira’s<br />
Empty Cans<br />
Name: <strong>Dennis</strong> <strong>Kapatos</strong><br />
Grade: 11<br />
Subject: <strong>Geometry</strong><br />
Lesson Objectives:<br />
● Students will be able to utilize <strong>The</strong>orems 12.8 to construct the center <strong>of</strong> a circle.<br />
● Students will be able to write/describe and prove <strong>The</strong>orems 12.6, 12.5, 12.7, and 12.9.<br />
● Students will be able to model problem situations using circles, tangents, radii, and other<br />
lines drawn to a circle.<br />
● Given a geometric figure with missing measurements, students will be able to apply the<br />
theorems learned so far to find them.<br />
● Students will be able to work cooperatively to make and test conjectures <strong>of</strong> geometric<br />
figures.<br />
Reviewing Homework:<br />
1. Answers to the homework questions 1-8, 14-16, and 22 will be shown with the projector.<br />
Students will correct their own homework.<br />
2. Teacher will go over any problems the majority <strong>of</strong> the students had difficulty with.<br />
3. Teacher will ask one student to present their pro<strong>of</strong> <strong>of</strong> <strong>The</strong>orem 12.4 to the class for discussion.<br />
Anticipatory Set:<br />
4. Teacher will have students construct a point, a circle around this point, and then ask them to<br />
construct the circle’s tangent using only a compass and ruler.<br />
5. Teacher will ask students questions to remind them <strong>of</strong> relationship between tangent and radius<br />
to the point <strong>of</strong> tangency.<br />
Developmental Activity:<br />
6. Teacher will ask student how they would construct a tangent without being given the center <strong>of</strong><br />
the circle, only the edge.<br />
7. Teacher will present today’s problem situation involving a satellite dish.<br />
8. Teach will have students work with a partner, each doing his/her own work but just sharing<br />
thoughts.
9. Teacher will tell students to construct an arc <strong>of</strong> a circle using the bottom <strong>of</strong> a can, or anything<br />
else that will serve this purpose. <strong>The</strong> idea is that they don’t have the hole at the center like they<br />
would from using a compass.<br />
10. Teacher will ask students how they could find the center if they used a Mira. If students need<br />
help, teacher will tell them to construct a point near both ends <strong>of</strong> the arc.<br />
11. If students need more help, teacher will tell them to use their Mira find a position where it<br />
maps one <strong>of</strong> these points onto the other.<br />
12. If students still need more help, tell them to draw this line that the Mira is on top <strong>of</strong> when it<br />
maps the two points onto each other.<br />
13. Teacher will ask the students questions about what this line is and lead them to the idea that<br />
this line must go through the center because it is a line <strong>of</strong> symmetry for the circle.<br />
14. Students should recognize the need to repeat this to obtain another line and an intersection.<br />
15. Teacher will ask students to connect the two pairs <strong>of</strong> points they mapped to each other with<br />
segments at tell them that they are called chords.<br />
16. Teacher will ask students to come up with a definition for a chord.<br />
17. Teacher will ask what they constructed to the chord that found the center (a perpendicular<br />
bisector to the chord, be definition <strong>of</strong> a perpendicular bisector).<br />
18. Teacher will have students make conjecture <strong>of</strong> this (<strong>The</strong>orem 12.8).<br />
19. Teach will have student break groups, go to their computers, and start up GSP<br />
20. Teacher will have student’s open a pre-made sketch <strong>of</strong> a circle, a chord, and its<br />
perpendicular bisector.<br />
21. Student’s will more around the points to see that any chord’s perpendicular<br />
bisector crosses the center <strong>of</strong> the circle (see first picture).<br />
22. Teacher will discuss with class and have students formalize their conjecture and<br />
write <strong>The</strong>orem 12.8 in their notes.<br />
22. Teacher will have students look on anther page <strong>of</strong> this sketch <strong>of</strong> the satellite from<br />
the beginning problem.<br />
23. Teacher will ask students to find the placement <strong>of</strong> the receiver (see second<br />
picture).<br />
24. Teacher will students look at other pages <strong>of</strong> the sketches which will have them<br />
discover <strong>The</strong>orems 12.5, 12.6, and 12.9. <strong>The</strong>y are very obvious and thus not too<br />
much time is devoted to them. (see third and fourth pictures).<br />
25. Students will enter these theorems into their notes.<br />
26. Students will spend rest <strong>of</strong> class trying to solve question 20 on page 604.<br />
?<br />
Homework:<br />
Length D'E on<br />
m D'E = 4.83 cm<br />
BC = 5.13 cm<br />
E<br />
drag<br />
a a = 68.76 °<br />
Prove <strong>The</strong>orem 12.9, and on page 603 <strong>of</strong> the textbook, questions 1-13,<br />
18, and finish 20.<br />
G'<br />
D'<br />
B<br />
Length FG' on BC =<br />
m G'G = 4.83 cm<br />
F<br />
m AB = 3.27 cm<br />
G<br />
B<br />
C<br />
A<br />
m CD = 3.3<br />
m GE = 3.09 cm<br />
E<br />
F<br />
D<br />
m EF = 3.06 cm
Locating the Center <strong>of</strong> the Satellite Dish<br />
A satellite dish in the shape <strong>of</strong> an arc (a portion <strong>of</strong> a circle) receives information by<br />
reflecting it <strong>of</strong>f <strong>of</strong> a dish onto a receiver. During a strong hurricane, a piece <strong>of</strong> flying<br />
debris broke the receiver <strong>of</strong>f. How could we find the exact place where to put a<br />
replacement receiver in order to receive a signal again?<br />
?
Lesson 4: Inscribed Angles<br />
Exploring Properties <strong>of</strong> Inscribed Angles and Quadrilaterals Using GSP<br />
Materials and Handouts:<br />
Teacher’s Computer with GSP<br />
Projector<br />
Student’s Computers with GSP<br />
GSP Worksheet Files<br />
Textbooks<br />
Graphing Calculators<br />
Compasses<br />
Rulers<br />
Mira’s<br />
Protractors<br />
Name: <strong>Dennis</strong> <strong>Kapatos</strong><br />
Grade: 11<br />
Subject: <strong>Geometry</strong><br />
Lesson Objectives:<br />
● Students will be able to write/describe and prove <strong>The</strong>orem 12.10 and its corollaries.<br />
● Students will be able to prove <strong>The</strong>orem 12.11, and explain how it can be thought <strong>of</strong> as a<br />
corollary to <strong>The</strong>orem 12.12.<br />
● Given a geometric figure with missing measurements, students will be able to apply the<br />
theorems learned so far to find them.<br />
● Students will be able to work cooperatively to make and test conjectures <strong>of</strong> geometric<br />
figures.<br />
Reviewing Homework:<br />
1. Answers to the homework questions 1-13, and 18 will be shown with the projector. Students<br />
will correct their own homework.<br />
2. Teacher will haves students go over their solutions to question 20 and any questions that the<br />
majority <strong>of</strong> students had trouble with.<br />
3. Teacher will ask one student to present their pro<strong>of</strong> <strong>of</strong> <strong>The</strong>orem 12.9 to the class for discussion.<br />
Anticipatory Set:<br />
4. Teacher will ask student to construct any quadrilateral using compasses, rulers, and/or Mira’s.<br />
5. Teacher will ask students to measure all the angles <strong>of</strong> their quadrilateral.<br />
6. Students will share what their angle measurements are and conclude that any angle can have<br />
any measure.<br />
Developmental Activity:<br />
6. Teacher will ask students to construct a large circle with any quadrilateral in it, with its<br />
vertexes on the circle (an inscribed quadrilateral).<br />
7. Again, students will measure their angles and look for a relationship (opposite angles are<br />
supplementary).
8. Class will discus why they think this is the case.<br />
9. Teacher will ask students to go to their computers and start up GSP.<br />
10. Teacher will ask class to start drawing quadrilateral but stop after<br />
creating just 2 adjacent sides.<br />
12. Teacher will have students construct central angle to this arc, measure<br />
its arc angle, measure the arc angle <strong>of</strong> the inscribed angle, and conjecture<br />
the relationship between the inscribed and central angles (this is <strong>The</strong>orem<br />
12.10, the inscribe should be half the central angle. Teacher will have<br />
students come up with definitions for these terms as he introduces them.<br />
13. Students will move the points around to test this conjecture and enter<br />
<strong>The</strong>orem 12.10 into their notes (see first picture).<br />
14. <strong>The</strong> teacher will ask the class what if a second angle AEC where<br />
drawn or A”any-point”C were drawn (it would have the same arc<br />
angle)(see second picture).<br />
15. Students will experiment with their sketches, discuss what they think,<br />
discover Corollary 1 to <strong>The</strong>orem 12.10, and enter this into their notes.<br />
16. Teacher will ask students to hide angle AEC<br />
17. Teacher will ask students what if A and C were opposite each other on<br />
circle, that is, what if they were on opposites sides <strong>of</strong> a diameter (angle<br />
ABC would always be equal to 90)(see third picture).<br />
18. Students will move points around on their sketches, discuss what they<br />
think, discover Corollary 2 to <strong>The</strong>orem 12.10, and enter this into their<br />
notes (see third picture).<br />
19. Teacher will ask students to make angle ADC less than 180 again.<br />
20. Teacher will ask student to see if <strong>The</strong>orem12.10 holds Hide as Raypoint B gets<br />
really close to point C (at this point BC will become a tangent to the circle at<br />
point C).<br />
21. Students will try this, discuss what they see and think (see picture).<br />
22. Students will discuss how line BC becomes a tangent, discover <strong>The</strong>orem<br />
12.11, see how it is really just another corollary to <strong>The</strong>orem 12.10, and enter<br />
it into their notes as well.<br />
23. Teacher will asks students to return to their original question about<br />
inscribed quadrilaterals.<br />
24. Students should be able to do this part completely on their own and with<br />
m! A B C = 4 6 . 2 0 °<br />
B<br />
E<br />
m! A E C = 4 6 . 2 0 °<br />
m ! A B C = 4 1 . 2 2 °<br />
B<br />
m ! A B C = 9 0 . 0 0 °<br />
B<br />
D<br />
m ! A B C = 4 8 .1 5 °<br />
D<br />
D<br />
C<br />
D<br />
A<br />
m! A D C = 9 2 . 3 9 °<br />
C<br />
A<br />
m ! A D C = 8 2 . 4 4 °<br />
C<br />
A<br />
m ! A D C = 1 8 0 . 0 0 °<br />
m! A D C = 9 6 .3 0 °<br />
A<br />
B<br />
C<br />
little difficulty (see final picture).<br />
25. Teacher will have them enter this as into their notes as <strong>of</strong>ficially,<br />
Corollary 3 to <strong>The</strong>orem 12.10.<br />
26. For the rest <strong>of</strong> the class, students will prove <strong>The</strong>orems 12.10 and 12.11<br />
working in pairs and with the teachers assistance. Students will present their<br />
pro<strong>of</strong>s as time allows.<br />
m ! A B C = 4 8 . 1 5 °<br />
m!<br />
A H C = 1 3 1 . 8 5 °<br />
m AHC = 96.30 °<br />
m ABC = 263.70 °<br />
A<br />
Homework:<br />
B<br />
D<br />
H<br />
Questions 1-12, 15, 16, 24-27, and 28 on page 610 <strong>of</strong> the textbook. Students<br />
will also be asked to come up with and draw and label 1 new real life<br />
application (not one from the book or class) <strong>of</strong> anything the have learned<br />
from this unit so far. <strong>The</strong>y should involve as many measurements as<br />
possible or necessary.<br />
C
Lesson 5: Angles Formed by Chords and Secants<br />
Coordinate Graphing with GSP – Using Graphs to Determine Geometric Relationships<br />
Materials and Handouts:<br />
Teacher’s Computer with GSP<br />
Projector<br />
Student’s Computers with GSP<br />
GSP Worksheet Files<br />
Textbooks<br />
Graphing Calculators<br />
Name: <strong>Dennis</strong> <strong>Kapatos</strong><br />
Grade: 11<br />
Subject: <strong>Geometry</strong><br />
Lesson Objectives:<br />
● Students will be able to write/describe and prove <strong>The</strong>orem 12.12 and 12.13.<br />
● Students will be able to recognize real world applications <strong>of</strong> circles and the theorems<br />
learned so far.<br />
● Students will be able to use coordinate graphs to determine the relationship between parts<br />
<strong>of</strong> geometric figure.<br />
● Students will be able to work cooperatively to prove geometric theorems.<br />
● Given a geometric figure with missing measurements, students will be able to apply the<br />
theorems learned so far to find them.<br />
Reviewing Homework:<br />
1. Answers to the homework questions 1-12, 15, 16, 24-27, and 28 will be shown with the<br />
projector. Students will correct their own homework.<br />
2. Teacher will ask each student to share the real life applications they have come up with using<br />
the projector to show their drawings etc..<br />
Anticipatory Set:<br />
3. Students will look at the sketches they made on GSP from lesson and teacher will ask questions<br />
to help them remember what theorems they learned.<br />
Developmental Activity:<br />
4. Students will still be on GSP.<br />
5. Teacher will talk the students through how to create the drawing using the teacher’s<br />
instructions below. Teacher will ask questions when indicated. <strong>The</strong>orems will be conjectured and<br />
entered into notes as the discussions progress.<br />
6. At the end <strong>of</strong> the teacher’s instructions, the students will work in pairs to try to prove <strong>The</strong>orem<br />
12.13. Teacher will help them though they shouldn’t have too much trouble (they’ve done harder<br />
pro<strong>of</strong>s before).<br />
7. This pro<strong>of</strong> will lead nicely into <strong>The</strong>orem 12.12 which the students will also enter into their<br />
notes.
8. For rest <strong>of</strong> period, students will practice applying these new theorems to some <strong>of</strong> the<br />
homework questions.<br />
Homework:<br />
Questions 1-9, and 15-18 on page 617 <strong>of</strong> the textbook.
Words in () are what the students should be<br />
guided to conjecture. <strong>The</strong>y should not be told<br />
to them.<br />
Teacher’s Instructions<br />
Instructions (say aloud):<br />
Construct a circle AB<br />
Hide point B<br />
Construct Segments CD and ED as shown<br />
Questions:<br />
<strong>The</strong>se are a new type <strong>of</strong> line we haven’t seen<br />
yet. <strong>The</strong>y’re called secants. How might we define them?<br />
m CE on AB = 60.00 °<br />
Instructions:<br />
Construct the intersections, F and G, <strong>of</strong> these<br />
secants<br />
Measure arc angles CE and FG<br />
Measure angle D<br />
Move points C and/or E so that the measure <strong>of</strong> arc angle CE is a round number, say 60<br />
degrees<br />
Questions:<br />
As you move point D onto the circle, how does this situation look familiar? (It is the<br />
inscribed angle theorem from last class.) What about when D is inside the circle? Outside? Lets<br />
explore the relationships between these angles.<br />
Instructions:<br />
Select the measurement <strong>of</strong> angle D then the arc angle <strong>of</strong> FG<br />
From the graph menu, choose “plot as (x,y)<br />
Position your axis and change your unit values to make the graph fit nicely as shown<br />
<strong>The</strong> point that was created by the “plot as (x,y)” above, choose it and from the display<br />
menu, choose trace point<br />
Move point D around outside the circle<br />
C<br />
E<br />
A<br />
m FG on AB = 29.02 °<br />
F<br />
G<br />
D<br />
m! C D E = 1 5 . 4 9 °
80<br />
70<br />
60<br />
50<br />
m CE on AB = 60.00 °<br />
m FG on AB = 18.06 °<br />
40<br />
C<br />
A<br />
F<br />
G<br />
30<br />
20<br />
D<br />
m ! C D E = 2 0 .9 7 ° J<br />
E<br />
10<br />
-80 -60 -40 -20 20 40 60 80<br />
-10<br />
Questions:<br />
What is this plotting? What’s going on? What is the relationship between angle D and the<br />
two arc angles you measured? (Students should work until they come up with the idea that the<br />
measure <strong>of</strong> angle A is half the difference <strong>of</strong> the two arc angles. <strong>The</strong>y can get this through asking<br />
questions about the graph, its intercepts, it’s slope, etc.)<br />
Instructions:<br />
Move points C and/or E so that they are both tangents<br />
Move D around outside the circle again<br />
Now move points C and/or E so that one is a secant and one is a tangent<br />
Move D around outside the circle a third time<br />
Questions:<br />
Does it matter weather DF and DG are both secants or tangents or combinations <strong>of</strong> the<br />
two? (No, the formula holds, it doesn’t matter.) This is all three parts <strong>of</strong> <strong>The</strong>orem 12.13, enter this<br />
into your notes, well prove it next<br />
Instructions:<br />
Hide all the measurements, axis, and gridlines<br />
Construct segments CG and FE as shown<br />
Make sure no lines are touching A<br />
Questions:<br />
(Teacher will have students attempt a pro<strong>of</strong> (they know all<br />
they need to from lesson 4). This pro<strong>of</strong> will also lead very nicely<br />
into <strong>The</strong>orem 12.12, which students will enter into their notes.)<br />
E<br />
C<br />
A<br />
F<br />
G<br />
D
<strong>The</strong>orems for Chapter 12:<br />
12.1 <strong>The</strong> standard form <strong>of</strong> an equation <strong>of</strong> a circle with center (h,k) and radius r is (xh)<br />
2 + (y-k) 2 = r 2 .<br />
12.2 If a line is tangent to a circle, then it is perpendicular to the radius drawn to the<br />
point <strong>of</strong> tangency.<br />
12.3 If a line in the same plane as a circle is perpendicular to a radius at its endpoint on<br />
the circle, then the line is tangent to the circle.<br />
12.4 Two segments tangent to a circle from a point outside the circle are congruent.<br />
12.5 In the same circle or in congruent circles, 1 congruent central angles have<br />
congruent arcs and, 2 congruent arcs have congruent central angels.<br />
12.6 In the same circle or in congruent circles, 1 congruent chords have congruent arcs<br />
and, 2 congruent arcs have congruent chords.<br />
12.7 A diameter that is perpendicular to a chord bisects the chord and its arc.<br />
12.8 <strong>The</strong> perpendicular bisector <strong>of</strong> a chord contains the center <strong>of</strong> the circle.<br />
12.9 In the same circle or in congruent circles, 1 chords equidistant form the center are<br />
congruent and, 2 congruent chords are equidistant from the center.<br />
12.10 <strong>The</strong> measure <strong>of</strong> an inscribed angle is half the measure <strong>of</strong> its intercepted arc.<br />
Corollary 1<br />
Corollary 2<br />
Two inscribed angels that intercept the same arc are congruent.<br />
An angle inscribed in a semicircle is a right angle.
Corollary 3<br />
<strong>The</strong> opposite angels <strong>of</strong> a quadrilateral inscribed in a circle are<br />
supplementary.<br />
12.11 <strong>The</strong> measure <strong>of</strong> an angle formed by a chord and a tangent that intersect on a circle<br />
is half the measure <strong>of</strong> the intercepted arc.<br />
12.12 <strong>The</strong> measure <strong>of</strong> an angle formed by two chords that intersect inside a circle is half<br />
the sum <strong>of</strong> the measures <strong>of</strong> the intercepted arcs.<br />
12.13 <strong>The</strong> measure <strong>of</strong> an angle formed by two secants, two tangents, or a secant and a<br />
tangent drawn from an point outside the circle is half the difference <strong>of</strong> the<br />
measures <strong>of</strong> the intercepted arcs.