Topic

Inscribed ad Central angles

Subject/Gr
ade Level

Math 9

Unit

Circle Geometry

Date

March 10

Time
Durati
on
Teach
er

51 min
Camille Germain

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Use direct and indirect measurement to solve problems

1. Solve problems and justify the solution strategy, using the following circle
properties:
the perpendicular from the center of a circle to a chord bisects the chord
the measure of the central angle is equal to twice the measure of the inscribed
angle subtended by the same arc
the inscribed angles subtended by the same arc are congruent
a tangent to a circle is perpendicular to the radius at the point of tangency.
[C, CN, PS, R, T, V]
LEARNING OBJECTIVES

Students will:
1. identify chords, central angles, inscribed angles and arcs of a circle
2. Formulate the following properties:
the measure of the central angle is equal to twice the measure of the inscribed angle
subtended by the same arc
the inscribed angles subtended by the same arc are congruent

ASSESSMENTS
Observations:
Key Questions:

Products/Perform
ances:

What term matches what was just made with the yarn?
What do you notice about the relationship between the two
angles?

LEARNING RESOURCES CONSULTED

POS
Mathlinks 9

MATERIALS AND EQUIPMENT

yarn
handout with circles with center
points

Procedure:
Introduction:
Time

Student Activity:

1
min

Ask students to pull out their name plates from last class and
put them on their desk.

Teacher Notes/Specific
Examples:

Body:
20
min

Review of Definitions
Bring students outside and have them stand in a circle with
one student stand in the center.
- with yarn create the different terms from last clast and have
the students identify what term matches what had just been
created:
chord
o give two different students an end of the
yarn
o make one a diameter to help students
recognize that a diameter is a chord as well
central angle
o give a student in the circle an end, then pass
it to the student in the middle and then to
another student on the outside of the circle
inscribed angle
o give one end of the yarn to one student on
the outside of the circle then pass it to
another on the other and then another
student
arc
o pass the yarn around a portion of the
outside of the circle
Have students randomly pass the ball of yarn around and
then ask them to identify the various parts of what they have
created.
Ask a student to collect the yarn and then tell the students
its time to go inside.

30
min

As students are coming in hand out papers with circles and

center points on them.
Pair students up with someone close to their desk.
Put the following steps up on the smartboard:
1. Construct a chord and label your endpoints
2. Create a central angle from the endpoints of your chord.
3. Add a point somewhere on the circle and create an
inscribed angle using the endpoints of your chord.
What do you notice about the relationship between the two
angles?

make sure all pairs

have a ruler and a
protractor

5. Try adding another point to the circle and create another

inscribed angle at that point with the endpoints from the
original chord.
What do you notice about this angle?
Try the steps again on the next circle with different points.
Give time for partners to work through two circles before
asking them to share.
Once the majority of partners are done ask students to share
their findings.
After a few partners have shared put the two properties that
they have found on the board.
the measure of the central angle is equal to twice the
measure of the inscribed angle subtended by the same arc
the inscribed angles subtended by the same arc are
congruent
Have students get out their notes page from last class and
copy down the two properties.
With remaining time have students work on questions: 1-5
on page 382-383
Closure:
<1
min

Ask students to finish the questions for tomorrows class

Tell students that tomorrow we will be working on solving
problems with these two properties