0 Voturi pozitive0 Voturi negative

47 (de) vizualizări12 paginigeometry

May 28, 2017

© © All Rights Reserved

PDF, TXT sau citiți online pe Scribd

geometry

© All Rights Reserved

47 (de) vizualizări

geometry

© All Rights Reserved

- Cambridge Mathematic
- Syllabus for the Entrance Examination
- Horizontal and Vertical Curves
- online activity 3
- angles LP
- GCSE (9-1) Higher Maths (Non-Calculator)
- Circle theory
- Second Periodical Test in Grade 10 Mathematics (1)
- Lecture 04
- jeopardy bubbled2
- orca_share_media1551794891869
- Matric 10 Yrs
- gr 4 unit 7 part 1 measuring angles form a
- 414440-2020-2022-syllabus (0607)
- 2013-2014-homework-pre
- drgenius1
- Angles Ulp
- Auto Cad Intro
- keyonna sturdivant analytic geometry syllabus
- Assign 1.sol

Sunteți pe pagina 1din 12

GEOMETRY

in Circles

Student Outcomes

Use the inscribed angle theorem to find the measures of unknown angles.

Prove relationships between inscribed angles and central angles.

Lesson Notes

Lesson 6 continues the work of Lesson 5 on the inscribed angle theorem. Many of the problems in Lesson 6 have chords

that meet outside of the circle, and students are looking at relationships between triangles formed within circles and

finding angles using their knowledge of the inscribed angle theorem and Thales theorem. When working on unknown

angle problems, present them as puzzles to be solved. Students are to use what is known to find missing pieces of the

puzzle until they find the piece asked for in the problem. Calling these puzzles instead of problems encourages students

to persevere in their work and see it more as a fun activity.

Classwork

Scaffolding:

Opening Exercise (10 minutes)

Create a Geometry

Allow students to work in pairs or groups of three and work through the proof below, Axiom/Theorem wall, similar to

writing their work on large paper. Some groups may need more guidance, and others a Word Wall, so students will

may need this problem modeled. Call students back together as a class, and have have easy reference. Allow

groups present their work. Use this as an informal assessment of student students to create colorful

understanding. Compare work, and clear up misconceptions. Also, talk about designs and display their work.

different strategies groups used. For example, a student draws a

picture of an inscribed angle

Opening Exercise and a central angle

In a circle, a chord

and a diameter

are extended outside of the circle to meet at point

intercepting the same arc and

. If = , and = , find . color codes it with the angle

relationship between the two

noted. Students could be

assigned axioms, theorems, or

terms to illustrate so that all

students would have work

displayed.

For advanced learners, present

the problem from the Opening

Exercise, and ask them to

construct the proof without

the guided steps.

66

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

Let = , =

+ =

interior angles

+ + = Reason: substitution

=

=

Display the theorem below for the class to see. Have students state the theorem in their own words. Lead students

through the first part of the proof of the theorem with leading questions, and then divide the class into partner groups.

Have half of the groups prove why cannot be outside of the circle and half of the class prove why cannot be inside

of the circle; then as a whole class, have groups present their work and discuss.

Do the following as a whole class:

THEOREM: If , , , and are four points with and on the same side of

congruent, then , , , and all lie on the same circle.

State this theorem in your own words, and write it on a piece of paper. Share it with a neighbor.

If we have 2 points on a circle ( and ), and two points between those two points on the same side (

and ), and if we draw two angles that are congruent ( and ), then all of the points (, ,

, and ) lie on the same circle.

Lets start with points , , and . Draw a circle containing points ,

, and .

Students draw a circle with points , , and on the circle.

Draw .

Students draw .

67

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

No. If students want to measure it, remind them that all circles drawn

by their classmates are different, so we are finding a general case.

Since we do not know the measure of this angle, assign it to be the variable ,

and label your drawing.

Students label the diagram.

In the theorem, we are told that there is another point . What else are we

told about ?

lies on the same side of as .

What are we trying to prove? Figure 1

Lets look at a case where is not on the circle. Where could lie?

could lie outside of the circle or inside of the circle.

Assign each half of the class an investigation: one half will examine if can lie

outside of the circle, while the other half examines whether can lie inside the

circle.

Figure 2

The following questions can be used to guide the group examining if could be outside the circle:

Lets look at the case where it lies outside of the circle. Draw outside of

your circle, and draw .

Students draw and .

What is mathematically wrong with this picture?

Answers will vary. We want students to see that the inscribed

angle, , has a measure of since it is inscribed in the same arc

as . See Figure 1.

To further clarify, have students draw the with the inscribed segment as

shown in Figure 2. Further discuss what is mathematically incorrect with the angles

marked in the triangle; students should observe that the angle measures of

triangles and cannot both sum to 180. Figure 3

cannot lie outside of the circle.

The following questions can be used to guide the group examining if could be

inside the circle:

Lets look at the case where it lies inside of the circle. Draw inside of

your circle, and draw .

What is mathematically wrong with this picture? Figure 4

Answers will vary. Again, circle has a measure of since it is inscribed in the same arc as .

See Figure 3.

68

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

To further clarify, have students draw the triangle with the inscribed segment as shown in Figure 4. Further

discuss what is mathematically incorrect with the angles marked in the triangle. Once again, students should observe

that triangles and cannot both sum to 180.

Circle around as groups are working, and help where necessary, leading some groups if required. Call the class back

together, and allow groups to present their findings. Discuss both cases as a class.

Do a 30-second Quick Write on what you have just discovered.

, and and are

If , , , and are 4 points with and on the same side of

congruent, then , , , and all lie on the same circle.

Have students work through the problems (puzzles) below in pairs or homogeneous groups of three. Some groups may

need one-on-one guidance. As students complete problems, have them summarize the steps that they took to solve

each problem; then post solutions at 5-minute intervals. This gives hints to the groups that are stuck and shows

different methods for solving.

Exercises

Find the value of in each figure below, and describe how you arrived at the answer.

= = base angles of an then interior angles on the same side are

isosceles triangle are congruent and sum of angles supplementary. Then the = , because

of a triangle = is a central angle intercepting . Then

= = angles inscribed in the , has a measure of

remaining arc of the circle,

same arc are congruent . Then m = since it is an inscribed

= . The angle sum of a

angle intercepting

quadrilateral is , which means = .

69

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

3. 4.

, and

= = =

since the intercepted arc of an inscribed angle is double

Inscribed angles are half the measure of the central

the measure of the angle. This means = ,

angle intercepting the same arc.

or is a semicircle. This means is , since

= linear pair with

= linear pair with is inscribed in a semicircle.

= sum of angles of a quadrilateral

= vertical angles

Closing (2 minutes)

Have students do a 30-second Quick Write of what they have learned about the inscribed angle theorem. Bring the class

back together and debrief. Use this as a time to informally assess student understanding and clear up misconceptions.

Write all that you have learned about the inscribed angle theorem.

The measure of the central angle is double the measure of any inscribed angle that intercepts the same

arc.

Inscribed angles that intercept the same arc are congruent.

70

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

Lesson Summary

Theorems:

THE INSCRIBED ANGLE THEOREM: The measure of a central angle is twice the measure of any inscribed angle

that intercepts the same arc as the central angle.

CONSEQUENCE OF INSCRIBED ANGLE THEOREM: Inscribed angles that intercept the same arc are equal in

measure.

If , , , and are four points with and on the same side of , and and are

congruent, then , , , and all lie on the same circle.

Relevant Vocabulary

CENTRAL ANGLE: A central angle of a circle is an angle whose vertex is the center of a circle.

INSCRIBED ANGLE: An inscribed angle is an angle whose vertex is on a circle, and each side of the angle

intersects the circle in another point.

INTERCEPTED ARC: An angle intercepts an arc if the endpoints of the arc lie on the angle, all other points

of the arc are in the interior of the angle, and each side of the angle contains an endpoint of the arc. An

angle inscribed in a circle intercepts exactly one arc; in particular, the arc intercepted by a right angle is

the semicircle in the interior of the angle.

71

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

Name Date

Circles

Exit Ticket

Find the measure of angles and . Explain the relationships and theorems used.

72

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

Find the measures of angles and . Explain the relationships and theorems used.

= (linear pair with ). = = (inscribed angle is half measure of central angle

with same intercepted arc). = .

The first two problems are easier and require straightforward use of the inscribed angle theorem. The rest of the

problems vary in difficulty but could be time consuming. Consider allowing students to choose the problems that they

do and assigning a number of problems to be completed. Consider having everyone do Problem 8, as it is a proof with

some parts of steps given as in the Opening Exercise.

1.

= .

73

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

2.

3.

4.

74

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

5.

6. If = , express in terms of .

7.

a. Find the value of .

= (alternate angles are equal in measure), = (inscribed angles half the central angle),

+ + = (the sum of the angles of triangle is ), = ( ),

+ = (angles form line), ( ) + = (substitution), =

75

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

8. In the figure below, three identical circles meet at , , , and , respectively. = . , , and , , lie on

straight lines.

Prove is a parallelogram.

PROOF:

Join and .

= Reason: Given

Alternate interior angles are equal.

is a parallelogram.

76

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 M5

GEOMETRY

77

This work is licensed under a

This work is derived from Eureka Math and licensed by Great Minds. 2015 Great Minds. eureka-math.org

This file derived from GEO-M5-TE-1.3.0-10.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

- Cambridge MathematicÎncărcat deRevathy Raj
- Syllabus for the Entrance ExaminationÎncărcat deshashilfs
- Horizontal and Vertical CurvesÎncărcat dePE AbdUllh A. Shatrit
- online activity 3Încărcat deapi-321431931
- angles LPÎncărcat deMisArcel Libang
- GCSE (9-1) Higher Maths (Non-Calculator)Încărcat deNyan Tun
- Circle theoryÎncărcat derituparnanag
- Second Periodical Test in Grade 10 Mathematics (1)Încărcat deMizzy Loyola Duquilar
- Lecture 04Încărcat deictoab
- jeopardy bubbled2Încărcat deapi-237499760
- orca_share_media1551794891869Încărcat deKurtTheFruit
- Matric 10 YrsÎncărcat deSyed Mairaj Ul Haq
- gr 4 unit 7 part 1 measuring angles form aÎncărcat deapi-280863641
- 414440-2020-2022-syllabus (0607)Încărcat deRyan Xavier M. Biscocho
- 2013-2014-homework-preÎncărcat degregmcginnis
- drgenius1Încărcat deinfobits
- Angles UlpÎncărcat deShilpi Islam
- Auto Cad IntroÎncărcat deM.Thirunavukkarasu
- keyonna sturdivant analytic geometry syllabusÎncărcat deapi-420437666
- Assign 1.solÎncărcat deNaman Agarwal
- TOS-DAYENÎncărcat deLee Fheb
- Circles_Equation_of_a_Circle_Student.pdfÎncărcat deJafalamo
- Documents%5Clbycvs3%5Clab Ex9Încărcat deLara Mariz Gatbonton
- GMAT GeometryÎncărcat deSachin Tichkule
- Making of a ConeÎncărcat debrpnaidu2157
- Old MS KeyinsÎncărcat deGonzalo Diz Lois
- Gear shavingÎncărcat deRuchira Chanda Indu
- 2001_geomtestÎncărcat debiswajit kar
- PDF file at sector 53792.pdfÎncărcat deMussa Baujit
- Falling CatÎncărcat deKhairul Zakirah

- Question Bank Maths MethodÎncărcat deLalit Kumar
- Curriculum Itsmeaningnatureandscope 150310095850 Conversion Gate01Încărcat deLalit Kumar
- ROle of TeacherÎncărcat deWH WH
- Course IV Knowledge and CurriulumÎncărcat deLalit Kumar
- [Ellin Kofsky Scholnick, Katherine Nelson, Susan a(BookSee.org)Încărcat deLalit Kumar
- Students Journal of Education and DevelopmentÎncărcat deLalit Kumar
- The Meaning of Learning and KnowingÎncărcat deLalit Kumar
- Pedagogy of Teaching HistoryÎncărcat deLalit Kumar
- Knowledge and SkillsÎncărcat deLalit Kumar
- Science MethodÎncărcat deLalit Kumar
- Full Issue - Learning Curve Issue Xiii October 2009 - LanguageÎncărcat deLalit Kumar
- AIPMT-sol.Încărcat deLalit Kumar

- Harmonic DivisionÎncărcat deSafa Salih Gürlü
- pageproofs_15_652354Încărcat deSaketh Maddamsetty
- 5.3 Double Angle Formulas Fill.pdfÎncărcat deloserpantz
- Circular MeasuresÎncărcat deNg Lay Hoon
- Trigonometry Chp Assessment Core 4Încărcat deHareesh
- Class 9 Maths Olympiad Achievers Previous Years Papers With SolutionsÎncărcat dekj
- G11 Math FerrisWheel NL 052814Încărcat dejoe
- Sophomore Honors Geometry Study GuideÎncărcat delily2lily
- articol Gerresten.pdfÎncărcat deRobert Pop
- TrigonometrieÎncărcat deIrina Drăjneanu
- TrigÎncărcat deCaro Thanakorn
- 05_3D_GEOMETRY.pdfÎncărcat deSri D
- Plane GeometryÎncărcat deKc Cheung
- Chapter 7_3 - Proving Triangles SimilarÎncărcat deHazel Clemente Carreon
- How to Calculate Your Bust Dart SizeÎncărcat dethinewill_bedone8055
- Chapter 7 ReviewÎncărcat deales8806
- Solving Right Triangle Using the Six Trigonometric FunctionÎncărcat deTrisha Park
- day 1- intro to trig ratios lessonÎncărcat deapi-303010644
- Bab 3 Circles (II)Încărcat deHafiza Zainon
- Summative Assessment 2 mathsÎncărcat desourav_ravsou_dash
- Chapter 8- Circular MeasureÎncărcat deLee Li Lian
- Solution of TrianglesÎncărcat deSankar Ranjan
- (Mensuration, Geometry and Basic Algebra)Încărcat deYash Maheshwari
- 7-Maths-NCERT-Exemplar-Chapter-5.pdfÎncărcat deRamesh raj
- 28 chapter28 508-529Încărcat deapi-258749062
- Precalculus- WSÎncărcat dearshad_bah
- Trigonometric FormulaÎncărcat deAhmad Starbros Muhammad
- 151561364 37965558 Bansal Classes Mathematics Study Material for IIT JEEÎncărcat deVishal Kumar
- Congr UenceÎncărcat deAry Nugroho
- circles-q-bÎncărcat deNilansh Rajput

## Mult mai mult decât documente.

Descoperiți tot ce are Scribd de oferit, inclusiv cărți și cărți audio de la editori majori.

Anulați oricând.