Benson

Teaching Experiment Lesson Plan: Arc Length Word Problems

Formative Assessment Activity:
Planned Date of Implementation:

Create the Problem

March 11, 2016

Common Core State Standard(s) (list out the standards in words here, do not just list the
letters/numbers title):

CCSS.Math.Content.HSF.TF.A.1
Understand radian measure of an angle as the length of the arc on the unit circle
subtended by the angle.
CCSS.Math.Content.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is
proportional to the radius, and define the radian measure of the angle as the
constant of proportionality; derive the formula for the area of a sector.

Mathematical Practice(s) (list out the math practices in words here, do not just list the
numbers):

CCSS.MATH.PRACTICE.MP1

o Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP5

o Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6

Attend to precision.

Explain the grouping structure (i.e., individual, partner, group) and the reasoning for this
decision?
Instead of grouping students in terms of abilities, I will have 5 different forms (A-E) and
these forms will dictate how the group is arranged. These forms will be arranged in a collated
set as to keep the grouping random. Since I will be doing this in a class that has 22 people, there
should 3 groups of 4 and two groups of 4. Although these groups do not have the same number of
people, it should not effect the task because they will ALL have to use their creativity and
mathematical understanding to create a problem that is unique to the others that we have done
in class.

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Also, students will also be able to divide up the work amongst themselves to create the
problem they want. I will not require the students to have group roles for this task because they
will all have to rely on each other to complete the task for today. Even though group roles will
not be used, the students will be told that EVERYONE in their group will need to contribute to
the activity for the day. How they choose to make this happen is up to them. Since I am doing this
activity with seniors, I want them to get in the habit actively working and contributing in a group
environment. I am taking a chance in setting this activity up in this way, but I think it will be
beneficial for the students and if I find that it is not, I will actively see to it that each student is
involved with their group (this includes asking the uninvolved student what they think about the
question being made and sitting with each group to ensure everyone participates).
It is important to note that the students will not be given these forms upon entering the
classroom, since it is likely they will jump to start the activity before it has begun. Instead, they
will be passed out after the bellwork. Upon passing out these forms, I will tell students to clear
off their desks because they will be moving to a new table that has their form letter on it. There
will also be table tents with the letters on them scattered across the room.
In addition to allowing the students to work together to make a problem that is entirely
their own, being in a group with this size will help them answer their peers question (the
questions associated with the other forms). Since all of the groups will be require to answer the
other forms question on the back of their paper, I think that this is help create a true cooperative
environment.

Describe the overall structure of the lesson, including approximating how much time each
part will take.
Bell Work: (10 minutes)
The bell work will consist of concentric circle word problem. In this problem,
the students will need to find the radius of the smaller circle and the arc length of
the larger circle.
The concentric circles on a dartboard are 6 inches apart. A sector of the
bulls-eye has an arc length of 4 inches and an central angle of 55o.
Given that a sector of the next-largest circle shared the same central
angle, what is the arc length?
Activity: (37 minutes)
Pass out forms, state instructions and take questions (4 minutes)
As I pass out the forms, students will be told to clean off their desk. It is
also important to tell the students that they may use/ keep their notes and
previous assignment since it can help as a guide for the activity. After the
forms are passed out, I will bring attention to the table tents that has the
letters on them. Students will be directed to look at the top left corner of

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their paper to find their letter. Once students move and are seated, I will
explain the task.
On each form, the groups are asked to create a word problem that solves a
word or statement on the form. They are as follows:

Arc length
Radius
Central Angle
The perimeter of a sector
The time it takes to travel around the circle

These problems that the students create must be creative and of a different
topic than those on their notes and their assignment. After the students
create the questions, they must solve their problem to make sure it is
mathematically correct.
They will also be told that they will need to actively participate in their
groups. At this time, I will tell them the reasoning behind this which is the
question needs to represent everyone and they need to get more
comfortable with working together in groups and contributing to that
group. I will also let them that they will need to delegate the work
amongst themselves, however they cannot allow the responsibilities of the
group to fall on to one person. To make sure everyone is participating, I
will tell them I will be walking around to each group and asking them
questions about what they are working on.
Once they have cleared making their question and solving it, they are to
write their questions on the board. Next, they will solve the other forms
problems on the back of their form. As class comes to a close, one
representative will write only the answer to their question on the board so
that others may check their work.
Once it is clear that these are the instructions, I will let the students work.
Create Problems and check (15 minutes)
I will tell the students that they have 15 minutes to create, check, and post
their question. Within this time, students will be collaborating to create
their problems. As the teacher, I will be wandering around the room
reading the students problems and inquiring about how the roles were
designated to the student in addition to who actively participating. At the
end of this 15 minutes, students should be writing their problems on the
board.

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Answer the other groups problem (15 minutes)

Once the 15 minutes are up and all of the questions are posted on the
board, the groups will be answering the other forms questions. During
this time, students are asked to work with each other to solve each
problem. They will also be asked to question each others reasoning. As
they are working, I will be listening to the dialogues that occur. I will also
be looking to see how the students are answering the given questions.
While listening to what the students are doing, I will ask the group if they
can write their solution underneath the given question during the debrief
(the goal here is to get two solutions per question if at all possible, but one
per question will be fine too).
Wrap Up: (15 minutes)
At this time, I will call the class back together and ask the groups to write
the solutions I asked for earlier. Once the solutions are up, I will facilitate
the discussion between the students and this will be the time for them to
pose follow up/ clarifying questions to the group that originally made the
problem as well as question the solutions that the other groups had. The
debrief will have this set up:
Start with the formation of the question and how the group came
up the information. They will need to tell the class what their
thinking was.
o Questions for the group to clarify the problem
Then those that wrote their solutions will need to explain how they
approached the problems and come up with their solutions.
o Questions for the solutions given by the group.
This process will be done for all 5 questions. Since this is the students
time, they may ask to have clarification on problems and the solutions.
Word problems are difficult to conceptualize and it is important that the
students voice where their confusion lies.
**If class is unable to finish all the question, on the next Monday, students will rewrite their
questions on the board and we will finish the activity/ wrap up.**

Goal(s) of Activity (i.e., Students will be able to and I canThese should include
mathematical content and process learning goals.
I can...
Collaborate with others to reach a common goal
Use my creativity and mathematical reasoning to create a word problem
Dissect word problems and create diagrams/ pictures to illustrate the scenario

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Label said diagrams/ pictures with the given information.

Utilize the arc length formula to find the arc length, radius, and central angle
Ask my peers for assistance if I need it
I articulately question and seek clarification from my peers about their work
Be more confident in answering arc length word problems

How will you elicit thinking from the students? (This should be a list of specific questions you
will ask students. If there are multiple grouping structures, then you should have separate
questions for each part. i.e., questions you would ask when students are working in small groups
and then a set of questions you will ask during whole class discussion.)
Bellwork:
o What exactly is this question asking?
o How would you all draw a picture to represent this question?
o What information do they give and where would you put that on the picture?
o If they say that the circles are 6 in apart, what does that mean in regards to
picture? Where is the 6 at?
o What are the units to the arc length?
o Raise your hand if you think we can use this degree in the arc length formula?
Raise your hand if you think we cant? Why do you feel that way?
Activity:
o "Can anyone restate back to me what I said?"
o "Are there any questions concerning the instructions?"
o "How is everyone doing after that last session?
o What are you solving for in your question? Walk me through your thought
process?
o Where this number (in regards the diagram) in your question? How would you
phrase that?
o (Person who isnt participating) What do you think about the question that they
are making? What would you add to it?
Wrap Up:

o Do we have questions for form___________?

o Someone from that group, can you explain what your problem is asking and write
out your solution?
o If we dont have questions, can someone besides this group explain how you
would solve this

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What data will you collect? How will you analyze the data you collect? (i.e., How will you
determine students have understood the material/content of the activity or reached the goal of the
activity? This should tie back to your above learning objectives.)
I will be taking notes as to what questions the students are making. I will also take pictures of their final
product that the write I the board. Outside of my notes, I will be walking around asking students what
they are solving for and how they will attempt to come up with these questions. In doing this, I can
observe who is actually collaboration/ participating within the group. I can also gauge how they are
thinking about the mathematics involved by reading their questions and looking at HOW they made the
question. I will be looking to see if they used pictures to illustrate the numbers they wanted to use or if
they created their story first. Also, while the students are answering each others work, I will specifically
be looking for students to ask each other question about their misconceptions and clarifications on what o
do.
These notes that will be taken are separated by the form letter. They will consist of what the students are
doing and what things they are saying.
At the end of the wrap up, I will also ask the class how they are feeling about being able to answer arc
length word problem, since this is on the test that they will be taking. This will again be a matter of
raising hands. My class is comfortable enough with me and their peers to say whether or not they are
completely lost, so I will use this to see how the students feel about their individual abilities.

How and what kind of feedback (written/verbal) will you give students? What is the
purpose of your feedback?
I will be given the students verbal feedback. I will use this when I am walking around
during the first part of the activity when the students are making their own problem in
their groups. I will ask them clarifying questions for the problem they are making. For
example, if their question is not clear, I will ask what information they are trying to
convey and what would it look like. Most of the feedback for this activity will be written
and verbal amongst the students because they will be questioning each others reasoning,
solutions, and thinking in general. Here my role is to facilitate the activity, but most of
the work and explanation will be led by the students.