A07 Web Quest and Lesson Plan 3
Georgia State University
Fall 2014
By
Jairo Gasiba
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Introduction
Let’s take a time machine! Lets go back to the time of Euclid the father of geometry. The
year is 300 BC. Euclid is discovering what geometry is. In his shelter, he is using a compass and
a straight edge to create new ideas such as how to cut a segment into two equal parts without
measuring them. Wow! It has to be magic!
In this lesson, we will go further than Euclid's constructions and advance into Circles. We
will create triangles inside of circles, create circles using only 3 points and discover what really
the center of a circle is. Take our journey, and together we will discover the secrets of the past.
Onward!
Web link to Web quest
http://zunal.com/process.php?w=261478
Performance Standards
MAFS.912.G-C.1.2
Identify and describe relationships among inscribed angles, radii, and chords. Include the
relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter
are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects
the circle.
MAFS.912.G-C.1.3
Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for
a quadrilateral inscribed in a circle.
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MAFS.912.G-CO.4.13
Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.
Learning Objectives
The student will be able to construct inscribed figures in a classwork assignment with
80%proficiency.
The students will be able to identify radii, chords, and diameters of a circle during class
discussions with 90% proficiency.
Bell ringer
As part of the warm up exercise, the teacher will have the students activate prior knowledge by
completing two constructions.
1- Create an angle bisector
2- Create perpendicular bisectors
(Note: these constructions are learned at the beginning of the year and used over and over again
in various lesson)
Activity
The teacher will go over the bell ringer assignment with the students before going on to the
lesson. The students will use a straight edge and compass to apply their knowledge of
constructions to that of circles. They will complete 5 distinct constructions of circles;
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1) Find the center of the circle
2) Points to tangents on a circle
3) Inscribe a circle in a triangle
4) Circumscribe a Circle on a Triangle
5) Circle Touching 3 points
First, the teacher will pair up the students. Then, the teacher will provide links for the 5 distinct
constructions that they will perform. The teacher at the beginning of the web quest has provided
the students with links that they can use to help them complete the constructions. The students
will then review each of the constructions. They will have a partner to assist them during the
constructions to make sure they are doing them correctly. Once, they have completed all the
constructions, they have to explain how the construction is geometrically correct. They can do
this on the back side of each construction or on a separate sheet of paper.
Assignment
The students will be given 5 blank sheets of paper. In each of the papers, the must complete all 5
constructions involving circles. The constructions must be fully complete with the title of the
constructions at the top of each paper. After the students have completed all the constructions,
they must explain how they know those constructions are true.
For example, in the bell ringer they created an angle bisector. A student can prove this by
simply measuring the angle he bisected and showing that each of the other two angles are
congruent to each other.
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The students will be assessed on their constructions, observations from when they work with
their peers and their final evaluation of how the constructions actually work.
Rubric
The students will be assessed on a 4 point scale with 3 categories. The first category will
be the constructions. The second category will be from the teacher observing the students work
with their partners. The final category will be for the students explanation of each of the
constructions.
Unsatisfactory
Developing
Satisfactory
Exemplary
Constructions Less than 3 of the
constructions are
completed with full
detail and the
students followed the
steps correctly.
3 out of 5
constructions are
completed with
full detail and the
students followed
the steps
correctly.
4 out of the 5
constructions are
completed with
full detail and the
students followed
the steps correctly.
All 5
constructions are
completed with
_ out of 4
full detail and the
student followed
the steps
correctly.
Observations Students needed
constant redirecting
and never stayed on
task.
Students needed
constant
redirecting.
Partially stayed
on task.
Students needed
minimal
redirecting. Stayed
on task for the
majority of the
project.
Students were on
task, worked
constructively and _ out of 4
stayed on task for
the entire project.
Explanation
3 out 5 of the
constructions had
a detailed and
correct
explanation.
4 out 5 of the
constructions had
a detailed and
correct
explanation.
All 5
constructions had
_ out of 4
a detailed and
correct
explanation.
2 out 5 of the
constructions had a
detailed and correct
explanation.
Score
5
Conclusion
The last 10 minutes of class, the students will be turning in their projects, turning off
computers and picking up any materials they have left over. The teacher will then lead the class
in a final discussion on the explanations the students provided. The teacher will first ask if
students can give their explanation for the first construction. The teacher will ask the class for the
second explanation and so on. The purpose of this is so that all students can have a full
understanding of all the explanations. This will be the closing of the lesson.
This web quest was created for the purpose of providing students with a fun, interactive
and modern approach to completing constructions using circles. This lesson can take two class
periods or about 1 block period. It would be helpful to do this lesson in a computer lab as the
students can have the freedom to go back to videos over and over again so that they can perfect
the lessons. This also allows the students to reach out to other resources found online that can
help them.
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