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Lesson Planning Sheet Title: Arc Length of a Sector Learning Objectives: By the end of the lesson: All students should be able to calculate the arc length of a major and minor sector. Most students should be able to calculate the perimeter around a sector. Some students should be able to calculate the perimeter of compound shapes involving sectors. Key words: Arc length, sector, radius, circle, formula Learning Activities Starter/Introduction The starter is intended to recap calculating the circumference of circles since this is prerequisite knowledge for the remainder of the lesson. Encourage the class to leave the answer in terms of pi as this helps when deriving the formula for the arc length later on. Have a student, or pair of students, demonstrate the solution to their peers at the end of the activity to assess and feedback. Development The first sector is to enable the teacher to guide the students through deriving the arc length formula by considering to be the fraction of the entire circle. Therefore becomes the fraction of the circumference so the formula for the arc length of a circle is . Once the formula is derived progress to solving the two examples with students. Use the Geoebra file to define a minor and major sector. When the class are confident with calculating the sector length they can progress on to calculating the perimeter. Derive the perimeter in terms of and simplify the fraction as needed. This approach emphasises the sector is a fraction of a circle and allows easy entry in to a calculator. Students should be able to work through the questions on the third slide independently. Feedback solutions throughout in order to maintain pace. Plenary The plenary is intended to challenge the class firstly to identify the origins of the sector and then to devise an approach to calculate the perimeter. The class could work in pairs to identify the arcs and evaluate the lengths. Have the answers, along with the working out, presented on mini-whiteboards for assessment and feedback. Ideally have a pair of students demonstrate the solution to their peers clearly stating their strategy. Differentiation More able: Students could manipulate the formulae to calculate the radius or angle when given the arc length. Less Able Using sectors with angles that are factors of 360 allows the fractions to be simplified to reduce the calculations needed. Resources: Arc Length Geoebra File Mini-whiteboards Calculators

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