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Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Student Task Statement
Mentally estimate whether each angle is acute, right, or obtuse.
••••
Student Response
• obtuse • acute • right • acute
Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
• “Who can restate [student]’s reasoning in a di erent way?”
• “Did anyone have the same strategy but would explain it di erently?” • “Did anyone solve the problem in a di erent way?”
• “Does anyone want to add on to [student]’s strategy?”
• “Do you agree or disagree? Why?”
5.2 Practice with Sectors
Optional: 15 minutes
This activity is optional because it includes additional practice that all students may not need. Students use the relationships between radius, central angle, and sector area to solve various problems.
Instructional Routines
• Think pair share
What: Students have quiet time to think about a problem and work on it individually, and then time to share their response or their progress with a partner. Once these partner conversations have taken place, some students are selected to share their thoughts with the class.
Unit 7
Lesson 5: Angles, Sectors, and Arcs 49