Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Radius, diameter and circumference: name and use them
Geometry
CCSS 7.G.B.4England: Y6 Geometry
Objective and success criteria
Students will: Radius, diameter and circumference: name and use them.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Polygons: sides and vertices
Leads to: the next skill in this area.
Materials: Rulers and protractors, Squared or dotted paper, Shape cut-outs, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Polygons: sides and vertices). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How many sides do a pentagon and a hexagon have altogether? → 11Prompt: How many sides does a pentagon have?
- How many sides do a square and a triangle have altogether? → 7Prompt: How many sides does a square have?
- How many sides do a square and a pentagon have altogether? → 9Prompt: How many sides does a square have?
Hook · 6 min
- Show a photo of a building, a tile pattern or a road sign and ask what shapes and angles students can spot.
- Share the objective: Radius, diameter and circumference: name and use them. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the name for the length that is half the diameter?
- Step 1: radius
- Answer: radius
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is the name for the length that is half the diameter? (radius / diameter / circumference) → radiusPrompt: 'Dia' means across.
- 2 identical coins of radius 8 mm are placed in a row, touching. How long is the row? → 32Prompt: Each coin is one diameter wide.
You do: independent practice · 17 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 4 identical coins of radius 3 mm are placed in a row, touching. How long is the row? → 24Prompt: Each coin is one diameter wide.
- What is the name for the distance from the centre to the edge? (radius / diameter / circumference) → radiusPrompt: 'Dia' means across.
Watch out for
- Thinking a square turned on its corner is no longer a square.
- Reading the wrong scale on a protractor.
Support and stretch
Support
- Review first: Polygons: sides and vertices.
- Use concrete materials: rulers and protractors.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-5.
Free lesson plan from eurekami.com/lesson-plan-builder