Purpose/Essential Question:

Time Frame: 1 - 90 minute block + out of class time to complete project

Resources and Instructional Materials

Commercial dartboard

Vertical angle examples and counter-examples

Class set of dartboard circles (made from bulletin board paper)

Dartboard rubric

Rulers, protractors, safety compass

Transparencies (examples of right, acute, obtuse and straight angles)

Culminating Assessment:

Students will create their own dartboard. The resulting project will be due 2 days after the lesson is completed. A grading rubric is printed with the dartboard guidelines.

1. Instructional Activities

Launch Activity

The teacher will display a commercial dartboard. Students will identify geometrical parts of the dartboard. Selected students will then practice throwing a few darts and identify the geometric element on which the dart lands.

Cognitive Teaching Strategies

2. Students will view models of right, acute, obtuse and straight angles. The teacher will display several examples and students will classify the angles according to their angle measure.

3. The teacher will discuss how to combine angles and determine their resulting degree. Several examples will be provided. Students will combine angles and determine their resulting degree. (For instance, students will determine the resulting degree when you combine 2 acute angles. Students will construct their own angle of varying degrees and compute their resulting degree.)

4. The teacher will define, discuss, and identify, and label the parts of a circle (diameter, radius, center, central angle, chord, arc, and sector). An additional quick answer session may be conducted with the formula for the area and circumference of a circle, as well as the relationship between the radius and the diameter (possible bonus activity).

5. The teacher will prepare examples and counter examples of vertical angles for students (teacher made handout). Students, in cooperative pairs, will then discover vertical angles by analyzing examples and counter-examples and creating their own definition of vertical angles. Student groups will then take turns sharing their definition with the class. The teacher will then share the accepted definition.

6. The connection between types of angles, angle addition, parts of a circle and a commercial dartboard will be made by the teacher. One connection is that a dartboard has identical sectors that serve as scoring sections. The dartboard should be displayed again and connections made to topics covered in class.

Culminating Activity:

Dart Board Project Guidelines

1. The commercial dartboard will be displayed and rules of the game discussed along with the parts of the board and how a player accumulates points.

2. Students will determine how many sectors are on the dartboard and how many degrees each will represent. Students must use the same number of sectors as the commercial dartboard. (360 degrees/# of sectors = degree of each sector)

3. Students will then locate and mark the center of their circle and draw the radius of the circle.

4. Students will then proceed to draw the first angle, with sides extending to the edge of the circle, representing the scoring section of the dartboard.

5. Students may complete the angle drawing process by measuring adjacent angles and folding across the circle to create the vertical angle. Once the vertical angle has been created from the fold, trace the resulting angle. Another adjacent must then be measured and drawn before the next pattern is folded. The teacher will model the folding technique and then circulate to assist as needed as students construct their board. Students may also complete the board by measuring each adjacent angle.

6. Once all angles have been drawn, concentric circles will be drawn to represent the different scoring regions. (Use the commercial dartboard as a guide.)

7. Students should be given time out of class to create a design on their dartboard, adjust errors in measurement and submit for grading.