Target Students:

Leaving Certificate Higher Level Students

Prior Knowledge:
Students will have studied Junior Certificate trigonometry.

Relationship to Syllabus:
Radian Measure of Angles

Duration:
In this case it will be very much dependant on the capability of the class. For some classes it may be
done in one class period, for other classes it may take 2 to 3 classes.

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Aims:
The class will take an explorative approach to investigate the properties of radian measure. Pupils
will be provided with a range of activities and scaffolded support from the teacher to enable the
pupil to generate a deep understanding of radian measure and be able to apply its use in related
problems

Learning Outcomes:
At the end of using this methodology pupils will be able to:

• Work efficiently in pairs (or small groups) to investigate a new topic

• Construct an angle of size 1 radian
• Measure, approximately, the 1 radian angle in degrees
• Estimate the number radians in a semi-circle
• Estimate the number of radians in a full circle
• Demonstrate an understanding of what a radian is and how it relates to degree measure
• Be able to accurately estimate the number of radians in a given angle
• Calculate the exact number of radians in a full circle
• Derive the identity π radians = 180º
• Use the identity above to do all conversions from radians to degrees and vice versa
Arc Length
• Derive the formula θ (in radians) =
Radius

• Use the fact that Angle (in radians)

Area of Sector = Area of full circle ×
Full circle(in radians)

to derive Area of Sector = ½ r2θ

• Use these 2 formulas in problems

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Resources Required:
Full set of mathematical instruments, small piece of string, Angle Estimator (provided by
teacher)

Lesson Interaction is set out under four sub-headings:

i. Student Learning Tasks – Teacher Input:

This section focuses on teacher input
and gives details of the key student tasks and teacher questions which move the
lesson forward.

ii. Student Activities – Possible and Expected Responses: Gives details of

possible student reactions and responses and possible misconceptions students
may have.

iii. Teacher’s Support and Actions: Gives details of teacher actions designed to
support and scaffold student learning.

iv. Checking Understanding: Suggests questions a teacher might ask to evaluate

whether the goals/learning outcomes are being/have been achieved. This
evaluation will inform and direct the teaching and learning activities of the next
class(es).

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Student Learning Tasks: Student Activities: Teacher’s Support and Actions Checking Understanding
Teacher Input. Possible and Expected
Responses
Ask the class “How do we Pupils will identify 1) In mathematics, other than in practical geometry, angles are Can student verbalise the 2
measure the size of an angle degrees as a way of mostly measured in radians. Radians are preferred as they make ways of measuring angles
?” measuring angles. calculations in trigonometry and calculus shorter and neater. and give 2 reasons why
“Why do we need a second They will probably not 2) Later in the course we will be studying Calculus. There is a very radian measure is being
way of measuring angles ?” see any need for a sin x studied.
important limit in calculus, lim which is only defined for
second way of x →0 x
measuring angles. angles expressed in radians.
3) Radians are more widely used in other branches of
mathematics. In physics for example ‘angular velocity’ and
‘angular acceleration’ are typically measured in radians.
Write the following on the Pupils familiar with In mathematics if no units are indicated the default metric is the
board degree measure and radian. So “ Angle size 5” actually means 5 radians. Introduce the
“ Angle size 5” assume the units are in idea that the word ‘radian’ is usually left out.
Ask class what would they degrees.
assume if this were written
somewhere ?
What symbol is used for Pupils familiar with There is an international notation of superscript ‘c’ for radians. Can student verbalise 3
degrees ? degree notation i.e. 5°. However it is rarely used as the default of nothing means radians. ways that radian units can
What symbol is used for It is good practice initially to write rads(or radians or c) after the be indicated ? (4 ways if the
radians ? angle for radians. This can be dropped later when familiar with the default concept is included).
metric. Activity Sheet 1 (not to be
given to class yet) has
questions probing this.

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Student Learning Student Activities: Possible and Expected Teacher’s Support and Actions Checking
Tasks: Teacher Responses Understanding
Input.
Task 1: Divide the Ensure that one pupil is holding the string at its full length Various sizes of circles
class up into pairs. and the other pupil is setting compass to this length, as in will be drawn by the
Give one piece of the picture on the left. class.
string to each pair of The pieces of string will be of varying lengths. This will be
pupils. re-enforced later when pupils will compare circle size and
radian size in each other’s work.

Task 2: Hand out Pupils must work on the circumference. Ensure that the string is used along the circumference. Pupils should have
Activity Sheet 1 The estimation of the approximate size of 1 radian (i.e. approximated the size
item 6 in Activity Sheet 1 Radian Measure) is crucial to the of 1 radian to between
understanding of radians. 56° and 60°.
Item 8 Activity Sheet There is a misconception that a radian is Reinforce the circumference as what defines a radian. Monitor the pupils’
1: defined from the centre, as a degree is. Get pupils to say what they mean in their own words capability to verbalise
“Where is a radian when they say “An angle of 1 radian”. This must be their understanding of
defined ?” communicated by each pupil, either to each other or to 1 radian. Also be able
the teacher. (Item 8 Activity Sheet 1) to verbalise the non-
importance of the size
of the circle to radian
measure.

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Student Learning Student Activities: Possible and Expected Teacher’s Support and Actions Checking
Tasks: Teacher Responses Understanding
Input.
Enable pupils to Items 10 1nd 11 from Activity Sheet 1. Monitor groups closely for this and ‘scaffold’ support as Pupils should have
derive the number of required. A few pupils may be able to do this without any evidence to show they
radians in a circle and support. Some will need substantial support. Let pupils understand this central
a semicircle. experiment and ‘problem solve’ at this stage. Get pupils to concept. It is item 10
focus on circumference if struggling. If necessary give the and 11 but they need
following link: to be able to generate
Full circle in radians = Full circle in degrees and communicate this.
And then work from there. Again focus on where a radian Spend time on this, as
is defined i.e the circumference and how many degrees it is important, and
are in the full circle i.e. 360° . maybe reinforce
following day (class).
In class next day write
the following on the
board:
“In area and volume π
is 22/7 but in
trigonometry π is
180°”
Ask class for comments
on this sentence.

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Student Learning Student Activities: Possible and Expected Teacher’s Support and Actions Checking
Tasks: Teacher Responses Understanding
Input.
Does pupil have a 1 radian may not seem to be Use “Engle Estimator” to get pupils questioning each other
deep intuitive approximately 60° to some children. They on this. Give out Angle Estimator and get pupil to create
understanding of the may feel that 60° is too big for just 1 and show various radian measures.
size of a radian ? radian.
Give each group an
Angle Estimator.
Item 1 on Activity Some conversions are easy e.g π/2 radians It is good practice to
Sheet 2: is 90°. However to cope with all write radians (or rads)
Write “π radians = conversions a “Teaching for Converting radians to Converting degrees to until pupils very
180°” on board Understanding” approach is degrees: radians: familiar with the topic.
recommended. π radians = 180° π radians = 180° May even use it all the
How would you calculate 1 How would you calculate time.
radian ? 1 degree ? Item 1 on Activity Sheet
How would you the get to How would you the get to 2 can be used to test
the required number of the required number of the understanding of
radians ? degrees? this.
The approach in the table above, will re-enforce Monitor groups and
understanding, since the first line was discovered by the look for evidence of
pupil. Recommend using this approach for as long as is work shown.
necessary. If pupil ‘sees’ shortcuts then fine, but let that
stage develop from work done, rather than being given by
the teacher and ‘learnt off’ by pupil.

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Student Learning Student Activities: Possible and Expected Teacher’s Support and Actions Checking
Tasks: Teacher Responses Understanding
Input.
Item 4 Activity Sheet Pupils’ prior knowledge will only be using Again monitor groups and see what support is required. Area sector = ½ r2 θ
2: πr2. build on prior knowledge and where necessary provide This is item 6 on
Derive Area sector = Calculating the area of a sector using this this: Activity Sheet 2.
½ r2 θ method may need to be looked at for this Area of Sector = Items 7 and 8 should
section. help consolidate this
Angle (in radians)
Area of full circle × work. Homework may
Full circle(in radians)
be necessary.
Leave out the “in radians” clue initially,
And then provide where necessary.
Get groups to construct a circle and choose a sector e.g
circle of 7cm and sector of angle 240°. Calculate the area
of this sector both ways and use one to verify the other.
Item 5 Activity Sheet Pupils may not be aware that both sectors
2: are the same size. See how this develops,
Investigate both ways monitor to see if more intervention is
of getting the area of necessary.
a sector and then
compare answers.

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 Radian Measure – Introduction
Activity Sheet 1

1) Construct a circle whose radius is

equal to the length of the piece of string given. A B

2) Draw in the radius and label it AB as shown.

String

3) Using the string, place one end of it at B

and lay it out on the circumference.
Mark C at the end of the string.
A B

C
4) Join point A to point C.
The angle created in the centre of the circle is called “1 Radian”.

1 Rad
A B

NOTE: Activities 1 to 4 show how to construct an

angle of size 1 radian

5) Using a protractor measure (and write down) the approximate size of this radian in degrees.

Approximate size of 1 radian in degrees = ________________

C

6) Using the string on the circumference repeat step 4 above

until the entire circumference has been covered.
A B

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 7) From the work you have done on this circle answer the following :

a) Estimate how many radians are in a full circle ___________________

b) Estimate how many radians are in a semi-circle __________________

8) Write down, in your own words, what you understand by the phrase “An angle of size one
radian.”
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

9) Complete the following table, using circles drawn by the class.

Circle Radius Estimation of 1 radian

Circle 1 *

Circle 2

Circle 3

Circle 4

* the circle you constructed at question 1 above

Based on the table above, what affect does the size of the radius of a circle have on the size of 1
radian ?
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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 10)
(a) From analysing the work so far make a connection between the number of radians in a full
circle and the circumference.

(b) If θ is an angle, measured in radians, derive a formula connecting θ, (L) the length of the arc
and the (r) radius.

11) Using the identity generated in the previous question:

(a) How many radians are in a full circle correct to two decimal places ? ____________

(b) Show that π radians = 180°

(c) How many radians are in a semi-circle , correct to two decimal places ? __________

12) Using the identity generated at question 10 above, show how to calculate the size of 1
radian, correct to one decimal place.

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 13) Which of the following angles 1, 2, 3, 4 or 5 represent an angle of approximately 4 radians.
Explain your answer.

1 2 3

4 5

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

14) Summarise what you have learned about radians from this activity.
___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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 Radian Measure
Activity Sheet 2
1) An identity already derived (in Q 11 on Activity Sheet 1) was that π radians = 180º.
This identity is very useful to easily convert degrees to radians or radians to degrees.

(i) Use the identity π radians = 180º as your starting point show how to convert:
(a) 200° to radians 7π (c) 1½ radians to degrees
(b)
6

(ii) Convert each of the following to degrees to radians or radians to degrees as required.

Radians Degrees Radians Degrees

1 60º 10 π
4

2 30º 11 π
3

3 70º 12 2π
5

4 120º 13 5π
4

5 80º 14 5π
6

6 75º 15 4π

7 12º 16 2

8 300° 17 4.5

9 720º 18 6

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 2) (a) Draw any circle and construct an angle of 2 radians

(b) Using the identity derived at Q10 on Activity Sheet 1 find the length of the arc of this
angle algebraically.

(c) Using a protractor, measure the size of this angle in degrees ______________

Comment on whether this is the degree measure you expected:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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 3) (a) Construct a circle of radius 5cm (b) Construct an arc of 20cm on this circle.

(c) Write down the size of the angle subtended at the centre of this circle in radians

____________
(d) Using the identity from derived at Q10 on Activity Sheet 1 verify your answer from (c)
algebraically.

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 4) The diagram shows a shaded sector ABC .
Show how the identity,
Area of Sector = ½ r2θ is derived,
where r is the length of the radius.
and θ is the angle of the sector measured in radians

Hint: Angle (in radians)

Area of Sector = Area of full circle ×
Full circle(in radians)

5) (a) This question looks at the area of a sector of a circle circle. It investigates using both
degrees and radians to get the area of a sector and compares the answers.
Calculate the area of the sector Calculate the area of the sector

of angle 114.6° of angle 2 radians

in a circle of in a circle of

radius 7cm. 114.6° radius 7cm. 2 rad

Area of sector = ___________________

Area of sector = ___________________

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(b) Why were 114.6° and 2 radians used ?
______________________________________________________________________________

______________________________________________________________________________

(c) Comment on the two answers.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

6) The circle on the right has a minor arc length BC of 10cm.

The angle θ is 143.24°.
(a) Write down an approximation for θ in radians _______

(b) Show how to calculate θ in radians (to 1 decimal place)

(c) Calculate the radius of the circle

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 7) Each of the circles below has a radius of 8cm.
(a) Calculate the size of the angle (in radians) of a sector in a circle which has radius 8cm and
area of sector of 67cm2 to nearest cm.

(b) Identify which of the circles below has a sector of area 67cm2 (to nearest cm) and explain
your choice(s).

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

1 3
2

4
5

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 Picture 1 : Angle Estimator
Front Back

Websites on Radians:
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 1. Video tutorials, diagnostic tests and exercises. (Recommended)
http://www.mathcentre.ac.uk/students.php/all_subjects/trigonometry/radian/resources/

2. 8 applications of Radian measure

http://www.intmath.com/Trigonometric-functions/8_Applications-of-radians.php

3. Converting radians to degrees and vice versa. Examples and problems

http://www.themathpage.com/atrig/radian-measure.htm#rad

4. Interactive unit circle and radians

http://www.themathpage.com/atrig/radian-measure.htm#rad

5. Teachnet site on Leaving Cert Trigonometry

http://www.teachnet.ie/hpunzet/2007/

6. BBC summary notes on trigonometry

http://www.bbc.co.uk/scotland/education/bitesize/higher/maths/trigonometry/radian_and_equations2_rev.shtml

7. Teacher tube videos

http://www.mathcentre.ac.uk/students.php/all_subjects/trigonometry/radian/resources/

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