Virginia SOL 6.MG.1.b.i
The Standard
Investigate and describe the relationship between diameter and radius
Virginia Standards of Learning for Mathematics · The student will identify the characteristics of circles and solve problems, including those in context, involving circumference and area.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the radius and diameter in circles. They explain and use the fact that a diameter is twice the radius.
What Mastery Looks Like
- Students can identify and draw a radius and diameter on any circle. They can state that the diameter is twice the radius and use that fact to find either measure.
Common Misconceptions
- Students may confuse radius with diameter or measure a radius across the whole circle. Some think the relationship changes when the circle gets larger.
How to Assess It
- Draw a circle with a diameter of 14 cm. Ask students to label the center, draw a radius, and explain how they found its length.
Lesson moves
Ways to Teach It
Give pairs circular lids with marked centers and rulers; students measure each radius and diameter, then record the relationship in a table.
Ask students to explain why every diameter contains two radii, using a labeled circle to support their reasoning.
Create matching cards with radius values, diameter values, and circle diagrams; students race to assemble correct sets of three.
Compare bicycle wheel sizes by converting listed diameters to radii, then discuss which measurement a bike shop would use and why.
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Related Standards
- 6.MG.1.e
Solve problems, including those in context, involving circumference and area of a circle when given the length of the diameter or radius.
- 6.MG.1.d
Develop the formula for circumference using the relationship between diameter, radius, and pi.
- 6.MG.1.b.iii
Investigate and describe the relationship between diameter and circumference
- 6.MG.1.b.ii
Investigate and describe the relationship between radius and circumference
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