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Abstract
One step operations has been covered and in the intensive math
class, designed to help students work effectively on the FCAT, the
next unit was Geometry. Basic use of formulas for two- and
three-dimensional objects. In dealing with circular objects, the
students were having a difficult time understanding the use of pi
and why we even have to use it. With this confusion also came a lack
of interest in learning. This activity was a way for me to spark
interest in my students and not feel so intimidated by the number
"pi". Following this activity, students should feel more comfortable
with the use of "pi".
Lesson fundamental understandings:
Essential
Questions:
Standards
National Standards Analyze
characteristics and properties of two- and three-dimensional
geometric objects
State Standards
Lesson
Prerequisite Skills
Students should recognize circular objects and know the basic
calculating process of formulas for two- and three-dimensional
objects.
Teacher
Information/Situations/Setting/Time One week before
"Pi" Day, announce to the students that they should do some research
on pi - look up info. on the internet, look in the encyclopedia,
history books, etc. Everyone should bring in a report on pi that
includes a brief documentation of where information was
found.
"Pi" Day -
1) Lab Activity
2) "Pi" reports
3)
Geometry Sketchpad demo
4) Eat Pie!!
Assessment
Lab:
Check for accuracy of calculation and reasonableness of
answer for mearsurements of the circumference and
diameter.
Report:
Student had to turn in a report but was
given extra credit if read out loud to the class. Report had to be
typed or handwritten neatly. Grammar and spelling will be
checked.
Journal Entry:
What did you learn in this
activity? What do you feel is still a concern when working with
formulas that include "pi"?
Student Activity/Tasks DISCOVERING 'PI'
LAB
Materials:(per student) blank sheet of paper, circle
pattern, piece of string, a small piece of tape and ruler
1)
Trace the circle pattern onto the blank sheet of paper.
2) As
accurately as possible, measure the diameter of your circle. Record
your data.
3) Tape one end of the string to any point on the
circle. Trace the circle with the string (taping along the way at
various points). Without overlapping the ends of the string, cut the
string where the ends meet. Measure the length of the string. Record
your data.
4) Divide the circumference of your circle (data
in #3) by the diamete of your circle (data in #4). Record your
answer.
5) Share with the class your answer in #5. What
pattern do you see? (all should be close to 3.14......) Discuss as a
class why the variation in data.
Enrichment/Alternate Activity:
To follow up and add as wrap up - serve PIE to the students. This
was funded for my class through a grant for incentives for at-risk
students. You may see if your cafeteria staff will help, sometimes
local businesses or restaurants will donate if you let them know in
advance.
Cross-Curricular:
Technology
Requirements/Tools/Materials
http://www.geocities.com/CapeCanaveral/Hall/2449
http://gallery.uunet.be/kurtvdb/pi.html
Geometer's
Sketchpad Animation on Pi. Let students view- preferrably on a large
screen if available.
Acknowledgements:
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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